2009北京理工大学818精密机械设计考研真题答案a卷

北京理工大学工业设计专业近年考研真题2001年科目名称：设计创意题目：钟、表的外观设计（100分）请选择一类钟或表展开外观设计，并用设计草图的形式表现其外观及细节设计，设计方案不得少于四个科目名称：设计理论1市场分析（50分）A 陈述国内电视机产品的市场现状B 分析电视机产品的使用对象C 分析电视机产品的使用环境D 分析电视机产品的使用方式【注】关于上列A项，可根据自己对此产品消费市场的印象予以论述。

2设计定位（50分）A 市场定位（其中包括：市场宏观容量，销售方式，消费者对电视机现状认识，竞争厂家的有关情况等）B 产品定位（其中包括：对电视机的造型要求，功能要求，使用要求及其与使用者的人机关系）。

【注】关于上列A项，可根据自己对此产品消费市场的印象予以论述。

科目名称：设计表达题目：效果图（100分）请将机械图纸所示产品，用手绘三维效果图表现。

产品色彩自定科目名称：设计创意满分：100分请根据所提供的产品案例，对产品进行分析，并结合分析的结论，提出新创意方案。

要求：1用设计草图的形式表达设计创意，设计方案供4个，每个方案可以附简单的文字说明（25分/方案）2 结合产品造型和使用功能展开。

科目名称：设计理论满分：100分请结合你在设计创意考试中的一个方案，进行有关产品造型与使用功能关系的论述，作为你的设计的理论支持（90分）要求：文字简洁，表述清晰，无赘文（10分）科目名称：设计表达满分：100分请你任选一个你在设计创意中的方案，以彩色立体效果图的形式表现（95分）要求：效果图卷面整洁（5分）科目名称：设计创意及表达设计创意：公共汽车候车亭设计要求：1、设计方案三个，每个方案可以附简单文字说明2、内容包括a、具有乘客候车座位b、遮雨功能c、站牌图文设计d、双面的广告位置（30分/方案）设计表达：自选其中一个方案，以彩色透视效果图的形式表现（工具不限）（50分）要求：效果图卷面整洁科目名称：设计理论结合你的设计创意，进行功能论述，结构合理，材料及工艺符合要求，作为你的设计理论支持。

北京理工大学2014年攻读硕士学位研究生入学考试试题（模拟2）一．填空1.计算平面机构自由度时应注意的特殊情况：________，________，________。

2.构件所具有的独立运动参数或者确定构件位置的独立参数称为___________，独立运动受到的限制称为：______。

3.根据两连架杆运动形式的不同，可将铰链四杆机构分成三种形式：______________，_______________，_____________。

4.平面机构的高副低代方法为：_____________________。

5.铰链四杆机构存在曲柄的条件：________________，_____________。

6.铰链四杆机构中最长杆和最短杆之和大于其余两杆之和时,不管哪个构件作为机架，都不可能存在曲柄，只能构成___________。

7.在凸轮机构中，选择从动件时，应从三方面考虑：_______________，______________，_______________。

8.渐开线齿廓啮合时，齿廓在k点所受正压力与速度方向之间的夹角称为：___________。

9.直齿圆柱渐开线齿轮正确啮合条件：___________，___________。

10.齿轮连续传动条件是：___________。

11.如果滚子半径太小以至于不能满足结构或强度条件，可___________。

12.两齿线的接触点沿法线方向相对速度为0，即两齿形在接触点的速度v1和v2在___________。

13.齿轮齿条机构正确啮合条件是___________。

14.蜗轮蜗杆的正确啮合条件___________，___________。

15.压簧的设计比较复杂，要注意压簧___________、_________，_________等问题。

16.螺旋弹簧分为_______，________，和___________。

17.为避免打滑和增大传递力矩的能力,在带传动的基础上出现了___________，这是精密带传动的一个重要发展。

2009机械科学研究院硕士入学考试《机械原理》试题答案一、填空题（共26分）1、 B 、等于2、 B .为90º3、 Z 2=48; 左旋；βcos 2)(21z z m n a +='，变为；调整螺旋角β4、 不一定；一定5、 大端： 212121,,R R m m ===αα6、 齿数；齿宽7、 a , b, c ; c8、 C ; D9、 C10、逆时针；右旋 二、总分：14分。

