土木工程專業(yè)綜合技能考試實(shí)施方案

1、2011屆土木工程專業(yè)畢業(yè)生綜合技能考核實(shí)施方案為了落實(shí)學(xué)校教學(xué)計(jì)劃以及更好地測試土木工程本科畢業(yè)生在校四年期間的專業(yè)技能、動(dòng)手能力等相關(guān)內(nèi)容，經(jīng)過結(jié)構(gòu)教研室全體教師的縝密思考和多次討論、研究，特制定本實(shí)施方案。1、 考試對(duì)象2011屆土木工程專業(yè)本科畢業(yè)生（A0731、A0732）2、 考試時(shí)間2011年12月4日19:0021:003、 考試地點(diǎn)九江學(xué)院土木實(shí)驗(yàn)樓五、六樓四、考試項(xiàng)目與內(nèi)容考核項(xiàng)目考試項(xiàng)目分值考試時(shí)間考試方式備注第一項(xiàng)解答考題、CAD繪圖60分40分鐘(19:0019:40)上機(jī)必考第二項(xiàng)土木原文資料翻譯40分30分鐘(20:0020:30)筆試必考5、 考核小組成員第一組

2、：徐蕓、楊忠、戴木香、曹靜；第二組：胡潔、陳緒軍、陳子娟、占維6、 考生具體流程第一項(xiàng)A0731學(xué)號(hào)A0732學(xué)號(hào)題目1（徐蕓）191725334141220283644題目2（楊忠）2101826344251321293745題目3（胡潔）31119273543614223038題目4（陳緒軍）41220283644715233139題目5（戴木香）51321293745816243240題目6（陳子娟）6142230381917253341題目7（曹靜）71523313921018263442題目8（占維）81624324031119273543第二項(xiàng)A0731學(xué)號(hào)A0732學(xué)號(hào)Part1

3、1152943122640Part22163044132741Part33173145142842Part4418321152943Part5519332163044Part66120343173145Part77213541832Part88223651933Part99233762034Part10101243872135Part1111253982236Part1212264092337Part13132741102438Part14142842112539七、考生提交要求1. A4紙兩張：布局如下圖2011屆土木工程專業(yè)畢業(yè)生綜合技能考核2011屆土木工程專業(yè)畢業(yè)生綜合技能考核13班級(jí)

4、姓名學(xué)號(hào)指導(dǎo)老師（請學(xué)生們將對(duì)應(yīng)學(xué)號(hào)的英文原文的段落寫在這個(gè)位置。）一、綜合技能測試;請學(xué)生們將各自對(duì)應(yīng)學(xué)號(hào)的考題寫在這個(gè)位置。）（請學(xué)生們將各自段落的譯文寫在這個(gè)位置。）（請學(xué)生們將各自考題解答寫在這個(gè)位置。）（圖紙見后頁）第1頁2. A3紙一張：CADS八、考試評(píng)分標(biāo)準(zhǔn)成績評(píng)定按百分制記分，其中第一項(xiàng)“解答考題、CA儂圖”占總成績的70%第二項(xiàng)“土木原文資料翻譯”占總成績的30%評(píng)分共分“優(yōu)”、“良”、“中”、“及格”、“不及格”五個(gè)等級(jí)。成績等級(jí)評(píng)定應(yīng)遵以下具體評(píng)分標(biāo)準(zhǔn)：1 .優(yōu)秀：態(tài)度極其認(rèn)真，體現(xiàn)出較強(qiáng)的分析問題和解決問題的能力，設(shè)計(jì)思路明確，譯文準(zhǔn)確。2 .良好：態(tài)度較認(rèn)真；答題基

5、本正確，表現(xiàn)出一定的分析問題和解決問題的能力。3 .中：圖紙?jiān)O(shè)計(jì)尚可；英文翻譯文字表達(dá)尚可。4 .及格：基本完成規(guī)定的測試內(nèi)容，設(shè)計(jì)思路不夠明確，譯文準(zhǔn)確度不高。5 .不及格：態(tài)度極不認(rèn)真，測試未完成，設(shè)計(jì)思路不明確。結(jié)構(gòu)教研室2010年11月22現(xiàn)時(shí)間、地點(diǎn)改為學(xué)生自行安排時(shí)間！請大家完成后在12月25日之前務(wù)必交給各自對(duì)應(yīng)的考核小組老師（第一組：徐蕓、楊忠、戴木香、曹靜；第二組：胡潔、陳緒軍、陳子娟、占維）！徐蕓附：一、考題題目1:(1)請繪制中級(jí)制吊車梁與柱、制動(dòng)結(jié)構(gòu)的連接節(jié)點(diǎn)圖。比例自定。(2)如下圖所示為格構(gòu)柱的錢接柱腳工1請指出圖中零件a和b的名稱；給出此柱腳的傳力過程； 按圖中所

