<div class='c1 c2'></div>选择器可以写成.c1 .c2（）

round the earth. An 【C1】______ 7% did not know which revolved around【C2】______ I have no doubt that【C3】______ all of these people were【C4】______ in school that the earth revolves around the sun 【C5】______ may even have written it【C6】______ a test. But they never【C7】______ eir incorrect mental models of planetary 【C8】______ because their everyday observations didn' t support【C9】______ their teachers told them: People see the sun "moving" 【C10】______ the sky as morning tums to night, and the earth seems stationary 【C11】______ that is happening.

Students can learn the fight answers【C12】______ heart in class, and yet never combined them【C13】______ their working models of the world. The objectively correct answer the professor accepts and the【C14】______ personal understanding of the world can【C15】______ side by side, each unaffected by the other.

Outside of class, the student continues to use the【C16】______ model because it has always worked well【C17】______ that circumstance. Unless professors address【C18】______ errors in students' personal models of the world, students are not【C19】______ to replace them with the【C20】______ one.

【C1】

A．excessive

B．extra

C．additional

D．added

In a telephone survey of more than 2, 000 adults, 21% said they believed the sun revolved(旋转)around the earth. An【C1】______7% did not know which revolved around【C2】______. I have no doubt that【C3】______all of these people were【C4】______in school that the earth revolves around the sun.【C5】______may even have written it【C6】______a test. But they never【C7】______their incorrect mental models of planetary(行星的)motion【C8】______their everyday observations didn't support【C9】______they know. Their teachers told them people see the sun "moving【C10】______the sky as morning turns to night, and the earth seems stationary(静止的)【C11】______that is happening. Students can learn the right answers【C12】______heart in class, and yet never combined them【C13】______their working models of the world. The objectively correct answer the professor accepts and the【C14】______personal understanding of the world can exist side by side, each【C15】______by the other.

Outside of class, the student continues to use the【C16】______model because it has always worked well【C17】______that circumstance. Unless professors address【C18】______errors in students' personal models of the world, students are not【C19】______to replace them with the【C20】______one.

【C1】

A．excessive

B．extra

C．additional

D．added

arning and innovation. It is not uncommon for students to have【C2】______and friendly relationships with their professors. The【C3】______professor is not necessarily a poor one and is still【C4】______by students. Although students may be in a(n) 【C5】______position,some professors treat them as【C6】______. However, no mat-ter how【C7】______professors would like to be,they still are in a position of【C8】______. Professors may【C9】______social relationships with students outside of the classroom, but in the classroom they【C10】______the instructors role. A professor may have coffee one day with students【C11】______the next day expect them to【C12】______a deadline for the【C13】______of a paper or to be pre-pared【C14】______a discussion or an exam. The professor may give【C15】______attention outside of class to a student in【C16】______of help but probably will not treat him or her differently when it【C17】______evaluating school work. Professors have several roles【C18】______students;they may be counselors and friends as well as teachers. Students must 【C19】______that when a teacher s role changes, they must appropriately【C20】______their behavior. and attitudes.

【C1】

A．instructive

B．conducive

C．constructive

D．healthy

that let students and teachers surf(浏览) the Internet from laptop computers anywhere 【C1】______ campus. But professors say the technology 【C2】______ a growing challenge: Retaining their students' attention.

In a classroom at American University in Washington D.C., the benefits and drawbacks(缺点)of the new wireless world were 【C3】______ . From the back row of a lecture hall, more than a dozen laptop screens were 【C4】______ . As Professor Jay Mallek 【C5】______ on the finer points of an office budget, many students went online to surf the Net. Students write quick e-mails and send instant messages. A young man shows an 【C6】______ e-mail to the woman next to him, and then 【C7】______ read the online edition of The Wall Street Journal. Distraction(注意力分散) is 【C8】______ new. As long as there have been schools, students have whispered, passed notes and even 【C9】______ of the window and daydreamed. But the arrival of the laptop has introduced new 【C10】______ for diversion or distraction, and wireless introduces an even broader range of distraction.

This is 【C11】______ annoying for law professors, many of 【C12】______ still live in the world of paper. "This is something that 【C13】______ the students themselves," said Ian Ayres, professor at Yale Law School, who opposes the Internet's 【C14】______ into the classroom. Unless law students are fully 【C15】______ the class, he said, they miss out on the give and take of ideas in class discussion and do not develop the critical thinking skills that emerge from "deeply tearing apart a case." 【C16】______ , Professor Mallek at American University sees it differently. He said the benefits of the technology 【C17】______ the problems. He 【C18】______ that it might even be making him a better teacher. He takes the threat of 【C19】______ his students to e-mail and online newspapers as a 【C20】______ to keep lectures interesting and lively.

【C1】

A．in

B．on

C．at

D．around

rom the last time they had a【C1】______ problem. They often accept the opinion or ideas of other people. Other times they begin to act without【C2】______ ; they try to find a solution by trial and error. However, when all of these methods【C3】______, the person with a problem has to start analysing. There are six 【C4】______ in analysing a problem.

【C5】______, the person must recognize that there is a problem. For example, Sam's bicycle is broken, and he cannot ride it to class as he usually does. Sam must【C6】______ that there is a problem with his bicycle.

Next the person must【C7】______ the problem. Before Sam can repair his bicycle, he must know why it does not work. For example, he must【C8】______ the parts that are wrong.

Now the person must look for【C9】______ that will make the problem clearer and lead to【C10】______ solutions. For example, suppose Sam【C11】______ that his bike does not work because there is something wrong with the brakes. 【C12】______, he can look in his bicycle repair book and read about brakes, talk to his friends at the bike shop, or look at his brakes carefully.

After【C13】______ the problem, the person should have several suggestions for a possible solution. Take Sam as an example【C14】______ , his suggestions might be: tighten or loosen the brakes; buy new brakes and change the old ones.

In the end, one【C15】______ seems to be the solution to the problem. Sometimes the final idea comes quite unexpectedly because the thinker suddenly sees something in a different way. Finally the solution is tested. Sam does it and finds his bicycle works perfectly. In short he has solved the problem.

【C1】

A．serious

B．usual

C．similar

D．common

A.C=C1+C2

B.C=C1*C2/C1+C2）

C.C=C1=C2

A.#REF!

B.#N/A

C.#DIV/0!

D.#NAME？

A.C1=1.33μF，C2=13μF

B.C1=0.33μF，C2=10μF

C.C1=6.33μF，C2=23μF

D.C1=11.33μF，C2=63μF

A.C1～C7

B.C1～C10

C.C2～C8

D.C2～C10

A.C1

B.C2

C.C1，C2

D.C3，C4