MODUL AJAR

ENGLISH FOR MECHANICAL ENGINEERING II

Oleh:

Dra. Umi Anis Ro’isatin, M.Pd.

Abd. Muqit

POLITEKNIK NEGERI MALANG

2022
 FORE WORD

English courses are compulsary subjects for Polytechnic students. This course
aims that students can understand and apply the rules of English language in
academic assignments both in oral and written works.
English textbook with the title “English for Mechanical Engineering If” is
based on the syllabus of state Polytechnic of Malang. This book contains materials
related to the reading of engineering and language work it is also completed with
writing skill and speaking practice. The selection of materials are adapted from the
needs of the students to their field of study and to the work(s) faced in the future.
The levels of difficulty arid the place of topic materials of this book are also
considered. The writer selects the materials and the place of topic materials based
previously on the discussion to the same English teachers at this department and also
consultation to the colleague department who know well the real condition of the
students.
This book is far from being perfect. Therefore, the writer appreciates deeply
to the criticism and suggestion to increase the quality of this book.

Writers

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 TABLE OF CONTENTS

CHAPTER I : ENGINEERING MATERIALS

A. Types of Engineering Materials
B. Comprehension Question
C. Classification of Engineering Materials
D. Using English to Classify

CHAPTER II : PROPERTIES OF ENGINEERING MATERIALS

A. Definition of properties
B. Reading Comprehension
C. Exercises
D. Comparisan and Contrast of Engineering Materials

CHAPTER III : CORROSION

A. Understanding Corrosion
B. Hand Tools
1. Non-Cutting Tools
2. Cutting Tools
C. Drilling Machine
D. Coherence of Paragraph
E. Welding Machine

CHAPTER IV : SOLDERING AND BRAZING

A. How to Solder and Braze
B. Machining Process
1. Procedures in a process
2. Workshop process
C. Revising Paragraph

CHAPTER V : LUBRICATION
A. Lubrication System
B. Proportion and trends
D. Report Writing
E. Reporting (Presentation)

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 .CHAPTER I
ENGINEERING MATERIALS

I. LEARNING OUTCOME
After having finished learning this subject, students are able to classify
engineering materials and to use it at work. Students are also expected to be
able to use the rules of active and passive sentence in English. In the end of this
chapter, the students are expected to be able to identify the parts paragraph then
practice it to write and present to deal with engineering cases.

II. READING TEXT

Read- the text carefully and answer the questions
A. Types of Engineering Material
Engineers have to know the best and the most economical materials to
use. Engineers must also understand the properties of these materials and to
know how they can be worked. There are two kinds of materials used in
engineering, metals and non-metals. We can divide metals into ferrous and
non-ferrous. The former contains iron and the latter do not contain iron. Cast
iron and steel, which are both alloys are mixtures of iron and carbon, are two
most important ferrous metals. Steel contains a smaller proportion of carbon
that cast iron does. Certain element can improve the properties of steel and are
therefore added to it. For example, chromium may be included to resist
corrosion and tungsten to increase hardness. Aluminum, copper and the alloys,
bronze and brass are common non-ferrous metal.
Plastic and ceramics are non-metals; however, plastic may be machined
like metals. Plastics are classified into two types, thermoplastics and thermoset.
Thermoplastics can be shaped and reshaped by heat and pressure, but
thermoset can be reshaped because they undergo chemical change as they
harden. Ceramics are often employed by engineers when materials which can
withstand high temperatures are needed.

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 B. Comprehension Question.
1. Why do the engineers have to know the kinds of engineering metals?
2. What is an alloy? Give example!
3. What is meant by non ferrous metals?
4. What is the different between thermoplastics and thermosets?
5. What is main idea of the passage?

III. LANGUAGE WORK

A. Passive voice
Study the following tables carefully.
Glasses;
Divided
Group; Ferrous
Can be into two
Metals Kinds; and non
May be
Divided into classified ferrous
as

Groups
Distinguished;
Classes Can be
Two Of metal ferrous and non
Types May be
ferrous
Kinds

B. Evaluation
1. Mention some passive construction on the text (engineering metals)!
2. Using the passive voice.
Fill the passive form of the verb in parentheses in the following
sentences.
a. Each year, large amounts of carbon monoxide are expelled (expel)
into the air by automobiles and factories.
b. The weights of the planets _________ (calculate) by Newton as young
man.
c. Water _________(discover) under the Sahara Desert.
d. Coal_______ (produce) by plant matter of prehistoric times.
e. Soap______ (manufacture) by boiling vegetable or animal fat with
sodium or potassium hydroxide.

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 f. The hydrogen bomb _________ (call) a thermonuclear bomb because
extremely high (need) to start the fusion process
g. Human speech _________ (control) by a part of the brain called the
erebrum.
h. The concept of relativity _________ (propose) by Albert Einstein in
1905

C. Classification of Engineering Materials

All matter may be classified as either solid, liquid, or gas. Solids are firm
and have a definite form. Rubber, wood, glass, iron, cotton, and sand are all
classified as solids. A considerable force would be needed to change the shape
or volume of an iron bar, for example, because the atoms or molecules of solid
are densely packed and have very little freedom of movement.
Solids may be further divided into two classes: crystalline and
amorphous. Rocks, wood, paper, and cotton are crystalline solids. Crystalline
solids are made up of atoms arranged in a definite pattern. When these solids
are heated, the change to a liquid, known as melting, is sharp and clear.
Amorphous substances include rubber, glass, and sulfur. In these substances,
the pattern of the atoms is not orderly, and when heated, they gradually soften.
Liquids, on the other hand, are not rigid. If the water, milk, or oil is
poured on a table, it will flow all over the surface. The atoms or molecules of
liquids attract each other and thereby enable liquids to flow. But these atoms

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are loosely structured and do not keep their shape. Therefore a liquid will take
the shape of any container in which it is poured However, liquids have a
definite volume; a quart of milk cannot fit in a pint container.
Gases, such as air, oxygen, and carbon dioxide, have no fixed shape or
volume of their own. They diffuse or spread out to fill any container. If water is
put into a tire, it will run to the bottom; if air is put into a tire, it fills the whole
space inside the tire. The atoms or molecules of gases are widely spaced and
move very rapidly. They either compress or expand to adapt to any area.
Everything we know is made of matter in solid, liquid or gaseous form.
Later in this chapter, we will discuss other ways matter may be classified.

D. Using English to Classify

Classification includes:
1. general class,
2. a specific item or items, and
3. a basis for classification, which is frequently not stated because it is
understood or explained elsewhere.
Consider this sample sentences:
All matter may be classified as either solid, liquid, or gas. The general
class is matter. The specific items are solid, liquid, and gas. The basis for
classification is the physical state of matter, which is not mentioned in the
sentence.
But there is more than one way matter may be classified. For example, it
may be classified on the basis of its chemical composition as either living or
non-living. For this reason, classification sentences frequently contain modals
of possibility, such as can, could, or may.

Classifying from general to specific

All matter may be classified as either solid, liquid, or gas (Note that all
matter is included in these three subdivision)

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Solids may be further into two classes; crystalline and amorphous

1. Classifying from general to Specific:

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2. Identifying General and Specific Ideas.
In each sentence of classification, underline the general category once
and each specific item twice. The first one is done as a sample.
1. Copper, lead, mercury, and silver are nonferrous substance.
2. Steel is an alloy.
3. Five important classes of compounds qre acids, bases, salts, metallic
oxides, and nonmetallic oxides.
4. A deer is mammal.
5. Carbon exists in three forms: graphite, diamond, and amorphous.
6. Rocks are grouped into three categories: igneous, metamorphic, and
sedimentary.
7. Coffee, tea, and paint are colloids.
8. Coal, wood, and oil may be classified as fuels.
9. Salts are inorganic compounds.
10. The two kinds of nucleic are deoxyribonucleic acid (DNA) and
ribonucleic

3. Read the text and complete the tree diagram

The raw materials for plastics are coal and oil, and many plastic
materials today are produced from oil. Plastics can be divided into two
main categories. The first group called thermoplastics, includes well-known
plastics such as PVC, nylon and polythene. These can be treated (heated,
softened and cooled) several times, and can be formed into combs, pipes
and bags, in addition to many other similar products.
Thermosetting plastics include melamine, polyurethane and phenolic
resin, and can be made into tableware, foams and plugs respectively.
However, this group differs from thermoplastics because they can be
treated only once and harden when they are heated.

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4. Complete the sentences:
1. Nylon is a thermoplastic, and it ______into combs.
2. Phenolic resin is a______ , and it _______.
3. Melamine and polyurethane are example of, and they can be formed
into______ and _______respectively.
4. Products such as
_______ respectively.
5. ________ can be treated more than once, whereas harden when they are
treated; therefore they_______ only once.

