第3章Test environment and tools

大学英语阅读进阶——第四版PART 1Unit 1 Vocabulary in ContextPractice 1: Examplesexamples：brushing their teeth, washing their hands and facec; Bexamples：the phones were constantly ringing, people were running back and forth, several offices were being painted: Bexamples: the giant land tortoise can live several hundred years; Bexamples: going to town concerts and ball games, visiting neighborhood friends, playing board games: Aexamples: gardening, long-distance bike riding ; Aexamples: picking up the language and customs of their new home; Aexamples: a trembling mugging victim, a crying lost child: Aexamples: learning, reasoning, thinking, language: Bexamples: the TV is talking to them, others can steal their thoughts; Cexamples:accepting a bribe from a customer, stealing from an employer; CPractice 2: Synonymsembarrasses; examine; practical; confusing; overlook6-10 necessary; opponents; arrival; charitable; customaryPractice 3: AntonymsAntonomy:long; AAntonomy: financial loss;BAntonomy: openly; BAntonomy: plainly; BAntonomy: active; AAntonomy: clear; CAntonomy: benefit; BAntonomy: increase in value;BAntonomy: careless; BAntonomy: weak; BPractice 4:General Sense1-5 B; C; A ;B; C; 6-10 A; C; B; C; BReview Test 1context; A; C; B; definition…examplesReview Test 21-5 B; A; B ; C; A;6 D overjoyed;7 A. provided;8 C discouraged;9 E. nag; 10 B. doubtful; Review Test 31-5 practical; clean; reveal; relieve; at the same time6-10 looked down upon; guilty; tried; add to; joined;Review Test 41-5 B; D; D; B; A; 6-10 A; C; D; D; C;Mastery Test 1A:D; B; C;Brisk; search; false name; C7-8 C; B;DA; B;Mastery Test 2A1-2 B; A;Bplain; conduct; modest CC; C;DD; D; B:Mastery Test 31-5 A; C; C; C ; B;6-10 D; D; C; A; B; Mastery Test 41-5 C; C; A; B; D;6-10 C; A; D; B; CMastery Test 5A: 1-5 C; D; C; A; C;B: (wording of answers may vary.)6 cut off; 7. give a false account of; misrepresent; twist;10 became more forgiving; gave inMastery Test 6A:BI die ; 7. D deadly ; 8. F be forced to experience; 9. E give credit for; 10.J reducing2. Main ideasPractice 1home cooking: Stake-out: Sways to eat dinner: Gfrozen foods: Shot and humid: Scold and rainy: Scloudy with scattered showers: Sweather forecasts: Goversleeping: Sbad habits: G overeating: S smoking: Straffic delays: Shead cold: Sbad coffee: Sminor problems: G writing: Sreading: Sspeaking: Sdeadbolt locks: Salarm system: Sbarking dog: Skinds of security: G divorce: Sfailing grades: Smajor problems: G eviction: Snot taking notes in class: S poor study habits: Gmissing classes: S cramming for exams: S surprised: Stone of voice: G enthusiastic: S humorous: Shurry up: Sget to bed: Sclean up this mess: S Practice 2Answers will vary. Practice 3P S S SS S P SS S S PP S S SS P S SPractice 4S S P SP S S SS P S SS P S SS S S PPractice 5S S P SS P S SP S S SS S S PP S S SPractice 6Group1A. SDB. SDC. MID. TGroup 2MI B. SD C. SD D. TGroup 3T B. SD C. SD D. MIGroup 4MI B. SD C. SD D. TGroup 5MI B. SD C. T D. SDPractice 7 (wording of topics may vary) Topic: StoriesMain idea: Sentence 1Topic: ESPMain idea: Sentence 2Topic: Hospices vs hospitalsMain idea: Sentence 2Topic: Driving or Poor attitude about drivingMain idea: Sentence 10Topic: Environment and behaviorMain idea: Sentence 1Practice 81.12. 43. 24. 55. 1Review Test 11. B2. B3. A4. A5. other sentences in the paragraph Review Test 2A. 1. a. S b. S c. S d. P2. a. S b. S c. P d. SB. 1. a. SD b. SD c. T d. MI2. a. SD b. SD c. T d. MIReview Test 31. 32. 13. 94. 25. 2Review Test 41. D2. C3. A4. A5. C6. C7. A8. D9. A 10. A Mastery Test 1A. 1. a. S b. P c. S d. S2. a. P b. S c. S d. S3. a. S b. S c. S d. PB. 1. a. SD b. T c. SD d. MI2. a. MI b. SD c. Ｔ d. SDMastery Test 2A. 1. a. S b. P c. S d. S2. a. S b. S c. P d. S3. a. P b. S c. S d. SB. 1. a. SD b. SD c. Ｔ d. MI2. a. MI b. Ｔ c. .SD d. SDMastery Test 31. 12. 23. 64. 15. 2Mastery Test 41. 32. 23. 14. 75. 2Mastery Test 51. 62. 43. 24. 15. 2Mastery Test 61. 2. 2. 1 3. 2 4. 3 5. 11Unit 3. Supporting DetailsPractice 1. ( wording of answers may vary)Main idea: Parents can take several steps to discourage TV watching and encourage reading.Have only one TV set, and place it in the family room.Connect reading with eating.Don’t put a TV set in a child’s bedroom.Main Idea: Colleges of the early nineteenth century were distinctly different from today’s schools.students were mostly white males.Minor details: College was considered a final polishing for upper-class gentlemen.All students had to take the same courses.Minor details: They studied ancient languages, literature, natural science, mathematics, and political and moral philosophy.Colleges were small.Minor details: Most had only a few dozen students, three or four professors, and three or four tutors.Student life was more regulated.Minor details: Strict curfews determined when students had to turn off lights, and attendance at religious services was required.Practice 2 ( Wording of answers may vary )Introduce yourselfRefer to physical settingSeek direct informationMajor detail: Smaller labor forceMinor detail: Milking machines use only one operator.Major detail; Higher milk outputMinor detail: American cows give 7.5 times more milk than Brazilian cows.Practice 3CBPractice 4 ( Examples may vary )Passive listening—trying to make sense out of a speaker’s remarks without being able to interact with the speaker.Ex—Students listen to an instructor’s lecture without having the chance to ask questions.Self-serving bias—the practice of judging ourselves leniently.Ex—When he lashes out angrily, we say he’s moody. When we lash out angrily, we say we’re under pressure.Review Test 11. specific…specific2. T3. supporting details4. mapping5. condenseReview Test 2Main idea: Several factors influence the justice system’s treatment of criminals.Sex of offender affects severity of sentence.b. Court more reluctant to send mother to prison than father2. Race is another factora. Nonwhites awarded parole and probation less often .b. Blacks executed more often for capital crimes.3. a. Young offenders given special treatment.B. 8. C 9. C 10. BReview Test 3Main idea: Serious depression has definite warning signs. Change in sleep patternsAbnormal eating patternsTrouble in thinking or concentratingGeneral feeling of hopelessnesswithhold themDisplay themDescribe them10. CReview Test 41-5 : B; A; D; A; long interviews6-10A. 1. Basic temperament the child is born with.2. Early emotional environmentB. 1. Authoritative 2. Authoritarian 3. PermissiveMastery Test 1Main idea: Divorce has serous negative consequences.a. Starting to date again can be nerve-racking.Husband and wife feel guilt and resentment.Financial adjustments are necessary.Alimony, child support, and property disposal must be dealt with.B. 7. B 8. A 9. CMastery Test 21.B;2. D;3. C;4. D;5. C;6.B;Main idea: Chimpanzees use objects in their environment as tools.Sticks to catch termites and steal honey.Leaves as drinking cups, for cleaning, and as spongersStones to crack open nuts.Mastery Test 3.1-6 A; B; A; D; B; AMain idea: Three types of human memory allow us to remove or keep information as needed.Sensory memoryshort-term memory—stores about 7 items for about 30 seconds.Long-term memory—stores enormous numbers of items for a long period.Mastery Test 4A . Main idea: Researchers have created a number of theories to explain the functions of sleep.1. Gives body time to repair brain cells and create chemical that makes brain think.2. Enables body to save energy3. Keeps people out of trouble.4. Reduces memoryB. 