TOEFL 托福 聽力原創模擬試題 6

NARRATOR: Listen to a conversation between a student and a professor. STUDENT: Hi, Professor. Thanks for meeting with me during your office hours. I, um, wanted to talk about our upcoming term paper for the Environmental Studies course. PROFESSOR: Of course, Diego. Come on in. I am always glad to help. How is the topic selection going? Have you decided what you want to write about? STUDENT: Well, that is the problem. I am feeling, um, a bit overwhelmed. I have two ideas, but I am not sure if either one is right. My first idea was air... wait, actually, my first idea was to write about global water pollution. I wanted to look at how different oceans are being polluted. PROFESSOR: Ah, global water pollution is a very important issue. But remember, this term paper has a strict five-page limit. If you try to cover the entire world's water pollution in five pages, you will only be able to touch the surface. You won't be able to provide any deep analysis. STUDENT: Right, I see what you mean. My other idea was to write about the history of solar panels, you know, how they have become more efficient over the last fifty years. PROFESSOR: Again, fifty years of technology is a lot of history to squeeze into a short paper. Let's look at your first idea. Instead of global water pollution, could we narrow it down? What if you looked at a specific local project? STUDENT: Oh! Like the campus wetlands restoration project? I read an article about how our university cleaned up the marsh area near the athletic fields to help filter rainwater naturally. PROFESSOR: Exactly! That is a perfect fit. It is local, there are documents available in the campus library, and it perfectly illustrates the concept of biological filtration we discussed in class last week. STUDENT: That sounds much easier to manage. I can actually write a detailed five-page paper on that without getting lost. PROFESSOR: I agree. Now, remember the deadline. The final paper is due next Friday at five p.m. to our online portal. But before you write the whole thing, I want you to email me a one-paragraph outline of your main points. STUDENT: Can I send that outline by Wednesday? PROFESSOR: Wednesday is perfect. That gives me time to look it over and give you some feedback before you do the heavy writing. STUDENT: Great. Thank you so much, Professor. This really helped clear things up! [Q1] Why does the student go to see the professor?

中文翻譯

旁白：聽一段學生和教授之間的對話。 學生：教授好。謝謝您抽空在諮詢時間與我見面。我，呃，想談談我們即將交的環境研究課程期末報告。 教授：當然好，迪亞哥。進來吧。我很樂意幫忙。報告題目選得怎麼樣了？決定好要寫什麼了嗎？ 學生：嗯，這就是問題所在。我覺得，呃，有點不知所措。我有兩個想法，但不確定哪一個才合適。我的第一個想法是空氣……等等，其實我的第一個想法是寫全球水污染。我想研究不同的海洋是如何受到污染的。 教授：啊，全球水污染是一個非常重要的議題。但別忘了，這次的期末報告有嚴格的五頁限制。如果你想在五頁內寫完全世界的水污染，你只能蜻蜓點水、觸及皮毛，無法進行任何深入的分析。 學生：對，我懂您的意思。我的另一個想法是寫太陽能板的歷史，也就是過去五十年來它們的效率是如何提高的。 教授：同樣地，要把五十年的技術發展史塞進一篇短論文裡，內容實在太多了。我們來看看你的第一個想法。我們能不能把「全球水污染」這個範圍縮小一點？如果你研究某個具體的在地計畫呢？ 學生：噢！像是校園濕地復育計畫？我讀過一篇文章，提到我們學校如何清理運動場附近的沼澤區，以幫助自然過濾雨水。 教授：沒錯！這非常合適。這是在地項目，學校圖書館也有相關文獻，而且完美呈現了我們上週在課堂上討論過的生物過濾概念。 學生：這聽起來容易處理多了。這樣我就能針對這個主題寫出一篇詳盡的五頁報告，而不會迷失方向。 教授：我同意。好，別忘了截止日期。期末報告必須在下週五下午五點前上傳到我們的線上平台。但在你動筆寫完整篇報告之前，我要你先發一封電子郵件給我，用一個段落簡述你的大綱要點。 學生：我可以在週三前把大綱寄給您嗎？ 教授：週三非常完美。這樣在你要開始大量寫作之前，我有時間先過目並給你一些回饋。 學生：太好了。非常感謝您，教授。這真的幫我釐清了方向！ [問題一] 學生為什麼去找教授？

(Shared with Q1.) [Q2] According to the professor, what is one requirement for the term paper assignment?

