Главная | Обратная связь | Поможем написать вашу работу!
МегаЛекции

The Past and the Future of the Laser 10 глава




- Hello, Denis, what are you busy with?

- Oh, hi. I'm studying...

II. The Science Museum in your city is going to open a new gallery -
'Optical Devices'.

a) You are experts in the field of optics, specializing in telescopes
and/or microscopes. Design the gallery in groups. What items will be
exhibited? Why? What information on these items will be supplied?

b) Act as a guide in the gallery and describe it to the class. Choose
the best project.


 

III. Solve the crossword

Across:

1....?

Down:

the

1. part of a modern microscope

2. to spot a distant planet
telescope must be very...

3. an instrument for scanning

4. the place where a telescope is placed

5. not capable to increase or improve

6. opposite to 'encode'

7. a creature from another world

8. a sudden quick bright light

9. microscopes range from complex
to...

 

10. the science studying light

11. part of a microscope or a telescope

12. an instrument for recording

13. opposite to 'near' or 'close'

Writing

I. Write an article about interstellar communication for the newspaper
column 'In Brief.

II. Translate the following passage into Russian. Use the dictionary if
necessary.

Do you know how telescopes work? Try this experiment and see for yourself.

In order to carry out this experiment take two magnifying lenses of different sizes. Hold the large lens at arm's length, and adjust the distance of the other from the eye so that a distant object, seen through both lenses, seems close. This shows the principle of the refracting telescope. The objective lens forms an inverted real image of the object looked at. The eye lens views the real image of the objective lens and shows it to the eye as an enlarged and inverted virtual image. A real image can be shown on a screen, e.g. a film is a series of real images. A virtual image cannot, e.g. reflection in a mirror. Most large telescopes are reflecting type mainly because lenses cannot be made as large as mirrors. The purpose of the large size of the mirror or objective lens is not to magnify, but to gather light. The larger it is the more light it gathers.

 

Section B. Space Shuttles

Lead-in

I. Discuss the following questions.

a) How many events from the history of cosmonautics can you
remember? Make a list and compare it with that of your partner.

b) What is a space shuttle? What is it used for?

II. Listen to the conversation and say what you have learnt about space
shuttles.

Astronaut: Shuttles are fascinating vehicles. They appeared only in

the 1980s and have already become irreplaceable.

Olga: Are they different from spaceships?

Astronaut: Certainly! They are reliable, recoverable and therefore reusable and less expensive. The hundredth successful launch was in October 2000.

Olga: Could you tell us how shuttles work?

Astronaut: Of course. At the take-off the boosters and the orbiter's engines have to initially provide about 30 MN of thrust to lift a 2,000 tonne shuttle off.

Olga: This must be very hard on the crew.

Astronaut: Indeed, during the take-off the crew can experience forces up to 3 times their own weight. When they are in orbit, however, they feel weightless.

Olga: And how does the shuttle find its way when in space?

Astronaut: Using the global positioning system (GPS), of course. Pilots essentially run the computers, which fly the shuttle.

Olga: How interesting! But how is electrical power supplied to

all on-board systems of the orbiter?

Astronaut: Electricity is generated by fuel cells. They combine oxygen and hydrogen to make electricity for on-board systems and water for cooling.

Olga: What is the major role the shuttle plays today?

Astronaut: Well, it is used for building the International Space Station by delivering components built on the Earth and attaching them to existing modules in space.

III. Complete the dialogue.

-...?

- Well, they combine the features of a rocket, a spaceship, and an airplane.

 


 

- And do shuttles differ...?

- Of course they do!...

- I wonder how much power in necessary to...?

- …

- What does the crew experience...?

- …

- Do you know how shuttles navigate in space?

-.... They use...

- Is the electricity for the on-board systems provided by batteries?

- …

- Shuttles are very important for building...?

- …

 

IV. Match a line in A with a line in B.

А В

1. Do you know when shuttles a) Without any doubts.
appeared? b) Water.

2. Did he tell you what he c) From the GPS satellites.
experienced at the take-off? d) They talk to each other and

3. I wonder how the on-board vote to settle arguments.
computers fly the shuttle. e) He felt his body thrice as

4. Where do the flight computers heavy.

get the information about the f) Sure. In the 1980s.

position and the speed of the

orbiter?

