华南农业大学818环境工程学2009年考研真题考研试题

15.(哈尔滨工业大学2008年考研试题）DNA的大部分序列被转录为mRNA，因而mRNA在细胞中的含量高于rRNA和tRNA。

答案：错。

虽然DNA的大部分序列被转录为mRNA，其种类多但数量少，且不稳定，所以含量并不高于rRNA和tRNA。

16.（山东大学2006年考研试题）RNA的合成和DNA的合成一样，在起始合成前需要有RNA引物参加。

答案：错。

DNA的合成在起始合成前需要有RNA引物参加。

而RNA合成在起始合成前不需要有RNA引物参加。

17.（山东大学2005年考研试题）在具备转录的条件下，DNA分子中的两条链在体内都可能被转录成RNA。

答案：错。

在具备转录的条件下，不是DNA分子中的两条链在体内都可能被转录成RNA，而是只有一条链参与转录成RNA。

18.（山东大学2005年考研试题）一种能阻碍RNA合成的抑制剂通常会立即影响DNA的合成。

答案:对。

19.（郑州大学2008年考研试题)大肠杆菌在葡萄糖和乳糖均丰富的培养基中优先利用葡萄糖而不利用乳糖，是因为此时阻遏蛋白与操作基因结合而阻碍乳糖操纵子的开放。

答案：错。

大肠杆菌在葡萄糖和乳糖均丰富的培养基中优先利用葡萄糖而不利用乳糖，是因为激活蛋白CAP与操纵基因结合而阻碍乳糖操纵子的开放。

20.（武汉大学2005年考研试题)在E.coliRNA的生物合成中，放线菌素D是模板抑制剂。

答案;对。

21.（南京师范大学2007.2008年考研试题）真核生物的基因均有内元。

答案;对。

22.（南京师范大学2007.2008年考研试题）启动子总是在被转录基因的上游方向。

答案;错。

启动子并不总是在被转录基因的上游方向，也有在被转录基因的下游方向的，只是这些在被转录基因的下游方向的启动子，一般都不会起作用。

三、（陕西师范大学2005年考研试题）RNA只能以DNA为模板合成。

答案;错。

病毒的RNA可以不经过逆转录为DNA，直接以RNA为模板合成，因此RNA不是只能以DNA为模板合成的。

2009年全国硕士研究生入学统一考试英语试题Section I Use of EnglishDirections:Read the following text. Choose the best word(s) for each numbered blank and mark A, B, C or D on ANSWER SHEET 1. (10 points)Research on animal intelligence always makes me wonder just how smart humans are.1 the fruit-fly experiments described in Carl Zimmer‘s piece in the Science Times on Tuesday. Fruit flies who were taught to be smarter than the average fruit fly 2 to live shorter lives. This suggests that 3 bulbs burn longer, that there is an 4 in not being too terrifically bright.Intelligence, it 5 out, is a high-priced option. It takes more upkeep, burns more fuel and is slow 6 the starting line because it depends on learning — a gradual 7 — instead of instinct. Plenty of other species are able to learn, and one of the things they‘ve apparently learned is when to 8 .Is there an adaptive value to 9 intelligence? That‘s the question behind this new research. I like it. Instead of casting a wistful glance 10 at all the species we‘ve left in the dust I.Q.-wise, it implicitly asks what the real11 of our own intelligence might be. This is 12 the mind of every animal I‘ve ever met.Research on animal intelligence also makes me wonder what experiments animals would 13 on humans if they had the chance. Every cat with an owner, 14 , is running a small-scale study in operant conditioning. we believe that 15 animals ran the labs, they would test us to 16 the limits of our patience, our faithfulness, our memory for terrain. They would try to decide what intelligence in humans is really 17 , not merely how much of it there is. 18 , they would hope to study a 19 question: Are humans actually aware of the world they live in? 20 the results are inconclusive.1. [A] Suppose [B] Consider [C] Observe [D] Imagine2. [A] tended [B] feared [C] happened [D] threatened3. [A] thinner [B] stabler [C] lighter [D] dimmer4. [A] tendency [B] advantage [C] inclination [D] priority5. [A] insists on [B] sums up [C] turns out [D] puts forward6. [A] off [B] behind [C] over [D] along7. [A] incredible [B] spontaneous [C]inevitable [D] gradual8. [A] fight [B] doubt [C] stop [D] think19. [A] invisible [B] limited [C] indefinite [D] different10. [A] upward [B] forward [C] afterward [D] backward11. [A] features [B] influences [C] results [D] costs12. [A] outside [B] on [C] by [D] across13. [A] deliver [B] carry [C] perform [D] apply14. [A] by chance [B] in contrast [C] as usual [D] for instance15. [A] if [B] unless [C] as [D] lest16. [A] moderate [B] overcome [C] determine [D] reach17. [A] at [B] for [C] after [D] with18. [A] Above all [B] After all [C] However [D] Otherwise19. [A] fundamental [B] comprehensive [C] equivalent [D] hostile20. [A] By accident [B] In time [C] So far [D] Better stillSection II Reading ComprehensionPart ADirections:Read the following four texts. Answer the questions below each text by choosing A, B, C or D. Mark your answers on ANSWER SHEET 1. (40 points)Text1Habits are a funny thing. We reach for them mindlessly, setting our brains on auto-pilot and relaxing into the unconscious comfort of familiar routine. ―Not choice, but habit rules the unreflecting herd,‖ William Wordsworth said in the 19th century. In the ever-changing 21st century, even the word ―habit‖ carries a ne gative connotation.So it seems antithetical to talk about habits in the same context as creativity and innovation. But brain researchers have discovered that when we consciously develop new habits, we create parallel synaptic paths, and even entirely new brain cells, that can jump our trains of thought onto new, innovative tracks.But don‘t bother trying to kill off old habits; once those ruts of procedure are worn into the hippocampus, they‘re there to stay. Instead, the new habits we deliberately ingrain into ourselves create parallel pathways that can bypass those old roads.―The first thing needed for innovation is a fascination with wonder,‖ says Dawna Markova, author of ―The Open Mind‖ and an executive change consultant for Professional Thinking Part ners. ―But we are taught instead to ‗decide,‘ just as our president calls himself ‗the Decider.