中文翻譯

（與第 1 題共用。）[第 2 題] 根據教授的說法，期末報告的其中一項要求是什麼？

(Shared with Q1.) [Q3] Why does the professor suggest writing about the campus wetlands restoration project?

中文翻譯

（與第 1 題共用。）[第 3 題] 為什麼教授建議寫關於校園濕地復育計畫的主題？

(Shared with Q1.) [Q4] What can be inferred about the student's next step?

中文翻譯

（與第 1 題共用。）[第 4 題] 關於學生接下來的步驟，可以推論出什麼？

(Shared with Q1.) [Replay: "If you try to cover the entire world's water pollution in five pages, you will only be able to touch the surface."] [Q5] Why does the professor say this: "If you try to cover the entire world's water pollution in five pages, you will only be able to touch the surface."

中文翻譯

（與第 1 題共用。）[重播：「如果你試圖用五頁的篇幅來探討全世界的水污染，你將只能觸及皮毛。」] [第 5 題] 教授為什麼要說這句話：「如果你試圖用五頁的篇幅來探討全世界的水污染，你將只能觸及皮毛。」

NARRATOR: Listen to part of a lecture in a biology class. PROFESSOR: Okay, everyone, let's get started. Up until now, we've focused on how plants are autotrophs—meaning they produce their own food through photosynthesis. But today, we're going to look at some fascinating plants that don't play by the rules. Instead of making food from sunlight, they get it from underground. PROFESSOR: Let's start with a process called mycoheterotrophy. Mycoheterotrophy is a symbiotic relationship where a plant obtains some or—well, in some extreme cases, all of its food from parasitizing fungi, rather than through photosynthesis. PROFESSOR: A classic example of this is the ghost plant, which has the scientific name Monotropa uniflora. If you've ever seen one in a dark forest, you might have mistaken it for a mushroom because it's completely white. It has absolutely no chlorophyll—which, as you know, is the green pigment plants use to absorb light. Since it cannot photosynthesize, it gets one hundred percent of its organic carbon from underground fungi. STUDENT: Um, excuse me, Professor? If the ghost plant gets its food from fungi, where do the fungi get it? Fungi don't photosynthesize either, right? PROFESSOR: Exactly, Diego. Fungi can't photosynthesize. So, how does this work? Well, it happens through what we call Common Mycorrhizal Networks, or CMNs. CMNs are vast underground webs of fungal threads, called hyphae, that physically connect the root systems of different plants. In a typical forest, massive green trees—like oaks or pines—photosynthesize and share their excess carbon with these underground fungi. The ghost plant basically plugs into this network. It tricks the fungi into sharing that tree-derived carbon. So, the ghost plant is actually a parasite on this shared network. PROFESSOR: Now, you might think this is just a rare, all-or-nothing adaptation. But actually, many plants use a hybrid approach called mixotrophy. Mixotrophy is a nutritional strategy where a plant combines normal photosynthesis with mycoheterotrophy. PROFESSOR: Take certain species of green forest orchids, for instance. These orchids are green and can photosynthesize, but they live on the forest floor where it's incredibly shady. During the summer, when the thick tree canopy overhead blocks out almost all sunlight, these orchids can't make enough food. So, they shift their strategy. They start drawing a significant portion of their carbon from the CMN through the fungi. But during the early spring, before the big trees grow their leaves, the orchids photosynthesize much more. PROFESSOR: So, mixotrophy gives these plants incredible ecological flexibility. They aren't helpless parasites like the ghost plant, but they aren't fully independent either. They adjust their food source depending on the light levels available to them. This flexibility is likely why mixotrophy is far more common in the plant kingdom than scientists originally realized. It's a backup plan, a way to survive in highly unpredictable environments. [Q6] What is the lecture mainly about?

