1 . Bumble bees (大黄蜂) play, according to new research led by Queen Mary University of London. It is the first time that object play behaviour has been shown in an insect, adding to evidence that bees may experience positive feelings.
The researchers set up numerous experiments to test this, which showed bumble bees went out of their way to roll wooden balls repeatedly despite there being no apparent motivation for doing so. The study also found that younger bees rolled more balls than older bees and that male bees rolled them for longer than their female ones.
The study followed 45 bumble bees. Individual bees rolled balls between 1 and, impressively, 117 times over the experiment. The repeated behaviour suggested that ball-rolling was rewarding. This was supported by a further experiment where another 42 bees were given access to two coloured rooms, one always containing movable balls and one without any object. When tested and given a choice between the two rooms, neither containing balls, bees showed a preference for the colour of the room previously associated with the wooden balls.
The experiments removed any idea that the bees were moving the balls for any greater purpose other than play. Rolling balls did not contribute to survival strategies and was done under stress-free conditions.
The research was based on previous experiments, which showed that bumble bees could be taught to score a goal by rolling a ball to a target in exchange for a sugary food reward. The new research showed the bees rolling balls repeatedly without being trained and without receiving any food for doing so — it was spontaneous.
Professor Lars Chittka said, “Play is thought to contribute to the healthy development and maintenance of an animal’s cognitive (认知) and motor abilities, which may make for their searching for food and is considered an important aspect of animal welfare. The finding shows insect minds are far more complex than we expect. We need to do all we can to protect insects.”
1. What do we know about female bumble bees compared with male ones?| A．They rolled far more balls. |
| B．They spent less time playing rolls. |
| C．They had bigger motivation to roll balls. |
| D．They preferred to play in the colorful rooms. |
| A．Rolling balls is what bumble bees are expert in. |
| B．Rolling balls helps reduce bumble bees’ pressure. |
| C．Rolling balls develops bumble bees’ survival skills. |
| D．Rolling balls is done without any purpose for bumble bees. |
| A．Voluntary. | B．Rewarding. | C．Forced. | D．Conscious |
| A．Play makes a difference to animals’ life. | B．Humans find it hard to figure out insect minds. |
| C．Many insects are faced with dying out. | D．Play can ensure insects to find food successfully. |
2 . If the eyes are the romantic’s window into the soul, then the teeth are an anthropologist’s (人类学家) door to the stomach.
In a study published last month in the journal Science, Peter Ungar of the University of Arkansas and his partner, Matt Sponheimer of the University of Colorado, US, examined the teeth of our early human ancestors to find out what they were really eating.
They already knew that different foods cause different marks on teeth. Some cause scratches, while others cause pits (坑).The carbon left on teeth by different foods is also different. Tropical grasses, for example, leave one kind of carbon, but trees leave another kind because they photosynthesized (光合作用) differently.
Traditionally, scientists had looked at the size and shape of teeth and skulls (头骨) to figure out what early humans ate. Big flat teeth were taken to be signs that they ate nuts and seeds, while hard and sharp teeth seemed good for cutting meat and leaves. But this was proven wrong.
The best example was the Paranthropus (傍人), one of our close cousins, some of which lived in eastern Africa. Scientists used to believe Paranthropus ate nuts and seeds because they had big crests(突起) on their skulls, suggesting they had large chewing muscles and big teeth. If this had been true, their teeth should have been covered with pits like the surface of the moon. They would also have had a particular type of carbon on their teeth that typically comes from tree products, such as nuts and seeds.
However, when the two scientists studied the Paranthroupus, it turned out to have none of these characteristics. The teeth had a different kind of carbon, and were covered with scratches, not pits. This suggests they probably ate grass, not nuts and fruit stones. It was the exact opposite of what people had expected to find.
Carbon “foodprints” give us a completely new and different insight into what different species ate and the different environments they lived in. If a certain species had the kind of carbon on its teeth that came from grasses, it probably lived in a tropical grassland, for example.
