chapter2 homework
七年级英语上册 unit2 Our Daily Life教案 牛津深圳版
Chapter 2 Our Daily LifePart One New words and warming upTeaching contents1. To learn by heart 18 new words in Chapter 2;2. To learn to describe people’s daily life and regular activities.Main pointsDescribe people’s daily lifeDifficult pointsTo remember the phrases about daily lifeTeaching aidsPPT and black boardTeaching proceduresStep 1: new wordslet stu. to read the new words(18) and the teacher should make some explanations when it’s necessary to help stu. learn the words by heart as soon as possible.To start with, let’s first go to page 85 to go over the vocabulary for this chapter. Read them aloud to the tape and try to learn them by heart.Words challege:Now we are going to challege one another. I’ll read some clues to you, try to te ll me which word it is as quickly as you can.a. A noun— wooden musical instrument with strings and a bow violinb. A noun—a teenager or young adult who is very good or quick at doing somethingwhizz-kidc. A verb— get, receive, succeed in doing something achieved. A noun— customer; someone who buys something or uses a service clientverb—talk about something discussf. A noun—a person who controls a business or part of it. managerg. A noun—the person (in a pany) who looks after the money and keeps the financial records accountanth: in the morning a.m.i: in the afternoon p.m.j: help sb. do sth. assistk: go to attendl: a pany businessStep 2: warming-up by looking at the picturesLook at the pictures and to know the phrases about daily life describing on the picturesThen ask the students what do they do every day, every week(use phrase)show PPT to students when they answer the questions（the phrases about daily life describing）Step 3: work in pairs to describing Ss’ daily lifelet’s Ss work in pairs to describe What kind of things do they do every day? What kind of things do they do once or twice a week? And what kind of things do they never do?write these patterns on the blackboard:I……every day.I……once or twice a week. I never ……(Encourage students to speak up their daily activities as many as possible.)e.g. A: What kind of things do you do every day?B: I clean my teeth, wash my face and hands, make a telephone to my parents, watch television, go to school, do my homework every day.A: What kind of things do you never do every day?B: I never play the piano, ride a bike, go to the supermarket, argue with other classmates, e to school late.A: What kind of things do you do once or twice a week?B: I eat fish, play tennis, play puter games, go to the concert, eat chocalates, take a bus onceor twice a week.Step 4: Homework1. Preview the Reading in Chapter 2;2. Learn the new words by heart.Part Two Reading (1)Teaching contents:1．How to describe our everyday activities and how often we do things.2．The daily life of a ‘whizz-kid’ studentMain pointsRead the text and abstract the important information from the textDifficult pointsChange the information into chartTeaching aidsmultimedia, tape-recorder, PPTTeaching produceduresStep 1: leading-inAsk the students when they usually get up in the morning, when they go to school and so on . Then lead in the topic of this chapter ‘ Our Daily Life’. And show them some pictures and let them do the ‘ask and answer’ activity.Which of these things do you do every day / do once or twice a week / never do?Step 2: pre-readingLet students talk about their daily life, and then pare with the life of Wendy (look at the picture). Step 3: while-readinga. Skim the text and use one sentence to abstract the main idea of the text.b. Scan the text and to get the main idea of each paragraph, finish this chartP1 Wendy describes her school. She finds some school work easy but boring.P2 At lunch-time she sometimes has lunch with a business client.P3 Wendy describes her morning routin and the background to her family puterbusiness.P4 Wendy’s driver takes her to school in her own car.P5 In the evenings she works on her puter games.P6 Wendy describes her after-school activities.c. Read the text again and find the facts. Turn to page 18 plete the list with information that Wendy gives us in her article. Write only notes (one to three words or figures) for each answer.1. What she writes puter games2. when she gets up 6 a.m.3. How she gets to school 7.30 a.m4. How she gets to school in her car5. What she does on the way makes phone calls6. Her usual grade at school A7.when she goes to puter Club Friday8.when she has dinner 7 p.m.9.Her work after dinner writing puter games10.when she goes to bed 11 p.m.Step 4: post-readingAsk the students to read the passage again and do the exercises on page 19 in the book.Step five: summary1.how to talk about our regular activities we do every day or every week / month2.what does Wendy do every day?Step 6: homeworkExercise book page 13-14Do a survey of “how often do you…” (see in PPT)Part Three Reading (2)Teaching contentsLanguage points in the textTeaching aims and demandsTo find out and analysis the usage of language points (phrases and words) Main points14 phrases and 4 words usagesDifficult pointsPut on/ wear/ have on the difference among them, assist, attend Teaching aidsPPT and black boardTeaching proceduresStep 1: warming-upListen to a song: Here I amStep 2: language points learninga.the top studentb.must bec.businessd.put on/wear/have one.have breakfast/lunch/dinnerf.discussg.in my own carh.make a phone calli.on the way toj.enjoy doing sthk.achievel.fail an examm.twice a weekn.attendo.have puter club meetingp.assist sb with sthq.continue to do sth/continue doing sthExpain them one by oneStep 3: HomeworkExercise book page 15;Preview the Language in Chapter 2.Part Four LanguageTeaching contents1. How to use verbs in the simple present tense to talk or write about things happening all the time or a number of times.2. How to use adverbs and adverbial phrases to say how often things happen.Teaching aidsmultimedia, tape-recorder, PPTTeaching produceduresStep 1: leading-inAsk the students what Wendy usually do in his daily life. Then lead in the language of this chapter ‘ the simple present tense’. Give them some sentences of the simple present tense, and ask them to find out the structure of the tense.Step2:1.help them find out the structure of the simple present tense肯定句：主语＋am/is/are＋其它成分.主语(除第三人称单数)＋动词原形＋其它成分.否定句：主语＋am/is/are not＋其它成分.主语(除第三人称单数)＋don’t＋动词原形＋其它成分.一般疑问句：Am/Is/Are+主语＋其它成分?Do +主语(除第三人称单数)＋动词原形＋其它成分?特殊疑问句：疑问词＋is/am/are +主语＋(其它成分)？疑问词＋do +主语＋动词原形＋(其它成分)？The consistent of simple past tensea. I like fish./he likes fish.I am a student.b. I don’t like swimming./they are not in the library.c. is it a tall tree?/ does the earth go around the sun?d. What time is it now?2. help them to find out the rules of verb changea. –sb. s, x, sh, ch, o –esc. constant songs+y -ies3. do some exercisesStep 3:1. read the sentenses in the book and find out the usage of the adverbs and adverbial phrases Find out the difference of the words:always --- usually --- often --- sometimes --- seldom --- never2. do some exercisesStep 4: consolidationDo exercises1.How to use verbs in the simple present tense to talk or write about things happening all thetime or a number of times.2.How to use adverbs and adverbial phrases to say how often things happen.Step 6: homeworkExercise book page 15-16Part Four Listening & SpeakingTeaching contents:Get the students to know some listening skill ( make notes).Get the students to know how to describe a daily life.How to describe our everyday activities and how often we do things.Teaching aidsmultimedia, tape-recorder, PPTTeaching producedures:Step one: Lead in and pre-listeningwhat does your father or mother do every day?Predicting: where, when, whatStep two: while-listening1.play the tape for the first time. Get the students to know the general idea of the listeningmaterial with writing anything.2.students listen for the second time and work out which person is talking. Then check theanswer.3.play the recording again and ask students to plete part B.Step 3: post-listening1.hand out the tapescript and find out the words they listen to.2.read the tapescript.Ask the students about the daily life of Wendy, let them use the Yes / No to answer the questions.1. Is Wendy still a student?2. Does Wendy drive herself to school?3. Does Wendy fail an exam?4. Can Wendy play the violin?5. Does Wendy have breakfast at 7:30 a.m.?6. Does Wendy like her school friends?Step 5: presentation1.Ask the students to pay attention to the teacher’s voices.When we ask a Yes/No question, we make our voices rise at the end. Also we make our voices rise to show politeness.2. ask them to do some practice.Step 6: speak-upWork in pairs to find out about your classmate’s habit s. Ask your partner the questions and write down the answers.Step 7: homeworkExercise book page 18-19Part Five WritingTeaching contentsHow to write about a person’s daily life.Teaching aidsmultimedia, PPTTeaching produceduresStep 1: leading-inRetell the story of Wendy using the simple present tense.Review what we learnt in chapter 2 and arouse students interest towards the topic.Step 2: discussionGive some key words and ask them how to write them into a correct sentence.1.play basketball, her friend, from 4.00 to 4.30 p.m., at school, once a weekShe plays basketball with her friend from 4.00 to 4.30 p.m. at school once a week.2.live nearby, always walk to school, go to school, 7.45 a.m., usually arrive, 8 a.m.She lives nearby and always walks to school. She goes to school at 7.45 a.m. and usually arrives at 8 a.m.Step 3: write a sentence correctlyExercise in the book on page 27.Step 4: writing a short story about a girl’s everyday life.Fangfang is my best friend. She lives a healthy life. S he gets up at six o’clock every morning…Step 5: summary1. how to write about our regular activities we do every day or every week / month2. what does Wendy do every day?Step 6: homeworkExercise in the student’s book page 27。
八年级英语上册Chapter2《Adayinthelifeof…whiz-kidWen
Chapter 2 A day in the life of,whiz -kid WendyⅠ、 Listen and match the picture to the sentence you hear依据你听到的句子，选出内容符合的图片，用A、 B、C、 D、 E 或 F 表示，填入空格内： 6%Ⅱ、 Listen and choose the best response to the sentence you hear依据你听到的句子选出最适合的应答，用A、B、 C 或 D 表示，填入括号内：6%( ) 1. a. No，it isn’t. b. Yes，it is.c. Yes ，certainly.d. My pleasure.( ) 2. a. It’s near the cinema. b. It’s 10 minutes’ walk.c. No ，it takes you only a few minutes to get there on foot.d. You can take a bus there.( ) 3. a. Thank you. b. Yes，please.c. Just a little.d. Don’t say that.( ) 4. a. Yes，I like. b. Yes，please.c. Yes ，I ’d love to.d. Yes，I like to.( ) 5. a. No，you mustn’t. b. No，you needn’t.c. Sorry，I’m using it now.d. Sorry，I can’t lend any to you.( ) 6. a. Yes，of course. b. Yes，I will.c. All right.d. No，you can’t.Ⅲ、 Listen to the dialogue and choose the best answer to the question you hear根据你听到的对话和问题，选出最适合的答案，用A、 B、 C或 D 表示，填入括号内：6% ( ) 1. a. At home. b. At the railway station.c. In the library.d. In a shop.( ) 2. a. In Shanghai. b. On the way to Shanghai.c. On the way to Beijing.d. In Beijing.( ) 3. a. Canada. b. Australia.c. Britain.d. The United States.( ) 4. a. No，I don’t know. b. Yes，I have.c. Yes ，you are right.d. No，I don’t have.( ) 5. a. At home. b. In the park.c. At school.d. He usually goes to see his friends.( ) 6. a. On foot. b. By car. c. By bike. D. By busⅣ、 Listen to the passage and tell whether the following statements are true or false 判断以下句子能否切合你听到的短文内容，切合的用“T”表示，不切合的用“ F”表示，填入括号内： 6%( ) 1. Dr Buthume came from Canada in 1941.( ) 2. He died for the Chinese people in the war.( ) 3. He taught many people to be doctors.( ) 4. He died soon with that soldier.( ) 5. Few people came to China to help the Chinese people.( ) 6. He saved many people ’s lives and set a good exampl e of a doctorⅤ、 Listen to the passage and complete the table听短文，达成以下表格，每空格限填一词： 6%1.Judy and Uncle Mike have lived in Los Angeles for 1 ______ years.2.Mrs Li and Grandmother plan to stay in Los Angeles for two 2 ______3.They have bought their air 3 ______ already.4.They have not 4 ______ their 5 ______ yet.5.She has also bought some tea and dried 6 ______PartⅡ词汇和语法Ⅰ、 Write the words that go with the descriptions：6%1.talk about something2.selling，the part of a business which tries to sell the product3. be present；go to4.help someone do something5.very easy6. a person who plans，makes or repairs machines，engines，bridges，etc1.d_________2. s_________3. a_________4. a_________5.s_________6. e_________Ⅱ、 Choose the right one用A或B表示：5%1.Wendy Wang is the top student and she usually ________ A grades.(A. achieves B. achives)2. It’s cold outside，you’d better ________(A. put on B. wear) a warm coat.3.This problem ________(A. is too simple to work out B. is simple enough to workout)4. I have five coins. Two coins are Chinese，________(A. the others coins B. the other coins) are American.5.I sometimes stop to buy some ice — cream ________(A. on my way to home B. on my way home).Ⅲ、 Choose the best answer：13%() 1. It’s already 9:30 p.m.，but my father is still ____his new books.a. continuing workb. continuing workingc. continue workingd. continues to works( ) 2. You’re careless，You have missed ____“h”in the word“machine”.() 3. The old usually ____.a. needs much sleepb. need much sleepc. need to much sleepd. need to have many sleeps ( ) 4. The whiz—kid ____ 2 a.m.