信息與通信工程專(zhuān)業(yè)英語(yǔ)-試卷及答案

裝訂線(xiàn)裝訂裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)《信息與通信工程專(zhuān)業(yè)英語(yǔ)》學(xué)院：專(zhuān)業(yè)：信息與通信工程姓名：學(xué)號(hào)：題號(hào)一二三四五六總分得分簽名得分第一題、通信工程專(zhuān)業(yè)英語(yǔ)常用詞組翻譯。（每小題1.5分，共30分)1.將下列英文詞組翻譯為漢語(yǔ)。（1）Integratedcircuit集成電路（2）Individualelectrons單個(gè)電子（3）Bandwidth頻帶寬度（4）Conductorlength導(dǎo)體長(zhǎng)度（5）Vector向量（6）Interface界面（7）Signalfrequency信號(hào)頻率（8）Voltage電壓（9）Integralform積分形式（10）Tensor張量2.將下列漢語(yǔ)詞組翻譯為英語(yǔ)。（1）模擬器simulator（2）傳導(dǎo)率conductivity（3）模式識(shí)別patternrecognition（4）種類(lèi)category（5）數(shù)字技術(shù)digitaltechniques（6）語(yǔ)音識(shí)別speechrecognition（7）磁共振magneticresonance（8）虛擬現(xiàn)實(shí)virtualreality（9）放大器amplifier（10）信息技術(shù)informationtechnology得分其次題、英文和漢語(yǔ)詞組正確搭配。（每小組1分，共10分）Modulationsidebands數(shù)據(jù)信道fIntermediatefrequency中頻bAnalogsystem有監(jiān)督學(xué)習(xí)eFeedbacknetwork載波信道jSupervisedlearning模擬系統(tǒng)cDatachannel反饋網(wǎng)絡(luò)dAdaptivelearning數(shù)字信號(hào)處理hDigitalsignalprocessing調(diào)制邊帶aNegativefeedback自適應(yīng)學(xué)習(xí)gBearerchannel負(fù)反饋i得分第三題、將下面幾段文字翻譯為漢語(yǔ)。（每小題4分，共12分）第三題、將下面幾段文字翻譯為漢語(yǔ)。（每小題5分，共15分）1.Wi-Fiisthetrademarkforthepopularwirelesstechnologyusedinhomenetworks,mobilephones,videogamesandotherelectronicdevicesthatrequiresomeformofwirelessnetworkingcapability.裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)2.Thenaturalsensors,likethosefoundinlivingorganisms,usuallyrespondwithsignals,havinganelectro-chemicalcharacter,thatis,theirphysicalnatureisbasedoniontransport,likeinthenervefibers.自然的傳感器，像在活體生物中發(fā)覺(jué)的那些傳感器，通常以具有電化學(xué)特性的信號(hào)作為響應(yīng)，也就是說(shuō)，它們的物理性質(zhì)基于離子傳輸，像在神經(jīng)纖維一樣。Someoftheresultingwaveletcoefficientscorrespondtodetailsinthedataset.Ifthedetailsaresmall,theymightbeomittedwithoutsubstantiallyaffectingthemainfeatureofthedataset.得到某些小波系數(shù)對(duì)應(yīng)于數(shù)據(jù)集中的細(xì)微環(huán)節(jié)量。假如這些細(xì)微環(huán)節(jié)量取值小，可以忽視不計(jì)，而不會(huì)對(duì)數(shù)據(jù)集中的主要特征產(chǎn)生本質(zhì)影響。得分第四題、簡(jiǎn)答題。（每小題15分，共45分）第四題、簡(jiǎn)答題。（每小題15分，共45分）第四題、將下面幾段文字翻譯為英語(yǔ)。（每小題4分，共8分）輸入權(quán)重和閾值的加入使得神經(jīng)元更加敏捷與強(qiáng)大。神經(jīng)元具有通過(guò)變更權(quán)值或者閾值來(lái)適應(yīng)詳細(xì)狀況的實(shí)力。Theadditionofinputweightsandthresholdsmakesneuronsmoreflexibleandpowerful.Neuronshavetheabilitytoadapttospecificsituationsbychangingweightsorthresholds.假如我們把光波看作一種電磁波，那么無(wú)線(xiàn)通信的歷史可以追溯到宇宙的起源。自從遠(yuǎn)古人類(lèi)起先通過(guò)在山頂之間呼喊的方式來(lái)傳遞信息，人類(lèi)便起先希望通過(guò)無(wú)線(xiàn)進(jìn)行便捷有效的溝通。Ifwethinkoflightasanelectromagneticwave,thehistoryofwirelesscommunicationcanbetracedbacktotheoriginoftheuniverse.Sinceancienthumansbegantotransmitinformationbyshoutingfromtoptotop,theybegantohopeforconvenientandeffectivecommunicationthroughwireless.得分第四題、簡(jiǎn)答題。（每小題15分，共45分）第四題、簡(jiǎn)答題。（每小題15分，共45分）第五題、將讀下面的2篇閱讀，并為每道題選擇唯一正確的答案。（每小題2分，共20分）Questions1to5arebasedonthefollowingpassage.

