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Term paper with old papers
Listen to part of a conversation between a student and her history professor.
- What is the conversation mainly about?
- A. Using new technologies to preserve old newspapers
- B. Using old newspapers to conduct historical research
- C. The rise of American journalism in the eighteenth century
- D. Press coverage of the French Revolution of 1789
- What gave the student inspiration for the topic of her term paper?
[CHOOSE 2 ANSWERS]
- A. A recent visit to the library’s microfilm collection
- B. A long-standing interest in the history of France
- C. Seeing what an eighteenth-century newspaper looked like
- D. Reading a translation of French historical accounts
- According to the professor, what should the student ask the librarians?
- A. Which eighteenth-century newspapers covered events in France
- B. If she can request microfilmed newspapers from another library
- C. If the old newspapers she wants to read are available online yet
- D. Whether the library has any original copies of eighteenth-century newspapers
- What will the student probably include in her term paper?
- A. Newspaper coverage of the French National Constituent Assembly
- B. Newspaper coverage of the storming of the Bastille prison
- C. Ways in which the French Revolution contributed to the development of democratic ideals
- D. How the reporting of American journalists differed from that of French journalists
- What can be inferred about the professor when he discusses a paper presented at a history conference?
- A. He is grateful that he saved the paper because it might help the student.
- B. He worries that the student will overgeneralize American attitudes based on the content of newspapers
- C. He is excited to provide a model that the student can use to organize her term paper.
- D. He hopes that the student will consider interviewing the author of the paper.
Listen to part of a lecture in a marine biology class.
- What is the lecture mainly about?
- A. The effect of the tidal flow on the salt marsh
- B. Ways that some plants have adapted to living in salt marshes
- C. The process of osmosis in plants
- D. Differences between plants that grow in salt marshes and plants that grow elsewhere
- What is one result of reverse osmosis in the spartina?
- A. Salt from seawater strengthens the plant’s cells.
- B. All parts of the plant are able to receive oxygen.
- C. Salt evaporates off the stems and leaves of the plant.
- D. Water is unable to move across the plant cell walls.
- Why does the professor mention reddish mud on the roots of a spartina?
- A. To illustrate the high density of salt-marsh soil
- B. To explain how spartina rhizomes move through the soil
- C. To point out the problems spartinas face in getting fresh water
- D. To provide evidence that oxygen is present in the spartina’s roots
- In what way are rhizomes important for spartinas?
- A. They allow plants to remain cool in direct sunlight.
- B. They reduce the possibility of plants being uprooted during storms.
- C. They help plants in dense soil process oxygen.
- D. They reduce the concentration of salt in the surrounding seawater.
- What can be inferred about the process that prevents spartinas from breaking in violent storms?
- A. It is the same process that helps them survive being immersed in saltwater.
- B. The process is also responsible for causing their air tubes to form.
- C. The process sometimes damages their rhizomes.
- D. Many other plants have developed a similar process.
- Listen again to part of the Lecture. Then answer the question.
Why does the professor say this: 🎧
- A. To point out an incorrect conclusion
- B. To clarify the meaning of a term
- C. To admit that there is little evidence of the phenomenon she just described
- D. To emphasize the difference between a fact and an opinion
Listen to part of a lecture in an art class.
- What is the purpose of the lecture?
- A. To review important concepts from a previous class
- B. To provide some background for a painting the class will be discussing
- C. To compare two styles of painting
- D. To prepare students for an upcoming project
- Why does the professor mention books and a map?
- A. To give examples of objects that are not typically used in still-life paintings
- B. To give examples of elements of still-life paintings used in other genres of painting
- C. To explain what inspired him to create a still-life painting at university
- D. To explain why still-life paintings are often studied in beginning art classes
- According to the professor, why did artists like James Peale adopt a scientific approach to still-life painting?
- A. Their paintings were used to illustrate scientific journals.
- B. They had studied science at university before becoming artists.
- C. They were interested in exploring the natural world through their art.
- D. They were interested in experimenting with nuances of color.
- Why does the professor tell the story about his own painting of some vegetables?
- A. To emphasize the importance of planning the composition of a still-life painting
- B. To encourage the use of a variety of objects in a still-life painting
- C. To capture the attention of students who are not interested in still-life paintings
- D. To reassure the students that still-life paintings are not difficult to execute
- What point does the professor make about negative space in still-life paintings?
- A. It is overused in many still-life paintings.
- B. It contributes to the balance in the composition of a still-life painting.
- C. It often causes still-life paintings to look deliberately planned.
- D. It may detract from the simplicity of the composition of a still-life painting.
- Why does the professor say this: 🎧
- A. To clarify the first step of painting a still life
- B. To explain why he decided to become a still-life artist
- C. To introduce a painting he is going to describe
- D. To convince students that painting a still life can be rewarding
Get A New Campus Job
Listen to a conversation between a student and a university employee at the campus employment office.
- Why does the student go to the employment office?
- A. To get feedback from his previous supervisor
- B. To try to have his work hours reduced
- C. To find out about getting an on-campus job
- D. To compare various job offers that he has received
- Why does the university employee seem surprised at the student’s request for on-campus jobs?
