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1 . Albert Einstein’s 1915 masterpiece “The Foundation of the General Theory of Relativity” is the first and still the best introduction to the subject, and I recommend it as such to students. But it probably wouldn’t be publishable in a scientific journal today.

Why not? After all, it would pass with flying colours the tests of correctness and significance. And while popular belief holds that the paper was incomprehensible to its first readers, in fact many papers in theoretical physics are much more difficult.

As the physicist Richard Feynman wrote, “There was a time when the newspapers said that only 12 men understood the theory of relativity. I do believe there might have been a time when only one man did, because he was the only guy who caught on, before he wrote his paper. But after people read the paper a lot understood the theory of relativity in some way or other, certainly more than 12.”

No, the problem is its style. It starts with a leisurely philosophical discussion of space and time and then continues with an exposition of known mathematics. Those two sections, which would be considered extraneous today, take up half the paper. Worse, there are zero citations of previous scientists’ work, nor are there any graphics. Those features might make a paper not even get past the first editors.

A similar process of professionalization has transformed other parts of the scientific landscape. Requests for research time at major observatories or national laboratories are more rigidly structured. And anything involving work with human subjects, or putting instruments in space, involves piles of paperwork.

We see it also in the Regeneron Science Talent Search, the Nobel Prize of high school science competitions. In the early decades of its 78-year history, the winning projects were usually the sort of clever but naive, amateurish efforts one might expect of talented beginners working on their own. Today, polished work coming out of internships(实习) at established laboratories is the norm.

These professionalizing tendencies are a natural consequence of the explosive growth of modern science. Standardization and system make it easier to manage the rapid flow of papers, applications and people. But there are serious downsides. A lot of unproductive effort goes into jumping through bureaucratic hoops(繁文缛节), and outsiders face entry barriers at every turn.

Of course, Einstein would have found his way to meeting modern standards and publishing his results. Its scientific core wouldn’t have changed, but the paper might not be the same taste to read.

1. According to Richard Feynman, Einstein’s 1915 paper ________.
A.was a classic in theoretical physics
B.turned out to be comprehensible
C.needed further improvement
D.attracted few professionals
2. What does the underlined word “extraneous” in Paragraph 4 mean?
A.Unrealistic.B.Irrelevant.
C.Unattractive.D.Imprecise.
3. According to the author, what is affected as modern science develops?
A.The application of research findings.
B.The principle of scientific research.
C.The selection of young talents.
D.The evaluation of laboratories.
4. Which would be the best title for this passage?
A.What makes Einstein great?
B.Will science be professionalized?
C.Could Einstein get published today?
D.How will modern science make advances?

2 . Modern medicine’s ability to keep us alive makes it tempting to think human evolution may have stopped. But if we look at the rate of our DNA’s evolution, we can see that human evolution hasn’t stopped – it may even be happening faster than before.

Evolution is a gradual change to the DNA of a species over many generations. It can occur by natural selection, when certain traits created by genetic changes help an organism survive or reproduce. Such genes are thus more likely to be passed on to the next generation, so they increase in frequency in a population. Gradually, these changes and their associated traits become more common among the whole group.

By looking at global studies of our DNA, we can see evidence that natural selection has recently made changes and continues to do so. Though modern healthcare disrupts a key driving force of evolution by keeping some people alive longer, in countries without access to good healthcare, populations are continuing to evolve. Survivors of infectious disease outbreaks drive natural selection by giving their genetic resistance to offspring. Our DNA shows evidence for recent selection for resistance of killer diseases like Lassa fever and malaria. Selection in response to malaria remains in regions where the disease remains common.

Humans are also adapting to their environment. Gene change allowing humans to live at high altitudes have become more common in populations in Tibet, Ethiopia, and the Andes. The spread of genetic changes in Tibet is possibly the fastest evolutionary change in humans, occurring over the past 3,000 years. This rapid increase in frequency of a mutated gene that increases blood oxygen content gives locals a survival advantage in higher altitudes, resulting in more surviving children.

Diet is another source for adaptations. Studies show that natural selection favoring a change allowing adults to produce lactase – the enzyme (酶) that breaks down milk sugars – is why some groups of people can digest milk. Over 80 per cent of northwest Europeans can, but in parts of East Asia, where milk is much less commonly drunk, an inability to digest lactose is the norm. Like high altitude adaptation, selection to digest milk has evolved more than once in humans and may be the strongest kind of recent selection.

