12tI ANSWERS AND A.UDIO SCRIPTS FOR A.CTIVmES, QUIZZES, AND MOOEl TESTS This Is the spirilla They 100II a little like corkscrews, and they' re responsible IOf e number 01 dis- eases In humans, SuI 1 don't want you to get the wrong idea. It's true thai some species of baCleria do cause diMa589, buI IOf the most pan. bac1eria are benign. There's a lot 01 bacteria In this room In h"~,, on I JiiaiiIi very rapidly, we ' re using them to cletermlne how cenain characteristics are inherited. OkaY . now , let me review these th ree typeS with you . coeci ; 1111 1 11 .• " ' 0"."'" I In any case, although . wanl you to know the lt11ee major classifications, within these basic groups there ere vinually hundreds 01 variations thai make them somewhat more d ilflClJlt 10 identity and classity that I showed you a mi nute ego . """!J!!!!!LO!l!Jype 01 bacleril! !n!W be found i bacteria by their shape, which we now know Isnl really a very good for distinguishing them easily, if we really want to identily what type 01 baCleria we ' re cleat · Ing with, i t' s bener to study the biochemistry or genetic structure 01 the specimen . They have one chro- mosome 01 double·stranded DNA in a ring , which we can analyze lalrly easily. 10 23. An_ D Audio 24. An_ e •• dIo 25 . An_ • e 10 26 . An_ e AudiO 27 . ."- e Audio 28 . - Audio -, An_ D What aspect 01 bacteria Is this lecture mainly about? The three majOr types of bacteria Which 01 the following slides contain coeci bacteria? The cocci bacteria are shown In this slide. Which two charaCleristics are oommon In baCleria ? They have one cell. They reproduce QUickly . Why are bacteria being used In the research s tuc:ly al the university? Bacteria are similar to other ~ f e forms. H ow does the professor help the students to remember the typeS Of bac1eria? He uses the first iettllf to represent the shape , USlen again to part 01 the lecture and then answer the loIlowing question. "Because, you see, bacteria can ioIn in chains, clusters, pa i rs . And sometimes, more than one type of bacteria may be found together in a specimen, I think you get the pic- ture ." Why does the professor say th is: •• th i nk you get the picture." To "get the picture' means "to understand ." He thinks thaI the Information Is very clear, fight mater EXPlANATORY OR EXAMPlE ANSWERS AND AUOIO SCRIPTS fOR MOO£1. TESTsn o£)EL TEST 6 777 La, 6 "lib ,., cua " A lld lo Lect u ~ NlIITalor: Uslen to pari 01 a lecture irI a hlslofy class , Professor: , Th •••• ~.'" glMl selliers the righllo open land but mandaled lhal homesteaders build a structure lhal was al leasllen by twelve feet and Included alleasl one glass windoW, and lhey had 10 five on their hOmestead and improve the l and for five years before !he ir claim was recognized. 01 course, when they first arrived, mosl homesteaders lived in their wagons Of pitched lents unlilthey filed dalms and planted crops. And even then, knowing thallully halt 01 the homesteaders wouldn't make it through the five years required 10 complete their claims, homesteaders leoded to view the construction ollheir homes as semi - permanent dwe l ~ngs . . . more likely they'd build something beller laler or try 10 improve on what they'd built ntially if they made It through the first live years. So, in addition to the requirements irI the Homeslaad Ad, the settlers needed a home thai was easy to build, cheap , and maybe even disposable. _lfitjiiuibk)ji~ U. corn&a lll ~ 01 'It , '1 iiIiItim.iiilii p(~ lew If bt log ~ .JIImOsLWlJPOSsible SO.Jhe 10<1 bOiiS8 W8& ,PradiCaJ soIutiooJor: homesteadetliPll)a1, treeless taJ)d! So how do ,,,,,,,,, •• """"'.,,' Wei, first you wait lor a rain that mO'" ,",,,, •• ,, it took very little time 10 build, probably a day or two . And the thiCk waUs actually kept the houseqJita coolin the sumfT18f and fairly warm In the winler. If a bellar home could be built tater, the sod house would simply di ssolve Into the soil. But there were serious disadvantages as well . Even wel-bultl IOOls leaked onto the di rt floors , forming mud puddles, and sometimes the rool even collapsed from the water weight. Or , In dry spells, the dirt cruJNlled from the roo! inlo the home . Not to mention the infesta- tions 01 insects and even snakes that iohabited the dirt waDs . they could fil together when they were stacked at !he comers and it also had t he structurellnlegrlty. And there WIfe severallyPBS 01 notching techniques that were the skill 01 the builder. In any case, with noIchlng, no nails were required had to be shipped Into towns and thoo transported out to the In chinki1g, were WOfkedlnto rolls about a Ioollong and maybe lour inC:het wide and thoo they were inserted In lo the cracks between the logs. These rolls were commonly fe/erred