[고1] 2024년 9월 모의고사 - 지문 출처 (36~42번)

 

 

[고1] 2024년 09월 – 36번: 거울 뉴런이 관찰 학습에 미치는 영향

The discovery of mirror neurons has profoundly changed the way we think of a fundamental human capacity, learning by observation. As children we learn a lot by observing what our parents and friends do. Newborns, in the first week of life, have an inborn tendency to stick out their tongue if their parents stick out theirs. Such imitation is not perfect. You may not see the tongue stick out each time you stick yours out at your newborn, but if you do it many times, the tongue will come out more often than if you do something different. Babies babble and later start to imitate the sounds their parents produce. Later still, they play with vacuum cleaners and hammers in imitation of their parents. Our modern cultures, in which we write, speak, read, build spaceships and go to school, can work only because we are not restricted to the behavior we are born with or learn by trial and error. We can learn a lot by simply watching others.

 

 

문제와 원문 출처 (링크 바로가기)

 

 

원문 텍스트 및 OCR

LEARNING BY OBSERVATION The discovery of mirror neurons has also profoundly changed the way we think of another fundamental human capacity, learning by observation. As children we learn a lot by observing what our parents and friends do. Newborns, in the first week of life, have an inborn tendency to stick out their tongue if their parents stick out theirs. Such imitation is not perfect. You may not see the tongue stick out each time you stick yours out at your newborn, but if you do it many times, the tongue will come out more often than if you do something different. Babies babble and later start to imitate the sounds their parents produce. Later still, they play with vacuum cleaners and hammers in imitation of their parents. Our modern cultures, in which we write, speak, read, build spaceships and go to school, can work only because we are not restricted to the behavior we are born with or learn by trial and error. We can learn a lot by simply watching others. Cultural transmission refers to this amazing capacity to acquire skills and knowledge rapidly from other people. The culture of the Stone Age, for instance, required the capacity to learn how to make a blade out of a rock.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

---

 

[고1] 2024년 09월 – 37번: 자신의 목소리를 다르게 인식하는 이유

Have you ever been surprised to hear a recording of your own voice? You might have thought, "Is that really what my voice sounds like?" Maybe your accent is more pronounced in the recording than you realized, or your voice is higher than it seems to your own ears. This is of course quite a common experience. The explanation is actually fairly simple. There are two pathways through which we perceive our own voice when we speak. One is the route through which we perceive most external sounds, like waves that travel from the air through the outer, middle and inner ear. But because our vocal cords vibrate when we speak, there is a second internal path. Vibrations are conducted through our bones and stimulate our inner ears directly. Lower frequencies are emphasized along this pathway. That makes your voice sound deeper and richer to yourself than it may sound to other people.

 

 

문제와 원문 출처 (링크 바로가기)

 

원문 텍스트 및 OCR

Why our recorded voices sound so different Have you ever heard a recording of your voice and had a double take? You might have thought, “Is that really what my voice sounds like?” Maybe your accent is more pronounced in the recording than you realized, or your voice is higher than it seems to your own ears. Many of us have had that experience. Why is that? The explanation is actually fairly simple. There are two pathways through which we perceive our own voice when we speak. One is the route through which we perceive most external sounds, like waves that travel from the air through the outer, middle, and inner ear. But because our vocal cords vibrate when we speak, there is a second internal path. Vibrations are conducted through our bones and stimulate our inner ears directly. Lower frequencies are emphasized along this pathway. That makes your voice sound deeper and richer to yourself than it may sound to other people. That explanation makes sense for many people, but it doesn’t quite explain some variations in this phenomenon—like people whose voices sound higher to themselves than it does to others. These variations occur simply because every person’s hearing is different. There are more nuanced ways for sounds to be perceived by the inner ear, which creates different perceptions between ourselves and others. For example, vibrations of your voice may encounter cerebrospinal fluid, the clear liquid that sits within the brain and spine, which can influence how you perceive your voice. All these variations and many more make it so that your voice will always sound different to your own ears than it sounds to others.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

---

 

[고1] 2024년 09월 – 38번: 생물의 유사성에서 아날로그와 호몰로그의 차이

Biologists distinguish two kinds of similarity. "Analogous" traits are ones that have a common function but arose on different branches of the evolutionary tree and are in an important sense not "the same" organ. The wings of birds and the wings of bees are both used for flight and are similar in some ways because anything used for flight has to be built in those ways, but they arose independently in evolution and have nothing in common beyond their use in flight. "Homologous" traits, in contrast, may or may not have a common function, but they descended from a common ancestor and hence have some common structure that indicates their being "the same" organ. The wing of a bat and the front leg of a horse have very different functions, but they are all modifications of the forelimb of the ancestor of all mammals. As a result, they share nonfunctional traits like the number of bones and the ways they are connected. To distinguish analogy from homology, biologists usually look at the overall architecture of the organs and focus on their most useless properties.

