Object 1 has twice the mass of Object 2. Each of the objects has the same magnitude of momentum. Which of the following statements is true？

A、Both objects can have the same magnitude of momentum.

B、Object 1 has a momentum of greater magnitude than Object 2.

C、The magnitude of the momentum of Object 2 is four times that of Object 1.

D、All the statements are false.

E、All the statements are true.

What does the author most object to in the science movies of the 1790s?

A．He objects to their camera work.

B．He does not like their music.

C．He believes that their stories are too much alike.

D．He criticizes their special effects.

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, 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 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.

SECTION 2 Optional Translation (30 points)

What Is the Force of Gravity?

If you throw a ball up, it will come down again. What makes it come down? The ball comes down because it is pulled or attracted towards the Earth. The Earth exerts a force of attraction on all objects. Objects that are nearer to the Earth are attracted to it with a greater force than those that are further away. This force of attraction is known as the force of gravity. The gravitational force acting on an object at the Earth's surface is called the weight of the object.

All the heavenly bodies in space like the moon, the planets and the stars also exert an attractive force on objects. The bigger and heavier a body is, the greater is its force of gravity. Thus, since the moon is a smaller body than the Earth, the force it exerts on an object at its surface is less than that exerted by the Earth on the same object on the Earth's surface. In fact, the moon's gravitational force is only one-sixth that of the Earth. This means that an object weighing 120 kilograms on Earth will only weigh 20 kilograms on the moon. Therefore on the moon you could lift weights which are six times heavier than the heaviest weight that you can lift on Earth.

The Earth's gravitational force or pull keeps us and everything else on Earth from floating away to space. To get out into space and travel to the moon or other planets we have to overcome the Earth's gravitational pull.

Entry into Space

How can we overcome the Earth's gravitational pull? Scientists have been working on this for a long time. It is only recently that they have been able to build machines powerful enough to get out of the Earth's gravitational pull. Such machines are called space rockets. Their great speed and power help them to escape from the Earth's gravitational pull and go into space.

Rockets

The powerful space rocket works along the same lines as a simple firework rocket. The firework rocket has a cylindrical body and a conical head. The body is packed with gunpowder which is the fuel. It is a mixture of chemicals that will bum rapidly to form. hot gases.

At the base or foot of the rocket there is an opening or nozzle. A fuse hangs out like a tail from the nozzle. A long stick attached along the body serves to direct the rocket before the fuse is lighted.

When the gunpowder bums, hot gases or exhaust gases rush out of the nozzle. The hot gases continue to rush out as long as the gunpowder bums. When these gases shoot downwards through the nozzle the rocket is pushed upwards. This is called jet propulsion. The simple experiment, shown in the picture, will help you to understand jet propulsion.

Philosophy of Logical Analysis Modern physics and physiology throw a new light upon the ancient problem of perception. If there is to be anything that can be called "perception", it must be in some degree an effect of the object perceived, and it must more or less resemble the object if it is to be a source of knowledge of the object. The first requisite can only be fulfilled if there are causal chains which are, to a greater or lesser extent, independent of the rest of the world. According to physics, this is the case. Modern analytical empiricism differs from that of Locke, Berkeley, and Hume by its incorporation of mathematics and its development of a powerful logical technique. It is thus able, in regard to certain problems, to achieve definite answers, which have the quality of science rather than philosophy. It has the advantage; as compared with philosophies of system-builders, of being able to tackle its problems one at a time, instead of having to invent at one stroke a block theory of the whole universe. Its methods, in this respect, resemble those of science. There remains, however, a vast field, traditionally included in philosophy, where scientific methods are inadequate. This field includes ultimate questions of value; science alone, for example, cannot prove that it is bad to enjoy the infliction cruelty. Whatever can be known, can be known by means of science; but things which are legitimately matters of feeling lie outside its province. Philosophy, throughout its history, has consisted of two parts inharmoniously blended: on the one hand, a theory as to the nature of the world, on the other hand, an ethical or political doctrine as to the best way of living. (A)The failure to separate these two with sufficient clarity has been a source of much confused thinking. (B)Philosophers, from Plato to William James, have allowed their opinions as to the constitution of the universe to be influenced by the desire for edification: knowing, as they supposed, what beliefs would make men virtuous, they have invented arguments, often very sophisticated, to prove that these beliefs are true. (C)Morally, a philosopher who uses his professional competence for anything except a disinterested search for truth is guilty of a kind of treachery. And when he assumes, in advance of inquiry, that certain beliefs, whether true or false, are such as to promote good behavior, he is so limiting the scope of philosophical speculation as to make philosophy trivial; the true philosopher is prepared to examine all preconceptions. (D)When any limits are placed, consciously or unconsciously, upon the pursuit of truth, philosophy becomes paralyzed by fear, and the ground is prepared for a government censorship punishing those who utter "dangerous thoughts" -in fact, the philosopher has already placed such a censorship over his own investigations. Intellectually, the effect of mistaken moral considerations upon philosophy has been to impede progress to an extraordinary extent. I do not myself believe that philosophy can either prove or disapprove the truth of religious dogmas, but ever since Plato most philosophers have considered it part of their business to produce "proofs" of immortality and the existence of God. They have found fault with the proofs of their predecessors—Saint Thomas rejected Saint Anselms proofs, and Kant rejected Descartes—but they have supplied new ones of their own. In order to make their proofs seem valid, they have had to falsify logic, to make mathematics mystical, and to pretend that deep-seated prejudices were heaven-sent intuitions. All this is rejected by the philosophers who make logical analysis the main business of philosophy. They confess frankly that the human intellect is of profound importance to mankind, but they refuse to believe that there is some "higher" way of knowing, by which we can discover truths hidden from science and the intellect. For this renunciation, they have been rewarded by the discovery that many questions, formerly obscured by the fog of metaphysics, can be answered with precision, and by objective methods which .introduce nothing of the philosophers temperament except the desire to understand. Take such questions as. What is a number? What are space and time? What is mind, and what is matter? I do not say that we can here and now give definite answers to all these ancient questions, but I do say that a method has been discovered by which, as in science, we can make successive approximations to the truth.

According to the passage, Amess appearance at last years meeting showed that ______.

A．he liked to enjoy the California sunshine

B．he was too busy to care for himself

C．he was particular about his clothes

D．he paid no attention to himself