paper2
SamplePaper-MATH-Compulsory-Paper2-E
12.
If the length and the width of a rectangle are increased by 20% and x % respectively so that its area is increased by 50% , then x = A. B. C. D. 20 . 25 . 30 . 35 .
Time allowed: 1 hour 15 minutes
1.
Read carefully the instructions on the Answer Sheet. Stick a barcode label and insert the information required in the spaces provided. When told to open this book, you should check that all the questions are there. Look for the words ‘END OF PAPER’ after the last question. All questions carry equal marks. ANSWER ALL QUESTIONS. You are advised to use an HB pencil to mark all the answers on the Answer Sheet, so that wrong marks can be completely erased with a clean rubber. You should mark only ONE answer for each question. If you mark more than one answer, you will receive NO MARKS for that question. No marks will be deducted for wrong answers.
朗文英语国际版LEW 5B test paper 2 (chapter4-6)
Part 1 ReadingRead Mark’s diary and answer the questions.23rd AugustWe arrived at the campsite today. I helped my dad put up the tent and find wood for our campfire. There is a river near the campsite. My brother and I went swimming there. I cut my foot on a rock in the river.Luckily it was just a small cut. I quickly washed it. We are going to be here for a week. Woohoo! 25th AugustOh dear! I hurt my head when we went hiking in the forest today. I hit my head on a tree branch because I didn’t see it. It still hurts now. Oh! I hope it gets better soon! 26th AugustToday I’ve got a headache and a sore throat. Mum says I have got a cold. She told me to stay in bed. She cooked me some macaroni and lettuce. I want to go home! 29th AugustWe are going home today. Hurray! I feel a lot better now, but my head still hurts a little bit. I would like to go camping again, but not for so many days!51015Write and tick ( ) the correct answers.1 What did Mum tell Mark to do when he was sick?2 Mark was ____ when he cut his foot.A. walkingB. swimmingC. collecting woodD. putting up the tent3 Read line 8. Mark said ‘Oh dear!’ because ____ .A. his head hurtB. he was angryC. he got betterD. he was surprised4 Read lines 9–10: ‘I hope it gets better soon!’ What is ‘it’?A. The tree.B. The path.C. Mark’s head.D. The forest.5 What happened to Mark on the third day of camp?A. B. C. D.6 What was the matter with Mark on the fourth day of camp? (You can choosemore than one answer.)A. B. C. D.7 What did Mum cook for Mark? (You can choose more than one answer.)A. B. C. D.8 How did Mark feel on 29th August?A. Cold.B. Bored.C. Sad.D. Happy.9 Why did he feel this way?A. His head still hurt a bit.B. He could leave the camp.C. He didn’t have a cold.D. He could go camping again.Part 2 GrammarFanny the Fairy is talking to Penny the Fairy. Complete the conversation with the words given. You can use some words more than once.Fanny: Oh! I can’t fly! I’m too heavy. Penny: What did you eat for dinner tonight? Fanny: I ate ❶pork. I ate ❷peas and❸lettuce.Penny: What did you drink? Fanny: I drank ❹cola. I don’t like drinking water.Penny: Oh dear. I think you need to eatmeat and❻vegetables. And you didn’t drink❼water. You need to drink ❽soft drinks and ❾water.Fanny: Thank you. I hope I can lose weight and fly soon!a few a littlea lot ofenoughfewer lessmorePart 3 GrammarKenny and Lisa are talking on the phone. Fill in the blanks with the correct form of the words given.Kenny:Hello. May I speak to Lisa, please?Lisa :Speaking.Kenny:Hi, Lisa. This is Kenny. I ○1(call) you an hour ago but no one ○2(answer) my call.Lisa : I ○3(sleep) when you ○4(call) me.Kenny:Oh, I see. You ○5(not come) to school this morning.What’s the matter?Lisa :I’ve got a cold and I feel sick.Kenny:○6you (see) a doctor yet?Lisa :Yes, I have. I ○7(see) a doctor this morning. The doctor ○8(tell) me to ○9(get)some rest. A lot of people were sick. I ○10(see) a lotof patients in the clinic when I ○11(wait) for thedoctor.Kenny:Take care, Lisa. I hope you’ll get well soon.Lisa :Thanks, Kenny.Part 4 WritingYou are Susan. You felt sick and went to see a doctor. Write about the visit in about 70 words. The following pictures and guiding questions may help you.1 2get go34Ending?take / restWhen did you feel sick?What was the matter with you?Did you go to school when you were sick?What did the doctor tell you to do?What happened in the end?My Visit to the Doctor_____________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ ________________________________________________________________Part 5 ListeningDenise is reading a poem in the library.Listen to the poem and tick ( ) the correct answers.1What is the best title for this poem?A.My Terrible DayB.IllnessesC.My Best Friend EdD.Banging My Head2Which of the following is NOT true about yesterday?A.The writer was not feeling well.B.The writer woke up late.C.The writer stayed at home.D.It was a sunny day.3What was the matter with the writer yesterday? (You can choose more than one answer.)A. B. C. D.4What was the writer doing while her brother and sister were playing?A.She was making her bed.B.She was tidying her shelves.C.She was reading books.D.She was staying in bed.5Where did the writer’s friends go shopping?A.In Causeway Bay.B.In Kowloon Tong.C.In Kowloon Bay.D.In Quarry Bay.6How does the writer feel today?A. B. C. D. 7You will hear four words. Which word rhymes with ‘grey’?A.B.C.D.8You will hear four pairs of words. Which pair of words rhymes?A.B.C.D.Part 11She told Mark to stay in bed.2B3 A 4 C 5B6B, C7A, D8D9BPart 21 a lot of2 a few3 a little4 a lot of5less6more7enough8fewer9morePart 31called2answered3was sleeping4called5didn’t come6Have, seen7saw8told9get10saw11was waitingPart 4(pupils’ own answers)Last week I felt sick. I got a sore throat and a fever. I didn’t go to school that day. I went to see a doctor. The doctor told me to take some medicine and rest in bed.I listened to the doctor and took rest in bed. My mum cooked me some congee and vegetables.I felt a lot better. I could go back to school two days later. I was happy.(Accept any reasonable answers.)Part 51 A2 D3 B, C4 D5 C6 B7 D8 BAudio script:Denise is reading a poem in the library. Listen to the poem. The poem will be played three times. When you hear a beep (beep), answer the question. After listening for the first time, answer Question 1. You now have 5 seconds to study Question 1. (5-second music) Now listen to the poem and answer Question 1.