4

Science CRITICAL THINKING categorizing information

READING understanding comparisons and contrasts
and VOCABULARY using the dictionary to distinguish
Technology between homonyms
WRITING writing a compare and contrast essay
GRAMMAR subordinators and transitions to compare
and contrast

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 UNIT QUESTION

How can science

improve lives?
A. Discuss these questions with your classmates.
1. Have you experienced a time without electricity? How did it affect
your activities?
2. Which electronic device (an object or piece of equipment) would you
miss the most if you didn’t have it?
3. Look at the photo. What might the device do? How could it improve
people’s lives?

B. Listen to The Q Classroom online. Then answer these questions.

1. Marcus focuses on technology as one way that science can improve
lives. What does Sophy focus on in her answer?
2. Yuna thinks that science sometimes doesn’t help us and gives
examples of air and water pollution. What is Felix’s response to Yuna?

PRACTICE Go to the online discussion board to discuss the

Unit Question with your classmates. Practice Unit 4 Activity 1

UNIT
Read a product review and a news article. Gather information and ideas to write an
OBJECTIVE
essay comparing and contrasting two new technologies that can improve lives.

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 READING

READING 1 Five Innovative Technologies That Bring

Energy to the Developing World
OBJECTIVE You are going to read a product review by Joseph Stromberg for
[Link]. The review looks at innovative energy technologies. Use the
review to gather information and ideas for your Unit Assignment.

PREVIEW THE READING

A. PREVIEW Read the title. Read the headings and look at the pictures.
1. Try to guess what the five technologies are from their names and pictures.
2. Which of the five technologies seems most interesting? Why?

B. QUICK WRITE Imagine your life without electricity. How would it be

different than your life with electricity? Compare the two. Write for
5–10 minutes in response. Remember to use this section for your
Unit Assignment.

C. VOCABULARY Check (✓) the words you know. Use a dictionary to define
any new or unknown words. Then discuss with a partner how the words will
relate to the unit.

alleviate (v.) grid (n.) +

dedicated (adj.) + innovative (adj.) +
developing (adj.) intuitively (adv.)
enterprise (n.) + motion (n.) +
existence (n.) + OPAL replacement (n.) + OPAL
generate (v.) + OPAL resemble (v.) +
+ Oxford 5000™ words OPAL Oxford Phrasal Academic Lexicon

PRACTICE Go online to listen and practice your pronunciation.

Practice Unit 4 Activity 2

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 WORK WITH THE READING
A. INVESTIGATE Read the review and gather information about innovative
energy technologies.

FIVE INNOVATIVE TECHNOLOGIES THAT

BRING ENERGY TO THE DEVELOPING WORLD
By Joseph Stromberg
1 In the wealthy world, improving the energy system generally means
increasing the central supply of reliable, inexpensive, and environmentally-friendly power. This power
is then distributed through the power grid. Across most of the planet, though, millions of people are
without electricity and depend on burning wood or kerosene1 for heat and light. Simply providing new
energy sources would open up new opportunities for these people and for engineers and designers.
2 With that in mind, engineers and designers have recently created a range of innovative devices
that can increase the supply of safe, cheap energy on a user-by-user basis. The devices do not
need the years it takes to extend the power grid to remote places. They also make it easier for
countries to produce more energy without spending a lot more money. Here are a few of the most
promising technologies.

VOTO Like Comment

3 Millions of people around the world use charcoal and wood-

2

fueled stoves on a daily basis. VOTO, developed by the company

Point Source Power, converts the energy these fires release as
heat into electricity. That electricity can power a handheld light,
charge a phone, or even charge a spare battery. The company
initially designed VOTO for backpackers and campers in wealthy
countries, so they can charge their devices during trips. Now it is
also trying to find a way for residents of the developing world to
use it every day. VOTO

The Window Socket Like Comment

4 This is perhaps the simplest solar charger in existence. Just

stick it on a sunny window for 5–8 hours, with the built-in suction
cup3. The solar panels on the back will store about ten hours’ worth
of electricity that can be used with any device. If there’s no window
available, a user can just leave it on any sunny surface, including
the ground. Once it’s fully charged, it can be removed and taken
anywhere. It can be stored in a bag or carried around in a vehicle.
The designers, Kyuho Song and Boa Oh of Yanko Design, created
it to resemble a normal wall outlet4 as closely as possible. In that
way, it can be used intuitively without any special instructions. The Window Socket

1
kerosene: a type of fuel oil made of petroleum and that is used for heat and light
2
charcoal: a black substance made by burning wood slowly in an oven with little air; used as a fuel
3
suction cup: a cup-shaped device that produces a partial vacuum that makes it stick to a surface
4
wall outlet: a device in a wall that you plug into to connect electrical equipment

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 The Berkeley-Darfur Stove Like Comment

5 In the past few years, a number of health researchers have come to

the same conclusion: Providing a safe, energy-efficient, wood-burning
cookstove to millions of people in the developing world has three
major benefits. This kind of cookstove can directly improve health by
reducing smoke inhalation5. It can aid the environment by reducing the
amount of wood needed for fuel. It can alleviate poverty by reducing
the amount of time needed to devote to gathering wood every day.
6 Many projects have pursued this goal. Potential Energy, a nonprofit The Berkeley-Darfur Stove
dedicated to adapting technologies to help improve lives in the
developing world, is the furthest along. Potential Energy has distributed more than 25,000
of their Berkeley-Darfur Stoves in Darfur and Ethiopia. Their stove’s design achieves these
aims with features such as a wind collar that keeps the fire from burning too fast and
air vents that reduce the amount of wind allowed to affect the fire, which decreases the
amount of fuel wasted. It also has ridges that let the cook pot be at the best distance from
the fire in order to use the fuel in the most efficient manner.

