Answer Key

Module 1

Unit 1

Test

A (suggested answers) 1 – first degree/BSc or BA; 2 – do/study for/complete; 3 – do/study for, sciences; 4 – graduates; 5 – postgraduates;

6 – study; 7 – am doing, in; 8 – do, Masters/PhD.
B PhD –	; BSc –	; DSc –	,
	; MA –	.

Unit 2

2.1

Scientist - someone who is trained in science, especially someone whose job is to do scientific research. Synonyms or related words for this sense of scientist: people who study specific subjects (archaeologist, astronomer, astrophysicist, biologist, botanist, chemist, classicist, etc.)

http://www.macmillandictionary.com

2.2

B 1– c; 2 – g; 3 – d; 4 – h; 5 – a; 6 – f; 7 – b

C 1 – scientist; 2 – scientist; 3 – scholar; 4 – scholar; 5 – scientific; 6 – science; 7 – pure; 8 – applied; 9 – theoretical; 10 – applied; 11 – pure; 12 – pure.

2.3(suggested answers)

1.a – matter and energy; b – the material universe in terms of weight, mass, volume, and other standard, objective measures.

2.a – organisms; b – living organisms, their internal processes, and their relationship to each other and the environment.

3.a – the earth or its parts; b – the phenomena of Earth, its atmosphere, and the solar system to which it belongs.

1– Alexander Popov (Russian physicist who was the first person to demonstrate the practical application of electromagnetic (radio) waves);

2– Isaac Newton (English physicist, mathematician, astronomer, natural philosopher, alchemist, and theologian, who has been "considered by many to be the greatest and most influential scientist who ever lived.);

3 – Aristotle (a Greek philosopher and polymath; his writings cover many subjects, including physics, metaphysics, poetry, theater, music, logic, rhetoric, linguistics, politics, government, ethics, biology, and zoology);

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4 – Albert Einstein (German theoretical physicist who developed the theory of general relativity, effecting a revolution in physics; for this achievement, Einstein is often regarded as the father of modern physics and one of the most prolific intellects in human history).

2.13

1 – f; 2 – a; 3 – e; 4 – g; 5 – h; 6 – c; 7 – b; 8 – j; 9 – g; 10 – d; 11 – i.

2.15

A Belief, curiosity, objectivity, critical mindedness, open mindedness, inventiveness, risk-taking, intellectual honesty, humility and responsibility.

Test

A 1 – pure; 2 – applied; 3 – earth; 4 – life; 5 – prove; 6 – make. B Across: 1 – observations; 3 – discovery; 5 – truth; 6 – develop.

Down: 2 – invention; 3 – evidence.

Unit 3

3.7

Detectives

3.13

B a) basic characteristics of soils; b) volume-weight properties.

3.15

A a) procedure; b) carry out; c) engineering; d) conditions; e) replication; f) identical.

Test

A 1 – experiments; 2 – scaling; 3 – look; 4 – predictions; 5 – infer; 6 – state-of-the-art; 7 – classifies.

B

1. If water is heated it will expand.

If water is cooled to +4 C it will contract. АСОЧ Тt’s МШШХОН tШ ЛОХШа +4 C, it will expand.

If steel is heated it will expand. If steel is cooled it will contract.

If mercury is heated it will expand. If mercury is cooled it will contract. If alcohol is heated it will expand. If alcohol is cooled it will contract.

2. 1 – will increase; 2 – will glow; 3 – it will become solid; 4 – will turn to point north-south; 5 – will get lower.

C option A

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Module 2

Unit 1

1.3

A 1 – f; 2 – d; 3 – a; 4 – e; 5 – b; 6 – c. B 1 – c; 2 – d; 3 – b; 4 – a.

C 1 – c; 2 – d; 3 – a; 4 – b.

1.9

D hypothesis, recognize, deduce, modify, test, accept, propose, discard, experiment (the order of the task)

Test

A 1 – methodology; 2 – method; 3 – method; 4 – hypotheses; 5 observations; 6 – problem; 7 – hypothesis; 8 variables

B Asking questions, constructing hypothesis, background research, testing hypothesis.

