C14

Ant Intelligence – Reading 1

When we think of intelligent members of the animal kingdom, the creatures that
spring immediately to mind are apes and monkeys. But in fact, the social lives of
some members of the insect kingdom are sufficiently complex to suggest more
than a hint of intelligence. Among these, the world of the ant has come in for
considerable scrutiny lately, and the idea that ants demonstrate sparks of
cognition has certainly not been rejected by those involved in these
investigations.

Ants store food, repel attackers and use chemical signals to contact one another
in case of attack. Such chemical communication can be compared to the human
use of visual and auditory channels (as in religious chants, advertising images
and jingles, political slogans and martial music) to arouse and propagate moods
and attitudes. The biologist Lewis Thomas wrote Ants are so much like human
beings as to be an embarrassment. They farm fungi, raise aphids as livestock,
launch armies to war, use chemical sprays to alarm and confuse enemies, capture
slaves, engage in child labour, exchange information ceaselessly. They do
everything but watch television.

* aphids: small insects of a different species from ants

However, in ants there is no cultural transmission - everything must be encoded

in the genes - whereas In humans the opposite is true. Only basic instincts are
carried in the genes of a newborn baby, other skills being learned from others in
the community as the child grows up. It may seem that this cultural continuity
gives us a huge advantage over ants. They have never mastered fire nor
progressed. Their fungus farming and aphid herding crafts are sophisticated
when compared to the agricultural skills of humans five thousand years ago but
have been totally overtaken by modem human agribusiness.

Or have they? The farming methods of ants are at least sustainable. They do not
ruin environments or use enormous amounts of energy. Moreover, recent
evidence suggests that the crop farming of ants may be more sophisticated and
adaptable than was thought.

Ants were farmers fifty million years before humans were. Ants can't digest the
cellulose in leaves - but some fungi can. The ants, therefore, cultivate these fungi
in their nests, bringing them leaves to feed on, and then use them as a source of
food. Farmer ants secrete antibiotics to control other fungi that might act as
'weeds', and spread waste to fertilise the crop.

It was once thought that the fungus that ants cultivate was a single type that they
had propagated, essentially unchanged from the distant past. Not so. Ulrich
Mueller of Maryland and his colleagues genetically screened 862 different types
of fungi taken from ants' nests. These turned out to be highly diverse: it seems
that ants are continually domesticating new species. Even more impressively,
DNA analysis of the fungi suggests that the ants improve or modify the fungi by
regularly swapping and sharing strains with neighboring ant colonies.

Whereas prehistoric man had no exposure to urban lifestyles - the forcing house,
of intelligence - the evidence suggests that ants have lived in urban settings for
close on a hundred million years, developing and maintaining underground cities
of specialised chambers and tunnels.

When we survey Mexico City, Tokyo, Los Angeles, we are amazed at what has
been accomplished by humans. Yet Hoelldobler and Wilson's magnificent work
for ant lovers, the Ants, describes a supercolony of the ant Formica yessensis on
the Ishikari Coast of Hokkaido. This 'megalopolis' was reported to be composed
of 360 million workers and a million queens living in 4,500 interconnected nests
across a territory of 2.7 square kilometers.

Such enduring and intricately meshed levels of technical achievement outstrip by

far anything achieved by our distant ancestors. We hail as masterpieces the cave
paintings in southern France and elsewhere, dating back some 20,000 years. Ant
societies existed in something like their present form more than seventy million
years ago. Beside this, prehistoric man looks technologically primitive. Is this
then some kind of intelligence, albeit of a different kind?

Research conducted at Oxford, Sussex and Zurich Universities has shown that
when; desert ants return from a foraging trip, they navigate by integrating
bearings and distances, which they continuously update their heads. They
combine the evidence of visual landmarks with a mental library of local
directions, all within a framework which is consulted and updated. So ants can
learn too.

