Answer Key

UNIT 1
TRENDS IN SOCIETY

CHAPTER 1
“Helicopter Parenting” Hysteria: Is it as widespread as we
think?

Prereading (p. 4-5)

1. – 3. Answers will vary.

Statement Evaluation (p. 8)

1. True
2. Not Mentioned
3. False. Helicopter parenting is not a common occurence.
4. True
5. True
6. False. Children of helicopter parents do better academically than other college students.
7. Not Mentioned
8. True
9. Not Mentioned
10. True

Reading Analysis (p. 9-13)

1. a. 3 b. 2 c. 2 d. 1 e. 3
2. a
3. a. 1 b. 3 c. 1
4. a. 3 b. 2 c. 2
5. a. 2 b. 3 c. 1
6. a. 2 b. 3 c. 1
7. a. 2 b. 3
8. a. 1 b. 2 c. 2 d. 1
9. a. 2 b. 3
10. a
11. a. 2 b. 1
12. a. 3 .2
13. a. 1 b. 3 c. 2
14. b.
15. b

Vocabulary Skills (p. 14-16)

Part 1
1. acknowledgement, acknowledged
2. don’t diminish, diminishment
3. disparage, disparagement
4. engagement, didn’t engage
5. don’t judge, judgement

Part 2
1. f 6. j
2. h 7. c
3. g 8. b

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 Answer Key

4. i 9. d
5. e 10. a
1. report 6. conclusion
2. correlation 7. body of research
3. prove 8. associated with
4. evidence 9. cause
5. support 10. empirical findings

Vocabulary in Context (p. 16)

1. impressive 6. hover
2. pervasive 7. trivial
3. latter 8. perceive
4. tormented 9. counterparts
5. plausible 10. indignation

Reading Skill (p. 16-17)

First Table:
1. a
2. b
3. e
4. a
Second Table:
1. mother
2. all high school friends
3. Most students follow the advice of their family and guardians instead of their friends’
advice.

Information Recall (p. 18)

Answers will vary.
1. Students’ reliance on social support from their friends decreases from freshman year
through senior year. OR Students’ reliance on social support from their family members
increases from freshman year through senior year.
2. Students increasingly follow the of their family members’ advice from freshman year
through senior year.
3. According to the data, very few parents hover over their adult children in the workplace

Writing a Summary (p. 19)

Answers will vary. Although people tend to believe that helicopter parenting is both common
and harmful to college-age children, research indicates that it is not as serious or as
widespread as they think. According to research, children with frequent parental
involvement have a better sense of well-being and do better academically than children who
lack parental involvement. However, people still seem to believe that helicopter parenting is
damaging to children.

Questions for Another Perspective (p. 21)

Answers will vary.
1. A great deal of parental support in childhood leads to an adult being physically and
mentally healthier than adults who didn’t receive the same kind of support.
2. A lack of parental support in childhood can lead to increased levels of depression and
chronic health issues in adulthood.
3. The researchers analyzed responses from 2,905 adults, ages 25–74, who participated in
a survey about the availability of emotional support from their mothers and fathers during
the years they were growing up.
4. The results of the study are important because there may be implications for predicting
who is at a higher risk for ill health in late life.

Topics for Discussion and Writing (p. 122)

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 Answer Key

Answers will vary.

Critical Thinking (p. 23)

Answers will vary.

Crossword Puzzle (p. 24-25)

Across
7. engagement 15. peers
9. hover 17. disparaging
10. nuisances 20. counterparts
11. latter 21. scorn
12. indignation 23. plausible
14. indulgence 24. diminishes

Down
1. claim 8. contrast
2. impressive 13. intervening
3. perceive 16. alarming
4. pervasive 18. involved
5. incidents 19. torment
6. denunciations 22. caveat

CHAPTER 2
Retirement Home Meets Day Care at Providence Mount St.
Vincent

Prereading (p. 26)

1. – 3. Answers will vary.

Statement Evaluation (p. 30)

1. True
2. True
3. False. Boyd does not believe that the end of life is a person’s worst years.
4. Not Mentioned
5. False. The day care center is located at the retirement home.
6. Not Mentioned
7. True
8. False. The children’s experiences influence their view of life.

Reading Analysis (p. 31-35)

1. a. 3 b. 1 c. 3 d. 1
2. a. 2 b. 1 c. 3 d. 2 e. 3
3. a. 1 b. 2 c. “To make the beginning of life and the end of life the best years of life.” d. 1 e.
2 f. 1 g. “The realities of aging,” or “the positive and negative effects of aging.”
4. a. 1 b. 3
5. a. 1. b. “intergenerational learning facities.” c. “76.4 million babies born in the U.S. from
1946-1964” d. “at the bottom of the page” e. 2 f. 2 g. 3
6. b
7. a. 3 b. 2
8. a. 1 b. 2
9. a. 1 b. 2
10. c.
11. b.
12. a. 3 b. 1

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 Answer Key

13. b

Vocabulary Skills (p. 36-37)

Part 1
1. amazement; amaze
2. development; didn’t development
3. improve; improvements
4. involvement; involved
5. retirement; don’t retire

Part 2
1. meaningful 6. impact
2. stress 7. surroundings
3. satisfied 8. project
4. amazes 9. acquaint
5. raucous 10. mission

Vocabulary in Context (p. 38)

1. capped 6. residents
2. demographic 7. mission
3. instilled 8. trek
4. revitalizes 9. project
5. acquainted 10. strives

Reading Skill (p. 39)

The Intergenerational The ILC is a day care inside the Mount St. Vincent
Learning Center (ILC) Retirement Home.
The ILC’s Mission The ILC’s mission is to develop community and to make the
last years of life meaningful, life-affirming, and engaging.

Five days a week, children ages six weeks to five years

The Project interact with Mount St. Vincent’s residents, whose average
age is 92.
Activities and Experiences --pack sack lunches that will be delivered to the homeless
at the Intergenerational --have a musical hour
Learning Center --have story time
--take art classes
--children see people using a wheelchair or a walker

Benefits to the Elderly --They tend to be more optimistic.

--They have larger social networks.
--They have better memories.
--They take better care of themselves.

Benefits to Children --The extra attention from an older adult helps improve social
skills, and reduces fear of aging.
--Children develop the ability to interact with the elderly and
disabled outside of the classroom.
--Children start to understand that from the time you’re a
baby to the time you die, you’re an individual who wants to
be recognized and respected.
--The ILC philosophy, which stresses problem-solving,
has helped the children be able to problem-solve, to be
more comfortable explaining their feelings and to take
new chances.

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Information Recall (p. 39—40)

1. The Providence Mount St. Vincent retirement home is unusual because it is also a day
care center for children.
2. The goal of the ILC is to develop community and make the least years of life meaningful,
life-affirming and engaging.
3. The older adults tend to be more optimistic, have better memories and larger social
networks, and take better care of themselves.
4. The children benefit because they receive extra attention from older adults, learn to
interact with the elderly and disabled, and are more comfortable explaining their feelings.

Writing a Summary (p. 40)

Answers will vary. The Providence Mount St. Vincent retirement home has added a day care
center so children and the elderly can interact. The mission of the Intergenerational Learning
Center is to make the last years of life meaningful and engaging. The program benefits both
the elderly and the children. The older adults are revitalized through interactions with the
children and their young families, and the children get to see the realities of aging.

