青岛科技大学2006年研究生入学考试试卷A
考试科目：基础英语(答案全部写在答题纸上)
I.Structure and Vocabulary (18 points)
Directions: Complete each of the sentences with the most likely answer.
1.Emphasis is laid on the necessity that all the objectives to be attaine
d ________ into account befor
e starting a new project.
A. be taken
B. were taken
C. should take
D. had bee
n taken
2.We can assign the task to __________ is capable and trustworthy.
A. whomever
B. who
C. whom
D. whoeve
r
3.The Smithsonian Institution preserves more than sixty-five million ite
ms of scientific, historical, or artistic interest, __________ winning th
e popular title, ―attic o
f the nation‖.
A. however
B. and
C. thus
D. moreov
er
4.We came early and had to wait two hours before the ceremony bega
n. We _______.
A. should not hurry
B. must ho have hurried
C. need not hurry
D. need not have hurried
5._________, the white mountain goat is an extremely sure-footed anim
al that escapes from its predators by living in the most rugged, rocky
landscapes.
A. Rarely seen
B. Having been rarely seen
C. Being rarely seen
D. Rarely to be seen
6. Nick would certainly have got there on time _________.
A. if the flat tire hadn‘t happ ened
B. if he didn‘t get a flat tire
C. had he not had a flat tire
D. had the tire hadn‘t flattened its elf
7. Most electronic devices of this kind, _______ manufactured for such
purposes, are tightly packed.
A. that are
B. as are
C. which is
D. it i
s
8. ffice:smarttags" />Britain‘s press is unusual ________ it is divided int
o two very different types of newspaper: the quality press and the p
opular press.
A. in how
B. in what
C. in which
D. in that
9. _________ he needed money for his mother‘s operation, the driver re
sisted the temptation to keep the fat wallet a customer had left behi
nd in the car.
A. Much as
B. So much
C. As much
D. Mu
ch so
10. I wouldn‘t say I was a non-believer, but I don‘t have any burning re
ligious______.
A. certainty
B. convictions
C. superiority
D. rebellio
n
11. He believed that age alone would not ________ him from standing a
s a candidate.
A. contrive
B. intervene
C. suppress
D. preclud
e
12. Most people believe that parenthood is an experience nothing else ca
n _______.
A. compile
B. duplicate
C. imitate
D. compet
e
13. Breathing polluted air may _______ affect an individual‘s respiratory capac ity.
A. detrimentally
B. consequently
C. occasionally
D. inadvertentl y
14. Einstein‘s work provided the _______ for a major shift in the field
of physics.
A. cradle
B. efficiency
C. impetus
D. pro
ficiency
15. Research suggests that children who leave primary school without a f
irm grounding in ______ and numeracy never catch up.
A. etiquette
B. character
C. personality
D. literacy
16. The most _______ of all Olympic events is the decathlon.
A. exhilarating
B. gruesome
C. grueling
D. creative
17. Shakespear‘s plays are ________ to variou s interpretations.
A. compatible
B. incredulous
C. susceptible
D. imperative
18. Official business requirements obviously take ________ over personal
requests.
A. priority
B. orientation
C. prestige
D. collaboratio
n
II. Paraphrase the following sentences (20 points)
1.Conversation is not for making a point.
2.The phrase, ―the King‘s English‖, has always been used a little
pejoratively and even facetiously by the lower classes.
3.This peaceful revolution of hope cannot become the prey of hosti
le powers.
4.…before the dark powers of destruction unleashed by science eng
ulf all humanity in planned or accidental self-destruction.
5.Let both sides seek to invoke the wonders of science instead of
its terrors.
6.…while Englishness is not hostile to change, it is deeply suspicio
us of change for change‘s sake.
7.The universalizing imperative of technology is irresistible.
8.Prohibition afforded the young the additional opportunity of maki
ng their pleasures illicit.
9.The propaganda for abolition speaks in hushed tones of the sanct
ity of human life.
10.New York even prides itself on being a holdout from prevailing
American trends.
III. Identify the rhetorical devices in the following sentences (10 points)
1. Let both sides explore what problems unite us instead of belabor
ing those problems which divide us.
2.We can batten down and ride it out.
3. A moment later, the hurricane, in one mighty swipe, lifted the e
ntire roof off the house and skimmed it 40 feet through the air.
4.The wind sounded like the roar of a train passing a few yards a
way.
5.Wind and rain now whipped the house.
6.Strips of clothing festooned the standing trees.
7.Blowndown power lines coiled like black spaghetti over the road
s.
8.The Elizabethans blew on it as on a dandelion clock, and its see
ds multiplied, and floated to the ends of the earth.
9.You are the whole world to me, and the moon and the stars and
the constellations of outer space.
10.And this is true, whether they are wearing bowler hats or ungo
vernable mops of hair.
IV. Translate the following paragraph into Chinese (16 points)
Some battles have been won or lost because the commander of a large force, arriving late, decided almost at the last moment to change sides. I feel that a powerful section of English workers, together with their union bosses, is in the same situation as that commander just before he could m ake up his mind. These men believe t hat if there is a ―Good Life‘ going, then it‘s high time they had their share of it. But some remaining English ness in them whispers that there may be a catch in it. Where‘s this ?Good life‘ in sweating your guts out, just because the managers are on the p ro ductivity-per-man-hour caper? It‘s all a racket anyhow. If we don‘t work li ke the old man used to do, we‘re not turning out the honest stuff the old man was expected to turn out. It‘s the profit now, not the product.
V. Reading Comprehension (46 points)
Directions : There are five passages in this part. Each passage is followed b y some questions or unfinished statements. For each of them there are four ch oices marked A, B, C and D. You should decide on the best choice and then write your choice on the answer sheet.
Passage 1
I cry easily. I once burst into tears when the curtain came down on the Kirov Ballet's Swan Lake. I still choke up every time I see a film of Roger Bannister breaking the "impossible" four minute mark for the mile. I figure I am moved by witnessing men and women at their best. But they need not be great men and women, doing great things.
Take the night, some years ago, when my wife and I were going to din ner at a friend's house in New York city. It was sleeting. As we hurried towa rd the house, with its welcoming light, I noticed a car pulling out from the cu rb. Just ahead, another car was waiting to back into the parking space -- a rar e commodity in crowded Manhattan. But before he could do so another car ca me up from behind, and sneaked into the spot. That's dirty pool, I thought.
While my wife went ahead into our friend's house, I stepped into the str eet to give the guilty driver a piece of my mind. A man in work clothes rolle d down the window.
"Hey," I said, "this parking space belongs to that guy," I gestured toward the man ahead, who was looking back angrily. I thought I was being a good Samaritan, I guess -- and I remember that the moment I was feeling pretty manly in my new trench coat.
"Mind your own business!" the driver told me.
"No," I said. "You don't understand. That fellow was waiting to back into
this space."
Things quickly heated up, until finally he leaped out of the car. My God, he was colossal. He grabbed me and bent me back over the hood of his car a s if I was a rag doll. The sleet stung my face. I glanced at the other driver, l ooking for help, but he gunned his engine and hightailed it out of there.
The huge man shook his rock of a fist to me, brushing my lip and cutting the inside of my mouth against my teeth. I tasted blood. I was terrified. He snarled and threatened, and then told me to beat it.
Almost in a panic, I scrambled to my friend's front door. As a former Mar ine, as a man, I felt utterly humiliated. Seeing that I was shaken, my wife an d friends asked me what had happened. All I could bring myself to say was t hat I had an argument about a parking space. They had the sensitivity to let it go at that.
I sat stunned. Perhaps half an hour later, the doorbell rang. My blood ran cold. For some reason I was sure that the bruiser had returned for me. My ho stess got up to answer it, but I stopped her. I felt morally bound to answer it myself.
I walked down the hallway with dread. Yet I knew I had to face up to m y fear. I opened the door. There he stood, towering. Behind him, the sleet ca me down harder than ever.
