LECTURE 10-RLCD TECHNOLOGY

英语作文-集成电路设计师需要了解的基础知识与技术要点Integrated Circuit (IC) Designers are professionals responsible for creating and developing the complex electronic circuits found in various electronic devices. To excel in this field, a deep understanding of fundamental knowledge and technical skills is essential. This article aims to provide an overview of the basic knowledge and technical points that IC Designers need to be familiar with.1. Solid Foundation in Electronics:IC Designers must have a solid foundation in electronics, including knowledge of electronic components, circuit theory, and digital logic. They should understand the behavior of different electronic components such as resistors, capacitors, and transistors, and be able to analyze and design basic electronic circuits.2. Semiconductor Physics:Understanding semiconductor physics is crucial for IC Designers. They should be familiar with concepts such as energy bands, carrier concentration, doping, and junctions. Additionally, knowledge of the different semiconductor materials, such as silicon and gallium arsenide, is necessary for designing efficient and reliable integrated circuits.3. Digital Design:IC Designers must have a strong grasp of digital design principles. This includes understanding Boolean algebra, logic gates, flip-flops, and sequential and combinational circuits. They should be able to design and optimize digital circuits using hardware description languages (HDLs) like Verilog or VHDL.4. Analog Design:Analog design is another essential skill for IC Designers. They should be knowledgeable about operational amplifiers, filters, oscillators, and analog-to-digital anddigital-to-analog converters. Proficiency in simulation tools like SPICE (Simulation Program with Integrated Circuit Emphasis) is necessary to analyze and verify the performance of analog circuits.5. Circuit Simulation and Analysis:IC Designers need to be proficient in using circuit simulation tools to verify the functionality and performance of their designs. They should be able to simulate circuits, analyze their behavior, and optimize their performance. Tools like Cadence Virtuoso, Synopsys HSPICE, and Mentor Graphics are commonly used for circuit simulation and analysis.6. Layout Design:Layout design involves the physical placement and routing of transistors, interconnects, and other components on an integrated circuit. IC Designers should be skilled in using layout design tools like Cadence Virtuoso Layout Editor or Mentor Graphics Calibre to create compact and efficient layouts that meet the design specifications and performance requirements.7. Design for Manufacturability (DFM):IC Designers should be aware of Design for Manufacturability principles to ensure that their designs can be manufactured reliably and cost-effectively. They need to consider factors such as process variations, yield optimization, and design rules compliance during the design phase.8. Low Power Design Techniques:With the increasing demand for portable and energy-efficient devices, IC Designers should be familiar with low power design techniques. This includes power management, clock gating, voltage scaling, and optimizing power consumption at both the circuit and system level.9. Signal Integrity and Timing Analysis:IC Designers need to ensure that their designs meet the required signal integrity and timing specifications. They should be skilled in performing signal integrity analysis to minimize noise, crosstalk, and reflections. Timing analysis is also crucial to ensure that the circuit operates within the desired timing constraints.10. Design Verification and Testing:IC Designers should have knowledge of design verification and testing techniques to ensure the correctness and reliability of their designs. This includes functional verification, test pattern generation, and fault simulation. They should be able to perform thorough testing to detect and fix any design flaws or defects.In conclusion, becoming a successful IC Designer requires a strong foundation in electronics, semiconductor physics, digital and analog design, circuit simulation, layout design, DFM, low power design, signal integrity, timing analysis, and design verification. By mastering these fundamental knowledge areas and technical skills, IC Designers can create innovative and efficient integrated circuits that power the ever-advancing world of technology.。

Unit 1 Relationships1.A: Jake Sutton！Is that you, man? How are you?B: Hey, Andrew! I didn’t recognize you for a moment, long time no see!A: Yeah, wow, I haven’t seen you since high school graduation! what’ve you been up to?B: I’ve been back East, at collage.A: collage? Where?B.Boston.b.u.A: Oh, cool.B: And this past year, I got to go to Spain as an exchange student.A: Spain? No kidding? I remember you always hoped for an international lifestyle.B: exactly.A: So how was is, amigo?B: Oh, man, it was so great; I got to see a lot of Europe.A: Year! Like where,B.Al.over.Italy.France.Greece.an.m.homesta.famil.wa.reall.nice.They’v.invite.m.bac.agai.i..wan.t.g.t.graduat.schoo.there.A; sounds like we won’t be seeing you for anther few more years the n, eh?B..dunno.Hal.o.m.want.t.g..hal.o.m.want.t.sta. her..yo. know.whe..wa.ther...misse.hom..lo.mor.tha..though..would.A: I can imagine.2.A: so, terry, how have you been?B: good, good.A: How are things going? Did you graduate this year?B: Me? Nah! I went to State, but after my second year, I realize that what I really want to do is take over for my mom in the restaurant.A.Oh.that’.right.You.famil.own..littl.restaurant.Well..mean.it’.no.s.little.but…B: So I came back home and started apprenticing as chef.A.Really.Tha.i.s.cool.Yo.know.no.tha..thin.abou.it.i.make.perfec.sens.fo.you.Eve.bac.i.hig.school. yo.coul.coo.u..storm.So.ho.i.i.bein.i.th.restauran.business?B.Well..lov.t.cook.but.man..hav..lo.t.lear.abou.runnin..business.I’.reall.gla.m.mom’.aroun.t.teac .me.\A.Well.I’.b.t.tr.you.cooking.Wha.night.d.yo.work?B.Tak.you.pick.I’.ther.seve.night..week.3;A: Ken? Ken Mackney, is that you?B: Uh, yeah, I’m Ken Mackney.A.It’.me.Barr.Simmons.Yo.know.Mr.Jones’.calculu.class.senio.year?B: Um, so, how’s it going? What are you up to these days?A.I’.prett.busy.I’.workin.a.a.accountan.i.th.city.B: Oh, that’s great! It sounds like you really put your math skills to good use.s.fall.Hey.yo.migh.actuall.kno.m.wife.Tin.Chan.Jaso.Chan’.littl.sister?B.Tina.I.sh.th.on.wh.wen.t.Harvar.Medica.School?A.No.tha.wa.Lis.Fong.Tin.wen.t.ar.school.B: Oh! Well, I guess you and Tina are a good match, then, you were always into art, too, weren’t you?A: No, not really, that’s my brother tom you are thinking of, you don’t remember very much from high school, do you?B: No, I guess not! It’s been a long time!4:A: hi, Kate, it’s me, Cindy Lohan, you remember me , don’t you?B.Cindy.Cindy..can’.Oh.m.gosh.yes..d.remembe.you.But…A: But what?B.Well.it’.jus.tha.yo.don’.loo.lik.th.free-spirite.Cind..remember.Yo.loo.so.s.normal.A: Normal? I guess you’re referring to my hair?B.Yeah..mean.you’r.jus..regula.brunett.now.Whe..kne.you.yo.alway.ha.you.hai.dye.som.interestin.color.Blu.on.day.pi n.th.next.A.Well.I’wye.now.Mos.judge.hav..thin.agains.pin.hair.so…B: I can see your sense of humor hasn’t changed much!Unit 2 Identity1.Oh.m.gosh.Y o.won’.believ.this.What? What happened, Katie (Kate)?You know that guy Brett, from the football team?Oh.yeah.th.bi.dum.jock.Wha.di.h.d.thi.time?He gave me a poem.A poem?.mean.it’.beautiful.It’.romanti.an.it’.ful.o.imagery..jus.couldn’.believ.i.camefro.him. Yo.go.tha.right..didn’.eve.thin.h.coul.read.I just found out he plays two musical instruments and speaks French fluently!Hmm, well, maybe there’s more to Brett than meets the eye.2:Hey, Jeff(Jeffrey), I didn’t know you took dance lessons.What? How did you know that?Your girlfriend showed me some pictures of your dancing.Man, I told her not to show those to people.A.(use.t.expres.sympathy.disgust.o.disbelief).com.o.(hurry.disagreement).Actually,.thin.it’. prett.cool..wis.ther.wer.somethin..fel.tha.passionat.about.Realy, you know I love to dance, but I don’t tell my friends about it.Dancin.i..privat.thin.fo.me.It’.jus.somethin..d.fo.myself.3：Hey.Kayla.Ca..borro.you.note.fro.today’.mat.class?Yeah.sure.jus.mak.sur.t.giv.the.bac.t.m.befor.m.ban.play.tonight..nee.tim.t.study.Did you say your band?Yeah.I’.i..ban.calle.Roc.Hard..pla.th.drum.(instrumen.playe.b.beatin.wit.th.hand.o.sticks 鼓).You’r.kidding.Yo.pla.th.drum.fo..roc.band..neve.would’v.guessed.Why? Cause I’m a straight A student?Yeah..mea.you’e.t.fo.mat.help..jus.assume.yo.wer..…A nerd?Well, I don’t know about that.Don’.worry.I’.no.offende.(n.offence----a.wea.a..ca.(=a.wea.a.water)).I’..nerd.Bu.wh.say.nerd.can’.pla.drums?Unit 3 Advice1A: So, Amy, how many kids do you and Tom have?B: Uh, kids, none, Not yet.A.No.yet.Di.yo.sa.”no.yet”.Hey.ar.yo.an.To.keepin.scor.her.o.what.Yo.mus.be,what,3.b.now.Clock’..’tickin’.Tick-tock.tick-tock.yo.know?B.Yeah..thin.we’r.awar.o.al.that.bu.it’plicated.We’v.go.ou.career.righ.now.and……A: Complicated? You think you’re the only people who are trying to juggl e careers and family? B.No.no.I’.sur.we’r.not.Just.it’.kin.o..persona.thingA: So, Jerry, have you thought about where you’re going to live after you graduate in June?B.Uh.yeah..thin.I’.goin.t.mov.bac.i.wit.m.folks.sav..littl.money.yo.know.A: Your folks ?You gotta be kidding !Don’t you think it’s time to leave the nest?B:Uh.yeah..guess.Bu.it’.no.lik.it’.gonn.b.forever.Jus.unti..ca.sav.u.enoug.mone.to…A:I gotta say, man, I think it’s a mistake.B: Well, I’ve thought about it a lot, and I really think it’s the best decision for me right now.A.Bu.yo.nee.t.g.ou.o.you.ow.,ge.you.ow.plac.,fin.yourself.You.parent.ar.jus.goin.t.ge.i.th.way.B.Well.yo.know.I’.no.th.onl.on.movin.bac.hom.afte.college.Seem.lik.hal.th.peopl..kno.ar.doin.it. A: Excuse me ,ma’am.B: Yes?A: Your son’s tantrum is disturbing everyone in the store.B:.know..know.I’.tryin.t.cal.hi.down.Bobby.pleas.b..littl.goo.bo.fo.Mommy.I’l.giv.yo..nic.,yumm.cooki.i.yo.sto.crying.A.I.yo.as.me.what’.you.so.need.i..littl.goo.old-fashione.discipline..nic.spankin.wil.d.th.job.Yo.kn o.wha.the.say.Spar.th.ro.an.spoi.th.child!B.Listen.Ho..rais.m.so.i.non.o.you.business.W.don’in.physica.violenc.wit.ou.children. A: So, Luice, do you have anyone special in your life ?B.No.No.righ.no..It’.bee..whil.sinc.I’v.date.anybody.A.Well.wha.hav.yo.doin.abou.it.Yo.kno.yo.can’.mee.someon.sittin.a.hom.o.you.couc.o.Frida.nig ht.eatin.chocolat.ic.cream.You’v.go.t.ge.yoursel.ou.ther..girl!B.Wel...don’.know.Meetin.someon.a..ba.o.clu.jus.isn’.fo.me.A:.know.I’.fixin.yo.u.wit..frien.o.mine.He’.perfec.fo.you.B: That’s ok, I’m not really into blind dates.A: Don’t be ridiculous! You’re gotta love him!B.Yo.know.I’.no.sur..reall.wan.t.b.datin.anyon.righ.now.Unit 4 Family1M.siste.i..reall.stric.vegan.It’.no.fo.religiou.o.healt.reasons. It’.jus.she’e.ove.fo..famil.dinne.w.hav.t.mak..specia.dis.jus.fo .he..An.i.,like.th.fork.we’e.t.serv.som.mea.eve.touche.he.plat.fo..spli.second.sh.freak.ou.an.hav.t.ge.anothe.plate.Re cently.sh.start.thi.ne.thin.wher.sh.can’.eve.ea.an.vegetables.Ever.tim..g.ove.t.he.place.th.ca.l ook.a.m.wit.thes.sa.eyes.like,.Meat…please?”2M.cousi.Pa.i..professiona.clown.H.goe.b.th.nam.Patt.Cakes.H.get.hire.t.d.specia.event.lik.kid s.birthda.parties.Th.thin.abou.Pa.i.tha.h.jus.can’.sto.bein..clow.eve.whe.he’.no.working.He’l.sho.u.a.hi.friend’.hous.an.star.makin.balloo.hat.fo.everyone.An.the.there’.hi.pe.duck.Ph .Phoeb.i.hi.clow.act.bu.sometime.h.doesn’.hav.tim.t.tak.he.hom.afte.work.s.h.jus. bring.he.alon.whereve.he’.going.It’.jus.s.strang.t.se.Pa.wal.i.somewher.wit.Phoeb.followin .behin.hi.wearin..diaper.3M.Aun.Samanth.collect.doll..She’..rea.fanati..Mos.peopl.hav.hobbies.yo.know.lik.sport.o.m usi.o.movie.,pletel .devote.t.Barbies..mean.th.whol.roo.i.wall-to-wal.Barbies.She’.go.ove..thousan.o.the.line.up o.shelve.fro.floo.t.ceiling.Th.doll.ar.al.i.perfec.condition.Sh.store.the.i.thei.boxe.an.neve.take. the.ou..It’.kin.o.scary.actuall..Whe.yo.wal.int.tha.roo.,yo.jus.fee.surrounde.b.the..It’.lik.th ey’r.al.watchin.yo.o.something.4M.brothe.Andre.i.reall.int.T.an.movie.and.um…Ho.ca..pu.thi.nicely.H.ca.ge.prett.extrem.abou.it.He’.alway.pretendin.t.b..characte.fro..mov e.t.watc.th.T.sho.Sta.Tre.al.th.time.an.he’.g.a roun.talkin.exactl.lik.Mr.Spock.Lik.i.I’.say.