CONTENTS

Chapter 1. AUTOMATION ENGINEERING ........................................................................................ 1

I. READING AND COMPREHENSION ............................................................................................ 1
II. VOCABULARIES ......................................................................................................................... 1
III. ENGLISH GRAMMAR IN USE ................................................................................................... 2
3.1. If conditional sentences ............................................................................................................ 2
3.2. Which ....................................................................................................................................... 3
3.3. The active and passive sentences .............................................................................................. 3
3.4. Relative clauses 1 ..................................................................................................................... 3
3.5. Reason and result connectives 1 ............................................................................................... 4
3.6. Mathematical symbols used in electrical engineering and electronics ....................................... 4
IV. FURTHER READING .................................................................................................................. 4
4.1. Feedback control systems ......................................................................................................... 4
Chapter 2. CONTROL SYSTEM ............................................................................................................ 6
I. READING AND COMPREHENSION ............................................................................................ 6
II. VOCABULARIES ......................................................................................................................... 6
III. ENGLISH GRAMMAR IN USE ................................................................................................... 8
3.1. Simple present tense ................................................................................................................. 8
3.2. Describing function .................................................................................................................. 8
3.3. Describing purpose .................................................................................................................. 9
3.4. Relative clause 2: making definition ......................................................................................... 9
3.5. Terms used in electrical engineering and electronics .............................................................. 10
3.6. Describing component values ................................................................................................. 10
IV. FURTHER READING ................................................................................................................ 11
4.1. Logic control .......................................................................................................................... 11
4.2. On-off control......................................................................................................................... 11
Chapter 3. THE DC MOTOR................................................................................................................ 12
I. READING AND COMPREHENSION .......................................................................................... 12
II. VOCABULARIES ....................................................................................................................... 12
III. ENGLISH GRAMMAR IN USE ................................................................................................. 14
3.1. Present continuous tense ........................................................................................................ 14
3.2. Past simple tense .................................................................................................................... 14
3.3. Describing component part 1 .................................................................................................. 14
3.4. Describing component parts 2 ................................................................................................ 15
3.5. Writing impersonal instructions .............................................................................................. 16
IV. FURTHER READING ................................................................................................................ 16
4.1. DC motors .............................................................................................................................. 16
4.2. Wound field DC motor ............................................................................................................ 18
Chapter 4. ELECTRICAL IGNITION ................................................................................................... 19
I. READING AND COMPREHENSION .......................................................................................... 19
 II. VOCABULARIES ....................................................................................................................... 19
III. ENGLISH GRAMMAR IN USE ................................................................................................. 23
3.1. Past continuous tense ............................................................................................................. 23
3.2. Modal verbs ........................................................................................................................... 23
IV. FURTHER READING ................................................................................................................ 23
4.1. Voltage Transformers ............................................................................................................. 23
Chapter 5. PROPORTIONAL CONTROL ............................................................................................ 25
I. READING AND COMPREHENSION .......................................................................................... 25
II. VOCABULARIES ....................................................................................................................... 25
III. ENGLISH GRAMMAR IN USE ................................................................................................. 26
3.1. Cause and effects 1 ................................................................................................................. 26
3.2. Cause and effect chains .......................................................................................................... 27
3.3. Describing the reception of a signal........................................................................................ 27
3.4. Short relative clause ............................................................................................................... 27
IV. FURTHER- READING .............................................................................................................. 28
4.1. Furnace example .................................................................................................................... 28
Chapter 6. PROCESS CONTROL SYSTEM......................................................................................... 29
I. READING AND COMPREHENSION .......................................................................................... 29
II. VOCABULARIES ....................................................................................................................... 30
III. ENGLISH GRAMMAR IN USE ................................................................................................. 32
3.1. Reduced time clauses .............................................................................................................. 32
3.2. Word study ............................................................................................................................. 32
IV. FURTHER READING ................................................................................................................ 33
4.1. Sensor .................................................................................................................................... 33
4.2. Sensors as Transducers .......................................................................................................... 33
4.3. Analog and Digital Sensors .................................................................................................... 33
Chapter 7. PID CONTROL ................................................................................................................... 34
I. READING AND COMPREHENSION .......................................................................................... 34
II. VOCABULARIES ....................................................................................................................... 34
III. ENGLISH GRAMMAR IN USE ................................................................................................. 34
3.1. Time clause ............................................................................................................................ 34
3.2. Describing purpose ................................................................................................................ 35
3.3. Word study ............................................................................................................................. 36
IV. FURTHER-READING ............................................................................................................... 36
4.1. Derivative action .................................................................................................................... 36
4.2. Integral action ........................................................................................................................ 37
Chapter 8. CATHODE RAY TUBE ...................................................................................................... 38
I. READING FOR COMPREHENSION ........................................................................................... 38
II. VOCABULARIES ....................................................................................................................... 38
III. ENGLISH GRAMMAR IN USE ................................................................................................. 41
3.1. Describing a process .............................................................................................................. 41
3.2. Cause and effect ..................................................................................................................... 42
 3.3 Sentence building .................................................................................................................... 43
IV. FURTHER READING ................................................................................................................ 44
4.1. Electron beams ....................................................................................................................... 44
4.2. Infrared radiation................................................................................................................... 44
Chapter 9. ALARM SYSTEMS ............................................................................................................ 46
I. READING AND COMPREHENSION .......................................................................................... 46
II. VOCABULARIES ....................................................................................................................... 47
III. ENGLISH GRAMMAR IN USE ................................................................................................. 48
3.1. Present perfect tense............................................................................................................... 48
3.2. Past perfect tense ................................................................................................................... 48
3.3. Simple future tense ................................................................................................................. 48
3.4. Near future tense .................................................................................................................... 48
3.5. If- sentences ........................................................................................................................... 49
IV FUTHER READING ................................................................................................................... 50
Chapter 10. FUZZY LOGIC ................................................................................................................. 52
I. READING AND COMPREHENSION .......................................................................................... 52
II. VOCABULARIES ....................................................................................................................... 52
III. ENGLISH GRAMMAR IN USE ................................................................................................. 52
3.1. Allowing and preventing verbs................................................................................................ 52
3.2. Writing ................................................................................................................................... 53
3.3. Relative clauses ...................................................................................................................... 54
IV. FURTHER TECHNICAL READING ......................................................................................... 55
4.1. Other techniques .................................................................................................................... 55
4.2. Circuit symbols....................................................................................................................... 55
Chapter 11. HOW TO WRITE AN INTERNATIONAL PAPER ........................................................... 61
I. TEMPLATE OF CONFERENCE PAPER ..................................................................................... 61
English for Control & Automation Engineering Chapter 1. Automation Engineering

Chapter 1. AUTOMATION ENGINEERING

I. READING AND COMPREHENSION
Automation engineer
Automation engineers are experts who have the knowledge and ability to design,
create, develop and manage systems, for example, factory automation, process
automation and warehouse automation.
Scope
Automation engineering is the integration of standard engineering fields. Automatic
control of various control system for operating various systems or machines to reduce
human efforts & time to increase accuracy.
Work and career after graduation
Graduates can work for both government and private sector entities such as industrial
production, companies that create and use automation systems, for example, paper
industry, automotive industry or food and agricultural industry and water treatment.
Job Description
Automation engineers can design, program, simulate and test automated machinery
and processes. Automation engineers usually are employed in industries such as the
energy sector in plants, car manufacturing facilities or food processing plants and robots.
Automation engineers are responsible for detailed design specifications and other
documents in their creations.
II. VOCABULARIES
 Automate (v) /ˈɔː.tə.meɪt/ automation (v) /ˌɔː.təˈmeɪ.ʃən/ to make a process in a
factory or office operate by machines or computers, in order to reduce the amount
of work done by humans and the time taken to do the work
 Warehouse (n) /ˈweə.haʊs/ a large building for storing things before they are
sold, used, or sent out to shops
 Integrate (v) /ˈɪn.tɪ.ɡreɪt/ integration (n) /ˌɪn·təˈɡreɪ·ʃən/ to combine two or more
things in order to become more effective
 The Private Sector (n) /ˈpraɪ.vət ˌsek.tər/ businesses and industries that are not
owned or controlled by the government
 Water Treatment (n) /ˈwɔː.tər ˈtriːt.mənt/Medical treatment employing water
(administered internally or externally)
 Facility (n) /fəˈsɪl.ə.ti/ a place, especially including buildings, where a particular
activity happens
 Be Responsible for Sb/Sth/Doing Sth /rɪˈspɒn.sə.bəl/ to be the person who
caused something to happen, especially something bad
Exercise 1: Describing shapes
Study these nouns and adjective for describing the shapes of objects:
Shape 2D Noun Adjective Shape 3D Noun Adjective
Circle Circular Sphere Spherical

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English for Control & Automation Engineering Chapter 1. Automation Engineering

Semi-circle Semi-circular Cylinder Cylindrical

Square Square Tube Tubular

Rectangle Rectangular Rectangle Rectangular

Line Edges
Straight Rounded
Curve Pointed

When something has a regular geometric shape we can use one of the adjectives from
the table to describe it:
Example:

A square wave

Now describe the shape of the following objects as completely as possible:

1. Ceramic capacitor 2. Transformer laminations

3. Electrolytic capacitor 4. Antenna

5. Magnet 6. Resistor
III. ENGLISH GRAMMAR IN USE
3.1. If conditional sentences
Conditional clause Main clause
1. If + Present Tense will + infinitive / present tense / imperative
If you help me with the dishes (if + present simple tense), I will help you with your
homework. (will + infinitive)
If the sum of the digits of a number is divisible by three, the number is divisible by
three (Present tense)
If you see Mr Fox tonight, tell him I am ill. (imperative)

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2. If + Past Tense would + infinitive

If I had enough money, I would go to Japan
3. If + Past Perfect Tense would have + past participle
If I had had enough money, I would have gone to Japan.
3.2. Which
The subject which you are studying is difficult.
This is the book which I like best.
His house, for which he paid £10,000, is now worth £50.000.
This machine, which I have looked for 20 years, is still working perfectly.
The dress which I bought yesterday is very beautiful.
3.3. The active and passive sentences
Active: S V O

Passive S be + PP by agent or doer

Anna writes a letter.
A letter is written by Anna.
3.4. Relative clauses 1
Study these sentences:
1)- Starter motor brushes are made of carbon
2)- The carbon contains copper.
Both these sentences refer to carbon. We can link them by making sentence 2 a relative
clauses.
1+2). Starter motor brushes are made of carbon WHICH contains copper.
The relative clause is capitals. Note that THE CARBON in sentence 2 becomes WHICH.
Study these other pairs of sentences and note how they are linked.
3)- 33kV lines are fed to intermediate substations,
4)- In the intermediate substations the voltage is stepped down to 11kV.
3+4)- 33 kV lines are fed to intermediate substations WHERE the voltage is stepped
down to 11kV.
Now link these sentences. Make the second sentence in each pair a relative clause.
1. The coil is connected in a series with a resistor.
The resistor has a value of 249 ohms.
2. The supply is fed to the distribution substation.
The supply is reduced to 415 V in the distribution substation
3. Workers require a high degree of illumination.
The workers assemble very small precision instrument.
4. Manganic is a metal.
This metal has a relatively high resistance.
5. The signal passes to the detector.
The signal is rectified by the detector.
6. A milliammeter is an instrument.
The instrument is used for measuring small current.
7. Workers require illumination of 300 lux.
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The workers assemble heavy machinery.

8. Armored cables are used in places
There is a risk of mechanical damage in these places.
3.5. Reason and result connectives 1
Study these sentences:
1). Copper is used for cables.
2). Copper is a good conductor.
Sentence 1 tells us what copper is used for. Sentence 2 tells us why it is used; sentence 2
provides a reason for sentence 1. We can link a statement and a reason using because.
1+2). Copper is used for cables BECAUSE it is a good conductor.
When the reason is a noun phrase, we can use because of. Note that a comma is used
before therefore.
Now link these ideas using because and therefore to make shorten two sentences.
1. Soft iron is used in electromagnets.
Soft iron can be magnetized easily
2. The voltage is 250 V and the current 5 A.
The resistance is 50 ohms
3. PVC is used to cover cables.
PVC is a good insulator.
4. Transistors can be damaged by the heat.
Care must be taken when soldering transistors.
5. Capacitance is usually measured in micro-farads or pico-farads.
The farad is too large a unit.
6. Output transistors are mounted on a heat sink.
Output transistors generate heat
7. It is easy to control the speed of DC motors.
DC motors are used when variable speeds are required.
8. A cathode ray tube screen glows when an electron beam strike it.
The screen is coated with a phosphor.
3.6. Mathematical symbols used in electrical engineering and electronics
Study the table of mathematical symbols used in electrical engineering and electronics
in Appendix 1. Then write out the following expressions in full:
E
Example: I  (Read: I is equal E over R)
R
1. P  I 2  R 1 1 1 1
2.   
Rtotal R1 R2 R3
3. B  H 4. X L  Z 2  R 2

5. Frequency ability  0.04% / o C 100  10 4

6. Z 
200  105
IV. FURTHER READING
4.1. Feedback control systems
In the case of linear feedback systems, a control loop including sensors, control
algorithms, and actuators is arranged in an attempt to regulate a variable at a setpoint
(SP). An everyday example is the cruise control on a road vehicle; where external
influences such as gradients would cause speed changes, and the driver has the ability to
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alter the desired set speed. The PID algorithm in the controller restores the actual speed
to the desired speed in the optimum way, without delay or overshoot, by controlling the
power output of the vehicle's engine.
Control systems that include some sensing of the results they are trying to achieve are
making use of feedback and can adapt to varying circumstances to some extent. Open-
loop control systems do not make use of feedback, and run only in pre-arranged ways.

