2011年厦门大学615普通物理学(含热力光电)考研真题
厦门大学真题2011年
厦门大学真题2011年(总分：100.00，做题时间：90分钟)一、Part Ⅰ Vocabulary and Structure(总题数：30，分数：15.00)1.Which sport has the most expenses ______ training equipment, players' personal equipment and uniforms?A. in place ofB. in terms ofC. by means ofD. by way of（分数：0.50）A.B. √C.D.解析：[解析] 句子的大意为：就训练设备、运动员的个人装备和服装来说，哪项运动花费最多?A项in place of“代替”；B项in terms of“就……而言，在……方面”；C项by means of“凭借……”；D项by way of“用……方法”。
所以B项符合题意。
2.All ______ is a steady supply of water to the farmland.A. which needsB. that is neededC. the thing is neededD. need（分数：0.50）A.B. √C.D.解析：[解析] 句子的大意为：所需要的就是对农田用水的稳定供应。
本句主语为不定代词all，“that is needed”为主语的定语从句。
所以B项符合题意。
3.Living in the central Australian desert has its problems, ______ obtaining water is not the least.A. for whichB. to whichC. of whichD. in which（分数：0.50）A.B.C. √D.解析：[解析] 句子的大意为：住在澳洲中部的沙漠区会面临很多问题，获取水资源还不是最重要的。
2011年厦门大学考研真题 阅读及英美文学、语言学基础
机密★厦门大学2011年招收攻读硕士学位研究生入学考试试题科目代码：814科目名称：阅读及英美文学、语言学基础招生专业：英语语言文学、外国语言学及应用语言考生须知：答题必须使用黑（蓝）色墨水（圆珠）笔；不得直接在试卷（试题纸）或草稿纸上作答；凡未按上述规定作答均不予评阅、判分，后果考生自负。
Part One Reading Comprehension 70 pointsDirections:Each passage below is followed by questions based on its content. After reading a passage, choose the best answer to each question. Answer all the questions following the passage on the basis of what is stated or implied in that passage.Passage 1Bush today insists that he had a great time at Yale and doesn‟t recall any unpleasantness. But somewhere along the way he developed a sizable chip on his shoulder. He would later carp about the “self-righteousness” and “intellectual superiority” of the East Coast liberal establishment that took over institutions like Yale in the 1960s. As early as 1964, he had a run-in with one of the avatars of the new order, the Rev. William Sloane Coffin, the Yale chaplain who had turned on his own Andover-and-Skull-and-Bones past to became a fiery radical, advising students to resist the draft. Bush bitterly recalled Coffin‟s telling him, after his father had lost the 1964 Senate race in Texas to Ralph Yarborough, “I knew your father, and he lost to a better man.” To Bush, Coffin embodied the “heaviness” and “guilt” of the liberal East.At a time when Yale students agonized endlessly over what to do about the draft, Bush does not appear to have talked much about his own choice. To volunteer for Vietnam would have required an act of boldness and outright defiance. Seeking battle was almost unheard of among undergraduates: it was said that more Yale students were dying in motorcycle accidents than in combat in 1969. At the same time, according to his Yale friend Roland Betts. Bush did not want to politically embarrass his father. Bush Jr. took a respectable hut easy way out, joining the Texas National Guard.Determined to make it on his own, Bush did not tell his father that he was applying to Harvard Business School. The “West Point of Capitalism” was not inundated with applicants in the anti-business early 1970s. So Bush got in, despite mediocre grades that kept him out of his first choice of grad schools, the University of Texas Law School. Bush posed as a redneck rebel at Harvard, wearing his National Guard flight jacket and cowboy boots and chewing tobacco as hesat back of the class, spitting into a paper cup. But he showed early signs of the self-discipline that would become more characteristic as time went on. He kept up with the gruelling casework, particularly in a course called Human Organization and Behaviour. Here were formal lessons in organizing and managing people that Bush had only intuited as an Andover cheerleader. He developed his basic approach to leadership at Harvard‟s training ground for future CEOs. The essence was to think Big Picture, don‟t get caught in the details, delegate and decide. Bush whizzes through briefing books today, preferring to listen rather than read, but his friends say he was an ability to cut to the chase. If Bush seems less substantive than a Bill Clinton—or an Al Gore—he can blame a Harvard education.1. Which of the following does the author probably agree?