复旦大学837有机化学2009年硕士研究生入学考试试题

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复旦大学有机化学真题——1997

复旦大学研究生入学考试1997有机化学试题一，试按指定性质排列下列化合物（2×5＝10分）（把化合物或离子前英文字母填入括号内）1. a.b.c.沸点高低（）＞（）＞（）2. a. C 2H 5O b. CH 3O c. CH 3COO 亲核性强弱（）＞（）＞（）3.a. CH 2=CHClb. CH 2=CCl 2c. cis －ClCH=CHCl 偶极矩大小（）＞（）＞（）4.a.NH 2Nb.c.NH 2在水中碱性（）＞（）＞（）5.a.COOHb.COOHOH c.COOH 在水中酸性（）＞（）＞（）二，试在括号中填入产物，原料或试剂。

有＊者须写出其构型或构象式，若认为无反应，应填入“无”字（2×20＝40分）1.+molHBr1( )2.CH 3CH 2CH=CH 2+Hg(OAc)2/CH 3OHNaBH 4( )3.CH 3CH 2CHCH 3NCH 3CH3+H 2O 2( )4.Ph HBrH D +KOH/醇( )5.Cl+NaI( )6.+C 2H 5ONa/C 2H 5OH ( )7.1.Li .CO 2H 3O( )8.O+( )C 2H 5ONa C 2H 5OHO＊9.OCHONa +CH 3I( )10.OC 2H 5H+HI ( )11.RMgX+( )RCOCH 2CH 2COOMgX 12.OO 18+OH /H 2O( )13.NO2+HNO 3/H 2SO 4( )14.+O OO( )＊15.( )*16.NH 2+O( )17.OCH 3COOC 2H 5+浓KOH/H 2OH 3O( )18.N H+N 2BF 4( )19.CH 3O OCH 3C COH OH H( )20.(CH 3)3CCHO+HCHO浓OH( )三，试写出下列反应机理（5×4＝20分）1.O OH OOR +ROH**H2.OCl+RO /ROH COORCOOR +******3.OOH OH+H 3O4.N NCNH 2NH 2CF 3O N NCF 3N N OH+NaOH/Br 2H 2OH四，试用指定原料合成下列化合物（4×5＝20分）1. 以CH 3NO 2CH 3N=N CH 3OH为唯一有机原料合成2. 由O OOHONH 2合成3. 试由OC 2H 5合成NO COOC 2H 5H4. 试用两种方法由CH 33CH 33CN 合成五，推测结构（10分）在碱存在下，乙醛和乙酰乙酸乙酯反应生成产物A(C 14H 22O 6)，它可能是下面两种结构之一C 2H 5OOCCHCHCHCOOC 2H 5C CH 3C H 3C O O CH 3ⅠⅡHO CH 3COOC 2H 5CH 32H 5OA 具有以下HNMR 谱：a. 较复杂峰 δ0.95-1.10 3H f. 宽单峰 δ3.5 1Hb. 单峰 δ1.28 3H g. 复杂峰 δ2-4 3Hc. 三重峰中心在δ1.28 3H h. 四重峰 δ4.25 2Hd. 三重峰中心在δ1.32 3H i 四重峰 δ4.30 2He. 单峰 δ2.5 2H 根据HNMR 推测A 是Ⅰ还是Ⅱ。

2009年中科院有机化学真题及答案 (1)