6. CC. 7-10 A; B; B; D;Mastery Test 51-5 B; D; A; B; C;Main idea: Experts in our country have suggested various purposes of imprisonment.PunishnentRehabilitationDeter crimeKeep criminals off streetsMastery Test 61. a. 2) Informal and friendly atmosphere in the Senateb. Procedural differences2)Senate rules—short and simplePolitical outlook of membersa. Representatives concerned with local issuesMain idea: A number of conditions stimulate aggression.1) Pain2) Attacks3) Crowding4. Implied Main idea/Central PointPractice 1Paragraph 1: 1 D 2A Paragraph 2: 3C 4B Paragraph 3: 5C 6BParagraph 4: 7D 8BPractice 21D 2B 3C 4CPractice 3 (Wording of answers may vary.)1. Topic: Reasons for lyingImplied main idea: People tell lies for several reasons.2. Topic: Being an only childImplied main idea: Being an only child has its drawbacks.3. Topic: Opposition to capital punishmentImplied main idea: People have opposed the death penalty for different reasons.4. Topic: Growing olderImplied main idea: Growing older can make us better in many ways.Practice 4Central point: In fact, the days of a housewife in nineteenth-century America were spent in harsh physical labor. (Sentence 2)Practice 5Central point: However, excessive use of alcohol contributes to a number of negative social consequences. (Sentence 2)Review Test 11. implied2. topic3. support4. central point5. sometimesReview Test 2A. 1B 2AB. 3. Watching TV has several benefits.4. Lower-class criminals tend to be treated more harshly by the justice system than higher-class criminals. (In all these tests, wording of implied main ideas may vary.)Review Test 3A. 1B 2DB. 3. Several techniques can help you get a good night’s sleep.C. 4. Sentence 6Review Test 41B 2C 3A 4A 5D 6A 7C 8A 9D 10BMastery Test 1A. 1C 2A 3DB. 4. Sentence 1Mastery Test 2A. 1C 2B 3DB. 4. Sentence 20Mastery Test 3A. 1A 2A 3DB. 4. Sentence 19Mastery Test 4A. 1D 2BB. 3. There are several positive ways to encourage your family to exercise more often.C. 4. Sentence 16Mastery Test 5A. 1D 2DB. 3. Experts have suggested several techniques for doing well on exams.C. 4. Sentence 3Mastery Test 6A. 1D 2BB. 3. Marriage is good for peopl e’s physical and mental health.C. 4. Sentence 10Unit 5 relationships IPractice 1 （Answers may vary）1．also 2. For one thing 3. In addition 4. First 5 .FinallyPractice 2 (Answers may vary)1 After2 Then3 during4 before5 whilePractice 3 (Wording of answers may vary)A Main idea: For several reasons, pork was America’s popular meat a hundred year ago.1 Pigs grew quickly2 Pigs required little attention3 Pigs could be preserved cheaplyB Main idea: …aging process1 Our bodies simply wear out.2 Our body chemistry loses its delicate balance4 Our bodies, with age, reject some of their own tissues.Practice 4 (Wording of answers may vary)Main idea: The 1960s were a time of profound events in America.1. 1963 – the assassination of President Kennedy2 1965 – urban riots in black ghettos3 1968 – protests against increasing American presence in VietnamPractice 5 (Wording of answers may vary)Main idea: People pass through three stages in reacting to unemployment.1 Shock followed by relief2 Strong efforts to find a new job3 Self-doubt and anxiety if no job is foundPractice 6 (wording of answers may vary)Main idea: Taking certain steps will help you to remember your dreams.2 Put a pen and notebook near your bed.3 Turn off alarm so you can wake up gradually.4 Write down the dream immediatelyPractice 71B 2A 3A 4B 5B 6A 7A 8B 9A 10BReview Test 11 the relationships between2 addition3 time4 T5 supporting details Review Test 2A. 1 E before 2 C also 3 D one 4 A then 5 F final 6 B secondB. 7 B 8 after 9 A 10 alsoReview Test 31 After2 First3 Then4 As5 later6 B7 B 8A 9 B 10 AReview Test 41 B2 D3 B4 A5 A6 C7 first, another, final8 A9 finally 10 B Mastery Test 1A 1 A Another 2 E When 3 C also 4B Then 5 D NextB 6 after 7 next 8 Last 9 then 10 BMastery Test 2A 1 A When 2 D First 3B Moreover 4C Before 5 E alsoB 6 BC 7 First 8 also 9 Finally 10 AMastery Test 3A 1-5 3, 1, 4, 2, AB 6 BC 7 A1 Active prevention – methods that require people to do something to reduce the risk of injury.2 Passive prevention- methods requiring little or no action on the part of those being protected.Mastery Test 4A 1-4 4, 1, 3, 25 BB 6 BC Main idea: Work shapes human lives in fundamental ways- Consumes enormous amounts of time-Gives life structure and rhythm-causes stressMastery Test 5A. 1 B 2 early (or later or eventually or next)B. 3 A 4 CC. 5 B6-10 Denial-Anger-Depression-Bargaining-AcceptanceAcceptance DenialBargaining AngerDepressionMastery Test 6A 1 B2-3 Any two of the following: first, next, third, finallyB 4 A 5 also 6 AC 7 A8-10 Main idea: Children learn their gender roles in three main ways.2 Imitation3 Self-definitionUnit 6 Relationships IIPractice 1 (Answer may vary)1 For instance2 for example3 such as4 including5 illustrationPractice 2A Shaping; definition — 1; example 1—2 example 2—10B Irony—saying one thing but meaning anotherEx—To end the famine in Ireland, Swift suggests the Irish should raise babies to be eatenPractice 3 (Answer may vary)1 Similarly2 Just like3 in the same way4 as5 Just asPractice 4 (Answer may vary)1 however2 Although3 but4 despite5 In contrastPractice 5A Contrast: Japanese employment practices and US employment practicesB Contrast: school and homePractice 6 (Answer may vary)1 Because2 as a result3 so4 Since5 ThereforePractice 7Cause: Chronic stressEffect: Painful muscle tension Effect: Weakening of body’s immune system Effect: Psychological disordersMain idea(effect): There are several reasons that people daydreamMajor supporting details ( causes):To tolerate boring jobsTo endure deprivationTo discharge hostile feelingsTo plan for the futurePractice 81A 2C 3B 4C 5A 6B 7C 8A 9C 10BReview Test 1Review Test 2A. 1 B effects 2 C just like 3 E However 4A Because 5D such asB. 6B 7C 8A 9C 10AReview Test 3A 1 A 2 for instanceB 3C 4 alike or but or while or in contrastC 5B 6 because or as a result or effectD 7A 8 exampleE 9 B 10 affected or because or resultReview Test 41B 2C 3C 4B 5A 6B 7C 8A 9B 10DMastery Test 1A 1 B. For example 2 C. Just as 3 A. Therefore 4D. Because 5E. In contrastB 6A 7C 8A 9B 10CMastery Test 2A. 1B 2 reason or as a resultB. 3C 4 in contrastC. 5A 6 for exampleD. 7B 8 causing or since or leads to or causesE. 9C 10 different or contrasts or nevertheless or same or alike or similarMastery Test 3A 1-4 3, 2, 4, 15CB 6C 7 differently or in contrast or whileC 8D 9A 10 exampleMastery Test 4A. 1-4 4, 1, 3, 2 5AB. 6A 7B 8 as the resultC. 