L13 for English Acquisition I B k and II B i , 2011 URL - - PowerPoint PPT Presentation

2012-1-31 (火)

L13 for English Acquisition I Bk and II Bi, 2011

このスライドは次のURLから入手できます:

http://clsl.hi.h.kyoto-u.ac.jp/~kkuroda/lectures/11B-KIT/KIT-2011B-L13- slides.pdf

黒田 航 (非常勤)

Tuesday, January 31, 2012

連絡

✤ 本日が本年度(後期)の最後の授業 ✤ 次回2月7日はボーナス試験 (L14に相当)

✤ 原則として任意参加 ✤ ただし後で指名する方々は点数が不足しています

Tuesday, January 31, 2012

ボーナス試験とは?

✤ 本番と同じ課題に挑戦

✤ 一回目(本番)のハズレがアタリに修正される ✤ 一回目(本番)のアタリが変更されない

✤ つまり単調に得点が増える

✤ 目的

✤ 復習の努力に報いる ✤ 出席不足の学生の救済

Tuesday, January 31, 2012

1Bkでボーナス試験が必須の方々

✤ 赤は2012/01/31のL13の結果で確定

✤ 林 智孝, 中島 裕貴 (2名)

Tuesday, January 31, 2012

2Bi でボーナス試験が必須の方々

✤ 赤は2012/01/31のL13の結果で確定

✤ 別所 直哉, 米谷 紗恵子, 佐々木 陽平, 奥藤 陶子, 竹田 慶,

林 真志, 竹下 暁子 (7名)

Tuesday, January 31, 2012

2Bi でボーナス試験が必須の方々

✤ 赤は危険，橙は注意

✤ 阿部 達郎, 佐々木 陽平, 別所 直哉, 米谷 紗恵子, 奥藤 陶

子, 竹田 慶, 林 真志, 竹下 暁子 (8名)

✤ 立花 舞, 北村 亮太, 市村 真央 (3名)

Tuesday, January 31, 2012

2/7のボーナス試験の課題

✤ L05, L06, L11の三回分

✤ L05: Matt Cutts: Try Something New for 30 Days ✤ L06: Julian Treasure: Shh! Sound Health in 8 Steps ✤ L11: Ben Goldacre: Battling Bad Science

Tuesday, January 31, 2012

講義資料

✤ 聴き取り用の教材は次の Web ページから入手可能

✤ http://clsl.hi.h.kyoto-u.ac.jp/~kkuroda/lectures/KIT-11B.html

✤ 授業時間外での予習や復習に利用して下さい

Tuesday, January 31, 2012

講義資料を見るためのパスワード

✤ 部外者が講義資料を読めないようにしました ✤ 皆さんが講義資料を閲覧するためのパスワードは

✤ 20_11B_KIT

✤ です

Tuesday, January 31, 2012

本日の予定

✤ 前半40分

✤ L12 の聴き取り訓練の結果の報告

✤ 後半50分

✤ 1Bk

✤ Richard Feynman: The Feynman Lectures on Physics, Volume 1. Chapter 4:

Conservation of Energy の後半

✤ 2Bi

✤ Tim Harford: Trial, Error, and the God Complex (18分)の後半10分

Tuesday, January 31, 2012

Date

L12の成績

Tuesday, January 31, 2012

採点法

✤ 点数

✤ 完全正解 1.0 (◯で表示) と 不完全解 0.5 (△で表示)

✤ 評価基準

✤ 素得点 S = ◯の数 + (△の数)/2 ✤ 正答率 P = ◯の数/S ✤ 成績評価用の得点: S* = 100 × S/問題の総数 (e.g., 30)

✤ 採点誤りがあるかも知れません

✤ 数え間違いや足り算間違をしますので，該当者は報告して下さい

Tuesday, January 31, 2012

出題への評価

Q1: 問題の数量 Q1: 問題の数量 問題の数量 問題の数量 Q2: 問題の難しさ Q2: 問題の難しさ 問題の難しさ 問題の難しさ Av. Stde v Max Min Av. Stde v Max Min Num ber 1Bk 3.13 0.34 4.00 3.00 3.06 0.77 4.00 1.00

16/28

2Bi 3.00 0.63 4.00 2.00 2.50 0.55 3.00 2.00

6/12

Tuesday, January 31, 2012

平均得点の履歴

Tuesday, January 31, 2012

L12の得点分布 1Bk

✤ 受講者数: 28人

✤ 平均点: 17.57/n [70.29] 点

✤ 標準偏差: 2.07/n [ 8.29] 点

✤ 最高点: 21.50/n [86.00] 点 ✤ 最低点: 14.00/n [56.00] 点

✤ n = 25

✤ 得点グループ数=3?