2）（8 分）一个中性化合物，分子式C７H13O2Br，不能形成肟及苯胺衍生物，其红外光谱在 2850-2950 cm-1有吸收，但 3000 cm-1以上没有吸收峰，另一强吸收
m 峰为 1740 cm-1，1.0 （3H，三重峰），1.3 （6H，双重峰），2.1 （2H，多重峰）， co 4.2 （1H，三重峰），4.0 （4H，多重峰），推断该化合物的结构式，并指定谱图 . 各峰的归属。 666 3）（6 分）非环状某化合物A分子式为C7H12O2,其ＩＲ谱图在３０００-１７０ y ０ cm-1处有吸收峰，ＵＶ于λ为２００ｎｍ以上无吸收峰，在Ｈ２ＳＯ４存在下 m 加热得Ｂ和Ｃ，Ｂ和Ｃ互为异构体，分子式为Ｃ７Ｈ１２Ｏ，Ｂ为主要产物，在 s. λ﹥２５８ｎｍ处有紫外吸收，而Ｃ在２２０ｎｍ处有紫外吸收，试推出Ａ、Ｂ、 bb Ｃ的结构式。
1. A 的不饱和度=3，吸收 1mol 氢表明含一个双键、一个环和一个羰基
（1745）； B 的氘交换表明有三个α氢；甲基在 A 中为单峰表明它连在双
键上，氢化后有一个相邻氢，所以 C 中为双峰；Baeyer-Villiger 氧化发生在
取代较多的一侧。各化合物的结构如下：
1745 CsH3
A
(A) CHO ( ) (B) CH=CH ( ) (C) OCH 3 ( ) (D) 苯上H ( )
二、写出下列反应的主要有机产物，或所需反应条件及原料或试剂（如有立体化学请注明）（每空2分，共30分）
1)
CH2 N
TsCl
CH2OH
Br
H
2)
Br Li
CuBr (
H3C
CH3
)
(
)
3)
O3
CH3SCH3

复旦04、05、06、09年药学综合

有机：1．（A）H-C (B) H-O (C) C-N (D) C-O 极性最强2．构象异构体3．1，2－二甲基环丁烷，1，1－二甲基－2－氯环丁烷1，4－二甲基环己烷，1，3－二甲基－环丁烷既有旋光异构，又有顺反异构的是：4．糖腙5．间位定位基6．嘌呤由两个环7．乙醚，苯酚，环己醇，环戊二烯，酸性最弱的：8．α－羟基酸加热生成：A.内酯B.不饱和酸.C.环氧化合物D.交酯9．芳香性最强A噻吩B吡咯C 呋喃D ?10．顺式＋氢合萘是（手性，旋光）1．2．鉴别D-g和D-果糖3．樟脑有几个手性碳，几个光学异构体4．用α－溴代酯，Zn与醛或酮反应生成：5．芳香族与胺重氮化反应在中进行6．手性碳构型7．3－羟基－7－甲基异喹啉化学结构8.C6H5CH2稳定原因：9．碱性大小物化：1．相数：2．同种气体：A.Q=0,W=0,∆U=0B.Q＜0,W=0, ∆U＜0C. Q=0,W＜0, ∆U＞0D. Q＜0,W＞0, ∆U＜03.H+＋OH-H2O（e）电池4．活化能与K关系5．H2(g)＋1/2O2（g）＝H2O（g）反应热∆HA. ∆H是H2O的生成焓 B ∆H是H2的生成焓C．∆H不等于∆H D. ∆H＜06. 固体对气体是单分子层吸附，热气体p上升，则吸附量A 成比例上升B成倍增长 C.恒定不变 D.先快后慢，趋于饱和7．对于有三种物质组成的均相封闭体系，欲确定其状态，需指定体系性质数为8．对只作膨胀功的封闭体系值为零9．计算∆Gm10．A与B构成理想溶液，温度T，液体A为P0,液体B为0.5 P0,当A在溶液中，摩尔分数为0.4，溶液上方蒸汽总压为11．离子强度I12.从半衰期求反应级数13．A K1 B ,K1=1.5×10-2,K2=3.5×10-2K2 D平衡时，B在产物中的百分比14．沉淀陈化使固体颗粒大小均一，该法原理公式15．溶胶动力学性质包括：无机：1．萘氏试剂结构式是，与氨离子反应式为2．在型反应中，在标态和任何温度下均发生反应，请举例：3．氮负分子断电子排布为，键级为4．红细胞在低渗溶液中会，为什么5．缓冲液由和组成，缓冲容量由决定。

