1. Anindya Simbala
2. Marliana Maukar
3. Pratiwi Baramula
4. Rafika Hassu
1. Kimia adalah pelajaran tentang materi dan energi dan interaksi antaranya. Ini adalah Ilmu pengetahuan jasmani dimana mendekati hubungan dengan ilmu alam, yang sering membagi pengertian yang sama.
2. Asal kimia bersumber kembali pada zaman purbakala pelajaran tentang alkimia. Kimia dan alkimia telah terpisah sekarang, meskipun sekarang alkimia tetap sebagai praktek
3. Semua materi dibuat dari unsur kimia yang mana ditunjukkan satu sama lain oleh nomor dari proton-proton yang mereka miliki.
4. Unsur bahan kimia terorganisir menurut tingkatan nomor atom dalam Tabel Periodik. Unsur yang pertama dalam Tabel Periodik adalah Hidrogen
5. Unsur yang lain di dalam Tabel Periodik memiliki satu atau dua simbol lainnya. Satu-satunya simbol dalam susunan huruf Inggris tidak digunakan pada Tabel periodik adalah J. Simbol Ce hanya muncul dalam simbol untuk tempat nama untuk unsur 114, Ununquadium yang mana memiliki simbol UUq. Setelah resmi telah ditemukan, itu akan diberikan nama baru.
6. Dalam suhu ruangan, terdapat dua unsur cairan. Itu adalah Bromium dan air raksa.
7. Nama IUPAC untuk air H2O adalah dihidrogen monoxida
8. Unsur yang paling banyak adalah logam dan logam yang paling banyak adalah berwarna perak atau abu-abu. Satu-satunya yang bukan logam perak adalah emas dan tembaga
9. Menemukan sebuah unsur bisa memberi itu sebuah nama, setiap nama unsur ditemukan dan nama penemu (Mendelevium, Einstenium), tempat (californium, americium) dan pemikiran lain
10. Meskipun kamu bisa mempertimbangkan emas untuk menjadi langka, ada cukup emas di kulit bumi untuk menutupi permukaan daratan dari planet.
Tuesday 28 February 2012
GROUP III
1. Winddy Warouw
2. Christiani M.N. Kantale
3. Novariavictianti Kutanga
4. Juliana A. Lesawengen
Brom (simbol Br dan nomor atom 35) dan air raksa (simbol Hg dan nomor atom 80) adalah sebagian besar cairan pada suhu ruang. Brom adalah cairan coklat kemerah-merahan dengan titik leleh 265,9 derajat Kelvin. Air raksa adalah bersifat logam yang beracun lebih kering dan lebih perak, dengan titik leleh 234,32 K. Transium, Sesium, Galium dan Rubidium adalah 4 unsur yang mencair pada suhu yang sedikit lebih tinggi dari suhu ruang. Fransium (simbol Fr dan nomor atom 87). ..... aktif dan logam berakstif mencair sekitar 300 K. Fransium yang paling elektro positif dari semua unsur. Sesium (simbol Cs dan nomor atom 55), logam yang lemah, yang lebih keras bereaksi dengan air, mencair pada suhu 301,59 K. Titik leburnya rendah dan lebih rendah daripada sebagian besar elemen lain. Galium (simbol Ga dan nomor atom 31), logam keabu-abuan yang mencair pada 303,3 K. Galium dapat dicairkan dengan suhu tubuh seperti dalam sarung tangan. Rubidium (simbol Rb dan nomor atom 37), lemah, putih keperak-perakan logam yang reaktif, dengan titik leleh 312,46 K. Rubidium lebih spontan/mudah membakar bentuk oksida rubidium. Seperti Sesium, Rubidium bereaksi lebih keras dari air.
2. Christiani M.N. Kantale
3. Novariavictianti Kutanga
4. Juliana A. Lesawengen
Brom (simbol Br dan nomor atom 35) dan air raksa (simbol Hg dan nomor atom 80) adalah sebagian besar cairan pada suhu ruang. Brom adalah cairan coklat kemerah-merahan dengan titik leleh 265,9 derajat Kelvin. Air raksa adalah bersifat logam yang beracun lebih kering dan lebih perak, dengan titik leleh 234,32 K. Transium, Sesium, Galium dan Rubidium adalah 4 unsur yang mencair pada suhu yang sedikit lebih tinggi dari suhu ruang. Fransium (simbol Fr dan nomor atom 87). ..... aktif dan logam berakstif mencair sekitar 300 K. Fransium yang paling elektro positif dari semua unsur. Sesium (simbol Cs dan nomor atom 55), logam yang lemah, yang lebih keras bereaksi dengan air, mencair pada suhu 301,59 K. Titik leburnya rendah dan lebih rendah daripada sebagian besar elemen lain. Galium (simbol Ga dan nomor atom 31), logam keabu-abuan yang mencair pada 303,3 K. Galium dapat dicairkan dengan suhu tubuh seperti dalam sarung tangan. Rubidium (simbol Rb dan nomor atom 37), lemah, putih keperak-perakan logam yang reaktif, dengan titik leleh 312,46 K. Rubidium lebih spontan/mudah membakar bentuk oksida rubidium. Seperti Sesium, Rubidium bereaksi lebih keras dari air.
