华南理工大学2018年《349药学综合》考研专业课真题试卷
华南理工大学考研试题2017年-2018年349药学综合
31. 药理学是（ ） A. 研究药物代谢动力学的科学 B. 研究药物效应动力学的学科
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C. 研究药物与机体相互作用及其作用规律学科 D. 与药物有关的生理学科 E. 研究药物的学科
32. 在酸性溶液中弱碱性药物（ ） A. 解离少，再吸收多，排泄慢 B. 解离多，再吸收少，排泄快 C. 解离少，再吸收少，排泄快 D. 解离多，再吸收多，排泄慢 E. 排泄速度不变
三、简单题（共 8 题，每题 10 分，共 80 分）
1. 简述药物的脂水分配系数对药物生物活性的影响。
2. 解释前药定义，并举例说明前药原理的意义。
3. 药物制剂按照给药途径如何分类及详细剂型。
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4. 简述透皮给药系统及其优点。 5. 药品质量标准分析方法验证主要包括哪些效能指标。 6. 简述原料药稳定性实验的目的和内容。 7. 零级消除动力学与一级消除动力学各有何特点。 8. 治疗慢性新功能不全的药物分类？主要代表药物有哪些？ 四、综合题（共 3 题，每题 20 分，共 60 分） 1. 以青霉素和头孢菌素为例阐释β-内酰胺抗生素的结构特点，并简述如何合理使用 抗生素？ 2. 什么是药物给药系统？其特点是什么？ 3. 请阐述药理学在新药研发中的作用和地位。
D 止血敏的含量
E 以上都不对
12. 缓释、控释制剂的设计生物利用度，为普通制剂的（ ） A. 80%-120% B. 100%-120% C. 120%-140% D. 110%-130%
13. 胃内膨胀型滞留制剂：人的幽门功能是作为机械阀门来控制体积较大颗粒物体的 排除，通过剂型变大来延长胃内滞留时间，那么人幽门的直径为（ ） A. 13.2 ± 5 mm B. 11.9 ± 4 mm C. 12.8 ± 7 mm D. 10.6 ± 8 mm
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。
药学专业考研药学综合历年真题试卷汇编(一)及答案
药学专业考研药学综合（有机化学）历年真题试卷汇编一、单项选择题1.下列化合物不能与乙酸酐反应成相应乙酰胺的是( )。
2.下列化合物，最易被高锰酸钾氧化的是( )。
3.下列化合物发生亲电取代反应的活性按照由大到小的顺序排列正确的是( )。
(1)吡咯(2)嘧啶(3)吲哚(4)咪唑（A）(3)>(1)>(2)>(4)（B）(1)>(3)>(4)>(2)（C）(4)>(1)>(3)>(2)（D）(1)>(4)>(3)>(2)4.下列化合物，碱性按照由强到弱的顺序排列正确的是( )。
(1)苯甲酰胺(2)1,2,3,4一四氢喹啉(3)吲哚(4)四氢吡咯（A）(4)>(3)>(1)>(2)（B）(4)>(1)>(3)>(2)（C）(2)>(4)>(3)>(1)（D）(4)>(2)>(1)>(3)二、多项选择题5.可用来鉴别苯胺和N，N一二甲基苯胺的化学方法是( )。
（A）Br2／H2O（B）NaNO2／HCl，0～5℃（C）PhSO2Cl（D）KMnO46.甲基碘化镁与下列哪些化合物反应会有气体产生( )。
（A）吡咯（B）水（C）乙醇（D）苯酚（E）丙炔7.下列化合物能与重氮盐发生偶合反应的是( )。
8.既能发生亲电取代反应又能发生亲核取代反应的化合物是( )。
（A）氯苄（B）N一氧化吡啶（C）对硝基氯苯（D）苯乙烯（E）喹啉9.采用Skraup方法合成喹啉及其衍生物时，涉及的有机反应有( )。
（A）氧化反应（B）还原反应（C）亲电取代反应（D）Michael加成反应（E）亲电加成反应三、判断题10.二乙胺的碱性强于乙胺，二苯胺的碱性弱于苯胺。
( )（A）正确（B）错误11.季铵碱受热后发生分解反应总是生成叔胺和烯烃。
( )（A）正确（B）错误12.醋酸、乙酰氯、乙酐和乙酸乙酯都可以作为乙酰化试剂。
(NEW)中国药科大学《349药学综合》[专业硕士]历年考研真题汇编
![(NEW)中国药科大学《349药学综合》[专业硕士]历年考研真题汇编](https://img.taocdn.com/s3/m/d904b33b1eb91a37f1115c98.png)
2005年中国药科大学药剂学考研真题
2004年中国药科大学药剂学考研真题
2003年中国药科大学药剂学考研真题
三、简答题（2题，每题10分） 1．卡托普利和硝酸甘油的异同。 2．解热镇痛药和镇痛药的药理作用，机制和临床应用的的异同.