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English for Control & Automation Engineering Chapter 2. Control System

Chapter 2. CONTROL SYSTEM

I. READING AND COMPREHENSION
Control system
A control system manages, commands, directs, or regulates the behavior of other
devices or systems using control loops. It can range from a single home heating
controller using a thermostat controlling a domestic boiler to large Industrial control
systems which are used for controlling processes or machines.
For continuously modulated control, a feedback controller is used to automatically
control a process or operation. The control system compares the value or status of the
process variable (PV) being controlled with the desired value or set point (SP), and
applies the difference as a control signal to bring the process variable output of the plant
to the same value as the set point.
For sequential and combinational logic, software logic, such as in a programmable
logic controller, is used.
Open-loop and closed-loop control
There are two common classes of control action: open loop and closed loop. In an
open-loop control system, the control action from the controller is independent of the
process variable. An example of this is a central heating boiler controlled only by a timer.
The control action is the switching on or off of the boiler. The process variable is the
building temperature. This controller applies heat for a constant time regardless of the
temperature of the building.
In a closed-loop control system, the control action from the controller is dependent on
the desired and actual process variable. In the case of the boiler analogy, this would
utilize a thermostat to monitor the building temperature, and feedback a signal to ensure
the controller output maintains the building temperature to that set on the thermostat. A
closed loop controller has a feedback loop which ensures the controller exerts a control
action to control a process variable at the same value as the set point. For this reason,
closed-loop controllers are also called feedback controllers.
II. VOCABULARIES
 Command (v) /kəˈmɑːnd/ to control someone or something and tell him, her, or it
what to do; to give someone an order
 Thermostat (n) /ˈθɜː.mə.stæt/ a device that controls the temperature of a system by
automatically switching the supply of heat or cool air on and off when the
temperature becomes too cool or too hot
 Direct (v) /daɪˈrekt/ to control or be in charge of an activity, organization, etc.
 Regulate (v) /ˈreɡ.jə.leɪt/ to control something, especially by making it work in a
particular way
 Loop (n) /luːp/ the curved shape made when something long and thin, such as a
piece of string, bends until one part of it nearly touches or crosses another part of
it
 Heating (v) /hiːt/ to make something hot or warm, or to become hot or warm
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English for Control & Automation Engineering Chapter 2. Control System

 Boiler (n) /ˈbɔɪ.lər/ a device that heats water, especially to provide heating and
hot water in a house
 Modulate (v) /ˈmɒdʒ.ə.leɪt/ to mix an electrical signal that represents sounds or
pictures with a radio signal so that it can be broadcast
 Feedback (n) /ˈfiːd.bæk/ the return back into a machine or system of part of what
it produces, especially to improve what is produced
 Combination (n) /ˌkɒm.bɪˈneɪ.ʃən/ the mixture you get when two or more things
are combined
 Sequential (adj) /sɪˈkwen.ʃəl/ following a particular order
 Monitor (v) /ˈmɒn.ɪ.tər/ to watch and check a situation carefully for a period of
time in order to discover something about it
Exercise 1: Rephrasing
Rewrite the following sentences, replacing the words in italics with expressions from the
passage which has a similar meaning.
1. A lamp converts electrical energy into light.
2. The generator provides the circuit with electromotive force.
3. The metal frame of the oscilloscope is part of its transmission system.
4. The rheostat controls the current flow in the circuit.
5. A battery of a solar cells supplies power to the circuit.
Exercise 2: Contextual reference
What do the pronouns in italics in these sentences refer to?
1. Current moves from a point of high potential energy to one of low potential.
A- Current.
B- Energy
C- A point
2. For example, it may be a generator or a battery.
A- The source
B- A device
C- Electromotive force
3. It is often possible, however, for the metal frame of a unit to be one section of its
transmission system.
A- The metal frame’s
B- The unit’s
C- The circuit’s
4. Although the function of this circuit is much more complex than that of the flashlight,
it too consists of the four elements.
A- This circuit
B- The function
C- The flashlight
Exercise 3: Checking fact and ideas
Decide if these statements are true (T) or false (F). Quote from the passage to support
your decisions.
1. A difference in potential is required before current can flow in a circuit.
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English for Control & Automation Engineering Chapter 2. Control System

2. A generator is a source of electromotive force.

3. Loads converts systems must consist of wires.
4. A rheostat may be used as a control.
5. The load in the flashlight circuit is a solar cell.
6. Loads convert electrical energy into light and heat.
7. The source in the satellite circuit is a solar cell.
8. The current flow in the satellite circuit is regulated by a relay.
9. The flashlight circuit differs basically from the satellite circuit.
III. ENGLISH GRAMMAR IN USE
3.1. Simple present tense
Subject + am/is/are + Past participle
Subject + ‘m not/isn’t/ aren’t + P
Example:
Active: Anna writes a letter.
Passive: A letter is written by Anna.
3.2. Describing function
When we answer the question what does it do? We describe the function of it.
Example:
What does a fuse do?  It protects a circuit.
We can emphasize function by using this pattern:
 The function of a fuse is to protect a circuit.
Now identify and explain the function of each component with help of this list.
a- Adds capacitance to a circuit.
b- Rectifies alternating currents.
c- Adds resistance to a circuit.
d- Measures very small currents.
e- Breaks a circuit.
f- Protect a circuit.
g- Varies the current in a circuit.
h- Transforms AC voltages.
i- Receives RF signal
j- Selects a frequency

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English for Control & Automation Engineering Chapter 2. Control System

3.3. Describing purpose

When we answer the question what is it for? We describe the purpose of it.
Example:
What is an ammeter for?  It is for measuring current.
Other ways we can describe the purpose of an ammeter are:
 It is used for measuring current.
 It is used to measure current.
 We measure current with an ammeter.
 We measure current using an ammeter.
Now describe the purpose of these instruments and tools using any of the structures
presented above.
1. A voltmeter.
2. A soldering iron.
3. A milli-ammeter
4. An oscilloscope.
5. A heat sink
6. Wire-clippers.
7. A mega-ohmmeter
8. An ohmmeter
9. A signal generator.
10. A battery charger.
3.4. Relative clause 2: making definition
Study these two sentences:
The cables were undamaged.
The cables were armored.
We can link in two ways using a relative clause:
1. The cables WHICH were armored were undamaged
2. The cables, WHICH were armored, were undamaged.
Sentence 1 means that only armored cables were undamaged. Other cables, for
example PVC coated cables, were damaged. The relative clause is a defining one. It
defines the type of cable which was undamaged. It carries essential information.
Sentence 2 means that all the cables were undamaged and all the cables were armored.

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English for Control & Automation Engineering Chapter 2. Control System

The relative clause is a non-defining one. It adds extra information to the sentence still
makes good sense. It is separated from the rest of the sentence by commas.
One use of defining relative clauses is to make definition. Study this diagram.

We can make a definition of a solar cell by joining (a), (b) and (c).
 A solar cell is an electric cell which converts sunlight into electrical energy.
Now make eight definitions using information in this table. You must decide the
correct combinations of (A), (B) and (C).
(A) (B) (C)
A generator a material measures light
An insulator an instrument readily releases electrons
An alternating a current flows first in one direction then in the other
current
A direct current a device does not readily release electrons
A resistor Impedes the flow of current in a circuit
A conductor Measures current
A light meter Converts mechanical energy into electrical energy
An ammeter Flows in one direction only
3.5. Terms used in electrical engineering and electronics
Study and write out the following expressions in full
1. I 
U 2. B H
R
3. P  R  I 2  40W 4. U 
Q
 80V
C
2
5. Z  R 2   X L  X C   330 1
6. U 
C
1 1
7. f   80 Hz 8.  
2 CX C P
1 U
9. Fr  4
 8750 Hz 10.  I  U  Y
2  LC  Z

3.6. Describing component values

Study this table
Prefix Symbol Multiple Example
Giga G 109 GHz giga-hertz
Mega M 106 M mega-ohms
Kilo k 103 kV kilo-volts
Deci d 10 -1 dB deci-bels
Milli m 10 -3 mW milli-watts
Micro µ 10 -6 µA micro-amperes
Nano n 10 -9 nF nano-farads
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Pico p 10-12 nF pico-farads

Identify the following components in the circuit of the amplifier and wire out their value
in full
1. R1 5. VC1
2. R2 6. L1
3. C1 7. BAT1
4. C4 8. MIC1

IV. FURTHER READING

4.1. Logic control
Logic control systems for industrial and commercial machinery were historically
implemented by interconnected electrical relays and cam timers using ladder logic.
Today, most such systems are constructed with microcontrollers or more specialized
programmable logic controllers (PLCs). The notation of ladder logic is still in use as a
programming method for PLCs.
Logic controllers may respond to switches, light sensors, pressure switches, etc., and
can cause the machinery to start and stop various operations. Logic systems are used to
sequence mechanical operations in many applications. PLC software can be written in
many different ways – ladder diagrams, SFC (sequential function charts) or statement
lists.
Examples include elevators, washing machines and other systems with interrelated
stop-go operations. An automatic sequential control system may trigger a series of
mechanical actuators in the correct sequence to perform a task. For example, various
electric and pneumatic transducers may fold and glue a cardboard box, fill it with product
and then seal it in an automatic packaging machine. Programmable logic controllers are
used in many cases such as this, but several alternative technologies exist.

4.2. On-off control

A thermostat can be described as a bang-bang controller. When the temperature, PV,
goes below a SP, the heater is switched on. Another example could be a pressure switch
on an air compressor. When the pressure, PV, drops below the threshold, SP, the pump is
powered. Refrigerators and vacuum pumps contain similar mechanisms.
Simple on–off control systems like these are cheap and effective.

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English for Control & Automation Engineering Chapter 3 The DC motor

Chapter 3. THE DC MOTOR

I. READING AND COMPREHENSION

Figure 3.1
An electric motor is a machine for converting electrical energy into mechanical
energy. Motors can be designed to run on direct (DC) or alternating current (AC). The
motor shown in figure 3.1 is a DC motor. It’s most important parts are the motor, the
stator and the brush gear.
The motor is the moving part. It contains an armature, which is a set of wire loops
wound on a steel core. When current is fed to the armature, these windings produce a
magnetic field. The armature and core are mounted on a shaft which runs on bearings. It
provides a means of transmitting power from the motor.
The motor also contains a commutator. This consists of a number of copper segments
insulated from one other. The armature windings are connected to these segments.
Carbon brushes are held in contact with the commutator by springs. These brushes allow
current to pass to the armature windings. As rotor turns, the commutator acts as a switch
making the current in the armature alternate.
The stator does not move. It consists of magnetic and electrical conductors. The
magnetic circuit is made of the frame and the poles. Wound round the poles are the field
coils. These form the stator’s electrical circuit. When current is fed to them, a magnetic
field is set up in the stator.
The motor operates on the principle then when a current-carrying conductor is placed
in a magnetic field, a force is produced on the conductor. The interaction of the forces
produced by the magnetic field of the rotor and the stator makes the rotor spin.
II. VOCABULARIES
 DC (n) abbreviation for "direct current": electrical current that always flows in
one direction
 AC (n) abbreviation for "alternating current" : electrical current that regularly
changes the direction in which it flows
 Commutator (n) /ˈkɒm.jə.teɪ.tər/ a device used in some types of electric motors to
change the direction in which an electric current is flowing
 Stator (n) /ˈsteɪtə/ The stationary portion of an electric generator or motor,
especially of an induction motor
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English for Control & Automation Engineering Chapter 3 The DC motor

 Rotor (n) /ˈrəʊ.tər/ a part of a machine that spins, especially the device supporting
the turning blades of a helicopter
 Mount (v) /maʊnt/ to fix something to a wall, in a frame, etc., so that it can be
looked at or used
 Segment (n) /ˈsɛɡm(ə)nt/ Each of the parts into which something is or may be
divided
 Interaction (n) /ˌɪntərˈækʃən/ a situation where two or more people or things
communicate with each other or react to each another
 Spin (v) /spɪn/ to (cause to) turn around and around, especially fast
 Seal (v) /siːl/ to cover a surface with a special liquid to protect it
 Spray (v) /spreɪ/ to spread liquid in small drops over an area:
 Vane (n) /veɪn/ a flat, narrow part of a fan, propeller, etc. that turns because of the
pressure of air or liquid against it
Exercise 1: meaning from context
Select the word from the three alternatives given which is most similar to meaning to the
word in italics as it is used in the passage:
1. Provides
A- Produces
B- Supplies
C- Allows
2. Segments
A- Sections
B- Pieces
C- Wires
3. Alternate
A- Reverse
B- Change
C- Flow in one direction then in another
4. Interaction
A- Acting together
B- Operation
C- Result
Exercise 2: Complete a diagram
Complete the following diagram of the component of a DC motor using the information
in the passage and figure 3.1

Fig. 3.1

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English for Control & Automation Engineering Chapter 3 The DC motor

Exercise 3: Describing positions

Describe the following components are located using the information in the passage and
the figure 3.1
1. The armature windings
2. The core
3. The field coils
4. The poles.
5. Commutator
III. ENGLISH GRAMMAR IN USE
3.1. Present continuous tense
Subject + am/is/are being+ P II
Subject + ‘m not/isn’t/ aren’t being + P II.
Am/is/are + Subject + being P II ?
Example:
Active: The factory is recruiting new employees
Passive: New employees are being recruited by the factory
3.2. Past simple tense
Subject + was/were + P II
Subject + wasn’t/ weren’t + P II.
Was/ were + Subject + P II ?
Example:
Active: John Loggies Baird invented television in 1925
Passive: television was invented by John Loggies Baird in 1925
3.3. Describing component part 1
The following verbs can be used to break down a piece of equipment into its
component part. Note how they are used:

Study this description of a simple transformer:

A simple transformer consists of two coils, primary and secondary, wound on a former
which is mounted on a soft-iron core. The coils are made up of a number of laminations
of turns of insulated wire. The core is composed of thin laminations. Either E-and I-or U-
and T-shaped laminations are used. The former is mounted on the centre limb of the E or
T.
Now complete this diagram of the components of the transformer:

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English for Control & Automation Engineering Chapter 3 The DC motor

Now write your own description of a transformer using the diagram.