The GravityLight Like Comment

7 Kerosene-burning lamps provide light throughout the developing

world. However, these lamps are targets for replacement because
the fumes6 generated by burning kerosene in close quarters are a
major health problem. A seemingly simple solution is GravityLight,
developed by [Link].
8 To power the device, a user fills an included bag with about 20
pounds of rock or dirt. He or she attaches it to the cord hanging
down from the device and lifts it upward. The potential energy stored
in that lifting motion is then gradually converted to electricity by
The GravityLight
the GravityLight. It slowly lets the bag downward over the course of
about 30 minutes and powers a light or other electrical device during
that time. It’s currently priced at about $10. Because it requires no
cost to run, the development team estimates that the cost to buy it
will be paid back in about three months by saving the money used to
buy kerosene.

SOCCKET Like Comment

9 Soccer is easily the most popular sport in the world. The

newest product of Uncharted Power, a for-profit social enterprise,
seeks to take advantage of the millions of people already playing
the sport. Uncharted Power wants to replace kerosene lamps
with electric light that is generated in a much different manner.
Their ball uses an internal motion-powered device to generate
and store electricity. After about 30 minutes of play, the ball stores
enough energy to power an attachable LED lamp for 3 hours. A
percentage of all retail sales will go to providing SOCCKETs to
SOCCKET
schools in the developing world.

5
inhalation: the taking in of air, smoke, gas, etc., into the lungs as you breathe
6
fumes: smoke, gas, or something similar that smells or is dangerous to breathe in

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 B. VOCABULARY Here are some words and phrases from Reading 1. Read the
sentences. Circle the answer that best matches the meaning of each
bold word.
VOCABULARY SKILL
REVIEW 1. Being connected to the power grid is a luxury. But we seldom think about
In Unit 3, you learned
about prefixes that the until something disrupts it.
change a word’s
a. network b. plan c. power
meaning and suffixes
that change the part of
speech. As you learn
2. In our rapidly changing world, we depend on innovative solutions to the
new words, find out problems we face. We need ideas and ways of doing things.
whether you can apply
these prefixes or suffixes a. big b. new c. smart
to make related words.
3. Providing technology to help people is the goal of most developing nations.
These societies, like wealthy societies, are trying to improve lives.
a. rich b. advanced c. poor

4. This is the best technology in existence today. The technology is .

a. not available yet b. real and available c. no longer available

5. Both daughters resemble their mother. They her.

a. like b. look like c. differ from

6. They didn’t read the instructions. Rather, they still succeeded in using the
device intuitively. They understood how to do it .
a. well b. quickly c. without help

7. The ceiling fans alleviated our discomfort. Our problems were .

a. made less severe b. worsened c. unaffected

8. They are dedicated to helping as many people as possible. They are to

achieving their goal because the work is important.
a. committed b. on their way c. unwilling

9. We need a replacement for this policy, which is having a negative impact on

the environment. We must provide .
a. a place with b. a new reason c. something better
clean air

10. Electricity can be generated by using wind. It can also be by using the sun
and water, for example.
a. produced b. consumed c. wasted

11. Motion is necessary for good health. The keeps us fit.

a. ability to move b. need for movement c. process of moving

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 12. Much of the innovation in technology is the result of the efforts of an individual
or small enterprise. Innovation seems to happen less often in a large .
a. industry b. company c. government
organization

PRACTICE Go online for more practice with vocabulary.

Practice Unit 4 Activity 3

C. EXPLAIN Discuss the questions with a partner.

1. What is the purpose of the review?
2. What are the advantages of all five of these technologies?
3. Who are the targeted users of these technologies?
4. Which technology uses solar power?
5. Which technology utilizes heat to provide electricity?
6. How does the GravityLight power a light?

CRITICAL THINKING STRATEGY

Categorizing information
When you categorize information, you put it into groups by type. This can
help you see the relationships between ideas more clearly. For example:
What the device produces or conserves
Electricity Heat
VOTO Window Socket Berkeley-Darfur Stove
GravityLight SOCCKET

PRACTICE Go online to watch the Critical Thinking Skill Video and

check your comprehension. Practice Unit 4 Activity 4

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 D. CATEGORIZE Reread the descriptions of each technology in Reading 1.
Then use the information to complete the charts.

What the electricity is used for

Recharging devices Producing light

What the device replaces

Non-portable chargers Less efficient stoves Kerosene lamps

E. CATEGORIZE Read the statements. Write T (true) or F (false) and the

paragraph number where the answer is found. Then correct each false
statement to make it true according to the review.
1. Few people today live off the power grid. (paragraph )
2. Providing energy sources can open up new opportunities in developing
countries. (paragraph )
3. The VOTO converts the energy of wood-fueled stoves into energy to
power lights, etc. (paragraph )
4. The Window Socket uses solar panels to store ten hours of electricity.
(paragraph )
5. The Berkeley-Darfur Stove reduces the amount of wood needed for fuel.
(paragraph )
6. The GravityLight, designed to replace kerosene-burning lights, is
expensive to buy. (paragraph )
7. It costs a lot to use the GravityLight. (paragraph )
8. Uncharted Power’s SOCCKET is a solar energy light designed to replace
kerosene lamps. (paragraph )

F. SYNTHESIZE Look back at your Quick Write on page 94. How would your
life be without electricity? Add any new ideas or information you learned
from the reading.

PRACTICE Go online for additional reading and comprehension.

Practice Unit 4 Activity 5

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 WRITE WHAT YOU THINK
A. DISCUSS Discuss the questions in a group. Think about the Unit Question,
“How can science improve lives?”
1. Which of the five technologies seems most practical? Least practical?
2. Which of the five technologies seems easiest to provide to people in areas that
don’t have access to electricity?
3. How can access to energy open up opportunities to people in developing
nations? Give specific examples.

