西南科技大学3005流体力学2019年考博真题
博士生入学流体力学资料-整理后
三、充满油的油缸内有一自由活塞向下运动，油通过间隙 向上流动，由于
d
1 ，
又很大，这就成为一个阻尼器，且流动是层流。如果活塞以等速 V0
运
动，忽略端部效应。如果已知活塞高度 l ，直径 d ，流体粘度 ，流体密度 ，
上端面压强 p2 ，下端面压强 p1 ，间隙 ，活塞速度 V0 ，求作用于活塞上的力 （除油压 p1 和 p2 以外的力）。
w a b( y ) c( y )2 ，（其中a,b,c为待定常数），试求：（20分） （1）平板层流附面层的速度分布；
w
（2）附面层的厚度 及动量损失厚度 ； （3）平板壁面上的局部摩擦系数和总摩擦系数。 2
博士学位研究生入学考试试题（2006-A）
一、是非题（共 10 题，每题 4 分）
w a b( y ) c( y )2 ，（其中a,b,c为待定常数），试求：（20分）
w
（1）平板层流附面层的速度分布；
（2）附面层的厚度 及动量损失厚度 2 ；
（3）平板壁面上的局部摩擦系数和总摩擦系数。
五、在 (a,0) 与 (a,0) 分别放置一个汇和一个源，其强度均为 Qs ，且有一自左向右的均匀来流，速度为V ，平行于 x 轴，求叠加后的势函数、流函数与驻点坐标。（20分）
r (a,
b,
c,
t
)
，再由此求加速度的拉格朗日描述；
（3）流线及迹线。
二、密度为 的两股不同速度的不可压缩流体合流，通过一段平直圆管，混合后速度与压力都均匀，如图所示。若两
股来流面积均为 A ，压力相同，一股流速为V ，另一股流速为 2V ，假定管壁摩擦力不计，流动定常绝热。证明单位 2
西南科技大学《热工基础和流体力学》期末考试复习题
热工基础及流体力学第一章 气体的热力性质（名词解释）1. 工质：实现能量传递与转换的媒介物质 。
2. 热力学系统：热力学研究时.根据研究问题的需要人为选取一定的工质或空间作为研究对象.称为热力系统.简称热力系或系统。
3.热力系分类：①封闭热力系（与外界有能量传递,无物质交换的系统。
系统的质量恒定不变）②开口热力系：（与外界有能量、物质交换的系统.系统的质量可变）③绝热热力系（与外界没有热量交换的系统）④孤立热力系：（与外界既无能量（功、热量）交换又无物质交换的系统） 4. 热力状态：工质在某一瞬间所呈现的全部宏观物理特性.称为热力学状态.简称状态。
5.状态参数：描述工质热力状态的宏观的物理量叫做热力学状态参数.简称状态参数。
基本状态参数：温度（T ）、压力（p ）、比体积（v ） 导出状态参数：热力学能（U ）、焓（H ）、熵（S ）6.理想气体：是指状态变化完全遵循波义耳-查理定律的气体.体积和气体分子间的作用力都可以忽略不计的气体.型.气体分子是一些弹性的、不占体积的质点.分子之间没有相互作用力。
7.热力学能：指组成物质的微观粒子本身所具有的能量, 即所谓的热能。
包括了：①内动能:分子热运动的动能。
②内位能: 分子之间由于相互作用力而具有的位能。
第二章 热力学基本定律（填空+计算（卡洛循环）+名词解释）1. 准平衡过程：过程中热力系所经历的每一个状态都无限地接近平衡状态的热力过程称为 准平衡过程.或准静态过程 。
2.可逆过程：如果热力系完成某一热力过程后, 再沿原来路径逆向进行时 , 能使热力系和外界都返回原来状态而不留下任何变化.则这一过程称为 可逆过程。
反之,则称为不可逆过程 。
(可逆过程是一个理想过程.可逆过程的条件：可逆过程= 准平衡过程 ＋ 无耗散效应）。
3. 关系：准平衡过程概念只包括热力系内部的状态变化.而可逆过程则是分析热力系与外界所产生的总效果。
可逆过程必然是准平衡过程.而准平衡过程只是可逆过程的条件之一。
西南科技大学838流体力学2011-2012、16-19年考研专业课真题试卷
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
精都教育——全国 100000 考生的选择
我们的梦想，为成就更多人的梦想
西 南 科 技 大 学 研 究 生 入 学 考 试 试 题
原版考研真题试卷
更多考研真题、笔记、模拟、题库、讲义资料就上精都考研网 /
原版考研真题试卷
更多考研真题、笔记、模拟、题库、讲义资料就上精都考研网 /
2016年西南科技大学考研专业课真题试卷（原版）
2016年西南科技大学考研专业课真题试卷（原版）
2016年西南科技大学考研专业课真题试卷（原版）
精都教育——全国 100000 考生的选择
我们的梦想，为成就更多人的梦想
西 南 科 技 大 学 研 究 生 入 学 考 试 试 题
原版考研真题试卷
更多考研真题、笔记、模拟、题库、讲义资料就上精都考研网 /
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
2012年西南科技大学考研专业课真题试卷（原版）
精都教育——全国 100000 考生的选择
我们的梦想，为成就更多人的梦想
西 南 科 技 大 学 研 究 生 入 学 考 试 试 题
原版考研真题试卷
更多考研真题、笔记、模拟、题库、讲义资料就上精都考研网 /
2018年西南科技大学考研专业课真题试卷（原版）
2018年西南科技大学考研专业课真题试卷（原版）
宁波大学流体力学2019--2020年考博初试真题
(答案必须写在考点提供的答题纸上)(答案必须写在考点提供的答题纸上)如图所示，有一具有水平底面的水池，水深为h，水池的一个侧面为矩形ABCD（垂直于纸面方向）记为b，该侧面相对于底面的倾角记为θ。
已知水的密度为）请确定水对侧面ABCD所施加的压力p的分布情况（5分）；（2）计算其合力出合力的大小，方向和作用点）（13分）。
(答案必须写在考点提供的答题纸上)第1页共3页科目代码：3802总分值：100科目名称：流体力学一．单项选择题：（共12分，每小题1分）1．流体按照是否考虑其粘性，可将流体分为：()(A)牛顿流体及非牛顿流体；(B)可压缩流体与不可压缩流体；(C)均质流体与非均质流体；(D)理想流体与真实流体。
2．动力粘性系数的量纲是（）。
(A)FL -2T ；(B)FL -1T -1；(C )FLT -2；(D)FLT 2。
3．圆管层流，管轴心处的流速为1.8m/s ，则该断面的平均流速为（）。
(A)2.4m/s ；(B)1.8m/s ；(C)1.35m/s ；(D)0.9m/s.4.流体力学中，用无量纲数Re 来判别真实流体的两种流态—层流和湍流，其临界值大约是（）。
(A )2300；(B)1200；(C)3600；(D)这些都不是。
5.并联管路的总阻力损失等于（）。
(A )各管段阻力损失之和的2倍；(B)各管段的阻力损失之和；(C )任一支管的阻力损失。
（D ）不确定。
6.层流断面流速分布规律符合（）。
(A )对数分布；(B )直线分布；(C)抛物线分布；(D )椭圆分布。
7.对于层流边界层，（）将加速边界层的分离。
(A )减少逆压梯度和减少运动粘滞系数；(B)增加逆压梯度和减少运动粘滞系数；(C )减少逆压梯度和增加运动粘滞系数；(D )增加逆压梯度和增加运动粘滞系数。
8.流体有势的充分必要条件是（）。
(A )流动是无旋的；(B)必须是平面流动；(C )必须是无旋的平面流动；(D )流线是直线的流动；9.船舶在水中航行时，船体对水的作用相当于连续分布的压力点在水面上运动，每一压力点均产生波浪，但兴波作用最强的是在（）。
博士生入学流体力学资料-整理后
x
H
V
五、若无穷远处均匀来流速度为 w ，流过一平板的附面层为零压力梯度层流附面层，若平板层流附面层速度剖面为：
w y y a b( ) 3 （其中a,b为待定常数），试求：（20分） w
（1）平板层流附面层的速度分布； （3）平板壁面上的局部摩擦系数和总摩擦系数。
（2）附面层的厚度 及动量损失厚度
Qs 流线；（3）驻点坐标。（20分） 2 y
V
0 源 Qs
x
五、若无穷远处均匀来流速度为 w ，流过一平板的附面层为零压力梯度层流附面层，若平板层流附面层速度剖面为：
w y y y a b( ) 3 c( ) 4 （其中a,b,c为待定常数），试求：（20分） w
（1）平板层流附面层的速度分布； （2）附面层的厚度 及动量损失厚度
（3）平板壁面上的局部摩擦系数和总摩擦系数。
五、在 (a,0) 与 (a,0) 分别放置一个汇和一个源，其强度均为 Q s ，且有一自左向右的均匀来流，速度为 V ，平行于
x 轴，求叠加后的势函数、流函数与驻点坐标。（20分） y
V
(a,0) 源 Qs
(a,0)
汇 Qs
x
博士学位研究生入学考试试题 (B)
四、若无穷远处均匀来流速度为 w ，流过一平板的附面层为零压力梯度层流附面层，若平板层流附面层速度剖面为：
w y y a b( ) c( ) 2 ，（其中a,b,c为待定常数），试求：（20分） （1）平板层流附面层的速度分布； w
（2）附面层的厚度
及动量损失厚度 2 ；
3 3 单位时间内机械能损失为 AV 。（20 分） 16
三、如图所示，不可压缩粘性流体在与水平面成 角的两
最新整理-博士生资格考试历年考题共12页文档
2019年资格考试一、简答题1. 溶化金属为何要有一定的过冷度才能观察到析晶现象？2. 陶瓷烧结后期晶粒长大的动力是什么？3. 为什么纯固体相变总是放热反应？二、滑移、孪生、形变带，这三种缺陷如何从形貌上来判断。
三、应变-硬化、弥散-硬化、晶粒细化，这三种强化机制的异同点。
四、三元相图中，垂直截面的线与二元相图中的线有何区别，能否应用杠杆定律，在什么情况下适用？五、纯金属在凝固、溶解、固-液平衡过程中Gibbs自由能与焓变关系图。
六、某金属熔点为600度，问在590度时，凝固能否自发进行，并求此时的熵变。
（已知凝固热ΔH）七、关于配分函数，已知Cp，证明U和Cv的关系式。
八、Au和Ag的晶格常数为0.408和0.409，问1.在Au基体上镀一层100nm的 Ag，用XRD能否检测出这层膜；2.在Au（111）基体上镀一层100nm的 Ag，用XRD能否检测出这层膜；3.在Au（111）基体上，用外延生长的方法生长Ag的（111）面，用XRD能否检测出这层膜；九、透射电镜衍射，如为单晶，则衍射花样为规则排列的斑点，如为单晶，则衍射花样为环。
如有一一维无限长单原子链，用一束电子垂直照射，会出现什么样的衍射花样。
十、单晶Si上镀一层的SiC薄膜，设计一个试验方案分析SiC薄膜的厚度，成份和结构。
2019年4月资格考试（可能）1.说明|Fs|、|Ls|、I电子的含义及其物理意义。
（10分）2.简述双面法测滑移面指数的原理。
（10分）3.给出8个2seita角，判断晶体结构，计算晶格常数a，写出出现衍射线的面族。
（10分）4.某单晶体，X射线沿[0 -1 0]方向入射，晶体[-1 0 0 ]方向竖直，[0 0 1]方向平行于底片。
（a）（-3 -1 0）面一级反射X光的波长。
（b）底片与晶体相距5cm，求劳厄斑在底片上的位置。
（12分）5.Ag、Fe的混合粉末，固溶度极小。
计算在2seita属于[45，110]范围内衍射线条数。
√2019年《流体力学与流体机械》试卷(含答案)
《流体力学与流体机械》试卷1一、单项选择（40题，每题1分，计40分）1.与牛顿内摩擦定律有关的因素是（）A.压强、速度和粘度；B.流体的粘度、切应力与角变形率；C.切应力、温度、粘度和速度；D.压强、粘度和角变形。
2.流体是一种（）物质。
A.不断膨胀直到充满容器的；B.实际上是不可压缩的；C.不能承受剪切力的；D.在任一剪切力的作用下不能保持静止的。
3.动力粘性系数M与运动粘性系数v的关系为（）。
A. P vB. v / pC. v /pD. p v4.串联管道各串联管段的（）A.水头损失相等；B.总能量损失相等；C.水力坡度相等；D.所通过的流量相等。
5.长管并联管道各并联管段的（）A.水头损失相等；B.总能量损失相等；C.水力坡度相等；D.通过的水量相等；6.按连续介质的概念，流体质点是指（）。
A.流体的分子B.流体内的固体颗粒C.无大小的几何点D.几何尺寸同流动空间相比是极小量，乂含有大量分子的微元体7. 一下哪种流体为非牛顿流体（）。
A.空气B.清水C.血液D.酒精8.绝对压强P而、相对压强P、真空值Pv、当地大气压强Pa之间的关系是（）。
A.Pabs=P+ Pv B- P= Pabs + Pa C.Pv=P a- P abs9.一密闭容器内下部为密度为夕的水，上部为空气，空气的压强为四。
若容器由静止状态自由下落，则在下落过程中容器内水深为h处的压强为（）：A. “° + pghB. PoC. 0D. p° - pgh10.定常流动是（）A.流动随时间按一定规律变化：B.流场中任意空间点的运动要素不随时间变化：C.各过流断面的速度分布相同；D.各过流断面的压强相同。
11.圆管层流过流断面的流速分布为（）。
A.均匀分布B.对数曲线分布C.二次抛物线分12、一下那些概念属于欧拉法（）。
A.流线B.迹线C.液体质点D.液体微13.圆管紊流粗糙区的沿程摩阻系数（）。
A.与雷诺数Re有关B.与管壁相对粗糙度上有关 dC.与Re和二有关D.与和管长1有关 d14.圆管断面直径由di突然扩大到d2,若将一次扩大改为两级扩大，则该扩大的局部水头损失（）。
2019年西南大学考博英语真题(回忆版)
2019年西南大学考博英语真题回忆Many objects in daily use have clearly been influenced by science, but their form and function, their dimensions and appearance, were determined by technologists, artisans, designers, inventors, and engineers – using nonscientific modes of thought. Many features and qualities of the object that a technologist thinks about cannot be reduced to unambiguous verbal descriptions; they dealt with in the mind by a visual, nonverbal process. In the development of Western technology, it has been nonverbal thinking, by the large, that has fixed the outlines and filled in the details of our material surroundings. Pyramids, cathedrals, and rockets exist not because of geometry or thermodynamics, but because they were first a picture in the minds of those who built them.The creative