"I came back to apologize," he said in a low voice. "When I got home, I said to myself, 'what right I have to do that?' I'm ashamed of myself. All I ca n tell you is that the Brooklyn Navy Yard is closing. I've worked there for ye ars. And today I got laid off. I'm not myself. I hope you'll accept my apology. "
I often remember that big man. I think of the effort and courage it took f or him to come back to apologize. He was man at last.
And I remember that after I closed the door, my eyes blurred, as I stood i n the hallway for a few moments alone.
1. On what occasion is the author likely to be moved?
A. A young person cheated of the best things in life.
B. A genius athlete breaks a world record.
C. A little girl suffers from an incurable disease.
D. When the curtain comes down on a touching play.
2. What does "dirty pool" at the end of the second paragraph mean?
A. Improper deeds
B. Bribery
C. Chicanery
D. Dirty transaction
3. Why didn't the writer's wife and friends insist on asking him what had reall y happened?
A. They sensed that something terrible happened.
B. They were afraid that the writer might lose face if they insisted.
C. It was not their business.
D. They tried to calm the writer in this way.
4. What touched the writer in the end?
A. The big man's courage to admit his mistake.
B. The big man's sincerity and confession.
C. The big man's wretched experience.
D. The man at his best.
Passage 2
In developing a model of cognition, we must recognize that perception of the external world does not always remain independent of motivation. While progress toward maturity is positively correlated with differentiation between m otivation and cognition, tension will, even in the mature adult, militate towards a narrowing of the range of perception.
Cognition can be seen as the first step in the sequence events leading fro m the external stimulus to the behavior of the individual. The child develops f rom belief that all things are an extension of its own body to the recognition that objects exist independent of his perception. He begins to demonstrate awar eness of people and things which are removed from his sensory apparatus and initiates goal-directed behaviors. He may, however, refuse to recognize the exi stence of barriers to the attainment of his goal, despite the fact that his cogniti on of these objects has been previously demonstrated.
In the primitive beings, goal-directed behavior can be very simple motivat ed. The presence of an attractive object will cause an infant to reach for it; it s removal will result in the cessation of that action. Studies have shown no ev idence of the infant's frustration; rather, it appears that the infant ceases to des ire the object when he cannot see it. Further indications are that the infant's at tention to the attractive object increase as a result of its not being in his grasp. In fact, if he holds a toy and another is presented, he is likely to drop the fi rst in order to clutch the second. Often, once he has the one desired in his ha nds, he loses attention and turns to something else.
In adult life, mere cognition can be similarly motivational, although the vi
sible presence of the opportunity is not required as the instigator of response. The mature adult modifies his reaction by obtaining information, interpreting it, and examining consequences. He formulates a hypothesis and attempts to test it. He searches out implicit relationships, examines all factors, and differentiates among them. Just as the trained artist can separate the value of color, compo sition, and technique, while taking in and evaluating the whole work, so, too, t he mature person brings his cognitive learning strengths to bear in appraising a situation.
Understanding that cognition is separate from action, his reactions are only minimally guided from conditioning, and take into consideration anticipatable events.
The impact of the socialization process, particularly that of parental and so cial group ideology, may reduce cognitively directed behavior. The tension thus produced, as for instance the stress of fear, anger, or extreme emotion, will o ften be the overriding influence.
The evolutionary process of development from body schema through cogni tive learning is similarly manifested in the process of language acquisition. Au diting develop first, reading and writing much later on. Not only is this eviden t in the development of the individual being from infancy on, but also in the development of language for humankind.
Every normal infant has the physiological equipment necessary to produce sound, but the child must first master their use for sucking, biting, and chewin g before he can control his equipment for use in producing the sounds of lang uage. The babble and chatter of the infant are precursors to intelligible vocal c ommunication.
From the earlier times, it is clear that language and human thought have been intimately connected. Sending or receiving messages, from primitive warni ngs of danger to explaining creative or reflective thinking, this aspect of cognit ive development is also firmly linked to the needs and aspirations of society.
5. How does the child develop his perception?
A. His strong motivations give rise to perception.
B. He holds the conviction that things around him are parts of an extended body and
later on gives it up.
C. Parents and teachers play a key role in his development of cognition.
D. He believes that objects around him are dependent on his perception.
6. What stimulates adults' motivational cognition?
A. Predictable presence of opportunities.
B. Visible signs of opportunities.
C. Instigators.
D. Approachable information.
7. What is the influence of socialization process?
A. It may produce tension.
B. It may produce extreme emotion.
C. It may reduce one's cognitively guided behaviors.
D. all of the above.
8. What links cognitive development to the needs of society?
A. Practical purpose.
B. Natural human cognitive development.
C. Language.
D. Sending or receiving messages.
Passage 3
Every minute of every day, what ecologist James Carlton calls a global ―c onveyor belt‖ redistributes ocean organisms. It‘s a planetwide biological disrupti on that scientists have barely begun to understand.
Dr. Carlton –an oceanographer at Williams College in Williams town, M ass. –explains that, at any given moment, ―there are several thou sand [marine] species [traveling] … in the ballast water of ships.‖ These creatures move fro m coastal waters where they fit into the local web of life to places where so me of them could tear that web apart. This is the larger dimension of the infa mous invasion of fish-destroying, pipe-clogging zebra mussels.
Such voracious invaders at least make their presence known. What concer ns Carlton and his fellow marine ecologists is the lack of knowledge about the hundreds of alien invaders that quietly enter coastal waters around the world every day. Many of them probably just die out. Some benignly –or every ben eficially –join the local scene. But some will make trouble.
In one sense, this is an old story. Organisms have ridden ships for centuri es. They have cl ung to hulls and come along with cargo. What‘ new is the sc ale and speed of the migrations made possible by the massive volume of ship-ballast water –taken in to provide ship stability –continuously moving around the world….
Ships load up with ballast water and its inhabitants in coastal waters of o ne port and dump the ballast in another port that may be thousands of kilomet ers away. A single load can run to hundreds of thousands of gallons. Some la
rger ships take on as much as 40 million gallons. The creatures that come alo ng tend to be in their larva freefloating stage. When discharged in alien waters they can mature into crabs, jellyfish, slugs, and many other forms.
Since the problem involves coastal species, simply banning ballast dumps i n coastal waters would, in theory, solve it. Coastal organisms in ballast water that is flushed into midocean would not survive. Such a ban has worked for t he North American Inland Waterway. But it would be hard to enforce it world wide. Heating ballast water or straining it should also halt the species spread. But before any such worldwide regulations were imposed, scientists would nee d a clearer view of what is going on.
The continuous shuffling of marine organisms has changed the biology of the sea on a global scale. It can have devastating effects as in the case of the American comb jellyfish that recently invaded the black Sea. It has destroyed that sea‘s anchovy fishery by eating anchovy eggs. It may soon spread to we stern and northern European waters.
The marit ime nations that created the biological ―conveyor belt‖ should su pport a coordinated international effort to find out what is going on and what should be done about it.
