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Grades 7-8 MJHS, Week 6 Page 1

Student Name: _______________ Grade: __________ Morrilton Junior High School

WEEK 6 May 4-8

PBS Arkansas Shows and Times 11:00 am - 1:00 pm “10 That Changed America” episodes can help give you some background knowledge with the

Literacy lesson Design a Green Space PBS can be accessed on Channel 2, online, and PBS. Shows are live streamed on line https://www.myarkansaspbs.org/arkansasami or archived to

watch at 4:00

America Revealed America Revealed explores the hidden patterns and rhythms that make America work.

Reconnecting Roots Portraying American life across the past six generations, this series exhibits the American journey of unbounded progress with the hope of understanding how exactly we fit in and why.

10 that Changed America

Host Geoffrey Baer takes viewers across the country to the legendary streets, parks, monuments and man-made marvels that changed America.

Get the Math By engaging students in algebra’s connection to a variety of careers, GET THE MATH answers the age-old question, “How is this ever going to help me in the real world?”

Glaciers of the Winds Glaciers of the Winds is a documentary on the scientific exploration and retreat of the glaciers in the Wind River Mountains of Wyoming. PBS looks at the big picture of how receding alpine glaciers will affect the ecosystem, municipalities, farmers, and ranchers downstream.

SciGirls SciGirls showcases bright, curious, real tween girls putting science, technology, engineering and math (STEM) to work in their everyday lives.

The Forgotten Coast: Return to Wild Florida

Following in the footsteps of a wandering Florida black bear, three friends leave civilization and enter a lost American wilderness on a rugged thousand-mile journey by foot, paddle and bike. The expedition encounters stunning and rare wildlife including black bears, manatees, alligators, ancient river fish and endangered woodpeckers.

Literacy Corner (Mrs.Duvall, Miss. Underwood, & Mr. Schneider) Complete the 2 following lessons this week to practice your reading, writing and communication

skills. Don’t forget to grab a good book and read daily.

● Design a Green Space: This week on 10 Things that Changed America, we learned about 10 city parks that had a huge impact on the ways that neighborhood and urban areas have been developed to create green spaces for people to enjoy. Think about a location near you (or imagine a place) and draw a plan to develop that area into a green space. Write a description of this new green space and explain how you might use it. Be sure to use sensory details and action verbs in your explanation!

● Read an Article: Read “The Art of Singing” and answer the questions.

Please contact your teacher if you have questions :)

Grades 7-8 MJHS, Week 6 Page 2

7th and 8th Math: (Mrs. Blakley, Mrs. Prather, Mr. Gasaway, & Mr. Herrmann) Complete 3 of the lessons below this week to build and reinforce your math skills.

You have free choice from the 10 (bullet points mark a lesson) lessons below.

● Khan Academy: If you have internet acces s , it is recommended that your child utilize the Khan Academy modules with built-in ins truction to support math learning a t leas t 3 days a week. Select your grade level or type in the web addres s and s elect the GET STARTED button. (Counts as one each day) If needed s tudents may select a different grade, regardles s of age.

7th grade math https :/ / www.khanacademy.org/ math/ cc-s eventh-grade-math 8th grade math https :/ / www.khanacademy.org/ math/ cc-eighth-grade-math

● Are We There Yet? Every year, arctic terns fly from the arctic to the antarctic and back, a dis tance of about 9000 miles each

way. Suppose the birds fly a t an average speed of 25 miles per hour for 12 hours a day. How many days of flying would be neces sary to make the roundtrip? (Hint: The dis tance traveled by a moving object can be found us ing its ra te and time. Calcula ting dis tance is important for ra ilroad companies , a irlines , and trucking firms , as well as family travelers on vacation.)

● Site A! Site B! Archaeologis ts noticed differences in the types of evidence

found at five dig s ites . The table shows the percentages of materia l found a t each s ite. Us ing this information, which two s ites s eem the mos t a like?