中文翻譯

旁白：請聽一段生物課的部分講座。 教授：好的，各位，我們開始上課吧。到目前為止，我們都把焦點放在植物作為「自營生物」的角色上——也就是說，它們透過光合作用自己製造食物。但今天，我們要來看看一些不按牌理出牌、非常奇妙的植物。它們不利用陽光製造食物，而是從地下獲取養分。 教授：我們首先來看一種叫做「菌異營」（mycoheterotrophy）的過程。菌異營是一種共生關係，植物在這種關係中並非透過光合作用，而是藉由寄生真菌來獲取部分，甚至在某些極端情況下，獲取其所需的全部食物。 教授：一個經典的例子是水晶蘭（ghost plant），學名是 Monotropa uniflora。如果你曾在陰暗的森林中見過它，可能會把它誤認為菇類，因為它全身都是白的。它完全不含葉綠素——如你們所知，葉綠素是植物用來吸收光線的綠色色素。由於它無法進行光合作用，它百分之百的有機碳都是從地下真菌中獲取的。 學生：嗯，不好意思，教授？如果水晶蘭是從真菌那裡獲得食物，那真菌又是從哪裡得到的？真菌也不會進行光合作用，對吧？ 教授：沒錯，迪亞哥。真菌無法進行光合作用。那麼，這到底是怎麼運作的呢？其實，這是透過我們所謂的「共同菌根網路」（Common Mycorrhizal Networks，簡稱 CMNs）來進行的。CMNs 是由被稱為「菌絲」的真菌纖維在地下交織而成的巨大網路，它們在物理上連結了不同植物的根系。在典型的森林中，像橡樹或松樹這樣巨大的綠色樹木會進行光合作用，並與這些地下真菌分享它們多餘的碳。水晶蘭基本上就是插接上這個網路，欺騙真菌分享那些來自樹木的碳。所以，水晶蘭實際上是這個共享網路上的寄生蟲。 教授：現在，你們可能會認為這只是一種罕見、非全即無的適應機制。但事實上，許多植物使用的是一種結合兩者的混合方式，稱為「兼營營養」（mixotrophy）。兼營營養是一種營養策略，植物將正常的光合作用與菌異營結合在一起。 教授：以某些綠色森林蘭花為例。這些蘭花是綠色的，可以進行光合作用，但它們生長在極其陰暗的森林底層。在夏天，當頭頂茂密的樹冠遮擋了幾乎所有的陽光時，這些蘭花就無法製造足夠的食物。因此，它們會改變策略，開始透過真菌從共同菌根網路中吸取大部分的碳。但在早春，在大樹長出葉子之前，這些蘭花進行光合作用的比例就會高得多。 教授：因此，兼營營養賦予了這些植物令人難以置信的生態適應彈性。它們不像水晶蘭那樣是毫無自主能力的寄生植物，但也不是完全獨立。它們會根據自己能獲得的光照程度來調整食物來源。這種靈活性很可能就是為什麼兼營營養在植物界中，比科學家最初意識到的還要普遍得多的原因。這是一個備用計畫，一種在高度不可預測的環境中生存的方法。

(Shared with Q6.) [Q7] According to the professor, how does the ghost plant obtain its organic carbon?

中文翻譯

（與第 6 題共用）[第 7 題] 根據教授的說法，水晶蘭（ghost plant）是如何獲取其有機碳的？

(Shared with Q6.) [Q8] According to the lecture, what are two characteristics of mixotrophic forest orchids? Choose 2 answers.

中文翻譯

（與第 6 題共用。）[第 8 題] 根據課堂內容，混合營養型森林蘭花具有哪兩個特徵？請選出兩個答案。

(Shared with Q6.) [Q9] Why does the professor mention oak and pine trees?

中文翻譯

（與第 6 題共用。）［第 9 題］教授為什麼提到橡樹和松樹？

(Shared with Q6.) [Q10] According to the professor, what role does the tree canopy play in the survival of mixotrophic orchids?

中文翻譯

（與第 6 題共用。）［第 10 題］根據教授的說法，樹冠在混合營養型蘭花的生存中扮演了什麼角色？

(Shared with Q6.) [Replay: "Now, you might think this is just a rare, all-or-nothing adaptation."] [Q11] Why does the speaker say this:

中文翻譯

「現在，你可能會認為這只是一種罕見、非全即無的適應機制。」

NARRATOR: Listen to a conversation between a student and an academic advisor. ADVISOR: Hi, Tomas. Come on in. What can I help you with today? STUDENT: Hi, thanks for seeing me. I'm looking over my graduation audit for this coming spring, and I ran into a bit of a problem. My study-abroad credits from my semester in Spain... they're showing up on my transcript, but they are only listed as general electives. They were supposed to count toward my major in international relations. ADVISOR: Ah, yes, the transfer credit evaluation. Sometimes when credits come from an international institution, the system automatically classifies them as general electives until they're manually reviewed. Did you file a Course Equivalency Form before you left? STUDENT: I thought I did! But, well, actually, I remember filling it out, but I might have forgotten to submit it to the registrar. I had so much to pack, and... you know how it is. Is there any way to fix this now? ADVISOR: Don't panic, it's definitely fixable. But we need to act quickly because graduation clearances are being processed this month. You'll need to fill out a new Course Equivalency Form. You can download it from the department website. You also need to attach the original syllabus from the course you took in Spain—the one on global trade dynamics, right? STUDENT: Yes, that's the one. I still have the syllabus on my laptop. But does it have to be in English? The syllabus is in Spanish. ADVISOR: Fortunately, the international relations department has faculty who can read Spanish, so a translation isn't necessary. However, since the priority deadline for credit adjustments was last Friday, you will have to pay a twenty-five dollar late-processing fee at the bursar's office. Once you pay that, bring the receipt, the form, and the syllabus back to me. STUDENT: Twenty-five dollars? That's a bit annoying, but I guess it's my own fault for not turning in the paperwork last summer. So, once I bring those to you, how long does the approval take? ADVISOR: Usually, the department head reviews these within five business days. Once she signs off on it, I'll update your graduation audit manually. You should see the change online by the end of next week. Oh, and one more thing: make sure the syllabus outlines the grading criteria. If it's too vague, the department head might reject the request, which would delay your graduation. STUDENT: I'm pretty sure it has a detailed grading scale on the last page. I'll double-check before I print it. ADVISOR: Perfect. Just get everything to me by tomorrow, and we will get this sorted out. [Q12] Why does the student go to see the academic advisor?

中文翻譯

旁白：請聽一段學生和學術顧問之間的對話。 顧問：嗨，Tomas。請進。今天有什麼我可以幫忙的嗎？ 學生：嗨，謝謝您抽空見我。我正在查看今年春季的畢業審查，結果遇到了一點問題。我在西班牙交換學期的海外學習學分……有顯示在我的成績單上，但只被列為一般選修。它們本來應該要算入我國際關係主修的學分才對。 顧問：啊，對，學分抵免評估。有時候當學分來自國外機構時，系統會自動將它們歸類為一般選修，直到經過人工審查為止。你出國前有提交「課程對等表」（Course Equivalency Form）嗎？ 學生：我以為我有！不過，好吧，其實我記得有填，但我可能忘了提交給註冊組。那時候我要打包的東西太多了，而且……您知道那種手忙腳亂的情況。現在有什麼辦法可以補救嗎？ 顧問：別慌，這絕對是可以解決的。但我們得趕快行動，因為這個月正在辦理畢業資格審查。你需要填寫一張新的「課程對等表」，可以從學系網站下載。你還需要附上你在西班牙修課的原始課程大綱——就是那門關於全球貿易動態的課程，對吧？ 學生：對，就是那一門。我的筆電裡還有那份大綱。但它一定要是英文的嗎？那份大綱是西班牙文的。 顧問：幸好，國際關係學系有看得懂西班牙文的教授，所以不需要翻譯。不過，因為學分調整的優先截止日期是上週五，你必須到出納組繳納25美元的逾期處理費。繳完費後，把收據、表格和課程大綱帶回來給我。 學生：25美元？這有點討厭，但我猜這是我自己去年夏天沒交文件的錯。那麼，一旦我把這些帶給您，審核需要多久時間？ 顧問：通常系主任會在五個工作天內進行審查。一旦她簽字同意，我就會手動更新你的畢業審查。你應該在下週末前就能在網路上看到變更。噢，還有一件事：確保課程大綱上有列出評分標準。如果寫得太模糊，系主任可能會拒絕這項申請，這會延誤你畢業。 學生：我很確定最後一頁有詳細的評分比例。我列印前會再確認一下。 顧問：太好了。只要明天前把所有東西交給我，我們就能把這件事解決。

(Shared with Q12.) [Q13] According to the advisor, why did the student's study-abroad credits appear as general electives?

中文翻譯

（與第 12 題共用）[第 13 題] 根據顧問的說法，為什麼該學生的出國留學學分會顯示為一般選修？

(Shared with Q12.) [Q14] What does the student imply about his failure to submit the Course Equivalency Form before leaving?

中文翻譯

（與第 12 題共用。）[第 14 題] 關於學生在出發前未能繳交「課程抵免申請表」，他暗示了什麼？

(Shared with Q12.) [Q15] Why does the advisor mention that faculty members in the international relations department can read Spanish?