，He has a lot of work to do.a. go to bed untilb. goes to bed untilc. never go to bed untild. seldom goes to bed before( ) 5. ____ do you have violin lessons? Once a week.a. How longb. How farc. How many timesd. How often() 6. How do you come to school every day?I usually come to school ____.a. by carsb. in carc. on my own card. in a new car() 7. What do you usually do on weekends?I play rugby ____ Saturday morning and ____ Sunday.a. in,.inb. in,.onc. on,.ond. on,.in( ) 8. Which o f the followings is similar to“sales”.a. sell thingsb. selling thingsc. buy thingsd. buying things() 9. Those folk songs ____.a. very popularb. like a lot of peoplec. are very populard. sounds wonderfully()10. All pilots ___ the passengers’ safety.a. must be responsible forb. must be responsible toc. must responsible ford. are responsible to()11. My sister likes making phone calls to her friends ____.a. on her way homeb. in the way to homec. on her way schoold. in the way home()12. Some of the work ____.a. is simple enough for me to finishb. is too simple for me to finishc. are too simple for me( )13. – I am seldom late for school. --____.a. So am Ib. So seldom Ic. Neither am Id. Neither seldom IⅣ、 Fill in the correct verbs用A、B、C,,表示：4%A. studiesB. usually don’t takeC. doesn’tD. studysE. watchesF. doesn ’t doG. don’t usually takeH. watchs1.She ___________________ her housework at home.2.Do you always go to school in your own car?No. I _____________________________ my own car.3. My sister always ________ English before dinner and ________ TV after dinner.1. ____2. ____3. ____、____Ⅴ、 Change the sentences：10%1. Bill must be an actor.（改为否认句）Bill __________ __________ an actor.2. I am too young to drive.（保持原意）I am not __________ __________ to drive.3. My mother has the duty for sales.My mother is __________ __________ sales.4. We have Computer Club meetings on Friday.（否认句）We __________ __________Computer Club meetings on Friday.5. Oh ， the banknote（纸币）is one thousand dollar.（保持原意）Oh ，this is __________ __________ banknote.Ⅵ、 Choose the word or expression which is closest in meaning to the underlined part ：5%A. is not interestingB. always passesC. not often goesD. are liked very much by childrenE. came back toF. always passesG.doesn ’t often go1.Hong Kong returned to China in 1997.2.Those cartoons are very popular.3.Wendy seldom goes to bed until 2:00 a.m.4.Some of the work is boring.5.The girl never fails an exam.1. ____2. ____3. ____4. ____5. ____PartⅢ阅读和写话Ⅰ、阅读理解：5%An old woman is on her way home and she is carrying a large of groceries（食品，杂货） . Suddenly a monkey comes and takes the groceries and runs away.Where does this happen? This happens in Hong Kong.Hong Kong is a big city with a big problem—a problem with monkeys. About 700 monkeys live in the forests near Hong Kong and they usually come to the city to eattheir meals.The monkeys take bags of groceries from old women，take bread from babies，go into flats through open windows and take fruit from kitchen tables. In some flatsthe monkeys find cans of beer. They open the pop-top cans and drink the beer.The people of Hong Kong don’t want the monkeys in their city. They say，‘ Hong Kong is not a good place for moneys. The forest is a good place for monkeys.’But the monkeys don ’t want to eat in the forest because there is no bread inthe forest，and there is no beer either.So， every day the monkeys come into the city. How can people stop them? Nobodyknows！Decide whether the following statements are True(T) or False(F)：() 1. Monkeys stay in Hong Kong because people in Hong Kong like them very much.( ) 2. Monkeys in Hong Kong often take things from people ’s hands.( ) 3. Monkeys in Hong Kong have got used to （习惯于） the life in the city of Hong Kong.( ) 4. People in Hong Kong have got some ways to get the monkeys back into the forests. ( ) 5. The passage tells us about the monkey problem in Hong Kong.Ⅱ、 Read the following and write the letters A 、 B or C in the brackets to match the question 用 A、B 或 C 配问句： 8%Life around here by Mi-Cha BongSchool officials want to change class times from 7:30 in the evening to 7:30 in themorning. What do you think ?Hilmi Askin ：‘ I think it ’s a terrible idea ！ I usually get up at 9:00 and even that ’s difficult for me. At night I like to watch TV and relax （休闲） . I go to bed around1:00 in the morning. Besides ，I can ’t catch a bus at that time of the morning. ’Isabel Lopez ：‘ I think it ’s a great idea. I ’m always up at 5:00 in the morning.It ’s the best time of the day. Fir st I go jogging （慢跑） . Then I take a shower ，have breakfast and watch TV. A 7:30 class would be perfect （完满的） for me. ’Hwa-Jeong Lim ：‘ I never get up before 9:00. I always have several cups of coffee.Then I walk the dog，check my e-mail ，take a shower ，call myparents ，finish my homework and have breakfast. A morning class would be no good for me. ’A. HilmiB. IsabelC. Hwa-Jeong( ) 1. Who checks e-mail in the morning?( ) 2. Who likes the idea of early morning classes?( ) 3. Who needs a lot of coffee in the morning?( ) 4. Who likes to watch TV at night?( ) 5. Who gets up at 5:00 in the morning?( ) 6. Who phones family members every morning?( ) 7. Who goes to bed 1:00 in the morning?( ) 8. Who does homework in the morning?Ⅲ、 Write the words缺词填空：5%NamesYou have a first name to tell who you are. You have a last name to tell whichfamily you are f______. But a long，long time ago，people didn’t have last names. Later they had t______ invent （发明）last names b______ there were too many Charlies，too many Roberts ，and too many Mary’s. People stared （瞪着眼睛） to ask ，Which Charlie? Which Robert? Which Mary?So if a Charlie was a carpenter，he became Charlie Carpenter. If a Robert wasa s______ of Peter，he became Robert Peterson. If a May l______ near the woods，she became Mary Woods.This is the way that some last names started long，long ago.Ⅳ、 Complete the dialogue：5%Shop assistant：1. ________Jim ：I want to buy a shirt.Shop assistant：Oh，here are many shirts for young people. 2. ________Jim ：No，I like white ones better.Shop assistant：White? 3. ________Jim ：It looks nice. 4. ________Shop assistant：One hundred and eight yuan.Jim ：Ok. May I try it on?Shop assistant：5. ________ (Pause稍停) you look nice in the shirt.Jim ：I ’ll take it.A. Yes ， of course.B. How much is it?C. What can I do for you?D. Thank you very much.E. Do you want the black one on the right?F. What about this white one?G. Do you want the black one on the right or the white one on the left?Ⅴ、 Write at least five sentences about the topic“My spare time”(you can referto the paragraph of 4:15p.m. of the text)以课文4：15p.m为参照，以My spare time为题写五句话。
Homework II
Homework II1.The yield to maturity on1-year zero-coupon bonds is currently7%;the YTM on 2-year zeros is8%.The Treasury plans to issue a2-year maturity coupon bond, paying coupons once per year with a coupon rate of9%.The face value of the bond is $100.a.At what price will the bond sell?b.What will the yield to maturity on the bond be?c.If the expectations theory of the yield curve is correct,what is the market expectation of the price that the bond will sell for next year?d.Recalculate your answer to(c)if you believe in the liquidity preference theory and you believe that the liquidity premium is1%.2.Suppose that a1-year zero-coupon bond with face value$100currently sells at $94.34,while a2-year zero sells at$84.99.You are considering the purchase of a2-year-maturity bond making annual coupon payments.The face value of the bond is $100,and the coupon rate is12%per year.a.What is the yield to maturity of the2-year zero?The2-year coupon bond?b.What is the forward rate for the second year?c.If the expectations hypothesis is accepted,what are(1)the expected price of the coupon bond at the end of the first year and(2)the expected holding-period return on the coupon bond over the first year?d.Will the expected rate of return be higher or lower if you accept the liquidity preference hypothesis?3.A9-year bond has a yield of10%and a duration of7.194years.If the market yield changes by50basis points,what is the percentage change in the bond’s price?4.Find the duration of a6%coupon bond making annual coupon payments if it has 3years until maturity and has a yield to maturity of6%.What is the duration if the yield to maturity is10%?5.You are managing a portfolio of$1million.Your target duration is10years,and you can choose from two bonds:a zero-coupon bond with maturity of5years,and a perpetuity,each currently yielding5%.a.How much of each bond will you hold in your portfolio?b.How will these fractions change next year if target duration is now9years?6.Suppose you think Walmart stock is going to appreciate substantially in value in the next6months.Say the stock’s current price,S0,is$100,and the call option expiring in6months has an exercise price,X,of$100and is selling at a price,C,of $10.With$10,000to invest,you are considering three alternatives.a.Invest all$10,000in the stock,buying100shares.b.Invest all$10,000in1,000options(10contracts).c.Buy100options(one contract)for$1,000,and invest the remaining$9,000in a money market fund paying4%in interest over6months(8%per year).What is your rate of return for each alternative for the following four stock prices6 months from now?Summarize your results in the table and diagram below.Price of Stock6Months from Now Stock Price$80$100$110$120All stocks(100shares)All options(1,000options)Bills+100optionsRate of Return0T7.An investor purchases a stock for$38and a put for$0.50with a strike price of$35. The investor sells a call for$0.50with a strike price of$40.What is the maximum profit and loss for this position?Draw the profit and loss diagram for this strategy as a function of the stock price at expiration.8.You write a call option with X=50and buy a call with X=60.The options are onthe same stock and have the same expiration date.One of the calls sells for$3;the other sells for$9.a.Draw the payoff graph for this strategy at the option expiration date.b.Draw the profit graph for this strategy.c.What is the break-even point for this strategy?Is the investor bullish or bearish on the stock?9.We will derive a two-state put option value in this problem.Data:S0=100;X=110; 1+r=1.10.The two possibilities for S T are130and80.a.Show that the range of S is50,whereas that of P is30across the two states.What is the hedge ratio of the put?b.Form a portfolio of three shares of stock and five puts.What is the(nonrandom) payoff to this portfolio?What is the present value of the portfolio?c.Given that the stock currently is selling at100,solve for the value of the put.e the Black-Scholes formula to find the value of a call option on the following stock:Time to expiration6monthsStandard deviation50%per yearExercise price$50Stock price$50Interest rate3%b.Find the Black-Scholes value of a put option on the stock in problem a with the same exercise price and expiration as the call option.。
普通化学习题答案-第八章 化学键和分子结构
5
General Chemistry
Chapter 3 Homework
2. 将下列化合物按熔点从高到低的顺序排列：
NaF SiF4 NaBr SiBr4 NaCl SiCl4 NaI SiI4 NaF ＞NaCl＞ NaBr＞ NaI＞ SiI4＞ SiBr4＞ SiCl4 ＞
◆同主族元素，自上而下，具有相同电荷的离子半径依次增大
如：r (Li＋)＜r (Na+)＜r(K+)＜r (Rb+)＜r (Cs+)；
r(F-)＜r(Cl-)＜r(Br-)＜r(I-)
◆同一周期中，电子构型相同时，随着离子电荷数增加，正离
子半径减小，负离子半径增大
如：r (Na+) ＞r(Mg2+) ＞r (Al3+)； r(F-)＜r(O2-)＜r(N3-)
SiF4 3. 指出下列各对分子之间存在的分子间作用力的类型(取向 力、诱导力、色散力、氢键)：
(1) 苯和CCl4
(2) 甲醇和H2O
(3) CO2和H2O
(4) HBr和HI
(1) 色散力（非极性分子间） (2) 色散力、取向力、诱导力、氢键（极性分子间） (3) 色散力、诱导力、（极性和非极性分子间） (4) 色散力、取向力、诱导力、（极性分子间）
3．C2H4分子中包含有 5 个σ键， 1 个π键，两个C原子采用
了 sp杂2 化形式，π键在
C原子与
C原子间形成。
4．AgCl、AgBr、AgI在水中的溶解度依次 减小 ，颜色依
homework2 翻译 笔译
E—C：From this motive目的, I began to think seriously of matrimony婚姻生活, and chose my wife as she did her wedding gown结婚礼服, not for a fine glossy surfaces but such qualities as would wear well. To do her justice, she was a good-natured notable著名的woman; and as for breeding教养, there were few country ladies who could show more. She could read any English book without much spelling, but for pickling腌制，酸洗, preserving保存, and cookery烹调, none could excel胜过her. She prided 以....自豪herself also upon being an excellent contriver 发明者in house- keeping; tho' I could never find that we grew richer with all her contrivances. However, we loved each other tenderly温柔的, and our fondness increased as we grew old. There was in fact nothing that could make us angry with the world or each other. We had an elegant幽雅的house, situated in a fine country, and a good neighbourhood. The year was spent in moral or rural amusements; in visiting our rich neighbours, and relieving such as were poor. We had no revolutions to fear, nor fatigues劳累to undergo; all our adventures were by the fire-side, and all our migrations from the blue bed to the brown.As we lived near the road, we often had the traveller or stranger visit us to taste our gooseberry 鹅莓wine, for which we had great reputation; and I profess声称with the veracity 诚实of an historian, that I never knew one of them find fault with it. Our cousins too, even to the fortiethremove, all remembered their affinity吸引力，亲密关系, without any help from the Herald's 使者office, and came very frequently to see us. Some of them did us no great honour by these claims of kindred家族; as we had the blind, the maimed残废的, and the halt踌躇，停止amongst the number. However, my wife always insisted that as they were the same flesh and blood, they should sit with us at the same table. So that if we had not, very rich, we generally had very happy friends about us; for this remark will hold good thro' life, that the poorer the guest, the better pleased he ever is with being treated: and as some men gaze注视with admiration at the colours of a tulip郁金香, or the wing of a butterfly, so I was by nature an admirer of happy human faces. However, when any one of our relations was found to be a person of very bad character, a troublesome guest, or one we desired to get rid of, upon his leaving my house, I ever took care to lend him a riding coat骑车外套, or a pair of boots, or sometimes an horse of small value, and I always had the satisfaction of finding he never came back to return them. By this the house was cleared of such as we did not like; but never was the family of Wakefield韦克费尔德known to turn the traveller or the poor dependent out of doors.。
全效学习八年级上册英语第二章作文
