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TPO 28
Section1
Conversation1
Narrator
Listen to part of a conversation between a student and a professor.
Student
I am so sorry I am late. Professor Mills. I just finished at the student medical center. I twisted my ankle playing soccer this morning. It took longer than I expected to see the doctor.
Professor
That’s okay. Don’t worry about it. David. So let’s get started. Your paper on John Dewey’s political philosophy has a few
issues I’d like to cover. You gave a great biographical sketch in the beginning. Okay.
But then as you get into his political philosophy, I don’t think you’ve done enough to situate his philosophy within the time period. In other words, you haven’t connected Dewey’s philosophy to the thinking of other intellectuals of the time.
Student
So I haven’t captured the most critical influences, the influences that were most significant to his political thinking?
Professor
Exactly. OK. Now, look back up at the section here, where you wrote about Dewey’s view of individuality. This is all good content. But you haven’t presented the information in a systematic way. I really think this portion on individuality needs to come later, after your paragraphs on Dewey’s intellectual influences.
Student
After my revised paragraphs on what influenced them.
Professor
Yes. Revised. Let me ask. Uh. When you were finished writing, did you go back and ask yourself if all of the material was relevant?
Student
Well, no.
Professor
I do think there are areas that can be cut. I guess what I am saying is that your paragraphs aren’t really presented in a logical order. The direction of your argument isn’t crystal clear. And there’s some unnecessary material getting in the way.
Student
OK. Sounds like I have a lot to do.
Professor
And one more thing, do you have a copy of the department’s document on the correct format for index, citations and references?
Student
No. I mean, I look at it online when I was working on this assignment.
Professor
You really should print it out. You are going to need it for every paper you write in the political science department. It looks like you are getting it mix up with another referencing system.
Student
Oh. Yeah. I used something different in high school. It’s so confusing switching to a new system.
Professor
I know. But remember, everything needs to be consistent when it comes to referencing. It is a very important academic convention.
Oh, also, I wanted to ask you… Will you be at the political science club meeting Saturday?
Student
Definitely. The topic is John Dewey.
Professor
Yes. Are you interested in leading part of the discussion? Tom Hayward is looking for someone to help out. I think you’ll have a lot to contribute.
Student
That’ll be fun. I will give him a call.
Lecture1-Philosophy
Narrator
Listen to part of a lecture in a philosophy class.
Professor
Okay. So, uh, to continue our discussion… When philosophers talk about the basis of knowledge, they don’t mean the source of information about any particular subject. They mean how we know what we know.
Let’s start with one philosophical view—foundationalism.
Foundationalism is the view that our knowledge claims, what we think we know, that is, they need to have a base. And think of knowledge as a house, you need a solid foundation on which to build your house. And if you have a strong foundation, your house is more likely to be solid. Well, foundationalists think the same thing is true of knowledge. If you have a solid base for your knowledge claims, then your knowledge structure is more likely to be strong, valid, true.
First, you need some good foundational knowledge claims, and then the rest of the knowledge claims can be based on these. Now, as to what kinds of knowledge claims are foundational, well, that’s where this gets particularly interesting, in fact it sort of depends on which philosopher you ask. Take John Locke for instance.
Locke’s viewpoint essentially was that when humans are born, their minds are like blank slates, that is, we don’t have any kind of knowledge when we are born. We get our knowledge from our senses, you know, taste, touch, smell, sight, hearing. So, when we look at the world, first as babies and then as we grow, that’s where our knowledge comes from. Our senses, our experiences serve as the foundation for our knowledge.
Now, for a very different view, let’s turn to another philosopher—René Descartes.
Descartes thought that you have to go much deeper to find the foundations. He believed that our senses are not to be trusted. So he wanted to find a more solid foundation for knowledge. He began with what has come to be called methodological doubt. And when we say methodological doubt, well … Descartes believed that everything should be questioned, that is, approach it with doubt and that if you could find one thing that cannot be false, that one thing would serve as a foundation for all other knowledge claims.
