Cambridge IELTS Academic 9 Reading Test 4 Answers with Explanation / IELTS Academic Reading: Cambridge 9 Test 4 Answer / Cambridge IELTS 9 Reading Test 4 Answers with Explanation

READING PASSAGE 1

You should spend about 20 minutes on Questions 1-13, which are based on Reading Passage 1.

The life and work of Marie Curie

Question	Answer	Keywords	Location	Text
1	FALSE	Nobel Prize, Physics, Chemistry, first woman	Para 1, last 5 lines	"Prize. With her husband, Pierre Curie, and Henri Becquerel, she was awarded the 1903 Nobel Prize for Physics, and was then sole winner of the 1911 Nobel Prize for Chemistry. She was the first woman to win a Nobel Prize."
2	NOT GIVEN	-	-	-
3	TRUE	bad investment, teacher, Paris, Sorbonne	Para 2, last 3 lines; Para 3, first 2 lines	"bad investment, she then had to take work as a teacher. From her earnings she was able to finance her sister Bronia’s medical studies in Paris, on the understanding that Bronia would, in turn, later help her to get an education. In 1891 this promise was fulfilled and Marie went to Paris and began to study at the Sorbonne (the University of Paris). She often worked far into the night and lived on little more"
4	FALSE	daughters, scientific work, lecturer, École Normale Supérieure	Para 6, first 2 lines	"The births of Marie’s two daughters, Irene and Eve, in 1897 and 1904 failed to interrupt her scientific work. She was appointed lecturer in physics at the École Normale Supérieure for"
5	TRUE	scientific work, professorship, husband's death	Para 7, line 3-4	"the scientific work that they had undertaken. On May 13, 1906, she was appointed to the professorship that had been left vacant on her husband’s death, becoming the first woman to"
6	NOT GIVEN	-	-	-
7	Thorium	radioactivity, uranium, other elements	Para 4, last 2 lines	"Marie later called 'radioactivity,' Marie Curie decided to find out if the radioactivity discovered in uranium was to be found in other elements. She discovered that this was true for thorium"
8	Pitchblende	minerals, pitchblende	Para 5, first line	"Turning her attention to minerals, she found her interest drawn to pitchblende, a mineral"
9	Radium	teach, Sorbonne, Nobel Prize for Chemistry	Para 7, last 2 lines	"teach at the Sorbonne. In 1911 she was awarded the Nobel Prize for Chemistry for the isolation of a pure form of radium"
10	Soldiers	World War I, X-radiography, Little Curies, Radium Institute	Para 8, first 3 lines	"During World War I, Marie Curie, with the help of her daughter Irene, devoted herself to the development of the use of X-radiography, including the mobile units which came to be known as 'Little Curies,' used for the treatment of wounded soldiers. In 1918 the Radium Institute"
11	Illness	fame, Academy of Medicine, researched, medical applications	Para 8, last 3 lines	"physics and chemistry. Marie Curie, now at the highest point of her fame and, from 1922, a member of the Academy of Medicine, researched the chemistry of radioactive substances and their medical applications"
12	Neutron	abundant supply, Radium

Question	Answer	Keywords	Location	Text
12	Neutron	abundant supply, Radium Institute, 1930	Para 10, line 3-6	"abundant supply for research. The existence in Paris at the Radium Institute of a stock of 1.5 grams of radium made a decisive contribution to the success of the experiments undertaken in the years around 1930. This work prepared the way for the discovery of the neutron by Sir James Chadwick and, above all, for the discovery in 1934 by Irene and Frederic Joliot"
13	Leukaemia	exposure to radiation, test tubes, pocket	Para 10, last 3 lines	"Curie of artificial radioactivity. A few months after this discovery, Marie Curie died as a result of leukaemia caused by exposure to radiation. She had often carried test tubes containing radioactive isotopes in her pocket, remarking on the pretty blue-green light they gave off"

 

 

READING PASSAGE 2

You should spend about 20 minutes on Questions 14–26, which are based on Reading Passage 2 .