2009年全国硕士研究生入学统一考试真题加答案

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级攻读硕士学位研究生入学考试试题.doc

2009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：微生物生化(含工业微生物学、生物化学)适用专业：生物化工，发酵工程，生物制药共 3 页一、填空题(每个空1 分，共35 分)1．侵染寄主细胞后暂不引起细胞裂解的噬菌体称为（）。

2. 芽孢是芽孢细菌的（）器官。

3．某些酵母在繁殖过程中,芽体不脱落,并相连接成藕节状,形似菌丝称（）。

4．根瘤菌可与（）植物共生固氮。

5. 荚膜的主要化学成分有（）和（）等，常采用（）方法进行荚膜染色。

6．微生物的培养基按用途通常分为基础培养基、完全培养基、（）、（）、（）五大类。

7．Lipopolysaccharides(LPSs) contain both lipid and carbohydrate, and consist of threeparts: （）, （）, and （）. (此题要求英语做答)8．Genetic recombination occurs in eucaryotes through sexual reproduction. In bacteria, recombination occurs through the processes of （），（）, and （）. (此题要求英语做答)9．The multiplication cycle of bacteriophages, like that of all viruses, can be divided intofive distinct stages: （）, （）, biosynthesis of viral components, （）, and （）. (此题要求英语做答)+10．TCA循环中，α-酮戊二酸脱氢酶催化的反应需要的辅因子有：NAD 、TPP 、（）、（）、（）和（）。

11. 腺嘌呤环上的第（）位氮原子与戊糖的第（）位碳原子相连形成（）。

复旦大学研究生有机化学考研真题试卷1999

复旦大学研究生入学考试1999有机化学试题一，请写出下列反应的产物，其中有的产物应画出其立体构型（2×20＝40分）1.OCH 2OHPBr 32.C CH 2ICH 3CH 3CH 332CH 3CO 2H 3.OCH 3CH 3D 2 4.H 2/Pt5.OOH6.CH 3HO H 2SO 47.NCH 3CO 2C 2H 5CO 2C 2H 5CH 3CO 2Na CH 3CH 2OH8.ClCH 2CH 2CH(CO 2C 2H 5)2t －BuOK 9.N NH CH 3I10.CH 3H11.O OH OHHO HO HO 1.干HCl/CH 3OH (CH 3O)2SO 2/NaOH .212.CO 2C 2H 5OCH 2=CHCOCH 2CH 3C 2H 5ONa/C 2H 5OH 13.CH 3(CH 2)5CHOP=COCH CH 314.OC 2H 5PhPhO15.OOHOH 干HCl16.N CH 3CH3PhCHO/ZnCl 217.OCH 3CH 318.OCO 2CH LiCu(CH=CH 2)2H 3O19.O Ph 20.ClNO 2PhOH NaOH二，试用指定原料及其它必要有机，无机试剂合成下列化合物：（5×4＝20分）1. 由O CH 3合成32. 由 CH 2=CHCO 2C 2H 5 合成 H 2NCH 2CH 2CH 2CH 2NCH 3CH 33. 由O合成CH 3HOO 4. 由苯合成I BrBr三，试写出下列反应机理：（5×4＝20分）1.OTsOCH 3H 3OO(－Ts=－O 2S CH 3)2.OHH 3OOH 3.NH +HCHO+(CH 3)2NHHN CH 2NCH 3CH 3H4.RN CH 3OOH 2CH 2N 2+RCOO四，试推测下列化合物的结构，或用指定波谱技术区别化合物：（5×4＝20分）1.用红外区别 ①②O 和OH 和N(指出大约的波数情况)2. 用NMR区别COOHCOOHBr和①②3CH3OOOCCH3CH3O和(指出大约的化学位移值)3. 化合物A. C8H8O2HNMR：δ 3.87(3H,s), 7.00(2H,d), 7.87(2H,d), 9.87(1H,s)IR：1700cm-14. 化合物BHNMR：δ 2.77(1H,q), 3.12(1H,t), 3.83(1H,d), 7.28(5H,芳香H)M120IR： 1180cm-1。