6、示的標(biāo)注，給出柱腳底板平面尺寸的驗(yàn)算公式； 指出板塊區(qū)域I、n、田各屬于幾邊支承板； 如果板塊區(qū)域I、n、m在基礎(chǔ)反力作用下的彎矩最大值為Mmax,請給出確定底板厚度的計(jì)算方法。題目2：剪力墻截面兩端設(shè)置邊緣構(gòu)件是剪力墻結(jié)構(gòu)設(shè)計(jì)時(shí)的一種重要措施，請問：1、設(shè)置邊緣構(gòu)件作用是什么？2、邊緣構(gòu)件有哪幾類?3、用AutoCAD畫出約束邊緣構(gòu)件的截面圖。題目3:某三跨二層對(duì)稱鋼筋混凝土框架，層高3.0m,邊跨跨度為6.0m,中間跨跨度為2.4m。柱截面尺寸均為500mr500mm縱向鋼筋為425mm+220mm箍筋加密區(qū)6100非加密區(qū)6200梁的截面尺寸均為250mr600mm邊跨左支座截面I-I承

7、受負(fù)彎矩的鋼筋為422,承重正彎矩的鋼筋為220;跨中H-II截面承受正彎矩的鋼筋均為420,承受負(fù)彎矩的鋼筋為222;右支座截面田-田配筋同I-I截面；箍筋加密區(qū)8100非加密區(qū)中8200中間跨支座截面IV-IV承受負(fù)彎矩的鋼筋為422,按構(gòu)造配承受正彎矩鋼筋；跨中截面V-V承受正、負(fù)彎矩鋼筋皆為構(gòu)造配筋，箍筋加密區(qū)中8100非加密區(qū)中8200抗震等級(jí)為二級(jí)。試?yán)L制其框架梁柱節(jié)點(diǎn)構(gòu)造詳圖。繪圖要求：節(jié)點(diǎn)構(gòu)造圖需繪出縱向鋼筋的截?cái)唷⒋罱雍湾^固長度，箍筋加密區(qū)長度。題目4:某現(xiàn)澆鋼筋混凝土單向板肋梁樓蓋中的5跨等跨連續(xù)梁（次梁），兩邊支座為490厚砌體墻。已知其配筋情況如下：第1跨跨中：212+

8、114（彎）第2跨跨中：312（彎1）第1中間支座：114+312（彎1）第1中間支座：312（彎1）請繪制次梁配筋圖（包括次梁5個(gè)橫截面配筋圖及次梁縱截面配筋圖）。2345主梁45004500245250250題目5:某單跨雙坡門式剛架，屋面坡度為10%,梁、柱截面均為400X400X13X21,梁柱節(jié)點(diǎn)、屋脊節(jié)點(diǎn)均使用節(jié)點(diǎn)板400X600X16,通過8M24螺栓連接；柱腳節(jié)點(diǎn)處為較接，柱腳節(jié)點(diǎn)處使用節(jié)點(diǎn)板600X600X16,通過2M24螺栓與基礎(chǔ)連接。試?yán)L制該門式剛架梁柱節(jié)點(diǎn)、屋脊節(jié)點(diǎn)及柱腳節(jié)點(diǎn)詳圖，要求用CA膾圖詳細(xì)表示并標(biāo)注尺寸（建議比例為1:40）。題目6:某鋼結(jié)構(gòu)廠房跨度36米，