5. What did he say was the by-
product of the fuel cell?

6. I wonder if tourists will fly to space in the near future.

Language Practice

Vocabulary

 

I. Match the words with the similar meaning.
sputnik unique
spacecraft transport
concept spaceship
deliver fire
essentially fuel
ignite satellite
irreplaceable idea
propellant basically

II. Find eight pairs of words with the opposite meaning.

external, reusable, reliable, entry, to disconnect, connected, disposable, finally, internal, initially, unsafe, to land, separate, exit, to attach, to take off

III. Find in each line the derivative from the first word.

1. ship - sheep, spacecraft, spaceship, shopping

2. to boost - establish, obstacle, stability, booster

3. to combine - combination, connection, cavity, invention

4. to deliver - driver, delivery, despite, drastically

5. to ignite - initially, introduction, exhitance, ignition

6. load - leader, payload, launch, loudly

7. use - ultrasonic, successful, reusable, fusion

8. weight - width, weightless, widely, well-known

Grammar: Reported Questions

IV. What does (did) the student want to know? Report his special
questions.

EXAMPLE 1: How do they increase the speed of the spacecraft? (to ask)

He asks how they increase the speed of the space­craft.

He asked how they increased the speed of the space­craft.

1.How does a shuttle differ from a spaceship? (to wonder)

2.What properties does the shuttle tile have? (to ask)

3.What components does the shuttle consist of? (to be interested)

4.When is the rocket booster ignited? (to want to know)

5. Where are shuttles applied? (to wonder)

EXAMPLE 2: What did you experience at the take-off? (to ask) He asks what I experienced at the take-off. He asked what I had experienced at the take-off.

1. How did the engineers reduce the weight of the orbiter? (to ask)

2. How did the ceramic tile protect the shuttle during the re-entry?
(to be interested)

 


 

3. Why did they change the design of the external fuel tank? (to want
to know)

4. When was the first satellite placed in orbit? (not to know)

5. What materials are used in making the components of a shuttle?
(not to be sure)

EXAMPLE 3: When will tourists fly into space? (to ask) He asks when tourists will fly into space. He asked when tourists would fly into space.

1. How will the engineers improve the living conditions of astronauts?
(to wonder)

2. Why will any meteorite burn in the atmosphere? (to question)

3. What payload will the shuttle deliver to the space station? (to
inquire)

4. In what way will the innovations influence the performance of the

engines? (to ask)

5. When will spaceships develop the speed of light? (to be interested)

V. What general information does (did) the student want to know? Report his questions. Use the verbs to ask, to inquire, to be interested, to question, to wonder.

EXAMPLE 1: Is the external fuel tank made of aluminium?

He asks if (whether) the external fuel tank is made of aluminuim.

He asked if (whether) the external fuel tank was made of aluminuim.

1. Is it difficult to become an astronaut?

2. Are there good living conditions aboard the spaceship?

3. Does the shuttle develop the speed of light?

4. Does the crew feel weightless when in space?

5. Have the astronauts repaired the damaged satellite?

EXAMPLE 2: Were there any difficulties during the mission?

He asks if (whether) there were any difficulties during the mission.

He asked if (whether) there had been any difficulties during the mission.

1. Was the re-entry successful?

2. Were there any failed missions?

3. Did the first astronauts wear space suits inside the spaceship?

4. Did the re-entry temperatures exceed 1200 °C?

5. Did the main engines generate the maximum thrust at the launch?

EXAMPLE 3: Will future shuttles carry more weight in payload? He asks if (whether) future shuttles will carry more weight in payload.

He asked if (whether) future shuttles would carry more weight in payload.

1. Will rocket scientists create a 100% -recoverable spaceship?

2. Will space stations be placed in orbit at Lagrange points?

3. Will artificial gravity allow to create space colonies?

4. Will the solid rocket boosters be processed and re-used?

5. Will the shuttle programme be shut down?

VI. Fill in the gaps with the suitable linking words (if/when/why /etc.).

1. I'd like to know... heating influences the shuttle tile.

2. She asked... the launch had been successful.

3. The teacher inquired... the students could explain the difference
between a shuttle and a spacecraft.

4. I was interested... the International Space Station would be built.

5. They were not sure... the main engines failed.

6. Could you tell me... the space shuttle delivers the satellites?

VII. Correct mistakes in these sentences.

1. The student asks whether the first spaceships had been recoverable.

2. They wondered if did we observe the launch of the shuttle.

3. Nick was interested what components did the space shuttle consist of.

4. He wanted to know why isn't the fuel tank painted white.

5. I was asked did I specialize in insulating materials.

6. My friend inquired if I will graduate from the University soon.

7. We wonder how have they obtained the required propellant.

8. She asked did I know anything about the global positioning system.

9. They were interested if space tourism will develop in the near future.
10. The engineers knew where was the space station.

