第1题:
[判断题]入市不满2年的二类(含)以上卷烟仍属于新品。( )A.正确
B.错误
参考答案:A
第2题:
[单选题]( )是汽油发动机热车启动困难的主要原因。A.混合气过稀
B.混合气过浓
C.油路不畅
D.点火错乱
参考答案:B
第3题:
[单选题]建筑施工企业从业人员安全生产教育培训每年至少（）次。A1
B2
C3
D4
A.A
B.B
C.C
D.D
参考答案:A
第4题: [单项选择]男性患者38岁，10年来左侧后牙反复发生疼痛。冷热水引起剧痛，发作时夜间痛醒，在当时工院曾两次诊断为左侧Ⅱ、Ⅲ支三叉神经痛。住院、服药，因患者不同意而设作手术治疗。患者面容痛苦，口腔卫生极差。现在仍服用“卡马西平”。检查口腔见左侧上下后牙多个有邻面深龋深，均未治疗，要求医师诊治。应询问患者最重要的项目是（）
A. 服药的效果
B. 扳机点的存在
C. 食物嵌塞情况
D. 夜痛情况
E. 疼痛的性质
参考答案:B
第5题:[多选题]大脑皮层的机能分工是( )。
A.视觉中枢位于枕叶
B.听觉中枢位于颞叶
C.躯体运动中枢位于额叶
D.躯体感觉中枢位于顶叶
参考答案:ABCD
第6题: [单项选择]山东博山所产的陶器。相传始于（）代。以碗、盘、罐、瓶等日用品为主。
A. 唐
B. 宋
C. 明
参考答案:B
第7题:[单选题] 停止兑零时间规定为最后一趟末班车到达本站前（）分钟。 "
A.2
B.3
C.5
D.4"
参考答案:C
第8题:[判断题]系统振荡中的距离保护针对转换性故障，保护采用单相故障记忆功能，保证由Ⅲ段延时切除故障。
A.正确
B.错误
参考答案:B
第9题:[多选题]怎样按照所需的压力等级来选择压力表,量程范围应选多少( )
A.压力表的选择应根据受压元件及压力容器的设计压力、工作压力来选定.
B.其量程范围应选择大于工作压力的一倍.
C.并根据需要在高限压力的刻度盘刻度线上用红线来标注。
D.不需要选择压力都一样。
参考答案:ABC
第10题: [单项选择]（）是指对企业排放的无用物进行运输、装卸、处理等的物流活动。
A. 循环物流
B. 再生物流
C. 回收物流
D. 废弃物物流
参考答案:D
第11题:[单选题]就一个测验的优劣而言，最为重要的指标是（ ）o
A.信度
B.效度
C.区分度
D.难度
参考答案:B
就一个测验的优劣而言，效度是一个比信度更为重要的指标，因为一个低效度的测验，即使具有很好的信度，也不能获得有用的资料。
第12题: [多项选择]下列属于超买超卖型指标的是（）。
A. KDJ
B. WMS
C. BIAS
D. ADL
参考答案:A, B, C
答案解析:相反理论认为，如果行动同大多数投资者相同，那么一定不是获利最大的，因为不可能多数人获利。要获得大的利益，一定要同大多数人的行动不一致，所以C项说法错误。
第13题:[单选题]直流电是指大小、方向都随时间变化的电流、电压、电动势。
A.对
B.错
参考答案:B
第14题:[多选题]（）应由电力通信运维单位（部门）批准的人员担任，名单公布。
A.工作票签发人
B.工作负责人
C.工作许可人
D.工作班成员
参考答案:ABC
第15题:[判断题]当实际混凝土保护层厚度小于钢筋探测仪最小示值时,就不能使用钢筋探测仪检测混凝土保护层厚度。( )
A.正确
B.错误
参考答案:B
第16题:[判断题]事后监督中心下发差错，运行须在网点事后监督中心系统及时回复，打印纸质通知书（须有差错柜员、差错责任人签名，简要填写差错整改说明）报送事后监督中心
A.正确
B.错误
参考答案:A
第17题:[单选题]手抬机动消防泵最大吸深不小于7m，应能在( )s内顺利启动。2
A.30
B.60
C.90
D.300
参考答案:A
第18题:[判断题]可以在道口处卸路材路料。（ ）
A.正确
B.错误
参考答案:B
第19题:[多选题]生产经营场所和员工宿舍应当设有符合（）的出口。
A.A、消防灭火
B.B、紧急疏散要求
C.C、标志明显
D.D、保持畅通
参考答案:BCD
第20题:[单选题]清暑益气汤中粳米的作用是
A.益胃和中
B.健脾化湿
C.养阴和胃
D.益气健脾
E.调和诸药
参考答案:A
第21题:[单选题]下列指示剂中,哪些指示剂是酸碱滴定指示剂。( )
A.二甲酚橙
B.铬黑T
C.甲基红
D.钙指示剂
参考答案:C
第22题:[单选题]公安消防部队参加抢险救援的主要任务就是要充分发挥人员和装备的作用，积极营救急待救助的人员，尽力消除险情和控制事态的发展，努力减少人员伤亡和财产损失。( )(易)