(1)5分；(2)4分；(3)5分(1)计算自由度F n p p =--=⨯-⨯-=32342511L H(2)高副低代，机构简图见图a 。

(3)结构分析(图b)该机构为Ⅱ级机构。

三、总分20分。

(1)12分；(2)8分(1)CB B C v v v +=，t n t n CBCB B C C C a a a a a a ++=+=，v pb B v =μ，v pc C v =μ，v bc CB v =μa b B a =πμ '，a b n CB a n =''2μ，a n c CB a t =2''μ，a n C a n =πμ3'，a n c C a t =3''μ，a c C a =πμ '(2)∆BCE ∆bcp ，得E 点，vE =0；∆BCF ∆b c ''π，得F 点，a F =0四、总分20分。

（1）5分；（2）5分；（3）5分；（4）5分；（1）l l l l AB BC min max +=+=80mm其它二杆之和l l AD CD +=90mm即l l min max +<其它二杆之和，且连架杆l AB 为l min 。

该机构为曲柄摇杆机构。

有曲柄，即AB 杆为曲柄。

（3分）（2）该机构为曲柄摇杆机构，故有摇杆。

摇杆摆角范围ϕ=90 。

（3分）（3）有急回性，且θ=30 ，故K =+-=+-=()()()().180180180301803014 θθ。

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。

2009年北理810 真题回忆2010年北京理工大学自动控制原理（810）真题（回忆版）2010年试卷总共九道大题，没有选择填空题，除六七题外，每道大题均在3问到5问之间一、二阶系统分析题目给出了一个二阶系统（带框图需要自己求传递函数）的单位阶跃响应的曲线图，让求其峰值，超调量等，这题不难，只需想到其阶跃响应应该是单位阶跃响应的积分，然后在所给曲线上找到与该图像与X轴的交点，这就是峰值时间，积分面积就是峰值，但是给出的数很怪，很影响人的情绪让人一看就不想做的那种，不过总体说来这应该算是试卷上最简单的题之一了，要分析加计算估计20分钟----25分钟。

二、系统框图分析给了一个框图，第一问让化简，它只是让证明，结果已经给了就是用平常的框图化简方法与Mason公式，我之前做了大量的框图化简的题，结果还是没证出来，应该有难度的，大家可以参考一下东北大学09年的那个框图化简题，应该有这个难度，就是知道框图但是很巧妙化Mason图很容易画错的那种，框图化简也不好弄，第二三四问然后赋予了第一问中的G(s)比较麻烦的式子，让你证明这个那个，比如说该系统对所有的某个参数都稳定啦之类，不难，思路你都会，很麻烦，一遍做对很不简单，要完整做完至少至少30分钟（如果你计算能力超强，写字很清晰的话）。

三、状态空间方法第一问还是证明，很麻烦，类似06年第二题，不过T矩阵让你自己取，然后他还给你了一个取矩阵的方法，也是很麻烦，不过如若你线性代数学得好的话，你可以根据给的那个方法一眼抽出该矩阵怎么取，不过计算量超大的，那个变换后的A矩阵，应该是T的逆乘A乘T，这里面T是4*4矩阵，A是含t的约旦标准型，结果可以从试卷这边写到那边，这一问做出来，至少20分钟，后面还有三问，判断可控客观性什么的，这个简单，但通篇做出来，至少30分钟吧。

四、根轨迹方法：用了第一题还是第二个题的框图来着，忘了，让画根轨迹，非最小相位环节的，两个复数零点两个开环零点，光求那个分离点，四个分母通分化简嘛，何况还是复数的，每个通分后都是三项，求出分离点就二十分钟没了，何况还要求什么入射角出射角什么的，第一问保守35分钟，第二问第三问没心情做了，当时一看时间过去一大半了，铁定做不完了，让证明对所有什么都稳定之类，当时脑子糊糊，没啥思路，应该要转个弯的。

课程编号：03000138北京理工大学2010～2011学年第2期2009级机械设计基础期末试题A卷班级学号姓名成绩题号一二三四五六七八九总分分值121010121210121210100得分注：试卷共6页，试题解答一律作在试卷上，其它地方无效。

