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TPO+19+听力文本+V3.1+最终版+Listening+Script huangxiaohong@pku.edu.cn 1 TPO 19 Listening Script V3.1(Final) This script is prepared by huangxiaohong@pku.edu.cn. Should you find any mistake in this script, please contact me here. Check for the Latest Version. Updated: 2010-11-30 目录...

TPO+19+听力文本+V3.1+最终版+Listening+Script
huangxiaohong@pku.edu.cn 1 TPO 19 Listening Script V3.1(Final) This script is prepared by huangxiaohong@pku.edu.cn. Should you find any mistake in this script, please contact me here. Check for the Latest Version. Updated: 2010-11-30 目录 Conversation 1 ................................................................................................................................................... 2 Lecture 1-Linguistics(Proto-Indo-European) ...................................................................................................... 5 Lecture 2-Astronomy(Radio Astronomy & Optical Astronomy) ......................................................................... 7 Conversation 2 ................................................................................................................................................. 10 Lecture 3-Marine Biology(Plant Life in Salt Marshes) ...................................................................................... 13 Lecture 4-Art History(Cecilia Beaux) ................................................................................................................ 15 huangxiaohong@pku.edu.cn 2 Conversation 1 Listen to a conversation between a student and the professor. Student Hi, professor Handerson. That was a really interesting lecture in class today. Professor Thanks, Tom. Yeah, animals’ use of deception, ways they play tricks on other animals, that’s a fascinating area. One we are really just starting to understand. Student Yeah, you know, selective adaptations over time are one thing. Oh, like, non-poisonous butterflies, that have come to look like poisonous ones. But the idea that animals of the same species intentionally deceive each other, I have never heard that before. Professor Right, like, there are male frogs who lower their voices and end up sounding bigger than they really are. Student So they do that to keep other frogs from invading their territory ? Professor Right, bigger frogs have deeper voices, so if a smaller frog can imitate that deep voice. Well ... Student Yeah, I can see how that might do the trick. But, anyway, what I wanted to ask was, when you started talking about game theory. Well, I know a little bit about it, but I am not clear about its use in biology. huangxiaohong@pku.edu.cn 3 Professor Yeah, it is fairly new to biology. Basically, it uses math to predict what an individual would do under certain circumstances. Um...For example, a buisness sells, oh, computer, say, and they want to sell their computers to a big university. But there is another company bidding too. So, what should they do? Student Well, try to offer the lowest price so they can compete, but still make money. Professor Right, they are competing, like a game, like the frogs. There are risks with pricing too high, the other company might get the sale, there is also the number and type of computers to consider. Each company has to find a balance between the cost and benefits. Well, game theory creates mathematical models that analyze different conditions like this to predict outcomes. Student Ok, I get that. But how does it apply to animals ? Professor Well, you know, if you are interested in this topic, it would be perfect for your term paper. Student The literature review ? Professor Yeah, find three journal articles about this or another topic that interests you and discuss them. If there is a confict in the conclusions or something, that would be important to discuss. Student Well, from what I have looked at dealing with game theory, I can’t say I understand much of the statistics end. huangxiaohong@pku.edu.cn 4 Professor Well, I can point you to some that present fairly basic studies, that don’t assume much background knowledge. You’ll just need to answer a few specific questions: What was the researchers’ hypothesis? What did they want to find out? And how did they conduct their research? An then the conclusions they came to. Learning to interpret these statistics will come later. huangxiaohong@pku.edu.cn 5 Lecture 1-Linguistics(Proto-Indo-European) Narrator Listen to part of a lecture in a linguistics class. Professor All right, so far we have been looking at some of the core areas of linguistics, like syntax, phonology, semantics, and these are things that we can study by looking at one language at a time, how sounds, and words, and sentences work in a given language. But the branch of historical linguistics, involves the comparison of several different languages, or the comparison of different stages of a single language. Now, if you are comparing different languages, and you notice that they have a lot in common. Maybe they have similar sounds and words that correspond to one another, that have the same meaning and that sound similar. Let’s use a real-world example. In the 18th century, scholars who have studied the ancient languages, Sanskrit, Latin and Greek, noticed that these three languages had many similarities. And there might be several reasons why languages such as these had so much in common. Maybe it happened by chance, maybe one language was heavily influenced by borrowed words from the other. Or maybe, maybe the languages developed from the same source language long ago, that is, maybe they are genetically related, that was what happened with Sanskrit, Latin and Greek. These languages had so many similarities that it was concluded that they must have all come from the same source. And talk about important discoveries in linguistics, this was certainly one of them. The scholars referred to that source language as Proto-Indo-European. Proto-Indo-European is a reconstructed language. Meaning, it is what linguists concluded a parent language of Sanskrit, Latin and Greek would have to be like. And Proto-Indo-European branched out into other languages, which evolved into others, so in the end, many languages spoken all over the world today can trace their ancestry back to one language, Proto-Indo-European, which was spoken several thousand