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科学家做实验的英语作文题目，The Role of Scientists in Conducting Experiments。
In the pursuit of knowledge and the advancement of society, scientists play a pivotal role through their experiments. Experimentation is not merely a method to validate hypotheses; it is the cornerstone of scientific progress. In this essay, we will explore the significanceof scientists' experiments and their impact on various aspects of our lives.First and foremost, scientists conduct experiments to test hypotheses and theories. These experiments aredesigned meticulously to gather empirical evidence that either supports or refutes the proposed explanations for natural phenomena. Through experimentation, scientists can validate their ideas, leading to a deeper understanding of the world around us. For instance, in the field of physics, experiments such as those conducted at the Large Hadron Collider have helped confirm the existence of fundamentalparticles like the Higgs boson, contributing to our understanding of the universe's structure.Moreover, experiments allow scientists to discover new phenomena and principles. By observing, measuring, and analyzing data obtained from experiments, researchers can uncover unexpected patterns or relationships that may have gone unnoticed. This process of discovery fuels scientific innovation and opens up new avenues for exploration. For example, the discovery of penicillin by Alexander Fleming resulted from a serendipitous observation during an experiment, revolutionizing medicine and saving countless lives.Furthermore, experiments enable scientists to develop practical applications and technologies that benefit society. By applying scientific knowledge gained from experiments, researchers can create solutions to real-world problems and improve the quality of life for people worldwide. For instance, experiments in biotechnology have led to the development of genetically modified crops that are more resilient to pests and environmental stressors,helping address food security challenges.Additionally, experiments serve as educational tools, fostering curiosity and critical thinking skills among students and aspiring scientists. Through hands-on experimentation, learners can gain a deeper appreciationfor the scientific method and develop the skills necessary to conduct their own research in the future. Many breakthroughs in science have been made by researchers who were inspired by their early experiences with experiments in school laboratories.Despite their undeniable importance, scientists face various challenges in conducting experiments. One significant challenge is securing funding and resources for research projects. Conducting experiments often requires expensive equipment, materials, and personnel, making it difficult for scientists, especially those in developing countries or underfunded fields, to pursue their research goals. Moreover, ethical considerations and safety concerns must be carefully addressed to ensure that experiments are conducted responsibly and do not cause harm to individualsor the environment.In conclusion, scientists play a crucial role in conducting experiments that advance our understanding of the world, drive technological innovation, and benefit society as a whole. Through experimentation, researchers test hypotheses, discover new phenomena, develop practical applications, and inspire future generations of scientists. Despite the challenges they face, scientists continue to push the boundaries of knowledge through their tireless pursuit of experimentation. It is through their dedication and ingenuity that we continue to unlock the mysteries of the universe and improve the human condition.。
Embracing the Spirit of Scientific InquiryIn the ever-evolving landscape of human knowledge, the spirit of scientific inquiry stands as a beacon of progress and enlightenment. It is a mindset that encourages us to question, explore, and seek truth through rigorous observation, experimentation, and reasoning.The scientific spirit is rooted in curiosity. It is the urge to understand the natural world and the desire to unravel the mysteries that lie beyond our immediate comprehension. This curiosity drives scientists to delve into the unknown, to formulate hypotheses, and to test them through experiments. In this way, science becomes a powerful tool for discovery and understanding.Moreover, the scientific spirit is characterized by skepticism and a willingness to challenge existing beliefs. Scientists are not content with accepting things at face value; they seek to verify and validate knowledge through empirical evidence. This approach ensures that our understanding of the world is based on solid facts and not mere superstition or dogma.The importance of the scientific spirit cannot be overstated. It has led to remarkable advancements in medicine, technology, and our understanding of the universe. From curing diseases to exploring the depths of space, science has transformed our lives in ways that are both profound and indispensable.However, it is worth noting that the scientific spirit is not exclusive to professional scientists. It is a mindset that can be cultivated by anyone with a thirst for knowledge and a willingness to question. By embracing a scientific approach to life, we can all become more informed, rational, and open-minded individuals.In conclusion, the spirit of scientific inquiry is an essential component of human progress and enlightenment. It encourages us to seek truth, challenge beliefs, and expand our understanding of the world. Let us embrace this spirit and continue to explore, discover, and innovate for the betterment of humanity.。