Tuesday, January 31, 2012

L12の得点分布 2Bi

✤ 受講者数: 12人

✤ 平均点: 14.58/n [58.33] 点

✤ 標準偏差: 2.08/n [ 8.30] 点

✤ 最高点: 18.00/n [74.00] 点 ✤ 最低点: 10.00/n [42.00] 点

✤ n = 25

✤ 得点グループ数=2?

Tuesday, January 31, 2012

平均正解率の履歴

Tuesday, January 31, 2012

L12の正答率分布 1Bk

✤ 参加者: 28人

✤ 平均: 0.69

✤ 標準偏差: 0.10

✤ 最高: 0.88; 最低: 0.48

✤ 正答率のグループ数=2?

Tuesday, January 31, 2012

L12の正答率分布 2Bi

✤ 参加者: 12人

✤ 平均: 0.61

✤ 標準偏差: 0.09

✤ 最高: 0.81; 最低: 0.38

✤ 正答率のグループ数=3?

Tuesday, January 31, 2012

L12の正解

EA1Bk The Feynman Lectures on Physics

Tuesday, January 31, 2012

EA1BkのL12の正解

✤ 1. summary ✤ 2. given ✤ 3. general ⇒ janual, janal, journal ✤ 4. theoretical physics ⇒ __ physics ✤ 5. law’s ⇒ law, laws, lows, all ✤ 6. abstract ✤ 7. nature ✤ 8. imagine ✤ 9. put ⇒ putted, putting, pulled, improved ✤ 10. cruious ✤ 11. looking ✤ 12. Careful ✤ 13. count ⇒ can, come ✤ 14. let ⇒ left, lend, lead, rock, close, come ✤ 15. ingenious ⇒ genius, genious ✤ 16. discoveries ⇒ discovered, discoveried ✤ 17. deviations ✤ 18. minus ✤ 19. blocks ⇒ box, boxes ✤ 20. aspect ⇒ expect, respectables, aspectable ✤ 21. figuring ⇒ figure ✤ 22. forms ⇒ form ✤ 23. analogy ⇒ energy ✤ 24. formulas ⇒ formula ✤ 25. reasons

Tuesday, January 31, 2012

1/14

✤ The Feynman Lectures on Physics— This lecture was presented

by Dr. Richard Feynman on October 6th, 1961 at the California Institute of Technology. Volume 1, Chapter 4: Conservation of Energy

✤ There are— will be no summary of the previous lecture, huh.

There’s no [1. summary] of the previous lecture. You just to remember whatever you can remember from it. No vital points.

✤ The, uh, next two lectures after today will be given by Professor

Matt Sands because I’m going to a meeting in, uh, Brussels. So, I’ll come back, uh, next Tuesday, (and) I mean the Tuesday following.

Tuesday, January 31, 2012

2/14

✤ Section 4.1: What is energy? ✤ Today’s lecture is on, uh, one of the laws of physics, and,

uh, beginning, of course, [t] uh, detailed looking at the different aspects of physics. We just finished, uh, description of, uh, things in [2. general] and now we look more specifically, in particular, what a law of physics looks like. And so I picked one out uh/as to illustrate the ideas and a kind of reasoning that might be used in, say, theoretical physics. So, the lecture today is on the conservation of energy.

Tuesday, January 31, 2012

3/14

✤ There is a fact, or if you wanna call it a “law,” governing all

natural phenomena that’s known today there’s no exception known to this. It’s exact as far as we know. And the [3. law’s] called the conservation of energy.

✤ It states: there is a certain quantity, and which we call

energy, that doesn’t change in, uh, manifold changes which nature undergoes.

✤ Now that’s a very abstract idea because it’s a mathematical

• principle. It says there’s a numerical quantity that doesn’t

change when something happens.

