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and
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ation
iny
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Scope and Sequence
Unit
Topic
Reading
context
Vocabulary
Function
1
Matter
Textbook
excerpt
atom, atomic number, compound, diatomic, electrón, element, Correcting
ion, isotope, mass number, molecule, neutrón, nucleus, proton, oneself
subatomic partióle
2
Energy
Webpage
Chemical energy, conserve, electromagnetic radiation, energy
efficiency, energy quality, trame of reference, heat,
kinetic energy, potential energy, thermal energy, transfer, work
Asking about
a process
3
The Periodic
Table
Póster
atomic radius, block, electrón affinity, electrón configuration,
electrón shell, element Symbol, group, ionization energy,
noble gas, period, periodic table, valence Shell
Asking for
more time
4
Rate
Processes
Report
diameter, driving torce, flow rate, flux, inlet, outlet, rate,
rate process, resistance, viscosity
Listing
conditions
5
Chemical
Reactions
Instructions catalyst, concentration, in excess, limiting reactant, reactant,
reaction, reagent, product, solute, solution, solvent, yield
6
Reactors
Webpage
activated sludge, batch reactor, bioreactor, cooling jacket,
Making a
CSTR, ¡mpeller, membrane bioreactor, plug flow reactor, reactor, recommendation
rotating biodisktank, tank, tubular reactor
7
The Scientific
Method
Abstract
conclusión, control group, experlment, experimental group,
Expressing
hypothesis, independent variable, observation, problem, result, interest
scientific method, testable
8
Research
Activities
Magazine
Article
double blind, experimentation, external validity, field experiment, Asking about
natural experiment, observational study, peer review, placebo
potential
effect, reproducibility, safeguard, selection bias, skew, research problems
9
Statistics
Email
central tendency, deviation, mean, mean absolute deviation,
median, mode, population, range, raw data, sample, statistics,
variance, variation
Comparing
results
10
Systems
Textbook
excerpt
closed system, consumption, extensive quantity, final,
generation, initial, input, intensive quantity, open system,
output, system, universal accounting equation
Clarifying
information
11
Mathematics
Webpage
abstract algebra, applied mathematics, arithmetic, calculus,
elementary algebra, Euclidean geometry, geodesy, geometry,
non-Euclidean geometry, probability, puré mathematics,
topology, trigonometry
Expressing
enthusiasm
12
Design Theory Webpage
assemble, constraint, construct, criteria, detailed design,
estímate, feasibility study, identify, narrow down,
preliminary design, sketch, verify
Asking about
progress
13
Logic
abductive reasoning, deductive reasoning, formal logic,
inductive reasoning, informal logic, logic, logical form,
mathematical logic, predícate logic, propositional logic,
symbolic logic
Describing
opposites
14
Career Options Newsletter academia, administrator, advisor, engineer, inspector,
internship, lab technician, nonacademic, nonprofit, patent,
professor, researcher, scientist
15
Ethics
Textbook
excerpt
Editorial
Describing
order
Narrowing
down options
application, commercial interest, debate, ethical, moral, neutral, Describing
patient welfare, profit, regulation, responsibility, thorough, trial
importance
Table of Contents
Unit 1 - M a t t e r ...................................................................................................................... 4
Unit 2 - E n e rg y ...................................................................................................................... 6
Unit 3 - The Periodic T a b le ............................................................................................... 8
Unit 4 - Rate P ro c e s s e s ................................................................................................... 10
Unit 5 - Chem ical Reactions ..........................................................................................12
Unit 6 - R e a c to rs .................................................................................................................14
Unit 7 - The Scientific M ethod ......................................................................................16
Unit 8 - Research Activities ............................................................................................18
Unit 9 - Statistics ...............................................................................................................20
Unit 1 0 - S y s t e m s ...............................................................................................................22
Unit 11 - M athem atics ..................................................................................................... 24
Unit 12 - Design T h e o r y ................................................................................................... 26
Unit 1 3 - L o g ic .................................................................................................................... 28
Unit 1 4 - C a r e e r Options ................................................................................................. 30
Unit 15 - Ethics .................................................................................................................. 32
Glossary
34
Get ready!
O Before you read the passage, talk about
these questions.
1 How are elements identified?
Physical Science # ......... \
2 What ¡s the relationship
between atoms and
electrón
matter?
■
M A TTER . 1
protón
III
Atoms are the foundations of matter. They are larger
than subatomic partióles, and smaller than
molecules. A molecule with two atoms ¡s diatomic.
An element consists of one type of atom. Two or more
elements combine to form a compound. These
different elements are identified by their atomic
numbers.
mass number
neutrón
( nucleus )
Atoms also have a role in electricity. An ion is an atom
with an electrical charge. If it has more electrons, it
has a negative electrical charge. If it has more
protons, it has a positive electrical charge. If a particle
has no electrical charge, ¡t ¡s a neutrón.
atomic number
A mass number tells you the number of protons or
neutrons ¡n the nucleus. Thls determines whlch isotope
an atom belongs to. All livlng things, ¡ncludlng the
human body, are made of atoms. Atoms make up
elements and compounds, which are part of larger
structures.
compound )
m m
Vocabulary
Reading
0 Read the textbook excerpt. Then, choose
0
Match the words or phrases (1-8) with the
definitions (A-H).
the correct answers.
1 What ¡s the maln ¡dea of the chapter?
A the role of atoms
B types of elements
1 _neutrón
5 _diatomic
2 _electrón
6 _element
3 _molecule
7 _mass number
4 _compound
8 _atomic number
C uses of electrical charges
D the creatlon of a molecule
2 Which of the following does NOT have an
electrical charge?
A an Ion
C a neutrón
B an electrón
D a proton
3 Which of the following is the result of two or
more elements?
A a measure of the number of protons and
neutrons ¡n an atom
B a part of an atom with a negative electrical charge
C a measure of the númber of protons ¡n an atom
D a part of an atom with no electrical charge
E a baslc substance made up of one particular
type of atom
F the smallest unit of an element or compound
A an atomic number
C an ¡sotope
G contalning two atoms
B subatomic partióles
D a compound
H two or more elements
O Read the sentence pairs. Choose which word best fits
each blank.
Speaking
0 With a partner, act out the
roles below based on Task 7.
Then, switch roles.
1 ion / proton
£=
<
<
always has a positive electrical
charge.
B A(n)
charge.
can have a positive or negative
USE LANGUAGE SUCH AS:
Are you ready...?
I used...
2 atom / subatomic partióle
I just noticed...
A A water molecule contains an oxygen______________
B A proton is a type o f__________________.
Student A: You are a student.
Talk to Student B about:
3 isotope / nucleus
A The__________________is at the center of an atom.
B The scientist counted the number of neutrons in the
•
studying atoms
•
electrical charges
•
comparing types of atoms
Student B: You are a student.
Talk to Student A about studying
atoms.
@ í i Listen and read the textbook excerpt again. What is
the difference between protons and electrons?
Listening
0 «i Listen to a conversation between two students. Mark
the following statements as true (T) or false (F).
1 _ The man’s notes contain an error.
2 _The woman confuses atoms and molecules.
Writing
0
Use the textbook excerpt and
the conversation from Task 8
to fill out the evaluation.
3 _ The students need to change their report.
Q $ Listen again and complete the conversation.
Student 1: 1 ____________? There were some mistakes in
those notes. I just noticed this morning.
S c ie n c e P ro je c t
E v a lu a tio n
Student 2: Really? Oh, I didn’t realize that.
Student 1: Yes, l’m sorry I didn’t tell you earlier. I mixed up
2 ____________.
Assignment: Identifying Atoms
Student 2: I 3 ____________any errors.
Student’s Ñame:
Student 1: Take another look. I wrote that protons have no
electrical charge. And I put that neutrons are negative.
Student 2: Ah! That’s what I 4 __________________ , too. Atoms
can be confusing.
Student 1: Now I know better. The charges for ions are positive or
negative. 5 ____________ protons and electrons.
Student 2: We’d better fix that in our report. It’s 6 ____________
_____ it isn’t due until tomorrow.
What score does this project receive
(1-10)?_______
Please explain your scoring:
Energy
SunPowering > About Us > FAQs
ABOUT US
O Re
Q:What Services do you provide?
>n«l h o lv ^ . , *
A: We provide solar power panels and informational
sesslons to local consumers. We show solar power
doing useful work ¡n practlcal ways. Thls glves
consumers a proper trame of reference to better
understand energy quality. It also explains how
using solar power ¡s a way to conserve energy. We
regularly check the energy efficiency of our so'a
devlces as well. And we always seek better w ai
to capture electromagnetic radiation.
