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821
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）（根据历年真题可以了解出题的思路，总结一些出题的规律，找出经
常出题的一些知识点，以及这些知识点的出题考查方式和考察难度，
从而对高频考点进行重点巩固，针对性复习弄懂弄透。
）
科目名称：设计综合
适用专业：工业设计工程(专硕)；设计学一
题目：
手机导航是人们日常出行中非常重要的一个工具，但在行路的过程中使用手机往往带来一定的危险性，针对老年人出行的情境，为了规避潜在的安全隐患，结合老年人的生理与心理特征，从多媒体多通道接受信息的角度，设计一款老年人安全出行的可穿戴智能导航设备。
二答题要求：
1就以上命题提供相关设计方案五个以上，并完成每个方案的设计草图与简要说明。
（40 分）
2评估以上方案，甄选一个最佳方案作为定案，完成该定案的效果图与关键节点图。
（45 分）
3应用5W2H 的方法对该定案进行深入的设计分析，并就该定案的技术原理进行必要的可行性分析。
（45 分）
4卷面整洁，布局合理；设计说明逻辑清晰，有
理有据。
（20 分）。
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：建筑技术科学共页建筑声学（一）判断题：判断下列说法是否正确，正确的画“√”，错误的画“×”。
（每题1分，共10 分）1. “闻其声不见其人”是声波散射作用的结果。
2. 声压级都是40dB 的100Hz 和1000Hz 的声音，听起来1000Hz 的声音更响。
3. 穿孔板吸声构造主要吸收中高频的声能。
4. 早期反射声能与后期反射声能的比值越高，音质的清晰度越好。
5. 线声源在无反射的自由声场中发声，声场中某点的声强与该点到声源的距离成反比。
6. 在设计上，通常按照中低频范围所需要的吸声系数值确定多孔材料的厚度。
7. 剧院舞台口周围的墙面、顶棚宜设计成吸声面。
8. 吸声性能好的材料，其空气声隔声性能一定好。
9. 吸声降噪的方法适用于原有吸声较少、混响声较强的房间。
10. 利用隔声屏障降低噪声的做法对低频声的降噪效果较好。
（二）选择题（每题2 分，共12 分）1. 剧场观众厅扩声系统中的扬声器倾向于配置在台口上方，是考虑了人耳的（）听觉特性。
A. 时差效应C.掩蔽效应B.双耳听闻效应D.人耳对不同频率声音的灵敏度差异2. 与音质空间感和响度感密切相关的音质评价指标分别是（）。
A. C80，RT C. LF，GB. EDT，G D. IACC，RT3. 音乐厅楼座下部的深度D 与开口高度H 的比值宜为（），以避免造成声影区。
A. D / H < 1B. D / H >1C.D / H <2D. D / H >24. 电影院、音乐厅、礼堂、歌剧院的每座容积适宜值的大小顺序为（）。
A.歌剧院>音乐厅>电影院>礼堂B. 音乐厅>歌剧院>礼堂>电影院C. 电影院>礼堂>歌剧院>音乐厅D. 歌剧院>音乐厅>礼堂>电影院5. 一180mm 厚的墙体的空气声隔声量为48dB，若将其改为360mm 厚，则其隔声量将为（）dB。
842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：安全系统工程适用专业：安全科学与工程；安全工程(专硕)842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：安全系统工程适用专业：安全科学与工程，安全工程(专硕)442华南理工大学2004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：安全系统工程适用专业：安全技术及工程共页安全系统工程试题、、解释下面的基本概念（40分，每题4分）1．风险风险度2．可靠性可靠度3．故障4．系统5．顶上事件中间事件6．最小径集最小割集、、简答题（35分，每题7分）1．按定性方法和定量方法，分类列出系统安全分析方法？2．安全评价的原理是什么？3．事故树编制的方法是什么？4．简要说明典型决策的基本过程及要素？、、论述题（40分）1．谈谈你对安全系统工程的理解和认识。
（10分）2．论述重大事故后果分析方法对安全管理科学决策的重要性。
（15分）3．谈谈危险性预先分析方法及其对安全管理的作用。
