Гвоздева Пхысицс фор адванцед студентс 2011
.pdfМИНИСТЕРСТВО ОБРАЗОВАНИЯ И НАУКИ РОССИЙСКОЙ ФЕДЕРАЦИИ
НАЦИОНАЛЬНЫЙ ИССЛЕДОВАТЕЛЬСКИЙ ЯДЕРНЫЙ УНИВЕРСИТЕТ «МИФИ»
Е.А. Гвоздева
PHYSICS
FOR ADVANCED STUDENTS
Рекомендовано УМО «Ядерные физика и технологии» в качестве учебного пособия
для студентов высших учебных заведений
Москва 2011
УДК 811.111(075)+53(075) ББК 81.2я7 Г 25
Гвоздева Е.А. Physics for advanced students: Учебное пособие. М.: НИЯУ МИФИ, 2011. – 164 с.
Учебное пособие предназначено для студентов специального факультета физики и высшего физического колледжа РАН.
Цель учебного пособия − обучение чтению текстов по научной тематике, не прибегая к помощи перевода, т.е. непосредственное восприятие информации на языке оригинала, а также обучение говорению в рамках предложенной информации на основании разнообразных упражнений по развитию навыков устной речи.
Поставленные цели и структура пособия соответствуют современной концепции образовательного процесса, смещающей акцент с усвоения готового знания, предлагаемого преподавателем, на самостоятельную, познавательную деятельность студента.
Подготовлено в рамках Программы создания и развития НИЯУ МИФИ.
Рецензент доц. кафедры английского языка РГТУ, канд. филол. наук Е.В. Никошкова
ISBN 978-5-7262-1612-6 |
© Национальный исследовательский |
|
ядерный университет «МИФИ, 2011 |
Оригинал-макет изготовлен С.В. Тялиной
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Национальный исследовательский ядерный университет «МИФИ». 115409, Москва, Каширское шоссе, 31.
ООО «Полиграфический комплекс «Курчатовский». 144000, Московская область, г. Электросталь, ул. Красная, д. 42.
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C O N T E N T S
Warm-up Activity................................................................................ |
9 |
PART I |
|
Cosmology and Astrophysics .......................................................... |
12 |
Unit I |
|
The Greatest Triumph of the Last Century...................................... |
12 |
Unit 2 |
|
The No-Boundary Universe ............................................................. |
18 |
Unit 3 |
|
The Dark Matter............................................................................... |
23 |
Unit 4 |
|
Black Holes...................................................................................... |
29 |
Unit 5 |
|
The Third Planet from the Sun ........................................................ |
34 |
Unit 6 |
|
Darwin’s Idea of Natural Selection .................................................. |
39 |
PART II |
|
Science ............................................................................................ |
46 |
Unit 1 |
|
The Structure of the Universe.......................................................... |
46 |
Unit 2 |
|
The Laws of Nature ......................................................................... |
51 |
Unit 3 |
|
Theory and Experiment ................................................................... |
57 |
Unit 4 |
|
Creating Minds................................................................................. |
63 |
Unit 5 |
|
Complementarity of Thinking........................................................... |
70 |
Unit 6 |
|
The Advance of Science.................................................................. |
75 |
Unit 7 |
|
Human Progress.............................................................................. |
81 |
Unit 8 |
|
Science-Public Relationship ............................................................ |
86 |
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PART III |
|
Modern Physics ............................................................................... |
91 |
Unit 1 |
|
Nuclear Physics............................................................................... |
91 |
Unit 2 |
|
A Chance to look Inside................................................................... |
95 |
Unit 3 |
|
Elementary Particle Physics ............................................................ |
99 |
Unit 4 |
|
Matter Particles and Interactions .................................................... |
102 |
Unit 5 |
|
The Quarks..................................................................................... |
106 |
Unit 6 |
|
A shift from a Newtonian to an Eisteinian Cosmology.................... |
110 |
Unit 7 |
|
The Special Theory of Relativity..................................................... |
115 |
Unit 8 |
|
The General Theory of Relativity.................................................... |
117 |
Unit 9 |
|
General Relativity is not a Complete Theory.................................. |
120 |
Unit 10 |
|
The Quantum Theory ..................................................................... |
126 |
Unit 11 |
|
Quantum Mechanics....................................................................... |
130 |
Unit 12 |
|
The Stuff of which the Universe is made........................................ |
134 |
Unit 13 |
|
God Created the Integers ............................................................... |
137 |
PART IV |
|
Nuclear Engineering ...................................................................... |
143 |
Unit I |
|
Lasers ............................................................................................ |
143 |
Unit 2 |
|
Nanotechnology............................................................................. |
148 |
Unit 3 |
|
Nuclear Reactor Technology ......................................................... |
153 |
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РЕКОМЕНДАЦИИ ПО РАБОТЕ С УЧЕБНЫМ ПОСОБИЕМ
Учебное пособие представляет собой сборник оригинальных научнопопулярных текстов, предназначенных для студентов, изучающих фундаментальную физику. Тексты снабжены грамматическими пояснениями и упражнениями, предполагающими работу в парах и минигруппах.
