Unit #1 Review

Overlooked Women in Science

Historically, men have dominated the field of science, and many women have not received professional credit or public recognition for their work. Rosalind Franklin, for example, was a chemist who did groundbreaking research into the structure of DNA, a type of molecule in cells that helps control their growth, activity, and reproduction. Franklin's X-ray photograph of DNA was shared, without her knowledge, with biologist James Watson. Franklin's work helped Watson and fellow researcher Francis Crick discover the structure of DNA, but she received no credit when they won a Nobel Prize for their model of DNA in 1962. Another scientist denied credit for her work was Jocelyn Bell Burnell. Bell was a postgraduate student in 1967 when she discovered the first radio pulsars—small, dense rotating stars that emit radio waves. However, the credit was given to her supervisor, Antony Hewish, who received a Nobel Prize in 1974.

What is the central idea of the passage?

• Women have often failed to receive the credit they deserve for their scientific work.

• Jocelyn Bell failed to received credit for her 1967 discovery of radio pulsars.

The main idea of the passage is Women have often failed to receive the credit they deserve for their scientific work. How does the detail in bold develop the central idea?

Historically, men have dominated the field of science, and many women have not received professional credit or public recognition for their work. Rosalind Franklin, for example, was a chemist who did groundbreaking research into the structure of DNA, a type of molecule in cells that helps control their growth, activity, and reproduction. Franklin's X-ray photograph of DNA was shared, without her knowledge, with biologist James Watson. Franklin's work helped Watson and fellow researcher Francis Crick discover the structure of DNA, but she received no credit when they won a Nobel Prize for their model of DNA in 1962. Another scientist denied credit for her work was Jocelyn Bell Burnell. Bell was a postgraduate student in 1967 when she discovered the first radio pulsars—small, dense rotating stars that emit radio waves. However, the credit was given to her supervisor, Antony Hewish, who received a Nobel Prize in 1974.

• It describes an incident when a female scientist did not receive credit for her work.

• It offers an explanation of why female scientists do not receive credit for their work.

Synesthesia: Mixed-Up Senses

We generally think of our senses as having completely separate functions. This is a logical assumption; after all, we can't see with our ears or taste with our eyes. For people with a condition called synesthesia, however, senses can be conflated, or mixed together. In fact, the word synesthesia, derived from Greek, literally means "sensations together." This combining of senses causes interesting sensory experiences. For example, some synesthetes (people who experience synesthesia) imagine tasting a particular flavor whenever they hear a certain sound. Others "hear" a sound in their minds whenever they touch a certain object. The most common types of synesthesia involve colors. In one common subtype, for instance, synesthetes associate different colors with different letters of the alphabet. Typically, synesthetes are not bothered by their synesthesia; in fact, many enjoy it.

What is the main idea of the passage?

• People with synesthesia may hear a sound when they touch an object.

• People with synesthesia experience a fusing of different senses.

The main idea of the passage is People with synesthesia experience a fusing of different senses. How does the detail in bold develop the main idea?

We generally think of our senses as having completely separate functions. This is a logical assumption; after all, we can't see with our ears or taste with our eyes. For people with a condition called synesthesia, however, senses can be conflated, or mixed together. In fact, the word synesthesia, derived from Greek, literally means "sensations together." This combining of senses causes interesting sensory experiences. For example, some synesthetes (people who experience synesthesia) imagine tasting a particular flavor whenever they hear a certain sound. Others "hear" a sound in their minds whenever they touch a certain object. The most common types of synesthesia involve colors. In one common subtype, for instance, synesthetes associate different colors with different letters of the alphabet. Typically, synesthetes are not bothered by their synesthesia; in fact, many enjoy it.

It provides historical context for the discovery of synesthesia.

• It provides historical context for the discovery of synesthesia.

• It describes the word's origin to reinforce the nature of the condition.

Self-Portrait

Alia was dismayed to find herself in the drawing studio. She had been sick with the flu during the week when everyone else got to pick their classes. She had hoped for Astronomy or Marine Biology, but they were full by the time she got to choose. She loved everything about science, from the way it used facts and formulas to how it revealed the basic nature of things. But art was so . . .un-scientific.

The first class project was self-portraits. Some students were drawing self-portraits using mirrors. Others were working from photographs. Alia glanced at the incomplete sketches, feeling like a cat in a dog show.

The teacher came up to Alia's easel and sat next to her.

"Every portrait begins with a circle," he said. "Then you create a series of lines."

To demonstrate, he drew a group of small, quick portraits. He began each one with a circle, some straight lines, and a triangle to determine where the eyes, nose, and chin should go. Alia had never thought about it, but the features of everyone's face were in the same spots.

Hesitantly, Alia began her own self-portrait. She drew the basic form of a head, the way she had been shown. From there, she used lines to plot the features of her face. The process took patience and precision. She had to take note of each detail. One wrong measurement could throw off the whole portrait.

Alia was surprised by the structure and discipline involved in drawing a portrait. Measuring, studying details, revealing the basic nature of something—it reminded her of what she loved about science.

Which of the following best describes the main theme or lesson of the story?

• It's important to know what your strengths are.

• Don't assume you won't like something until you try it.

