问题 填空题

(15分)下表是长式周期表的一部分,其中的编号代表对应的元素。

请回答下列问题:

(1)表中属于d区的元素是        (填编号)。

(2)科学发现,②、④、⑨三种元素的原子形成的晶体具有超导性,其晶胞的结构特点如图(图中②、④、⑨分别位于晶胞的体心、顶点、面心),则该化合物的化学式为              (用对应的元素符号表示)。

(3)元素②的一种氢化物是重要的化工原料,常把该氢化物的产量作为衡量石油化工发展水平的标志。有关该氢化物分子的说法正确的是          

a.分子中含有氢键             b.属于非极性分子

c.含有4个σ键和1个π键     d.该氢化物分子中,②原子采用sp2杂化

(4)某元素的外围电子排布式为nsnnpn+1,该元素可与①形成三角锥形的分子X, X在①与③形成的分子Y中的溶解度很大,其主要原因是                                                  

                           

(5)将过量的X通入含有元素⑩的硫酸盐溶液中,现象是                                  ,反应的离子方程式_                                        

(6) ⑩单质晶体中原子的堆积方式如图甲所示,其晶胞特征如图乙所示,原子之间相互位置关系的平面图如图丙所示.

若已知⑩的原子半径为d,NA代表阿伏加德罗常数,⑩的相对原子质量为M,请回答:晶胞中⑩原子的配位数为________,该晶体的密度为___              _____(用字母表示)。

答案

多项选择题
单项选择题

Questions 65-71 are based on the following passage.
Questions of education are frequently discussed as if they bore no relation to the social system in which and for which the education is carried on. This is one of the commonest reasons for the unsatisfactoriness of the answers. It is only within a particular social system that a system of education has any meaning. If education today seems to deteriorate, if it seems to become more and more chaotic and meaningless, it is primarily because we have no settled and satisfactory arrangement of society, and because we have both vague and diverse opinions about the kind of society we want. Education is a subject which cannot be discussed in a void: our questions raise other questions, social, economic, financial, political. And the bearings are on more ultimate problems even than these: to know what we want in education we must know what we want in general, we must derive our theory of education from our philosophy of life. The problem turns out to be a religious problem.
One might almost speak of a "crisis" of education. There are particular problems for each country, for each civilization, just as there are particular problems for each parent; but there is also a general problem for the whole of the civilized world, and for the uncivilized so far as it is being taught by its civilized superiors; a problem which may be as acute in Japan, in China or in India as in Britain or Europe or America. The progress (I do not mean extension) of education for several centuries has been from one aspect a drift, from another aspect a push; for it has tended to be dominated by the idea of "getting on". The individual wants more education, not as an aid to acquisition of wisdom but in order to get on; the nation wants more in order to get the better of other nations, the class wants to get the better of other classes, or at least to hold its own against them. Education is associated therefore with technical efficiency on the one hand, and with rising in society on the other. Education becomes something to which everybody has a "right", even irrespective of his capacity; and when everyone gets it—by that time, of course, in a diluted and adulterated form—then we naturally discover that education is no longer an infallible means of getting on, and people turn to another fallacy: that of "education for leisure" —without having revised their notions of "leisure". As soon as this precious motive of snobbery evaporates, the zest has gone out of education; for it is not going to mean more money, or more power over others, or a better social position, or at least a steady and respectable job, few people are going to take the trouble to acquire education. For deteriorate it as you may, education is still going to demand a good deal of drudgery. And the majority of people are incapable of enjoying leisure—that is, unemployment plus an income and a status responsibility—in any but pretty simple form—such as balls propelled by hand, by foot, and by engines or tools of various types; in playing cards; or in watching dogs, horses or other men engage in feats of speed and skill.

The commonest discussion on education usually ends with our dissatisfaction of the .answers because ______.

A.the discussions are seemingly facts-related

B.people usually discuss the issue on too narrow a base

C.the discussions are usually sidetracked by irrelevant issues

D.the discussions are of little value educationally and socially