You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage below.

READING PASSAGE 1-Pulling string to build pyramids

Ielts Reading-PULLING STRINGS TO BUILD PYRAMIDS

No one knows exactly how- the pyramids were built. Marcus Chown reckons the answer could be ‘hanging in the air’

The pyramids of Egypt were built more than three thousand years ago, and no one knows how. The conventional picture is that tens .of thousands of slaves dragged stones on sledges. But there is no evidence to back this up. Now a Californian software consultant called Maureen Clemmons has suggested that kites might have been- involved. While perusing a book on the monuments of Egypt, she noticed a hieroglyph that showed a row of men standing in odd postures. They were holding what looked like ropes that led, via some kind of mechanical system, to a giant bird in the sky. She wondered if perhaps the bird was actually a giant kite, and the men were using it to lift a heavy object.

Intrigued, Clemmons contacted Morteza Gharib, aeronautics professor at the California Institute of Technology. He was fascinated by the idea. ‘Coming from Iran, I have a keen interest in Middle Eastern science/ he says. He too was puzzled by the picture that had sparked Clemmons’s interest. The object in the sky apparently had wings far too short and wide for a bird ‘The possibility certainly existed that it was a kite/ he says. And since he needed a summer project for his student Emilio Graff, investigating the possibility of using kites as heavy lifters seemed like a good idea.

Gharib and Graff set themselves the task of raising a 4.5-metre stone column from horizontal to vertical, using no source of energy except the wind. Their initial calculations and scale-model wind-tunnel experiments convinced them they wouldn’t need a strong wind to lift the 33.5-tonne column. Even a modest force, if sustained over a long lime, rose, the base would roll across the ground on a trolley.

Earlier this year, the team put Clemmons’s unlikely theory to the test, using a 40-square- meter rectangular nylon sail. The kite lifted the column clean off the ground. ‘We were absolutely stunned/ Gharib says. The instant the sail opened into the wind, a huge force was generated and the column was raised to the vertical in a mere 40 seconds.’

The wind was blowing at a gentle 16 to 20 kilometers an hour, little more than half what they thought would be needed. What they had failed to reckon with was what happened when the kite was opened. There was a huge initial force – five times larger than the steady state force/ Gharib says. This jerk meant that kites could lift huge weights, Gharib realised. Even a 300-tonne column could have been lifted to the vertical with 40 or so men and four or five sails. So Clemmons was right: the pyramid builders could have used kites to lift massive stones into place. ‘Whether they actually did is another matter,’ Gharib says. There are no pictures showing the construction of the pyramids, so there is no way to tell what really happened. The evidence for using kites to move large stones is no better or worse than the evidence for the brute force method/ Gharib says.

Indeed, the experiments triage left many specialists unconvinced. The evidence for kite- lifting is non-existent/ says Wallace Wendrich, an associate professor of Egyptology at the University of California, Los Angeles.


Other feel there is more of a case for the theory. Harnessing the wind would not have been a problem for accomplished sailors like the Egyptians. And they are known to have used wooden pulleys, which could have been made strong enough to bear the weight of massive blocks of stone. In addition, there is some physical evidence that the ancient Egyptians were interested in flight. A wooden artifact found on the step pyramid at Saqqara looks uncannily like a modern glider. Although it dates from several hundred years after the building of the pyramids, its sophistication suggests that the Egyptians might have been developing ideas of flight for a long time. And other ancient civilisations certainly knew about kites; as early as 1250 BC, the Chinese were using them to deliver messages and dump flaming debris on their foes.The experiments might even have practical uses nowadays. There are plenty of places around the globe where people have no access to heavy machinery, but do know how to deal with, wind, sailing and basic mechanical principles. Gharib has already been contacted by a civil engineer in Nicaragua, who wants to put up buildings with adobe roofs supported by concrete arches on a site that heavy equipment can’t reach. His idea is to build the arches horizontally, then lift them into place using kites. ‘We’ve given him some design hints/ says Gharib. ‘We’re just waiting for him to report back.’ So whether they were actually used to build the pyramids or not, it seems that kites may make sensible construction tools in the 21st century AD.

You should spend about 20 minutes on Questions 14-26. which are based on Reading Passage below.