‘Andrew.ge.ou.o.m.roo..I’.studyin..You’r.s.irritating..Andre.he’.say.Irritating.Ah.yes.on.o.you.earthlin.emotions..Stuf.lik.that..lin.ri gh.ou.o.Sta.Trek.Now.sometimes.it’.funny.Lik.no.he’.doin.Harr.Potte.voice..Bu.w.worr.ab ou.hi..lo...mean.doe.h.eve.kno.wh.h.is.He’.alway.actin.lik.someon.else.Unit 5 DecisionsLong time no see! But you haven’t changed much.Sorry, I didn’t recognize you.What have you been up to after graduation?I hope to get together sometime next year.They are very close and often play basketball together.We’ve stayed in touch with each other after graduation .Do you really know him?Some people aren’t what they seem/look like.There’s more than him than meets the eye.In a long run, personality is more important than physical appearance.The performance you made last night was awesome.Just keep on doing what you’re doing and never mind what others say,It’.non.o.you.business.Jus.leav.m.alone.If you ask me, I wouldn’t go by myself.If I were you, I’d say it’s a personal thing./it’s private.Don’t you think it’s time to make some changes now?Why not go to your teachers for help?You’d better look before you leap./You’d better be prudent.Her parents are open and fair with all their kids.There’s nothing difficult as long as we speak frankly and sincerely.She loves music and it seems that she can’t live without it.How can I put it/this nicely? It’s really hard to say.H.ha.man.strang.habits.It’.reall.difficul.t.ge.alon.wel.wit.him.We all like to stay in touch with her because she is very kind and considerate.You’d better weigh the pros and cons before making any decision.It’s always difficult to make a sound decision.Three months afterward she came to a decision to work for another company.They held several hearings to invite different public opinions.I’ve been thinking about how to make few mistakes.Take your time and I don’t want to rush you for a decision.A: Honey, I’ve been thinking.B: Huh?A: I’ve been thinking .I think I’d like to go back to work.B: Really? Why?A.Well.th.kid.ar.growin.up.Jenn.i.of.t.university.an.Te.i.goin.t.b.i.hig.schoo.nex.year.B: Uh huh, yeah, right?A: Well, I just don’t think I need to a stay-at-home mom anymore.B: But, but who’s going to make dinner and do the laundry, and who’s going to clean the house?A..don’.know.honey.bu.we’l.figur.i.ou..I’v.bee.weighin.th.pro.an.corns.an.no.i.jus.seem.lik.th.bes.tim.t.mak..change.A: Hey, how’s it going, Frank?B: Oh, not too sure.A: Oh, what’s the problem?B.It’.no.reall..problem.It’.kind.o..goo.thin...gues..A: You guess?B: Well, I applied for a job with a really good engineering firm a couple of months ago , and I talked to the boss yesterday.A: Yeah?B: And they want to hire me.A: That’s great news.B.Well.sor.o..Bu.th.downsid.i.th.job’.i.Texas..woul.hav.t.move.An.the.wan.m.t.star.i.si.w eeks.A.Ooh.Texas.That’.reall.fa.away.Wha.ar.yo.leanin.toward?B.A.thi.point.I’.seriousl.considerin.acceptin.th.offer.Bu..hav.unti.nex.wee.t.le.the.know.3.A.Hey.Jamie.yo.loo.stresse.out.What’.wrong?B: Oh, I have to choose my major this month, and I’m still undecided.A:.though.yo.wer.majorin.i.theater.Didn’.yo.sa.yo.wante.t.b.nex.Angelin.Jolie?B: Yeah, but I changed my mind last semester and started taking more psychology classes.A: Well, why don’t you do that? Y ou could be the next Sigmund Freud, the femaleversion.B:.would.bu..don’.know.I’.takin..reall.grea.physic.clas.thi.semester..totall.lov.it.A: Then why not do physics?B.S..coul.b.th.nex.Alber.Einstein.right..don’.kno.abou.that.either..kind.wan.t.tak.som.Frenc.classes.Yeah.tha.sound.good.Mayb..shoul.majo.i.French.the..can’.reall.tak.th.phys ics.An..mean.theate.stil.i..rea.fun.4A: What do you think about getting a puppy, Rick?B:A puppy? why would we do that?A: Well, I was at the supermarket today, and there was this guy with a box of Labrador puppies out front, and they are so cute.B.Yeah.o.course.the.ar.cute.Puppie.ar.alway.cute.Bu.the.ar.messy.too.A:.know.bu.yo.shoul.hav.see.them.Thei.littl.tail.an.thei.littl.faces.B.Th.proble.wit..pupp.i.tha.i.eventuall.become.dog..bi.dog.What’..bi.do.gonn.d.i.ou.litte.apartment?A.W.wil.tak.i.fo.walk..I.wil.b.great.C’mon.B:.don’.know..wil.thin.abou.it.Wh.don’.w.ge..ca.instead.Unit 6 Language1. A: Hey, Andrew! You’re back from Australia.B: Y eah, just got back yesterday.A: Well, g’day, mate! How did you like my homeland?B.Oh.man.i.wa.great.Th.peopl.wer.s.friendly.Th.weathe.wa.great.An.som.o.th.Australia.slan. yo.taugh.m.reall.cam.i.handy.A.Oh.yeah..be.yo.picke.u.som.mor.whil.yo.wer.there.B.Yep.Mm.lemm.se..kno.‘mozzies.ar.‘mosquitoes.an.‘tucker.mean.‘food’.And.o.course.Australia.Englis.i.calle.‘Strine’.A: Not bad, mate! A few more trips down under and you will be an expert in Strine!2. A: So, how did you like Professor Lee’s class?B: Man, I don’t know.A: What do you mean?B..mean.it’.har.t.pic.u.wha.sh.i.saying.He.Englis.i.s.har.t.understand.A: You think so?B: Y eah, she has a strong accent, you know.A.Well.yeah.bu.ever.ha.a.accent.Eve.yo.hav.a.accent.Her.i.jus.differen.fro.yours.that’.all! B: Sure is .A.Don’.worr.abou.it.though.You’e.t.ho.sh.talks.B: Maybe, but I’m really having a hard time understanding her right now.A.Well.mayb.yo.shoul.jus.pa.attentio.t.wha.sh.write.o.th.board.Sh.write.o.th.boar..lot..thin.se.t.her.3. A.OK.Place.everyone.’Gon.wit.th.wind,.scen.25,tak.2.An.action!B: Rhett, I only know that I love …A.Cut.Cut.Cut.Julia.you’v.go.t.wor.o.you.souther.accent.Yo.jus.don’.soun.lik.Scarlet.B: .know..know..a.jus.no.gettin.i.fo.som.reason.A: OK.It’.no.tha.hard.No..listen.I.th.souther.dialec.o.America.Englis.,th.pronou.‘I.Sound.lik.‘AH’..lov.yo.,Rhett.B.OK.Lemm.tr.thi.again.Aaa...onl.kno.tha..lov.you.A.Better.No.anothe.thing.‘R.sound.a.th.en.o.th.word.ar.ofte.dropped.S..fo.example.yo.sa.‘suga’.no.‘sugar’.B.OK.Don’.both.m.anymo’.An.don’.cal.m.suga’!A.Muc.bette.!Al.right.Place.everyone.We’r.goin.t.tr.thi.again.Light.camera.action!Real Word Listening:Part 1.Sumi interviews for the job.Unit 7 PersonalityListening Task1.Hi.I’.Michael.I’.32-year-ol.whit.male.I’dy..l ik.roc.music.dancing.an.surfing..a.lookin.fo.a.attractiv.woma.wh.like.t.part.a.muc.a..do.Surfi n.experienc.i..plus.bu.no.necessary.I.you’r.willin.t.learn.I’.willin.t.teac.you!2.I’.Anit.an.I’.34-year-ol.African-America.woman.I’.singl.an..wor.fo..majo.corporati on.I’anizatio.Greenpeace.s.respec.fo.natur.i..must.I’.lookin.fo..singl.professiona.man.3.t.40.wh.alread.ha.hi.ow.lif.bu.want.t.shar.qualit.time.H.ha .t.b.hones.abov.al.else.3.Hi.m.nam.i.Jack.I’..sensitiv.28-year-ol.guy.I’ mitment.I’.int.bodybuilding.movies.an.golf..hav..grea.jo.wit..grea.income.s.yo.don’.hav.t.b.rich.jus.fu.t.b.with.Bu.I..hopeles.i.kitchen.s.yo.hav.t.b.abl.t.cook.Let’.ge.t.kno.eac.othe.an. enjo.lif.lon.together.4.M.nam.i.Cora.an.I’..singl.Chinese-America.women.I’.i.m.mid-twenties.I.yo.lov.lon.w alk.o.th.beach.candleligh.dinners.an.intelligen.conversation.I’.lik.t.mee.you..wan..ma.wh.co me.fro..goo.family.like.t.read.an.ha..goo.sens.o.humor.Ar.yo.m.‘knigh.i.shinin.armor’? Real World Listening:Unit 8 TechnologyListening task1. A: You wouldn’t believe what happe ned to me.B: What?A: Well, I got my credit card bill yesterday ,and I was looking it over ,and there all these charges for things didn’t buy .There was a fur coat from some expensive website ,and , like ,fifty phone calls to Paris.B.Oh.no.Di.someon.stea.you.credi.card?A.No..stil.hav.th.card.bu.someon.mus.hav.gotte.th.number.Sometime.that’.al.yo.nee.t.bu.so methin.ove.th.phon.o.o.th.Internet.B : Wow ,that’s scary .A.Y pany.The.hav.identit.thef.insurance.s.they’r.goin.t.giv.m..ne.card..ne.number.an..don’.hav.t.pa.fo.an.o.tha.stuff.2. A: How’s that new computer working out, man？B.Well.har.t.say.It’.definitel..coo.machine.to.o.th.line.It’p uter.an.i.i.wa.faster.Th.thin.is.non.o.m.ol.softwar.work.i.it.A: Really?B: Y eah, it’s a new operating system, so nothing is compatible.A: Wow.B: So now I have to buy upgrades for all my programs, all the new versions of everything. A: That’s goona be expensive.B: Y ep, it’s really lame.3. A: Hey, did you get the e-mail I sent you yesterday?B..thin.so.I.wa.on.o.thos.jok.forwards.right.On.o.th.kin.tha.ar.suppose.t.b.funny.A.Y eah.i.wa..pictur.o.a.elephan.playin.baseball.Man.tha.wa.hilarious.B.Yeah.um.actually..kin.o.wis.yo.wouldn’.sen.m.al.thos.forwards..en.u.jus.deletin.the.anyho w.A.Oh.OK..didn’.realize.B.Sorry.bu.it'.jus.tha..get.like.fift.forward..day.fro.you.m.mum.m.sister.m.coworkers.M.inbo .i.alway.s.clogge.u.wit.forward.tha.sometime..don’.eve.ge.t.rea.m.rea.e-mails.importan.e-m ails.yo.know.4. A: John, you’ve been playing the video games for hours.B..know..know.It’.jus.tha..hav.t.ge.t.leve.fiv.befor..ca.tak..break.A: Well, you’ve been playing nonstop everyday like this for the past week.B.Yeah.Thi.gam.i.reall.addictive.Bu..promis.I’l.sto.jus.a.soo.a..ge.int.th.secre.room.A: The secret room?B: Y eah, but first I’ve got to get a hold a golden key.A: John, listen to yourself! I think this game is messing with you head.Unit 9 Living SituationsListening Task1. A.Hi.littl.sister.How’.you.firs.wee.awa.a.school?B: Well, I have to say that dormitory living has some major negatives.A: Like what? You don’t have a curfew, do you?B.No.an.that’.on.thin..d.like.Bu.it’.kin.o.disgustin.t.hav.t.shar..bathroo.an.shower.wit.thirt .othe.people.An.som.o.m.neighbor.part.o.schoo.nights.Th.othe.night..ha.m.firs.exam.an..wa.t ryin.t.ge..goo.night’.sleep.bu.i.wa.impossible.the.wer.s.noisy.A: Yeah, that sure sounds like a dorm life! That’s why I moved out my sophomore year. B:.thin..wil..too.2.A.M.parent.ca.s.annoying.The.don’s.nigh.m.parent.barge.int.m.roo. whil..wa.o.interne.an.wan.t.se.wha.I’.doing.B.Wow.That’.s.differen.fro.m.mom.Sh.alway.respect.m.privacy.Sh.alway.knock.befor.sh.co me.int.m.room.A.Wow.M.mu.an.da.ar.alway.snoopin.aroun.m.room.tryin.t.figur.ou.wha.I’.doing.an.the.loo.throug.m.cel.bil.t.se.who’.calling.M.mo.eve.calle.on.o.th.phon.number.sh.found!B.Oh.m.mo.neve.doe.that.I.sh.want.t.kno.wh.m.friend.are.sh.jus.ask.me.A.man.you’r.lucky.You’v.go.i.goo..go..spar.bedroo.fo.me?3. A: Anthony! Kim! How are you two lovebirds? Have you adjusted to married life yet ?B: Well, we’re still working on it !C.Yeah.right.We’r.workin.o.it.A:I guess it takes a while to get used to each other’s habits , huh?C: Yeah, well, you know, I’m a bit of a n eat freak.A: yeah, I know.C: and Anthony, well, let’s just say he’s a little on the messy side.B.yeah.differen.styles..guess.An.the.there’.th.littl.proble.o.sleepin.a.night.Sh.talk.i.he.sleep. C: Or so he says .B: it’s true .you do!C: and he snores! Between the two of us, we can’t seem to get much rest.A: looks like you two still have a lot to get used to.4. A: Harry, Have you been using my iPod again ?B: Alice! don’t get so uptightA: And my new headphones, too？