Е.И. Курашвили, И.И. Кондратьева B.C. Штрунова
английский язык
для студентов-физиков
Второй этап обучения
Учебное пособие
Издание второе, переработанное и дополненное
Москва Астрель • ACT 2005
УДК 811.111 (075.8) ББК 81.2 Англ-923 К48
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Санитарно-эпидемиологическое заключение № 77.99.02.953.Д.000577.02.04 от 03.02.2004 г.
Курашвили, Е.И.
К48 Английский язык для студентов-физиков. Второй этап обучения: учеб. пособие / Е.И. Курашвили, И.И. Кондратьева, B.C. Штрунова. — 2-е изд., персраб. и доп. — М.: Астрель: ACT, 2005. - 189, |3] с.
ISBN 5-17-019110-3 (ООО «Издательство АСТ») ISBN 5-271-06611-8 (ООО «Издательство Астрель»)
Основная цель пособия — совершенствование навыков и умений в различных видах чтения, а также обучение устным формам обшения по научной тематике. Задания к текстам имеют проблемный характер и ставят целью развивать у студентов логическое мышление и умение вести дискуссию.
Оригинальные тексты пособия представляют практический и познавательный интерес для студентов технических вузов физического профиля.
Книга содержит четыре тематических раздела (20 Units): 1. Научно-технические и технологические достижения и общество; 2. Теории происхождения Вселенной; 3. Мир субатомных частиц; 4. Современные научные открытия, теории и технологии, а также дополнительные тексты для чтения (Supplementary Reading).
УДК 811.111 (075.8) ББК 81.2 Англ-923
ISBN 5-17-019110-3 (ООО «Издательство АСТ»)
ISBN 5-271-06611-8
(ООО «Издательство Астрель»)
>Е.И. Курашвили, И.И. Кондратьева, B.C. Штрунова, 2003 (ООО «Издательство Астрель», 2003
READING
• Read the passage below looking for the ideas concerning the "good" and the "harm" of scientific and technological discoveries.
SCIENCE AND TECHNOLOGICAL PROGRESS IN MODERN SOCIETY
Natural science is the main characteristic feature distinguishing the present civilization from the other civilizations in the past. From its early beginnings in the sixteenth century, the developments of science have influenced the course of western civilization more and more until today it plays'^ most dominant role. *It is not much of an exaggeration to say that we live in a world that, materially and intellectually, has been created by science.
This point is easy to illustrate on the material level. One merely needs to mention the telephone, the radio, the television, the automobile, and the airplane, or any of the count/ess devices invented by the application of science. There is hardly an article used in the homes, in the places of work, or in the places of enjoyment that has not been modified by technology based on science; the means of communication that bind the continents into a single community depend on scientific know-how; without modern sanitation it would be impossible to have large centres of population; without modern industry and agriculture it would be impossible to feed, to clothe, and to provide the "abundant life" to this large population.
There is, however, another part of the story, less obvious and less well known, but far more important. It is a story of expanding intellectual horizons — the impact of science on the mind of a man. *Fundamentally, science is an intellectual enterprise, an attempt to understand the world in a particular way. All the developments mentioned above are but the results, the outcomes of this intellectual activity.
Over the past 150 years the range of human knowledge has been doubled every twelve to fifteen years. In 1930 man knew four times as much as he did in 1900; by 1960 his knowledge had grown sixteenfold, and by the year 2000 it was a hundred times what it had been a century previously.
The second part of the twentieth century brought a number of technical innovations, which are still very young but which are taken so much for granted that it is as if they have always existed.
In the fifties of the last century hardly anyone would probably have believed that we should be able to sit at home and watch astronauts walking in space or that people could be kept alive by the heart of a dead man.
The transistor was not invented until 1948. This piece of electronic equipment found wide use in space technology, computers, transistor radios, medical instruments, television sets — in fact, wherever precise control and modulation of electrical signals was required. It seemed absurd to suppose
Parti
SCIENCE, TECHNOLOGICAL PROGRESS AND SOCIETY
Concern for man himself and his fate must always form the chief interest of all technical endeavours, concern for the greatest unsolved problems of the organization of labour and the distribution of goods — in order that the creations of our minds shall be a blessing and not a curse to mankind. Never forget this in the midst of your diagrams and equations.
Albert Einstein
INTRODUCTORY UNIT
Before reading the passage, let's ask the students of your group their opinions on some aspects of the problem of technological progress.
