IELTS SIMULATOR

IELTS READING – Why pagodas don’t fall down S38AT1

 IELTS Reading Why pagodas don’t fall down reading practice test has 10 questions belongs to 🏯 Architecture & Engineering subject..

In a land swept by typhoons and shaken by earthquakes, how have Japan’s tallest and seemingly flimsiest old buildings – 500 or so wooden pagodas – remained standing for centuries? Q1 Records show that only two have collapsed during the past 1400 years. Those that have disappeared were destroyed by fire as a result of lightning or civil war. Q2 The disastrous Hanshin earthquake in 1995 killed 6,400 people, toppled elevated highways, flattened office blocks and devastated the port area of Kobe. Yet it left the magnificent five-storey pagoda at the Toji temple in nearby Kyoto unscathed, though it levelled a number of buildings in the neighbourhood.

Japanese scholars have been mystified for ages about why these tall, slender buildings are so stable. It was only thirty years ago that the building industry felt confident enough to erect office blocks of steel and reinforced concrete that had more than a dozen floors. With its special shock absorbers to dampen the effect of sudden sideways movements from an earthquake, the thirty-six-storey Kasumigaseki building in central Tokyo – Japan’s first skyscraper – was considered a masterpiece of modern engineering when it was built in 1968.

Yet in 826, with only pegs and wedges to keep his wooden structure upright, the master builder Kobodaishi had no hesitation in sending his majestic Toji pagoda soaring fifty-five metres into the sky – nearly half as high as the Kasumigaseki skyscraper built some eleven centuries later. Clearly, Japanese carpenters of the day knew a few tricks about allowing a building to sway and settle itself rather than fight nature’s forces. But what sort of tricks?

Q9 The multi-storey pagoda came to Japan from China in the sixth century. As in China, they were first introduced with Buddhism and were attached to important temples. Q7 The Chinese built their pagodas in brick or stone, with inner staircases, and used them in later centuries mainly as watchtowers. Q4&Q5 When the pagoda reached Japan, however, its architecture was freely adapted to local conditions – they were built less high, typically five rather than nine storeys, made mainly of wood and the staircase was dispensed with because the Japanese pagoda did not have any practical use but became more of an art object. Because of the typhoons that batter Japan in the summer, Japanese builders learned to extend the eaves of buildings further beyond the walls. This prevents rainwater gushing down the walls. Pagodas in China and Korea have nothing like the overhang that is found on pagodas in Japan.

Q8 The roof of a Japanese temple building can be made to overhang the sides of the structure by fifty per cent or more of the building’s overall width. Q6 For the same reason, the builders of Japanese pagodas seem to have further increased their weight by choosing to cover these extended eaves not with the porcelain tiles of many Chinese pagodas but with much heavier earthenware tiles.

But this does not totally explain the great resilience of Japanese pagodas. Q11 Is the answer that, like a tall pine tree, the Japanese pagoda – with its massive trunk-like central pillar known as shinbashira – simply flexes and sways during a typhoon or earthquake? For centuries, many thought so. But the answer is not so simple because the startling thing is that the shinbashira actually carries no load at all. In fact, in some pagoda designs, it does not even rest on the ground, but is suspended from the top of the pagoda – hanging loosely down through the middle of the building. The weight of the building is supported entirely by twelve outer and four inner columns.

And what is the role of the shinbashira, the central pillar? The best way to understand the shinbashira’s role is to watch a video made by Shuzo Ishida, a structural engineer at Kyoto Institute of Technology. Q12 Mr Ishida, known to his students as ‘Professor Pagoda’ because of his passion to understand the pagoda, has built a series of models and tested them on a ‘shake-table’ in his laboratory. In short, the shinbashira was acting like an enormous stationary pendulum. Q12 The ancient craftsmen, apparently without the assistance of very advanced mathematics, seemed to grasp the principles that were, more than a thousand years later, applied in the construction of Japan’s first skyscraper. Q10&13 What those early craftsmen had found by trial and error was that under pressure a pagoda’s loose stack of floors could be made to slither to and fro independent of one another. Viewed from the side, the pagoda seemed to be doing a snake dance – with each consecutive floor moving in the opposite direction to its neighbours above and below. The shinbashira, running up through a hole in the centre of the building, constrained individual storeys from moving too far because, after moving a certain distance, they banged into it, transmitting energy away along the column.