You creep!B: Well, OK, I was g oing to put them back .Anyway, what’s the big deal ?A: The big deal is that it is so disrespectful to take things without asking .B: Well, how about you? Y ou’re always borrowing my sweaters, and jerseys, and stuff.A: Yeah, well, that’s different.B: I d on’t think so.Unit 10 SurvivalLISTENING TASK1.Cilby.Yeah..ha.a.experienc.i..disaste.onc..I.wa..rea.life-changin.experience..wa.i.th.Alask .rang.climbin.Moun.Forake.wit..coupl.o.friend..nea.th.en.o.ou.tri.,.stor.move.i..th.mountai.ju s.wen.craz..i.wa.unbelievabl..Th.rock.an.sno.starte.falling.an.w.wer.knocke.80.fee.dow.th.sid. o.th.mountai...don’ter..wok.u..m.shoulde.wa.brok en.an..wa.separate.fro.m.friend.an.wa.jus.i..kin.o.daze.I.too.m.thre.day.t.ge.t.th.botto.o.th.mountain..ha.t.kee.m.eye.ope.an.jus.ignor.th.pai..bu..final l.mad.i.t.safet..2.Sue.Once..reall.though.i.wa.al.ove.fo.me.I.wa..Sunda.morning.Ma.eighteent.t.exact..wa.camp e.nort.o.Mt.St.Helens.an.w.wer.packin.u.ou.ten. whe.boom.whe.i.erupted.Withi.minutes.nearl.ever.tre.aroun.u.ha.bee.rippe.ou.o.th.ground.. wa.blow.int..dee.hol.lef.b.on.o.th.trees..pulle.mysel.ou.o.th.hole.bu.the.ic.chunk.starte.failin.fr o.th.sky!Mart.ha.bee.hur.prett.badl.b..failin.tree.s..ha.t.ge.help..mad.hi..littl.shelte.an.the.walke.th.res .o.th.da.t.fin.help.I.wa.reall.painfu.becaus..wa.knee-dee.i.ashe.almos.th.whol.wa..Tha.night.a.emergenc.helicopte.finall.sa.me..wa.neve.s.thankfu.i.m.life.3.Kubra.I’l.neve.forge.th.bi.earthquak.i.Turkey.I.wa.th.middl.o.th.night.an..wa.sleeping.whe..fel..shar.j olt.Bam..sa.u.i.be.lik..bol.o.lightning.Th.nex.thing..kne.,.ha.falle.throug.th.floo.int..hol.an.thi ng.hittin.m.hea.an.body.I.wasn’.lon.befor..realize.tha.th.buildin.ha.collapsed.o.to.o.me..calle.fo.m.parents.bu.nobod.answered.s..trie.t.di.mysel.out.N.luck..wa.unde.to.deep.Ther.wa. nothin.t.d.bu.wai.fo.help..fel.ver.scare.i.th.darkness.bu..kep.playin.littl.game.i.m.hea.an.singi n.song.an.thinkin.o.thing..wante.t.d.i.th.future.Afte.te.hours..hear.someon.cal.m.nam.an.sa..tin.ligh.shin.dow.o.me..wa.saved!。

计算机课程介绍英语作文In the modern era, where technology is an integral part of our daily lives, understanding the basics of computer science is not just a valuable skill but a necessity. This essay aims to introduce a comprehensive computer science course designed to equip students with the knowledge and skills required to navigate the digital world effectively.The course begins with the fundamentals, ensuring that every student, regardless of their prior experience with computers, can grasp the core concepts. We start by exploring thehistory of computing, from the early abacus to the modern supercomputers, to provide a contextual understanding of how far we've come and where we're headed.Moving on to the hardware, students are introduced to the various components of a computer system, including thecentral processing unit (CPU), memory, storage devices, and peripheral devices. They learn how these components work together to perform complex tasks with ease.The curriculum then delves into software, starting with operating systems and their role in managing computer resources. Students will also study programming languages, beginning with a high-level overview before moving on to learn a specific language, such as Python or Java, through hands-on coding exercises.An essential part of the course is understanding algorithms and data structures, which are the backbone of efficient programming. Students will learn how to design, analyze, and implement algorithms, as well as how to choose the right data structures for different applications.Cybersecurity is a critical topic in today's world, and the course covers the basics of protecting information from unauthorized access. Students will learn about encryption, firewalls, and other security measures that are crucial for safeguarding digital assets.Another key component of the course is networking, where students learn how computers communicate with each other over a network. They will explore the Internet's structure, protocols like TCP/IP, and the concept of the World Wide Web.To stay relevant in the ever-evolving field of technology, the course also touches on emerging technologies such as artificial intelligence, machine learning, and the Internet of Things (IoT). These topics provide students with a glimpse into the future of computing and inspire them to explore further.The course is designed to be interactive, with a blend of lectures, practical exercises, group projects, and guest lectures from industry professionals. This approach ensures that students not only understand the theoretical aspects of computer science but also gain practical experience that is invaluable in the job market.In conclusion, our computer science course is a well-rounded program that prepares students for the challenges and opportunities of the digital age. By the end of the course, students will have a solid foundation in computer science, enabling them to pursue further studies or careers in technology-related fields.。

Technology教案（通用6篇）Technology教案（通用6篇）Technology教案篇3Technology教案篇4reading to learnthis section includes three articles on technological achievements and on problems arising from technological achievements.nasa rover wakes up on marswithout the books open, write the title of this text on the board. have ss predict what the text is about from thetitle.questions:what’s the subject in this title? what do you think a nasa rover could be? what is the verb? give other examples that wake up. what is the object? what is mars? how can you travel to mars? would this be a person or thing that would travel to mars? what type of technology will we read about in this text? does anyone is the class know something about mars that they could share with the class?there is a lot of new vocabulary in this text. assign the reading for homework and have the ss categorize the new vocabulary into the following groupsfind all the words or phrases related to the rover space craft.find all the words or phrases related to the mars planetfind all the words or phrases related to nasapeople/scientistsdiscuss post –reading activities with the classtechnology for a nation again, without the book open discuss the title .have the ss make predictions about the text.questions when did china send a person to space?who was that person that traveled into space?how did china succeed in send a person into space?what is involved in sending a human being into space?when did china begin to develop spacetechnology?what have chinese scientists achieved over the years?ask the ss to imagine or predict what will happen in two years from now in space technology. will one of then will travel into space in the future?teaching tip predictions encourage the ss to relay on prior knowledge and interpretations of the title words.ruddell,martha.assign the reading for homework.discuss post –reading activities in the following lessoncheck students’ predictions with information in the text.mother sues nestle over lack of gm milk label1. scmp stand for south china morning post, a major english newspaper based in hongkong 2. nestle: nestle with headquarters in vevey, switerland was founded in 1866 by henry nestle, a pharmacist, who developed a food for babies who were unable to breastfeed. his first success was a premature infant who could not tolerate his mother’s milk or any of the u sual substitutes. people quickly recognized the value of the new product, after nestle’s new formula saved the child’s life ,and soon, farine lactee henri nestle was being sold in much of europe.3. nestle is today the world’s biggest food and beverage comp any. the number of it s employees is about 253 000. it has factories or operations in almost every country in the world.4. before introducing the text have a discuss about labels. bring in several items with labels, for example: a can of bamboo shoots, dried noodles, dried soup, tomato sauce, ketchup, etc. divide the ss into groups and hand out an item to each group. introduce the word “ingredient” .have the students identify the ingredients in each item. this can also be named “labeling” the ingredients. explain that the first ingredient has the highest content. the next ingredient is second in content and so on.5. introduce the following vocabulary : products and consumers .use the items that you have brought to class to show that in the retail worldthe name for everything that is bought and sold is product. the people that buy the product are called consumers.6. again, write the title of the text on the board. discuss the meaning of the words in the title. ask the ss to identify subject, verb and object.questions do you think this mother likes to drink milk that is made from a gm food ?would you drink or eat something with gm foods?do you think she won or lost the case?what other nestle products have you eaten or drank?ask the ss guess what the text will be about. remember during the discussion it is important to accept students’ all predictions . making no judgments about how correct the predictions are to the title.ask the students to read the text for homework of in groups. discuss post-reading activities. check the students’ predictions with the information in the text.Technology教案篇5m7 unit1 reading: living with technology（the first class）enable the students to grasp key words, phrases and sentences both orally and in written form学习目标：1.to learn the usage of important words and phrases2.practice the new words and phrases by exercises3.review and practice typical sentences and grammar学习重点与难点：1. it 的用法2. apply 的详细用法写出下列单词的汉语意思。