Tuesday, January 31, 2012

4/14

✤ It’s not a description of a mechanism, or anything. It’s

just a strange fact that you can calculate some number and when you all finish watching [4. nature] go through her tricks and calculate a number again, and it’s the

• same. Something like the bishop is on the red square

now, and after a number of moves, details are unknown, it’s still on some red square. It’s a law of this nature.

✤ Since it’s an abstract idea, I would like to illustrate the

meaning of it with a lot of pecu— uh silly example(s) but it does illustrate the idea.

Tuesday, January 31, 2012

5/14

✤ I want you to imagine a child, perhaps Denis the Manis, who

has blocks. But you must appreciate that these blocks are absolutely indestructible and cannot divided into pieces. They’re just— each is the same as the others. (And) I will suppose that he has, say, 28 blocks.

✤ Now, this child is [5. put] into a room by his mother, at/and

the beginning of the day with these 28 blocks. At the end of the day, I don’t know why she’s so curious but she counts the blocks very carefully and discovers a phenomenal law that no matter what he does with the blocks, there are always 28 blocks.

Tuesday, January 31, 2012

6/14

✤ So, this goes on for a number of days, until one day there

are 27 blocks, but uh a little [6. looking] around shows that there’s some under the log. You have to be careful to make it sure that you looked everywhere in order to make it sure that the number of blocks doesn’t change.

✤ One day, however, the number of blocks appears to

• change. There’re only 26 blocks. [7. Careful]

investigation indicates that the window was open and now looking outside, you can find other two blocks. So, you bring them back in again and everything’s alright.

Tuesday, January 31, 2012

7/14

✤ Another day, careful [8. count] indicates the existence of

30 blocks. (Laughter) This causes a considerable concinnation until it was realized that Bruce came to visit and he owned blocks and left perhaps a few.

✤ So, after you get rid of some of these things, we close the

window, we don’t [9. let] Bruce in then we see everything is going along alright until one time we count 25 blocks.

Tuesday, January 31, 2012

8/14

✤ But there is a box in the room— the toy box that the boy

has and the mother is going to open the toy box but the boy says, “No, don’t open my toy box” and screams. She is not allowed to open/doesn’t ?lumped um uh— The mother was not allowed to open the toy box.

✤ Being, however, extremely curious and somewhat [10.

ingenious], she invents a scheme: she knows the block weights three ounces. So, she weights the box when they — at the time she sees the 28 blocks, and weights 16

• unces, say.

Tuesday, January 31, 2012

9/14

✤ So, the next time when she wants to check she weight[s] the

box again, subtract[s] 16 ounces and divide[s] it by 3.

✤ So, she [11. discovers] the following: number of blocks in—

that you can see— that you have to add to this number of blocks seen, plus weight of box minus 16 ounces divided by 3 ounces and then it’s constant at every time, up to a point.

✤ There are then become some gradual [12. deviations]—

there appear some deviations but careful study indicates that the dirty water that’s in the bathtub is changing its level.

Tuesday, January 31, 2012

10/14

✤ In other words, the child was throwing blocks into the

• water. You can’t see it because it’s so dirty but you can

find out how many blocks in the water by adding another term to this formula, which is the height of water in tub [13. minus] 6 inches divided by a quarter of an inch because each block, it goes— it’s a quarter of an inch.

✤ And so, with the gradual increase in the complexity of

the world, you’ll find out the whole series of terms representing the ways of calculating how many [14. blocks] in places where you’re not allowed to look.

Tuesday, January 31, 2012

11/14

✤ And as the result of this, it’s possible to find a complex

formula— a quantity which has to be computed, which always stays the same in this situation.

✤ Now, the anal— I would now describe the analogue of

this to the conservation of energy. The most remarkable [15. aspect] of it is that I want to abstract from this picture: first, there are no blocks. You never see the

• blocks. So, you take away that term.

Tuesday, January 31, 2012

12/14

✤ Then you discover yourself calculating more or less abstract

• things. The analogue has the following points in it:

✤ First, sometimes, when you’re [16. figuring] out the energy,

some of it leaves the system and it goes away, or sometimes some comes in. And so, in order to verify the conser– vation

• f energy, you’ve got to be careful that you haven’t put any

in and take any out.

