Vous êtes sur la page 1sur 59

Francais-Monde Connectez-Vous A La Francophonie 1st Edition Ariew Test Bank

Full Download: http://testbankreal.com/download/francais-monde-connectez-vous-a-la-francophonie-1st-edition-ariew-test-bank/

Chapter 3

VOCABULARY

Dans le studio

 Assessment Goal: Vocabulary

 Topic: My personal effects

 Response Type: Multiple choice

 Machine Gradable: Yes

What is in this studio? Look at the picture below, then indicate whether the following statements are

true (Vrai) or false (Faux).

Dans ce studio, il y a…

1. un canapé-lit Vrai Faux

2. deux étagères Vrai Faux

3. une table avec une chaise Vrai Faux

4. un ordinateur Vrai Faux

5. un fauteuil de bureau Vrai Faux

6. un lecteur MP3 Vrai Faux

7. quatre posters Vrai Faux


Français-Monde Testing Program 1
Chapter 3 Modules
©2011 Pearson Education, Inc.

This is sample only, Download all chapters at: testbankreal.com


8. une voiture Vrai Faux

9. des livres Vrai Faux

10. un bureau Vrai Faux

Answers

1. Vrai

2. Faux

3. Faux

4. Vrai

5. Vrai

6. Vrai

7. Faux

8. Faux

9. Vrai

10. Vrai

Dans ma chambre

 Assessment Goal: Vocabulary

 Topic: My personal effects

 Response Type: Essay

 Machine Gradable: No

Your French friends are curious about what your room is like. Explain to them what you have in your

room by listing at least five things. Make sure you include an indefinite article: un, une, or des.

Dans ma chambre, il y a…

1. ______________________________________

Français-Monde Testing Program 2


Chapter 3 Modules
©2011 Pearson Education, Inc.
2. ______________________________________

3. ______________________________________

4. ______________________________________

5. ______________________________________

Answers

Answers may vary.

Mes effects personnels

 Assessment Goal: Vocabulary

 Topic: My personal effects

 Response Type: Fill in the blank

 Machine Gradable: Yes

Look at the drawing below, and write the French words for each item shown in the bedroom. Be sure

to include un, une, or des.

1. ______________________________________

2. ______________________________________

3. ______________________________________
Français-Monde Testing Program 3
Chapter 3 Modules
©2011 Pearson Education, Inc.
4. ______________________________________

5. ______________________________________

6. ______________________________________

7. ______________________________________

8. ______________________________________

9. ______________________________________

10. _____________________________________

Answers

1. un ordi / un ordinateur / un ordinateur portable / un portable

2. un poster

3. des livres

4. une table

5. un bureau

6. un fauteuil de bureau

7. des chaises

8. un lecteur MP3 / un iPod

9. un lit / un canapé-lit

10. un lecteur CD / un lecteur DVD

Sur mon bureau

 Assessment Goal: Vocabulary

 Topic: My personal effects

 Response Type: Essay

 Machine Gradable: No

Français-Monde Testing Program 4


Chapter 3 Modules
©2011 Pearson Education, Inc.
What is on the desk? Look at the drawing below and make a list of the objects you see. Do not forget

to include un or une.

Sur le bureau, il y a…

__________________________________________________________________________________

__________________________________________________________________________________

Answers

Answers may vary. Possible answers:

une imprimante, un ordinateur portable, un portable, un lecteur MP3

La technologie

 Assessment Goal: Vocabulary

 Topic: My personal effects; Talking about computers

 Response Type: Matching

 Machine Gradable: Yes

Certain pieces of technology can be used in many different ways. How do you use technology? Match

each object with its principal function to form complete sentences.

J’emploie:

Français-Monde Testing Program 5


Chapter 3 Modules
©2011 Pearson Education, Inc.
____ 1. un navigateur Web a. pour faire des calculs.

____ 2. un portable b. pour être en contact avec mes amis.

____ 3. un iPod c. pour imprimer une image ou un document.

____ 4. un réseau social d. pour écouter de la musique.

____ 5. un lecteur DVD e. pour parler à mes copains.

____ 6. un clavier f. pour cliquer sur un lien.

____ 7. une imprimante g. pour emmagasiner mes fichiers.

____ 8. un souris h. pour taper des documents.

____ 9. une clef USB i. pour regarder des films.

____ 10. un tableur j. pour surfer Internet.

Answers

1. j

2. e

3. d

4. b

5. i

6. h

7. c

8. f

9. g

10. a

Un guide d’utilisation

 Assessment Goal: Vocabulary

Français-Monde Testing Program 6


Chapter 3 Modules
©2011 Pearson Education, Inc.
 Topic: Talking about computers

 Response Type: Fill in the blank

 Machine Gradable: Yes

You are going to travel around for a week, leaving your host mother alone with the computer. Even though

she only uses it for a few things, she usually has to ask you for help, so you’ve decided to write down some

explanations before you go. Complete the paragraph with the appropriate verbs from the word bank.

imprimer taper sauvegarder

envoyer employer télécharger

cliquer

Premièrement, allumez (turn on) l’ordinateur. Si vous voulez écrire un document, vous devez (must)

(1)________________________ sur l’icône pour le traitement de texte. N’oubliez pas de

(2)________________________ souvent votre travail. Si vous voulez

(3)________________________ un message sur un papier, il faut (4)________________________

l’imprimante. Si vous voulez écouter de la musique, vous pouvez (5)________________________ des

chansons. Si vous voulez faire des calculs, utilisez le tableur. Et bien sûr, si vous avez un problème

sérieux, vous pouvez m’ (6)________________________ un mèl! Bon courage et à bientôt!

Answers

1. cliquer

2. sauvegarder

3. imprimer

4. employer

5. télécharger

6. envoyer

Français-Monde Testing Program 7


Chapter 3 Modules
©2011 Pearson Education, Inc.
Mes photos

 Assessment Goal: Vocabulary

 Topic: Adjectives

 Response Type: Multiple choice

 Machine Gradable: Yes

In your apartment, you have pictures of family and friends. Choose the answer the best restates the

description of the following people.

1. Ton grand-père a 80 ans.

a. Il est beau.

b. Il est jeune.

c. Il est vieux.

d. Il est actif.

2. Ta mère travaille beaucoup.

a. Elle est ambitieuse.

b. Elle est jolie.

c. Elle est grande.

d. Elle est belle.

3. Ton frère a 8 ans.

a. Il est ancien.

b. Il est gros.

c. Il est gentil.

d. Il est jeune.

Français-Monde Testing Program 2


Chapter 3 Modules
©2011 Pearson Education, Inc.
4. Ton amie, Elodie, étudie tout le temps.

a. Elle est grande.

b. Elle est intellectuelle.

c. Elle est gentille.

d. Elle est active.

5. Ta sœur joue au foot.

a. Elle est mauvaise.

b. Elle est vieille.

c. Elle est petite.

d. Elle est active.

