READING PASSAGE 1
You should spend about 20 minutes on Questions 1–14, which are related to Reading Passage 1.

Education and the brain: what happens when children learn?

The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development

Dr Sara Baker is a researcher into early childhood at the Faculty of Education. She is interested in the role of the brain’s prefrontal lobe in how young children learn to adapt their understanding to an ever-shifting environment. Many of her studies chart changes in children’s ways of thinking about the world. She uses longitudinal designs to examine the shape of individual children’s learning curves month by month.

Research by Baker and colleagues is contributing to an understanding of the acquisition of skills essential to learning. She explains: “The brain’s frontal lobe is one of the four major divisions of the cerebral cortex. It regulates decision-making, problem-solving and behaviour. We call these functions executive skills – they are at the root of the cognitive differences between humans and other animals. My executive functions enable me to resist a slice of cake when I know I’m soon having dinner.”

In an experiment designed to identify the age at which executive skills develop, Baker and colleagues used a row of four interconnected boxes to test children’s ability to apply their knowledge of basic physics. A ball rolled down an incline entered the first box and disappeared. A barrier (its top visible) was slotted in between two of the boxes to stop the ball rolling any further. The children were asked to open the door of the box in which the ball was hidden.

Aged 29–31 months, only 32% of the children correctly identified the location of the ball by working out that the barrier would have stopped it. Aged 32–36 months, 66% of children were successful. Toddlers under the age of three appear to understand the principles of solidity and continuity, but have trouble acting on this knowledge. A single month in a child’s age affected their ability to carry out the task correctly.

Baker’s interest in children’s development of executive skills dates from the moment a decade ago when she picked up a picture book while sitting in the foyer of a nursery school; the narrative focused on opposites: big/small, light/dark, hot/cold. How would children respond if they were asked to point to the opposite picture to the one depicting the word they heard spoken? This question became the topic for her PhD. Her findings confirmed that the huge variability of children’s executive skills could explain the range of social and cognitive behaviours we see emerging in the early years. What we learn at this stage, and what we learn to apply, sets us on course for life.

Most three-year-olds find the ‘opposites’ task hard. Given two pictures of bears, one big, one small, they automatically point to the big bear when they hear the word ‘big’ spoken aloud. They point to the big bear even when they have been asked (and appear to have understood) to point to the image that is the opposite of the word they hear.

Five-year-olds are much more successful in carrying out the task explained to them. “By age five, most children have acquired the ability to override their impulses, and put them on hold, in order to follow a request,” says Baker. “The ability to control impulses is vital to children’s socialisation, their ability to share and work in groups – and ultimately to be adaptable and well adjusted.”

“Executive function is a hot topic in education. When we talk to teachers about the psychology behind frontal lobe development, they immediately recognise how important self-regulation is, and will tell you about the child who can’t concentrate. It might be the case that this child is struggling with their executive functions: their working memory or inhibitory control might be flagging,” says Baker.

“The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development. In early years’ education, playful learning and giving children freedom to explore could help to encourage independence as well as the ability to know when to ask for help, both of which depend on self-regulatory skills. If we want to encourage adaptability and self-reliance, we have to look beyond the formal curriculum.”

Baker’s research into children’s ability to apply knowledge to successfully predict the location of an object hidden from view revealed much more than simply which age group was successful. She says: “In looking at the data from tasks, it’s not enough to focus only on children’s failures. We need to look at why they search for an object in a particular place. Often they’re applying something else that they’ve learnt.”

When younger children opened the same door twice in the boxes experiment, despite the barrier having been moved, they were applying logic: an object may be precisely where it was found before. After all, it’s always worth looking for the house keys first where they should be.

During the course of a day, your frontal lobe will have enabled you to do far more than find your keys. The synaptic firing of millions of cells in your brain may have guided you through a tricky situation with colleagues or prompted you to make a splitsecond decision as you crossed a busy road. “The development of this vital area of your brain happened well before you started formal education and will continue throughout your lifetime,” says Baker.

Questions 1–2

According to the text, which TWO of the following make up parts of Dr Baker’s research?
Write the appropriate letters A-E in boxes 1-2.

  • A The relationship between the environment and learning in children.
  • B Making changes in the way children understand the world around them.
  • C Longitudinal studies of children’s understanding.
  • D Determining which parts of the brain are required for decisions or problems.
  • E The relationship between the development of the brain and understanding in children.
READING PASSAGE 1
You should spend about 20 minutes on Questions 1–14, which are related to Reading Passage 1.

Education and the brain: what happens when children learn?

The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development

Dr Sara Baker is a researcher into early childhood at the Faculty of Education. She is interested in the role of the brain’s prefrontal lobe in how young children learn to adapt their understanding to an ever-shifting environment. Many of her studies chart changes in children’s ways of thinking about the world. She uses longitudinal designs to examine the shape of individual children’s learning curves month by month.

Research by Baker and colleagues is contributing to an understanding of the acquisition of skills essential to learning. She explains: “The brain’s frontal lobe is one of the four major divisions of the cerebral cortex. It regulates decision-making, problem-solving and behaviour. We call these functions executive skills – they are at the root of the cognitive differences between humans and other animals. My executive functions enable me to resist a slice of cake when I know I’m soon having dinner.”

In an experiment designed to identify the age at which executive skills develop, Baker and colleagues used a row of four interconnected boxes to test children’s ability to apply their knowledge of basic physics. A ball rolled down an incline entered the first box and disappeared. A barrier (its top visible) was slotted in between two of the boxes to stop the ball rolling any further. The children were asked to open the door of the box in which the ball was hidden.

Aged 29–31 months, only 32% of the children correctly identified the location of the ball by working out that the barrier would have stopped it. Aged 32–36 months, 66% of children were successful. Toddlers under the age of three appear to understand the principles of solidity and continuity, but have trouble acting on this knowledge. A single month in a child’s age affected their ability to carry out the task correctly.

