A、higher than the JFET
B、lower than the JFET
C、equal to theJFET
D、randomly defined relative to the JFET
第1题
A、maximum voltage transfer from source to load
B、maximum power transfer from source to load
C、maximum impedance transfer from source to load
D、maximum current transfer from source
第2题
A、common-gate
B、common-drain
C、common-source
D、None of the above
第5题
A、the common-mode gain of an op-amp increases when it is used in an inverting amplifier
B、the value of differential gain for an inverting amplifier is lower than that of its op-amp
C、slew-rate limiting decreases the common-mode gain of the op-amp
D、of the lower input impedance of the inverting amplifier
第6题
A.that he is to think
B.to think
C.that he is thinking
D.to be thinking
第7题
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped--or, as the case might be bumped into- concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of a oneness, a twoness, a threenes that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table--is itself far from innate.
What does the passage mainly discuss?
A.Trends in teaching mathematics to children.
B.The use of mathematics in child psychology.
C.The development of mathematical ability in children.
D.The fundamental concepts of mathematics that children must learn.
第8题
Of course, the truth is not so simple. This century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped--or, as the case might be bumped into- concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from short stout glass into a tall thin one. Psychologists have since demonstrated that young children, asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of a oneness, a twoness, a threenes that applies to any class of objects and is a prerequisite for doing anything more mathematically demanding than setting a table--is itself far from innate.
What does the passage mainly discuss?
A.Trends in teaching mathematics to children.
B.The use of mathematics in child psychology.
C.The development of mathematical ability in children.
D.The fundamental concepts of mathematics that children must learn.
第9题
Of course, the truth is not so simple. In this century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped--or, as the case might be, bumped into--concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, when asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed into finding the total. Such studies have suggested that the rudiments of mathematics are mastered gradually, and with effort.
They have also suggested that the very concept of abstract numbers--the idea of a oneness, a twoness, a threeness that applies to any class of objects and is prerequisite for doing anything more mathematcally demanding than setting a table--is itself far from innate.
What does the passage mainly discuss?
A.Trends in teaching mathematics to children.
B.The use of mathematics in child psychology.
C.The development of mathematical ability in children.
D.The fundamental concepts of mathematics that children must learn.
第10题
Of course, the truth is not so simple. In this century, the work of cognitive psychologists has illuminated the subtle forms of daily learning on which intellectual progress depends. Children were observed as they slowly grasped--or, as the case might be, bumped into--concepts that adults take for granted, as they refused, for instance, to concede that quantity is unchanged as water pours from a short stout glass into a tall thin one. Psychologists have since demonstrated that young children, when asked to count the pencils in a pile, readily report the number of blue or red pencils, but must be coaxed (说服) into finding the total. Such studies have suggested that the rudiments (基本原理) of mathematics are mastered gradually, and with effort. They have also suggested that the very concept of abstract numbers--the idea of a oneness, a twoness, a threeness that applies to any class of objects and is prerequisite (先决条件) for doing anything more mathematically demanding than setting a table--is itself far from innate.
After children have helped to set the table with impressive accuracy, they ________.
A.are able to help parents serve dishes
B.tend to do more complicated housework
C.are able to figure out the total pieces
D.can enter a second-grade mathematics class
为了保护您的账号安全,请在“上学吧”公众号进行验证,点击“官网服务”-“账号验证”后输入验证码“”完成验证,验证成功后方可继续查看答案!