Question: I'm taking a test and have to guess the right answer to the question after the article. Article: Flying over a desert area in an airplane, two scientists looked down with trained eyes at trees and bushes. After an hour's flight one of the scientists wrote in his book, "Look here for probable metal." Walking across hilly ground, four scientists reported, "This ground should be searched for metals." From an airplane over a hilly wasteland a scientist sent back by radio one word "Uranium." None of the scientists had X-ray eyes: they had no magic powers for looking down below the earth's surface. They were merely putting to use one of the newest methods of locating minerals in the ground---using trees and plants as signs that certain minerals may lie beneath the ground on which the trees and plants are growing. This newest method of searching for minerals is based on the fact that minerals deep in the earth may affect the kind of bushes and trees that grow on the surface. At Watson Bar Creek, a mineral search group gathered bags of tree seeds. Boxes were filled with small branches from the trees. Roots were dug and put into boxes. Each bag and box was carefully marked. In a scientific laboratory the parts of the forest trees were burned to ashes and tested. Each small part was examined to learn whether there were minerals in it. Study of the roots, branches, and seeds showed no silver. But there were small amounts of gold in the roots and a little less gold in the branches and seeds. The seeds growing nearest to the tree trunk had more gold than those growing on the ends of the branches. If the trees had not indicated that there was gold in the ground, the scientists would not have spent money to pay for digging into the ground. They did dig and found more gold below. They dug deeper. They found large quantities of gold. Question: According to the passage, the following parts of a tree can help find minerals EXCEPT _ . Options: A: leaves B: roots C: branches D: seeds
Answer: A

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: The first outstanding deaf teacher in America was a Frenchman Laurent Clerc. He and Thomas Hopkins Gallaudet founded America's first school for the deaf. When Laurent Clerc was one year old, he fell into a fire. As a result, he lost both his hearing and his sense of smell. At the age of 12, Laurent entered the Royal Institution for the Deaf in Paris. After he graduated, the school asked him to stay on as an assistant teacher. Meanwhile, in America, Thomas Hopkins Gallaudet was studying to be a minister when he met a young deaf girl, Alice Cogswell. He was upset to learn that there were no schools for the deaf in America. Therefore, in 1815, Gallaudet sailed to London to seek ideas on how to teach deaf people. However, he was unable to get help. He met a French educator of the deaf who invited him to Paris to learn at the Royal Institution for the Deaf. Gallaudet went to the Royal Institution for the Deaf, where Clerc became his Sign Language teacher. The two worked and studied well together. When the time came for Gallaudet to return to America, he asked Clerc to come with him. The two men set sail on June 18, 1816. The voyage across the Atlantic Ocean took 52 days; however, Clerc and Gallaudet put the time to good use. They discussed the school for the deaf which they planned to open. On the long trip, they had many conversations about education and deafness. The year after they arrived, they founded a school for the deaf in Harford, Connecticut. Question: Thomas Hopkins Gallaudet sailed to London because _ . Options: A: he wanted to study the system of deaf education B: he needed to finish his studies to become a minister C: he wanted to get help from Clerc D: he wanted to find schools for the deaf
Answer: A

Question: I'm taking a test and have to guess the right answer to the question after the article. Article: According to the latest research in the United States,men and women talk such different languages that it is like people from two different cultures trying to communicate.Professor Deborah Tannen of Georgetown University has noticed the difference in the style of boys' and girls' conversations from an early age.She says that little girls' conversation is less definite than boys' and expresses more doubts.Little boys use conversations to establish status with their listeners. These differences continue into adult life,she says.In public conversations,men talk most and interrupt other speakers more.In private conversations,men and women speak in equal amounts--although they say things in a different style.Professor Tannen believes that,for women,private talking is a way to establish and test intimacy(,).For men,private talking is a way to explore the power structure of a relationship. Teaching is one job where the differences between men's and women's ways of talking show.When a man teaches a woman,says Professor Tannen,he wants to show that he has more knowledge,and hence(,)more power in conversation.When a woman teaches another woman,however,she is more likely to take a sharing approach and to encourage her student to join in. But Professor Tannen does not believe that women are naturally more helpful.She says women feel they achieve power by being able to help others.Although the research suggests men talk and interrupt people more than women,Professor Tannen says,women actually encourage this to happen because they believe it will lead to more intimacy and help to establish a relationship. Some scientists who are studying speech think that the brain is pre-programmed for language.As we are usually taught to speak by women,it seems that the brain must have a sexual bias in its programming,otherwise male speech patterns would not arise at all. Question: There are in little girls' conversation than in boys'. Options: A: fewer doubts B: more demands C: more doubts D: fewer uncertainties
Answer:
C