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819华南理工大学2008年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：交通工程适用专业：交通信息工程及控制，交通运输规划与管理三、（25分，每小题5分）图1描述了某道路发生交通事故的累计车辆数的随时间变化的情形，其中A是发生事故的时刻、B是事故排除的时刻、C 是交通恢复正常的时刻，L1是车辆到达数累计曲线、L2是事故发生后的道路通行能力曲线、L3是道路的饱和通行能力。
设车辆到达率为500辆/h，事故发生后道路通行能力为300辆/h，到饱和通行能力为600辆/h，当A=8:00小时、B=8:45小时，求：（1）、交通恢复正常的时刻；（2）、在8:09时刻到达的车辆需排队等待时间；（3）、在8:30时刻车辆排队长度（即车辆数）；（4）、该次交通事故中排队总延误；（5）、在什么条件下，该次交通事故不导致车辆排队现象的发生？图1：车辆累计数与时间关系曲线四、（10分，每小题5分）在某一条道路上进行浮动车调查，调查中观测车以70km/h的稳定车速随车流行驶5km，期间有30辆车超越观测车、13辆车被观测车超越，当观测车以同样的车速逆车流行驶5km时，迎面相遇的有303辆车，试求：（1）、车流的平均流量（辆/h）；（2）、车流的平均车速（km/h）。
五、（10分，每小题5分）在某交叉口进口道测得停车线处饱和车流的速度为36km/h ，车辆组成及车头时距如下表所示，试求：车辆类型大 中 小 平均车头时距/s 5.5 3.6 2.7车辆比重（%） 2023 57 （1）、该交叉口的饱和流量（辆/h）；（2）、应用车头间距求该交叉口的饱和交通流的密度（辆/km ）。
六、（10分）路网结构如图2所示，已知从O 至D 的出行量为3200辆/天，分配交通量前各道路上的交通为零，各路段的行驶时间与交通量的关系分别是：路段L 1：q q t 002.015)(1+=（min ）；路段L 2：q q t 005.016)(2+=（min ）；路段L 3：q q t 003.05)(3+=（min ）；路段L 4：q q t 002.020)(4+=（min ）；路段L 5：q q t 003.010)(5+=（min ）。
华南理工大学2014年考研专业课真题试卷（原版）819华南理工大学2014年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：交通工程适用专业：交通信息工程及控制；交通运输规划与管理；载运工具运用工程；交通运输工程(专硕)共2页一、名词解释（每题2分，共20分）交通量；85%位速度；车流密度；道路通行能力；交通事故；服务水平；延误；占有率；车头时距；拥挤度二、填空题（每题2分，共20分）1、交通工程学研究的主要对象是：。
2、汽车动力性能可用哪三个指标来评定：。
3、描述交通流的三个基本参数是：。
4、通行能力按作用性质可分为三种：。
5、交通三要素是指：。
6、泊松分布代表交通流量较小、驾驶员可随意选择车速的情况，判别随机交通流是否泊松流的依据是：。
7、视野受到等多种因素的影响。
8、道路结构基本部分包括等。
9、我国道路交通标志按其含义分为：。
10、根据延误发生的原因可将延误分为：。
三、简答题（每题4分，共28分）1、尝试根据表征交通流特性的三个基本参数的基本关系以及格林希尔茨（Green-Shields）提出的速度-密度线性关系模型分别说明连续交通流中流量与速度的关系式，速度与密度之间的关系式，并分别画图说明其关系。
2、酗酒对行车安全的影响有哪些？驾驶员酒后行车造成的交通事故具有哪些特点？3、说明交叉口延误的测量方法。
4、什么是高峰小时系数？高峰小时系数反映了什么？其值落在什么范围？5、描述交通信号控制的优缺点。
6、根据车流集散波的波速公式及速度与密度之间的线性关系，求车辆受阻停车的停车波和启动波的波速表达式。
7、为什么在道路设计中采用30位小时交通量？能否采用其它位的交通量？第1页。
868华南理工大学2021 年攻读硕士学位研究生入学测验试卷〔试卷上做答无效，请在答题纸上做答，试后本卷必需与答题纸一同交回〕 科目名称：经济学 (含宏不雅、微不雅 ) 适用专业：国民经济学；区域经济学；金融学；财产经济学；国际贸易学；数量经济 学；统计学共 2 页第一题：名词解释〔 6 分×5=30 分〕 1. 边际替代率与边际转换率 2. 等价变化与抵偿变化3. 福利经济学第必然理与福利经济学第二定理4. 自然掉业率与潜在 GDP5. 货币政策操作相机抉择机制与单一规那么第二题：阐发题〔第 3 题15 分，其他每题 10 分，共 65 分〕 1. 什么是需求价格弹性？影响需求价格弹性的因素有哪些？ 2. 股权鼓励和员工持股试图解决什么问题？理论依据是什么？ 3. A 公司想要阻止 B 公司进入某产物市场，其收益矩阵如下，单元为 100万美元，此中 p 为价格，单元为美元。
A 公司p=500 p=1000 不进入 进入0， 20 0， 34 B 公司-5， 1517， 17〔1〕试阐发 A 公司能否通过威胁降价到 500 美元而阻止 B 公司进入该市 场？〔2〕假设 A 公司在 B 公司做出是否进入决策前，进行一项额外出产能力 投资，投资后的收益矩阵如下：A 公司p=500 p=1000 0， 24 12， 12不进入 进入0， 16 -6， 14B 公司请画出该博弈的展开型〔即博弈树〕 ，用反推法找到纳什均衡路径，此时 A公司能阻止 B 公司进入该市场吗？4. GDP 是测度福利较好的指标吗？5. 依据生命周期消费理论阐发临时性减税的效果。
6. 扼要阐发决定经济增长的因素。
第三题：计算题〔第 1 题20 分，第2 题10 分，共30 分〕21. 某消费者消费两种商品x 和y，效用函数为u(x, y) xy ，p ，p 别离x y为商品x 和y 的价格，m 为消费者的收入。
求：〔1〕该消费者对商品x 和y 的需求函数。
852华南理工大学2008年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：物理化学(二)适用专业：材料物理与化学，材料学材料加工工程，化学工程，化学工艺，应用化学，工业催化，能源环境材料及技术，制药工程，生物医学工程共 3 页1. 4 g Ar（可视为理想气体，其摩尔质量M(Ar)=39.95 g·mol-1）在300 K时,压力为506.6 kPa，今在等温下反抗202.6 kPa的恒定外压进行膨胀。
试分别求下列两种过程的Q,W,ΔU,ΔH,ΔS,ΔA和ΔG。
(1) 若变化为可逆过程；(2) 若变化为不可逆过程。
(15分)2．如图所示，两只 5 dm3充满N2(g，可视为理想气体)的烧瓶浸没在沸水里，瓶内气体压力60795 Pa。
然后把一只瓶浸到冰水混合物中，一只仍在沸水中，试求(1)系统的压力；(2)过程的热（Q）和系统热力学能变化（ΔU）；(3)系统焓变。
(10分)3．1 mol压力为P∃的液体A，在其正常沸点下，向真空容器中蒸发，终态变为与始态同温同压的1mol蒸气A。
设蒸气为理想气体，液体体积可以忽略，并已知液体A 在67℃的饱和蒸气压为 0.5P∃，蒸发热为34.92 kJ·mol-1，且与温度无关。
计算上述过程W、Q、ΔU、ΔH、ΔS、ΔG、ΔA。
(15分)4.已知某植物营养液的浓度为0.1mol·dm-3。
(1) 求此溶液在25℃时的渗透压。
若把植物细胞近似看成半透膜，试计算该营养液能被植物提升的高度；(2) 假设植物毛细管半径为0.1μm，该营养液能够完全润湿毛细管，试计算该营养液在毛细管中提升的高度；(3) 根据上述计算结果，判断植物主要依赖何种方式获取养分？(4) 你认为植物能够长的高度极限应该多少？原因？已知该营养液的密度为 1.00kg·dm-3，表面张力为0.0717N·m-1，重力加速度为9.81m·s-2。
808
华南理工大学
2016年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：建筑物理(含声、光、热)
适用专业：建筑技术科学
六、问答题（共计26分）
简述植被隔热屋面的隔热原理。
（6分）
简述冬季冷凝与夏季冷凝产生的原因及主要防治措施。
（10分）
简述对建筑空调能耗的产生影响的外窗的主要热工性能及其具体影响。
808
华南理工大学
2017年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：建筑物理（含声、光、热）
适用专业：建筑技术科学
808
华南理工大学
2018年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：建筑物理(含声、光、热)
适用专业：建筑技术科学。
820华南理工大学2018年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：高分子化学与物理适用专业：高分子化学与物理；材料科学与工程；材料工程(专硕)共页高分子化学部分一、单项选择题（共15题。
每题1分，共15分）1、以下已商品化的聚合物中，采用阳离子聚合机理合成的是（）。
A、ABSB、乳聚丁苯橡胶C、高抗冲聚苯乙烯D、丁基橡胶2、以下聚合物中，由配位聚合制得、且不涉及立体异构的是（）。
A、低密度聚乙烯B、高密度聚乙烯C、溶聚丁苯橡胶D、全同聚丙烯3、下列单体进行自由基聚合反应时，最难获得高分子链均聚物的单体是（）。
A、四氟乙烯B、苯乙烯C、马来酸酐D、丙烯酸甲酯4、无定形态聚合物与小分子的化学反应中，控制反应速率的主要因素是（）。
