Science Experiments - IELTS Listening Answers & Explanations
From Cambridge IELTS 04 Academic Listening Test 4 · Part 3 · Questions 21–30
Audio
Questions
Questions 21–26 Table Completion
Complete the table below.
Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
| Experiment number | Equipment | Purpose |
|---|---|---|
| Experiment 1 | 21 and a table | To show how things move on a cushion of air |
| Experiment 2 | Lots of paperclips | To show why we need standard 22 |
| Experiment 3 | 23 and a jar of water | To show how 24 grow |
| Experiment 4 | Cardboard, coloured pens and a 25 | To teach children about how 26 is made up |
| Experiment 5 | A drill, an old record, a pin/needle, paper, a bolt | To make a record player in order to learn about recording sound |
Questions 27–30 Matching
What problems do the speakers identify for each experiment?
Choose your answers from the box and write the letters A-H next to questions 27-30.
A. too messy
B. too boring
C. too difficult
D. too much equipment
E. too long
F. too easy
G. too noisy
H. too dangerous
Answers & Explanations Summary
| # | Answer | Evidence | Explanation |
|---|---|---|---|
| Q21 | 20 balloons / twenty balloons | Mind you, you only need twenty balloons and a table - you don't need any special engines or anything like that | Excerpt/Transcript Explanation: The transcript shows Mike listing the simple items needed for the experiment: twenty balloons and a table. Answer Explanation: The answer is 20 balloons, which are the items needed along with a table to do the first experiment. Reason For Correctness: The correct answer is 20 balloons because Mike explains the requirements for the first experiment, which involves making a hovercraft. He says that the only things they need for this activity are twenty balloons and a table, emphasizing that no fancy equipment is required. |
| Q22 | units of measurement / measurements / measurement units | Er, and, basically, because not all paperclips are the same lengths, they should come up with some strange answers. It's supposed to demonstrate the importance of having fixed units of measurement | Excerpt/Transcript Explanation: The transcript explains that using objects that vary in size to measure things will cause mistakes or weird results, which shows why it is important to have one set way to measure things correctly. Answer Explanation: The answer refers to the specific names and sizes we use to measure how long, heavy, or big something is so that everyone gets the same result. Reason For Correctness: The correct answer comes from Mike's description of the second experiment. He explains that using paperclips to measure things leads to different results because paperclips are not always the same length. This activity helps students understand that we need a specific, shared system for measuring. In this context, the word 'fixed' from the text has the same meaning as 'standard' in the table. |
| Q23 | rock salt / salt | MIKE: OK, now for number three you need rock salt or copper sulphate.SUE: Oh, I'm not sure about that!MIKE: Well, just put down the rock salt then, um, apart from that you only need a jar of water | Excerpt/Transcript Explanation: The transcript shows Mike and Sue talking about what objects they need for experiment three. Mike says they need rock salt and a jar of water. Answer Explanation: The answer is rock salt or salt. These are the ingredients or materials used for the experiment. Reason For Correctness: The correct answer is rock salt or salt because Mike states that for the third experiment, these materials are needed. When discussing the equipment, he mentions 'rock salt' and then confirms they should 'put down the rock salt' as the item to write down, which they will use along with a jar of water. |
| Q24 | crystals | Um, and basically you dissolve lots of salt into the water and watch the crystals form, so it basically teaches the kids about growing crystals | Excerpt/Transcript Explanation: The transcript explains that by putting salt in water, the children will see crystals appear. This activity is designed to show them how crystals get bigger or develop. Answer Explanation: The answer is 'crystals', which are small, solid pieces that naturally form into specific shapes, like grains of salt or sugar. Reason For Correctness: The correct answer is 'crystals' because Mike explicitly states that the third experiment teaches children about how crystals grow. In the transcript, he explains that after dissolving salt in a jar of water, they will watch 'crystals form.' This matches the purpose listed in the table, which asks what the children will learn about growing. |
| Q25 | string / piece of string | then you thread a piece of string through the middle | Excerpt/Transcript Explanation: The transcript describes the steps for the fourth experiment, showing that a piece of string is needed to complete the project. Answer Explanation: The answer is string or a piece of string. Reason For Correctness: The correct answer is 'string' or 'piece of string' because, while explaining the fourth experiment ('Spinning colour wheel'), Mike mentions that they need to put a piece of string through the center of the cardboard. Sue confirms this by saying they would need string as part of their equipment for the activity. |