四、大问答分析（2 题，分值较大，大概 35 分左右） 一个新药的开发要经过几个阶段各自的目的 抗肿瘤药的一个分类
药事管理
一、选择（20 分左右） 二、名词解释（5 个左右，单个以中文形式出现，每题好像 5 分） 三、问答（4～5 题,分值较大至少 10 分一题，最后一题关于药监部 门审批改革的 20 分） 药品生产企业开办相关条件、审批等知识点 药品经营企业的相关知识点 关于药事审批体制改革的重要影响
2013年中国药科大学349药学综合[专业硕 士]考研真题（回忆版）
药剂学 名词解释 灭菌与无菌、最大增溶浓度与临界胶束浓度、临界湿度、沉降速度
简答 1．纳米乳与普通乳的区别。 2．渗透泵原理，处方基本组成，制备过程。 3．溶出度体外实验设计，原理，注意事项。 4．氟尿嘧啶脂质体处方组成，制备工艺。
二、选择题（单选和多选，每题各一分，大概 10～15 分，单选好 像是 10 个，多选 5 个）
涉及常规的注射剂和片剂的较少， 多为半固体，膜剂，和新剂型 等章节
三、简答题（2 题左右，每题 10 分） 1、热原的概念，除去方法，污染途径，检测方法 2、貌似是一个剂量很小的药物做成片剂的工艺流程和注意事项
华南理工大学药学综合2017-2018年考研初试真题
4. 砷盐检查法中，在检砷装置导气管中塞入醋酸铅棉花的作用是： A 吸收砷化氢 B 吸收溴化氢 C 吸收硫化氢 D 吸收氯化氢
5. 少量氯化物对人体是没有毒害作用的，药典规定检查氯化物杂质主要是因为它：
A 影响药物的测定的准确度
B 影响药物的测定的选择性
C 影响药物的测定的灵敏度
D 影响药物的纯度水平
8. 双相滴定法可适用的药物为： A 阿司匹林 B 对乙酰氨基酚 C 水杨酸 D 苯甲酸 E 苯甲酸钠
9. 盐酸普鲁卡因常用鉴别反应有： A 重氮化-偶合反应 B 氧化反应 C 磺化反应 D 碘化反应
10 在强酸性介质中的溴酚钾反映是测定：
A 对乙酰氨基酚的含量
B 巴比妥类的含量
C 维生素 C 的含量
B 用药用活性炭处理
C 用灭菌注射用水冲洗
D 2%氢氧化钠溶液处理
13. 下列有关微孔滤膜的叙述， 错误的是：
A 吸附性小，不滞留药液
B 孔径小，容易堵塞
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C 截留能力强
D 孔径小，滤速慢
14. 以下各项中，不是注射剂附加剂的是： A pH 调节剂 B 润滑剂 C 等渗调节剂 D 抑菌剂
15. 下列关于滴眼剂中影响药物吸收因素的叙述，错误的是： A 具有一定的脂溶性和水溶性的药物可以透过角膜 B 药物从外周血管消除 C 表面张力大，有利于药物与角膜的接触，增加吸收 D 刺激性大的药物会使泪腺分泌增加，降低药效
32. 阿托品是莨菪碱的: A 外消旋体 B 对映体 C 左旋体 D 右旋体 E 异构体
33. 马来酸氯苯那敏属于下列哪类抗过敏药： A 丙胺类 B 乙二胺类 C 氨基醚类 D 三环类 E 哌啶类
34. 西咪替丁属于下列哪类药物： A 呋喃类 B 咪唑类 C 哌啶类 D 嘧啶类 E 噻唑类
华南理工大学349药学综合2017-2018年考研专业课真题试卷
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华南理工大学2018年考研专业课真题试卷（原版）
20. 以下关于压片时造成黏冲原因的叙述错误的是： A 润滑剂用量不当 B 压力过大 C 颗粒含水量过多 D 冲头表面粗糙
21. 药理学的基础主要是： A 生理学 B 药剂学 C 生药学 D 药物化学
22. 药效学指药物的： A 临床疗效 B 对机体作用的规律 C 作用机制 D 体内变化规律
29. 抗肿瘤药长期大量使用的主要不良反应是： A 胃肠道反应 B 抑制造血功能 C 大量脱发 D 肾脏毒性
30. 遗传异常对药代动力学的影响表现为： A 吸收 B 分布 C 转化 D 排泄
