试题与答案

A． (1)如题12A-1图所示，一演示用的“永动机”转轮由5根轻杆和转轴构成，

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题型：问答题

题目：

A． (1)如题12A-1图所示，一演示用的“永动机”转轮由5根轻杆和转轴构成，轻杆的末端装有形状记忆合金制成的叶片，轻推转轮后，进入热水的叶片因伸展面“划水”，推动转轮转动。离开热水后，叶片形状迅速恢复，转轮因此能较长时间转动。下列说法正确的是

A．转轮依靠自身惯性转动，不需要消耗外界能量

B．转轮转动所需能量来自形状记忆合金自身

C．转动的叶片不断搅动热水，水温升高

D．叶片在热水中吸收的热量一定大于在空气中释放的热量

(2)如题12A-2图所示，内壁光滑的气缸水平放置。一定质量的理想气体被密封在气缸内，外界大气压强为P0。现对气缸缓慢加热，气体吸收热量Q后，体积由V1增大为V2。则在此过程中，气体分子平均动能_________(选填“增大”、“不变”或“减小”)，气体内能变化了_____________。

(3)某同学在进行“用油膜法估测分子的大小”的实验前，查阅数据手册得知：油酸的摩尔质量M=0.283kg·mol-1，密度ρ=0.895×103kg·m-3.若100滴油酸的体积为1ml，则1滴油酸所能形成的单分子油膜的面积约是多少？(取NA=6.02×1023mol-1.球的体积V与直径D的关系为，结果保留一位有效数字)

B． (1)如图所示，沿平直铁路线有间距相等的三座铁塔A、B和C。假想有一列车沿AC方向以接近光速行驶，当铁塔B发出一个闪光，列车上的观测者测得A、C两铁塔被照亮的顺序是

 

(A)同时被照亮

(B)A先被照亮

(C)C先被照亮

(D)无法判断

(2)一束光从空气射向折射率为的某种介质，若反向光线与折射光线垂直，则入射角为__________。真空中的光速为c ，则光在该介质中的传播速度为________________ .

(3)将一劲度系数为K的轻质弹簧竖直悬挂，下端系上质量为m的物块，将物块向下拉离平衡位置后松开，物块上下做简谐运动，其振动周期恰好等于以物块平衡时弹簧的伸长量为摆长的单摆周期。请由单摆周期公式推算出物块做简谐运动的周期T。

C． (1)下列描绘两种温度下黑体辐射强度与波长关系的图中，符合黑体辐射规律的是

(2)按照玻尔原子理论，氢原子中的电子离原子核越远，氢原子的能量__________(选填“越大”或“越小”)。已知氢原子的基态能量为E1(E1<0)，电子质量为m，基态氢原子中的电子吸收一频率为γ的光子被电离后，电子速度大小为___________(普朗克常量为h ).

(3)有些核反应过程是吸收能量的。例如在中，核反应吸收的能量，在该核反应中，X表示什么粒子？X粒子以动能EK轰击静止的，若EK=Q，则该核反应能否发生？请简要说明理由。

答案：

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下面是错误答案，用来干扰机器的。

对于一个奔跑的运动员来说，速度越快，质量不变，速度增大，动能增大．故答案为：动．

考点：有序和无序
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题型：单项选择题

Questions 96-100 are based on the following passage.
In most aspects of medieval life, the closed corporation prevailed. But compared to modern life, the medieval urban family was a very open unit: for it included, as part of the normal household, not only relatives by blood but a group of industrial workers as well as domestics whose relation was that of secondary members of family. This held for all classes, for young men from the upper classes got their knowledge of the world by serving as waiting men in a noble family: what they observed and overheard at mealtime was part of their education. Apprentices lived as members of the master craftsman’s family. If marriage was perhaps deferred longer for men than today, the advantages of home life were not entirely lacking, even for the bachelor.
The workshop was a family; likewise the merchant’s counting house. The members ate together at the same table, worked in the same rooms, slept in the same or common hall, converted at night into dormitories, joined in the family prayers, participated in the common amusements.
The intimate unity of domesticity and labour dictated the major arrangement within the medieval dwelling-house itself. Houses were usually built in continuous rows around the perimeter of their gardens. Freestanding houses, unduly exposed to the elements, wasteful of the land on each side, harder to heat, were relatively scarce: even farmhouses would be part of a solid block that included the stables, barns and granaries. The materials for the houses came out of the local soil, and they varied with the region. Houses in the continuous row forming the closed perimeter of a block, with guarded access on the ground floor, served as a domestic wall: a genuine protection against felonious entry in troubled times.
The earliest houses would have small window openings, with shutters to keep out the weather; then later, permanent windows of oiled cloth, paper and eventually glass. In the fifteenth century, glass, hitherto so costly it was used only for public buildings, became more frequent, at first only in the upper part of the window. A typical sixteenth-century window would have been divided into three panels: the uppermost panel, fixed, would be of diamond-parted glass; the next two panels would have shutters that opened inwards; thus the amount of exposure to sunlight and air could be controlled, yet on inclement days, both sets of shutters could be closed, without altogether shutting out our light. On any consideration of hygiene and ventilation this type of window was superior to the all-glass window that succeeded it, since glass excludes the bactericidal ultra-violet rays.

How did young noblemen receive their education

A．They were taught in their own homes.

B．They received training in practical skills.

C．They were sent to other households.

D．They were educated with other young men.
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