VIII. What are the questions the teacher actually asked?

After our meeting with the famous astronaut the teacher asked whether we had liked the conversation. Then he asked what interesting information we had obtained about the life at the space station. He inquired where the astronauts lived, what they ate and how they felt in microgravity. He was interested what tasks the astronauts performed in space. The teacher wondered if electricity was generated aboard the shuttle. He also wanted us to explain why the shuttle didn't burn during the re-entry. The last question was when we would be able to travel in space.

 


IX. Translate the sentences into English using your active vocabulary.

1. Он спросил меня, что такое 'шатл'.

2. Она поинтересовалась, влияет ли невесомость на свойства

вещества.

3. Студентам было интересно, как уменьшили вес внешнего

топливного бака.

4. Скажите, пожалуйста, может ли космический корабль раз­-
вить скорость света?

5. Профессор объяснил, почему были созданы космические
корабли многоразового использования.

6. Я хотел узнать, какое топливо используют ракеты-носители.

Reading and Speaking

I. When the Soviet Union's 'Sputnik I' was successfully launched and orbited the earth in 1957 the Space Age began. A lot of significant events have taken place since that time. Do you know all of them? Match the event with the appropriate year.

1. The first space shuttle was launched. 1957

2. Alexei Leonov made the first walk in space (i.e. 1961
left his spacecraft).

3. Yuri Gagarin orbited the Earth. 1963

4. The Apollo programme sent the first people (Neil 1965
Armstrong, Buzz Aldrin and Michael Collins)

to the Moon.

5. The Soviet Union sent the first living creature 1969
into space. It was a dog, Laika by name.

6. 'Vostok 6' carried the first woman into space. Her 1981
name was Valentina Tereshkova.

II. These words are taken from the text. Use the dictionary to find out their meanings.

fiction, n astronaut, n

Pharmaceuticals, n one-shot, adj

place, v mission, n

compartment, n lifetime, n

recreation, n undergo, v

dock, v refit, n

one-shot, adj safe, adj

III. Look at the picture and the title and try to guess what the text deals with. Skim the text to see if you were right.

IV. Read the text attentively and say what you have learnt about space shuttles.

A Brief History of the Space Shuttle

From the early days of science fiction and space exploration, we have dreamed of space stations. For some, space stations are a place to do scientific research. For others, space stations are a place for business, where unique materials (crystals, semiconductors, Pharmaceuticals) are manufactured in better forms than on the Earth. Still others want to use space stations in order to travel to other planets and stars.

The Russians were the first to place a space station, called Salyut 1, in orbit in 1971. It was about 45 ft (15 m) long and held three main compartments that housed dining and recreation areas, food and water storage, a toilet, control stations, exercise equipment and scientific equipment. (See the picture of the Salyut-4 space station docked to a Soyuz spacecraft.) Are you interested how people get to space stations?

At that time, the rockets used to place astronauts and equipment in outer space were one-shot disposable rockets. The idea of a reliable, less expensive, recoverable and reusable "space shuttle" that could launch like a rocket but deliver and land like an airplane was appealing and would be a great technical achievement. However, nobody knew how that idea could be put into practice.

Design, cost and engineering studies on a space shuttle began. The concepts varied greatly but in 1972, it was decided that the shuttle would consist of an orbiter attached to solid rocket boosters and an external fuel tank because this design was considered safer and more cost-effective. The space shuttle is the world's first reusable spacecraft, and the first spacecraft in history that can carry large satellites both to and from orbit. The shuttle launches like a rocket, maneuvers in the Earth orbit like a spacecraft and lands like an airplane.

