Rocky Bay field trip: listening answers and explanations
Two biology students, Helen and Colin, go through the report on their field trip to Rocky Bay. They work section by section: aims, equipment, procedure, method, the map, the findings for each shore zone and possible sources of error.
The questions follow the report sections in order. 21-26 cover aims, equipment, procedure, wave speed and the map. 'Now when we get to our findings' leads into the splash zone (27-28), and 'sources of possible error' into 29-30.
Answer key and self-check
Type what you wrote and hit mark. Hide the key first if you haven't done the part yet. Every question number jumps to its explanation.
How to attack this block: Each question matches one section of the report, and the students say so out loud ('the next section's the procedure'). Listen for agreement and disagreement: an idea one student raises is often dismissed by the other.
Question 21
Answer: AStart of the conversation, when they look at the aims of the trip
What do both students agree should go in the aims?
we need something about what causes different organisms to choose particular habitats … In our aims? But we weren't really looking at that.
Question says → You hear
factors affecting where organisms livewhat causes different organisms to choose particular habitats
Why: Colin says they need something about what makes organisms choose particular habitats, and Helen agrees. Choosing a habitat is where organisms live, so A.
The trap: B is Helen's idea about protecting organisms in danger of dying out, but Colin rejects it: they weren't looking at that. C is never suggested; Colin's own note was about field-trip procedures in general.
Question 22
Answer: AWhen Helen asks what the ruler was for
What did they forget to take on the trip?
we'd brought the compass for that … of string to hold up in the air! Didn't Mr Blake make a fuss about us, leaving that behind.
Question says → You hear
forget to takeleaving that behind
Why: 'Leaving that behind' means they forgot the string. Colin adds they got one from another student. So, A.
The trap: The ruler (C) is mentioned first, but they didn't need it. The compass (B) is the thing they did bring.
Question 23
Answer: CWhen Helen says 'the next section's the procedure'
What change does Colin suggest to Helen's procedure section?
It was clear, but I don't think we need all these details of what time we left and, what time we got back and how we divided up the different research tasks.
Question says → You hear
the amount of information providedI don't think we need all these details
Why: Colin thinks the section has more detail than it needs, so he wants less information. That's C.
The trap: B is a word trap: 'how we divided up the different research tasks' is one of the details he wants to cut, not a change in how the information is divided.
Question 24
Answer: BWhen Colin starts on the method of investigation
What do they say about how they measured wave speed?
I was surprised how straightforward that was. … count the number of waves per minute. Not very precise
Question says → You hear
It was simple to carry outI was surprised how straightforward that was
Why: 'Straightforward' means simple, and Helen agrees: they just counted waves per minute. That's B.
The trap: A is contradicted: 'Not very precise'. C is what Helen expected (some high-tech device), but they didn't use one.
Question 25
Answer: BWhen Helen says 'You just left that to me'
What mistake did Helen make when she first drew the map?
the place I started it from was down, on the beach, then I realised I should have gone up higher to get better visibility, so I had to start all over again
Question says → You hear
She stood in the wrong placethe place I started it from was down
Why: She started down on the beach but should have gone higher up to see better. Her position was the problem, B.
The trap: C: she mentions the low tide, but says that was OK. A: she had squared paper, so drawing to scale wasn't a problem.
Question 26
Answer: BAfter Colin suggests getting a map off the internet
What will they do next with the map?
But you took some pictures, didn't you? … I'll make my amendments using those, then I can scan it into our report.
Question says → You hear
check it using photographsI'll make my amendments using those
Why: Helen will correct the map using Colin's photos. That's the next step, B.
The trap: A (scanning) is in the same sentence, but after 'then'. C fails because Helen looked online and couldn't find anything.
Multiple choice (choose TWO)
Questions 27-28
How to attack this block: The splash zone discussion is short. Two problems are confirmed; one is raised and denied, and one belongs to a different zone. Listen for 'that's not the main danger'.
Question 27-28
Answer: A and D (in either order)When Helen starts on the findings for the highest area, the splash zone
Which two problems for organisms in the splash zone are mentioned?
But the shells prevent them from … because they're in the open air for most of the time. … so they don't get too hot
Question says → You hear
lack of waterthe shells prevent them from
high temperaturesso they don't get too hot
Why: A: the hard shells stop the shellfish drying out, since they're in the open air most of the time. D: because they're exposed, they need shelter so they don't get too hot.
The trap: Colin suggests predators, which would be lack of food or being eaten, but Helen says that's not the main danger. Large waves (E) are a problem in the middle and lower zones, nearer the sea, not the splash zone.
Multiple choice (choose TWO)
Questions 29-30
How to attack this block: Helen and Colin go through five possible errors and decide on each one. Only the ones they say they're unsure about go in the report. Listen for 'probably OK', 'adequate' and 'we'd better mention that'.
Question 29-30
Answer: C and E (in either order)When Helen says she drafted the section on sources of possible error
Which two possible errors will go in the report?
we might have missed some organisms … I'm not sure we identified all the … species correctly though. … OK, we'd better mention that.
Question says → You hear
missing some organisms when countingwe might have missed some organisms
incorrect identification of some organismsI'm not sure we identified all the … species correctly
Why: E: they may have missed organisms hiding under rocks, so the numbers could be wrong. C: Colin isn't sure they identified every species correctly, and Helen says they'd better mention it.
The trap: D is raised first, but Helen thinks the sample was quite big and Colin agrees. A, the habitat descriptions, Helen decides were probably OK. B is never mentioned.
All three pieces of equipment are mentioned. The ruler wasn't needed, the compass was brought, and the string was left behind, so they had to borrow one.
Sample size (D) is raised first, but they decide their sample was big. The two that survive are missed organisms and species they may have misidentified.
Words from this recording worth keeping
habitats(Aims)
the natural homes of plants or animals
organisms(Aims)
living things
procedure(Procedure)
the steps followed to do something
method of investigation(Method)
the way research is carried out
to scale(The map)
with all parts the right size in relation to each other
amendments(The map)
small changes to correct or improve something
predators(Findings)
animals that hunt and eat other animals
adequate(Sources of error)
good enough for the purpose
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