PT105.S3.P1.Q4 > Analytics

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Until recently, many biologists believed that invertebrate "schools" were actually transient assemblages, brought together by wind, currents, waves, or common food sources. █████████ ██████████ ███ ████████ ██████ ██ █████████ ██ ██████████████████ ██████ █████ █████ ███████ ███ ██████ ██████ ███ ████ ███ ████ ████ ███

Biologists' old perspective · "Schools" of invertebrates are are not really schools

Example: groups of jelly fish are not cohesive social units that are evenly spaced from each other and face the same way. (Seems like we get a definition of "schools" here.)

New perspective · Some invertebrates do form schools

Example: krill (a type of invertebrate crustacean) sometimes group together in schools.

Support for new perspective · Groups of invertebrates can position themselves in a way that meets the definition of "school"

The way each member swims is consistent relative to other members, and they don't swim directly above or below a neighbor. (This sounds similar to the "evenly spaced" requirement.)

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Researchers' assumption · Researchers assume schooling has benefits

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Concession · Schooling seems like it'd make animals more visible and attractive to predators

Benefits of schooling · Reduces chance of being eaten

School is harder to find, can scare away predators, and an individual member is more likely to get away, since there are a lot of other school members to eat.

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Additional benefits · Active defense mechanisms

These are more active defenses, whereas the last paragraph described passive benefits. Schools have different approaches based on the size of predators and whether they are attacking.

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Another benefit · Helps with finding food

When one member finds food, other members can follow.

Cost of schooling · Schools can get too big

Too many members may hurt ability to get food and mates. If school's too big, some members will join another school.

Passage Style

Phenomenon-hypothesis (RC)

Single position

Which one of the following ████ █████████ ███ █████ █████████ ██ ███ ████████

Question Type

Describe organization

Structure

What happens in P4? Think about your low-res summary. The author tells us about a benefit of schooling (finding food), but also some of the drawbacks, as well as some factors that can influence the size of a school.

Arguments for opposing ██████ ██ ████ ███ █████████ ███ ████ ███████████

There are no “arguments” presented in P4. The author doesn’t advocate for anything and doesn’t present any other perspective that advocates for something.

The disadvantages of ███████ █████ ██ ███████ ███ ████████ ███ ███████████ ███████ ███ █████████

Although you could say that the author presents disadvantages of schooling when a school is too large, he doesn’t propose “alternative choices.” The fact that he describes how certain animals may behave when a school is too large is not a “proposal” of an alternative choice.

Two different interpretations ██ █ ██████████ ███ █████████ ███ ███ ██ ████████ ██ ███ ████ ██████████

The author doesn’t endorse one of two competing interpretations. P4 doesn’t present any competing interpretations; it presents certain advantages and disadvantages associated with schooling.

The disadvantages of ██ ██████ ███ ██████████ ███ ███ ████████ ██ ████ ██████ ██ ██████ ████ █████████

The author doesn’t call into question the “validity” of an action. The author simply describes certain effects of schooling and how animals might behave.

Advantages and disadvantages ██ █ ████████ ███ █████████ ███ ████ ███████ ███ ████████ ███ ███████ ████████████ ███ ██████████

This best captures what happens in P4. The author discusses some advantages and disadvantages of schooling. The author also discusses certain actions for avoiding adverse consequences of schooling — some invertebrates might circle to the back of a school or join another school.

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