华南理工大学2018年研究生入学试题(汽车理论)
2018年华南理工大学研究生入学考试专业课真题626_英语综合水平测试
626华南理工大学2018 年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）科目名称：英语综合水平测试适用专业：外国语言文学performances. Rather than playing tricks with alternatives presented to participants, we secretly altered the outcomes of their choices, and recorded how they react. For example, in an early study we showed our volunteers pairs of pictures of faces and asked them to choose the most attractive. In some trials, immediately after they made their choice, we asked people to explain the reasons behind their choices.Unknown to them, we sometimes used a double-card magic trick to secretly exchange one face for the other so they ended up with the face they did not choose. Common sense dictates that all of us would notice such a big change in the outcome of a choice. But the result showed that in 75 per cent of the trials our participants were blind to the mismatch, even offering “reasons” for their“choice”.We called this effect “choice blindness”, echoing change blindness,the phenomenon identified by psychologists where a remarkably large number of people fail to spot a major change in their environment. Recall the famous experiments where X asks Y for directions; while Y is struggling to help, X is switched for Z - and. Y fails to notice. Researchers are still pondering the full implications, but it does show how little information we use in daily life, and undermines the idea that we know what is going on around us.When we set out, we aimed to weigh in on the enduring, complicated debate about self-knowledge and intentionality. For all the intimate familiarity we feel we have with decision making, it is very difficult to know about it from the “inside”: one of the great barriers for scientific research is the nature of s ubjectivity.As anyone who has ever been in a verbal disagreement can prove, people tend to give elaborate justifications for their decisions, which we have every reason to believe are nothing more than rationalizations after the event. To prove such people wrong, though, or even provide enough evidence to change their mind, is an entirely different matter: who are you to say what my reasons are?But with choice blindness we drive a large wedge between intentions and actions in the mind. As our participants give us verbal explanations about choices they never made, we can show them beyond doubt - and prove it - that what they say cannot be true. So our experiments offer a unique window into confabulation (the story-telling we do to justify things after the fact) that is otherwise very difficult to come by. We can compare everyday explanations with those under lab conditions, looking for such things as the amount of detail in descriptions, how coherent the narrative is, the emotional tone, or even the timing or flow of the speech. Then we can create a theoretical framework to analyse any kind of exchange.This framework could provide a clinical use for choice blindness: for example, two of our ongoing studies examine how malingering might develop into truesymptoms, and how confabulation might play a role in obsessive-compulsive disorder.Importantly, the effects of choice blindness go beyond snap judgments. Depending on what our volunteers say in response to the mismatched outcomes of choices (whether they give short or long explanations, give numerical rating or labeling, and so on) we found this interaction could change their future preferences to the extent that they come to prefer the previously rejected alternative. This gives us a rare glimpse into the complicated dynamics of self-feedback (“I chose this, I publicly said so, therefore I must like it”), which we suspect lies behind the formation of many everyday preferences.We also want to explore the boundaries of choice blindness. Of course, it will be limited by choices we know to be of great importance in everyday life. Which bride or bridegroom would fail to notice if someone switched their partner at the altar through amazing sleight of hand? Yet there is ample territory between the absurd idea of spouse-swapping, and the results of our early face experiments.For