通用学术英语综合教程-读写 课件 大学英语IV-5-2-Experiments Happen Twenty-four Seven

通用学术英语综合教程（读写）EnglishforGeneralAcademicPurposesREADING&WRITING

Chapter5ExperimentsHappenTwenty-fourSevenReading1Reading2LearningObjectivesTorecognizetheimportanceof“It+be+verb(pastparticle)/adj.”structureinresearchreportsTousethepassivevoiceandpasttenseindescribinganexperimentTounderstandhowtodesigna(n)questionnaire/survey/experimentscientificallyTodescribetheprocedureofanexperimentlogically

ExperimentationThePenIsMightierthantheKeyboardUCASReading2ThePenIsMightierthantheKeyboardRichardDawkins

UCASReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsReading2UCASBeforeYouReadWhileYouReadAfterYouReadLanguageFocusAcademicLiteracySkillsBeforeYouRead

TheMagicofRealityWarming-upWhichofthefollowingforms(listeningattentively,takinglonghandnotes,drawingmind

mapsoniPad,typingshortpiecesofinformation)doyouoftenusewhenlisteningtolectures?

UCASMenuBeforeYouRead

TheMagicofRealityWarming-upAgroupofstudentsexplainedtheirmotivesofusingdigitaldevicesinclass.Towhatextentdoyouagreewiththem?(1=completelydisagree;2=disagree;3=neutral;4=agree;5=completelyagree)UCASMenuMotivesLikertScale1.Typingonkeyboardsislesstimeconsumingthanhandwriting.123452.Digitaldeviceshelpmegeteasieraccesstonewinformation.123453.Icanusesmartphonestotakepicturesifthelecturerspeakstoofast.123454.Mostofmyclassmateschoosetousedigitaldevicesinclass.123455.Iwanttorecordthelectureandreviewitafterclass.123456.Mynotescanbeneatandwell-organizedonlaptops.123457.Itwillcosttoomuchofmyeffortstotakelonghandnotes.123458.Icanworkonlaptopsifthelectureisboring.12345CompletethisquestionnairebyscanningthecodeWhileYouReadTheMagicofRealityUCAS1.AccordingtothestudyinReading2,doesthepenorthekeyboardperformbetterwhentakingnotes?Menu2.Whatarethesuggestionsofferedbasedonthefindingsofthestudy?Participantswhohadtakennoteswithlaptopsperformedworseontestsofbothfactualcontentandconceptualunderstanding,relativetoparticipantswhohadtakennoteslonghand.Laptopuseinclassroomsshouldbeviewedwithahealthydoseofcaution;despitetheirgrowingpopularity,laptopsmaybedoingmoreharminclassroomsthangood.AfterYouReadTheMagicofRealityUCASMenuGothroughtheexperimentofReading2,notingtheinformationcontainedinthissection.Fillinaflowcharttohelpreadersunderstandhowtheexperimentwasdoneandsummarizewhatshouldbecontainedinthissectioninyourownwords.Answerkeys:Participants:67,33,33,1,2Materials:5TEDTalks,15mins.,interesting,notcommonSetting1:2atatime,roomwithprojectorsSetting2:2atatime,roomwithprojectorsAfternote-taking:2completeddistractortasks,20,factual-recallquestions+conceptual-applicationTworaters:blindtocondition,blindtothepurposesofthestudy,good,discussion.AfterYouReadTheMagicofRealityUCASMenuProponentsofslaveryinparticularduringthe19thcenturyused"race"to

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totakelessonsfromaprofessionalthanwomen.Inthesesituations,weunderstandthatwemustengagewiththesestakeholdersto_____________any

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Thecombinationofboringlecturesanda

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ofdrivingonelectricity.resolve retention detrimental offset inclinedVocabularyretentioninclinedresolvedetrimentaloffsetLanguageFocusTheMagicofRealityQueuingTheory:HowtochoosetheFastestLineattheGroceryStoreUCASMenuPassivevoiceControllingperspectiveWhoisthesentenceabout?Topic(beginning:oldinformation)+stress(ending:newinformation)Notop-heavypassivesentenceDonotwritesentenceswithverylongsubjects+ashortpassiveverbe.g.,Thestudiesshowingthatlaptopusecannegativelyaffectperformanceoneducationalassessmentwhenthecomputerisusedforitsintendedfunctionofeasiernotetakingwerereportedinthisarticle.LanguageFocusUCASMenuTask1Useproperformsofthefollowingverbstocompletethepassage.disconnect,exclude,instruct,project,

