题目内容
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The word disenchanted in Paragraph 4 is closest in meaning to ______.
A．disillusioned
B．disadvantaged
C．disembodied
D．disheveled
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更多“The word disenchanted in Paragraph 4 is closest in meaning to ______.A．disillusionedB．disa”相关的问题
A．To illustrate how place utility is created.
B．To illustrate how time utility is created.
C．To illustrate how ownership utility is created.
D．To illustrate how the above three utilities are created.
A．Increase of rainfall.
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C．Destruction of coastal structures.
D．Shoreline shifts.
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B．describing the process of combining smoke and moisture in the atmosphere
C．identifying various types of pollutants in the atmosphere
D．comparing the scientific concept to a familiar human experience
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A．it occurs over and over again
B．it changes whenever it jumps species
C．it is so catastrophic that it causes death
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听力原文：Narrator Listen to part of a discussion in a physics class. The professor is discussing Forces. Professor Well, today wed talk about Force and its representation. Student A So what is force？ Professor Well, actually, a force is a push or pull upon an object resulting from the objects interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction. Student A [interrupting] You mean if a force exists, there should be two objects. Am I right？ Professor Thats right. Er, ...For simplicity sake, all forces, interactions, between objects can be placed into two broad categories. One is contact force; the other is force resulting from action-at-a-distance. Student B [ interrupting] Action-at-a-distance？ Professor Yeah, first lets talk about contact force. Contact forces are types of forces in which the two interacting objects are physically in contact with each other. Examples of contact forces include frictional forces, tensional forces, normal forces, air resistance forces, and applied forces. These specific forces will be discussed in more detail later in Lesson 2, as well as in other lessons. Student A Uh...so many forces fall into this category. Then, what is "force resulting from action-at-a-distance"？ Professor Er, ...Action-at-a-distance forces are types of forces in which the two interacting objects are not in physical contact with each other, yet are able to exert a push or pull despite a physical separation. Examples of action-at-a-distance forces include gravitational forces, such as, the sun and planets exert a gravitational pull on each other despite their large spatial separation; even when your feet leave the earth and you are no longer in contact with the earth, there is a gravitational pull between you and the Earth. Next, electric forces, such as, the protons in the nucleus of an atom and the electrons outside the nucleus experience an electrical pull towards each other despite their small spatial separation; and magnetic forces, for example, two magnets can exert a magnetic pull on each other even when separated by a distance of a few centimeters. These specific forces will be discussed in more detail in other lessons. Student B Thats magic! I am quite familiar with the phenomenon you mentioned just now, but before this class, I had no concept of these categories of forces. Student A Er, I know very little about this, too. Professor Actually, forces exist in our daily life. Force is a quantity which is measured using the standard metric unit known as the Newton. A Newton is abbreviated by an "N". To say "10. 0 N" means 10. 0 Newtons of force. Student A [ interrupting] So Newton is the standard metric unit of force？ Professor Thats true. In fact, a force is a vector quantity. As we learned in an earlier unit, a vector quantity is a quantity which has both magnitude and direction. To fully describe the force acting upon an object, you must describe both the magnitude and the direction. Thus, "10 Newtons" is not a full description of the force acting upon an object. In contrast, "10 Newtons downwards" is a complete description of the force acting upon an object; both the magnitude, "10 Newtons", and the direction, "downwards", are given. Student B Uh, thats quite complex and easy to make a mistake. Professor Yeah. ...because a force is a vector which has a direction, it is common to represent forces using diagrams in which a force is represented by an arrow. Such vector diagrams were introduced in an earlier unit and will be used throughout your study of physics. The size of the arrow is reflective of the magnitude of the force and the direction of the arrow reveals the direction which the force is acting. Such diagrams are known as free-body diagrams. Furthermore, because forces are vectors, the influence of an individual force upon an object is often canceled by the influence of another force. For example, the influence of a "20 Newton upward" force acting upon a book is canceled by the influence of a "20 Newton downward" force acting upon the book. In such instances, it is said that the two individual forces "balance each other", meaning there would be no unbalanced force acting upon the book. Student A That sounds interesting. Then, there should be other situations in which two of the individual vector forces cancel each other, the so-called balance, yet a third individual force exists that is not balanced by another force. Professor Thats the point. Next time we will learn how to draw the free-body diagrams, which can help you to understand the situation more easily. Now get ready to answer the questions. You may use your notes to help you answer. 24. What is the discussion mainly about？ 25. How does the professor emphasize his point about force classification？ 26. What are two key factors of force description？ 27. According to the discussion, what forces belong to action-at-a-distance forces？ Listen again to part of the conversation. Then answer the question. Professor Well, actually, a force is a push or pull upon an object resulting from the objects interaction with another object. Whenever there is an interaction between two objects, there is a force upon each of the objects. When the interaction ceases, the two objects no longer experience the force. Forces only exist as a result of an interaction. Student A [Interrupting] You mean if a force exists, there should be two objects. Am I right？ 28. What can be inferred about student A？ Listen again to part of the conversation. Then answer the question. Professor Thats the point, next time we will learn how to draw the free-body diagrams, which can help you to understand the situation more easily. 29. What does the professor mean when she says this？ Professor Thats the point.Narrator Listen to part of a discussion in a physics class. The professor is discussing Forces. Now get ready to answer the questions. You may use your notes to help you answer.
