hce_cmu
111年
英文
第 31 題
📖 題組：
In real-life learning situations, knowledge is seldom ＿21＿ into different subjects. For example, what we know about a particular river, we know it ＿22＿ and we don’t partition this knowledge in our minds by subjects. In this regard, an integrated school curriculum makes our learning more meaningful. This is not to say that organizing our teaching or learning by subjects should not ＿23＿ at all. To enrich the learning of each subject, instructors should create ample opportunities for students to draw on the knowledge from different＿24＿. ＿25＿ interdisciplinary projects, learners will have a better chance to integrate and apply the knowledge from different domains to address various issues in their life. ＿26＿, our instructors will design and implement an interdisciplinary science program for our students. In terms of content, this particular 6-week program will focus on falling objects and projectile motion. This topic is essential to the study of Newtonian Mechanics as it ＿27＿ the motion of all thrown or falling objects on or around our planet. It is a topic that is relevant to students’ everyday ＿28＿. An understanding of gravitational forces is required as well as the basic concept that a force acting in one direction will not affect an object ＿29＿ perpendicular to it. Other concepts and themes to be explored include motion in a plane, forces, inertia, momentum, orbits, Newton’s Laws of Motion and trajectory of a projectile. Students will be ＿30＿ that by the end of the program, each group of 4-5 students will be expected to design and ＿31＿ a machine that will throw a basketball from the free throw line through the hoop. Some class time will be devoted to ＿32＿ students for this final project, but much work will need to be performed outside of class as well. Students will have to research all possible problems in order to design and improve their machines. At the end of this program, students will be able to ＿33＿ the scientific knowledge and skills related to falling objects and projectile motion. ＿34＿, students will be able to do an interdisciplinary project, which consists of designing and constructing a machine with their team members. It is also hoped that students are able to give a detailed explanation of how their machine works and how they have ＿35＿ their knowledge and skills related to falling objects and projectile motion.
In real-life learning situations, knowledge is seldom ＿21＿ into different subjects. For example, what we know about a particular river, we know it ＿22＿ and we don’t partition this knowledge in our minds by subjects. In this regard, an integrated school curriculum makes our learning more meaningful. This is not to say that organizing our teaching or learning by subjects should not ＿23＿ at all. To enrich the learning of each subject, instructors should create ample opportunities for students to draw on the knowledge from different＿24＿. ＿25＿ interdisciplinary projects, learners will have a better chance to integrate and apply the knowledge from different domains to address various issues in their life. ＿26＿, our instructors will design and implement an interdisciplinary science program for our students. In terms of content, this particular 6-week program will focus on falling objects and projectile motion. This topic is essential to the study of Newtonian Mechanics as it ＿27＿ the motion of all thrown or falling objects on or around our planet. It is a topic that is relevant to students’ everyday ＿28＿. An understanding of gravitational forces is required as well as the basic concept that a force acting in one direction will not affect an object ＿29＿ perpendicular to it. Other concepts and themes to be explored include motion in a plane, forces, inertia, momentum, orbits, Newton’s Laws of Motion and trajectory of a projectile. Students will be ＿30＿ that by the end of the program, each group of 4-5 students will be expected to design and ＿31＿ a machine that will throw a basketball from the free throw line through the hoop. Some class time will be devoted to ＿32＿ students for this final project, but much work will need to be performed outside of class as well. Students will have to research all possible problems in order to design and improve their machines. At the end of this program, students will be able to ＿33＿ the scientific knowledge and skills related to falling objects and projectile motion. ＿34＿, students will be able to do an interdisciplinary project, which consists of designing and constructing a machine with their team members. It is also hoped that students are able to give a detailed explanation of how their machine works and how they have ＿35＿ their knowledge and skills related to falling objects and projectile motion.
- A penetrate
- B roast
- C construct
- D sweep
思路引導 VIP
想像一下，如果你現在手裡已經拿著一張畫好的機器設計圖（design），為了要讓這台機器能夠真的出現在教室裡並開始投籃，你下一步必須對材料和零件進行什麼樣的具體行為，才能把這台機器「做出來」呢？
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AI 詳解
AI 專屬家教
動詞的邏輯配對與上下文銜接
恭喜你精準地捕捉到了文章的邏輯脈絡！在第 31 題中，句子提到學生被要求去「設計（design）」並「＿31＿」一台投籃機器。從語義邏輯來看，當我們完成了一項產品的規劃與設計後，下一個自然的步驟就是將其實體化。選項中的 construct（建造、構建）與 design 正好形成一組完美的動作鏈，描述了從構思到完工的完整過程。 這題的鑑別度在於考驗學生對學術/專案語境的熟悉度。雖然其他選項如 penetrate（穿透）或 sweep（橫掃）也是常見動詞，但在科學實作的框架下，與「機器」最相容的動作顯然是建造。更有趣的是，如果你細心觀察後文第 34 題所在的句子，會發現文中直接出現了 "designing and constructing a machine"，這正是作者在敘述中前後呼應的線索，而你成功發現了這個連結，展現了非常敏銳的閱讀觀察力！