2000年普通高等学校招生全国统一考试广东卷化学试题答案及评分标准

说明 :1 .本答案供阅卷评分使用 ,考生若写出其它正确答案 ,可参照评分标准给分。2 .化学专用名词中出现错别字、元素符号有错误 ,都要参照评分标准扣分。3.化学方程式、离子方程式未配平的 ,都不给分。Ａ卷选择题答案 :一、(本题包括 1 1小题 ,每小题 4分 ,共 4 4分 )1 .Ｄ　　 2 .Ｂ　　 3.Ａ　　 4 .Ａ　　 5.Ｄ　　 6.Ｂ　　 7.Ｃ　　 8.Ｄ　　 9.Ｄ　　 1 0 .Ｃ　　 1 1 .Ａ二、(本题包括 1 0小题 ,每小题 4分 ,共 4 0分 )1 2 .Ａ、Ｃ　　 1 3.Ａ、Ｄ　　 1 4 .Ａ　　 1 5.Ｂ　　 1 6.Ａ　　 1 7.Ａ、Ｄ　　 1 8.Ｂ　　 1 9.Ｃ　　 2 0…     

10月份《2004年“CASIO杯”河南省初二数学竞赛试题》参考答案

1.(x- 2 ) (x+4) (x +1 ) (x- 1 ) . 2 .95°. 3 .2 0 . 4 .30°或 1 50°.5 .a≤ - 2 . 6 .2 4或 40 . 7.6或 1 4 . 8.2 0 0 4 . 9.40°. 1 0 .3.1 1 .D . 1 2 .C . 1 3 .B . 1 4 .B . 1 5 .D . 1 6 .A . 1 7.A . 1 8.C .1 9.设第一次看到两位数的十位数字为x,个位数字为 y,根据题意 ,得(1 0y+x) - (1 0x+y) =(1 0 0x +y) - (1 0 y +x) .整理 ,得 y =6x .　显然 ,只能取x=1 ,y=6 .所以 ,三块里程碑上的数分别为 1 6 ,61 ,1 0 6 .2 0 .作AD ⊥BC于D(图略 ) ,在Rt△ADC中 ,∠C =45°,∴∠CAD=45°.∵∠BAC =1 0 5°,∴∠BAD =60°…     

《病理生理学》期末练习题(1)

一 .名词解释 (每题 3分 ,选 1 5分练习 )1 .水中毒　 2 .缺氧　 3 .心肌抑制因子　4.休克　 5.阻塞性通气不足　 6.限制性通气不足　 7.氮质血症　 8.脑死亡　 9.离心性心肌肥大　 1 0 .急性肾功能衰竭　 1 1 .不完全康复　 1 2 .充血性心力衰竭　 1 3 .呼吸衰竭　1 4.发热　 1 5.尿毒症　 1 6.病因　 1 7.肝性脑病　 1 8.因果交替规律　 1 9.休克肺二、填空题 (每空 1分 ,选 2 0分练习 )1 .疾病所引起的患者主观感觉的异常称为 ,在患病机体客观存在的异常称为。2 .先天性致病因素是指的因素。3 .急性水中毒时 ,血钠含量 ,细胞内液量 ,对机…     

2004年河北省初中升学统一考试数学试题

一、选择题1 .2的倒数是 (　　 ) .A .-2　　B .2　　C .-12 　　D .122 .第五次全国人口普查结果显示 ,我国的总人口已达到 1 3 0 0 0 0 0 0 0 0人 ,用科学记数法表示这个数 ,正确的是 (　　 ) .A .1 .3× 1 0 8　　　　B .1 .3× 1 0 9C .0 .1 3× 1 0 10 D .1 3× 1 0 93 .化简 (-x) 3(-x) 2 ,结果正确的是 (　　 ) .A .-x6 　　B .x6 　　C .x5　　D .-x54.若x1,x2 是一元二次方程 2x2 -3x 1 =0的两个根 ,则x21 x22 的值是 (　　 ) .A .54　　B .94　　C .1 14　　D .75 .图 1所示的电路的总电阻为 1 0Ω ,若R1=2R2 ,则R1,R2 …     