Answers

1. c

2. a

3. d

4. b

5. d

Je paie mes factures (my bills)

 Assessment Goal: Vocabulary

 Topic: Numbers over 100

 Response Type: Fill in the blank

 Machine Gradable: Yes

You occasionally have to write a check to pay for some bills while in France. Write out the numbers

that you see, being careful to spell everything correctly.

Français-Monde Testing Program 3


Chapter 3 Modules
©2011 Pearson Education, Inc.
Modèle: 612 euros

six-cent-douze euros

OR

six cent douze euros

1. 325 euros

_________________________________________________________________________ euros

2. 117 euros

_________________________________________________________________________ euros

3. 489 euros

_________________________________________________________________________ euros

4. 271 euros

_________________________________________________________________________ euros

5. 702 euros

_________________________________________________________________________ euros

Answers

1. Trois-cent-vingt-cinq / Trois cent vingt-cinq

2. Cent-dix-sept / Cent dix-sept

3. Quatre-cent-quatre-vingt-neuf / Quatre cent quatre-vingt-neuf

4. Deux-cent-soixante-onze / Deux cent soixante-onze

5. Sept-cent-deux / Sept cent deux

Un jeu à la télé

 Assessment Goal: Vocabulary

Français-Monde Testing Program 4


Chapter 3 Modules
©2011 Pearson Education, Inc.
 Topic: Numbers over 100

 Response Type: Matching

 Machine Gradable: Yes

You have been watching French television recently. You have found a game show that you really like

where the contestants try to win different amounts of money. Unfortunately, the contestants and host

all talk at the same time and sometimes you get confused about how much money they are talking

about. Match the number with its correct spelling.

____ 1. 300 a. cent-cinquante

____ 2. 950 b. huit-cent-vingt-cinq

____ 3. 575 c. cinq-cent-soixante-quinze

____ 4. 1.000 d. un million

____ 5. 1.250 e. neuf-cent-cinquante

____ 6. 150 f. mille

____ 7. 1.000.000 g. trois-cents

____ 8. 825 h. mille-deux-cent-cinquante

Answers

1. g

2. e

3. c

4. f

5. h

6. a

7. d

8. b
Français-Monde Testing Program 5
Chapter 3 Modules
©2011 Pearson Education, Inc.
Français-Monde Testing Program 6
Chapter 3 Modules
©2011 Pearson Education, Inc.
Les carrières

 Assessment Goal: Vocabulary

 Topic: Talking about small jobs and skills

 Response Type: Multiple choice

 Machine Gradable: Yes

Where do the following people work and what do they do? Choose the best response.

1. Un scientifique travaille _______.

a. dans un magasin

b. dans un laboratoire

c. dans une librairie

2. Un professeur de français enseigne _______ .

a. la musique

b. les maths

c. la langue

3. Un médecin aide les gens malades _______.

a. dans un hôpital

b. dans une librairie

c. dans un magasin

4. Une étudiante achète des livres pour faire de la recherche ______.

a. à un bureau

b. à un hôpital

c. à une librairie

Français-Monde Testing Program 7


Chapter 3 Modules
©2011 Pearson Education, Inc.
5. Un businessman travaille _______.

a. en plein air

b. dans un bureau

c. dans un laboratoire

Answers

1. b

2. c

3. a

4. c

5. b

Français-Monde Testing Program 8


Chapter 3 Modules
©2011 Pearson Education, Inc.
GRAMMAR

A mettre dans ma valise (suitcase)

 Assessment Goal: Grammar

 Topic: Indefinite articles

 Response Type: Fill in the blank

 Machine Gradable: Yes

You are planning a long train trip and you want to remain occupied during the journey. You don’t want

to forget anything, so while you’re on the metro, you make a short list of things to take with you.

Complete the list by writing the correct indefinite article for each item.

1. __________ ordinateur portable

2. __________ portable

3. __________ livres

4. __________ iPod

5. __________ lecteur DVD

Answers

1. un

2. un

3. des

4. un

5. un

Français-Monde Testing Program 9


Chapter 3 Modules
©2011 Pearson Education, Inc.
Les articles indéfinis

 Assessment Goal: Grammar

 Topic: Indefinite articles

 Response Type: Fill in the blank

 Machine Gradable: Yes

Complete the following brief dialogues with the correct forms of the indefinite article: un, une, des, de

(d’).

1. —Est-ce que tu as __________ livres en français dans ta chambre?

—J’ai seulement __________ livre en français, mais j’ai beaucoup de livres en anglais.

2. —As-tu __________ télé dans ta chambre?

—Non, je n’ai pas __________ télé. Je préfère surfer Internet.

3. —Est-ce que tu envoies __________ emails à tes amis?

—Oui, bien sûr, mais je leur envoie __________ textos aussi.

4. —Est-ce que tu as toujours __________ ordinateur portable en classe avec toi?

—Moi, je n’ai pas __________ ordinateur portable en classe parce que je préfère faire attention au

professeur.

5. —Est-ce que tu as __________ studio?

—Non, j’ai __________ chambre dans la résidence universitaire.

Answers

1. des, un

2. une, de

3. des, des

4. un, d’

5. un, une
Français-Monde Testing Program 10
Chapter 3 Modules
©2011 Pearson Education, Inc.
Une étudiante branchée

 Assessment Goal: Grammar

 Topic: Indefinite articles

 Response Type: Fill in the blank

 Machine Gradable: Yes

Students nowadays are very branchés (connected). Read about one graduate student’s use of

technology, and complete her story by writing the correct indefinite articles.

Je suis hyper branchée. J’ai (1)__________ ordinateur portable, (2)__________ portable et

(3)__________ lecteur MP3. Mon ordinateur est super important pour moi. Sur mon ordinateur, je

surfe Internet et je fais de la recherche. J’utilise mon portable pour téléphoner à mes amis, mais je

n’envoie pas (4)__________ textos—je préfère envoyer (5)__________ emails. J’utilise mon lecteur

MP3 pour écouter (6)__________ chansons pendant que je suis à la salle de gym. Je n’ai pas

(7)__________ télé, mais mon ami a (8)__________ télé avec (9)__________ grand écran, donc je

regarde (10)__________ films avec lui. La technologie est essentielle pour moi!

Answers

1. un

2. un

3. un

4. de

5. des

6. des

7. de

Français-Monde Testing Program 11


Chapter 3 Modules
©2011 Pearson Education, Inc.
8. une

9. un

10. des

Les adjectifs irréguliers

 Assessment Goal: Grammar

 Topic: Irregular adjectives

 Response Type: Fill in the blank

 Machine Gradable: Yes

Complete the following sentences with the correct form of the adjectives.

1. Je suis une personne ________________________ (ambitieux) et ________________________

(créatif) qui cherche du boulot.

2. Mon père travaille pour une ________________________ (grand) entreprise dans un

________________________ (petit) bureau.

3. Julien est un homme ________________________ (intellectuel) et ________________________

(gentil), donc je voudrais travailler pour lui.

4. Lundi, je vais avoir une réunion avec Catherine et Eléonore, des ________________________

(ancien) collègues.

5. On va avoir la ________________________ (premier) librairie de notre ville avec beaucoup de

________________________ (vieux) livres.

6. J’ai de ________________________ (bon) nouvelles à te dire: j’ai trouvé un poste!

Answers

1. ambitieuse, créative

2. grande, petit

Français-Monde Testing Program 12


Chapter 3 Modules
©2011 Pearson Education, Inc.
3. intellectuel, gentil

4. anciennes

5. première, vieux

6. bonnes

Chercher un boulot

 Assessment Goal: Grammar

 Topic: Irregular adjectives and adjective position

 Response Type: Fill in the blank

 Machine Gradable: Yes

Marc posted in his blog that he was looking for a new job in France. Finish his blog entry by writing

the correct form of the adjectives.

Je suis une personne (1)________________________ (intelligent) qui cherche un

(2)________________________ (nouveau) poste dans une (3)________________________ (petit)

entreprise d’informatique en France. Je suis diplômé en langues étrangères d’une université

(4)________________________ (prestigieux), mais je sais travailler avec les ordinateurs. Pour voir

quelques projets (5)________________________ (créatif) que j’ai faits, allez sur mon site web.

Answers

1. intelligente

2. nouveau

3. petite

4. prestigieuse

5. créatifs

Français-Monde Testing Program 13


Chapter 3 Modules
©2011 Pearson Education, Inc.
Ma chambre chez ma famille d’accueil (host family)

 Assessment Goal: Grammar

 Topic: Adjective placement

 Response Type: Multiple choice

 Machine Gradable: Yes

Your friend is trying to describe her room in her host family’s apartment to you, but she keeps making

mistakes with the placement of adjectives. Read the following sentences and select C (Correcte) if the

italicized adjective is in the right place and select PC (Pas Correcte) if it is in the wrong place.

1. J’ai une grande chambre près de la salle de bains. C PC

2. Elle a les murs roses et un tapis blanc. C PC

3. Dans la chambre, il y a un confortable lit, bien sûr. C PC

4. Il y a aussi un gris bureau où je peux faire mes devoirs. C PC

5. A côté du bureau, il y a deux étagères avec de bons livres que je peux lire,

si je veux. C PC

6. J’ai même une télévision petite. C PC

7. En plus, j’ai une vue splendide de la Tour Eiffel! C PC

Answers

1. C

2. C

3. PC

4. PC

5. C

6. PC

7. C
Français-Monde Testing Program 14
Chapter 3 Modules
©2011 Pearson Education, Inc.
Votre nouveau camarade de chambre

 Assessment Goal: Grammar

 Topic: Adjective formation

 Response Type: Multiple choice

 Machine Gradable: Yes

A new international student arrived at your host family’s (famille d’accueil) apartment yesterday. He

struggles a lot with adjective agreement and has asked you to tell him when he makes mistakes. Read

the following sentences and select C (Correcte) if the italicized adjective is in the correct form and

select PC (Pas Correcte) if it is incorrect.

1. Demain, c’est le première jour d’école pour moi. C PC

2. Je vais étudier à une petite université dans le 3ème arrondissement. C PC

3. L’université est dans un ancienne bâtiment (building). C PC

4. Je suis super ambitieuse donc (therefore) je vais avoir cinq heures

de classe chaque jour. C PC

5. Je suis un peu nerveux parce que je ne connais personne. C PC

6. En plus, le français est difficile pour moi. C PC

7. J’ai un vieux dictionnaire que je vais utiliser quand je fais mes devoirs. C PC

8. Je vais pratiquer aussi avec ma nouveau famille d’accueil. C PC

Answers

1. PC

2. C

3. PC

4. PC

5. C
Français-Monde Testing Program 15
Chapter 3 Modules
©2011 Pearson Education, Inc.
6. C

7. C

8. PC

Les pronons disjoints

 Assessment Goal: Grammar

 Topic: Disjunctive pronouns

 Response Type: Fill in the blank

 Machine Gradable: Yes

Everyone has different personal effects and preferences. Compare different people by completing each

sentence with the appropriate disjunctive pronoun.

1. Mon ami a un lit dans sa chambre, mais ________________, j’ai un canapé-lit.

2. J’ai des posters dans ma chambre, mais ________________, tu n’as pas de posters.

3. Mon frère n'aime pas ranger (straightening up) sa chambre, mais ma sœur, _________ aime avoir

une chambre propre.

4. J’ai une grande chambre, mais mon camarade de chambre, ________________, il a une petite chambre.

5. Nous avons de vieux portables, mais ________________, ils ont de nouveaux portables.

Answers

1. moi

2. toi

3. elle

4. lui

5. eux

Français-Monde Testing Program 16


Chapter 3 Modules
©2011 Pearson Education, Inc.
Les préférences et les aptitudes

 Assessment Goal: Grammar

 Topic: Disjunctive pronouns

 Response Type: Fill in the blank

 Machine Gradable: Yes

The following sentences tell about people's job preferences and aptitudes. Complete them by adding

disjunctive pronouns for emphasis.

1. Audrey et Benoît, ________________, ils sont des parents qui nécessitent un horaire flexible.

2. Marie-Agnès, ________________, elle aime s’occuper des enfants.

3. Alain, ________________, il veut travailler dans le commerce.

4. Thierry et Thomas, ________________, ils sont de jeunes hommes qui adorent les ordinateurs.

5. Sophie et Elodie, ________________, elles parlent couramment anglais et français.

6. Suzanne, ________________, elle cherche un poste qui va lui donner de l’indépendance.

7. ________________, tu préfères travailler en plein air ou dans un bureau?

8. ________________, je parle quatre langues.

Answers

1. eux

2. elle

3. lui

4. eux

5. elles

6. elle

7. Toi

8. Moi
Français-Monde Testing Program 17
Chapter 3 Modules
©2011 Pearson Education, Inc.
J’adore la technologie, et toi?

 Assessment Goal: Grammar

 Topic: Disjunctive pronouns

 Response Type: Matching

 Machine Gradable: Yes

The use of technology often differs from person to person. Match the disjunctive pronoun to the

correct sentence in order to see how communication preferences vary.

1. _____, je regarde mon compte sur Facebook tous les jours. a. Eux

2. _____, mes parents, ils regardent souvent leur compte sur Facebook aussi! b. Lui

3. _____, tu préfères utiliser un portable pour parler avec tes amis. c. Moi

4. _____, il aime envoyer des textos. d. Nous

5. _____, on aime communiquer avec nos amis! e. Toi

Answers

1. c

2. a

3. e

4. b

5. d

Qu’est-ce que tu sais faire?

 Assessment Goal: Grammar; Vocabulary

 Topic: The verbs savoir and connaître; Talking about computers

 Response Type: Essay

 Machine Gradable: No

Français-Monde Testing Program 18


Chapter 3 Modules
©2011 Pearson Education, Inc.
Do you know how to do the following things with technology? Give your answers in complete

sentences.

