ANSWER KEY Wrrnne (p. 157) 1. Key points: * The lecture compares music to spoken language regarding sound system, syntax, and change overtime. ‘The lecture states that music is a sound sequence made up of separate, ordered pars: chords, measures, phrases, and tunes. Ths is similar to the point inthe reading that spoken language is sequence of sounds consist separate, ordered parts: syllables, words, phrases, and sentences, «The lecture states thatthe sound system of a musical Tanguage defines and limits musical sounds. Ths is similar to the point inthe reading that the sound system of each language restricts the number of acceptable sounds + Music has syntax, relationships between parts, to control tnd order the flow of sound and to allo us © process i This is similar to the point in te reading that language has syntax to organize and control information, and to express relationships + Music changes and evolves overtime, and different ‘musical languages can influence each other. This is Similar to the potn inthe reading tha language changes overtime, and a language ean adopt foreign words or mix with another language. (4.1-4.5) 2 Responses wil vay. (4.6-4.10) 310 TEST 4 READING (p. 161) BB Before information can be stored in memory, at ‘FAL GEIGER ata La eteRTER Clete ck inmediate sensory perception ofan objeto” idea that occurs before the inage i stored. 1.1) ‘One diffrence between shxt-term memory and long-term memory isthe amount of information they hold. Ces: Slort-term memory and long-term ‘memory can e thought o ax memary sbrcties, cach varying aso how mich iformation t can hold (11) Atte to mcans focus on inthis contest. Clues rece; meen ce relevant Information must be recognized es meaninefil tit isto be processed further Ifyou do not fac on the information as boing meaningful or rlevant, it wil tot be stored in memory (14) You can infer that something snot ikely to be remembered if itis not considered important, Cues Information that you do nt selectively ato ta vil disappear from the system, lowever: iso recognize and attond othe information as ‘meaninghil or relevant, iti ont to short-term memory (13) Information can be lst fom short-term memory sen pots pst fn 20 soca, Cl swore then dsracted by something ele or 20 “Seeands, you probably would have forgotten the imunber a that pont. (1.1) Make i to meas arive at inthis contest. Clues tunless the information is processed farther, tts dutch forgotten: Unless iformaton In short-term memory is procesed further, it does not make it to long-term memory It something is not processed any more, it disappears ors fongotten; thus, it does not arive at longterm memory.) The purpose hebind such Behavior i usually. is paraphrased in Usually information is rehearsed 530.5 «(0 memorize information for later wse. is parapieaed ino i com be ised lter. 3 along someties i sip fo hold information in short-term memory for immediate toe prephrcod in -buf sometimes i ir rohoareed so it can be used right eve. (7) ‘The author's purpose isto give an example of knowlege already stored in long-txm memory. seuss the previously learned information about other card gunes, which is stored in totem memory. cles associat opnew data with data previously learned and stored in Sagem meng «eat ootsn om eA ‘other games. (1.8) ‘The referent of They is something that affects whether you process information for shrt-tera ‘rong denn sorage, Te subject of he previous sentence is interests, aides, sil, and knowledge ofthe world. Logic tells you thot The refers 1 interests atitdes, sil and knowledge ofthe world (13) : Deuta’s Key 10 Tic Next GcNcRATION TOEFL® TeorDeciding that information is not meaningfl or relevant does not enhanee the transfer of information fiom short-term memory to long-term memory; in fact, it decreases the likelihood of the information being sent to memory at all Al of the other answers are given: Several contol processes enable the ‘nanefer of information om short-term to long-term ‘memory. One such process is rehearsal... Rehearsal is when you repeat something to yourself over and ‘ver: Another process tha enables the transfer of Information 10 long-term memory isthe assoclion ‘of now data with deta previously learned and stored fn dongterm meng, shill memory away Involves moor activities tha you learn by ‘pettion... (1.2) ‘You can infer that skill memory exists in longterm memory because of repeated