综合学术英语教程2 答案之相礼和热创作Unit 1 Multidisciplinary EducationKeys to the ExercisesApproaching the Topic1. 1) The aim of college education is to produce individuals who are well on their way to becomeexperts in their field of interest.2) The growing importance of producing professionals who have the skills to work with peoplefrom 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 areinterdisciplinary problem solvers.2. 1) f2) d3) a4) e5) g6) m7) j8) k9) l10) i11) b12) h13) c4. (1) offered (2) stresses (3) ability (4) different (5) approach(6) increasingly (7) graduates (8) enter (9) positions (10) Employment6. 1) Multidisciplinary studies.2) They both believe that current college education should lay emphasis on multidisciplinarystudies, which is a prerequisite to producing future expert who are interdisciplinary problemsolvers.3) Open.4) Open.5) Open.Reading about the Topic3. 1) The students have brought to MIT their individual gifts, such as their own intellect, energy,ideas, aspirations, distinctive life experience and point 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 andarchitect.4.Set 1: 1) c2) e3) d4) h5) a6) g7) f8) bSet 2: 1) e2) a3) h4) b5) c6) f7) d8) g5.(b) Para. A (b) Para. B (a) Para. C (c) Para. D(f) Para. E (e) Para. F (d) Para. G (g) Para. A6. 1) Because for him, the simplicity he appreciated in nature became his ultimate standard indesign.2) First was da Vinci’s complete disregard for the accepted boundaries between different f ieldsof knowledge. The second facet of da Vinci’s character was his respect for and fascinationwith nature. The third quality of da Vinci’s character was an enthusiastic demand forhands-on making, designing, practicing and testing, and for solving problems in the real world.3)“There is a good chance that you will never again live and work in a community with as manydifferent cultures and backgrounds as MIT.”(Para. F)4) Because by doing so, the students can engage themselves in new intellectual adventures so as touse their time at MIT to its fullest potential.5) It means that “They took the initiative to search for the deepest answers, instead of sitting backand letting things happen to them.”7. Set 1: 1) h2) d3) a4) g5) f6) e7) b8) cSet 2: 1) c2) g3) d4) a5) h6) f7) e8) b8. 1) She wanted to describe for the new students three of his characteristics that particularly f itwith the value of MIT.2) Because by doing so, the students can encounter the most stimulating minds and inspiringrole models, experience a life in a community with diversif ied cultures and backgrounds andparticipate in various new intellectual adventures, so that they can get the most out of theirMIT education.3) The three of Da Vinci’s characteristics will be the heritage of MIT to be inherited by thestudents. She hoped that the new students would follow Da Vinci as well as a great manyextraordinary MIT teachers as their role models to use their time to its fullest potential.4) Multidisciplinary thinking is a mode of thinking that goes beyond disciplinary boundaries inorder to gain new ideas and fresh perspectives.9. 1) Human ingenuity will never devise any inventions more beautiful, nor more simple, nor moreto the purpose than Nature does. (Para. A)2) For Da Vinci, the simplicity he appreciated 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 atMIT to its fullest potential. (Para. F)4) MIT is a place of practical optimism and of passionate engagement with the most importantproblems of the world. (Para. G)5) I had long since observed that people of accomplishment rarely sat back and let thingshappen to them. (Para. H)10. Many scientists and engineers at MIT pursue simplicity in their design and development oftechnologies.Exploring the Topic4. 1) It is believed that a multidisciplinary 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 science and technology froma liberal artsperspective.5) Surprisingly, however, our universities and colleges fail to switch from the conventionaldivisions and departmental sections to daily extracurricular multidisciplinary work.5. Reading 1 begins with a contrast —“College education has always had the responsibility to ...However, ... we also see the growing importance of producing ...”. The introduction of Reading2 is informative as well as interesting, which arouses the readers’ interest to go on reading.Integrated Exercises2. (1) ultimate (2) spirit (3) feed (4) approach (5) property (6) represent(7) discipline (8) aspiration (9) inspire (10) perspective (11) inherit (12) generate(6) inherit (7) celebrity (8) speculated (9) representative (10) anatomical4. (1) D(2) A(3) C(4) B(5) D(6) A(7) B(8) C(9) A(10) C5. (1) Many celebrated researchers around the world are collaborating to develop a new vaccine.(2) The scientists’ experiment generated an unexpected outcome.(3) If the systems are restructured, their effectiveness will be ultimately integrated into theglobal economy.(4) The doctors speculate that he died of a stroke caused by a blow on the head.(5) The murder trial attracted considerable public 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 father’s advice and left college.(9) In this address, he asked the youngsters, who embody the spirits of the nation, to join thecampaign.(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 ited from research work at the crossroads between biological andmedical studies.(4)It was amazing that his idea echoed well the great philosopher’s belief, which he claimed notto have heard about before.(5) The one-month intense training program prepared the team members well for possibleemergencies.(6) The audience was deeply impressed with the vigor and power of the speech delivered by theenvironmentalist.(7) This traveling experience will provide you with a rare opportunity to sample a different way oflife.(8) Using the limited time to its fullest potential is one of the must-have/required skills in adaptingto 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 interestswell beyond the boundaries of conventional belief in obedient learning.8.A. (1) B(2) C(3) B(4) B(5) DB. As multidisciplinary design has become a trend in the industry, there is a need for moreemphasis on multidisciplinary perspectives. Educational institutions should take their role intraining individuals who can function in a collaborative environment and be prepared to facemultifaceted projects that they may not have been exposed to. However, our universities andcolleges fail to shift from traditional divisions and departmental sections to multidisciplinarywork being practiced on a daily basis outside the classroom.C. 1) F2) T3) F4) T5) TD. (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 (14) flexibility (15) style of leadershipUnit 2 The Scientific MethodKeys to the ExercisesApproaching the Topic1. 1) The Scientific Method is a body of techniques for investigating phenomena and acquiringknowledge, as well as correcting/integrating previous knowledge. It involves gatheringobservable, empirical and measurable evidence, the collection of data through observationand experimentation, and the formulation and testing of hypotheses.2)Scientists put forward hypotheses to explain what is observed. They then conduct experimentsto test these hypotheses. The steps taken in the experiment must be capable of replication andthe 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 our sensescan be mistaken. We can never understand something as it really is because our very presenceaffects what is being studied.5) ① Science is both a body of knowledge and a process.② Science is exciting.③ Science is useful.④ Science is ongoing.⑤ Science is reliable.⑥ Science is a community endeavor.2. 1) c2) g3) e4) f5) a6) d7) h8) k9) b10) i11) j4. (1) aspects (2) process (3) satisfy (4) technologies (5) puzzle(6) collection (7) evidence (8) ensure (9) diversity (10) professional6. 1) Science.2) It brings to mind many different pictures: white lab coats and microscopes, a scientist peeringthrough 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 movestowards greater accuracy and understanding, and this system is facilitated by diversity withinthe scientific community, which offers a range of perspectives on scientific ideas.5) Open.Reading about the Topic3. 1) The modern scientific method is characterized by confirmations and observations which“verified”the theories in question, but some genuinely testable theories, when found to befalse, are still upheld by their admirers, which rescues the theory from refutation only at theprice 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 constantly verified by their clinical observations. They always fitted andwere 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 possibleresults of observation —in fact with results which everybody before Einstein would haveexpected.4. Set 1: 1) c2) a3) d4) b5) f6) e7) h8) gSet 2: 1) b2) e3) a4) f5) d6) c7) h8) g5. 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 everything that you can f ind about the problem.3) You shouldn’t change the hypothesis. Instead, try to explain what might have been wrongwith your original hypothesis.4) An important thing to remember during this stage of the scientific method is that once youdevelop a hypothesis and a prediction, you shouldn’t change it, even if the results of yourexperiment 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) gSet 2: 1) e2) g3) a4) f5) c6) b7) d8) h8. 1) Observation, as the f irst stage of the scientific method, is a way of collecting informationfrom any possible sources, which can serve as a foundation in verifying a theory. In thisprocess, one should expect an event which could refute the theory. Only through beingrefuted by new observations which are incompatible with the theory could it be falsified,which ref lects its truescientific virtue.2) A hypothesis is a possible solution to a problem, based on knowledge and research, while atheory is a hypothesis confirmed by the research findings. Every theory cannot be applied toevery situation; otherwise, it is not a good theory.3) It is always possible to verify nearly every theory, but that would rescue the theory fromrefutation 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 conceivableevent is non-scientific.9. 1) Because of this personal experience and an interest in the problem, you decide to learn moreabout 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 sunlightappear to grow bigger. (Para. H)4) The judges at your science fair will not take points off simply because your results don’tmatch up with your hypothesis. (Para. K)5) You cannot prove the hypothesis with a single experiment, because there is a chance that youmade a miscue somewhere along the way. (Para. Q)10. Observation, the initial stage of the research, requires a thorough understanding of a researchproject you have chosen by collecting adequate information from various sources, and isfollowed by the next stage known as hypothesis, an uncomplicated statement that defineswhat you think the outcome of your experiment will be.Exploring the Topic4. 1) Science does not include explanations based on no empirical evidence.2) The human nature of science, however, renders it unlikely to be free of personal prejudices,misapprehensions, and bias.3) The scope of science encompasses the whole universe and natural world.4) Science is a process of deciding whether the acquired evidence may prove what is mostlikely to be correct currently.5) It is not possible to prove a hypothesis with a single experiment, as chances are that amistake was made somewhere in the process.Integrated Exercises2. (1) additional (2) illustrate (3) interpret (4) conduct (5) previous (6) involve(7) design (8) verify (9) reflect (10) collect (11) research(12) support(6) exposure (7) constitutive (8) emphatic (9) confirmation (10) identity4. (1) A(2) B(3) A(4) D(5) A(6) B(7) C(8) A(9) D(10) B5. (1) This observation motivated Newton to develop a theory of gravity.(2) Other scholars attempt to approach the subject from an economical perspective.(3) Participating in the activity will provide one with an initial taste of the objectives ofsociology.(4) Scientists insisted there was a rational explanation for the strange phenomenon.(5) To most young people, higher education is nothing but a process of acquiring knowledge.(6) The study demonstrates the necessity of taking a much broader view in the matter.(7) The new car’s design successfully integrates art and technology.(8) China actually encountered the identical stages of its development in the early 1990s to theWest.(9) The virus can spread to a document or application between computers and render thecomputer useless.(10) If the sustainable development of small economies is facilitated, their effectiveness will beultimately integrated into the global economy.7. 