Recieve and Respond To Workplace Communication
Recieve and Respond To Workplace Communication
ON
BASIC COMPETENCIES
(RECIVE AND RESPONSE TO WORKPLACE
COMMUNICATION)
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HOW TO USE THIS COMPETENCY-BASED LEARNING MATERIALS
Welcome!
The unit of Competency, “Receive and response to workplace communication”
This learning material in “Receiving and responding to workplace communication”
is designed to guide you in learning at your own pace. To start with, talk with your trainer and
agree on how you will both organize the training for this module. Most probably your trainer will
also be your supervisor or manager. He/she is there to support you and guide you the correct
way to do things. From time to time you will be required to practice and demonstrate the skills
that you’ve learned from this module and you will be requiring some assistance from your trainer
(as instructed in the learning material).To proceed with the learning session you just have go
through the Learning Activity Sheet where in you will follow series of learning instructions
towards attaining the learning outcome. This procedure should be repeatedly done until you
have completed all the learning elements in this Competency-Based Learning Module or until
such time that you are ready to take the final assessment for this module. You may skip some
learning activities if you can demonstrate that you are competent enough on the said
task/s.
At the end part of this module is a Learner’s Diary. Use this diary to record important dates,
jobs undertaken and other workplace events that may provide further details to your trainer or
assessor. A Record of Achievement will be provided to you by your trainer for you to
accomplish once you complete the module. Upon completion of this module, study the evidence
plan at the end of the last learning element of this module then ask your instructor to assess
you. You will be given a certificate of completion as proof that you met the standard
requirements (knowledge, skills and attitude) for this module. The assessment could be made in
different methods, as prescribed in the competency standards. If you have questions, don’t
hesitate to ask your instructors for assistance. Your instructor will always be available to
assist you during the training.
Recognition of Prior Learning (RPL)
You may already have some or most of the knowledge and skills covered in this
Module because you have:
been wo
already
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If you can demonstrate to your trainer that you are competent in particular skill, talk to him/her
about having them formally recognized so you would not have to undergo the same training
again. If you have a qualification or Certificate of Competency from previous trainings, show it to
your trainer. If the skills you acquired are still current and relevant to this module, they may
become part of the evidence you can present for RPL. If you are not sure about the level of your
skills, discuss this with your trainer.
MODULE CONTENT
Module Descriptor: This module covers the knowledge, skill and attitude required to
obtain, interpret and convey information in response to workplace requirements.
Learning Outcomes:
Upon completion of this module, you must be able to:
1. Follow routine and spoken messages
2. Perform workplace duties following written notices
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LEARNING OUTCOME # 1
Follow routine spoken messages
CONTENTS:
1. Understanding information/instructions
2. Instructions/information
3. Clarification on workplace
ASSESSMENT CRITERIA:
Specific relevant information is accessed from appropriate sources.
Effective questioning, active listening and speaking skills are used to gather and convey
information.
Appropriate medium is used to transfer information and ideas.
Appropriate non-verbal communication is used.
Appropriate lines of communication with superiors and colleagues are identified and followed.
Defined workplace procedures for the location and storage of information are used.
Personal interaction is carried out clearly and concisely.
CONDITION:
Students and Trainees must be provided with the following:
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LEARNING OUTCOME 1
Understanding information/instruction
3. Read Information Sheet 1.1-2 on Sentence Compare your Answer to the Answer
Construction keys.1.1-2
5. Read Information Sheet 1.1-3 on Effective Read and Understand the information
communication sheet and check yourself by answering
the self-check.
SPEECH
Introduction
Content Words
Nouns (success), verbs (succeed), adjectives (successful), adverbs (successfully)
and interjections (wow!) are parts of speech that can be sub-grouped as “content
words”- words that provide the concepts and ideas conveyed by the sentence. Content
words are constantly being added to or removed from general English use due to
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changes in culture and society, and technological and scientific innovations, which bring
new words into common use.