Another strange feature of the Japanese pagoda is that, because the building tapers, with each successive floor plan being smaller than the one below, none of the vertical pillars that carry the weight of the building is connected to its corresponding pillar above. In other words, a five-storey pagoda contains not even one pillar that travels right up through the building to carry the structural loads from the top to the bottom. More surprising is the fact that the individual storeys of a Japanese pagoda, unlike their counterparts elsewhere, are not actually connected to each other. They are simply stacked one on top of another like a pile of hats. Interestingly, such a design would not be permitted under current Japanese building regulations.

And the extra-wide eaves? Think of them as a tightrope walker’s balancing pole. The bigger the mass at each end of the pole, the easier it is for the tightrope walker to maintain his or her balance. The same holds true for a pagoda. ‘With the eaves extending out on all sides like balancing poles,’ says Mr Ishida, ‘the building responds to even the most powerful jolt of an earthquake with a graceful swaying, never an abrupt shaking.’ Here again, Japanese master builders of a thousand years ago anticipated concepts of modern structural engineering.

Prepare for IELTS Test International Experienced Teacher Best Training By CELTA Trainer. Best Results Easily Get Required Score IELTS Exam Dates Available, Small Batch Size with Flexible Time, Professional.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

IELTS READING – Educating Psyche S37AT3

IELTS Reading Educating Psyche reading practice test has 10 questions belongs to 🧠 Psychology & Education subject..

Q27 Educating Psyche by Bernie Neville is a book which looks at radical new approaches to learning, describing the effects of emotion, imagination, and the unconscious on learning. One theory discussed in the book is that proposed by George Lozanov, which focuses on the power of suggestion.

Q28 Lozanov’s instructional technique is based on the evidence that the connections made in the brain through unconscious processing (which he calls non-specific mental reactivity) are more durable than those made through conscious processing. Besides the laboratory evidence for this, Q28 we know from our experience that we often remember what we have perceived peripherally, long after we have forgotten what we set out to learn. Q29 If we think of a book we studied months or years ago, we will find it easier to recall peripheral details – the colour, the binding, the typeface, the table at the library where we sat while studying it – than the content on which we were concentrating. If we think of a lecture we listened to with great concentration, we will recall the lecturer’s appearance and mannerisms, our place in the auditorium, the failure of the air-conditioning, much more easily than the ideas we went to learn. Even if these peripheral details are a bit elusive, they come back readily in hypnosis or when we relive the event imaginatively, as in psychodrama. The details of the content of the lecture, on the other hand, seem to have gone forever.

This phenomenon can be partly attributed to the common counterproductive approach to study (making extreme efforts to memorise, tensing muscles, inducing fatigue), but it also simply reflects the way the brain functions. Q30 Lozanov therefore made indirect instruction (suggestion) central to his teaching system. Q27 In suggestopedia, as he called his method, consciousness is shifted away from the curriculum to focus on something peripheral. The curriculum then becomes peripheral and is dealt with by the reserve capacity of the brain.

The suggestopedic approach to foreign language learning provides a good illustration. In its most recent variant (1980), it consists of the reading of vocabulary and text while the class is listening to music. The first session is in two parts. Q31 In the first part, the music is classical (Mozart, Beethoven, Brahms) and the teacher reads the text slowly and solemnly, with attention to the dynamics of the music. The students Q31 follow the text in their books. This is followed by several minutes of silence. In the second part, they listen to baroque music (Bach, Corelli, Handel) while the teacher reads the text in a normal speaking voice. During this time Q31 they have their books closed. During the whole of this session, their attention is passive; they listen to the music but make no attempt to learn the material.