1) We could not attend a conference without hearing some talks about change and challenge.2) Things seem highly optimistic in the light of numerous reports, especially from countrydistricts.3) I am in favor of the argument that urbanization should be controlled properly.4) Something slowly began to dawn on me — I still loved what I did.5) My computer does not work because it was rendered paralyzed by some viruses.6) Experts are working on the plan in question. And they’ll come to an answer.7) A national curriculum framework is logically incompatible with pupil-centered learning.8) For many women success is often achieved at the price of their married life.9) Many attempts had been made before I successfully entered a key university.10) There is a good chance that it will turn fine tomorrow.8. A. (1) B(2) A(3) C(4) A(5) BB. Understanding scientific method is critical to your scientific endeavor. The scientificmethod is a series of steps that serve as guidelines for scientific efforts, and a tool thathelps scientists solve problems and determine answers to questions in a logical format.There are two forms of scientific method: the experimental method and the descriptivemethod. The former employs numerical data and graphs, used in physical sciences, whilethe latter gathers Information through visual observation and interviewing, employed inzoology and anthropology. The scientific method involves five steps, namely, identifying aproblem, researching the problem, formulating a hypothesis, conducting an experiment andreaching a conclusion.C. (1) The process of science, in contrast to the linear steps of the simplified scientific method,is iterative.(2) Science circles back on itself so that useful ideas are built upon and used to learn evenmore about the natural world.(3) Gregor Mendel showed that inheritance is particulate that information is passed along indiscrete packets that cannot be diluted.(4) Any point in the process leads to many possible next steps, and where that next stepleads could be a surprise.(5) Science may involve many different people engaged in all sorts of different activities indifferent orders and at different points in time.D. (1) natural world (2) investigations (3) basic question(4) information (5) Experiments (6) detailed understanding(7) built upon (8) deepen and extend (9) in the process(10) testing (11) observation (12) new direction(13) in different orders (14) represent (15) less importantUnit 3 Ancient China’s Contribution to ScienceKeys to the ExercisesApproaching the Topic1. 1) Needham is the world’s famous Sinologist and author of Science and Civilization inChina.2) The European people just take these inventions for granted. All originated in China buthave long since been adopted by the West.3) They helped to inspire the European agricultural and industrial revolutions.4) It has won five literary awards in America and been translated into 43 languages.5) His book, The Spirit of Chinese Invention, was approved by the Chinese Ministry ofEducation for use in connection with the national secondary curriculum in China.2. 1) f 2) k 3) c 4) a 5) o 6) n 7) g8) e9) d10) m 11) i12) h13) j14) l15) b4. (1) credit (2) considerable (3) befriended (4) breakthroughs (5) thoroughly(6) flown (7) academic (8) embark (9) suggested (10) staff6. 1) The overlooked great breakthroughs in ancient China.2)Dr. Needham argued that a proper book on the history of Chinese science and technologywould have a wide bearing on the general history of thought and ideas. 3) He helped to bring due credit to China’s overlooked contribution to scientific innovation.4) Yes, he does. Because he believed that a proper popular book would have a wide bearing onthe general history of thoughts and ideas, which could not be possible if the book was tooacademic.Reading about the Topic3. 1) Both Westerners and Chinese people are ignorant of the fact that the West imported a lot ofinventions from ancient China.2) Because more than half of the basic inventions and discoveries upon which the“modernworld”rests come from China.3) Because they take many great achievements for granted, and even the Chinese themselveslost sight of the truth, so their western inheritors wouldn’t trouble themselves to know thetruth.4) Because it is always more satisfying to the ego to think that they have reached theirpresent position alone and unaided, and that they are the proud masters of all abilities andall crafts.4. Set 1: 1) d2) e3) a4) b5) c6) g7) f8) hSet 2: 1) d2) g3) e4) h5) b6) a7) c8) f5. Para. A (e)Para. B (b)Para. C (f)Para. D (a)Para. E (a)Para. F (a) Para. G (c) Para. H (g) Para. I (h) Para. J (d)6. 1) The three inventions transform-ed completely the modern world and mark-ed it off fromthe ancient and the Middle Ages.2) The European agricultural revolution, which laid the basis for the Industrial Revolution,came about only because of the importation of Chinese ideas and inventions.3) The truth that half of the basic inventions and discoveries originated from China needs tobe imparted to schoolchildren. The purpose is to let them know the truth and then tobridge the chasm between the East and the West.4) The bureaucratic organization of China in its earlier stages strongly helped science togrow; only in its later ones did it inhibit further growth, and in particular prevented abreakthrough which has occurred in Europe.5) The author points out the reasons why China was developed in the past but backward atpresent and why the West was underdeveloped in the past but advanced at present.7. Set 1: 1) c2) g3) h4) b5) f6) d7) a8) eSet 2: 1) c2) d3) g4) e5) a6) b7) f8) h8. 1) The two readings both list a series of great inventions and discoveries that originated inancient China. Reading 1 tends to be factual, while Reading 2 is more critical of the factthat the Chinese are ignorant of their ancient achievements and the Westerners simply takethem for granted.2) The argument in Reading 2 is more reasonable and acceptable since the author uses a lot ofexamples and examines the question from both the Chinese and Western perspectives toillustrate his point.3) Reading 2 holds more obvious negative attitudes towards Westerners.4) It would be better if the nations and the peoples of the world had a clearer understandingof each other, allowing the mental gap between East and West to be bridged. (Reading 2)The discoveries and inventions made in Europe in the seventeenth century and thereafterdepended so much in so many cases on centuries of previous Chinese progress in science,technology and medicine. (Reading 3)9. 1) He regarded the origins of these inventions as “obscure”and he died without everknowing that all of them were Chinese. (Para. B)2) Chauvinistic Westerners, of course, always try to minimize the indebtedness of Europe toChina in the ancient and the Middle Ages, but often the circumstantial evidence iscompelling. (Para. C)3) In many cases we simply cannot identify the channels through which knowledge wasconveyed from East to West. (Para. C)4) Modern science which developed in the seventeenth century was a mathematization ofhypotheses about nature, combined with experimentation. (Para. D)5) One factor which must have great relevance here is the circumstancethat the feudalism ofEurope and China were fundamentally different. (Para. E)10.The feudalism of China differed greatly from that of Europe in that its bureaucraticorganization promoted the growth of science in ancient China but inhibited its furtherdevelopment later on.Exploring the Topic4. 1) Increasingly being bewitched by the advanced European technology, the Chinese haveforgotten their own achievements.2) A book like that would be absolutely non-academic; it would nevertheless have afar-reaching influence on the general history of thought and ideas.3) The lesson to be drawn from the history of agriculture can best illustrate the ignorance ofthe egoistic westerners.4) The Chinese and Westerners are equally surprised when they realize that modernagriculture, modern shipping and even the essential design of the steam engine alloriginated from China.5) A clear understanding among the nations and the peoples of the world would be welcomedto bridge the gap between East and West.5. 2) The deafening noise, and the glare of the engine fire, would have a bad effect on nerves.Further, being moved through the air at a high speed would do great injury to delicatelungs. The sudden plunging of a train into the darkness of a tunnel, and the equally suddenrush into full daylight, would cause great damage to the eyesight.3) What was it that enabled them to become great or successful? Were they born withsomething special? Or did their greatness have more to do with timing, devotion and,perhaps, an uncompromising personality? The answer is a never surrender attitude. If greatachievers share anything, it is an unrelenting drive to succeed. There is a tendency to thinkthat they are endowed with something super-normal.Integrated Exercises2. (1) insight (2) expertise (3) obscure (4) backward(5) undertake (6) ignorant (7) acknowledge (8) essential(9) minimize (10) shatter (11) fading (12) illustration(5) resurgent(6) indebted (7) backwards (8) irrelevant (9) unparalleled (10) illusionary 4. (1) C(2) D(3) A(4) B(5) A(6) A(7) C(8) D(9) B (10) D5. (1) Examples will be drawn from literature and popular media to illustrate the range ofleadership and non-leadership behaviors and competencies.(2) You’ll never be able to eliminate interruptions altogether but you can do a lot to minimizethem.(3) There is evidence that the movie reinforces negative stereotypes about women.(4) The violence to property will do nothing to facilitate that investigation.(5) Determination and effort enable-d the young man to acquire success.(6) The project was held back by budget restraints.(7) We will continue to press governments in the region to undertake political reforms.(8) This level of economic growth is unprecedented and unique.(9) This policy could isolate the country from the other permanent members of the UnitedNations Security Council.(10) The profound economic effect would accumulate day by day, and much of it might bereversible.7. (1) It must be realized that China experienced a great transformation in the last century.(2) However, it is rather questionable whether the majority of Americans know the truthabout China and Chinese people.(3) All of the information can be conveyed by simple graphs.(4) It is essential that our children absorb this lesson into their outlook on the world.(5) It is a lesson that all of us should take to heart.(6) We must never lose sight of the fact that many inventions originated in China.(7) Many of us take it for granted that technology is the top priority in economicdevelopment.(8) How was it that you had the right information at the right place and at the right time?(9) I can think of no better illustration of the importance of higher education than the fact thatmany university graduates have become the leaders in various f ields. (10) The demand for a raise ref lects as much a desire for the recognition of their success asfor more money.8. A. (1) C(2) B(3) D(4) D(5) CB. China’s ancient great inventions and discoveries, as the forerunners of some of themodern technologies, both enhance the quality of human life and change Chinese historyof science. The most signif icant ones are papermaking, gunpowder, compass and printing.Paper, one of the most widely used and indispensable materials, led to subsequentinnovations like paper currency, woodblock printing and ceramic movable type printing.The most important invention of gunpowder triggered a series of related discoveries likefireworks, land mine-s，naval mine-s, exploding cannonballs, multistage rocket-s, etc. The。