[ Denise : Yesterday was a very bad day.I woke up late and the sky was grey.I had a headache and a sore throat too.I couldn’t go to school and I was feeling blue.Yesterday was a very bad day.I felt so ill I couldn’t even play!While my brother and sister were enjoying themselves,I was just lying in my bed and looking at my shelves.Yesterday was a very bad day.All my friends went shopping in Kowloon Bay.And while they were out all having some fun,I was staying at home – the only one.Yesterday was a very bad day.But I’m glad to say I feel better today.So I’m going to go ice-skating with my best friend Ed.I just hope I don’t fall and bang my head! ]Narrator : Question 1: What is the best title for this poem? (beep) (8-second pause) The poem will be played again. When you hear a beep (beep), answer thequestion.You now have 10 seconds to study Questions 2 and 3. (10-second music)Now listen to stanza 1 and answer Questions 2 and 3.Denise : Yesterday was a very bad day.I woke up late and the sky was grey.I had a headache and a sore throat too.I couldn’t go to school and I was feeling blue.Narrator : Question 2: Which of the following is NOT true about yesterday? (beep) (8-second pause)Question 3: What was the matter with the writer yesterday? (beep)(8-second pause)You now have 5 seconds to study Question 4. (5-second music)Now listen to stanza 2 and answer Question 4.Denise :Yesterday was a very bad day.I felt so ill I couldn’t even play!While my brother and sister were enjoying themselves,I was just lying in my bed and looking at my shelves.Narrator : Question 4: What was the writer doing while her brother and sister were playing?beep) (8-second pause)You now have 5 seconds to study Question 5. (5-second music)Now listen to stanza 3 and answer Question 5.Dennis : Yesterday was a very bad day.Name : _____________________( ) Class : __________ Score : ___ /___ All my friends went shopping in Kowloon Bay.And while they were out all having some fun,I was staying at home – the only one.Narrator : Question 5: Where did the writer’s friends go shopping? (beep)(8-second pause) You now have 5 seconds to study Question 6. (5-second music)Now listen to stanza 4 and answer Question 6.Dennis : Yesterday was a very bad day.But I’m glad to say I feel better today.So I’m going to go ice-skating with my best friend Ed.I just hope I don’t fall and bang my head!Narrator : Question 6: How does the writer feel today? (beep) (8-second pause)You now have 10 seconds to study Questions 7 and 8. (10-second music)Question 7: You will hear four words. Which word rhymes with ‘grey’?A. funB. tooC. blueD. day (beep) (8-second pause)Question 8: You will hear four pairs of words. Which pair of words rhymes?A. blue and bayB. day and playC. one and tooD. too and today (beep) (8-second pause)Now listen to the poem one more time and check your answers. The poem willbegin now.(Repeat [ ].)。
九天国际教育GCSE真题June 2016 QP - Paper 2C Edexcel Chemistry IGCSE
Turn over P45729A©2016 Pearson Education Ltd.1/1/1/1/*P45729A0120*Instructions• Use black ink or ball-point pen.•Fill in the boxes at the top of this page with your name,centre number and candidate number.• Answer all questions.•A nswer the questions in the spaces provided– there may be more space than you need.•Show all the steps in any calculations and state the units.•Sand then markInformation•The total mark for this paper is 60.•T he marks for each question are shown in brackets– use this as a guide as to how much time to spend on each question.Advice•Read each question carefully before you start to answer it.•Write your answers neatly and in good English.•Try to answer every question.•Check your answers if you have time at the end.2*P45729A0220*DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA3*P45729A0320*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A D O N O T W R I T E I N T H I S A R E ABLANK PAGE4*P45729A0420*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA5*P45729A0520*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A(c) (i) At which stage, 1, 2 or 3, is the sand collected?(1)....................................................................................................................................................................................................................................................................................(ii) At which stage, 1, 2 or 3, is the salt collected?(1)....................................................................................................................................................................................................................................................................................(d) What happens to the water in stage 3?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(Total for Question 1 = 7 marks)6*P45729A0620*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREA7*P45729A0720*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(c)Aqueous sodium hydroxide can be used to distinguish between solutionscontaining iron(II) ions (Fe 2+) and iron(III) ions (Fe 3+).State the observation made when aqueous sodium hydroxide is added separately to each solution.(2)Fe 2+(aq) ...............................................................................................................................................................................................................................................................Fe 3+(aq) ...............................................................................................................................................................................................................................................................(Total for Question 2 = 6 marks)8*P45729A0820*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA9*P45729A0920*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(iii) Explain why magnesium chloride has a high melting point.(3)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(c) Aluminium is extracted from aluminium oxide using electrolysis. Calculate the mass, in grams, of aluminium formed when a charge of 20 faradays is passed through aluminium oxide dissolved in molten cryolite.The ionic half-equation for the formation of aluminium isAl 3+ + 3e − ĺ Al(2)mass of aluminium = ............................................ g (Total for Question 3 = 12 marks)10*P45729A01020*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA4Crystals of copper(II) nitrate, Cu(NO 3)2, can be prepared by reacting solid copper(II)oxide, CuO, with dilute nitric acid.(a) Write a chemical equation for this reaction.(1)....................................................................................................................................................................................................................................................................................(b) A student is given a sample of copper(II) oxide containing small amounts ofinsoluble impurities.The passage is from her notebook and describes the method she uses to prepare some pure, dry crystals of copper(II) nitrate from her sample of copper(II) oxide.Stage 1: Place 50cm 3 of dilute nitric acid into a beaker and warm.Stage 2: Add the impure copper(II) oxide a little at a time and stir, until it is in excess.Stage 3: Filter the mixture.Stage 4: Heat the filtrate until the crystallisation point is reached.Stage 5: Allow the filtrate to cool.Stage 6: Filter off the crystals and dry with filter paper.