Q32 Beforehand, the students have been carefully prepared for the language learning experience. Through meeting with the staff and satisfied students they develop the expectation that learning will be easy and pleasant and that they will successfully learn several hundred words of the foreign language during the class. In a preliminary talk, the teacher introduces them to the material to be covered, but does not ‘teach’ it. Likewise, the students are instructed not to try to learn it during this introduction.

Some hours after the two-part session, Q33 there is a follow-up class at which the students are stimulated to recall the material presented. Once again the approach is indirect. The students do not focus their attention on trying to remember the vocabulary, but focus on using the language to communicate (e.g. through games or improvised dramatisations). Such methods are not unusual in language teaching. What is distinctive in the suggestopedic method is that they are devoted entirely to assisting recall. The ‘learning’ of the material is assumed to be automatic and effortless, accomplished while listening to music. The teacher’s task is to assist the students to apply what they have learned paraconsciously, and in doing so to make it easily accessible to consciousness. Q36 Another difference from conventional teaching is the evidence that students can regularly learn 1000 new words of a foreign language during a suggestopedic session, as well as grammar and idiom.

Lozanov experimented with teaching by direct suggestion during sleep, hypnosis, and trance states, but found such procedures unnecessary. Hypnosis, yoga, Silva mind-control, religious ceremonies, and faith healing are all associated with Q39 successful suggestion, but none of their techniques seem to be essential to it. Such rituals may be seen as placebos. Lozanov acknowledges that the Q37 ritual surrounding suggestion in his own system is also a Q38 placebo, but maintains that without such a placebo people are unable or afraid to tap the reserve capacity of their brains. Like any placebo, it must be dispensed with authority to be effective. Just as a doctor calls on the full power of autocratic suggestion by insisting that the patient take precisely this white capsule precisely three times a day before meals, Lozanov is categoric in insisting that the suggestopedic session be conducted exactly in the manner designated, by trained and accredited suggestopedic teachers.

While suggestopedia has gained some notoriety through success in the teaching of modern languages, few teachers are able to emulate the Q40 spectacular results of Lozanov and his associates. We can, perhaps, attribute mediocre results to an inadequate placebo effect. The students have not developed the appropriate mindset. They are often not motivated to learn through this method. They do not have enough ‘faith’. They do not see it as ‘real teaching’, especially as it does not seem to involve the ‘work’ they have learned to believe is essential to learning.

Easily Get Required Score I am interested in IELTS Pass with Confidence, Dehradun Small Batch Size with Flexible Time, professional faculty.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

MAKING EVERY DROP COUNT – S37AT2

IELTS Reading MAKING EVERY DROP COUNT reading practice test has 10 questions belongs to 💧 Environment & Resource Management subject..

A. Q14 The history of human civilization is entwined with the history of ways we have learned to manipulate water resources. As towns gradually expanded, water was brought from increasingly remote sources, leading to sophisticated engineering efforts such as dams and aqueducts. Q14 At the height of the Roman Empire, nine major systems, with an innovative layout of pipes and well-built sewers, Q21 supplied the occupants of Rome with as much water per person as is provided in many parts of the industrial world today.

B. During the industrial revolution and population explosion of the 19th and 20th centuries, the demand for water rose dramatically. Unprecedented construction of tens of thousands of monumental engineering projects designed to control floods, protect clean water supplies, and provide water for irrigation and hydropower brought great benefits to hundreds of millions of people. Q22 Food production has kept pace with soaring populations mainly because of the expansion of artificial irrigation system that makes possible the growth of 40% of the world’s food. Nearly one-fifth of all the electricity generated worldwide is produced by turbines spun by the power of falling water.

