تحلیل ریدینگ آیلتس آکادمیک کمبریج 9 - تست 3: بررسی سوالات، نکات کلیدی و استراتژی‌های پاسخ‌دهی

پالت ناوبری سوالات

QUESTIONS 1-6 (Passage 1: Locating Information - Classroom Noise)

📝 Question 1:

an account of a national policy initiative

🔹 Correct Answer: H
📍 Location in Passage: Section H.
🔹 Analysis of the Answer: Section H discusses the New Zealand Disability Strategy and its objectives, which is a clear example of a national policy initiative.
⚠️ Potential Traps: The entire section details a government-led plan for a country.
⭐ Key Learning Point: The phrase "New Zealand Disability Strategy" is the key indicator for a national policy.

📝 Question 2:

a description of a global team effort

🔹 Correct Answer: C
📍 Location in Passage: Section C.
🔹 Analysis of the Answer: Section C refers to the International Institute of Noise Control Engineering establishing an international working party that includes multiple countries.
⚠️ Potential Traps: The global organizations and the international working party define the team effort.
⭐ Key Learning Point: The use of terms like "International Institute" and "international working party" is the key signal.

📝 Question 3:

a hypothesis as to one reason behind the growth in classroom noise

🔹 Correct Answer: B
📍 Location in Passage: Section B.
🔹 Analysis of the Answer: Section B suggests that recent trends in learning often involve collaborative interaction leading to heightened activity and noise levels.
⚠️ Potential Traps: The question asks for the theory about the *cause* of increased noise.
⭐ Key Learning Point: The suggested reason is the shift to collaborative interaction in modern teaching.

📝 Question 4:

a demand for suitable worldwide regulations

🔹 Correct Answer: I
📍 Location in Passage: Section I.
🔹 Analysis of the Answer: Section I calls it imperative that the needs of these children are taken into account in the setting of appropriate international standards.
⚠️ Potential Traps: The final section often contains a clear call to action or demand.
⭐ Key Learning Point: The use of "imperative" and "international standards" is the key signal.

📝 Question 5:

a list of medical conditions which place some children more at risk from noise than others

🔹 Correct Answer: D
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Section D explicitly lists conditions: hearing impairment, autistic spectrum disorders (ASD) and attention deficit disorders (ADD/ADHD).
⚠️ Potential Traps: The section provides a clear, labeled list of medical conditions.
⭐ Key Learning Point: The specific medical terms for the auditory function deficits are the key data.

📝 Question 6:

the estimated proportion of children in New Zealand with auditory problems

🔹 Correct Answer: A
📍 Location in Passage: Section A.
🔹 Analysis of the Answer: Section A states that 6-10% of children in that country are affected by hearing loss.
⚠️ Potential Traps: The question asks for the quantifiable percentage figure.
⭐ Key Learning Point: The percentage figure (6-10%) is the key data point.

QUESTIONS 7-10 (Passage 1: Short Answer Questions - Classroom Noise)

📝 Question 7:

For what period of time has hearing loss in schoolchildren been studied in New Zealand?

🔹 Correct Answer: Two decades
📍 Location in Passage: Section A.
🔹 Analysis of the Answer: Research has been carried out over two decades.
⚠️ Potential Traps: The question asks for the length of the study's duration.
⭐ Key Learning Point: The word "decades" is the key unit of time.

📝 Question 8:

In addition to machinery noise, what other type of noise can upset children with autism?

🔹 Correct Answer: Crowd (noise)
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: Children with ASD/ADD often find sounds such as crowd noise and the noise generated by machinery painful and distressing.
⚠️ Potential Traps: The question asks for the first type of noise listed alongside machinery noise.
⭐ Key Learning Point: The specific examples of upsetting noise are crowd noise and machinery noise.

📝 Question 9:

What term is used to describe the hearing problems of schoolchildren which have not been diagnosed?

