Биология в современном мире. Учебное пособие
.pdfCoral belongs to the same class of polyps as the sea anemone. At the top of the polyp tube there is a mouth, having special tubes, something like feelers which suck in water, plankton and small fish. Some green plants live inside the coral and help to get oxygen.
The warm sea water is full of the calcium needed by a polyp for growing its cup. The soft-bodied polyp sits in this hard cup which it builds up around itself from calcium. Much calcium, sunlight and algae are necessary for coral cups or skeletons. Only in the waters near the equator there is enough calcium for the reef-builders.
Reef-building corals live in groups or colonies. The most interesting of the coral-reefs are the atolls. Hundreds of the atolls rise a few feet above deep sea waters in mid-ocean. They usually rest on rocks of the undersea mountains whose peaks are far below the surface waters.
Very many years ago, some sunk island which may be a hundred feet below the surface became a base for the tiny coral builders. The foundation of an atoll may be a hidden volcano whose peak has sunk below the sea level or has been washed away by waves.
When the white blocks of coral rise above the surface of the sea, they are destroyed by wind and waves. The coral begins to break forming sandy beaches.
Seeds from land plants carried by the wind, drop onto the sand. Seeds may be brought by birds or washed ashore by the water. With the help of sun and rain, grasses, trees grow on these atolls. The shores of these reef islands are full of green plants and trees. Animals and birds are attracted by these plants. Some birds live on coral-reefs in all seasons. Others come here to build their nests and to rear their young.
9.5.3 Exercise 3
1)Listen to the text for the second time and answer the questions:
2)Are coral reefs a part of the Earth’s crust?
3)Who was the first to write about coral reefs?
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4)What is a coral? Do corals belong to plants or living beings?
5)How does a coral get the calcium for its cup?
6)How were the atolls formed?
7)How do plants and animals appear on coral reefs?
9.5.4 Exercise 4
Listen to the sentences and translate them into Russian in written form.
1)Reefs are made of huge masses of skeletons of tiny soft creatures.
2)In great numbers they attach themselves to rocks and grow hard structures looking like trees.
3)Atolls are built on undersea mountains whose peaks are far below the surface waters.
4)The polyp’s mouth has special tubes something like feelers which suck in
water, plankton and small fish.
5)The soft-bodied polyp sits in its hard cup which it builds up around itself from calcium.
6)Some sunk island which may be a hundred feet below the surface, became a base for the tiny coral builders.
7)Some birds come here to build their nests and to rear their young.
9.5.5 Exercise 5
Look through the words and expressions from the Ex. 1 and reproduce the situations from the text where they are used.
9.5.6 Exercise 6
Develop the discussion on the text: ask questions, share your opinions. Use the colloqual expressions: as far as I know (remember); in my opinion; they say; to tell the truth; to my mind.
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10 Thought-provoking problem exercises
10.1 Work in a laboratory
10.1.1 Exercise 1
Imagine that you are working in the biological laboratory of the University to supplement your theoretical knowledge with practical training. Read and reproduce the dialogue.
A:I’d like to work in one of the labs of our University. I think I should get more practical experience.
B:Would you like to work in the biological lab?
A: Yes, I certainly should. It’s a field that interests me very much.
10.1.2 Exercise 2
Change the dialogue using following modifications:
1) laboratories of microbiology; chemistry; zoology; biochemistry; biophysics,
etc.
2) greenhouse; hothouse; forest; pool; kitchen-garden; orchard.
10.1.3Exercise 3
Compose similar dialogues.
10.1.4Exercise 4
Imagine that lab assistants in your lab help you to do research:
A:I haven’t seen you for ages, Bob!
B:I have been terribly busy lately. I work as a lab assistant in the chemistry
lab.
A:How do you like your work?
B:I help a lot with the research there.
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10.1.5 Exercise 5
Change the dialogue above, using following modifications:
1)a technician; an assistant technician; an assistant of prof. B; a research
worker.
2)keep laboratory equipment in good order; clean instruments and apparatus; repair meters; check and adjust devices; wash test tubes, retorts.
10.1.6Exercise 6
Compose similar dialogues.
10.1.7Exercise 7
Answer the questions:
1)What laboratory would you like to work in?
2)What do you usually do in the lab?
3)What equipment is necessary for a modern biological (microbiological, etc.) laboratory?
4)Can you repair modern devices in a lab?
10.2 Experiment
10.2.1 Exercise 1
Students often take part in the experimental work which is carried out in the labs of the University. Imagine that it is necessary to perform an experiment. Read and reproduce the dialogue:
A: Why do you think that it is absolutely necessary to do an experiment? B: The information we possess is very incomplete.
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10.2.2 Exercise 2
Change the dialogue above using following modifications.
1)to make (to carry out; to conduct; to perform) an experiment;
2)there is a lack of data. We want reliable information on the subject. It is the only way to prove (to disprove) our hypothesis.
10.2.3Exercise 3
Compose similar dialogues.
10.2.4Exercise 4
Imagine that your experiment is going to be very promising. Read and reproduce the dialogue.
A:What can you say about the experiment you are going to start in spring?
B:It’s a very specific experiment. We are going to investigate various aspects of cell in a living matter and hope to get important results.
10.2.5 Exercise 5
Change the dialogue above using following modifications.
1)to think; to know; to expect from; to mean; to suppose.
2)It’s a highly technical experiment; it’s a reliable experiment; it’s a carefully
designed experiment.
10.2.6 Exercise 6
Compose similar dialogues.
