E-S19 — A Bike Parking Experiment
Module E · version 0.6.0 · original fictional reading practice

1. Counting parked bicycles can answer one question without answering every question about travel. At the fictional Valley School, a student team counted bikes beside the main gate for one week. It repeated the count after new covered parking spaces were added. There were more bicycles during the second week. The team wanted to find out whether the new parking seemed useful, but teacher Gil asked students to consider what else had changed. A larger number of parked bikes did not, by itself, explain why each rider had chosen to cycle.
2. The students had used the same counting time each day, just after morning lessons began. This made the two weeks easier to compare. However, the weather was dry in the second week and rainy on several days in the first. A sports event also brought visitors to the school during the second count. The team had not recorded which bikes belonged to those visitors. These differences meant that the two weeks were not identical in every important way. Gil did not ask students to throw away their counts; he asked them to describe those limits beside the figures.
3. Students also watched how the parking was used. Most riders placed their bikes under the new roof, but a few continued using the older spaces near the entrance. One pupil explained that the older spaces were closer to his classroom. Another said she preferred the covered spaces because they kept her seat dry. These comments showed different reasons for choosing a space. They did not prove how many pupils would cycle during winter, or whether cycling had replaced a car journey. The team reported the comments as examples, rather than treating two people's reasons as the reasons of every rider.
4. The school will keep the new spaces and arrange another count later in the year. The next count will record whether a special event is taking place. Gil hopes the team will learn to separate an observation from an explanation. It can report that more bikes were counted in one week and that many riders used the roof. It cannot yet claim that the roof alone caused the increase. The experiment offers useful information about parking choices, together with questions that a later check may help answer.

E-S19-Q01 | E-S19-P1
Give ONE answer from paragraph 1.
What changed between the first and second counts?

E-S19-Q02 | E-S19-P1
Circle ONE correct answer.
What did the team observe? (Paragraph I)
A. More bicycles were counted in the second week.
B. Every rider cycled because of the roof.
C. Nobody used the old parking spaces.
D. Cycling is always the healthiest way to travel.

E-S19-Q03 | E-S19-P2
Circle ONE correct answer.
Why did the students count at the same time each day? (Paragraph II)
A. To prove that visitors owned no bikes.
B. The equal counting time made both weeks have dry weather.
C. To make the counts easier to compare.
D. To decide which classroom each pupil preferred.

E-S19-Q04 | E-S19-P2
Give TWO different answers from paragraph 2.
Give TWO differences between the weeks apart from the new parking.

E-S19-Q05 | E-S19-P3
Circle ONE correct answer.
Why did one pupil use the older spaces? (Paragraph III)
A. They were closer to his classroom.
B. They were always the only spaces available.
C. A later count would record special events.
D. They kept his seat dry under the new roof.

E-S19-Q06 | E-S19-P4
Complete the sentence using paragraph 4.
COMPLETE THE SENTENCE. The team cannot yet say that the increase was caused only by _____.

E-S19-Q07 | whole_text
Circle ONE correct answer.
Which statement best summarizes the whole text?
A. Two pupils choose different parking spaces
B. A roof has been proved to make every pupil cycle
C. Students learn that all counting is useless
D. A bike-parking count provides useful observations but leaves the cause of an increase uncertain.