100000 K
electromagnetic radiation
Core
Radialive roñe
Thermonuclear reactions
Chemical energy
thermal energy
Q: How do solar panels work?
A: Our solar panels collect energy from the sun
convert ¡t to heat or thermal energy. Before
energy ¡s used, ¡t ¡s stored as potential ene
Then your electrlcal system transfers that er
to kinetic energy.
T
i . * «*•
potential energy
Q: Does solar power transform into o t
types of energy?
Get ready!
0
Before you read the passage, talk about
these questions.
A: Yes. We are currently experimenting wlth artificia
photosynthesls. It’s modeled on the way plantsi
process sunllght Into Chemical energy. We hope
to use ¡t for developlng clean fuel.
1 What are some everyday examples of kinetic
and potential energy?
LSte
q
^
2 Ct
2 How can solar energy be used?
Reading
0 Read the webpage. Then, choose the
correct answers.
Vocabulary
0
Match the phrases (1-6) with the definitions
(A-F).
1 What ¡s the main idea of the webpage?
A a company’s prlclng on energy equipment
1 _Chemical energy
3 _kinetic energy
C
4 _energy efficiency
D an explanation of a company’s energy Services
* i
2 _thermal energy
B warnings about hazards of particular energy
sources
new government regulatlons on solar energy
O
5 _frame of reference
6 _electromagnetic radiation
Saespe
I —st<
es
What does an electrical system do?
A It generates kinetic energy.
A energy released from a Chemical reactlon
B It produces solar power.
B energy that is active or in motlon
C
C
a set of valúes on which measurements can be
based
D
E
energy that travels in waves and can produce llgh:
It stops the movement of heat.
D It converts power Into potential energy.
3
What type of energy is used ¡n the company’s
fuel development project?
A
B
6
Chemical energy
thermal energy
C
D
potential energy
electrlcal energy
F
a measurement of the amount of energy
requlred to do work
energy released from the movement of atoms omolecules
Z^stc
Lae-sc-e
saesoe
I _stc
O Read the sentence pairs. Choose which word or phrase
best fits each blank.
1 transfer / conserve
A The system was designed t o __
the generator to the machine.
energy from
B The company owner planned to
by using less electricity.
__energy
Speaking
O With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
Can you describe...?
What about...
2 potential energy / heat
Energy is ...
A The burner didn’t produce enough______________.
B A car at the top of a hill is an example o f______________.
3 work / energy quality
Student A: You are a salesperson.
Talk to Student B about:
A The technician checked th e _____________ of the solar
panels.
•
types of energy
•
everyday examples
B The machine completed a useful amount o f_____________ .
•
kinetic and potential energy
0
Listen and read the webpage again. How does solar
power conserve energy?
Student B: You are a customer.
Talk to Student A about types of
energy.
Listening
0$
Listen to a conversation between a salesperson and
a customer. Mark the following statements as true (T) or
false (F).
1 _The man is calling about repairing his electrical system.
Writing
O Use the webpage and the
conversation from Task 8 to fill
out the email.
2 _The woman recommends testing energy efficiency in the
man’s home.
3 _The woman suggests using traditional sources of power at
night.
itions
Dear Mr. Keller,
0
$ Listen again and complete the conversation.
We are pleased you contacted us
about your energy concerns. I’m
Salesperson: Well, solar energy is 1 ____________ heat,
thermal energy, and electricity.
Customer:
happy to give you some Information
about our Services:_____________
Is this in addition to the traditional sources of power?
_____________. You can use both or go
Salesperson: 2
completely solar. It’s up to you.
Customer: 3
:an be
______ when the sun isn’t visible?
Salesperson: Great question. Solar panels collect the sun’s energy
and store it as potential energy.
Customer: So it’s there to use 4 ________________________ .
ice light
Salesperson:
Customer:
toms or
Exactly. 5 __________________ traditional power
source.
Sally Nash
Customer Relations
SunPowering, Inc.
I’ll have to do some more thinking about this.
6 __________________ the information.
7
Get ready!
Reading
O
0
Before you read the passage, talk about
these questions.
1 How are elements arranged within the periodic
table?
Read the póster. Then, choose the correct
answers.
1 What is the purpose of the póster?
A to explain the order of elements on the
periodic table
2 How are different trends displayed ¡n the periodic
table?
pe-
periodic table
B to detail which elements are included in the
periodic table
C to discuss common misconceptions about I
the periodic table
®
D to compare different versions of the periodic i
table
2 Which of the following is NOT a characteristic
of every element?
A electrón configuration
C noble gas
B atomic radius
D ionization energy
3 What is true about elements within the same
period?
A They share similar element symbols.
B They contain the same number of electrón
shells.
Classroom Póster:
C They each have a set number of protons.
T h e P e r io d ic
T a b le
-
D Their atoms do not have valence shells.
The periodic table displays Chemical elements
according to their element symbols. A number of
tables exist, but one standard form is most common.
Its arrangement is based on an element’s electrón
configuration and Chemical properties. Visually, a main
grid sits above a smaller double row. Each horizontal
row is a period. Each period has elements with the
same number of electrón shells. A vertical column is a
group. The outermost electrón shells of those atoms
have similar physical or Chemical characteristlcs. Similar
characteristlcs inelude the number of electrons in the
valence Shell. Neighboring groups, such as the noble
gases, are classified in blocks.
The arrangement of the table also reveáis periodic
trends. The direction of progression might indícate a
particular increase or decrease. Moving from left to right
on a row shows decreasing atomic radil. The same
progression results in an increased ionlzation energy
and electrón affinity.
Vocabulary
0
Match the phrases (1-6) with the definitions
(A-F).
1 _valence shell
2 _element symbol
3 _periodic table
4 _electrón affinity
5
ionization energy
6
electrón configuration
A the one- or two-letter designation given to an
element
B an atom’s outermost electrón layer
C a system showing how electrons are distributec
in orbitals
D the chart that organizes elements by Chemical
characteristics
E the mínimum amount of energy required to
remove an electrón
F the negative charge that occurs when an ato
receives an extra electrón
8
correct
0 Read the sentence pairs. Choose which word or phrase
best fits each blank.
Speaking
0
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
1 block / atomic radius
A The new equipment measures an atom’s ______________ .
B Each______________ of elements has similar properties.
i the
USE LANGUAGE SUCH AS:
2 group / noble gas
id ¡n the
is about
Are you ready fo r... ?
A Hydrogen and lithium belong to the same______________.
Didyou notice...?
B Helium is an example of a ______________ .
The more I study,...!
3 period / electrón shell
periodic
Student A: You are a professor.
Talk to Student B about:
A The student numbered each______________ of the element.
B Only two elements are arranged in the first_____________ .
cteristic
as
0
«i Listen and read the póster again. What is significant
about a row on the periodic table?
•
his or her preparation for a quiz
•
the periodic table
•
the arrangement of elements
3n energy
i same
Student B: You are a student. Talk
to Student A about your
preparation for a quiz on the
periodic table.
üstening
s.
0
•» Listen to a conversation between a professor and a
student. Choose the correct answers.
slectron
1 What is the purpose of the conversation?
otons.
lells.
A to conduct a quiz on the arrangement of the periodic table
Writing
B to review an assignment on the history of the periodic table
0
C to clarify lecture points on different types of periodic tables
D to identify practical applications for the periodic table
Use the póster and the
conversation from Task 8 to fill
out the email to a professor.
2 What concept does the man have trouble remembering?
finitions
A the meaning of atomic numbers
B the purpose of element symbols
C the number of electrón shells
Professor James,
D the periodic trends in a row
0
n to an
( i Listen again and complete the conversation.
Student: Oh, I definitely know that. Each element is labeled
by its 1 ____________and atomic number.
: *ofessor: Correct. And what significance 2
_____ represent?
listributed
hemical
d to
i an atom
Student: Let’s see. Those are periods. The elements in a row
have 3 __________________ of electrón shells.
I reviewed the periodic table all week on
my own. I had no trouble identifying
However, I was confused by _______
________________ . But then the quiz
in class was really useful. It helped me
Thank you for helping me out.
Daniel Morgan
=Tofessor: Great! Let’s move on. 4 __________________ many
period trends. Describe one.
