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【单选题】
If food is allowed to stand for some time, it putrefies .When the putrefied material is examined microscopically ,it is found to be teeming with bacteria. Where do these bacteria come from, since they are not seen in fresh food? Even until the mid-nineteenth century, many people believed that such microorganisms originated by spontaneous (5) generation ,a hypothetical process by which living organisms develop from nonliving matter. The most powerful opponent of the theory of spontaneous generation was the French chemist and microbiologist Louis Pasteur(1822-1895).Pasteur showed that structures present in air closely resemble the microorganisms seen in putrefying materials .He did (10)this by passing air through guncotton filters, the fibers of which stop solid particles. After the guncotton was dissolved in a mixture of alcohol and ether, the particles that it had trapped fell to the bottom of the liquid and were examined on a microscope slide .Pasteur found that in ordinary air these exists a variety of solid structures ranging in size from 0.01 mm to more than 1.0 mm .Many of these bodies resembled the reproductive (15)structures of common molds, single-celled animals, and various other microbial cells. As many as 20 to 30 of them were found in fifteen liters of ordinary air ,and they could not be distinguished from the organisms found in much larger numbers in putrefying materials .Pasteur concluded that the organisms found in putrefying materials originated from the organized bodies present in the air .He postulated that these bodies are constantly (20)being deposited on all objects. Pasteur showed that if a nutrient solution was sealed in a glass flask and heated to boiling to destroy all the living organisms contaminating it, it never putrefied .The proponents of spontaneous generation declared that fresh air was necessary for spontaneous generation and that the air inside the sealed flask was affected in some way (25)by heating so that it would no longer support spontaneous generation. Pasteur constructed a swan-necked flask in which putrefying materials could he heated to boiling, but air could reenter. The bends in the neck prevented microorganisms from getting in the flask.. Material sterilized in such a flask did not putrefy. What does the passage mainly discuss?
A.
Pasteur's influence on the development of the microscope.
B.
The origin of the theory of spontaneous generation.
C.
The effects of pasteurization on food.
D.
Pasteur's argument against the theory of spontaneous generation.
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举一反三
【多选题】课程即文化再生产的基本观点:
A.
任何一种社会文化中的课程,事实上都是该种社会文化的反映。
B.
学校教育的职责是再生产对下一代有用的知识、技能。
C.
个体是社会的产物、教育就是要使个体社会化。课程应该反映社会需要,以便使学生能够适应社会。
D.
课程的实质在于使学生顺应现存的社会结构,强调把课程的重点从教材、学生转向社会。
【简答题】任何社会文化中的课程,事实上都是该社会文化的反映,学校教育的职责是要再生产对下一代有用的知识和价值。这反映的课程定义为课程即( )。
【简答题】将下列语句填入文中适当的画横线位置上。
【单选题】【2013年滨州市北海新区真题】任何社会文化中的课程,事实上都是该社会文化的反映,学校教育的职责是要生产对下一代有用的知识和价值,这反映的课程定义为课程即( )。
A.
学习经验
B.
教学科目
C.
文化再生产
D.
社会改造的过程
【单选题】任何社会文化中的课程,事实上都是该社会文化的反映,学校教育的职责是要再生产对下一代有用的知识和价值。这反映的课程定义为课程即______。
A.
学习经验
B.
知识
C.
文化再生产
D.
社会改造的过程
【多选题】关于流通加工的理解,()是不正确的。
A.
流通加工可以是对生产加工的取消或替代
B.
流通加工的目的在于完善其使用价值并在不做大和改变的情况下提高价值
C.
从加工单位来看,流通加工与生产加工都有生产企业完成
D.
流通加工的对象是进入流通过程的商品
【单选题】任何社会文化中的课程,事实上都是该社会文化的反映,学校教育的职责要在生产对下一代有用的知识和价值。这反应的课程定义为课程即( )
A.
学习经验
B.
知识
C.
文化再生产
D.
社会改造的过程
【多选题】关于生产加工和流通加工的说法正确的是( )。
A.
流通加工的对象是进入流通过程的商品;生产加工的 对象不是最终产品
B.
流通加工程度大多是简单加工,是对生产加工的辅助 和补充
C.
流通加工的目的不在于创造价值和使用价值,而在于 完善其使用价值并在不做大改变情况下提高价值
D.
流通加工的主体通常是制造企业,而生产加工的主体通常是商贸企业
【简答题】Q∨ ù ((P ® Q)∧P) Û Q∨ ù (( ù P∨Q)∧P) Q∨¬((P→Q)∧P) ⇔Q∨¬(¬P∨Q)∧P) Q∨((P∨Q)∧P)
【单选题】任何社会文化中的课程,事实上都是该社会文化的反映,学校教育的职责是要生产对下一代有用的知识和价值,这反映的课程定义为,课程即( )。
A.
学习经验
B.
教学科目
C.
文化再生产
D.
社会改造的过程
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