1589801784-27b285c153a5a8be699d506a0f30354e (Technology 1 teacher's resource book), страница 11

All theload-bearing structure is inside the building. A highbuilding is like a hum an or anim al body: it consists of astructural skeleton inside and an outer skin or covering.The structural skeleton of the skyscraper is m ade of steeland consists of vertical columns, horizontal girders, and(sometimes) diagonal braces to give extra strength. Theseare all m ade of steel beam s (long narrow bars), which arejoined together using bolts and rivets.

To make the girdersmore rigid and prevent them from buckling (or bending),they are often m ade with a cross-section in the shape ofthe letter I (I-shaped girders).When the columns and girders for one storey or level arein position, the concrete floor is made. This is done bylaying m etal decking (flat m etal sheets like the deck of aboat) across the girders and filling them with liquidconcrete. The decking acts as a former, which forms orm oulds the concrete to the correct shape.

Ducts (longnarrow containers) are placed under the floors to carry thecables and pipes of the electrical and plumbing services.Most high buildings are constructed using the process ofprefabrication, in which complete sections or floors are* T ipSome famous skyscrapers andtheir cities:Taipei 101,TaipeiPetr onasT ow ers, Kuala LumpurSe a rs Tower, ChicagoJin M a o Tower, S h a n g h aiIn earthquake zones, special foundations are constructedwhich permit the tower to rock backwards and forwards,and absorb the force of the shock without serious dam age.In windy conditions, a skyscraper will sway by as muchas fifteen centimetres.Switch on1 Do this activity with the whole class. Get students to brainstorm the nam esof fam ous skyscrapers and their cities.2 Discuss the diagram with the whole class, then get students to discuss inpairs and note down as many words as they can from their general knowledge.O tt 1 e2 d3b4c5a6 fHigh living: skyscrapers 39It’s my job1Play the recording and get students to note down the answersindividually.O tt 12345four guys, including LeonA few weeks to a yearSupermarkets, warehouses, and multi-storey buildingsPrefabricatedtwelve hours2 (j~j) Play the recording again and get students to note down the answersindividually.O tt 1234It depends on the size of the building.Forfinishing ahead of schedule.To make sure everything reaches you in the right order.It’s too much time and effort to make the journey and everythingyouneed is up top.5 They can crush you.*T ipcolumns are verticalgirders are horizontaltraces are diagonalducts are long hollow conta iners for holdingwires and pipespiles are steel or concrete verticalReadingHow skyscrapers are built1 First get students to write their answers individually w ithout looking at thetext.

Then, in sm all groups get them to compare their answers. Do not checkor correct their answers at this point.foundationsO tt2 g3c4a5e6 f7b8 h* Tipstorey = floor2 Tell students to read the text and check their answers.In Britain and m o s t o f Europe th e storey atthe ground level is called th e g ro u n d f lo o r ,and the floor abo ve \s t h e f i r s t flo o r.In the USA, Russia, and s o m e e a ster nEuropean countries, th e floor at th e gro undlevel is usually called th e f i r s t f lo o r , an d th efloor above is th e se co n d flo o r .*TipTop marginCompare the H om e Insurance building withLanguage spotSafety signs and safety adviceGet students to tell you the m eaning of any of the signs in the photo. Thenget them to brainstorm other safety signs they m ight see on a building site.They can come out and draw the signs on the board.Point out the different ways of expressing safety instructions: No-ing,Do n ot..., You must n ot..., Wear.......

must be worn. Refer to the Grammarreference p.119 for further information.the Sears Tower, no w th e ta lle st building inChicago, which has 108 sto reys an d w a s1 Get students to match signs and m eanings individually.completed in 1973.O-ir I d2 c3b4a5f6 e2 In pairs, get students to take turns: one student is a trainee and the otherstudent is an experienced worker explaining to the trainee w hat the signsmean. The worker first gives the formal m eaning, from 1, then explains it insimpler language, as in the example.3 Get students to do this task individually.O- it Possible answers1234567Always make sure a machine has stopped before removing the guards.Never use mobile phones in busy working areas.Always wear eye protection when using grinders.Never smoke nearflammable substances.Always wear a hard hat when work is going on overhead.Never operate chain saws without ear protection.Always make sure the mains supply is disconnected before working onelectrical equipment.8 Always store chemicals in a lockable room or container.Customer care□ Additional activityShowing visitors round a construction site(a ll le v e ls)In s m a l l g r o u p s , s t u d e n t s b r a i n s t o r m a listo f i t e m s o f s a f e t y c lo th in g or e q u i p m e n t[ s a f e t y h e lm e t / h a rd h a t, s a fe t y g o g g le s,s a fe t y b o o ts, e a r m u ffs , s a fe t y h a rn e s s,life lin e ).

Get t h e m to c o m p i le a list o fsafe ty instructio ns u sin g th e sa m es t r u c tu r e s, for e x a m p l e : A lw a y s w e a r / u seGet students to work in pairs. After their discussion they can make a list ofsafety rules which they think the people in the picture are breaking.Get students to work individually, using the text and their own generalknowledge. Weaker students can work in pairs.O tt RuleReasonMake sure the hard hat fits.Wear boots.Don’t carry loose papers.(s a fe t y g o g g le s ) i n / o n th e (w o rk sh o p ). Gets t r o n g e r s t u d e n t s to u s e t h i s stru ctu re:(H a rd h a ts) m u s t a lw a y s be w o rn / u s e d in /o n th e ( b u ild in g site ).Noflash photographyon the floor levels.Don’t pick anything up.□ Additional activity(w e a k e r s t u d e n t s )In s m a l l g r o u p s , s t u d e n t s b r a i n s t o r m a listIt's useless and dangerous if it falls off.There may be nails or spills anywhere.I don’t want papers blowing round the site.They may cause accidents.It can distract.It might cut or burn.o f i t e m s or a c t iv itie s w h i c h m u s t bea v o i d e d (s m o k in g , m o b ile p h o n e s , ru n n in g ,e a tin g , s h o u t in g , d iv in g ).