Modèle: imprimer des documents

Oui, je sais imprimer des documents.

1. envoyer des emails

_______________________________________________________________________________

2. graver un CD

_______________________________________________________________________________

3. télécharger des chansons

_______________________________________________________________________________

4. créer un site web

_______________________________________________________________________________

5. faire des calculs dans un tableur

_______________________________________________________________________________

Answers

Answers may vary. Possible answers:

1. Oui, je sais envoyer des emails. / Non, je ne sais pas envoyer des emails.

2. Oui, je sais graver un CD. / Non, je ne sais pas graver un CD.

3. Oui, je sais télécharger des chansons. / Non, je ne sais pas télécharger des chansons.

4. Oui, je sais créer un site web. / Non, je ne sais pas créer un site web.

5. Oui, je sais faire des calculs dans un tableur. / Non, je ne sais pas faire des calculs dans un tableur.

Français-Monde Testing Program 19


Chapter 3 Modules
©2011 Pearson Education, Inc.
Je cherche un emploi

 Assessment Goal: Grammar

 Topic: The verbs savoir and connaître

 Response Type: Fill in the blank

 Machine Gradable: Yes

You are looking for a job and you think your friend might know of a place that is hiring. Complete the

following conversation with the correct forms of savoir or connaître, as appropriate.

—Est-ce que tu (1)________________________ quelqu’un qui cherche un poste?

—En fait, moi, je cherche un nouveau boulot. Pourquoi? Tu (2)________________________ une

compagnie qui cherche un nouvel employé?

—Oui, mais je ne (3)________________________ pas encore si tu es qualifié. Est-ce que tu

(4)________________________ bien taper?

—Oui.

—Et est-ce que tu (5)________________________ parler une autre langue?

—Oui!

—Super! Je (6)________________________ que tu seras (will be) parfait pour cet emploi!

(7)________________________-tu où se trouve le petit magasin de vêtements chics près de

l’université?

—Oui… mais je ne (8)________________________ pas les personnes qui travaillent dans ce magasin-

là.

—Ce n’est pas important. Le poste n’est pas dans le magasin. Va acheter de nouveaux vêtements pour

une interview à l’université. Ils cherchent un secrétaire, mais tu n’as pas de bons vêtements.

—Je sais! Merci, mon vieux!

Français-Monde Testing Program 20


Chapter 3 Modules
©2011 Pearson Education, Inc.
Answers

1. connais

2. connais

3. sais

4. sais

5. sais

6. sais

7. Sais

8. connais

Des questions pour ta mère d’accueil

 Assessment Goal: Grammar

 Topic: The verbs savoir and connaître

 Response Type: Fill in the blank

 Machine Gradable: Yes

You just moved into a French family’s house and you have a lot of questions for your host mother.

Complete the questions by writing the correct form of either savoir or connaître.

1. ________________________-vous où se trouve mon université?

2. ________________________-vous les professeurs de français?

3. ________________________-vous une banque où je peux échanger de l’argent?

4. ________________________-vous si vous allez recevoir une autre étudiant ce semestre?

5. ________________________-vous une boutique où je peux acheter un portable français?

Answers

1. Savez

Français-Monde Testing Program 21


Chapter 3 Modules
©2011 Pearson Education, Inc.
2. Connaissez

3. Connaissez

4. Savez

5. Connaissez

On veut de différentes choses

 Assessment Goal: Grammar

 Topic: The verbs vouloir and pouvoir; and the infinitive construction

 Response Type: Fill in the blank

 Machine Gradable: Yes

Marie tells us about what kind of a job she and her sister want. Complete her story with the correctly

conjugated forms of vouloir and pouvoir.

Marie: Ma sœur (1)__________________ travailler dans l’informatique. Dans une compagnie

d’informatique, on (2)_________________ employer des ordinateurs et on (3)_________________ passer

des heures devant l’écran. Moi, par contre, je (4)____________________ travailler en plein air. Je

(5)_____________________ un poste dans lequel je (6)____________________ choisir (choose) mon

horaire. Je ne (7)___________________ pas utiliser mon ordinateur pendant des heures chaque jour.

Regarder un écran pendant 8 heures par jour n’est pas un boulot que je (8)____________________. Ma

sœur (9)__________________ garder (keep) ce poste pour elle-même (herself)!

Answers

1. veut

2. peut

3. peut

4. veux

Français-Monde Testing Program 22


Chapter 3 Modules
©2011 Pearson Education, Inc.
5. veux

6. peux

7. veux

8. veux

9. peut

Tes préférences

 Assessment Goal: Grammar

 Topic: The infinitive construction

 Response Type: Essay

 Machine Gradable: No

What are your opinions about the following activities? Do you hate them? Like them? Prefer them?

Give your responses in complete sentences.

Modèle: télécharger des chansons

Oui, j’aime beaucoup télécharger des chansons.

1. être en ligne

_______________________________________________________________________________

2. envoyer des SMS

_______________________________________________________________________________

3. faire des calculs

_______________________________________________________________________________

4. taper un long document

_______________________________________________________________________________

5. aider les gens

Français-Monde Testing Program 23


Chapter 3 Modules
©2011 Pearson Education, Inc.
_______________________________________________________________________________

Answers

Answers will vary.

Je ne peux pas être précis

 Assessment Goal: Grammar

 Topic: Indefinite adjectives

 Response Type: Multiple choice

 Machine Gradable: Yes

You do not know the precise quantities, so you use indefinite adjectives. Choose the appropriate word

to complete the following sentences.

1. Veux-tu aller ________________________ part ou veux-tu étudier ici?

a. quelque
b. quelques

2. Il y a encore ________________________ heures de travail à faire. Je ne vais pas bientôt finir.

a. quelque
b. plusieurs

3. J’ai toujours ________________________ chose d’important à faire pour mes cours. Mes

professeurs me donnent beaucoup de devoirs (homework)!

a. quelque
b. quelques

4. Contactez-moi par email si vous avez besoin de ________________________ chose.

a. quelque
b. quelques

5. Je vais avoir ________________________ réunions demain, donc je vais être très occupé.

a. quelque
Français-Monde Testing Program 24
Chapter 3 Modules
©2011 Pearson Education, Inc.
b. plusieurs

Answers

1. a

2. b

3. a

4. a

5. b

Les adjectifs indéfinis

 Assessment Goal: Grammar

 Topic: Indefinite adjectives

 Response Type: Fill in the blank

 Machine Gradable: Yes

Sometimes, it is impossible to be very specific. Complete the following sentences with the appropriate

form of plusieurs or quelques (quelque).

1. J'aime beaucoup ce livre. En fait, j’ai ________________________ livres de cet auteur.

2. Il ne me reste que ________________________ heures avant la date limite (deadline). Je ne sais

pas si je vais avoir assez de temps pour finir mon devoir.

3. Etre étudiant veut dire (means) être capable de faire ________________________ choses à la fois

(at the same time).