Baker’s interest in children’s development of executive skills dates from the moment a decade ago when she picked up a picture book while sitting in the foyer of a nursery school; the narrative focused on opposites: big/small, light/dark, hot/cold. How would children respond if they were asked to point to the opposite picture to the one depicting the word they heard spoken? This question became the topic for her PhD. Her findings confirmed that the huge variability of children’s executive skills could explain the range of social and cognitive behaviours we see emerging in the early years. What we learn at this stage, and what we learn to apply, sets us on course for life.

Most three-year-olds find the ‘opposites’ task hard. Given two pictures of bears, one big, one small, they automatically point to the big bear when they hear the word ‘big’ spoken aloud. They point to the big bear even when they have been asked (and appear to have understood) to point to the image that is the opposite of the word they hear.

Five-year-olds are much more successful in carrying out the task explained to them. “By age five, most children have acquired the ability to override their impulses, and put them on hold, in order to follow a request,” says Baker. “The ability to control impulses is vital to children’s socialisation, their ability to share and work in groups – and ultimately to be adaptable and well adjusted.”

“Executive function is a hot topic in education. When we talk to teachers about the psychology behind frontal lobe development, they immediately recognise how important self-regulation is, and will tell you about the child who can’t concentrate. It might be the case that this child is struggling with their executive functions: their working memory or inhibitory control might be flagging,” says Baker.

“The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development. In early years’ education, playful learning and giving children freedom to explore could help to encourage independence as well as the ability to know when to ask for help, both of which depend on self-regulatory skills. If we want to encourage adaptability and self-reliance, we have to look beyond the formal curriculum.”

Baker’s research into children’s ability to apply knowledge to successfully predict the location of an object hidden from view revealed much more than simply which age group was successful. She says: “In looking at the data from tasks, it’s not enough to focus only on children’s failures. We need to look at why they search for an object in a particular place. Often they’re applying something else that they’ve learnt.”

When younger children opened the same door twice in the boxes experiment, despite the barrier having been moved, they were applying logic: an object may be precisely where it was found before. After all, it’s always worth looking for the house keys first where they should be.

During the course of a day, your frontal lobe will have enabled you to do far more than find your keys. The synaptic firing of millions of cells in your brain may have guided you through a tricky situation with colleagues or prompted you to make a splitsecond decision as you crossed a busy road. “The development of this vital area of your brain happened well before you started formal education and will continue throughout your lifetime,” says Baker.

Questions 3–7

Complete the flow-chart below.
Choose NO MORE THAN TWO WORDS from the passage for each answer.
Write your answers in boxes 3-7.

An experiment to find the age when develop
Children’s understanding and application of
was tested
A ball is rolled through set of boxes with a barrier visible between 2; children asked ‘where is the ball?’
At 29-31 months 32% of children realized the ball would stop at the barrier
About twice as many children aged 32-36 months
As little as one month affected a child’s
to do the test correctly
READING PASSAGE 1
You should spend about 20 minutes on Questions 1–14, which are related to Reading Passage 1.

Education and the brain: what happens when children learn?

The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development

Dr Sara Baker is a researcher into early childhood at the Faculty of Education. She is interested in the role of the brain’s prefrontal lobe in how young children learn to adapt their understanding to an ever-shifting environment. Many of her studies chart changes in children’s ways of thinking about the world. She uses longitudinal designs to examine the shape of individual children’s learning curves month by month.

Research by Baker and colleagues is contributing to an understanding of the acquisition of skills essential to learning. She explains: “The brain’s frontal lobe is one of the four major divisions of the cerebral cortex. It regulates decision-making, problem-solving and behaviour. We call these functions executive skills – they are at the root of the cognitive differences between humans and other animals. My executive functions enable me to resist a slice of cake when I know I’m soon having dinner.”

In an experiment designed to identify the age at which executive skills develop, Baker and colleagues used a row of four interconnected boxes to test children’s ability to apply their knowledge of basic physics. A ball rolled down an incline entered the first box and disappeared. A barrier (its top visible) was slotted in between two of the boxes to stop the ball rolling any further. The children were asked to open the door of the box in which the ball was hidden.

Aged 29–31 months, only 32% of the children correctly identified the location of the ball by working out that the barrier would have stopped it. Aged 32–36 months, 66% of children were successful. Toddlers under the age of three appear to understand the principles of solidity and continuity, but have trouble acting on this knowledge. A single month in a child’s age affected their ability to carry out the task correctly.

Baker’s interest in children’s development of executive skills dates from the moment a decade ago when she picked up a picture book while sitting in the foyer of a nursery school; the narrative focused on opposites: big/small, light/dark, hot/cold. How would children respond if they were asked to point to the opposite picture to the one depicting the word they heard spoken? This question became the topic for her PhD. Her findings confirmed that the huge variability of children’s executive skills could explain the range of social and cognitive behaviours we see emerging in the early years. What we learn at this stage, and what we learn to apply, sets us on course for life.

Most three-year-olds find the ‘opposites’ task hard. Given two pictures of bears, one big, one small, they automatically point to the big bear when they hear the word ‘big’ spoken aloud. They point to the big bear even when they have been asked (and appear to have understood) to point to the image that is the opposite of the word they hear.

Five-year-olds are much more successful in carrying out the task explained to them. “By age five, most children have acquired the ability to override their impulses, and put them on hold, in order to follow a request,” says Baker. “The ability to control impulses is vital to children’s socialisation, their ability to share and work in groups – and ultimately to be adaptable and well adjusted.”

“Executive function is a hot topic in education. When we talk to teachers about the psychology behind frontal lobe development, they immediately recognise how important self-regulation is, and will tell you about the child who can’t concentrate. It might be the case that this child is struggling with their executive functions: their working memory or inhibitory control might be flagging,” says Baker.

“The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development. In early years’ education, playful learning and giving children freedom to explore could help to encourage independence as well as the ability to know when to ask for help, both of which depend on self-regulatory skills. If we want to encourage adaptability and self-reliance, we have to look beyond the formal curriculum.”

Baker’s research into children’s ability to apply knowledge to successfully predict the location of an object hidden from view revealed much more than simply which age group was successful. She says: “In looking at the data from tasks, it’s not enough to focus only on children’s failures. We need to look at why they search for an object in a particular place. Often they’re applying something else that they’ve learnt.”

