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Physics is _________ to the science which was call
ed natural philosophy in history.
A) alike B) equivalent
C) likely D) uniform
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ed natural philosophy in history.
A) alike B) equivalent
C) likely D) uniform
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更多“Physics is _________ to the sc…”相关的问题
Examination of the Lorentz-Fitsgerald formulas yields the interesting speculation that if something did actually exceed the speed of light it would have its mass expressed as an imaginary number and would seem to be going backwards in time. The barrier to exceeding the speed of light is the apparent need to have an infinite quantity of mass moved at exactly the speed of light. If this situation could be leaped over in a large quantum jump--which seems highly unlikely for masses that are large in normal circumstances--then the other side may he achievable.
The idea of going backward in time is derived from the existence of a time vector that is negative, although just what this might mean to our senses in the unlikely circumstance of our experiencing this state cannot be conjectured.
There have been, in fact, some observations of particle chambers which have led some scientists to speculate that a particle called the tachyon may exist with the trans-light properties we have just discussed.
The difficulties of imagining and coping with these potential implications of our mathematical models points out the importance of studying alternative methods of notation for advanced physics. Professor Zuckerandl, in his book Sound and Symbol, hypothesized that it might be better to express the relationships bund in quantum mechanics through the use of a notation derived from musical notations. To oversimplify greatly, he argues that music has always given time a special relationship to other factors or parameters or dimensions. Therefore, it might be a more useful language in which to express the relationships in physics where time again has a special role to play, and cannot be treated as just another dimension.
The point of this, or any other alternative to the current methods of describing basic physical processes, is that time does not appear--either by common experience or sophisticated scientific understanding--to be the same sort of dimension or parameter as physical dimensions, as is deserving of completely special treatment, in a system of notation designed to accomplish that goal.
One approach would be to consider time to be a field effect governed by the application of energy to mass that is to say, by the interaction of different forms of energy, if you wish to keep in mind the equivalence of mass and energy. The movement of any normal sort of mass is bound to produce a field effect that we call positive time. An imaginary mass would produce a negative time field effect. This is not at variance with Einstein's theories, since the "faster" a given mass moves the more energy was applies to it and the greater would be the field effect The time effects predicted by Einstein and confirm by experience are, it seems, consonant with this concept. (565)
The passage supports the inference that ______.
A．Einstein's theory of relativity is wrong
B．the Lorentz-Fitzgerald formulas contradict Einstein's theories
C．time travel is dearly possible
D．it is impossible to travel at precisely the speed of light
Robert J. Oppenheimer was a famous American physicist, who directed the【1】of the first atomic bombs.
Oppenheimer was born in New York City on April 22, 1904, and was educated at Harvard University and the universities of Cambridge. After【2】the International Education Board from 1928 to 1929, he became a professor of physics at the University of California and the California Institute of Technology, where he built up large【3】of theoretical physics. He was noted for his contributions【4】to the theory of relativity, cosmic rays, and neutron stars.
From 1943 to 1945 , Oppenheimer served as director of the atomic bomb project at Los Alamos, New Mexico. His leadership and organizational skills【5】him the Presidential Medal of Merit in 1946. In 1947 he became director of the Institute for Advanced Studies in Princeton, New Jersey, serving there【6】the year before his death. He was also chairman of the General Advisory Committee of the Atomic Energy Commission from 1947 to 1952 and served【7】as an adviser. In 1954, however, he was suspended from this position【8】his past association with Communists. This action【9】the political atmosphere of the time, as well as the dislike of some politicians and military【10】for Oppenheimer's opposition to development of the hydrogen bomb and his【11】of arms control. His【12】was not really in doubt.【13】, efforts were made to clear his name, and in 1963 the AEC【14】him its highest honor, the Enrico Fermi Award. Oppenheimer【15】his final years to study of the relationship between science and society. He died in Princeton on February 18, 1967.
(1)
A．orientation
B．manipulation
C．development
D．management
A.Because Curiosity costs too much money.
B.Because the economic situation is depressed.
C.Because the money should be spent on the people.
D.Because Curiosity is meaningless and impractical.
Questions 36 to 40 are based on the following passage:
The oldest and simplest method, then of describing differences in personality was to classify people according to types, and such a system is called a Typology. A famous example of this method was set forth in Greece about the year 400 BC.A physician named Hippocrates theorized that there were four fluids, or humors, in the body. Corresponding to each humor, he believed, there existed a definite type of personality.
The four humors were blood, yellow bile, black bile, and phlegm. A person in whom all four humors were in perfect balance had a harmonious personality. If a person had too much blood, he was called sanguine(血红色), or cheerful and optimistic. Someone with too much yellow bile was choleric, or irritable and easily angered. Too much black bile made a person melancholy, or depressed and pessimistic. An oversupply of phlegm caused a human being to be phlegmatic, or slow and unfeeling. Scientists have long since discarded Hippocrates’ fluid theory. But the names of the humors, corresponding to these temperaments, have survived and are still useful, to some extent, in describing personality.