(i) Why is the acid warmed in stage 1?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(ii) How will the student know when the copper(II) oxide is in excess in stage 2?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................11*P45729A01120*Turn overD O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(iii) How will the student know when the crystallisation point is reached in stage 4?(1)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(iv) In which stage are the insoluble impurities removed?(1)....................................................................................................................................................................................................................................................................................(Total for Question 4 = 5 marks)12*P45729A01220*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA5But-1-ene is a member of the homologous series of alkenes.The displayed formula of but-1-ene isThe saturated compound cyclobutane is an isomer of but-1-ene.The displayed formula of cyclobutane is(a) (i) State what is meant by the term isomers .(2)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(ii) Draw the displayed formula of another isomer of but-1-ene.(1)(iii) Describe a test that would distinguish between but-1-ene and cyclobutane.(3)........................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................C C CCHH H H H HH HH CCHH C H C HH H H13*P45729A01320*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(b)Using your knowledge of the reactions of ethene, complete the two chemicalequations to show the formula of the organic product.(i) The reaction between but-1-ene and steam.(1)(ii) The polymerisation of but-1-ene.(2)(Total for Question 5 = 9 marks)CH 2 = CHCH 2CH 3 + H 2O ĺC C C CCCĺnH H H C 2H 514*P45729A01420*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA15*P45729A01520*Turn overD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E A(d)A student carries out the experiment. His burette readings are shown in thediagram.Use the diagram to complete the table. Give the readings to the nearest 0.05cm 3.(3)Burette reading after adding the acidBurette reading before adding the acid Volume in cm 3 of acid added(e) A second student did the experiment four times, using a different solution ofpotassium hydroxide. The table shows her results.Volume in cm 3 of acid added 22.9022.6022.4522.55Concordant results (9)Concordant results are those within 0.20cm 3 of one another.(i) Place ticks in the table to indicate which results are concordant with oneanother.(1)(ii) Use your ticked results to calculate the average (mean) volume of acid added.(2)average (mean) volume of acid = ............................................ cm 3(Total for Question 6 = 10 marks)beforeafter32242316*P45729A01620*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA17*P45729A01720*D O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E AD O N O T W R I TE I N T H I S A R E ATurn over(c)(i) Some fractions containing long-chain hydrocarbons are cracked. The crackingof octadecane, (C 18H 38), produces octane, (C 8H 18), and one other product.Write a chemical equation for this cracking reaction.(1)....................................................................................................................................................................................................................................................................................(ii) Explain why it is important to crack long-chain hydrocarbon fractions.(2)................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................................(d) Octane is one of the hydrocarbons in the petrol used in cars.The equation for the complete combustion of octane isC 8H 18 + 12½O 2 ĺ 8CO 2 + 9H 2OThe incomplete combustion of octane produces a poisonous gas that reduces the capacity of blood to carry oxygen.Write a chemical equation for this incomplete combustion of octane.(2)....................................................................................................................................................................................................................................................................................(Total for Question 7 = 7 marks)18*P45729A01820*DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREA8This is a recipe for making Irish soda bread. • add 170g of wholemeal flour, 170g of plain flour, 10g of salt and 10.5g ofbicarbonate of soda (sodium hydrogencarbonate, NaHCO 3) to a bowl and stir • pour in 290cm 3 of buttermilk and stir quickly to form a soft dough • form the dough into a round ball and slightly flatten it• cut a cross in the top and bake for 30 minutes in an oven at 200°CWhen sodium hydrogencarbonate is heated, it forms carbon dioxide gas.2NaHCO 3 ĺ Na 2CO 3 + H 2O + CO 2(a) Calculate the mass, in grams, of carbon dioxide that would be produced bycompletely decomposing 10.5g of sodium hydrogencarbonate.[M r of NaHCO 3 = 84](2)mass of carbon dioxide = ............................................ g(b) Use your answer from part (a) to calculate the volume, in cm 3, at roomtemperature and pressure, of carbon dioxide that would be produced by completely decomposing 10.5g of sodium hydrogencarbonate.Assume one mole of carbon dioxide has a volume of 24000cm 3 at room temperature and pressure.(2)volume of carbon dioxide = ............................................ cm 3(Total for Question 8 = 4 marks)TOTAL FOR PAPER = 60 MARKS19*P45729A01920*D O N O T W R I TE I N T H I S A R E A D O N O T W R I T E I N T H I S A R E A D O N O T W R I T E I N T H I S A R E ABLANK PAGE20*P45729A02020*DO NOT WRITE IN THIS AREA DO NOT WRITE IN THIS AREADO NOT WRITE IN THIS AREABLANK PAGEEvery effort has been made to contact copyright holders to obtain their permission for the use of copyright material. Pearson Education Ltd. will, if notified, be happy to rectify any errors or omissions and include any such rectifications in future editions.。
unit1 paper art 2
Mexican Yarn Paintings 墨西哥 纱线画
This Mexican artist is painting a picture. 这位墨西哥艺术家正在画一幅画。 But he is not using paint.但他没有用颜料。 He is not using a paintbrush!他没有用画笔（或漆刷） He is using beeswax and yarn.他在用蜂蜡和纱线。 He is pressing yarn into the beeswax.他正在往蜂蜡里 压纱线。
You can make a yarn painting.你可以做一幅毛线画。 First, you draw a picture.首先，你画一幅画。 You can use a pencil. 你可以用铅笔。
Then you use scissors to cut yarn.然后用剪刀剪毛线。 You cut pieces of many colors.你剪了许多颜色的衣服。 Then you glue the yarn.然后你把毛线粘起来。 You can use beeswax. 你可以用蜂蜡。 Or, you can use glue. 或者，你可以用胶水。
. She is
to
make a picture of a . She is using
.