shaping process of a technologist’s mind can be seen in nearly every artifact that exists. For example, in designing a diesel engine, a technologist might impress individual ways of nonverbal thinking on the machine by continually using an intuitive sense of rightness and fitness. What would be the shape of the combustion chamber? Where should be valves be replaced? Should it have a long or short piston? Such questions have a range of answers that are supplied by experience, by physical requirements, by limitations of available space, and not least by a sense of form. Some decisions such as wall thickness and pin diameter, may depend on scientific calculations, but the nonscientific component of design remains primary.Design courses, then, should be an essential element in engineering curricula. Nonverbal thinking, a central mechanism in engineering design, involves perceptions, the stock-in-trade of the artist, not the scientist. Because perceptive processes are not assumed to entail hard thinking, nonverbal thought is sometimes seen as a primitive stage in the development of cognitive processes and inferior to verbal or mathematical thought. But it is paradoxical that when the staff of the Historical American Engineering Record wished to have drawings made of machines and isomeric views of industrial processes for its historical record of American engineering, the only college students with the requisite abilities were not engineering students, but rather students attending architectural schools.If courses in design, which in a strongly analytical engineering curriculum provide the background required for practical problem-solving, are not provided, we can expect to encounter silly but costly errors occurring in advanced engineering systems. For example, early models of high-speed railroad cars loaded with sophisticated controls were unable to operate in a snowstorm because a fan sucked snow into the electrical system. Absurd random failures that plague automatic control systems are not merely trivial aberrations; they are a reflection of the chaos that results when design is assumed to be primarily a problem in mathematics.26. In the text, the author is primarily concerned with ()A) identifying the kinds of thinking that are used by technologistB) stressing the importance of nonverbal thinking in engineering design.C) proposing a new role for nonscientific thinking in engineering design.D) contrasting the goals of engineers with those of technologists.27.It can be inferred that the author thinks engineering curricula are ()A) strengthened when they include courses in design.B) weakened by the substitution of physical science courses for courses designed to developmathematical skills.C)strong because nonverbal thinking is still emphasize by most of the courses.D)strong despite the errors that graduates of such curricula have made in the development of automatic control system.28.which of the following statements best illustrates the main point of the first two paragraphs of the text?