*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: Welcome to Harry Potter and the case of the teenage depression. The popular series is being used in a book designed to help teenagers deal with feelings such as anger and depression. Australian psychologist Dr Julie-Anne Sykley has written the book Harry Potter Power , which uses ideas and characters from British author J.K. Rowling's series to help teenagers develop a happy feeling. Ms Sykley said she had been working on the book for 10 years to help young people feel happier , healthier and more powerful. "I found there was a lot of special hidden material in the (Harry Potter) books and lots of powerful psychological messages that could help young people," she said . " I sense _ really need some help and guidance to improve their resilience and help them make better choices in their life ." Harry Potter fans would be familiar with characters in Ms Sykley's book. " The magical hippogriff creature , for example , was used as a symbol of hope in Harry Potter Power," she said . Dementors were depressing spirits used in her book to help teenagers learn how to prevent mental illness , Ms Sykley said . "It's a great way to introduce the idea of depression ," she said . " Puzzles, games and secret messages were designed to keep learning about depression and anger interesting and informative," she said . Although Harry Potter Power was marketed to young people aged 12 and older , Ms Sykley said it was suitable for adults and professionals such as teachers and psychologists. Many Harry Potter fans have welcomed the book , which is published by Interactive Publications , and is now on sale . Question: What's the purpose of Ms Sykley's book ? Options: A: To explain why young people like Harry Potter. B: To help teenagers with their mental health problems. C: To let more readers know about the Harry Potter series. D: To discuss whether J. K. Rowling's works are suitable for parents.
**Answer**
B

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: From the moment that an animal is born it has to make decisions. It has to decide which of the things around it are for eating, and which are to be avoided; when to attack and when to run away. The animal is, in fact, playing a complicated and potentially dangerous game with its environment, discomfort or destruction. This is a difficult and unpleasant business and few animals would survive if they had to start from the beginning and learn about the world wholly by trial and error, for there are too many possible decisions which would prove fatal. So we find, in practice, that the game is always arranged in favor of the young animal in one way or another. Either the animal is protected during the early stages of its learning about the world around it, or the knowledge of which way to respond is built into its nervous system from the start. The fact that animals behave sensibly can be attributed partly to what we might call genetic learning, to distinguish it from individual learning that an animal does in the cause of its own life time. Genetic learning is learning by a species as a whole, and it is achieved by selection of those members of each generation that happen to behave in the right way. However, genetic learning depends upon a prediction that the future will more or less exactly resemble the past. The more variable individual experience is likely to be, the less efficient is genetic learning as a means of getting over the problems of the survival game. It is not surprising to find that very few species indeed depend wholly upon genetic learning. In the great majority of animals, behavior is a compound of individual experience added to the action patterns animals are born with.That is why animals can survive. Question: What cannot be inferred from the article? Options: A: The majority of animals depend thoroughly upon genetic learning. B: Animal behave in particular ways as a result of both individual experience and genetic learning. C: If animal depended wholly upon individual experience, its chance of survival would be little. D: Genetic learning depends on the assumption of resemblance between the future and the past.
**Answer**
A

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: Everyone seems to be in favor of progress. But "progress" is a funny word. It doesn't necessarily mean that something has become stronger, wiser or better. It simply means changing it from being one thing to another and sometimes it turns out to be worse than before. Consider medicine, for instance. No one can deny that medical progress has enriched our lives greatly. Because of medical advancements, we eat better, live easier and are able to take care of ourselves more efficiently. We can cure disease with no more than one injection or a pill. If we have a serious accident, doctors can put us back together again. If we are born with something defective , they can repair it. They can ease our pain, replace worn parts and give us children. They can even bring us back from death. These are wonderful achievements, but there is a price we have to pay. Because medicine has reduced death, the population has been rising steadily, in spite of serious efforts to reduce the rate of population growth. A child born in the United States today has better than a 90% chance of survival . Furthermore, medical advances have ensured that most of those new-born children will live to be seventy years of age or more. The result of this progress is a great population increase that threatens the quality of life, brought about by progress in the medical profession . Question: According to the passage, "progress" means _ . Options: A: something has become better B: something has become worse C: something has become funny D: something has changed
**Answer**
D

*Question*
I'm taking a test and have to guess the right answer to the question after the article. Article: One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem ,while the student claimed a perfect score. I was elected as their arbiter( ).I read the examination problem: "Show how it is possible to determine the height of a tall building with the aid of a barometer ." The student had answered: "Take the barometer to the top of the building,attach a long rope to it,lower it to the street,and then bring it up, measuring the length of the rope. The length of it is the height of the building. " The student had really answered the question completely ,but the answer didn't confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and clashed off one, which read: "Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula to calculate the height of the building. " At this point, my colleague had to accept it, and then the student made almost full marks. I couldn't help asking the student what the other answers were. He listed many others ,and then added5"Probably the best is to take the barometer to the. administrator and said to him,' Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.," Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ,but said that he was fed up with high school and college instructors trying to teach him how to think. The name of the student was Bohr who later was famous all over ,the world. He won the Nobel Prize for Physics in 1922. Question: We know from the passage that _ Options: A: the student knew the expected answer B: the administrator told Bohr the height C: the author preferred Bohr s last answer D: the teacher was a very stubborn person
**Answer**
A