So unlike John Locke, Descartes doubts that knowledge comes to him from his senses. He points out that at some time or another, everyone has been deceived by their senses. We have all had experiences where our senses have been wrong—illusions, perhaps, mirages. When driving in a car on a hot summer day, you may see what looks like shimmering
water on the road, which, as science tells us, is really just a mirage, an illusion caused by the heating of the air. Our senses are wrong, they’ve deceived us. And Descartes thinks that since our senses can deceive us, we ought not take for granted that what they tell us is really true. That’s the first step in his methodological doubt.
From there he wonders, well, ok, I can doubt my senses, but can I doubt that I am sitting in this room? Can it seem that we are not really here? That we are somewhere else? He conceives that most of us would know that we are sitting in the room. But then he says, well, couldn’t I just be dreaming? He’s had dreams that were so real that he thought he was awake when in fact he was actually asleep. And this is another good point. It’s really hard to be sure that you are not actually dreaming. Yet another proof for Descartes that we can’t always trust what our senses are apparently telling us. We could be dreaming. And there’s really no good way to prove that we are not.
So the common sense picture of reality, that the world is really the way it looks to us, Descartes shows that we cannot just assume this to be true beyond all doubt. And he does this by talking about illusions and also by arguing that we could be dreaming. But consider this, he says, while one is thinking or doubting, or doing any of those sorts of mental activities, one has to exist, right? To even think that I doubt that I exist, you have to exist! And so what Descartes has done is find at least one thing that he can be certain of. He says, “I exist.” And that’s a start. And other knowledge he tells us can be based on that foundation.
Lecture2-Animal Behavior
Narrator
Listen to part of a lecture in an animal behavior class.
Professor
As you know, researchers have long been interested in discovering exactly how intelligent animals are. Today we are going to talk about a particular cognitive ability some animals seem to have—the ability to recognize themselves in a mirror.
Student
Oh. I’ve heard about that. Chimpanzees have it.
Professor
Right. Chimpanzees and other primates, chimps, gorillas, orangutans, and of course, humans. But it’s also been found in elephants and bottlenose dolphins, a bit of a surprise. It’s very rare. Most animals don’t have it. And it’s called mirror self-recognition, or MSR.
Student
Well, how does it work? I mean, how do researchers know if elephants or chimps recognize themselves?
Professor
Researchers give them a mirror mark test. In the mirror mark test, researchers put a mark on the animal where the animal is unable to see it or smell it or feel it, like on the side of their head, without looking in the mirror.
Now, typically, when animals first see themselves in the mirror, they think they are seeing another animal. Often they will look for this animal behind the mirror. They may even exhibit aggressive behavior.
But some animals, after this period of exploration, exhibit behaviors that show they know they are looking at themselves. For instance, elephants will touch the mark on their heads with their trunks.
Now, it’s been assumed that primates and some other mammals stood alone at the top of the hierarchy of cognitive evolution. But recently, birds have been found to possess some of the same cognitive abilities! In particular, researchers have discovered these abilities in corvids, birds of the corvidae family.
Corvids include ravens, jays, crows and magpies among others. And what kinds of cognitive abilities are we talking about? Well, corvids and some mammals have the ability to plan for the future, to store food for instance, in places where they can find it later. It’s been suggested in fact that jays, corvids known for stealing each other’s food, may hide their food precisely because they are projecting their own tendency to steal onto other jays.
So let’s talk about a study recently conducted with magpies. As I said, magpies are corvids. And because corvids have these other cognitive skills, researchers wanted to see if they were also capable of mirror self-recognition. So they gave them the mirror mark test, placing yellow sticker on the birds’ black throat feathers. At first, the magpies all engage in the same social behaviors that other animals do—looking behind the mirror, etc. But eventually, some of the birds, while looking in the mirror, kept scratching at the mark until they got rid of it. And they didn’t scratch at it when there was no mirror around. So they passed the test.