America'seducationsystemhasbecomelessaladderofopportunitythanastructuretotransmitinequalityfromonegenerationtothenext.

That'swhyschoolreformissocritical.Thisisanissueofequality,opportunityandnationalconscience.It'snotjustabouteducation,butaboutpovertyandjustice.

It'struethatthemainreasoninner-cityschoolsdopoorlyisn'tteachers'unions,butpoverty.Southernstateswithoutstrongteachers'，unionshaveschoolsatleastasawfulasthoseinunionstates.SomeChicagoteachersseemtothinkthattheyshouldn'tbeheldaccountableuntilpovertyissolved.Therearestepswecantakethatwouldmakesomedifference,andMayorRahmEmanuelistryingsomeofthem—yettheunionisresisting.

I'dbesympatheticiftheunionfocusedsolelyonhighercompensation.Teachersneedtobemuchbetterpaidtoattractthebestcollegegraduatestothenation'sworstschools.But,instead,theChicagounionseemstobeusingitspoliticalcapitalprimarilytoprotectweakperformers.

There'ssolidevidencethattherearehugedifferencesintheeffectivenessofteachers.ThegoldstandardstudybyHarvardandColumbiaUniversityscholarsfoundthateveninhigh-povertyschools,teachersconsistentlyhadahugepositiveornegativeimpact.

Getabottom1%teacher,andtheeffectisthesameasifachildmisses40%oftheschoolyear.Getateacherfromthetop20%,andit'sasifachildhasgonetoschoolforanextramonthortwo.

Thestudyfoundthatstrongteachersinthefourththrougheighthgradesraisedtheskillsoftheirstudentsinwaysthatwouldlastfordecades.Justhavingastrongteacherforoneelementaryyearleftpupilsabitlesslikelytobecomemothersasteenagers,abitmorelikelytogotocollegeandearningmoremoneyatage28.

Howdoesonefigureoutwhoisaweakteacher?Yes,that'sachallenge.Butresearchersareimprovingsystemstomeasureateacher'sperformancethroughouttheyear,and,withthreeyearsofdata,ifsusuallypossibletotellwhichteachersarefailing.

Unfortunately,theunioninChicagoisinsistingthatteacherswhoarelaidoff—oftenforbeingineffective—shouldgetpriorityinnewhiring.That'saninsulttostudents.

Teachingissoimportantthatitshouldbelikeotherprofessions,withhighpayandgoodworkingconditionsbutfewjobprotectionsforbottomperformers.

Thisisn'tabattlebetweengarmentworkersandgreedybosses.ThecentralfiguresintheChicagoschoolsstrikeareneitherstrikersnormanagersbut350,000裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)children.Protectingtheuniondemandsacrificesthosestudents,ineffectturningablindeyetotheinjusticeintheeducationsystem.