1. The underlined sentence in Paragraph 1 probably means that anthropologists can _____.| A．know the structure of human stomachs by studying their teeth. |
| B．find out the diet of early humans by studying their teeth |
| C．learn whether humans were healthy by looking at their teeth |
| D．get the most useful information about humans from their teeth |
| A．Scratches on teeth are caused by eating nuts or seeds. |
| B．Pits on teeth are caused by eating grass or leaves. |
| C．Early humans with hard and sharp teeth ate meat and leaves. |
| D．Different foods leave different marks and carbon on teeth. |
| A．they were one of our close cousins living in eastern Africa |
| B．living environment makes a difference to skull structure |
| C．they had different eating habits from other humans |
| D．the size and shape of teeth don’t show accurately what early humans ate |
A． | B． |
C． | D． |
3 . Scientists have studied cats’ social relationships—both with other cats and humans—but it can be difficult to tell whether two cats are playing or fighting, says cat behavior researcher Noema Gajdoš-Kmecová.
To assess and classify interactions, Gajdoš-Kmecová and colleagues watched about 100 videos of different cats interacting in pairs. After viewing about one-third of the videos, Gajdoš-Kmecová identified six types of behaviors, including wrestling and staying still. She then watched all of the videos and noted how often each cat displayed one of the specific behaviors, and for how long. By running statistical analyses on the behaviors, she found three types of interactions between the cat pairs: playful, aggressive and intermediate. To confirm the outcome, other members of the team also watched the videos and classified each interaction between cats.
Some clear connections appeared. Quietly wrestling, for example, suggested playtime, while chasing and vocalizations(发声), like growling, hissing or gurgling, implied aggressive encounters.
Intermediate interactions had elements of both playful and aggressive encounters, but especially included prolonged activity of one cat toward the other, such as pouncing(突袭) on or grooming(梳毛) its fellow cat. These in-between encounters could suggest that one cat wants to keep playing while the other doesn’t, with the more playful cat gently pushing to see if its partner wants to continue, the authors say.
This work provides an understanding of cat interactions for the first time, Gajdoš-Kmecová says, but it’s just the start. In the future, she plans to study more subtle behaviors, like ear twitches and tail swishes. Gajdoš-Kmecová also stresses that one potentially controversial encounter doesn't necessarily signal a terrible cat relationship.
1. What did the study focus on?| A．The cats' social relationships with humans. |
| B．The real meaning of the interactions between cats. |
| C．The ways cats communicate with each other. |
| D．The benefits of being a cat owner. |
| A．Researchers determined nine types of interactions finally. |
| B．The frequency and length of certain behaviors were noticed. |
| C．The cats were trained and grouped before they were filmed. |
| D．100 pairs of different cats interacting were watched on the spot. |
| A．The two cats are wrestling quietly. | B．The two cats are grooming each other. |
| C．One cat is pouncing while the other stays still. | D．One cat is running after the other violently. |
| A．A future idea of the study. | B．A data analysis of the study. |
| C．A conclusion of the study. | D．An application of the study. |
4 . Map reading, growing fruit and vegetable and basic car service are also more common skills among the baby boomer generation. But according to a new survey, just one in three 18- to 25-year-olds are able to do basic DIY, compared to two-thirds of those aged 58 and over.
Sarah Clarke-Kuehn, Chief Operating Officer-Commercial, said, “The survey findings are so interesting as they highlight a very common incorrect conception related to ‘getting old’.”
When asked at what age they thought developing new skills becomes “difficult”, Gen Z respondents said they were 35 years old, while those aged over 58 believed this number was 63 years old. The belief is that there is a boundary between learning new skills and getting a sense of achievement. But we know that this is just not the case. The benefits in continuing to enjoy life, as well as developing new talents are very significant—both physically and mentally as we grow older.
