{"id":6480,"date":"2021-07-07T15:37:10","date_gmt":"2021-07-07T15:37:10","guid":{"rendered":"https:\/\/ielts.completesuccess.in\/?p=6480"},"modified":"2021-07-07T15:55:05","modified_gmt":"2021-07-07T15:55:05","slug":"finding-the-lost-freedom-rising-sea-new-rules-for-the-paper-game","status":"publish","type":"post","link":"https:\/\/ielts.completesuccess.in\/index.php\/2021\/07\/07\/finding-the-lost-freedom-rising-sea-new-rules-for-the-paper-game\/","title":{"rendered":"Book 2 Reading 12"},"content":{"rendered":"\t\t
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READING PASSAGE 1<\/strong><\/h2>

You should spend about 20 minutes<\/u> on Questions 1-13<\/strong> which are based on Reading Passage 1 below.<\/p>

Finding the Lost Freedom<\/u><\/strong><\/h3>

1<\/strong>. The private car is assumed to have widened our horizons and increased our mobility. When we consider our children\u2019s mobility, they can be driven to more places (and more distant places) than they could visit without access to a motor vehicle. However, allowing our cities to be dominated by cars has progressively eroded children\u2019s independent mobility. Children have lost much of their freedom to explore their own neighbourhood or city without adult supervision. In recent surveys, when parents in some cities were asked about their own childhood experiences, the majority remembered having more, or far more, opportunities for going out on their own, compared with their own children today. They had more freedom to explore their own environment.<\/p>

2<\/strong>. Children\u2019s independent access to their local streets may be important for their own personal, mental and psychological development. Allowing them to get to know their own neighborhood and community gives them a \u201csense of place\u201d. This depends on \u201cactive exploration\u201d, which is not provided for when children are passengers in cars. (Such children may see more, but they learn less.) Not only is it important that children be able to get to local play areas by themselves, but walking and cycling journeys to school and to other destinations provide genuine play activities in themselves.<\/p>

\u00a0<\/p>

3<\/strong>. They are very significant time and money costs for parents associated with transporting their children to school, sport and other locations. Research in the United Kingdom estimated that this cost, in 1990, was between 10 billion and 20 million pounds. (AIPPG)<\/p>

\u00a0<\/p>

4<\/strong>. The reduction in children\u2019s freedom may also contribute to a weakening of the sense of local<\/p>

community. As fewer children and adults use the streets as pedestrians, these streets become less sociable places. There is less opportunity for children and adults to have the spontaneous of community. This in itself may exacerbate fears associated with assault and molestation of children, because there are fewer adults available who know their neighbours\u2019 children, and who can look out for their safety.<\/p>

\u00a0<\/p>

5<\/strong>. The extra traffic involved in transporting children results in increased traffic congestion, pollution and accident risk. As our roads become more dangerous, more parents drive their children to more places, thus contributing to increased levels of danger for the remaining pedestrians. Anyone who has experienced either the reduced volume of traffic in peak hour during school holidays, or the traffic jams near schools at the end of a school day, will not need convincing about these points. Thus, there are also important environmental implications of children\u2019s loss of freedom.<\/p>

\u00a0<\/p>

6<\/strong>. As individuals, parents strive to provide the best upbringing they can for their children.<\/p>

However, in doing so, (e.g. by driving their children to sport, school or recreation) parents may be contributing to a more dangerous environment for children generally. The idea that \u201cstreets are for cars and back yards and playgrounds are for children\u201d is a strongly held belief, and parents have little choice as individuals but to keep their children off the streets if they want to protect their safety.<\/p>

\u00a0<\/p>

7<\/strong>. In m any parts of Dutch cities, and some traffic calmed precincts in Germany, residential streets are now places where cars must give way to pedestrians. In these areas, residents are accepting the view that the function of streets is not solely to provide mobility for cars. Streets may also be for social interaction, walking, cycling and playing. One of the most important aspects of these European streets, in terms of giving cities back to children, has been a range of \u201ctraffic calming\u201d initiatives, aimed at reducing the volume and speed of traffic. These initiatives have had complex interactive effects, leading to a sense that children have been able to do this in safety. Recent research has demonstrated that children in m any German cities have significantly higher levels of freedom to travel to places in their own neighbourhood or city than children in other cities in the world.<\/p>

\u00a0<\/p>

8<\/strong>. Modifying cities in order to enhance children\u2019s freedom will not only benefit children. Such cities will become more environmentally sustainable, as well as more sociable and more livable for all city residents. Perhaps, it will be our concern for our children\u2019s welfare that convinces us that we need to challenge the dominance of the car in our cities.<\/p>

Questions 1-5<\/u><\/strong><\/p>

Do the following statements agree with the information given in Reading Section 1? Write:<\/p>

TRUE\u00a0 \u00a0<\/strong> if the statement agrees with the information
FALSE<\/strong>\u00a0 \u00a0 if the statement contradicts the information
NOT GIVEN<\/strong>\u00a0 \u00a0 if there is no information on this<\/p>

1<\/strong>. The private car has helped children have more opportunities to learn.
2<\/strong>. Children are more independent today than they used to be.
3<\/strong>. Walking and cycling to school allows children to learn more.
4<\/strong>. Children usually walk or cycle to school.
5<\/strong>. Parents save time and money by driving children to school.<\/p>

Questions 6-9<\/u><\/strong><\/h5>

In Paragraph FOUR and FIVE there are FOUR<\/strong> problems stated. These problems are numbered as questions 6-9. Find the correct cause for each of the problems and write the corresponding letter A-G. There are more causes than problems so you will not use all of them. You may use any cause MORE THAN ONCE<\/strong>.<\/p>

\u00a0<\/strong><\/p>

Problems<\/strong><\/p>

Example: \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0Answer:<\/strong><\/p>

\u00a0\u00a0\u00a0 low sense of community feeling\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 F<\/strong><\/p>

6<\/strong>. streets become less sociable<\/p>

7<\/strong>. fewer chances for meeting friends<\/p>

8<\/strong>. fears of danger for children<\/p>

9<\/strong>. higher accident risk<\/p><\/td>

Causes<\/strong><\/p>

A<\/strong>. few adults know local children<\/p>

\u0412<\/strong>. fewer people use the streets<\/p>

C<\/strong>. increased pollution<\/p>

D<\/strong>. streets are less friendly<\/p>

E<\/strong>. less traffic in school holidays<\/p>

F<\/strong>. reduced freedom for children<\/p>

G<\/strong>. more children driven to school<\/p><\/td><\/tr><\/tbody><\/table>

\u00a0<\/p>

Questions 10-14<\/u><\/strong><\/h5>

Complete the sentences. Choose the correct ending for each statement. Endings are numbered I-X<\/strong>.<\/p>

Example: <\/strong><\/p>

\u00a0\u00a0\u00a0\u00a0 By driving children to school, parents help create\u2026\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 Answer: I<\/strong><\/p>

  1. Children should play \u2026<\/li>
  2. In some German towns, pedestrians have right of way in \u2026<\/li>
  3. Streets should also be used for \u2026<\/li>
  4. Reducing the amount of traffic and the speed is \u2026<\/li>
  5. All people who live in the city will benefit if cities are \u2026<\/li><\/ol>

    I.<\/strong> a dangerous environment\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0II<\/strong>. modified\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0III<\/strong>. residential streets\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/p>

    IV<\/strong>. modifying cities \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0V<\/strong>. neighborhoods\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0VI<\/strong>. Socializing<\/p>

    VII<\/strong>. in backyards\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0VIII<\/strong>. for cars \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0IX<\/strong>. traffic calming<\/p>

    X<\/strong>. residential<\/p><\/td><\/tr><\/tbody><\/table>

    \u00a0<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    <\/div>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t
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    READING PASSAGE 2<\/strong><\/span><\/h2>

    You should spend about 20 minutes<\/u> on Questions 14-26<\/strong> which are based on Reading Passage 2 on the following pages.<\/span><\/p>

    Rising Sea<\/u><\/strong><\/span><\/h3>

    Paragraph 1 \u2014 Increased Temperatures<\/strong><\/span><\/p>

    The average air temperature at the surface of the earth has risen this century, as has the temperature of ocean surface waters. Because water expands as it heats, a warmer ocean means higher sea levels. We cannot say definitely that the temperature rises are due to the greenhouse effect; the heating may be part of a \u201cnatural\u201d variability over a long time-scale that we have not yet recognized in our short 100 years of recording. However, assuming the build-up of greenhouse gases is responsible, and that the warming will continue. Scientists and inhabitants of low-lying coastal areas would like to know the extent of future sea level rises.<\/span><\/p>

    Paragraph 2<\/strong><\/span><\/p>

    Calculating this is not easy. Models used for the purpose have treated the oceans as passive, stationary and one-dimensional. Scientists have assumed that heat simply diffused into the sea from the atmosphere. Using basic physical laws, they then predict how much a known volume of water would expand for a given increase in temperature. But the oceans are not one-dimensional, and recent work by oceanographers, using a new model which takes into account a number of subtle facets of the sea \u2014 including vast and complex ocean currents \u2014 suggests that the rise in sea level may be less than some earlier estimates had predicted.<\/span><\/p>

    Paragraph 3<\/strong><\/span><\/p>

    An international forum on climate change, in 1986, produced figures for likely sea-level rises of 20 cm and 1.4 m, corresponding to atmospheric temperature increases of 1.5 and 4.5C respectively. Some scientists estimate that the ocean warming resulting from those temperature increases by the year 2050 would raise the sea level by between 10 cm and 4 0 cm. This model only takes into account the temperature effect on the oceans; it does not consider changes in sea level brought about by the melting of ice sheets and glaciers, and changes in groundwater storage. When we add on estimates of these, we arrive at figures for total sea-level rises of 15 cm and 70 cm respectively.<\/span><\/p>

    Paragraph 4<\/strong><\/span><\/p>

    It\u2019s not easy trying to model accurately the enormous complexities of the ever-changing oceans, with their great volume, massive currents and sensitively to the influence of land masses and the atmosphere. For example, consider how heat enters the ocean. Does it just \u201cdiffuse\u201d from the warmer air vertically into the water, and heat only the surface layer of the sea? (W arm water is less dense than cold, so it would not spread downwards). Conventional models of sea-level rise have considered that this the only method, but measurements have shown that the rate of heat transfer into the ocean by vertical diffusion is far lower in practice than the figures that m any models have adopted.<\/span><\/p>

    Paragraph 5<\/strong><\/span><\/p>

    Much of the early work, for simplicity, ignored the fact that water in the oceans moves in three dimensions. By movement, of course, scientists don\u2019t mean waves, which are too small individually to consider, but rather movement of vast volumes of water in huge currents. To understand the importance of this, we now need to consider another process-advection. Imagine smoke rising from a chimney. On a still day it will slowly spread out in all directions by means of diffusion. With a strong directional wind, however, it will all shift downwind, this process is advection \u2014 the transport of properties (notably heat and salinity in ocean) by the movement of bodies of air or water, rather than by conduction or diffusion.<\/span><\/p>

    Paragraph 6<\/strong><\/span><\/p>

    Massive oceans current called gyres do the moving. These currents have far more capacity to store heat than does the atmosphere. Indeed, just the top 3 m of the ocean contains more heat than the whole of the atmosphere. The origin of the gyres lies in the fact that more heat from the Sun reaches the Equator than the Poles, and naturally heat trends to move from the former to the latter. W arm air rises at the Equator, and draws more air beneath it in the form of winds (the \u201cTrade Winds\u201d) that, together with other air movements, provide the main force driving the ocean currents.<\/span><\/p>

    Paragraph 7<\/strong><\/span><\/p>

    Water itself is heated at the Equator and moves poleward, twisted by the Earth\u2019s rotation and affected by the positions of the continents. The resultant broadly circular movements between about 10 and 40 North and South are clockwise in the Southern Hemisphere. They flow towards the east at mind latitudes in the equatorial region. They then flow towards the Poles, along the eastern sides of continents, as warm currents. When two different masses of water meet, once will move beneath the other, depending on their relative densities in the subduction process. The densities are determined by temperature and salinity. The convergence of water of different densities from the Equator and the Poles deep in the oceans causes continuous subduction. This means that water moves vertically as well as horizontally. Cold water from the Poles travels as depth-it is denser than warm water-until it emerges at the surface in another part of the world in the form of a cold current.<\/span><\/p>

    Paragraph 8 \u2014 How the Greenhouse Effects Will Change Ocean Temperatures<\/strong><\/span><\/p>

    Ocean currents, in three dimensions, from a giant \u201cconveyor belt\u201d, distributing heat from the thin surface layer into the interior of the oceans and around the globe. Water may take decades to circulate in these 3-D gyres in the lop kilometer of the ocean, and centuries in the deep water. With the increased atmospheric temperatures due to the greenhouse effect, the oceans conveyor belt will carry more heat into the interior. This subduction moves heat around far more effectively than simple diffusion. Because warm water expands more than cold when it is heated, scientists had presumed that the sea level would rise unevenly around the globe. It is now believed that these inequalities cannot persist, as winds will act to continuously spread out the water expansion. Of course, of global warming changes the strength and distribution of the winds, then this \u201cevening-out\u201d process may not occur, and the sea level could rise more in some areas than others.<\/span><\/p>

    Questions 15-20<\/u><\/strong><\/span><\/h5>

    Reading Passage 2 has eight<\/strong> Paragraphs. The first and the last have been given headings. Choose the correct heading for the remaining six paragraphs from the list below. There are more headings than paragraphs so you will not use all the headings. Write the correct number, A-I,<\/strong> in boxes 15-20<\/strong> on your answer sheet.<\/span><\/p>

    List of headings<\/u><\/strong><\/span><\/p>

    A<\/strong>. The gyre principle<\/span><\/p>

    \u0412<\/strong>. The Greenhouse Effect<\/span><\/p>

    C<\/strong>. How ocean waters move<\/span><\/p>

    D<\/strong>. Statistical evidence<\/span><\/p>

    E<\/strong>. The advection principle<\/span><\/p>

    F<\/strong>. Diffusion versus advection<\/span><\/p>

    G<\/strong>. Figuring the sea level changes<\/span><\/p>

    H<\/strong>. Estimated figures<\/span><\/p>

    I<\/strong>.\u00a0 The diffusion model<\/span><\/p><\/td>

    15.\u00a0 <\/strong>\u00a0Paragraph 2<\/span><\/p>

    16.\u00a0 <\/strong>\u00a0Paragraph 3<\/span><\/p>

    17.<\/strong>\u00a0\u00a0 Paragraph 4<\/span><\/p>

    18.\u00a0 <\/strong>\u00a0Paragraph 5<\/span><\/p>

    19.\u00a0 <\/strong>\u00a0Paragraph 6<\/span><\/p>

    20.<\/strong>\u00a0\u00a0 Paragraph 7<\/span><\/p><\/td><\/tr><\/tbody><\/table>

    Questions 21, 22. <\/u><\/strong><\/span><\/h5>

    Choose the correct letter \u0410, \u0412, C <\/strong>or D<\/strong>. Write the correct letter in boxes 21<\/strong> and 22<\/strong> on your answer sheet.<\/span><\/p>

    21<\/strong>. Scientists do not know for sure why the air and surface of oceans temperatures are rising because<\/span>
    A. there is too much variability <\/span>
    \u0412. there is no enough variability<\/span>
    C. they have not been recording these temperatures for enough time <\/span>
    D. the changes have only been noticed for 100 years<\/span><\/p>

    22<\/strong>. New search leads scientists to believe that<\/span>
    A. the oceans are less complex <\/span>
    \u0412. the oceans are more complex<\/span>
    C. the oceans will rise more than expected <\/span>
    D. the oceans will rise less than expected<\/span><\/p>

    Question 23.<\/span><\/h5>

    Look at the following list of factors (A-F) and select THREE which are mentioned in the Reading Passage 2 which may contribute to the rising ocean levels. Write the correct THREE<\/strong> letters A-F<\/strong> in the box 23 on your answer sheet.<\/span><\/p>