[고2] 2024년 10월 모의고사 - 지문 출처 (29~34번)

 

 

[고2] 2024년 10월 – 29번: 동물이 특정 경험을 선호하거나 회피하는지 확인하는 방법

 

Conditioned Place Preference is a way of finding out what animals want. Researchers train them to associate one place with an experience such as food or a loud noise and another place with something completely different, usually where nothing happens. The two places are made obviously different to make it as easy as possible for the animal to associate each place with what happened to it there. The animal's preference for being in one place or another is measured both before and after its experiences in the two places. If there is a shift in where the animal chooses to spend its time for the reward, this suggests that it liked the experience and is trying to repeat it. Conversely, if it now avoids the place the stimulus appeared and starts to prefer the place it did not experience it, then this suggests that it found the stimulus unpleasant. For example, mice with cancer show a preference for the place where they have been given morphine, a drug used to relieve pain, rather than where they have received saline whereas healthy mice developed no such preference. This suggests that the mice with cancer wanted the morphine.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

While there are some situations, like the cow lying experiment, when giving an animal repeated experiences is just practically difficult and cumbersome, there are some situations where it is actually impossible for an animal to have the repeated experiences that are needed for it to give an ‘informed’ opinion of what is happening to it. For example, with a one-off medical procedure such as removal of a tumour, a question might be whether an animal (or a human) would prefer to have post-operative care with drug A or with drug B. It would be quite impossible to carry out same the operation repeatedly with different drugs and then see which one is chosen as the sequence of operations progressed. Fortunately, it is now possible to devise choice tests that avoid repeated testing but still ensure the animal has the relevant experience. Conditioned Place Preference (CPP) is a way of finding out what animals want by training them to associate one place with a single experience such as food or a loud noise and a second place with something completely different, usually where nothing happens (Dixon et al. 2013). The two places are made very obviously different, such as being painted with different colours or patterns, to make it as easy as possible for the animal to associate each place with what happened to it there. The animal’s preference for being in one place or another is measured both before and after its experiences in the two places. If there is a shift in where the animal chooses to spend its time so that it starts to spend more time where it obtained the reward, this suggests that it liked the experience and is trying to repeat it (Bardo and Bevins 2000). Conversely, if it now avoids the place where the stimulus appeared and starts to prefer the place where it did not experience it, then this suggests that it found the stimulus aversive and wanted to get away from it. The advantage of this method is that it can work with just one experience, provided that the animal is clever enough to make the association. CPP is commonly used in pharmacology to test how animals respond to different drugs (Bardo and Bevins 2000). For example, mice with bladder cancer show a preference for the place where they have been given morphine rather than where they have received saline, whereas healthy controls developed no such preference (Roughan et al. 2014). This suggests that the mice with cancer wanted the morphine. Its opposite, Conditioned Place Aversion, has been demonstrated in a number of different species, including fish. Gilt-head bream, Sparus aurata, showed a conditioned avoidance to a place where they had been chased with a dip net compared with a distinctively different place in another part of their tank where they had not been chased (Millot et al. 2014). The fish showed that they did not want to be chased with a net by choosing the place where they had not been chased.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

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[고2] 2024년 10월 – 30번: 새들의 번식 계절이 환경에 따라 어떻게 달라지는지 설명

 

Near the equator, many species of bird breed all year round. But in temperate and polar regions, the breeding seasons of birds are often sharply defined. They are triggered mainly by changes in day length. If all goes well, the outcome is that birds raise their young when the food supply is at its peak. Most birds are not simply reluctant to breed at other times but they are also physically incapable of doing so. This is because their reproductive system shrinks, which helps flying birds save weight. The main exception to this rule are nomadic desert species. These can initiate their breeding cycle within days of rain. It's for making the most of the sudden breeding opportunity. Also, different species divide the breeding season up in different ways. Most seabirds raise a single brood. In warm regions, however, songbirds may raise several families in a few months. In an exceptionally good year, a pair of House Sparrows, a kind of songbird, can raise successive broods through a marathon reproductive effort.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

