Each sensor sends a reading every few minutes, but the organisers warn users not to react (9) .......... quickly to a single result. A value may be unusual because a delivery vehicle has stopped nearby or because wind is blowing (10) .......... a particular direction.
The website explains how data are checked (11) .......... they are shown on the public map. It also makes clear (12) .......... a sensor is temporarily offline. Volunteers are asked to report faults (13) .......... soon as they notice them, so that a missing reading is not mistaken for clean air.
The project has received advice from scientists, (14) .......... have helped the group write clear explanations. (15) .......... the network is run by volunteers, the data are treated carefully and published with notes about their limits. The next question is (16) .......... the group can make the information useful to schools.
Teachers have begun using the map in science lessons, asking students to compare places at different times of day. The organisers welcome this use, provided that pupils also discuss the limits of a small local measurement.
The group is preparing a short guide for schools that explains how measurements should be interpreted. It will encourage pupils to compare evidence carefully rather than treating a coloured symbol on a map as a complete answer.
Each sensor sends a reading every few minutes, but the organisers warn users not to react (9) .......... quickly to a single result. A value may be unusual because a delivery vehicle has stopped nearby or because wind is blowing (10) .......... a particular direction.
The website explains how data are checked (11) .......... they are shown on the public map. It also makes clear (12) .......... a sensor is temporarily offline. Volunteers are asked to report faults (13) .......... soon as they notice them, so that a missing reading is not mistaken for clean air.
The project has received advice from scientists, (14) .......... have helped the group write clear explanations. (15) .......... the network is run by volunteers, the data are treated carefully and published with notes about their limits. The next question is (16) .......... the group can make the information useful to schools.
Teachers have begun using the map in science lessons, asking students to compare places at different times of day. The organisers welcome this use, provided that pupils also discuss the limits of a small local measurement.
The group is preparing a short guide for schools that explains how measurements should be interpreted. It will encourage pupils to compare evidence carefully rather than treating a coloured symbol on a map as a complete answer.
Question 9
Exam guide & reading text▾
Citizen air-quality network — Part 2: Open Cloze
"Citizen air-quality network" targets the Open Cloze (Part 2) of the Cambridge C1 Proficiency exam. Unlike Part 1, no options are provided — you must supply single words (articles, prepositions, auxiliaries, pronouns, conjunctions or discourse markers) that complete the text grammatically and logically. Scan each gap for the grammatical slot it occupies: is it linking clauses, marking reference, or completing a fixed structure? Small words carry heavy weight at C2 level.
Each sensor sends a reading every few minutes, but the organisers warn users not to react (9) .......... quickly to a single result. A value may be unusual because a delivery vehicle has stopped nearby or because wind is blowing (10) .......... a particular direction.
The website explains how data are checked (11) .......... they are shown on the public map. It also makes clear (12) .......... a sensor is temporarily offline. Volunteers are asked to report faults (13) .......... soon as they notice them, so that a missing reading is not mistaken for clean air.
The project has received advice from scientists, (14) .......... have helped the group write clear explanations. (15) .......... the network is run by volunteers, the data are treated carefully and published with notes about their limits. The next question is (16) .......... the group can make the information useful to schools.
Teachers have begun using the map in science lessons, asking students to compare places at different times of day. The organisers welcome this use, provided that pupils also discuss the limits of a small local measurement.
The group is preparing a short guide for schools that explains how measurements should be interpreted. It will encourage pupils to compare evidence carefully rather than treating a coloured symbol on a map as a complete answer.