新目标英语七年级（上）知识要点期末操练80题

1.name is Tom.am twelve.A.I1My B.I1IC.My1I D.My1My2.John is in.A.class3,grade1B.Grade1,Class3C.Class3Grade1D.Class3,Grade13.There is“f”in word“foot”.A.a1an B.an1theC.the1the D.an1/4.—my clockD—on the bed.A.Where is1ItsB.Where’s1It’sC.Where are1They’reD.Where1Its5.Tom needs my notebook.Can youit to himIA.take B.bring C.give D.read6.These sheep behind the house.A./B.are C.is D.be7.There are two windows the wall.A.on B.to C.in D.behind8.There are many books you and.…     

无机化学综合练习

1　选择题(1 )市售浓硫酸的质量分数为 98% ,其密度ρ=1 .84 g·mL-1 ,该硫酸的物质量浓度为 (　　 )。A .0 .1 84mol·L-1 B .1 .84mol·L-1C .1 8.4mol·L-1 D .1 84 .0mol·L-1　　 (2 )配置某药剂需用 0 .30 0mol·L-1 硫酸溶液 ,欲将2 0 0 0mL0 .1 0 0mol·L-1 硫酸溶液利用起来 ,需取3.0 0mol·L-1 硫酸溶液 (　　 )与其混合 ,才能配成0 .30 0mol·L-1 硫酸溶液。A .0 .1 4 8mLB .1 .4 8mLC .1 4 .8mLD .1 4 8mL　　 (3)已知水的Kf=1 .86K·kg·mol·L-1 ,若将 2 .76 g甘油溶于 2 0 0g水中 ,测得凝固点下降 0 .2 79K ,则甘…     

怎样解答数学选择题

解初中数学选择题的方法很多,技巧性较强,需要根据题目的特点,灵活选择解法,才能快速得到答案.解选择题的常用方法有下面几种. 一、直接法 从题目的条件出发,通过运算或推理,直接求得结论. 例1 (2016年荆门卷)化简x-x2+2x+1÷(1-1-x+1)的结果是() A.1-x+1.B.x+1-x.C.x+1.D.x-1. 解:原式=x-(x+1)2÷x-x+1=x-(x+1)2·x+1-x=1-x+1.选A.     

小数除法计算中常见错误例举

教学实践中 ,我发现学生初学小数除法时 ,由于不善于分配注意 ,或受整数除法的影响 ,练习或作业中常常出现以下错误情况 :一、把除数变成整数过程中常出现的问题1 .只把除数变成整数 ,被除数不变。例如　　 2 5 .5÷ 1 .7　　　　1 .7丿　 1 .52 5 .5　　 1 7　　 8　 5　　 　 8　 5　　 02 .不管被除数、除数的小数位数是否相同 ,都同时变成了整数。例如　　 ( 1 ) 4 .6 8÷ 1 .2　　 ( 2 ) 2 .0 7÷ 0 .1 1 5　　　　1 .2丿 　 394 .6 8　　 36　1 0 8　　 1 0 8　　 0　　 .1 1 5丿　　 1 .82 .0 7　　　　 1 1 5　92 0　　　 　 92 0　…     