● Distance Driving: A car is travelling a long a t a cons tant ra te of speed, as

depicted in the graph. Use the information in the graph to the right to explore the following ques tions . 1. How far did the car travel in one hour? 2. How far did the car travel in s ix hours? 3. How fas t is the car traveling? 4. How long does it take the car to travel 220 kilometers ? 5. How long does it take the car to travel 560 kilometers ?

● Highway Miles : A friend of mine came to me the other day with a

ques tion about her new car. She asked, "My car gets 30 miles per gallon when I drive on the highway and 25 miles per gallon when I drive in the city. How many highway miles do I drive on a 400-mile trip if the car consumes 14 gallons of gasoline during this trip?" Solve this problem.

● Reach Your Goal: Materia ls : Paper, pencil, and s topwatch (mos t phones

have one). Set a goal of how many s it-ups you will do per minute. Do as many s it-ups as you can for one minute each day for five days and record the number you completed (only count whole ones completed). Did you meet your goal? Extens ion: Write your unit ra te, s it-ups per minute, as a fraction. At your bes t ra te, how many s it-ups could you perform in 10 minutes? How many in an hour? Do you think your ra te would remain the s ame the entire hour? Why or why not? Repeat this activity with another exercis e.

● 101 and Done: Materials: Paper, pencil, die. The goal in this game is to score as close to 101 points as possible without going

over. Each person takes a turn rolling the die, strategizing to count the number at face value or multiply it by 10. For example, roll a six and you may keep that number or turn it into 60. The person that gets closest to 101 without going over wins.

● Multiplying Integers : Materials: Deck of cards. Black cards (spade and club) are positive numbers and red cards (heart and

diamond) are negative numbers. Cards have the following values: Ace — 1 Two to 10 — Face value Jack — 11 Queen — 12 King — 13

Please contact your teacher if you have questions :)

Grades 7-8 MJHS, Week 6 Page 3

Each player draws two cards and multiplies the numbers together. Whoever has the highest hand wins everyone else's cards. Continue playing until all the cards in the deck are gone. The one with the most cards wins the game! ● Making Lemonade: A lemonade recipe calls for the juice of 5 lemons, 2 cups of water, and 2 tablespoons of honey. Invent four new versions of this lemonade recipe: 1. One that would make more lemonade but taste the same as the original recipe. 2. One that would make less lemonade but taste the same as the original recipe. 3. One that would have a stronger lemon taste than the original recipe. 4. One that would have a weaker lemon taste than the original recipe

● Back-to-Back: Materials: 2 pieces of paper and 2 pencils. Ask two family members to play this game with you. Two of you

stand with your backs together. A third family member says “numbers up,” requiring each competitor to write a number on a piece of paper within a specified range (Ex. 1-10). The third person multiplies the numbers together and says the product of the two numbers. Using this information, a competitor wins by stating the other person’s number first.

Pre-Algebra (7th Period Mrs.Prather and Mr. Dauksch): Complete the lessons below this week to build and reinforce your math skills.

The Moby Max lessons can be done online. A paper version will be offered in the paper packet if you cannot access Moby Max.

Complete the following assignments for Math this week:

● WATCH YOUR GOOGLE CLASSROOM FOR VIDEOS TO SUPPORT MOBY MAX LESSONS ● Moby Max lesson: Define Function (located under “Functions” in your assignments) ● Identify domain and range (located under “Functions” in your assignments) ● Determine if a relation is a function from a data table (located under “Functions” in your assignments) ● Determine if a relation is a function from on a graph (located under “Functions” in your assignments) ● Determine if a relation is a function from a data points (located under “Functions” in your assignments)

Algebra 1 (Mr. Herrmann):

Complete the lessons below this week to build and reinforce your math skills. Turn in Cool Downs via email, Google Classroom, or turn in paper to bin at MES

● Mr. Herrmann videos (posted in Google Classroom and on Website) ● 6.2 Lesson How Does It Change notes ● 6.2 Cool Down How Does It Change ● 6.3 Lesson Building Quadratic Function From Geometric Patterns notes ● 6.3 Cool Down Building Quadratic Function From Geometric Patterns

THINK like a Scientist! (Mrs. Lawrence, Mrs. Pinion, & Mr. Blocker) Complete the lessons below this week to build and reinforce your science skills.

