【托福听力备考】TPO14听力文本——Lecture 3

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托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo46 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo46lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (19)原文 (19)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a biology class.FEMALE PROFESSOR:I'd like to continue our discussion of animal behavior and start off today's class by focusing on a concept we haven't yet touched upon—swarm intelligence.Swarm intelligence is a collective behavior that emerges from a group of animals,like a colony of termites,a school of fish,or a flock of birds.Let's first consider the principles behind swarm intelligence,and we'll use the ant as our model.Now,an ant on its own is not that smart.When you have a group of ants,however, there you have efficiency in action.You see,there's no leader running an ant colony. Each individual,each individual ant operates by instinctively following a simple set of rules when foraging for food.Rule number1:Deposit a chemical marker…called a pheromone.And rule2:Follow the strongest pheromone path.The strongest pheromone path is advantageous to ants seeking food.So,for example,when ants leave the nest,they deposit a pheromone trail along the route they take.If they find food,they return to the nest on the same path and the pheromone trail gets stronger—it's doubled in strength.Because an ant that took a shorter path returns first,its pheromone trail is stronger,and other ants will follow it, according to rule2.And as more ants travel that path,the pheromone trail gets even stronger.So,what's happening here?Each ant follows two very basic rules,and each ant acts on information it finds in its immediate local environment.And it's important to note: Even though none of the individual ants is aware of the bigger plan,they collectively choose the shortest path between the nest and a food source because it's the most reinforced path.By the way,a-a few of you have asked me about the relevance of what we're studying to everyday life.And swarm intelligence offers several good examples of how concepts in biology can be applied to other fields.Well,businesses have been able to use this approach of following simple rules when designing complex systems,for instance,in telephone networks.When a call is placed from one city to another,it has to connect through a number of nodes along the way.At each point,a decision has to be made:Which direction does the call go from here?Well,a computer program was developed to answer this question based on rules that are similar to the ones that ants use to find food.Remember,individual ants deposit pheromones,and they follow the path that is most reinforced.Now,in the phone network,a computer monitors the connection speed of each path, and identifies the paths that are currently the fastest—the least crowded parts of the network.And this information,converted into a numeric code,is deposited at the network nodes.This reinforces the paths that are least crowded at the moment. The rule the telephone network follows is to always select the path that is most reinforced.So,similar to the ant's behavior,at each intermediate node,the call follows the path that is most reinforced.This leads to an outcome which is beneficial to the network as a whole,and calls get through faster.But getting back to animal behavior,another example of swarm intelligence is the way flocks of birds are able to fly together so cohesively.How do they coordinate their movements and know where they're supposed to be?Well,it basically boils down to three rules that each bird seems to follow.Rule1:Stay close to nearby birds.Rule2:Avoid collision with nearby birds.And rule3:Move in the average speed and direction of nearby birds.Oh,and by the way,if you're wondering how this approach can be of practical use for humans:The movie industry had been trying to create computer-generated flocks of birds in movie scenes.The question was how to do it easily on a large scale?A researcher used these threerules in a computer graphics program,and it worked!There have also been attempts to create computer-generated crowds of people using this bird flocking model of swarm intelligence.However,I'm not surprised that more research is needed.The three rules I mentioned might be great for bird simulations,but they don't take into account the complexity and unpredictability of human behavior.So,if you want to create crowds of people in a realistic way,that computer model might be too limited.题目1.What is the lecture mainly about?A.Various methods that ants use to locate foodB.A collective behavior common to humans and animalsC.A type of animal behavior and its application by humansD.Strategies that flocks of birds use to stay in formation2.According to the professor,what behavior plays an important role in the way ants obtain food?A.Ants usually take a different path when they return to their nest.B.Ants leave chemical trails when they are outside the nest.C.Small groups of ants search in different locations.D.Ants leave pieces of food along the path as markers.3.What are two principles of swarm intelligence based on the ant example?[Click on2answers.]A.Individuals are aware of the group goal.B.Individuals act on information in their local environment.C.Individuals follow a leader's guidance.D.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?A.The path with the least amount of activityB.The most crowded pathC.The path that is most reinforcedD.The path that has intermediate stopping points5.Why does the professor mention movies?A.To identify movie scenes with computer-simulated flocks of birdsB.To identify a good source of information about swarm intelligenceC.To emphasize how difficult it still is to simulate bird flightD.To explain that some special effects in movies are based on swarm intelligence6.What is the professor's attitude about attempts to create computer-generated crowds of people?A.She believes that the rules of birds'flocking behavior do not apply to group behavior in humans.B.She thinks that crowd scenes could be improved by using the behavior of ant colonies as a model.C.She is surprised by how realistic the computer-generated crowds are.D.She is impressed that computer graphics can create such a wide range of emotions.答案C B BD C D A译文下面听一段生物学讲座的片段。

托福听力真题及答案

托福听力真题及答案

托福听⼒真题及答案托福听⼒是⼀种对考⽣听⼒的考核⽅式。

是⼀般是两到三个部分,每个部分由⼀段对话和两个讲座,每个部分需要听的录⾳⼤约是20分钟,答题时间是10分钟,下⾯是⼩编收集推荐的托福听⼒真题,仅供参考,欢迎阅读。

2015年10⽉11⽇托福听⼒真题讲座1 哲学holism和reductionism的区别(两个学术研究的不同⾓度)⽤ants举例,先说D:每个ant有⾃⼰的task,每个⼩的part都发挥⾃⼰的作⽤。

教授下结论,看了individual的作⽤可以predict整体的作⽤。

再说H:解释整体的作⽤并不单纯个体作⽤的叠加,类似1+1>2。

即整体作⽤更⼤。

提到leader的作⽤。

再说蚁群有queen,但是queen主要是lay eggs⽽不是organize。

讲座2:植物学botany 讨论动物觅⾷与物种多样性,整个⽂章对⽐polar region与tropical region的动物。

Polar:⼀个动物吃多种⾷物,⽽且还migration,就是因为可以吃的东西选择少,不diverse,这些动物可以被称为generalist,举例foxTropical:动物可以吃东西选择多,⽽且climate stable所以吃⼀种就⾏,这样避免了animals之间的competition。

这些动物是specialist。

举例黄⽑的⼀个动物。

讨论这两种情况呢的利弊:tropical只吃⼀个,要是被吃的那个消失了,就会导致extinction。

说其实⼈类并不是extinction的主要原因,但是⼈类造成的harm也需要考虑,⼈类需要意识到⾃⼰⾏为的后果。

对话2:学⽣服务场景student和employee at theater的对话。

学⽣要买票,因为⽗母来了,要看看什么play可以看。

Employee说可以看哈姆雷特,同时推荐了season ticket给她,并告诉她三个好处:1. Cheep,因为有discount2. 可以卖extra ticket,但不保证座位在⼀起,因为这两部分票是分开卖的,⼥⽣说没有关系。

