INSTITUT D’OPTIQUE ET MECANIQUE DE PRECISION

IOMP

ANGLAIS TECHNIQUE
TECHNICAL ENGLISH

By
Belloui Bouzid
2022
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 TABLE OF CONTENTS

NOM ET CODE DU COURS ...................................................................................................................... 5

CHAPITRE DU COURS ............................................................................................................................. 5
PROGRAMME DU COURS ....................................................................................................................... 5
MOTS CLES DU COURS ........................................................................................................................... 5
CONDITION PREALABLE DU COURS.................................................................................................. 5
REFERENCES DU COURS........................................................................................................................ 5
EVALUATION ............................................................................................................................................. 6
CHAPTER 1: INTRODUCTION AND MOTIVATION ..................................................................... 8
1.1 INTRODUCTION ................................................................................................................................. 8
1.2 MOTIVATION ..................................................................................................................................... 9
1.3 WHY ENGLISH? ................................................................................................................................ 9
1.4 COMPARISON OF GOOGLE SEARCH BETWEEN ENGLISH AND FRENCH ....................................10
1.5 STRATEGY TO LEARN ENGLISH......................................................................................................11
1.6 FULL DESCRIPTION OF EQUIVALENT LEVEL OF ENGLISH ..........................................................11
1.7 SAT, TOEFL, GRE, IELTS, GMAT... WHAT ARE ALL THESE ABOUT ? .................................11
CHAPTER 2: TECHNICAL ENGLISH ...............................................................................................13
2.1 INTRODUCTION ................................................................................................................................13
2.2 DEFINITION OF TECHNICAL WRITING ............................................................................................13
2.3 USES FOR TECHNICAL WRITING ....................................................................................................13
2.4 SOME EXAMPLES OF TECHNICAL WRITING:.................................................................................13
2.5 TIPS FOR GOOD TECHNICAL WRITING ..........................................................................................13
2.6 AIM OF TECHNICAL LANGUAGES ..................................................................................................14
2.7 CHARACTERISTICS OF TECHNICAL ENGLISH ................................................................................14
2.8 VARIABLE CHARACTERISTICS OF TECHNICAL ENGLISH ..............................................................14
2.9 TE VS GE ........................................................................................................................................15
2.10 IMPORTANCE OF GE AND TE ......................................................................................................15
2.11 ELECTRONICS ...............................................................................................................................15
2.12 ELECTRICAL COMPONENTS AND MEASURING INSTRUMENTS ..................................................15
3.13 EXAMPLES OF OPTICAL DEVICES ...............................................................................................16
CHAPTER 3: FOUNDATION AND RULES OF ENGLISH LANGUAGE ..................................18
3.1 PRINCIPLES OF LEARNING ENGLISH..............................................................................................18
3.2 ANALYSIS OF THE ELEMENTS CONTAINED IN SENTENCES AND CLAUSES ................................18
3.3 SUMMARY CHARTS OF ENGLISH TENSES .....................................................................................20
3.4 ENGLISH GRAMMAR GUIDE ...........................................................................................................21
3.5 TYPES OF SENTENCES ....................................................................................................................22
CHAPTER 4: FIBER OPTICS ..............................................................................................................24
4.1 DEFINITION AND INTRODUCTION ...................................................................................................24
4.2 OPTICAL FIBER & COMMUNICATIONS SYSTEM ............................................................................24
4.3 OPTICAL FIBER ................................................................................................................................25
4.4 TOTAL INTERNAL REFLECTION.......................................................................................................25
4.5 NUMERICAL APERTURE ..................................................................................................................25
4.6 MODES AND MATERIALS ................................................................................................................26
4.7 TYPES OF FIBER ..............................................................................................................................26
4.8 DISPERSION .....................................................................................................................................26
4.9 LOSSES ............................................................................................................................................27
4.10 FIBER OPTICS ATTENUATION ......................................................................................................27
4.11 FIBER-OPTIC STRUCTURE ...........................................................................................................28
4.12 SPLICES AND CONNECTORS ........................................................................................................28

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 4.13 LASER DIODES .............................................................................................................................28
4.14 LASER DIODE CONSTRUCTION....................................................................................................28
4.15 OPTICAL DETECTORS ...................................................................................................................29
CHAPTER 5: WRITING RESEARCH PROJECT, PAPER AND CV.........................................30
5.1 THEODORE HAROLD MAIMAN ODYSSEY ......................................................................................30
5.2 SCIENTIFIC RESEARCH ...................................................................................................................31
5.3 RESEARCH PROJECT STRUCTURE ................................................................................................31
5.4 METHODS OF FIVE WS...................................................................................................................32
5.5 PROJECT STRUCTURE ....................................................................................................................33
5.6 WRITING AN EFFECTIVE ACADEMIC CV .......................................................................................33
5.7 CV STRUCTURE ..............................................................................................................................33
5.8 METHOD FOR WRITING A FORMAL LETTER ..................................................................................35
5.9 THEODORE HAROLD MAIMAN PAPER ...........................................................................................36
5.10 FIBER DEVICES ............................................................................................................................38
5.11 WHAT IS PHOTONICS?..................................................................................................................39
CHAPTER 6: NOBEL PRIZE IN PHYSICS 2018 ..........................................................................41
6.1 GROUNDBREAKING INVENTIONS IN THE FIELD OF LASER PHYSICS ..........................................41
6.2 NOBEL PRIZE 2018 SUMMARY .....................................................................................................41
6.3 COMPRESSION OF AMPLIFIED CHIRPED OPTICAL PULSES .........................................................41
6.4 NOBEL PRIZE LASERS ....................................................................................................................42
CHAPTER 7: WORD AND PPT FOR REPORTS AND PRESENTATION ..............................44
7.1 INSERT AN AUTOMATIC TABLE OF CONTENTS..............................................................................44
7.2 INSERT LIST OF FIGURES ...............................................................................................................44
7.3 LIST OF TABLES...............................................................................................................................45
7.4 POWER POINT ..................................................................................................................................47
7.5 INSERT THE SLIDE MASTER ...........................................................................................................47
7.6 CHANGE THE TITLE.........................................................................................................................48
CHAPTER 8: CONCLUSION ................................................................................................................49
EXAMS AND REVISION .......................................................................................................................50
8.1 TEST .................................................................................................................................................50
8.2 VERB DISCOVER .............................................................................................................................50
8.3 EXAM 2017 .....................................................................................................................................51
8.4 EXAM 2018 .....................................................................................................................................54
REFERENCES ..........................................................................................................................................63
INDEX .........................................................................................................................................................63

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List of Figures
Figure 1. 1: Comparison of Search Between English and Frensh using Google ........................... 10
Figure 1. 2: Cloud Learning Environment (CLE) ......................................................................... 11
Figure 2. 1: Laser and its Different Research Fields ..................................................................... 16
Figure 2. 2: Laser Design and its Different Parts .......................................................................... 16
Figure 2. 3: Microscope and its Parts ............................................................................................ 17
Figure 2. 4: Telescope ................................................................................................................... 17
Figure 2. 5: Photograph and its Parts............................................................................................. 17
Figure 5. 1: Fiber cross section and fiber system .......................................................................... 24
Figure 5. 2: Typical losses in decibel per kilometer for several generations of optical fiber ........ 27
Figure 5. 3: Fiber optic structure ................................................................................................... 28
Figure 5. 4: Splices and Connectors .............................................................................................. 28
Figure 5. 5: Laser Diode Construction .......................................................................................... 28
Figure 6. 1: Energy-level diagram of Cr3+ in corundum, showing pertinent processes. .............. 37
Figure 6. 2: Emission spectrum of ruby: a, low-power excitation; b, high-power excitation. ...... 37
Figure 6. 3: Fiber laser configuration ............................................................................................ 38
Figure 8. 1: Custom table of contents ............................................................................................ 44
Figure 8. 2: Insert caption.............................................................................................................. 44
Figure 8. 3: Inset the list of figures................................................................................................ 45
Figure 8. 4: Insert table.................................................................................................................. 46
Figure 8. 5: PPT writing ................................................................................................................ 47

List of Tables
Table 3. 1: Tense and Verbes ........................................................................................................ 20

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NOM ET CODE DU COURS
Matière : Anglais technique
Unité d’enseignement Transversale Code : UET 2.1 Crédits : 1 Coefficients : 1
Objectifs de l’enseignement
Connaître quelques notions sur l’anglais technique
Connaissances préalables recommandées (descriptif succinct des connaissances requises
pour pouvoir suivre cet enseignement).
- Grammaire
- Vocabulaires

CHAPITRE DU COURS
CHAPTER 1: INTRODUCTION AND MOTIVATION
CHAPTER 2: TECHNICAL ENGLISH
CHAPTER 3: FOUNDATION AND RULES OF ENGLISH LANGUAGE
CHAPTER 4: CV AND LETTERS
CHAPTER 5: FIBER OPTICS
CHAPTER 6: PAPERS AND RESEARCH
CHAPTER 7: NOBEL PRIZE IN PHYSICS 2018
CHAPTER 8: WORD AND PPT FOR REPORTS AND PRESENTATION
CHAPTER 9: TEST AND REVISION
Mode d’évaluation : Examen

PROGRAMME DU COURS
UFAS1 IOMP
Tél :
e-mail: bellouibouzid@gmail.com

Cours Nom Anglais technique Nombre d’heures/Semester 1:

Année Semestre Heures Répartition Code

cours TD TP Projet
2019-2020 1 1:30 1 0 0 0

MOTS CLES DU COURS

Technical languages, technical English, general English, fiber optics, fiber laser and laser.

CONDITION PREALABLE DU COURS

 Il concerne les cours avant basé sur l’anglais générale.
 Comprendre vocabulaire de base d’anglais.
 Analyse et traduction d'un texte en langue anglaise.
 Comprendre et se faire comprendre à l'écrit et à l'oral.

REFERENCES DU COURS
Teaching Technical English Writing.
Autor: Lic. Luis Alberto Viades Valencia Fecha: Agosto 2002

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DESCRIPTION DU COURS
This course does not attempt to thoroughly covering the field of English grammar, but
rather, introduce the students to the skill of technical English for scientific skill purposes,
which is the objective of each student. The purpose of this course is to teach students
technical English, general English, fiber optics, and research and papers oriented primarily
to improve the writing skill, and then to focus on technical composition as the main goal.

OBJECTIFS DU COURS
Connaître quelques notions sur l’anglais technique dans le domaine de l’optique et la
photonique

SUJET DU COURS
Général Introduction, Introduction, l’anglais technique, l’électronique générale, articles et
recherche, et fibre optique.
Anglais
Intitulé du Master : Optique et Photonique Appliquées
Semestre
UE : UET 1.1
Matière : Anglais technique
Objectifs de l’enseignement :
L'objectif de la deuxième année est de donner aux étudiants la capacité de travailler et d'étudier en
anglais avec autonomie et aisance.
Connaissances préalables recommandées Sous forme de matières déjà décrites, et/ou d’un
descriptif succinct des connaissances requises pour pouvoir suivre cet enseignement.
Contenu de la matière :
1. Les thèmes abordés sont :
2. Les CV,
3. Les entretiens,
4. L'actualité et la culture d’entreprise.
5. La vie professionnelle
6. Le contexte économique.
7. Le travail sur les mémoires
8. Partie écrite et présentation orale.
Mode d’évaluation : Examen
Références : Voir en annexe la documentation relative aux programmes + livres bibliothèques
Centrale, faculté, institut + ref ci-joint + polycopiés , ; sites internet ; etc

EVALUATION
Examen 100%

Référence
Teaching Technical English Writing. Autor: Lic. Luis Alberto Viades Valencia Fecha:
Agosto 2002

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REGLES ET REGLEMENTS :
HORAIRE HEBDOMADAIRE
Contenue du cours
No Semaine Titre de Chapitre
2 INTRODUCTION AND MOTIVATION
4 TECHNICAL ENGLISH
5 FOUNDATION AND RULES OF ENGLISH LANGUAGE
7 CV AND LETTERS
10 FIBER OPTICS
11 PAPERS AND RESEARCH
12 NOBEL PRIZE IN PHYSICS 2018
13 WORD AND PPT FOR REPORTS AND PRESENTATION
14 TEST AND REVISION

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 CHAPTER 1: INTRODUCTION AND MOTIVATION

1.1 Introduction
Technical English is a multi-level course for students in technical or vocational education,
and company employees in training at work. It covers the core language and skills that
students need to communicate successfully in all technical and industrial specializations.
Especially in the institute of optics and precision mechanics.
Technical concepts are presented using motivating texts and clear illustrations. These
topics reflect the latest developments in technology and are related to students’ needs.
The course uses core language common to a range of specializations. Grammar is regularly
practiced and there is a comprehensive grammar summary section in chapter foundation
and rules of English languages. The English learning is to start studying the different
Components, Course Book, Course Book pdf softcopy.
In general, view English technique is based on the following topics:
 Analysis and function of the elements contained in sentences and clauses.
 Writing theses bachelor, master, and doctorate.
 Writing a research paper,
 Writing technical reports.
The course Teaching Technical English is a skill teaching of English languages. In most respects
is a response to the lack of English instruction during the three years of the first degree. The
previous years of preparatory English instruction were based on the basics of structural/behaviorist
methodological models. What learners are taught at this level is not a communicative knowledge
of English language use, but knowledge of how the syntactic and lexical rules of English operate.
What students succeed in learning in this way is what is necessary to pass examinations. The use
of English is associated with work-related, vocational, academic, or professional requirements.
Lexical grammar describes the structure of the lexicon, that is, every word used in the
language. Syntactical grammar describes how phrases and documents are formed from those
words.
When the objectives of technical languages are clear, learning aims can be defined in terms of these
specific purposes to which the language will be put, whether it be writing technical reports or
papers, reading scientific papers or communicating with technicians, experts and engineers on fiber
optics and precision mechanics. Thus, the learner will begin to demonstrate communicative ability
in the required area.
The course concentrates on the productive skills: writing and speaking in the classroom. The
experience of the learning environment has shown that the students are mainly concerned in their
course work with studying their course polytope, reading lecture notes, listening to lectures and
possibility of one day writing a technical paper that can be published in a scientific journal.
In the meantime, their main writing tasks consist of taking notes from classroom lectures and
writing reports of various kinds in the listening comprehension and note-taking class. Now, it has
usually been taken for granted that such skill priorities should be directly reflected in a properly
established English for Specific Purposes (ESP) program. Even though students took heir first
English course during first-degree studies at the institute of optics and precision mechanics.
The main features of this course are:
 First, technical English course is based on skills, forms and functions.
 Secondly, the chapters are linked to optics and precision mechanics institute.
 Thirdly, this course does not attempt to thoroughly cover the very extensive field of English
grammar, but rather, introduce the students to the writing skill of technical English for
communicative purposes.
 Fourthly, the purpose of this course is to teach students the aspects of basic grammar
oriented primarily to improve their writing skill in the technical language and science.