Yet, despite these changes, natural selection only affects about 8 per cent of our genome. But scientists can’t explain why some genes are evolving much faster than others. We measure the speed of gene evolution by comparing human DNA with that of other species. One fast-evolving gene is human accelerated region 1 (HAR1), which is needed during brain development. A random section of human DNA is on average more than 98 per cent identical to the chimp comparator, but HAR1 is so fast evolving that it’s only around 85 per cent similar. Though scientists can see these changes are happening – and how quickly – we still don’t fully understand why fast evolution happens to some genes but not others.

1. Which of the following statements may the author agree with?
A.Evolution occurs among several people overnight.
B.Genes may change and some are beneficial to people’s lives.
C.Evolution is done when the whole population possesses a certain gene.
D.The changed genes leading to higher survival rates are chosen deliberately.
2. The underlined word “disrupts” in paragraph 3 can be best replaced by________.
A.explainsB.causesC.upsetsD.heals
3. The author illustrates humans’ ongoing evolution with the following examples EXCEPT that__________.
A.some people can resist infectious diseases like malaria
B.children in Tibet tolerate living environments with thin air
C.northwestern Europeans digest lactose better than East Asians
D.the human gene HAR1 resembles that of a chimp to a lesser extent
4. Which of the following may serve as the title?
A.What Is Natural Selection?
B.Are Humans Still Evolving?
C.Why Will Certain Genes Evolve?
D.How Do Mutated Genes Function?

3 . The outstanding biography — from the same author who brought us Steve Jobs and Einstein — portrays the life of the complicated Renaissance (文艺复兴时期的) artist with details. We come to see da Vinci as not only an inventor of musical instruments and early flying machines, but also a notebook keeper and vegetarian (素食者), who had trouble finishing many of the projects and paintings he started.

Yet what is most thrilling is getting to know da Vinci the scientist. Isaacson explains how loving science and applying the scientific method to observing the world was really what made da Vinci a great artist and, Isaacson argues, a genius.

Da Vinci was fascinated with observing and understanding phenomena in nature, from the proportions of the human body to how the muscles of the lips moved. He wanted to know about everything around him, in minute detail, Isaacson writes. He wondered about questions “most people over the age of ten no longer puzzle about”— for instance, how the tongue of a woodpecker works.

To learn about the world, da Vinci combined his own observations with experimentation. Never formally schooled, “he preferred to induce from experiments rather than deduce from theoretical principles,” Isaacson explains. He recorded his observations, looked for patterns among them, and then tested those patterns through additional observation and experimentation.

“When he became fascinated with the idea that he could invent flying machines, three and a half centuries before the Wright brothers flew the first airplane, he observed various birds and filled notebooks with the function and speed at which their wings flapped. That’s why lsaacson calls da Vinci an exemplar of this scientific method.” He goes on: “Galileo, born 112 years after Leonardo, is usually credited with being the first to develop this kind of approach and is often regarded as the father of modern science,” the historian Fritjof Capra wrote. “There can be no doubt that this honor would have been bestowed (赐予) on Leonardo da Vinci had he published his scientific writings during his lifetime, or had his notebooks been widely studied soon after his death.”

Da Vinci’s emphasis on empirical observation also helped him improve his art. First, he was able to use what he learned from looking at nature to paint and draw. His studies of the body, animals, motion, shadow and light, perspective and proportion helped him better understand what he was seeing in front of him, and render it in art more accurately and finely than anyone else of his time. He also used his observations of nature to make connections among phenomena. A recorder (竖笛) was like a larynx (喉管) in the throat. Here’s Isaacson again: What Leonardo probably began as four distinct elements ended up woven together in a way that illustrates a fundamental theme in his art and science: the interconnectedness of nature, the unity of its patterns, and the similarity between the workings of the human body and those of the earth.

Most importantly, his curiosity-driven explorations, and ability to connect art and science, helped him innovate in his work. They helped him think differently, Isaacson argues. Da Vinci made surprisingly diverse series of discoveries, including conceptualizing the helicopter and solar power and advancing knowledge about everything from the reproductive organs to botany. This genius is also what drew lsaacson to Albert Einstein and Steve Jobs as subjects: They’re all innovators who were inspired by and drew connections between art and science.

“Leonardo da Vinci is the ultimate example of the main theme of my previous biographies: how the ability to make connections across disciplines — arts and sciences, humanities and technology — is a key to innovation, imagination, and genius,” Isaacson writes. And this wonderful book is a reminder, in a time of increasingly narrow specialization and focus, that the methods of Renaissance men like da Vinci are as relevant as ever.

1. What made da Vinci’s thinking different from others?
A.He was used to skipping school.
B.He kept his childhood’s sense of curiosity.
C.He was filled with ambition to become an artist and inventor.
D.He developed a fascination with historical novels.
2. Why does Isaacson mention Galileo in the book?
A.To introduce his important findings.
B.To memorize the father of modern science.
C.To show the prejudice faced by da Vinci during his lifetime.
D.To illustrate the significance of da Vinci' s research method.
3. The underlined word “render”in Paragraph 6 can be replaced by “______”
A.expressB.mixC.confirmD.associate
4. What does Isaacson think of the methods of Renaissance men?
A.They are too complicated to understand.
B.They focus on the workings of the human body.
C.They are more accurate than modern methods.
D.They still apply to contemporary scientific research.
5. What might be the best title for the passage?
A.How a Genius Changed the World
B.The Features of Renaissance Art
C.How Science Shaped His Art
D.The Comparison between Induction and Deduction
2020-11-03更新 | 1007次组卷 | 4卷引用:福建省厦门第一中学2019-2020学年度高二上学期12月月考英语试题

4 . Types of Social Groups

Life places us in a complex web of relationships with other people. Our humanness arises out of these relationships in the course of social interaction. Moreover, our humanness must be sustained through social interaction -- and fairly constantly so. When an association continues long enough for two people to become linked together by a relatively stable set of expectations, it is called a relationship.

People are bound within relationships by two types of bonds: expressive ties and instrumental ties. Expressive ties are social links formed when we emotionally invest ourselves in and commit ourselves to other people. Through association with people who are meaningful to us, we achieve a sense of security, love, acceptance, companionship, and personal worth. Instrumental ties are social links focused when we cooperate with other people to achieve some goal.

Occasionally, this may mean working with, instead of against, competitors. More often, we simply cooperate with others to reach some end without endowing the relationship with any larger significance.

Sociologists have built on the distinction between expressive and instrumental ties to distinguish between two types of groups: primary and secondary. A primary group involves two or more people who enjoy a direct, intimate, cohesive relationship with one another. Expressive ties predominate in primary groups: we view the people as ends in themselves and valuable in their own right. A secondary group entails two or more people who are involved in an impersonal relationship and have come together for a specific, practical purpose. Instrumental ties predominate in secondary groups ; we perceive people as means to ends rather than as ends in their own right. sometimes primary group relationships evolve out of secondary group relationships. This happens in many work settings. People on the job often develop close relationships with coworkers as they come to share gripes, jokes, gossip, and satisfactions.

A number of conditions enhance the likelihood that primary groups will arise. First, group size is important. We find it difficult to get to know people personally when they are milling about and dispersed in large groups. In small groups we have a better chance to initiate contact and establish rapport with them. Second, face - to - face contact allows us to size up others. Seeing and talking with one another in close physical proximity makes possible a subtle exchange of ideas and feelings. And third, the probability that we will develop primary group bonds increases as we have frequent and continuous contact. Our ties with people often deepen as we interact with them across time and gradually evolve interlocking habits and interests.

Primary groups are fundamental to us and to society. Sociologists view primary groups as bridges between individuals and the larger society because they transmit, mediate, and interpret a society’s cultural patterns and provide the sense of oneness so critical for social solidarity. Primary groups, then serve both as carriers of social norms and as enforcers of them.