Exercise:
1. Classify the following items in the form of diagrams.
a. workshop materials - metallic non - metallic- ferrous - non-ferrous -
wood - plastics - iron - steel - tin copper.
b. hand tools - cutting - hitting - single cutting edge - multiple cutting
edges - hammers - mallets - chisels - scrapers - files - hacksaws.
c. Metal joining methods - soldering - welding - riveting - soft soldering -
silver soldering - brazing - oxy-acetylene - electric arc.

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 d. Engineer’s instruments - measuring - marking out - steel rule -
micrometer vernier calipers - scriber - dividers.
e. Plain carbon steels - low carbon steels - black mild steel - bright drawn
mild steel - medium carbon steels - high carbon steels - tool steel -
silver steel.
f. Pig iron - wrought iron - cast iron - grey iron - white iron - malleable -
cast iron.
g. Weight unit - metric unit - non-metric unit - kilogram - grain - pound
ounce - ton — stone.
h. Measuring unit - metric unit — non- metric unit - kilometer - meter -
centimeter - millimeter - yard - mile - foot — inch.
i. Timber - hardwoods - softwoods - oak - beech - mahogany - white
wood — red wood - spruce - pitch pine.

IV. WRITING SKILL

Paragraph Structure
A good paragraph contains several related sentences that support one
main idea, which is limited to and focused on one sentence. This sentence
helps guide your reader through the related sentence in the paragraph. This
vital sentence serves as a commitment for the writer to provide an explanation
or illustration of this main idea. The term used to identify this main idea is a
topic sentence. A topic sentence has two parts:

1. A topic (key word or phrase) (orang/benda utama dalam kalimat yang

menjadi subject) Farhan anaknya mama yang paling ,manis dan ganteng
2. A direction or general word, which may be a conclusion, an opinion, or a
statement about the topic. (keterangan dari topic): Syaifuddin /yang baik
hati adalah sexy)
For example, the following sentences could be topic sentences:
1. Browsing in a library is an exciting experience.

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2. To study math’s is difficult. (sebelum/is, am, are, was, were, have. Has, can,
could, will, would, may, might, must, had to, should to/sebelum verb/kata
kerja))
You could use each one of these sentences as a topic sentence because
each main idea is limited to and focused on two essential parts; a topic (key
word or phrase) and a general conclusion or opinion about the topic:

Topic Direction or General Word

Browsing in a library is an exciting experience.
To study Math’s is difficult

Exercises:
1. In each sentence below, identify the topic (key word or phrase) and the
direction or general word (the conclusion or opinion) about the topic.
Example: (is, am, are, was, were, have. Has, can, could, will, would, may,
might, must, had to, should to/setelah verb/kata kerja))
Owning a small business can be exhausting.
Topic: Owning a small business Direction: can be exhausting
1. Doing well in college requires organization.
Topic: Doing well in college Direction: requires organization ………….
2. Trying to buy a house is sometimes frustating.
Topic: Trying to buy a house Direction: is sometimes frustrating

3. School board meetings inform parents about the school

Topic: School board meetings ………. Direction: inform
parents about the school ……….....
2. In the following lists, circle the letter beside the sentence that does not
develop the controlling idea which appears in the topic sentence.
1. Topic sentence: Carlos is very interested in cars.
a. He knows all the details about all the manufacturers’ models.
b. His parents allow him $ 5.50 a week for gas.

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 c. He spends a lot of time each week making improvements on his old
Ford.
d. If there is a new car exhibited in a town, you will find him there.
2. Topic sentence: I easily give up doing my homework.
a. I always start to feel hungry and go into the kitchen for a snack.
b. I’ll leave my studying to feel investigate any noise I hear.
c. While I study, I try to listen to the radio with one ear.
d. For me, physics is the hardest subject
e. I often leave my desk to go to the mirror to comb my hair.
f. Often, in the middle of an assignment, I decide that my shoes need
polishing and do that instead of the assignment in front of me.

Mas Saddam mencintai seorang gadis cantik bernama Melisa.

Kambingnya makan rumput di sawah. Dia selalu mengunjungi
Melisa setiap akhir pekan. Dia selalu tampil rapi untuk
membuat Melisa senang. Kucing melisa bernama Tom Cruise.
(carilah 2 kalimat yang tidak cocok)
V. SPEAKING PRACTICE
Bench Work
Make groups each of which consists of 5 students. Each group must find five
devices which are parts of bench work (Drilling, Chiseling. Filling, etc). Write first
the work in the form of paragraph, then it is presented in front of the class by
explaining the definition, materials used, the way to operate and the maintenance.
Your friends will give responses to your presentation.

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 CHAPTER II
PROPERTIES OF ENGINEERING MATERIAL

I. LEARNING OUTCOME
The students will be able to identify the names and characteristics of
materials physically, chemically, and mechanically. They are also expected to
be able to compare and contrast the materials used at work. Coherence theory
of paragraph and presenting certain machine are also discussed with the
expectation that the students are able to have the concept of writing (a
paragraph) and practice it orally.

II. READING TEXT

A. Definitions of the Properties
Metals such as iron, aluminum, and copper are among the most
common elements found in nature. Iron, which is found in most parts of the
world, was considered a rare and precious metal in ancient times.
Throughout the age, iron was transformed into steel, and today it is one of
our more versatile metals. Almost every product made today contains some
steel or was manufactured by tools made of steel. Steel can be made hard
enough to cut glass, pliable as the steel in a paper clip, flexible as steel in
springs, or strong enough to withstand enormous stress. Metals may be
shaped in several ways; casting, forging, rolling and bending, drawing and
forming, cutting, and joining. To better under-stand this versatile metal, a
knowledge of its properties and manufacture is a must.

Physical properties of metals

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 Physical metallurgy is the science concerned with the physical and
mechanical properties of metals. The properties of metals and alloys are
affected by three variables:
1. Chemical properties-those that a metal attains through die addition of
various chemical elements.
2. Physical properties-those that are not affected by outside forces, such as
color, density, conductivity, or melting temperature
3. Mechanical properties-those that are affected by outside forces such as
rolling, forming, drawing, bending, welding, and machining
To better understand the use of the various metals, one should become
familiar with the following terms:
• Brittleness (fig. 87- 1A) is the property of a metal that permits no
permanent distortion before breaking. Cast iron is a brittle metal; it will
break rather than bend under shock or impact.
• Ductility (fig. 87- 1B) is the ability of the metal to be permanently
deformed without breaking. Metals such as copper and machine steel,
which may be drawn into wire, are ductile materials.
• Elasticity (fig. 87- 1C) is the ability of a metal to return to its original
shape after any force acting on it has been removed. Properly heat-
treated springs are good examples of elastic materials.
Hardness (fig. 87-1D) may be defined as the resistance to forcible
penetration of plastic deformation.
• Malleability (fig. 81-1E) is the property of a metal that permits it to be
hammered or rolled into other sizes and shapes.
• Tensile strength (Fig. 87-1F) is the maximum amount of pull that a
material will withstand before breaking. It is expressed as the number
of pounds per square inch (on inch testers) or in kilograms per square
centimeter (on metric testers) of pull required to break a bar having a
one-square-inch or one-square-centimeter cross-section.
• Toughness is the property of metal to withstand shock or impact.
Toughness is the opposite condition to brittleness.

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 Figure 87-1 (A) Brittle metals will not bend but break easily; (B) ductile
metals are easily deformed; (C) elastic metals return to their original shape
after the load is removed; (D) hard metals resist penetration; (E) malleable
metals may be easily formed or shaped; (F) tensile strength is the amount
that a metal will resist a direct pull.

B. Reading Comprehension:
All materials (glass, wood, rubber, steel, etc) have various properties.
1. What are used to describe these properties?
Rubber is -------------------------
Rubber is a ----------------------- material
Glass is ----------------------------
Glass is ---------------------------- a material

2. Here are some materials and some properties. Make statements to

describe the properties of the materials.

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 For example: steel is strong or steel is a strong material.
Materials Properties
Glass Stiff Elastic
Rubber Flimsy Rigid
Steel Strong Pliable
Polythene Weak Soft
Wood Resilient Hard
Wool Tough Fragile
Paper Brittle
Porcelain Flexible
4. Notice that many materials can be described by more than one property.
For example, steel is strong and rigid. We therefore say: Steel is a strong
rigid material.
Make similar sentences about other materials, describing them with
more than one property if possible.

