Vocabulary work. 1. (A). Find pairs of words having the opposite meaning. to increase unimportant different unobtainable thoroughly ordinary

1. (A). Find pairs of words having the opposite meaning.

to increase	unimportant
different	unobtainable
thoroughly	ordinary
to follow	to diminish
available	to lead
significant	carelessly
special	alike

(B). Choose appropriate words from the box and use them in suitable forms in the sentences to follow. (Sometimes more than one word is possible).

1. The doctor … the dosage of medicine.

2. He accused me of … his honour.

3. She went … into this question.

4. Ann … a miserable existence.

5. The sisters were very much ….

6. They always … instructions.

7. He is a … kind of man.

8. Is there anyone … to replace him?

9. It was … to note that the story did not appear in the newspapers.

10. His novels are very mean and ….

2. (A). Find synonyms.

to increase	notion
reason	importance
significant	to regard
concept	cause
to concern	crucial
different	various
value	to extend
to arise	to originate

(B). Fill in the blank using the proper words from the box above in suitable forms. (Sometimes more than one word is possible).

1. These negotiations are … for the future of our firm.

2. Her knowledge of English … beyond small talk.

3. He did not have the slightest … of what I meant.

4. I’ll do anything for you within ….

5. The quarrel … in rivalry between two tribes.

6. As … their requirements, I don’t think that we should fulfill them.

7. He is the … of all our troubles.

8. Accidents often … out of carelessness.

9. He set a high … on her help.

10. While travelling he came across … people.

3. (A). Use the nouns given below to form adjectives.

Problem, significance, hypothesis, value, consideration, increase, reason, difference, interest.

(B). Fill in the blanks using some of the adjectives derived from the nouns mentioned above. (Sometimes more than one adjective or more than one form of an adjective is possible).

1. Her future remains ….

2. It was … of her to do that.

3. Few things are more … of a man’s interests than the books on his shelves.

4. He gave a … interpretation of these facts.

5. It’s … to know languages if you work in an export firm.

6. I have given … thought to the matter.

7. Their tastes are widely ….

8. She will be … to know that we have solved our problem.

9. It is … to demand so much from them.

4. Complete the sentences using the words from the box.

comprehensively	is only outlined	followed	reason	postulate
mentioned in passing	concerned with	differs	literature	took up

1. There is little … available on this problem.

2. His research … from other studies of the same problem.

3. This problem is studied … in literature.

4. In solving our problem we … this famous theory.

5. She …. the problem of heat transfer.

6. The problem I am studying at present is … the role of science in modern life.

7. The literature available … the drawbacks of this approach.

8. The … for conducting experiments is connected with possible applications of this drug in treating cancer.

9. The photon theory didn’t confine itself to recognizing Planck’s … of the quantum nature of absorption and emission of light.

10. The problem under study … in literature.

5. Replace the word(s) in italics in each sentence with the word(s) from the box. Use each word once only.

arises	stick to	engaged in	importance	prospective
particular	conduct	research	consider

1. There are a lot of different situations that may result in investigations.

2. The future researcher will have to explain the need to carry out the research.

3. Research originates from some necessity.

4. These issues are of great significance.

5. I am busy researching a new problem.

6. One should think about existing theories.

7. They didn’t follow a certain theory.

8. What is of special interest in your field of research?

6. Fill in the crossword puzzle.

Down

1. Reasoning, thought.

2. To busy oneself with, to take part in.

3. (adj.) of present interest; of current events.

4. Not the same; separate, distinct.

5. To think about, to take into account.

6. (Of objects) able to be used; that may be obtained; (of persons) able to be present.

Across

7. Process of establishing the identity of smb or smth.

8. To come into existence; to come to notice; to present itself.

7. Translate into English.

1. Любое исследование начинается с проблемы и заканчивается ее решением.

2. Сложные исследовательские проблемы могут поставить в тупик любого ученого.

3. Анализ литературы способствует выявлению научных проблем.