托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo51 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo51lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (3)答案 (5)译文 (6)Lecture2 (7)原文 (7)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (18)译文 (18)Lecture4 (20)原文 (20)题目 (22)答案 (24)译文 (24)Lecture1原文NARRATOR:Listen to part of a lecture in a botany class.FEMALE PROFESSOR:So,continuing with crop domestication,and corn—or,um, maize,as it's often called.Obviously it's one of the world's most important cropstoday.It's such a big part of the diet in so many countries,and it's got so many different uses,that it's hard to imagine a world without it.But because it doesn't grow naturally,without human cultivation,and because there's no obvious wild relative of maize…uh,well,for the longest time,researchers weren’t able to find any clear link between maize and other living plants.And that's made it hard for them to trace the history of maize.Now,scientific theories about the origins of maize first started coming out in the 1930s.One involved a plant called teosinte.Teosinte is a tall grass that grows wild in certain parts of Mexico and Guatemala.When researchers first started looking at wild teosinte plants,they thought there was a chance that the two plants—um, maize and teosinte—were related.The young wild teosinte plant looks a lot like the corn plant,and the plants continue to resemble each other—at least superficially—even when they're developed.But when the scientists examined the fruits of the two plants,it was a different story. When you look at ripe corn,you see row upon row of juicy kernels…um,all those tiny little yellow squares that people eat.Fully grown teosinte,on the other hand, has a skinny stalk that holds only a dozen or so kernels behind a hard,um,almost stonelike casing.In fact,based on the appearance of its fruit,teosinte was initially considered to be a closer relative to rice than to maize.But there was one geneticist,named George Beadle,who didn't give up so easily on the idea that teosinte might be…well…the“parent”of corn.While still a student in the1930s,Beadle actually found that the two plants had very similar chromosomes—very similar genetic information.In fact,he was even able to make fertile hybrids between the two plants.In hybridization,you remember,the genes of two species of plants are mixed to produce a new,third plant—a hybrid.And if this offspring—this hybrid—is fertile,then that suggests that the two species are closely related genetically.This new,hybrid plant looked like an intermediate,right between maize and teosinte.So,Beadle concluded that maize must've been developed over many years,uh,that it is a domesticated form of teosinte.Many experts in thescientific community,however,remained unconvinced by his conclusions.They believed that,with so many apparent differences between the two plants,it would have been unlikely that ancient—that prehistoric peoples could’ve domesticated maize from teosinte.I mean,when you think about it,these people lived in small groups,and they had to be on the move constantly as the seasons changed.So for them to selectively breed,to have the patience to be able to pick out just the right plants…and gradually—over generations—separate out the durable,nutritious maize plant from the brittle teosinte that easily broke apart…it's a pretty impressive feat,and you can easily see why so many experts would have been skeptical.But,as it turns out,Beadle found even more evidence for his theory when he continued his experiments,producing new hybrids,to investigate the genetic relationship between teosinte and maize.Through these successive experiments,he calculated that only about five specific genes were responsible for the main differences between teosinte and maize—the plants were otherwise surprisingly similar genetically.And more recently,botanists have used modern DNA testing to scan plant samples collected from throughout the Western Hemisphere.This has allowed them to pinpoint where the domestication of maize most likely took place—and their research took them to a particular river valley in southern Mexico.They've also been able to estimate that the domestication of maize most likely occurred about9,000 years ago.And subsequent archaeological digs have confirmed this estimate.In one site,archaeologists uncovered a set of tools that were nearly9,000years old.And these tools were covered with a dusty residue…a residue of maize,as it turns out…thus making them the oldest physical evidence of maize that we've found so far.题目1.What is the lecture mainly about?A.A research study that compares wild and domesticated plantsB.Problems with a commonly held hypothesis about the origin of teosinteC.Reasons why wild plants are usually unsuitable for agricultureD.The process used to identify the ancestor of a modern crop2.What evidence seemed to indicate that maize and teosinte are not related?A.Young teosinte plants do not physically resemble young maize plants.B.Preliminary DNA evidence indicated that teosinte was related to rice.C.Maize and teosinte usually grow in significantly different climates.D.Maize and teosinte have very different types of kernels.3.Why does the professor discuss hybrids?A.To explain how a geneticist confirmed that maize was widely grown9,000years agoB.To indicate the earliest method used by geneticists to identify plant originsC.To explain a method used to demonstrate a link between two plant speciesD.To describe how geneticists distinguish between wild plants and domesticated plants4.What was most researchers'initial view of George Beadle's theory about teosinte?A.They accepted it but questioned the evidence cited.B.They rejected it because of conflicting archaeological evidence.C.They questioned it because it implies that ancient farmers were sophisticatedplant breeders.D.They questioned it because genetic research was viewed with skepticism at that time.5.What did Beadle conclude about maize and teosinte?A.Both plants lack particular genes that are common in most domesticated plants.B.Both plants have particular genes that enable them to adapt to varying climates.C.Only a small number of genes are responsible for the differences between the two plants.D.The genetic composition of both plants is very similar to that of rice.6.According to the professor,why was the discovery of stone tools important?A.It proved that teosinte was simultaneously domesticated in multiple locations.B.It helped to confirm the period in which maize was first domesticated.C.It suggested that maize required farming techniques that were more complex than experts had previously assumed.D.It provided evidence that maize plants were used for more purposes than experts had previously assumed.答案D D C C C B译文旁白:请听一段植物学讲座的节选。

【托福听力备考】TPO14听力文本——Lecture 2

【托福听力备考】TPO14听力文本——Lecture 2

【托福听力备考】TPO14听力文本——Lecture 2众所周知,托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。

TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature;otherwise they wouldn’t survive extreme hot or cold conditions---sweating,panting, swimming to cooler or warmer water; ducking into somewhere cool like aburrow or a hole under a rock; these are just a few. And that spot is colder orwarmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect a localized area,weather features like temperature, wind, moisture and so on. And when I saylocalized, I mean really localized, because microclimates can be, as the namesuggests, pretty small, even less than a square meter. And microclimates areaffected by huge number of other variables. Obviously weather conditions in thesurrounding area are a factor. But other aspects of the location like, um… theelevation of the land, the plant life nearby, and so on, have a substantialeffect on microclimates. And of course the human development in the area, um, aroad will affect a nearby microclimate. It’s also interesting to note thatmicroclimates that are near each other can have very different conditions. Inthe forest for example, there can be a number of very different microclimatesclose to each other, because of all the variables I just mentioned.Student: So how does a hole in the ground, a burrow, stay cool in a hotclimate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much cooler than the surrounding area. And these spots are so important because many animals rely on microclimates to regulate their body temperature.Um, for instance, there is a species of squirrel, in the Western part of the United States that can get really hot when they are out foraging for food. So they need a way to cool down. So what do they do? They go back to their own burrow. Once they get there, their body temperatures decrease very, very quickly. The trip to the burrow prevents the squirrel from getting too hot.Student: But squirrels are mammals, right? I thought mammals regulated their temperature internally.Professor: Mammals do have the ability to regulate their body temperature, but not all can do it to the same degree, or even the same way. Like when you walk outside on a hot day, you perspire, and your body cools itself down, a classic example of how a mammal regulates its own body temperature. But one challenge that squirrels face, well many small mammals do, is that because of their size, sweating would make them lose too much moisture. They dehydrate. Buton the other hand, their small size allows them to fit into very tiny spaces. Sofor small mammals, microclimates can make a big difference. They rely onmicroclimates for survival.Student: So cold-blooded animals, like reptiles, they can’t control their own body temperature, so I can imagine the effect a microclimate would have on them.Professor:Yes, many reptiles and insects rely on microclimates to control their body temperature. A lot of reptiles use burrows or stay under rocks to cool down. Ofcourse with reptiles, it’s a balancing act. Staying in the heat for too long canlead to problems, but staying in the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say they’re precise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake for maintaining its body temperature.And even microscopic organisms rely on microclimates for survival. Thinkabout this, decomposing leaves create heat that warms the soil; the warm soil inturn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily disturbed that even a tiny change can have a big impact. If someone on a hike knocks a couple of rocks over, they could be unwittingly destroying a microclimate that an animal or organism relies on.。

