华南农业大学遗传学2009年考研专业课初试真题
华中农业大学园艺林学学院339农业知识综合一(植物学、遗传学、植物育种学)历年考研真题专业课考试试题
2 连锁遗传图
3 中性突变
4 遗传力
5 群体遗传学
二、选择题（每小题2分，共10分） 1 减数分裂染色体的减半过程发生于（ ） A．后期Ⅰ B．末期Ⅰ C．后期Ⅱ D．前期Ⅱ
2 矮牵牛的红色基因（R）对白花基因（r）是不完全显性，另一对与 之独立的决定窄叶形基因（N）对宽叶形基因（n）为完全显性，则基 因型为RrNn的个体自交后代会产生（ ） A．1/8粉红色花，窄叶 B．1/8粉红色花，宽叶 C．3/16白花，宽叶 D．3/16红花，宽叶
四、问答题（每小题5分，共20分） 1 简述双子叶植物茎的初生结构。
2 简述植物地上部分与地下部分生长的相关性。
3 比较裸子植物、双子叶植物和单子叶植物根的初生结构。
4 举例说明植物学知识在生产实践中的应用。 五、填图题（7分） 在答题纸上填出下图中各数字表示的结构名称
课程名称：339农业综合知识一之遗传学 注意：所有答案必须写在答题本上，不得写在试题纸上，否则无效
3 番茄基因O、P、S位于第二染色体上，当F：OoPpSs与隐性纯合体 测交结果如下：＋＋＋73，＋＋s348，＋p＋2，＋ps96，o＋＋110，o ＋s2，op＋306，ops63，这三个基因在染色体上的顺序是（ ） A．ops B．osp C．pos D．不能确定
4 染色体倒位的一个主要遗传学效应是降低倒位杂合体中倒位区段及 其靠近倒位区域连锁基因之间的重组率，导致这一效应的实质是 （ ） A．倒位区段内不发生交换 B．倒位圈内发生交换后同时产生重复和缺失的染色单体 C．倒位区段不能联会 D．倒位圈内发生多次交换
目 录
2010年华中农业大学336农业知识综合一[专业硕士]考研真题 2011年华中农业大学339农业知识综合一[专业硕士]考研真题 2012年华中农业大学339农业知识综合一[专业硕士]考研真题 2013年华中农业大学339农业知识综合一[专业硕士]考研真题 2014年华中农业大学339农业知识综合一[专业硕士]考研真题 2015年华中农业大学339农业知识综合一[专业硕士]考研真题 2016年华中农业大学339农业知识综合一[专业硕士]考研真题 2017年华中农业大学339农业知识综合一[专业硕士]考研真题 2018年华中农业大学339农业知识综合一[专业硕士]考研真题
2009考研农学门类联考生物化学真题及答案
2009考研农学门类联考生物化学及参考答案五、单项选择题：22～36 小题，每小题 1 分，共 15 分。
下列每题给出的四个选项中，只有一个选项是符合题目要求的。
22.世界上首次人工合成具有生物活性酵母 tRNAAla 的国家是A.美国 B.中国 C.英国 D.法围23.真核生物 mRNA 中 5’一末端的 m7G 与第二个核苷酸之间的连接方式是 A .5’→2’ B .5’→3’ C. 3’→5’ D. 5’→5’24.下列 DNA 模型中，属于左手双螺旋的是A.Z —DNAB.C—DNAC.B—DNA D A—DNA25.下列氨基酸中，[α ]TD=0 的是A.GlnB.GluC.GlyD. Ile26.1961 年国际酶学委员会规定：特定条件下 1 分钟内转化 l μ mol 底物的酶量是A. 1 U B .1 U/mg C .1 Kat D. 1 IU27.可使米氏酶 Km 增大的抑制剂是A.竞争性抑制剂B.非竞争性抑制荆C.反竞争性抑制剂D.不可逆抑制剂28.下列化合物巾，属于氧化磷酸化解偶联剂的是A.鱼藤酮B.抗霉素 AC.