● Periodic Table and Reactivity Powerpoint (2 slides) ● Reading the Table passage to support you with assignment ● Watch the following videos to support your assign ment below

○ Finding the Number of Valence Electrons for an Element ○ Valence Electrons Periodic Table

● Complete the assignment Identifying Unknown Elements

THINK like a Historian! (Mrs. Buchholz, Mrs. Pinion, Mrs. Brown & Coach Davis) Complete the lessons below this week to build and reinforce your social studies skills.

● Read and complete the questions on the following passage Search speeds up for vaccine against the new coronavirus

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Grades 7-8 MJHS, Week 6 Page 4

● Journal writing: Write about your day during this Covid- 19 time (at least three days a week, each journal entry must be at

least 5 sentences)

Stay Healthy! These are optional activities for Coach Robinson and Young.

● Ride your bike or walk for 35 minutes a day or challenge yourself to do more! ● Challenge: Add a serving of fruit to 4 of your meals this week! ● Try to stretch (hold stretches for 25 seconds) before and after physical activity. ● Try not to eat anything afte r 8:00 p.m.

Technology

These are optional activities for Mrs. Grant, Mrs. Rogers, Coach Byers, and Ms. Sommers classes

● https://www.typing.com/ ● Job Shadowing ● https :/ / vr.vex.com/ ● https :/ / www.tinkercad.com/ ● Gcflearnfree.org/ word2016

FUN ZONE

★ Music - lis ten to full a lbums of mus ic. Lis ten while you work!

★ Choir- Go to noteflight.com to make a compos ition. (Free!)

★ Art - Create a piece of art (paint, draw, sketch, etc). Send your creations to Mrs . Moore (moorej@s ccs d.k12.ar.us )

★ Check out the PBS.org for additional learning opportunities for each s how.

Please contact your teacher if you have questions :)

Grades 7-8 MJHS, Week 6 Page 5

The Art of Singing by Kyria Abrahams (From ReadWorks.org) About six months ago, Alana finally started taking singing lessons. She’s wanted to sing ever since she was a young girl, and now she was finally realizing her dream. Today she auditioned for the lead role in her school’s production of Annie. When Alana’s mother took her to see Annie, Alana became inspired to really try singing. Annie was performed at an old theater called The Palace. The Palace isn’t like the big multiplex movie theater downtown. For one thing, it was built in 1922 and is considered a historical building. For another, it only has one screen.

The stage at The Palace is decorated in an ornate fashion with red velvet curtains as tall as an oak tree. The Palace only has a lobby and one room with a stage. The room is very big and the sound echoes through the whole venue. If you were a loud opera singer, you could perform here and would not need a microphone. Alana’s favorite thing about The Palace was a series of giant brass pipes high up on the wall. To her, they looked like a row of teeth. Alana later learned some history about them. As it turned out, they were part of a great big pipe organ. Back when the theater was first built, movies didn’t have sound. So someone would sit at the edge of the stage and play songs on the organ. That way, there would be music to go with the movie. These were silent movies, but they didn’t call them “silent” back then. Many people didn’t think there would be a kind of movie with sound. When movies with sound came out, they called them “Talkies.” Only then did the once regular movies become known as “Silent Films.” Alana found out that the organ stopped functioning in the 1960s. Now it’s just a decoration because the music comes from the movie itself. When Alana first saw Annie, she knew she wanted to audition for the lead role at some time in her life. She went home and sang “Tomorrow.” She recorded herself singing and listened back to it, but it didn’t sound as good as she thought it had in her head. Her mother explained that singing is a musical talent, like playing any instrument. “You can’t just pick up a trombone or a guitar and start playing it, can you?” “No, of course not!” “Well, your voice is also an instrument. You need to learn how to use it.” At school, Alana joined a band and the glee club. She learned how to read sheet music and sing scales. She also learned how to sing harmony and improvise with other students.