Breeding seasons On and near the equator, many species of bird breed more or less all year round. But in the rest of the world, particularly in temperate and polar regions, the breeding seasons of birds are often sharply defined. They are triggered mainly by changes in day length, although rising temperatures also play a part. If all goes well, the outcome is that birds raise their young when the food supply is at its peak. Most birds are not simply reluctant to breed at other times—they are physically incapable of doing so. This is because their reproductive system shuts down and shrinks, an adaptation that helps flying birds save weight. The main exception to this rule are nomadic desert species, such as Zebra Finches and Budgerigars. These can “switch on” their breeding cycle within days of rain to make the most of the sudden breeding opportunity. When the breeding season is in progress, different species divide it up in different ways. Most seabirds raise a single brood, often consisting of one young. In warm regions, however, songbirds may raise several families in a few months. In an exceptionally good year, a pair of House Sparrows can raise five successive broods—a marathon reproductive effort.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

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[고2] 2024년 10월 – 31번: 학습 자원 인식 부족이 학생들의 창의성에 미치는 영향

 

One factor that may hinder creativity is unawareness of the resources required in each activity in students' learning. Often students are unable to identify the resources they need to perform the task required of them. Different resources may be compulsory for specific learning tasks, and recognizing them may simplify the activity's performance. For example, it may be that students desire to conduct some experiments in their projects. There must be a prior investigation of whether the students will have access to the laboratory, equipment, and chemicals required for the experiment. It means preparation is vital for the students to succeed, and it may be about human and financial resources such as laboratory technicians, money to purchase chemicals, and equipment for their learning where applicable. Even if some of the resources required for a task may not be available, identifying them in advance may help students' creativity. It may even lead to changing the topic, finding alternative resources, and other means.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

Another factor that may hinder creativity is unawareness of the resources required in each activity in students’ learning. Often students are unable to identify the resources they need to perform the task required of them. Different resources may be compulsory for specific HE learning tasks, and recognizing them may simplify the activity’s performance. For example, it may be that students desire to conduct some experiments in their projects. There must be a prior investigation of whether the students will have access to the laboratory, apparatuses, and chemicals required for the experiment. It means preparation is vital for the students to succeed, and it may be human and financial resources such as laboratory technicians, money to purchase chemicals, and apparatus for their learning where applicable. Even if some of the resources required for a task may not be available, identifying them in advance may help students’ creativity. It may even lead to changing the topic, finding alternative resources, and other means.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

 

 

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[고2] 2024년 10월 – 32번: 번역 작업이 다양한 출처와 독자의 기대에 의존하는 방식

 

All translators feel some pressure from the community of readers for whom they are doing their work. And all translators arrive at their interpretations in dialogue with other people. The English poet Alexander Pope had pretty good Greek, but when he set about translating Homer's Iliad in the early 18th century he was not on his own. He had Greek commentaries to refer to, and translations that had already been done in English, Latin, and French ─ and of course he had dictionaries. Translators always draw on more than one source text. Even when the scene of translation consists of just one person with a pen, paper, and the book that is being translated, or even when it is just one person translating orally for another, that person's linguistic knowledge arises from lots of other texts and other conversations. And then his or her idea of the translation's purpose will be influenced by the expectations of the person or people it is for. In both these senses every translation is a crowd translation.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

In fact, all translators feel some pressure from the community of readers for whom they are doing their work. And all translators arrive at their interpretations in dialogue with other people. The English poet Alexander Pope had pretty good Greek, but when he set about translating Homer’s Iliad in the early 18th century he was not on his own. He had Greek commentaries to refer to, and translations that had already been done in English, Latin, and French—and of course he had dictionaries. Translators always draw on more than one source text. Even when the scene of translation consists of just one person with a pen, paper, and the book that is being translated, or even when it is just one person translating orally for another, that person’s linguistic knowledge arises from lots of other texts and other conversations. And then his or her idea of the translation’s purpose will be influenced by the expectations of the person or people it is for. In both these senses (this is our third key discovery) every translation is a crowd translation.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

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[고2] 2024년 10월 – 33번: 읽기 행위를 단일 개념으로 정의하기 어려운 이유

 

Some people argue that there is a single, logically consistent concept known as reading that can be neatly set apart from everything else people do with books. Is reading really that simple? The most productive way to think about reading is as a loosely related set of behaviors that belong together owing to family resemblances, as Ludwig Wittgenstein used the phrase, without having in common a single defining trait. Consequently, efforts to distinguish reading from nonreading are destined to fail because there is no agreement on what qualifies as reading in the first place. The more one tries to figure out where the border lies between reading and not-reading, the more edge cases will be found to stretch the term's flexible boundaries. Thus, it is worth attempting to collect together these exceptional forms of reading into a single forum, one highlighting the challenges faced by anyone wishing to establish the boundaries where reading begins and ends. The attempt moves toward an understanding of reading as a spectrum that is expansive enough to accommodate the distinct reading activities.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

