english_answers

TSIOLKOVSKY AS A FOUNDER OF ASTRONAUTICS

Konstiantyn Eduardovych Tsiolkovsky was born on September, 5, 1857, in the village of Izhevsk, in Ryazansk province. When he was ten he contracted scarlet fever; although he recovered he was left permanently deaf. This was to have a great influence on the subsequent course of his life. He educated himself; he read; he wrote verses; he constructed model-balloons, a winged flying machine, a carriage driven by a steam turbine, etc.

When he was sixteen he began to think of applying centrifugal force to the ascent into space, but soon he realized his mistake. This experience made him aware of the gaps in his knowledge and he began to study higher mathematics. He actually became a mathematics and physics teacher.

Tsiolkovsky carried out experiments on steam engines for a time, but then he returned to the theoretical study of the metallic dirigible. In 1887, his first published communication on the dirigible appeared.

Tsiolkovsky was able to present a paper on his aeronautical work to the Imperial Russian Technical Society in 1890; he also submitted a model of a dirigible. The account of his work was eventually submitted to the Imperial Academy of Sciences.

Meanwhile he had not given up his ideas about space travel. A popular account of his views on this subject was first published in 1895.

During the next quarter of a century, Tsiolkovsky brought out various other designs for rocket propelled spaceships.

During the period 1903 – 1926 he published several articles and books dealing with the mathematical theory of rocket flights and space travel. His calculations showed that it would be perfectly possible to travel out into space in rockets and even to set up manned space stations around the Earth.

Tsiolkovsky died in 1935.

Task 3.27.

1.Science is the highest form of human mental activity.

2.The Ukrainian land has always been rich in talents.

3.The contribution of our countrymen into the world science can hardly be exaggerated.

4.The end of the 19-th century was especially fruitful for the development of the Ukrainian science.

5.The Scientific societies created a proper atmosphere for training scholars devoted to their Motherland.

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6.Many scientists had to go abroad in search for better conditions for their work.

7.Historians of independent Ukraine began to study scientific heritage of our prominent countrymen.

8.It is high time to pay tribute to their genius.

UNIT 4. STUDENTS’ RESEARCH WORK

Unit 4 deals with the subject being of special importance for students of higher schools as it is dedicated to students’ research work that is considered to be an integral part of studying process in schools of tertiary education. The materials offered to students in this Unit allow them both to get acquainted with the content of students’ research work at Lviv Polytechnic National University and develop skills of listening comprehension, speaking, reading and writing in English (the corresponding sections of the Unit being Aural Comprehension, Developing Speaking Skills, Reading and Writing).

Similar to other Units of the textbook, Unit 4 consists of 5 parts each of which presents quite a number of practical exercises intended to develop every of the before mentioned skills of language competence. To equip students with the necessary language tools for developing these skills the Unit offers such sections as Use of Essential Vocabulary and Applied Grammar. English teachers can feel free to tailor the material in the way that is most advantageous and suitable for their students. Each section of the Unit is quite independent and can be used separately or the teacher can choose particular exercises from every section to deal with in more detail. Section 5 of the Unit Extended Reading is intended to provide additional reading materials for self-studying. Actually, all the materials presented in the Unit are quite suitable for self-studies.

The materials presented seem to be helpful for post-graduate students as well. Thus, for example, working on Tasks 4.39–4.48, they get some theoretical knowledge on writing abstracts, summaries, reviews, preparing and making presentations etc. They can also train these skills practically translating from Ukrainian into English.

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At the very start of working on the Unit it is recommended that the students look through the whole Unit to be aware of the materials available. The teacher’s comments on students’ research work and its importance for university students are also recommended. The students are supposed to be involved into the discussion while answering questions of Task 4.1.

A short description of each section:

Section I. Aural Comprehension. Pre-listening exercises (Tasks 4.2–4.5) are intended to facilitate students’ understanding of the text heard. Tasks 4.6–4.9 are used to check listening comprehension.

Section II. Use of the Essential Vocabulary. Task 4.10 presents active vocabulary that is recommended for memorization. The vocabulary units are illustrated in the text presented in Task 4.35 that is the main text describing research work carried out at Lviv Polytechnic University by the students and the university teaching and research staff. Tasks 4.11–4.18 are exercises on vocabulary practice.

Section III. Applied Grammar contains some theory on complex sentences, types of subordinate clauses, conditional clauses in particular. Tasks 4.19, 4.20 offer practice exercises on subordinate clauses, Tasks 4.21–4.30 offer practice exercises on conditional clauses.