A.正确
B.错误
参考答案:A
第23题:[填空题]恢复运营时,通过该区间的 按行调指令限速运行，加强瞭望。
参考答案:首列车
第24题: [单项选择]<br><br><br/>A. pretty<br/>B. quiet<br/>C. large<br/>D. modem<br/>参考答案:C
答案解析:[解析] 这里根据文章含义讲为什么不建条公路绕城而过，而这城镇只不过像个大村子一样，由此得出是绕道并不远。
第25题:[单选题]在制图中，常使用“绘图”|“圆”命令中的()子命令绘制连接弧。
A.三点
B.相切、相切、半径
C.相切、相切、相切
D.圆心、半径
参考答案:B
第26题:[单选题] 变电站事故处理中应正确迅速在站长领导下执行( )命令。
A.站长;
B.值班调度;
C.工区主任;
D.生产调度。
参考答案:B
第27题:[单选题]非拟交感胺类的药物是
A.多巴胺
B.去甲肾上腺素
C.肾上腺素
D.依那普利
E.麻黄碱
参考答案:D
依那普利为血管紧张素转化酶抑制药。
第28题:[判断题]天窗时间内无法安排的维修作业项目需纳入施工计划的，按照施工计划申报流程办理，相关施工安全组织措施比照II级施工掌握。
A.正确
B.错误
参考答案:B
第29题: [单项选择]美国对外资并购进行安全审查的机构是（）。
A. 外国投资委员会
B. 财政部
C. 安全委员会
D. 总统
参考答案:A
第30题:[判断题]电气火灾断电操作时应戴绝缘手套、穿 绝缘靴,并使用相应电压等级的绝缘工具
A.正确
B.错误
参考答案:A
第31题:[填空题] 监视列车进站,于列车停妥后(货物列车未装列尾装置或列尾装置故障时,确认列车( )后)返回。
参考答案:整列到达
出自《铁路接发列车作业标准》第21页接车(含通过)作业程序和岗位作业技术要求表)
第32题:[多选题]【多选题】
BFD检测可以与哪些协议模块进行联动?
A.
OSPF
B.
VRRP
C.
BGP
D.
静态路由
参考答案:ABCD
第33题:[判断题]根尖成熟区的细胞停止分裂和伸长生长,分化出各种成熟组织。
A.正确
B.错误
参考答案:A
第34题:[单选题]在事故现场指挥系统中，负责所有主要的应急行动，包括消防与抢险、人员搜救、医疗救治、疏散与安置工作的是（ ）。
A.事故指挥官
B.行动部
C.策划部
D.后勤部
参考答案:B
第35题:[多选题]所属知识 : -> 电工技师理论知识 -> 基础知识 -> 计算机知识 -> 常用办公设备的应用
常用的文字处理软件是( )。
A. Word
B. Visio
C. WPS
D. CAD
参考答案:AC
第36题:[单选题]始发、到达作业人工检查两探：另一转向架（）探身检查。
A.内端
B.外端
C.内、外端
D.两侧
参考答案:C
第37题: [简答题]
教学设计题:
根据PEP小学英语三年级下第二单元Section B内容设计一节课的教案。
参考答案:
1．Teaching Objectives：
1．Objective of cognition：listen and speak correctly：Who′S this boy／girl?He′S my…／She’S my…：Understand correctly and use interjections：Cool，Great，Wow；and spoken English：Really?
2．Objective of ability：apply correctly the sentence structure：Who′S this boy／girl?and answer correctly；Introduce one′S family members smoothly．
3．Objective of emotion：increase the ability of communication，cooperation，and acting among students；learn about the family members of other students．
11．Key points and Difficulty：
Key points：to be familiar with and master the sentence structure：Who′’S this boy／girl?