C 1. Make observations. 2. Form hypothesis that explains observations. 3. Perform experiments that test hypothesis (if data contradicts the hypothesis, modify/discard the hypothesis and try again). 4. The hypothesis is now a theory (if data support the hypothesis). 5. Collect relevant data over long period of time (if data contradict the theory – see steps 3, 4). 6. The theory is now a law (if data support the theory).

Unit 2

2.8

A Question A is too broad once you get into the research. Because deregulation may have had impact on safety, costs, passenger fees, ability to comply with government regulations and many other areas of the airline industry, there are too many facets of the question to deal with in depth in one research paper.

Question B is too narrow. It can be answered with simple percentages and cannot be developed into a full research paper.

Question C is the best research question. You may use statistics such as question B would uncover as you answer question C, which is focused enough to allow you to research the question in some depth, yet broad enough to allow you to consider the various effects of deregulation on airline safety.

B This question is researchable. You'd have to sift through a lot of information, both pro and con, valid and invalid, in order to choose the best information to answer the research question and support your own point of

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view, but the point is that there is at least enough information to sift through.

C Focused RQ: How is glacial melting affecting penguins in Antarctica?

The unfocused research question is so broad that Тt МШuХНЧ’t ЛО КНОquКtОХв answered in a book-length piece, let alone a standard college-level paper. The focused version narrows down to a specific cause (glacial melting), a specific place (Antarctica), and a specific group that is affected (penguins). When in doubt, make a research question as narrow and focused as possible.

Test

A 1 – topic/subject; 2 – objectives; 3 – problems; 4 areas/fields; 5 – gap; 6 – objective.

B Question (1) is too narrow, since it can be answered with a simple statistic. Question (2) is too broad; it implies that the researcher will cover many tactics for reducing juvenile delinquency that could be used throughout the country. Question (3) is good, as it is focused enough to research in some depth

Unit 3

3.2

1 – h, d; 2 – a, i, b; 3 – e, g, f, c.

3.3

B 1 – true; 2 – true; 3 – false; 4 – true.

3.4

1 – B; 2 – C; 3 – A.

3.7

Good hypotheses:

1.This hypothesis is good because it is testable, simple, written as a statement, and establishes the participants (trout), variables (oxygen in water, and numbers of lice), and predicts effect (as oxygen levels go down, the numbers of lice go up).

2.This hypothesis gives a clear indication of what is to be tested (the ability of ladybugs to curb an aphid infestation), is a manageable size for a single experiment, mentions the independent variable (ladybugs) and the dependent variable (number of aphids), and predicts the effect (exposure to ladybugs reduces the number of aphids).

Poor hypotheses:

1.This statement may or may not be true, but it is not a scientific hypothesis. By its very nature, it is not testable. There are no observations that a

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scientist can make to tell whether or not the hypothesis is correct. This statement is speculation, not a hypothesis.

2. This statement is not 'bite size.' Whether or not something is a 'good natural pesticide' is too vague for a science fair project. There is no clear indication of what will be measured to evaluate the prediction.

3.9 Statement 1

It is testable, but it may be either correct or wrong. If it is true, there are observations that scientists could make that would prove its correctness. But, if it is wrong, there is no test that will prove it. If one of our space probes never finds an inhabited planet, it doesn't mean that one doesn't exist. If we never receive signals from space, that does not prove that the hypothesis is wrong, either. This statement is not falsifiable, so, it can not be a scientific hypothesis.

Statement 2

It is testable: you can pick two objects and drop them. It is falsifiable: if anyone finds two objects that don't hit the ground at the same time and can show that it is not due to air resistance, then he has proven the hypothesis wrong (in practice it is very easy to prove statement 2 wrong). So, it can be a scientific hypothesis. But it is not verifiable, it is impossible to prove it correct. Since it states that any pair of objects behaves in a certain way, in order to prove it correct, all possible combinations of objects that exist (or have ever, or will ever exist) must be tested. This is clearly not possible. As we test it more and more, we can get more and more confident in its truth, but we can never be absolutely sure. Someone could always come up with two objects tomorrow which don't behave exactly as statement 2 says they should, and this would make statement 2 incorrect.

3.12

A 1 – A, B, D; 2 – F; 3 – C, E.