Questions for Another Perspective (p. 43)

1. It’s unusual because college students live rent free in this retirement home.
2. The students attend the Cleveland Institute of Music. In exchange for a room, they
perform solo recitals every few months, as well as weekend and impromptu concerts, at the
retirement home.
3. Studies have shown that there are huge health benefits to the elderly—from fighting
dementia to regulating blood pressure—that come from social contact with younger people.
4. The students do not have to pay rent, and have developed close relationships with many
of the residents

Topics for Discussion and Writing (p. 44)

Answers will vary.

Critical Thinking (p. 45)

Answers will vary.

Crossword Puzzle (p. 46—47)

Across
2. amazed 14. cultivate
4. networks 18. trend
5. demographic 19. stress
8. instilling 20. project
11. capped 21. community
13. revitalize

Down
1. strives 10. normalcy
2. asset 12. anecdotally
3. intergenerational 15. engaging
6. residents 16. mission
7. acquaint 17. credit

CHAPTER 3
Tablet Computers in School: Educational or Recreational?

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 Answer Key

Prereading (p. 48)

1. – 5. Answers will vary.

Statement Evaluation (p. 52)

1. True
2. False. The author worries that he and his wife should be interacting with their children
instead of giving them tablets to play with.
3. Inference
4. True
5. False. Wellington College’s library still has printed material.
6. Inference
7. True
8. Inference
9. True
10. False. New technology will not be a problem for children to use.

Reading Analysis (p. 53—57)

1. a. 2 b. 1 c. 2 d. gadget e. 1 f. 2 g. 1 h. 2
2. a. 2 b. purpose c. 1 d. 2, 3, 4, 6
3. a. 3 b. 2 c. He is a famous writer. d. The information is at the bottom of the page. e. 2
4. a. 3 b. electronic texts c. 2 d. 3
5. a 2 b. 1 c. 2
6. a. 3 b. 2
7. a 3 b. 1 c. 1 d. 2 e. 2
8. a. 3 b. 1
9. a. 2 b. 1 c. 1
10. a. 1 b. 2 c. 3
11. b.

Vocabulary Skills (p. 58—60)

Part 1
1. effectiveness; effective
2. vivid; vividness
3. inventive; inventiveness
4. nervousness; nervous
5. addictiveness; addictive
Part 2
1. l 2. c 3. f 4. b 5. d 6. h 7. a 8. e 9. m 10.j 11. i 12. k 13. g
1. digitalization 8. electronic whiteboard
2. handheld device 9. Internet
3. software 10. word processor
4. ebook 11. filter
5. tablet 12. digital learning
6. app 13. password
7. interactive screen

Vocabulary in Context (p. 60—61)

1. vivid 6. predecessor
2. reservations 7. harness
3. embrace 8. outcome
4. promote 9. apprehension
5. inappropriate 10. gimmick

Reading Skill (p. 62—63)

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I. Introduction
A. The author and his wife use handheld devices to keep their children calm on
car trips.
B. They worry that they should really be talking to or playing with their children
instead.
II. The Upside of the Digital Age
A. Schools around the world advocate the use of handheld devices for several
purposes:
1. unlock pupils’ potential
2. release creativity
3. sustain interest
4. provide intellectual challenge
B. Sir Anthony Seldon replaced Wellington College’s traditional library with one
that combines ultramodern facilities with an old-fashioned reverence for
learning.
C. Interactive screens, iPads and slates are used more than printed material for
reading, research and learning.
D. Digitalization allows learning to be personalized and far more vivid, active and
challenging for young people.
E. Around 500 schools across Britain have now provided pupils with iPads.
III. A Trial Run with iPads in School
A. At Caterham School, teachers were given iPads and trained to use them for a
year before issuing them to pupils.
B. The staff have responded positively:
1. A colleague in the math department feels that the interactive
technology should make learning more memorable and engaging.
2. A teacher of modern languages says that pupils will be able to use
audio and video recorders very easily, will make their homework tasks
more valuable and fun.
3. A teacher of politics says that iPads should encourage collaborative
learning, and classes can share ideas and resources easily, and
participate in live edebates for homework.
IV. The Downside of Tablet Devices in School
A. There are several downsides to using tablet devices in school.
1. Pupils will forget to bring their devices to school.
2. They will lose them or break them.
3. They will try to share inappropriate material.
4. They will pick the wrong one up at the end of a class.
5. Batteries will run out in the middle of class.
6. “Educational” apps will be exposed as mere gimmicks.
7. The technology will be another potential source of distraction.
8. Even with filers, passwords, and restrictions, the system may not be
secure.
B. A central concern is that electronic devices have the potential to diminish the
role of the teacher in the classroom.
1. In Thailand, the government has issued every schoolchild with an iPad
with the stated aim of reducing the number of teachers.
2. Caterham promotes academic excellence, an active involvement in all
aspects of school life, and a love of the outdoors – goals which are not
consistent with students spending more time in front of a digital
screen.
V. Concluding Thoughts on Technology in Schools
A. The ball point pen replaced the fountain pen. The electronic whiteboard
replaced the blackboard. Modern textbooks and the Internet are vast
improvements over their predecessors.
B. This latest development is no big deal for children; using electronic devices is
second nature to them and, increasingly, they expect to have access to them
at school.
C. In a few years’ time, most pupils will use digital technology in examinations. It

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 Answer Key

is a natural and necessary next step for teachers to embrace the technology.

Information Recall (p. 64)

1. The author’s concern is that instead of his children playing games on their tablets, he
should be talking or playing with them.
2. Digital learning is more advantageous than traditional learning for students because it
unlocks students’ potential, increases creativity, sustains interest, and provides intellectual
challenges.
3. Most of the teachers in the trial run responded positively. They felt the iPads made
learning more fun, interactive, and memorable.
4. The use of electronic devices could diminish the role of teachers in the classroom by
replacing the teachers. The government in Thailand has issued iPads to all the students
and aims to reduce the number of teachers.

Writing a Summary (p. 64)

Answers will vary. The author uses electronic devices to keep his children calm on car trips,
but he realizes they have important educational uses, too. Worldwide millions of devices are
used by education institutions. Many teachers feel that using tablets in the classroom has a
lot benefits, but there is also a downside. Some people fear that in the future, tablets could
replace teachers in the classroom.

Questions for Another Perspective (p. 67)

1. iPads allow teachers to simulate things that students couldn’t otherwise experience.
2. The results were that students saw learning gains after as little as 20 minutes of study on
an iPad.
3. In the first experience, the display was set the way it's usually shown in a textbook with
an Earth orbit shrunk down to five times the size. The second experience used a true-to-
scale model showing how tiny planets are compared to their own orbits.
4. The results suggest that tablets could aid the study of many scientific concepts
that are difficult to grasp, such as distance, time, and other large-scale subjects.
[Link] kind of technology may one day become critical career training for future
generations.

Topics for Discussion and Writing (p. 68)

1.– 4. Answers will vary.

Critical Thinking (p. 69)

1.– 5. Answers will vary.

