Scientific experiments can sometimes go wrong and when they do the results may range from the disastrous to the troubling. One such experiment took place in South America about fifty years ago. Whether its final consequences will cause serious damage or nothing more than a small trouble still remains to be seen.

　　The story began in 1956 when an American scientist working in Brazil decided to solve the problem of increasing the productivity of that country's bees. He imported a very active type of African bee from Tanzania and mated (交配) it with the more easy-going native variety to produce a new kind of bee.

　　The new bees worked harder and produced twice as much honey. It seemed that Professor Kerr, for that was the scientist's name,had a total success on his hands.

　　Then things began to go wrong. For some reason as yet unseen, but perhaps as a result of something in their environment, the new bees began to develop extremely attacking personalities. They became bad-tempered and easy to be angry, attacked the native bees and drove them from their living places.

　　But worse was to follow. Having taken over the countryside, the new bees, with their dangerous stings (叮), began to attack its neighbours-cats, dogs, horses, chickens and finally man himself. A long period of terror began that has so far killed a great number of animals and about 150 human beings.

　　This would have been bad enough if the bees had stayed in Brazil. But now they are on the move, heading northwards in countless millions towards Central and North Americas, and moving at the alarming speed of 200 miles a year. The countries that lie in their path are naturally worried because it looks as if nothing can be done to stop them.

(1) The results of the South American experiment ________.

[　　]

A．have caused a serious trouble

B．have proved to be wrong

C．a(chǎn)re not yet certain

D．a(chǎn)re not important

(2) The experiment mentioned in this passage was designed to________.

[　　]

A．increase the amount of honey in Brazil

B．make Brazilian bees more easy-going

C．increase the number of bees in Brazil

D．make African bees less active

(3) Which of the following may be the cause of the new bees' attacking personalities?

[　　]

A．Their production of honey.

B．Their hard work.

C．Their living environment.

D．Their bad temper.

(4) The last paragraph implies that

[　　]

A．the bees have been driven to Central and North Americas

B．the bees may bring about trouble in more countries

C．the bees must be stopped from moving north

D．the bees prefer to live in Brazil

練習(xí)冊(cè)系列答案
相關(guān)習(xí)題

科目：高中英語 來源：人教社新課程2003年審核高一上冊(cè)練習(xí) 人教社新課程2003年審核 題型：050

閱讀理解

　　If there is no difference in general intelligence (智力) between boys and girls, what can explain girls poor performance in science and mathematics?

　　It seems to be that their treatment at school is a direct muse. Mathematics and science are seen as subjects mainly for boys, and therefore, as girls become teenagers, they are less likely to take them. Interestingly, both boys and girls often regard the subjects for boys as more difficult. Yet it has been suggested that girls do not take mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys because they are afraid to appear less feminine (女性的) and attractive.

　　However, if we examine the performance of boys and girls who have taken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be world-wide. Biological explanations have been offered for this, but there are other explanations too.

　　Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in kindergarten, boys are encouraged to work on their own and to complete tasks. Facts show that outstanding mathematicians and scientists have not had teachers who supplied answers.

　　Besides, there can be little doubt that teachers of mathematics and science expect their boy students to do better at these subjects than their gift students. They even appear to encourage the difference between boys and girls. They spend more time with the boy students, giving them more time to answer questions and working harder to get correct answers from them. They are more likely to call on boys for answers and to allow them to take the lead in classroom discussion. They also praise boys more frequently. All of this seems to encourage boys to work harder in science and mathematics and to give them confidence that they are able to succeed.

　　Such a way of teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. When it comes to these subjects, it seems certain that school widens difference between boys and girls.

(1)Girls are likely to think that ________.

[　　]

A. science courses are for both boys and girls

B. science courses make them more popular

C. science courses make them successful

D. science courses are difficult for them

(2)The text mainly discusses ________ reasons for the difference between boys and girls in scientific achieve-merits.

