대일외고 2025 고1 1학기 기말 · 공통영어1

Excercising on an empty stomach can be harmful and unpleasant. This is because the body needs energy ① to exercise. The fuel that provides this energy is glycogen. Carbohydrates in the food we eat ② are broken down into a kind of sugar called glucose. When this glucose is stored in parts of the body, such as the muscles and the liver, it is called glycogen. This is ③ why exercising on a completely empty stomach such as when you first wake up in the morning can be such a challenge. Your blood sugar levels are low, and you don't have enough glycogen ④ stored in your body. If you exercise on an empty stomach, you will most likely lack energy and feel unusually tired. There can also be more serious outcomes. Some people end up ⑤ suffer from nausea and headaches, and others even faint. This is because intense exercise uses up all the glycogen in your muscles.

To the extent that an agent relies on the prior knowledge of its designer rather than on its own percepts, we say that the agent lacks autonomy. A rational agent should be autonomous—it should learn what it can ① to compensate for partial or incorrect prior knowledge. For example, a vacuum-cleaning agent that acquires the ability to anticipate both the location and timing of future dirt accumulation ② are likely to outperform one that lacks such foresight. So, just as evolution provides animals with enough built-in reflexes to survive long enough to learn for ③ themselves, it would be reasonable to provide an artificial intelligent agent with some initial knowledge as well as an ability to learn. After sufficient experience of ④ its environment, the behavior of a rational agent can become effectively independent of its prior knowledge. Hence, the incorporation of learning allows one to design a single rational agent ⑤ that will succeed in a vast variety of environments.

Providing feedback to students is a ① critical task of teachers. General psychology has shown that knowledge of results is necessary for improving a skill. Advanced musicians are able to self-critique their performances, but developing music students rely on teachers to ② supply evaluative feedback. The most constructive feedback is that which expresses the discrepancies between a student's performance of a piece of music and an optimal version. Expert teachers give more detailed feedback than general appraisals, and music educators generally recognize that more specific teacher feedback ③ facilitates student performance improvement. Researchers also have explored whether the feedback of effective teachers is more often positively or negatively expressed. One might intuitively think that positive comments are ④ more motivating to students and, as a result, are more associated with effective teaching. The research, however, paints a slightly different picture. Although positive feedback is likely more helpful with younger learners and in one-on-one instruction, more advanced music students seem to accept and benefit from greater levels of ⑤ compliment in lessons.