COMMUNICATIONS!

January 13, 1992 The success of your career may depend less on your technical ability than on the ability to communicate. Engineers and technologists must be able to speak and write effectively. The objective of all communications is to transfer information as efficiently as possible. This involves both understanding the information to be delivered and the needs of the audience receiving the information. There are many styles of communications. Each person should adopt a style that works. This takes time and practice. Staff members of the EE/CpE/EEET department recognize the need for effective communications. This document is a compilation of guidelines, rules and examples for various written and oral reports. These guidelines and examples are based on staff experience and they will work for most situations. Following the guidelines will improve the quality of your communications. This information is provided for reference. Keep it in a notebook or folder and add additional information as your career progresses. -----------------------------------------------------------------------TABLE OF CONTENTS TECHNICAL COMMUNICATIONS GUIDELINES AND TYPES. . . . . . . . . I. Guidelines . . . . . . . . . . . . . . . . . . . . . II. Communication Formats: . . . . . . . . . . . . . . . ENGINEERING NOTEBOOKS. . . . . . . . . . . . . . . . . . . . . I. Notebook Guidelines. . . . . . . . . . . . . . . . . II. Notebook Format. . . . . . . . . . . . . . . . . . . MEMO REPORTS . . . . . . . . . . . . . . . . . . . . . . . . . THE FORMAL REPORT. . . . . . . . . I. Title Page . . . . . . . II. Abstract . . . . . . . . III. Introduction . . . . . . IV. Body of the report . . . V. Conclusion . . . . . . . VI. Other Optional Sections. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 1 2 3 3 4 5 10 10 10 10 10 11 11 13 15 17 18 19 19 19

EXAMPLE ABSTRACTS. . . . . . . . . . . . . . . . . . . . . . ORAL PRESENTATIONS . . . . . . . . . . . . . . . . . . . . . ORAL QUIZZES . . . . . . . . . . . . . . . . . . . . . . . . GRAPHS AND CHARTS. . . . . . . . . . . . . . . . . . . . . . TECHNICAL COMMUNICATIONS BIBLIOGRAPHY. . . . . . . . . . . . I. Technical Writing Books In the Library . . . . . . II. Technical Writing Journals in the Library. . . . .

III. Selected Journal Articles. . . . . . . . . . . . .

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----------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD TECHNICAL COMMUNICATIONS GUIDELINES AND TYPES January 13, 1992 I. Guidelines

The effectiveness of technical communications is enhanced by the following guidelines: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. 21. Put yourself in the place of the audience. Present all information needed so the report can be understood. Use the required format. Stick to the subject. The content must be about the assigned topic. Write clearly. Be brief but avoid undue abbreviation. Present information visually in the form of graphs, diagrams, or figures whenever possible. Use proper grammar and punctuation. Check spelling carefully. Write sentences. Use third person. Minimize the use of personal pronouns. Present tense is used for permanent facts. Minimize forward information references. Don't force the reader to read another section later in the report to understand the current point. Place appendices after the conclusion. Appendices are sections which provide additional information more extensive than is required in the body of the report. Sequentially number literature references in the report and list them in order following any appendices. Alphabetize bibliographies by author's last name following the list of references. Type all reports or write in ink. Write on one side of the page only. Use theme or plain white paper. Include figures and diagrams in the text following as closely as possible the page where they are referenced. Don't put them at the end of the report. Title all figures and diagrams. Number pages. Bind or staple pages securely.

II.

Communication Formats:

There are five main ways to document or communicate technical information: 1. Engineering Notebooks

The engineering notebook is the engineer's basic working document. This is the primary source of information for subsequent reports. In the real world, a notebook is a legal record of work performed. It could be used to document patent rights, record information for tax purposes, or to resolve liability questions. LEARN TO DO IT RIGHT. 2. Memo Report

A memorandum is usually a report to a supervisor or colleague giving results of a technical investigation. Typically the supervisor is technically aware of the topic. 3. Formal Report

The formal report is more detailed than the memo report. It might be slanted toward a less technically knowledgeable audience and thus requires more introductory and explanatory information. You must evaluate your audience and write accordingly. The formal report is written in a style suitable for publication. For style hints, look at a technical journal such as any of the IEEE Transactions. 4. Oral Report

The oral presentation is a very important method of presenting information. The use of visual aids such as the overhead or slide projector to explain critical points is often very effective. Treat the oral report as a conference technical presentation. ]5. Oral Quizzes

A supervisor may require an examination of knowledge gained in the laboratory. Answers are derived from information in the laboratory notebook. ----------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD ENGINEERING NOTEBOOKS January 13, 1992 An engineer's notebook is probably the most important working document engineers produce. This is the source from which data are obtained for calculations, conclusions are formed, future work is planned and reports are produced for one's employer. Above all else, it should be complete. Not only should it include details of your experiment, but it should also include peripheral comments or feelings - not necessarily backed by data.