Some people make paper or
.
They
the paper. Then they
it.
Many people put paper art on
.
• In Mexico people make
, too.
• Look at the paper art below.
HISTORYMARKINGSCHEMEPAPER22013ZIMSEC
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NFC识别的四种标签对比Innovision_whitePaper2
Near Field Communication in the real world– part IIUsing the right NFC tag type forthe right NFC application Innovision Research & Technology plcContents1Introduction (3)2Key NFC applications (4)3NFC mandated tag types (5)4The right tag for the job (6)5Summary (11)6Glossary (12)1 IntroductionNear Field Communication (NFC) is set for widespread adoption in a whole range of applications. NFC makes people’s lives easier and more convenient by building onexisting systems and human behaviour. It will make accessing new media and content services more intuitive; make it easier to pay for things; easier to discover, synchronize and share information; and easier to use transport and other public services.NFC opens up new product and service opportunities for many players: from network operators and handset device manufacturers, through application and servicedevelopers, to service providers and enterprises. But for the NFC mass market to take off – and for profitable businesses to be built around the technology – it is importantthat designers and manufacturers make the right technology choices. This is especially true for the NFC tag, where features and capabilities need to match the needs of the application – at a price level that is appropriate for mass-market deployment.The initial mass-market applications of NFC are likely to build on existingcommunications infrastructure and user behaviour, where the user benefits are most compelling, the business case is strongest, and the commercial risks are lowest. This implies a need for low-cost NFC integrated circuits (ICs) that can be applied to a broad range of uses cost-effectively, in a way that is compatible with the broadest range of devices and reader infrastructure.Innovision sees three key areas of application for NFC: service initiation, where thetechnology is used to ‘unlock’ another service (such as opening anothercommunication link for data transfer); peer-to-peer, where NFC is used to enablecommunication between two devices; and payment & ticketing, where NFC will build on the emerging smart ticketing and electronic payment infrastructures.This paper follows on from Part I of Innovision’s ‘NFC in the real world’ white paperseries – which took a high-level look at NFC applications, technology and markets – and aims to help NFC product and service developers identify the suitability of the four NFC Forum-mandated tag types for various applications.2 Key NFC applicationsThe first mass-market applications for NFC will almost certainly be in relatively low-financial value applications – with low risk of fraud – that do not require largeinvestment in new back-end infrastructure. These applications are likely to build onexisting payment and communications infrastructure and user behaviour, where theuser benefits are most compelling, the business case is strongest, and the commercial risks are lowest.The key initial applications for NFC technology fall into three categories:• peer-to-peer, where NFC is used to enable communication between two devices• payment & ticketing, where NFC will build on the emerging smart ticketing and electronic payment infrastructures• service initiation, where NFC is used to perform service discovery or to ‘unlock’ another service (such as opening another communication link for data transfer).In peer-to-peer applications, NFC can be used to set up local communication between two devices. For relatively small amounts of information (up to a few kilobytes), NFC can be used to transmit the data itself, as this can be exchanged during the shortperiod of time the NFC devices are touching each other. However, for larger amounts of data, NFC is more likely to be used to establish a separate wireless connection(such as Bluetooth or WiFi) to carry the content to be exchanged. A typical peer-to-peer application would be printing photos straight from a picture phone or digitalcamera: the user would simply select the photo or folder to be printed and then touch the device against the NFC-enabled printer to establish a Bluetooth connection totransmit the digital photos.Credit card merchants, banks and mobile network operators see value in puttingpayment and ticketing applications on NFC-enabled mobile phones, and this was one of the drivers for the creation of the NFC standard. For the credit card merchants, NFC-enabled payments are much easier and less costly to handle than cash and othertraditional payment methods. In addition, users will have a record of even the smallest payments, which they do not with cash today. Initially, NFC-enabled devices are likely to be used for low-fraud, limited-value payment situations, such as quick-serverestaurants, kiosks, vending machines and parking meters.With service initiation, the user touches an NFC-enabled device against an NFC tag, which then transfers a small amount of information to the NFC device, which may be some lines of text, a web address (URL), phone number or other simple piece of data.Smart posters promoting new products, services or events are examples of this type of application. By touching an NFC-enabled mobile phone against the NFC tag embedded in the poster, the user may be directed to a web site for further information or to book tickets without the need to key anything into the phone to open the browser or input the URL.3 NFC mandated tag typesThe service initiation use case requires two devices to communicate using NFC, one device is an NFC reader/writer and the other a passive NFC tag.In June 2006, the NFC Forum introduced standardized technology architecture, initial specifications and tag formats for NFC-compliant devices. These include DataExchange Format (NDEF), and three initial Record Type Definition (RTD) specifications for smart poster, text and Internet resource reading applications.In addition, the NFC Forum announced the initial set of four tag formats that all NFC Forum-compliant devices must support. These are based on ISO 14443 Types A and B (the international standards for contactless smartcards) and FeliCa (conformant with the ISO 18092, passive communication