Listening Section
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.
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1. What is this discussion mainly about?
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A. |
How oceanic volcanoes occur |
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B. |
The formation of certain coralline structures |
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C. |
The formation of lagoons |
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D. |
Where atolls most likely occur |
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2. What is an atoll made of?
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A. |
A combination of coral and algae |
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D. |
A combination of algae and volcanic ash |
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3. Where do atolls tend to grow?
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4. Listen again to part of the discussion. Then answer the question. Why does the instructor say this?
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A. |
The diagram they are looking at is not clear enough. |
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B. |
She does not understand the student's response. |
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C. |
The student's response was incorrect. |
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D. |
She would like a more thorough response from the student. |
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5. Which occurs in the first step?
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C. |
The volcano disappears underwater. |
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D. |
A volcanic island forms. |
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6. Which occurs in the second step?
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A. |
A volcanic island forms. |
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D. |
The volcano disappears underwater. |
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7. Which occurs in the third step?
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A. |
The volcano disappears underwater. |
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B. |
A volcanic island forms. |
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8. Which occurs in the fourth step?
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B. |
The volcano disappears underwater. |
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D. |
A volcanic island forms. |
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9. What is true about a lagoon?
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A. |
It is surrounded by an atoll. |
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B. |
It encircles an atoll. |
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D. |
It is a body of water. |
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Script:
Listen to a conversation between a student and an advisor. Advisor: Thanks for coming in, Beth. Student: You wanted to see me? Is there some sort of problem? Advisor: Well, not exactly a problem, but there is something we need to discuss. I asked you to come here because I want to talk with you about your schedule. I mean about the courses you’ve already taken and the courses you′ve signed up to take next year. Student: Is there something wrong? Advisor: It’s not exactly wrong, but it’s something we need to deal with. Let me lay it out for you . . . here it is. . . . You’ve declared that your major is sociology? Student: Yes, that’s right. Advisor: But you haven’t been taking too many sociology courses. Student: No, I guess I haven’t. Advisor: There are some required courses for a sociology major that you should’ve taken but you haven’t. If you want to graduate on time with a degree in sociology, then you’re behind . . . you haven’t taken some courses that you should’ve taken by now. Student: I guess I understand that, I mean, I know I haven′t taken some courses I need for a sociology major, but let me tell you what I’ve done and why. When the new schedule of classes comes out each semester, I like to sign up for courses that seem interesting to me ... so I take a whole bunch of really interesting classes, and I don’t seem to sign up for the required classes, particularly the ones I need for a sociology major. Advisor: Well, if you aren′t really interested in the courses that’re required for sociology, maybe you’re not in the right major. Student: I think I was coming to that conclusion . . . each time the class schedule comes out, the courses that’re offered in sociology don’t seem very interesting to me. Advisor: Is there some other major that interests you? Have you thought about that? Student: Well, you can see from the list of courses I’ve already taken that I’m not very interested in a single subject. I seem to enjoy courses in a bunch of different areas. Advisor: Well, then, I have something to suggest to you. There’s a major in General Studies at this university. To get a degree in General Studies, you need to take courses from four different departments, so you need to take a wide variety of courses. Student: That sounds like it might be the best thing for me. Advisor: Let me give you some information about the General Studies degree, and you can look it over and see what you think. Student: I′ll do that.... Advisor: And then come back to see me after you’ve made a decision about it. Student: I′ll do that, too!
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10. Listen again to part of the passage. Then answer the question. What does the advisor mean when he says this?
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A. |
“I'm going to say it directly.” |
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C. |
“i need to put it down.” |
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D. |
“I'm telling you the truth.” |
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11. What problem does the student have?
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A. |
She has not taken some courses she needs for her major. |
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B. |
She has not yet declared a major field of study. |
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C. |
She does not know what the required courses for her major are. |
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D. |
She has taken too many courses in her major. |
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12. What is stated about the courses the student has taken?
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A. |
She has taken only courses in her major. |
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B. |
She has taken only courses she finds interesting. |
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C. |
She has taken only required courses. |
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D. |
She has taken a wide variety of courses. |
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13. Which sentence best describes what the advisor seems to think?