9. According to Dr. Carlton, ocean organisms are
A. being moved to new environments.
B. destroying the planet.
C. succumbing to the zebra mussel.
D. developing alien characteristics.
10. Oceanographers are concerned because
A. their knowledge of this phenomenon is limited.
B. they believe the oceans are dying.
C. they fear an invasion from outer-space.
D. they have identified thousands of alien webs.
11. According to Marine ecologists, transplanted marine species
A. may upset the ecosystems of coastal waters.
B. are all compatible with one another.
C. can only survive in their home waters.
D. sometimes disrupt shipping lanes.
12. The identified cause of the problem is
A. the rapidity with which larvae mature.
B. a common practice of the shipping industry.
C. a centuries old species.
D. the world wide movement of ocean currents.
13. The article suggests that a solution to the problem
A. is unlikely to be identified.
B. must precede further research.
C. is hypothetically easy.
D. will limit global shipping.
Passage 4
And so I am to write a story—but of what, and where? Shall it be radia nt with the sky of Italy or eloquent with the beau ideal of Greece? Shall it br eathe odor and languor from the orient, or chivalry from the occident? or gaye ty from France? or vigor from England? No, no; these are all too old—my o wn New England; the land of bright fires and strong hearts; the land of deeds, and not of words; the land of fruits, and not of flowers; the land often spoke n against, yet always respected: ― the latchet of whose shoes the nations of th e earth are not worthy to unloose.‖
Now from this very heroic apostrophe, you may suppose that I have some thing very heroic to tell. By no means. It is merely a little introductory breeze of patriotism, such as occasionally brushes over every mind, bearing on its wi ngs the remembrance of all we ever loved and cherished in the land of our ea rly years; and if it should seem to be rodomontade to any people in other part s of the earth, let them only imagine it to be said about ―Old Kentucky‖, ―Ol d England‖, or any other corner of the world in which they happened to be b orn and they will find it quite rational.
But, as touching our story, it is time to begin. Did you ever see the little village of Newbury, in New England? I dare say you never did; for it was j ust one of those out-of-the-way places where nobody ever came unless they ca me on purpose: a green little hollow, wedged like a bird‘s next between half a dozen high hills, that kept off the wind and kept out foreigners; so that the little place was s straitly sui generis as if there were not another in the world. The inhabitants were all of that respectable old steadfast family who make it a point to be born, bred, married, to die, and be buried all in the selfsame sp ot. There were just so many houses, and just so many people lived in them; a nd nobody ever seemed to be sick, or to die either, at least while I was there. The natives grew old till they could not grow any older, and then they stood still, and lasted from generation to generation. There was, too, an unchangeabi lity about all the externals of Newbury. Here was a red house, and there was a brown house, and across the way was a yellow house; and there was a str
aggling rail fence or a tribe of mullein stalks between. The minister lived here, and Squire Moses lived there, and Deacon Hart lived under the hill, and Mes srs. Nadab and Abihu Peters lived by the crossroad, and the old ―wider‖ Smit h lived by the meeting-house, and Ebenezer Camp kept a shoemaker‘s shop on one side, and Patience Mosely kept a m illiner‘s shop in front; and there was old Comfort Scran, who kept a store for the whole town, and sold axeheads, brass thimbles, licorice balls, fancy handkerchiefs, and everything else you can think of. Here, too, was the general post-office, where you might see letters marvelously folded, directed wrong side upward, stamped with a thimble, and s uperscribed to some of the Dollys, or Pollys, or Peters, or Moseses aforename d or not named.
For the rest, as to manners, morals, arts, and sciences, the people in New bury always went to their parties at three o‘clock in the afternoon, and came home before dark; always stopped all work the minute the sun was down on Saturday night; always went to meeting on Sunday; had a schoolhouse with all the ordinary inconveniences; were in neighborly charity with each other; read their Bibles, feared their God, and were content with such things as they had —the best philosophy, after all.
14.In the first paragraph the author contrasts the East and the West as
A.indolent and gallant.
B. charming and rude.
C. foreign and familiar.
D. passive and aggressive.
15. In the second paragraph we can see that the author assumes her readers
A. prefer rigorous arguments.
B. share similar feelings.
C. need a lot of persuading.
D. dislike figurative language.
16. The author chooses New England as her subject matter because she
knows it well and because its inhabitants are
A. talkative rather than diligent.
B. productive rather than self-indulgent.
C. romantic rather than serious.
D. charming rather than admired.
17. The facts in the passage indicate that village of Newbury is
A. accustomed to seeing vagabonds.
B. a densely populated area.
C. socially and politically progressive.
D. located in a remote part of the country.
18. The author‘s view of Newbury is
A. retrospective.
B. detached.
C. impartial.
D. skeptical.
Passage 5
Just over 10 years ago, Ingmar Bergman announced that the widely acclai med Fanny and Alexander would mark his last hurrah as s filmmaker. Althoug h some critics had written him off as earnest but ponderous, others were sadde ned by the departure of an artist who had explored cinematic moods –from h igh tragedy to low comedy –during his four-decade career.
What nobody foresaw was that Bergman would find a variety of ways to circumvent his own retirement –directing television movies, staging theater pro ductions, and writing screenplays for other filmmakers to direct. His latest ente rprise as a screenwriter, Sunday’s Children, completes a trilogy of family-orient ed movies that began with Fanny and Alexander and continued with The Best Intentions written by Bergman and directed by Danish filmmaker Bille August.
Besides dealing with members of Bergman‘s family in byg one times –it begins a few years after The Best Intentions leaves off –the new picture was directed by Daniel Bergman, his youngest son. Although it lacks the urgency a nd originality of the elder Bergman‘s greatest achievements, such as The Silen ce and Persona, it has enough visual and emotional interest to make a worthy addition to his body of work.
Set in rural Sweden during the late 1920s, the story centers on a young b oy named Pu, clearly modeled on Ingmar Bergman himself. Pu‘s father is a co untry clergyman whose duties include traveling to the capital and ministering t o the royal family. While this is an enviable position, it doesn‘t assuage probl ems in the pastor‘s marriage. Pu is young enough to be fairly oblivious to suc h difficulties, but his awareness grows with the passage of time. So do the su btle tensions that mark Pu‘s own relationship with his father, whose desire to show affection and compassion is hampered by a certain stiffness in his demea nor and chilliness in his emotions.
The film‘s m ost resonant passages take place when Pu learns to see his f ather with new clarity while accompanying him on a cross-country trip to anot
her parish. In a remarkable change of tone, this portion of the story is punctua ted with flash-forwards to a time 40 years in the future, showing the relations hip between parent and child to be dramatically reversed. The father is now ca red for by the son, and desires a forgiveness for past shortcomings that the yo unger man resolutely refuses to grant.
Brief and abrupt though they are, these scenes make a pungent contrast w ith the sunny landscapes and comic interludes in the early part of the movie.
Sunday’s Children is a film of many levels, and all are skillfully handled by Daniel Bergman in his directional debut. Gentle scenes of domestic content ment are sensitively interwoven with intimations of underlying malaise. While t he more nostalgic sequences are photographed with an eye-dazzling beauty that occasionally threatens to become cloying, any such result is foreclosed by the jagged interruptions of the flash-forward sequences –an intrusive device that few filmmakers are agile enough to handle successfully, but that is put to imp ressive use by the Bergman team.
Henrik Linnros gives a smartly turned performance as young Pu, and Tho mmy Berggren –who starred in the popular Elvira Madigan years ago –is st eadily convincing as his father. Top honors go to the screenplay, though, whic h carries the crowded canvas of Fanny and Alexander and the emotional ambi guity of The Best Intentions into fresh and sometimes fascinating territory.
19. Over the years critical views of Bergmans‘ work have
A. without exception been positive.
B. deplored his seriousness.
C. often been antithetical.
D. usually focused on his personality.
20. The subject matter of Sunday’s Children
A. is presented chronologically.
B. takes place in the 19th century.
C. occurs all in one locale.
D. is derived from reminiscences.
21. From the passage we can infer that Pu‘s father is portrayed as a
A. demonstrative and caring parent.
B. reserved and reticent man.
C. compassionate and sentimental spouse.
D. spontaneous and dynamic minister.
22. The reviewer thinks that the ―flash forward‖ technique is
A. seldom handled skillfully.
B. responsible for the film‘s success.
C. too disruptive for ordinary filmgoers.
D. best left to amateur experimentation.
23. In the reviewer‘s opinion, Sunday’s Children
A. is a cinematic first.
B. has an original and interesting script.
C. is visually and emotionally depressing.
D. surpasses Bergman‘s previous work.
VI. Error correction (10 points)
Directions: Each numbered line of the following passage contains an error. Co rrect each error by adding a word, deleting a word or changing a word. You could write on your answer sheet in the following way:
For example: add ?to‘ before ?learn‘;
delete ?of‘;
exhibition ---- exhibit
Not until the early nineteen-forties was any serious
effort made to encourage new British music. The composers
themselves banded together into committee and this in
(1)
turn sponsored a plan by which reading panels of disqualified
(2)
musicians were formed, whose duty was to study the
scores submitting to them, and to decide which works merited
(3)
an introduction to the public opinion. Fortnightly performances
(4)
were arranged, with which the public was admitted free,
(5)
and compositions for small combinations of instruments
presented by artists who gave their services for this
(6)
good course. There were some unusual features to
(7)
these recitations. In the first place, the members of the
(8)
audience were presented with a carefully prepared form on
which they were asked to record their impressions of each
work heard, to say whether, in their opinion, it will be
(9)
recommended to concert organizers for exclusion in their
(10)
programmes. This experiment in seeking mass opinion was
given later, when it was found that the remarks became stereotyped
and unhelpful.