Student
Wow! Do any other birds have this ability?
Professor
Well, not that we know of. There was a study using pigeons, where researchers attempted to reduce MSR to a matter of conditioning, that is, they claimed that the ability to recognize oneself in a mirror could be learned. So these researchers basically trained some pigeons to pass the mirror mark test.
But two things are noteworthy here. One, no one’s ever replicated the study. But more importantly, it misses the point. The issue isn’t whether some behavior can be learned. It’s whether a species has developed this ability spontaneously.
Student
So what does the test tell us about corvids or chimpanzees?
Professor
Good question. For one thing, it is important because it sets animals with a sense of self apart from those without a sense of self. But more importantly, many researchers believe that MSR is indicative of other advanced cognitive abilities. Self-awareness, even in its earliest stages, might entail an awareness of others, the ability to see their perspective, to look at the world from another’s point of view. This is crucial, because it implies a high level of cognitive development. It’s perhaps the first stage toward the development of empathy.
Student
But birds’ brains are so small compared to primates.
Professor
True. Though corvids do have unusually large brains for birds. But size isn’t the whole story. It’s thought that primates are so intelligent because of a certain part of their brains, which birds simply don’t have. But there is an area in birds’ brains that researchers believe governs similar cognitive functions.
So primates and birds’ brains have evolved along different tracks, but ended up with similar abilities.
Section2
Conversation2
Narrator
Listen to part of a conversation between a student and a professor.
Student
Hi. Sorry. I’m late. Professor Blane.
Professor
No problem. Jim. So you’ve got some questions about your senior thesis requirement?
Student
Yeah. I’ve got a couple of problems actually. So, the first thing is, you normally write it during the first half of the academic year. Right? In your final year of studies.
Professor
Right.
Student
But I have my student teaching scheduled for that time. I want to teach high school English after graduation. So I really need to give that my full attention. And I just worry that I won’t be able to if I am writing my senior thesis at the same time. I mean, it’s supposed to be 35 to 40 pages. That’s a serious commitment.
Professor
You are right. But it really isn’t a problem.
Student
Really?
Professor
No. A lot of English majors get teacher certification, so we have students like you do their senior thesis after their student teaching. It works out well, because many students want to use a unit they taught as the basis of their paper. So you’ll just enroll in a thesis seminar for the second semester.
Student
Well, that’s a big relief. But it brings us to my second problem. I’d really focus my studies on old and middle English literature. I am even thinking about doing a graduate degree with a concentration in that after I taught for a while. So I was hoping to do my senior thesis on Chaucer, on The Canterbury Tales, because that would obviously be useful if I do go on. But …
Professor
Ah. But Professor Johnson …
Student
Exactly. Professor John is going to be taking a sabbatical to do research in France during the second half of the year. So without him around, I am not sure how I could do a senior thesis on The Canterbury Tales. I mean, the focus of his teaching and research is unique around here.
Professor
Yes. I understand. It would be difficult to do your paper without professor Johnson around. Hmmm… would you allow me to try to sell you on an alternate plan?
Student
Well, you can try. But Chaucer is sort of my hero, if you know what I mean.
Professor
Well, I am teaching a course on the literature of the Renaissance in the first half of the year. It’ll meet late in the day, so it won’t interfere with your teaching. And I haven’t offered it in quite a while now, so I doubt you ever studied that period on the college level.
Student
No. I haven’t.
Professor
If you would be interested in taking the course, I’d be happy to give you supplemental readings, and I’d also be happy to be your advisor for your paper later on.
Student
Well, I never looked at that area before, but I have always had an interest in it. So that does have a certain appeal.
Professor
Well, if you do decide to go this route, I would make that decision soon and I would use this summer productively. After all, this is not going to be like taking an intro course.
Lecture3-Botany
Narrator
Listen to part of a lecture in a botany class.