A、小分子在聚合物中的扩散速率B、小分子中官能团的反应活性C、聚合物中官能团的反应活性D、反应温度5、应用活性阴离子聚合制备苯乙烯、甲基丙烯酸甲酯、丙烯酸甲酯的三嵌段共聚物，正确的加料顺序是（）。
A、甲基丙烯酸甲酯、丙烯酸甲酯、苯乙烯B、苯乙烯、甲基丙烯酸甲酯、丙烯酸甲酯C、丙烯酸甲酯、甲基丙烯酸甲酯、苯乙烯D、苯乙烯、丙烯酸甲酯、甲基丙烯酸甲酯6、某聚合体系的配方为：苯乙烯 50 g，水 250 g，过氧化苯甲酰 0.3 g，聚乙烯醇2g，碳酸钙 3g。
以下关于该聚合体系的描述，正确的是（）。
A、该体系进行的是溶液聚合，PVA和碳酸钙起聚合活性剂作用B、该体系进行的是乳液聚合，PVA和碳酸钙起乳化作用C、该体系进行的是悬浮聚合，PVA和碳酸钙起分散作用D、该体系进行的是悬浮聚合，PVA和碳酸钙起乳化作用7、下列聚合物属于杂链聚合物的是（）。
A、聚丙烯B、聚硅氧烷C、聚苯乙烯D、天然橡胶8、外加酸催化聚酯化反应的平均聚合度（X n）与时间（t）的关系为（）。
A、X n与t 成线性关系B、X n与t1/2 成线性关系C、X n与t2 成线性关系D、(X n)2 与t成线性关系9、下列单体可以发生自由基聚合反应的是（）。
626华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：英语综合水平测试适用专业：外国语言文学performances. Rather than playing tricks with alternatives presented to participants, we secretly altered the outcomes of their choices, and recorded how they react. For example, in an early study we showed our volunteers pairs of pictures of faces and asked them to choose the most attractive. In some trials, immediately after they made their choice, we asked people to explain the reasons behind their choices.Unknown to them, we sometimes used a double-card magic trick to secretly exchange one face for the other so they ended up with the face they did not choose. Common sense dictates that all of us would notice such a big change in the outcome of a choice. But the result showed that in 75 per cent of the trials our participants were blind to the mismatch, even offering “reasons” for their“choice”.We called this effect “choice blindness”, echoing change blindness,the phenomenon identified by psychologists where a remarkably large number of people fail to spot a major change in their environment. Recall the famous experiments where X asks Y for directions; while Y is struggling to help, X is switched for Z - and. Y fails to notice. Researchers are still pondering the full implications, but it does show how little information we use in daily life, and undermines the idea that we know what is going on around us.When we set out, we aimed to weigh in on the enduring, complicated debate about self-knowledge and intentionality. For all the intimate familiarity we feel we have with decision making, it is very difficult to know about it from the “inside”: one of the great barriers for scientific research is the nature of s ubjectivity.As anyone who has ever been in a verbal disagreement can prove, people tend to give elaborate justifications for their decisions, which we have every reason to believe are nothing more than rationalizations after the event. To prove such people wrong, though, or even provide enough evidence to change their mind, is an entirely different matter: who are you to say what my reasons are?But with choice blindness we drive a large wedge between intentions and actions in the mind. As our participants give us verbal explanations about choices they never made, we can show them beyond doubt - and prove it - that what they say cannot be true. So our experiments offer a unique window into confabulation (the story-telling we do to justify things after the fact) that is otherwise very difficult to come by. We can compare everyday explanations with those under lab conditions, looking for such things as the amount of detail in descriptions, how coherent the narrative is, the emotional tone, or even the timing or flow of the speech. Then we can create a theoretical framework to analyse any kind of exchange.This framework could provide a clinical use for choice blindness: for example, two of our ongoing studies examine how malingering might develop into truesymptoms, and how confabulation might play a role in obsessive-compulsive disorder.Importantly, the effects of choice blindness go beyond snap judgments. Depending on what our volunteers say in response to the mismatched outcomes of choices (whether they give short or long explanations, give numerical rating or labeling, and so on) we found this interaction could change their future preferences to the extent that they come to prefer the previously rejected alternative. This gives us a rare glimpse into the complicated dynamics of self-feedback (“I chose this, I publicly said so, therefore I must