托福听力Tpo真题——动物专题

托福听力Tpo真题——动物专题

托福听⼒Tpo真题——动物专题TPO Listening Exercises Subject: Animal SciencesYour Name:Your Class:TPO1 Lecture 412.What is the main topic of the lecture●The types of habitats marmots prefer●Methods of observing marmot behavior●Feeding habits of some marmot species●Differences in behavior between marmot species13.According to the case study, why are marmots ideal for observation●They do not hide from humans●They reside in many regions throughout North America●They are active in open areas during the day●Their burrows are easy to locate14.Drag the appropriate description of each marmot species' behavior to the box below the marmot's name Click on a phrase. Then drag it to the space where it belongs.One of the phrases will not be usedDisplays aggressive tendencies is family oriented says active during the winterOlympic Marmot Eastern Marmot15.What reason does the professor give for the difference in marmot behaviour patterns?●Type of food available●The size of the population●Interaction with other marmot species●Adaptations to the climate16.Why does the professor say this()●To inform the student that his definition is incorrect●To suggest that the student did not do the reading●To encourage the student to try again●To change the topic of discussion17.Why does the professor say this()●To express a similar concern●To encourage the student to explain what she means●To address the student's concern●To agree with the studentTPO4 Lecture 16. What is the lecture mainly about?A. Method s of observing unusual animal behavior.B. A theory about ways birds attract mates.C. Ways animals behave when they have conflicting drives.D. Criteria for classifying animal behaviors.7. Indicate whether each of the activities below describes a displacement activity.Click in the correct box for each phrase.Yes No An animal attacks the ground instead of itsenemy.An animal falls asleep in the middle of amating ritual.An animal eats some food when confronted byit enemy.An animal takes a drink of water aftergrooming itself.8. What does the professor say about disinhibition?A. It can prevent displacement activities from occurring.B. It can cause animals to act on more than one drive at a time.C. It is not useful for explaining many types of displacement activities.D. It is responsible for the appearance of seemingly irrelevant behavior.9. According to the lecture, what is one possible reason that displacement activities are often grooming behaviors?A. Grooming may cause an enemy or predator to be confused.B. Grooming is a convenient and accessible behavior.C. Grooming often occurs before eating and drinking.D. Grooming is a common social activity.10. Why does the professor mention the wood thrush?A. To contrast its displacement activities with those of other animals species.B. To explain that some animals display displacement activities other than groomingC. To point out how displacement activities are influenced by the environment.D. To five an example of a n animal that does not display displacementactivities.11. Replay: What does the professor mean when she says this?A. She is impressed by how much the student knows about redirecting.B. She thinks it is time to move on to the next part of this lectures.C. The student’s answer is not an example of a displacement activity.D. The student should suggest a different animal behavior to discuss next.TPO7 Lecture 210.what is the lecture mainly about?●How animals emit ultrasonic pulses●How bats use acoustical signals● A comparison of echolocation and radar●Variations among bats in the use of ultrasound11.why does the professor decide NOT to add more information to the diagram on the board?●She wants students to complete the diagram themselves as an assignment●She needs to look up some information in order to complete the diagram accurately●The additional information is not relevant to the topic that she wants to discuss next●Students already have the additional information in their textbook12.According to the professor, what are two ways in which a moth might react when it detects the presence of a bat? Click on 2 answers●The moth might stop beating its wings●The moth might emit high-frequency sounds●The moth might leave the area●The moth might change its color to match its surroundings13.What surprising information did a recent experiment reveal about lesser spear-nosed bats?●They filter out echoes from some types of trees●They can analyze echoes from stationary objects with complex surfaces●They cannot analyze "jagged" echoes●They cannot analyze echoes from certain types of small moving objects.14.According to the professor ,why does a pine tree produce a "smooth" echo?●Because it has a smooth trunk●Because it has large branches spaced at regular intervals●Because it has many small, densely packed needles●Because it remains stationary in all types of weather15.Why does the professor say this()●To answer a question that Carol asked●To correct a statement that Carol made●To praise Carol for an example that she gave●To give an example of a principle that Carol statedTPO8 Lecture 11.What is the main purpose of the lecture?A.To compare active habitat selection with passive habitat selectionB.To show that most habitat preferences in animals are learnedC.To compare the habitat requirements of several bird speciesD.To examine the consequences of habitat selection by animals2.What element of the lover’s habitat in California was threatened?A.The availability of foodB.The availability of waterC.The safety of nests from human activityD.The protection of nests from predatory birds3.What does the professor illustrate with the example of the blue warbler?A.The relationship between human activity and habitat lossB.The relationship between habitat and reproductive successC.The advantages of habitats with low vegetation densityD.The reproductive advantage that young warblers have over olderwarblers4.Why does the professor mention the population density of blackcaps intwo different habitats?A.To explain the similar reproductive rates in the two habitatsB.To explain the relation between a species’ population density and itsnesting behaviorC.To illustrate the advantages of a preferred habitat over a secondaryhabitatD.To illustrate the possible impact of making a poor habitat selection5.According to the professor, why did some blackcaps choose a secondaryhabitat?A.They were following a moving food supplyB.Their preferred habitat was taken over by another bird speciesC.Their nesting sites were disturbed by human activityD.Their preferred habitat became too competitive6.Listening again to part of the conversation. Then answer the question.What can be inferred about the professor when she says this?A.She realizes that she just contradicted a statement she made earlierB.She is about to discuss another aspect of the topicC.She thinks the answer to her question is obviousD.She wants students to recall a case that she has already discussed.TPO10 Lecture 16 What is the lecture mainly about○ Recent fossil evidence connecting whales and the hippopotamus○ Difficulties in the determining the evolutionary history of whales○ Similarities among ancient ancestors of whales○ Similarities between whales and other modern-day animals7 According to the professor, what three aspects of the Ambulocetus fossil make Ambulocetus a likely bridge between land mammals and sea mammals?Click on 3 answers○ It had an elongated skeletal structure○ It strongly resembled a modern hippopotamus○ It had an unusually kind and thin tail for a whale○ It had limbs that could have been used for walking○ Its skull had ear bones characteristic of land mammals8 According to the professor ,what does the discovery of Ambulocetus mean to researchers?○ It fills a gap in the fossil evidence for whale evolution○ It has become less significant since the discovery of Basilosaurus○ It call into doubt the theory that whale evolved from land mammals○It suggests that whales evolved more recently than was previously believed9 What evidence suggests that whale are descendants of the hippopotamus○ Similarities between hippopotamus fossils and the Ambulocetus fossil ○ Similarities in the genes of hippopotamuses and whales○Similarities in the habitats of modern hippopotamuses and ancient whales○ Similarities in the skeletal structures of modern hippopotamuses and ancient whales10 What is the professor's opinion about recent genetic studies relating to whale evolution?○ They solve a long-standing mystery involving fossil evidence○ They contain significant errors○ They present evidence that conflicts with fossil evidence.○The findings of the various studies should not have surprised researchers11.What does DNA evidence indicate about relationships among whales?○ All modern whales descend from sperm whales○Differences among toothed whales are less significant that was previously thought○ Not all toothed whales are closely related○Sperm whale are more closely related to killer whales than was previously thoughtTPO11 Lecture 12.what is the talk mainly about?●Various predators that threaten young birds●Various patterns of growth in young birds●One way that birds protect their young●One way that birds provide food for their young3.according to the lecture, what do birds usually do when putting on a distraction display?Click on 2 answers●They imitate another kind of animal●They fly in circles around their nest●They cover their nest with their wings●They pretend they are sick or injured4.according to the lecture,when do birds put on their most conspicuous distraction displays?●Just before they lay their eggs●Immediately after they have laid their eggs●Just before their young become independent●Immediately after young have left the nest5.why does the professor say this()●To introduce an explanation●To express uncertainty●To point out an error●To emphasize a point that should be obvious6.Why does the professor say this()●To explain the behavior of the predator●To emphasize that predators have excellent hunting skills●To state the purpose of birds' behavior●To emphasize the risks involved in a distraction display7.why does the professor say this()●To describe the behavior of an injured sandpiper●To give an example of a well-performed broken-wing display●To show why some sandpipers fail to distract predators●To distinguish the sandpiper's display from another kind of display TPO14 Lecture 2Part 31.What is the lecture mainly about?Difficulties animals have in regulating their body temperatures How people can affect animals’ microclimatesWays of identifying different types of microclimatesThe importance of microclimates to some animals2.What two factors does the professor say can affect a microclimate? Click on 2 answers.The size of the animal population in the areaThe number of other microclimates in the areaThe elevation of the land where the microclimate is located Human activity in the area where the microclimate is located3.What point does the professor make when she mentions squirrels? Studying squirrels has helped biologists identify different microclimates.Mammals have more than one way of regulating their bodytemperature.Smaller animals have more success than larger animals in adapting todifferent microclimates.Squirrels do not rely on microclimates as much as other mammals do.4.What does the professor imply the professor imply about reptiles andmicroclimates?Microclimates can be both helpful and harmful to reptiles.Microclimates are one of the many ways reptiles control their bodytemperature.Many reptiles position themselves in microclimates when waiting fortheir prey.Many reptiles spend most of their time in one type of microclimate.5.According to the professor, how do decomposing leaves affectmicroclimates?Decomposing leaves form layers that prevent sunlight from warmingthe ground below the leaves.Decomposing leaves insulate burrows, keeping the burrows cool.Decomposing leaves generate heat, creating a warm microclimate.Decomposing leaves bring moisture to dry microclimates.6.Listen again to part of the lecture. Then answer the question.Why does the student say this:To refer to a well-know misconception about reptilesTo indicate that he understands the professor’s explanationsTo provide an example that may be an exception to the professor’sstatementTo indicate that there is more than one explanation for a phenomenonTPO15 Lecture 429. Why does the professor discuss the exploration of hydrothermal vents?To show how the exploration helped researchers to determine the composition of ocean water.To show how the exploration challenged an assumption about biological communities.To compare two competing theories concerning chemosynthesis.To compare the life cycle of underwater plants to the life cycle of underwater animals.30. What are three of the conditions of water near hydrothermal vents that made researchers think they would not find living organisms there? Click on 3 answersExtreme heatExtreme pressureFast currentsLack of mineralsLack of sunlight31. What does the professor imply about the researchers’ reacti on to the biological community discovered on the ocean floor?They were surprised at the large variety of organisms living near hydrothermal vents.They were surprised to find any bacteria living without sunlight.They were disappointed at not finding any animal life.They could not agree on the significance of the data that they collected.32. According to the professor, what is the role of chemosynthesis in biological communities that are found hydrothermal vents?It enables organisms to convert hydrogen sulfide into food.It enables organisms to convert