| Q26 | ordinary white light / ordinary light / white light / light | It teaches them about how white light or ordinary light is made up | Excerpt/Transcript Explanation: The transcript states that the experiment shows children the components that create white or normal light. Answer Explanation: The answer is "white light" or "ordinary light," which refers to the regular light we see every day from the sun or lamps. Reason For Correctness: The correct answer is "white light" (or "ordinary light") because Mike explains that the goal of Experiment 4, the 'Spinning colour wheel', is to help children understand what makes up the light we see. He specifically says the purpose is to teach them about how this type of light is formed when different colors merge together. |
| Q27 | H | Yes, that's true, but don't you think it's a bit risky to get a group of eight-year-olds pushing each other around a classroom like that? Someone could get hurt. No, I don't like the sound of that one at all | Excerpt/Transcript Explanation: The transcript shows Sue's concern that having young children push each other around on a table in a classroom is not safe. She uses the word 'risky' and fears that a child might get an injury. Answer Explanation: The answer is H, which means the experiment is 'too dangerous.' This means there is a chance someone could get hurt. Reason For Correctness: The correct answer is H because Sue specifically worries about the safety of the children. When discussing Experiment 1, which involves kids riding on a table pushed by others, Sue calls it 'risky' and mentions that 'someone could get hurt.' These phrases indicate that the activity poses a safety hazard for eight-year-olds. |
| Q28 | B | MIKE: Yes, a bit too tame if you ask me. I think it needs to be something a bit more active and interesting than that, don't you | Excerpt/Transcript Explanation: The transcript shows Mike's opinion that measuring things with paperclips is not exciting enough. By saying the activity needs to be 'more active and interesting,' he implies that it is currently boring. Answer Explanation: The answer is 'too boring'. Reason For Correctness: The correct answer is B because Mike describes the paperclip experiment as 'too tame'. In this context, 'tame' describes an activity that is not exciting or stimulating. He further explains that the experiment needs to be 'more active and interesting,' which indicates that he believes the current idea is boring for the children. |
| Q29 | E | SUE: Yes, so do I, but I seem to remember when we did it at high school we had to wait up to a fortnight before we saw any halfway decent results.MIKE: Oh, yes well, that won't be any good then. We'll only see the kids for one or two hours at the most.SUE: Yes, and we have to do the experiments and write up our results within a week, so that one won't do at all | Excerpt/Transcript Explanation: The transcript shows that the experiment requires two weeks to finish, but the students only have a very short time (one hour or one week) to complete the assignment. Answer Explanation: The answer E means the experiment takes too much time to complete. Reason For Correctness: The correct answer is E because the speakers realize the experiment will not fit their schedule. Sue mentions that growing crystals takes a 'fortnight' (which means two weeks) to show good results. However, they only have one or two hours with the children and need to finish everything within a single week. Because of this, the experiment is too long. |
| Q30 | C | But don't you think it's a bit ambitious for this age group? I mean, I don't want to start off something and then have to abandon it if they just can't cope with it. I could see us ending up doing just about all of the work for them | Excerpt/Transcript Explanation: The transcript shows Sue worrying that the project is not suitable because it is too hard. To 'cope with' something means to be able to deal with it successfully. Since she thinks the kids will not be able to cope, it means the task is too difficult. Answer Explanation: The answer C means that the speakers believe Experiment 5 is too hard for the children to complete by themselves. Reason For Correctness: The correct answer is C because Sue describes the experiment as being 'too ambitious' for eight-year-old children. In this context, 'ambitious' means that the project is too complex or challenging for their age level. She also mentions that she is afraid the children 'can't cope' with it, which is another way of saying they would find it too difficult to handle or finish. |
Transcript
MIKE: Hi Sue.
SUE: Hi Mike, so what happened to you last week?
MIKE: Oh, I was sick with the flu. What's this I hear about a big assignment we've got to do?
SUE: Well, basically, we've got to find two science experiments to do with a group of eight-year-old children at the local primary school, and we've got to complete it by the end of the week.
MIKE: Oh, that sounds like hard work. Where are we supposed to get the ideas for these experiments from?
SUE: Well, I managed to get hold of two books from the library.
MIKE: Oh, well done!
SUE: How about if we take a look at the experiments in this book first and see if anything looks suitable? I can make notes as we go, about equipment and the purpose of the experiments.