2025年同等学力人员申请硕士学位英语自测试卷及答案指导一、口语交际（共10分）第一题Conversation:A: Hi Jacob, how are you?B: Hi Anna, I’m doing pretty well, thanks. How about you?A: I’m doing great. I was just thinking about the upcoming group project. We need to split the work.B: Sure, no problem. What tasks do you think we should work on?A: Well, I was considering the research part since I have experience in that area.B: That sounds fair. I’ll take care of the writing part then. Let’s set up a meeting to discuss the specifics later.A: Definitely. I’ll send out the meeting invite next week.1、What is the purpose of their conversation?a)Planning a meetingb)Discussing the division of laborc)Complaining about the workloadd)Introducing new members to the teame)Sharing personal health updatesAnswer: b2、Whom is Anna talking to?a)Her family memberb)Her colleaguec)Her friendd)Her professore)Her clientAnswer: b3、What task is Anna considering for herself?a)Writingb)Presentingc)Researchd)Editinge)DesigningAnswer: c4、What task is Jacob taking care of?a)Researchb)Writingc)Presentationd)Editinge)DesigningAnswer: b5、What will Anna do after the conversation?a)Call Jacobb)Send out a meeting invitec)Finish the project aloned)Cancel the projecte)Ask for more tasksAnswer: b第二题A conversation between two friends, Alice and Bob, about their study plans and university life.Alice: Hi, Bob! It’s been a while since we last studied together. Are you still preparing for the postgraduate entrance exam?Bob: Hi, Alice! Yes, I am. I’m really excited to enter graduate school. How about you? Have you made any progress on your studies?Alice: Yes, I’ve been working hard. I’m particularly focused on preparing for the TOEFL exam as it’s a requirement for my pro gram. Last week, I attended a preparation class and I wanted to discuss it with you.Bob: That’s great! What do you think of the class?Alice: I found it quite helpful. The instructor explained the format and strategies for each section. We even had a little practice session at the end.Bob: Nice! I heard about the class. Do you think it covered everything important?Alice: Yeah, I think it did. They even provided some sample questions andanswered our doubts. I was able to improve my speaking skills, which is essential for my program.Bob: Speaking skills are indeed crucial. By the way, is there anything you want to improve the most?Alice: Definitely my writing. It’s really challenging for me. I struggle to organize my thoughts and write coherently. So, any tips you can give me would be appreciated.Bob: Sure, I can help with that. First, try to practice writing short essays on a regular basis. It’ll help you get used to the structure and vocabulary required for academic writing.1.What topic did Alice discuss with Bob about her study plan?A) The postgraduate entrance examB) The TOEFL examC) The preparation class for the postgraduate entrance examD) The challenges she faces in her writing2.How does Alice feel about the preparation class she attended?A) She thinks it’s a waste of time.B) She thinks it’s quite helpful.C) She thinks it’s not informative enough.D) She thinks it’s too difficult for her.3.What kind of assistance does Alice seek regarding her writing improvement?A) Reading tipsB) Speaking tipsC) Writing tipsD) Vocabulary tips4.What does Bob suggest Alice do to improve her writing?A) Practice reading a lotB) Practice writing short essays regularlyC) Focus solely on spoken EnglishD) Take a proofreading course5.What is one aspect of the TOEFL exam that Alice needs to improve on?A) Listening skillsB) Reading skillsC) Writing skillsD) All of the aboveAnswers:1.B2.B3.C4.B5.C二、词汇-选择填空（本大题有10小题，每小题1分，共10分）1、In today’s fast-paced world, staying healthy requires a__________balance of physical exercise, a nutritious diet, and mental well-being.A. perfectB. perfectibleC. perfectiveD. perfectible答案：A解析：选项A “perfect” 意为“完美的”，符合题意。
Pub Talk and the King' s EnglishHenry Fairlie1 Conversation is the most sociable of all human activities. And it is an activity only of humans. However intricate the ways in which animals communicate with each other, they do not indulge in anything that deserves the name of conversation.2 The charm of conversation is that it does not really start from anywhere, and no one has any idea where it will go as it meanders or leaps and sparkles or just glows. The enemy of good conversation is the person who has "something to say." Conversation is not for making a point. Argument may often be a part of it, but the purpose of the argument is not to convince. There is no winning in conversation. In fact, the best conversationalists are those who are prepared to lose. Suddenly they see the moment for one of their best anecdotes, but in a flash the conversation has moved on and the opportunity is lost. They are ready to let it go.3 Perhaps it is because of my up-bringing in English pubs that I think bar conversation has a charm of its own. Bar friends are not deeply involved in each other's lives. They are companions, not intimates. The fact that their marriages may be on the rooks, or that their love affairs have been broken or even that they got out of bed on the wrong side is simply not a concern. They are like the musketeers of Dumas who, although they lived side by side with each other, did not delve into,each other's lives or the recesses of their thoughts and feelings.4 It was on such an occasion the other evening, as the conversation moved desultorily here and there, from the most commonplace to thoughts of Jupiter, without any focus and with no need for one, that suddenly the alchemy of conversation took place, and all at once there was a focus. I do not remember what made one of our companions say it--she clearly had not come into the bar to say it, it was not something that was pressing on her mind--but her remark fell quite naturally into the talk.5 "Someone told me the Other day that the phrase, 'the King's English' was a term of criticism, that it means language which one should not properly use."6 The glow of the conversation burst into flames. There were affirmations and protests and denials, and of course the promise, made in all such conversation, that we would look it up on the morning. That would settle it; but conversation does not need to be settled; it could still go ignorantly on.7 It was an Australian who had given her such a definition of "the King's English," which produced some rather tart remarks about what one could expect from the descendants of convicts. We had traveled in five minutes to Australia. Of course, there would be resistance to the King's English in such a society. There is always resistance in the lower classes to any attempt by an upper class to lay down rules for "English as it should be spoken."8 Look at the language barrier between the Saxon churls and their Norman conquerors. The conversation had swung from Australian convicts of the 19th century tothe English peasants of the 12th century. Who was right, who was wrong, did not matter. The conversation was on wings.9 Someone took one of the best-known of examples, which is still always worth the reconsidering. When we talk of meat on our tables we use French words; when we speak of the animals from which the meat comes we use Anglo-Saxon words. It is a pig in its sty ; it is pork (porc) on the