3.4. Describing component parts 2
Break down each of these items into its components using the verbs you have learned.
Where possible draw a diagram to illustrate the breakdown.

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English for Control & Automation Engineering Chapter 3 The DC motor

3.5. Writing impersonal instructions

Study these instructions
1. Use a high-resistance voltmeter.
2. Do not insert a fuse in an earth conductor.
In writing instructions are often made impersonal using should
Example:
 A high-resistance voltmeter SHOULD be used.
 A fuse SHOULD NOT be inserted in an earth conductor.
We emphasize an instruction by using must
Example:
 A high-resistance voltmeter MUST be used
 A fuse MUST NOT be inserted in an earth conductor
IV. FURTHER READING
4.1. DC motors

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English for Control & Automation Engineering Chapter 3 The DC motor

Figure 3.2 A simple DC electric motor

When the coil is powered, a magnetic field is generated around the armature. The left
side of the armature is pushed away from the left magnet and drawn toward the right,
causing rotation.
The armature continues to rotate.
When the armature becomes horizontally aligned, the commutator reverses the
direction of current through the coil, reversing the magnetic field. The process then
repeats.
One of the first electromagnetic rotary motors, if not the first, was invented by
Michael Faraday in 1821, and consisted of a free-hanging wire dipping into a pool of
mercury. A permanent magnet was placed in the middle of the pool. When a current was
passed through the wire, the wire rotated around the magnet, showing that the current
gave rise to a circular magnetic field around the wire. This motor is often demonstrated
in school physics classes, but brine is sometimes used in place of the toxic mercury.
The modern DC motor was invented by accident in 1873, when Zénobe Gramme
connected a spinning dynamo to a second similar unit, driving it as a motor.
The classic DC motor has a rotating armature in the form of an electromagnet with
two poles. A rotary switch called a commutator reverses the direction of the electric
current twice every cycle, to flow through the armature so that the poles of the
electromagnet push and pull against the permanent magnets on the outside of the motor.
As the poles of the armature electromagnet pass the poles of the permanent magnets, the
commutator reverses the polarity of the armature electromagnet. During that instant of
switching polarity, inertia keeps the classical motor going in the proper direction. (See
the diagrams to the right.)
DC motor speed generally depends on a combination of the voltage and current
flowing in the motor coils and the motor load or braking torque. The speed of the motor
is proportional to the voltage, and the torque is proportional to the current. The speed is
typically controlled by altering the voltage or current flow by using taps in the motor
windings or by having a variable voltage supply.
As this type of motor can develop quite high torque at low speed it is often used in
traction applications such as locomotives.
However, there are a number of limitations in the classic design, many due to the need
for brushes to rub against the commutator. The rubbing creates friction and the higher the
speed, the harder the brushes have to press to maintain good contact. Not only does this
friction make the motor noisy, but it also creates an upper limit on the speed and causes
the brushes eventually to wear out and to require replacement. The imperfect electric
contact also causes electrical noise in the attached circuit. These problems vanish when
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English for Control & Automation Engineering Chapter 3 The DC motor

you turn the motor inside out, putting the permanent magnets on the inside and the coils
on the outside thus designing out the need for brushes in a brushless design. However
such designs need electronic circuits to control the switching of the electromagnets (the
function that is performed in conventional motors by the commutator).
4.2. Wound field DC motor
The permanent magnets on the outside (stator) of a DC motor may be replaced by
electromagnets. By varying the field current it is possible to alter the speed/torque ratio
of the motor. Typically the field winding will be placed in series (series wound) with the
armature winding to get a high torque low speed motor, in parallel (shunt wound) with
the armature to get a high speed low torque motor, or to have a winding partly in parallel,
and partly in series (compound wound) to get the best of both worlds. Further reductions
in field current are possible to gain even higher speed but correspondingly lower torque.
This technique is ideal for electric traction and many similar applications where its use
can eliminate the requirement for a mechanically variable transmission

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English for Control & Automation Engineering Chapter 4 Electrical ignition

Chapter 4. ELECTRICAL IGNITION

I. READING AND COMPREHENSION
Read the text and label the drawings with instructions a, b, c, d or e:

The coil produces high-tension electrical power. The distributor transmits this power
to the spark plugs.
To check the ignition systems follow these steps:
1. Remove the cap from one of the plug leads.
2. Hold the exposed end close to a good earth, e.g. an engine bolt.
3. Switch on the ignition.
4. Turn the engine.
5. Check for a spark as follows:
a. If there is a spark between the plug lead and the earth, there is no fault.
b. If there is no spark, check the electrical circuit in the distributor
c. To check the distributor, use an insulated screwdriver. Hold it against a good
earth conductor and close to the distributor brush.
d. If there is a spark, the fault is in the distributor. Check its condition.
e. If there is no spark, check the coil

Fig 4.1

II. VOCABULARIES
 Ignition (n) /ɪɡˈnɪʃ.ən/ the electrical system in an engine that causes the fuel to
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English for Control & Automation Engineering Chapter 4 Electrical ignition

burn or explode in order to start the engine

 High tension (adj) /ˌhaɪˈten.ʃən/ another term for high voltage
 Spark plugs (n) /ˈspɑːk ˌplʌɡ/ a device in an engine that produces an electrical
spark that lights the fuel and makes the engine start
 Plug (n) /plʌɡ/ a small plastic or rubber object with two or three metal pins,
attached to the end of a wire on a piece of electrical equipment and pushed into a
special opening in a wall to connect the equipment to a supply of electricity
 Exposed (adj) /ɪkˈspəʊzd/ not covered; able to be seen
 Bolt (n) /bəʊlt/ a screw-like metal object without a point, used with a nut to fasten
things together
 Spark (n) /spɑːk/ a very small piece of fire that flies out from something that is
burning, or one that is made by rubbing two hard things together, or a flash of
light made by electricity
 Screwdriver (n) /ˈskruːˌdraɪ.vər/ a tool for turning screws, consisting of a handle
joined to a metal rod shaped at one end to fit in the cut in the top of the screw
 Apparatus (n) /ˌæp.əˈreɪ.təs/ a set of equipment, tools, or a machine that is used
for a particular purpose
 Step sth up (pharsal verb) to increase the size, amount, or speed of a process that
is intended to achieve something
 Step sth down (pharsal verb) to reduce the amount, supply, or rate of something
 Fit (v) /fɪt/ to provide something and put it in the correct position
 Dial (n) /ˈdaɪ.əl/ the part of a machine or device that shows you a measurement of
something such as speed or time
Exercise 1:
Complete the following table

Observation Action
No spark between the plug lead and the earth Check__________________
____________between____and____________ Check the condition of the
distributor
Spark between_________and______________ No action

____________between___________________ Check the coil

Exercise 2:
Complete the instructions on the next page with a, b, c, d, and e:

Fig 4.2 repairing a generator

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English for Control & Automation Engineering Chapter 4 Electrical ignition

Exercise 3:
Use fig 4.4 and 4.5 to complete the text:
Voltage is stepped up or stepped down by means of a transformer. This apparatus is
shown in Fig 4.4.
If a current is passed through the primary winding, a current is induced in the
secondary winding. This is known as mutual induction. The strength of the induced
current in the secondary winding depends on the number of turns on the secondary
winding.

Turns on primary winding Turns on secondary winding

A step-down
transformer

A step-up
transformer

Fig 4.5
A step-down transformer:
If the number of turns on the primary winding is more than the number of turns
on_______, the induced voltage will be less than_________voltage
A step-up transformer:
If the number of turns on____________is more than_____________

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English for Control & Automation Engineering Chapter 4 Electrical ignition

1. If the end plate does not come off,________________

2. ________clean it with a petrol-moistened cloth.

3. _________clean them with a pin.

4. If the brushes are worn,__________________

5. ___________, use a small file to clean them

d. tap it with a piece of wood
e. If the grooves on the commutator are clogged
Exercise 5:
Use the diagrams to complete the text and the table:

Fig. 4.3 the main parts of a dial

Some measuring instruments are fitted with dials. To prevent incorrect readings, always
read the dial correctly. Read the dial from directly in front so that the reflection is behind
the needle. If the dial is not viewed from the front the reading will be incorrect.
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English for Control & Automation Engineering Chapter 4 Electrical ignition

Viewing position Reading

From the___________ correct
From the___________ High
From the___________ Low

If the instrument is viewed from the left, the reading will be___________
III. ENGLISH GRAMMAR IN USE
3.1. Past continuous tense
Subject + was/were being P II
Subject + wasn’t/ weren’t being P II.
Was/ were + Subject being + P II ?
Example:
Active: Rescue workers were delivering relief in Afghanistan
Passive:  Relief was being delivered by rescue workers in Afghanistan.
3.2. Modal verbs
Subject + can/must/have to/may be + PII
Subject + can’t/mustn’t/ don’t(doesn’t) have to/may not + be + PII.
Can/must/may + S be + P II ?
Do/does + S + have to be P II ?
Example:
This program can meet demands.
 Demands can be met by this program
Notice
EX: The police found him in the forest.
 He was found in the forest by police.
EX: My parents are going to buy a car tomorrow.
 A car is going to be bought by my parents tomorrow.
EX: He gave us a book
 We were given a book
Or:  A book was given us
IV. FURTHER READING
4.1. Voltage Transformers
A Transformer does not generate electrical power, it transfers electrical power.
A transformer is a voltage changer. Most transformers are designed to either step
voltage up or to step it down, although some are used only to isolate one voltage from
another. The transformer works on the principle that energy can be efficiently transferred
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English for Control & Automation Engineering Chapter 4 Electrical ignition

by magnetic induction from one winding to another winding by a varying magnetic field
produced by alternating current. An electrical voltage is induced when there is a relative
motion between a wire and a magnetic field. Alternating current (AC) provides the
motion required by changing direction which creates a collapsing and expanding
magnetic field.
NOTE: Direct current (DC) is not transformed, as DC does not vary its magnetic
fields.
A transformer usually consists of two insulated windings on a common iron (steel)
core:
The two windings are linked together with a magnetic circuit which must be common
to both windings. The link connecting the two windings in the magnetic circuit is the iron
core on which both windings are wound. Iron is an extremely good conductor for
magnetic fields. The core is not a solid bar of steel, but is constructed of many layers of
thin steel called laminations. One of the windings is designated as the primary and the
other winding as the secondary. Since the primary and secondary are wound the on the
same iron core, when the primary winding is energized by an AC source, an alternating
magnetic field called flux is established in the transformer core. The flux created by the
applied voltage on the primary winding induces a voltage on the secondary winding. The
primary winding receives the energy and is called the input. The secondary winding is
discharges the energy and is called the output.

The primary and secondary windings consist of aluminum or copper conductors

wound in coils around an iron core and the number of “turns” in each coil will determine
the voltage transformation of the transformer. Each turn of wire in the primary winding
has an equal share of the primary voltage. The same is induced in each turn of the
secondary. Therefore, any difference in the number of turns in the secondary as
compared to the primary will produce a voltage change

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English for Control & Automation Engineering Chapter 5 Proportional Control

Chapter 5. PROPORTIONAL CONTROL

I. READING AND COMPREHENSION
Proportional control is a type of linear feedback control system in which a correction
is applied to the controlled variable which is proportional to the difference between the
desired value (set point - SP) and the measured value (Process Value - PV). Two classic
mechanical examples are the toilet bowl float proportioning valve and the fly-ball
governor.
The proportional control system is more complex than an on-off control system likes a
bi-metallic domestic thermostat, but simpler than a proportional-integral-derivative (PID)
control system used in something like an automobile cruise control. On-off control will
work where the overall system has a relatively long response time, but can result in
instability if the system being controlled has a rapid response time. Proportional control
overcomes this by modulating the output to the controlling device, such as a control
valve at a level which avoids instability, but applies correction as fast as practicable by
applying the optimum quantity of proportional gain.
A drawback of proportional control is that it cannot eliminate the residual SP-PV
error, as it requires an error to generate a proportional output. To overcome this the PI
controller was devised, which uses a proportional term (P) to remove the gross error, and
an integral term (I) to eliminate the residual offset error by integrating the error over time
to produce an "I" component for the controller output.
In some systems there are practical limits to the range of the manipulated variable
(MV). For example, a heater can be off or fully on, or a valve can be closed or fully
open. Adjustments to the gain simultaneously alter the range of error values over which
the MV is between these limits. The width of this ranges, in units of the error variable
and therefore of the PV, is called the proportional band (PB) which is the inverse of the
proportional gain. While the gain is useful in mathematical treatments, the proportional
band is often used in practical situations
II. VOCABULARIES
 Proportional (adj) /prəˈpɔː.ʃən.əl/ If two amounts are proportional, they change at
the same rate so that the relationship between them does not change
 Residual (adj) /rɪˈzɪdʒ.u.əl/ remaining after most of something has gone
 Devise (v) /dɪˈvaɪz/ to invent a plan, system, object, etc., usually using your
intelligence or imagination
 Offset (v, n) /ˌɒfˈset/ to balance one influence against an opposing influence, so
that there is no great difference as a result
 Manipulated (v) məˈnɪp.jə.leɪt/ to control something using the hands
Exercise 1: Describing functions
This table describes the function of the component of the meter. The functions are in
the wrong order. Write a sentence to describe the function of each component using
the methods you learnt in unit 2. Note that the springs have two functions.
Now add part 1 of the reading passage a description of the function of these
components. Begin like:
The function of the moving coil meter is to detect the presence of a direct current. Its
essential components……
Component Function
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English for Control & Automation Engineering Chapter 5 Proportional Control

1. core To provide controlling torque.

