土木工程专业综合技能考试实施方案

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1、土木工程专业综合技能考试实施方案综合技能考核实施方案为了落实学校教学打算以及更好地测试土木工程本科毕业生在校四年期间的专业技能、动手能力等有关内容，通过结构教研室全体教师的缜密摸索和多次讨论、研究，特制定本实施方案。考试对象2011 届土木工程专业本科毕业生（A0731、A0732）考试时刻2011 年 12 月 4 日 19：0021：00考试地点九江学院土木实验楼五、六楼考试项目与内容考核项目考试项目分值考试时刻考试方式备注第一项解答考题、 CAD 绘图60 分40 分钟上机必考（ 19:00 19:40）第二项土木原文资料翻译40 分30 分钟笔试必考(20:00 20:30)考核小组成

2、员第一组：徐芸、杨忠、戴木香、曹静；第二组：胡洁、陈绪军、陈子娟、占维考生具体流程第二项A0731 学号A0732 学号第一项A0731 学号A0732 学号题目 1（徐芸） 191725334141220283644题目 2（杨忠） 2101826344251321293745题目 3（胡洁） 31119273543614223038题目 （陈绪军）412202836447152331394题目 5（戴木香）51321293745816243240题目 6（陈子娟）6142230381917253341题目 7（曹静） 71523313921018263442题目 8（占维） 8162432

3、4031119273543Part 11152943122640Part 22163044132741Part 33173145142842Part 44183211529432011届土木工程专业毕业生综合技能考核19332011届土木工程专业毕业生综合技能考核163044Part 552Part 6姓名620343173145班级学号指导老师72135（请学生们将对应学号的英文原文的段落写在这 41832Part 7分数Part 882236个位置。）51933一、综合技能测试9233762034Part 9Part 10102438（请学生们将各自段落的译文写在这个位置。） 72135（

4、请学生们将各自对应学号的考题写在这个位置。）Part 1111253982236Part 1212264092337Part 13132741102438（请学生们将各自考题解答写在这个位置。）2842112539Part 1414考生提交要求( 图纸见后页 )1. A4 纸两张：布局如下图第2页第1页2. A3 纸一张： CAD 图考试评分标准1优秀：态度极其认真，体现出较强的分析咨询题和解决咨询题的能力，设计思路明确，译文准确。2良好：态度较认真；答题差不多正确，表现出一定的分析咨询题和解决咨询题的能力。3中：图纸设计尚可；英文翻译文字表达尚可。4及格：差不多完成规定的测试内容，设计思路不

5、够明确，译文准确度不高。5不及格：态度极不认真，测试未完成，设计思路不明确。结构教研室2010 年 11 月 22现时刻、地点改为学生自行安排时刻！请大伙儿完成后在12 月 25 日之前务必交给各自对应的考核小组老师（第一组：徐芸、杨忠、戴木香、曹静；第二组：胡洁、陈绪军、陈子娟、占维）！徐芸附：一、考题题目 1：（ 1）请绘制中级制吊车梁与柱、制动结构的连接节点图。比例自定。（ 2）如下图所示为格构柱的铰接柱脚。 请指出图中零件a 和 b 的名称； 给出此柱脚的传力过程； 按图中所示的标注，给出柱脚底板平面尺寸的验算公式； 指出板块区域、各属于几边支承板； 如果板块区域、在基础反力作用下的弯

6、矩最大值为 Mmax, 请给出确定底板厚度的运算方法。题目 2：剪力墙截面两端设置边缘构件是剪力墙结构设计时的一种重要措施，请咨询：设置边缘构件作用是什么？边缘构件有哪几类？用 AutoCAD 画出约束边缘构件的截面图。题目 3：某三跨二层对称钢筋混凝土框架，层高3.0m，边跨跨度为 6.0m，中间跨跨度为 2.4m。柱截面尺寸均为500mm500mm，纵向钢筋为425mm+2 20mm，箍筋加密区 6100，非加密区 6200。梁的截面尺寸均为 250mm600mm，边跨左支座截面 -承担负弯矩的钢筋为 422，承重正弯矩的钢筋为 220；跨中 -截面承担正弯矩的钢筋均为 420，承担负弯矩

