Đề thi thử ĐH và đáp án môn Toán học lần 2 (2013) trường THPT chuyên Nguyễn H...Megabook
Đây là đề thi thử ĐH và đáp án môn Toán học lần 2 (2013) trường THPT chuyên Nguyễn Huệ. Các em có thể tham khảo nhé!
------------------------------------------------------------------------------
Các em có thể tham khảo bộ sách hay của Megabook tại địa chỉ sau nhé ;)
http://megabook.vn/
Chúc các em học tốt! ^^
Kanban is phantastic in the support the flow of product development and self improvement of teams in that area. However, at each time the process defined through Kanban poses an impediment to work in the creative field. While Kanban may very well fit to work in the domains of product maintenance and iterative, feature by feature innovation, it does not support evolutionary or disruptive innovation. These types of innovation dip slightly or even more into chaos and are completely non linear processes which simply do not fit the Kanban board and process. The talk will show how to protect innovation from delivery and otoh how to create the necessary level of communication between these areas w/o creating silos.
From Data to wisdom
Tabin Hasan
Asst Professor
American International University- Bangladesh
The document discusses the progression from data to wisdom. It defines data, information, knowledge, and wisdom based on the work of Russell Ackoff. Data are symbols, information answers basic questions, knowledge is reproducible and applicable, and wisdom is evaluated understanding. The document uses examples like information about the earth to illustrate how more connections between data points lead to knowledge. It questions how much data is needed to extract information and form knowledge, and asks where is the wisdom we have lost in our pursuit of knowledge.
culture and organizational change - important insights from Edgar ScheinNiki Anandi Koulouri
This document discusses organizational culture and change based on insights from Edgar Schein. It summarizes findings from Gallup that 7 in 10 employees are disengaged globally due to poor organizational cultures. A 2013 survey found that while 84% of executives believe culture is critical to success, only 35% think their culture is effectively managed. Schein's model of organizational culture identifies artifacts, espoused values, and basic underlying assumptions. Key insights from Schein are that culture determines strategy, leaders manage culture, culture matters most during problems, and changing culture creates learning anxiety that must be reduced. The document provides exercises to explore an organization's culture.
The document discusses Goldratt's Theory of Constraints (TOC) methodology, which has evolved over 20 years into a systems methodology that links both soft and hard systems methods. The core of TOC is the Thinking Processes - a set of logic trees that guide users through problem identification, solution building, and implementation. The trees use logic rules to provide analytical rigor while capturing soft information. TOC views organizations as constrained systems and focuses on identifying the constraint limiting performance and ways to improve its output or subordinate other activities to it.
Design Scripts: Designing (inter)actions with intentions (version 2.0)Bas Leurs
This document discusses design scripts and how designers plan actions to achieve desired future states. It provides examples of how artifacts can "prescribe" or delegate actions through scripts. Design scripts shape human behavior by encouraging or discouraging certain actions. Examples include speed bumps that say "slow down", paper coffee cups that say "dispose of me", and password indicators that challenge users to create strong passwords. The document explores how scripts are present throughout a product's lifecycle from conception to disposal. It argues that scripts reflect a designer's intentions for how an artifact will interact with users and contexts.
Đề thi thử ĐH và đáp án môn Toán học lần 2 (2013) trường THPT chuyên Nguyễn H...Megabook
Đây là đề thi thử ĐH và đáp án môn Toán học lần 2 (2013) trường THPT chuyên Nguyễn Huệ. Các em có thể tham khảo nhé!
------------------------------------------------------------------------------
Các em có thể tham khảo bộ sách hay của Megabook tại địa chỉ sau nhé ;)
http://megabook.vn/
Chúc các em học tốt! ^^
Kanban is phantastic in the support the flow of product development and self improvement of teams in that area. However, at each time the process defined through Kanban poses an impediment to work in the creative field. While Kanban may very well fit to work in the domains of product maintenance and iterative, feature by feature innovation, it does not support evolutionary or disruptive innovation. These types of innovation dip slightly or even more into chaos and are completely non linear processes which simply do not fit the Kanban board and process. The talk will show how to protect innovation from delivery and otoh how to create the necessary level of communication between these areas w/o creating silos.