B. SYNTHESIZE Choose one of the questions from Activity A and write a

paragraph of 5–7 sentences in response. Look back at your Quick Write on
page 94 as you think about what you learned.

READING SKILL Understanding comparisons and contrasts

Writers compare and contrast information in order to examine the similarities
and differences between two or more things. Phrases that signal similarities
include all (of), both, each, similarly, like, and likewise. Phrases such as in
comparison with, by comparison, in contrast, and differs from show differences.
Comparisons can also be made using comparative and superlative adjectives:
better/worse, more/less . . . than, the best/worst. Look at this paragraph:
Five innovative technologies seek to improve lives in developing countries
with quick, efficient energy sources. There are similarities and differences in
how each of the five technologies provides energy. All of the technologies
seek to provide safe sources of energy on a user-by-user basis. Likewise,
each technology is designed to provide energy as cheaply as possible. The
technologies differ in how they provide energy. Two use wood-burning stoves.
The VOTO converts heat from existing wood-burning stoves into electricity to
power various devices. By comparison, the Berkeley-Darfur Stove is a better
wood-burning stove that is more efficient. The other three technologies
seek to provide electricity in less harmful ways by harnessing existing clean
energy sources. The Window Socket uses solar energy to provide electricity. In
contrast, the GravityLight and the SOCCKET are designed to generate power
using motion.
When a reading doesn’t explicitly make comparisons, as is the case with
Reading 1, it is up to the reader to understand and infer the similarities and
differences using the information provided. You can use a simple T-chart to
quickly identify and separate the information.

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 Application of technology
Utilizes charcoal-/wood-fueled stoves Harnesses existing clean energy
sources to create electricity
The VOTO converts heat from wood- The Window Socket provides
fueled stoves into electricity. electricity using solar power.
The Berkeley-Darfur Stove provides a The GravityLight replaces kerosene-
better wood-fueled stove that creates burning lights with an electricity-
energy more efficiently. generated light using gravity.
The SOCCKET replaces kerosene-
burning lights with an electric one using
an internal motion-powered device.
You can also divide the information further by adding categories or topic areas
down the side of the chart. After you chart the information, you can easily
examine the ideas for similarities and differences.

A. CATEGORIZE Reread paragraphs 3–9 of Reading 1. Underline the phrases

that describe each technology. Then write the information in the chart.

Device Materials Manner Source of energy

VOTO Charcoal-/wood-
burning stove +
VOTO device
Window Socket Solar panels store
energy to use with any
device (simple charger)
Berkeley-Darfur Fire/Heat
Stove

GravityLight

SOCCKET

B. DISCUSS Discuss your chart with a partner and add any points that you
missed. What similarities and differences do you see in the points?

PRACTICE Go online for more practice with understanding comparisons

and contrasts. Practice Unit 4 Activity 6

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 READING 2 This Device Pulls Water Out of Desert Air
OBJECTIVE You are going to read a news article by reporter Emily Matchar for [Link].
The article takes a look at a device that helps people live in arid places. Use the
article to gather information and ideas for your Unit Assignment.

PREVIEW THE READING

A. PREVIEW Look at the title and subtitle. Why would a device like this be
useful? Read the last paragraph. What do you think “water-stressed regions”
are? How much water “satisfies the basic needs of the individuals”?

B. QUICK WRITE The average person needs about 10 gallons (38 liters) of
clean water a day for drinking and cleaning. Imagine you had only 2 gallons
(7.5 liters). What would you have to give up or do differently? Write for
5–10 minutes in response. Remember to use this section for your Unit
Assignment.

C. VOCABULARY Check (✓) the words you know. Use a dictionary to define
any new or unknown words. Then discuss with a partner how the words will
relate to the unit.

absorb (v.) + organic (adj.) +

caution (v.) + porous (adj.)
drought (n.) + potentially (adv.) + OPAL
extract (v.) + premise (n.) +
framework (n.) + OPAL shortage (n.) +
implication (n.) + yield (n.) + OPAL
+ Oxford 5000™ words OPAL Oxford Phrasal Academic Lexicon

PRACTICE Go online to listen and practice your pronunciation.

Practice Unit 4 Activity 7

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 WORK WITH THE READING
A. INVESTIGATE Read the article and gather information about a device that
helps people live in arid places.

THIS DEVICE
This is the
PULLS WATER OUT wrong image:
the correct
one is a
OF DESERT AIR photo-realistic
A water harvester based
illo of an
on MOF MOF
technology

A new water harvester1 can extract water from

extremely dry air using only solar energy. By Emily Matchar

1 Droughts have been making headlines across materials with enormous surface areas. An MOF
the world in recent years, from the California the size of a sugar cube can have the internal
water crisis to Cape Town’s severe water surface area as big as many football fields.
shortage. Research suggests 25 percent of This means that they can absorb gases and
the globe could eventually be left in permanent liquids, and then release them quickly when
drought due to climate change. But what if you heat is added.
could simply pull water from the air? 4 “Certain MOFs have an extraordinary ability
2 That’s the premise of a new technology to suck in water vapor from the atmosphere, but
developed by University of California, Berkeley then at the same time do not hold on to the water
researchers. It’s a water harvester that can molecules inside their pores too tightly so that it
extract water from the air, even in extremely is easy to get the water out,” says Omar Yaghi.
dry climates. It uses no energy other than He is a professor of chemistry at Berkeley and
ambient2 sunlight. led the research.
3 The key to the water harvester is a new class 5 The researchers tested the harvester
of materials called metal-organic frameworks in Scottsdale, Arizona. It is a desert town
(MOFs). These MOFs are solid but porous with a high of 40 percent humidity at night

