B2

A science feature

About this lesson

A science feature · B2. Keep the requested person, time, place or amount attached to the correct event.

Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.

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ReadingB2

When a cooler room is not the whole answer

Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.

Imagine a research team investigating whether a short break in a cooler room helps people concentrate. In this fictional study, sixty office volunteers completed a proofreading task, took a ten-minute break, and then completed a different version of the task. Half spent the break in a cool room; the others remained in the usual office. The cool-room group made fewer errors afterwards, on average. It would be tempting to conclude that lower temperatures caused the improvement. The researchers, however, had changed more than temperature. The cool room was also quieter, and participants had to walk along a corridor to reach it. Either silence or movement might have contributed. Moreover, people knew which room they were in, so their expectations could have influenced their effort. Random assignment reduced some differences between the groups, but it could not remove these features of the design. The team then ran a smaller follow-up in which both groups walked the same distance and sat in equally quiet rooms. The difference in errors became much smaller. That finding weakened the original temperature explanation, although it did not establish that temperature had no effect. A small follow-up may miss a modest effect that a larger experiment could detect. The useful lesson is not that the first study was worthless. It identified an interesting pattern and helped shape a more precise question. The problem would arise if an employer used the first result to justify expensive cooling equipment while ignoring the uncertainty. Before recommending a policy, the team wants a larger trial across several workplaces and a measure of comfort as well as accuracy. A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.

A little clarity first

Stated details

Keep the requested person, time, place or amount attached to the correct event.

The doors open at eight. The class starts at nine.

Reasons · Inference from clues

Use the reason actually given; a plausible reason from outside the text is not enough. Combine the actual clues without adding an unsupported fact.

We meet inside because it is raining.

Viewpoint and evaluation · Applying the argument

Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Match the action to the stated argument and its limits.

The writer likes the idea but asks for one change.

Learning material
empirical
ReadingB2

When a cooler room is not the whole answer

Read the original English material and answer with evidence. The level is an editorial guide, not a certified result.

Imagine a research team investigating whether a short break in a cooler room helps people concentrate. In this fictional study, sixty office volunteers completed a proofreading task, took a ten-minute break, and then completed a different version of the task. Half spent the break in a cool room; the others remained in the usual office. The cool-room group made fewer errors afterwards, on average. It would be tempting to conclude that lower temperatures caused the improvement. The researchers, however, had changed more than temperature. The cool room was also quieter, and participants had to walk along a corridor to reach it. Either silence or movement might have contributed. Moreover, people knew which room they were in, so their expectations could have influenced their effort. Random assignment reduced some differences between the groups, but it could not remove these features of the design. The team then ran a smaller follow-up in which both groups walked the same distance and sat in equally quiet rooms. The difference in errors became much smaller. That finding weakened the original temperature explanation, although it did not establish that temperature had no effect. A small follow-up may miss a modest effect that a larger experiment could detect. The useful lesson is not that the first study was worthless. It identified an interesting pattern and helped shape a more precise question. The problem would arise if an employer used the first result to justify expensive cooling equipment while ignoring the uncertainty. Before recommending a policy, the team wants a larger trial across several workplaces and a measure of comfort as well as accuracy. A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.

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Questions
01 / 8D01Save it to find it in My collection.

When a cooler room is not the whole answer

What did the first cool-room group do better on average?

Your answer
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Your learning route

01
Step 1 · Warm-up

Warm-up

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02
Step 2 · Build the skill

Stated details

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Keep the requested person, time, place or amount attached to the correct event.

The doors open at eight. The class starts at nine.
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Step 3 · Build the skill

Viewpoint and evaluation · Applying the argument

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Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Match the action to the stated argument and its limits.

The writer likes the idea but asks for one change.
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Step 4 · Related practice

Related practice

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Step 5 · Text challenge

Text challenge

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Practice notes in this unit

Make mistakes useful.

Keep your first attempt, check the evidence and try another question. A follow-up on the same material does not prove transfer to a new text.

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No practice notes yet. Try a short warm-up.

Lesson map

A science feature

B2
A science feature

Lesson points

01

Stated details

Keep the requested person, time, place or amount attached to the correct event.

The doors open at eight. The class starts at nine.
02

Reasons · Inference from clues

Use the reason actually given; a plausible reason from outside the text is not enough. Combine the actual clues without adding an unsupported fact.

