課件教案ielts課時(shí)reading session

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雅思1SummarySummarywriter’schoicechoiceSession13:

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雅思1Whichparagraphcontainsthe(NBYoumayuseanylettermoreThisquestionneedyoutoinformationinYoushouldunderstandnotonlyspecificinformationbutalsoseveralrelevantSession13:Matchinginformation:

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雅思1StepIdentifythetrackingcluestoStep簡單題定位：運(yùn)用題目的定位詞

mainideastoStep難題定位：運(yùn)用Step句

Usethecluesofotherquestionstolocate.解題輔助：運(yùn)用其他題目幫助定位Session13:

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雅思1Cambridge9,Test2,PassageQuestions1-12345anaccountofa adescriptionofaglobalteamahypothesisastoonereasonbehindthegrowthinademandforsuitableworldwidealistofmedicalconditionswhichcesomechildrenmoreWhichsectioncontainsthefollowing6riskfromnoisethantheestimatedproportionofchildreninNewZealandauditorySession13:

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雅思1ReadingPassageAHearingimpairmentorotherauditoryfunctiondeficitinyoungchildrencanhaveamajorimpactontheirdevelopmentofspeechandcommunication,resultinginadetrimentaleffectontheirabilitytolearnatschool.Thisislikelytohavemajorconsequencesfortheindividualandthepopulationasawhole.TheNewZealandMinistryofHealthhasfoundfromresearchcarriedoutovertwodecadesthat6-10%ofchildreninthatcountryareaffectedABApreliminarystudyinNewZealandhasshownthatclassroomnoisepresentsamajorconcernforteachersandpupils.Modernteachingpractices,theorganizationofdesksintheclassroom,poorclassroomacoustics,andmechanicalmeansofventilationsuchasair-conditioningunitsallcontributetothenumberofchildrenunabletocomprehendtheteacher’svoice.EducationresearchersNelsonandSolihavealsosuggestedthatrecenttrendsinlearningofteninvolvecollaborativein ctionofmultiplemindsandtoolsasmuchasindividualpossessionofinformation.Thisallamountstoheightenedactivityandnoiselevels,whichhavethepotentialtobeparticularlyseriousforchildrenexperiencingauditoryfunctiondeficit.NoiseinclassroomscanonlyexacerbatetheirdifficultyincomprehendingandprocessingverbalcommunicationwithotherchildrenandinstructionsBSession13:

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雅思1ReadingPassage

Childrenwithauditoryfunctiondeficitarepotentiallyfailingtolearntotheir umpotentialbecauseofnoiselevelsgeneratedinclassrooms.Theeffectsofnoiseontheabilityofchildrentolearneffectivelyintypicalclassroomenvironmentsarenowthesubjectofincreasingconcern.TheInternationalInstituteofNoiseControlEngineering(I-INCE),ontheadviceoftheWorldHealthOrganization,hasestablishedaninternationalworkingparty,whichincludesNewZealand,toevaluatenoiseandreverberationcontrolforschoolrooms.D

Whilethedetrimentaleffectsofnoiseinclassroomsituationsarenotlimitedtochildrenexperiencingdisability,thosewithadisabilitythataffectstheirprocessingofspeechandverbalcommunicationcouldbeextremelyvulnerable.Theauditoryfunctiondeficitsinquestionincludehearingimpairment,autisticspectrumdisorders(ASD)andattentiondeficitdisorders(ADD/ADHD).Session13:

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雅思1ReadingPassageE

Autismisconsideredaneurologicalandgeneticlife-longdisorderthatcausesdiscrepanciesinthewayinformationisprocessed.Thisdisorderischaracterizedbyinterlinkingproblemswithsocialimagination,socialcommunicationandsocialin ction.AccordingtoJanzen,thisaffectstheabilitytounderstandandrelateintypicalwaystopeople,understandeventsandobjectsintheenvironment,andunderstandorrespondtosensorystimuli.Autismdoesnotallowlearningorthinkinginthesamewaysasinchildrenwhoaredevelo normally.Autisticspectrumdisordersoftenresultinmajordifficultiesincomprehendingverbalinformationandspeechprocessing.Thoseexperiencingthesedisordersoftenfindsoundssuchascrowdnoiseandthenoisegeneratedbymachinerypainfulanddistressing.Thisisdifficulttoscientifically fyassuchextra-sensorystimulivarygreatlyfromoneautisticindividualtoanother.ButachildwhofindsanytypeofnoiseintheirclassroomorlearningspaceintrusiveislikelytobeadverselyaffectedintheirabilitytoprocessSession13:

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雅思1ReadingPassageTheattentiondeficitdisordersareindicativeofneurologicalandgeneticdisordersandarecharacterizedbydifficultieswithsustainingattention,effortandpersistence,organizationskillsanddisinhibition.Childrenexperiencingthesedisordersfinditdifficulttoscreenoutunimportantinformation,andfocusoneverythingintheenvironmentratherthanattendingtoasingleactivity.Backgroundnoiseintheclassroomesamajordistraction,whichcanaffecttheirabilitytoChildrenexperiencinganauditoryfunctiondeficitcanoftenfindspeechandcommunicationverydifficulttoisolateandprocesswhensetagainsthighlevelsofbackgroundnoise.Theselevelscomefromoutsideactivitiesthatpenetratetheclassroomstructure,fromteachingactivities,andothernoisegeneratedinside,whichcanbeexacerbatedbyroomreverberation.Strategiesareneededtoobtaintheoptimumclassroomconstructionandperhapsachangeinclassroomcultureandmethodsofteaching.Inparticular,theeffectsofnoisyclassroomsandactivitiesonthoseexperiencingdisabilitiesintheformofauditoryfunctiondeficitneedthoroughinvestigation.Itisprobablethatmanyundiagnosedchildrenexistintheeducationsystemwith‘invisible’disabilities.Theirneedsarelesslikelytobemetthanthoseofchildrenwithknowndisabilities.GSession13:

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雅思1ReadingPassageTheNewZealandernmenthasdevelopedaNewZealandDisabilityStrategyandhasonawide-rangingconsultationprocess.Thestrategyrecognizesthatpeopleexperiencingdisabilityfacesignificantbarriersinachievingafullqualityoflifeinareassuchasattitude,education,employmentandaccesstoservices.Objective3oftheNewZealandDisabilityStrategyisto‘ProvidetheBestEducationforDisabledPeople’byimprovingeducationsothatallchildren,youthlearnersandadultlearnerswillhaveequalopportunitiestolearnanddevelopwithintheiralreadyexistinglocalschool.Forasuccessfuleducation,thelearningenvironmentisvitallysignificant,soanyefforttoimprovethisislikelytobeofgreatbenefittoallchildren,butespeciallytothosewithauditoryfunctiondisabilities.Anumberofcountriesarealreadyintheprocessofformulatingtheirownstandardsfortheandreductionofclassroomnoise.NewZealandwillprobablyfollowtheirexample.The tureIdateonnoiseinschoolroomsappearstofocusontheeffectsonschoolchildreningeneral,theirteachersandthehearingimpaired.Onlylimitedattentionappearstohavebeengiventothosestudentsexperiencingtheotherdisabilitiesinvolvingauditoryfunctiondeficit.Itisimperativethattheneedsofthesechildrenaretakenintoaccountinthesettingofappropriateinternationalstandardstobepromulgatedinfuture.Session13:

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雅思1Actionn–StepIdentifyActionn–StepIdentifythecluesto運(yùn)用題干中的定位詞來定這些定位詞往往是很容易辨別的和數(shù)字有關(guān)的名詞或者復(fù)數(shù)名anaccountofanationaladescriptionofaglobalteamahypothesisastoonereasonbehindthegrowthinclassroomademandforsuitableworldwidealistofmedicalconditionswhichcesomechildrenmoreatriskfromnoisethantheestimatedproportionofchildreninNewZealandwithauditorySession13:

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雅思1 n–StepRecongisetheideasto

。anaccountofa adescriptionofaglobalteamahypothesisastoonereasonbehindthegrowthinclassroomademandforsuitableworldwidealistofmedicalconditions cesomechildrenmoreatriskfromnoisethantheestimatedproportionofchildreninNewZealandwithauditorySession13:

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雅思1Actionn–StepUsethecluesofotherquestionstolocate.有些段落信息配對中出現(xiàn)的信息在其他題目中已經(jīng)涉及到，所只需查看那道題的出 Answer:H(tips:H段第一句 : Answer:B(tips:B段 Answer:I(tips:I段第一 : Session13:

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雅思1Cambridge9,Test3,PassageQuestions14-WhichparagraphcontainsthefollowingNBYoumayuselettermorethanthelocationofthefirsttestawayofbringingthepowerproducedononesitebackareferencetoapreviousattemptbyBritaintofindalternativesourceofmentionofthepossibilityofapplyingtechnologyfromTestYoucanusetrackingcluestoYoucanuseotherSession13:Tidal

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雅思1UnderseaturbineswhichproduceelectricityfromthetidesaresettoeimportantsourceofrenewableenergyforBritain.ItisstilltooearlypowertootherpartsofEurope.Unlikewindpower,whichoriginallydevelopedandthenabandonedfor20yearsallowingtheSession13:

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雅思1TidalCWorkondesignsforthenewturbinebladesandsitesarewelladvancedattheUniversitySouthampton’ssustainableenergyresearchgroup.ThefirststationisexpectedtobeinstalledoffLynmouthinDevonshortlytotestthetechnologyinaventurejointlyfundedbythedepartmentofTradeandIndustryandtheEuropeanUnion.AbuBakrBahaj,inchargeoftheSouthamptonresearch,said:‘Theprospectsforenergyfromtidalcurrentsarefarbetterthanfromwindbecausetheflowsofwaterarepredictableandconstant.ThetechnologyfordealingwiththehostilesalineenvironmentundertheseahasbeendevelopedintheNorthSeaoilindustryandmuchisalreadyknownaboutturbinebladedesign,becauseofwindpowerandshippropellers.Thereareafewtechnicaldifficulties,butIbelieveinthenextfivetotenyearswewillinstallingcommercialmarineturbinefarms.’Southamptonhasbeenawarded￡215,000overthreeyearsdeveloptheturbinesandisworkingwithMaineCurrentTurbines,asubsidiaryofITpower,ontheproject.EUresearchhasnowidentified106potentialsitesfortidalpower,80%roundthecoastsofThebestsitesarebetweenislandsoraroundheavilyindentedcoastswheretherearestrongtidalSession13:

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雅思1TidalD.Amarineturbinebladeneedstobeonlyonethirdofthesizeofawindgeneratortoproducethreetimesasmuchpower.Thebladeswillbeabout20metersindiameter,soaround30metersofwaterisrequired.Unlikewindpower,thereareunlikelytobeenvironmentalobjections.Fishandothercreaturesarethoughtunlikelytobeatriskfromtherelativelyslow-turningblades.Eachturbinewillbemountedonatowerwhichwillconnecttothenationalpowersupplygridviaunderwatercables.Thetowerswillstickoutofthewaterandbelit,towarnship ,andalsobedesignedtobeliftedoutofthewaterformaintenanceandtocleanseaweedfromtheblades.E.DrBahajhasdonemostworkontheAlderneysite,wheretherearepowerfulcurrents.ThesingleunderseaturbinefarmwouldproducefarmorepowerthanneededfortheChannelIslandsandmostwouldbefedintotheFrenchGridandbere-importedintoBritainviathecableundertheChannel.FOnetechnicaldifficultyiscavitation,wherelowpressurebehindaturningbladecausesairbubbles.Thesecancausevibrationanddamagethebladesoftheturbines.DrBahajsaid:‘Wehavetotestanumberofbladetypestoavoidthishappeningoratleastmakesureitdoesnotdamagetheturbinesorreduceperformance.Anotherslightconcernissubmergeddebrisfloatingintotheblades.Sofarwedonotknowhowmuchofaproblemitmightbe.Wewillhavetomaketheturbinesrobustbecausetheseaisahostileenvironment,butallthesignsthatwecandoitaregood.’Session13:

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雅思1Actionn–3IdentifythecluestoideastoUsethecluesofquestionstoSession13:

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雅思1Cambridge8,Test4,PassageQuestions14-14anaccountofthemethodusedbyresearchersinaWhichparagraphcontainsthefollowingtheroleofimitationinasenseof16theageatwhichchildrencanusuallyidentifyastaticimageof17areasonforthelimitationsofscientificresearchinto‘self-18referencetoapossiblelinkbetweencultureandaformof19examplesofthewiderangeoffeaturesthatcontributetothesenseof‘self-as-object’NBYoumayuselettermorethanTestYoucanusetheideastolocate.YoucanuseotherSession13:

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雅思1YoungChildren’sSenseofA.Asenseofselfdevelopsinyoungchildrenbydegrees.Theprocesscanusefullybethoughtofintermsthegradualemergenceoftwosomewhatseparatefeatures:theselfasasubject,andtheselfasanWilliamJamesintroducedthedistinctionin1892,andcontemporariesofhis,suchasCharlesCooley,tothedevelodebate.EversincethenpsychologistshavebuildingontheB.AccordingtoJames,achild’sfirststepontheroadtoself-understandingcanbeseenastherecognitionthatheorsheexists.Thisisanaspectoftheselfthathelabeled‘self-as-subject’,andhegaveitvariouselements.Theseincludedanawarenessofone’sownagency(i.e.one’spowertoact),andanawarenessofone’sdistinctivenessfromotherpeople.Thesefeaturesgraduallyemergeasinfantsexploretheirworldand ctwithcaregivers.Cooley(1902)suggestedthatasenseoftheself-as-subjectwasprimarilyconcernedwithbeingabletoexercisepower.Heproposedthattheearliestexamplesofthisareaninfant’sattemptstocontrolphysicalobjects,suchastoysorhisorherownlimbs.Thisisfollowedbyattemptstoaffectthebehaviorofotherpeople.Forexample,infantslearnthatwhentheycryorssomeonerespondstoSession13:

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雅思1YoungChildren’sSenseofAnotherpowerfulsourceofinformationforinfantsabouttheeffectstheycanhaveontheworldaroundthemisprovidedwhenothersmimicthem.Manyparentsspendalotoftime,particularlyintheearlymonths,copyingtheirinfant’svocalizationsandexpressions.Inaddition,youngchildrenenjoylookinginmirrors,wherethemovementstheycanseearedependentupontheirownmovements.Thisisnottosaythatinfantsrecognizethereflectionastheirownimage(alaterdevelopment).However,LewisandBrooks-Gunn(1979)suggestthatinfants’develo understandingthatthemovementstheyseeinthemirrorarecontingentontheirown,leadstoagrowingawarenessthattheyaredistinctfromotherpeople.Thisisbecausethey,andonlythey,canchangethereflectioninthemirror.Thisunderstandingthatchildrengainofthemselvesasactiveagentscontinuestodevelopintheirattemptstoco-operatewithothersin y.Dunn(1988)pointsoutthatitisinsuchday-to-dayrelationshipsandin ctionsthatthechild’sunderstandingofhis-orherselfemerges.Empiricalinvestigationsoftheself-as-subjectinyoungchildrenare,however,ratherscarcebecauseofdifficultiesofcommunication:evenifyounginfantscanreflectontheirexperience,theycertainlycannotexpressthisaspectoftheselfdirectly.Session13:

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雅思1YoungChildren’sSenseofOncechildrenhaveacquiredacertainlevelofself-awareness,theybegintocethemselvesinawholeseriesofcategories,whichtogetherysuchanimportantpartindefiningthemuniquelyas‘themselves’.ThissecondstepinthedevelopmentofafullsenseofselfiswhatJamescalledthe‘self-as-object’.Thishasbeenseenbymanytobetheaspectoftheselfwhichismostinfluencedbysocialelements,sinceitismadeupofsocialroles(suchasstudent,brother,colleague)andcharacteristicswhichderivetheirmeaningfromcomparisonorinctionwithotherpeople(suchastrustworthiness,shyness,sportingability).Cooleyandotherresearcherssuggestedacloseconnectionbetweena ’sownunderstandingoftheiridentityandotherpeople’sunderstandingofit.Cooleybelievedthatpeoplebuilduptheirsenseofidentityfromthereactionsofotherstothem,andfromtheviewtheybelieveothershaveofthem.Hecalledtheself-as-objectthe‘looking-glassself’,sincepeoplecometoseethemselvesastheyarereflectedinothers.Mead(1934)wentevenfurther,andsawtheselfandthesocialworldasinextricablyboundtogether:‘Theselfisessentiallyasocialstructure,anditarisesinsocialexperience…itisimpossibletoconceiveofaselfarisingoutsideofsocialexperience.’Session13:

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雅思1YoungChildren’sSenseofLewisandBrookes-Gunnarguedthatanimportantdevelopmental toneisreachedwhenchildreneabletorecognizethemselvesvisuallywithoutthesupportofseeingcontingentmovement.Thisrecognitionoccursaroundtheirsecondbirthday.Inoneexperiment,LewisandBrooks-Gunn(1979)dabbedsomeredpowderonthenosesofchildrenwhowere yinginfrontofamirror,andthenobservedhowoftentheytouchedtheirnoses.Thepsychologistsreasonedthatifthechildrenknewwhattheyusuallylookedlike,theywouldbesurprisedbytheunusualredmarkandwouldstarttouchingit.Ontheotherhand,theyfoundthatchildrenof15to18monthsaregenerallynotabletorecognizethemselvesunlessothercuessuchasmovementareFinally,perhapsthemostgraphicexpressionsofself-awarenessingeneralcanbeseeninthedisyofragewhicharemostcommonfrom18monthsto3yearsofage.Inalongitudinalstudyofgroupsofthreeorfourchildren,Bronson(1975)foundthattheintensityofthefrustrationandangerintheirdisagreementsincreasedsharplybetweentheagesof1and2years.Often,thechildren’sdisagreementsinvolvedastruggleoveratoythatnoneofthemhad yedwithbeforeorafterthetug-of-war:thechildrenseemedtobedisputingownershipratherthanwantingto ywithit.Althoughitmaybelessmarkedinothersocieties,thelinkbetweenthesenseof‘self’andof‘ownership’isanotablefeatureofchildhoodinWesternSession13:

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雅思1Identifythe cluesto ideasto Usethecluesof questionsto

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雅思1Cambridge5,Test1,PassageQuestions14-14abiological nationoftheteacher-subjects’Which15theexnationMilgramgavetheteacher-subjectsfortheidentityofthetheexpectedstatisticalthegeneralaimofsociobiologicalthewayMilgrampersuadedtheteacher-subjectstocontainsTestUsethemainideasUsethelogicalstructure)tolocate.Session13:

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雅思1NatureorA.Afewyearsago.inoneofthemostfascinatinganddisturbingexperimentsinbehaviouralpsychology,StanleyMilgramofYaleUniversitytested40subjectsfromallwalksoflifefortheirwillingnesstoobeyinstructionsgivenbya‘leader’inasituationinwhichthesubjectsmightfeela aldistastefortheactionstheywerecalledupontoperform.Specifically,Milgramtoldeachvolunteer‘teacher-subject’thattheexperimentwasinthenoblecauseofeducation,andwasdesignedtotestwhetherornotpunishingpupilsfortheirmistakeswouldhaveapositiveeffectonthepupils’abilitytolearn.B.Milgram’sexperimentalset-upinvolved cingtheteacher-subjectbeforeapanelofthirtyswitcheswithlabelsrangingfrom‘15voltsofelectricity(slightshock)’to‘450volts(danger-severeshock)’instepsof15voltseach.Theteacher-subjectwastoldthatwheneverthepupilgavethewronganswertoaquestion,ashockwastobeadministered,beginningatthelowestlevelandincreasinginseveritywitheachsuccessivewronganswer.Thesupposed‘pupil’wasinrealityanactorhiredbyMilgramtosimulatereceivingtheshocksbyemittingaspectrumofgroans,screamsandwrithingstogetherwithanassortmentofstatementsandexpletivesdenouncingboththeexperimentandtheexperimenter.Milgramtoldtheteacher-subjecttoignorethereactionsofthepupil,andtoadministerwhateverlevelofshockwascalledfor,aspertheruleerningtheexperimentalsituationoftheSession13:

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雅思1NatureorC.Astheexperimentunfolded,thepupilwoulddeliberaygivethewronganswerstoquestionsposedbytheteacher,therebybringingonvariouselectricalpunishments,evenuptothedangerlevelof300voltsandbeyond.Manyoftheteacher-subjectsbalkedatadministeringthehigherlevelsofpunishment,andturnedtoMilgramwithquestioninglocksand/orcomintsaboutcontinuingtheexperiment.Inthesesituations.Milgramcalmlyexinedthattheteacher-subjectwastoignorethepupil'scriesformercyandcarryonwiththeexperiment.Ifthesubjectwasstillreluctanttoproceed,MilgramsaidthatItwasimportantforthesakeoftheexperimentthattheprocedurebefollowedthroughtotheend.Hisfinalargumentwas.‘Youhavenootherchoice.Youmustgoon.’WhatMilgramwastryingtodiscoverwasthenumberofteacher-subjectswhowouldbewillingtoadministerthehighestlevelsofshock,eveninthefaceofstrong andmoralrevulsionagainsttherulesandconditionsoftheexperiment.D.Priortocarryingouttheexperiment,Milgramexinedhisideatoagroupof39psychiatristsandaskedthemtopredicttheaveragepercentageofpeopleinanordinarypopulationwhowouldbewillingtoadministerthehighestshocklevelof450volts.Theoverwhelmingconsensuswasthatvirtuallyalltheteacher-subjectswouldrefusetoobeytheexperimenter.Thepsychiatristsfeltthat‘mostsubjectswouldnotgobeyond150volts’andtheyfurtheranticipatedthatonlyfourpercentwouldgoupto300volts.Furthermore,theythoughtthatonlyalunaticfringeofaboutonein1.000wouldgivethehighestshock450Session13:

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雅思1NatureorE.Whatweretheactualresults?Well,over60percentoftheteacher-subjectstoobeyuptothe450-voltlimit!Inrepetitionsoftheexperimentinothercountries,thepercentageofobedientteacher-subjectswasevenhigher,reaching85percentinonecountryHowcanwepossiblyaccountforthisvastdiscrepancybetweenwhatcalm,rational,knowledgeablepeoplepredictinthecomfortoftheirstudyandwhatpressured,flustered,butcooperativeteachers'actuallydointhelaboratoryofreallife?F.One'sfirstinclinationmightbetoarguethattheremustbesomesortofbuilt-inanimalaggressioninstinctthatwasactivatedbytheexperiment,andthatMilgram’steacher-subjectswerejustfollowingageneticneedtodischargethispent-upprimalurgeontothepupilbyadministeringtheelectricalshock.Amodernhard-coresociobiologistmightevengosofarastoclaimthatthisaggressiveinstinctevolvedasanadvantageoustrait,havingbeenofsurvivalvaluetoourancestorsintheirstruggleagainstthehardshipslifeontheinsandinthecaves,ultimayfindingitswayintoourgeneticmake-upasaremnantofancientanimalSession13:

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雅思1NatureorG.Analternativetothisnotionofgeneticprogrammingistoseetheteacher-subjects’actionsasaresultofthesocialenvironmentunderwhichtheexperimentwascarriedout.AsMilgramhimselfpointedout.‘Mostsubjectsintheexperimentseetheirbehaviourinalargercontextthatisbenevolentandusefultosociety-thepursuitofscientifictruth.Thepsychologicallaboratoryhasastrongclaimtolegitimacyandevokestrustandconfidenceinthosewhoperformthere.Anactionsuchasshockingavictim,whichinisolationappearsevil,acquiresacompleydifferentmeaningwhen cedinthissetting.’H.Thus,inthisexnationthesubjectmergeshisunique alityand alandmoralcodewiththatoflargerinstitutionalstructures,surrenderingindividualpropertieslikeloyalty,self-sacrificeanddisciplinetotheserviceofmalevolentsystemsofauthority.I.Herewehavetworadicallydifferentexnationsforwhysomanyteacher-subjectswerewillingtoforgotheirsenseof alresponsibilityforthesakeofaninstitutionalauthorityfigure.Theproblemforbiologists,psychologistsandanthropologistsistosortoutwhichofthesetwopolarexnationsismoreusible.This,inessence,istheproblemofmodernsociobiology—todiscoverthedegreetowhichhard-wiredgeneticprogrammingdictates,oratleaststronglybiases,thein ctionofanimalsandhumanswiththeirenvironment,thatis,theirbehaviour.Putanotherway.sociobiologyisconcernedwithelucidatingthebiologicalbasisofallbehavior.Session13:

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雅思1Identifythe cluesto ideasto Usethecluesof questionsto

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雅思1Cambridge9,Test3,PassageQuestions27-Whichparagraphcontainsthefollowingan nationofthefactorsaffectingthetransmissionanexampleofhowunnecessaryinformationcanareferencetoShannon’sattitudetoTestYoumustusemainideasofparagraphtoPayattentiontologicalconnectioninanswer

detailsofamachinecapableofinterpretingadetailedaccountof involvingareferencetowhatShannoninitiallyintendedtoinhisSession13:

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雅思1InformationTheory—theBigInformationtheoryliesattheheartofeverything—fromyersandthegeneticcodeofDNAtotheoftheuniverseatitsmostfundamental.IthasbeencentraltothedevelopmentofthescienceofwhichenablesdatatobesentelectronicallyandhasthereforehadamajorimpactonourAInApril2002aneventtookcewhichdemonstratedoneofthemanyapplicationsofinformationThespaceprobe,VoyagerI,launchedin1977,hadsentbackspectacularimagesofJupiterandSaturnandthensoaredoutoftheSolarSystemonaone-waymissiontothestars.After25yearsofexposuretothezingtemperaturesofdeepspace,theprobewasbeginningtoshowitsage.SensorsandcircuitswereonthebrinkoffailingandNASAexpertsrealizedthattheyhadtodosomethingorlosecontactwiththeirprobeforever.ThesolutionwastogetamessagetoVoyagerItoinstructittousesparestochangethefailingparts.Withtheprobe12billionkilometersfromEarth,thiswasnotaneasytask.BymeansofaradiodishbelongingtoNASA’sDeepSpaceNetwork,themessagewassentoutintothedepthsofspace.Eventravellingatthespeedoflight,ittookover11hourstoreachitstarget,farbeyondtheorbitofPluto.Yet,incredibly,thelittleprobemanagedtohearthefaintcallfromitshomenet,andsuccessfullymadetheswitchover.Session13:

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雅思1InformationTheory—theBigItwasthelongest-distancerepairjobinhistory,andatriumphfortheNASAengineers.ButitalsohighlightedtheastonishingpowerofthetechniquesdevelopedbyAmericancommunicationsengineerClaudeShannon,whohaddiedjustayearearlier.Bornin1916inPetoskey,Michigan,Shannonshowedanearlytalentformathsandforbuildinggadgets,andmadebreakthroughsinthefoundationsofcomputertechnologywhenstillastudent.WhileatBellLaboratories,Shannondevelopedinformationtheory,butshunnedtheresultingacclaim.Inthe1940s,hesingle-handedlycreatedanentirescienceofcommunicationwhichhassinceinveigleditswayintoahostofapplications,fromDVDstosalitecommunicationstobarcodes—anyarea,inshort,wheredatahastobeconveyedrapidlyyetaccuraThisallseemslightyearsawayfromthedown-to-earthusesShannonoriginallyhadforhiswork,whichbeganwhenhewasa22-year-oldgraduateengineeringstudentattheprestigiousMassachusettsInstituteofTechnologyin1939.Hesetoutwithanapparentlysimpleaim:topindowntheprecisemeaningoftheconceptof‘information’.Themostbasicformofinformation,Shannonargued,iswhethersomethingistrueorfalse—whichcanbecapturedinthebinaryunit,or‘bit’,oftheform1or0.Havingidentifiedthisfundamentalunit,Shannonse