If you have a hunch, put it down (but be sure you indicate that it is merely a hunch). Any calculations whatsoever (even multiplying 2 X 2) should be put in the notebook. No scratch paper should be used in the laboratory. Incorrect data should be marked with a single line through it, or the word VOID written across a voided paragraph or page. Your notebook should be complete enough that any competent engineer could go into the laboratory and by following your notebook set up exactly the same equipment and duplicate your experimental work in its entirety (including your mistakes). I. Notebook Guidelines 1. 2. 3. 4. 5. Use bound notebooks (not spiral), quadrule recommended. Number all pages sequentially in ink. Make entries in ink with each page dated. Make entries primarily while in the laboratory. Have laboratory notebooks checked and initialed by the instructor at the end of each lab period before leaving the lab. Reserve the first page for a title page, the next three for table of contents. Adhere to proper engineering form in curve scaling, tabulations, and explanations. Review your notes after a short time.

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To be strictly legal, all pages should have printed numbers and all entries should be witnessed by a co-worker. We won't require this in the laboratory. II. Notebook Format 1. Instruction sheet - Normally issued before the laboratory period to permit the student to plan the laboratory procedure. This should be pasted in as the last lab entry. Introductory comments - A brief statement of theory or special considerations involved in the experiment. It should help you (and the ultimate user of your notebook) to understand better what is to be done. Procedure including material. should be number or - A description of the procedures followed, actual circuit diagrams and other pertinent Individual meters and equipment listed identified by manufacturer, model and serial university property number.

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Data - Meter readings, calculations, observations, component values, and everything worthy of note. When tabulating readings of multi- range instruments, indicate the range used. Tabulated data should be as neat and clear as possible. The independent variable (that variable you control, i.e. frequency, resistance, etc.) would normally be in the left hand column with an appropriate heading. The appropriate units should be indicated either in the heading or with the data. The dependent variable (the response to the changing independent variable) would normally be to the right of the first column with its own column heading and units. Range changes should be noted, possibly in the columns of data as the data taking progresses. If possible, take data in a monotonic (continuously increasing or decreasing) fashion. More consistent and accurate data will be obtained if mental calculations are minimized during data recording. When taking data, record the range as one entry and the raw data value as another. When the range must be changed, record the new range with its associated readings. Once you have complete and correct raw data, convert it to proper values. If this is done, conversion errors may be more easily found and corrected. For best results plot your data during the experiment so that inconsistent points might be recognized and re-measured if necessary.

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Evaluation - A critical evaluation of results pointing out weaknesses, inconsistencies, inaccuracies and probable sources of error. Suggestions for better approaches or procedures should be made. (Be "hard-nosed" with yourself here.)

----------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD MEMO REPORTS January 13, 1992 A memorandum (memo) is an informal report used to convey information about a subject. Engineers and technologists must often write memos to their supervisors. Therefore it is important to learn good habits in preparing this type of document. All writing requires the author to consider the audience. Memos for all EE/CpE/EEET labs are to be written to the electrical engineer for whom you work. The memo should tell what was done and describe the important findings. Tell how dependable you think your findings are. Memo reports for EE/CpE/EEET classes are to be no longer than three single sided pages typed or four pages hand written.

The next few pages represent an example memo format with explanatory comments. Explanation Example Memo TO: FROM: DATE: Memo Control Statement SCOPE: The scope section describes the problem. This memorandum covers investigations carried out by Jane Student and Joe Scholar on November 8, 1990. Two ohmmeter circuits were investigated. Linearity, calibration effectiveness, and accuracy degradation with battery deterioration were determined for each. MY BOSS J. Student EEET 311-02 November 12, 1990 RE: Laboratory Investigation - Series Ohmmeter Circuits

Where applicable show circuit sketches, measurement techniques, diagrams, or other items related to understanding the task.

Figure 1. Series Series Adjust Ohmmeter RESULTS:

Figure 2. Parallel Adjust Ohmmeter

The results section CONCISELY describes the procedures and results of the investigation. It may list data values or other results that are important to convey. DO NOT TRANSFER ALL LAB BOOK INFORMATION! Tables, graphs, and/or sketches are appropriate if they contain information that must be conveyed.

