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The Development of Plastics A When rubber was first commercially produced in Europe during the nineteenth century, it rapidly became a very important commodity, particularly in the fields of transportation and electricity. However, during the twentieth century a number of new synthetic materials, called plastics, superseded natural rubber in all but a few applications. B Rubber is a polymer—a compound containing large molecules that are formed by the bonding of many smaller, simpler units, repeated over and over again. The same bonding principle—polymerization—underlies the creation of a huge range of plastics by the chemical industry. C The first plastic was developed as a result of a competition in the USA. In the 1860s $10,000 was offered to anybody who could replace ivory—supplies of which were declining—with something equally good as a material for making billiard balls. The prize was won by John Wesley Hyatt with a material called celluloid. Celluloid was made by dissolving cellulose, a carbohydrate derived from plants, in a solution of camphor dissolved in ethanol. This new material rapidly found uses in the manufacture of products such as knife handles, detachable collars and cuffs, spectacle frames and photographic film. Without celluloid, the film industry could never have got off the ground at the end of the 19th century. D Celluloid can be repeatedly softened and reshaped by heat, and is known as a thermoplastic. In 1907, Leo Baekeland, a Belgian chemist working in the USA, invented a different kind of plastic, by causing phenol and formaldehyde to react together. Baekeland called the material Bakelite, and it was the first of the thermosets—plastics that can be cast and moulded while hot, but cannot be softened by heat and reshaped once they have set. Bakelite was a good insulator, and was resistant to water, acids and moderate heat. With these properties it was soon being used in the manufacture of switches, household items such as knife handles, and electrical components for cars. E Soon chemists began looking for other small molecules that could be strung together to make polymers. In the 1930s British chemists discovered that the gas ethylene would polymerize under heat and pressure to form a thermoplastic they called polythene. Polypropylene followed in the 1950s. Both were used to make bottles, pipes and plastic bags. A small change in the starting material—replacing a hydrogen atom in ethylene with a chlorine atom—produced PVC (polyvinyl chloride), a hard, fireproof plastic suitable for drains and gutters. And by adding certain chemicals, a soft form of PVC could be produced, suitable as a substitute for rubber in items such as waterproof clothing. A closely related plastic was Teflon, or PTFE (polytetrafluoroethylene). This had a very low coefficient of friction, making it ideal for bearings, rollers, and non-stick frying pans. Polystyrene, developed during the 1930s in Germany, was a clear, glass-like material, used in food containers, domestic appliances and toys. Expanded polystyrene—a white, rigid foam—was widely used in packaging and insulation. Polyurethanes, also developed in Germany, found uses as adhesives, coatings, and—in the form of rigid foams—as insulation materials. They are all produced from chemicals derived from crude oil, which contains exactly the same elements—carbon and hydrogen—as many plastics. F The first of the man-made fibres, nylon, was also created in the 1930s. Its inventor was a chemist called Wallace Carothers, who worked for the Du Pont company in the USA. He found that under the right conditions, two chemicals—hexamethylenediamine and adipic acid—would form a polymer that could be pumped out through holes and then stretched to form long glossy threads that could be woven like silk. Its first use was to make parachutes for the US armed forces in World War Ⅱ. In the post-war years nylon completely replaced silk in the manufacture of stockings. Subsequently many other synthetic fibres joined nylon, including Orion, Acrilan and Terylene. Today most garments are made of a blend of natural fibres, such as cotton and wool, and man-made fibres that make fabrics easier to look after. G The great strength of plastic is its indestructibility. However, this quality is also something of a drawback: beaches all over the world, even on the remotest islands, are littered with plastic bottles that nothing can destroy. Nor is it very easy to recycle plastics, as different types of plastic are often used in the same items and call for different treatments. Plastics can be made biodegradable by incorporating into their structure a material such as starch, which is attacked by bacteria and causes the plastic to fall apart. Other materials can be incorporated that gradually decay in sunlight—although bottles made of such materials have to be stored in the dark, to ensure that they do not disintegrate before they have been used. Do the following statements agree with the information given in Reading Passage 1 In boxes on your answer sheet, write TRUE if the statement agrees; FALSE if the statement disagrees; NOT GIVEN if there is no information on this. Celluloid was an essential material for the film industry.

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To make his pupils over the period is the purpose of the teacher, in which each printed symbol stands for a certain shape, and tries to get a goal that the pupil reads words and phrases for their meaning, rather than noticing the shapes of the separate letters.When focusing on work, an excellent reader does not look at letters, nor even at words one by one; instead, he looks through the meaning of two, three, or four words at one time, in a short time. To concentrate the eyes of a person who is reading, you will find that they do not go through smoothly along the lines of print, but jump over the parts which they are not interested in. The eyes of a very excellent reader move rapidly, taking long jumps and making very short intervals(停顿): in contrast, an awful reader’s eyes move more slowly, there are only short jumps and he stops longer at each interval. When he confronts a problem, he even chooses to turn back to see again what he has already read before.Therefore, the teacher’s task is clear: training his pupils to take in several words at a glance (one eye-jump) and avoid going backwards to read something one more time.This indicates that, it is wrong to use the finger pointing to the word, reading letter-by-letter, or syllable-by-syllable, or word-by-word, carefully staring at each one in turn. The reason why it is improper is that such a method draws the pupil’s eyes down to a very short jump, and the goal is to train for the long jump. Furthermore, a very short jump is not enough to provide any meaning or sense: and it is true that having struggled with three or four words separately, the pupil has to look at them again so as to get the meaning of the whole phrase he reads. In a short moment, an excellent reader picks up()