years ago. Now, one way of representing the evolution of languages, showing the way languages are related to each other, is with the family tree model. Like a family tree that you might use to trace back through generations of ancestors, only it’s showing a family of geneticall related languages instead of people. A tree model for a language family starts with one language, which we call a mother language, for example, Proto-Indo-European. The mother language is the line on the top of this diagram, over time, it branches off into new daughter languages, which branch into daughter languages of their own. And languages that have the same source, the same mother, are called sisters, they share a lot of characteristics, and this went on until we are looking at a big upside down tree languages like this. It is incomplete of course, just to give you an idea. So that’s the family tree model, basically. huangxiaohong@pku.edu.cn 6 Now, the tree model is a convenient way of representing the development of a language family and of showing how closely related two of more languages are. But it is obviously very simplified, having a whole language represented by just one branch on a tree doesn’t really do justice to all the variation within that language. You know, Spanish that’s spoken in Spain isn’t exactly the same as Spanish that is spoken in Mexico, for example. Another issue is that languages evolve very gradually, but the tree model makes it look like they evolve over night, like there was a distinct moment in time when a mother language clearly broke off into daughter languages. But it seems to me it probably wasn’t quite like that. Recommended Reading: The Origin and Evolution of Sankrit huangxiaohong@pku.edu.cn 7 Lecture 2-Astronomy(Radio Astronomy & Optical Astronomy) Narrator Listen to part of a lecture in an astronomy class. Professor So how many of you have seen the ... the Milky Way, the Milky Galaxy in the sky? You, you have? Student Yeah, I was camping, and there was no moon that night, it was super dark. Professor Anybody else? Not too many. Isn’t that strange that the Milky Way is the galaxy that the planet earth is in, and most of us have never seen it? Now, what’s the problem here? Student Light pollution, right? From street lights and stuff ... Professor Yes, especially unshielded street lights, you know, ones that aren’t pointed downward. Now, here’s an irony, the buiding we are in now, the astronomy building not far from our observatory, has unshielded lights. Student So the problem is pretty widespread. Professor It is basically beyond control, as far as expecting to view the night sky anywhere near city, I mean. I have lived around here my whole life. And I have never seen the Milky Way within city limits, and I probably never will. There is a price for progress, eh? But let’s think beyond light pullution, that’s only one kind of a technological advance that has interfered with astronomical research. Can anyone think of another? No? huangxiaohong@pku.edu.cn 8 Ok, let’s look at it this way, we don’t only gain information by looking at the stars, for the past 70 years or so, we have also used radio astronomy1, which lets us study radio waves from the sky. Student How can you observe radio waves? I mean, tell anything about the stars from that. Professor Well, in optical astronomy, using a telescope and observing the stars that way, we rely on visible light waves. What we are seeing from earth is actually electromagnetic radiation that’s coming from stars. And just one part of it is visible light. But there are problems with that. When photons2 and light waves hit objects in our atmosphere, water droplets, oxygen and nitrogen molecules, dust particles and so on. These objects are illuminated, they are lit up, and those things are also being lit by all our street lights, by the moon, all these ambient light. And on top of that, when that visible radiation bounces off those molecules, it scatters in all directions. And well, light from stars, even nearby in our own galaxy, doesn’t stand a chance against that. Basically the light bouncing off all these objects close to earth is brighter than what’s coming from the stars. Now, radio waves are electromagnetic radiation that we can’t see. Nearly all astronomical objects in space emit radio waves, whether nearby stars, objects in far away galaxies, they all give off radio waves. And unlike visible light waves, these radio waves can get through the various gases and dusts in space, and through our own earth’s atmosphere comparatively easily. Student Ok, then we might as well give up on optical astronomy and go with radio astronomy. Professor Well, the thing is, with the radio astronomy, you can’t just set up a telescope in you backyard and observe stars. One problem is that radio waves from these far away objects, even though they can get through, are extremely faint. So we need to use radio telescopes, specially designed to receive these waves and then, well, we can use computers to create pictures based on the information we receive. Student That sounds cool. So, how do they do that? 1 Radio astronomy is a branch of science in which radio telescopes are used to receive and analyse radio waves from space. 2 A photon is a particle of light. huangxiaohong@pku.edu.cn 9 Professor Well, it is kind of like the same way a satellite dish3 receives its signal, if you are familiar with that. But radio telescopes are sometimes grouped together, it’s the same effect as having one really big telescope to increase radio wave gathering power. And they use electronics, quite sophisticated. Yeah, it is neat how they do it, but for now, why don’t we just stick with what we can learn from it. Some very important discoveries have been made by this technology, especially if you consider that some objects in space give off radio waves but don’t emit any light. We have trouble discovering those sorts of bodies, much less studying them using just optical telescopes. Student Well, If the radio waves are so good at getting throught the universe, what’s the problem? Professor Well, answer this. How come people have to turn off their cell phones and all our electronic devices when an airplane is about to take off? Student The phones interfere with the radio communication at the airport, right? Student Oh, so our radio waves here on earth interfere with the waves from space? Professor Yes, signal from radios, cell phones, TV stations, remote controls, you name it. All these things cause interference. We don’t think about that as often as we think about light pollution. But all those electrical gadgets4 pollute the skies, just in a different way. 3 A satellite dish is a piece of equipment which people need to have on their house in order to receive satellite television. 