(A) Bush was an activist in anti-Vietnam war when he studied at Yale.(B) Bush liked the self-righteousness atmosphere at Yale.(C) Bush seemed to be politically-different from most college students at that time.(D) Bush was proud of his education at Yale.2. Bush chose to join the Texas National Guard mainly(A) because of his father(B) for the sake of Coffin‟s advice(C) because of his anti-Vietnam War attitude(D) because of the pressure from his Yale classmates3. He entered Harvard Business School instead of the University of Texas Law School because(A) Harvard was his first choice(B) his grades were not high enough(C) he intended to venture into business(D) he liked the intellectual superiority of the liberal establishment at Harvard4. He kept his application to Harvard Business School from his father mainly(A) because he did not trust his father(B) because his father would have thwarted it(C) because an anti-business atmosphere was prevalent in America then(D) because he wanted to be independent and self-reliant5. According to the author, Bush‟s leading style was developed(A) as a heritage from the family(B) during his education at Yale(C) as a result of the political atmosphere when he was young(D) during his learning at HarvardPassage 2The Enlightenment favoured a view of universe structured in binary oppositions, the principle of which is the dichotomy between subject and object. This was an essential division that world enable a systematic and disengaged view of reality and would foster the development of science even though it was also highly stimulated by the latter. Other dualisms, such as that of the individual/society, and the “We/They”dichotomy, based on race or ethnicity, for example, stemmed from the general idea of a necessary division and a controlling/controlled type of relationship between subject and object where “the distance between subject and object, a presupposition of abstraction, is grounded in the distance from the thing itself which the master achieved through the mastered”(Horkmeimer & Adorno, 1972:13). Distance, abstraction and control are key elements in the contact between subject and object.This objectifying attitude of the subject towards the object, which was previously described as instrumental reason, justified human control over nature, which is now very much contested by radical ecologists who view animals, plants and even minerals as subjects (Ferry, 1992). Likewise, it has determined a descriptive type of knowledge about the object of research, either human or non-human. Consequently, a scientific analysis should imply a distant, disengaged, monological, objective and objectifying view of the object by subject.Critical Theory, on the contrary, emphasizes the “rootedness of our cognitive accomplishments” (Habermas, 1994:87). Critical theorists reject both the atomistic concept of the individual and unilateral concentration of power implied in a subject-object interaction and concentrate on the creative and democratic potential of a subject-subject relationship.Although the concept of object disappears from the equation, this is not the only alteration because there is also an essential change in the notion of subject. The concept of a solitary subject which ruled the enlightened way of thinking is definitely overcome by the notion of a social subject, and this is not an idea exclusive to the Frankfurt School but