9B 10CMastery Test 5A 1B 2-5 Learn to do their jobs better Get a raise or promotionLearn a new fieldLearn for the sake of learningB 6B 7-10 Good manager4 is flexiblePoor manager1 Is surprised by problems3 Takes on extra tasks4 Clings to old rulesMastery Test 6A 1C 2-6 DelaysLack of resourcesLossesFailureDiscriminationB 7B—For a working mother, the expectations of motherhood may conflict with those of a full-time job.7. Fact and OpinionPractice 1A. 1. F 2. O 3. O 4. F 5. FB. 6. O 7. O 8. F 9. F 10. OPractice 2Answers will vary.Practice 3A. 1. O 2. F 3. F+O 4. F+O 5. FB. 6. F 7. O 8. F 9. F+O 10. OPractice 4A. 1. F 2. F+O 3. F 4. F 5. F+OB. 6. F 7. F+O 8. F 9. F+O 10. F+OPractice 5A. 1. F 2. O 3. F 4. O 5. F+OB. 6. F 7. F 8. F 9. F+O 10. F+OPractice 6A. 1. F 2. F+O 3. F 4. F+OReview Test 1A factA news reporta mixture of fact and opinionOpinionsenjoyableReview Test 2A. 1. F 2. O 3. F 4. OB. 5. F+O 6. F+O 7. F 8. F+OC. 9. F 10. F+OReview Test 3A. 1. O 2. F 3. F+O 4. F 5. F+O 6. O 7. F 8.F 9. O 10. F+OB. 1. 1. F+O 2. F 3. O 4. F 5. O2. 1. O 2. F3. F4. F+O5. OMastery Test 1A. 1. F 2. O 3. F 4. O 5. O 6. F 7. F 8. O 9. F 10. OB. 11. F+O 12. F 13. F+O 14. F 15. F+OC. 1. F 2. F+O 3. F 4. O 5. OMastery Test 2A. 1. O 2.F 3. O 4. F 5. F 6.O 7. O 8. F 9. O 10. FB. 11. F+O 12. F 13. F+O 14. F+O 15. FC. 1. F 2. F+O 3. F 4. O 5. OMastery Test 3A. 1. F 2.O 3. F 4. F+O 5.O 6.F 7. F 8. O 9. F 10. F+OB. 11. F+O 12. F 13. F+O 14. F 15. F+OC. 1. O 2. F 3. F 4. F+O 5. OMastery Test 4A. 1.O 2.F+O 3. O 4. O 5.F 6.F+O 7. F 8. F 9. F 10. F11. F 12. OB. 1. F+O 2. O 3. F 4. F 5. FC. 18. F 19. F+O 20. OMastery Test 5A. 1. O 2.F 3. F+O 4. O 5.F 6.F 7. O 8. F 9. F 10. F 11. O 12. F+OB. 1. O 2. F+O 3. FC. 16. F+O 17. F 18. F 19. O 20. F+OMastery Test 6A. 1. F 2.F 3. O 4. F 5.F+O 6.F 7. F 8. O 9. F+O 10. OB. 1. F 2. F 3. F+O 4. F 5. F+OC. 16. F 17. F 18. F+O 19. O 20. F8．InferencesPractice 1 Practice 2 Practice 3 Practice 41. C A.1.C B.5.C C.9.B A.3,4,6 1.Simile,B2. D 2.B 6.B 10. A B.1,4,6 2.Simile,C3. D 3.C 7.A 11. B. C.1,4,63.Metaphor,B4. B 8.C 12. B. 4.Metaphor,C5.Metaphor,CPractice 5 Practice 61. B 6. B 2,5,62. B 7. A3. C 8. A4. C 9. C5. A 10. BReview Test 1 Review Test 2 Review Test 31. suggested 4. T A. 1,3,5,7 A.1,3,5,6eful 5.tell…show B. 2,4,6,7 B.5,A 8.Aeful C. 1,2 6.A 9.A 7B 10CReview Test 41 B 6 .A2. D 7. B3. C 8. D4. C 9. D5. A 10. BMastery Test 1 Mastery Test 2 Mastery Test 3 A.1,4,6 A.1. C 3. A A. 1. A 3. CB.2,3,4 2. B 4. C 2. B 4. AC.1.2,5 B.2,4,5,6,8,10 B.4,52.1,5 C.1,3.5,8Mastery Test 4 Mastery Test 5 Mastery Test 6A.1.CB. 6. A A. 2,3,5,6 A. 1. C B. 6. B2.C 7. A B. 5. A 2. B 7. A3.C 8.C 6. B 3. B 8. C4.B 9.B 7. C 4. C 9. A5.A 10.B 8. C 5. A 10.A9. A10. BUnit 9Practice 11. P2. I3. P4. I5. E6. E7. P8. I9. E 10. IPractice 21. B2. C3. APractice 31. C2. A3. E4. D5. BPractice 31. C2. A3. E4. D5. BPractice 4A. 1. admiring 2. sympathetic 3. critical 4. objective 5. ironicB. 6. straightforward 7. sarcastic 8. threatening 9. self-pitying 10. sympatheticPractice 51. F2. I3. C4. B5. EPractice 6B 2. A 3. B 4. A 5. BReview Test 11. purpose2. inform3. entertain4. persuade5. attitude6. opposite7. B8. C9. C 10. BReview Test 2P 2. I 3. E 4. I 5. PReview Test 3C 2. E 3. B 4.D 5. HReview Test 4D 2. C 3. B 4. A 5. D 6. B 7. B 8. B 9. A 10. CMastery Test 11. I2. P3. E4. P5. EB. 6. D 7. B 8. E 9. C 10. AMastery Test 21. I2. P3. E4. I5. P6. I7. PB. 8. C 9. E 10. AMastery Test 31. B2. H3. F4. I5. D6. J7. CB. 8. I 9. P 10. EMastery Test 41. E2. A3. I4. C5. G6. F7. J8. I9. A 10. BMastery Test 51. B2. C3. A4. D5. B6. D7. C 8. DMastery Test 61. A2. A3. A4. B5. B6. A7. A 8. D10. ArgumentPractice 11. A. S B. P2. A. S B. P3. A. S B. P C. S4. A. P B. S C. S5. A. S B. P C. S6. A. S B. P C. S7. A. S B. P C. S 8. A. S B. P C.S D. S9. A. P B. S C. S D. S 10. A. S B. S C. P Practice 21. A, C, F2. C, E, F3. A, D, F4. A, C, F5. B, D, E Practice 31. B2. BPractice 41. C2. APractice 51. B2. CPractice 61. B2. DReview Test 11. C2. A3. C4. B5.DReview Test 2A. 1.B 2.B 3.D 4.CB. 5.B 6.D 7.E 8.A 9.D 10.FReview Test 3A. 1.C 2.A 3.DB. 4.D 5.CReview Test 41.C2.D3.C4.C5.D6.A7.A8.C9.B 10. A.S B.P C.X D.SMastery Test 1A. 1.A 2.D 3.B 4.AB. 5.A 6.D 7.E 8.B 9.D 10.EMastery Test 2A. 1.C 2.C 3.BB. 4.A 5.D 6.E 7.A 8.C 9.FC. 10.DMastery Test 3A. 1.C 2.B 3.DB. 4.D 5.BMastery Test 4A. 1.A 2.D 3.AB. 4.C 5.DMastery Test 5A. 1.A 2.D 3.F 4.B 5.C 6.FB. 7.CC. 8.A 9.B 10BMastery Test 6A. 1.B 2.D 3.F 4.B 5.C 6.FB. 7.CC. 8.A 9.B 10.APART2 十篇精选Answers to the Reading Selections 1-51 The Yellow RibbonSkills Questions1. A2. B3. D4. B5. F6. B7. D8. B9. C 10. D11. D 12. C 13. C 14. B 15. T 16. C 17. C 18. C 19. A 20. CSummarizing B2. Urban LegendsSkills Questions1. D2. A3. D4. C5. A6. D7. A8. B9. C 10. D11. A 12. A 13. A 14. C 15. B 16. D 17. A 18. B 19. C 20.BMappingWhat they areGather more realistic details and variations as they travelThe playboy’s carThe cement-truck driver’s revenge3. ShameSkills Questions1. C2. D3. C4. A5. D6. T7. B8. C9. D 10. C 11. B 12. B 13. B 14. F 15. C 16. T 17. T 18. D 19. T 20. AOutliningb. Is humiliated by teacherc. Leaves school and avoids it in the futurec. Offers to pay for meal, but too late4. The Bystander EffectSkills Questions1. C2. D3. B4. D5. D6. D7. C8. D9. C 10. D11. A 12. D 13. D 14. A 15. C 16. D 17. B 18. C 19. C 20. BSummarizing （Note: Wording of answers may vary.）witnesses presentno one called the police during the attackthe reactions of bystanders to emergenciesinterpretis felt by each member of the crowd5. The Real Story of Flight 93Skills Questions1. D2. B3. B4. A5. F6. C7. A8. A9. D 10. C11. B 12. A 13. B 14. D 15. D 16. D 17. A 18. C 19. B 20. DOutlining1. Introduction—paragraphs 1 to 4a. Lisa Beamer’s conversations with counsellor and Airfone supervisor2. Narrative of the events of Flight 93—paragraphs 5 to 313. Conclusion—paragraphs 32 to 33a. Lisa Beamer as hero’s widowb. Teddy Roosevelt’s words6 COPING WITH NERVOUSNESSSkills Questions1. C2. B3. B4. A5. C6. C7. B8. C9. B 10. D11. A 12. A 13. A 14. A 15. A16. D 17. D 18. C 19. A 20. AOutliningB. People can learn to cope with the fear of public speaking.C. There are various ways to cope with your nervousness about public speaking.2. Prepare adequately for your speech.4. Use coping methods for walking to the speaker’s stand and just after.7 COMPLIANCE TECHNIQUESSkills Questions1. C2. D3. A4. A5. B6. C7. D8. D9. C 10. A11. C 12. D 13. C 14. A 15. C16. B 17. D 18. F 19. B 20. CSummarizing (Note: Wording of answers may vary.)2. … making a smaller request. The first request is so outrageously large that people might be tempted to slam the door in the requester’s face.Example: … to give a great deal of time.4. Example: At a bake sale, customers were more likely to buy cupcakes for 75 cents if they were told they would also get two free cookies.8 LIZZIE BORDENSkills Questions1. C2. C3. C4. A5. B6. A7. C8. D9. B 10. C11. B 12. A 13. A 14. C 15. C16. C 17. A 18. B 19. D 20. BSummarizing: B9 NONVERBAL COMMUNICATIONSkills Questions1. B2. B3. C4. D5. A6. A7. D8. B9. D 10. C11. C 12. B 13. A 14. T 15. B16. A 17. B 18. A 19. B 20. DOutlining (Note: Wording of answers may vary.)A. Nonverbal messages: the use of personal space3. Social distance4. Public distance10 PREDINDUSTRIAL CITIESSkills Questions1. C2. B3. B4. B5. A6. B7. T8. C9. A 10. C11. C 12. A 13. B 14. B 15. D16. A 17. A 18. D 19. B20. Preindustrial cities were more crowded (or dangerous or disease-ridden)MappingDisease limited size of cityPopulation densityReasons people were Cause 2:attracted to them Not being able to expand upwardOpportunity to start a new lifePART3 拓展学习Combined-Skills TestsTest 11 C2 C3 A4 A5 B6 C7 D8 D Test 21 B2 D3 B4 B5 A6 B7 A8 C Test 31 B2 D3 C4 B5 D6 A7 B8 A Test 41 B2 B3 A4 C5 A6 C7 A8 D Test 51 B2 C3 C4 D5 B6 D7 C8 B Test 61 D2 A3 