2009年山东齐鲁工业大学微生物学考研真题A卷
齐鲁工业大学822《微生物学》考试大纲2021年考研专业课初试大纲
微生物学考试大纲
课程名称：微生物学
参考书目：周德庆著微生物学教程高等教育出版社
复习大纲：
绪论
重点掌握微生物的定义，了解微生物学研究内容以及学科发展简史
第一章：微生物的五大共性
要求熟悉微生物的五大共性
第二章：微生物的形态和构造（一）原核微生物
重点掌握细菌和放线菌的相关内容，包括菌落特征、形态、染色和繁殖方式及其应用等。
第三章：微生物的形态和构造（二）真核微生物
重点掌握酵母菌和霉菌的形态构造，繁殖方式及应用等。
第四章：微生物的形态和构造（三）非细胞型生物
重点掌握病毒的定义，噬菌体对发酵工业的危害与发酵工业防治噬菌体污染的主要措施。
掌握病毒在基因工程中的应用。
第五章：微生物的营养和培养基
重点掌握微生物的营养要素；微生物营养类型；物质运输方式及培养基类型和设计原则等。
第六章：微生物的代谢和发酵
掌握微生物的能量代谢；微生物的发酵类型；重点掌握代谢调控在发酵工业上的应用。
第七章：微生物的生长及其控制
重点掌握微生物的生长测定方法；生长规律；影响生长的主要因素；微生物的培养方法；有害微生物的控制。
第八章：微生物的遗传变异和育种
掌握遗传变异的物质基础；重点掌握基因突变与诱变育种的原理以及常用的方法；掌握基因重组、原生质体融合、基因工程的概念；重点掌握菌种衰退、复壮与保藏方法。
第九章：微生物的生态
重点掌握微生物的分布及资源开发；微生物的相互关系；微生物与环境保护。
2000-2009微生物所考研真题
2002002微生物一、名词解释（用中文解释下列名词并说明他们的区别20分）1、羧化体与包涵体2、芽孢与芽孢子3、次生代谢与共代谢4、卫星病毒与阮病毒5、接合孢子与担孢子二、填空题1．L型细菌是指通过自发突变形成的遗传性稳定的（）缺陷菌株2、厌氧菌因缺乏（）所以容易被生物体内的超氧阴离子自由基毒害致死3、两种常用的测定微生物细胞数量的方法是（）和（）4、化能自养菌为还原CO2而需要的A TP和还原力来自（）5、烟草花叶病毒的缩写为（）6、低等真菌包括（）和（）两个亚门7、对一般培养基常采用的灭菌条件是（）8、细菌进行氧化磷酸化的部位是（）9、（）是自然界碳素循环中厌氧生物链的最后一个成员10、青霉素的营养体是（）隔菌丝，无性繁殖产生（）11、植物甘油醚是（）细胞膜的类脂成分12、单细胞微生物生长曲线中稳定期到来的主要原因是（）三．判断题10分1、噬冷菌细胞膜中含有高比例的饱和脂肪酸，从而保证了膜在低温下的半流质态2、大多数放线菌是G+菌，少数是G-菌3、处于整合态的噬菌体核酸成为前噬菌体4、类病毒是一种小片段的RNA分子，没有外壳包裹5、根瘤菌在异形胞中进行固氮作用6、Saccharomycodes ludwigii 的营养体只能以二倍体形式存在7、多糖的抗原性最强，其次是蛋白质8、炭疽病的病原微生物是一种病毒9、支原体是最小的能独立繁殖的微生物10、曲霉的分生孢子梗呈帚状分支四、试写出以下微生物的学名或中文名称1、枯草芽孢杆菌2、啤酒酵母3、Staphalococcus aureu4、Aspergillus flavus5、Neurospora crassa五、问答题50分1、举例说明抗菌素的作用机制2、噬盐菌光合作用的机理是什么3、试述原核生物基因重组的方式4、试述核酸分析在细菌分类中应用的基本原理，应用范围和意义中国科学院微生物研究所2004年硕士研究生入学考试微生物学试题一、名词解释（共40分）1、质粒和类核体2、朊病毒和噬菌体3、内毒素和外毒素4、互生作用和拮抗作用5、古生菌和极端环境微生物6、初级代谢和次级代谢7、操纵子和基因组8、芽孢和分生孢子9、准性生殖和溶原转变10、 O抗原和H抗原二、是非题，请在（）中打“＋”表示是，或“－”表示非。
2009年微生物学模拟试卷(A)参考答案