From Data to wisdom
Tabin Hasan
Asst Professor
American International University- Bangladesh
The document discusses the progression from data to wisdom. It defines data, information, knowledge, and wisdom based on the work of Russell Ackoff. Data are symbols, information answers basic questions, knowledge is reproducible and applicable, and wisdom is evaluated understanding. The document uses examples like information about the earth to illustrate how more connections between data points lead to knowledge. It questions how much data is needed to extract information and form knowledge, and asks where is the wisdom we have lost in our pursuit of knowledge.
culture and organizational change - important insights from Edgar ScheinNiki Anandi Koulouri
This document discusses organizational culture and change based on insights from Edgar Schein. It summarizes findings from Gallup that 7 in 10 employees are disengaged globally due to poor organizational cultures. A 2013 survey found that while 84% of executives believe culture is critical to success, only 35% think their culture is effectively managed. Schein's model of organizational culture identifies artifacts, espoused values, and basic underlying assumptions. Key insights from Schein are that culture determines strategy, leaders manage culture, culture matters most during problems, and changing culture creates learning anxiety that must be reduced. The document provides exercises to explore an organization's culture.
The document discusses Goldratt's Theory of Constraints (TOC) methodology, which has evolved over 20 years into a systems methodology that links both soft and hard systems methods. The core of TOC is the Thinking Processes - a set of logic trees that guide users through problem identification, solution building, and implementation. The trees use logic rules to provide analytical rigor while capturing soft information. TOC views organizations as constrained systems and focuses on identifying the constraint limiting performance and ways to improve its output or subordinate other activities to it.
Design Scripts: Designing (inter)actions with intentions (version 2.0)Bas Leurs
This document discusses design scripts and how designers plan actions to achieve desired future states. It provides examples of how artifacts can "prescribe" or delegate actions through scripts. Design scripts shape human behavior by encouraging or discouraging certain actions. Examples include speed bumps that say "slow down", paper coffee cups that say "dispose of me", and password indicators that challenge users to create strong passwords. The document explores how scripts are present throughout a product's lifecycle from conception to disposal. It argues that scripts reflect a designer's intentions for how an artifact will interact with users and contexts.
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The document discusses challenges with scheduling meetings and collaborating due to busy calendars. It presents a simplified probability model for the likelihood of multiple people being available to meet within a given number of days, based on the average number of open time slots people have each day and the number of people that need to meet. The document advocates for reserving some unscheduled time each day and proactively booking meetings to facilitate collaboration.
LKCE16 - Fast Forward New Organising Models in a complex world by Professor J...Lean Kanban Central Europe
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Design Theory - Lecture 02: Design processes & Problem solvingBas Leurs
This document provides an overview of design processes and problem solving. It discusses various models of design processes, including linear and iterative processes. It also examines the nature of design problems and how designers approach problem solving. The document highlights that design problems often have no single clear solution and require intuition and experimentation to develop potential concepts and solutions.
Design Theory - Lecture 01: What is design?Bas Leurs
Design can be summarized as the process of imagining and planning changes to existing situations or systems to create preferred future states. This involves envisioning possibilities, making decisions with uncertainty, and predicting effects while accounting for human needs and environmental impacts. Design aims to satisfy people through innovative and purposeful solutions.
Design theory - Lecture 04: Design Expertise / Design Thinking / Key conceptsBas Leurs
This document discusses key concepts related to design expertise and design thinking. It begins by outlining different modes of thinking including abductive, deductive, and inductive reasoning. It then discusses the differences between experts and novices in design problem solving, noting that experts employ breadth-first, generative reasoning while novices use depth-first, deductive reasoning. The document also examines different levels of design expertise from novice to expert. Overall, the document provides an overview of design thinking and problem solving approaches used by designers at different stages of expertise.
This document is a lecture on grid systems and modular design. It discusses the history and uses of grid systems in graphic design, architecture, and page layout. Some key points include:
- Grid systems provide order, consistency and flexibility in design by establishing a set of guidelines.
- Early uses of grids can be seen in manuscripts and Greek temples, while graphic designers like Wim Crouwel and Josef Müller-Brockmann popularized grids in the mid-20th century.
- Effective grids divide space into columns and rows to form a modular structure. Common module sizes are based on factors of 12 to allow for flexibility.
- Negative space and variation within the grid help make designs visually
This document summarizes an organizational culture workshop that discusses how organizational culture is formed and impacts organizations. It defines organizational culture and outlines Edgar Schein's three levels of culture - surface manifestations, espoused values, and basic assumptions. The workshop also discusses assessing and measuring culture using surveys, focus groups, and interviews. Finally, it presents examples of levers that can be used to change organizational culture, such as developing leadership, improving communication, and encouraging innovation.
An overview of Systems Thinking, and how to apply the ideas of Complexity Theory to management of systems, with the results being called "Complexity Thinking".