III. LANGUAGE WORK

A. We often want to modify statements about the properties of
materials. For example:
Glass is extremely brittle
Polythene is very resilient
Wood is fairly strong
Rubber is quite tough
Paper is not very strong

We can therefore also say:

Glass is an extremely brittle material
Polythene is a very resilient material
Wood is fairly strong material

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 But notice that we must say:
Rubber is quite a tough material
Paper is not a very strong material

1. Definitions
Make a definition for each item in column (a)
EXAMPLE
An organic material is a material which is based chemically on
carbon.
a b c
a stainless steel can be drawn out into wires
a non-ferrous metal contain iron
a formable metal is based chemically on carbon
an abrasive substance can lengthen a body
a ferrous metal substance resist corrosion
a compressive force metal does not contain iron
a ductile metal steel can shorten a body
an organic material material can be shaped into forms
a tensile force force can be used to wear away a softer
material

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Now write similar predictions form materials which have the properties listed
in column (a). Match each property in column (a) with an appropriate
expression from column (by):
a b
Elasticity Will not bend easily
Plasticity Will resit abrasion, deformation and indentation
Toughness Will resist wear
corrosion-resistance Will regain its original dimensions after the forces
which have caused deformation are removed
Rigidity Will tend to fracture under impact loads
wear-resistance Will bend easily
Brittleness Will not return to its original dimensions after the
forces producing strain are removed
Hardness Will not fracture when indented or scratched
Flexibility Will resist fracture when subjected to an impact loud
softness Will resist corrosions

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B. Comparisan and Contrast of Engineering Materials
You know that we can say. Wood is fairly strong and steel is very
strong. If we wish to compare steel and wood, we can say:

Steel is _________ wood.

Now took at these comparisons:

Cardboard is quite strong. Paper is not very strong.
Cardboard is slightly stronger than paper.
Steel is very strong. Wood is not very strong. Steel is
much stronger than wood.
Or:
Steel is a lot stronger than wood.
Wool is very soft. Wood is not very soft.
Wood is considerably softer than wood.
Rubber is very tough. Paper is not very tough.
Rubber is far tougher than paper.

But notice what we say with these properties:

Steel is slightly less ductile/slightly more resilient than copper.
Rubber is much more flexible/much less rigid than steel.
Or:
Rubber is a lot more flexible/a lot less rigid than steel.
Glass is considerably more brittle/considerably less resilient than wood
Polythene is far more resilient/far less fragile than glass.

C. Make statement comparing these materials:

1. glass / fragile/ steel
2. paper / flimsy / iron
3. copper / ductile / iron
4. rubber / rigid / steel

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 5. cardboard / stiff / paper
6. polythene / brittle / material / glass
7. iron / malleable / wood
8. paper / strong (Cardboard
9. porcelain / resilient / material / plastic
10. wood / hard / cardboard
11. copper / good / conductor / lead
12. iron I poor / conductor / aluminium

D. You know that we can make statement such as: Rubber is flexible, but glass
is brittle. Statements like this make a comparison between two things.
There are other words we can use to compare things.
For example, we can say:
Rubber is flexible, whereas glass is brittle.
Carbon is an element, while/whilst carbon dioxide is a compound.

Make comparisons in the same way, using these notes. You can use either
whereas, while or whilst
1. Copper is conductor, __ glass ………..
2. Iron is solid __ mercury ………..
3. Carbon is an element, carbon dioxide ………..
4. Iron is cheap, __ gold ………..
5. Water is colorless, __ sulfur ………..
6. Zinc is solid __ hydrogen ………..
7. Aluminum is light, __lead………..
8. Paper is weak, — steel………..
9. Wool is soft, __wood………..
10. Protons are positively charged, ……….. electrons ………..

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IV. WRITING SKILL
Unity of Paragraph
All sentences in a good paragraph relate to the topic sentence (main
idea).When any idea doesn’t relate specifically to the topic sentence, then that
paragraph lacks unity or is not unified. Look at the paragraph below. This draft
has one main idea and several support sentences that help to explain the
general wor(s) expressed in the topic sentence.

Example:
American scientists are working hard to gather facts about sea turtles
called leatherbacks. The observers work, no matter what the weather is
like on clear days or in pouring rain. They count the turtles as they come
ashore. When the turtles lay their eggs, the scientists walk up and down
the beaches for many hours at a time. They count the eggs in the sand.
Then later, they count the eggs that hatch. These biologists know that
they are collecting, information that will somebody be important to other
scientists.
This paragraph shows the three parts of a good paragraph: topic
sentence, support sentences, and concluding sentence (or conclusion).
Now check to see if the paragraph has the important element of unity.
To check unity, first separate the topic sentence into its two parts:
1. Topic: American scientists
2. Direction or general word(s): are working hard to gather facts about sea
turtles called leatherbacks.
The paragraph above has unity because all the information clearly and
directly relates to the general idea in the topic sentence. All you have to do to
check a paragraph’s unity is to see if each sentence gives details that explain
the main idea in the topic sentence. Similarly, the best way to write good,
unified paragraph is to make all the sentences between your topic sentence and
the conclusion explains your main idea.

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Exercise:
1. The following paragraph is not unified because they contain sentences that
are not related to the controlling idea. If you find such a sentence, underline
it.
Truly, nylon is a magic word. First, it is mystery of chemistry. Second, it is
made by what seems like a sleight-of hand process. Third, it has many artful
uses. Fourth, cotton is not as heavy as wool. Fifth, the future uses of nylon
may cause as much surprise as the sight of a white rabbit being pulled out of
a magician’s had nylon is a myracle of modem science.

2. The paragraph below is not unified because it has some irrelevant sentences.
Sign the numbers of the sentence that are not relevant.
3. ;LPOOOOOOOOOOOOOOOOOOOOOOOOOOOOEWZ
AIRCRAFT ACCIDENTS
(1) Pilots are the primary cause of many aircraft accident. (2) Ignoring their
responsibilities, many pilots fail to perform their duties effectively and
tragedy has too often been the needless result. (3) History records that
many fatal accidents have occurred. For example, because pilots failed
to listen to the advice of air traffic controllers who were in the position
to warn them about impending disasters. (4) To become traffic, one must
extremely intelligent. (5) Sometimes pilots are overtired and they
neglect to take the precautions necessary to avoid accidents. (6) They
may be taking drugs, which slow down their physical responds. (7) As
we all know, statistics have proved that the number of college students
who abuse drug is increasing at an alarming rate, and few of these
students realize that if they continue to use drugs they will never be able
to enter a career in aviation. (8) Sometimes accidents occur through
malfunction in the plane’s equipment. (9) A door may open during
flight, or the tire may blow out as the lane take off. (10) Pilots, of
course, are not responsible for the accidents such these. (11) Perhaps
most startling is the fact that every year one, or two, air traffic accidents
are caused by students pilots who attempt journey beyond their

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 capabilities and one up producing catastrophes which destroy life and
property. (12) Because they do not employ student pilots, commercial
airline are the safest form of air transportation. (13) The next time, you
take a commercial flight; you should be sure that to ask your self the
following questions: Does the pilot look happy and healthy? Does the
plane seen sound and sturdy? What are the weather conditions outside?

V. SPEAKING PRACTICE
Grinding Machine
1. Make groups of 4 students.
2. Describe grinding machine applied in a factory or in daily life.
a. One talks about the parts.
b. Another talks about their functions
c. The other talks about the efficiency that it can be done.
d. The last one talks about the materials and maintenance of it.
3. Present your points in front of the class.
4. When your friends make comments or questions give them

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 CHAPTER III
CORROSION

I. LEARNING OUTCOME
Students will be able to understand the corrosion process to the materials
used at work. They are also recognized to know the division of tool, the
functions, and the maintenace. At the end of this chapter, the students are
expected to be able to understand the function of coherence in a paragraph and
practice it at -mechanical text then present it in oral communication.
Texts: (1) scientific text (teks ilmiah)-(what, why, how)
(2) (non-scientific) (folklore)
II. READING TEXT
Read the text carefully then do the exercises well
A. Understanding Corrosion
Corrosion attacks all engineering materials, especially metals. Corrosion is
any chemical action which harms the properties of material. It reduces the life of a
material and increases the cost of a structure. For example, a steel bridge must be
repainted regularly to protect it from rust. Various metal(s) have therefore been
developed to resist corrosion. Among them are the stainless steel. These metals
contain from 12 to 25 % chromium which forms a very thin layer of film of
chromium oxide on the surface of the metal. This film protects the metal from
corrosion. Alloys made from copper and nickel are also corrosion resistant. For
example monel metal, which contains roughly 60 % nickel and 30 % copper, is
resistant to both fresh and salt water corrosion. It is therefore used for marine engine
parts, and for other surfaces like ship’s propellers which are in contact with sea
water. Cupronickels, which contain a smaller proportion of nickel, have a similar
resistance to fresh and sea water. They are mainly used to make tubes.
When two different metals touch each other in the presence of moisture,
Corrosion occurs. This type of corrosion is known as galvanic or electrolytic
corrosion because it has an electrical cause. The metal and the moisture act lice a

22
weak battery and the chemical action which result as corrodes one of the metals. If,
for example, aluminium sheets are riveted which copper rivets, the aluminium near
the rivets will corrode in damp conditions.
No material can be completely corrosion-resistant. Even stainless steels will
corrode. Engineers can, however, fight corrosion. For example, they can use high-
purity metals because these metals are more resistant than alloys. They can also
make sure that two dissimilar metals are not allowed to touch each other. Finally
engineers can protect the surfaces of the metals in many different ways. One of the
most common methods is to paint them.
ERICH H. GLENDINNING English in Mechanical Engineering

Exercise 1:
Answer the following questions briefly!
1. What material is commonly attacked by corrosion?
2. How can corrosion make the material less qualified?
3. How can stainless steels resist corrosion?
4. What are the characteristics of metals used for marine engine parts?
5. When can the electrolytic corrosion occur?
6. How can the condition has great influence on corrosion?
7. What are the advantages of using metals which are still pure?
8. How can corrosion be controlled?