to as mud cats and were very ellee- live In keeping out the cold and keeping in the heat. 01 course, lhe tighter the logs . the fewer chinks were required, and that's Important because the chinks were the weakest part ot the cabin, and with the expansion and contraction that resuHed from freezing and thawing, well, chinking tended 10 deteriorate and needed constant maintenance and repair. Okay, there was usually a stone or brick fireplace along one wali . And the rool was usually made 01 wood shingles. So you can imagine, this was quite an improvement over the sod house . The ectvan- \ages wereihat the home could be kept dean. Even though the floor was usually dirt Of gravel because nat boards were diffieuH 10 obtain, it was stin an elfective shelter 10 keep out lhe rain and dust. 730 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES, OUIZZES, AND MODEL TESTS /itm;luTBI$n c Qws, . 3 " Ext:uI& , 4' :f" Narralor 2: Number 3. Read a short passage and listen to a lalk on the same topic. Then listen lor a question about them. After you hear the qlJestion, you have 30 seconds 10 prepare and 60 seconds 10 f8COfd your answer. Narralor 1: The pro'ossot's attendance policy Is published In the course syllabus. Read tha policy In the course syllabus printed on page 450. You have 45 seconds to completa It . Please begin readi ng now. [Reilding lime: 45 seconds! Narralor 1: Now listen 10 a student who Is talking with friends about the policy. StlJdeot: On !he one hand, ii's good that you can be absent once wiIhouI explaining why, but on the other hand, you can' be absent more lhan one time without getting a lower grade, so, I'd rathet have the optiOn of explaining my problem to the professor If I need to be absent, ancI then try to figure 0111 a way to make up the work. Look. II I'm sick lor two weeI\s. I don' think It 's lair lor the professor to lower my grade as long as I keep up with the class. Or. If you have a legitimale reason not 10 be lhere-Uke a famlty emer- gency or something. t don' think you should have to choose between your health or your 'ami ty and your grade in the class . NarralOl" 1: T he student expresses his opinion 0' the prolessor's policy lor excusOO absences. Report his opinion and explaln the reasons thai he gives for tlaving thai opinion. Narrator 2: Please prepare you r answer after the beep . [PreparaHon lime: 30 seconds] Narrator 2: Please begin speaking after the beep . [Record ing time: 60 seconds! Ilff"EIIIIArEIJ $n c QuaTlDl4 "1Isa;,," Narrator 2: Number 4. Read a shOO passage and then listen to part of a IactlJfe on the same topic. Then listen lor a question about them. After you hear the questloo, you have 30 seconds 10 prepare and 60 seconds to record your an s we r. Narrator 1: Now read the passage aboullnsect8 prlnl ecl on page 451 . You have 45 seeond8to complete It . Please begin read i ng now . [Reading l im e: 45 seconds! lpynghlcd rna r I 732 ANSWERS AND AUDIO SCRIPTS FOR ACTIVITIES. OUIZZES. AND MODEL TESTS Student Friend: Student: Friend: Student: Friend: NO . I don' have a lot 01 lime to, you know, go to meetings. Neither do I, but I do play Inter-mural sports. What 's that? II's justa group that meets regularly to play basketball. 01 course, there are lots of other teams, besides basketball, 1 mean. You could join a football team, or soccer . . . uh baseball, volleyball. Just go over to the Recreation Center and sign up. They'l put you on a team. You could use some lime away from the books. I'd like to do that, but Well . since you don' want to l ake time away from your studies, why don' you join a study group, or get one going In one 01 your classes? That w/rf, you wouldn' feel like you are was~ng time, and besides, the people you meet will be serious students, so maybe they would be bette. lriends for you anyway. NarratOl' 1: Describe the man's problem. and the two sogoestioos that his friend makes about how to handle It . Whal do you th i nk the man should do, and why? Narrator 2: Please prepare your answer after the beep. Boo, [Preparation time: 20 seconds) Narrator 2: Please begin speaking aner the beep . [Recording time: 60 seconds[ ., Narrator 2; Number G. Usten 10 ~r1 018 leo::Iure . Then lislen lor a question 8bout il. Arter you hoear thoe QuestiOn , you have 20 seconds 10 prepare, and 60 seconds to record your answer. Narrator 1: Now IIslen to pari 01 a lecture in a psychology class. Tho professor is discussing the Skinner "' Professor: There have been several references to the Skinner Box in your lelrlboolt because a lot of behaviOral modification experiments stili use si milar devices, aven today. so le i's lusl take a few minutes and make sure that everyone understands eKactty what a Skinner BoK Is and how it WOtI<s . The boK which was named for B. F. Skinner, the American psychologist who developed it it was used in SIIinner's origi- nal eKperiment In 1932 , and its construction hasn' changed much from that time. It·s just a small, empty boK . really. eKcept l or a bar with a cup underneath it. So picture this: In Ski nner's experiment. a rat that had been deprived 01 food lor twenly·four nours was placed In the boK. As the animal began 10 eKpIore its new environment, it accidentally hit the bar, and a food pellet dropped into the cup . The rat ate the paI- le i and continued eKpIoring for more food. Arter hitting the bar three 01' tour times with similar results, the animal star1ad hitting the bar with intention instead 01 by acddent . It had leamed it could gat food by pressing the bar. In other w ords, the food stimulus reinforced the bar pressing response. So . many EXPlANA TORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOfl MOOEL TESTSIMOOEL TE ST 6 733 psychology experiments were modeled aftGf Skint1(lf's original reseateh. Um, yarlous animals have been placed in modified Skinner Boxes and presenled with conditions that win result In a reward-food or some other desirable obJect Of experience. In most of the behaYlof modillcation experiments In your book, you'l see a citation fOt Skinner's classic study. Narrat Of t : Using the main points and e~amples from the lecture, describe the Skinner Box, and then explain how the device 13 used In P$ychoIogy experiments. NarratOt 2: Please prepare your answer atter the beep . [Preparation time: 20 seconds] NarratOf 2: Please begifl speaking alter the beep . Beep [Recording time: 60 seconds} ~ Writing II,HlUJD faAr "PJr4UGJCCU Slur" Flrst, read the passage on pages 454-455 and take notes. (') Model T"t 6, Wrlting Section, CD 9, Tradl3 Narrator: Now listen to a lecture on the same topic as the passage that you have lust read. Professor: Most textbooks thai haye been published within the past fifty years Include the Mltler-Urey experiment because II was such a grouodbreaklng discovefY at the time, and researchers honest ly believed that they were on the verge 01 dlscoyering the origin oIli1e. Bot the current view 01 the Miller·Urey experi· ment is , le t's say , skeptical. And there are several serious objections thai we really need to deal with before we move on . Flrst, the laboratory atmosphere thai Miller and Urey created was charged with con- tinuous etectrical energy, but even Ihough the atmosp/1Gfe of early Earth was subJected to frequent electrical stomtS, they were probably not continuous. So . some scientists argue that. although amino acids and olhef organic compounds may have been formed in the earty history 01 Earth, they probably would not have been produced In the amounts seen in the experimental environmenL Some scientists 81e also concerned about the fact that oxygen was reduced from the atmosphere In the Miller·Urey experiment. What iI the prem ise that the mixture of gases simulated that 01 early Earth were false? Theo, 01 course, everything else In the experiment Is flawed. And here's another problem. Because several meteorites haye fallen to Earth since the publieatlon of the Milier-Urey experiment, there has been interest in analyzing them lor amino acid content. and amino acids have been loond In them . Well, that proves thaI amino acids are able \0 su rvive in severe )pynght m r I 734 ANSWERS AND AUDIO SCRIPTS FOR ACnVrnES. QUIZZES. AND MODEL TESTS condItions in space. So what cIoes that mean? Some SCientists think that the earty Earth was sjmllar to asteroids and comets that cootain amino acids so they may have been present from the moment that the Earth was fooned. Others point to the possibility that organ ic c:ompounds escaped from within mete- orites in impact sites where they hit the &uriace 01 the newly form Ing pl anet Earth. The truth IS that we just don~ know how the first cen w as Iormed. and we really eren~ sure how that eel! reorganized into Larger living structures. So , elthough the Miller-Urey experiment is interesting. it probably does not hold the promi se of unlocking the mystery of life on our planet . ~ Exampl. AilS and Ch.ckllsts '.r $fIo""ng and Writing () Modet T est 6, Example An , CD 9, TradI: 4 ExA-rru ArIwa FlM""" SnAuc Qw.s,,.,,, 1 "A S IIAMr'BI" The role 01 a good son or daughter changes oYe r the years. Initially. being an obedient child is probably aU that a parent requires. But when a child g rows up and begil'lS 10 become independent, then a good son or daughter Is a person who has good character-who does wel l In school or suooeeds In a career and demonstretes the personal queJitles that the parents have tried to teach. Urn • a good son or daughter Is also a good parent