9、柱距9米，橫向框架共16根，試對(duì)此廠房的屋蓋支撐體系進(jìn)行布置，要求用CA膾圖詳細(xì)表示并標(biāo)注尺寸（建議比例為1:500）題目7:畫出一段板式現(xiàn)澆樓梯配筋圖。板厚120mm約為板斜長的1/30,層高3.6m,踏步尺寸150mm*300mm臺(tái)梁尺寸200mm（350mm平臺(tái)板厚70mm樓梯板配筋HPB235直彳全為10mm間距220mm請畫出全部受力及構(gòu)造鋼筋。題目8:設(shè)計(jì)女兒墻外排水，檐溝外排水和女兒墻檐溝外排水的平面圖。二、土木原文資料翻譯Part 1Civilengineersarerightfullyproudoftheirlegacy.Overthepastcentury,cleanwat

10、ersupplieshaveextendedgenerallifeexpectancies.Transportationsystemsserveasaneconomicandsocialengine.Newbridges,blendingstrengthandbeauty,speedtransportandbringcommunitiesclosertogether.Publicandprivateconstruction,forwhichengineersprovidetheessentialunderpinningsofdesignandprojectoversightproduceshu

11、ndredsofthousandsofjobsanddrivescommunitydevelopment.FromthefunctionalandbeautifulGoldenGateBridgeintheU.S.,PetronasTowersinMalaysia,andPontduGardinFrancetothelargelyhiddenwatersupplyandsanitarysewersystems,civilengineershavemadetheirmark,dayinanddayout,inmanyaspectsofthedailylifeofessentiallyeveryo

12、nearoundtheglobe.Part 2Civilengineersknowtheycannotrestontheirlaurels.Currenttrendsposequestionsaboutthefutureoftheprofession.Thesequestionsaddresstherolethatcivilengineersplay,andcouldplay,insociety,intheultimateintegrityoftheworldsinfrastructure,andinthehealthofthenaturalenvironment.Formanyyears,c

13、ivilengineeringleaderssoundedthealarmaboutthelackofinvestmentinmaintainingandimprovingtheinfrastructure.Someofthoseshortcomingsweretragicallyillustratedbythedeathanddestructioncausedbyfailuresinwhichengineeringdesigns,governmentfunding,andthecommunityoversightsystemswereallcalledintoquestion.Civilen

14、gineersarepainfullyawareoftherepercussionsforpublichealth,safety,andwelfarewhentheinfrastructuregetsshortshrift.Yetthosesameengineersalsoknowthattheycoulddobetterinspeakingoutinthesocialandpoliticalarena,andinbecomingleadersinthepolicy-creatinganddecision-makingprocess,sothattheprocessisbasedonasoun

15、dtechnicalfoundation.Part 3Civilengineersknowtheymuststepuptothepoliticalandpublicserviceplate.Thepublichasbecomeincreasinglyawarethatdevelopmentneednotcomeatthepriceofacompromisedanddepletedenvironment.Enlightenedcitizensseesustainability,notasanunattainableideal,butasapracticalgoal.Toanswerthatcal

16、l,civilengineersrealizethattheymustincreasinglytransformthemselvesfromdesignersandbuilderstoprojectlife-cycle“sustainers.”Suchbroadenedresponsibilities,alongwiththeincreasingbreadth,complexity,andrateofchangeofprofessionalpractice,allputgreateremphasisnotonlyoncontinuingeducationbutalsoonwhatabasicc

17、ivilengineeringeducationmustdeliverupfront.Thebodyofknowledgenecessarytoeffectivelypracticecivilengineeringattheprofessionallevelisbeyondthescopeofthetraditionalbachelorsdegree,evenwhencoupledwiththemandatedearly-careerexperience.Educationmustmeldtechnicalexcellencewiththeabilitytolead,influence,and

18、integrate,preparingtheengineertoweighthediversesocietalissuesthatshapetheoptimalapproachestoplanning,design,andconstruction.Part 4Technologyandmarketforcesbringadditionalpressuresonhowcivilengineersplayouttheirroles.Knowledge-basedcivilengineeringsoftwareincreasinglyshiftsroutineengineeringtasksfrom

19、therealmoftheengineertothatofthetechnologistandtechnician.Howwillthistrendplayoutintheyearsahead?Willcivilengineersmovefurtherintoasystemsrole?Civilengineeringrisksbecomingincreasinglycommoditized.Clientsandownersmayincreasinglyuselowbidprocurementandthusthelowestinnovationdenominatorratherthanquali

20、fications-basedselectionanditsopportunitiestoprovidethebestlife-cycleoptions.Andhowwillcivilengineersinadvancednationsreactastheneedtohaveprojectteamsallinoneplacecontinuestoshrink,andlower-costengineersfromrapidlyexpandingtechnologicalworkforcesaroundtheworldvieforapieceoftheglobaleconomicpie?Part

