1 . Vast underwater meadows (草甸) of gently waving sea grass cover hundreds of miles up and down the West Coast. These blue-green fields perform a variety of important services. They protect the shoreline from erosion, clear pollutants from the water and provide habitats for all kinds of marine animals.
New research suggests sea grass meadows may also mitigate a serious consequence of greenhouse gas emissions: the steady acidification of ocean waters. The study published in the journal Global Change Biology finds that sea grass forests can raise pH levels in coastal waters. As they perform photosynthesis (光合作用), they remove carbon dioxide from the water, counteracting the acidifying effect of the gas.
“I think we are all very excited about it,” said lead study author Aurora Ricart, a scientist at the Bigelow Laboratory for Marine Sciences.
Ocean acidification is a side effect of rising carbon dioxide levels in the atmosphere. Some of this CO2 dissolves out of the air and into the sea, causing a chemical reaction that lowers the water’s pH. Scientists sometimes refer to it as global warming’s “evil twin”—an invisible companion to climate change.
Ocean acidification can have harmful effects on marine organisms like shellfish and coral by preventing them from properly forming the hard shells they need to survive. It’s a threat both to natural ecosystems and to shellfish fisheries around the world. The study presents a natural way to address the problem.
Researchers analyzed six years of data from sea grass meadows spanning more than 600 miles off the California coastline. It focused on the common eelgrass, one of the most widespread sea grass species on the West Coast. The authors claim it’s the largest, most comprehensive study of its kind.
According to the study, sea grass ecosystems can raise pH levels by more than 0.1 unit, equivalent to about a 30% decrease in acidity. The effect isn’t constant. It comes in waves and is influenced by temperature, daylight, ocean currents and other factors that affect water chemistry and sea grass photosynthesis rates. But the tempering influence on acidification can be lasting, sometimes persisting for up to three weeks at a time. The study also shows that pH is higher in sea grass ecosystems, compared to nearby areas with no sea grass, about 65% of the time.
The study didn’t investigate the effects of higher pH on marine organisms — that’s a question for future research. But there’s reason to believe these meadows may have a positive influence on shellfish and other ocean animals.
Paragraph 7 tells us the research ________.
A.findings |
B.process |
C.questions |
D.reflection |
2 . Vast underwater meadows (草甸) of gently waving sea grass cover hundreds of miles up and down the West Coast. These blue-green fields perform a variety of important services. They protect the shoreline from erosion, clear pollutants from the water and provide habitats for all kinds of marine animals.
New research suggests sea grass meadows may also mitigate a serious consequence of greenhouse gas emissions: the steady acidification of ocean waters. The study published in the journal Global Change Biology finds that sea grass forests can raise pH levels in coastal waters. As they perform photosynthesis (光合作用), they remove carbon dioxide from the water, counteracting the acidifying effect of the gas.
“I think we are all very excited about it,” said lead study author Aurora Ricart, a scientist at the Bigelow Laboratory for Marine Sciences.
Ocean acidification is a side effect of rising carbon dioxide levels in the atmosphere. Some of this CO2 dissolves out of the air and into the sea, causing a chemical reaction that lowers the water’s pH. Scientists sometimes refer to it as global warming’s “evil twin”—an invisible companion to climate change.
Ocean acidification can have harmful effects on marine organisms like shellfish and coral by preventing them from properly forming the hard shells they need to survive. It’s a threat both to natural ecosystems and to shellfish fisheries around the world. The study presents a natural way to address the problem.
Researchers analyzed six years of data from sea grass meadows spanning more than 600 miles off the California coastline. It focused on the common eelgrass, one of the most widespread sea grass species on the West Coast. The authors claim it’s the largest, most comprehensive study of its kind.
According to the study, sea grass ecosystems can raise pH levels by more than 0.1 unit, equivalent to about a 30% decrease in acidity. The effect isn’t constant. It comes in waves and is influenced by temperature, daylight, ocean currents and other factors that affect water chemistry and sea grass photosynthesis rates. But the tempering influence on acidification can be lasting, sometimes persisting for up to three weeks at a time. The study also shows that pH is higher in sea grass ecosystems, compared to nearby areas with no sea grass, about 65% of the time.
The study didn’t investigate the effects of higher pH on marine organisms — that’s a question for future research. But there’s reason to believe these meadows may have a positive influence on shellfish and other ocean animals.