()A) When a machine like a rotary engine malfunctions, it is the technologist who is best equipped to repair it.B) Each component of an automobile – for example, the engine or the fuel tank – has a shape that has been scientifically de termined to be best suited to that component’s function.C) A telephone is a complex instrument designed by technologists using only nonverbal thought.D) The distinctive features of a suspension bridge reflect its designer’s conceptualization as well as the physical requirements of its site.29.Which of the following statements would best serve as an introduction to the text?()A) The assumption that the knowledge incorporated in technological developments must be derived from science ignore the many nonscientific decisions made by technologists.B) Analytical thought is no longer a vital component in the success of technological development.C) As knowledge of technology has increased, the tendency has been to lose sight of the important role played by scientific thought in making decisions about form, arrangement, and texture.D)A movement in engineering colleges toward a technician’s degree reflects a demand for graduates who have the nonverbal reasoning ability that was once common among engineers.30.The author calls the predicament faced by the Historic American Engineering Record paradoxical (line 6, paragraph 3) most probably because ()A) the publication needed drawings that its own staff could makeB) architectural schools offered but did not require engineering design courses for their studentC) college students were qualified to make the drawings while practicing engineers were not.D) engineering students were not trained to make the type of drawings needed to record thedevelopment of their own disciplineThe remarkable progress of science and technology in the 20st century has brought enormous benefits to humankind. Long and healthy lives, economic prosperity and a pleasant and convenient living environment have resulted from technological progress based on advances in scientific knowledge. This progress will continue or may even accelerate in the future, because both the number of scientists and their activities are expanding throughout the world. We may expect, therefore, that science and technology will continue to contribute to the development of human society.At the same time, rapid scientific advances may raise some difficult problems. First of all, the disparity in scientific knowledge between those in scientific and technical professions and those in other areas will continuously expand. This may create a communications gap between the two groups that could affect obtaining public consent on important issues, such as the use of genetically engineered plants or human embryonic stem cells. Secondly, the 21st century will be characterized by a knowledge-based society and a knowledge of science will be required for many professions. Those who lack scientific knowledge will have fewer opportunities for good jobs. Thirdly, the enormous increase in scientific information will become a burden for children who must study science. Already young people seem to be losing interest in science, and this trend may increase in the future. Over the past several years, enrollment in high-school physics courses in Japan has been decreasing, which suggests that many young people are losing interest in physics or avoiding subjects that require diligent