- A. Because she knows he is interested in off-campus jobs
- B. Because she expected him to apply earlier in the semester
- C. Because she knows he recently quit an on-campus job
- D. Because she thought he already had an on-campus job
- What does the student imply about the job he had at the library last year?
- A. It did not require as much training as jobs in restaurants.
- B. It did not pay as well as jobs in restaurants.
- C. It offered a flexible work schedule for students.
- D. It convinced him to become a librarian in the future.
- Why does the student mention his friend Suzanne?
- A. To compare his restaurant job with her job at the photograph lab
- B. To suggest that he wants to work with her
- C. To explain why students do not want to have janitorial jobs
- D. To explain why he thinks there is a job opening
- What can be inferred about the woman when she says this: 🎧
- A. She believes that there is no way to confirm that information.
- B. She is concerned about information security.
- C. She doubts the accuracy of the information.
- D. She does not find the information helpful.
Listen to part of a lecture in a biology class.
- What is the professor mainly discussing?
- A. Different ways that scientists use the term “symbiosis”
- B. A specific kind of symbiotic relationship between organisms
- C. A butterfly species that competes with another insect species
- D. Reasons why symbiosis is considered a subtype of mutualism
- What does the professor imply about the term “symbiosis”?
- A. It is often used with too narrow a meaning.
- B. It is used incorrectly in the students’ textbook.
- C. The original definition is difficult to understand.
- D. It is applied only to organisms of the same species.
- How do the butterflies mentioned by the professor facilitate the relationship between caterpillars and ants of a certain species?
- A. The butterflies have a sweet smell that attracts the ants.
- B. The butterflies lay their eggs under rocks where the ants lay their eggs.
- C. The butterflies lay their eggs on plants where the ants are present.
- D. The butterflies identify a food source for both ants and caterpillars.
- In the example the professor mentions, how do the ants benefit from their interaction with the caterpillars?
- A. The caterpillars protect the ants’ eggs from predators.
- B. The caterpillars help the ants find a particular plant.
- C. The caterpillars produce a liquid to prevent ants from getting infections.
- D. The caterpillars produce a liquid from a species gland to feed the ants.
- What aspect of mutualism does the professor illustrate with the example of the caterpillars and the ants?
- A. Both organisms need the relationship for survival.
- B. It is not necessary for both organisms to benefit equally from the relationship.
- C. There is more benefit for the organism that is less dependent on the relationship.
- D. The relationship does not need to be beneficial to both organisms.
- What can be inferred about the student when she says this: 🎧
- A. She needs more time to think about the answer.
- B. She is almost certain that caterpillars produce honey.
- C. She thinks her statement may be misunderstood.
- D. She doubts that her statement is correct.
Listen to part of a lecture in an Earth Science class. The class has been discussing volcanoes.
- What is the lecture mainly about?
- A. Ways to determine the ages of volcanic islands
- B. Criteria for classifying various types of volcanoes
- C. Explanations for why volcanoes occur in some locations
- D. Methods for measuring magma produced by volcanoes
- According to the professor, why was the hot spot theory originally proposed?
- A. To explain prolonged volcanic activity far from plate boundaries
- B. To explain why volcanoes form both on land and in the ocean
- C. To explain variations in the amounts of magma produced by volcanoes
- D. To explain why volcanoes may become inactive after millions of years
- Why does the professor describe moving a sheet of heavy paper over a candle?
- A. To clarify that plumes do not produce great amounts of heat
- B. To describe an experiment he would like the students to conduct
- C. To illustrate one hypothesis for the way some volcanic anomalies are formed
- D. To emphasize the thinness of some of Earth’s tectonic plates
- Why does the professor discuss how high one of the Hawaiian Islands rises above the ocean floor?
- A. To provide evidence supporting the plume hypothesis
- B. To compare the Hawaiian Island to other volcanic islands in the Pacific Ocean
- C. To point out a common difference between volcanic mountains and other types of mountains
- D. To emphasize that hotspot volcanoes can produce large amounts of magma
- According to the crack hypothesis, what causes a hot spot?
- A. Hot magma rises from deep in Earth to melt a piece of the crust.
- B. Hot magma flows out through a break in the side of an active volcano.
- C. Hot magma flows up through spaces created between tectonic plates as they move.
- D. Hot magma flows up at a point where a tectonic plate has been stretched thin.
- What is the professor’s opinion of the two main hypotheses he presents?
- A. Neither hypothesis can explain the formation of the Hawaiian Islands.
- B. Each hypothesis accounts for some, but not all volcanic anomalies.
- C. Each hypothesis explains the formation of more volcanoes than plate tectonics does.
- D. The studies supporting the crack hypothesis are more convincing than those supporting the plume hypothesis.
Now, you are all set.
Please turn to Sarah for your test result.
This is the Scoring chart that you could refer to:
Now, tell me how good your test result was.
B CD C A B
B A D B A A
D B C A B D
C B B D C
B A C D B D
C A C D D B