What is the discussion mainly about？
A．The metric unit of forces.
B．The magnitude and direction of various forces.
C．The two kinds of forces and their features.
D．The diagrams of forces.
听力原文：Narrator Listen to part of a conversation between two students. Anna Hi, Jack. Jack Hi, Anna. Anna Are you free now？ Jack Not too busy. What can I do for you？ Anna I wanna discuss with you on the lecture the professor gave at the last class. Jack Oh, that was an interesting lecture, wasnt it ？ Anna Yeah, that is why I am still thinking about his views. Jack So, what is your opinion on the topic of marketing？ Anna Marketing merely reflects the needs and wants of consumers. Marketing deals with identifying and meeting human and social needs. Successful goods, including products and services, are those that are demanded or needed by consumers. That is the summary of the views in our textbook. Is that right？ Jack Er, those are the views in our teaching materials. Anna Well, I think that marketing can sometimes shape consumers needs and wants. It helps us in making major decisions like what car to buy; what realtor to use; to not so major decisions like what computer to buy, where to shop for clothes, groceries etc. Jack Uh...for instance... Anna [regaining train of thought] Er, the marketer that uses the catchiest phrases; the funniest ads; the latest music in their ads and or the coolest celebrities in their ads, are usually the ones that get our attention... We tend to buy for some of these reasons, and so this proves that our needs are shaped by marketing. Jack Uh... [thinking] Hmmm...that sounds reasonable. Anna So... Jack But, I think buying from one retailer over another, because their marketing is better or more convincing is not saying that the marketer is shaping or creating a need though. Anna Oh？ Why？ Jack The need or want is established already in the buyers mind. It is up to the marketers to make their product stand out among the competition, so that you, satisfy your need with their product. Anna Uh... [thinking] Er...although marketing has been defined as satisfying customer needs and wants, I tend to agree with the critics. Marketers sometimes have "tremendous" swaying powers on encouraging consumers to spend more money than they should on goods or services that they simply do not need. Jack That is interesting, go on. Anna You see, I dont need a new computer, but Microsoft has a more updated one thats much faster and "it will make my life so much easier"(so they say). I have a 1999 Mazda. It runs fine, but the advertisement for the new 2005 Mazda is sticking in my mind. Will I buy that new Mazda 626, hmmm？ Jack Excellent. You seem to have thought about the topic deeply. Next class, you can discuss it with the professor, then we can hold a debate. Anna [leaving] Great. I think other students will also be excited to discuss the topic. I wanna go to the library to find reference books for the discussion. Bye! Jack Okay, bye! Now get ready to answer the questions. You may use your notes to help you answer. 7. Why does Anna go to see her classmate？ 8. Why does the woman think that marketing can sometimes shape consumers needs and wants？ 9. What is Jacks suggestion for the next business class？ Listen again to part of the conversation. Then answer the question. Jack But, I think buying from one retailer over another, because their marketing is better or more convincing is not saying that the marketer is shaping or creating a need though. Anna Oh？ Why？ 10. Why does Anna say this？ Anna Oh？ Why？ Listen again to part of the conversation. Then answer the question. Jack Excellent. You seem to have thought about the topic deeply. Next class, you can discuss it with the professor, then we can hold a debate. 11. What can be inferred about Jack？Narrator Listen to part of a conversation between to students. Now get ready to answer the questions. You may use your notes to help you. answer.
Why does Anna go to see her classmate？
A．She has some questions to ask him.
B．She intends to arrange a debate for the class.
C．She intends to discuss with him on marketing.
D．She intends to inform. him of the class arrangement.
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