We meet inside because it is raining.
03

Viewpoint and evaluation · Applying the argument

Look for evaluations and reservations; do not turn a positive fact into unconditional approval. Match the action to the stated argument and its limits.

The writer likes the idea but asks for one change.

Questions & answers

Opening an answer records help for that question.

D01 · Warm-up

When a cooler room is not the whole answer

What did the first cool-room group do better on average?

  1. Improved on every individual task without making errors.
  2. Made fewer proofreading errors afterwards.
  3. Reported greater comfort during the rest of the working day.
  4. Completed the proofreading task more quickly afterwards.
Answer & explanation
Made fewer proofreading errors afterwards.

The supported answer is “Made fewer proofreading errors afterwards.”. Evidence: “The cool-room group made fewer errors afterwards, on average.”. Compare the alternative “Improved on every individual task without making errors.”. This extends a qualified finding into a claim without exceptions. Check the source wording “on average” against the question and the claim “Improved on every individual task without making errors.”. Compare the alternative “Completed the proofreading task more quickly afterwards.”. This substitutes a different outcome for the one that was measured or reported. Check the source wording “made fewer errors afterwards” against the question and the claim “Completed the proofreading task more quickly afterwards.”.

D02 · Warm-up

When a cooler room is not the whole answer

Why was temperature not the only possible explanation?

  1. The groups spent their breaks in equally quiet rooms.
  2. Participants were unaware of which condition they had entered.
  3. The researchers compared comfort rather than proofreading accuracy.
  4. Noise and movement also differed between the groups.
Answer & explanation
Noise and movement also differed between the groups.

The supported answer is “Noise and movement also differed between the groups.”. Evidence: “The cool room was also quieter, and participants had to walk along a corridor to reach it.”. Compare the alternative “The groups spent their breaks in equally quiet rooms.”. This confuses two stages of the account: the initial situation and a later check or decision. Check the source wording “The cool room was also quieter” against the question and the claim “The groups spent their breaks in equally quiet rooms.”. Compare the alternative “Participants were unaware of which condition they had entered.”. This reverses the relationship stated in the passage. Check the source wording “people knew which room they were in” against the question and the claim “Participants were unaware of which condition they had entered.”.

P01 · Build the skill

When a cooler room is not the whole answer

What did random assignment fail to remove?

  1. The unequal proportion of volunteers assigned to each room.
  2. The sample-size difference between the original study and its follow-up.
  3. Differences built into the experimental conditions.
  4. A difference in the scheduled length of the two breaks.
Answer & explanation
Differences built into the experimental conditions.

The supported answer is “Differences built into the experimental conditions.”. Evidence: “it could not remove these features of the design.”. Compare the alternative “The unequal proportion of volunteers assigned to each room.”. This reverses the relationship stated in the passage. Check the source wording “Half spent the break in a cool room; the others remained in the usual office.” against the question and the claim “The unequal proportion of volunteers assigned to each room.”. Compare the alternative “A difference in the scheduled length of the two breaks.”. This adds a specific detail that the account does not provide; plausibility is not textual evidence. Check the source wording “took a ten-minute break” against the question and the claim “A difference in the scheduled length of the two breaks.”.

P02 · Build the skill

When a cooler room is not the whole answer

How does the writer assess the first study?

  1. Its larger sample makes its temperature explanation stronger than the better-controlled follow-up.
  2. Its limitations mean the pattern is too unreliable to guide further questions.
  3. Useful for refining a question, but insufficient for policy.
  4. Its practical promise is sufficient grounds to invest before another trial.
Answer & explanation
Useful for refining a question, but insufficient for policy.

The supported answer is “Useful for refining a question, but insufficient for policy.”. Evidence: “It identified an interesting pattern and helped shape a more precise question.”. Compare the alternative “Its limitations mean the pattern is too unreliable to guide further questions.”. This treats a limitation as a reason to discard the whole contribution, rather than distinguish its use from its limits. Check the source wording “helped shape a more precise question” against the question and the claim “Its limitations mean the pattern is too unreliable to guide further questions.”. Compare the alternative “Its practical promise is sufficient grounds to invest before another trial.”. This recommends acting before the further evidence or safeguards requested in the passage are available. Check the source wording “Before recommending a policy, the team wants a larger trial” against the question and the claim “Its practical promise is sufficient grounds to invest before another trial.”.

R01 · Related practice

When a cooler room is not the whole answer

What changed in the follow-up design?