1
water harvester: a machine that gathers water
2
ambient: relating to the surrounding area; on all sides

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 and 8 percent humidity during the day. The more researchers around the world are joining
researchers believe that the harvester could our efforts in this regard,” Yaghi says.
ultimately extract about 3 ounces of water per 11 The idea of sucking water out of the
pound of MOF per day. atmosphere is not new, says Eric Hoek. He is
6 The harvester itself is a box inside a box. The an engineering professor at the University of
inner box contains a bed of MOFs. The outer box California, Los Angeles and editor of the journal
is a two-foot transparent3 plastic cube. At night, npj Clean Water. It’s long been noted that
the researchers left the top off the outer box to when you run an air conditioner, water drips
let air flow past the MOFs. In the day, they put out. This is because the machine is cooling
the top back on, so the box would be heated by the air to the dew point, the temperature at
the sun. The heat would pull the water out of the which the air is saturated with water vapor and
MOFs, where it would condense on the inner condensation occurs.
walls of the plastic cube before dripping to the 12 But creating water harvesters based on
bottom, where it could be collected. cooling technology is incredibly energy intense.
7 “The most important aspect of this technology In very dry climates, the dew point is below zero.
is that it is completely energy-passive,” says Cooling the air to that temperature at any large
Eugene Kapustin, a Berkeley graduate student scale is unfeasible.
who worked on the research. That is to say, it 13 “The real innovation [of Yaghi’s research]
needs no energy besides the sun. This makes is a materials innovation,” Hoek says. “These
it environmentally friendly and accessible4 to materials [the MOFs] pull water out and more
people in places with limited electricity. The easily give it up.” But the concept is challenging
results of the trials were published in the journal to scale5, Hoek cautions, as the amount of
Science Advances (Fathieh, 2018). water produced per square inch of harvester
8 The team needs to conduct more trials on is relatively low. Thus a large harvester would
the current models to figure out which factors potentially take up a huge amount of land. “But
most affect how much water can be harvested. maybe for a household or village, it could be a
They also hope to learn more about how specific very interesting way for someone to get fresh
climate conditions affect water yield. The next water,” Hoek says.
trial is planned for late summer in Death Valley, 14 Yaghi imagines exactly that: a future where
where the nighttime humidity can be as low as everyone without easy access to fresh water has
25 percent. a harvester in their yard.
9 Yaghi has also developed a new aluminum- 15 “My vision is to achieve ‘personalized water,’
based MOF. He says it is 150 times cheaper where people in water-stressed regions have
and can capture twice as much water as the a device at home running on ambient solar,
current MOFs. He and his team are designing a delivering the water that satisfies the basic needs
new water harvester that actively pulls air into of the individuals,” he says. “More than one third
the MOFs at high speed. It thus delivers a much of the population in the world lives in water-
larger volume of water. stressed regions or is suffering from a lack of
10 The team is now partnering with industry to clean water. The potential implications of this
test harvesters on an industrial scale. They also technology in transforming people’s lives and
continue to search for newer, better, and cheaper improving the global public health conditions are
MOFs. “I am very happy to see that more and tremendous.”
Reference Fathieh, Farhad et al. (2018). Practical Water Production from Air. Science Advances, 4 (6)

3
transparent: something that can be seen through
4
accessible: something that can be reached, entered, used, seen, etc.
5
scale: to change the size of something

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 B. VOCABULARY Here are some words from Reading 2. Read the sentences.
Then write each bold word next to the correct definition. You may need to
change verbs to their base form and nouns to the singular form.
1. The premise that drives their research is the idea that many people need
access to clean water.
2. The implication of the research is that, with this technology, it is possible to
ensure an adequate supply of water.
3. The device uses a simple framework of two boxes, one inside the other.
4. Organic materials always contain some carbon since carbon is a basic element
of living things.
5. Long droughts often lead to wildfires because plants dry up and burn easily.
6. If we have a shortage of water, we may need to give up taking long showers.
7. The purpose of a paper towel is to absorb water or other liquids.
8. We put sand in the soil to make the soil more porous, letting water move
through it more easily.
9. The professor cautioned us to not spend too much time on our project.
10. We wanted to extract the salt from the sea water so that we could drink
the water.
11. There are potentially many uses for this device; the possibilities are many.
12. Farmers need to estimate the yield for each field, so they can estimate how
much money they will make.

a. (n.) a possible effect or result of an action or a decision

b. (n.) the parts of an object that support its weight and

give it shape

c. (n.) a statement or an idea that forms the basis of an

argument

d. (v.) to take in a liquid, gas, or other substance from the

surface or space around

e. (n.) a situation when there is not enough of the people

or things that are needed

f. (adj.) having many small holes that allow water or air to

pass through slowly

g. (v.) to remove or obtain a substance from something

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 h. (n.) a long period of time when there is little or no rain

i. (v.) to warn somebody about the possible dangers or

problems of something

j. (n.) the total amount of crops, profits, etc., that are

produced

k. (adv.) used to say that something may happen; possibly

l. (adj) produced by or from living things

PRACTICE Go online for more practice with the vocabulary.

Practice Unit 4 Activity 8

C. IDENTIFY Circle the correct answer. Then write the paragraph number
where the answer is found.

1. What are MOFs (metal-organic frameworks)? (paragraph )

a. solid materials that are small but have a lot of surface area
b. materials that take in liquids and gases
c. materials that release liquids and gases when they are heated
d. all of the above

2. A water harvester is a box inside a box. What is the purpose of the outside box?
(paragraph )
a. It protects the inside box from animals.
b. It collects the water that evaporates.
c. It makes the water harvester easier to see.
d. It focuses the sunlight on the box.