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To learn English and be professional, the students have to read all kinds of text books, papers,
handouts, listen and practice English in professional ways.
“Without knowledge of languages, you feel as if you don’t have a passport”.
Anton Pavlovich Chekhov
“A different language is a different vision of life”.
Federico Fellini
1.2 Motivation
In recent years there is a trend that English plays an important role in the field of science.
A study of publications from all over the world covered in the Science Citation Index
Expanded (Web of Science) finds that 96% of all scientific publications in the Science
Citation Index Expanded published in the year 2000 were written in English, and an
increasing number of journals are being written in English during the past few decades.
Consequently, it is necessary to teach and learn professional English for academic
purposes, especially for non-native English-speaking students.
English as the language for development and science has dominated the industrial, political
and official discourse in many developing countries for long time. More recently, the
discourse of “Education for ALL” and the increase in the use of English in the global
market and internet have added a universalistic dimension to the teaching-learning of
English in many countries, thus making it a complex policy issue particularly for resource
distribution and achieving quality in English language education. “English is the passport
to success and upward social mobility” and “English is the key to national progress”. “We
have to understand exactly the relation between language and development”.

1.3 Why English?

1. The basic knowledge of English is known by 1 billion people.
1. English is the most commonly spoken language in the world. One out of five people
can speak or at least understand English!
2. English is the language of science, of aviation, computers, diplomacy, and tourism.
Knowing English increases your chances of getting a good job in a multinational
company within your home country or of finding work abroad.
3. English is the official language of 53 countries. That is a lot of people to meet and
speak to.
4. English is spoken as a first language by around 400 million people around the world.
5. English is the language of the media industry. If you speak English, you won't need to
rely on translations and subtitles anymore to enjoy your favorite books, songs, films
and TV shows.
6. English is also the language of the Internet. Many websites are written in English – you
will be able to understand them and to take part in forums and discussions.
7. English is based on a simple alphabet and it is fairly quick and easy to learn compared
to other languages.
8. English is not only useful – it gives you a lot of satisfaction. Making progress feels
great. You will enjoy learning English, if you remember that every hour you spend gets
you closer to perfection.
9. Since English is spoken in so many different countries there are thousands of schools
around the world that offer programmes in English. If you speak English, there're lots
of opportunities for you to find an appropriate school and course to suit your academic
needs.

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10. By learning English, you will also learn about other cultures. Few experiences will
make you grow as a person more than learning the values, habits and way of life in a
culture that is different from yours.

Table 1. 1: Why English is the first language in the world?

First language: 350 milion people

Second language: up to 1,4 billion people
A basic knowledge: 1 billion people
Official language: 53 countries
Number of words: over 1 milion
Websites in English: about 70%

1.4 Comparison of Google Search between English and French

Figure 1. 1: Comparison of Search Between English and Frensh using Google

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1.5 Strategy to Learn English

Learning Activities
Instruction Discussion Preview and Review
Reading and Writing

Learning Resources Blended

Learning Learning Assessments
Learning Guidance, Teaching Materials
in CLE Summative Assessment
Exercises and solutions
Formative assessment
Supplementary reading

Figure 1. 2: Cloud Learning Environment (CLE)

1.6 Full Description of Equivalent Level of English

1. Elementary Students can understand familiar daily expressions and basic phrases. Can interact
with others by introducing themselves and asking basic questions, provided speech is slow and
clear.
2. Pre-Intermediate Students can communicate and understand simple sentences and
expressions. Can also describe events, the environment around them and aspects of their
background to others.
3. Intermediate Students can understand familiar situations in daily life as well as being able to
create simple sentences describing experience, events and personal opinions.
4. Upper-Intermediate Students can understand more complex texts and are able to
communicate with a degree of fluency and explain their viewpoints on a range of topics.
5. Advanced Students can understand long and more complicated texts as well as express
themselves fluently and produce clear and complex sentences.
6. Proficiency Students can easily understand almost everything they read and hear and are able
to summarise information as well as express themselves spontaneously.

1.7 SAT, TOEFL, GRE, IELTS, GMAT... What are all these about ?
Probably you are familiar with all these abbreviations, especially if you are a student or going to
be a student soon.
All of the above mentioned are exams that are internationally recognized and used by universities
to accept students for various courses: both Bachelor and Master. They require knowledge of
English.
SAT
SAT stands for Scholastic Aptitude Tests and Scholastic Assessment Tests, and is pronounced as
S-A-T. It is used by the US colleges and universities for students, who graduated from the school
and who intend to continue their education at a higher education institution to pursue their Bachelor
(undergraduate degree). There are two types of the exam SAT Reasoning Test and SAT Subject
Tests. The Reasoning Test measures critical reading, math, and writing, whereas the Subject Test
measures knowledge and skills of specific subjects. The latter is required just for specific programs
and courses. For more information visit www.collegeboard.com
TOEFL
TOEFL stands for Test of English as a Foreign Language. It is the most taken and recognized test
for nonnative speakers of English. It is required by most US institutions. It measures the student's
ability to write, read, and communicate in English in college and university settings. It is used by
colleges, universities and scholarship agencies to access students for accepting to a university.
There used to be several types of TOEFL: Paper Based, Computer Based and Internet Based.
Currently Paper Based and Internet Based (iBT) options are available. If you are taking TOEFL in

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Armenia, only iBT will be available. iBT consists of reading, listening, speaking and writing
sections. For more information visit www.ets.org.
GRE
GRE stands for General Records Examinations. It is used to assess students before accepting to
various Master programs (graduate degree) worldwide. There are two types of the test: General
Test and Subject Tests. General Test measures verbal reasoning, quantitative reasoning, and critical
thinking and analytical writing skills, whereas Subject Tests measure students' knowledge and
skills on 8 specific subjects. For more information visit www.ets.org. To register for any of the
above mentioned exams visit Educational Testing Service site at www.ets.org.
IELTS
IELTS stands for International English Language Testing Service. The difference between TOEFL
and IELTS is that TOEFL is American and IELTS is British. However, both of them are designed
for nonnative speakers. IELTS is required by higher education institutions and various programs in
UK, Australia, Canada and New Zealand. IELTS measures ability to communicate in English
across all four language skills - listening, reading, writing and speaking - for people who intend to
study or work where English is the language of communication. Usually international students can
take either TOEFL or IELTS, but some institutions can have strict rules. For example, you cannot
be granted a student visa in Australia without an IELTS score, TOEFL is not accepted. For more
information go to www.ielts.org.
GMAT
GMAT stands for Graduate Management Admission Test. It is used to assess students knowledge
and skills applying for for advanced study in business and management. It consists of a quantitative
section, a verbal section, and an analytical writing assessment. For more information go to
www.mba.com.

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 CHAPTER 2: TECHNICAL ENGLISH

2.1 Introduction
This chapter is to discuss and explain the differences between General English (GE) and
Technical English (TE). First, try to define the technical writing then the use of it in
different domain and attempts to trace the purposes of learning. The two varieties of
General English and Technical English are explained deeply. In this side, it shows how
learning of TE can promote active -participation in classroom activities, technical seminars,
workshops and research paper publications or in shortly, how the learning of TE enables
the learner use English for technical communication.

2.2 Definition of Technical Writing

Technical writing is a type of writing where the author is writing about a particular subject
that requires direction, instruction, explanation; expertise and experimental fabrication.
This style of writing has a very different purpose and different characteristics than other
writing styles such as creative writing and business writing.
2.3 Uses for Technical Writing
Technical writing is straightforward to the point, easy to understand, deep to explain , clear
instructions, and single and particular subject. It is an efficient and clear way of explaining
something and how it works. The subject of technical writing can either be:
 Tangible - Something that can be seen or touched, such as a computer or software
program, or information on how to design an electric circuit.
 Abstract - Something that involved a series of steps that aren't related to a tangible
object.

2.4 Some Examples of Technical Writing:

 Instruction manuals
 Policy manuals
 Process manuals
 User manuals
 Reports of analysis
 Instructions for assembling a product
 A summarization of a long report that highlights and shortens the most important
elements.

2.5 Tips for Good Technical Writing

Regardless of the type of document which is written, technical writing requires the writer
to follow the properties of knowing their audience, writing in a clear, non-personal style
and doing extensive research on the topic. By including these properties, the writer can
create clear instructions and explanations for the reader.
 Know your audience. An expert in the field will understand certain abbreviations,
acronyms, and lingo that directly applies to such a field. The novice will not understand in
the same manner and, therefore, every detail must be explained and spelled out for them.
 Use an impersonal style. Write from a third person perspective, like a teacher
instructing a student. Any opinions should be omitted.

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 The writing should be straightforward, to the point, and as simple as possible to
make sure the reader understands the process or instruction. This at times may appear as
simply a list of steps to take to achieve the desired goal or may be a short or lengthy
explanation of a concept or abstract idea.
 Know how to research. Gather information from a number of sources, understand
the information gathered so that it can be analyzed thoroughly, and then put the information
into an easy understandable format to instruct those who read it. The more inexperienced
your audience, the more information you will need to gather and explain.
 Be thorough in description and provide enough detail to make your points;
but, you also have to consider that you need to use an economy of words so that you do not
bore your reader with gratuitous details.
A good technical writer can make a difficult task easy and can quickly explain a complex
piece of information.

2.6 AIM of Technical Languages

 Amplifying the quality of language studies and there by higher education as well. The
development of language skills aims at active expansion of learners’ proficiency in
English.
 In the global context, students at engineering institutions need a specific set of
language skills for their success in education and in career. Language classes at this
higher level always make use of the texts of specific professional areas (architecture,
business, civil engineering, computer) Such texts are usually focused on the
communicative needs of the learners.
 To meet global needs, language teaching approach called English for Specific
Purposes (ESP) or TE is introduced.
 It is centered not only on the language (grammar, lexis, register),but also on the skills
and discourses that combine the development of linguistic skills together with the
acquisition of specific information.

2.7 Characteristics of Technical English

Absolute Characteristics of ESP is defined to meet specific needs of the learner;
 ESP makes use of the underlying methodology and activities of the discipline it serves;
 ESP is centered on the language (grammar ,lexis ,and register), skills, discourse, and
genres appropriate to these activities.

2.8 Variable Characteristics of Technical English

 ESP may be related to or designed for specific disciplines;
 ESP may use, in specific teaching situations, a different methodology from that of
general English;
 ESP is likely to be designed for adult learners, either at a tertiary level institution or in
a professional work situation. It could, however, be for learners at secondary school
level;
 ESP is generally designed for intermediate or advanced students;
 Most ESP courses assume some basic knowledge of the language system ,but it can
be used with beginners

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2.9 TE Vs GE
The basic tools for Gen. English and English for Specific Purpose may remain the same.
That is, the time-specifying components(Tense and Time), the vocabulary for
communicating meaning - asking for permission, expressing grief or joy, the prepositions,
but here the similarity ceases. The ESP is more focused ,more oriented towards what we
want to have or convey. Business English has typical words and the ways to use them,
which we do not use in the ordinary ,daily manner. An Engineer's need for communicating
his ideas and views makes him find special words- jargon-, likewise a doctor needs a
different range of words to speak about the patients health. This is ESP, which we do not
use in our daily dealings. The words that we use in our ordinary transactions take on a
different meaning in Technical English or in Medical English.