Exercise 2:
Choose the most correct answer!
1. The following materials can be easily attacked by corrosion?
a. Metals b. rubber c. wood d. clay
2. What kind of metals which has high resistance to corrosion?
a. Iron b. nickel c. gold d. stainless steel
3. What does monel metal contain?
a. 12 to 25 nickel c. 30% nickel and 60 % copper
b. 60% nickel and 30% copper d. 12% to 25% copper

23
4. In what condition do the two different metals easily corrode?
a. In dry condition c. in wet condition
b. In the moisture d. in humid condition
5. Most of marine engine parts are made up of monel. Why?
a. Monel metal is strong
b. Monel metal is resistant to fresh and salt water corrosion
c. Monel metal is light enough in the sea water
d. Monel metal is made from copper and nickel

Exercise 3:
Match the words below with their definitions indicated in the texts!
1. Tube a. Not thoroughly dry
2. Moisture b. State of being pure
3. Purity c. Power of resisting
4. Chromium d. Long hollow cylinder
5. Galvanic e. Mineral substance (tin, iron)
6. Cupronickels f. Element to prevent rust
7. Damp g. Resist rust
8. Resistance h. Condensed vapor (on a surface)
9. Metal i. Sudden corrosion
10. Stainless steel j. Alloy for making coins

III. LANGUAGE WORK

TOOL OPERATION
The machine tool trade maybe divided into two categories: hand tool and
machine tool operation. Although this era is looked on as the machine ages, the
importance of hand tool operation should not be overlooked. A good machine should
be capable of using both hand tools and machine tools skillfully and properly.

24
A. HAND TOOLS
1. Non-Cutting Tools
Hand tools may be divided into two classes: non-cutting and cutting.
Non-cutting tools include vises, hammers, screwdrivers, wrenches, and pliers,
which are used basically for holding, assembling, or dismantling parts.
The bench vise
The machinist’s, or bench, vise is used to hold small work securely for
sawing, chipping, filling, polishing, drilling, reaming, and tapping operations.
Vises are mounted close to the edge of die bench; they permit long work to be
held in a vertical position. Vises may be made of cast iron or cast steel. Vise size
is determined by the width of the jaws.
A machinist’s vise may be of the solid-base or swivel-base type. The
swivel-base vise differs from the solid-base vise because it has a swivel plate
attached to the bottom of the vise. This plate allows the vise to be swung into
any circular position. To grip finished work or soft material jaw caps made of
brass, aluminum, or copper to protect the work surface being marred or
damaged.

A swivel-base bench vise can be rotated to any position

25
 (Courtesy Kelmar Associates)
Hammers
Many different types of hammers are used by the machinist, the most
common being the ball-peen hammers. The larger striking surface is called the
face, and the smaller rounded end is the peen.
Soft-faced hammers have heads made of plastic, raviable, copper, or lead.
Soft-faced hammers are used in assembling or dismantling parts so the finished
surface of the work will not be marred.

A ball-peen hammers (A) A soft-faced hammer (B) cracked hammer handles

are dangerous to use.

When using a hammer, always grasp it at the end of the handle to provide
better balance and eater face flat on the work and reduces the chance of damage
to the work face.
The following safety precautions should always be observed when using a
hammer:
1. Be sure that the handle is solid and not cracked
2. See that the head is tight on the handle and secured with a proper wedge to
keep the handle expanded in the head.
3. Never use a hammer with a greasy handle or when your hands are greasy
4. Never strike two hammer faces together. The faces have been hardened and a
metal chip may f1y off, causing an injury.

26
Screwdrivers
Screwdrivers are manufactured in a variety of shapes, types, and sizes. The
two most common types used in a machine shop are the standard or flat blade
and the Phillips screwdriver. Both types are manufactured in various size and
styles, such as standard shank, stubby shank, and offset.
Phillips screwdrivers have a +- shaped tip for use with Phillips-type
recessed screw heads. These screwdrivers are manufactured in four sizes: #1, #2,
#3, and #4, to suit the various-sized recesses in the heads of fasteners. Care must
be taken to use the proper size screwdriver. Too small a screwdriver will damage
both the tip and the recess in the screw head. The screwdriver should be held
firmly in the recess and square with the screw.
Blades for smaller standard screwdrivers are generally made of round
stock, and blades for larger ones are often square, so that a wrench may be
applied for leverage.

An offset screwdriver is often The tip of a Phillips screwdriver

used in confined spaces fits into the socket in the screw

Blades for smaller standard screwdrivers are generally made of round

stock, and blades for larger ones are often square, so that a wrench may be
applied for leverage.

Care of a Screwdriver

27
1. Choose the correct size of screwdriver for the job. If too small a screwdriver
is used, both the screw slot and the tip of the screwdriver may become
damaged.
2. Do not use the screwdriver as a pry, chisel, or wedge
3. When the tip of a standard screwdriver becomes worn or broken, it should be
redressed to shape.

Wrenches
Many types of wrenches are used in machine shop work, each suited for a
specific purpose. The name of the wrench is derived from its use, shape, or
construction. The following type wrenches are commonly used in a machine
shop.
Open-end wrenches may be single-ended or double-ended. The opening on
the wrenches are usually offset at a 15° angle to permit turning the nut or bolt
head in limited spaces by “flopping” the wrench.
Double-ended wrenches usually have a different size opening at each end
to accommodate two different sizes of bolt heads or nuts. These wrenches are
available in both inch and metric sizes.

A box-end or 12-point wrench

Box-end 12-point wrenches completely surround the nut and are useful in close
quarters where only a small rotation of the nut can be obtained at one time.

Hints on Using Wrenches

1. Always select a wrench that fits the nut or bolt properly. A wrench that is too
large may slip off the nut and possibly cause an accident.

28
2. Whenever possible, pull rather than push on a wrench to avoid injury if the
wrench should slip
3. Always be sure that the nut is fully seated in the wrench jaw
4. Use a wrench in the same plane as the nut or bolt head
5. When tightening or loosening a nut, give it a sharp quick jerk, which is more
effective than a steady pull.
6. Put a drop of oil on the threads when assembling a bolt and nut to ensure
easier removal later.
Pliers
Pliers are useful for gripping and holding small parts for certain machining
operations (such as drilling small holes) or when assembling parts. Pliers are
made in many types and sizes and are named by their shape, their function, or
their construction. The following types of pliers are commonly used in a
machine shop.
Combination, or slip-joint, pliers are adjustable, to grip both large and
small workplaces. They may be used to grip certain work when small holes must
be drilled or for bending or twisting light, thin materials.
Side-cutting pliers are used mainly for cutting, gripping, and bending of
small-diameter (1/8 in. or less) roods or wire.
Needle-nose pliers are available in both straight-and bent-nose types. They
are useful for holding very small parts, positioning them in hard-to- get-at
places, and bending or forming wire.
Diagonal cutters are used solely for cutting wire and small pieces of soft
metal.
Vise-grip pliers provide extremely high gripping power because of the
adjustable lever action. The screw in the handle allows adjustment to various
sizes. This type of plier is available in several different styles, such as standard
jaws, needle jaws, and C-clamp jaws.

29
Slip joint of combination pliers Side cutting pliers

Needle nose pliers Diagonal cutters

Vise grip pliers

Hints on Using Fliers

The following points should be observed if pliers are to give the proper
service.
1. Never use a plier instead of a wrench.

30
2. Never attempt to cut large-diameter or heat-treated material with pliers. This
may cause the jaws to distort or the handle to break
3. Always keep pliers clean and lubricated.

2. Cutting Tools
Although most metal cutting can be done more easily, quickly and
accurately on a machine It is often necessary to perform certain cutting-metal
operation at a bench, such as sawing, tiling and scraping.
Hand Hacksaw
The pistol-grip hand hacksaw is composed of three main parts: the
frame, the handle and the blade.

Parts of a hand hacksaw

To Use the Hand Hacksaw
1. Check to make sure that the blade is of the proper pitch for the job and that
the teeth point away from the handle.
2. Adjust the blade tension so that the blade cannot flex or bend
3. Mount the stock in the vise so that the cut will be about ‘h in (6 mm) from
the vise jaws
4. Grasp the hacksaw. Assume a comfortable stance, standing erect with the
left foot slightly a head of the right foot.
5. Start the saw cut just outside and parallel to a previously scribed line.

