[填空题]Mathematics, physics, chemistry and Chinese-- _________________(我都感兴趣).

[填空题]Mathematics, physics, chemistry and Chinese-- _________________(我都感兴趣).

[单项选择]A. Physics. B. Mathematics.
C. Environmental science. D. Life science.

[单项选择]A. Physics.
B. Mathematics.
C. Environmental science.
D. Life science.

[单项选择]He knows little of mathematics, and（）of chemistry.
A. even more
B. still less
C. no less
D. still more

[单项选择]Chemistry is closely（）with other studies: physics, biology and so on.
A. corresponded
B. concerned
C. correlated
D. cooperated

[单项选择]Chemistry is ______ than physics for me.
A. easy
B. easier
C. more easy

[单项选择]

Chemistry did not emerge as a science until after the scientific revolution in the seventeenth century and then only rather slowly and laboriously. But chemical knowledge is as old as history, being almost entirely concerned with the practical arts of living. Cooking is essentially a chemical process; so is the melting of metals and the administration of drugs. This basic chemical knowledge, which was applied in most cases as a rule of thumb (单凭经验来做的方法), was nevertheless dependent on previous experiment. It also served to stimulate a fundamental curiosity about the processes themselves. New in formation was always being gained as artisans improved techniques to gain better results.
The development of a scientific approach to chemistry was, however, hampered by several factors. The most serious problem was the vast range of material available and the consequent difficulty of organizing
A. The scientific revolution in the seventeenth century.
B. Reasons that chemistry developed slowly as a science.
C. The practical aspects of chemistry.
D. Difficulties of organizing knowledge systematically.

[单项选择] Mathematics Education of Japan Generally speaking, people emphasize that elementary school children should be taught just basic mathematic fundamentals and knowledge, such as basic calculation or understanding the names and the properties of simple diagrams. In such lessons, teachers teach mathematics lessons in a way that children do not think deeply about mathematical maters, that is, children just learn the procedures of calculation, the properties of diagrams, etc. I am sure that children should learn basic and fundamental skills and knowledge, however, such lessons do not promote interest and appreciation of mathematical learning. I think that children do need to think for themselves and act for themselves through mathematics lessons in addition to mathematic fundamentals. Then, how can we foster children’’s abilities to think and express themselves mathematically I will present my fundamental ideas and an actual record of lessons. Add Advanc
A. Y
B. N
C. NG