2026年托福听力iBT真题

2026年托福听力iBT真题Narrator:Listentoaconversationbetweenastudentandaprofessor.Professor:Goodmorning,Sarah.YousentmeanemailyesterdaymentioningyouwantedtodiscussyourtermpapertopicfortheEnvironmentalSciencecourse.Isthatright?Student:Yes,exactly.ProfessorMiller.I’vebeenthinkingalotaboutit,butI’mhavingsometroublenarrowingitdowntosomethingmanageable.Professor:Isee.Well,whatareyourgeneralareasofinterest?Student:Well,I’mreallyinterestedinurbanecology.Specifically,howurbandevelopmentaffectslocalbirdpopulations.Butthatseemswaytoobroadforatenpaper.Professor:Itdefinitelyis."Urbandevelopment"cancoveranythingfromskyscraperstosuburbansprawl,and"birdpopulations"includeseverythingfrompigeonstomigratorysongbirds.Youneedatighterfocus.Haveyouconsideredlookingataspecificspeciesoraspecifictypeofdevelopment?Student:Ihave.Iwasthinkingmaybefocusingonperegrinefalcons.Youknow,howthey’veadaptedtonestingonskyscrapers.Professor:That’saclassiccasestudy,butit’sbeendonequiteextensively.Youmightstruggletofindauniqueangleunlessyoulookatveryrecentdata.Whataboutsomethingabitmore...current?Perhapsrelatedtogreeninfrastructure?Student:Greeninfrastructure?Youmeanlikeparksandgardens?Professor:Yes,butspecificallythingslikegreenroofsorverticalgardens.There’ssomefascinatingemergingresearchonhowtheseman-madehabitatsfunctioncomparedtonaturalones.Forinstance,dotheyactuallysupportbiodiversity,oraretheyjustaesthetic?Student:Thatsoundsinteresting.Ireadsomewherethatgreenroofscanhelpreducethe"urbanheatisland"effect.Professor:Theycan,butthat’smoreofaclimatebenefit.I’mtalkingaboutecologicalbenefits.Therewasastudypublishedlastyearlookingatinsectpopulationsongreenroofsversusground-levelparks.Insects,ofcourse,areafoodsourceforbirds.Iftheroofsdon’tsupporttherightinsects,thebirdswon'tstay.Student:So,Icouldcomparethebiodiversityofgreenroofstotraditionalparksinthecity?Professor:Thatwouldbeasolidapproach.Youcouldlookatprimaryproductivity.Or,evenbetter,lookat"habitatconnectivity."Youknow,whetherthesegreenroofsactassteppingstonesthatallowbirdstomoveacrossthecitywithouthavingtotouchtheground.Student:Habitatconnectivity...thatmakessense.Iftheroofsareisolated,birdscan’treallymigratethroughthecityeffectively.Professor:Precisely.YoucouldproposeamethodologyformappingthesecorridorsusingGISdata.Wehaveaccesstothecity’splanningdatabase,whichhasthelocationsofallcertifiedgreenbuildings.Student:Thatsoundsdoable.IhavesomeexperiencewithGISfrommyGeographyclasslastsemester.Professor:Excellent.Ifyoustructureitright,youcouldevenargueforspecificpolicyrecommendations.Like,requiringgreenroofsonnewbuildingstoconnectexistingparks.Student:Thatsoundslikeamuchstrongerpaperthanjusttalkingaboutfalcons.Thanks,ProfessorMiller.IthinkIhaveadirectionnow.Professor:Gladtohelp.Justmakesureyoucitetherecentliteratureoninsectdiversity.I’llsendyouafewlinkstothekeypapers.Student:Iappreciatethat.Haveagoodday!Professor:Youtoo,Sarah.Narrator:Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.1.Whatisthemainpurposeoftheconversation?A.Torequestanextensiononthetermpaperdeadline.B.Togetapprovalforaresearchmethodology.C.Todiscusspotentialtopicsforatermpaper.D.Toreportondatacollectedforastudy.2.Whydoesthestudentinitiallywanttowriteaboutperegrinefalcons?A.Sheisinterestedinhowtheyadapttocityenvironments.B.Shewantstostudytheirmigrationpatterns.C.Shehasaccesstoauniquedatasetaboutthem.D.Shebelievestheyareanendangeredspecies.3.Whatdoestheprofessorimplyaboutthetopicofperegrinefalcons?A.Itistoodifficultforanundergraduatestudent.B.Ithasbeenresearchedtoomuchtooffernewinsights.C.Itisnotrelatedtothecoursecurriculum.D.Itrequiresexpensiveequipmenttostudy.4.Whatdoestheprofessorsuggestthestudentfocusonregardinggreenroofs?A.Theirabilitytoreduceenergycostsforbuildings.B.Theirroleinmitigatingtheurbanheatislandeffect.C.Theireffectivenessinsupportingbiodiversityandhabitatconnectivity.D.Thetechnicalaspectsoftheirconstructionandmaintenance.5.Whatwillthestudentlikelydonext?A.Searchforarticlesoninsectdiversityinurbanenvironments.B.ContactthecityplanningdepartmentforGISdata.C.Changethetopictosomethingrelatedtoclimatechange.D.Interviewarchitectswhodesigngreenbuildings.Narrator:ListentopartofalectureinanAstronomyclass.Professor:Okay,let’scontinueourdiscussiononexoplanets—planetsthatorbitstarsoutsideoursolarsystem.Sofar,we'veidentifiedthousandsofthemusingmethodslikethetransitmethodandradialvelocity.Butfindingthemisjuststepone.Thebigquestion,ofcourse,is:"Areanyoftheseplanetshabitable?"Andtoanswerthat,weneedtolookattheiratmospheres.Now,analyzinganexoplanet'satmosphereisincrediblydifficult.Wecan'tjustsendaprobethere;theyarelight-yearsaway.So,wehavetorelyonatechniquecalledtransmissionspectroscopy.Doesanyonerememberhowthatworks?Student:Itinvolveslookingatthelightfromthestarastheplanetpassesinfrontofit,right?Professor:Exactly.Whenaplanettransitsitsstar,atinyfractionofthestar’slightpassesthroughtheplanet’satmospherebeforereachingus.Differentmoleculesintheatmosphereabsorbdifferentwavelengthsoflight.Bycomparingthespectrumofthestar'slightbeforeandduringthetransit,wecanfigureoutwhattheatmosphereismadeof.Buthere’sthecatch.Thismethodworksbestforlargeplanetsorbitingsmallstars,anditrequirestheatmospheretoberelatively"puffy"orextended.Forsmall,rockyEarth-likeplanets,theatmosphereisverythin,sothesignalisextremelyweak.It’sliketryingtohearawhisperinanoisyroom.However,recently,withthelaunchofnext-generationspacetelescopes,wearegettingbetteratthis.Weareparticularlyinterestedinsomethingcalledthe"rededge."No,notthepoliticalterm.Inbiology,the"rededge"referstoasharpchangeinthereflectanceofvegetationatnear-infraredwavelengths.Plantsabsorbvisiblelightforphotosynthesis—that’swhytheylookgreen.Buttheyreflectnear-infraredlighttoavoidoverheating.IfwelookatEarthfromadistance,weseethishugespikeinreflectedlightatabout700nanometers.It’sasignatureoflife.Specifically,vegetation.So,theideais:ifwedetectthis"rededge"spectralsignatureonanexoplanet,itcouldbeastrongindicatorofplantlife.But...wehavetobecareful.Therearenon-biologicalprocessesthatcanmimicthissignature.Forexample,certaintypesofmineralsoratmosphericinteractionscancreatesimilarspectralfeatures.Let’slookataformularelatedtotheDopplereffectwhichweusetoisolatetheplanet'slightfromthestar'slight.TheshiftinwavelengthΔλ=Whereistherestwavelength,visthevelocityofthesourcerelativetotheobserver,andcisthespeedoflight.Thishelpsusdistinguishtheplanet'satmosphericsignaturefromthestellarspectrumbecausetheplanetismovingatadifferentvelocitythanthestar.Anotherchallengeisstellaractivity.Starspotsandflarescanchangethestar'sspectrum,confusingourinstruments.Wehavetomodelthestar'sbehaviorverypreciselytosubtractthatnoise.Ifwedon't,wemightthinkwe'vefoundoxygenormethane—biosignaturegases—whenit'sjustastaractingup.So,whataretheidealtargets?WearelookingatM-dwarfstars.TheyaresmallerandcoolerthantheSun.Becausetheyaredim,thehabitablezone—theregionwhereliquidwatercanexist—ismuchclosertothestar.Thismeansplanetsinthehabitablezonetransitmorefrequentlyandhavealargersignalrelativetothestar'ssize.ButM-dwarfscanbeviolent,especiallywhentheyareyoung.TheyemitpowerfulUVflaresthatcouldstripawayaplanet'satmosphere.So,anatmospheredetectionaroundanM-dwarfisadouble-edgedsword:it’seasiertodetect,butmaybelesslikelytoexistifthestaristooactive.WearecurrentlyanalyzingdatafromaplanetorbitinganM-dwarfcalledProximaCentaurib.It’stheclosestexoplanettous.Thedataisnoisy,butsomepreliminarystudiessuggesttheremightbesignalsassociatedwithcertainvolatiles.Weneedmoreobservationstoconfirmifthosesignalsarefromtheplanetorjuststellarcontamination.Narrator:Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.6.Whatisthelecturemainlyabout?A.Thehistoryofthesearchforexoplanets.B.Methodsforanalyzingtheatmospheresofexoplanets.C.ThephysicalcharacteristicsofM-dwarfstars.D.Thechallengesofsendingprobestoothersolarsystems.7.Accordingtotheprofessor,whyisthe"rededge"significant?A.Itindicatesthepresenceofliquidwateronaplanet'ssurface.B.Itisaspectralsignaturethatmayindicatevegetation.C.Itmarkstheboundaryofastar'shabitablezone.D.Ithelpsscientistscalculatethedistancetoanexoplanet.8.WhydoestheprofessormentiontheDopplereffectformula?A.Toexplainhowthemassofaplanetiscalculated.B.Toshowhowtodeterminethecompositionofastar.C.Toillustratehowtoseparatetheplanet'slightfromthestar'slight.D.Tocalculatethespeedatwhichaplanetorbitsitsstar.9.WhatdoestheprofessorimplyaboutM-dwarfstars?A.Theyarethebestcandidatesforfindinglifebecausetheyarestable.B.Theyaretoohottosupporthabitableplanets.C.Theirplanetsareeasiertostudybutmayfaceatmosphericstripping.D.Theydonotemitenoughlightfortransmissionspectroscopy.10.Whatistheprofessor'sattitudetowardthedetectionofbiosignaturesonProximaCentaurib?A.Heisconfidentthatlifeexiststhere.B.Hebelievesthedataiscurrentlyinconclusive.C.Hethinkstheplanetistoofarawaytostudyaccurately.D.Heisskepticalthattheplanethasanatmosphere.Narrator:Listentoaconversationbetweenastudentandauniversitystaffmember.StaffMember:HousingServices,thisisGaryspeaking.HowcanIhelpyou?Student:Hi,Gary.ThisisMarkfromroom304intheNorthDorms.I’mcallingabouttheheatinginmyroom.It’sbeenbrokenforafewdays,andit’sgettingreallycoldinhere.StaffMember:Oh,I’msorrytohearthat,Mark.Wedidgetaworkordersubmittedforyourbuildingyesterday.Letmecheckthestatus...ItlooksliketheboilerfortheNorthDormsisdownformaintenance.Themaintenanceteamisworkingonit,butpartsareonbackorder.Student:Partsareonbackorder?Doyouknowhowlongitwilltake?Ihavefinalscomingupnextweek,andIcan'tstudyifI'mfreezing.StaffMember:Iunderstand.Theestimateisaboutthreetofivedays.Inthemeantime,doyouhaveaspaceheater?Student:No,Idon't.AndIrememberreadingsomewherethatspaceheatersaren'tallowedinthedormsbecauseoffiresafetyrules.StaffMember:That’sgenerallytrue.Mostspaceheatersareprohibited.However,insituationslikethiswherecentralheatingfails,wecanloanoutuniversity-approvedheaters.Theyhavesafetyshut-offswitches.Student:Thatwouldbegreat.CanIcomepickoneupnow?StaffMember:Yes,comeovertotheHousingServicesofficeattheStudentCenter.We’reopenuntil5PM.JustbringyourstudentIDsoIcanlogitagainstyourroom.Student:Okay,I’llbethereintwentyminutes.Also,whileIhaveyou...Isawaflyerabouta"WinterBreakHousing"application.I’mplanningtostayhereoverthebreaktoworkonmythesis.DoIneedtoapplyforthat?StaffMember:Yes,absolutely