Section IV. Developing Speaking Skills. Tasks 4.31–4.32 offer pair work, short dialogues to develop skills of spoken English. Tasks 4.33, 4.34 stimulate students’ monologue speech.

Section V. Reading and Writing. Task 4.35 contains the main text. Task 4.36 enlists topics for writing essays. Tasks 4.38–4.47 are texts for reading comprehension and translation both from English into Ukrainian and from Ukrainian into English.

Section VI. Extended Reading. Tasks 4.48–4.50 are additional texts for self-studies.

Task 4.7.

In fact, this is not the case. Scientists and engineers may be technically brilliant and creative, but unless they can convince coworkers, clients, and supervisors of their worth, their technical skills will be unnoticed, unappreciated, and unused. In a word, if technical people cannot communicate to others what they are doing and why it is important, it is they and their excellent technical skills that will be superfluous. From this perspective, communication skills are not just handy; they are critical tools for success, even survival, in “real world” environments.

Task 4.8.

1 – c, 2 – a, 3 – b, 4 – b, 5 – a.

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Task 4. 9.

1. true; 2. false; 3. true; 4. false; 5. false; 6. true; 7. false; 8. true.

Task 4.11.

1. certificate; 2. distinguish; 3. instructions; 4. participate; 5. postgraduate; 6. qualification; 7. review; 8. supervisor.

Task 4.12.

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

Task 4.13.

1. researched; 2. investigation; 3. submitted; 4. research; 5. awarded; 6. creative; 7. develop; 8. involvement; 9. postgraduate; 10. to participate; 11. qualifications; 12. supervision; 13. science; 14. scheduled; 15. certified; 16. developments; 17. research; 18. qualified; 19. awarded; 20. qualifications.

Task 4.14.

1) are involved; 2) to perfect; 3) participates; 4) are going; 5) defends; 6) is arranged; 7) perfect; 8) master; 9) guide; 10) are distinguished, awarded; 11) submit; 12) are investigated.

Task 4.15.

Across: 1. examination; 2. promote; 3. create; 4. creative; 5. guidance; 6. related; 7. arrange; 8. acquire; 9. report; 10. research; 11. participant; 12. submit; 13. field; 14. qualification; 15. master; 16. defense.

Down: 10. responsible; 17. extracurricular; 18. integral; 19. abstract; 20. creation; 21. carry; 22. instructions; 23. review; 24. basics; 25. mandatory; 26. annual; 27. involve; 28. perfect.

Task 4.16.

1. reflect; 2. academic year; 3. project; 4. educate; 5. meet; 6. lectures; 7. science; 8. general; 9. urgent; 10. graduate.

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Task 4.21.

1. participate, will perfect; 2. require, will give; 3. will be, doesn’t make; 4. will catch, doesn’t finish; 5. enjoys, will work; 6. maintain, will learn; 7. enter, will be involved; 8. will be able, acquire; 9. will defend, work; 10. attends, won’t fail; 11. study, will obtain.

Task 4.22.

1. were, would inform; 2. took, would know; 3. would buy, were not; 4. were, would look through; 5. dealt, would be awarded; 6. worked, would learn; 7. knew, would make; 8. wrote, would submit; 9. mastered, would confirm; 10. would obtain, didn’t lack; 11. would be, used; 12. found, wouldn’t have.

Task 4.24.

1. knew, would defend; 2. would move, were; 3. would be, were; 4. didn’t contain, wouldn’t be recommended; 5. would receive, were.

Task 4.26.

1. had checked, wouldn’t have had; 2. had spoken, would have offered; 3. hadn’t been sponsored, wouldn’t have been; 4. had done, could have published; 5. had been interested, would have entered; 6. would have passed, had looked through.

Task 4.28.

1. If you pay for the use of the Internet in time, you won’t have any problems with the connection. 2. If I had enough money I would get a powerful computer. 3. If I knew Java Script I could get this job. If I had known Java Script I could have got this job. 4. If you knew the laws of market economy, you would manage to avoid failure. 5. I’m sorry you didn’t have time to attend Professor Koval’s lecture yesterday. It you had been present at his lecture you would have learnt a lot of interesting things about the state-of- the-art technology of manufacturing computer chips. 6. If managers didn’t use up-to-date information technologies it would be much more difficult for them to take effective decisions. 7. If you actively participate in students’ research work you will be able to achieve more success in your professional career. 8. In case you had used another method while conducting yesterday’s experiment, you would have undoubtedly obtained more accurate results. 9. If you fail to submit your course paper in time, your mark will be

