TPO46
[Listening]
Conversation 1
1. Why does the student go to see the woman?
O To ask about events that the music house sponsors
O To find out which of the common interest houses have rooms available
O To find out if it would be possible for him to live in the music house
O To check on the status of his application to move into the music house
2. According to the woman, why might some people not want to live in the music house?
O is rarely quiet.
O is not conveniently located.
O All of the residents are required to participate in house activities.
O All of the residents must be enrolled in a music class.
3. What does the woman imply when she mentions the jazz festival?
O It was free for residents of the music house.
O It was held at the music house.
O Music house residents were encouraged to perform at it.
O Music house residents were involved in organizing it.
4. Why does the woman mention the acceptance rate of applicants for the music house?
O To the student that his application might not be approved
O To suggest that the music house is not a popular place to live
O To convince the student that his chances are better if he applies in person
O To emphasize the importance of turning in the application form early
5.What information does the student need to include in his application?(Click on 2 answers)
□ Some ways he might contribute to the music house community
□ Information about his experience as a musician
□ Reasons why he wants to live in the music house
□ A recommendation from a current resident of the music house
Lecture 1
1. What is the lecture mainly about?
O Various methods that ants use to locate food
O A collective behavior common to humans and animals
O A type of animal behavior and its application by humans
O Strategies that flocks of birds use to stay in formation
2. According to the professor, what behavior plays an important role in the way ants obtain food?
O Ants usually take a different path when they return to their nest.
O Ants leave chemical trails when they are outside the nest.
O Small groups of ants search in different locations.
O Ants leave pieces of food along the path as markers.
3. What are two principles of swarm intelligence based on the ant example?
(Click on 2 answers.)
□ Individuals are aware of the group goal.
□ Individuals act on information in their local environment.
□ Individuals follow a leader’s guidance.
□ Individuals instinctively follow a set of rules.
4. According to the professor, what path is followed by both telephone calls on a network and ants seeking food?
O The path with the least amount of activity
O The most crowded path
O The path that is most reinforced
O The path that has intermediate stopping points
5. Why does the professor mention movies?
O To identify movie scenes with computer-simulated flocks of birds
O To identify a good source of information about swarm intelligence
O To emphasize how difficult it still is to simulate bird flight
O To explain that some special effects in movies are based on swarm intelligence
6. What is the professor’s attitude about attempts to create computer-generated crowds of people?
O She believes that the rules of birds’ flocking behavior do not apply to group behavior in humans.
O She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.
O She is surprised by how realistic the computer-generated crowds are.
O She is impressed that computer graphics can create such a wide range of emotions.
Lecture 2
1. What is the lecture mainly about?
O Techniques for creating lifelike portraits
O Theories about a preference in portrait painting
O Reasons for a decline in the popularity of portrait painting
O Ways researchers determine whether a painting is authentic
2. According to the professor, what change occurred in portrait paintings over time?
O Portrait artists became more skilled at painting profiles.
O Portrait artists began painting a greater variety of subjects.
O The percentage of left profiles decreased.
O A left profile became a symbol of the subject’s social status.
3. What point does the professor emphasize by his discussion of the lithograph The Potato Eaters?
O Profiles are more difficult to create than head-on portraits.
O Some artists consider the direction of the profile a key element in a portrait.
O Most group portraits include both left and right profiles.
O The direction of a profile is usually determined by the characteristics of the subject.
4. According to the professor, what is the problem with the "right-handed" hypothesis?
O Left-handed artists are equally comfortable painting left and right profiles.
O Right hands tend to cover up facial features when painting left profiles.
O Statistics show that right-handed artists tend to paint right profiles.
O Left hands are less likely to cast shadows when painting right profiles.
5. What does the professor imply about the "studio organization" hypothesis?
O It has been disproved by recent studies.
O It accounts for an important change in portrait painting.
O It is based on a study of a relatively small number of portraits.
O It was first proposed by the owner of a modern-day portrait studio.