And in a twelve-year programme of work, Ryabko and Reznikova have found

evidence that ants can transmit very complex messages. Scouts who had located
food in a maze returned to mobilise their foraging teams. They engaged in
contact sessions, at the end of which the scout was removed in order to observe
what her team might do. Often the foragers proceeded to the exact spot in the
maze where the food had been Elaborate precautions were taken to prevent the
foraging team using odour clues. Discussion now centers on whether the route
through the maze is communicated as a 'left- right sequence of turns or as a
'compass bearing and distance' message.
During the course of this exhaustive study, Reznikova has grown so attached to
her laboratory ants that she feels she knows them as individuals - even without
the paint spots used to mark them. It's no surprise that Edward Wilson, in his
essay, 'In the company of ants', advises readers who ask what to do with the ants
in their kitchen to: 'Watch where you step. Be careful of little lives.'

Questions 1-6
Do the following statements agree with the information given in Reading Passage
1?
In boxes 1-6 on your answer sheet, write:

TRUE    if the statement agrees with the information

FALSE   if the statement contradicts the information
NOT GIVEN  if there is no information on this

 1. Ants use the same channels of communication as humans do.

 2. City life is one factor that encourages the development of intelligence.
 3.  Ants can build large cities more quickly than humans do.
 4.  Some ants can find their way by making calculations based on distance and
position.
 5.  In one experiment, foraging teams were able to use their sense of smell to find
food.

 6.  The essay. 'In the company of ants' explores ant communication.

Questions 7-13
Complete the summary using the list of words, A-O, below.
Write the correct letter, A-O, in boxes 7-13 on your answer sheet.

Ants as farmers
Ants have sophisticated methods of farming, including herding livestock and
growing crops, which are in many ways similar to those used in human
agriculture. The ants cultivate a large number of different species. of edible fungi
which convert 7………………… into a form which they can digest. They use their
own natall 8………………… as weed-killers and also use unwanted materials as
9…………………… Genetic analysis shows they constantly upgrade these fungi by
developing new species and by 10………………… species with neighboring ant
colonies. In fact, the farming methods of ants could be said to be more advanced
than human agribusiness, since they use 11………………… methods, they do not
affect the 12……………… and do not waste.

A aphids B agricultural C cellulose Dexchanging

E energy F fertilizers G food H Fungi
interbreedi other
I growing J K natural L
ng species
secretion
M N sustainable O
s environment

Tidal Power – Reading 2

Undersea turbines which produce electricity from the tides are set to become an
important source of renewable energy for Britain. It is still too early to predict the
extent of the impact they may have. but all the signs are that they will play a
significant role in the future.

A. Operating on the same principle as wind turbines, the power in sea turbines
comes from tidal currents which turn blades similar to ships' propellers, but,
unlike the wind, the tides are predictable and the power input is constant. The
technology raises the prospect of Britain becoming self-sufficient in renewable
energy and drastically reducing its carbon dioxide emissions, if tide, wind and
wave power are all developed. Britain would be able to close gas, coal and nuclear
power plants and export renewable power to other parts of Europe. Unlike wind
power which Britain originally developed and then abandoned for 20 years
allowing the Dutch to make it a major industry, undersea turbines could become
a big export earner to island nations such as Japan and New Zealand.

B. Tidal sites have already been identified that will produce one-sixth or more of
the UK’s power - and at prices competitive with modern gas turbines and
undercutting those of the already ailing nuclear industry. One site alone, the
Pendand Firth, between Orkney and mainland Scotland, could produce 10% of
the country's electricity with banks of turbines under the sea, and another at
Alderney in the Channel islands three times the 1,200 megawatts of Britain's
largest and newest nuclear plant, Sizewell B, in Suffolk. Other sites identified
include the Bristol Channel and the west coast of Scotland, particularly the
channel between Campbeltown and Northern Ireland.

C. Work on designs for the new turbine blades and sites are well advanced at the
University of Southampton‘s sustainable energy research group. The first station
is expected to be installed off Lynmouth in Devon shortly to test the technology in
a venture jointly funded by the department of Trade and Industry and the
European Union. AbuBakr Bahaj, in charge of the Southampton  research. said:
The prospects for energy from tidal currents are far better than from wind
because the flows of water are predictable and constant. The technology for
dealing with the hostile saline environment under the sea has been developed in
the North Sea oil industry and much is already known about turbine blade
design, because of wind power and ship propellers. There are a few technical
difficulties, but I believe in the next nine to ten years we will be installing
commercial marine turbine farms.' Southampton has been awarded £2’l5.U.`D
over three years to develop the turbines and is working with Marine Current
Turbines. a subsidiary of IT power; on the Lynmouth project. EU research has
now identified 1GB potential sites for tidal powen BG% round the coasts of
Britain. The best sites are between islands or around heavily indented coasts
where there are strong tidal currents.

