526 ANSWERS AND AUDIO SCRIPTS FOR ACTlVmES, QUI ZZE S, AND MOOEL TE STS 1. 0 2. A 3 . • • • A 5. C 6 . • 7. A 8. C s. , According to the lecturer, fossils ciorumenl the evolutoo of the ho rse , providing in formalion aboul the climate and migrat ion patterns. Geologists claim that horses appeared on Earth millions of yea rs before hOOlll n be ings. A horse known as the ardlltheres had migrated to Europe In the Miocene f rom North Ame rica. Following the same route, the hlpparion migrated to Europe tater In the Pt iocene. When the hlpparion invaded Europe, the anchitheres did not survive. In contra st, the hipparion developed Into a sturdy animal, li ke modem breeds 01 horses. Ironically, horses were already e~t l nct In North Am &rica by the Pleistocene. and Europeans ret urned the horse to the American colonies on snips. 1. 1IadI., 50% The function and re sponsibilit ies of th e Fed 40% The composition of the Fed 1 0% A comparison 01 t he Fed to a fourth branch of govemment Although lhe summary below Is actually closer to 50% , ~, 20% . it stil l mainta in s a reasonably accu· rale emphasis. s , The fu nction of the Federal Reserve System is to regulate money aod credit by bUying aod selling government securities, thereby Influeoclng periods of recession and In !tat oo . Moreover, the Fed c0op- erates with the Department of the Treasury to Issue new coins and paper no t es to ban ks and particl· pales In international financiat policies through member banks overseas. The F ed Inclu des lwetve district reserve banks and branches. all national commercial banks and credit unions. as well as several committees and councils, Inc lud i ng t he powerful board 01 governors appointed by the President. Because of its powerful membership, the Fed has been compared to a fourth branch of govern· ment, bvI the President 's policies are usually Implemented. )pynghlOO mater I ANSWERS ANO AUO IO SC RIPTS FOR PRACTICE ACTIVITIES IN CHAPTER 3 52i 10 store water, an opening where the water can shoot up , and cracks in the ground for the water to go back down inlo a pool. Geysers are in New Zealand, Iceland, and the United Stales. Old Faithful in Yellowstone Is the most famous geyser, 56 ." This Is a good summary. The oonlenl is accurate, and all the major points are included . The problem here is thatlhe writer did noIloIlow the order in the original so the points are not In the same sequence and they are difficult to follow . • So: . ,2 This Is a good summary becaU$8 it is briel, Il$eS the same organization 8$ the original. includes the major points, reports the oontent accurately, paraphrases using the summarizer's own worcIs , and maintains an objective point 01 view that does not include the opInloos 01 the person summarizing the Original. s . ,S This is not raally a su mmary 01 the original passage. Instead of a factual report, th is paragraph Includes opinions and judgments tha i the original author did 001 express. ThiS su mmary is not paraphrased. Sentences are copied from the original. The summary would not be scored. and 00 cr edit would be assigned . Th is is the most serious problem In summarizing. SIt e.y 5 The problem In ttvs summary is the empha sis. Too much attention Is given to In formation in the first paragraph of the OrigInal re adrig , whereas points from the second paragraph are not included . Facts from the third and fourth paragraphs are only brielly mentioned . """"" AI:rmrr 31 1. Summarize the points In the lecture, eJCplal ning how they su pport the data In the reading. 2. Explain the model described In the read~ . and then shoW how the lecture contradicts It . 3. Exptalnlng how they provide evidence for the Information In the reading, summari ze the points made in the lecture you nave j usl heard. 4. Summarize the hypothesis oullined In the reading, explaining how the lecture supports It. 5. Summarize the major points in the reading , expiaining how the lecture COfllradicts them. 6. Explain how the lecturer's view substantiates the opinions expressed in the readioo. 7. Summarize the points made in the lecture you have just heard, explaining how they differ from the poin ts made in the reading. 8. Summarize the points from the lec!ttre, explaining how they cast doubt on the reading. righted aler 53(J ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES. OUIZZES. AND MODEL TESTS 9. Referring to the main points in the lecture, summarize the professor's opinion, contrasting It with the views elqlressed In the reading, to . Summarize the coocept in t he reading, referring to the examples provided in the lecture you have just heard. 