 READING PASSAGE 2 – Endless Harvest

Ielts Reading-ENDLESS HARVEST

More than two hundred years ago, Russian explorers and fur hunters landed on the Aleutian Islands, a volcanic archipelago in the North Pacific, and learned of a land mass that lay farther to the north. The islands’ native inhabitants called this land mass Aleyska – the ‘Great Land’; today, we know it as Alaska.

The forty-ninth state to join the United States of America (in 1959), Alaska is fully one-fifth the size of the mainland 48 – states combined. It shares, with Canada, the second, longest river system in North America and has over half the coastline of the United States. The rivers feed into the Bering Sea and Gulf of Alaska – cold, nutrient-rich waters which support tens of millions of seabirds, and over 400 species of fish, shellfish, crustaceans, and mollusks. Taking advantage of this rich bounty, Alaska’s commercial fisheries have developed into some of the largest in the world.

According to the Alaska Department of Fish and Game (ADF&G), Alaska’s commercial fisheries landed hundreds of thousarids of tonnes of shellfish and herring, and well over a million tones of ground fish (cod, sole, perch and pollock) in 2000. The true cultural heart and soul of Alaska’s fisheries, “however, is salmon. ‘Salmon,’ notes writer Susan Ewing in The Great Alaska Nature Factbook, pump through Alaska like blood through a heart, bringing rhythmic, circulating nourishment to land, animals and people.’ The ‘predictable abundance of salmon allowed some native cultures to flourish,’ and ‘dying spankers” feed bears, eagles, other animals, and ultimately the soil itself’ All five species of Pacific salmon – chinook, or king; chum, or dog; Coho, or silver; sockeye, or red; and pink, or humpback – spawn in Alaskan waters, and 90% of all Pacific salmon commercially caught in North America arc produced there. Indeed, if Alaska was an independent nation, it would be the largest producer of wild salmon in the world. During 2000, commercial catches of Pacific salmon in Alaska exceeded 320,000 tonnes, with an ex-vessel value of over $US260 million.

Catches have not always been so healthy. Between 1940 and 1959, over-fishing led to crashes in salmon populations so severe that in 1953 Alaska was declared a federal disaster area. With the onset of statehood, however, the State of Alaska took over management of its own fisheries, guided by a state constitution which mandates that Alaska’s natural resources be managed on a sustainable basis. At that time, statewide harvests totaled around 25 million salmon. Over the next few- decades average catches steadily increased as a result of this policy of sustainable management, until, during the 1990s, annual harvests were well in excess of 100 million, and on several occasions over 200 million fish.

The primary reason for such increases is what is known as In-Season Abundance-Based Management’. There are biologists throughout the state constantly monitoring adult fish as they show up to spawn. The biologists sir. in streamside counting towers, study sonar, watch from aeroplanes, and talk to fishermen. The salmon season in Alaska is not pre-set. The fishermen know die approximate time of year when they will be allowed to fish, but on any given day, one or more field biologists in a particular area can put a halt to fishing. Even sport filing can be brought to a halt It is this management mechanism that has allowed Alaska salmon stocks – and, accordingly, Alaska salmon fisheries – to prosper, even as salmon populations in the rest of the United States arc increasingly considered threatened or even endangered.

In 1999, the Marine Stewardship Council (MSC)*** commissioned a review of the Alaska salmon fishery. The Council, which was founded in 19%, certifies fisheries that meet high environmental standards, enabling them to use a label that recognises their environmental responsibility. The MSC has established a set of criteria by which commercial fisheries can be judged. Recognising the potential benefits of being identified as environmentally responsible, fisheries approach the Council requesting to undergo tcertificationuon process. The MSC then appoints a certification committee, composed of a panel of fisheries experts, which gathers information and opinions from fishermen, biologists, government officials, industry representatives, non-governmental organisations and others.

Some observers thought the Alaska salmon fisheries would not have any chance of certification when, in the months leading up to MSC’s final decision, salmon runs throughout western Alaska – completely collapsed. In the Yukon and Kuskokwim rivers, chinook and chum runs were probably the poorest since statehood; subsistence communities throughout the region, who normally have priority over commercial fishing, were devastated.

The crisis was completely unexpected, but researchers believe it had nothing to do with impacts of fisheries. Rather, they contend, it was almost certainly the result of climatic shifts, prompted in part by cumulative effects of the el nino/la nina phenomenon on Pacific Ocean temperatures, culminating in a harsh winter in which huge numbers of salmon eggs were frozen. It could have meant the end as far as the certification process was concerned. However, the state reacted quickly, closing down all fisheries, even those necessary for subsistence purposes.

