There are three separate sources of danger in supplying energy by nuclear power(
题型：不详难度：来源：
There are three separate sources of danger in supplying energy by nuclear power(原子能).
First, the radioactive material must travel from its place of production to the power station. Although the power stations themselves are strongly built, the containers used for the transport of the materials are not. Normally, only two methods of transport are in use, namely road or rail. Unfortunately, both of these may have an effect on the general public, since they are sure to pass near, or even through, heavily populated areas.
Second, there is the problem of waste. All nuclear power stations produce wastes that in most cases will remain radioactive for thousands of years. It is impossible to make these wastes nonradioactive, and so they must be stored in one of the inconvenient ways that scientists have invented. For example, they may be buried under the ground, or dropped into deserted mines, or sunk in the sea. However, these methods do not solve the problem, since an earthquake could easily break the containers.
Third, there may occur the danger of a leak(泄漏) or an explosion at the power station. As with the other two dangers, this is not very likely, so it does not provide a serious objection to the nuclear program. However, it can happen.Separately, these three types of dangers are not a great cause for worry. Taken together, though, the probability of disaster(灾难) is extremely high.
1.Which of the following is FALSE?
A.It is possible that a leak or an explosion occurs at a power station.
B.It is unusual for radioactive materials to be transported across land.
C.The containers are likely to be broken by an earthquake.
D.Nuclear wastes remain dangerous in most cases for many years.
2.The author thinks that the ways to store nuclear wastes are ________.
A.easy B.impossible C.reasonable D.ineffective
3.What do we learn from the last paragraph?
A.The power station is a safe place.
B.The dangers of nuclear energy can be prevented.
C.The general public are strongly against the nuclear program.
By itself, none of the three dangers is very likely to cause much worry.
4.What is this passage about?
A.Uses of nuclear power. B.Dangers from nuclear power.
C.Public anger at nuclear power. D.Accidents caused by nuclear power. |
答案
1----4 BDDB |
解析
1.这是一道细节题。A选项是第四段表达的观点；C选项在第三段中“…an earthquake could easily break the containers.”有印证；D选项在第三段“…remain radioactive for thousands of years.”可以找到；而B选项可从第二段第一句话知放射性物质必须从它的生产地运往核电厂，所以，放射性物质的运输是正常的事，而不是非正常的事。答案为B。
2.这是一道细节题。作者在第三段讲述了科学家采用的几种储存核废料方法：把核废料入
地下，扔进废弃的矿井或沉入大海，但是这样并没有解决问题，因为地震可能毁坏容器。作者认为这些方法是不起作用的。答案为D。
3.这是一道句意理解题。从文章最后一句可看出作者认为这三种危险单独存在并不引起人
们过于担心，然而三种危险同时发生那就可能是一场极大的灾难。答案为D。
4. 这是一道主旨题。全文讲述了生产原子能工程中存在的三种危险：运输、储存和泄漏。答案为B。 |
举一反三
If there is no difference in general intelligence(智力)between boys and girls,what can explain girls" poor performance in science and mathematics?
It seems to be that their treatment at school is a direct cause.Mathematics and science are seen as subjects mainly for boys,and therefore ,as girls become tee
nagers,they are less likely to take them.Interestingly,both boys and girls often
regard the subjects for boys as more difficult.Yet it has been suggested that girls do not take mathematics courses ,not because they are difficult,but for social reasons.Girls do not want to be in open competition with boys because they are afraid to appear less feminine(女性的)and attractive.
However,if we examine the performance of boys and girls who have taken mathematics courses,there are still more highachieving boys than there are girls.This difference appears to be worldwide.Biological explanations have been offered for this,but there are other explanations too.
Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences.From their first days in kindergarten,boys are encouraged to work on their own and to complete tasks.Facts show that outstanding(杰出的)mathematicians and scientists have not had teachers who supplied answers.
Besides,there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their girl students.They even appear to encourage the difference between boys and girls.They spend more time with the boy students ,giving them more time to answer questions and working harder to get correct answers from them.They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion.They also praise boys more frequently.All of this seems to encourage boys to work harder in science and mathematics and to give them confidence(信心)that they are able to succeed.
Such a way of teaching is not likely to encourage girls to take many mathematics
and science courses,nor is it likely to support girls who do.When it comes to these subjects it seems certain that school widens the difference between boys and girls.
1.Girls are likely to think that____________.