Difficulty：to apply correctly oral words：Come on!Really?and brother，really，watch and pronounce them correctly．
Ⅲ．Preparations before class
1．Radio taps，pictures，headwear，wall map of teaching which are related to this class
2．A picture of one’S family members drawn by oneself
3．Four invitation lists
4．CAI courseware
Ⅳ．Teaching Process
Step l Warm up
1．Teacher and students say and do together as followed which they have learned in the last class：Let，s chant：
A B C D E F G，
Father mother and me，
C D E F G A B，
Sing and dance under the tree．
2．Everyday spoken dialogue
Hello,How are you? How old are you?
Where are you from? Nice to meet you.
Purpose of design:create a relaxed and happy teaching atmosphere, grasp students'concentration, attract students to take part in activities. Greetings and dialogues between students can both shorten the distance between students and the teacher, and cultivate students' communication ability.
Step 2 Presentation
1. After spoken dialogue ,the teacher pastes“全家福”on the blackboard.
The teacher introduces :This is my dad/mum/sister...on the picture.
Ss (students) introduce their family members :
This is my father (dad)/mother (mum)/sist'er/brother...
Game 1 :sit in the right seat
The teacher shows word cards, for example:father( dad), the students find out corresponding picture immediately. Let the fastest student paste his picture on the correct place on the blackboard, and shout loudly:I'm...This is my dad. Students with better ability of expressions can further introduce with the teacher's help, for example:He's from China. He's a teacher.
Purpose of design:make students have a happy experience from the very beginning by this game, so that they can forget they are learning English, and absorb the language used in the game unconsciously.
1. Sentence structure:Who's this boy/girl?
The teacher pays attention on the pronunciation of "this", let students notice the difference between this and that.
T: (cite the old sentence structure) Who's that woman?
Ss : She's my mother.
T:Who's that man?
Ss : He's my father.
(cite the new sentence structure,stress the difference between this and that)
T:Who's this boy? (notice the tone of the speech sounds)
Ss : He's my brother.
T : Who's this girl?
Ss : She's my sister.
Then students practise by follow:Who's this boy/girl? Boys and girls ask and answer with each other,present the result.
Purpose of design : by the function of pictures, guide the new knowledge. Using sentence as a unit has advantageto develop students' ability of applying English directly. Intimating the practice of reading language is to cultivate students' language skills and habits.
2. Sentence structure Come on! Let's watch TV.
The teacher draws the frame of TV on the frame of the picture.
T:Come on! (gesture) Boys and girls. Let's watch TV. (make an act as TV)
Students understand ,the teacher noticesthe pronunciation of "watch".
Guide students to speak out the corresponding answer.
Ss : Good ! Great ! Wonderful !
Game 2 : dating
A student invites his friend to watch TV with a inviting list. As long as his friend answers one of words among Good! Great! Wonderful, his fiend can go with him. Require students to act out.
S1 :Come on! XXX. Let's watch TV.
S2 : Great !
Purpose of design:integrate pictures again, use circumstances to lead in the new sentence structure. Cultivate students' ability of inviting in English, and expression in process of communication.
Step 3 Practice
Game 3 :practice of reorganization and reading
Let students recognize and read the words on the family tree in groups, the group which reads correctly most is the winner.
Game 4 : Guess who he is?
Let one student draw anyone (family member or friend) on the blackboard, the teacher reminds students of main characteristics of the person. In the game of "Let's practice" " ,the teacher points the person in the picture and asks : Is she/he your mom/dad/brother/sister....？ When asking, Teacher reminds students using "Yes, No" to answer. Notice the pronunciation of brother, sister.
Example :S1 :Who's that girl?
S2 : Guess !
S1 :Is she your sister?
S2 : No, she's my morn.
Play the radio tape, make students listen to the tape, see the wall map, and learn about some contents of the dialogue.
Notice the teaching of modal particle, for example : Great ! Cool ! Really? Wow, how funny !
Step4 Assignments
1. Understand the meaning of the picture
The teacher guide students to understand the meaning through guessing the meaning of picture and creating dialogue.
T: Let's make dialogue
A :Who's this boy?
B : He's my ...
Who's this boy/girl? He's my.../She's my ...
2. Teach the topic requirements, and guide operating method.
Require students to label the order number of corresponding icon according to the radio contents and order.
Play the radio, guide students to label the number.
