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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.

4. Listen again to part of the discussion. Then answer the question. What is the woman′s attitude toward the idealist view of education?

A.

She disagrees with its emphasis on truth.

B.

She considers it the most liberal system of education.

C.

She thinks it does not give students useful knowledge.

D.

She finds it complex and difficult to understand.

5. Listen again to part of the discussion. Then answer the question. What does the professor mean when he says this?

A.

Idealism changes how people think.

B.

Idealism has been criticized unfairly.

C.

Idealism remains the only true philosophy.

D.

Idealism has diminished in influence.

6. According to the professor, what do critics say about idealism?

A.

It gives students immoral ideas about learning.

B.

Its focus on abstract thinking is unfair to many students.

C.

It discourages student creativity and questioning.

D.

It is overly concerned with economic development.

Script:

Listen to part of a conversation between a student and a university employee.

Employee: Oh, hello . . . can I help you?

Student: Um . . . yeah . . . I′m looking for professor Kirk, is she here? I mean, is this her office?

Employee: Yes, you′re in the right place— professor Kirk′s office is right behind me—but no . . . she′s not here right now.

Student: Um, do you know when she′ll be back?

Employee: Well, she′s teaching all morning. She won′t be back until . . . let me check . . . hmm, she won′t be back until . . . after lunch. That′s when she has her office hours. Perhaps you could come back then?

Student: Oh, unfortunately no. I have class this afternoon. And I was really hoping to talk to her today. Hey, um, do you know if . . . she′s accepting any more students into her introduction to biology class?

Employee: You want to know if you can take the class?

Student: Yes, if she′s letting any more students sign up, I′d like, I′d like to join the class.

Employee: Introduction to biology is a very popular class, especially when she teaches it. A lot of students take it.

Student: Yeah, that′s why the registrar said it was full. I′ve got the form the registrar gave me, um, with me to get her permission to take the class. It′s all filled out except for her signature. I′m hoping she′ll let me in even though the class is full. You, see I′m a senior this year, and uh, . . . this′ll be my last semester, so it′s my last chance . . .

Employee: Oh, wow, really. I mean, most students fulfill their science requirement the first year.

Student: Well, I mean, um...to be honest, I kept putting it off. I′m not really a big fan of science classes in general, and with the labs and everything, I′ve never quite found the time.

Employee: Your advisor didn′t say anything?

Student: Well, to tell you the truth she′s been after me to take a class like this for a while, but I′m double majoring in art and journalism and so my schedule′s been really tight with all the classes I gotta′ take, so somehow I never . . .

Employee: (politely cutting in) Well, perhaps you could leave the form with me and I′ll see if she′ll sign it for you.

Student: You know, I appreciate that, but maybe I should explain the problem to her in person . . . I didn′t want to do it, but I guess I′ll have to send her an e-mail.

Employee: Hmm. You know, not all professors check their e-mails regularly—I . . . I′m not sure if professor Kirk does it or not. Here′s an idea . . . Why don′t you stick a note explaining your situation under her door and ask her to call you if she needs more information?

Student: Hey, that′s a good idea; and then I can leave the form with you—if you still don′t mind. . .

7. Why does the student go to Professor Kirk′s office?

A.

To find out if he needs to take a certain class to graduate

B.

To ask Professor Kirk to be his advisor

C.

To ask Professor Kirk to sign a form

D.

To respond to Professor Kirk's invitation

8. Why is the woman surprised at the man′s request?

A.

He has waited until his senior year to take Introduction to Biology.

B.

He has not tried to sign up for Introduction to Biology at the registrar's office.

C.

Professor Kirk no longer teaches Introduction to Biology.

D.

A journalism student should not need a biology class.

9. What does the man say about his advisor?

A.

She encouraged the man to major in journalism.

B.

She is not aware of the man's problem.

C.

She thinks very highly of Professor Kirk.

D.

She encouraged the man to take a science class.

10. How will the man probably try to communicate his problem to Professor Kirk?

A.

By visiting her during office hours

B.

By leaving her a note

C.

By calling her

D.

By sending an e-mail to her

11. Listen again to part of the conversation. Why does the man say this to the woman?

A.

To show that he understands that the woman is busy

B.

To politely refuse the woman's suggestion

C.

To explain why he needs the woman's help

D.

To thank the woman for solving his problem

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.

12. How does the field of physics define “work”?

A.

Work is the change in speed of a falling object.

B.

Work is the research done by physicists in a laboratory.

C.

Work is the amount of energy in the solar system.

D.

Work is the ability to move an object.

13. Listen again to part of the lecture. Then answer the question. Why does the professor talk about a plow?

A.

To explain what happens when a moving object meets resistance

B.

To give reasons for the failure of agriculture in some areas

C.

To describe recent improvements in agricultural technology

D.

To show that a plow is the least efficient piece of farm equipment

14. Based on the information in the lecture, choose the statements that reflects the first law of thermodynamics.

A.

Electricity can be converted to heat or light.

B.

Nuclear energy is regulated by international law.

C.

The amount of energy in any system stays the same.