2.10 Importance of GE and TE

Only on acquiring the necessary command over general English (GE), the learner is
encouraged to move ahead with technical English (TE). Eventually the knowledge and
competence he gains through GE enables and ensures sustained interest in the learning and
usage of TE ,resulting in the assertive use of TE at workplace.
 The success mantra today is sound technical knowledge and presence of mind
complemented by proficient communication skills.
 Knowledge of English thus gained facilitates the access to the resources of new
information and promotes active participation in various interdisciplinary cooperative
programs at the international level that may require academic knowledge, scientific
competence and objective evaluation of new ideas.
 One can understand from this discussion that teaching or learning ESP includes much
more than the teaching of English through specific material and content.
 Hence it can be stated that GE is the foundation of TE and they are different from each
other in the sense that they are used to serve different purposes.

2.11 Electronics
What is Electrical Engineering?
Communication Systems
Computer Systems
Control systems
Power systems
Signal Processing Systems
What is Electronics?
What is electronics?
Electronics is the control of electronic circuits
Electronics is the control of the electron movement
Electronics is the study of networks
Electronics is the control of the electrical signal
"Study and design structures perform electrical signal processing of current and voltage
carrying information"

2.12 Electrical Components and Measuring Instruments

Resistors: Resistors limit electric current in a circuit. Carbon-composition and metal film.

15
Capacitors: Capacitors store electrical charge. They are used to block direct current (dc)
and pass alternating current (ac)
Inductors: Inductors, or coils, are used to store energy in an electromagnetic field
Transformers: Transformers are used for ac coupling, or to increase/decrease ac voltages.
DC Power supply: A DC power supply provides current and voltage to power electronic
circuits.
Function Generator: A function generator provides electronic signals for our circuits.
Voltmeters: A voltmeter is used to measure voltage in a circuit.
Ammeter: An ammeter is used to measure current in a circuit.
Ohmmeter: An ohmmeter is used to measure resistance.
Digital Multimeter: A digital multimeter (DMM) measures voltage, current or resistance,
depending upon the function selected.
Oscilloscope: The oscilloscope used for observing and measuring voltage signals in a
circuit.

3.13 Examples of Optical Devices

Figure 2. 1: Laser and its Different Research Fields

Figure 2. 2: Laser Design and its Different Parts

16
Figure 2. 3: Microscope and its Parts

Figure 2. 4: Telescope

Figure 2. 5: Photograph and its Parts

17
 CHAPTER 3: FOUNDATION AND RULES OF ENGLISH
LANGUAGE

3.1 Principles of Learning English

 Definition of Vocabulary
A list or collection of words and phrases usually alphabetically arranged and explained
or defined. Sum or stock of words employed by a language, group, individual, or work
or in a field of knowledge. It can be the number of words that a person knows; one either
has a large or a small vocabulary.
 Definition of Grammar
1: A system of rules that defines the grammatical structure of a language.
2: Speech or writing evaluated according to its conformity to grammatical rules.
3: The principles or rules of an art, science, or technique
 Definition of Reading
The act of reading
 Definition of Writing:
1: the act or process of one who writes: such as; the act or art of forming visible letters
or characters or the act or practice of literary.
 Listen/Speak:
To pay attention to sound
To utter words or articulate sounds with the ordinary voice: TALK
 Definition of pronunciation
The act or manner of pronouncing something.
The way in which a word is pronounced.
 Practicing all

3.2 Analysis of the Elements Contained in Sentences and Clauses

The Noun
A noun names something. Your own name is a noun. The name of your country is a noun.
Computer is a noun. The names of things you cannot see or touch are nouns: for example,
width, accuracy, error, length, depth, scheme. These words do not name tangible things,
but they do name qualities or ideas. The name of a quality or an idea is just as much a noun
as the name of anything that has size or shape. A noun names the thing we are talking
about.
Types of Nouns
The Proper Noun and the Common Noun
Nouns may be divided into two classes: proper nouns and common nouns. A proper noun
names a particular person, place, or thing; a common noun names a class of things.
Proper Nouns Common Nouns
México, Cuernavaca, Tepoztlan, Palmira, country, city, village, municipality Carlos
Fuentes, President Fox, writer, president Palacio de Cortés, the Latino Americana palace,
building.

The Pronoun
A pronoun is a word that is used as a substitute of a noun or of more than one noun.

18
 Ahmed finished the experiment. He had worked three days to prepare it. [The pronoun
he takes the place of the noun Ahmed. The pronoun it takes the place of the noun
experiment.]
 Ahmed and Mohamed are excellent engineers, and they plan to open a firm. The
pronoun they takes the place of the nouns Ahmed and Mohamed.]
The Adjective
An adjective makes the meaning of a noun or a pronoun more specific by highlighting
one of its qualities (descriptive adjective) or by imposing boundaries on it (limiting
adjective).
 A hot iron. (descriptive)
 Ten computers. (limiting)
 His desk. (limiting)
The Verb
A verb is a word or group of words that describe an action or otherwise helps to make a
statement. Some verbs make a statement by expressing action. The action may be physical,
as in push, throw, extract, and write, or mental, as in calculate and believe.
Types of Verbs
Verbs are either transitive or intransitive. A transitive verb requires a direct object to
complete its meaning.
 They laid foundation on October 24. [The word foundation is the direct object of the
transitive verb laid.]
 Ahmed wrote the letter.[The word letter is the direct object of the transitive verb
wrote.]
The Adverb
An adverb is a word used to modify a verb, an adjective, or another adverb; however, the
adverb is most commonly used to modify the verb. It may tell how, when, where, or to what
extent (how often or how much) the action of the verb is done. We can say that an adverb
modifies the action or condition expressed by a verb.
 The machine performed poorly. [Poorly tells how the machine performed.]
 Ahmed revised the paper earlier. [Earlier tells when Ahmed revised the paper.]
 Ahmed revised the paper there. [There tells where Ahmed revised the paper.]
 Ahmed revises papers frequently. [Frequently tells how often Ahmed revises papers.]
The Preposition
A preposition is a word used to link a noun or pronoun (its object) to another sentence
element by expressing such relationships as direction (to, into, across, toward), location
(at, in, on, under, over, beside, among, by, between, through), time (before, after, during,
until, since). Prepositions show the relationship of a noun or pronoun to some other word
in the sentence.
The Conjunction
A conjunction is a word that connects words or groups of words, phrases, or clauses and
can also indicate the relationship between the elements it connects.
Ahmed left the computer when the clock struck midnight.
Ahmed and Mohamed won the Science Award.
Their project succeeded because they had worked hard.
They neither had a holiday nor took any days off.

19
Good better best
Bad worse worst
much more most
little less least
little smaller smallest
large larger largest
Big bigger biggest
Sad sadder saddest
dirty dirtier dirtiest
Shy shyer shyest

Noun Adjectives Verbs Adverbs

1 Ability Able Enable Ably
2 Acceptance Acceptable Accept Acceptably
3 Activity Active Activate Actively
4 Addition Additional Add Additionally
5 Admiration Admirable Admire Admirably
6 Agreement Agreeable Agree Agreeably
7 Approval Approving Approved Approvingly
8 Attraction Attractive Attract Attractively
9 Collection Collected Collect Collectively
10 Comfort Comfortable Comfort Comfortably

3.3 Summary Charts of English Tenses

Tense and Verbes
Group/time Present Past Future
Simple Verb/verb + s (verb + ed) Will + verb
Am/is/are (regular/irregular)
Continuous Am/is/are + Verb + ing Was/were + verb +ing Will be + verb + ing
Perfect Have/has + past Had + past participle Will have + past participle
participle
Perfect Have/has been + verb + Had been + verb + ing Will have + been + ing
continuous ing

Table 3. 1: Tense and Verbes

Simple present Present continuous Present perfect Present perfect continuous

Use when making a The action is going on Use for an action that Use for an action that was
general statement of right now. happened in the past happening for a length of
truth at the present before the present time up to the present
point in time. moment moment.
Subject + verb (+s) Subject + am/is/are + Subject + have / has Subject + have / has + been
verb-ing + past participle + verbing I’ve
I eat breckfast every Ahmed and Ibrahim are I have already eaten I have been eating my
day paying at the moment. breckfast. breckfast for 30 minutes.
It snows in Setif Right now, I am eating He has eaten lunch. She’s been eating biscuits all
breakfast day.

20
 Simple past
The action happened
(started and ended) in
the past.
Subject + past simple
(verb + ed).
I ate breckfast this
morning.
Last Saturday he played
in another time.
Past continuous
Use for an action that was
happening for a length of
time in the past when
another action happened in
the middle of it.
Subject + was/were +
verb-ing
At 2:45 pm they were
paying the second set.
I was eating breckfast
when my brother arrived.
I was reading a book
when my brother
arrived.
Past perfect Past perfect continuous
Use for an action that The action lasted for some
happened in the past time before another past action
before another action. or before some point of time in
the past.
Subject + had + past Subject + had + been + verb-
participle ing.
I had already eaten I had been eating breakfast for
breckfast when 30 minutes when my brother
mybrother arrived. arrived.
Ahmed had already I had been eating chocolate all
eaten when his friend day.
arrived.
I had been reading a books
I had already red the for 1h when my brother
book when my friend arived.
arrived.

Future Simple Future continuous Future perfect Future perfect continuous

The action will happen
in the future.
Subject + will + verb
I think he will return
next week.
I will eat breakfast later.
Use for an action that will
be happening for a length
of time in the future.
Subject + will + be +
verb-ing
I wiil be eating at 8pm.
Tomorrow they wll be
playing in another club.
Use for an action that The action will last for some
will happen in the time before another future
future before another action or before some point of
action. time in the future.
Subject + will + have Subject + will + bave + been
+ past participle + verb-ing.
I will have already By 2025, he will have been
eaten breakfast by the living here for fifty years.
time my brothers A 5 pm Ahmed and Mohamed
arrive. will have been playing for 3
By September they will hours.
have played ten
matches.

3.4 English Grammar Guide

These information are a complete English grammar guide filled with the rules of English
usage. Each grammatical rule is explained in simple English. The grammatical rules
covered by this guide are categorized above. English grammar is not always easy to
understand, but by using this guide you should be able to remind yourself of the rules of
English usage and speak or write English with confidence.
NOUNS
Nouns are people, places, or things, They tell us what we are talking about. The words cat,
Ibrahim, rock, Africa, Algeria are nouns.
ADJECTIVES
Adjectives modify, or describe, nouns. The words tall, beautiful, irresponsible, & boring
are adjectives.
 Adverbs
Adverbs modify adjectives, verbs, or other adverbs. They tell us how, when, and where
things happen. They express quantity, intensity, frequency, and opinions.
Determiners
Articles, quantifiers, and other determiners modify nouns. They resemble adjectives in that
way. Determiners help us say what we are talking about.
 Verbs & Verb Tenses
Verbs are action words. They tell us what is happening and when (past, present, future).
Verbs can also express possibilities and conditions.
21
 Speech
When we report what someone says, we can cite the person directly or indirectly. Indirect
speech rules are an important area of grammar.
 Punctuation
Punctuation is not part of oral grammar, but it is essential to master in written English.
 Relative Clauses
We use relative clauses in English to create more complex and more precise sentences.
 Grammar Test
Test your English grammar skills in context, both listening and reading skills included.

3.5 Types of Sentences

Simple Sentence
A simple sentence, also called an independent clause, contains a subject and a verb, and it
expresses a complete thought.
1. Some students (s) like (v) to study in the mornings.
2. Ahmed and Mohamed (s) play (v) football every afternoon.
3. Fatima (s) goes (v) to the library and studies (v) every day.
The three examples above are all simple sentences. Note that sentence 2 contains a
compound subject, and sentence 3 contains a compound verb. Simple sentences, therefore,
contain a subject and verb and express a complete thought, but they can also contain
compound subjects or verbs.
Compound Sentence
A compound sentence contains two independent clauses joined by a coordinator. The
coordinators are as follows: for, and, nor, but, or, yet, so.
1. I tried to speak Spanish, and (coordinator) my friend tried to speak English.
2. Sami played football, so (ccordinator) Maria went shopping.
3. Sami played football, for (ccordinator) Maria went shopping.
The above three sentences are compound sentences. Each sentence contains two
independent clauses, and they are joined by a coordinator with a comma preceding it. Note
how the conscious use of coordinators can change the meaning of the sentences. Sentences
2 and 3, for example, are identical except for the coordinators. In sentence 2, which action
occurred first? Obviously, "Sami played football" first, and as a consequence, "Maria went
shopping." In sentence 3, "Maria went shopping" first. In sentence 3, "Sami played
football" because, possibly, he didn't have anything else to do, for or because "Maria went
shopping."
Complex Sentence.
A complex sentence has an independent clause joined by one or more dependent clauses.
A complex sentence always has a subordinator such as because, since, after, although, or
when (and many others) or a relative pronoun such as that, who, or which.
1. When (subordinator) he handed in his homework, he forgot to give the teacher the last
page.
2. The teacher returned the homework after (subordinator) he noticed the error.
3. The students are studying because (subordinator) they have a test tomorrow.
4. After (subordinator) they finished studying, Fatima and Khadija went to the theater.
5. Fatima and Khadija went to the theater after (subordinator) they finished studying.
When a complex sentence begins with a subordinator such as sentences 1 and 4, a comma
is required at the end of the dependent clause. When the independent clause begins the

22
sentence with subordinators in the middle as in sentences 2, 3, and 5, no comma is required.
If a comma is placed before the subordinators in sentences 2, 3, and 5, it is wrong.
Note that sentences 4 and 5 are the same except sentence 4 begins with the dependent
clause which is followed by a comma, and sentence 5 begins with the independent clause
which contains no comma. The comma after the dependent clause in sentence 4 is required,
and experienced listeners of English will often hear a slight pause there. In sentence 5,
however, there will be no pause when the independent clause begins the sentence.