2. former To reduce friction and wear.
3. spring To produce a powerful uniform magnetic field
4. bearings To carry the coil.
5. magnet To serve as leads to carry current to the coil.
To produce radial filed lines within the gap.
Exercise 3: Phrasing
Rewrite the following sentences rephrasing the words in italics with expressions from the
passage which have similar meaning:
1. The meter is inserted in a circuit with a current flowing through it.
2. The coil is rotated by turning force.
3. The strength of the permanent magnet’s field is always the same.
4. The turning force varies directly with the current flowing through the coil.
5. The force which rotates the coil is balanced by the force which restrains the
coil
III. ENGLISH GRAMMAR IN USE
3.1. Cause and effects 1
Study this sentence
Insulation breakdown leads to short circuit.
This sentence contains a cause and effect. We can link a cause and an effect as follow

Insulation breakdown causes short circuit, breakdown

results in
produces
leads to
gives rise to
is the cause of
We can also put the effect first

Short circuit are caused by insulation breakdown

result from
arise from
are the effect of
are the consequence of
are due to
When a cause has several effects or when an effect has a number of possible causes, we
put can or may before the causative expression.
Example:
Sparking MAY be caused by worn brushes
Or: Sparking CAN be caused by a worn commutator.
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English for Control & Automation Engineering Chapter 5 Proportional Control

Similarly, instead of the cause / effect / result / consequence of, we write one cause /
effect / result / consequence of.
Example:
Worn brushes are ONE cause of sparking
A worn commutator is ONE cause of sparking.
Now match these cause and effect pairs. Then link them using the expressions given
above. Write two sentences for each example, one with the cause first and the other with
the effect first.
CAUSE EFFECT
glare arching across the points
eddy currents power losses in transformers
excessive heat serious accidents
faulty soldering breakdown of the motor
sparking discomfort to the eyes
failure of a point capacitor damage to semiconductor
exceeding the motor rating bad joints
faulty earth connections interference in receivers
3.2. Cause and effect chains
Describe this cause and effect chain. Use different expressions for each link

Now rewrite your description starting at the end of the chain and working backwards.
3.3. Describing the reception of a signal
Put these events, which describe the progress of a signal through a receiver, in
sequence with the help of the diagram. Then link the sentences in pairs using time
clauses with before and after.

a. The signal is again amplified.

b. The desired signal is fed to the acceptor circuit.
c. The signal is amplified
d. The signal is fed to a loudspeaker
e. The signal is mixed with a signal from the oscillator to give a standard
intermediate frequency
f. The signal is rectified by the detector.
3.4. Short relative clause
Study these sentences:
1. A telephone dial consists of small keys
2. Those keys have many characters and numbers
We can link them using a relative clause:
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English for Control & Automation Engineering Chapter 5 Proportional Control

 1+2. A telephone dial consists of small keys having many characters and
numbers.
 A telephone dial consists of small keys WITH many characters and numbers.
Sometimes we can reduce a relative clause to an adjective
Example:
3. High quality instrument use resistors.
4. The resistors are wire wound.
 3+4. High quality instruments use resistors WHICH ARE WIREWOUND
 High quality instruments use WIREWOUND resistors.
Make this paragraph shorter by reducing the relative clauses. Use all the methods of
reduction you have learned in this unit.
The telephone is an instrument which enables us to transmit speech via wire (wireless
ness). The body of the telephone contains an induction coil, capacitors, resistors, a
regulator, which controls the sensitivity of the instrument, and a bell. The handset
contains a microphone and a receiver which are enclosed by screwed caps at the ends of
the handset. The bell contains a hammer which is operated by a solenoid. The hammer is
set between two domes which is eccentrically mounted. The dial is mounted on the face
of the telephone. It consists of small keys which have characters and numbers. When
those keys are pressed in, it causes spring contacts to open and close a number of times
which respond to the number dialed. This transmits pulses down the line causing
selectors, which connect the calling line to the line which is called, to operate.
IV. FURTHER- READING
4.1. Furnace example
When controlling the temperature of an industrial furnace, it is usually better to
control the opening of the fuel valve in proportion to the current needs of the furnace.
This helps avoid thermal shocks and applies heat more effectively.
At low gains, only a small corrective action is applied when errors are detected. The
system may be safe and stable, but may be sluggish in response to changing conditions.
Errors will remain uncorrected for relatively long periods of time and the system is over-
damped. If the proportional gain is increased, such systems become more responsive and
errors are dealt with more quickly. There is an optimal value for the gain setting when
the overall system is said to be critically damped. Increases in loop gain beyond this
point lead to oscillations in the PV and such a system is under-damped.

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English for Control & Automation Engineering Chapter 6 Process control system

Chapter 6. PROCESS CONTROL SYSTEM

I. READING AND COMPREHENSION
Control systems provide a means of replacing human operators in many industrial
processes. They are used widely to monitor and control pressure, temperature, motor
speed, the flow of a liquid, or any other physical variable. They must be capable of
fulfilling a number of functions. First, the physical variable to be controlled, such as the
air temperature in the factory or the pressure of a hydraulic system, must be measure.
Then its value must be compared with the desired value. Next, action has to be taken to
reduce to zero the difference between the actual and desired value.
The basic components of a control system are an input transducer, an error sensor, a
controller and an output transducer. The input transducer converts changes in the
physical variable into electrical signal. Figure 6.1 shows one type of transducer which
converts changes in pressure to frequency changes. Pressure changes move in L1 which
forms part of a tuned circuit. This causes the frequency of the circuit to change, thus
alternating the output frequency of the oscillator. The output is then fed to an error
sensor.

Figure 6.1
The error sensor measures the deviation between the actual and desired values for the
variable. The controller receives the error sensor output and uses it to control the variable
either directly or indirectly. A simple controller is an electromagnetic relay which uses a
small signal to control a much larger signal such as power supply output.
The output transducer converts the electrical output from the controller into whatever
form of energy is required to change the physical variable. It may be a valve, a heater, a
motor or any electrically operated piece of equipment. An example is a motor-operated
valve which controls the flows of fluid in a pipeline. Let us take as an example a process
system for controlling the speed of a DC motor. The input transducer measures the speed
and converts it into a voltage. The error sensor compares this voltage with the voltage
across a speed-setting potentiometer. The error sensor output is fed to the controller
which sends a signal to the power supply of the motor. The increases or reduces the
supply of current to the motor, thus controlling its speed.
The operation of a process control system is summarized in figure 6.2 which shows a
closed loop system. In such a system of the action of the controller are constantly fed
back to it.
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English for Control & Automation Engineering Chapter 6 Process control system

Figure 6.2

II. VOCABULARIES
 Transducer (n) /trænzˈdʒuː.sər/ any electronic device that changes one form of
energy into another, such as a microphone, which changes sound waves into
electrical signals
 Monitor (v,n) /ˈmɑn·ɪ·t̬ ər/ to watch and check something carefully over a period
of time
 Control (v,n) /kənˈtrəʊl/ to order, limit, or rule something, or someone's actions or
behaviour
 Hydraulic (adj) /haɪˈdrɒl.ɪk/ operated by or involving the pressure of water or
some other liquid
 Transducer (n) /trænzˈdʒuː.sər/ any electronic device that changes one form of
energy into another, such as a microphone, which changes sound waves into
electrical signals
 Sensor (n) /ˈsen.sər/ a device that is used to record that something is present or
that there are changes in something
 Pressure (n) /ˈpreʃ.ər/ the force that a liquid or gas produces when it presses
against an area
Exercise 1: meaning from context
Select a word from the three alternatives given to replace the word in italics taken from
the passage:
1. Monitor
a- Warn
b- Check
c- Convert
2. Desired
a- Actual
b- Changed
c- Required
3. Deviation
a- Mistake
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English for Control & Automation Engineering Chapter 6 Process control system
b- Bias
c- Difference
4. Converts
a- Changes
b- Controls
c- Generates.
Exercise 2: contextual reference
What do the pronouns in italics in these sentences refer to?
1. They must be capable of fulfilling a number of functions
a- Control system
b- Industrial processes
c- Human operators.
2. Then its value must be compared with the desired value.
a- The pressure
b- The air temperature
c- The physical variable
3. This causes the frequency of the circuit to change, thus alternating the output
frequency of the oscillator
a- Moving the diaphragm in or out
b- Alternating the position of the ferrite core
c- Changing the pressure
4. It may be a valve, a heater, a motor, or any electrically-operated piece of equipment.
a- The output transducer
b- The electrical output
c- The physical variable
5. In such a system the results of the action of the controller are constantly fed back to it.
a- A process control system
b- A closed-loop system
c- A system for controlling the speed of a DC motor.
Exercise 3: finding out facts
Answer questions about the passage
1. What must a process control system be capable of doing?
2. Compare an input transducer with an output transducer.
3. What is the function of an error sensor?
4. What is a closed- loop system?
5. How does a control system provide a means of replacing human operators?
6. Fill in the blanks in the following diagram to explain how the frequency changing
input transducer operates. Use the phrases given.

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English for Control & Automation Engineering Chapter 6 Process control system
III. ENGLISH GRAMMAR IN USE
3.1. Reduced time clauses
Study these two actions:
1. Ground waves pass over sand.
2. Ground waves lose energy.
We can link these actions to make one sentence using a time clause:
When ground waves pass over sand, they lose energy.
Because the subject of both actions is the same – ground waves- there is a shorter method
we can use to link the actions:
When passing over sand, ground waves lose energy.
When + V_ing shows that action 2 happens during the same period as action1
Now study these two actions:
1. The sky wave strikes the earth.
2. The sky wave bounces back again.
Again we can link these actions to make one sentence using
When the sky wave strikes the earth, it bounces back again
We can also link the actions in a shorter way:
On striking the earth, the sky wave bounces back again.
On + V_ing shows that action 2 follow immediately after action 1
Link these pairs of actions. Use short ways when this is possible
1. a. the switch is closed.
b. current flows through the primary of the transformer.
2. a. the radar signal strikes a plane.
b. the radar signal is reflected.
3. a. a cell discharges quickly.
b. a cell may become hot.
4. a. the TV receives signals from the remote control.
b. the TV follows your instructions.
5. a. the radar receiver receives the reflected signal.
b. the signal is compared with the transmitted signal.
6. a. you choose a course in electronics.
b. you think carefully about your future.
7. a. microwave signals strike a high building.
b. microwave signals are deflected.
8. a. you make a recording.
b. you should ensure the recording levels are satisfactory.
9. a. the alarm detects an intruder.
b. the alarm triggers an audible warning.
10. a. the remote control button is pressed.
b. the television set changes channel.
3.2. Word study
Word formation
Study the verb and two related nouns below. One noun is used for a component. The
other is an abstract noun used for a property.
Amplify amplifier amplification
With the help of the reading passage earlier chapters and your own knowledge fill the
gaps in this table.
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Verb Noun (component) Noun (property)
Absorb
Attenuate Attenuator
Communication
Conduct Conductivity
Inductor
Modulate Modulation
Reflect Reflector
Resist
Listen to the words in the table. Try to mark the stressed syllable.
IV. FURTHER READING
4.1. Sensor
Without sensors, a robot is just a machine. Robots need sensors to deduce what is
happening in their world and to be able to react to changing situations. This chapter
introduces a variety of robotic sensors and explains their electrical use and practical
application. The sensor applications presented here are not meant to be exhaustive, but
merely to suggest some of the possibilities. Please do not be limited by the ideas
contained in this chapter! Assembly instructions for the kit sensors are given in Section
2.6.
4.2. Sensors as Transducers
The basic function of an electronic sensor is to measure some feature of the world,
such as light, sound, or pressure and convert that measurement into an electrical signal,
usually a voltage or current. Typical sensors respond to stimuli by changing their
resistance (photocells), changing their current flow (phototransistors), or changing their
voltage output (the Sharp IR sensor). The electrical output of a given sensor can easily be
converted into other electrical representations.
4.3. Analog and Digital Sensors
There are two basic types of sensors: analog and digital. The two are quite different in
function, in application, and in how they are used with the RoboBoard. An analog sensor
produces a continuously varying output value over its range of measurement. For
example, a particular photocell might have a resistance of 1k ohm in bright light and a
resistance of 300k ohm in complete darkness. Any value between these two is possible
depending on the particular light level present. Digital sensors, on the other hand, have
only two states, often called "on" and "off." Perhaps the simplest example of a digital
sensor is the touch switch. A typical touch switch is an open circuit (infinite resistance)
when it is not pressed, and a short circuit (zero resistance) when it is depressed.
Some sensors that produce a digital output are more complicated. These sensors
produce pulse trains of transitions between the 0 volt state and the 5 volt state. With
these types of sensors, the frequency characteristics or shape of this pulse train convey
the sensor's measurement. An example of this type of sensor is the Sharp modulated
infrared light detector. With this sensor, the actual element measuring light is an analog
device, but signal-processing circuitry is integral to the sensor produces a digital output

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English for Control & Automation Engineering Chapter 7 PID control

Chapter 7. PID CONTROL

I. READING AND COMPREHENSION
Apart from sluggish performance to avoid oscillations, another problem with
proportional-only control is that power application is always in direct proportion to the
error. In the example above we assumed that the set temperature could be maintained
with 50% power. What happens if the furnace is required in a different application where
a higher set temperature will require 80% power to maintain it? If the gain was finally set
to a 50° PB, then 80% power will not be applied unless the furnace is 15° below set
point, so for this other application the operators will have to remember always to set the
set point temperature 15° higher than actually needed. This 15° figure is not completely
constant either: it will depend on the surrounding ambient temperature, as well as other
factors that affect heat loss from or absorption within the furnace.
To resolve these two problems, many feedback control schemes include mathematical
extensions to improve performance. The most common extensions lead to proportional-
integral-derivative control, or PID control.
II. VOCABULARIES
 Sluggish (adj) /ˈslʌɡ.ɪʃ/ moving or operating more slowly than usual and with less
energy or power
 Furnace (n) /ˈfɜː.nɪs/ a container that is heated to a very high temperature, so that
substances that are put inside it, such as metal, will melt or burn
 Ambient (adj) /ˈæm.bi.ənt/ (especially of environmental conditions) existing in
the surrounding area
 Absorption (n) /əbˈzɔːp.ʃən/ the process of taking something into another
substance
Exercise 1: Checking facts and ideas
Decide if these statements are true or false. Quote from the passage to support your
decision:
1. The first quadrant of the graph shows the characteristics of the diode in the forward
bias.
2. For forward voltage over 600 mV, the diode conducts well.
3. When the source is connected with the negative to the N-side and the positive to the
P-side, the diode is reverse biased.
4. When a reverse voltage is at first applied, a diode conducts badly.
5. Zender diodes are never used beyond breakdown point.
III. ENGLISH GRAMMAR IN USE
3.1. Time clause
Time clauses relate two actions in time. In this section we will study clauses relating