like it”), which we suspect lies behind the formation of many everyday preferences.We also want to explore the boundaries of choice blindness. Of course, it will be limited by choices we know to be of great importance in everyday life. Which bride or bridegroom would fail to notice if someone switched their partner at the altar through amazing sleight of hand? Yet there is ample territory between the absurd idea of spouse-swapping, and the results of our early face experiments.For example, in one recent study we invited supermarket customers to choose between two paired varieties of jam and tea. In order to switch each participant’s choice without them noticing, we created two sets of “magical” jars, with lids at both ends and a divider inside. The jars looked normal, but were designed to hold one variety of jam or tea at each end, and could easily be flipped over.Immediately after the participants chose, we asked them to taste their choice again and tell us verbally why they made that choice. Before they did, we turned over the sample containers, so the tasters were given the opposite of what they had intended in their selection. Strikingly, people detected no more than a third of all these trick trials. Even when we switched such remarkably different flavors as spicy cinnamon and apple for bitter grapefruit jam, the participants spotted less than half of all s witches.We have also documented this kind of effect when we simulate online shopping for consumer products such as laptops or cell phones, and even apartments. Our latest tests are exploring moral and political decisions, a domain where reflection and deliberation are supposed to play a central role, but which we believe is perfectly suited to investigating using choice blindness.Throughout our experiments, as well as registering whether our volunteers noticed that they had been presented with the alternative they did not choose, we also quizzed them about their beliefs about their decision processes. How did they think they would feel if they had been exposed to a study like ours? Did they think they would have noticed the switches? Consistently, between 80 and 90 per cent of people said that they believed they would have noticed something was wrong.Gervais, discovers a thing called “lying” and what it can get him. Within days, M ark is rich, famous, and courting the girl of his dreams. And because nobody knows what “lying” is? he goes on, happily living what has become a complete and utter farce.It’s meant to be funny, but it’s also a more serious commentary on us all. As Americans, we like to think we value the truth. Time and time again, public-opinion polls show that honesty is among the top five characteristics we want in a leader, friend, or lover; the world is full of sad stories about the tragic consequences of betrayal. At the same time, deception is all around us. We are lied to by government officials and public figures to a disturbing degree; many of our social relationships are based on little white lies we tell each other. We deceive our children, only to be deceived by them in return. And the average person, says psychologist Robert Feldman, the author of a new book on lying, tells at least three lies in the first 10 minutes of a conversation. “There’s always been a lot of lying,” says Feldman，whose new book, The Liar in Your Life, came out this month. “But I do think we’re seeing a kind of cultural shift where we’re lying more, it’s easier to lie, and in some ways it’s almost more acceptable.”As Paul Ekman, one of Feldman’s longtime lying colleagues and the inspiration behind the Fox IV series “Lie To Me” defines it，a liar is a person who “intends to mislead,”“deliberately,” without being asked to do so by the target of the lie. Which doesn’t mean that all lies are equally toxic: some are simply habitual –“My pleasure!”