I.
Script:
Listen to part of a lecture in a Canadian studies class. The professor is talking about art. The painter Arthur Lismer wrote, "Most creative people, whether in painting, writing or music, began to have a guilty feeling that Canada was as yet unwritten, unpainted, unsung." According to Lismer, there was a job to be done, and so a generation of artists set out to create a school of painting that would record the Canadian scene and reinforce a distinctive Canadian identity. Calling themselves the Group of Seven, they proclaimed that quote, “Art must grow and flower in the land before the country will be a real home for its people." The Group′s origins date back to the 1911 showing in Toronto of the painting “At the Edge of the Maple Wood” by A.Y. Jackson of Montreal. This painting’s vibrant color and texture made a deep impression on local artists. They persuaded Jackson to come to Toronto and share a studio with them. Jackson began to accompany another painter, Tom Thomson, on sketching trips to Algonquin Park, north of the city. Several of the artists worked at the same Toronto commercial design firm, and it was here that they met and discovered their common artistic interests. After work, they socialized together at the Arts and Letters Club. They talked about finding a new direction for Canadian art. a distinctly Canadian style of painting. It was a romantic quest—mainly fueled by the restless spirit of Tom Thomson, who led the others to the Canadian wilderness to sketch and paint. A patron gave the artists the famous Studio Building in Toronto. It was here that Thomson did some of his finest paintings from sketches made in the wild. Among them was “The Jack Pine,” one of the nation’s best-loved pictures. But then, suddenly and tragically, Thomson died in 1917 drowning in a canoe accident—shocking his fellow painters and Canadian art lovers. The other artists continued their sketching trips to the vast wilderness of northern Ontario. It was there that they found inspiration for some of their greatest paintings. Each artist had his own vision and his own technique, but they all captured the essence of wilderness Canada—a bleak, somber, incredibly beautiful landscape of rock outcroppings, storm-driven lakes, and jack pine trees—a land totally uninhabited by people. After a 1919 trip to the wilderness, the artists decided to organize an exhibition and to formally call themselves the Group of Seven. The seven founding artists were Jackson, Lismer, Harris, MacDonald, Varley, Johnston, and Carmichael. Their 1920 exhibition was an important moment in Canadian art. It proclaimed that Canadian art must be inspired by Canada itself. However, the initial response was less than favorable. Several major art critics ignored the show, while others called the paintings crude and barbaric. Yet, when British critics praised the Group’s distinctly Canadian vision, the Canadian public took another look. Later exhibitions drew increasing acceptance for the Group’s work, establishing them as the “national school.” Before long, they were the most influential painters in the country, and several of their paintings have become icons of Canada. A.Y. Jackson was influential for his analysis of light and shadow’. Arthur Lismer’s work has an intensity all its own— particularly his painting of the "Canadian Jungle.” the violently colored forest in the fall. Lawren Harris went further than the rest in simplifying the forms of nature into sculptural shapes, organizing an entire scene into a single, unified image, and eventually into abstraction.
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1. Which of the following best describes the organization of the lecture?
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A. |
A description of a painting |
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B. |
A history of an art movement |
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C. |
A list of influential painters |
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D. |
A comparison of schools of art |
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2. What is the professor′s point of view concerning the Group of Seven?
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A. |
They created a distinctive Canadian art inspired by Canada itself. |
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B. |
They produced a style of painting that was crude and barbaric. |
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C. |
They influenced new trends in Canadian literature and music. |
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D. |
They deserve more attention than they have received. |
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3. Listen again to part of the lecture. Then answer the question. Why does the professor say this?
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A. |
to explain why the Group's work was misunderstood |
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B. |
to contrast the methods of different artists in the Group |
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C. |
to state that the Group earned very little money |
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D. |
To show how one artist inspired the Group's direction |
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4. What subjects did the Group of Seven paint? Click on TWO answers.
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B. |
Uninhabited landscapes |
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5. What does the professor mean by this statement?
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A. |
Much of the Group's work has come to represent Canada. |
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B. |
Art lovers pay high prices for the Group's paintings. |
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C. |
People come from all over the world to study Canadian art. |
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D. |
Canada has more painters now than at any time in the past. |
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6. Listen again to part of the lecture. Then answer the question. What can be concluded about the Group of Seven′s style of painting?
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A. |
The Group did not share a single style of painting. |
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B. |
Three artists are responsible for the Group's style. |
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C. |
All artists in the Group followed the style of Jackson. |
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D. |
The Group started the abstract style of painting. |
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Script:
Listen to part of a discussion in a philosophy class. The class is studying Plato. M1: Plato believed the only true reality consists of ideas. Thus, we often refer to his philosophy as “idealism." He didn’t think people could create ideas; rather, we discovered them. For instance, the mathematical concept of two plus two equals four—this is an idea that’s always existed. It’s always been true that two plus two equals four—even before people discovered it. Plato’s ideas were—and still are—valuable because they’ve stimulated a great deal of thinking about the meaning and purpose of humanity, society, and education. The ideas of Plato survive in our thinking today, and survive in our educational system. Another important principle—yes? W: Excuse me. Dr. MacDonald, but could you ... like ... uh ... say more about how Plato’s ideas are in education today? M1: Sure. Plato believed the state should take an active role in education—most governments today agree— and the state should create a curriculum that leads students from thinking about concrete information toward thinking about abstract ideas. Higher-level thinking would develop the individual student’s character, and thus ultimately benefit the larger society. Plato believed our most important goal was the search for truth. The idealists of today generally agree that a major focus of education should be on the search for knowledge, but some feel it’s not truth per se that’s important as much as the search for truth. Idealists favor learning that’s holistic over learning that′s specialized. For instance, idealists consider subjects like chemistry and physics useful, but they’re of real value only when they help us to see the whole picture of our universe. Idealists aren’t concerned with turning out graduates with specific technical skills as much as giving students a broad understanding of the world they live in. W: But isn’t that kind of impractical? I mean, most of us go to college because we want knowledge about certain subjects, not the whole universe. M1: Idealists believe that education should teach students to think—not what to think, but how to think. Thinking is the skill that develops character. If you develop the ability to think, you—and all of humanity—will become more noble and rational. M2: The philosophy of idealism seems kind of conservative. M1: Idealism is often criticized as being a conservative philosophy because so much of its emphasis is on character development and preserving traditions. Idealists care about ultimate truths, so their notion of education is largely a matter of passing on knowledge. M2: But what s the ultimate truth? Who gets to decide what’s true? MI: Who gets to decide what’s true? Excellent question ... and it’s questions like this that have led to a weakening of idealism today. Developments in science and technology have changed what we’ve thought of as true. Our contemporary emphasis on relevance, usefulness, and innovation—as opposed to lasting values—all of these trends have cut idealism down to size. W: I think all the concern with character development is kind of old-fashioned. Doesn’t that make people ... uh ... doesn’t it just lead to conformity? M1: Good point. Critics of idealism would agree with you that "character development” comes at the expense of creativity, and that too much emphasis on traditional values can be harmful—if it makes students stop questioning what they’re being taught.
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7. What aspect of Plato′s philosophy does the professor mainly discuss?
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Plato's teachings about culture |
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B. |
Plato's rules for good government |
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Plato's effect on other philosophies |
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D. |
Plato's views on education |
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8. Why does the professor mention the mathematical concept of 2 + 2 = 4?