🔹 Correct Answer: Invisible (disabilities)
📍 Location in Passage: Section G.
🔹 Analysis of the Answer: Undiagnosed children exist in the system with ‘invisible’ disabilities.
⚠️ Potential Traps: The question asks for the descriptive term used for the undiagnosed problems.
⭐ Key Learning Point: The word is in quotation marks, suggesting a specific term: "invisible."

📝 Question 10:

What part of the New Zealand Disability Strategy aims to give schoolchildren equal opportunity?

🔹 Correct Answer: Objective 3
📍 Location in Passage: Section H.
🔹 Analysis of the Answer: Objective 3 of the New Zealand Disability Strategy is to ‘Provide the Best Education for Disabled People’ by improving education so that all children... will have equal opportunities.
⚠️ Potential Traps: The question asks for the specific section of the plan.
⭐ Key Learning Point: The specific goal related to equal opportunity is Objective 3.

QUESTIONS 11 & 12 (Passage 1: Multiple Choice - Factors Contributing to Noise)

📝 Question 11 & 12:

Which TWO factors are mentioned by the writer as adding to the problem of noise in classrooms?

🔹 Correct Answers: A (current teaching methods) and C (cooling systems)
📍 Location in Passage: Section B.
🔹 Analysis of the Answer (A): The text mentions Modern teaching practices (current teaching methods) and collaborative interaction contribute to noise.
🔹 Analysis of the Answer (C): The text lists mechanical means of ventilation such as air-conditioning units (cooling systems) as a contributor.
⚠️ Potential Traps: Option B (new acoustic designs) is incorrect; poor acoustics are mentioned. Option D (grouping of pupils) is incorrect; organization of desks is mentioned.
⭐ Key Learning Point: Look for the list of factors that all contribute to the number of children unable to comprehend.

QUESTION 13 (Passage 1: Writer's Purpose)

📝 Question 13:

What is the writer’s overall purpose in writing this article?

🔹 Correct Answer: C (to increase awareness of the situation of children with auditory problems)
📍 Location in Passage: Throughout the article, especially the introduction and conclusion.
🔹 Analysis of the Answer: The article details the prevalence of the issue (A), the specific problems (D, E), and calls for international standards (I). The entire structure aims to bring attention to the challenges faced by children with auditory issues in noisy classrooms and demands action. This aligns with increasing awareness.
⚠️ Potential Traps: The question asks for the single overarching goal of the entire text.
⭐ Key Learning Point: A text that details a problem and calls for action typically has the primary purpose of raising awareness.

QUESTIONS 14-17 (Passage 2: Locating Information - Venus Transit)

📝 Question 14:

Examples of different ways in which the parallax principle has been applied

🔹 Correct Answer: F
📍 Location in Passage: Section F.
🔹 Analysis of the Answer: Section F mentions the parallax measurements being used to determine the AU (Astronomical Unit) and then mentions how the principle can be extended to measure the distances to the stars.
⚠️ Potential Traps: The section provides two specific, different applications of the principle.
⭐ Key Learning Point: The applications are the calculation of AU and the distances to stars.

📝 Question 15:

A description of an event which prevented a transit observation

🔹 Correct Answer: D
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Section D recounts how Le Gentil was thwarted twice: first by the British besieging his observation site, and later by cloud cover.
⚠️ Potential Traps: The question asks for the unfortunate events that occurred during the attempts.
⭐ Key Learning Point: Siege, ship movement, and cloud cover are all events that prevented observations.

📝 Question 16:

A statement about potential future discoveries leading on from transit observations

🔹 Correct Answer: G
📍 Location in Passage: Section G.
🔹 Analysis of the Answer: Section G states that transits have paved the way for what might prove to be one of the most vital breakthroughs in the cosmos — detecting Earth-sized planets orbiting other stars.
⚠️ Potential Traps: The question asks for the later, more significant application of the transit method.
⭐ Key Learning Point: The final, most important goal is detecting exoplanets.