an assumption that underpins contemporary philosophical thought. Habermas identifies four “themes”common to the philosophical movements of this century “in spite of the boundaries between schools” which he designates as “postmetaphysical thinking, the linguistic turn, situating reason, and overcoming logocentrism” (Habermas, 1992:8). The change in the subject is inherent in all these themes which refer to a reconsideration of scientific rationality, to the move from the philosophy of consciousness to the philosophy of language, to the embeddedness of reason in culture and history and finally to the relocation of theory within practice. As Habermas points out, this is an evolution that has been developing throughout the twentieth century. However, Habermas expanded this idea in a particular way which is eventually, more restrictive precisely because it is normative and consensus driven.Bearing in mind the four themes mentioned above, the notion of the “intersubjectively recognized subject”, in Habermas‟ terms challenge, with regard to scientific and social research, the premises of pure, instrumental reason and, consequently, the distance maintained between theory and practice and advocated dialogical and, occasionally, even overlapping positions in subject-subject research. Likewise, as far as language is concerned, the change from the paradigm of subjectivity into the paradigm of intersubjectivity, or from the “paradigm of consciousness” intothe “paradigm of language” as Habermas puts it, implies using language within the framework of “communicative action”. This requires the capacity to establish “interpersonal relations” instead of simply practicing an exercise of subject-centred”reasoning for representational or strategic purposes, that is, aiming at descriptive knowledge or at success-oriented expression or intervention (Habermas. 1984:86; 1987b:314).The intersubjectivistic orientation of the subject still differs from the subjectivistic one in that the subject draws her/his self-identification and self-representation from the ways that others identify and represent her/him while in interaction, that is through “intersubjectively recognized self-identification”and “on the basis of the Intersubjective recognition of reciprocal self-representations”(Habermas, 1979:107). The fact that the process of Intersubjective self-identification and self-representation takes place while in interaction is emphasized by Habermas and justifies the dynamic and impermanent nature of the intersubjective subject. Moreover, he notes, there is a “complementary relation between ego and group identity”due precisely to the above-mentioned process that also generates the interconnectedness between the formation of self and group identities since they develop through reciprocal exchange (Habermas, 1979:111)Communication is thus an essential element in the formation of self and group identities because it mediates processes that constitute what Habermas calls the …personal life‟which comprehends …all possible experiences and actions that can be attributed to the individual in his exchange with his social environment‟and that enable the acquisition of knowledge and the transmission of culture within the social system (Habermas, 1979:111). At the same time, language may set limits for a social system which itself represents the “symbolic boundary” and “the horizon of the actions that member reciprocally attribute to themselves internally” (Habermas, 1979:111). Therefore, the linguistically mediated experiences which are both the lifeworld of an individual and the social system with which s/he integrates. More specifically, the scope of possible communicative interactions that are …intersubjectively recognized‟lies within the normative framework of that social system.6. The word “epistemic” mostly approximately means:(A) plagued(B) subject-objective(C) popularized(D) cognitive7. The phrase “the embeddedness of reason in culture and history” can be interpreted as:(A) Culture and history give rise to reason.