-- while others might be well-meaning white lies. But each, Feldman argues, is harmful, because of the standard it creates. And the more lies we tell, even if th ey’re little white lies, the more deceptive we and society become.We are a culture of liars, to put it bluntly, with deceit so deeply ingrained in our mind that we hardly even notice we’re engaging in it. Junk e-mail, deceptive advertising, the everyday p leasantries we don’t really mean –“It’s so great to meet you! I love that dress”– have, as Feldman puts it, become “a white noise we’ve learned to neglect.” And Feldman also argues that cheating is more common today than ever. The Josephson Institute, a nonprofit focused on youth ethics, concluded in a 2008 survey of nearly 30,000 high school students that “cheating in school continues to be rampant, and it’s getting worse.” In that survey, 64 percent of students said they’d cheated on a test during the past year, up from 60 percent in 2006. Another recent survey, by Junior Achievement, revealed that more than a third of teens believe lying, cheating, or plagiarizing can be necessary to succeed, while a brand-new study, commissioned by the publishers of Feldman’s book, shows that 18-to 34-year-olds--- those of us fully reared in this lying culture --- deceive more frequently than the general population.Teaching us to lie is not the purpose of Feldman’s book. His subtitle, in fact, is “the way to truthful relationships.” But if his book teaches us anything, it’s that we should sharpen our skills — and use them with abandon.Liars get what they want. They avoid punishment, and they win others’ affection. Liars make themselves sound smart and intelligent, they attain power over those of us who believe them, and they often use their lies to rise up in the professional world. Many liars have fun doing it. And many more take pride in getting away with it.As Feldman notes, there is an evolutionary basis for deception: in the wild, animals use deception to “play dead” when threatened. But in the modem world, the motives of our lying are more selfish. Research has linked socially successful people to those who are good liars. Students who succeed academically get picked for the best colleges, despite the fact that, as one recent Duke University study found, as many as 90 percent of high-schoolers admit to cheating. Even lying adolescents are more popular among their peers.And all it takes is a quick flip of the remote to see how our public figures fare when they get caught in a lie: Clinton keeps his wife and goes on to become a national hero. Fabricating author James Frey gets a million-dollar book deal. Eliot Spitzer’s wife stands by his side, while “Appalachian hiker” Mark Sanford still gets to keep his post. If everyone else is being rewarded for lying，don’t we need to lie, too, just to keep up?But what’s funny is that even as we admit to being liars, study after study shows that most of us believe we can tell when others are lying to us. And while lying may be easy, spotting a liar is far from it. A nervous sweat or shifty eyes can certainly mean a person’s uncomfortable, but it doesn’t necessarily mean they’re lying. Gaze aversion, meanwhile, has more to do with shyness than actual deception. Even polygraph machines are unreliable. And according to one study, by researcher Bella DePaulo, we’re only able to differentiate a lie from truth only 47 percent of the time, less than if we guessed randomly. “Basically everything we’ve heard about catching a liar is wrong,” says Feldman, who heads the College of Social and Behavioral Sciences at the University of Massachusetts, Amherst.Ekman, meanwhile, has spent decades studying micro-facial expressions of liars: the split-second eyebrow arch that shows surprise when a spouse asks who was on the phone; the furrowed nose that gives away a hint of disgust when a person says “I love you.” He’s trained everyone from the Secret Service to the TSA, and believes that with close study, it’s possible to identify those tiny emotions. The hard part, of course, is proving them. “A lot of times, it’s easier to believe,” says Feldman. “It takes a lot ofThere were, however, different explanations of this unhappy fact. Sean Pidgeon put the blame on “humanities departments who are responsible for the leftist politics that still turn people off.” Kedar Kulkarni blamed “the