Other features of people, such as their faces and physics, have also been used to classify personality. Today, however, personality theories and classifications may also include factors such as heredity(遗传特征), the environment, intelligence , and emotional needs. Psychology, biology, and sociology are involved in these theories. Because of the complexity of human personality, present day theories are often very different from one another. Psychologists vary in their ideas about what is most important in determining personality.
36.According to Hippocrates’ fluid theory, a man with too much phlegm will be ____.
A.optimistic B.easily angered C.unexcitable D.pessimistic
37.The main idea of this passage is about ____.
A.the complicated factors in determining one’s personality
B.Hippocrates’ fluid theory and its development
C.the past and today of personality classifications and theories
D.different personalities and their details
38.At present, psychologists ____.
A.have common opinion about personality theories and classifications
B.use biology, archaeology and sociology to study personality theories
C.have abandoned Hippocrates’ fluid theory entirely
D.all agree that human beings are characterized with complex personalities
39.The third paragraph mainly talks about ____.
A.Hippocrates’ fluid theory
B.scientists’ points of view on Hippocrutes’ fluid theory
C.Hippocrates’ fluid theory and its fate
D.defects in Hippocrates’ fluid theory
40.According to this passage the factors which are still NOT used to clas sify personality are ____.
A.one’s born features and needs of love and success
B.one’s height and weight
C.one’s hobbies and ideals
D.the environment and intelligence
1.Most people think that the Nobel Prize is __________ a person can receive.
A、 the highest honor in the world
B、 one of the highest international honors
C、 a higher honor than others
D、 as high as any other honor
2.Alfred Nobel who started the Nobel Prize was __________
A、 a rich, happy and lucky man
B、 a poor, unhappy and unlucky man
C、 a poor, but happy and lucky man
D、 a rich, unhappy and unlucky man
3.A Nobel Prize is made up of _________
A、 a gold medal and a large amount of money
B、 a gold medal and a diploma
C、 a gold medal and a diploma and a large amount of money
D、 a diploma and a large amount of money
4.A Nobel Prize is given to __________ each year.
A、 just one person
B、 one person
C、 not always one person
D、 three persons
5.When he died, Nobel left an amount of money __________
A、 to his wife and his children
B、 to the university he used to study in
C、 to his parents and his students
D、 to be spend on setting five prizes
The ability to ask deep questions and look for answers lies at the heart of science.So it stands to reason that educators would want to bottle Newton’s brand of thinking and serve it to their students.
Common sense might argue that the best means to that end is to cram future scientists with chemistry,physics,biology,and mathematics.After all,Newton had an enormous appetite for science.
But Newton owned more books in the humanities than he did in the sciences,and his interest included subjects such an history,philosophy,and Greek mythology.
Could it be that thinking deeply about subjects such as history,philosophy,and religion makes one a better scientist？many top American schools think so.
The liberal arts is diversified toolbox.If you have only one way of looking at things,you will get stuck in the same place everybody else got stuck.If you’ve got different experiences,you may find other ways of solving the problem.”
It’s well known that the more we think,the better our neural connections.But liberal arts colleges go one step further.They argue that learning to think in one field may sharpen the ability to solve complex problems in a seemingly unrelated area.It may be a while before scientists establish the truth or falsity of this idea.In the meantime,some of the best minds in science are betting that it’s true.
“Learning about the great books and the humanities can stimulate the sort of brain waves that serve a scientist pretty well,” says Nobel prize winner Tom Cech—“The more types of thinking you have to do,the more skills you can bring to a scientific problem."
26.We learn from the first paragraph that ________.
A.the ability to think is of first importance to scientific discovery
B.nobody noticed apples falling from trees to the ground before Newton
C.Newton developed the theory of gravity by watching a falling apple
27.According to the passage, to help students become scientists, educators________.
A.should cram them with lots of science courses
B.should make them think in the way Newton did
C.should ask them deep questions and look for answers
D.should give them an enormous appetite for science
28.We learn from the passage that students who study science in a liberal arts college ________.
A.are required to take a number of courses in the humanities
B.are free to take whatever courses they like best
C.have a wide range of interests in history, philosophy and religion
D.spend more time studying arts and the humanities than the sciences
29.The idea that learning to think in one field may sharpen the ability to solve complex problems in a seemingly unrelated area is ________.
A.already proved to be true by scientists
B.accepted by the best people in science
C.a common belief among liberal arts colleges
D.gaining worldwide acceptance
30.In liberal arts colleges students are _______.
A.asked to bring a diversified toolbox to school
B.trained to think differently from everybody else
C.required to learn different kinds of skills
D.taught to look at things in different ways
Why I Came to College
(1) Why have I chosen to attend college？ I have put this question to myself at many times and in various forms during the past three and a half months which have constituted the first semester of my freshman year. Have I come because of parental influence, or because I have some goal of my own that I wish to pursue？ After pondering these questions on many occasions, I have finally reached the conclusion that I have come to college not for one single reason, but for many, and that it is something that I truly want to do.