Finally, after many years of construction and testing (i.e. orbiter, main engines, external fuel tank, solid rocket boosters), the shuttle was ready to fly. Four shuttles were made (Columbia (1979), Discovery

 

 


(1983), Atlantis (1985), Challenger (1991) and each of them was designed to fly at least 100 missions. The first flight with the space shuttle Columbia in 1981 was quite successful. But in 1986 one of the shuttles in operation (Challenger) disintegrated shortly after its launch killing the crew. It had been the only failed mission till February 2003 when Columbia disintegrated before landing. So far the launch of the shuttles has been suspended but they plan to start operating them in the nearest future. The space shuttles have flown about one-fourth of their expected lifetime and now the scientists are working at making numerous refits and design changes to make them safer.

V. Say if the following statements are true or false. Correct the false
statements.

1. Since ancient times people have dreamed of space stations.

2. Space stations serve numerous important purposes.

3. The Russians were the first to build a space shuttle.

4. Early rockets could be used once only.

5. The shuttle consists of main engines attached to solid rocket
boosters and a fuel tank.

6. The fuel tank is situated inside the shuttle.

7. The shuttle is a rocket, a spacecraft and an airplane combined.

8. Columbia, Discovery, Atlantis, Challenger are operating quite
successfully at present.

9. Modern shuttles have become safer and more efficient in operation.

VI. Explain why...

a) space stations are created,

b) first spaceships were not cost effective,

c) shuttles were developed,

d) shuttles are considered a unique means of transport,

e) shuttles have undergone many refits and design changes.

VII. April 12 is the International day of Cosmonautics. The first shuttle,
Columbia, was also launched on April 12, 1981. Your friend has just
found it out and is very surprised. He has come to you for more
information about shuttles. Answer your friend's questions about the
history of shuttles and explain to him why and how shuttles are
constructed.

VIII. Make a list of ways in which achievements in space engineering
may be used nowadays and in the future. Compare your list with that of
your groupmates.

 

Further Reading

I. These words are taken from the text. Use the dictionary to find out their
meanings.

awesome, adj ratio, n

take off, v vapour, n

shut down, v nozzle, n

aft, adj gimbals, n

fuselage, n mount, v

remainder, n feed, n

Pad, n tail, n

II. Scan the text to find answers to these questions.

1. How much does the shuttle weigh?

2. What parts does the shuttle consist of?

3. What fuel do the rocket boosters use?

4. Why is it impossible to shut down the boosters after they are
ignited?

5. Where are the orbiter's main engines located?

6. What exhaust gases do the orbiter engines emit?

7. How is the forward direction of the rocket controlled?

8. What does the work of the orbital maneuvering systems'engines
depend on?

III. Read the text attentively and learn how the shuttle works.

The launch of a space shuttle is one of the most awesome spectacles of our time.

In order to get into orbit 115-400 miles / 185-643 km above the Earth, the 2,000 tonne shuttle uses the following components:

- two solid rocket boosters (SRB) -
critical for the launch;

- external fuel tank (ET) - carries fuel
for the launch;

- orbiter - carries astronauts and
payload; three main engines and orbital
maneuvering system (OMS).

Let's look at these components closely. The SRBs are solid rockets that provide most of the thrust (71 %) needed to take off. The SRBs carry rocket motors, solid

 

 


 

propellant (atomized aluminum), flight instruments, parachutes and self-destruct mechanism. As the SRBs are solid rocket engines, once they are ignited, they cannot be shut down. Therefore, they are the last component to light at the launch.

The orbiter has three main engines located in the aft fuselage. They provide the remainder of the thrust (29 %) to lift the shuttle off the pad and into orbit. The engines burn liquid hydrogen and liquid oxygen, which are stored in the ET, at the ratio of 6:1. The fuel is partially burned in a pre-chamber to produce high pressure by hot gases that drive the fuel pumps. The fuel is then fully burned in the main combustion chamber and the exhaust gases (water vapour) leave the nozzle at approximately 6,000 mph / 10,000 km/h. The rate of thrust can be controlled from 65 % to 109 % maximum thrust. The engines are mounted on gimbals that control the direction of the exhaust, which controls the forward direction of the rocket.

As mentioned above, the propellant (about 526,000 gallons / 2 million litres) for the main engines is stored in the ET. The ET is made of aluminum composite materials. It has two separate tanks inside, one for oxygen and the other for hydrogen, separated by an intertank region. The fuel flows from each tank through a 17 in. (43 cm) diameter feed line out of the ET into the shuttle's main engines. During the first few shuttle missions, the ET was painted white, but this was stopped to reduce the weight.

