News by Levels · Level 1 · For teachers
Teacher guide & answers
In this lesson: Identify the instrument and state the result without overstating it.
Scientists Test Physics Under the Sea
How to use these two pages
Give learners the student worksheet. It contains the story and questions, without the answers. Keep this guide for yourself. Use it to lead the activity and explain the answers afterwards.
Student worksheetA simple 15–20-minute lesson
- Before reading · 2 minutes
Show the title. Ask: “What do you think this story is about?”
- Read and answer · 8–10 minutes
Give out the student worksheet. Learners read for the main idea, then reread to answer the 2 questions. They can compare answers with a partner.
- Discuss and write · 5–8 minutes
Check the answers below together. Ask learners to point to the clue in the story, then finish with the open question.
Adjust the support: Let learners use word help or Level 1 if needed. For a challenge, compare the wording in another level. This activity is not a proficiency test.
Answers to the 2 questions
The question numbers match the student worksheet. Each answer includes a reason and the clue learners can find in the story.
What did the scientists use to study neutrinos?
Correct answer: A — A detector under the sea
Why: The first paragraph names the underwater ORCA detector in the Mediterranean Sea.
Clue in the story: Scientists used an underwater detector called ORCA to study tiny particles called neutrinos. The detector is in the Mediterranean Sea.
What did the scientists find when they looked for the changes?
Correct answer: B — No sign of those changes
Why: The reading reports no sign of the changes the scientists were seeking.
Clue in the story: They looked for changes that could challenge a basic rule of physics. They found no sign of those changes.
The open question: accept different answers
Ask learners: Explain one thing the result helps scientists do and one thing it does not prove.
One possible answer: It helps them limit how large some possible effects could be. It does not prove that those effects can never happen.
This is an example, not the only correct answer. Look for a relevant idea, a reason and the learner’s own words. Learners can answer aloud or write one or two sentences.
Grammar to discuss
Could introduces a possibility
could challenge a basic rule of physics
Could says that the changes might challenge the rule if found. It does not say the scientists actually found them.