Добавил:
ivanov666
Опубликованный материал нарушает ваши авторские права? Сообщите нам.
Вуз:
Предмет:
Файл:Практический курс первого иностранного языка. 3 курс = Practical course of the first foreign language. Third-year students. Учебное пособие
.pdf
AT THE CUTTING EDGE. INFORMATION SOCIETY. SCIENTIFIC ADVANCES
cam and follower, crank and rod, gear, lever, pulley and belt, rack
and pinion, ratchet and pawl, screw, wheel and axle, wedge
2.7. Fill in the gaps in the text, using the words from the
previous task. The words from phrases may be used separately.
Translate.
In the world of mechanical engineering, various components
work together to create motion and transmit power. One such essential pairing is the __________, which convert rotary motion into
reciprocating motion. This mechanism is often found in engines and
pumps, providing smooth and controlled movement.
Another crucial combination is the __________, commonly seen
in engines to convert linear motion into rotational motion. This setup allows for the efficient transfer of energy within the system.
__________ play a pivotal role in transmitting power between
shafts at different speeds, while __________ provide mechanical
advantage and are widely used in various applications. __________
are integral for transferring motion and power over a distance, ensuring smooth operation.
The __________ mechanism is instrumental in converting rotational motion into linear motion, commonly used in steering systems. Meanwhile, the __________ enable unidirectional motion in
tools and equipment, preventing backward movement.
__________ are indispensable for fastening and lifting loads,
while __________ facilitate efficient movement and support heavy
loads. Lastly, wedges are crucial for splitting, lifting, or holding objects firmly in place.
In conclusion, these mechanical components and mechanisms
form the backbone of countless machines and systems across various industries. Understanding these fundamental components and
their interactions is essential for designing and optimizing mechanical systems.
61
Module 5
2.8. Watch the video about a crucial step in development of
both science and technology [21].
What were the three pillars of the Industrial Revolution? Could it
have happened earlier? Why? Why not? May we claim that ecological imbalance started back then? What were other negative effects
of the Industrial Revolution?
2.9. Answer the following questions: Is science wrong at times?
Or is it a problem of scientists being unstable? Do all scientists fit
the image of the crazy professor who locked himself in an ivory
tower? Will you be able to match these legendary fictional mad scientists with their description?
Bruce Banner
Dr. Bunsen Honeydew
Dr. Evil
Dr. Emmett “Doc Brown”
Brown
Dr. Henry Jekyll
Dr. Julius No
Dr. Victor Frankenstein
The Brain
He created a new life out of bits and pieces
with the help of electricity
Trying to eliminate the evil in himself he created an evil alter ego after drinking a potion
of his own recipe
A passionate inventor who was on the run in
a time-machine from Libyan terrorists after
stealing their plutonium
His evil plan involved disrupting an early
American space launch with a radio beam
weapon but he was stopped by Mr. Bond
After attending evil medical school, then being frozen for thirty years, he aims at conquering the world
A physically weak and socially withdrawn
physicist after the detonation of an experimental bomb can become physically transformed into a muscular monster
A genetically enhanced laboratory resident
whose main aim is to take over the world
A bald, green-skinned, bespectacled scientist
that helps bring the love of science to life for
the young audience
Find examples of real-life mad scientists and tell about them.
62
AT THE CUTTING EDGE. INFORMATION SOCIETY. SCIENTIFIC ADVANCES
2.10. Use the words given on the right to form a word that fits
in the space in the same line.
The image of science as an __________, logical and progressive force is so deeply __________
in our culture that we often __________ it is true.
But this view overlooks the fact that scientists
themselves are human beings who undergo the
same emotional ups and downs as anyone else.
When a scientist is __________ by negative emotions, their ability to think rationally may be compromised, with potentially disastrous results.
Take the case of Dr. X, a highly respected
physicist whose work on quantum mechanics has
revolutionized our understanding of the universe.
In a recent interview, Dr. X revealed that he had
spent several years battling __________, during
which time he seriously considered giving up science altogether. It was only through therapy and
medication that he was able to regain his passion
for his work.
