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Read the article and select the best answer. Article: Whatever our differences as human beings are we all think we're more like the rest of the animal world than we realize. It is said that we share 40 per cent of our genetic structure with the simple worm. But that fact has helped Sir John Sulston win the 2002 Nobel Prize for Medicine. Sir John is the founder of the Sanger Institute in Cambridge, which was set up in 1992 to get further understanding of the human genome . To help them do this, they turned to the worm. The nematode worm is one of the earliest creatures on planet earth. It is less than one millimeter long, completely transparent and spends its entire life digging holes through sand. But it still has lots to say about human life, and what can be done to make it better. What the worm told Sir John and his colleagues was that each of the cells in the human body is programmed like a computer. They grow, develop and die according to a set of instructions that are coded in our genetic make-up. Many of the diseases that humans suffer from happen when these instructions go wrong or are not obeyed. When the cell refuses to die but carries on growing instead, this leads to cancer. Heart attacks and diseases like AIDS cause more cell deaths than normal, increasing the damage they do to the body. Sir John was the first scientist to prove the existence of programmed cell death. Question: Sir John Sulston got a Nobel Prize for Medicine because he has_. Options: A: found that human beings are similar to the worm B: got the fact we share 40 per cent of our genetic structure with the simple worm C: found the computer which controls each of the cells in the human body D: proved that cell death is programmed
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D

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Read the article and select the best answer. Article: The federal school lunch program for 30 million low-income children was created more than half a century ago to combat malnutrition . A breakfast program was added during the 1960s, and both attempted to improve the nutritional value of food served at school. More must be done to fight the childhood obesity epidemic, which has caused a frightening peak in weight-related disorders like diabetes, high-blood pressure and heart disease among young people. The place to start is schools, where junk food sold outside the federal meals program--through snack bars and vending machines--has pretty much canceled out the benefits of all those efforts. Federal rules that govern the sales of these harmful foods at school are limited and have not been updated for nearly 40 years. Until new regulations are written, children who are served healthy meals in the school cafeteria will continue to buy candy drinks and high sodium snacks elsewhere in school. Many states' school districts have taken positive steps, but others are likely to resist, especially districts that sell junk food to finance athletic program extracurricular activities, and even copier expenses. Those districts should take note of a study released in 2009 in West Virginia showing that the budgetary costs of switching from sodas to healthy drinks such as fruit juice, milk, and water were very little. Even if the switch costs money, so be it. The school should not be trading their students' health to buy office supplies. Over the last five decades, the obesity rates for adolescents have tripled. Unless there is decisive action, weight and inactivity-related disorders will bother a steady larger proportion of the work force and replace smoking as the leading cause of premature death. Question: According to this passage, _ are to blame for the childhood obesity. Options: A: weight-related disorders B: high calorie snacks C: parents' bad habits D: unhealthy lunches and breakfast
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B

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Read the article and select the best answer. 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 and measure 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 dashed 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 added,"Probably the best one is to take the barometer to the administrator and say 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 in Physics in 1922. Question: We can learn from the passage that _ . Options: A: instructors can teach students how to think B: arbiters can help students to get high scores C: students should be given more freedom in thinking D: teachers should make students use physical formulas
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C