A.science courses are for both boys and girls
B.science courses make them more popular
C.science courses make them successful
D.science courses are difficult for them
2.The text mainly discusses_____________reasons for the difference between boys and girls in scientific achievements.
A.biological B.historical C.social D.personal
3.What are boys usually encouraged to do at school?
A.To get help with their homework.
B.To play the leading role in class.
C.To work with girl students in class.
D.To learn to take care of others.
4.What does the passage say about great mathematicians?
A.Their teachers did not supply answers to them.
B.They started learning mathematics at an earlier age.
C.They showed mathematical abilities in their teenage years.
D.Their success resulted from their strong interest in mathematics.
5.The author would probably agree that_____________.
A.boys and girls learn in the same way
B.boys and girls are equal in general intelligence
C.girls are more confident in themselves than before
D.girls should take fewer science courses than boys |
Have you ever got stuck with unwanted courses or a class schedule that cannot be changed? If so, that"s because you don"t know how to select the perfect sch
edule. But by following a few simple steps, you can begin any term with the right courses at the most convenient times.
First, you must find the right courses. These are the ones that have the least amount of work, the fewest tests and the kindest professors. Ask your friends about courses in which they received A"s after attending only 70 percent of the classes. Ask around, too, to see which instructors have given the same tests for the last fifteen years. Photocopies of these tests are usually cheap and can be easily found in school. Then, pick up a copy of the master schedule and study it carefully. Find the course titles that mean an easy pass for a painless subject.
Look for titles like “Arts and Crafts for Beginners” and “Rock Music of the 1950s”.
Next, when you have got lists of easy instructors and subjects, you can begin to select your time periods. If you stay up late in order to watch old movies, you may want a daily schedule that begins no sooner than noon. You should schedule only afternoon courses, too, if you"re one of those people who hate to leave a warm bed in the morning. On the other hand, if you are a person who gets out of bed at dawn, you may want to get your classes out of the way as early as possible. That way you have the rest of the day free. Morning classes are also necessary if you are a soap opera(肥皂剧) fan.
Finally, you want your schedule to pass through registration successfully. The main way to do this is to register(注册) early. If a course does happen to be closed because you simply couldn"t register at 7:00 am, you may still be able to get in. Talk to the professor and tell him or her that a serious and hardworking student like yourself would be a shining example to other students. Be sure to carry a list of back-up courses to registration, though, just in case one of your chosen classes changes professors or time periods.
By following these suggestions, any student can pick the perfect class schedule. College can thus become an almost pleasant activity.
1.Which of the following statements is true?
A.You can get copies of tests if you are willing to pay the price.
B.“Rock Music of the 1950s” may be an easy course.
C.It is difficult to pick the perfect class schedule.
D.Attendance is required in all classes.
2.You should ________ .
A.register for classes in the morning if you get up early
B.have classes late in the morning if you stay up late
C.sign up for afternoon classes if you want to see soap operas
D.choose classes in the evening if you want to watch old films
3.If a course happens to be closed, you should ________ .
A.register at 7:00 am B.sit in on the class anyway
C.register for a back up course D.get help from the professor
4.Which of the following would be the best title for the passage?
A.Course Registration Made Easy B.How to Find the Right Courses
C.Classes and Afterclass Activities D.How to Pick the Perfect Schedule |
The science of physics today is as current as the morning newspaper. Indeed,as
a result of new advances in physics and their rapid application to inventions designed to satisfy man"s wants, the world itself has been changing rapidly. Space technology, industrial technology, and the technology of the home, the farm, the office, the bank, and the department store have all been revolutionized.
Clearly, every grownup today would understand the world he lives in much better if he knew something about physics. Whether it be Congress(美国国会) voting huge sums of money for new warships, space exploration, or atomic energy；the office staff learning to use a new computer；son Bobby wanting to know about going to the moon；or the housewife learning to operate a new electric stove physics seems to be everywhere.
Teachers in thousands of schoolrooms in America are trying to communicate some of the excitement and importance of these new developments to their students.
They know that some of their eager students will someday be scientists and will them selves then contribute(贡献) to the development of new knowledge or its application to new things.
But in any case, they can be sure that if they bring a knowledge of science(any science) to their students in meaningful and stimulating ways, they have contributed much to helping each one live a more meaningful life.
1.The application of new advances in physics to inventions ________ .
A.may solve all the problems in teaching
B.can help people understand the meaning of life
C.is intended to meet people"s needs
D.makes people understand the voting rules of the Congress
2.According to the passage, many American teachers are making efforts to do all of the following EXCEPT ________.