2002年普通高等学校招生全国统一考试(广东、河南、广西卷)生物试题答案

一、选择题 :本题包括 2 6小题 ,每题 2分 ,共 5 2分。1 .Ａ　 2 .Ｃ　 3.Ｃ　 4 .Ｃ　 5 .Ａ　 6 .Ｃ　 7.Ａ　 8.Ｄ　 9.　Ａ1 0 .Ａ　 1 1 .Ｃ　 1 2 .Ｄ　 1 3.Ｄ　 1 4 .Ｃ　 1 5 .Ｄ　 1 6 .Ｄ　 1 7.Ｄ　 1 8.Ａ　 1 9.Ｃ　 2 0 .Ｄ　 2 1 .Ｃ　 2 2 .Ｄ　 2 3.Ｄ　2 4 .Ｃ　 2 5 .Ａ　 2 6 .Ｄ二、选择题 :本大题包括 6个小题 ,每题 3分 ,共 1 8分。2 7.Ａ、Ｂ、Ｄ　 2 8.Ａ、Ｂ　 2 9.Ａ、Ｄ　 30 .Ａ、Ｂ、Ｄ　 31 .Ａ、Ｃ　 32 .Ａ、Ｂ、Ｄ三、非选择题 :本大题包括 1 0个小题 ,共 80分。33 ( 8分 ) ( 1 )短　 ( 2 )细胞周期受酶…     

新目标英语八年级(下) Unit5单元要点检测题

Ⅰ. 听力(20 分) A. 听对话, 选出与图画内容相符的选项。 ( 共 5 小题, 每小题 1 分) B. 听句子, 选择正确的答语。(共 5 小题, 每小题 1 分) 6. A. Certainly. Hold on, please. B. No, you can’t. C. It doesn’t matter. D. Great@ 7. A. Thank you. B. It doesn’t matter, but please be on time tomorrow. C. Sure. D. See you then. 8 9 1 C 1 1 1 1 1 D 1 1 1 1 28. A. Yes, it’s very hot. B. I don’t feel cold. C. I agree@ But it’ll be warmer later on. D. Don’t be cold. 9. A. Thank you. B. OK@ C. The same to you. D. Good@ 10. A. What bad weather@ B. I’m sure he’ll come. C. Oh...     

A Method of Calculating the 3D coordinates on a Micro Object in a Virtual Micro—Operation System

A simple method for calculating the 3D coordinates of points on a moro object in a multi-camera system is proposed.It simplifies the algorithms used in traditional computer vision system by eliminating the calculation of the CCD( charge coupled device) camera parameters and the relative position between cameras,and using solid geometry in the calculation procedres instead of the calculation of the complex matrixes,The algorithm was used in the research of generating a virtual magnified 3D image of a micro object to be operated in a micro operation system,and the satisfactory results were obtained.The application in a virtual tele-operation system for a dexterous mechanical gripper is under test.     

基于Leap Motion手势识别机械臂的研究

提出了一种基于Leap Motion识别手势控制机械臂的方法.该方法首先使用Leap Motion对人体手部深度点云信息进行提取,获得手部位姿态、手指位姿以及手势识别.然后将手部各关节点的空间姿态坐标转换为机械臂每个关节的控制角度.最后通过串口与下位机Arduino进行信息交互,实现机械臂向前、左右、抓取等动作.实验表明,该方法可以准确识别人体手势,实时控制机械臂.     

信息控制与大学英语课堂调控

根据信息论的观点,教学过程实际是一个由教师、学生和知识信息三个要素构成的控制系统。笔者结合教学实践,根据信息反馈的几种方式(口语反馈、身势语反馈、和书面词反馈),对信息控制与大学英语的课堂教学进行了积极探索,发现在英语教学的过程中,通过对信息反馈的适当运用,可以有效地启迪学生的学习兴趣,及求知欲,并能及时根据学生反馈调节教学难度,并能在学生学习过程中出现问题时及时准确地抓住信息反馈的要点加以解决。     

论合唱指挥手势之视觉艺术

指挥的职责是带领合唱队去完成合唱作品所赋予的使命。合唱指挥与队员的交流主要是通过视觉信息传递的,指挥把内心的语言和情感转化为视觉信息传达给队员,从而形成了指挥的视觉行为,即指挥手势。指挥手势的优劣不仅直接影响到作品的质量,还对听众在艺术鉴赏与艺术评价上形成导向,重视指挥的手势并视其为合唱整体中不可分割的重要部分,对于合唱指挥爱好者来说至关重要。本文从指挥的任务、指挥的功能、指挥的意识和表现形态为前提,结合力学原理和美学原理,浅论构成指挥手势的要素——点和线以及获点位置、获点角度、线的差异等对合唱指挥视觉艺术的影响。     

