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Paragraph 8. How the green house effect will change ocean temperatures

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Ocean currents, in three dimensions, form a giant ‘conveyor belt’, distributing heat from the thin surface layer into the interior of the oceans and around the globe. Water may take decades to circulate in these 3-D gyres in the lop kilometer of the ocean, and centuries in the deep water. With the increased atmospheric temperatures due to the greenhouse effect, the oceans conveyor belt will carry more heat into the interior. This subduction moves heat around far more effectively than simple diffusion. Because warm water expands more than cold when it is heated, scientists had presumed that the sea level would rise unevenly around the globe. It is now believed that these inequalities cannot persist, as winds will act to continuously spread out the water expansion. Of course, of global warming changes the strength and distribution of the winds, then this ‘evening-out’ process may not occur, and the sea level could rise more in some areas than others.

Questions 15 – 20.

There are 8 paragraphs numbered 1 – 8 in Reading Passage 175. The first paragraph and the last paragraph have been given headings.

From the list below numbered A – I, choose a suitable heading for the remaining 6 paragraphs.

Write your answers A – I, in the spaces numbered 15 – 20 on the answer sheet.

There are more headings than paragraphs, so you will not use all the headings.

List of headings

A) THE GYRE PRINCIPLE

B) THE GREENHOUSE EFFECT

C) HOW OCEAN WATERS MOVE

D) STATISTICAL EVIDENCE

E) THE ADVECTION PRINCIPLE

F) DIFFUSION VERSUS ADVECTION

G) FIGURING THE SEA LEVEL CHANGES

H) ESTIMATED FIGURES

I) THE DIFFUSION MODEL

Paragraph 2

Paragraph 3

Paragraph 4

Paragraph 5

Paragraph 6

Paragraph 7

Questions 21 and 22

Answer questions 21 and 22 by selecting the correct answer to complete each sentence according to the information given in the reading passage.

Write your answers A, B, C or D in the spaces numbered 21 and 22 on the answer sheet.

 

21. Scientists do not know for sure why the air and surface of ocean temperatures are rising because:

A) There is too much variability

B) There is not enough variability

C) They have not been recording these temperatures for enough time

D)The changes have only been noticed for 100 years

22. New research leads scientists to believe that:

A) The oceans are less complex

B) The oceans are more complex

C) The oceans will rise more than expected

D) The oceans will rise less than expected

Question 23

Look at the following list of factors A – F and select THRE E which are mentioned in the reading passage which may contribute to the rising ocean levels.

Write the THREE corresponding letters A – F, in the space numbered 23 on the answer sheet.

List of factors
A) Thermal expansion

B) Melting ice

C) Increased air temperature

D) Higher rainfall

E) Changes in the water table

F) Increased ocean movement

Questions 24 – 28

Read each of the following statements, 24 – 28. According to the information in the reading passage. Write:

T if it is true

F if it is false,

NA If there is no information about the statement in the reading passage.

Write your answers in the spaces numbered 24 – 28 on the answer sheet.

 

24. The surface layer of the oceans is warmed by the atmosphere.

25. Advection of water changes heat and salt levels.

26. A gyre holds less heat than there is in the atmosphere.

27. The process of subduction depends on the water density.

28. The sea level is expected to rise evenly over the Earth’s surface

Answer:

15. H

16. I

17. E

18. A

19. C

20. C

21. D

22. B & C & E (in any order)

23. NA

24. T

25. F

26. T

27. F

28. B

***

 

TEXT 13.