21、5Willeconomicforcesmakethatpieexpand,withmoreworkforallengineers,orwillbarriersbeproposedtoslowthenegativelocalemploymentimpacts?Howwillcivilengineersgaintheneededknowledgeofinternationalbusinesspracticesandculturalandlinguisticissuesandwilltheyfurtheraddresscorruptionintheglobalengineeringandconstr

22、uctionindustry?Inthefuture,some,nowdominantcountriesmayhaveadiminishingglobalroleinengineeringresearchandeducationandinapplicationofnewtechnology.Civilengineers,becauseoftheirworkwithinfrastructureandtheenvironment,cancontributetoworldstability.Consideroneexample:Virtuallyeverynationonearthiseitherf

23、acing,orwithin20yearswillface,sometypeofwatersupplychallenge.Thatdemandforthislife-givingresource,coupledwiththeneedtoshareitacrossnationalboundaries,couldmakeforanexplosivesituation.Theapplicationofcivilengineeringknowledgeandskillstoenhancewatersupplyandimprovedistributioncouldverywellbecomeoneofc

24、ivilengineeringsgreatestchallenges.Part 6Alltheseissuesrepresentcriticaltestsforcivilengineers,withnewresponsibilitiesloomingforanewgeneration.Formanyyears,theprofessionhaswrestledwithitscareerappealtoadiversepopulationofthebestandbrightest.Howcanprecollegestudentslearnmoreaboutthecivilengineeringop

25、portunitiesforbothhelpingmankindandbuildingafulfillinglifeforthemselvesatacompetitivecompensation?Andwhenon-the-jobassignmentsdonotmatchthepromiseofstimulatingwork,howcanmanagementstepintohelpwhilestillbuildingthebottomline?Civilengineersthusfindthemselvesaskeepersofanimpressivelegacywhileraisingcon

26、cernsaboutfuturedirections.Theyknowtheymusttakemorerisks.Theyknowtheymustshowmoreleadership.Theyknowtheymustcontroltheirowndestinyandnotleteventscontrolthem.Part 7TheSummitontheFutureofCivilEngineeringin2025representedanambitiousstepontheroadtothatnewfuture.Participantsasked:Whatwillthecivilengineer

27、ingworldbelike20yearsfromnow?Whataspirationalrolewillcivilengineersplayinthatradicallytransformedworld?Clearly,lookingaheadtowardtheunknownpresentsconsiderablerisk.Futurerealitiesmaynotbecapturedandsomeaspectsofthevisionmayprovetobeamirage.Butthevisionarygauntlethasbeenthrown.Adiversegroupofaccompli

28、shedindividualsgatheredattheSummittolookbeyondtodaysstrategicissueswhichwereoutlinedheretoplacetheirsignpostsforwhatthecivilengineeringprofessionshouldattainby2025.Themarchtowardthosemarkers,andtheenlightenedstrugglesthatwillbeneededtogetthere,areonlyjustbeginning.Theglobalcivilengineeringprofession

29、hastakenupthechallenge.Part 8The Summit on the Future of Civil to the status of, concerns with, engineering profession as described, A highly-varied group of civil disciplines, architects, educators,Engineering was convened in response and opportunities for the civil for example, in the previous cha

30、pter. engineers, engineers from other association and society executives,andotherleaders,includingparticipantsfromeightcountriesotherthantheU.S.,attended.AllgatheredinLandsdowne,VirginiafromJune21to23,2006toparticipateintheSummit.TheSummitspurposewastoarticulateanaspirationalglobalvisionforthefuture

31、ofcivilengineeringaddressingalllevelsandfacetsofthecivilengineeringcommunity,thatis,professional(licensed)civilengineers,non-licensedcivilengineers,technologistsandtechnicians.TheSummitsgoalreflectstheorganizersandtheparticipantspreferenceofchoiceoverchance.StatesmanWilliamJenningsBryanhighlightedth

32、oseoptionswhenhesaid:“Destinyisnotamatterofchance;itisamatterofchoice.”Part 9Broadlyspeaking,thereareonlytwofuturesforcivilengineeringaroundtheglobe;theonetheprofessioncreatesforitselfor,inthevoid,theoneotherscreateforcivilengineering.CivilengineerscametotheSummittochoosetheirprofessionsfuture.Thepu