VII. Writing (30 points)
As China has turned more commercial in recent years, some schools and universities improperly collect various kinds of fees from students. Write an es say of about 300 words on the following topic:
Should Schools and Universities be Commercialized?
青岛科技大学本科毕业设计（论文）撰写规范 为提高毕业设计（论文）质量，特对我校本科毕业设计（论文）撰写规范作如下规定： 一、内容要求 毕业设计（论文）一般应包括以下九个主要组成部分： 1.封面 采用全校统一制作格式，填写的内容为：论文题目、指导教师姓名、辅导教师姓名、学生姓名、学生学号、学生所在学院（部）、专业、班级、完成日期。 2.中文摘要 中文摘要应是毕业设计（论文）的中心内容，应具有独立性和自含性，即读者不需要阅读全文，就能获得必要的毕业设计（论文）信息。摘要内容涉及本项科研工作的目的和意义、研究方法、研究成果、结论。要注意突出毕业设计（论文）中具有创造性的成果和具有新见解的部分。 3.英文摘要 英文摘要应与中文摘要相对应。 4.目录 目录作为毕业设计（论文）的提纲，是其各组成部分的小标题，应简明扼要。 5. 毕业设计（论文）正文 毕业设计（论文）正文是主体，一般由引言（绪论、前言）开始，以结论（或讨论）结束。毕业设计（论文）的内容可因科研项目的性质不同而变化，一般可包括理论分析、计算方法、实验装置和测试方法，经过整理加工的实验结果与理论计算结果的比较分析和讨论，以及本研究方法与已有研究方法的比较等。人文社科类设计（论文）正文不少于8000字，理工科类设计（论文）正文及说明书不少于10000字。 6.参考文献 参考文献是撰写毕业设计（论文）时引用的有关图书资料。应按文中引用出现的顺序列全，附于文末。 7.附录 重要的测试结果、图表、程序等可列在附录中。 8.致谢 对给予各类资助、指导和协助完成研究工作以及提供各种条件的单位和个人表示感谢。致谢应实事求是，切忌滥用浮夸庸俗之词。 9. 外文资料翻译及原文 理工科学生要求一篇与本专业相关的外文参考文献翻译，字数不限。 二、撰写规范 1. 毕业设计（论文）封面一律由计算机打印，按统一要求进行装订。题目不宜超过33个汉字。模板中已定义好格式，直接输入即可。或输入后选择相应样式来格式化。 题目使用“封面论文题目”样式来格式化。 指导教师、辅导教师、学生姓名和学生学号使用“封面作者信息”样式来格式化。 学院（部）、专业和班级使用“封面作者单位”样式来格式化。 年、月和日使用“封面论文日期”样式来格式化。 2.中文摘要字数为300字左右,其内容次序为：题目、“摘要”二字、摘要正文、关键词（15个汉字左右）。 ⑴题目可以分成1或2行，使用“中文论文题目”样式来格式化。
攻读硕士学位研究生入学考试试卷(doc 6页)
东南大学 二○○五年攻读硕士学位研究生入学考试试卷 请考生注意：试题解答务请考生做在专用“答题纸”上！ 做在其它答题纸上或试卷上的解答将被视为无效答题，不予评分。 课程编号：442 课程名称：金属学 一、选择题（单项选择，每题2分，共40分） 1、两晶体的空间点阵相同，则 a、它们的晶体结构相同； b、它们的对称性相同； c、它们所属的晶系相同； d、它们所属的空间群相同。 2、配位数与致密度及间隙半径之间的关系是： a、配位数越高，致密度越低； b、配位数越高，致密度越高； c、配位数越高，间隙半径越大； d、配位数越高，间隙半径越小。
3、指出下列四个六方晶系的晶面指数中，哪一个是错误的： a、（1?3 22）； b、（0?1 1 2）； c、（0 3?1 2）； d、（3 ?1?2 2）。 4、间隙相和间隙固溶体的区别在于： a、间隙相的结构比间隙固溶体简单； b、间隙相中原子结合符合化合价规律，间隙固 溶体不符合化合价规律； c、间隙固溶体中间隙原子在溶剂晶格的间隙 中；间隙相中原子在正常原子位子上； d、间隙相中有点阵畸变；间隙固溶体中没有点 阵畸变。 5、A、B二组元形成共晶系，则： a、具有共晶成分的合金铸造工艺性能最好； b、具有亚共晶成分的合金铸造工艺性能最好； c、具有过共晶成分的合金铸造工艺性能最好； d、不发生共晶转变的合金铸造工艺性能最好。 6、Cu5Zn8，Cu9Al4，Cu31Sn8虽然化学成分不同， 但晶体结构相同，均属γ黄铜结构，这是因为：
a、Zn, Al, Sn三种元素的原子半径相近； b、这三种中间相的电子浓度相同； c、Zn, Al, Sn三种元素的电负性相近； d、Zn, Al, Sn三种元素的晶体结构相同。 7、与(021)和(121)同属一晶带的有： a、(121)； b、(221); c、(110); d、(221)。 8、几何密排和拓朴密排均属密排结构，两者的不同在于： a、几何密排的致密度比拓朴密排高； b、几何密排中的原子配位数比拓朴密排中的原 子配位数高 c、几何密排的晶体结构比拓朴密排复杂； d、几何密排是由同种原子组成的密排结构，而 拓朴密排是两种原子组成的密排结构。 9、晶粒尺寸和形核率N，线长大速度v g之间的关系是： a、N越大，晶粒尺寸越大； b、N/v g越大，晶粒尺寸越大； c、v g/N越大，晶粒尺寸越大；
硕士研究生入学考试大纲 考试科目名称：单考数学考试科目代码：[701] 一、试卷满分及考试时间 试卷满分为150分，考试时间为180分钟。 二、答题方式 答题方式为闭卷、笔试. 三、试卷内容结构（以下结构供参考） 函数、极限、连续20% 一元函数微积分学60% 二元函数微积分学10% 无穷级数5% 常微分方程5% 四、试卷题型结构（以下结构供参考） 单选题6小题，每题5分，共30分 填空题6小题，每题5分，共30分 解答题(包括证明题) 7小题，共90分 五、考试内容 （一）函数、极限、连续 考试内容 函数的概念及表示法；函数的有界性、单调性、周期性和奇偶性；复合函数、反函数、分段函数和隐函数；基本初等函数的性质及其图形；初等函数；函数关系的建立。数列极限与函数极限的定义及其性质；函数的左极限和右极限；无穷小量和无穷大量的概念及其关系；无穷小量的性质及无穷小量的比较；极限的四则运算；极限存在的两个准则：单调有界准则和夹逼准则；两个重要极限。 函数连续的概念；函数间断点的类型；初等函数的连续性；闭区间上连续函数的性质。 考试要求 1.理解函数的概念，掌握函数的表示法，会建立应用问题的函数关系。 2.了解函数的有界性、单调性、周期性和奇偶性。 3.理解复合函数及分段函数的概念，了解反函数及隐函数的概念。 4.掌握基本初等函数的性质及其图形，了解初等函数的概念。 5.理解极限的概念，理解函数左极限与右极限的概念以及函数极限存在与左、右极限之间的关系。
6.掌握极限的性质及四则运算法则。 7.掌握极限存在的两个准则，并会利用它们求极限，掌握利用两个重要极限求极限的方法。 8.理解无穷小量、无穷大量的概念，掌握无穷小量的比较方法，会用等价无穷小量求极限。 9.理解函数连续性的概念(含左连续与右连续)，会判别函数间断点的类型。 10.了解连续函数的性质和初等函数的连续性，理解闭区间上连续函数的性质(有界性、最大值和最小值定理、介值定理)，并会应用这些性质。 （二）一元函数微分学 考试内容 导数和微分的概念；导数的几何意义和物理意义；函数的可导性与连续性之间的关系；平面曲线的切线和法线；导数和微分的四则运算；基本初等函数的导数；复合函数、反函数、隐函数以及参数方程所确定的函数的微分法；高阶导数；一阶微分形式的不变性；微分中值定理；洛必达（L’Hospital）法则；函数单调性的判别；函数的极值；函数图形的凹凸性、拐点及渐近线；函数图形的描绘；函数的最大值与最小值。 考试要求 1.理解导数的概念，函数左导数与右导数的概念以及函数导数存在与左、右导数之间的关系；理解函数的可导性与连续性之间的关系。 理解微分的概念，理解导数与微分的关系。 2.掌握导数的四则运算法则和复合函数的求导法则，掌握基本初等函数的导数公式.了解微分的四则运算法则和一阶微分形式的不变性，会求函数的微分。 3.了解高阶导数的概念，会求简单函数的高阶导数.。 4.会求分段函数的导数，会求隐函数和由参数方程所确定的函数以及反函数的导数。 5.理解并会用罗尔(Rolle)定理、拉格朗日(Lagrange)中值定理和柯西(Cauchy)中值，了解并会用泰勒(Taylor)公式。 6.掌握用洛必达法则求未定式极限的方法。 7.理解函数的极值概念，掌握用导数判断函数的单调性和求函数极值的方法，掌握函数最大值和最小值的求法及其应用。 8.会用导数判断函数图形的凹凸性，会求函数图形的拐点以及水平、铅直和斜渐近线，会描绘函数的图形。 （三）一元函数积分学 考试内容 原函数和不定积分的概念；不定积分的基本性质；基本积分公式；定积分的概念和基本