7、的钢筋为 222；右支座截面 -配筋同 -截面；箍筋加密区 8100，非加密区 8200。中间跨支座截面 -承担负弯矩的钢筋为 422，按构造配承担正弯矩钢筋；跨中截面 -承担正、负弯矩钢筋皆为构造配筋，箍筋加密区 8100，非加密区 8200。抗震等级为二级。试绘制其框架梁柱节点构造详图。绘图要求：节点构造图需绘出纵向钢筋的截断、搭接和锚固长度，箍筋加密区长度。题目 4：某现浇钢筋混凝土单向板肋梁楼盖中的05 跨等跨连续梁（次梁）0 ，两边123455支座为 490 厚砌体墙。已知其配筋情形如下：第1跨跨中：212+114（弯）第2跨跨中：312（弯 1）12345第 1 中间支座： 114

8、+3主梁12（弯 1）第 1 中间支座： 312（弯 1）45004500请绘制次梁配筋图（包括次梁 5 个横截面配筋图及次梁纵截面配筋图） 。245250250题目 5：某单跨双坡门式刚架， 屋面坡度为 10%，梁、柱截面均为 4004001321，梁柱节点、屋脊节点均使用节点板 40060016，通过 8M24 螺栓连接；柱脚节点处为铰接，柱脚节点处使用节点板 60060016，通过 2 M24 螺栓与基础连接。试绘制该门式刚架梁柱节点、屋脊节点及柱脚节点详图，要求用 CAD 绘图详细表示并标注尺寸（建议比例为1:40）。题目 6：某钢结构厂房跨度36 米，柱距 9 米，横向框架共16 榀

9、，试对此厂房的屋盖支撑体系进行布置，要求用CAD 绘图详细表示并标注尺寸（建议比例为 1:500）题目 7：画出一段板式现浇楼梯配筋图。板厚120mm，约为板斜长的1/30，层高 3.6m，踏步尺寸 150mm*300mm。平台梁尺寸 200mm350mm，平台板厚 70mm。楼梯板配筋 HPB235，直径为 10mm，间距 220mm。请画出全部受力及构造钢筋。题目 8：设计女儿墙外排水，檐沟外排水和女儿墙檐沟外排水的平面图。二、土木原文资料翻译Part 1Civilengineers are rightfullyproud of their legacy. Over the past ce

10、ntury, clean water supplies have extended general life expectancies. Transportation systems serve as an economic and social engine. New bridges, blending strength and beauty, speed transport and bring communities closer together. Public and private construction, for which engineers provide the essen

11、tial underpinnings of design and project oversight produces hundreds of thousands ofjobs and drives community development. From the functional and beautiful Golden Gate Bridgein the U.S.,Petronas Towers in Malaysia, and Pont du Gard in France tothe largely hidden water supply andsanitary sewer syste

12、ms, civilengineers have made their mark, day in andday out,in many aspects ofthe daily life of essentially everyone aroundthe globe.Part2Civilengineers know they cannot rest on theirlaurels. Current trendspose questions about the future ofthe profession. These questions address the rolethat civil en

13、gineers play,and could play,in society, inthe ultimate integrityof the worlds infrastructure, and inthe health ofthe natural environment. For many years, civilengineering leaders sounded the alarm about the lack of investment in maintaining and improvingthe infrastructure. Some of those shortcomings

14、 were tragicallyillustratedbythe death and destruction caused by failuresin which engineering designs, government funding,and the community oversight systems were all called into question. Civilengineers are painfullyaware of the repercussions for publichealth, safety, and welfare when the infrastru

15、cturegets short shrift.Yet those same engineers also knowthat they could do better inspeaking out in the social and political arena, and in becoming leaders inthe policy-creating and decision-making process, so that the process is based on a soun d technical foundation.Part3Civilengineers know they

16、must step up to the political and public service plate. The public has become increasingly aware that development n eed not come at the price of a compromised and depleted environment. E nlightened citizens see sustainability, not as an unattainable ideal, but as apractical goal. To answer that call

17、, civil engineers realize that they must increasingly transform themselves from designers and builders to project life-cycle “sustainers”. Such broadened responsibilities, along with the in creasing breadth, complexity, and rate of change of professional practice,all put greater emphasis not only on

18、 continuing education but also on what a basic civil engineering education must deliver up front. The body of knowledge necessary to effectively practice civil engineering at the profe ssional level is beyond the scope of the traditional bachelors degree, even when coupled with the mandated early-ca