复旦大学研究生招生考试有机化学2007答案原版

1. O 2 Ba(OH)2 O O O I2/NaOH HO O SOCl2 Cl O
AlCl3
OH 2. OH
Br K2CO3 O O 黄樟油素
Ac2O CH3CONH
OH O 两次Claisen重排
OH OH
CH2I2 碱
3. H2N
Cl2/HOAc CH3CONH Cl Cl
55% H2SO4
TsCl Py.
CH2OTs O O
H
6. N
i.. NaNH2 ii. H2O N NH2
n-C5H11ONO HBr
2
四、（每小题 6 分, 共 24 分）
1. C2H5 C2H5 OH C2H5 C2H5
O 2. Br EtO– O CH3 NaOEt
H+
C2H5 C2H5 OH2 C2H5
i. NaNO2/HCl ii. HBF4 H2N Cl
O 4. HCN OH CN H3O+ CO2Et CO2Et CO2Et i.. NaOH/H2O ii. H3O+
F F Cl Cl CH3COCl Cl AlCl3 Cl
EtO2C CO2H EtOH H+ CO2H CO2H CO2H – CO2 CO2H CO2H – CO2 O O CO2Et EtO2C NaOEt O
3
IN II N H
② 咪唑环中既有酸性的“吡咯”型氮，可以提供质子，又有碱性的“吡啶”型，可作为质子接受体。因此，它既是一个弱酸，又是一个弱碱,是 pKa 值接近生理 pH 值(7.35)的唯一氨基酸，在生理环境中，它既能接受质子，又能解离质子。具有在环的一端接受质子，而在环的另一端给出质子的功能，从而起到质子传递的作用。

考研有机化学真题及答案

考研有机化学真题及答案2010年3月3日最后更新目录广告 (1)中国科学院 (2)2009 (2)2009答案 (6)2008 (11)2007 (11)2006 (11)中国科学技术大学&中科院合肥所 (11)东南大学 (12)2005 (12)2005详细答案 (14)杭州师范大学 (18)2009 (18)2008 (21)广告1推荐的教科书推荐高教、邢其毅的《基础有机化学》(第三版)，此书编的较好，内容略多，共上下两册，建议至少购买上册。