Crossword Puzzle (p. 70—71)

Across
3. principal 15. launches
5. enhance 16. gadget
7. promote 19. embrace
10. function 21. potential

12. gimmicks 22. outcomes

13. reservations

Down
1. engaging 11. effectiveness
2. vivid 14. filter
4. inappropriate 17. goals
6. astonishing 18. ebooks
8. diminish 20. apps
9. password

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UNIT 2
INFLUENCES IN OUR LIVES: NATURE VS NURTURE

CHAPTER 4
What makes a child prodigy?

Prereading (p. 74)

1.—4. Answers will vary.

Statement Evaluation (p. 75)

1. True
2. False. He started with guitar lessons at age eight, but not long after, he quit.
3. True
4. Inference
5. Inference
6. False. Rasta Thomas believes that if you give any seven-year-old the training he had,
you will get a product that is at the top of its game
7. True
8. False. it is impossible to drive an ordinary child to the kinds of high achievements seen in
gifted children.
9. Inference

Reading Analysis (p. 79—82)

1. a. 3 b. 2
2. b
3. a 1 b. It was boring. c. 3
4. a. 3 b. 1 c. 2
5. a. 3 b. 1
6. a. 2 b. His peers are other younger musicians who are child prodigies. c. 3
7. a. 1 b. 2
8. c
9. b
10. a.
11. a. negative b. 3
12. a. 1 b. 2 c. 1
13. Family life is totally focused on the child’s needs.
14. a.
15. a. 2 b. 1
16. c

Vocabulary Skills (p. 82—84)

Part 1
1. intellect; intellectual
2. parents; parental
3. environmental; environment
4. causal; causes
5. natural; nature
Part 2
1. i. 6. c.
2. a. 7. e.
3. b. 8. d.
4. g. 9. f.
5. h. 10. j.
1. grow up 6. figure out
2. relate to 7. focus on

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 Answer Key

3. fill in 8. lead to
4. tear away from 9. put in
5. work on 10. head in

Vocabulary in Context (p. 84—85)

1. expertise 6. trademark
2. frustrated [Link]
3. inborn 8. sentiment
[Link] 9. obsession
5. slighted 10. contemporaries

Reading Skill (p. 85—86)

Name of Prodigy How does this Person How does this person feel
Excel? about being called a child
prodigy? Why?
1. Gaven Largent He excels at the guitar and N/A
composing music.
2. Julian Lage He is a musician who plays He cannot relate to the title
the guitar and composes “child prodigy”. He feels
music. slighted because the title
undermines the thousands
of hours he and others have
put into their work.
3. Rasta Thomas He excels at dance. He also feels slighted
because the title
undermines the thousands
of hours he and others have
put into their work.

Name of psychologist:
Ellen Winner
Does she believe gifted children are born or made? Why?
She believes that gifted children are born that way. She say that obsession is a trademark
of a gifted child, and that it Is difficult to tear them away from the area In which they have
high ability. Winner says that you cannot make a gifted child out of any child. She says they
are born with natural talent.

What does she say about child prodigies as adults?

She says that most music prodigies are unheard of as adults. Adult creators have to take
risks and do something new.

What role does the family play in a gifted child’s development?

The family typically plays a positive role in a gifted child’s development. The families of
gifted children are child-centered, and spend a great deal of time with their gifted child.
Gifted children typically grow up in enriched family environments. Their parents grant their
children more than the usual amount of independence

Information Recall (p. 86)

1. All three child prodigies excelled at music and dance at a very young age.
2. They don’t like the title, child prodigy, because they think it undermines their hard word.
3. She doesn’t believe you can make a gifted child out of an ordinary child.
4. She says that gifted children report that their family played a positive role in their
development. Families of gifted children are child-centered and focus on the child’s needs.

Writing a Summary (p. 87)

Answers will vary. People disagree about whether gifted children are born or made. Some
people believe that with the right amount of practice and training, any child can become a

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 Answer Key

prodigy. Others feel that prodigies are born with a natural talent and that you can’t make a
gifted child out of any child. However, gifted children need to be supported in order. In this
case, the role of the family is very important to enable the prodigy to grow his or her talent.

Questions for Another Perspective (p. 89)

1. Students are usually taught to always keep trying, instead of taking their attention away
from the problem. When gifted children are trying to solve a problem, they take breaks,
known as incubation, to allow for the possibility of insight.
2. He wanted to be able to compare the two different groups.
3. Incubation, or taking a break from a problem, allows for a moment of inspiration that
helps to solve problems.
4. Carlton Fong will conduct an analysis of the effectiveness of programs designed
to help underachieving gifted students. He wants to help educators design better programs
for gifted students.

Topics for Discussion and Writing (p. 90)

1.—4. Answers will vary.

Critical Thinking (p. 91)

1.—4. Answers will vary.

Crossword Puzzle (p. 92—93)

Across
2. trademark 16. flower
4. frustrated 17. enriched
6. documentary 18. stimulation
9. drive 19. genius
13. expertise 20. slighted

Down
1. natural 10. inborn
3. sentiment 11. parental
5. exceptionality 12. disengagement
7. contemporaries 14. prestigious
8. obsession 15. optimistic
9. disaffected

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CHAPTER 5
Tragic Mistakes: When Children are Switched as Babies

Prereading (p. 94)

1.—3. Answers will vary.

Statement Evaluation (p. 98)

1. True
2. Not Mentioned
3. False. The man who denied being the baby’s father was not the baby’s father.
4. True
5. Not Mentioned
6. False. Kasia and Nina discovered that they were twins and had been switched as babies.
7. True
8. True
9. Not Mentioned
10. False. Poland’s medical authorities were forced to admit their error.

Reading Analysis (p. 99—104)

1. a. 2 b. 1
2. a. 3 b. 1 c. 1 d. 3
3. a 1 b. 1
4. c
5. a
6. b
7. a
8. a. 1 b. 1 c. 2
9. a. 1 b. 1 c. 2
10. b
11. a. 2 b. 2
12. a. 1 b. 1
13. a. 2 b. 1
14. a. 1 b. 2 c. 1 d. 2 e. An incubator is a type of medical equipment used to provide special
care for sick or premature babies. f. The information is at the bottom of the page. g. 2
15. a. 1 b. 3 c. 3
16. a. 1 b. 2 c. 3
17. a

Vocabulary Skills (p. 104—106)

Part 1
1. maintenance; maintain
2. didn’t accept; acceptance
3. don’t occur; occurrence
4. emerged; emergence
5. transferred; transference
Part 2
1. c 6. e
2. I 7. f
3. d 8. g
4. h 9. j
5. a 10. b
1. court ruling 6. legal action
2. sue 7. settle
3. law-abiding 8. damages
4. arrears 9. dispute
5. abide by 10. award

Vocabulary in Context (p. 106)

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1. denied 6. delighted
2. devastated 7. doubts
3. considered 8. reclaimed
4. boisterous 9. swapped
5. startling 10. ritual

Reading Skill (p. 107—108)

Babies Switched at Birth Will Not Be Returned
to Their Biological Families
August 2010 “Girl M” and The The mother
“Girl M” and “Boy Z” “Boy Z” are boyfriend sues the
are born given to the of boyfriend for
in the same wrong one of the maintenance
hospital. parents and mothers arrears.
taken home. does not pay
maintenance.
The man denies being DNA tests The child’s A judge
the child’s father. A show parents, and rules that
court orders DNA that neither the mother’s the two
tests. the true children will
father nor biological stay with the
the child, are families who
mother are identified. raised them.
the
child’s
parents.