When younger children opened the same door twice in the boxes experiment, despite the barrier having been moved, they were applying logic: an object may be precisely where it was found before. After all, it’s always worth looking for the house keys first where they should be.

During the course of a day, your frontal lobe will have enabled you to do far more than find your keys. The synaptic firing of millions of cells in your brain may have guided you through a tricky situation with colleagues or prompted you to make a splitsecond decision as you crossed a busy road. “The development of this vital area of your brain happened well before you started formal education and will continue throughout your lifetime,” says Baker.

Questions 8–11

Choose the correct answer.

8 What did Dr Baker discover from doing her PhD research?

9 Why are five-year-old children better able to complete the ‘opposites’ task successfully?

10 According to Dr Baker, the relationship between executive skills and learning…

11 The frontal lobe of the brain…

READING PASSAGE 1
You should spend about 20 minutes on Questions 1–14, which are related to Reading Passage 1.

Education and the brain: what happens when children learn?

The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development

Dr Sara Baker is a researcher into early childhood at the Faculty of Education. She is interested in the role of the brain’s prefrontal lobe in how young children learn to adapt their understanding to an ever-shifting environment. Many of her studies chart changes in children’s ways of thinking about the world. She uses longitudinal designs to examine the shape of individual children’s learning curves month by month.

Research by Baker and colleagues is contributing to an understanding of the acquisition of skills essential to learning. She explains: “The brain’s frontal lobe is one of the four major divisions of the cerebral cortex. It regulates decision-making, problem-solving and behaviour. We call these functions executive skills – they are at the root of the cognitive differences between humans and other animals. My executive functions enable me to resist a slice of cake when I know I’m soon having dinner.”

In an experiment designed to identify the age at which executive skills develop, Baker and colleagues used a row of four interconnected boxes to test children’s ability to apply their knowledge of basic physics. A ball rolled down an incline entered the first box and disappeared. A barrier (its top visible) was slotted in between two of the boxes to stop the ball rolling any further. The children were asked to open the door of the box in which the ball was hidden.

Aged 29–31 months, only 32% of the children correctly identified the location of the ball by working out that the barrier would have stopped it. Aged 32–36 months, 66% of children were successful. Toddlers under the age of three appear to understand the principles of solidity and continuity, but have trouble acting on this knowledge. A single month in a child’s age affected their ability to carry out the task correctly.

Baker’s interest in children’s development of executive skills dates from the moment a decade ago when she picked up a picture book while sitting in the foyer of a nursery school; the narrative focused on opposites: big/small, light/dark, hot/cold. How would children respond if they were asked to point to the opposite picture to the one depicting the word they heard spoken? This question became the topic for her PhD. Her findings confirmed that the huge variability of children’s executive skills could explain the range of social and cognitive behaviours we see emerging in the early years. What we learn at this stage, and what we learn to apply, sets us on course for life.

Most three-year-olds find the ‘opposites’ task hard. Given two pictures of bears, one big, one small, they automatically point to the big bear when they hear the word ‘big’ spoken aloud. They point to the big bear even when they have been asked (and appear to have understood) to point to the image that is the opposite of the word they hear.

Five-year-olds are much more successful in carrying out the task explained to them. “By age five, most children have acquired the ability to override their impulses, and put them on hold, in order to follow a request,” says Baker. “The ability to control impulses is vital to children’s socialisation, their ability to share and work in groups – and ultimately to be adaptable and well adjusted.”

“Executive function is a hot topic in education. When we talk to teachers about the psychology behind frontal lobe development, they immediately recognise how important self-regulation is, and will tell you about the child who can’t concentrate. It might be the case that this child is struggling with their executive functions: their working memory or inhibitory control might be flagging,” says Baker.

“The tricky part is to grasp the processes developing in the child’s brain and come up with ways to encourage that development. In early years’ education, playful learning and giving children freedom to explore could help to encourage independence as well as the ability to know when to ask for help, both of which depend on self-regulatory skills. If we want to encourage adaptability and self-reliance, we have to look beyond the formal curriculum.”

Baker’s research into children’s ability to apply knowledge to successfully predict the location of an object hidden from view revealed much more than simply which age group was successful. She says: “In looking at the data from tasks, it’s not enough to focus only on children’s failures. We need to look at why they search for an object in a particular place. Often they’re applying something else that they’ve learnt.”

When younger children opened the same door twice in the boxes experiment, despite the barrier having been moved, they were applying logic: an object may be precisely where it was found before. After all, it’s always worth looking for the house keys first where they should be.

During the course of a day, your frontal lobe will have enabled you to do far more than find your keys. The synaptic firing of millions of cells in your brain may have guided you through a tricky situation with colleagues or prompted you to make a splitsecond decision as you crossed a busy road. “The development of this vital area of your brain happened well before you started formal education and will continue throughout your lifetime,” says Baker.

Questions 12–14

Complete the notes below. Choose NO MORE THAN ONE WORD from the passage for each answer.

Self-regulatory skills help children ask for assistance and promote .

It is also important to make an attempt to understand the reasons for children’s at the tasks.

As an example, a child may well be using when trying to find a hidden ball.

READING PASSAGE 2
You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

The brief story of algae as food

During the 1950s, a decade when science seemed to offer the possibility of a cleaner, healthier, and better organised world, there was a brief, but intense enthusiasm for Chlorella pyrenoidosa, a high-protein algae which grew rapidly and abundantly and was fed by sunlight and carbon dioxide.

The post-war baby boom gave rise to anxieties in the 1950s that the world would be unable to feed its growing population. Of course, we now know that innovations in agriculture during this period – including the wholesale mechanisation of farming, the increased use of pesticides, hormones, and antibiotics, and breeding high-yielding livestock – and the Green Revolution of the 1960s and 1970s produced the crops and farming methods which, at enormous environmental cost, still feed seven billion of us. But at the time, politicians worried that hungry nations would create a politically unstable world.

Algae looked like a sensible solution to the problem. Easy and cheap to grow, and apparently highly nutritious, this seemed to be the Brave New World of food production.