PUBLIC OPINION POLL
1. What do you think of science? Do science and technology do more good than harm, more harm than good, or about equal?
Opinion | Men | Women | Total |
More good than harm |
|
|
|
More harm than good |
|
|
|
About equal |
|
|
|
2. Leaving out military applications, do you think that scientific discoveries can have very dangerous effects?
Opinion | Men | Women | Total |
Yes |
|
|
|
No |
|
|
|
• Discuss the results of the public opinion poll with your partners. Give reasons for your opinion.
ПРЕДИСЛОВИЕ
Данное пособие предназначено для студентов II курса технических вузов физического профиля и является продолжением учебника «Английский язык для студентов-физиков. Первый этап обучения». Изда-ниетрстьс, переработанное (автор Е.И. Курашвили). М., 2001.
Цель учебного пособия — подготовить студентов к работе с литературой по специальности и ведению беседы по научной тематике с использованием методического приема, который получил название «учебная дискуссия». Предусматривается дальнейшее совершенствование навыков и умений в различных видах чтения, а также обучение устным формам общения по научной тематике на материале предложенныхтек-стов и упражнений с изобразительной опорой в виде диаграмм, таблиц и логических схем. Задания к текстам, в основном, имеют проблемный характер и ставят целью развивать у студентов логическое мышление и умение вести дискуссию.
Учебное пособие разработано на основе оригинальных текстов по темам, представляющим практический и познавательный интерес для студентов физического профиля, и состоит из 20 уроков основною курса и 10 уроков дополнительною чтения, рассчитанных примерно на 60-70 часов аудиторных занятий.
Тематически тексты уроков сгруппированы в три раздела, и при прохождении каждого раздела предусматривается проведение учебной конференции на основе пройденной тематики.
Раздел I посвящен научным и технологическим достижениям XX столетия и трудно разрешимым проблемам экологии и общества в целом. Затрагивается вопрос об ответственности ученого перед обществом.
В разделе 11 обсуждаются современные теории происхождения Вселенной, а в разделе III — микромир элементарных частиц.
В разделе IV представлены некоторые современные теории, открытия и технологии в области физики.
В каждом уроке представлено два тематически связанных текста: текст А, предназначенный для самостоятельной работы студентов и предполагающий изучающее чтение (детальное понимание читаемого), и текст В, предназначенный для ознакомительного и просмотрового чтения в аудитории. В конце пособия дастся поурочный словарь.
Авторы
that it could ever be replaced, however, the invention oflCs (integrated circuits) in 1958 brought in a new era of change in the field, so fundamental that it already has the characteristics of a second industrial revolution.
A mere twelve years separated the launching of the Soviet satellite Sputnik 1 in 1957 and man's first landing on the Moon in 1969. The first long-term orbital station Salyut launched in 1971 opened a new era in space research, providing the possibility of conducting investigations in the field of astrophysics, space technology, medicine, biology, etc. under conditions inconceivable on the earth. Another period of ten years and in 1981 we could witness the launching of a typically new cosmic vehicle — the Shuttle.
It is not difficult to continue with other examples but the point is clear. Events such as these were characteristic of the rate of technological development in the second half of the 20th century. *They suggest that the technological innovations we are to experience during the next twenty years to come may well surpass our wildest fantasies and today's tomorrow may well become tomorrow's the day before yesterday. Science occupies a central position in modern society. It dominates man's whole existence. Research and innovations in technology should improve society's living and working conditions and remedy the negative effects of technical and social changes.
*Reccnt developments of nuclear weapons, satellites, space platforms and intercontinental ballistic missiles have attracted, and rightly so, public attention throughout the world. *Thcy make wars of annihilation possible and forcily thrust upon us the necessity of coming to an understanding with the other nations. It is not merely a matter of peace, but, rather, poses the question of the very survival of the human race.
• Answer the following questions using the information from the text or from any other sources.
1. What means of communication were mentioned in the text?
2. What technological innovations of the 20th century made communication between continents possible?
3. How do science and technology influence people?
4. At what rate was scientific knowledge developing in the 20th century?
5. What are the potential dangers ofscientific discoveries?
6. Are science and technology a blessing for a man or a curse?
• Try to guess the meaning of the words and word combinations given in italics in the text.
• Translate the sentences marked with an asterisk.
• Think and say a few words about:
a) the rate of the human knowledge development basing on the figures below:
1900 1930 -> 1960 -> 2000 1 ->4-» 16 —» 100
b) space research development.