2009年微生物学模拟试卷（A）参考答案）一、填空题（每空0.5分，共18分）1.显微镜测微尺、微米、直径、长度和宽度、相对、真正2.芽殖、裂殖、产生无性孢子3.葡聚糖、甘露聚糖、蛋白质、几丁质4.光能无机自养型、光能有机异养型、化能无机自养型、化能有机异养型5.扩散、促进扩散、主动运输、膜泡运输6.乙醛、丙酮酸7.恒浊法、恒化法8.Griffith的转化实验、 Avery等的转化实验、T2 phage的感染实验9.大肠杆菌、枯草芽孢杆菌10.根霉属、酵母菌属11.分辨率、数值孔径值、0.１８微米、1000~1500倍二、判断题（对打“√”，错打“×”，每小题1分，共10分）1.√,2.×,3. √,4. ×,5. √,6. ×,7. √,8. √,9. √, 10. ×三、单项选择题（每小题1分，共10分）1. C ,2.A,3. C,4. B ,5. B ,6. A ,7. D,8. A ,9. A , 10. B四、简答题（每小题5分，共30分）1.（1）个体极小；（2）没有细胞结构，大多数病毒是由蛋白质外壳包围着核酸，而且只含单一DNA或RNA；（3）严格的活细胞寄生；（4）病毒核酸使病毒能利用寄主细胞进行复制；（5）具有侵染力；（6）具抵抗力病毒对抗生素不敏感，而干扰素却能阻止病毒的复制。
2.(1)非对应性；(2)稀有性；(3)规律性；（4）独立性；（5）遗传和回复性；（6）可诱变性。
3.先将待分离的材料用无菌水作一系列的稀释（1：10、1：100、1：1000、1：10000…）（,然后分别取不同的稀释液少许，与已熔化并冷却至50℃左右的琼脂培养基混合,摇匀后,倾入灭过菌的培养皿中，待琼脂凝固后制成可能含菌的琼脂平板,保留培养一定时间即可出现菌落。
如果稀得当，在平板表面或琼脂培养基中就可出现分散的单个菌落,这个菌落可能就是有一个细菌细胞繁殖形成，随后挑起该单个菌落，或重复以上操作数次，便可得到纯培养。
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。
微生物历年考研真题及答案
部分招生单位研究生入学历年考试真题2004年北京师范大学攻读硕士研究生入学考试试题一、名词解释（每题3分，共45分）1．Ames试验 2．包膜 J．胞吞作用 4．不亲和性 5．Col质粒 6．端粒7．附加体 8．感染复数 9．回文结构 10.末端重复 11.轻链 12.噬菌体展示 13.卫星RNA 14.致育因子 15.原毒素二、简要回答题（每题5分，共45分）1．说明控制微生物生长繁殖的主要方法及原理。
2．SASR病毒粒子及其基因组的基本结构是什么？3．以简要的图示和文字说明酿酒酵母菌的生活史。
4．溶源性细菌有哪些特性？5．什么是细菌群体的生长曲线？它在生产上有哪些应用？6．病毒壳体结构有哪几种对称形式？病毒粒子主要结构类型有哪些？7．固氮微生物中大多为好氧菌，它们如何保证固氮酶既不被氧灭活，又能提供必要的氧产生ATP进行固氮？8．说明红硫细菌，枯草杆菌，硝化细菌的营养及获能方式。
9．什么是病毒的一步生长曲线？该曲线中各时期的特点是什么？三、试验设计（每题15分，共30分）1．设计一个实验程序，以确保在对未知菌进行革兰氏染色时操作正确，结果可靠。
2．设计一套从自然界筛选分离一株对聚氯联苯类农药降解能力高的菌株的方案。
四、问答题（每题15分，共30分）1．什么是营养缺陷型？如何从诱变菌株中筛选出营养缺陷型。
2．光合细菌有哪几类？细菌的光合作用与绿色植物的光合作用之间有什么不同？2005年北京师范大学攻读硕士研究生入学考试试题一、名词解释（每题3分，共45分）1．半抗原 2．表型 3．病毒入胞 4．病毒因子 5．超敏反应 6．反向末端重复 7．分段基因组 8．富集培养 9．干扰素 IO.感受态细胞 11.核壳12.类囊体 13.免疫原性 14．原养型 15．微生物传感器二、简要回答题（每题5分，共45分）1．RNA是微生物的遗传物质吗？为什么？2．HIV病毒粒子中的逆转录酶的生物学功能是什么？3．以简要的图示和文字说明路德类酵母菌的生活史。
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。