Professor
OK. Last time we talked about photosynthesis, the process by which plants use light to convert carbon dioxide and water into food. Today I want to talk about another way light affects plants. I am sure you all know from physics class about how light moves in microscopic ways and that we can only see light when the wavelength of that light is in a specific range. Plus, depending on the wavelengths, we see different colors.
Well, plants are also capable of distinguishing between different wavelengths of light. Now, I don’t want to confuse you. It is not like plants have eyes. Plants don’t see in the sense that humans or animals do, but they do have photoreceptors.
Photoreceptors are cells that respond to light by sending out a chemical signal. And the organism, the plant, reacts to this signal. In fact, the signals that plants get from their photoreceptors sometimes cause significant reactions.
And many plants are seasonal. And one way they know when winter is ending and spring is beginning is by sensing the change in light. The time when an adult plant flowers is based on the amount of light the plant senses. Certain plant species won’t flower if they sense too much light and some plants will only flower if they sense a specific amount of light. Of course, these aren’t conscious reactions. These plants just automatically respond to light in certain ways.
Plants are also able to distinguish between specific wavelengths of light that the human eye cannot even see! Specifically there’s a wavelength called far-red. Although why they call it far-red … I mean, it is not red at all. It lies in the infrared range of the spectrum. We can’t see it, but plants can sense it as a different wavelength.
OK. Now I need to mention another thing about photosynthesis. I didn’t explain how different wavelengths of light affect photosynthesis. When a plant absorbs light for performing photosynthesis, it only absorbs some wavelengths of light and reflects others. Plants absorb most of the red light that hits them, but plants only absorb some of the far-red light that hits them. They reflect the rest. Remember this, because it’s going to be relevant in an experiment I want to discuss.
This fascinating experiment showed that plants not only detect and react to specific wavelengths of light, plants can also detect and react to changes in the ratio of one wavelength to another. This experiment was called the Pampas experiment.
The idea behind the Pampas experiment had to do with the response of plants to changes in the ratio of red light to far-red light that the plants sense with their photoreceptors. Some biologists hypothesize that a plant will stop growing if it’s in the shade of another plant, a reaction that’s triggered when it senses an unusual ratio of red light to far-red light. OK.
Imagine there are two plants. One below the other. The plant on top would absorb most of the red light for photosynthesis, but reflect most of the far-red light. That would lead to the plant in its shade sensing an unusual ratio. There will be less red light and more far-red light than normal.
What that ratio signifies is important. A ratio of less red and to more far-red light would cause a reaction from the plant. It would stop growing taller, because that plant would sense that it wasn’t going to get enough sunlight to provide the energy
to grow large.
To test their hypothesis, researchers took some electrical lights, um… actually, they were light-emitting diodes, or LEDs. These light-emitting diodes could simulate red light. So they put these LEDs around some plants that were in the shade. The LEDs produce light that the plants sensed as red. But, unlike sunlight, the light from these LEDs did not support photosynthesis. So the plants sensed the proper ratio of red light to far-red light and reacted by continuing to grow taller, while in reality these plants were not getting enough energy from photosynthesis to support all of that growth. And because they weren’t getting enough energy to support their growth, most of the shaded plants died after a short time.
Lecture4-Archaeology
Narrator
Listen to part of a lecture in an archaeology class.
Professor
It’s every archaeologist’s dream to find a lost civilization, to make some huge discovery, to find artifacts no one else has laid a hand on in millennia. You might think that this never happens any more, given all the research in archaeology that’s been done. But in the late twentieth century, archaeologists discovered the remains of a sophisticated people whose settlement might have been the hub of a civilization few people even thought existed.
They found this site at the edge of a desert in Turkmenistan, in central Asia, where a series of mounds rise up from the plains. Now, you might remember because we’ve talked about this, archaeologists know that mounds such as these are the kinds of geological features that indicate the presence of ancient settlements. Jim?