mode, standard). Tags compatible with these mandatory formats are available initially from Innovision, Philips, and Sony, andalready more than one billion tags of this kind have been deployed globally, albeit for non-NFC applications like mass transit and access control.The NFC Forum chose the initial tag formats to cater for the broadest possible range of applications and device capabilities:• Type 1 is based on ISO 14443 A and is currently available exclusively from Innovision Research & Technology (Topaz™). It has a 96-byte memorycapacity, which makes it a very cost-efficient tag for a wide range of NFCapplications• Type 2 is also based on ISO 14443 A and is currently exclusively available from Philips (MIFARE UltraLight). It has half the memory capacity of Type 1 tags • Type 3 is based on FeliCa and is currently exclusively available from Sony. It has a larger memory (currently 2kbyte) and operates at a higher data rate(212kbit/s), which means it is suitable for more complex applications • Type 4 is fully compatible with ISO 14443A/B and is available from a number of manufacturers, including Philips (typical product example is MIFARE DESFire).It offers large memory-addressing capability with read speeds of between106kbit/s and 424kbit/s – making it suitable for multiple applications.It is worth noting that Type 1 and 2 tags and Type 3 and 4 tags are two very different groups, with very different memory capacities. There is very little overlap in the types of applications they are likely to be used for.4 The right tag for the jobWith four NFC Forum-mandated tag types to choose from, designers need to consider carefully the relative merits of each before committing to one type or another. Withinitial mass-market deployments likely to be in low-financial value, low-risk applications, it is important that NFC tags meet the requirements with the right balance of cost and performance. There will also be more specialist applications that require greater tagcapabilities, and that are less sensitive to cost and size considerations.Table 1 shows some key NFC applications and the suitability of each of the four NFC Forum-mandated tag types, according to the following features and capabilities.In the smart poster application, the user touches his or her mobile phone against a tag embedded in the poster itself, which triggers the transmission of a URL to the phone.This URL could be used, for example, to direct the user to a web site where he or she can find out further information or download a special coupon or token. The trade-off here is to have a tag that is small and low-cost enough for mass deployment, but with sufficient memory to contain a reasonably long URL and some additional securityfeatures.In the SMS or phone number shortcut use case, the user can automatically send a text message or phone number by touching the phone against a tag that could beembedded in all sorts of objects. One possibility is the provision of ‘tags in a box’ with new mobile phones. The user would be able to save a phone number or text message on the tag, which is embedded in a sticker. Tags could be affixed to photo frames and used to obtain the phone number of the person in the picture, which could be for fun or be a very useful facility for the elderly or disabled. Tags containing SMS text could be stuck just inside the front door at home so that children returning from school couldtouch their phones and automatically send a text message to their parents. In this case, small size and low cost are the main considerations, as the memory requirements are small.Bluetooth pairing is essentially a ‘handshake’ between two devices – for example, a mobile phone and a hands-free headset, or a digital camera and a printer. This is afairly infrequent occurrence, but is made much more convenient by NFC. Generally,only a small amount of memory is required, and small size, low cost – with low risk of ‘tearing’ the data transfer – are also the watchwords here. Larger memory may beuseful in applications that also involve the automatic transfer of some data between the two devices.With MMS or ringtone downloads the user could touch a product or promotionalpiece, for example, to get an associated picture message or ringtone automaticallytransferred to his or her phone. Once again, small size is important, but so aresufficient memory and security features. The larger the memory capacity on the tag,the more information that can be transferred directly to the phone. However, one has to consider the limitations arising from the short ‘touch time’ between the NFC device and the tag. In practice, this sets an upper limit for the amount of data exchanged to just a few kilobytes during the touch.Application Features Type 1 Type 2 Type 3 Type 4 UID Yes Yes Yes Read/write memory capacity 96 bytes + 6-byte OTP + 2 bytes metal ROM 48 bytes 1kbyte Variable Lockable to read only? Yes Yes Yes Yes Turn off after usage limit Yes, 48 bits OTP + r/w No, 0 bits available Security Capability for 16- or 32-byte digital signature Unsecure Capability for 16- or 32-byte digital security signature Variable Unit price Lowest Low Higher Higher Die size area ***** **** * * Smart poster (URLshortcut)Read speed *** (read all) ** *** UID Yes Yes Yes Read/write memory capacity 96 bytes + 6 byte OTP + 2 bytes metal ROM 48 bytes 1kbyte Variable Lockable to read only? Yes Yes Yes Yes Turn off after usage limit Yes, 48 bits OTP + r/w No, 0 bits available Security Capability for 16- or 32-byte digital signature Unsecure Capability for 16- or 32-byte digital signature Variable Unit price Lowest Low Higher Higher Die size area ***** **** * * SMS or phonenumber shortcutRead speed **** (read all) ** *** UID Yes Yes Yes Read/write memory capacity 96 bytes + 6-byte OTP + 2 bytes metal ROM 48 bytes 1kbyte Variable Lockable to read only? Yes Yes Yes Yes Turn off after usage limit Yes, 48 bits OTP + r/w No, 0 bits available Security Capability for 16- or 32-byte digital signature Unsecure Capability for 16- or 32-byte digital signature Variable Unit price Lowest Low Higher Higher Die size area ***** **** * * Bluetooth pairingRead speed **** (read all) ** *** UID Yes Yes Yes Read/write memory capacity 96 bytes + 6-byte OTP + 2 bytes metal ROM 48 bytes 1kbyte Variable Lockable to read only? Yes Yes Yes Yes Turn off after usage limit Yes, 48 bits OTP + r/wNo, 0 bits available Security Capability for 16- or 32-byte digital signature Unsecure Capability for 16- or 32-byte digitalsignatureVariableUnit price Lowest Low Higher HigherDie size area ***** **** * *MMS or ringtonedownload Read speed**** (read all) ** *** Less strongUsable but limited Usable and Key strengthMore * = better featuresTable 1. Application suitability of the four mandated NFC tag types.Type 1 and 2 tags are dual state, which means that they can be read/write or read-only (as shown in Figure 1). Type 3 and Type 4 tags are single-state, which means that they can only ever be read-only, rather like officially published CDs or DVDs. This means that in applications such as the ‘tags in a box’ one described above, only Type 1 or 2 tags can be used, as Type 3 and 4 tags cannot be personalized by the user.Figure 1. Dual-state tag types.The read/write memory capacity offered by the NFC tag is an important consideration, particularly in mass-market applications, as more memory comes at the expense of unit price and footprint. For example, in smart poster applications, greater memory translates into longer URLs and greater security options. The larger memory offered by Type 3 and 4 tags could be useful in certain applications – for example, for high data content downloads such as MMS or ringtones – but is overkill for smart posters, Bluetooth pairing or low-data shortcut applications like SMS text or phone numbers.However it is important to balance cost with capability in this area, especially when some level of security is required. For example, it will be desirable to protect smart posters from fraudulent copying or tampering to change the URL or phone number provided in public environments. There needs to be sufficient memory to provide a full URL even when a digital signature is required. Type 1 tags offer 96 bytes of read/write memory, while the nearest comparable competitor product (Type 2 tag) offers only 48 bytes. This could be crucial – as illustrated with the sample URL lengths shown in Figure 2 – when one considers that the NDEF overhead occupies six bytes in Type 1 and two bytes in Type 2, the URL NDEF overhead occupies 10 bytes and a digital signature requires either 16 or 32 bytes plus a six-byte header. With a 16-byte digital signature, a Type 1 tag would have 58 bytes (characters) left for the URL itself, while the Type 2 tag would have only 14. With a 32-byte digital signature, Type 1 tags would be left with 42 characters, while Type 2 would be unusable.Example 1 – 58 characters available for URL using Type 1 tag with 16-byte digital signature:/index.cfm________________Example 2 – 14 characters available for URL using Type 2 tag with 16-byte digital signature:/index.cfmExample 3 – 42 characters available for URL using Type 1 tag with 32-byte digital signature:/index.cfm_Example 4 – 0 characters available for URL using Type 2 tag with 32-byte digital signature:/index.cfm (no unusable bytes)Figure 2. Examples of URL lengths available (highlighted characters) with different tag types and different digital signatures.After writing data to a tag, it can be locked to read-only mode to prevent it being overwritten or altered in any way. Locking the tag to read-only means no-one can modify the tag once it has been published, and is an irreversible process. This is an important security and privacy feature that only Type 1 and 2 tag formats offer.The unit price of NFC tags is influenced by a number of factors, including memory capacity, the number of additional features and IC complexity. The price of the tag is naturally a key factor in determining its suitability for certain applications. For example, if the IC is only to be used for Bluetooth pairing in a hands-free headset – which users only need to do on a handful of occasions – features like high read speed and large memory are irrelevant.The die size area of the NFC tag is influenced by the amount of memory, the complexity of the chip and the efficiency of the IC design. Compact tags are clearly better for applications where unobtrusive positioning is important, and where integration on to other chipsets may be required. In smart poster applications, Type 1 and 2 can provide a much more appropriate balance of cost, size and memory capacity than Type 3 and 4 tags.The read speed offered by a tag is an important factor. The higher the read speed, the less chance there is of a read/write ‘tear’ occurring, where data is not fully or properly transferred while the tag and reader are in close proximity. Therefore the read speed has a direct impact on system reliability and user experience. In smart poster applications this will be important, as users will appreciate speed and convenience and not wish to keep trying and retrying. The proprietary ‘Read All’ command in Type 1 tags enables the whole content of the tag to be read in one shot, rather than a block at a time – which improves read performance considerably.5 SummaryThe large-scale success of NFC is dependent on the availability of NFC tags with the right capabilities and the right price point. It is important for designers to consider what the best balance of tag capabilities and cost is for their applications.It is likely that the first mass-market applications for NFC will build on existinginfrastructure, initially in relatively simple shortcut, identification, servicediscovery/initiation or device pairing applications. This implies the need for astandardized tag format that is small, low-cost and flexible enough to be successfully integrated into existing form factors and integrated circuitry.6 GlossaryBluetooth Short-range (10–100m) wireless communication protocolISO International Organization for StandardizationISO 14443 ISO standard governing proximity smartcardsNDEF NFC Data Exchange FormatNFC Near Field CommunicationRFID Radio Frequency IdentificationRTD Record Type DefinitionWiFi Wireless Fidelity – wireless networking technology based onIEEE 802.11 standardsInnovision Research & Technology plc 33 Sheep StreetCirencesterGloucestershireGL7 1RQUnited KingdomTel: +44 1285 888200Fax: +44 1285 888190E-mail: nfc@。
2012 HKDSE Biology Paper 2
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2023新高考二卷英语解析
