Учебное пособие Издание второе, переработанное и дополненное Москва Астрель • act 2005 удк 811. 111 (075. 8) Ббк 81. 2 Англ-923 К48 Компьютерный дизайн обложки студии «Дикобраз»

УДК 811.111 (075.8) ББК 81.2 Англ-923 К48


Компьютерный дизайн обложки студии «Дикобраз»

Подписано в печать с готовых диапозитивов 24.12.2004. Формат 60х90'/_|6. Бумага офсетная. Печать офсетная. Усл. печ. л. 12. Тираж 3000 экз. Заказ 60.

Общероссийский классификатор продукции ОК-005-93, том 2; 953005 - литература учебная

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

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: