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FL - 2005-2006 - Reading - Grade 7

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  • Which words from the passage have nearly OPPOSITE meanings?

    question, study
    naturally, slightly
    relaxation, tension
    announced, planned


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  • Hans stops tapping his foot when he gets to the correct number because he

    can read his master’s mind.
    is trained to do so by his master.
    knows it is time to walk around.
    senses that the questioner is relaxing.


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  • How is Professor Pfungst’s breakthrough question different from other questions Hans has been asked?

    Pfungst does not ask Hans about colors.
    Pfungst asks Hans to divide a large number.
    Pfungst does not know the answer to the question.
    Pfungst stands very still as he thinks of the question.


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  • Professor Pfungst can best be described as

    helpful and kind.
    pleasant and witty.
    excitable and nervous.
    determined and patient.


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  • Read these sentences from the passage. His lips might tighten. Or one of his eyebrows would give the slightest twitch. These signs of tension told Hans to start giving his answer. What does the word tension mean?

    ability
    anger
    anxiety
    fear


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  • How can people signal Hans to nod yes?

    by walking around
    by breathing deeply
    by tapping their feet
    by raising their heads


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  • With which statement would the author most likely agree?

    Animals are more intelligent than people think.
    It is a mistake to believe that animals can be trained.
    It is wrong to trick other people the way von Osten did.
    Situations are often different from the way they appear to be.


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  • The author’s tone in this passage can best be described as

    amazed.
    annoyed.
    boastful.
    serious.


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  • What does the word deterioration mean in this sentence from the article? This was not a new idea, but [Sylvia Earle] . . . analyzed the deterioration of plant life in Florida’s Gulf waters, noting the damage inflicted by pollution.

    widening path
    worsening condition
    increased movement
    crowded environment


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  • What was the main purpose of the Tektite II project?

    to break a world-record diving depth
    to find new species of plants and animals
    to study how ocean pollution affects algae and plants
    to determine how people react to underwater isolation


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  • How was Sylvia Earle’s trip in the Deep Rover similar to her participation in the Tektite II experiment?

    During each project, she spent about two weeks underwater.
    Both projects involved teams of scientists working underwater
    During each project, she described the organisms she observed.
    Both projects took place at a depth of about three thousand feet.


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  • How was Sylvia Earle’s trip in the Deep Rover similar to her participation in the Tektite II experiment?

    study deep-ocean life aboard the Deep Rover.
    complete an advanced degree at Duke University.
    warn the public about the dangers of ocean pollution.
    write articles about algae’s relationship to food chains.


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  • The author compares Sylvia Earle to the first astronauts to travel to the moon because, like the astronauts, Sylvia Earle

    piloted a research ship.
    studied science in college.
    reached a record-breaking depth.
    went to a place no one had been before.


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  • According to the article, what is the main reason that marine sanctuaries were first established?

    to protect sea life from pollution
    to serve as underwater laboratories
    to give researchers a place to observe sea life
    to provide scientists with a place to do team diving


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  • With which statement would the author most likely agree?

    Sylvia Earle’s most important work was done in the Deep Rover.
    Sylvia Earle’s lifelong curiosity led her to become a marine scientist.
    The Tektite II project would have failed without Sylvia Earle’s leadership.
    The public became aware of the process of photosynthesis because of Sylvia Earle.


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  • This article could best be used as a source for a student research project on

    causes of ocean pollution.
    photosynthesis in ocean plants.
    ways of classifying deep-sea animals.
    methods for exploring marine ecosystems.


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©2006 gabe lerner (gabe)

 
 
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