Select the quotation from the story that most strongly suggests that the theme is Don't assume you won't like something until you try it.

• "Every portrait begins with a circle," he said. "Then you create a series of lines."

• Alia was surprised by the structure and discipline involved in drawing a portrait.

The Armoire

Hayley's parents had a big anniversary coming up, and Hayley wanted to surprise them with a special gift. The problem was, she couldn't afford anything expensive. Then she remembered the old armoire in the basement that had belonged to her grandparents. It was all scratched and dusty, but her mom was always saying that it "had potential." Refinishing it would be the perfect gift!

Hayley bought the materials using her babysitting money: sandpaper, stain, and tarps to protect the floor. She realized too late that she'd forgotten to buy wood cleaner, but she was eager to get started. She gave the dresser a light dusting with a paper towel instead.

Her plan was to sand the surface to a perfect smoothness, but the sanding process was taking so long. She had read that it was important to start with a coarse grit sandpaper and work down to finer and finer grits as the wood became smoother. Surely it didn't matter that much, she figured, so she went from a medium coarse grit to a very fine grit, skipping a few steps in between.

The wood was mostly smooth when she ran her fingers along the surface, although she could still feel a little roughness in places. A few tiny dents remained, too. It'll look great with the mahogany stain, she reasoned.

When Hayley finally applied the stain, however, it didn't look all that great. The stain clumped in the leftover dust and dirt and collected in the tiny dents and scratches that remained, making them even more noticeable. It looked all streaky, too. Now, not only did she not have a gift for her parents' anniversary, but she also had to explain how she had ruined her grandparents' armoire.

Which of the following best describes the main theme or lesson of the story?

• Don't take on something you don't have time for.

• Taking shortcuts leads to poor results.

• A little preparation goes a long way.

Select the quotation from the story that most strongly suggests that the theme is Taking shortcuts leads to poor results.

• The stain clumped in the leftover dust and dirt and collected in the tiny dents and scratches that remained, making them even more noticeable.

• The wood was mostly smooth when she ran her fingers along the surface, although she could still feel a little roughness in places.

• It'll look great with the mahogany stain, she reasoned

Test Anxiety

1

Anxiety is a basic human emotion characterized by fear and uncertainty that typically appears when an individual perceives an event as being a threat to the ego or self-esteem. In some instances, such as avoiding dangerous situations, anxiety can be helpful. When taken to extremes, however, it may produce undesirable results.

2

One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety contributes to a variety of negative outcomes, including psychological distress, academic underachievement, academic failure, and insecurity. Many students have the ability to do well on exams but may not do so because of high levels of test anxiety. Because of our society's emphasis on testing, test anxiety could potentially limit these students' opportunities at school.

Test anxiety is made up of three major elements: cognitive, affective, and behavioral. Students who experience test anxiety from the cognitive perspective may be preoccupied with negative thoughts, doubting their academic ability and intellectual competence. Furthermore, they are more likely to overemphasize the potential negative results of testing and feel helpless during testing situations. Some students may feel the need to answer every question on the test correctly. When they are not able to, they may view themselves as incompetent. These students may be overcome by negative thoughts such as, "I knew I was not going to pass this test," "I know I am going to make a poor grade," or "Everyone knows I am not smart." In order for students to have the best opportunity for academic success, they must minimize or control their negative thinking.

From the affective perspective, test anxiety causes some students to experience physiological reactions such as increased heart rate, feelings of nausea, frequent urination, cold hands, dry mouth, and muscle spasms. These reactions may be present before, during, and even after the test is completed. In conjunction with the physiological reactions, emotions such as worry, fear of failure, and panic may be present. When students are not able to control their emotions, they may experience higher levels of stress, thereby making it more difficult for them to concentrate.

Finally, there's the behavioral perspective. Students with test anxiety often express that anxiety by procrastinating and having inefficient study habits and test-taking skills. In addition, some students may physically feel tired or exhausted during test administration because they do not maintain a healthy diet, good sleeping habits, or routine exercise.

Admittedly, facing test anxiety head-on is no fun. However, students who do so can make strides to reduce the cognitive, affective, and behavioral components that test anxiety brings. As a result, they can make their test-taking experiences more successful and less painful.

What is the main focus of the text?

• the most common ways to stave off test anxiety

• the main characteristics of test anxiety

• the primary causes of test anxiety

Select the best evidence to support the statement "Eleanor Roosevelt's relationship with the media was unlike that of any first lady before her." There may be more than once correct choice.

When Mrs. Roosevelt came to the White House in 1933, she understood social conditions better than any of her predecessors and she transformed the role of first lady accordingly. She never shirked official entertaining; she greeted thousands with charming friendliness. She also broke precedent to hold press conferences, travel to all parts of the country, give lectures and radio broadcasts, and express her opinions candidly in a daily syndicated newspaper column, "My Day."

This made her a tempting target for political enemies but her integrity, her graciousness, and her sincerity of purpose endeared her personally to many—from heads of state to servicemen she visited abroad during World War II.

• she understood social conditions better than any of her predecessors

• She broke precedent to hold press conferences, travel to all parts of the country..

• This made her a tempting target for political enemies