‘‖ She adds, however, that ―to decide is to kill off all possibilities but one. A good innovational thinker is always exploring the many other possibilities.‖A ll of us work through problems in ways of which we‘re unaware, she says. Researchers in the late 1960 covered that humans are born with the capacity to2approach challenges in four primary ways: analytically, procedurally, relationally (or collaboratively) and innovatively. At puberty, however, the brain shuts down half of that capacity, preserving only those modes of thought that have seemed most valuable during the first decade or so of life.The current emphasis on standardized testing highlights analysis and procedure, meaning that few of us inherently use our innovative and collaborative modes of thought. ―This breaks the major rule in the American belief system — that anyone can do anything,‖ explains M. J. Ryan, author of the 2006 book ―This Year I Will...‖ and Ms. Markova‘s business partner. ―That‘s a lie that we have perpetuated, and it fosters commonness. Knowing what you‘re good at and doing even more of it creates excellence.‖ This is where developing new habits comes in.21. The view of Wordsworth habit is claimed by beingA. casualB. familiarC. mechanicalD. changeable.22. The researchers have discovered that the formation of habit can beA. predictedB. regulatedC. tracedD. guided23.‖ ruts‖(in li ne one, paragraph 3) has closest meaning toA. tracksB. seriesC. characteristicsD. connections24. Ms. Markova‘s comments suggest that the practice of standard testing ? A, prevents new habits form being formedB, no longer emphasizes commonnessC, maintains the inherent American thinking modelD, complies with the American belief system25. Ryan most probably agree thatA. ideas are born of a relaxing mindB. innovativeness could be taughtC. decisiveness derives from fantastic ideasD. curiosity activates creative mindsText 2It is a wise father that knows his own child, but today a man can boost his paternal (fatherly) wisdom –or at least confirm that he‘s the kid‘s dad. All he needs to do is shell our $30 for paternity testing kit (PTK) at his local drugstore – and another $120 to get the results.More than 60,000 people have purchased the PTKs since they first become available without prescriptions last years, according to Doug Fog, chief operating officer of Identigene, which makes the over-the-counter kits. More than two dozen companies sell DNA tests Directly to the public , ranging in price from a few hundred dollars to more than $2500.3Among the most popular : paternity and kinship testing , which adopted children can use to find their biological relatives and latest rage a many passionate genealogists-and supports businesses that offer to search for a family‘s geographic roots .Most tests require collecting cells by webbing saliva in the mouth and sending it to the company for testing. All tests require a potential candidate with whom to compare DNA.But some observers are skeptical, ―There is a kind of false precision being hawked by people claiming they are doing ancestry testing,‖ says Trey Duster, a New York University sociologist. He notes that each individual has many ancestors-numbering in the hundreds just a few centuries back. Yet most ancestry testing only considers a single lineage, either the Y chromosome inherited through men in a father‘s line or mito chondrial DNA, which a passed down only from mothers. This DNA can reveal genetic information about only one or two ancestors, even though, for example, just three generations back people also have six other great-grandparents or, four generations back, 14 other great-great-grandparents.Critics also argue that commercial genetic testing is only as good as the reference collections to which a sample is compared. Databases used by some companies don‘t rely on data collected systematically but rather lump together information from different research projects. This means that a DNA database may differ depending on the company that processes the results. In addition, the computer programs a company uses to estimate relationships may be patented and not subject to peer review or outside evaluation.26.In paragraphs 1 and 2 , the text shows PTK‘s ___________.[A]easy availability[B]flexibility in pricing[C] successful promotion[D] popularity with households27. PTK is used to __________.[A]locate one‘s b irth place[B]promote genetic research[C] identify parent-child kinship[D] choose children for adoption28. Skeptical observers believe that ancestry testing fails to__________.[A]trace distant ancestors[B] rebuild reliable bloodlines[C] fully use genetic information[D] achieve the claimed accuracy29. In the last paragraph ,a problem commercial genetic testing faces is __________.4[A]disorganized data collection[B] overlapping database building30. An appropriate title for the text is most likely to be__________.