(2) Originally, my parents did influence my opinions about education in general. My mother, an elementary school teacher, was always proud of my academic successes, but she never really pushed me or demanded that I achieve excellent grades. However, from the beginning of my schooling, my parents seemed to assume that I would attend college, and by the time I reached high school, I had become accustomed to that idea as well.
(3) When I entered high school, I enrolled in the college preparatory program offered there, looking ahead four years to college attendance. However, as I proceeded further through high school into my junior and senior years, I became genuinely interested in many of the subjects which I was studying. Chemistry, physics, and calculus were the courses which held my interest most strongly and I felt that I wanted to continue to study those areas beyond the high school level. Up to that point in my life, I had always claimed that I wanted to attend college. but didn’t realize why until my high school career drew to a close.
(4) Finally, I began to recognize in myself a strong drive to obtain knowledge. I knew that I would not be content to simply end my educational career with high school and enter the working world. I truly felt a need to continue learning in order to gain a better understanding of the world around me. My final decision to attend college seemed a natural one, and my choice of engineering as a field of study came easily as well, since the profession fit well with my academic preferences.
(5) The fact that I enjoy learning and gaining knowledge was my main reason for choosing to enter college, but I must admit that it was not the sole reason. In today’s world, a college education has become almost essential if one wishes to compete in the job market. In the next several years, this trend will surely continue, with a Bachelor’s degree becoming almost indispensable if one wishes to find a worthwhile position, and a Master’s degree becoming highly desirable for advanced positions. Although it may sound materialistic, I felt that attending college was a practical and necessary step which I took to ensure a secure future for myself and my family. I made my choice to study engineering primarily on the basis of my love of mathematics and the physical sciences; however, the fact that it is a well-paid and respected profession did have some influence on my final decision to study engineering, rather than a pure science curriculum. Either field would have allowed me to study those subjects which hold my interest, but the decision to pursue the one which would ultimately be more profitable was not a difficult choice to make.
(6) A third reason that I am attending college is that I have always hoped that I could make a contribution to the world. I knew that a career involving science and technology would give me the best opportunity to do this. I also knew that in order to pursue such a career, I would be required to go through college. Hopefully, this will enable me to someday make a contribution to the expansion of the frontiers of society’s knowledge, and to in some way benefit mankind.
(7) Finally, I chose to attend a diversified college, as opposed to a purely technical institute, because I feel that college should allow a person to grow in areas other than pure academics. It should also expose that student to a variety of social and political ideas, helping to expand his mental horizons. Attending Rutgers University has definitely allowed me to come into contact with a wide variety of lifestyles which could only be found together on a collegiate campus. Additionally, while I am able to major in a scientific field at Rutgers, I am able to simultaneously take courses which explore other fields of study and allow me to become a more diversified and well-rounded person. This overall gain of general knowledge which is available only to the college student is another reason that I was lured toward the pursuit of a higher education.
(8) Thus, I came to college not for one reason, but for several different ones. It was something that I had planned, even without fully knowing why, for several years. It was certainly the next logical step in my educational career after the completion of high school. However, only in my final two years of high school did I actually begin to recognize in myself the inherent desire to obtain information and learning which pursue the other goals which I had set for myself. I also knew that I wanted to become a more diversified person, and that a college education was the best means to attain that end.
(9) Why have I chosen to attend college？ Sometimes I am unsure of the exact reason myself. I am sure, however, that it is what I should do and what I want to do with the next four years of my life.
91.According to the passage, the author came to college mainly __________.
A.out of his own will
B.because of social pressure
C.out of respect for his parents
D.because of financial attraction
92.The word “pondering” in Paragraph l can be best replaced by __________ .
A.answering appropriately
B.exploring thoroughly
C.dealing with efficiently
D.thinking carefully about
93.According to Paragraph 2, which of the following is true about the author’s parents________
A.They were demanding.
B.They were open-minded.
C.They were indifferent to his future.
D.They were anxious about his future.
94.Which of the following is closest in meaning to the word “genuinely” in Paragraph 3________
A.really
B.completely
C.immediately
D.finally
95.It can be inferred from Paragraph 5 that _________ .
A.few people study for Bachelor’s degrees
B.a college degree means more than ever before
C.college education is required for a good future
D.a Master’s degree can guarantee advanced positions
96.Which of the following can best explain the word “indispensable” in Paragraph 5？ ()
A.ingenuous
B.essential
C.advantageous
D.helpful
97.The author chose engineering mainly because _________ .
A.it was more popular
B.he could make more money
C.he was more interested in it
D.he could be more successful
98.College education was expected to make the author _________ .
A.realistic
B.technically sophisticated
C.intelligent
D.comprehensively developed
99.The author states in Paragraph 7 that _________ .
A.a diversified college can provide knowledge in various fields
B.a diversified college is the only place where a person can learn
C.higher education in a diversified college can ensure success in the future
D.a student can learn as many subjects as he likes in a diversified college
100.The purpose of the author in writing this passage is to _________ .
A.advertise educational institutions
B.persuade people to obtain college degrees
C.emphasize the importance of higher education
D.express his understanding of today’s education systems