table. They are cattle in the fields, but we sit down to beef (boeuf). Chickens become poultry (poulet), and a calf becomes veal (veau). Even if our menus were not wirtten in French out of snobbery, the English we used in them would still be Norman English. What all this tells us is of a deep class rift in the culture of England after the Norman conquest.10 The Saxon peasants who tilled the land and reared the animals could not afford the meat, which went to Norman tables. The peasants were allowed to eat the rabbits that scampered over their fields and, since that meat was cheap, the Norman lords of course turned up their noses at it. So rabbit is still rabbit on our tables, and not changed into some rendering of lapin.11 As we listen today to the arguments about bilingual education, we ought to think ourselves back into the shoes of the Saxon peasant. The new ruling class had built a cultural barrier against him by building their French against his own language. There must have been a great deal of cultural humiliation felt by the English when they revolted under Saxon leaders like Hereward the Wake. "The King's English"--if the termhad existed then--had become French. And here in America now, 900 years later, we are still the heirs to it.12 So the next morning, the conversation over, one looked it up. The phrase came into use some time in the 16th century. "Queen's English" is found in Nash's "Strange Newes of the Intercepting Certaine Letters" in 1593, and in 1602, Dekker wrote of someone, "thou clipst the Kinge's English." Is the phrase in Shakespeare? That would be the confirmation that it was in general use. He uses it once, when Mistress Quickly in "The Merry Wives of Windsor" says of her master coming home in a rage, "... here will be an old abusing of God's patience and the King's English," and it rings true.13 One could have expected that it would be about then that the phrase would be coined. After five centuries of growth, o1f tussling with the French of the Normans and the Angevins and the Plantagenets and at last absorbing it, the conquered in the end conquering the conqueror. English had come royally into its own.14 There was a King's (or Queen' s) English to be proud of. The Elizabethans blew on it as on a dandelion clock, and its seeds multiplied, and floated to the ends of the earth. "The King's English" was no longer a form of what would now be regarded as racial discrimination.15 Yet there had been something in the remark of the Australian. The phrase has always been used a little pejoratively and even facetiously by the lower classes. One feels that even Mistress Quickly--a servant--is saying that Dr. Caius--her master--will losehis control and speak with the vigor of ordinary folk. If the King's English is "English as it should be spoken," the claim is often mocked by the underlings, when they say with a jeer "English as it should be spoke." The rebellion against a cultural dominance is still there.16 There is always a great danger, as Carlyle put it, that "words will harden into things for us." Words are not themselves a reality, but only representations of it, and the King's English, like the Anglo-French of the Normans, is a class representation of reality. Perhaps it is worth trying to speak it, but it should not be laid down as an edict , and made immune to change from below.17 I have an unending love affair with dictionaries-Auden once said that all a writer needs is a pen, plenty of paper and "the best dictionaries he can afford"--but I agree with the person who said that dictionaries are instruments of common sense. The King's English is a model—a rich and instructive one--but it ought not to be an ultimatum.18 So we may return to my beginning. Even with the most educated and the most literate, the King's English slips and slides in conversation. There is no worse conversationalist than the one who punctuates his words as he speaks as if he were writing, or even who tries to use words as if he were composing a piece of prose for print. When E. M. Forster writes of " the sinister corridor of our age," we sit up at the vividness of the phrase, the force and even terror in the image. But if E. M. Forster sat inour living room and said, "We are all following each other down the sinister corridor of our age," we would be justified in asking him to leave.19 Great authors are constantly being asked by foolish people to talk as they write. Other people may celebrate the lofty conversations in which the great minds are supposed to have indulged in the great salons of 18th century Paris, but one suspects that the great minds were gossiping and judging the quality of the food and the wine. Henault, then the great president of the First Chamber of the Paris Parlement, complained bitterly of the "terrible sauces " at the salons of Mme. Deffand, and went on to observe that the only difference between her cook and the supreme chef, Brinvilliers , lay in their intentions.20 The one place not to have dictionaries is in a sit ting room or at a dining table. Look the thing up the next morning, but not in the middle of the conversation. Other wise one will bind the conversation, one will not let it flow freely here and there. There would have been no conversation the other evening if we had been able to settle at one the meaning of "the King's English." We would never hay gone to Australia, or leaped back in time to the Norman Conquest.21 And there would have been nothing to think about the next morning. Perhaps above all, one would not have been engaged by interest in the musketeer who raised the subject, wondering more about her. The bother about teaching chimpanzees how to talk is that they will probably try to talk sense and so ruin all conversation.Inaugural Address(January 20, 1961)John F. Kennedy1 We observe today not a victory of party but a celebration of freedom, symbolizing an end as well as a beginning, signifying renewal as well as change. For I have sworn before you and Almighty God the same solemn oath our forebears prescribednearly a century and three-quarters ago.2 The world is very different now. For man holds in his mortal hands the power to abolish all forms of human poverty and all forms of human life. And yet the same revolutionary belief for which our forebears fought is still at issue around the globe, the belief that the rights of man come not from the generosity of the state but from the hand of God.3 We dare not forget today that we are the heirs of that first