1.WhatdowelearnaboutAmerica'seducationsystem?（B）

A)Itprovidesaladderofopportunityforthewealthy.

B)Itcontributeslittletotheeliminationofinequality.

C)Ithasremainedbasicallyunchangedforgenerations.

D)Ithasbroughtupgenerationsofresponsiblecitizens.

2.Whatischieflyresponsiblefortheundesirableperformanceofinner-cityschools?（裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)裝訂線(xiàn)Demandhigherpayforteachers.B)Giveconstructiveadvicetoinner-cityschools.Helpteachersimproveteaching.

4.WhatisthefindingofthegoldstandardstudybyHarvardandColumbiaUniversityscholars?（D）

A)Manyinner-cityschoolteachersarenotequaltotheirjobs.

B)Alargeproportionofinner-citychildrenoftenmissclasses.

C)Manystudentsaredissatisfiedwiththeirteachers.

D)Studentperformancehasalottodowithteachers.

5.WhydoestheauthorsaytheChicagounionsdemandisaninsulttostudents?（A）

A)Itprotectsincompetentteachersattheexpenseofstudents.

B)Itunderestimatesstudents,abilitytotellgoodteachersfrompoorones.

C)Itmakesstudentsfeelthattheyarediscriminatedagainstinmanyways.

D)Ittotallyignoresstudents，initiativeinthelearningprocess.Questions6to10arebasedonthefollowingpassage.Airpollutionisdeterioratinginmanyplacesaroundtheworld.Thefactthatpublicparksincitiesbecomecrowdedassoonasthesunshinesprovesthatpeoplelongtobreatheingreen,openspaces.Theydonotallknowwhattheyareseekingbuttheyflockthere,nevertheless.And,inthesesurroundings,theyaregenerallybothpeacefulandpeaceable.Itisraretoseepeoplefightinginagarden.Perhapsstruggleunfoldsfirst,notataneconomicorsociallevel,butovertheappropriationofair,essentialtolifeitself.

Ifhumanbeingscanbreatheandshareair,theydon'tneedtostrugglewithoneanother.Unfortunately,inourwesterntradition,neithermaterialistnoridealisttheoreticiansgiveenoughconsiderationtothisbasicconditionforlife.Asforpoliticians,despiteproposingcurbsonenvironmentalpollution,theyhavenotyetcalledforittobemadeacrime.Wealthycountriesareevenallowedtopolluteiftheypayforit.

Butisourlifeworthanythingotherthanmoney?Theplantworldshowsusinsilencewhatfaithfulnesstolifeconsistsof.Italsohelpsustoanewbeginning,urgingustocareforourbreath,notonlyatavitalbutalsoataspirituallevel.Theinterdependencetowhichwemustpaytheclosestattentionisthatwhichexistsbetweenourselvesandtheplantworld.Oftendescribedas"thelungsoftheplanet",thewoodsthatcovertheearthofferusthegiftofbreathableairbyreleasingoxygen.Buttheircapacitytorenewtheairpollutedbyindustryhaslongreacheditslimit.Ifwelacktheairnecessaryforahealthylife,itisbecausewehavefilleditwithchemicalsandundercuttheabilityofplantstoregenerateit.Asweknow,rapideforestationcombinedwiththemassiveburningoffossilfuelsisanexplosiverecipeforanirreversibledisaster.

Thefightovertheappropriationofresourceswillleadtheentireplanettohellunlesshumanslearntsharelife,bothwitheachotherandwithplants.Thistaskissimultaneouslyethicalandpoliticalbecausecanbedischargedonlywheneachtakesituponherselforhimselfandonlywhenitisaccomplishedtogetherwithothers.Thelessontaughtbyplantsisthatsharinglifeexpandsandenhancesthespherectheliving,whiledividinglifeintoso-callednatu