[A]Fors and Againsts of DNA testing[B] DNA testing and It‘s problems[C]DNA testing outside the lab[D] lies behind DNA testingText 3The relationship between formal education and economic growth in poor countries is widely misunderstood by economists and politicians alike progress in both area is undoubtedly necessary for the social, political and intellectual development of these and all other societies; however, the conventional view that education should be one of the very highest priorities for promoting rapid economic development in poor countries is wrong. We are fortunate that is it, because new educational systems there and putting enough people through them to improve economic performance would require two or three generations. The findings of a research institution have consistently shown that workers in all countries can be trained on the job to achieve radical higher productivity and, as a result, radically higher standards of living.Ironically, the first evidence for this idea appeared in the United States. Not long ago, with the country entering a recessing and Japan at its pre-bubble peak. The U.S. workforce was derided as poorly educated and one of primary cause of the poor U.S. economic performance. Japan was, and remains, the global leader in automotive-assembly productivity. Yet the research revealed that the U.S. factories of Honda Nissan, and Toyota achieved about 95 percent of the productivity of their Japanese countere pants a result of the training that U.S. workers received on the job.More recently, while examing housing construction, the researchers discovered that illiterate, non-English- speaking Mexican workers in Houston, Texas, consistently met best-practice labor productivity standards despite the complexity of the building industry‘s work.What is the real relationship between education and economic development? We have to suspect that continuing economic growth promotes the development of education even when governments don‘t force it. After all, that‘s how education got started. When our ancestors were hunters and gatherers 10,000 years ago, they didn‘t have time to wonder much about anything besides finding food. Only when humanity began to get its food in a more productive way was there time for other things.As education improved, humanity‘s productivity potential, they could in turn afford more education. This increasingly high level of education is probably a necessary, but not a sufficient, condition for the complex political systems required by advanced5economic performance. Thus poor countries might not be able to escape their poverty traps without political changes that may be possible only with broader formal education. A lack of formal education, however, doesn‘t const rain the ability of the developing world‘s workforce to substantially improve productivity for the forested future. On the contrary, constraints on improving productivity explain why education isn‘t developing more quickly there than it is.31. The author holds in paragraph 1 that the important of education in poor countries ___________.[A] is subject groundless doubts[B] has fallen victim of bias[C] is conventional downgraded[D] has been overestimated32. It is stated in paragraph 1 that construction of a new education system __________.[A]challenges economists and politicians[B]takes efforts of generations[C] demands priority from the government[D] requires sufficient labor force33.A major difference between the Japanese and U.S workforces is that __________.[A] the Japanese workforce is better disciplined[B] the Japanese workforce is more productive[C]the U.S workforce has a better education[D] ]the U.S workforce is more organize34. The author quotes the example of our ancestors to show that education emerged __________.[A] when people had enough time[B] prior to better ways of finding food[C] when people on longer went hung[D] as a result of pressure on government35. According to the last paragraph , development of education __________.[A] results directly from competitive environments[B] does not depend on economic performance[C] follows improved productivity[D] cannot afford political changesText 4The most thoroughly studied in the history of the new world are the ministers and political leaders of seventeenth-century New England. According to the standard history of American philosophy, nowhere else in colonial America was ―So much6important attached to intellectual pursuits ‖ Accord ing to many books and articles, New England‘s leaders established the basic themes and preoccupations of an unfolding, dominant Puritan tradition in American intellectual life.To take this approach to the New Englanders normally mean to start with the Puritans‘ theological innovations and their distinctive ideas about the church-important subjects that we may not neglect. But in keeping with our examination of southern intellectual life, we may consider the original Puritans as carriers of European culture adjusting to New world circumstances. The New England colonies were the scenes of important episodes