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A. |
“This is really terrible; you'll never be able to graduate.” |
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B. |
“You seem to have a bit of a problem; let's look for a solution.” |
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C. |
“I'm extremely impressed with what you've been doing; keep doing it!” |
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D. |
“I'm really not sure what you've been doing; why don't you tell me?” |
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14. What does the advisor suggest?
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A. |
Moving into different classes now |
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B. |
Changing the way that she chooses courses |
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C. |
Taking the required courses for her major as soon as possible |
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D. |
Changing to a major with broader requirements |
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Script:
Listen to a conversation between a student and a professor. Student: Hello, Professor Norton. May I speak with you now? ... I mean, is now a good time to talk with you? Professor: Uh ... I have ... let me see . . . just a few minutes before I have to head over to Anderson Hall for a class, so if it′s a short question, I can handle it. Student: My question is about . . . about . . . my grade on the last exam. . . . My grade . . . it was . . . well, it wasn’t very high. In fact, . . . it was pretty bad ... a 62. And, well . . . I was wondering if there′s anything I can do about it, some extra credit . . . or retaking the exam . . . something? Professor: A 62? That’s quite low. Student: I know. Professor: That may even have been the lowest in the class. Student: Oh . . . Professor: What happened? ... I mean, why was the grade so low? Student: I don’t know. . . . Professor: Did you attend class regularly? Student: All the time. . . . Professor: And were you paying attention and taking good notes . . . things like that? Student: I guess I didn’t take very good notes, and then, well ... uh ... I didn′t study as much as I should’ve. Professor: Clearly . . . now ... uh ... as to your original question about retaking the exam... Student: Or maybe an extra credit assignment, something like that. . . . Professor: I don’t do things like that. . . . The grades in my courses are based solely on the exams. Student: Oh.... Professor: But there is something you can do about that grade. ... Student: There is? What is it? Professor: Well, you know, I explained about my grading system on the first day of the course. Did you understand it then? Student: I think so, but . . . well . . . maybe you could explain it again, so I can see how it can help me out of this predicament. Professor: Well, there are three unit exams in the course, you just had one of them, the one you did so poorly on. Student: Yes... Professor: And then there’s a final exam, a cumulative final exam. Student: Cumulative? Professor: That means it covers all the material in the course. Student: Including the material on the exam we just took? Professor: Yes, including the material on the exam you just took. ... Student: And how will the cumulative exam help me? Professor: Because the final exam is cumulative, it counts for half of your final grade. The three unit exams together count as the other half. That means, if you do well on the remaining two unit exams and then do really well on the cumulative final, then your grade won’t suffer too much. Student: It also means that the material I didn’t understand too well on the last exam is also going to be tested again on the final. Professor: It certainly does mean that. Student: So I need to work some more on the unit we just finished in addition to working hard on the next two units. . . . Professor: That’s exactly what it means. Oh, look what time it is! I need to get going now! Student: Well, thanks for your help, I guess.
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15. Why does the student go to see the professor?
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A. |
To explain to the professor why the grade was so low |
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B. |
To make up an exam that she missed |
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C. |
To look for a solution to the problem of a bad grade |
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D. |
To retake an exam she failed |
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16. Listen again to part of the passage. Then answer the question. Why does the professor say this?
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A. |
To revert to an earlier topic |
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B. |
To clarify what the student's question was |
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C. |
To ask the student a question |
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D. |
To reinforce what he just said |
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17. What are the professor′s grades based on?
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C. |
Several cumulative exams |
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18. What is a cumulative exam?
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A. |
An exam that covers all the units in the course |
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B. |
An exam on the final unit in the course |
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C. |
The exam with the highest grade |
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D. |
The first exam given in the course |
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19. What solution does the professor offer to the student?