absence of a culture that privileges Learning to improve oneself as a human being.” Bethany blamed universities, which because they are obsessed with “maintaining funding” default on th e obligation to produce “well rounded citizens.” Matthew blamed no one，because i n his view the report’s priorities are just what they should be: “When a poet creates a vaccine or a tangible good that can be produced by a Fortune 500 company, I’ll rescind my comment.”Although none of these commentators uses the word, the issue they implicitly raise is justification. How does one justify funding the arts and humanities? It is clear which justifications are not available. You cannot argue that the arts and humanities are able to support themselves through grants and private donations. You cannot argue that a state’s economy will benefit by a new reading of “Hamlet.” You can’t argue -- well you can, but it won’t fly -- that a graduate who is well-versed in the history of Byzantine art will be attractive to employers (unless the employer is a museum). You can talk as Bethany does about “well rounded citizens,” but that ideal belongs to an earlier period, when the ability to refer knowledgeably to Shakespeare or Gibbon or the Thirty Years War had some cash value (the sociologists call it cultural capital). Nowadays, larding your conversations with small bits of erudition is more likely to irritate than to win friends and influence people.At one time justification of the arts and humanities was unnecessary because, as Anthony Kronman puts it in a new book, “Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life，” it was assumed that “a college was above all a place for the training of character, for the nurturing of those intellectual and moral habits that together from the basis for living the best life one can.”It followed that the realization of this goal required an immersion in the great texts of literature, philosophy and history even to the extent of memorizing them, for “to acquire a text by memory is to fix in one’s mind the image and example of the author and his subject.”It is to a version of this old ideal that Kronman would have us return, not because of a professional investment in the humanities (he is a professor of law and a former dean of the Yale Law School), but because he believes that only the humanities can address “the crisis of spirit we now confront” and “restore the wonder which those who have glimpsed the human condition have always felt, and which our scientific civilization, with its gadgets and discoveries, obscures.”As this last quotation makes clear, Kronman is not so much mounting a defense ofthe humanities as he is mounting an attack on everything else. Other spokespersons for the humanities argue for their utility by connecting them (in largely unconvincing ways) to the goals of science, technology and the building of careers. Kronman, however, identifies science, technology and careerism as impediments to living a life with meaning. The real enemies, he declares，are “the careerism that distracts from life as a whole” and “the blind acceptance of science and technology that disguise and deny our human condition.” These false idols，he says，block the way to understanding. We must turn to the humanities if we are to “meet the need for meaning in an age of vast but pointless powers,”for only the humanities can help us recover the urgency of “the question of what living is for.”The humanities do this, Kronman explains, by exposing students to “a range of texts that express with matchless power a number of competing answers to this question.” In the course of this program —Kronman calls it “secular humanism”—students will be moved “to consider which alternatives lie closest to their own evolving sense of self?” As they survey “the different ways of living that have been held up by different authors,” they will be encouraged “to enter as deeply as they can into the experiences, ideas, and values that give each its permanent appeal.” And not only would such a “revitalized humanism” contribute to the growth of the self,it “would put the conventional