Scientists have not come close to understanding all the different kinds of life on the planet, but US researcher Craig Venter is already working on creating the first artificial life. Venter and his researchers made a breakthrough this August. They successfully moved the DNA of one type of bacteria to a yeast cell, changed it, then put it into another bacterial cell. "Bacteria have systems that protect them from foreign DNA," Venter explained to the BBC. In the experiment, the team managed to block this system. The experiment was performed on a simple type of bacteria called Mycoplasma mycoides. The team took the bacteria's genes and put them into a yeast cell. Putting the DNA in a yeast cell allowed the team to change the genes----in this case, taking out a gene that was not necessary for the bacteria to live. They then put the gene into a host bacteria cell. The cell went on to divide normally, producing new healthy bacteria. In January, the team created artificial genes of a new type of bacteria. Their next goal is to put the artificial DNA into a host cell to create a new species, according to a report inSciencemagazine. "If we don't make any errors, I think it should work and we should have the first artificial species by the end of the year," Venter said in the report. The first artificial life from is likely to be a simple man-made bacteria, to prove that the technology can work. But that form will be followed by more complex bacteria that turn coal into cleaner natural gas, or algae that can take in carbon dioxide and change it into fuel. Many scientists think it's good news to have this artificial life, but others are worried that the technology to create new organisms might end up in the wrong hands, with dangerous results. We can learn from the passage that _ . A) Venter and his team are the only scientists trying to create artificial life B) The experiment was based on research into different kinds of life on Earth C) A new type of bacteria was created in January D) All scientists are not in favor of the research
D
(Question)
Do you love the holidays, but hate the pounds that follow? You are not alone. Holidays are times for feasting and celebrating. Many people are worried about their weight. With proper planning, though, it is possible to keep normal weight during the holidays. Whether it is celebrating at the office party or sitting down for the traditional family dinner, regard eating as a time for tasting a variety of the foods. The idea is to enjoy the holidays but not to eat too much. You don't have to turn away from the foods that you enjoy. Here are some tips for preventing weight gain and keeping physical fitness: Don't skip meals. Before you leave home, have a small, low-fat meal or snack. This may help to avoid getting too excited before delicious foods. Control portions. Use a small plate (about 10 inches) and put aside the large ones that may encourage you to "load up." You should be most comfortable eating an amount of food about the size of your fist. Once you have your "tasting" serving, move away from the buffet. Doing so will make it less tempting to be eating constantly as your appetite is inspired by the sight of food. Begin with soup and fruit or vegetables. Fill up beforehand on water-based soup and raw fruit or vegetables. Or drink a large glass of water before you eat to help you feel full. Stick to physical activity. Don't let exercise take a break during the holidays. A 20-minute walk after a meal can help burn off extra calories. Avoid high-fat foods. Dishes that look oily or creamy may have a large amount of fat. Choose lean meats. Fill your plate with salad and green vegetables. Use lemon juice instead of dressing or butter. The best title for the passage would probably be _ . A) How to avoid holiday feasting and celebrating B) Dos and Don'ts for keeping slim and fit C) How to avoid weight gain over holidays D) Wonderful holiday, Boring weight
(Answer)
C
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. How did the writer feel when he found out the reason for the student's confusion? A) Confused. B) Surprised. C) Excited. D) Pleased.
B