Neuroscientist and author, Dr Julia Jones, said, “We underestimate our brain’s ability to continue learning. Our brain is the most complex and precise structure in the known universe but we only use a small part of its true potential throughout our lifetimes. To boost continued brain health, we should learn complex and novel skills at all ages. This becomes more important as we age, because these learning experiences help to build new connections between neurons (神经细胞) that maintain intelligence and reduce the risk of future brain decline.”
“Learning languages and musical instruments are believed to be effective at boosting neuroplasticity (神经可塑性) due to their complex nature, but all learning is beneficial and can bring a sense of achievement, purpose and social engagement.”
Dr Jones added. “Find a new hobby and throw yourself into a wonderful learning experience or pick up an old pastime and improve those skills. I’m currently learning to play the guitar and it’s opened up a whole new world of music and fun.”
1. What is mentioned about the young generation in the text?| A．They lose interest in DIY. |
| B．They have no idea in plants. |
| C．Many of them lack some basic skills. |
| D．Many of them own poor reading skills. |
| A．Learning brings a sense of belonging. |
| B．It is never too late to learn in one’s life. |
| C．It is necessary to show off one’s talents. |
| D．The benefits of lifelong learning are temporary. |
| A．The significance of knowing the structure of the brain. |
| B．The difficulties in improving the ability of the brain. |
| C．The reasons for taking full advantage of the brain. |
| D．The process of protecting the brain from risk. |
| A．Favorable. | B．Negative. | C．Doubtful. | D．Unclear. |
5 . At a museum in Vietnam, Lena Bui’s film Where Birds Dance Their Last reflected on the beauty and vulnerability of Vietnamese feather farms after Bird Flu. During a festival in Rwanda, Ellen Reid’s audio experience Soundwalk was shared in a hopeful discussion about music, parks and mental health. These are a few of the things I have helped bring to life over the years, working at the intersection of scientific research, the arts and advocacy to support science in solving global health challenges.
Science is key to addressing these issues. But it isn’t the only key. To achieve its potential and for its advances to be implemented and reach all who could benefit, science depends on trust and good relationships. People might not always see science as relevant, trustworthy or meaningful to their lives. There are reasons why some see science as having a chequered past, from nuclear weapons to eugenics, and are therefore uninterested in, or suspicious of, what it proposes. Others feel excluded by the incomprehensibility of hyper specialist knowledge.
In its capacity to build upon and test an evidence base, science is powerful, but researchers and funders haven’t been as good at ensuring this evidence base responds to the needs and interests of diverse communities, or informs policy makers to take action. Science might be perceived as distancing itself from the personal, the poetic and the political, yet it is precisely these qualities that can be most influential when it comes to public interest in atopic or how a government prioritizes a decision.
A moving story well told can be more memorable than a list of facts. This is where the arts come in. Artists can give us different perspectives with which to consider and reimagine the world together. They can redress the proclaimed objectivity in science by bringing stories —subjectivities —into the picture, and these can help foster a sense of connection and hope.
In 2012, I set up artist residencies in medical research centres around the world. Bui was attached to the Oxford University Clinical Research Unit in Vietnam. The head of the research team was delighted, finding that Bui, as a Vietnamese artist, had license to be in, and to share useful insights from, villages where infectious disease researchers weren’t welcome. Six years later, I led Wellcome’s Contagious Cities program, which established artist residencies worldwide to support locally led explorations of epidemic preparedness. The recent pandemic made this work more noticeable, and has informed our Mindscapes program which is currently sharing experiences of mental health through the work of artists.
With pandemic, climate and mental health crises upon us, rising inequality and what feels like an increasingly broken world, never has there been more need to build and nurture hopeful and imaginative spaces to grow human connection and shared purpose for the common good. Science and the arts can work hand in glove to achieve this.
