Many objects in daily use have clearly been influenced by science, but their forms and fun

Many objects in daily use have clearly been influenced by science, but their forms and functions, their dimensions and appearances, were determined by technologists, artisans, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.

The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where the valves should be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.

Design courses, then should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking", non- verbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.

If courses in design, which in a strongly analytical engineering curriculum provide the back- ground required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

The author write this passage mainly to______.

A．introduce a new idea.

B．stress the importance of nonverbal thinking.

C．criticize the education for omitting an important part of knowledge.

D．propose a suggestion.

Many objects in daily use have clearly been influenced by science, but their form. and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers using non-scientific modes of thought. Many features and qualities of the objects that a technologist thinks about can- not be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been non-verbal thinking, by and large, that has fixed the outlines and filled in the details of our material surroundings.

Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them. The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Should it have a long or short piston? Such questions have a range o{ answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.

Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking," nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the on- ly college students with the requisite abilities were not engineering students, but rather students attending architectural schools.

Its courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occur- ring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics. (447)

In the passage, the author is primarily concerned with ______.

A．identifying the kinds of thinking that are used by technologists

B．stressing the importance of nonverbal thinking in engineering design

C．contrasting the goals of engineers with those of technologists

D．criticizing engineering schools for emphasizing science in engineering curricula

Many objects in daily use have clearly been influenced by science, but their form. and function, their dimensions and appearances were determined by technologists, artisans, designers, inventors, and engineers-using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about can't be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.

The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of non-verbal thinking on the machine by continually using an intuitive sense of tightness and fitness. What would be the shape of the combustion chamber? Where should be the valves played? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.

Design courses, then, should be an essential element in engineering curricula, nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed, to entail "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools;

If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

In the passage, the author is primarily concerned with______.

A．identifying the kinds of thinking that are used by technologists

B．stressing the importance of nonverbal thinking in engineering design

C．proposing a new role for nonscientific thinking in the development of technology

D．criticizing engineering schools for emphasizing science in engineering curricula

Many objects in daily use have clearly been influenced by science, but their form. and function, their dimensions arid appearance were determined by technologists, artisans, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by and large, that has fixed the outlines and filled in the details, and rockets exist not because of geometry or thermodynamics (热力学) , but because they were first pictures in the minds of those who built them.

The creative shaping process of a technologist's mind can be seen in nearly every artifact (人工制品) that exists. For example, in designing a diesel (柴油) engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of Tightness and fitness. What would be the shape of the combustion chamber? Where should be the valves played? Should it have a long or short piston(活塞)? Such questions have a range of answers that are supplied by experience? by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculation, but the nonscientific component of design remains primary. Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock in trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking", nonverbal thought is sometimes seen as primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric (等距画法) views of industrial processes for its historical record of American engineering, the only college students with the requisite (必要的) abilities were not engineering students, but rather students attending architectural schools.

If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem solving, are not provided, we call expect to encounter silly but costly errors occurring in advance engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snows into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations(过失) ; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

In the passage, the author is primarily concerned with______.

A．identifying the kinds of thinking that are used by technologists

B．stressing the importance of nonverbal thinking in engineering design

C．proposing a new role for nonscientific thinking in the development of technology

D．criticizing engineering schools for emphasizing science in engineering curricular

Many objects in daily use have clearly been influenced by science. However, their form. and function, their dimensions and appearance, were determined by technologists, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they are dealt with in the mind by a visual, nonverbal process, pyramids, cathedrals, and rockets exist not because of geometry or thermos-dynamics (热动力学), because they were first the picture in the minds of those.

The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might express individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should the valves be placed? Would it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirement, by limitations of available space, and not in the least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component design remains primary.

Design courses, then should be an essential element of engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, which is the special technique of the artists, not the scientist. Because perceptive processes are not assumed to need "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal mathematical thought.

If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early modes of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because the fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

In the passage, what is the writer primarily concerned with?

A．Identifying the kinds of thinking that are used by technologists.

B．Stressing the importance of scientific thinking in engineering design.

C．Proposing a new role for nonscientific thinking in engineering.

D．Contrasting the goals of engineers with those of technologists.

Nonverbal Thinking in Engineering

Many objects in daily use have clearly been influenced by science. However, their form. and function, their dimensions and appearance, were determined by technologists, designers, inventors, and engineers using nonscientific modes of thought. Many features and qualities of the objects that a technologist thinks about cannot be reduced to clear verbal descriptions; they are dealt with in the mind by a visual, nonverbal process. Pyramids, cathedrals, and rockets exist not because of geometry or thermo-dynamics (动力学), but because they were first the picture in the minds of those who built them.

The creative shaping process of a technologist's mind can be seen in nearly every artifact (人工制品 that exists. For example, in designing a diesel engine, a technologist might express individual (个人的) ways of nonverbal thinking on the machine by continually using an intuitive (直觉的) sense of rightness and fitness. What would be the shape of the combustion chamber (燃烧室)? Where should the valves (阀) be placed? Such questions have a range of answers that are supplied by experience, by physical requirement, by limitations of available space, and not in the least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component design remains primary.

Design courses, then, should be an essential element of engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, which is the special technique of the artist, not the scientist. Because perceptive processes are not assumed to need "hard thinking", nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal mathematical thought.

If courses in design, which in a strongly analytical (分析的) engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early modes of high-speed railroad cars loaded with high-tech controls were unable to operate in a snowstorm because the fan sucked snow into the electrical system. Random failures that bring automatic control systems into trouble are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.