[　　]

A. biological

B. historical

C. social

D. personal

(3)What are boys usually encouraged to do at school?

[　　]

A. To get help with their homework.

B. To play the leading role in Class.

C. To work with girl students in class

D. To learn to take care of others.

(4)What does the passage say about great mathematicians?

[　　]

A. Their teachers did not supply answers to them.

B. They started learning mathematics at an earlier age.

C. They showed mathematical abilities in their teenage years.

D. Their success resulted from their strong interest in mathematics.

(5)The author would probably agree that ________.

[　　]

A. boys and girls learn in the same way

B. boys and girls are equal in general intelligence

C. girls are more confident in themselves than before

D. girls should take fewer science courses than boys

查看答案和解析>>

科目：高中英語 來源： 題型：053

　　Albert Einstein (1879～1955) was one of the greatest and most original scientific thinkers of all time.

　　Born of Jewish parents at Ulm in Germany, he completed his education in Switzerland and got his Ph. D at the University of Zurich. He went to live in the United States in 1933 because of the rise of Nazism（納粹）in Germany and Hitler’s persecution（迫害）of the Jews.

　　In 1905, while still at Zurich, he published his Special Theory of Relativity, which was based on things everyone may have noticed. If two trains are standing alongside each other and one train starts to move, a person sitting in the train may wonder whether his own train is moving or the other is moving, and before he finds out what is happening, he can see that one train is moving relatively to the other. From this and also from other more complicated facts, Einstein came to the conclusion that all motion is relative and that there are really no such things as absolute（絕對(duì)）motion. Some of the other conclusions he drew are that nothing can go faster than light, and that if something such as a ruler was moving faster and faster it would seem to get shorter and shorter as its speed was near the speed of light. By 1915, Einstein had made known his General Theory of Relativity. He also improved on Newton’s theory of gravity. Most of his theories have been tested and found to be true though some may sound strange. For his important work he was awarded the 1921 Nobel Prize for Physics.

(1) In 1933, Einstein wanted to live in the United States because ________.

A．he loved the USA．more than his own country

B．he had got some friends there with whom he could work together

C．he wanted to live quietly in the USA

D．he could no longer work in Germany when Hitler came into power

(2) Einstein published his Special Theory of Relativity when he was ________.

A．in the United States

B．in Ulm, Germany after he got his Ph．D

C．still in Switzerland at the age of twenty-six

D．still at the University of Zurich at the age of thirty-six

(3) One of the conclusions drawn by Einstein is that ________.

A．places go faster than trains and buses

B．people couldn’t run as fast as vehicles

C．light gobs the fastest of all the things

D．two trains can go in different directions

(4) Einstein added that if something such as a ruler was moving it would seem to get shorter and shorter ________.

A．because the ruler itself was short

B．when it was moving faster and faster

C．because we can’t see it clearly

D．because the ruler was broken into pieces

(5) Einstein was world-famous for his ________.