青岛科技大学 本科毕业设计(论文) 过程管理办法 为提高本科毕业设计（论文）质量，加强过程管理，特制定本办法。 一、毕业设计（论文）的选题 1.毕业设计（论文）的选题必须符合专业培养目标的要求,应遵循专业性、典型性和完整性原则。 2.选题的范围和深度应符合学生的实际情况。工科类专业的毕业设计（论文）课题要尽量能与生产、科研实际相结合，文、理科类专业毕业论文要尽量与应用结合。 3.选题应具有一定的新颖性、先进性和创新性，同时应考虑可行性，以中、小型课题为宜，难度适当，保证学生在规定的时间内工作量饱满。 4.选题应遵循因材施教的原则,根据学生的不同情况适当安排不同的题目。 5.毕业设计（论文）选题应遵循“一人一题”的原则。多人同题的，其方向应有所不同，内容不能相同，必须明确学生应独立完成的任务，并在题目上加以区别。 6.自拟的设计课题，各学院（部）可根据本单位实际条件，经指导教师同意，并经院长（主任）批准后，方可实施。 7.教师和学生之间采用双向选择方式确定。在双方无法自愿达成时，由学院指定指导关系。
8.毕业设计（论文）选题工作应在第七学期末进行。 9.课题一经确定，不能随意更改，如确需变动，应重新履行审批手续。 二、任务书 1.毕业设计（论文）任务书由指导教师根据各课题的具体情况填写，经教研室（系）论证，由院长（主任）批准后在第八学期第一周内向学生公布。 2. 学生毕业设计（论文）完成的情况必须与任务书内填写的内容相一致。 3.任务书上课题类型是指：理论研究、实践研究、应用（实务）研发、开发研究、工艺设计、工程设计、设备设计、软件设计、艺术设计、工业设计、服装设计、绘画创作、广告设计、指定问题研究。 4.任务书上的课题来源是指：国家资助课题、省（市）资助项目、企业（公司）资助、学校资助项目、自选项目、储备项目。 三、开题 学生在充分调研，理解工作目的后，需向指导教师提交一份开题报告。开题应在选题后1—2周之内完成。主要内容包括：目前国内外研究进展概述（立题依据），主要研究内容，设计方案及思路，毕业设计（论文）工作计划安排等。 四、毕业设计（论文）撰写 毕业设计（论文）应立论明确，推理严谨，数据可靠，层次分明，文字简练，依据《青岛科技大学本科毕业设计（论文）撰
硕士研究生入学考试复试试题（自我介绍） Good evening, teachers and professions, I am glad to take part in this interview in this time in which spring is coming in Shanghai. Now let me interview myself. I am Wang Bingnan from Shanghai University of Sports. My major in the past four years is mass sports. Why I decide to learn this subject, because I know this is important. It is closely related to each of us. As the saying goes“Life is movement”, only we take part in the sports, we can have a good performance to meet the sunrise every day. Though I am succeed in the Undergraduate study, but I gradually find that only the people develop good exercise habits in the childhood, the whole nation can be stronger, so I decide to learn the Physical Education at the graduate level. I want to become a teacher, because I like this feeling which I can take my ideas, thoughts to my students, they are ignorant, but I can make them thoughtful and capable. Besides my hobby is reading and sporting. My favorite author is Wang Xiaobo, who is dead in 1997，of course it is a pity. I like him because he teaches me independent thinking, at the same time, his article is very interesting. My favorite football player is Mesut Ozil, who is born in Turkey and go to Germany with his parents in his childhood. He is a frontal in the Germany national football team and he is a very important
北大中文系研究生入学考试试题汇编 北大中文1996研究生入学考试当代专业基础试题 一、填空题(1’x20＝20’) 1、《诗品》的作者： 2、《老残游记》的者： 3、《天狗》的作者： 4、《红烛》的作者： 5、《弃妇》的作者： 6、《沉沦》的作者： 7、《红梅之夕》的作者： 8、《九十九度中》的作者： 9、《文学改良刍议》的作者： 10、《一节历史掌故、一个宗教寓言、一篇小说》的作者： 11、《倾城之恋》的作者： 12、《雨巷》的作者： 13、《颓败线的颤动》的作者： 14、《元白诗笺证稿》的作者： 15、《镜与灯》的作者： 16、苏文纨是《________》中的人物 17、“日暮乡关何处是？烟波江上使人愁”出自《________》 18、“硕鼠硕鼠，无食我黍”出自《诗经》的《________》 19、《中国新文学的源流》作者： 20、《语丝》曾由___________、___________ 、___________ 等先后主编 二、解析题（5’x7=35’） 1，诗无达诂（说明其含义，作简要评述） 2，公安派（主要人物、文学主张，） 3，普罗文学（来历，文学主张，举2－3篇代表作品） 4，魔幻现实主义（主要作家，基本特征） 5，三一律（含义） 6，鸳鸯蝴蝶派（代表作家，基本特征） 7，新小说派（主要作家，主要观点） 三、论述题（15’x3＝45’） 1，谈谈你对“评点”这一中国古代文学批评形式的看法 2，就钱钟书、沈从文、废名以及苏青等作家的文学成就与现有文学史给予他们的地位，谈谈你对“重写文学史”一说的看法 3，复述莱辛分析雕塑《拉奥孔》中的拉奥孔父子被巨蟒所缠而陷入痛苦却又没有呈现哀号情态的见解，并谈谈你对莱辛“降格说”的看法。 北大中文1997研究生入学考试现代专业试题 一名词解释 侨寓文学、国粹派、印象派批评、〈我在霞村的时候〉、〈现代诗钞〉 二问答题 1，将下面这段话结合鲁迅的思想进行分析（30分）（〈文化编圣论〉的一段话）
全国硕士研究生入学统一考试真题试卷《数学三》试题 一、选择题:1—8小题．每小题4分，共32分． 1 ．若函数10 (),0x f x ax b x ?->?=??≤? 在0x =处连续，则 （A ）1 2ab = （B ）12 ab =- （C ）0ab = （D ） 2ab = 2．二元函数(3)z xy x y =--的极值点是（ ） （A ）(0,0) （B ）03(,) （C ）30(,) （D ）11(,) 3．设函数()f x 是可导函数，且满足()()0f x f x '>，则 （A ）(1)(1)f f >- （B ）11()()f f <- （C ）11()()f f >- （D ）11()()f f <- 4． 若级数211 sin ln(1)n k n n ∞ =?? --??? ?∑收敛，则k =（ ） （A ）1 （B ）2 （C ）1- （D ）2- 5．设α为n 单位列向量，E 为n 阶单位矩阵，则 （A ）T E αα-不可逆 （B ）T E αα+不可逆 （C ）2T E αα+不可逆 （D ）2T E αα-不可逆 6．已知矩阵200021001A ?? ?= ? ???，210020001B ?? ?= ? ???，100020002C ?? ? = ? ??? ，则 （A ）,A C 相似，,B C 相似 （B ）,A C 相似，,B C 不相似 （C ）,A C 不相似，,B C 相似 （D ）,A C 不相似，,B C 不相似 7．设,A B ，C 是三个随机事件，且,A C 相互独立，,B C 相互独立，则A B U 与
