EXPLANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSlJJ. OOEL Te ST 1 557 m"'·~ AC~')C;)0) - r=-=;::l .; "c Th ~ is Is a stream tha t looks like the branches 01 a nee. Here's an exa mple of a dend ritic pattern. As you can see , it's Slffitlar 10 marl)' syslems In nalu re . In aOditlOn 10 1119 structure of a Iree, It also resem- 6/9S tha human CirculillMln !)'S lam . Th i£ i$ a v u-ry officiant drain 0 90 &)'S i om bocau£o tha ovor a iliongt h 01 anyone branch Is fa irly short, and lhefe are many branches, so thalellows lhe weier 10 flow quickly end etlieientty from the source or sources. Okay, lei's look at the next example. 558 ANSWERS AND AUDIO SCRIPTS fOfl ACTrvlnES, aUIZZES, AND MODEL TESTS dtBifiag!tp<lllem IS re terredlO as a iiitfiiil pallern. Notice how !he slJeams IIow Irom a oenlJal point. This is usually a high mountain, Of a volcano, h IiInd of IOOI(j ~'ke thi iijipHi ~r aw out!rOfijl 1 09 1 tIii IjUI[Qf W~ When we see a radial patl&m, we know thai the area has experienced uplift and lnal lhe direction 01 lhe drainage Is down !he slopes 01 a relatively Isolated oonlJai point Going back 10 lhe dendritic lor a moment. The pattem is delermlned by the direction of the slope 01 the land. but ii, uh, !he slJeams!low in more or less the same direction, and • , • so it's unlike !he radial tnat had muttlple directions 01 flow !rom !he highest point. Now this patlem Is very dilferenl from either the dendrilic or lhe radiat. TOeFl. · 1.1",",""", ® G:) -:I; G) ~ :rt This is called a rectangular pattern, and I think yO\.I can see why. Just look al ail of those right-angie turns. The rectangle patlem Is typical of a landscape that's been formed by lractured ;oints and fauns. And because this broken rock Is eroded more easily than unbroken rock. straam beds are carved along the jointed bedrock. )!)yngh ma r EXPLANATORY OA EXAMPLE ANSWEAS AND AUOIO SCRIPTS FOR MODEL TESTSIMOOEL TEST 1 559 TOt R.·u 6:) (-f) W@ - ~.11 " Finally we have the trellis patlem. And here In this example, you can seee ~q~":;";e;~~ how the ,,,, ', 'oto ~~~ and and form the ~ So, as I $IlIid , as a whoIc, these pattems are dictated by the structurc and rcliel 01 thc land. The kinds of rocks OIl which the streams ar e developed. the structural pattern 01 the lolds. uh, laults, and . . . uplift wWI usually determine a dr ainage system. However. I should also mention that drainage panems can slonaliy appear to be , well, out 01 sync with the landscape. And th is can happen when a stream flows over older structures that" have been U!"lCOVeted by erosion or . • . or when a stream keeps Its origil"\al drainage system when rocks are ".,".d .So """ .,~" """ ,. 'he, ""em ; 'PI~' ~ ~ t t Audio e. AnlWer B What Is this lecture mainly about? A comparison 01 different types of drainage systems Aud io 7. Usten again to par1 of the lecture and then answer the following question. Re pl.y "Okay, today we're going to discuss the four majof types 01 drainage patterns. I trust you\le aiready f ead the chapter so you'l recall that a drainage pattern Is the arrange- ment 01 channels that eany water in an area." Jpyngh maler EXPLANATORY OR EXAMPLE ANSWERS ANO AUOtO SCRIPTS FOR MOOEL TESTSIMOOEL TEST 1 581 comes to mind is !he Study of Michelangelo's Bound SlBve by Edgar Degas. The original by Mlchelan· gelo was a marble sculpture that was, oil, about seven feet In height, buI!he small drawing was made in a sketchpad. In any case, the study is also oonsldered a mast8lpiece, on a small scale, 01 course. We" , let's remember that photography Is a relatively new art form, 80 prior to the use 01 photographs to reoon:l histOrical events. e quick drawing by en artist was about the only way to preserve a real-time visual aocount of an Important moment. Although a more permaneot visual Impression be rendered Later, it would be based on and not on !he art is t's actual obsefvation. drawing on a piece 01 paper about the size 01 the palm of his hand. And the artist, the artist reporter, is still Important even In modem times, when photography Isn, possible, lor example, when judges won' permit cameras in the courtroom. ~ But the sketchbook has other possibilities. Sometimes a drawing Is the final exe- cution 01 the art Picasso produced hundreds a/ drawings In, weU , every conceivable medium, but espe- cially In pencil and crayon. I find it very Interesting that Picasso did so much 01 this kind of worIc drawing, I mean, in his Last years. Some critics I'Iave argued thaI he was jusllaughlng al the art world, ::Ich was willing to pay ou tra~ ~'!';"'!!"'i~~;!;;~~~~! artists I'Iave at their disposal. •• "'._., ••. ,-,n :_ ". , l.! '"-'~~ ~ '- ' , . • _ ,_ . In a way, it l'IarlIens back to the beginnings 01 art itself, when some unknown artist must I'Iave stuck a finger in the earth to draw an Image or . maybe he picked up a stone and made a drawing on the wall of a cave. Okay, so, as a first assignment, I want you to make a couple 01 sketches yourself. I'm not going to grade them. Thlslsnl a studio art class. 