《(详细规范标准答案)综合学术英语教学教育资料2规范标准答案上海交通大学出版蔡基刚.doc》由会员分享，可在线阅读，更多相关《(详细规范标准答案)综合学术英语教学教育资料2规范标准答案上海交通大学出版蔡基刚.doc（25页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、综合学术英语教程2 答案Unit 1 Multidisciplinary EducationKeys to the ExercisesApproaching the Topic 1. 1) The aim of college education is to produce individuals who are well on their way to become experts in their field of interest. 2) The growing importance of producing professionals who have the skills to wo
2、rk with people from a diverse set of disciplines. 3) First, through an interdisciplinary approach; Second, through a multidisciplinary approach. 4) College education should produce individuals who may later become expert who are interdisciplinary problem solvers. 2. 1) f2) d3) a4) e5) g6) m7) j8) k9
3、) l10) i11) b12) h13) c 4. (1) offered (2) stresses (3) ability (4) different (5) approach (6) increasingly (7) graduates (8) enter (9) positions (10) Employment 6. 1) Multidisciplinary studies. 2) They both believe that current college education should lay emphasis on multidisciplinary studies, whi
4、ch is a prerequisite to producing future expert who are interdisciplinary problem solvers. 3) Open. 4) Open. 5) Open. Reading about the Topic 3. 1) The students have brought to MIT their individual gifts, such as their own intellect, energy, ideas, aspirations, distinctive life experience and point
5、of view, etc. 2) They represent the geographic and symbolic center of MIT. 3) Names of intellectual giants. 4) Leonardo da Vinci was a painter, scientist, engineer, sculptor, inventor, city planner and architect. 4. Set 1: 1) c2) e3) d4) h5) a6) g7) f8) b Set 2: 1) e2) a3) h4) b5) c6) f7) d8) g 5. (
6、b) Para. A (b) Para. B (a) Para. C (c) Para. D (f) Para. E (e) Para. F (d) Para. G (g) Para. A 6. 1) Because for him, the simplicity he appreciated in nature became his ultimate standard in design. 2) First was da Vincis complete disregard for the accepted boundaries between different f ields of kno
7、wledge. The second facet of da Vincis character was his respect for and fascination with nature. The third quality of da Vincis character was an enthusiastic demand for hands-on making, designing, practicing and testing, and for solving problems in the real world.3)“There is a good chance that you w
8、ill never again live and work in a community with as many different cultures and backgrounds as MIT.”(Para. F) 4) Because by doing so, the students can engage themselves in new intellectual adventures so as to use their time at MIT to its fullest potential. 5) It means that “They took the initiative
9、 to search for the deepest answers, instead of sitting back and letting things happen to them.” 7. Set 1: 1) h2) d3) a4) g5) f6) e7) b8) c Set 2: 1) c2) g3) d4) a5) h6) f7) e8) b 8. 1) She wanted to describe for the new students three of his characteristics that particularly f it with the value of M
10、IT. 2) Because by doing so, the students can encounter the most stimulating minds and inspiring role models, experience a life in a community with diversif ied cultures and backgrounds and participate in various new intellectual adventures, so that they can get the most out of their MIT education. 3
11、) The three of Da Vincis characteristics will be the heritage of MIT to be inherited by the students. She hoped that the new students would follow Da Vinci as well as a great many extraordinary MIT teachers as their role models to use their time to its fullest potential. 4) Multidisciplinary thinkin
12、g is a mode of thinking that goes beyond disciplinary boundaries in order to gain new ideas and fresh perspectives. 9. 1) Human ingenuity will never devise any inventions more beautiful, nor more simple, nor more to the purpose than Nature does. (Para. A) 2) For Da Vinci, the simplicity he appreciat
13、ed in Nature became his ultimate standard in design. (Para. B) 3) Be as determined in your curiosity as Leonardo da Vinci and you will use your time at MIT to its fullest potential. (Para. F) 4) MIT is a place of practical optimism and of passionate engagement with the most important problems of the
14、 world. (Para. G) 5) I had long since observed that people of accomplishment rarely sat back and let things happen to them. (Para. H) 10. Many scientists and engineers at MIT pursue simplicity in their design and development of technologies. Exploring the Topic 4. 1) It is believed that a multidisci