in the pursuit of widely understood ideals of civility and virtuosity.The early settlers of Massachusetts Bay included men of impressive education and influence in England. `Besides the ninety or so learned ministers who came to Massachusetts church in the decade after 1629,There were political leaders like John Winthrop, an educated gentleman, lawyer, and official of the Crown before he journeyed to Boston. There men wrote and published extensively, reaching both New World and Old World audiences, and giving New England an atmosphere of intellectual earnestness.We should not forget , however, that most New Englanders were less well educated. While few crafts men or farmers, let alone dependents and servants, left literary compositions to be analyzed, The in thinking often had a traditional superstitions quality. A tailor named John Dane, who emigrated in the late 1630s, left an account of his reasons for leaving England that is filled with signs. sexual confusion, economic frustrations , and religious hope-all name together in a decisive moment when he opened the Bible, told his father the first line he saw would settle his fate, and read th e magical words: ―come out from among them, touch no unclean thing , and I will be your God and you shall be my people.‖ One wonders what Dane thought of the careful sermons explaining the Bible that he heard in puritan churched.Mean while , many se ttles had slighter religious commitments than Dane‘s, as one clergyman learned in confronting folk along the coast who mocked that they had not come to the New world for religion . ―Our main end was to catch fish. ‖36. The author notes that in the seventeenth-century New England___________.[A] Puritan tradition dominated political life.[B] intellectual interests were encouraged.[C] Politics benefited much from intellectual endeavors.[D] intellectual pursuits enjoyed a liberal environment.37. It is suggested in paragraph 2 that New Englanders__________.[A] experienced a comparatively peaceful early history.[B] brought with them the culture of the Old World[C] paid little attention to southern intellectual life[D] were obsessed with religious innovations738. The early ministers and political leaders in Massachusetts Bay__________.[A] were famous in the New World for their writings[B] gained increasing importance in religious affairs[C] abandoned high positions before coming to the New World[D] created a new intellectual atmosphere in New England39. The story of John Dane shows that less well-educated New Englanders were often __________.[A] influenced by superstitions[B] troubled with religious beliefs[C] puzzled by church sermons[D] frustrated with family earnings40. The text suggests that early settlers in New England__________.[A] were mostly engaged in political activities[B] were motivated by an illusory prospect[C] came from different backgrounds.[D] left few formal records for later referencePart BDirections:Directions: In the following text, some sentences have been removed. For Questions (41-45), choose the most suitable one from the list A-G to fit into each of the numbered blank. There are two extra choices, which do not fit in any of the gaps. Mark your answers on ANSWER SHEET 1. (10 points)Coinciding with the groundbreaking theory of biological evolution proposed by British naturalist Charles Darwin in the 1860s, British social philosopher Herbert Spencer put forward his own theory of biological and cultural evolution. Spencer argued that all worldly phenomena, including human societies, changed over time, advancing toward perfection. 41.____________.American social scientist Lewis Henry Morgan introduced another theory of cultural evolution in the late 1800s. Morgan, along with Tylor, was one of the founders of modern anthropology. In his work, he attempted to show how all aspects of culture changed together in the evolution of societies.42._____________.In the early 1900s in North America, German-born American anthropologist Franz Boas developed a new theory of culture known as historical particularism. Historical particularism, which emphasized the uniqueness of all cultures, gave new direction to anthropology. 43._____________ .8Boas felt that the culture of any society must be understood as the result of a unique history and not as one of many cultures belonging to a broader evolutionary stage or type of culture. 44._______________.Historical particularism became a dominant approach to the study of culture in American anthropology, largely through the influence of many students of Boas. But a number of anthropologists in the early 1900s also rejected the particularist theory of culture in favor of diffusionism. Some attributed virtually every important cultural achievement to the inventions of a few, especially gifted peoples that, according to diffusionists, then spread to other cultures. 45.