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A. |
To discover which students like mathematics |
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B. |
To give an example of a lasting truth |
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C. |
To show the simplicity of Plato's philosophy |
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D. |
To compare philosophy and mathematics |
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9. What do idealists believe about higher-level thinking? Click on TWO answers.
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A. |
It develops a person's character. |
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B. |
It makes all people equal. |
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It gives teachers too much power. |
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D. |
It benefits the whole society. |
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10. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?
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She considers it the most liberal system of education. |
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B. |
She disagrees with its emphasis on truth. |
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C. |
She thinks it does not give students useful knowledge. |
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D. |
She finds it complex and difficult to understand. |
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11. Listen again to part of the discussion. Then answer the question. What does the professor mean when he says this?
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A. |
Idealism has diminished in influence. |
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B. |
Idealism has been criticized unfairly. |
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C. |
Idealism remains the only true philosophy. |
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D. |
Idealism changes how people think. |
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12. According to the professor, what do critics say about idealism?
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A. |
It is overly concerned with economic development. |
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B. |
It discourages student creativity and questioning. |
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C. |
Its focus on abstract thinking is unfair to many students. |
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D. |
It gives students immoral ideas about learning. |
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Script:
Listen to part of a talk in a business management class. What do we mean when we talk about leadership? First, it’s important not to confuse leadership with power. It’s true that— by definition—leaders always have some degree of power. Leaders have power because of their ability to influence other people. However, many power holders do not have the qualities of leadership. Consider the headwaiter in your favorite restaurant. The headwaiter has power to some degree—for example, the power to scat you at the best table by the window-—but he doesn′t necessarily have the qualities we associate with leadership. We have to distinguish between leaders and power holders. There are a lot of powerful people who lack leadership skills. A military dictator has power. So does the robber who sticks a gun in your face and demands your wallet. Leadership is something else. Leadership and power arc not the same thing, although they are similar in this one way. Both leadership and power involve the ability to ... bring about the results you want, and to ... prevent the results that you don’t want to happen. Here′s another way to think of it. In sociological terms, uh ... power is simply the ability to bring about certain behavior in other people. For example, parents have power over their children, and they use it to get their children to behave in acceptable ways. Teachers have power, and so do mid-level managers—all as a result of their position. Where does power come from? The sources are varied. Probably the oldest source of power is the ability to use physical force—a source available to both the military and the biggest kid on the playground. The power that comes from physical might is not the same as leadership. Just think of the military dictator... or the school bully. We don’t usually think of these power holders as leaders—despite the brute force they use to control others. Wealth, position, the ability to motivate - all of these are sources of power. Being close to others with power is a source of power. That’s why people gravitate toward political leaders. Some power comes from qualities people were born with -like physical beauty, or the ability to influence friends. Science and technology are also sources of power. Corporations understand this and spend huge amounts of money on research, information systems, and consultants. Although leadership and power arc different things, they′re related in important ways. Consider, for example, a chief executive officer who has the ability to motivate people, a CEO with vision, who can lift the spirit of his or her employees and bring about a rise in productivity—that is leadership. But consider this scenario. The company realizes they′re sort of falling behind in the technology race, so the CF.O responds by increasing the amount of money available to the company’s research division. That is the exercise of power. Authorizing a spending increase could have been made only by a chief executive with the power to do so. Remember, both leadership and power involve the ability to accomplish the results you want, and successful managers understand how the two work together to make this happen.
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13. What is the talk mainly about?
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A. |
the changing concept of leadership |
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B. |
Why too much power can lead to evil |
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How leadership and power are related |
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D. |
Leaders of the restaurant industry |
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14. Why does the professor talk about the headwaiter in a restaurant?
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A. |
to give an example of leadership in everyday life |
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B. |
to explain how leaders influence other people |
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C. |
To show that having power doesn't imply leadership |
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D. |
to compare the quality of service in two restaurants |
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15. Why does the professor say this?
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A. |
To distinguish between leaders and power holders |
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B. |
to warn students about the presence of danger |
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C. |
to compare qualities of dictators and robbers |
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D. |
to explain why dictators have so much power |
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16. According to the professor, how are leadership and power similar?
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A. |
Both require the ability to exercise physical force. |
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B. |
Both are benefits one gets from a university education |
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C. |
Both involve the ability to bring about wanted results. |
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D. |
both are necessary for people who commit crimes. |
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17. According to the professor, which of the following are sources of power? Click on TWO answers.
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A. |
The ability to eat in a restaurant |
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B. |
the ability to motivate people |
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C. |
The ability to follow orders |
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D. |
The ability to use physical force |
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18. Listen again to part of the talk. Then answer the question. What does the professor imply about successful managers?
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A. |
They know how and when to use their power. |
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B. |
Their power comes from the use of physical force. |
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C. |
Their leadership skills are present from birth. |
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D. |
They are the only ones who can increase spending. |
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Script:
Listen to a conversation between a student and a music professor. M: Hi, Professor Casey. How are you? W: Fine, thanks. Michael. I heard you got the scholarship for the summer program at Silverwood. Congratulations! M: Thank you. I mean, thank you very much—I’m sure your recommendation helped me a lot. W: I was happy to do it. So are you ready for summer? M: I wish it was next week, but I ... uh ... still have a lot to do before exams. But I’m looking forward to it. I’ll be studying oboe with Peter Stanley—he heads the woodwind ensemble there. W: I know him. You couldn′t ask for a better teacher. That’s great. I′m really happy for you. M: Thanks. I’m looking forward to it. He was on the panel for my interview. I′ll be studying oboe with him, and also orchestra- Dr. Fine is the conductor— and I’m hoping to do the French horn, too, and maybe take up the krummhorn—it has such a cool sound. They’re supposed to have an early music specialist there, but I forgot her name. W: The krummhorn! M: Yeah. W: That’s right. You did tell me of your interest in medieval and Renaissance music. I hope you get a chance to pursue that. There’s been a revival of interest there. Well. Michael, it looks like you’ll have a full plate this summer. M: I know. I’m sure I’ll be working hard! But it’ll be great. W: So what comes after that? What are your plans for next year? You’ll be a sophomore, right? M: Right. I′ll be coming back here, so I’m sure I’ll be seeing you. You′ll still be teaching theory and composition, right? W: Of course I will. And I look forward to having you in class. M: What will you be doing this summer? W: I’ll be teaching Theory I and II and coaching voice. M: Uh-huh. You′re also in a band, aren′t you? I mean, outside of school? W: Yes. I am—a jazz quintet. We do mostly standards. I play piano and sing. For me, that′s fun and relaxation time. M: My girlfriend said she heard you at the Back Alley. W: Yes. we play there every Wednesday night. You should come hear us sometime. M: I’d like that. I′ll bring my girlfriend. She says you were really good. W: Well then, I hope to see you some Wednesday night. M: I’ll be there. Well ... I gotta go now. I′m supposed to meet my German teacher in fifteen minutes. And thanks again for the recommendation. W: It′s my pleasure. Michael. You′ll make the most of it. I’m certain. Good luck!
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19. What topics do the speakers mainly discuss? Click on TWO answers.