A4 B5 B6 A7 A8 C Test 71 B2 A3 D4 C5 D6 B7 C8 D Test 81 D2 D3 B4 D5 C6 A7 D8 C Answer Sheet: Combined-Skilled Tests ( 9—15) Test 91. A2. B3. B4. D5. C6. B7. C8. B Test 101. C2. C3. B4. B5. C6. C7. D8. D Test 111. C2. D3. C4. C5. A6. B7. A8. C Test 121. C2. B3. C4. A5. C6. A7. C8. B Test 131. C2. B3. A4. C5. B6. A7. D8. B Test 141. B2. D3. A4. C5. A6. A7. B8. A Test 151. A2. C3. A4. C5. A6. D7. C8. A Answers to the Practices and Tests in Part III2 PropagandaPractice 1: 2, 5Practice 2: 2, 4Practice 3: 2, 3Practice 4: 1, 5Practice 5: 2, 4Practice 6: 1, 5Practice 7: 1. B 2. A 3. CReview Test 1: 1. B 2. A 3. A 4. A 5. BReview Test 2: 1. D 2. A 3. A 4. D 5. C 6. C 7. B 8. D 9. A 10. A Review Test 3: A. 1. B 2. D 3. C 4. C 5. C 6. B 7. A 8. DB. 9. B 10. CMastery Test 1: 1. A 2. D 3. A 4. B 5. C 6. C 7. A 8. D 9. D 10. A Mastery Test 2: A. 1. D 2. B 3. D 4. D 5. B 6. C 7. A 8. BB. 9. B 10. CMastery Test 3: A. 1. B 2. AB. 3. D 4. B 5. BC. 6. B 7. B 8. CD. 9. A 10. CMastery Test 4: A. 1. C 2. CB. 3. D 4. C 5. BC. 6. B 7. CD. 8. D 9. C 10. AMastery Test 5: A. 1. C 2. B 3. F 4. D 5. A 6. E 7. C 8. DB. 9. B 10. BMastery Test 6: A. 1. B 2. D 3. C 4. E 5. F 6. A 7. B 8. CB. 9. A 10. C3 More About ArgumentPractice 1: 1. 2 2. 1 3. 2Practice 2: 1. 1 2. 3 3. 3Practice 3: 1. 3 2. 2 3. 1 Practice 4: 1. 1 2. 2 3. 3 Practice 5: 1. 3 2. 3 3. 2 Practice 6: 1. 2 2. 1 3. 1Review Test 1: 1. T 2. T 3. F 4. C 5. B Review Test 2: A. 1. C 2. B 3. A 4. C 5. A B. 6. A 7. C 8. B 9. C 10. AReview Test 3: A. 1. B 2. A 3. C 4. B 5. A B. 6. A 7. C 8. B 9. A 10. B。

rf自动化测试流程English Answer:RF Automation Testing Process.1. Test Planning.Define the scope and objectives of the testing.Identify the test cases to be automated.Prioritize the test cases based on risk and importance.2. Script Development.Create test scripts using an RF automation framework.Use keywords and libraries to simplify script development.Integrate test data and perform parameterization.3. Environment Setup.Configure the test environment to support RF automation.Install the necessary software and drivers.Ensure compatibility with the system under test.4. Test Execution.Run automated test scripts.Manage test execution using tools or frameworks.Capture and analyze test results.5. Result Analysis.Review test results and identify failures.Perform root cause analysis to determine the cause of failures.Report test findings to stakeholders.6. Maintenance and Improvement.Maintain and update test scripts as the system evolves.Improve test coverage and efficiency by optimizing scripts.Continuously improve the automation process to maximize its benefits.Key Benefits of RF Automation Testing.Increased Efficiency: Automating tests saves time and effort, allowing teams to focus on higher-value tasks.Improved Accuracy: Automated tests are less prone tohuman errors, leading to more reliable results.Enhanced Coverage: Automation enables testing of a wider range of scenarios, increasing test coverage.Faster Feedback: Automated tests provide instant feedback, enabling developers to quickly identify and fix issues.Reduced Costs: Automation reduces manual testing costs and improves developer productivity.Best Practices for RF Automation Testing.Use a modular and reusable framework.Employ data-driven testing to increase flexibility.Maximize test coverage with negative testing and edge cases.Implement error handling and logging mechanisms.Continuously optimize scripts for performance. Chinese Answer:射频自动化测试流程。

Skill 5 Executing the Test Plan Outline☐Test Case Design☐Test Coverage☐Performing Tests☐Recording Test Results ☐Defect Management1.Test Case Design☐Functional☐Structural☐Erroneous☐Stress☐Scripts☐Use Cases 1.1 Functional Test Cases☐Based on interface☐Based on function1.1.1 Based on Interface❑Selects test data based on the features of the interfaces☐Input testing☐Equivalence partitioning☐Syntax checking Input Testing☐In external testing, test data is chosen to cover the extremes of the input☐Similarly, midrange testing selects data from the interior valuesEquivalence Partitioning☐Specifications frequently partition the set of all possible inputs into classes that receive equivalent treatment☐Such partitioning is called equivalence partitioning Syntax Checking☐Every program tested must assure its input can handle incorrectly formatted data☐Verifying this feature is called syntax checking1.1.2 Based on Function to beComputed☐Special value testing☐Output result coverage Special-Value Testing☐Selecting test data on the basis of features of the function to be computedOutput Result Coverage☐For each function determined by equivalence partitioning there is an associated output result☐Selecting points that will cause the extremes of each of the output results to be achieved perform output result coverage 1.1.3 Dependent on the Specification Technique☐1. Algebraic☐2. Axiomatic☐3. State Machines☐4. Decision Tables (condition: action)State TransitionFour basic parts:☐states that SW may occupy☐transitions from one state to another☐events that cause a transition☐actions that result from a transitionInformation Need to Define☐State before the transition☐Initiating event that triggers transition☐Expected reaction triggered by transition☐Next expected state Test Completion Criteria☐Every state has been reached at least once☐Every transition has been executed at least once☐Every transition violating the specification has been checked⏹All combination of transitions⏹All transitions in any order with all possiblestates, including multiple instances insuccessionDecision Table☐Rows -specify all conditions that the input may satisfy☐Columns -specify different sets of actions that may occur☐Cause-effect graphsCause Effect Graph☐Logic relationship between cause and their effects☐Every cause is described as a condition that consists of input conditions or combination☐Conditions are connected with logical operators -AND, OR and NOTExample: ATM☐In order to get money from the machine, the followingconditions must be fulfilled ☐The bankcard is valid☐The PIN must be correctly entered☐The maximum number of PIN inputs is three☐There is money in the machine, and in the account ☐The following actions are possible at the machine:☐Reject card☐Ask for another PIN input ☐"Eat" the card☐Ask for an alternate dollar amount ☐Pay the requested amount of moneyYNNNN Pay moneyN Y N N N Ask new amount N N Y N N Eat card N N N Y N Ask new PIN N N N N Y Reject card Effect/Action Y N ---Money available --Y N -3 incorrect PIN Y Y N N -PIN is correct Y Y Y Y N Card is valid 54321Condition/Cause Transform C-F Graph to D Table☐1. Choose an effect☐2. Looking in graph, find combinations of causes that have this effect andcombinations that do not have this effect ☐3. Add one column into table for every one of these cause-combinations and caused states of remaining effects☐4. Check if decision table entries occur several times and, if yes, delete them1.2 Structure Test Cases☐Structural Analysis -static ☐Structural Testing -dynamic1.2.1 Structural Analysis☐Complexity measure☐Data flow analysis ☐Symbolic executionComplexity Measure☐Cyclomatic Complexity CC ☐V(G) = e-n +2p☐Relationship between complexity and testingReason☐Complexity is common source of error in software☐Complexity can be used directly