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Grades 7-8 MJHS, Week 6 Page 6

As Alana learned how to be a better singer, she learned different techniques. If she held her mouth open in certain ways, she could make different sounds. She could open her mouth wide and create an open, bright note. Or, she could push her bottom jaw out and make her voice sound higher. Sometimes, she would scrunch up her face and create a nasal sound. She loved to experiment with different sounds. One day her music teacher gave her an assignment to write down her five favorite female singers of the 20th and 21st centuries. Alana realized she didn’t actually know a lot of singers, so she went to the local library and took out some CDs to listen to. She wanted to take full advantage of the library’s extensive CD collection. These were the five artists she took out of the library:

1. Aretha Franklin

2. Janis Joplin

3. Billie Holiday

4. Whitney Houston

5. Bjork Each of these women has a very different style of singing. They are all from different times and eras. Billie Holiday was popular in the 1940s, whereas Janis Joplin was popular in the 1960s. Janis performed at the famous Woodstock music festival. Whitney Houston had her first radio hit in the 1980s. Bjork is from Iceland and became popular in the early 2000s. First, Alana put on Aretha Franklin. Aretha is affectionately known as the Queen of Soul. The song “Respect” came on. She belted out the letters, “R-E-S-P-E-C-T.” Her voice was high pitched and clear. Alana tried to emulate it, but she couldn’t do it. It just sounded like she was screaming. This is because her range wasn’t high enough. A “range” represented a certain amount of tones. It is the distance between the lowest note and the highest note a person can sing. Most people cannot sing as high and as powerfully as Aretha Franklin can. When Alana tried to hit these high notes, it didn’t sound the same. She lost a lot of power in her voice. Aretha sings high notes very loudly, but Alana sounded soft and operatic. She realized that there is a very good reason for which Aretha is known as the Queen of Soul. “She’s amazing!” Alana thought. Then, Alana put on some Billie Holiday. An old jazz song called “Stormy Weather” played. When she began, her voice sounded high pitched and a little scratchy, but then she hit the word “weather” and suddenly it was really low. It resonated in her chest. Alana tried to recreate this. She loosened her neck and shoulders and then breathed in from above her belly with the diaphragm. Alana watched her belly get bigger and smaller as she breathed. She pushed with a breathy cry: “we-aaaaather.” She thought that it sounded pretty good. Alana ran through the other female artists, doing the same thing. She listened to their voices and tried to copy them. Alana thought that Bjork sounded kind of silly, whispering and screeching like a child. Janis Joplin screamed f rom her heart and soul. Whitney Houston sang powerfully and clearly, like the echoes of a church choir. Each singer has a different voice because they form the notes in a different way. The human voice is amazing and elastic. It can stretch in so many dif ferent ways. In fact, a person can make different sounds just by choosing where to push the sound. In singing, this is called “placement.” People can make a note through their nose, their chest, or various locations throughout their upper body.

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Grades 7-8 MJHS, Week 6 Page 7

As Alana experimented with different ways of singing, she got more comfortable with what her own voice naturally sounded like. And around this time, it was announced that her school would, in fact, be producing their own performance of Annie. Alana wanted the lead! When she auditioned for Annie, she sang very powerfully. She let all the notes resonate from her vocal chords and echo around in her head. “The sun’ll come out… tomorrow!” she belted out. “You’re only… a dayyy… a… wayyyyy!” Her music teacher applauded. “Alana, you’ve been working hard to become a better singer, and it shows. Congratulations. You’ve got the lead role! You’re our new Annie!” When Alana heard this, her dream came true. But she knew her dream didn’t just happen because she wished and hoped it would. She’d been taking lessons and working hard. Finally, the hard work had paid off. She walked home whistling a happy little song.