D. A marine turbine blade needs to be only one-third of the size of a wind

generator to produce three times as much power. The blades will be about 20
metres in diameter so around 30 metres of water is required. Unlike wind power,
there are unlikely to be environmental objections. Fish and other creatures are
thought unlikely to be at risk from the relatively slow turning blades. Each
turbine will be mounted on a tower which will connect to the national power
supply grid via underwater cables. The towers will stick out of the water and be
lit. to warn shipping, and also be designed to be lifted out of the water for
maintenance and to clean seaweed from the blades.

E. Dr Baha has done most work on the Alderrney site, where there are powerful
currents. The single undersea turbine farm would produce far more power than
needed for the Channel Islands and most would be fed into the French Grid and
be re-imported into Britain via the cable under the Channel.

F. One technical difficulty is cavitations, where low pressure behind a turning

blade causes air bubbles. These can cause vibration and damage the blades of the
turbines. Dr Bahaj said: 'We have to test a number of blade types to avoid this
happening or at least make sure it does not damage the turbines or reduce
performance. Another slight concern is submerged debris floating into the
blades. So far we do not know how much of a problem it might be. We will have to
make the turbines robust because the sea is a hostile environment. but all the
signs that we can do it are good.

Questions 14-17
Reading Passage 2 has six paragraphs, A-F.
Which paragraph contains the following information?
Write the correct letter; A-F in boxes 14-17 on your answer sheet.
NB You may use any letter more than once.

14 the location of the first test site

15 a way of bringing the power produced on one site back into Britain
16 a reference to a previous attempt by Britain to find an alternative source of
energy
17 mention of the possibility of applying technology from another industry

Questions 18-22
CHOOSE FIVE Letters A-J
Write the correct letters in boxes 18-22 on your answer street.
Which FIVE of the following claims about tidal power are made by the writer?

A. It is a more reliable source of energy than wind power.

B. It would replace all other forms of energy in Britain.
C. Its introduction has come as a result of public pressure.
D. It would cut down on air pollution.
E. It could contribute to the closure of many existing power stations ln Britain.
F. It could be a means of increasing national income.
G. It could face a lot of resistance from other fuel industries.
H. It could be sold more cheaply than any other type of fuel.
I. It could compensate for the shortage of inland sites for energy production.
J. It is best produced in the vicinity of coastlines with particular features.

Questions 23-26
Label the diagram below
Choose NO MORE THAN TWO WORDS from the passage for each answer
Write your answers in boxes 23-26 on your answer sheet,
An Undersea Turbine

Whole tower can be raised for 23 ............. and the extraction of seaweed from the
blades. Sea life not in danger due to the fact that blades are
comparatively 24 ..........
Air bubble result from the 25 ........., behind blades. This is known as 26 ............

Preface to ‘How the other half thinks: Adventures

in mathematical reasoning’ – Reading 3
A
Occasionally, in some difficult musical compositions, there are beautiful, but easy
parts - parts so simple a beginner could play them. So it is with mathematics as
well. There are some discoveries in advanced mathematics that do not depend on
specialized knowledge, not even on algebra, geometry, or trigonometry. Instead,
they may involve, at most, a little arithmetic, such as ‘the sum of two odd
numbers is even’, and common sense. Each of the eight chapters in this book
illustrates this phenomenon. Anyone can understand every step in the reasoning.
The thinking in each chapter uses at most only elementary arithmetic, and
sometimes not even that. Thus all readers will have the chance to participate in a
mathematical experience, to appreciate the beauty of mathematics, and to
become familiar with its logical, yet intuitive, style of thinking.

