Cambridge English for Scientists Students Book

UNIT 1
Getting started
in research
page 6

UNIT 2
The scientific
community

Skills

Language focus

Texts

Planning a career in
science
Applying for research
funding
W riting up a resume or CV
Preparing for an interview

Talking about your career path
Summarising a research proposal
Organising and adding detail to a
resume or CV
Preparing and practising the
presentation of a proposal
Answering interview questions

Listening
A researcher discusses her career options
A supervisor gives advice on writing a CV
A researcher practises presenting a
research proposal

Communicating with
scientific communities
W riting a critical review
Completing a Material
Transfer Agreement

Recognising different styles of
writing
Asking for help using an online
forum
Reading and note-taking for a
critical review
Completing an MTA (Material
Transfer Agreement)

Listening
A student asks for advice on writing a
critical review
A student discusses published research
with his supervisor
A researcher completes an MTA with help
from his supervisor

Linking sentences in writing (1)

Arguing for and against an idea
appropriately
Supporting ideas with evidence
Following a discussion in a team
meeting
Interrupting a meeting
appropriately

Listening
A student explains a new idea to her
supervisor
Four scientists describe their problems
with team meetings in English
A monthly research meeting

Describing approaches to
data collection
Designing an
experimental set-up
Describing material
phenomena and forces
Making predictions of
experimental results

Making suggestions and plans
for an experiment
Giving advice to a colleague
Prefixes and suffixes (1)
Predicting the results of an
experiment

Listening
A researcher discusses procedure with her
supervisor
A researcher describes her experimental
set-up to a colleague
A researcher makes predictions about her
experiment

Describing a process
Evaluating the results of
an experiment
Describing problems with
an experiment
Keeping a lab notebook

Describing experimental
procedure
Revising a paper (1)
Describing expectations and
outcomes of an experiment
Describing and reporting
problems in an experiment
Linking sentences in writing (2)
Using symbols and abbreviations
in lab notebooks
Describing lab protocols

page 14

UNIT 3
Finding a
direction for
your research

Doing a literature review
Using evidence in arguing
a point
Taking part in a meeting

page 22

UNIT 4
Designing an
experiment
page 30

UNIT 5
Describing an
experiment
page 38

4

Contents

Reading
A notice for a scholarship
A project summary
An extract from a CV

An extract from an email
Advice on conference call interviews

Reading
Extracts from different styles of writing
Questions from an online science forum
An extract from a critical review
An email

Reading
Extracts from a literature review
An extract from an email
How geckos walk on walls

Reading
The scientific method
Listening
A researcher asks a colleague to comment
on his paper
A researcher discusses the progress of his
research with a colleague
A researcher reports a problem with his
research
A researcher explains why she prefers
using an electronic lab notebook
Reading
A summary of a scientific procedure
A summary of a researcher's results

UNIT 6
Writing up
research 1:
materials and
methods

Skills

Language focus

Texts

Describing states
and processes
Describing data:
numbers /
numerical values
W riting up from lab
notes

Describing procedure in the materials
and method section
Revising a paper (2)
Expressing numbers and describing
data
Prefixes and suffixes (2)
Rewriting lab notes for a paper

Listening
A student gets advice on the first draft of

a paper
Researchers discuss experimental data
A student describes changes to her
method

Analysing data
(statistical
analysis)
Summarising data in
visual form
W riting captions for
figures
Describing visual data

Prefixes and suffixes (3)
Describing data for statistical analysis
Comparing and contrasting
experimental results (1)
Writing a caption for a figure or graph
Describing a figure or graph in a
paper

Listening
A student describes his research
A supervisor asks a student to make
corrections to a figure
A student asks her supervisor for help
with her paper

Organising the results

and discussion
sections
Preparing and writing
the results section
Preparing and writing
the discussion
section

Organising writing in paragraphs
Referring to visual data in a paper
Comparing and contrasting
experimental results (2)
Summarising information efficiently (1)
Describing the limitations of research
Making suggestions for future
research

Listening
A student explains his research to a
colleague
A student gets advice on the first draft of
a paper

Writing the
introduction
Writing the abstract
Giving a title to your
paper
Contacting journals

Reporting the work of other
researchers in a paper
Organising an abstract
Summarising information efficiently (2)
W riting a cover letter to a scientific
journal

Listening
A supervisor comments on the first draft
of his student's abstract
A student discusses the title of a paper
with his supervisor

Giving a paper at a
conference
Socialising at a
conference
Presenting a poster

Helping an audience understand the
organisation of a presentation
Socialising at a conference
Organising a poster
Summarising the content of a poster

page 46

i

UNIT 7

Writing up
research 2:
presenting data
page 54

UNIT 8
Writing up
research 3:
results and
discussion
page 62

UNIT 9
Writing up
research 4:
introduction
and abstract
page 70

UNIT 10
Presenting
research at a
conference
page 78

Reading
Extracts from an early draft of a paper
Extracts from a researcher’s lab notebook

Reading

Extracts from a researcher’s lab notebook
A table of experimental data

Reading
Extracts from a student’s paper

Reading
Extracts from a student's paper
Advice on how to get your research
published
A cover letter to a scientific journal
Listening
A researcher gives a paper at a
conference
Eight conversations of people socialising
at a conference
A student answers questions about his
poster presentation
Reading
How the adaptive immune system
responds to a viral vaccine
Advice on preparing a good poster

Additional material

page 86

Glossary

page 117

Audioscript

page 91

Acknowledgements

page 126

Answer key

page 103

Contents

5


UNIT 1
•
•
•
•

Planning a career in science
Applying for research funding
Writing up a resume or CV
Preparing for an interview

Planning a career in science

In pairs, discuss th e following questions.
1
2
3

Why did you choose a career in science?
W hat field o f science are you cu rre n tly w o rkin g o r studying in?
W hat w ould you like to do n e xt in yo u r w o rk o r studies?

M an y scientists continue th e ir education in o th er countries. The tab le
below summarises higher education fo r science in th e US. M a k e a sim ilar
tab le fo r your country and then answer th e following questions.
1
2

Is science education in the US s im ila r to science education in your country?
If you decided to study in th e US, which qua lifica tio n w ould be best fo r you?

H igher edu cation for scien ce in the US
Qualification
(lowest to highest)

Category

Duration
(full-time)

Place of study

A sso ciate of Science

deg ree (AS)

u n d e rg ra d u a te

2 y ea rs

co m m u n ity college or
ju n io r college

B achelor of Science
d eg re e (BS)

u n d e rg ra d u a te

2 o r 4 y ears*

______
.t '.j.'

1

..

college o r u n iv ersity
gpjgf
*•- .4-

■

&3TT?*. Y

- I

'J

M aster of Science
deg ree (MS)

g rad u a te
(p o stg ra d u a te )

2 y ea rs

u n iv ersity o r g rad u a te
sch o o l

D octoral d eg re e (PhD)

g rad u a te
(p o stg ra d u a te )

3 to 8 y ears

u n iv ersity o r g rad u a te
sch o o l
'

* Students w h o have already c o m p le te d an
A sso ciate (A S ) deg ree can b e c o m e a B a chelo r

Unit 1 Getting started in research

o f Science if th e y s tudy f o r t w o m o re years.