1. According to Paragraph 1, which of the following statements is true of a relationship?
A.It is a structure of associations with many people.
B.It should be studied in the course of social interaction.
C.It places great demands on people.
D.It develops gradually over time.
2. Which of the following can be inferred from the author’s claim in paragraph 4 that primary group relationships sometimes evolve out of secondary group relationships?
A.Secondary group relationships begin by being primary group relationships.
B.A secondary group relationship that is highly visible quickly becomes a primary group relationship.
C.Sociologists believe that only primary group relationships are important to society.
D.Even in secondary groups, frequent communication serves to bring people into close relationships.
3. The phrase “size up” in paragraph 5 is closest in meaning to “________”.
A.enlargeB.evaluate
C.impressD.accept
4. This passage is developed primarily by ________.
A.drawing comparisons between theory and practice
B.presenting two opposing theories
C.defining important concepts
D.discussing causes and their effects
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5 . We all experience “oh crap” moments. Running into the person you canceled a date with — while you’re on another date. Realizing you hit “reply all”on an e-mail that you’d do anything to have back. Whatever the situation, the first thing you probably do is freak out. Everybody does.

While many of us think that we’re cool in a crisis, science tells us that we seldom are. At the moment we need to be keenly aware of our surroundings, our attention can tunnel in on the scariest thing in the scene, leaving us unaware of the other sights, sounds, and even smells around us. Armed robbers go unidentified because witnesses remember little more than the guns. Our ability to remember the things we do notice also becomes compromised; we can be told something, and two seconds later we’ll forget. And we jump to conclusions. When we’re freaked out, we’re anything but at our best.

These normal human reactions can be reversed. Once you calm down, you’ll face the most routinely ignored challenge of any crisis situation — identifying what the crisis is really about. We tend to misdiagnose problems because we don’t practice for them. Do the thinking ahead of time so you can just find the solution when it’s showtime. This is why flight attendants suggest you find the closest exit before you depart — so you don’t have to go exit shopping after the plane has caught fire or is sinking into a river.     

Performing in a crisis is becoming more important for all of us, for two reasons. Back in the good old days, the reliability of most anything we used or did was far less than it is today. Now think about what happens to our preparedness as the possibility of something bad happening shrinks. Unless we practice what hardly ever happens, our ability to respond when it does happen tends to slip away. Reliability can kill you. Also, the systems we use today are more complex. There are seldom moving parts in plain view that allow us to see when things are about to go wrong. When complex systems lack transparency (透明度,显而易见), serious situations can “come out of nowhere.” We should all learn to breathe, recognize the situation, and carry out the plan that we were smart enough to prepare well in advance.

1. What does the underlined phrase “freak out” mean?
A.Be at one’s best.B.Calm down gradually.
C.Run away immediately.D.Panic or be scared.
2. Why do armed robbers go unidentified?
A.Because the witnesses jump to conclusions.
B.Because the witnesses focus on their scariest thing.
C.Because the witnesses forget what they have been told.
D.Because the witnesses are keenly aware of the surroundings.
3. Why is it more important for us to perform in a crisis today?
A.Because of less reliability and less complexity.
B.Because of more reliability and more complexity.
C.Because of worse transparency and less preparedness.
D.Because of better transparency and more preparedness.
4. What would the passage suggest doing in case a fire breaks out?
A.Taking a deep breath and dialing 119.
B.Staying cool and ignoring the challenge.
C.Calming down and remembering the situation.
D.Performing escaping and rescuing beforehand.

6 . It’s late in the evening, time to close the book and turn off the computer. You’re done for the day. What you may not realize, however, is that the learning process actually continues in your dreams.

It might sound like science fiction, but researchers are increasingly focusing on the relationship between the knowledge and skills our brains absorb during the day and the often strange imaginings they generate at night. Scientists have found that dreaming about a task we’ve learned improves performance in that activity (suggesting that there’s some truth to the popular idea that we’re “getting” a foreign language once we begin dreaming in it). What’s more, dreaming may be an essential part of understanding, organizing and retaining what we learn.

While we sleep, research indicates, the brain replays the patterns of activity it experienced during waking hours, allowing us to enter what one psychologist calls a neural (神经的) virtual reality. A vivid example of such replay can be seen in a video researchers made recently about sleep disorders. They taught a series of dance moves to patients suffering from sleepwalking and related conditions. They then videotaped the subjects as they slept. Lying in bed, eyes closed, one female patient on the tape performs the dance moves she learned earlier.

This shows that while our bodies are at rest, our brains are drawing what’s important from the information and events we’ve recently encountered, then integrating that material into the vast store of what we already know. In a 2010 study, researchers reported that college students who dreamed about a computer maze (迷宫) task they had learned showed a 10-fold improvement in their ability to find their way through the maze compared with participants who did not dream about the task.