example, in one recent study we invited supermarket customers to choose between two paired varieties of jam and tea. In order to switch each participant’s choice without them noticing, we created two sets of “magical” jars, with lids at both ends and a divider inside. The jars looked normal, but were designed to hold one variety of jam or tea at each end, and could easily be flipped over.Immediately after the participants chose, we asked them to taste their choice again and tell us verbally why they made that choice. Before they did, we turned over the sample containers, so the tasters were given the opposite of what they had intended in their selection. Strikingly, people detected no more than a third of all these trick trials. Even when we switched such remarkably different flavors as spicy cinnamon and apple for bitter grapefruit jam, the participants spotted less than half of all s witches.We have also documented this kind of effect when we simulate online shopping for consumer products such as laptops or cell phones, and even apartments. Our latest tests are exploring moral and political decisions, a domain where reflection and deliberation are supposed to play a central role, but which we believe is perfectly suited to investigating using choice blindness.Throughout our experiments, as well as registering whether our volunteers noticed that they had been presented with the alternative they did not choose, we also quizzed them about their beliefs about their decision processes. How did they think they would feel if they had been exposed to a study like ours? Did they think they would have noticed the switches? Consistently, between 80 and 90 per cent of people said that they believed they would have noticed something was wrong.Gervais, discovers a thing called “lying” and what it can get him. Within days, M ark is rich, famous, and courting the girl of his dreams. And because nobody knows what “lying” is? he goes on, happily living what has become a complete and utter farce.It’s meant to be funny, but it’s also a more serious commentary on us all. As Americans, we like to think we value the truth. Time and time again, public-opinion polls show that honesty is among the top five characteristics we want in a leader, friend, or lover; the world is full of sad stories about the tragic consequences of betrayal. At the same time, deception is all around us. We are lied to by government officials and public figures to a disturbing degree; many of our social relationships are based on little white lies we tell each other. We deceive our children, only to be deceived by them in return. And the average person, says psychologist Robert Feldman, the author of a new book on lying, tells at least three lies in the first 10 minutes of a conversation. “There’s always been a lot of lying,” says Feldman，whose new book, The Liar in Your Life, came out this month. “But I do think we’re seeing a kind of cultural shift where we’re lying more, it’s easier to lie, and in some ways it’s almost more acceptable.”As Paul Ekman, one of Feldman’s longtime lying colleagues and the inspiration behind the Fox IV series “Lie To Me” defines it，a liar is a person who “intends to mislead,”“deliberately,” without being asked to do so by the target of the lie. Which doesn’t mean that all lies are equally toxic: some are simply habitual –“My pleasure!”-- while others might be well-meaning white lies. But each, Feldman argues, is harmful, because of the standard it creates. And the more lies we tell, even if th ey’re little white lies, the more deceptive we and society become.We are a culture of liars, to put it bluntly, with deceit so deeply ingrained in our mind that we hardly even notice we’re engaging in it. Junk e-mail, deceptive advertising, the everyday p leasantries we don’t really mean –“It’s so great to meet you! I love that dress”– have, as Feldman puts it, become “a white noise we’ve learned to neglect.” And Feldman also argues that cheating is more common today than ever. The Josephson Institute, a nonprofit focused on youth ethics, concluded in a 2008 survey of nearly 30,000 high school students