• Read the two summaries below. Which summary reflects the ideas of the passage more accurately? Why is the other one not good? Is it because
a) it is too short and the main idea is not expressed clearly?
b) it is too long and there are too many details and the key ideas do not stand out?
c) the wrong key ideas have been selected?
Summary 1
Natural science and technology play a dominant role in modern society. The range of human knowledge doubles every twelve to fifteen years. Research and innovations should improve living and working conditions and remedy the negative effects of technical and social changes.
Summary 2
Natural science is the main characteristic feature of the present civilization. Science and technology have modified our homes, places of work and enjoyment, means of communications. Science expands man's intellectual horizons. The range of human knowledge doubles every twelve years and by the year 2000 it was a hundred times what it had been a century previously. The second half of the twentieth century brought a number of technical innovations — transistor, ICs, satellites, etc. Recent developments of nuclear weapons make wars of annihilation possible and pose the question of the survival of the human race.
UNIT ONE
GRAMMAR: THE PASSIVE VOICE The Passive Voice
tobe + V3(Vc<])
| Simple | Continuous | Perfect |
Present | I am asked/sent | 1 am being asked/sent | I have been asked/sent |
Past | 1 was asked/sent | I was being asked/sent | 1 had been asked/sent |
Future | I shall be asked/sent |
| 1 shall have been asked/sent |
ОСОБЕННОСТИ ПЕРЕВОДА НЕКОТОРЫХ ТИПОВ ГЛАГОЛОВ В PASSIVE VOICE
а) В ряде случаев при сказуемом в пассиве, выраженном глаголами типа
to show, to give, to tell, to offer, to permit и др., подлежащее английского
предложения может быть переведено на русский язык только кос-
венным дополнением в форме дательного или винительного падежа.
We were shown the new laboratory. Нам показали новую лабораторию.
б) Если после сказуемого, выраженного глаголом в пассиве, стоитотде-
ляемый предлог (т.е. предлог без последующих слов, относящихся к
нему), при переводе соответствующий русский предлог ставится в
начале предложения и, таким образом, подлежащее английского
предложения переводится предложным дополнением.
This article is often referred to. На эту статью часто ссылаются.
Запомните значения следующих глаголов:
to act on/upon — дейстиопать, нлиять на to deal with — рассматривать, излагать, иметь дело с to depend on/upon — зависеть от, полагаться на to rely on/upon — полагаться на
to refer to — ссылаться на, относиться к, обращаться к
• Translate into Russian.
1. The new phenomenon has been much written about.
2. His last research is still being spoken about.
3. The new equipment was sent for.
4. This theory is often referred to.
5. That problem must be thoroughly dealt with.
6. A charged particle is acted upon by forces.
в) При переводе пассивных форм английских переходных глаголов, которым в русском языке соответствуют глаголы с предложным дополнением, предлог ставится перед словом, являющимся в английском языке подлежащим.
The lecture wasfollowedby an experiment. За лекцией последовал экспери мент.
• Translate into Russian.
1. Our life is more and more influenced by science.
2. The performance of the device has been affected by many factors.
3. Our letter was immediately answered.
4. Some of the results of the experiment are still strongly doubted.
5. All the questions asked were answered in detail.
6. The experiment was followed very carefully.
WORD AND PHRASE STUDY
V + -ion (-tion, -sion) = N
accelerate + -ion = acceleration
• Translate the following nouns and give the corresponding verbs.
explanation, utilization, evolution, relation, computation, direction, oscillation, division, collection, emission, civilization, exaggeration, communication
N + -al =A proportion + -al = proportional
Q
• Think of nouns corresponding to the following adjectives and translate them into Russian.
original, directional, universal, regional, centrifugal, conversational, gravitational, accidental, natural
READING (1A)
• Look through the first and the last paragraphs and find the sentences supporting the idea of the title.
TOMORROW IS NOW
The Julian calendar recorded the year 2001 — the beginning of the 21st century. It was far more than a chronological event, for the meaning and importance of chronological time is less vital now than ever before in history. Time began for man more than a million years ago and until today it has been the mover and shaker of man's destiny. However, the slow pace of nature has been augmented by the incredible speed of the developing technology since the last third of the 20th century. The technological innovations are revolutionizing our lives more than anything else. Events, inventions, moralities — all slide and change so swiftly that we seem to be rushing at tomorrow and our future has already arrived. In that sense the 21st century is already here, for the responsibility for the events and technology that will be produced is being formed today.