tiny amounts of light into energy.It enables organisms to withstand large amounts of carbon dioxide.It enables organisms to regulate their temperature.33. Why does the professor mention the bacteria that live inside a tube worm?To give an example of organisms that pose a threat to tube worms.To explain what provides the organic material that tube worms use for energy.To give an example of other organisms that can withstand extreme heat.To give an example of organisms that are involved in both chemosynthesis and photosynthesis.34. What does the professor imply when she says thisShe will review information from the assigned chapter.She will present additional information related to the assigned chapter. The quiz on the assigned chapter will be longer than other quizzes. The class has spent too much time on the assigned chapter.TPO16 Lecture 36. What is the lecture mainly about?A. Different foraging strategies among animals.B. Methods beavers use to gather building materials.C. Decisions beavers make about where to live.D. Choices beavers face when foraging.7. What differences between aspen trees and ash trees does the professor point out?A. Aspen trees are easier to transport.B. Aspen trees provide better wood for construction.C. Aspen trees provide less nutrition for beavers.D. Aspen trees have more overall value to beavers.8. What does the professor identify as the two central issues involved in beavers’ behavior? Click on 2 answers.A.How far from home to forage.B.How to cope with competition.C.What size tree to cut down.D.What time of year material for construction is available.9. What does the professor say about the cutting down of large trees?A. Beavers generally prefer cutting down large trees to small trees.B. Beavers generally do not travel long distances to cut down large trees.C. Beavers will not cut large trees of certain species.D. Beavers use large trees mainly for the purpose fo building shelters.10. According to the professor, why do beavers generally forage at night?A. Beavers are safe from predators if they forage at night.B. Foraging at night requires less energy than foraging in the daytime.C. Beavers stay with their offspring during the daytime.D. Beavers face less competition for food from other animals during the night.11. Why does the professor say this?A. To explain her reasoning.B. To indicate why her belief was wrong.C. To give an example of a decision beavers make.D. To explain the reason beavers travel far for wood.TPO17 Lecture 41.What is the lecture mainly about?A.Different kinds of color vision in sea animals.B.Differences in appearance between various species of octopus.C.Ways that octopuses attract their prey.D.Ways that octopuses protect themselves from predators.2.Why does the professor first mention Proteus?A.To explain how the octopus got its scientific name.B.To introduce the octopus’ exceptional abilities.C.To point out that the octopus played an important role in Greek mythology.D.To provide an example of a mythological character that was part animal and part human.3.How does an octopus change color to match the colors in its environment? Click on 2 answersA.By raising its papillae.B.By releasing colored ink.C.By reflecting light from its environment.D.By contracting the muscles around its chromatophores.4.What does the professor say about the function of the papillae?A.They produce dye in different colors.B.They propel the octopus through the water.C.They change the texture of the octopus’ skin.D.They help the octopus contract into a smaller shape.5.What two examples does the professor mention to describe the octopus’ ability to change its shape? Click on 2 answersA.A small round stoneB.The leaves of a plantC. A cloud of ink.D.A piece of coral.6.Why does the professor say this?A.To point out an error.B.To illustrate a point.C.To propose an explanation.D.To correct a misunderstanding.TPO 18 Lecture 429. What is the main purpose of the lecture?To explain the biological advantages of a physical change that occurs in North American wood frogsTo explain why the North American good frog's habitat range has expandedTo describe the functioning of the circulatory system of the North American wood frogTo introduce students to an unusual phenomenon affecting North American wood frogs30. Why does the professor first mention the arrival of spring?To encourage students to look for thawing wood frogsTo point out the time period when frogs begin matingTo explain why the class will soon be doing experiments with wood frogs To emphasize the speed of the thawing process 31. What happens to a wood frog as it begins to freeze?Blood is concentrated in the center of its body.Blood stops producing sugarWater moves out of its internal organs.Water from lust beneath the skin begins to evaporate32. What are two points the professor makes about the thawing process of the wood frog? Click on 2 answers.The thawing process is not fully understood.The thawing process takes longer than the freezing process.The frog's internal organs thaw before its outer skin thaws.Thawing occurs when the frog's heart begins pumping glucose through its body.33. What impact does freezing have on some thawed wood frogs?It increases their reproductive success.It decreases their life span.It causes them to be more vocal and active.It reduces their ability to recognize potential mates.34. What does the professor imply when she says this:She wants the student to clarify his question.She wants the student to draw his own conclusions.She thinks the student does not understand how car antifreeze worksShe thinks the student has misunderstood her pointTPO 20 Lecture 412. What is the lecture mainly about?Typical features of the snowshoe hare that do not result from adaptation Various strategies used by snowshoe hares to find food during the winter Characteristics that snowshoe hares have developed in response to their environment Interactions between snowshoe hares and human populations in the state of Maine13. According to the professor, wh at causes the snowshoe hare’s fur to begin turning white?A decrease in the hours that the Sun is up each dayA sudden drop in temperatureThe increasing amount of snow on the groundThe changing nature of the food supply14. Why might an early snowfall be a particularly dangerous time for the snowshoe hare?Its feet would not yet have grown to resemble snowshoes.Its babies would not yet be able to keep themselves warm.Its chances of being seen by a predator are much higher.It might not be able to locate where it stored its food supply.15. The professor implies that the snowshoe hare has an advantage over other animals because of its unusual feet. What is that advantage?It can reach food in higher locations better than its competitors.It can stay warm in cold weather longer than its competitors.It can outrun its predators in deep snow.It can dig under the snow to hide from its predators.16. The professor explains that the snowshoe hare’s food supply is available year-round. What does the availability of food allow the snowshoe hare to do?Store body fat for the cold monthsRemain lightweight through the winterGive birth during the winterGrow fur quickly during the first year after birth17. Why does the student say this:He wants to support the professor’s point with an example.He is grateful the professor has answered his question.The professor’s explanation contradicts his own experience.The professor may not believe he is telling the truth.TPO 21 Lecture 36. What is the lecture mainly about?Methods of analyzing toxic proteins in snake venomInsights about snake evolution provided by venom analysisHow snake venom differs from lizard venomWhy colubrids are considered nonvenomous snakes7. Why does the professor review information about the classification of snakes that students probably learned in previous courses?To determine whether the students have enrolled in the appropriate courseTo stress the usefulness of the classification system for studentsTo present assumptions that have recently been challengedTo give an example of a method that she will explain in greater detail8. According to the professor, what is a major weakness of the classification system that is based on animals' physical characteristics?It can show the relationships only among a small number of animal species.It requires technology that is not widely available.It cannot account for characteristics that first appeared in the recent geologic past.It cannot determine whether similar characteristics developed in similar ways.9. According to the professor, in what way do colubrid snakes differ from other venomous snakes?Colubrids did not evolve from lizards.Colubrids do not use venom to catch their prey.The front teeth of colubrids are much larger than those of other venomous snakes.Colubrids produce a much stronger type of venom than other venomous snakes do.10. Why does the professor mention the brown tree snake?To support a hypothesis about the evolution of constrictor snakesTo support a hypothesis that venomous snakes evolved from constrictor snakesTo give an example of a snake species that was never venomousTo give an example of a type of snake that can change its color11. What is the professor's attitude toward the results from medical research on snake venom proteins?She is enthusiastic about the drugs that have been tested to date.She is concerned about the side effects of drugs created from snake venom proteins.She doubts that the DNA database will be useful in developing new drugs.She thinks it is too early to tell how successful the research will be.TPO 22 Lecture 323. What is the lecture mainly about'?A proposal to identify all the animals that became extinct dining the Pleistocene epochA strategy for reintroducing native plants to an ecosystemA process for identifying alternative habitats for large animalsA proposal to re-create features of ecosystems of the Pleistocene epoch24. According to the professor, what are the two main goals of Pleistocene rewinding? Click on 2 answersTo restore some evolutionary processes that ended during the Pleistocene epochTo help prevent the extinction of certain species of mega faunaTo increase populations of native animal species in the western United StatesTo create a living laboratory where animal interactions can be observed25. According to the professor, how did the American cheetah influence the pronghorn antelope during the Pleistocene epoch?The cheetah prevented the antelope's population from growing too large.The cheetah was a factor in the development of the antelope's speed.The cheetah dispersed the seeds of plants that the antelope needed to survive.The cheetah caused the antelope to migrate out of the western United States.26. What point does the professor make when she discusses the maclura tree?The feeding habits of large animals could help revive some diminishing plant species.The climate has changed in North America since the Pleistocene epoch Mass extinctions of animals are generally preceded by mass extinctions of plants.The maclura tree has changed very little since the Ice Age.27. Why does the professor say that plants and small animals have continued to evolve since the Pleistocene?To indicate why the western United States is well suited for Pleistocene rewildingTo suggest a way to balance an ecosystem using Pleistocene rewildingTo identify a potential problem with the Pleistocene rewilding conceptTo explain how the idea for Pleistocene rewilding came about28. What does the professor mean when she says this:Pleistocene rewilding has been tried before without successPleistocene rewilding should be tried with just a few speciesPleistocene rewilding has already been thoroughly researchedPleistocene rewilding is another form of human interference.PO 23 Lecture 323. What is the lecture mainly about?Parts of the dolphin’s anatomy that allow it to navigateTwo different types of communication used by dolphinsThe way that dolphins store air while swimming underwaterThe meanings of different signals used by dolphins24. Why does the professor discuss the speed at which sound travels?To describe why sounds made under water can travel long distancesTo show why a person cannot hear a dolphin well when it is under water To compare the speed of two different sounds made by dolphinsTo explain how sound waves behave when crossing from one medium into another25. What is the dolphin's melon?An oval-shaped bone that lets the dolphin hear soundsAn organ made of fat tissue that helps a dolphin send sound wavesAn air-filled cavity that lets the dolphin breathe underwaterAn organ filled with water that helps the dolphin measure depth26. What is the dolphin's jaw able to do?Send rapid clicking sounds into waterIncrease the speed of soundsReceive sound waves that have reflected off objectsForce water through the nasal sacs and out the blowhole27. How does the professor organize the information in the lecture?By describing a phenomenon and the physical structures that make itpossibleBy describing several of the d olphin’s senses and their relative usefulness By contrasting how the dolphin makes two different types of soundsBy describing an old theory and then a new theory28. Why does the professor say this:To find out whether students are familiar with the lecture topicTo mention a related topic that will not be discussed in detailTo mention a common misconception about dolphin vocalizationsTo point out a primary function of dolphin blowholesTPO 24-66. What does the professor mainly discuss?Factors that affect successful crocodile communicationSome reasons for crocodile vocalizations。