全效学习八年级上册英语第二章作文全文共3篇示例，供读者参考篇1My Journey Through Chapter 2: Turning Language into LifeEnglish class hasn't always been my favorite subject. I'll be honest - I used to find it kind of boring and pointless. Why did I need to learn random vocab words and grammar rules about a language I already spoke? It all felt like busy work to me.But that was before 8th grade and Mrs. Thompson's class. That's when everything changed for me. We cracked open our textbooks to Chapter 2, and I was immediately hooked. The theme was all about how language connects us to the world and brings learning to life. Finally, I could see the point!The first unit was called "Words, Words, Words" and it was all about exploring vocabulary. We learned roots, prefixes, and suffixes to unlock the deeper meanings behind words. Things started clicking when we analyzed how just knowing the roots "bio" and "logy" revealed that "biology" meant the study of life. From there, we unlocked mysteries like "autobiography" (thestory of one's own life) and "amphibious" (able to live on land and water).Suddenly, words that used to seem like random jumbles started making perfect sense. I was seeing connections everywhere, like how "reject" literally means to "throw back." Who knew etymology could be so powerful and, dare I say, interesting?Next up was the grammar unit on parts of speech. I'll admit, I dreaded this one at first - dangling participles and misplaced modifiers haunted my nightmares. But Mrs. Thompson showed us how mastering grammar is really about understanding how to construct meaningful sentences and clearly express our ideas.We did fun exercises identifying subjects, verbs, adjectives all around us. We drew pictures and made poems out of words sorted by their functions. I started tuning in to how slight changes in word order could dramatically shift the meaning of a sentence. "The hungry student ate the fries quickly" gave a very different image than "The student quickly ate the hungry fries." Grammar started feeling like this code to crack, opening doors to deeper comprehension.The last unit that really stuck with me was on figurative language. We looked at examples of metaphors, similes,hyperboles and more in everything from literature to advertising.I loved how these techniques painted such vivid imagery in my mind and made me look at things from a new perspective.Like when we read the line "the doleful dancers hugged the floor" - the dancing wasn't literally sad, but the metaphor revealed so much about the dancers' heavy, sluggish movements. Or the classic "snail's pace" simile that helped me vividly picture something excruciatingly slow. From sports writeups to political speeches, recognizing these devices made the language jump off the page in brilliant color.By the end of the chapter, I felt like I'd gone through a total transformation. Words weren't just words anymore, they were vehicles to communicate deeper meaning. Grammar wasn't restrictive, it was a map to clearly conveying logic and ideas. Figurative language opened my mind to creative new ways of seeing the world.I started devouring books, articles, videos - anything to stretch my new appreciation for the intricacies of language. Suddenly, English was fascinating! I noticed double meanings in lyrics, humorous word play in commercials, symbols and motifs in poetry. My world felt more vibrant, like I'd finally tuned in to the powerful code that connects us to shared human experience.These days, I'm always on the lookout for new words to infer meaning from using prefixes, roots, and background knowledge.I pay close attention to verb placement and dangling modifiers so I can rework sentences into their most coherent form. And I absolutely love finding metaphors, puns, and other figurative fireworks that make language burst with imagery and life.I owe it all to Mrs. Thompson's Chapter 2 and the way it revealed the magic lurking behind vocabulary, grammar and literary techniques. That chapter flipped a switch for me - I'll never take language for granted again. Words have the power to persuade, inspire, and unite. The more we understand their nuances, the richer our communication and connection to the world around us becomes.So while vocab quizzes and syntax drills aren't exactly everyone's idea of a good time, I've come to appreciate that there's a bigger picture. Mastering language is about mastering the very code that brings ideas, instructions, stories, and experiences to vivid, comprehensible life. Kind of like an operating system for the human experience!These days, you'll find me with my nose in a book or my ears tuned in to a podcast, always on a quest to expand my word wealth. Because to me, studying language isn't just aboutpassing tests or getting good grades - it's about unlocking the tools to better understand myself and the world I live in. It's how I engage with new perspectives, decipher deeper meanings, and gain profound insights into the human experience.Maybe you'll catch me scribbling down new words in a notebook to analyze their roots later. Or reworking a clunky sentence I said to make the meaning crisper. Or calling out a clever metaphor I spotted in the wild. Because for me, English class isn't just a required subject - it's an ongoing journey to better comprehend the beautiful, potent language that shapes our reality. It's an Epic Word Odyssey, and I'm all in.篇2Learning a New Language and Its WondersI have to admit, when I first started learning English in primary school, I didn't really see the point. It just seemed like a bunch of funny words and confusing rules. Why did we need to put an "s" at the end of some words but not others? And what was up with having to remember if a noun was masculine or feminine? My native Chinese made so much more sense.But as I've gotten older and progressed through the English curriculum year after year, I've come to truly appreciate what anamazing and rich language English is. It has opened up worlds of literature, music, movies, and opportunities that were previously closed off to me.In this latest chapter we studied, we learned all about how English has become a true global language, spoken by over a billion people worldwide as either a native or second language. From India to Nigeria to Singapore, English is one of the main languages that allows nations and cultures to communicate and do business with each other.It blows my mind to think that I can now read amazing works of literature like Harry Potter, Lord of the Rings, and Pride and Prejudice in their original language. Before learning English, I could only experience these brilliant works of fiction and poetry through translations into Chinese. And while the translators did an admirable job, there's always something lost when converting between languages.In English, I can savour the clever wordplay, the beautiful rhythms and rhymes, and the subtle humor and cultural references that get lost in translation. It's like being able to taste a fresh strawberry instead of having to settle forstrawberry-flavored candy. The original is always better.Beyond books, learning English has allowed me to enjoy amazing English songs and movies without having to rely on subtitles or dubbing. From Lin-Manuel Miranda's brilliant interweaving of rap, jazz, and show tunes in Hamilton to Beyonce's powerful lyrics celebrating Black womanhood, I can experience it all in its full glory.English has also become increasingly important for technology, business, and travel. These days, most software, apps, and websites default to English. Many of the technical guides and programming languages I'll need to learn as I consider careers in engineering or computer science will be in English. And of course, English remains the lingua franca for international relations and business.If I want to work for a multinational corporation or travel the world, fluency in English will be absolutely essential篇3Chapter 2 - My Life as a StudentBeing a student is definitely not easy. There are so many responsibilities and expectations piled onto us at this age. We're expected to get good grades, be involved in extracurricular activities, have a social life, and start thinking about our futurecareers. It's a lot of pressure! This chapter really made me reflect on my life as a middle school student.One of the biggest struggles I face is trying to balance everything on my plate. Between classes, homework, student council, basketball practice, and hanging out with friends, it's really tough to find time for it all. I tend to be a perfectionist, so I put a ton of pressure on myself to excel at everything. This often leads to burnout and feeling completely overwhelmed.The chapter talked about the importance of time management and establishing a routine. I've tried making schedules and to-do lists, but I'll be honest - I'm not the most organized person. I really admire my friends who seem to have it all together. Maybe I need to be better about using a planner and calendar to map out my week. Developing habits of writing down assignments and making daily schedules could definitely help reduce my stress.School itself is a mixed bag - some classes I really enjoy, while others are just painfully boring. My favorite is English because I love reading, writing, and analyzing literature. I'm that nerdy kid who gets excited about discussions of symbolism in novels. Math and science on the other hand...let's just say I'mcounting down the days until I never have to take another math class again!It's hard work, but I do try my best to stay on top of all my assignments and prepare for tests. Some classes I have to put in way more effort than others. I've learned that understanding the material is so much more important than just memorizing facts. If I can apply the concepts, it sticks in my brain better. Things like study groups, tutoring sessions, and meeting with teachers during office hours have been hugely helpful.The social aspect of school is a whole other challenge. Middle school circles can be so cliquey and filled with drama. I've been really fortunate to have a great group of friends who have my back. We go to movies, have sleepovers, and just goof around together. At the same time, there's always Going to be those mean girls and bullies trying to mess with your self-esteem. I've had to develop a thick skin and not let their nasty comments get to me.My parents have been tremendously supportive through all of this. They're always telling me that grades aren't everything and to not put too much pressure on myself. I know they just want me to be happy and healthy. Even so, they still have highexpectations for me academically. Finding that balance between pushing myself and not going overboard is difficult.At the end of the day, I know this is a relatively carefree period of my life. I should be cherishing these years before being a "real adult" with a career, mortgage, family, and all those responsibilities. I'm trying my best to work hard, stay focused, have fun when I can, and not take things too seriously. This too shall pass!Looking ahead, I have no idea what the future holds. The idea of choosing a college major and career path is both exciting and terrifying. Will I pick something I'm passionate about or prioritize salary and job prospects? It's a overwhelming decision that will shape the rest of my life. I try not to think about it too much for now.That's the life of a modern middle school student in a nutshell! We're caught somewhere between being kids and having to face the realities of growing up. It's a roller coaster of emotions and experiences for sure. This chapter let me vent about the daily grind and reflect on making the most of this unique phase. Though it's stressful at times, I need to appreciate it while it lasts. These are the days I'll look back on fondly someday.。
homework 英语作文
homework 英语作文Homework is an essential part of every student's academic journey. It is a way for students to practice and reinforce what they have learned in class, as well as an opportunity for them to develop important skills such as time management, self-discipline, and critical thinking. However, homework can also be a source of stress and frustration for students, especially when they are overwhelmed with a heavy workload. In this essay, we will explore the pros and cons of homework and discuss how students can effectively manage their homework load.On the one hand, homework plays a crucial role in the learning process. It allows students to review and applythe knowledge and skills they have acquired in class, which can lead to a deeper understanding of the material. Homework also provides an opportunity for students to practice independent study and develop a sense of responsibility for their own learning. Additionally, homework can help to bridge the gap between school and home,allowing parents to be involved in their child's education and gain insight into their academic progress.On the other hand, excessive homework can have negative effects on students. It can lead to stress, anxiety, and burnout, especially when students are juggling multiple assignments and extracurricular activities. Too much homework can also interfere with students' ability to get enough sleep, exercise, and socialize, which are all important for their overall well-being. Furthermore, some students may struggle with homework due to learning disabilities or other challenges, leading to feelings of frustration and inadequacy.In order to effectively manage their homework load, students can follow a few key strategies. First, they can create a schedule or to-do list to prioritize their assignments and allocate time for each task. This can help to prevent procrastination and ensure that students are making progress on their homework. Second, students can seek help from teachers, tutors, or classmates when they are struggling with a particular assignment. This canprovide them with the support and guidance they need to overcome challenges and succeed academically. Finally, students can take breaks and practice self-care to avoid burnout and maintain a healthy balance between school and other aspects of their lives.In conclusion, homework is a valuable tool for learning, but it is important for students to manage their workload effectively in order to avoid stress and burnout. By following the strategies outlined in this essay, students can develop the skills and habits needed to succeed academically while maintaining a healthy balance in their lives.。
Chapter 2 (1) 加注与释义
Annotation & Paraphrase
1. Annotation
Annotation is used in translation of some cultural terms which have no equivalent expression in another language.