1 just want you to use a few basic strokes to capture an Image. You can do the first one In pencil, crayon, Ink, chalk, or even charcoal whatever you like. Then, I want you to sketch the same Image in a different medium. So, if you do a face In pencil, l want you to do the same face bul ln chalk or crayon. Brtng them 10 dass next week and we" continue our discussion of drawing, but well talk mora about !he materials artists use to produce drawings, and, uh, well reler to your &ketches as examples. Audio 13 . Anawer B Audio 14. Replay Audio Replay • What Is the lecture mainly about? The distlnct purposes 01 drawing According to the professor, why do architects use sketches? To design large buildings, architects must worIc In a smaller scale. Ustan again to part of the lecture and then answer the following question. ' So, uh, these studies booom8 the basis for futuro works . And aga in. this Is very Inter· esling as a record 01 the creative process. Okay so far?" What Goes the professor mean when she says this: "Okay so far?" Professors sometimes pause for a comprehension chock by asking It everything is okay . Th is gives students an opportunity to answer questions. lpynght maklr I 562 ANSWER ~ AND AUDIO SCRIPTS FOR ACTIVITIES, QUIZZES, AND MODEL TESTS Audio 15. An s_ r C Audio 16. An swe r C Audio ". Ana_r • • 0 Why does the professor mention the drawing of Malio Antoinene? The sketch was an historical account of an Important event. What Is the professor's opinion 01 Picasso? Plcasso's drawings required the conlidence and $kill of a master artist. Acx;ording to the lecture. what are the /Tllljor functions 01 drawing? A technique to remember parts of a large work A method 10 preserve an historical record Art educational approach 10 lraln artists Audio COnveraaUOn Narrator: Usten to a conversaijon on campus between a sludent and a professor. Siudent: Professor: Student: Professor: Student: Professor: Student Professor: Student: Prolessor: Studen!: Professor: Student: Professor: Student Professor: Student: Thanks for seeing me , Prolessor Wil li ams . GO", • AI"'. """ '" ' ,," Shoo<. Okay. I undersland the three basic IIOUrceS ot personnel tor mulllnatlooal companies. The!"s fal rfy setI-eJCplanalory. Host country, home . and thi rd ~ ~; ~ , .";",!,~~~ Right. But then ~ fused my notes. Okay. Well, one pattern is to rely on home country managers to staft the key positions when the company opens, bul gradually moving more host country nationels Into upper management as the company grows. So, tor eKBmple, H a French company opened a factory in Canada, then french man- agement would gradually replace II"Iemselves with Canadian managers. Is that what you mean? Right. I think I used that very example In class. So do}'OlJ want to Ily to explain the sec- ond pallllfn tu file? Sure. I think h's the one where home counlly nationals ara put in charge of the com- pany II It"s located In a developed country, but in a developing country. then home country nationals manage the company son of indefinitely. Right again. 111 maybe using German managemeollor a Swiss company In Germany. but. uh, they might send Swiss management to provide leadership lor e Swiss company in .•. in • How about Zimbabwe? This Is one of the confusing parts. Z1mbatlwe has a very old and highly developed cul- ture, SO . . . but l!"s still defined as a developing country because of the economic base- mlch is being developed now . Oh, okay. I I rlgill mater EXPLANATOAY OA EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MODeL TESTSIMODEL TEST 1 56S miles, And that's just the closest one , To make a model oltha Milky Way GalaXy would require a COfT\o" plete/y different scaJe because , " because tha surf ace 01 the E art h wouldn' be targe enough to accom- modate a model at the scale of 1 to 10 billion. 