3. Why is the lid taken off the water harvester at night? (paragraph )
a. to make it easier to inspect
b. to allow the MOFs to absorb water
c. to dry the MOFs
d. to let insects drink the water from the box

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 4. Why is the lid put on the water harvester during the day? (paragraph )
a. so that the MOF can absorb sunlight
b. so that it can reflect the heat away from the box
c. so that the box will trap the water released by the MOF
d. so that dirt and animals don’t get into the box

5. What is the main problem with water harvesters? (paragraph )

a. They don’t yield much water for their size.
b. They use a lot of energy.
c. They are hard to maintain.
d. They weigh too much.

D. RESTATE Write the meaning of these phrases from the article.

1. energy-passive (paragraph 7)

2. conduct more trials (paragraph 8)

3. nighttime humidity (paragraph 8)

4. sucking water out of the atmosphere (paragraph 11)

5. dew point (paragraphs 11 and 12)

6. “personalized water” (paragraph 15)

E. EXPLAIN Discuss the questions with a partner.

1. What is the major benefit of the water harvesters?
2. Why do the scientists test the water harvesters in deserts?
3. What are two benefits of the water harvesters being “energy-passive”?
4. Why would Omar Yaghi “test harvesters on an industrial scale” (paragraph 10)?
5. Why don’t scientists cool the air to get the water out of it?
6. Reread the last sentence in the article. How could a water harvester transform
someone’s life?

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 WORK WITH THE VIDEO
A. PREVIEW Can we do something about global warming? If so, what?

VIDEO VOCABULARY
reflective (adj.) s​ ending
back heat or light
enhance (v.) ​to
increase or further
improve the good
quality of something
particle (n.) ​a very small
piece of something
vapor (n.) ​a mass
of very small drops
of liquid in the air
replicating (n.) ​
producing exact
copies of

RESOURCES Go online to watch the video about geoengineering

inventions used to save the planet by combatting global warming.
Resources Video Unit 4 Unit Video

B. COMPOSE Watch the video two or three times. Take notes in the chart.

Putting tiny Making clouds Releasing sulfur into

reflective lenses into thicker and more the stratosphere
space reflective
Notes from
the video

My ideas

C. EXTEND What are the advantages and disadvantages of each invention?

Which idea seems the most likely to work? Write your ideas in the chart
above. Discuss your ideas with a partner.

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 WRITE WHAT YOU THINK
SYNTHESIZE Think about Reading 1, Reading 2, and the unit video as you
discuss these questions. Then choose one question and write a paragraph of
5–7 sentences in response.
1. Some inventions start out being for one group of people but end up being
useful for other groups of people as well, such as the VOTO in Reading 1.
Which of the technologies in the readings and the video could you use?
2. Many technologies have both positive and negative aspects. Choose a
technology that you use (cell phone, automobile, etc.). What are the positive
and negative points of that technology?
3. A popular expression in English is, “Necessity is the mother of invention.”
Think of a need you know of in any country, in any field. What technology,
existing or imagined, would address that need?

VOCABULARY SKILL Using the dictionary to distinguish between homonyms

Finding the correct meaning
There are many words that have the same spelling and pronunciation but
different meanings. These words are called homonyms.
lift (v.) to raise something to a higher position
I lifted the lid of the box and peered in.
lift (v.) to copy ideas or words without asking permission
She lifted most of the ideas from a book she had been reading.
lift (v.) to become or make more cheerful
His heart lifted at the sight of a house in the distance.
field (n.) (usually in compounds) an area of land used for the
purpose mentioned
Her excitement grew as she kicked the ball down the soccer field.
field (n.) a particular subject or activity that somebody works in or
is interested in
He is an expert in the field of chemistry.
Some homonyms may have different parts of speech, for example, a noun form
and a verb form.
scale (n.) the size of something
The team is now testing harvesters on an industrial scale.
scale (v.) to change the size of something
The concept is challenging to scale.
Advanced dictionaries will list all the word forms and definitions for them. When
using a dictionary to find the correct meaning of a word, it is important to read
the entire sentence where you found the word and consider the use and context.

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 A. IDENTIFY Look at the dictionary entry for range. Check (✓) the
correct answers.

range /reɪndʒ/ noun, verb

● noun
VARIETY 1 [C, usually sing.] ~ (of sth) a variety of things of a
particular type: The hotel offers a wide range of facilities.
◆ There is a full range of activities for kids.
LIMITS 2 [C, usually sing.] the limits between which some-
thing varies: Most of the students are in the 17–20 age range.
◆ There will be an increase in the range of 0 to 3 percent. ◆ It’s
difficult to find a house in our price range (= that we can afford).
◆ This was outside the range of his experience.
DISTANCE 3 [C, U] the distance over which something can
be seen or heard: The child was now out of her range of vision
(= not near enough for her to see). 4 [C, U] the distance over
which a gun or other weapon can hit things: These missiles
have a range of 300 miles. 5 [C] the distance that a vehicle will
travel before it needs more fuel
MUSIC 6 [C, usually sing.] all of the notes that a person’s
voice or a musical instrument can produce, from high to
low: She was gifted with an incredible vocal range.
ABILITY 7 [C, usually sing.] the full extent of a person’s
knowledge or abilities: Those two movies give some indication
of his range as an actor.
OF MOUNTAINS 8 [C] a line or group of mountains or hills:
the great mountain range of the Alps
FOR SHOOTING 9 [C] an area of land where people can
practice shooting or where bombs, etc. can be tested: a
shooting range
OF PRODUCTS 10 [C] a set of products of a particular type
syn line: our new range of hair products
● verb

VARY 1 [I] to vary between two particular amounts, sizes,

etc., including others between them: ~ from A to B to range
in size/length/price from A to B ◆ Accommodations range from
tourist class to luxury hotels. ◆ ~ between A and B Estimates of
the damage range between $1 million and $5 million. 2 [I] to
include a variety of different things in addition to those
mentioned: ~ from A to B She has had a number of different
jobs, ranging from chef to swimming instructor. ◆ + adv./prep.
The conversation ranged widely (= covered a lot of different
topics).
ARRANGE 3 [T, usually passive] ~ sb/sth/yourself + adv./
prep. (formal) to arrange people or things in a particular
position or order: The delegates ranged themselves around the
table. ◆ Spectators were ranged along the whole route of the
procession.
MOVE AROUND 4 [I, T] to move around an area: + adv./
prep. He ranges far and wide in search of inspiration for his
paintings. ◆ ~ sth Her eyes ranged the room.