(B) Culture and history determine what kind of reasoning power you have.(C) The faculty of reasoning can be explained with reference to specific culture and history.8. Which of the following titles is likely to be the title of the book written by Habermas in 1979?(A) Communication and the evolution of society(B) Postmetaphysical thinking(C) The theory of communicative action(D) Toward a rational society9. Which of the following titles do you think best suits this excerpt?(A) Changes in subject-object relations(B) Intersubjective reason(C) The information of self and group identities(D) Habermas and the Frankfurt School10. How many articles and books did the author refer to when he wrote this passage?(A) nine(B) ten(C) eleven(D) sevenPassage 3As I indicated earlier, the analysis of JUDGEMENT is complicated by the need to distinguish between what can be termed …inscribed‟ (or explicit) JUDGEMENT and what we term …token‟ of Judgement (implicit). Under the inscribed/explicit category, the evaluation is explicitly presented by means of a lexical item carrying the JUDGEMENT value, such as, skilfully, corruptly, lazily etc. It is possible, as I have indicated, for JUDGEMENT values to be evoked rather than inscribed by what we call …token‟ of JUDGEMENT. Under these tokens, JUDGEMENT values are triggered by what can be viewed as simply …facts‟, apparently unevaluated descriptions of some event or state of affairs. The point is that these apparently …factual‟ or informational meanings nevertheless have the capacity in the culture to evoke JUDGEMENTAL responses (depending upon the reader‟s social/culture/ideological reading position). Thus a commentary may inscribe a JUDGEMENT value of negative capacity by accusing the government of …incompetence‟ or, alternatively, evoke the same value by means of a token such as …the government did not lay the foundations for long term growth‟. There is, of course, nothing explicitly evaluative about such an observation but it nonetheless has the potential to evoke evaluations of incompetence in readers who share a particular view of economics and the role of government. Similarly, a reporter might explicitly evaluate the behaviour of, for example, a Californian suicide cult as …bizarre‟ or …aberrant‟ or they might evoke such appraisals by means of tokens such as …They referred to themselves as “angles”or …They filled the mansion with computers and cheap plastic furniture‟. Such tokens, of course, assume shared social norms. They rely upon conventionalized connections between actions and evaluations. As such, they are highly subject to reader position—each reader will interpret a text‟stokens of judgement according to their own cultural and ideological positioning. They are also subject to influence by the co-text, and an important strategy in the establishment of interpersonal positioning in a text is to stage inscribed and evoked evaluation in such a way that the reader shares the writer‟s interpretations of the text‟s tokens.In some instances, the ethical evaluation invoked by some …factual‟ description (a token) will have become so naturalized or taken-for-granted in a given cultural situation that it is likely to be regarded as explicit (inscribed) rather than as implicit (evoked).JUDGEMENT. Consider, for example,They ordered a pizza and then shot the deliveryman in the head at a point-blank range.Now the moral evaluation associated with such as action is so firmly established in our culture as to be virtually automatic. Nevertheless, it is still useful to distinguish between token (implicit JUDGEMENT) and inscription (explicit JUDGEMENT) in these contexts. The writer always has the choice between the token, the description couched essentially in experiential or …factual‟ terms (…They shot the man in the head at point-blank range‟) and a description couched in the explicitly evaluative terms of explicit/inscribed Judgement (…They murdered him, heinously, callously and in cold-blood.