4. Недостатки научных теорий могут порождать проблемные ситуации.

5. Целями исследования могут быть: обоснование существующих теорий, разъяснение противоречивых данных, решение практических задач и т.д.

6. Будущий исследовать должен определить, что вызвало необходимость проведения данного исследования.

7. Следует разграничивать проблему и цель.

8. Исследовательская проблема всегда должна быть четко сформулирована.

9. Любая проблема подразделяется на подпроблемы, которые вытекают из нее.

10. Гипотеза находит отражение в формулировке проблемы.

Follow-up activities

1. Prepare a report about your research problem.

2. In pairs, interview each other about your research problems.

UNIT 8

HOW TO SOLVE RESEARCH PROBLEMS

Pre-reading tasks

1. Guess what the text headlined “How to solve research problems” can run about.

2. What advice can you give to those who have decided to start investigating a problem?

3. Name the main difficulties one can face while carrying out his research.

4. Choose from the box suitable definitions of the following words: period, to observe, to discover, supposition, to stimulate, effort, to confirm, drawback, foundation.

taking smth as a fact; guessing;

trying hard; use of strength and energy to do smth;

to make power (feelings, opinions, rights, etc) stronger or firmer;

to find out; to get knowledge of;

smth which lessens one’s satisfaction, or makes progress less easy;

to excite; to quicken thought or feeling;

to see and notice; to watch carefully;

that on which an idea, belief, etc rests; underlying principle, basis;

length or portion of time marked off by events that recur, e.g. hours, days, months.

5. Match words of two columns to form word combinations. Make use of the text below to check whether you have fulfilled the task correctly. Use each word once only.

painful	idea
fresh	timetable
onerous	cases
background	decision
fruitful	information
extreme	date
flawed	experience
cut-off	work
tough	topic
realistic	approach

Reading

Read the first three paragraphs of the text “How to solve research problems” and fill in the blanks using appropriate words.

HOW TO SOLVE RESEARCH PROBLEMS

(overcoming common difficulties)

Problem – Making a start

Sometimes you 1) … a lot of 2) … researching your subject, but cannot 3)… a ‘thesis’ or a proposal. You are doing a lot of 4) … work, reading or gathering information, but you are unable to focus your ideas or 5) … with a topic you think will be 6) … or fruitful.

Solution

In cases like this, you can 7) … making a digest of your notes, or try to 8) … from your information those aspects of your subject which 9) … you most. Have a look at some other examples of research in the same subject area. Remember that you can 10) … your chosen topic later if 11).... It’s often better to make a start with something half-formed, rather than not make a start at all.

Problem – False start

Sometimes a project begins well, but then gradually appears to be 12) …. When inspected 13) …, the central idea might seem incorrect or fruitless. You might find that there’s not as much information on your topic as you had first 14) …. Take care! You will need to make a careful 15) … between a lack of material, and just a lack of interest in it. An additional problem in such cases is that by this time, you might have produced a substantial amount of work.

Solution 1

In this case you have some tough decisions to make, and they will be dependent upon how much time you have before you. You can either start afresh or make different use of the same material. Of course, you should discuss this decision with your supervisor. If you have only recently started, you could abandon your idea completely. Scrap the materials you have produced, and start work on something new. This is drastic, but better than continuing with a flawed idea. The work you have abandoned might not be entirely wasted. It will have given you the experience of tackling a longer project.

You will have learned something about handling more material than usual. It will also form background information for your next choice of topic. The experience of abandoning work already completed might be quite painful. Try to think of it in this positive light.

Solution 2

If your first idea was not so bad, choose a different aspect of it. Try to look at the same topic or materials from a different perspective. Do all this in consultation with your tutor, so that you don’t make the same mistake again.

Reworking your material may involve a fresh approach, or a new analysis of the information.

Alternatively, you could chop out parts and replace them with new material. Don’t feel guilty about any of this drastic re-working: it’s quite common. The final result might even be improved for this process of renewal.