3.5 Examples
Examples 1: Active vs. Passive
In technical English it is not important who does the work but that it is done. For this reason
most technical instructions are given in the passive voice as the reader of a technical
instruction or the person to be instructed needs exact information on the kind of work that
has to be done and on how it can be performed. In this case, it is of no interest, who the
responsible person is. The following examples show how active sentences (a) are
transformed into passive ones (p).

a The woman cleans the office every day.

Simple Present
p The office is cleaned (by the woman) every day.

a They are repairing the machine at the moment.

Present Continuous
p The machine is being repaired (by them) at the moment.

a He tidied up his desk yesterday.

Simple Past
p His desk was tidied up (by him) yesterday.

a They have completed a thorough training before the project started.

Present Perfect
p A thorough training has been completed (by them) before the project started.

Example 2: Adjective vs. Adverb

Adjectives are used to describe what something is like (the state of something), while
adverbs are used to describe how something is done. Adjectives are, therefore, used after
forms of to be and other stative verbs.
Adjective Adverb Example
consonant y + ly consonant + ly easy – easily
ending le + ly le is replaced by ly possible – possibly
ending ic + ly ically automatic – automatically
The following examples show the use of adverbs and adjectives.
The new employee is a quick worker. He understands easily. They are an extraordinarily
reliable team.

23
 CHAPTER 4: FIBER OPTICS

4.1 Definition and Introduction

Definition of fiber optics
Thin transparent fibers of glass or plastic that are enclosed by material of a lower refractive
index and that transmit light throughout their length by internal reflections.
Fiber optic characteristics
• An optical fiber is essentially a waveguide for light
• It consists of a core and cladding that surrounds the core
• The index of refraction of the cladding is less than that of the core, causing rays of light
leaving the core to be refracted back into the core
• A light-emitting diode (LED) or laser diode (LD) can be used for the source
• Advantages of optical fiber include:
– Greater bandwidth than copper
– Lower loss
– Immunity to crosstalk
– No electrical hazard

4.2 Optical Fiber & Communications System

Figure 5. 1: Fiber cross section and fiber system

24
4.3 Optical Fiber
• Optical fiber is made from thin strands of either glass or plastic
• It has little mechanical strength, so it must be enclosed in a protective jacket
• Often, two or more fibers are enclosed in the same cable for increased bandwidth and
redundancy in case one of the fibers breaks
It is also easier to build a full-duplex system using two fibers, one for transmission in each
direction

4.4 Total Internal Reflection

• Optical fibers work on the principle of total internal reflection
• With light, the refractive index is listed
• The angle of refraction at the interface between two media is governed by Snell’s law:
n1 sin 1  n2 sin  2

4.5 Numerical Aperture

• The numerical aperture of the fiber is closely related to the critical angle and is often
used in the specification for optical fiber and the components that work with it
• The numerical aperture is given by the formula:
N . A.  n12  n22
• The angle of acceptance is twice that given by the numerical aperture

Example
An index-hopping optical fiber consists of a cylindrical core surrounded by a gain:
1. The heart has a refractive index 𝑛𝑐 = 1.48. Calculate the speed of light in the in the
fiber core.
2. So that the light can propagate correctly in the optical fiber, it is necessary to have total
reflection in I. Why? At what condition on the angle i do we have total reflection in I?
Deduce the condition on r. Deduce the condition on the angle of incidence i.
We give: cladding index:𝑛𝑔 = 1.46.
3. The digital aperture (ON) of the fiber is called the sine of the maximum angle of
incidence for which the rays that penetrate the core, are transmitted to the exit.
Calculate the value of ON.
4. Show that digital openness can also be written

Solution
1. Speed of light
2. Deduce the condition on the angle of incidence i

25
 𝑛𝑔
𝑖 ′ > 𝑖𝑐′ (𝑐𝑟𝑖𝑡𝑖𝑐𝑎𝑙 𝑎𝑛𝑔𝑙𝑒 ) 𝑤𝑖𝑡ℎ: 𝑠𝑖𝑛(𝑖𝑐′ ) =
𝑛𝑐
AN 𝑖 ′ > 80,6𝑜
𝑖 ′ + 𝑟 = 90𝑜 donc 𝑟 < 9,4𝑜
Réflexion rules 𝑠𝑖𝑛 𝑖 = 𝑛𝑐 𝑠𝑖𝑛 𝑟 donc: 𝑖 < 14𝑜
3. 𝑂𝑁 = 𝑠𝑖𝑛𝑖𝑚𝑎𝑥 = 𝑠𝑖𝑛14𝑜 = 0.24
4. 𝑠𝑖𝑛(𝑖) = 𝑛𝑐 𝑠𝑖𝑛(𝑟) = 𝑛𝑐 𝑠𝑖𝑛(90𝑜 − 𝑖 ′ ) = 𝑛𝑐 𝑐𝑜𝑠(𝑖 ′ )
Si : 𝑖 = 𝑖𝑚𝑎𝑥 then : 𝑖 ′ = 𝑖𝑐′ 𝑂𝑁 = 𝑠𝑖𝑛(𝑖𝑚𝑎𝑥 ) = 𝑛𝑐 𝑐𝑜𝑠(𝑖𝑐′ )
𝑛𝑔
𝑠𝑖𝑛(𝑖𝑐′ ) =
𝑛𝑐
[𝑠𝑖𝑛(𝑖𝑐 )] + [𝑐𝑜𝑠(𝑖𝑐′ )]2 = 1
′ 2

D’où :
𝑛𝑔 2 𝑂𝑁 2
[ ] +[ ] =1
𝑛𝑐 𝑛𝑐
Finally 𝑂𝑁 = √𝑛𝑐2 − 𝑛𝑔2
4.6 Modes and Materials
• Since optical fiber is a waveguide, light can propagate in a number of modes
• If a fiber is of large diameter, light entering at different angles will excite different
modes while narrow fiber may only excite one mode
• Multimode propagation will cause dispersion, which results in the spreading of pulses
and limits the usable bandwidth
• Single-mode fiber has much less dispersion but is more expensive to produce. Its small
size, together with the fact that its numerical aperture is smaller than that of multimode
fiber, makes it more difficult to couple to light sources.

4.7 Types of Fiber

• Both types of fiber described earlier are known as step-index fibers because the index
of refraction changes radically between the core and the cladding
• Graded-index fiber is a compromise multimode fiber, but the index of refraction
gradually decreases away from the center of the core
• Graded-index fiber has less dispersion than a multimode step-index fiber

4.8 Dispersion
• Dispersion in fiber optics results from the fact that in multimode propagation, the signal
travels faster in some modes than it would in others
• Single-mode fibers are relatively free from dispersion except for intramodal dispersion
• Graded-index fibers reduce dispersion by taking advantage of higher-order modes
• One form of intramodal dispersion is called material dispersion because it depends
upon the material of the core
• Another form of dispersion is called waveguide dispersion
• Dispersion increases with the bandwidth of the light source

26
4.9 Losses
• Losses in optical fiber result from attenuation in the material itself and from scattering,
which causes some light to strike the cladding at less than the critical angle
• Bending the optical fiber too sharply can also cause losses by causing some of the light
to meet the cladding at less than the critical angle
• Losses vary greatly depending upon the type of fiber
– Plastic fiber may have losses of several hundred dB per kilometer
– Graded-index multimode glass fiber has a loss of about 2–4 dB
per kilometer
– Single-mode fiber has a loss of 0.4 dB/km or less

4.10 Fiber Optics Attenuation

Figure 5. 2: Typical losses in decibel per kilometer for several generations of optical fiber

Typical losses in decibel per kilometer for several generations of optical fiber. Losses
are minimized for wavelengths in the near-infrared. Image credit: Olson-technology

27
4.11 Fiber-Optic Structure

Figure 5. 3: Fiber optic structure

4.12 Splices and Connectors

• In fiber-optic systems, the losses from splices and connections can be more than in the
cable itself
• Losses result from:
– Axial or angular misalignment
– Air gaps between the fibers
– Rough surfaces at the ends of the fibers

Figure 5. 4: Splices and Connectors

4.13 Laser Diodes

• Laser diodes generate coherent, intense light of a very narrow bandwidth
• A laser diode has an emission linewidth of about 2 nm, compared to 50 nm for a
common LED.
• Laser diodes are constructed much like LEDs but operate at higher current levels.

4.14 Laser Diode Construction

Figure 5. 5: Laser Diode Construction

28
4.15 Optical Detectors
• The most common optical detector used with fiber-optic systems is
the PIN diode. P-type, intrinsic, and N-type.
• The PIN diode is operated in the reverse-bias mode.
• As a photodetector, the PIN diode takes advantage of its wide depletion region, in
which electrons can create electron-hole pairs.
• The low junction capacitance of the PIN diode allows for very fast switching

29
 CHAPTER 5: WRITING RESEARCH PROJECT,
PAPER AND CV

5.1 Theodore Harold Maiman Odyssey

July 11, 1927–May 5, 2007
Elected to the NAS, 1980
NATURE August 6, 1960 Vol 187
A great scientific and engineering breakthrough occurred on May 16, 1960—the invention of the
laser. Theodore H. Maiman, assisted by master’s student Irnee D’Haenens, pushed the button on a
homemade high-voltage power supply and a small tubular ruby-based device shone a short pulse
of a powerful red light, projected as a spot on a wall of Maiman’s laboratory at Hughes Research
Labs in Malibu, California. With the help of D’Haenens and C. K. Asawa, Maiman measured the
emitted spectral line width and the outcome was clear: proof of light amplification by stimulated
emission of radiation. The laser mankind’s first creation of coherent light had been born.
On June 22, 1960, Maiman submitted a report of his findings to Physical Review, but within two
days he received a rejection letter. The journal’s editor Samuel A. Goudsmit wrote, “It would be
more appropriate to submit your manuscript for possible publication to an applied physics journal,
where it would receive a more appreciative audience.”
Maiman’s paper is so short and has so many powerful ramifications that I believe it might be
considered the most important per word of any of the wonderful papers in Nature over the past
century. (p. 111)
Ted Maiman and the laser: 50 years later By N. Holonyak, Jr. As is often said, everyone has a story.
All of us who’ve had an opportunity to contribute to the science and technology of the laser in the
beginning, in its infancy, have our own stories of how we arrived at various basic information on
how the laser is discovered. As we now approach the 50th anniversary of Ted Maiman’s ruby laser
the first laser (May 1960) we have a rare opportunity to look back at this golden moment and recall
how it was influenced mankind thinking. I want to mention first that in studying oscillators
(microwave oscillators, magnetrons), We have to go all the way back to 1950-1959, to a time before
the discovery of the laser. At that time, there was even speculation that if coherent light could be
generated, it might not be visible to the human eye because of how it evolved, seeing over the
course of human evolution only incoherent light. This sounds ridiculous now, considering that the
eye is a photon detector, and the laser generates photons, no matter if in coherent-wave form. They
are still seeable photon “lumps” of energy. In 1951–52 the idea of a molecular oscillator wasn’t too
strange. In fact, it was a known idea. But a light-frequency oscillator was beyond comprehension
simply speculation.
Some attempts were even being made to prove, based on incomplete theoretical ideas, that there
was a physical limit on the upper frequency of oscillation, and hence no possibility of a laser. It
can’t be said that anyone knew in the 50s how to reach the visible, how to build a laser. Ruby as a
laser material was dismissed by most workers, but not Maiman. He knew something and felt
something that others missed, or dismissed, and, as we know, he demonstrated the first laser (May
1960) using ruby and his own work and knowledge (U.S. Patent 3, 353, 115). Employing his own
thinking, he was not misled by the wrong conclusions of others. Ted Maiman’s ruby laser is a real
and demonstrated proof, actual proof, hard evidence that visible coherent light could be generated.
Not only did Maiman realize the first laser, in one great jump he moved the frequency of stimulated
emission and coherent oscillation ~104 times, an astounding amount beyond the microwave
domain, way beyond that of ordinary microwave equipment and experiments. Equally striking, he
demonstrated a power level of watts, not the microwatts of masers. This has to be one of the great
moments in science and technology, at last a coherent oscillator in the spectrum where humans see.