 

 

문제와 원문 출처 (링크 바로가기)

 

 

 

원문 텍스트 및 OCR

Biologists distinguish two kinds of similarity. “Analogous” traits are ones that have a common function but arose on different branches of the evolutionary tree and are in an important sense not “the same” organ. The wings of birds and the wings of bees are a textbook example; they are both used for flight and are similar in some ways because anything used for flight has to be built in those ways, but they arose independently in evolution and have nothing in common beyond their use in flight. “Homologous” traits, in contrast, may or may not have a common function, but they descended from a common ancestor and hence have some common structure that bespeaks their being “the same” organ. The wing of a bat, the front leg of a horse, the flipper of a seal, the claw of a mole, and the hand of a human have very different functions, but they are all modifications of the forelimb of the ancestor of all mammals, and as a result they share nonfunctional traits like the number of bones and the ways they are connected. To distinguish analogy from homology, biologists usually look at the overall architecture of the organs and focus on their most useless properties—the useful ones could have arisen independently in two lineages because they are useful (a nuisance to taxonomists called convergent evolution). We deduce that bat wings are really hands because we can see the wrist and count the joints in the fingers, and because that is not the only way that nature could have built a wing.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

---

 

[고1] 2024년 09월 – 39번: 기후 변화로 인한 해양 산소 감소의 위험성

Seawater contains an abundance of dissolved oxygen that all marine animals breathe to stay alive. It has long been established in physics that cold water holds more dissolved oxygen than warm water does ― this is one reason that cold polar seas are full of life while tropical oceans are blue, clear, and relatively poorly populated with living creatures. Thus, as global warming raises the temperature of marine waters, it is self-evident that the amount of dissolved oxygen will decrease. This is a worrisome and potentially disastrous consequence if allowed to continue to an ecosystem-threatening level. Now scientists have analyzed data indicating that the amount of dissolved oxygen in the oceans has been declining for more than a half century. The data show that the ocean oxygen level has been falling more rapidly than the corresponding rise in water temperature. Falling oxygen levels in water have the potential to impact the habitat of marine organisms worldwide and in recent years this has led to more frequent anoxic events that killed or displaced populations of fish, crabs, and many other organisms.

 

 

문제와 원문 출처 (링크 바로가기)

 

 

원문 텍스트 및 OCR

3.7.3 Declining Oxygen Content Seawater contains an abundance of dissolved oxygen that all marine animals breathe to stay alive. It has long been established in physics that cold water holds more dissolved oxygen than warm water does—this is one reason that cold polar seas are teeming with life while tropical oceans are blue, clear, and relatively poorly populated with living creatures. Thus, as global warming raises the temperature of marine waters, it is self-evident that the amount of dissolved oxygen will decrease. This is a worrisome and potentially disastrous consequence if allowed to continue to an ecosystem-threatening level. Now scientists have analyzed data indicating that the amount of dissolved oxygen in the oceans has been declining for more than a half-century (Figure 3.27). The data show that the ocean oxygen level has been falling more rapidly than the corresponding rise in water temperature. Falling oxygen levels in water have the potential to impact the habitat of marine organisms worldwide and in recent years has led to more frequent anoxic events that killed or displaced populations of fish, crabs, and many other organisms.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

---

 

 

[고1] 2024년 09월 – 40번: 원숭이 실험에서 불공정한 대우에 대한 반응

Capuchins ― New World Monkeys that live in large social groups ― will, in captivity, trade with people all day long, especially if food is involved. I give you this rock and you give me a treat to eat. If you put two monkeys in cages next to each other, and offer them both slices of cucumber for the rocks they already have, they will happily eat the cucumbers. If, however, you give one monkey grapes instead ― grapes being universally preferred to cucumbers ― the monkey that is still receiving cucumbers will begin to throw them back at the experimenter. Even though she is still getting "paid" the same amount for her effort of sourcing rocks, and so her particular situation has not changed, the comparison to another makes the situation unfair. Furthermore, she is now willing to abandon all gains ― the cucumbers themselves ― to communicate her displeasure to the experimenter. 