Problem – Getting bogged down

One common experience is starting off well, then becoming bored with the subject. What at first seemed interesting now becomes laboured and tedious. You might think that you have embarked upon the wrong project, and the work which lies ahead might seem doubly onerous.

Solution

If you have time, take a short break and start again, using a different writing strategy. Alternatively, if you must press on, approach the work from a different angle. For instance, start working on a different part of the task. Remember – you do not need to write your materials in the same order as the contents page.

Problem – Changing your title or subject

It’s quite common to re-define a research project whilst it is in progress. However, this carries with it the danger that the topic is never properly defined or pinned down. In some cases the re-definition takes you in a different direction, then the subject is re-defined yet again – and you end up with a completely different topic. You are also likely to be using up a lot of the time available for completion.

Solution

Re-definition should always be done within the context of a sound plan. You should always have a clear picture of what you intend to do, even if you have not yet done it. If the discovery of new evidence causes you to change your hypothesis, then think through the implications for the whole piece of work. Resist the temptation to make more changes than are necessary.

Problem – Meeting deadlines

Meeting the completion date is a very common problem. This is partly because it is quite difficult to estimate the time required for research and writing. An interesting discovery part way through the project might unexpectedly capture your attention for longer than you had planned. And of course any number of personal issues might crop up unexpectedly to delay the production of your work. Feeling guilty or procrastinating just makes matters worse.

Solution

The best way to avoid this problem is to be aware of it in advance, and work to a plan. Create a realistic timetable or a schedule of work – and stick to it. If that isn’t enough, you might need to sacrifice other activity to release time for completing the project. In the most extreme cases, you might have to re-negotiate a new cut-off date with your tutor.

1. a) spend b) consume c) pay d) save

2. a) period b) time c) interval d) term

3. a) write b) devise c) think d) originate

4. a) theoretical b) experimental c) preparatory d) fruitless

5. a) come up b) create c) discover d) find

6. a) initial b) first c) primary d) original

7. a) strive b) try c) test d) endevour

8. a) extract b) remove c) withdraw d) pull out

9. a) entertain b) interest c) amuse d) worry

10. a) substitute b) replace c) exchange d) change

11. a) important b) essential c) necessary d) inevitable

12. a) insecure b)unreliable c) unsound d) reasonable

13. a) closely b) densely c) nearly d) carelessly

14. a) desired b) anticipated c) waited d) hoped

15. a) distinction b) characteristic c) importance d) difference

Read the whole text carefully to fulfill the tasks.

Comprehension check

1. Choose the best ending a, b, or c to the following sentences.

Sometimes you spend much time investigating your problem

a) and suddenly an original idea comes into your mind.

b) but you are unable to come up with a suitable idea.

c) making experiments and analyzing their results.

2. If you can’t put forward a thesis

a) change the topic of your research.

b) choose from your information the most important and interesting facts.

c) consult your supervisor.

The central idea may seem incorrect or fruitless

a) in this situation you have to make some tough decisions.

b) in this case you could abandon your idea.

c) and the only way out is to make different use of the same information.

If your first idea was not so fruitless

a) use a new method.

b) add some new information.

c) look at the same material from another point of view.

If you become bored with the subject

a) write your material in the same order as the contents page.

b) take a short break and start again.

c) start working on the problem from the very beginning.

Redefining a research project

a) occurs when the work on it is finished.

b) is necessary if you discover something new.

c) takes place quite often.

