Supermassive Black Holes

Supermassive Black Holes

A You-Tube video from Newsy

Level B1+

This latest post is a long time coming! No reason except other distractions kept me away from blogger!

While I have your attention, if anyone notices any links missing in previous posts, then send me a message via the message box at the end of the post that has the problem - thank you!

Supermassive black holes.....you may know the song by Muse with the same title - sorry, I'm not posting about that today but instead, listen to a very short, pretty easy, clip about supermassive black holes. 

The questions are below:

1.What size can supermassive black holes reach?

2. What is the rate at which a normal black hole grows?

3. Why is it impossible for supermassive black holes to have grown at the same rate as normal black holes?

4. How are normal black holes made?

5. What may have helped supermassive black holes form and how?

6. What is being built for us to find the oldest light in the universe?

The mystery of Supermassive Black Holes

Scroll down for the answers.


That's all for today, but if you want to listen to a TOEFL talking exercise on Black Holes which is much more challenging, here is a link:

TOEFL Black Holes Talk

This talk is difficult due to the vocabulary used. Here is a list of some of the words you should know before listening:
nuclear fusion reactor
core
mass
upper-hand
implodes
stellar material
supernova
dense
singularity and event horizon
perimeter
radius
squared
lens
prism

Answers to The mystery of Supermassive Black Holes

1.  Supermassive black holes can reach masses of more than ten billion times that of our sun.
2. Normal black holes grow at a certain rate, usually taking a million years or more to reach a substantial size.

3. Black holes were already around about a billion years after the Big Bang which is not enough time for them to reach their enormous sizes at anything like the normal rate.

4. Normally, gas clouds collapse into stars which collapse into black holes.

5. Powerful forces like supersonic streams of gas and dark matter kept the clouds from collapsing, so they grew larger until their gravity became powerful enough to overcome those obstacles, jumpstarting an enormous blackhole seed that’s bigger than any new black hole today.

6. Ground and space-based telescopes are being built to enable us to see the oldest light in the universe.

Robert Capa: The Soldier in the Water

Photographer: Robert Capa

A listening practice about this picture taken by Robert Capa during the D-Day Landings

I have chosen to do a listening about Robert Capa as he has been the subject of a TOEFL reading in the past so it would be useful to know a bit about him in case his work comes up again in a future TOEFL test.

First though, some camera vocabulary could be handy! In a TOEFL reading about Robert Capa, the text will focus on how he worked and the results he achieved. However, it would be good to learn photography vocabulary especially in relation to the history of photography and early camera equipment as these wider subjects can also be TOEFL topics.

Here's some to start you off:

Camera-angle - position of the camera relative to the subject
Lens --  a piece of optical glass used to form an image of a subject on sensitive material
Wide-angle -  a lens that includes a wider subject area than normal
Zoom - a lens that allows the focal range to be adjusted
Composition - the arrangement of the subject matter in the photograph 
Depth of field - points nearest to and farthest from the camera that are exceptionally sharp
Exposure - the length of time light of a given intensity is allowed to act on a sensitive emulsion

Now listen to this short video clip about the picture shown above and answer the questions below.

The Soldier in the Water

1 Complete this sentence:

« If your pictures aren't __________ enough, you weren't ___________ enough. »

2  Why are Robert Capa's pictures of D-Day particularly important?

3 How does the narrator describe the conditions Capa experienced while taking his photographs?

4 What is the name of the soldier in the photo? How old was he and how much did he weigh?

5 How was Ed feeling when the photo was taken?

6 Where did he find protection?

7 Why doesn't he want to forget?

8 What is the photograph taken to represent now?

I hope you found this interesting and don't forget to subscribe for more updates!

Scroll down for the answers!






























































1 « If your pictures aren't good enough, you weren't close enough. »

2 No other photographer landed with the troops. Robert Capa was the only 

photographer that captured that initial landing on the beach.The first

confrontation with the enemy.

3 It's hard to imagine worse conditions for taking photographs. The unimaginable horror, confusion and fear - aside from just trying to survive.

4 Ed Regan, 22 years old and 120 pounds

5 Physically and emotionally spent (exhausted).

6 He got to the seawall after about 15 minutes in that position.

7 He sees his picture as representing all the GIs who landed on D-Day.

8  It symbolises the plight of any soldier in any water. One soldier against the enemy and the very real possibility of death. It's a powerful image of the experience of war.

Economics - The Invisible Hand

 Economics - The Invisible Hand

Here is a short Economics listening exercise I did my students a while back. Read through the list of words and guess where they go in the text first, then listen to the video and see if you were correct! If there are any words you don't know then look them up in www.reverso.net - this is a pretty good online dictionary and translation site.

Extra: Spot the phrasal verb that always comes up in a TOEFL exam!

