网址：http://m.1010jiajiao.com/timu3_id_3051422[举报]
I passed all the other courses that I took at my University，but I could have never passed botany（植物学）．This was because all botany students had to spend several hours a week in a laboratory looking through a microscope（显微镜）at plant cells，and I could never once see a cell through a microscope．This used to make my professor angry．He would wander around the laboratory pleased with the progress all the students were making in drawing the structure（结构）of flower cells，until he came to me．I would Just be standing there． “I can’t see anything，”I would say．He would begin patiently enough, explaining how anybody can see through a microscope，but he would always end up angrily．claiming that I could too see through a microscope but just pretended that I couldn’t． “It takes away from the beauty of flowers anyway” I used to tell him．”We are not concerned with beauty in this course． “he would say．”We are concerned with the structure of flowers．”“Well，”I'd say．”I can’t see anything．” “Try it just once again．”he'd say，and I would put my eye to the microscope and see nothing at all，except now and again something unclear and milky．”You were supposed to see a clear，moving plant cells shaped 1ike clocks．”“I see what looks like a lot of milk．”I would tell him．This，he claimed，was the result of my not having adjusted the microscope properly，so he would readjust it for me，or rather，for himself．And I would look again and see milk．
I failed to pass botany that year，and had to wait a year and try again，or I couldn’t graduate．The next term the same professor was eager to explain cell一structure again to his classes． “Well，”he said to tile．happily．”we're going to see cells this time，aren't we?” “Yes，sir，”I said．Students to the right of me and to the left of me and in front of me were seeing cells；what’s more，they were quietly drawing pictures of them in their notebooks．Of course．I didn't see anything．
So the professor and I tried with every adjustment of the microscope known to man．With only once did I see anything but blackness or the familiar milk，and that time I saw， to my pleasure and amazement，something 1ike stars．These I hurriedly drew．The professor，noting my activity，came to me，a smile on his lips and his eyebrows high in hope．He looked at my cell drawing． “What’s that?” he asked．“That’s what I saw，”I said．”You didn’t，you didn’t，you didn’t!” he screamed，losing control of himself immediately，and he bent over and looked into the microscope．He r8ised his head suddenly．”That’s your eye!”．he shouted．”You’ve adjusted the microscope so that it reflects! You've drawn your eye!”
——Selected from University Days by James Thurber
1．Why couldn't the writer see the flower ceils through the microscope?
A．Because he had poor eyesight．
B．Because the microscope didn’t work properly．
C．Because he was not able to adjust the microscope properly．
D．Because he was playing jokes on his professor by pretending not to have seen it．
2．Why does the writer mention “Students to the right of tile and to the left of rile and in front of me were seeing cells” in Paragraph 2?
A．To express his professor's satisfaction with his classmates．
B．To prove his professors excellent teaching ability in his class．
C．To show more clearly his not seeing the cells by comparing them with himself．
D．To suggest his classmates' gift for drawing pictures，
3．What does the writer mean by “his eyebrows high in hope” in the last paragraph?
A．His professor expected him to have seen the cells and drawn the picture of then,．
B．His professor hoped he could perform his task with attention．
C．His professor wished him to learn how to draw pictures．
D．His professor looked forward to seeing all his students finish their drawings．
4．What is the thing like stars that the writer saw in the last paragraph?
A．Real stars． B．His own eye．
C．Something unknown． D．Milk
5．In what writing style did the writer write the passage?
A．Realistic． B．Romantic．
C．Serious． D．Humorous．
查看习题详情和答案>>Fish have ears. Really. They’re quite small and have no opening to the outside world carrying sound through the body. For the past seven years, Simon Thorrold, a university professor, has been examining fish ears, small round ear bones called otoliths.
As fish grow, so do their otoliths. Each day, their otoliths gain a ring of calcium carbonate (碳酸钙). By looking through a microscope (显微镜) and counting (数) these rings, Thorrold can determine the exact age of a young fish. As a fish gets older, its otoliths no longer get daily rings. Instead, they get yearly rings, which can also be counted, giving information about the fish’s age, just like the growth rings of a tree.