1. Summarize the points that the lecturer makes, explaining how they $IJpnnrt the Information In the read i ng. Agreement 2. Explain the theory proposed in the reading, and then OO!Jtrasl the Ideas In the theory with the views expressed In the lecture. DIsagreement 3. Summarize the points macle in the lecture you have Just heard, explaining how they suppo r1 the information in the reading. Agreement 4. Referring to the main points In the lecture, summarize the professor's views, OO!Juasting them with the opinion expressed In the reading, Disagreement 5 . Summarize the hypotheSis outlined in the lecture, explaining how the reading casts dpubl on its velidity. Disagreement 6. Summarize the points in the lecture you have Just heard , referring to the e!t8mOles provided In the reading. Agreement 7. Summarize the major points in the readi ng , explaining how the lecture coptradic1s them. Disagreement 8, Explain how the lecturer's Ideas differ from tho$e In the reading. DIsagreement 9. Summar ize the points made in the iecttJre you have Just heard, elCplalnlng how they reinforce the points mads in!he reading. Agreement 10. Summarize the points from the Ject\jre, elCplainlng how they 1":.1111 doob! on the reading. Dlsagreemen. 1. Primery source: The advan.ages of cooperative learning In schools Advantages Secondary source: The disadvantages of cooperative learning in schools Disadvantages 2. Primary source: All explanation oIlheoretieallinguistics Explanation Secondary source: All explanation of applied ~nguiSliCs Contrast 3. Primery source: The eradication of diseases on a world-wide basis Issue/SituatiOrVProbIem Secondary source: The Workl Heanh Organization's campaign agalnsl smallpox SoIutiOnlExample lpynghl maklr I ANSWERS AND AUDIO SCRIPTS FOR PRA CTICe Acnv m es IN CHAPTER 3 531 4. Primary source: The problem of noise pollution in a lactJnoIogical society P"""'m Secondary source: European noise ordl!"l8nces thai Ilmij noise pollUllon SoIution/Exampia 5. Primary source: Advertising products abroad Coo<o~ Secondary source: The marbling plan for Toyota In the United States Case Study 6. Primary source: The theory 01 flow Thoo<y Secondary source: A Harvard University study on flow Research Study 7. Primary source: The impact 01 a larga meleor on Earth Cause Secondary source: The disappearance of dinosaurs after the meteor Result 8. Prim8Jy source: Nuclear power plants are dangerous Opinion Secondary source: Nuclear power is a good source of energy Contrasting opinion 9. Primary source: Oualitativa research designs In the social sciences Thoo<yiCo«ept Secondary source: The Hawthorne eHect as a limiting lactor In qualitative research Research Studyl ExampielOlsadvantage 10. Primary source: The sIZe, price, and power 01 earty c:ompuIers IssueJSUuation Secondary source: The sIZe, price, and power 01 modem computers ComparlsonlContrast n Acllvlty 34, CD 3, Track 2. Usten to part of a leCIure in a biology class. People call it a bear, buI the koala is really a marsupial. So, II is much more like a kangaroo than ills like a bear. Here·s what I mean. First. the koala has a gestatiOn periOd 01 only about 35 days belore it Is born. Then a tiny pirlk, f ur1&s9 creal ure about 19 mimmel8f51ong makes its way lrom the birth canal into the mother's pouch where It attaches Itself to one of two nipples. So It stays In the pouch to oomplele it 's developmenl, and six to seven months laler, it pokes lis head ouI and explores e short distance from the mother, Ju mping back into the pooch un~11t reaches eight months wtlen I! Is too big to fl!, and l or another l our months I! r\cIes on the mother's back or hangs from hef stomach until It lil"lally becomes indepen- dent at about one yearold . By !hen, ills about the same size as a Taddy Bear and looks remarkably like one, with a furry coat, rounded ears and a large nose 10 support lis keen senses 01 smell and hearing. Native to Australia, the koala lives In Irees and Is a skillful climber. II sleeps in the branches during the day , and at nlghl, I! combs the trees for Ita laVOrite meal-eucalyptus leaves. )pynght mater I 532 ANSWERS AND AUDIO SCRIPTS FOR ACTI VmES . QUIZZES. AND MODEL TESTS 1. What is the primary source? The reading about marstlpials. 2. What is the secondary source? The lecture about koalas. 3. What Is the task? A synthesis IOf extension Of lor contrast? extension. 4. What is the SpecifIC relationship between the primal)' and seconde.ry soorces? A definition and an ell8mple. Marsupials are mammals that are distinguished by the way that they complete their embryonic clevelopmenl. Marsupials emerge alter a short gestation and lind the ir way from the birth canal to the mother's pouch, where they attach themselves to one of tha nipples to nurse until they are ruDy devel- oped. Marsupials are not prone to fami ly groupings. but the young stay with the mother lor a year Of longer. Althou gh marsupials were once abundant on sever al continents. today there are lew outslde of New Zealand and Australia where more than 250 species may still be found. Some 01 the characteristics that they share are a keeo seose of smell and hearing. which are important 10 their nocturnal naMe , and additional pelvic bones thaI StJpport the pouch . t. Transition sentence to conned one ooocept with another ooncept In a comparison. In comparison. a bIome Is a major regional ecosystem. AccordIng to the lecturer, . . . 