Annotation
(1)音译加注（Transliteration plus 音译加注（ 音译加注 annotation）(see p.20) ） 1) pizza 2) Sahara 3) AIDS 6) Jazz 7) He did it a Jordan.
New York was never Mecca to me. 纽约从不是我心中的圣地麦加。 圣地麦加 纽约从不是我心中的圣地麦加。 Like a son of Bachus, he can drink up two bottles of whisky at a breath. 他简直像酒神巴赫斯的儿子 酒神巴赫斯的儿子， 他简直像酒神巴赫斯的儿子，能一口气喝光两 瓶威士忌。 瓶威士忌。 *巴赫斯是古希腊神话中的酒神。 巴赫斯是古希腊神话中的酒神。 巴赫斯是古希腊神话中的酒神
She and her mother are as like as two peas. 她和她母亲长得一模一样. (as like as two peas 不能译为 "像两颗豌 豆一样相似")
In-class Exercise
“Don’t you know that I only love you in the world--- you, who are a stone to me.” The audience brought down the house. Our son must go the school. He must break out of the pot that hold us in. The crafty enemy was ready to launch a new attack while holding out the olive branch. The staff members folded like an accordion(手风琴). The baby was brought up on the bottle. He ran away like one o’clock. Our appeal remained a dead letter. “你难道不知道我爱的是你？你对我就像石头一样冥顽不灵。” 观众们全场喝彩。 我们的儿子一定得上学，一定要出人头地。 狡猾的敌人，一边伸出橄榄枝，表示愿意讲和，一边在准备发动新的攻势。 这个工作人员就像合拢的手风琴一样一声不吭了。 这个婴儿是喝牛奶或羊奶长大的。 他飞快地跑掉了。 我们的呼吁石沉大海。
科普版四年级英语上册教案+同步练习
Lesson 1 We can dance◆教材分析This lesson is the first lesson of the textbook, which is to learn the pronunciation of I, and to learn the words and sentences that students should master.◆教学目标【知识与能力目标】You can hear the words "swim", "sing", "dance" and "ride a bike". “Can you ... ?” To communicate with others, to develop students' English ability in the process of learning.【过程与方法目标】To understand and master sentence patterns and to make sentences and applications with alternative words. We can dance. Let’s swim. —Can you sing?—Yes, we can./ No, I can’t.【情感态度价值观目标】To stimulate students' interest in learning English through various kinds of teaching activities and cultivate students' sense of cooperation.◆教学重难点◆【教学重点】Understand and master sentence patterns.We can dance.Let’s swim.—Can you sing?—Yes, we can / No,I can’t.【教学难点】Can be used to make sentences and applications.◆教学过程Step 1. Warming upHello! Boys and girls! Let’ s play a game. (Look at the picture!)T: What are these? Who can?Ss: Swim sing dance ride a bike...Step 2. TeachingA. vocabulary teachingDraw a simple picture on the blackboard. Read it twice and demonstrate it. Practice: group practice, group practice, single line practice, personal practice.Look, I can sing. Let the students imitate. I can sing and read. "Swim" and "ride a bike".B. pattern teachingT: I can swim. can you swim?Use your fingers to talk. Can you swim? yes, I can.Step 3. PracticeLet’s say a chant. Can you swim? yes, I can.Can you fly? No, I can’t.Can you ride a bike? Yes, I can.Step 4. Let's talkHi, my little friends!Hi, Miss Fish!Let's swim, OK?Oh, we can't swim.Can you touch your head and bend your leg?No, we can't. But we can dance.We can dance, too. Let's dance.Great!Step 5. Homework1. Copy the words on page 5 and 2 of each line.2. Listen to the first lesson and recite the text.◆教学反思略。
牛津深圳版八年级上Chapter2感叹句
分析：how引导的感叹句其实就是为了强调所要表 达的感情，所以把一个陈述句被强调的动词、副 词或形容词移到句子前面，用how引导，再加上 句子中剩余结构，就成了how引导的感叹句。
How引导的感叹句常用句型
“How+adj.+主语+系动词”！ “How+adv.+主语+谓语”！ “How +主语+谓语”！ “How+adj.+a/an+可数名词单数+主语+谓 语”！的结构出现
按要求对下列句子进行句型转换。 按要求对下列句子进行句型转换。 1. He listened to his teacher carefully. (改为感叹句 改为感叹句) 改为感叹句 How ________ he listened to his teacher! ____ carefully 2. What a clever monkey it is! (改为同义句 改为同义句) 改为同义句 _______ ________ a monkey it is! How clever 3. The food is very nice. (改为感叹句 改为感叹句) 改为感叹句 What nice _______ ________ food it is! 4. How sadly they are crying! (改为陈述句 改为陈述句) 改为陈述句 are sadly They ________ ________ ________. crying 5. The Christmas tree is beautiful. (该为感叹句 该为感叹句) 该为感叹句 How _______ beautiful the Christmas tree is! _______
Homework2
D ATA S TRUCTURESHW#2 D UE D ATE: 05-16-2011 (Mon) Just before class!String ManipulationThis programming assignment regarding “structures and pointers” involves the creation of commonly used string manipulation functions. A string is defined as a sequence of characters (nodes) of the length that is less than or equal to 20. Implementing a word "ABCDEF" requires 6 nodes of one character each per node (i.e. A ↔B ↔C ↔D ↔E ↔F). Using doubly linked lists to represent strings, write the following C functions to operate on strings in a single program. Function parameters and return values can be determined based on your own design, and variables should not be declared globally unless it is unavoidable. You have to demonstrate that each of your functions really do work well by creating a program of your own design which calls upon each of them at least 3 times. You have to design your own menu driven interface to select one of the following string manipulation options.Sample data structure:typedef struct ch_node *ch_ptr;typedef struct ch_node {ch_ptr llink; char data; ch_ptr rlink; };typedef struct string *string_ptr;typedef struct string { char stringname[10]; ch_ptr link;} string;string S[20];int cur_index =0;String manipulation functions:void CREATE(char *newstringname, char *characters, string_ptr S, int *cur_index)/* At first, If this function is called with CREATE(black, CAT, S, &cur_index) in the main function, the status of the string S[0] will be changed from Fig. (A) to Fig. (B).*/Fig. (A) Fig. (B)int LEN(char *stringname_black, string_ptr S)/* This function should return the number of characters (possibly 0) in string black. <Example> with black: C ↔A ↔T, LEN(black) = 3. */void COPY(char *stringname_black, char *newstringname_blue, string_ptr S, int *cur_index)/* This function makes a copy of string black in string S[cur_index] whose stringname will be blue.<Example> with black: C ↔A ↔T, the copy will result in string blue: C ↔A ↔T.*/void CONCAT(char *stringname_black, char *stringname_blue, char *newstringname_white, string_ptr S, int *cur_index)/* This function concatenates the strings black and blue to form string S[cur_index] whose stringname will be white. <Example> with black: C ↔A ↔T and blue: C ↔A ↔T, the concat will result in string white: C ↔A ↔T ↔C ↔A ↔T. */void DELETE(char *stringname_blue, string_ptr S, int *cur_index)/* If this function is called with DELETE(blue, S, &cur_index), the status of array S will be changed from Fig. (C) to Fig. (D).*/Fig. (C)Fig. (D)void SUBSTR(char *stringname_white, char *newstringname_green, int I, int J, string_ptr S, int *cur_index)/* This function will extract from string white the substring starting at position I of J characters, calling it the string S[cur_index] whose stringname will be green. <Example> with white: C ↔A ↔T ↔C ↔A ↔T and I = 3 and J = 2, the substr will result in string green: T ↔C */void SORT(char *stringname_black, string_ptr S)/* This function should sort characters in string black. <Example> with black: C ↔A ↔T, the sortwill result in string black: A ↔C↔T. */void PRINTS(char *stringname_black, string_ptr S)/* This prints out the list of characters which make the string black. */NOTE: Each function should check if the inputs are valid, and there must be appropriate error messages when necessary. For simplicity, once a string is created, it should not be overwritten by any other following operations.What you have to turn in by both ways shown below:1) By E-mail (choo.hw.skku@):(E-mail title: [DS] hw2_STUDENTID_NAME) Ex) [DS] hw2_2011023456_HongKildong Program source file: hw2_ID_NAME.cEx) hw2_2011023456_HongKildong.c(The source file must be thoroughly explained with comments)Homework documentation: hw2_STUDENTID_NAME.doc or hw2_STUDENTID_NAME.hwp Ex) hw2_2011023456_HongKildong.doc(Documentation must include screenshots, explanations on each function, and conclusion.)2) In hardcopy: A printout of your documentation file (Documentation must be written in ENGLISH)NOTE: You may discuss about the homework together with other students, however, copying others’ work will result in the grades of 0 for everyone involved. If you have any questions, please send email to TA at chams@.Program execution example:(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 1Name of a new string and the string you create: black abcdefgString black is created!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8String name: blackString black: abcdefg(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 1Name of a new string and the string you create: blue defString blue is created!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8 String name: blueString blue: def(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 2 Name of the string: blackThe length of black is 7!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 3 Name of a new string and the original string: white blueString blue is copied to white!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8 String name: whiteString white: def(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 4 Name of a new string and the two strings: green black blueString black and blue are concatenated to green!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8 String name: greenString green: abcdefgdef(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 5 New string name, original string, index and length: pink black 2 3String pink (substring of black) is created!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8 String name: pinkString pink: bcd(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 6 Name of the string: greenString green is sorted!(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8String name: greenString green: abcddeeffg(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 7Name of the string: greenString green is deleted.(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? 8String name: greenThere is no string green.(1)Create (2)Length (3)Copy (4)Concat (5)Substr (6)Sort (7) Delete (8)Print (x)Exit Choice? xThank you for using this software!。
SBS第一册-Unit2
Chapter Two – A 重点单词1.pen/ pen /钢笔2.book/ bʊk /书3.pencil/ ˈpens(ə)l /铅笔4.notebook/ ˈnoʊtbʊk / 笔记本5.bookshelf/ ˈbʊkʃelf /书架6.globe/ ɡloʊb /地球仪7.map/ mæp /地图8.board/ bɔːrd /板9.wall/ wɔːl /墙10.clock/ klɑːk /钟puter/ kəmˈpjuːtər /电脑12.table/ ˈteɪbl /桌子13.chair/ tʃer /椅子14.ruler/ ˈruːlər /尺15.desk / desk /书桌16.dictionary/ ˈdɪkʃəneri /字典重点句型Where isthe pen?Where’sIt’son the desk.It isFill in the blanks. (选词填空)W h e r e’s I t’s W h e r e on W h e r e i s1.Where is =2.It is =3.Where’s the book? = the book?4.It is the desk.5.is the globe?It’s on the wall.Chapter 2-B 重点单词1.bathroom浴室2.attic阁楼3.yard院子4.garage车库5.basement地下室6.restaurant饭店7.bank银行8.library图书馆9.park公园10.zoo动物园11.hospital医院重点短语living room客厅dining room饭厅movie theater电影院post office邮局重点句型重点语法Fill in the blanks(选词填空)am is basement What They in(1)is she doing?(2)I the garage.(3)are in the attic.(4)Where it?(5)We are in the.Be动词拓展（特殊疑问句用where/what/who/whose/how提问）1.where: 表示“哪里”，用于对地点提问2.who/whose: “谁” “谁的”用于对人提问3.what: “什么” 用于对某事物提问4.how: “怎样” 用于询问性质，状况，方式等。
工程光学英文题加中文题含答案
