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650 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, QUIZZES, AND MODEL TESTS IIEADIIc 2 "WWMElt AMD CIwmc SmnIsn t4 . A "Our understanding 01 chaotic systems is increasing at a tremendous rate, but much remains to be learned about them." Choice B Is not correct because it was an Incorrect assumption. Choice C is not correct because It was also an Incorrect assumption. Choica 0 is not correct because today we have a very good understanding 01 the physical laws of atoms. 15. B In this passage, svpposeaiS a synonym for "assumed." t6 . 0 In this passage, basically is a synonym lor "fundamentally." 17 . A The author uses the example of the car to elCplaifl how conditions are used to make predlc- lions. The predk:tlon 01 the location of the car Is compared with the predlctlon 01 the weather. t 8. 0 "For tomorrow's weather, this slighlly different Initial condition will not change the weather pre- diCtiOn . . . But f or next month's weather, the two predictions may not agree at aliI' Choice A is nol correct because the change in the Initial conditions was minor. Choice B Is not correct because it Is not mentioned In the passage. Choice C Is not correct because computer models are used to deal with all the data lor weather prediction on time scales shorter than a law weeks. 19. C " . . . chaolic systems are described by nonlineat equations." ChoIce A is not correct because chaotic systems [like weatherj "are not completely random." Choice B Is true, but it is not the reason why weather Is considered a chaotic system. Choice 0 Is not correct because many chaotic syslems are " predictably unpredictable.'" 20. A "ThIs extreme sensitivity to Initial conditions Is sometimes called the butterfly effect· Choice B is not correct because the Hap 01 a butterfly's wings Is used to describe the sensitivity, not to prediCt conditions. Choice C Is not correct because the rate 01 the wings Is not mentioned. Choice 0 Is not co rrect because t he cause and result 00 not refer to different locations. They refer to changes over time. 21. 0 "Simple systems are described Dy Mnear equatloos In which, lin lhe Hnear equations} lor exam- ple, increasing a cause produces a proportlonaliocrease In an etfect." The phrase "in which' does not refer to Choices A. B, or C. 22. B The author mentions the economy to provide an example 01 another chaotic system. "For example, the economy Is non~near because a rise In Interest rates does not automatically pro- d\JCe a corresponding change In consumer spending." 23. C In this passage, chBraclerislics Is a synonym lor "leaturas." Context comes 'rom the contrast with "detalls' later In the sentence. 24. D "Our understanding 01 chaotic systems Is Increasing at a trel1"l8fldous rate, but much remains to be leamed about them." Choioe A Is not correct because "many chaolic syst ems have a kind of underlying order." ChoIce B is not correct because 'Our understanding 01 chaotic: systems Is Increasing el a tremendous rate ." Choice C Is not corr ect because "detalls remaln unpre- dictable." 25. B Chronological order Is a transitional device that connects the insert sentence In sequence within the text. " tomorrow" shoUld precede "next week" and "next month· should tollow "next week." 26. D, F, C summarile the passage. Choice A may be true, but It Is not directly stated In the passage. Choice e is a minor point because It Is an example. Choioe E Is a minor point because it Is an example. 27. A " . . . the arch Is stable only when it Is complete, when the topmost stone, the ~OM , has been set In place." Choice B Is not correct because the historical background was provided at the beginning 01 the passage. Choice C Is not correct because the virtues are pointed out before the keystone Is mentioned. Choice 0 Is not COllect because the passage Is about arches, and no ahernativas are suggested. 652 ANSWERS AND AUDIO SCRIPTS FOR AcnVrTIES. OlIIZZES. AND MODEL TESTS 44 , B "The digital divide between the populations who have access to the Intemet and Inlormatlon technology tools is based on income, race, education, household type, and geographic Ioca- lioo." Choice A is not correct because lhe divide Is not limited 10 developing nalions. Choice C is not cor rect because socioeconomic level Is only one of the ledors. Choice 0 Is not correct because the divide Is between those with access and without access, not between diHerent groups w~h access. 45. A The author gives details aboul the percentages 01 Inlernet users to prove thai there are diHer- ences in opportunities among social groups. Choice B is no l correct because the author is pre- senting leds end slanslles, nol a persuasive argument. Choice C Is not correct because no Improvements are mentlonOO . Choice 0 Is not correct because no explanation Is provided with the lacts. 46 . B " . t 1 percent 01 black househokls." Choice A Is no l COffect because 15 percenl 01 house- holds wit h one parent have access. Choice C is not correct because 13 percent of Hispanic households have access. Choice 0 is not COffect because 40 percenl 01 households with two parenls have access. 