You could ask the students to discuss in pairs the pros and cons of open- source science. You could assign this article as reading homework before they feed back to the class: http://pubs.acs.org/cen/science/84/8430sci1.html You could also ask the students if they agree or disagree with the following quote from the article: ‘Open-source is going to become an important way to do science.’ Alternatively, you could divide the class into two groups, or have the students work in pairs to debate this quote. One group can speak in favour of open-source science and the other group can be the critics.
b
Make sure students understand the fragments of the conversation before completing the listening task.5.7 page 97 Answers 1 share 2 notes 3 search 4 changes 5 group’s 6 safer
c
In pairs, students discuss using e-notebooks and feed back to the class.17 a
Make sure students understand the descriptions (a–e) before listening to the extracts 1–5.5.8 page 97 Answers
a 3 b 5 c 1 d 4 e 2
b
Ask students to turn to Audioscript 5.8 in order to complete the table. AnswersPast Present
Ability/Possibility could do can share Advice should have done should try Lack of obligation didn’t have to do
didn’t need to do
don’t need to worry
Obligation had to use must do
Prohibition were never allowed to take are not allowed to do
can’t do mustn’t do
18
In pairs, allow students time to discuss their lab book protocol. You could ask students to feed back to the class.Background information and useful web links
Describing a process
Process descriptions are used widely in science to explain phenomena and natural processes. These descriptions show how a change takes place through a series of stages. It can also be used to examine the steps of one event over time or to describe something that occurs cyclically (e.g. the phases of the Moon). A well-organized description allows the reader to both understand and visualize the process or event. Useful web links
Problem Solving and Science Process Skills (although this site is aimed at secondary (high school) students, the issues discussed are very useful)
http://www.suite101.com/content/problem-solving-and-science-process-skills-a65807
A good introduction to describing and evaluating scientific research
http://www.experiment-resources.com/index.html
Definition of earthquakes and the various forms
http://science.howstuffworks.com/nature/natural-disasters/earthquake.htm
Website on earthquake occurrence and frequency around the world
http://earthquake.usgs.gov/research/parkfield/safod_pbo.php
Passive voice use in science
http://www.biomedicaleditor.com/passive-voice.html
Practice with phrasal verbs in science
http://www.ihbristol.com/learn-online/exercise-general/advanced/vocabulary/phrasal- verbs-science/213/
Evaluating the results of an experiment
When scientists evaluate the results of their experiments, there are a number of factors they need to consider. Was the experiment valid and carried out in a controlled environment? How well was the experiment carried out? How could the experiment have been improved? Did the experiment answer one’s hypothesis or only yield more questions? Could certain variables be changed in order to test for something else? Useful web links
Some experiments the students could evaluate in class or as homework (although this site is aimed at secondary (high school) students, the information is very useful)
http://www.practicalphysics.org/go/HswCollection_7.html
Useful language for measuring accuracy
http://www.practicalphysics.org/go/Guidance_120.html
Describing problems with an experiment
Not all scientific experiments go according to plan. Therefore, it is important for scientists to explain the reasons behind any breakdown in the procedure or the reasons behind why they didn’t obtain the results they had hoped. Some anomalies may occur on a random basis and be difficult to reproduce experimentally or explain. Some may be a result of human or equipment error. Whatever the outcome, scientists need to be very thorough when discussing the accuracy, errors and reliability of their experiments.
Useful web links
Things we learn from failed scientific experiments
http://io9.com/5053093/the-most-spectacular-failed-scientific-experiments
Some failed experiments can be important ones
http://www.scidev.net/en/health/infectious-diseases/editorials/even-failed-experiments- can-be-important-ones.html
Keeping a lab notebook
Scientists use a lab notebook as the primary record of their research. It’s used to document hypotheses, experiments and initial analysis or interpretation of these experiments. It’s an organisational tool, a memory aid, and can also have a role in protecting any intellectual property that comes from the research.
Useful web links Overview of a lab
http://www.rod.beavon.clara.net/lab_book.htm
Comprehensive advice on keeping a lab notebook
http://www.swarthmore.edu/NatSci/cpurrin1/notebookadvice.htm
Images of a lab book (although this site is aimed at secondary (high school) students, the information is useful)
http://www.upscale.utoronto.ca/PVB/Harrison/AzumaBook/Azuma.html
Sample guidelines students could use to create their own internal notebook policy document
Go to page 74 for essential background information on the topic and useful web links.
Don’t forget to use the Additional activity worksheet in the Resources section of the Cambridge English for Scientists website.
Science-specific terms can be found in the Glossary on Student’s Book pages 117–125
Refers to the Audioscript on Student’s Book pages 91–102