Group II
Representative vs. Transition Elements
1. Carla Bawotong
2. Nataniel
3. Endang Marasaoly
Di sini terdapat dua set grup. Grup unsur A yaitu mewakili beberapa unsur. Grup B yang tak mewakili beberapa unsur.
Apa kunci dari suatu unsur?
Tiap kotak dari suatu tabel periodik memberi informasi tentang unsur dari banyak Tabel Periodik yang dicetak kamu bisa menemukakan simbol unsur, nomor atom dan massa atom
Pengelompokan Unsur
Unsur dikelompokkan menurut sifat, kategori utama dari suatu unsur adalah logam, non logam dan antara logam dan non logam
Logam
Kamu bisa melihat logam setiap hari. Kertas Alumunium adalah logam emas dan perak adalah logam. Jika seseorang menanyakan kepadamu apa unsur itu adalah logam, diantara logam dan non logam atau non logam dan kamu tidak tahu jawabannya perkiraan itu adalah suatu logam.
Apa sifat dari suatu logam
Beberapa bagian logam bersifat keadaan biasa. Mereka mengkilat (berkilau), lunak (bisa ditempa) dan penghantar panas yang baik dari listrik. Sifat ini hasil dari kemampuan mudah berpindah elektron di luar kulit atom logam.
Apa itu logam?
Banyak unsur adalah logam. Disitu banyak logam, mereka terbagi menjadi beberapa bagian: logam alkali, logam alkali tanah dan logam transisi. Logam transisi bisa dibagi menjadi beberapa bagian yaitu lanthanida dan aktinida.
1. Carla Bawotong
2. Nataniel
3. Endang Marasaoly
Di sini terdapat dua set grup. Grup unsur A yaitu mewakili beberapa unsur. Grup B yang tak mewakili beberapa unsur.
Apa kunci dari suatu unsur?
Tiap kotak dari suatu tabel periodik memberi informasi tentang unsur dari banyak Tabel Periodik yang dicetak kamu bisa menemukakan simbol unsur, nomor atom dan massa atom
Pengelompokan Unsur
Unsur dikelompokkan menurut sifat, kategori utama dari suatu unsur adalah logam, non logam dan antara logam dan non logam
Logam
Kamu bisa melihat logam setiap hari. Kertas Alumunium adalah logam emas dan perak adalah logam. Jika seseorang menanyakan kepadamu apa unsur itu adalah logam, diantara logam dan non logam atau non logam dan kamu tidak tahu jawabannya perkiraan itu adalah suatu logam.
Apa sifat dari suatu logam
Beberapa bagian logam bersifat keadaan biasa. Mereka mengkilat (berkilau), lunak (bisa ditempa) dan penghantar panas yang baik dari listrik. Sifat ini hasil dari kemampuan mudah berpindah elektron di luar kulit atom logam.
Apa itu logam?
Banyak unsur adalah logam. Disitu banyak logam, mereka terbagi menjadi beberapa bagian: logam alkali, logam alkali tanah dan logam transisi. Logam transisi bisa dibagi menjadi beberapa bagian yaitu lanthanida dan aktinida.
Class of 2011 English Tasks
Group 1:
Riko Ogi
Juita Mamondol
Lusy Lontaan
Riztancia Sasue
Memperkenalkan Tentang Tabel Periodik
Orang-orang pasti tahu tentang senyawa-senyawa seperti Karbon dan Emas sejak dulu kala. Senyawa-senyawa tidak dapat dirubah menggunakan teknik kimia lainnya. Senyawa-senyawa tersebut mempunyai angka yang unik dari proton. Jika kamu menguji sampel dari besi dan perak, kau tidak dapat menemukakan berapa banyak proton dari atom-atom tersebut. Akan tetapi kau dapat mengetahui senyawa-senyawa terlepas karena mereka mempunyai bagian-bagian yang berbeda. Kamu dapat melihat ada beberapa kesamaan antara besi dan perak, dengan besi dan oksigen. Adakah jalan untuk mengatur senyawa-senyawa sehingga kamu dapat melihat sepintas yang mana mempunyai kesamaan?