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C. |
Their mutual acquaintances |
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D. |
Their musical interests |
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20. What does the professor mean when she says this?
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A. |
He is one of the best teachers available. |
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B. |
Some teachers are more effective than others. |
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C. |
You should ask for a different teacher. |
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D. |
Students are not allowed to select their teachers. |
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21. Why does the professor say this?
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A. |
To praise the excellent food at Silverwood |
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B. |
To explain why the summer program is popular |
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C. |
To comment on the man's summer workload |
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D. |
To predict which courses the student will like |
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22. What does the professor do for relaxation?
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23. What can be inferred from the conversation?
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A. |
The summer program at Silverwood is not well known. |
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B. |
The professor used to be on the faculty at Silverwood. |
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C. |
The student wants to study music in graduate school. |
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D. |
The professor recommended the student for a scholarship. |
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Script:
Listen to part of a lecture in a geology class. Mount St. Helens is in the Cascade Range, a chain of volcanoes running from southern Canada to northern California. Most of the peaks are dormant what I mean is, they’re sleeping now. but are potentially active. Mount St. Helens has a long history of volcanic activity, so the eruptions of 1980 weren′t a surprise to geologists. The geologists who were familiar with the mountain had predicted she would erupt. The eruption cycle had sort of a harmless beginning. In March of 1980, seismologists picked up signs of earthquake activity below the mountain. And during the next week, the earthquakes increased rapidly, causing several avalanches. These tremors and quakes were signs that large amounts of magma were moving deep within the mountain. Then, suddenly one day there was a loud boom, a small crater opened on the summit. St. Helens was waking up. The vibrations and tremors continued. All during April, there were occasional eruptions of steam and ash. This attracted tourists and hikers to come and watch the show. It also attracted seismologists, geologists, and—of course -the news media. By early May. the north side of the mountain had swelled out into a huge and growing bulge. The steam and ash eruptions became even more frequent. Scientists could see that the top of the volcano was sort of coming apart. Then there were a few days of quiet, but it didn’t last long. It was the quiet before the storm. On the morning of May 18—a Sunday at around eight o’clock, a large earthquake broke loose the bulge that had developed on the north face of the mountain. The earthquake triggered a massive landslide that carried away huge quantities of rock. Much of the north face sort of swept down the mountain. The landslide released a tremendous sideways blast. Super heated water in the magma chamber exploded, and a jet of steam and gas blew out of the mountain’s side with tremendous force. Then came the magma, sending up a cloud of super-heated ash. In only 25 seconds, the north side of the mountain was blown away. Then, the top of the mountain went too. pouring out more ash, steam, and magma. The ash cloud went up over 60.000 feet in the air. blocking the sunlight. Altogether, the eruptions blew away three cubic kilometers of the mountain and devastated more than 500 kilometers of land. The energy of the blast was equivalent to a hydrogen bomb of about 25 megatons. It leveled all trees directly to the northeast and blew all the water out of some lakes. The blast killed the mountain′s goats, millions of fish and birds, thousands of deer and elk and around sixty people. The ash cloud drifted around the world, disrupting global weather patterns. For over twenty years now. Mount St. Helens has been dormant. However, geologists who’ve studied the mountain believe she won’t stay asleep forever. The Cascade Range is volcanically active. Future eruptions are certain and— unfortunately we can’t prevent them.
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24. According to the professor, how did the cycle of volcanic eruptions begin?
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A. |
The volcano erupted suddenly without warning. |
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B. |
Several earthquakes and avalanches occurred. |
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C. |
Magma poured out of the top of the mountain. |
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D. |
A cloud of ash traveled around the world. |
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25. Why does the professor say this?
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A. |
To explain why the events were a surprise to geologists |
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B. |
To criticize the media for interfering with the scientists |
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C. |
To show that the eruptions interested a lot of people |
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D. |
To tell of his own experience of watching the mountain |
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26. Listen again to part of the lecture. Then answer the question. What does the professor mean when he says this?
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A. |
Scientists took a few days off before continuing their work. |
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B. |
The small eruptions paused briefly just before the major eruption. |
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C. |
It had been a long time since the previous eruption of St. Helens. |
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D. |
The public suddenly lost interest in watching the eruptions. |
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27. What can be concluded about Mount St. Helens?
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A. |
It is a harmless inactive volcano. |
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B. |
It is likely to erupt in the future. |
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C. |
It is no longer of interest to geologists. |
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D. |
It is the largest volcano in the world. |
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28. What were some effects of the eruption? Click on TWO answers.
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A. |
Geologists were criticized for failing to predict it. |
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B. |
Tourists were afraid to visit the Cascade Range. |
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C. |
The ash cloud affected weather around the world. |
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D. |
Large numbers of animals and people were killed. |
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29. The professor explains what happened when Mount St. Helens erupted. Choose THREE sentences were part of the event.
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A. |
The mountain gained sixty feet in height. |
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B. |
The mountain's side and top exploded. |
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C. |
An earthquake caused a huge landslide. |
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D. |
Ash and steam rose from the mountain. |
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Script:
Listen to part of a lecture in a physics class. The professor is discussing energy and work. In physics, energy is defined as the ability to do work. And in physics, work doesn′t refer to what you do at your job. In physics, work means moving an object when there is some resistance to its movement. Every time we lift an object, push it, pull it, or carry it, we are doing work. Two things are necessary for work to occur. First, force—or energy must be applied to the object. If no energy is used no work has been done. Second the object must be moved a distance. If the object is pushed or pulled but it doesn′t move, no work has been done. When we move an object, there’s always some resistance, or opposition to movement. Resistance is a force that tends to oppose or slow down movement. Whenever an object meets resistance, more energy is needed to do the work. A good example is what happens when a farmer′s plow moves through the soil. The plow encounters resistance if it gets too deep into the soil, or if rocks and roots in the soil make the soil hard to turn. When this happens, the tractor’s engine has to work harder. The engine strains under the load and uses more fuel. Each time we do work, we use energy. If our muscles do the work, energy in the form of food is required. If a machine does the work, energy in the form of oil, gas. coal, electricity, or some other source is required. Without energy, no work can be done. Energy comes in several different forms. It can take the form of heat, light, motion, electricity, chemical energy, nuclear energy, and so on. Energy can change forms, but it cannot be created or destroyed. Energy is always conserved -that is a law of nature. This law is known as the law of conservation of energy, or the First law of thermodynamics. The law states that energy can be converted from any form to any other form, but no matter what form it takes, it’s still energy, and none of the energy disappears when it changes form. Machines do work by converting one form of energy to another. For example, a car converts the chemical energy in gasoline to kinetic energy to motion. A stove converts electrical energy or chemical energy into heat energy that cooks our food. The law of conservation of energy tells us that a machine needs to have a source of energy. And a machine can′t supply more power than it gets from its energy source. When the fuel runs out. the machine stops. The same rule applies to living organisms: if the organism doesn’t have food, it dies. The law of conservation of energy tells us that the energy of any system- whether the system is a machine, a living organism, or an ecosystem—that the energy must balance out in the end. The amount of energy in the system is conserved, even though the energy changes forms. The earth as a whole is a complex system that receives almost all its energy from the sun in the form of light. Some of the solar energy converts to heat, which warms the earth. Some of it evaporates water, forms clouds, and produces rain. Some energy is captured by plants, and is turned into chemical energy during photosynthesis. The first law of thermodynamics— conservation of energy—says the earth must end up with the same amount of energy it started out with. The energy changes forms, but no energy is lost or gained.