revolution. Let the word go forth from this time and place, to friend and foe alike, that the torch has been passed to a new generation of Americans, born in this century, tempered by war, disciplined by a hard and bitter peace, proud of our ancient heritage, and unwilling to witness or permit the slow undoing of these human rights to which this nation has always been committed, and to which we are committed today at home and around the world.4 Let every nation know, whether it wishes us well or i11, that we shall pay any price, bear any burden, meet any hardship, support any friend, oppose any foe to assure the survival and the success of liberty.5 This much we pledge--and more.6 To those old allies whose cultural and spiritual origins we share, we pledge the loyalty of faithful friends. United, there is little we cannot do in a host of co-operative ventures. Divided, there is little we can do, for we dare not meet a powerful challenge at odds and split asunder.7 To those new states whom we welcome to the ranks of the free, we pledge our word that one form of colonial control shall not have passed away merely to be replaced by a far more iron tyranny. We shall not always expect to find them supporting our view. But we shall always hope to find them strongly supporting their own freedom, and to remember that, in the past, those who foolishly sought power by riding the back of the tiger ended up inside.8 To those peoples in the huts and villages of half the globe struggling to break the bonds of mass misery, we pledge our best efforts to help them help themselves, for whatever period is required, not because the Communists may be doing it, not because we seek their votes, but because it is right. If a free society cannot help the many who are poor, it cannot save the few who are rich.9 To our sister republics south of our border, we offer a special pledge: to convert our good words into good deeds, in a new alliance for progress, to assist free men and free governments in casting off the chains of poverty. But this peaceful revolution of hope cannot become the prey of hostile powers. Let all our neighbors know that we shall join with them to oppose aggression or subversion anywhere in the Americas. And let every other power know that this hemisphere intends to remain the master of its own house.10 To that world assembly of sovereign states, the United Nations, our last best hope in an age where the instruments of war have far outpaced the instruments of peace, we renew our pledge of support: to prevent it from becoming merely a forum for invective, to strengthen its shield of the new and the weak, and to enlarge the area in which its writ may run.11 Finally, to those nations who would make themselves our adversary, we offer not a pledge but a request: that both sides begin anew the quest for peace, before the dark powers of destruction unleashed by science engulf all humanity in planned or accidental self-destruction.12 We dare not tempt them with weakness. For only when our arms are sufficient beyond doubt can we be certain beyond doubt that they will never be employed.13 But neither can two great and powerful groups of nations take comfort from our present course--both sides overburdened by the cost of modern weapons, both rightly alarmed by the steady spread of the deadly atom, yet both racing to alter that uncertain balance of terror that stays the hand of mankind's final war.14 So let us begin anew, remembering on both sides that civility is not a sign of weakness, and sincerity is always subject to proof. Let us never negotiate out of fear, but let us never fear to negotiate.15 Let both sides explore what problems unite us instead of belaboring those problems which divide us.16 Let both sides, for the first time, formulate serious and precise proposals for the inspection and control of arms and bring the absolute power to destroy other nations under the absolute control of all nations.17 Let both sides seek to invoke the wonders of science instead of its terrors. Together let us explore the stars, conquer the deserts, eradicate disease, tap the ocean depths and encourage the arts and commerce.18 Let both sides unite to heed in all corners of the earth the command of Isaiah to "undo the heavy burdens...(and) let the oppressed go free".19 And if a beachhead of co-operation may push back the jungle of suspicion, let both sides join in creating a new endeavor, not a new balance of power, but a new world of law, where the strong are just and the weak secure and the peace preserved.20 All this will not be finished in the first one hundred days. Nor will it be finished in the first one thousand days, nor in the life of this Administration, nor even perhaps in our lifetime on this planet. But let us begin.21 In your hands, my fellow citizens, more than mine, will rest the final success or failure of our course. Since this country was founded, each generation of Americans has been summoned to give testimony to its national loyalty. The graves of young Americans who answered the call to service surround the globe.22 Now the trumpet summons us again--not as a call to bear arms, though arms we need; not as a call to battle, though embattled we are; but a call to bear the burden of a long twilight struggle, year in and year out, "rejoicing in hope, patient in tribulation," a struggle against the common enemies of man: tyranny, poverty, disease and war itself.23 Can we forge against these enemies a grand and global alliance, North and South, East and West, that can assure a more fruitful life for all mankind? Will you join in the historic effort?24 In the long history of the world, only a few generations have been granted the role of defending freedom in its hour of maximum danger. I do not shrink from thisresponsibility; I welcome it. I do not believe that any of us would exchange places with any other people or any other generation. The energy, the faith, the devotion which we bring to this endeavor will light our country and all who serve it, and the glow from that fire can truly light the world.25 And so, my fellow Americans ask not what your country can do for you; ask what you can do for your country.26 My fellow citizens of the world, ask not what America will do for you, but what together we can do for the freedom of man.27 Finally, whether you are citizens of America or citizens of the world, ask of us here the same high standards of strength and sacrifice which we ask of you. With a good conscienceour only sure reward, with history the final judge of our deeds, let us go forth to lead the land we love, asking His blessing and His help, but knowing that here on earth God's work must truly be our own.