A．Special Theory of Relativity

B．General Theory of Relativity

C．improving on Newton’s theory of gravity

D．a(chǎn)ll of the above

查看答案和解析>>

科目：高中英語 來源：09-10年福建省南安一中高一上學(xué)期期末考試 題型：閱讀理解


Every pet owner loves his pet. There is no argument here.
But when we asked our readers whether they would clone(克隆) their beloved animals, the answers were split almost down the middle. Of the 228 readers who answered it, 108 would clone, 111 would not and nine weighed each side without offering an opinion.
Clearly, from readers’ response, this is an issue that reaches deeply into both the joy and final sadness of owning a pet. It speaks, as well, to people’s widely differing expectations over the developing scientific procedure.
Most of the respondents (被調(diào)查的人) who liked the idea strongly believed it would produce at least a close copy of the original; many felt the process would actually return an exact copy. Those on the other side, however, held little hope a clone could never truly recreate a pet, many simply didn’t wish to go against the natural law of life and death.
Both sides expressed equal love for their animals. More than a few respondents owned “the best dog/cat in the world”. They thought of their pets as their “best friend”, “a member of the family,” “the light of my life.” They told moving stories of pets’ heroism(英勇精神), cleverness and selfless devotion.
“People become very close to their animals, and the loss can be just as hard to bear as when a friend or family member dies,” says Gary Kowalski, author of Goodbye, Friend: Healing Wisdom for Anyone Who Has Ever Lost a Pet. “For me, cloning feels like an attempt to turn death away…It’s understandable. Death is always painful. It’s difficult to deal with. It’s hard to accept.”
　　But would cloning reduce the blow? This question seemed to be at the heart of this problem.
71. So far as the cloning of pets is concerned, a recent survey shows that, of all pet owners, __________.
A. a lot more of them are for it  
B. a lot more of them are against it
C. very few of them are willing to tell their opinions
D. about half of them are for it and the other half against it
72. While talking about the respondents from the readers, the underlined expression “final sadness of owning a pet” refers to ___________.
A. the death of one’s pet   
B. the high cost of owning a pet
C. the troubles one has to deal with in keeping a pet
D. the dangers involved in the cloning of a pet
73. In spite of(盡管) their differences on the problem of cloning, it seems that ________.
A. all pet owners try to go against the natural law of life and death
B. all pet owners love their pets very much
C. people who support cloning love their pets more
D. people who dislike cloning love their pets more
74. From what Gary Kowalski says, we can know that he _________.
A. has never thought about the problem of cloning
B. is going to write another book on pets
C. support the idea of cloning pets
D. is all against the cloning of pets
75. What is the key question at the heart of the problem of cloning pets?
A. Can cloning make one suffers less pain when a pet dies?
B. Can pet owners afford the cost of cloning?
C. Does cloning go against the law of nature?
D. Can cloning really produce an exact copy of one’s pet?

查看答案和解析>>

科目：高中英語 來源：2010-2011學(xué)年湖北省黃岡中學(xué)高二下學(xué)期期中考試英語卷 題型：閱讀理解

The word “conservation” has a thrifty meaning. To conserve is to save and protect, to leave what we ourselves enjoy in such a good condition that others may also share the enjoyment. Our forefathers had no idea that human population would increase faster than the supplies of raw materials: most of them, even until very recently, had the foolish idea that the treasures were “l(fā)imitless” and could “l(fā)ast forever”. Most of the citizens of earlier generations knew little or nothing about the complicated and delicate system that runs all through nature, and which means that, as in a living body, an unhealthy condition of one part will sooner or later be harmful to all the others.
　　Fifty years ago, nature study was not part of the school work; scientific forestry was a new idea; wood was still cheap because it could be brought in any quantity from distant woodlands; soil destruction and river floods were not national problems; nobody had yet studied long-term climatic cycles in relation to proper land use; even the word “conservation” had nothing of the meaning that it has for us today.
　　For the sake of ourselves and those who will come after us, we must now set about correcting the mistakes of our forefathers. Conservation should be made part of everybody’s daily life. To know about the water table in ground is just as important to us as a knowledge of the basic math formulas. We need to know why all watersheds (上游集水區(qū)) need the protection of plant life and why the running current of streams and rivers must be made to give their full benefit to the soil before they finally escape to the sea. We need to be taught the duty of planting trees as well as of cutting them. We need to know the importance of big, grown trees, because living space for most of man’s fellow creatures on this planet is figured not only in square measure of surface but also in cubic (立方體的) volume above the earth. In a word, it should be our goal to restore as much of the original beauty of nature as we can.
【小題1】The author’s attitude towards the use of natural resources is _________.