This presentation is part of the Management 3.0 course created by Jurgen Appelo.
http://www.management30.com/course-introduction/
This document provides brief biographies of several influential thinkers in organizational leadership and management, beginning in the late 19th/early 20th century industrial era and continuing to present day. It highlights the contributions of figures like Frederick Taylor, Mary Parker Follett, Kurt Lewin, Douglas McGregor, Peter Drucker, W. Edwards Deming, and Chris Argyris. Their work pioneered concepts like scientific management, human relations approaches, participative management, theories of motivation and human nature in organizations, systems thinking, quality management, and learning organizations.
OPT is a computer-based production planning and scheduling system that seeks to maximize throughput by balancing flow rather than capacity, minimizing or eliminating bottlenecks, and using variable lot sizes. It identifies bottlenecks and focuses on keeping them 100% utilized in order to increase throughput, with the goal of increasing profit by increasing throughput, decreasing inventory, and decreasing operating expenses. The document provides an analogy comparing OPT principles to arranging marching troops to maintain a steady flow without unnecessary spreading out.
1. BỘ GIÁO DỤC VÀ ĐÀO TẠO
⎯⎯⎯⎯⎯⎯⎯⎯
ĐỀ CHÍNH THỨC
ĐÁP ÁN – THANG ĐIỂM
ĐỀ THI TUYỂN SINH CAO ĐẲNG NĂM 2012
Môn: TOÁN; Khối A, Khối A1, Khối B và Khối D
(Đáp án - thang điểm gồm 04 trang)
Câu Đáp án Điểm
a) (1,0 điểm) Khảo sát sự biến thiên và vẽ đồ thị của hàm số
2 3
(1).
1
x
y
x
+
=
+
• Tập xác định: R {−1}.
• Sự biến thiên:
- Đạo hàm: 2
1
' ,
( 1)
y
x
' 0y
−
=
+
,< ∀x ≠ −1.
- Hàm số nghịch biến trên các khoảng (− ∞; −1) và (−1; + ∞).
0,25
- Giới hạn và tiệm cận: ; tiệm cận nganglim lim 2
x x
y y
→−∞ →+∞
= = 2.y =
( 1)
lim
x
y
−
→ −
= − ∞ và
( 1)
lim
x
y
+
→ −
= + ∞ ; tiệm cận đứng 1.x = −
- Hàm số không có cực trị.
0,25
- Bảng biến thiên:
0,25
• Đồ thị:
0,25
1/4
b) (1,0 điểm) Viết phương trình tiếp tuyến của đồ thị hàm số (1 biết rằng vuông góc với đường thẳngd ), d
2.y x= +
vuông góc với đường thẳngd y x= + 2 ⇔ có hệ số góc bằngd 1.− 0,25
Hoành độ tiếp điểm là 0x :
0
0 2
00
01
'( ) 1 1
2( 1)
x
y x
xx
=⎡−
= − ⇔ = − ⇔ ⎢
= −+ ⎣
0,25
0 0x = : Phương trình tiếp tuyến làd 3.y x= − + 0,25
1
(2,0 điểm)
0 2x = − : Phương trình tiếp tuyến làd 1.y x= − − 0,25
a) (1,0 điểm) Giải phương trình: 2cos2 sin sin3 .x x x+ =2
(2,0 điểm)
Phương trình đã cho tương đương với: 2cos2 sin sin3 0x x x+ − = 2cos2 2cos2 sin 0x x x⇔ − = 0,25
+∞
− ∞ 2
2
y
'y − −
x − ∞ −1 + ∞
3
2
−
3
O x
y
-1
23
2. 2/4
cos2 0
sin 1
x
x
=⎡
⎢ =⎣
2cos2 (sin 1) 0x x⇔ − = ⇔ 0,25
cos2 0 .
4 2
x x k
π π
= ⇔ = + 0,25
sin 1 2 .
2
x x k
π
π= ⇔ = + 0,25
b) (1,0 điểm) Giải bất phương trình ( ) ( )2 3log 2 .log 3 1x x > .
Điều kiện Bất phương trình tương đương với0.x >
2 3(1 log )(1 log ) 1x x+ + >
0,25
[ ] 2 2
2 3 2 2 3 2 3
2
log log 6
(1 log )(1 log 2.log ) 1 log (log 2).log log 6 0
log 0
x
x x x x
x
< −⎡
⇔ + + > ⇔ + > ⇔ ⎢
>⎣
0,25
2 2
1
log log 6 0 .