pieties of our moral and political world in question” and “bring what is hidden into the open — the highest goal of the humanities and the first responsibility of every teache r.”Here then is a justification of the humanities that is neither strained (reading poetry contributes to the state’s bottom line) nor crassly careerist. It is a stirring vision that promises the highest reward to those who respond to it. Entering into a conversation with the great authors of the western tradition holds out the prospect of experiencing “a kind of immortality” and achieving “a position immune to the corrupting powers of time.”Sounds great, but I have my doubts. Does it really work that way? Do the humanities ennoble? And for that matter, is it the business of the humanities, or of any other area of academic study, to save us?The answer in both cases, I think, is no. The premise of secular humanism (or of just old-fashioned humanism) is that the examples of action and thought portrayed in the enduring works of literature, philosophy and history can create in readers the desire to emulate them. Philip Sydney put it as well as anyone ever has when he asks (in “The Defense of Poesy” 1595), “Who reads Aeneas carrying old Anchises on his back that wishes not it was his fortune to perform such an excellent act?” Thrill to this picture of42.What does Anthony Kronman oppose in the process to strive for meaningful life?A.Secular humanism.B. Careerism.C. Revitalized humanismD. Cultural capital.43.Which of the following is NOT mentioned in this article?A.Sidney Carton killed himself.B.A new reading of Hamlet may not benefit economy.C.Faust was not willing to sell his soul.D.Philip Sydney wrote The Defense of Poesy.44.Which is NOT true about the author?A.At the time of writing, he has been in the field of the humanities for 45 years.B.He thinks the humanities are supposed to save at least those who study them.C.He thinks teachers and students of the humanities just learn how to analyze literary effects and to distinguish between different accounts of the foundations of knowledge.D.He thin ks Kronman’s remarks compromise the object its supposed praise.45.Which statement could best summarize this article?A.The arts and humanities fail to produce well-rounded citizens.B.The humanities won’t save us because humanities departments are too leftist.C.The humanities are expected to train character and nurture those intellectual andmoral habits for living a life with meaning.D.The humanities don’t bring about effects in the world but just give pleasure to those who enjoy them.Passage fourJust over a decade into the 21st century, women’s progress can be celebrated across a range of fields. They hold the highest political offices from Thailand to Brazil, Costa Rica to Australia. A woman holds the top spot at the International Monetary Fund; another won the Nobel Prize in economics. Self-made billionaires in Beijing, tech innovators in Silicon Valley, pioneering justices in Ghana—in these and countless other areas, women are leaving their mark.But hold the applause. In Saudi Arabia, women aren’t allowed to drive. In Pakistan, 1,000 women die in honor killings every year. In the developed world, women lag behind men in pay and political power. The poverty rate among women in the U.S. rose to 14.5% last year.To measure the state of women’s progress. Newsweek ranked 165countries, looking at five areas that affect women’s lives; treatment under the law, workforce participation, political power, and access to education and health care. Analyzing datafrom the United Nations and the World Economic Forum, among others, and consulting with experts and academics, we measured 28 factors to come up with our rankings.Countries with the highest scores tend to be clustered in the West, where gender discrimination is against the law, and equal rights are constitutionally enshrined. But there were some surprises. Some otherwise high-ranking countries had relatively low scores for political representation. Canada ranked third overall but 26th in power, behind countries such as Cuba and Burundi. Does this suggest that a woman in a nation’s top office translates to better lives for women in general? Not exactly.