Why does the author write this passage?
A.To illustrate the serious situation of climate change. |
B.To present the living conditions of the underwater meadows. |
C.To emphasize the importance of research on marine pollution. |
D.To introduce a natural way to solve the problem of ocean acidification. |
1. What are the special boards used for?
A.Keeping sunshine out. | B.Producing energy. | C.Covering buildings. |
A.The computer center. | B.The working stations. | C.The gardens. |
A.By train. | B.By car. | C.By bike. |
A.A zone with poor public transportation. |
B.A zone causing no harm to the environment. |
C.A zone with much parking space. |
1. What do we know about the river now?
A.It’s a little dirty. | B.It’s very clean. | C.It’s quite shallow. |
A.He thought of a good way to clean up the river. |
B.He pays no attention to people’s lives. |
C.He likes fishing in the river. |
A.A month ago. | B.A year ago. | C.Two years ago. |
A.2. | B.3. | C.4. |
1. Who is the man?
A.A student. | B.A reporter. | C.A government worker. |
A.Attending a seminar. | B.Giving some advice. | C.Doing an interview. |
A.It’s clean. | B.It’s average. | C.It’s dirty. |
A.Let the poor countries use their technology. |
B.Help the poor countries pass new laws. |
C.Give money to the poor countries. |
1. What are the primary students doing in the National Forest Park?
A.Doing some cleaning. | B.Planting some trees. | C.Putting up some posters. |
A.Photography works. | B.Handcraft products. | C.Water paintings. |
A.Internet shopping. | B.Online education. | C.Network cheating. |
1. How did Alex get to know something about e-waste?
A.From the newspaper. | B.From the Internet. | C.On TV. |
A.To produce new electronic equipment. |
B.To help people recycle and reuse e-waste. |
C.To help people stay away from e-waste. |
A.The poor students in Asia and Africa. |
B.The poor students in Central America and Asia. |
C.The poor students in Central America and Africa. |
8 . When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.
The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from I,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”
What is the author’s purpose in mentioning Fuzhou?
A.To review John’s research plans. |
B.To show an application of John’s idea. |
C.To compare John’s different jobs. |
D.To erase doubts about John’s invention. |
9 . When John Todd was a child, he loved to explore the woods around his house, observing how nature solved problems. A dirty stream, for example, often became clear after flowing through plants and along rocks where tiny creatures lived. When he got older, John started to wonder if this process could be used to clean up the messes people were making.
After studying agriculture, medicine, and fisheries in college, John went back to observing nature and asking questions. Why can certain plants trap harmful bacteria (细菌)? Which kinds of fish can eat cancer-causing chemicals? With the right combination of animals and plants, he figured, maybe he could clean up waste the way nature did. He decided to build what he would later call an eco-machine.
The task John set for himself was to remove harmful substances from some sludge (污泥). First, he constructed a series of clear fiberglass tanks connected to each other. Then he went around to local ponds and streams and brought back some plants and animals. He placed them in the tanks and waited. Little by little, these different kinds of life got used to one another and formed their own ecosystem. After a few weeks, John added the sludge.
He was amazed at the results. The plants and animals in the eco-machine took the sludge as food and began to eat it! Within weeks, it had all been digested, and all that was left was pure water.
Over the years, John has taken on many big jobs. He developed a greenhouse — like facility that treated sewage (污水) from I,600 homes in South Burlington. He also designed an eco-machine to clean canal water in Fuzhou, a city in southeast China.
“Ecological design” is the name John gives to what he does. “Life on Earth is kind of a box of spare parts for the inventor,” he says. “You put organisms in new relationships and observe what’s happening. Then you let these new systems develop their own ways to self-repair.”
What is the basis for John’s work?
A.Nature can repair itself. |
B.Organisms need water to survive. |
C.Life on Earth is diverse. |
D.Most tiny creatures live in groups. |
1. Where do the speakers get the information?
A.From school teachers. | B.From their children. | C.From a newspaper. |
A.Excited. | B.Ashamed. | C.Surprised. |
A.Encourage the woman to take part in the activity. |
B.Persuade the woman to do something. |
C.Find an excuse for doing nothing. |
A.Plant trees. | B.Water plants in parks. | C.Clean up the beaches. |