中文翻譯

（與第 12 題共用。）[第 15 題] 顧問為什麼提到國際關係學系的教職員看得懂西班牙文？

(Shared with Q12.) [Replay: "Twenty-five dollars? That's a bit annoying, but I guess it's my own fault for not turning in the paperwork last summer."] [Q16] Why does the student say this:

中文翻譯

（與第12題共用。）［重播：「25美元？這真有點煩人，但我想這是我去年夏天沒交文件的錯。」］

NARRATOR: Listen to part of a lecture in an environmental science class. PROFESSOR: Today, we are moving from marine sediments to terrestrial archives of climate history. Specifically, we'll explore how researchers reconstruct ancient monsoons—those massive, seasonal wind and rain systems—using speleothems. Now, "speleothems" is just a general term for mineral deposits formed in caves, such as stalagmites, which grow upward from cave floors as mineral-laden water drips from the ceiling. PROFESSOR: For decades, geochemists relied almost exclusively on stable oxygen isotopes in these stalagmites to track past rainfall. Actually, let me rephrase that—they didn't just rely on them, they treated them as the absolute gold standard. The logic was simple: during heavy monsoon seasons, the lighter isotope, oxygen-16, is preferentially rained out first, leaving the remaining moisture depleted. Consequently, stalagmite layers formed during wet periods show a lower ratio of oxygen-18 to oxygen-16. PROFESSOR: However, oxygen isotopes can be, well, highly ambiguous. Their ratios are influenced not just by local rainfall amounts, but also by changes in air temperature and even the geographic source of the rain clouds. To resolve this ambiguity, scientists now look at a secondary process called Prior Calcite Precipitation, or PCP. PCP refers to the precipitation of calcium carbonate from drip water before it actually reaches the stalagmite—occurring instead in the cave's overhead rock fractures or on the ceiling. PROFESSOR: Let’s trace the chemistry here. Rainwater absorbs carbon dioxide from the soil, making it slightly acidic. This acidic water dissolves the surrounding limestone rock, which is mostly calcium carbonate, as it travels downward. But when this water enters an air-filled pocket in the cave ceiling, carbon dioxide gas escapes from the water droplets into the cave air. This degassing causes calcite to precipitate early, right there in the cracks. STUDENT: Wait, so if calcite is precipitating early, before it even reaches the floor, does that change the chemical makeup of the water that finally drips down? PROFESSOR: Exactly! That is the key. Calcium is lost during this early precipitation, but other trace elements, specifically magnesium and strontium, tend to remain in the water. They don't fit easily into the crystal structure of the early-forming calcite. Therefore, as PCP progresses, the remaining drip water becomes increasingly enriched in magnesium. By the time it finally falls and forms a new layer on our stalagmite, that layer will have a significantly higher magnesium-to-calcium ratio, or Mg/Ca ratio. PROFESSOR: Now, how does this connect to climate? It all comes down to hydrology and transit time. During dry periods, water percolates very slowly through the ground. This slow movement gives the water plenty of time to degas and deposit calcite in the rock fractures. Thus, dry periods lead to extensive PCP and high Mg/Ca ratios in the stalagmites. During wet monsoon seasons, water rushes through the rock pathways quickly, minimizing the time available for degassing. So, very little PCP occurs, and the stalagmite layers end up with low Mg/Ca ratios. PROFESSOR: To see this in action, let's look at a study from Lianhua Cave in semi-arid northern China. Researchers analyzed a stalagmite spanning the last two millennia. During a known historical warm interval, the oxygen isotope data showed a confusing trend that some scientists initially interpreted as a major regional drought. However, when the researchers measured the Mg/Ca ratios, they found no increase in PCP. The ratios remained low, which indicated that the local environment was actually quite wet. PROFESSOR: It turns out the anomalous oxygen isotope signal wasn't caused by a lack of local rain at all. Instead, it was caused by a shift in the monsoon's moisture source—the rain was originating from a different ocean basin farther away, which altered the isotope signature before the clouds even reached the cave. Without the Mg/Ca proxy to clarify the physical process of PCP, we would have completely mischaracterized the climate of that entire era. [Q17] What is the lecture mainly about?