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Simultaneous actions
For example:
As the voltage increases, the current rises.
Study this graph; it represents two actions which happens at the same time, i.e., two
simultaneous actions.
Action (i) the temperature rises.
Action (ii) the resistance rises.
We can link two simultaneous actions using as.
For example:
As the temperature rises, the resistance rises. We will represent simultaneous actions
like this:
Action 1
Action 2

Actions in immediate succession

Study this circuit and note how action (i) is followed immediate by action (ii)
Action (i): the switch is closed.
Action (ii) the motor starts.
We can link action in immediate succession by using when or as soon as.
Example:
EX: When the switch is pressed, the light goes on.
When the switch is closed, the motor starts
We will represent actions in immediate succession like this:

Action (i) Action (ii)

An action and its limits

This graph shows that an action and its limits

EX: the current increases until the diode is destroyed by heat.
The current rises steadily until point P is reached.
We will represent this relationship like this:

3.2. Describing purpose

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Study these ways of description the purpose of Random Access Memory (RAM)
1. RAM is used for the temporary storage of programs and data.
2. RAM is used for storing programs and data temporarily.
3. RAM is used to store programs and data temporarily.
Now identify each of electronic components or pieces of equipment described below.
Compare answers with your partner.
1. It is used to change AC voltage from small to large or from large to small.
2. It is used to measuring very small current.
3. It is used as part of a burger alarm to detect movement.
4. it is used for receiving of RF signals.
5. It is used for protecting circuit from surge in voltage.
6. It is used to master down different recordings to make a master tape.
7. It is used to find buried metal
3.3. Word study
Study this term from electronics:
Semiconductor
We can divide it into three parts:
Semi conduct or
Semi is a prefix which means “half”, while or is a suffix add to the verb conduct to
make noun. From this we can work out that a semiconductor is a component which half
conducts, i.e. it conducts in one direction only Knowledge of common prefixes can help
us to work out the meaning of some unfamiliar term in electronics:
Study this table. Try to think of other examples to add. Compare your examples with
those of other group
Explain to the other group the meaning of any terms which they are unfamiliar with:
Prefix Meaning Example Other
De- Reverse the action Decouple
Dis- Opposite Discharge
Micro- Small Microchip
Multi- Many Multimedia
Tele- Far Television
Trans- Across Transmitter

IV. FURTHER-READING
4.1. Derivative action
The derivative part is concerned with the rate-of-change of the error with time: If the
measured variable approaches the setpoint rapidly, then the actuator is backed off early to
allow it to coast to the required level; conversely if the measured value begins to move
rapidly away from the setpoint, extra effort is applied—in proportion to that rapidity—to
try to maintain it.

Derivative action makes a control system behave much more intelligently. On control
systems like the tuning of the temperature of a furnace, or perhaps the motion-control of
a heavy item like a gun or camera on a moving vehicle, the derivative action of a well-
tuned PID controller can allow it to reach and maintain a setpoint better than most skilled
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human operators could.

If derivative action is over-applied, it can lead to oscillations too. An example would

be a PV that increased rapidly towards SP, then halted early and seemed to "shy away"
from the setpoint before rising towards it again.
4.2. Integral action
The integral term magnifies the effect of long-term steady-state errors, applying ever-
increasing effort until they reduce to zero. In the example of the furnace above working
at various temperatures, if the heat being applied does not bring the furnace up to
setpoint, for whatever reason, integral action increasingly moves the proportional band
relative to the setpoint until the PV error is reduced to zero and the setpoint is achieved.

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English for Control & Automation Engineering Chapter 8 Cathode ray tube

Chapter 8. CATHODE RAY TUBE

I. READING FOR COMPREHENSION
Cathode Ray Tube (CRT) is used in oscilloscope, radar receivers and televisions. The
type described here is that in oscilloscopes. By means of a CRT, an oscilloscope not only
shows the size of a signal, but also how the signal varies with time. In other words, it
shows the waveform of the signal.
The CRT operates as follows. First electrons are emitted from a heated cathode. Then
these electrons are accelerated to give them velocity. Next they are formed into a beam
which can be deflected vertically and horizontally. Finally they are made to strike a screen
coated on its inner surface with a phosphor.

Figure 8.1
The CRT comprises an electron gun and a deflection system enclosed in a glass tube
with a phosphor coated screen. The electron gun forms the electrons into a beam. It
contains a cathode which is heated to produce a stream of electrons. On the same axis as
the cathode is a cylinder known as the grid. By varying the negative potential on the grid,
the intensity of the beam can be varied. A system of three anodes follows. These accelerate
the beam and also operate as a lens to focus the beam on the screen as a small dot. Varying
the potential on the central anode, a2, allows the focus to be adjusted.
On the leaving the electron gun, the beam passes through two sets of plates which are at
right angles to each other. The first set of plates is the Y plates. As these are near the
anode, they have a greater effect on the beam. Therefore, the signal is applied to this set.
They control the vertical deflection of the beam. The second set is the X plates. On an
oscilloscope the output from time base oscillator is applied across these plates as a means
of moving the beam horizontally at a regular interval. Hence the horizontal axis of an
oscilloscope is the time axis. By means of the deflection system, then, the beam cab be
made to traverse the screen both horizontally and vertically.
The final element is the phosphor-coated screen. When the electron beam strikes the
screen, the phosphor coating fluoresces. Various colors of light are produced depending on
the phosphor used.
II. VOCABULARIES
 Hollow (adj) /ˈhɒl.əʊ/ having a hole or empty space inside
 Shoot (v) /ʃuːt/ to move through or past something quickly
 Scatter (v) /ˈskæt.ər/ to cover a surface with things that are far apart and in no
particular arrangement
 Collide (v) /kəˈlaɪd/ Collision (n) /kəˈlɪʒən/ (especially of moving objects) to hit
something violently
 Luminescent (adj) /ˌluː.mɪˈnes.ənt/ (of a substance) producing light without being
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heated
 Infrared (adj) /ˌɪn.frəˈred/ describing light at the red end of the spectrum (= set of
colors into which light is separated), which cannot be seen by human beings, and
which gives out heat
 Absorb (v) /əbˈzɔrb, -ˈsɔrb/ Take in or soak up (energy or a liquid or other
substance) by chemical or physical action
 Reflect (v) /rɪˈflekt/ If a surface reflects light, heat, sound, or an image, it sends
the light, etc. back and does not absorb it
 Propagate (v) /ˈprɒp.ə.ɡeɪt/ to send out or spread light or sound waves,
movement, etc., or to be sent out or spread
 Hit (v) /hɪt/ to touch something with sudden force
 Particle (n) /ˈpɑr·t̬ ɪ·kəl/ A particle is also any of the smallest pieces of matter that
make up atoms or the parts of atoms
 Radiation (n) /ˌreɪ.diˈeɪ.ʃən/ energy in the form of waves or particles (= any of the
smallest pieces of matter that make up atoms)
 Spectrum (n) /ˈspek.trəm/ the set of colours into which a beam of light can be
separated, or a range of waves, such as light waves or radio waves
 Wavelength (n) /ˈweɪv.leŋθ/ the distance between two waves of energy
 Intensity (n) /ɪnˈten.sə.ti/ the strength of something that can be measured such as
light, sound, etc.
 Reflector (n) /rɪˈflek.tər/ an object on a bicycle, car, or other vehicle that reflects
light and is intended to show the vehicle's position to other road users
 Organic (adj) /ɔːˈɡæn.ɪk/ Relating to or denoting compounds containing carbon
(other than simple binary compounds and salts) and chiefly or ultimately of
biological origin
 Transparent (adj) /trænˈspær.ənt/ If a substance or object is transparent, you can
see through it very clearly
 Molecule (n) /ˈmɒl.ɪ.kjuːl/ the simplest unit of a chemical substance, usually a
group of two or more atoms
 Friction (n) /ˈfrɪk.ʃən/ the force that makes it difficult for one object to slide along
the surface of another or to move through a liquid or gas
 Dissociated (v) /dɪˈsəʊ.ʃi.eɪt/ split into separate smaller atoms, ions, or molecules,
especially reversibly
 Moisture (n) /ˈmɔɪs·tʃər/ very small drops of water, either in the air or on a surface
 Internal (adj) /ɪnˈtɜː.nəl/ existing or happening inside a person, object,
organization, place, or country
 Diffusion (n) /dɪˈfjuː.ʒən/ the action of spreading in many directions
 Bond (n,v) /bɒnd/ a close connection joining two or more people

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 React (v) /riˈækt/ to change in a physical or chemical way when put with another
substance
 Hygiene (n) /ˈhaɪ.dʒiːn/ the degree to which people keep themselves or their
environment clean, especially to prevent disease
 Evaporate (v) /ɪˈvæp.ər.eɪt/ to cause a liquid to change to a gas, especially by
heating
 Efficiency (n) /ɪˈfɪʃ.ən.si/ the difference between the amount of energy that is put
into a machine in the form of fuel, effort, etc. and the amount that comes out of it in
the form of movement
 Gradient (n) /ˈɡreɪd·i·ənt/ a measure of how steep a slope is, often expressed as a
percentage
 Humidity (n) /hjuːˈmɪd.ə.ti/ a measurement of how much water there is in the air
 Convection (n) /kenˈvek·ʃən/ the flow of heat through a gas or a liquid as the hotter
part rises and the cooler part falls
 Overheat (v) /ˌəʊ.vəˈhiːt/ to (cause to) become hotter than necessary or wanted
 Harden (v) /ˈhɑː.dən/ to become or make hard
 Crack (v) /kræk/ to break something so that it does not separate, but very thin lines
appear on its surface, or to become broken in this way
 Penetrate (v) /ˈpen·ɪˌtreɪt/ Penetration (n) /ˌpen·ɪˈtreɪ·ʃən/ to move into or through
something
 Dehydrate (v) /ˌdiˈhɑɪ·dreɪt/ Dehydration (n) /ˌdiˈhɑɪ·dreɪt/ to lose water, or to
cause something to lose water
 Intermittent (adj) /ˌɪn.təˈmɪt.ənt/ not happening regularly or continuously;
stopping and starting repeatedly or with periods in between:
Exercise 1 Meaning from context.
Select a word from the three alternatives given which is most similar in meaning to the
word in italics it is used in the passage:
1. Emitted 2. Deflected
a. scattered a. moved
b. given off b. bent
c. absorbed c. changed
3. Intensity 4. Adjusted
a. focus a. reduced
b. brightness b. varied
c. shape c. increase
5. Regular 6. Fluoresces
a. frequent a. lights
b. equally time b. emits electrons
c. varying c. turns green
Exercise 2: Finding out facts
Answer these questions about the passage
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1. Why is an oscilloscope better than e meter?

2. What is the source of electrons for the electron beam?
3. What is the function of the electrons gun?
4. How is the intensity of the beam controlled?
5. In what way is the system of anodes like a lens?
6. What does the time base do?
7. Why is the signal applied to the Y plates?
Exercise 3: Diagram labeling
1. Electrolyte
2. Carbon rod
3. Negative electrode
4. Zinc case
5. Positive electrode

III. ENGLISH GRAMMAR IN USE

3.1. Describing a process
To make the correct sequence of a number of events clear, we often use sequence words
like these:
a. First/firstly/first of all.
b. Second/secondly
c. Third/thirdly.
d. Then
e. Next
f. After that
g. Finally.
(a) and (g) must come first and last respectively, but the others can be used in any order
and can be repeated.
Now replace each number in your description of soldering a resistor into place with a
sequence word to make the order of events clear.
The following diagram shows the distribution of power from the power station to the
consumer. The sentences which follow it describe the distribution. Put the sentences in the
correct order and mark this order using sequence words.
a. it is fed to distribution substation where it is reduced to 415 V. 3 phase and 240V, 1
phase.
b. It is stepped up by a transformer to 132, 275 or 400kV for long- distance
distribution.
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c. It is distributed via the grid system to main grid supply point where it is stepped
down 33kV of distribution to heavy industry,
d. It is distributed to the domestic consumer.
e. In the UK, electrical energy is generated at power station at 25kV.
f. It passes via the switching compound to the grid.
g. It is distributed via overheat or underground cables to intermediate substations
where it is further reduced to 11kV for light industry

3.2. Cause and effect

Study this sentence:
Dust on records causes crackle
It contains a cause and an effect. Identify them we can link a cause and effect as allows
Cause effect
Dust on record causes crackle.
Leads to Results in
Is the cause of
We can also put the effect first
Effect cause
Crackle is caused by dust on record.
Results from
In the effect of
Is due to
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Items in A can be causes or effects of items on B. Match the pair. Compare your answer
with your partner. For example:
Main frequency interference hum
Main frequency interference results in hum

A B
distortion interference on radios
noise generated within components too high a recording level
overheating a transistor the tape rubbing against the head
dirty heads scratches on records
a build-up of oxide on the head Hiss
jumping Damage
unwanted poor recording
3.3 Sentence building
Join the following groups of sentences to make ten longer sentences. Use the words
printed in italics above each group. You may omit words and make whatever changes you
think are necessary in the word order and punctuation of the sentences
1. Which
A resistor is a device
A Resistor is used to add resistance to a circuit
2. Both
Many types of resistors are made.
Fixed and variable resistors are made.
3. Either…………or
Most resistors are made from two materials.
Resistance wire and compressed graphite are used.
4. Such as, which
Wire wound resistor consists of a coil of resistance wire.
Nichrome is a resistance wire.
The resistance wire is wound on a former.
5. To
A ceramic coating is applied over the winding.
The ceramic coating insulates the winding
6. For example
For small currents, carbon resistors are used.
Small current are usual in radio work.
7. Which
Carbon resistors are made of compressed graphite.
The graphite is formed into small tubes.
8. Which
Connections are made with wires.
The wires are attached to the ends of the resistor.
9. Either…..or….
Variable resistor may have a coil of resistance wire.
Variable resistors may have carbon track
10. So that
The wire or track is mounted.
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A sliding contact can rub over it to select the resistance required.