Apa yang dimaksud dengan Tabel Periodik
Dimitri Mendeleyew adalah ilmuwan yang membuat Tabel Periodik dari senyawa-senyawa yang memiliki kesamaan satu sama yang lain yang kita gunakan saat ini. Kau dapat mengetahui Tabel asli dari Mendeleyev (1869). Tabel ini menunjukkan bahwa ketika senyawa-senyawa mengalami kenaikan berat atom-atom, susunannya kelihatan di mana bagian-bagian dari senyawa-senyawa diulang pada waktu tertentu. Tabel periodik adalah sebuah grafik yang dikelompokkan sesuai dengan senyawa-senyawa yang memiliki bagian-bagian yang sama.
Riko Ogi
Juita Mamondol
Lusy Lontaan
Riztancia Sasue
Memperkenalkan Tentang Tabel Periodik
Orang-orang pasti tahu tentang senyawa-senyawa seperti Karbon dan Emas sejak dulu kala. Senyawa-senyawa tidak dapat dirubah menggunakan teknik kimia lainnya. Senyawa-senyawa tersebut mempunyai angka yang unik dari proton. Jika kamu menguji sampel dari besi dan perak, kau tidak dapat menemukakan berapa banyak proton dari atom-atom tersebut. Akan tetapi kau dapat mengetahui senyawa-senyawa terlepas karena mereka mempunyai bagian-bagian yang berbeda. Kamu dapat melihat ada beberapa kesamaan antara besi dan perak, dengan besi dan oksigen. Adakah jalan untuk mengatur senyawa-senyawa sehingga kamu dapat melihat sepintas yang mana mempunyai kesamaan?
Apa yang dimaksud dengan Tabel Periodik
Dimitri Mendeleyew adalah ilmuwan yang membuat Tabel Periodik dari senyawa-senyawa yang memiliki kesamaan satu sama yang lain yang kita gunakan saat ini. Kau dapat mengetahui Tabel asli dari Mendeleyev (1869). Tabel ini menunjukkan bahwa ketika senyawa-senyawa mengalami kenaikan berat atom-atom, susunannya kelihatan di mana bagian-bagian dari senyawa-senyawa diulang pada waktu tertentu. Tabel periodik adalah sebuah grafik yang dikelompokkan sesuai dengan senyawa-senyawa yang memiliki bagian-bagian yang sama.
Thursday 13 October 2011
Reading Text 2: Camberwell College Swimming Pools
Camberwell College has one 50m (Olympic sized) pool with a constant depth of 2m throughout, and one 25m pool with a 1m shallow end and a 4m deep end. Both pools may be used by the general public at certain times.
50m Pool
The pool is often used for classes, but the general public may use two lanes for lane swimming at the following times.
Monday: 0630 -1130 and 1900 - 2100
Tuesday: 0630 -1130 and 1800 - 2100
Wednesday: 0630 -1330 and 1730 - 2130
Thursday: 0630 -1330
Friday: 0630 -1330
Weekends: 0900 - 1700
Children under the age of 14 must be accompanied by an adult.
Please note that during College holidays, these times will vary. Contact the swimming pool on 04837 393560 for up-to-date information.
25m Pool
The 25 metre pool is available for recreational (non-lane) swimming from 0700-0900 and 1230-1330 on weekdays, and 1000 – 1600 on Saturdays.
Children aged 12 and under must be accompanied.
We regret that the 25m pool will be closed for refurbishment between 21st July and 18th August. The men's changing rooms will be closed for the week beginning 18th August, and the women's changing rooms will be closed the following week. Alternative changing facilities will be made available. We apologise for any disruption this may cause.
It’s an essential life skill, it can make you fit and it provides fun for all the family. Camberwell College’s offers swimming classes whatever for your needs, whether you want to swim competitively, you are trying to stay healthy or you want to learn.
We offer separate classes for adults and children, following the National Plan for Teaching Swimming (NPTS). We will guide you from your first splash and help you develop your confidence in the water.
Swim-A-Long
This class is suitable for parents with children aged up to the age of 1.5 years. This class allows very young children to gain confidence in the water, by way of songs and music.
Tadpole to Frog Classes
This series of classes is suitable for children aged 1.5 upwards. There are six levels in the series. The first level is suitable for non-swimmers and teaches basic techniques and safety, using aids and floats. By the time students reach the sixth level, they will be able to swim independently and will be eligible to join the Swim Star classes.