Young Children Sense of Identity

Question	Answer	Keywords	Location	Text
14	G	touched their noses, red mark, surprised	Para G, line 6-8	"observed how often they touched their noses. The psychologists reasoned that if the children knew what they usually looked like, they would be surprised by the unusual red mark and would start touching it."
15	C	movements in the mirror, distinct from other people	Para C, last 3 lines	"developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people."
16	G	recognize themselves visually, second birthday	Para G, line 2-4	"reached when children become able to recognize themselves visually without the support of seeing contingent movement. This recognition occurs around their second birthday."
17	D	self-as-subject, difficulties of communication	Para D, last 4 lines	"understanding of his- or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly."
18	H	ownership disputes, ages 1 and 2 years	Para H, line 5-8	"increased sharply between the ages of 1 and 2 years. Often, the children's disagreements involved a struggle over a toy that none of them had played with before or after the tug-of-war: the children seemed to be disputing ownership rather than wanting to play with it."
19	E	social roles, characteristics influenced by comparison or interaction	Para E, last 4 lines	"been seen by many to be the aspect of the self which is most influenced by social elements, since it is made up of social roles (such as student, brother, colleague) and characteristics which derive their meaning from comparison or interaction with other people."
20	D	self arising in social experience	Para F, last 4 lines	"reflected in others. Mead (1934) went even further, and saw the self and the social world as inextricably bound together: 'The self is essentially a social structure, and it arises in social experience it is impossible to conceive of a self arising outside of social experience.'"
21	B	sense of self-as-subject, explore world and interact with caregivers	Para B, line 6-7	"explore their world and interact with caregivers. Cooley (1902) suggested that a sense of the self-as-subject was primarily concerned with being able to exercise."
22	E	intensity of frustration and anger, ages 1 and 2 years	Para H, line 3-5	"years of age. In a longitudinal study of groups of three or four children, Bronson (1975) found that the intensity of the frustration and anger in their disagreements increased sharply between the ages of 1 and 2 years. Often, the children's"
23	C	movements in the mirror, growing awareness of being distinct	Para C, line 7-9	"development). However, Lewis and Brooks-Gurm (1979) suggest that infants' developing understanding that the movements they see in the mirror are contingent on their own, leads to a growing awareness that they are distinct from other people."
24	'mirror'

Question	Answer	Keywords	Location	Text
24	'mirror'	vocalizations, reflection dependent on own movements	Para C, line 4-7	"vocalizations and expressions. In addition, young children enjoy looking in mirrors, where the movements they can see are dependent upon their own movements. This is not to say that infants recognize the reflection as their own image (a later development). However, Lewis and Brooks-Gurm (1979) suggest that infants'"
25	'communication'	difficulties of communication	Para D, last 4 lines	"understanding of his- or herself emerges. Empirical investigations of the self-as-subject in young children are, however, rather scarce because of difficulties of communication: even if young infants can reflect on their experience, they certainly cannot express this aspect of the self directly."
26	'ownership'	link between self and ownership, notable feature of childhood	Para H, last 3 lines	"than wanting to play with it. Although it may be less marked in other societies, the link between the sense of 'self' and of 'ownership' is a notable feature of childhood in Western societies."

READING PASSAGE 3

You should spend about 20 minutes on Questions 27–40, which are based on Reading Passage 3 .

Museums of Fine Art and Their Public

Here is the rewritten content in the requested format:

Question No.	Answer	Keywords	Location	Explanation
27	B (mass production)	museums, novels	Paragraph 2, Lines 5-10	The writer explains that novels have evolved due to technological developments allowing mass production. Therefore, people do not need to visit museums to read manuscripts.
28	H (underlying ideas)	novels, most important	Paragraph 2, Lines 13-16	The writer states that readers focus mainly on the meaning of words rather than how they are printed, meaning the underlying ideas are most important.
29	L (assistants)	artists, instruct, copies	Paragraph 3	The writer mentions that in the 16th century, artists assigned reproduction work to their apprentices. Here, "apprentices" means assistants.
30	G (size)	excellent replication, colour, surface relief	Paragraph 3	The writer describes modern reprographic techniques that allow copies to be made exactly to the original scale, meaning size.
31	D (public)	promote, original works, not in the interests of	Paragraph 5	The writer states that museums' emphasis on original works limits the experience of visitors, meaning it is not in the public’s best interest.
32	C	London’s National Gallery	Paragraph 6	The writer explains that visitors may feel inferior in an environment where the value of art is far greater than their own possessions, showing the negative effect of museums.
33	D	unwilling, criticise a work	Paragraph 7	The writer explains that viewers may feel their opinions do not matter because artworks have already been assigned high value by powerful institutions.
34	A	displacement effect, caused by	Paragraph 8	The writer states that the displacement effect occurs when diverse works are placed in an environment different from where they were originally created.
35	D	unlike other forms of art, a painting does not	Paragraph 9	The writer explains that paintings, unlike other art forms, have no set beginning or end when being viewed.
36	NOT GIVEN	art history, meaning of art, media	Paragraph 10	The writer mentions that art historians study the meaning of art but does not state whether they should focus on it using different media.
37	NO	approach, art historians, conflicts, art museums	Paragraph 10, Lines 5-6	The writer states that the art historian's approach is in "perfect harmony" with the museum’s function, meaning there is no conflict.
38	YES	should be encouraged, give, opinions openly	Last Paragraph, Lines 4-7	The writer explains that audiences experience art more rewardingly when encouraged to express their views, meaning they should be encouraged to share opinions.
39	NOT GIVEN	reproductions, should only be sold, high quality	Last Paragraph	The writer discusses making fine art accessible through reproductions but does not mention selling them.
40	NO	future, power, encourage, enjoy art	Last Paragraph, Last Line	The writer states that those in power may not want to make art more accessible, meaning they are unlikely to encourage people to enjoy it.