（15）442华南理工大学2005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：安全系统工程适用专业：安全技术及工程共 2 页一、解释下面的基本概念（40分，每题4分）安全危险事故故障可靠性危险源安全决策危险因素物质系数安全评价二、简答题（35分）1．如何编制安全检查表？（5分）2．最小割集在事故树分析中的作用？（7分）3．何谓安全标准？为什么不是以事故为零作为安全标准？（5分）4．现有一个刚充装好一氧化碳的钢瓶存放在某实验室，试用预先危险性分析对其进行危险性辨识。
（8分）5．画出故障率曲线示意图并解释其含义。
A‘，、6，’－r飞zu 。
8288华南理工大学 6.在纯电感负载作星形连接的三相对称电路中，电源线电压为380V，各相电感的J惑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向交回）科目名称：电气工程综合适用专业F电机与电器：、电力系统及其自动化：高电压与绝缘技术：电力电子与电力传动；电工理论与新技术共5页一、填空题〈每题5 分，共60分〉抗XL=22Q，则三相负载的无功功率大小为（）。
7. 图5 所示电路中，己知u( t )= (100 + 80v'2-cos(mt + 30°) + 18y2cos(3mt)] V , R=6kQ,(J)L=2kQ，土＝18kQ，则电压表的读数为（〉。
CtJC2 kQl.图l所示电路的输入电阻为（〉。
R L2 A Jc图l 图22.图2所示电路中，元件A吸收的功率为〈）。
3. 图3 所示电路原已稳定，在t = O 瞬间将开关S 闭合，则i( OJ = C＋2 {li(t) E 也I H2 0图3图44.图4所示电路中，己知U8 = 2L0°V ,R =X l = Xe=l Q，则电压表的读数为l5.有一交流信号源，电动势E=120V，内阻Ro=800Q，通过理想变压器给I 值为8 Q 的电阻供电，则此电阻可获得的最大功率为（第 1 页图5 图68.图6所示电路中，运算放大器为理想运放，则电流i=(）。
9.一般来说，同步电机的运行状态包括（①）、（②〉和（＠）；汽轮发电机常采用（④〉结构，而低速、大容量的水轮发电机常采用（@)j 结构。
10.谐波的定义为（①〉，电流谐波总畸变率THDi的定义为（＠）。
单相桥式全控整流电路、三相桥式全控整流电路和移相30°串联2重联结电路输入电涮的最低谐波次数分别为（＠）、（④〉和（⑤）。
11.在各种负荷曲线中，日负荷曲线常用于（①）和（②），年最大负同曲线常用于〈＠）和l(④），年持续负荷曲线中最大负荷利用小时数的定义为（＠〉。
811B
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：结构力学
适用专业：土木工程；建筑与土木工程(专硕)
共 3 页1、试计算图示体系的自由度，进行几何组成分析，并求杆a 的内力。
（15 分）
2、求图示结构的支座反力及弯矩图。
（15 分）
3、作图示结构主梁截面B 右的剪力影响线。
（20 分）
4、用力法计算图示结构的M 图。
已知： =0.0001，各杆均为矩形截面，
杆截面的高度h=0.3m，EI=2×105kN.m2。
（20 分）
5、用位移法计算图示连续梁的弯矩图，并求B、C 截面的相对角位移。
已
知各杆EI 相同，且为常数。
（20 分）。
826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：工程热力学适用专业：工程热物理；动力机械及工程；动力工程(专硕)共页一、概念辨析（每题7 分，共42 分）1、状态参数与过程量；2、平衡状态与稳定状态；3、技术功与体积（变化）功；4、理想气体与实际气体；5、压缩因子与临界压力比；6、压气机的等温效率与绝热效率二、综合题（每题10 分，共40 分）1、理想气体的多变过程是如何定义的？请在同一p-v 图和同一T-s 图上分别画出理想气体的四个典型过程（定容、定压、定温和定熵），并把满足以下要求的理想气体多变过程在这两个图上分别对应表示出其大致位置，同时给出每个过程的多变指数范围。
1）工质升温且降压；2）工质压缩且降压；3）工质升温且放热。
2、若某压气机的压缩过程可视为绝热的，请利用T-s 图分析过程的不可逆性对压气机性能的影响，并示意性画出其不可逆性导致的做功能力的损失。
设环境温度为T0 。
3、请在T-s 图上表示内燃机的理想混合加热循环，并导出其热效率计算公式（要求公式中的变量均为无量纲比参数），设工质是比热为定值的理想气体。