✤ Second, that the energy has a large number of different

forms and it has a formula for every one of the different [17. forms].

Tuesday, January 31, 2012

13/14

✤ I’ve written a number of the forms here. I see, I left out

the elastic energy and there isn’t formula for every one of these things if we find out what the formulas are in the total amount that wouldn’t change if you accept it going in and out from now —I’ll keep you that— well, we can do that now if you want.

✤ So, that’s the relation of the [18. analogy]. It is

important you realize that in physics today, we do not have any knowledge of what energy is.

Tuesday, January 31, 2012

14/14

✤ My analogy is bad because we do not have a picture in

physics today that energy comes in little blobs/blocks of a definite amount. It does not that way. and it is not de– definite blocks but there are [19. formulas] for calculating some numerical quantities when you added it all together, it gives 28, always the same. We have no deeper understanding of it than this.

✤ And that is an abstract thing: it doesn’t tell you the

mechanism, or the [20. reasons] for the various formulas.

Tuesday, January 31, 2012

Date

FLPを使った聴き取り訓練 L13

EA 1Bk

Tuesday, January 31, 2012

本日の課題 EA1Bk

✤ Richard Feynman: The Feynman Lectures on Physics, Volume

• 1. Chapter 4

✤ 主題: エネルギー保存則 law of “conservation of energy”

Tuesday, January 31, 2012

L12の正解

EA2Bi

Tuesday, January 31, 2012

EA2BiのL12の正解

✤

• 1. care ⇒ hair, pair, pear(s), per, car, power, per,

par

✤

• 2. operating ⇒ offered, offering, afraiding,
• perate

✤

• 3. laughter

✤

• 4. resourceful ⇒ useful, exhausted, result

✤

• 5. vitamin B12 ⇒ vitamin

✤

• 6. clear

✤

• 7. ranting ⇒ taking, run(ning), rounds

✤

• 8. barbarism ⇒ poet, problem, perbalism,

perpalism, bubble, baorbrism

✤

• 9. crime ⇒ kind, claim, come(s)

✤

• 10. awesome ⇒ awsome, owesome

✤

• 11. God complex ⇒ complex

✤

• 12. economists ⇒ economist

✤

• 13. understand ⇒ stand

✤

• 14. amazing

✤

• 15. nothing

✤

• 16. interrogate ⇒ integrate, interpret, interest,

inteconnect, interior

✤

• 17. learned ⇒ wrote

✤

• 18. imagine

✤

• 19. count ⇒ come, can, curry

✤ 20. solve ⇒ sort, sold ✤ 21. complexity ⇒ complex ✤ 22. we don’t ✤ 23. abandon ⇒ ba, bant, bank, ban to, abound,

aband, abound, about

✤ 24. ambiguous ⇒ anviguous, anbeguous, bigger,

biggest

✤ 25. industrial

Tuesday, January 31, 2012

1/16

✤ It’s the Second World War. A German prison camp. And

this man, Archie Cochrane, is a prisoner of war and a doctor, and he has a problem.

✤ The problem is that the men under his [1. care] are

suffering from an excruciating and debilitating condition that Archie doesn’t really understand. The symptoms are this horrible swelling up of fluids under the skin. But he doesn’t know whether it’s an infection, whether it’s to do with malnutrition. He doesn’t know how to cure it.

Tuesday, January 31, 2012

2/16

✤ And he’s [2. operating] in a hostile environment. And

people do terrible things in wars. The German camp guards, they’ve got bored. They’ve taken to just firing into the prison camp at random for fun. On one particular occasion, one of the guards threw a grenade into the prisoners’ lavatory while it was full of prisoners. He said he heard suspicious [3. laughter]. And Archie Cochrane, as the camp doctor, was one of the first men in to clear up the mess. And one more thing: Archie was suffering from this illness himself.

Tuesday, January 31, 2012

3/16

✤ So, the situation seemed pretty desperate. Uh, but

Archie Cochrane was a [4. resourceful] person. He’d already smuggled vitamin C into the camp, and now he managed to get hold of supplies of Marmite on the black

• market. Now some of you will be wondering what

Marmite is. Uh, Marmite is a breakfast spread beloved

• f the British. Uh, it looks like crude oil. It tastes, um,
• zesty. And importantly, ah, it’s a rich source of [5.

vitamin B12].