ARCTIC HAZE [13]

In the 1950’s, pilots traveling on weather reconnaissance flights in the Canadian high Arctic reported seeing bands of haze in the springtime in the Arctic region. It was during this time that the term “Arctic haze” was first used, referring to this smog of unknown origin. But it was not until 1972, that Dr. Glenn Shaw of the Geophysical Institute at the University of Alaska first put forth ideas of the nature and long-range origin of Arctic haze. The idea that the source was long range was very difficult for many to support. Each winter, cold, dense air settles over the Arctic. In the darkness, the Arctic seems to become more and more polluted by a buildup of mid-latitude emissions from fossil fuel combustion, smelting and other industrial processes. By late winter, the Arctic is covered by a layer of this haze the size of the continent of Africa. When the spring light arrives in the Arctic, there is a smog-like haze, which makes the region, at times, looks like pollution over such cities as Los Angeles.

This polluted air is a well-known and well-characterized feature of the late winter Arctic environment. In the North American Arctic, episodes of brown or black snow have been traced to continental storm tracks that deliver gaseous and particulate-associated contaminants from Asian deserts and agricultural areas. It is now known that the contaminants originate largely from Europe and Asia.

Arctic haze has been studied most extensively in Point Barrow, Alaska, across the Canadian Arctic and in Svalbard (Norway). Evidence from ice cores drilled from the ice sheet of Greenland indicates that these haze particles were not always present in the Arctic, but began to appear only in the last century. The Arctic haze particles appear to be similar to smog particles observed in industrial areas farther south, consisting mostly of sulfates mixed with particles of carbon. It is believed the particles are formed when gaseous sulfur dioxide produced by burning sulfur-bearing coal is irradiated by sunlight and oxidized to sulfate, a process catalyzed by trace elements in the air. These sulfate particles or droplets of sulfuric acid quickly capture the carbon particles, which are also floating in the air. Pure sulfate particles or droplets are colourless, so it is believed the darkness of the haze is caused by the mixed-in carbon particles.

The impact of the haze on Arctic ecosystems, as well as the global environment, has not been adequately researched. The pollutants have only been studied in their aerosol form over the Arctic. However, little is known about what eventually happens to them. It is known that they are removed somehow. There is a good degree of likelihood that the contaminants end up in the ocean, likely into the North Atlantic, the Norwegian Sea and possibly the Bering Sea – all three very important fisheries.

Currently, the major issue among researchers is to understand the impact of Arctic haze on global climate change. The contaminants absorb sunlight and, in turn, heat up the atmosphere. The global impact of this is currently unknown but the implications are quite powerful.

Questions 22 – 27.

Complete the summary relating to Reading Passage “Arctic Haze” below.

Choose your answers from the box below the summary and write them in boxes 22 – 27 on your answer sheet.

NB There are more words than spaces, so you will not use them at all.

 

Example Answer
…...... that the origins of spring, arctic haze, first seen over the ice cap.. Theories

 

(eg)__exp._____ that the origins of spring, arctic haze, first seen over the ice cap in the 1950s, came from far away were at first not (22) _______. This haze is a smog formed in the dark, arctic winter by pollution delivered to the Arctic by storms (23) _______ in Europe and Asia. It is known to be a recent phenomenon as proof from (24) _______ shows it only starting to occur in the 20th Century. The smog consists of sulphates and carbon, the latter creating the (25) _______ of the haze. Due to lack of research, the final destination of the pollution is unknown but it probably ends up in the (26) _______ and therefore into the food chain. Scientists are presently more worried about the (27) _______ effect it has on climate change.

Burning terrible ice cores valid certain
originating sea destroying theories unknown
agriculture decided bird life dissipating accepted
gases darkness air density  

 

Answer:

22. Accepted

23. Originating

24. Ice cores

25. Darkness

26. Sea

27. Unknown

***

TEXT 14.

SECRETS OF THE FORESTS [14]

A. In 1942 Allan R Holmberg, a doctoral student in anthropology from Yale University, USA, ventured deep into the jungle of Bolivian Amazonia and searched out an isolated band of Siriono Indians. The Siriono, Holmberg later wrote, led a "strikingly backward" existence. Their villages were little more than clusters of thatched huts. Life itself was a perpetual and punishing search for food: some families grew manioc and other starchy crops in small garden plots cleared from the forest, while other members of the tribe scoured the country for small game and promising fish holes. When local resources became depleted, the tribe moved on. As for technology, Holmberg noted, the Siriono "may be classified among the most handicapped peoples of the world". Other than bows, arrows and crude digging sticks, the only tools the Siriono seemed to possess were "two machetes worn to the size of pocket-knives".