6
x x< − ⇔ < < 0,25
2log 0 1x x> ⇔ > . Tập nghiệm của bất phương trình đã cho: ( )
1
0; 1; .
6
⎛ ⎞
∪ +∞⎜ ⎟
⎝ ⎠
0,25
Tính tích phân
3
0
d .
1
x
I x
x
=
+∫
Đặt 1x t+ = ; d 2 d ; 0 1; 3 2.x t t x t x t= = ⇒ = = ⇒ = 0,25
Ta có
2
2
1
2( 1)d .I t= −∫ t 0,25
Suy ra
2
3
1
2 .
3
t
I t
⎛ ⎞
= −⎜ ⎟
⎝ ⎠
0,25
3
(1,0 điểm)
8
.
3
I = 0,25
Cho khối chóp có đáy là tam giác vuông cân tại.S ABC ABC ,A 2AB a= , Góc
giữa đường thẳng và mặt phẳng bằng Tính thể tích khối chóp và bán kính
mặt cầu ngoại tiếp hình chóp theo
.SA SB SC= =
)SA (ABC o
60 . .S ABC
.S ABC .a
Gọi là trung điểm củaH BC ⇒ .HA HB HC= =
Kết hợp với giả thiết suy raSA SB SC= = ,SH BC⊥ .SHA SHB SHC∆ = ∆ = ∆
⇒ ( )SH ABC⊥ và o
60 .SAH =
0,25
4
(1,0 điểm)
ABC∆ vuông cân tại :A 2 2AC AB a BC a= = ⇒ = ⇒ .AH a=
SHA∆ vuông : o
tan60 3SH AH a= = ⇒
3
.
1 1 3
. . .
3 2 3
S ABC
a
V AB AC SH= = .
0,25
S
A
2a
H
o60
2a
B
C
3. Gọi lần lượt là tâm, bán kính của mặt cầu ngoại tiếp hình chóp thuộc đường thẳng
thuộc mặt phẳng (
,O R .S ABC O⇒
SH ⇒ O )SBC ⇒ R là bán kính đường tròn ngoại tiếp .SBC∆
0,25
Xét ta có,SHA∆ o
2
sin60
SH
SA a= = SBC⇒ ∆ đều có độ dài cạnh bằng a2 o
2 2
.
32sin60
a a
R⇒ = =
3
0,25
Giải phương trình 3
4 ( 1) 2 1 0 (x x x x x+ − + + = ∈ ).
Điều kiện
1
2
x ≥ − . Phương trình đã cho tương đương với:
( )
3
3
(2 ) 2 2 1 2 1 (1x x x x+ = + + + )
0,25
Xét hàm số 3
( )f t t= + t trên . Với mọi 2
, '( ) 3 1 0t f t t∈ = + > . 0,25
⇒ ( )f t đồng biến trên . Do đó (1) 2 2 1.x x⇔ = + 0,25
5
(1,0 điểm)
Giải phương trình trên được nghiệm
1 5
.
4
x
+
= 0,25
a) (1,0 điểm) Trong mặt phẳng với hệ tọa độ cho đường tròn ( ) và
đường thẳng
,Oxy 2 2
: 2 4 1 0C x y x y+ − − + =
: 4 3 0.d x y m− + = Tìm m để d ắt ( tại hai điểm ,c )C A B sao cho o
120 ,AI ới I là
tâm của (C
B = v
).
Đường tròn ( có tâm bán kính)C (1;2),I 2R = . 0,25
Gọi là hình chiếu của trên khi đó:H I ,d o o
120 cos60 1.AIB IH IA= ⇔ = = 0,25
Do đó
| 2|
1
5
m −
= 0,25
7
3.
m
m
=⎡
⇔ ⎢ = −⎣
0,25
b) (1,0 điểm) Trong không gian với hệ tọa độ cho hai đường thẳng:,Oxyz
1 : 2 (
1
x t
d y t t
z t
=⎧
⎪
= ∈⎨
⎪ = −⎩
), ).2
1 2s
: 2 2 (
x
d y s s
z s
= +⎧
⎪
= + ∈⎨
⎪ = −⎩
Chứng minh và cắt nhau. Viết phương trình mặt phẳng chứa hai đường thẳng1d 2d 1 2, .d d
Xét hệ ( )
1 2s
2 2 2s *
1
t
t
t s
= +⎧
⎪
= +⎨
⎪ − = −⎩
0,25
Giải hệ ( được)*
1
0
t
s
=⎧
⎨
=⎩
cắt nhau.⇒ 1 2,d d 0,25
1d có VTCP ( )1 1;2; 1 ,u = − có VTCP2d ( )2 2;2; 1 .u = − Mặt phẳng cần tìm là mặt phẳng đi qua
điểm và có một VTPT là1(0;0;1)I ∈d ( )1 2[ , ] 0; 1; 2 .u u = − −
0,25
6.a
(2,0 điểm)
Phương trình mặt phẳng cần tìm: 2 2 0.y z+ − = 0,25
Cho số phức thỏa mãnz
2
(1 2 ) (3 ) .