to allocate testing effort☐This measure is often used for Risk AnalysisCC vs RiskUntestable program –high riskGreater than 50Complex, high risk program 21-50More comples, moderate risk 11-20 A simple program, without much risk 1-10Risk EvaluationCyclomatic Complexity Steps to Calculate CC☐Step 1 –Construct the flow graph from source code or flow charts ☐Step 2 –Identify independent paths ☐Step 3 –Calculate Cyclomatic Complexity☐Step 4 –Design test caseData Flow Analysis☐Information about data flow can be deduced for use in code optimization, anomaly detection, and test data generationSymbolic Execution☐Symbolic inputs:a program to be interpreted;symbolic input for the program; the path to follow☐Symbolic outputpath condition 1.2.2 Structural Testing☐Statement Testing☐Branch Testing☐Conditional Testing☐Expression Testing☐Path TestingStatement Testing☐Every statement in the program be executed☐Achieving 100 percent statement coverage does not ensure a correct program☐There is code that has never been executed Branch Testing☐Ensure that every branch has been executed☐Achieving 100 percent statement coverage does not ensure that each branch in the program flow graph has been executedConditional Testing☐Each clause in every condition is forced to take on each of its possible values in combination with those of other clausesExpression Testing☐Every expression assume a variety of values during a test in such a way that no expression can be replaced by a simpler expression and still pass the testPath Testing☐Data is selected to ensure that all paths of the program have been executed☐Such coverage is impossible to achieve for a variety of reasons 1.3 Erroneous Test Cases☐Assessing the presence or absence of errors in the programmingStatistical assessmentError-based testingFault-based testingError-Based Testing☐Fault Estimation: fault seeding☐Input Testing: input faults☐Perturbation Testing: attempts to decide what constitutes a sufficient set of paths to testFault-Based Testing☐Orthogonal☐Extent -fault effect local or global☐Breadth-determined by whether technique handles a finite or an infinite class of faults ☐Local Extent, Finite Breadth☐Global Extent, Finite Breadth☐Local Extent, Infinite Breadth☐Global Extent, Infinite BreadthMutation Testing☐A program with interjected faults is called a mutant 1.4 Stress Test Cases☐Stress or volume testing -objective is to verify that system can perform properly when stressed, or when internal program or system limitations have been exceeded☐Needs a tool that supplements test dataTest Scripts☐Test scripts are an on-line entry of test cases in which the sequence of entering test cases and the structure of the on-line entry system must be validated, in addition to the expected results from a single test case Test Scripts Tasks☐Determine testing levels ☐Develop the scripts☐Execute the scripts☐Analyze the results☐Maintain the scripts1.6 Use Cases☐A description of how a user (or another system) uses the system being designed to perform a given task☐Tool of communication between customer, developers, testers, and other project personnel Use Case Consists Of☐Precondition☐Expected Results☐Execution sequenceUse Case Including☐Use Case Name or ID ☐Actor☐Objective☐Preconditions☐Results☐Detailed Description ☐Exceptions☐Alternative Courses1.7 Test Case☐Test Objective☐Test Condition (scenarios)☐Operator Action (steps)☐Input Specifications (test data)☐Output Specifications (Expected Result)☐Pass or Fail (actual result)☐Comments (guideline)Test Case☐Test description: (ID, R Traceability, Objective/item, dependency)☐System configuration: (Version:Application, OS, Hardware, Test Tools)☐Test environment and input information: (initial setup, test data, special procedure, environment)☐Result information: (E: Evaluation criteria, A: actual result)☐Test execution record: (date, tester, P:F:No)☐Test Case history: (Version, date, author, review by, review date,approved by)Process for Building Test Cases☐1. Identify test resources☐2. Identify conditions to be tested☐3. Rank test conditions☐4. Select conditions for testing☐5. Determine correct results of processing ☐6. Create test cases☐7. Document test conditions☐8. Conduct test☐9. Verify and correct☐Test Case Design☐Test Coverage☐Performing Tests☐Recording Test Results ☐Defect Management 2. Test Coverage☐Code coverage☐Requirement coverage☐Test case execution coverage☐Test Case Design☐Test Coverage☐Performing Tests☐Recording Test Results ☐Defect Management 3. Performing Tests☐Test platforms☐Test cycle strategy☐Use of tools in testing☐Test execution☐Executing the Unit Test plan☐Executing the Integration Test Plan ☐Executing the System Test Plan☐When is Testing Complete?☐ConcernsHow to Test Client Server Application☐Test client components☐Test server components☐Test network☐Integrate client, server, andnetwork System Test Major Process (1)☐Set up system test environment ☐Establish the test bed☐Identify test cases that will be included in the system test☐Identify test cycles☐Assign test cases to test cycles ☐Assign test scripts to testers for executionSystem Test Major Process (2)☐Review test results and determine whether problems identified are actually defects.☐Record defects in a tracking system, and acknowledge defects☐When a defect is fixed and migrated to the test environment, re-test andvalidate the fix☐If defect is fixed, close defect☐If defect is not fixed, return for additional workWhen to Stop Testing☐All test cycle are executed☐All test cases are executed☐Test coverage is satisfied with the exit criteria☐All defect are fixed, closed, or handled as required☐Risk of moving to production isaddressedReason of Test Case Failure☐Test environment is not correct☐Test case procedure is not correct ☐Test condition is not correctly set up ☐Expected result is not correct☐Test data is not correctly set up ☐Test Case Design☐Test Coverage☐Performing Tests☐Recording Test Results ☐Defect Management4. Recording Test Results☐Statement of condition –what is ☐Criteria –what should be☐Effect –why the difference☐Cause –reasons for the deviation 4.1 Problem Deviation☐Activities involved –business flow executed☐Procedures used to perform work ☐Inputs☐Outputs/Deliverables☐User/Customers served☐Deficiencies noted4.2 Problem Effect☐In narrative or qualitative terms 4.3 Problem Cause☐Nonconformity with standards, procedures, or guidelines☐Nonconformity with published instructions, directives, policies, or procedures from a higher authority ☐Nonconformity with business practices☐Employment of inefficient or uneconomical practicesSteps☐Step 1. Define the problem -condition☐Step 2. Identify flow of work☐Step 3. Identify procedures☐Step 4. Identify people involved☐Step 5. Recreate circumstances to identify cause of a condition ☐Test Case Design☐Test Coverage☐Performing Tests☐Recording Test Results ☐Defect Management5. Defect Management☐Primary goal –prevent defects☐Risk driven☐Integrated into development process ☐Automated☐Information used to improve process☐Alternation of process to prevent defects 5.1 Defect Naming Guidelines☐Defect Naming☐Defect Class☐Defect Type☐Defect Severity & Priority5.1.1 Defect Naming3 levels Framework☐Level 1 –Name of the defect☐Level 2 –Development phase or activity in which the