2. Answer the following questions. Give your arguments.

1. Why can’t sometimes one come up with an original or fruitful topic?

2. Why is it better to make a start with something half-formed rather than not make a start at all?

3. Why can the central idea appear incorrect or fruitless?

4. Why is it hard and painful to abandon one’s idea completely?

5. Why can one become bored with his subject?

6. Why is it sometimes important to take short breaks?

7. Why is it dangerous to redefine a research project while it is still in progress?

8. Why do researchers often face the problem of meeting deadlines?

3. Find the sentences that contradict the information given in the text and correct them.

1. It’s often better to make a start with something half-formed rather than not make a start at all.

2. Research problems finally appear to be unsound.

3. There is a clear-cut distinction between a lack of material and a lack of interest in this material.

4. Reworking one’s material using a fresh approach may be as painful and tedious as abandoning work already completed.

5. If one becomes bored with his work he may use another writing strategy.

6. Redefinition of a research problem usually leads to a completely different topic.

7. A very common problem is meeting deadlines.

8. In extreme situations a supervisor may fix another cut-off date.

4. The sentences given below summarize the main facts of the text but they are jumbled. Put them in the right order.

1. If one has a lot of time at his disposal he can either start afresh or use the same material in a different way.

2. Redefinition of a research project can result in a completely different topic.

3. It is always quite difficult to estimate the time required for research and writing.

4. Reading or gathering information doesn’t always result in devising an original thesis.

5. A project can gradually turn out unsound.

6. The best way is to create a realistic schedule of work.

7. Resist the temptation to make more changes than necessary

8. If your work seems onerous to you or you have become bored with the subject, have some rest and then start working on a different part of the task.

9. In this case one had better make a start with something half-formed.

Vocabulary work

1. (A). Match the opposites.

to reveal	to neglect
drawback	flawless
to initiate	to introduce
to pay attention	unreliable
to confirm	to conceal
to extract	advantage
original	to terminate
sound	to deny
faulty	outmoded

(B). Choose appropriate words from the box and use them in suitable forms in the sentences to follow.

1. He is not the sort of person to whom such important information should …

2. They … a program of reforms.

3. There were some … in his paper.

4. This problem … to.

5. You cannot … your guilt from the police.

6. He showed his theory to the best …

7. She sometimes … her duties.

8. There is no … the fact that I was wrong.

9. I made a mistake of trying to … further information from the boss.

10. His view is morally and philosophically ….

2. (A). Name synonyms.

to assume	to date back to
to explain	to demand
to find	lately
to go back to	to discover
to require	to verify
drawback	to suppose
recently	to demonstrate
to show	all over
to support	to clarify
throughout	shortcoming

(B). Fill in the blanks using the proper words from the box above in suitable forms. (Sometimes more than one word is possible).

1. Let us … that this is true.

2. Will you … your meaning?

3. We … her working on her book.

4. This room … redecorating.

5. He has been unaware of it until quite ….

6. This church … 1543.

7. He … this theory for a time.

8. She was wrong ….

9. We … that a new computer would save considerable time.

3. Choose from the box verbs that can be combined with the following nouns: drawbacks, attention, explanation, effort, problem, hypothesis. Think of 3-4 sentences with these word combinations.

to investigate	to take up	to stick to	to work on
to point out	to draw	to give	to consider
to provide	to make	to pay	to offer
to attract	to accept	to require	to explain

4. (A). Form nouns using the following verbs: to observe, to require, to stimulate, to think, to found, to believe.

(B). Complete the sentences using some of the nouns derived from the verbs mentioned above.

1. He shook our ….

2. She was taken to hospital for ….

3. They were unfamiliar with the entrance … for the course.

4. He did some hard … before taking this decision.

5. He is an … of his promises.

6. His discovery struck at the … of this theory.

7. Ambition is her only ….

5. Fill in the blanks using the words from the box.

to confirm	gave rise to	assumed	shortcomings
to explain	has attracted	showed	remain unsolved
dates back to	requires further effort	pointed out

1. He … the … in the earlier studies of the problem.

2. This problem … much attention in recent years.

3. Some aspects of the problem still ….

4. He was the first … Newton’s rings.

5. His theory … a new field of knowledge.

6. The solution of this problem ….

7. This problem … the late 1990s.

8. The first applications of the method … its great value.

9. Earlier descriptions of this model … that it could be used … our hypothesis.

6. Use the words in brackets in the necessary form.

1. He didn’t pay (attentive) to their results.

2. The scientist plans experiments and (observe) to test his hypothesis.

3. If the (discover) of new evidence causes one to change his hypothesis, then he should think through the (imply) of the whole piece of work.