31. 属于 3,5-吡唑烷二酮类抗炎药的是： A 吲哚美辛 B 甲芬那酸 C 羟布宗 D 布洛芬 E 吡罗昔康
A 250℃干热灭菌 30 分钟
B 用药用活性炭处理
C 用灭菌注射用水冲洗
D 2%氢氧化钠溶液处理
13. 下列有关微孔滤膜的叙述， 错误的是：
A 吸附性小，不滞留药液
B 孔径小，容易堵塞
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华南理工大学2018年考研专业课真题试卷（原版）
C 截留能力强
D 孔径小，滤速慢
14. 以下各项中，不是注射剂附加剂的是： A pH 调节剂 B 润滑剂 C 等渗调节剂 D 抑菌剂
4. 砷盐检查法中，在检砷装置导气管中塞入醋酸铅棉花的作用是： A 吸收砷化氢 B 吸收溴化氢 C 吸收硫化氢 D 吸收氯化氢
2018年暨南大学349药学综合考研真题试题试卷
考试科目：349 药学综合
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三、实验题（10 分） 3-噻吩甲酸的制备可采用如下过程：在 100 mL 三口瓶上装恒压滴液漏斗、球形冷凝管、 机械搅拌器。在三口瓶中加入 3.5 g 氢氧化钠和 15 mL 水，另将 7.5 g 硝酸银溶解于 15 mL 水 中，加入到恒压滴液漏斗中。开动机械搅拌器，在搅拌下慢慢将硝酸银溶液滴入反应体系中， 滴完再搅拌 10~30 分钟， 使棕色半固体生成完全。 然后在冰-水冷却和搅拌条件下， 滴加 2.4 g3噻吩甲醛，滴完再搅拌 5 分钟。将黑色物质过滤，并用热水洗涤 3~5 次，合并滤液。经处理后 得固体化合物 2.7 g， mp 140~141C。请回答如下问题： (1) 写出反应式，并计算反应收率。 (2) 合并滤液后如何处理才能得到 3-噻吩甲酸？ (3) 在本实验现有条件下，还有什么方法可将 3-噻吩甲醛转化为 3-噻吩甲酸。
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11. 下列化合物中，具有旋光性的是 (
)
12. 苯甲醛为无色液体，长期暴露在空气中会慢慢变为白色结晶，发生的反应是 ( ) A. 自由基氧化反应 B. 离子型加成反应 C. 氧化还原反应 D. 协同反应 13. 1 g 下列化合物加到 10 ml 水中, 分层并浮在上面的有 ( ) A. 吡啶和甘油 B. 己烷和乙醚 C. 乙醇和乙酸 D. 氯仿和丁醛 14. Claisen 酯缩合经常用来制备 ( ) A. -羟基酯 B. -羟基酯 C. -酮基酯 D. -酮基酯 15. 下列化合物沸点最低的是 ( ) A. 正丁烷 B. 2-氯丁烷 C. 正丁酮 D. 乙醚 16. 含有硫原子的氨基酸是 ( ) A. 蛋氨酸 B. 甘氨酸 C. 半胱氨酸 D. 丝氨酸 17. 芳香族伯胺的重氮化反应是在 ( ) 溶液中进行 A. 弱酸性 B. 碱性 C. 中性 D. 强酸性 18. 可以进行 Cannizarro 反应的化合物是 ( ) A. 甲醛 B. 丙醛 C. 糠醛 D. 2,2-二甲基丁醛 19. 烷烃进行卤代反应的中间体是 ( ) A. 碳正离子 B. 自由基 C. 碳负离子 D. 碳烯 20. 甲烷分子的空间构型以及碳原子的杂化类型是 ( ) A. 四方椎体，sp3 杂化 B. 三角椎体，sp2 杂化 C. 正四面体，sp2 杂化 D. 正四面体，sp3 杂化 二、完成如下反应，写出主要产物（14 小题，每空 3 分，共 60 分）
2018年华南理工大学研究生入学考试专业课真题865_有机化学
A、
B、
a>d>c>b d>a>b>c
C、
D、
5、（+）－2-甲基丁酸和（-）－2-甲基丁酸不同的是（ ）
A、 熔点
B、 沸点
C、 比旋光度
D、 折光率
6、下列哪个结构存在 σ-P 共轭效应（ ）
A、
B、
C、
D、
7、下列化合物进行亲电取代的反应顺序正确的是（ ）
a、
b、
c、
d、
A、 a>b>d>c