defectoccurred☐Level 3 –Category of defect 5.1.2 Defect Class☐Missing–specification not included ☐Wrong–specification improperly implemented☐Extra–Element in the software not requested by a specification5.1.3 Defect Severity (1)☐Critical–Wouldstop operatingshow stoppersdata corruptionsystem crashsecurity violations Defect Severity (2)☐Major–Would cause incorrect output to be produced☐Minor–Would be a problem, but would not cause improper output to be produced, such as a system documentation errorSeverity versus Priority (1)☐Priority –associated with scheduling, related to level of defect –fixed urgency❑Severity –associated with standards, cost Severity versus Priority (2) Defects that cause several other unrelated requirements to malfunction or when several other functionalities can not be tested unless a particular defect is fixed -> top priority5.1.4 Defect Type☐Cause of the defect☐Example: code defectserrors in procedural logic code that does not satisfy requirementsdeviates from standards 5.2 Defect Management Process☐Defect Prevention☐Deliverable Baseline☐Defect Discovery☐Defect Resolution☐Process ImprovementDefect Management Process 5.2.1 Defect PreventionALE = loss per event * the number of eventsMinimize Expected Impact3 strategies☐Eliminate the risk☐Reduce the probability of a risk becoming a problem -threat☐Reduce the impact if there is a problem -vulnerability Strategy 1: Eliminate Risk☐Avoid riskReducing scopeDeciding not to use latest unproven technologyStrategy 2: Reduce Probability☐Inspection, review☐Testing Strategy 3: Reduce Impact☐Contingency plan☐Disaster recovery planDefect Prevention Techniques☐Quality Assurance☐Training and Education Work Force☐Training and Education Customers☐Methodology and Standards☐Defensive Design -preventive☐Defensive Code5.2.2 Deliverable BaselineDeliverable Baseline Activities☐Identify key deliverables☐Define standards for each deliverable5.2.3 Defect DiscoveryFinding Defect☐Static techniquesReview, inspection, walkthrough ☐Dynamic techniquestesting☐Operational techniquesFailure defect Defect Log (1)☐Defect ID number☐Descriptive defect name and type ☐Source of defect –test case or other source☐Defect severity☐Defect priorityDefect log (2)☐Defect status (New, open, reopen fixed, closed, user error, design, and so on)☐Date and time tracking☐Detailed description, including the steps necessary to reproduce the defect Defect log (3)☐Component or program☐Screen prints, logs, etc.,☐Stage of origination☐Person assigned to research and correct the defectDefect Tracking Process☐Log the discrepancy with a status of “open”☐Test Manager review the defect log☐Assign the defect to a developer (fixed, retest)☐Test team retest☐Close or Reopen and assign back to the developer Reporting Defect☐Defect found by accidentDeveloper’s response –bad work, missing or extra not a defectUser’s response –refuse to changeAcknowledge Defect☐Defect disputation☐Arbitration by software owner☐Arbitration by a softwaredevelopment managerDefect ResolutionPrioritize the Fix☐Is this a previously reported defect, or is it new?☐What priority should be given to fixing this defect?☐What steps should be taken to minimize the impact of the defect prior to a fix?3 level Prioritization☐Critical –serious impact on business ☐Major –cause sw incorrect or stop ☐Minor –not directly affect systemcosmetic GUI errordocumentation error。

Chapter ThreeOPERATING SYSTEMSChapter SummaryThis chapter introduces the fundamental concepts associated with operating systems. It begins with a historical look at operating systems, followed by discussions of operating system architecture and internal operation. An optional section covers semaphores and deadlock. The chapter closes with a discussion of security issues.Comments1. This chapter provides an excellent opportunity to introduce the particular features of the local operating system (e.g. pertinent issues of file management, any sign-on and sign-off procedures, and perhaps e-mail features), and the utility programs (such as the editor) that will be used later in this or other classes.2. The image I like to convey to the student is that of the operating system residing between the computer user and the hardware. Once this image is established, it's nice to show how different operating systems can produce different personalities from essentially the same hardware technology. One method of doing this is to compare an icon-based windowing system with a text oriented system.3. An operating system is an important example of a large software system, and thus this chapter provides an opportunity to set the stage for software engineering in Chapter 7. This is one reason why the modular structure of an operating system is presented in this chapter. Time spent in class on this topic can pay dividends in the form of ready examples and a basis for class discussions when covering Chapter 7—not to mention the fact that it reinforces the organized, modular approach to problem solving that we want our students to appreciate.4. Don’t miss the opportunities to reinforce the concept of abstraction and abstract tools while covering this chapter.5. A point that many students never stop to consider is that the operating system is itself a program that is being executed on the same machine that it is controlling. In particular, such components as the command processor, file manager, or scheduler must essentially share time with the other processes in the system. Pointing this out to a beginning class increases the complexity of a classroom discussion but has the advantage of conveying the true complexity of a multiprogramming operating system.Answers to Chapter Review Problems1. Control data and its access, provide for efficient device access, coordinate the use of the machine's resources, and control access to the machine.2. Batch processing refers to the process of collecting a program (or programs) together with data and submitting this material to the operating system for execution (perhaps at a later time) without further intervention by the user.Interactive processing refers to the technique of executing a program in a manner that allows the user to communicate with the program during its execution.3. R, S, T, X, Y, Z (The items are removed in the same order they were placed in the queue.)4. Interactive processing allows the user to communicate with a program during its execution. The phrase "real-time processing" means that the time required for the activities of the program being executed must coordinate with activities in the outside world.5. An operating system that allows several activities to execute "at the same time."6. Answers will vary. The goal is for students to "experience" multitasking so that it is real rather than theoretical. We wan them to connect material in the text with reality.7. Answers will vary. They should project an understanding that application software reflects the computer's application, whereas utility software forms part of the system's infrastructure.8. a. The shell of an operating system handles the communication with the operating system’s users.b. The kernel of an operating system performs the fundamental tasks of the system.9. X is a directory containing the subdirectory Y, which contains the subdirectory Z.10. A process is the execution of a program.11. The status of each process (ready, waiting) and the priority of each process.12. A process that is ready could make progress if given a time slice, but giving a time slice to a process that is waiting would merely waste time since it cannot progress until some event occurs. 