‟) Since the choice is always available it remains meaningful and significant and should not be overlooked in the analysis, however …automatic‟ the connection between the factual description and the JUDGEMENT value it implies.11. In which of the following fields of study do you think this author is a researched?(A) Text analysis of legal cases(B) Interpersonal semantics(C) Evaluation of texts(D) Media discourse analysis12. What type of text does this passage belong to?(A) A legal interpretation(B) A textbook(C) A research article(D) A workshop presentation13. Which of the following titles do you think best suits this passage?(A) Implicit versus explicit attitudinal positioning(B) Functions of adjectives(C) Evaluation of judgemental expressions(D) Inscriptions and descriptions14. The phrase “JUDGEMENT value” would best be replaced by:(A) Praise(B) Feeling(C) Attitude(D) Ideological reading position15. Which of the following words or phrases best replace the word “token” in this passage?(A) symbolic expression(B) interpersonal position(C) implication(D) simple statementPassage 4In the two decades between 1910 and 1930, over ten percent of the Black population of the United States left the South, where the preponderance of the Black population had been located, and migrated to northern states, with the largest number moving, it is claimed, between 1916 and 1918. It has been frequently assumed, but not proved, that the majority of the migrants in what has come to be called the Great Migration came from rural areas and were motivated by two concurrent factors: the collapse of the cotton industry following the boll weevil infestation, which began in 1898, and increased demand in the North for labor following the cessation of European immigration caused by the outbreak of the First World War in 1914. This assumption has led to the conclusion that the migrants‟ subsequent lack of economic mobility in the N orth is tied to rural background, a background that implies unfamiliarity with urban living and a lack of industrial skills.But the question of who actually left the South has never been rigorously investigated. Although numerous investigations document an exodus from rural southern areas to southern cities prior to the Great Migration, no one has considered whether the same migrants then moved on to northern cities. In 1910 over 600,000 Black workers, or ten percent of the Black work force, reported thems elves to be engaged in “manufacturing and mechanical pursuits,” the federal census category roughly encompassing the entire industrial sector. The Great Migration could easily have been made up entirely of this group and their families. It is perhaps surprising to argue that an employed population could be enticed to move, but an explanation lies in the labor conditions then prevalent in the South. About thirty-five percent of the urban Black population in the South was engaged in skilled trades. Some were from the old artisan class of slavery—blacksmiths, masons, carpenters—which had had a monopoly of certain trades, but they were gradually being pushed out by competition, mechanization, and obsolescence.The remaining sixty-five percent, more