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10.2.7 Exercise 7
Imagine that your partner tries to persuade you that theories should be built on experimental data. Read and reproduce the dialogue:
A:What’s the aim of your experiment?
B:It’s to test our hypothesis.
10.2.8 Exercise 8
Change the dialogue above using following modifications:
1)purpose, objective;
2)to obtain some necessary data; to confirm our theory; to study certain phenomena; to master a new technique; to test a new approach; to make some measurements.
10.2.9 Exercise 9
Change the roles and compose similar dialogues.
10.2.10 Exercise 10
Imagine that you are finally ready to start the experiment. Read and reproduce
the dialogue:
A:Tomorrow is the big day: we begin our experiment.
B:Yes, wonderful! And I shall make all the necessary measurements during it.
10.2.11 Exercise 11
Change the dialogue above using following modifications:
1)start, continue, finish, to be going to finish;
2)to take the readings of the apparatus; to write down the measurements; to record the data; to carry out observations.
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10.2.12 Exercise 12
Change the roles and compose similar dialogues.
10.2.13 Exercise 13
Answer the questions:
1)Have you ever taken part in an experiment?
2)When is it necessary to carry out an experiment?
3)What can you say about the experiment you took part in?
4)What was the purpose of the experiment you took part in?
5)Have you ever had any difficulties with experiments in the biological (chemical, micro-biological, etc.) laboratory?
6)Do you use conventional or new methods in your experiments?
7)Have you ever prepared any experiment? What was your duty?
8)What did you do during the last experiment?
9)Have all your experiments been a success?
10)What results did you get from your last experiment?
10.2.14 Exercise 14
Make up dialogues, using some hints:
1) We decided to perform an experiment: a highly specific experiment; an experiment to provide information about the structure of human genome; this experiment is going to be; the supervisor of the experimental group; to make a good team; to explain some facts about DNA; to prove the hypothesis; I think, suppose, believe; it’s necessary, (important, possible); we are going to; to my mind; as far as I know; in my opinion.
2) We are busy with preparations for the experiment: to make preparations for an experiment; to face difficulties; to design new devices for an experiment; to get
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the equipment ready, to check and adjust devices; to prepare test-tubes and retorts; to master lab techniques; we are very busy; we are very tired; we are very optimistic.
3) The experiment was a success. We are analyzing the data: to make all the necessary measurements; to take readings of the apparatus; to record the data; to evaluate the results; to come to a conclusion; to provide a basis for further research; to write a paper; to take part in a scientific conference; we have made a good job of; we managed; we received congratulations.
10.2.15 Exercise 15
Discuss the following problems with your partners. Give your arguments for and against:
1)The time of scientific discoveries by intuition is over. Do you agree?
2)It’s a great mistake to theorize before one has data. Why?
3)Many scientists state that it is impossible to prove a new hypothesis
without making experiments. What’s your opinion?
4)We no longer live in a time when serious and important work can be done with very simple and outdated apparatus? Do you agree?
5)Experimenters should master many skills. Is it true?
10.3 Man and the biosphere
10.3.1 Exercise 1
The students of the biological faculty of the University do extensive ecological research into different problems concerned with the protection of the environment. Imagine that you are working at the problem. Read and reproduce the dialogue:
A:In what field do you do research?
B:We do research into the problems of air pollution.
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10.3.2 Exercise 2
Change the dialogue above using modifications:
1)Carry on; conduct;
2)Noise; water; forests; soil; seas and oceans.
10.3.3Exercise 3
Compose similar dialogues.
10.3.4Exercise 4
Imagine that the problem of air pollution is of great interest to you. Read and reproduce the dialogue:
1)A: J’m sure you’ll make quick progress in your research.
B:I hope so.
2)A: Are you through with your research on the effects of air pollution on
health.
B:Not yet.
3)A: Does your research bring together representatives of interrelated fields?
B:Certainly, it does. It’s joint research.
4)A: Have you got all the necessary facilities for your research?
B:Yes, they are excellent.
5)A: Is the problem of the biological consequences of environmental pollution beyond the scope of your research.
B:Yes, definitely.
6)A: Who is in charge of the new research team?
B:Prof. Alov. He is full of ideas, curious about any problem.
7)A: What is your research aimed at?
B: It’s the pollution of water.
8) A: It’s a peculiar approach you’re used in your research.
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B: Yes, the method minimized experimental errors.
10.3.5 Exercise 5
Change the dialogue above, using following modifications:
1)A: Do well; make good progress; get ahead with.
B:Yes; I think so; yes, very likely; no, I doubt it.
2)A: Have you finished (completed/done).
B:Not quite; no, I’m afraid not; no, I don’t think so.
3)A: Interacting sciences; mutually dependent fields; various research teams.
B:Yes, very often; Oh, yes, of course; Yes, in a way.
4)A: Conditions; opportunities.
B:Adequate; wonderful.
5)A: Outside the scope; within the range; within the framework.
B:No, I don’t think so; Yes, I’m afraid so; No, in the least.
6)A: Responsible for; the head of; the supervisor of.
B:A good observer, a talented research scientist.
7)A: Focused on; concentrated on; concerned with; deal with.
B:Pure (fundamental, basic); applied (practical).
8)A: Useful technique; new theory.
B:Technique; procedure; theory.
10.3.6 Exercise 6
Answer the questions.
1)Is your city famous for its clean air, water?
2)What factors ensure good progress in research?
3)“There are three stages in any research: the first is to begin it, the second is
to finish it and the third is to publish it” (M. Faraday). Which stage in your opinion is
more difficult and why?
4) What are the advantages of joint research?
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