2. Transition se ntence to connect a concept with an example. An Mample 011111 innovation in induS- trial production In the 19th century i:i Henry Fool's assembly li ne . According to the lecturer • 3. Transition sentence 10 connect the advantages with the disadvantages. 00 the other hand, stone has several d isadV antages. Accordi ng to the read ing • 4. Tr ll11sition sentence to conned one concept with another In a contrast In contrasl agrarian s0ci- eties cultivate crops with draft animals and plows. According to the lecturer, . 5. Transition sentence to connect a cause (8 Nino) with an effect (changes In d imate). EI N ino max have caused the changes in the climate of the North American coastline. According to the lectur8l', 6. Transition sentence to conned a buSiness concept with a case study of a restaurant franchise. The Kentucky Fried Chicken chain is R rase study pi franchises. According 10 the lecturer, 1. Transition sentence to connect a ooncept with a research study. A research stu<tJ on risks fOf heart problems was CIIrried out with Type A and Type B pe rsonalities. According to the study, 8. Transition sentence to connect one opinion with 811 opposiog opinion. The case that the United States should oonv8f1 to metrics is strong. Howeyer B rase maY be made l or !be oooos;ng view tha I the United States should relaln the English system. According to the reading, .•. 9. Transition sentence to connect. a concept with an example. An example 01 South AfrIca's natural resources is gold. According to the lecturer, IJOId mini ng 10. Transition sentence to conned a problem (commuting) with a solution (home offices). Home offICes may offer a sokJlion!or the problems associated with commuting 10 work . According to the lecture. Jpynqhtoo m llr JI ANSWERS AND AUDIO SCRIPTS FOfI PRACTICE ACTIVITIES IN CHAPTER 3 533 PtlA&TICE Acmm' 31 n Activity 37, CD 3, Track 3, Now that you have read the explanation 01 human migration pat· terns In the reading. Nstllfl to part 01 a lecture on a similar topic. Okay, today I want to talk to you about a hypotheSis that explains where humans might have evolved and how they might have migrated around the wOOd. It 's an alternative hypotheSis to the replacement hypolhesis thai you read about earllE)(. it's called the multiregioflal hypothesis but I've also heard it relerred to as the continuity hypothesis. Now, according to the IiCillfllists who support this view , modem humans spread throughout Eurasia about a million years ago and regional populations retained some unique anatomlcalleaturas IOf hundredsol thousands 01 years, but they also eKchanged some Inherited traits with neighboring populations when they mated with them. And we call this eKchange 01 traits 98fI8 flow. So through th is gene flow, certain characteristics that we consider crucial to modem mankind were inherited, as. 101' eKample. an Increase In brain size with an accompanying change in the skull. And and lhis gena flow resulted in Ihe avolution 01 the ealty humans whose remains ara found fhroughout Europe and Asia as well as AfriCa . Now, scientists who support th is theory contend that the populations tha t migrated were linked by gene flow so that the featur" that all pooplo have In common spread throughout tho world. Tho rola· lively slight diff8fences among modem people would have been caused by hundreds 01 thousands of years 01 regional evolution. Bul actually, rese81Che rs who SUPfX>/1 the continuity hypothesis tend to locus on the genetic similarities among human populations wOOd·wlde, not the differences. We're rea lly amazingly similar as a species. And the lossils of archaic and modem humans in some regiol'lS do sug. gest a continuous evolution in regionallraits, like the cheekbone structure, for e:uunple, which Is further evidence that modem humans may have evolved over a broad area among multiple groups of human ancestors. Sy Summarize the major points in the reading and eKpla ln how the lecturer casts doubt on those points. According to \he replacement hypothesis, also called the Out 01 Al riCa hypothe sis, modem humans evolved from a common ancestor In Africa. As they migrated to ASia and Eurooe. and finally SPread throughout the world, they replaced the less evolved populations that they encountered. Proatlor this hypothesis comes from both genetic and paleontological research, The large number 01 genetic: traits thai human populations have in common are confirmed by DNA investigations in mitochondria struc· tures. tn addition, !he oldest fossils Identified as modem human remalns have been discovered In AfriCa . Nevertheless, the lecturer casts doubt on the replacement theory, offering Ihe continuity hypothesis as an alternative. Also known as the multi regiOnal hypothesis, the continuity hypolhesis proposes that advanced human populations