31
Files
A file is a hand cutting tool made of high-carbon steel, having a series of
teeth cut on its body by parallel chisel cuts.
Files are used to remove surplus metal and to produce finished surfaces.
The main parts of file (courtesy Kelmar Associates)

Filling Practice
Filing is an important hand operation and one that can be mastered only
through patience and practice. The following points should be observed when
cross-filing:
1. Never use a file without a handle. Ignoring this rule is a dangerous practice.
Serious hand injury may result should the file slip.
2. Fasten the work to be filed, at about elbow height, in a vise.
3. 3. To produce a flat surface, hold the right hand, right forearm, and left hand
1n a horizontal plane. Push the file across the work face in a straight line and
do not rock the file.
4. Apply pressure only on the forward stroke.
5. Never rub the fingers or hand across a surface being filed. Grease or oil from
the hand causes the file to slide over instead of cutting the work. Oil will also
dog the file.
6. Keep the file clean by using a file card frequently.

Scrapers
When a truer surface is required than can be produced by machining, the
surface may be finished by scraping. However, this is a long and tedious

32
process. Most bearing surfaces (flat and curved) are now finished by grinding,
honing, or broaching.
Scraping is a process of removing small amount of metal from specific
areas to produce an accurate bearing surface. It is used to produce flat surfaces
or in fitting brass and babbitt bearings to shafts.
Scrapers are made in various shapes, depending on the surface ,o be
scraped. They are generally made of high-grade tool steel, hardened and
tempered. Carbide-tipped scrappers are very popular because they maintain the
cutting edge longer than other types.

A set of hand scrapers, (Courtesy Kelmar Associates.)

B. THE DRILLING MACHINE

Exercise 1:
The blank spaces in the first paragraph of the following passage can be
filled with expressions from Diagram I. Similarly, Diagram I can be completed
using expressions from the same paragraph. Rewrite the paragraph, inserting the
correct expressions. Then draw the diagram and complete its labelling.
A Sensitive drilling machine is a light high speed machine which is used
for drilling small holes up to a i in. in diameter. The machine consists of a
column which is supported on a cast iron….., which is bolted to the workbench.
The drilling mechanism is mounted on a bracket which is supported on top of

33
the column. The drilling mechanism includes the motor and the drill head. On
top is a belt drive and pulley system which is protected by a metal ...... The
motor and its ……are located at the rear of the machine. On one side of the
motor housing is the ……Positioned at the forward end are the spindle and
the ...... protected by a transparent guard. Mounted on another bracket on the
column is a work table. It can be adjusted vertically between the …. and the …
and is secured by a .…
The drill is held perpendicular to the surface of the work. Rotary motion
is provided by the electric motor and transmitted to the drill spindle by the belt
drive. The spindle speed can be changed by simply moving the belt to another
set of pulleys. The drill is lowered, or fed, the Pressure can be released. On
releasing the feed pressure, the spindle returns to its uppermost position by
means of a spring.

A bench type sensitive drilling machine

three jaws. For use in a chuck, drills must have parallel shanks. They are
tightened with a special chuck key which has a peg on the end. This peg is
inserted into any one of three holes which are spaced at equal intervals around
the body of the chuck. By turning the key, the three jaws move uniformly in or
out. It is important that the drill is completely tightened in the chuck. If it isn’t, it
will revolve in the jaws and this will damage the drill. It should also be

34
remembered that the shank of a drill is softer than the rest of the tool and can be
bent. Therefore, it should not be used as a ‘tommy bar’ for such purposes as
tightening a toolmaker’s clamp. Once the shank is bent, a drill is useless.

Before drilling the work should be gripped securely in a machine vice on

the work table Make sure that all the faces of the work are free from swarf or
metal particles. The centre of the hole to be drilled should have already been
marked out and centre punched. But some correction in the 35 position of the
hole may be necessary before drilling if this is inaccurate. The position of the
hole should be checked before: the drill cuts a full diameter. lithe hole is off-
centre the error can be corrected by chipping a new centre for the drill in the
work. This will allow the drill to be repositioned correctly. Once this has been
done, the hole can be drilled it the normal way.

Exercise 2: Answer the following questions!

(a). How docs the electric motor turn the drill spindle?
(b). Why is there more than one set of pulleys?
(c). How can the fitter fed the drill cutting through the metal?
(d). What happens when the fitter releases the operating lever while the drill is
cutting through the metal?
(d). What type of drill must be used in a drill chuck?
(e). How arc the jaws of the drill chuck tightened*?
(f). What will happen if the drill is loose in the drill chuck?

35
Exercise 3: Look at the picture!
Identify the hand tool (cutting and non-cutting tools) and their function
Basic Tools

36
a. Make diagram of classification to identify the tool operation
b. Consider and mention the safety rules in doing the operation with tools and
give the reasons.

IV. WRITING SKILL

Coherence of a Paragraph
To write a paragraph, a writer must spec ifs’ a topic into more particular
controlling idea and gives details to support the controlling idea. Then, he/she
arranges the details in the form of supporting Sentences in a logical order to
transfer his / her ideas. The logical arrangement of ideas and sentences in a
paragraph is called coherence. Coherence attaches ideas within a paragraph
together; therefore, the sentences in a paragraph flow smoothly and the
paragraph sounds more natural. Coherence in the paragraph can be represented
in logical, grammatical and lexical relationships.
There are two techniques to make a paragraph coherent in ideas and
sentences. First is the use of transitional signals and second is using sentences
combining.
Transitional markers or signals are the hints showing the direction of
ideas, for example, are to add information (in additions also): to compare
(likewise, similarly); to indicate time (at first, immediately); to show result (for
sonsequently); to give emphasize (obviously, no doubt); and etc. The sentence
technique is sentence combining. It refers to a process in combining short
sentences into longer construction where the kernel sentence patterns are
changed into transformed sentences. The process is done to achieve a higher
writing style. Here is an example:
Consider the following lists of simple model sentences with some
possible transformations follow.
1. The cars come cruising up Broadway.
2. The cars are glittering.
3. The paint is harsh.
4. The paint is metallic.

37
5. The paint is highly waxed.
6. There is a ramble of exhaust.
7. The ramble is great.
8. Lights explode softly off the scene.
9. The lights are for the streets.
10. The scene is primitive (kernel sentences).

Transformation 1:
The glittering cars come cruising up Broadway. Their paint is harsh,
metallic, and highly waxed. There is a great rumbling of exhaust.
Streetlights explode softly off the primitive scene. (transformed
sentences).
Transformation 2:
The cars that glitters come ruising up Broadway. Their metallic paint is
harsh and highly waxed. There is a great ramble of exhaust. Lights on the
street explode softly off the scene which is primitive.
Exercises:
Stage I.: Sentence Building
Join the following groups of sentences to make eleven longer sentences,
using the connecting words printed at the beginning of each group (except group
6). You may omit words and make whatever changes you think are necessary in
the word order and punctuation of the Sentences.
Example:
Because/and/however
Plastics are used widely in engineering.
They are cheap.
They have a resistance to atmospheric corrosion.
Plastics are not particularly strong.
= Plastics arc used widely in engineering because they are cheap and have
resistance to atmospheric corrosion; however they are not particularly strong.

38
1. And
There are two types of plastics.
Thermoplastics are plastics
Thermosets are plastics.
2. And/ Whereas/And
Thermoplastics will soften when heated.
Thermoplastics will harden when cooled.
Thermosets set on heating.
Thermosets will not remelt.
3. From/To
Plastics are used to make a great variety of products.
Plastics are used to make textiles.
Plastics are used to make engineering components.
4. Such as
Plastics are available in many forms.
Plastics are available in the form of sheets, tubes, rods, moulding powders
and resins.
5. To
Various methods are used.
These methods convert raw plastic into finished products.
6. Compression moulding is a common method.
Compression moulding is used for shaping thermosets.
7. With/ Which
The equipment consists of a press.
The press has two heated platens.
The two heated platens carry an upper and lower mould.
8. Then
Powder is placed in the lower mould.
This is moulding powder.
The upper mould is pressed down on the lower mould.

39
9. To/Which
The pressure and. the heat change the powder.
The powder becomes liquid plastic
The liquid plastic fills the space between the moulds.
10. When/And
The chemical changes have taken place.
The mould is opened.
The moulding is extracted.
11. By
Plastic bowls are made.
The compression moulding method is used.

Stage 2: paragraph Building

Now group the completed sentences into two paragraphs and give a title
to the passage. Include the example as the first sentence of your paragraph.

V. SPEAKING PRACTICE
Welding Work
Divide the class into some groups. Each group consists of four students.
Then ask the groups to describe “welding” based on:
a. Definition
b. Classification
c. Operation
d. Tools used to maintain and
e. Maintenance.
Each group presents the work in front of the class. Other students have
the attention, give the comments and ask the questions wherever it is possible.

40
 CHAPTER IV
SOLDERING AND BRAZING

I. LANGUAGE OUTCOME
The students will be able to practice soldering and brazing at work.
They are also expected to be able to practice machining process to repair and
maintain the machine by using the tools at workplace. In the end, the students
are regarded to have competence to revise a paragraph of engineering topic
they work and to present it oraly to their friends in front of the class.