G et t h e m toc o m p i l e a list o f s a f e t y i n s t r u c t io n s u s i n gPronunciationStress in long words (1)t h e s a m e str u c tu r e s, for e x a m p l e :1 N e v e r . . . (e.g. N e v e r s m o k e in th ew o rk s h o p . N e v e r ru n a lo n g th e a isle s .)1 N o -in g (e.g. N o s m o k in g .

N o e a tin g a tw o rk . N o d iv in g in th e p o o l )♦TipTop marginDiscuss this fact. It is surprising th a t such abig project c a m e in a lm o s t 20% underb u d g e t. C o m p a re this with recent projectss u c h a s t h e new W em bley Stadiu m , whichis £ 4 0 0 m over bu d g et.1 Explain to students that hearing the stress on the correct syllable in a longword is very important to understanding m eaning. Check that theyunderstand the meaning of syllable.Q Do the first two or three words with the whole class before they do theexercise individually.O ttb 3c 3d 3e 2f 1g 3h 5i 3j 3k 415Check that students can hear which syllable is stressed in the words in 1.Play the words from 1 again and get individual students to tap out thesyllables on the desk, stressing the correct syllable with a louder tap.2 In pairs, get students to compare how they think the syllables are stressedand complete the table.

Do not check their answers yet.Oft• • • •••••# •••appropriatedevelopingemergencieskilometreautomaticexplorationhorizontalpolystyreneregulationunfamiliardesignatedgeneratorhelicopteroperatorsupermarket3 O Tell students to listen and check their answers, correcting them asnecessary.PairworkIn pairs, first tell each student to work individually to match each text to thecorrect diagram. Check that they have done this correctly before they beginthe pairwork. Then get each student to explain to the other how they thinkeach type of foundation works.Q Additional activity(stronger s tu d e n ts )Get sm a ll g r o u p s o f s t u d e n t s to w o r ktogether to p r o d u c e a s h o r t oralWebquestStudents can work in sm all groups or pairs to do this research.pr esen tation o n h o w sk y s c r a p e r s arebuilt.

Each g r o u p ca n f o c u s on o n e f a m o u sbuilding t h e y h a v e r e s e a r c h e d in t h eW eb qu est, a n d u s e th i s a s a n e x a m p l e o fthe g e n e r a l p r o c e s s ( w h ich w ill b e clo se tothe i n f o r m a t i o n g i v e n in t h i s Unit). Eachgroup m e m b e r c a n b e r e s p o n s i b l e for adifferent s t a g e o f t h e pr o c e s s. W h e n t h e yare ready, g e t t h e g r o u p s to c o m e o u t a n dgive th eir p r e s e n t a t i o n .Key wordsGo through the list of words to check students’ pronunciation andunderstanding. Refer them to the Glossary if necessary.BackgroundMedical technology applies engineering principles to thefields of biology and medicine, for exam ple in thedevelopment of aids or replacements for defective orm issing body parts.

Bioengineering combines biologicalscience with engineering.One product of bioengineering is the artificial heart,which can extend and improve the lives of patients whomight die of heart failure while waiting for a transplant ofa natural heart. This device has been designed to have asfew moving parts as possible and yet it has electric motorsand a pum ping system with hydraulic fluid and hydraulicvalves. It has external and internal parts (that is, outsideand inside the body).

Inside the body is a rechargeablebattery which powers the pum ping system. This internalbattery is recharged by an external battery using a simpleelectrical coil, which induces a current. This current thenrecharges the internal battery. The whole system iscontrolled by a microprocessor (also called a controller)inside the body.

Of course, biological safety is veryimportant, so the plastics used in the valves and hydraulicmembranes of the artificial heart are durable enough towithstand 100,000 beats (or strokes) of the ‘heart’ per day,and designed not to dam age blood cells or cause clotting.There is also a heart pacemaker, which is implanted underthe skin and produces electrical pulses to cause the heartto beat at a regular and reliable pace or speed.Another product of medical technology is scanningequipment. This scans internal organs, moving round the* T ipin d u c tio n o f an electric current ta k e s placew h en th e current in o ne coil create s (orbody at high speed creating im ages or pictures from alarge number of different angles, using X-Rays,ultrasound, and nuclear m agnetic resonance.

The CATscanner uses special X-ray equipment. (CAT is really CT,which stands for Computed Tomography.) A computerprocesses the im ages to build up and display a crosssection of the tissue and organs of the body. CT im aging isparticularly useful because it can show several types ofsoft tissue with great clarity, helping radiologists todiagnose cancers and heart problems.Electronic Assistive Technology or EAT (an exam ple ofmechatronics, which combines m echanical engineering,electronics, and IT) develops aids for severely disabledpeople. A house for someone with very limitedmovement, like the former Superman, Christopher Reeve,can be equipped with devices which permit him or her tocontrol doors, lights, air-conditioners, televisions,computers, etc.