Swim Star
An opportunity for able swimmers to earn the Bronze, Silver and Gold swimming awards. These classes teach children the ability to swim for prolonged periods of time, and teach skills such as diving, turning and different strokes. Children who successfully complete the Swim Star programme will be invited to join the Youth Squad and learn competitive swimming techniques.
Swim School
The swim school offers classes for adults. There are three levels, beginner, intermediate and advanced. The beginner’s class is suitable for people who are new to swimming; the intermediate level is designed for swimmers who want to brush up on their swimming style, and the advanced level offers in-depth advice on stamina, breathing and technique.
Aqua Health
We offer a range of levels of fitness classes for able swimmers who wish to keep fit, socialise and have fun to music. Aqua-Light offers gentle exercise and is suitable for the elderly. Aqua-Pump is a high energy class which builds your strength and tones your body.
50m Pool
The pool is often used for classes, but the general public may use two lanes for lane swimming at the following times.
Monday: 0630 -1130 and 1900 - 2100
Tuesday: 0630 -1130 and 1800 - 2100
Wednesday: 0630 -1330 and 1730 - 2130
Thursday: 0630 -1330
Friday: 0630 -1330
Weekends: 0900 - 1700
Children under the age of 14 must be accompanied by an adult.
Please note that during College holidays, these times will vary. Contact the swimming pool on 04837 393560 for up-to-date information.
25m Pool
The 25 metre pool is available for recreational (non-lane) swimming from 0700-0900 and 1230-1330 on weekdays, and 1000 – 1600 on Saturdays.
Children aged 12 and under must be accompanied.
We regret that the 25m pool will be closed for refurbishment between 21st July and 18th August. The men's changing rooms will be closed for the week beginning 18th August, and the women's changing rooms will be closed the following week. Alternative changing facilities will be made available. We apologise for any disruption this may cause.
It’s an essential life skill, it can make you fit and it provides fun for all the family. Camberwell College’s offers swimming classes whatever for your needs, whether you want to swim competitively, you are trying to stay healthy or you want to learn.
We offer separate classes for adults and children, following the National Plan for Teaching Swimming (NPTS). We will guide you from your first splash and help you develop your confidence in the water.
Swim-A-Long
This class is suitable for parents with children aged up to the age of 1.5 years. This class allows very young children to gain confidence in the water, by way of songs and music.
Tadpole to Frog Classes
This series of classes is suitable for children aged 1.5 upwards. There are six levels in the series. The first level is suitable for non-swimmers and teaches basic techniques and safety, using aids and floats. By the time students reach the sixth level, they will be able to swim independently and will be eligible to join the Swim Star classes.
Swim Star
An opportunity for able swimmers to earn the Bronze, Silver and Gold swimming awards. These classes teach children the ability to swim for prolonged periods of time, and teach skills such as diving, turning and different strokes. Children who successfully complete the Swim Star programme will be invited to join the Youth Squad and learn competitive swimming techniques.
Swim School
The swim school offers classes for adults. There are three levels, beginner, intermediate and advanced. The beginner’s class is suitable for people who are new to swimming; the intermediate level is designed for swimmers who want to brush up on their swimming style, and the advanced level offers in-depth advice on stamina, breathing and technique.
Aqua Health
We offer a range of levels of fitness classes for able swimmers who wish to keep fit, socialise and have fun to music. Aqua-Light offers gentle exercise and is suitable for the elderly. Aqua-Pump is a high energy class which builds your strength and tones your body.
Reading Test 1
Most people can remember a phone number for up to thirty seconds. When this short amount of time elapses, however, the numbers are erased from the memory. How did the information get there in the first place? Information that makes its way to the short term memory (STM) does so via the sensory storage area. The brain has a filter which only allows stimuli that is of immediate interest to pass on to the STM, also known as the working memory.
There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage.
When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly.* Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory.* A better way is to practice "elaborate rehearsal". *This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories.*
Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.
There is much debate about the capacity and duration of the short term memory. The most accepted theory comes from George A. Miller, a cognitive psychologist who suggested that humans can remember approximately seven chunks of information. A chunk is defined as a meaningful unit of information, such as a word or name rather than just a letter or number. Modern theorists suggest that one can increase the capacity of the short term memory by chunking, or classifying similar information together. By organizing information, one can optimize the STM, and improve the chances of a memory being passed on to long term storage.