Damages Awarded to Families of Girls

Swapped As Babies
1983 All three Nina and When the
Kasia and Nina babies Edyta are twins
Ofmanska, and develop lung switched and are 17, a
Edyta infections taken home friend
Wierzbicka, are and are to the wrong of one girl
born in transferred families. says
different places. to a third she looks
hospital. just
like another
girl she
knows.
The girls meet and The real The families A Polish
realize they are twins. Nina meets go court
her birth to court and awards
parents, and sue $584,600 in
the two for damages. damages to
families the two
realize what families.
has
happened.

Information Recall (p. 108—109)

1. The two cases are similar because they both had babies who were switched in the
hospital.
2. They are different because the babies in the first case were different sexes and in the
second case the switched babies were twin girls.
3. The switch in the first case became known when the father took a DNA test.
4. The switch in the second case became known when a school friend of one of the girls
said she had another friend that looked identical.
5. In the first case, a judge ruled that the two children will stay with the families who raised

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them and will not be returned to their biological parents. In the second case, a judge
award almost $584,600 to the two families.

Writing a Summary (p. 109)

Answers will vary. Hospitals sometimes make mistakes and switch babies as infants. This
doesn’t happen very often, but it is devastating when it occurs. In the first case discussed, a
boy and a girl baby were switched at birth. After the truth was discovered, a judge ruled that
the children would not be returned to their birth parents. In the second case, twins were
switched in the hospital. It was not discovered until they were 17 years old. The judge in the
case awarded the families a large sum of money.

Questions for Another Perspective (p. 111—112)

1. They were suspicious because their baby was born with a light skin color and the baby
they brought home had a dark skin color.
2. All four babies were born on the same day at the hospital so they needed to be sure the
babies were with their biological parents.
3. They are not sure how the switch occurred but believe the doctor may have been
involved.
4. They are reviewing the protocols followed in public and private hospitals.

Topics for Discussion and Writing (p. 78)

1.—4. Answers will vary.

Critical Thinking (p. 79)

1.—6. Answers will vary.

Crossword Puzzle (p. 80-81)

Across
1. boisterous 17. arrears
4. maintenance 19. rituals
7. extrovert 20. consider
9. delighted 21. emerged
11. while 22. dispute
16. startling

Down
2. occurrence 10. devastated
3. settle 12. transferred
4. miraculously 13. accepted
5. anguish 14. award
6. denies 15. damages
8. nurturing 18. access

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CHAPTER 6
Who lives longer?

Prereading (p. 116)

1.—4. Answers may very.

Statement Evaluation (p. 120)

1. False. There are some things you can do to live longer.
2. False. Laboratory rats that ate less lived longer than those who are more.
3. True
4. True
5. Not Mentioned
6. Not Mentioned
7. True

Reading Analysis (p. 120—124)

1. a. fallacies b. “Scientists want to separate the facts from the fallacies.” c. 3. d. elements
2. a. 2 b. 2 c. 1 d. 2 e. cigarette smoking, drinking, and reckless driving f. Life expectancy is
a measure of how long person may live based on the year of their birth.
3. a. 1 b. 1 c. 2 d. 3 e. 1
4. a. 3 b. 1 c. 2 d. 1
5. a. 3 b. 1 c. psychosocial factors d. 2
6. a. relationships b. 2 c. 3 d. 1, 2, 3, 5
7. a. 1 b. 1 c. 3
8. a. stress and job satisfaction b. 1 c. 3 d. 3 e. 2
9. a. 3 b. environment c. 1 d. 3
10. b

Vocabulary Skills (p. 125—126)

Part 1
1. reduced; reduction
2. integration; do not integrate
3. separate; separation
4. determines; determination
5. will satisfy; satisfaction
6. destruction; do not destroy

Part 2
1. sound 6. profound
2. hostility 7. autonomy
3. fallacy 8. instituted
4. hypothesis 9. link
5. advanced 10. factor

Vocabulary in Context (p. 127)

1. moderately 6. generate
2. demands 7. reversed
3. key 8. landmark
4. enhance 9. maintain
5. ties 10. extension

Reading Skill (p. 128—129)

Factors Affecting Longevity

Fixed Changable
Health Measures Psychosocial Factors
1. gender 1. Don’t smoke. 1. Social Integration

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 Answer Key

Expert: Teresa Seeman,

Ph.D.
2. race 2. If you do drink, do so 2. Autonomy
moderately. Expert: Tony Antonucci
3. heredity 3. Eat breakfast 3. Stress and Job
regularly. Satisfaction
Expert: Edward L.
Schneider, M.D.
4. Don’t eat between 4. Environment
meals. Expert: George A. Kaplan,
Ph.D.
5. Maintain normal 5. Socioeconomic Status
weight. Expert: Unnamed
researchers
6. Sleep about eight
hours a night.
7. Exercise moderately.
The single most important lifestyle change you can
make is:
Cutting calories.

Source: Byung P. Yu, Ph.D.

What you can do:

1. Institute sound health practices.
2. Expand your circle of acquaintances and activities.

Expert: Erdman B. Palmore

Information Recall (p. 129)

1. Fixed factors are factors you are born with and can’t be reversed. Changeable factors are
factors that you can control.
2. The most important factor is to eat less and cut calories. The expert is Byung P. Yu.
3. Answers will vary. Students may choose any two of the following:
Social integration – People who are socially integrated with family and friends and have
good relationships with them live longer.
Autonomy – People who feel in control of their lives have a sense of well-being and
satisfaction.
Stress and Job Satisfaction – Some say that a satisfying job adds years to a man’s life,
while volunteer work increases a woman’s longevity.
Environment: There’s a 40% higher mortality rate among people who live in a poverty area
compared to those in a non-poverty area.
Socioeconomic Status: People with higher incomes, more education and high-status
occupations tend to live longer.
4. To live longer you should institute sound health practices and expand your circle of
acquaintances and activities.

Writing a Summary (p. 130)

Answers will vary. Scientists are studying the facts and fallacies about longevity. Some
factors, such as gender, race and heredity, are set at birth. We cannot change them, but we
can make some social changes that can affect them. Other elements, such as lifestyle and
psychosocial factors, are within our control. The most important health change we can
make is to eat less. To live longer, we can improve our health practices and have better
relationships with our family and friends.

Questions for Another Perspective (p. 132)

1. He studied the longevity of more than 1,500 children.

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 Answer Key

2. a. They decided to study the data on the same people that Dr. Terman studied.
b. They wanted to answer the question of who lives longest and why based on personality
traits, relationships, experiences and career paths, and to build on Terman's work.
3. The most controversial finding is the idea that stress isn’t necessarily all that bad for us.
4. There is a misunderstanding about stress. Chronic physiological disturbance
is not the same thing as hard work. The Longevity Project discovered that those who
worked the hardest lived the longest.

