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WorksheetsCBA #2 Review 7th Grade
Total questions: 3
Worksheet time: 35mins
Passage 1: Deep Ocean Exploration
Scientists have long been fascinated by the mysteries of the deep ocean. For centuries, explorers have wondered what creatures and geological features exist in the darkest depths of the sea. Today, advanced technology makes it possible to send submersibles and robotic equipment to explore these extreme environments. The time has come to invest more resources into deep ocean research.
Marine biologists believe that undiscovered species may exist in the ocean's deepest trenches. They have gathered information from sonar readings and video footage collected by underwater drones. Sending human researchers in submersibles could help gather additional evidence of life forms that machines cannot fully document.
Ocean exploration missions also lead to technological advances that benefit people on land. Deep-sea research requires engineers to develop specialized equipment that can withstand extreme pressure and temperature. These innovations often find applications in other industries. For example, materials developed for deep-sea exploration have been adapted for use in medical devices and construction. Research institutions report that ocean technology drives innovation and creates solutions for real-world problems.
Scientists believe that studying deep ocean ecosystems could help us understand how to preserve marine life. The ocean contains resources and organisms that could benefit humanity. However, the ocean environment is fragile and requires protection. Dr. Elena Martinez, an oceanographer at the University of Tokyo, explains that human research missions could help identify endangered species and develop conservation strategies. Understanding the ocean better is essential for protecting it.
Some critics argue that deep ocean exploration is too dangerous and expensive. They believe the risks outweigh the benefits. However, these opponents underestimate the importance of ocean research. Ocean exploration is not just interesting; it is vital for our future. One marine scientist states, "If we don't study the ocean now, we may lose the opportunity forever. We have the technology and knowledge available today."
As Dr. James Chen from the International Ocean Research Institute said in a recent conference, "The ocean holds our future!" Society must continue investing in ocean exploration. The advantages of understanding our oceans clearly justify the expense. Exploring the deep ocean could help scientists, advance medical technology, and protect marine ecosystems. There is no reason to delay. The time to explore the ocean is now.
What is the author's main claim?
The ocean is too dangerous for human exploration
Society should invest more resources in deep ocean exploration
Deep ocean creatures are more interesting than land animals
Technology cannot help us understand the ocean
How does the author support the primary claim?
By explaining the history of ocean exploration
By describing the types of submarines available
By providing examples of technological benefits and potential discoveries
By listing all the dangerous creatures in the ocean
The author uses a problem-solution structure in paragraph 4 so that the reader will understand that
A) The ocean is completely destroyed and cannot be saved
B) Marine life does not need human protection
C) Research missions can help identify and protect endangered species
D) Scientists should stop studying the ocean
What does the author's use of expert quotations help the reader understand?
A) That ocean exploration is a popular hobby
B) That qualified professionals support ocean research as important and timely
C) That all scientists disagree about ocean exploration
D) That ocean exploration is only for wealthy countries
Passage 2: The School Robotics Competition
[A scene takes place in a school gymnasium where students are preparing their robots for a regional competition. MAYA is a 12-year-old student who has been building robots since fifth grade. JORDAN is Maya's teammate. COACH TORRES is the robotics coach. ANNOUNCER is the voice on the loudspeaker.]
[Maya and Jordan stand beside their robot, making final adjustments. The announcer's voice crackles through speakers that are difficult to hear clearly.]
MAYA: I've been looking forward to this competition all year! I've learned so much about engineering and programming, but I've never competed at this level before. This is going to be incredible!
JORDAN: Do you think our robot will work correctly?
MAYA: (Speaking with confidence) It should perform well. We've tested it dozens of times. This is humpback-whale territory—I mean, this is robotics territory. We know what we're doing.
ANNOUNCER: Welcome to the regional robotics competition, everyone. We have [sound becomes distorted] BLAH BLAH BLAH BLAH...
MAYA: (Puts down her tools) What did they say? I couldn't hear that announcement clearly.
JORDAN: I'm not sure. Maybe something about the competition rules? The speaker system is really unclear.
MAYA: Don't worry. (Points to herself) You have your own robotics expert right here. They probably said something about how the robots need to complete tasks within a time limit.
ANNOUNCER: The robots must collect objects and [sound cuts out] BLAH BLAH BLAH BLAH. [Sound returns] ...and place them in the correct zones...
[Maya sets down her tools and watches the other teams.]
MAYA: What's really impressive is that to win these competitions, teams employ advanced techniques called autonomous programming. The robots dive into the task and then move across the field in a strategic pattern, following commands from their programming code, and...
[Maya continues talking during the next announcement.]