6. Why does the student say this:
O To explain why he prefers to paint left profiles
O To point out a difference between adult portraits and baby portraits
O To point out a fact that contradicts the "parental imprinting" hypothesis
O To provide support for the "parental imprinting” hypothesis
Conversation 2
1. What is the conversation mainly about?
O Using new technologies to preserve old newspapers
O Using old newspapers to conduct historical research
O The rise of American journalism in the eighteenth century
O Press coverage of the French Revolution of 1789
2. What gave the student inspiration for the topic of her term paper?(Click on 2 answers.)
□ A recent visit to the library’s microfilm collection
□ A long-standing interest in the history of France
□ Seeing what an eighteenth-century newspaper looked like
□ Reading a translation of French historical accounts
3. According to the professor, what should the student ask the librarians?
O Which eighteenth-century newspapers covered events in France
O If she can request microfilmed newspapers from another library
O If the old newspapers she wants to read are available online yet
O Whether the library has any original copies of eighteenth-century newspapers
4. What will the student probably include in her term paper?
O Newspaper coverage of the French National Constituent Assembly
O Newspaper coverage of the storming of the Bastille prison
O Ways in which the French Revolution contributed to the development of democratic ideals
O How the reporting of American journalists differed from that of French journalists
5.What can be inferred about the professor when he discusses a paper presented at a history conference?
O He is grateful that he saved the paper because it might help the student.
O He worries that the student will overgeneralize American attitudes based on the content of newspapers
O He is excited to provide a model that the student can use to organize her term paper.
O He hopes that the student will consider interviewing the author of the paper.
Lecture 3
1.What is the lecture mainly about?
O The economic factors that made lapis lazuli expensive
O The types of paintings in which the color blue is popular
O Early processes for making blue pigments from stones
O Difficulties using the color blue in early paintings
2. What was Gainsborough's goal when he painted The Blue Boy?
O To find an acceptable alternative to ultramarine pigment
O To demonstrate that blue should be used only in certain paintings
O To contradict a common belief about the use of blue in a painting
O To protest the high costs of painting with most blue pigments
3. What does the professor imply about smalt as a substitute for lapis lazuli?
O It eventually became as expensive as lapis lazuli.
O It was used frequently throughout the nineteenth century.
O It was not of an acceptable quality for many artists.
O It was seen as a better substitute for lapis lazuli than azurite was.
4. What two points does the professor make about the process of turning lapis lazuli into ultramarine?(Click on 2 answers.)
□ It took a lot of time.
□ It required expensive tools.
□ It did not produce much pigment.
□ It was perfected by the French.
5. Why does the professor mention the French government?
O To indicate who sponsored the digging of additional lapis lazuli mines
O To emphasize the importance of developing an affordable blue pigment
O To point out that artists were not permitted to use certain stones to make pigments
O To question the government’s use of public funds to support the arts
6. What does the professor imply when he says this:
O He is not convinced the Egyptians made the first synthetic pigment
O He is impressed by the Egyptians’ accomplishment.
O The process the Egyptians used is now widely known.
O The Egyptian pigment was of lower quality than today's pigments.
Lecture 4
1. What does the professor mainly discuss?(Click on 2 answers.)
□ Reasons for fluctuations in the price of copper
□ Some important attributes of sopper
□ The production of coins from copper and zinc
□ The possible future of the United States penny
2. What arguments in favor of keeping the penny in circulation does the professor emphasize?(Click on 2 answers.)
□ Some people are emotionally attached to pennies.
□ Pennies cost very little to produce.
□ The price of consumer goods could rise.
□ The copper industry’s profits depend on the production of pennies.
3. What does the professor say about the negative seigniorage of the nickel?
O The United States government is looking for ways to reduce it.
O It is significantly greater than that of the penny.
O It is less of a problem than some people believe it to be.
O Merchants benefit from it more than consumers do.
4. Why does the professor mention the trumpet and trombone?
O To compare the sound-generating properties of copper with those of zinc
O To exemplify the benefits of mixing copper with other metals
O To point out that copper can be shaped into a variety of forms
O To point out that objects containing copper can shine like gold
5. What does the professor imply about the green patina that sometimes appears on copper?
O It is difficult to remove by conventional means.
O It adds to the beauty of objects made of copper.
O It serves a useful function.
O It reduces the conductivity of copper.
6. Why does the professor say this:
O He wants the woman to realize her own mistake.
O He wants the woman to support her point with precise numbers.
O He realizes he neglected to mention an important detail.
O He shares the woman’s concern about the copper industry.