Structure Words
Determiners (the), pronouns (we), prepositions (at) and conjunctions (and) are
parts of speech that can be sub-grouped as “structure words” - words that tie the
content words together into a grammatically correct sentence and reflect the inner
grammar rules of the language. Structure words remain fairly constant in language use
over time.
For example:
The defendant’s lawyers object to any claims made by the prosecution.
[Object is a verb, meaning to oppose]
They also showed an object found in the scene of the crime as exhibit A.
[ object is a noun, meaning a physical item ]
In Summary
Knowledge of the parts of speech and their function is a tremendous help for any
English user, providing the terminology to study and analyze the language and identify
mistakes in writing. Being familiar with these terms will help you learn how to use
English more efficiently and quickly.
I. Parts of Speech
Learning about the parts of speech is the first step in grammar study just
as learning the letters of the alphabet is the first step to being able to read and
write. From learning the parts of speech we begin to understand the use or
function of words and how words are joined together to make meaningful
communication. To understand what a part of speech is, you must understand
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the idea of putting similar things together into groups or categories. Let's look at
some examples of categories.
COLORS FRUITS DRINKS LANGUAGES
Blue Banana milk Spanish
Red Apple Water Arabic
Yellow Orange Soda Japanese
Green Grape beer English
Black Lemon Coffee Korean
Colors, fruits, drinks, and languages are categories. If I tell you that Grebo
is a language, you would understand exactly what Grebo is. If we did not have
the category language, it would be hard to explain what is meant by the word
Grebo. It is very convenient to have categories to talk about similar things. Let's
look at some more examples of categories. In the list below, which does not
belong with the others?
INFORMATION SHEET 1.1-1
PART OF SPEECH
a) violin
b) hammer
c) drums
d) piano
e) guitar
If you chose hammer, you are right. Violin, drums, piano, and guitar are
used to make music, but a hammer is not used to make music. Hammer doesn't
fit with the other words because it is a tool and all of the others are musical
instruments.
Let's try another example. Which of these does not belong with the others?
a) hammer
b) saw
c) violin
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d) screwdriver
e) wrench
This time, the word violin does not belong because it is not a tool. It is
very useful to have categories like musical instruments and tools to organize our
ideas. The parts of speech are categories used to organize or classify words
according to how they are used. We use parts of speech as a way to make it
easier to talk about language.
by using the 8 parts of speech. But this classification has been used for a
long time and many grammar books use it, so it is easier to keep on using it. It is
possible to speak or learn a language without knowing the parts of speech, but
for most of us, knowing about parts of speech makes things easier.
When you look up a word in a dictionary, you will find not only the
meaning of the word but also what part of speech it is. This information is very
helpful in understanding the full meaning of the word and knowing how to use it.
The 8 parts of speech that are used to describe English words are:
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1. Nouns - any abstract or concrete entity; a person (police officer, Michael),
place (coastline, London), thing (necktie, television), idea (happiness), or
quality (bravery)
2. Verbs - any action (walk), occurrence
(happen), or state of being (be)
3. Adjectives - any qualifier of a noun
4. Adverbs - any qualifier of an adjective,
verb, clause, sentence, or other
adverb
5. Pronouns - any substitute for a noun
or noun phrase
6. Prepositions - any establisher of
relation and syntactic context
7. Conjunctions - any syntactic connector
8. Interjection - word (or prefix or suffix) that is used with a noun to indicate the
type of reference being made by the noun.
SELF-CHECK 1.1-1
PART OF SPEECH
Identification:
Put the correct answer on the space provided.
_________ 1. Determiners (the), pronouns (we), prepositions (at
and conjunctions (and) are parts of speech that can be sub-grouped.
__________3.Nouns (success), verbs (succeed), adjectives (successful), a
dverbs (successfully) and interjections
__________ 5. Is the first step in grammar study just as learning the letters of
the alphabet is the first step to being able to read and write.