ANNOUNCER: If you look to the left side of the gym, you'll see [sound cuts out] BLAH BLAH BLAH BLAH. [Sound returns.]
MAYA: (Finishing her explanation) ...the programming is like a map for the robot. The robots can just move through the field and complete the tasks. And you know what's really cool?
[Following the announcer's instructions, Jordan looks to the left side of the gym. Another team's robot moves quickly across the field, completes a task, and returns to its starting position.]
JORDAN: (Eyes wide) Wow! Did you see that?
[Maya turns to see what Jordan is talking about, but the other robot has already stopped moving.]
MAYA: That was amazing!
JORDAN: Did you see how fast it moved?
MAYA: (Hitting her forehead with her hand) I can't believe I missed it!
ANNOUNCER: Excellent performance! Many of the robots competing today have been named by their teams, and that one was [sound cuts out] BLAH BLAH BLAH BLAH. [Sound returns.] It can be identified by the blue and silver paint scheme, which you may have noticed when it completed the task.
MAYA: (Watching the field hopefully) That must be the Speedbot. I've read all about it online. It's one of the robots that consistently performs well and impresses the judges.
[Distracted by her own conversation, Maya turns again toward Jordan, who has his eyes glued to the field.]
MAYA: (Continues) In fact, that team won a regional competition last year. I wonder if they'll win again this year.
ANNOUNCER: Look over to the other side to see [sound cuts out] BLAH BLAH BLAH BLAH
[Jordan turns to the right and watches the field while Maya resumes talking about Speedbot and its team's history. A loud beeping sound echoes through the gym followed by a very loud cheer from the crowd.]
JORDAN: (In excitement) Wow!
[Maya whips around just in time to see a robot returning to its station but not the task it completed.]
MAYA: Not again! Why do I keep missing the best moments?
[Maya concentrates on the field, this time with her full attention.]
ANNOUNCER: That robot is [sound cuts out] BLAH BLAH BLAH BLAH. [Sound cuts out.]
MAYA: (Lowering her gaze and turning to Jordan) You know that robot's programming took about 200 hours to develop, and the team tested it about 50 times before...
[Jordan, grinning, holds a finger over Maya's mouth to shush her; then Jordan points to the field, where another robot is beginning its run. Maya stays silent and watches, amazed and focused.]
MAYA and JORDAN: (In unison) Wow!
JORDAN: (Laughing) What were you saying about the programming hours, Maya?
MAYA: Huh? Oh, never mind. Let's just watch the robots.
How does the playwright's use of the words "grinning" and "Laughing" contribute to the mood of the play?
A) By suggesting that Jordan is often critical of Maya
B) By revealing that Jordan's friends admire his personality
C) By showing that Maya's enthusiasm is amusing to her teammate
D) By indicating that the competition is not serious
Question 6: Why are the stage directions showing other robots performing important to the play?
A) They show that Maya and Jordan's robot is the worst one there
B) They demonstrate that Maya misses important moments while talking
C) They prove that all robots are exactly the same
D) They explain why the announcer cannot be heard clearly
Question 7: What is revealed through the author's use of third-person limited point of view?
A) The thoughts and feelings of all characters equally
B) Only Jordan's perspective on the competition
C) Maya's internal thoughts while other events happen around her
D) The announcer's opinions about each robot
Question 8: What is the most likely reason the author includes the opening scene description in the play?
A) To show that the gymnasium is too small for the competition
B) To establish the setting, introduce the main character, and create anticipation for the event
C) To explain why the speaker system does not work properly
D) To describe all the robots that will compete
Writing Section
Passage 3: The Hidden Time Capsule
Read the following paragraphs from a student's story and answer the questions.
(1) Digging in the backyard near the old oak tree, Marcus tried not to think about the video game he could be playing instead. (2) His father had asked him to help search for a time capsule buried there twenty years ago, at that time, Marcus had thought it sounded boring. (3) He had found only dirt, rocks, and tree roots that seemed to go on forever.
(4) As Marcus dug deeper, his shovel hit something hard. (5) He was about to give up when something caught his attention. (6) It was an old metal box from 1999 called the memory keeper. (7) Marcus opened the lid, and gasped when he saw old photographs and letters. (8) His father had apparently put important items in this box more than two decades ago!
Question 9: What change is needed in sentence 2?
A) Change "at that time" to a period, making it two sentences
B) Change "backyard" to "back yard"
C) Change "asked" to "ask"
D) Change "twenty" to "20"
Question 10: What change is needed in sentence 6?
A) Capitalize "memory keeper" to "Memory Keeper"
B) Remove the word "old"
C) Change "from 1999" to "from the year 1999"
D) Change "called" to "named"
