13．How to investigate ①Planning
?Decide on a scientific problem to investigate
For example， a student named Mary has decided to research into how quickly sugar dissolves（溶解） in water． ?Write down your hypothesis
You may already have an idea of what you expect to happen in your investigation． This idea is called your hypothesis． It may not be right! It is just an idea， though it may be based on work in science which you have done before． The aim of your investigation is to test your idea．
?Decide what variables（变量） you are dealing with
Things like temperature， size， weight， and colour are called variables． Variables are things you can measure（测量）．
In your investigation， you have to decide what the variables are， which ones you will keep fixed， and which you will change．
You need to change just one variable at a time． If lots of variables change at once． it won't be a good test．
?Decide what equipment you need， and in what order you will do things ?Prepare tables for your results ②Getting your evidence（数据）
?Make your measurements， and record your results ③Reaching conclusions
?Look for patterns in your results ?Present your conclusions
What links（关联） did you find between any of the variables？ How would you explain these links？ ④Checking your findings
?Compare your conclusions and hypothesis
Do your results support your idea？
（ D ）What does the underlined word \？ A． reason B． result C． method D． guess
（ A ）In Mary's investigation， which of the following about the variables is true？
A． She can only change one variable at a time． B． Some of the variables can't be measured． C． Her weight and age can be the variables． D． The temperature of water cannot be a variable． （ A ）What is the passage mainly about？ A． How to do a scientific research． B． How to explain a scientific finding． C． How to deal with a chemistry problem． D． How to understand some chemistry knowledge．
14．We wake up very early to go to school， maybe even earlier to meet with a teacher， complete our extracurricular（课程以外的） activities， come home to have a quick dinner， talk for eight minutes with our parents and do homework until we fall asleep． But then we remember． We have to look at the American College Test（ACT） exercises one more time． Half asleep， we run downstairs to get the ACT book， and start studying． After this we finally get to turn off the lights and drift away to sleep． And then six hours later， we do it all over again．
In my health class， my teacher told us that teenagers need at least eight to nine hours of sleep each night． The sad truth is， with so much to do every day， high school students cannot keep to this sleep schedule（安排）．
Let me ask you all a question： Doesn't it seem more humane（人道的） to give
a teenager perhaps two hours of homework each night？ This would allow us to have the eight to nine hours of much needed sleep． Or does it seem better to pile students with five hours of work a night？ It leaves us very little time to relax， therefore reducing the time that we can sleep．
In my opinion． the present structure（结构） of the junior year of high school doesn't work well． Junior year of high school is a time for growth． By this time many students have the ability to think creatively， and solve challenging problems． Homework is important for a student's growth． But do we really need to spend countless hours a night doing it？ Too much homework can only lead to too little sleep and too low an ability． I do think it is time to change the structure， so that we sleep at home， and learn at school．
（ A ）In the first paragraph the writer gives ． A． a picture of the present daily life of high school students B． an example of an ideal daily life of high school students C． a reason for high school students to live a busy daily school life D． a suggestion of what high school students should do to pass ACT （ D ）From the last paragraph we know that the writer thinks ． A． Junior year of high school is the most important growth period B． challenging problems are needed for a teenager's growth C． the ability to think has nothing to do with homework D． the present structure leads to students often sleeping in class （ C ）Why does the writer write this article？
A． To prove the role of enough sleep in teenagers' growth． B． To complain about the problems in the system of the ACT． C． To ask for a change for less homework and more sleep． D． To discuss the relationship between sleep and homework．
15．After a while attention to Tom ended， and the usual school murmur（嗡嗡读书声）rose upon the boring air once more． Now the boy began to steal secret glances
（偷看） at the girl． She noticed it， made a face at him and gave him the back of her head for the space of a minute． When she slowly faced around again， an apple lay before her． She pushed it away． Tom gently put it back． She pushed it away again， but with less animosity（敌意）． Tom patiently returned it to its place． Then she let it remain． Tom wrote on his paper， \．\glanced at the words， but made no sign．
Now the boy began to draw something on the paper， hiding his work with his left hand． For a time the girl refused to notice； but her human curiosity（好奇心） soon began to show itself by hardly noticeable（明显的） signs． The boy worked on， seemingly not aware． The girl made some non-committal（含糊的） efforts to see， but the boy did not display that he was aware of it． At last she couldn't bear it and whispered： \．\
Tom partly uncovered the picture of a house with some smoke rising from the chimney（烟囱）． Then the girl's interest began to fasten itself upon the work and she forgot everything else． When it was finished， she gazed a moment， then whispered：
\．\
The artist created a man in the front yard； she was satisfied， and whispered： \．\
Tom drew an hour-glass（沙漏） as the body， a full moon as her head and some arms added to it． The girl said：
\． No one has ever taught me that．\ \，\， \．\ \， will you？ When？\
\． Do you go home to dinner？\ \．\
\． What's your name？\
（ B ）What probably happened in the classroom before this passage？
A． The girl introduced herself to the boy． B． Something noticeable happened to the boy． C． They had a lesson on how to draw． D． The boy drew an apple for the girl．
（ C ）What most probably happened to the apple finally？ A． Eaten by the boy because the girl didn't accept it． B． Eaten by the boy because it was the last one he had got． C． Eaten by the girl because they finally became friends． D． Eaten by the girl because the boy was drawing all the time． （ B ）What can we learn from the 2nd paragraph？
A． The boy didn't want the girl to show interest in his drawing． B． The girl didn't want to show interest in the boy's drawing noticeably． C． The boy didn't notice the girl trying several times to see his drawing． D． The girl didn't want the boy to do the drawing in class any more．
（ A ）What in this passage made Tom succeed in making friends with the girl？ A． Using her curiosity．
B． Showing off his drawing ability． C． Teaching her how to draw． D． Inviting her to dinner．
四、阅读表达（共1小题；每小题5分，满分5分）阅读下面短文，并根据所读内容在文章后表格中的空格里填入一个最恰当的单词．注意：每个空格里只填一个单词．
16．When a thought has found words
Poetry（诗歌） is the forgotten child of literature． Few people read it for pleasure． In Western high
schools， poetry is seldom taught because it is considered to be out of date and have little to do with the life of today's students．
In China． however． poetry is still an important part of the curriculum（课