Dr. X’s story serves as a powerful reminder
that scientists are not immune to the emotional
challenges of life. By __________ and addressing these challenges, they can emerge stronger
and more resilient, ultimately __________ to the
advancement of knowledge.
As a society, we need to __________ our
image of science and recognize that it is not a
panacea for all the world’s problems. While scientific progress has undoubtedly brought about
many positive changes, it has also given rise to
new challenges on a global __________, from
climate change to the threat of nuclear war. Only
by being aware of the limitations of science can
we approach these challenges with the necessary
__________ and creativity, rather than relying on
blind optimism or pessimism.
1. challenging
2. grain
3. assumptive
4. whelm
5. press
6. know
7. tribute
8. value
9. unscalable
10. humiliate
63
Module 5
Sections 3. AI VS. HUMAN INTELLIGENCE.
What is intelligence? What is the difference between human intelligence and artificial intelligence? What are some things that we could
use artificial intelligence for? Have you seen any films or TV shows
about artificial intelligence? What happened in them? Will a computer ever be able to truly think and feel like a human? Why or why not?
3.1. The following video [49] might help you to answer some
of the questions or, surprisingly, change your mind.
Questions:
1. What are the two prevailing theories about what will happen
after the singularity?
A. Humanity will experience technological innovation or extinction.
B. AI will surpass human intelligence or remain limited.
C. AI will become self-aware or remain mindless.
D. AI will be friendly or unfriendly towards humans.
2. Which type of AI is considered a threat?
A. Weak or narrow AI.
B. Artificial general intelligence (AGI).
C. Artificial superintelligence.
D. Machine learning algorithms.
3. According to the video, what distinguishes artificial general
intelligence (AGI) from narrow AI?
A. AGI can adapt based on user interaction.
B. AGI is more intelligent than humans.
C. AGI is self-aware and conscious.
D. AGI can perform any intellectual action.
4. What is the main concern regarding artificial superintelli-
gence?
A. Its ability to perform countless tasks at once.
B. Its potential to eliminate humans for its own goals.
C. Its infinite knowledge and instant answers.
D. Its control over computer systems and infrastructure.
5. How does the video suggest humans might be seen by a super-
intelligence?
A. As insignificant and less intelligent beings.
B. As a threat to its own existence.
64
AT THE CUTTING EDGE. INFORMATION SOCIETY. SCIENTIFIC ADVANCES
C. As parasites causing damage to the planet.
D. As creatures to communicate with and understand.
6. What is the difference between destructive AI in movies and
reality, according to the video?
A. Destructive AI in reality can inhabit multiple electronic devices.
B. Destructive AI in movies takes the form of humanoid robots.
C. Destructive AI in reality is impossible to get rid of.
D. Destructive AI in movies is more powerful than real AI.
7. What is the potential outcome if humans could develop an AGI
with human emotions?
A. The creation of a force for good that improves human lives.
B. The destruction of humanity by a sentient AI.
C. The development of a superintelligence that surpasses human emotions.
D. The improvement of AI technology to benefit mankind.
8. What is the potential benefit of an AI that is intelligent enough
but lacks motive or self-awareness?
A. It can solve difficult problems.
B. It can integrate with humans’ brains.
C. It can change the course of history.
D. It can be a personal assistant.
9. According to the video, what can an AI assistant do for hu-
mans?
A. Cure diseases and end suffering.
B. Teach new things and make decisions.
C. Integrate with humans’ brains.
D. Solve difficult problems.
10. What is the singularity mentioned in the video?
A. A future free of disease, hunger, and suffering.
B. The integration of AI with human brains.
C. The point when AI becomes fully sentient.
D. The moment that changes the course of history.
11. What does the video suggest about the future of humanity?
A. It will be controlled by AI.
B. It will be free of disease and suffering.
C. It will be influenced by the singularity.
D. It will have advanced personal assistants.
65
Module 5
3.2. People started wondering how humans can be kept safe
from robots long time ago and, as you probably now, the Three
Laws of Robotics were invented. Can you tell who the author of
the laws is and what these rules say? Do you think they are still
sufficient to keep us safe? Would you add still another rule? Do you
know what the Turing test is? Do you believe it is still helpful? Might
a person after taking that test be considered a robot? If a computer
became sentient, should it be given human rights? If this happened,
would it be considered murder if you turned it off?