  1. The two groups worked in the same room rather than separate rooms.
  2. Walking distance and room quietness were matched.
  3. Both groups tested newly installed cooling equipment at work.
  4. The team compared participants across several different workplaces.
Answer & explanation
Walking distance and room quietness were matched.

The supported answer is “Walking distance and room quietness were matched.”. Evidence: “both groups walked the same distance and sat in equally quiet rooms.”. Compare the alternative “The two groups worked in the same room rather than separate rooms.”. This adds a specific detail that the account does not provide; plausibility is not textual evidence. Check the source wording “sat in equally quiet rooms” against the question and the claim “The two groups worked in the same room rather than separate rooms.”. Compare the alternative “Both groups tested newly installed cooling equipment at work.”. This confuses two stages of the account: the initial situation and a later check or decision. Check the source wording “justify expensive cooling equipment while ignoring the uncertainty” against the question and the claim “Both groups tested newly installed cooling equipment at work.”.

R02 · Related practice

When a cooler room is not the whole answer

What does the smaller difference in the follow-up imply?

  1. The follow-up settles the question without needing a larger experiment.
  2. The original temperature explanation became less convincing.
  3. The smaller difference shows that temperature can be ruled out as a cause.
  4. The follow-up establishes silence as the cause of the original improvement.
Answer & explanation
The original temperature explanation became less convincing.

The supported answer is “The original temperature explanation became less convincing.”. Evidence: “That finding weakened the original temperature explanation”. Compare the alternative “The smaller difference shows that temperature can be ruled out as a cause.”. This claims more certainty or wider applicability than this evidence allows. Check the source wording “it did not establish that temperature had no effect” against the question and the claim “The smaller difference shows that temperature can be ruled out as a cause.”. Compare the alternative “The follow-up establishes silence as the cause of the original improvement.”. This turns an observed association into a causal conclusion that the account does not establish. Check the source wording “Either silence or movement might have contributed.” against the question and the claim “The follow-up establishes silence as the cause of the original improvement.”.

X01 · Text challenge

When a cooler room is not the whole answer

Why does the team want to measure comfort?

  1. To confirm the discomfort already reported by the first cool-room group.
  2. To use workers’ opinions instead of measuring their accuracy.
  3. To find out whether discomfort explains all the original proofreading errors.
  4. Short-term accuracy may not mean practical benefit all afternoon.
Answer & explanation
Short-term accuracy may not mean practical benefit all afternoon.

The supported answer is “Short-term accuracy may not mean practical benefit all afternoon.”. Evidence: “A room that improves a short test but makes workers uncomfortable all afternoon may offer little practical benefit.”. Compare the alternative “To find out whether discomfort explains all the original proofreading errors.”. The proposed comfort check asks whether better accuracy has practical value over an afternoon. The passage does not propose explaining all the original errors through discomfort. Check the source wording “a measure of comfort as well as accuracy” against the question and the claim “To find out whether discomfort explains all the original proofreading errors.”. Compare the alternative “To confirm the discomfort already reported by the first cool-room group.”. This treats a proposed future check as an already established finding. Check the source wording “wants a larger trial” against the question and the claim “To confirm the discomfort already reported by the first cool-room group.”.

X02 · Text challenge

When a cooler room is not the whole answer

Which policy response would the article support?

  1. Base the investment decision on proofreading accuracy without measuring comfort.
  2. Abandon the temperature question because the follow-up found a smaller effect.
  3. Seek broader evidence before investing in cooling equipment.
  4. Invest in cooling first and check its wider workplace benefits afterwards.
Answer & explanation
Seek broader evidence before investing in cooling equipment.

The supported answer is “Seek broader evidence before investing in cooling equipment.”. Evidence: “Before recommending a policy, the team wants a larger trial across several workplaces”. Compare the alternative “Invest in cooling first and check its wider workplace benefits afterwards.”. This recommends acting before the further evidence or safeguards requested in the passage are available. Check the source wording “Before recommending a policy, the team wants a larger trial” against the question and the claim “Invest in cooling first and check its wider workplace benefits afterwards.”. Compare the alternative “Abandon the temperature question because the follow-up found a smaller effect.”. This treats a limitation as a reason to discard the whole contribution, rather than distinguish its use from its limits. Check the source wording “it did not establish that temperature had no effect” against the question and the claim “Abandon the temperature question because the follow-up found a smaller effect.”.