30
5.2 Scientific Research
The Composition of a Research Project
1. The title
2. Introduction
3. The specification of the object of the search
4. The problem
5. The solution
6. The general question and the specific question
7. The literature review
8. The conceptual and theoretical framework
9. Assumptions
10. The recommended method
11. The provisional project
12. The bibliography
13. The time table

5.3 Research Project Structure

1. Page de Couverture, cover page, ‫صفحة الغالف‬
2. Table de matière, Table of contents, ‫قائمة المحتويات‬
3. Résumé de la proposition, Proposal summary, ‫ ( ملخص البحث‬Arabic, French and English).
4. Introduction, Introduction, ‫مقدمة‬
5. Objective, Objectives, ‫األهداف‬
6. Revue de la littérature, Liturature review, ‫المسح األدبي‬
7. La conception et la méthodologie du projet, Research design and methodology, ‫تصميم و منهجية‬
.‫البحث‬
8. Plan de gestion, management plan, ‫خطة البحث‬
9. Plan de travail (horaire), Work plan (Time schedule), )‫خطة اعمل (الجدول الزمني‬
10. Références, References, ‫قائمة المراجع‬
11. Utilization des resultats attendues, Utilization of expected results, ‫النتائج المتوقعة واإلستفادة منها‬
12. Financement actual attend, Currrent and expected funding, ‫الدعم القائم والمتوقع‬
13. Budget tabulée, Tabulated budget, ‫الميزانية ال ُمجدولة‬
14. Budget détaillé, Detailled budget, ‫الميزانية التفصيلية‬
15. Engagement de l’equipe de recherche, Undertaking of the research team, ‫إقرار الفريق البحثي‬
16. Engagement de chercheur principal supplement, Undertaking of principal investigator, ‫إقرار‬
‫الباحث الرئيس البديل‬
17. Les enquiteurs specialite mots cles, specialization area key words investigators, ‫الكلمات الدالة‬
‫للفريق البحثي‬
18. Listes des specialites dans le domaine de la proposition, list of specialistesin the area of the
proposal, ‫قائمة بعدد من اإلختصاصين في مجال البحث‬
19. Curriculum vitae des researcheurs et des consultants, Curriculum vitae for researchers and
consultants, ‫السيرة الذاتية للباحثين والمستشارين‬

31
  At the impossible no one is sure.
 Do not confuse nuclear fusion and nuclear fission.
 The evaluation criteria to assign the qualification of countries, universities, professors and
students.
 Publishing is exposing researchers to criticism from reviwers and peers.
The basic structure of the scientific article.
AIM: Abstract, introduction and material and method
DRC: Results, discussion, conclusion.
Abstract, Abstract ‫ملخص‬
Motivation problem solution what is the answer conclusion limitation of the number of words
Introduction ‫مقدمة‬
It has three parts
-General aspect of the subject
-Special aspect of the problem
-Objective of work
Material and methods
- Characteristic and purpose of the study
- The applicability of results in practice
- The methodology used of the experimental processors.
Results
Able to analyze the presentation, precision, readability of the tables and figures.
Discussion
The quality of the work and the validity of the results.
The references
Bibliographic references correspond to the works of the literature which justify the study and which
are discussed in the light of the results.
Title
In general the author writes the title after the completion of the writting.
The construction of the summary
You have to build a summary including: General purpose, materials, methods, results, discussion
and conclusion understand the essence of the article.

5.4 Methods of Five Ws

The Five Ws (sometimes referred to as Five Ws and How, 5W1H, or Six Ws) are questions whose
answers are considered basic in information gathering or problem solving. They are often
mentioned in journalism, research and police investigations. They constitute a formula for getting
the complete story on a subject. According to the principle of the Five Ws, a report can only be
considered complete if it answers these questions starting with an interrogative word:
Who, What, When, Where and Why. How did it happen?
1. FTTH fibre to the home
2. Nanotechnology
3. Nanophotonics
4. Nanolaser
5. Wireless Electricity
6. Superconductor
7. Levitation magnetic
8. 3D printer
9. Robot in the future
10. Fiber optics in future
11. Photonics in Algeria

32
12. Optics and IOMP past present and future.

5.5 Project Structure

Title page
Table of contents
List of Figures
List of tables
Abstract
Introduction
Problematic and objective
Steps
Analyzing and discussion
Conclusion
References
Appendixes

5.6 Writing an Effective Academic CV

How to create a curriculum vitae that is compelling, well-organized and easy to read. A curriculum
vitae allows you to showcase yourself and your academic and professional achievements in a
concise, effective way. You want to have a compelling CV that is well-organized and easy to read,
yet accurately represents your highest accomplishments.
Academic CVs differ from the CVs typically used by non-academics in industry, because you need
to present your research, various publications and awarded funding in addition to the various other
items contained in a non-academic CV.1
This guide provides advice and tips on how best to write a CV for the academic field. The advice
and tips are organized into categories as could be used to structure a CV as well. You do not need
to follow the format used here, but it is advised to address the categories covered here somewhere
in your CV.
To start with some general advice first, you should consider length, structure and formatting of
your CV.

5.7 CV Structure
Length: Since academic CVs must present so much information with regard to research and
publications, it is generally acceptable if CVs are more than 2 pages long.2 It is best not to exceed
4 pages maximum.3
Structure: Choose a structure for your CV with the main headings and sub-headings you will use.
There are several sources and CV samples available and links are provided to these sources at the
end of this document. In general, however, you should start with providing some brief personal
details, then a brief career summary. Your education, publications and research should follow and
be the focus for the first section of your CV. Other important categories to address include: funding,
awards and prizes, teaching roles, administrative experience, technical and professional skills and
qualifications, any professional affiliations or memberships, conference and seminar attendances
and a list of references.
Formatting: Your CV should be clear and easy to read. Use legible font types in a normal size
(font size 11 or 12) with normal sized margins (such as 1 inch or 2.5 cm margins). Use bullet points
to highlight important items and to concisely present your credentials. Keep a consistent style for
headings and sub-headings and main text – do not use more than 2 font types in your CV. Make
smart, but sparing use of bold, italics and underlining. Be aware of spelling and grammar and ensure
it is perfect. Re-read a few times after writing the CV to ensure there are no errors and the CV is
indeed.4

33
Personal Details: Personal details include your name, address of residence, phone number(s) and
professional e-mail address. You may also include your visa status, as relevant.
Career Summary: The career summary is not a statement of your ambitions or objectives. It is a
brief summary of approximately 5 -7 sentences summarizing your expertise in your discipline(s),
years of expertise in the area(s), noteworthy research findings, key achievements and publications.
Education Provide an overview of your education starting from your first academic degree to the
most recent degree obtained (reverse chronological order). Include the names of the institutions,
thesis or dissertation topics and type of degree obtained.
Publications: The listing of publications is a key part of an academic's CV. It is advisable to list
your most reputed publications in ranking of type, such as books, book chapters, peer-reviewed
journal articles, non-peer-reviewed articles, articles presented as prestigious conferences,
forthcoming publications, reports, patents, and so forth. Consider making an exhaustive list of all
publications in an appendix.
Research: as an academic scientist, your research experiences, your findings, the methods you use
and your general research interests, are critical to present in the first part of your CV. Highlight key
research findings and accomplishments.
Honors and Recognitions: Here is a section where you can allow yourself to shine. Share any
prizes, awards, honors or other recognitions for your research and work with the year it occurred
and by who/which body the award was granted.
Funding: The funding you have attracted for your research and work is recognition of the value of
your research and efforts. If applying for positions, institutions also like to see what kind of funding
you can attract. As with the honors and recognitions, be forthcoming with what you have obtained
in terms of grants, scholarships and funds.
Teaching: This section is straightforward. List your teaching experiences, including the
institutions, the years you taught, as well as the subject matters you taught and the level of the
course(s).
Administrative experience: Any administrative experience within a faculty or research institute
should be noted on your CV. Do you facilitate (or have you in the past) a newsletter, an event(s),
or anything else at your institution? If so, and particularly if relevant to your discipline, include it
in your CV.
Professional experience: If you have been employed in industry and it is relatively recent
(approximately within the last 5-10 years) and relevant to your academic work, it is important to
include it. If relevant, professional experience can explain any gap fills in your academic work and
demonstrate the diversity in your capabilities.5
Other skills and qualifications: As on every CV, academics should highlight key skills and
qualifications relevant to your research and academic work. Technical and practical skills,
certifications, languages, and more, are relevant to mention in this section.
Professional affiliations and memberships: If you belong to any professional group or network
related to your areas of expertise, you should mention them in this section. Only list affiliations or
memberships with which you are active (within last 5 years, for example). This should not be a
lengthy section.
Attendance at conferences and seminars: List the most relevant conferences or seminars where
you presented or participated in a panel within the last 5-7 years. In an appendix, you can add an
exhaustive list of conferences and seminars where you participated by giving a speech, presented a
paper or research, or participated in a discussion panel.
References: It is advised to list at least three contact persons who can provide a reference for your
research, work and character. Provide their names and complete contact information. Clearly, they
should all be academics and all people you have worked with.6
Appendices: As referenced already in some of the preceding categories, it is ok to include an
appendix. Appendices enable you to keep the main content of your CV brief, while still providing
relevant detail.7 Items to list in an appendix can include publications, short research statements or

34
excerpts, conference or seminar participation, or something similar and relevant which you would
like to provide more details about.
CVs are not only for job searching, you will regularly need to update your CV and to adapt it for
the various purposes. We have to highlighted the other frequent uses of an academic CV, including:
Awards, fellowships, References, Publishing, Grant applications, Public speaking, Consulting,
Leadership and Merit/tenure review.

5.8 Method for Writing a Formal Letter

1. Know when to write a formal letter. ...
2. Write your address and today's date at the top of the page. ...
3. Write the name and address of the recipient. ...
4. Write the salutation. ...
5. Write the letter. ...
6. Use a complimentary close. ...
7. Fold the letter (optional). ...
8. Address the envelope (optional).
Example 1
Ahmed Mohamed 22nd October, 2009 Setif , Algeria.
Dear Sir or Madam,
With reference to your advertisement in the News paper of the 19th of this month, I am
writing to apply for the position of an engineer.
I have all the right qualifications as I finished the college programmes for optics and
precision mechanics two years ago. In the meantime I have been working in industry as the
head of maintenance department. I would like to work closer to home and as I believe that
the job you are offering will be more suitable for me I am applying for this position. I am
polite and friendly and used to working with people. I am able to use the computer,
especially Microsoft programmes and I am excellent with CAD. I can speak English
fluently as I have passed the First certificate exam and French which will be useful when
dealing with customers and suppliers from abroad.
I hope you will find me a suitable candidate and grant me an interview.
I look forward to hearing from you soon.
Yours faithfully,
Ahmed Mohamed
Enclosures: CV, photocopies of my degree.

Example 2
Sample Semi Formal Letter
November 12, 2011
Dear Mr. Bigena,
Thank you so much for showing me around the city this past weekend. It was very beautiful. Your
family is wonderful, and I couldn’t have felt more welcome. I also want to thank you for teaching
me those useful phrases so I could speak a little Italian while I finished my business trip. My time
in Venice was amazing, and it was just about the only time I could actually get a little rest. The
remainder of my trip was busy, but I still enjoyed it immensely.
I would love to reciprocate by inviting you and your family to my home in London. (I’m sure you
could use a break from your hard work!) I know the city very well and can show you all my favorite
places. And of course you’d all be able to stay at my flat during your trip.
I do hope you are able to attend. Don't worry about the cost; it will be my treat. It’s the least I can
do to pay you back for your amazing hospitality. Please write back if you would like to visit.

35
Yours truly,
Mike Ellis

5.9 Theodore Harold Maiman Paper

In his 1917 "On Quantum Theory of Radiation" paper Albert Einstein introduced the
concept of amplification of radiation through stimulated emission with coherence. This
concept had not been applied in practice until 1952 when Joseph Weber, followed by
Townes, Basov and Prokhorov, developed the theory and started working on the
construction of masers. The first maser was demonstrated by Townes' team in 1953. Many
researchers began thinking about making an "optical maser", but the transition from
centimeter to nanometer waves posed a problem. Well funded researchers in the USA and
Soviet Union put their efforts into making an "optical maser". In May 16, 1960 an unknown
and under funded researcher, Theodore Harold Maiman, won the battle and demonstrated
a fully functional ruby laser. The scientific world was astonished by his discovery.
Maiman's short paper describing the invention appeared immediately in Nature magazine.
This invention caused an avalanche of new laser developments followed by the growing
number of applications in almost all fields of our lives. Ted Maiman died in 2007 in
Vancouver.
Stimulated Optical Radiation in Ruby
Schawlow and Townes1 have proposed a technique for the generation of very
monochromatic radiation in the infra-red optical region of the spectrum using an alkali
vapor as the active medium. Javan [2] and Sanders [3] have discussed proposals involving
electron excited gaseous systems. In this laboratory, an optical pumping technique has been
successfully applied to a fluorescent solid resulting in the attainment of negative
temperatures and stimulated optical emission at a wave-length of 6943Å. ; the active
material used was ruby ( Chromium in corundum). A simplified energy-level diagram for
triply ionized chromium in this crystal is shown in Fig. 1. When this material is irradiated
with energy at a wave-length of about 5500Å.
Chromium ions are excited to the 4𝐹2 state and then quickly lose some of their excitation
energy through non-radiative transitions to the 2𝐸 state [4]. This state then slowly decays
by spontaneously emitting a sharp doublet the components of which at 300oK. Are at
6943Å. And 6929Å. (Fig 2a). Under very intense excitation the population of this meta-
stable state ( 2𝐸 ) can become greater than that of the ground state; this is the condition for
negative temperature and consequently amplification via stimulated emission.
To demonstrate the above effect a ruby crystal of 1-Cm. dimensions coated on two parallel
faces with silver was irradiated by a high –power flash lamp.
The emission spectrum obtained under these conditions is shown in Fig 2b. Thses results
can be explained on the basis that negative temperatures were produced and regenerative
amplification ensued. I expect, in principle, a considerably greater (~105)reduction in line
width when mode selection technique are used1.
I gratefully acknowledge helpful discussions with G. Birnbaum, R. W, Hellwarth, L. C.
Levitt, and R. A. Satten and am indebted to I. J. D’Haenens and C. K. Asawa for technical
assistance in obtaining the measurements.