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Enumeration: 8 parts of speech 1-8
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ANSWER KEY 1.1-1
PART OF SPEECH
IDENTIFICATION
1. Structure words
2. Preposition
3. Content words
4. Nouns
5. Part of speech
ENUMERATION
1. Noun
2. Adjectives
3. Adverbs
4. Pronouns
5. Preposition
6. Conjunction
7. Article
8. Verbs
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
INTRODUCTION
If writing is a relatively new experience, or it is some time since you last wrote
anything, write in fairly short, simple sentences. Aim to make one point in each
sentence or paragraph if the point is more complex. If a sentence delivers two
points, consider splitting it into two sentences.
The simplest sentence consists only of a noun, a naming word, and a verb or action
word. For example, in the sentence “Mary walked”, Mary is the naming noun and
walked is the action verb.
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Mary is the proper noun in the example sentence above but can be substituted in
following sentences by the pronoun she. A pronoun is a word that can be used instead
INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
of a noun when a noun has already been mentioned. Other pronouns are he,
we, they and it.
Most sentences have a subject noun and an object noun. For example,
consider the sentence “Mary walked towards the hotel”. Mary is the subject noun
(a person or thing performing the action of walking), and the hotel is the object
noun (a person or thing towards which the action is directed).
They are sometimes known as 'describing words'. When two adjectives are used
to describe one noun, they are set apart with the use of a comma.
For example:
The lazy dog dozed.
The hairy, lazy dog dozed.
Adverbs describe verbs. The adverb should always follow the verb.
For example:
Mary walked slowly. or Peter ran away quickly.
Tense
Verbs, or action words, are expressed in tenses; past, present or future. The
tense of a verb is its setting in time.
For example:
Mary walked (past tense)
Mary walks (present tense)
Mary will walk (future tense)
There are also other, more complex tenses not covered here. An important point
is to be consistent in your use of tense. Decide whether you are explaining an
event in the past, present or future and then be consistent in the use of that tense
until there is a good reason for changing.
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
The incorrect use of tenses is one of the most common mistakes of grammar.
For example, consider the following sentence:
“Marianne describes the new techniques, how they varied in approach and
attitude”.
The verb describes is in the present tense but varied is in the past tense. The
correct tensing of the sentence should be:
“Marianne describes the new techniques, how they vary in approach and
attitude”.
Parts of speech have specific tasks to perform when they are put together in a
sentence.
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
Example:
Example:
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A sentence like this gives an order or a request to someone.
Because we use such statements when we are talking directly to someone, we omit the
word you. It is understood in the sentence. Therefore, in statements like this one, we
say the subject is
Example:
Sometimes the predicate will be composed of two or three verbs that fit together -
the main verb preceded by one or more auxiliary (helping) verbs.
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
A subject and predicate may not always appear together or in the normal order, as the
following examples show:
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Phrases
A phrase is a group of related words that
Examples:
Examples:
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Even though these phrases contain nouns (pronouns) and/or verb forms, none of
the nouns/pronouns/verbs are subjects or predicates. None of them work as
a partnership.
Clauses
Words and phrases can be put together to make clauses.
A clause is a group of related words that contain a subject and predicate.
Note the difference between phrases and clauses in the following examples:
Compounding Sentence Elements
Words, phrases, and clauses may be joined to one another inside a sentence
with a conjunction.
WORDS
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
PHRASES
DEPENDENT CLAUSES
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
Avoiding Fragments
A complete sentence needs only two elements:
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INFORMATION SHEET 1.1-2
SENTENCE CONSTRUCTION
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This sentence can be repaired in three ways:
Writers make this error by joining two independent clauses into a compound
sentence without using any punctuation between them.
No punctuation between the two independent clauses causes them to "fuse" into
an INCORRECT compound sentence.