2023新高考二卷英语解析全文共3篇示例，供读者参考篇12023 New College Entrance Examination (Gaokao) English Paper II AnalysisIntroductionThe College Entrance Examination, commonly known as Gaokao, is a national exam held annually in China for high school students seeking admission into universities. English is one of the subjects tested in the exam, and it plays a crucial role in determining a student's overall score. In this article, we will analyze the English Paper II of the 2023 New Gaokao, focusing on the different sections, question types, and strategies for success.Section 1: Reading ComprehensionThe Reading Comprehension section is designed to test a student's ability to understand and interpret written texts. This section usually consists of multiple-choice questions based on passages from various sources such as newspapers, magazines, and academic articles. Students are required to read thepassages carefully and answer questions that test their comprehension, inference, and critical thinking skills.In the 2023 English Paper II, the Reading Comprehension section featured five passages of varying lengths and complexities. The topics covered in the passages ranged from social issues to scientific discoveries, allowing students to showcase their ability to grasp different types of information. The questions were designed to assess students' vocabulary, grammar, and comprehension skills, making it essential for students to pay attention to details and context clues.To excel in the Reading Comprehension section, students should practice reading a variety of texts and develop their ability to understand the main ideas and supporting details. They should also work on expanding their vocabulary and improving their reading speed to ensure they can answer all questions within the allocated time.Section 2: Cloze TestThe Cloze Test section is designed to test a student's knowledge of grammar and vocabulary. In this section, students are presented with a passage containing gaps, and they are required to fill in the blanks with the most appropriate words or phrases. The passage usually revolves around a specific theme,and students are expected to demonstrate their understanding of the language by choosing the correct options.In the 2023 English Paper II, the Cloze Test section featured a passage on environmental conservation. The passage contained ten gaps, and students were required to fill in the blanks with words that best fit the context. The questions covered a range of grammar topics such as verb tenses, prepositions, and conjunctions, testing students' ability to use language structures accurately.To succeed in the Cloze Test section, students should review key grammar rules and practice using them in context. They should also work on expanding their vocabulary and familiarizing themselves with different word forms to choose the most appropriate options.Section 3: Error IdentificationThe Error Identification section is designed to test a student's ability to identify grammatical mistakes in sentences. In this section, students are presented with a series of sentences, and they are required to identify the errors and correct them. The errors usually revolve around common grammar and usage mistakes, challenging students to apply their knowledge of the language effectively.In the 2023 English Paper II, the Error Identification section featured ten sentences with errors related to subject-verb agreement, verb tense, word order, and punctuation. Students were required to identify the mistakes and provide the correct versions of the sentences. The questions were designed to test students' attention to detail and accuracy in language use, highlighting the importance of thorough proofreading.To perform well in the Error Identification section, students should review common grammar rules and practice identifying and correcting errors in sentences. They should pay attention to details such as verb forms, agreement, and sentence structure to ensure they can spot mistakes effectively.Section 4: WritingThe Writing section is designed to test a student's ability to express ideas clearly and coherently in written form. In this section, students are presented with a prompt or a topic, and they are required to write an essay or a response that demonstrates their language proficiency and critical thinking skills. Students are expected to develop their ideas, provide supporting details, and use appropriate language structures and vocabulary.In the 2023 English Paper II, the Writing section featured a prompt on the importance of cultural diversity. Students were required to write an essay discussing the benefits of cultural diversity, providing examples and reasons to support their arguments. The prompt challenged students to explore the topic from different perspectives and present well-developed arguments in a coherent manner.To excel in the Writing section, students should practice writing essays on a variety of topics and focus on developing their ideas logically and persuasively. They should also work on organizing their thoughts effectively, using transitions to connect ideas, and using a diverse range of vocabulary and language structures to enhance their writing.ConclusionIn conclusion, the 2023 New Gaokao English Paper II featured a range of sections that tested students' reading, grammar, and writing skills. To succeed in the exam, students should focus on developing their language proficiency, vocabulary, and critical thinking skills. By practicing regularly, paying attention to details, and using effective strategies, students can improve their performance in the exam and achieve their academic goals.