4 An often small mechanical or electronic device with a practical use but often thought of as a novelty. huangxiaohong@pku.edu.cn 10 Conversation 2 Narrator Listen to a conversation between a student and the director of the student cafeteria. Student Hi, I... I am sorry to interrupt, could I ask you a few questions? Director Sure, but if it is about you meal plan, you’ll need to go to Room 45, just down the hall. Student Um, no, I am OK with my meal plan. I am actually here about the food in the student cafeteria. Director Oh, we do feed a lot of students, so we can’t always honor individual requests. I am sure you understand. Student Of course. It is just that I am a little concerned, I mean, a lot of us are, that a lot of the food you serve isn’t really that healthy. Like there are so many deep-fried foods. Director As a matter of fact, we recently changed the type of oil we use in our fryer. It is the healthiest available. And would you believe that at least ten students have already complaint that their french fries and fried chicken don’t taste as good since we switched? Student Oh, I try not to eat too many fried foods anyway. I am just aware that, um...You see, I used to work in a natural food store. They had all these literature5 advising people to eat fresh organic growing food. Working there really open my eyes. 5 Merriam Webster: printed matter (as leaflets or circulars); Collins: Literature is written information produced by people who want to sell you something or give you advice. huangxiaohong@pku.edu.cn 11 Director Did you come to the organic food festival we had to celebrate Earth Day? Student Oh, sorry, I must have missed that. Director We served only certified organic food, most of which was from local farms. It is not something we can afford to do on a daily basis, and there aren’t too many organic farms around here. But sometimes the produce we offer is organically grown. It depends on the season and the prices of course. Student That’s good to know. I like the fact that organic farms don’t use chemical pesticides or anything that can pollute the soil or the water. Director I do too. But let me ask you this. Is it better for the environment to buy locally grown produce that is not certified as organic or is it better to get organically grown fruits and vegetables that must be trucked in from California, three thousand mile away. What about fossil fuels burned by the trucks’ engine. Plus the expense of shipping food across long distances. And nutritionally speaking, an apple is an apple however it is grown. Student I see your point. It is not so clear-cut6. Director Why don’t you visit our cafeteria’s website? We list all our food suppliers. You know, where we buy the food that we serve. And the site also suggests ways to make your overall diet a healthy one. You can also find some charts listing fat and calorie content for different types of seafood, meats and the other major food groups. 6 Clear-cut=distinct, unambiguous huangxiaohong@pku.edu.cn 12 Student I didn’t realize you thought about all these things so carefully, I just noticed all the high-calorie food in the cafeteria. Director Well, we have to give choices so everyone is satisfied. But if you wish to pursue this further, I suggest that you talk to my boss. Student That’s OK, seems like you are doing what you can. huangxiaohong@pku.edu.cn 13 Lecture 3-Marine Biology(Plant Life in Salt Marshes) Narrator Listen to part of a lecture in a marine biology class. Professor Ok, today we are going to continue our discussion of plant life in coastal salt marshes7 of North America. Salt marshes are among the least inviting environments for plants. The water is salty, there is little shade and the ocean tide comes in and out, constantly flooding the marsh, so the variety of plants found in salt marshes is limited, but there is a plant genus that thrives there, the Spartina. In fact, the Spartina genus is the dominant plant found in salt marshes. You can find one type of the Spartina, Saltmarsh Cordgrass, growing in low marsh areas. In higher marsh areas, you are likely to find a Spartina commonly called Salt-meadow Hay. So how is the Spartina able to survive in an envrionment that would kill most plants? well, it is because salt marsh grasses have found ways to adapt to the conditions there. First of all, they are able to withstand highly saline conditions. One really interesting adaptation is the ability to reverse the process of osmosis8. Typically, the process of osmosis works... Well, when water moves through the wall of a plant cell, it will move from the side containing water with the lowest amount of salt into the side containing the highest amount of salt. So imagine what would happen if a typical plant suddenly found itself in salt water, the water contained in the plant cells, that’s water with very little salt, would be drawn out toward the seawater, water with a lot of salt. So you can see the fresh water contained in the plant will be removed and the plant will quickly lose all its water and dehydrate. But what about the Spartinas, well, they allow a certain amount of salt to enter their cells, bringing the salt content of the water within the plant, to a slightly higher concentration than that of the surrounding seawater. So instead of fresh water moving out of the plant cells, salt from the seawater enters, reverse osmosis, and this actually strengthens the cells. Another adaptation to the salty environment is the ability to excrete excess salt back to the environment. That’s why you might see a Spartina shimmering in the sunlight. What’s reflecting the light is not salt from seawater that has evaporated, although that’s a good guess. But it is actually the salt that came from within the plant. Pretty cool, eh? You can really impress your friends and family with that little tidbit9 the next time you are in a salt marsh.
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