2

a

► 1.1 Eriko is from Japan and will soon com plete a PhD in biotechnology in
London. She is discussing th e next stage in her career with her supervisor,
Susana. Listen to p a rt of th e ir conversation and tick th e options which
in terest her and put a cross next to the options which do not.
□
□
□
□
□

teaching (undergraduate) students
doin g p ost-doctoral research
supervising a research team
fin d in g a perm a n en t position a t a university
discussing th e o ry

□

doing practical fie ld w o rk
staying in London
fin d in g a w ell-paid jo b

D

□
b

► 1.2 You will h ear eight sentences from Eriko and Susana’s conversation.
Listen and com plete th e firs t row of th e tab le by w riting th e num ber of
each sentence ( 1 - 8 ) in th e correct column.
Talking ab o ut...
likes or dislikes

3

past experiences

future (more certain)

C

Look a t th e underlined phrases in Audioscript 1.2 on page 9 1 . Put th e
underlined phrases into th e correct p a rt o f th e second row o f th e tab le in
Exercise 2b.

3

Think ab ou t your career in science and m ake notes on:

b

future (possible)

•

w h a t you enjoy m ost a b o u t w o rkin g in your scientific field

•
•

w h a t you w ould like to do (and n o t like to do) ne xt in your career
which o f your past and present experiences are m ost relevant to your fu tu re
in science

In pairs, take turns to interview your p a rtn e r ab ou t his/her career path in
science. Use th e phrases from Exercise 2c to help you.

Unit 1 Getting started in research

7


Applying for research funding
Read th e following extract from a website and then,
in pairs, answer th e questions below.

About___________________

1
2

Can an organisation apply fo r th is scholarship?

W ould you be interested in ap p lyin g fo r SARF?
Why / why not?

The Sheridan Australian Research
Fellowship (SARF) aims to develop

3

W h at info rm a tio n m ig h t you need to include on your
ap plication form ?

4

W hat are the advantages o f a ttra c tin g scientists
‘w ith futu re p o te n tia l fo r leadership in th e ir fie ld ’ to
a country?

science in Australia by attracting
outstanding scientists in their field
to continue their research in an
Australian university or research
institution. SARF fellow ships are
awarded to individual scientists with
future potential fo r leadership in their
field. Successful applicants receive
a 5-year grant covering salary, travel
and relocation costs.

Eriko has decided to apply to SARF and has
dow nloaded an application form . Look a t the list of

sections on th e form ( 1 - 1 0 ) and match each one to
Eriko's notes on th e inform ation she needs to provide

APPLICATION FORM
1
2
3
4
5
6
7
8
9
10

APPLICANT
CURRENT APPOINTMENT AND ADDRESS
LOCATION OF PROPOSED STUDY
SPONSOR’S RECOMMENDATION
DEPARTMENTAL SUPPORT
PROJECT TITLE
PROJECT SUMMARY
DETAILS OF PROPOSED RESEARCH
BUDGET
NOMINATED REFEREE WITH PERSONAL
KNOWLEDGE OF APPLICANT

Section 7 of th e form asks applicants to w rite a
project sum m ary o f th e ir research proposal. Think
ab ou t a research project in your area. In pairs,

take turns to sum m arise th e project following the
instructions ( 1 - 6 ) below.
1 State the aims o f yo u r research
2 Define w ha t the problem is
3 Explain why yo u r to p ic is w o rth researching
4 Say w h a t th e expected outcom es o f the research are
5 O u tline th e procedures you w ill follow
6 O utline how you w ill lim it your investigation
Read Eriko's com pleted project summary on page 9.
Then say w h at you think th e commercial applications
o f Eriko's research m ight be.

Unit 1 Getting started in research

a.

an explanation o f Kou III do

research and

uhy it is im portant
b

a short description o f u h a t III research

c

a statement from a senior researcher explaining

uhy I'm a suitable applicant

d

how m uch I plan to spend on my research

e
f

th e jo b I do nou
th e name o f someone to support my application

g

u h a t I’ll call my research

h

permission from my head o f fa c u lty to use his
h e r resources

i

uhere I plan to study

j

my personal info


7 PR O JEC T SUMMARY
Provide a b rie f summary o f aims, significance and expected outcomes o f the research

plan

A 3 -D

o d o u r- c o m p a s s f o r o d o u r - d e te c tin g ro b o ts

Odour-sensing robots offer many benefits over the current use of animals in similar
roles, including safety, efficiency and durability. [A] However, the robots which have
been developed to date are limited by the fact that they can only accurately detect
and navigate towards odour plumes if they are within direct ‘sight’ of the chemical
source. Clearly, in real world situations, obstacles may well impede the robot’s
detection ability, and at present, odour-sensing robots are therefore only of limited
use. [ B ] The proposed research will concentrate on developing a robot which is
able to gather readings in three dimensions and therefore overcome the limitations
of current models in odour-detection. [C] This technology will make robots a more
effective substitute for animals.
[ D ] This research aims to develop existing robotic technology to create a threedimensional (3-D) odour compass to be used as a navigation tool in searching
for an odour source. [E] This will then be tested experimentally in simulated
environments where wind direction is not stable or where obstacles interfere with
odour distribution. A second stage in the research will be to develop the robot’s
environmental sensors, thus allowing it to safely negotiate the terrain to reach the
source of the odour. [F] This should produce a robot which is able to both detect and
move to the source of an odour, even on difficult terrain.

M atch each highlighted section in th e summary (A -F ) to th e correct
function ( 1 - 6 ) from th e list in Exercise 5a.
Look a t th e highlighted sections A -F again. Underline th e words th a t you
could use in your own project summary. M akes notes like th e following
example.

However, Ho
A lWife^A Po ^fe-fine PUe pvoblewv (A)-

Com plete th e project summary by an other researcher below using the
correct word or phrase from th e box.
aims to

however

the in itia l phase

the proposed research

the study

w ill indicate

Consumer interest in wines produced in organic vineyards has increased significantly
in the last few years. (1 )______________, to date it is unclear whether these production
methods actually improve soil or grape quality. (2 )______________will be the first phase
of a long-term study on a New Zealand vineyard. These results (3 )_____________
whether methods of viticulture improve grape quality.
The research (4 )
investigate the effects of organic agriculture on soil
and grape quality. ( 5 )
will consist of two treatments, organic and
conventional (the control), each replicated four times in a randomised, complete block
design. All organic practices will follow the standards set out by the Food Standards
Australia New Zealand (FSANZ).

(6 )-------will assess soil quality using physical, chemical and biological
indicators over six years. The next phase will then assess the physiology of the vines.

W rite a short project sum m ary o f ab ou t 1 5 0 words fo r th e research you
discussed in Exercise 5 a above. Use th e phrases you noted in Exercises 5d
and 6a.
Unit 1 Getting started in research


Writing up a resume or CV
7

3

In pairs, discuss th e following questions.
1
2

3
4

b

Have you ever applied fo r a jo b in science? If not, w h a t kind o f jo b would
you like to apply fo r in the future?
W hich o f the follow ing docum ents are jo b applicants usually asked fo r in
yo u r country?
• ap plication form
® biodata
• cover le tte r (covering letter)

® resume o r CV (curriculum vitae)
Have you ever w ritte n one o f these docum ents in English?
Do you th in k th a t th e in fo rm a tio n you include and the way you organise a
resume o r CV in English w ill be the same as a resume o r CV in yo u r own
language?