B、 a>b>c>d
2、写出 HBr 在过氧化合物作用下与烯烃的反应历程。
3、写出下列反应历程。
七、合成题（24 分，3 8） 1、以不超过四个碳的有机物及其它必要的无机试剂为原料合成 2、选用苯和不超过四个碳的有机物及必要的无机试剂为原料合成
3、用不超过四个碳的有机物和必要的无机试剂为原料合成 八、合成题（16 分，2 8） 1、写出实验室制备丙二酸二乙酯的合成路线，并由它及 其它合适的有机、无机试剂 为原料合成 2、由羟醛缩合为关键反应，甲苯和两个碳以下的有机物和必要的无机试剂为原料合
C、 以 Saytzeff 消除为主产物
D、 反式消除，有重排产物
12、在碘化钠的丙酮溶液中反应速度最快的是（ ）
A、 3-溴丙烯 C、 ቤተ መጻሕፍቲ ባይዱ乙烯
B、 1-溴丁烷 D、 2-溴丁烷
13、下列化合物哪一个不能进行 Fielder-Crafts 反应？（ ）
A、
B、
C、
D、
14、可以发生自身羟醛缩合反应的是（ ）
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3、 4、
5、
6、
五、用化学方法区别下列各化合物（10 分，2 5）
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8. 双相滴定法可适用的药物为： A 阿司匹林 B 对乙酰氨基酚 C 水杨酸 D 苯甲酸 E 苯甲酸钠
9. 盐酸普鲁卡因常用鉴别反应有： A 重氮化-偶合反应 B 氧化反应 C 磺化反应 D 碘化反应
10 在强酸性介质中的溴酚钾反映是测定： A 对乙酰氨基酚的含量 C 维生素 C 的含量 E 以上都不对 B 巴比妥类的含量 D 止血敏的含量
26. 产生不良反应的药理基础是： A 剂量过大 B 选择性低 C 病人反应敏感 D 用药时间长
27. 决定半衰期长短的因素是： A 生物利用度 B 血浆蛋白结合率 C 消除速率常数 D 用药剂量
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28. 广谱抗生素四环素主要沉积在： A 肾脏 B 大脑 C 肝脏 D 牙釉
29. 抗肿瘤药长期大量使用的主要不良反应是： A 胃肠道反应 B 抑制造血功能 C 大量脱发 D 肾脏毒性
16. 以下关于层流净化特点的叙述，错误的是： A 空调净化就是层流净化 C 进入洁净室的空气经滤过处理 B 可控制洁净室的湿度与温度 D 洁净室新产生的微粒可沿层流方向带走
17. Vc 注射液调节 pH 宜选用： A 枸橼酸 B 缓冲溶液 C 盐酸 D 硫酸
18. 下列各组辅料中，属于泡腾崩解剂的是： A 碳酸氢钠-枸橼酸 C 氢氧化钠-枸橼酸 B 碳酸氢钠-硬脂酸 D 碳酸钙-盐酸
34. 西咪替丁属于下列哪类药物： A 呋喃类 B 咪唑类 C 哌啶类 D 嘧啶类 E 噻唑类
35. 抗病毒药阿昔洛韦的化学名是： A 9-（2-羟乙氧基甲基）鸟嘌呤 C 9-（2-羟乙氧基甲基）腺嘌呤 E 8-（2-羟乙氧基甲基）腺嘌呤 B 9-（2-羟甲氧基乙基）鸟嘌呤 D 8-（2-羟乙氧基甲基）鸟嘌呤
19. 下列辅料中不属于肠溶衣材料的是： A 羟丙甲纤维素酞酸酯 B 醋酸纤维素 C PEG D 丙烯酸树脂 L100
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20. 以下关于压片时造成黏冲原因的叙述错误的是： A 润滑剂用量不当 B 压力过大 C 颗粒含水量过多 D 冲头表面粗糙
21. 药理学的基础主要是： A 生理学 B 药剂学 C 生药学 D 药物化学
30. 遗传异常对药代动力学的影响表现为： A 吸收 B 分布 C 转化 D 排泄
31. 属于 3,5-吡唑烷二酮类抗炎药的是： A 吲哚美辛 B 甲芬那酸 C 羟布宗 D 布洛芬 E 吡罗昔康
32. 阿托品是莨菪碱的: A 外消旋体 B 对映体 C 左旋体 D 右旋体 E 异构体