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Self-Check 1.1-2
SENTENCE CONSTRUCTION
IDENTIFICATION:
10. A group of words that contains a subject and a predicate but does not express a
complete though. ___________
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Answer key 1.1-2
SENTENCE CONSTRUCTION
1. Sentence Structure
2. Adjective
3. Adverb
4. Subject
5. Predicate
6. Does not express a complete pair
7. Does not have a subject and predicate pair.
8. Clause
9. Fused Sentence
10. Dependent clause
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INFORMATION SHEET 1.1-3
EFFECTIVE
COMMUNICATION
INTRODUCTION
1. Body Language
Do not shy away from the person with whom you are speaking. Be sure to
maintain a relaxed, but not slouching posture, regardless whether you are the
one speaking or listening. Other things that ensure your body is communicating
your attentiveness to the conversation can include:
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3. Communication Consistency
any concerns or difficulties. However, ensure that you are practicing open
and honest communication with those who may depend on you. Be available and
bold with tact
4. Patience
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Practicing strong follow-up will also leave the impression that you are
involved in the bigger picture. When people see this commitment, they will know
you are open to future communications. This creates a loyal and discerning
surrounding that cultivates positive movement and communication. This will
develop a strong sense of confidence in those with whom you communicate.
Function
Understanding the communication
process is the first step toward identifying
which barrier is affecting your ability to
communicate. First, the sender has an
idea, usually a product of thought and
research.
The idea is put into words (or actions)
by the sender, who then transmits the
message.
Types
Competence refers to your ability to communicate in a way that is accepted by
others and accomplishes your goals. Language presents a problem not only for
those interacting with foreign speakers, but also for those communicating in the
same language. Perception refers to the way you see others as well as the way
others see you. This mental image impacts how others interpret the messages
you send and how you will interpret the behavior of others.
Prevention/Solution
Being mindful of your communication strengths and weaknesses can help you
overcome communication barriers. The next step is to learn as much as you can
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about your audience, or who you are communicating with. This will help you
choose the best way of expressing your message and ensuring that it is heard.
Considerations
Interacting with individuals from another culture can add even more dimensions
to communication barriers. What is acceptable in one culture is not always
appropriate in another. This includes verbal and nonverbal aspects of the
message as well as other characteristics of context, such as time, place and
relationships involved in the interaction.
INFORMATION SHEET 1.1-3
EFFECTIVE COMMUNICATION
Many people find that they face communication barriers today in the
workplace or in everyday life. Fortunately, there are many ways that barriers in
communication can be overcome quite easily. Some of the easiest ways to do
this is to eliminate the differences in perception as much as possible.
You should also make sure that you use the simplest type of language as
possible, meaning use simple, clear words and avoid using slang and other types
of jargon. Other ways to overcome communication barriers is to ensure that the
background noise is reduced as much as possible and practice active listening.
How can we reduce the barriers that effectively blind us to meaning and
comprehension? Here are seven ways:
Conclusion
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Self-Check 1.1-3
EFFECTIVE COMMUNICATION
Multiple choice:
Choose the letter of the best answer. Write the letter of the correct answer.
1. Sending the right message, which also being correctly received and
understood by the other person.
a. Communication
b. Effective Communication
c. Two-way process
d. All of the above
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5. What is not included in 5 things to practice for effective communication skill.
a. Body language
b. Nervousness
c. Speech and attentiveness
d. patience
1. C
2. D
3. C
4. A
5. B
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LEARNING OUTCOME # 2 PARTICIPATE IN WORKPLACE
MEETING AND DISCUSSION
CONTENTS:
1. Technical Writing
2. Recording information
ASSESSMENT CRITERIA:
Team meeting are attended on time.
Own opinions are clearly expressed and those are others are listened to without interruption.
Meeting inputs are consistent with the meeting purpose and established protocols.
Workplace interaction are conducted in a courteous manner appropriate to cultural background
and authority in the enterprise procedures.
Questions about simple routine workplace procedures and matters concerning condition of
employment are asked and responded.
Meeting outcome are interpreted and implemented,
CONDITION:
Students and Trainees must be provided with the following:
Paper
Pencils/Ballpen
References /books
Manuals
ASSESSMENT METHOD:
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Writen test
Practical/performance test
interview
LEARNING OUTCOME 2
TECHNICAL WRITING
Technical writing is
sometimes defined as simplifying
the complex. Inherent in such a
concise and deceptively simple
definition is a whole range of skills
and characteristics that address
nearly every field of human
endeavor at some level. A
significant subset of the broader
field of technical communication, technical writing involves communicating
complex information to those who need it to accomplish some task or goal.