Student:
Hmm. That’s a tough one. I know 5 ____________
=rofessor: A syou6
V_____________ )
a ro w ...
9
Get ready!
Reading
O Before you read the passage, talk
about these questions.
0
0 $
Read the report. Then, mark the following
statements as true (T) or false (F).
1 What are the parts of a typical rate
process?
1
The system’s driving forcé is operating correctly.
2
2 What are some factors that affect a
system’s flow rate?
The ¡nspection revealed increased resistance ¡n the j
system.
3
The report recommends examining the area near the I
outlet.
LLFT M anufacturing
Maintenance Report
Inspection of: Cooling System
P ro b lem : Water ¡s not flowing through the
cooling system at the proper rate. It ¡s leaving ;
the system much more slowly than normal.
mic
bec
Liste
O»
insi
cor
Vocabulary
/
0
E
Match the words or phrases (1-6) with the
definitions (A-F).
(
1 _inlet
4 __ viscosity
:
2 _flux
5 __ resistance
3 _outlet
6 __ rate process
A a slowing effect on a substance or object
-
B
—
Inspection Results: We checked each step of
the rate process. First, we looked at the
mechanlsm that creates the driving forcé. It was
functioning normally. The temperature and
viscosity of the liquid are also normal. There are
no unwanted substances present in the water.
Then, we ensured that nothlng is blocking the
system’s inlet. We checked the flux at several
points along the piping. Throughout most of the
system, the flow rate is normal. However, the rate ;
at the outlet decreases suddenly. Somethlng ¡s
reducing resistance ¡n that stretch of the piping.
Most likely, part of the pipe’s diameter ¡s ;
damaged and leaking.
M aintenan ce: System function needs to be
shut down temporarily. The piping near the
outlet should be removed and examined. If no
leak ¡s present, further investigation is
necessary.
B a place where something exits
C the movement of a substance over a perlod of time
:
D the quality of a liquid that affects its rate of movement
E a place where something enters
F the rate of movement at one particular point
O Read the sentence pairs. Choose which word or
phrase best fits each blank.
1 flow rate / driving forcé
A The engineer ensured that the system’s
________________ had enough fuel.
B A low ________________ could indícate a blockage
2 rate / diameter
A The resistance is too high for a pipe with such a
small________________ .
B The water’s ________________ of movement was
faster than expected.
rcr-i
0
'ectly.
ce ¡n the
$ Listen and read the report again. What
might happen if resistance in a system
becomes too great?
Listening
0
a near the
S p G S k in g
Q w¡th a partner) act out the ro|es be,ow
based on Task ? Thenj sw¡tch ro|es
USE LANGUAGE SUCH AS:
Why do you think... ?
Listen to a conversation between an
inspector and a plant manager. Choose the
correct answers.
Maybe there’s ...
Ifwe don’t ...
1 What is the conversation mostly about?
Student A: You are an inspector. Talk to
Student B about:
A methods for properly maintaining a system
B
the cause of a problem in a system
C how to measure flow rate in a system
D
the purpose of a rate process in a system
•
a rate problem in his or her system
•
the cause of the problem
•
the likely consequences of the problem
2 What will the woman likely do next?
A order a new part for the system
B
Student B: You are a plant manager. Talk to
Student A about a rate problem in your system.
review the man’s report
C shut down the system
D
time
perform maintenance on the pipes
vement
0
0
prd or
blockage.
Listen again and complete the
conversation.
D
Use the report and the conversation from
Task 8 to fill out the maintenance report
rspector: The flow rate was down, so I
1 ________________________ .The
rate was low throughout most of the
system.
Manager:
Maybe there’s a problem 2 _____
_____ . Could that be it?
rspector:
I don’t think so. You see, the rate
changes just 3 __________________ .
Suddenly, the water is moving normally
again.
ich a
ant was
Writing
Manager: Oh, I get 4 __________________ .
Some water gets past the blockage and
moves normally again.
LLFT Manufacturing - Report Summary
rspector: That’s my guess. But most of the water
is backing up. That’s putting 5 _____
_____ on the pipes.
Manager: That 6
should we do?
rspector:
.What
If we don’t remove the blockage, the
pipe might burst. I’d suggest we shut
down the system right away.
11
Chemical Reactions
Chemistry 101 - Lab #5
(re a c tio n )
Each student receives the same materials for this
assignment. You will combine a solvent and a solute.
If you follow the instructions, the solution creates a
simple Chemical reaction. Add the limiting reactant
slowly to avoid a safety hazard.
NOTE: This lab will NOT require additional catalysts.
For next week’s lab, we’ll experlment with addlng
heat.
•
Learn the proper process to create a chemica
reaction.
Be able to describe the product in your own words.
•
400ml of water, your reactant
3g of sulfurlc acld, your reagent
2 pre-fllled beakers
Instructions: f
Add 1g of sulfuric acld to 300ml of water. Addlnc
sulfuric acld in excess of 1g at this polnt ¡s no:
recommended.
Add 10Oml of water. The concentration of sulfuríd
acid to water should be low.
Add the remaining 2g of sulfuric acid.
Observe the reaction and report ¡ts yield.
Get ready!
O
Before you read the passage, talk about
these questions.
1 What occurs in a Chemical reaction?
2 What is ¡nvolved in creating a solution?
6 with the
definitions (A-F).
1
yield
4 _solute
2
reaction
5 _concentration
3 _reactant
6 _limiting reactant
when two or more substances combine in a
Chemical event
B
the amount of something produced during a
process
C
the number of molecules of a substance In a
glven volume
2 _Students are instructed to add sulfuric acid
to water.
D
E
a substance that changes during Chemical activit»
3 _Each student’s materials should create a
dlfferent reaction.
F
a substance that dlssolves ¡nto a solvent
Read the instructions. Then, mark the
following statements as true (T) or false (F).
1 _Students will utillze burners in this experiment.
12
or phrases
A
Reading
0
0 Match the words
a substance that ¡s completely consumed and
stops a reaction
for this
a solute.
¡reates a
reactant
O Fill in the blanks with the correct words or phrases from
the word bank.
W )
in excess solvent
solution product
atalysts.
i adding
ahemical
0
3 Water acted as a(n)________________ for the dissolving salt.
Student A: You are a student.
Talk to Student B about:
5 The chemist introduced heat, a known________________ , to
the reaction.
•
a class experiment
•
your instructions
6 Do not add substances________________ of the specified
amount.
•
expected results
*» Listen and read the instructions again. What is the
difference between a catalyst and a limiting reactant?
Student B: You are a student.
Talk to Student A about a class
experiment.
Listening
the following statements as true (T) or false (F).
3 _The man has performed this experiment before.
Q $ Listen again and complete the conversation.
Student 1
1 _____ , ____________ to moisten the sugar
with a little water.
Student 2
That doesn’t require any 2 ____________ , does it?
Student1
No. The water is enough to dissolve the sugar
3 __________________ .
Student 2
And the sugar is our reactant and the sulfuric acid is
our reagent.
Student 1
That’s right. Then, we’re 4 __________________ the
moistened sugar to the sulfuric acid.
Student 2
Actually, I think it’s the 5 __________________ . We
need to stir the sulfuric acid in slowly.
Student 1
6 ____________ ! I didn’t read that carefully enough.
That could be a dangerous reaction.
:ant
i in a
ing a
e in a
al activity
ed and
This experiment...
The substances should react...
2 _The reaction requires a catalyst.
n
USE LANGUAGE SUCH AS:
2 The student mixed the two substances together to create a(n)
1 _The woman misread the instructions.
th the
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
Where do we start?
0 «» Listen to a conversation between two students. Mark
>f sulfuric
0
1 The Chemical reaction resulted in a volatile_________________
4 The teacher added th e ________________ to the reactant.
rn words.
r. Adding
ínt is not
catalyst
reagent
Speaking
Writing
O Use the instructions and the
conversation from Task 8 to fill
out the lab report.
Reactors
HOME
Anderson-Park Power
ABOUTUS
PRODUCTS
"ssr
As a top-rated manufacturer, Anderson-Park Power I
produces the most efficient reactors. Each of our producís j
¡s regularly tested and maintained. Additionally, each reactor ¡
is designed to suit a particular purpose. Consult the listl
below for all available products.
O ^ea
Reactors
2
wor
b
*
s
• CSTR - Our continuous motion reactor receives anc
discharges its contents.
• Plug flow reactor / tubular reactor - These reactors
pump reactants through a tube. They are used by civil
engineers to study pipelines and waterways.
