The following passage is titled "Where Do Old Satellites Go When They Die?" by NASA. Like every other machine, satellites do not last forever. Whether their job is to observe weather, measure greenhouse gases in the atmosphere, or point away from Earth to study the stars, eventually all satellites grow old, wear out, and die, just like old washing machines and vacuum cleaners. So what happens when a trusty satellite's time has come? These days there are two choices, depending on how high the satellite is. For the closer satellites, engineers will use its last bit of fuel to slow it down. That way, it will fall out of orbit and burn up in the atmosphere. The second choice is to send the satellite even farther away from Earth. It can take a lot of fuel for a satellite to slow down enough to fall back into the atmosphere. That is especially true if a satellite is in a very high orbit. For many of these high satellites, it takes less fuel to blast it farther into space than to send it back to Earth.
The author supports the claim that satellites do not last forever through the use of which of the following?
- A. An anecdote about why satellites stop working when they do
- B. Examples of the ways satellites stop working over time
- C. A comparison of satellites to other common machines that stop working
- D. Suggestions for ways to keep satellites working over time
Correct Answer & Rationale
Correct Answer: C
The author effectively demonstrates that satellites do not last forever by comparing them to other common machines that also have limited lifespans. This comparison highlights the inevitability of wear and tear in technology, providing a relatable context for readers. Option A, an anecdote, may illustrate a specific instance but lacks the broader applicability needed to support the claim. Option B provides examples of satellite failures but does not frame them within a comparative context that strengthens the argument. Option D suggests preventive measures but does not address the inherent limitations of satellites, which is central to the claim.
The author effectively demonstrates that satellites do not last forever by comparing them to other common machines that also have limited lifespans. This comparison highlights the inevitability of wear and tear in technology, providing a relatable context for readers. Option A, an anecdote, may illustrate a specific instance but lacks the broader applicability needed to support the claim. Option B provides examples of satellite failures but does not frame them within a comparative context that strengthens the argument. Option D suggests preventive measures but does not address the inherent limitations of satellites, which is central to the claim.
Other Related Questions
Match each of the following Greek roots with its definition
- A. man; human; humanity
- B. time
- C. bad; hard; unlucky
- D. art; science; skill
Correct Answer & Rationale
Correct Answer: A: anthrop, B: chron, C: dys, D: techn
Understanding Greek roots enhances vocabulary and comprehension. - **A: anthrop** relates to man, human, or humanity, aligning perfectly with its definition, as seen in words like "anthropology." - **B: chron** signifies time, as in "chronology," making it a precise match for its definition. - **C: dys** refers to bad, hard, or unlucky, evident in terms like "dysfunctional," which reflects negative connotations. - **D: techn** denotes art, science, or skill, correctly associated with "technology," indicating expertise or craftsmanship. Each root accurately corresponds to its definition, reinforcing the importance of Greek etymology in understanding language.
Understanding Greek roots enhances vocabulary and comprehension. - **A: anthrop** relates to man, human, or humanity, aligning perfectly with its definition, as seen in words like "anthropology." - **B: chron** signifies time, as in "chronology," making it a precise match for its definition. - **C: dys** refers to bad, hard, or unlucky, evident in terms like "dysfunctional," which reflects negative connotations. - **D: techn** denotes art, science, or skill, correctly associated with "technology," indicating expertise or craftsmanship. Each root accurately corresponds to its definition, reinforcing the importance of Greek etymology in understanding language.
Which THREE of the following are considered to be features of an engaging oral presentation?
- A. Well paced rate of speech
- B. Consistent eye contact
- C. Use of multiple fillers (for example, "um," "like," "you know")
- D. Clear volume
- E. 5 to 15 minutes in length
Correct Answer & Rationale
Correct Answer: A, B, D
An engaging oral presentation includes a well-paced rate of speech (A), which helps maintain audience interest and ensures clarity. Consistent eye contact (B) fosters a connection with the audience, making the speaker appear more credible and engaging. Clear volume (D) ensures that the message is heard and understood, enhancing overall effectiveness. In contrast, the use of multiple fillers (C) detracts from the presentation's professionalism and can distract the audience. While a time limit (E) can be important, the specified length of 5 to 15 minutes is not universally applicable to all engaging presentations, as effectiveness varies based on context and content.
An engaging oral presentation includes a well-paced rate of speech (A), which helps maintain audience interest and ensures clarity. Consistent eye contact (B) fosters a connection with the audience, making the speaker appear more credible and engaging. Clear volume (D) ensures that the message is heard and understood, enhancing overall effectiveness. In contrast, the use of multiple fillers (C) detracts from the presentation's professionalism and can distract the audience. While a time limit (E) can be important, the specified length of 5 to 15 minutes is not universally applicable to all engaging presentations, as effectiveness varies based on context and content.
Which of the following statements is true?
- A. In sentence 1, the word "knew" is functioning as an adverb.
- B. In sentence 1, the word "knew" is functioning as a verb.
- C. In sentence 3, the word "really" is functioning as an adjective.
- D. In sentence 3, the word "really" is functioning as a noun.
Correct Answer & Rationale
Correct Answer: B
In sentence 1, "knew" serves as a verb, indicating an action or state of being related to knowledge. This aligns with its grammatical role as a past tense verb, which expresses what someone understood or was aware of. Option A is incorrect as "knew" cannot function as an adverb; adverbs modify verbs, adjectives, or other adverbs, not serve as the main verb in a sentence. Option C misinterprets "really," which typically acts as an adverb to modify verbs or adjectives, not as an adjective itself. Option D is also incorrect since "really" does not function as a noun; it does not represent a person, place, thing, or idea.
In sentence 1, "knew" serves as a verb, indicating an action or state of being related to knowledge. This aligns with its grammatical role as a past tense verb, which expresses what someone understood or was aware of. Option A is incorrect as "knew" cannot function as an adverb; adverbs modify verbs, adjectives, or other adverbs, not serve as the main verb in a sentence. Option C misinterprets "really," which typically acts as an adverb to modify verbs or adjectives, not as an adjective itself. Option D is also incorrect since "really" does not function as a noun; it does not represent a person, place, thing, or idea.
Which of the following is a benefit of allowing students to use technology in the classroom for the purpose of actively engaging them in their studies?
- A. The students in the class can achieve collective progress in their work.
- B. The teacher can maintain responsibility for each student's educational goals.
- C. The classroom schedule can remain consistently structured.
- D. The students can independently organize their learning process.
Correct Answer & Rationale
Correct Answer: D
Allowing students to use technology fosters independence in organizing their learning process. This autonomy encourages critical thinking and responsibility, enhancing engagement and motivation. Option A, while promoting collective progress, does not specifically highlight individual engagement, which is essential for active learning. Option B emphasizes teacher responsibility, but it does not empower students in their learning journey. Option C focuses on structure, which is important but can limit flexibility and creativity in learning. Thus, option D stands out as it directly supports student agency and engagement through technology.
Allowing students to use technology fosters independence in organizing their learning process. This autonomy encourages critical thinking and responsibility, enhancing engagement and motivation. Option A, while promoting collective progress, does not specifically highlight individual engagement, which is essential for active learning. Option B emphasizes teacher responsibility, but it does not empower students in their learning journey. Option C focuses on structure, which is important but can limit flexibility and creativity in learning. Thus, option D stands out as it directly supports student agency and engagement through technology.