托福TPO14听力原文

托福TPO14听力原文

TPO 14 听力原文Conversation 1Narrator:Listen to a conversation between a student and the librarian employee.Student:Hi, I am looking for this book---the American judicial system. And I can’t seem to findit anywhere. I need to read a chapter for my political science class.Librarian:Let me check in the computer. Um… doesn’t seem to be checked out and it’s not onreserve. You’ve checked the shelves I assume.Student:Yeah, I even checked other shelves and tables next to where the book should be.Librarian:Well, it’s still here in the library. So people must be using it. You know this seems tobe a very popular book tonight. We show six copies. None are checked out. And, yetyou didn’t even find one copy on the shelves. Is it a big class?Student:Maybe about Seventy Five?Librarian:Well, you should ask your professor to put some of the copies on reserve. You knowabout the ‘Reserve system’, right?Student:I know that you have to read reserve books in the library and that you have timelimits. But I didn’t know that I could ask a professor to put a book on the reserve. Imean I thought the professors make that kind of decisions at the beginning of the semester.Librarian:Oh… they can put books on reserve at anytime during the semester.Student:You know reserving book seems a bit unfair. What if someone who is not in the classwants to use the book?Librarian:That’s why I said some copies.Student:Ah, well, I’ll certainly talk to my professor about it tomorrow. But what I am gonna dotonight?Librarian:I guess you could walk around the Poli-Sci ----- ‘Political Science’ section and look atthe books waiting to be re-shelved.Student:There are do seem to be more than normal.Librarian:We are a little short of staff right now. Someone qui t recently, so things aren’t gettingre-shelved as quickly as usual. I don’t think they’ve hired replacement yet, so, yeah,the un-shelved books can get a bit out of hand.Student:This may sound a bit weird. But I’ve been thinking about getting a job. Um… I’venever worked at the library before, But…..Librarian:That’s not a requirement. The job might still be open. At the beginning of the semester we were swamped with applications, but I guess everyone who wants thejob has one by now.Student:What can you tell me about the job?Librarian:Well, we work between six and ten hours a week, so it’s a reasonable amount.Usually we can pick the hours we want to work. But since you’d be starting so late inthe semester, I’m not sure how that would work for you. And… Oh… we get paid thenormal university rates for student employees.Student:So who do I talk to?Librarian:I guess you talk to Dr. Jenkins, the head librarian. She does the hiring.TPO 14 Lecture 1 PsychologyNarrator:Listen to part of a lecture in a psychology classProfessor:We’ve said that the term “Cognition” refers to mental states like: knowing and believing, and to mental processes that we use to arrive at those states. So forexample, reasoning is a cognitive process, so it’s perc eption. We use information thatwe perceive through our senses to help us make decisions to arrive at beliefs and soon. And then there are memory and imagination which relate to the knowledge of things that happen in the past and may happen in the future. So perceiving,remembering, imagining are all internal mental processes that lead to knowing or believing. Yet, each of these processes has limitations, and can lead us to hold mistaken believes or make false predictions. Take memory for example, maybe youhave heard of studies in which people hear a list of related words. Ah…, let`s say a listof different kinds of fruit. After hearing this list, they are presented with several additional words. In this case, we`ll say the additional words were “blanket” and “cheery”. Neither of these words was on the original list, and, well, people will claimcorrectly that “blanket” was not on the original list, they’ll also claim incorrectly thatthe word “cheery” was on the list. Most people are convinced they heard the word “cheery” on the original list. Why do they make such a simple mistake? Well, we think because the words on the list were so closely related, the brain stored only thegist of what they heard. For example, that all the items on the list were types of thefruit. When we tap our memory, our brains often fill in details and quite often thesedetails are actually false. We also see this “fill-in” phenomenon with perception.Perception is the faculty that allows us to process information in the present as we take it via our senses. Again, studies have shown that people will fill in informationthat they thought they perceived even when they didn`t. For example, experimentshave been done where a person hears a sentence, but it is missing the word, that lo gically completes it. They’ll claim to hear that word even though it was never said.So if I were to say…er…the sunrise is in the…and then fill to complete the sentence,people will often claim to have heard the word “east”.In cognitive psychology, we hav e a phrase for this kind of inaccurate “filling in of details”--- it’s called: A Blind Spot. The term originally refers to the place in our eyeswhere the optic nerve connects the back of the eye to the brain. There are no photoreceptors in the area where the nerve connects to the eye. So that particular area ofthe eye is incapable of detecting images. It produces “A Blind Spot” in our field vision.We are unaware of it, because the brain fills in what it thinks belongs in its image, sothe picture always appears complete to us. But the term “blind spot” has also takenon a more general meaning--- it refers to people being unaware of a bias that may affect their judgment about the subject. And the same “blind-spot phenomenon”that affects memory and perception also affects imagination. Imagination is a facultythat some people use to anticipate future events in their lives. But the ease with which we imagine details can lead to unrealistic expectations and can bias our decisions.So…er…Peter, suppose I ask you to image a lunch salad, no problem, right? But I betyou imagine specific ingredients. Did yours have tomatoes, Onion, Lettuce? mine did?Our brains fill in all sorts of details that might not be part of other people’s image of asalad, which could lead to disappointment for us. If the next time we order a salad ina restaurant, we have our imagined salad in mind, that’s not necessarily what we’llget on our plate. The problem is not that we imagine things, but that we assume what we’ve imagined is accu rate. We should be aware that our imagination has thisbuilt-in feature, the blind spot, which makes our predictions fall short of reality.TPO 14 Lecture 2 BiologyNarrator:Listen to part of a lecture in a biology class.Professor:Almost all animals have some way of regulating their body temperature; otherwisethey wouldn’t survive extreme hot or cold conditions---sweating, panting, swimmingto cooler or warmer water; ducking into somewhere cool like a burrow or a hole under a rock; these are just a few. And that’s body is colder or warmer than the surrounding environment, because it’s a microclimate.A microclimate is a group of climate conditions that affect the localized area, weatherfeatures like temperature, wind, moisture and so on. And when I say localized, I mean really localized, because microclimates can be, as the name suggests, pretty small, even less than a square meter. And microclimates are affected by hugenumber of other variables. Obviously weather conditions in the surrounding areas are a factor. But other aspects of the location like, um… the elevation of the land, theplant life nearby, and so on, have a substantial effect on microclimates. And of coursethe human development in the area, eh, a road will affect a nearby microclimate. It’salso interesting to know that microclimates thither or near each other can have verydifferent conditions. In the forest for example, there can be a number of verydifferent microclimates close to each other, because of all the variables I justmentioned.Student:So how does a hole in the ground, a burrow, stay cool in a hot climate?Professor:Well, since cold air sinks, and these spots are shaded, they are usually much coolerthan the surrounding area. And these spots are so important because many animalsrely on microclimates to regulate their body temperature. Hmm, for instance, there isa species of squirrel, in the Western part of the United States that can get really hotwhen they were out foraging for food. So they need a way to cool down. So what’dthey do? They go back to their own burrow. Once they get there, their bodytemperatures decrease very, very quickly. The trip to the burrow prevents thesquirrel from getting too hot.Student:But squirrels are mammals, right? I thought mammals regulate their temperature internally.Professor:Mammals do have the ability to regulate their body temperature, but not all can do itto the same degree, or even the same way. Like when you walk outside on a hot day,you perspire, and your body cools itself down, a classic example of how mammal regulates its own body temperature. But one challenge that squirrels face, well manysmall mammals do, is that because of their size, sweating would make them lose toomuch moisture. They dehydrate. But on the other hand, their small size allows themto fit into very tiny spaces. So for small mammals, microclimates can make a big difference. They rely on microclimates for survival.Student:So cold blood animals, like reptiles, they can’t control their own body temperature,so I can image the effect of microclimate would have on them.Professor:Yes, many reptile insects rely on microclimates to control their body temperature. Alot of reptiles use burrows or stay under rocks to cool down. Of course with reptiles,it’s a balancing act. Staying in the heat for too long can lead to problems, but stayingin the cold can do the same. So reptiles have to be really precise about where they spend their time, even how they position their bodies. And when I say the y’reprecise, I mean it--- some snakes will search out a place under rocks of a specific thickness, because too thin a rock doesn’t keep them cool enough, and too thick a rock will cause them to get too cold. That level of precision is critical to the snake formaintaining its body temperature. And even microscopic organisms rely onmicroclimates for survival.Think about this, decomposing leaves create heat that warms the soil; the warm soilin turn affects the growth, the conditions of organisms there. And those organisms then affect the rate of decomposition of the leaves. So a microclimate can besomething so small and so easily to disturbed that even a tiny change can have a bigimpact. If someone on a hike knocks a couple of rocks over, they could be unwittinglydestroying a microclimate that an animal or organism relies on.TPO 14 Conversation 2Narrator:Listen to a conversation between a student and his faculty adviserAdvisor:Hi ,Steven I schedule this appointment, cause it has been a while since we touch this.Student:I know I have been really busy--- a friend of my works on a school a paper. Heasksme if I would like to try to reporting so I did and I really love it.Advisor:Hey…that's sounds great!Student:Yeah… the first article I wrote it was profile of the chemistry professor---the one whose name teacher the year. My article ran on the front page. When I saw my name, I mean my byline in print, I was hooked. Now I know this is what I want to do--- be a reporter.Advisor:Isn't it great to discover something that you really enjoy? And I read that the articletoo? It was very good.Student:To be honest, the articles got a lot of editing. In fact I barely recognized a couple ofparagraphs. But the editor explained why the changes were made. I learned a lot andmy second article didn't meet nearly many changes.Advisor:Sound like you got a real neck for this.Student:Yeah… anyway, I am glad you schedule this meeting because I want to change mymajor to journalism now.Advisor:Um,the university doesn't offer major in journalism.Student:Oh no…Advisor:But….Student:I… I mean… should I transfer to another school, or major in English?Advisor:Er… wait a minute. Let me explain why the major isn’t offered. Editors at t he newspaper… editors… um… I mean when you apply for a reporting job, editors lookat the two things--- they want to see clips, you know, some of your published articles,though also want to try out, though give you an assignment like… covering a price ofconferences some other event, then see if you can craft the story about it, accurately,on dead line.Student:So they don't even to look at my major?Advisor:It is not that they don't look at it… it is… well, having a degree in something otherthan journalism should actually work to your advantage.Student:How?Advisor:Most journalism specialized these days. They only write about science or business ortechnology for example. Is there a type of reporting you think you may like to specialize then?Student:Well… I think it can be really cool to cover the Supreme Court. I mean… theirdecisionaffects so many people.Advisor:That is really a goal worth striving for. So, why not continue major in political science?And as elective, you could take some Pre-Law classes like Constitution Law, and asfor you work on the student newspaper paper, maybe they let you cover some localcourt cases--- once that the student and professor here would want to read about.Student:Do you know of any?Advisor:I do. Actually, there is case involving this computer software program that one of ourprofessors wrote. The district courts decide in if the university entitle to any of ourprofessors' profits?Student:Wah…. I will definitely follow upon that!TPO 14 Lecture 3 AstronomyNarrator:Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations that observed the starsand then used those observations to keep track of the seasons. But today I want to talk about the importance of stars for early seafarers, about how the fixed patterns of stars were used as navigational aids.OK, you’ve all heard about the Vikings and their impressive navigation skills, but theseafaring people of the pacific islands, the Polynesians and the Micronesians,werequite possibly the world’s greatest navigators. Long before the development of, uh,advanced navigational tools in Europe, pacific islanders were travelling from NewZealand to Hawaii and back again, using nothing but the stars as their navigationalinstruments.Um, the key to the pacific islanders’ success was probably their location near the equator. What that meant was that the sky could be partitioned, divided up, much more symmetrically than it could farther away from the equator. Unlike the Vikings,early observers of the stars in Polynesia or really anywhere along the equator wouldfeel that they were at the very center of things, with the skies to the north and the skies to the south behaving identically, they could see stars going straight up in theeast and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic.Take the case of the Gilbert Islands, they are part of Polynesia, and lie very close tothe equator. And the people there were able to divide the sky into symmetrical boxes,according to the main directions, north, east, south and west. And they couldprecisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order tonavigate. In fact there was only one word for both in the Gilbert Islands, when youwanted to the star expert, you ask for a navigator.Um, islanders from all over the pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes, ah, and these canoes were on land, ofcourse, and you can still see them on some islands today. They were positioned as ifthey were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young would-benavigators set by the stones at night and turned in different directions to memorizethe constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea.One important way the Polynesians had for orienting themselves was by using zenithstars. A zenith star was a really bright star that would pass directly overhead atparticular latitude…at a particular distance from the equator, often at a latitude associate with some particular pacific island. So the Polynesians could estimate theirlatitude just by looking straight up, by observing whether a certain zenith star passeddirectly overhead at night, they’d know if they have rates the same latitude as a particular island they were trying to get to. Um, another technique used by the Po lynesians was to look for a star pair, that’s two stars that rise at the same time, orset at the same time, and navigators could use these pairs of stars as reference points,because they rise or set together only at specific latitudes. So navigators might seeone star pair setting together. And, uh…would know how far north or south of the equator they were. And if they kept on going, and the next night they saw the pairsof stars setting separately, then they would know that they were at a different degreeof latitude. So looking at rising and setting star pairs is a good technique. Um…actually it makes more sense with setting stars; they can be watched instead of tryingto guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t re ally require fancy navigationalinstruments; the peoples of the pacific islands had such expert knowledge ofastronomy as well as navigation that they were able to navigate over vast stretches ofOpen Ocean. Uh, it's even possible that Polynesian navigators had already sailed tothe Americas, centuries before Columbus.TPO 14 Lecture 4 ArcheologyNarrator:Listen to part of the lecture in the archaeology classProfessor:When we think of large monumental structures built by early societies and Egyptianpyramid probably comes to mind. But there are some even earlier structures in theBritish Isles also worth discussing, and besides the well-known circle of massivestones of Stonehenge which don’t get me wrong is remarkable enough, well, otherimpressive Neolithic structures are found there too. Oh, yes, we are talking about theNeolithic period here, also called new Stone Age, which was the time before stonetools began to be replaced by tools made by bronze and other metals.It was about 5000 years ago, even before the first Egyptian pyramid that some of amazing Neolithic monuments---tombs, were racketed at the very size around ironedGreat Britain and costal islands nearby.I am referring particular to structures that in some cases, look like ordinary naturalhills. But we definitely build by humans, well-organized communities of human’s toenclose a chamber or room within stone walls and sometimes with a high, cleverlydesigned sealing of overlapping stones. These structures are called Passage Graves,because in the chamber, sometime several chambers in fact, could only be entered from the outside through a narrow passage way.Michael:Excuse me, professor, but you said Passage Graves. Was this just monument to honorthe dead buried there or were they designed to be used somehow by the living?Professor:Ah, yes! Good question, Michael. Besides being built as tombs, some of these Passage Graves were definitely what we might call Astronomical Calendars, with chambers they flooded with some light on the certain special days of the year, witchmust see miraculous and inspired good dealer of they really just wonder. Butresearch indicates that not just light but also the physics of sound help to enhance this religious experience.Michael:How so?Professor:Well, first the echoes. When religious leaders started chanting with echoes bouncedoff the stonewalls over and over again, it must seem like a whole chorus of other voices, spirits of God maybe join in. But even more intriguing is what physicistscalledStanding Waves. Basically, the phenomenon of Standing Waves occurs when soundwaves of the same frequency reflect off the walls and meet from opposite directions.So, the volume seems to alternate between very loud and very soft. You can stand quite near a man singing in loud voice and hardly hear him. Yet step little further away and voice is almost defining. As you move around chamber, the volume of thesound goes way up and way down, depending on where you are and these standingwaves. And often the acoustic makes it hard to identify where sounds are coming from. It is powerful voices that are speaking to you or chanting from inside your ownhead. This had to engender powerful sense of all Neolithic worshipers.And another bit of physics I played here is something called Resonance. I know physics, but well I imagine you have all below near of top empty bottles and heardsounds it makes. And you probably notice that depending on its size--- each emptybottle plays one particular music note. Or it is the physics might put it, each bottle resonates at a particular frequency. Well, that’s true of these chambers too. If you make a constant noise inside the chamber, maybe by steadily beating drum at certainrate, a particular frequency of sound will resonate. We will ring out intensely,depending on the size of chamber. In some of large chambers though, theseintensified sound may be too deep for us to hear, we can feel it. We are mysteriouslyagitated by a….but it is not a sound our ears can hear. The psychologic al effects of allthese extraordinary sounds can be profound, especially when they seem sodisconnected from human doing drumming or chanting. And there can be observablephysical effects on people too. In fact, the sounds can cause headaches, feelings ofdizziness, increase heartache, that sort of thing, you see.Anyway, what is we experience inside one of these Passage Graves clearly could befar more intense than everyday reality outside which made them very special places.But back to your question, Michael, as to whether these Graves were designed to beused by the living. Well, certainly, we have got to ask economical or calendarfunction. That seems pretty obvious, and I wanna go into more detail on that now.。