47. C " . tw ic e as many 01 the schools with more affluent studenls have wired classrooms as those [schools] with hig h concentrations 01 low-income students ." The pronoun 'hose " does not rel er to Choices A, B, or D. 48. B -Women are receMng lewer than 30 peroool of the computet science degrees. The result [01 receiv ing lewer degrees) Is that women and mernbeB 01 the most oppfessed ethnic groups are not eligible for the jobs." Choice A Is not correct because Information about adm ission Is not Included in the passage. Choice C Is not correct because we do no t know whether they are interested. Choice 0 is not COI'Tect because the jobs with the highest salaries are in computer science. 49 . B tn th is passage, nllmllels is a synonym lor "concentratiOns ." ConteKt comes from the refer- ences In previous sentences to "percentage" and "numbef ." SO. C Because "populations cannol currently aHord the equipment which needs to be updated every three years," it must be concluded that the cost of replacing equ ipment Is a problem, Choice A is not correct because the Qual~ 01 the computers Is not mentioned. Choices B and o are not COffect becau se no judgments are made . 51 . C ConcluSion Irom evide nc e Is the transitional device th at connects the insert sentence wi th the previous sent9flC8. ". , , twice as many 01 the schools with more alfluent students have wired classrooms Thus, the sludents who are most unlikely to have access al home also do not havc aCCCl)l) In their ::chooI G." ChoIcol) A. B. and 0 arc not correct bocaUllO they do not provide the evidence for the conclusion in the insert sentence that folloWs them. 52. D, B, F summarize the passage. Choice A Is a detail that is not developed in the passage. Choice C Is a minor point that supportS major point D. Choice E Is a minor point that supports major point B. IIEADIIB 5 " THE EWlLllTlmlIIF BIRDs " 53. D " bir dS a re toothless, an adaptation that trims the weight ot the head . The blrd's beak, made 01 keratin. ha s prove" to be very adaptable." Choice A is not COffect because the skele- Ion Is honeycombed, which makes it st rong and light. but it does not have fewer bones. Choice B Is not correct because the organs are lewer, no l sma!ler. Choice C Is notoorrect because lhe head is tighte r. no t heavie r. 54. A In th is passage, Ihe phrase made diffef6nt describes "modified: Context comes t rom the e~amples in the sentences that follow and from the reference to "aclaptation ." 55 , D -Feather s. and in some species. layers ol lal provide insulation that enables birds to relain their [blrdsj metabolically generated heet" The pronoun "their" does nol reler to Choices A. B, or C. 56. A In th is pa ssag e. simple Is an anlonym for "elaborate ." Conlext comes trom the references to -complex" In lhe previous sentence and "In tricate" In the same sentence. )pynghl'Jd mil n 11 6S4 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, OUIZZES, AND MODEL TESTS Professor: Student: Professor: Student: Professor: Sll.IOO nt: Profe sso r: Siudent: Professor: Siudent: Professor: Student: Professor: Student: Professor: Student: Professor: Student: Professor: Student: Pr ofessor: Student: Audio 1. A n._ r 0 AudIo 2. A ns_r C Au dIo 3. Answer B Audio •• R ep lay Audio Replay An ,we r D Okay. I th i nk t remember this, but thefe W8f8 aImosl a hundred tests 10 grade , so leI's have a lock at it . Thanks. W ell . Ernie • • ' let's soo ' H ere it Is , Ye s, I do recaP this tast. 1 02 1 S lowed Iller qu ildon 1 , lhey , bealuse you I know. I didn~ wa tch the tJme~ il!'Id I ils t could~whe n you ijked us 10 hand IiJIli Jli!Ol Yes, I see. Bu l you did a good Job on the questions thlt you did respond to . Professor Adams, maybe you won' bef leve me, but I know the answers to the ques- tions thall . , . that. . , that . • . The ones that you left blank at the end. Yeah . So now I need some advice about how to bring up my grade because a 0 is going to make a big diffarence, IDii1iiiI _ 50 , uh" •. you're right. II will bring it down at least a letter. '''''''" . Okay then. The first thing Is to learn somethi ng from this. You have to lind a way to pace )'OI.lrsell through tasts or you ' re going to have this problem again, I know, and believe me, Ileamed that already, Okay. That's good. Now , uh , what about the grade lor this class? . _ ' " ,. <' 1','1 ~ -:-1'':' . I • , Oh . But here's what we cando . II you want to fin i sh the tast right now , end your anSW9rs are satislactory, lhen 111 add some points to your gracle. You will? I know the anSwers. Realty I . . . ~ l:ii'i1- - iii • ' . , I " ',. '.' - .• ' ' - ~ • ~'c~ Wow . Th is is great. Okay. Jusllake your tast over there and finish it, You had about an hour to oomplete 20 questions, so, uh , ••• thai would be 15 minutes to finish the 5 qoostions you left blank. And Ernie .