A．positiveB．uninterestedC．optimisticD．critical
【小題2】According to the author, the greatest mistake of our forefathers was that _________.
A．they had no idea about scientific forestry
B．they had little or no sense of environmental protection
C．they were not aware of the importance of nature study
D．they had no idea of how to make good use of raw materials
【小題3】To avoid repeating the mistakes of our forefathers, the author suggests that _________.
A．we plant more trees
B．natural sciences be taught to everybody
C．environmental education be directed toward everyone
D．we return to nature
【小題4】How can you understand the underlined sentence in the last paragraph?
A．Our living space on the earth is getting smaller and smaller.
B．Our living space should be measured in cubic volume.
C．We need to take some measures to protect space.
D．We must preserve good living conditions for both birds and animals.

查看答案和解析>>

科目：高中英語 來源：2012-2013學(xué)年江蘇省高三最后一次模擬考試英語卷（解析版） 題型：閱讀理解

(The Guardian)：              More UK universities should be profiting from ideas

　　A repeated criticism of the UK's university sector is its noticeable weakness in translating new knowledge into new products and services.

　　Recently, the UK National Stem Cell Network warned the UK could lose its place among the world leaders in stem cell research unless adequate funding and legislation could be assured, despite an annual £40m spent by the Department of Health on all kinds of research.

　　However, we do have to challenge the unthinking complaint that the sector does not do enough in taking ideas to market. The most recent comparative data on the performance of universities and research institutions in Australia, Canada, USA and UK shows that, from a relatively weak starting position, the UK now leads on many indicators of commercialization activity.

　　When viewed at the national level, the policy interventions (interference) of the past decade have helped transformed the performances of UK universities. Evidence suggests the UK's position is much stronger than in the recent past and is still showing improvement. But national data masks the very large variation in the performance of individual universities. The evidence shows that a large number of universities have fallen off the back of the pack, a few perform strongly and the rest chase the leaders.

　　This type of uneven distribution is not strange to the UK and is mirrored across other economies. In the UK, research is concentrated: less than 25% of universities are receiving 75% of the research funding. These same universities are also the institutions producing the greatest share of PhD graduates, science citations, patents and license income. The effect of policies generating long-term resource concentration has also created a distinctive set of universities which are research-led and commercially active. It seems clear that the concentration of research and commercialization work creates differences between universities.

　　The core objective for universities which are research-led must be to maximize the impact of their research efforts. Their purpose is not to generate funds to add to the bottom line of the university or to substitute other income streams. Rather, these universities should be generating the widest range of social, economic and environmental benefits. In return for the scale of investment, they should share their expertise (expert knowledge or skill) in order to build greater confidence in the sector.

　　Part of the economic recovery of the UK will be driven by the next generation of research commercialization spilling out of our universities. On the evidence presented in my report, there are three dozen universities in the UK which are actively engaged in advanced research training and commercialization work.

　　If there was a greater coordination（協(xié)調(diào)）of technology transfer offices within regions and a simultaneous (happening at the same time) investment in the scale and functions of our graduate schools, universities could, and should, play a key role in positioning the UK for the next growth cycle.

1.What does the author think of UK universities in terms of commercialization?

A．They have lost their leading position in many ways.

B．They still have a place among the world leaders.

C．They do not regard it as their responsibility.

D．They fail to change knowledge into money.

2.What does the author say about the national data on UK universities’ performance in commercialization?

A．It masks the fatal weaknesses of government policy.

B．It indicates their ineffective use of government resources.

C．It does not rank UK universities in a scientific way.

D．It does not reflect the differences among universities.

3.We can infer from Paragraph 5 that “policy interventions (in Paragraph 4)” refers to _____.

A．concentration of resources in a limited number of universities

B．compulsory cooperation between universities and industries

C．government aid to non-research-oriented universities

D．fair distribution of funding for universities and research institutions

4.What dose the author suggest research-led universities do?

A．Fully use their research to benefit all sectors of society.

B．Generously share their facilities with those short of funds.

C．Advertise their research to win international recognition.

D．Spread their influence among top research institutions.

 

查看答案和解析>>

同步練習(xí)冊(cè)答案