13. Virtual memory is the memory space whose presence is merely simulated by swapping blocks of data back and forth between a disk and the memory actually present in the machine.14. To create a 1024MB (MiB) virtual memory using 2KB (KiB) pages would require 524,288 pages.15. If both processes merely need to read from the file, no conflicts will occur. However, if one of the processes is going to modify the file, them it should have exclusive access. (Such problems are discussed in Section 9.5 in the context of databases.)16. Application software performs tasks that are unique to the use of the particular computer system, whereas system software performs tasks that are required as the software infrastructure of any computer system.17. Load balancing refers to the task of keeping all the processors busy. Scaling has to do with dividing a task into subtasks that can be performed simultaneously.18. The machine begins by executing a program, called the bootstrap, at a predetermined location in memory. This program directs the machine to load a program (the operating system) from mass storage into main memory. The original program tells the machine to transfer its attention to the program just loaded.19. Since most of a computer's main memory is volatile, the operating system must be reloaded each time the machine is turned on.20. Answers will vary. Most PCs give the user the option of altering parameters before the booting process actually begins--usually by pressing the F1 key. The software controlling this procedure is part of the BIOS stored in the machine's ROM. Students who have floppy drives will hear the bootstrap routine look for the operating system there before trying the hard drive. They should all be able to hear the bootstrap routine reading the operating system from the hard drive.21. If the machine can execute 5 instructions in a microsecond, it can execute 5,000 instructions in a millisecond or 100,000 instructions in a 20 millisecond time slice. (The point is that a modern machine can do a lot in a single time slice.)22. The typist would be typing 5 characters per second, or one every 200 milliseconds. Thus, 10 time slices could be allocated during the 200 milliseconds between characters.23. At least half. This does not include the time required to actually transfer the data. 25 milliseconds = 25000 microseconds. Thus, 250,000 instructions could be executed during this time.24. Memory space, disk storage space, access to a printer, time slices, and access to files.25. The I/O-bound process. This allows the controllers to start with the I/O activities. Then the compute-bound process can run while the other is waiting for these slower activities to take place. As a general rule of thumb, priority should be given to the slower activity.26. A mix of I/O-bound and compute-bound processes will normally produce a higher throughput than a collection of processes with similar characteristics. For example, little is gained by allowing a collection of compute-bound processes to share time. In fact, such a collection will usually get done faster without the delays caused by switching repeatedly among the different processes in the collection. However, in the case of several I/O bound processes, it could be that the relative timing of the I/O requests would produce benefits in a multiprogramming environment.27. Save the current process' state;select another process from the process table;load that process' state;start the next time slice.28. A process’s state includes the values in the CPU’s registers (including the program counter) as well as the contents of its associated memory cells.29. If a process asks for service from a mass storage device, its time-slice will be terminated because the process must wait for the device to perform the requested operation before continuing.30. First: Interrupt signal occurs.Second: Machine completes its current instruction.Third: Machine saves the current program state.Fourth: Machine begins executing the interrupt routine.31. These questions are compatible with any operating system. The answers will vary. The goal is for the student to relate the material in the text to an actual operating system.32. These questions are intended for a multiuser, multitasking operating system such as UNIX. The answers will vary. The goal is for the student to relate the material in the text to an actual operating system.33. The test-and-set instruction is often used to implement semaphores. Since its task is executed asa single instruction, no interrupt signal can interfere.34. The banker has removed the competition for the nonshareable resource.35. Our approach to the problem is to consider permission from the instructor and the payment of the fee as nonshareable resources for which the students compete.a. This removes the competition for the nonshareable resources by removing the need for them.b. This removes the competition for nonshareable resources by adding additional resources (one more permission and one more fee payment privilege).c. Here the fee payment privilege and the instructor's permission are forcibly retrieved and given to another student.d. Here the instructor's permission is forcibly retrieved and given to the other student.36. The window manager forcibly retrieves an area of the screen that has been allocated to one process and reallocates it to another (by pushing a window into the background and bringing another to the foreground).37. Deadlock cannot occur because each process must request all the resources it will need at a certain level at once.38. First, one controlling computer reads the common cell and retrieves the value zero.Second, the other controlling computer reads the common cell and retrieves the value zero.Third, the first computer places a non-zero value in the common cell and tells its arm to pick up the assembly.Fourth, the other computer places a non-zero value in the common cell and tells its arm to pick up the assembly.39. As the processes producing the printed material terminate, their output that has accumulated in mass storage is placed in a queue to wait for the printer. Each time the printer finishes the output ofa process, it begins printing the next unit of output in this queue.40. a. The longer a lone car waits at a red light, the higher its priority becomes. Thus, it will ultimately be given a green light at the expense of the heavier traffic.b. The process whose time slice has just finished will most likely have the highest priority and therefore be awarded the next time slice. This is why dynamic priority systems are used in multiprogramming systems. That is, as a process waits for a time slice, its priority increases. (In the simplest cases, processes merely wait in a queue for the next time slice. Thus a process’ priority is reflected by its position in the queue. As each process completes a time slice, it is placed at the rear of the queue.)41. In both