One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem ，while the student claimed a perfect score. I was elected as their arbiter( 仲裁人).I read the examination problem： “Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计).” The student had answered： “Take the barometer to the top of the building，attach a long rope to it，lower it to the street，and then bring it up, measuring the length of the rope. The length of it is the height of the building. ”
The student had really answered the question completely ，but the answer didn’t confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and clashed off one, which read： “Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula (公式）to calculate the height of the building. ”
At this point, my colleague had to accept it, and then the student made almost full marks. I couldn’t help asking the student what the other answers were. He listed many others ，and then added₅ “Probably the best is to take the barometer to the. administrator and said to him，' Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.，”
Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ，but said that he was fed up with high school and college instructors trying to teach him how to think.
The name of the student was Bohr who later was famous all over ,the world. He won the Nobel Prize for Physics in 1922.
【小题1】The student got a zero at the beginning because_______.

One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem ，while the student claimed a perfect score. I was elected as their arbiter( 仲裁人).I read the examination problem： “Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计).” The student had answered： “Take the barometer to the top of the building，attach a long rope to it，lower it to the street，and then bring it up, measuring the length of the rope. The length of it is the height of the building. ”

The student had really answered the question completely ，but the answer didn’t confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and clashed off one, which read： “Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula (公式）to calculate the height of the building. ”

At this point, my colleague had to accept it, and then the student made almost full marks. I couldn’t help asking the student what the other answers were. He listed many others ，and then added₅ “Probably the best is to take the barometer to the. administrator and said to him，' Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.，”

Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ，but said that he was fed up with high school and college instructors trying to teach him how to think.

The name of the student was Bohr who later was famous all over ,the world. He won the Nobel Prize for Physics in 1922.

1.The student got a zero at the beginning because_______.

A．the teacher wasn’t satisfied with him

B．his answer wasn't complete or correct

C．the teacher clicln⁵t fully understand his answer

D．his answer didn’t show his knowledge of physics

2.We know from the passage that______

A．the student knew the expected answer

B．the administrator told Bohr the height

C．the author preferred Bohr s last answer

D．the teacher was a very stubborn person

3.We can learn from the passage that______.

A．instructors can teach students how to think

B．arbiters can help students to get high scores

C．students should be given more freedom in thinking

D．teachers should make students use physical formulas

4.What was Bohr’s attitude toward his schooling?

A．Optimistic.         B．Critical.           C．Approving.        D．Ambiguous.

One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem ，while the student claimed a perfect score. I was elected as their arbiter( 仲裁人).I read the examination problem： “Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计).” The student had answered： “Take the barometer to the top of the building，attach a long rope to it，lower it to the street，and then bring it up, measuring the length of the rope. The length of it is the height of the building. ”
The student had really answered the question completely ，but the answer didn’t confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and clashed off one, which read： “Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula (公式）to calculate the height of the building. ”
At this point, my colleague had to accept it, and then the student made almost full marks. I couldn’t help asking the student what the other answers were. He listed many others ，and then added₅ “Probably the best is to take the barometer to the. administrator and said to him，' Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.，”
Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did ，but said that he was fed up with high school and college instructors trying to teach him how to think.
The name of the student was Bohr who later was famous all over ,the world. He won the Nobel Prize for Physics in 1922

1. 1.

   The student got a zero at the beginning because_______

   1. A.
      the teacher wasn’t satisfied with him
   2. B.
      his answer wasn't complete or correct
   3. C.
      the teacher clicln⁵t fully understand his answer
   4. D.
      his answer didn’t show his knowledge of physics
2. 2.

   We know from the passage that______

   1. A.
      the student knew the expected answer
   2. B.
      the administrator told Bohr the height
   3. C.
      the author preferred Bohr s last answer
   4. D.
      the teacher was a very stubborn person
3. 3.

   We can learn from the passage that______

   1. A.
      instructors can teach students how to think
   2. B.
      arbiters can help students to get high scores
   3. C.
      students should be given more freedom in thinking
   4. D.
      teachers should make students use physical formulas
4. 4.

   What was Bohr’s attitude toward his schooling?

   1. A.
      Optimistic
   2. B.
      Critical
   3. C.
      Approving
   4. D.
      Ambiguous

Some time ago, a fellow teacher asked me to be the referee(仲裁人)  on the grading of an exam question. He was about to give a student a    1    for his answer to a physics question, while the student said he should receive a perfect    2   . I read the exam question: “Show how it is possible to    3   the height of a tall building with the    4    of a barometer(气压表) .”

The student had answered: “Take the barometer to the top of the building, fasten a    5  

rope to it,   6    the barometer to the street, and then bring it up,   7    the length of the rope. That’s the    8   .”

I pointed out that the student really have a strong case for full credit(学分) ,since he had answered the question   9    and correctly, but the answer did not prove competence(能力)  in physics. I   10    that the student have another try. I gave the student six minutes, with the   11    that his answer should show some    12   of physics. His answer reads:

“Take the barometer to the top of the building and lean    13    the edge of the roof. Drop the barometer,   14    its fall with a stop watch. Then using the formula s=1/2at²,calculate the height of the building.”

I gave the student    15    full credit.

Before I left, the student said he had   16    answers. “But,” said the student,   17    the best way is to knock at the superintendent’s(管理者)  door. When he    18    ,you say: “Mr. Superintendent, here I have a(n)    19    barometer. If you will tell me the height of the building, I will    20   you this barometer.”