English Homework for Chapter 11.In ancient times the rectilinear propagation of light was used to measure the height of objects by comparing the length of their shadows with the length of the shadow of an object of known length. A staff 2m long when held erect casts a shadow 3.4m long, while a building’s shadow is 170m long. How tall is the building?Solution. According to the law of rectilinear propagation, we get, x=100 (m)So the building is 100m tall.2.Light from a water medium with n=1.33 is incident upon a water-glass interface at an angle of 45o. The glass index is 1.50. What angle does the light make with the normal in the glass?Solution. According to the law of4.32170 xrefraction, We get,So the light makenormal in the glass.3. A goldfish swims 10cm from the side of a spherical bowl of water of radius 20cm. Where does the fish appear to be? Does it appear larger or smaller?Solution. According to the equation. and n ’=1 , n=1.33, r=-20we can getSo the fish appears larger.''sin sin I n I n =626968.05.145sin 33.1sin =⨯='I8.38='I rn n l n l n -'=-''11416.110133.15836.8)(5836.81165.02033.01033.11>-=⨯⨯-=''=-='∴-=--+-=-'+='l n l n cm l r n n l n l β n A4.An object is located 2cm to the left of convex end of a glass rod which has a radius of curvature of 1cm. The index of refraction of the glass is n=1.5. Find the image distance.Solution. Refer to the figure. According to the equationand n=1, n ’=1.5, l 1=-2cm,rn n l n l n -'=-''r 1=1cm , we getEnglish Homework for Chapter 21.An object 1cm high is 30cm in front of a thin lens with a focal length of 10cm. Where is the image? Verify your answer by graphical construction of the image. Solution. According toequation, and l=-30cm f ’we getOthers are omitted.cm l l d l l l 2021115.15.121211='∴-∞='-=∞='∴=-+-='f l l '=-'11)(15)30(10)30(10cm l f l f l =-+-⨯=+''='′′′2.A lens is known to have a focal length of 30cm in air. An object is placed 50cm to the left of the lens. Locate the image and characterize it.Solution.and f′=30cm l we getThe image is a real, larger one.3.The object is transparent cube, 4mm across, placed 60cm in front of 20cm focal length. Calculate the transverse and axial magnification and describe what the image looks like?Solution. From Gauss’s equation, we find for the rear surface of the cube (the face closer to the lens)that,f l l '=-'11(75)50(30)50(30l f l f l =-+-⨯=+''='5.15075-=-='=l l β)(3020)60()20()60(111cm f l f l l +=+-⨯-='+'='′For the front surface (the face farther away from the lens),The transverse magnification for the rear surface isBut the axial magnification isSince ,the cube doesn’t look likea cube.4.A biconvex lens is made out of glass of n=1.52. If one surface has twice the radius of curvature of the other, and if the focal length is 5cm, what are the two radii?Solution. Supposing r 1= -2r 2 (ρ2=-2ρ1),according to the lens equationwe get,∴r 1=7.8(cm) r 2=-3.9(cm))(9.29204.6020)4.60(2cm l +=+-⨯-='⨯-=-+=5.06030t M ⨯+=----=∆'∆=25.0)4.60(609.2930l l M a atM M ≠))(1(21ρρϕ--=n )(152.1(51ρ-=1282.01=∴ρ2564.02-=ρ返回English Homework for Chapter 4 1. A stop 8mm in diameter is placed halfway between an extended object and a large-diameter lens of 9cm focal length. The lens projects an image of the object onto a screen 14cm away. What is the diameter of the exit pupil?Solution. Refer to the figure. First, from the known focal length and the image distance,we find the object distance. and l ’=14 f ’=9l =-25.2(cm)The stop is one-half that distance is front of the lens, so l s =12.6(cm)∴l s ’=31.5(cm)∴2. Two lenses, a lens of 12.5cm focal length and a minus lens of unknownf l l '=-'11122.255.31-='==ss stop ex l l D D β )(28.05.2cm D ex=⨯=power, are mounted coaxially and 8 cm apart. The system is a focal, that is light entering the system parallel at one side emerges parallel at the other. If a stop 15mm in diameter is placed halfway between the lenses:1) Where is the entrance pupil?2) Where is the exit pupil?3) What are their diameters?’Solution. Refer to the figure. For thesystem to be a focal, the focal points of the two lenses mustcoincide. Since f 1’=12.5cm, and the two lenses are 8cm apart, so f 2’=-4.5cm. The entrance pupil is the image of stop formed by the first lens.According to Gauss’s equation,and l 1’=4cm, f 1’=12.5cm. We getThe exit pupil’slocation is返回111111f l l '=-'())(88.55.845.1211111cm l f l f l =⨯='-'''=)(05.22488.5151mm D D stopentrance =⨯==β)(95.715412.2)(12.25.818)4()5.4()4()5.4(222222mm D D cm f l l f l stop exit =⨯=∙=-=-=-+--⨯-='+'='βEnglish Homework for Chapter 71. A person wants to look at the image of his or her own eyes, without accommodation, using a concave mirror of 60cm radius of curvature. How far must the mirror be from the eye if the person has1) Normal vision?2) 4diopter myopia, without correction?3) 4diopter hyperopia, without correction?Solution.1) When the person has normal vision, according to the following scheme 1, we getso,∞='l cm r l 302==Scheme 1and, orSo the mirror must be 75cm or 10cmfrom the eye.and, or (Since the object isreal, so we can give up this answer)So the mirror must be 50cm from theeye.141-=m l r cm l l r 25-=='r l l 211=+' )(25cm l l +'=cm r 60=265852253048585025308522±=⨯⨯-±==⨯+-l l l ⎩⎨⎧==∴)(50')(7511cm l cm l ⎩⎨⎧-==)(15')(1022cm l cm l r l l 211=+' )(25'cm l l +=cm r 60=265352253043535025303522±=⨯⨯+±==⨯--l l l ⎩⎨⎧==∴)(75')(5011cm l cm l ⎩⎨⎧=-=)(10')(1522cm l cm l Scheme 2 Scheme 32. Discussion: What differences between the following situations:1) a microscope is used for projection;2) the microscope is used for visual observation.返回工程光学（上）期末考试试卷一．问答题：（共12分，每题3分）1．摄影物镜的三个重要参数是什么？它们分别决定系统的什么性质？2．为了保证测量精度，测量仪器一般采用什么光路？为什么？3．显微物镜、望远物镜、照相物镜各应校正什么像差？为什么？4．评价像质的方法主要有哪几种？各有什么优缺点？二．图解法求像或判断成像方向：（共18分，每题3分）1．求像A'B'2．求像A'B'3．求物AB经理想光学系统后所成的像，并注明系统像方的基点位置和焦距4．判断光学系统的成像方向5．求入瞳及对无穷远成像时50%渐晕的视场6．判断棱镜的成像方向三．填空：（共10分，每题2分）1．照明系统与成像系统之间的衔接关系为：①________________________________________________②________________________________________________2．转像系统分____________________和___________________两大类，其作用是：_______________________________ __________3．一学生带500度近视镜，则该近视镜的焦距为_________________,该学生裸眼所能看清的最远距离为_________________。
Homework_chapter_1___2
Chapter 1: Problems1. Determine the percent uncertainty in the area of a square that is2.54 ± 0.02 m ona side. (hint: calculating max. and min. areas of the square and comparing with that without uncertainty)2. An airplane moves 4.0km in the direction of northeast and then 6.0km northwest.How far and in what direction is the airplane from its starting point?（hint ）1A , and the second movement is called 2A . So we have:)(23)135sin 135(cos 0.6)(2245sin 0.445cos 0.421j i j i A j i j i A +-=︒+︒=+=︒+︒=j i A A A 25221+-=+= 3. A boy runs for four days and the distance and directions run in the four days aresatisfied with the four vectors:4 ,6 ,44 ,103i D j i C j i B j i A =+=-=+=Find(1) the total distance he ran in the four days;(2) the direct-line (vector form) from his starting point to his destination;(3) the direction and magnitude of the vector which is from the starting point tothe ending point.4. Suppose thatk j i A 253-+=, k j i B 4++-=Find:(1). B A ⋅， (2). B A ⨯， (3). A B ⨯(4) the angle between the two vectors(5) the unit vector perpendicular to the two vectors5. Find the angle between the diagonal of a cube and an edge, using the dot andvector product formulas. Is this the same as the angle between the diagonal of a face and an edge? 6. Consider the two repeated vector products ()j i i ⨯⨯ and ()j i i ⨯⨯(1) are these two products equal?(2) can you generalized this result for this type of repeated product?7. Prove that for any three vectors B A , and C , C B A C B A ⋅⨯=⨯⋅)()(8. given two vectors: k j i A 432-+=, k j i B 32+-=,(1) find the magnitude of each vector, scalar product and vector product of the two vectors(2) obtain a unit vector perpendicular to the two vectors.Chapter 2: ProblemsA. Conceptual Questions1. Suppose that you are running at a constant speed. You wish to throw a ball such that youwill catch it as it comes back down. How should you throw the ball?2. What is the difference between displacement and distance?3. What is the difference between velocity and speed?4. Can an object have a constant speed but a varying velocity? Can an object have aconstant velocity and varying speed? Give examples and check your answers.5. When a body has a constant acceleration, does the direction of its velocity change or not?If yes, give one of your examples.6. If an object is acted on under several forces, does the object have to have acceleration?7. Do the direction of the net force acted on a body and the direction of motion of the bodyhave to be the same?B. Problems1. The force of air resistance R on a freely falling body is in a direction opposing thevelocity and has magnitude approximately given by 2CAv R =, where A is the cross-sectional area of the body in the plane perpendicular to the motion, v is the speed, and C is a constant depending on body shape and air density. Show that if the y-axis is taken to be positive in the downward direction, a falling body experiences an acceleration )/1(2w CAv g a y y -=. Where w is the weight that is the product of mass and gravitational acceleration. Show that as a y approaches zero, v y approaches terminal velocity CA w v t /=.2. A 3 kg point mass moves parallel to the x axis along the line y =2 m. the speed of theobject is 4m/s. Find (a) the linear momentum and (b) the angular momentum of this object to the origin point.3. An object moves according to the equation of motionk j t t i t t r 3)86()43()(422++++=Find:(i). The initial position of the object; (r(0) =3 k)(ii). The velocity of the object at t = 2 second and the angle with z axis also at t =2s.(iii). The magnitude of its acceleration at any moment. (hint: find acceleration by22dt r d and then using 222z x xa a a a ++= ) 4. A force acting on an object has an angle of 3πwith the object’s displacement. (i) Suppose the magnitude of the force is 4 N and the object moves for 2 metersunder the force. Find the work done by the force using ⎰⋅=2r d F work . (ii)Suppose the initial velocity of the object is zero and final speed of the object is6 ms -1. Calculate the mass of the object if it moves on a smooth horizontal plane.(hint: the change of kinetic energy is equal to the work done by the force andusing the result in (i).)5. A particle with mass m moves around a circle of radius r . Suppose that its angulardisplacement can be described by a function of 23323+-=t t θ. Find(i) its angular velocity at t = 5 second and its tangential speed at t = 2 second; (hint: dt d θω=, ωr v =) (ii) its angular acceleration at t = 5 second and tangential acceleration at t =2 second; (hint: αωθαr a dtd dt d ===22) (iii) the magnitude of its angular momentum to the center of the circle at t = 6second. (hint: θsin ||,rp L p r L =⨯= , θ should be equal to ninetydegree in circular motion case)6. Prove equation (2.40).7. A compressional stress of 5.09⨯105N/m 2 is applied to a steel rod 10cm long and 1.0cm indiameter. The elastic (Young ’s) modulus of steel is 20⨯1010N/m 2. What strain does this stress produce?8. The shear modulus of cast-iron (铸铁) is 4.6⨯1010 N/m 2. A 10-cm cube of iron isdistorted by a horizontal force of 250N. What horizontal displacement will be produced?9. A vertical steel shaft, having a diameter of 1.0 cm, is fastened to a horizontal plate. Whena horizontal force of 150 N is applied to the top of the shaft, 0.5 m above the plate to which is fastened, what horizontal displacement will be produced? (The shear modulus of steel is 8.0⨯1010 N/m 2.)Complementary courseworkMedical Physics textbook in Chinese, 7th Edition: Page17 (1-5), P18 (1-8, 1-12, 1-13,1-14,1-15)。
AP宏观经济学 教学大纲4 ap06_macroecon_syllabus4
AP® MacroeconomicsSyllabus 4The AP® Macroeconomics course is designed as an initial college-level course in macroeconomics and as a foundation for possible future study in economics or business. The students’ second goal of the course is to prepare for the AP Exam. The examination will take place in May. Passing the exam will result in college credit at almost all colleges and universities. Throughout the course, students will have ample opportunity to improve their writing, speaking, critical thinking, and consensus building skills.ReadingSummer reading text: Todd Buchholz, New Ideas from Dead Economists, New York: Plame, 1999.Main text: McConnell, Campbell and Stanley Brue. Economics, 16th ed., McGraw-Hill/Irwin, 2005.Unless otherwise indicated, all readings in the assignment sheet will refer to M&B. Homework will be assigned for virtually every day we meet. Assignments include frequent use of charts and graphs. I expect you to have your homework prepared for each lesson. Normally, the homework will be the springboard to the lesson. As such, we will most often begin class meetings with student presentations of the homework assignment. These presentations will be graded, and students will be selected randomly.COURSE PLANUnit I: Basic Economic Concepts (2 weeks)[CR1]A.Scarcity and Opportunity CostsB.Production Possibilities Modelparative Advantage and TradeLesson 1: Course introduction: discussion of course goals, requirements, and approach via the syllabus. “quiz” (mc) on summer reading. Homework: Read and study p. 2. Consider how you want to approach the study of economics. How will you use the book and its ancillaries? Write out three or more things you intend to do in pursuit of economicknowledge.Lesson 2: Finish the course introduction and discussion of the course requirements; graphs, their meaning, and economic data. [CR9]Homework: Read chapter 1, pp. 3–13. Write out answers to questions 2, 4, 6, 11, and 12, pp. 13 and 14. Optional: Read pp. 