15. Which TWO sentences illustrate the conversion of energy from one form to another? Click on TWO answers.

A.

An electric stove converts electricity to heat energy.

B.

A light bulb bums out after being on for one hundred hours.

C.

A tractor engine stops when the fuel tank is empty.

D.

A car changes the chemical energy in gasoline to motion.

16. Listen again to part of the lecture. Then answer the question. Why does the professor say this?

A.

To support the idea of giving food aid to needy people

B.

To explain why organisms must create their own energy

C.

To recommend the development of new energy sources

D.

To show that both machines and living things need energy

17. What can be inferred about the energy in the earth as a whole system?

A.

No new' energy is created, and no energy is destroyed.

B.

The system gradually gains energy in the form of heat.

C.

Plants contribute more energy than animals contribute.

D.

If there is no sunlight, the earth makes its own energy.

Script:

Listen to a discussion by a group of students in an oceanography class.

Instructor: OK, in this course, we′ve discussed a number of the ocean’s unusual features. Today we’re going to discuss atolls and how they′re formed. First, can you tell me what an atoll is? Beth?

Beth: An atoll’s a ring-shaped mass of coral and algae.

Instructor: That’s right. An atoll’s made of coral and algae, and it’s in the shape of a ring. . . . And where’re atolls found? Jim?

Jim: Atolls′re found in tropical and subtropical areas of the ocean.

Instructor: It’s true that atolls’re found in tropical and subtropical areas. . . . Why is that, do you think?

Jim: It’s where the water temperature’s fairly warm. The coral and reef-building algae grow best in fairly warm water.

Instructor: OK, now, let’s look at how atolls’re formed. We’ll look at a series of three diagrams and discuss what′s happening in each. This diagram shows the first step in the process. What does the diagram show? Linda?

Linda: Well, it . . . uh . . . looks like a volcano.

Instructor: (dryly) It certainly does . . . but perhaps there’s something more you could add.

Linda: Uh, it’s a volcanic island ... a newer volcanic island that has formed recently.

Instructor: And what’s growing around the volcanic island?

Linda: Ah ... a coral reefs growing around this new volcanic island.

Instructor: Yes, good. ... OK, now let’s look at the second diagram. Beth, can you describe what’s happening in this diagram?

Beth: The second diagram shows that the volcanic island has started to erode – it’s wearing down.

Instructor: And what’s been happening with the coral reef while the volcanic island has been eroding?

Beth: The coral reef has continued to grow.

Instructor: Excellent. Now let’s look at the third diagram in the series. What’s happening in this diagram? Jim?

Jim: Well, in this diagram, you can see that the volcanic island has, um, worn down so far that it’s below the level of the ocean. The coral has built up even further, so the coral′s above the water, and the remains of the volcano are under water.

Instructor: Yes, and it’s at this stage when the ring of coral’s called an atoll. The volcano has sunk, and there’s a pool of water inside the atoll. Now, what do we call the pool of water that remains inside an atoll? Linda?

Linda: The pool of water inside the atoll is called a lagoon.

Instructor: That’s correct. The body of water inside an atoll is called a lagoon.

Well, you seem to understand quite clearly how atolls result when coral reefs around volcanic islands continue to grow as the volcanic island themselves diminish. That’s all for today. I′ll see you next class.

18. What is this discussion mainly about?

A.

Where atolls most likely occur

B.

The formation of lagoons

C.

The formation of certain coralline structures

D.

How oceanic volcanoes occur

19. What is an atoll made of?

A.

A combination of algae and volcanic ash

B.

A combination of coral and algae

C.

Only of algae

D.

Only of coral

20. Where do atolls tend to grow?

A.

In tropical areas

B.

In cool water

C.

In warm water

D.

In arctic areas

21. Listen again to part of the discussion. Then answer the question. Why does the instructor say this?

A.

She does not understand the student's response.

B.

The student's response was incorrect.

C.

She would like a more thorough response from the student.

D.

The diagram they are looking at is not clear enough.

22. Which occurs in the first step?

A.

A volcanic island forms.

B.

The volcano erodes.

C.

The volcano disappears underwater.

D.

Coral begins to grow.

23. Which occurs in the second step?

A.

Coral begins to grow.

B.

A volcanic island forms.

C.

The volcano disappears underwater.

D.

The volcano erodes.

24. Which occurs in the third step?

A.

The volcano erodes.

B.

A volcanic island forms.

C.

The volcano disappears underwater.

D.

Coral begins to grow.

25. Which occurs in the fourth step?

A.

The volcano disappears underwater.

B.

The volcano erodes.

C.

Coral begins to grow.

D.

A volcanic island forms.

26. What is true about a lagoon?

A.

It is surrounded by an atoll.

B.

It encircles an atoll.

C.

It is made of coral.

D.

It is a body of water.

Script:

Listen to part of a lecture in an Art History class. The professor has been talking about colossal statues.