when they have children 01 their own . When parents see their grandchil- dren being brought up Well. uh. they know thatlhey have provided a good example. And . and when the parents become old and need care, a good son 01' daughter won' be too busy to spend lime with them and provide them with help. CMckIIst 1 t/ The talk answers the topic QUestion . t/ The point of view or position Is clear. t/ The talk is direct and well-«ganized. t/ The sentences are logically coooocted. t/ DetailS and examples support the main Idea. t/ The speaker expresses complete thoughts. t/ The meaning Is easy to comprehend. t/ A wide range of vocabulary is used. t/ There are only minor errors In grammar. t/ The talk Is with in a range of 125-150 words. WlftE AM:nrsl ,.6 &"", SnAuc Quo",. 2 ".DI¥ ".iiD JJ Although a jOb that Involves travel seems glamorous to people who spend day alter day in an otfioe. it really isn' lor me . Fofone thing. treveling lor business usually means going to the same pIac;:es repeatedly and staying in the same . tired hotel rooms . Besides that, the pace of a business trip doesn~ allow much time to see anything besides the inSide of an office bu ilding and the road to the alrport. And eating ., restaurants Isn~ that healthy. and travetlng eI the time Is exhausting. No , I'd rather have a Job opportumy that . • • that would let me sleep in my own bed and, uh, eat my own cooking. Urn • but ideally, the Job would also Include a three 'eBk paid vacation so I could travel to a desIioation of my choice and reIalI. lpynghl maklr I EXPlANATORY OR EXAMPLE ANSWERS AND AUDIO SCRIPTS FOR MODEL TESTSJMODEL TEST 6 735 C ,I$tZ "" The talk answOfS the topic question. t/ The poi nt 01 view or position Is dear. t/ The talk is di rect and wefl-organized. t/ The sentences are logically connected. t/ Detalls and examples support the ma in idea. t/ The speaker expresses complete !houghts. t/ The meaning Is easy to comPfehend. "" A wide range of vocabulary Is used. t/ There are only minor tIfTOI'S In grammar. t/ The talk Is within a range 01125-150 words . ExA,pu AIIIIrIf,., /tl1lMATfII $nAntr Quu, 3 " Ext:usa A"';r " Aocording to the prolessor's policy, studeflts can be absent lrom one class without explaining unless Ihere's a test scheduled and then the pr0l8SSOl" expectS students to go to he r offlce 10 give her an expla- nation to r being out of class and arrange tor making up the test. Also, being absent more Ihan once could mean Ihat your grade could be lowered by one letter lor each lime you miss class . The student doesn1 agree wilh the excused absence policy because he thinks Ihat his grade shouldn' be affected by absence if he makes up Ihe wont . Um . •. from his point of view, a valid reason tor abs ance, uh, like an emergency , a family problem, or Illness , uh , that shouldn1 jeopardize his grade unless he falls to keep up with the c:tass or hi! work's unsat isfactOl')' . "" The talk summarizes the situation and opinion. "" The point 01 view or position Is dear . y The talk Is di rect and well-organiuod. "" The senteoces are logically connected. t/ Delalls and examples support the opinion. t/ The speaker expresses complete !houghts. t/ The meaning Is easy to comprehend. t/ A wide range of vocabulary is used . t/ Errors in grammar are minor. t/ The talk Is wit h in a range of 125-150 words. EXAIIIU AlIna"., IrmIrAIRI InA". Qw:s,. 4 " "",,, " Insects are arthropods with a three-part body structure-a head, a thorax., and an abdomen. The head has a pair 01 eyes and a palr 01 antennae. and three pairs 01 legs and two pa i rs of wings are usually attached to the thorax. . Now, although a spider Is also an arthropod, It Isn' consIderod an Insect. uh, because, um, becau se it only has a two-part body Stn.N;;tu re. The head and the thorax. are joined together on a spider and attached to its abdomen by a thi n stem. And a spider does n' hava antennae but It does have lour pairs of eyes. Instead 01 six legs, it has eight, hairy legs that are used kind of like an Insec1 u ses Its antennae to explore Ihe environment. A spider doesn' have wings . It has a unique g1andular system that allows ~ to spin Its webs. So, because 01 this very different body structure, a spl- der Is not really an Insect. )pynght mater I . range of 12 5-1 50 words. EXAIIIU AlIna"., IrmIrAIRI InA". Qw:s,. 4 " "",,, " Insects are arthropods with a three -part body structure-a head, a thorax.,. FOR MODEL TESTSJMODEL TEST 6 735 C ,I$tZ "" The talk answOfS the topic question. t/ The poi nt 01 view or position Is dear. t/ The talk is di rect and wefl-organized a test scheduled and then the pr0l8SSOl" expectS students to go to he r offlce 10 give her an expla- nation to r being out of class and arrange tor making up the test.