________________.Also in the early 1900s, French sociologist Émile Durkheim developed a theory of culture that would greatly influence anthropology. Durkheim proposed that religious beliefs functioned to reinforce social solidarity. An interest in the relationship between the function of society and culture—known as functionalism—became a major theme in European, and especially British, anthropology.[A] Other anthropologists believed that cultural innovations, such as inventions, had a single origin and passed from society to society. This theory was known as diffusionism.[B] In order to study particular cultures as completely as possible, Boas became skilled in linguistics, the study of languages, and in physical anthropology, the study of human biology and anatomy.[C] He argued that human evolution was characterized by a struggle he called the ―survival of the fittest,‖ in which weaker races and societies must eventu ally be replaced by stronger, more advanced races and societies.[D] They also focused on important rituals that appeared to preserve a people‘s social structure, such as initiation ceremonies that formally signify children‘s entrance into adulthood.[E] Thus, in his view, diverse aspects of culture, such as the structure of families, forms of marriage, categories of kinship, ownership of property, forms of government, technology, and systems of food production, all changed as societies evolved.[F]Supporters of the theory viewed as a collection of integrated parts that work together to keep a society functioning.[G] For example, British anthropologists Grafton Elliot Smith and W. J. Perry incorrectly suggested, on the basis of inadequate information, that farming, pottery9making, and metallurgy all originated in ancient Egypt and diffused throughout the world. In fact, all of these cultural developments occurred separately at different times in many parts of the world.Part CDirections:Read the following text carefully and then translate the underlined segments into Chinese. Your translation should be written carefully on ANSWER SHEET 2. (10 points)There is a marked difference between the education which every one gets from living with others, and the deliberate educating of the young. In the former case the education is incidental; it is natural and important, but it is not the express reason of the association.46It may be said that the measure of the worth of any social institution is its effect in enlarging and improving experience; but this effect is not a part of its original motive. Religious associations began, for example, in the desire to secure the favor of overruling powers and to ward off evil influences; family life in the desire to gratify appetites and secure family perpetuity; systematic labor, for the most part, because of enslavement to others, etc. 47Only gradually was the by-product of the institution noted, and only more gradually still was this effect considered as a directive factor in the conduct of the institution. Even today, in our industrial life, apart from certain values of industriousness and thrift, the intellectual and emotional reaction of the forms of human association under which the world's work is carried on receives little attention as compared with physical output.But in dealing with the young, the fact of association itself as an immediate human fact, gains in importance.48 While it is easy to ignore in our contact with them the effect of our acts upon their disposition, it is not so easy as in dealing with adults. The need of training is too evident; the pressure to accomplish a change in their attitude and habits is too urgent to leave these consequences wholly out of account. 49Since our chief business with them is to enable them to share in a common life we cannot help considering whether or no we are forming the powers which will secure this ability.If humanity has made some headway in realizing that the ultimate value of every institution is its distinctively human effect we may well believe that this lesson has been learned largely through dealings with the young.50 We are thus led to distinguish, within the broad educational process which we have been so far considering, a more formal kind of education -- that of direct tuition or schooling. In undeveloped social groups, we find very little formal teaching and training. These groups mainly rely for instilling needed dispositions into the young upon the same sort of association which keeps the adults loyal to their group.Section & Writing10Part A51. Directions:Restrictions on the use of plastic bags have not been so successful in some regions. ―White pollution ‖is still going on. Write a letter to the editor(s) of your local newspaper to1)give your opinions briefly and2)make two or three suggestionsYou should write about 100 words. Do not sign your own name at the end of the letter. Use "Li Ming" instead. You do not need to write the address.Part B52. Directions:In your essay, you should1) describe the drawing briefly,2) explain its intended meaning, and then3) give your comments.You should write neatly on ANSHWER SHEET 2. (20 points)11。