Student
Um…mounds can be different things, right? Some are burial places…
Professor
Exactly. And some are the remains of cities. The inhabitants would build houses and temples you know, what have you. And over time, those buildings would fall down or be torn down and then be built over. Over time, generations of building and rebuilding in the same area would result in a large hill the size of a city. Careful excavation and documentation of layers in a mound can reveal a wealth of information about the everyday life of a people in a settlement over many periods of occupation.
Now, this particular site is called Gonur-depe. What was found at Gonur-depe was amazing: the ruins of a huge palace complex, the foundations of shops and houses, the remains of thick walls and towers that fortified the city. There was even an elaborate canal system and a lot of very intricate jewelry. All these findings seem to indicate that they are the remains of an ancient civilization that was every bit as advanced as other more famous civilizations of the time. Like those in Egypt, or, or China. And the site dates back to 3,000 B.C.E.
Student
Did they trade with those other civilizations? Because if they did, wouldn’t there’ve been some evidence of that? You know, an artifact found in the ruins of other civilizations?
Professor
That’s a good question. I mentioned Jewelry, well, Jewelry have been found in Mesopotamia and at archaeological sites in modern-day Pakistan. But archaeologists didn’t know where it came from. Only after the site at Gonur-depe was excavated were archaeologists able to identify it as coming from Gonur-depe. Uh, Sheryl?
Student
I wonder why nobody found this site before.
Professor
Well, before the discovery of this site, it was commonly believed that central Asia had always been occupied by mostly nomadic people. So there would be no record of major settlements. A couple of small finds have been made in the area, but really, no one had looked very hard.
Now, one mystery regarding this site is that archaeological records show it was inhabited for only a few centuries.
Student
What happened to the people who lived there?
Professor
Well, the site was close to the Murgab river, which they would have depended on for their water. And the Murgab river, which runs toward the west, is the kind of river that shifts its course over time. So one theory is that the river’s course shifted toward the South, and they simply followed it and built new towns to the South.
Another theory is that they were involved in wars with neighboring settlements. But we might never know the truth.
One thing we do know is that in the decades since Gonur-depe was discovered, the site has deteriorated significantly. I mean, it’s been disturbed for the first time in millennia. And being exposed to the Sun and wind has taken its toll on the ancient city.
So now the question is, do we partially restore and rebuild the site before the entire thing disintegrates? It will take a lot of funding to restore it and I am not sure it’ll be made available, which would be a pity. Even a partly altered site can provide valuable information, which would be lost otherwise.
Tpo28 題目
Conversation 1
1. What is the conversation mainly about?
A. Criticisms of Dewey’s political philosophy
B. Methods for leading a discussion group
C. Recent changes made to a reference document
D. Problems with the organization of a paper
2. Why is the student late for his meeting?
A. Seeing the doctor took longer than expected.
B. No nearby parking spaces where available.
C. His soccer practice last longer than usual.
D. He had problems printing his paper.
3. What revisions does the student need to make to his paper?
A. Describe the influences on Dewey in more detail
B. Expand the introductory biographical sketch
C. Remove unnecessary content throughout the paper
D. Use consistent references throughout the paper
E. Add an explanation of Dewey’s view on individuality
Click on three answers.