practice. Clues: Long term memory. «holds skill such as knowing how rorrade a breve; skill memory usually mvotves ‘movor activities that yo fearn by repetition... (15) The added sentence introduces the topic of the types of information stored i. long-term memory. The next two sentences develop tis opie with details: recollections of personal experiences... facal Knowledge acquired through other means: skills... (18) 13. B.RH Short-term Memory: Short-term memory reflect an immediate sensory perception ‘of an abject or idea that occurs before the Image is stored: Short-term memory is often called working memory becuse tt hhalds information that you are working with at «given moment, but only for about 20 seconds; Short-term memory ean hold Approximately seven wrelated bits of, Information ata tine E Long-term Memory:...the storage * + capacity of long-term memory is unlimited ‘ad contains a permanent record of * everything you have learned; Long-term ‘memory plays an influential role throiaghont the tajormatton processing system; influence what you perceive ‘and how you intenpret your perceptions Long-term memory can hod recollections ‘of personal experiences as well as factual Ibnowledge... Answer (C) describes the Sensory register; answer (G) deserbes any of the senses. (1.10) 14. A. The wortd market..vas confined tothe cousis and ‘atone rivers... is paraphrased in fmernational trade hhad to tke place near oceans and rivers... .and its effcts were rarely falta hundred miles inland is paraphrased in and didnot extend 10 interior regions. (1.7) 1B ADE 15. D__ Zenith means high point inthis context, Clues. the ‘main instrament..: The age of sang ships reached its zenith,.the era of the great ocean-phing clippers ‘hat carried the majarty af ierational trade: (1A) 16. B__ The need to move largo quantities of coal led to an increase in canal building, Clues: ..it was the demands ofthe Industrial Revolution, particularly the need to trasport huge quantities of coat, that stimulated large-scale canal building... V1) Sw PRACTICE TESTS FOR THE IBT 20, 24 2, 23 a, 25. A ANSWER Key JImpetns means puch in thie content Chace the demands ofthe Industrial Revalution stimulated large-scale canal building... an “additonal impetus to river navigation and canal ‘construction. (14) ‘A reason given forthe rise ofthe steamship over the sniling ship we that technical advances made ‘the steamship require less eoal. Clues: The steamship rose in stature in the 1870s, when technical progress reduced the amount of coal the steam engine consumed. Technical innovation. ‘enabled the steamship to surpass the sailing ship as the chief intruraent of ier aiomal trate. (11) ‘Boom means rapid growth in this context. Clues: slow, uncertain, and expensive until.: 1840 there were 5,500 miles of rail rack throughout the world: just tveny years later, there were 66,000 niles. (14) “The rtezent of these is something of which 50 pereent were in North America and 47 percent were in Europe. The previous sentence discusses the miles ‘of rail trac inthe world. Logic tells you that shese refers to miles of rail tack. (1.3) ‘A major result a railroad building in the nineteenth century was that large parts ofthe world became populated and economically developed. Cives: the building of railroads remained...he main ‘method of developing new territories; The US. transcontinental railroad played a key role in populating and developing huge tracts of land in ‘North America, as did the Trans-Siberian Rahway fn Asia. (11) “The author's purpose i to give an example of an innovation that expanded markets. Chis: .. opened Juge markets for meat, dary products, and fruit in North America and Europe. (1:6) ‘The passage does not sate that population decline in major cities was an effect ofthe transportation revolution. All of the other answers are given: The expansion of economic activity..and its spread... «as largely accomplished through a revolution In aransporunion...tnveions thas made railroads a leading source of technical innovation in the nineteenth century; the railrod..the steamship: these two innovations. .the effect ‘of increasing the size of markets as well asthe ‘amount of economic activity workdwide, (1.2) ‘You ean inter that the autor Believes improvements in tansporation hada direct impact on world economics. Clues: The expansion of economle ‘activity into the interor..was a major