研究生入学考试生物化学（酶类）历年真题试卷汇编2(总分：64.00，做题时间：90分钟)一、判断题请判断下列各题正误。

(总题数：10，分数：20.00)1.(华南农业大学2009年考研试题)在竞争性抑制剂存在下，即使有足够的底物，酶仍不能达到其催化的最大反应速度。

（分数：2.00）A.正确B.错误√解析：解析：在竞争性抑制剂存在下，酶的最大反应速度是不变的，有足够的底物，酶能达到其催化的最大反应速度。

2.(华南农业大学2009年考研试题)多酶体系中反应速度最慢的那一步反应一般为关键步骤。

（分数：2.00）A.正确√B.错误解析：3.(郑州大学2008年考研试题)辅酶与酶蛋白的结合不紧密，可以用透析的方法除去。

（分数：2.00）A.正确√B.错误解析：4.(江南大学2008年考研试题)在结构上与底物无关的各种代谢物有可能改变酶的K m值。

（分数：2.00）A.正确√B.错误解析：5.(武汉大学2005年考研试题)酶与底物结合时产生的结合能既贡献于酶作用的专一性，也贡献于酶的催化效力。

（分数：2.00）A.正确√B.错误解析：6.(武汉大学2005年考研试题)分子互补性是分子间相互识别的基础。

（分数：2.00）A.正确√B.错误解析：7.(南京师范大学2008年考研试题)酶反应的酸碱催化主要是依靠溶液中的H +及OH -浓度。

（分数：2.00）A.正确√B.错误解析：8.(南京师范大学2008年考研试题)别构酶动力学曲线的特点都是呈S形曲线。

（分数：2.00）A.正确√B.错误解析：9.(南京师范大学2007、2008年考研试题)辅基与辅酶的主要区别在于它们与蛋白的结合牢固程度不同。

（分数：2.00）A.正确√B.错误解析：10.(陕西师范大学2005年考研试题)酶可以使化学反应的平衡向生成物的方向移动。

（分数：2.00）A.正确B.错误√解析：解析：酶不会使化学反应的平衡向生成物的方向移动，酶可以降低化学反应的活化能，缩短达到化学平衡所需时问。

湖南农业大学818环境学概论考研真题及详解2021年湖南农业大学《818环境学概论》考研全套资料来源：才聪学习网/考研真题目录•湖南农业大学《818环境学概论》历年考研真题汇编•刘培桐《环境学概论》（第2版）笔记和典型题（含考研真题）详解•刘培桐《环境学概论》（第2版）配套题库【名校考研真题＋章节题库＋模拟试题】•2021年环境科学考点归纳与典型题（含考研真题）详解5．名校考研真题•全国名校环境科学考研真题汇编考研真题及详解第一部分名校考研真题第一章绪论一、名词解释1环境[江西农业大学2014年研]答：环境是指以人类为主体的外部世界，即人类赖以生存和发展的物质条件的整体，包括自然环境和社会环境。

《中华人民共和国环境保护法》规定，本法所称环境，是指影响人类生存和发展的各种天然的和经过人工改造的自然因素的总体，包括大气、水、海洋、土地、矿藏、森林、草原、湿地、野生生物、自然遗迹、人文遗迹、自然保护区、风景名胜区、城市和乡村等。