4. Why does the professor mention the political science club?
A. To encourage the student to run for club president
B. To point out that John Dewey is a member of a similar club
C. To suggest an activity that might interest the student
D. To indicate where the student can get help with his paper
5. Why does the professor say this?
A. To find out how many drafts does the student wrote
B. To encourage the student to review his own work
C. To emphasize the need for the student to follow the guidelines
D. To propose a different solution to the problem
Lecture 1
6. What is the lecture mainly about?
A. The importance of Locke’s view to modern philosophical thought
B. How Descartes’ view of knowledge influenced trends of Western philosophy
C. How two philosophers viewed foundational knowledge claims
D. The difference between foundationalism and methodological thought
7. Why does the professor mention a house?
A. To explain an idea about the organization of human knowledge
B. To illustrate the unreliability of our perception of physical objects
C. To clarify the difference between two points of view about the basis of human knowledge
D. To remind students of a point he made about Descartes in a previous lecture
8. What did Locke believed to be the most basic type of human knowledge?
A. Knowledge of one’s own existence
B. Knowledge acquired through the senses
C. Knowledge humans are born with
D. Knowledge passed down from the previous generations
9. According to the professor, what was Descartes’ purpose for using methodological doubt?
A. To discover what can be considered foundational knowledge claims
B. To challenge the philosophical concept of foundationalism
C. To show that one’s existence cannot be proven
D. To demonstrate that Locke’s view were essentially correct
10. For Descartes, what was the importance of dreaming?
A. He believed that his best ideas came to him in dreams.
B. He regarded dreaming as the strongest proof that human exists.
C. Dreaming supports his contention that reality has many aspects.
D. Dreaming illustrates why human experience of reality cannot always be trusted.
11. According to Descartes, what type of belief should serve as a foundation for all other knowledge claims?
A. A belief that is consistent with what one sees and hears
B. A belief that most other people share
C. A belief that one has held since childhood
D. A belief that can not be false
Lecture 2
12. What is the main purpose of the lecture?
A. To show that some birds have cognitive skills similar to those of primates
B. To explain how the brains of certain primates and birds involved
C. To compare different tests that measure the cognitive abilities of animals
D. To describe a study of the relationship between brain size and cognitive abilities
13. When giving magpies the mirror mark test, why did researchers play the mark on the magpies’ throats?
A. Throat markings trigger aggressive behavior in other magpies.
B. Throat markings are extremely rare in magpies.
C. Magpies cannot see their own throats without looking in a mirror.
D. Magpies cannot easily remove a mark from their throats.
14.According to the professor, some corvids are known to hide their food. What possible reasons does she provide for this
behavior?