development ofthe nineteenth century. twas largely ‘accomplished through a revolution in ‘nansportarion..: fn the course ofthe nineteenth century, around 9 million square miles of land were ‘settled in North and South America and Oceania. This was made possible by the decline in transportation costs. .the vise ofthe rien the steamship: Roth had the effort of increasing the size of markets as well asthe amount ‘of economic activity worldwide. (1.5) ‘The added sentence introduces the topic of how railroad construction was Financed. The rest of the paragraph develops this topic wit Facts and deals: "brivate companies. a. GONE of the ste British eapital financed the majority of the railroads... (18) FEN enone, 3ttANSWER Key 26. B.C,F Key information: 27. 28, 2, 30, 31 22 3 En 35, 312. [ee | in was she demands of the Industrial Revolution .thatstinatated large-scale canal building: The introduction lof steamboats gave an additional typetus to river navigation and canal construction; ..the steamship to surpass the sailing ship as the chief instrument of inarnational trade the building ofruilroads remained...he main ‘method of developing new territories; the ‘adoption of steel rails, electric signals, ‘compressed-air Brakes, and other inventions that made ritroads a leading souree of technical innovation. Angmers (A) al (D) are minor ideas; answer (E) isnot mentioned, ay) Fostered means inspired inthis context. Clues: «rugged landscape... er passion for nature, ‘animals, and painting: decided 10 become an farts... The British Columbia landseape inspired Carr amd became the subject of her paintings. (1.4) The author does not connect birth into a family of artists to Emily Carr’ early interest in at. All ofthe ther answers are given: .. rugged landscape that fostered her passion fr nature. animals, and painting: ‘she supported herself Dy teaching children’ art clases. Early in life, Car developed an interest in paiming the aboriginal culture... (1.2) Fishing villages and totem poles are subjects that Cart painted frequently. Clues: Her paintings of tha Brat Nations people docnmontod their fishing villages totem poles... series of totem poles painted in a Bold ste. (1.1) ‘The author points out that Carr’ sketching tips to the forest were uncommon fora woman, Clues Carr returned tothe aboriginal villages to sketch “ind paint, These camping tps were usa for a woman of her time... (1-1) ‘The author means that Cate needed to experience her subject directly. Clues..with al of her senses ‘alert; ..drew inspiration from the cold, raw ‘dampness ofthe coast, the sounds of the forest, ‘and the sting ofthe smoke from campfires experiences... (1.4) ‘The author’ purpose is to show that the exhibition established Carrs national reputation as an artis. ‘Clues: Carr began to recive national recognition in 1927. At her first main exhibition outside af British Columbia..: The Toronto exhibiion was a turning point for Carr, establishing her reputation as a leading figure in Canaan art. (18) ‘The referent of them is something that Car h lived deeply and which were sil fesh in her mind, “Tho sontenos ante thot Car recounted hor day a Klee Wick forty years earlier. Logic tells you that ‘them refers to her days as Klee Byek. (1.3) (Credit means praise inthis context. Clues recognized Carr..: raising Canadian art 10a new height; ..combined to produce a vision... In general, the passage prasey Carrs contributions 10 ‘Canadian art, (1.4) Carr's paintings endure as visual icons that Canadians can most easily associate with an individual artist. s paraphrased in. her paintings fare instantly recognized as hers; for this veason she isthe best-known woman artist in Canadian history is paraphrased in Emily Carr rematns Canadas most famous woman artist because, an wR BA 38D 39. B,D,E Key information: Emily Carr’ paintings were unique hecanse she ‘painted regional subjets in 2 bold and transcendental style. Clues: .. series of totem poles painted in a old ste as Carr attempted to capture the spirit of the scene thot would transcend its plsical realty; «4 pomerfl and unique visual landscape that Captured the inmscndental quiites of the wikderness: The subjects Carr chose to paint, the ‘region ofthe cownsry in which she pained, and her ‘own ideas about art combined to praduce a vision ‘that distinguished her from other artists. (1.1) You can infer that the author believes Emily Carr