• Batch reactor - Unlike a tank or tubular reactor, these
reactions occur in an entirely closed vessel.
• Bloreactor - These reactors process both living materials
and inorganic matter. Activated sludge is often used to
break down the organic matter.
o Membrane bioreactor - This reactor introduces the
membrane process to a basic bioreactor. They ara
common in municipal wastewater treatment.
Parts
*
71
i
Listef
O
- «no
t a lo
• Tank - All reactors need a large containment vessel.
o Rotating biodisk tank - Tanks with moving parts an
common in wastewater treatment.
• Impeller - This rotating part moves fluids inside the tank
• Cooling jacket - Reactor coverings increase or decreas
the inner temperature.
= rv
Vocabulary
0
Get ready!
Match the words or phrases (1-8) with the
definitions (A-H).
O
1
tank
5
batch reactor
2
reactor
6
tubular reactor
3
impeller
7
CSTR
4
bioreactor
Before you read the passage, talk about
these questions.
1 What makes a bioreactor different from a
traditional reactor?
2 How do reactor designs affect their functions?
14
8
membrane bioreactor
A
a reactor that pumps substances through
a pipe-like feature
Reading
B
a reactor that processes organic matter
0
C
a completely contained reactor
a part of a machine that rotates to move fluids
1 _A CSTR reactor pumps reactants through a
tube.
D
E
F
2 _Membrane bioreactors are often used in
municipal wastewater treatment.
G a reactor that uses the membrane process and
microorganisms
3 _An impeller is the part of a reactor responsible
for moving fluids inside the tank.
H a reactor that receives and discharges a
continuous flow of material
Read the webpage. Then, mark the following
statements as true (T) or false (F).
a large container that can hold liquids or gases
a large machine that creates energy
er
■k Power
• products
ch reactor
jlt the list
O Read the sentences and choose the correct
words or phrases.
1 The team used the batch reactor/rotating
biodisk tank to transfer the bacteria into the
wastewater.
sives and
reactors
id by civil
3
Speaking
0 With a partner, act out the roles below
based on Task 7. Then, switch roles.
USE LANGUAGE SUCH AS:
2 The scientist added air to the activated
sludge/CSTR to break down the pollutants.
How may I help you?
3 A(n) cooling jacket/impeller was placed on the
tank to maintain its temperature.
You might consider...
4 The city officials used the tank/plug flow
reactor to study local pipelines.
tor, these
I materials
¡n used to
0 9 Listen and read the webpage again.
duces the
They are
Listening
What is the importance of a cooling jacket?
0 $ Listen to a conversation between an
I’d recommend...
Student A: You are an employee. Talk to
Student B about:
•
what he or she needs a reactor for
•
types of reactors
•
additional parts
Student B: You are a customer. Talk to
Student A about what you need a reactor for.
employee and a customer. Mark the
following statements as true (T) or false (F).
1 _The woman needs to treat wastewater.
2 _The man recommends a bioreactor.
3 _ The man offers to add an extra ¡mpeller.
0
ith the
ir
je fluids
from Task 8 to fill out the survey.
Employee: Thank you for contacting AndersonPark Power. 1 __________________
help you?
Customer:
I’m 2 __________________ a new
reactor. I’m running the city’s cellulosic
ethanol tests.
Employee:
I can definitely help you with that. For
that type of research, 3 ____________
a bioreactor.
Customer:
How is that different from other types of
reactors?
Employee: A bioreactor specializes ¡n organic matter,
4
______ the cells you’re testing.
r gases
Customer: 5
______ . Is a bioreactor a selfcontained tank or will we need other
parts?
cess and
Employee:
a
0 Use the webpage and the conversation
»♦ Listen again and complete the
conversation.
•eactor
jgh
Writing
It’s technically a CSTR, so it works well
on its own. 6 _____ , ______________
consider a cooling jacket as well.
15
The Scientific Method
Get ready!
O Before you read the passage, talk about
these questions.
What is the purpose of the scientific method?
What are the steps in the scientific method?
experimen
Abstract: Motor Vehicle Components
lntroductlon:
QK Motors sponsored a recent test on
improving vehicle efficiency. They hired the LeBrien
lnstitute to conduct these studies. My team of
researchers made a series of observations about this
problem. We analyzed properties of different metals in
motor vehicle design . We then formed a hypothesis
that was testable through the scientific method.
Hypothesis:
Replacing sorne steel parts
aluminum parts will increase vehicle efficiency.
with
Process: We created an experiment with two groups.
The independent variable was the amount of steel
versus aluminum in each set. The control group
included vehicles with the existing design. In the
experimental group, we replaced twenty percent of
steel components with aluminum components.
We then tested the vehicles ' fuel requirements and
durability.
Outcome: Our results led to a significant conclusion.
The vehicles from both groups were equally durable.
However, the vehicles in the experimental group had
much greater fuel efficiency. This strongly supported
our hypothesis.
Vocabulary
E) Match the words or phrases (1-5) with the
Reading
f) Read the abstract. Then, mark the following
1
testable
statements as true mor false (F).
2 _ experiment
1 _ QK Motors tested the efficiency of
aluminium parts in vehicles.
3
2 _ The experimental group contained only
twenty percent steel , whereas the control
group had the normal amount of steel.
3 _ The veh icles with aluminium components
were more fuel efficient.
16
definitions (A-E).
4 _
hypothesis
5 _ independent variable
scientific method
A the factor in an experiment that is bein g tested
B a system for testing facts and processes
C a statement or prediction that explains something
D a process that reveals the effect of something
E able to be proven or disproven
e
L
e
O
Place the words or phrases from the word bank in the
correct box.
Speaking
0
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
control group
observation
conclusión
result experimental group
problem
How is ... going?
Based on ... so fa r...
ts
t test on
LeBrien
eam of
)out this
netals ¡n
othesis
lod.
ts with
groups.
of Steel
I group
In the
rcent of
lonents.
nts and
Before an
experiment
Let me know ...
Student A: You are a scientist.
Talk to Student B about:
During an
experiment
After an
experiment
0
$ Listen and read the abstract again. What is the
difference between the control group and the
experimental group?
his or her latest experiment
•
the hypothesis of the
experiment
•
the results of the experiment
Student B: You are a scientist.
Talk to Student A about your
experiment.
Listening
0
•
Writing
$ Listen to a conversation between two scientists. Mark
the following statements as true (T) or false (F).
1 _The woman recently finished the testing for her experiment.
0
Use the conversation from
Task 8 to fill out the experiment
log.
2 _The woman expects the experiment to support her hypothesls.
clusion.
durable.
)up had
pported
3 _In the experiment, the control group was more durable than
the experimental group.
0
M otor V e h ic le D esign
-M eta l V e rs u s P lá stic
C o m p o n e n ts-
® Listen again and complete the conversation.
Scientistl: The problem had 1
.cars, didn’t it?
i the
Scientist 2: Yes. We wanted to see if 2 .
efficiency. So we replaced some Steel parts with
aluminum ones.
Exp erim en t:
fuel
Date: May 4
Hypothesis:_________________
Scientist 1: So you should 3 __________________ soon.
variable
tested
nethlng
Scientist 2: Yes, sometime this week. Based on the results so far,
I think it will 4 __________________ .
Progress:
Scientist 1: Oh, yeah? What kinds of data did your 5 _____
?
Next steps:
Scientist 2: In 6 __________________ , the aluminum parts
performed better.
Expected results:
ithlng
17
Research Activities
Get ready!
Reading
O Before you read the passage, talk about
these questions.
© Read the magazine article. Then, choose
the correct answers.
1 What is the main idea of the article?
«Or
A a problem with a recent experiment
2 How ¡s the integrity of a study maintained?
B ways that scientists maintain reliability
C
proposed adjustments to the scientific method
D why to conduct experiments in a lab
environment
«Secti
Which of the following does NOT prevent
skewed results?
natural experim ent
A avoiding selection bias
n
1 What are some different types of scientific
experiments?
O Plac
corr
C
reproducibility
conducting a field experiment
'v
B setting up a double blind trial
D recognizing the placebo effect
3 What happens during the peer review process?
A Scientists submit opinions about the validity
of experiments.
B Scientists particípate in each other’s
experiments.
C
©
**
-
Scientists permit use of their labs and
subjects for studies.
D Scientists attach their own results to each
other’s studies.
We all remember learning about the scientific method in
school. But how much difference does it actually make?