中文翻譯

旁白：請聽一段環境科學課程的演講。 教授：今天，我們要將焦點從海洋沉積物轉向陸地上的氣候歷史檔案。具體來說，我們將探討研究人員如何利用「洞穴堆積物」來重建古代季風——也就是那些大規模的季節性風雨系統。這裡所說的「洞穴堆積物」（speleothems）只是一個通稱，指的是在洞穴中形成的礦物沉積物，例如石筍。當富含礦物質的水從洞頂滴落時，石筍就會從洞穴地面向上生長。 教授：幾十年來，地球化學家幾乎完全依賴這些石筍中的穩定氧同位素來追蹤過去的降雨量。事實上，讓我換個說法——他們不只是依賴，而是將其視為絕對的黃金標準。其邏輯非常簡單：在強烈的季風季節，較輕的同位素「氧-16」會優先隨著雨水降落，使得剩餘的水氣中該同位素減少。因此，在潮濕時期形成的石筍層中，氧-18對氧-16的比值會比較低。 教授：然而，氧同位素的比值可能非常模稜兩可。它們的比例不僅受到當地降雨量的影響，還會受到氣溫變化、甚至是雨雲地理來源的影響。為了消除這種不確定性，科學家現在會觀察一個次級過程，稱為「前期方解石沉澱」（Prior Calcite Precipitation，簡稱 PCP）。PCP 指的是滴水在實際到達石筍之前，碳酸鈣就已經提早沉澱的現象——這通常發生在洞穴上方的岩石裂隙中或洞頂上。 教授：我們來追溯一下這裡的化學過程。雨水會吸收土壤中的二氧化碳，使其呈微酸性。這種酸性水在向下流動時，會溶解周圍主要成分為碳酸鈣的石灰岩。但是，當這些水進入洞頂充滿空氣的空隙時，水滴中的二氧化碳氣體就會釋放到洞穴空氣中。這種脫氣作用會導致方解石提早在裂隙中沉澱。 學生：等等，所以如果方解石提早沉澱，甚至還沒到達地面，那會改變最後滴落的水的化學成分嗎？ 教授：沒錯！這就是關鍵。在這種早期沉澱過程中，鈣會流失，但其他微量元素，特別是鎂和鍶，則傾向留在水中。它們不易融入早期形成的方解石晶體結構中。因此，隨著 PCP 過程的進行，殘留的滴水中的鎂結構會越來越富集。當它最終滴落並在石筍上形成新的一層時，該層的鎂鈣比（即 Mg/Ca 比值）就會顯著升高。 教授：那麼，這與氣候有何關聯？這完全取決於水文學和傳輸時間。在乾旱時期，水在地底滲透的速度非常慢。這種緩慢的移動讓水有充足的時間進行脫氣，並在岩石裂隙中沉積方解石。因此，乾旱期會導致顯著的 PCP 作用，進而在石筍中形成高 Mg/Ca 比值。在潮濕的季風季節，水流會迅速通過岩石通道，從而縮短了脫氣的時間。因此，幾乎不會發生 PCP 作用，石筍層最終的 Mg/Ca 比值也會較低。 教授：為了看看這個理論的實際應用，讓我們來看一項針對中國北方半乾旱地區蓮花洞的研究。研究人員分析了橫跨過去兩千年的石筍。在一個已知歷史上的溫暖時期，氧同位素數據呈現出令人困惑的趨勢，一些科學家最初將其解讀為嚴重的區域性乾旱。然而，當研究人員測量 Mg/Ca 比值時，發現 PCP 作用並沒有增加。該比值保持在低點，這表明當地的環境實際上相當潮濕。 教授：事實證明，異常的氧同位素訊號根本不是因為當地缺乏降雨造成的。相反地，它是因為季風水氣來源的改變——雨水來自更遙遠的其他大洋盆地，在雲層到達洞穴之前就已經改變了同位素特徵。如果沒有 Mg/Ca 這個指標（proxy）來釐清 PCP 的物理過程，我們將會完全誤判整個時代的氣候特徵。

(Shared with Q17.) [Q18] According to the professor, what happens to drip water during Prior Calcite Precipitation (PCP)?

中文翻譯

（與第 17 題共用音檔。）［第 18 題］根據教授的說法，在前期方解石沉澱（PCP）過程中，滴水會發生什麼變化？

(Shared with Q17.) [Q19] Why does the professor discuss the chemical process of carbon dioxide degassing?