B. Although the lives of the Siriono have changed in the intervening decades, the image of them as Stone Age relics has endured. Indeed, in many respects the Siriono epitomize the popular conception of life in Amazonia. To casual observers, as well as to influential natural scientists and regional planners, the luxuriant forests of Amazonia seem ageless, unconquerable, a habitat totally hostile to human civilization. The apparent simplicity of Indian ways of life has been judged an evolutionary adaptation to forest ecology, living proof that Amazonia could not - and cannot - sustain a more complex society. Archaeological traces of far more elaborate cultures have been dismissed as the ruins of invaders from outside the region, abandoned to decay in the uncompromising tropical environment.

C. The popular conception of Amazonia and its native residents would be enormously consequential if it were true. But the human history of Amazonia in the past 11,000 years betrays that view as myth. Evidence gathered in recent years from anthropology and archaeology indicates that the region has supported a series of indigenous cultures for eleven thousand years; an extensive network of complex societies – some with populations perhaps as large as 100,000 – thrived there for more than 1,000 years before the arrival of Europeans. (Indeed, some contemporary tribes, including the Siriono, still live among the earthworks of earlier cultures.) Far from being evolutionarily retarded, prehistoric Amazonian people developed technologies and cultures that were advanced for their time. If the lives of Indians today seem "primitive", the appearance is not the result of some environmental adaptation or ecological barrier; rather it is a comparatively recent adaptation to centuries of economic and political pressure. Investigators who argue otherwise have unwittingly projected the present onto the past.

D. The evidence for a revised view of Amazonia will take many people by surprise. Ecologists have assumed that tropical ecosystems were shaped entirely by natural forces and they have focused their research on habitats they believe have escaped human influence. But as the University of Florida ecologist, Peter Feinsinger, has noted, an approach that leaves people out of the equation is no longer tenable. The archaeological evidence shows that the natural history of Amazonia is to a surprising extent tied to the activities of its prehistoric inhabitants.

E. The realization comes none too soon. In June 1992 political and environmental leaders from across the world met in Rio de Janeiro to discuss how developing countries can advance their economies without destroying their natural resources. The challenge is especially difficult in Amazonia. Because the tropical forest has been depicted as ecologically unfit for large-scale human occupation, some environmentalists have opposed development of any kind. Ironically, one major casualty of that extreme position has been the environment itself. While policy makers struggle to define and implement appropriate legislation, development of the most destructive kind has continued apace over vast areas.

F. The other major casualty of the "naturalism" of environmental scientists has been the indigenous Amazonians, whose habits of hunting, fishing, and slash-and-burn cultivation often have been represented as harmful to the habitat. In the clash between environmentalists and developers, the Indians, whose presence is in fact crucial to the survival of the forest, have suffered the most. The new understanding of the pre-history of Amazonia, however, points toward a middle ground. Archaeology makes clear that with judicious management selected parts of the region could support more people than anyone thought before. The long-buried past, it seems, offers hope for the future.

Questions 13-15.

Reading Passage 27 has six sections A – F.

Choose the most suitable headings for sections A, B and D from the list of headings below.

Write the appropriate numbers i-vii in boxes 13 – 15 on your answer sheet.

List of Headings

i Amazonia as unable to sustain complex societies
ii The role of recent technology in ecological research in Amazonia
iii The hostility of the indigenous population to North American influences
iv Recent evidence
v Early research among the Indian Amazons
vi The influence of prehistoric inhabitants on Amazonian natural history
vii The great difficulty of changing local attitudes and practices

13. Section A

14. Section B

Example Answer
Paragraph C iv

15. Section D

Questions 16-21

Do the following statements agree with the views of the writer in Reading Passage 27?