📝 Question 17:

A description of physical states connected with Venus which early astronomical instruments failed to overcome

🔹 Correct Answer: E
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: Section E describes the ‘black drop’ effect (Venus looking smeared) and the halo of light (thick layer of gases). Both prevented accurate timings.
⚠️ Potential Traps: The problem stemmed from the appearance/physical properties of Venus/its atmosphere.
⭐ Key Learning Point: The two key visual problems were the "black drop" and the "halo of light."

QUESTIONS 18-21 (Passage 2: Matching Names to Statements)

📝 Question 18:

He calculated the distance of the Sun from the Earth based on observations of Venus with a fair degree of accuracy.

🔹 Correct Answer: D (Johann Franz Encke)
📍 Location in Passage: Section F.
🔹 Analysis of the Answer: Encke finally determined a value for the AU based on all these parallax measurements (observations of Venus), which was Reasonably accurate for the time.
⚠️ Potential Traps: The question asks for the person who determined the final value using the collected data.
⭐ Key Learning Point: Encke is credited with the final calculation of the AU value using the transit data.

📝 Question 19:

He understood that the distance of the Sun from the Earth could be worked out by comparing observations of a transit.

🔹 Correct Answer: A (Edmond Halley)
📍 Location in Passage: Section B.
🔹 Analysis of the Answer: Halley realised that... by timing the transit from two widely-separated locations... astronomers could calculate the parallax angle, which would allow them to measure the AU.
⚠️ Potential Traps: The question asks for the person who devised the core method/understanding.
⭐ Key Learning Point: Halley is credited with the core idea of using transits and parallax to calculate AU.

📝 Question 20:

He realised that the time taken by a planet to go round the Sun depends on its distance from the Sun.

🔹 Correct Answer: B (Johannes Kepler)
📍 Location in Passage: Section C.
🔹 Analysis of the Answer: Kepler had shown that the distances of the planets from the Sun governed their orbital speeds. Orbital speed relates directly to the time taken to go round (orbital period).
⚠️ Potential Traps: The question is a direct synonym match for Kepler’s Third Law.
⭐ Key Learning Point: Kepler is credited with establishing the relationship between orbital distance and speed.

📝 Question 21:

He witnessed a Venus transit but was unable to make any calculations.

🔹 Correct Answer: C (Guillaume Le Gentil)
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Le Gentil saw a wonderful transit – but the ship’s pitching and rolling ruled out any attempt at making accurate observations.
⚠️ Potential Traps: The question asks for the person who failed to get data despite seeing the transit.
⭐ Key Learning Point: Le Gentil's unfortunate experience is a unique anecdote in the history of transits.

QUESTIONS 22-26 (Passage 2: True/False/Not Given - Venus Transit)

📝 Question 22:

Halley observed one transit of the planet Venus.

🔹 Correct Answer: FALSE
📍 Location in Passage: Section C.
🔹 Analysis of the Answer: Halley predicted the 1761 and 1769 transits but didn’t survive to see either.
⚠️ Potential Traps: The question is a direct reversal of the historical fact.
⭐ Key Learning Point: Halley's contribution was conceptual/predictive, not observational.

📝 Question 23:

Le Gentil managed to observe a second Venus transit.

🔹 Correct Answer: FALSE
📍 Location in Passage: Section D.
🔹 Analysis of the Answer: Le Gentil saw the first but failed to get data. His second attempt in the Philippines was unsuccessful because his view was clouded out at the last moment. He never successfully observed a transit for data collection.
⚠️ Potential Traps: He saw the first but failed to record data, and failed to see the second. Both attempts for data collection were failures.
⭐ Key Learning Point: The failure of the second attempt was due to cloud cover.

📝 Question 24:

The shape of Venus appears distorted when it starts to pass in front of the Sun.

🔹 Correct Answer: TRUE
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: The 'black drop' effect causes Venus to look smeared not circular when it begins to cross the disc, which is a distortion.
⚠️ Potential Traps: The question is a direct synonym match for the "black drop" effect.
⭐ Key Learning Point: "Smeared not circular" is the key description of the distortion.