托福听力tpo49 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo49lecture1、2、3、4原文+题目+答案+译文Lecture1 (1)原文 (1)题目 (4)答案 (6)译文 (6)Lecture2 (8)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (17)答案 (19)译文 (19)Lecture4 (21)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a geology class.MALE PROFESSOR:Alaska is fascinating to geologists because of its incrediblelandscapes.Uh,permafrost has a lot to do with this.That is,the areas where the ground—the soil—is always frozen,except for the very top layer—what we call the active layer of permafrost—which melts in the summer and refreezes again in the winter.The northern part of Alaska is covered in lakes—thousands of them—and most of these are what we call thaw lakes.T-h-a-w.Thaw lakes.I'm gonna show you a few sketches of them in a minute,so you'll have a good idea of what I'm talking about.So, how these thaw lakes are formed has to do with…OK,it starts with ice wedges.The top part of the ice wedge melts—Should I back up?Ice wedges form when water runs into cracks in the ground,the permafrost,then freezes.You ever see mud after it dries?Dried mud has cracks,because when it dries, it contracts,it shrinks.Well,in winter,permafrost behaves similarly.It shrinks in winter,because it freezes even more thoroughly then,and as it shrinks,it forms deep,deep cracks.Then in the summer,when the active layer—the top layer of the permafrost—melts,the melt water runs into those cracks in the permafrost,then freezes again—because that ground,the ground beneath the active layer,is still below freezing.So,you have wedges of ice in the permafrost.Now the ice wedges widen the original cracks in the permafrost,because water expands when it freezes.All right?OK,then in autumn,the active layer on top freezes again.Then in winter,the permafrost starts contracting again and the cracks open up even wider.So the next summer,when the active layer melts again and flows into the widened cracks…and…freezes…it makes the cracks even wider.So it’s sort of a cycle through which the cracks and the wedges grow wider and wider.So when the ice wedge reaches a certain size,its top part—in the active layer—turns into a little pond when it melts in the summer.And that's the beginning of your thaw lake.[pause]There are thousands of them in northern Alaska.One of the most fascinating things about these lakes—and this is important—is that they mostly havethe same shape.Like an elongated oval,or egg shape.And what's more,all the ovals are oriented in the same way.Here's an idea of what they look like,what the landscape looks like from an aerial view,with the lakes side by side.There's been considerable research done to try to figure out what causes them to be shaped and oriented this way.We know that the shape and orientation are caused by the way the lakes grow once they're formed,but the question is,what makes them grow this way?One theory sees winds as the cause.This region of Alaska has strong winds that blow perpendicular to the lakes.What happens is,wind blows straight into the longer side of the lakes.Now,wouldn’t that erode the lake bank in that direction?The same direction as the wind?Well…no.Actually,what happens is that the waves caused by the winds build a sorta protective layer of sediment—it's called a“protective shelf”—along the bank of the lake directly in front of them;so that bank is shielded from erosion,and the waves are diverted to the sides,to the left and to the right,and that’s why the left and the right banks start eroding.Get it?The bank straight ahead is protected,but the lake currents--the waves--erode the banks to the sides.That's the current model,um,the wind erosion model,which is generally accepted.But,there's a new theory that says that[deliberately]thaw slumping,not wind,is what shapes the thaw lakes.Thaw slumping,um…OK.Sometimes,in the summer,the temperature rises pretty quickly.So the active layer of permafrost thaws faster than the water can drain from the soil.So the sides of the thaw lakes get,like,mushy,and slump,or slide,into the lake.Then,the lake water spreads out more,and the lake gets bigger,OK?Also,in that part of Alaska,the terrain is gently sloped,so the lakes are all on an incline.Here.Now,this is an exaggeration of the angle—the hill isn't this steep—butsee how with the lake's banks,the side that is farther downhill…it's smaller,lower. This short bank thaws faster than the tall one does,so it falls into the lake—it slumps, much more and much faster than the other bank.When the short banks of many lakes slump,they move farther downhill and the lakes grow—all in the same downhill direction.This is a new theory,so it hasn't been tested much yet.In field studies,when we've looked at the banks of these thaw lakes,there's not much evidence of slumping. We'd expect to see cliff-like formations there,from the slumping,but we haven't really found many of those.题目1.What is the main purpose of the lecture?[Click on two answers.]A.To contrast how different kinds of thaw lakes growB.To explain why a new theory of thaw lakes is gaining acceptanceC.To explain how processes in permafrost lead to the formation of thaw lakesD.To describe two competing theories about the growth of thaw lakes2.The professor explains thaw lake formation as a cycle of events that occur repeatedly.Summarize this cycle,starting with the event filled in below.[Click on a sentence.Then drag it to the space where it belongs.The first one is done for you. One sentence will not be used]A.Meltwater flows into cracks in permafrostB.Ice wedges inside permafrost completely meltC.Freezing water expands cracks in permafrostD.Ice in the active layer melts as temperatures riseE.Permafrost shrinks and cracks as temperatures drop..3.What is the significance of the'protective shelf'discussed by the professor?A.It prevents the slumping of lake banks.B.It shields the lake surface from strong winds.C.It redirects the waves to lake banks that do not face the wind.D.It allows the lakes to grow in the same direction as the wind blows.4.According to the thaw slumping model,which side of a thaw lake grows fastest?A.The side where the bank is shortestB.The side least exposed to windC.The side that is at the highest elevationD.The side opposite the protective shelf5.What is the professor's opinion of the thaw slumping model?A.He thinks it was urgently needed.B.He is not convinced that it has a firm basis.C.He thinks it would be better if it were simplified.D.He does not think it is very different from the old model.6.Why does the professor say this:You ever see mud after it dries?A.He wants some information from the students.B.He thinks that the students may find an example helpful.C.He realizes that he forgot to mention an important topic.D.He wants to point out an important difference between frozen ground and dry ground.答案CD EDACB C A B B译文听一段地质学的讲座。

