Cambridge 9 Reading Test 4 - Answers With Explanation

1. Pierre shared only the 1903 Physics prize; Marie "was then sole winner of the 1911 Nobel Prize for Chemistry" — FALSE.

2. The passage says she had "a prodigious memory" as a child but never mentions an early interest in science specifically — NOT GIVEN.

3. Marie financed Bronia's studies "on the understanding that Bronia would, in turn, later help her to get an education" — "in 1891 this promise was fulfilled and Marie went to Paris" — TRUE.

4. "The births of Marie's two daughters... failed to interrupt her scientific work" — FALSE.

5. "She was appointed to the professorship that had been left vacant on her husband's death, becoming the first woman to teach at the Sorbonne" — TRUE.

6. Bronia studied medicine and later directed the Warsaw Radium Institute, but the passage never says she studied medical uses of radioactivity specifically — NOT GIVEN.

7. "Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium."

8. "She found her interest drawn to pitchblende, a mineral whose radioactivity, superior to that of pure uranium" — this research led to two new elements.

9. "In 1911 she was awarded the Nobel Prize for Chemistry for the isolation of a pure form of radium."

10. The mobile X-radiography units, "Little Curies", were "used for the treatment of wounded soldiers."

11. Marie Curie understood the need for radioactive sources "not only to treat illness but also to maintain an abundant supply for research."

12. The Paris radium stock "prepared the way for the discovery of the neutron by Sir James Chadwick."

13. "Marie Curie died as a result of leukaemia caused by exposure to radiation."

14. Paragraph G describes the red-powder study: "Lewis and Brooks-Gunn (1979) dabbed some red powder on the noses of children... and then observed how often they touched their noses" — the method used.

15. Paragraph C: "Many parents spend a lot of time... copying their infant's vocalizations and expressions" — the role of imitation.

16. Paragraph G: visual self-recognition "occurs around their second birthday" — the age children identify a static image of themselves.

17. Paragraph D: research into self-as-subject is scarce "because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly."

18. Paragraph H: "Although it may be less marked in other societies, the link between the sense of 'self' and of 'ownership' is a notable feature of childhood in Western societies" — a possible cultural link.

19. Paragraph E lists "social roles (such as student, brother, colleague) and characteristics... (such as trustworthiness, shyness, sporting ability)" — the range of features making up self-as-object.

20. Mead argued "the self is essentially a social structure, and it arises in social experience... it is impossible to conceive of a self arising outside of social experience."

21. Cooley "suggested that a sense of the self-as-subject was primarily concerned with being able to exercise power" — mastery over things and people.

22. Bronson found "the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years."

23. Lewis and Brooks-Gunn suggested that infants' "understanding that the movements they see in the mirror are contingent on their own... leads to a growing awareness that they are distinct from other people."

24. Children learn they can affect the world "by handling objects, or causing the image to move when they face a" mirror — matching the earlier point about "looking in mirrors."

25. Research into self-as-subject is limited "because of difficulties of communication."

26. "The link between the sense of 'self' and of 'ownership' is a notable feature of childhood in Western societies."

27. Paragraph B: heritage developments "have been criticised as an intolerable vulgarisation, but the success of many historical theme parks... suggests that the majority of the public does not share this opinion" — mixed views, heading ii.

28. Paragraph C: "the sharp distinction between museum and heritage sites on the one hand, and theme parks on the other, is gradually evaporating" — fewer differences between public attractions, heading vi.

29. Paragraph D: heritage sites "are also operating in a very competitive environment" with "the increasing need in the heritage industry for income-generating activities" — commercial pressures, heading i.

30. Paragraph E: exhibits are altered so they "correspond to public perceptions" — interpreting facts to meet visitor expectations, heading iii.

31. "The content and format of explanations dated back to a time when the museum was the exclusive domain of the scientific researcher" — not primarily intended for the public.

32. "The key word in heritage display is now 'experience', the more exciting the better and, if possible, involving all the senses" — emphasising personal involvement.

33. "The sharp distinction between museum and heritage sites... and theme parks... is gradually evaporating" — less easy to distinguish than before.

34. Museum professionals "must steer a narrow course between the demands of 'evidence' and 'attractiveness'" — balancing conflicting priorities.

35. "Such presentations tell us more about contemporary perceptions of the world than about our ancestors" — reveal more about present beliefs than the past.

36. "Castles, palaces and cathedrals have a longer lifespan than the dwellings of ordinary people" — only durable objects survive.

37. Theme parks are actually moving toward serious content: "they try to present more serious social and cultural issues, and move away from fantasy" — the opposite of avoiding serious issues — FALSE.

38. The passage discusses competition for visitors' time but never compares visitor numbers between museums and theme parks — NOT GIVEN.

39. Modern Leyden is far larger: the 17th-century walled town was "an area more than five times smaller than modern Leyden" — FALSE.

40. "Fine period rooms give only an image of the lifestyle of the upper class of that era" — a biased, misleading impression — TRUE.