When making a conscious effort to memorize something, such as information for an exam, many people engage in "rote rehearsal". By repeating something over and over again, one is able to keep a memory alive. Unfortunately, this type of memory maintenance only succeeds if there are no interruptions. As soon as a person stops rehearsing the information, it has the tendency to disappear. When a pen and paper are not handy, people often attempt to remember a phone number by repeating it aloud. If the doorbell rings or the dog barks to come in before a person has the opportunity to make a phone call, he will likely forget the number instantly.* Therefore, rote rehearsal is not an efficient way to pass information from the short term to long term memory.* A better way is to practice "elaborate rehearsal". *This involves assigning semantic meaning to a piece of information so that it can be filed along with other pre-existing long term memories.*
Encoding information semantically also makes it more retrievable. Retrieving information can be done by recognition or recall. Humans can easily recall memories that are stored in the long term memory and used often; however, if a memory seems to be forgotten, it may eventually be retrieved by prompting. The more cues a person is given (such as pictures), the more likely a memory can be retrieved. This is why multiple choice tests are often used for subjects that require a lot of memorization.
Thursday 6 October 2011
Reading Test
PART 1 Smart Energy
The next few decades will see great changes in the way energy is supplied and used. In some major oil producing nations, 'peak oil' has already been reached, and there are increasing fears of global warming. Consequently, many countries are focusing on the switch to a low carbon economy. This transition will lead to major changes in the supply and use of electricity.
[A] Firstly, there will be an increase in overall demand, as consumers switch from oil and gas to electricity to power their homes and vehicles.
[B] Secondly, there will be an increase in power generation, not only in terms of how much is generated, but also how it is generated, as there is growing electricity generation from renewable sources.
[C] To meet these challenges, countries are investing in Smart Grid technology. [D] This system aims to provide the electricity industry with a better understanding of power generation and demand, and to use this information to create a more efficient power network.
Smart Grid technology basically involves the application of a computer system to the electricity network. The computer system can be used to collect information about supply and demand and improve engineer's ability to manage the system. With better information about electricity demand, the network will be able to increase the amount of electricity delivered per unit generated, leading to potential reductions in fuel needs and carbon emissions. Moreover, the computer system will assist in reducing operational and maintenance costs.
Smart Grid technology offers benefits to the consumer too. They will be able to collect real-time information on their energy use for each appliance. Varying tariffs throughout the day will give customers the incentive to use appliances at times when supply greatly exceeds demand, leading to great reductions in bills. For example, they may use their washing machines at night. Smart meters can also be connected to the internet or telephone system, allowing customers to switch appliances on or off remotely. Furthermore, if houses are fitted with the apparatus to generate their own power, appliances can be set to run directly from the on-site power source, and any excess can be sold to the grid.
With these changes comes a range of challenges. The first involves managing the supply and demand. Sources of renewable energy, such as wind, wave and solar, are notoriously unpredictable, and nuclear power, which is also set to increase as nations switch to alternative energy sources, is inflexible. With oil and gas, it is relatively simple to increase the supply of energy to match the increasing demand during peak times of the day or year. With alternative sources, this is far more difficult, and may lead to blackouts or system collapse. Potential solutions include investigating new and efficient ways to store energy and encouraging consumers to use electricity at off-peak times.
A second problem is the fact that many renewable power generation sources are located in remote areas, such as windy uplands and coastal regions, where there is currently a lack of electrical infrastructure. New infrastructures therefore must be built. Thankfully, with improved smart technology, this can be done more efficiently by reducing the reinforcement or construction costs.
Although Smart Technology is still in its infancy, pilot schemes to promote and test it are already underway. Consumers are currently testing the new smart meters which can be used in their homes to manage electricity use. There are also a number of demonstrations being planned to show how the smart technology could practically work, and trials are in place to test the new electrical infrastructure. It is likely that technology will be added in 'layers', starting with 'quick win' methods which will provide initial carbon savings, to be followed by more advanced systems at a later date. Cities are prime candidates for investment into smart energy, due to the high population density and high energy use. It is here where Smart Technology is likely to be promoted first, utilising a range of sustainable power sources, transport solutions and an infrastructure for charging electrically powered vehicles. The infrastructure is already changing fast. By the year 2050, changes in the energy supply will have transformed our homes, our roads and our behaviour.
1 According to paragraph 1, what has happened in some oil producing countries?
A They are unwilling to sell their oil any more.
B They are not producing as much oil as they used to.
C The supply of oil is unpredictable.
D Global warming is more sever here than in other countries.
2 Where in paragraph 1 can the following sentence be placed?
There is also likely more electricity generation centres, as households and communities take up the opportunity to install photovoltaic cells and small scale wind turbines.
A
B
C
D
3 Which of the following is NOT a benefit of Smart Grid technology to consumers?
A It can reduce their electricity bills.
B It can tell them how much energy each appliance is using.
C It can allow them to turn appliances on and off when they are not at home.
D It can reduce the amount of energy needed to power appliances.