 

 

문제와 원문 출처 (링크 바로가기)

 

 

원문 텍스트 및 OCR

One thing that theory of mind provides potential access to is a sense of fairness. The concept of what's "fair" didn’t originate with philosophers. It didn’t emerge with city-states, or with agriculture. It wasn’t new to hunter-gatherers, either, or to our first bipedal ancestors. Monkeys keep track of what's fair, and what's not, and they have decided opinions about unfair practices in their social realm. Capuchins—New World Monkeys that live in large social groups—will, in captivity, barter with people all day long, especially if food is involved. I give you this rock and you give me a treat to eat. If you put two monkeys in cages next to each other, and offer them both slices of cucumber for the rocks they already have, they will happily eat the cucumbers. If, however, you give one monkey grapes instead—grapes being universally preferred to cucumbers—the monkey that is still receiving cucumbers will begin to hurl them back at the experimenter. Even though she is still getting “paid” the same amount for her effort of sourcing rocks, and so her particular situation has not changed, the comparison to another renders the situation unfair. Furthermore, she is now willing to forfeit all gains—the cucumbers themselves—to communicate her displeasure to the experimenter. Markets prey on our sense of fairness. They fool us into thinking that everyone else is getting grapes, while we are stuck with cucumber. If other people already have those better things, why don’t we? Our sense of fairness is thus kept off balance, always threatened by the invisible other consumers who already have the next big thing, and thus must be doing better than we are. We are still trying to keep up with the Joneses, but the Joneses are no longer our neighbors. They are now a tiny fraction of the world’s elite piped into our screens, and photoshopped to boot.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

---

 

[고1] 2024년 09월 – 41~42번: 고등 교육의 확산과 그로 인한 평가 시스템의 모순

Higher education has grown from an elite to a mass system across the world. In Europe and the USA, increased rates of participation occurred in the decades after the Second World War. Between 2000 and 2014, rates of participation in higher education almost doubled from 19% to 34% across the world among the members of the population in the school-leaving age category (typically 18-23). The dramatic expansion of higher education has been marked by a wider range of institutions of higher learning and a more diverse demographic of students. Changes from an elite system to a mass higher education system are associated with political needs to build a specialized workforce for the economy. In theory, the expansion of higher education to develop a highly skilled workforce should diminish the role of examinations in the selection and control of students, initiating approaches to assessment which enable lifelong learning: assessment for learning and a focus on feedback for development. In reality, socio-political changes to expand higher education have set up a 'field of contradictions' for assessment in higher education. Mass higher education requires efficient approaches to assessment, such as examinations and multiple-choice quizzes, with minimalist, impersonal, or standardised feedback, often causing students to focus more on grades than feedback. In contrast, the relatively small numbers of students in elite systems in the past allowed for closer relationships between students and their teachers, with formative feedback shaping the minds, academic skills, and even the characters of students.

 

 

문제와 원문 출처 (링크 바로가기)

 

 

원문 텍스트 및 OCR

Factor #1: Mass Higher Education Higher education has grown from an elite to a mass system across the world. In Europe, the USA, and high-income countries, increased rates of participation occurred in the decades after the Second World War (UNESCO 2017). Between 2000 and 2014, rates of participation in higher education almost doubled from 19% to 34% across the world among the members of the population in the school-leaving age bracket (typically 18-23). While there are huge disparities globally in participation rates, women and men now attend Bachelors’ and Masters’ programmes at the same rate. The dramatic expansion of higher education has been marked by a wider range of institutions of higher learning, a more diverse demographic of students, changing modes of delivery, and diverse and sometimes conflicting interests between the state, the economy, industry, and even universities themselves (Willetts 2017). Changes from an elite system to a mass higher education system are associated with political imperatives to build a skilled and specialized workforce for the economy (Dearing 1997; Department for Education 2021; Kvale 2007). In theory, the expansion of higher education to develop a highly skilled workforce should diminish the role of examinations in the selection and control of students, initiating approaches to assessment which enable lifelong learning: assessment for learning, innovation in assessment, and a focus on feedback for development. In reality, socio-political changes to expand higher education have set up a ‘field of contradictions’ for assessment in higher education (Kvale 2007, p. 57). Mass higher education requires efficient approaches to assessment, such as examinations and multiple-choice quizzes, with minimalist, impersonal, or standardized feedback, often causing students to focus more on grades than feedback. In contrast, the relatively small numbers of students in elite systems in the past allowed for closer relationships between students and their teachers, with formative feedback shaping the minds, academic skills, and even the characters of students (Quinlan 2016). However, reflecting further on the ‘field of contradictions’ should prevent a romanticized view of elite higher education as a golden age. In elite systems, traditional examinations were the most common form of assessment, and their authoritarian, selective, secretive, and anxiety-provoking tendencies brought their own forms of alienation to student learning.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

---

 

 

 

 

관련 자료 바로가기

[고1] 2024년 9월 모의고사 - 지문 출처 (21~24번)

[고1] 2024년 9월 모의고사 - 지문 출처 (29~31번)

[고1] 2024년 9월 모의고사 - 지문 출처 (32~35번)