非水碱量法的指示液是（） A．邻苯氮菲指示液  B．淀粉指示液  C．偶氮紫指示液

如图17所示，实线是某时刻的波形图线，虚线是0.2s后的波形图线。

（1）若波向左传播，求它传播的最小距离；

（2）若波向右传播，求它的最大周期；

（3）若波速为35m／s，求波的传播方向。

下列各式中计算正确的是（　　）

A．（a-b）²=a²-b²

B．（a+2b）²=a²+2ab+4b²

C．（a²+1）²=a⁴+2a+1

D．（-m-n）²=m²+2mn+n²

阅读文章，回答问题。

囚绿记

　　①我住在北平一家公寓里。……这房间靠南的墙壁上，有一个小国窗，直径一尺左右：窗是圆的，却嵌着一块六角形的玻璃，并且左下角打碎了，留下一个大孔隙，手可以随意伸进伸出。圆窗外面长着常春藤。当太阳照过它繁密的枝叶，透到我房里来的时候，便有一片绿影。我便是欢喜这片绿影才选定这房间的。当公寓里的伙计替我提了随身小提箱，领我到这房间来的时候，我瞥见这绿影，感觉到一种喜悦，便毫不犹疑地决定下来，这样了截爽直使公寓里伙计都惊奇了。

　　②我快活地坐在我的窗前。度过了一个月，两个月，我留恋于这片绿色。我开始了解渡越沙漠者望见绿洲的欢喜，我开始了解航海的冒险家望见海面飘来花草的茎叶的欢喜。人是在自然中生长的，绿是自然的颜色。

　　③我天天望着窗口常春藤的生长。看它怎样伸开柔软的卷须，攀住一根缘引它的绳索，或茎枯枝；看它怎样舒开折叠着嫩叶，渐渐变青，渐渐变老，我细细观赏它纤细的脉络，嫩芽，我以揠苗助长的心情，巴不得它长得快；长得茂绿。下雨的时候，我爱它淅沥的声音，婆娑的摆舞。

　　④忽然有一种自私的念头触动了我。我从破碎的窗口伸出手去，把两枝浆液丰富的柔条牵进我的屋子，里来，教它伸长到我的书案上，让绿色和我吏接近，更亲密。我拿绿色来装饰我这简陋的房间，装饰我过于抑郁的心情。我要借绿色来比喻葱茏的爱和幸福．我要借绿色来比喻猗郁的年华。我囚住这绿色如同幽因一只小鸟，要它为我作无声的歌唱。绿的枝条悬垂在我的案前了，它依旧伸长，依旧攀缘，依旧舒放，并且比在外边长得更快。我好像发现了一种“生的欢喜”，超过了任何种的喜悦。……

　　⑤可是每天在早晨，我起来观看这被幽囚的“绿友”时，它的尖端总朝着窗外的方向。甚至于一枚细叶，一茎卷须，都朝原来的方向。植物是多固执啊！它不了解我对它的爱抚，我对它的善意。我为了这永远向着阳光生长的植物不快，因为；它损害了我的自尊心。可是我囚系住它，仍旧让柔弱的枝叶垂在我的案前。

　　⑥它渐渐失去了青苍的颜色，变成柔绿，变成嫩黄，枝条变成细瘦，变成娇弱，好像病了的孩子。……

1．选文以作者对长春藤的感情变化线索安排行文：___________、观绿、___________，表现了作者对“绿”的酷爱之情。

2．在作者眼里，绿枝条有着怎样的特点？写出其中两点并举例说明。

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3．选文第④段对于“绿”在我案前生长；“我好像发现了一种，’生的欢喜‘，超过了任何种的喜悦。”请结合选文说说你对“生的欢喜”一词的理解，并说说“绿”还可以用来象征什么？

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4．选文第③段说“植物是多么固执啊”，从文中找出表现其“固执”的理由，并分析这样描写表现．了长春藤的什么精神品质。

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5．下面说法不准确的一项是（　　）

A．第①段“当公寓里的伙计替我提了随身小提箱，领我到这房间来的时候．我瞥见这绿影，感觉到一种喜悦，便毫不犹疑地决定下来，这样了截爽直使公寓里伙计部惊奇了。”这句话是从侧面反衬我爱绿之深。

B．第④段第一旬“忽然有一种自私的念头触动了我”是个过渡句，在结构上起承上启下的作用。

C．“我拿绿色来装饰我这简陋的房间．装饰我过于抑郁的心情。”上旬运用了拟人的修辞手法，写出作者喜欢绿色的原因。

D．“它渐渐失去了青苍的颜色，变成柔绿，变成嫩黄。”这句话细腻地描写了青藤颜色的变化，真切地反映了作者对青藤绿色渐消的心急和怜爱。

Many animals and plants threatened with extinction could be saved if scientists spent more time talking with the native people whose knowledge of local species is dying out as fast as their languages are being lost.
Potentially vital information about many endangered species is locked in the vocabulary and expressions of local people, yet biologists are failing to tap into this huge source of knowledge before it is lost for good, scientists said. "It seems logical that the biologists should go and talk to the indigenous people who know more about the local environment than anyone else," said David Harrison, an assistant professor of linguistics at Swarthmore College in Pennsylvania.
"Most of what humans know about ecosystems and species is not found in databases or libraries or written down anywhere. It’s in people’s heads. It’s in purely oral traditions," Dr. Harrison told the American Association for the Advancement of Science in San Francisco. "About 80 per cent of the animals and plants visible to the naked eye have not yet been classified by science. It doesn’t mean they are unknown; it just means we have a knowledge gap."

Why does the author say that indigenous languages hold the key to saving endangered species

An estimated 7,000 languages are spoken in the world but more than half of them are dying out so fast that they will be lost completely by the end of the century as children learn more common languages, such as English or Spanish. He cited the example of a South American skipper butterfly, Astraptes fulgerator, which scientists thought was just one species until a DNA study three years ago revealed that it was in fact 10 different species whose camouflaged colouration made the adult forms appear identical to one another.
Yet if the scientists had spoken to the Tzeltal-speaking people of Mexico-descendants of the Maya--they might have learnt this information much sooner because Tzeltal has several descriptions of the butterflies based on the different kinds of caterpillar. "These people live on the territory of that butterfly habitat and in fact care very little about the adult butterfly but they have a very-fine grained classification for the larvae because the caterpillars affect their crops and their agriculture," Dr. Harrison said.
"It’s crucial for them to know which larva is eating which crop and at what time of year. Their survival literally depends on knowing that, whereas the adult butterfly has no impact on their crops," he said. "There was a knowledge gap on both sides and if they had been talking to each other they might have figured out sooner that they were dealing with a species complex," he said.
"Indigenous people often have classification systems that are often more fine-grained and more precise than what Western science knows about species and their territories. " Another example of local knowledge was shown by the Musqueam people of British Columbia in Canada, who have fished the local rivers for generations and describe the trout and the salmon as belonging to the same group.
In 2003 they were vindicated when a genetic study revealed that the "trout" did in fact belong to the same group as Pacific salmon, Dr. Harrison said. "It seems obvious that knowing more about species and ecosystems would put us in a better position to sustain those species and ecosystems," he said. "That’s my argument, that the knowledge gap is vastly to the detriment of Western science. We know much less than we think we do. \

以精白米面为主食的人容易缺乏（），从而引起脚气病。

A.维生素A

B.维生素B1

C.维生素B2

D.维生素K