4 According to paragraph 4, what is the problem with using renewable sources of power?
A They do not provide much energy.
B They often cause system failure and blackouts.
C They do not supply a continuous flow of energy.
D They can't be used at off-peak times.
5 In paragraph 5, what can be inferred about cities in the future?
A More people will be living in cities in the future than nowadays.
B People in cities will be using cars and buses powered by electricity.
C All buildings will generate their own electricity.
D Smart Grid technology will only be available in cities.
6 The word 'remote' in paragraph 5 could be best replace by:
A isolated
B crowded
C attractive
D alone
PART 2:Risk-Taking and the Monkey Economy
Humans are uniquely smart among all the other species on the planet. We are capable of outstanding feats of technology and engineering. Then why are we so prone to making mistakes? And why do we tend to make the same ones time and time again? When Primate Psychologist Laurie Santos from the Comparative Cognition Lab at Yale University posed this question to her team, they were thinking in particular of the errors of judgement which led to the recent collapse of the financial markets. Santos came to two possible answers to this question. Either humans have designed environments which are too complex for us to fully understand, or we are biologically prone to making bad decisions.
In order to test these theories, the team selected a group of Brown Capuchin monkeys. Monkeys were selected for the test because, as distant relatives of humans, they are intelligent and have the capacity to learn. However, they are not influenced by any of the technological or cultural environments which affect human decision-making. The team wanted to test whether the capuchin monkeys, when put into similar situations as humans, would make the same mistakes.
[A] Of particular interest to the scientists was whether monkeys would make the same mistakes when making financial decisions. [B] In order to find out, they had to introduce the monkeys to money. [C] The monkeys soon cottoned on, and as well as learning simple exchange techniques, were soon able to distinguish 'bargains' – If one team-member offered two grapes in exchange for a metal disc and another team-member offered one grape, the monkeys chose the two-grape option. [D] Interestingly, when the data about the monkey's purchasing strategies was compared with economist's data on human behaviour, there was a perfect match.
So, after establishing that the monkey market was operating effectively, the team decided to introduce some problems which humans generally get wrong. One of these issues is risk-taking. Imagine that someone gave you $1000. In addition to this $1000, you can receive either A) an additional $500 or B) someone tosses a coin and if it lands 'heads' you receive an additional $1000, but if it lands 'tails' you receive no more money. Of these options, most people tend to choose option A. They prefer guaranteed earnings, rather than running the risk of receiving nothing. Now imagine a second situation in which you are given $2000. Now, you can choose to either A) lose $500, leaving you with a total of $1500, or B) toss a coin; if it lands 'heads' you lose nothing, but if it lands 'tails' you lose $1000, leaving you with only $1000. Interestingly, when we stand to lose money, we tend to choose the more risky choice, option B. And as we know from the experience of financial investors and gamblers, it is unwise to take risks when we are on a losing streak.
So would the monkeys make the same basic error of judgement? The team put them to the test by giving them similar options. In the first test, monkeys had the option of exchanging their disc for one grape and receiving one bonus grape, or exchanging the grape for one grape and sometimes receiving two bonus grapes and sometimes receiving no bonus. It turned out that monkeys, like humans, chose the less risky option in times of plenty. Then the experiment was reversed. Monkeys were offered three grapes, but in option A were only actually given two grapes. In option B, they had a fifty-fifty chance of receiving all three grapes or one grape only. The results were that monkeys, like humans, take more risks in times of loss.
The implications of this experiment are that because monkeys make the same irrational judgements that humans do, maybe human error is not a result of the complexity of our financial institutions, but is imbedded in our evolutionary history. If this is the case, our errors of judgement will be very difficult to overcome. On a more optimistic note however, humans are fully capable of overcoming limitations once we have identified them. By recognising them, we can design technologies which will help us to make better choices in future.
1 What was the aim of the experiment outlined above?
A To investigate whether monkeys could learn to use money
B To investigate where human mistakes come from
C To find out whether it is better to take risks in times of loss
D To determine whether monkeys make more mistakes than humans
2 Where in paragraph 3 could the sentence below be best placed?
The team distributed metal discs to the monkeys, and taught them that the discs could be exchanged with team-members for food.
A
B
C
D
3 Which of the following statements is the best paraphrase of the highlighted sentence?
On a more optimistic note however, humans are fully capable of overcoming limitations once we have identified them.
A Hopefully, humans will soon be able to solve these problems.
B Fortunately, humans can solve problems that we know about.
C Luckily, humans do not have many limitations which have been identified.
D We are happy to note that we can solve the problem which we have identified.