Here is a link to the video clip:  The Invisible Hand

Use the words below to complete the text of the video clip.

economist	hands-off	stall	tricky	leave	free- marketeers	freely
positive	central	reach	traders	lower	enough	meantime
case	figure	compete	spoilt	charges	visible	equilibrium

An economy is a ______________________ thing to control and governments are always 

_______________________ out how to do it. Back in 1776, ____________________ 

Adam  Smith shocked everyone by saying that what governments should actually do is just 

leave everyone alone to buy and sell _________________ among themselves. He 

suggested that if they just _______________________  self-interested 

______________________ to ______________ with one another, markets are guided to 

_____________________ outcomes as if by an Invisible Hand. If someone 

_____________________ less than you, customers will buy from them instead so you'll 

have to ____________________ the price or offer something better. Whenever 

_____________________people demand something, they'll be supplied by the market like 

_____________________ children only in this _________________ everyone's happy. 

Later ____________________ like Austrian economist Friedrich Hayek argued that this 

"________________" approach actually works better than any _______________________

 plan. But the problem is, economies can take a long time to ____________________ their 

_____________________________ and may even ______________ along the way and in 

the ______________________ people can get a little frustrated which is why governments 

usually end up taking things into their own more __________________ hands instead.

Answers below - scroll down!












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 Answers

An economy is a tricky thing to control and governments are always trying to figure out how to do it. Back in 1776, economist, Adam Smith shocked everyone by saying that what governments should actually do is leave just everyone alone to buy and sell freely among themselves. He suggested that if they just leave self-interested traders to compete with one another, markets are guided to positive outcomes as if by an Invisible Hand. If someone charges less than you, customers will buy from them instead so you'll have to lower the price or offer something better. Whenever enough people demand something, they'll be supplied by the market like spoilt children only in this case, everyone's happy. Later free-marketeers like Austrian economist Friedrich Hayek argued that this « hands-off » approach actually works better than any central plan. But the problem is, economies can take a long time to reach their equilibrium, and may even stall along the way and in the meantime, people can get a little frustrated which is why governments usually end up taking things into their own more visible hands instead.

And the phrasal verb?

to figure out - it's often in TOEFL conversations so a good one to learn! 

I appreciate feedback so let me know what else you want to see re TOEFL stuff!

Thanks and bye for now!

 

Yellowstone Wolves and Trophic Cascades

Yellowstone Wolves and Trophic Cascades

 

Source:Wikipedia History of Wolves in Yellowstone

I came across this video through Facebook and thought it was so good for a TOEFL subject and so fascinating too, that I decided to make a little listening exercise out of it.

This time, I will give you multiple choice questions which makes it closer to the TOEFL exam, in particular, the PBT.

As in the TOEFL exam, look at the questions as you listen - ignore the visuals until after you have done the questions, then watch again and enjoy the images! It is such a lovely, feel-good video!

Click on the link to the video here:

Yellowstone wolves 

Here are the questions:

1. What is this talk mainly about?

A The damage to Yellowstone caused by wolves
B The changes attributed to wolves to the ecosystem and physical geography of Yellowstone
C The animals that live in Yellowstone
D The habitats of all the different species in Yellowstone

2. A trophic cascade is

A a high waterfall
B the flow of rivers through a valley
C an ecological process starting at the top of the food chain and going to the bottom
D an ecological process to describe the change to the plains

3.  The reintroduction of wolves to Yellowstone in 1995 caused

A the deer population to increase in number
B the decline in the number of beavers
C the vegetation to grow back and the number of different species to increase
D more soil erosion

4. The rivers have become less ________ and the banks more __________

A polluted:unstable
B straight:rocky
C deep:steep
D meandering:stable

How did you do? Scroll down for the answers.....

1 B, 2 C, 3 C, 4 D

 

Magnetism: Motors and Generators

Anyone who knew me at school may remember that I didn't really like Physics but studied it and passed final exams in it and there I stopped, thinking I had left it behind forever! Then TOEFL came along and those dreaded science reading and listening questions!

So, after trying a few practice questions for the AP Physics exam which I found online and realising I had not forgotton everything, I decided to post this pretty easy listening! If I can do it, so can you!

The video is introduced by a guy then changes to an American woman:

  


1 What are two of the most important applications of the relationship between electricity and magnetism?


2 What sort of energy does the electric generator convert into electrical energy?

3 Name the five parts of the motor described.

4 How does the commutator move?


5 What happens when current is passed through the circuit?


6 The electrical motor converts electrical c....................... into mechanical f.................

7 What two things were changed to convert the electrical motor into an electrical generator?

8 Did you notice these two idioms: "Like two sides of a coin" and "on the other hand"? Can you explain them?


This is easy to listen to but you do have to concentrate to understand the technical details which is so typical of TOEFL listening exercises.

Scroll down for answers below:

What are two of the most important applications of the relationship between electricity and magnetism?

The electric motor and the electric generator.

What sort of energy does the electric generator convert into electrical energy?

Mechanical energy is converted into electrical energy using electro-magnetic induction. 

Name the five parts of the motor described.

Battery, commutator, brushes, copper wire loop, permanent magnet

How does the commutator move?

It rotates freely rubbing against the brushes.

What happens when current is passed through the circuit?

It creates a magnetic field around the wire which interacts with the field of the permanent magnet to create a rotation of the loop.

The electrical motor converts electrical current into mechanical force.

What two things were changed to convert the electrical motor into an electrical generator?

A windmill rotor was attached to the copper wire loop and a bulb replaced the battery.

Did you notice these two idioms: "Like two sides of a coin" and "on the other hand"?

Can you explain them?

"Like two sides of the same coin" means two different ideas that are closely related. For example, reward and punishment are two different ways of controlling people.

"On the other hand" is used to introduce an alternative explanation of something that has just been explained.