In boxes 16—21 on your answer sheet write:

YES – if the statement agrees with the views of the writer

N O – if the statement contradicts the views of the writer

NOT GIVEN – if it is impossible to say what the writer thinks about this

 

Example Answer
The prehistoric inhabitants of Amazonia were relatively backward in technological terms. NO

16. The reason for the simplicity of the Indian way of life is that Amazonia has always been unable to support a more complex society.

17. There is a crucial popular misconception about the human history of Amazonia.

18. There are lessons to be learned from similar ecosystems in other parts of the world.

19. Most ecologists were aware that the areas of Amazonia they were working in had been shaped by human settlement.

20. The indigenous Amazonian Indians are necessary to the well-being of the forest.

21. It would be possible for certain parts of Amazonia to support a higher population.

Questions 22 – 25.

Choose the appropriate letters A-D and write them in boxes 22-25 on your answer sheet.

22. In 1942 the US anthropology student concluded that the Siriono

A) were unusually aggressive and cruel.

B) had had their way of life destroyed by invaders.

C) were an extremely primitive society.

D) had only recently made permanent settlements.

23. The author believes recent discoveries of the remains of complex societies in Amazonia

A) are evidence of early indigenous communities.

B) are the remains of settlements by invaders.

C) are the ruins of communities established since the European invasions.

D) show the region has only relatively recently been covered by forest.

24. The assumption that the tropical ecosystem of Amazonia has been created solely by natural forces

A) has often been questioned by ecologists in the past.

B) has been shown to be incorrect by recent research.

C) was made by Peter Feinsinger and other ecologists.

D) has led to some fruitful discoveries.

25. The application of our new insights into the Amazonian past would

A) warn us against allowing any development at all.

B) cause further suffering to the Indian communities.

C) change present policies on development in the region.

D) reduce the amount of hunting, fishing, and ‘slash-and-burn’.

Answer:

13. v

14. i

15. vi

16. NO

17. YES

18. NOT GIVEN

19. NO

20. YES

21. YES

22. C

23. A

24. B

25. C

***

 

TEXT 15.

THE SCIENTIFIC METHOD [15]

A. Hypotheses,’ said Medawar in 1964,‘are imaginative and inspirationalcharacter’; they are ‘adventures of the mind’. He was arguing in favour of the position taken by Karl Popper in The Logic of Scientific Discovery (1972, 3rd edition) that the nature of scientific method is hypothetico-deductive and not, as is generally believed, inductive.

B. It is essential that you, as an intending researcher, understand the difference between these two interpretations of the research process so that you do not become discouraged or begin to suffer from a feeling of ‘cheating’ or not going about it the right way.

C. The myth of scientific method is that it is inductive: that the formulation of scientific theory starts with the basic, raw evidence of the senses – simple, unbiased, unprejudiced observation. Out of these sensory data - commonly referred to as ‘facts’ – generalisations will form. The myth is that from a disorderly array of factual information an orderly, relevant theory will somehow emerge. However, the starting point of induction is an impossible one.

D. There is no such thing as an unbiased observation. Every act of observation we make is a function of what we have seen or otherwise experienced in the past. All scientific work of an experimental or exploratory nature starts with some expectation about the outcome. This expectation is a hypothesis. Hypotheses provide the initiative and incentive for the inquiry and influence the method. It is in the light of an expectation that some observations are held to be relevant and some irrelevant, that one methodology is chosen and others discarded, that some experiments are conducted and others are not. Where is, your naive, pure and objective researcher now?