migrated and mated with less advanced r egiOnal populations, introducing ne w traits Into lhese populations. Because the regional populations were not replaced, they reta i ned some of their unique characteristics. The exchange oIlralts, referred to as gene flow, accounts fOf the genetic similarity 01 modem human beings. The retention 01 regional genetic material eKplalns why some tra its. such as Cheel\bone structure. are limited to discrete populations, and casts doubt on the replacement hypothesis, The fact that modern human remalns are found in widespread sites also sup- pons the alternative hypothesis that the lecturer presents. )pynghled maken II S34 ANSWERS AND AUDIO SCRIPTS FOR ACTtVmES, QUIZZES, AND MODEL TeSTS () A ctivity 38, CD 3, TI'Kk 4. Now that you have read the explanation of population In the reading, Nsten to part of a lecture on a similar topic. Well. it is certainly true that Malthus has had an III IOOTlOUS Impact on the study of population, and in lact. many of h is predictions about limitations on population appeared to be true lor a time. but right now the major debate in economic population theory Is bet eon a group who believes that population growth has reached a critical mass and can no longer be controlled through tho events and kHces that Malthus predicted and, on the other side 01 the debate. a group thai views ~ control as part of a Ia1ger dem0- graphic transition. HlH'e's wnat I mean. Demographic transition is a model in which large populations lTIO\Ie from Stage 1, with \I'IH'Y nigh birth and death rates li ke Malthus predicted, to Stage 21n which the birth rates remain high but tho death rates begin to decli ne . mostty because of progress in IoocI produc- tion, sanitation methods, and medical treatment, all o llhese modem advances that oould not have been predicted when Matthus was deVeloping his theory. So, the population grows vety rapidly In Stage 2. Okay, in Stage 3. population continues to increase because, although the birth rate decreases. the death rate also decreases , so fewer people are born, but they tend to live longer. Now Stage 4 is the point al which the population Increases very sIowty, Of it may even start to decline because both the birth rate and death rates are even lower than in the previous stage . So we see this in Japan , Europe, and North Amerk:a. In tact. In Europe, we see something that appears to be a Stage 5. In Europe, the decline In the birth rate has dropped to a level 01 1.7. whIctlls below the 2.0 replaooment level lor a oou- pie. So, unless immigration rates inaease , Europe's population may be an Indication of Mure demo- graphies lor other industrialized regions. Summarize the major points In the lecture that you have jus t heard, explaining how they cast doubt on the Ideas In the reading passage. ADouditog to the lecturer, one modem view asserts that wend population has reached a "critical mass ." and the limiting Ioro&s Ma/thus had poqued to control population , such as war, SlalVBIion, disease , and disasters. can no longer stem the growth In contrast. another group 01 EICOI'IOI'rMsts argues lhat population control Is part 01 a live slE1Q8 demograptk transition model, From Stage 1, In IOIttilIarge bifIh rates and death rates interact someMlai like MaIthus prGdicted , populations move into Stage 2, characterized by Y8IY rapid gn:tow1h as all!SUltol' impio.ements in sanitation, agriculture , and medicine, By Stage 3, both the birth and death rates decrease, a trend that oontinues in Stage 4 u the population growth slows at even declines. At Stage 5. birth rates fall below repIaoement levels , and even with deciI WIg death rates, the population begins to deaease . The lecturer notes that the industriailed areas 01' Japan and Nof1tI Amer- Ica are in Stage 4, whereas Europe appears 10 be rnQ'\/Wlg from Stage 4 to Stage 5. Since Malthus pointed cui that populations at the highest level of the economy exerd$e oontroIs as a resull of education and a desire to preserve their standard of living. he did, in a way , predict the trends lor the Industrialized world : however , he certainly did not foresee advances In agricullure, public health , and medicine that would Inftl.l8oce population, According to the lecturer, his pred ic:tiolls are not valid lor the criIic:aI mass model and are 8COJrate ooIy lor the beginning staoes 01 the demographic: transition righted aler . and In !tat oo . Moreover, the Fed c0op- erates with the Department of the Treasury to Issue new coins and paper no t es to ban ks and particl· pales In international financiat policies. I! combs the trees for Ita laVOrite meal-eucalyptus leaves. )pynght mater I 532 ANSWERS AND AUDIO SCRIPTS FOR ACTI VmES . QUIZZES. AND MODEL TESTS 1. What is the primary source? The. widespread sites also sup- pons the alternative hypothesis that the lecturer presents. )pynghled maken II S34 ANSWERS AND AUDIO SCRIPTS FOR ACTtVmES, QUIZZES, AND MODEL TeSTS () A ctivity