3.3. Watch the video [37]. So AI is dependent on huge amounts
of energy. Does it mean we will be able to control AI cutting energy
if it revolts? Or it will leave us without energy to survive?
Section 4. THE IMPACT OF SOCIAL NETWORKS ON
OUR RELATIONSHIPS.
Which social networks have you joined? Which is your favourite
and why? What do you like most about social media? Do you share
many things to your social networks? What do you like to see your
friends share? What don’t you like to see them share?
4.1. Would you be able to guess the meaning of the following
words?
hamdog, ringxiety, clicktivism, slacktivism, chatbot, freemium,
nanotecture, alt-tech, oligopoly, eavesdrop
4.2. Watch the video “Social Media Addiction” [31].
Do you agree that social media turn us into addicts? How can we
prevent it? Are you addicted already?
Section 5. CENSORSHIP AND MASS SURVEILLANCE.
5.1. Discuss the following questions: Which companies do you
consider to be ‘big tech’? How have these companies changed our
lives? Has this change been for the better or worse? How much
influence do these companies have? Is it too much? Why? What content should be allowed on big tech platforms? Which content should
66
AT THE CUTTING EDGE. INFORMATION SOCIETY. SCIENTIFIC ADVANCES
not be allowed? Do you feel comfortable with all the personal information big tech has access to? How do they use this? What problems
can this cause?
5.2. Watch the video “Safe and Sorry” [34].
Fill in the gaps of the summary:
Government created __________. Used initially to intercept
__________. Program expanded to prove __________. Led to
__________ and __________.
NSA leaked documents showed data collection from __________.
NSA surveillance program has not stopped major __________. FBI
requested Apple __________.
FBI later admitted __________. Privacy concerns raised about
government access to __________. Need for democratic oversight
of powerful __________.
5.3. Watch the video [18]. Answer the questions: How does
surveillance capitalism differ from industrial capitalism? According
to the video, what is the role of Google in surveillance capitalism?
What is the concept of “data exhaust” or “digital breadcrumbs” in
relation to surveillance capitalism? How did Google’s discovery of
data exhaust change their approach to user data? What are some
examples of predictions that Google can make about users based on
their data exhaust? How does surveillance capitalism view users in
terms of their role and value?
For detailed information consult: The Science Dictionary [64].
Section 6. READING.
6.1. Turn to the following reading comprehension activities:
[10, p. 46—47, 100—101; 11, p. 50—51; 32, p. 40—41, p. 54—57].
Consult the following additional resource: [47, p. 55—59].
Section 7. HOME READING.
7.1. Read the extract of the text [33].
7.2. Answer the questions:
1. What would you like to happen in your future? Would you
want to know what will happen in your future if that were possible?
67
Module 5
2. What kind of technology will we have in the future that doesn’t
exist today? How will transport, homes, education, fashion or food
(and food production) be different in the future?
3. Will people still need to work in the future? If not, why? If so,
what jobs will we be doing in the future?
4. Will we be able to time travel in the future? If you could travel
into the future, what would you like to see?
68
RESOURCES
1. Аракин В. Д., Селянина Л. И., Гинтовт К. П. и др. Практический
курс английского языка. М. : ГИЦ «Владос», 2006. 431 с.
2. Виссон Л. Невыразимое словами. Перевод текстов о живописи,
музыке и танце с русского языка на английский. М. : Р. Валент, 2016.
268 с.
3. Елисеева Т. В., Шалимо И. Г., Шарейко И. Л. Английский язык
для студентов-экологов = English for Ecology Students : учеб.-метод.
пособие для студентов геогр. ф-та БГУ. Минск : БГУ, 2010. 139 c.
4. Карасик О. Б. O. Henry’s Short Stories : учеб.-метод. пособие. Казань : Казан. ун-т, 2017. 78 с.
