(修队氅本)Book2 Test Yourself2精解.doc

Book Two Test Yourself 2 Passage One In 1665, an apple fell from a tree and landed (跌落) near young Isaac Newton. Untold numbers of people (无数人) had seen apples fall and hadn’t given the matter a second thought（进一步考虑）. （16）But Newton thought about it carefully and developed a cornerstone of modern science—the theory of gravity. （但牛顿加以仔细的思考，并奠定了这块现代科学的基石---重力理论。） The ability to ask deep questions and look for answers lies at the heart of science. (17) So it stands to reason that educators would want to bottle Newton’s brand of thinking and serve it to their students. (教育家们想要把牛顿的这种思维行为装进自己的头脑里并为他们的学生所用，这是理所当然的。) Common sense might argue that the best means to that end is to cram future scientists with chemistry, physics, biology, and mathematics. After all, Newton had an enormous appetite (很大的兴趣) for science. But Newton owned more books in the humanities (文科) than he did in the sciences, and his interest included subjects such an history, philosophy, and Greek mythology.(希腊神话) Could it be that thinking deeply about subjects such as history, philosophy, and religion makes one a better scientist? Many top (优秀的/上等的) American schools think so. (20) The liberal arts education (人文教育 is a diversified toolbox (多样化的工具箱. If you have only one way of looking at things, you will get stuck (卡住) in the same place everybody else got stuck. If you’ve got different experiences, you may find other ways of solving the problem.” It’s well known that the more we think, the better our neural connections (神经连结). But liberal arts colleges go one step further. (19)They argue that learning to think in one field may sharpen the ability (提高能力) to solve complex problems in a seemingly unrelated area. It may be a while before (可能尚需时日scientists establish the truth or falsity of this idea (错误的). In the meantime, some of the best minds in science (在科学领域一些最杰出的人才 are betting that it’s true. “Learning about the great books and the humanities can stimulate the sort of brain waves (刺激脑电波 that serve a scient