4 The words 'cottoned on' are closest in meaning to:
A learnt
B knew
C completed
D concluded
5 Which paragraph addresses why monkeys were chosen for the experiment?
A Paragraph 2
B Paragraph 3
C Paragraph 4
D Paragraph 5
6 What can be inferred about Laurie Santos?
A She thinks that both humans and monkeys are greedy.
B Her job frequently involves working with monkeys.
C She believes that humans should never take risks.
D She prefers monkeys to humans.
The next few decades will see great changes in the way energy is supplied and used. In some major oil producing nations, 'peak oil' has already been reached, and there are increasing fears of global warming. Consequently, many countries are focusing on the switch to a low carbon economy. This transition will lead to major changes in the supply and use of electricity.
[A] Firstly, there will be an increase in overall demand, as consumers switch from oil and gas to electricity to power their homes and vehicles.
[B] Secondly, there will be an increase in power generation, not only in terms of how much is generated, but also how it is generated, as there is growing electricity generation from renewable sources.
[C] To meet these challenges, countries are investing in Smart Grid technology. [D] This system aims to provide the electricity industry with a better understanding of power generation and demand, and to use this information to create a more efficient power network.
Smart Grid technology basically involves the application of a computer system to the electricity network. The computer system can be used to collect information about supply and demand and improve engineer's ability to manage the system. With better information about electricity demand, the network will be able to increase the amount of electricity delivered per unit generated, leading to potential reductions in fuel needs and carbon emissions. Moreover, the computer system will assist in reducing operational and maintenance costs.
Smart Grid technology offers benefits to the consumer too. They will be able to collect real-time information on their energy use for each appliance. Varying tariffs throughout the day will give customers the incentive to use appliances at times when supply greatly exceeds demand, leading to great reductions in bills. For example, they may use their washing machines at night. Smart meters can also be connected to the internet or telephone system, allowing customers to switch appliances on or off remotely. Furthermore, if houses are fitted with the apparatus to generate their own power, appliances can be set to run directly from the on-site power source, and any excess can be sold to the grid.
With these changes comes a range of challenges. The first involves managing the supply and demand. Sources of renewable energy, such as wind, wave and solar, are notoriously unpredictable, and nuclear power, which is also set to increase as nations switch to alternative energy sources, is inflexible. With oil and gas, it is relatively simple to increase the supply of energy to match the increasing demand during peak times of the day or year. With alternative sources, this is far more difficult, and may lead to blackouts or system collapse. Potential solutions include investigating new and efficient ways to store energy and encouraging consumers to use electricity at off-peak times.
A second problem is the fact that many renewable power generation sources are located in remote areas, such as windy uplands and coastal regions, where there is currently a lack of electrical infrastructure. New infrastructures therefore must be built. Thankfully, with improved smart technology, this can be done more efficiently by reducing the reinforcement or construction costs.
Although Smart Technology is still in its infancy, pilot schemes to promote and test it are already underway. Consumers are currently testing the new smart meters which can be used in their homes to manage electricity use. There are also a number of demonstrations being planned to show how the smart technology could practically work, and trials are in place to test the new electrical infrastructure. It is likely that technology will be added in 'layers', starting with 'quick win' methods which will provide initial carbon savings, to be followed by more advanced systems at a later date. Cities are prime candidates for investment into smart energy, due to the high population density and high energy use. It is here where Smart Technology is likely to be promoted first, utilising a range of sustainable power sources, transport solutions and an infrastructure for charging electrically powered vehicles. The infrastructure is already changing fast. By the year 2050, changes in the energy supply will have transformed our homes, our roads and our behaviour.
1 According to paragraph 1, what has happened in some oil producing countries?
A They are unwilling to sell their oil any more.
B They are not producing as much oil as they used to.
C The supply of oil is unpredictable.
D Global warming is more sever here than in other countries.
2 Where in paragraph 1 can the following sentence be placed?
There is also likely more electricity generation centres, as households and communities take up the opportunity to install photovoltaic cells and small scale wind turbines.
A
B
C
D
3 Which of the following is NOT a benefit of Smart Grid technology to consumers?
A It can reduce their electricity bills.
B It can tell them how much energy each appliance is using.
C It can allow them to turn appliances on and off when they are not at home.
D It can reduce the amount of energy needed to power appliances.
4 According to paragraph 4, what is the problem with using renewable sources of power?
A They do not provide much energy.
B They often cause system failure and blackouts.
C They do not supply a continuous flow of energy.
D They can't be used at off-peak times.
5 In paragraph 5, what can be inferred about cities in the future?
A More people will be living in cities in the future than nowadays.
B People in cities will be using cars and buses powered by electricity.
C All buildings will generate their own electricity.