氰化物D. 2，4 一二硝基苯酚29.脂肪酸合酶系的终产物是A.丙二酸单酰 CoAB.琥珀酰 CoAC.硬脂酰 CoAD.软脂酰 CoA 30.肉碱脂酰转移酶存在的部位是A.核膜B.细胞膜C.线粒体内膜D.线粒体外膜31.下列参与联合脱氨基作用的酶是A.解氨酶、L 一谷氨酸脱氢酶B.转氨酶、L 一谷氨酸脱氢酶C.解氨酶、L 一氨基酸氧化酶D. 转氨酶、L 一氨基酸氧化酶32.氨基酸脱羧基作用的产物是A.有机酸和 NH3B.有机酸和 CO2C.胺和 CO2D.胺和 NH333.嘌呤核苷酸从头合成途径中产生的第一个核苷酸是A .XMP B.IMP C GMP D.AMP34.劳氏肉瘤病毒逆转录的产物是A. DNAB. cDNAC. ccDNAD.Ts—DNA35.下列含有与 SD 序列互补序列的 rRNA 是A. 16S rRNAB. 18S rRNAC.23S rRNA D .28S rRNA 36.大肠杆菌 RNA 聚合酶核心酶的亚基组成是A.α 2ββ’σB.αβ 2β’C.α 2ββ’ D .αββ’σ六、简答题：37—39 小题，每小题 8 分，共 24 分。
2009-2010遗传学试卷
┊┊┊┊┊┊┊┊┊┊┊┊┊装┊┊┊┊┊┊┊┊┊┊┊┊┊┊订┊┊┊┊┊┊┊┊┊┊┊┊┊┊线┊┊┊┊┊┊┊┊┊┊┊┊学号姓名不能超过装订线否则作废专业班级学号姓名惠州学院期末考试试卷（ A ）卷（ 2009 —— 2010 学年度第 一 学期）考试科目 遗传学 考试时间 题 次 一 二三四五六七八九十 总分得 分评卷人签名一、名词解释（每小题2分，共20分） 1. 狭义遗传率2. 同源染色体3. 中心法则4. 假显性5. 细胞质遗传6. 自主性转座子7. 染色体组9. 转换10. 顺式作用元件二、填空题（每空1分，共20分）1. 水稻二倍体体细胞有24条染色体，通过花药培养获得单倍体，其染色体数为（ ）条， 为了获得正常的二倍体，可以通过（ ）方法诱导单倍体加倍获得，其原理是 （ ）。
2.人类的红绿色盲遗传类型为（ ），调查结果表明，人群中患红绿色盲症的女性 （ ）于男性。
3．有一染色体 a b c .d e f g 发生了结构变异而成为 a b f e d .cg ，这种结构变异称 为（ ）。
4. 在原核生物中，（ ）是指遗传物质从供体转换到受体的过程；以噬菌体为媒介所 进行的细菌遗传物质重组的过程称（ ）。
5. 多态性是指一个物种种群中存在至少（ ）个不同的等位基因。
6. 按照现代遗传学的概念，重组、突变、功能这三个单位应该分别是（ ）、（ ） 和顺反子。
7．基因突变是（ ）的唯一来源，自由组合和互换只是遗传物质（ ）。
8. 表现连续变异的性状称（ ）。
9. 三倍体无籽西瓜是以（ ）为母本，（ ）为父本进行杂交，得到三倍体 种子。
10. 反转录酶的是一类独特的DNA 聚合酶,以( )为模板指导DNA 的合成。
11. 有一个个体之间能随机交配的大群体，初始群体基因型比例AA ：Aa ：aa 为 0.8:0.1:0.1， 请计算等位基因A 的频率p( )，等位基因频率q （ ），随机交配一代后,群体的 基因型比例为( )教务处制 第 1 页┊┊┊┊┊┊┊┊┊┊┊┊┊装┊┊┊┊┊┊┊┊┊┊┊┊┊┊订┊┊┊┊┊┊┊┊┊┊┊┊┊┊线┊┊┊┊┊┊┊┊┊┊┊┊学号姓名不能超过装订线否则作废专业班级 学号姓名三、判断题（每小题1分，共10分，正确打“ √”，错误打“ ×” ） 1. 染色质和染色体都是由同样的物质构成的。
华南农业大学期末考试试卷(A卷)(标准答案)