托福听力TPO14中的词汇

托福听力TPO14中的词汇TPO14,conversation1生活场景类-图书馆Judicial adj. 公正的,明断的;法庭的;审判上的Reasonable adj. 合理的,公道的;通情达理的Amount vi. 总计,合计;相当于;共计;产生…结果n. 数量;总额,总数TPO14 lecture 1人文心理学Cognition n. 认识;知识;认识能力Blanket n. 毛毯,毯子;毯状物,覆盖层adj. 总括的,全体的;没有限制的vt. 覆盖,掩盖;用毯覆盖Perception n. 知觉;[生理] 感觉;看法;洞察力;获取TPO14 lecture 2生物类Burrow vi. 探索,寻找;挖地洞,挖通道;住入地洞,躲藏起来;钻进某处;偎依著vt. 挖掘,挖出;在…挖洞(或通道);使躲入洞穴n. (兔、狐等的)洞穴,地道;藏身处,住处Microclimate n. [农][气候] 小气候,[气候] 微气候(指森林、城市、洞穴等局部地区的气候) Foraging n. 觅食(forage的ing形式);觅食力Squirrel n. 松鼠;松鼠毛皮vt. 贮藏Reptile adj. 爬虫类的;卑鄙的n. 爬行动物;卑鄙的人Unwittingly adv. 不知不觉地;不知情地;不经意地TPO14,conversation 2学术讨论类-专业及职业Entitle vt. 称做…;定名为…;给…称号;使…有权利Journalism n. 新闻业,新闻工作;报章杂志Profile n. 侧面;轮廓;外形;剖面;简况vt. 描…的轮廓;扼要描述vi. 给出轮廓TPO14 lecture 3考古Seafaring adj. 航海的n. 航海业;海上航行Partitioned adj. 分割的;分区的;分段的vt. 划分(partition的过去分词);[数] 分割;把…分成部分Symmetrically adv. 对称地;平衡地;匀称地Chaotic adj. 混沌的;混乱的,无秩序的Pacific adj. 太平洋的n. 太平洋Zenith n. 顶峰;顶点;最高点Constellation n. [天] 星座;星群;荟萃;兴奋丛TPO14 lecture 4考古Monumental adj. 不朽的;纪念碑的;非常的Stonehenge n. 巨石阵;史前时期巨大石柱群Pyramid n. 金字塔;角锥体vi. 渐增;上涨;成金字塔状vt. 使…渐增;使…上涨;使…成金字塔状Chamber n. (身体或器官内的)室,膛;房间;会所adj. 室内的;私人的,秘密的vt. 把…关在室内;装填(弹药等)Bounced n. 空头支票v. 反弹;弹跳(bounce的过去分词);跳起;开空头支票Agitated adj. 激动的;焦虑的;表现不安的v. 焦虑;鼓动(agitate的过去分词)dizziness n. 头晕;头昏眼花。

2014年11月2日托福机经:听力(新东方)

2014年11⽉2⽇托福机经:听⼒(新东⽅) Conversation 1 ⼀个男⽣去找他music class prof,开始先跟⽼师抱歉说迟到了因为爆胎了。

⽼师说没关系。

男⽣说⽼师你课的作业我打算做⼀个教⼩朋友⾳乐的电脑游戏啊,⽼师觉得很有创意。

男⽣说因为他妈妈是做⾳乐的,前两天从她那⾥学到了⼀个教orff method的⾼端⽅法。

这⽅法能打破常规学习⾳乐从⾳调乐理开始的教的⽆聊模式。

男⽣设计的这个游戏就是基于这个⽅法。

让玩家每⼀步都可以学以致⽤,⾃⼰写曲⼦。

我还报了⼀个computer program的课,我想把这个作业可以同时作为两个课的作品。

男⽣说他不是为了偷懒,因为做这个需要很多功夫,其实完全可以做个⼩游戏交给编程课然后你的课就交论⽂还⽐较省⼒。

⽽且学⽣还说他打算做好后投放市场赚钱还学⽣贷款。

教授觉得很好,能赚钱就更好了。

Conversation 2 ⼥⽣把id卡丢了,找男的补办。

男的说新⽣不在这丢了的才在这办。

⼥的说我找的就是你。

男的说啊你是不是那谁啊。

(这⾥有题简直莫名其妙)男的说你需要1:在线填个表2:照相 3:get appointment. ⼥的说不⾏她要去参加⼀个project, 本来挺简单结果教授建议和什么结合下,她明⽇就要去档案馆,男的说我能不能后天,⼥的说不⾏因为档案馆明天后就关2⽉。