D Smart Grid technology will only be available in cities.
6 The word 'remote' in paragraph 5 could be best replace by:
A isolated
B crowded
C attractive
D alone
PART 2:Risk-Taking and the Monkey Economy
Humans are uniquely smart among all the other species on the planet. We are capable of outstanding feats of technology and engineering. Then why are we so prone to making mistakes? And why do we tend to make the same ones time and time again? When Primate Psychologist Laurie Santos from the Comparative Cognition Lab at Yale University posed this question to her team, they were thinking in particular of the errors of judgement which led to the recent collapse of the financial markets. Santos came to two possible answers to this question. Either humans have designed environments which are too complex for us to fully understand, or we are biologically prone to making bad decisions.
In order to test these theories, the team selected a group of Brown Capuchin monkeys. Monkeys were selected for the test because, as distant relatives of humans, they are intelligent and have the capacity to learn. However, they are not influenced by any of the technological or cultural environments which affect human decision-making. The team wanted to test whether the capuchin monkeys, when put into similar situations as humans, would make the same mistakes.
[A] Of particular interest to the scientists was whether monkeys would make the same mistakes when making financial decisions. [B] In order to find out, they had to introduce the monkeys to money. [C] The monkeys soon cottoned on, and as well as learning simple exchange techniques, were soon able to distinguish 'bargains' – If one team-member offered two grapes in exchange for a metal disc and another team-member offered one grape, the monkeys chose the two-grape option. [D] Interestingly, when the data about the monkey's purchasing strategies was compared with economist's data on human behaviour, there was a perfect match.
So, after establishing that the monkey market was operating effectively, the team decided to introduce some problems which humans generally get wrong. One of these issues is risk-taking. Imagine that someone gave you $1000. In addition to this $1000, you can receive either A) an additional $500 or B) someone tosses a coin and if it lands 'heads' you receive an additional $1000, but if it lands 'tails' you receive no more money. Of these options, most people tend to choose option A. They prefer guaranteed earnings, rather than running the risk of receiving nothing. Now imagine a second situation in which you are given $2000. Now, you can choose to either A) lose $500, leaving you with a total of $1500, or B) toss a coin; if it lands 'heads' you lose nothing, but if it lands 'tails' you lose $1000, leaving you with only $1000. Interestingly, when we stand to lose money, we tend to choose the more risky choice, option B. And as we know from the experience of financial investors and gamblers, it is unwise to take risks when we are on a losing streak.
So would the monkeys make the same basic error of judgement? The team put them to the test by giving them similar options. In the first test, monkeys had the option of exchanging their disc for one grape and receiving one bonus grape, or exchanging the grape for one grape and sometimes receiving two bonus grapes and sometimes receiving no bonus. It turned out that monkeys, like humans, chose the less risky option in times of plenty. Then the experiment was reversed. Monkeys were offered three grapes, but in option A were only actually given two grapes. In option B, they had a fifty-fifty chance of receiving all three grapes or one grape only. The results were that monkeys, like humans, take more risks in times of loss.
The implications of this experiment are that because monkeys make the same irrational judgements that humans do, maybe human error is not a result of the complexity of our financial institutions, but is imbedded in our evolutionary history. If this is the case, our errors of judgement will be very difficult to overcome. On a more optimistic note however, humans are fully capable of overcoming limitations once we have identified them. By recognising them, we can design technologies which will help us to make better choices in future.
1 What was the aim of the experiment outlined above?
A To investigate whether monkeys could learn to use money
B To investigate where human mistakes come from
C To find out whether it is better to take risks in times of loss
D To determine whether monkeys make more mistakes than humans
2 Where in paragraph 3 could the sentence below be best placed?
The team distributed metal discs to the monkeys, and taught them that the discs could be exchanged with team-members for food.
A
B
C
D
3 Which of the following statements is the best paraphrase of the highlighted sentence?
On a more optimistic note however, humans are fully capable of overcoming limitations once we have identified them.
A Hopefully, humans will soon be able to solve these problems.
B Fortunately, humans can solve problems that we know about.
C Luckily, humans do not have many limitations which have been identified.
D We are happy to note that we can solve the problem which we have identified.
4 The words 'cottoned on' are closest in meaning to:
A learnt
B knew
C completed
D concluded
5 Which paragraph addresses why monkeys were chosen for the experiment?
A Paragraph 2
B Paragraph 3
C Paragraph 4
D Paragraph 5
6 What can be inferred about Laurie Santos?
A She thinks that both humans and monkeys are greedy.
B Her job frequently involves working with monkeys.
C She believes that humans should never take risks.
D She prefers monkeys to humans.
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