before you get started with your research I want you to find out about primary, secondary, qualitative or quantitative research, and how each can help you with this task. We have looked at the development of computers up to the mid-20th century, so what I would like you to look at is the speed of development of the different components of computers, and the networks which link them together to make the Internet. We’ll discuss what you’ve found out the next time I see you.


Unit 5, Lesson 3, Exercise C≤1.24 1 crypt'ography 2 'digital 3 compu'tation 4 programma'bility 5 a'rithmetic 6 a'ddition 7 calcu'lation 8 me'chanical 9 tran'sistor


10 mag'netic 11 sub'traction 12 'chip


Unit 5, Lesson 3, Exercise D≤1.25


The computer is arguably the most important piece of technology in modern society, but it actually has a very long history, in fact going back almost 5,000 years.


It starts with the early Babylonians, who used simple arithmetic to count and keep a record of their goods.


As their wealth grew and they had more and more goods to record, it follows that they would try to develop tools to make this work easier.


A good example of one of these tools is the abacus as a basic calculator – in other words a computer.


What I mean is that, as in a computer, data is input by moving the beads.


It is stored by the position of the beads and the output or answers can then be read off.


Five beads are often used just as there are five fingers on a hand.


Anyway, moving ahead to the early 17th century, we find a different type of computer.


122


Unit 5, Lesson 4, Exercise B≤1.26


Extract 1 LECTURER: Right, Leila and Majed, what did you find out about the factors influencing the development of the Internet?


LEILA: Well, first of all, we talked to one of the computer technicians in the library.


MAJED: It’s really cold in the library.


Extract 2 LECTURER: And what else did you do?


LEILA: We talked to the librarian. She was quite helpful and showed us some books which we used to get some data.


MAJED: That’s rubbish. She was obviously really bored and didn’t want to talk to us.


Extract 3


LECTURER: Leila, can you give us an explanation of your graph?


LEILA: Well, yes, it has a vertical and a horizontal axis: the horizontal axis represents time and the vertical axis speed and capacity. As you can see, we’ve put some of the different elements of computer components on it.


LECTURER: What do the rest of you make of this? Evie, what about you?


EVIE: Well, erm … I’m not sure really.


Extract 4 LECTURER: Majed, can you explain how you decided which components to include on your graph?


MAJED: Well, yes, it’s based on information the technician told us.


JACK: So it’s secondary.


Extract 5 LECTURER: What do you mean by ‘secondary’, Jack?


JACK: I mean it’s an example of secondary research. They did two things – they asked someone for information and …


EVIE: [interrupting] Actually, that’s primary.


Unit 5, Lesson 4, Exercise C≤1.27 Extract 6


LECTURER: Let’s go back to this graph for the moment to see how it can help with understanding the growth of the Internet. First of all, tell us about the components you chose.


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