IELTS LISTENING – Study on Gender in Physics S1T3

IELTS LISTENING STUDY ON GENDER IN PHYSICS listening practice test has 21-30 questions.

LISA : OK, Greg, so I finally managed to read the article you mentioned – the one about the study on gender in physics.

GREG : About the study of college students done by Akira Miyake and his team? Yeah,

I was interested that the researchers were actually a mix of psychologist and physicists. That’s an unusual combination.

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LISA : Yeah. I got a little confused at first about which students the study was based on. They weren’t actually majoring in physics – they were majoring in what’s know as the STEM discipline.

_Q21That’s science, technology, engineering and…

GREG :  ….and math. Yes, but they were all doing physics course as part of their studies.

LISA : That’s correct. So as i understood it, Miyake and co started from the fact that women are underrepresented in introductory physics course at college, and also that on average, the women who do enroll on these course perform more poorly than the men.No one really knows why this is the case.

GREG : _Q22 Yeah. But what the researchers wanted to find out was basically what they could do about the relatively low level of the women’s results. But in order to find a solution they needed to find out more about the nature of the problem.

LISA : Right – now let’s see if I can remember …it was that in the physics class, the female students thought the male student all assumed that women weren’t any good at physics… was that it? And they thought that the men expected them to get poor result in their tests.

GREG : That’s what the women thought, and that made them nervous, so they get poor results. _Q23 But actually they were wrong…NO one was making any assumptions about the female students at all.

LISA : Anyway, what Miyake’s team did was quite simple- getting the student to do some writing before they went into the physics class. What did they call it?

GREG : Values- affirmation –_Q24 they had to write an essay focusing on things that were significant to them, not particularly to do with the subject, but more general things like music, or people who mattered to them.

LISA : Right, So the idea of doing the writing is that this gets the student thinking in a positive way.

GREG : _Q25 And cutting these thoughts into words can relax them and help them overcome the psychological factors that to poor performance. Yeah, _Q26 But what the researchers int study had’t expected was that this one activity raised the women’s physics grade from the C to the B range.

LISA : A huge change. Pity, it wasn’t to an A, but still! No, but it does suggest that the women were seriously under performing beforehand, in comparison with the men.

GREG : Yes. Mind you, Miyake’s article left out a lot of details. Like, did the student do the writing just once, or several times? _Q27 And had they been told why they were doing the writing? That might have affected the result.

LISA : YOU mean, if they know the researchers thought it might help them to improve, then they’d just try to full fill that expectation?

GREG : Exactly. So anyway,I thought for our projects we could do similar study but investigate whether it really was the writing activity that had that result.

LISA : Ok . So we could ask them to do a writing task about something completely different …. something else, like an oral task.

GREG : Maybe… or we could have half the student doing a writing task and half doing something else, like an oral task.

LISA : Or even, _Q28 half do the same writing as the original research and half do a factual writing task. Then we’d see if it really is the topic that made the difference,or something else.

GREG : That’s it. Good. So at our meeting with the supervisor on Monday, we can tell him we’ve decided on our project. We should have our aims ready by then.I suppose we need to read the original study- the article’s just a summary.

LISA : And there was another article I read, by Smolinsky. It was about her research on how women and men perform in mixed teams in class, compared with single-sex terms and on their own.

GREG : Let me guess… the women were better at teamwork.

LISA : That’s what I expected, but actually _Q29 the men and the women got the same results whether they were working in a team or on their own. But I guess it’s not that relevant to us.

GREG : What worries me anyway is how we’re going to get everything done in the time.

LISA : We’ll be OK now we know what we’re doing to get. Thought I’m not clear hoe we assess whether the students in our experiments actually make any progress or not…

GREG : No. We may need some advice on that. The main thing’s to make sure we have the right size sample, not to big or too small.

LISA : That shouldn’t be difficult. Right, what we need to do next? We could have look at the timetable for the science classes… or perhaps _Q30 we should just make an appointment to see one of the science professors. That’d be better.

GREG : Great. And we could even get to observe one of the classes.

LISA : What for?

GREG : Well…OK maybe let’s just go with your idea. Right, well…

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IELTS LISTENING – Fiddy Working Heritage Farm S1T2

IELTS LISTENING Fiddy Working Heritage Farm listening practice test has 14 questions belongs to the Nature & Agriculture subject.

Welcome to the Fiddy Working Heritage Farm. This open-air museum gives you the experience of agriculture and rural life in the English countryside at the end of the nineteenth century. So you’ll see a typical farm of that period, and like me, all the staff are addressed in clothes of that time.

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I must give you some advice and safety tips before we go any further. As it’s a working farm, please don’t frighten or injure the _Q11 animals. We have a lot here, and many of them are breeds that are now quite rare.

And do stay at a safe distance from the _Q12 tools: some of them have sharp points which can be pretty dangerous so please don’t touch them. We don’t want any accidents, do we?

The ground is very uneven, and you might slip if you’re wearing sandals so I’m glad to see you’re all wearing _Q13 shoes – we always advice people to do that.

Now, children of all ages are very welcome here, and usually, even very young children love the ducks and lambs, so do bring them along next time you come.

I don’t think any of you have brought _Q14 dogs with you but in case you have. I’m afraid they’ll have to stay in the car parking unless they’re guide dogs. I’m sure you’ll understand that they could cause a lot of problems on a farm.

Now let me give you some ideas of the layout of the farm. The building where you bought your tickets in the New Barn, immediately to your right, and we’re now at the beginning of the main path to the farmland – and of course, the car is on your left._Q15 The scarecrow you can see in the car park in the corner, besides the main path, is a traditional figure for keeping the birds away from crops, but our scarecrow is a permanent sculpture. It’s taller then a human being, so for you can see it from quite a distance.

_Q16 If you look ahead of you. you’ll see a maze. It’s opposite the New Barn, beside the side path that branches off to the right just over there. The maze is out of hedges which are too tall for young children to see over them, but it’s quite small, so you can’t get lost in it.

Now, can you see the bridge crossing the fish pool further up the main path? _Q17 If you want to go to the cafe, go towards the bridge and turn right just before it. Walk along the side path and the cafe’s on the first bend you come to The building was originally the schoolhouse, and it’s well over a hundred years old.

As you may know, we run skills workshops here, where you can learn traditional crafts like woodwork and basket-making. You can see examples of the work and talk to someone about the course, in the Black Barn. _Q18 If you take the slide path to the right here, just by the New Barn, you’ll come to the Black Barn just where the path first bends.

Now I mustn’t forget to tell you about picnicking, as I can see some of you have brought your lunch with you. You can picnic in the field, though do clear up behind you, of course. _Q19 Or if you’d prefer a covered picnic area, there’s one near the farmyard: just after you cross the bridge, there’s a covered picnic spot on the right.

And the last thing to mention is _Q20 Fiddy House itself. From here you can cross the bridge then walk along the footpath through the field to the left of the farmyard. That goes to the house, and it’ll give you a lovely view of it. It’s certainly worth a few photographs, but as it’s a private home, I’m afraid you can’t go inside.

Right. Well, if you’re all ready, we’ll set off on our tour of the farm.

 

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