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lowered. 10. It would be ethically correct if all students didn’t forget to cite the sources of information used in their reviews. 11. Provided a higher educational institution fail to carry on sufficient research work, it won’t have the right to be granted the highest level of accreditation. 12. Students would be better prepared for their professional work if they used up-to-date equipment doing laboratory works during studying. 13. If students of all specialties are acquainted with the laws of market economy, many of them will be willing to start their own business in future. 14. If more students were involved into participation in students’ scientific conferences, all these students would have better skills of preparing presentations and communicating with the audience. 15. You would have better chances to get an interesting job if you took an active part in extracurricular research work. 16. If the program didn’t have so many logical errors, it would be possible to use it for solution of this problem. 17. If you formatted the text in a proper way, it would have a much better appearance. 18. Provided you participated in yesterday’s training for users, you wouldn’t have any questions as to the use of this program. 19. If the program doesn’t have system errors, you won’t have to restart the computer. 20. If there were no programming languages, it would be impossible to communicate with the computer. 21. In case you know only part of the field you are looking for, you will have to use a wildcard. 22. If you need to do a lot of calculations, you will have to use spreadsheet programs. 23. If I hadn’t have forgotten the password yesterday, I wouldn’t have lost so much time. 24. If I have spare time in summer, I will use it for learning another programming language. 25. If future students paid more attention to learning information science while studying at school, they wouldn’t have any troubles with learning this subject at university. 26. If students have good command of at least one foreign language, they will have much better possibilities for professional development in future. 27. In case multimedia programs were not used, computer games wouldn’t be so exciting. 28. If I had debugged the program properly yesterday, I would have been able to use it still yesterday.

Task 4.29.

1. were; 2. are involved; 3.had contained; 4. would help; 5. knew (had known); 6. wouldn’t have had; 7. would investigate; 8. would study; 9. were; 10. had done.

Task 4.30.

1. will finish, get; 2. would be, were equipped; 3. would have tested, had carried out; 4. will finish, find ( would finish, found); 5.takes, won’t get; 6. hadn’t come, wouldn’t have finished; 7. had prepared, would get; 8. knew, would call; 9. were, would investigate; 10. were, would defend ( had been, would have defended).

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Task 4.45.

A review is a concise account of the main points of the reviewed material. In general, the major requirements to the review are as follows:

1)impartial account of the reviewed original material, i.e. the account only of those facts that are present in the original;

2)completeness of the account, i.e. fixing all the essential points of the original;

3)uniformity of style, i.e. using the same language tools, terminology,

abbreviations etc.

There are known two main techniques of reducing the text: compression and suppression.

Compression is reducing the text using more concise language (lexical, grammar, stylistic) tools etc. The output is the review in the form of a concise account of the most essential points of the original text as a whole.

The text of such a review consists of three parts: introduction (initial data), description (stating the major idea and all important points of the original) and the final part (conclusions on the original text a whole).

The review of the article presents the essence of the original according to the plan that is allowed not to coincide with the plan of the layout of the original text. The translator should not provide his/her own evaluation of the content of the original material.

The illustrations present in the original text are either preserved or described in the text of the original.

The length of the review is about 2,000 printed characters.

One of the types of such a review is express-information (up to 200 words long). Suppression is reducing the text by eliminating secondary details, repetitions, common facts, abundance, literary comparisons etc. The output is a review as a

technical translation of selected important parts of the original text. Review-translation is used in the process of exchanging scientific and technical

information while processing materials that are not supposed for immediate use but have certain practical and potential value for specialists.

So, review-translation is a full written translation of the predetermined parts of the original which comprise a coherent text. Depending on the needs, such a translation is 5–10 times shorter than the original. In the process of processing of the original the elimination of all insignificant information is required.

The procedure of working at review-translation consists of the following stages:

1)to first acquaint with the original, the problem, technology; to attentively read the text and translate it orally;

2)to mark the text using brackets to eliminate its secondary details and repetitions;

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3)to read the parts of the text that have been left to eliminate logical incoherence;

4)to make a full written translation of the part of the text that has been left. This translation should be a coherent text having the same logical basis as the original text.