A.stimulating their students" curiosity in physics
B.making their students understand the importance of physics
C.giving their students the information of new advances in science
D.creating excitement about physical education among their students
3.The word “themselves” in the third paragraph refers to ________ .
A.some of the eager students B.the students in the classroom
C.the teachers giving lessons D.all the scientists in physics
4.The first two paragraphs of the passage mainly tell us about ________ .
A.new advances in physics B.the use of physics in our life
C.the science of physics D.modern developments in science |
About one million years ago,the Ice Age began.The Ice Age was a long period of time in which four great glaciers(冰川) pushed southward to cover almost all the upper half of North America,and then melted away.Each glacier was a thick sheet of ice and snow that spread out from a center near what is now Hudson Bay in Canada.The winters were long,and the cool summers were too short to melt much of the ice and snow.The evergrowing sheet built up to a thickness of two miles at its center.
As all glaciers do,these great glaciers slid(滑动). They pushed down giant trees in their paths and scraped(刮削)the earth bare(光秃秃)of soil.Many animals moved farther south to escape.Others stayed and were destroyed.
When winters of little snow came,the summer suns into the edges to the ice sheets.As the glaciers melted,rocks,soil and other things that had mixed with the ice and snow were left.New hills,lakes and rivers were formed.
The last of the great glaciers began its melting about 11 000 years ago.Itsmelting formed the Great Lakes.These lakes are today little changed from their early sizes the glaciers.This is the Mississippi Missouri Ohio system.These rivers were miles wide at first.Through the years they settle into their present channels.
The main idea of this passage is ________ .
A.the Ice Age was a long period of time
B.great glaciers covered North America many years ago
C.changes in climate helped to melt the glaciers
D.how glaciers changed North America
2.The author states that all glaciers ________.
A.are two miles thick B.form frozen lakes
C.are a million years old D.move and slide
3.From the information in this passage we know that ________.
A.glaciers are destructive
B.all glaciers in the world move southward
C.the Mississippi Missouri Ohio systems is larger than it was before the Ice Age
D.the Great Lakes are now smaller than they were before the Ice Age
4.The Ice Age lasted almost ____.
A.1 000 years B.100 years C.1 000 000 years D.11 000 years
5.In the last sentence,the word “their” refers to ________ .
A.lakes B.rivers C.glaciers D.systems |
A land free from destruction, plus wealth, natural resources, and labor supply—all these were important 1 in helping England to become the center for the Industrial Revolution. 2 they were not enough. Something 3 was needed to start the industrial process. That "something special" was men—4 individuals who could invent machines, find new 5 of power, and establish business organizations to reshape society.
The men who 6 the machines of the Industrial Revolution 7 from many backgrounds and many occupations. Many of them were 8 inventors than scientists. A man who is a 9 scientist is primarily interested in doing his research 10 .He is not necessarily working 11 that his findings can be used.
An inventor or one interested in applied science is 12 trying to make something that has a concrete use. He may try to solve a problem by 13 the theories 14 science or by experimenting through trial and error. Regardless of his method, he is working to obtain a 15 result: the construction of a harvesting machine, the burning of a light bulb, or one of 16 other objectives.
Most of the people who 17 the machines of the Industrial Revolution were inventors, not trained scientists. A few were both scientists and inventors. Even those who had 18 or no training in science might not have made their inventions 19 a groundwork had not been laid by scientists years 20 .
1.A.cases B .reasons C .factors D .situations
2.A.But B .And C .Besides D .Even
3.A.else B .near C .extra D .similar
4.A.generating B .effective C .motivating D .creative
5.A.origins B .sources C .bases D .discoveries
6.A.employed B .created C .operated D .controlled
7.A.came B .arrived C .stemmed D .appeared
8.A.less B .better C. more D .worse
9.A.genuine B .practical C .pure D .clever
10.A.happily B .occasionally C. reluctantly D .accurately
11.A.now B .and C .all D .so
12.A.seldom B .sometimes C .all D .never
13.A.planning B .using C .idea D .means
14.A.of B .with C .to D .as
15.A.single B .sole C. specialized D .specific
16.A.few B .those C .many D .all
17.A.proposed B .developed C .supplied D .offered
18.A.little B .much C .some D .any
19.A.as B .if C .because D .while
20.A.ago B .past C .ahead D .before |
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