规律：控制不同性状的非等位基因分布在非同源染色体上，在减数分裂形成配子时非同源染 色体之间发生随机组合，因而这些非等位基因可以自由组合。（2.5 分）
3． 测量矮脚鸡和芦花鸡以及它们杂种的体重，得到下列的平均体重和表型方差（见下表）， 请计算体重的广义和狭义遗传率。
矮脚鸡 芦花鸡 F1 F2 B1B B2B
华南农业大学期末考试试卷（A 卷）（标准答案）
2007 学年第一学期 考试科目： 遗传学
学号
考试类型：（闭卷） 姓名
考试时间： 120 分钟 年级专业
题号
一
二
三
四
五
总分
得分
评阅人
一、名词解释（每个 2 分，共 20 分） 测交 是指被测验的个体与隐性纯合体间的杂交（1.5 分）。根据测交子代所表现的表型种 类和比例，可以确定被测验个体的基因型（0.5 分）。
度，可确定物种分歧的大致时间。（√）
四、简答题（每题 5 分，共 30 分）
1． 写出下列专业术语的英文名称
（1）等位基因； （2）染色体组； （3）连锁；
allele;
genome;
linkage;
（4）遗传； heredity;
（5）表型 phenotype
2． 分离规律及自由组合规律的遗传实质是什么？ 答：分离规律：控制相对性状的一对等位基因位于同源染色体上，在减数分裂形成配子时两 条同源染色体被分配到不同的细胞中，其上的等位基因也随之发生分离。（2.5 分）自由组合
平均（斤） 方差
1.4
0.1
6.6
0.5
3.4
0.3
3.6
1.2
2.5
0.8
4.8
1.0
2009年全国普通高等院校招生统一考试广东生物试卷
结果都 正确的是 待测物质 检测试剂 预期显色结果
Ｄ 独立调节叶绿索降解的生理过程 ．
１． １ 下列叙述中 ， 不属于种群空间特征描述 的是 Ａ 斑马在草原上成群活动 ． Ｂ 每毫升河水 中有 ９个大肠杆菌 ． Ｃ 稗草在稻 田中 随机分布 ．
・
７・ ６
生物 学教 学 ２Ｏ 年（ ４ 第 ｌ期 Ｏ９ 第３ 卷） ０
２９ ０ 年全国普通高等院校招生统一考试广东生物试卷 ０
一
、
单项选择题 ： 本题 共 ２ 题 。 ０小 每小题 ２分 ， ４ 共 Ｏ分。
确 的叙述是
每小题 给出的四个选项中 ． 只有一个选项最符合题 目要求。
弯 曲角 度
③ 淀粉 斐林试 剂 ④ 蛋 白质 双缩脲试剂
Ａ ①③ ． Ｂ ②③ ． ｃ ① ④ ．
蓝色 紫色
Ｄ ②④ ．
７ 有关“ ． 低温诱导大蒜根尖细胞染色体加倍” 的实 验 ， 正
琼 脂块上 胚芽 鞘尖端 数量 （ ） 个
生 物学教 学 ２０ 年（ ４ 第１ 期 ０９ 第３ 卷） ０
石 藻 丰
Ａ ．此食物 网共有 ６条食 物链 Ｂ 硅 藻既是生产者 ， 是分解者 ． 又 Ｃ 磷虾在 不同食物链上都属 于同一 营养 级 ． Ｄ ．严禁过度捕杀蓝鲸 由于其 对该食物网影 响最 大
低
Ｃ 呼 吸速率加 快 ．
Ａ． ０ １ １／ ９ Ｂ． ／ ９ ９ １ Ｃ． ／ ９ １ １ Ｄ． ／ １２
ｌ ． 图为南极 某海域的食物链 。据 图判 断正确的是 ４下
虎 鲸 豹 海 豹
全国硕士研究生入学统一考试农学联考植物生理学与生物化学真题2009年
全国硕士研究生入学统一考试农学联考植物生理学与生物化学真题2009年(总分：149.99，做题时间：180分钟)一、植物生理学 (总题数：15，分数：15.00)1.植物细胞质膜中，含量最高的脂类物质是( )。
（分数：1.00）A.硫脂B.糖脂C.磷脂√D.胆固醇解析：[解析] 植物细胞质膜的化学组成。
[解析] 植物细胞质膜的主要成分是脂类和蛋白质。
膜脂主要包括磷脂、糖脂和胆固醇。
磷脂是构成膜脂的基本成分，占整个膜脂的50%以上；糖脂在膜脂中的含量一般在5%以下；胆固醇在膜脂中的含量较低。