recently urbanized, worked in newly developed industries—tobacco, lumber, coal and iron manufacture, and railroads. Wages in the South, however, were low, and Black workers were aware, through labor recruiters and the Black press, that they could earn more even as unskilled workers in the North than they could as artisans in the South. After the boll weevil infestation, urban Black workers faced competition from the continuing influx of both Black and White rural workers, who were driven to undercut the wages formerly paid for industrial jobs. Thus, a move north would be seen as advantageous to a group that was already urbanized and steadily employed, and the easy conclusion tying their subsequent economic problems in the North to their rural background comes into question.16. The author indicates explicitly that which of the following records has been a source ofinformation in her investigation?(A) United States Immigration Service reports from 1914 to 1930(B) Payrolls of southern manufacturing firms between 1910 and 1930(C) The federal census of 1910(D) Advertisements of labor recruiters appearing in southern newspapers after 191017. The author cites each of the following as possible influences in a Black worker‟s decision tomigrate north in the Great Migration EXCEPT(A) wage levels in northern cities(B) labor recruiters(C) competition from rural workers(D) voting rights in northern states18. It can be inferred from the passage that the “easy conclusion” mentioned in line 53 is based onwhich of the following assumptions?(A) People who migrate from rural areas to large cities usually do so for economic reasons.(B) Most people who leave rural areas to take jobs in cities return to rural areas as soon as itis financially possible for them to do so.(C) People with rural backgrounds are less likely to succeed economically in cities than arethose with urban backgrounds.(D) Most people who were once skilled workers are not willing to work as unskilled workers.19. The primary purpose of the passage is to(A) support an alternative to an accepted methodology(B) present evidence that resolves a contradiction(C) introduce a recently discovered source of information(D) challenge a widely accepted explanation20. According to information in the passage, which of the following is a correct sequence ofgroups of workers, from highest paid to lowest paid, in the period between 1910 and 1930?(A) Artisans in the North; artisans in the South; unskilled workers in the North; unskilledworkers in the South(B) Artisans in the North and South; unskilled workers in the North; unskilled workers in theSouth(C) Artisans in the North; unskilled workers in the North; artisans in the South(D) Artisans in the North and South; unskilled urban workers in the North; unskilled ruralworkers in the SouthPassage 5（本文节选于Critical Citizens for an Intercultural World: Foreign Language Education as Cultural Politics一书Chapter TwoPhilosophical Foundations for Critical Cultural Awareness。
2011中科院考研真题物理化学(乙)部分
2011中科院考研真题物理化学（乙）部分下列一些基本常数供解题时参考：普朗克常数 h=6.626×10^34J ·s ； 波儿子曼常数B k =1.381×2310-J/K 摩尔气体常数R=8.314J ·1-mol ·1-K 法拉第常数 F=96500C ·1-mol一、是非题（10分）6.在电解过程中，析出电势越小的阴离子首先在阳极上发生氧化。
7.某反应进行时，反应物浓度与时间呈线性关系，则此反应的半衰期与反应物的初始浓度成反比。
8.在300K 时，有分子A 、B ，每一千万次碰撞可反应一次，此反应临界能为170kJ ·1-mol二、选择题………………无三、计算题1.（6分）由于天气干旱，白天空气相对湿度仅56%（相对湿度即实际水蒸气压力与饱和蒸汽压之比）。
设白天温度为35℃（饱和蒸汽压力为5.62×310kPa ），夜间温度为25℃（饱和蒸汽压力为3.17×310kPa ）试求空气中的水分夜间能否凝结为露珠？若在直径为0.1μm 的土壤毛细管中是否会凝结？设水对土壤完全润湿，25℃时水的表面张力γ=0.0715N ·1-m ，水的密度ρ=1g ·3-cm 。
2.（8分）已知汞溶胶中粒子（设为球形）的直径为22nm ，在1.03dm 溶胶中含有Hg 为8×510-kg 。
试计算：（1）在1.03cm 的溶胶中的胶粒数；（2）1.03cm 的胶粒总表面积；（3）若把质量为8×510-kg 的汞滴，分散成上述溶胶粒子，则表面Gibbs 自由能增加多少？已知汞的密度为13.6kg ·3dm ，汞-水界面张力0.375N ·1-m 。
3.（10分）电解LiCl 制备金属锂时由于熔点高（878K ），通常选用比LiCl 难电解的KCl （熔点1048K ）与其混合。