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B. |
To accept a bad grade in the course |
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C. |
To submit extra credit assignments |
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D. |
To prepare well for future exams |
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Script:
Listen to part of a lecture in a film studies class. In the first two decades of the twentieth century, cinema established itself as a powerful mass medium. Movies were a popular entertainment for working people, but they were more than just entertainment. Movies were also regarded as high art by the intellectuals of the day. Many people believed that cinema—or film—would be the defining art form of the new century. Even in its earliest years, film was developing its own style—a style that was distinct from that of the theater. But what do we mean when we speak of film style? To put it simply, style is the texture of a film’s images and sounds. It’s the filmmaker’s systematic use of the techniques of the medium—for example, staging, lighting, performance, camera framing and focus. Editing and sound also contribute to style. A few filmmakers of the silent era were already developing film style, most notably in the editing technique of cutting. Cutting is when the action is broken up into separate shots, or pieces of film, and then the shots are recombined to tell the story in a coherent way. Before cutting, the action in films was like it was in the theater. The action took place far away from us. and it was continuous—it wasn’t interrupted by any closer views of the actors. Early film critics didn’t like films that looked too much like theater. Theater was a well recognized art form with its own traditions and methods. However, film was something new. and well, it was an art form that owed its birth to the technology of the moving picture camera. The critics preferred to see stylistic camera work and editing—the techniques that set film apart from theater. A lot of critics felt that editing was the most important film technique. Cutting -the change from shot to shot - was regarded as the key to film artistry. Another film technique—called cross-cutting—made it possible to tell two stories at the same time. Cross-cutting—it’s also called parallel action—it involves showing segments from two different sequences, moving back and forth from one to the other so the two stories appear to be taking place at the same time. Cross- cutting was used in the 1903 film The Great Train Robbery. The film shows bandits escaping from the scene of their crime, and then it cross cuts to a scene where the townspeople are dancing at a party, unaware the robbery has taken place. The audience easily understands that the two scenes are going on at the same time. The person who usually receives the credit for inventing most film techniques is D.W′ Griffith. While Griffith didn′t invent everything about film actually he defined and redefined the innovations of other filmmakers—he created movies that critics and audiences recognized as a unique narrative form. This is because he perfected the elements of film “grammar” and the art of the story film. Instead of having one camera shoot a scene from one position. D.W. Griffith filmed each scene from many angles, and then he pieced together the sequences in the editing room. He used editing to heighten and control the dramatic impact of a scene. He introduced analytical editing, that is breaking down a scene into shots that show closer views of people′s faces or gestures. These closely framed shots are known as close ups. The close up conveys a character’s emotions through subtle changes in the eyes, mouth, and brow. After D.W. Griffith, the close-up became a standard tool in the language of film.
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20. What is the lecture mainly about?
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A. |
Media of the twentieth century |
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B. |
How film criticism influenced art |
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C. |
The development of film style |
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D. |
The film techniques of D.W. Griffith |
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21. Which of the following contribute to the style of a film? Click on TWO answers.
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22. According to the professor, why did early film critics dislike films that resembled theater?
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A. |
They felt that films should not be shown in theaters. |
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B. |
They disagreed with the politics of theater owners. |
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C. |
They thought that film was a distinct art form. |
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D. |
They did not understand the traditions of theater. |
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23. Why does the professor discuss cross-cutting?
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A. |
To give an example of an early advancement in film style |
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B. |
To describe a technique that confused early film audiences |
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C. |
To explain why film critics disliked certain types of films |
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D. |
To convince students that film should be regarded as high art |
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24. Listen again to part of the lecture. Then answer the question. What does the professor mean when he says this?