• . pace yourself. I will! Thanks. Thanks a lot. Why does the man go to see his prolessor? To ask the professor how to bring up his grade Why did Emie get a low grade on the tasllesl? He (lid no l have time 10 fmlsh it. Whal do we know aboul the 18$1? It wa s worth 25 percent of the Ilnal gracle . Usten again 10 part 01 the conversation and then 8Oswor the follow ing quesllon . ", I was hoping you might give me a chan<:e 10 • to maybe do an extra credit aSSignment. " "Hummm. I don' know about that ." Why does the professor say th is: "Hummm. I don' know ebout that ." Her tone I nd ica te s lhal she does not want 10 do whal the man suggests. "I don' know aboul thai" Is an Indlred way to say no , righted makr EXPLANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MODEL TE STSIMOOEl TEST 4 65t Woman: Man: Woman: ~ Man: ~ ~ Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: Man: Woman: M8I1 : Woman: Man: Woman: Aud io 16. An swe r B What did you include there? The lab assistant said that it was impOl1ant to be specifIC when we did this part. Yeah, he did. So I mentioned that there were ten sub jects, and five wore drinking gin and tonic, but the other five that's the control gl'OlJp they ware drinki ng tonic on ly, and no one knew which group was which. Then they each had to drive In a co mputer· ized • what was it called? A a slmulat or .•• a simulator ot a car that was supposed to bo moving at 35 milo, an hoor . And whon they saw B bicyGla, they wero supposed to hit the brakes. So far so good. T he only thing t can think of tnat you might want to add Is maybe a little more about the subjects. I think they were college students, end they were selected et random to be In the oxpe ri montal or control group. Good Idea. B ut you still have to explain the chart in the results section. Vou do ? Veah. Urn, look. here's what r d do . I'd look at the cnart ,",It~ g ~ oo ~ I~ ~ lor the subjects who were drinking only tonic, and that's compared with 3 seconds to 20 seconds lor the subjects who were drinking gin with the tonic. So, I'm really just repealing whafs on the chart, but I'm elqllalning it in wor ds . Right But, here's the thing - you shouldn1 draw any coodusions In the results section. Just the facts. Vou mean, just what happened in the experiment. Right. ~tl!M! ~1ht~!iii!ii: fOr b!3!I!R .• ~ Okay. So in the conclusions, I might say that driving after naving lour drinks . . . it you have lour drinks. you probably won1 be In a position to avoid an accident. That's good. And you could also point out problems In the research, If there are any, or suggestions for future research. Uke doing the experiment with beer Instead 01 hard liquor or repeating the same exper· iment with three drinks Instead 01 foor. Sure. That's the idea . W1181 is the purpose of Ihis convtlrsalion? The woman is helping the man to write a report. What Is the study about? Reaction times for drivers drinking alcohol In comparison with those 01 nondrinkers )pynght mater I eXPLANATORY OR EXAMPLE ANSWERS ANO AUOIO SCRIPTS FOR MOO El TESTSIt.400EL TEST 4 661 Pr ofessor: I B~I. ,",,,,~,,he blood, the antlg"'~"'~"~';;:;~~i'f.i-~::.i 1h;"'-"~!~"~I ~"2 t. There are at least 300 dilleren .!.: ere used ~:~~~~~~~~~:~~;::~~~~~,~~:~~ tal s always per/oon a procedura called ~'aoss tllOOd celIS and mixing them wlth a sample 01 lhe patient's plasma. You see , In almosl every Individual, the plasma cootalns antibodies thai will react to antigens that are nol found on their own roo blood cells. So during a transhJsIon, antibodies In the patient's plasma can bind to antigens on the donor 's red blood cells when the donor's blood 15 nol si m ilar to that 01 the patient. Well , many minor reaClklns can occur lika lever or chills, blJt some rellClions ara SO severa that they lead to 8 8 spontaneous destruclion 01 the red blood cells lrom the donor and that can rltStlllln shock or even death. So you can understand why blood typing Is so Importanl Cross matching lowers the risk of a serious readion. Okay . In cross matehJng. we lAke r ed celts Irom OM person and plasma from the other person, and we watch to see whether there's a negative response. Take a look at th is diagram. It's on page t 12 In your textbook. Here's what you would be looking at with a readlon caused by incompa tible blood. See how the cells clump logether? The reason that this II, h.""",,,,.,, ,~'" '~ thera's a chemical reaction belwe-:~ :"g~iililiji;mo[j!'~""ii'l"~' ~ I I ," h I ale eXPLANATOl'lY OR EXAM P LE ANSWERS AND AUOIO SCRIPTS F~ MOOEL TESTSIMOOEL TEST 4 863 Aud io Rep lay An swer B Aud iO 25. Ans we r A Audio 26 . An swe r A Audi o 27. Answ er B Au dio 28 . Rep lay Aud io Repl ay An s wer D Why does lhe sludent say Ihis: "Excuse me : She Is Inlerrupli ng polilely 10 ask a questioo. Why does tha professor mentiofllingerprinls? To demonstrate that blood types are dillerent for Individuals In cross matchi ng . how does a compatible match appear uoder the miCroscope? All oftha cells are at an equal dis tance from each other. Why does the professor mention artificial blood? S he is answering a question. Li s lo n again 10 part altl>& l8(:ture and thon answer tholallow ing question. "Sti ll . continuing research along these lines should probably be encouraged. Urn, even with cross matching and alher precautiOns, transfuSions with human blood involve risk s: What does the professor Imply when she says this: ' Slill, continuing research along these lines should probably be encouraged: She agrees thai research should continue in spile 01 problems. Usnlll.6 " ORIEITATIOII SEssIoII " Aud io Discu ss ion Narrator: US lan to part of a discussion in an orientation class. Professor: F9r!he mosI part, college stude!lIs_ dd!ilJjaiLfaiL • • !iii!'! IO~ !IR wIltf"' _ ~J