If you build it, it will float. That's what some Longview High School students were hoping when they made their cardboard boats for a physics class. The Lobo Regatta was ready to put Archimedes’ water displacement principle to the test using only cardboard. Six teams were competing for a decent grade, including, Bradie Davis and crew.

“Is it seaworthy?” I asked Bradie.

“Probably not,” she admitted.

I spoke with Chris Topher and crew, also wanting to win.

“What's your strategy of building the boat?” I asked Chris.

“We did as many layers as we could on the bottom until we started working on the sides, so it wouldn't go down like that,” he explained.

Mercedes Nunley and crew didn't have a name yet. 

“So does your boat have a name?” I asked her.

“No, it doesn't,” Mercedes laughed, “Hey guys do we want to give our boat a name?”

“The Anchor,” a teammate replied.

“Okay, it's the Anchor,” Mercedes said.

Kate Darby and crew had a different style in mind.

“Wow, that's a little boat.” I commented.

“Yeah, we were trying to make it look like a canoe so it wouldn't fold in when we got it in the water,” Kate stated.

And Jose Soco and crew shared their plan of attack.

“What was your strategy with the boat?” I asked Jose.

“Eat gummy worms and work on our boat,” Jose said.

Jennifer Smith, their physics instructor, started them off, and they're all in pretty quickly, but Gummy Worms gets an early lead. Layered Bottom and Not Seaworthy are stuck at the gate, while The Anchor and Tippy Canoe are neck and neck, while Layered Bottom and Not Seaworthy have pretty much given up. And it looks like it's all Tippy Canoe, with The Anchor pulling in just behind.

Of course, it's not really a race. This part of their hysics class taught them not only water displacement, but more importantly, they work together to see the real world in their own way.

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1. Why did the teacher ask the students to make their cardboard boats?

A To let students understand Archimedes’ water displacement principle.

B To help students find the best way of making the boats that can float.

C To remind the students to know how they can compete a decent grade.

D To show the students what is the best materials to make a good boat.

解析：选A。A。细节理解题。根据文章第1段第2句的That's what some Longview High School students were hoping when they made their cardboard boats for a physics class可知老师让学生做纸船的目的就是为了验证阿基米德定律。

2.What did Chris do to prevent his boat from going down?

A He planned to make it look like a canoe.

B He asked many people to help him.

C He made his best to improve the sides.

D He tried to make the bottom thicker.

解析：选D。D。推理判断题。根据文章第6段的“We did as many layers as we could on the bottom until we started working on the sides, so it wouldn't go down like that,” he explained.可知他把底部做的更厚些以防止小船下沉。

3.Who named Mercedes Nunley’s boat?

A His teacher.

B His father.

C His teammate.

D His instructor.

解析：选C。C。细节理解题。根据第10段中的“The Anchor,” a teammate replied可以得知的他的队友偶然给出了小船的名字。

4.Which boat had a good beginning in the race?

A Gummy Worms

B Layered Bottom

C Not Seaworthy

D Tippy Cano.

解析：选A。A。细节理解题跟文章倒数第2段第1句的Jennifer Smith, their physics instructor, started them off, and they're all in pretty quickly, but Gummy Worms gets an early lead. 可以得知Gummy Worms在出发的时候最领先。

5.What was the most important lesson the students learn from the experiment?

A Teamwork.

B Displacement.

C Confidence.

D Intelligence.

解析：选A。A。推理判断题。从文章最后一句的This part of their Physics class taught them not only water displacement, but more importantly, they work together to see the real world in their own way.可以推知他们通过相互合作的方式来感知世界，因此他们能够从实验中学会团队合作。