“Trying to quantify or measure the impact of women in politics is hard because in very few countries have there been enough women in politics to make a difference,” says Anne-Marie Goetz, peace and security adviser for U.N. Women.Of course, no index can account for everything. Declaring that one country is better than another in the way that it treats more than half its citizens means relying on broad strokes and generalities. Some things simply can’t be measured.And cross-cultural comparisons can t account for difference of opinion.Certain conclusions are nonetheless clear. For one thing, our index backs up a simple but profound statement made by Hillary Clinton at the recent Asia-Pacific Economic Cooperation summit. “When we liberate the economic potential of women, we elevate the economic performance of communities, nations, and the world,”she said. “There’s a simulative effect that kicks in when women have greater access to jobs and the economic lives of our countries: Greater political stability. Fewer military conflicts. More food. More educational opportunity for children. By harnessing the economic potential of all women, we boost opportunity for all people.”46.What does the author think about women’s progress so far?A.It still leaves much to be desired.B.It is too remarkable to be measured.C.It has greatly changed women's fate.D.It is achieved through hard struggle.47.In what countries have women made the greatest progress?A.Where women hold key posts in government.B.Where women’s rights are protected by law.C.Where women’s participation in management is high.D.Where women enjoy better education and health care.48.What do Newsweek rankings reveal about women in Canada?A.They care little about political participation.B.They are generally treated as equals by men.C.They have a surprisingly low social status.D.They are underrepresented in politics.49.What does Anne-Marie Goetz think of a woman being in a nation's top office?A.It does not necessarily raise women's political awareness.B.It does not guarantee a better life for the nation's women.C.It enhances women's status.D.It boosts women's confidence.50.What does Hillary Clinton suggest we do to make the world a better place?A.Give women more political power.B.Stimulate women's creativity.C.Allow women access to education.D.Tap women's economic potential.Passage fiveThe idea that government should regulate intellectual property through copyrights and patents is relatively recent in human history, and the precise details of what intellectual property is protected for how long vary across nations and occasionally change. There are two standard sociological justifications for patents or copyrights: They reward creators for their labor, and they encourage greater creativity. Both of these are empirical claims that can be tested scientifically and could be false in some realms.Consider music. Star performers existed before the 20th century, such as Franz Liszt and Niccolo Paganini, but mass media produced a celebrity system promoting a few stars whose music was not necessarily the best or most diverse. Copyright provides protection for distribution companies and for a few celebrities, thereby helping to support the industry as currently defined, but it may actually harm the majority of performers. This is comparable to Anatole France's famous irony, "The law, in its majestic equality, forbids the rich as well as the poor to sleep under bridges." In theory, copyright covers the creations of celebrities and obscurities equally, but only major distribution companies have the resources to defend their property rights in court. In a sense, this is quite fair, because nobody wants to steal unpopular music, but by supporting the property rights of celebrities, copyright strengthens them as a class in contrast to anonymous musicians.Internet music file sharing has become a significant factor in the social lives of children, who download bootleg music tracks for their own use and to give as gifts to friends. If we are to believe one recent poll done by a marketing firm rather than social。