To Sign or Not to Sign? The Impact of Encouraging Infants to Gesture on Infant Language and Maternal Mind‐Mindedness

Findings are presented from the first randomized control trial of the effects of encouraging symbolic gesture (or “baby sign”) on infant language, following 40 infants from age 8 months to 20 months. Half of the mothers were trained to model a target set of gestures to their infants. Frequent measures were taken of infant language development and dyadic interactions were scrutinized to assess mind‐mindedness. Infants exposed to gesture did not differ from control conditions on language outcomes; thus, no support was found for previous claims that encouraging gesturing with infants accelerates linguistic development. Microgenetic analysis revealed mothers in the gesture training conditions were more responsive to their infants' nonverbal cues and encouraged more independent action by their infant.     

聋人面部与手势间注意转换差异研究进展

对聋人面部与手势间注意转换差异进行分析有利于明晰聋人在综合沟通背景下的注意资源分配策略.通过对聋人整体面部与手势、局部面部与手势转换关系进行探究发现,聋人在口语和手势双重信息流下对面部与手势的注意转换受视觉系统和认知系统交互作用的影响.整体面部与手势转换中,表现出面部集中性和手势集中性两种注意模式,受到语言经验和手势词...     

Better together: Simultaneous presentation of speech and gesture in math instruction supports generalization and retention

When teachers gesture during instruction, children retain and generalize what they are taught (Goldin-Meadow, 2014). But why does gesture have such a powerful effect on learning? Previous research shows that children learn most from a math lesson when teachers present one problem-solving strategy in speech while simultaneously presenting a different, but complementary, strategy in gesture (Singer & Goldin-Meadow, 2005). One possibility is that gesture is powerful in this context because it presents information simultaneously with speech. Alternatively, gesture may be effective simply because it involves the body, in which case the timing of information presented in speech and gesture may be less important for learning. Here we find evidence for the importance of simultaneity: 3rd grade children retain and generalize what they learn from a math lesson better when given instruction containing simultaneous speech and gesture than when given instruction containing sequential speech and gesture. Interpreting these results in the context of theories of multimodal learning, we find that gesture capitalizes on its synchrony with speech to promote learning that lasts and can be generalized.     

基于Kinect骨骼跟踪功能实现PC的手势控制

要介绍了基于Kinect骨骼跟踪功能开发一套手势模拟鼠标操作的设计思路与实现方法,以实现对计算机的远距离手势遥控。     

Sometimes more is better: Agent gestures,procedural knowledge and the foreign language learner

Pedagogical agents in multimedia learning environments have frequently been designed to produce pointing gestures (deictic) to direct spatial awareness. Although this might be beneficial for native English-speaking students who possess high levels of comprehension, only using pointing gestures with foreign language students learning English is problematic because these students need more assistance with language comprehension than just directing spatial awareness. The purpose of this study was to explore how gesture type and gesture frequency help foreign language students perceive the agent’s persona and the ability to recall procedural information. The results found one significant interaction between average gestures and no gesture in terms of facilitation, but all other conditions and persona subscales were not significant. For learning outcomes, the enhanced gesture condition significantly recalled more information than the no gesture condition (p = 0.017), and was approaching significance with the conversational gesture condition (p = 0.059). The findings suggest that when the learning population consists of foreign language students, pedagogical agents should use representational and beat gestures to help students comprehend more of the language, and the gesture frequency needs to be increased to account for the lack of verbal listening skills with this population.     

手势识别研究概述

手势是一种自然而直观的人际交流模式.介绍了手势识别的发展过程以及手势的建模方法.当前人们采用不同的手势识别手段和技术来识别手势.同时介绍了当今比较先进的计算机手势输入技术,提出了一种新的手势识别方法,并举出已经实现的手势识别系统.