(from A Treasury of the World's Great Speeches, 1965)--------------------------------------------------------------------------------NOTES1. inaugural address: since 1937, Inauguration Day has been changed to Jan. 20. On this day every four years the newly elected president of the United States faces the people for the first time, takes the presidential oath of office and delivers his inaugural address.2. solemn oath: the presidential oath, traditionally administered by the Chief Justice, is prescribed in Article II, section 1 of the Constitution of the United States. The oath runs as follows: "I do solemnly swear (or affirm) that I will faithfully execute the Office of President of the United States, and will to the best of my ability, preserve, protect and defend the Constitution of the United States. "3. The belief that the rights of man.., hand of God: refers to a passage in the American Declaration of Independence: "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty and the pursuit of Happiness. "4. command of Isaiah: one of the greatest Hebrew prophets whose writings are extant (late 8th century B. C. ) ; venerated by rabbis as 2nd only to Moses. The Book of Isaiah, a book in the Old Testament of the Bible of the Christian, is believed to be a work of two authors of different periods; chapters 1--39 relate to the history of the Israelites; chapters 40--66 foretell the coming of the Messiah. The quotation in the text is taken from chapter 58, verse 6: "Is not this the fast that I have chosen? to loose the bands of wickedness, to undo the heavy burdens, and to let the oppressed go free, and that ye break every yoke?"Love is a FallacyMax Shulman1 Charles Lamb, as merry and enterprising a fellow as you will meet in a month of Sundays, unfettered the informal essay with his memorable Old China and Dream's Children. There follows an informal essay that ventures even beyond Lamb's frontier, indeed, "informal" may not be quite the right word to describe this essay; "limp" or " flaccid" or possibly "spongy" are perhaps more appropriate.2 Vague though its category, it is without doubt an essay. It develops an argument; it cites instances; it reaches a conclusion. Could Carlyle do more? Could Ruskin ?3 Read, then, the following essay which undertakes to demonstrate that logic, far from being a dry, pedantic discipline, is a living, breathing thing, full of beauty, passion, and trauma --Author's Note4 Cool was I and logical. Keen, calculating, perspicacious , acuteand astute--I was all of these. My brain was as powerful as a dynamo, as precise as a chemist's scales, as penetrating as a scalpel. And--think of it! --I was only eighteen.5 It is not often that one so young has such a giant intellect. Take, for example, Petey Butch, my roommate at the University of Minnesota. Same age, same background, but dumb as an ox. A nice enough young fellow, you understand, but nothing upstairs.Emotional type. Unstable. Impressionable. Worst of all, a faddist. Fads, I submit, are the very negation of reason. To be swept up in every new craze that comes along, to surrender yourself to idiocy just because everybody else is doing it--this, to me, is the acme of mindlessness. Not, however, to Petey.6 One afternoon I found Petey lying on his bed with an expression of such distress on his face that I immediately diagnosed appendicitis. "Don't move," I said. "Don't take a laxative. I'll get a doctor."7 "Raccoon," he mumbled thickly.8 "Raccoon?" I said, pausing in my flight.9 "1 want a raccoon coat," he wailed.10 I perceived that his trouble was not physical, but mental. "Why do you wanta raccoon coat?"11 "1 should have known it," he cried, pounding his temples. "1 should have known they'd come back when the Charleston came back. Like a fool I spent all my money for textbooks, and now I can't get a raccoon coat."12 "Can you mean." I said incredulously, "that people are actually wearing raccoon coats again?"13 "All the Big Men on Campus are wearing them. Where've you been?"14 "In the library," I said, naming a place not frequented by Big Men on Campus15 He leaped from the bed and paced the room, "I've got to have a raccoon coat," he said passionately. "I've got to!"16 "Petey, why? Look at it rationally. Raccoon coats are unsanitary. They shed. They smell bad. They weight too much. They're unsightly. They--"17 " You don't understand," he interrupted impatiently. "It's the thing to do. Don't you want to be in the swim?"18 "No," I said truthfully.19 "Well, I do," he declared. "I'd give anything for a raccoon coat. Anything!"20 My brain, that precision instrument, slipped into high gear. "Anything?" I asked, looking at him narrowly.21 "Anything," he affirmed in ringing tones.22 I stroked my chin thoughtfully. It so happened that I knew where to set my hands on a raccoon coat. My father had had one in his undergraduate days; it lay now in a trunk in the attic back home. It also happened that Petey had something I wanted. He didn't have it exactly, but at least he had first rights on it. I refer to his girl, Polly Espy.23 I had long covetedPolly Espy. Let me emphasize that my desire for this young woman was not emotional in nature. She was, to be sure, a girl who excited the emotions but I was not one to let my heart rule my head. I wanted Polly for a shrewdly calculated, entirely cerebralreason.24 I was a freshman in law school. In a few years I would be out in practice. I was well aware of the importance of the right kind of wife in furthering a lawyer's career. The successful lawyers I had observed were, almost without exception, married to beautiful, gracious, intelligent women. With one omission, Polly fitted these specifications perfectly.25 Beautiful she was. She was not yet of pin-up proportionsbut I felt sure that time would supply the lack She already had the makings.26 Gracious she was. By gracious I mean full of graces. She had an erectness of carriage, an ease of bearing, a poise that clearly indicated the best of breeding, At table her manners were exquisite. I had seen her at the Kozy Kampus Korner eating the specialty of the house--a sandwich that contained scraps of pot roast, gravy, chopped nuts, and a dipper of sauerkraut--without even getting her fingers moist.27 Intelligent she was not. in fact, she veered in the