4. Je veux faire ________________________ chose d’intéressant dans la vie.

5. J’ai ________________________ choses à faire avant de dormir ce soir.

Answers

1. plusieurs

Français-Monde Testing Program 25


Chapter 3 Modules
©2011 Pearson Education, Inc.
2. quelques

3. plusieurs

4. quelque

5. plusieurs

CULTURE

La Génération Y

 Assessment Goal: Culture

 Topic: Génération Y

 Response Type: Multiple choice

 Machine Gradable: Yes

What do you know about the Génération Y? Complete each sentence with the correct answer.

1. ______________________________________ is another word in French for a person belonging to

Generation Y.

a. Un millionnaire

b. Un millénial

c. Un milliard

2. A Generation Y person was born between approximately ________________________________.

a. 1938 and 1958

b. 1958 and 1978

c. 1978 and 1994

3. In general, a Generation Y person uses ______________________________________.

a. little technology

b. a lot of technology

c. less technology than their parents


Français-Monde Testing Program 26
Chapter 3 Modules
©2011 Pearson Education, Inc.
4. These people prefer ______________________________________.

a. sending text messages

b. writing letters

c. not communicating

5. To improve their careers, they ______________________________________.

a. play World of Warcraft

b. use Facebook

c. have internships to get more experience

Answers

1. b

2. c

3. b

4. a

5. c

Les réseaux sociaux

 Assessment Goal: Culture

 Topic: Les réseaux sociaux

 Response Type: Multiple choice

 Machine Gradable: Yes

What do you know about les réseaux sociaux? Indicate whether the following statements are true

(Vrai) or false (Faux).

1. Un réseau social peut aider ta vie professionnelle. Vrai Faux

2. Il est impossible d’avoir une photo dans ton profil. Vrai Faux

Français-Monde Testing Program 27


Chapter 3 Modules
©2011 Pearson Education, Inc.
3. Quelques personnes emploient des réseaux sociaux pour chercher

d’anciens amis. Vrai Faux

Français-Monde Testing Program 28


Chapter 3 Modules
©2011 Pearson Education, Inc.
4. Facebook est un exemple d’un réseau social. Vrai Faux

5. Les réseaux sociaux ne peuvent jamais (never) être dangereux. Vrai Faux

Answers

1. Vrai

2. Faux

3. Vrai

4. Vrai

5. Faux

Le Minitel et Internet

 Assessment Goal: Culture

 Topic: Le Minitel et Internet

 Response Type: Multiple choice

 Machine Gradable: Yes

How much do you know about the Minitel? Indicate whether the following statements are true (Vrai)

or false (Faux).

1. The Minitel was introduced in the early 1980s. Vrai Faux

2. It was meant to replace paper telephone books. Vrai Faux

3. The Minitel looks like a regular computer whose screen shows

graphics and different colored text. Vrai Faux

4. People no longer use the Minitel. Vrai Faux

5. Young people in France are more technologically connected than in

other European countries. Vrai Faux

Français-Monde Testing Program 29


Chapter 3 Modules
©2011 Pearson Education, Inc.
Answers

1. Vrai

2. Vrai

3. Faux

4. Faux

5. Vrai

En entretien avec Yassir El Ourzadi

 Assessment Goal: Culture

 Topic: Yassir El Ourzadi / TakingITGlobal

 Response Type: Multiple choice

 Machine Gradable: Yes

Read the following statements about Yassir El Ourzadi and select the appropriate expression to

complete the phrases.

1. Yassir El Ourzadi est ______________________________________.

a. un jeune homme

b. un vieil homme

2. Il est membre ______________________________________.

a. du gouvernement français

b. de TakingITGlobal

3. L’objectif de son organisation est de ______________________________________.

a. sensibiliser les jeunes aux problèmes du monde

b. trouver des travaux pour les jeunes

Français-Monde Testing Program 30


Chapter 3 Modules
©2011 Pearson Education, Inc.
4. Il est ______________________________________ d’utiliser la technologie pour améliorer

(improve) le monde.

a. impossible

b. essentiel

5. A son avis, Internet et ______________________________________ sont les outils (the tools) les

plus importants.

a. la télé

b. les téléphones portables

Answers

1. a

2. b

3. b

4. b

5. a

Français-Monde Testing Program 31


Chapter 3 Modules
©2011 Pearson Education, Inc.
TASK-BASED GLOBAL ASSESSMENT

Emilie parle de son appartement

 Assessment Goal: Listening

 Topic: A new beginning

 Response Type: Multiple choice

 Machine Gradable: Yes

Emilie recently moved into a new apartment and shot a short video to show friends and family what

her apartment looks like inside and the view she has from her window.

Watch the video. Then read the following sentences. Select Oui if the sentence is true or Non if the

information is false or not mentioned.

1. This video shows Emilie’s favorite part of the apartment. Oui Non

2. She likes to sit and watch TV from her chair. Oui Non

3. In this part of the apartment, she both relaxes and does her work. Oui Non

4. Emilie has an iPod. Oui Non

5. Her laptop is very important to her. Oui Non

6. Emilie’s apartment is close to the metro station. Oui Non

7. Her favorite aspects of the apartment are its brightness and its

view of the city. Oui Non

8. Emilie is disappointed that her view doesn’t include the Eiffel Tower. Oui Non

Answers

1. Oui

2. Non

3. Oui

Français-Monde Testing Program 32


Chapter 3 Modules
©2011 Pearson Education, Inc.
4. Oui

5. Oui

6. Non

7. Oui

8. Non

Je cherche un coloc

 Assessment Goal: Reading

 Topic: A new beginning

 Response Type: Multiple choice

 Machine Gradable: Yes

You recently arrived in France for your semester abroad and you too moved into a new apartment. You

now realize that you might need a roommate to help you with the rent, but also that it would be good to

have a French-speaking roommate to share your apartment with. You are looking through Roommate

Wanted ads on the website appartager.com. Here is the kind of roommate you would like to find: a

hard-working, clean, young, non-smoking student.

Read the three ads below. Then, answer the questions about the possible roommates by selecting all the

answer that applies. Finally, choose the person who most closely matches what you are looking for.

COLOCATAIRE 1: Anne-Laure

Description de sa recherche

Salut! Je m’appelle Anne-Laure. J’ai 23 ans (fumeuse), et je cherche un ou une colocataire avec qui je

peux habiter. Mon coloc idéal est une jeune personne sympa qui sait respecter les autres. Moi, je

n’étudie pas beaucoup… je préfère m’amuser! :-) Si vous aimez danser et faire la fête, nous pouvons

Français-Monde Testing Program 33


Chapter 3 Modules
©2011 Pearson Education, Inc.
devenir de bons amis. Je veux être dans grand appartement près d’une ligne de métro. N’hésitez pas à

me contacter si vous voulez me connaître!