In the real world, scientists must follow the scientific
method as closely as possible. Otherwise, the research
may be totally useless.
Controlling the scientific method is often easier in a lab.
But lab experimentation is not always possible.
An observational study is sometimes the only way to
examine real-world practices. These are monitored in a
natural experiment or a field experiment. With these
experiments, scientists must take particular measures to
maintain scientific integrity. For example, a double blind
trial is a safeguard against potential selection bias.
Scientists also watch for the placebo effect.
This helps them understand how the subjects themselves
might skew the results.
In any situation, experimentation must be varied and
thoughtful. Many studies are submitted for peer review to
gather opinions or test validity. The strongest studies
exhibit external validity and reproducibility. These
qualities are essential to the successful scientific method.
18
Vocabulary
© Match the words or phrases (1-6) with the
definitions (A-F).
1 _research
4 _ skew
2 _double blind
5 _observational study
3 _safeguard
6 _experimentation
A a situation where placement of subjects is not
controlled by a researcher
B ensuring group assignments are unknown to
both subjects and researchers
C
the process of performing controlled studies to I
gain information
D the process of investigating materials and
sources to reach conclusions
E something that is used to protect against loss
or damage
F to change something and make it incorrect
% ÍI
oose
O Place the words or phrases from the word bank in the
correct box.
peer review
reproducibility
placebo effect
natural experiment selection bias
field experiment
external validity
üty
c method
Speaking
0
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
l ’m conducting...
That’s good to hear.
)
¡nt
I hope your study...
Affecting an
outcome
Student A: You are a scientist.
Talk to Student B about:
Types of
studies
Ensuring
-eliability
•
your new study
•
the type of experiment
•
important factors for
maintainlng reliability
irocess?
e validity
nd
0
Jstening
Writing
00
0
Listen to a conversation between two scientists. Mark
the following statements as true (T) or false (F).
o each
1 _The wornan recently concluded an experiment on sleeping
patterns.
2 _The man found an error in the setup of the experiment.
th the
3 _The man agrees to be on the peer review panel.
0
Listen again and complete the conversation.
al study
ition
Student B: You are a scientist.
Talk to Student A about his or her
new study.
$ Listen and read the magazine article again. Why is
reproducibility important in a study?
Scientistl:
11__________________ an observational
study on the sleeping habits of twins.
c
Scientist 2: 2 __________________ controlled or a field
experiment?
Scientist 1: It has to be a field experiment. The families I interviewed
can’t come 3 __________________ every night.
Scientist 2: That could be a problem. How will you maintain
4 ____________over the study?
Scientist 1: I was concerned about that, too. But really, having
them sleep at home is more natural.
Scientist 2: That’s true. You’ll just have to monitor all the factors
really closely. What about 5 _____ ?
Scientist 1: l’ll keep careful records so that everything 6 _____
Use the conversation from
Task 8 to fill out the form.
Statistics
Get ready!
O
Before you read the passage, talk
about these questions.
1 What ¡s statistical deviation?
2 How do scientists calcúlate the mean
median, and mode?
Hi Alex,
Here is my analysis of the statistics we recelved yesterday:
I separated the population of university students ¡nto a sample
group. There are 1,000 students ¡n the sample with a range
between elghteen and twenty-two years oíd. We analyzed hov,
many of them transferred or dropped out of school. A central
tendency exlsts just under age twenty. Students are less tikely
to transfer or drop out at that age. Nlneteen ¡s the median
and mean for thls sample. Elghteen ¡s the mode. Conclusión
Students are most llkely to leave school between ages elghteer
and nlneteen.
The university requested recalculatlons before we submlt our I
findings. I attached a copy of the raw data. That way, you car
perform the calculatlons yourself. I dldn't calcúlate the mean
absolute deviation. Would you do that? Also, make sure to|
highllght any variations or deviations in the data set
We’ll have to account for any variance.
Usté
Let me know ¡f you have any questions.
Natasha
Reading
0
Read the email. Then, choose the correct
answers.
1 What is the purpose of the email?
A to submlt a report of findings to a panel
B to request additlonal raw data for analysis
C to provlde a colleague with the results from
an analysis
D to discuss plans for an upcomlng statistical
project
2 Whlch of the following ¡s attached to the email?
A a peer review of the analysis
B a detailed descrlptlon of the sample group
C a copy of the raw data set
D an interpretaron of the data
3 Which valué was NOT calculated?
A central tendency
C mode
B mean absolute deviation
D median
Vocabulary
0 Match the words or phrases (1-5) with the
definitions (A-E).
1
raw data
4 _central tendency
2
variance
5 _ mean absolute deviation
3
statistics
soen*
scieni
soen
A a collectlon of results that have not been
analyzed or manipulated
B a branch of mathematlcs that focuses on the
analysis of data
soen
C the average distance of a set of valúes from the
set’s mean valué
soten
D the incllnation of valúes to gather near another
valué
soten
E the amount of change or dlfference between
components of something
O Place the words from the word bank in the correct box.
Speaking
0
mean
population
deviation
mode
sample
range median
variation
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
Can you confirm...?
I noticed...
sterday:
a sample
i a range
lyzed how
A central
less likely
8 median
onclusion:
s eighteen
ubmit our
y, you car
the mean
<e su re te
data set.
Sets of Data
Wait, that’s different...
•'alues in a Data Set
Student A: You are a scientist.
Talk to Student B about:
Differences Between
Data Points
0$
Listen and read the email again. What is significant
about raw data?
•
his or her analysis of a data set
•
in the reliability of the sample
•
how your calculations
compare to his or her
calculations
Student B: You are a scientist.
Talk to Student A about your
analysis of a data set.
Listening
0
$ Listen to a conversation between two scientists. Mark
the following statements as true (T) or false (F).
1 _The man misplaced the statistical results.
Writing
0
Use the conversation from
Task 8 to fill out the memo.
2 _The man identified missing details in the raw data set.
3 _The scientists each got different results for the median.
0
ith the
=y
deviation
U Listen again and complete the conversation.
Scientist 1: I started reviewing your statistical results. But
then I misplaced the report. Can you confirm
some results 1 __________________ ?
Scientist 2: Sure. 2 __________________ the raw data or the
statistical analysis?
en
Scientist 1: Just your analysis. I still have a copy of the raw data.
Let’s start with the central tendeney.
on the
Scientist 2: Okay. I noticed that a 3 _______________________
around age twenty.
----- memo
ATTN: University Admissions Office
Re: Request for Additional Data
Dear Mr. Nelson,
We conducted the statistical analysis
that you requested. However, we want
to perform some recalculations before
officially submitting our results.
Here’s what we noticed so fa r :_______
Here’s what concerns us:
Scientist 1: Did you notice much variation 4 _______________
5 from
the
• another
¡tween
______ ?
Scientist 2: Quite a bit. I’m concerned that a large sample might
reveal 5 __________________ .
Scientist 1: Really? My calculations with the raw data seemed
6 ____________. I got nineteen as both the mean
and the mode.
New data would help us because
Thanks,
Dr. Alex Evans
T y Systemí%
100“ í
J OOi
600ml
“ 373’16
Section
iv - A c c o u n t in g Basics
O Reí
bes
Accounting is an essential part of the scientific process.
Different branches have different methods of accounting
However, every branch has some way to monitor and assess
quantities.
_500ml
_400ml
_ 300m l
_ 200m'
iQ O m l
in
0)
¡H
+■> t e m p e r a t u r e
c
ro
3
C
d>
>
’m
295 kelvin
c
<D
C
°C
_
°K
p re s s u re
E
To measure something, a scientist must identify the type cr
quantity. Some quantities have naturally distinct units. These
are extensive quantities, and their units can be counted. Othequantities are called intensive quantities, which can be
measured along scales, but they cannot be physically countec
2 £
The universal accounting equation (UAE) measures change;
in amounts. It applies to open systems containing extensive
quantities.
tE
O
Fina
Step 1: Start with an amount (input).
extensive quantities
Á
In the Sciences, there are two major types of Systems. In oper
systems, mass passes in and out. In other systems, however
the mass never changes. These are closed systems.
input - output + generation - consumption =
amount - initial amount
101.325 kPa
1 c
r» i
diffe
Liste
Step 2: Subtract the amount that was removed (output).
Step 3: Add the amount of new material created (generation).
©
í» i
Cho
Step 4: Subtract any material lost or destroyed (consumption
1 V
A
B
C
D
2 V\
A
Get ready!
O Before you read the passage, talk about
these questions.
