9. Degradation of odd-chain fatty acids can boost the activity of the citric acid cycle. Why? (6%)

 (a) citrate (1%)

(b) lysine (1%)

(c) phenylalanine (1%)

(d) pyruvate (1%)

(e) α-ketoglutarate (1%)

(f) succinate (1%)

丁三烯分子中，兩側 CH2 平面的夾角為 __(30)__ 度。

31.課程設計：     In recent years, many schools have adopted the concept of New Pedagogies for Deep Learning (NPDL). This approach emphasizes students' ability to apply knowledge in authentic contexts and to develop six core competencies, commonly known as the 6Cs: Character, Citizenship, Collaboration, Communication, Creativity, and Critical Thinking. NPDL course design has 4 Elements: Pedagogical Practices, Learning Environments, Leveraging Digital, and Learning Partnerships. Through NPDL, students will be able to develop the six core competencies to tackle future challenges and adapt to the ever-changing world.     Please design an English course focusing on a particular theme or unit. Your course design should align with the principles of NPDL and the development of 6Cs, and should include the following components:  (1) The course theme, learning objectives, the time frame. (2) The 4 Elements, and one (or more) of the 6Cs as the focus of this course. (3) An outline of the instructional plan and major learning activities. (4) An explanation of how the course will cultivate which one (or more) of the 6C competencies. (5) The ways in which students will engage in this course. (6) Assessment methods (both formative and summative).  (7) The final products or outcomes students are expected to produce.

32.命題-混合題： Based on the passages provided below, design a set of five reading comprehension questions and mix-questions in accordance with the format and conventions of the GSAT. Your response should include the following items: (1)      Two      single-answer multiple-choice reading comprehension questions, each with four options (A-D).  (2)      One      multiple-select reading comprehension question that comes with more than one correct option. (3)      One     fill-in-the-blank question based on a summary paragraph, requiring students to fill in the appropriate vocabulary or phrase(s) to reflect the key ideas of the passages. (4) One vocabulary/phrase definition question testing students' understanding of word meaning in context. Passages compare edamame (Taiwanese crop) with artichoke (Mediterranean-origin). Ensure that the questions assess students' ability to interpret main ideas, contextual meaning, vocabulary usage, and textual inference, in line with the assessment objectives of the GSAT reading comprehension/ mix-questions section. Passages       These two short passages compare a famous Taiwanese crop, edamame, with the Mediterranean-origin artichoke.

33.命題-克漏字：      Based on the passage provided below, rewrite and condense the content into a well-organized passage of approximately 150-180 words suitable for Grade 12 (third-year senior high school) students preparing for the GSAT. After completing the passage, design five cloze questions following the format and conventions of the GSAT.      After completing the passage, design five cloze questions following the format and conventions of the GSAT (General Scholastic Ability Test). The rewritten passage should not reproduce sentences with more than three consecutive words directly from the original article but should instead paraphrase and reorganize the information. In your response, please include: (1) the rewritten passage, (2) the five cloze questions with four answer choices, (3) the correct answers. Passage     Artificial intelligence systems such as ChatGPT are increasingly embedded in everyday informational practices, and many individuals now consult these tools when attempting to interpret health-related information. Although this development reflects the expanding accessibility of digital knowledge, medical professionals caution that such systems should not be mistaken for authoritative sources of clinical judgment. Rather, when deployed judiciously, AI may function as an intermediary interpretive tool, assisting individuals in navigating the conceptual and linguistic complexity that characterizes modern medical discourse.      One significant utility of AI lies in its abity to mediate specialized medical terminology. Medical communication frequently relies on technical vocabulary and condensed expressions that can obscure meaning for patients lacking formal training in the health sciences. AI systems may help translate such terminology into more accessible explanations, thereby allowing individuals who receive diagnostic reports or treatment descriptions to develop a clearer conceptual understanding of their medical circumstances.      AI may also assist patients in structuring their interactions with healthcare providers. Clinical consultations are often constrained time, and patients may struggle to articulate concems or formulate relevant questions. By describing symptoms or uncertainties to an AI system in advance, individuals may generate a more organized framework for discussion, potentially enhancing the efficiency of clinical encounters.     In addition, AI tools can contribute to the cognitive management of vast medical information environments. Online health resources are abundant but uneven in rehability, and individuals often lack the expertise required to evaluate them critically. AI systems can distill extensive materials, synthesize key points, and facilitate comparison among muliple sources, thereby supporting more informed engagement with medical knowledge.     Nevertheless, the epistemic reliability of Al-generated responses remains uncertain. Such systems may reproduce inaccuracies, oversimplifications, or misleading interpretations embed within their training data. Consequently, AI should be regarded not as a substitute for professional medical expertise but as a supplementary interpretive aid within a broader framework of clinical consultation.

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