II. READING TEXT

A. How to Solder and Braze
Soldering and brazing are metal joining processes in which a fusible
alloy such as solder or speller is bonded to the joint faces of the parent metals
at a temperature below the melting point of those metals. The difference
between those processes are in the temperature range over which they are
performed and consequently the kind of heating process, and the type of filler
metal used. Soft soldering is done at temperature between 650 0 C and 10000 C.
Both soft and silver soldering can take place the work bench. Brazing,
however, is performed on a brazing hearth lined with special firebricks.
Soft soldering is done when the strength of the joint is not of primary
importance. In view of the good conductivity of solder, it is used extensively in
electrical engineering, when connections between wires have to be made. Soft
soldering is also useful in metal work when sheet metal joints have to be scaled
so as to make them, air or liquid tight. Silver soldering produce: a harder joint
than soft soldering, and is used when copper, steel or brass components have to
be soldered. When the joint between steel or copper parts is required to be
strong, brazing is the operation that is performed.

41
 Questions:
Give short answer to the folio wing questions!
1. Mention some factors that makes soldering and brazing different!
2. Give reasons why soft soldering is employed electrical work!
3. Which operation should be chosen when the strength of the joint is
important!
4. Get the synonym of:
a. consequently
b. extensively

III. LANGUAGE WORK

Machining Process
A. Procedures in a Process
Select the correct instructions for the actions in fig. 4.1:
For example: A=2
1. Turn the jack handle anticlockwise to lower the car
2. Turn the gear wheel anticlockwise to raise the drill
3. Turn the bolt clockwise to tighten it
4. Press the top button to stop the motor
5. Press the largest pedal to stop the car
6. Pull the handle down to cut the metal bar
7. Push the bar down to raise the load

42
43
To change a spark plug in an engine:
1. Remove the plug lead.
2. …….the spark plug.
3. ……the new………
4. ……..the plug lead.
5. ……………

44
To change the battery in a car:
1. ……the retaining bolts. 7. The polarity of the terminals.
2. ……the retaining plate. 8. Replace……
3. ……the terminal bolts. 9. Tighten……
4. ……the terminal clamps. 10. ……the retaining plate.
5. ……the battery. 11. …………………
6. Put in…………

45
B. Practice
1. Practice the language taken from the following pictures!

46
2. He is a set of instructions for setting up a simple voltaic, cell. Use
the diagram to help you complete the instruction. Choose
Note fill
Wait observe
Connect arrange

1. — a container with dilute sulphuric acid

2. — two electrodes in the electrolyte so that they are vertical and at a
distance from each other.
3. — a galvanometer across the plates by means of two wares.
4. — the reading indicated by the galvanometer deflection.
5. — for a short time.
6. — the action of the acid and the copper.

Now complete these instructions for repeating that experiment with

different
electrodes. This time fin’ your own words.
7. R_…….. the electrodes from the container. -
8. D_…….. the wires.
9. R_…….. the copper and zinc electrodes with carbon and iron
electrodes.
10. Re…….. the galvanometer.
11. R_…….. the value of the galvanometer deflection.
l2. C_…….. this value with the value for copper and zinc.

47
3. Workshop Process
This type of description usually requires a diagram. A diagram
makes the explanation easier to follow. A diagram can also be used to
avoid the problem of vocabulary. Sometimes you will not know the
name for a part of a machine or a piece of apparatus. Never mind! Draw
a diagram and label the parts you do not know A, B, C, etc.
Read this explanatory description carefully:
A water tap is a device for turning on and off a flow of water. Its
most - important parts are a rod with a handle on the top and a washer
which is fixed to the bottom of the rod. The metal parts of a water tap
are usually made of brass because brass resists corrosion. The washer is
made of a flexible material such as rubber or plastic.

When the handle is turned the rod either rises or descends because
of the spiral thread. The column descends until the washer fits firmly in
its “seat”. (This position is shown in the diagram). The tap is now
closed and no water can flow out of the pipe.

48
49
 The Operation of an engine

An engine produces power by burning fuel and air. The fuel and air are
mixed in the carburetor. The inlet valve is opened by a rocker arm. The fuel
and air are drawn into the cylinder by the piston (Diagram 1). Then they are
compressed by the piston. The inlet valve is closed by a spring. The fuel and
air are then ignited by the spark plug (Diagram 2). They bum and expand very
quickly and push the piston down (Diagram 3). The exhaust valve is now
opened by a rocker arm. The burned fuel and air are expelled from the cylinder
by the piston (Diagram 4)

50
51
52
53
 C. Arrange the numbers orderly!
Compression stroke

1. Water continues to flow up the tube until the piston reaches it lowest point
2. A mechanical force pushes the piston downwards
3. This causes the inlet valve (A) to close
4. The high pressure water is forced up the outlet tube
5. The cylinder now traps the water because I cannot escape back trough A
6. When the pressure is sufficiently high the outlet valve (B) opens 7. The
pressure beneath the piston begins to rise.

IV. WRITING SKILL

Revising Paragraph:
A. What Revisions will improve the Paragraph?
Reid and Lindsstrom (1985:90) write that successful writing requires
many decisions and steps. One important step is revision: re (again) + vise
(look) = look again. Looking again at your writing may result in changes that
will improve your paragraph. For that reason, most experienced writers often
write more than one draft before they are satisfied with their work. In this case,
revision is an important part of learning to write well because:
1. Revision usually improve writing.
2. Analyzing what you have written will allow you to discover your most
successful writing strategies.

54
3. Revising will help you to identify the strengths and weaknesses in your
writing, and will give you the opportunity to solve writing problems in
your paragraph.
4. Finding and correcting errors raises your awareness and your knowledge
writing.
The revision process has several steps. The process has many individual
strategies. For example, some writers prefer to write their first “rough” drafts
without worrying about organization or grammar. Then, after spending time
revising, these writers rewrite the paragraphs. Other writers revise as they write
going back over each phrase or sentence, correcting and changing words and
clauses. Still others “write” in the minds; the result is a written rough draft that
needs only a few revisions. Of course, revision strategies may differ from
individual to individual, and from writing task to writing task.
As you write the first, or the rough drafts of your paragraphs in this
class, observe your revising strategies. Remember that no matter how complete
you think your rough draft is, looking again will give you a valuable
opportunity to learn about your writing. Below are some guidelines for
revision; however, your individual steps may occur in a different order, and
some steps may occur simultaneously.

B. Paragraph Revision Guidelines

1. Re-read your paragraph as often as possible, and listen to what you
have written.
2. Identify your audience, pretend you are that audience.
a. Is the topic sentence clear? Is the topic narrow enough to be
communicated in a single paragraph?
b. Does the topic sentence tell what the paragraph is going to be
about?
c. Does it contain controlling ideas that need to be explained,
defined and/or illustrated in the paragraph?

55
 3. Can you identify the main points in the paragraph? Are they related
directly to the topic sentence?
4. Is there adequate detail that supports the topic sentence? Do you need
to add information to the body of the paragraph? What? Where?
5. Are the questions you asked about the controlling ideas answered in
the paragraph? Should you modify the paragraph?
6. Should you modify the topic sentence?
7. Will the material you communicate be interesting and valuable to your
specific audience? Is any information you have written unnecessary?
8. Is there a concluding sentence that ends the paragraph?
9. Look at the grammar and the mechanics in the paragraph: you may
find it helpful to read the paragraph backwards (from the end to the
beginning, reading from right to left), or read it aloud in order to find
the errors more easily. Chech especially for:
a. Subject — verb agreement
b. Correct verb tense
c. Run on sentence
d. Spelling
10. Should some sentences in the paragraph be contained to make the
paragraph smoother?

Exercise:
Make in groups of students consisting of 4 in each. Then, write a report
of work process of the machine the students have carried out in workshop.
Report it in a paragraph. Each group has different topic discussion. Do it all for
the groups then distribute the final work of each group to other groups. Ask
them to revise each of these group works to deal with the theory of revision
explained above.

56
V. SPEAKING PRACTICE
A. In groups consisting of 4 students in each (the same groups as at the
writing report). Present the report of each of the group works in front
of the class (the process of the machine) that they have written it.
Submit the draft work (written work) before it is presented. Ask other
groups to give the comments, questions and criticism to the
improvement of the each presentation.

57
 CHAPTER V
LUBRICATION

I. LANGUAGE OUTCOME
Students are able to explain the process, function, and importance of
lubrication of the machine. The materials at this chapter are completed with the
models of diagram, chart, table and graphs with the hopes that students are able
to read it. The materials of reporting are regarded for the students to be able to
recognize some types of report at work then they practice to write and present it
to their friends.