that “cheating in school continues to be rampant, and it’s getting worse.” In that survey, 64 percent of students said they’d cheated on a test during the past year, up from 60 percent in 2006. Another recent survey, by Junior Achievement, revealed that more than a third of teens believe lying, cheating, or plagiarizing can be necessary to succeed, while a brand-new study, commissioned by the publishers of Feldman’s book, shows that 18-to 34-year-olds--- those of us fully reared in this lying culture --- deceive more frequently than the general population.Teaching us to lie is not the purpose of Feldman’s book. His subtitle, in fact, is “the way to truthful relationships.” But if his book teaches us anything, it’s that we should sharpen our skills — and use them with abandon.Liars get what they want. They avoid punishment, and they win others’ affection. Liars make themselves sound smart and intelligent, they attain power over those of us who believe them, and they often use their lies to rise up in the professional world. Many liars have fun doing it. And many more take pride in getting away with it.As Feldman notes, there is an evolutionary basis for deception: in the wild, animals use deception to “play dead” when threatened. But in the modem world, the motives of our lying are more selfish. Research has linked socially successful people to those who are good liars. Students who succeed academically get picked for the best colleges, despite the fact that, as one recent Duke University study found, as many as 90 percent of high-schoolers admit to cheating. Even lying adolescents are more popular among their peers.And all it takes is a quick flip of the remote to see how our public figures fare when they get caught in a lie: Clinton keeps his wife and goes on to become a national hero. Fabricating author James Frey gets a million-dollar book deal. Eliot Spitzer’s wife stands by his side, while “Appalachian hiker” Mark Sanford still gets to keep his post. If everyone else is being rewarded for lying，don’t we need to lie, too, just to keep up?But what’s funny is that even as we admit to being liars, study after study shows that most of us believe we can tell when others are lying to us. And while lying may be easy, spotting a liar is far from it. A nervous sweat or shifty eyes can certainly mean a person’s uncomfortable, but it doesn’t necessarily mean they’re lying. Gaze aversion, meanwhile, has more to do with shyness than actual deception. Even polygraph machines are unreliable. And according to one study, by researcher Bella DePaulo, we’re only able to differentiate a lie from truth only 47 percent of the time, less than if we guessed randomly. “Basically everything we’ve heard about catching a liar is wrong,” says Feldman, who heads the College of Social and Behavioral Sciences at the University of Massachusetts, Amherst.Ekman, meanwhile, has spent decades studying micro-facial expressions of liars: the split-second eyebrow arch that shows surprise when a spouse asks who was on the phone; the furrowed nose that gives away a hint of disgust when a person says “I love you.” He’s trained everyone from the Secret Service to the TSA, and believes that with close study, it’s possible to identify those tiny emotions. The hard part, of course, is proving them. “A lot of times, it’s easier to believe,” says Feldman. “It takes a lot ofThere were, however, different explanations of this unhappy fact. Sean Pidgeon put the blame on “humanities departments who are responsible for the leftist politics that still turn people off.” Kedar Kulkarni blamed “the absence of a culture that privileges Learning to improve oneself as a human being.” Bethany blamed universities, which because they are obsessed with “maintaining funding” default on th e obligation to produce “well rounded citizens.” Matthew blamed no one，because i n his view the report’s priorities are just what they should be: “When a poet creates a vaccine or a tangible good that can be produced by a Fortune 500 company, I’ll rescind my comment.”Although none of these commentators uses the word, the issue they implicitly raise