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30. How does the field of physics define “work”?
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A. |
Work is the ability to move an object. |
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B. |
Work is the change in speed of a falling object. |
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C. |
Work is the research done by physicists in a laboratory. |
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D. |
Work is the amount of energy in the solar system. |
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31. Listen again to part of the lecture. Then answer the question. Why does the professor talk about a plow?
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A. |
To give reasons for the failure of agriculture in some areas |
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B. |
To describe recent improvements in agricultural technology |
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C. |
To show that a plow is the least efficient piece of farm equipment |
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D. |
To explain what happens when a moving object meets resistance |
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32. Based on the information in the lecture, choose the statements that reflects the first law of thermodynamics.
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A. |
Electricity can be converted to heat or light. |
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B. |
The amount of energy in any system stays the same. |
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C. |
Nuclear energy is regulated by international law. |
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33. Which TWO sentences illustrate the conversion of energy from one form to another? Click on TWO answers.
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A. |
A light bulb bums out after being on for one hundred hours. |
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B. |
An electric stove converts electricity to heat energy. |
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C. |
A car changes the chemical energy in gasoline to motion. |
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D. |
A tractor engine stops when the fuel tank is empty. |
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34. Listen again to part of the lecture. Then answer the question. Why does the professor say this?
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A. |
To show that both machines and living things need energy |
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B. |
To support the idea of giving food aid to needy people |
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C. |
To recommend the development of new energy sources |
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D. |
To explain why organisms must create their own energy |
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35. What can be inferred about the energy in the earth as a whole system?
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A. |
Plants contribute more energy than animals contribute. |
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B. |
The system gradually gains energy in the form of heat. |
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C. |
If there is no sunlight, the earth makes its own energy. |
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D. |
No new' energy is created, and no energy is destroyed. |
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II.
AQUATIC SCHOOLS Many species of fish, particularly smaller fish, travel in schools, moving in tight formations often with the precision of the most highly disciplined military unit on parade. (1) Some move in synchronized hordes, while others move in starkly geometric forms. (2) In addition to the varieties of shapes of schools of fish, there are countless varieties of schooling behaviors. (3) Some fish coalesce into schools and then spread out in random patterns, while others move into close formations at specific times, such as feeding times, but are more spread out at other times. (4) Some move in schools composed of members of all age groups, while others move in schools predominantly when they are young but take up a more solitary existence as they mature. Though this behavior is quite a regular, familiar phenomenon, there is much that is not completely known about it, particularly the exact function that it serves and what mechanisms fish use to make it happen. Numerous hypotheses have been proposed and tested concerning the purpose of schooling behavior in fish. Schooling certainly promotes the survival of the species, but questions arise as to the way the schooling enables fish to have a better chance of surviving. Certainly, the fact that fish congregate together in schools helps to ensure their survival in that schooling provides numerous types of protection for the members of the school. One form of protection derives from the sheer numbers in the school. When a predator attacks a school containing a huge number of fish, the predator will be able to consume only a small percentage of the school. Whereas some of the members of the school will be lost to the predator, the majority of the school will be able to survive. Another form of protection comes from the special coloration and markings of different types of fish. Certain types of coloration or markings such as stripes or patterns in vibrant and shiny colors create a visual effect when huge numbers of the fish are clustered together, making it more difficult for a potential predator to focus on specific members of the school. A final form of protection comes from a special sense that fish possess, a sense that is enhanced when fish swim in schools. This special sense is related to a set of lateral line organs that consist of rows of pores leading to fluid-filled canals. These organs are sensitive to minute vibrations in the water. The thousands of sets of those special organs in a school of fish together can prove very effective in warning the school about an approaching threat. (1) It is also unclear exactly how fish manage to maintain their tight formations. (2) Sight seems to play a role in the ability of fish to move in schools, and some scientists believe that, at least in some species, sight may play the principal role. (3) However, many experiments indicate that more than sight is involved. Some fish school quite well in the dark or in murky water where visibility is extremely limited. (4) This indicates that senses other than eyesight must be involved in enabling the schooling behavior. The lateral line system most likely plays a significant role in the ability of fish to school. Because these lateral line organs are sensitive to the most minute vibrations and currents, this organ system may be used by fish to detect movements among members of their school even when eyesight is limited or unavailable.
| 36. The author mentions “the most highly disciplined military unit on parade” in paragraph 1 in order to ................ |
36
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A. |
contrast the movement of a military unit with that of a school of fish |
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B. |
describe the aggressive nature of a school of fish |
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C. |
provide an example of a way that military units travel |
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D. |
create a mental image of the movement of a school of fish |
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Explain: |
| 37. The word “hordes” in paragraph 1 is closest in meaning to ................ |
37
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Explain: |
| 38. All of the following are stated in paragraph 1 about schooling EXCEPT that ................ |
38
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A. |
it is fully understood |
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B. |
it can involve a number of different fish behaviors |
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C. |
it can involve large numbers of fish |
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Explain: |
| 39. Which fish would be least likely to be in a school? ................ |
39
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D. |
A smaller, colorful fish |
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Explain: |
| 40. Look at the four numbers (1), (2), (3) and (4) in paragraph 1 which indicate where the sentence “These may take the shape, for example, of wedges, triangles, spheres, or ovals.” can be added to paragraph 1. Where would the sentence best fit? |
40
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Explain: |
| 41. The word “it” in paragraph 1 refers to ................ |
41
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Explain: |
| 42. Which of the sentences below expresses the essential information in the first highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
42
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A. |
After an attack, the fish that survive tend to move into schools. |
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B. |
Fish travel in schools to protect themselves in various ways. |
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C. |
The survival of fish depends upon their ability to bring new members into the school. |
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D. |
Many facts about the way that fish congregate in schools have been studied. |
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Explain: |
| 43. The phrase “sheer numbers” in paragraph 2 could best be replaced by ................ |
43
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Explain: |
| 44. It can be inferred from the passage that, when a predator attacks, ................ |
44
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A. |
it rarely manages to catch any fish that are part of a school |
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B. |
it is usually successful in wiping out the entire school |
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C. |
it cannot possibly consume all members of a school if the school is large enough |
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D. |
it attacks only schools that lack sense organs |
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Explain: |
| 45. It is stated in paragraph 2 that ................ |
45
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A. |
schooling fish tend to have muted coloration |
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B. |
fish in schools rarely have distinct markings |
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C. |
the bright coloration makes it easier for predators to spot fish |