Warren Belasco wrote:
The alluring news came from pilot projects sponsored by the Carnegie Institution and conducted by the Stanford Research Institute in Menlo Park and by Arthur D. Little, Inc. in Cambridge. Initial results suggested that chlorella algae was an astounding photosynthetic superstar. When grown in optimal conditions – sunny, warm, shallow ponds fed by simple carbon dioxide – chlorella converted upwards of 20 per cent of solar energy…into a plant containing 50 per cent protein when dried. Unlike most plants, chlorella’s protein was ‘complete’, for it had the ten amino acids then considered essential, and it was also packed with calories, fat, and vitamins.

In today’s terms, chlorella was a superfood. Scientists fell over themselves in excitement: Scientific American and Science reported on it in glowing terms; the Rockefeller Foundation funded research into it; and some calculated that a plantation the size of Rhode Island was would be able to supply half the world’s daily protein requirements.

In the context of a mid-century enthusiasm for all that was efficient, systematic, and man-made, algae’s appeal was immediate: it was entirely usable and produced little or no waste; its farming was not dependent on variable weather and rainfall; it was clean and could be transformed into something that was optimally nutritious.

So why didn’t I have a chlorella burrito for supper?

Unfortunately, chlorella didn’t live up to the hype. Not only did the production of grains and soybeans increase exponentially during the 1950s, meaning that farmers were loath to switch to a new and untested crop, but further research revealed that chlorella production would be more complicated and expensive than initially envisaged. Growing chlorella in the quantities needed to be financially viable required expensive equipment, and it proved to be susceptible to changes in temperature. Harvesting and drying it was even more of a headache.

On top of this, chlorella tasted terrible. There were some hopes that the American food industry might be able to transform bitter green chlorella into an enticing foodstuff – in much the same way they used additives and preservatives to manufacture the range of processed foods which bedecked the groaning supermarket shelves of 1950s America. Edible chlorella was not a world away from primula cheese.

Those who were less impressed by the food industry suggested that chlorella could be used to fortify bread and pasta – or even transformed into animal feed. But research demonstrated that heating chlorella destroyed most of its nutrients. Even one of its supporters called it ‘a nasty little green vegetable.’ By the 1960s, it was obvious that at $1,000 a ton, and inedible, chlorella was not going to be the food of the future.

All was not lost for chlorella, though. It proved to be surprisingly popular in Japan, where it is still sold as a nutritional supplement. The West’s enthusiasm for algae also hasn’t dimmed: the discovery in the 1960s of the blue-green algae spirulina in the Saharan Lake Chad and in Mexico’s Lake Texcoco gave another boost to the health food uses of algae. Spirulina has a highnutrient profile similar to chlorella’s but without the same production problems.

Ironically, the food that was supposed to feed the world is now the preserve of the wealthy, health-conscious middle classes – those who suffer most from the diseases of affluence – who can afford to buy small jars of powdered algae.

Questions 15–19

Complete each sentence with the correct ending from the box below.
Choose the correct sentence and move it into the gap.

A time of interest in the sciences
    Stress over rising birth rates
      New technology and its application to agriculture
        The exciting promise of chlorella as food
          The fact that chlorella never became a mass-market food
            • resulted in high praise and speculation in the press.
            • meant that the difficulties of feeding the world were generally overcome.
            • caused chlorella to be very inexpensive.
            • was another reason it lacked success, despite the best efforts of the food industry.
            • led to its acceptance as an expensive health food.
            • caused worry about global nutrition and the stability of international relations.
            • led to great eagerness to produce a high-protein, easy to grow algae.
            • led to wildly higher yields in many areas of food production.
            • caused even its proponents to turn away from it.

            15 :

            16 :

            17 :

            18 :

            19 :

            READING PASSAGE 2
            You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

            The brief story of algae as food

            During the 1950s, a decade when science seemed to offer the possibility of a cleaner, healthier, and better organised world, there was a brief, but intense enthusiasm for Chlorella pyrenoidosa, a high-protein algae which grew rapidly and abundantly and was fed by sunlight and carbon dioxide.

            The post-war baby boom gave rise to anxieties in the 1950s that the world would be unable to feed its growing population. Of course, we now know that innovations in agriculture during this period – including the wholesale mechanisation of farming, the increased use of pesticides, hormones, and antibiotics, and breeding high-yielding livestock – and the Green Revolution of the 1960s and 1970s produced the crops and farming methods which, at enormous environmental cost, still feed seven billion of us. But at the time, politicians worried that hungry nations would create a politically unstable world.

            Algae looked like a sensible solution to the problem. Easy and cheap to grow, and apparently highly nutritious, this seemed to be the Brave New World of food production.

            Warren Belasco wrote:
            The alluring news came from pilot projects sponsored by the Carnegie Institution and conducted by the Stanford Research Institute in Menlo Park and by Arthur D. Little, Inc. in Cambridge. Initial results suggested that chlorella algae was an astounding photosynthetic superstar. When grown in optimal conditions – sunny, warm, shallow ponds fed by simple carbon dioxide – chlorella converted upwards of 20 per cent of solar energy…into a plant containing 50 per cent protein when dried. Unlike most plants, chlorella’s protein was ‘complete’, for it had the ten amino acids then considered essential, and it was also packed with calories, fat, and vitamins.

            In today’s terms, chlorella was a superfood. Scientists fell over themselves in excitement: Scientific American and Science reported on it in glowing terms; the Rockefeller Foundation funded research into it; and some calculated that a plantation the size of Rhode Island was would be able to supply half the world’s daily protein requirements.

            In the context of a mid-century enthusiasm for all that was efficient, systematic, and man-made, algae’s appeal was immediate: it was entirely usable and produced little or no waste; its farming was not dependent on variable weather and rainfall; it was clean and could be transformed into something that was optimally nutritious.

            So why didn’t I have a chlorella burrito for supper?

            Unfortunately, chlorella didn’t live up to the hype. Not only did the production of grains and soybeans increase exponentially during the 1950s, meaning that farmers were loath to switch to a new and untested crop, but further research revealed that chlorella production would be more complicated and expensive than initially envisaged. Growing chlorella in the quantities needed to be financially viable required expensive equipment, and it proved to be susceptible to changes in temperature. Harvesting and drying it was even more of a headache.