The passage is mainly concerned with

A．the modes of thinking that are used by technologists.

B．the importance of nonverbal thinking in engineering design.

C．the new role for nonscientific thinking in engineering.

D．the difference between the goals of engineers and those of technologists.

Green Gene Technology

For the past 10,000 years humans have influenced the plants they use at first unknowingly, later by design. Today's crops have been created by a process of selection and classical breeding. More specific improvements in breeding will be possible in future.

Science has cracked the genetic information code. Green gene technology is an effective tool in crop breeding, enabling us to develop new crops even more rapidly and specifically. We can make them more efficient, optimizing their contents and valuable substances to suit the wishes and requirements of customers and the processing industry. Their metabolism can be individually modified, making them produce starch, protein and fats with special properties. Through gene transfer plants can be made more resistant to viruses, bacteria, harmful fungi and insect pests.

Genetically modified plants can be cultivated to possess improved stress behavior, with the result that they absorb water better in dry locations and can make more efficient use of soil nutrients. We can also optimize weed control. To do so, we make crops tolerant to environmentally sound and easily degradable herbicides. This is not as simple as it sounds. But we have been successful: Innovator has been on the Canadian market since 1995. This is the first oilseed rape variety to contain the glufosinate tolerance gene, facilitating the use of AgrEvo's broad-spectrurn herbicide liberty.

We are committed to green gene technology, with which we aim to make crop breeding even more efficient and environmentally friendly. Before being brought on to the market these genetically modified plants are researched and tested for years until the questions posed regarding their safety have been answered. This is a great opportunity for us to realize our vision: the use of faster methods to breed varieties which will continue to provide us with sufficient food and raw materials in future. Our fossil reserves will soon be exhausted. Experts estimate that we only have enough oil for another 43 years and natural gas for less than 60.

This means we must rethink and act accordingly, using new crop varieties to step up the move to replenishable sources of raw materials and energy. In other words, green gene technology is the key technology for sustainable agriculture.

American culture has not been immune to cultural influences from outside. The idea of democracy came from the ancient Greeks: the Industrial Revolution started in England: jazz and rock music preserve African rhythms--to pick a few examples. Indeed, many of the things we think of as "100 percent American" came from other cultures.

Still, most of the changes in American culture over the last century have come from within, as the result of inventions and discoveries. And change has been dramatic. One hundred years ago the United States was largely a nation of farmers. Many of the things we take for granted today- a high school education, for example, or indoor plumbing—were luxuries then. The moon was a light for lovers, not a site for scientific exploration; genetic engineering (基因工程) was not even a subject for science fiction, much less for laboratory research and corporate investments. The decades following the Second World War, in particular, were characterized by spectacular scientific and technological advances, national self-confidence, optimism, and (for many Americans) prosperity. The American economy was the strongest in the world: more goods were produced and sold, more people were working, and the standard of living was higher than ever before. Polls (民意调查) taken in the 1950s and 1960s show that the average American was preoccupied with the questions "will I make a good living? "Will I be successful?" and "Will I raise successful, happy children?" Success was defined in terms of maintaining a stable family and "keeping up with the Jones". Most Americans believed that if they played by the rules--if they work hard and did what was expected, if they sacrificed their own needs to those of their family and their employer--they would be rewarded with an ever-increasing standard of living, a devoted spouse, and decent children. An expensive car, a suburban home, and children in college were tangible (可触知的) signs that hard work and self-sacrifice paid off.

Which statement is NOT true according to the passage?

A．There is no 100 percent American culture.

B．American culture has never be influenced by other cultures.

C．America borrowed the idea of democracy from the ancient Greeks.

D．Inventions and discoveries caused the changes within American culture.

American culture has not been immune to cultural influences from outside. The idea of democracy came from the ancient Greeks; the Industrial Revolution started in England; jazz and rock music preserve African rhythms—to pick a few examples. Indeed, many of the things we think of as "100 percent American" came from other cultures.

Still, most of the changes in American culture over the last century have come from within, as the result of inventions and discoveries. And change has been dramatic. One hundred years ago the United States was largely a nation of farmers. Many of the things we take for granted today—a high school education, for example, or indoor plumbing—were luxuries then. The moon was a light for lovers, not a site for scientific exploration; genetic engineering (基因工程) was not even a subject for science fiction, much less for laboratory research and corporate investments. The decades following the Second World War, in particular, were characterized by spectacular scientific and technological advances, national self-confidence, optimism, and (for many Americans) prosperity. The American economy was the strongest in the world: more goods were produced and sold, more people were working, and the standard of living was higher than ever before. Polls (民意调查) taken in the 1950s and 1960s show that the average American was preoccupied with the questions "will I make a good living?" "Will I be successful?" and "Will I raise successful, happy children?" Success was defined in terms of maintaining a stable family and "keeping up with the Jones". Most Americans believed that if they played by the rules—if they work hard and did what was expected, if they sacrificed their own needs to those of their family and their employer—they would be rewarded with an ever-increasing standard of living, a devoted spouse, and decent children. An expensive car, a suburban home, and children in college were tangible (可触知的) signs that hard work and self-sacrifice paid off.

Which statement is NOT true according to the passage?

A．There is no 100 percent American culture.

B．American culture has never be influenced by other cultures.

C．America borrowed the idea of democracy from the ancient Greeks.

D．Inventions and discoveries caused the changes within American culture.