3.14

B 1. This is a field experiment since nothing but the interest rate in manipulated, with all activities occurring in the normal and natural work environment. Hopefully, all four branches chosen would be more or less compatible in size, number of depositors, deposit patterns, and the like, so that the interest savings relationships are not influenced by some third factors. But it is possible that some other factors might affect the findings (for example, the number of retirees in the areas). The researcher may not have been aware of this fact while setting up the experiment.

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2.This is a field study where the researcher has merely taken the balances in various types of accounts and correlated them to the changes in interest rates. Research here is done in a noncontrived setting with no interference with the normal work routine.

3.This is a lab experiment. The researcher has created an artificial laboratory environment and has manipulated the interest rates for savings. She has also chosen subjects with similar backgrounds and exposure to financial matters (business students). If the researcher finds that the savings by the four groups increase progressively, keeping in step with the increasing rates of interest, she would be able to establish a cause and effect relationship between interest and the disposition to save. In this lab experiment with the contrived settings, the researcher interference has been maximal, inasmuch as the setting is difficult, the independent variable has been manipulated, and most external contaminating factors such as age and experience have been controlled.

3.20

A a – digital scale (mass); b – thermometer (temperature of air, liquids or gases); c – meter stick (distance, length); d – protractor (angles); e – ruler (distance); f – hygrometer-thermometer (both relative humidity and temperature).

B 1 – a; 2 – e; 3 – c; 4 – i; 5 – f; 6 – g; 7 – j; 8 – h; 9 – d; 10 - b.

C 1 – a, f; 2 – b, g; 3 – d; 4 – c, h; 5 – g, i.

Test

A1 – hypotheses; 2 – variables; 3 – theories; 4 – validate.

B1. DV – the speed of a roller coaster; IV – the shape of the car. 2. DV – speed; IV – the size of a motor.

C1 – hypothesis; 2 – research question.

D1 – all of the above; 2 – numerical data; 3 – all of the above; 4 – focus on the significance of observations made rather than numerical data; 5 – if eating fewer calories causes weight loss and calorie consumption is lowered, then weight loss will occur.

ERQ. Is the performance of system x an improvement on system y? Example hypothesis. System x is faster than system y, and/or System x is

more reliable than system y, etc.

Variables. Performance will need to be further defined – is it speed, reliability, processing power, etc? Otherwise you will not know how to proceed with measuring these concepts.

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Module 3

Unit 1

1.2

C 1 – tertiary literature; 2 – primary literature; 3 - tertiary literature; 4 – tertiary literature; 5 – primary literature; 6 – secondary or tertiary literature; 7 – primary literature; 8 – secondary literature; 9 – primary literature.

1.3

A 1 – d; 2 – c; 3 – a; 4 – e; 5 – b.

1.6

A 1 – literature review; 2 – data collection; 3 – data analysis; 4 – disseminating information.

1.8

C 1 – (a) scientific communication; 2 – (b) technical writing, (c) peers; 3 –

(d) writing about science, (e) general; 4 – (f) science writing; 5 – (g) scientific writing.

1.9

Sample 1: good use of personal pronouns – НШОsЧ’t НОtrКМt ПrШЦ tСО sМi- ence, just makes the sentences concise.

Sample 2: poor use of personal pronouns – too much emphasis on the writer rather than the point of the lab; also too informal.

Sample 3: needless inflating the writing in length and complexity, many unnecessary words (given below in bold).

As discussed, the second reaction is really the end result of a very large number of reactions. It is also worth emphasizing that the reactions do not represent a closed system, as r appears to be produced out of thin air. In reality, it is created from other chemical species within the cell, but we have chosen here not to model at such a fine level of detail. One detail not included here that may be worth considering is the reversible nature of the binding of RNAP to the promoter region. It is also worth noting that these two reactions form a simple linear chain, whereby the product of the first reaction is the reactant for the second.

Sample 4: long sentences are understandable, no unnecessary words or phrases.

1.12

C 1 – d; 2 – e; 3 – f; 4 – h; 5 – c; 6 – g; 7 – a; 8 – c.