4
Vocabulary
© Match the words or phrases (1-8) with the
definitions (A-H).
1 What is the difference between an open system
and a closed system?
2 What are the parts of the universal accounting
equation?
Reading
© Read the textbook excerpt. Then, mark the
following statements as true (T) or false (F).
1 _A closed system always maintalns the same
amount of mass.
2 _The UAE prlmarlly measures intensive
quantities.
3 _Accordlng to the UAE, the generation is
subtracted from the input.
22
B
©
& L
Sfcjden
Input
5 _system
final
6 _Intensive quantity
initial
7 _extensive quantity
Stjden
consumption
8 _universal accounting
equation
S itie n
A a set of connected things that work together
B related to the end of something
C something that can be counted
St_C«fT
D something that can be measured but not counted
5CjOerr
E a method for measuring changes in quantities
F related to the beginnlng of something
G an amount that ¡s used durlng a process
H an amount that Is added during a process
3 6 jd e n '
Sc_oerv
asics
; process
xounting.
nd assess
O Read the sentence pairs. Choose which word or phrase
best fits each blank.
1 open system / closed System
A Materials can enter or leave a(n)________________ .
B A(n)________________ functions without input or output
of a substance.
is. In oper
however
2 generation / output
he type c‘ \
íits. Thes
ited. Othe
:h can br j
iy countec
B A system’s ________________ is what it releases, but did
not create.
0$
i =
Listen and read the textbook excerpt again. What is the
difference between extensive and intensive quantities?
Fina
Listening
tput).
0$
Listen to a conversaron between two students.
Choose the correct answers.
aneration).
ísumption)
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
l ’m a little mixed up about...
Actuatty...
A ________________ refers to what is created within a
system.
ss change
I extensiva
Speaking
I just can’t picture ...
Student A: You are a student. Talk
to Student B about:
•
accounting concepts
•
the differences between
concepts
•
something you are confused
about
Student B: You are a student. Talk
to Student A about accounting
concepts.
What is the conversation mostly about?
A which branches of Science require accounting
■D
B why the man got a particular grade on an accounting quiz
C what distinguishes different types of quantities
O Use the textbook excerpt and
the conversation from Task 8 to
fill out the comparison chart.
D how to apply the universal accounting equation
2 What concept does the woman give an example of?
i
0
luantity
quantity
iccounting
ogether
A closed systems
C intensive quantities
B generation
D input
Accounting
Listen again and complete the conversation.
Student 1: It’s mostly the 1 __________________ .
I don’t reaily get the difference between them.
Writing
Concept Comparisons
©
The difference between an open
system and a closed system is
Student 2: Weli, extensive quantities are the ones 2 ____
Student 1: That’s what my notes say. But 3
Can’t you
you coui
count all quantities?
____________ ..Can’t
The difference between
Student 2: Actually, no. Some quantities 4
but not physically counted.
a n d _________________________ is
Student 1: I just can’t picture it. Do you have an example?
lot counted
quantities
3
ess
>cess
Student 2: I know temperature is one. You can measure it, but
5 __________________ natural units of temperature.
Student 1: What about degrees?
.to help us talk about
Student 2: Degrees 6 ________
temperature. They’re not physical quantities.
The difference between
and_______________
i s ________________
23
11
Mathematics
Ü
i,.
> Department of Mathematics > Faculty
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phr
e l e m e n t a ry
a lg e b r a
EB
em
m
m
(
w
n o n -E u c lid e a n
E u c lid e a n g e o m e tr y
V
tr iq ó n o m e tr v
g e o m e try
The FTC Math Department has an excellent lineup of
instructors. Meet the team!
Get ready!
O Before you read the passage, talk
about these questions.
1 What ¡s the difference between puré and
applied mathematics?
2 What is the difference between Euclidean
and non-Euclidean geometries?
Ronald Ferrier is known as “ Mr. Geometry.” His Euclidean
geometry course is a favorite among freshmen. He also
teaches an advanced course in geodesy. Here, students
learn about non-Euclidean geometry. Next semester, Dr.
Ferrier will teach a trigonometry course for the Physics
department.
© Read the webpage. Then, choose the
correct answers.
1 What is the main idea of the webpage?
a schedule of mathematics courses
B instructors in the mathematics department
C
students demonstrating excellence in
mathematics
3 ‘
I
4 1
5 5
í
6 ‘
©
»
¡mp
Liste
Vocabulary
_topology
© o
írjd e n
_arithmetic
_abstract
_puré mathematics
_applied mathematics
_non-Euclidean algebra geometry
- : viso
Srjden
v : viso
D career options for mathematics majors
any branch of math that serves a direct,
practical purpose
irjd e n
2 Which is NOT part of the applied mathematics
curriculum?
B a branch of math including basic operations
and number forms
- : viso
A
puré mathematics
B business courses
C
statistics
D topology
3 What is true about the teaching assistant?
A
She teaches abstract algebra.
B She is a gradúate student.
C
She has a background in topology.
D She runs the applied mathematics división.
24
[
2 f
Georgiana Franklin is the department’s
teaching assistant while she finishes
gradúate school. She runs workshops for
lower-level subjects, including arithmetic
and elementary algebra.
© Match the words or phrases (1-6) with the
definitions (A-F).
Reading
1 l
Sandv Talbot is the head of the Math Department. She teaches
upper-level courses, including abstract algebra and calculus
Dr. Talbot constantly seeks new ways to interest students. She
recently introduced a course in puré mathematics. It is
designed to give students a deeper understanding of
mathematical principies.
Héctor DeLassio runs the department’s applied mathematics
división. He coordinates with the business school to offer
courses in statistics and probability. Forfuture engineers, he
teaches topology.
A
O
a branch of math dealing with properties of
continuous surfaces
a branch of math dealing with properties of
curved space
a branch of math dealing with theoretical
structures
a branch of math focused on general ideas
rather than applications
Srjden
0 Read the sentences and choose the correct words or
phrases.
le teaches
calculus
fents. She
tics. It is
inding o;
Euclidean
. He alsc
students
lester, Dr.
3 Physics
thematics
al to offe’
lineers, he I
1 Euclidean geometry/non-Euclidean geometry deais wlth
principies of fíat planes.
Speaking
© With a partner, act out the
roles below based on Task 7.
Then, switch roles.
2 Rafe of change is a major subject ¡n topology/calculus.
3 To determine the likelihood of an event, mathematlclans study
puré mathematics/probability.
USE LANGUAGE SUCH AS:
l ’m confused about...
4 The shape of the Earth ¡s the basls for abstract algebra/geodesy.
You’ll need to study...
5 Students are usually ¡ntroduced to the concept of variables in
elementary algebra/arithmetic.
l ’m looking forward to ...
6 The major principies ¡n applied mathematics/ trigonometry
are derlved from propertles of trlangles.
Student A: You are a student. Talk
to Student B about:
•
which mathematics courses
you already took
•
mathematics courses you
need to take
•
what you will learn ¡n
upcomlng courses
0
Listen and read the webpage again. What is an
important application of non-Euciidean geometry?
Listening
0
Listen to a conversation between a student and an
advisor. Mark the following statements as true (T) or
false (F).
1 _The woman recommends a non-Euclldean geometry course.
2 _The man wlll study geodesy.
Student B: You are an advlsor.
Talk to Student A about what he
or she wlll learn in upcomlng
mathematics courses.
3 _The man prefers not to take topology.
Writing
ith the
Q ü Listen again and complete the conversation.
Erjdent: Yes. I’d 1 ______________
Industrial englneerlng.
© Use the webpage and the
conversation from Task 8 to fill
out the email from an advisor
to a student.
.some sort of
¿dvisor: Okay. Well, you’ll need some math classes. 2.
_____ a geometry class.
::udent:
But I took geometry 3 ____________.
¿dvisor: That was baslc Euclidean geometry. It’s Important, but
you’ll need to study 4 _____ - ____________ , too.
Student:
I guess I didn’t reallze there was a difference. What wlll
learn ¡n that class?
atlons
¿dvisor:
It covers geometrlc principies ¡n 5.
need it when you study geodesy.
¡es of
Student: That deais wlth properties of 6 __
rlght?
ies of
..You’ll
Helio Tlm,
Congratulations on choosing your major!
You wlll need to start with some math
classes.
I recommend startlng wlth these
courses:__________________
Here’s what you wlll learn:
Thls ¡s why that’s Important:
¡cal
¡deas
Let me know if you have any questions.
