WORKSHOP ON B PAPER

WORKSHOP OBJECTIVES:
Guiding you to prepare for the Examination
Giving you an opportunity to clarify any doubts
about the question paper

Building up your Confidence in answering the

question paper
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What is this question paper

about?
In a nutshell:
It is a part of the total evaluation
which assesses your competence to
receive the status of a Chartered
Engineer, or a Corporate Member of
the IESL
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WHO IS A CHARTERED ENGINEER ?

Chartered Engineer is an
engineer who is registered or
licensed within certain
jurisdictions to offer professional
services directly to the public.

WHO IS A CHARTERD ENGNEER?

The professional status and the actual practice

of professional engineering is legally defined
and protected by a government body.

In some jurisdictions only registered or licensed

engineers are permitted to use the title, or to
practice professional engineering.
The earmark that distinguishes a licensed or
registered engineer is the authority to sign and
seal or "stamp" engineering documents (reports,
drawings, and calculations) for a study,
estimate, design or analysis, thus taking legal
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responsibility for it.

Why choose professional registration

as a Chartered Engineer?
Personal development
Part of your CV development and opportunities
to widen career choices.
Personal achievement
Satisfaction of achieving an independent, well
established, internationally recognised award.
Client confidence
Knowing you can assure consistent service.
Employer assurance
Demonstrated competence to contribute
professionally to the business.

Chartered Engineer
develops new or existing technology
solve problems
makes a key contribution to your business
success, through innovation, creativity and
change
promotes advanced designs or design
methods
develops better production techniques,
marketing or construction concepts
pioneers technology or engineering services
and management methods

If you are working towards CEng

you must show:
how you used your technical and/or engineering
knowledge and understanding to improve or exploit new
and advancing technology;
how you applied a combination of theoretical and
practical methods to analyse and solve a technical
and/or engineering problem. This may include the
identification of a potential project and where you have
conducted appropriate research to design and develop
an engineering solution;
where you exercised your technical and commercial
leadership skills;
your personal commitment to professional standards
and recognition of obligations to society, the profession
and the environment.

IESL THROUGH THIS

QUESTION PAPER :
Assesses your Presentation
Skills (in written format)
Todays presentation is
about the question
paper, its the coverage
and expectation of the
examiners.
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PRESENTATION COVERS
STRUCTURE OF THE QUESTION
PAPER
MARKS ALLOCATION
TIME ALLOCATION
EXAMINERS EXPECTATION
HOW TO PREPARE FOR THE
FORTHCOMING EXAMINATION
GUIDELINES TO BE FOLLOWED AT
THE EXAMINATION

B PAPER STRUCTURE
NEW STRUCTURE FROM MARCH 2010
Equal Marks

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

Time
equally
allocated

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

REMEMBER THE FOLLOWING

ANSWER EACH QUESTION IN SEPARATE ANSWER
BOOKS AT THE END YOU SHOULD SUMBIT FOUR
(04) ANSWER BOOKS
ALL PAGES OF THE ANSWER BOOK SHOULD
CARRY YOUR INDEX NO. AND QUESTION NO.
FOUR ANWER BOOKS SHOULD BE BUNDLED INTO
THE FOLDER, WHICH IS THE COVER FOR THE
ANSWER BOOKS
THIS FOLDER SHOULD DISPLAY THE INDEX NO.
CLEARLY
MARKS WILL NOT BE PROCESSED IF THE ABOVE INSTRUCTIONS ARE
NOT ADHERED TO
BE IN THE EXAMINATION HALL BY 8.50 AM

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SECTION I

Answer at least One Question - 25 Marks.

FORMAT OF THE QUESTIONS:

In both questions issues

related to the compliance /
violations of the IESL ACT
and By-Laws, Engineering
Ethics and code of
Conduct, etc. are involved.
12

AVOID ROTE LEARNING OF

THE FOLLOWING
Engineering Ethics
Code of Conduct
IESL Act and By-Laws
READ AND UNDERSTND
INERPRET FROM YOU OWN WORDS
THINK CRITICALLY WHAT THEY MEAN AND THEIR
APPLICATIONS IN THE ENGINEERING PROFESSION
13

SECTION II
TEN QUESTIONS

answer ONLY 3 questions

Each Question is allocated 25 marks
No marks will be given to answers of
more than 3 questions
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OVERALL MARKS ALLOCATION

SECTION I
SECTION II
TOTAL

(25 X 3)