A. They are ensuring that they will have food to eat at a later point in time.
B. They want to keep their food in a single location that they can easily defend.
C. They have been conditioned to exhibit this type of behavior.
D. They may be projecting their own behavioral tendencies onto other corvids. Click on two answers.
15. What is the professor’s attitude toward the study on pigeons and mirror self-recognition?
A. She is surprised that the studies have not been replicated.
B. She believes the study’s findings are not very meaningful.
C. She expects that further studies will show similar results.
D. She thinks that it confirms what is known about magpies and jays.
16. What does the professor imply about animals that exhibit mirror self-recognition?
A. They acquired this ability through recent evolutionary changes.
B. They are not necessarily more intelligent than other animals.
C. Their brains all have an identical structure that governs this ability
D. They may be able to understand other animal’s perspective.
17. According to the professor, what conclusion can be drawn from what is now known about corvids’ brains?
A. The area in corvid’s brains that governs cognitive functions governs other functions as well.
B. Corvids’ brains have evolved in the same way as other birds’ brains, only more rapidly.
C. Corvids’ and primates’ brains have evolved differently but have some similar cognitive abilities.
D. The cognitive abilities of different types of corvids vary greatly.
Conversation 2
1. Why does the man go to see the professor?
A. To learn more about his student teaching assignment
B. To discuss the best time to finish his senior thesis
C. To discuss the possibility of changing the topic of his senior thesis
D. To find out whether the professor will be his advisor for his senior thesis
2. What is the man’s concern about the second half of the academic year?
A. He will not have time to do the necessary research for his senior thesis.
B. He will not be allowed to write his senior thesis on his topic choice
C. His senior thesis advisor will not be on campus.
D. His student teaching requirement will not be complete before the thesis is due.
3. What does the man imply about Professor Johnson?
A. His sabbatical may last longer than expected.
B. His research is highly respected throughout the world.
C. He is the English department’s specialist on Chaucer.
D. He is probably familiar with the literature of the literature of Renaissance.
4. Why does the man want to write his senior thesis on The Canterbury Tales?
A. He studied it during his favorite course in high school.
B. He has already received approval for the paper from his professor.
C. He thinks that the knowledge might help him in graduate school.
D. He has great admiration for Chaucer. Click on two answers.
5. Why does the professor say this?
A. She is uncertain whether the man will be able to finish his paper before the end of the summer.
B. She thinks the man will need to do a lot of preparation to write on a new topic.
C. She wants to encourage the man to choose a new advisor for his paper.
D. She wants the man to select a new topic for his paper during the summer.
Lecture 3
6. What is the lecture mainly about?
A. The differences in how humans and plants sense light
B. An explanation of an experiment on color and wavelength
C. How plants sense and respond to different wavelengths of light
D. The process by which photoreceptors distinguish wavelengths of light
7. According to the professor, what is one way that a plant reacts to changes in the number of hours of sunlight?
A. The plant absorbs different wavelengths of light.
B. The plant begins to flower or stops flowering.
C. The number of photoreceptors in the plant increases.
D. The plant’s rate of photosynthesis increases.
8. Why does the professor think that it is inappropriate for certain wavelengths of light to be named “far-red”?
A. Far-red wavelengths appear identical to red wavelengths to the human eye.
B. Far-red wavelengths have the same effects on plants as red wavelengths do.
C. Far-red wavelengths travel shorter distances than red wavelengths do.
D. Far-red wavelengths are not perceived as red by the human eye.
9. What points does the professor make when she discusses the red light and far-red light that reaches plants?
A. All of the far-red light that reaches plants is used for photosynthesis.
B. Plants flower more rapidly in response to far-red light than to red light.
C. Plants absorb more of the red light that reaches them than of the far-red light.
D. Red-light is absorbed more slowly by plants than far-red light is.
10. According to the professor, how does a plant typically react when it senses a high ratio of far-red light to red light?
A. It slows down its growth.
B. It begins photosynthesis.
C. It produces more photoreceptors.
D. It starts to release it seeds.
11. In the Pampas experiment, what was the function of LEDs?
A. To stimulate photosynthesis
B. To stimulate red light
C. To add to the intensity of the sunlight
D. To provide additional far-red light
Lecture 4
12. What does the professor mainly discuss?
A. Evidence of an ancient civilization in central Asia
B. Archaeological techniques used to uncover ancient settlements
C. The controversy concerning an archaeological find in central Asia
D. Methods used to preserve archaeological sites in arid area
13. What points does the professor make about mound sites?
A. They are easier to excavate than other types of archaeological sites
B. They often provide information about several generations of people.
C. They often contain evidence of trade.
D. Most have been found in what are now desert areas.
14. What does the professor compare Gonur-depe to ancient Egypt?
A. To point out that Gonur-depe existed earlier than other ancient civilizations
B. To emphasize that the findings at Gonur-depe are evidence of an ancient civilization
C. To demonstrate that the findings at these locations have little in common
D. To suggest that the discovery of Gonur-depe will lead to more research in Egypt
15. What does the professor imply about the people of Gonur-depe?
A. They avoided contact with people from other areas.
B. They inhibited Gonur-depe before resettling in Egypt.
C. They are skilled in jewelry making.
D. They modeled their city after cities in China.
16. Settlements existed at the Gonur-depe site for only a few hundred years. What does the professor say might explain this fact?
A. War with neighboring settlements
B. Destruction caused by an earthquake
C. Changes in the course of the Murgab River
D. Frequent flooding of the Murgab River Click on two answers
17. What is the professor’s opinion about the future of the Gonur-depe site?
A. She believes it would be a mistake to alter its original form.
B. She doubts the ruins will deteriorate further.
C. She thinks other sites are more deserving of researchers’ attention.
D. She is not convinced it will be restored.
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