All dictionary entries adapted from the Oxford American Dictionary for learners of English © Oxford University Press 2011.

1. Range can be used as:

a noun an adjective
a verb an adverb

2. Range can mean:

to vary light
distance over which something to move around
can be heard or seen
music
to lift

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 B. IDENTIFY Read the excerpts from Readings 1 and 2. Look up each bold
word in your dictionary. Write the part of speech and the correct definition
based on the context.
Reading 1
1. The devices do not need the years it takes to extend the power grid to
remote places.

2. That electricity can power a handheld light, charge a phone, or even charge a
spare battery.

3. Just stick it on a sunny window for 5–8 hours, with the built-in suction cup.

4. The solar panels on the back will store about ten hours’ worth of electricity
that can be used with any device.

5. With that in mind, engineers and designers have recently created a range of
innovative devices that can increase the supply of safe, cheap energy on a
user-by-user basis.

Reading 2
6. In the day, they put the top back on, so the box would be heated by the sun.

7. The heat would pull the water out of the MOFs, where it would condense on
the inner walls of the plastic cube before dripping to the bottom, where it could
be collected.

8. Cooling the air to that temperature at any large scale is unfeasible.

PRACTICE Go online for more practice with using the dictionary to

distinguish between homonyms. Practice Unit 4 Activity 9

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 WRITING

OBJECTIVE At the end of this unit, you will write an essay comparing and contrasting two new
technologies that can improve lives. This essay will include specific information from
the readings, the unit video, and your own ideas.

WRITING SKILL Writing a compare and contrast essay

A compare and contrast essay describes the similarities and differences
between two subjects. Comparisons show their similarities, while contrasts
examine their differences.

Introduction
The introduction describes the two subjects being compared and contrasted. It
has a thesis statement that explains the relationship between the two subjects or
gives reasons why the relationship is important.

Body paragraphs
There are many different ways to organize the body paragraphs of a compare and
contrast essay. Before you write a compare and contrast essay, it is important to
decide which organization is best for your essay. Here are two ways to organize
your ideas:
• In a point by point essay, you choose three or more key points to compare
and contrast. Each body paragraph compares and contrasts one key point.
This organization can be best when you want to balance your essay evenly
between your two subjects.
• In a similarities and differences essay, the first body paragraph explains
what is similar about the two subjects. The second body paragraph explains
what is different about the two subjects. The third body paragraph discusses
the most important similarities and differences. This organization can be best
when you want to explain why one subject is better than the other subject, or
what is significant about their similarities or differences.

Conclusion
The conclusion summarizes the similarities and differences and gives the writer’s
opinion about the topic. It can explain why one of the subjects is better than the
other or why they are of equal value.

RESOURCESGo online to watch the Writing Skill Video.

Resources Video Unit 4 Writing Skill Video

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 A. WRITING MODEL Read the model compare and contrast essay.
Then answer the questions that follow.

The Dream of Flight

1 Flying has long been a dream of many people. Two sets of brothers are
universally acknowledged to have contributed immensely to heavier-than-
air flight. These brothers, the Lilienthals of Germany and the Wrights of the
United States, share some similarities but also have some differences.
2 The Lilienthals, Otto and Gustav, worked together, as did the Wrights,
Orville and Wilbur. Unlike the Wright brothers, who are usually spoken of
together, the Lillienthal brothers weren’t equally famous. Otto is usually
Otto Lilienthal spoken of individually. Otto opened a business that made boilers and steam
engines, which made enough money for him to pursue his hobby of flight.
When engaging with aircraft, Otto always worked with Gustav. The Wright
brothers opened a printing business and then a bicycle shop. They developed
their innovations to the airplane together as well. They shared credit for their
inventions and depended on their businesses, including their work in aviation,
to make a living.
3 While Otto Lilienthal was educated and employed as an engineer, the
Wright brothers did not study at a university. The Wright brothers were mostly
self-taught. In fact, one of the books that the Wrights were inspired by was
authored by Otto Lilienthal.

The Wright brothers 4 Both Otto Lilienthal and the Wright brothers were inventors; many of their
patents were related to aircraft. Otto and the Wright brothers were interested
in gliders, specifically in how to control them. Both Otto Lilienthal and the
Wrights studied birds in order to ascertain how birds were able to control
themselves in flight. Otto, who made over 2,000 flights in gliders, was known
as “the father of flight” because he was the first to sustain a controlled flight
in a heavier-than-air aircraft, a glider. The Wrights are credited with the
three-axis control (up and down, side to side, and forward and backward)
for aircraft, which is still used in fixed-wing aircraft today. They are also
credited with achieving the first sustained, controlled flight of an airplane.
The Lilienthals and the Wrights were both influential in developing heavier-
than-air aircraft, especially contributing to the control of the aircraft. Otto
Lilienthal held patents on his inventions. Similarly, the Wright brothers held
patents on their inventions and went on to build airplanes.
5 Despite their differences, the Lilienthals and the Wright brothers will
always be remembered for their contributions to helping people achieve the
dream of flight.

