N2 Reading · Test 15

Option 3 「挙げよう」is the volitional form of 挙げる (to give/cite an example). The sentence reads 「…一例を挙げよう。」meaning 'Let me give one example.' This is a common pattern in Japanese essays and articles where the writer announces they are about to present an example. The volitional form naturally invites the reader to continue, and the following paragraphs indeed provide that example (origami engineering research).

• 1「挙げている」is the progressive/state form 'is giving/citing.' This would imply the example has already been presented, but at this point in the text the writer has only just introduced the topic; the actual example follows in the next paragraphs. It does not fit the function of introducing what is about to come.
• 2「挙げようとする」means 'try to give.' While grammatically possible, it sounds awkward here because the writer is not describing someone's attempt; they are directly announcing their intention to share an example with the reader. The volitional alone (挙げよう) is the natural choice.
• 4「挙げるだろう」means 'would probably give.' This expresses speculation about a third party, which does not match the first-person writer's voice announcing their own example.

• 挙あげる — to give (an example), to cite, to raise
• 一例いちれい — one example
• 身近みぢかな — familiar, close to everyday life

Option 3 「そこで」is a conjunction meaning 'so, therefore, then' and is used when the speaker/writer introduces an action taken in response to a situation just described. The previous paragraph ends by stating a problem: if you just fold something multiple times, you have to unfold it the same number of times. 「そこで」naturally connects to the next sentence: 'So, research was repeated to develop a folding method that could restore the original size all at once.' This cause-and-response relationship is exactly what そこで expresses.

• 1「ただし」means 'however; that said' and is used to add a condition or exception to a preceding statement. The relationship here is not a caveat but a response/action taken because of the problem, so ただし does not fit.
• 2「しかも」means 'moreover, furthermore' and adds supplementary information. The following sentence is not additional information but a new action prompted by the problem, so しかも is inappropriate.
• 4「かえって」means 'on the contrary, rather' and expresses an unexpected or contrary result. The research was a natural response to the problem, not a contrary outcome, so this does not fit.

• そこで — so, therefore, then (introducing an action in response)
• 一気いっきに — all at once, in one breath
• 研究が重ねられた（けんきゅうがかさねられた） — research was repeated/accumulated

Option 1 「活用して」is the te-form of 活用する (to put to practical use, to utilize). The sentence reads 「この折り方を活用して、…装置が作られている」= 'By utilizing this folding method, devices such as solar panels for satellites are being made.' The te-form indicates means/method, which perfectly connects the folding technique to the manufacturing of the devices.

• 2「活用するほかに」means 'besides utilizing.' This would imply that other methods are also used, which is not what the sentence is saying. The sentence simply states that this folding method is utilized to make the devices.
• 3「活用するまで」means 'until utilizing.' This makes no sense in context; there is no temporal or conditional endpoint being expressed.
• 4「活用したにもかかわらず」means 'despite having utilized.' This would introduce a contradiction (the method was used but some unexpected result occurred), which contradicts the positive, straightforward relationship described in the passage.

• 活用かつようする — to put to practical use, to utilize
• 人工衛星じんこうえいせい — artificial satellite
• 太陽電池パネル（たいようでんちパネル） — solar panel

Option 4 「というわけだ」means 'that is to say; that is how it works; naturally.' It expresses a logical conclusion or explanation of a situation. The preceding context explains: if you use the developed folding method, you can fold the device small, and when it enters space it can easily be expanded back. 「というわけだ」wraps up this logical chain: '…it means that when it enters space, it can easily be (expanded).' The implied verb (広げる – to expand/open) is understood from context, and というわけだ states the natural conclusion.

• 1「というのか」is a questioning form meaning 'or should I say…?' It does not fit the explanatory, conclusive tone of the sentence.
• 2「かのようだ」means 'as if; seemingly.' This would imply the device only appears to expand easily, suggesting it is not actually the case. The passage states it as a fact, not a semblance, so this is wrong.
• 3「のだろうか」means 'I wonder if…?' This expresses doubt or speculation, which contradicts the confident, explanatory tone of the passage.

• というわけだ — that is to say; that is how it works (expresses logical conclusion)
• 宇宙空間うちゅうくうかん — outer space
• 折り畳む（おりたたむ） — to fold up, to collapse

Option 2 「してみるのも悪くない」means 'it is not bad to try; it wouldn't hurt to try.' The sentence reads 「子供と折り紙で遊びながら、このような科学の話をしてみるのも悪くない。」= 'While playing origami with your children, it wouldn't hurt to talk about such science topics.' This is a positive, encouraging suggestion that fits the passage's concluding message: through origami, children might become interested in aerospace engineering and technology development.

• 1「してみたがらない」means 'would not want to try.' This is negative and contradicts the encouraging tone of the conclusion, which urges readers to share science stories with children.
• 3「してみそうない」appears to be an ungrammatical/awkward form (likely intended to resemble してみそうにない 'unlikely to try'). Even if read as してみそうにない, it would mean 'unlikely to try,' which is negative and contradicts the passage's encouraging message. As written, it is also grammatically defective, making it a clear distractor.
• 4「してみても始まらない」means 'even if you try, it won't accomplish anything / there's no point.' This is dismissive and contradicts the passage's positive outlook that such conversations might spark children's interest in science.

• 〜のも悪くない（〜のもわるくない） — it is not bad to…; it wouldn't hurt to…
• 興味を持つ（きょうみをもつ） — to become interested in
• 宇宙工学うちゅうこうがく — aerospace engineering