4、若环境空气处于某一未饱和湿空气状态A，其对应结露时状态和饱和状态分别为B 和C，请在p-v 图和T-s 图上定性地对应表示出这三个状态点，并说明什么是露点。
a ⎫ 2 1 三、证明题（12 分） 已知范德瓦尔气体状态方程式为：⎛ p + 2 ⎪(v - b ) = R g T ，试证明对于这种气体有 du = c v dT + a dv 。
⎝v ⎭ v四、简算题（每题 9 分，共 27 分）1、某柴油机用压缩空气启动，压缩空气装在容积为V = 0.04m 3的气罐内，柴油机启动前后，气罐上的压力表读数分别为 p e 1 = 10.5MPa 和 p e 2 = 0.5MPa 。
启动前后 罐内空气的温度与环境接近，均可设为 t = 27℃，其气体常数为 R g = 287J / (kg .K ) ， 绝热指数 k = 1.4 ，请估算启动过程的耗气量。
飞。
804华南理工大学2018 年攻读硕士学位研究生入学考试试卷3.基于光生伏特效应的光电器件有kl.（ 试卷 t.f 故答无效 ，请在答题纸 1:-_f 故答 ，试后本卷必须 J:j 答题纸一同交回）4. 传 感 器 在 使用 定时间日应 该 用精 度 等级 至 少 高 a级的标 准 器 具 对其 进行科目名称 ：传感器与检测技术适用专业 ：机械工程 ：、仪器仪表工程（专硕）共 4 页5.光敏电阻的光谱特性反映了光敏电阻的灵敏度与 的关系。
一．单项选择题 （ 本大题共 7 题 ，每小题 2 分 ，共 14 分）1.下列哪］页不是非接触式测温的优点 ？ 【】A. 测温范围大 s.n1；应速度快 C 抗外界干扰能力强D.可实现远距离测温2.传感器在正 、反行程中输出 输入关系不 一致的现象称为 【 】A.不重复8.1票移c. 非线性 D.J 旦i 带3. 以下可以实现对振动物体偏振非接触测量的传感器是 【 】A 卢电传脚B 涡流传感器C 差功变压器式传附D 电阻应变式传感4.集成化是传感器发展的方向之 丁 下列属于集成化的传感器是【 D B. 光栅传感器c.差动变压器D. 电阻应变片 5.增大变极 Ii 电容传感器的初始极板间距 ，将引起传感器的 【A.灵敏度减小B.灵敏度增加c.非线性误差增大D.动态响应性能变好6. 下列均为传感器动态特性描述的指标是 【 】二．简答题（本大题共 5 小题，每小题 10 分，其 50 分）1.什么是有源传感器 ？什么是无源传感器 ？请各举一例 。
2.传感器实现动态测试不失真的条件是什么 ？二阶传感器是否（或在什么条件下）基本 满足此条件 ？3.为们么用热屯f 罔测温时要对其冷端进行温度补偿 ？明阿 的J 令端温度补偿 ？4.什」么是差动变压器的零点残余 i 包压 ？如何减少或消除 ？5.计量光栅是如何实现位移测量的 ？四．计算题 （本大题共 3 小题，第 l 小题 10 分，第 二 3 小题各 12 分，共 34 分） 1.某一阶传感器的时间常数为 r = 5 ×10-4 s ，测量输入最为正弦信号 ，如果要求限制 振幅误差在 5%以内，则被iY 1正弦信号的频率不应该超过多少 ？相角差是多少 ？ ( IO A.线性J 豆 、阳尼比c.迟i 带 、i'.1t 移B.时间讳’ 数、固有频率D.分辨率、 仁升时间分）2. 女ul 习所示梳状平行极板电容器 ，极板纵向宽度 α＝4cm ，横向长度 b = 6cm ，丰！］令fl 7.·f 列 去传感器工作原理命名的是 【】A. 加速度传感B.能量转换型传感器c.电阻式传感器D.物性型传感器二．填空题（本大也共 5 题 ，每空 2 分 ，共 12 分）1.将石英晶体不产生压电效应的轴 l 句称为2. 金 属 兰在 外 力 作 用 F发 生 机 械 形变 ，其电阻值 将 发 生 变 化 ，i 主 丰j 1 现象 称 为第 l 页极板问距离 δ。
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。
842
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：安全系统工程
适用专业：安全科学与工程；安全工程(专硕)
842
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：安全系统工程
适用专业：安全科学与工程，安全工程(专硕)
842
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：安全系统工程