Topics for Discussion and Writing (p. 132—134)

1.—4. Answers will vary.
5. a. 1. 82.19 years 2. 76.2 years b. 1975 c. between 1945 and 1955 c. 4.9 years e.
Between 1935 and 1945 f. 3.7 years g. advances in medicine, a healthier environment,
better food

Critical Thinking (p. 135)

Answers will vary.

Crossword Puzzle (p. 136—137)

Across
2. ties 18. maintain
7. locales 19. hostility
9. enhance 20. fallacies
13. ingredients 22. autonomy
14. determine 23. links
16. coronary

Down
1. demands 10. fixed
3. moderately 11. extension
4. key 12. generate
5. profound 15. mortality
6. factors 17. landmark
8. hypothesis 21. say

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 Answer Key

UNIT 3
ISSUES IN HEALTH

CHAPTER 7
Assisted Suicide: Multiple Perspectives

Prereading (p. 140)

1.—3. Answers will vary.

Statement Evaluation (p. 144)

1. False. The first patient lived.
2. Inference
3. True
4. Inference
5. Inference
6. False. At the time Dr. Stammers was treating Martin, assisted suicide was illegal.
7. True
8. Inference
9. False. Doctors sometimes become accustomed to death and dying among their patients.
10. Inference

Reading Analysis (p. 145-150)

1. a. 2, b. 1
2. a
3. a. 3, b. The question of whether to help a patient die, c. 3, d. Morphine is a powerful drug
used to relieve sever pain. e. In a footnote at the bottom of page 141, f. 2, g. 1. h. 1
4. a. 1, b. 2
5. 1. b, 2. c, 3. a, b. 2, c. 3, d. 3, e. 1, f. 1
6. a. 1, b. the former nurse
7. a. 3, b. 1, c. 2
8. a. 3, b. 2, c. 1, d. 3
9. 3, b. 1, c. 2
10. a
11. a. 3, b. 1
12. 3, b. 2
13. The intention was to enable competent adults who are terminally ill to choose to be
provided with medically supervised assistance to end their own life. b. 1, c. 3
14. a. 3, b. 3
15. a. 1, b. accustomed
16. a

Vocabulary Skills (p. 150—152)

Part 1
1. challenge (n.), challenged (v.)
2. focus (n.), focused (v.)
3. remarked (v.), remarks (n.)
4. do not doubt (v.), doubt (n.)
5. did not request (v.), requests (n.)
Part 2
1. c 6. b
2. h 7. g
3. a 8. d
4. e 9. i
5. f
1. bring up 6. fill up

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 Answer Key

2. grapple with 7. get on with

3. get on with 8. back off
4. care for 9. look back on
5. bring up

Vocabulary in Context (p. 108)

1. fatal 6. essential
2. maintained 7. sustained
3. reassured 8. generation
4. misuse 9. controversial
5. ethics 10. retrospect

Reading Skill (p. 154)

Two Doctors’ Viewpoints on Assisted Suicide
Dr. Francis Moore does not oppose assisted suicide.
Dr. Moore’s Cases
Case #1:
Description: A former nurse who had sustained a fractured pelvis. Her condition was
serious: her lungs filled up; her urine stopped; her heart developed dangerous rhythm
disturbances. She was on life support equipment. Her family requested that the doctors take
her off the machines.
Dr. Moore’s Decision:
He decided not to take her off the machines. There was nothing intrinsically lethal about her
situation.
Outcome: She recovered and left the hospital.
Dr. Moore’s Explains:
--As a reasonable physician, your should do what you would want done to you.
--Assisting people to die requires strong judgment and long experience to avoid its misuse.

Dr. Trevor Stammers opposes assisted suicide.

Dr. Stammers’ Case
Description: Martin, a man with bladder cancer. Dr. Stammers had run out of effective
treatments. Martin was terminally ill. He was in terrible pain, and had asked more than once
to die.
Dr. Stammer’s Decision:
Assisted suicide was illegal at the time. Otherwise, Dr. Stammers might have weakened
and helped the man die.
Outcome: Martin was successfully treated for a bladder infection. He had a few good month,
and died peacefully several months later.
Dr. Stammers Explains:
--Dr. Stammers was glad the law does not allow assisted suicide. He might have helped
Martin die.
--He worries that doctors might become inured to assisted suicide, and might become more
inclined to use it.

Information Recall (p. 155)

1. The first patient had sustained a fractured pelvis. She was in a coma, on dialysis, a
breathing machine, and a pacemaker. Dr. Moore believed she would recover. He did not do
anything to help the patient die.
2. His second patient has suffered serious burns, and was in a lot of pain. Dr. Moore was
sure her condition would be fatal. He and the nurses gave her large doses of morphine, and
she died.
3. Dr. Stammers’ patient was suffering from terminal cancer, and was in a lot of pain.
Although the man asked Dr. Stammers to help him die, he refused. In a few months the
patient died peacefully.
4. Dr. Moore does not oppose assisted suicide under certain conditions, whereas Dr.
Stammers opposes assisted suicide under any circumstances.
5. Both doctors believe that there is a potential danger that legal assisted suicide might be
misused.

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 Answer Key

Writing a Summary (p. 155-156)

Answers will vary. Two doctors offer their views on assisted suicide. Dr. Moore describes
two patients and explains why he helped the second patient die, but not the first. Dr.
Stammers describes one patient and tells why he refused to help the patient die. Both
doctors talk about their perspective on assisted suicide. They both worry that legal assisted
suicide could be misused.

Questions for Another Perspective (p. 158)

1. a. Derek Humphry supports doctor-assisted suicide for terminally ill people if their
suffering becomes unbearable. He feels that quality of life decisions are the sole right of the
individual. He also thinks that death is already a part of a doctor’s job.
b. He does not support doctor-assisted suicide for depressed people. He feel they should
get counselling.
2. Answers will vary, but may include that she asked for, and received, doctor-assisted
suicide, or that she eventually died from her illness.
3. Daniel Callahan opposed assisted suicide.
4. Daniel Callahan believes that doctor-assisted suicide violates the traditions of medicine.
He worries that people will be manipulated by a doctor’s suggesting suicide. He doesn’t
believe that it can be successfully regulated.

Topics for Discussion and Writing (p. 158—159)

1. – 4. Answers will vary.

Critical Thinking (p. 159)

1. – 4. Answers will vary.