📝 Question 25:

Early astronomers suspected that the atmosphere on Venus was toxic.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Section E.
🔹 Analysis of the Answer: The halo of light showed a thick layer of gases but there is no information regarding the toxicity of those gases or the astronomers' suspicions about it.
⚠️ Potential Traps: Do not infer toxicity from the presence of gases.
⭐ Key Learning Point: The detail about the chemical composition/toxicity of the atmosphere is missing.

📝 Question 26:

The parallax principle allows astronomers to work out how far away distant stars are from the Earth.

🔹 Correct Answer: TRUE
📍 Location in Passage: Section F.
🔹 Analysis of the Answer: The text states that the parallax principle can be extended to measure the distances to the stars.
⚠️ Potential Traps: The question is a direct synonym match for the application of the principle.
⭐ Key Learning Point: Measuring star distances is an extended application of the parallax principle.

QUESTIONS 27-31 (Passage 3: Multiple Choice - Iconoclasts)

📝 Question 27:

Neuroeconomics is a field of study which seeks to

🔹 Correct Answer: C (understand how the brain is linked to achievement in competitive fields.)
📍 Location in Passage: Paragraph A.
🔹 Analysis of the Answer: Neuroeconomics studies the brain’s secrets to success in an economic environment that demands innovation and being able to do things differently from competitors. This competitive environment is a link to achievement in competitive fields.
⚠️ Potential Traps: The core idea is the link between brain function and success in competitive business/economic settings.
⭐ Key Learning Point: The study links brain function to success in a competitive economic environment.

📝 Question 28:

According to the writer, iconoclasts are distinctive because

🔹 Correct Answer: B (their brains function differently)
📍 Location in Passage: Paragraph B.
🔹 Analysis of the Answer: The writer states: it is their brains that are different in three distinct ways: perception, fear response, and social intelligence.
⚠️ Potential Traps: The question asks for the fundamental reason for their difference, which is brain function.
⭐ Key Learning Point: The primary difference is categorized into three distinct brain functions.

📝 Question 29:

According to the writer, the brain works efficiently because

🔹 Correct Answer: D (it relies on previous events)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: To work efficiently, the brain will draw on both past experience... to make sense of what it is seeing. Past experience is synonymous with previous events.
⚠️ Potential Traps: The reliance on past experience forms a shortcut for efficiency.
⭐ Key Learning Point: Efficiency is achieved through perceptual shortcuts derived from past experience.

📝 Question 30:

The writer says that perception is

🔹 Correct Answer: C (a result of brain processes)
📍 Location in Passage: Paragraph C.
🔹 Analysis of the Answer: Perception is described as More than the physical reality... perception is a product of the brain.
⚠️ Potential Traps: The question asks for the fundamental source of perception.
⭐ Key Learning Point: The writer emphasizes that perception is internally generated by the brain, not just by external stimuli.

📝 Question 31:

According to the writer, an iconoclastic thinker

🔹 Correct Answer: B (avoids cognitive traps)
📍 Location in Passage: Paragraph D.
🔹 Analysis of the Answer: Iconoclasts have found ways to work around the perceptual shortcuts that plague most people. Perceptual shortcuts are a type of cognitive trap.
⚠️ Potential Traps: The question asks for the behavior that allows them to bypass common perceptual errors.
⭐ Key Learning Point: The phrase "work around the perceptual shortcuts" is the key indicator.

QUESTIONS 32-37 (Passage 3: Yes/No/Not Given - Iconoclasts and Fear)

📝 Question 32:

Exposure to different events forces the brain to think differently.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Novelty releases the perceptual process... and forces the brain to make new judgments. Exposure to different events (novelty) forces new judgments (think differently).
⚠️ Potential Traps: The question is a direct synonym match.
⭐ Key Learning Point: Novelty is the catalyst for forcing a change in thinking.