Comprehension Questions 1. What event inspired Alana to really try singing?

A. She learned that The Palace theater had a big pipe organ. B. She saw Annie at The Palace theater. C. She joined the glee club at school. D. She listened to Aretha Franklin sing “Respect.”

2. What was the result of Alana’s efforts to practice singing?

A. She got to see Annie at The Palace. B. Her mother gave her CDs of artists like Janis Joplin and Whitney Houston. C. She saw Bjork perform live in Iceland. D. She won the lead role in her school’s production of Annie.

3. Alana followed her mother’s advice to learn how to use her voice like an instrument. What evidence from the text supports this conclusion?

A. Alana visited The Palace and saw Annie. B. Alana recorded herself singing “Tomorrow” and listened back to it. C. Alana joined a band and the glee club at school and learned to read sheet music and sing scales. D. Alana learned some history about the pipe organ in The Palace.

4. Which of the following best describes Alana?

A. confused B. discouraged C. adventurous D. motivated

5. What is the main idea of this story?

A. Alana decides to become a singer after becoming inspired by the beautiful Palace theater.

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Grades 7-8 MJHS, Week 6 Page 8

B. Inspired to become a better singer, Alana practices hard and wins the lead role in her school’s version of Annie. C. Alana learns the different singing styles of artists like Aretha Franklin and Billie Holiday. D. Alana discovers how to control her voice’s pitch, range, and placement as she listens to different female artists.

6. Choose the answer that best completes the sentence. After seeing Annie, Alana went home and recorded herself singing “Tomorrow.” ____________, the recording didn’t sound as good as she thought it would.

A. Including B. Earlier C. However D. Such as

7. What assignment did Alana’s music teacher give her? 8. What did Alana do to help her with the assignment? 9. Explain how her music teacher’s assignment helped Alana win the lead in Annie.

© 2015 ReadWorks®, Inc. All rights reserved.

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

7th Grade Pre -Algebra Week 6: May 4 -8 Name: ____________________

This article is available at 5 reading levels at https://newsela.com.

Search speeds up for vaccine against the newcoronavirus

This conceptual illustration shows vials of blood in a centrifuge being tested for coronavirus infection. Today, several companies are workingto develop vaccines that will prevent the spread of the new coronavirus. Graphic: KTSDesign/Science Photo Library/Getty Images

A mystery illness emerged in China late last December. As word of its spread got out, researchers

at Inovio Pharmaceuticals paid close attention. This was even before anyone knew what was

making people sick, a new coronavirus.

Inovio, based in San Diego, Calif., is no stranger to such viruses. A different novel coronavirus had

emerged in 2012. It, too, caused potentially deadly infections. This disease would come to be

known as MERS. (That's short for Middle East respiratory syndrome.) Inovio became one of the

first companies to develop a vaccine against MERS. (That vaccine is still experimental.)

Early in the latest outbreak, Chinese researchers posted details of the genetic makeup of the virus

that was making so many people sick. The disease, which causes fevers, pneumonia and other

serious symptoms, is now called COVID-19. The virus responsible has just been named SARS-

CoV-2. Based on Inovio's work on the MERS vaccine, its scientists sprang into action. They

thought they might be able to roll out a version of the MERS drug to tackle COVID-19.

By Tina Hesman Saey, Science News for Students on 03.12.20Word Count 1,356Level MAX

This article is available at 5 reading levels at https://newsela.com.

Kate Broderick is Inovio's senior vice president for research and development. "We'd all hoped

that there would be enough overlap that our previously developed MERS vaccine would be helpful

in this case," she recalls. Like MERS and another severe coronavirus — one that causes the disease

SARS — the new virus uses RNA as its genetic material.

But in the end, Inovio's researchers found, SARS-CoV-2 was too different for its vaccine against

MERS to take down this virus. So the scientists set to work on creating a new vaccine.