Français-Monde Testing Program 34


Chapter 3 Modules
©2011 Pearson Education, Inc.
Info de Colocataire

Profil d’ANNE-LAURE Colocataire idéal d’ANNE-LAURE

Fumeur: Oui Peu importe

Situation: Etudiante Peu importe

Sexe: Femme Peu importe

Age: 23 de 18 à 30 ans

Animaux: Non Peu importe

COLOCATAIRE 2: Stéphane

Description de sa recherche

Bonjour, tout le monde! Moi, c’est Stéphane et je cherche une personne pour partager mon

appartement pour un an. Je suis étudiant à Sciences Po, donc je travaille beaucoup. Je préfère habiter

avec des gens sérieux parce que j’ai besoin de tranquillité et de propreté. Je parle espagnol et français

et j’adore étudier des cultures différentes. Dans mon temps libre, j’aime faire des promenades, aller au

cinéma, lire et surfer sur Internet. J’ai besoin d’un appartement avec wifi qui est près de l’université. A

bientôt!

Info de Colocataire

Profil de STEPHANE Colocataire idéal de STEPHANE

Fumeur: Non Peu importe

Situation: Etudiant Peu importe

Sexe: Homme Peu importe

Age: 21 de 20 à 30 ans

Animaux: Non Peu importe

Français-Monde Testing Program 35


Chapter 3 Modules
©2011 Pearson Education, Inc.
COLOCATAIRE 3: Olivier

Description de sa recherche

Je m’appelle Olivier, et j’ai 35 ans. Je suis suisse, mais je vais travailler à Paris dans une entreprise

d’informatique. Je ne suis pas quelqu'un de compliqué. Je joue du saxophone et j’aime promener mes

deux chiens. Je cherche une personne sérieuse et sympa, homme ou femme, avec qui je peux habiter

facilement. Petit appartement, grand appartement… ce n’est pas important, mais j’ai vraiment besoin

d’une chambre meublée. Contactez-moi si vous avez des questions!

Info de Colocataire

Profil d’OLIVIER Colocataire idéal d’OLIVIER

Fumeur: Non Peu importe

Situation: Salarié Peu importe

Sexe: Homme Peu importe

Age: 35 de 20 à 40 ans

Animaux: 2 chiens Non

Choose the correct answer.

1. Who is a smoker?

a. Anne-Laure

b. Stéphane

c. Olivier

2. Who has pets?

a. Anne-Laure

b. Stéphane

c. Olivier

Français-Monde Testing Program 36


Chapter 3 Modules
©2011 Pearson Education, Inc.
3. Who is not a student?

a. Anne-Laure

b. Stéphane

c. Olivier

4. Who likes to party?

a. Anne-Laure

b. Stéphane

c. Olivier

5. Who does not go on walks?

a. Anne-Laure

b. Stéphane

c. Olivier

6. Who speaks another language?

a. Anne-Laure

b. Stéphane

c. Olivier

7. Which possible roommate best fits the profile you were looking for?

a. Anne-Laure

b. Stéphane

c. Olivier

Answers

1. a

2. c

3. c
Français-Monde Testing Program 37
Chapter 3 Modules
©2011 Pearson Education, Inc.
4. a

5. a

6. b

7. b

Je téléphone à un coloc potentiel

 Assessment Goal: Speaking

 Topic: A new beginning

 Response Type: Essay – Voice Recording

 Machine Gradable: No

You selected a potential roommate and you decide to leave a 1-minute message on their voice mail. In

your message, give the following information orally:

• Your name

• Some information about yourself and your apartment

• A phone number so the person can call you back

Answers

Answers will vary.

Français-Monde Testing Program 38


Chapter 3 Modules
©2011 Pearson Education, Inc.
J’écris une petite annonce pour appartager.com

 Assessment Goal: Writing

 Topic: A new beginning

 Response Type: Essay

 Machine Gradable: No

You realize that your potential roommate never contacted you. You tried a few more people, and did

not have any luck with them either, so you decide to place a Roommate Wanted ad on

appartager.com. In your ad, include the following information (10–12 sentences):

 Your name

 Your age

 Information about your personality

 Your likes and dislikes

 A description of your apartment

 Your contact information

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________
Français-Monde Testing Program 39
Chapter 3 Modules
©2011 Pearson Education, Inc.
Francais-Monde Connectez-Vous A La Francophonie 1st Edition Ariew Test Bank
Full Download: http://testbankreal.com/download/francais-monde-connectez-vous-a-la-francophonie-1st-edition-ariew-test-bank/

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

Answers

Answers may vary.

Français-Monde Testing Program 40


Chapter 3 Modules
©2011 Pearson Education, Inc.

This is sample only, Download all chapters at: testbankreal.com


More news on internet:
Acoustics is the branch of physics that deals with the study of all mechanical
waves in gases, liquids, and solids including topics such as vibration, sound,
ultrasound and infrasound. A scientist who works in the field of acoustics is an
acoustician while someone working in the field of acoustics technology may be
called an acoustical engineer. The application of acoustics is present in almost all
aspects of modern society with the most obvious being the audio and noise control
industries.

Hearing is one of the most crucial means of survival in the animal world, and
speech is one of the most distinctive characteristics of human development and
culture. Accordingly, the science of acoustics spreads across many facets of human
society—music, medicine, architecture, industrial production, warfare and more.
Likewise, animal species such as songbirds and frogs use sound and hearing as a
key element of mating rituals or marking territories. Art, craft, science and
technology have provoked one another to advance the whole, as in many other
fields of knowledge. Robert Bruce Lindsay's 'Wheel of Acoustics' is a well
accepted overview of the various fields in acoustics.[1]

The word "acoustic" is derived from the Greek word ἀκουστικός (akoustikos),
meaning "of or for hearing, ready to hear"[2] and that from ἀκουστός (akoustos),
"heard, audible",[3] which in turn derives from the verb ἀκούω (akouo), "I
hear".[4]

The Latin synonym is "sonic", after which the term sonics used to be a synonym
for acoustics[5] and later a branch of acoustics.[6] Frequencies above and below
the audible range are called "ultrasonic" and "infrasonic", respectively.

Contents
1 History
1.1 Early research in acoustics
1.2 Age of Enlightenment and onward
2 Fundamental concepts of acoustics
2.1 Definition
2.2 Wave propagation: pressure levels
2.3 Wave propagation: frequency
2.4 Transduction in acoustics
3 Acoustician
3.1 Education
4 Subdisciplines
4.1 Archaeoacoustics
4.2 Aeroacoustics
4.3 Acoustic signal processing
4.4 Architectural acoustics
4.5 Bioacoustics
4.6 Electroacoustics
4.7 Environmental noise and soundscapes
4.8 Musical acoustics
4.9 Psychoacoustics
4.10 Speech
4.11 Ultrasonics
4.12 Underwater acoustics
4.13 Vibration and dynamics
5 Professional societies
6 Academic journals
7 See also
8 Notes and references
9 Further reading
10 External links
History
Early research in acoustics

The fundamental and the first 6 overtones of a vibrating string. The earliest records
of the study of this phenomenon are attributed to the philosopher Pythagoras in the
6th century BC.
In the 6th century BC, the ancient Greek philosopher Pythagoras wanted to know
why some combinations of musical sounds seemed more beautiful than others, and
he found answers in terms of numerical ratios representing the harmonic overtone
series on a string. He is reputed to have observed that when the lengths of vibrating
strings are expressible as ratios of integers (e.g. 2 to 3, 3 to 4), the tones produced
will be harmonious, and the smaller the integers the more harmonious the sounds.
If, for example, a string of a certain length would sound particularly harmonious
with a string of twice the length (other factors being equal). In modern parlance, if
a string sounds the note C when plucked, a string twice as long will sound a C an
octave lower. In one system of musical tuning, the tones in between are then given
by 16:9 for D, 8:5 for E, 3:2 for F, 4:3 for G, 6:5 for A, and 16:15 for B, in
ascending order.[7]

Aristotle (384–322 BC) understood that sound consisted of compressions and


rarefactions of air which "falls upon and strikes the air which is next to it...",[8] a
very good expression of the nature of wave motion.