配套的习题解答不是很有必要买，然而你报考的院校推荐的教科书则非买不可，而且配套的习题解答也必须购买，因为那上面的习题很容易被出到。

其他的辅导书也可以根据需要购买。

2推荐的复习方法如果在考研复习之前没有系统地和高强度地复习过有机化学，那么就要分章节复习，等各个章节都复习过了之后，再开始做真题。

做真题时，做完后要仔细地对答案。

对于做错的题目，要知道自己错在哪，翻看教材的相关章节，保证以后不会因为这个知识点再丢分。

对答案千万不能仅仅知道了自己得多少分，尤其是选择题。

3报考外校报考外校的考生，到考试时考场是报考单位安排的，但是住宿问题得自己解决。

要在考场周围提前预定个地方，宾馆、旅社之类的。

要是到了考试的前一天才开始找地方住，则往往找不到离考场很近的了。

另外常有人以“考研订房”、“考试订房”等名目等骗钱，需小心。

4更多信息如需更多试题及答案，请发邮件到biohu@ 索取。

中国科学院2009一、综合简答及选择题（第1-15每空0.5分，其它每小题2分，共30分）1.写出化学结构式A.3-phenyl-1-propyneB.methyl formateC.chloroformD.aniline2.2008年Nobel 奖得主的主要贡献主要表现是哪一方面的研究和发展？A.VB 12的全合成B.荧光功能材料C.绿色荧光蛋白D.纳米材料3.亲核反应、亲电反应最主要的区别是()A.反应的立体化学不同B.反应的动力学不同C.反应要进攻的活性中心的电荷不同D.反应的热力学不同4.下列四个试剂不与3-戊酮反应的是()A.RMgX B.NaHSO 3饱和水溶液 C.PCl 3D.LiAlH 45.指出下列哪一个化合物（不）具有旋光性？()A.C CC H 3C 2H 5H 3CC 2H B.C CO C H 3C H 3M e 2H C C 2H C.C C C H 3O C H 3H 3CH 3C OD.O C H 3rB H 3C O 6.区别安息香和水杨酸可用下列哪种方法？()A.NaOH(aq)B.Na 2CO 3(aq)C.FeCl 3(aq)D.I 2/OH -(aq)7.比较下列化合物的沸点，其中最高的是()A CH 3CH 2OHB CH 3OHCD OHNO 2O 2N8.指出下列哪一个化合物的紫外吸收光谱波长最短()A B C D9.下列化合物在常温平衡状态下，最不可能有芳香性特征的是()A B C DΟO O OΝΗ10.下列含氧化合物最难被稀酸水解的是()A.OOB.OO C H 3C.OOD.OO 11.二环乙基碳亚胺(DCC)在多肽合成中的作用是()A.活化氨基B.活化羧基C.保护氨基D.保护羧基12.比较下列化合物在H2SO4中的溶解度，正确的是()(1)(2)(3)(4)甘油A.(1)>(2)>(3)>(4)B.(4)>(3)>(2)>(1)C.(3)>(2)>(1)>(4)D.(4)>(1)>(2)>(3)13.下列关于α-螺旋的叙述，错误的是()A.分子内的氢键使α-螺旋稳定B.减少R 基团间的不同的互相作用使α-螺旋稳定C.疏水作用使α-螺旋稳定D.在某些蛋白质中α-螺旋是二级结构的一种类型14.比较苯酚(I)、环己醇(II)、碳酸(III)的酸性大小A.II>I>IIIB.III>I>IIC.I>II>IIID.II>III>I15．1HNMR 化学位移一般在0.5-11ppm ，请归属以下氢原子的大致位置：A.–CHOB.–CH=CHC.–OCH 3D.苯上H二、写出下列反应的主要产物，或所需反应条件及原料或试剂（如有立体化学请注明）（每空2分，共30分）1.TsCl ∆CH 2OHN2 2A2B B r Li CuB r CH 3HBr3C 3.324.Zn(Cu)Et 2O+ CH 2I 2HPhCH 2HCH 2OCH 35.+ Me 2C=OΟΗ[Me 2CH]3Al6.+ClCH 3Ο7.Br OHO H 8.CHO + C - H 2-S + Me 2MeODMSO9. 9A 9Bhv ∆10.NaNO H Cl ΟΗNH211.P12.i. L i A l H 4i i. H 3O +13.i. L iA lH 4ii. H 3O +O14.22N aO HCrO + H SO M e 2C=OOH O14A14B三、合成以下化合物并注意立体化学、反应条件和试剂比例（共27分）1. (5')CO 2CH 3ΟCH 2OH Ο2. (5')CH3NH 2O3.(5')4.(7分)(本小题可使用3-5个碳的简单线性分子)ClCH 2COOHNHNH Me 2CHCH 2CH 2EtOO5. (5') HC ≡CH四、试为下列反应建议合理、可能、分步的反应机理。

复旦有机化学考研题库

复旦有机化学考研题库有机化学是化学学科中的一个重要分支，它主要研究碳化合物的结构、性质、反应及其合成方法。

复旦大学作为中国顶尖的高等学府之一，在有机化学领域有着深厚的学术积累和研究实力。

以下是一些可能在复旦有机化学考研中出现的题目类型，以及相应的解答要点：1. 基本概念题：- 题目：简述有机化合物的命名原则。

- 解答要点：有机化合物的命名应遵循IUPAC（国际纯粹与应用化学联合会）的命名规则，包括主链的选择、取代基的编号、官能团的优先级等。

2. 结构分析题：- 题目：给出一个有机分子的结构式，要求分析其立体化学。

- 解答要点：分析分子中的手性中心，判断是否存在对映异构体或非对映异构体，并描述其立体构型。

3. 反应机理题：- 题目：描述SN1和SN2反应的区别及其反应机理。

- 解答要点：SN1反应是单分子亲核取代反应，反应分两步进行，中间体是碳正离子；而SN2反应是双分子亲核取代反应，反应是一步完成的，反应速率取决于底物和亲核试剂的浓度。