2工程环境[湖南农业大学2011年研]答：工程环境是指人类在利用和改造自然环境中创造出来的人工环境。

包括农业工程环境、工业工程环境以及能源工程环境、交通通讯工程环境、信息工程环境等。

它们是人类在利用和改造自然环境中创造出来的，但反过来它们又成了影响自然环境和人类活动的重要因素和约束条件。

3环境问题[江西师范大学2014年研]答：从广义理解，环境问题是指由自然力或人力引起生态平衡破坏，最后直接或间接影响人类的生存和发展的一切客观存在的问题。

从狭义上理解，环境问题是指由于人类的生产和生活活动，使自然生态系统失去平衡，反过来影响人类生存和发展的一切问题。

一般情况下，人们多从狭义上理解环境问题，它可分为环境污染和生态破坏两大类。

4环境污染[江西师范大学2014年研]答：环境污染是指有害物质或因子进入环境，并在环境中扩散、迁移、转化，使环境系统结构和功能发生变化，对人类或其他生物的正常生存和发展产生不利影响的现象。

考试时间：３小时满分150分 （机 密）华 南 农 业 大 学年攻读硕士学位研究生入学考试试题考试科目：理论力学(A 卷)用题专业：机械电子、机械设计及理论、车辆、农机化、农业水土、农业生物环境与能源工程、现代农业装备与设施工程（考生注意：全部答案必须写在答卷纸上，写在试题上无效。

答案要注明题号，不用抄题。

答卷纸 封面需填写自己的考生编号与试题一并交回。

）一．判断题：对者打√，错者打×，并说明理由。

（5分×4=20分）（1）平面任意力系向平面某点简化得到的主矢就是该力系的合力。

（ ）（2）平面汇交力系的平衡方程中，选择的两个投影轴不一定要满足垂直关系。

（ ）（3）物体的重心和形心总是重合的。

（ ）（4）平动刚体上的点的运动轨迹也可能是空间曲线。

（ ）二．选择题（5分×5=25分）1．下图所示正三角形板各边分别作用大小相同的力F ，则该板处于（ ）状态。

A ．平衡B ．移动C ．转动D ．既移动又转动2．下图所示为平面汇交力系F 1, F 2, F 3, F 4的力多边形（封闭），则该力系（ ）。

A ．可合成为一个力偶B ．可合成为一个力C ．可简化为一个力和一个力偶D ．力系的合力为零，力系平衡3．刚体绕定轴转动时，（ ）。

A ．当转角φ＞0时，角速度ω为正；B ．当角速度ω＞0时，角加速度ε为正；C ．当ω与ε同号时为加速转动，当ω与ε异号时为减速转动；D ．当ε＞0时为加速转动，当ε＜0时为减速转动。

4．重W 的匀质圆柱放在的V 型槽内，接触面摩擦系数相同。

对圆柱施加图示转动力偶矩M ，则圆柱两侧面所受的法向力关系为（ ）。

页码，1/42012-10-23。

页码，1/3考试时间：３小时满分150分（机 密）华 南 农 业 大 学年攻读硕士学位研究生入学考试试题考试科目：物理化学用题专业：应用化学/生物化学（考生注意：全部答案必须写在答卷纸上，写在试题上无效。