It is possible to extrapolate from certain seemingly well-rooted trends and technologies and thus gain a glimpse at the very least of the possible tomorrows that await us. The increasing sophistication of the rocketry, for example, prognosticates a continued assault on space. At the same time, we have virtually run out of frontiers on land and will probably turn at long last to the sea that blankets seven tenths of the earth's surface. *We shall ask more questions — at the beginnings of things, and where they are headed. *We shall have far more and better tools with which to pry loose the answers from a reluctant (unwilling) universe. "How did it all begin?" is certain to be a major intellectual question at which the cosmologists of the 21st century will launch themselves with all the exotica that a space-oriented society can offer. X-ray astronomy, gamma-ray astronomy, orbiting astronomical observatories, and the stable, atmosphere-free far side of the moon, as the finest of all observatories will be the disciplines and the platforms we shall use to peer out into space and back into time to the origin of all things.
And what might man find there? No one today has answers. We can safely say only that the questions will be raised and countless voyages in search of answers will be undertaken. In truth, the 21st century will probably be a new age of exploration, as men ask the questions they have always asked, but to which they have ncverbefore had the means of seeking the answers.
The 21st century will surely provide those means. Already, the laser, the computer, and atomic energy have found their ways into our lives and are already being used for the tasks of today. These same tools will be applied to new tasks of the 21 st century, tasks we cannot even conceive of today.
In every area of human endeavour the future offers dazzling capabilities for exploring and understanding ourselves and the world about us. The question is in fact not so much what we will learn, but rather what shall we do with the incredible mountains of knowledge we are at this very moment heaping together. Shall we explore the other planets of the solar system or the depths of our oceans? Shall we control the weather or the human mind?
In all probability, we shall accept every challenge the human mind can find, in deepest space or inside its own cortex (кора головною мозга). These are simply broad areas of probability, yet it is to these only that wc can look in the hope of seeing where we are headed. For the technological avalanche threatens to inundate (затоплять) us by generating an ever more elaborate technology and in the process creating problems that could not have been foreseen. Moreover, the solution to these problems lies in creating a still more sophisticated technology, which creates still more problems not by failing in its designed goals but by succeeding brilliantly. With every new technological development there comes a new set of unforeseen problems, and we have reached a point where we cannot afford unforeseen problems, lest they outstrip (обгонять, опережать, iipeвосходить) our intellectual capacity to deal with them. Wc will soon learn to plumb the depths of the human gene and so present to nature on a molecular level our demands for the future of man. Shall we eliminate diabetes from the human race by substituting one gene for another? But what effect might that have on the other genes within the constellation of chromosomes that make up the blueprint of man? Can we determine the effect of changes we will make in the heart of a molecule or in the atomic nucleus of a star?
The 21st century will demand extreme caution and scientific discipline. For the targets of exploration are almost within our grasp, and the tools that will extend our reach are also close at hand. Wc shall pursue (run after) knowledge; it will be the preoccupation of the 21st-century man. The only questions remaining concern the uses to which such knowledge will be put and (he price we must pay for it.
• Read carefully the second paragraph of the text and say a few words about the possible fields of investigation in the 21st century.
• Read the passage carefully and find answers to the following questions.
1. What factor is augmenting the slow pace of nature and making us rush at tomorrow?
2. What makes the author prognosticate a continuous assault on space in future?
3. Why does the author predict great researches of the seas and oceans?
4. What tools of investigation of the universe has the author mentioned?
5. Why is the author cautious while speaking of new technologies?
• Look through the passage and find English equivalents for the following Russian phrases.
время было вершителем и мерилом судьбы человека; медленная поступь; ожидающие нас возможные альтернативы завтрашнего дня; наступление на космос; выведать ответы у неподдающейся природы; мы примем любой вызов; поток технологической информации угрожает затопить нас; заглянуть в космическое пространство; задачи, которые мы даже не можем и представить сегодня
• Topics for discussion.
1. Our future has already arrived.
2. The shape of tomorrow can well be foreseen.
3. The main fields of investigation will be the space and the seas and oceans.
4. Among the theoretical problems the main will be the origin of the Universe.
5. Man should be cautious about new technologies.
CLASSWORK
READING (IB)
• Read the passage as fast as possible. FVom the four titles presented below choose the one which better expresses the main idea. Explain your choice.
/. The development of scientific research.
2. This magic rate of growth.
3. Never mind quality.
4. Publish or perish.
Scientific research became so important in the 20th century that it is no longer possible to describe any human society without according it its rightful place.