Section 1 o f th e SARF application form asks applicants to include a copy
o f th e ir CV. In pairs, look a t th e list o f possible headings fo r a CV (a -l) and
then answer th e following questions.
1
2
3
a
b
c
d
e
f

8

a

□
□
□
□
□
□

c o m p u te r skills
disserta tio n s
education
grants and awards
personal info rm a tio n
presentations

g
h
i
j
k
1

□
□
□
□
□
□

p ublications
research experience
study abroad
teaching experience
technical skills
travel

► 1.3 Eriko is getting advice from Susana ab ou t w riting her CV. Use th e list
in Exercise 7 b to com plete th e headings Eriko will use.

®

b

W ould you use all th e headings (a -l) on yo u r CV? W hy / why not?
How w ould you organise th e in fo rm a tio n in your CV? Put th e lis t o f headings
(a -l) in th e best order.
W hat kind o f in fo rm a tio n w ould you include under each heading? M ake
suggestions fo r each heading.

Personal Inform ation

•

(1) -------------------

®
®

Research Experience
Technical Skills

•

(2) -----------------------

®
•
®

P ublications
( 3 ) ________________ and ( 4 ) _________________
P resentations

Look a t Eriko's list in Exercise 8 a and com pare it with your ideas from
Exercise 7b. Did you choose th e same headings and put them in th e same
o rd e r as Eriko? If not, w h at is different?

C ► 1.3 Listen to th e conversation again. W h a t TW O things does Susana say
ab ou t how a CV should be organised?

9 3

10

In pairs, look a t an extract from th e CV o f a student, Carlos, on page 8 6 .
According to Susana’s advice in Exercise 8c, does Carlos need to m ake any
changes to w h at he has w ritten?
Unit 1 Getting started in research


b

When adding details to your CV, it is a good idea to use bullet points
ra th e r than full sentences. Look a t th e following revisions to an other p a rt
o f Carlos’s CV and then answer th e questions below.

One of my research focuses was to
examine the relationship between
vegetation and the hydroperiod by

producing detailed graphical profiles.
*

1
2

C

2
3
4

a

2
3

11


ivvhev-«nnv\i\<70

V w l ^ b iU f y o-P pevil^goon^nl v e g e b ^ H o v \

W hat kind o f w ord comes firs t in each b u lle t point? How is this w ord form ed?
Why does he move to exam ine the re la tio n sh ip between vegetation and the
h yd ro p e rio d to th e end o f th e firs t sentence?

M y main research focus was to generate specific carbohydrate oligom ers by

using pure cloned enzymes.
D uring my project, I focused on the creation o f a new CD4 positive HeLa cell
clone.
As p a rt o f the Cell Wall Genomics team , I have developed sensitive m ethods
to determ ine the fine s tru c tu re o f pectins in maize.
I have been involved in in ve stig atin g the way the m yocardium adapts
follow ing exercise, p a rtic u la rly the a d a p ta tio n th a t takes place a t the subcellular level.

Your CV should always include any publications you have worked on in th e ir
correct citation form . In pairs, answer th e following questions.
1

b

*

Rewrite th e following sentences as bullet points.
1

10

pvOtftiAceA pvo-files
f o e*£> w lv\e T h e v-el^H onsU ip b e f w e e n
vegeh^vH oH
VUe Uy
The research for my PhD focused on the
analysis ©f the intra- and inter-annual
variability of perilagoonal vegetation.

W h at is th e corre ct o rd e r o f in fo rm a tio n in a cita tio n ? N um ber the item s in
the box below in o rd e r from 1 to 6.
I I page numbers

CD journal volume and/or issue number

I I title of article

CD year

CD journal name

CD author's name

If th e paper has n o t yet been published, w h a t do you w rite instead o f the
volume and pa g e ?
If th e pa per has been s u b m itte d (given) to a jo u rn a l b u t n o t yet accepted,
w ha t do you w rite instead o f the jo u rn a l nam e, volum e and p a g e l

W rite out th e inform ation fo r th re e d iffe re n t publications Carlos has
worked on ( 1 - 3 ) in th e correct citation form .
1

S u b m itte d m anuscript. / (2011) / Hernandez Sanchez, R. and Alvarez, C.M . /
‘S alinity and intra-annual v a ria b ility o f perilagoonal v e g e ta tio n ’

2

E nvironm ental M a n agem ent Review / (2011) / ‘D eclining peri-dunal

v a ria b ility in D ohana’ / In press. / Hernandez Sanchez, R., Gomez H errera,
S.A. / and Alvarez, C.M.

3

pp 1 6 7 - 1 8 4 / ‘H ydroperiod effects on peri-dunal vegetation’ / Vol 2. / Spanish
H ydrology Journal / (2010) / Hernandez Sanchez, R. and Alvarez, C.M.

Think ab ou t a job o r a scholarship you would like to apply fo r and then
w rite a firs t d ra ft o f your CV. Use th e advice in Exercises 7 to 9 to help you.

Unit 1 Getting started in research

11


Preparing for an interview
12

13

Read th e extract o f an email to Eriko from
D r Caroline Hansford of SARF and then answer
th e following questions.

a

1

How w ill Eriko be interviewed?

2
3

W hat does she have to do before the interview?
Why m ig h t th is interview be p a rtic u la rly d ifficu lt?

Eriko has decided to w rite her presentation and
then to m em orise it. In pairs, make a note of the
advantages and disadvantages of:
•
•
•

b

reading yo u r presentation from a scrip t
m em orising th e s crip t o f your presentation
n o t using a s c rip t (using notes only)

► 1.4 Eriko has asked Carlos to com m ent on her
p resentation. Listen to Eriko’s firs t tw o a ttem p ts
and answer th e following questions.
1
2

and w e plan to hold interviews in
the final w eek o f July. Your interview
has been scheduled fo r Thursday
28 July at 0900GM T. As you are

currently based in the UK, w e will be
interviewing you by conference call.
Please w rite b a ck to us to confirm
your availability fo r this date and tim e
W e will be asking all interviewees to
deliver a short presentation o f their
research proposal at interview. In
your case, w e w ould like to ask you
to upload a video of yourself giving
such a presentation no later than
W ednesday 20 July.

How do you th in k Eriko feels?
W hat com m ent does Carlos make on her firs t a tte m p t?

C

W h at advice do you think Carlos might give to Eriko on her second attem pt?

d

► 1.5 Listen to Carlos’s feedback. Com plete th e notes below.

m

e

m

m

m

t

m

Good'
Remembered everytbirg
Spoke more ( 1 ) _________ _ _
Speed O K
Practise more:
(la ke important words ( 2 ) ______________ and

( 3 ) --------------------Ran uben to ( 4 ) _____________
Practise ( 5 )

words many times

Ask an ( 6 )

( 7 ) ______________ to

record your presentation so you can copy tbem-

e

► 1.6 Listen to Eriko practising th e introduction to her presentation again.
1
2

12

Has she follow ed all o f Carlos’s advice?
Does the presentation sound b e tte r now?

Unit 1 Getting started in research


► 1.7 Listen to th e following extracts from th e presentation and m ark the
stressed words with a (•) as in th e example.
1

Hello. M y name is ... and I’m cu rre n tly ...