4. You may read about some (find) and notice that a certain field was not covered.

5. Applied mathematics concerns itself with the application of mathematical (know) to other domains.

6. His theory has laid the (found) for a new trend in this field of science.

7. There is a critical radius known as the Schwarzchild radius named after the (pioneer) work of Karl Schwarzchild.

8. Applying mathematics requires pupils (initiative) mathematical investigations.

9. Fill in the crossword puzzle.

1↓

8→

Down

1. To open up (a way, etc.); to show (new methods, etc.) to others.

2. To take as true before there is proof.

3. That part of a view, scene that serves as a setting for the chief objects, persons, etc; contemporary conditions; person’s past experiences.

4. Newly formed or created; not copied or imitated; able to produce new ideas, etc.

5. Answer (to a question, etc.); way of dealing with a difficulty.

6. Mistaken, incorrect.

7. Producing good results; productive.

Across

8. Introductory, needed for preparing.

9. Point of difference; that which makes one thing different from another.

10. Smth that cannot be solved.

8. Translate into English.

1. Порой трудно придумать оригинальную тему исследования.

2. В этом случае необходимо сделать краткое резюме прочитанной литературы и постараться извлечь из полученной информации то, что представляет наибольший интерес.

3. Во время работы над проблемой можно обнаружить, что основная идея неверна.

4. Если проведена значительная работа, то трудно отказаться полностью от идеи и начать заново.

5. Взгляните на проблему под иным углом зрения, применяя новые подходы и методы.

6. Когда работа становится трудной и нудной (скучной), отдохните немного и переключитесь на другую задачу исследования.

7. Достаточно часто ученые сталкиваются с необходимостью переформулировать исследовательскую проблему в ходе работы.

8. Завершение исследования к назначенному сроку – еще одна распространенная проблемная ситуация.

9. Не следует откладывать выполнение работы со дня на день, поскольку это еще больше ухудшит положение дел.

Follow-up activities

1. In pairs, discuss difficulties you faced while conducting your research. Give each other advice how to overcome them.

2. Think of your own solutions to the problems mentioned in the text.

3. While conducting your investigation you did not face any difficulty. Share your experience with your friends and write an essay “How I managed to circumvent difficulties”.

UNIT 9

Part A. CURRENT RESEARCH:

PURPOSE AND METHODS

Pre-reading tasks

1. Now you are conducting original research. Was it difficult for you to determine the purpose of your research and to choose appropriate methods of investigation? Explain why.

2. How can one estimate the reliability of the method chosen?

3. The text given below will run about scientific method. In your opinion, what is scientific method? Is it the only way of obtaining knowledge and information about our world? If not, name some other methods.

4. Write words for their definitions. Use the initial letters to identify the words.

a. p … that which one means to do, get, be, etc; plan, design, intention;

b. a … almost correct amount or estimate; being or getting near in number or quality;

c. m … art of making models; way in which this is done;

d. s … failure (to reach a required standard, to develop properly, to do one’s duty);

e. g … statement or proposition obtained by generalizing;

f. d … conclusion reached by reasoning from general laws to a particular case;

g. a … (e.g. of a book, a character, a situation) separation into parts possibly with comment or judgement;

h. a … exactness, correctness;

i. e … anything that gives reason for believing something, that makes clear or proves something;

j. r … that may be relied or depended upon;

k. v … effective because made or done with the correct formalities; well based; sound.