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 1. What is the thesis statement? Underline it.
2. How is the essay organized?
3. Why do you think the author organized it this way?

B. CATEGORIZE Reread the essay on page 113. Complete the chart with both
the similarities and the differences for each key point. Then compare with
a partner.

Compare and contrast essay: Point by point

Key points The Lilienthal brothers The Wright brothers
1. supporting businesses

2. education

3. inventions/interest in
flight

C. CATEGORIZE Work with a partner. Complete the chart below. Reorganize

the information from the essay into a plan for a similarities and differences
essay. Use the chart in Activity B to help you.

Compare and contrast essay: Similarities and differences

Similarities Differences
The Lilienthal brothers The Wright brothers

D. CATEGORIZE Use the chart to help you think of examples of technology

100 years ago and technology now.

Compare and contrast essay: Similarities and differences

Similarities Differences
Technology 100 years ago Technology now

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 E. WRITING MODEL Read the model compare and contrast essay.
Then answer the questions that follow.

Two Chemicals That Have Changed Lives

1 How has chemistry improved your life? When not one chemist made the
top 50 scientists in Science magazine in 2014, the Royal Academy of Chemistry
decided to try to understand why. It seems that when we think of innovations,
chemistry is often overlooked But, in fact, chemistry has led to many
improvements in our lives. Two other important innovations in chemistry,
penicillin and ammonia, have contributed to the world as we know it today,
though each has done so in different ways.
2 Both penicillin and ammonia are naturally occurring on earth. Penicillin
is a mold, and ammonia is a chemical compound. They were also both
discovered around the same time. Penicillin was discovered in 1928, by
Scottish bacteriologist Alexander Fleming. Just more than a decade later,
Australian pharmacologist Howard Florey purified penicillin into useable
amounts, and in 1944, chemical engineer Margaret Hutchinson Rousseau
was able to put it into production. Similarly, in 1910, German chemists Fritz
Haber and Carl Bosch were working on the formulation that would become
ammonia. They did it by combining nitrogen and hydrogen. This process of
making ammonia, called the Haber-Bosch process, allowed for the greater
access to nitrogen of both plants and animals. Both penicillin and ammonia
have been used to improve our lives.
3 While penicillin and ammonia share similarities, there are differences. The
main difference is in how they are used. Penicillin is an important medical
treatment used to cure many bacterial diseases. It has saved the lives of
millions of people since it was first put into full-scale production in 1944.
Ammonia, on the other hand, has been used mostly as a fertilizer, resulting
in increased food production, cited as the most important factor in the
population explosion over the last century.
4 However, the most significant similarity between these two innovations
is how they are used and perceived today. With both, there is caution in their
use. The reasons for that caution are very similar. Penicillin’s use (or some
would argue, overuse) has resulted in bacteria that are increasingly resistant
to penicillin. Therefore, doctors are much more careful now in prescribing it
to their patients. Similarly, ammonia is now understood to be a toxic chemical
compound that is irritating and caustic. This has resulted in efforts to find
alternatives to using it.
5 In conclusion, no one would dispute that these two chemistry inventions,
penicillin and ammonia, have improved our lives since their discovery and
development in the early twentieth century. But they have also shown us that
even a good thing must be used carefully. Chemists must continue to conduct
research on the chemicals that we use to improve lives.

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 1. What is the thesis statement? Underline it.
2. How is the essay organized?

3. Why do you think the author organized it this way?

F. CATEGORIZE Create a chart for the essay “Two Chemicals That Have
Changed Lives” like the ones in Activities C and D.

PRACTICE Go online for more practice writing a compare and contrast

essay. Practice Unit 4 Activity 10

GRAMMAR Subordinators and transitions to compare and contrast

You can use different words and phrases to compare and contrast ideas.
Subordinators showing contrast
You can use an adverb clause to show an idea that contrasts with the main
clause. The subordinators although and though show contrasting ideas. Whereas
and while often signal more direct opposition. Notice the comma when the
adverb clause comes first.
main cause subordinator

In wealthy nations, electricity is distributed through a power grid whereas

in developing countries, electricity is less common and people depend on
burning wood or kerosene for heat and light.
subordinator adverb clause

Although extending the power grid to remote areas is possible, it takes years
and can be expensive.
main cause
subordinator adverb clause

Though the innovative devices can only provide energy on a user-by-user

basis, they can supply safe, cheap energy more quickly.
main cause
Transitions showing comparison
You can use some transition words to show comparison. Some common
transition words to introduce comparison are similarly, likewise, and in addition.
These are used to discuss similarities.

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 The GravityLight is a replacement for kerosene lamps. Similarly, the SOCCKET
replaces kerosene lamps with an electric light.
All of the innovative devices provide energy on a user-by-user basis. In addition,
they use sources that are readily available.
Providing new energy sources would open up new opportunities for people
in developing countries. Likewise, it opens up opportunities for engineers
and designers.
Transitions showing contrast
You can use other transition words to show contrast or differences.

Contrast More direct opposition Concession

however on the other hand nevertheless
though in contrast in spite of this
nonetheless
despite this
Both the GravityLight and the SOCCKET replace kerosene lamps. However, they
use different methods to generate electricity.
The GravityLight uses the energy generated by a falling motion to create
electricity for the light. On the other hand, the SOCCKET uses an internal
motion-powered device to generate and store electricity.