适用专业：安全科学与工程，安全工程(专业学位)
如下图所示的系统故障树，各部件可靠度为：R x1 = 0.96，R x2 = 0.98，R x3 = 0.99
各底事件相互独立，求系统的可靠度。
20分，每小题5分）
日，超强台风“彩虹”重创粤西。
广东湛江上报一宗险情：该市霞山区临港工业园区内某液化石油气服务有限公司3个球形储罐，
化石油气，受强台风袭击导致罐体泄漏（其中：2个球罐的上部气相管被大风连根拔个球罐的下部液相泄漏），1公里范围内都能听到气体泄漏的“吱吱”刺耳翁鸣声，泄漏的液化石油气一旦聚集达到一定浓度，任何一点明火都可能引
更为严峻的是事故地点东面是中海石油湛江有限公司，
质的管线穿过，西面是易燃液体卧罐存储区，北面是充气站台；周边分布有炼油厂、新奥燃气、中海油、湛江渤海农业等10多家危险化学品工厂，。
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。
-m2 V 1 .线温等为CG线 虚 中图’hu la－'P Lw h －G R 俨l i l －－L rn Ef $4过Ch ！－OL W ’r E’1程 判是Md 川热吸 口玉 咄L 还’过 体－ 线热气 ，肉强 吸 阳山 l 姥 色 刷 拙J ：i线 柑川 机川川执…M热勾 虚 两 这 断 · 队 放 但 吸 F F 吸 程中 惆 热程 程 放 叩2阳－1 ．860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〉 。
d科目名称 ：普通物理（含力 、热、电、光学） 适用专业 ：理论物理：凝聚态物理 ：声学：光学；材料科学与工程 ：物理电子学 ：共 f 页 。
;7' v材料工程（专硕）一、选择题 （共 48 分，每题 4 分〉l 、几个不同倾角的光滑斜面 ，有共同的底边 ，顶点也在同一坚直面上 ．若使一物倒（ 视为质点） 从斜面上端由静止滑到下端的时间最短 ，则斜面的倾角应选(A) 60。
. (B) 45° . (C) 30。
.(D) 15。
．［］2、某物体的运动规律为 d v / d t = -k v 勺 ，式中的 k 为大于零的常量 ．当t = O 时，初速为 Vo ，则速度 U 与时间 t 的函数关系是(D) abc 过程和 def 过程都放热． ［］6、一定量的理想气体经历 二cb 过程时吸热500 J. 则经历 cbda 过程时 ，吸热为(A ） 马200 J. (B ） 一700 J.p （×105 Pa)(A) v=kt 2 叫(C) -400 J .(D) 700 J.。
V （ 10-3 m3)1 kt2 1(C) 一＝－－：：－－ ＋一’ ， U 二L Vo3、一质量为 m 的质点，在半径为 R 的半球形容器中 ，由静止开始自边缘上的 A 点滑 下，到达最低点 B 时，它对容器的正压力为N. 则质点自 A℃!57［ ］47、一铜板厚度为 D= l .OO mm ，放罩在磁感强度为 B= 1.35 T 的匀强磁场中，磁场方｜向垂直于导体的侧表面 ，如图所示 ，现测得铜板上下两面电势差为 V=1.10×10 5 v ，己B 知铜板中自 由电子数密度 n =4.20 ×102s m 3, 滑到 B 的过程中，摩擦力对其作的功为A(A） 护（N 训 电子电荷 e=l.60 ×10-19 c，则此铜板中的电 歹争叶阳一mg ) .(D)i R( N 切）［］8、如图所示 ．一电荷为 q 的点电荷，以匀角速度ω作圆周 运动 ，圆周的半径为 R. 设 t = O 时 q 所在点的坐标为 xo = R , 4、如图，两木块质量为 m1 和 叫，由一轻弹簧连接，放在光滑水平桌面上 ，先使网木块靠近而将弹簧压紧 ，然后由静止释放 ．若在弹簧伸长到原长时，m1 的速率为 V1,则弹簧原来在压缩状态时所具有的势能是o = O ，以T , ］ 分别表示 x 轴和 y 轴上的单位矢景 ，则圆心处 点的位移电流密度为 ：1 m1 + m2 2总 二点点达-2.口._L 二sm w t Iqw『x(i )(A) 一m 1V12(B) (A)(B)一一一τcos mt J2 m1 4 π R 24πRqw -qw-1 m1 + m2 z(C)一一k(D)一 丁（sin wti - c os mtj) (C)三（m1 + m2 ) V 1 .(D ) -m1V 1 . 4πR 22 m24πR第页第 2 页\Y i u )－E Er 饨A ～「， D G的一市民川r E F图nu 品UF 历经。