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The Goal of Technical Writing
"Blackberry for Dummies" - that teaches you how to use your new cellular phone
and that is written in order to cater to someone who has never before used a cell
phone or who is not a cell phone expert
A manual that comes with a computer
A manual that comes with a video game system, such as the PS3 users guide
Traditional Technical Writing
Examples of traditional technical writing might include:
A promotional ad outlining why you would want to purchase a new computer and
explaining the features of that computer
A p r o m o t i o n a l
outlining the phone's features
A promotional ad explaining why you would
want to purchase a new mp3 player and
outlining the phone's features, such as an
ad for the Creative Zen Mozaic Mp3 player
Successful Technical Writing
When carrying out a technical writing
assignment, you must remember to follow
what is known as the three ‘Cs’ and ask
yourself the following questions:
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Is it clear?
Is it concise?
Is it complete?
Because technical writing is so often aimed towards those who may be unfamiliar with
technical jargon and terminology, it is important that a technical writer uses clear and
unambiguous language in their assigned piece.
If the writing is too full of technical language, the message may not come across
as intended.
If the information being written about is provided in a convoluted and round-about
way, the message is likely to be lost entirely. Straight forward and to the point is
always best.
If a technical writer’s information is incomplete, it inhibits the audience’s understanding
of the topic and can, in some cases such as instruction and safety manuals, prove
dangerous.
Above all, technical writing needs to be very clear and concise to be successful.
Recording Information
Research logs can be simply keeping a notebook with any kind of comments you
have about anything related to your project. The log can also be more structured.
For example, you may have sections on:
searches tried
methods for analysis
relevant considerations
problems
Begin with most recent studies and work backwards. A recent article’s list of
references or bibliography might provide you with valuable works to consult.
Don’t trust your memory. Record all research. You'll never remember who said
what if you neglect to take adequate notes!
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Write down the complete citation for each work. Don't forget the page nos. for
later use in the notes and bibliography. For Internet citations, note the URL.
Write all direct quotations precisely, word-for-word. Use quotation marks. Failure
to put a direct text in quotes (or to credit the author) sets the stage for plagiarism.
Avoid copying too many direct quotations. Most of the review should be primarily
in your own words with appropriate documentation of others’ ideas.
Self-check 1.2-1
TECHNICAL WRITING
5. The type of writing includes documents where the write explains a topic to
a novice.
a. Proper writing
b. Communication
c. Planning
d. End user documentation.
1. B.
2. C
3. A
4. A
5. D
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LEARNING OUTCOME # 3 COMPLETE RELEVANT WORK
REALATED DOCUMENTS
CONTENTS:
1. Basic Mathematics
ASSESSMENT CRITERIA:
Ranges of forms relating to conditions of employment are completed accurately and legibly.
Workplace data is recorded on standard workplace forms and documents.
Basic mathematical process are used for routine calculations.
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Errors in recording information on forms/documents are identified and rectified.
Reporting requirements to superior are completed according to enterprise guidelines.
CONDITION:
Students and Trainees must be provided with the following:
Paper
Pencils/Ballpen
References /books
Manuals
ASSESSMENT METHOD:
Writen test
Practical/performance test
Interview
LEARNING OUTCOME 3
BASIC MATHEMATICS
In basic mathematics there are many ways of saying the same thing:
Symbol Words Used
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+ Addition, Add, Sum, Plus, Increase, Total
Addition is...
... Bringing two or more numbers (or things) together to make a new total.
Subtraction is ...
... taking one number away from another.
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Minuend - Subtrahend = Difference
Multiplication is...
.. (in its simplest form) repeated addition.
But you can also multiply by fractions or decimals, which goes beyond the simple
idea of repeated addition:
Division is...
... Splitting into equal parts or groups. It is the result of "fair sharing".
Let's take the simple question of dividing 22 by 5. The answer is 4, with 2 left
over. Here we illustrate the important words:
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Which is the same as:
A Fraction is ...
.. Part of a whole.
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A number written with the
bottom part (the
denominator) telling you
how many parts the whole
is divided into,
A Decimal is ...