C. Yet there is a dark side to this picture: despite our progress, half of the world’s population till suffers, with water services inferior to those available to the ancient Greeks and Romans. As the United Nations report on access to water reiterated in November 2001, Q15 more than one billion people lack access to clean drinking water: some two and half billion do not have adequate sanitation services. Preventable water-related diseases kill an estimated 10,000 to 20,000 children every day, and the latest evidence suggests that we are falling behind in efforts to solve their problems.

D. The consequences of our water policies extend beyond jeopardizing human health. Tens of millions of people have been forced to move from their homes – often with little warning or compensation – to make way for the reservoirs behind dams. Q16 More than 20% of all freshwater fish species are now threatened or endangered because dams and water withdrawals have destroyed the free-flowing river ecosystems where they thrive. Certain irrigation practices degrade soil quality and reduce agricultural productivity. Groundwater aquifers* are being pumped down faster than they are naturally replenished in part of India, China, the USA, and elsewhere. And disputes over shared water resources have led to violence and continue to raise local, national, and even international tensions.

E. At the outset of the new millennium, Q17 however, the way resource planners think about water is beginning to change. The focus is slowly shifting back to the provision of basic human and environmental needs as a top priority – ensuring ‘some for all,’ instead of ‘more for some’. Q17&26 Some water experts are now demanding that existing infrastructure be used in smarter ways rather than building new facilities, which is increasingly considered the option of last, not first, resort. This shift in philosophy has not been universally accepted, and it comes with strong opposition from some established water organizations. Nevertheless, it may be the only way to address successfully the pressing problems of providing everyone with clean water to drink, adequate water to grow food, and a life free from preventable water-related illness.

F. Q18 Fortunately – and unexpectedly – the demand for water is not rising as rapidly as some predicted. As a result, the pressure to build now water infrastructures has diminished over the past two decades. Q18&24 Although population, industrial output, and economic productivity have continued to soar in developed nations, the rate at which people withdraw water from aquifers, rivers, and lacks has slowed. And in a few parts of the world, demand has actually fallen.

G. Q19 What explains this remarkable turn of events? Two factors: people have figured out how to use water more efficiently, and communities are rethinking their priorities for water use. Throughout the first three-quarters of the 20th century, the quantity of freshwater consumed per person doubled on average; in the USA, water withdrawals increased tenfold while the population quadrupled. Q25 But since 1980, the amount of water consumed per person has actually decreased, thanks to a range of new technologies that help to conserve water in homes and industry. In 1965, for instance, Japan used approximately 13 million gallons* of water to produce $1 million of commercial output; by 1989 this had dropped to 3.5 million gallons (even accounting for inflation) – almost a quadrupling of water productivity. In the USA, water withdrawals have fallen by more than 20% from their peak in 1980.

H. Q20 On the other hand, Q26 dams, aqueducts, and other kinds of infrastructure will still have to be built, particularly in developing countries where basic human needs have not been met. But such projects must be built to higher specifications and with more accountability to local people and their environment than in the past. And even in regions where new projects seem warranted, we must find ways to meet demands with fewer resources, respecting ecological criteria and to smaller budget.

 Best Results Easily Get Required Score IELTS Exam Dates Available, Small Batch Size with Flexible Time, Professional.

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com

IELTS READING – Let’s Go Bats – S37AT1

IELTS Reading Let’s Go Bats reading practice test has 10 questions belongs to 🦇 Animal Biology & Science subject..

A. Bats have a problem: how to find their way around in the dark they hunt at flight, and cannot use light to help them find prey and avoid obstacles. You might say that this is a problem of their own making one that they could avoid simply by changing their habits and hunting by day. But the daytime economy is already heavily exploited by other creatures such as birds. Given that there is a living to be made at night, and given that alternative daytime trades are thoroughly occupied, Q3 natural selection has favored bats that make a go of the night-hunting trade. It is probable that the nocturnal trades go way back in the ancestry of all mammals. In the time when the dinosaurs. dominated the daytime economy, our mammalian ancestors probably only managed to survive at all Q2 because they found ways of scraping a living at night. Only after the my stenos mass extinction of the dinosaurs about 65 million years ago were our ancestors able to emerge into the daylight in any substantial numbers.