801华南理工大学2016年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：材料力学适用专业：力学；机械工程；船舶与海洋工程；生物医学工程；机械工程(专业学位)；生物医学工程（专业学位)；车辆工程(专业学位)题三图分）矩形截面悬臂梁受力及尺寸如图示。
假想将梁沿中性层截开，试画出梁下半部分分离体的受力图，并列出其平衡方程。
题四图D 题八图801华南理工大学2017年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：材料力学适用专业：生物医学工程（理学）；力学；机械工程；船舶与海洋工程；生物医学工程（工学）；机械工程（专硕）；船舶与海洋工程（专硕）；生物医学工程（专硕）；车辆工程（专硕）题一图用实验方法确定钢材料的切变模量G时，其装置的示意图如图所示。
、直径d=10 mm的圆截面钢试件，其A端固定，B端有长与截面联成整体。
当在B端施加扭转力偶M e=15N·m时，测得=1.5 mm。
试求：题二图题三图题四图分）图示简支梁，由No.18 工字钢制成。
截面对中性轴的惯性矩一侧截面对中性轴的静矩max z S 的比值max :15.4cm z z I S =，腹板宽度3185cm 。
在外载作用下，测得C 截面中性轴上K 点处题五图题六图分）图示结构，AB为刚性梁，AC、AD、BE均为细长杆，且各杆材料和横截面尺寸均相同。
已知杆的弹性模量、横截面面积、截面惯性半径分别为题七图分）平均半径为R的开口细圆环，横截面是直径为d的圆形，开口处两端点F，且F垂直于圆环中线所在的平面（如图）。
已知材料的弹性模量，试求两个力F作用点之间的线位移。
题八图801B华南理工大学2018年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：材料力学适用专业：力学；机械工程；船舶与海洋工程；机械工程(专硕)；船舶与海洋工程(专硕)；车辆工程(专硕)（第二题图）（第三题图）（20分）直径D=40mm的铝圆柱，放在厚度δ=2mm的钢套筒内，设两者之间光滑无间隙套合。
目 录2008年华南理工大学811结构力学考研真题2009年华南理工大学811结构力学考研真题2010年华南理工大学811结构力学考研真题2011年华南理工大学811结构力学考研真题2012年华南理工大学811结构力学考研真题2013年华南理工大学811结构力学考研真题2014年华南理工大学811结构力学考研真题2015年华南理工大学811结构力学考研真题2016年华南理工大学811结构力学考研真题2017年华南理工大学811结构力学考研真题2018年华南理工大学811结构力学考研真题
2008年华南理工大学811结构力学
考研真题。
819
华南理工大学
2016年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：交通工程
适用专业：交通信息工程及控制；交通运输规划与管理；载运工具运用工程；交通运输工程(专业学位)
图1 三条路径交通网络图
819
华南理工大学
2017年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：交通工程
适用专业：交通信息工程及控制；交通运输规划与管理；载运工具运用工程；交通运输工程（专硕）
图1：路网结构图
）以用户通行时间相等的用户平衡原则进行交通量分配，分别计算第
819
华南理工大学
2018年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：交通工程
适用专业：交通信息工程及控制；交通运输规划与管理；交通运输工程(专硕)。
880
华南理工大学
2016年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：分析化学
适用专业：分析化学；绿色能源化学与技术
溶解度随Cl-浓度增大而减小的原因是：溶解度随Cl-浓度增大而增大的原因是：
880
华南理工大学
2018年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
科目名称：分析化学
适用专业：分析化学
根据上面的描述，回答下面的问题：
弱键相互作用力有哪些？【4分】
在含钴离子的中性溶液中，为什么包裹有谷胱甘肽的金纳米粒子能实现
自组装？通过什么弱键？其原理是什么？【6分】。
819华南理工大学2010 年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：交通工程适用专业：交通信息工程及控制，交通运输规划与管理，交通运输工程总流别为，图：路网结构819华南理工大学2011 年攻读硕士学位研究生入学考试试卷（请在答题纸上做答，试卷上做答无效，试后本卷必须与答题纸一同交回）科目名称：交通工程适用专业：交通信息工程及控制，交通运输规划与管理，交通运输工程(专业学位) 本卷满分：150 分共4 页一、（每小题1 分，共10 分）判断题正确请在括号“（）”中打“√”，错误请打“╳”1、一人送货去某单位，送完货又去商店购物，然后回家，则其完成了一次出行。
（）2、道路交通最基本的三要素是人、车、路。
（）3、交通标志视认性的决定要素是交通标志的形状、颜色和图符。
（）4、道路通行能力是指在一定的道路、交通状态和环境下，单位时间内(良好的天气情况下)，一条车行道或道路的某一断面上能够通过的最大车辆或行人数量．亦称道路容量、交通容量或简称容量。
（）5、在同一车道上，车辆突然遇到前方障碍物，如行人过街、违章行使交通事故以及其他不合理的临时占道等，而必须及时采取制动停车所需要的安全距离停车视距。
这一过程包括：停车视距、制动距离和安全距离。
（）6、交通标线按功能分为禁止标线和警告标线。
（）7、地铁系统中，驾驶员的作用在于导向和控制车辆的行驶速度，而轨道仅仅起着支承车辆的作用。
（）8、直线、圆曲线、缓和曲线是道路设计中平面线形的组成要素。
（）9、城市公共交通是城市中供公众乘用的、经济方便的各种交通方式的总称，是由公共汽车、电车、轨道交通、出租汽车、轮渡、索道等交通方式组成的客运交通系统。
（）10、山城或丘陵地区的城市交通干道的非直线系数一般建议控制在1.4 之内。
（）二、（每小题2 分，共10 分）名词解释，并说明其用途。
1. 高峰小时系数PHF。
880华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：分析化学适用专业：分析化学共13 页一、单项选择题【1-20 题每题1 分，21-30 题每题2 分】1. 按照酸碱质子理论，Na2HPO4是（）A．中性物质B．酸性物质C．碱性物质D．两性物质2. 下列有关随机误差的论述中不正确的是（）A．随机误差是由一些不确定的偶然因素造成的B．随机误差出现正误差和负误差的机会均等C．随机误差在分析测定中是不可避免的D．随机误差具有单向性3. 用氧化锌标定EDTA 溶液时，下列操作会导致EDTA 浓度偏高的是（）A．氧化锌未进行干燥B．滴定管洗净后，未用EDTA 溶液润洗C．滴定完成后，最终读数时，发现滴定管挂水珠D．最终读数时，终点颜色偏深4. 间接碘量法测定可溶性铜盐时，若放置一段时间后出现“回蓝”现象，则可能是由于（）A．反应不完全B．空气中O2氧化I-C．氧化还原反应速度慢D．淀粉指示剂变质5. 摩尔法测定Cl-，控制溶液pH=4.0，其滴定终点将（）A．不受影响B．提前到达C．推迟到达D．刚好等于化学计量点6. 用高锰酸钾法测定铁，一般使用硫酸而不是盐酸调节酸度，其主要原因是（）A．盐酸有挥发性B．硫酸可以起催化作用C．盐酸强度不够D．Cl-可能与KMnO4 反应7. AgCl 在0.01mol/L HCl 中溶解度比在纯水中小，是（）的结果。
A．共同离子效应B．酸效应C．盐效应D．配位效应8. 氧化还原反应的条件平衡常数与下列哪个因素无关（）A．氧化剂与还原剂的初始浓度B．氧化剂与还原剂的副反应系数C．两个半反应电对的标准电位D．反应中两个电对的电子转移数9. pH 玻璃电极使用前必须在水中浸泡，其主要目的是（）A．清洗电极B．活化电极C．校正电极D．清除吸附杂质10. 用氟离子选择性电极测定水中（含有微量的Fe3+、Al3+、Ca2+、Cl-）的氟离子时，应选用的离子强度调节缓冲溶液为（）A．0.1 mol/L KNO3B．0.1 mol/L NaOHC．0.1 mol/L 柠檬酸钠（pH 调至5-6）D．0.1 mol/L NaAc（pH 调至5-6）11. 在正相色谱柱上分离含物质1,2,3 的混合物，其极性大小依次为：物质1>物质2>物质3，其保留时间t 的相对大小依次为（）A．t1>t2>t3B．t1<t2<t3C．t2>t1>t3D．t2<t1<t312. 常用于评价色谱分离条件选择是否适宜的参数是（）A．理论塔板数B．塔板高度C．分离度D．死时间13. 在符合朗伯-比尔定律的范围内，有色物质的浓度、最大吸收波长、吸光度三者的关系是（）A．增加、增加、增加B．减小、不变、减小C．减小、增加、增加D．增加、不变、减小14. 下列仪器分析方法中适宜采用内标法定量的是（）A. 紫外-可见分光光度法B. 原子吸收光谱法C. 色谱分析法D. 极谱分析法15. 用0.10 mol/L NaOH 滴定同浓度HAc（pKa=4.74）的pH 突跃范围为7.7~9.7。