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A. |
Critics liked Griffith's films, but audiences did not understand them. |
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B. |
D.W. Griffith invented most of the film techniques we use today. |
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C. |
The actors in Griffith's films always spoke with perfect grammar. |
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D. |
D.W. Griffith improved film techniques, making film a literary art. |
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Script:
Listen to a conversation between a student and an advisor. Advisor: Yes, Sean, what can I do for you? Do you have a question? Student: Yes, I do. Advisor: Then come on in and take a seat. . . . OK, what’s your question? Student: I’m working on planning my schedule for next quarter, and I’m trying to decide which biology class to take. There seem to be two that are quite similar. Advisor: Which two courses are you considering? Student: One is Introduction to Biological Science and the other is Biology 101. I thought that a 101-numbered course was a beginning course, so Biology 101 should be an introductory-level course, but then Introduction to Biological Science also seems to be an introductory-level course. Advisor: Well, uh, there’s a difference between the courses. Introduction to Biological Science is an overview of biology in a more general way, and Biology 101 is a more detailed and scientific view of the material. Student: I′m sorry, but I don’t quite understand the difference. . . . Advisor: Well, uh, a clear example of the difference is the fact that there’s work in the lab as part of Biology 101, but there’s no lab work in Introduction to Biological Science. Introduction to Biological Science is a lecture class, while Biology 101 includes both lecture and lab. Student: You mean that in Introduction to Biological Science, the students read about science, and in Biology 101, the students actually take part in science experiments in the lab. Advisor: Mmhm. You could put it that way. Student: It seems like Biology 101 is a lot more work than Introduction to Biological Science, with the lab work and all. Advisor: It certainly is. That’s why Biology 101 is a four-unit course, and Introduction to Biological Science is only a three-unit course. . . . Um, listen, there’s another really important difference between these two courses, and it has to do with what your major is. What is your major, by the way? Student: I′m not actually sure, yet.... Is that . . . um ... a problem? Advisor: You’re a freshman, aren’t you? You′re in your first year? Student: Yes, I am. Advisor: OK, so you actually don’t need to declare your major until the end of your second year. But, you would be better off making certain decisions a bit earlier than that, and, uh, right now you’re making one of them. One really important difference between Biology 101 and Introduction to Biological Science has to do with majors. Biology 101 is required for students who’re majoring in science, while Introduction to Biological Science satisfies a general education requirement in science for students who’re majoring in subjects outside of science. ... I know you haven’t decided on your major, but have you at least decided whether you’ll be majoring in some area within the sciences or an area outside of science? Student: No, I haven’t even gotten that far in deciding on a major. I may want to major in science, or maybe not. Advisor: OK, well, what I can suggest to you is that you really should start narrowing down your choices for a major area of studies. Perhaps if you’re considering a major in science, you should take Biology 101 as a way of helping you to decide whether or not you enjoy studying science. Student: If I take Biology 101 and then decide not to major in science, will I still need to take Introduction to Biological Science after Biology 101 to satisfy the general education requirement in science? Advisor: No, absolutely not! If you take Biology 101, that’ll also satisfy the general education requirement for non-science majors. Student: OK, that makes sense. It’ll be a good way to help me either to decide that I want to major in science or to find out that I really don’t like science.
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25. What problem does the student have?
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A. |
Deciding whether or not to take an introductory-level course |
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B. |
Deciding whether to take a 100- or 200- level course |
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C. |
Deciding between two seemingly similar courses |
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D. |
Deciding whether or not to study biology |
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26. What differentiates Biology 101 from the other course?
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A. |
Biology 101 has more lectures. |
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B. |
Biology 101 is a more general course. |
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C. |
Biology 101 has fewer units. |
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D. |
Biology 101 has a laboratory component. |
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27. Listen again to part of the passage. Then answer the question. What does the advisor mean when she says this?
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A. |
“You have your opinion, and I have mine.” |
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B. |
“It would have been better to have said something else.” |
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C. |
“You really should have said it differently.” |
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D. |
“It's not how I would say it, but it's close in meaning.” |
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28. What decision does the advisor seem to think that the student should make fairly soon?
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A. |
Exactly what his major is |
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B. |
Whether his major will be within the sciences or not |
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C. |
How he should fulfill the general education requirements |
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D. |
Whether or not to study biology |
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29. What can be concluded from the conversation?