Dr. Lewlston
Design Theory
ABOUT US
Gears & Gadgets
> About Us > Our Process
Before we release a product, it goes through a careful
analysis and design. We follow the same steps from initial
conception to final release. These steps help us give you
the best products we can.
<í> Identify a gap in the market through research.
preliminary design ~)
( detailed design )
Get ready!
© Before you read the passage, talk about
these questions.
1 What are the stages a design goes through?
2 What criteria are involved in industrial design?
Reading
© Read the webpage. Then, choose the
correct answers.
("2?^ Verify the need for a new product through focus
' groups.
<3/> Perform a feasibility study before any design work
begins.
(C^ Assemble a team of designers to submit sketches
for further research.
(5^ Narrow submissions down to find a promising
preliminary design.
(6 ^ Request a more detailed design from an expert
designer.
V j,’ Construct a model for targeted analysis, and to
estímate cost.
<s> Isolate any design constraints that are evident in the
model.
(9^ Review criteria for usability, functionality,
marketability, and style.
<10> Perform the final round of market research with a
preliminary versión of product.
Release the product to the general public.
1 What is the purpose of the webpage?
A to inform consumers of a company’s policies
B to outline a company’s design process
C to summarize a company’s marketing goals
D to introduce a company’s newest products
2 Which of the following is NOT part of the design
process?
A isolating constraints
B constructing a model
C submitting sketches
D conducting a feasibility study
3 According to the webpage, what is the model
used for?
Vocabulary
© Match the words or phrases (1-8) with the
definitions (A-H).
1 _identify
5 _narrow down
2 _construct
6 _detailed design
3 _estímate
7 _preliminary design
4 _verify
8 _feasibility study
A to elimínate less feasible options
B to make sure information is correct or valid
C an updated, in-depth versión of a drawing
D to attempt to determine the cost of a thing
E an initial, conceptual versión of a drawing
A targeted analysis and cost estímate
F to build or create something
B identifying a gap in the market
C verifying need for the product
G a period of research to determine the likelihood
of success
D performing a feasibility study
H to recognize or establish
Speaking
O Write a word that is similar in meaning to the underlined
part.
0 With a partner, act out the
roles beiow based on Task 7.
Then, switch roles.
1 The designer planned to submit his rouah drawina for a contest.
s ___ c _
2 Each new product must meet the specific standards for release.
c __t _ r i_
i careful
)m ¡nitial
give you
;us
USE LANGUAGE SUCH AS:
How’s the progress...?
3 The developer encountered a restriction in his design plan.
_ o __t __ i_ t
Do you think...?
I’ll contad y o u ...
4 The pieces of the device were easy to put toaether.
as_e_b_
Student A: You are a supervisor.
Talk to Student B about:
09
Listen and read the webpage again. What is the
advantage of a preliminary design?
i work
¡tches
Listening
ig
0
jert
© Listen to a conversation between a supervisor and a
project manager. Mark the following statements as
true (T) or false (F).
•
progress on a design
•
making a selection
•
construction of a model
Student B: You are a project
manager. Talk to Student A about
progress on a design.
1 _The woman delayed construction of the model.
2 _The man is ready to conduct a feasibility study.
Writing
3 _ The woman was pleased with the detailed design.
0
ith a
0
Listen again and complete the conversation.
Use the webpage and the
conversation from Task 8
to fill out the email.
Supervisor: 1 __________________ on the new
product?
: 'oject Manager: We’ll be able to construct the model tomorrow.
Supervisor: That soon? So the design process was efficient.
ith the
: 'Oject Manager: It was. 2 __________________ two versions of
the detailed design. They both look great.
Supervisor: Were the preliminary designs very thorough, too?
-'Oject Manager: Yes. The designers actually submitted really
i
sign
/
solid sketches. It was 3 __________________
only one.
Supervisor: 4 ________________________the marketing
team can perform another feasibility study?
valid
ving
hing
/ing
: -oject Manager: The model should be finished by the 5 _____
So, marketing can get
it by the beginning of next week.
Supervisor: Great. Make sure to 6 ________
.of
your materials. It’ll make the estímate much
more realistic.
likelihood 1
»
27
Reading
Get ready!
O Before you read the passage, talk about
these questions.
0 $ i
0 Read the textbook excerpt. Then, mark the
following statements as true (T) or false (F).
1 What ¡s involved ¡n logical reasoning?
1 _Informal logic occurs in everyday speech.
2 How is logic related to mathematics?
2 _Symbolic logic focuses on the meanlngs
of particular words.
3 _Scientlfic concluslons must depend on
deductive reasoning.
Liste
G
G I
StU(
cori
1 V
symbolic logic J
A
Vocabulary
0
Match the words or phrases (1-5) with the
definitions (A-E).
E
C
í
mathematical logic
_logic
4
_symbolic logic
_logical form
5
_proposltlonal logic
2 V
A
_informal logic
E
A a type of logic deallng with the truth or
falseness of a statement
B the Science of the processes Involved ¡n
thought and reason
deductive reasoning
lfa > b and b>c,
then a>c
C
¡nductive
reasoning
C the structure of a statement wlthout regard for
the contení of the words
con
D a type of logic deallng with the manipulatlon of
symbols
S~.de
E a type of logic based in ordinary language
The processes of thought can be difficult to analyze.
Methods of analysis must combine math, science, and
language. These are the foundatlons of logic.
Ordinary spoken language actively uses informal logic
for general problem-solvlng.
The more scientlfic form of logic is formal logic.
There, the form of a statement ¡s more ¡mportant than its
content. The logical form provides a framework for
assesslng sentence structure. Words are treated as
placeholders, or blanks, rather than meanlngful unlts.
Symbolic logic is the branch that focuses on logical form.
It ineludes complex analysis of truth and falseness in
propositional logic. It also ¡neludes mathematical logic
and predícate logic. These fields largely deal with
numerical quantltles and variables.
Logic is performed In varlous ways. Inductive reasoning
and abductive reasoning are methods of arrlvlng at llkely
conclusions. Deductive reasoning, on the other hand,
results in absolutely certain concluslons. Inductive and
abductive reasoning are helpful tools. But only deductive
processes can lead to scientiflc concluslons.
O Place the phrases from the word bank in
the correct box.
^ ■ “ess
So.de
formal logic
deductive reasoning
predicate logic
informal logic
abductive reasoning
mathematical logic
inductive reasoning
Soide
»-c*ess
Logical processes
General forms of
logic
Sarde
Analyzing numerical
quantities
■ ■
0$
Listen and read the textbook excerpt
S p G a k in g
again. How are different types of reasoning
used together?
Q With a partner, act out the roles below
based on Task 7. Then, switch roles.
USE LANGUAGE SUCH AS:
Listening
l ’m having trouble understanding ...
0 «» Listen to a conversation between a
Forstarters...
student and a professor. Choose the
correct answers.
On the other hand...
1 What is the main idea of the conversation?
Student A: You are a student. Talk to Student B
about:
A the everyday uses of informal logic
B the differences between types of reasoning
C the woman’s error during a logical process
D an overview of different fields of logic
•
types of logic
•
a concept you are confused about
•
the differences between concepts
2 What is used to form a hypothesis?
A informal logic
Student B: You are a professor. Talk to
Student A about types of logic.
B deductive reasoning
C abductlve reasoning
D mathematical logic
Writing
0
0
Listen again and complete the
conversation.
Student:
5rofessor:
deductive
1
reasoning and inductive reasoning
are confusing.
ir
Don’t worry, a lot of students 2 __
____________ . First, they are opposite
processes.
Student: What do you mean by that?
3rofessor:
Student:
Use the textbook excerpt and the
conversation from Task 8 to fill out the
email to a professor.
Deductive reasoning is based on what is
3 ____________. Inductive reasoning,
on the other hand, is based on
observations of a small sample.
I think I get it. So where does 4 _____
_____ come into it?
Dear Professor Brody,
Thank you for helping me yesterday. It really improved
my understanding of ________________________
However, there’s something else I want to make sure
I have right. Here’s my understanding of i t : _______
3rofessor: Abductive reasoning is similar to
inductive reasoning. But it identifies the
5 __________________ out of other
possible conclusions.
Student: That’s what we use to form a 6 _____
right?
Is that correct?
Michelle Bryant
29
14
Career Options
Get ready!
Reading
O Before you read the passage, talk about
these questions.
© Read the newsletter. Then, choose the
correct answers.