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D. |
the effect of coloration is multiplied when fish are massed together |
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Explain: |
| 46. The word “minute” in paragraph 2 is closest in meaning to ................ |
46
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Explain: |
| 47. Which of the sentences below expresses the essential information in the second highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
47
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A. |
Because so many fish are in a school, all of their sense organs work well together to provide warnings. |
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B. |
When the fish in a school work together, they can use their sense organs to scare off any approaching threat. |
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C. |
The fish in a large school use their lateral line organs to send out warnings of the arrival of the school. |
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D. |
There are thousands of ways that special organs warn fish about a predator. |
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Explain: |
| 48. The author begins paragraph 3 with “it is also unclear” in order to indicate that ................ |
48
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A. |
it is necessary to clarify a previously made point |
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B. |
it is unclear how a problem can be resolved |
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C. |
a second issue is about to be presented |
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D. |
contradictory information is about to be presented |
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Explain: |
| 49. According to paragraph 3, ................ |
49
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A. |
not all fish use sight to remain in schools |
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B. |
fish can see quite well in the dark |
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C. |
sight is the only sense used by fish to remain in schools |
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Explain: |
| 50. The word “murky” in paragraph 3 is closest in meaning to ................ |
50
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Explain: |
| 51. Look at the four numbers (1), (2), (3) and (4) in paragraph 3 which indicate where the sentence “The purpose of schooling behavior is not the only aspect of schooling that is not fully understood.” can be added to paragraph 3. Where would the sentence best fit? |
51
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Explain: |
| 52. The word “This” in paragraph 3 refers to the ability of fish to ................ |
52
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A. |
stay in schools when they cannot see well |
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B. |
see well in dark water |
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C. |
swim in water where the visibility is low |
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D. |
use their sight to stay in schools |
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Explain: |
| 53. It is NOT stated in the passage that the lateral line system ................ |
53
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A. |
in fish is similar to sense organs in other animals |
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B. |
contains lines of pores |
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C. |
can detect movement in the water © quite possibly helps fish to remain in schools |
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Explain: |
| 54. An introductory sentence or a brief summary of the passage is: “Schooling behavior in certain fish.” Complete the summary by selecting the TWO answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
54
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A. |
Fish most likely move in schools in various types of water. |
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B. |
Fish most likely move in schools in various ways. |
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C. |
Fish may move in schools by using various senses. |
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D. |
Fish may move in schools at various times of the day or night. |
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Explain: |
| 55. Choose THREE sentences that relate to hypotheses related to purpose |
55
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A. |
Lateral sense organs provide protection. |
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B. |
Sight enables some fish to school. |
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C. |
Large numbers provide protection. |
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D. |
Sight provides protection. |
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E. |
Coloration provides protection. |
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F. |
Coloration enables some fish to move. |
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G. |
Lateral sense organs enable some fish to school. |
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Explain: |
| 56. Choose TWO sentences that relate to hypotheses related to manner |
56
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A. |
Sight enables some fish to school. |
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B. |
Sight provides protection. |
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C. |
Coloration provides protection. |
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D. |
Large numbers provide protection. |
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E. |
Lateral sense organs enable some fish to school. |
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F. |
Lateral sense organs provide protection. |
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G. |
Coloration enables some fish to move. |
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Explain: |
MARY COLTER AND FRANK LLOYD WRIGHT In the early twentieth century, the thrust in American architecture was toward a style rooted in the American landscape and based on American rather than European forms. Two architects who worked independently yet simultaneously at endorsing an American architecture were Mary Colter (1869-1958) and Frank Lloyd Wright (1867-1959). Both developed regional styles that paralleled the regionalism seen in the other visual arts. Colter created a uniquely Southwestern idiom incorporating desert landscapes with Native American arts: Wright and his followers in Chicago developed the Prairie style of domestic architecture that reflected the natural landscape of the Midwest. Mary Colter’s hotels and national park buildings are rooted so masterfully in the history of the Southwest that they seem to be genuine pieces of that history. Her magnificent Watchtower, overlooking the Grand Canyon in Arizona, was built to suggest an ancient Native American ruin preserved for the delight of the present-day traveler. Colter was a lifelong student of art history, natural history, and human civilization. Her well-rounded artistic talents empowered her to work historical references into buildings constructed with modem methods and materials. She preferred to use materials indigenous to the region, such as Kaibab limestone and yellow pine. She took great stock in materials and setting, gathering many of her materials on-site and incorporating them in their natural state into her projects. She treated building and site as integral halves of a single composition and merged them seamlessly. Her Lookout Studio, for example, appears to rise straight from the rim of the Grand Canyon because its layering of stonework matches the texture, pattern, and color of the canyon wall below it. When Colter designed the Watchtower, she wanted the building to be a part of its environment while also enhancing the view' of the surrounding desert and the canyon and river below'. She decided to recreate a Native American watchtower because it would provide the necessary height while assuming the appearance of a prehistoric building. Colter was familiar with the architectural remains of ancient villages scattered about the Southwest and was especially fascinated by the stone towers—round, square, and oval monoliths. The ancient Round Tower at Mesa Verde became the direct inspiration for the form and proportions of the Watchtower. TheTwin Towers ruin at Hovenweep, whose stone was closer to that available at the Grand Canyon, was the model for the Watchtower’s masonry. The Watchtower is perhaps the best example of Colter’s integration of history, architecture, and landscape in a unified work of art. Like Mary Colter, Frank Lloyd Wright believed that architecture was an extension of the natural environment. Wright was appalled by much of what he saw in the industrialized world. He was not fond of cities, and although he designed office buildings and museums, his favorite commissions were for homes, usually in the country. Wright is associated with the Prairie style of residential architecture, whose emphasis on horizontal elements reflected the prairie landscapes of the Midwest. Most Prairie-style homes have one or two stories and are built of brick or timber covered with stucco. The eaves of the low-pitched roof extend well beyond the walls, enhancing the structure’s horizontality. Wright’s own studio-residence in Wisconsin was completely integrated with the surrounding landscape. (1) He nestled his house in the brow of a hill and gave it the name Taliesin, which means “shining brow” in Welsh. (2) Every element of the design corresponded to the surrounding landscape. The yellow stone came from a quarry a mile away, so Taliesin looked like the outcroppings on the local hills. (3) The exterior wood was the color of gray tree trunks. (4) The stucco walls above the stone had the same tawny color as the sandbanks in the river below. Wright’s most famous house, Falling Water, was built right over a waterfall in Pennsylvania. The house blends harmoniously with its surroundings, yet it departs from the Prairie philosophy of being a completely integrated extension of the natural landscape. Glossary: Indigenous: originating or growing in an area; native
| 57. The word “thrust” in paragraph 1 is closest in meaning to |
57
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Explain: |
| 58. According to the passage, both Mary Colter and Frank Lloyd Wright designed buildings that |
58
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A. |
blended into the natural environment |
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B. |
relied on the assistance of other artists |
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C. |