4. 合成设计题：- 题目：设计一条合成路径，将化合物A转化为化合物B。

- 解答要点：根据目标分子的结构特点，选择合适的反应类型和顺序，确保每一步反应的可行性和选择性。

5. 波谱解析题：- 题目：给出一个未知有机分子的NMR谱图，要求确定其结构。

- 解答要点：分析NMR谱图中的化学位移、耦合常数、峰的裂分模式等信息，结合其他谱图如IR、MS等，综合推断分子结构。

6. 有机反应类型题：- 题目：列举并解释常见的有机反应类型。

- 解答要点：列举如取代反应、消除反应、加成反应、重排反应等，并解释每种反应的特点和常见的反应条件。

7. 有机化学理论题：- 题目：解释前线轨道理论和其在有机化学反应中的应用。

- 解答要点：前线轨道理论是分子轨道理论的一个分支，它认为分子的化学反应性主要受前线轨道（HOMO和LUMO）的影响，解释前线轨道理论如何预测反应的立体化学和速率。

8. 有机化学实验题：- 题目：描述实验室中如何安全地进行有机合成反应。

复旦09化学知识综合大部分原题

复旦09化学知识综合大部分原题1.臭氧的重要性2.下列分子中哪些偶极距不等于零（给了几个金属化合物）3.[Mo3W3O19]的几何异构体有几种4.几何构型为四面体的金属配合物中，金属的d轨道分裂为几个能级5.锗晶体导电率最大（给了几个参杂方式，具体的忘了）6.1，3－二丁烯基态的HOMO7.三个甲基均在平伏键上的是（给了三个甲基的相对平面位置）8.和I是对映异构体的是。

（I为-OH和-CH3相邻的取代环己烷）9.对映异构体：其一S-（-）旋光度为-36度，样品为+32.4度，求S：R10.酶是蛋白质？氨基酸？.....选一个（这个较简单）11.当电化学反应速度很快，电极静止时，速度控制步骤为？（电子迁移or反应物扩散）12.脉冲伏安法优于常规伏安法在哪一方面？13.色谱容量因子K的定义14.色谱保留值的碳数规律指的是？15.塔板数H＝A+B/u+Cu，B为？16.100度，水到水蒸气，S，A，G的变化（同01年17题）17.在研究包含自由基反应的反应动力学和反应机理经常用到的方法是？18.反应掉7/16是反应掉1/4所需时间的2倍，问反应级数（同01年2题）19.m增加一倍，E是原来的1/根号2，该体系是？（答案是线性谐振子，同01年3题）20.配分函数的叙述（同99年16题）主观题1.TiO2的合成有关的，给你画出了工业流程图，让你写出其中的反应方程式，一个为FeTiO3和H2SO4反应的方程式，一个为Ti（SO4）2的水解方程式，并问你如果这个流程的工业废水不治理直接排放会造成什么危害2.晶体中阳离子配位数的影响因素很多，半径比r+/r-起重要作用，以CsCl，NaCl，ZnS三种模型说明离子半径和配位数的关系3.伯胺的合成方法4.不对称有机小分子催化，不对称金属有机催化及不对称酶催化的特点还有一道是物理化学的U＝Q+W推导u=q+w是用统计热力学解释热力学第一定律的意义还有一道是分析中关于农药的问题农药那道是要求用色谱法检测农药，写出从样品制备到最后检测结果的步骤和基本原理还有一道是01年的叙述题第三题原题上能找到的是1999和2001年的，不过08年的题型分布是选择40分，问答60分。