15、plinary approach to scientific education is of vital importance. 2) Second, a multidisciplinary emphasis is believed to be a prerequisite to training individuals. 3) It cannot be denied that these f irms are participating in turning out the future thinkers. 4) How about examining our problems about
16、science and technology from a liberal arts perspective. 5) Surprisingly, however, our universities and colleges fail to switch from the conventional divisions and departmental sections to daily extracurricular multidisciplinary work. 5. Reading 1 begins with a contrast “College education has always
17、had the responsibility to . However, . we also see the growing importance of producing .”. The introduction of Reading 2 is informative as well as interesting, which arouses the readers interest to go on reading. Integrated Exercises 2. (1) ultimate (2) spirit (3) feed (4) approach (5) property (6)
18、represent (7) discipline (8) aspiration (9) inspire (10) perspective (11) inherit (12) generate 3. The members of a word familyChinese equivalentinspire inspiration inspired inspiring v.激励 n.灵感 adj.有灵感的 generate generation generative generator adj.鼓舞人心的 v.产生 n.一代 adj.有生产力的 n.发电机 aspiration aspire as
19、piring n.渴望 v.渴望 adj.有抱负的 inherit inheritance inheritor inherited v.继承 n.继承物 n.继承人 adj.遗传的 discipline disciplined disciplinary n.纪律 adj.纪律严明的 adj.有关纪律的 represent representation representative v.代表 n.表现 n.代表者 anatomist anatomy anatomical n.解剖学家 n.解剖学 adj.解剖的 speculate speculation speculative speculat
20、or v.推测 n.推测 adj.推测的 n.思索者 celebrate celebration celebrated celebrity v.庆祝 n.庆祝活动 adj.著名的 n.名人intellect intellectual intelligence intelligent n.智力 adj.智力的 n.智慧 adj.有才智的 collaborate collaboration collaborative collabotatorv.合作 n.合作 adj.合作的 n.合作者Integrate integrated integration v.合并 adj.完整统一的 n.整合(1)
21、inspiring (2) generation (3) collaborative (4) aspiring (5) Intelligent (6) inherit (7) celebrity (8) speculated (9) representative (10) anatomical 4. (1) D(2) A(3) C(4) B(5) D(6) A(7) B(8) C(9) A(10) C 5. (1) Many celebrated researchers around the world are collaborating to develop a new vaccine. (
22、2) The scientists experiment generated an unexpected outcome. (3) If the systems are restructured, their effectiveness will be ultimately integrated into the global economy. (4) The doctors speculate that he died of a stroke caused by a blow on the head. (5) The murder trial attracted considerable p
23、ublic attention. (6) The aspiration for college education inspires people in remote areas to work hard. (7) He inherited his parents fortune after their death. (8) He disregarded his fathers advice and left college. (9) In this address, he asked the youngsters, who embody the spirits of the nation,
24、to join the campaign. (10) The special diet incorporates many different fruits and vegetables. 7. (1) Whoever run the red light shows a complete disregard for public safety. (2) Success, as he explained, was nothing more than a consistent pursuit of art and good luck. (3) The new product has benef i
25、ted from research work at the crossroads between biological and medical studies. (4) It was amazing that his idea echoed well the great philosophers belief, which he claimed not to have heard about before. (5) The one-month intense training program prepared the team members well for possible emergen
26、cies. (6) The audience was deeply impressed with the vigor and power of the speech delivered by the environmentalist. (7) This traveling experience will provide you with a rare opportunity to sample a different way of life. (8) Using the limited time to its fullest potential is one of the must-have/
27、required skills in adapting to the fast-paced modern life. (9) More and more countries are bringing robots to bear on their various problems. (10) These students are encouraged from a very early age to follow their own boundless interests well beyond the boundaries of conventional belief in obedient
28、 learning. 8. A. (1) B(2) C(3) B(4) B(5) D B. As multidisciplinary design has become a trend in the industry, there is a need for more emphasis on multidisciplinary perspectives. Educational institutions should take their role in training individuals who can function in a collaborative environment a
29、nd be prepared to face multifaceted projects that they may not have been exposed to. However, our universities and colleges fail to shift from traditional divisions and departmental sections to multidisciplinary work being practiced on a daily basis outside the classroom. C. 1) F2) T3) F4) T5) T D.