Целью учебного пособия является обучение чтению текстов по научной тематике, не прибегая к помощи перевода, т. е. непосредственное восприятие информации на языке оригинала, а также обучение говорению в рамках предложенной информации на основании разнообразных упражнений по развитию навыков устной речи.
Поскольку каждое занятие автономно, преподаватель может предлагать тексты для изучения в любой последовательности, а также сделать собственную подборку исходя из специфики группы.
В зависимости от времени, отведённого на обучение и поставленной цели, каждое занятие можно разделить на два урока. Если время ограничено, а целью является обучение чтению, то целесообразно изучить грамматические пояснения, текст и выполнить упражнения после текста. Упражнения после текста выполняются письменно в качестве домашнего задания. Упражнения после текста составлены таким образом, что они позволяют самостоятельно и творчески осмыслить прочитанную информацию, переработать её и дать собственное заключение, что способствует развитию самостоятельного мышления студента.
Если время позволяет, а целью, кроме чтения, является практическое овладение разговорной речью, то целесообразно отвести два урока на одно занятие. На первом уроке изучить грамматические пояснения, текст и выполнить несколько пунктов домашнего задания после текста. Для второго урока студенты в качестве домашнего задания ещё раз читают текст и выполняют остальные пункты домашнего задания. На втором уроке выполняются классные упражнения.
Упражнение перед текстом Give Russian correspondence является очень важным и необходимым для понимания структуры текста. Связующие и неоднозначные слова, предложенные в этом упражнении, выписываются в единой последовательности и постепенно запоминаются в процессе чтения.
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TO THE TEACHER
The traditional system of education centered on the teacher is becoming obsolete. The world has developed a new education paradigm, which turns upside down the situation in teaching. The modern conception of education revises the proportions of its main components: the teacher, the text-book and the students, putting new emphasis on the independent creative cognitive activity of the learner. The new paradigm implies a shift from ‘teacher-centered learning’ to ‘student-centered learning.’ The postulate “Languages are learned, they are not taught” (Seneca) is gaining momentum. Learning implies thinking. To learn to think the learner needs to have a chance of finding things out for himself. That is why the student’s independent work is very important. DIY − ‘do it yourself’ is not a home exercise, it’s a class exercise. Besides, group work and pair work are welcomed because language is a social activity. The stimulus for the learner here is not to lag behind the others.
Confucius, who was concerned with the problems of education 2500 years ago, wrote: “I listen and I forget, I see (understand) and I remember, I do and I learn. Any text is information. Reading the text is information processing. Knowledge is the information which you have to remember to reproduce. To remember the information the learner has to understand it. Understanding implies penetrating into the essence of the studied phenomenon. To penetrate into the essence of the phenomenon the learner has first to analyze the text and then to contract it. Translating texts is an unnecessary activity in the process of learning languages. Translation is done by the knower of the language for those who don’t know it. By making the learner translate we don’t give him a chance to stop and think, to remember and make notes. The teacher can use translation only in case it is necessary to check up comprehension.
To bring the learner up to the level of comprehending information the teacher should teach the structure, the logical dynamics of the author, the composition on the text and sentence level; differentiating important and unimportant information, facts and opinions. The teacher should teach the learner how to analyze information and how to cut it down to the minimum.
The teacher gives the learner a chance to experiment with language. He is no longer the dominant figure in the learning process, he directs, rather than commands or instructs.
According to a new education paradigm it is the student who learns; the teacher only helps, assists, trains the learners to be more responsible, motivates, involves everybody into the learning process, encourages learners to speak and promotes discussion. He directs, rather than commands or instructs.
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STRESS RULES
a syllable − слог
1.In a noun N which has two syllables the 1st syllable is stressed.