UNIT 5. AT A SCIENTIFIC CONFERENCE

Every graduate or student interested in scientific research is supposed to take part in scientific conferences. The latter can be treated as an excellent opportunity to acquire some valuable experience, share fresh ideas and get acquainted with the results of the latest achievements in this or that field of scientific investigation. Unit 5 “At a Scientific Conference” contains quite useful practical information and handy hints related to registration, presentation, discussion, etc. It also provides some recommendations concerning the usage of visual aids/handout materials and regards principal requirements to the logical structure and the language of a paper. Generally speaking, this Unit is aimed at the development of presentation skills, as every student should make a presentation on the subject he/she is interested in and take part in discussing the papers presented by his/her fellow students.

A short description of each section:

Section 1. Aural Comprehension. The tasks are intended to facilitate students’ understanding of the text heard and to check listening comprehension.

Section II. Use of the Essential Vocabulary. The tasks present essential vocabulary and its practical usage.

Section III. Applied Grammar. The tasks of this section are aimed at revision of grammar material studied in the previous units, and practicing patterns containing verbs in the Oblique Moods.

Section IV. Developing Speaking Skills. The tasks contain short dialogues to develop skills of spoken English and tasks that stimulate students’ monologue speech.

Section V. Reading and Writing. The tasks of this section contain the main text, topics for writing essays, recommendations and requirements to presentations, and a psychological quiz.

Keys. This section contains texts for listening.

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Task 5.2.

1. false; 2. true; 3. false; 4. false; 5. true; 6. false; 7. false; 8. true; 9. false; 10. false; 11. true; 12. true.

Task 5.3.

1. solutions; 2. the location; 3. their papers; 4. in order; 5. the registration fee; block letters; 6. plenary session; 7. merits; earphones; 8. visual aids; 9. presentation; 10. exception; 11. penal discussion; 12. chairman.

Task 5.4.

1 – c, 2 – a, 3 – b, 4 – b 5 – a.

Task 5.5.

1 – 6, 2 – 5, 3 – 7, 4 – 1, 5 – 8, 6 – 3, 7 – 4, 8 – 2.

Task 5.7.

1.a) apply; b) application; 2. managed; 3.a) solution; b) solve; 4. requirements; 5.a) participated; b) participants; c) participation; 6. delivered; submitted.

Task 5.8.

1 – j, 2 – f, 3 – k, 4 – l, 5 – a, 6 – m, 7 – g, 8 – n, 9.-b; 10 – d, 11 – h, 12 – e, 13 – i, 14 – c.

Task 5.9.

1. announcement; 2. chair; 3. invitation; 4. limit; 5. consideration; 6. doubt; 7. earphones; 8. agreement; 9. introduction; 10. merit; 11. speaker.

Task 5.10.

1. presentation; 2. deadline; 3. requirements; 4. enclose; 5. preliminary; 6. handout; 7. title; 8. fee; 9. emphasized.

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Task 5.11.

1 – 8, 2 – 9, 3 – 1, 4 – 7, 5 – 1, 6 – 2, 7 – 4, 8 – 1, 9 – 6, 10 – 5, 11 – 3.

Task 5.12.

Across: 1. accept; 2. exchange; 3. register; 4. material; 5. merit; 6. deadline; 7. send; 8. speaker; 9. summary; 10. announce; 11. invitation; 12. registration; Down: 1. agree; 2. earphones; 13. refuse; 14. discuss; 15. present; 16. comment; 17. arrange; 18. receive; 19. pay; 20. limit; 21. against; 22. consider; 23. introduction.

Task 5.13.

1. The International conference dedicated to microelectronics is to be held in Lviv next summer. 2. The letter enclosing a preliminary registration form has been sent by the Organizing Committee. 3. As a rule, participants to a conference are asked to fill in a form in block letters. 4. The deadline for submission of abstracts is 21 May. 5. Every participant may take the floor and voice his opinion. 6. Speakers should not wander from the subject under debate. 7. Workshops are aimed at the participants’ activity guided by a leader. 8. Working languages are appointed at international conferences to avoid the problems of language barriers. 9. The papers presented at the conference dealt with the latest achievements in computer technologies and their application. 10. Scientific conferences provide an opportunity for experts to share and discuss fresh ideas in a certain field of knowledge.

Task 5.14.

1. A. He is known to have received a formal invitation to this conference. – B. Yes. But he is sure to decline it. 2. The Organizing Committee is unlikely to have already received the abstract of your paper. – B. Yes. But they are supposed to begin arranging the programme of the conference at the end of the next month. 3. A. The preliminary programme was reported to be sent to all the participants tomorrow. – B. Quite so. But it doesn’t seem to have been printed yet. 4. A. This letter is said to have enclosed a preliminary registration form. – B. Quite so. But the secretary happened to have lost it.

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