● A Malvern mastersize system is available for the measurement of particle size within powder and emulsion samples. Suitable samples include soils, sediments, powders and industrial dust samples. Particle sizes can be accurately measured using less than a gram of material.
m ) Typical applications of GPC include:
● Number average molar mass (Mn).
● Weight average molar mass (Mw).
● Other average molar masses (e.g. Mz, Mz+l, Mp).
● Molar mass distributions, polydispersity index.
● Identification of oligomers, monomers, solvents and additives.
● Analysis of copolymers and blends.
n ) The applications of this technique include:
● Studies of range of usefulness of structural materials.
● Studies on composite materials and adhesives.
● Crosslinking reactions of resins.
● Effects of fillers and additives on mechanical / thermal properties.
o ) The principal applications of UV-visible spectrophotometry include:
● The quantitative analysis of a wide range of organic and inorganic species.
● Enzyme assays in biochemical analysis.
p ) Typical applications include:
● The rapid multi-element analysis of metals and some non-metals in a wide variety of matrices, ranging from the major constituents of alloy samples to trace metals in biological samples.
q ) Typical applications of the technique include:
● Ultratrace levels of metals in aqueous samples.
● Trace metals in biological fluids (where the small sample size and limited pretreatment requirements are advantageous).
● Arsenic and selenium in air sampling filters.
● Aluminium in tea.
r) Typical applications include:
● The analysis of biological samples for their Na or content.
● Lithium determinations in biological samples in relation to antidepressant drugs.
s ) The main application of the technique is for:
● The analysis of fluoride, chloride, nitrate, nitrite, phosphate and sulphate and certain other anions at sub-ppm levels in clean aqueous samples.
t ) Typical applications include:
● Determination of amount of solvent, monomer or moisture in a sample.
● Temperature stability and decomposition of a sample.
● Level of inorganic filler or additive from the residual mass at high temperature.
● Analysis of copolymers and blends.
● Oxidation studies of metals, oils and polymers.
u ) Typical processes studied by DSC include:
● Class-to-rubber transition in polymers.
● Fusion (melting) of metals, organic compounds and polymers.
● Chemical reaction or decomposition.
● Curing (Crosslinking) processes in resins.
● Crystallisation kinetics.
● Effects of thermal history on subsequent behaviour.
2.10. Translate the sentences from English into Russian paying special attention to the words in italics.
1. Any research starts with setting a research area.
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2. Any research area is determined by a number of objective factors.
3. The object of the research is always broader than the subject chosen for research.
4. A research problem is a puzzle which needs solution.
5. In the introduction of the research paper it is necessary to prove that the chosen problem is topical.
6. The objectives of research may corresponds to the order of the chapters of the research paper.
7. Hypotheses may be logical, descriptive and explanatory.
8. If the outcome is consistent with the hypothesis the experiment is said to support the hypothesis.
9. The ultimate value of a formalized hypothesis is that it forces us to think about the results we should look for in an experiment.
10. Confirmability and refutability are two sides of a single coin.
2.11. Restore the logical order of the stages of research.
a) moving a hypothesis
b) defining the object of research
c) setting general area of research
d) analyzing problem situation and stating a problem
e) formulating a research goal
f) developing research methods
g) writing research project
h) specifying the subject of research
i) collecting, describing, processing, interpreting research data
j) determining application areas
k) drawing conclusions, proving a hypothesis and resolving a research puzzle
l) setting objectives
2.12. Analyse the criteria which a good research topic should meet and say whether the research topic you proposed meets these qualifications. Which points are the most significant for you?
A good research topic should meet:
1) Your career goals.
2) Standards set by examining institutions.
3) Your interest in the topic and the necessary research skills.
4) Available time resources.
5) Available finance resources.
6) Access to data required for the topic.
7) Fresh insights into the topic.
8) Clearly defined research questions and objectives.
2.13. Read the paragraph below and give your comments.
Before you start your research you need to have at least some idea of what you want to do. This is probably the most difficult, and yet the most important, part of your research project. Without being clear about what you are going to research it is difficult to plan how you are going to research it. This reminds us of a favourite quote in Alices Adventures in Wonderland. This is part of Alices conversation with the Cheshire Cat. In this Alice asks the Cat (Carrol, 1989: 63-64):
Would you tell me, please, which way I ought to walk from here?
That depends a good deal on where you want to get to, said the Cat.
I dont much care where, said Alice.
Then it doesnt matter which way you walk, said the Cat.
Formulating and clarifying the research topic is the starting point of your research project. Once you are clear about this you will be able to choose the most appropriate research strategy and data collection and analysis techniques.
2.14. Analyse the following word combinations and use them to make sentences of your own.
| a) | to carry out / to complete / to do / to undertake / to be engaged in / to rely on / to refer to / to give priority to | research |
| b) | to advance / to formulate / to put forward / to accept / to check / to test / to verify / to contradict / to reject / to prove | a hypothesis |
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| c) | the chief / general / the central / key / the main / particular / the major / primary | aim goal purpose task | of this study / research / paper | is to | investigate / establish / compare / examine / outline / explain / describe / propose / specify / discuss / demonstrate |
| d) | the present | paper / investigation | focuses on / deals with / is devoted to the problems of / provides insight into / presents a new approach to / inquires into / is aimed at / attempts to explain the mechanism of |
| e) | complex / contemporary / field / detailed / empirical / experimental / independent / applied / pu | research |
| f) | research | agenda / Council / grant / team / methods / outcome / paper / paradigm |
2.15. Translate the following sentences.
1. .
2. .
3. .
4. 1901 , .
5. - , .
6. , - , , -, , , , .
7. .
8. .
9. , .
10. .
11. .
12. .
13. .
14. 1905.
15. . , 30 .
16. .
17. , .
18. .
19. .
20. .
21. , .
22. , , .
2.16. Render the following in English.
. , , . , , . . . . . , , , : , , , ; ; , . , , . , (, , , ). , , , ,
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..., .. , , 1996. - . 56-64
- , .
, , , - , , .
, , .
( ), , , , , , , , , , - , , .
.., .. /.: , 1995. - .9-10
2.17. The questions below and your answers guide you in your talk about your research activity. Work in pairs.
1. What is the common name for research projects undertaken for a Doctor of Philosophy degree?
2. What is the object of your research?
3. Do you conduct an individual research or do you work in a team?
4. Why is it important to define clearly research objectives?
5. Which problem is considered to be topical? What can you say about the topicality of your research?
6. What is a research hypothesis?
7. Which requirements should hypotheses meet?
8. Which factors determine the choice of your research area?
9. Which topics should be avoided?
10. What was the point of departure in your research?
11. What is the most difficult for you in your research?
12. What is the difference between research and intelligence gathering?
UNIT 3 ACADEMIC WRITING
3.1. While writing in English for academic purposes linking words are used for logical relationship between sentences or parts of a sentence. The main links (linking words) are grouped below according to the similarity of their meaning. Your task is to study this information carefully.
So, linking devices show:
1) POSITIVE ADDITION
And / both and / not only / as well / above all / again / what is more / furthermore / also / apart from / in addition to / moreover / besides / too / not to mention the fact that / whereas / while
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e.g. Gold is an excellent conductor of electricity, besides, it does not oxidise.
2) NEGATIVE ADDITION