a record – запись
an issue – спорный вопрос an error – ошибка
an impact – воздействие a value – значение
2.In a verb (V) which has two-syllables the 2nd syllable is stressed
to record – записать,
сохранить
to occur – происходить to increase – увеличивать to present – представлять
3.In a word which has
three-syllables
the 1st syllable is stressed evidence – информация ultimately – в конце концов certainty – определённость infinite – бесконечность ignorance – невежество
an argument – довод to influence – влиять
4. In a word which has more than three syllables the third syllable from the end
is stressed
to identify – определять longevity – длинная жизнь
progress – движение
an increase – увеличение a decrease – уменьшение an engine – двигатель an expert
a balance – равновесие a product – результат
to progress – двигаться to refer to – ссылаться на to rely on – полагаться на to imply – подразумевать to disturb – нарушать
to prevent – мешать
to affect – воздействовать
an entity – сущность, особь, единица
average – средний separate – отдельный evident – очевидный a variable – переменная
relative – относительный accurate – точный
an interval
incompatible – несовместимый particular – данный appropriate – соответст-
вующий
elasticity – упругость relativity – относительность
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to anticipate – предвосхищать |
a probability – вероятность |
infinitesimal – бесконечно |
an infinity – бесконечность |
малый |
viscosity – вязкость |
eternity – вечность |
reciprocal – взаимный |
conductivity – проводимость |
|
|
|
|
IRREGULAR VERBS |
|
|
Infinitive |
Past Simple |
Past Participle |
Rus |
to arise |
arose |
arisen |
возникать |
to bend |
bent |
bent |
сгибать |
to bind |
bound |
bound |
связывать |
to bring about |
brought about |
brought about |
вызывать |
to choose |
chose |
chosen |
выбирать |
to deal with |
dealt |
dealt |
заниматься чем-то |
to draw |
drew |
drawn |
рисовать, |
|
|
|
привлекать |
to forget |
forgot |
forgotten |
забывать |
to find |
found |
found |
находить |
to fit |
fit |
fit |
соответствовать |
to give |
gave |
given |
давать |
to hold |
held |
held |
удерживать |
to hit |
hit |
hit |
ударять |
to lead |
led |
led |
вести к …. |
to lose |
lost |
lost |
терять |
to mean |
meant |
meant |
означать |
to take |
took |
taken |
брать |
to spend |
spent |
spent |
тратить |
to spread |
spread |
spread |
распространять |
to win |
won |
won |
выигрывать |
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WARM – UP ACTIVITY
Exercise 1 (class activity) Study the following sentences.
Find the subject (подлежащее) and the predicate (сказуемое) in each sentence. Differentiate forms: N, V, Adj., Adv and verb forms.
Fill the form with meaning.
The context and logic would help you guess the meaning of the unknown word(s).
1.Evolution always proceeds by leaps, like an electron jumping from one orbit to another.
2.Civilization develops in pockets. The Romans had a high degree of civilization when the British were still savages. And the Hittites were civilized when the Romans and Greeks were still savages. It’s all relative.
3.We know the laws that govern chemistry and biology, so in principle we ought to be able to determine how the brain works. But the equations that govern the brain almost certainly have a chaotic behavior. A very small change in the initial state can lead to a very different out-
come.
4.A man who can withdraw into himself on a long train journey escapes time and space, while the man who stares out of the window has to live through every minute and every mile.
5.The diver can reach a certain depth in the sea – at which the weight of water he displaces is equal to the weight of his own body. If he wants to go deeper, he has to put heavier weights on his diving suit.
6.A man who swims on the surface is an easy prey for sharks, but a diver who swims under the surface with a mask and a spear is on terms of equality with the shark.
7.We are living in a period, when the transformation of consciousness of a human being is the dominating factor.
Note
The Hittites – хетты, Ш century BC
Exercise 2 (in groups)
Study the statements. Which ones would you argue with? Give your reasons. Use: I don’t think it’s true; I don’t think so; I doubt it;
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1.The Universe is fundamentally a mathematical construction.
2.Any type of experiment is information processing.
3.“Scientists are dogmatic and materialistic. I could compare a scientist with an astronomer who knows the solar system, and thinks he knows the universe.” (Colin Wilson)
4.“Everything that a man takes for granted in this universe can be questioned.” (Einstein)
5.“Science without religion is limping, religion without science is blind.” (Einstein)
Exercise 3 (in groups)
What do you think?
1.Man is not the final link in the evolutionary process but the intermediate one. Homo Sapience is a reasonable being. What is the next link?
2.A human body is about 80% water. Why is it elastic then?
3.The human brain is 90% water. What is water then?
4.The equatorial diameter of Mars is 70% that of Earth, but its mass is 10 times smaller. How can this paradox be explained?
5.Jupiter’s volume is 1.5 times that of Earth’s, its mass being 300 times bigger. How can this paradox be explained?
Exercise 4 (do it yourself)
Complete the sentences.
1.The breakthroughs of the 20th century are the relativity theory, nuclear physics, …………..
2.“All my life I have been studying the most perfect organ – the human brain – and came to the conclusion that the development of such a wonder is impossible without …… (N. Behtereva)
3.There are 4 fundamental particle interactions: gravitational, electromagnetic, ………..
4.All elementary particles are divided into hadrons and ………
5.Light was found to be emitted, absorbed and spread by packets, which were later called …….
6.The electron is an elementary particle with ……
7.The proton is a stable elementary particle, the nucleus of …………
8.The positron is …….
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