oer ves her pilin it Canaan cultural isto. (Clues: She combined modernism with aboriginal form and color to create « powerfil and unique visual landscape that capnired the transcendental ‘qualities of the wilderness;.her first book, Klee Wyck..united art and tineratre in a highly original ‘way..: The subjects Carr case 1 pain, the region (of the country in which she painted. and her oun “ideas about art combined to produce a vision that distinguished her from other artists; she # the best-Anoun woman artist in Canadian history: (1.5) In the added sentence, Her later paintings refers to ‘he monumental painings of totem poles thar are Ter best-known works, mentioned in the previous sentence, The added sentence compares hee Inter painting to her earlier works, which furter ‘develops the idea that Carr revisited her earlier ‘themes, mentioned in the previous sentence, The next sentence further develops the topic of her later paintings. (1.8) developed an interest in painting the aboriginal eulure of British ‘Colunbia: Her paintings ofthe Fst Nations people dicumented ther fing villages, nove ppoles, and life inthe forest; she began to ‘write stores about the beautifil calm places of her earlier hfe among her aboriginal friends ‘monumental paintings of totem poles that are Ther best-known works: a poser and tunigue visual landscape tha captured the transcendental qualities of the wilderness; The ‘subjects Carr chase fo paint..and her own ideas about art combinel to proce a vision tha distinguished her from other artists Answers (A) and (C) are minor ideas: answer (isnot mentioned. (19) Detra's Key To THE Next Generarion TOEFL® TestLiorcxne (p. 174) A.C The students discuss how they feol about their classes, The woman asks How do yom like your ‘lasses this semester? The man teplies Not bad, 1 guess. Thermodynamics isthe hardest. The nn asks Yow are yom classes? ‘The wonnan replies Pretty good, actual. Al of my professors fare great, and I really lke my discussion class in Russian history: The students also discuss ‘ot having enough time to study. The man says Tetakes a Tong time for me 0 do the problens, ‘and then I don't have enough time todo the reading for English and history: There just fren't enough hows in day: The woman says Thear you; end up working 25 hours @ week I never had enough time 1 study. (2.1) © The woman's purpose isto asree that lack oF time is aa problem, The man says Tiere Jus! arent enough hours in a day: The woman replies 1 hear you, an expression of agreement. (2.3) The woman says 1 like the discussions because we can go beyond the lecture and the readings. get ‘alot out ofthe discussions. [think learn more, vou know, when I get a chance to talk about Russian history. I certainly remember more ofthe details. ‘And that sure helped me onthe first test (2.2) The man says. ve never cared for discussion classes. I prefer the lecture format. Ti masher listen tomy professor than to my classmates. (23) B_ The man suggests thatthe woman find out more tout a job opening. He says Hes, / know just the job for you! I saw-—there’-a notice on the job Board fa the Student Center—1 just saw it today. Theresa Job opening for host of the graduate student lounge. (Gay A A The professor mainly discusses the role of ethylene! in plant aging processes. The profesor says Several of the processes related to growth and aging tn ‘Plants involve the effects of hormones. Today I'l alk ‘about two aging processes—the ripening of fruit and the falling of leaves in auton. These processes involve a hormone called ethylene. (2:1) 1D. The profesor says Etiplene i wnigue among plant hormones because it's the only hormone thats a gas. @2) A.C. Onc effect of ethylene is that fruit becomes sofler as it ripens: One example ofthe aging process isthe ripening of fruit. The ripening of {rit involves several changes i structure and metabolism: One change isthe weakening of cell walls, which soflens the frit Another effect i that tees abed their Iaveo in the fl “Another aging process in plants where etlene plays a vole isthe falling of leaves in autumn 22) ©The professors purpose isto summarize the chain Feaction of ripening. The release of ethylene causes Fito pen, whit then cases the lease of more ethylene, which then causes the ripening to spread fiom fruit to fet. Thus, one bad (rotten) apple ‘causes other apples to spol, asthe signal to ripen increases and spreads. 