33、rposeofthisreportistooutlinethehighlyinteractiveprocessusedduringtheSummitandmoreimportantly,topresent,indetail,theSummitsresults.ThereportsprimaryaudienceisanyindividualororganizationthatcanhelptoachievethevisionthatresultedfromtheSummit,aspresentedlaterinthisreport.TheSummitontheFutureofCivilEngin

34、eeringin2025provedtobeastimulating,uplifting,collaborative,andcreativeexperienceforparticipants.Breakoutgroupsgeneratedwiderangingdiscussionsandpost-Summitsynthesisoftheideasthatweregeneratedyieldedthefinalvision.Part 10Asvaluableasthatmaybe,theSummitisintendedtobejustthebeginningofanon-goinginfluen

35、cingprocess.Summitorganizers,andprobablythevastmajorityofparticipants,wanttheglobalvision,aspresentedinthisreport,toguidepolicies,plans,processes,andprogresswithintheglobalcivilengineeringcommunity.Thisvisioncanexertinfluencewithincivilengineeringaroundtheglobeandpossiblywithinotherengineeringdiscip

36、linesandotherprofessions.Thecivilengineeringcommunityisglobaland,assuch,couldandperhapsshouldshareacommonvision.TheSummitaddressedthisquestion:Whatcouldcivilengineersbedoingin2025?Addressingthisquestionnaturallyledtodescribingtheprofileofthe2025civilengineer,thatis,theattributespossessedorexhibitedb

37、ytheindividualcivilengineerof2025consistentwiththeprecedingaspirationalvisionfortheprofession.Part 11Attributesmaybedefinedasdesirableknowledge,skills,andattitudes.Asusedhere,knowledgeislargelycognitiveandconsistsoftheories,principles,andfundamentals.Examplesaregeometry,calculus,vectors,momentum,fri

38、ction,stressandstrain,fluidmechanics,energy,continuity,andvariability.Incontrast,skillsrefertotheabilitytodotasks.Examplesareusingaspreadsheet;continuouslearning;problemsolving;critical,global,integrative/system,andcreativethinking;teamwork;communication;andself-assessment.Formaleducationistheprimar

39、ysourceofknowledgeasdefinedhere,whereasskillsaredevelopedviaformaleducation,focusedtraining,andcertainon-the-jobexperiences.Attitudesreflectanindividualsvaluesanddeterminehowheorshe“sees”theworld,notintermsofsight,butintermsofperceiving,interpreting,andapproaching.Examplesofattitudesconducivetoeffec

40、tiveprofessionalpracticearecommitment,curiosity,honesty,integrity,objectivity,optimism,sensitivity,thoroughness,andtolerance.Part 12TheSummitidentifiedmanyandvariedattributes,organizedintotheprecedingknowledge,skills,andattitudescategories.Theresultsarepresentedhere.Thecivilengineerisknowledgeable.H

41、eorsheunderstandsthetheories,principles,and/orfundamentalsof:?Mathematics,physics,chemistry,biology,mechanics,andmaterialswhicharethefoundationofengineering?Designofstructures,facilities,andsystems?Risk/uncertaintysuchasriskidentification,data-basedandknowledge-basedtypes,andprobabilityandstatistics

42、?Sustainabilityincludingsocial,economic,andphysicaldimensions?Publicpolicyandadministrationincludingelementssuchasthepoliticalprocess,lawsandregulations,fundingmechanisms?Businessbasicssuchaslegalformsofownership,profit,incomestatementsandbalancesheets,decisionorengineeringeconomics,andmarketing?Soc

43、ialsciencesincludingeconomics,history,andsociology?Ethicalbehaviorincludingclientconfidentiality,codesofethicswithinandoutsideofengineeringsocieties,anti-corruptionandthedifferencesbetweenlegalrequirementsandethicalexpectations,andtheprofessionsresponsibilitytoholdparamountpublichealth,safety,andwelfare.Part 13Thecivilengineerisskillful.Heorsheknowshowto:?Applybasicengineeringtoolssuchasstatisticalanalysis,computermodels,designcodesandstandards,andprojectmonitoringmethods?Learnabout,assess,andmasternewtechnologytoenhanceindividualandorganizationaleffectivenessandefficiency?Communi