tpo-15听力题目
Tpo-15
Conversation 1
1. Why does the student go to the campus newspaper office? A. To turn in outlines of possible articles
B. To find out when his article will be printed in the newspaper C. To find out if he got a position as a reporter
D. To get help with an assignment for his journalism course editor at large
2. Why does the student want to write for the campus newspaper? A. He wants to earn some money.
B. He wants to learn about the newspaper business.
C. He wants to share his enthusiasm for physics.
D. He thinks the experience will be valuable.
3. The student mentions the proposed tuition increase as a possible topic for the
newspaper. What does the adviser imply about the topic? A. The news editor thinks that the topic is not suitable for a new reporter. B. The news editor was impressed be the student’s outline about the topic.
C. There is not enough information to write an article about the topic. D. The topic has already been assigned to another reporter.
4. What will the student write about in his first article for the newspaper? A. The physics department’s plans for attracting more students.
B. The university’s plan to offer more physics course.
C. The importance of physics in our daily lives.
D. The opinions of professors on the recent changes to introductory physics courses.
5. What does the adviser imply when she says this:
A. She is not responsible for evaluating proposed articles. B. She did not tell Max about the student’s interest in joining the staff.
C. Max recently became the editor of the newspaper.
D. Max has been very busy lately.
Lecture 1
6. What is the lecture mainly about?
A. Methods people used to eliminate distractions.
B. The area of the brain responsible for blocking distractions C. The usefulness of questionnaires in assessing distractability. D. Research about how the brain deals with distractions.
7. According to the professor, what are two weaknesses of the Cognitive Failures Questionnaire? Click on 2 answers.
A. It relies on subjective reporting.
B. It assesses a limited number of situations.
C. It does not assess visual distractions
D. It does not account for factors other than distractability.
8. What hypotheses about distraction and brain were Lavie’s experiments involving
star fields designed to investigate? Click on two answers. A. Whether the capacity of the brain to process irrelevant information varies from person to person.
B. Whether the brain perceives information that is irrelevant to the performance of a task.
C. Whether the brain deals with distractions by categorizing irrelevant information as
low priority.
D. Whether the visual cortex is activated during the sensation of movement.
9. What did Lavie’s scans of subjects’ visual cortexes reveal?
A. Area V5 became less active when tasks became more difficult. B. The presence of the star field did not affect activity in area V5. C. Area V5 became more active as more information appeared on the screen. D. Stimulating area V5 interfered with subjects’ ability to perceive motion.
10. Why does the professor mention a highway?
A. To compare two experiments designed to study distraction. B. To give an example of when area V5 might be activated. C. To describe a limitation in the brain’s processing capacity.
D. To make a point about the effect of distractions on driving.
11. What is professor’s opinion of Lavie’s work?
A. She thinks it resolves most of the major questions about distraction. B. She feels it is of limited use because of flaws in the study designs. C. She believes it has changed the direction of research on distraction. D. She thinks its findings can be applied only to visual distraction.
Lecture 2
12. What is the lecture mainly about?
A. Recognizing when one geologic epoch ends and another begins. B. How geologists determine the age of earth.
C. Whether humans have affected earth’s climate
D. Identifying elements that affect the formation of sediment layers.
13. Why does the professor mention the Pleistocene epoch?
A. To explain how sediments change during an ice age.
B. To give an example of a well-defined geologic epoch
C. To describe how certain environmental conditions affect erosion rates. D. To describe the factors that influence the naming of geologic epochs.