In about 20 BC, the Roman architect and engineer Vitruvius wrote a treatise on the
acoustic properties of theaters including discussion of interference, echoes, and
reverberation—the beginnings of architectural acoustics.[9] In Book V of his De
architectura (The Ten Books of Architecture) Vitruvius describes sound as a wave
comparable to a water wave extended to three dimensions, which, when interrupted
by obstructions, would flow back and break up following waves. He described the
ascending seats in ancient theaters as designed to prevent this deterioration of
sound and also recommended bronze vessels of appropriate sizes be placed in
theaters to resonate with the fourth, fifth and so on, up to the double octave, in
order to resonate with the more desirable, harmonious notes.[10][11][12]

During the Islamic golden age, Abū Rayhān al-Bīrūnī (973-1048) is believed to
postulated that the speed of sound was much slower than the speed of
light.[13][14]

Principles of acoustics have been applied since ancient times : A Roman theatre in
the city of Amman.
The physical understanding of acoustical processes advanced rapidly during and
after the Scientific Revolution. Mainly Galileo Galilei (1564–1642) but also Marin
Mersenne (1588–1648), independently, discovered the complete laws of vibrating
strings (completing what Pythagoras and Pythagoreans had started 2000 years
earlier). Galileo wrote "Waves are produced by the vibrations of a sonorous body,
which spread through the air, bringing to the tympanum of the ear a stimulus which
the mind interprets as sound", a remarkable statement that points to the beginnings
of physiological and psychological acoustics. Experimental measurements of the
speed of sound in air were carried out successfully between 1630 and 1680 by a
number of investigators, prominently Mersenne. Meanwhile, Newton (1642–1727)
derived the relationship for wave velocity in solids, a cornerstone of physical
acoustics (Principia, 1687).

Age of Enlightenment and onward


The eighteenth century saw major advances in acoustics as mathematicians applied
the new techniques of calculus to elaborate theories of sound wave propagation. In
the nineteenth century the major figures of mathematical acoustics were Helmholtz
in Germany, who consolidated the field of physiological acoustics, and Lord
Rayleigh in England, who combined the previous knowledge with his own copious
contributions to the field in his monumental work The Theory of Sound (1877).
Also in the 19th century, Wheatstone, Ohm, and Henry developed the analogy
between electricity and acoustics.

The twentieth century saw a burgeoning of technological applications of the large


body of scientific knowledge that was by then in place. The first such application
was Sabine’s groundbreaking work in architectural acoustics, and many others
followed. Underwater acoustics was used for detecting submarines in the first
World War. Sound recording and the telephone played important roles in a global
transformation of society. Sound measurement and analysis reached new levels of
accuracy and sophistication through the use of electronics and computing. The
ultrasonic frequency range enabled wholly new kinds of application in medicine
and industry. New kinds of transducers (generators and receivers of acoustic
energy) were invented and put to use.

Fundamental concepts of acoustics


Jay Pritzker Pavilion

At Jay Pritzker Pavilion, a LARES system is combined with a zoned sound


reinforcement system, both suspended on an overhead steel trellis, to synthesize an
indoor acoustic environment outdoors.
Definition
Acoustics is defined by ANSI/ASA S1.1-2013 as "(a) Science of sound, including
its production, transmission, and effects, including biological and psychological
effects. (b) Those qualities of a room that, together, determine its character with
respect to auditory effects."

The study of acoustics revolves around the generation, propagation and reception
of mechanical waves and vibrations.
The fundamental acoustical process
The steps shown in the above diagram can be found in any acoustical event or
process. There are many kinds of cause, both natural and volitional. There are
many kinds of transduction process that convert energy from some other form into
sonic energy, producing a sound wave. There is one fundamental equation that
describes sound wave propagation, the acoustic wave equation, but the phenomena
that emerge from it are varied and often complex. The wave carries energy
throughout the propagating medium. Eventually this energy is transduced again
into other forms, in ways that again may be natural and/or volitionally contrived.
The final effect may be purely physical or it may reach far into the biological or
volitional domains. The five basic steps are found equally well whether we are
talking about an earthquake, a submarine using sonar to locate its foe, or a band
playing in a rock concert.

The central stage in the acoustical process is wave propagation. This falls within
the domain of physical acoustics. In fluids, sound propagates primarily as a
pressure wave. In solids, mechanical waves can take many forms including
longitudinal waves, transverse waves and surface waves.

Acoustics looks first at the pressure levels and frequencies in the sound wave and
how the wave interacts with the environment. This interaction can be described as
either a diffraction, interference or a reflection or a mix of the three. If several
media are present, a refraction can also occur. Transduction processes are also of
special importance to acoustics.

Wave propagation: pressure levels


Main article: Sound pressure

Spectrogram of a young girl saying "oh, no"


In fluids such as air and water, sound waves propagate as disturbances in the
ambient pressure level. While this disturbance is usually small, it is still noticeable
to the human ear. The smallest sound that a person can hear, known as the
threshold of hearing, is nine orders of magnitude smaller than the ambient
pressure. The loudness of these disturbances is related to the sound pressure level
(SPL) which is measured on a logarithmic scale in decibels.

Wave propagation: frequency


Physicists and acoustic engineers tend to discuss sound pressure levels in terms of
frequencies, partly because this is how our ears interpret sound. What we
experience as "higher pitched" or "lower pitched" sounds are pressure vibrations
having a higher or lower number of cycles per second. In a common technique of
acoustic measurement, acoustic signals are sampled in time, and then presented in
more meaningful forms such as octave bands or time frequency plots. Both of
these popular methods are used to analyze sound and better understand the acoustic
phenomenon.

The entire spectrum can be divided into three sections: audio, ultrasonic, and
infrasonic. The audio range falls between 20 Hz and 20,000 Hz. This range is
important because its frequencies can be detected by the human ear. This range has
a number of applications, including speech communication and music. The
ultrasonic range refers to the very high frequencies: 20,000 Hz and higher. This
range has shorter wavelengths which allow better resolution in imaging
technologies. Medical applications such as ultrasonography and elastography rely
on the ultrasonic frequency range. On the other end of the spectrum, the lowest
frequencies are known as the infrasonic range. These frequencies can be used to
study geological phenomena such as earthquakes.

