Прочитайте текст и выполните задания. Microwaves 1. Microwaves are a form of radiant energy. Other ...: ответ на тест 1058011 - Английский язык

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Microwaves
1. Microwaves are a form of radiant energy. Other common forms are radio waves, visible light, infrared heat and electricity. All forms of radiant energy are a part of the electromagnetic spectrum. To distinguish between the forms, they are classified according to the wave length which may vary from miles to thousandths of an inch.
2. Microwaves are located in the non-ionizing portion of the energy spectrum between radio waves and visible light. The first application of microwaves was in radar during World War II. Today microwaves are widely used in communication systems, radar and many other commercial and industrial applications.
3. Significantly large segments of the population are exposed to infrared rays, visible light waves and microwaves every day. One characteristic of microwaves is their ability to bounce or deflect off metal surfaces, a characteristic basic to its use in radar. Another is its thermal or heating effect utilized in microwave cooking.
4. The difference between microwave energy and other forms of ionizing radiation, such as X-rays, Alpha, Beta and Gamma rays, is that microwave energy is non-ionizing. In other words, it does not alter the molecular structure of the item being heated. The effects of microwave energy are strictly thermal and do not cause cellular change as with ionizing radiation.
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Like X-rays, Alpha, Beta and Gamma rays microwaves …

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Microwaves
1. Microwaves are a form of radiant energy. Other common forms are radio waves, visible light, infrared heat and electricity. All forms of radiant energy are a part of the electromagnetic spectrum. To distinguish between the forms, they are classified according to the wave length which may vary from miles to thousandths of an inch.
2. Microwaves are located in the non-ionizing portion of the energy spectrum between radio waves and visible light. The first application of microwaves was in radar during World War II. Today microwaves are widely used in communication systems, radar and many other commercial and industrial applications.
3. Significantly large segments of the population are exposed to infrared rays, visible light waves and microwaves every day. One characteristic of microwaves is their ability to bounce or deflect off metal surfaces, a characteristic basic to its use in radar. Another is its thermal or heating effect utilized in microwave cooking.
4. The difference between microwave energy and other forms of ionizing radiation, such as X-rays, Alpha, Beta and Gamma rays, is that microwave energy is non-ionizing. In other words, it does not alter the molecular structure of the item being heated. The effects of microwave energy are strictly thermal and do not cause cellular change as with ionizing radiation.
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Transmitter
1. In electronics and telecommunications a transmitter or radio transmitter is an electronic device which, with the aid of an antenna, produces radio waves. The transmitter itself generates a radio frequency alternating current, which is applied to the antenna. When excited by this alternating current, the antenna radiates radio waves. In addition to their use in broadcasting, transmitters are necessary component parts of many electronic devices that communicate by radio, such as cell phones, wireless computer networks, Bluetooth enabled devices, garage door openers, two-way radios in aircraft, ships, and spacecraft, radar sets, and navigational beacons.
2. The term transmitter is usually limited to equipment that generates radio waves for communication purposes; or radiolocation, such as radar and navigational transmitters. Generators of radio waves for heating or industrial purposes, such as microwave ovens or diathermy equipment, are not usually called transmitters even though they often have similar circuits.
3. The term is popularly used more specifically to refer to a broadcast transmitter, a transmitter used in broadcasting, as in FM radio transmitter or television transmitter. This usage usually includes both the transmitter proper, the antenna, and often the building it is housed in.
4. An unrelated use of the term is in industrial process control, where a "transmitter" is a telemetry device which converts measurements from a sensor into a signal, and sends it, usually via wires, to be received by some display or control device located a distance away.
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The collaborative mode of teaching
1. Teachers display a wide variety of behaviors in the classroom. Despite the existence of divergent teaching styles, a significantly large portion of the adult education literature supports the collaborative mode as the most effective and appropriate style for teaching adults. Strong arguments can be found in the literature to support the concepts that the curriculum should be learner-centered, learning activities should be related to the learner's experiences, adults are self-directed, the learner should be involved in entrance and exit assessments, adults are problem-centered, and the teacher should function as a facilitator.
2. The collaborative mode is a process-oriented approach to teaching. The emphasis is upon what the learner is doing. The teacher's primary task is to organize and maintain an environment which facilitates student learning. In this way adult education is a cooperative venture in which the learner is a full partner. The curriculum is built around the particular problems and life situations of the learners rather than around a predetermined set of subjects for the classification of knowledge. Its content is problem-centered with subjects used as examples and vehicles of learning.
3. The collaborative mode depends on active student participation. The learner is involved in needs diagnosis, goals formation, and outcomes evaluation. To achieve this, the student's experiences are utilized. Learning activities are related to life experiences to help students become more aware of significant events in their lives. Experiences serve as a constantly growing resource for learning and can stimulate adult engagement in learning.
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The Stage Model of Memory
1. Sensory memory is the earliest stage of memory. During this stage, sensory information from the environment is stored for a very brief period of time, generally for no longer than a half-second for visual information and 3 or 4 seconds for auditory information. We attend to only certain aspects of this sensory memory, allowing some of this information to pass into the next stage - short-term memory.
2. Short-term memory, also known as active memory, is the information we are currently aware of or thinking about. In Freudian psychology, this memory would be referred to as the conscious mind. Paying attention to sensory memories generates the information in short-term memory. Most of the information stored in active memory will be kept for approximately 20 to 30 seconds. The amount of information that can be stored in short-term memory can vary. An often cited figure is plus or minus seven items. While many of our short-term memories are quickly forgotten, attending to this information allows it to continue on the next stage - long-term memory.
3. Long-term memory refers to the continuing storage of information. In Freudian psychology, long-term memory would be call the preconscious and unconscious. This information is largely outside of our awareness, but can be called into working memory to be used when needed. Some of this information is fairly easy to recall, while other memories are much more difficult to access. The ability to access and retrieve information from long-term memory allows us to actually use these memories to make decisions, interact with others and solve problems.
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Intelligence
1. Intelligence has been an important and controversial topic throughout psychology's history. In addition to questions of exactly how to define intelligence, the debate continues today about whether it can be accurately measured. Today's intelligence tests are based largely on the original test devised in the early 1900's by French psychologist Alfred Binet. In order to identify students in need of extra assistance in school, the French government asked Binet to devise a test that could be used to discover which students most needed academic help.
2. Faced with this task, Binet and his colleague Theodore Simon began developing a number of questions that focused on things that had not been taught in school such as attention, memory and problem-solving skills. Using these questions, Binet determined which ones served as the best predictors of school success. He quickly realized that some children were able to answer more advanced questions that older children were generally able to answer, while other children of the same age were only able to answer questions that younger children could typically answer. Based on this observation, Binet suggested the concept of a mental age, or a measure of intelligence based on the average abilities of children of a certain age group.
3. This test, first published in 1916, was called the Stanford-Binet Intelligence Scale and soon became the standard intelligence test used in the U.S. The Stanford-Binet intelligence test used a single number, known as the intelligence quotient (or IQ), to represent an individual's score on the test. The term «intelligence quotient» or IQ, was first coined in the early twentieth century by a German psychologist named William Stern. Since that time, intelligence testing has emerged as a widely used tool that has led to the development of many other tests of skill and aptitude.
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