5. Match the words of two columns to form collocations. Use each word once only. Make use of the text below to fulfill the task.

step-by-step	features
striking	structure
real-life	adherence
careful	explanation
predictive	likelihood
narrow	concern
identifiable	power
detailed	results
measurable	focus
relative	perplexity
genuine	procedure
coherent	evidence

Reading

Read the first two paragraphs of the text “Scientific method” and fill in the blanks using suitable words.

SCIENTIFIC METHOD

Scientific method 1) … to a body of techniques for investigating phenomena, 2) … new knowledge, or correcting and integrating the 3) … knowledge. To be 4) … scientific, a method of inquiry must be 5) … on gathering observable, empirical and 6) … evidence subject to specific 7) … of reasoning. A scientific method 8) … in the collection of 9) … through observation and experimentation, and the formulation and 10) … of hypotheses.

Although procedures 11) … from one field of inquiry to another, identifiable features 12) … scientific inquiry from other methods of obtaining knowledge. Scientific 13) … propose hypotheses as 14) … of phenomena, and design experimental studies to 15) … these hypotheses. These steps must be repeatable, to predict future results. Theories that encompass wider domains of inquiry may bind many independently derived hypotheses together in a coherent, supportive structure. Theories, in turn, may help form new hypotheses or place groups of hypotheses into context.

In general, what is often called the scientific method is nothing more than a step-by-step procedure for the conduct of scientific research:

1. State the Problem. It is important to begin with a clear statement of what phenomenon is to be investigated. This isn’t always as easy as it sounds; faced with a real-life perplexity, we sometimes become distracted by issues that aren’t really to the point. But careful adherence to the rest of the method will be useless if we don’t focus on the matter of greatest genuine concern.

2. Invent Preliminary Hypotheses. Next, we spin out as many possible explanations for the phenomenon as we can. At this stage of the process, there is no reason to limit the range of our creativity by dismissing anything as irrelevant. We’ll have an opportunity to weed out bad hypotheses later, but a possibility overlooked at this point may be lost forever.

3. Collect Additional Information. We next try to observe the phenomenon in its natural context from every angle. Again, at this early stage, the premium is on breadth of investigation rather than on a prematurely narrowed focus. The goal of this wide-ranging review of the facts is to gain some insight into the relative likelihood of our preliminary notions.

4. Formulate a Hypothesis. Now we’re ready to focus on a specific hypothesis, using the information we've gathered to devise a detailed (though still tentative) explanation of the phenomenon under investigation. This marks a significant shift in our procedure, returning to the narrow focus of our original definition of the problem.

5. Deduce Further Consequences. Since a good hypothesis has predictive power that reaches far beyond its function in any particular explanation, we now consider its additional consequences. If the hypothesis used to explain this phenomenon were actually true, what else would follow from it? Again, our work at this stage should be narrowly focused: exactly what should happen if we have identified a correct hypothesis?

6. Test the Consequences. Now we look at the facts again, to see whether or not these consequences actually occur. If we can set up a concrete situation in which our hypothesis, if correct, would lead to striking results, then if they do not occur as expected, we’ll know that we were wrong and need to go back to step 4 and come up with another hypothesis.

7. Apply the Hypothesis. If everything checks out, however, we are ready to apply our new explanation to the original problem for which it was developed. Of course, there’s still no guarantee - it may work out everywhere else and yet not deal effectively with this case. But we can always go again.

Usually we repeat this procedure as often as necessary, going back to start over at step 4, or step 2, or even step 1 until we arrive at a satisfactory solution to the problem.

1. a) concerns b) refers c) regards d) deals

2. a) acquiring b) showing c) getting d) procuring

3. a) foregoing b) former c) subsequent d) previous

4. a) termed b) defined c) labelled d) determined

5. a) relied b) established c) supported d) based

6. a) experimental b) measurable c) temperate d) measureless

7. a) principles b) theories c) causes d) theorems

8. a) contains b) involves c) consists d) includes

9. a) proofs b) statistics c) news d) data

10. a) investigating b) putting forward c) examining d) testing

11. a) vary b) transform c) diversify d) modify

12. a) join b) recognize c) distinguish d) characterize

13.a) explorers b) researchers c) supervisors d) scholars

14. a) descriptions b) definitions c) commentary d) explanations

15. a) develop b) test c) advance d) improve

Read the whole text carefully to fulfill the tasks given in Comprehension check.