2

M y research focuses on ...

3

This is useful because ...

4

For example, ...

5

However, there are a num ber o f problem s w ith ...

Complete the phrases in Exercise 13 f with information th a t is true for you.
Then practise saying the sentences, paying attention to stress and intonation.
Im agine you are giving a short presentation like Eriko. Either: Choose a
topic in your own research area and plan a short presentation (about 7 0
words). Plan where you will pause and which words you will stress, as in
Exercise 1 3f. Then m em orise th e te x t. Or: Using th e audioscript, mem orise
the beginning o f Eriko’s presentation. Then take turns to deliver your
presentation to a partner. Give feedback on each o th e r’s presentations.
Phone and video conferencing are both common fo r interviews and
meetings nowadays. Com plete th e advice fo r interviews by conference call
using th e words and phrases in th e box below.
application form comfortable position facing late
phone number questions see shuffle thank tone of voice

CONFERENCE CALL INTERVIEWS

Before your interview
Find o u t e x a c tly w h o y o u will b e ta lk in g to
C h e c k w h e th e r th e y will b e a b le to
(1 ) _____________yo u o r ju s t h e a r yo u
C h e c k th e d a te , tim e , th e
(2 ) _____________to d ia l in o n , a n d th e
rig h t c o d e to a c c e s s th e c o n fe re n c e c a ll
R ea d y o u r C V a n d ( 3 ) ____________
a g a in
Practise a n s w e rin g q u e s tio n s yo u m ig h t
b e a ske d
P repare ( 4 ) ____________ to ask th e
in te rvie w e r

During your interview
•
•

D o n 't b e ( 5 ) ____________ I
Use y o u r ( 6 ) _____________ to s o u n d
c o n fid e n t a n d e n th u s ia s tic
Do n o t ( 7 ) _____________ p a p e rs
(this will m a k e a n o ise )
Sit in a ( 8 ) __________
d o not
m o v e a b o u t to o m u c h
S p e a k v e ry clearly,
(9 ) ____________ th e m ic ro p h o n e
W h e n th e in te rv ie w is over,
(10 ) _____________ th e in te rvie w e r(s)
a n d e n d po sitive ly

Look a t th e com pleted advice in Exercise 14 a . Which do you think are the
th ree best pieces o f advice? Why?
Im agine you a re being interview ed fo r a jo b o r a fellowship. In pairs, make
a list of questions which you m ight be asked. Then take turns to interview
each other.

Unit 1 Getting started in research

13

•

Communicating with scientific
communities
Writing a critical review
Completing a Material Transfer
Agreement

•
•

'm r .

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Communicating with scientific communities

a

M atch th e m ethods o f communication (1 - 6 ) to th e pictures (a—f).
1
2
3

an academic jo u rn a l
a conference
an online forum o r science blog

4 a p o p u la r science magazine
5 a p o p u la r science book
6 a newspaper

Which o f these ways do you usually use to communicate?
W hy is it im p o rtan t fo r scientists to keep in touch with:
a
b
c

o th e r people in th e ir fie ld (e.g. biology)?
people in th e ir specialism (e.g. m olecular biology)?
people in o th e r fields o f science?

In pairs, read th e following statem ents and say which form (s) of
communication from Exercise 1a th e speakers should use to find the
inform ation they want.

I'm tr y in g t o le a rn m o re a b o u t th e H a d ro n c o llid e r

because it's b ig new s, b u t it's n o t even close t o m y
a re a so I'm fin d in g th e p a p e rs o n it h e a v y -g o in g .

A t m y u n iv e rs ity , I d o n 't m e e t e n o u g h p e o p le in
m y fie ld - I re a lly n e e d t o n e tw o r k a n d b u ild som e
c o n n e c tio n s w it h p e o p le w o r k in g a ro u n d th e w o rld .

14

Unit 2 The scientific community

I'm h a v in g a p ro b le m
w it h o n e o f m y
p ro to c o ls . I've tr ie d a
fe w d iffe r e n t th in g s , b u t
w it h n o lu c k - I c o u ld d o
w it h som e s u g g e s tio n s
fr o m o th e r p e o p le o f
w h a t t o t r y n e x t.


2 a

Read th e following five extracts and then say which form (or form s) of
communication from Exercise 1 a each one comes from . Which form (s) of
communication are not included in these extracts?
A

... m ore people were pain-free when using the handheld device than those
who had used an identical dum m y device. A lthough the study by Lipton

e t al. (2010) has reliable results, there are some points to consider when
p u ttin g these fin d in gs into context. Im portantly, the results w ill need to be
verified in larger tria ls th a t d ire ctly com pare ...

B Tea and coffee d rinkers have a low er risk o f developing type 2 diabetes,
a large body o f evidence shows. And the p rotection may n o t be down
to caffeine since decaf coffee has the g re a te st effect, say researchers in
A rchives o f In te rn a l M edicine. They looked a t ...
C

... can be rapidly generated by le n tiviru s-m e d ia te d transgenesis. RNAi also
holds gre a t prom ise as a novel th e ra p e u tic approach. This re p o rt provides
an insig ht in to th e cu rre n t gene silencing techniques in m am m alian systems.

D

Hi! Has anyone had any experiences w ith nanoparticles sticking to glassware
:- ( ? If so, does anyone know if th e re ’s a suitable silylation protocol to
p re -tre a t the glassware to do som ething a b o u t th is annoying non-specific
adsorptio n? Thanks!

E A nim al and in vitro studies suggest th a t aspirin may in h ib it breast cancer
metastasis. We studied w h e th e r aspirin use am ong women w ith breast
cancer decreased th e ir risk o f death from breast cancer. This was a
prospective observational study based on ...

3

b

How easy was it to decide where extracts came from? How did you decide
on th e right answer?

3

The language we use changes according to why we are w riting fthe
pu rpose) and who we are w riting fo r fthe re a d e r). It is im p o rtan t to notice
th e d ifferen t styles o f language used in English. Com plete th e second
column o f th e ta b le below, carefully reading th e a p p ro p ria te extract (A -E ).
Feature

Examples

Extract

1 Asks the reader questions

Has anyone had ... ?

D
D

2 Uses multi-word verbs (a verb with an adverb
or a preposition)

do something about

3 Uses exclamation marks and emoticons

Hi!

R
D
D
D

4 Uses non-specific references to the work of
other researchers

R

5 Uses specific references to the work of other
researchers

A

6 Uses impersonal phrases to avoid saying 'You'
or 'We'

there are some points to consider

7 Uses passive verbs to avoid saying who
carries out a process

can be rapidly generated

8 Uses Latin language expressions

et al.

A
E
A
C
A
E

Unit 2 The scientific community

15


Which o f th e features in th e tab le ( 1 - 8 ) are a p prop riate
fo r form al fo r scientific research papers? Which are
ap prop riate fo r personal communication (such as email)?
In pairs, discuss th e following questions.
1
2

When you have a problem a t w ork, who do you usually
ask fo r help?
Have you ever asked a question on a science in te rn e t
forum ? If so, was your question answered?