青岛科技大学本科毕业设计论文任务书毕业设计论文题目个人所得税税制模式浅析及改革建议题目类型理论研究课题来源自选项目院部经济与管理学院指导老师张玉专业财务管理班级051班学生学号0511040111 学生姓名刘小莹毕业设计论文的主要任务及目标针对论文的选题查阅大量的国内外相关资料和文献充分了解国内的现状深入分析我国在个人所得税这一方面的不足进而提出对改革完善个人所得税有利的可行建议。通过毕业论文的设计写作培养和提高学生对所学理论、知识和技能的运用能力加强学生创新意识、创新能力和创新精神的培养同时培养学生实事求是的科学精神、严肃认真的工作态度、良好的团体协作精神和优秀的职业道德修养。毕业设计论文的主要内容我国现行税制是在向社会主义市场经济的转轨时期建立的具有一定的过渡性。随着社会主义市场经济体制的进一步发展和完善这套税制的弊端和不足也日益显露出来。我国的税制改革还将继续下去。本文主要针对个人所得税的税制模式问题结合我国的具体情况和国外的先进经验着重从四个方面展开论述首先介绍个人所得税的概念、理论来源及其税收制度的几种模式然后分析我国个人所得税税制模式的现状及弊端再结合当前经济形势提出如何完善个人所得税征收问题最后借鉴国外先进经验尤其是以家庭为纳税单位征收个人所得税的模式综合考虑我国的实际情况对个人所得税的税制模式改革提出建议。毕业设计论文的基本要求广泛收集关于个人所得税税制模式的现状、存在的问题及其完善措施的学术和现实资料熟练运用本学科常规研究方法进行整理、加工和分析使学生能够受到高级专门人才所必需的综合能力训练。根据课题的性质和要求写出开题报告独立完成所要求的论文写作工作。论文要求概念清楚内容正确条理分明语言流畅结构严谨紧扣改善个人所得税税制模式提出切实可行的对策。主要参考文献要求至少外文二篇中文三篇「1」秦强古炳伟.中越两国个人所得税比较及启示.涉外税务2006.10. 「2」金峰.我国个人所得税课税模式改革.统计与决策2007.1. 「3」卢剑灵.我国个人所得税后续改革中必须考虑的若干问题.税务与经济2006.4. 「4」罗祥轩安仲文徐国荣.对我国个人所得税调节
d 21m 第 3 题 附 图 N χ χ =0 χ =N 上海交通大学 1997年硕士研究生入学考试试题 试题名称 传热学（含流体力学） 答案必须写在答题纸上 传热学（含流体力学） 1、输气管道内的空气温度t f =100℃，流速u=1/s, 用一支插入套管中的水银温度计测量空气温度 （见附图），温度计的读数是铁管底部的温度t h , 已知铁套管与输气管道连接处的温度t 0=50℃, 套管长度h=140mm,外径d=12mm ，材料的导热 系数λ=58.2w/(m 2·℃)，试问测温误差为多少度？ 已知温度计套管的过余温度分布式为 ) ()]([0 mh ch h x m ch -=θ θ式中，综合参数 第1f u m λα/= ，铁管与空气间的对流换热的准则式为参数为λ=3.21×10-2w/(m ·℃)，ν=23.13×10-6m 2/s. 2、 如附图所示，厚δ初始温度为t o 的大平板 一侧被突然置于 ∞ t 的流体中冷却，另一侧保持 绝热，已知大平板材料的导热系数，密度和比热 分别为 λρ、c ，试导出大平板内节点 n=1,2,…N-1及边界节点n=0,N 的显式差分方程。 这里，N 表示平板的等分刻度数。 3、一辐射换热系统的加热面布置于顶部，底部为受热表面，顶部表 面1和底部表面2间隔为1m ，面积均为1×1 m 2。已知顶面的黑度ε1=0.2，t 1=727℃底面ε2=0.2，t 2=227℃。其余四侧表面的温度及黑度均相同，为简化计算， 可将它看成整体看待，统称F3，F3是地面绝热 表面，试计算1，2面之间的辐射换热量及表面 3的温度t 3,已知1，2面之间的角系数X 1，2=0.2 4、凝结液膜的流动和换热符合边界层的薄层性质，若把坐标X 取为 重力方向（见附图），则竖壁膜状凝结换热时的边界层微分方程组可表示为： 2 2 )(y u g d dp y u u u l l l ??++-=??+??μ ρχνχρ
青 岛 科 技 大 学 本 科 毕 业 实 习 与 设 计（报 告） 实习地点：__________________________________ 实习名称：__________________________________ 指导教师__________________________ 辅导教师__________________________ 学生姓名__________________________ 学生学号 _______________________ _______________________________院（部）____________________________ 专业 化工学院 化学工程与工艺 热力联合车间工艺流程学习 齐鲁石化胜利炼油厂
________________ 班 ______年___月___日学生指导教师 实习名称齐鲁石化炼油厂 热力联合车间实习时间2011/10/19— 2011/10/25 实习地点淄博齐鲁石化炼油厂 实习目的1、巩固与运用所学各门课程的知识，理论联系实际，培养工程与工艺观点，训练观察分析和解决工程实际问题的独立工作能力。 2、通过对生产工艺过程的现场实习，掌握该产品生产的实际知识和技能，学习操作控制等有关知识。 3、收集各项资料和数据，为毕业设计或论文打下一定的基础。 4．毕业实习是培养化工类本科专业的高级工程设计技术人员的重要实践环节，通过实习使学生能够理论联系实际，进一步巩固和掌握所学理论知识，获得实践知识和技能，提高独立工作能力和组织管理能力，化工产品的技术经济分析能力，化工企业的环境保护意识等，同时还是培养本科生尊重体力劳动，尊重工人师傅的良好机会，使之养成良好的思想作风和工作作风。 5．学完本专业教学计划规定的理论教学课程之后，有针对性地到与本专业相关的工厂或研究单位，把所学的理论知识综合运用到生产和科研实践中，进一步加深、巩固知识。 2011 11 3
2013年研究生入学考试英语一真题 Part A Text 1 Inthe 2006 film version of The Devil Wears Prada, Miranda Priestly, played byMeryl Streep, scold her unattractive assistant for imagining that high fashiondoesn’t affect her. Priestly explains how the deep blue color of the assistant’ssweater descended over the years from fashion shows to department stores and tothe bargain bin in which the poor girl doubtless found her garment 。 Thistop-down conception of the fashion business couldn’t be more out of date or atodds with feverish world described in Overdressed, Elizabeth Cline’s three-yearindictment of “fast fashion”. In the last decades or so, advances in technologyhave allowed mass-market labels such as Zara, H&M, and Uniqlo to react totrends more quickly and anticipate demand more precisely. Quckier turnroundsmean less wasted inventory, more frequent releases, and more profit. Thoselabels encourage style-conscious consumers to see clothes as disposal—— meant to last only a wash or two, although they don’t advertisethat——and to renew their wardrobe every few weeks. Byoffering on-trend items at dirt-cheap prices, Cline argues, these brands havehijacked fashion cycles, shaking all industry long accustomed to a seasonalpace 。 