Tuesday, January 31, 2012

4/16

✤ So Archie splits the men ah under his care as best he can

into two equal groups. He gives half of them vitamin C. He gives half of them vitamin B12. He very carefully and meticulously notes his results in an exercise book. And after just a few days, it becomes [6. clear] that, whatever is causing this illness, Marmite is the cure.

✤ So, Cochrane then goes to the Germans who are running

the prison camp. Now, you’ve got to imagine at the moment— forget this photo, imagine this guy with this, this long ginger beard and this shock of red hair.

Tuesday, January 31, 2012

5/16

✤ He hasn’t been able to shave —a sort of Billy Connolly

• figure. Cochrane, he starts [7. ranting] at these Germans

in this Scottish accent —in fluent German, by the way, but in a Scottish accent —and explains to them how German culture was the culture that gave Schiller and Goethe to the world. And he can’t understand how this [8. barbarism] can be tolerated, and he, he vents his

• frustrations. And then he goes back to his quarters,

breaks down and weeps, because he’s convinced that the situation is hopeless.

Tuesday, January 31, 2012

6/16

✤ But a young German doctor picks up Archie Cochrane’s

exercise book and says to his colleagues, “This evidence is incontrovertible. If, if we don’t supply vitamins to the prisoners, it’s a war [9. crime].” And the next morning, supplies of vitamin B12 are delivered to the camp, and the prisoners begin to recover.

✤ Now, I, I’m not telling you this story because I think

Archie Cochrane is a dude, although Archie Cochrane is a dude.

Tuesday, January 31, 2012

7/16

✤ I’m not even telling you the story because I think we

should be running more carefully controlled randomized trials in all aspects of public policy, although I think that would also be completely [10. awesome].

✤ I’m telling you this story because Archie Cochrane, all

his life, fought against a terrible affliction, and he realized it was debilitating to individuals and it was corrosive to societies. And he had a name for it. He called it the Gold complex.

Tuesday, January 31, 2012

8/16

✤ Now I can describe the symptoms of the God complex

very, very easily. So the symptoms of the [11. God complex] are, ah, no matter how complicated the problem, you have an absolutely overwhelming, ah, belief, uh, that you are infallibly right in your solution.

✤ Now, Archie was a doctor, so he hung around with

doctors a lot. And doctors suffer from the God complex a

• lot. Now, I’m an economist, I’m not a doctor, but I see

the God complex around me all the time in my fellow [12. economists].

Tuesday, January 31, 2012

9/16

✤ I see it in our business leaders. I see it in the politicians

we vote for —people who, in the face of an incredibly complicated world, are nevertheless absolutely convinced that they understand the way that the world works. And you know, with, with the future billions that we’ve been hearing about, the world is simply far too complex to [13. understand] in that way.

✤ Well, let me give you an example. Imagine for a moment

that, instead of Tim Harford in front of you, ah, there was Hans Rosling presenting his graphs.

Tuesday, January 31, 2012

10/16

✤ You know Hans, y’know, the, the Mick Jagger of TED.

(Laughter) And he’d, he’d be showing you these [14. amazing] statistics, these amazing animations. And they are brilliant; it’s wonderful work. But a typical Hans Rosling graph: think for a moment, not what it shows, but think instead about what it leaves out.

✤ So it’ll show you GDP per capita, population, longevity,

that’s about it. So three pieces of data for each country —three pieces of data. Three pieces of data is [15. nothing].

Tuesday, January 31, 2012

11/16

✤ I mean, have a look at this graph. This is produced by

the physicist Cesar Hidalgo. He’s at MIT. Now you won’t be able to understand a word of it, y’know, that it’s just —but this is what it looks like. Cesar has trolled the database of over, over 5,000 different products, and he’s used techniques of network analysis to [16. interrogate] this database and to graph relationships bet– between the different products.

Tuesday, January 31, 2012

12/16

✤ And it’s wonderful, wonderful work. You show all these

interconnections, all these interrelations. Ah, and I think it'll be profoundly useful in understanding how it is that economies grow. Brilliant work. Um, Cesar and I, ah, tried to write a piece for The New York Times Magazine explaining how this works. And what we [17. learned] was Cesar’s work is far too good to explain in The New York Times Magazine.

