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- •Государственное образовательное учреждение высшего профессионального образования «Сибирский государственный аэрокосмический университет
- •Preface
- •Credits
- •Table of contents
- •Unit 1 what is science?
- •Part 1: principles of effective reading
- •Skimming: for getting the gist of something
- •Detailed reading: for extracting information accurately
- •Text a the discovery of X-rays
- •Text b call for tolerance towards some 'stem cell tourism'
- •Text c general guidelines
- •Part 2: oral or written?
- •Group 1
- •The academic audience
- •Levels of formality
- •The range of formality Technical → Formal → Informal → Colloquial
- •Part 3: what is science?
- •What is science?
- •Part 4: technology: pros & cons
- •Part 5:listening for academic purposes
- •The Computer Jungle
- •Unit 2 science to life: between the lines
- •Part 1: how effectively can you read?
- •Reading skills for academic study
- •Using the title
- •Part 2: paragraph development and topic sentences
- •Text a Science and Technology
- •Text c Research: Fundamental and Applied, and the Public
- •Part 3: scientists' brain drain Task 16. You are going to read a magazine article (Text a). Choose the most suitable heading from the list (1 – 9) for each part (a – j) of an article
- •Text a highlights of the north
- •Text b bio tech brain drain: are too many talented scientists leaving the southeast?
- •Part 4 reading skills for success
- •Reading skills for success: a guide to academic texts
- •Collocations
- •Part 5: listening for academic purposes
- •Going Digital: The Future of College Textbooks?
- •Part 6: grammar review sentence structure
- •1. Simple sentence:
- •2. Compound sentence:
- •3. Complex sentence:
- •Unit 3 order of importance
- •Part 1 academic vocabulary
- •C a social occasion to which people are invited in order to eat, drink and enjoy themselves
- •A a way of dealing with a problem, an answer
- •Part 2 Coherence
- •The importance of stupidity in scientific research
- •Consumerism is 'eating the future'
- •Now fly me to the asteroids as well
- •Cohesion: Using Repetition and Reference Words to Emphasize Key Ideas in Your Writing
- •Repetition of Key Words
- •Rotation may solve cosmic mystery
- •Part 3 writing & speaking fundamentals
- •Article 1 shapefile technical description
- •Article 2
- •Article 3
- •Article 4 disposable containers for a disposable society
- •Article 5 knowledge, theory, and classification
- •The table of the useful vocabulary
- •Part 4: listening for academic purposes
- •Part 5:grammar review (punctuation)
- •Unit 4 matter of perspectives
- •Part 1 mistakes and negligence
- •Text a mistakes and negligence
- •(1) Changing Knowledge
- •(2) Discovering an Error
- •Part 2 Comparison and Contrast
- •Part 3 listening for academic purposes
- •Recognising lecture structure
- •1. Introducing
- •Unit 5 research misconduct
- •A Breach of Trust
- •Task 4. Study the second case.
- •Treatment of Misconduct by a Journal
- •Part 2 reading skills for academic study: note-taking
- •How to take notes
- •Part 3 preparing an abstract
- •Abstract 1 The hydrodynamics of dolphin drafting
- •Abstract 2 Recomputing Coverage Information to Assist Regression Testing
- •Abstract 3 Methods for determining best multispectral bands using hyper spectral data
- •Abstracts and introductions compared
- •Introduction
- •Introduction
- •Text a The Biosphere: Its Definition, Evolution and Possible Future
- •Introduction
- •Text b The Environment: Problems and Solution
- •Text d The Biosphere: Natural, Man-Disturbed and Man-Initiated Cycles
- •Part 4 listening for academic purposes Giving background information
- •Showing importance/Emphasising
- •Unit 6 finding meaning in literature
- •The Selection of Data
- •Lexical & grammar review
- •Part 2 avoiding plagiarism
- •3. Plagiarism!
- •4. Plagiarism is bad!!
- •5. The importance of recognizing the plagiarism
- •Is It Plagiarism?
- •Part 3 evaluating sources
- •Sample mla Annotation
- •Sample apa Annotation
- •Task 22. Analyse an extract of the following annotated bibliography. Define its format.
- •Ethics in the physical sciences course outline and reference books
- •Philosophy
- •The life of a scientist
- •Ethics for scientists
- •A few cautionary notes on saving Web materials
- •Unit 7 writing & publishing Objectives
- •Part 1 sharing of research results
- •The Race to Publish
- •Part 2 how to read an academic article
- •Article 1
- •50 Million chemicals and counting
- •Article 2 sun is setting on incandescent era
- •How to read a scientific article
- •Part 3 how to write an academic article
- •Publication Practices
- •Restrictions on Peer Review and the Flow of Scientific Information
- •Guidelines for Writing a Scientific Article
- •Part 4 listening for academic purposes
Article 1
50 Million chemicals and counting
By Janet Raloff (Science News Tuesday, September 8th, 2009)
The
50 millionth Over the Labor Day weekend, the Chemical Abstracts
Service logged this arylmethylidene heterocycle as number 50,000,000
in its chemical database.CAS
Bring out the helium balloons, confetti and a noisemaker or two. Today, researchers the world over have reason to raise a toast. This afternoon, the Chemical Abstracts Service — an American Chemical Society subsidiary — identified the 50 millionth compounds known. Arylmethylidene heterocycle — the molecule that qualified for the momentous spot during the long holiday weekend — is a future candidate for reducing neuropathic pain.
