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Why can't the woman type the letter?A.The typewriter is broken.B.The woman was away.C.The
Why can't the woman type the letter?
A.The typewriter is broken.
B.The woman was away.
C.The woman didn't have enough time to type it.
Why can't the woman type the letter?
A.The typewriter is broken.
B.The woman was away.
C.The woman didn't have enough time to type it.
The creative shaping process of a technologist's mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where the valves should be placed? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions, such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.
Design courses, then should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail "hard thinking", non- verbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historic American Engineering Record wished to have drawings made of machines and isometric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.
If courses in design, which in a strongly analytical engineering curriculum provide the back- ground required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.
The author write this passage mainly to______.
A.introduce a new idea.
B.stress the importance of nonverbal thinking.
C.criticize the education for omitting an important part of knowledge.
D.propose a suggestion.
The Greeks discovered that human memory is(5)an associative process—that it works by linking things together. For example, think of an apple. The(6)your brain registers the word "apple", it(7)the shape, colour, taste, smell and(8)of that fruit. All these things are associated in your memory with the word "apple".
(9). An example could be when you think about a lecture you have had. This could trigger a memory about what you were talking about through that lecture, which can then trigger another memory.
(10). An example given on a website I was looking at follows: Do you remember the shape of Austria, Canada, Belgium or Germany? Probably not. What about Italy, though?(11)You made an association with something already known, the shape of a boot, and Italy's shape could not be forgotten once you had made the association.
A、For
B、With
C、In
D、By
The distribution of speeds of oxygen molecules at 300 K is shown in the figure. The correct ordering for speed is:
A、u < va < vm
B、va < vm < u
C、vm < u < va
D、I don’t understand the question
Among the following examples of quasi-static processes which takes place at constant volume?
A、adiabatic process
B、isobaric process
C、isochoric process
D、isothermal process
Using the ideal gas law, we can demonstrate Mayer’s relation:
A、Cp – Cv = nR
B、Cp Cv= nR
C、Cp + Cv = nR
D、None the above
In accordance with the above figure, work (W) done by a system is a state function:
A、True. It depends on the initial and final states and on the path.
B、True. It doesn’t depend on the initial and final states nor on the path
C、False. It depends on the initial and final states and on the path.
D、False. It doesn’t depend on the initial and final states nor on the path
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