Read th ree recent posts from an online forum (A -C ) below. Im agine you
belong to th e forum where these questions are asked. Which questions
could you answer? Which answers could you guess?
Read th e posts again. For each post, say which sentence o r sentences
(1 - 3 ) in each one th e w rite r uses to:
a

b
c

ask the question
say w hat the problem is
th a n k the reader

How are th e questions in th e Subject field
o f each post d iffe re n t from norm al
questions?
Think o f a question related to your own
research. Then w rite a three-sentence
post fo r an online forum in an a p p ro p ria te
style using th e phrases in th e box to help
you.
• Does anybody know w h a t ... is ... ?
• I know t h a t ... , b u t I can’t fin d / d o n ’t
know ...
• I was w ondering how / w h a t / why ...
• I d o n ’t mean ... , b u t ...
• In o th e r words, ...
• Any help here w ould be appreciated.
• Thanks in advance.

In pairs, discuss th e following questions.
1
2
3

W hat kinds o f te x t do you need to w rite

in English fo r your w ork o r studies?
Why is it im p o rta n t to w rite yo u r te x ts in
an a p p ro p ria te style?
W hat can you do to take note o f the
d iffe re n t styles o f language used in English
texts?

Unit 2 The scientific community

Subject: Filovirus Host Range?
(1) Does anybody know what the host
range is for filoviruses (i.e. Ebola and
Marburg)? (2) I know that they can infect
most (all?) types of mammals and several
species of birds, but I can’t find the
actual host range anywhere. (3) Any help
here would be appreciated.
B
Subject: materials which x-rays can’t
pass through?
(1) I’ve been looking for a while now, but
I can’t find anything telling me what the
radiopaque materials are. (2) In other
words, which materials can’t x-rays pass
through? (3) Thanks in advance.

Subject: Quality of scientific writing
considered in peer review?
(1) I was wondering how important
the quality of the writing of a submitted

paper is in the peer review process.
(2) I don't mean the quality of the data,
but the actual writing. (3) In other words,
will a nicely written paper with the same
data be more likely to be accepted?


Writing a critical review
6 a

Read th e headlines and beginnings o f two news
articles rep o rting a recent scientific developm ent.
Then answer th e questions below.

T he ‘C h o c o la te C u re’ For E m o tio n a l Stress
There m ay w ell b e another important reason for
givin g your sw eetheart sw eets for Valentine’s Day .

N ew Evidence That Dark C hocolate Helps Ease Em otional Stress
The ‘chocolate c u re ’ for em otional stress is getting new su p p o rt from a
nuWished ...
W M M jP

1
2
3

b

M a rtin a , a ju n io r researcher, is supervising Ryuchi, an MSc Physiology

student. M a rtin a has asked Ryuchi to investigate th e claims in the
headlines and then to w rite a critical review o f th e research. Com plete the
sentences below in your own words. Then in pairs, discuss your answers.
a
b

7

a

Do you th in k the claims m ade in the headlines seem likely o r unlikely? Why?
In general, how can the science re p o rte d in th e m edia d iffe r from the actual
science? Why do you th in k there is a difference?
If you w anted to learn m ore a b o u t the research you see re p o rte d in the
newspaper, w here could you look fo r m ore in form ation?

If you read research c ritic a lly , it means th a t you ...
You should always read research critica lly because ...

^ 2.1 Ryuchi has some questions ab ou t w riting a critical review. In pairs,
discuss questions 1 - 5 . Then listen and make notes on how M a rtin a
answers th e questions.
1
2
3
4
5

b

How long should my review be?
Can I w rite a critical review if I’ve only read the abstract?
How should I approach the reading? W hat should I read first?
Is it a good idea to th in k o f questions I w ant answered?
Do I need to take notes o r can I ju s t h ig h lig h t the relevant b its o f the te xt?

B efore reading, Ryuchi w rites seven questions to help him. M atch the
questions (1 - 7 ) to th e section o f th e research p ap er below where you
would expect to find th e answer.
1
2
3
4
5
6
7

W h at variables were investigated?
How did the authors in te rp re t the results?
W hat were th e main findings?
W hy is th is research relevant?
W ho/W hat was studied?
W hat procedure was used?
W h at was the hypothesis?

•
•
©
®

Introduction:
M e th o d :___
R esu lts:____
Discussion: _

Unit 2 The scientific community

17


C

Ryuchi has taken notes on th e research p ap er th a t was re p o rted in th e news
headlines in Exercise 6 a . Use th e glossary (pages 1 1 7 - 1 2 5 to check the
meaning o f th e words in th e box.
anxiety assessment classify consumption
participant trial period urine

d

hormone

metabolic

microbiota

Read th e Summary column. Which questions from Exercise 7b can you answer?

P-eference: Martin, F-?.X, F-e-iii, i. , Pere-Trepat, 6. e-t al. (2004). 'Metabolic effects of darlc chocolate consumption
on energy gut microbiota, and stress-related metabolism in free-living subjects' I Proteome Pes, 8 (12.), pp 55b8cm .

Section of paper

Summary

Opinion

Method:

• 30 '(oung health') adults

• small sample

• 4o g of dark chocolate/da') * l4 da'js

■

( 1) .

trial period

(2.0 g am, 20 g pm)
• p re -tria l assessment of ankiet') levels
using questionnaires

• using 2 groups further
(2)

sample site

• participants classified as high or low

aro-iet)
• da^s I, 8, 15 - blood and urine samples
• analysed changes in cortisol and
catecholamines in urine

energy

metabolism and gut microbial activities
P-esults:

• didn't look at changes in
P)

taken

levels or reported

(4)
• Nlo (5)

group

• on!') '(oung health') participants

• reduction in stress hormones in the
urine fo r all the participants
• less difference between groups in energy
metabolism and gut microbial activity

Discussion:

• 4o g of dark chocolate a da'j fo r two
weeks can change metabolism
• could have long-term effects on health

• can't prove that (6)
caused the changes
• need more people with the
(7)

anx.iet') levels

• give either chocolate or a
(8)
• look at long-term stress, anwet'), health and
(9)
• should use a (1 0 )

18

e

► 2.2 B efore w riting his critical review, Ryuchi discusses his notes with
M a rtin a . Listen and com plete th e notes in th e Opinion column, using one
word from th e recording fo r each answer.

f

From th e inform ation in Ryuchi’s notes, discuss in pairs w h eth er you think
th e research is:

® credible?
• significant?
• original?
® valid?
@ reliable?

Unit 2 The scientific community

changes
trial


a

Read two extracts from Ryuchi’s com pleted critical review and answer the
questions.
1
2

b

Do the extracts include all the main points from Ryuchi’s notes in Exercise 7d?
Which e x tra c t (A o r B) ...
a sum m arises p a rt o f th e research?
b gives an evaluation?

A

30 young h e a lth y adu lts com pleted a p re-trial q u estio n n a ire to assess th e ir an x iety levels
an d b ased o n this, th e y w ere classified as e ith e r h ig h o r low anxiety. A ll p a rtic ip a n ts ate

40 g o f d ark chocolate a dav fo r 14 davs. O n davs 1. 8 an d 15 u rin e an d blood sam ples
w ere ta k e n an d changes in cortisol an d catech o lam in es in th e u rin e w ere analvsecl. as
w ell as energy m etabolism a n d gut m icrobial activity. T h e research fo u n d th a t afte r 14
davs. th e level o f stress h o rm o n es in th e u rin e w as red u ced in all p articip an ts. In ad dition,
th e re w as less difference b etw e en th e tw o groups in energy m etabolism an d g u t m icrobial
activity.