Title: Insights from the "Innovations in Sustainable Energy" LectureThe vibrant atmosphere of our university campus is often enriched by a series of engaging lectures that invite experts from various fields to share their knowledge and insights. One such lecture that particularly resonated with me was the "Innovations in Sustainable Energy" session conducted by Dr. Emily Green, a renowned researcher in the field of renewable energy. Held in the spacious auditorium of our institution, the event was attended by an enthusiastic audience comprising students, professors, and even some industry professionals.Dr. Green's lecture commenced with a compelling introduction to the pressing need for sustainable energy solutions in the face of global climate change. She highlighted the alarming rate of fossil fuel consumption and its dire consequences, setting the tone for an urgent call to action. The lecture then delved into the latest advancements in solar, wind, and hydro power technologies, emphasizing how these renewable sources are transforming the energy sector worldwide.One of the most captivating aspects of the lecture was Dr. Green's discussion on the integration of smart grid technologies with renewable energy systems. She explained how smart grids enable efficient distribution and management of energy, reducing waste and enhancing reliability. Her real-life examples from countries like Germany and Denmark, where smart grid implementations have significantly decreased carbon emissions, were particularly illuminating.Moreover, Dr. Green underscored the importance of innovation in materials science, mentioning the development of more efficient solar panels and longer-lasting batteries. She also touched on the potential of emerging technologies like ocean energy and the challenges they pose, sparking a lively Q&A session after her presentation.Personally, this lecture was a profound learning experience. It not only broadened my understanding of the complexities of sustainable energy but also inspired me to consider a career path in this vital field. Dr. Green's passion for her work was evident, and it fueled my own interest in contributing to a more sustainable future.In conclusion, the "Innovations in Sustainable Energy" lecture was a timely and enlightening event that underscored the urgency and potential of transitioning to renewable energy sources. It served as a platform for knowledge exchange and ignited a spark within many of us to actively engage in creating a greener, more sustainable world. Lectures like these are invaluable opportunities for university students, as they provide a window into the frontiers of research and motivate us to be part of the change.。

《电子信息工程专业英语教程(第5版)》题库Section A 术语互译 (1)Section B 段落翻译 (5)Section C阅读理解素材 (12)C.1 History of Tablets (12)C.2 A Brief History of satellite communication (13)C.3 Smartphones (14)C.4 Analog, Digital and HDTV (14)C.5 SoC (15)Section A 术语互译Section B 段落翻译Section C阅读理解素材C.1 History of TabletsThe idea of the tablet computer isn't new. Back in 1968, a computer scientist named Alan Kay proposed that with advances in flat-panel display technology, user interfaces, miniaturization of computer components and some experimental work in WiFi technology, you could develop an all-in-one computing device. He developed the idea further, suggesting that such a device would be perfect as an educational tool for schoolchildren. In 1972, he published a paper about the device and called it the Dynabook.The sketches of the Dynabook show a device very similar to the tablet computers we have today, with a couple of exceptions. The Dynabook had both a screen and a keyboard all on the same plane. But Key's vision went even further. He predicted that with the right touch-screen technology, you could do away with the physical keyboard and display a virtual keyboard in any configuration on the screen itself.Key was ahead of his time. It would take nearly four decades before a tablet similar to the one he imagined took the public by storm. But that doesn't mean there were no tablet computers on the market between the Dynabook concept and Apple's famed iPad.One early tablet was the GRiDPad. First produced in 1989, the GRiDPad included a monochromatic capacitance touch screen and a wired stylus. It weighed just under 5 pounds (2.26 kilograms). Compared to today's tablets, the GRiDPad was bulky and heavy, with a short battery life of only three hours. The man behind the GRiDPad was Jeff Hawkins, who later founded Palm.Other pen-based tablet computers followed but none received much support from the public. Apple first entered the tablet battlefield with the Newton, a device that's received equal amounts of love and ridicule over the years. Much of the criticism for the Newton focuses on its handwriting-recognition software.It really wasn't until Steve Jobs revealed the first iPad to an eager crowd that tablet computers became a viable consumer product. Today, companies like Apple, Google, Microsoft and HP are trying to predict consumer needs while designing the next generation of tablet devices.C.2 A Brief History of satellite communicationIn an article in Wireless World in 1945, Arthur C. Clarke proposed the idea of placing satellites in geostationary orbit around Earth such that three equally spaced satellites could provide worldwide coverage. However, it was not until 1957 that the Soviet Union launched the first satellite Sputnik 1, which was followed in early 1958 by the U.S. Army’s Explorer 1. Both Sputnik and Explorer transmitted telemetry information.The first communications satellite, the Signal Communicating Orbit Repeater Experiment (SCORE), was launched in 1958 by the U.S. Air Force. SCORE was a delayed-repeater satellite, which received signals from Earth at 150 MHz and stored them on tape for later retransmission. A further experimental communication satellite, Echo 1, was launched on August 12, 1960 and placed into inclined orbit at about 1500 km above Earth. Echo 1 was an aluminized plastic balloon with a diameter of 30 m and a weight of 75.3 kg. Echo 1 successfully demonstrated the first two-way voice communications by satellite.On October 4, 1960, the U.S. Department of Defense launched Courier into an elliptical orbit between 956 and 1240 km, with a period of 107 min. Although Courier lasted only 17 days, it was used for real-time voice, data, and facsimile transmission. The satellite also had five tape recorders onboard; four were used for delayed repetition of digital information, and the other for delayed repetition of analog messages.Direct-repeated satellite transmission began with the launch of Telstar I on July 10, 1962. Telstar I was an 87-cm, 80-kg sphere placed in low-Earth orbit between 960 and 6140 km, with an orbital period of 158 min. Telstar I was the first satellite to be able to transmit and receive simultaneously and was used for experimental telephone, image, and television transmission. However, on February 21, 1963, Telstar I suffered damage caused by the newly discovered Van Allen belts.Telstar II was made more radiation resistant and was launched on May 7, 1963. Telstar II was a straight repeater with a 6.5-GHz uplink and a 4.1-GHz downlink. The satellite power amplifier used a specially developed 2-W traveling wave tube. Along with its other capabilities, the broadband amplifier was able to relay color TV transmissions. The first successful trans-Atlantic transmission of video was accomplished with Telstar II , which also incorporated radiation measurements and experiments that exposed semiconductor components to space radiation.The first satellites placed in geostationary orbit were the synchronous communication (SYNCOM ) satellites launched by NASA in 1963. SYNCOM I failed on injection into orbit. However, SYNCOM II was successfully launched on July 26, 1964 and provided telephone, teletype, and facsimile transmission. SYNCOM III was launched on August 19, 1964 and transmitted TV pictures from the Tokyo Olympics. The International Telecommunications by Satellite (INTELSAT) consortium was founded in July 1964 with the charter to design, construct, establish, and maintain the operation of a global commercial communications system on a nondiscriminatory basis. The INTELSAT network started with the launch on April 6, 1965, of INTELSAT I, also called Early Bird. On June 28, 1965, INTELSAT I began providing 240 commercial international telephone channels as well as TV transmission between the United States and Europe.In 1979, INMARSAT established a third global system. In 1995, the INMARSAT name was changed to the International Mobile Satellite Organization to reflect the fact that the organization had evolved to become the only provider of global mobile satellite communications at sea, in the air, and on the land.Early telecommunication satellites were mainly used for long-distance continental and intercontinental broadband, narrowband, and TV transmission. With the advent of broadband optical fiber transmission, satellite services shifted focus to TV distribution, and to point-to-multipoint and very small aperture terminal (VSAT) applications. Satellite transmission is currently undergoing further significant growth with the introduction of mobile satellite systems for personal communications and fixed satellite systems for broadband data transmission.C.3 SmartphonesThink of a daily task, any daily task, and it's likely there's a specialized, pocket-sized device designed to help you accomplish it. You can get a separate, tiny and powerful machine to make phone calls, keep your calendar and address book, entertain you, play your music, give directions, take pictures, check your e-mail, and do countless other things. But how many pockets do you have? Handheld devices become as clunky as a room-sized supercomputer when you have to carry four of them around with you every day.A smartphone is one device that can take care of all of your handheld computing and communication needs in a single, small package. It's not so much a distinct class of products as it is a different set of standards for cell phones to live up to.Unlike many traditional cell phones, smartphones allow individual users to install, configure and run applications of their choosing. A smartphone offers the ability to conform the device to your particular way of doing things. Most standard cell-phone software offers only limited choices for re-configuration, forcing you to adapt to the way it's set up. On a standard phone, whether or not you like the built-in calendar application, you are stuck with it except for a few minor tweaks. If that phone were a smartphone, you could install any compatible calendar application you like.Here's a list of some of the things smartphones can do:•Send and receive mobile phone calls•Personal Information Management (PIM) including notes, calendar and to-do list•Communication with laptop or desktop computers•Data synchronization with applications like Microsoft Outlook•E-mail•Instant messaging•Applications such as word processing programs or video games•Play audio and video files in some standard formatsC.4 Analog, Digital and HDTVFor years, watching TV has involved analog signals and cathode ray tube (CRT) sets. The signal is made of continually varying radio waves that the TV translates into a picture and sound. An analog signal can reach a person's TV over the air, through a cable or via satellite. Digital signals, like the ones from DVD players, are converted to analog when played on traditional TVs.This system has worked pretty well for a long time, but it has some limitations:•Conventional CRT sets display around 480 visible lines of pixels. Broadcasters have been sending signals that work well with this resolution for years, and they can't fit enough resolution to fill a huge television into the analog signal.