2.3) ‘Six PRACTICE TESTS FOR THE IBT 0 M4. Answer Key 1 Yew Tho decrasa in chlorophyll cause fit 108 its greenness and become ripe the decease In chlorophyll content, which eases the fat to fase ts greemess Y Yess Apples in storage bins are shed wit carbon dioxide to keep the at eieulating: storage faction have to slow down the pring ceused by ‘naa ethylene. For example aples are stored bins tha are fished with earbon de Crean ie air with carbon dixie prevents eilplene ram accumulating No: took rots gro hats that help it absorb ‘rte Ao ue sie Nox supported by tne information nthe lecture. Yow: Weakened cll wast the base ofa leaf eause the leat to break aay: As the flee ofetylene becomes stonge: the cells start producing enzymes ‘hat weaken th cell was of he Breaking layer, ‘nat, withthe help of wi or rn te lef breaks ‘ovat that layer and fast thee. (2) 1B The professor implies that both hormones and eavitonmental factors eause leaves fall The falling of leaves involves the hormones eryfene and usin, Environmental factors suchas wind o ruin tbo ply a ole. (24) The professor says A manager has the ably tose! goals, and thn o accomplish what he or sh sets out od, Business managers shoot {for resus, Ths means that once yu set your Iai aee Ria on bagel fc eee fave to achive the sales, the marketshare. the earnings whatever you et out fo dos 22) A. The profesor’ purpose to usate what a 00d manager does, The professor says Bu good managers have o adjust fo changing crcunstence. cuba etme ohare story el al wy scons, {iS aout vo promising young people of equal imteligence and ably Both ave college students din Boh want to goon toa top graduate schoo of dines, (23) © The profesor implies tht May allowed events o keep ner om etching het gu Ihe professor says But then one year she geste fu Before fin ‘vans, and she performs pooryon her exams; But Something anys happens to wreck May plans ec) B_ The professor says Aer irying severe diferent approaches~sutying hare reading more, asking Jor help—what she ends up doings finding a ‘raduate student to tor her She works fig and thinks hard And, ofcourse you know the end of the story: Kay get herd. ou ean infer tht Kay illustrates the point tha succes sponte yee eep ying (2). D The professor wants a more satsfictory esponse fiom the clas. The professor asks Now what Kid ofmanager seach student, bt he stents 000 answer the question sufficient The professor Tepes the question hy asking who the hover name: ey? Aer, he sts give more stisfactory responses tothe profesor aueston. 23) aa AD BIB, Ady AaMSNYANSWER KEY "7. au. 2 2 "4. a B B.D OO The professor means that Kay set gals and achive rel, as managers do. The professors main point is that manages set goals and echive ress, and Kay’ actions illustate this. The profesor says ‘Se had grasped the essentials of good busines Imanagement™not Because she worked so hard. but because whan one action filed, thee another and another until she achieved ler gol. That tohat managers do. 28) ‘The student woul like the professors advice about a research project. The student says Sadent Activist ying fd what students dink Aout the diferent events ne sponsin SP designing a std for thm, ana was wondering if Tout get your advice. 23) The studeni says Wel like I said, we wan 0 find cout what student ite and don ike about ou tventslike the concerts ve have, the masquerade bathe spring picnic, and so.on. (2.2) The professor sys A survey cam e hy structed and doesn't require a face to-fce situation, s0 tat an advantage. You could do survey inthe Jarm ofa printed questionnaire, or you could also to it over the telephone (2.2) The professors purpose si ive examples of poll questions. The professor says. polls mmch Spl n design poll i simply a headcoun. The respondents are presented with a inited number of {pons Then she gives examples of all questions a) “The professor ps estdent by recommending a usefl book. there an excellent book thar explains the pluses and minuses ofeach of ‘hese methods. 