Problem: OPTIONS:
- Confused.
- Surprised.
- Excited.
- Pleased.
Q: Read the following article and answer the question. Article: Several years ago, a student working on a research project in my laboratory approached me with concern."I'm doing something wrong,"she exclaimed. I had seen her research results and knew she was making good progress, so I was surprised to hear that she was having a problem. Over the next several days we went through her experiment; yet I could not find a problem. Finally, I asked her,"Why do you think you're doing something wrong?" "Because I'm not getting what you said I should get,"she replied with some confusion. Her response shocked me. I had not told her what she"should get", but we had discussed some published hypotheses several weeks earlier. On seeing the research data that did not fit these predictions, I recognized that she had a new finding and came to change my hypotheses. But she was interpreting her results as a mistake. With almost four years of a college science major behind her, this student still had the common misunderstanding that science is a boring exercise in proving something we already know to be true. But how can this happen? Throughout school, science is often described in textbooks as a series of"known"facts and figures; for example, DNA is a double helix; earthquakes occur at plate boundaries, etc. Unfortunately, the process by which these discoveries were made and how they fit into scientific progress are often ignored in the classroom. These details help show the nature of scientific discoveries and the tails help show the nature of scientific discoveries and the skepticism that goes with new discoveries before they are accepted. Understanding science is more than memorizing that DNA is a double helix. It is to have the ability to take in new information on diet, exercise, or disease and apply it to our own lives. Understanding the process of science and scientific problem-solving can help us make better decisions every day. Question: How did the writer feel when he found out the reason for the student's confusion? Answer:
Answer: Surprised.
Problem: OPTIONS:
- money
- languages
- opportunities
- diploma
Q: Read the following article and answer the question. Article: Many job opportunities are offered to those who wish to work. It helps if you know more than one language. There are good jobs for interpreters and typists who know English and another language. There are many good jobs in government. In most cases, you must be a citizen of this country, and you must take a civil service examination. These examinations are open to everyone, regardless of race, religion, or color. For many civil service jobs you need a high school diploma. The person who does not have a high school diploma can get one. There are several ways. You can study high school subjects at home and then take special tests. If you pass the tests, then you get a diploma. Or you can go to night school. There are classes that prepare you to take special tests to earn a diploma. You can attend a night school that grants a high school diploma if you complete certain courses. If you do this, you do not have to take the special tests. Be as well trained as you can. Get as much training as you can. Opportunity knocks at every door. Be sure that when it knocks at your door you are ready. Question: From the passage, we know that an interpreter's job must have something to do with _ . Answer:
Answer: languages
Problem: OPTIONS:
- The handheld robots can never disobey the user's order.
- The autonomy is the only thing that the scientists are considering.
- There will be more intelligence and independence in the handheld robots.
- The aim of the handheld robots is to correct and refuse the user's directions.
Q: Read the following article and answer the question. Article: What if handheld tools know what needs to be done and were even able to guide and help inexperienced users to complete jobs that require skill? Researchers at the University of Bristol have developed and started studying a novel concept in robotics--intelligent handheld robots. Historically, handheld tools have been straight, unintelligent instruments that are _ of the context they operate in, are fully directed by the user, and therefore, lack any understanding about the task they are performing. Dr. Walterio Mayol-Cuevas and PhD student, Austin Gregg-Smith, from the University's Department of Computer Science, have been working in the design of the robot as well as in understanding how best to be with a tool that "knows and acts". Compared to other tools such as power tools that have a motor and perhaps some basic sensors , the handheld robots developed at Bristol are designed to have more degrees of freedom to allow greater independence from the instructions of the user, and importantly, understand the steps being carried out. This allows for a new level of co-operation between user and tool, such as the user providing directions and the tool performing the detailed task. Handheld robots, aim to share physical similarity with users but are neither fully independent as is a humanoid robot nor are part of the user's body. The aim with handheld robots is to develop the intuitiveness of using traditional handheld tools while adding planted intelligence and action to allow for new abilities. Dr. Mayol-Cuevas, Reader in Robotics Computer Vision and Mobile Systems, said, "There are three basic levels of autonomy we are considering: no autonomy, semi-autonomous when the robot advises the user but does not act, and fully autonomous when the robot advises and acts even by correcting or refusing to perform incorrect user actions." Question: What can we learn from the passage? Answer:
Answer:
There will be more intelligence and independence in the handheld robots.