•Analog pictures are interlaced - a CRT's electron gun paints only half the lines for each pass down the screen. On some TVs, interlacing makes the picture flicker.•Converting video to analog format lowers its quality.United States broadcasting is currently changing to digital television (DTV). A digital signal transmits the information for video and sound as ones and zeros instead of as a wave. For over-the-air broadcasting, DTV will generally use the UHF portion of the radio spectrum with a 6 MHz bandwidth, just like analog TV signals do.DTV has several advantages:•The picture, even when displayed on a small TV, is better quality.• A digital signal can support a higher resolution, so the picture will still look good when shown on a larger TV screen.•The video can be progressive rather than interlaced - the screen shows the entire picture for every frame instead of every other line of pixels.•TV stations can broadcast several signals using the same bandwidth. This is called multicasting.•If broadcasters choose to, they can include interactive content or additional information with the DTV signal.•It can support high-definition (HDTV) broadcasts.DTV also has one really big disadvantage: Analog TVs can't decode and display digital signals. When analog broadcasting ends, you'll only be able to watch TV on your trusty old set if you have cable or satellite service transmitting analog signals or if you have a set-top digital converter.C.5 SoCThe semiconductor industry has continued to make impressive improvements in the achievable density of very large-scale integrated (VLSI) circuits. In order to keep pace with the levels of integration available, design engineers have developed new methodologies and techniques to manage the increased complexity inherent in these large chips. One such emerging methodology is system-on-chip (SoC) design, wherein predesigned and pre-verified blocks often called intellectual property (IP) blocks, IP cores, or virtual components are obtained from internal sources, or third parties, and combined on a single chip.These reusable IP cores may include embedded processors, memory blocks, interface blocks, analog blocks, and components that handle application specific processing functions. Corresponding software components are also provided in a reusable form and may include real-time operating systems and kernels, library functions, and device drivers.Large productivity gains can be achieved using this SoC/IP approach. In fact, rather than implementing each of these components separately, the role of the SoC designer is to integrate them onto a chip to implement complex functions in a relatively short amount of time.The integration process involves connecting the IP blocks to the communication network, implementing design-for-test (DFT) techniques and using methodologies to verify and validate the overall system-level design. Even larger productivity gains are possible if the system is architected as a platform in such as way that derivative designs can be generated quickly.In the past, the concept of SoC simply implied higher and higher levels of integration. That is, it was viewed as migrating a multichip system-on-board (SoB) to a single chip containing digital logic, memory, analog/mixed signal, and RF blocks. The primary drivers for this direction were the reduction of power, smaller form factor, and lower overall cost. It is important to recognize that integrating more and more functionality on a chip has always existed as a trend by virtue of Moore’s Law, which predicts that the number of transistors on a chip will double every 18-24 months. The challenge is to increase designer productivity to keep pace with Moore’s Law. Therefore, today’s notion of SoC is defined in terms of overall productivity gains through reusable design and integration of components.。

科技感满满的课件英语作文标题，The Impact of Technology on Education。

In recent years, technology has revolutionized every aspect of our lives, including education. The integrationof technology into classrooms has significantly transformed the way students learn and teachers teach. In this essay,we will explore the various ways technology has impacted education, focusing on its benefits and challenges.To begin with, one of the most significant advantagesof technology in education is the accessibility of information. With the internet and digital libraries, students now have access to a vast amount of resources at their fingertips. They can conduct research, access e-books, and watch educational videos online, enabling them to explore topics beyond what traditional textbooks offer.This easy access to information not only enhances students' learning experiences but also encourages independentlearning and critical thinking skills.Furthermore, technology has made learning more interactive and engaging. Gone are the days of passive learning through lectures and textbooks. Nowadays, students can participate in virtual simulations, interactive quizzes, and educational games that make learning enjoyable and memorable. For example, platforms like Kahoot! and Quizizz allow teachers to create quizzes and games to assess students' understanding in a fun and interactive way. This gamification of learning not only motivates students butalso improves retention and comprehension of the material.Moreover, technology has enabled personalized learning experiences. Adaptive learning software can analyzestudents' strengths and weaknesses and tailor educational content to meet their individual needs. For instance, programs like Khan Academy and Duolingo adjust thedifficulty level of exercises based on students' performance, providing targeted practice to help them improve. This personalized approach to learning ensuresthat each student can progress at their own pace, leadingto better outcomes and student satisfaction.In addition to enhancing learning experiences, technology has also revolutionized the way teachers manage classrooms and assess student progress. Learning management systems (LMS) like Google Classroom and Canvas streamline administrative tasks such as distributing assignments, collecting submissions, and providing feedback. These platforms not only save teachers time but also facilitate communication between teachers, students, and parents. Moreover, digital assessment tools allow teachers to administer quizzes and exams electronically, providing instant feedback and analysis of student performance.Despite its numerous benefits, the integration of technology into education also poses some challenges. One of the main concerns is the digital divide, which refers to the gap between those who have access to technology and those who do not. In many parts of the world, especially in rural and low-income areas, students may lack access to reliable internet connectivity and devices such as computers and tablets. This disparity in access to technology can exacerbate existing inequalities ineducation and limit students' opportunities for learning.Another challenge is the potential for technology to be a distraction in the classroom. With smartphones, tablets, and laptops readily available, students may be tempted to use them for non-educational purposes during class time. This can lead to decreased focus and engagement, hindering learning outcomes. To address this issue, teachers need to establish clear guidelines for technology use in the classroom and provide supervision to ensure that students stay on task.In conclusion, technology has had a profound impact on education, revolutionizing the way students learn and teachers teach. From increased accessibility to personalized learning experiences, technology has enriched the educational landscape in numerous ways. However, challenges such as the digital divide and distractions in the classroom must be addressed to fully harness the potential of technology in education. By leveraging technology effectively, we can create a more inclusive,engaging, and effective learning environment for all students.。

UDL课堂（英文）Universally Designed Lectures ContentsIntroductionPreviewLecture SessionPost-Lecture ProcessingResourcesIntroductionThe literature on teaching and learning in higher education generally recognizes that a lecture (i.e., a learning activity in which the instructor does most or all of the talking for a period of time, while the students listen, take notes, and perhaps ask questions) is an effective way to transmit information –when done well. In some cases, students can access the foundational knowledge they need by finding, listening to, watching a presentation of, or reading the information outside of class. In other cases, you, the instructor, may decide you need to use the class session to present information to your students; a well-designed lecture is probably the best choice.1A well-conceived and clearly presented lecture can be effective at facilitating other learning objectives as well. It works well to help students understand complex ideas or systems; it can also map out the terrain for a new topic or unit, establish the contours of a controversy in the field, draw students in so they want to learn more, or model the1In “First Day Questions for the Learner-Centered Classroom,” Gary Smith shares how he gets his students to buy in to the notion that learning information is something they can do outside of class. This allows them to spend class time workingwith that information and applying it in new and meaningful situations. National Teaching and Learning Forum 17, no.5 (Sept. 2008): 1-4.process of thinking through a given problem or issue.However, lectures by themselves are not as effective as other strategies for helping students integrate new information with what they already know; practice skills they are learning; use knowledge to solve problems or generate new insights; or formulate reasoned positions on issues raised in the course.2 Only fairly sophisticated learners can and will engage in these practices as they listen or while they review their notes. Therefore, the first step in creating a universally designed lecture is clarifying what you want to accomplish and confirming that a lecture is an appropriate way to do it.Two major questions guide universal design of a class session in which lecture will be a primary learning activity:1. How can I give as many students as possible meaningful access to theinformation and ways of thinking I want them to learn?2. How can I structure the class session so that my students will actually learnwhat I will communicate through the lecture?We will approach these questions through the three phases of the lecture-based learning cycle: preview; lecture; and post-lecture processing.Back to ContentsPreviewAn effective lecture session begins before the class period even starts, with preliminary materials the