The circuit presented in Figure 1 was investigated to determine theoretical calibration in terms of the implied resistance at each major division on the current meter. Theoretical calibration curve data were calculated and then plotted graphically. Experimental data were obtained at several points using a resistance substitution box as Rx. Both theoretical and experimental data are shown on the same graph for comparison Figure 3). Internal battery decay) was simulated by reducing the power supply from its nominal value of 1.5 to 1.25 volts. With this reduction, the circuit in Figure 1 was first used as an ohmmeter without the normal zero-adjust calibration. The ohmmeter was then calibrated by shorting the leads and adjusting Rz to get the meter full scale current deflection. A substitution box

was used as Rx to obtain calibration accuracy data for both the uncalibrated and calibrated ohmmeter experiments. These data are shown graphically in Figure 4 where the theoretical calibration curve is also shown for reference. The procedures used with the circuit of Figure 1 was repeated for the circuit of Figure 2. The theoretical calibration curve and the experimental data were the same as that of Figure 3 when the cell voltages were at their nominal values. Thus there was no need to repeat the calculations for the parallel adjust ohmmeter. Data representing cell deterioration from 1.5 to 1.25 volts for the circuit in Figure 2 are presented in Figure 5 together with the theoretical curve. TECHNICAL COMMENTS: Enter any technical comment or observations that should be communicated. The meter current dependence on unknown resistance value is nonlinear for both circuits. Determining unknown resistance by first reading current from a meter and then taking the corresponding resistance from a graph is subject to error. It would be more error free and convenient for the user to have the resistance value printed directly on the meter face, above or below the current scale. CONCLUSIONS: Enumerate relevant conclusions. 2. 1. Each circuit is equally convenient to use. Both ohmmeter circuits are accurate as long as the internal battery is near nominal voltage. The series adjust ohmmeter (Figure 1), although more easily understood, is less accurate than the parallel adjust ohmmeter (Figure 2) once the battery voltage begins to decay. Both circuits have poor accuracy if appropriate zero adjust calibration procedures are not used.

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Graphs should be drawn using French curves, showing axes labeled with units. The figure should be identified by number and a statement. An appropriate legend should be included for graphs with more than one curve. -----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD THE FORMAL REPORT January 13, 1992 I. Title Page

The title should clearly indicate the subject of the report. The title page should have the title, name or names of the authors, date, and course on a single page. II. Abstract

The object of the abstract is to give the reader enough information to determine if the report should be read. The abstract should be self contained, should be short (100-200 words) and should state the following concisely: 1. 2. 3. 4. What the author has done. How it was done (if that is important). The principal results (numerically, when possible). The significance of the results.

See page 13 for example of abstracts. III. Introduction The introduction orients the reader with respect to the problem. The object is to get the reader knowledgeable enough to understand the following sections. It may include the following: 1. 2. 3. Background information to establish the motivation for doing the work. Objective of the work. Any theory necessary to understand the results presented.

IV.

Body of the report

The body of the report contains the primary message in detail. The writer should communicate information efficiently and effectively to the reader. The body may have several sections or subsections which should have appropriate titles.

(Don't call the body "Body.") included: 1.

The following sections could be

Procedure. Write a brief account including circuit diagrams where necessary. The lab handout may be referenced (as an Appendix) but should not appear in the body of the report. Theory/calculations. Include appropriate theory and necessary equations (with references if needed). Methods of calculations should be indicated or sample calculations given. Results. Present all experimental results. Use visual forms of presentation such as graphs where possible. Figures must be numbered and titled. Discussion of results. Discuss measurement problems and errors in measurements, calculations, and results. Compare results to theoretical and/or expected results.

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Conclusion Your

Each conclusion should be numbered and clearly stated. conclusions could include the following items: 1. 2. 3. 4. VI. What is shown by this work and its significance. Limitations and advantages. Application of results. Recommendations for further work.

Other Optional Sections

Many reports may include one or more of the following optional sections: 1. Executive Summary. Often an executive summary is given to summarize the entire report. It may be that this is the only part of the report that is read by an executive. It should briefly summarize the entire report. When included, the executive summary follows the abstract. Appendices. The appendices contain relevant supporting material which may not be strictly necessary to understanding elements of the report. References. When information from some other source is used, either as a direct quotation or paraphrased, that source should referenced. Usually, a number in brackets [ ] is inserted in the text and is used to specify the reference citation in the reference section. The references are listed in order of their appearance in

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the report. 4. Bibliography. The bibliography includes general reference information about the topic of the report but not specific information referred to in the report.