中国计量09年生物真题
中国计量学院2009年攻读硕士学位研究生入学试题考试科目名称:分子生物学（含35％微生物学）考试科目代码: 805考生姓名:考生编号:本试卷共五大题，共四页。
一、单项选择题（共30小题，每小题1分，共30 分）1.下列细胞器中属于半自主性的细胞器是BA .溶酶体B. 线粒体C.高尔基复合体D.内质网2.下列转录因子以同源异型域模式结合DNA的是A. JunB. TFIIIAC. AntpD. 雌激素受体3.下列不属于原核染色体DNA结合蛋白的是A. Hu蛋白B. IHF蛋白C. H1蛋白D. H2A蛋白4.下列有关端粒和端粒酶描述错误的是A.端粒是染色体末端短的富含AC串联重复序列；B.端粒酶是核糖核蛋白复合体，利用这一结构来维持端粒的长度；C. 端粒酶在正常体细胞中活性很低；D.端粒每复制一次，缩短一次，所以端粒和衰老有一定的关系。
5.在下列蛋白质中，参与mtDNA复制的聚合酶是A. DNA聚合酶γB. DNA聚合酶αC. DNA聚合酶εD. DNA聚合酶δ6. 下列转录因子结合TATA盒的是BA. TFIIIAB. TBPC. TFIIDD. TFIIIB7. 下列有关基因转录描述错误的是A. 转录模板又称无意义链，非转录模板称编码链；B. 转录过程中，需要ATP和GTP；C. 基本转录因子结合增强子，而特异转录因子结合启动子；D. 转录过程中，RNA聚合酶沿着模板链的3’到5’方向移动。
8. 真核内含子剪切信号是A. GT-ACB. GT-AGC. CT-ACD. GG-AC9. 真核U6snRNA是由转录完成的。
A. RNA聚合酶IB. RNA聚合酶IIC. RNA聚合酶IIID.RNA聚合酶β10.下列易于被磷酸化的氨基酸是A. ArgB. GluC. SerD. Lys11.在蛋白质生物合成中，能够与核糖体小亚基结合的是A. 氨酰tRNA合成酶B.mRNAC. rRNAD. tRNA12.下列不属于操纵子结构的是A. 操纵基因；B. 调节基因；C.结构基因；D. 管家基因13.下列有关DNA二级结构描述正确的是A. 维持DNA二级结构的最主要作用力是氢键；B. Z型DNA是右手螺旋DNA，而A型DNA是左手螺旋；C. DNA双螺旋的大沟和小沟是蛋白与其相互作用的结构基础；D. Z型DNA常出现在嘌呤丰富的区域。
(2000—2009)湖大环境工程微生物学真题
2000年生物真题一. 填空题（60*0.5）1.根据微生物跟氧的关系，可将微生物分为（）（）和（）三类。
2.细菌细胞的特殊结构主要为（）（）（）等。
3.放线菌的菌丝由于形态和功能不同，一般可分为（）和（）菌丝。
4.根据培养基的物理状态，可将培养基分为（）（）和（）三类。
5.微生物与其它类型生物相比具有（）（）（）等特点。
6.病毒的繁殖过程一般可分为（）（）（）（）等四步。
7.水体污化系统一般将受有机污染的河段分为（）（）（）和（）等四带。
8.微生物之间的相互关系一般可分为（）（）（）（）。
9.根据微生物生长所需能源和碳源的不同，一般可将微生物分为（）（）（）（）。
10.革兰氏染色的步骤是先用（）（）着色和媒染，继用（）脱色，最后用（）复染，其中最关键的一步是（）。
大肠杆菌经革兰氏染色后呈（）色，为革兰氏（）菌。
11.细菌细胞的原生质体是有（）（）和（）组成。
12.活细菌数的测定方法有（）（）。
13.微生物所需的营养主要包括：（）（）（）（）和（），这些营养物质如果是大分子，则首先要分解为小分子，然后以（）（）（）（）等不同方式透过细胞膜而进入细胞内。
14..在废水生物处理中，常见的原生动物主要有四类：（）（）（）（），它们一般具有（）（）作用。
15.根据厌氧消化（沼气发酵）三阶段理论，可将厌氧消化过程分为（）（）（）等三个阶段。