18 called fw to Measure Attitudes... The professor ls agrees to review fe stents vey da The tasks we decide to go with a printed surve.would ‘ou be willing to look at my draft firs? The rofessor replies Of course. You could jus sip Itinto my milbos, or stop by anime during any office hours: (2.2) ‘The professor mainly discusses change in toes and responsibilities during adulthood. The professor sys Weall change over the course of our adulhood: A lot ofthe changes in authood involve social felationships and esponsibiltes. (2.1) ‘The professor's purpose iso sespond to a student's question. The student aks 1s wha youve talking ahout—1 mean these changes we experience—are they part of ow biological clock? The profesor replies glad you brought up dhe biclogical clock ey ‘Th profemsr's purpose oo explain the concept ofage norms. He says Visually all societies are fonganized into age strata, perieds in fe with norms for--espectations, demands, social roles and ‘responsibilities Then he ilstates ae norms by ‘mentioning our different expectations of 20-year— ts, 0-ear-ol, and 7Orvear-otds (23) 26. 2. 28. 2, 30. 31. 22, 2. 8 AD A The professor implies that an adults status may’ be determined by age norms. Age norms are diferent expectations of and aitudes toward diferent age groups, The profesor illustrates age norms by Sting For example, an older adul might be seen as having more~orTess-status than a young aul ow Early adulthood: The roles of spouse an parent generally begin now: Young aduts aso acquire dhe role of spouse, as not frst marriages acc diving tery adlthond. A major new role 8 that of paren. Midteadulthod: This perio is sometines called the sandwich generation”: Ths i the "sandvich _generation."Becanse people in middle adulthood are Sandwiched beteen the neds oftheir eldren and the needs of thei aging parents arly adulthood: People gain more new roles now thaw at any oter time: Ears adulthood is when ‘mare ne’ social ols are aequared than a any other time of ie Late adulthood: There is decline inthe number of social ols: Late adulthood is normally marked by a decin nthe minder of scialrotes. 25) The profesor says They allow the base pattern of cadlthod. By dhs Ime, they al ne rote in early adulthood, change roles in mide adulthood, find she rots in lteedtthod. 2.2) “The professor describes features and forms of Baroque music. The profesor says One ofthe mest stltngfootner ofthe Rapin epi ie cxpressivenes: Barogue music i known for i sirtuasotasirumental musi: twas in the Baroque fra that some ofthe forms we know today began to {ake shape: the opera, the sonata and the concerto: The muse is characterized hy is dazaling virwosity cand orumentaton. 2) Barogue mus is characterized by its ‘expression of emotion: One ofthe mast swtkng eaires ofthe Baroque seis ts ‘expressiveness. Baroque must ia vigorous soe combining imagination wth reat Jeeling. Complex ornamentation 1s anotner ‘characteristic. Barogue music has more ‘omanent. Trl and grace noes—tite avis ‘on notes. The muse is characterized by is dazsing vrmasity and crnamentation. 22) ‘The professor's puroase io explain how new snusieal forms developed. The ise of instrumental ‘musi feed music from having to move to speech rhythms. The professor names new musical forms that emerged: the opera, te sonata, and he concerto, 23) ‘The profesor’ purpose i illustrate how diffrent inntments helped to tell a sory. The professor says Ih these insirumens, Monteverdi tld the Greek legend of Orpheus. The insranents dramatized the sory characters and plot. For example, the igh {lite anda small violin accompanied the shepherd, ‘nase aed ga musts the le wr, and 50 forth: 23) “The professor means that Baroque musicians ected new tuscal forms to displ their ability. The Concerto and the sonarg Were new rausicl forms thot allowed musitans to show off heir sils, oF 0 splay thet abt. (24) Deviate Key 1o THe Nexr Generanion TOEFL® Teorr En 35, 36 37 38 30, 40, a 2. 48. Be ‘The professors opinion is that The Four Seasons are perfect examples of Baroque music. The professor says They are pure, quintessential Baroque musie— descriptive, expressive, laborate—and with virtuoso violin playing. (2.3) ‘The student wan a recommendation from the professor. The student says... ve decided to ‘apply tothe teacher certification program, and 1 Wondered lke iff you would, um, recommend ‘me forthe program. (2:3) ‘The student says... ve known fora long tine that I vanted to bea teacher, ever since I was i sixth prado myeolf loved science whan Twas a Hid—stll ove selence—and I guess J, wm, want to share my Tove of science with Kids. (2.2) ‘The students purpose is to describe her experience in working with children The student says Ive worked with kids before—as a camp counselor for tivo sumumers—teaching mature