<p class="editorParagraph" dir="rtl"><span style="white-space: pre-wrap;">تست‌لایک محصول جدید و منحصر به فرد پرلایک است. در این صفحه دفترچه کنکور ارشد مهندسی کامپیوتر 1403 و در صفحات بعدی دفترچه کنکور ارشد مهندسی کامپیوتر سال‌های دیگر آورده شده است. علاوه بر امکان دانلود خود دفترچه سؤالات سنجش، کلیه سؤالات و شکل‌های مربوطه تک به تک با کیفیت بالا تایپ و رسم شده است و در زیر آن حل تشریحی اساتید مختلف یا حتی دانشجویان علاقه‌مند آورده شده یا بعداً توسط خود اساتید یا دانشجویان نخبه و علاقه‌مند اضافه خواهند شد. کلیه داوطلبان کنکور، راه حل همه اساتید مختلف را دیده و امکان افزودن راه حل یا اظهار نظر (Comment) در زیر هر راه حل را دارند. استاد یا ارائه دهنده راه حل می‌توانند به اظهار نظر یا ایراد یا ابهام مطرح شده از طرف داوطلبان پاسخ دهند.</span></p>

ده سؤال زبان عمومی (انگلیسی) که از دو بخش تشکیل می‌شود. PART A  متشکل از 7 سؤال Vocabulary و PAERT B متشکل از 3 سؤال Cloze Test است. ضریب زبان عمومی و تخصصی روی هم یک (1) است.

زبان عمومی (انگلیسی)

زبان تخصصی (انگلیسی)

ریاضی عمومی (1 و 2)

آمار و احتمال مهندسی

ریاضیات گسسته

نظریه زبان‌ها و ماشین‌ها

سیگنال‌ها و سیستم‌ها

ساختمان داده‌ها

طراحی الگوریتم

هوش مصنوعی

مدار منطقی

معماری کامپیوتر

الکترونیک دیجیتال

سیستم‌های عامل

شبکه‌های کامپیوتری

پایگاه داده‌ها

PART A:  Vocabulary
Directions:  Choose the word or phrase  (1),  (2),  (3),  or (4)  that best completes  each sentence.  Then mark the answer on your answer sheet.

PART A:  Vocabulary

PART B: Cloze Test
Directions: Read the following passage and decide which choice (1), (2), (3), or (4) best fits each space.  Then mark the correct choice on your answer sheet.

PART B: Cloze Test

PART C: Reading Comprehension
Directions: Read the following three passages and answer the questions by choosing the best choice (1),  (2), (3), or (4).  Then mark the correct choice on your answer sheet.

PASSAGE 1:

First, there is the question of a definition of a computer virus.  There is currently no agreement in the computer community. To the general reader differences may appear slight but to the technician they are major. There are many who consider computer viruses as the offspring of Dr. Frederick B.  Cohen. He created a virus, as part of his doctoral thesis, in an effort to find ways to defend computer systems from self-replicating programs. There are others who claim that computer viruses existed well before 1984 when Dr. Cohen did his research. The debate about the appearance of the first virus will probably continue far into the future. Currently it does not  appear  likely  that  computer  scientists  will  agree  upon  an  'official' definition of the term.
Dr.  Cohen  first made  his research  public  at the  1984  National  Computer Security Conference. He made his findings known to an international audience during his presentation that same year at the International Federation for Information Processing Computer Security Conference in Toronto, Canada, IFIP/Sec '84. That conference was sponsored by IFIP Technical Committee  11 responsible for information processing security. It was attended by several hundred computer security specialists from all over the world. We often tell our lecture audiences about the reaction to his presentation at that meeting. Later in the day, after Dr.  Cohen presented  his paper,  we met  with  several  computer  security directors from Europe and Asia.  Most of them felt that Dr.  Cohen's  report was interesting but esoteric. One security director from a major multinational corporation remarked that it was most interesting to him that an American university would provide a young man with a laboratory "to play games." He could see no "practical" application of the research and felt that it too would disappear among the many "useless, academic studies." 