篇22023 New College Entrance Examination English Paper II AnalysisIn the year 2023, the English Paper II of the New College Entrance Examination brought many challenges and surprises to students. Let's delve into the questions and their solutions to better understand the test.Part I: ListeningThe listening section of the exam consisted of various audio recordings, including dialogues, monologues, and news reports. Students were required to answer multiple-choice questions, fill in the blanks, and match information with the corresponding speaker or topic.One particularly challenging question asked students to identify the speaker's attitude towards a specific topic. This required careful listening and inference skills to determine the speaker's tone and mood accurately.Overall, the listening section tested students' ability to comprehend spoken English and extract relevant information quickly. To excel in this section, students needed to practice listening to various accents and speaking styles beforehand.Part II: ReadingThe reading section of the exam featured a mix of texts, including articles, advertisements, and emails. Students were tasked with answering multiple-choice questions, matching headings to paragraphs, and filling in the blanks with the appropriate words.One notable question tested students' ability to infer the meaning of a word based on its context. This required strong vocabulary skills and an understanding of how words are used in different contexts.Additionally, students were required to identify the main ideas, details, and implied meanings of the texts. This challenged their reading comprehension skills and ability to extract key information efficiently.Part III: WritingThe writing section of the exam presented students with a variety of prompts, such as opinion essays, argumentative essays, and formal letters. Students were expected to demonstrate their ability to express ideas clearly, organize their thoughts logically, and use appropriate language and tone.One challenging task required students to write a persuasive essay arguing for or against a particular viewpoint. This tested students' ability to present arguments effectively, support their claims with evidence, and anticipate and address counterarguments.Overall, the writing section evaluated students' writing skills, creativity, and critical thinking abilities. To excel in this section, students needed to practice writing essays on various topics and hone their argumentation and reasoning skills.In conclusion, the 2023 New College Entrance Examination English Paper II presented students with a range of challenging questions that tested their listening, reading, and writing skills. By carefully analyzing the questions and their solutions, students can identify areas for improvement and develop effective strategies for future exams. With diligent practice and preparation, students can enhance their English proficiency and achieve success in the college entrance examination.篇32023 New College Entrance Examination (Gaokao) Volume Two English AnalysisThe 2023 New College Entrance Examination (Gaokao) Volume Two English paper has just been released, creating a buzz among students, parents, and educators across the country. This year, the second volume of the English paper is said to be particularly challenging, testing students' language skills and critical thinking abilities. Let's take a closer look at the different sections of the paper and analyze the key points.Reading ComprehensionThe reading comprehension section of the 2023 New Gaokao Volume Two English paper consists of five passages, each followed by a series of questions. The passages cover a range of topics, from science and technology to literature and culture. Students are required to read the passages carefully and answer the questions based on their understanding of the text.One of the key skills tested in this section is the ability to analyze and interpret the information presented in the passages. Students are asked to identify the main idea, the author's purpose, and the tone of the text. They must also be able to make inferences and draw conclusions based on the information provided.Vocabulary and GrammarThe vocabulary and grammar section of the paper tests students' knowledge of English words and grammatical structures. Students are required to complete sentences, identify errors in sentences, and choose the correct word or phrase to complete a sentence.This section is designed to assess students' understanding of foundational language skills, such as vocabulary, grammar, and syntax. It also tests their ability to apply these skills in context and use them effectively in written communication.WritingThe writing section of the 2023 New Gaokao Volume Two English paper requires students to write an essay on a given topic. Students are required to express their thoughts and ideas clearly and cohesively, using appropriate language and organizational structure.In this section, students are expected to demonstrate their ability to develop a coherent argument, support their points with evidence, and use language effectively to convey their ideas. They are also assessed on their ability to organize their thoughts logically and present them in a clear and concise manner.Overall, the 2023 New Gaokao Volume Two English paper is designed to test students' language skills, critical thinking abilities, and communication skills. By analyzing the different sections of the paper and focusing on key skills and strategies, students can prepare effectively and perform well on the exam. With dedication, practice, and perseverance, students can achieve success in the college entrance examination and pave the way for a bright future.。
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d , , 0 */%"2"& W$,9-"e '"B,-"& RH$#": 80 ! ' 4 9,/@ .$/#"C": / "++2$d + #@ !D"I,$G%"& ?"#@1 .$/#"C": ;%"2IH",#@ '"B,-"& ;%"2IH": ."C#"Z"QE 4CD+IM ++& ++-",#& ++& +"I@ +0 W$TL"2+#@ g"%"& @ .$C#& '") .@ R24D@1 , $& ;%"2IH": $& 4CD+G#": 0 .6I2"V W$TL"20 #@ R24QE1 ."B-"e '"B,-"& ;%"2IH": , +0 .$B2"-$,D@1 '"B,-"& RL$#": $& & " 0 0 0 +",-"QE1 , 0 .$B2"-$,D@1 '"B,-"& RL$#": $& 4CD+IM $& ++-",#& ++& .$FE +0 ."C#"Z"QE 4CD+IM ++& ++-",#& ++& +"I@ +0 W$TL"2+#@ g"%"& @ .$C#& '") .@ R24D@1 , $& ;%"2IH": $& 4CD+G#": 0 .6I2"V W$TL"20 #@ R24QE1 ."B-"e '"B,-"& ;%"2IH": , 0 .$B2"-$,D@1 '"B,-"& RL$#": $& % " 0 0 0 +",-"QE1 , +0 .$B2"-$,D@1 '"B,-"& RL$#": $& 4CD+IM $& ++-",#& ++& .$FE +0 ."C#"Z"QE 4CD+IM ++& ++-",#& ++& +"I@ +0 W$TL"2+#@ g"%"& @ .$C#& '") .@ R24D@1 , $& ;%"2IH": $& 4CD+G#": 0 .6I2"V W$TL"20 #@ R24QE1 ."B-"e 0 0 +",-"D@1 , +0 .$B2"-$,D@1 '"B,-"& RL$#": $& $ " 0 +0 +",-"QE1 , +0 .$B2"-$,D@1 '"B,-"& RL$#": $& 4CD+IM $& ++-",#& ++& .$FE +0 R24D@1 , $& ;%"2IH": $& 4CD+G#": 0 ."C#"Z"QE , 0 .$B2"-$,D@1 '"B,-"& RL$#": $& 4CD+IM ++& ++-",#& ++& +"I@ +0 W$TL"2+#@ g"%"& @ .$C#& '") .@ ++-",#& ++& .$FE +0 .6I2"V W$TL"20 #@ R24QE1 ."B-"e 0 0 +",-"D@1 # " 0 +0 +",-"QE1 , +0 .$B2"-$,D@1 '"B,-"& RL$#": $& 4CD+IM $& 80 * O,$) `$$: AD+q"/$0 ++& A,/$N ."2"FE ++H0 ++/%"-"/%"& ."X ."2"-",": 80 +67 ++2$d '"B,-"& RL$#": $& 4CD+IM $& .$#$-"#@ ;%"2IH": 0 4CD+QE^ ."2"-"3 ;: E !D"I,$G%"& ?"#@1 W"-"X 4,K++,4S A2FE KM 8+4&