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If there is no difference in general intelligence between boys and girls, what can explain girls’ lack of success in science and mathematicsIt seems to be that their treatment at school is a direct cause. Mathematics and science are seen as mainly male subjects, and therefore, as girls become teenagers, they are less likely to take them up. Interestingly, both boys and girls tend to regard the "male" subjects as more difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys, nor do they want to do better than boys because they are afraid to appear less ladylike and attractive.However, if we examine the performance of boys and girls who have undertaken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be worldwide. Biological explanations have been offered for this but there are other explanations too.Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in nursery school, males are encouraged to work on their own and to complete tasks: this is essential behavior for learning how to solve problems later on. Evidence shows that exceptional mathematicians and scientists have not had teachers who supplied answers.Apart from that, there can be little doubt that teachers of mathematics and science expect their male students to do better at these subjects than their female students. They even appear to encourage the difference between the sexes, not consciously, but they still do it. Such male-oriented teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. It seems certain, then, that where these subjects are concerned, school widens the difference between boys and girls. Why do teenage girls avoid mathematics courses（）
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If there is no difference in general intelligence between boys and girls, what can explain girls’ lack of success in science and mathematicsIt seems to be that their treatment at school is a direct cause. Mathematics and science are seen as mainly male subjects, and therefore, as girls become teenagers, they are less likely to take them up. Interestingly, both boys and girls tend to regard the "male" subjects as more difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys, nor do they want to do better than boys because they are afraid to appear less ladylike and attractive.However, if we examine the performance of boys and girls who have undertaken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be worldwide. Biological explanations have been offered for this but there are other explanations too.Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in nursery school, males are encouraged to work on their own and to complete tasks: this is essential behavior for learning how to solve problems later on. Evidence shows that exceptional mathematicians and scientists have not had teachers who supplied answers.Apart from that, there can be little doubt that teachers of mathematics and science expect their male students to do better at these subjects than their female students. They even appear to encourage the difference between the sexes, not consciously, but they still do it. Such male-oriented teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. It seems certain, then, that where these subjects are concerned, school widens the difference between boys and girls. Which of the following is NOT TRUE according to the passage（）
最早用果蝇为材料发现性连锁遗传的科学家是( )，发现果蝇的X染色体不分离现象并直接证明遗传的染色体学说的科学家是( )。
If there is no difference in general intelligence between boys and girls, what can explain girls’ lack of success in science and mathematicsIt seems to be that their treatment at school is a direct cause. Mathematics and science are seen as mainly male subjects, and therefore, as girls become teenagers, they are less likely to take them up. Interestingly, both boys and girls tend to regard the "male" subjects as more difficult. Yet it has been suggested that girls avoid mathematics courses, not because they are difficult, but for social reasons. Girls do not want to be in open competition with boys, nor do they want to do better than boys because they are afraid to appear less ladylike and attractive.However, if we examine the performance of boys and girls who have undertaken mathematics courses, there are still more high-achieving boys than there are girls. This difference appears to be worldwide. Biological explanations have been offered for this but there are other explanations too.Perhaps the difference which comes out during the teenage years has its roots in much earlier experiences. From their first days in nursery school, males are encouraged to work on their own and to complete tasks: this is essential behavior for learning how to solve problems later on. Evidence shows that exceptional mathematicians and scientists have not had teachers who supplied answers.Apart from that, there can be little doubt that teachers of mathematics and science expect their male students to do better at these subjects than their female students. They even appear to encourage the difference between the sexes, not consciously, but they still do it. Such male-oriented teaching is not likely to encourage girls to take many mathematics and science courses, nor is it likely to support girls who do. It seems certain, then, that where these subjects are concerned, school widens the difference between boys and girls. Which of the following is the best conclusion of the passage（）
Most people on Earth accept it fairly easily that US astronauts (宇航员) got to the moon on July 20, 1969. But there are those who do not believe it. The moon rocks were not evidence enough. Neither were the words of the astronauts themselves or the photographs. So the US National Aeronautics and Space Administration (NASA) (美国航空航天局) has asked an expert to write a book to prove that yes, indeed, Americans did land on the Moon. Actually, NASA has been going round and round in the argument for decades, but doubters still could be seen everywhere on the Internet.Those who doubt the Apollo moon landings maintain that the US lacked the technology to send humans to the Moon and was so eager to win the Soviets in the space race that it faked (捏造) the moon mission on movie sets. The doubters say the faking was done so poorly that there is enough evidence of cheat, including a picture of astronauts planting the American flag that shows the flag rippling (微微抖动) in the wind. The doubters claim there can be no wind on the moon, so the picture must have been faked. On its own web, NASA said that when the astronauts struggled to plant the US flag in the moon surface, they twisted it around a bit before it stuck. The rippling looks as if it were being carried by the wind. A NASA’s expert said he has no ideas about whether the upcoming short book will change every doubter’s mind. The doubters think the most apparent evidence that the US faked the moon mission is（）
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