33. 马来酸氯苯那敏属于下列哪类抗过敏药： A 丙胺类 B 乙二胺类 C 氨基醚类 D 三环类 E 哌啶类
二、单项选择题： （共 40 题，每题 3 分，共 120 分） 1. 根据药品质量标准规定，评价一个药品的质量采用： A 鉴别，检查，质量测定 B 生物利用度 C 物理性质 D 药理作用
2. 药物杂质限量检查的结果是 1.0ppm，表示： A 药物中的杂质重量是 1.0g B 在检查中用了 1.0g 供试品，检出了 1.0g C 在检查中用了 2.0g 供试品，检出了 2.0g
11. 下列关于输液剂制备的叙述，正确的是： A 浓配法适用于质量较差的原料药的配液 B 输液从配制到灭菌的时间一般不超过 12 小时 C 输液配制时用的水必须是新鲜的灭菌注射用水 D 输液剂灭菌条件为 121℃、45 分钟
12 可除去药液中的热原的方法是： A 250℃干热灭菌 30 分钟 C 用灭菌注射用水冲洗 B 用药用活性炭处理 D 2%氢氧化钠溶液处理
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D 在检查中用了 3.0g 供试品，检出了 3.0g E 药物所含杂质的重量是药物本身重量的百万分之一
3. 关于药物中杂质及杂质限量的叙述正确的是： A 杂质限量指药物中所含杂质的最大允许量 B 杂质限量通常只用百万分之几表示 C 杂质的来源主要是由生产过程中引入的，其它方面可不考虑 D 检查杂质，必须用标准溶液进行比对
349
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：药学综合 适用专业：药学(专硕) 共 一、名词解释： （共 10 题，每题 4 分，共 40 分） 1. 剂型 2. 缓释制剂 3. 溶出 4. 前体药物 5. Placebo 6. 色谱鉴别法 7. 一般杂质 8. 合理药物设计 9. 蛋白同化作用 10. 首过效应 8 页
22. 药效学指药物的： A 临床疗效 B 对机体作用的规律 C 作用机制 D 体内变化规律
23. 每天用药次数取决于药物的： A 消除速度 B 吸收速度 C 起效速度 D 作用强弱
24. 决定药物作用强弱的因素是： A 生物利用度 B 血浆蛋白结合率 C 服用剂量 D 吸收速度
25. 药物作用的特异性取决于： A 化学反应的专一性 C 与组织的亲和力 B 对机体的选择性 D 在体内分布的量
6. 用 TLC 法检查特殊杂质，若无杂质的对照品，应采用： A 内标法 C 峰面积归一化法 E 杂质的对照品法 B 外标法 D 高低浓度对比法
7. 药典规定用银量法测定巴比妥类药物的含量，所采用的指示终点的方法为： A 永停滴定法 C 外标示剂法 B 内标示剂法 D 电位滴定法
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E 观测形成不溶性的二银盐
13. 下列有关微孔滤膜的叙述， 错误的是： A 吸附性小，不滞留药液 B 孔径小，容易堵塞
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C 截留能力强
D 孔径小，滤速慢
14. 以下各项中，不是注射剂附加剂的是： A pH 调节剂 B 润滑剂 C 等渗调节剂 D 抑菌剂
15. 下列关于滴眼剂中影响药物吸收因素的叙述，错误的是： A 具有一定的脂溶性和水溶性的药物可以透过角膜 B 药物从外周血管消除 C 表面张力大，有利于药物与角膜的接触，增加吸收 D 刺激性大的药物会使泪腺分泌增加，降低药效
4. 砷盐检查法中，在检砷装置导气管中塞入醋酸铅棉花的作用是： A 吸收砷化氢 B 吸收溴化氢 C 吸收硫化氢 D 吸收氯化氢
5. 少量氯化物对人体是没有毒害作用的，药典规定检查氯化物杂质主要是因为它： A 影响药物的测定的准确度 C 影响药物的测定的灵敏度 E 以上都不对 B 影响药物的测定的选择性 D 影响药物的纯度水平