男的说好吧那我给你⼀个临时的没有照⽚的但是有你的名字有学校logo,⼥⽣说太好啦。

Lecture 1 ⽣物学讲座。

讲了ecosystem⾥⾯的diversity和stability的关系,重点讲了这两者之间的平衡。

举了例⼦:如果⼈们把savanna上的狮⼦都清理⾛,斑马数量很快就会上升,草地就会退化很快,长的没有吃的快,草原的⽣态系统就被破坏了。

第⼆个例⼦:在澳⼤利亚,⼈们就曾经引进了cane toad,本想这些蛤蟆能吃害⾍,没想到因为这些蛤蟆没有了天敌,所以繁殖的速度⾮常惊⼈。

Lecture 2 社会科学讲座。

托福听力tpo44 lecture1、2、3、4 原文+题目+答案+译文

托福听力tpo44lecture1、2、3、4原文+题目+答案+译文Lecture1 (2)原文 (2)题目 (4)答案 (6)译文 (6)Lecture2 (7)原文 (8)题目 (10)答案 (12)译文 (12)Lecture3 (14)原文 (14)题目 (16)答案 (19)译文 (19)Lecture4 (20)原文 (21)题目 (23)答案 (25)译文 (25)Lecture1原文NARRATOR:Listen to part of a lecture in a materials science class.MALE PROFESSOR st time we finished going over some of the fundamental concepts of nanotechnology—the multidisciplinary science of manipulating—or controlling—extremely small units of matter,on the scale of molecules or even atoms.So,I want to talk about how nanotechnology is being used today,and,just to give you an idea,we'll look at one particular application.A team of materials scientists in Massachusetts has been working on a new,ultrathin coating,a nanocoating that might be applied to objects like bathroom mirrors,car windows,and eyeglasses to prevent fogging.And the coating has the potential to be a permanent solution,unlike the kinds of anti-fogging,spray-on liquids that are on the market today...Now,fogging often occurs when a cold surface comes into contact with warm,moist air,such as when a glass shower door or mirror fogs up during a warm shower.…Now,what's actually happening is,uh,what the fog is,is thousands of tiny spherical water droplets condensing on the surface of the glass.Light hits the water droplets and is scattered in random directions,causing the fogging effect.Now,the kind of spray-on treatments I mentioned,well,they wear off.What happens is they cause the tiny water droplets to flatten when they condense on the surface of the shower door,or bathroom mirror,or whatever object it is that it's been applied to.Because the droplets are flattened,when light hits them,the light doesn't scatter. But as I said,those kinds of treatments don't last very long.The new coating has two important components.One:negatively charged silicananoparticles—these are basically tiny particles of glass.And two:a positively charged polymer—which,you already know,a polymer is a chemical compound. These're layered over each other…the polymer,then the silica nanoparticles,the polymer,then the silica nanoparticles,you see.They're layered in such a way that the silica nanoparticles don't pack together tightly.In other words,the structure has pores,or holes,little tiny pockets,throughout it.The coating prevents fog from developing because it loves water.It attracts the water droplets—sucking them into the tiny pores.And that alters the shape of the droplets; the droplets are forced to flatten and to join together into a single sheet of water, rather than remaining as single droplets—each of which is a sphere that scatters light in different directions.OK,so instead of being scattered,the light passes through the thin sheet of water.So there's no fogging effect.The ultrathin coating can be made more durable by heating it—and of course the object it's applied to—to an extremely hot temperature—500degrees Celsius.What that does is burn the polymer away and fuse the silica nanoparticles together—while maintaining the structure of pores.But that's possible only on materials that can withstand high heat.Glass,yes.Plastics, no.But they're working on solving that problem;trying to come up with a way to coat plastics and other materials durably and effectively.Interestingly,it was a plant—the lotus plant—that inspired this work,I guess you could say inspired it in an indirect sort of way.The leaves of this plant are what we call“superhydrophobic.”Lotus leaves,being superhydrophobic,don’t attract water—they repel it—in a big way.When raindrops fall on lotus leaves,they remain spherical.They roll right off.So for a long time the Massachusetts scientists tried to create a coating that acted like these lotus leaves—a coating that was superhydrophobic.But then they began to think about the opposite extreme.Uh,could they accomplish their goal by making acoating that,instead of repelling water,actually attracted water?Well,they seem to have gotten quite far with this approach.It’s really strong work with a range of interesting consumer applications.It's not costly to manufacture the coating.Some car makers are interested in applying it to their windshields.Looks like we'll probably see it on the markets in everyday products in the next few years.题目1.What is the main purpose of the lecture?A.To provide an example of a practical use of nanotechnology.B.To show the origins of the field of nanotechnology.C.To give a brief outline of the main concepts of nanotechnology.D.To explain the growing interest in nanotechnology research.2.How does the professor organize the information he presents to the class?A.He describes the inspiration behind the nanocoating,then how the coating works.B.He describes how the nanocoating is currently marketed,then the inspiration behind it.C.He explains how fogging occurs,then the basic concepts of nanotechnology.D.He explains how fogging occurs,then how the nanocoating prevents it.3.According to the professor,how does the new nanocoating work?A.By forcing light to bounce off a glass-coated polymer.B.By forcing water droplets to roll off an ultrathin surface.C.By causing water droplets to merge into a single sheet of water.D.By causing light to scatter randomly in many directions.4.According to the information in the lecture,why does the new nanocoating not last as long on plastic as it does on glass?A.Plastic cannot withstand extremely high temperatures.B.The internal structure of plastic repels a positively charged polymer.C.The coating solution scatters when it comes into contact with plastic.D.Plastic surfaces scratch more easily than glass surfaces do.5.What inspired the team of scientists in developing the new coating?A.A problem the team frequently encountered in everyday life.B.The ineffectiveness of spray solutions in flattening water droplets.C.The leaves of a plant that the team had been investigating.D.Interactions observed between silica nanoparticles and polymers.6.What is the professor's opinion about the approach inventors took to the development of the new nanocoating?A.He thinks other inventors should use a similar approach.B.He is impressed by the flexibility of their approach.C.He is surprised the research process took so long.D.He thinks they should have spent more time testing a superhydrophobic coating.答案A D C A C B译文旁白:请听一段材料科学的讲座。

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【托福听力备考】TPO14听力文本——Lecture 3众所周知,托福TPO材料是备考托福听力最好的材料。

相信众多备考托福的同学也一直在练习这套材料,那么在以下内容中我们就为大家带来托福TPO听力练习的文本,希望能为大家的备考带来帮助。

TPO 14 Lecture 3 AstronomyNarrator: Listen to part of a lecture in an astronomy class.Professor:OK, last time we talked about ancient agricultural civilizations thatobserved the stars and then used those observations to keep track of theseasons. But today I want to talk about the importance of stars for earlyseafarers, about how the fixed patterns of stars were used as navigationalaids.OK, you’ve all heard about the Vikings and their impressive navigationskills, but the seafaring peoples of the Pacific islands, the Polynesians andthe Micronesians, were quite possibly the world’s greatest navigators. Longbefore the development of, uh, advanced navigational tools in Europe, Pacificislanders were travelling from New Zealand to Hawaii and back again, usingnothing but the stars as their navigational instruments.Um, the key to the Pacific islanders’ success was probably their locationnear the equator. What that meant was that the sky could be partitioned, dividedup, much more symmetrically than it could farther away from the equator. Unlikethe Vikings, early observers of the stars in Polynesia or really anywhere alongthe equator would feel that they were at the very center of things, with theskies to the north and the skies to the south behaving identically, they could see stars going straight up in the east and straight down in the west. So it was easier to discern the order in the sky than farther north or farther south, where everything would seem more chaotic.Take the case of the Gilbert Islands, they are part of Polynesia, and lie very close to the equator. And the people there were able to divide the sky into symmetrical boxes, according to the main directions, north, east, south and west. And they could precisely describe the location of a star by indicating its position in one of those imaginary boxes. And they realized that you had to know the stars in order to navigate. In fact there was only one word for both in the Gilbert Islands, when you wanted the star expert, you ask for a navigator. Um, islanders from all over the Pacific learned to use the stars for navigation, and they passed this knowledge down from generation to generation. Some of them utilized stone structures called stone canoes, uh, and these canoes were on land, of course, and you can still see them on some islands today. They were positioned as if they were heading in the direction of the points on the sea horizon where certain stars would appear and disappear during the night, and, um, young, would-be navigators sat by the stones at night and turned in different directions to memorize the constellations they saw, so they could recognize them and navigate… by them later on when they went out to sea. One important way the Polynesians had for orienting themselves was by usingzenith stars. A zenith star was a really bright star that would pass directly overhead at a particular latitude…at a particular distance from the equator, often at a latitude associated with some particular Pacific island. So the Polynesians could estimate their latitude just by looking straight up, by observing whether a certain zenith star passed directly overhead at night, they’d know if they have reached the same latitude as a particular island they were trying to get to.Um, another technique used by the Polynesians was to look for a star pair, that’s two stars that rise at the same time, or set at the same time, and navigators could use these pairs of stars as reference points, because they rise or set together only at specific latitudes. So navigators might see one star pair setting together. And, uh…would know how far north or south of the equator they were. And if they kept on going, and the next night they saw the pair of stars setting separately, then they would know that they were at a different degree of latitude. So looking at rising and setting star pairs is a good technique. Um… actually it makes more sense with setting stars; they can be watched instead of trying to guess when they’ll rise.Uh, OK, I think all this shows that navigating doesn’t really require fancy navigational instruments; the peoples of Pacific islands had such expert knowledge of astronomy as well as navigation that they were able to navigate over vast stretches of open ocean. Uh, it’s even possible that Polynesian navigators had already sailed to the Americas, centuries before Columbus.。

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