ACADEMIC LANGUAGE A. IDENTIFY Read each sentence. Underline the word or phrase that indicates
The corpus shows that in a comparison or a contrast. Then write CP (comparison) or CT (contrast).
contrast and in contrast
to are often used in 1. The GravityLight and the SOCCKET each uses motion to generate energy
academic writing.
though they use different types of motion.
. . . In contrast,
ammonia is . . . 2. The Berkeley-Darfur Stove helps users directly, improving health by
. . . In contrast to
reducing the amount of smoke inhaled. Similarly, it helps users by
penicillin, ammonia is . . .
shortening the amount time spent gathering wood to fuel the stove.
OPAL
Oxford Phrasal Academic Lexicon 3. Each of the innovative technologies described in the review provides
energy simply and safely. Nonetheless, some of them are more effective
than others.
4. While the Window Socket uses solar energy to generate power, VOTO
uses the heat produced by a charcoal- or wood-burning stove.
5. The electricity produced by VOTO can power a phone. Likewise, VOTO
can even charge a spare battery.

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 B. IDENTIFY Circle the best phrase to complete each sentence.
1. The Wright brothers shared fame equally whereas Otto Lilienthal was more
famous than his brother, Gustav / the Lilienthal brothers were also equally famous.
2. The Wright brothers had patents. Likewise, Otto Lilienthal never had patents /
had patents.
3. Although the Wright brothers were self-educated, Otto Lilienthal
was also self-educated / was an engineer.
4. The Wright brothers were self-educated. Despite this, they built airplanes /
didn’t build airplanes.
5. Otto Lilienthal is credited with the first heavier-than-air flight in a glider. In
contrast, the Wright brothers also are credited with heavier-than-air flight in a glider /
are credited with heavier-than-air flight in an airplane.

C. APPLY Complete the sentences using your own ideas. Make sure you use
correct punctuation.

1. I think that science can improve lives. Nevertheless

2. Although penicillin has saved many lives

3. Water is essential to all living things. Similarly

4. I think I could live without a television. On the other hand

5. Technology has benefitted us in many ways. However

6. Whereas many people in the world get electricity from a power grid

PRACTICE Go online for more practice with subordinators and transitions to

compare and contrast. Practice Unit 4 Activities 11–12

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 UNIT ASSIGNMENT Write a compare and contrast essay
OBJECTIVE In this assignment, you are going to write a five-paragraph essay comparing and
contrasting two innovative technologies that can improve lives. As you prepare
your essay, think about the Unit Question, “How can science improve lives?” Use
information from Reading 1, Reading 2, the unit video, and your work in this unit to
support your essay. Refer to the Self-Assessment checklist on page 120.

PRACTICE Go online to the Writing Tutor to read a model compare and

contrast paragraph. Practice Unit 4 Activity 13

PLAN AND WRITE

WRITING TIP A. BRAINSTORM Follow these steps to help you organize your ideas.
When you brainstorm
1. Complete the chart. List new technologies that scientists have discovered,
ideas using both a
point by point and invented, or designed to improve lives in the fields indicated. Add another field
a similarities and and technologies you are familiar with. Compare charts with a partner.
differences chart, it will
help you discover which Field Technologies
organization works best
for your subject, and you Chemistry
may get more ideas. Physics
Engineering
Education

2. Choose the two technologies you would like to use as your subject to compare
and contrast.
3. Write points to compare and contrast and similarities and differences for your
subject. (Refer to the charts on p. 114 to help you organize your ideas.)

B. PLAN Plan your essay.

Look at your ideas from question 3 in Activity A. Decide whether your essay
would be best organized as a point by point essay or a similarities and
differences essay.

RESOURCES Go online to download and complete the outline for your

compare and contrast essay. Resources Writing Tools Unit 4 Outline

C. WRITE Use your planning notes to write your essay.

1. Write your essay comparing and contrasting two innovative technologies to
improve lives. Be sure to include an introduction with a thesis statement, three
body paragraphs, and a conclusion.
2. Look at the Self-Assessment checklist on page 120 to guide your writing.
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 PRACTICE Go online to the Writing Tutor to write your assignment.
Practice Unit 4 Activity 14

REVISE AND EDIT

RESOURCES Go online to download the peer review worksheet.
Resources Writing Tools Unit 4 Peer Review Worksheet

A. PEER REVIEW Read your partner’s essay. Then use the peer review
worksheet. Discuss the review with your partner.

B. REWRITE Based on your partner’s review, revise and rewrite your essay.

C. EDIT Complete the Self-Assessment checklist as you prepare to write

the final draft of your essay. Be prepared to hand in your work or discuss
it in class.

SELF-ASSESSMENT Yes No
Does the thesis statement explain the relationship between the two ■ ■
subjects or give reasons why the relationship is important?
Is the essay organized using one of the compare and contrast ■ ■
essay types?
Does the essay contain an introduction, three body paragraphs, and a ■ ■
conclusion?
Does the essay use subordinators and transitions to compare and ■ ■
contrast?
Does the essay include vocabulary from the unit? ■ ■
Did you check the essay for punctuation, spelling, and grammar? ■ ■

D. REFLECT Discuss these questions with a partner or group.

1. What is something new you learned in this unit?
2. Look back at the Unit Question—How can science improve lives? Is your
answer different now than when you started the unit? If yes, how is it different?
Why?

PRACTICE Go to the online discussion board to discuss the questions.

Practice Unit 4 Activity 15

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 TRACK YOUR SUCCESS
PRACTICE Go online to check the words and phrases you have learned in
this unit. Practice Unit 4 Activity 16

Check (✓) the skills and strategies you learned. If you need more work on a
skill, refer to the page(s) in parentheses.
CRITICAL THINKING I can categorize information. (p. 98)
READING I can understand comparisons and contrasts. (p. 100)
VOCABULARY I can use the dictionary to distinguish between homonyms. (p. 109)
WRITING I can write a compare and contrast essay. (p. 112)
GRAMMAR I can use subordinators and transitions to compare and contrast. (p. 116)

OBJECTIVE I can gather information and ideas to write an essay comparing and contrasting

two new technologies that can improve lives.

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