Robots Reading Answer
IELTS Academic Reading PassageSince the dawn of human ingenuity, people have devised ever more cunning tools to cope with work that is dangerous, boring, onerous, or just plain nasty. That compulsion has culminated in robotics – the science of conferring various human capabilities on machines.
A
The modern world is increasingly populated by quasi-intelligent gizmos whose presence we barely notice but whose creeping ubiquity has removed much human drudgery. Our factories hum to the rhythm of robot assembly arms. Our banking is done at automated teller terminals that thank us with rote politeness for the transaction. Our subway trains are controlled by tireless robo- drivers. Our mine shafts are dug by automated moles, and our nuclear accidents – such as those at Three Mile Island and Chernobyl – are cleaned up by robotic muckers fit to withstand radiation.
Such is the scope of uses envisioned by Karel Capek, the Czech playwright who coined the term ‘robot’ in 1920 (the word ‘robota’ means ‘forced labor’ in Czech). As progress accelerates, the experimental becomes the exploitable at record pace.
B
Other innovations promise to extend the abilities of human operators. Thanks to the incessant miniaturisation of electronics and micromechanics, there are already robot systems that can perform some kinds of brain and bone surgery with submillimeter accuracy – far greater precision than highly skilled physicians can achieve with their hands alone. At the same time, techniques of long-distance control will keep people even farther from hazard. In 1994 a ten- foot-tall NASA robotic explorer called Dante, with video-camera eyes and with spiderlike legs, scrambled over the menacing rim of an Alaskan volcano while technicians 2,000 miles away in California watched the scene by satellite and controlled Dante’s descent.
C
But if robots are to reach the next stage of labour-saving utility, they will have to operate with less human supervision and be able to make at least a few decisions for themselves – goals that pose a formidable challenge. ‘While we know how to tell a robot to handle a specific error,’ says one expert, ‘we can’t yet give a robot enough common sense to reliably interact with a dynamic world.’ Indeed the quest for true artificial intelligence (Al) has produced very mixed results. Despite a spasm of initial optimism in the 1960s and 1970s, when it appeared that transistor circuits and microprocessors might be able to perform in the same way as the human brain by the 21st century, researchers lately have extended their forecasts by decades if not centuries.
D
What they found, in attempting to model thought, is that the human brain’s roughly one hundred billion neurons are much more talented – and human perception far more complicated – than previously imagined. They have built robots that can recognise the misalignment of a machine panel by a fraction of a millimeter in a controlled factory environment. But the human mind can glimpse a rapidly changing scene and immediately disregard the 98 per cent that is irrelevant, instantaneously focusing on the woodchuck at the side of a winding forest road or the single suspicious face in a tumultuous crowd. The most advanced computer systems on Earth can’t approach that kind of ability, and neuroscientists still don’t know quite how we do it.
E
Nonetheless, as information theorists, neuroscientists, and computer experts pool their talents, they are finding ways to get some lifelike intelligence from robots. One method renounces the linear, logical structure of conventional electronic circuits in favour of the messy, ad hoc arrangement of a real brain’s neurons. These ‘neural networks’ do not have to be programmed. They can ‘teach’ themselves by a system of feedback signals that reinforce electrical pathways that produced correct responses and, conversely, wipe out connections that produced errors. Eventually the net wires itself into a system that can pronounce certain words or distinguish certain shapes.
F
In other areas researchers are struggling to fashion a more natural relationship between people and robots in the expectation that some day machines will take on some tasks now done by humans in, say, nursing homes. This is particularly important in Japan, where the percentage of elderly citizens is rapidly increasing. So experiments at the Science University of Tokyo have created a ‘face robot’ – a life-size, soft plastic model of a female head with a video camera imbedded in the left eye – as a prototype. The researchers’ goal is to create robots that people feel comfortable around. They are concentrating on the face because they believe facial expressions are the most important way to transfer emotional messages. We read those messages by interpreting expressions to decide whether a person is happy, frightened, angry, or nervous. Thus the Japanese robot is designed to detect emotions in the person it is ‘looking at’ by sensing changes in the spatial arrangement of the person’s eyes, nose, eyebrows, and mouth. It compares those configurations with a database of standard facial expressions and guesses the emotion.
The robot then uses an ensemble of tiny pressure pads to adjust its plastic face into an appropriate emotional response.
G
Other labs are taking a different approach, one that doesn’t try to mimic human intelligence or emotions. Just as computer design has moved away from one central mainframe in favour of myriad individual workstations – and single processors have been replaced by arrays of smaller units that break a big problem into parts that are solved simultaneously – many experts are now investigating whether swarms of semi-smart robots can generate a collective intelligence that is greater than the sum of its parts. That’s what beehives and ant colonies do, and several teams are betting that legions of mini-critters working together like an ant colony could be sent to explore the climate of planets or to inspect pipes in dangerous industrial situations.
Questions 1-6
Reading Passage 2 has seven paragraphs A-G.
From the list of headings below choose the most suitable heading for each paragraph. Write the appropriate numbers (i-x) in boxes 1-6 on your answer sheet.