25
75
100

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PASS MARK
50% AND OVER
If MARKS < 50% ; Fail
47 < MARKS < 50; May CONSIDER AS
BORDERLINE CASES
CONSIDERATION OF BORDERLINE CASES IS
NOT A MUST

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SUBJECT MATTER COVERED

IN THE
SECION II OF THE B PAPER
Questions for the B paper are
based on CURRENT ISSUES that
the Engineers, come across in our
profession and in interacting with
the society.
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Broadly, those are Issues related

to:
Technology, Society and Management.
Communication with public and with
those who are in the same profession.
Engineers Role and Responsibility to
the society.
Social, Economical and Technological
development of the country
Environment

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More narrowly those are Issues

related to:

Technology
Society
Economy
Education
Environment
Policies of the Government in economic, social and
technological development
Development in ICT and its impact to economic and
social and technological development
Infrastructure facilities
Politics (domestic and foreign)
Contd

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

 Matters Affecting engineering

decisions
Engineering projects, their successes
and failures
Engineering Education home and
abroad
Primary and Secondary education
Prominent International Issues

MANY MORE and the list can be

continued
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THE B PAPER JUDGES THE

ENGINEERS CAPABILITY TO

Think analytically.
Express ideas and opinions in such a way
that a specific audience can understand you.
Argue on topic and defend arguments.
Interact with the society in the most effective
manner.
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FURTHER IT TESTS YOUR LEVEL OF

General Knowledge (other than technical) on

the society as a whole.
Reading and Understanding.
(comprehension)
Skills in written communication.
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Skills in written communication

VERY IMPORTANT
Style of Writing
Grammar in the English Language
Spellings
Punctuation Marks
Paragraphing
Live start & Conclusion
Avoid Repetitions
Terminology

24

HOW TO DEVELOP YOUR

WRITING SKILLS
Whenever you get the opportunity and time,

Write your findings to Conferences,

Journals.
Search for the opportunities within your
organization to get involved in report
writing.
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HOW TO DEVELOP YOUR WRITING

SKILLS

Maintain your own work records in report

form.
Make it a habit to read journals, newspapers,
publications and reports.
Note down important information and
develop your own data base
Listen to TV, BBC and CNN news

By doing so you should develop

a data base
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HOW TO DEVELOP YOUR DATA

BASE (KNOWLEDGE)
Step 1:
Select and list topics that are currently in
discussion.

Step 2:
Collect articles and papers as much as you
can, which addresses such issues.

Step 3:
Browse through your collection and select
articles that could contribute to each topic
you have identified as important.

27

Step 4:
Read all related articles.
In this case you may have to read a single
article several times, but do it.

Step 5

-Note down important information,

remember at least most important ones.
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CANDIDATE SHOULD HAVE

ABILITY
to understand the questions given
and analyse the main issue of each
question
to read and understand Case Study
and answer the questions in your own
words and a style
to use his general, wide knowledge on
issues around which the questions
are made up
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Ability
to write with correct grammar, spellings and
punctuation marks

to retrieve information from his data base;

means general and important statistics
gathered over a period of time from the
media
Should have
Fair knowledge about the IESL ACT, ByLaws, Rules, Ethics in Engineering
Profession.
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HOW TO APPROACH THE QUESTIONS

IN SECTION I IF IT IS A CASE STUDY
Read the text (CASE STUDY) once.
Read the Case Study
twice, while
understanding the important points or facts
that you may think important.
Underline those facts and figures which are
relevant to the questions asked at the end of
the text.
31

Start Answering the question/s. Focus on the

core of the question
Do not copy the sentences given in the text.
Write the answer in your own words
While writing, use your words economically

32

HOW TO SELECT QUESTIONS IN

SECTION II?
Select any three with which
you are confident in answering
you have sufficient information in your
data base to complete the answer.
You will not have to attempt one, discard it and select
another one. Therefore, choosing the right question is
important and it is your decision.

You have not time to do this at the examination.