is justification. How does one justify funding the arts and humanities? It is clear which justifications are not available. You cannot argue that the arts and humanities are able to support themselves through grants and private donations. You cannot argue that a state’s economy will benefit by a new reading of “Hamlet.” You can’t argue -- well you can, but it won’t fly -- that a graduate who is well-versed in the history of Byzantine art will be attractive to employers (unless the employer is a museum). You can talk as Bethany does about “well rounded citizens,” but that ideal belongs to an earlier period, when the ability to refer knowledgeably to Shakespeare or Gibbon or the Thirty Years War had some cash value (the sociologists call it cultural capital). Nowadays, larding your conversations with small bits of erudition is more likely to irritate than to win friends and influence people.At one time justification of the arts and humanities was unnecessary because, as Anthony Kronman puts it in a new book, “Education’s End: Why Our Colleges and Universities Have Given Up on the Meaning of Life，” it was assumed that “a college was above all a place for the training of character, for the nurturing of those intellectual and moral habits that together from the basis for living the best life one can.”It followed that the realization of this goal required an immersion in the great texts of literature, philosophy and history even to the extent of memorizing them, for “to acquire a text by memory is to fix in one’s mind the image and example of the author and his subject.”It is to a version of this old ideal that Kronman would have us return, not because of a professional investment in the humanities (he is a professor of law and a former dean of the Yale Law School), but because he believes that only the humanities can address “the crisis of spirit we now confront” and “restore the wonder which those who have glimpsed the human condition have always felt, and which our scientific civilization, with its gadgets and discoveries, obscures.”As this last quotation makes clear, Kronman is not so much mounting a defense ofthe humanities as he is mounting an attack on everything else. Other spokespersons for the humanities argue for their utility by connecting them (in largely unconvincing ways) to the goals of science, technology and the building of careers. Kronman, however, identifies science, technology and careerism as impediments to living a life with meaning. The real enemies, he declares，are “the careerism that distracts from life as a whole” and “the blind acceptance of science and technology that disguise and deny our human condition.” These false idols，he says，block the way to understanding. We must turn to the humanities if we are to “meet the need for meaning in an age of vast but pointless powers,”for only the humanities can help us recover the urgency of “the question of what living is for.”The humanities do this, Kronman explains, by exposing students to “a range of texts that express with matchless power a number of competing answers to this question.” In the course of this program —Kronman calls it “secular humanism”—students will be moved “to consider which alternatives lie closest to their own evolving sense of self?” As they survey “the different ways of living that have been held up by different authors,” they will be encouraged “to enter as deeply as they can into the experiences, ideas, and values that give each its permanent appeal.” And not only would such a “revitalized humanism” contribute to the growth of the self,it “would put the conventional pieties of our moral and political world in question” and “bring what is hidden into the open — the highest goal of the humanities and the first responsibility of every teache r.”Here then is a justification of the humanities that is neither strained (reading poetry contributes to the state’s bottom line) nor crassly careerist. It is a stirring vision that promises the highest reward to those who respond to it. Entering into a conversation with the great authors of the western tradition holds out the prospect of experiencing “a kind of immortality” and achieving “a position immune to the corrupting powers of time.”Sounds great, but I have my doubts. Does it really work that way? Do the humanities ennoble? And for that matter, is it the business of the humanities, or of any other area of academic study, to save us?The answer in both cases, I think, is no. The premise of secular humanism (or of just old-fashioned humanism) is that the examples of action and thought portrayed in the enduring works of literature, philosophy and history can create in readers the desire to emulate them. Philip Sydney put it as well as anyone ever has when he asks (in “The Defense of Poesy” 1595), “Who reads Aeneas carrying old Anchises on his back that wishes not it was his fortune to perform such an excellent act?” Thrill to this picture of42.What does Anthony Kronman oppose in the process to strive for meaningful life?A.Secular humanism.B. Careerism.C. Revitalized humanismD. Cultural capital.43.Which of the following is NOT mentioned in this article?A.Sidney Carton killed himself.B.A new reading of Hamlet may not benefit economy.C.Faust was not willing to sell his soul.D.Philip Sydney wrote The Defense of Poesy.44.Which is NOT true about the author?A.At the time of writing, he has been in the field of the humanities for 45 years.B.He thinks the humanities are supposed to save at least those who study them.C.He thinks teachers and students of the humanities just learn how to analyze literary effects and to distinguish between different accounts of the foundations of knowledge.D.He thin ks Kronman’s remarks compromise the object its supposed praise.45.Which statement could best summarize this article?A.The arts and humanities fail to produce well-rounded citizens.B.The humanities won’t save us because humanities departments are too leftist.C.The humanities are expected to train character and nurture those intellectual andmoral habits for living a life with meaning.D.The humanities don’t bring about effects in the world but just give pleasure to those who enjoy them.Passage fourJust over a decade into the 21st century, women’s progress can be celebrated across a range of fields. They hold the highest political offices from Thailand to Brazil, Costa Rica to Australia. A woman holds the top spot at the International Monetary Fund; another won the Nobel Prize in economics. Self-made billionaires in Beijing, tech innovators in Silicon Valley, pioneering justices in Ghana—in these and countless other areas, women are leaving their mark.But hold the applause. In Saudi Arabia, women aren’t allowed to drive. In Pakistan, 1,000 women die in honor killings every year. In the developed world, women lag behind men in pay and political power. The poverty rate among women in the U.S. rose to 14.5% last year.To measure the state of women’s progress. Newsweek ranked 165countries, looking at five areas that affect women’s lives; treatment under the law, workforce participation, political power, and access to education and health care. Analyzing datafrom the United Nations and the World Economic Forum, among others, and consulting with experts and academics, we measured 28 factors to come up with our rankings.Countries with the highest scores tend to be clustered in the West, where gender discrimination is against the law, and equal rights are constitutionally enshrined. But there were some surprises. Some otherwise high-ranking countries had relatively low scores for political representation. Canada ranked third overall but 26th in power, behind countries such as Cuba and Burundi. Does this suggest that a woman in a nation’s top office translates to better lives for women in general? Not exactly.