II. READING TEXT

A. Lubrication System
Friction can be useful. For example, the screw-jack depends on friction
between the body of the screw to prevent it running back under heavy loads. Belt
drives depend on friction to prevent slipping. Brakes and vices are further
examples of useful applications of frictions. On the other hand, friction in
machines causes loss of power. Twenty percent of the power of motor car is
wasted in overcoming friction. Engineers try therefore to reduce friction as much
as possible by good design. They can also use materials with a low coefficient of
devices such as bearing. The third method used for reducing friction is
lubrication. =
Friction =
Can=
be useful=

Although the surface of a block is polished steel may seem perfectly flat,
when we examine it through a powerful microscope we see that it is covered
with tiny “hills and valleys”. If we bring two steel surfaces together, they will
touch at only a few points where one set of “hills” meets another set. Because
the total mass of the steel is concentrated at these points, the pressure on them is

58
so great that it can make uses the points of contacts to weld together. When we
apply a force to make one block of steel move over another, we must first break
these tiny welds before the block will move. For this reason, to start a surface
moving another surface requires a force greater than that required to keep the
surface in motion. This greater force represents static friction where as the
smaller force represents sliding friction. When one block slides over another the
two surfaces scrape against each other, breaking off tiny pieces from each
surface. However, if we lubricate the two surfaces, oil fills the tiny valleys so
that the surfaces do not weld together, and one block can move over the other.
Lubrication, then, reduces friction and because the surfaces do not scrape
against each other it reduces friction on the material. Although dry friction can
be eliminated in this way, some power will still be lost depending on the
thickness of the lubricants used. Thus, of the oil is too thick the lubricant itself
will offer some resistance to motion. Selection of the correct lubricant depends
on many factors, chiefly among which are the operating speeds of the machinery
which is lubricated and the temperature range within which the machine must
operate
ERICH GLENDINNING, English for Engineering

B. Reading Comprehension:
Exercise 1: Answer the following questions based on the text.
a. Explain how the screw jack depends on friction!
b. Why is it important that friction is high between a belt and a pulley wheel?
c. What are the disadvantages of friction?
d. Why do two polished steel surfaces weld together only at few points?
e. Why is static friction between steel surfaces greater than sliding friction?
f. How does oil reduce friction?

Exercise 2:
a. Is sliding friction proportional to the reaction between the surfaces in contact?
b. Explain your answer!

Exercise 3:

59
 Find the synonyms of the underlined words below!
focused bigger omitted begin
closed shiny surface rely on
in harmony on the contrary barren
1. Belt drives depend on friction to prevent slipping.
2. On the other hand friction in machine causes lost of power.
3. Twenty percent of the power of a motor car is wasted in overcoming
friction.
4. Although the surface of a block of polished steel may seem perfectly flat,
we see that it covered with tiny “hills and valley”.
5. When we examine it through a powerful microscope we see that it is
covered with tiny “hills and valley”.
6. If we bring two steel surfaces together they will touch only a few points
where one set of “hills” meets another set.
7. The total mass of the steel is concentrated at these points.
8. For this reason, to start a surface moving over another surface requires a force
greater than that required to keep the surfaces in motion.
9. The greater force represents static friction whereas the smaller force
represents sliding friction.
10. Although dry friction can be eliminated in this way, some power will still be
lost depending on the thickness of the lubricant used.

III. LANGUAGE WORK

Proportion and Trends
A. Percentages and Ratios.
1. Look and read

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 This chart shows the relative numbers of students in different faculties of
a university. You can see that the majority (the greater part) of students study
scientific or technical subjects, whereas students of education are in the
minority.
The proportions are approximate. They can be expressed as percentages.
Thus, science students constitute approximately 30% (thirty percent) of all
students. (Note: A consists of B = B constitutes A.)

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 2. Now complete these statements:
a. Engineering students ……….of all students.
b. 50% of all students study ……….or……….
c. The ……….of students in the faculties of engineering and letters are
approximately the same.
d. There are ……….few students of education
e. the number of the percentages of education students, the percentage of
agriculture students is relatively small.
f. In the faculty of science, 70% of the students are men and 30 % are women;
that is, the men and women are in the ……unbalanced…………
g. Approximately 15% of all students study………….

3. Make question and answers like the example.

The proportions can also be expressed as ratios.’
Example: What is the ratio between students of science and students of
engineering?
The ratio between students of science and students of engineering is 3:2. (three
to two).
or. The ratio o/students of science to students of engineering is 3 : 2.
Now write some similar statements about students is your college or university.

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 4. Look and read:

Alloys are mixtures of metals in different proportions. For example, brass is

composed of 7 parts of copper (Cu) to 3 parts of zinc (Zn).

5. Answer these questions:

a. What are the percentages of copper and zinc in brass?
b. What are A and B in the chart?
c. What is the ratio of copper to zinc?
Now look at the charts and complete the statements:

The composition of bronze

d. Bronze is made up of I part of ……..to 3 parts of……..to 46 part of ……..
e. Expressed as a …….., the composition is:
copper ……..%, tin …….., zinc ……..

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 The composition of lead solder
f. The ratio between copper and the metals is……..
g. Lead solder consists of ……..of tin to ……..of lead.
h. Lead and tin are in a ratio of……..

A. Tables and graphs without a time reference

Look at this table:
Table 1 The composition of air (% volume)
Nitrogen 7809%
Oxygen 20-95%
Argon 09%
5 other gases (neon, etc.) 0-04%

Exercise 1:
Using the information in Table 1, complete these sentences.
1. The two most important components of air are
2. The two major components of air……..
3. The two principal components of air……..
4. The two main components of air……..
5. About 4/5 of air is composed of……..
6. About 1/5 of air is made up of……..
7. Less than 1 per cent of air consists of……..
8. Over .... per cent of air is composed of nitrogen and oxygen, of which the
former provides easily the .... proportion.

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9. The other five gases occur in only .... proportions.
10. The percentage of air occupied by the noble gases ….

Now study this table:

Table 2. Composition (by weight) of the earth’s crust

Oxygen 46-5% Silicon 28-0%

Aluminium 8-0%
Iron 5-0% Calcium 3-5%
Sodium 3-0% Potassium 2-5%
Magnesium 2-2% All the other elements 12%

Exercise 2: The following sentences are in the wrong order. Write out an
explanation of Table 2 by putting the sentences into the right order.

1. Next come four elements which are found in percentages varying from 2-2 to
3-5 per cent.
2. Two elements—oxygen and silicon—provide nearly 75 per cent of the weight
of the earth’s crust.
3. The remaining 95 elements only add up to just over I per cent of the total.
4. Just over half of the remaining 25 percent is provided by the two metallic
elements.
5. En fact, only eight elements have a distribution which exceeds 1 per cent of
the total.
6. Moreover, the differences between these eight elements are very
considerable.

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7. The hundred or so elements so far identified exist in widely varying
proportions in the earth’s crust.

B. Presenting Graph
Look at the figures and study the expressions which are usually used in
presenting condition, growth or changes.

66
C. Describing trends with adverbs:
The following adverb: are usually used in describing the rate of change.
We use an adverb like slightly to show that the change is small and one like
sharply to indicate that there is a big change. Note that steadily also means that
the trend continues for a longer time. Think of any changes in your
country/city/town/school/company or even yourself and talk about them using
the adverbs below.
Example: I am progressing in computer sharply

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1. Match the following expressions with the appropriate curve.
a. a dramatic rise d. steady growth
b. a barely noticeable decline e. a fluctuating performance
c. a sudden drop f. a stable situation

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2. Look at the graph and complete the sentences below by writing one word
in each blank.
1. Sales ……. during 1970.
2. in 1971 sales …….

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 3. Sales …….during 1972.
4. Sales ……. At the beginning of 973.
5. Over the next year there was a …….in sales.
6. Then there was a …….in sales in 1974.
7. During 1975 sales …….

4. Now look again at the same graph (which also shows sales units on the
vertical axis) and complete the sentences below with an appropriate
preposition - to, at, of or by.
1. At the beginning of 1970 sales stood …….300 units.
1. Over the next 12 months sales dropped …….200 units.
2. Sales leveled off…….00 units for …….months.
3. Sales rose …….200 units during 1972.
4. At the beginning of 1973 they reached peak …….400 units.
5 During 1973 they decreased …….300 units.
6. Then there was a rise …….50 units in 1974.
7. During 1975 sales leveled off…….35 units

4. Read the text.

Number the tables and figure below and give them a title.
Hardening plain carbon steel:
The hardening of plain carbon steel consists of two stages: first heating to
a specific temperature and then cooling rapidly. The cooling process is known as
cooling quenching. The correct temperature to which steel must be heated varies
with its carbon content (see Fig. 23.1). Overheating can cause grain growth,
resulting in weak components.
The hardness of the heat-treated steel depends on two factors:
1. This contains either water or specific oil, depending on the speed of cooling
required. The more rapidly a plain carbon steel is cooled, the harder it is.
However, over rapid cooling can result in faults, e.g. cracking and

70
 distortion. Therefore, the correct quenching bath should be chosen to treat
the workplace as required (see table 23.2).
2. The carbon content (see table 23.1)

D. Evaluation
Table A
World production of certain metals
Iron 190 million tons
Aluminum 30 million tons
Copper 4-4 million tons
Zinc 3 million tons
Lead 2-5 million tons
Tin 0-3 million tons
Mercury 0-09 million tons

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Exercise 1:
Rewrite and complete this passage using information from (able A (the
spaces represent any number of words)
As can be seen from ……… The world production of iron was ……..
Higher than any……..in fact, iron production was over …….. Times as great as
its ……..Competitor, aluminum. Moreover, the latter was easily ……..Metal
with a ……..of approximately 30 million tons. Next came a group of ……..With
a world productions of between 2 1/2 and ……..This group was led by cooper,
followed by ……..Finally, there were two ……..Metals listed, the production of
which was considerably ……..a million tons; they……..