deadlock and starvation there are processes that are not able to make progress. The difference is that in the case of deadlock, none of the processes are able to execute, whereas in the case of starvation the higher priority processes are able to execute.42. The point of this problem is as much to introduce students to this piece of computer science folklore as it is to pose the problem itself. Issues include the problem of each philosopher obtaining possession of one fork as well as the problem of a philosopher's neighbors obtaining possession of the forks available to him and never releasing them.43. As the length of time slices become smaller, the ratio of time spent swapping processes compared to the time spent executing them increases. Thus, a point is reached where the efficiency of the system becomes quite low. On the other hand, if time slices are too long, the illusion of simultaneous operation is lost.44. Interrupt disable, interrupt enable, and the test-and-set instructions45. Answers may vary. Possibilities include establishing new accounts, removing accounts, establishing privileges, and monitoring the machine's usage.46. By loading the current process's memory limits in special purpose registers that the CPU uses to validate all references to main memory. If a reference is outside the bounds established by those registers, an interrupt will occur, causing control to be returned to the operating system.47. 269 milliseconds, which is many years. (The point is that milliseconds add up.)48. To allow the operating system the ability to protect processes from each other. The operating system runs in the highest privilege level but restricts the other processes to lower privilege levels. 49. Two that are identified in the text are changing the contents of memory limit registers and changing the CPU's current privilege level.50. Answers will vary. Possibilities include accessing data in memory cells outside the process's allocated space, gaining unauthorized access to mass storage, and modifying the operating system itself to gain advantage over other processes.。

Titan is a test automation toolset supporting the complete chain of test development, test execution and result analysis. It is based on the standard test language TTCN-3 and thus is extremely well suited for grey-box and black-box testing such as component, function, integra-tion, system, acceptance, conformance and model based testing. In addition, Titan is being used as an engine to create additional tools for performance testing and security testing.Titan provides a full-featured TTCN-3 open source environment with compiler, runtime, controller, Eclipse-based and command line inter-faces, and System Under Test (SUT) adapters for several protocols. TTCN-3 has a proven track record for testing complex systems with a large code base and is applicable in multiple domains.Eclipse-basedand command line environmentsTitan provides a complete Eclipse IDE and a command line; both have been architected to work in mixed mode.Titan’s Eclipse interface allows the development of test cases, the launch and monitoring of test execution and analyzing test results. The editor provides sophisticated editing, search, code completion, analysis and quality assurance features. Test execution events and status are shown in real-time and are logged for post-execution analysis. Test logs can be viewed both graphically and in a textual/tabular format.When selecting a log event, the source code line producing the event is automatically shown.Command line components allow the building of executable test suites and launch test runs on demand, or automatically on an event-based or scheduled (nightly) manner for continuous integration. They also allow test projects, developed in the Eclipse environment, to be built and executed from the command line.Industrial ToolsetThe Titan toolset enables teamwork in distributed teams worldwide and can be used in workfl ows where tests are either manually developed, generated from Models, or developed for continuous integration. Titan provides a scalable toolset:• Supports international specifi cations ASN.1, XSD, IDL and JSON • Fast compilation, fast incremental re-compilation • High performance runtime • Detailed, confi gurable logging• Logger plugin API and built-in loggers (JUnit, textual)• APIs for external C/C++ functions and specifi c codecs • API to interworking with other languages like Java, Python etc.• Built-in codec generators for XML, ASN.1, bit-oriented and textual protocols• Distributed, multi-platform test execution on Linux, Solaris and Windows platforms• All-in-one solution for your testing needs • More than ten years of development, thousands of active users• As an open source product licensed under the Eclipse Public License (EPL), it avoids vendor lock-in• Secure investment: based on a standard test language• Quick development of new protocol support and quick adaptation to protocol changes • Well suited to both traditional V process and agile development processes • Allows testing at an early phase ofdevelopment: decreased cost, improved product quality• Faster development of tests with aneasy-to-learn intuitive test tool and language • Increased testing productivity and test coverage providing quicker time to market • Multi-purpose: functional and non-functional testing (performance, security)• High degree of test re-usability• A set of SUT adaptors and protocol supportare available in open sourceTitan architectureTTCN-3 a universal standard test languageOne of Titan‘s key features is its implementation of the Testing and Test Control Notation version 3 (TTCN 3) language. TTCN-3 is an international standard, specified and published by ETSI and endorsed by ITU-T. It has been applied to a variety of domains such as Automotive, Avionics, Finance, Healthcare, IT, Energy, Space and Telecom. It is also used in research projects and by many universities. TTCN-3 is used by standardization bodies and consortia such as 3GPP , AUTOSAR consortium, ETSI, MOST cooperation, OMA and the Wimax Forum to produce conformance and interoperability test standards.TTCN-3 benefits• Precise syntax and semantics which maximize compile time checking capabilities • High level language and abstraction of the platform and test environment• Rich type system, allowing the support of a wide range of protocols and API definitions • Test data can be based directly on XSD, ASN.1, IDL and JSON (under development) specifications • Programming language features for efficient behavior design • Rich language features to meet testing needs• High precision for controlling test verdict assignment and logging• Maximum reusability due to separation of the test logic from the details of the environment:test cases are reusable in different software development phases, platforms and test environments • Well suited for all forms of grey-box and black-box types of testingAbout PolarSysPolarSys is an industrial working group dedicated to open source tools for embedded systems development. It addres-ses the full range of System Engineering activities including Modeling, Requirement Engineering, Simulation, Coding and���������������������������������Very long term support Systematic maturity assessment。