- •Государственное образовательное учреждение высшего профессионального образования «Сибирский государственный аэрокосмический университет
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Part 2: oral or written?
- •Group 1
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •The Computer Jungle
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9) for each part (a – j) of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Unit 4 matter of perspectives
- •Part 1 mistakes and negligence
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4. Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Unit 6 finding meaning in literature
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Unit 7 writing & publishing Objectives
- •Part 1 sharing of research results
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
Unit 4 matter of perspectives
Objectives:
Here in this unit you will:
1. Discuss some important ideas about scientific ethics
2. Practise in recognizing and applying the writing fundamentals (comparison and contrast, exemplification, description, classification, definition)
3. Differentiate facts and opinions
4. Take lecture notes
Part 1 mistakes and negligence
Task 1. Survey the unit. Read the objectives and the titles. Look through the words of wisdom of the next task. What do you think this unit will be devoted to?
Task 2. Give your commentaries to the following words of wisdom.
1) "A scientist commonly professes to base his beliefs on observations, not theories. Theories, it is said, are useful in suggesting new ideas and new lines of investigation for the experimenter; but "hard facts" are the only proper ground for conclusion. I have never come across anyone who carries this profession into practice – certainly not the hard-headed experimentalist, who is the more swayed by his theories because he is less accustomed to scrutinise them. Observation is not sufficient. We do not believe our eyes unless we are first convinced that what they appear to tell us is credible. It is better to admit frankly that theory has, and is entitled to have, an important share in determining belief." (Eddington A., "The Expanding Universe," Penguin: Harmondsworth, Middlesex UK, 1940, p.25)
2) "There must be no barriers for freedom of inquiry. There is no place for dogma in science. The scientist is free, and must be free to ask any question, to doubt any assertion, to seek for any evidence, to correct any errors.
As long as men are free to ask what they must, free to say what they think, free to think what they will, freedom can never to be lost, and science can never regress."
(J. Robert Oppenheimer, physicist, Manhatten Project, Life Magazine 10/10/1949)
3) "Certainly science has moved forward. But when science progresses, it often opens vaster mysteries to our gaze. Moreover, science frequently discovers that it must abandon or modify what it once believed. Sometimes it ends by accepting what it has previously scorned." (Eiseley, Loren C., [Professor of Anthropology, University of Pennsylvania], "The Firmament of Time," The Scientific Book Club: London, 1960, p.5)
4) "What has kept design outside the scientific mainstream these last 130 years is the absence of precise methods for distinguishing intelligently caused objects from unintelligently caused ones. For design to be a fruitful scientific theory, scientists have to be sure they can reliably determine whether something is designed. Johannes Kepler, for instance, thought the craters on the moon were intelligently designed by moon dwellers. We now know the craters were formed naturally. This fear of falsely attributing something to design only to have it overturned later has prevented design from entering science proper with precise methods for discriminating intelligently from unintelligently caused objects, scientists are now able to avoid Kepler's mistake."
(Dembski, W. A., "Introduction: Mere Creation", Mere Creation Science Faith & Intelligent Design, edited by William Dembski (InterVarsity Press, 1998) pg. 16)
Task 3. Before reading discuss with the partners:
What do the words in the title mean?
Do you often make mistakes?
What is less fatal mistakes or negligence in ordinary life?
Do scientists have the right to be negligent while doing research?
Task 4. Read Text A. Say what author thinks about scientists’ right to make and correct their mistakes.