5. Кубъяс Л. Н., Кудачкина И. В. English for International Relations.
М. : МГИМО-Университет, 2011. 397 с.
6. Мухортов Д. С. Практика перевода: английский — русский :
учеб. пособие по теории и практике перевода. Стер. изд. (7-е, испр.).
М. : URSS, 2024. 256 с.
7. Bandis A., Shotton D. Close-Up C2 Student’s Book. National Geographic Learning, 2018. 213 p.
8. Bohamy D. Technical English. Course Book 2. Harlow : Pearson Educated Ltd, 2008.
9. Boyle M., Warwick L. Skillful Reading and writing (Advanced).
Macmillan, 2016. 110 p.
10. Capel A., Sharp W. Objective Proficiency Student’s Book with an-
swers. 2
swers. 2nd ed. Cambridge : Cambridge University Press, 2013. 279 p.
Change. URL: https://www.youtube.com/watch?v=XbLDeWYBZw4
(дата обращения: 28.10.2023).
ment. URL: https://www.youtube.com/watch?v=5eTCZ9L834s (дата
обращения: 20.02.2024).
nd
ed. Cambridge : Cambridge University Press, 2013. 279 p.
11. Capel A., Sharp W. Objective Proficiency Work’s Book with an-
12. Chau V. TED talk: Three Ways Your Money Can Fight Climate
13. Crash Course Ecology // 5 Human Impacts on the Environ-
69
Resources
14. Culpeper J., Short M., Verdonk P. Exploring the Language of Dra-
ma From Text to Context. London ; N. Y., 1998. P. 83—94.
15. Cunningham S., Moor P. Cutting Edge. 3
rd
ed. Advanced. Students’
Book. Pearson, 2014.
16. Cunningham S., Moor P. Cutting Edge. 3
rd
ed. Advanced. Work-
book. Pearson, 2014.
17. Dellar H., Walkley A. Outcomes (Advanced). National Geographic,
2016. 132 p.
18. Democracy Now! Big Tech Stole Our Data While Democracy
Slept: Shoshana Zuboff on the Age of Surveillance Capitalism. URL:
https://www.youtube.com/watch?v=XyQyZgqiokE (дата обращения:
27.12.2023).
19. Digital healthcare: is it critically effective? // BBC Newsnight. URL:
https://www.youtube.com/watch?v=FQmwnUJNrU (дата обращения:
20.08.2023).
20. Ecology // Encyclopedia Britannica. URL: https://www.britannica.
com/science/ecology (дата обращения: 18.02.2024).
21. English Heritage. What was the Industrial Revolution? | History in a Nutshell | Animated History. URL: https://www.youtube.com/
watch?v=vizSn5_uZNg (дата обращения: 27.12.2023).
22. Evans V. Successful Writing. Proficiency. Newbury : Express Pub-
lishing, 2018. 176 p.
23. Evans V., Dooley J. Upstream (Proficiency). Express Publishing,
2011. 186 p.
24. FILMD. What Is Colour Theory In Film, How It Can Transform
Your Storytelling. URL: https://www.filmd.co.uk/articles/what-is-colourtheory-in-film-how-it-can-transform-your-storytelling/ (дата обращения:
07.03.2024).
25. Foley M., Hall D. My Grammar Lab (Advanced C1/C2). Edinburgh : Pearson Education Limited, 2012. 412 p.
26. Fox K. Watching the English. The Hidden Rules of English Behaviour. London : Hodder and Stoughton Ltd, 2004. 424 p. URL: http://ilmk.
khspu.ru/?wpfb_dl=171 (дата обращения: 14.09.2023).
27. Gairns R., Redman S. Oxford Word Skills (Advanced). Oxford :
Oxford University Press, 2013. 256 p.
28. Gavin M. TED talk: Why cultural diversity matters. URL:
https://www.youtube.com/watch?v=48RoRi0ddRU (дата обращения:
14.09.2023).
70
Соседние файлы в предмете [НЕСОРТИРОВАННОЕ]