A. several letters
B. one line
C. one sentence
D. several words

Changes have come into museums. They are not places that one "should" go any longer but a place to get pleasure.If you go to a science museum in Canada, when harmless electricity passes through your body you can feel your hair stand on end. At the Children’s Museum in New York, you can strike an African drum. In some other museums in the USA, "Do Not Touch" signs do not exist.It is realized by more and more museum directors that when becoming a part of what they are seeing, people get the best learning effect. Many science museums encourage visitors to touch, listen, operate as well as experiment in order that they can discover scientific rules by themselves.The intention of the change is not only to provide pleasure, but make people feel easy in the scientific world. Suppose you don’t understand science, you will fear it; and when you fear science, you may not make the best use of it.The rise in wealth and spare time is one of the reasons for all these changes. Another reason is the increasing number of young people in the whole population. Among them are mainly college students or college graduates, with a new and totally different way of seeing the world. They want art which they can take part in. It’s also true in science and history.Ancient museums have been changing and the government is encouraging to build new, modern museums. There are more than 6,000 museums in the United States and Canada, which are almost twice as it was 25 years ago. Why have young people caused the changes in museums()

A. Because they are very wealthy.
Because they often go to museums to study.
C. Because they have more spare time.
D. Because they are better educated.

To make his pupils over the period is the purpose of the teacher, in which each printed symbol stands for a certain shape, and tries to get a goal that the pupil reads words and phrases for their meaning, rather than noticing the shapes of the separate letters.When focusing on work, an excellent reader does not look at letters, nor even at words one by one; instead, he looks through the meaning of two, three, or four words at one time, in a short time. To concentrate the eyes of a person who is reading, you will find that they do not go through smoothly along the lines of print, but jump over the parts which they are not interested in. The eyes of a very excellent reader move rapidly, taking long jumps and making very short intervals(停顿): in contrast, an awful reader’s eyes move more slowly, there are only short jumps and he stops longer at each interval. When he confronts a problem, he even chooses to turn back to see again what he has already read before.Therefore, the teacher’s task is clear: training his pupils to take in several words at a glance (one eye-jump) and avoid going backwards to read something one more time.This indicates that, it is wrong to use the finger pointing to the word, reading letter-by-letter, or syllable-by-syllable, or word-by-word, carefully staring at each one in turn. The reason why it is improper is that such a method draws the pupil’s eyes down to a very short jump, and the goal is to train for the long jump. Furthermore, a very short jump is not enough to provide any meaning or sense: and it is true that having struggled with three or four words separately, the pupil has to look at them again so as to get the meaning of the whole phrase he reads. What is the main idea of the first paragraph()

A. Pupils should look at each printed symbol for not only its meaning but its shape as well.
B. Teachers should tell their pupils to read as quickly as they can.
C. Teachers should help their pupils avoid looking at the shape of the printed symbols.
D. Teachers should train the pupils to reach the stage of reading quickly without having to concentrate on the separate symbols.

To make his pupils over the period is the purpose of the teacher, in which each printed symbol stands for a certain shape, and tries to get a goal that the pupil reads words and phrases for their meaning, rather than noticing the shapes of the separate letters.When focusing on work, an excellent reader does not look at letters, nor even at words one by one; instead, he looks through the meaning of two, three, or four words at one time, in a short time. To concentrate the eyes of a person who is reading, you will find that they do not go through smoothly along the lines of print, but jump over the parts which they are not interested in. The eyes of a very excellent reader move rapidly, taking long jumps and making very short intervals(停顿): in contrast, an awful reader’s eyes move more slowly, there are only short jumps and he stops longer at each interval. When he confronts a problem, he even chooses to turn back to see again what he has already read before.Therefore, the teacher’s task is clear: training his pupils to take in several words at a glance (one eye-jump) and avoid going backwards to read something one more time.This indicates that, it is wrong to use the finger pointing to the word, reading letter-by-letter, or syllable-by-syllable, or word-by-word, carefully staring at each one in turn. The reason why it is improper is that such a method draws the pupil’s eyes down to a very short jump, and the goal is to train for the long jump. Furthermore, a very short jump is not enough to provide any meaning or sense: and it is true that having struggled with three or four words separately, the pupil has to look at them again so as to get the meaning of the whole phrase he reads. According to the passage, which of the following is NOT true()

A. The eyes of a bad reader understand the meaning of one word at a time.
B. The eyes of a good reader go forward steadily.
C. The eyes of a good reader stop for a little time and jump the parts which don’t interest him.
D. There is almost no jump for the eyes of a bad reader when reading.

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