IV. FURTHER READING
4.1. Electron beams
Electron beams are used in the cathode-ray tube (or picture tube) of traditional
television screens. In the cathode-ray tube, the electrons race toward a hollow anode so
that a narrow, fast beam of electrons shoots out through the hole in the anode. The higher
the positive charge on the anode, the greater the speed—and thus the energy—of the beam.
The tube must be emptied of air to prevent the electrons from being slowed or scattered by
collisions with air molecules. The beam of electrons is focused so that it hits a specific
spot on the television screen, which is covered with luminescent material. When the
electrons hit this material, they excite its atoms. The excited atoms then lose this extra
energy by releasing flashes of light. A changing electromagnetic field inside the picture
tube affects the negatively charged electrons and makes the electron beam rapidly scan
across the screen, moving horizontally and vertically. The flashes caused by the beam
build up a continually changing picture.
4.2. Infrared radiation
Properties of infrared ray
The infrared (IR) ray is basically an electromagnetic wave. It travels at a speed of light
about 2.99108 m/s. It is not only absorbed, reflected, or propagated by the object that it
hits onto, but also is insignificantly absorbed by CO2, water vapor and some other
particles in the air.
The IR radiation band of the electromagnetic spectrum includes wavelengths from 0.75
to 1000 µm and is usually subdivided into sections, namely, near-IR (0,75–1,4 µm), mid-
IR (1,4–3 µm), and far-IR (3–1000 µm).

Fig 8.2. Transferring the infrared radiation energy to the object diagram

Any object with a temperature greater than 0K (-273 C) always emits infrared light.
When infrared light hits an object, the object absorbs radiation energy that causes the
electrons to be excited and oscillated, which generates heat.
The intensity of the infrared radiation decreases with the distance from the source.
The temperature, as well as its physical properties, will determine the effective as well
as the wavelength of the emission.
Infrared rays can be directly projected to specific objects through the reflectors.
Mechanism of infrared radiation drying
Drying material in the industry food is usually composed of organic matter and water.
At every wavelength, the organic matter becomes transparent, and it does not absorb the
infrared radiation energy, while the water becomes the black object that maximally

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absorbs the radiation energy. Therefore, when projecting the infrared rays with the
wavelength in the range 2.5 ÷ 3.5 µm to the drying material, the water molecules can
absorb the maximum radiation energy and strongly oscillated, resulting in large friction
and generating heat.
On the other hand, under the influence of radiation energy, water molecules are easily
dissociated into H+ and OH- ions, thus causing the moisture in the drying material to
escape out quickly. At this time, the moving direction of the moisture and the heat are the
same (from the inside out to the surface), thus increases the internal diffusion process. This
is in contrast to the conventional heating method (the moving direction of heat from the
outside to the center, while the moisture moving from the inside to the surface). Besides,
the infrared radiation with frequency corresponds to the specific oscillation frequency of
the chemical bonding of functional groups such as -OH, -COOH, which directly react to
the chemical bonds to resonate and break off the chemical bonds, resulting in rapidly
increasing the reaction velocity and the drying process.
Advantages and disadvantages of infrared radiation drying technology
The infrared drying has the following advantages:
High heat transfer rate, easy to adjust the heat source and temperature on the surface of
the product, short drying time.
Ensuring the quality of products without loss in quality, taste, preserving the content of
vitamins and guaranteeing good hygiene food
Most of the radiant energy is converted to the heat that needs to evaporate water. Hence,
increases efficiency and reduces energy loss.
Temperature gradient and humidity in the layer close to the surface are in the same
direction, thus enhancing the internal diffusion rate leading to increasing the drying speed.
The moisture evaporation rate can be several times higher than that of the convection and
contact drying method. Avoid overheating locally, hardening, and cracking the surface.
However, the penetration is less than 30 mm, so it is not suitable to dry the product with
a thicker thickness. For the thicker drying material, the dehydration rate is slow and
sometimes the surface is excessive dryness, resulting in cracking. To overcome this, we
can use intermittent drying for thicker materials.

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English for Control & Automation Engineering Chapter 9. Alarm systems

Chapter 9. ALARM SYSTEMS

I. READING AND COMPREHENSION

Study the diagram at the top of the following page. Try to answer these questions:
1. What does this diagram show a circuit of?
2. How many detection devices does it show? Name them.
3. What warning device does it show?
4. Why is the control box switch operated with a key?
5. What problem is there with this circuit?

Work in groups of four. Find out how one of these devices works by reading the
appropriate paragraph in this text. Your teacher will tell you which device to read about.
Then explain briefly to your group how the device works.
1. Door switch
2. Window foil
3. Pressure mat
4. Passive infrared detector
Magnetic switches
These are used on windows and doors. A magnet mounted on the moving part of the
window or door trips a switch mounted on the frame when the window or door is opened.
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Break detectors
These are fitted on the inside surface of glass in windows and doors. Some use a thin
metal foil which is glued around the edge of the glass; if the glass is broken the foil breaks
too. Others are vibration sensors, and respond to the shock of the glass being broken.
Pressure mats
These are fitted under the carpet at the bottom of the stairs, for example. The pressure of
someone stepping on them causes two thin metal plates inside to come in contact, setting
off the alarm. Because they’re constantly being walked on, pressure mats can get “tired”
quite quickly, and should be regularly tested and replaced if necessary.
Motion sensors
These may use passive infrared, ultrasonic, or microwave energy to detect movement
within their range
How could the system shown in Task 2 be improved? Note your ideas.
Now read this text to check which of your ideas are described.
We can make the simple alarm circuit more effective by including some of these
features.
“Entry and exit delays”: These mean you won’t set off the alarm when leaving or
returning to the house. One the better systems, the delays are adjustable. An audible
warning during the delay period is a useful reminder.
“Automatic cut-off”: This will stop the alarm after it has sounded for a set time, so that
the noise doesn’t go on for hours if you’re not there to reset the system. In better systems,
the alarm automatically resets at the end of the alarm time.
“Tamper protection”: The control panel incorporates sensors which will trigger the
alarm if a burglar tries to force the box open.
“Battery backup”: This means the alarm will continue to work in a power cut, or if an
intruder disconnects the mains supply.
II. VOCABULARIES
 Trip (v, n) /trɪp/ to move with quick, gentle steps:
 Foil (n) /fɔɪl/ a very thin sheet of metal
 Infrared (adj) ˌɪn·frəˈred/ describing light at the red end of the spectrum, which
cannot be seen and which gives out heat
 Glue (v, n) /ɡluː/ to join things together using glue
 Vibrate (v) /ˈvɑɪ·breɪt/; vibration (n) /vaɪˈbreɪʃ(ə)n/ to move quickly backward and
forward, or to cause something to shake
 Shock (n) /ʃɒk/ a sudden, unexpected, and usually unpleasant event or experience
 Ultrasonic (adj) /ˌʌl.trəˈsɒn.ɪk/ Ultrasonic sound is too high for people to hear
 Audible (adj) /ˈɔː.də.bəl/ able to be heard
 Burglar (n) /ˈbɜː.ɡlər/ a person who illegally enters buildings and steals things
 Detect (v) /dɪˈtekt/ Detector (n) /dɪˈtek·tər/ to notice something that is partly
hidden or not clear or to discover something, esp. using a special method
 Integrated circuit (n) /ˌɪn.ɡreɪ.tɪd ˈsɜː.kɪt/ a very small electronic circuit that
consists of a lot of small parts made on a piece of semiconducting material
Match each action with its consequence. Then identify the device of feature described. For
example:
Action: someone moves within its range.
Consequence: it detects the movement.
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English for Control & Automation Engineering Chapter 9. Alarm systems

Device = motion sensor

Action Consequence
1. A burglar disconnects the supply a. A magnet on the moving part trips a
switch
2. The glass is broken b. Tamper sensors trigger the alarm
3. A door is opened c. The alarm continues to operate on
batteries
4. A window is opened d. Two thin metal plates come in contact
5. You’re not there to reset the system e. the foil breaks too
6. A burglar tries to force the alarm open f. A magnet on the door trips a switch on
the frame
7. Someone steps on them g. The alarm stops after a set time
III. ENGLISH GRAMMAR IN USE
3.1. Present perfect tense
Subject + has/have +been + PII
Subject + hasn’t/haven’t + been + PII.
Has/have + S been + P II ?
Example:
Active: Many local people have witnessed this event.
Passive: This event has been witnessed by local people.
3.2. Past perfect tense
Subject + had +been + PII
Subject + hadn’t + been + PII.
Had + S been + P II ?

3.3. Simple future tense

Subject + will/shall +be + PII
Subject + won’t/shan’t + be + PII.
Shall/will + S been + P II ?
Example:
Active: In the future, modern machines will replace human operators
Passive: In the future, human operators will be replaced by modern machines
3.4. Near future tense
Subject + am/is/are going to be + PII
Subject + ‘m not/isn’t/aren’t going to + be + PII.
Am/is/are + S going to be + P II ?
Example:
Active: Scientists are going to complete this project by 2008
Passive: This project is going to be completed by scientists by 2008.

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3.5. If- sentences

Study this action and its consequence:
Action: a burglar tries to force the alarm open
Consequence: sensors trigger the alarm
We can link action and consequence like this:
1. If a burglar tries to force the alarm open, sensors trigger the alarm.
2. If a burglar tries to force the alarm open, sensors will trigger the alarm.
3. Sensors will trigger the alarm if a burglar tries to force the alarm open.
Complete these sentences with a suitable action or consequence.
1. If pressure mats are constantly walked on.................
2. If you fit an exit delay..............................
3. If your system doesn’t have an automatic cut-off............
4. If a burglar walks in front of a motion sensor................
5. Vibration sensors will respond if.............
6. Tamper sensors will trigger the alarm if............
7. A magnet on the moving part trips a switch if..................
8. The alarm stops after a set time if............
Speaking practice
Work in pairs A and B. Find out from your partner how to perform the tasks you have
been set. Explain to your partner how to perform his/her tasks with the help of the
diagrams provided.
Example:

Task: operating a mercury switch.

Useful language:
How do you operate a mercury switch? You tilt it.
How does a mercury switch work? By tilting it.
Word pairs 1
Each word in column A often goes before one word from column B. For example,
integrated circuit (1-f). Find the other word pairs
A B
1. integrated a. sensor
2. circuit b. cell
3. alternating c. switch
4. primary d. supply
5. zener e. diode
6. remote f. circuit
7. reed g. current
8. surface h. bias
9. vibration i. control
10. reverse j. diagram
11. mains k. wave

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English for Control & Automation Engineering Chapter 9. Alarm systems

Technical reading alarm systems

Use information from the text below to complete the tables/answer the questions.
1. Complete this table.
Sensing device Used to detect
LDR
heat
Sound
2. What effect does light have on an LDR?
3. What is the purpose of RV1 in fig 2 on page 53?
4. Use words from the text to complete the following table:
Term Opposite
Cut-off Saturation
Fixed resistor
Increases
Energize
Slow
To cause
Forward bias
IV FUTHER READING
How is the transistor in Fig 2 protected from a large back EMF?
The three stages of a simple alarm system are shown in fig 1.

Fig 1.
The first stage is a sensing device that changes its resistance when it detects a particular
form of energy. For example, a microphone may be used to detect sound, a thermistor to
detect heat, or an LDR (Light dependent resistor) to detect light.
The second stage is an electronic switch. In its simplest form, this could be a single
transistor. The transistor switches between cut-off and saturation as the input resistance
changes.
The third stage is an output transducer which is switched off and on by the electronic
switch. The output transducer could be a buzzer, a light, or a relay which operates a more
powerful circuit.
An example of a simple alarm circuit is shown in Fig 2.

Fig 2.
The LDR forms a potential divider with the variable resistor RV1. When light falls on the

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English for Control & Automation Engineering Chapter 9. Alarm systems

LDR, its resistance decreases. This causes the base voltage of the transistor and the bias
current to increase. The transistor switches on and there is a rapid rise in the collector
current until the transistor goes into saturation. The increased current causes the relay to
operate and switch on the output circuit. The sensitivity of the input can be adjusted using
RV1.
In a similar way, the relay is de-energized when the light source is removed from the LDR.
A large back EMF, which would destroy the transistor, could be generated across the
relay. To prevent this, a diode is connected in reverse bias across the relay.
Writing Explanations
Explanations provide answers to Why? And How? questions. Try to answer these
questions about the diagram below.
1. What does the diagram show?
2. Why are the reeds sealed in a glass envelope?
3. Why does the envelope contain nitrogen?
4. How does it operate?

Now study this explanation, which has been written to answer the question on the
previous page.
The diagram shows a reed switch. It consists of two reeds made of ferromagnetic
material. They are easily magnetized and demagnetized. The reeds are sealed in a glass
envelope to protect them. The envelope contains nitrogen, which helps to prevent
corrosion of the contacts. When a magnet is brought close to the reeds, they are
magnetized, attract each other, and close. When the magnet is removed, the reeds open.
Study this simple circuit.