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SECTION II
Prepare the structure of your answer
on main theme of the question
Identify the issues that need to be dealt
with
Arrange them in their order of
importance and with the correct flow
and connectivity
Write the most relevant facts about the
issues
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IMPORTANT PARAMETERS
Terminology Appropriate to the subject.
Grammar Correctly used
Spellings Correctly spelt (Avoid American
English)
Paragraphs Suitably separated

Punctuation Marks Appropriately and

meaningfully used
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IMPORTANT PARAMETERS
Legibility Write so that the examiner can
read it
Coherence - Connectivity of ideas right
throughout
Repetition of facts and ideas Avoid
Read at least once - What you wrote, if time
permits.
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IN PREPARING FOR NEXT

EXAMINATION:
GO THROUGH SEVERAL PAST PAPERS

DISCUSS QUESTIONS WITH YOUR

COLLEAGUES
DISCUSS WITH YOUR FRIENDS OR
IMMEDIATE BOSS
USE A GOOD ENGLISH TO ENGLISH
DICTIONARY
37

IN PREPARING FOR NEXT

EXAMINATION
Formulate some questions on your own
See how you can use your previously
developed data base to answer these
questions.
Answer some of these questions.
Be mindful time allocated to each
question and learn to answer within the
time frame
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Essential Practice
Select at least five question papers and answer
about 10 (2 x 5) questions.
Read carefully to check whether your ideas are
clearly expressed.
Get one or two persons (your colleague or
immediate boss), who could assist you, in
reading and making comments on what you
have written. Improve your presentation skills
based on these observations.
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IMPORTANT In the examination

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

At the end if time permits, read what you

have written and make corrections if
necessary.
It is extremely important that you check
whether all answers books are in order
and tied up to the folder
40

Remember the following, while

answering.
Hand writing Legible
Style Simple sentences Maintain the same style
throughout.

Words Simple vocabulary Do not use any words which

you are not sure of the
meanings and applications.

Essay Format -

Except at instances where listing is necessary

41

5 Most Common Grammatical

Errors
Error #1: Run-on Sentence or Comma
Splice

Rachel is very smart, she began

reading when she was three years
old.

Incorrect: Rachel is very smart, she began

reading when she was three years old.
Correct: Rachel is very smart. She began
reading when she was three years old.
Correct: Rachel is very smart; she began
reading when she was three years old.
Correct: Rachel is very smart, and she
began reading when she was three years
old.
Correct: Because Rachel is very smart,
she began reading when she was three
years old.
Correct: Rachel is very smart; as a result,

 Separate the clauses into two

sentences.
Replace the comma with a semi-colon.
Replace the comma with a
coordinating conjunction--and, but,
for, yet, nor, so.
Replace the comma with a
subordinating conjunction--after,
although, before, unless, as, because,
even though, if, since, until, when,
while.
Replace the comma with a semi-colon
and transitional word--however,

Error #2: Pronoun Errors

Pronoun errors occur when pronouns do not
agree in number with the nouns to which they
refer. If the noun is singular, the pronoun must
be singular. If the noun is plural, however, the
pronoun must be plural as well.

Everybody must bring their own

lunch.
Everybody must bring his or
her own lunch.

Error #3: Mistakes in Apostrophe

Usage
Apostrophes are used to show
possession. However, you do not use
an apostrophe after a possessive
pronoun such as my, mine, our, ours,
his, hers, its, their, or theirs.
My mothers cabin is next to his' cabin.

Its a cold day in

October.

 Incorrect: My mothers cabin is

next to his' cabin.
Correct: My mother's cabin is
next to his cabin.
In the case of it's, the
apostrophe is used to indicate a
contraction for it is. For
example:
Incorrect: Its a cold day in

Error #4: Lack of Subject/Verb

Agreement
When speaking or writing in the

present tense, a sentence must

have subjects and verbs that
agree in number. If the subject
is singular, the verb must be
singular. If the subject is plural,
the verb must be plural as well.
For example:

The recipes is good for beginning chefs.

Correct: The recipes are good

for beginning chefs.

Error #5: Misplaced Modifiers

To communicate your ideas clearly, you
must place a modifier directly next to
the word it is supposed to modify. The
modifier should clearly refer to a
specific word in the sentence. For
example:
At eight years old, my father gave me a
bicycle for Christmas.
When I was eight years old, my father
gave me a bicycle for Christmas.

e.g. versus i.e.

These two are used interchangeably, but
actually have different meanings (and different
correct usages).

e.g. stands for the Latin phrases "exempli

gratia" -- meaning "for example." It can be
followed by any number of examples from
any size set of possible examples.
i.e. stands for the Latin phrase "id est" -meaning "that is." It should be followed
by all of the applicable examples, leaving
none behind.