二.名词解释（7*4）1.灭菌2.菌胶团3.水体自净4.硝化作用5.污泥驯化6.互生关系7.酶三.问答题（42）1.什么叫细菌的生长曲线？细菌的生长曲线可分为几个阶段？在用常规活性污泥法处理废水时，一般应选择哪个阶段最合适，为什么？2.细菌的呼吸作用的本质是什么？它可分为几种类型？各类型有何特点？3.检验饮用水时，为什么一般不直接测定致病菌，而检测指示菌？用发酵法检测饮用水中的大肠菌群数时，常分几步进行测定？每步的原理是什么？4.什么叫活性污泥？活性污泥的结构与功能中心是什么？活性污泥净化污水的机理是什么？5.试阐明用生物法处理废水对废水水质的要求。
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2009年山东齐鲁工业大学微生物学考研真题A卷
一、名词解释（每小题 2 分，共 30 分）
1、microorganism
2、蓝细菌
3、酵母菌
4、溶源性
5、朊病毒
6、营养类型
7、天然培养基
8、发酵
9、生长曲线
10、最适生长温度
11、灭菌
12、基因
13、移码突变
14、非特异性免疫
15、双名法
二、单项选择题（每题 1 分，共 10 分）
1、巴斯德采用曲颈瓶实验来（）。
A 驳斥自然发生说
B 证明微生物治病
C 认识到微生物的化学结构
D 提出细菌和原生动物分类系统
2、由一团缠绕的核酸和蛋白质外壳所包围的粒子，是对（）最好的描述。
A 藻类
B 核糖体
C 病毒
D 细菌
3、已知引起人类疾病的最小病原体是（）。
A 原生动物
B 细菌
C 病毒
D 立克次氏体
4、下面的染料（）用在革兰氏染色中。
A 美蓝和刚果红
B 苯胺黑和石碳酸品红
C 番红和结晶紫
D 番红和美蓝
5、真核生物和原核生物的差别在于（）。
A 真核生物没有细胞器
B 真核生物有一个单个染色体
C 真核生物有细胞核及细胞器
D 真核生物不能进行有丝分裂
6、微生物的稳定生长期，（）。
A 细胞分裂速率增加
B 细胞分裂速率降低
C 群体处于最旺盛健壮的阶段
D 群体内细胞数量最少的阶段
7、不可以用直接显微镜计数法用来测定微生物群体数目的是（
）。
A 原生动物
B 细菌
C 病毒
D 真菌孢子
8、二分裂过程大多在（）中进行。
A 病毒
B 原生动物
C 细菌
D 真菌
9、化学渗透学说解释（）。
A 氨基酸转变为糖类分子
B 糖酵解过程中淀粉分子分解产生葡萄糖分子
C 捕获的能量在 ATP 分子中
D 用光作为能源合成葡萄糖分子
10、细菌中紫外线引起突变的原因是（）。
A 由于染色体断裂
B 由于引起移码突变
C 由于相邻胸腺嘧啶碱基结合在一起
D 由于 DNA 片段的颠倒
三、判断题（每题 1 分，共 10 分）
1、真核细胞中的核糖体主要分布在内质网上。
2、接合过程中，假如受体细胞接受了 F 因子，受体细胞有可能变成供体细胞。
3、抗生素的抗性菌在微生物的群体中并不存在，直到群体接触抗生素时，抗性菌才能形成。
4、对已知细菌种分类列表的官方手册是《伯杰氏系统细菌学手册》。
5、在其基因组中含有 RNA 病毒的一个例子是艾滋病病毒。
6、电泳的方法利用电流去区分大小不同的抗体分子并分离它们。
7、用于啤酒发酵的糖来自淀粉类材料，如葡萄。
8、巴斯德消毒法可以杀死牛奶或奶制品中存在的所有微生物。
9、居住在豆科植物的根中的细菌都是耐酸的。
10、作为污染指示物的大肠菌群是一类革兰氏阴性的肠杆菌，包括大肠埃希氏菌。
四、问答题（8 题中任选 6 题作答，每题 10 分，共 60 分）
1、细菌生长曲线分哪几个时期及不同时期的特点。
2、诱变育种的概念及基本原则。
3、细菌鉴定的主要鉴定指标有哪些？
4、各举一例，说明细菌细胞的一般结构和特殊结构及其生理功能。
5、抗原的免疫原性及免疫反应性，免疫原性的物质基础。
6、证明 DNA 是遗传物质的 3 个经典实验。
7、噬菌体侵染宿主细胞的几个阶段，并简要说明各阶段的具体过程。
8、简述微生物在土壤中分布的规律。
五、论述题（每题 20 分，共 40 分）
1、详述微生物的 6 类营养要素及营养物质进入细胞的 4 种方式。
2、营养缺陷型菌株的概念?在实验室中从原养型菌株获得营养缺陷型菌株的方案及步骤有哪些?。