1.13

A γ→4→β→5→6→7→8→1

The field of strategy has grown rapidly in the last twenty years, reflecting increased levels of academic interest in the subject. Numerous research studies have focused on topics as varied as managing strategic change, the

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structural analysis of industries, or effective strategic planning. The strategy process literature is concerned with the nature of the formation of strategy to environmental change. However, the view of a single organisation as the strategic actor is common. The 'markets as networks' perspective emphasizes the embeddedness of an actor within a series of exchange relationships with other actors. In this view co-operative relationships are considered as the norm as exchanges and adaptations take place over time. A key theme in the industrial networks field is that of stability-change. This thesis is the output of doctoral research that aims to explore further this theme by studying the dynamics of strategic response in the situation of a single, predictable, yet discontinuous, environmental change.

B 1 – at first, then, later; 2 – for this reason; 3 – although; 4 – thus; 5 – despite; 6 – since, therefore

1.14	de-
A 1 – affects; 2 – effect; 3 – varying; 4 – various; 5 – dependant; 6
pendent; 7 – less; 8 – fewer.

C Introduction

Microstructure research has mainly focused on transaction mechanics in the financial. In recent years, scholars have been mainly concerned about such issues, as liquidity and asymmetric information. Nowadays, people generally accept the concept of the influence of liquidity on asset-pricing (Amihud and Mendelson (1986); Acharya (2005)), but the sources of liquidity which influences asset pricing have always been ambiguous. However, the liquidity of stocks partly originate from the information asymmetry. There is some support on the side of asset-pricing that it is affected by information asymmetry. Beaver (1998) divided the information asymmetries into two parts: one being the asymmetric information between investors, and the other being between investors and managers of the firm.

1.19

A Title 1 is best. Title 2 does not give any indication of what the designs are for.

B Reference list 1 is weak. The heading is incorrect. The entries are neither listed alphabetically (author-date system) nor numbered (numbering system). The information in the entries is presented in random order; one referencing style should be chosen and the correct format applied consistently. Library call numbers are not given in any referencing style. The URL alone is not sufficient for online sources. The author's name (where available), the name of the site or page, the copyright date, and the date

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you accessed the page should all be given. See References 2 for a correct version.

1.22

Text 2 is plagiarized: the same sentence structure was used; just a few key words were rephrased.

1.24

B Sample 1 is an example of plagiarism in that no documentation of the source is provided at all. Including a citation to the source would still not be sufficient because the writer has copied phrasings word for word in some places, simply substituted new words for old in others, without altering in the slightest the style or content of the original text.

Sample 2 is a correct borrowing. This version acknowledges the source at the outset and directly quotes a key passage so as to give full credit where it is due.

Sample 3 is an example of plagiarism. Although this version includes a source citation, it is not clear that the whole paragraph is being referred to; the reader can only assume the citation refers to the last sentence. Furthermore, the style changes little.

Sample 4 is a correct borrowing. This version acknowledges the source at the outset and directly quotes a key passage so as to give full credit where it is due. The passage attempts to interpret the meaning of the source material but in its own style.

Test

A 1 – secondary; 2 – method; 3 – discussion; 4 – impact factor; 5 – coherence, cohesion; 6 – plagiarizing.

C (suggested variant)

In recent years the widespread use of the discrete element method (DEM) in engineering has generated increasing research interest across a variety of fields. From geotechnical engineering (Ting, et al., 1989; Ting and Corkum, 1992; Oda, et al., 1982) to and disaster reduction (Bourrier, et al., 2007; Shiu, et al., 2006). As a result of rapid and continuing developments in computer science, DEM is now being applied to modeling physical phenomena and engineering problems of ever increasing complexity.

Unit 2

2.2

B Presentation is a formal talk in which you describe or explain something to a group of people

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Presentation is the act of introducing via speech and various additional means (for example with sharing computer screen or projecting some screen information) new information to an audience.

http://en.wikipedia .org/wiki/Presenta tion

Presenter is someone who gives a speech.

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2.12

A 1 – Venn diagram; 2 – pie chart; 3 – technical drawing; 4 – bar chart; 5 – table; 6 – flow chart; 7 – line graph.

B 1 – pie chart; 2 – bar chart; 3 – line graph; 4 – Venn diagram; 5 – flowchart.

Test

A 1 – make/give/deliver; 2 – presenter; 3 – body, questions and answers; 4 – audience; 5 – bullet points; 6 – visuals; 7 – flowchart.

Unit 3

Test

A 1 – keynote speakers; 2 – round-tables, workshops; 3 – plenary; 4 – online; 5 – call for papers; 6 – parallel/concurrent.

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