            On top of this, chlorella tasted terrible. There were some hopes that the American food industry might be able to transform bitter green chlorella into an enticing foodstuff – in much the same way they used additives and preservatives to manufacture the range of processed foods which bedecked the groaning supermarket shelves of 1950s America. Edible chlorella was not a world away from primula cheese.

            Those who were less impressed by the food industry suggested that chlorella could be used to fortify bread and pasta – or even transformed into animal feed. But research demonstrated that heating chlorella destroyed most of its nutrients. Even one of its supporters called it ‘a nasty little green vegetable.’ By the 1960s, it was obvious that at $1,000 a ton, and inedible, chlorella was not going to be the food of the future.

            All was not lost for chlorella, though. It proved to be surprisingly popular in Japan, where it is still sold as a nutritional supplement. The West’s enthusiasm for algae also hasn’t dimmed: the discovery in the 1960s of the blue-green algae spirulina in the Saharan Lake Chad and in Mexico’s Lake Texcoco gave another boost to the health food uses of algae. Spirulina has a highnutrient profile similar to chlorella’s but without the same production problems.

            Ironically, the food that was supposed to feed the world is now the preserve of the wealthy, health-conscious middle classes – those who suffer most from the diseases of affluence – who can afford to buy small jars of powdered algae.

            Questions 20–24

            Complete the sentences below
            Write NO MORE THAN 3 WORDS from Reading Passage 2 for each answer.

            Reasons for enthusiasm:

            It was supposed to be cheap and simple to farm; a to an impending food crisis.

            Early research gave the impression that under , that is, with enough food, heat and light, chlorella grew very well.

            Furthermore, it was rich with vitamins, calories and fats as well as a full range of . Reasons the algae didn’t succeed:

            Competition was actually quite strong, especially from traditional crops like .

            Expensive machinery and a stable climate were necessary to produce enough algae to become .

            READING PASSAGE 2
            You should spend about 20 minutes on Questions 15–27, which are based on Reading Passage 2.

            The brief story of algae as food

            During the 1950s, a decade when science seemed to offer the possibility of a cleaner, healthier, and better organised world, there was a brief, but intense enthusiasm for Chlorella pyrenoidosa, a high-protein algae which grew rapidly and abundantly and was fed by sunlight and carbon dioxide.

            The post-war baby boom gave rise to anxieties in the 1950s that the world would be unable to feed its growing population. Of course, we now know that innovations in agriculture during this period – including the wholesale mechanisation of farming, the increased use of pesticides, hormones, and antibiotics, and breeding high-yielding livestock – and the Green Revolution of the 1960s and 1970s produced the crops and farming methods which, at enormous environmental cost, still feed seven billion of us. But at the time, politicians worried that hungry nations would create a politically unstable world.

            Algae looked like a sensible solution to the problem. Easy and cheap to grow, and apparently highly nutritious, this seemed to be the Brave New World of food production.

            Warren Belasco wrote:
            The alluring news came from pilot projects sponsored by the Carnegie Institution and conducted by the Stanford Research Institute in Menlo Park and by Arthur D. Little, Inc. in Cambridge. Initial results suggested that chlorella algae was an astounding photosynthetic superstar. When grown in optimal conditions – sunny, warm, shallow ponds fed by simple carbon dioxide – chlorella converted upwards of 20 per cent of solar energy…into a plant containing 50 per cent protein when dried. Unlike most plants, chlorella’s protein was ‘complete’, for it had the ten amino acids then considered essential, and it was also packed with calories, fat, and vitamins.

            In today’s terms, chlorella was a superfood. Scientists fell over themselves in excitement: Scientific American and Science reported on it in glowing terms; the Rockefeller Foundation funded research into it; and some calculated that a plantation the size of Rhode Island was would be able to supply half the world’s daily protein requirements.

            In the context of a mid-century enthusiasm for all that was efficient, systematic, and man-made, algae’s appeal was immediate: it was entirely usable and produced little or no waste; its farming was not dependent on variable weather and rainfall; it was clean and could be transformed into something that was optimally nutritious.

            So why didn’t I have a chlorella burrito for supper?

            Unfortunately, chlorella didn’t live up to the hype. Not only did the production of grains and soybeans increase exponentially during the 1950s, meaning that farmers were loath to switch to a new and untested crop, but further research revealed that chlorella production would be more complicated and expensive than initially envisaged. Growing chlorella in the quantities needed to be financially viable required expensive equipment, and it proved to be susceptible to changes in temperature. Harvesting and drying it was even more of a headache.

            On top of this, chlorella tasted terrible. There were some hopes that the American food industry might be able to transform bitter green chlorella into an enticing foodstuff – in much the same way they used additives and preservatives to manufacture the range of processed foods which bedecked the groaning supermarket shelves of 1950s America. Edible chlorella was not a world away from primula cheese.

            Those who were less impressed by the food industry suggested that chlorella could be used to fortify bread and pasta – or even transformed into animal feed. But research demonstrated that heating chlorella destroyed most of its nutrients. Even one of its supporters called it ‘a nasty little green vegetable.’ By the 1960s, it was obvious that at $1,000 a ton, and inedible, chlorella was not going to be the food of the future.

            All was not lost for chlorella, though. It proved to be surprisingly popular in Japan, where it is still sold as a nutritional supplement. The West’s enthusiasm for algae also hasn’t dimmed: the discovery in the 1960s of the blue-green algae spirulina in the Saharan Lake Chad and in Mexico’s Lake Texcoco gave another boost to the health food uses of algae. Spirulina has a highnutrient profile similar to chlorella’s but without the same production problems.

            Ironically, the food that was supposed to feed the world is now the preserve of the wealthy, health-conscious middle classes – those who suffer most from the diseases of affluence – who can afford to buy small jars of powdered algae.

            Questions 25–27

            Choose the correct answer.