因此，植物细胞质膜中，含量最高的脂类物质是磷脂。
2.植物细胞中，组成微丝的蛋白质是( )。
（分数：1.00）A.力蛋白B.动蛋白C.角蛋白D.肌动蛋白√解析：[解析] 植物细胞骨架。
[解析] 细胞骨架包括微丝、微管和中间纤维。
微丝是由肌动蛋白聚合而成的、直径为7nm的丝状结构。
力蛋白和动蛋白是依赖微管的马达蛋白，它们可以通过水解ATP沿微管运动。
角蛋白是中间纤维的重要组分。
因此，植物细胞中，组成微丝的蛋白质是肌动蛋白。
3.C4植物光合作用固定CO2形成的第一个产物是( )。
（分数：1.00）A.琥珀酸B.草酰乙酸√C.苹果酸D.天冬氨酸解析：[解析] 光合碳同化。
[解析] 光合碳同化包括C3代谢途径、C4代谢途径和景天酸代谢途径。
C4植物CO2固定在叶肉细胞和维管束鞘细胞中进行，CO2的受体是叶肉细胞细胞质中的PEP，在PEPC催化下，形成草酰乙酸，形成的草酰乙酸在叶肉细胞叶绿体中被还原为苹果酸，也可在细胞质中由天冬氨酸转氨酶催化，经转氨基作用而形成天冬氨酸。
因此，C4植物光合作用固定CO2形成的第一个产物是草酰乙酸。
4.将暗适应的植物转到光下，其叶绿体类囊体腔内pH和Mg2+浓度的变化是( )。
（分数：1.00）A.pH升高、Mg2+降低B.pH降低、Mg2+升高C.pH不变、Mg2+升高D.pH降低、Mg2+降低√解析：[解析] 光合碳同化。
华南农业大学期末考试试卷-2007(遗传学)
答：较合理的选育方案是先以乙品种为母本与甲品种杂交，然后以乙品种作轮回亲本与杂种 进行回交，如果不考虑其他性状，回交一代即可出现抗病、穗长 10cm 的单株，自交一代抗 病基因即可纯合。全过程如下：
P
乙品种（♀）
甲品种（♂）
rrA1A1A2A2A3A3A4A4 × RRa1a1a2a2a3a3a4a4
6．在一个显性等级为ga>gb>gc的二倍体后代群体中，可存在多少种基因型？
2
A，3； √B，6； C，8； D，以上都不对
7．可以使一个基因从一个连锁群转移到另一个连锁群的机制是
√A，易位； B，倒位； C，交换； D，剂量补偿
8．己知黑尿症是常染色体单基因隐性遗传，两个都是黑尿症基因携带者男女结婚，预测他们
5
3、实验课题目（10 分） （1）请写出观察到的 5 种果蝇的突变性状及其位于什么染色体上。(5 分) （2）下表是“大肠杆菌乳糖操纵子基因的表达调控”实验中的几种处理，请填表写出预期结 果并分析每种处理设置的目的。（5 分）
处理
X-gal
IPTG
结果及目的
1．DH10B（pSK＋）
40 μL
－
的孩子患黑尿症的概率是（ ）
A，1.00
B，0.75
C，0.50 √D，0.25
9．假如一个性状是呈数量遗传的，但遗传力等于零，那么它：
A，确实是不遗传的； √B，可能是在基因型完全相同的个体中观察到的； C，没有受
到环境的影响； D，是一种没有基因参与的表现型
10．人类中，假设患血友病的男性在男性群体中约占 2％，预期血友病女性在女性人口中的
2、 一个品种抗病、穗长 6cm 的甲品种与一个综合性状优良、穗长 10cm 感病的乙品种杂交， 假定二者在抗病性上存在着一对基因的差异，抗病（R）对感病（r）为显性，在穗长上存在 着四对独立遗传基因的差异，抗病基因与穗长基因是独立遗传的，今欲获得抗病大穗的新品 种，你将如何选育，估计最早在什么世代能选到抗病性稳定、穗长接近 10cm 的优良单株， 并简要说明遗传学原理。（10 分）
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。