19、reer experience. Education mus t meld technical excellence with the ability to lead, influence, and integrat e, preparing the engineer to weigh the diverse societal issues that shape t he optimal approaches to planning, design, and construction.Part4Technology and market forces bring additional pres

20、sures on how civilengineers play out their roles. Knowledge-based civil engineering softwar e increasingly shifts routine engineering tasks from the realm of the engin eer to that of the technologist and technician. How will this trend play o ut in the years ahead? Will civil engineers move further

21、into a systems r ole?Civil engineering risks becoming increasingly commoditized. Clients a nd owners may increasingly use low bid procurementand thus the lowest innovation denominatorrather than qualifications-based selection and its opportunities to provide the best life-cycle options. And how will

22、 civil engineers in advanced nations react as the need to have project teams all i n one place continues to shrink, and lower-cost engineers from rapidly expanding technological workforces around the world vie for a piece of theglobal economic pie?Part5Willeconomic forces make that pie expand, with

23、more work for allengineers, or willbarriers be proposed to slow the negative local employment impacts? How willcivilengineers gain the needed knowledge of international business practices and cultural and linguistic issues and willthey further address corruption in the global engineering and constru

24、ction ind ustry? In the future, some, now dominant countries may have a diminishi ng global role in engineering research and education and in application ofnew technology. Civil engineers, because of their work with infrastructur e and the environment, can contribute to world stability. Consider one

25、 exa mple: Virtually every nation on earth is either facing, or within 20 years will face, some type of water supply challenge. That demand for this life-giving resource, coupled with the need to share it across national boundar ies, could make for an explosive situation. The application of civil en

26、gineering knowledge and skills to enhance water supply and improve distributi on could very well become one of civil engineerings greatest challenges.Part6All these issues represent critical tests for civil engineers, with new r esponsibilities looming for a new generation. For many years, the profe

27、ssi on has wrestled with its career appeal to a diverse population of the best and brightest. How can precollege students learn more about the civil engineering opportunities for both helping mankind and building a fulfilling life for themselves at a competitive compensation? And when on-the-job a s

28、signments do not match the promise of stimulating work, how can mana gement step in to help while still building the bottom line?Civil engineersthus find themselves as keepers of an impressive legacy while raising co ncerns about future directions. They know they must take more risks. They know they

29、 must show more leadership. They know they must control t heir own destiny and not let events control them.Part7The Summit on the Future of CivilEngineering in 2025 representedan ambitious step on the road to that new future. Participants asked: Wha t will the civil engineering world be like 20 year

30、s from now? What aspir ational role will civil engineers play in that radically transformed world? Clearly, looking ahead toward the unknown presents considerable risk. Fut ure realities may not be captured and some aspects of the vision may prove to be a mirage. But the visionary gauntlet has been

31、thrown. A diverse group of accomplished individuals gathered at the Summit to look beyond todays strategic issueswhich were outlined hereto place their sign posts for what the civil engineering profession should attain by 2025. The march toward those markers, and the enlightened struggles that will

32、be n eeded to get there, are only just beginning. The global civil engineering profession has taken up the challenge.The Summit on the Future of Civil Engineering was convened in res ponse to the status of, concerns with, and opportunities for the civil engin eering profession as described, for exam

33、ple, in the previous chapter. A hi ghly-varied group of civil engineers, engineers from other disciplines, arch itects, educators, association and society executives, and other leaders, incl uding participants from eight countries other than the U.S., attended. All gathered in Landsdowne, Virginia f

34、rom June 21 to 23, 2006 to participatein the Summit. The Summits purpose was to articulate an aspirational global vision for the future of civil engineering addressing all levels and facets of the civil engineering community, that is, professional (licensed) civil engineers, non-licensed civil engin

35、eers, technologists and technicians. The Summits goal reflects the organizers and the participants preference of choice over chance. Statesman WilliamJennings Bryan highlighted those options when he said: “Destiny is not a matter of chance; it isa matter of choice.”Part9Broadly speaking, there are o

36、nly two futures for civilengineering around the globe; the one the profession creates for itself or, in the void, the one others create for civilengineering. Civil engineers came to the Summit to choose their professions future. The purpose of this report is to outline the highly interactive process

37、 used during the Summit and more i mportantly, to present, in detail, the Summits results. The reports pri mary audience is any individual or organization that can help to achieve t he vision that resulted from the Summit, as presented later in this report. The Summit on the Future of Civil Engineer

