Most adults firmly believe that as kids reach their teens，they start to take crazy risks that get them in trouble.Do teenagers simply love taking all risks much more than adults？A recent study suggests otherwise.Scientists designed a simple experiment involving 33 teenagers and three other age groups.
In the experiment，the researchers tried to distinguish between two very different kinds of risk-taking.The first they called a willingness to take known risks（when the probability of winning is clear） and the second they called a willingness to take unknown risks（when the possibility of success is uncertain）.
The study offered participants the opportunity to play two kinds of games.They had the chance to win money，with one game offering a known risk and the other offering an unknown risk.On each round of the game，each participant had to choose between taking a sure ＄5 and known or unknown risks of choices.In the known risk condition，people always knew the exact chance of winning more money，from as low as 13% to as high as 75%.In the unknown risk condition，researchers did not reveal the exact chances of winning.
What the scientists found was really quite surprising.It turned out that the average teenager was very hesitant when risks were known- more careful than college students or parents-aged adults，and about as careful as grandparent-aged adults.This means that when the risks were known，teenagers were not risky in their behavior at all.Only when the risks were unclear did teenagers choose them more often than other groups.Under those kinds of conditions，they were much more willing to take a risk than any other group.
The research，published in Proceeding of the National Academy of Sciences，suggests that adults should probably focus more energy on trying to educate teenagers about risks than limiting them.Teenagers who understand the risks associated with a decision are more likely to be careful in their behavior.
（1）The two kinds of games differed in whether AA.
A．the risks were willing taken
B．the choices they can make are enough
C．the participants could be careful
D．the chances of winning were clear
（2）When facing known risks，teenagers tended to be CC .
A．a(chǎn)mbitious
B．a(chǎn)nxious
C．cautious
D．curious
（3）Which group in the study were more likely to take unknown risks？ AA
A．Teenage participant.
B．College students.
C．Parent aged students.
D．Grandparent-aged adults.
（4）According to the study，parents should CC.
A．set age limits on dangerous activities
B．encourage children to be conservative
C．help teens know more about risks
D．a(chǎn)llow teens to make their own decisions
【答案】A；C；A；C
【解答】
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發(fā)布：2024/5/27 14:0:0組卷：0引用：2難度：0.5
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This is not uncharted territory.In 2013，life sciences faculty at the University of California，Los Angeles，developed a two-course sequence that covers classic calculus topics，but also emphasizes their application in a biological context.Creating this course，Mathematics for Life Scientists，wasn't easy.The life sciences faculty involved，none of whom had a joint appointment with the math department，said they turned to designing the course themselves after math faculty rejected their request for cooperation.
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（1）What problem is mentioned in paragraph 1？
A．Increasing STEM dropout rate.
B．The reform of calculus courses.
C．Shrinking admission to STEM majors.
D．The shaken belief in the role of calculus.
（2）What does "spearheaded" in paragraph 2 probably mean？
A．challenged
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（3）What do we know about the calculus course reform according to the text？
A．STEM departments made calculus content easier to improve students' grades.
B．Math departments sought cooperation with STEM counterparts to urge reforms.
C．Placing calculus learning in specific STEM contexts is a workable approach.
D．Removing calculus is the key to increasing graduation rate of STEM students.
（4）What does "the opposite" in the last paragraph refer to？
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B．The STEM fields may be central to making math learning effective.
C．Math learning may set barrier for science study in the STEM fields.
D．Math learning may make way for science study in the STEM fields.發(fā)布：2025/1/1 17:30:2組卷：24引用：3難度：0.5 -
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keyboard
Yours，
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