答案要注明题号，不用抄题。

答卷纸封面需填写自己的考生编号与试题一并交回。

）一、选择题（每小题2分，10小题共20分）1、CO2的临界温度T c=304 K，则373 K，5070 Pa时，CO2的对比温度T r为（A）1.23 （B）1 （C）0.82 （D）692、对于电池Zn(s) | Zn2+(a2)‖Ag+( a1) | Ag(s)，应选用下列哪种物质作盐桥？（A）KCl （B）KNO3（C）ZnSO4（D）AgNO33、原电池在定温定压可逆的条件下放电时，其在过程中与环境交换的热量为（A）Δr H m（B）零（C）TΔr S m（D）Δr G m4、下列说法不属于可逆电池特性的是（A）电池的工作过程肯定为热力学可逆过程（B）电池放电与充电过程电流无限小（C）电池内的化学反应在正逆方向彼此相反（D）电池所对应的化学反应Δr G m = 05、某反应物的浓度与时间成线性关系时，该反应的半衰期与反应物的初始浓度（A）平方成反比（B）成反比（C）成正比（D）无关6、根据碰撞理论，温度升高反应速率增大的主要原因是（A）活化能降低（B）碰撞频率提高（C）碰撞数增加（D）活化分子增加7、光化学反应与热化学反应的相同之处在于下列哪种情况？（A）温度系数小（B）化学平衡常数与光强度无关（C）反应都需要活化能（D）反应都向ΔG m减小的方向进行8、将0.010dm3浓度为0.02 mol·dm-3的AgNO3溶液，缓慢地加入到0.1 dm3浓度为0.005 mol·dm-3的KCl 溶液中，可得到AgCl溶胶。

下列哪种物质对其聚沉能力最大？（A）Ca(NO3)2（B）Fe(NO3)3（C）NaNO3（D）CuSO49、将高分子溶液作为胶体体系来研究，因为它（A）粒子大小在胶体范围内 （B）热力学不稳定体系（C）对电解质很敏感 （D）是多相体系10、日出和日落时，太阳呈红色的原因是（A）红光波长长，透射作用显著（B）红光波长长，散射作用显著（C）蓝光波长短，透射作用显著（D）蓝光波长短，散射作用显著二、填空题（每空1分，共10分）1、夏天将室内电冰箱的门打开，接通电源并紧闭门窗（设墙壁、门窗均不传热），则将会使室内的温度。

09年真题一、填空1.革兰氏阳性菌和革兰氏阴性菌的染色步骤？革兰氏染色步骤：结晶紫初染，碘液媒染然后酒精脱色，最后用蕃红和沙黄复染，G+染色后细菌细胞仍保留初染结晶紫的蓝紫色，G经过染色后细菌细胞则先脱去初染结晶紫的蓝紫色而带上复染番红或沙黄的红色。

2.光合作用产氧蓝藻不产氧光合细菌蓝藻是能进行产氧光合作用的光合细菌，一般光合细菌多指不产氧的光合细菌。

3.古菌的三域学说与原核微生物的相似性三域学说把生物分为古细菌真细菌和真核生物4.真菌的营养方式只能靠腐食性吸收营养方式取得碳源能源和其他营养物质5.污水中原生动物的出现顺序：6.rRNA及其对生物的分类的指示作用？7.米门公式与什么有关，与什么无关米氏常数与酶的种类和性质有关而与酶的浓度无关8.培养基的分类，纯种分离方法的分类培养基的分类：按物理状态：液体~固体~半固体~按化学成分：天然~合成~半合成~按用途不同分：选择性~鉴别~ 加富~纯种分离方法分类：平板稀释法，单细胞或单孢子分离法9.常用的测大肠杆菌菌群的方法：发酵法滤膜法时间分别为72h 30h10.微生物间的关系（四种）互生共生寄生拮抗11.UASB法颗粒污泥中的生物分布状况升流式厌氧污泥反应器（UASB）中的污泥是“颗粒污泥”。

总金额中颗粒污泥具有较好的产甲烷活性和良好的沉降性能，一般情况下，颗粒污泥外层的微生物主要是（发酵细菌）（氢氧化型产甲烷细菌），而内层是（乙酸营养型产甲烷细菌）（产氢产乙酸细菌）。

12.聚磷菌与发酵产酸菌的关系除磷菌和聚磷菌是一类在（好氧）环境中能超量摄取磷，并把磷合成为（聚磷酸盐）存在细胞内，在（厌氧）环境中聚磷菌又把所储存的（聚磷酸盐）分解并产生A TP再利用A TP把污水中的磷脂酸等有机物摄入细胞，以（PHB ）或糖元等有机物的形式贮存于细胞。

13.生物分解性与结构的关系：(1)增加A类取代基（即异源基因）一般分解性变差，增加B类取代基，有时可以增加生物分解性，能使生物分解性降低的基团称为异源基团。