1. The author lists two works in Paragraph 1 mainly to ______.| A．reveal the gap between science and art | B．prove his competence in both science and art |
| C．introduce successful science-related artworks | D．show that science can be promoted in art forms |
| A．Recent and remote. | B．Good and bad. |
| C．Usual and unusual. | D．Peaceful and scary. |
| A．Policy-makers base their decisions on science. | B．Researchers popularize science effectively. |
| C．Science is well received among the public. | D．The arts help people build connections. |
| A．The Value of the Arts to Science | B．Where Do Science and the Arts Meet? |
| C．A New Way to Fight Pandemic—the Arts | D．Which Matters More, Science or the Arts? |
6 . The idea of humans causing earthquakes may seem strange at first. After all, you can run around your backyard and jump up and down all you want, and the ground isn’t going to start shaking. However, scientists have identified over 700 places where human activity has brought about earthquakes over the last century.
While many human-caused earthquakes are mild and don’t cause much damage, some of them can be serious and dangerous. In fact, scientists believe human activity has caused earthquakes with magnitudes as high as 7.9 on the Richter scale.
Scientists believe most human-caused earthquakes are the result of mining. As companies drill deeper and deeper below Earth’s surface to take out natural resources, holes left behind can cause instability which leads to a sudden falling down that causes earthquakes. Building large dams can also cause earthquakes. For example, about 80,000 people died in China in 2008 as a result of a 7.9-magnitude earthquake caused by 320 million tons of water that had been collected in the Zipingpu Reservoir after a large dam was built over a known fault line(断层线).
Anther human activity leading to earthquakes is hydraulic fracturing (水力压裂) for oil and gas. In this process, water, sand, and chemicals are forced to flow underground under high pressure to fracture rocks to let natural resources out. As those resources, such as oil and natural gas, make their way to the surface, so do the water and chemicals that were injected to begin the process. This wastewater is collected and often transported to deep underground again. Both the fracking process and wastewater have been shown to cause earthquakes.
These aren’t the only human activities that can cause earthquakes, though. Scientists point out that earthquakes can also be caused by other human activities.
1. How does human activity cause earthquakes according to the text?| A．Large dams are built away from the fault line. |
| B．The wastewater of hydraulic fracturing joins large rivers. |
| C．Mining leads to the deeper holes left below the Earth’s surface. |
| D．Hydraulic fracturing makes natural resources flow underground. |
| A．By giving examples. |
| B．By making comparisons. |
| C．By presenting opinions. |
| D．By providing instructions. |
| A．To remind people to stop the above-mentioned activities. |
| B．To inform readers of human activities causing earthquakes. |
| C．To explain the reasons for many earthquakes in recent years. |
| D．To present the damage of human-caused earthquakes to the earth. |
7 . If you’ve ever emerged from the shower or returned from walking your dog with a clever idea or a solution to a problem you’d been struggling with, it may not be an unusual thing.
Rather than constantly wearing yourself out at a problem or desperately seeking a flash of inspiration, research from the last 15 years suggests that people may be more likely to have creative breakthroughs or insights when they’re doing a habitual task that doesn’t require much thought — an activity in which you’re basically on autopilot. This lets your mind wander or engage in spontaneous cognition or “stream of consciousness” thinking, which experts believe helps recollect unusual memories and generate new ideas.
“People always get surprised when they realize they get interesting, novel ideas at unexpected times because our cultural narrative tells us we should do it through hard work,” says Kalina Christoff, a cognitive neuroscientist at the University of British Columbia in Vancouver. “It’s a pretty universal human experience.”
Now we’re beginning to understand why these clever thoughts occur during more passive activities and what’s happening in the brain, says Christoff. The key, according to the latest research, is a pattern of brain activity — within what’s called the default mode network — that occurs while an individual is resting or performing habitual tasks that don’t require much attention.
Researchers have shown that the default mode network (DMN) — which connects more than a dozen regions of the brain — becomes more active during mind-wandering or passive tasks than when you’re doing something that demands focus. Simply put, the DMN is “the state the brain returns to when you’re not actively engaged,” explains Roger Beaty, a cognitive neuroscientist and director of the Cognitive Neuroscience of Creativity Lab at Penn State University. By contrast, when you’re trapped in a demanding task, the brain’s executive control systems keep your thinking focused, analytical, and logical.