instructor makes available for students. It is common for students to have readingassigned prior to class, but many students will benefit from additional supports instructors can provide ahead of time. The most convenient way to make these preview2Diane Halpern and Milton Hakel, “Applying the Science of Learning,” Change (July/August 2003): 40. In What’s the Use of Lectures? Donald Bligh identifies conveying information as the most appropriate use of lecture as a teaching tool. He advocates enlisting other methods to develop higher-level cognitive skills, such as critical thinking, integration, and evaluation.materials available is to post them in a folder on Blackboard. Supplying documents in electronic format is a significant universal design measure, because electronic documents can be accessed and used in a variety of ways, with or without assistive technologies. You can find out how to make your documents as accessible as possible by consulting “Accessible Word Documents,” “Accessible PDF Files,” and “Graphic Organizers/Concept Maps” (Word documents).The table below lists several types of materials that will help students prepare for – and therefore benefit from – a lecture. The second column indicates some of the categories of students who stand to benefit from the availability of the materials.Back to ContentsLecture SessionThe key to an effective lecture-based class session is to avoid long periods of virtually uninterrupted lecture. There are two main reasons for this:A. Cognitive research has demonstrated that many people do not maintain fullattention for even close to the length of a typical class period. To maximize focus and concentration, faculty should present a lecture in 10-15 minute segments,separated by interludes during which students do something with the information the instructor wants them to learn.B. Robust learning is more likely to happen in the course of active engagement thanas a result of listening and note-taking.The teaching principles outlined below draw on cognitive research on learning.3 To the extent that faculty members implement these principles in lecture sessions, those sessions will be more effective in promoting their students’ understanding, retention, and transfer of the knowledge and skills they learn.Give students the chance to integrate as fully as possible the informationyou would like them to learn.The process of learning requires that students integrate new information accurately into what they already know.Thinking about or integrating information in a number of different ways, known as "elaboration," aids in learning.Build in opportunities for students to retrieve information presented earlier.Successfully retrieving information from memory makes it more likely that one will be able to remember the information at a later point.Practice at retrieval also helps students to become aware sooner of what they don't know, and therefore need to focus on or clarify.Instructors can design brief activities that will take place between lecture segments, and will require students to recall anduse concepts, formulas, andother knowledge they learned prior to and during the class.3Many of the suggestions are adapted from Patricia Ann deWinstanley and Robert A. Bjork, “Successful lecturing: Presenting information in ways that engage effective processing," in Diane Halpern and Milton Hakel, eds. New Directions for Teaching and Learning number 89 (Spring 2002):19-31; and Diane Halpern and Milton Hakel, “Applying the Science of Learning,” Change (July/August 2003): 36-41.Create opportunities throughout a lecture for every student to explain and develop their understanding of concepts.Pose non-rhetorical questions and make sure every student at least tries to answer for themselves. Students who produce explanations demonstrate greater learning than those who simply listen to others’ explanations. It is best to require them to write their answers down (on an index card you can collect later, forinstance) or have a partner write if they cannot; transmit the answer using “clicker”technology; hold up a piece of paper with the answer visible; or otherwise commit themselves to an answer. This gives important feedback about how well they are learning.Research results show that learning increases when students are required to elaborate on their own, as compared to giving feedback on others' elaborations.Design activities that require students to create or revise a summary, outline, or graphic organizer of the lecture segment; come up with examples on their own, explain the reasons behind their answers, and make predictions.Think/pair/share/square activities are a simple way to getevery student working. Pose a problem or question and allow adequate time for every student to think about their answer (and to write/type/record it). Each student then pairs with another to share and discuss their answers, to note or resolve points of disagreement, etc. If time allows, the pairs can “square,” joining another pair to expand the discussion.To maximize cognitive processing and memory, offer opportunities to study, learn, work with, and be “tested on” information in different modalities and at increasing intervals over time, rather than all at once.Spacing out the presentation of information enhances long-term ability to retrieve that information from memory, compared with clumping the presentation of theinformation together within a short period.Building in space between practice sessions helps in the development of complex skills.Varying the modalities through which students encounter the information is a universal design strategy, because it makes it more likely that all students will be able to access the information. It also creates more robust learning byencouraging “coding” of the information in multiple networks in the brain.Maria Ebner and Derek Bruff of Vanderbilt’s Center for Teaching have created a multimedia resource o n “Visual Thinking.” The authors present a variety of tools for incorporating visual elements and inviting students to think visually.DeWinstanley and Bjork suggest this approach to presenting foundational knowledge in a course: "[C]onsider structuring courses with informationpresented across a number of lectures and intervening related topics.... At aminimum, the most difficult and central topics in the course should be coveredmore than once in a spaced manner and [with] more than a single approach" (24).The table below lists universal design strategies that will help students maximize what they learn from a lecture-based session. Those students likely to derive a benefit from the given strategy are identified in the second column.Learning Support Who benefits?If possible, structure the presentation of information to allow students to listen and observe first without taking notes, then provide an opportunity to take notes later if necessary.One way to reassure students when asking them to pay full attentionwithout taking notes is to post yournotes electronically after class.Another possibility for dealing with note-taking is suggested by Rose,et al: enlist volunteer note-takerswho will rotate responsibility fortaking and posting notes for the restof the class. This frees others topay full attention during thepresentation.Potentially, all students, but especially:English language learners;students with a learning disability related to auditory processing;ADHD; traumatic brain injury;Asperger syndrome; or dexterityimpairment. These students oftenprocess language more slowly, orhave difficulty concentrating onwhat they hear while writing at thesame time.students who are new to thediscipline or topic;students who are deaf or hard of hearing, especially those who use asign language interpreter. Nothaving to take notes allows thestudent to concentrate on what theyare hearing or seeing.Back to ContentsPost-Lecture ProcessingFaculty can continue to help students learn the lecture content after the class session ends. In fact, access to varied formats that memorialize what happened in class can be crucial to the success of some students.The table below lists materials that will allow students to access the lecture session after it ends. The second column indicates some of the categories of students who may benefit from the availability of the materials.4For an informative discussion of the success of this universal design strategy in a large education class, see Rose, et al.ResourcesBligh, Donald A. What’s the Use of Lectures? Jossey-Bass, 2000.deWinstanley, Patricia Ann and Robert A. Bjork. "Successful lecturing: Presenting information in ways that engage effective processing," in Diane Halpern andMilton Hakel, eds. New Directions for Teaching and Learning number 89:Applying the Science of Learning to University Teaching and Beyond (Spring2002): 19-31.Gunersel, A. Baris. “In-Class Activities” (PDF). Temple University Teaching and Learning Center.Halpern, D iane and Milton Hakel, “Applying the Science of Learning,” Change (July/August 2003): 36-41.Merlot ELIXR offers a series of three video case stories that share strategies for activelearning in large lecture-based courses.Rose, David H., Wendy S. Harbour, Catherine Sam Johnson, Samantha G. Daley, and Linda Abarbanell. “Universal Design for Learning in Postsecondary Educ ation: Reflections on Principles and Their Application.” Journal of PostsecondaryEducation and Disability 19.2 (2006): 135-51.Temple University Teaching and Learning Center, Resources by topic, including:Active teaching strategies;Effective lecturing;Teaching large classes;Teaching with technology.。

科学讲座高二英语作文范文Science Lecture。

Recently, I attended a science lecture given by a renowned scientist, Dr. John Smith, at our school. The lecture was titled "The Future of Technology" and it was a fascinating and thought-provoking experience.Dr. Smith began by discussing the rapid advancements in technology over the past few decades, and how they have transformed our lives in ways we could never have imagined. He then went on to talk about the future of technology and the exciting possibilities that lie ahead.One of the key themes of the lecture was the concept of artificial intelligence (AI). Dr. Smith explained how AI is already being used in a variety of fields, from healthcare to finance, and how it has the potential to revolutionize the way we live and work. He also discussed the ethical implications of AI, and the need for careful regulation toensure that it is used responsibly.Another topic that Dr. Smith touched on was the field of biotechnology. He talked about the incredible advances that have been made in gene editing and personalized medicine, and how they could lead to a future where diseases are eradicated and people live longer, healthier lives.Throughout the lecture, Dr. Smith emphasized the importance of scientific research and innovation in driving progress. He encouraged the audience to pursue careers in science and technology, and to be curious and open-minded about the possibilities of the future.Overall, the science lecture was an eye-opening experience that left me feeling inspired and excited about the future. It was a reminder of the incredible potential of human ingenuity and the importance of scientific progress in shaping our world. I look forward to attending more lectures like this in the future, and to being a part of the exciting developments that lie ahead.。