T. H. Maiman
Hughes Research Laboratories.

36
A Division of Hughes Aircraft Co.,
Malibu California.
1. Schawlow, A. L. and townes C. H. Phys. Rev., 112, 1940
2. Javan, A., Phys. Rev, Letters, 3, 87 (1959).
3. Sanders, J. H., Phys. Rev. Letters, 3, 86(1959).
4. Maiman, T. H., Phys. Rev. Letters, 4, 504 (1960).

Figure 6. 1: Energy-level diagram of Cr3+ in corundum, showing pertinent processes.

Figure 6. 2: Emission spectrum of ruby: a, low-power excitation; b, high-power excitation.

37
5.10 Fiber Devices
Fiber lasers, including “exotic” types
Fiber amplifiers, including telecom-type devices and high power devices
Q switching of fiber lasers
Mode locking of fiber lasers
Pulse propagation in fibers
Noise in fiber devices

Figure 6. 3: Fiber laser configuration

Fiber Laser
Fiber lasers occur in a great variety of forms, serving very different applications, e.g.:
Lasers generating outputs at special wavelengths, e.g. in the visible or in the infrared
spectral region (tracking lasers, displays, pumping of solid-state lasers).
Lasers for very high output power (many watts or even kilowatts) with good beam quality
(material processing, various industrial processes, military applications).
Q-switched and mode-locked lasers for short or ultrashort pulses (distance measurements,
time & frequency metrology, material processing).
Fiber technology creates a huge amount of attractive technical options, but also comes with
a bunch of technical difficulties

Examples for previous activities of R. Paschotta:

 Developed numerical computer models for optimizing various kinds of fiber lasers, e.g.
blue upconversion lasers with three-step excitation; this lead to the powerful
commercial software package RP Fiber Power.
 Discovered unexpected quenching effects in Yb-doped fibers
 Worked out design guidelines for various devices
 Contributions to the invention of ring-doped fiber designs
 Identification and demonstration of a strange situation where spatial hole burning
serves to stabilize single-frequency operation
Examples for possible consulting activities:
 Develop a numerical model to calculate and optimize the performance of a certain type
of fiber laser.
 Identify performance limitations in terms of output power, wavelength tuning range,
linewidth, etc.
 Develop fiber laser designs (with optimized fiber parameters, pump source, mirror
reflectivities, etc.)
 Analyse and optimize Q-switched or mode-locked fiber lasers.
 Compare fiber laser technology with competing technologies.

38
5.11 What is Photonics?
Photonics is the technology of generating and harnessing light and other forms of radiant
energy whose quantum unit is the photon. Photonics involves cutting-edge uses of lasers,
optics, fiber optics, and electro-optical devices in numerous and diverse fields of
technology alternate energy, manufacturing, health care, telecommunication,
environmental monitoring, homeland security, aerospace, solid-state lighting, and many
others.
Why Photonics is Important?
Lasers and other light beams are the “preferred carriers” of energy and information for
many applications. For example:
• Lasers are used for welding, drilling, and cutting metals, fabrics, human tissue, and other
materials.
• Coherent light beams (lasers) have a high bandwidth and can carry far more information
than radio frequency and microwave signals.
• Fiber optics allow light to be “piped” through cables.
• Spectral analyses of gases and solid substances provide positive identification and
quantifiable concentrations. The applications of photonics as an “enabling” technology
are extremely broad. From an educational standpoint, this means that the infusion of one
or two photonics courses into two-year postsecondary programs in related technologies
can qualify graduates for a far wider variety of jobs and increase the global
competitiveness of the world workforce.
Photonics-Enabled Fields
• Aerospace technology - Uses LiDAR (laser RADAR systems) and laser altimeters,
imaging systems for test and analysis of aircraft, holographic heads-up displays, and
optical pattern recognition systems for navigation
• Agriculture - Uses satellite remote sensing to detect large-scale crop effects, scanning
technology and infrared imaging to monitor food production and quality, and sensor
systems for planting and irrigation
• Biomedicine - Uses lasers for surgery, therapies such as photodynamic therapy.
• Construction Includes scanning site topography, laser bar-code readers to inventory
materials, laser distance measuring and alignment, and three-dimensional analysis to
track the progress of construction.
• Engineering, microtechnology, and nanotechnology - Uses lasers in the manufacture of
electrical devices, motors, engines, semiconductor chips, circuits, and computers; via
photolithography, photonics is central to MEMS production
• Alternate Energy/Green Solutions - Photovoltaic Devices (PVDs) are used for Solar
Electric Panels. Recent improvements in cost, efficiency and reliability promise that PVDs
will be an even greater contributor to Alternative Electric Energy in the future
• Environmental technology - Uses ultraviolet Doppler optical absorption spectroscopy
(UVDOAS) to monitor air quality; uses fast Fourier transform analysis to monitor
particulate matter in effluents released from stacks
• Geographic information systems and global positioning - Uses optics and photonics in
imaging and image processing to refine atmospheric and space-based images
• Information technology - Uses optics for data storage, ultrafast data switching, and
(especially) transmission of data across fiberoptic networks

39
• Chemical technology - Relies on molecular optical spectroscopy for analysis and on
ultrashort laser pulses to induce fluorescence; chemical vapor deposition and plasma
etching support photonics thin film applications
• Transportation - Uses optics for monitoring exhaust emissions to ensure the integrity
of shipping containers arriving from foreign ports, and navigation with ring laser
gyroscopes
• Homeland Security - DNA scanning, laser forensics, retinal scanning, identification of
dangerous substances, optical surveillance
• Manufacturing - Laser welding, drilling, and cutting; precision measurements
• Biotechnology - Optical spectrometers and other optical devices are being used to verify
biochemical compositions and monitor biotech processes
• Solid-State Lighting - Light-Emitting Diodes (LEDs) are replacing incandescent bulbs
because of their low efficiency and compact fluorescent lighting (CFLs) because of their
exposure of mercury to the environment. The cost of LEDs for outdoor lighting, traffic
lights and indoor commercial and office use is now cost effective

40
 CHAPTER 6: NOBEL PRIZE IN PHYSICS 2018
October 2, 2018
Nobel Foundation

6.1 Groundbreaking Inventions in the Field of Laser Physics

Nobel prize is revolutionizing the laser science in 2018.

6.2 Nobel Prize 2018 Summary

The 2018 Nobel Prize in Physics is being awarded to Arthur Ashkin "for the optical tweezers and
their application to biological systems" and jointly to Gérard Mourou and Donna Strickland "for
their method of generating high-intensity, ultra-short optical pulses."
Laser beam light effect.
The inventions being honored this year have revolutionized laser physics. Extremely small objects
and incredibly rapid processes are now being seen in a new light. Advanced precision instruments
are opening up unexplored areas of research and a multitude of industrial and medical applications.
The Royal Swedish Academy of Sciences has decided to award the Nobel Prize in Physics 2018
"for groundbreaking inventions in the field of laser physics" with one half to Arthur Ashkin, Bell
Laboratories, Holmdel, USA "for the optical tweezers and their application to biological systems"
and the other half jointly to Gérard Mourou, École Polytechnique, Palaiseau, France and University
of Michigan, Ann Arbor, USA and Donna Strickland, University of Waterloo, Canada "for their
method of generating high-intensity, ultra-short optical pulses."
Arthur Ashkin invented optical tweezers that grab particles, atoms, viruses and other living cells
with their laser beam fingers. This new tool allowed Ashkin to realize an old dream of science
fiction using the radiation pressure of light to move physical objects. He succeeded in getting laser
light to push small particles towards the center of the beam and to hold them there. Optical tweezers
had been invented.
A major breakthrough came in 1987, when Ashkin used the tweezers to capture living bacteria
without harming them. He immediately began studying biological systems and optical tweezers are
now widely used to investigate the machinery of life.
Gérard Mourou and Donna Strickland paved the way towards the shortest and most intense laser
pulses ever created by humankind. Their revolutionary article was published in 1985 and was the
foundation of Strickland's doctoral thesis.
Using an ingenious approach, they succeeded in creating ultrashort high-intensity laser pulses
without destroying the amplifying material. First, they stretched the laser pulses in time to reduce
their peak power, then amplified them, and finally compressed them. If a pulse is compressed in
time and becomes shorter, then more light is packed together in the same tiny space the intensity
of the pulse increases dramatically.
Strickland and Mourou's newly invented technique, called chirped pulse amplification, CPA, soon
became standard for subsequent high-intensity lasers. Its uses include the millions of corrective eye
surgeries that are conducted every year using the sharpest of laser beams.
The innumerable areas of application have not yet been completely explored. However, even now
these celebrated inventions allow us to rummage around in the microworld in the best spirit of
Alfred Nobel -- for the greatest benefit to humankind.
Prize amount: 9 million Swedish krona, with one half to Arthur Ashkin and the other half to be
shared between Gérard Mourou and Donna Strickland.
Story Source:

6.3 Compression of Amplified Chirped Optical Pulses

Donna STRICKLAND and Gerard MOUROU

41
We have demonstrated the amplification and subsequent recompression of optical chirped pulses.
A system which produces 1.06 pm laser pulses with pulse widths of 2 ps and energies at the
millijoule level 1s presented.
The onset of self-focusing of intense light pulses limits the amplification of ultra-short laser pulses.
A similar problem arises in radar because of the need for short, yet energetic pulses, without having
circuits capable of handling the required peak powers. The solution for radar transmission is to
stretch the pulse by passing it through a positively dispersive delay line before amplifying and
transmitting the pulse. The echo is compressed to its original pulse shape by a negatively dispersive
delay line. We wish to report here a system which transposes the technique employed in radar to
the optical regime, and that in principle should be capable of producing short (≤ ps) pulses with
energies at the Joule level. A long pulse is deliberately produced by stretching a short, low energy
pulse in a single mode optical fiber. The pulse is linearly chirped in the fiber by the combination of
group velocity dispersion and self-phase modulation [2]. The stretched pulse is amplified and then
compressed by a double grating compressor [3]. Amplifying the stretched pulse rather than the
com- pressed pulse allows for higher energies to be achieved before self-focusing occurs. The
amplification does not appear to affect the chirp linearity and so the pulses can be fully compressed
[4]. A potential bene- fit of amplifying a chirped pulse in an inhomogeneous medium is gain
sweeping. In this case, the amplified pulse would be free from gain saturation effects, be- cause the
frequency varies along the pulsewidth and each frequency component sees gain independently. A
schematic diagram of the amplifier and compres- sion system is shown in fig. 1. A CW mode-
locked, Nd : YAG laser (Spectra-Physics Series 3000) is used to produce 150 ps pulses at an 82
MHz repetition rate. Five watts of average power are coupled into 1.4 km of single-mode non-
polarization-preserving optical fiber. The fiber (Corning Experimental SMF/DSTM) has a core
diameter of 9W. The average power at the output of the fiber is 2.3 W. The pulses have a rectangular
pulse shape with a pulse width of approximately 300 ps, as can be seen from the autocorrelation
trace in fig. 2. The bandwidth of the pulses is 50 A. The stretched pulses are injected into a pulsed,
Nd : glass, regenerative amplifier, by reflection from an AR coated window. An AR coated window
is used to protect the fiber end from being damaged by the retro reflected, amplified pulses. The
glass (Kigre Q- 246) is a high gain silicate glass, with a 350 A band- width. The gain of the Nd :
glass amplifier peaks at 1.062 pm. A quarter-wave plate frustrates lasing and rejects the injected
pulses after two round trips. A pulse is trapped in the cavity, by applying a quarter- wave voltage
to the Pockels cell, which then com- pensates for the quarter-wave plate. The Pockels cell is
triggered at the peak of the fluorescence. After approximately 100 round trips (1 µs), the Pockels
cell is triggered again with a voltage sufficient for half-wave rotation, in order to reject the pulse
from the cavity.

6.4 Nobel Prize Lasers

1964: Alexsandr M. Prokhorov, Charles H. Townes, and Nicolay G. Basov
Townes, Basov and Prokhorov's fundamental work in quantum electronics and laser theory
lead to the construction of the first operating laser by Theodore Maiman in 1960. Everyday
technologies like CD players and laser pointers are firmly rooted in their work.
1971: Dennis Gabor
Gabor developed the theory of holography in the late 1940's. One of the most recognizable
applications of laser technology, early holograms were limited in depth, as there was no
source of highly coherent light at the time. Holography research benefited greatly from the
invention of the laser, with its high coherency.
1981: Nicolaas Bloembergen and Arthur L. Schawlow
Bloembergen and Schawlow contributed significantly to the development of laser
spectroscopy and non-linear optical effects, including "mixing" one light beam with
another and permanently joining several laser beams. These phenomena are seen in optical
fibers and are a characteristic of future optical computers.