MIKE: OK, let's see, um, the first experiment is called 'Make your own hovercraft', which sounds very ambitious! Mind you, you only need twenty balloons and a table - you don't need any special engines or anything like that!
SUE: What do you do with it all?
MIKE: Er, you blow up the balloons and you balance the table on them, upside down of course, and the kids get to ride around on it. You know, the other kids sort of push them around the room. The main purpose is to show how hovercrafts work, and how things hover around on just a cushion of air.
SUE: OK, that doesn't sound too bad.
MIKE: OK, ready for number two?
SUE: Uh - huh.
MIKE: Now this one is called 'Unusual Measures of Lengths', and you basically use lots of paperclips. The kids go around the class measuring things - you know, how long the desk is, and that sort of thing, um, and then they all compare their answers. Er, and, basically, because not all paperclips are the same lengths, they should come up with some strange answers. It's supposed to demonstrate the importance of having fixed units of measurement.
SUE: Hmm, yes, that's not bad.
MIKE: OK, now for number three you need rock salt or copper sulphate.
SUE: Oh, I'm not sure about that!
MIKE: Well, just put down the rock salt then, um, apart from that you only need a jar of water. Um, and basically you dissolve lots of salt into the water and watch the crystals form, so it basically teaches the kids about growing crystals.
SUE: I suppose it would be nice to grow something. Hmm, let's move on and have a look at number four.
MIKE: OK, this one is called 'Spinning colour wheel'. It looks like you get some cardboard and draw a circle on it, divide it into six equal segments and colour each one in using different colours, then you thread a piece of string through the middle.
SUE: So we'd need some string as well.
MIKE: Yes, sorry ... um ... and you spin the wheel around and if you can get it spinning fast enough, hopefully the colours all merge and show up as white.
SUE: Oh, I didn't know that. What's the principle behind it?
MIKE: Well it's pretty elementary physics, really. It teaches them about how white light or ordinary light is made up.
SUE: Hmm, well that doesn't sound too bad. Now there's only one more left in this book isn't there? What does that one say?
MIKE: Um, well it's another one where they'd get to make something.
SUE: Sounds very interesting.
MIKE: You need quite a lot of equipment actually - a hand drill, an old record, a pin or needle, some paper and a bolt.
SUE: Hmm, go on, what do they have to do?
MIKE: Well, they basically make a record player. The main idea is to teach them about recording sound, but hopefully they'd also see that you need motion and an amplifier to make the sound heard.
SUE: OK, well it does sound interesting. Shall we go through all of those again and decide if any of them are going to be suitable?
MIKE: Right, number one. I thought this one sounded nice: there'd be lots of activity and it doesn't need too much in the way of equipment.
SUE: Yes, that's true, but don't you think it's a bit risky to get a group of eight-year-olds pushing each other around a classroom like that? Someone could get hurt. No, I don't like the sound of that one at all!
MIKE: Maybe you're right.
SUE: What about number two, with the paperclips? It sounds tame enough.
MIKE: Yes, a bit too tame if you ask me. I think it needs to be something a bit more active and interesting than that, don't you?
SUE: Yes, I suppose you're right. We won't get a very good mark if the children don't actually enjoy the experiments, and I suppose we could turn them off science for good! Well, what about the next one, number three?
MIKE: Now, I quite like the idea of this one.
SUE: Yes, so do I, but I seem to remember when we did it at high school we had to wait up to a fortnight before we saw any halfway decent results.
MIKE: Oh, yes well, that won't be any good then. We'll only see the kids for one or two hours at the most.
SUE: Yes, and we have to do the experiments and write up our results within a week, so that one won't do at all.
MIKE: OK, well, what did you think of number four?
SUE: I like the idea of it, but do you think it will be a bit elementary for them?
MIKE: Well they are only eight you know!
SUE: I know, but you know what I mean. Don't you think the activity itself is a bit babyish?
MIKE: Hmm, maybe you're right.
SUE: They might have fun but, I mean, cutting out a circle and colouring it in?
MIKE: OK, well, what about number five?
SUE: I thought this one sounded a bit too good to be true - great equipment!
MIKE: Yeah.
SUE: But don't you think it's a bit ambitious for this age group? I mean, I don't want to start off something and then have to abandon it if they just can't cope with it. I could see us ending up doing just about all of the work for them.
MIKE: I guess you're right. Oh well, maybe we could store that idea away for later.
SUE: Yep, let's hope this second book has something better!