Comprehension check

1. Complete the sentences choosing the best ending a, b, or c.

It is of significance to start with

a) a choice of a phenomenon to be researched.

b) a clear statement of what phenomenon is to be investigated.

c) the formulation of a hypothesis.

At the stage of creating preliminary hypotheses

a) one cannot limit the range of his creativity by dismissing anything as irrelevant.

b) one tries to find the most suitable explanation for the phenomenon chosen.

c) one has possibilities to reveal bad hypotheses.

While collecting additional information

a) we aim at narrowing our research problem.

b) we hope to broaden our investigation

c) we try to observe the phenomenon in its natural environment.

At the stage of formulating a final hypothesis

a) we return back to our original problem.

b) we are ready to explain in detail the phenomenon under study.

c) we concentrate on a specific hypothesis.

Any good hypothesis

a) can result in deducing further consequences.

b) is usually narrowly focused.

c) is based on thoroughly checked data.

If the results

a) of testing our hypothesis are wrong, we have to come up with another hypothesis.

b) of the experiment are in agreement with the hypothesis, we needn’t repeat our experiments.

c) of testing our hypothesis are correct, then this hypothesis is true.

2. Answer the following questions.

1. What is a scientific method?

2. What characteristics must a method possess to be called scientific?

3. What does a scientific method consist in?

4. Are methods of obtaining knowledge similar or different?

5. What are peculiarities of scientific inquiry in comparison with other methods of obtaining knowledge?

6. What should any scientist begin his research with?

7. Is it easy or difficult to formulate a research problem?

8. Why does one invent several preliminary hypotheses?

9. Why should one collect additional information?

10. When is one ready to focus on a specific hypothesis?

11. Why is it important to consider additional consequences of one’s hypothesis?

12. What can happen while testing consequences of a hypothesis?

13. To what step does one have to return if his hypothesis turns out to be wrong?

14. What is the final step of the procedure described?

15. Why does one have to repeat this procedure as often as necessary?

3. Agree or disagree with the following sentences. Give arguments to support your viewpoint.

1. The scientific method is a number of techniques used for collecting information.

2. Not every method can be termed scientific.

3. A scientific method is aimed at gathering data by observation and experimentation.

4. Scientific methods differ from other methods of acquiring knowledge.

5. Researchers put forward their hypotheses to explain natural phenomena.

6. Repeated experiments are to be made to test hypotheses.

7. Theories are used as a source of new hypotheses.

8. The scientific method is a step-by-step procedure for conducting research.

9. When one applies the scientific method he has to follow some procedure that starts with the formulation of a hypothesis.

10. Formulating and testing a hypothesis usually take much time and effort.

11. If one’s hypothesis is correct, it means that it can be applied to the solution of a wide range of problems.

4. Arrange the sentences given below in the logical order to sum up the contents of the text given above.

1. Observing the phenomenon in its natural context from every angle is of great importance.

2. If our hypothesis is confirmed, it can be applied to the original problem for which it was developed.

3. Scientific method includes a number of techniques used for acquiring new knowledge and investigating phenomena.

4. The statement of the problem is rather difficult as one can sometimes become perplexed by issues that aren’t really to the point.

5. Now we are to focus on a particular hypothesis.

6. Scientific method is a step-by-step procedure for performing research.

7. Testing consequences of one’s hypothesis is checking whether he was wrong or right while formulating his final hypothesis.

8. Scientific inquiry should be distinguished from any other way of obtaining knowledge.

9. At this stage it’s important to consider all possible explanations for the phenomenon under study.

10. Any good hypothesis possesses great predictive power.

Дата добавления: 2015-10-29