Explain what this diagram shows and how it operates. Your explanation should include
answers to these questions:
1. What are the components?
2. How are they connected?
3. What is the state of the system when the door is closed?
4. What happens if the door is opened?
5. Why does this happen?
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English for Control & Automation Engineering Chapter 10. Fuzzy Logic

Chapter 10. FUZZY LOGIC

I. READING AND COMPREHENSION
Fuzzy logic is an attempt to apply the easy design of logic controllers to the control of
complex continuously varying systems. Basically, a measurement in a fuzzy logic system
can be partly true, that is if yes is 1 and no is 0, a fuzzy measurement can be between 0 and
1.
The rules of the system are written in natural language and translated into fuzzy logic.
For example, the design for a furnace would start with: “If the temperature is too high,
reduce the fuel to the furnace. If the temperature is too low, increase the fuel to the
furnace”.
Measurements from the real world (such as the temperature of a furnace) are converted
to values between 0 and 1 by seeing where they fall on a triangle. Usually, the tip of the
triangle is the maximum possible value which translates to 1.
Fuzzy logic, then, modifies Boolean logic to be arithmetical. Usually the "not"
operation is "output = 1 - input," the "and" operation is "output = input.1 multiplied by
input.2," and "or" is "output = 1 - ((1 - input.1) multiplied by (1 - input.2))". This reduces
to Boolean arithmetic if values are restricted to 0 and 1, instead of allowed to range in the
unit interval [0,1].
The last step is to "defuzzify" an output. Basically, the fuzzy calculations make a value
between zero and one. That number is used to select a value on a line whose slope and
height converts the fuzzy value to a real-world output number. The number then controls
real machinery.
If the triangles are defined correctly and rules are right the result can be a good control
system.
When a robust fuzzy design is reduced into a single, quick calculation, it begins to
resemble a conventional feedback loop solution and it might appear that the fuzzy design
was unnecessary. However, the fuzzy logic paradigm may provide scalability for large
control systems where conventional methods become unwieldy or costly to derive.
Fuzzy electronics is an electronic technology that uses fuzzy logic instead of the two-
value logic more commonly used in digital electronics
II. VOCABULARIES
 Fuzzy (adj) /ˈfʌz.i/ not clear or not easily heard, seen, or understood
 Furnace (n) /ˈfɜː.nɪs/ a container that is heated to a very high temperature, so that
substances that are put inside it, such as metal, will melt or burn
 Triangle (n) /ˈtraɪ.æŋ.ɡəl/ a flat shape with three straight sides
 Arithmetic (n) /əˈrɪθ.mə.tɪk/ the part of mathematics that involves the adding and
multiplying, etc. of numbers
 Restricted (adj) /rɪˈstrɪk.tɪd/ limited, especially by official rules, laws, etc
 Paradigm (n) /ˈpær.ə.daɪm/ a model of something, or a very clear and typical
example of something
 Derive (v) /dɪˈraɪv/ to get something from something else
III. ENGLISH GRAMMAR IN USE
3.1. Allowing and preventing verbs

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English for Control & Automation Engineering Chapter 10. Fuzzy Logic

What happens as a result of___________________

Closing the switch?
Opening the switch?
Closing the switch: We can describe the result using these verbs:
Closing the switch allows current to flow through the coil
permits
enables
Note that verbs like allow are followed by to and the infinitive
Opening the switch: We can describe the result using these verbs:
Opening the switch prevents current from flowing through the coil
stops
Note that verbs like prevent are followed by from and the –ing form
Exercise 1:
Study this circuit of a burglar alarm. It contains a relay. The relay is shown in its un-
energized form:

Now fill in the gaps in this description with appropriate verb like allow or prevent, and put
verb in brackets in the correct form. Compare answer with your partner.
Closing the main switch (1)……………..current (pass) from the battery through the
bell. As a result, the bell rings. Pressing the reset button (2)…………………current (flow)
through the relay coil. This energizes the coil so that switch 1 closes and switch 2 opens.
Opening switch 2 (3)…………..current (flow) through the bell.
When any contact on a door or windows is opened, this (4)……………….current (pass)
through the relay coil. As a result, switch 1 opens and switch 2 closes. This
(5)………………..current (flow) from the battery to the bell and the alarm rings.
3.2. Writing
Study this brief text about noise:
Noise can be a problem with amplifiers. There are several types of noise. One is crackle
and another is hum.
Study this additional information:
Noise is any unwanted signals.
Crackle is produced randomly inside circuit components.
Hum is induced by the main supply.
We can add the additional information like this:
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English for Control & Automation Engineering Chapter 10. Fuzzy Logic

Noise, which is any unwanted signals, can be a problem with amplifiers.

There are several types of noise. One is crackle, which is produced randomly inside
circuit components, and another is hum, which is induced by the main supply.
When the information is additional, it is put in commas. For example:
Noise, which is any unwanted signals, can be a problem with amplifiers.
Without the words in bold, the sentence makes good sense
Noise can be a problem with amplifiers.
When the information is essential to the meaning of the statement, commas are not used.
For example:
Noise which is produced inside components is called crackle.
Without the words in bold, the sentence would not make sense.
Now look at the diagram below and read the text opposite. Add information from the
diagram to the text. The information added should answer the questions in brackets within
the text. The first paragraph is done for you as an example.
3.3. Relative clauses
Defining relative clauses: All, none, anybody, somebody, those….
I met someone who said he knew you.
The guidebook is about devices which are necessary for our.
I saw something in the paper which interests you.
The noise that he makes woke everybody up.
She was annoyed by something that I had said.
Non-defining relative clause
That man, whom you saw yesterday, is Mr. Smith. This is Mrs. Jones, who helped
me last week.
Anna, whose sister I know, has won an Oscar.
Usages
Subject Object Possessive Adverbs Adverbs Adverbs
of time of place of reason
For Who Whom Whose When Where Why
person That That
For Which Which Of which When Where Why
objects That That
Who:
The man who robbed you has been arrested.
She is the girl who has won the medal.
Peter, who had been driving all day, suggested stopping at the next town.
I’ invited Ann, who lives in the next flat.
Whom:
The woman whom you saw yesterday is my aunt.
The boy whom you are looking for is Tom.
She introduced me to her husband, whom I hadn’t met before.
Peter, with whom I play tennis on Sundays, was fitter than me.
The girls whom he employs are always complaining about their pay.
Which:
The subject which you are studying is difficult.
This is the book which I like best.
His house, for which he paid £10,000, is now worth £50.000.
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This machine, which I have looked for 20 years, is still working perfectly.
The dress which I bought yesterday is very beautiful.
That
That is the bicycle that belongs to Tom.
My dad is the person that I admire most.
I can see a girl and her dog that are running in the park.
Whose
The boy whose bicycle you borrowed yesterday is Tom.
John found a cat whose leg was broken.
The film is about a spy whose wife betrays him.
This is George, whose class you are teaching English,
Mr. John, whose children are grown up, was retired last year.
When
May Day is the day when people hold a meeting.
That was the time when he managed the company.
I’ll never forget the year when I was a freshman.
Where
Hanoi is the place where there are elegant people.
Do you know the city where has the longest bridge in the world?
Why:
Please tell me the reason why you are so late.
He told me the reason why he had been absent form class the day before.
“That’s why you go away” is a song by MLTR.
IV. FURTHER TECHNICAL READING
4.1. Other techniques
It is possible to filter the PV or error signal. Doing so can reduce the response of the
system to undesirable frequencies, to help reduce instability or oscillations. Some feedback
systems will oscillate at just one frequency. By filtering out that frequency, more "stiff"
feedback can be applied, making the system more responsive without shaking itself apart.
Feedback systems can be combined. In cascade control, one control loop applies control
algorithms to a measured variable against a set point, but then provides a varying set point
to another control loop rather than affecting process variables directly. If a system has
several different measured variables to be controlled, separate control systems will be
present for each of them.
Control engineering in many applications produces control systems that are more
complex than PID control. Examples of such fields include fly-by-wire aircraft control
systems, chemical plants, and oil refineries. Model predictive control systems are designed
using specialized computer-aided-design software and empirical mathematical models of
the system to be controlled.
Hybrid systems of PID and logic control are widely used. The output from a linear
controller may be interlocked by logic for instance.
4.2. Circuit symbols
Circuit symbols are used in circuit diagrams which show how a circuit is connected
together. The actual layout of the components is usually quite different from the circuit
diagram. To build a circuit you need a different diagram showing the layout of the parts on
strip board or printed circuit board.
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Wires and connections

Component Circuit Symbol Function of Component
Wire To pass current very easily from one part of a circuit
to another.
Wires joined A 'blob' should be drawn where wires are connected
(joined), but it is sometimes omitted. Wires
connected at 'crossroads' should be staggered
slightly to form two T-junctions, as shown on the
right.
Wires not In complex diagrams it is often necessary to draw
joined wires crossing even though they are not connected. I
prefer the 'hump' symbol shown on the right because
the simple crossing on the left may be misread as a
join where you have forgotten to add a 'blob'!

Power Supplies
Component Circuit Symbol Function of Component
Cell Supplies electrical energy.
The larger terminal (on the left) is positive (+).
A single cell is often called a battery, but strictly a
battery is two or more cells joined together.
Battery Supplies electrical energy. A battery is more than one
cell.
The larger terminal (on the left) is positive (+).
DC supply Supplies electrical energy.
DC = Direct Current, always flowing in one
direction.
AC supply Supplies electrical energy.
AC = Alternating Current, continually changing
direction.
Fuse A safety device which will 'blow' (melt) if the current
flowing through it exceeds a specified value.
Transformer Two coils of wire linked by an iron core.
Transformers are used to step up (increase) and step
down (decrease) AC voltages. Energy is transferred
between the coils by the magnetic field in the core.
There is no electrical connection between the coils.
Earth A connection to earth. For many electronic circuits
(Ground) this is the 0V (zero volts) of the power supply, but for
mains electricity and some radio circuits it really
means the earth. It is also known as ground.

Output Devices: Lamps, Heater, Motor, etc.

Component Symbol Function of Component
Lamp (lighting) A transducer which converts electrical energy to
light. This symbol is used for a lamp providing
illumination, for example a car headlamp or torch
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bulb.
Lamp (indicator) A transducer which converts electrical energy to
light. This symbol is used for a lamp which is an
indicator, for example a warning light on a car
dashboard.
Heater A transducer which converts electrical energy to
heat.
Motor A transducer which converts electrical energy to
kinetic energy (motion).
Bell A transducer which converts electrical energy to
sound.
Buzzer A transducer which converts electrical energy to
sound.
Inductor (Coil, A coil of wire which creates a magnetic field when
Solenoid) current passes through it. It may have an iron core
inside the coil. It can be used as a transducer
converting electrical energy to mechanical energy by
pulling on something.

Switches
Component Symbol Function of component
Push switch A push switch allows current to flow only when the
(push-to-make) button is pressed. This is the switch used to operate a
doorbell.
Push-to-Break This type of push switch is normally closed (on), it is
Switch open (off) only when the button is pressed.
On-Off Switch SPST = Single Pole, Single Throw. An on-off switch
(SPST) allows current to flow only when it is in the closed
(on) position.
1
2-way Switch 2 SPDT = Single Pole, Double Throw. A 2-way
3
(SPDT) changeover switch directs the flow of current to one
of two routes according to its position. Some SPDT
switches have a central off position and are described
as 'on-off- on'.
Dual On-Off DPST = Double Pole, Single Throw. A dual on-off
Switch (DPST) switch which is often used to switch mains electricity
because it can isolate both the live and neutral
connections.
Reversing DPDT = Double Pole, Double Throw.
Switch (DPDT) This switch can be wired up as a reversing switch for
a motor. Some DPDT switches have a central off
position.
Relay 3
5 An electrically operated switch, for example a 9V
1
4 battery circuit connected to the coil can switch a
2 230V AC mains circuit.
NO = Normally Open,
COM = Common, NC = Normally Closed.
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Resistors
Component Circuit Symbol Function of Component
Resistor A resistor restricts the flow of current, for
example to limit the current passing through an
LED. A resistor is used with a capacitor in a
timing circuit.
Variable This type of variable resistor with 2 contacts (a
Resistor rheostat) is usually used to control current.
(Rheostat) Examples include: adjusting lamp brightness,
adjusting motor speed, and adjusting the rate of
flow of charge into a capacitor in a timing circuit.
Variable This type of variable resistor with 3 contacts (a
Resistor potentiometer) is usually used to control voltage.
(Potentiometer) It can be used like this as a transducer converting
position (angle of the control spindle) to an
electrical signal.
Variable This type of variable resistor (a preset) is
Resistor (Preset) operated with a small screwdriver or similar tool.
It is designed to be set when the circuit is made
and then left without further adjustment. Presets
are cheaper than normal variable resistors so they
are often used in projects to reduce the cost.

Capacitors
Component Symbol Function of Component
Capacitor A capacitor stores electric charge. A capacitor is used
with a resistor in a timing circuit. It can also be used as
a filter, to block DC signals but pass AC signals.
Capacitor, polarised +
A capacitor stores electric charge. This type must be
connected the correct way round. A capacitor is used
with a resistor in a timing circuit. It can also be used as
a filter, to block DC signals but pass AC signals.
Variable Capacitor A variable capacitor is used in a radio tuner.

Trimmer Capacitor This type of variable capacitor (a trimmer) is operated

with a small screwdriver or similar tool. It is designed
to be set when the circuit is made and then left without
further adjustment.

Diodes
Component Symbol Function of Component
Diode A device which only allows current to flow in one
direction.
LED Light A transducer which converts electrical energy to light.
Emitting Diode

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Zener Diode A special diode which is used to maintain a fixed voltage

across its terminals
Photodiode A light-sensitive diode.

Transistors
Component Symbol Function of Component
Transistor NPN A transistor amplifies current. It can be used with other
components to make an amplifier or switching circuit.
Transistor PNP A transistor amplifies current. It can be used with other
components to make an amplifier or switching circuit.
Phototransistor A light-sensitive transistor.