List of headings
i. Some success has resulted from observing how the brain functions.
ii. Are we expecting too much from one robot?
iii. Scientists are examining the humanistic possibilities.
iv. There are judgements that robots cannot make.
v. Has the power of robots become too great?
vi. Human skills have been heightened with the help of robotics.
vii. There are some things we prefer the brain to control.
viii. Robots have quietly infiltrated our lives.
ix. Original predictions have been revised.
x. Another approach meets the same result.
1. Paragraph A
2. Paragraph B
3. Paragraph C
4. Paragraph D
5. Paragraph E
6. Paragraph F
Example Answer
Paragraph G ii
Questions 7-11
Do the following statements agree with the information given in Reading Passage 2? In boxes 7-11 on your answer sheet write
YES if the statement agrees with the information
NO if the statement contradicts the information
NOT GIVEN if there is no information on this in the passage
7………………..Karel Capek successfully predicted our current uses for robots 8. ………………..Lives were saved by the NASA robot, Dante. 9 ………………..Robots are able to make fine visual judgements. 10…………………The internal workings of the brain can be replicated by robots. 11…………………The Japanese have the most advanced robot systems.
Questions 12-14
Complete the summary below with words taken from paragraph F. Use NO MORE THAN THREE WORDS for each answer.
Write your answers in boxes 12-14 on your answer sheet.
The prototype of the Japanese ‘face robot’ observes humans through a 12………………… which is planted in its head. It then refers to a 13 of typical ‘looks’ that the human face can have, to decide what emotion the person is feeling. To respond to this expression, the robot alters it’s own expression using a number of 14………………….
Solutions For:- Robots Reading Answer
1. viii 8. NOT GIVEN
2. vi 9. YES
3.ix 10. NO
4. iv 11. NOT GIVEN
5. i 12. video camera
6. iii 13. database
7. YES 14. (tiny/small) pressure pads
Review and Practice
- Regularly practice with IELTS reading samples and time yourself to get used to the pressure of the exam.
- Review your mistakes to understand where you went wrong and how to avoid similar errors in the future.
Our Books
Master IELTS Speaking Part 1
IELTS Writing Task 1 Book
IELTS Writing Task 2 Book
ROBOTS Reading Answer Explanation
Comin Soon
Practice IELTS Other Modules
IELTS Listening
The IELTS Listening test assesses how well you can understand spoken English in various contexts. It lasts about 30 minutes and is divided into four sections with a total of 40 questions. The listening tasks become increasingly difficult as the test progresses.
IELTS Academic Reading
The IELTS Academic Reading section assesses your ability to understand and interpret a variety of texts in academic settings. It is designed to evaluate a range of reading skills, including skimming for gist, reading for main ideas, reading for detail, understanding inferences, and recognizing a writer's opinions and arguments.
IELTS Speaking
The IELTS Speaking test assesses your ability to communicate in English on everyday topics. It lasts 11-14 minutes and consists of three parts: introduction, cue card, and a discussion based on the cue card topic.
IELTS General Reading
IELTS General Reading tests your ability to understand and interpret various types of texts. Here are some key areas and types of content you can expect to encounter in the reading section, along with tips for effective preparation.
IELTS Academic Writing Task 1
In IELTS Academic Writing Task 1, you are presented with a visual representation of information, such as graphs, charts, tables, or diagrams, and you are required to summarize, compare, or explain the data in your own words.
IELTS General Writing Task 1
In IELTS General Writing Task 1, you are required to write a letter based on a given situation. The letter can be formal, semi-formal, or informal, depending on the prompt. Here’s a breakdown of the key components to include in your letter
IELTS Academic Writing Task 2
In IELTS Academic Writing Task 2, you are required to write an essay in response to a question or topic. Here’s a guide to help you understand the essential elements of this task
IELTS Exam Tips
To succeed in the IELTS exam, practice regularly, familiarize yourself with the test format, improve your vocabulary, develop time management skills, and take mock tests to build confidence.
Grammer for IELTS
Grammar is the foundation of effective communication in English. Understanding tense usage, subject-verb agreement, and sentence structure enhances clarity and coherence in writing and speaking.
Vocabulary for IELTS
Vocabulary plays a crucial role in the IELTS (International English Language Testing System) exam, especially in the Speaking and Writing sections. Here’s an overview of why vocabulary is important and how it impacts your performance
RECENT IELTS SAMPLES QUESTIONS AND ANSWERS
Becoming An Expert Reading Answer
A Expertise is commitment coupled with creativity. Specifically, it is the commitment of...
STUDY CENTRE COURSES Reading Answer
SELF-STUDY TIPS AHowever difficult you find it to arrange your time, it will pay off in the...
The Extrinct Grass In Britain Reading Answer
A The British grass interrupted brome was said to be extinct, just like the Dodo. Called...
Morse Code Reading Answer
A. A new satellite-based system is being implemented to replace Morse code for sending...
Magnetic Therapy Reading Answer
AMagnetic therapy, which is a $5-billion market worldwide, is a form of alternative medicine...
Lack Of Sleep Reading Answer
Section A It is estimated that the average man or woman needs between seven-and-a-half and...