THE READING SPECTRUM The idea for this book came while I was finishing another one looking into debates over what counts as “real” reading. Time and again I encountered people who insisted on drawing a sharp line between reading and closely related activities they judged to be impostors (in that case, listening to audio books). It was not their verdicts that held my attention so much as the confidence that there was a single, coherent entity known as reading that could be neatly set apart from everything else people did with books. Is reading really that simple? As this book contends, the most productive way to think about reading is as a loosely related set of behaviors that belong together owing to family resemblances, in Ludwig Wittgenstein’s understanding of the phrase, without having in common a single defining trait. Consequently, efforts to cordon off reading from nonreading are doomed to fail because there is no agreement on what qualifies as reading in the first place. The more one tries to figure out where the border lies between reading and not-reading, the more edge cases will be found to stretch the term’s elastic boundaries. My book attempts to marshal together these exceptional forms of reading into a single forum, one highlighting the challenges faced by anyone wishing to patrol the boundaries over where reading begins and ends. *Reader’s Block* moves toward an understanding of reading as a spectrum that is capacious enough to accommodate the disparate activities documented in the following chapters along with any new ones that will inevitably surface beyond its pages.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

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[고2] 2024년 10월 – 34번: Weber의 법칙으로 자극의 강도에 따른 차이 인식 설명

 

Weber's law concerns the perception of difference between two stimuli. It suggests that we might not be able to detect a 1-mm difference when we are looking at lines 466 mm and 467 mm in length, but we may be able to detect a 1-mm difference when we are comparing a line 2 mm long with one 3 mm long. Another example of this principle is that we can detect 1 candle when it is lit in an otherwise dark room. But when 1 candle is lit in a room in which 100 candles are already burning, we may not notice the light from this candle. Therefore, the Just-noticeable difference (JND) varies as a function of the strength of the signals. For example, the JND is greater for very loud noises than it is for much more quiet sounds. When a sound is very weak, we can tell that another sound is louder, even if it is barely louder. When a sound is very loud, to tell that another sound is even louder, it has to be much louder. Thus, Weber's law means that it is harder to distinguish between two samples when those samples are larger or stronger levels of the stimuli.

 

 

문제와 원문 출처 (링크 바로가기 클릭)

 

 

원문 텍스트 및 OCR

Weber, Fechner, and the Birth of Psychophysics Helmholtz and Hering both approached sensation and perception from the perspective of physiology. Around the same time as Helmholtz and Hering were looking at the relation of physiology and perception, other German scientists were doing work with a more psychological perspective. Ernst Heinrich Weber (1795-1878) discovered Weber's law (though it was Gustav Fechner, another German scientist, who named the law after Weber).  Weber's law states that a just-noticeable difference (JND) between two stimuli is related to the magnitude or strength of the stimuli. What does this mean? Well, it concerns two stimuli that are very similar. Can we detect the difference between two very close red colors, or can we detect the difference between 1.44 mg of sugar dissolved in a cup of water and 1.48 mg of sugar dissolved in a cup of water? Thus, Weber’s law concerns the perception of difference between two stimuli. For more examples, do we hear the difference between a 1,000-Hz tone and one of 1,005 Hz? Another example is whether we see the difference in length between a line 466 mm long and one that is 467 mm long.  Weber's law suggests that we might not be able to detect a 1-mm difference when we are looking at lines 466 and 467 mm in length, but we may be able to detect a 1-mm difference when we are comparing a line 2 mm long with one 3 mm long. Another example of this principle is that we can detect 1 candle when it is lit in an otherwise dark room. But when 1 candle is lit in a room in which 100 candles are already burning, we may not notice the light from this candle.  The JND is greater for very loud noises than it is for much quieter sounds. When a sound is very weak, we can tell that another sound is louder, even if it is barely louder. When a sound is very loud, to tell that another sound is even louder, it has to be much louder. Thus, Weber's law means that it is harder to distinguish between two samples when those samples are larger or stronger levels of the stimuli. To repeat, Weber's law states that a “just-noticeable difference” (JND) between two stimuli is related to the magnitude or strength of the stimuli.

 

 

텍스트 비교 (문제 텍스트 vs. 원문 텍스트)

 

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관련 자료 바로가기

[고2] 2024년 10월 모의고사 - 지문 출처 (20~24번)

[고2] 2024년 10월 모의고사 - 지문 출처 (35~42번)