2009-2010(二)有机化学(A)试卷答案

（勤奋、求是、创新、奉献）2009～ 2010学年第 2 学期考试试卷主考教师：学院化学化工学院班级 __________ 姓名 __________ 学号 ___________《有机化学(二)》课程试卷A（本卷考试时间 120 分钟）一、用系统命名法命名下列化合物或根据名称写出结构式。

（本题共10小题，每小题1分，共10分）1.2.5－甲基－2异丙基苯酚 5－甲基2－乙基庚醛3.4.4-溴-2-戊酮3-乙基－3－戊醇5．(CH 3CH 2)3CCOOH 6．O CHH 2C CH 2HCH 2C2，2-二乙基丁酸烯丙基乙烯基醚7． 3, 7-二甲基-2, 6-辛二烯醛 8． 4－硝基苯甲酰胺C O C H 2H 3C C H C H 3B rCH 3C C H 3C HH 2C C H 2CC H C H 3C H OC O N H 2N O 29．N -甲基-N -乙基对氯苯胺 10．2－呋喃甲酸NC lC H 32H 5C O O H二、简略回答下列问题。

（本题共8小题，每小题3分，共24分）1将下列酯按碱性水解速率大小排列成序：(A)(B)(C) (D)(B) > (A) > (C) > (D)2．下列化合物中，可进行Cannizzaro 反应的有： A. 乙醛 B. 苯甲醛 C. 丙醛 D. 呋喃甲醛B D3．将下列化合物按亲核加成活性大小排列成序：C F 3CH OC H 3C H OC lC H 2C HO(1)(2)(3)(4) C H 3CO CH 31>3>2>44．解释下列反应的机理：CC H 3C H 3CC H 3O H O HC H 3C C H 3C H 3COC H 3C H 3C O O C H 3O2NCH 3CH 2CH 2COOC 2H 5发生分子间Claisen 酯缩合反应HC C 2H 5C COOC2H 5H 3CH 2CH 2C OC 2H 5OOCCOOC2H 5发生分子内Claisen 酯缩合反应COOC 2H 5O6．下列化合物按碱性由强到弱排序。

复旦大学《837有机化学》历年考研真题(含部分答案)专业课考试试题

目　录
2012年复旦大学有机化学考研真题
2010年复旦大学有机化学考研真题
2009年复旦大学有机化学考研真题及详解
2008年复旦大学有机化学考研真题及详解
2007年复旦大学有机化学考研真题及详解
2006年复旦大学有机化学考研真题及详解
2005年复旦大学有机化学考研真题及详解
2004年复旦大学有机化学考研真题及详解
2003年复旦大学有机化学考研真题及详解
2002年复旦大学有机化学考研真题及详解
2001年复旦大学有机化学考研真题及详解
2000年复旦大学有机化学考研真题及详解
1999年复旦大学有机化学考研真题
1998年复旦大学有机化学考研真题
1997年复旦大学有机化学考研真题（含部分答案）
1996年复旦大学有机化学考研真题及详解
1995年复旦大学有机化学考研真题及详解
1994年复旦大学有机化学考研真题及详解
1993年复旦大学有机化学考研真题及。