中文翻譯

（與第 17 題共用。）[第 19 題] 教授為何要討論二氧化碳脫氣的化學過程？

(Shared with Q17.) [Q20] Based on the lecture, how did the researchers at Lianhua Cave determine that the historical warm interval was actually wet rather than dry?

中文翻譯

（與第 17 題共用）[第 20 題] 根據演講內容，蓮花洞的研究人員是如何判斷歷史上的溫暖期實際上是濕潤而非乾燥的？

(Shared with Q17.) [Q21] What can be inferred about the use of oxygen isotopes alone in paleoclimate reconstruction?

中文翻譯

（與第 17 題共用。）[第 21 題] 關於在古氣候重建中單獨使用氧同位素，可以推論出什麼？

(Shared with Q17.) [Replay: "Actually, let me rephrase that—they didn't just rely on them, they treated them as the absolute gold standard."] [Q22] Why does the professor say this:

中文翻譯

（與第 17 題共用。）［重播：「其實，讓我換個方式說——他們不只是依賴這些數據，而是將其視為絕對的黃金標準。」］

NARRATOR: Listen to part of a lecture in a psychology class. PROFESSOR: Good morning, everyone. Today we are continuing our exploration of visual memory. Now, when we recall a scene we've looked at, we tend to think of... uh, our memory as acting like a camera, capturing a precise, framed snapshot of the world. But cognitive psychology tells us a very different story. One of the most fascinating phenomena in this area is what we call boundary extension. This is a robust cognitive distortion—or rather, a cognitive illusion—where people remember seeing more of a scene than was actually present in the original visual input. In other words, our brains automatically fill in what we assume must lie just beyond the edges of the picture. STUDENT: So, wait, Professor... if I look at a picture of a dog in a park, and the picture cuts off at the dog's tail, my memory will actually construct the rest of the grass and trees? PROFESSOR: Exactly, Nikolai. You would likely recall a wider-angle view than you actually saw. And this isn't just a random guess; it is driven by what psychologists call a perceptual schema. A schema is an organized mental framework of knowledge and expectations about the world. When we see a cropped image, our schema for a park or a kitchen instantly tells us how that environment should logically continue. We then project this expected information onto our memory. Now, why does this happen? Well, it involves a cognitive process known as a source-monitoring error. This is a specific memory confusion where we fail to distinguish between the actual external visual stimulus we perceived and our own internal, schema-based mental extrapolations. The brain blends these two sources together, and we genuinely believe we saw the extended background with our own eyes. Let's look at how researchers demonstrated this. In a classic study, participants were shown close-up photographs—say, a single trash can on a street corner—for only a few seconds. Later, they were asked to reconstruct the scene, either by drawing it or by adjusting a zoom lens on a camera to recreate the original framing. Interestingly, participants consistently drew the trash can smaller than it actually was, and filled in more of the surrounding sidewalk and background. They had extended the boundaries. But here is the twist: this effect is highly asymmetrical. If researchers show participants a very wide-angle photograph of the same scene, the boundary extension effect is dramatically reduced, and sometimes we even see the opposite—boundary restriction, where people remember the scene as more cropped than it was. This suggests that our brain's boundary-filling mechanism is specifically tuned to 'complete' close-up views because close-ups feel incomplete to our spatial expectation. Now, you might think, 'Well, this means our memory is deeply flawed.' But from an evolutionary perspective, boundary extension is actually highly adaptive. In real life, our eyes are constantly moving in rapid jumps called saccades, and we blink thousands of times a day. If our brain didn't seamlessly integrate these fragmented visual inputs by predicting what lies just beyond our current focus, the world would look like a jarring, disjointed slideshow. Boundary extension helps create the illusion of a continuous, stable three-dimensional environment. So, what appears to be a memory error is actually a sign of a highly efficient, predictive visual system. [Q23] What is the lecture mainly about?