Professor: We′ve been looking at colossal statues—works of exceptionally huge size—and their essentially public role, in commemorating a political or religious figure. We′ve seen how some of these statues date back thousands of years . . . like the statues of the Pharaohs of ancient Egypt—which you can still visit today . . . and how others, though surviving only in legend, have fired the imagination of writers and artists right up to our own time, such as the Colossus of Rhodes, that 110-foot statue of the Greek god Helios (HEE-lee-us). Remember, this same word, "colossus"—which means a giant or larger-than-life-size statue—is what today′s term "colossal" derives from.

Now, it was one thing to build such statues, at an equally colossal cost, when the funds were being allocated by ancient kings and pharaohs. But if we′re going to think about modern-day colossal statues, we need to reexamine more closely their role as social and political symbols—in order to understand why a society today—a society of free, tax-paying citizens—would agree to allocate so much of its resources to erecting them. A good example to start out with would be Mount Rushmore.

Now, many of you have probably seen pictures of Mount Rushmore; perhaps you′ve actually visited the place. Mount Rushmore, in South Dakota, is a colossal representation of the faces of four U.S. Presidents: George Washington, Thomas Jefferson, Theodore Roosevelt, and Abraham Lincoln, carved directly into a mountain. Imagine: Each of those faces in the rock is over sixty feet high! Now, carving their faces took over six and a half years, and cost almost a million dollars. And this was in the 1930′s, during the worst economic depression in U.S. history! Does that strike any of you as odd?

Well, I personally think that the Great Depression of the 1930′s actually makes this more understandable, not less so. Often it′s the case that, precisely at times of hard-ship—when the very fabric of society seems to be unraveling and confidence is eroding—uh, that people clamor for some public expression of strength and optimism, perhaps as a way of symbolizing its endurance in the face of difficulty.

So, with that in mind, let′s go back to Mount Rushmore. Actually, the original motivation for a colossal monument in South Dakota had very little to do with all this symbolism . . . and everything to do with money: you see, it was first conceived of basically as a tourist attraction, and it was supposed to feature the images of legendary figures of the American West, like the explorers Lewis and Clark. The government of South Dakota thought it would bring lots of money into the state.

It was only later on that the sculptor—the artist who designed and oversaw the project, a man named Gutzon Borglum—decided the project should be a monument honoring four of the most-respected Presidents in U.S. history—much more than a tourist attraction . . . its very prominence and permanence became perceived as a symbol of the endurance of U.S. ideals and the greatness of the country′s early leaders. So, you see, what began as a tourist attraction became something far loftier.

Let′s look at another example of this phenomenon.

The Statue of Liberty is another colossal statue—(indicating by his tone of voice that his assumption is a near certainty) one that I assume a number of you are familiar with. But, umm, I would guess that—like many people today—you don′t realize that, when it was designed, over a century ago—by a French sculptor—it was intended to symbolize the long friendship between the people of France and the people of the United States—one which dated back to France′s support of the American colonies′ war for independence from the British.

But the shift in the statue′s meaning started soon after it was built. Back in 1883, Emma Lazarus wrote that famous poem—you know, the one that goes: "Give me your tired, your poor . . . ." (pause)and so on and so forth. That poem describes the Statue of Liberty as a beacon of welcome for the entire world. Well, in the early 1900′s, it was put on a plaque on the pedestal that the Statue of Liberty stands on.

From that point on, the Statue of Liberty was no longer perceived as just a gift between friendly republics. It now became a tribute to the United States′ history of immigration and openness.

This association was strengthened in the imagination of the general public just a few decades after the statue′s completion, with the immigration waves of the early 20th century . . . especially since the statue happened to be the first sign of America seen by those immigrants sailing into the port of New York. So, as with Mount Rushmore, the original motivation for this colossal statue was forgotten, and the statue is now valued for more important reasons.

27. What does the professor mainly discuss?

A.

The purpose and symbolism of colossal statues

B.

The creators of two colossal statues in the United States

C.

The cost of colossal statues in ancient versus modern times

D.

The design and creation of the Statue of Liberty

28. What evidence does the professor give that supports the idea that modern-day colossal statues are valued social and political symbols?

A.

They are very costly to build.

B.

They are inspired by great poetry.

C.

They are studied in classrooms around the world.

D.

They are designed to last for thousands of years.

29. According to the professor, what was one result of the Great Depression of the 1930′s?

A.

Immigration to the United States increased.

B.

The government could no longer provide funds for the arts.

C.

International alliances eroded.

D.

The public experienced a loss of confidence.

30. According to the professor, why did the state of South Dakota originally want to create a colossal monument?

A.

To commemorate the Great Depression

B.

To honor United States Presidents

C.

To symbolize the unity of society

D.

To generate income from tourism

31. Listen again to part of the lecture, then answer the question. Why does the professor discuss the poem by Emma Lazarus?

A.

To point out a difference between Mount Rushmore and the Statue of Liberty

B.

To stress the importance of the friendship between France and the United States

C.

To illustrate how the meaning associated with a monument can change

D.

To emphasize the close relationship between literature and sculpture

32. What does the professor imply about the poem by Emma Lazarus?

A.

Lazarus was not able to complete the poem.

B.

It is one of his favorite poems.

C.

Few people have read the entire poem.

D.

He does not need to recite the full text of the poem.