reflected the history of the region |
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D. |
emphasized the architect's individuality |
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Explain: |
| 59. The author mentions “Kaibab limestone and yellow pine” in paragraph 3 as examples of |
59
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A. |
traditional materials that are now scarce |
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B. |
references to art history and natural history |
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C. |
materials with high artistic value |
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D. |
materials that are native to the Southwest |
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Explain: |
| 60. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 3? Incorrect choices change the meaning in important ways or leave out essential information. |
60
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A. |
Colter bought stock in corporations that made building materials and delivered them directly to the project site. |
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B. |
Materials and setting were equally important to Colter, who was very skilled at choosing the right materials for the job. |
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C. |
Colter valued materials and location, so she blended into her works many natural materials collected from the building site. |
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D. |
Because Colter used various types of materials, it was often difficult to combine them in a way that would look natural. |
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Explain: |
| 61. The word “them” in paragraph 3 refers to |
61
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C. |
texture, pattern, and color |
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D. |
modern methods and materials |
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Explain: |
| 62. What was the main inspiration for Mary Colter′s design of the Watchtower? |
62
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A. |
Architectural remains of masonry homes. |
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B. |
The beautiful views of the American Southwest |
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C. |
The colorful stone cliffs of the Grand Canyon |
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D. |
The ancient Round Tower at Mesa Verde |
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Explain: |
| 63. What can be inferred from the passage about the Watchtower? |
63
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A. |
Colter used landscape design to enhance the beauty of the Watchtower. |
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B. |
The Watchtower's success inspired other architects to design tall buildings. |
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C. |
The Watchtower's purpose was to help people appreciate the desert scenery. |
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D. |
The Watchtower was the only building Colter designed at the Grand Canyon. |
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Explain: |
| 64. All of the following characterize the Prairie style of architecture EXCEPT |
64
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A. |
a low roof that extends beyond the walls |
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B. |
an emphasis on horizontal elements |
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C. |
a concern for the surrounding landscape |
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D. |
a direct reference to the region's history |
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Explain: |
| 65. The word “nestled” in paragraph 6 is closest in meaning to |
65
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Explain: |
| 66. Why does the author mention “Falling Water” in paragraph 7? |
66
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A. |
To criticize Wright's most famous house design |
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B. |
To show that Wright did not work in just one style |
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C. |
To give an example of an artistic use of a waterfall |
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D. |
To provide the best illustration of the Prairie style |
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Explain: |
| 67. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Taliesin′s rough stone facades and low-slung roofs blurred the distinction between the manmade and the natural.” could be added to the passage. Where would the sentence best fit? |
67
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Explain: |
| 68. Choose THREE sentences that describe the architect Mary Colter. |
68
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A. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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B. |
The architect improved the designs of famous architects of the past. |
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C. |
The architect designed structures that would blend into the desert environment. |
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D. |
Native American culture provided the architect with ideas and inspiration. |
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E. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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F. |
The architect worked exclusively with modern materials and methods. |
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G. |
The architect preferred designing country residences. |
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Explain: |
| 69. Choose TWO sentences that describe the architect Frank Lloyd Wright. |
69
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A. |
The architect designed structures that would blend into the desert environment. |
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B. |
The architect improved the designs of famous architects of the past. |
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C. |
Others followed the architect in developing a style that would suit the landscape of the prairies. |
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D. |
The architect developed a style integrating the history and landscape of the American Southwest. |
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E. |
Native American culture provided the architect with ideas and inspiration. |
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F. |
The architect preferred designing country residences. |
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G. |
The architect worked exclusively with modern materials and methods. |
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Explain: |
THE DEVELOPMENT OF REFRIGERATION Cold storage, or refrigeration, is keeping food at temperatures between 32 and 45 degrees F in order to delay the growth of microorganisms—bacteria, molds, and yeast— that cause food to spoil. Refrigeration produces few changes in food, so meats, fish, eggs, milk, fruits, and vegetables keep their original flavor, color, and nutrition. Before artificial refrigeration was invented, people stored perishable food with ice or snow to lengthen its storage time. Preserving food by keeping it in an ice-filled pit is a 4,000-year-old art. Cold storage areas were built in basements, cellars, or caves, lined with wood or straw, and packed with ice. The ice was transported from mountains, or harvested from local lakes or rivers, and delivered in large blocks to homes and businesses. Artificial refrigeration is the process of removing heat from a substance, container, or enclosed area, to lower its temperature. The heat is moved from the inside of the container to the outside. A refrigerator uses the evaporation of a volatile liquid, or refrigerant, to absorb heat. In most types of refrigerators, the refrigerant is compressed, pumped through a pipe, and allowed to vaporize. As the liquid turns to vapor, it loses heat and gets colder because the molecules of vapor use energy to leave the liquid. The molecules left behind have less energy and so the liquid becomes colder. Thus, the air inside the refrigerator is chilled. Scientists and inventors from around the world developed artificial refrigeration during the eighteenth and nineteenth centuries. (1) William Cullen demonstrated artificial refrigeration in Scotland in 1748, when he let ethyl ether boil into a partial vacuum. In 1805, American inventor Oliver Evans designed the first refrigeration machine that used vapor instead of liquid. (2) In 1842, physician John Gorrie used Evans’s design to create an air-cooling apparatus to treat yellow-fever patients in a Florida hospital. (3) Gorrie later left his medical practice and experimented with ice making, and in 1851 he was granted the first U.S. patent for mechanical refrigeration. (4) In the same year, an Australian printer, James Harrison, built an ether refrigerator after noticing that when he cleaned his type with ether it became very cold as the ether evaporated. Five years later, Harrison introduced vapor-compression refrigeration to the brewing and meatpacking industries. Brewing was the first industry in the United States to use mechanical refrigeration extensively, and in the 1870s, commercial refrigeration was primarily directed at breweries. German-born Adolphus Busch was the first to use artificial refrigeration at his brewery in St. Louis. Before refrigeration, brewers stored their beer in caves, and production was constrained by the amount of available cave space. Brewing was strictly a local business, since beer was highly perishable and shipping it any distance would result in spoilage. Busch solved the storage problem with the commercial vapor-compression refrigerator. He solved he shipping problem with the newly invented refrigerated railcar, which was insulated with ice bunkers in each end. Air came in on the top, passed through the bunkers, and circulated through the car by gravity. In solving Busch’s spoilage and storage problems, refrigeration also revolutionized an entire industry. By 1891, nearly every brewery was equipped with mechanical refrigerating machines. The refrigerators of today rely on the same basic principle of cooling caused by the rapid evaporation and expansion of gases. Until 1929, refrigerators used toxic gases— ammonia, methyl chloride, and sulfur dioxide—as refrigerants. After those gases accidentally killed several people, chlorofluorocarbons (CFCs) became the standard refrigerant. However, they were found to be harmful to the earth’s ozone layer, so refrigerators now use a refrigerant called HFC 134a, which is less harmful to the ozone.