eases cd king nature hikes and stuff ike that and I just had so ‘ch fn withthe Kis! F shin I'm a preny good counselor, and I love being inthe woods myself @3) ‘The professor is thinking about what he will say in the recommendation. Ihe student has asked for a recommendation, so the professor asks her to tak about what she did in his course, He wants the ‘student to remind him of her work so that he can ger ‘handle on itor remember what she did so he can ‘write about it inthe recommendation. (2:3) The student talks about a report she gave inthe professor’ class and the professor says Yes, ecal Your report was very well done. I vemember it well, ‘and Fl mention itn my letter You can infer that he ‘will include a description ofthe students research report in the foe that he fills out. 2.4)” ‘The main purpose ofthe lecture isto explain Kw, ‘one animal, the red-sided garter snake, survives in its environment. The professor says Animalointeract with their environment ina: number of ways; The ‘migration of garter snakes tothe limestone ps is ‘on exumple of a behavioral mechanian for dealing with seasonal variations tn temperanire, Moving to a new location isan animal's quickest response to an unfavorable change in the environment. By gathering Jina mass below the fast line, the snakes are able 10 survive the harsh prairie winter: (2.3) "The pressor discusses the network OF limestone eaves: The limestone pits in Manitoba's Interlake region are like nothing else inthe world. He also discusses the concentration af garter snakes: This i the ‘world’s largest concentration of snakes. Tens of thousands of these snakes congregate atthe suoface of their winter dens each year: (2.2) ‘The professor's purpose is to explain why so many snakes live inthe region. The sakes are drawn to the region because the limestone pits provide winter dens where they ean escape the cold winter Temperatures, making the region an ideal home for them. 3) ‘The professor says The migration of garter snakes ‘to the limestone pits is an example ofa behavioral ‘mechanism for dealing with seasonal variations in temmporature; By gatharing tn a mass below she fost Tine, the snakes ave able ro survive the harsh prairie winter (2.2) ‘Om PRACTICE TESTS FOR THE (BT 4M, 4s 46, n 48 49, 30, I ANSWER KEY ‘The professor means thatthe snakes can survive 2 night of freezing temperatures. The snakes have the ability 10 endure short freezes, which means they can tolerate freezing temperatures fora short time. This bility will get them through ill morning, which means the snakes can survive for one night. (2.4) ‘The professor implies that temperature plays an important role in the snakes behavior. Temperature causes a pysiological-behavional response inthe snakes. Freezing temperatures are a signal fr the sakes fo alter their behavior, to move and find @ warmer place. (24) The arch war an important development because wide openings could be spanned without using wood: The invention ofthe arch ‘made it possible 1 span wide openings without large timbers. Also, the arch led to a larger variety of buildings: They perfecred a systems of arch ancl vaule construction. As a reral @ larger variety of buildings appeared, each with ‘a form sulted to is fanction, 2.2) ‘The professor implies thatthe arch contributed to the suecess of these projects. The public works projects ofthe Romans all ilized the arch. The arch enabled the Romans to supply thetr vast public baths and fll the water need oftheir citizens (2.4) ‘The professor says The Hlock a the highest point — the center ofthe archi called the keystone, The keystone is the most important lack because it holds the other blocks in place. The keystone locks the other stones together (2.2) ‘The professor says The round arch is extremely strong and stable. 1x primarily the wedge shape of the blocks that gives the arch its stability: The ‘wedge-shaped blacks are lacked together tightly, tanserring their weight downward on either side. @2) The professors purpose isto define the concept of| Tatra thrust. Lateral thrusts the sideways pressure that supports the arch on each side. (2.3) ‘The professor says ..behind all that beautifal brickwork ia syotern of ste! beams. The beams are ‘doing the real work of holding up the building. The brick arches are just for show. Stee! beams for wide spans have reduced the arch 10 4 mostly decorative Junction. 2.2) 315 ENE e no