【正文】 series of studies that have looked at children’s understanding of rainforests.8 A second study has been planned to investigate primary school children’s ideas about rainforests.Questions 9–13The box below gives a list of responses A–P to the questionnaire discussed in ReadingPassage 1.Answer the following questions by choosing the correct responses A–P. Write your answers in boxes 9–13 on your answer sheet.9 What was the children’s most frequent response when asked where the rainforests were?10 What was the most mon response to the question about the importance of the rainforests?11 What did most children give as the reason for the loss of the rainforests?12 Why did most children think it important for the rainforests to be protected?13 Which of the responses is cited as unexpectedly unmon, given the amount of time spent on the issue by the newspapers and television?A There is a plicated bination of reasons for the loss of the rainforests.B The rainforests are being destroyed by the same things that are destroying the forests of Western Europe.C Rainforests are located near the Equator.D Brazil is home to the rainforests.E Without rainforests some animals would have nowhere to live.F Rainforests are important habitats for a lot of plants. G People are responsible for the loss of the rainforests. H The rainforests are a source of oxygen.I Rainforests are of consequence for a number of different reasons.J As the rainforests are destroyed, the world gets warmer.K Without rainforests there would not be enough oxygen in the air.L There are people for whom the rainforests are home.M Rainforests are found in Africa.N Rainforests are not really important to human life.O The destruction of the rainforests is the direct result of logging activity.P Humans depend on the rainforests for their continuing existence.Question 14Choose the correct letter, A, B, C, D or E.Write your answer in box 14 on your answer sheet.Which of the following is the most suitable title for Reading Passage 1?A The development of a programme in environmental studies within a science curriculumB Children’s ideas about the rainforests and the implications for course designC The extent to which children have been misled by the media concerning the rainforestsD How to collect, collate and describe the ideas of secondary school childrenE The importance of the rainforests and the reasons for their destructionREADING PASSAGE 2You should spend about 20 minutes on Questions 15–26 which are based on Reading Passage 2 below.What Do Whales Feel?An examination of the functioning of the senses in cetaceans, the group of mammals prising whales, dolphins and porpoisesSome of the senses that we and other terrestrial mammals take for granted are either reduced or absent in cetaceans or fail to function well in water. For example, it appears from their brain structure that toothed species are unable to smell. Baleen species, on the other hand, appear to have some related brain structures but it is not known whether these are functional. It has been speculated that, as the blowholes evolved and migrated to the top of the head, the neural pathways ser ving sense of smell may have been nearly all sacri?ced. Similarly, although at least some cetaceans have taste buds, the ner ves ser ving these have degenerated or are rudimentar y.The sense of touch has sometimes been described as weak too, but this view is prob ably mistaken. Trainers of captive dolphins and small whales often remark on their animals’ responsiveness to being touched or rubbed, and both captive and free ranging cetacean individuals of all species (par ticularly adults and calves, or members of the same subgroup) appear to make frequent contact. This contact may help to maintain order within a group, and stroking or touching are par t of the cour tship ritual in most species. The area around the blowhole is also par ticularly sensitive and captive animals often object strongly to being touched there.The sense of vision is developed to dif ferent degrees in dif ferent species. Baleen species studied at close quar ters under water – speci?cally a grey whale calf in cap tivity for a year, and freeranging right whales and humpback whales studied and ?lmed of f Argentina and Hawaii – have obviously tracked objects with vision under water, and they can apparently see moderately well both in water and in air. However, the posi tion of the eyes so restricts the ?eld of vision in baleen whales that they probably do not have stereoscopic vision.On the other hand, the position of the eyes in most dolphins and porpoises suggests that they have stereoscopic vision for ward and downward. Eye position in freshwater dolphins, which often swim on their side or upside down while feeding, suggests that what vision they have is stereoscopic for ward and upward. By parison, the bot tlenose dolphin has extremely keen vision in water. Judging from the way it watches and tracks airborne ?ying ?sh, it can apparently see fairly well through the air–water inter face as well. And although preliminar y experimental evidence suggests that their inair vision is poor, the accuracy with which dolphins leap high to take small ?sh out of a trainer’s hand provides anecdotal evidence to the contrar y.Such variation can no doubt be explained with reference to the habitats in which indi vidual species have developed. For example, vision is obviously more useful to species inhabiting clear open waters than to those living in turbid rivers and ?ooded plains. The South American boutu and Chinese beiji, for instance, appear to have veer y limited vision, and the Indian souses are blind, their eyes reduced to slits that probably allow them to sense only the dir