Crossword Puzzle (p. 160—161)

Across
2. retrospect 17. maintained
7. essential 18. excerpt
8. lethal 20. reverse
10. rounds 21. internship
11. ethics 22. controversial
15. fatal

Down
1. misuse 12. callous
3. compassion 13. alarmed
4. inured 14. grappling
5. sustained 16. reassured
6. stoicism 19. seminar
9. legalize

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CHAPTER 8
Organ Shortage Fuels Illicit Trade in Human Parts

Prereading (p. 162)

1.—3. Answers will vary

Fact Finding (p. 165—166)

1. True
2. False. It is possible to obtain an organ illegally.
3. Inference
4. False. People do not become rich by selling their organs.
5. True
6. Inference
7. [Link] operations can be dangerous or fatal.
8. Inference
9. True
10. True

Reading Analysis (p. 166—170)

1. a. 3, b. 2
2. a. 3, b. 2
3. a. 3, b. prohibit, c. 1, d. 1, e. 2
4. a. 2, b. 1, c. 3
5. a. 2, b. 1, c. 2, d. 1, e. 3
6. b
7. a. 2, b. 3, c. 1, d. 2
8. 1, b. 2
9. a. 2, b. 2
10. a
11. a. 3, b. 1
12. a. 1, b. 2
13. b

Vocabulary Skills (p. 171—173)

Part 1
1. benefits (v.), benefit (n.)
2. demand (n.), demand OR can demand OR have demanded (v.)
3. do not regret (v.), regrets (n.)
4. do not support (v.), support (n.)
5. trade (n.), trade OR will trade (v.)
Part 2
1. h 6. f
2. b 7. a
3. g 8. j
4. c 9. i
5. d 10.e
1. gruesome 6. incentive
2. destitute 7. unique
3. potential 8. suitable
4. widespread 9. substantial
5. ban 10. benefit

Vocabulary in Context (p. 173—174)

1. lasting 6. compassion
2. bans 7. substantial
3. tempted 8. spare
4. regret 9. clandestine

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 Answer Key

5. fraction 10. compensation

Reading Skill (p. 174—177)

Bar Graph:
1. b
2. c
3. Answers will vary. Because there are more people in this age group who need
transplants than in the other age groups; because they can afford to pay for a transplant.
4. Answers will vary. Because they may have terminal illnesses and do not qualify for a
transplant; because they may be weak and not able to survive a transplant operation.
Line graph:
1. a
2. b
3. a. 3, b. Answers will vary. A possible answer is that doctors were able to transplant more
organs from one individual than before because of advances in medicine/technology.
4. b, d, f
5. Many organs and tissues can be taken from a single donor.

Information Recall (p. 176)

1. There are not enough living and deceased donors for the number of people waiting for
transplants.
2. Encourage people to become donors. OR Provide some kind of compensation to people
for donating their organs.
3. Surgery is risky. People can die.

Writing a Summary (p. 177)

Answers will vary. Thousands of people need organ transplants, but many of them die while
waiting for a transplant because there are not enough organs available. This shortage has
led to a large black market in organs. Many poverty-stricken people sell their organs to help
their families. Wealthier people do not have to wait for a transplant. This situation has led
many people to suggest some kind of compensation or other incentive to increase the
number of organ donations.

Questions for Another Perspective (p. 180)

1. a. There was a lot of media attention the idea of having a child to save another child was
controversial.
b. The two girls appeared on the cover of Time magazine. There was a made-for-TV movie
about the family.
2. Critics said that Marissa’s parents were using her to save their daughter Anissa’s life.
They also said that Marissa’s parents didn’t love her, and that they would have disowned
Marissa if she hadn’t been a perfect match for her sister. Marissa disagrees with the critics
because her parents love her very much, and because the critics were probably just looking
out for her safety.
3. Because many people know her as the baby who saved her sister’s life, Marissa uses her
fame to spread the message that the need for marrow donors is great. In the future, Marissa
plans to study either child development or psychology. She wants to help people.

Topics for Discussion and Writing (p. 181—182)

1.– 5. Answers will vary.

Critical Thinking (p. 183)

1.—5. Answers will vary.

Crossword Puzzle (p. 184—185)

Across
5. compensation 14. desperation
7. widespread 17. benefit
9. donors 18. procurement
10. suitable 21. potentially

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 Answer Key

11. prohibit 22. destitute

12. clandestine

Down
1. regrets 12. compassion
2. fatal 13. trafficking
3. incentive 15. exploitative
4. fraction 16. recipients
6. substantial 19. unique
8. gruesome 20. ban

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 Answer Key

CHAPTER 9
Writing Recipes Instead of Prescriptions: Health through Diet

Prereading (p. 186)

1 – 3. Answers will vary.

Statement Evaluation (p. 190)

1. True
2. False. Very few doctors are capable of providing sound nutritional advice to their patients.
3. Not Mentioned
4. True
5. False. The majority of adults in New Orleans are overweight or obese.
6. True
7. Not Mentioned
8. True
9. Not Mentioned
10. False. Medical students who participated in the program changed their eating habits.

Reading Analysis (p. 191—195)

1. a, 11. a
2. a. 2, b. 3, c. 1, d. 1 12. 1. 3, b. 2
3. a 13. c
4. a 14. 1. 2, b. 2, c. 1
5. a. 2, b. 3 15. a
6. a. 1, b. 3, c. 2 16. a
7. 3, b. 1 17. b
8. a 18. a. 1, b. 1, c. 2
9. a. 3, b. 1 19. b
10. a. 3, b. 2 20. b

Vocabulary Skills (p. 195—196)

Part 1
1. focus (v.), focus (n.)
2. do not offer (v.), offers (n.)
3. cost (n.), does not cost (v.)
4. launched (v.), launch (n.)
5. increased (v.), increase (n.)

Part 2
1. definition #3 6. a
2. a 7. definition
3. b 8. d
4. definition #2 9. c
5. c #2

Vocabulary in Context (p. 199)

1. reimbursable 6. caters
2. gourmet 7. luscious
3. supplement 8. launched
4. obese 9. preponderance
5. prospective 10. focused

Reading Skill (p. 200)

Problems:
--Patients need practical advice on nutrition and cooking (or food preparation) from their
doctors because there is a connection between food and health.

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 Answer Key

--There a rising rates of obesity and other diet-related illnesses.

Reasons for the Problems:

--Few doctors have sufficient training to provide advice nutrition and cooking advice to
their patients.
--Doctors prescribe medications instead because that is what they know.

Solutions:
--Students at Tulane University School of medicine learn how to cook, what to cook, and
why.
--Sixteen medical schools now offer the same curriculum as Tulane's.
--The school also provides cooking classes to people in the community, especially in low-
income areas.

Results:
--People's health improves when they start cooking from real ingredients.
Patients with Type 2 Diabetes who participated in the program at Tulane saw a major
drop in total cholesterol while those who didn't saw an increase.
--Medical students benefited too and were eating significantly more fruit and vegetables
than they had previously.

Information Recall (p. 201)

1. Because so many people do not understand how to cook healthy food, and because
doctors do not know how to explain this to their patients.
2. To help them learn how to prepare homemade, nutritional meals.
3. Because they were given guidance on diet, physical activity, and weight control.
4. The medical students began to see that nutrition advice was important for themselves as
well as their patients. They also began eating significantly more fruit and vegetables than
they had previously.

Writing a Summary (p. 202)

Answers will vary. Some medical schools are beginning to teach their students about
nutrition, and especially how to cook. In this way, when they become doctors, they will be
able to help their patients learn to prepare healthier food at home. Studies have shown that
when people cook fresh food at home, they become healthier. One medical school in
particular has led the way in teaching doctors and prospective doctors how to communicate
healthy dietary practices to their patients.

Questions for Another Perspectives (p. 205)

1. He sustained a back injury, and visited Shyam Singha. He told Gordon to eat three
pineapples a day for a week. Gordon said the pineapple diet worked.
2. Because foods such as tomatoes contain both lycopene and antioxidants, vitamins,
minerals and other nutrients that help prevent heart disease.
3. Eating slowly and mindfully helps us reduce our consumption of food, have time to
register signals from our stomach that we are full, and help us make better food choices.
4. Because some doctors will try to help us by treating chronic conditions with nutrition,
stress management, and rather than medication.
5. Many medications treat symptoms and do not address causes. OR They have very
significant and often dangerous side-effects.