study. Finally, scientific research in the next century will require increasing levels of public investment because sophisticated research is usually expensive. If the public loses interest in, science or does not understand the importance of research, it will become difficult for scientists to obtain sufficient financial support.Because of these considerations, I think that we need to carefully review present science education at different levels and to improve it in order to meet the expected rapid progress of science in the 21st century. At the level of primary education, the’ most important task is to stimul ate children’s interest in nature. Naive surprise at the wonders of nature will hopefully lead to a later interest in science. During their secondary education, students must learn logic and the principles of natural phenomena. They will gradually separate into groups of those who like and those who dislike science. It will be difficult to provide the latter students with the scientific basics that would be useful throughout their lives. This is also the case in university education.It is becoming a goal of general university education to give students who are not majoring in natural science and engineering some level of scientific literacy. In the future, all citizens, especially those expected to lead diverse areas of society should have a sound basis for understanding the progress of science. Because the pace of progress will accelerate further, continuing science education for the public is also of great importance.1.The first paragraph aims at _____A.Overstating the importance of science and technology.B.Highlighting the crucial role scientists play in the development of science and technology.C.Introducing the problems brought about by rapid scientific advances whiles stating theenormous benefits brought about by the progress of science and technology.D.Predicting the trend of the development of science and technology.2.According to the text, that young people seem to be losing interest in science_____.A.Causes the lack of scientists throughout the world in future.B.Is mainly due to the explosion of scientific information.C.Hinders the development of human society.D.Increases the communications gap between young people and scientists.3.The second paragraph is to denote_____A.The gap between scientific and technical professional and non-professionals.B.The difficulties faced by young people in finding jobs.C.The difficulties problems raised by rapid scientific advances.D.Scientific research in the 21th century.4.To which of the following statements is the author most unlikely to agree?A.It is a sheer waste of time and money to force those who dislike science to learn science.B.Stimulating children’s interest in nature is the top priority for primary and secondaryschool authorities.C.Secondary school students should learn logic and the principles of natural phenomena.D. A knowledge of science will be required for many professional in the 21st century5.The best title for this text might be_____A.Science education for the publicB.Science and technology in the 21st centuryC.Scientific advance and ensuing problemsD.The goal of primary, second and higher education还有一篇阅读是讲迈克杰克逊的歌曲，专辑。