.ThedormscloseforwinterbreakonDecember20th.Ifyou’restaying,youneedtofillouttheformonlinebythisFriday.There’sanominalfee,butitcoversthecostofkeepingtheutilitiesonforthebreakhousingwing.Student:Isthereaspecificwingwestayin?I’minNorthDormsrightnow.StaffMember:Usually,everyonestayingoverbreakmovestotheWestTower.It’smoreefficienttoheatjustonebuildingratherthanhavingstudentsscatteredallovercampus.You’llgetatemporaryroomassignmentthere.Student:Oh,Isee.DoIneedtomoveallmystuff,orjusttheessentials?StaffMember:Justessentials.Youkeepyourregularroomlocked,butyouwon'thaveaccesstoitduringthebreakbecausethebuildingsarealarmed.Youcanleaveyourheavyfurnitureandmostclothes.Justtakeyourlaptop,toiletries,andenoughclothesforafewweeks.Student:Alright,thanksfortheinfo.I’llfillouttheapplicationwhenIgetbacktomyroom.StaffMember:Soundsgood.Seeyousoonfortheheater.Narrator:Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.11.WhyisthestudentcallingtheHousingServicesoffice?A.Tocomplainabouthisroommate.B.Toreportabrokenheater.C.Toapplyforwinterbreakhousing.D.Toaskaboutthedormrules.12.Whatisthecauseoftheheatingprobleminthestudent'sdorm?A.Apoweroutageinthearea.B.Abrokenboilerawaitingparts.C.Amalfunctioningthermostatinthestudent'sroom.D.Routinemaintenancethatwasscheduledunexpectedly.13.Whatdoesthestaffmemberofferthestudent?A.Arefundforhishousingfees.B.Amovetoadifferentdormimmediately.C.Auniversity-approvedspaceheater.D.Permissiontobuyhisownheater.14.Accordingtothestaffmember,whatmuststudentsdoiftheystayoncampusduringwinterbreak?A.Theymustpayanextrafee.B.TheymustmovetotheWestTower.C.TheymustleavethecampusbyDecember20th.D.Theymustsubmitaletterofrecommendation.15.Whatdoesthestaffmemberimplyaboutthestudent'scurrentroom?A.Itwillbeunavailableduringthebreak.B.Itwillbeusedbyanotherstudent.C.Itdoesnothaveinternetaccess.D.Itistoosmallforlong-termstays.Narrator:ListentopartofalectureinanArtHistoryclass.Professor:Todaywearegoingtotalkaboutamovementthatchallengedtheverydefinitionofartinthemid-20thcentury:AbstractExpressionism.WhileitwascenteredinNewYorkCity,itsinfluencewasglobal.Weoftenfocusonthepainters—JacksonPollock,MarkRothko,WillemdeKooning—buttodayIwanttoshiftourfocustothesculptorsoftheera,specificallyDavidSmith.DavidSmithisoftenconsideredthefatherofAmericanabstractsculpture.Beforehim,Americansculpturewaslargelyfigurativeandacademic.Smithchangedthat.Hedidn'tcarvestonelikeMichelangelo;heweldedmetal.Hewasawelderbytrade,havingworkedinanautomobilefactory.Thisindustrialbackgroundheavilyinfluencedhisaesthetic.Hesawbeautyintherawmaterialsofindustry—steel,iron,stainlesssteel.Oneofhismostfamousseriesisthe"Cubi"series.Thesearelarge,geometric,stainlesssteelworks.Theylookliketheyaremadeofsolidblocks,butactually,theyareoftenhollow,constructedfromweldedsheets.Thesurfacesarehand-brushed,creatingatexturethatcatchesthelight.Smithwasobsessedwiththerelationshipbetweentheobjectandthespacearoundit.Hedidn'tjustwanttocreateanobject;hewantedtocreate"spacedrawings."Let’slookat"CubiXXVI."ItstandsinthegardenoftheMuseumofModernArt.It’satoweringstackofgeometricforms—cubes,cylinders,andrectanglesbalancingprecariouslyononeanother.Itlookslikeitmighttoppleover,right?Thatsenseofinstabilityisintentional.Smithwantedtocapturetheenergyandtensionofmodernlife.It’sstatic,butitfeelsdynamic.Now,comparethistotheMinimalistswhocamelater,likeDonaldJudd.TheMinimalistswantedtoremoveanytraceoftheartist'shand.Theyusedindustrialfabricationtomakeperfect,impersonalboxes.Smith,ontheotherhand,embracedthe"hand-made."Youcanseethewelds.Youcanseethehammermarks.ForSmith,theprocesswasarecordofhisphysicalengagementwiththematerial.AnotherkeyaspectofSmith'sworkisitstwo-dimensionality.Heoftenreferredtohissculpturesas"drawingsinspace."Hewasheavilyinfluencedbythepaintingsofhiscontemporaries,liketheDutchpainterPietMondrian.Smithwouldlayoutpiecesofmetalonthefloorofhisstudio,arrangingthemlikeacollage,beforeweldingthemtogether.Thismethodgiveshisworksaflat,pictorialqualitywhenviewedfromcertainangles.Theylooklike3Dprojectionsofa2Dpainting.Smithalsoworkedinamoreopen,linearstyle,usingthinrodsofsteel.Theseworks,oftencalled"Zig"series,arelikelinedrawingsintheair.Theyaretransparent,allowingyoutoseethroughthemtothelandscapebehind.Thisbreaksdownthebarrierbetweenthesculptureanditsenvironment.Tragically,Smithdiedinacaraccidentin1965,justashisworkwasgaininginternationalrecognition.Buthislegacyisprofound.Heliberatedsculpturefromthepedestalandfromtheobligationtorepresentthehumanfigure.Heprovedthatindustrialmaterialscouldbeelevatedtohighart,pavingthewayforfuturegenerationsofartiststouseeverythingfromneonlightstoplasticintheirwork.Narrator:Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.16.Whatisthemaintopicofthelecture?A.TheinfluenceofEuropeanpaintersonAmericanart.B.ThetechniquesusedinMinimalistsculpture.C.TheworkandphilosophyofDavidSmith.D.Thehistoryofweldinginindustrialmanufacturing.17.HowdidDavidSmith'sworkexperienceinfluencehisart?A.HelearnedtocarvemarblefromItaliansculptors.B.Heusedindustrialtechniquesandmaterialslikewelding.C.Hefocusedoncreatingportraitsoffactoryworkers.D.Hedesignedmass-producedfurnitureforoffices.18.Accordingtotheprofessor,whatisacharacteristicofthe"Cubi"series?A.Theyaremadeofheavy,solidstoneblocks.B.Theyareperfectlysmoothandmachine-made.C.Theyhaveahand-brushedsurfacethatreflectslight.D.Theyaredesignedtobedisplayedindoorsonly.19.WhydoestheprofessormentionthepainterPietMondrian?A.TocontrastMondrian'sgeometricstylewithSmith'schaoticstyle.B.ToexplainasourceofinspirationforSmith'slayoutmethods.C.ToshowthatSmithwasabetterpainterthanMondrian.D.ToillustratethedifferencesbetweenEuropeanandAmericanart.20.Whatpointdoestheprofessormakeaboutthe"Zig"series?A.Theyareheavyandopaque.B.Theyresemblelinedrawingsinspace.C.Theywerecreatedbymachines.D.Theyarealwaysdisplayedonpedestals.21.Whydoestheprofessordescribe"CubiXXVI"aslookinglikeitmighttoppleover?A.Tocriticizethestructuralintegrityofthework.B.Toexplainthatitwasactuallydamagedinastorm.C.Toillustratetheintentionalsenseoftensionandenergy.D.TopointoutaflawinSmith'sweldingtechnique.Narrator:ListentopartofalectureinaBiologyclass.Professor:We’vespentthelastfewweekstalkingaboutanimalbehavior,specificallycommunication.Today,Iwanttodiscussaveryspecifictypeofchemicalcommunicationusedbyinsects:pheromones.Weusuallythinkofpheromonesassexattractants—andtheyoftenare—butinsectsusethemforawidevarietyofcomplexsocialfunctions.Takeants,forexample.Anantcolonyisasuperorganism;itoperatesasasingleunit.Butnoneoftheantshavealoudspeakerorawhiteboard.Sohowdotheycoordinate?Pheromones.Anantleavesatrailofpheromoneswhenitfindsfood.Otherantsfollowthistrail.Asthefoodsourcedepletes,theantsstoplayingthepheromone,anditevaporates.It’sadynamic,self-regulatingsystem.Butlet'slookatamoredramaticexample:honeybees.Weallknowaboutthe"waggledance,"wherebeesdancetotellotherswherethenectaris.Butbeesalsousepheromonestoconveythemoodofthehive.Thereisapheromonecalled"Nasonovpheromone."Whenbeesareswarming—lookingforanewhome—theyreleasethisscenttohelptheswarmclustertogetheraroundthequeen.It’sessentiallya"scentofhome"ora"comehither"signal.Now,hereiswhereitgetsfascinating.Pheromonesarenotjustaboutattraction;theycanalsobeaboutalarmanddefense.Manyaphids,forinstance,whenattackedbyapredatorlikealadybug,releasea"panicpheromone."Thissignalsotheraphidsnearbytodropofftheplantandescape.It’sawarningsystemthatsavesthecolony,eveniftheindividualiseaten.Butwhathappenswhenthissystemisexploited?Natureisanarmsrace.Justasaphidsevolvedtowarneachother,predatorsevolvedtodetectthosewarnings.Someparasiticwaspsareattractedtotheaphidalarmpheromone.Tothewasp,thesmelldoesn'tmean"runaway";itmeans"dinnerisbeingserved."Thewaspfollowsthescenttrailtotheaphidsandlayseggsinsidethem.Thisisaclassiccaseofeavesdroppingonachemicalchannel.Let’sconsiderthechemistryforamoment.Pheromonesaretypicallyvolatileorganiccompounds.Therateofevaporationdetermineshowlongthesignallasts.Astrongscenttravelsfarbutfadesfast.Aheavyscentstaysclosebutlastslonger.Insectshaveevolvedglandstoproduceexactlytherightmixforthesituation.Thereisalsoaconceptof"pheromoneplumes."Ifyouweretovisualizeascenttrailintheair,itwouldn'tbeastraightlinelikearope.Itwouldbemorelikeasmoketrail,breakingupintofilamentsandpockets.Insectshavetonavigatethischaoticenvironment.Moths,forexample,candetectafemalesexpheromonefrommilesaway.Theyflyupwind,castingbackandforth,stayingwithintheplumeuntiltheyfindthesource.Thisbehavioriscalled"anemotaxis."Understandingthesechemicalsignalsisn'tjustacademic;ithashugeagriculturalapplications.Wecansynthesizepheromonestotrappests.Forexample,wecanlurecodlingmothsintotrapsusingsyntheticfemalepheromones,preventingthemfrommatingandlayingeggsinappleorchards.Thisisaformofpestcontrolthatisenvironmentallyfriendlybecauseit’sspecies-specificandnon-toxictootheranimals.So,fromthecomplexsocialorganizationofananthilltothelife-and-deathstrugglebetweenaphidsandwasps,theinvisibleworldofscentdrivesthebehavioroftheinsectworld.It’sasilentlanguagethatspeaksvolumes.Narrator:Nowgetreadytoanswerthequestions.Youmayuseyournotestohelpyouanswer.22.Whatisthemainpurposeofthelecture?A.Tocomparethevisionofinsectstothatofhumans.B.Toexplaintheroleofpheromonesininsectcommunication.C.Todescribethematingritualsofhoneybees.D.Todiscusstheagriculturaluseofpesticides.23.Accordingtotheprofessor,howdoantsusepheromones?A.Tomarkthelocationofwatersources.B.Tosignaldangertothequeen.C.Tocreatetrailstofoodsources.D.Toidentifymembersoftheirowncolony.24.Whydoestheprofessormentionthe"waggledance"ofhoneybees?A.Toexplainthatitistheprimarymethodofcommunicationinbees.B.Tocontrastitwithchemicalcommunicationmethods.C.Toshowthatbeesaremoreintelligentthanants.D.Todemonstratehowbeesfindflowers.25.Intheexamplegivenbytheprofessor,howdoparasiticwaspsbenefitfromaphidalarmpheromones?A.Theyusethepheromonetoparalyzetheaphids.B.Theyusethepheromonetolocatetheaphidsasprey.C.Theymimicthepheromonetohidefromtheaphids.D.Theyproduceasubstancethatneutralizesthepheromone.26.Whatdoestheprofessorimplyaboutthephysicalpropertiesofpheromones?A.Heavierpheromonesareusedforlong-distancecommunication.B.Volatilityaffectstherangeanddurationofthesignal.C.Allpheromonesevaporateatthesamerate.D.Pheromonesarealwaysinvisibletothehumaneye.27.Howdoestheprofessororgani