Scientific activity, with all its technical and economic consequences, is at present passing through a period of particularly rapid development as compared with other human activities and may, broadly speaking, be said to be doubling in the course of each decade. This law of growth can be deduced from a fairly wide variety of statistical facts such as: the number of original publications appearing in the scientific journals and the number of abstracts published in a branch of science such as physics. It is also found to be true if the criterion adopted is the number of scientific personnel working in laboratories. Lastly, the number of significant scientific discoveries made each year can be estimated, and though such an estimate must, of course, be somewhat arbitrary, the result will again show the same rate of growth. A few figures will support the information given above. The number of scientific journals and periodicals which was about 100 at the beginning of the 19th century, reached 1,000 in 1850, more than 10,000 in 1900, approached 100,000 in 1960 and - if the rate of growth remains constant — should be in the neighbourhood of a million at the end of the century.
If we turn to the length of scientific papers, it is getting out of hand. In the past 35 years, the length of paper in fourdisciplines has increased by an average of 64 per cent. The average letter is 30 per cent longer today than it was 10 years ago, despite frequent editorial decrees that they should be short. To examine the problem the most prestigious publications in physics, chemistry, astronomy, and mathematics from three countries - the US, Britain and Japan - were studied. Between 1950 and 1980/83, the length of papers increased appreciably i n each country and for all publications. Values ranged from 13 per cent for the Monthly Notices of the Royal Astronomical Society to 115 percent forlhc Journal of the Mathematical Society of Japan. Chemistry papers grew the most (93 per cent), with astronomy second (82 percent), then mathematics (77 percent), and physics (27 per cent). National averages were: Japan, up 85 per cent; the US, up 65 percent; and Great Britain, up 45 percent. The jump in the length of letters is even more dramatic. The average increase over the last 20 years is 74 per cent.
But how should we interpret those findings? Mainly, three reasons are detected for long papers. First, it is easier to write them. As Churchill put it, he needed a week to prepare a five minute speech on an important subject, but he could talk for an hour immediately. Secondly, scientists arc rewarded for overwriting. Thirdly, writing today is sloppier (неряшливый). Some people suspect that modern authors have to use more words to express a quantum of thought than earlier writers, because they have not learnt English grammar as thoroughly. Though, not everyone agrees with this interpretation. For example, Helmut Abt, longtime editor of the Astrophysical Journal believes that the length of papers has little to do with the three main points. He says that the answer lies in the scientific content (содержание). Science is more complex now. Instruments yield far more information and more space is needed for explanation. Many papers that would have been acceptable for publication 20 years ago arc not acceptable now because they do not have enough content.
• Try to guess the meaning of the words given in italics in the text.
• Think and say a few words about:
a) the rate of growth of scientific journals and periodicals:
1800 -> 1850 1900 I960 ^ 2000 100 -> 1,000 -» 10,000 -» 100,000 —>?
b) the length of scientific papers and letters.
HOMEWORK
(to be done in writing)
1. Translate into Russian. Pay attention to the Passive Voice.
1. The entire industrial and agricultural structure of our life is determined by our scientific knowledge.
2. An army of highly trained men and women is required by our immense industrial complex for its mere maintenance (эксплуатация) to say nothing about its further development.
3. After World War 11 public attention throughout the world was attracted to atomic and hydrogen bombs.
4. More recently our attention has been focused on satellites, space-platforms, and intercontinental ballistic missiles.
5. Science is more and more deeply involved into war problems.
6. This less-well-known fact needs to be told and the average citizen should be informed about it.
7. In connection with these facts many pressing problems must be faced and solved.
8. The question of the very survival of the human race is imposed on our generation.
2. Translate into English. Use the following adjectives: out-of-date, valuable, reliable, useful, practicable.
1. Нами только что получена ценная информация о...
2. Наша лаборатория будетскоро переоборудована.
3. Разработаны реальные планы, касающиеся...
4. Выдвинуты полезные идеи...
5. Все старое оборудование будет демонтировано (to demount).
6. Новое надежное оборудование уже разработано нашими инженерами.
7. Оно будет смонтировано к концу юла.
8. Мы полагаем (believe), что будут получены новые результаты о...
UNIT TWO
GRAMMAR: МОДАЛЬНЫЕ ГЛАГОЛЫ С PERFECT INFINITIVE
/. Must, may, might с Perfect Infinitive выражают различную степень вероятности совершения действия в прошлом.
Must
Вероятно Должно быть
May
Возможно Может быть
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