42
1989: Norman F. Ramsey
Ramsey's development of the resonance method and the hydrogen maser laid the
groundwork for the cesium atomic clock, our current time standard. A hydrogen maser is
a type of atomic clock that operates at the resonance frequency of the hydrogen atom.
1997: Steven Chu, Claude Cohen-Tannoudji, and William D. Phillips
Chu, Cohen-Tannoudji, and Phillips developed the method known as laser cooling, where
atoms are trapped and cooled to very low temperatures with laser light. Laser cooling has
enabled scientists to study the fundamental nature of atoms.
2001: Eric A. Cornell, Wolfgang Ketterle, and Carl E. Wieman
Cornell, Ketterle, and Wieman used laser cooling (along with evaporative cooling) to
achieve an extreme state of matter known as Bose-Einstein condensation, by chilling
atomic gases to temperatures around one microkelvin-while preventing the atoms from
condensing into a solid or a liquid.
2005: John L. Hall and Theodor W. Hänsch
Hall and Hänsch developed laser-based precision spectroscopy, most notably the optical
frequency comb technique. A frequency comb uses ultrafast lasers to measure the different
colors or frequencies of light with extreme precision. Frequency combs are paving the way
towards building extremely accurate optical atomic clocks.
2006: John C. Mather and George F. Smoot
Mathers and Smoot used the masers aboard NASA's COBE satellite to measure the cosmic
microwave background radiation- a picture of the blackbody radiation leftover from the
big bang. Subtle temperature variations within the radiation offer clues as to how the first
galaxies formed.
2009: Charles K. Kao
Kao is a pioneer in the development of fiber optics in telecommunications. His discovery
of fiber light-loss properties is recognized as an essential milestone in the formation of the
technology. Optical fibers carrying laser light have proven to be much more effective over
longer distances and higher bandwidths than other forms of communication. For
achievements, he was rewarded 1/2 of the 2009 Nobel Prize in Physics.

43
 CHAPTER 7: WORD AND PPT FOR REPORTS AND
PRESENTATION
7.1 Insert an Automatic Table of Contents

Figure 8. 1: Custom table of contents

7.2 Insert List of Figures

Figure 8. 2: Insert caption

44
 Figure 8. 3: Inset the list of figures

7.3 List of Tables

Tables 8.& 1; Presentation

45
Figure 8. 4: Insert table

46
7.4 Power Point

Figure 8. 5: PPT writing

7.5 Insert the Slide Master

47
7.6 Change the Title

48
 CHAPTER 8: CONCLUSION
Today our world has become a global village and English has become an international language.
English now days is widely used in the communication, science, tourism, trade and business. At all
international airports you hear English language. In hotels there is an information written and
spoken English.
There is no doubt that English is the most useful language in the world and everywhere we can
communicate in English. It is spoken language all over the world. Also, English grammar is quite
simple and it isn’t difficult to learn. Computer programs and science are written in English so it is
important to know this language for this reason.
This course is started with Introduction and motivation chapter where is very crucial for inspiration.
In this introduction, clear and evident focus on the importance and obligation of English language
in communication and science. In Technical English and General English part, a concise and
fundamental information are explained concern the definition, characteristics and the importance
of TE and GE as specific purpose language. How we have to Learn English? Is another issue
attempted in this course where a diagram and process is explained and demonstrated. The writing
arts of papers and reports in science is very sophisticated objective for student to experience and
practice it. Know how to write CV and search Job is good starting career for students, at the end
few examples with solution and conclusion.

49
EXAMS AND REVISION
8.1 Test
Q1. I……… tennis every Sunday morning.
(a) playing (b) Play (c) am playing (d) am play.
Q2. Don't make so much noise. Noriko ……….. to study for her ESL test!
(a) try (b) tries (c) tried (d) is trying.
Q3. Jun-Sik …….. his teeth before breakfast every morning.
(b) will cleaned, (b) is cleaning, (c) cleans, (d) clean
Q4. Sorry, she can't come to the phone. She ………. a bath!
(a) is having, (b) having, (c) have, (d) has
Q5. ………….. many times every winter in Frankfurt.
(a) It snows, (b) It snowed, (c) It is snowing, (d) It is snow
Q6. How many students in your class …………… from Korea?
(a) Comes, (b) come, (c) came, (d) are coming
Q7. Weather report: "It's seven o'clock in Frankfurt and ……………….. ."
(a) there is snow, (b) it`s snowing, (c) it snows, (d) it snowed
Q8. Babies ……………when they are hungry.
(a) Cry, (b) cries, (c) cried, (d) are crying
Q9. Jane: "What ………….. in the evenings?", Mary: "Usually I watch TV or read a book."
(a) you doing, (b) you do, (c) do you do, (d) are you doing
Q10. Jane: "What ………………… ?" Mary: "I'm trying to fix my calculator."
(a) you doing, (b) you do, (c) do you do, (d) are you doing

8.2 Verb Discover

Present Preterite Present continuous

I discover I discovered I am discovering
you discover you discovered you are discovering
he/she/it discovers he/she/it discovered he/she/it is discovering
we discover we discovered we are discovering
you discover you discovered you are discovering
they discover they discovered they are discovering

Present perfect Future Future perfect

I have discovered
you have discovered
he/she/it has discovered
we have discovered
you have discovered
they have discovered
I will discover I will have discovered
you will discover you will have discovered
he/she/it will discover he/she/it will havediscovered
we will discover we will have discovered
you will discover you will have discovered
they will discover they will have discovered

Past continuous Past perfect Future continuous

I was discovering I had discovered I will be discovering
you were discovering you had discovered you will be discovering
he/she/it was discovering he/she/it had discovered he/she/it will be discovering

50
 we were discovering we had discovered we will be discovering
you were discovering you had discovered you will be discovering
they were discovering they had discovered they will be discovering

Present perfect continuous Past perfect continuous Future perfect continuous

I have been discovering
you have been discovering
he/she/it has been discovering
we have been discovering
you have been discovering
they have been discovering
I had been discovering
you had been discovering
he/she/it had been discovering
we had been discovering
you had been discovering
they had been discovering
I will have been discovering
you will have been discovering
he/she/it will have been
discovering
we will have been discovering
you will have been discovering
they will

8.3 Exam 2017

Q1 In general, view English technique is based on the following topics:
(a) Analysis and function of the elements contained in sentences and clauses, writing a research
paper, writing technical reports..
(b) Analysis and function of the elements in the word, writing a books.
(c) Giving presentations and research.
(d) Writing a research paper, writing technical reports.

Q2 SAT stands for.

(a) Scholastic Analysis Tests
(b) School Assessment Tests
(c) Scholastic Analysis Technique
(d) Scholastic Assessment Tests

Q3 TOEFL stands for.

(a) Technical English for Language.
(b) Test of English as a For Language.
(c) Test of English as a Foreign Language.
(d) Technical English as a Foreign Language.

Q4 GRE stands for.

(a) General Records Examinations
(b) Global Records Examinations
(c) General Requirement Examinations
(d) Global requirement Examinations

Q5 IELTS stands for.

(a) Institute English Language Testing Service
(b) International English Language Testing Service
(c) Institute English Language Testing System
(d) International English Language Testing System

Q6 GMAT stands for.

(a) General Management Accreditation Test
(b) General Management Admission Test
(c) Graduate Management Admission Test
(d) Graduate Manager Admission Test

Q7 A proper noun names.

(a) A transitive verb requires a direct object to complete its meaning.
(b) A substitute of a noun or of more than one noun.
(c) A word or group of words that describe an action or otherwise helps to make a statement.
(d) A particular person, place, or thing; a common noun names a class of things.

Q8 AIM of Technical Languages.

51
 (a) Amplifying the quality of language studies and there by higher education as well. The
development of language skills aims at active expansion of learners’ proficiency in English.
(b) In the global context, students at engineering institutions does not need a specific set of language
skills for their success in education and in career.
(c) To meet global needs, language teaching approach called English for non Specific Purposes (ESP)
or TE.
(d) To meet global needs, language teaching approach called English for Non Specific Purposes
(ENSP) or TE is introduced.

Q9 Characteristics of Technical English.

(a) Absolute Characteristics of ESP is defined to meet specific professional art.
(b) ESP makes use of the underlying methodology and activities of the discipline it serves.
(c) ESP is not centered on the language (grammar ,lexis ,and register), skills, discourse, and genres
appropriate to these activities.
(d) ESP is not centered on the language (grammar ,lexis, and register), skills, discourse, and genres
appropriate to these activities.

Q10 Variable Characteristics of Technical English:

(a) ESP may use, in general teaching situations, a similar methodology from that of general English.
(b) ESP may be is related to design for specific disciplines.
(c) ESP is likely to be designed for kids learners, either at a tertiary level institution or in a professional
work, situation. It could, however, be for learners at secondary school level.
(d) ESP is generally designed for kids in the primary schools.

Q11 TE Vs GE:
(a) The tools for Gen. English and English are the same.
(b) The ESP is more focused, more oriented towards what we want to have or convey.
(c) The GE is more focused ,more oriented towards what we want to have or convey.
(d) ESP is generally designed for kids.

Q12 Importance of GE and TE:

(a) Hence it can be stated that GE is not the foundation of TE and they are different from each other
in the sense that they are used to serve different purposes.
(b) One can understand from this discussion that teaching or learning ESP includes less than the
teaching of English through specific material and content.
(c) The success mantra today is sound technical knowledge and presence of mind complemented
by proficient communication skills.
(d) Knowledge of English thus gained facilitates the access to the resources of old information and
promotes active participation in various interdisciplinary cooperative programs at the international
level that may require academic knowledge, scientific competence and objective evaluation of new
ideas.

Q13 Importance of GE and TE:

(a) The success mantra today is sound technical knowledge and presence of mind complemented by
basic communication skills.
(b) Knowledge of English thus gained facilitates the access to the resources of new information
and promotes active participation in various interdisciplinary cooperative programs at the
international level that may require academic knowledge, scientific competence and
objective evaluation of new ideas.
(c) One can understand from this discussion that teaching or learning ESP includes less than the
teaching of English through specific material and content.
(d) Hence it can be stated that GE is not the foundation of TE and they are different from each other
in the sense that they are used to serve different purposes.

Q14 Importance of GE and TE:

(a) The success mantra today is sound technical knowledge and presence of mind complemented by
basic communication skills.
(b) Knowledge of English thus gained facilitates the access to the resources of old information and
promotes active participation in various interdisciplinary cooperative programs at the international
level that may require academic knowledge, scientific competence and objective evaluation of new
ideas.

52
 (c) One can understand from this discussion that teaching or learning ESP includes much more
than the teaching of English through specific material and content.
(d) Hence it can be stated that GE is not the foundation of TE and they are different from each other
in the sense that they are used to serve different purposes.

Q15 English Translation

(a) System de l’ordinateur c’est computer system.
(b) System de contrôle c’est controle system.
(c) System de puissance c’est puissance system.
(d) Traitement de signal c’est Signal Processus Systems.

Q16 Capacitors:
(a) Used to store energy in an electromagnetic field.
(b) Store electrical charge. They are used to block direct current (dc) and pass alternating
current (ac).
(c) For ac coupling, or to increase/decrease ac voltages.
(d) Provides current and voltage to power electronic circuits.

Q17 Function Generator :

(a) Used for observing and measuring voltage signals in a circuit.
(b) Is used to measure voltage in a circuit.
(c) Measures voltage, current, or resistance, depending upon the function selected.
(d) Provides electronic signals for our circuits.

Q18 Inductors :
(a) Capacitors store electrical charge. They are used to block direct current (dc) and pass alternating
current (ac).
(b) Inductors, or coils, are used to store energy in an electromagnetic field.
(c) Used for ac coupling, or to increase/decrease ac voltages.
(d) Provides current and voltage to power electronic circuits.

Q19 Oscilloscope:
(a) Provides electronic signals for our circuits.
(b) Used to measure voltage in a circuit.
(c) Measures voltage, current or resistance, depending upon the function selected.
(d) Used for observing and measuring voltage signals in a circuit.

Q20 DMM:
(a) Provides electronic signals for our circuits.
(b) Used to measure voltage in a circuit.
(c) Measures voltage, current, or resistance, depending upon the function selected.
(d) Used for observing and measuring voltage signals in a circuit

53
8.4 Exam 2018
QUESTION 1
Rewrite the following words so that you form a correct sentence
(1.1) language is/ a different / of life / a different vision
………………………………………………………………………………………………
(1.2) communication is a branch / Fiber Optics / of optical communication
………………………………………………………………………………………………
(1.3) by Stimulated Emission / Light Amplification / Emission of Radiation
………………………………………………………………………………………………

Rewrite the following words so that you form a correct question

(1.4) Fatima and Khadija / to like / homework
………………………………………………………………………………………………
(1.5) you / to walk / to school
………………………………………………………………………………………………
(1.6) where / she / to live
………………………………………………………………………………………………
QUESTION 2
(2.1) complete the following table.
Simple present Present continuous Present perfect Present perfect
continuous
Use when making a
general statement of
truth at the present
point in time.
Subject + verb (+s)

I eat breckfast every

day
It snows in Setif

(2.2) Complete the following table.