preset,resolve,take,transcribewereexcludedweredisconnectedwerepresetwereprojectedwereinstructedweretakenwereresolvedweretranscribedAcademicLiteracySkillsTheMagicofRealityUCASMenuDescribingaprocess“WHW”PrincipleWheresomethinghappenedThelocationwherethestudywascarriedoute.g.,ThisstudywasconductedatXiayangforestfarm,SoutheastWuyiMountain.HowsomethingwasdoneThespecificstepstakenintheprocessesorprocedurese.g.,ThentheGlu-Cdigestionwasperformedat30℃for18thwithanenzyme-to-proteinratioof1/40(w/w).WhysomethingwasdoneThereasonwhyacertainstepwastakene.g.,PVCtubeswerecarefullydrivenintothesoiltoavoidmajordisturbancesfromhumanandstemflows.AcademicLiteracySkillsTheMagicofRealityUCASMenuTask2Passivevoiceandpasttenseareverycommoninwritingmethods.ReadtheparagraphsthatdefinetheexperimentinReading2,notingthevoicesandthetensesofsentences.Thenworkoutthedifferencesbetweenthefollowingsentencesa)andb).1.a).Longhandnotesweretranscribedintotextfiles.b).Wetranscribedlonghandnotesintotextfiles.2.a).WeselectedfiveTEDtalksforlengthandtocovertopicsthatwouldbeinterestingbutnotcommonknowledge.b).FiveTEDtalkswereselectedforlength,interestandvariety.3.a).Theroomwaspresetwitheitherlaptopsornotebooks,accordingtocondition.b).Theroomispresetwitheitherlaptopsornotebooks,accordingtocondition.4.a).Participantsweretakentoalab.b).Inthisstudy,participantsaretakentoalab.✓✓✓✓AcademicLiteracySkillsTheMagicofRealityUCASMenuTask3Thefollowingpassageisabriefnoteof“participants”takenbytheresearchersinastudyofmultitaskingbehavioramongcollegestudents.Pleaseusepasttenseandpassivevoicetorephrasethenoteandwriteacoherentpassagedescribingtheparticipants.Thefirstsentenceisgivenasanexample.Note:(1)Wehavesixtyundergraduatesattheuniversity.(2)Flyerspostedoncampusandin-classannouncementsarerecruitmenttools.(3)Weoffercourseextracredit.(4)Weincludethembecausetheyenrollinonecourseofmath,science,andchemistry.(5)Twoeye-trackingdatalostbecausethesoftwarefails.(6)Only58dataleft.Participants:(1)Sixtyundergraduatestudentsattheuniversityparticipatedinthestudy.________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(2)Participantswererecruited

throughrecruitmentflyerspostedoncampusandin-classannouncementsinundergraduatepsychologyclasses.(3)Participantswereofferedcourseextracreditfortheirparticipation.(4)Inclusioncriteriawerethatstudentswerecurrentlyenrolledinatleastonecourseofmath,science,andchemistry.(5)Becauseofhardware/softwarefailures,eye-trackingdatawerelostfortwoparticipants.(6)Therefore,completedatawereavailablefor58participants(N=58).AcademicLiteracySkillsTheMagicofRealityUCASMenuTask4Pleasereadthephrasesgiveninthewordbox,andusetheirproperformstocompletetheprocedurepartofa“fooddeprivation”essay.(1)_______________,participantsgaveinformedconsent.Eachconsentformcontainedanassignedidentificationnumberandrequestedtheparticipant’sGPA.Studentswere(2)________informedthattheywouldbenotifiedbye-mailandtelephoneabouttheirassignmenttooneofthethreeexperimentalgroups.(3)________,studentsweregivenaninstructionsheet.Thesewritteninstructions,whichwealsoreadaloud,explainedtheexperimentalconditions,clarifiedguidelinesforthefooddeprivationperiod,andspecifiedthetimeandlocationoftesting.Participantswererandomlyassignedtooneoftheseconditionsusingamatched-tripletsdesign(4)__________theGPAscollectedattheinitialmeeting.Thisdesignwasused(5)__________individualdifferencesincognitiveability.Twodays(6)____________theinitialmeeting,participantswereinformedoftheirgroupassignmentanditsconditionandremindedthat,(7)_______theywereinafood-deprivedgroup,theyshouldnoteatanythingafter10a.m.thenextday.Participants(8)______________weretestedat7:30p.m.inadesignatedcomputerlab(9)_____________thedeprivationstarted.Thoseinthe12-hourgroupweretest