题目内容
Teach Your Child Science 1. It is important to make your child interested in science from an early age. Most young children ask a lot of questions and you should give careful scientific answers. Don’t only give facts but try to give explanations as well. 2. Science is not just knowledge; it is a way of thinking, a method of finding out about the world. We see something. We try to explain it, and we test our idea by setting up all experiments. One day you come home and find the plant on the table has fallen over. You think it might be the wind from the open window or the cat. So you close the window, but leave the cat in and see what happens (you can also try leaving the window open and shunning the cat out). Of course, you remember there may be a third explanation. 3. Ask your child to get a piece of string, some salt, a glass of water and an ice cube (冰块). Tell her to put the ice in the water, and then put one end of the string on the ice, leaving the other end over the side of the glass. Put a lime salt on the ice, wait a minute, and then pull the string, it should be attached to the ice. Ask the child: "what has happened" 4. Probably she won’t know. Ask her whether fresh water or salt water freezes into ice first. If you live near the sea and have a cold winter, she should know fresh water freezes first as she will have seen that happen. Show her how to test the idea by half-filling two paper cups with water. Then put them in the icebox and check every three minutes. Write the results in a table. The conclusion will be that salt changes the behavior of water, thinking about the string, we see the salt turned some of the ice into water. Then the salt went away into the water and the ice froze again leaving the string attached. 5. Then you can ask, "Will water with salt boil at the same temperature as water without salt" She can think, tell you her idea and (taking care the heat) you can test it in the kitchen. A. What exactly is science. B. How do you find an explanation. C. What topics do you need. D. How do you answer your child’s questions. E. Where does your child study science. F. How do you set up the experiment on salt and water. We set up experiments to test our ideas about ______.
查看答案
搜索结果不匹配？点我反馈
更多问题
第三篇 High Blood Pressure There is evidence that the usual variety of high blood pressure is, in part, a familial disease. Since families have similar genes as well as similar environment, familial diseases could be due to shared genetic influences, to shared environmental factors, or to both. For some years, the role of one environmental factor commonly shared by families, namely dietary salt, has been studied at Brook-haven National Laboratory. These studies suggest that chronic excess salt ingestion (摄取) can lead to high blood pressure in man and animals. Some individuals, however, and some rats consume large amounts of salt without developing high blood pressure. No matter how strictly all environmental factors were controlled in these experiments, some salt-fed animals never develop hypertension (高血压) whereas a few rapidly developed very severe hypertensions followed by early death. These marked variations were interpreted to result from differences in genetic constitution. By mating in successive generations only those animals that failed to develop hypertension from salt ingestion, a resistant strain (the R strain) has been evolved in which consumption of large quantities of salt fails to influence the blood pressure significantly. In contrast, by mating only animals that quickly develop hypertension from salt, a sensitive strain (the S strain) has also been developed. The availability of these two strains permits investigations not therefore possible. They provide a plausible laboratory model on which to investigate some clinical aspects of the human developing methods by which genetic susceptibility (敏感性) of human beings to high blood pressure can be defined without waiting for its appearance. What can you infer from the passage
Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
Intellectual Revolution Culture is activity of thought, and receptiveness to beauty and humane feeling. Scraps of information have nothing to do with it. A merely well-informed man is the most useless 1 on God’s earth. What we should 2 at producing is men who possess both culture and expert knowledge in some special direction. Their expert knowledge will give them the ground to start 3 , and their culture will lead them as 4 as philosophy and as high as art. We have to remember that the valuable 5 development is self-development, and that it 6 takes place between the ages of sixteen and thirty. As to training, the most important part is given by mothers before the age of twelve. In training a child to activity of thought, above all things we must beware of what I will call "inert ideas"-that is to say, ideas that are merely 7 into the mind without being utilized, or tested, or thrown into fresh combinations. In the history of education, the most 8 phenomenon is that schools of learning, which at one epoch are alive with a craze for genius, in a 9 generation exhibit merely pedantry and routine. The reason is that they are overladen with inert ideas. Except at 10 intervals of intellectual motivation, education in the past has been radically 11 with inert ideas. That is the reason why 12 clever women, who have seen much of the world, are in middle life so much the most cultured part of the community. They have been saved from this horrible 13 of inert ideas. Every intellectual revolution which has ever stirred humanity 14 greatness has been a 15 protest against inert ideas.
微信支付 
支付宝支付