Noun Adjectives Verbs Adverbs

1 Addition Additional Add Additionally

2 Admiration

3 Agreement

4 Approval

5 Attraction

6 Collection

7 Comfort

54
QUESTION 3
(3.1) Write the component of the following figures.
A
B
C
D

(3.2) Complete the following figure of fiber optics

A
B
C
D

(3.3) Complete the following figure of Laser Design

A
B
C
D
E

QUESTION 4
Choose the correct answer and mark it on your answer sheet. Only one answer is
correct.
(4.1) Ahmed …………… the family car. (a) Wash, (b)
Washes, (c) Washs.
(4.2) Every morning my mother …………..at 6 o’clock. (a) Get up, (b) Get
ups, (c) Gets up.
(4.3) Mr . Ahmed …………… e-mails in the evenings. (a) Write, (b) Writes,
(c) Writs.
(4.4) Success in this examination depends ...... hard work alone. (a) at, (b) on, (c) in.

Don't say/Say
(4.5) To ask questions: Don't say: Does the gardener waters the flowers?
Say: ………………………………………………………………………
(4.6) To make negatives: Don't say: The man doesn't waters the flowers.
Say: ……………………………………………………………………….
(4.7) Don't say: You must practise to speak English.
Say: ………………………………………………………………………..
(4.8) Don't say: I don't remember to have seen him.
Say: ……………………………………………………… Or;
………………………………………………...
(4.9) Don't say: The teacher was angry against him.
Say: ……………………………………………………………………….

55
 SOLUTION
QUESTION 1 (6P) Rewrite the following words so that you form a correct sentence
(1.1) language is/ A different/ of life/ a different vision
A different language is a different vision of life
(1.2) Communication is a branch/ Fiber Optics/ of optical communication
Fiber Optics Communication is a branch of optical communication
(1.3) by Stimulated Emission/ Light Amplification/ Emission of Radiation
Light Amplification by Stimulated Emission of Radiation
(1.4) Fatima and Khadija / to like / homework-----Do Fatima and Khadija like
homework
(1.5) You / to walk / to school----------Do you walk to school
(1.6) Where / she / to live-------Where does she live?
QUESTION 2 (4P)
(2.1) complete the following table.
Simple present Present Present perfect Present perfect continuous
continuous
Use when making a general The action is going Use for an action Use for an action that was
statement of truth at the on right now. that happened in the happening for a length of
present point in time. past before the time up to the present
present moment moment.
Subject + verb (+s) Subject + Subject + have / Subject + have / has + been
am/is/are + verb- has + past + verbing I’ve
ing participle
I eat breckfast every day Ahmed and Ibrahim I have already eaten I have been eating my
It snows in Setif are paying at the breckfast. breckfast for 30 minutes.
moment. He has eaten lunch. She’s been eating biscuits all
Right now, I am day.
eating breakfast
(2.2) complete the following table.
Noun Adjectives Verbs Adverbs
4 Addition Additional Add Additionally
5 Admiration Admirable Admire Admirably
6 Agreement Agreeable Agree Agreeably
7 Approval Approving Approved Approvingly
8 Attraction Attractive Attract Attractively
9 Collection Collected Collect Collectively
10 Comfort Comfortable Comfort Comfortably

56
QUESTION 3 (4P)
(3.1) Write the component of the following figures.
A Core
B Cladding
C Coating
D Buffer

(3.2) Complete the following figure of fiber optics

A Multimode fiber(100/140)µm
B Multimode
fiber(62.5/125)µm
C Multimode fiber(50/125)µm
D Single mode fiber(9/125)µm

(3.3) Complete the following figure of Laser Design

A Mirroir totalement
reflechissante
B Excitation pompage
C Mirroir de sortie partiellement
reflechissante
D Faisceau utile
Miroir
Totalement
réfléchissant
Excitation-pompage E Milieu amplificateur
Faisceau utile

Milieu amplificateur
Oscillation Miroir de sortie
résonnante partiellement
réfléchissant

57
QUESTION 4 (6P)
Choose the correct answer and mark it on your answer sheet. Only one
answer is correct.
(4.1) Ahmed …………… the family car. (a) Wash, (b)
Washes, (c) Washs.
(4.2) Every morning my mother …………..at 6 o’clock. (a) Get up, (b) Get
ups, (c) Gets up.
(4.3) Mr . Ahmed …………… e-mails in the evenings. (a) Write, (b) Writes,
(c) Writs.
(4.4) Success in this examination depends ...... hard work alone. (a) at, (b) on, (c) in.

Don't say/Say
(4.5) To ask questions: Don't say: Does the gardener waters the flowers?
Say: Does the gardener water the flowers?
(4.5) To make negatives: Don't say: The man doesn't waters the flowers.
Say: The man doesn't water the flowers.
(4.5) Don't say: You must practise to speak English.
Say: You must practise speaking English.
(4.5) Don't say: I don't remember to have seen him.
Say: I don't remember seeing him. Or; I don't remember having seen him.
(4.5) Don't say: The teacher was angry against him.
Say: The teacher was angry with him.

QUESTION 1 (15P)
(1.1) Give three important causes, why you should study English?
1……………………………………………2……………….……………………..3…..………
………….…….........
(1.2) The following abbreviations stands for what?
SAT:………………………………………….…………….TOEFL:…….………….……………
……………………….
IELTS: ……………………………………….,……….
(1.3) List four tips for Good Technical Writing
1……………………………………………………………2..…….……..…………………..……
……………………..
3…………………………………………………………...4..….…………………………..………
……………………...
(1.4) Write the three main components of the learning strategy
1……………………………………………………………..2……...………………………………
……………………..
3…………………………………………………………….
(1.5) The Principles of Learning English are:
1………………………………..…2……………………..….…3………………..………...4……
…………..…………..5.……………………………….....6……………………………7…………
……………….

58
(1.6) Complete the following table.
good bad much little little large big sad dirty shy
better
best
(1.7) Complete the Tense and Verbes tables
Group/time Present Past Future
Simple

Continuous

Perfect

Perfect
continuous
(1.8) Write the three types of sentences
1……………………………………….…2…….……………………………….3………………
…………………....
(1.9) Write the structure of research paper
1…………………………….2…………………………..…3…………………….………...4…
….……..…….........5…………………………....6…………………………..….7……………
…………………8…………………………
(1.10) Write the five Ws:
1……………….2………………3………………..4…….………..5………………..
(1.11) The list of the Structure of CV is:
1…………..................2……………..……………3…..……………………4…..………………….
.5…….…………….6…………………..….7…………………………..8…………………..……9
………..…………….10………….………
(1.12) The fiber optics consists of the following parts:
1……………………………………...2…….…………..………………………..3………………
……………………….
(1.13) Write the component of the following figure of simple fiber optic link.

(1.14) What stands the acronym LASER?

………………………………………………………………………………………………………
……………………..
QUESTION 2 (5P)
(2.1) Ahmed …………… the family car. (a) Wash, (b) Washes, (c) Washs.
(2.2) Every morning my mother …………..at 6 o’clock. (a) Get up, (b) Get ups, (c) Gets up.
(2.3) Which negative sentence is in the simple present?
a) He do not reads a book
b) He does not read a book
c) He is not reading a book
d) He don’t work in a bank
(2.4) Which negative sentence is in the simple present?
a) We don’t work in a bank.

59
 b) We does not work in bank
c) We don’t work in a bank
(2.5) Form questions in the simple present
a) Ahmed/to read/comics--------------------
………………………………………………………………………..
b) What/they / to eat / for breakfast--------
………………………………………………………………………...
c) When /his mum / to come /home--------
………………………………………………………………………..
d) To be / Ahmed /From Austria-----------
…………………………………………………………………………
(2.6) Don't say: We believe to God. / Say:
………………………………………………………….
(2.7) Don't say: Nacer boasted for his strength. /
Say: ……………………………………………………………………………..
(2.8) Don't say: Elke's very careful for her health. /
Say: ………………………………………………………………………………………
(2.9) Don't say: He travelled with the train yesterday. /
Say:
…………………………………………………………………………………………………... ..
(2.10) Don't say: Fatima complained for the weather. /
Say: ………………………………………………………………………………….

60
 SOLUTION
QUESTION 1 (15P)
(1.1) Give three important causes, why you should study English?
1. Language of science. 2. The most commonly spoken language in the world 3. The
language of the media and industry.

(1.2) The following abbreviations stands for what?

SAT: Scholastic Aptitude Tests and Scholastic Assessment Tests, TOEFL: Test of
English as a Foreign Language, IELTS: International English Language Testing Service.

(1.3) List four tips for Good Technical Writing

1. Know your audience, 2. Use an impersonal style,
3. The writing should be straightforward, 4. Know how to research

(1.4) Write the three main components of the learning strategy

1. Blended learning activities 2. Blended learning resources, and 3. Blended learning
assessments.

(1.6) The Principles of Learning English are:

1. Vocabulary, 2. Grammar, 3. Reading, 4. Writing, 5. Listen/Speak, 6. Pronunciation 7.
Practicing all.

(1.5) Complete the following table.

good bad much little little large big sad dirty shy
better worse more less smaller larger bigger sadder dirtier shyer
best worst most least smallest largest biggest saddest dirtiest shyest

(1.6) Complete the Tense and Verbes tables

Group/time Present Past Future

Simple Verb/verb + s (verb + ed) Will + verb
Am/is/are (regular/irregular)
Continuous Am/is/are + Verb + ing Was/were + verb +ing Will be + verb + ing
Perfect Have/has + past participle Had + past participle Will have + past
participle
Perfect Have/has been + verb + ing Had been + verb + ing Will have + been +
continuous ing

(1.7) Write the three types of sentences

1. Simple Sentence, 2. Compound Sentence, 3. Complex Sentence

(1.8) Write the structure of research paper

1. Title, 2. Abstract, 3. Introduction, 4. Methodology (Experimental and Theory), 5.
Results, 6. Discussion, 7. Conclusion, 8. References.

(1.9) Write the five Ws:

1. Who, 2. What, 3. When, 4. Where and 5. Why
(1.11) The list of the Structure of CV is:

61
1. Length, 2. Structure, 3. Formatting, 4. Personal Details Career Summary, 5. Education, 6.
Publications, 7. Research as an academic scientist, 8. Honors and Recognitions, 9. Funding, 10.
Teaching, 11. Administrative experience, 12. Professional experience, 13. Other skills and
qualifications, 14. Professional affiliations and memberships, 15. Attendance at conferences and
seminars, 16. References, 17. Appendices.
(1.12) The fiber optics consists of the following parts:
1. Core, 2. Cladding, 3. Buffer coating.
(1.13) Write the component of the following figure of simple fiber optic link.

(1.14) What stands the acronym LASER?

"Light Amplification by Stimulated Emission of Radiation"

QUESTION 2 (5P)
(2.1) Ahmed … (b) Washes … the family car.
(2.2) Every morning my mother … (c) Gets up ..at 6 o’clock.
(2.3) Which negative sentence is in the simple present?
e) He do not reads a book
f) He does not read a book
g) He is not reading a book
h) He don’t work in a bank
(2.4) Which negative sentence is in the simple present?
1.We don’t work in a bank.
2. We does not work in bank
3. We don’t work in a bank
(2.5) Form questions in the simple present
a) Ahmed/to read/comics--------------------Does Ahmed read comics?
b) What/they / to eat / for breakfast--------What do they eat for breakfast?
c) When /his mum / to come /home--------When does his mum come home?
d) To be / Ahmed /From Austria------------Is Ahmed from Austria?

(2.6) Don't say: We believe to God. / Say: We believe in God.

(2.7) Don't say: Nacer boasted for his strength. / Say: Nacer boasted of (or about) his
strength.
(2.8) Don't say: Elke's very careful for her health. / Say: Elke's very careful of/about her
health.
(2.9) Don't say: He travelled with the train yesterday. /Say: He travelled by train yesterday.
(2.10) Don't say: Fatima complained for the weather. /Say: Fatima complained about the
weather.

62
REFERENCES
[1] T. Maiman “Stimulated radiation in Ruby” Nature 6 May, 1960
[2]“Theodore Harold Maiman and the invention of Laser,”
https://www.researchgate.net/publication/253023494_Theodore_Harold_Maiman_and_the_i
nvention_of_Laser
[3] Lic. Luis Alberto Viades Valencia Fecha: “Teaching Technical English Writing”. Agosto 2002
[4] Bearbeitet von Uwe Dzeia, Birgit Haberl, Jürgen Köhler “Technical English Basics,” 2010.
[5] “Testing Grammar: Using Multiple Choice Tests versus Translation,” Bachelor thesis Brno
2007 Supervisor: Written by: Dr. Rita Collins, Ed.D. Lenka Žlábková
[6] https://www.pearson.com/english/catalogue/business-english/technical-english.html

INDEX
Adjective ............................................. 19, 24
Adjectives .......................... 20, 22, 24, 54, 56
Adverbs ................................... 20, 22, 54, 56
Communication ................................... 15, 56
development .................................... 9, 14, 52
electronics............................................ 15, 43
English grammar ......................... 6, 8, 22, 63
Fiber lasers .......................................... 38, 39
Foundation ................................................. 18
General English ......................................... 13
IELTS ............................ 2, 11, 12, 51, 58, 60
laser diode ............................................27, 31
Lower loss................................................. 27
research ... 6, 8, 13, 14, 24, 25, 26, 34, 35, 42,
43, 51, 59, 61
science .................................9, 18, 33, 42, 60
specific teaching ....................................... 14
Technical ...............................................1, 13
technical instructions ................................ 23
Technical writing ...................................... 13
Tense and Verbes.......................4, 21, 59, 61
TOEFL ...........................2, 11, 12, 51, 58, 60

63