| 70. What is the main reason that people developed methods of refrigeration? |
70
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A. |
They needed a use for the ice that formed on lakes and rivers. |
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B. |
They wanted to improve the flavor and nutritional value of food. |
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C. |
They needed to slow the natural processes that cause food to spoil. |
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D. |
They wanted to expand the production of certain industries. |
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Explain: |
| 71. The word “perishable” in paragraph 1 is closest in meaning to ................ |
71
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Explain: |
| 72. What can be inferred from paragraph 1 about cold storage before the invention of artificial refrigeration? |
72
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A. |
It was not a safe method of preserving meat. |
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B. |
It kept food cold for only about a week. |
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C. |
It required a container made of metal or wood. |
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D. |
It was dependent on a source of ice or snow. |
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Explain: |
| 73. Artificial refrigeration involves all of the following processes EXCEPT ................ |
73
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A. |
the transfer of heat from one place to another |
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B. |
the pumping of water vapor through a pipe |
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C. |
the evaporation of a volatile liquid |
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D. |
the rapid expansion of certain gases |
|
Explain: |
| 74. Which sentence below best expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. |
74
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A. |
When kinetic energy is changed to heat energy, liquid molecules turn into vapor molecules. |
| |
B. |
It takes a lot of energy to transform a liquid into a vapor, especially when the vapor loses heat. |
| |
C. |
Some gases expand rapidly and give off energy when they encounter a very cold liquid. |
| |
D. |
During evaporation, the vapor molecules use energy, and the liquid becomes colder. |
|
Explain: |
| 75. According to the passage, who was the first person to use artificial refrigeration for a practical purpose? |
75
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|
Explain: |
| 76. The word “it” in paragraph 3 refers to ................ |
76
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Explain: |
| 77. Why does the author discuss the brewing industry in paragraph 4? |
77
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A. |
To show how refrigeration changed a whole industry |
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B. |
To describe the unique problems that brewers faced |
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C. |
To praise the accomplishments of a prominent brewer |
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D. |
To compare cave storage with mechanical refrigeration |
|
Explain: |
| 78. The word “constrained” in paragraph 4 is closest in meaning to ................ |
78
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Explain: |
| 79. According to the passage, the first refrigerated railcar used what material as a cooling agent? |
79
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|
Explain: |
| 80. The word “toxic” in paragraph 5 is closest in meaning to ................ |
80
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|
Explain: |
| 81. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “Gorrie′s basic principle of compressing a gas, and then sending it through radiating coils to cool it, is the one most often used in refrigerators today.” could be added to the passage. Where would the sentence best fit? |
81
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|
Explain: |
| 82. An introductory sentence for a brief summary of the passage is: “Methods of refrigeration have changed throughout history.” Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
82
| |
A. |
Practical uses of vapor-compression refrigeration were introduced in the nineteenth century. |
| |
B. |
A refrigerator has an evaporator that makes the inside of the refrigerator cold. |
| |
C. |
CFCs have not been used as refrigerants since they were found to damage the earth's ozone layer. |
| |
D. |
Artificial refrigeration was made possible by the compression and evaporation of a volatile substance. |
| |
E. |
William Cullen developed a method of artificial refrigeration in 1748. |
| |
F. |
People used to preserve food by packing it with ice or snow in cold storage areas. |
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Explain: |
FEEDING HABITS OF EAST AFRICAN HERBIVORES Buffalo, zebras, wildebeests, topi, and Thomson's gazelles live in huge groups that together make up some 90 percent of the total weight of mammals living on the Serengeti Plain of East Africa. They are all herbivores (plant-eating animals), and they all appear to be living on the same diet of grasses, herbs, and small bushes. This appearance, however, is illusory. When biologist Richard Bell and his colleagues analyzed the stomach contents of four of the five species (they did not study buffalo), they found that each species was living on a different part of the vegetation. The different vegetational parts differ in their food qualities: lower down, there are succulent, nutritious leaves; higher up are the harder stems. There are also sparsely distributed, highly nutritious fruits, and Bell found that only the Thomson's gazelles eat much of these. The other three species differ in the proportion of lower leaves and higher stems that they eat: zebras eat the most stem matter, wildebeests eat the most leaves, and topi are intermediate. How are we to understand their different feeding preferences? The answer lies in two associated differences among the species, in their digestive systems and body sizes. According to their digestive systems, these herbivores can be divided into two categories: the nonruminants (such as the zebra, which has a digestive system like a horse) and the ruminants (such as the wildebeest, topi, and gazelle, which are like the cow). Nonruminants cannot extract much energy from the hard parts of a plant; however, this is more than made up for by the fast speed at which food passes through their guts. Thus, when there is only a short supply of poor-quality food, the wildebeest, topi, and gazelle enjoy an advantage. They are ruminants and have a special structure (the rumen) in their stomachs, which contains microorganisms that can break down the hard parts of plants. Food passes only slowly through the ruminant's gut because ruminating—digesting the hard parts—takes time. The ruminant continually regurgitates food from its stomach back to its mouth to chew it up further (that is what a cow is doing when "chewing cud"). Only when it has been chewed up and digested almost to a liquid can the food pass through the rumen and on through the gut. Larger particles cannot pass through until they have been chewed down to size. Therefore, when food is in short supply, a ruminant can last longer than a nonruminant because it can derive more energy out of the same food. The difference can partially explain the eating habits of the Serengeti herbivores. The zebra chooses areas where there is more low-quality food. It migrates first to unexploited areas and chomps the abundant low-quality stems before moving on. It is a fast-in/fast-out feeder, relying on a high output of incompletely digested food. By the time the wildebeests (and other ruminants) arrive, the grazing and trampling of the zebras will have worn the vegetation down. As the ruminants then set to work, they eat down to the lower, leafier parts of the vegetation. All of this fits in with the differences in stomach contents with which we began. The other part of the explanation is body size. Larger animals require more food than smaller animals, but smaller animals have a higher metabolic rate. Smaller animals can therefore live where there is less food, provided that such food is of high energy content. That is why the smallest of the herbivores, Thomson's gazelle, lives on fruit that is very nutritious but too thin on the ground to support a larger animal. By contrast, the large zebra lives on the masses of low-quality stem material. The differences in feeding preferences lead, in turn, to differences in migratory habits. (1) The wildebeests follow, in their migration, the pattern of local rainfall. (2) The other species do likewise. (3) But when a new area is fueled by rain, the mammals migrate toward it in a set order to exploit it. (4) The larger, less fastidious feeders, the zebras, move in first; the choosier, smaller wildebeests come later; and the smallest species of all, Thomson's gazelle, arrives last. The later species all depend on the preparations of the earlier one, for the actions of the zebra alter the vegetation to suit the stomachs of the wildebeest, topi, and gazelle.