Analytic instruments such as the spectrum analyzer facilitate visualization and


measurement of acoustic signals and their properties. The spectrogram produced
by such an instrument is a graphical display of the time varying pressure level and
frequency profiles which give a specific acoustic signal its defining character.

Transduction in acoustics
An inexpensive low fidelity 3.5 inch driver, typically found in small radios
A transducer is a device for converting one form of energy into another. In an
electroacoustic context, this means converting sound energy into electrical energy
(or vice versa). Electroacoustic transducers include loudspeakers, microphones,
hydrophones and sonar projectors. These devices convert a sound pressure wave to
or from an electric signal. The most widely used transduction principles are
electromagnetism, electrostatics and piezoelectricity.

The transducers in most common loudspeakers (e.g. woofers and tweeters), are
electromagnetic devices that generate waves using a suspended diaphragm driven
by an electromagnetic voice coil, sending off pressure waves. Electret microphones
and condenser microphones employ electrostatics—as the sound wave strikes the
microphone's diaphragm, it moves and induces a voltage change. The ultrasonic
systems used in medical ultrasonography employ piezoelectric transducers. These
are made from special ceramics in which mechanical vibrations and electrical
fields are interlinked through a property of the material itself.

Acoustician
An acoustician is an expert in the science of sound.[15]

Education
There are many types of acoustician, but they usually have a Bachelor's degree or
higher qualification. Some possess a degree in acoustics, while others enter the
discipline via studies in fields such as physics or engineering. Much work in
acoustics requires a good grounding in Mathematics and science. Many acoustic
scientists work in research and development. Some conduct basic research to
advance our knowledge of the perception (e.g. hearing, psychoacoustics or
neurophysiology) of speech, music and noise. Other acoustic scientists advance
understanding of how sound is affected as it moves through environments, e.g.
Underwater acoustics, Architectural acoustics or Structural acoustics. Others areas
of work are listed under subdisciplines below. Acoustic scientists work in
government, university and private industry laboratories. Many go on to work in
Acoustical Engineering. Some positions, such as Faculty (academic staff) require a
Doctor of Philosophy.

Subdisciplines
These subdisciplines are a slightly modified list from the PACS (Physics and
Astronomy Classification Scheme) coding used by the Acoustical Society of
America.[16]

Archaeoacoustics
Main article: Archaeoacoustics

The Divje Babe flute


Archaeoacoustics is the study of sound within archaeology. This typically involves
studying the acoustics of archaeological sites and artefacts.[17]

Aeroacoustics
Main article: Aeroacoustics
Aeroacoustics is the study of noise generated by air movement, for instance via
turbulence, and the movement of sound through the fluid air. This knowledge is
applied in acoustical engineering to study how to quieten aircraft. Aeroacoustics is
important to understanding how wind musical instruments work.[18]

Acoustic signal processing


See also: Audio signal processing
Acoustic signal processing is the electronic manipulation of acoustic signals.
Applications include: active noise control; design for hearing aids or cochlear
implants; echo cancellation; music information retrieval, and perceptual coding
(e.g. MP3 or Opus).[19]
Architectural acoustics
Main article: Architectural acoustics

Symphony Hall Boston where auditorium acoustics began


Architectural acoustics (also known as building acoustics) involves the scientific
understanding of how to achieve a good sound within a building.[20] It typically
involves the study of speech intelligibility, speech privacy, music quality, and
vibration reduction in the built environment.[21]

Bioacoustics
Main article: Bioacoustics
Bioacoustics is the scientific study of the hearing and calls of animal calls, as well
as how animals are affected by the acoustic and sounds of their habitat.[22]

Electroacoustics
See also: Audio Engineering and Sound reinforcement system
This subdiscipline is concerned with the recording, manipulation and reproduction
of audio using electronics.[23] This might include products such as mobile phones,
large scale public address systems or virtual reality systems in research
laboratories.

Environmental noise and soundscapes


Main article: Environmental noise
See also: Noise pollution and Noise control
Environmental acoustics is concerned with noise and vibration caused by
railways,[24] road traffic, aircraft, industrial equipment and recreational
activities.[25] The main aim of these studies is to reduce levels of environmental
noise and vibration. Research work now also has a focus on the positive use of
sound in urban environments: soundscapes and tranquility.[26]
Musical acoustics
Main article: Musical acoustics

The primary auditory cortex is one of the main areas associated with superior pitch
resolution.
Musical acoustics is the study of the physics of acoustic instruments; the audio
signal processing used in electronic music; the computer analysis of music and
composition, and the perception and cognitive neuroscience of music.[27]

Psychoacoustics
Main article: Psychoacoustics
Psychoacoustics explains how humans respond to sounds.[28]

Speech
Main article: Speech
Acousticians study the production, processing and perception of speech. Speech
recognition and Speech synthesis are two important areas of speech processing
using computers. The subject also overlaps with the disciplines of physics,
physiology, psychology, and linguistics.[29]

Ultrasonics
Main article: Ultrasound

Ultrasound image of a fetus in the womb, viewed at 12 weeks of pregnancy


(bidimensional-scan)
Ultrasonics deals with sounds at frequencies too high to be heard by humans.
Specialisms include medical ultrasonics (including medical ultrasonography),
sonochemistry, material characterisation and underwater acoustics (Sonar).[30]

Underwater acoustics
Main article: Underwater acoustics
Underwater acoustics is the scientific study of natural and man-made sounds
underwater. Applications include sonar to locate submarines, underwater
communication by whales, climate change monitoring by measuring sea
temperatures acoustically, sonic weapons,[31] and marine bioacoustics.[32]

Vibration and dynamics


Main article: Vibration
This is the study of how mechanical systems vibrate and interact with their
surroundings. Applications might include: ground vibrations from railways;
vibration isolation to reduce vibration in operating theatres; studying how vibration
can damage health (vibration white finger); vibration control to protect a building
from earthquakes, or measuring how structure-borne sound moves through
buildings.[33]

Professional societies
The Acoustical Society of America (ASA)
The European Acoustics Association (EAA)
Institute of Electrical and Electronics Engineers (IEEE)
Institute of Acoustics (IoA UK)
The Audio Engineering Society (AES)
American Society of Mechanical Engineers, Noise Control and Acoustics Division
(ASME-NCAD)
International Commission for Acoustics (ICA)
American Institute of Aeronautics and Astronautics, Aeroacoustics (AIAA)
International Computer Music Association (ICMA)
Academic journals
Main category: Acoustics journals
Acta Acustica united with Acustica
Applied Acoustics
Journal of the Acoustical Society of America (JASA)
Journal of the Acoustical Society of America, Express Letters (JASA-EL)
Journal of the Audio Engineering Society
Journal of Sound and Vibration (JSV)
Journal of Vibration and Acoustics American Society of Mechanical Engineers
Ultrasonics (journal)