15–19 (M&B). Write out answers to questions 1–3, p 20.Lesson 3: The nature and methods of economicsHomework: Read pp. 22–33. Write out answers to questions 3–6, p. 37. Lesson 4: Scarcity, factors of production, two types of efficiencies, production possibilities model.Homework: Reread pp. 22–33 and read pp. 33–37. Write out answers to questions 8–11 and 15–17.Lesson 5: Opportunity costs, law of increasing opportunity costs, gains from trade, circular flow and economic systems.Homework: Review Chapter 2. Work on handout about specialization and gains from trade.Lesson 6: Specialization and trade/gains from trade.Homework Study for test on Chapters 1 and 2.Lesson 7: Review and test on Chapters 1 and 2.Homework: Read and study pp. 39–45. Write out answers to questions 1–3, p. 57.Lesson 8: Critique test and introduce concept of demand/determinants of demand, changes in demand and changes in quantity demanded. Homework: Review pp. 39–45. Read pp. 45–52. Write out answers to questions 4, 5, 7, and 8, p. 57.Lesson 9: Concept of supply, determinants of supply, changes in supply and changes in quantity supplied, market equilibrium, shortages and surpluses.Homework: Review pp. 39–52. Read pp. 52–55. Write out answers to questions 9–15, pp. 57–58.Lesson 10: Continue work on supply and demand modelHomework: Read Web Chapter 3, pp. 3w-1 to 3w-11. Write out answers to questions 4, 6, 7 and 8.Lesson 11: More practice with supply and demand modelHomework: Study for test on supply and demand model (Chapter 3) Lesson 12: Review and test on supply and demand model.Homework: Read pp. 356–360. Write out answers to questions 1 , 3, 6, and 7, pp. 370–371.HomeworkReview pp.551–554 to include the “last word”. Write out answers to questions 1, 4, 5, 6, p. 555.Lesson 13: Interest rates: nominal and real nature and role of profits. Homework: Read handout on the time value of money, pp. 81–83, last word on pp. 96–97. Review pp. 607–609. Work problems 1–5 on p. 2.23 and 1–3 on p. 2.24Lesson 14: Time value of money/bonds/interest rates.Homework: Review readings from last lesson and work on handout.Lesson 15: Time value of money/ bonds/interest rates (continued). Homework: Study for test on Chapter 29 and tvm/interest rates/bonds/business investment spending.Lesson 16: Test on Chapter 29 and tvm/ bonds/business investment spending.Homework: Read pp. 112–119. Write out answers to questions 2, 3, 5, and first sentence/question of 4.Unit II: Measurement of Economic Performance (2 weeks) [CR2]A. Business Cycle and GDP MeasurementB. InflationC.Unemployment and StabilizationLesson 17: Measuring national output/income [CR3]Homework: Read pp. 121–128 (that’s right—skip pp. 120-121). Write out answers to 5, 6, and 7.Lesson 18: Real verus nominal gdp/gdp as well being? Homework: Study for test on Chapter 7.Lesson 19: Test on Chapter 7Homework: Read pp. 131–135. Write out answers to question 1–4, p. 151Lesson 20: Critique test/introduce business cycles (economic growth). Homework: Read pp. 135–141. Write out answers to questions 5–8, p. 151.Lesson 21: Unemployment.Homework: Read pp. 141–150. Write out answers to questions 9–12 and 14.Lesson 22: InflationHomework: Study for test on Chapter 8.Lesson 23: Test on Chapter 8.Homework: Read pp. 193–197. Write out answers to questions 1 and 2, p. 208.Unit III: AD/AS Macroeconomic Model (2 weeks)[CR3]A. Aggregate DemandB. Aggregate SupplyC. Macroeconomic Equilibrium and Adjustments Short and Long RunLesson 24: Critique test and introduce the aggregate demand/aggregate supply model.Homework: Read pp. 197–208. Write out answers to questions 3 and 4, pp. 208–9.Lesson 25: Aggregate supply/macroeconomic equilibrium.Homework: Review Chapter 11. Read pp. 164–167. Write out answers to questions 5–7, 11 and 12, p. 209; and question 9, p. 169.Lesson 26: Macroeconomic equilibrium and the spending multiplier. Homework Review microeconomics and macro thus farLesson 27: Econ challenge for points: Micro, macro, and buzzer rounds. Homework: Review Chapter 11 and pp. 164–167. Work on handout number 1.Lesson 28: Continued work with ad/as modelHomework: Study for test on Chapter 11 and pp. 164–167.Lesson 29: Test on Chapter 11 and pp. 164–167. Homework: Study for mini AP Exam.Lesson 30: Critique test/student presentation. Homework: Study for mini AP Exam.Lesson 31: Student-led review for mini exam.Homework: Study for mini AP Exam.Lesson 32: Mini-examHomework: Read pp. 214–217. Write out answers to questions 2 and 3, p. 229.Unit IV: Fiscal Policy (2 weeks) [CR5]A. Demand Side PolicyB. Second Order and International effectsC. Supply-Side Economics and GrowthLesson 33: Critique mini exam/introduce fiscal policy.Homework: Read pp. 217–221. Write out answers to questions 5–9, p.229.Lesson 34: Budget deficits/surpluses and built-in stabilizers.Homework: Read pp. 221–227. Write out answers to questions 10–13, pp. 229-30.Lesson 35: Crowding out and international impacts of fiscal policy.Homework: Review Chapter 12. Write out answer to question 15, p. 230 and work on handout.Lesson 36: Review fiscal policy and domestic/international decision making and backlashes.Homework: Study for test on Chapter 12. [CR8]Lesson 37: Test on fiscal policyHomework: Read pp. 232–235. Write out answers to questions 1 and 2, p. 249.V: Monetary Policy and the Financial Sector (4 weeks) [CR4]Money and Banking and Financial MarketsA. Central Bank and Monetary Policy ToolsB. Time Value of MoneyC. Second Order and International EffectsLesson 38: Money and banking, the financial sector.Homework: Read pp. 236–240. Write out answers to questions 5–7, p. 250.Lesson 39: Value of money and the demand for money.Homework: Read pp. 240–249. Write out answers to questions 8, 10–12, p. 250.Lesson 40: Stocks/bonds/loanable funds, money market, the Federal Reserve system.Homework Take-home test on Chapter 13.Lesson 41: Critique test on Chapter 13Homework: Read pp. 252–260. Write out answers to questions 2–5, p. 266.Lesson 42: Critique test and introduce money creation by a single bank .Homework: Review pp. 252–260. Write out answers to questions 6–12 (no new reading), pp 266–267.Lesson 43: Continue work with money creation by a single bank. Homework: Review pp. 253–260 and read pp. 260–266. Write out answers to questions 13–15, p. 267.Lesson 44: Money creation by the banking system as a whole (student presentations: deposit multiplier).Homework: Review Chapter 14, work on handout.Lesson 45: Continue work with money creation by the banking system as a whole.Homework: Study for test on Chapters 13 and 14.Lesson 46: Test on money creation.Homework: Read pp. 268–275. Write out answers to question 1, p. 268 Lesson 47: Critique test and introduce monetary policy.Homework: Read pp. 275–281. Write out answers to questions 2–4, pp. 288–9.Lesson 48: Cause and effect chain of monetary policy.Homework: Review macroeconomics for economic challenge (for points on next mini-exam).Lesson 49: Economic challenge (for points on next mini-exam). Homework: Read pp. 281–288. Write out answers to questions 5–8, p. 289.Lesson 50: Effectiveness of monetary policy, good for fighting recessions? International second order effects.Homework: Study for mini-exam on fiscal and monetary policy—Chapters 12–15 and pp. 164-167.Lesson 51: Student-led review for mini-exam on fiscal and monetary policy—Chapters 12–15 and pp. 164–167.Homework: Study for mini-exam on fiscal and monetary policy—Chapters 12–15 and pp. 164–167.Lesson 52: Mini-exam on fiscal and monetary policy—Chapters 12–15 and pp. 164–167.Homework: Read and study pp. 690–697. Write out answers to questions 1–3, p 709.Unit VI: International Economics (2 weeks) [CR7]A. Balance of Payments AccountsB. Foreign Exchange MarketsC. Net Exports and Capital FlowsLesson 53: Basics of international trade: comparative advantage. Homework:Read and study pp. 697–703. Write out answers to questions 4, 5 and 8.Do not fret too much about the trade models at figures 37.3–37.5.Lesson 54: Trade barriers, utilization of resources [CR8] Homework: Study for quiz (70 points) on international trade material covered thus far.Lesson 55: Quiz on international trade (30 multiple choice and one free-response problem (70 points). Homework: Work on handout.Lesson 56: Critique quiz and handout.Homework: Review pp. 690–703. Read and study pp. 703–708. Write out answers to questions 9 (a&b), 10, and 11.Lesson 57: The case for protection and the WTO.Homework: Read pp. 711–719. Write out answers to questions 2–4, p. 730.Lesson 58: Exchange rates and the balance of payments.Homework: Read pages 719–728. Write out answers to questions 6, 7, 10, and 11, pp. 730–731.Lesson 59: Wrap-up on international economics.Homework: Study for test on international trade/exchange rates—Chapter 37 plus pp. 711–719).Lesson 60: Test on international trade/exchange rates—Chapter 37 plus pp. 711-719.Unit VII: Key Macroeconomic Issues (2 weeks)A. Inflation/Unemployment and the Phillips CurveB. Growth and ProductivityC. Monetarists’ ViewsD. Rational Expectations Theory [CR6] [CR8]Lesson 61: Critique test on international trade/exchange rates—Chapter 37 plus pp. 711-719.Homework: Read pp. 292–301. Write out answers to questions 3–5, pp. 306–307.Lesson 62: Macro short run/long run and the Phillips Curve. Homework: Read pp. 301–306. Write out answers to questions 6–10, p. 307.Lesson 63: The Laffer Curve and a revisit of supply-side economics. Homework: Read pp. 308–322. Write out answers to questions 4–6, p. 324.Lesson 64: Revisit economic growth and productivity.Homework: Study for test on Chapters 16 and 17.Lesson 65: Test on Chapters 16 and 17.Homework: Read pp. 338–344. Write out answers to questions 1–4, p. 352.Lesson 66: Critique test. Revisit monetarism.Homework: Read pp. 344-352. Write out answers to questions 6–8.Lesson 67: Final on monetarism and rational expectations theory (ret). Homework: Study for mini-exam on Chapters 16, 17, 37, and 38. Write out one question for review on Monday.Lesson 68: Teacher-led review for mini-exam.Homework: Study for mini-exam on chapters 16, 17, 37, and 38.Mini exam on chapters 16, 17, 37, and 38.Homework: RelaxUnit VII: Review (2 weeks)Lesson 69: Critique mini-exam.Homework: Prepare oral reports and review for macroeconomic final exam.Lesson 70: Review for AP Economics Exam. Student oral reports.Lesson 71: Student oral reports.Homework: Review for AP Economics Exam.Lesson 72: Practice multiple-choice portion of macroeconomics final exam.Homework: Review for AP Economics Exam.Lesson 73: Practice free-response portion of macroeconomics final exam.Homework: Prepare oral reports as necessary.Lesson 74: Critique macroeconomics exam/ student oral reports Homework: Prepare oral reports as necessary.Lesson 74: Critique macro economics exam/student oral reports Homework: Prepare oral reports as necessary. Review for AP Economics Exam.。
张维友〈词汇学教程〉答案(第三版)
