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题型:阅读理解-阅读单选 难度:0.4 引用次数:86 题号:10484772

What do you do when you have a problem? Would you ask a crowd of strangers for a solution? It may sound strange, but it has encouraged this successful innovation (创新). That's the thinking behind a challenge prize.

Challenge prizes come in many shapes and sizes but the basic concept (观念) remains the same. Rather than paying an expert to work out a solution, you offer the prize to anyone who believes they can solve it and presented the first to do so with a prize. Many would argue, “who is better qualified (有资格的) than an expert”. But actually, not using an expert will result in a great deal of thinking outside of the box.

Some argue that formal education can kill creativity, because it sometimes only teaches a single method to achieve the task. Similarly, some suggests that experts can have the same problem. “If we set up a challenge prize, the ‘experts’ that come to compete in it may tell us it can't be done,” says Marcus Shingles, the former CEO of the XPRIZE Foundation.

There are other advantages too. “You are not asking people to use a particular solution set on how to solve that problems. So you get the large amount of diversity,” adds Shingles. And because the crowd acts like a think tank (智囊团). Various thinking can throw up issues that may have been overlooked (忽视).

However, there are dangerous connected to challenge prizes. “You don't want to be creating a challenge prize which inspires people to solve a problem where there is no demand,” says Tris Dyson, the Executive Director of Nesta’s Center for Challenge prizes. This happened in 1979 when a prize of £100,000 was claimed by the first person to fly under human power across the English Channel. Despite its success, it has not led to the adoption of human powered flight as a form of travel. And of course, there are those who invest their personal time and money only to see no return at all.

The pros and cons of challenge prizes affect both problems-setters and problem-solvers. But they don't seem to be going out of style anytime soon. To many, the challenge to innovate and the attraction of the prize are too much to resist (抵制). And there is no solution for that.

1. What is the basic concept behind a challenging prize?
A.Rewarding the first one to solve a challenging problem.
B.Competing with the experts to get a particular solution.
C.Challenging the formal education that kills creativity.
D.Picking out someone more qualified than experts.
2. According to Marcus Shingles, what can be the problem with experts?
A.Overlooking possible details about a problem.
B.The lack of connection on practical innovations.
C.Failure to find a solution due to habitual thinking.
D.Overconfidence in finding a best solution.
3. What is the potential danger of challenge prizes?
A.Prizes received no return in terms of practical use.
B.The money shortage prevents the adoption of innovations.
C.Innovations are likely to go out of date in a short time.
D.The attraction of prize money is hard to resist.
4. Which of the following might be the best title for the passage?
A.Arguments for formal education.
B.The problem-solving prizes.
C.Dangers connected with challenge prizes.
D.The attraction of innovation.

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文章大意:本文是一篇说明文。文章主要介绍了研究人员在《三月月报》上报道,两个火球覆盖着碳和氧,它们是氦聚变产生的灰色副产物,属于一类新的恒星,引发了一系列关于恒星合并方式的思考与讨论。

【推荐1】Like a phoenix (凤凰), some stars may burst to life covered in “ash,” rising from the remains of stars that had previously passed on.

Two fireballs covered in carbon and oxygen, ashy byproducts of helium fusion (氦聚变), belong to a new class of stars, researchers report in the March Monthly Notices. Though these burning objects are not the first stars found covered in carbon and oxygen, they are the first discovered to have helium-burning cores.

“That merger (并合) tells you the star must have evolved differently,” says study author Nicole Reindl.

The stars may have formed from the merger of two white dwarfs (白矮星), the remaining hearts of stars that exhausted their fuel, Reindl further explains. One of the two was rich in helium, while the other contained lots of carbon and oxygen. These two white dwarfs had already been orbiting one another, but gradually drew together. Eventually the helium-rich white dwarf “ate” its partner, leaving carbon and oxygen all over its surface, just as a messy child might get food all over their face.

Such a merger would have produced a star covered in carbon and oxygen to burn nuclear fusion in its core again, says Tiara Battich, a German astrophysicist.

To test this idea, Battich copied the evolution, death and eventual merger of two stars on his computer and simulated (模拟) the process. He found that putting together a carbon-and-oxygen-rich white dwarf and a more massive helium one could explain the compositions of the two stars observed by Reindl and her colleagues.

“But this should happen very rarely,” Battich says. In most cases the opposite should occur, because carbon-oxygen white dwarfs are usually the more massive ones. For the rarer case to occur, two stars slightly more massive than the sun must have formed at just the right distance and the right time.

"The origins story Battich proposes demands a very specific and unusual set of circumstances, " says Simon Blouin, a Canadian astrophysicist. “But in the end, it makes sense.”