30、(1) what learning is about (2) be inquisitive (3) learn a new subject (4) analyze a new problem (5) teacher-taught (6) master-inspired (7) self-learner (8) the trap of dogma (9) no single simple answer (10) black and white (11) critical thinking (12) tolerant and supportive (13) a new thesis topic (
31、14) flexibility (15) style of leadershipUnit 2 The Scientific MethodKeys to the ExercisesApproaching the Topic 1. 1) The Scientific Method is a body of techniques for investigating phenomena and acquiring knowledge, as well as correcting/integrating previous knowledge. It involves gathering observab
32、le, empirical and measurable evidence, the collection of data through observation and experimentation, and the formulation and testing of hypotheses. 2) Scientists put forward hypotheses to explain what is observed. They then conduct experiments to test these hypotheses. The steps taken in the exper
33、iment must be capable of replication and the results emerge as the same. What is discovered may lead to a new hypothesis. 3) Scientists are human and can be unintentionally biased; total objectivity is impossible. 4) Scientists are human and can be unintentionally biased. Science uses our senses and
34、 our senses can be mistaken. We can never understand something as it really is because our very presence affects what is being studied. 5) Science is both a body of knowledge and a process. Science is exciting. Science is useful. Science is ongoing. Science is reliable. Science is a community endeav
35、or. 2. 1) c2) g3) e4) f5) a6) d7) h8) k9) b10) i11) j 4. (1) aspects (2) process (3) satisfy (4) technologies (5) puzzle (6) collection (7) evidence (8) ensure (9) diversity (10) professional 6. 1) Science. 2) It brings to mind many different pictures: white lab coats and microscopes, a scientist pe
36、ering through a telescope, the launch of the space shuttle, and so on. 3) Science can discover the laws to understand the order of nature. 4) Because it relies on a systems of checks and balances, which helps ensure that science moves towards greater accuracy and understanding, and this system is fa
37、cilitated by diversity within the scientific community, which offers a range of perspectives on scientific ideas. 5) Open. Reading about the Topic 3. 1) The modern scientific method is characterized by confirmations and observations which “verified”the theories in question, but some genuinely testab
38、le theories, when found to be false, are still upheld by their admirers, which rescues the theory from refutation only at the price of destroying, or at least lowering, its scientific status. 2) A theory which is not refutable by any conceivable event is non-scientific. 3) Their theories were consta
39、ntly verified by their clinical observations. They always fitted and were always confirmed. 4) Light must be attracted by heavy bodies (such as the sun). 5) There is the risk involved in a prediction: the theory is incompatible with certain possible results of observation in fact with results which
40、everybody before Einstein would have expected. 4. Set 1: 1) c2) a3) d4) b5) f6) e7) h8) g Set 2: 1) b2) e3) a4) f5) d6) c7) h8) g 5. Para. A (b) Para. B (c) Para. C (e) Para. D (e) Para. E (a) Para. F (d) 6. 1) Observations, hypotheses, and deductions, then conclusions. 2) You will need to research
41、everything that you can f ind about the problem. 3) You shouldnt change the hypothesis. Instead, try to explain what might have been wrong with your original hypothesis. 4) An important thing to remember during this stage of the scientific method is that once you develop a hypothesis and a predictio
42、n, you shouldnt change it, even if the results of your experiment show that you were wrong. 5) Because there is a chance that you made a miscue somewhere along the way. 7. Set 1: 1) c2) a3) d4) b5) f6) e7) h8) g Set 2: 1) e2) g3) a4) f5) c6) b7) d8) h 8. 1) Observation, as the f irst stage of the sc
43、ientific method, is a way of collecting information from any possible sources, which can serve as a foundation in verifying a theory. In this process, one should expect an event which could refute the theory. Only through beingrefuted by new observations which are incompatible with the theory could
44、it be falsified, which ref lects its true scientific virtue. 2) A hypothesis is a possible solution to a problem, based on knowledge and research, while a theory is a hypothesis confirmed by the research findings. Every theory cannot be applied to every situation; otherwise, it is not a good theory.
45、 3) It is always possible to verify nearly every theory, but that would rescue the theory from refutation at the price of destroying, or at least lowering its scientific status. 4) To falsify a theory is more valuable, because a theory which is not refutable by any conceivable event is non-scientifi
46、c. 9. 1) Because of this personal experience and an interest in the problem, you decide to learn more about what makes plants grow. (Para. B) 2) The experiment that you will design is done to test the hypothesis. (Para. D) 3) Through informal, exploratory observations of plants in a garden, those with more sunlight appear to grow bigger. (Para. H) 4) The judges at your science fair will not take points off simply because your results dont match up with your hypothesis. (Para. K) 5) You cannot prove the hypothesis with a single experiment, because there is a chance that you