B

O ne problem w ith th e research is th e sm all sam ple size fonlv 30 peoplel w h ic h w as
f u rth e r divided in to sm aller groups. T h e re w as also n o co n tro l group in th e study,
m aking it im possible to conclude th a t chocolate w as th e cause o f th e changes seen ra th e r
th a n som e o th e r facto r su ch as o th e r food or d rin k , lifestyle change or activ ity level.
F u rth e rm o re , onlv voung h ea lth v adults w ere investigated an d so th e resu lts c a n n o t be
applied to th o se w h o are older o r have pre-existing h e a lth issues.

Read th e six extracts below from a critical review of another paper. Replace
the underlined phrases with an underlined expression from Exercise 8a.

a
b
c
d
e

A b a d th ing a b o u t this research is there were only 2 0 participants. A n o th e r
p roblem is all the subjects were hospital employees,
A ls o , the blood flow in th e brachial a rte ry was measured before they drank
the coffee, and 3 0 and 6 0 m inutes after,
The researchers looHed a t how the blood flow changed.

The re s u lt o f the research was th a t the people who d ra n k caffeinated coffee
had decreased blood flow to th e ir u p per arm .
The results m ia h t n o t be the sam e fo r the general population. There was
also no m easurem ent o f th e changes in blood pressure and blood flow a fte r
one hour, so we c a n ’t know when blood flow returns to norm al,

f

2 0 subjects, between the ages o f 2 5 and 5 0 , who usually d ra n k little coffee,
were given e ith e r a caffeinated o r decaffeinated Italian espresso coffee. Theu
gave b lo o d before th e coffee was d ru n k, and an h our later.

Unit 2 The scientific community

19


C

Put extracts a - f in the correct order to make two paragraphs. One paragraph
should summarise p a rt o f th e research, th e other should give an evaluation.
Find a piece o f published research you are interested in and then m ake a
tab le like th e one in Exercise 7 d and take notes. Use your notes to w rite
two paragraphs o f a critical review in an a p p ro p ria te style.

Completing a Material Transfer Agreement
a

Read th e beginning o f th e em ail sent to mem bers o f a laboratory. Then in
pairs, answer the questions below.

o
:■

*

IT 3

i

m,

t o ..

Nguyen Thanh Binh, M arc Fiedler, Tasha Doran, Pardip J o h a l...

From...

Liam Sands

Send
subject...

Re: Technology Transfer - a reminder

Dear all,
Sooner or later, issues of Technology Transfer (sharing and using discoveries, inventions, materials,
data etc.) will become important in your research career. Protecting your w ork from competitors and,
where appropriate, making it attractive to the commercial sector will be important during your career
as a professional scientist. What are the key issues that you must think about?
1

2

W hat is the purpose o f the email?
W hat kind of discoveries, inventions, m a te ria ls and data m ig h t you share
w ith o th e r scientists in your field?
W hat do you th in k are the key issues o f technology transfer?

3

b

The next p a rt of th e em ail identifies some key issues and offers advice on
them . M atch th e headings (A -E ) to th e extracts ( 1 - 5 ) .
A Huh??? W hat do I do now??
B Always read the sm all p rin t!
C Look out! There may be a
th ie f about!

D Your research is valuable - to others!
E Who, me?

1 ___________
Sooner or later someone in your field is going to ask you for some materials. Never send out any
material without first checking if a Material Transfer Agreement (MTA) is needed.

2 ___________
Don't leave sensitive information, notebooks, etc. open on your desk or in unlocked rooms at the end
of the day. You never know who might be in the building ...
3

______________

If you request materials from another lab, you will probably be asked for an MTA to sign. Not all MTAs
are the same (some say ‘we claim ownership of everything developed in your lab’) so read carefully
before signing and always ask if you’re not sure.
4 ________________
Yes, you! Your research may have a commercial application. Always talk possible applications over
with your supervisor or division head/director before you publish.
5 _________________

If you are still none the wiser, or unsure about any of the issues in this email, please talk to your group
leader or contact me (Liam Sands) at the Technology Transfer Office.

Unit 2 The scientific community


In pairs, discuss th e following questions.
1
2
3
11

3

b

C

Does yo u r place o f w o rk o r study have s im ila r rules to those in the email?
W hat kind o f m a te ria ls require an MTA?

W hat kind o f in fo rm a tio n w ould you expect to be asked fo r in an MTA?

Binh, a biochemist, is com pleting an
M TA to receive some samples from a
tissue bank in th e UK. Read th e M TA
form on th e right. Does this M TA
ask fo r th e kind o f inform ation you
discussed in your answer to question
3 in Exercise 10c?
► 2.3 Binh’s supervisor Alina is helping
him to com plete th e M TA. Listen and
com plete Section A by circling the
correct option ( 1 - 8 ) .

3
4

SECTION A
(to be completed when sending or receiving material):
Recipient Researcher: b r Alina. Pio-trowgkA__________
Recipient In s titu tio n & Address: _4ciaAcag. UAivargj-ty o f -the, iiou-th. CFO Box 2010
Provider Researcher: Livarsool Tiggua &AAk___________
Material Name: BraAg-t tiggiAa MicroArrAyg wax e.Mbe.dde.d ~fci££tAe.

Is this work involved with existing
commercial arrangements?

(1) Yes / No

Does the work involving the material
have commercial potential?

(2) Yes / No

Is th is material hazardous?

(3) Yes / No

W hat do you th in k a la y su m m a ry is?
W hat kind o f language should Binh
use o r avoid when w ritin g it?
Who w ill p ro b a b ly read the
sum m ary?
Why do you th in k th e MTA asks fo r
the sum m ary to be w ritte n in th is

Is BioSafety Committee Approval required?

(4) Yes / No

Is Ethics Committee Approval required?

(5) Yes / No

I f required, has Ethics and/or BioSafety
Approval been received?

(6 ) Yes / No

way?

on the material?

Binh has to w rite a b rie f lay summary
of w hat th e m aterial will be used fo r
in Section B o f th e M TA. In pairs,
discuss th e following questions.
1
2

MATERIAL TRANSFER FORM

Who w ill own the IP in any
modifications to, or data collected

(7) University /
Other / Joint

W ill any University of the South
students be involved in using the material?

d

Com plete Binh’s lay sum m ary using th e phrases in th e box.
different types of material is samples of
The aim of the research is to investigate
w ill be stained to show

12

(8) Yes / No

Think o f some m ate ria l you often use in
your lab. W rite a b rie f lay sum m ary of
what th e m ate rial is and w h at it will be
used for, sim ilar to th e one Binh w rote
in Exercise 11 d.

SECTION B
(to be completed when receiving material):
Brief lay summary of what the material is and what i t w ill
be used for:
The (1) _________________________ huiwAA breASt
tiggwa, both AorwAl AAd froM (2) _________________
tiAMour. T V -tiggua (3) _________________________
axpraggioA o f -the. Nek-2 protaiA, a protaiA which
hAS bea<\ ghowA -to be overexpraggad iA oAa clAgg
oT tuMowrg. (4) _________________________ Nak-2
expraggioA iA vAriowg -tiAMowr -typag AAd ^rAdeg.