Thevictims of this revolution, of course, are not limited to designers. ForH&M to offer a 5.95 knit miniskirt in all its 2300-plus stores around theworld, it must rely on low-wage, overseas labor, order in volumes that strainnatural resources, and use massive amount of harmful chemicals 。 Overdressedis the fashion world’s answer to consumer activist bestsellers like MichaelPollan’s The Omnivore’s Dilemma. Mass-produced clothing, like fast food, fillsa hunger and need, yet is non-durable, and wasteful,” Cline argues, Americans,she finds, buy roughly 20 billion garments a year——about 64items per person——and no matter how much they giveaway, this excess leads to waste 。 Towardsthe end of Overdressed, Cline introduced her ideal, a Brooklyn woman named SKB,who, since 2008 has make all of her own clothes——andbeautifully. But as Cline is the first to note, it took Beaumont decades to perfect her craft; herexample, can’t be knocked off 。 Thoughseveral fast-fashion companies have made efforts to curb their impact on laborand the environment——including H&M, withits green Conscious Collection Line——Cline believeslasting-change can only be effected by the customer. She exhibits the idealismcommon to many advocates of sustainability, be it in food or in energy. Vanityis a constant; people will only start shopping more sustainably when they can’tafford to it 。21. Priestly criticizes her assistantfor her [A] poor bargaining skill 。 [B] insensitivity to fashion 。 [C] obsession with high fashion 。 [D]lack of imagination 。22. According to Cline, mass-maket labelsurge consumers to [A] combat unnecessary waste 。 [B] shut out the feverish fashion world 。 [C] resist the influence of advertisements 。 [D] shop for their garments morefrequently 。 23. The word “indictment” (Line 3, Para.2) is closest in meaning to 、管路敷设技术通过管线不仅可以解决吊顶层配置不规范高中资料试卷问题，而且可保障各类管路习题到位。在管路敷设过程中，要加强看护关于管路高中资料试卷连接管口处理高中资料试卷弯扁度固定盒位置保护层防腐跨接地线弯曲半径标等，要求技术交底。管线敷设技术中包含线槽、管架等多项方式，为解决高中语文电气课件中管壁薄、接口不严等问题，合理利用管线敷设技术。线缆敷设原则：在分线盒处，当不同电压回路交叉时，应采用金属隔板进行隔开处理；同一线槽内强电回路须同时切断习题电源，线缆敷设完毕，要进行检查和检测处理。、电气课件中调试对全部高中资料试卷电气设备，在安装过程中以及安装结束后进行 高中资料试卷调整试验；通电检查所有设备高中资料试卷相互作用与相互关系，根据生产工艺高中资料试卷要求，对电气设备进行空载与带负荷下高中资料试卷调控试验；对设备进行调整使其在正常工况下与过度工作下都可以正常工作；对于继电保护进行整核对定值，审核与校对图纸，编写复杂设备与装置高中资料试卷调试方案，编写重要设备高中资料试卷试验方案以及系统启动方案；对整套启动过程中高中资料试卷电气设备进行调试工作并且进行过关运行高中资料试卷技术指导。对于调试过程中高中资料试卷技术问题，作为调试人员，需要在事前掌握图纸资料、设备制造厂家出具高中资料试卷试验报告与相关技术资料，并且了解现场设备高中资料试卷布置情况与有关高中资料试卷电气系统接线等情况 ，然后根据规范与规程规定，制定设备调试高中资料试卷方案。 、电气设备调试高中资料试卷技术电力保护装置调试技术，电力保护高中资料试卷配置技术是指机组在进行继电保护高中资料试卷总体配置时，需要在最大限度内来确保机组高中资料试卷安全，并且尽可能地缩小故障高中资料试卷破坏范围，或者对某些异常高中资料试卷工况进行自动处理，尤其要避免错误高中资料试卷保护装置动作，并且拒绝动作，来避免不必要高中资料试卷突然停机。因此，电力高中资料试卷保护装置调试技术，要求电力保护装置做到准确灵活。对于差动保护装置高中资料试卷调试技术是指发电机一变压器组在发生内部故障时，需要进行外部电源高中资料试卷切除从而采用高中资料试卷主要保护装置。
西北工业大学 2012年硕士研究生入学考试试题 试题名称：材料科学基础（A卷）试题编号：832 说明：所有答题一律写在答题纸上第页共页 一、简答题（每题10分，共50分） 1.请简述滑移和孪生变形的特点？ 2.什么是上坡扩散？哪些情况下会发生上坡扩散？扩散的驱动力是什么？ 3.在室温下，多数金属材料的塑性比陶瓷材料好很多，为什么？纯铜与纯铁这两种金 属材料哪个塑性好？说明原因。 4.请总结并简要回答二元合金平衡结晶过程中，单相区、双相区和三相区中，相成分 的变化规律。 5.合金产品在进行冷塑性变形时会发生强度、硬度升高的现象，为什么？如果合金需 要进行较大的塑性变形才能完成变形成型，需要采用什么中间热处理的方法？而产品使用时又需要保持高的强度、硬度，又应如何热处理？ 二、作图计算题（每题15分，共60分） 1、在Fe-Fe3C相图中有几种类型的渗碳体？分别描述这些渗碳体的形成条件，并绘制 出平衡凝固条件下这些不同类型渗碳体的显微组织形貌。 2、在两个相互垂直的滑移面上各有一条刃型位错AB、XY，如图所示。假设以下两 种情况中，位错线XY在切应力作用下发生运动，运动方向如图中v所示，试问交割后两位错线的形状有何变化（画图表示）？在以下两种情况下分别会在每个位错上形成割阶还是扭折？新形成的割阶或扭折属于什么类型的位错？