            25 How were producers hoping to overcome the bad taste of chlorella?

            26 What was the final reason why chlorella was found to be unsuitable for any food production?

            27 Which of the following statements best describes the overall purpose of the article in Reading Passage 2?

            READING PASSAGE 3
            You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

            The 10-Millenia Clock

            There is a huge Clock ringing deep inside a mountain. It is hundreds of feet tall, designed to tick for 10,000 years. Every once in a while the bells of this buried Clock play a melody on chimes programmed to not repeat themselves for 10,000 years. The Clock rings when a visitor has wound it, but the Clock can hoard energy from a different source and occasionally it will ring when no one is around to hear it. It’s anyone’s guess how many beautiful songs will never be heard over the Clock’s 10 millennial lifespan.

            The Clock’s designer is Danny Hillis, a polymath inventor and computer engineer. He and Stewart Brand, a cultural pioneer and trained biologist, launched a non-profit foundation to build at least the first Clock. Fellow traveler and rock musician Brian Eno named the organization The Long Now Foundation to indicate the expanded sense of time the Clock provokes – not the short now of next quarter, next week, or the next five minutes, but the “long now” of centuries.

            So how does the Clock keep going if no one visits it for months, or years, or perhaps decades? If there is no attention for long periods of time, the Clock uses the energy captured by changes in the temperature between day and night on the mountain top above to power its time-keeping apparatus. The differential power is transmitted to the interior of the Clock by long metal rods. As long as the sun shines and night comes, the Clock can keep time itself, without human help. But it can’t ring its chimes for long by itself, or show the time it knows, so it needs human visitors.

            If the sun shines through the clouds more often than expected, and if the nights are colder than usual, the extra power generated by this difference will bleed over into the Clock weights. That means that over time, in ideal conditions, the sun will actually wind up the chimes, sufficiently for them to ring when no one is there.

            The rotating dials, gears, spinning governor, and internal slips of pins and slots within the Clock will be visible only if you bring your own light. Shining your light around the rest of the chamber you’ll see the pendulum and escapement encased in a shield of quartz glass – to keep out dust, air movements, and critters. The pendulum, which governs the timing of the Clock, is a 6-feet (1.83m) long titanium assembly terminating with football-sized titanium weights. It swings at a satisfyingly slow 10-second period. The slight clicks of its escapement echo loudly in the silence of the mountain.

            Behind the main chamber’s dials the stairs continue up to the outside summit of the mountain. The shaft above the Clock continues to the surface, where its opening to the daylight is capped with a cupola of sapphire glass. This is the only part of the clock visible from the mountain peak. In this outdoor cupola sits the thermal-difference device to power the timekeeping, and a solar synchronizer. Every sunny noon, a prism directs sunlight down the shaft, where the imperceptible variations in the length of the day as the earth wobbles on its axis are compensated so that the Clock can keep its noon on true solar noon. In that way the Clock is self-adjusting, and keeps good time over the centuries.

            Building something to last 10,000 years requires both a large dose of optimism and a lot of knowledge. What do you build with that won’t corrode in 100 centuries? How do you keep it accurate when no one is around? The Clock’s technical solutions are often ingenious.

            Almost any kind of artifact can last 10 millennia if stored and cared for properly. We have examples of 5,000-year-old wood staffs, papyrus, or leather sandals. On the other hand, even metal can corrode in a few years of rain. For longevity, environment is more important than material. The mountain top in Texas (and Nevada) is a high dry desert, and below, in the interior tunnel, the temperature is very even over seasons and by the day, another huge plus for longevity since freeze-thaw cycles are as corrosive as water. It’s an ideal world for a ceaseless Clock.

            Still, the Clock is a machine with moving parts, and parts wear down and lubricants evaporate or corrode. The main worry of the Clockmakers is that elements of a 10K-year Clock — by definition — will move slowly. The millennial dial creeps so slowly it can be said to not move at all during your lifetime. Metals in contact with each other over those time scales can fuse – defeating the whole purpose of an ongoing timepiece. To counteract these tendencies some of the key moving parts of the Clock are non-metal — they are stone and hi-tech ceramics.

            Ceramics will outlast most metals- we have found shards of clay pots 17,000 years old-and modern ceramics can be as hard as diamonds. All the bearings in the Clock will be engineered ceramic. Because these bearings are so hard, and rotate at very low speed, they require no lubrication – which normally attracts grit and will eventually cause wear. And so, a 10,000-year timepiece is born.

            Questions 28–32

            Classify statements 28-32 according to whether they apply to

            A the Clock’s metal rods

            B the Clock’s pendulum

            C the quartz glass shield

            Part of the Clock’s structure protects interior pieces.

            It moves in a manner which is deliberate and pleasing.

            An important piece because it keeps harmful substances from delicate parts.

            Part of the apparatus which transfers thermal energy to the Clock.

            The Clock is kept on time by this part.

            READING PASSAGE 3
            You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

            The 10-Millenia Clock

            There is a huge Clock ringing deep inside a mountain. It is hundreds of feet tall, designed to tick for 10,000 years. Every once in a while the bells of this buried Clock play a melody on chimes programmed to not repeat themselves for 10,000 years. The Clock rings when a visitor has wound it, but the Clock can hoard energy from a different source and occasionally it will ring when no one is around to hear it. It’s anyone’s guess how many beautiful songs will never be heard over the Clock’s 10 millennial lifespan.

            The Clock’s designer is Danny Hillis, a polymath inventor and computer engineer. He and Stewart Brand, a cultural pioneer and trained biologist, launched a non-profit foundation to build at least the first Clock. Fellow traveler and rock musician Brian Eno named the organization The Long Now Foundation to indicate the expanded sense of time the Clock provokes – not the short now of next quarter, next week, or the next five minutes, but the “long now” of centuries.

            So how does the Clock keep going if no one visits it for months, or years, or perhaps decades? If there is no attention for long periods of time, the Clock uses the energy captured by changes in the temperature between day and night on the mountain top above to power its time-keeping apparatus. The differential power is transmitted to the interior of the Clock by long metal rods. As long as the sun shines and night comes, the Clock can keep time itself, without human help. But it can’t ring its chimes for long by itself, or show the time it knows, so it needs human visitors.

            If the sun shines through the clouds more often than expected, and if the nights are colder than usual, the extra power generated by this difference will bleed over into the Clock weights. That means that over time, in ideal conditions, the sun will actually wind up the chimes, sufficiently for them to ring when no one is there.