-----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD EXAMPLE ABSTRACTS January 14, 1992 The abstract is an important part of a formal report. Its function is to help the reader know if he or she should read the document. Abstracts are especially important these days because they are entered into computerized data bases which are searched by researchers looking for information on a particular subject. The researcher must decide whether or not to order the whole article based on the abstract you write. Your abstract should be carefully written to include key words relevant to your article so the computer search can find it. A good abstract must tell the reader what will be found in the document and, if possible, what might not be found. It should present the main results, the methods by which they were achieved, and their significance. This is a difficult task because usually you are limited to very few words. Here are some examples of abstracts: "Abstracts, conclusions and summaries," Andrew A. Sekey, IEEE Transactions on Professional Communications, Vol PC-16, No. 2, pp. 25-26, June 1973. The functions of the Abstracts, Conclusions and Summary sections in engineering and scientific reports and papers are compared and contrasted. Each is found to serve a specific purpose and not be interchangeable with the others. As an illustration, mock specimens of these sections are developed and compared for Shakespeare's Othello. "Add style to your technical writing," Daniel L. Plung, IEEE Transactions on Professional Communications, Vol PC-27, No. 1, pp. 20-24, March 1984. Technical writing need not be dry either by design or default. Without neglecting precision and conciseness, language and phrasing can be used to assist rather than impede understanding. Putting style in technical writing can be aided by awareness of these devices: alliteration, anaphora, antemetaboly, antithesis, climax, colon, epistrophe, metonymy, and simile. Examples of each are included.

"Small-computer digital image analysis," Jan M. Engel, Optical Engineering, Vol. 20, No. 6, pp. 932-934, Nov/Dec 1982. The digital image analysis system (DIAS) is a software-oriented computer-based approach to automatic image analysis. In this paper, some aspects of DIAS are discussed that can be performed with commercially available image pickup equipment attached to an optical microscope and linked to a sensor-based small computer (such as a System/7 or a Series/1). Through the application of an optical edge detection program, the system is adapted to precision measurement of linewidths and other parameters on semiconductor and garnet wafer patterns. "Microprocessor-based interactive image-processing system," F. M. Cady and R. M. Hodgson, IEE Proc, Vol. 127, Pt. E, No. 5, pp. 197-201, Sept. 1980. The hardware of a microprocessor-based interactive image-processing system is described. This system incorporates a two-dimensional charge-coupled-device imaging array and can digitize 100 x 100 element images at a rate of 6Hz. A visual-display monitor is provided for the immediate display of the digitized picture information, and a floppy disk is included for the permanent storage of data. The software system used for interactive image-processing and applications of the system are briefly described.

-----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD ORAL PRESENTATIONS January 13, 1992 Oral presentations will be a regular occurrence in your career. You may have to present a new product proposal to a supervisor or to a new customer. You may have to report on progress of your current project. Oral presentations need not be terrifying. Follow the guidelines given below, use what you have learned in your classes and above all, practice. 1. 2. Dress neatly. Personal appearance is important.

You will learn the proper way to organize material for oral presentation in Speech Communications or English classes. The basics include the following: Open with a statement to get the attention of the listener. Explain why the statement is important or what it is about. Give examples or results to back up your explanation.

Conclude by summarizing and restating the main point. 3. An old rule of thumb for giving a lecture is: Tell them what you are going to tell them; tell them; tell them what you told them. Use whatever notes or aids you are comfortable with but don't read a speech. Information written to be read by an individual usually does not come across well when read to a group of listeners. You will usually have some time limit for your presentation. Practice so you can deliver your message in the time allowed. Don't try to say too much in too little time. If you are part of a group presentation, practice with the group. Be aware of your audience and present your material at a level they can understand. Visual aids such as overhead projector transparencies or 35 mm slides can increase the effectiveness of your presentation. They can also detract if they are not neatly done or are too small. An overhead transparency created from typewritten material is usually not suitable for viewers beyond the front row. Practice. Practice. Practice.

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-----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD ORAL QUIZZES January 13, 1992 Oral quizzes may be the most demanding presentation you are called upon to give. The object of an oral quiz is to help you to be comfortable answering questions about a project. In your professional life, an oral quiz can happen almost any time a supervisor tours your workplace. A properly maintained engineering notebook is the key to being able to answer technical questions. To prepare for an oral quiz you should consider the following actions: 1. 2. Keep all laboratory records and engineering design notes in an engineering notebook. Periodically review the notebook. If you can not understand what you did, you must do a better job keeping records. You may have to go back to the laboratory to repeat the experiment.