1
i
i z i z
i
−
− − = −
+
Tìm tọa độ điểm biểu diễn của trong mặt phẳng tọa
độ
z
.Oxy
7.a
(1,0 điểm)
Phương trình đã cho tương đương với
2
(1 2 ) (3 )
1
i
i z i z
i
−
− − − =
+
0,25
3/4
4. 1 3
( 2 )
2
i
i z
−
⇔ − − = 0,25
1 7
10 10
z i⇔ = + 0,25
Điểm biểu diễn của làz
1 7
; .
10 10
M
⎛ ⎞
⎜ ⎟
⎝ ⎠
0,25
a) (1,0 điểm) Trong mặt phẳng với hệ tọa độ cho tam giác Các đường thẳng,Oxy .ABC , ', ' 'BC BB B C lần
lượt có phương trình là với2 0, 2 0, 3 2 0;y x y x y− = − + = − + = ', 'B C tương ứng là chân các đường
cao kẻ từ ,B C của tam giác ABC . Viết phương trình các đường thẳng , .AB AC
Tọa độ của điểm 'B là nghiệm của hệ
2 0
,
3 2 0
x y
x y
− + =⎧
⎨
− + =⎩
giải hệ ta được
2
'( 2;0)
0
x
B
y
= −⎧
⇒ −⎨
=⎩
Đường thẳng AC đi qua 'B và vuông góc với 'BB nên AC có phương trình 2 0.x y+ + =
0,25
Tọa độ của điểm B là nghiệm của hệ
2 0
,
2 0
x y
y
− + =⎧
⎨
− =⎩
giải hệ ta được
0
(0;2).
2
x
B
y
=⎧
⇒⎨
=⎩
Tọa độ của điểm là nghiệm của hệC
2 0
,
2 0
x y
y
+ + =⎧
⎨
− =⎩
giải hệ ta được
4
( 4;2).
2
x
C
y
= −⎧
⇒ −⎨
=⎩
0,25
'(3 2; ) ' ',C t t B C− ∈ từ ''BC CC⊥ suy ra
4 2
'( ; )
5 5
C − hoặc '( 2;0).C −
Nếu
4 2
'( ; )
5 5
C − thì đường thẳng có phương trình làAB 2 2 0.x y− + =
0,25
Nếu thì đường thẳng có phương trình là'( 2;0)C − AB 2 0.x y− + = 0,25
b) (1,0 điểm) Trong không gian với hệ tọa độ cho đường thẳng,Oxyz
2 1
:
1 1 1
1x y z
d
− + +
= =
− −
và mặt
phẳng Đường thẳng( ):2 2 0.P x y z+ − = ∆ nằm trong vuông góc với tại giao điểm của d và
Viết phương trình đường thẳng
( )P d
( ).P .∆
Gọi là giao điểm của d và ( ;I )P (1; 2;0)I − . 0,25
( )P có một VTPT là (2;1; 2)Pn = − , có một VTCP làd ( 1; 1;1)du = − − . 0,25
[ . nằm trong vuông góc với d ⇒, ] ( 1;0; 1)P dn u = − − ∆ ( )P ∆ có một VTCP là [ ; ]P du n u∆ = . 0,25
6.b
(2,0 điểm)
Phương trình đường thẳng
1
: 2 (
x t
y t
z t
= −⎧
⎪
∆ = − ∈⎨
⎪ = −⎩
). 0,25
Gọi là 2 nghiệm phức của phương trình1 2,z z 2
2 1 2 0z z i− + + = . Tính 1 2 .z z+
Phương trình đã cho tương đương với 2 2
( 1) (1 ) 0z i− − − = 0,25
( )( 2 ) 0z i z i⇔ − − + = 0,25
2
z i
z i
=⎡
⇔ ⎢ = −⎣
0,25
7.b
(1,0 điểm)
1 2 | | | 2 | 1 5.z z i i+ = + − = + 0,25
----HẾT----
4/4