            The rotating dials, gears, spinning governor, and internal slips of pins and slots within the Clock will be visible only if you bring your own light. Shining your light around the rest of the chamber you’ll see the pendulum and escapement encased in a shield of quartz glass – to keep out dust, air movements, and critters. The pendulum, which governs the timing of the Clock, is a 6-feet (1.83m) long titanium assembly terminating with football-sized titanium weights. It swings at a satisfyingly slow 10-second period. The slight clicks of its escapement echo loudly in the silence of the mountain.

            Behind the main chamber’s dials the stairs continue up to the outside summit of the mountain. The shaft above the Clock continues to the surface, where its opening to the daylight is capped with a cupola of sapphire glass. This is the only part of the clock visible from the mountain peak. In this outdoor cupola sits the thermal-difference device to power the timekeeping, and a solar synchronizer. Every sunny noon, a prism directs sunlight down the shaft, where the imperceptible variations in the length of the day as the earth wobbles on its axis are compensated so that the Clock can keep its noon on true solar noon. In that way the Clock is self-adjusting, and keeps good time over the centuries.

            Building something to last 10,000 years requires both a large dose of optimism and a lot of knowledge. What do you build with that won’t corrode in 100 centuries? How do you keep it accurate when no one is around? The Clock’s technical solutions are often ingenious.

            Almost any kind of artifact can last 10 millennia if stored and cared for properly. We have examples of 5,000-year-old wood staffs, papyrus, or leather sandals. On the other hand, even metal can corrode in a few years of rain. For longevity, environment is more important than material. The mountain top in Texas (and Nevada) is a high dry desert, and below, in the interior tunnel, the temperature is very even over seasons and by the day, another huge plus for longevity since freeze-thaw cycles are as corrosive as water. It’s an ideal world for a ceaseless Clock.

            Still, the Clock is a machine with moving parts, and parts wear down and lubricants evaporate or corrode. The main worry of the Clockmakers is that elements of a 10K-year Clock — by definition — will move slowly. The millennial dial creeps so slowly it can be said to not move at all during your lifetime. Metals in contact with each other over those time scales can fuse – defeating the whole purpose of an ongoing timepiece. To counteract these tendencies some of the key moving parts of the Clock are non-metal — they are stone and hi-tech ceramics.

            Ceramics will outlast most metals- we have found shards of clay pots 17,000 years old-and modern ceramics can be as hard as diamonds. All the bearings in the Clock will be engineered ceramic. Because these bearings are so hard, and rotate at very low speed, they require no lubrication – which normally attracts grit and will eventually cause wear. And so, a 10,000-year timepiece is born.

            Questions 33–35

            Which THREE of the following statements are made in the text?
            Choose THREE letters from A-G and write them in boxes 33-35.

            A At the top of the mountain people can see at least on section of the Clock.

            B Emerald glass was used to create a doorway to the clock shaft.

            C The Clock’s weights are too heavy for a person to lift alone

            D The Clock might break down if it were in the wrong environment.

            E The Clock’s shaft allows visitors to view the surface.

            F The name Long Now is meant to invoke time spans people don’t generally think of.

            G The chimes will only ring when a person winds the Clock.

            READING PASSAGE 3
            You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

            The 10-Millenia Clock

            There is a huge Clock ringing deep inside a mountain. It is hundreds of feet tall, designed to tick for 10,000 years. Every once in a while the bells of this buried Clock play a melody on chimes programmed to not repeat themselves for 10,000 years. The Clock rings when a visitor has wound it, but the Clock can hoard energy from a different source and occasionally it will ring when no one is around to hear it. It’s anyone’s guess how many beautiful songs will never be heard over the Clock’s 10 millennial lifespan.

            The Clock’s designer is Danny Hillis, a polymath inventor and computer engineer. He and Stewart Brand, a cultural pioneer and trained biologist, launched a non-profit foundation to build at least the first Clock. Fellow traveler and rock musician Brian Eno named the organization The Long Now Foundation to indicate the expanded sense of time the Clock provokes – not the short now of next quarter, next week, or the next five minutes, but the “long now” of centuries.

            So how does the Clock keep going if no one visits it for months, or years, or perhaps decades? If there is no attention for long periods of time, the Clock uses the energy captured by changes in the temperature between day and night on the mountain top above to power its time-keeping apparatus. The differential power is transmitted to the interior of the Clock by long metal rods. As long as the sun shines and night comes, the Clock can keep time itself, without human help. But it can’t ring its chimes for long by itself, or show the time it knows, so it needs human visitors.

            If the sun shines through the clouds more often than expected, and if the nights are colder than usual, the extra power generated by this difference will bleed over into the Clock weights. That means that over time, in ideal conditions, the sun will actually wind up the chimes, sufficiently for them to ring when no one is there.

            The rotating dials, gears, spinning governor, and internal slips of pins and slots within the Clock will be visible only if you bring your own light. Shining your light around the rest of the chamber you’ll see the pendulum and escapement encased in a shield of quartz glass – to keep out dust, air movements, and critters. The pendulum, which governs the timing of the Clock, is a 6-feet (1.83m) long titanium assembly terminating with football-sized titanium weights. It swings at a satisfyingly slow 10-second period. The slight clicks of its escapement echo loudly in the silence of the mountain.

            Behind the main chamber’s dials the stairs continue up to the outside summit of the mountain. The shaft above the Clock continues to the surface, where its opening to the daylight is capped with a cupola of sapphire glass. This is the only part of the clock visible from the mountain peak. In this outdoor cupola sits the thermal-difference device to power the timekeeping, and a solar synchronizer. Every sunny noon, a prism directs sunlight down the shaft, where the imperceptible variations in the length of the day as the earth wobbles on its axis are compensated so that the Clock can keep its noon on true solar noon. In that way the Clock is self-adjusting, and keeps good time over the centuries.

            Building something to last 10,000 years requires both a large dose of optimism and a lot of knowledge. What do you build with that won’t corrode in 100 centuries? How do you keep it accurate when no one is around? The Clock’s technical solutions are often ingenious.