Topics for Discussion and Writing (p. 206)

1. – 5. Answers will vary.

Critical Thinking (p. 207)

1. – 5. Answers will vary.

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 Answer Key

Crossword Puzzle (p. 208—209)

Across
1. overweight 16. prevention
9. homemade 17. luscious
11. ingredients 19. hypertensive
12. culinary 20. affiliated
13. caters 21. prospective
15. supplement

Down
2. gourmet 7. launch
3. preponderance 8. reimbursable
4. polls 10. focus
5. fatal 14. ailments
6. chronic 18. obese

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 Answer Key

UNIT 4
OUR WORLD AND BEYOND
CHAPTER 10
What is sustainable living?

Prereading (p. 212)

1.—3. Answers will vary.

Statement Evaluation (p. 216—217)

1. True
2. Inference
3. False. Garden waste can be mulched and returned to support healthy soil.
4. Inference
5. False. Vinegar can be used to clean most surfaces.
6. True
7. False. Many electronic devices continue drawing electricity even when off.

Reading Analysis (p. 217—221)

1. a. 2, b. 2, c. 2, d. 3
2. a. 2, b. The ozone layer is a part of the upper atmosphere that helps block dangerous
radiation from the sun. c. at the bottom of page 213, d. footnote, e. 3, f. 2, g. 1, h. 3
3. a. 3, b. 3
4. a. 2, b. 3
5. a
6. a. 2, b. 2
7. a. 1, b. 2
8. a
9. a. 1, b. 2
10. a. 2, b. 1
11. a. 2, b. 3
12. a. 1, b. 2
13. a. 3, b. 2, c. 3
14. b
15. a. 1, b. 3, c. 3
16. c

Vocabulary Skills (p. 222—224)

Part 1
1. promotion, does not promote
2. adopt, adoption
3. devastation, devastate
4. alterations, do not alter
5. does not consume, consumption

Part 2
1. c 6. h
2. a 7. g
3. b 8. e
4. d 9. j
5. f 10. i
1. pollution 6. recycling
2. sustainable living 7. carbon emissions
3. green spaces 8. fossil fuels
4. carbon footprint 9. global warming
5. natural resources 10. eco-friendly

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 Answer Key

Vocabulary in Context (p. 225)

1. repurpose 6. core
2. opt out 7. attune
3. resistance 8. depleted
4. promote 9. clutter
5. altered 10. measures

Reading Skill (p. 226—227)

1. a. being fed up with excess waste, b. people’s friends are “green”, c. 2
2. a. the toilet, b. the clothes washer, c. showers, d. the toilet

Information Recall (p. 227—228)

1. They are all concerned with environmental issues.
2. They all involve personal concerns.
3. Answers will vary.

Writing a Summary (p. 228)

Answers will vary. Today, many factors are threatening Earth’s environment and depleting
our natural resources. However, we can help lessen their impact by practicing sustainable
living in our daily lives. Some environmentally-friendly practices involve changes in our
behavior. Others include buying more eco-friendly products. All these suggestions will help
reduce our carbon footprint and preserve our natural resources.

Questions for Another Perspective (p. 231)

1. NASA has applied the closed-loop system to its Sustainability Base by generating a
considerable amount of its own renewable power, and by using recycled materials when it
built the Sustainability Base.
2. Sustainability Base enables people to experience openness and connections to nature.
Because the building has floor-to-ceiling windows and skylights, everyone benefits from
natural daylight, the large windows provide a constant flow of fresh air, and people can
establish a visual and emotional connection to the surrounding landscape.
3. Sustainability Base saves energy by using natural daylight. Additionally, solar panels, a
fuel cell, and a wind turbine generate renewable energy. Each employee has a personal
energy dashboard that shows their energy usage and suggests energy conservation
activities.
4. The design of Sustainability Base helps the environment by producing its own renewable
energy, by using 90 percent les drinking water than traditional buildings, and by building
with recycled materials whenever possible.

Topics for Discussion and Writing (p. 164)

1.—4. Answers will vary.

Critical Thinking (p. 165)

1.—4. Answers will vary.

Crossword Puzzle (p. 166-167)

Across
1. fossil 17. demand
6. repurpose 18. clutter
7. reliance 19. depletion
8. footprint 21. consume
12. promote 22. devastating
14. unplug

Down
2. impact 11. ozone
3. global 13. minimalist

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 Answer Key

4. resources 15. emissions

5. resistance 16. measures
9. offsetting 20. alter
10. imprint

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 Answer Key

CHAPTER 11
Bringing Extinct Species Back to Life: Is it a good idea?

Prereading (p. 236)

1. – 3. Answers will vary.

Statement Evaluation (p. 240—241)

1. False. The Pyrenean ibex went extinct because of hunters.
2. True
3. Inferred
4. False. The de-extinction of some species may happen in the near future.
5. True
6. True
7. Inferred
8. False. Scientists have not been able to collect eggs from an elephant.
9. Inferred
10. True

Reading Analysis (p. 241—245)

1. b
2. a. 2, b. 1, c. 2
3. a. 3, b. 2, c. 1, d. 3, e. 3, f. 2
4. a. 3, b. 1, c. 3
5. a. 1, b. 3, c. 2, d. 1
6. 1. a, 2. d, 3. b, 4. c
7. b
8. a. 3, b. 1
9. 3
10. a cell that is alive
11. a. 3, b. 2
12. a. 1, b. 3
13. b
14. a
15. c

Vocabulary Skills (p. 246—248)

Part 1
1. actuality, actual
2. diverse, diversity
3. reality, real
4. viable, viability
5. vulnerable, vulnerability

Part 2
1. 2 6. a
2. b 7. 2
3. b 8. b
4. 5 9. c
5. c

Vocabulary in Context (p. 248)

1. drove down 6. cutting-edge
2. hovered 7. hurdle
3. preserve 8. futile
4. officially 9. derive
5. consensus 10. vanished

Reading Skill (p. 249)

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 Answer Key

e, g, c b, f, a, d

Information Recall (p. 250)

1. Because they feel they have an obligation to bring back species that humans caused to
become extinct, because they feel there are many benefits, such as producing
pharmaceutical drugs, and because the technology being developed could help preserve
endangered species.
2. They are very close. They actually cloned the extinct bucardo, but the clone died.
3. b
4. b
5. a
6. Because it has sheep number one’s DNA. It does not have the DNA from the second or
the third sheep.

Writing a Summary (p. 251—252)

Answers will vary. Many scientists are working to bring extinct species back to life,
especially those that became extinct through human action. Some would also like to bring
back species that became extinct through natural causes. The process is very difficult, but
technology is developing that will eventually make de-extinction successful. However, some
scientists and ethicists question whether or not to bring extinct species back to life for a
number of reasons.

Questions for Another Perspective (p. 253)

1. The author says this to emphasize how serious species extinction has become, and how
quickly it is happening.
2. The sixth mass extinction is different from the other five mass extinctions because the
sixth one has been created through human-induced impacts.
3. It matters to us if we have fewer species because we are dependent on, other species.
For example, we rely on biodiversity for the pollination of crops, carbon storage by forests.
4. Society needs to change the ways it interacts with its environment.