A cautionary note: While the default mode network plays a key role in the creative process, “it’s not the only important network,” Beaty says. “Other networks come into play as far as modifying, rejecting, or implementing ideas.” So it’s unwise to place blind faith in ideas that are generated in the shower or during any other period of mind wandering.
1. When do people expect to get an innovative idea according to the research?| A．When doing routine work. |
| B．When working attentively. |
| C．When tackling tough problems. |
| D．When desperately seeking inspirations. |
| A．Getting by good luck. |
| B．Getting by great efforts. |
| C．Getting by unexpected accident. |
| D．Getting by universal experience. |
| A．A student who is playing football. |
| B．A student who is focusing on papers. |
| C．A student who is closely monitoring his research. |
| D．A student who is fully engaged in math questions. |
| A．We can get novel ideas by the default mode network. |
| B．We should take the idea popped in the shower seriously. |
| C．Believe in ideas that are generated by the default mode network. |
| D．Think twice before putting ideas playfully crossing your mind into practice. |
| A．3%. | B．15%. |
| C．About 18%. | D．Over 30%. |
| A．British senior managers. | B．Patients in mental hospital. |
| C．Prime ministers. | D．American presidents. |
| A．Factors of affecting people’s success. |
| B．Importance of keeping emotional health. |
| C．Encouraging children to have ambitions. |
| D．Relationships between hardship and success. |
9 . Living downstream from a waste-treatment plant can leave fish tired, a new study finds, led by Graham Scott, a biologist in Canada. “Wastewater treatment plants are pretty good at taking out the waste and treating it before it gets into our waterways,” he said. “But not everything can be taken out,” he added.
For example, some plants beside the stream were not designed to remove remains of drugs. So when some medicines are left over after people use them, they can be released into the environment. These include the drugs used to treat depression and high blood pressure.
Life-sustaining chemical reactions in an animal’s body (including ours) allow it to grow, move and reproduce. These reactions, taken together, are known as the creature’s metabolism (新陈代谢). Some studies have shown that even just one drug can change the metabolism of fish, making their metabolism slow down. Then that will impair their bodies.
That creates a problem for the animals — using the extra energy to rid their bodies of the pollutants which can damage their cells and tissues. “That’s energy they burn just to stay alive,” explained Scott. That is also the energy no longer available to avoid predators (天敌), to find food and to mate.
And they report that fish exposed to a mix of chemicals can use up some of their energy just to deal with those pollutants. Therefore, they will have less energy to eat and avoid being eaten, says Paul Craig, a biologist in Ontario.
“It is up to us to help reduce the types of pollutants in. wastewater,” Craig says. “That includes not throwing leftover medicines down the toilet.” he recommends.
1. What do Scott’s words mean in paragraph 1?| A．There are still some pollutants in the treated water. |
| B．Wastewater treatment plants don’t work well. |
| C．Things in waterways are difficult to deal with. |
| D．Canadians tend to throw waste down the toilet. |
| A．Form. | B．Harm. | C．Benefit. | D．Examine. |
| A．They will stop growing. |
| B．They will avoid their mates. |
| C．They will have to rid their bodies of the polluted cells. |
| D．They will consume extra energy to survive. |
| A．To explain how pollutants affect animals. |
| B．To show ways of fighting against pollution. |
| C．To advise people to stop buying polluted fish. |
| D．To urge people to reduce pollutants in wastewater. |
| A. profitably | B. fallen | C. sell | D. dangerous | AB. dump | AC. efficiently |
| AD. plastic | BC. endless | BD. civilization | CD. throwaway | ABC. stylish |
The value of upcycling
Recycling is a well-known idea that refers to reusing waste materials in any way possible. But what about “upcycling”? It’s a new word, even though it’s something that has been going on since human
One answer to this question is that we reuse fewer and fewer things, and so have become a (n) “
So upcyclers have adopted this new word to focus people’s attention on how waste cannot simply be reused, but be reused