E. Hypotheses arise by guesswork, or by inspiration, but having been formulated they can and must be tested rigorously, using the appropriate methodology. If the predictions you make as a result of deducing certain consequences from your hypothesis are not shown to be correct then you discard or modify your hypothesis.If the predictions turn out to be correct then your hypothesis has been supported and may be retained until such time as some further test shows it not to be correct. Once you have arrived at your hypothesis, which is a product of your imagination, you then proceed to a strictly logical and rigorous process, based upon deductive argument – hence the term ‘hypothetico-deductive’.

F. So don’t worry if you have some idea of what your results will tell you before you even begin to collect data; there are no scientists in existence who really wait until they have all the evidence in front of them before they try to work out what it might possibly mean. The closest we ever get to this situation is when something happens by accident; but even then the researcher has to formulate a hypothesis to be tested before being sure that, for example, a mould might prove to be a successful antidote to bacterial infection.

G. The myth of scientific method is not only that it is inductive (which we have seen is incorrect) but also that the hypothetico-deductive method proceeds in a step-by-step, inevitable fashion. The hypothetico-deductive method describes the logical approach to much research work, but it does not describe the psychological behaviour that brings it about. This is much more holistic – involving guesses, reworkings, corrections, blind alleys and above all inspiration, in the deductive as well as the hypothetic component -than is immediately apparent from reading the final thesis or published papers. These have been, quite properly, organised into a more serial, logical order so that the worth of the output may be evaluated independently of the behavioural processes by which it was obtained. It is the difference, for example between the academic papers with which Crick and Watson demonstrated the structure of the DNA molecule and the fascinating book The Double Helix in which Watson (1968) described how they did it. From this point of view, ‘scientific method’ may more usefully be thought of as a way of writing up research rather than as a way of carrying it out.

Questions 29 – 30.

Reading Passage 12 has seven paragraphs A – G.

Choose the most suitable headings for paragraphs C – G from the list of headings below.

Write the appropriate numbers i-x in boxes 29 – 33 on your answer sheet.

List of Headings

I The Crick and Watson approach to research
ii Antidotes to bacterial infection
iii The testing of hypotheses
iv Explaining the inductive method
v Anticipating results before data is collected
vi How research is done and how it is reported
vii The role of hypotheses in scientific research
viii Deducing the consequences of hypotheses
ix Karl Popper’s claim that the scientific method is hypothetico-deductive
x The unbiased researcher

 

Example Paragraph A Answer: ix

  Paragraph C
  Paragraph D
  Paragraph E
  Paragraph F
  Paragraph G

Questions 34 and 35

In which TWO paragraphs in Reading Passage12 does the writer give advice directly to the reader?

Write the TWO appropriate letters (A – G) in boxes 34 and 35 on your answer sheet.

Questions 36 - 39.

Do the following statements reflect the opinions of the writer in Reading Passage 12?

In boxes 36 – 39 on your answer sheet write

YES – if the statement reflects the opinion of the writer.

NO – if the statement contradicts the opinion of the writer.

NOT GIVEN – if it is impossible to say what the writer thinks about this

36. Popper says that the scientific method is hypothetico-deductive.

37. If a prediction based on a hypothesis is fulfilled, then the hypothesis is confirmed as true.

38. Many people carry out research in a mistaken way.

39. The ‘scientific method’ is more a way of describing research than a way of doing it.

Question 40.

Choose the appropriate letter A-D and write it in box 40 on your answer sheet.

Which of the following statements best describes the writer’s main purpose in Reading Passage 3?

A) to advise Ph.D students not to cheat while carrying out research.

B) to encourage Ph.D students to work by guesswork and inspiration.

C) to explain to Ph.D students the logic which the scientific research paper follows.

D) to help Ph.D students by explaining different conceptions of the research process.

Answer:

29. iv

30. vii

31. iii

32. v

33. vi

34. B

35. F

36. YES

37. No

38. NOT GIVEN

39. YES

40. D

 

ЧАСТЬ IV

ГРАММАТИЧЕСКИЕ ТЕСТЫ

 

Test 1


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