Ring counting is nothing new to fish scientists. But Thorrold has turned to a new direction. They’re examining the chemical elements (元素) of each otolith ring.
The daily ring gives us the time, but chemistry tells us about the environment in which the fish swam on any given day. These elements tell us about the chemistry of the water that the fish was in. It also says something about water temperature, which determines how much of these elements will gather within each otolith ring.
Thorrold can tell, for example, if a fish spent time in the open ocean before entering the less salty water of coastal areas. He can basically tell where fish are spending their time at any given stage of history.
In the case of the Atlantic croaker, a popular saltwater food fish, Thorrold and his assistant have successfully followed the travelling of young fish from mid-ocean to the coast, a journey of many hundreds of miles.
This is important to managers in the fish industry, who know nearly nothing about the whereabouts (行踪) of the young fish for most food fish in the ocean. Eager to learn about his technology, fish scientists are now lending Thorrold their ears.
1．What can we learn about fish ears from the text?
A. They are small soft rings. B. They are not seen from the outside.
C. They are openings only on food fish. D. They are not used to receive sound.
2．Why does the writer compare the fish to trees?
A. Trees gain a growth ring each day.
B. Trees also have otoliths.
C. Their growth rings are very small.
D. They both have growth rings.
3．Why is it important to study the chemistry of otolith rings?
A. The elements of the otoliths can tell the history of the sea.
B. Chemical contents (含量) of otoliths can tell how fast fish can swim.
C. We can know more about fish and their living environment.
D. Scientists can know exactly how old a fish is.
4．How would you understand “fish scientists are now lending their ears”?
A. They are very interested in Thorrold’s research findings.
B. They want to know where they can find fish.
C. They lend their fish for chemical studies.
D. They wonder if Thorrold can find growth rings from their ears.
查看习题详情和答案>>through the body. For the past seven years, Simon Thorrold, a university professor, has been examining
fish ears, small round ear bones called otoliths.
As fish grow, so do their otoliths. Each day, their otoliths gain a ring of calcium carbonate (碳酸钙).
By looking through a microscope (显微镜) and counting (数) these rings, Thorrold can determine the
exact age of a young fish. As a fish gets older, its otoliths no longer get daily rings. Instead, they get yearly
rings, which can also be counted, giving information about the fish's age, just like the growth rings of a
tree.
Ring counting is nothing new to fish scientists. But Thorrold has turned to a new direction. They're
examining the chemical elements (元素) of each otolith ring.
The daily ring gives us the time, but chemistry tells us about the environment in which the fish swam on
any given day. These elements tell us about the chemistry of the water that the fish was in. It also says
something about water temperature, which determines how much of these elements will gather within
each otolith ring.
Thorrold can tell, for example, if a fish spent time in the open ocean before entering the less salty water
of coastal areas. He can basically tell where fish are spending their time at any given stage of history.
In the case of the Atlantic croaker, a popular saltwater food
fish, Thorrold and his assistant have successfully followed the travelling of young fish from mid-ocean to the coast, a journey of many
hundreds of miles.
This is important to managers in the fish industry, who know nearly nothing about the whereabouts (行踪) of the young fish for most food fish in the ocean. Eager to learn about his technology, fish scientists
are now lending Thorrold their ears.
1. What can we learn about fish ears from the text?
A. They are small soft rings.
B. They are not seen from the outside.
C. They are openings only on food fish.
D. They are not used to receive sound.
2. Why does the writer compare the fish to trees?
A. Trees gain a growth ring each day.
B. Trees also have otoliths.
C. Their growth rings are very small.
D. They both have growth rings.
3. Why is it important to study the chemistry of otolith rings?
A. The elements of the otoliths can tell the history of the sea.
B. Chemical contents (含量) of otoliths can tell how fast fish can swim.
C. We can know more about fish and their living environment.
D. Scientists can know exactly how old a fish is.
4. How would you understand
"fish scientists are now lending their ears"? A. They are very interested in Thorrold's research findings.
B. They want to know where they can find fish.
C. They lend their fish for chemical studies.
D. They wonder if Thorrold can find growth rings from their ears.