 

B. Bats have an engineering problem: how to find their way and find their prey in the absence of light Bats are not the only creatures to face this difficulty today. Obviously, the night-flying insects that they prey on must find their way about somehow. Q1 Deep-sea fish and whales have little or no light by day or by night. Q1 Fish and dolphins that live in extremely muddy water cannot see because, although there is light, it is obstructed and scattered by the dirt in the water Q1 Plenty” of other modern animals make their living in conditions where seeing is difficult or impossible.

C. Given the questions of how to manoeuvre in the dark, what solutions might an engineer consider? The first one that might occur to him is to manufacture light, to use a lantern or a searchlight Fireflies and some fish (usually with the help of bacteria) have the power to – manufacture their own light but the process seems to consume a large amount of energy. Fireflies use their light for attracting mates. This doesn’t require a prohibitive amount of energy: a male’s tiny pinprick of light can be seen by a female from some distance on a dark night since her eyes are exposed directly to the light source itself. However, using light to find one’s own way around requires vastly more energy, since the eyes have to detect the tiny fraction of the light that bounces off each part of the scene. The light source must, therefore, be immensely brighter if it is to be used as a headlight to illuminate the path, than if it is to be used as a signal to others. In any event, whether or not the reason is the energy expense, it seems to be the case that with the possible exception of some weird deep-sea fish, no animal apart from man uses manufactured light to find its way about

D. What else might the engineer think off Well, blind humans sometimes seem to have an uncanny sense of obstacles in their path, it has been given the name’ facial vision’, because blind people have reported that Ft feels a bit like the sense of touch, on the face. One report tells of a totally blind boy who could and his tricycle at good speed round the block near his home, using facial vision. Experiments showed that, in fact, facial vision is nothing to do with touch or the front of the face, although the sensation may be referred to the front of the face, like the referred pain in a Q6 phantom limb The sensation of facial vision, it turns out really goes in through the ears.

Blind people, without even being aware of the fact are actually using Q7 echoes of their own footsteps and of other sounds, to sense the presence of obstacles. Before this was discovered, engineers had already built instruments to exploit the principle, for example, to measure the Q8 depth of the sea under a ship. Q5 After this technique had been invented, it was only a matter of time before weapons designers adapted ft for the detection of Q9 submarines. Both sides in the Second World War relied heavily on these devices, under such code names as Asdic (British) and Sonar (American), as well as Radar (American) or RDF (British), which uses radio echoes rather than sound echoes.

E. The Sonar and Radar pioneers Didn’t know it then, but all the world now knows that bats, or rather Q10 natural selection working on bats, had perfected the system tens of millions of years earlier, and their radar’” achieves feats of detection and navigation that would strike an engineer dumb with admiration It is technically incorrect to talk about bat’radar1, since they do not use Q11 radio waves. It is sonar. But the underlying Q12 mathematical theories of radar and sonar are very similar, and much of our scientific understanding of the details of what bats are doing has come from applying radar theory to them. The American Q13 zoologist Donald Griffin, who was largely responsible for the discovery of sonar in bats, coined the term ‘echolocation’ to cover both sonar and radar, whether used’ by animals or by human instruments.

Learn From Experienced Teacher Best IELTS Coaching Dehradun Best IELTS in Dehradun Uttarakhand GMS Road BEST coaching in Dehradun Apply for Class Courses Today Good Results

phone icon
8439000086
8439000087
7055710003
7055710004
IELTS Simulation 323 GMS Road, Near Ballupur Chowk, Dehradun, India
Chat on WhatsApp
email: info at ieltsband7.com