            Almost any kind of artifact can last 10 millennia if stored and cared for properly. We have examples of 5,000-year-old wood staffs, papyrus, or leather sandals. On the other hand, even metal can corrode in a few years of rain. For longevity, environment is more important than material. The mountain top in Texas (and Nevada) is a high dry desert, and below, in the interior tunnel, the temperature is very even over seasons and by the day, another huge plus for longevity since freeze-thaw cycles are as corrosive as water. It’s an ideal world for a ceaseless Clock.

            Still, the Clock is a machine with moving parts, and parts wear down and lubricants evaporate or corrode. The main worry of the Clockmakers is that elements of a 10K-year Clock — by definition — will move slowly. The millennial dial creeps so slowly it can be said to not move at all during your lifetime. Metals in contact with each other over those time scales can fuse – defeating the whole purpose of an ongoing timepiece. To counteract these tendencies some of the key moving parts of the Clock are non-metal — they are stone and hi-tech ceramics.

            Ceramics will outlast most metals- we have found shards of clay pots 17,000 years old-and modern ceramics can be as hard as diamonds. All the bearings in the Clock will be engineered ceramic. Because these bearings are so hard, and rotate at very low speed, they require no lubrication – which normally attracts grit and will eventually cause wear. And so, a 10,000-year timepiece is born.

            Questions 36–37

            Choose the correct answer.

            36 How does the Clock maintain a source of power if no people are around to wind it?

            37 What design features enable the Clock to keep good time for hundreds of years?

            READING PASSAGE 3
            You should spend about 20 minutes on Questions 28–40, which are based on Reading Passage 3.

            The 10-Millenia Clock

            There is a huge Clock ringing deep inside a mountain. It is hundreds of feet tall, designed to tick for 10,000 years. Every once in a while the bells of this buried Clock play a melody on chimes programmed to not repeat themselves for 10,000 years. The Clock rings when a visitor has wound it, but the Clock can hoard energy from a different source and occasionally it will ring when no one is around to hear it. It’s anyone’s guess how many beautiful songs will never be heard over the Clock’s 10 millennial lifespan.

            The Clock’s designer is Danny Hillis, a polymath inventor and computer engineer. He and Stewart Brand, a cultural pioneer and trained biologist, launched a non-profit foundation to build at least the first Clock. Fellow traveler and rock musician Brian Eno named the organization The Long Now Foundation to indicate the expanded sense of time the Clock provokes – not the short now of next quarter, next week, or the next five minutes, but the “long now” of centuries.

            So how does the Clock keep going if no one visits it for months, or years, or perhaps decades? If there is no attention for long periods of time, the Clock uses the energy captured by changes in the temperature between day and night on the mountain top above to power its time-keeping apparatus. The differential power is transmitted to the interior of the Clock by long metal rods. As long as the sun shines and night comes, the Clock can keep time itself, without human help. But it can’t ring its chimes for long by itself, or show the time it knows, so it needs human visitors.

            If the sun shines through the clouds more often than expected, and if the nights are colder than usual, the extra power generated by this difference will bleed over into the Clock weights. That means that over time, in ideal conditions, the sun will actually wind up the chimes, sufficiently for them to ring when no one is there.

            The rotating dials, gears, spinning governor, and internal slips of pins and slots within the Clock will be visible only if you bring your own light. Shining your light around the rest of the chamber you’ll see the pendulum and escapement encased in a shield of quartz glass – to keep out dust, air movements, and critters. The pendulum, which governs the timing of the Clock, is a 6-feet (1.83m) long titanium assembly terminating with football-sized titanium weights. It swings at a satisfyingly slow 10-second period. The slight clicks of its escapement echo loudly in the silence of the mountain.

            Behind the main chamber’s dials the stairs continue up to the outside summit of the mountain. The shaft above the Clock continues to the surface, where its opening to the daylight is capped with a cupola of sapphire glass. This is the only part of the clock visible from the mountain peak. In this outdoor cupola sits the thermal-difference device to power the timekeeping, and a solar synchronizer. Every sunny noon, a prism directs sunlight down the shaft, where the imperceptible variations in the length of the day as the earth wobbles on its axis are compensated so that the Clock can keep its noon on true solar noon. In that way the Clock is self-adjusting, and keeps good time over the centuries.

            Building something to last 10,000 years requires both a large dose of optimism and a lot of knowledge. What do you build with that won’t corrode in 100 centuries? How do you keep it accurate when no one is around? The Clock’s technical solutions are often ingenious.

            Almost any kind of artifact can last 10 millennia if stored and cared for properly. We have examples of 5,000-year-old wood staffs, papyrus, or leather sandals. On the other hand, even metal can corrode in a few years of rain. For longevity, environment is more important than material. The mountain top in Texas (and Nevada) is a high dry desert, and below, in the interior tunnel, the temperature is very even over seasons and by the day, another huge plus for longevity since freeze-thaw cycles are as corrosive as water. It’s an ideal world for a ceaseless Clock.

            Still, the Clock is a machine with moving parts, and parts wear down and lubricants evaporate or corrode. The main worry of the Clockmakers is that elements of a 10K-year Clock — by definition — will move slowly. The millennial dial creeps so slowly it can be said to not move at all during your lifetime. Metals in contact with each other over those time scales can fuse – defeating the whole purpose of an ongoing timepiece. To counteract these tendencies some of the key moving parts of the Clock are non-metal — they are stone and hi-tech ceramics.

            Ceramics will outlast most metals- we have found shards of clay pots 17,000 years old-and modern ceramics can be as hard as diamonds. All the bearings in the Clock will be engineered ceramic. Because these bearings are so hard, and rotate at very low speed, they require no lubrication – which normally attracts grit and will eventually cause wear. And so, a 10,000-year timepiece is born.

            Questions 38–40

            Complete the diagram below.
            Choose NO MORE THAN 2 WORDS from the passage for each answer. Write your answers in boxes 38-40

            Millenial dial: very slow moving (no visible movement in a human
            )

            Metals might fuse if
            for so long

            Key parts made of stone or hi-tech ceramics

            The dial needs no lubrication, which attracts
            , so will not cause decay