“Trying to quantify or measure the impact of women in politics is hard because in very few countries have there been enough women in politics to make a difference,” says Anne-Marie Goetz, peace and security adviser for U.N. Women.Of course, no index can account for everything. Declaring that one country is better than another in the way that it treats more than half its citizens means relying on broad strokes and generalities. Some things simply can’t be measured.And cross-cultural comparisons can t account for difference of opinion.Certain conclusions are nonetheless clear. For one thing, our index backs up a simple but profound statement made by Hillary Clinton at the recent Asia-Pacific Economic Cooperation summit. “When we liberate the economic potential of women, we elevate the economic performance of communities, nations, and the world,”she said. “There’s a simulative effect that kicks in when women have greater access to jobs and the economic lives of our countries: Greater political stability. Fewer military conflicts. More food. More educational opportunity for children. By harnessing the economic potential of all women, we boost opportunity for all people.”46.What does the author think about women’s progress so far?A.It still leaves much to be desired.B.It is too remarkable to be measured.C.It has greatly changed women's fate.D.It is achieved through hard struggle.47.In what countries have women made the greatest progress?A.Where women hold key posts in government.B.Where women’s rights are protected by law.C.Where women’s participation in management is high.D.Where women enjoy better education and health care.48.What do Newsweek rankings reveal about women in Canada?A.They care little about political participation.B.They are generally treated as equals by men.C.They have a surprisingly low social status.D.They are underrepresented in politics.49.What does Anne-Marie Goetz think of a woman being in a nation's top office?A.It does not necessarily raise women's political awareness.B.It does not guarantee a better life for the nation's women.C.It enhances women's status.D.It boosts women's confidence.50.What does Hillary Clinton suggest we do to make the world a better place?A.Give women more political power.B.Stimulate women's creativity.C.Allow women access to education.D.Tap women's economic potential.Passage fiveThe idea that government should regulate intellectual property through copyrights and patents is relatively recent in human history, and the precise details of what intellectual property is protected for how long vary across nations and occasionally change. There are two standard sociological justifications for patents or copyrights: They reward creators for their labor, and they encourage greater creativity. Both of these are empirical claims that can be tested scientifically and could be false in some realms.Consider music. Star performers existed before the 20th century, such as Franz Liszt and Niccolo Paganini, but mass media produced a celebrity system promoting a few stars whose music was not necessarily the best or most diverse. Copyright provides protection for distribution companies and for a few celebrities, thereby helping to support the industry as currently defined, but it may actually harm the majority of performers. This is comparable to Anatole France's famous irony, "The law, in its majestic equality, forbids the rich as well as the poor to sleep under bridges." In theory, copyright covers the creations of celebrities and obscurities equally, but only major distribution companies have the resources to defend their property rights in court. In a sense, this is quite fair, because nobody wants to steal unpopular music, but by supporting the property rights of celebrities, copyright strengthens them as a class in contrast to anonymous musicians.Internet music file sharing has become a significant factor in the social lives of children, who download bootleg music tracks for their own use and to give as gifts to friends. If we are to believe one recent poll done by a marketing firm rather than social。
汽车理论试题及答案
汽车理论试题及答案一、单项选择题（每题2分，共20分）1. 汽车的驱动力主要来源于（）。
A. 内燃机B. 电动机C. 蒸汽机D. 燃气轮机答案：A2. 汽车的制动系统主要作用是（）。
A. 提高车速B. 降低车速C. 增加油耗D. 改善驾驶舒适性答案：B3. 汽车的转向系统允许驾驶员（）。
A. 改变车辆速度B. 改变车辆方向C. 改变车辆高度D. 改变车辆重心答案：B4. 汽车的悬挂系统主要功能是（）。
A. 增加车辆的重量B. 减少车辆的重量C. 吸收路面的冲击D. 提高车辆的油耗答案：C5. 汽车的燃油系统主要负责（）。
A. 储存燃油B. 过滤燃油C. 燃烧燃油D. 以上都是答案：D6. 汽车的冷却系统的主要作用是（）。
A. 增加发动机温度B. 降低发动机温度C. 增加发动机的功率D. 减少发动机的磨损答案：B7. 汽车的点火系统的作用是（）。
A. 点火启动发动机B. 为车辆提供动力C. 为车辆提供照明D. 为车辆提供音响答案：A8. 汽车的排放控制系统的主要目的是（）。