The two orbital maneuvering systems' (OMS) engines are located on the aft section of the orbiter, one on either side of the tail. These engines are used to place the shuttle into final orbit, to change the shuttle's position from one orbit to another, and to slow the shuttle down for the re-entry. Either one or both of the OMS engines can fire, depending upon the orbital maneuver. Now let's put these pieces together and see how the shuttle will lift off!

IV. Choose the correct option to complete the sentences.

1. The space shuttle has... major components.
a) three; b) four; c) five

2. Most of the thrust (71 %) for the take-off is provided by....
a) the rocket boosters; b) the orbiter's main engines;

c) the OMS engines

3. The rocket boosters consume solid....
a) propeller; b) propane; c) propellant

 

 

4. As the SRBs cannot be shut down after the ignition they are the
... component to light at the launch.

a) first; b) next; c) last

5. The orbiter's main engines run on... oxygen and hydrogen.
a) solid; b) liquid; c) gaseous

6. The orbiter's engines burn liquid hydrogen and liquid oxygen
at the ratio of....

a) 1:6; b) 6:1; c) 6:1:6

7. The exhaust gases leave the... at approximately 6,000 mph /
10,000 km/h.

a) nozzle; b) aft; c) combustion chamber

8. The external fuel tank is for storing....

a) atomized aluminum; b) liquid hydrogen and liquid oxygen; c) water vapour

9. Liquid hydrogen and liquid oxygen are stored in... tanks.
a) the same; b) similar; c) separate

10. The external fuel tank is not painted white in order to... the
weight.

a) increase; b) reduce; c) conserve

11. The two orbital maneuvering systems' engines are used to... the
shuttle for the re-entry.

a) slow down; b) speed up; c) shut down

V. Complete the table with the data from the text.

 

Acronym Component Function
SRB ... ...
ET ... ...
OMS ... ...
_ orbiter ...
_ ... to provide the thrust (29%),...
_ gimbals ...
_ ... to control the forward direction of the rocket
_ an intertank region ...

VI. Give a title to the text.


Activity

 

I. Your space shuttle 'Belarus' has just successfully landed and you have
been asked to give a lecture at the Technical University about the work
of your shuttle. Describe your previous shuttle flight and show the
pictures. Be ready to answer the students' questions.

II. The year 2001 saw an unprecedented event when the first tourist had
a chance to travel into space. What do you think about the future of
cosmonautics? Discuss this problem with your groupmates. Give your
reasons. The phrases below will help you.

 

- space tourism will develop

- anybody will have a chance to travel to another planet

- there will be cities on other planets

- in schools children will study a new subject "Rules of behaviour in
space"

- we will not have bicycles or cars, everybody will travel in jet aircraft

Writing

I. You have been given the photo (below) and the task to write a short article for the Day of Cosmonautics. In the article express your opinion on the past and the future of space travel.

 

II. Translate the following passage into Russian. Use the dictionary if necessary.

What Is the Difference Between the Space Shuttle and the Meteor?

When the orbiter hits the atmosphere, the air in front of it compresses incredibly quickly. This causes the re-entry temperatures to rise as high as 3,000 °F (1,650 °C)! Do you know what technologies allow spacecraft to re-enter and land safely? In ablative technology, the surface of the heat shield melts and vaporizes carrying away the heat. This is the technology that protected the Apollo spacecraft. However, to be reusable, a different strategy has to be used. The designers of the space shuttle came up with an idea to cover the space shuttle with many insulating ceramic tiles that could absorb the heat of the re-entry without harming the astronauts. Aerobraking tiles are produced from amorphous silica fibers which are pressed and sintered, with the resulting tile having as much as 93% porosity (i.e. very lightweight) and low thermal expansion, low thermal conductivity (you can hold a space shuttle tile by the corners when the center is red hot), and good thermal shock properties. These tiles keep the heat of the re-entry from ever reaching the body of the shuttle.

Поделиться:





Воспользуйтесь поиском по сайту:



©2015 - 2024 megalektsii.ru Все авторские права принадлежат авторам лекционных материалов. Обратная связь с нами...