中文翻譯

旁白：聽一段心理學課堂上的演講。 教授：大家早。今天我們要繼續探索視覺記憶。當我們回想曾看過的場景時，我們往往會認為……呃，我們的記憶就像相機一樣，捕捉了世界精確且有框架的快照。但認知心理學告訴我們一個完全不同的故事。在這個領域中，最引人入勝的現象之一就是我們所說的「邊界延伸」（boundary extension）。這是一種顯著的認知扭曲——或者更確切地說，是一種認知錯覺——人們會記得看到了比原始視覺輸入中實際呈現還要多的場景。換句話說，我們的大腦會自動填補我們認為一定存在於圖像邊緣之外的內容。 學生：所以，等一下，教授……如果我看著一張公園裡有隻狗的照片，而照片在狗的尾巴處切斷了，我的記憶實際上會構建出其餘的草地和樹木嗎？ 教授：完全正確，尼古拉。你很可能會回想起一個比你實際看到的還要寬廣的視角。這不僅僅是隨機的猜測，而是由心理學家所稱的「知覺基模」（perceptual schema）所驅動的。基模是一個關於世界的知識和期望的有組織的心智架構。當我們看到一張裁剪過的圖像時，我們對公園或廚房的基模會立即告訴我們該環境在邏輯上應該如何延續。接著，我們將這些預期的資訊投影到我們的記憶中。 那麼，為什麼會這樣呢？這涉及一個被稱為「來源監控錯誤」（source-monitoring error）的認知過程。這是一種特定的記憶混淆，指我們無法區分實際感知到的外部視覺刺激與我們自身內部、基於基模的心智外推。大腦將這兩個來源融合在一起，使我們由衷相信自己親眼看到了延伸的背景。 讓我們來看看研究人員是如何證實這一點的。在一項經典研究中，受試者觀看特寫照片——例如街角的一個單獨垃圾桶——僅僅幾秒鐘。隨後，他們被要求重建該場景，不論是透過畫出來，還是透過調整相機上的變焦鏡頭來重現原始的構圖。有趣的是，受試者一致地將垃圾桶畫得比實際要小，並填補了更多周圍的行人路和背景。他們延伸了邊界。 但關鍵的轉折在這裡：這種效應高度不對稱。如果研究人員向受試者展示同一場景的極寬角照片，邊界延伸效應就會顯著減弱，有時我們甚至會看到相反的情況——「邊界限制」（boundary restriction），即人們記憶中的場景比實際裁剪得還要多。這表明我們大腦的邊界填補機制是專門用來「完成」特寫畫面的，因為特寫畫面在我們的空間期望中顯得不完整。 現在，你可能會想：「好吧，這意味著我們的記憶有很深的缺陷。」但從演化角度來看，邊界延伸實際上具有高度的適應性。在現實生活中，我們的眼睛不斷地進行被稱為「快速掃視」（saccades）的快速跳躍，而且我們一天要眨眼數千次。如果我們大腦沒有透過預測當前焦點之外的事物，來無縫整合這些零碎的視覺輸入，那麼世界看起來就會像一個刺眼、脫節的幻燈片畫面。邊界延伸有助於營造出一個連續、穩定的三維環境錯覺。因此，看似記憶錯誤的現象，實際上是一個高效、具預測性的視覺系統的象徵。

(Shared with Q23.) [Q24] According to the professor, what role do perceptual schemas play in boundary extension?

中文翻譯

（與第 23 題共用。）[第 24 題] 根據教授的說法，知覺基模在邊界擴展中扮演了什麼角色？

(Shared with Q23.) [Q25] In the experiment described by the professor, what did participants do that demonstrated boundary extension? Choose 2 answers.

中文翻譯

（與第23題共用音檔。）[第25題] 在教授所描述的實驗中，受試者的哪些行為展現了「邊界擴展（boundary extension）」？（選2個答案）

(Shared with Q23.) [Q26] Why does the professor discuss the difference between close-up and wide-angle photographs?

中文翻譯

（與第 23 題共用音檔。）[第 26 題] 教授為什麼要討論特寫照片與廣角照片之間的差異？

(Shared with Q23.) [Q27] What does the professor imply about the "flawed" nature of human visual memory?

中文翻譯

（與第 23 題共用。）[第 27 題] 教授對於人類視覺記憶的「缺陷」本質暗示了什麼？

(Shared with Q23.) [Replay: "Now, when we recall a scene we've looked at, we tend to think of... uh, our memory as acting like a camera, capturing a precise, framed snapshot of the world. But cognitive psychology tells us a very different story."] [Q28] Why does the speaker say this:

中文翻譯

（與第 23 題共用。）[重播：「現在，當我們回想曾看過的場景時，我們往往會認為……呃，我們的記憶就像相機一樣，捕捉到精確且有邊界的畫面。但認知心理學卻告訴我們一個截然不同的故事。」]