Unit 2 The scientific community

21


Finding a direction for

UNIT 3
•

•

Doing a Literature review
Using evidence in arguing a
point
Taking part in a meeting

•

boxfish

beetle

te rm ite
m ound

p la n t
leaves

Doing a literatu re review
B iom im etics, o r bionics, involves designing processes, substances, devices, o r
system s th a t im ita te nature.
1

3

Which natural phenomenon in th e pictures above do you think inspired
each o f th e following inventions?
1
2

3
4
5
6

b

In pairs, discuss th e following questions.
1
2

22

a ir-cond itio n e d buildings
body a rm o u r
super-aerodynam ic car
painless hypoderm ic needle
harvesting w a te r from fog
solar cells th a t follow the sun

Can you th in k o f any o th e r b io m im e tic inventions?
B iom im etics groups are often m ulti-disciplinary, th a t is, they involve people
from a nu m b e r o f d iffe re n t subject areas. W hat disciplines do you th in k
m ig h t be included in a biom im etics group?

Unit 3 Finding a direction for your research

m osquito

Pia is a m aterials scientist. She would like to find a more
efficient way o f coating m etallic bone im plants with
hydroxyapatite (HA), a bioactive calcium phosphate
(CaP). Look a t th e diagram on th e right. It shows a
plasm a-spray process fo r coating m etallic bone im plants
with calcium phosphate. Use a dictionary to check th e

pow der

c o a tin g ^

'in je c t io n
p la s m a g a s c a th o d e

a

s p ra y s tre a m o f
anode

m o lte n p a r tic le s
im p la n t '

m eaning o f th e words in th e diagram .
Pia has noticed a problem with th e process shown in
Exercise 2 a , but she thinks th a t a biom im etic solution
m ight be possible. In pairs, look a t th e diagram carefully and answer the
following questions.
1

2

c o a tin g

W hat do you th in k the problem m ig h t be?
Can you th in k o f a b io m im e tic way to coat the im p la n ts wvith CaP? (Clue:
th in k a b o u t how crystals grow naturally)

Pia has decided to read up on th e topic to help her plan her research
to find a m ore efficient coating m ethod. In pairs, discuss th e following
questions.
1

W hy is it a good idea to review th e lite ra tu re before planning your

2

experim ent?
How can you fin d research papers which w ill be relevant to yo u r area?
W ha t m ig h t Pia’s n e xt step be a fte r she has read some of the literature?

3

Look a t th e extracts from th e lite ra tu re which Pia has found. Which
extract(s) describe:
1

2
3

why CaP is used on m etallic bone im plants

th e advantages o f CaP-coated im plants
the disadvantages o f using plasm a-spraying to CaP-coat metal
g

All coatings were found
to undergo significant
plasma-spraying-induced
changes. Specifically,
hydroxyapatite (HA)
partly decomposed to
a-T C P and tetra calcium
phosphate. (Radin, S.R.
and Ducheyne, P., 1992)

D

Uncemented HA-coated
implants had better survival
rates than the uncoated,
cemented ones.
(Havelin, L.I., Engesteter,
L.B., Espehaug, B., Furnes,
O., Lie, S.A. and Vollset,
S.E., 2000)

Surface engineering of
biomaterials is aimed at
modifying the biological
responses while still
maintaining the mechanical

properties of the implant.
Therefore, there has been
research to develop CaPbased surface coatings on
various metals for implant
applications. (Paital, S.R. and
Dahotre, N.B., 2009)

Plasma-sprayed coatings
have an irregular surface,
and always contain some
holes throughout their
thickness. (Pilliar, R.M.,
2005)

Since 1985, it has been
reported that HA coatings
on metallic implants can
?"..
successfully enhance clinical
success, and a less than 2%
failure rate was reported
during a mean follow-up
study of 10 years. (Yang, Y.,
Kim, K-H. and Ong, J.L.,
2005)

Unit 3 Finding a direction for your research

23

C

M atch th e definitions ( 1 - 8 ) to th e underlined words and phrases in
Exercise 3b.
1
2

3
4
5
6
7
8
d

Explain to a p a rtn e r in your own words:
1
2

3
e

a fu rth e r investigation into sth which happened before
a way in which sth can be used fo r a p a rtic u la r purpose
having parts o f d iffe re n t form s, shapes o r sizes
to cause sth to happen
to change
to continue to be sth o r have sth
to decay o r to break down in to sm aller parts

to im prove th e quality, a m o u n t o r strength o f sth

why CaP is used on m etallic bone im plants
tw o advantages o f CaP-coated im plants
tw o problem s there are o f using plasm a-spraying to CaP-coat metal

Pia has w ritten a review of th e lite ra tu re she has found. Read th e summary
of her review below and then answer th e questions.
1
2

3
4

Does Pia’s sum m ary include key in fo rm a tio n on why CaP coating is used on
im plants? Does it describe advantages and disadvantages o f the process?
Has she used the same w ords as the o riginal a uthors did in extracts A -E ?
How does she refer to the w o rk o f o th e r scientists?
W hat does e t al. mean in ‘Yang e t al., 2 0 0 5 ’?

(1) The surface of metallic bone implants is often sprayed with calcium
phosphates (CaPs) to improve the biological response (Yang e t al., 2005;
Paital and Dahotre, 2009). (2) Studies have found better survival rates for
coated implants (Havelin e t al., 2000). (3) However, the usual plasma-spray
technique cannot coat all surfaces evenly (Pilliar, 2005). (4) In addition, the
plasma-spraying process causes CaP input powders to break down into other
compounds such as tetra calcium phosphate (Radin and Ducheyne, 1992).

In a lite ratu re review, it is im p o rtan t to combine inform ation from d iffe re n t
sources and show how d iffe re n t pieces o f inform ation relate to each other.

Look a t Pia’s sum m ary again and answer th e following question.
W hat w ord o r phrase does Pia use to show th a t:
a there is a co n tra s t between th e in fo rm a tio n in P illia r (2 0 0 5 ) and
Havelin e t al. (2 0 00)?
b Radin and Ducheyne’s (1 9 9 2 ) research shows a n o th e r problem w ith
spraying, d iffe re n t from P illia r (2005)?

24

Unit 3 Finding a direction for your research


g

Com plete extracts 1 - 5 with th e words in th e box. There may be more than
one possible answer.
As a result

1

On the other hand

Therefore

e t al. (2 0 0 9 ) used a pulsed Nd:YAG laser system.
Coating crysta llin ity was observed to increase a t higher tem peratures.
, sp u tte re d coatings heat-treated in the
presence o f w a te r va p o u r a t 4 5 0 °C resulted in a sig n ifica n t increase.
Thiriau e t al. (2 0 0 8 ) showed th a t the procedure results in m ore light-w eight
im p la n ts .__________________________ , A m rani & Guyton (2011) reported

th a t surface dam age in the CaP coating can also be observed.
A surface w ith a g re a te r te x tu re enhances cell in te ra ctio n w ith complex

3

4

tissue such as b o n e .__________________________ , creating threedim ensional features o r te x tu re s on the surface o f a b io m a te ria l is becoming
a reality.
S liding an d /o r v ib ra to ry m otions resulted in adhesion and cohesion at the
interface o f the tw o surfaces
, adhesive damage
caused bound particles to tra n s fe r from one surface to the other.