opposite direction. But I believed that under my guidance she would smarten up. At any rate, it was worth a try. It is, after all, easier to make a beautiful dumb girl smart than to make an ugly smart girl beautiful.28 "Petey," I said, "are you in love with Polly Espy?"29 "1 think she's a keen kid," he replied, "but I don't know if you'd call it love. Why?"30 "Do you," I asked, "have any kind of formal arrangement with her? I mean are you going steady or anything like that?"31 "No. We see each other quite a bit, but we both have other dates. Why?"32 "Is there," I asked, "any other man for whom she has a particular fondness?"33 "Not that I know of. Why?"34 I nodded with satisfaction. "In other words, if you were out of the picture, the field would be open. Is that right?"35 "1 guess so. What are you getting at?"36 "Nothing, nothing," I said innocently, and took my suitcase out of the closet.37 "Where are you going?" asked Petey.38 "Home for the weekend." I threw a few things into the bag.39 "Listen," he said, clutching my arm eagerly, "while you're home, you couldn't get some money from your old man, could you, and lend it to me so I can buy a raccoon coat?"40 "1 may do better than that," I said with a mysterious wink and closed my bag and left.41 "Look," I said to Petey when I got back Monday morning. I threw open the suitcase and revealed the huge, hairy, gamy object that my father had worn in his Stutz Bearcat in 1925.42 " Holy Toledo!" said Petey reverently. He plunged his hands into the raccoon coat and then his face. "Holy Toledo!" he repeated fifteen or twenty times.43 "Would you like it?" I asked.44 "Oh yes!" he cried, clutching the greasy peltto him. Then a canny look came into his eyes. "What do you want for it?"45 "Your girl," I said, mincing no words.46 "Polly?" he said in a horrified whisper. "You want Polly?"47 "That's right."48 He flung the coat from him. "Never," he said stoutly.49 I shrugged. "Okay. If you don't want to be in the swim, I guess it's your business."50 I sat down in a chair and pretended to read a book, but out of the corner of my eye I kept watching Petey. He was a torn man. First he looked at the coat with the expression of a waif at a bakery window. Then he turned away and set his jaw resolutely. Then he looked back at the coat, with even more longing in his face. Then he turned away, but with not so much resolution this time. Back and forth his head swiveled, desire waxing, resolution waning . Finally he didn't turn away at all; he just stood and stared with mad lust at the coat.51 "It isn't as though I was in love with Polly," he said thickly. "Or going steady or anything like that."52 "That's right," I murmured.53 "What's Polly to me, or me to Polly?"54 "Not a thing," said I.55 "It's just been a casual kick --just a few laughs, that's all."56 "Try on the coat," said I.57 He complied. The coat bunched high over his ears and dropped all the way down to his shoe tops. He looked like a mound of dead raccoons. "Fits fine," he said happily.58 I rose from my chair. "Is it a deal?" I asked, extending my hand.59 He swallowed. "It's a deal," he said and shook my hand.60 I had my first date with Polly the following evening. This was in the nature of a survey; I wanted to find out just how much work I had to do to get her mind up to the standard I required. I took her first to dinner. "Gee, that was a delish （=delicious）dinner," she said as we left the restaurant. Then I took her to a movie. "Gee, that was a marvy (=marvelous) movie," she said as we left the theater. And then I took her home. "Gee, I had a sensaysh (=sensational) time," she said as she bade me good night.61 I went back to my room with a heavy heart. I had gravely underestimated the size of my task. This girl's lack of information was terrifying. Nor would it be enough merely to supply her with information First she had to be taught to think. This loomed as a project of no small dimensions, and at first I was tempted to give her back to Petey. But then I got to thinking about her abundant physical charms and about the way she entered a room and the way she handled a knife and fork, and I decided to make an effort.62 I went about it, as in all things, systematically. I gave her a course in logic. It happened that I, as a law student, was taking a course in logic myself, so I had all the。
关于物理实验的英语作文英文回答：The Scientific Method and Experiment Design.The scientific method is a systematic approach totesting hypotheses and theories. It involves making observations, developing hypotheses, conducting experiments, and drawing conclusions based on the results. Experiment design is an important part of the scientific method because it ensures that the experiment is conducted in away that will yield meaningful results.There are five basic steps in the scientific method:1. Make observations: The first step in the scientific method is to make observations about the world around you. These observations can be about anything, but they shouldbe specific and detailed.2. Develop a hypothesis: A hypothesis is a tentative explanation for the observations you have made. It is important to develop a hypothesis that is testable, meaning that it can be tested through an experiment.3. Conduct an experiment: An experiment is a controlled test of a hypothesis. It involves manipulating one variable (the independent variable) while holding all other variables constant (the controlled variables). The results of the experiment can be used to support or refute the hypothesis.4. Draw conclusions: After conducting an experiment, you need to draw conclusions about your results. These conclusions should be based on the data you collected and should be consistent with your hypothesis.5. Communicate your results: The final step in the scientific method is to communicate your results to others. This can be done through writing a scientific paper, giving a presentation, or creating a poster.Experiment design is an important part of thescientific method because it ensures that the experiment is conducted in a way that will yield meaningful results. There are many factors to consider when designing an experiment, including:The type of experiment: There are many different types of experiments, including controlled experiments, observational studies, and case studies. The type of experiment you choose will depend on the question you are trying to answer.The sample size: The sample size is the number of participants in your experiment. The sample size should be large enough to ensure that the results are statistically significant.The independent variable: The independent variable is the variable that you are manipulating in your experiment. The independent variable should be the only variable that you change in your experiment.The controlled variables: The controlled variables are all of the variables that you are holding constant in your experiment. The controlled variables should be kept constant so that they do not affect the results of your experiment.The data collection method: The data collection method is the way that you collect data in your experiment. The data collection method should be reliable and valid.By following the steps of the scientific method and using careful experiment design, you can ensure that your experiment will yield meaningful results.中文回答：科学方法和实验设计。