3、已知H原子半径r为0.0406nm，纯铝是fcc晶体，其原子半径R为0.143nm，请问H 原子溶入Al时处于何种间隙位置？ 4、柱状试样，当固溶体合金（k0＞1）从左向右定向凝固。凝固过程中假设，凝固速度快， 固相不扩散、液相基本不混合，α/L（固/液）界面前沿液体中的实际温度梯度为正温度梯度。由于α/L界面前沿液体存在成分过冷区，晶体易以树枝状结晶生长。当合金从左向右定向凝固，达到稳态凝固区时，请分析并画出：①k0＞1相图；②α/L界面处固体、液体的溶质浓度分布图；③液体中成分过冷区图 三、综合分析题（共40分） 1、试用位错理论解释低碳钢的应变时效现象。 2、如图所示，在立方单晶体中有一个位错环ABCDA，其柏氏矢量b平行于z轴 1）指出各段位错线是什么类型的位错。 2）各段位错线在外应力τ作用下将如何运动？请绘图表示 西北工业大学 2012年硕士研究生入学考试试题答案 试题名称：材料科学基础试题编号：832 说明：所有答题一律写在答题纸上第页共页 四、简答题（每题10分，共50分） 6.请简述滑移和孪生变形的特点？
科技大学本科毕业设计（论文）撰写规 （理工类） 为提高毕业设计（论文）质量，特对我校本科毕业设计（论文）撰写规作如下规定： 一、容要求 毕业设计（论文）一般应包括以下八个主要组成部分： 1.封面 采用全校统一制作格式，填写的容为：论文题目、指导教师姓名、辅导教师姓名、学生姓名、学生学号、学生所在学院（部）、专业、班级、完成日期。 2.中文摘要 中文摘要应是毕业设计（论文）的中心容，应具有独立性和自含性，即读者不需要阅读全文，就能获得必要的毕业设计（论文）信息。摘要容涉及本项科研工作的目的和意义、研究法、研究成果、结论。要注意突出毕业设计（论文）中具有创造性的成果和具有新见解的部分。 3.英文摘要 英文摘要应与中文摘要相对应。 4.目录 目录作为毕业设计（论文）的提纲，是其各组成部分的小标题，应简明扼要。 5.毕业设计（论文）正文
毕业设计（论文）正文是主体，一般由引言（绪论、前言）开始，以结论（或讨论）结束。毕业设计（论文）的容可因科研项目的性质不同而变化，一般可包括理论分析、计算法、实验装置和测试法，经过整理加工的实验结果与理论计算结果的比较分析和讨论，以及本研究法与已有研究法的比较等。设计（论文）正文及说明书不少于10000字。 6.参考文献 参考文献是撰写毕业设计（论文）时引用的有关图书资料。应按文中引用出现的顺序列全，附于文末。 7.附录 重要的测试结果、图表、程序等可列在附录中。 8.致 对给予各类资助、指导和协助完成研究工作以及提供各种条件的单位和个人表示感。致应实事，切忌滥用浮夸之词。 二、撰写规 1.毕业设计（论文）封面一律打印，按统一要求进行装订。题目一般不宜超过30个汉字。模板中已定义好格式，直接输入即可。或输入后选择相应样式来格式化。 题目使用“封面论文题目”样式来格式化。 指导教师、辅导教师、学生姓名和学生学号使用“封面作者信息”样式来格式化。 学院（部）、专业和班级使用“封面作者单位”样式来格式化。
青岛科技大学 电子技术课程设计 题目 _______________________________ __________________________________ 指导教师__________________________ 辅导教师__________________________ 学生姓名__________________________ 学生学号__________________________
学院____________________________专业________________班_______________________________ ______年 ___月 ___日 函数信号发生器 摘要 本系统基于直接数字频率合成技术，以AD9851DDS芯片为标准正弦波和方波合成器，并配合ATmega16L型单片机的ADC和PWM接口完成一定频率范围内的AGC（自动增益控制）功能，使得50Ω负载上峰值达到6V±1V；由电位器控制比较器阈值电压达到控制方波占空比的作用；三角波由积分电路产生控制正反程积分时间常数达到峰顶位置可调的目的。系统的频率范围在1Hz～12MHz，稳定度优于10-5，最小步进为10Hz。 关键词：直接数字频率合成；AD9851；自动增益控制；阈值电压；积分电路；
目录 1方案选择 (5) 1.1电源部分设计选择……………………………………………… 5 1.2控制芯片选择 (5) 1.3波形生成模块选择 (6) 1.4增益控制模块设计选择 (7) 1.5显示模块设计 (8) 2系统总体设计 (9) 2.1系统结构框图设计 (9) 2.2硬件主要模
全国硕士研究生入学统一考试分为初试和复试。 1、学术型研究生招生初试科目 一般为四个单元，即思想政治理论、外国语、业务课一和业务课二。教育学、心理学、历史学、西医、中医设置三个单元考试科目，即思想政治理论、外国语、业务课一。 2、专业学位研究生招生初试科目 一般为四个单元，即思想政治理论、外国语、业务课一和业务课二。 体育硕士、应用心理硕士、文物与博物馆硕士、药学硕士、中药学硕士、临床医学硕士、口腔医学硕士、公共卫生硕士、护理硕士初试科目设三个单元，即思想政治理论、外国语、专业基础课。 会计硕士、图书情报硕士、工商管理硕士、公共管理硕士、旅游管理硕士、工程管理硕士和审计硕士初试科目设两个单元，即外国语、管理类联考综合能力。 金融硕士、应用统计硕士、税务硕士、国际商务硕士、保险硕士、资产评估硕士初试增设经济类综合能力科目，供试点学校选考。 3、硕士研究生招生全国统考、联考科目 全国统考科目为思想政治理论、英语一、英语二、俄语、日语、数学一、数学二、数学三、教育学专业基础综合、心理学专业基础综合、历史学基础、西医综合、中医综合。
全国联考科目为数学（农）、化学（农）、植物生理学与生物化学、动物生理学与生物化学、计算机学科专业基础综合、管理类联考综合能力、法硕联考专业基础（非法学）、法硕联考综合（非法学）、法硕联考专业基础（法学）、法硕联考综合（法学）（其中的教育学专业基础综合、教育学专业基础综合、心理学专业基础综合、历史学基础、数学（农）、化学（农）、植物生理学与生物化学、动物生理学与生物化学、计算机学科专业基础综合试题由招生单位自主选择使用）。 全国统考和全国联考科目的命题工作由教育部考试中心统一组织；全国统考科目的考试大纲由教育部考试中心统一编制，全国联考科目的考试大纲由教育部考试中心或教育部指定相关机构组织编制。 备注：自2013年起，统考的八个专业中的教育学、心理学、计算机、农学和历史学，部分院校不参加专业课统考，所以虽为统考科目，但院校可以不采用统考试卷，自行出卷子。 4、复试：由各院校自行安排。一般占30-50%比重，考查方式为英语能力测试（口语、听力），专业课、综合面试。
. . . .. .. 大学1985年研究生入学考试试题 考试科目：有机化学考试时间：1985年2月14日下午 招生专业：有机化学研究方向： 指导教师： 试题： （一）写出下列各反应的最主要的一个产物（注意：只写一个，多写扣分）（20分） （1）C CH3 CH2 + .H O 2 .NaOH ?? B2H6 （2）CH3CH2CH2C CH KOH,C H OH ? Δ （3） CH2NH2 OH HNO ? （4）CH2CH2CH2COOCH3CHCH2CH2OH CH3 CH3 C5H11ONa +? 回流，分馏 异－ （5）NH2 NaHSO3H2O Δ ? （6） ?顺，顺，顺－CH3CH CHCH CHCH CHCH3 （7）CH3COCH2COOC2H5+NHNH2 Δ ? （8）CH3CHCH2CH2CH3 +(CH 3 )3 OH-Δ ? （9） NH2 NH2 +CH3 Δ ? （10） （浓） CF3++? H2SO4 HNO3（浓）
. . . .. .. （二）（1） 已知醛型D （＋）－葡萄糖的费歇尔（Fischer ）投影结构式为： H OH CHO H OH OH H H OH CH 2OH , 请你画出β－ L （－）－葡萄吡喃糖的优势构象式。（5分） （2）按IUPAC 命名法命名下列化合物。（9分） ①② C C CH 3 Br COOH H ③CH 3 Br COOH CH 2CH 3 （三）用分子含不多于五个碳原子的开链化合物或不含取代基的芳环化合物作为起始物，和必要的无机试剂，合成以下的化合物。（25分） （1） HOOCCH 2CHCH 2CH 2COOH COOH （2） CH 3 O O 3 （3） Cl Br （5） N NO 2 （4）(CH 3)2N N N （四）（1）下列反应是通过怎样的机理进行的？（用反应式表示）（10分） ① COCH 3 + CO 3H CH 3COO ②NH NH HCl Δ H 2N NH 2.HCl 2