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厦门大学615普通物理学2013到2004十套考研真题
（2）管内空气对外所做的功，是正功还是负功？
（3）管内空气与外界交换的热量，是吸热还是放热？
6.（15 分）
一半径为 R1 的球体均匀带电，体电荷密度为 。球 内有一半径为 R2 的小空腔，空腔中心与球的中心相 距为 a ，如图所示。试求： （1）球体中心处 O 点的电场强度；
R1
O
（2）空腔中心处 O 点的电场强度；
x0
X
函数；
（2）若该波在离原点 x0 处被竖直的墙面反射，欲使坐标原点处为波节，求 x0 满足
的条件。（设反射时无能量损失）
1
四．（15 分） 设有 N 个气体分子组成的系统，每个分子质量为 m，分子的速率分布函数为
求：
1
4 （15 分）
某一假想的理想气体系统，其分子速率分布函数 f(v)
f(v)可用如图所示的曲线表示，其中 v0 为已知常
量。求：
（1）f(v)的表达式；
（2）速率在 vBiblioteka /2～2v0 之间的分子数占总分子数的
百分比；
（3）设系统包含 1mol 分子，分子的摩尔质量为 O
v0
M0，求系统的内能。 5. （15 分）
（1）导线与矩形线框的互感系数 M；
I(t)
（2）t 时刻矩形线框内感应电动势 ε 的大小和方
a
向；
B A
（3）若线圈电阻近似为常数 R，则 t 时刻 BC
b
v
边所受安培力是多大？
D C
9.（12 分）
用波长为 6240 A 的单色光照射一光栅，已知该光栅的缝宽 b 为 0.012 毫米，不透 明部分的宽度 a 为 0.029 毫米，缝数 N 为 103 条。光栅的谱线是由多光束干涉图样 受单缝衍射图样调制而成，试求： （1）单缝衍射图样的中央角宽度； （2）单缝衍射图样的中央宽度内能看到多少级谱线？ （3）谱线的半角宽度为多少？
厦门大学真题2011年
厦门大学真题2011年(总分：100.00，做题时间：90分钟)一、Part Ⅰ Vocabulary and Structure(总题数：30，分数：15.00)1.Which sport has the most expenses ______ training equipment, players' personal equipment and uniforms?A. in place ofB. in terms ofC. by means ofD. by way of（分数：0.50）A.B. √C.D.解析：[解析] 句子的大意为：就训练设备、运动员的个人装备和服装来说，哪项运动花费最多?A项in place of“代替”；B项in terms of“就……而言，在……方面”；C项by means of“凭借……”；D项by way of“用……方法”。
所以B项符合题意。
2.All ______ is a steady supply of water to the farmland.A. which needsB. that is neededC. the thing is neededD. need（分数：0.50）A.B. √C.D.解析：[解析] 句子的大意为：所需要的就是对农田用水的稳定供应。
本句主语为不定代词all，“that is needed”为主语的定语从句。
所以B项符合题意。
3.Living in the central Australian desert has its problems, ______ obtaining water is not the least.A. for whichB. to whichC. of whichD. in which（分数：0.50）A.B.C. √D.解析：[解析] 句子的大意为：住在澳洲中部的沙漠区会面临很多问题，获取水资源还不是最重要的。
厦大615普通物理考研真题及答案解析
Ⅰ 历年考研真题试卷
厦门大学 2007 年招收攻读硕士学位研究生入学考试试卷
科目代码：615
科目名称：普通物理学（含热、力、光、电）
招生专业：理论物理、凝聚态物理、光学、生物物理和软凝聚态、无线电物理、
物理化学、物理海洋学、海洋物理、无线电物理
（2）刚开始下落时，链条盘在桌子边缘，并假定链条未脱离桌面的那一部分的速度一
直为零。
2.（15 分）
一半径为 R 质量为 M 的均质圆盘放在水平桌面上盘与桌面的滑动磨檫系数为
开始时以角速度
，若盘
绕过盘中心且与盘面垂直的轴旋转，试求经过多少时间盘停止转动？
3.（15 分）
一沿 X 轴正方向传播的平面简谐波，振幅为
考生须知：答案必须使用墨（蓝）色墨水（圆珠）笔；不得在试卷（草稿）纸上作
答；
凡未按规定作答均不予评阅、判分
1.（20 分）
一条质量为 长度为 的均质链条放在一光滑水平桌面上，链子的一端有极小的一端
长度伸出桌子边缘并在重力作用下从静止开始下落。求在下列情况下，整条链条离开桌面
时的速度：
（1）在刚开始下落时，链条以直线形式展开置于桌面；
为已知常数。求:
可用如图所示的曲线表示，其中
（1）
的表达式；
（2）速率在
之间的分子数占总分子
数的百分比；
（3）设系统包含 1mol 分子，分子的摩尔质量为
，
求系统的内能。
5.（15 分）
一根长为 76cm 的玻璃管，上端封闭，下端插入水银中，水银充满管子的一部分，管
子 另 一 部 分 封 闭 有 0.1mol 的 空 气 ， 设 外 界 压 强 保 持 在 76cmHg ， 空 气 的 定 容 摩 尔 取
程守洙《普通物理学》(第6版)(上册)(名校考研真题详解 热力学基础)
6.3 名校考研真题详解一、选择题1．一定量的理想气体，分别经历如图6-1（1）所示的abc 过程，（图中虚线ac 为等温线），和图6-1（2）所示的def 过程（图中虚线df 为绝热线）．判断这两种过程是吸热还是放热（ ）．[华南理工大学2011研]图6-1A ．abc 过程吸热，def 过程放热B ．abc 过程放热，def 过程吸热C ．abc 过程和def 过程都吸热D ．abc 过程和def 过程都放热【答案】A【解析】（1）如图6-2（1），a 点和c 点处于等温线上，所以有．对于abc 过ac T T =程由热力学第一定律得：abc abc abcQ W E ∆=∆+∆由于abc 过程为体积增大，所以，又由于，所以；0abcW ∆>0abc E ∆=0abc Q ∆>因此为吸热．（2）如图6-2（2）所示，考虑def 和df 两个过程，由于初末状态相同，所以有：def dfT T ∆=∆对df 过程，因为是绝热过程，则有：，而df 为体积增大，所0dfdf df Q W E ∆=∆+∆=以，；且．0df W ∆>0df E ∆<df df E W ∆=-∆考虑def 过程，有．由图形可以看出defdef def def df Q W E W W ∆=∆+∆=∆-∆，def df W W ∆<∆所以，因此def 过程为放热．0def Q ∆<图6-22．一定量的理想气体，从p-V 图上初态a 经历（1）或（2）过程到达末态b ，已知a 、b 两态处于同一条绝热线上（图6-3中虚线是绝热线），则气体在（）．[华南理工大学2009研]图6-3A ．（1）过程中吸热，（2）过程中放热B ．（1）过程中放热，（2）过程中吸热D ．两种过程中都放热【答案】B【解析】当沿绝热线由a 状态到b 状态时，气体对外做功等于内能的减少量．当沿（1）曲线变化时，内能减少量不变，但气体对外做功变小．故要放热，当沿（2）曲线变化时，内能减少量人不变，但气体对外做功增大，故需吸热．3．对于室温下的双原子分子理想气体．在等压膨胀的情况下，系统对外所作的功A 与从外界吸收的热量Q 之比A ／Q 等于（ ）．[电子科技大学2008研]A ．2/3B ．1/2C ．2/5D ．2/7【答案】D【解析】由理想气体状态方程可知，则系统对外所作的功为PV nRT =A ＝PV ＝nRT ；因为等压膨胀，则系统从外界吸收的热量（双原7()2p Q nc T dT n ==⎰子分子）故．7()2p c T R =27A Q =4．已知在三相点T ＝273.16K ，冰融化为同温度的水时，熔解热L ＝3.35×105J ／kg ，则2.5千克的冰化为水时的熵变为（ ）．[电子科技大学2008研]A ．3.06×103J ／kC ．8.37×105J ／kD ．3.35×105J ／k【答案】A 【解析】在这个过程中，温度保持不变，即T ＝273.16K ，设冰从273.16K 的恒源热源中吸热，过程是可逆的，则5231 2.5 3.3510 3.0610273.16dQ Q S S S J K J K T T ⨯⨯∆=-====⨯⎰冰水5．