《英语词汇学教程》（2015年版）练习答案【Chapter 1】7． tart: loose woman bloke: fellow gat: pistol swell: great chicken: coward blue: fight smoky: police full: drunk dame: woman beaver: girl8. haply = perhaps albeit = although methinks = it seems to me eke = also sooth = truth morn = morning troth = pledge ere = before quoth = said hallowed = holy billow = wave/ the sea bade = bid12.Denizens Aliens Translation loansSemantic loanskettle die wall skirt husbandconfrere pro patria Wunderkind mikado parvenuchopstick typhoonblack humour long time no seedream13. 1) slangs; 2) jargon; 3) argot; 4) content words; 5) native words; 6) translation loans; 7) neologisms; 8) denizens; 9) semantic loans; 10) basic vocabulary【Chapter 2】1. The Indo-European Language Family is one of the most important language families in theworld. It is made up of most of the languages of Europe, the Near East and India. English belongs to this family and the other members of the Indo-European have more or less influence on English vocabulary. A knowledge of the Indo-European Language Family will help us understand English words better and use them more appropriately.2. Indo-European Language FamilyBalto-Slavic Indo-IranianCeltic Italic HellenicGermanic HindiBreton Spanish Greek English Lithuanian Persian Scottish French Dutch Prussian Irish Italian German PolishPortuguese Norwegian Bulgarian Roumanian Swedish Slovenian IcelandicRussianDanish6. When in the course of human events, it becomes necessary for one people to dissolve the political bonds which have connected them with another, and to assume among the powers of the earth separate and equal station to which the laws of nature and of nature's God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.Most of the content words are either of Greek or Latin origin. What are left are mostly functional words. This shows that Greek and Latin play a very important part in the English vocabulary.8. eventful [Latin + English] hydroplane [Greek + Latin]falsehood [ Latin + English] pacifist [Latin + Greek]saxophone [German + Greek] heirloom [ French + English]joss house [ Portuguese + English] television [Greek + Latin]9. amateur (late) finacé (late) empire (early)peace (E) courage (E) garage (L)judgement (E) chair (E) chaise (L)grace (E) servant (E) routine (L)jealous (E) savaté (L) genre (L)gender (E) début (L) morale (L)state (E) chez (L) ballet (L)11. allegro, f 轻快andante, j 行板diminuendo, g 渐弱largo, d 缓慢pianoforte, a 轻转慢alto, i 女低音crescendo, b 渐强forte, e 强piano, h 轻soprano, c 女高音12. cherub (Hebrew) snorkel (G)coolie (Hindi) tulip (Turk)lasso (Sp) wok (Ch)shampoo (Indian) chocolate (Mex)tepee (Am Ind) jubilee (Gr)kibitz (G) Sabbath (Heb)chipmunk (Am Ind) tamale (Mex)cotton (Arab) voodoo (Afr)loot (Hindi) sauerbraten (G)13. a. alligator b. lococ. rodeod. bonanzae. igloof. blitzkriegg. wigwam h. canoei. hurricane j. boomerangk. ponchos【Chapter 3】1. a. morpheme b. allomorphc. bound morphemed. free morphemee. affixf. inflectional affixg. derivational affix h. rooti. stem j. base6. individualistic undesirablesindividualist [stem, base] undesirable [stem, base]individual [stem, base] desirable [stem, base]dividual [stem, base] desire [root, stem, base] dividu [root, stem, base]7.free morpheme = free rootmorpheme bound rootbound morpheme inflectional affixaffix prefixderivational affixsuffix【Chapter 4】Affixation5. non-smoker incapable impracticaldisobey insecurity irrelevantimmature inability/disability unofficiallyunwillingness illegal disagreementillogical disloyal inconvenientnon-athletic6. harden horrify modernizememorize falsify apologizedeepen glorify sterilizelengthen intensify beautifyfatten sympathizea. apologizedb. beautifyc. lengtheningd. sympathizede. fatteningf. falsifyg. memorizing h. Sterilize7. a. employee b. politician c. participantd. waitresse. conductorf. teacherg. pianist h. examinee/examiner8. trans- = across: transcontinental, trans-Siberianmono- = one: monorail, monoculturesuper- = over, above: superstructure, supernaturalauto- = self: autobiography, automobilesub- = below: subdivide, subsectionmal- = bad, badly: malpractice, malnutritioninter-= between: international, interdependentmini- = little, small: mini-library, miniskirtpre- = before: prehistorical, preelectionex- = former:ex-president, ex-convictCompounding2.heartbeat [S + V] brainwashing [V + O]movie-goer [V + Adverbial (place)] baking powder [ V + Adverbial (instrument)] far-reaching [V + Adverbial] dog-tired [noun-adverbial + adj.]lion-hearted [noun-adverbial + adj.] love-sick [noun-adverbial + adj.]boyfriend [S + complement] peace-loving [V +O]snap decision [V + O] easy chair [ S+ C]on-coming [V +adv] tax-free [noun-adverbial + adj.]light-blue [adj + adj] goings-on [V +adv]3. well-bred / well-behaved culture-bound / homeboundneedle-work / homework praiseworthy / trustworthybar-woman / sportswoman nation-wide / college-wideclear-minded / strong-minded military-style / western-styleself-control / self-respect budget-related / politics-relatedwater-proof / fire-proof once-fashionable / once-powerfulnews-film / news-letter mock-attack / mock-sadnesssister-in-law / father-in-law home-baked / home-producedhalf-way / half-done ever-lasting / ever-greenage-conscious / status-conscious campus-based / market-basedConversion7. a. stomach [n → v]b. room [n → v]c. wolf [n → v]d. come / go [v → n]e. familiar [a → n]f. innocent [a → n]g. flat [a → v]h. ah / ouch [int → v]i. warm [a → n]j. has-been / might-have-been [finite v → n]k. Hamlet [proper n → v]l. buy [v → n]m. smooth [a → v]Blendingmotel (mo tor + ho tel) 汽车旅馆humint (hum an + int elligence) 人工情报，谍报advertisetics (advertise ment + statis tics) 广告统计学psywarrior (psy chological warrior) 心理战战士hoverport (hover craft + port) 气垫船港口chunnel (ch annel + t unnel) 水底火车隧道hi-fi (hi gh + fi delity) 高保真cinemactress (cinem a + actress) 电影女演员Clippingcopter (heli copter): front clipping dorm (dorm itory): back clippinglab (lab oratory) :front clipping prefab (pref abricated house): phrase clipping gas (gas oline): front clipping prof (prof essor): back clippingscope (tele scope): front clipping champ (champ ion): back clippingsarge (serge ant): back clipping mike (mic rophone): back clippingad (ad vertisement): back clipping tec (de tec tive): front and back clippingAcronymy1. kg = k ilo g ram ft = f oo t cf = c on f ercm = c enti m eter $ = dollaribid = ibid em etc. = et c eteraVIP = v ery i mportant p ersonOPEC = O rganization of P etroleum E xporting C ountries TOEFL = t esting o f E nglish as a f oreign l anguage2. a. SALTb. radarc. AIDSd. BASICe. Laserf. WHOg. sonarh. G-manBackformation2. lase (laser)escalate (escalator)babysit (babysitter)peeve (peevish)orate (orator)commute (commuter)Commonization of Proper Names3. a. tantalize—Tantalusb. Argus-eyed—Argusc. narcissism—Narcissusd. sabotage—sabotse. martinet—Martinetf. yahoo—Yahoog. Shylock—Shylockh. hoovering—Hooveri. utopia—Utopiaj. Uncle Tomism—Uncle Tom【Chapter 5】6. apes—b birds—a cattle—mcricket—n doves—c foxes—jgeese—k sheep—f wolves—gmonkeys—e pigs—l hyenas—hturkeys—d swans—i9. a. A scientist working in a project to develop industrial uses for nuclear power might have all the positive associations with “atomic”, such as “benefit, energy”, etc.b. A Japanese resident of Hiroshima, victim of the atomic explosion at the end of World War II, might have all the negative associations with “atomic”, such as “suffering, killing, death, horror", etc.c. To a student of nuclear physics, “atomic” might be associated with “mystery, science, knowledge”, etc.10. talkative: implying a fondness for talking frequently and at length (neutral)articulate: expressing oneself easily and clearly (positive)gossip: indulging in idle talk or rumours about others (negative)rambling: talking aimlessly without connection of ideas (negative)fluent: speaking easily, smoothly, and expressively (positive)mouthy: overtly talkative, especially in a rude way (negative)11.No Appreciative Neutral Pejorative1 particular fastidious / fussy2 critical fault-finding / picky3 style/vogue fad4 artful cunning / sly5 unstable fickle / capricious6 developing underdeveloped / backward7 encourage/ promote instigate8 group clique / gang14. bull [-HUMAN +MALE +ADULT +BOVINE]cow [-HUMAN -MALE +ADULT +BOVINE]calf [-HUMAN OMALE -ADULT +BOVINE]rooster [-HUMAN +MALE +ADULT +GALLINE]hen [-HUMAN -MALE +ADULT +GALLINE]chicken [-HUMAN OMALE -ADULT +GALLINE]-HUMANbull cow calf +BOVINErooster hen chicken +GALLINE+MALE -MALE -ADULT【Chapter 6】Polysemy4. The word board first denoting "a table" has later acquired two very divergent senses. Each of them has given rise to another sense from which the original notion has disappeared. The process can be shown as follows:Homonymy4. 1) Make both ends meat is a parody of make both ends meet which means “have enoughmoney for one’s needs”. Here the butcher cleverly uses the pair of homonyms meat and meet to make a pun. It makes a proper answer to the lady’s question. (1) Butchers cannot make both ends meat (make whole sausages with all meat) because they cannot make both ends meet (If they made sausages with all meat, which is more costly, they would not earn enough money to survive.) (2) Don’t complain. All the butchers do the same. I am not the only one who is making sausages with bread.2) Swallow is a bird which is seen in summer. But by one swallow we see, we cannotdeduce that it is already summer time. Swallow can also mean a mouthful of wine. On a cold winter day, if one has a swallow of wine, one may feel warm.3) Arms has two meanings: weapons; the human upper limbs. Since “a cannon ball took offhis legs”, the soldier was not able to fight on, so he “laid down his arms”, which means “surrender”. It can also mean he laid down his upper limbs.Synonymy3. avaricious: greedy courteously: politelyemancipate: set free customary: usualwidth: breadth adversary: opponent gullible: deceived remainder: residueinnocent: sinless obstacle: obstruction vexation: annoyance5. a. identifiable b. safetyc. motivatesd. delicatee. surroundingsf. artificialg. prestige h. perspirei. accomplishment j. silentk. impressive l. evaporate6. run move spinturn whirl roll7. a. stead b. gee-gee c. riped. maturee. effectivef. efficientg. fatigued, children h. tired, kids i. declinedj. refused k. rancid l. addledm. Penalties n. fines o. rebukedp. accusedAntonymy5. a. similar/same b. safec. sharp/ smartd. sende. stingy/ selfish h. simplef. significant/sensible i. sureg. skeptical/ suspicious l. smoothj. slipshod/ slovenly/ sloppy k. sleepiness/ sleep / slumberm. subjective n. sob/ scowl6. a. old-fashioned b. completelyc. moistured. speciale. essentialf. similarityg. innocent h. rigidi. loosen j. clarityk. deserted l. fruitfulm. peremptory n. depressedo. indifferent7. a. feed—starve, cold-fever b. wisdom—folliesc. haste—leisured. penny—pound, wise—foolishe. speech—silencef. absence—presenceg. admonish—praise i. wise men—foolsh. young—old private—public saint—devilj. mind—body k. foul—fairl. danger—security m. deliberate--promptn. children—parents o. bully—cowardp. head—tail8. right—wrong single—returndry—sweet hard—easystrong—faint rough—calmlight—dark cold—warmhigh—low/deepHyponymy3.furniture: desk, chair, table, bedmatter: liquid, gas, solidmeat: pork, beef, muttongo: run, fly, walk4.profession workplacesurgeon: clinic, hospitalplumber: house, buildinglawyer: office, law courtsmechanic: garagephotographer: studioforeman: worksite, factory5.6. In Sentence 1), got, furniture, recently are superordinates because they are general and convey a very vague idea whereas in Sentence 2), the three words are replaced respectively by bought, cupboard, three days ago, which are subordinates, conveying a definite and clear idea. So Sentence 2) is better than Sentence 1.In Sentence 3), it is said, magnificent building, destroyed, yesterday are superordinate terms, which are comparatively much more general than the news says, Royal Hotel, burnt down, last night respectively in 4), which can be described as subordinates. Since 4) is clearer than 3) in meaning, it is better.Semantic field3. Group 1 is synonymously semantic field and Group 2 is semantic filed. The difference lies: In 1 the words are synonyms, none of them covers the meaning of another, and they differ only in style and emotive values. In 2 the words are not synonyms, but each refers to a specific type of horse. Horse is a cover term or superordinate, and others are subordinates. These terms have no difference in style or affective meaning.【Chapter 7】4. 1) extension 2) extension3) narrowing 4) degradation5) elevation 6) narrowing7) extension 8) extension9) narrowing 10) narrowing11) elevation 12) degradation13) degradation 14) degradation5. a. associated transferb. abstract to concretec. concrete to abstractd. abstract to concretee. abstract to concretef. abstract to concreteg. associated transferh. associated transferi. synesthesia (transfer of sensation from sight to hearing)j. synesthesia (transfer of sensation)6. a. objective b. subjective, objectivec. objectived. subjectivee. subjectivef. subjectiveg. subjective h. subjective, objective7. a. die b. graveyardc. bedlam疯人院d. old peoplee. strikef. Policemang. stupid pupil h. poor peoplei. toilet j. fat personk. unemployed mother【Chapter 8】2. 