Its design relies on a relatively new approach. Vaccines usually are made from weakened or killed

forms of viruses or parts of viruses. Those viral parts may include some proteins that serve as

building blocks of the germ. When injected into somebody new, their immune system recognizes

these viral bits as an invader. It now makes antibodies. These should help to fight off future

invasions by the whole, live virus. But to make enough vaccine for millions of people, it can take

months or even years to grow enough disabled virus or to purify enough viral proteins.

So for their SARS-CoV-2 vaccine, Inovio scientists took a different approach. They converted the

virus's RNA into DNA. They also selected pieces of the virus that computer models suggested

would prod the immune system into making antibodies. Then they inserted selected bits of the

DNA into bacteria. Those bacteria now used instructions in the bits of DNA to make large

quantities of the viral protein. And it's those proteins that will be used in the vaccine.

This approach drastically shortens how long it takes to make a vaccine, Broderick says. Normally,

it might take two to three years. For Inovio's product, it took three hours to design. Then it took

roughly a month to make, Broderick reports.

The company started testing the vaccine in animals at the beginning of this month. It hopes to

begin safety tests in people by early summer.

Even so, Inovio's vaccine is still at least a year away from widespread use. As the number of cases

of COVID-19 continues to rise, several other research teams are also racing to develop vaccines

and treatments. They, too, are using unusual ways to fight the new virus.

Novel vaccines for a novel coronavirus

Messenger RNAs are copies of protein-making instructions found in the DNA of genes. Cells

"read" these instructions to build proteins. Researchers are now developing a messenger RNA —

or mRNA — vaccine. Its goal would be to stimulate the body to produce vaccine components.

Part of the research team behind this project works for Moderna. It's a Cambridge, Mass.–based

biotechnology company. The other scientists work for the National Institute of Allergy and

Infectious Diseases, or NIAID. It's one of the National Institutes of Health.

Kizzmekia Corbett is an immunologist at NIAID's Vaccine Research Center. It's in Bethesda, Md.

She's also the scientific leader on the center's effort to develop a COVID-19 vaccine. Scientists on

this project have selected portions of the SARS-CoV-2 virus that may spark a vigorous immune

reaction. This mRNA vaccine, she explains, would then tell human cells which viral proteins to

make.

"We're literally giving the cells a genetic code," Corbett says. It's being delivered as RNA. And it

will tell cells, 'Hey, make this protein.'"

This article is available at 5 reading levels at https://newsela.com.

Those proteins — Corbett wouldn't say which ones — will then prod the immune system to make

antibodies against the virus. Here, the body does all of the protein-making work. That means

researchers can skip the time-consuming and costly step of making those proteins in some lab.

This approach could be used in making vaccines against future new coronaviruses or other new

infectious diseases, Corbett says. "What we feel we have developed," she adds, "is [a new way] to

quickly deploy a vaccine if another novel coronavirus should pop up."

Other mRNA vaccines for other infections are still undergoing tests.

On February 24, Moderna announced that the new mRNA vaccine is ready for testing in people. It

will be tested first in 45 adults to see if it is safe. If it passes that test, researchers will do more

testing to see if it also protects against the virus.

But even if the vaccine works, there is another problem. The researchers don't yet have a company

willing or able to produce the huge amounts of mRNA doses. And that would be needed to make

enough vaccine to treat a large share of the public.

Beating vaccines to the punch

People who get over infections will retain antibodies to the germ that made them sick. It may stick

around in their blood for years — even decades. Those antibodies can give them some protection

when that person later encounters a similar germ. But those antibodies also might protect others.

How? Give people a shot of somebody else's protective antibodies. This might prevent infections in

healthy people. It might even treat infections in people who are already sick. And these injections

could work faster than vaccines.

Vaccines can take weeks or months to prod the immune system into making enough antibodies to

stave off an infection.

Regeneron is now developing antibodies against the COVID-19 virus. For instance, the team has

learned more about which parts of the virus make the best antibody targets. The proteins on the

surface of a virus that are needed to infect cells — such as the spike protein — generally are best.