关于熵，下面叙述中哪一个是正确的?（ ）[电子科技大学2010研]A ．熵是为描述自发过程进行的方向而引入的，因此熵是过程量B ．熵增加原理表明，任何系统中一切自发过程总是沿着熵增加的方向进行C ．熵是热力学系统无序性的量度D ．任何过程，熵变都可以用下式来计算：【答案】C【解析】A 项，错在“熵是过程量”，应该为“状态函数”；B 项，错在“任何系统”，应该为“封闭系统”；D 项，错在“任何过程”，应该为“可逆过程”．2、填空题1．某理想气体经历的某过程的方程的微分形式为，则此过程应为______过0dp dV p V+=程．[南京理工大学2011研]【答案】等温过程pV =恒量对上式取全微分得：0pdV Vdp +=两边同除以得：pV 0dp dV p V+=2．同一种理想气体的定压摩尔热容C p 大于定体摩尔热容C v ，其原因是______．[华南理工大学2010研]【答案】升高相同的温度时，定压过程需要对外做功，因此需要吸收更多的热量3．一气缸内贮有10mol 的单原子分子理想气体，在压缩过程中外界作功209J ，气体升温1K ，此过程中气体内能增量为______，外界传给气体的热量为______．（普适气体常量R ＝8.31J ／mol.K ）[华南理工大学2010研]【答案】124.65J ；－84.35J【解析】内能增加为:；J RT n E 65.12423=⨯=∆外界传入热量：．J E W Q 35.8465.124209-=+-=∆+=3、计算题1．一摩尔的双原子理想气体，从某体积为40l 的初态先绝热压缩到压强为2atm ，体积减半，再等压膨胀至原体积，最后等容冷却回到初态．（2）求初态的压强；（3）求该循环的效率．[南京理工大学2011研]解：（1）该循环过程分为三个过程：，三个过程对应如下：1231→→→图6-4：绝热过程；12→：等压过程；23→：等容过程．31→（2）：绝热过程有：12→1122PV PV γγ=所以初态的压强2121()0.76V P P atm V γ==（3）温度分别可以算得：111364.6PV T K Rν== 222486.2PV T K Rν== 213972.3PV T K R ν==绝热过程，吸收的热量为：12→10Q =对外做功为：。
厦门大学849光电子技术2011年考研初试专业课真题答案解析
《厦门大学光电子技术历年考研真题及答案解析》31/45厦门大学2011年招收攻读硕士学位研究生入学考试试题答案解析科目代码：849科目名称：光电子技术考生须知：答案必须使用黑（蓝）色墨水（圆珠）笔；不得在试题（草稿）纸上作答；凡未按规定作答均不予评阅、判分1、一支He-Ne 激光器发出波长为632.8nm ，功率为4mW 的激光。
该激光束的直径为2mm ，平面发散角为θ=2mrad ，谱线宽为6kHz 。
求辐射亮度和光谱辐射亮度。
【考查重点】：这是第一章的考点，考查辐射度学的基础知识。
【答案解析】：mW emm d mrad 4,2,2=Φ==θ立体角半径mdR 1==θ激光束的半径mm r 1=，则立体角sr R r R S 61014.3222-⨯≈==Ωπ辐射亮度()0,cos =⋅⋅ΩΦ=ϕϕS e e B ，()28/1006.4m sr W e B ⋅⨯=光谱辐射亮度()()314/1042.6m sr W e B e B ⋅⨯==λλ2、对于半导体激光二极管泵浦的Nd-YAG 激光器，简述其工作原理，并说明产生激光输出的阈值条件。
【考查重点】：这是第一章的考点，考查激光器的工作原理等内容。
【答案解析】：工作原理：泵浦源能量使工作物质中的粒子从低能态激发到高能态，构成粒子数反转分布。
高能态粒子返回低能态产生辐射，会使别的受激原子感应出同频率、同相位、同方向的辐射。
辐射波在谐振腔中来回传播，模式被筛选，只有符合共振频率模式条件的光波被放大，经过放大的光波通过半反镜输出形成激光。
阈值条件：在注入电流的作用下，有源区的受激辐射不断增强，称为增益。
当腔内增益超过总损耗时产生激光。
2011年厦门大学考研真题 信号与系统及答案解析
厦门大学2011年招收攻读硕士学位研究生入学考试试题答案解析科目代码：847 科目名称：信号与系统招生专业：通信与信息系统、信号与信息处理、电子与通信工程（专业学位）一、（15分）已知两个连续信号ff 11(tt )和ff 22(tt )的函数表达式为： （1）ff 1(tt )=3ee −tt uu (tt ) （2）ff 1(tt )=tt uu (tt +2) 试推出通过下列基本运算所得到的另两个连续信号ff 3(tt )和ff 4(tt )的函数表达式，并绘制其波形图。
（a ）ff 3(tt )=∫ff 1(ττ)ddττtt−∞+ddff 2(tt )ddtt（b ）ff 4(tt )=ff 1(tt +1)−ff 2(1−tt )【考查重点】：这道题主要考查第一章的信号的运算，检验考生的基础运算能力，属于基础运算，考生需要注意这些细节。
【答案解析】： （a ）ff 3(tt )=�ff 1(ττ)ddττtt−∞+ddff 2(tt )ddtt=�3ee −ττuu (ττ)ddττtt−∞+ddddtt[tt uu (tt +2)]=−3�uu (ττ)ddee −ττtt 0+uu (tt +2)+tt δδ(tt +2)=−3[ee −tt uu (tt )−uu (tt )]+uu (tt +2)−2δδ(tt +2)=[−3ee −tt +3]uu (tt )+uu (tt +2)−2δδ(tt +2)（b ）ff 4(tt )=ff 1(tt +1)−ff 2(1−tt )=3ee −tt−1uu (tt +1)−(1−tt )uu (3−tt )tf 4(t)-21-1二、（20分）设某连续时间系统的模拟方框图如图1所示。
∑∫∫∫245e(t)e'(t)r(t)图1连续时间系统框图（1）试列出系统的常系数微分方程，并指出其阶次； （2）求解系统的冲激响应hh (tt )和阶跃响应jj (tt )。
2011年福建厦门大学宏微观经济学考研真题
2011年福建厦门大学宏微观经济学考研真题
微观部分
一、名词解释
1.正常商品
2.外部性
二、简答题
1.一个偏远的小镇，只有一个私人诊所，问他能否实行三级价格歧视？为什么？
2.为什么短期平均成本和长期平均成本都是呈U型的？
三、计算题
1.计算关一个人的偏好是风险中性的，在这种情况下他选择何种买卖方式，具体的记不清了
四、分析题
1.关于保险市场的逆向选择和道德风险的分析
2.关于国家实施用电分级收费的情况的分析
宏观部分
一、名词解释
1.周期性失业
2.李嘉图等价
3.费雪效应
4.货币幻觉
二、简答题
1.关于索洛模型和内生增长模型的分析比较
2.凯恩斯的消费函数的三个猜想
三、计算题
1.关于IS-LM-BP模型的计算分析
2.关于索洛模型的计算
四、论述题
解释通货膨胀、失业率，经济增长之间的关系，并联系我国实际经济情况进行分析。
厦门大学《615普通物理学(含热、力、光、电)》历年考研真题专业课考试试题
2008年厦门大学615普通物理学（含热、 力、光、电）考研真题
2007年厦门大学615普通物理学考研真题
2006年厦门大学332普通物理学考研真题
2005年厦门大学332普通物理考研真题
2004年厦门大学332普通物理考研真题
2003年厦门大学332普通物理学考研真题
目 录
2013年厦门大学普通物理学（含热、力、光、电）考研真题 2012年厦门大学615普通物理学（含热、力、光、电）考研真题 2011年厦门大学859普通物理学（环科中心）考研真题 2011年厦门大学615普通物理学（含热、力、光、电）考研真题 2009年厦门大学615普通物理学（含热、力、光、电）考研真题 2008年厦门大学615普通物理学（含热、力、光、电）考研真题 2007年厦门大学615普通物理学考研真题 2006年厦门大学332普通物理学考研真题 2005年厦门大学332普通物理考研真题 2004年厦门大学332普通物理考研真题 2003年厦门大学332普通物理学考研真题 2002年厦门大学普通物理学考研真题 2001年厦门大学普通物理学考研真题 2000年厦门大学普通物理学考研真题
2002年厦门大学普通物理学考研真题
ห้องสมุดไป่ตู้2001年厦门大学普通物理学考研真题
2000年厦门大学普通物理学考研真题
2013年厦门大学普通物理学（含热、力、 光、电）考研真题
2012年厦门大学615普通物理学（含热、 力、光、电）考研真题
2011年厦门大学859普通物理学（环科中 心）考研真题
2011年厦门大学615普通物理学（含热、 力、光、电）考研真题
2009年厦门大学615普通物理学（含热、 力、光、电）考研真题