一篇介绍实验的作文英语Introduction:The essence of science lies in its ability to unravel the mysteries of the universe through systematic inquiry and experimentation. An experiment is a controlled procedure that is undertaken to validate a hypothesis, explore a phenomenon, or determine the efficacy of a proposed solution. In this essay, we will delve into the intricacies of conducting a scientific experiment, from formulating a hypothesis to analyzing the results.Step 1: Formulating a HypothesisThe journey of an experiment begins with a question, which is then refined into a testable hypothesis. A hypothesis is an educated guess that predicts the outcome of an experiment. It is crucial that the hypothesis is clear, concise, and falsifiable, meaning it can be proven false through experimentation.Step 2: Designing the ExperimentOnce the hypothesis is established, the next step is to design the experiment. This involves selecting the variables that will be manipulated, measured, and controlled. The independent variable is the one that the experimenter alters, while the dependent variable is the outcome that is expected to change as a result. Control variables are those that are kept constant to ensure the integrity of the results.Step 3: Gathering Materials and Setting UpThe experiment requires a list of materials and equipment, which must be meticulously gathered and prepared. Setting up the experiment involves arranging the materials in a systematic manner and ensuring that all safety precautions are in place.Step 4: Conducting the ExperimentWith everything in place, the experiment can be conducted. This step involves manipulating the independent variable and observing the effects on the dependent variable. It is essential to perform the experiment multiple times to ensure the results are consistent and reliable.Step 5: Collecting and Recording DataThroughout the experiment, data must be collected and recorded accurately. This data forms the basis for the analysis and is critical in determining whether the hypothesis is supported or refuted.Step 6: Analyzing the ResultsAfter the experiment is concluded, the data is analyzed to draw conclusions. This involves comparing the observed results with the predictions made by the hypothesis. Statistical methods may be employed to determine the significance of the findings.Step 7: Drawing ConclusionsBased on the analysis, conclusions are drawn regarding the validity of the hypothesis. If the results align with the predictions, the hypothesis is supported. If not, thehypothesis may be revised or rejected, leading to a new cycle of inquiry.Step 8: Reporting and Sharing FindingsThe final step in the process is to report the findings. This involves writing a detailed report or research paper that outlines the experiment's methodology, results, and conclusions. Sharing these findings with the scientific community contributes to the collective knowledge and may spark further investigation.Conclusion:The process of conducting a scientific experiment is a rigorous and methodical endeavor that forms the backbone of scientific discovery. It is through such meticulous procedures that we continue to expand the frontiers of knowledge and understanding in every field of science.。
英语作文找做了一个小实验300字An Exploration into the Effects of Light on Plant Growth.Introduction.Plants, as the primary producers in our ecosystem, are indispensable to life on Earth. Their ability to convert sunlight into energy through photosynthesis fuels the food chain and sustains the planet's balance. Understanding the factors that influence plant growth is therefore crucialfor ensuring food security and environmental sustainability. In this experiment, we aimed to investigate the effects of light on plant growth by exposing seedlings to varyinglight intensities.Materials and Methods.Twenty-four bean seedlings were obtained from a local nursery. They were randomly divided into three groups, eachconsisting of eight seedlings. The groups were then placed in separate growth chambers, each with a different light intensity: high (1200 lux), medium (600 lux), and low (200 lux). All other growth conditions, such as temperature, water, and nutrient levels, were kept constant.Data Collection and Analysis.The seedlings were monitored daily for two weeks. Measurements of their height, leaf number, and fresh weight were recorded. The data was analyzed using ANOVA to determine any significant differences between the groups.Results.The results showed a clear trend in plant growth in response to light intensity. Seedlings exposed to highlight intensity exhibited significantly greater growth in all parameters measured compared to those exposed to medium or low light. The plants in the high light group had the tallest height, the most leaves, and the highest fresh weight. In contrast, the plants in the low light groupshowed the poorest growth, with significantly shorter heights, fewer leaves, and lower fresh weights.Discussion.The results of this experiment demonstrate the importance of light in plant growth. Light provides the energy required for photosynthesis, the process by which plants convert carbon dioxide and water into glucose, their primary source of food. The higher the light intensity, the greater the rate of photosynthesis, leading to increased growth and biomass production.However, it is important to note that there is an optimal light intensity for each plant species. Too much light can also be detrimental, as it can lead to photoinhibition, where excessive light exposure damages the photosynthetic apparatus. This highlights the need for careful light management in agricultural and horticultural practices.Conclusion.The results of this experiment provide valuableinsights into the effects of light on plant growth. Understanding the relationship between light intensity and plant performance is essential for optimizing agricultural practices, ensuring food security, and maintaining healthy ecosystems. Further research is needed to explore the specific mechanisms involved in light-mediated plant growth and to determine the optimal light conditions for different plant species.。
《欧洲文化入门》本作者绪论《欧洲文化入门》由于其内容庞杂，琐碎，因而是一门学习起来比较困难的课程。
其实大家大可不必担心，只要我们潜下心去，找出里面的规律和线索，这门课并不难攻克。
我们要牢记文化的五分法：一、社会历史(包括政治、经济、宗教、历史) 二、哲学三、文学四、科学五、艺术(包括绘画、雕塑、建筑和音乐)，以记忆每个时代的各要点为主，理解纵向的变迁为辅，后者主要的作用时帮助我们更好的记住前者。
《欧洲文化入门》的考试大致包括以下几种题型：四选一，填空，判断，简答题，名词解释，论述题。
选择题：这种题型可考查考生的记忆、理解、判断、推理分析，综合比较，鉴别评价等多种能力，评分客观，故常被应用。
在答题时，如果能瞬时准确地把正确答案找出来最好，假如没有把握，就应采用排除法，即应从排除最明显的错误开始，把接近正确答案的备选项留下，再分析比较强以逐一否定最终选定正确答案。
填空题：这种题型常用于考核考生准确记忆的“再现”能力，在答题时，无论有几个空，回答都应明确、肯定，不能含糊其辞，填空题看似容易实则难，最好的应对办法是对英语语言知识中最基本的知识、概念、原理等要牢记。
名词解释：这种题型一般针对英语专业自考本科段课程中的基本概念、专业名词进行命题，主要考核考生的识记、理解能力。
在答题时，答案要简明、概括、准确，如分值较大，可简要扩展。
简答题：这种题型一般围绕基本概论、原理及其联系进行命题，着重考核考生对概念、史实、原理的掌握、辨别和理解能力。
在答题时，既不能像名词解释那样简单，也不能像论述题那样长篇大论，答案要有层次性，列出要点，并加以简要扩展就可以。
论述题：这种题型一般从试卷编制的全局出发，能从体现考试大纲中的重点内容和基本问题的角度来命题，着重考核考生分析、解决实际问题的能力，考核考生综合应用能力和创见性。
在答题时，要仔细审题，列出答案要点，然后对要点逐一展开叙述，此时考生应发挥自己的真知灼见，要在深度，广度上下功。
《科学探究的精神与方法》高中生英语作文The Spirit and Methods of Scientific InquiryScientific inquiry is a systematic process that involves observing, asking questions, and conducting experiments to understand the natural world.It is a fundamental aspect of human progress and development, driving innovation and shaping our understanding of the universe.The spirit of scientific inquiry, which includes curiosity, skepticism, and perseverance, is essential for students to develop a deep appreciation for the scientific method and its applications.The first step in the scientific inquiry process is making observations.This involves using our senses to gather information about the world around us.Observations can be qualitative, describing qualities such as color or texture, or quantitative, involving measurements such as length or weight.It is important for students to learn how to make precise and accurate observations to ensure that their data is reliable.Once observations have been made, the next step is to ask questions.Questions are the foundation of scientific inquiry, as they inspire investigation and lead to further understanding.Students should be encouraged to ask questions about their observations, and to seek answers through research and experimentation.The scientific method is a structured approach to answering questions and testing hypotheses.It involves making a hypothesis, whichis an educated guess about the relationship between variables, and designing experiments to test the hypothesis.Students should learn how to design experiments that control for variables and use randomization to minimize bias.It is also important for students to learn how to analyze data and draw conclusions based on evidence.The spirit of scientific inquiry also includes skepticism, which is the willingness to question assumptions and challenge existing knowledge.Skepticism is crucial for preventing fraud and error in scientific research, and for promoting a culture of intellectual curiosity and open-mindedness.Students should be encouraged to question information and to seek multiple perspectives on any given topic.Finally, the scientific method requires perseverance and resilience.Scientific inquiry can be a lengthy and difficult process, involving many failed attempts and setbacks.Students should learn that failure is a natural part of the scientific process, and that perseverance and persistence are key to success in science and in life.In conclusion, the spirit and methods of scientific inquiry are essential for students to develop a deep appreciation for the scientific process and its applications.By fostering curiosity, skepticism, and perseverance, we can help students to become informed and engaged citizens, who are equipped to contribute to the ongoing development of scientific knowledge and understanding.。
the robbers cave experiment英文介绍The Robbers Cave Experiment is a classic study conducted by social psychologist Muzafer Sherif and his colleagues in the 1950s. The aim of the experiment was to investigate the causes of intergroup conflict and the conditions under which cooperation could be fostered.The experiment took place at a summer camp in Robbers Cave State Park, Oklahoma. The researchers selected 22 boys, all around 11 years old, and divided them into two groups. The boys within each group bonded through various activities and discussions, forming strong group identities. The researchers named the two groups the Eagles and the Rattlers.During the first phase of the experiment, the two groups were kept separate from each other and engaged in activities to build group cohesion. They developed rituals, flags, and even chose leaders. The researchers observed that as the groups bonded, they began to exhibit hostility towards the other group, demonstrating classic ingroup-outgroup bias.In the second phase of the experiment, the researchers created situations that would instigate conflict between the two groups. They organized competitive sports and games where the Eagles and Rattlers would compete against each other for prizes. This led to increased hostility, name-calling, and aggressive behavior between the two groups.In the final phase of the experiment, the researchers attempted to reduce intergroup conflict and promote cooperation. They createda series of superordinate goals that required both groups to work together in order to achieve them. For example, they simulated a water shortage and had the boys work together to fix a water pump. Through these shared goals, the researchers found that intergroup conflict decreased, and cooperation and positive interactions between the Eagles and Rattlers increased.The findings of the Robbers Cave Experiment demonstrated that intergroup conflict can be created and exacerbated by competition and the presence of conflicting goals. However, by introducing superordinate goals that require cooperation, intergroup conflict can be significantly reduced.This study had a significant impact on social psychology, supporting the understanding of group dynamics, prejudice, and conflict resolution. It highlighted the importance of fostering shared goals and cooperation in reducing intergroup hostility.。
