This was no ordinary class. The students who came together were all science or engineering professors at Cornell University. They had interrupted their research to accept an invitation to take part in an unusual experiment: "an interesting week of poetry." This class was part of a study to answer the questions: Why is science difficult for many nonscience students? What can teachers learn about teaching if they take a class that is not in their field? The students in the poetry class listened to lectures and took notes. They had reading tasks and had to write three short papers. All students noticed one thing - the importance of spoken words. In science and engineering classes, the instructors put tables and drawings on the blackboard. But in this poetry class, the instructors just talked. They didn't write anything on the board. The scientists and engineers noticed one similarity between science and poetry. In both subjects, students need to find layers of meaning . Some layers are simple, clean, and on the surface; other layers are deeper and more difficult. This search for different levels of meaning doesn't happen much in undergraduate science classes, but it is important later, in graduate school. And it is always important in humanities . Both the poetry instructors and their students learned something about teaching from this experience. One poetry instructor, for example, now sees the importance of using informative as he teaches. Most of the scientists agreed on several points. First, humanities classes might help science students to see patterns and decide which information is important. Second, the poetry class was fun. One engineer decided, "We need to change the way we teach engineering to make to make it an enjoyable experience for students." But perhaps the most important result of the experience was this; All of the professors began to think about how they teach and how they cam teach better. The experiment was designed to find out _ A) how to teach the students in the science class B) whether poetry is difficult for science students C) what to be taught in the humanities class D) why many humanities students find science hard.
D
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A
Q: There are two kinds of changeschemical change and physical change. In a chemical change, there is always a new substance formed. Breaking up water into hydrogen and oxygen is a chemical change. In each of the chemical change at least one new substance is formed. A change is not a chemical change if it doesn't form a new substance. Physical changes are very common, too. There are many examples. You can make a physical change by tearing a piece of paper into two, or by cutting a piece of iron with lathe . Here paper is still paper, and the iron is still iron. Another way of making physical change is dissolving something in water. When you dissolve salt in water, the salt disappears. You may think that a new substance has been formed. But really there is no new substance. The salt is still salt. You can still taste it. So the dissolving of anything is a physical change. When water freezes, the change is also a physical one. The water changes from liquid to solid, but it is still the same substance. That is why the freezing of anything is a physical change. We can separate a chemical change from a physical one by _ . A) the change of shape B) the change of color C) newly-produced smoke D) newly-formed substances
A: D
Question: Mark Twain left school when he was twelve. Though he had little school education, he became the most famous writer of his time. He made millions of dollars by writing. His real name was Samuel Langhorne Clements, but he is better known all over the world as Mark Twain, his penname. Mark Twain was born in 1835 and he was not a healthy baby. In fact, he was not expected to live through the first winter. But with his mother's tender care, he managed to survive. As a boy, he caused much trouble to his parents. He used to play jokes on all his friends and neighbors. He didn't like to go to school, and he ran away from home from time to time. He always went in the direction of the nearby Mississippi. He was nearly drowned nine times. After his father's death in 1847, Mark Twain began to work for a printer, who only provided him with food and clothing. Then, he worked as a river-boat pilot and later joined the army. But shortly after that he became a miner, during this period, he started to write short stories. Afterwards he became a full-time writer. In 1870, Mark Twain got married. In the years that followed he wrote many books including in 1876, and in 1884, which made him famous, and brought him a great fortune .Unfortunately, Mark Twain got into debts in bad investments and he had to write large numbers of stories to pay these debts. In 1904, his wife died and then three of their children passed away. He died on April 21, 1910 at the age of 70. Mark Twain's wife died _ A) soon after she give birth to three children B) at the same time with her children C) before three of her children died D) after Mark Twain had died
Answer: C
Intellectual property (IP) is a product of the mind that has commercial value. The concept dates back to 1623, when the first patent law to protect IP rights was passed. IP rights protect an artist from having his/her creative ideas copied by another. For example, if somebody generated an idea for a novel, that idea is protected by IP rights. If someone else wishes to represent the idea or develop it further, he/she must consult the original artists, who will normally be rewarded financially for its use. Back in the 17thcentury, IP rights were primarily carried out to protect newly developed manufacturing processes against stealing, but today intellectual property rights are also enjoyed by those who create music, art and literature. In recent years, IP rights have been the focus of a great deal of discussion because of a technology which looks set to weaken them altogether: the Internet. Many years ago, if you wanted a recoding of a song, you would have to purchase it from a music store; if a novel, from a book store. In those days, IP rights were easily protected since it was very difficult to obtain intellectual property without paying for it. However, a lot of IP, including songs, films, books and artwork, can be downloaded today free of charge using the internet. This practice has now taken the world by storm, dramatically affecting the way in which we view IP rights. What do we know about the Internet according to the passage? A) It does not affect the way we understand IP rights. B) It sells songs and films. C) It makes IP rights harder to protect. D) It prevents the production of artwork.
C