Topics for Discussion and Writing (p. 254)

1.—5. Answers will vary.

Critical Thinking (p. 181)

1.—5. Answers will vary.

Crossword Puzzle (p. 182-183)

Across
6. clone 17. viable
7. notion 18. officially
8. nucleus 19. released
9. implant 20. consensus
12. resolved 21. ethicist
14. conservationists 22. formidable

Down
1. reverse 10. preserved
2. rutile 11. vanished
3. advocates 13. surrogate
4. geneticist 15. endangered
5. hurdles 16. diversity

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 Answer Key

CHAPTER 12
Life Beyond Earth: Almost within Reach

Prereading (p. 258)

1.—3. Answers will vary.

Statement Evaluation (p. 262—263)

1. False. Scientists have not discovered life beyond Earth yet.
2. True
3. Not Mentioned
4. False. NASA’s Curiosity Rover has found places on Mars where water might have been
present at one time.
5. True
6. Not Mentioned
7. True
8. False. Alien life, if found, might be non-biological.
9. Not Mentioned
10. True

Reading Analysis (p. 263—267)

1. a. 1, b. 2, c. 3
2. a. 2, b. Search for Extraterrestrial Intelligence
3. a. 2, b. Microbes are living organisms that are too small to be seen without a microscope.
c. footnote, d. 3, e. 2
4. a. 3, b. 2, c. 3, d. 1, e. 2, f. 2
5. a. 2, b. 2
6. a
7. a. 2, b. 1, c. 3
8. a. 3, b. 1
9. 3, b. 2, c. beings from another planet
10. a. Artificial intelligence refers to the ability of a computer or other machine to perform
actions that appear to require intelligent thought. b. 2, c. 3
11. b
12. a
13. a. 3, b. background, c. 3
14. a. 3, b. 1
15. a, 16. c

Vocabulary Skills (p. 268—270)

Part 1
1. different, difference
2. intelligent, intelligence
3. present, presence
4. confident, confidence, dominance, dominant

Part 2
1. e 6. d
2. j 7. f
3. g 8. a
4. h 9. b
5. I 10. c
1. habitable 6. strive
2. strides 7. progress
3. plausible 8. inexplicable
4. survive 9. alien
5. proactive 10. extreme

Vocabulary in Context (p. 270)

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 Answer Key

1. withstand 6. dictates
2. midst 7. far-fetched
3. harbors 8. standpoint
4. strives 9. scouring
5. promise 10. plausible

Reading Skill (p. 271—272)

Life on Earth: Almost within Reach
Attempts to make contact and to discover --Astronomer Francis Drake pointed a radio
signs of life beyond Earth telescope at two sun-like stars 11 light-
years away, hoping to pick up a signal of
intelligent life.
--NASA’s Curiosity Rover is on Mars
looking for signs of past or present life.
Life on Earth can survive even the most
extreme environments
Life on Earth can survive even the most --Methane-consuming microbes living in
extreme environments rocks on the ocean floor can withstand the
deep ocean’s oxygen-starved environment.
--Life can be found a half-mile beneath
Antarctica’s thick ice sheet where no
sunlight has been felt for millions of years.
Reasons to believe life may exist beyond --Liquid water – the hallmark sign for life –
Earth, but within our solar system has been found on two of Jupiter’s moons,
Ganymede and Europa.
--Titan, Saturn’s largest moon has a
mysterious sea of methane.
--Enceladus, one of Saturn’s other moons,
is characterized by geysers of water vapor
and ice particles.
--Mimas, another of Saturn’s moons, may
have a secret sea beneath its surface.
One reason to believe life may exist outside --More than 1,800 exoplanets have been
our solar system discovered in the Milky Way Galaxy alone,
and one-fifth of them could be Earth-like.
Possible scenarios for finding --We find it close to home, in our own solar
extraterrestrial life system.
--Certain telescopes, like the James Webb
Space Telescope to be launched in 2018,
could “sniff out” gases such as methane
and oxygen located in an exoplanet’s
atmosphere.
--Scientists could continue Drake’s SETI
work and listen for radio signals coming
from other planets.
The possible nature of extraterrestrial life --Extraterrestrial life may be microbial.
--Extraterrestrial life may be super-
intelligent beings.
--Extraterrestrials may be non-biological (AI
– artificial intelligence).
Possible impact of discovering life beyond --Philosophically and religiously: treat
Earth extraterrestrial life differently than the way
we treat humans

Information Recall (p. 272)

1. Scientists are persuaded that life may exist beyond Earth even in hostile environments
because recent research shows that even life on Earth can survive in some of the
most extreme environments. For example, some microbes living on the ocean floor can
withstand the deep ocean’s oxygen-starved environment. Additionally, life has been found

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 Answer Key

hidden far beneath Antarctica’s thick ice sheet, where no sunlight has been felt for millions
of years.
2. Scientists have detected large oceans on Jupiter’s moons Ganymede and Europa
beneath their icy surfaces that resemble those found on Earth. Saturn’s moon Titan has a
sea of methane (CH4), and Enceladus is has geysers of water vapor and ice particles.
3. One scenario is that we find it in our own solar system. The second is that certain
telescopes could detect gases such as methane and oxygen located in an exoplanet’s
atmosphere. Third, scientists could continue to search for radio signals coming from other
planets.
4. People’s philosophical and religious views are based in part on the belief that people
have a human dignity, and that we need to treat all of them equally, and to treat them
differently than the way we treat other life, so people might respond to extraterrestrial life
differently from the way they treat human life on Earth.

Writing a Summary (p. 273)

Answers will vary. Many people believe that humans are not alone in the universe, and
have been making many attempts to detect life beyond Earth. They believe that life may
exist both within our solar system and beyond it. Some scientists feel that extraterrestrial
life may be very different from life on Earth, and even exist as artificial life. If extraterrestrial
life is discovered, it may have a great impact from philosophical and religious perspectives.

Questions for Another Perspective (p. 275)

1. In the 1970s, NASA send Pioneer spacecraft into space to try to establish contact with
any extraterrestrial life that might exist beyond Earth, or beyond our solar system.
2. They say that the problem with the objects scientists sent into space is that any
extraterrestrials that might find them might have such a radically different way of
representing the chemical composition of the universe, our pictograms would be
uninterpretable to them.
3. This problem might be addressed by starting with the most basic, then working up to
communicating more complex math.
4. The controversy regarding the search for extraterrestrial life is whether to broadcast
targeted messages to locations more likely to contain life, rather than just “listen” with radio
telescopes.
5. Some people oppose the active search for extraterrestrial life at this time because they
want to first reach a “global consensus” on whether to do it, and if so, how.

Topics for Discussion and Writing (p. 276)

1.—4. Answers will vary.

Critical Thinking (p. 277)

1.—5. Answers will vary.

Crossword Puzzle (p. 278—279)

Across
1. promise 15. plausible
3. dominant 16. launch
4. exoplanet 18. dictate
6. cosmos 19. SETI
11. hallmark 20. symposium
12. striving 21. midst

Down
1. progress 9. theologist
2. harbor 10. proactive
5. microbes 13. background
7. standpoint 14. withstand
8. alien 17. extreme

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