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A. |
That the student has made a decision on a major |
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B. |
That the student really does not like science |
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C. |
That the student has decided which course to take |
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D. |
That the student has completed his general education requirements |
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Script:
Listen to a lecture in a gemology class. Today, I’ll be talking about different styles of gem-cutting, particularly about how these different styles developed historically. The various styles of gems that I’ll be talking about are the cabochon, the table cut, the rose cut, and the brilliant cut. The first style of gem-cutting, which you can see in this drawing, is the cabochon. The cabochon is a rounded shape, without facets. The cabochon style is quite old. It was the earliest style used to finish gems. The cabochons in these drawings are shown from the side. A cabochon could be a simple cabochon, with a rounded top and a flat bottom, or it could be a double cabochon, which is rounded on both the top and the bottom. It was discovered early on that powders of harder materials such as diamonds could be used to polish gemstones, and many ancient cultures used this method to finish gems. The cabochon cut was not a faceted cut. A facet, for those of you who don’t know, is a flat surface cut into a gem. It′s not clear when faceting of stones first developed. Stones were faceted as early as the fifteenth century in Europe, and they may have been faceted earlier than that in other cultures. Now, we’ll look at one of the earliest styles of faceted gems, the table cut. You can see a table-cut stone, from the top and from the side, in these drawings. An interesting thing to note is that early stones faceted in this way were probably not actually cut but were polished to this shape, using powders of harder stones such as diamonds. It does look like it was cut, but this stone was polished to this shape. Some stones, including diamonds, occur naturally in eight-sided double pyramids. To create a table cut from an eight-sided double pyramid, it’s necessary only to polish a flat surface on the top of one side of the naturally occurring eight-sided shapes. The next stage in the development of gem-cutting is the rose cut. In a rose cut, a stone is actually cut rather than polished. This was one of the earliest methods of faceting the entire surface of a diamond, or other gem . . . It′s a very pretty cut, isn’t it? As you can tell from its name, it’s supposed to look like a rose in bloom. The rose cut involved cutting up to 32 triangular facets on the top of a diamond and a flat surface on the bottom. You can see a rose cut in the drawing from the top and from the bottom. . . . Oh, excuse me, that′s a top view and a side view. There’s no bottom view of the rose cut. . . . Now, you should note that this type of cut was beneficial because it maintained much of the original stone. However, it doesn’t reflect light in a way that maximizes the stone’s shine and brilliance. Because it doesn’t reflect light as well as other cuts, the rose cut’s no longer used much today. The last type of cut we′ll look at is the brilliant cut. The brilliant cut came into use after the other styles. You can see a brilliant cut from the top and from the side and from the bottom. The brilliant cut’s faceted on the sides and top and also on the bottom. A stone with a brilliant cut in the correct proportion reflects the maximum amount of light out through the top of the stone and creates a stone that, as its name indicates, shines the most brilliantly. This style of stone is used quite often today because it′s so reflective. We′ve seen four different styles of gems today, in the order that they developed historically. Two of them, the cabochon and the table cut, are polished rather than cut to create the style, while the other two are actually cut. Before next class, please look over the photos of gems at the end of the chapter and identify the style of each stone.
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30. How does the professor present the different styles of gems?
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A. |
From the oldest to the most recently developed |
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B. |
From the least common to the most common |
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C. |
From the simplest to the most complex |
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D. |
From the least expensive to the most expensive |
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31. Which gemstone cuts are unfaceted?
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32. Which gemstone cuts are faceted only on the top?
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33. Which gemstone cuts are faceted on the top and bottom?
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34. What does the professor say about faceting?
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A. |
It was not done until after the fifteenth century. |
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B. |
It was not done earlier than the fifteenth century |
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C. |
It may have been done earlier than the fifteenth century. |
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D. |
It was done in the fifteenth century. |
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35. Which style of gem is no longer used much because it does not reflect light well?
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36. What overall conclusion can be drawn from the lecture?
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A. |
That the cutting of gemstones developed earlier than the polishing of gemstones |
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B. |
That the polishing of gemstones developed as a result of the cutting of gemstones |
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C. |
That the cutting of gemstones developed at the same time as the polishing of gemstones |
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D. |
That the polishing of gemstones developed earlier than the cutting of gemstones |
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37. What is the assignment for the next class?
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B. |
To identify the style of some gems |
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C. |
To read about some gems |
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Score: 0/10
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