1 What are some academic careers for scientists?
What is the main idea of the newsletter?
2 What are some nonacademic careers for
scientists?
A recommended courses in the Science
department
B a new head of the Science department
C career suggestions for Science students
D a new academic program for Science majors
2 What is true about Professor Seville?
academia
administrator
professor
A She is new to teaching.
B She is leaving the university for another job.
C She plans to make major changes in the
department.
D She is pursuing a career in Chemical
engineering.
3 Which of the following is NOT true about
Professor Harding?
( lab technician )
A He will be the new Science department head.
The
Bealtown University Bugle
What’s
happening
engineer
Science
Department?
in the
This semester,
we’ll see some changes in the
Science Department. The head of the department,
Professor Wendy Seville, is leaving academia. She
accepted a position as a researcher and advisor in a
government lab. We’ll miss her, but we wish her the
best of luck!
Jim Harding will replace her as department head.
Professor Harding is an accomplished scientist. He
started his career as a Chemical engineer. Before
teaching, he was an inspector in a nuclear plant.
“Being an administrator will be different,” Professor
Harding said. “ But I lookforward tothe new challenge!”
Professor Harding already has some new ¡deas for the
department. He plans to give students more
nonacademic options. “I contacted a local nonprofit
group that needs lab technicians,” he said. The group
helps independent scientists get patents for their
ideas. “I hope to arrange some internships. Our
students would really benefit from the experience.”
Check back next week for more news from the Science
Department!
30
B He previously worked as a Chemical engineer.
C He wants students to get more nonacademic
experience.
D He works for a nonprofit group seeking patents.
Vocabulary
© Match the words (1-7) with the definitions
(A-G).
1 _advisor
5 _researcher
2 _scientist
6 _administrator
3 _professor
7 _nonacademic
4 _internship
A an instructor with an advanced degree
B someone who gives professional guidance
C a program in which a student works with
professionals
D someone who gathers information
E someone who studies the Sciences and
performs experiments
F not related to studying or teaching
G someone who organizes something and makes
decisions
:he
O Fill in the blanks with the
correct words or phrases from
the word bank.
0
O Listen again and complete the conversation.
Advisor: That’s a good start. So you probably 1 _____
________________ a researcher or administrator.
■?
Student:
ce
Advisor: You might consider 3 __________________ . There’s an
increasing demand fortechnological development these
days.
academia
nonprofit
engineer
inspector
lab technician
patent
ent
lents
I guess that’s true. So what 2 __________________ ?
Student: That’s a good idea. But it 4 ____________a lot of options.
Advisor: It might help you to get some real-world experience.
i majors
1 The________________ was
responsible for analyzing blood
samples at the hospital.
2 Professors, instructors, and
teaching assistants work in
ther job.
Student: Yeah, that would be great. But 5 __________________ an
inexperienced student like me?
Advisor: Plenty of companies hire students. There are some
6 ____________ right here in town.
n the
3 The government hired a(n)
________________ to check the
nuclear plant for hazards.
.1
4 Without a(n)________________ ,
the scientist does not have
control over her inventlon.
ut
nt head.
0
With a partner, act out the roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
What do you like m ost... ?
5 The biochemical_____________
develops new types of medicine.
engineer.
academic
3
Speaking
You might consider... / l ’d love to learn more ...
6 The________________
organization helps students
apply for internships at no cost.
patents.
Student A: You are an advisor. Talk to Student B about:
0 í i Listen and read the
newsletter again. What ¡s one
benefit of contacting local
nonprofit groups?
itions
r
c
-ice
h
Listening
0
Listen to a conversation
between an advisor and a
student. Mark the following
statements as true (T) or
false (F).
1 _The woman recently decided
on a career path.
2 _The woman prefers
experiments over research.
id makes
3 _The man recommends an
internship.
•
his or her career options
•
what he or she enjoys most about Science
•
your recommendations
Student B: You are a student. Talk to Student A about your
career options.
Writing
0
Use the newsletter and the conversation from Task 8 to
fill out the career assessment sheet.
Advisor: Dr. Lemmon
Student: Leslie Charles
Career Assessment
What are the student’s interests?
Based on these interests, what types of careers do you recommend
for the student?
How can the student learn more about his or her options?
Ethics
Get ready!
Reading
O
© Read the editorial. Then, choose the
correct answers.
Before you read the passage, talk about
these questions.
1 What factors are involved in patient care?
2 How are medical ethics regulated?
1 What is the purpose of the article?
A to explain how ethics regulations can cause
problems
B to praise a company for its ethical behavior
C to alert readers to a company’s unethical
policies
2
3
D to recommend new ethics regulations in an
industry
2 What is QuesterLabs’ main priority?
A promoting commercial interest
B increasing profits
C ensuring patient welfare
©
«
re
D following regulations
3 What is true about QuesterLabs?
A It demonstrates ethical behavior.
B It argües for fewer regulations.
Today’s Topic;
The Med Buzz
The Pharmaceutical
Industry & Ethics
©
í
ar
C It engages in debate with other companies.
ot
D It is experiencing a loss in profits.
1
2
Vocabulary
By Terry Napoli
I want to take a moment to praise medical manufacturer
QuesterLabs. QuesterLabs leads the pharmaceutical industry
in ethical behavior and policies.
There is a constant debate between companies and patient
rights organizations. Some corporations let commercial
interests ¡nterfere with moral duties. But QuesterLabs
always puts patient welfare first. They ensure thorough
testing of all their products before application. All studies
are double blind, performed under laboratory conditions.
Each trial is monitored by neutral parties to prevent bias.
Other companies argüe for fewer regulations. According to
them, too many rules limit profits. However, QuesterLabs is
very successful. And its standards are even more
demanding than government regulations require. Customers
want a manufacturer that understands its responsibility to
patients. And their spending habits prove it.
That’s why I recommend products from QuesterLabs. The
next time you need a medication, find out which companies
manufacture it. If QuesterLabs does, then buy their versión.
I believe in supporting honest, ethical companies whenever
possible.
32
List
3
© Match the words or phrases (1-8) with the
definitions (A-H).
1 _ trial
5 _thorough
2 _moral
6 _responsibility
3 _profit
7 _patient welfare
4 _neutral
8
_ commercial interest
A something that someone is required to do
O
Í
Api
Inter
Api
B to be careful and not miss any details
C a consideration made for safety and well-being
during treatment or care
Inter
D something beneficial based on potential profits
Api
E being neither good ñor bad
F the money remaining after paying expenses
Inter
G an assessment of how useful or valuable
something is
H to be governed by personal valúes and beliefs
Api
0
Fill in the blanks with the correct words from the word
bank.
regulation
cause
application
ethical
debate
Speaking
0
With a partner, act out the
roles below based on Task 7.
Then, switch roles.
USE LANGUAGE SUCH AS:
Tell me a bit about...
1 The two doctors had a(n)________________ about whether
the new drug was safe.
íavior
cal
What do you think...?
I think...
2 The lab found a new________________ for an oíd medicine.
3 It's a good practice to treat all patients in a(n)
manner.
¡n an
Student A: You are an interviewer.
Talk to Student B about:
4 The company paid a fine for violating an industry
0
O Listen and read the editorial again. What
responsibilities do companies have to their patients?
Listening
I
0
anies.
0
a position at your company
•
ethical requirements at your
company
•
ethical behavior at his or her
previous company
Student B: You are a job
applicant. Talk to Student A
about ethical behavior.
Listen to a conversation between an interviewer and
an applicant. Mark the following statements as true (T)
or false (F).
1 _The woman conducted múltiple triáis at her previous job.
Writing
2 _The man is trying to improve the company’s ethics regulations.
0
3 _The woman’s previous company valued profits over patient
welfare.
i the
•
Use the conversation from
Task 8 to fill out the applicant
evaluation.
$ Listen again and complete the conversation.
Applicant: Thank you for 1 ____________ .
3St
0
l-be¡ng
Interviewer: 2 _____ , ____________ a bit about your
background in medical analysis.
Applicant:
I have many years of experience as a lab analyst. I
oversaw more than a dozen triáis at my last job.
Interviewer: That should be valuable. What are your 3 _____
_________________ ?
profits
They’re extremely ¡mportant. I think companies have
a responsibility to 4 ____________.
ses
1
I’m glad to hear it. QuesterLabs actually has
5 ____________than the government requires.
They’re about as high as they can be.
Deliefs
Yes, I heard that. It’s 6 ________________________
I applied.
33