复旦大学2009生化试题

复旦大学2009年招收攻读硕士学位研究生入学考试试题考试科目：727|生物化学一、是非题1.一级氨基酸就是必需氨基酸。

2.热激蛋白（Heat shock protein）只存在于真核生物中。

3.某些微生物能用D型氨基酸合成肽类抗生素。

4.SDS能与氨基酸结合但不能与核苷酸结合。

5.Sanger的最大贡献是发明了独特的蛋白质N末端标记法。

6.有机溶剂的介电常数比水小使得静电作用增强而导致蛋白质变性。

7.RNaseP中的RNA组分比蛋白质在分子量和空间上都要大得多。

8.有些生物的结构基因的起始密码子是GTG。

9.Pauling提出了肽键理论。

10.有证据表明大肠杆菌拥有第21个一级氨基酸的tRNA。

11.4-羟基脯氨酸是在胶原蛋白被合成后脯氨酸上发生的修饰。

12.米氏方程最早是根据实验数据推导的经验公式。

13.酶反应动力学的特征常数Km是指室温下的测定值。

14.人体皮肤上的黑色素是通过氨基酸合成而来。

15.疏水氨基酸残基也会分布在球蛋白的表面。

16.红血球上存在大量糖蛋白，是为了防止相互碰撞发生融合。

17.Edman降解是一种内切蛋白质的化学反应。

18.P450是肝脏中负责解毒的一群酶，其活性的抑制会导致药物反应。

19.α-amanitin只能抑制真核生物的蛋白质的合成。

20.SDS是蛋白酶K的激活剂。

21.离子通道蛋白通常以数个α螺旋成束状镶嵌在细胞膜中。

22.DTT让TaqDNA聚合酶保持活性是通过将所有二硫键打开来达到的。

23.脂肪酸生物合成的限速步骤是脂肪酸合成酶复合催化物的反应。

24.胰岛素是抑制脂肪酶活化（抗脂解）的激素。

25.核苷酸补救途径的特征是所有核苷酸都可以用现成的碱基合成核苷酸。

人脑中的γ--氨基丁酸是由谷氨酸代谢产生的。

26.γ27.激素必须与靶细胞的受体结合才能发挥其生物化学作用。

28.人类有可能继续发现更多的维生素和具有新作用的现有维生素。

29.蚕豆病是由于蚕豆中的物质抑制了人体6-磷酸葡萄糖脱氢酶所致。

复旦有机化学考研题库

复旦有机化学考研题库复旦大学有机化学考研题库是广大有机化学考生备考的重要参考资料。

有机化学考研是一个相对较难的科目，需要考生具备扎实的有机化学基础和丰富的解题经验。

而复旦大学有机化学考研题库正是为了帮助考生提高解题能力而设计的。

复旦大学有机化学考研题库的题目涵盖了有机化学的各个方面，包括有机化学基础知识、有机合成、有机反应机理等。

这些题目既有基础性的知识点考查，也有应用性的综合题目。

通过做题，考生可以巩固基础知识，提高解题能力，培养分析问题和解决问题的能力。

在复旦大学有机化学考研题库中，题目的难度逐渐递增，考察的内容也越来越深入。

这样的设计有助于考生逐步提高自己的解题水平，从而更好地应对考试。

同时，复旦大学有机化学考研题库还提供了详细的答案和解析，考生可以通过对比自己的答案和标准答案，找出解题过程中的错误和不足之处，并加以改进。

除了题目和答案，复旦大学有机化学考研题库还提供了一些解题的技巧和方法。

这些技巧和方法可以帮助考生更好地理解题目，分析问题，找出解题的思路。

通过掌握这些技巧和方法，考生可以在有限的时间内高效地解决问题，提高解题的准确性和速度。

在备考过程中，复旦大学有机化学考研题库可以作为考生的主要参考资料之一。

考生可以根据自己的实际情况，选择适合自己的题目进行练习。

通过反复练习，考生可以熟悉各种类型的题目，掌握解题的技巧和方法，提高解题能力。

除了复旦大学有机化学考研题库，考生还可以参考其他一些权威的有机化学考研资料。

这些资料包括有机化学教材、有机化学专业书籍、有机化学期刊等。

通过广泛阅读和学习，考生可以进一步扩大自己的知识面，提高自己的综合素质。

总之，复旦大学有机化学考研题库是一本宝贵的学习资料，可以帮助考生提高解题能力，备战有机化学考研。

考生在备考过程中应该充分利用这个题库，通过反复练习和思考，不断提高自己的解题水平。

同时，考生还应该结合其他资料，全面而系统地学习有机化学知识，为考试做好充分准备。