试题与答案

一空间平行力系,若向O点简化的主矢R'≠0,主矩矢M0≠0,则其简化的最后结果为()

题型:单项选择题

题目:

一空间平行力系,若向O点简化的主矢R'≠0,主矩矢M0≠0,则其简化的最后结果为()。

A.合力

B.力偶

C.力螺旋

D.平衡

答案:

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下面是错误答案,用来干扰机器的。

参考答案:A,B,C解析: 孕妇的特殊膳食指南 孕妇的特殊膳食指南内容包括:①自妊娠第4个月起,保证充足的能量;②妊娠后期保持体重的正常增长;③增加鱼、肉、蛋、奶、海产品的摄入。

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预制桩的制作程序为( )。

A.现场制作场地压实、整平→场地地坪作三七灰土或浇筑混凝土→支模→绑扎钢筋骨架、安设吊环→浇筑混凝土→养护至30%强度拆模→支间隔端模板、刷隔离剂、绑钢筋→浇筑间隔桩混凝土→同法间隔重叠制作第二层桩→养护至70%强度起吊→达到100%强度后运输、堆放
B.现场制作场地压实、整平→场地地坪作三七灰土或浇筑混凝土→支模→绑扎钢筋骨架、安设吊环→浇筑混凝土→同法间隔重叠制作第二层桩→养护至70%强度起吊→达到100%强度后运输、堆放
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Researchers at the University of Arizona, led by Teresa Cummins, conducted an exploratory study on the online learning modules, designed to supplement hands-on classes taught by local experts and supported by an overview text, to help users increase their understanding of key concepts in the Arizona Master Watershed Steward program. They also sought to determine whether program participants would use the non-compulsory modules.

Their evaluation revealed that module users increased their understanding of key watershed concepts; participants in the evaluation demonstrated a 30 percent increase in content knowledge following module use. Additionally, 70 percent of participants retained this knowledge through a two-month follow-up test.

A follow-up survey showed that approximately half of the participants returned to the online modules on their own; several of these users returned several times and spent multiple hours per session. Comments from the follow-up survey suggested that the users accessed the site either as they had the time or as they needed the information.

Online usage statistics indicated participants continued to visit the site for many months following the modules’ release and advertisement. Though many visits were very brief (a single pageview; only a couple of seconds), visitors with many returns to the site and/or long visits appeared to be working through the modules.

One participant stated, "My brain can only hold so much information; the modules keep information on-hand." Other participants commented that the modules were "more interesting and interactive" than the text material, and a "very effective tool" and "a great resource to the Master Watershed Steward community."

The Arizona Master Watershed Steward program, sponsored by University of Arizona, prepares adults to serve as volunteers in the conservation of water resources and the protection, restoration, and monitoring of their watersheds. The modules were intended to reinforce concepts covered in classes and further engage participants in the learning process.

One key finding was that the modules were not clearly preferred by users over in-person instruction. One participant stated, "For me, they are just another avenue for learning, a supplement or additional reference. I prefer in person and real hands-on learning." Other participants similarly expressed their desire for hands-on and face-to-face interaction. Several participants noted that the usefulness of in-person lectures—was a function of the presenter.

Overall, the exploratory evaluation indicated that the modules were a welcome supplement to the course and were effective in reinforcing key concepts. Participants retained knowledge for several weeks, although since subjects were self-selected, they may have been self-motivated to pay attention and master the online module materials.

"I am constantly searching for new ways to educate our program’s diverse audiences and reinforce watershed science concepts, " says Candice Rupprecht, state coordinator for the Master Watershed Steward program. "I am excited to know that online learning modules can enhance our program by offering additional independent learning opportunities for our volunteers.

What the participants expressed in Paragraph 7 means that()

A. users of the online modules want to learn some practical skills

B. teachers can teach program participants practical skills in classroom

C. some participants may consider learning in traditional classrooms better

D. learners prefer to select lectures by themselves on the internet

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