That study’s chief researcher Herbert Smith suggested that studying right before bedtime or taking a nap following a study session in the afternoon might increase the probability of dreaming about the material. Think about that as you go to sleep tonight.

1. What happens when one enters a dream state?
A.The body continues to act as if the sleeper were awake.
B.The neural activity of the brain will become intensified.
C.The brain once again experiences the learning activities of the day.
D.The brain behaves as if it were playing a virtual reality video game.
2. What does the brain do while we are sleeping?
A.It replaces old information with new material.
B.It processes and absorbs newly acquired information.
C.It regroups information and places it in different files.
D.It systematizes all the information collected during the day.
3. How can learning be enhanced according to Herbert Smith?
A.Staying up late before finally going to bed.
B.Having a period of sleep right after studying.
C.Having a dream about anything you are interested in.
D.Thinking about the chances of dreaming about the material.
4. What is the research discussed in the passage mainly about?
A.How study affects people’s dreams.
B.Why people learn more after sleeping.
C.What time students should study and sleep.
D.How dreaming may lead to improved learning outcomes.
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7 .

It’s common knowledge that the woman in Leonardo da Vinci’s most famous painting seems to look back at observers, following them with her eyes no matter where they stand in the room. But this common knowledge turns out wrong.

A new study finds that the woman in the painting is actually looking out at an angle that’s 15. 4 degrees off to the observer’s right-well outside of the range that people normally believe when they think someone is looking right at them. In other words, said the study author, Horstmann, “She’s not looking at you. “ This is somewhat ironic, because the entire phenomenon of a person’s gaze (凝视) in a photograph or painting seeming to follow the viewer is called the “Mona Lisa effect” . That effect is absolutely real, Horstmann said. If a person is illustrated or photographed looking straight ahead, even people viewing the portrait from an angle will feel they are being looked at. As long as the angle of the person’s gaze is no more than about 5 degrees off to either side, the Mona Lisa effect occurs.

This is important for human interaction with on-screen characters. If you want someone off to the right side of a room to feel that a person on-screen is looking at him or her, you don’t cut the gaze of the character to that side-surprisingly, doing so would make an observer feel like the character isn’t looking at anyone in the room at all. Instead, you keep the gaze straight ahead.

Horstmann and his co-author were studying this effect for its application in the creation of artificial-intelligence avatars(虚拟头像) when Horstmann took a long look at the “Mona Lisa” and realized she wasn’t looking at him.

To make sure it wasn’t just him, the researchers asked 24 people to view images of the “Mona Lisa” on a computer screen. They set a ruler between the viewer and the screen and asked the participants to note which number on the ruler intersected(和……相交) Mona Lisa’s gaze. To calculate the angle of Mona Lisa’s gaze as she looked at the viewer, they moved the ruler farther from or closer to the screen during the study. Consistently, the researchers found, participants judged that the woman in the “Mona Lisa” portrait was not looking straight at them, but slightly off to their right.

So why do people repeat the belief that her eyes seem to follow the viewer? Horstmann isn’t sure. It’s possible, he said, that people have the desire to be looked at, so they think the woman is looking straight at them. Or maybe the people who first coined the term “Mona Lisa effect” just thought it was a cool name.

1. It is generally believed that the woman in the painting “Mona Lisa”___________.
A.attracts the viewers to look back
B.seems mysterious because of her eyes
C.fixes her eyes on the back of the viewers
D.looks at the viewers wherever they stand
2. What gaze range in a painting will cause the Mona Lisa effect?
A.B.C.D.
3. The experiment involving 24 people was conducted to______.
A.confirm Horstmann’s belief
B.create artificial-intelligence avatars
C.calculate the angle of Mona Lisa’s gaze
D.explain how the Mona Lisa effect can be applied
4. What can we learn from the passage?
A.Horstmann thinks it’s cool to coin the term “Mona Lisa effect”.
B.The Mona Lisa effect contributes to the creation of artificial intelligence.
C.Feeling being gazed at by Mona Lisa may be caused by the desire for attention.
D.The position of the ruler in the experiment will influence the viewers’ judgement.
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