B
One of my purposes in writing this book is to give readers who haven’t had the
opportunity to see and enjoy real mathematics the chance to appreciate the
mathematical way of thinking. I want to reveal not only some of the fascinating
discoveries, but, more importantly, the reasoning behind them. In that respect,
this book differs from most books on mathematics written for the general public.
Some present the lives of colorful mathematicians. Others describe important
applications of mathematics. Yet others go into mathematical procedures, but
assume that the reader is adept in using algebra.

C
I hope this book will help bridge that notorious gap that separates the two
cultures: the humanities and the sciences, or should I say the right brain
(intuitive) and the left brain (analytical, numerical). As the chapters will
illustrate, mathematics is not restricted to the analytical and numerical; intuition
plays a significant role. The alleged gap can be narrowed or completely overcome
by anyone, in part because each of us is far from using the full capacity of either
side of the brain. To illustrate our human potential, I cite a structural engineer
who is an artist, an electrical engineer who is an opera singer, an opera singer
who published mathematical research, and a mathematician who publishes short
stories.

D
Other scientists have written books to explain their fields to non-scientists, but
have necessarily had to omit the mathematics, although it provides the
foundation of their theories. The reader must remain a tantalized spectator
rather than an involved participant, since the appropriate language for
describing the details in much of science is mathematics, whether the subject is
expanding universe, subatomic particles, or chromosomes. Though the
broad.outline of a scientific theory can be sketched intuitively, when a part of the
physical universe is finally understood, its description often looks like a page in a
mathematics text.

E
Still, the non-mathematical reader can go far in understanding mathematical
reasoning. This book presents the details that illustrate the mathematical style of
thinking, which involves sustained, step-by-step analysis, experiments, and
insights. You will turn these pages much more slowly than when reading a novel
or a newspaper. It may help to have a pencil and paper ready to check claims and
carry out experiments.

F
As I wrote, I kept in mind two types of readers: those who enjoyed mathematics
until they were turned off by an unpleasant episode, usually around fifth grade,
and mathematics aficionados, who will find much that is new throughout the
book. This book also serves readers who simply want to sharpen their analytical
skills. Many careers, such as law and medicine, require extended, precise
analysis. Each chapter offers practice in following a sustained and closely argued
line of thought. That mathematics can develop this skill is shown by these two
testimonials:

G
A physician wrote, The discipline of analytical thought processes [in
mathematics] prepared me extremely well for medical school. In medicine one is
faced with a problem which must be thoroughly analyzed before a solution can
be found. The process is similar to doing mathematics.’
A lawyer made the same point, “Although I had no background in law - not even
one political science course — I did well at one of the best law schools. I attribute
much of my success there to having learned, through the study of mathematics,
and, in particular, theorems, how to analyze complicated principles. Lawyers
who have studied mathematics can master the legal principles in a way that most
others cannot.’ 

Questions 27-34
Reading Passage 3  has seven sections, A-G. Which section contains the following
information?
Write the correct letter, A— G, in boxes 27 — 34 on your answer sheet.
NB. You may use any letter more than once.

27. a reference to books that assume a lack of mathematical knowledge

28. the way in which this is not a typical book about mathematics
29. personal examples of being helped by mathematics
30. examples of people who each had abilities that seemed incompatible
31. mention of different focuses of books about mathematics
32. a contrast between reading this book and reading other kinds of publication
33. a claim that the whole of the book is accessible to everybody
34. a reference to different categories of intended readers of this book

Questions 35-40

Complete the sentences below. Choose ONE WORD ONLY from the passage for
each answer.
Write your answers in boxes 35- 40 on your answer sheet.

35. Some areas of both music and mathematics are suitable for someone who is
a ....................
36. It is sometimes possible to understand advanced mathematics using no more
than a limited knowledge of ....................
37. The writer intends to show that mathematics requires .................... thinking, as
well as analytical skills.
38. Some books written by .................... have had to leave out the mathematics
that is central to their theories.
39. The writer advises non-mathematical readers to perform ....................  while
reading
40. A lawyer found that studying .................... helped even more than other areas
of mathematics in the study of law.