A team of researchers（ ） the problem of diseases connected with contaminated milk.

A.address B.interact C.wonder D.react

The animal dissection requirement of biology classes has been getting under the skin of students for generations, and there have always been some who asked to be excused from the requirement. Now, a growing number of technological alternatives are making it possible for students to swap that scalpel for a computer mouse. There are laws in nearly a dozen states — including California, Florida, New York — protecting a student’s choice to learn about animal anatomy sans scalpel. Some students choosing to opt out feel we should be kinder to our web-footed friends. Others are just queasy at the thought of rubbery frog bodies and the smell of formaldehyde.“Dissection is icky. There’s a yuck factor. ” admits Brian Shmaersky, a board member with the National Association of Biology Teachers. “And a teacher has to weigh the benefits with the cost of students being offended to the point that it interferes with learning. ”Virtual blades. So for cases in which a real dissection would be too slimy, it’s time to try some toad tech. While the first computer-based alternatives to dissection emerged in the 1980s, modem frog dissection software can be found at different websites. These software programs use creative clicking, high-powered zoom functions, and video clips to teach anatomy. Froguts software, for example, lets students trace incision lines with a computer mouse and snip through skin with a virtual blade. There are even sound effects like a “slish” for slicing frog flesh, or a “shwoosh” for pinning down skin flaps.(Schools currently pay about $ 300 for a one-year software license, though some organizations will lend programs out free of charge.) Earlier this year, a graduate student from Simon Fraser University in Vancouver designed the first-ever haptic (the Greek word for “touch”) frog dissection program, which uses a pen like tool to create a sensation similar to cutting into real flesh. The hand-held device connects to a computer, and students move the device through the air while watching the results of their actions on a computer screen.With Digital Frog — a popular program that’s had approximately 1, 500 frog demo downloads since January and is currently in use in 2, 000 schools — students can add or subtract those amphibious organs with a mere mouse click. They can then assess their learning with sporadic frog anatomy quizzes.“Repetition is helpful. The fact that a student can review sections of a program over and over again is important,” says Martin Stephens, vice president for animal research issues at the Humane Society of the United States. “In dissections, the animal’s organs are all shriveled and discolored. You look for things and can’t find them because body parts have changed drastically since the animal was killed. But on a computer screen, layers can be digitally peeled away. ” Other experts think the dissection technology has its limits. Gerry Wheeler, executive director of the National Science Teachers Association, says that artificial simulations don’t give as enriching an experience as the real thing. Still others worry the programs are depriving kids of experiential learning.1.The word “swap” (Line 3, Paragraph 1) most probably means（ ） .2.Some students ask to be excused from the requirement of biology classes because of the following reasons except that（ ）.3.Brian Shmaersky’ s statement implies that（ ）.4.The author’s attitude towards the toad tech can be said to be（ ） .

A.exchange B.throw away C.reject D.refuse
问题2：
A.dissection consists of disgusting procedures and unpleasant smells B.are entitled to reject dissection requirement given the legal regulation C.they are offended when fulfilling the requirements of animal dissection D.they insist that people should treat animals more as friends instead of simply objects.
问题3：
A.indeed supports the students’ animal protection movement B.thinks the animal dissection should be banned C.thinks the animal dissection may not be good for students to learn biology effectively D.always evaluates the teaching effect by weighing reluctant factors of cost

Hardy’s weakness（ ）his apparent inability to control the comings and goings of these impulses and from his unwillingness to cultivate and sustain the energetic and risky ones.

A.lay in B.gave rise to C.shed light on D.derived from

He studied at a famous college when he was young, （ ） contributed to his success in later life.

A.which B.it C.that D.what

It has long been known that the rate of oxidative metabolism (the process that uses oxygen to convert food into energy) in any animal has a profound effect on its living patterns. The high metabolic rate of small animals, for example, gives them sustained power and activity per unit of weight, but at the cost of requiring constant consumption of food and water. Very large animals, with their relatively low metabolic rates, can survive well on a sporadic food supply, but can generate little metabolic energy per gram of body weight. If only oxidative metabolic rate is considered, therefore, one might assume that smaller, more active, animals could prey on larger ones, at least if they attacked in groups. Perhaps they could if it were not for anaerobic glycolysis, the great equalizer.Anaerobic glycolysis is a process in which energy is produced, without oxygen, through the breakdown of muscle glycogen into lactic acid and adenosine triphosphate (ATP), the energy provider. The amount of energy that can be produced anaerobically is a function of the amount of glycogen present ——in all vertebrates about 0.5 percent of their muscles’ net weight. Thus the anaerobic energy reserves of a vertebrate are proportional to the size of the animal. If, for example, some predators had attacked a 100-ten dinosaur, normally torpid, the dinosaur would have been able to generate almost instantaneously, via anaerobic glycolysis, the energy of 3,000 humans at maximum oxidative metabolic energy production. This explains how many large species have managed to compete with their more active neighbors: the compensation for a low oxidative metabolic rate is glycolysis.There are limitations, however, to this compensation. The glycogen reserves of any animal are good, at most, for only about two minutes at maximum effort, after which only the normal oxidative metabolic source of energy remains. With the conclusion of a burst of activity, the lactic acid level is high in the body fluids, leaving the large animal vulnerable to attack until the acid is reconverted, via oxidative metabolism, by the liver into glucose, which is then sent (in part) back to the muscles for glycogen resynthesis. During this process the enormous energy debt that the animal has run up through anaerobic glycolysis must be repaid, a debt that is proportionally much greater for the larger vertebrates than for the smaller ones. Whereas the tiny shrew can replace in minutes the glycogen used for maximum effort, for example, the gigantic dinosaur would have required more than three weeks. It might seem that this interminably long recovery time in a large vertebrate would prove a grave disadvantage for survival. Fortunately, muscle glycogen is used only when needed and even then only in whatever quantity is necessary. Only in times of panic or during mortal combat would the entire reserves be consumed.The primary purpose of the passage is to（ ） .According to the author, a major limitation of anaerobic glycolysis is that it can（ ） .The passage suggests that the total anaerobic energy reserves of a vertebrate are proportional to the vertebrate’s size because（ ） .The author is most probably addressing which of the following audiences?Which of the following best states the central idea of the passage?

A.refute a misconception about anaerobic glycolysis B.explain anaerobic glycolysis and its effects on animal survival C.describe the limitations of anaerobic glycolysis D.analyze the chemistry of anaerobic glycolysis and its similarity to oxidative metabolism
问题2：
A.produce in large animals more lactic acid than the liver can safely reconvert B.necessitate a dangerously long recovery period in large animals C.produce energy more slowly than it can be used by large animals D.consume all of the available glycogen regardless of need
问题3：
A.larger vertebrates conserve more energy than smaller vertebrates B.larger vertebrates use less oxygen per unit weight than smaller vertebrates C.the ability of a vertebrate to consume food is a function of its size D.the amount of muscle tissue in

The music aroused an（ ） feeling of homesickness in him.

A.intentional B.intermittent C.intense D.intrinsic