A. 减少汽车的噪音B. 减少汽车的排放C. 提高汽车的燃油效率D. 提高汽车的行驶速度答案：B9. 汽车的传动系统的主要功能是（）。
A. 传递动力B. 储存动力C. 增加动力D. 减少动力答案：A10. 汽车的车身结构的主要作用是（）。
A. 提供美观B. 提供安全C. 提供舒适D. 以上都是答案：D二、多项选择题（每题3分，共15分）1. 以下哪些部件是汽车发动机的组成部分？（）A. 气缸B. 变速器C. 曲轴D. 排气管答案：AC2. 汽车的底盘包括哪些部分？（）A. 发动机B. 变速器C. 悬挂系统D. 车身答案：BC3. 汽车的电气系统包括哪些部分？（）A. 电池B. 发电机C. 点火系统D. 空调系统答案：ABC4. 汽车的安全性配置可能包括哪些？（）A. 安全气囊B. 刹车辅助系统C. 导航系统D. 倒车雷达答案：ABD5. 汽车的舒适性配置可能包括哪些？（）A. 座椅加热B. 自动空调C. 导航系统D. 音响系统答案：ABD三、判断题（每题1分，共10分）1. 汽车的发动机是汽车动力的来源。
华南理工大学《汽车理论》历年真题——按章节汇编(计算、推导题)(DOC)
华南理工大学《汽车理论》历年真题——按章节汇编(计算、推导题)(DOC)第一章动力性1、某前轮驱动的轿车，其前轮负荷为汽车总重力的61.5%。
该车的总质量=m1600kg，C=0.45，DA=2.002m，f=0.02，=δ 1.00 。
试确定该车在ϕ=0.5的路面上的附着力，并求由附着力所决定的极限最高车速与极限最大爬坡度及极限最大加速度。
(在求最大爬坡度和最大加速度时可设F=0)—W —20032、某4×2后驱动轻型货车的总质量m＝3880kg，轴距L＝3.2m，质心至前轴距离a＝1.94m，质心高度h g=0.9m，车轮半径r＝0.367m，主减速器传动比i0＝5.83，一档传动比i g1＝5.56，传动离a=3.2m，重心高度h=1.1m，车轮滚动半径gr=0.46m。
问：此时路面的附着系数 值最小应为多少？——20054、若后轴驱动的双轴汽车在滚动阻力系数f=0.03的道路上能克服道路的上升坡度角为α=200。
汽车数据：轴距L=4.2m，重心至前轴距=1.1m，车轮滚动半径离a=3.2m，重心高度hgr=0.46m。
问：此时路面的附着系数ϕ值最小应为多少？——20065、汽车用某一挡位在f =0.03的道路上能克服=20%,若用同一挡位在f =0.02的最大坡度Imax的水平道路上行驶，求此时汽车可能达到的加速度的最大值是多少？（δ=1.15 且忽略空气阻力）。
——20076、若后轴驱动的双轴汽车在滚动阻力系数f=0.03 的道路上能克服道路的上升坡度角为α=20 。
汽车数据：轴距L=4.25m ，重心至前轴距离a=3.52m ，重心高度hg =1.13m，车轮滚动半径r=0.45m 。
问：此时路面的附着系数ϕ值最小应为多少？——20107、一辆后袖驱动汽车汽车质量换算系数为δ 1.0266 ，该车在附着系数=ϕ0.6 的路=面行驶，直接挡最大加速度=αmax s.0。
已知汽m275车在该路面上的滚动阻力系数=f0.060，求：1) 直接挡的最大动力因数。
工程硕士研究生入学复试汽车理论试题参考答案[]
![工程硕士研究生入学复试汽车理论试题参考答案[]](https://img.taocdn.com/s3/m/1481c321844769eae009ed85.png)
一、概念解释、汽车使用性能：汽车应该有高运输生产率、低运输成本、安全可靠和舒适方便的工作条件。
汽车为了适应这种工作条件，而发挥最大工作效益的能力叫做汽车的使用性能。
汽车的主要使用性能通常有：汽车动力性、汽车燃料经济性能、汽车制动性、汽车操纵稳定性、汽车平顺性和汽车通过性能。
2、滚动阻力系数：滚动阻力系数可视为车轮在一定条件下滚动时所需的推力与车轮负荷之比，或单位汽车重力所需之推力。
也就是说，滚动阻力等于汽车滚动阻力系数与车轮负荷的乘积，即r T fW F ff ==。
其中：f 是滚动阻力系数，f F 是滚动阻力，W 是车轮负荷，r 是车轮滚动半径，f T 地面对车轮的滚动阻力偶矩。
3、驱动力与（车轮）制动力： 汽车驱动力t F 是发动机曲轴输出转矩经离合器、变速器（包括分动器）、传动轴、主减速器、差速器、半轴（及轮边减速器）传递至车轮作用于路面的力0F ，而由路面产生作用于车轮圆周上切向反作用力t F 。
习惯将t F 称为汽车驱动力。
如果忽略轮胎和地面的变形，则r T F tt =，T g tq t i i T T η0=。
式中，t T 为传输至驱动轮圆周的转矩；为车轮半径；tq T 为汽车发动机输出转矩；g i 为变速器传动比；0i 主减速器传动比；T η为汽车传动系机械效率。
制动力习惯上是指汽车制动时地面作用于车轮上的与汽车行驶方向相反的地面切向反作用力b F 。
制动器制动力μF 等于为了克服制动器摩擦力矩而在轮胎轮缘作用的力r T F /μμ＝。
式中：μT 是车轮制动器摩擦副的摩擦力矩。
从力矩平衡可得地面制动力b F 为ϕμ≤F r T F b /＝。
地面制动力b F 是使汽车减速的外力。
它不但与制动器制动力μF 有关，而且还受地面附着力ϕF 的制约4、汽车驱动与附着条件：汽车动力性分析是从汽车最大发挥其驱动能力出发，要求汽车有足够的驱动力，以便汽车能够充分地加速、爬坡和实现最高车速。
实际上，轮胎传递的轮缘切向力受到接触面的制约。
华南理工大学812汽车理论2004--2018年考研真题
并求出其相应的特征车速 uch 或临界车速 ucr 。
（2）静态储备系数 S M 及侧向加速度为 0.4g 时的前、后轮侧偏
角绝对值之差1 2 。
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412 华南理工大学
2005 年攻读硕士学位研究生入学考试试卷
（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回）
为 ua0＝30km/h 时，该车的最短制动距离是多少？（不计制动器反应时间及 制动减速度上升时间） 3、二自由度轿车模型的有关参数如下： 总质量 m＝1800kg，轴距 L＝3.1m，质心至前轴距离 a＝1.46m，前轮总侧偏 刚度 k1＝－62600N/rad，后轮总侧偏刚度 k2＝－11020N/rad。
4 变形转向
5 轮胎的驻波现象
6 轮胎侧偏角
7 发动机使用外特性
8 悬架刚度
9 侧倾转向
10 车轮的滚动半径
二、问答题 （每小题 10 分，总计 100 分）
1 汽车轮胎的滚动阻尼是如何产生的？滚动阻尼与哪些因素有关？如何影响？
2 汽车在阶跃输入下汽车的稳态响应用哪些量来评价？各个量的物理意义是什么？
10 汽车传动装置的最小与最大传动比选择的原则是什么？ 三、分析与计算题 （每小题 10 分，总计 20 分） 1 图 3 为双轴汽车的平面模型，在何种条件下，可以利用图 4 的模型分析汽车车身的 振动？在何种条件下，图 4 可以简化为图 2 所示的单质量模型？ （要求有必要的推导过程）
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2 图 5 为单横臂悬架的模型，试推导该悬架的线刚度（要求有推导过程）
）。
4、汽车的燃油经济性常用一定运行工况下，汽车行驶（ ）的燃油消耗量或
历年华南理工大学汽车理论考研真题共22页文档
华南理工大学2002年攻读硕士学位研究生入学考试试卷（请在答题纸上作答，试后本卷必须与答题纸一同交回）科目名称：汽车理论与设计适用专业：车辆工程第一部分汽车理论部分（共50分）一．解释概念（每小题3分，共15分）1.发动机的外特性曲线；2.附着力；3.制动力系数；4.汽车的制动强度；5.汽车的比功率；二．问答题（每小题6分，共24分）1.什么叫汽车的动力性？汽车动力性的主要评价指标是什么？2.画出4×2后驱动汽车的驱动轮在加速过程中的受力图并进行受力分析。
3.如何根据汽车发动机的万有特性曲线及汽车的功率平衡图计算汽车的等速百公里油耗？并写出有关的计算公式及公式中各物理量所使用的量纲。
4.试证明在特征车速下，不足转向汽车的横摆角速度增益为与轴距L相等的中性转向汽车横摆角速度增益的一半。
三．计算题（11分）对于简化为车身振动的单质量系统模型，它由车身质量m2和弹簧刚度 、减震器阻力系数为C 的悬架组成。
设车身垂直位移坐标Z 的原点取在静力平衡位置，其自由振动齐次方程的解为： 其中，；m c n 22= ως0n=称为阻尼比；ω0为单质量振动系统无阻尼自由振动的固有频率。
当阻尼比时，3.0=ς（1） 单质量系统有阻尼自由振动系统的固有频率ωr （2）求减幅系数d第二部分 汽车设计部分 （共50分）一．汽车传动系统设计的计算载荷若按发动机最大转矩计算和按驱动轮最大附着力矩计算时，取其中计算得出的较大值还是较小值作为计算载荷？为什么（10分）。
二．分析汽车主减速器传动比i 0值的大小变化会导致汽车主动力性有何变化？（10分） 三．汽车改装设计时，若将汽车的轴距加大或减小过多时，应对汽车转向梯形机构进行设计校核，为什么？（10分）四．双轴汽车前后车轮制动器的设计计算载荷如何确定？（10分）五．现代汽车设计时选用自动变速器、主动式悬架、动力转向和ABS 制动系统的日益增多，试述它们分别对汽车哪些性能有何影响？华南理工大学2004年攻读硕士学位研究生入学考试试卷（试卷上做答无效，请在答题纸上做答，试后本卷必须与答题纸一同交回） 科目名称：汽车理论 适用专业：车辆工程一、解释概念（每小题4分，共40分）1、汽车的最大爬坡度i max2、发动机部分负荷特性曲线3、汽车的驱动力图4、发动机的燃油消耗率b5、制动时汽车的方向稳定性6、峰值附着系数pϕ7、转向盘角阶跃输入下汽车的瞬态响应8、轮胎的侧偏角9、车轮与路面间的相对动载10、汽车悬架系统阻尼比ξ二、填空题（每小题2分，共20分）1、随着驱动力系数的加大，滚动阻力系数（）。
