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Look at the sentences below about a project to learn more about ocean wildlife. Read the text on the opposite page to decide if each sentence is correct or incorrect.
If it is correct, mark A on your answer sheet.
If it is not correct, mark B on your answer sheet.
Tessa found out about the ocean wildlife project from her biology teacher at school. ………...
Tessa’s trip cost considerably more than a holiday in a diving resort. …………
Tessa had to collect information that would help researchers studying climate change. …………
The place where Tessa stayed was specially built for people working on the project. …………
Some group members were unhappy about certain activities that they were asked to do. ………..
Group members were tested on their knowledge before they could collect information for the scientists. ………
Tessa’s group were pleased to spend some of their time teaching local schoolchildren. ………..
Tessa Watt's biology teacher was delighted when Tessa told him she was joining a special project she’d seen on a biology website. The project offered young people the chance to take part in sea-life research in a specially protected area around an island in the Indian Ocean for a month during the summer.
The place was known for its beauty, but the work was challenging. However, part of it involved going diving daily so though Tessa's parents had to pay a lot for her flight there, it still wasn't as much as a week’s holiday in any diving resort. To join, a diving certificate was essential, and although Tessa already had one, she hadn’t done any diving for a while, so had to spend time in the water before her adventure.
The project she joined was solving a real problem. The level of ocean coral - a hard pink or white structure made up of millions of tiny sea creatures - had reduced by up to 90%, following unusual weather in previous years, possibly caused by global warming. The project's divers had to discover how many different coral types were present in the sea and how healthy they looked. This information was sent to international scientists to help them learn about the effects of rising temperatures on these creatures.
Tessa’s home for the month was an old camp now used by the project's professional staff, and people who, like Tessa, were working there as students rather than employees. Tessa and other group members quickly learnt the camp routine, which, in addition to tasks like putting information onto the computer and checking the boats, included housework. Several people tried to avoid this, complaining that they were just there to help with research, but the organisers soon explained what was expected. There was also studying to do, with everyone needing to prove they could identify different corals before being allowed out to sea without a staff-member.
It wasn’t all work though: Tessa's group explored parts of the jungle with experts, and made visits to a nearby school where they were taught more about the island by the children themselves. Trips further out were limited to weekends, and although Tessa and her friend occasionally hired cars to enjoy the island's beaches, they generally caught crowded local buses into the island's capital, as there was little time to do more.
A lot of work was needed to keep the camp running and everyone supplied with meals. They had very simple ingredients, and preparation wasn't helped by having a basic kitchen. For Tessa, however, the whole experience was incredible. She learnt that she could do more than she thought possible, and made many new friends.
If it is correct, mark A on your answer sheet.
If it is not correct, mark B on your answer sheet.
Tessa found out about the ocean wildlife project from her biology teacher at school. ………...
Tessa’s trip cost considerably more than a holiday in a diving resort. …………
Tessa had to collect information that would help researchers studying climate change. …………
The place where Tessa stayed was specially built for people working on the project. …………
Some group members were unhappy about certain activities that they were asked to do. ………..
Group members were tested on their knowledge before they could collect information for the scientists. ………
Tessa’s group were pleased to spend some of their time teaching local schoolchildren. ………..
OCEAN RESEARCH
Tessa Watt's biology teacher was delighted when Tessa told him she was joining a special project she’d seen on a biology website. The project offered young people the chance to take part in sea-life research in a specially protected area around an island in the Indian Ocean for a month during the summer.
The place was known for its beauty, but the work was challenging. However, part of it involved going diving daily so though Tessa's parents had to pay a lot for her flight there, it still wasn't as much as a week’s holiday in any diving resort. To join, a diving certificate was essential, and although Tessa already had one, she hadn’t done any diving for a while, so had to spend time in the water before her adventure.
The project she joined was solving a real problem. The level of ocean coral - a hard pink or white structure made up of millions of tiny sea creatures - had reduced by up to 90%, following unusual weather in previous years, possibly caused by global warming. The project's divers had to discover how many different coral types were present in the sea and how healthy they looked. This information was sent to international scientists to help them learn about the effects of rising temperatures on these creatures.
Tessa’s home for the month was an old camp now used by the project's professional staff, and people who, like Tessa, were working there as students rather than employees. Tessa and other group members quickly learnt the camp routine, which, in addition to tasks like putting information onto the computer and checking the boats, included housework. Several people tried to avoid this, complaining that they were just there to help with research, but the organisers soon explained what was expected. There was also studying to do, with everyone needing to prove they could identify different corals before being allowed out to sea without a staff-member.
It wasn’t all work though: Tessa's group explored parts of the jungle with experts, and made visits to a nearby school where they were taught more about the island by the children themselves. Trips further out were limited to weekends, and although Tessa and her friend occasionally hired cars to enjoy the island's beaches, they generally caught crowded local buses into the island's capital, as there was little time to do more.
A lot of work was needed to keep the camp running and everyone supplied with meals. They had very simple ingredients, and preparation wasn't helped by having a basic kitchen. For Tessa, however, the whole experience was incredible. She learnt that she could do more than she thought possible, and made many new friends.