Audio and Radio Devices

Component Symbol Function of Component
1
Microphone 2 A transducer which converts sound to electrical energy.
Earphone A transducer which converts electrical energy to sound.

Loudspeaker A transducer which converts electrical energy to sound.

Piezo Transducer A transducer which converts electrical energy to sound.

Amplifier 2 1 An amplifier circuit with one input. Really it is a block

(general symbol) diagram symbol because it represents a circuit rather
than just one component.
Aerial (Antenna) A device which is designed to receive or transmit radio
signals. It is also known as an antenna.

Meters and Oscilloscope

Component Circuit Symbol Function of Component
Voltmeter A voltmeter is used to measure voltage. The proper
V name for voltage is 'potential difference', but most
people prefer to say voltage!
Ammeter An ammeter is used to measure current.
A
Galvanometer A galvanometer is a very sensitive meter which is
used to measure tiny currents, usually 1mA or less.
Ohmmeter An ohmmeter is used to measure resistance. Most
multimeters have an ohmmeter setting.
Oscilloscope An oscilloscope is used to display the shape of
electrical signals and it can be used to measure their
voltage and time period.
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Sensors (input devices)

Component Circuit Symbol Function of Component
LDR A transducer which converts brightness (light) to
resistance (an electrical property).
LDR = Light Dependent Resistor
Thermistor A transducer which converts temperature (heat) to
resistance (an electrical property).

Logic Gates

Logic gates process signals which represent true (1, high, +Vs, on) or false (0, low, 0V,
off).
For more information please see the Logic Gates page.
There are two sets of symbols: traditional and IEC (International Electrotechnical
Commission).
Gate Type Traditional IEC Symbol Function of Gate
Symbol
NOT 2 1 A NOT gate can only have one input. The
'o' on the output means 'not'. The output of
a NOT gate is the inverse (opposite) of its
input, so the output is true when the input is
false. A NOT gate is also called an inverter.
AND 2

3
1 An AND gate can have two or more inputs.
The output of an AND gate is true when all
its inputs are true.
2
NAND 3
1 A NAND gate can have two or more inputs.
The 'o' on the output means 'not' showing
that it is a Not AND gate. The output of a
NAND gate is true unless all its inputs are
true.
OR 2

3
1 An OR gate can have two or more inputs.
The output of an OR gate is true when at
least one of its inputs is true.
NOR 2
1 A NOR gate can have two or more inputs.
3
The 'o' on the output means 'not' showing
that it is a Not OR gate. The output of a
NOR gate is true when none of its inputs
are true.
EX-OR 2

3
1 An EX-OR gate can only have two inputs.
The output of an EX- OR gate is true when
its inputs are different (one true, one false).
EX- NOR 2

3
1

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English for Control & Automation Engineering Chapter 11. How to write an international paper

Chapter 11. HOW TO WRITE AN INTERNATIONAL PAPER

I. TEMPLATE OF CONFERENCE PAPER

Paper Title*
*Note: Sub-titles are not captured in Xplore and should not be used

1st Given Name Surname 2nd Given Name Surname 3rd Given Name Surname
dept. name of organization (of Aff.) dept. name of organization (of Aff.) dept. name of organization (of Aff.)
name of organization (of Aff.) name of organization (of Aff.) name of organization (of Aff.)
City, Country City, Country City, Country
email address email address email address

4th Given Name Surname 5th Given Name Surname 6th Given Name Surname
dept. name of organization (of Aff.) dept. name of organization (of Aff.) dept. name of organization (of Aff.)
name of organization (of Aff.) name of organization (of Aff.) name of organization (of Aff.)
City, Country City, Country City, Country
email address email address email address

Abstract—This document is a model and instructions Define abbreviations and acronyms the first time they
for LATEX. This and the IEEEtran.cls file define the are used
Identify in thefunding
applicable text,agency
evenhere.
after theydelete
If none, have been defined in
this.
components of your paper [title, text, heads, etc.]. the abstract. Abbreviations such as IEEE, SI, MKS,
*CRITICAL: Do Not Use Symbols, Special Characters, CGS, ac, dc, and rms do not have to be defined. Do not
Footnotes, or Math in Paper Title or Abstract. use abbreviations in the title or heads unless they are
Index Terms—component, formatting, style, styling, unavoidable.
insert
B. Units
I. INTRODUCTION
 Use either SI (MKS) or CGS as primary units. (SI
This document is a model and instructions for units are encouraged.) English units may be used as
LATEX. Please observe the conference page limits. secondary units (in parentheses). An exception
would be the use of English units as identifiers in
II. EASE OF USE trade, such as “3.5-inch disk drive”.
A. Maintaining the Integrity of the Specifications  Avoid combining SI and CGS units, such as
The IEEEtran class file is used to format your paper current in amperes and magnetic field in oersteds.
and style the text. All margins, column widths, line This often leads to confusion because equations do
spaces, and text fonts are prescribed; please do not alter not balance dimensionally. If you must use mixed
them. You may note peculiarities. For example, the head units, clearly state the units for each quantity that
margin measures proportionately more than is you use in an equation.
customary. This measurement and others are deliberate,  Do not mix complete spellings and abbreviations of
using specifications that anticipate your paper as one units: “Wb/m2 ” or “webers per square meter”, not
part of the entire proceedings, and not as an independent “webers/m2”. Spell out units when they appear in
document. Please do not revise any of the current text: “. . . a few henries”, not “. . . a few H”.
designations.  Use a zero before decimal points: “0.25”, not “.25”.
Use “cm3 ”, not “cc”.)
III. P REPARE YOUR PAPER BEFORE C. Equations
STYLING
Number equations consecutively. To make your
Before you begin to format your paper, first write equations more compact, you may use the solidus ( /
and save the content as a separate text file. Complete all ), the exp function, or appropriate exponents. Italicize
content and organizational editing before formatting. Roman symbols for quantities and variables, but not
Please note sections III-A–III-E below for more Greek symbols. Use a long dash rather than a hyphen for
information on proofreading, spelling and grammar. a minus sign. Punctuate equations with commas or
Keep your text and graphic files separate until after periods when they are part of a sentence, as in:
the text has been formatted and styled. Do not number a+b= (1)
text heads—LATEX will do that for you. Be sure that the symbols in your equation have been
A. Abbreviations and Acronyms defined before or immediately following the equation.
Use “(1)”, not “Eq. (1)” or “equation (1)”, except at the
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beginning of a sentence: “Equation (1) is . . .”  In your paper title, if the words “that uses” can
accurately replace the word “using”, capitalize the
D. LATEX-Specific Advice
“u”; if not, keep using lower-cased.
Please use “soft” (e.g., \eqref{Eq}) cross  Be aware of the different meanings of the
references instead of “hard” references (e.g., (1)). That homophones “affect” and “effect”, “complement”
will make it possible to combine sections, add equations, and “compliment”, “discreet” and “discrete”,
or change the order of figures or citations without having “principal” and “principle”.
to go through the file line by line.  Do not confuse “imply” and “infer”.
Please don’t use the {eqnarray} equation  The prefix “non” is not a word; it should be joined
environment. Use {align} or {IEEEeqnarray} instead. to the word it modifies, usually without a hyphen.
The {eqnarray} environment leaves unsightly spaces  There is no period after the “et” in the Latin
around relation symbols. abbreviation “et al.”.
Please note that the {subequations} environment in  The abbreviation “i.e.” means “that is”, and the
LATEX will increment the main equation counter even abbreviation “e.g.” means “for example”.
when there are no equation numbers displayed. If you An excellent style manual for science writers is [7].
forget that, you might write an article in which the F. Authors and Affiliations
equation numbers skip from (17) to (20), causing the
copy editors to wonder if you’ve discovered a new The class file is designed for, but not limited to, six
method of counting. authors. A minimum of one author is required for all
BIBTEX does not work by magic. It doesn’t get the conference articles. Author names should be listed
bibliographic data from thin air but from .bib files. If starting from left to right and then moving down to the
you use BIBTEX to produce a bibliography you must next line. This is the author sequence that will be used in
send the .bib files. LATEX can’t read your mind. If you future citations and by indexing services. Names should
assign the same label to a subsubsection and a table, you not be listed in columns nor group by affiliation. Please
might find that Table I has been cross referenced as keep your affiliations as succinct as possible (for
Table IV-B3. example, do not differentiate among departments of the
LATEX does not have precognitive abilities. If you same organization).
put a \label command before the command that G. Identify the Headings
updates the counter it’s supposed to be using, the label
will pick up the last Headings, or heads, are organizational devices that
counter to be cross referenced instead. In particular, a guide the reader through your paper. There are two
\label command should not go before the caption of a types: component heads and text heads.
Component heads identify the different components
figure or a table.
of your paper and are not topically subordinate to each
Do not use \nonumber inside the {array}
other. Examples include Acknowledgments and
environment. It will not stop equation numbers inside References and, for these, the correct style to use is
{array} (there won’t be any anyway) and it might stop “Heading 5”. Use “figure caption” for your Figure
a wanted equation number in the surrounding equation. captions, and “table head” for your table title. Run-in
E. Some Common Mistakes heads, such as “Abstract”, will require you to apply a
style (in this case, italic) in addition to the style provided
 The word “data” is plural, not singular. by the drop down menu to differentiate the head from
 The subscript for the permeability of vacuum µ0 , the text.
and other common scientific constants, is zero with Text heads organize the topics on a relational,
subscript formatting, not a lowercase letter “o”. hierarchical basis. For example, the paper title is the
 In American English, commas, semicolons, primary text head because all subsequent material relates
periods, question and exclamation marks are and elaborates on this one topic. If there are two or more
located within quotation marks only when a sub-topics, the next level head (uppercase Roman
complete thought or name is cited, such as a title or numerals) should be used and, conversely, if there are
full quotation. When quotation marks are used, not at least two sub-topics, then no subheads should be
instead of a bold or italic typeface, to highlight a introduced.
word or phrase, punctuation should appear outside
H. Figures and Tables
of the quotation marks. A parenthetical phrase or
statement at the end of a sentence is punctuated a) Positioning Figures and Tables: Place figures
outside of the closing parenthesis (like this). (A and tables at the top and bottom of columns. Avoid
parenthetical sentence is punctuated within the placing them in the middle of columns. Large figures
parentheses.) and tables may span across both columns. Figure
 A graph within a graph is an “inset”, not an captions should be below the figures; table heads should
“insert”. The word alternatively is preferred to the appear above the tables. Insert figures and tables after
word “alternately” (unless you really mean they are cited in the text. Use the abbreviation “Fig. 1”,
something that alternates). even at the beginning of a sentence.
 Do not use the word “essentially” to mean TABLE I
“approximately” or “effectively”.
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English for Control & Automation Engineering Chapter 11. How to write an international paper

T ABLE TYPE STYLES R EFERENCES

Table Table column head [1] G. Eason, B. Noble, and I. N. Sneddon, “On certain
head Table column Subhead Subhead integrals of Lipschitz-Hankel type involving
subhead products of Bessel functions,” Phil. Trans. Roy.
Copy More table copya Soc. London, vol. A247, pp. 529–551, April 1955.
a [2] J. Clerk Maxwell, A Treatise on Electricity and
Sample of a Table footnote.
Magnetism, 3rd ed., vol. 2. Oxford: Clarendon,
1892, pp. 68–73.
[3] I. S. Jacobs and C. P. Bean, “Fine particles, thin
Fig 1 films and exchange anisotropy,” in Magnetism, vol.
III, G. T. Rado and H. Suhl, Eds. New York:
Academic, 1963, pp. 271–350.
[4] K. Elissa, “Title of paper if known,” unpublished.
Fig. 1. Example of a figure caption. [5] R. Nicole, “Title of paper with only first word
capitalized,” J. Name Stand. Abbrev., in press.
Figure Labels: Use 8 point Times New Roman for [6] Y. Yorozu, M. Hirano, K. Oka, and Y. Tagawa,
Figure labels. Use words rather than symbols or “Electron spectroscopy studies on magneto-optical
abbreviations when writing Figure axis labels to avoid media and plastic substrate interface,” IEEE Transl.
confusing the reader. As an example, write the quantity J. Magn. Japan, vol. 2, pp. 740–741, August 1987
“Magnetization”, or “Magnetization, M”, not just “M”. [Digests 9th Annual Conf. Magnetics Japan, p.
If including units in the label, present them within 301, 1982].
parentheses. Do not label axes only with units. In the [7] M. Young, The Technical Writer’s Handbook. Mill
example, write “Magnetization (A/m)” or Valley, CA: University Science, 1989
“Magnetization {(A[m(1)])}”, not just “A/m”. Do not
label axes with a ratio of quantities and units. For
example, write “Temperature (K)”, not
“Temperature/K”.

C ONCLUSION
Type conclusion here

ACKNOWLEDGMENT
The preferred spelling of the word
“acknowledgment” in America is without an “e” after
the “g”. Avoid the stilted expression “one of us (R. B.
G.) thanks...”. Instead, try “R. B. G. thanks...”. Put
sponsor acknowledgments in the unnumbered footnote
on the first page.

REFERENCES
Please number citations consecutively within
brackets [1]. The sentence punctuation follows the
bracket [2]. Refer simply to the reference number, as in
[3]—do not use “Ref. [3]” or “reference [3]” except at
the beginning of a sentence: “Reference [3] was the first
...”
Number footnotes separately in superscripts. Place
the actual footnote at the bottom of the column in which
it was cited. Do not put footnotes in the abstract or
reference list. Use letters for table footnotes.
Unless there are six authors or more give all authors’
names; do not use “et al.”. Papers that have not been
published, even if they have been submitted for
publication, should be cited as “unpublished” [4]. Papers
that have been accepted for publication should be cited
as “in press” [5]. Capitalize only the first word in a paper
title, except for proper nouns and element symbols.
For papers published in translation journals, please
give the English citation first, followed by the original
foreign-language citation [6].
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