1. A. tick　　    　　    B. zero　　　　　　　　　　　　 C. mark　　    　　　　  D. comment

2. A. score　　　　    B. praise　　　　　　　　　　   C. reward　　    　　　　　　  D. prize

3. A. change　　　　   B. raise　　　　　　　　　　　　 C. determine　　　　 D. find

4. A. care　　　　 　　  B. aid 　　　　　　　　　　　　 C. effort　　　　 　　　　　　  D. improvement

5. A. strong　　　　  B. big 　　　　　　　　　　　　 C. beautiful　　    　　 D. long

6. A. lower　　　　    B. drop 　　　　　　　　　　   C. carry　　　　  　　  D. place

7. A. covering　　　　 B. folding　　　　　　　　　　 C. measuring　　　　 D. imagining

8. A. height　　　　  B. width 　　　　　　　　　　　　    C. size　　　　  　　    D. weight

9. A. perfectly　　　　 B. completely　　　　　　   C. seriously  　　      D. carefully

10. A. demanded　　   B. required 　　　　　　　　 C. insisted　　　　 　　 D. suggested

11. A. warning　　　　 B. advice 　　　　　　　　   C. order　　　　 　　    D. point

12. A. wisdom　　　　 B. technology　　　　　　　　　　 C. knowledge　　　　 D. gift

13. A. on　　　　  　　 B. over 　　　　　　　　　　   C. against　　　　      D. beyond

14. A. stopping　　    B. observing　　　　　　　　 C. timing　　　　 　　  D. watching

15. A. almost　　　　 B. still 　　　　　　　　　　　　 C. simply　　　　      D. hardly

16. A. some　　        B. other　　　　　　　　　　    C. two　　    　　　　   D. no

17. A. interestingly　　 B. surprisingly　　　　　　  C. probably　　　　    D. strangely

18. A. opens　　　　   B. shouts 　　　　　　　　    C. stares　　　　 　　　　　　  D. answers

19. A. fine　　　　 　　 B. large 　　　　　　　　　　   C. interesting　　      D. attractive

20. A. give　　　　    B. lend 　　　　　　　　　　    C. sell　　　　  　　　　 D. show

The student had answered: “Take the barometer to the top of the building, fasten a    5  

rope to it,   6    the barometer to the street, and then bring it up,   7    the length of the rope. That’s the    8   .”

I pointed out that the student really have a strong case for full credit(学分) ,since he had answered the question   9    and correctly, but the answer did not prove competence(能力)  in physics. I   10    that the student have another try. I gave the student six minutes, with the   11    that his answer should show some    12   of physics. His answer reads:

“Take the barometer to the top of the building and lean    13    the edge of the roof. Drop the barometer,   14    its fall with a stop watch. Then using the formula s=1/2at²,calculate the height of the building.”

I gave the student    15    full credit.

Before I left, the student said he had   16    answers. “But,” said the student,   17    the best way is to knock at the superintendent’s(管理者)  door. When he    18    ,you say: “Mr. Superintendent, here I have a(n)    19    barometer. If you will tell me the height of the building, I will    20   you this barometer.”

1. A. tick　　    　　    B. zero　　　　　　　　　　　　 C. mark　　    　　　　  D. comment

2. A. score　　　　    B. praise　　　　　　　　　　   C. reward　　    　　　　　　  D. prize

3. A. change　　　　   B. raise　　　　　　　　　　　　 C. determine　　　　 D. find

4. A. care　　　　 　　  B. aid 　　　　　　　　　　　　 C. effort　　　　 　　　　　　  D. improvement

5. A. strong　　　　  B. big 　　　　　　　　　　　　 C. beautiful　　    　　 D. long

6. A. lower　　　　    B. drop 　　　　　　　　　　   C. carry　　　　  　　  D. place

7. A. covering　　　　 B. folding　　　　　　　　　　 C. measuring　　　　 D. imagining

8. A. height　　　　  B. width 　　　　　　　　　　　　    C. size　　　　  　　    D. weight

9. A. perfectly　　　　 B. completely　　　　　　   C. seriously  　　      D. carefully

10. A. demanded　　   B. required 　　　　　　　　 C. insisted　　　　 　　 D. suggested

11. A. warning　　　　 B. advice 　　　　　　　　   C. order　　　　 　　    D. point

12. A. wisdom　　　　 B. technology　　　　　　　　　　 C. knowledge　　　　 D. gift

13. A. on　　　　  　　 B. over 　　　　　　　　　　   C. against　　　　      D. beyond

14. A. stopping　　    B. observing　　　　　　　　 C. timing　　　　 　　  D. watching

15. A. almost　　　　 B. still 　　　　　　　　　　　　 C. simply　　　　      D. hardly

16. A. some　　        B. other　　　　　　　　　　    C. two　　    　　　　   D. no

17. A. interestingly　　 B. surprisingly　　　　　　  C. probably　　　　    D. strangely

18. A. opens　　　　   B. shouts 　　　　　　　　    C. stares　　　　 　　　　　　  D. answers

19. A. fine　　　　 　　 B. large 　　　　　　　　　　   C. interesting　　      D. attractive

20. A. give　　　　    B. lend 　　　　　　　　　　    C. sell　　　　  　　　　 D. show