1. What’s the newest discovery of the merger of two stars?
A.It produces a mass of helium ash.
B.It possesses a helium-burning core.
C.It is covered in carbon and oxygen.
D.It makes an oxygen atmosphere for life.
2. How did Battich prove his assumption of the merger?
A.By co-working with Rcindl’s team.
B.By making astronomic observations.
C.By building models on his computer.
D.By testing the two stars’ compositions.
3. The underlined phrase “the opposite” means ________.
A.the carbon-oxygen white dwarf “ate” the helium one
B.the helium white dwarf “ate” the carbon-oxygen one
C.helium white dwarfs are usually the more massive ones
D.carbon-oxygen white dwarfs are usually the more massive ones
4. What’s the main idea of the text?
A.The formation of stars makes sense.
B.The burning of stars brings them to life.
C.Stars inspire scientists to reflect on the universe.
D.Star mergers can unfold in more than one way.
2022-05-07更新 | 612次组卷
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【推荐2】Every year, the Joint Mathematics Meeting brings more than 5,000 math lovers together. It’s the largest math meeting in the world. In January 2019, mathematicians flew to the meeting in Baltimore, Md. , to learn about new ideas and talk about their work. Many even came to admire the latest in mathematical art.

The meeting included an entire art exhibition. Visitors felt amazed at sculptures made from metal, wood and folded paper. One was based on a supersized Rubik’s cube. Many like triangles, were arranged in strange and surprising sizes and colors. The collection also included drawings and paintings inspired by the study of numbers, curves(曲线)and patterns.

Art and math may seem like a strange pairing. People usually experience art through their senses. They see a painting or listen to music. If this art moves them, they will have an emotional(情感上的)response. Working at math problems is usually viewed as something you think about—not feel. But connections between the two fields reach far back in time. Sculptors and architects in some ancient civilizations included numbers and math ideas into their works.

“A mathematician, like a painter or a poet, is a maker of patterns,” wrote British mathematician G. H. Hardy in 1940. If a mathematician’s patterns are more permanent, he continued, “It is because they are made with ideas.”

Henry Segerman is a mathematician and artist. When he was in high school, in England, he was good at math and art. But he had to choose. “I went in the math direction back then,” he says. He thought it difficult to succeed as an artist.

Still, Segerman’s math studies led him into the visual areas of math, such as geometry. In 2015, Segerman and some math art friends created a virtual-reality artwork. Participants can put on a pair of VR goggles to float around and through four-dimensional shapes. Art makes it possible to interact(互动)with these shapes, which would be impossible to create in our three-dimensional world. As beautiful as it is to see, Segerman’s work also offers a new view on mathematical ideas.

1. What is special about the exhibits at the meeting?
A.They are made based on math ideas.
B.They reflect the long history of math.
C.They are art works with high technology.
D.They turn abstract art into specific math.
2. Why does the author say “art and math may seem like a strange pairing”?
A.They’re experienced in different ways.
B.They seem extremely hard to appreciate.
C.They’ve been separated since ancient times.
D.They fail to bring about people’s responses.
3. Henry Segerman’s story suggests that________.
A.one can’t easily succeed in scienceB.math makes art easier to understand
C.math is actually the origin of fine artD.math learning promotes the creation of art
4. What is the main idea of the text?
A.Real artists will stand the test of math.
B.Artists make math become a kind of art.
C.Modern artists turn into mathematicians.
D.Math and art turns out a great combination.
2020-11-07更新 | 235次组卷
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【推荐3】The highlights of every World Cup are the impossible goals, especially the arc (弧线) ball goals. It’s breathtaking to watch. Every spin (旋转) of the ball moves air across the surface, pushing it into a bend.

When a soccer ball flies, the air forms a layer around the surface of the ball. As the balls pins, it changes the direction of the air to one side, says John Bush, an applied mathematician at MIT. This air pushes the ball in the opposite direction. The player starts with a strike on the outside of his right foot, which hits the left side of the ball, starting a clockwise spin. It throws the air off to the left, and the force created by the air leaving the ball pushes it to the right, explains Bush. Thus, a ball spinning to the right (that’s clockwise) will also are towards the right. This force is called the Magnus Effect.

It helps the goalkeepers, because they see uniform curvature (曲度) when players are taking bending shots at them. If they can pick up the spin right, it’s going to be the same amount of curvature, and they know where to put their hands. This is partly why players are much more likely to take bending shots during free kicks when goalkeepers can’t see their kicks quite as well because of the wall of defenders. If a ball isn’t spinning, it does something called knuckling, where the air turns the ball to one side in random directions, causing it to bounce in the air unpredictably. “It’s usually achieved when a player manages a sharp, fast touch of the ball, typically right on the air valve where the ball is most firm.” says Bush. Its lack of spin kept the goalkeeper from being able to predict where it was going until it was too late. All the goalkeepers tremble before the kicker that can shoot this kind of soccer ball.

1. What is the Magnus Effect according to the text?
A.The force applied to a spinning ball.
B.The theory proposed by John Bush. .
C.The direction opposite to a player’s strike.
D.The goal scored with a bending ball.
2. Why do soccer players prefer to take bending shots during free kicks?
A.Because they can change the ball’s curvature.
B.Because they can take bending shots more easily.
C.Because they can get a cover from the wall of defenders.
D.Because they can help their team’s goalkeeper.
3. Which shot might be the most predictable for goalkeepers?
A.A free-kick shot.
B.A fast shot without spinning.
C.A shot with a unique curvature.
D.A bending shot without defensive blocking.
4. What’s the best title of the text?
A.The Development of FootballB.The Principle of a Bending Ball
C.The Secret of Blocking a GoalD.The Theory of Applied Mathematics
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