... a number based on 10. The numbers we use in everyday life are decimal
numbers, because there are 10 digits (0, 1,2,3,4,5,6,7,8 and 9).
it is also used
to mean a
number that
uses a
decimal
point
followed by
digits as a
way of
showing
values less
than one.
Example: 1.9
is a decimal
number (one
and nine
tenths)
INFORMATION SHEET 1.3-1
BASIC MATHEMATICS
A Percentage is ...
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... parts per 100. The symbol is %
Average
You calculate the average by adding up all the values, then divide by how
many values.
So the average is 7
Basic conversion
Mechanica does not store information concerning the physical dimensions (units)
of the numerical data that you enter. Therefore, whenever you enter numerical data into
Mechanica, you must ensure that you are using a consistent set of units.
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For example, if you enter distance in terms of inches and force in terms of pounds-force,
then you must enter Young's modulus in terms of pounds-force per square inch. In this
system of units, Mechanica reports stress in terms of pounds-force per square inch.
If you do not use a consistent set of units when entering data, the values computed by
Mechanica will be meaningless. This document provides an overview of the physical
dimensions of many of the quantities in Mechanica.
The following abbreviations are used throughout this document:
L = length
M = mass
T = time
F = force
E = energy (heat)
P = power
D = temperature (such as F, C, K)
R = angle radian
When choosing a consistent set of units, you must decide which quantities will form the
basic physical dimensions and which quantities will be derived from the basic
dimensions. Usually, you will choose either mass, length, and time (MLT) or force,
length, and time (FLT) as the basic dimensions. The connection between these two
systems is given by Newton's second law of motion:
force = mass x acceleration
the dimensions of which are:
F = ML/T2
Some quantities in Thermal are usually expressed in terms of energy and power, the
dimensions of which are determined from their definitions:
energy (work, heat) = force x distance
E = FL
power = energy ÷ time
P = E/T
Basics about U.S. Measurement
What you should know:
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You need to know the basic measurements units commonly used in the United States.
They are listed in the table below. Ask your instructor if there are any other U.S. measu
rement units that you should know. The units for time are universally used.
Length:
12 inches (in.) = 1 foot (ft)
3 feet (ft) = 1 yard (yd)
5,280 feet (ft) = 1 mile (mi)
Note: ask your instructor if you need to know this one.
Weight:
16 ounces (oz) = 1 pound (lb)
2,000 pounds (lb) = 1 ton
Capacity:
8 fluid ounces (fl oz) = 1 cup (c)
2 cups (c) = 1 pint (pt)
2 pints (pt) = 1 quart (qt)
4 quarts (qt) = 1 gallon (gal)
Time:
60 seconds (sec) = 1 minute (min)
60 minutes (min) = 1 hour (hr)
24 hours (hr) = 1 day
7 days = 1 week
52 weeks = 1 year
You should know how to convert between units of measurement. For example, you s
hould be able to convert 12 feet to yards (4 yards). To do this, form a unit or unity fracti
on. Use the chart above to find the basic relationship between units. Using this basic r
elationship put the units you want in the answer in the numerator of the fraction. Put the
units you want to get rid of (are converting from) in the denominator. Multiply the given
quantity by the unity fraction. The units should divide out (cancel), and you should be le
ft with the units you want. For example:
INFORMATION SHEET 1.3-1
BASIC MATHEMATICS
to convert 12 feet to yards, the basic relationship is 3 ft = 1 yd. The units we want in the
answer are yards, so they go into the numerator. The units of feet are in the denominat
or. The units fraction is
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1 yd
3 ft . Now, multiply 12 feet by this unity fraction to get the answer in yards.
12 ft 1 yd
3 ft
4 yd
Sometimes unit conversions must be done several times to complete the problem. Sup
pose we want to find the number of minutes in one day. We would convert as follows:
1 day 24 hours
1 day
60 minutes
1 hour 1,440 minutes
You should be able to solve basic application problems involving unit conversions.
Problems:
1. Convert the units. That means, fill in the blanks.
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