Parallelism
When I talked about bullet points, one of the tips
involved keeping each bullet item in parallel by
beginning with the same part of speech.
For example, each item might similarly begin with a
verb like so:
Pack
Deliver
Drive
Collect ..

Going to ..

Parallelism is lost

Parallelism
INCORRECT
CORRECT

CORRECT

Paula went to work, a restaurant,

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

There are trains leaving the station in the morning and

noon.
There are trains leaving the station in the

morning and at noon.

The cancer researcher is interested and excited about
the new advances in medical technology.

The cancer researcher is interested

in and excited about the new advances in
medical technology.

There are a number of situations which

require you to use parallel
structure.
They
Both X and
Y . .are:
.
Not X but Y

Not only X but also Y . .

.
Neither X nor Y . . .
Either X or Y . . .

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

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

You must either stay

home or go with us.

Comma Omissions
When an independent clause is linked together with a
coordinating conjunction, a comma must be placed before
the conjunction.
Example: A circuit with ten states, using one discrete voltage
value for each state, can be designed, but it would possess a
very low reliability of operation. [the coordinating conjunction
"but" links two independent clauses together. Hence, a
comma is placed before "but."]
Commas must follow introductory phrases.
Examples: For each instruction, the control unit informs the
processor to execute the operation specified by the
instruction. [a comma must follow the introductory
prepositional phrase, "for each instruction."]
Furthermore, one of the most powerful ways of analyzing
data is to display them as a graph. [a comma must follow the

Commas must follow adverb clauses when they

come before independent clauses.
Examples: When two sounds heard together are
unpleasant, they create dissonance. ["When two
sounds heard together are unpleasant" is an
introductory adverb clause and must be followed by
a comma]As radon decays, it produces gaseous
radon.

Commas must be used to separate items in a

series.
Example: The memory unit stores programs
as well as input, output, and intermediate
data.

Commas must be used to set off

nonrestrictive elements, parenthetical
elements, and contrasted elements.
Nonrestrictive elements are phrases that do not provide
essential information about any noun or pronoun in a given
sentence. Such phrases are completely set off by commas.
Example: The ratio of the square of the periods of any two
planets, according to Kepler, is equal to the ratio of the cube
of their distances to the sun. [The phrase, "according to
Kepler", is nonrestrictive and must have a comma before and
after it]
Example, contrasted elements: Fuel reprocessing
technology, unlike nuclear waste production, has not
advanced.
Example, parenthetical elements: Light pollution, or "sky
glow", seriously diminishes the amount of starlight visible to

Correct Restrictive Use:

The store honored the complaints
that were less than 60 days old.
Correct Nonrestrictive Use:
The store honored the complaints,
which were less than 60 days old.
These sentences have different meanings as well as different punctuation. In
the restrictive sentence, the store honored only those complaints less than 60
days old, but not those over 60 days old. In the nonrestrictive sentence, the
store honored all the complaints, all of which were less than 60 days old.

Correct Restrictive Use:

The suspect in the lineup who has red hair
committed the crime.

Correct Nonrestrictive Use:

The suspect in the lineup, who owns a red car,
committed the crime.
Note how the subject "suspect" in this sentence is restricted in two ways: we
know that this suspect is both in the lineup and has red hair. As a result, we know
that the other suspects, who are not in the lineup, could not have committed the
crime. Moreover, of those suspects in the lineup, we know that the one suspect in
the lineup with red hair committed the crime. If there were more than one suspect
in the lineup with red hair, the above usage would be incorrect because it implies
a
meaning.
Indifferent
the restrictive
clause "in the lineup" tells us that of all possible suspects in the
world, the one who committed the crime is in the lineup. However, while the
nonrestrictive clause "who owns a red car" tells us something about the suspect,
it does not foreclose the possibility that there are several different suspects in the
lineup with red cars. The car color may tell us something useful, but it does not
restrict us to only one possibility.

So let's keep in mind two basic rules:

Nonrestrictive: An adjective clause
that can be omitted from a sentence
without affecting the basic meaning of
the sentence should be set off by
commas.
Restrictive: An adjective clause that
cannot be omitted from a sentence
without affecting the basic meaning of
the sentence should not be set off by
commas.

WHAT ELSE !!!

Present_B_Paper_SupplementaryNew.ppt

CODE OF ETHICS

62

THE END OF PRESENTATION

WISH YOU ALL THE BEST IN

THE FORTH COMING
EXAMINATION

THANK YOU
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