1) a. to repairb. measurement and determination of one’s positionc. predicamentd. injection2) a. a single complete dividing part (of a rocket)b. the theatre or acting as a professionc. a particular point or period in a process of developmentd. to plan, arrange and carry out3) a. interchange and discussion of ideas, esp. for mutual understanding orharmonyb. conversationc. a written conversation (of a play, etc.)3. a. synonymyb. explanation/ definitionc. exemplificationd. relevant detailse. relevant detailsf. relevant details4. a. stop people drinkingstop drinking by themselvesb. a stone house which is biga house built of big stonesc. a picture possessed by Bettya photograph of Bettyd. aunts who are visitingpaying a visit to auntse. take Jane as his wifepreside over Jane’s weddingf. a weapon that can fly over long distance and that it explodes when it h its the thing itaims atan object that is thrown at somebody in order to hurt him【Chapter 9】6. a—2) b—9) c—3)d—6) e—1) f—8)g—5) h—4) i—7)j—10)7. a. stand out againstb. approve ofc. get … over withd. looking intoe. come up withf. comply withg. cashed in onh. go withouti. to profit by / fromj. dut down …to8. a cool cat = a really calm personblow one's stack = lose control over oneselffly off the handle = become excessively angrywhat's more = furthermoreget away with = commit an illegitimate act without penaltyof course = naturallyget on = get oldpepper and salt = grey (hair)make up for = compensate forlost time = time wastedtake it easy = relax, not worryget up = rise from bedturn in = go into bedtake care of = manage or look afterlike a breeze = without effort or easilytime off = time for restget it made = be successfulthis is it = be in a position or place, or have possession of an object beyond which more of the same is unnecessarySam is really a calm person. He never loses control of himself and hardly ever becomes too angry. Furthermore, he knows how to manage his business financially by using a few tricks… Needless to say, he, too, is getting older. His hair is beginning to turn grey, but he knows how to compensate for wasted time by relaxing. He rises early, exercises, and goes to bed early. He manages his frankfurter dispensary without visible effort, until it is someone else's turn to work there. Sam is successful, he has reached his life's goal.9. a. “Well, it's the old story of the stitch in time,” he said.A stitch in time saves nine.b. Fleur's head was lost in the tool-box, but her voice was heard saying: “Too many cooks,better let me.”Too many cooks spoil the broth.c. But not many other people held that view discerning his finger still very large in everypie — so much so that there often seemed less pie than finger.have a finger in the pied. I’m thinking of putting up a “Silence is golden” placard in his office. Nobody can hearthemselves think.Speech is silver, silence is golden.e. They four had one likeness: their appearance and their work was as it were a wheel inthe middle of a wheel.wheel within wheelsf. He quotes them extensively nevertheless, together with other equally suspectevidence, because otherwise he would have no straw with which to make his bricks.make bricks without straw10. wind and weather wheeling and dealingwaifs and strays town and gowntop and tail time after timerules and regulations rise and fallrags and tatters puff and blowpick and shovel peace and quietover and above one and onlyoff and on neck and neckshoulder to shoulder moan and groanmilk and water man and beast11. a. 好奇伤身。
homework参考答案
homework参考答案Homework 参考答案Section 1: Math ProblemsProblem 1:Simplify the following quadratic equation:x^2 + 5x + 6 = 0.Solution:To simplify the quadratic equation, we need to factorize it.(x + 2)(x + 3) = 0.Therefore, the roots of the equation are x = -2 and x = -3.Problem 2:Calculate the area of a circular garden with a radius of 6 meters, using the formula xx^2.Solution:Using the given formula, we can substitute the value of the radius to calculate the area.Area = x× 6^2 ≈ 113.1 square meters.Section 2: History QuestionsQuestion 1:What were the main causes of World War II?Answer:The main causes of World War II can be attributed to several factors, including:1. Treaty of Versailles: The harsh conditions imposed on Germany after World War I led to bitterness and resentment, creating a fertile ground for the rise of Adolf Hitler and the Nazi Party.2. Failure of Appeasement: The policy of appeasement pursued by Britain and France towards Nazi Germany allowed Hitler to annex territories without facing any significant consequences. This emboldened him to pursue further expansion.3. Rise of Fascism: The rise of fascist dictators, such as Hitler in Germany, Mussolini in Italy, and Tojo in Japan, fueled aggression and territorial ambitions, leading to conflicts that eventually escalated into a global war.4. Economic Depression: The Great Depression of the 1930s crippled economies worldwide, causing social unrest and political instability, which created conditions conducive to the outbreak of war.Question 2:What were the major consequences of the Cold War?Answer:The major consequences of the Cold War can be summarized as follows:1. Arms Race: The Cold War between the United States and the Soviet Union led to a nuclear arms race, with both nations stockpiling weapons of mass destruction. This arms race increased tensions and the danger of a nuclear conflict.2. Proxy Wars: The Cold War played out through proxy wars in different regions, such as the Korean War and the Vietnam War. These conflicts caused immense human suffering and geopolitical instability.3. Space Race: The competition for technological supremacy between the United States and the Soviet Union resulted in the Space Race. This led to significant advancements in space exploration and technology.4. Division of the World: The Cold War resulted in a division of the world into two ideological blocs – the Western bloc led by the United States and the Eastern bloc led by the Soviet Union. This division impacted global politics for decades.Section 3: Literature AnalysisIn the novel "To Kill a Mockingbird" by Harper Lee, the theme of racial prejudice and injustice is explored through the events surrounding the trial of Tom Robinson, a black man falsely accused of rape.The author skillfully portrays the deeply ingrained racism prevalent in the society of Maycomb, Alabama, during the 1930s. Through Scout's innocent perspective, we witness the irrational fears and prejudices that govern the townspeople's reactions to Tom's trial.Atticus Finch, Scout's father and a lawyer who defends Tom, emerges as a moral compass, demonstrating unwavering integrity and courage amidst asociety plagued by racial discrimination. The trial serves as a catalyst for Atticus to expose the injustices and hypocrisy of a system that fails to uphold justice and equality.Through the character of Boo Radley, Lee also explores the theme of prejudice against those who are different or misunderstood. Boo, initially seen as a mysterious and potentially dangerous figure, ultimately proves to be a benevolent and compassionate person. This challenges the reader's prejudices and highlights the damaging effects of snap judgments based on appearances.In conclusion, "To Kill a Mockingbird" tackles the themes of racial prejudice and injustice, shedding light on the destructive consequences of discrimination and the importance of standing up for what is right. Lee's masterful storytelling and compelling characters make this novel a timeless exploration of societal issues that are still relevant today.Note: The above article is a sample response to the given title and is not an actual homework answer.。
Homework2
= m1 d, n = n1 d, where d = (m, n). We claim that o(ab) = m1 n1 d. m n d Indeed, (ab) =a b = (am )n (bn )m = 1, so o(ab)|m1 n1 d. sm Set s = o(ab). Since 1 = (ab) = a sm b sm = b sm and 1 = (ab) sn = a sn b sn = a sn , so n| sm and m| sn hold. Then n1 | sm1 and m1 | sn1 together imply that n1 | s and m1 | s since (m1 , n1 ) = 1. Furthermore, m1 n1 | s. Thus, o(ab) = km1 n1 for some positive integer k, k|d . In particular, if (m, n) = 1, then o(ab) = mn.
→
G
2
6. Let W be the additive subgroup of linear equations AX form a coset of W .
Rm
of solutions of a system of homogeneous
=
0. Show that the solutions of an inhomogeneous system AX
1
9. Consider the set U of real 3
(a) Prove that U is a subgroup of S Ln (R). (b) Prove or disprove: U is normal. (c) Determine the center of U . Proof (a) It is easily veri ed that U is closed with respect to the multiplication of matrices. Moreover, the identity I3 is in U , and the inverse matrix of every element of U is its adjoint matrix, which is also contained in U . So U is a subgroup of S Ln (R). (b) U isn't a normal subgroup of S Ln (R). For example, choose
第二件事写作业英语怎么说
第二件事写作业英语怎么说The second thing to do is to complete homework in English. Here's a breakdown of how you might approach this task:1. Identify the Subject: Determine the subject or topic of the homework. This could be a specific chapter, a concept, or a theme.2. Understand the Requirements: Make sure you understand what is being asked of you. This might include writing an essay, answering questions, or creating a presentation.3. Gather Materials: Collect any necessary textbooks, notes, or online resources that will help you complete the assignment.4. Create a Draft: Start by writing a rough draft of your homework. This can help you organize your thoughts and make sure you cover all the necessary points.5. Use Proper Grammar and Vocabulary: Since the homework is in English, ensure that you use correct grammar and a wide range of vocabulary to express your ideas clearly.6. Follow Instructions: Pay close attention to any specific instructions provided by your teacher, such as word count, formatting, or citation style.7. Edit and Revise: After completing your draft, go through it to check for any errors or areas that could be improved. This might include fixing grammatical mistakes, improving sentence structure, or adding more detail.8. Proofread: Before submitting your homework, proofread it one last time to catch any typos or small errors that may have been missed.9. Submit on Time: Make sure to submit your homework on time, following any deadlines set by your teacher.10. Ask for Feedback: After submitting your work, don't hesitate to ask your teacher for feedback. This can help you improve your writing skills for future assignments.Remember, practice makes perfect. The more you practice writing in English, the more comfortable and proficient you will become.。
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1．When one considers the various polymers produced from carbon–carbon double bondmonomers, the following generalizations are apparent:
a. The polymers are produced almost exclusively from ethylene, monomers that haveone substituent on the double bond, or monomers that have two substituents on thesame carbon atom of the double bond. Monomers containing one substituent oneach carbon of the double bond seldom polymerize.
b. Most of the chain polymerizations are carried out by radical initiation; relatively feware produced by ionic initiation.
Why? Are there good reasons for these generalizations or are they simply a matter ofchance? Discuss.
2．Using 14C-labeled AIBN as an initiator, a sample of styrene is polymerized to annumber-average degree of polymerization of 1.52x104. The AIBN has an activity of9.81x107 counts min-1 mol-1 in a scintillation counter. If 3.22 g of the polystyrenehas an activity of 203 counts min- 1, what is the mode of termination?
3.Poly(vinyl acetate) of number-average molecular weight 100,000 is hydrolyzed topoly(vinyl alcohol). Oxidation of the latter with periodic acid to cleave 1,2-diollinkages yields a poly(vinyl alcohol) with Xn=200. Calculate the percentages ofhead-to-tail and head-to-head linkages in the poly(vinyl acetate).
4.For a radical polymerization with bimolecular termination, the polymer producedcontains 1.30 initiator fragments per polymer molecule. Calculate the relative extentsof termination by disproportionation and coupling, assuming that no chain-transferreactions occur.
5.Consider the polymerization of styrene initiated by di-t-butyl peroxide at 600C. For asolution of 0.01 M peroxide and 1.0 M styrene in benzene, the initial rates of initiationand polymerization are 4.0x1011 and 1.5x107mol L-1 s-1, respectively. Calculate the values of (fkd), the initial kinetic chain length, and the initial degree of polymerization. Use the followingchain-transfer constants:
C M =8.0x10-5,C I=3.2x10-4, C S=2.3x10-6。