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2024년 고2 10월 모의고사 20번
To be mathematically literate means to be able to reflect on societal issues on which mathematics has bearing so as to make informed decisions about how to solve these problems. Dealing with complex problems through interdisciplinary approaches, mirroring real-world problems requires innovative ways of planning and organizing teaching. Navigating our world means being able to quantify, measure, estimate, classify, compare, find patterns, conjecture, justify, prove, and generalize within critical thinking and when using critical thinking. Making decisions without using mathematics, even qualitatively, and critical thinking is not possible. Thus, teaching mathematics should be done in interaction with critical thinking along with a decision-making process. Mathematics education ____________________________. . Thus, they can be developed into the mathematical context, so that there is no excuse to not explicitly support students to develop them.
① should focus solely on theoretical mathematics
② must develop abstract mathematical theories
③ should provide tasks that support the development of critical thinking and decision making
④ must teach only the basics of mathematics
⑤ should avoid real-world problem-solving tasks
2024년 고2 10월 모의고사 22번
To determine the mass of my bowling ball, I might put it onto a balance and compare it with a known mass, such as a number of metal cubes each weighing 1, 10, or 100 grams.
Things get much more complicated if I want to know the mass of a distant star. How do I measure it?
We can roughly say that measuring the mass of a star involves various theories. If we want to measure the mass of a binary star, we first determine a center of mass between the two stars, then their distance from that center, which we can then use, together with a value for the period and a certain instance of Kepler’s Third Law, to calculate the mass.
In other words, to measure the star mass, we measure other quantities and use those values, together with ceentain equation, to calculate the mass. Obviously, the correctness of such a measurement depends on the correctness of ____________________________. Measurement is not a simple and unmediated estimation of independently existing properties but a determination of certain magnitudes before the background of a number of accepted theories.
① certain background assumptions only
② not only other measurements but also certain background assumptions
③ specific background theories unrelated to measurements
④ random calculations independent of background assumptions
⑤ only other measurements unrelated to assumptions
2024년 고2 10월 모의고사 34
Weber's law suggests that we might not be able to detect a 1-mm difference when we are looking at lines 466 and 467 mm in length, but we may be able to detect a 1-mm difference when we are comparing a line 2 mm long with one 3 mm long. Another example of this principle is that we can detect 1 candle when it is lit in an otherwise dark room. But when 1 candle is lit in a room in which 100 candles are already burning, we may not notice the light from this candle.
The JND is greater for very loud noises than it is for much quieter sounds. When a sound is very weak, we can tell that another sound is louder, even if it is barely louder. When a sound is very loud, to tell that another sound is even louder, it has to be much louder. Thus, Weber's law means that it is harder to distinguish between two samples when those samples are larger or stronger levels of the stimuli. To repeat, Weber's law states that a “just-noticeable difference” (JND) between two stimuli is related to the magnitude or strength of the stimuli.
① is independent of the strength of the stimuli
② depends on the type of stimuli being compared
③ is related to the magnitude or strength of the stimuli
④ increases as the number of stimuli decreases
⑤ varies according to the method of measurement
2024년 고2 10월 모의고사 35번
Any new resource (e.g., a new expressway, a new airport, a new mall, a new charter school, a children's park, a new credit union) always opens with people benefiting individually by sharing a common resource (e.g., the city or state budget). Soon, at some point, the amount of traffic grows too large for the “commons” to support; congestion, overcrowding, and overuse lessen the benefits of the common resource for everyone ~ the tragedy of the commons! If the new resource cannot be expanded or replenished with additional space, it becomes a constraint, a problem, and you cannot solve the problem on your own, in isolation from your fellow drivers or pedestrians or competing users. The total activity on this new resource keeps increasing, and so does individual activity; but both begin to fall after a peak, the latter faster than the former. Eventually, if the dynamic of common use and overuse continues too long, the total activity will also hit a peak and crash. What makes the “tragedy of commons” tragic is the crash dynamic - the destruction or degeneration of the common resource's ability to regenerate itself. The tragedy of the commons, thus, is a corollary of the “limits to growth” archetype.
① an unsolvable issue due to human behavior
② an example of unregulated resource management
③ a corollary of the “limits to growth” archetype
④ the result of individual activity being prioritized
⑤ evidence of the inability to manage shared resources