📝 Question 33:

Iconoclasts are unusually receptive to new experiences.

🔹 Correct Answer: YES
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: Successful iconoclasts have an extraordinary willingness to be exposed to what is fresh and different. "Extraordinary willingness" is synonymous with being unusually receptive.
⚠️ Potential Traps: The question is a direct synonym match.
⭐ Key Learning Point: The willingness to embrace novelty is a defining characteristic.

📝 Question 34:

Most people are too shy to try different things.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The text mentions fear of uncertainty and public ridicule, and that most people avoid things that are different. However, shyness is not mentioned as the specific reason for this avoidance.
⚠️ Potential Traps: Do not confuse shyness with the documented fears of public ridicule or uncertainty.
⭐ Key Learning Point: The specific cause of avoidance (shyness) is missing.

📝 Question 35:

If you think in an iconoclastic way, you can easily overcome fear.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The text says fear is a major impediment that stops the average person, but iconoclasts do not let inhibit their reactions. They don't easily *overcome* fear, they *manage* it so it doesn't stop them.
⚠️ Potential Traps: The question uses the absolute word "easily." Iconoclasts manage the fear; they do not necessarily eliminate it.
⭐ Key Learning Point: The distinction is between overcoming/eliminating versus managing/not inhibiting.

📝 Question 36:

When concern about embarrassment matters less, other fears become irrelevant.

🔹 Correct Answer: NOT GIVEN
📍 Location in Passage: Not discussed.
🔹 Analysis of the Answer: The text mentions fear of public ridicule (embarrassment) as one type of fear, but does not comment on the relationship between it and other fears becoming irrelevant.
⚠️ Potential Traps: Do not infer a relationship between different types of fear.
⭐ Key Learning Point: The interdependence of different fears is a missing detail.

📝 Question 37:

Fear of public speaking is a psychological illness.

🔹 Correct Answer: NO
📍 Location in Passage: Paragraph E.
🔹 Analysis of the Answer: The text states that this fear makes it too common to be considered a mental disorder. A mental disorder is a psychological illness.
⚠️ Potential Traps: The question tries to classify the fear incorrectly.
⭐ Key Learning Point: The official classification of the fear contradicts the statement: "not a mental disorder."

QUESTIONS 38-40 (Passage 3: Multiple Choice - Iconoclasts)

📝 Question 38:

Thinking like a successful iconoclast is demanding because it

🔹 Correct Answer: A (requires both perceptual and social intelligence skills.)
📍 Location in Passage: Paragraphs B and F.
🔹 Analysis of the Answer: Iconoclasts must excel in perception (B), overcome fear (E), and master social intelligence (F) to succeed. The combination of these two required skills makes the path demanding.
⚠️ Potential Traps: The question asks for the combination of skills that defines the challenge.
⭐ Key Learning Point: Success relies on the combination of perceptual and social skill.

📝 Question 39:

The concept of the social brain is useful to iconoclasts because it

🔹 Correct Answer: B (focuses on how groups decide on an action.)
📍 Location in Passage: Paragraph F.
🔹 Analysis of the Answer: The explosion of knowledge is about the social brain and how the brain works when groups coordinate decision-making. Iconoclasts need this knowledge to sell their ideas to others.
⚠️ Potential Traps: The question asks for the core area of study of the social brain relevant to an iconoclast.
⭐ Key Learning Point: Coordinating decision-making is the key concept.

📝 Question 40:

Iconoclasts are generally an asset because their way of thinking

🔹 Correct Answer: C (works in many fields, both artistic and scientific.)
📍 Location in Passage: Paragraph G.
🔹 Analysis of the Answer: Iconoclasts create new opportunities in every area from artistic expression to technology to business. This wide range includes both artistic and scientific fields.
⚠️ Potential Traps: The question asks for the positive value of their thinking.
⭐ Key Learning Point: The broad applicability (every area) of their creativity is the key asset.