Exercise 2:
Explain the graph!
Exercise 3:
Answer the question!
1. What is the ratio between the airline ticket price and the fuel prices in 1995?
2. How many percentages is the rise of ticket from 1980 to 1985?

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IV. WRITING SKILL
Report Writing
A. Introduction
A report is a structured account to inform other people about the results
of specific research or investigation or of a specific task or inspection. It
provides the answers to specific requests or offers solutions to specific problems.
1. Routine reports are produced regularly as part of a system of routine
inspection or information check, e.g. sales information, machine maintenance,
or safety checks.
2. Specific reports are produced occasionally when standard procedures are used
but not on a regular basis, e.g. function evaluation, accident reports, or
incidental progress reports.
3. Unique reports are produced specially to form a basis on which decisions are
made. Each unique report is for a particular situation or decision, e.g. policy
change, system reorganization, marketing strategy or production process.
B. Main Structure Patterns
Information supplied in a report can have far-reaching consequences.
There must therefore be maximum effect in the communication of this
information. This effect is mainly achieved through the correct form chosen to
organize the information. Most reports have a basic form or pattern of
organization.
1. The pre-printed or short-form report
2. The short informal report
3. The long(er) formal report
C. Characteristics of these Patterns
This pattern is often chosen for routine and some specific reports. The
information required is reduced to a number of listed procedures which can be
checked off quickly by filling in the appropriate open spaces. In this way reading
and writing is reduced to a minimum and the presentation ensures immediate
understanding of the relevant facts.

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Look at the example below!
Example of a pre-printed form

D. The Short Informal Report

This pattern is used in internal business or industrial situations when a
preprinted form would not be possible. This type of report is usually needed in a
one- to- one person situation where the subject is not too complicated and where
the sender and the receiver know each other well enough to cut out formality
without losing the objectivity of all reports.
Whatever the contents of this type of report, its basic pattern should include:
1. Subject line
2. Date, and address of the sender if necessary
3. Author’s name and receiver’s name
4. Reason for the report
5. Information or comments asked for
6. Conclusions and recommendations (if appropriate) See an example below:

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From : John Matthews
To : Ronald Ladbrooke
NEGOTIATIONS WITH TEEL-MATES
1. Our usual supplier of steel rods of 625 S quality is Highsteelco. They give us
10 % per 1,250 rods.
2. Steelmates have recently made a competitive offer to supply us with rods of
the same quality.
3. I have checked out the details of this offer from Steelmates, especially with
regard to their bulk discount terms.
4. Discount is offered by steelmates at 10 % on 1.000 rods of 625 S quality.
These terms are more favourable than those of Highsteelco.
5. However we have been doing business with Highsteelco for many years and
we have always been very satisfied with their constant quality and prompt
delivery.
6. I recomment that you try to negotiate with our usual supplier Highsteelco for
better discount terms of at least 10 % per 1,000 rods. If they cannot offer us a
higher discount rate, then we should draw up a contact with Steelmates.

E. Formal Reports
These are produced when the information is needed by other groups or
for publication. A scientific report is such a formal report. It is an important
document for the reader. The purpose of all reports is to inform readers who
have neither the time or the training necessary to find out the information for
themselves. Yet their decisions or their own research work depend on the
information supplied in such reports.
The structure needs to be more comprehensive so that a wide range of
information can be arranged in a well-organized and logical manner.

1. Function of the Scientific Report

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 A report is in fact a logical argument which proceeds from a statement of
a problem, through evidence and discussion, to a statement of implications and
logical conclusions. Its parts should therefore make the development easy for the
reader to follow.

2. Parts of the Scientific Report

These are ail the parts that usually make up a scientific report. The order
may vary slightly to meet certain specific requirements.
a. Title and Identification page
b. Table of contents & List of symbols, abbreviations and definitions used.
c. Abstract or Summary
d. Introduction and Aims
e. Body
f. Results and Findings
g. Conclusions and Recommendations
h. Appendix - tables, graphs, statistics, calculation, etc.
i. References - bibliography, acknowledgements, etc.

Exercises 1:
Read the following description of an industrial accident:
On Friday afternoon at 3 pm, there was an accident in the packing
department of a company which produces small electricity components.
John, who was trouble-shooting on a packing machine, has two fingers
cut off because the motor of the machine was started up by mistake.
Bill, who started up the machine, had not seen John at the time because
John was bending down behind the machine.
Roger, who is responsible for safety in that department, was fetching new
parts needed by John to repair the machine.
Sheila, who was working on the next machine, saw that the main
electricity switch was not in the off position as it should be during repairs. She

76
thought that as John was the expert he must have a reason for leaving the switch
in the on position.
Janet, who works in the office, was just bringing round some forms and
she stood close to the machine when it suddenly started up. She heard John yell
and then she heard him say repeatly in a state of shock, I thought I turned it off, I
thought I’d turned it off !“.
The management needs to know all the details from the witnesses in
order to be able to claim industrial insurance compensation for John.

Exercise 2:
Write one short paragraph giving background information about the
company where this accident happened. Use your imagination to create a picture
of the company. Say something about when it was started, what its market
prospects are and how many people work there, etc.
Notes. a. Do not use weak verb forms
b. The first sentence should be the topic sentence.

Exercise 3:
Choose the situation of one of the characters in the account.
Write a short informal report about the accident for the manager Mr. D.
Hill. In this report you should describe exactly what you were doing at the time
of the accident. You should stay what you saw and what you did in reaction to
the events. Remember you must not write about what other people thought. You
only know what you thought and did. You may have come to a conclusion about
the reason for the accident. This will then be your Last point.
Remember you are writing a description, therefore many of your
sentences will have passive constructions. Although you will find what your first
sentences and your conclusions will introduce opinions, try to avoid too much
use of words like “I” or “we”.
Each report in a group of five students with the result of written work in
the form of report writing taken from the above cases.

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V. SPEAKING PRACTICE
Reporting (Presentation)
When all reports from from the exercises at “report writing” are already
complete, the “five witnesses” should come together in a group to present and
discuss these reports.
Choose the chairman and a secretary so that the discussion is orderly and
so that notes are made of what is said and what conclusions are drawn.
Try to come to a conclusion about the chain of events which led up and
follow the accident: Discuss whether any blame should be laid on anyone.
Discuss also whether any changes should be made in the safety regulations or
the observance of these. Remember that your conclusions may only be based on
facts mentioned in the reports from each of the five people involved.

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 SUGGESTED REFERENCES

1. Fadhani, Aan Erlyana. 2005. Developing Writing Skill. Jember University Press,
Jember
2. Flending, Eric H. 1981. English in Mechanical Engineering. Oxford University
Press, Britain
3. Day J.M. Van Der Laan, Schuyt – M.J. Klaver. 1985. Communication for
Engineers. Penerbit PT Rosda Jayaputra, Jakarta
4. Nelson. 1982. Writing Scientific English. Thomas Nelson and Sons Ltd, Great
Britain
5. Santosa, Joko, dkk. 2004. English for Mechanical Engineering. Language
Center – UMM press, Malang

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 GLOSARIUM

Alloy = logam campuran

Bearings = (dalam mesin) alat yang menyangga bagian-
= bagian dan mengurangi gesekan
Brazing = memateri keras, menvepuh keras
Chromium = khrom
Coherence = pertalian, perhubungan
Concluding sentence = kalimat penyimpul
Corrosion = pekaratan, korosi
Cupronickel = campuran antara tembaga dan nikel
Files = kikir
Friction = gesekan
Galvanic corrosion = terjadinya karat karena adanya aliran listrik
Moisture = keadaan lembab
Lubricant = pelumas
Paragraph = fasal, alinea
Pliers = tang pembengkok, tang pelipat, tang kombinasi
Properti(es) = sifat
Rivet = mengeling
Scrapers = baja pengikis, pisau kikis
Screwdriver = obeng
Screw jack = dongkrak
Soldering = mamatri, memateri
Steel surface = permukaan baja
Supporting sentence = kalimat pendukung

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Topic = pokok pembicaraan
Topic sentence = kalimat topik
Wrenches = kunci mur, kunci sekrup

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