38、ing in 2025 proved to be a stimulating, uplifting, collaborative, and creative experience for participants. Breakout groups generated wide ranging discussions and post-Summit s ynthesis of the ideas that were generated yielded the final vision.Part10As valuable as that may be, the Summit is intended

39、 to be just the b eginning of an on-going influencing process. Summit organizers, and prob ably the vast majority of participants, want the global vision, as presented in this report, to guide policies, plans, processes, and progress within theglobal civil engineering community. This vision can exer

40、t influence withi n civil engineering around the globe and possibly within other engineering disciplines and other professions. The civil engineering community is global and, as such, could and perhaps should share a common vision.The Summit addressed this question: What could civil engineers be d o

41、ing in 2025? Addressing this question naturallyled to describing the profi le of the 2025 civil engineer, that is, the attributes possessedor exhibitedby the individual civil engineer of 2025 consistent with the preceding as pirational vision for the profession.Part11Attributes may be defined as des

42、irable knowledge, skills, and attitude s. As used here, knowledge is largely cognitive and consists of theories, principles, and fundamentals. Examples are geometry, calculus, vectors, mo mentum, friction, stress and strain, fluid mechanics, energy, continuity, andvariability.In contrast, skills ref

43、er to the ability to do tasks. Examples are using a spreadsheet; continuous learning; problem solving; critical, global, integ rative/system, and creative thinking; teamwork; communication; and self-assessment. Formal education is the primary source of knowledge as defined here, whereas skills are d

44、eveloped via formal education, focused training,and certain on-the-job experiences.Attitudes reflect an individual s values and determine how he or she “sees” the world, not in terms of sight, but in terms of perceiving, int erpreting, and approaching. Examples of attitudes conducive to effective pr

45、 ofessional practice are commitment, curiosity, honesty, integrity, objectivity,optimism, sensitivity, thoroughness, andtolerance.Part12The Summit identified many and varied attributes, organized into the preceding knowledge, skills, and attitudes categories. The results are prese nted here.The civi

46、lengineer is knowledgeable. He or she understands the theories,principles, and/or fundamentals of:? Mathematics, physics, chemistry, biology, mechanics,and materials which are the foundation of engineering? Design of structures, facilities, and systems? Risk/uncertainty such as risk identification,

47、data-based and knowled ge-based types, and probability and statistics? Sustainability including social, economic, and physical dimensions? Public policy and administration including elements such as the politicalprocess, laws and regulations, funding mechanisms? Business basics such as legal forms o

48、f ownership, profit, income s tatementsand balance sheets, decisionor engineering economics, and marketing? Social sciences including economics, history, and sociology? Ethical behavior including client confidentiality, codes of ethics within and outside of engineering societies, anti-corruption and

49、 the differences between legal requirements and ethical expectations, and theprofessions responsibility to hold paramount public health, safety, and welfare.? Apply basic engineering tools such as statistical analysis, computermodels, design codes and standards, and project monitoring methods? Learn

50、 about, assess, and master new technology to enhance indivi dual and organizational effectiveness and efficiency? Communicate with technical and non-technical audiences, convincin gly and with passion, via listening, speaking, writing, mathematics, and vi suals? Collaborate on intra-disciplinary, cr

51、oss-disciplinary, and multi-discipl inary traditional and virtual teams8? Manage tasks, projects, and programs so as to provide expected d eliverables while satisfying budget, schedule, and other constraints? Lead by formulating and articulating environmental, infrastructure, and other improvements

52、and buildconsensus by practicing inclusiveness, empathy, compassion, persuasiv eness, patience, and critical thinking.The civil engineer embraces attitudes conducive to effective professio nal practice. He or she exhibits:? Creativity and entrepreneurship that leads to proactive identification of po

53、ssibilities and opportunities and taking action to develop them? Commitment to ethics, personal and organizational goals, and wort hy teams and organizations? Curiosity which is a basis for continued learning, fresh approaches, development of new technology or innovative applications of existing tec

54、hnology, and new endeavors? Optimism in the face of challenges and setbacks recognizing the p ower inherent in vision, commitment, planning, persistence, flexibility, and teamwork? Respect for and tolerance of the rights, values, views, property, po ssessions, and sensitivities of others? Thoroughness and self-discipline in keeping with the public health, safety, and welfare implications of most engineering projects and the high-degree of interdependence within project teams and between such teams and their stakeholders.