✤ But, heh —five thousand products —that’s still nothing.

Tuesday, January 31, 2012

13/16

✤ Five thousand products —imagine counting every

product category in Cesar Hidalgo’s data. Imagine you had one second per product category. In about the length

• f this session, you would have counted all 5,000.

✤ Now, [18. imagine] doing the same thing for every

different type of product on sale in Walmart. There are 100,000 there. It would take you all day. Now imagine trying to count every different specific product and service on sale in a major economy such as Tokyo, London or New York.

Tuesday, January 31, 2012

14/16

✤ It’s even more difficult in Edinburgh because you have to

count all the whisky and the tartan. If you wanted to [19. count] every product and service on offer in New York— there are 10 billion of them— it would take you 317 years.

✤ This is how complex the economy we’ve created is. And I’m

just counting toasters here. I’m not trying to [20. solve] the Middle East problem. And this is— the, the complexity here is unbelievable. And just a piece of context— the societies in which our brains evolved had about 300 products and

• services. You could count them in five minutes.

Tuesday, January 31, 2012

15/16

✤ So this is the [21. complexity] of the world that surrounds us.

This perhaps is why we find the God complex so tempting. We tend to retreat and say, “We can draw a picture. We can show some graphs. We get it. We understand how this works.” And [22. we don’t]. We never do.

✤ Now I’m– I’m not trying to deliver a nihilistic message here.

I’m not trying to say we, we can’t solve complicated problems in a complicated world. We clearly can. But the way we solve them is with humility— to [23. abandon] the God complex and to actually use a problem-solving technique that works. And we have a problem-solving technique that works.

Tuesday, January 31, 2012

16/16

✤ Now, you show me a successful complex system, and I will

show you a system that has evolved through trial and error.

✤ Here’s an example. This baby was produced through trial

and error. I realize that’s an [24. ambiguous] statement. Maybe I should clarify it. This baby is a human body: it

• evolved. What is evolution? Over millions of years,

variation and selection, variation and selection— trial and error, trial and error. And it’s not just biological systems that produce miracles through trial and error. You could use it in an [25. industrial] context.

Tuesday, January 31, 2012

Date

TEDを使った聴き取り訓練 L13

EA 2Bi

Tuesday, January 31, 2012

本日の課題 EA2Bi

✤ Tim Harford: Trial, Error, and the God Complex

✤ ゆっくり話すイギリス英語話者で，有名な経済学者 ✤ 全知全能コンプレックス (God Complex)の批判

✤ GCは「原発神話」形成要因の一つ Tuesday, January 31, 2012

Tim Harfordの著作

✤ The Undercover Economist: Exposing Why the Rich Are Rich, the

Poor Are Poor— and Why You Can Never Buy a Decent Used Car! (Oxford University Press)

✤ 『まっとうな経済学』(ランダムハウス講談社)

✤ The Logic of Life: The Rational Economics of an Irrational

World (Random House)

✤ 『人は意外と合理的』(武田ランダムハウスジャパン)

Tuesday, January 31, 2012

最後に 1/3

✤ 来年度から杏林大学の医学部で英語を教えます ✤ 京都で英語を教えるのは今年度が最後

✤ 残念ですけど

✤ 本学で講義をもった経験は，私にとっても良い経

験でした

✤ 理工系の学生向けの英語指導の実験になって頂きました

Tuesday, January 31, 2012

最後に 2/3

✤ 英語は技能です

✤ 日常的に使えるようになってナンボです ✤ 皆さんが就職する頃は “英語がデキて当然” という時代かも

✤ 卒業の日まで，TEDやFLP講演を一日に一度は聴くとい

う習慣を維持すれば，英語の力は確実につきます

✤ “備えあれば，憂いなし”です

✤ そのつまらない努力を続けるられるかどうかが全てです

✤ コトバはスポーツと一緒で訓練を続けないと，必ず衰えます

Tuesday, January 31, 2012

最後に 3/3

✤ 一年 (あるいは半年) の間，熱心に授業に出てくれ

た皆さん，ありがとう

✤ その真剣さを失わないで下さい

✤ それが私の最後のお願い

Tuesday, January 31, 2012