'I ;,;;;;;, 100 b iftiOn if you get confused by these t erms . a goocIldea Okay, I hBfI, even if we could figure oul a diIIerenl scale thaI would lei us malle a model of the Milky Way Galaxy, even then, il would be challengi ng to malIe 100 billiOn stars, which is wl'lat you'd have to do 10 complete the model, How many would that be e KSctty? Well, /Ust I1y to count all the grains of sand on aJlthe beaches on Earth. That would be about 1 00 billiOn . But of course, you couldn' even count them in your lifetime. could you? If you'd started counting in 1000 B,C,E, you'd be finishing just about now , with the counting, I mean. But 01 course , that assumes that you wouldn' sleep or take any breaks, ~ sa; - "MIT ti lill liiC uU wt il C ' If)~ ~ 5'-'2 ' Student 3: Professor: Tha!'s good , I hope that you also begin to appreciat athe fact thaI the Earth iso' the center 01 the uni- verse, Our planet, although it's very beautiful and unique, it's still lust one planet, orbiting around just one star in lust one galaxy. AudiO 23, What is the discussion mainly about? An_ C The vast expanse althe universe around us. Au dio 24. Rep ' ''' A ud io Answer • Au dio 25. An _ A Audio 26 . An_ D Au dio 27. _ lay Usten again to part oI lhe lecture and thBfl answer the following question. "And that's as far as I can go here in the classroom, but we can viSualiZe the rest ollhe journey, Don' bothef writing Ihis down, Ju st stay with me on this: Why does the professor say this: ~, bother writing this down, Just stay with me on thiS," Sometimes a professor wiQ tell students 10 SlOP taking notes, whiCh usually means thaI the in formation is not a maln point or, in this case. the professor wants the stOOants 10 c:onc:entrate on liStening, Why wouldn' a photograph capture a true picture of the solar system walk? II would not show the distances be tw een the bodies in space, How does the professor explain the t erm solar system? He con tr asts a solar system with a galaxy, Listen again to part of the lecture and then answer the following question, MSo , whIIl am I hoping fQf fn)m thiS iech.lf$? Wh<lt (IQ you think t wClnt )'OIJ to r emem- ,. "Wen , for one \tWlg, the BlIOIlTIOUS distances , , , " ", , , and the vast emptiness In space," 1lIal's good , I hope tl'lat you'll also begin to appreciate the lact that the Earth Isn~ the centBl' althe UrVvefsB ,· ngh eel aler see ANSWERS AND AUDIO SCRIPTS FOfI ACTIVITIES, aUIZZES, AND MODEL TESTS Audio ~, Ans_ C Audio 28 , Ans_ 8 Why does the prolessor say this: "So , what am I hoping IOf Irom this lecture? What do you think I want you to remem- bo,r When professors ask their students to think abotJt what they might want them to remember, this usually signals the beginning 01 a summary of the Important points, Whal can be Interred about the profllSSOf? The professor likes his students to participate In the discussion. La'i i 6 "PSYCHOlOGY CI.AJ$" Audio O is cu ilio n NarratOf: LIsten to part of a discussion In a psychology class. The professor Is discussing detense mechamsms. Prolessot': these painful Ihoughts Of feelings in another way, while we repress the real problem. of defense mec:tlanlsms Is to keep lrom being overwhelmed. Of course, the avoidance 01 problems can result in add~ionat emotional Issues. And there 's a huge distinction between repression and suppression. Anybody want to explain the diNeronce? Student 1: ProlltS&Of: I couldn' have said it bener. Now remember that the thoughts or leelings that we're " ~ So , you're very angry because unfairly in some way VYia "';'" ,0. ;, '''YO"' scholarship. Maybe he failed you on an examinatiOn that didnl really cover c:::::::J the material thaI he'd gone over In etass, and an F grade In the course is going 10 be unacceptable to your sponsors. So , this would be very painfu l, as t'm sure you'd agree. And I'd say II would quality as 8 serious even t. So lets I ~e a Iook at sevBfBl.dltferelllJypes 01 <letenseJOOdlanl smtJ thaI you might employ 10 ~ repress the teellngs ot disappointment, rage perhaps, and . •. and even violence that you'd feel toward the professor. Most 01 them are named so the mechanism Is fairly obviOus and one 01 the most common mechanisms Is denial, which Is , , , Student 2: tt I want to deny something, I'll jus! say I'm not angry with the professor. Professor: Exac11y , You may even eKtend the deoiallO include the sponsors, end you could tell your friends that they'd never revoke your scholarship. And this mechanism would allow you to deny the problem, even In the face 01 direct evidence to the contrary. Let's say, a rener from the spor1504' indicating that you wonl receive a schotarshlp for the ne~t lerm . . . . Okay on that one? Okay. How about raffonalizaliofl? righ rna r . )!)yngh ma r EXPLANATORY OA EXAMPLE ANSWEAS AND AUOIO SCRIPTS FOR MODEL TESTSIMOOEL TEST 1 559 TOt R.·u 6:) (-f) W@ - ~.11 " Finally we have the trellis patlem. And here In this. radiat. TOeFl. · 1.1",",""", ® G:) -: I; G) ~ :rt This is called a rectangular pattern, and I think yO.I can see why. Just look al ail of those right-angie. EXPLANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MOOEL TESTSlJJ. OOEL Te ST 1 557 m"'·~ AC~')C;)0) - r =-= ;::l .; "c Th ~ is Is a stream tha t looks like