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    Would it surprise you to learn that, like animals, trees communicate with each other and pass on their wealth to the next generation?

    UBC Professor Simard explains how trees are much more complex than most of us ever imagined.

    Although Charles Darwin thought that trees are competing for survival of the fittest, Simard shows just how wrong he was. In fact, the opposite is true: trees survive through their co-operation and support, passing around necessary nutrition “depending on who needs it”.

    Nitrogen (氮) and carbon are shared through miles of underground fungi (真菌) networks, making sure that all trees in the forest ecological system give and receive just the right amount to keep them all healthy. This hidden system works in a very similar way to the networks of neurons (神经元) in our brains, and when one tree is destroyed, it affects all.

    Simard talks about “mother trees”, usually the largest and oldest plants on which all other trees depend. She explains how dying trees pass on the wealth to the next generation, transporting important minerals to young trees so they may continue to grow. When humans cut down “mother trees” with no awareness of these highly complex “tree societies” or the networks on which they feed, we are reducing the chances of survival for the entire forest.

     “We didn't take any notice of it,” Simard says sadly. “Dying trees move nutrition into the young trees before dying, but we never give them chance.” If we could put across the message to the forestry industry, we could make a huge difference towards our environmental protection efforts for the future.

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    One day, I received a call from a colleague. He was about to give a student a zero for his answer to a physical problem, while the student claimed a perfect score. I was elected as their arbiter(仲裁人). I read the examination problem: “Show how it is possible to determine the height of a tall building with the aid of a barometer(气压计). ”The student had answered; "Take the barometer to the top of the building, attach a long rope to it, lower it to the street, and then bring it up, measuring the length of the rope. The length of it is the height of the building.”

    The student had really answered the question completely, but the answer didn't confirm his competence in physics. I suggested the student try again. I gave him six minutes to answer the question, warning that the answer should show some knowledge of physics. Five minutes later, he said he had many answers and dashed off one, which read:“Take the barometer to the top of the building and lean over the edge of the roof. Drop the barometer, timing its fall with a stopwatch. Then, use the physical formula(公式)to calculate the height of the building.”

    At this point, my colleague had to accept it, and then the student made almost full marks. I couldn't help asking the student what the other answers were. He listed many others, and then added, "Probably the best is to take the barometer to the administrator and said to him, ‘Sir, here is a fine barometer. If you tell me the height of the building, I will give it to you.”,

    Then, I asked the student if he really did not know the conventional answer to this question. He admitted that he did, but said that he was fed up with high school and college instructors trying to teach him how to think.

    The name of the student was Bohr who later was famous all over the world. He won the Nobel Prize for Physics in 1922.