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If there are parts of the material you do not understand from a theoretical basis, read other sources of information such as textbooks and technical journal articles.

-----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD GRAPHS AND CHARTS January 13, 1992 The sample memo report shows examples of graphical presentations of data. Remember that you are trying to communicate information to the reader. Some guidelines for effective presentation of graphical information are the following: 1. 2. 3. 4. Be neat. Draw graphs using straight edge and french curve. Don't draw graphs free hand. Title all graphs and charts. supposed to convey? Label all axis, giving units. Plot dependent variables on the y axis (ordinate). The independent variable is usually on the x axis (abscissa). For example, in the equation y = mx + b, y is the dependent and x the independent variables. Plot data to be compared on one graph to allow the reader to easily see differences and similarities. However, don't put too much information on one graph. An uncluttered graph is more effective. Use different types of marks (crosses, squares, circles, etc.) for data points on multicurve graphs. Since colors do not reproduce well, use different types of lines (dotted, dashed, solid etc.). Plot the data either as a smooth curve or connect point-to-point depending on the information to be presented. You will learn with experience what works best. When in doubt, ask an instructor. Choose the type of graph paper (linear, semi-log, log-log etc.) depending on the information to be presented. What is the graph

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-----------------------------------------------------------------------EE/CpE/EEET DEPARTMENT STANDARD TECHNICAL COMMUNICATIONS BIBLIOGRAPHY

I.

Technical Writing Books In the Library Third Floor, call number T11 1. 1. 2. 3. Clear Technical Writing. John A. Brogan. USA: McGraw-Hill 1973 Technical Writing Structure, Standards and Style. Robert W. Bly and Gary Blake. NY: McGraw-Hill 1982 Writing for Engineering and Science. Tyler G. Hicks. NY: McGraw-Hill 1966 Handbook of Technical Writing Practices Vol I and II. Stello Jordan ed. NY: Wiley 1971

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Technical Writing Journals in the Library 1. 2. 3. 4. Journal of Technical Writing and Communication Technical Communications, Journal of the Society of Technical Communications IEEE Transactions on Professional Communication IEEE Transactions on Education

III. Selected Journal Articles 1. "Preparation of a Technical Bibliography", Madhu-Sudan Gupta, IEEE Transactions of Professional Communication, Vol. PC-16, No. 1, pp. 7-10, March 1973 "Abstract, conclusions and Summaries", Andrew A. Sekey, IEEE Transactions on Professional Communication, Vol PC-16, No. 2, pp. 25-26, June 1973 Graphic Symbols for Electrical And Electronics Diagrams, IEEE Std 315-1975, September 1975 "How to Write with Style", "How to Write Clearly", "How to Write a Business Letter", International Paper Co., IEEE Transactions on Professional Communication, Vol. PC-24, No. 2, pp. 66-71, June 1981 "Increasing the Oral Communication Competencies of the Technological Student: The Professional Speaking Method", Sam C. Geonetta, J. Technical Writing and Communication, Vol. 11, No. 3, pp. 233-244, March 1981 "An Editor's View: Ten Common Errors in Technical Writing", Clarence H. Annett, J. Technical Writing and Communication, Vol. 12, No. 3, pp. 185-190, March 1982

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"Obfuscatory Scrivenery (Foggy Writing)", T. Dunkle, Science 82,Vol. 3, No. 3, pp. 82-84, April 1982 "Laboratory Notebooks: Current Teaching Applications", J. Technical Writing and Communication, Vol. 12, No. 3, pp. 213-217, March 1982 "A User-driven Approach to Better User Manuals", John Maynard, IEEE Transactions on Professional Communication, Vol. PC-25, No. 1, pp. 16-19, March 1982 "Write a Good Technical Report", Gael D. Ulrich, IEEE Transactions on Professional Communication, Vol. PC-27, No. 1, pp. 14-19, March 1984 "Add Style to Your Technical Writing", Daniel L. Plung, IEEE Transactions on Professional Communication, Vol. PC-27, No. 1, pp. 20-24, March 1984 "You'll Never Get Ahead in Engineering if You Can't Make Yourself Understood", Thomas E. Burke, IEEE Transactions on Professional Communication, Vol. PC-27, No. 1, pp. 25-28, March 1984 "From University Term Papers to Industry Technical Reports - An Attempt to Bridge the Existing Gap", Chris J. Georgopoulos and Voula C. Georgopoulos, IEEE Transactions on Education, Vol. E-27, No. 3, pp. 143-147, August 1984

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