5

The linking words in Exercises 3 f and 3g show a relationship between two
different sentences. W e can also describe a sim ilar relationship in a single
sentence using th e correct word an d or but. Look a t Pia’s summary in
Exercise 3e and:
®
®

1

Moreover

Kurella e t al. (2 0 0 6 ) used a continuous-wave Nd:YAG laser system to m e lt a
CaP precursor on H - 6 A I- 4 V su b stra te ___________________________ , Paital

2

h

In contrast

com bine sentences (2) and (3) by replacing However, w ith a nd o r but.
com bine sentences (3) and (4) by replacing In a ddition, w ith a nd o r but.

We can describe th e relationships between sentences (2), (3) and (4) in
Pia’s sum m ary in d iffe re n t ways. In pairs, look a t th e four ways below of
organising th e sentences and then decide which way (a -d ) is best. Think
about th e style and th e effect on th e re a d e r as well as th e m eaning of th e
sentences.
a
b
c
d

(Sentence
(Sentence
(Sentence
(Sentence

2],
2).
2)
2)

However, (Sentence 3). In a d d itio n , (Sentence 4).

However, (Sentence 3) and (Sentence 4).
b u t (Sentence 3). In a d d itio n , (Sentence 4).
b u t (Sentence 3) and (Sentence 4).

Look a t an o th er extract from Pia’s lite ra tu re review. Com plete th e gaps
with th e linking words in th e box. There is one word you do not need.
and

but

first

however

in addition

so

Biomimicry has been used to develop alternative coating techniques.
(1 )_________________ , the metal is treated with strong base or acid (Kim et al.,
1996). This treatment transforms the surface into an alkali salt or hydrated oxide.
These show negative surface charges, ( 2 ) _________________ they can attract Ca2+
and cause CaP to grow on the implant. (3 )________________ , a disadvantage of
this method is that it can cause surface problems, (4 )
these can
affect the survival of the implants. (5 )________________ , these methods cannot
be used to coat stainless steel because its alkali salts and oxides do not show
negative surface charges (Miyazaki et al., 2000).
Unit 3 Finding a direction for your research

25


Using evidence in arguing a point
Read th e inform ation ab o u t fog. In pairs, can you think o f a way the
p ro perties o f w a te r can be used to capture w a te r from fog?

W h a t is fog?
Fog develops in alm ost th e same way as a cloud.
Flowever, fo g actually touches the ground rather
than being above it like a cloud. Fog is made up
o f tin y w ater droplets, which are usually around
10 pm in diameter. Fog form s when the air cools to
a p o in t where it can no longer hold all o f th e w ater
vapour it contains (the dew point). The w ater vapour
therefore condenses into tin y liquid w ater droplets,
on surfaces such as the ground, roofs or around
m icroscopic particles such as dust and pollutants in
th e air. The w ater droplets are hydrophilic, th a t is
they a ttra ct o th e r w ater droplets, and so once the
process has begun, larger drops o f w ater can form .

Rayna is doing a PhD in environm ental science. She has been investigating
w ater-harvesting mechanisms. She is w riting to Bryn, her PhD supervisor.
Read an extract from her email and then answer th e questions below.
... wondering if I could arrange a meeting with you some time next week? I’d like to discuss an idea
for a possible new direction to take our research in.
Basically, I’ve been doing some reading on the Namib Desert Beetle and think that there might be a
way to design some kind of water-harvesting material based on its wings.
They are covered in hydrophilic bumps which attract water droplets in the fog. The drops get larger,

and when they become too heavy to stay on the bump they roll off. The bumps are surrounded by
hydrophobic channels so the water rolls down into the beetle’s mouth.
I really think it might be possible to develop a superhydrophobic material which has a surface covered
in superhydrophilic bumps to trap water droplets in fog and this is what I’d like to ...
1

W hat is the difference between (super-)hydrophilic and (super-)hydrophobic?

2
3
4

W hat does Rayna hope to design?
W hat is th e biological in s p ira tio n fo r her design?
How does she plan to use th is in sp ira tio n in her design?

In pairs, draw a diagram of th e design described in Rayna’s email.
C om pare your diagram with th e one in th e key on page 106.
► 3.1 Listen to Rayna and Bryn’s m eeting. Is Bryn interested in
R ayna’s idea? W hy / why not?
► 3.1 Listen again and answer th e questions.
1

3

Why does Bryn th in k Rayna’s idea is m ore com plicated than the
lotus-inspired design?
Why does Rayna th in k her m aterial w ould be m ore efficie n t than
th e lotus-inspired design?
Why does Rayna think her material would be more effective than fog-catching nets?

4
5

W hat tw o uses does Rayna suggest fo r her m aterial?
Which use is Bryn m ost interested in?

2

Unit 3 Finding a direction for your research


5

a

When we are arguing with someone, we need to use evidence to support
our point o f view. W e can use ‘because’ o r ‘because o f’ to give a reason
or ‘so’ to show a result o f a situation. Look a t th e following examples and
then com plete sentences 1 -5 below using because, because o f o r so.
• I th in k nets m ust be less efficie n t because they have holes in them .
® I th in k nets m ust be less efficie n t because of the holes in them .
® They have holes in them , so I th in k nets m ust be less efficient.
1 ________________ the wave o f dep o la risa tio n running along the cell, a series
o f new action pote n tia ls is triggered.
2_________________ th e m agnitude o f the energy loss is g re a te r fo r
phosphorescence than fo r fluorescence, phosphorescence occurs a t longer
3
4
5

w avelengths than fluorescence.
The inte rna l dynam ics o f the proton are c o m p lic a te d ________________ they
are dete rm ined by th e quarks exchanging gluons.
Root g ravitropism influences the p la n t m ore than ro o t hydrotropism ,
________________ hydrotropism is d iffic u lt to observe in vivo.
The rem aining subjects were excluded from the a n a ly s is ________________
missing data.

b ► 3.2 Listen to this extract from Rayna and Bryn’s conversation and circle
the phrase in bold th a t th e speakers actually use. Check your answers in
Audioscript 3 .2 on page 9 3 .
Rayna: I think we could / We can create a m aterial which will / could be used
to harvest w a te r from fog.
Bryn:

Yes, th a t m ight be possible / we can, b u t it wouldn’t be / 1 don’t
believe it would be any b e tte r than the lotus-inspired surfaces Meera
and Zein are w o rkin g on.

Rayna: T h a t’s true, but it seems to me th a t / but th is w ould be m ore efficient.
C Look a t th e altern atives in th e sentences in Exercise 5b. The meanings are
the same. Which version of th e conversation is m ore polite? Why?

d

M ake th e sentences below m ore polite by using th e less certain and less
direct kind o f language in Exercise 5b.
1

I th in k th a t bio m im e tic solar panels which move w ith the sun can be created

2

by using alte rn a tive m aterials and designs.
They w ill be useful in developing areas, where m otor-based sun-tracking

3

panels are n o t affordable.
Also, solar cells th a t tra ck the sun are p ro b a b ly m ore efficie n t a t generating
pow er than those in a fixe d position.

6

Think of an issue which people in your field often argue about. Then in
pairs, argue fo r or against th e point. Rem em ber to use evidence to support
your view and phrases to sound polite, as in Exercises 5 a and 5b.

Unit 3 Finding a direction for your research

27