2018年华南理工大学研究生入学考试专业课真题812_汽车理论
第 1 页第 2 页。
812A华南理工大学2018 年攻读硕士学位研究生入学考试试卷14. 一般而言 ，最大侧偏力越大 ，汽车的极限性能 ( 29) ，圆周行驶的极限侧向加速度( 30)（ 试卷上做答无效 ，请在答题纸上做答 ，试后本卷必须与答题纸一同交回） 科目名称 ：汽车理论 适用专业 ：机械工程 ：交通运输工程（专硕）：车辆工程（专硕）共 生 页一、填空题 （共 50 分，每空 l 分）1. 汽车直线行驶时受到的空气阻力分为压力阻力与摩擦阻力两部分 。
压力阻力分为 ：二12...一、 ( 2 ) 、 (3) 和 J_1_2._ 一四部分。
2. 汽车的动力性能不只受驱动力的制约 ，它还受到一」12-一的限制。
3. 汽车的燃油经济性常用 ( 6) 的燃油消耗量或 ( 7) 的里程来衡量 。
等速行驶工况没有全面反映汽车的实际运行情况 ，各国都制定了一些典型的 ( 8 ) 来模拟实际汽车运行状况 。
4. 汽车的加速时间表示汽车的加速能力 ，它对i_旦L 一有着很大影响 。
常用_u挝 时间和( 11) 时间来表明汽车的加速能力 。
5. 汽车的驱动力是驱动汽车的外力 ，即 ( 12) 的纵向反作用力。
6. 车速达到某一临界车速时 ，滚动阻力迅速增长 ，此时轮胎发生 (13) 现象。
7. 确定最大传动比时 ，要考虑 4 ) 、 ( 15) 、 Cl6 ) 三方面的问题 。
8. 汽车的制动性能主要由 ( 17) 、 08) 和 (19 ) 三方面来评价 。
9. 制动器温度上升后 ，摩擦力矩常会有显著下降 ，这种现象称为 ( 20)10. 盘式制动器与鼓式制动器相比 ：其制动效能 ( 21 ) 、稳定性能 ( 22 ) 反应时间 ( 23 )11. 汽车制动时某一轴或两轴车轮发生横向滑动的现象称为 ( 24 )12. 制动时汽车跑偏的原因有两个 ，即 ( 25 ) 及 ( 26 )13. 现代汽车均装有 ( 27 ) 阀或 ( 28) 阀等制动力调节调节装置 ，以满足制动法规的要求 。
汽车理论题库(含答案)
《汽车理论》试题一、解释名词术语 1、汽车动力性：汽车以最大可能高的平均技术速度运送货物或乘客的能力。
2、汽车燃油经济性：汽车以最少的燃料消耗量完成单位运输工作的能力。
3、汽车制动性：汽车在行驶中能强制降低行驶速度直至稳定停车或在下长坡时维持一定车速以及在一定坡道上能长时间停车不动的能力。
4、汽车制动跑偏：制动跑偏，是指汽车在制动过程中自动向左或向右偏驶的现象。
5、汽车制动侧滑：制动时汽车的某一轴或两轴发生横向移动。
6、汽车操纵稳定性：汽车操纵稳定性，是指在驾驶员不感觉过分紧张、疲劳的条件下，汽车能按照驾驶员通过转向系及转向车轮给定的方向（直线或转弯）行驶；且当受到外界干扰（路不平、侧风、货物或乘客偏载）时，汽车能抵抗干扰而保持稳定行驶的性能。
7、汽车通过性：是指汽车以足够高的平均车速通过各种坏路及无路地带的能力。
8、汽车行驶平顺性：指汽车在行驶过程中乘员所处的振动环境具有一定舒适度的性能，对于载货汽车还包括保持货物完好的性能。
9 汽车离去角汽车离去角2 ，是指自车身后突出点向后车轮引切线时，切线与路面之间的夹角。
它表征了汽车离开障碍物(如小丘、沟洼地等)时，不发生碰撞的能力。
离去角越大，则汽车的通过性越好。
10、汽车接近角：汽车接近角是自车身前突出点向前车轮引切线时，切线与路面之间的夹角。
它表征了汽车接近障碍物时，不发生碰撞的能力。
接近角越大，汽车通过性越好。
11、轮胎侧偏特性： 12 迟滞损失轮胎在滚动过程中，轮胎各个组成部分间的摩擦以及橡胶元、帘线等分子之间的摩擦，产生摩擦热而耗散，这种损失称为弹性元件的迟滞损失。
二、填空：1、汽车动力性的评价指标有---------------、----------------、--------------------。
2、汽车制动性的评价指标有-----------------、-------------------、--------------------。
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.i..!.L，一」主L一、－」ll..一耳L」丘L四部分． 2. 汽车的动力性能不只受驱动力的tM约，它还受到一」豆L一的限制。
3. 汽车的燃油经济性常用一」豆L一的燃油消耗量或一」］.）＿一的里程来衡量．等法 行驶工况没有金而反映汽车的实际运行悄况，各罔部制定了 一些典型的一」�＊
极拟实际汽车运行状况． 4. 汽车的加速时间表示汽车的加速能力，它对－－且L一有着很大影响。常用一」J.Q.l
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14.一般而言，最大侧偏力越大，汽车的极限性能__J_w__一’圆周行驶的极限侧向
加速度一」旦L一·
·
’ ·飞
．
15.汽车横摆角地度的频率将性包括_lli2_斗特性和一」m一特性．
. ,16.在侧向力作用下，若汽车前轴友、右车轮蚕豆载荷变动盘较大，汽车趋于_J坦；
不足转向盘l ＇若后轴左、右车轮垂直就街变动f在较大，汽系趋于..:.._._主L一不足转向
时间和l一」.1ll一时间米表明汽车的加速能力。
5. j汽华的驱动力是驱动汽车的外力，自JJ一」ill..一的纵向反作用力．
l
_u 6.旦在速达到某一ll备界车速时，滚动阻力迅速增长，此时轮胎发生 主L一现象。
_u _u 7. 确定最大传动比 1时，要考虑 丘L一、
豆L一、－」i豆L一三方面的问题
8..汽车的lt.tl动性能主要出－」17.l.一、一」1且L一和一」122._一三方而来评价．
812A
华南理工大学 2018 年攻读硕士学位研究生入学考试试卷
〈试卷上做答无效，请在答朋纸上做答，试后本卷必须与答题纸一同交朋〉
科目名称s汽车理论 适用专业：机械工程：交通运输工程（专硕）：车辆工程（专硕）
一 、I真空题（共50分，每空l分〉
共牟页
1.汽车直线行驶时受到的空气阻力分为压力阻力与摩擦阻力两部分。压力阻力分为 2
盘。
17.汽车在弯道行驶中，因前轴侧滑而失去路径跟踪能力的现象称为一」j之一’后 轴侧滑甩尾而失去稳定性的现象称为一」旦L一。
18. 平顺蚀妥求车身部分随尼比取较一且11-一值，行驶安全性要求取较_Q旦L一值．
阻尼比增大主要使一」2旦L一的均方根值明显下降．
19.对于双轴汽车系统振动， 当前、后轴上万车身位移同相位时，服于一」组L一振
动，当反相位时，属于一」主12..一振�J.
20.正似j偏角对应于负的侧偏力与正的田正力iEi正外倾角对j豆一一组1)＿一外｛顶侧向
力和一」且L一外倾回E力矩。
21.当汽车质心在中怆转向点之前时，汽车具有一」且L一转向特性，降低悬架系纺
固有频率，可以一一坠主L一年身加速度．
22.汽车的动力性可由二二豆豆L一、一」旦L一及一」且L一三方丽的指标来评定. 23.汽车是由若干部件缉成的一个多自由度动力学系统，官具有一」丘旦L一、_J旦 _ ；
阻尼等动力学的特点．
二、术语解释（共30分，每小题3分〉
I.发动机的使用外特性曲线
2_ .附着率
3.实际前、后制动器制动力分配线〈自线）
. '4. 制动力系数与侧向力系数
ห้องสมุดไป่ตู้
．第 2
． ·． ．．
页
．
．
5.稳态横摆角速度增益 6.同步附着系数 7.回应力矩 8.悬架的限｛fl行程 9. 制动效率 10.悬架的侧侣！刚皮
一轨车轮将首先饱死？并求Hl该轨车轮刚抱�E时汽车的制动减速度是多少？
2.二自由度轿车摸到有关参数如下g 总质量m=1818.2怡， 绕Oz轨转动惯量出
第
3
·咽－
』J.J,
Iz=388Skg·m2：轴距L＝�.048m1底心至前轴距离a=I.463m；质心至后轴距离b=l.S8Sm1
前轮总侧偏刚度k1=-62618N/rad；后轮总侧偏刚度k俨－11oiss N/r ad；转向系总传动 比 i=20。 试求： (I）稳定性因数也（2）特征车速U曲。
9. 制动器温度上升后，摩擦力矩常会有显著下降，这利l现象称为一」2豆L一·
10.兹式！bl］动器与鼓式制动吉普相比：其制动效能一」.ill.一、稳定性能一」m...一’
反应时间一」n.2._一。． 1）.汽车制动时某一轴或两轨车轮发生横向滑动的现象称为一」且L_.
12.制动时汽车跑偏的原因有两个，llP一」丘ι＿，x.一且且一’ 13.现代汽车均装有一」旦L一间或一.....J.l阀等制动力调节调节装鼠，以？简.＠I l!Jtl动法规的要求。
’．
‘ ．
．
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的影响。 3.分析汽车的质心位置对汽车操纵稳定性的影响。
五、计算题（;J"t; 20分， 每小题IO分）
nt lle I.一辆轿车总 为21.24kN， 轴 L=2.87m， 敬心距捕轴距离a=l.27m， 重心尚昆
hg=O.SOSm，制'i:JJ')J分配系数!3=0.6.试计算：在附着系数φ＝0.8的路丽上制动时，哪｜
三、 问答跑〈共20分， 每小腿5分〉 l.在汽车纺构方面， 可以通过哪些途径改替燃油经济性？试解释之． 2.车厢的侧倾力矩由哪几部分组成？ 3. 在 一个 4. 试分析轮胎结构、 工作条件对轮胎侧偏特性的影响．
四、分析·＃］ （共30分， 每小题10分〉 I.以载货汽车为例，分析超载对i训动性能的彤响． 2.试分析车身与车轮部分厌世比μ及悬架与轮胎的刚皮t已y.对振动响应：应宅、l,i、Fc/G