一、选择题（本题12分，每小题2分，把正确的代号填入括号中）1. 为提高闭式齿轮传动齿面接触疲劳强度，下面不合理的措施为（）。

A 选择合金钢齿轮材料以提高许用应力B 加大标准中心距C 保证齿面加工精度基础上适当增加齿宽D 提高表面粗糙度2. 某二级斜齿轮减速器中间轴上两斜齿轮螺旋角之间关系，比较合理的设计是（）。

A 旋向相反，大小相等B 旋向相同，大小不一定相等C 旋向相同，大小相等D 旋向相反，大小不一定相等3. 既能实现轴上零件轴向固定又能实现周向固定的措施为（）。

A 销连接B 平键连接C 弹性档圈D 圆螺母4. 以下措施中( )可以提高受轴向变载荷的紧螺栓连接中的螺栓强度。

A 螺纹防松B 在被连接件间加橡胶垫片C 采用空心螺栓D 采用精制螺栓5. 带传动中带和带轮间摩擦系数与初拉力一定时，( )则最大有效圆周力也越大。

A 带轮宽度越大B 小带轮上的包角越大C 大带轮上的包角越大D 带速越低6. 推力球轴承不适用于高转速，这是因为高速时( )从而使轴承寿命严重下降。

A 冲击过大B 滚动阻力大C 滚动体离心力过大D 不利于轴承润滑二、判断题（本题10分，叙述正确括号中填入T，错误填入F，每小题回答正确得2分，错误倒扣2分，不答不扣分，本题10分扣完为止。

）1.凸轮从动件为等加速等减速运动规律时既不存在柔性冲击也不存在刚性冲击。

（）2. 对回转件进行动平衡或静平衡的目的是减小转子运转时的速度波动程度。

（）3. 凸缘联轴器适用于两轴对中不好、转速不高的应用场合。

（）4. 迷宫式密封主要用于无磨损且速度较高的场合。

（ ）5. 闭式蜗杆传动常设计为大传动比传动，因此需要进行热平衡计算。

北京理工大学设计艺术学院第三名考研经验分享——2010年度才思教育考研经验分享之六3月25日。

一天的复试结束了，也意味着漫漫考研路终于接近终点了。

回想起去年10月份自己的迷茫，后来痛下决心考研，到如今已是六个月的事情了。

在过去的六个月里，每天的日子过的很单调，但是内心却交织着泪水和笑容。

在我的学校里，每年九月份会有一个外推保送的考试，考试的内容是数学和英语，我在狂战了半年数学后，还是在外推考试中败下阵来，自己满是伤心。

在同学的怂恿下，我参加了才思教育工业设计考研WORKSHOP的十一培训，本来只想在北京散散心，观望一下考研的动态，但是在才思教育WORKSHOP老师激情洋溢的讲解中，我逐渐改变了自己的学习态度。

随着张老师对考研内容的深入剖析，我对研究生的理解也越来越深刻，考研的目标也就越来越清晰，最终决定考研。

北理工的研究生考试内容是政治、英语，设计理论、设计创意。

我希望把自己的小经验分享给工设感兴趣的学弟学妹。

政治，听说北京地区的政治判卷是比较严格的，据说有的考生政治比英语分还低，不过应该是极极少数吧。

总体来说，政治还是比较简单的，只要肯下功夫背就应该没什么问题吧。

英语，我的英语很差，考过三次六级都没过，所以一谈到英语考试，我就有些担心。

可能当初很担心自己的英语，从一开始准备考研，我就把英语作为了重点复习内容。

考研英语不考听力，这对我来说简直就是天大的好消息。

在复习过程中，首先，单词是必须得背的，我平生第一次背完一本单词书，就是在考研期间背完了新东方的“考研单词50天”，词汇的丰富对于阅读和写作都是很有帮助的；然后就是真题的练习，在考研期间我没有做模拟题，我复习的时间本来就很紧张了，就不想浪费时间在模拟题上，而是把真题各个突破，我反反复复做了三遍，在老师的指导下总结方法和技巧。

我的英语成绩是50分，这个分数并不是很高，但是对我来说已经很满足了。

在这，希望我的经验会给英语不好的学弟学妹增加信心。

我想多费口舌在专业课的复习上，毕竟这才是我们的专业学习，真的是要靠能力的，就算按分值分布也是很重要的。