In September 2000, MSC announced that the Alaska salmon fisheries qualified fop certification. Seven companies producing Alaska salmon were immediately granted permission to display the MSC logo on their products. Certification is for an initial period of five years, with an annual review to ensure dial the fishery is continuing to meet the required standards.

* spawners: fish thai have released eggs

* spawn: release eggs

 

 You should spend about 20 minutes on Questions 27-40. which are based on Reading Passage  below.  

READING PASSAGE 3 – Effects of Noise

Ielts Reading-EFFECTS OF NOISE

In general, it is plausible to suppose that we should prefer peace and quiet to noise. And yet most of us have had the experience of having to adjust to sleeping in the mountains or the countryside because it was initially too quiet. Van experience that suggests that humans are capable of adapting to a wide range of noise levels. Research supports this view. For example, Glass and Singer (1972) exposed people to short bursts of very loud noise and then measured their ability to work out problems and their physiological reactions to the noise. The noise was quite disruptive at first, but after about four minutes the subjects were doing just as well on their tasks as control subjects who were not exposed to noise. Their physiological arousal also declined quickly to the same levels as those of the control subjects.

But there are limits to adaptation and loud noise becomes more troublesome if the person is required to concentrate on more than one task. For example, high noise levels interfered with the performance of subjects who were required to monitor three dials at a time, a task not unlike that of an aeroplane pilot or an air-traffic controller (Broadbent, 1957).  Similarly, noise did not affect a subject’s ability to track a moving line with a steering wheel, but it did interfere with the subject’s ability to repeat numbers while tracking (Finke man and Glass 1970).

Probably the most significant finding from research on noise is that its predictability is more important than how loud it is. We are much more able to ‘tune out’ chronic, background noise, even if it is quite loud than to work under circumstances with unexpected intrusions of noise. In the Glass and Singer study, in which subjects were exposed to bursts of noise as they worked on a task, some subjects heard loud bursts and others heard soft bursts. For some subjects, the bursts were spaced exactly one minute apart (predictable noise); others heard the same amount of noise overall, but the bursts occurred at random intervals (unpredictable noise).

 

Unpredictable Noise %Predictable NoiseAverage
Loud noise  40.1  31.8  35.9
Soft noise  -36.7  27.4  32.1
Average  35.4  29.6

Table 1: Proofreading Errors and Noise

Subjects reported finding the predictable and unpredictable noise equally annoying, and all subjects performed at about the same level during the noise portion of the experiment- But the different noise conditions had quite different after-effects when the subjects were required to proofread written material under conditions of no noise. As shown in Table 1 the unpredictable noise produced more errors in the later proofreading task than predictable noise; and soft, unpredictable noise actually produced slightly more errors on this task than the loud, predictable noise.

Apparently, unpredictable noise produces more fatigue than predictable noise, but it takes a while for this fatigue to take its toll on performance.

Predictability is not the only variable that reduces or eliminates the negative effects of noise. Another is “control”. If the individual knows that he or she can control the noise, this seems to eliminate both its negative effects at the time and its after-effects. This is true even if the individual never actually exercises his or her option to turn the noise off (Glass and- Singer, 1972). Just the knowledge that one has control is sufficient.

The studies discussed so far exposed people lo noise for only short periods and only transient effects were studied. But the major worry about noisy environments is that living day after day with chronic noise may produce serious, lasting effects. One study, suggesting that this worry is a realistic one, compared elementary school pupils who attended schools – near Los Angeles’s busiest airport with students who attended schools in quiet neighborhoods (Cohen et al., 1980). It was found that children from the noisy schools -had higher blood pressure and were more easily distracted than those who attended the quiet schools. Moreover, there was no evidence of adaptability to the noise. In fact, the longer the children had attended the noisy schools, the more distractible they became. The effects also seem to be long-lasting. A follow-up study showed that children who were moved to less noisy classrooms still showed greater distractibility one year later than students who had always been in the quiet schools (Cohen et al, 1981). It should be noted that the two groups of children had been carefully matched by the investigators so that they were comparable in age, ethnicity, race, and social class.

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