The diagram describes the process by which electricity is generated by harnessing the power of water, as well as how this electricity is distributed to where it is needed.
A dam is located between two areas of water at different levels. The higher level of water is the reservoir. The process of generating electricity begins when reservoir water flows through an intake in the dam wall. This flow of water is controlled by a control gate. When the gate is open, water naturally flows downwards from the reservoir through the penstock towards a turbine. The turbine is located in the powerhouse under the generator and transformer. The power of this water causes the turbine to spin and electricity in produced by the generator. After passing the turbine, the water continues to flow downwards and then passes from the outflow into the lower area of water. The electricity generated then passes through the transformer and is distributed to residential areas over large distances via powerlines high above the ground, where it is used for streetlighting and other purposes.
Overall, the electricity generated in this process is produced in a sustainable and environmentally-friendly manner. (192)
The bar chart shows how much time children spent a day on various kinds of media in 2006 and 2016. Overall, there was a trend away from traditional media such as TV, music, books and magazines and a growth in the use of newer media, notably phones and computers.
Between 2006 and 2016, the use of different types of media changed significantly, with the exception of video games. In 2006, watching TV was the most popular activity at 2.5 hours a day, whereas only 0.1 hours were spent using social media and phones. From 2006 to 2016, the use of phones and social media rose significantly and replaced TV as the number one media activity at 2.5 hours per day. During this same period, time spent watching TV fell considerably and became one of the least favourite types of media. Other traditional media, such as listening to music and reading also became far less popular. By 2016, children spent 50% less time using these media at 0.6 hours and 0.3 hours per day respectively. This contrasts with time spent using computers, which nearly doubled from 0.6 to 1.1 hours per day between 2006 and 2016. *斜体部分为指示性代词或形容词
The line graph illustrates the proportion of overseas students on UK postgraduate, undergraduate and foundation courses from 1985 to 2015. Overall, far more international students studied undergraduate courses than postgraduate or foundation courses during this period with the exception of 2010.
In 1985, the proportion of international students taking undergraduate and postgraduate courses was broadly similar at around 40%. This contrasted to just less than 15% of students taking foundation courses. From 1985 to 2000, the proportion of undergraduate level students rose steadily to peak at approximately 75%. During the same period, the percentage of students on postgraduate level courses fell continuously to just over 20%, and students attending foundation courses dropped from just below 20% to about 3%. From 2005 to 2010, the percentage of students taking postgraduate courses soared from just above 20% to around 55%, while, on the other hand, the percentage for undergraduate courses plummeted from about 70% to 40%. As a result, 2010 was the only year between 1985 and 2015 when the percentage of postgraduates was higher than the percentage of undergraduates. In the final five-year period from 2010 to 2015, the proportion of postgraduate students fell sharply to approximately 30%, whereas the proportion on undergraduate courses recovered to around 55% and foundation courses reached a high of nearly 20%.
Overall, far more international students studied undergraduate courses than postgraduate or foundation courses during this period with the exception of 2010. As a result, 2010 was the only year between 1985 and 2015 when the percentage of postgraduates was higher than the percentage of undergraduates.