Regeneron researchers have made SARS-CoV-2 proteins in the lab. They have injected them into

mice that have human versions of antibody-producing genes. These "humanized" mice make

human antibodies. Such mice could provide a ready supply of antibodies to treat people.

As soon as those antibodies are available, the company hopes to run lab tests on how well they

work against the virus. If they work well, safety tests in animals and people might be able to start

soon.

The team also hopes to get some blood from people who recovered from COVID-19 and retrieve

some of their antibody-producing cells. But, mining antibodies from people's blood won't easily

yield enough to treat masses of people.

As these programs all show, getting a treatment for a new virus is not something that can be done

overnight. It can take months or years.

So in the midst of a new outbreak, "You're not going to just pull a vaccine out of your pocket,"

notes Anthony Fauci. He directs NIAID in Bethesda, Md. If the current outbreak proves to be

This article is available at 5 reading levels at https://newsela.com.

"really bad," the FDA might allow emergency use of promising vaccines that haven't completed

their full safety and efficacy testing. But researchers won't know for at least six months whether

any of the vaccines in development will help against COVID-19 virus.

Other strategies to fight the new virus, including using existing drugs designed to fight other

diseases (such as AIDS and hepatitis C), also are underway. But no one knows which ones are

winners. So for now, people exposed to the new virus must rely on their own immune systems and

care from doctors and nurses to fight off COVID-19.

This article is available at 5 reading levels at https://newsela.com.

Quiz

1 One conclusion a reader could make after reading the article is that creating a vaccine for a virus is a long, complicated process.

Which of the following statements accurately paraphrases evidence from the article to support the conclusion?

(A) To make enough vaccine for millions of people, it can take months or even years to grow enoughdisabled virus or to purify enough viral proteins.

(B) As these programs all show, getting a treatment for a new virus is not something that can be doneovernight. It can take months or years.

(C) Despite secure and thorough animal testing, it might take a year for any of the vaccines in developmentto be effective against the COVID-19 virus.

(D) Even with suspending safety and efficacy testing, it might take more than six months for researchers todetermine if any of the developed vaccines are effective against the COVID-19 virus.

2 Read the conclusion below.

Scientists can use existing vaccines to develop vaccines for new viruses.

Which detail from the article provides the BEST support to the statement above?

(A) Inovio became one of the first companies to develop a vaccine against MERS. (That vaccine is stillexperimental.)

(B) Early in the latest outbreak, Chinese researchers posted details of the genetic makeup of the virus thatwas making so many people sick.

(C) "We'd all hoped that there would be enough overlap that our previously developed MERS vaccine wouldbe helpful in this case," she recalls.

(D) Vaccines usually are made from weakened or killed forms of viruses or parts of viruses.

3 Read the following selection introducing the benefits of mRNA vaccines.

Those proteins — Corbett wouldn't say which ones — will then prod the immune system to makeantibodies against the virus. Here, the body does all of the protein-making work. That meansresearchers can skip the time-consuming and costly step of making those proteins in some lab.

What does the author MOST LIKELY want the reader to think about creating mRNA vaccines based on this selection?

(A) Because of the time and cost-saving benefits, researchers are exploring the option of only creatingmRNA vaccines in the future.

(B) The process of creating an mRNA vaccine is highly competitive because of the potential savingsassociated with it.

(C) The creation of an effective mRNA vaccine will make the job of researchers obsolete.

(D) mRNA vaccines are favorable because they reliable of the body producing antibodies.

4 Which answer choice accurately characterizes Anthony Fauci's reaction to the demand for a COVID-19 vaccine?

(A) He feels confident that researchers will produce a COVID-19 vaccine, even it if takes time.

(B) He thinks people are being unnecessarily hysterical and expect an unrealistic solution.

(C) He feels that the United States government is putting too much pressure on researchers to develop avaccine to fight off COVID-19.

(D) He thinks people view a vaccine creation as a simple solution when it is actually a lengthy, costly andcomplicated process.