| 83. The word “illusory” in the passage is closest in meaning to ................ |
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| 84. The word “sparsely” in the passage is closest in meaning to ................ |
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| 85. Which of the following questions about Richard Bell′s research is NOT answered in paragraph 1? |
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Which of the herbivores studied is the only one to eat much fruit? |
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Why were buffalo excluded from the research study? |
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Where did the study of herbivores' eating habits take place? |
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Which part of the plants do wildebeests prefer to eat? |
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| 86. The word "associated” in the passage is closest in meaning to ................ |
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| 87. The author mentions the cow and the horse in paragraph 2 in order to |
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emphasize similarities between the diets of cows and horses and the diets of East African mammals |
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distinguish the functioning of their digestive systems from those of East African mammals |
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emphasize that their relatively large body size leads them to have feeding practices similar to those of East African mammals |
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illustrate differences between ruminants and nonruminants through the use of animals likely to be familiar to most readers |
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| 88. According to paragraph 2, which of the following herbivores has to eat large quantities of plant stems be-cause it gains relatively little energy from each given quantity of this food? |
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| 89. Paragraph 2 suggests that which of the following is one of the most important factors in determining differences in feeding preferences of East African herbivores? |
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The ability to migrate when food supplies are low |
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The physical nature of vegetation in the environment |
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The differences in stomach structure |
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The availability of certain foods |
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| 90. According to paragraph 2, all of the following are true of East African gazelles EXCEPT ................ |
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Microorganisms help them digest their food. |
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They are unable to digest large food particles unless these are chewed down considerably. |
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They survive well even if food sup-plies are not abundant. |
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They digest their food very quickly. |
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| 91. The phrase “provided that” in the passage is closest in meaning to ................ |
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| 92. The word “fastidious” in the passage is closest in meaning to ................ |
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| 93. According to paragraph 4, which of the following mammals exhibits a feeding behavior that is beneficial to the other herbivores that share the same habitat? |
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| 94. According to the passage, which of the following is true of wildebeests? |
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They are able to digest large food particles if the food is of a high quality. |
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They are likely to choose low-quality food to eat in periods when the quantity of rainfall is low. |
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They tend to choose feeding areas in which the vegetation has been worn down. |
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They eat more stem matter than zebras do. |
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| 95. Look at the four numbers (1), (2), (3) and (4) which indicate where the sentence “The sequence in which they migrate correlates with their body size.” could be added to the passage. Where would the sentence best fit? |
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| 96. An introductory sentence for a brief summary of the passage is “East African herbivores, though they all live in the same environment, have a range of feeding preferences.”. Complete the summary by selecting the THREE answer choices that express the most important ideas in the passage. Some sentences do not belong in the summary because they express ideas that are not presented in the passage or are minor ideas in the passage. |
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A herbivore's size and metabolic rate affect the kinds of food and the quantities of food it needs to eat. |
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Zebras and wildebeests rarely compete for the same food resources in the same locations. |
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The survival of East African mammals depends more than anything else on the quantity of highly nutritious fruits that they are able to find. |
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The different digestive systems of herbivores explain their feeding preferences. |
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Migratory habits are influenced by feeding preferences. |
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Patterns in the migratory habits of East African herbivores are hard to establish. |
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CARETAKER SPEECH Children learn to construct language from those around them. Until about the age of three, children tend to learn to develop their language by modeling the speech of their parents, but from that time on, peers have a growing influence as models for language development in children. It is easy to observe that, when adults and older children interact with younger children, they tend to modify their language to improve communication with younger children, and this modified language is called caretaker speech. Caretaker speech is used often quite unconsciously; few people actually study how to modify language when speaking to young children but, instead, without thinking, find ways to reduce the complexity of language in order to communicate effectively with young children. (1) A caretaker will unconsciously speak in one way with adults and in a very different way with young children. (2) Caretaker speech tends to be slower speech with short, simple words and sentences which are said in a higher-pitched voice with exaggerated inflections and many repetitions of essential information. (3) It is not limited to what is commonly called baby talk, which generally refers to the use of simplified, repeated syllable expressions such as ma-ma, boo-boo, bye-bye, wa-wa, but also includes the simplified sentence structures repeated in sing-song inflections. (4) Caretaker speech serves the very important function of allowing young children to acquire language more easily. The higher-pitched voice and the exaggerated inflections tend to focus the small child on what the caretaker is saying, the simplified words and sentences make it easier for the small child to begin to comprehend, and the repetitions reinforce the child’s developing understanding. Then, as a child’s speech develops, caretakers tend to adjust their language in response to the improved language skills, again quite unconsciously. Parents and older children regularly adjust their speech to a level that is slightly above that of a younger child; without studied recognition of what they are doing, these caretakers will speak in one way to a one-year-old and in a progressively more complex way as the child reaches the age of two or three. (1) An important point to note is that the function covered by caretaker speech, that of assisting a child to acquire language in small and simple steps, is an unconsciously used but extremely important part of the process of language acquisition and as such is quite universal. (2) Studying cultures where children do not acquire language through caretaker speech is difficult because such cultures are difficult to find. (3) The question of why caretaker speech is universal is not clearly understood; instead proponents on either side of the nature vs. nurture debate argue over whether caretaker speech is a natural function or a learned one. (4) Those who believe that caretaker speech is a natural and inherent function in humans believe that it is human nature for children to acquire language and for those around them to encourage their language acquisition naturally; the presence of a child is itself a natural stimulus that increases the rate of caretaker speech among those present. In contrast, those who believe that caretaker speech develops through nurturing rather than nature argue that a person who is attempting to communicate with a child will learn by trying out different ways of communicating to determine which is the most effective from the reactions to the communication attempts; a parent might, for example, learn to use speech with exaggerated inflections with a small child because the exaggerated inflections do a better job of attracting the child’s attention than do more subtle inflections. Whether caretaker speech results from nature or nurture, it does play an important and universal role in child language acquisition.
| 97. According to paragraph 1, children over the age of three ................ |
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are no longer influenced by the language of their parents |
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first begin to respond to caretaker speech |
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learn little language from those around them |
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are influenced more and more by those closer to their own age |
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| 98. The word “modeling” in paragraph 1 could best be replaced by ................ |
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| 99. Which of the sentences below expresses the essential information in the highlighted sentence in paragraph 2? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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The unconscious use of caretaker speech involves a reduction in the complexity of language, while the conscious use of caretaker speech involves an increase in complexity. |
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People generally seem to be able to adapt their language to the level of a child's language without thinking consciously about it. |
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Young children tend to use caretaker speech quite unconsciously in order to reduce the complexity of their thoughts to language that they can express. |
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Most people are quite aware of the use of caretaker speech because of thorough study and research about it. |
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| 100. The word “It” in paragraph 2 refers to ................ |
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a higher-pitched voice |
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| 101. Look at the four numbers (1), (2), (3) and (4) in paragraph 2 which indicate where the sentence “Examples of these are expressions such as “Say bye-bye” or “Where′s da-da?”” can be added to paragraph 2. Where would the sentence best fit? ................ |
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| 102. All of the following are mentioned in paragraph 3 as characteristics of caretaker speech EXCEPT ................ |
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the tendency to repeat oneself |
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the use of easier words and structures |
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overemphasized inflections |
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the use of rhyming sounds |
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| 103. It is indicated in paragraph 3 that parents tend to ................ |
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speak in a progressively less complex way as a child matures |
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use language that is far above the language level of a child |
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modify their speech according to the language development of a child |
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speak in basically the same way to a one-year-old and a three-year-old |
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| 104. The word “reaches” in paragraph 3 could best be replaced by ................ |
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| 105. The word “that” in paragraph 4 refers to ................ |
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| 106. Which of the sentences beiow expresses the essential information in the highlighted sentence in paragraph 4? Incorrect choices change the meaning in important ways or leave out essential information. ................ |
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Caretaker speech is one of many natural functions that are used to stimulate young children to develop more rapidly. |
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People who believe in nature over nurture feel that adults or older children who are around younger children will naturally make changes in their language. |
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The natural human tendency to acquire language makes caretaker speech unimportant in improving the rate of language acquisition by children. |
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It is human nature for children to develop the use of caretaker speech in order to take part effectively in conversations around them. |
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| 107. According to paragraph 4, it is NOT expected that someone who believes in nurture over nature ................ |
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would use different styles of caretaker speech with children in response to what is working best |
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would use less caretaker speech than do those who believe in nature over nurture |
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would learn to use different styles of caretaker speech with different children |
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would believe that caretaker speech is more of a learned style of language - than a natural one |
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| 108. The phrase “trying out” in paragraph 4 is closest in meaning to ................ |
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| 109. Look at the four numbers (1), (2), (3) and (4) in paragraph 4 which indicate where the sentence “It is not merely a device used by English-speaking parents.” can be added to paragraph 4. Where would the sentence best fit? ................ |
109
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