Since 1907, the Columbus, Ohio-based Chem Abstracts has maintained a registry of all publicly disclosed chemicals. Over the years, this registry has become the definitive one-stop shopping site for tracking down any and every known compound, including the names for each (as some compounds have as many as 1,000 monikers), a compound’s structure and any general characteristics (such as melting point).
“Thirty years ago, we felt six or seven million substances might be about it,” says Roger Schenck, who manages content planning at Chem Abstracts. He says there had been a suspicion that once chemists had characterized all of these, his group might become little more than caretakers of a static database. However, chemical designers continue to keep his group plenty busy.
The 40 millionth compounds that his organization identified was a synthetic analog to the anticancer drug taxol. To keep things simple, we’ll just refer to that member of the azulenobenzofuran family as 1073662-18-6 (its structure appears below). In the intervening nine months since that chemical was added to the database, Chem Abstracts has identified yet an additional 10 million novel chemicals.
This structure depicts the taxol-like compound
that, nine months ago, became the 40 millionth additions to the
Chemical Abstracts Service's comprehensive registry.
To search for new candidates, Chem Abstracts’ staff pores over journal articles, data filed with 59 patent authorities around the world, commercial chemical suppliers’ catalogs and announcements, and reports surfacing on the Internet. In all, “we cover over 50 languages,” Schenck says.
For instance, Chem Abstracts noted that the 50 millionth entrant "was identified by [its] scientists in the Examples section of a nearly 200-page patent document" that was issued on Aug. 13, 2009. The molecule's formal name is a mouthful: (5Z)-5-[(5-Fluoro-2-hydroxyphenyl) methylene]-2-(4-methyl-1-piperazinyl)-4(5H)-thiazolone.
Tracking down each and every qualifying chemical has become a bit more than the chemists at Schenck's organization can manage on their own. Computers now sift through machine-readable files, so “we don’t have to manually review each one,” he explains. Good thing, too, since it’s hard to imagine how a staff of 1,300 people could collectively screen and then add some 36,000 new chemicals to the database every day — year in and year out — complete with files describing who developed or first found a chemical and when; citations detailing the chemical’s isolation, function and properties; a chemical structure for the molecule; and often magnetic-resonance or other characteristic spectra.
With 50 million novel compounds in this database, how can anyone find what they're looking for? Explains Schenck: “If someone knows a molecule’s name, they can search for that. Or if they even have a fragment of a name, we will look it up and find matches.” Input a known or suspected structure, he says, and if that chemical resides in the database, “we’ll get them an exact match. Or if someone only knows a piece of a structure, we can find all of the things in our collection that have that same piece in them.”
As you might expect, patent attorneys and patent examiners are key users of this encyclopedic, cross-indexed list of chemicals. So are synthetic chemists looking to cook up the next boffo plastic, alloy or pharmaceutical?
This summer, my daughter and her adviser worked in a materials science lab as part of a project funded by the National Science Foundation. Their goal: the development of novel quaternary diamond like semiconductor crystals. My enterprising undergraduate successfully cooked up two such crystals possessing never-before-reported recipes. She was promised first authorship on a paper that reports their structures.
So I asked Schenck: When a paper comes out describing my daughter’s crystals, will each of them get added to Chem Abstracts’ database? “You bet,” he said, “with her name on them.”
I passed the information along to her over the weekend. And her typically nuanced response: “Sweeeeeet!”
(Adapted from http://www.sciencenews.org/view/generic/id/47036/title/Science_%2 B_the_Public__50_million_chemicals_and_counting)
Task 4. Read the academic article and analyze it according to the given questions
1. What evidence does the author offer in support of the position put forth?
2. What is the nature of each piece of supporting evidence?
3. How convincing is the evidence
4. What arguments made in opposition to the author's views were described?
5. Were these arguments persuasively refuted?
6. What evidence was used in the refutation?
7. What were the strengths of the article?
8. Was it difficult to read and understand? If so, why? If not, why not?
9. Were you able to follow the moves of the article from thesis to evidence, for example?
10. Did the structure of sentences and paragraphs and the overall organization guide you and help you follow the author's intent?
11. Did all the material seem relevant to the points made?