PART C: Reading Comprehension Passage 1

PART C: Reading Comprehension
Directions: Read the following three passages and answer the questions by choosing the best choice (1),  (2), (3), or (4).  Then mark the correct choice on your answer sheet.

PASSAGE 2:

The programming  process  can  be  subdivided  into  a number  of tasks  of which debugging  is perhaps  one of the  most  pervasive.  For  example,  it  is  frequently estimated that testing and debugging account for approximately  50% of the cost of new  systems  development.  This  situation  holds  also  for the  later maintenance phase. Furthermore, the introduction of new approaches such as fourth-generation languages  does  not  immediately threaten  much  of the  current  mode  of system development  and enhancement.
Debugging  can be regarded as a problem-solving  task in which the interaction
between programmers' knowledge  structures  and environmental variables determines  the  effectiveness   of debugging  performance.  While  acknowledging that individual differences play a major role in debugging effectiveness, this paper investigates one of the environmental variables--the  nature of the program bug--to examine its effect  on the debugging process.  The ultimate  aim of the paper  is to contribute to a general theory of program bugs.
Debugging  studies such as those by Gould & Drongowski  (1974) and Gould
(1975)  addressed  the  effect  of the  type  of programming   language  statement containing the bug on debugging performance.  They found that assignment bugs were  much  harder  to  detect  and  correct  than  were  array  or  iteration   bugs. 
Unfortunately, the routines Gould used were statistical routines and the assignment bugs  involved  knowledge  of statistics,  i.e.  domain  knowledge  not  commonly possessed  by the average programmer. These results highlight the anomalies that may arise when we do not have a general concept of program bugs.  Furthermore, they illustrate the need to investigate the nature of bugs if research into debugging is to progress.


PART C: Reading Comprehension Passage 2

PART C: Reading Comprehension
Directions: Read the following three passages and answer the questions by choosing the best choice (1),  (2), (3), or (4).  Then mark the correct choice on your answer sheet.

PASSAGE 3:

In parallel with the growing recognition  of computer design and engineering  as a distinct   area   of  professional    activity,   computer   development   moved   from universities  to the private sector.  As has been well documented,  many companies entered  the  field  in the  1950s.  In  fact,  individuals  from  companies  rather  than universities   dominated  the  organizing   committee   of the  first  JCC.   This  new industry  was  also where  the  identity  of the  computer  engineer  was  ever  more solidly  linked to preexisting  academic  credentials  (such as degrees  in  electrical engineering),   specialized   expertise,   control   over   specific   work   tasks,   and differentiation   from   other  professionals.   The   case  of  Engineering   Research Associates  (ERA)  offers  further  insights  about the position  of engineers  in one pioneering  firm.  Founded  in the mid-1940s,  this Minneapolis-based  company's early activities included developing electronic data-processing  systems, especially for the US Navy;  it was  later well known  for its stored-program  computer,  the 1101.
The company's founders and early personnel  included a roughly  even mix of mathematicians,   electrical   engineers,   and  physicists.   Yet  as  the   firm  grew, engineers increasingly filled its ranks. Per Arthur Norberg, "40 percent of the 1943 electrical  engineering  graduates  of the University  of Minnesota  ... joined  ERA after the war and a significant number  ...  of the class of 1951  accepted  their first job at ERA."  Additional details  can be gleaned  from a 1952 personnel  directory, which reveals that more than 60 percent  of the company's "professional" staff held engineering degrees. Furthermore, more than 40 percent  of this same group had at least one degree  in electrical  engineering,  and between  half and two-thirds  of the company's directors  and vice presidents held electrical  engineering degrees. 
.

PART C: Reading Comprehension Passage 3

کنکور ارشد مهندسی کامپیوتر 1403

<p class="editorParagraph" dir="ltr" style="text-align: justify;"><span style="white-space: pre-wrap;">Roman education had its first "primary schools" in the 3rd century BCE, but they were not compulsory&nbsp;...................... (8) entirely on tuition fees. There were no official &nbsp;schools in Rome, nor were there buildings used specifically for&nbsp;the purpose. Wealthy families ...................... (9) private tutors to teach their children at home, while less well-off children were taught in groups. Teaching conditions for teachers could differ greatly. Tutors who taught in a wealthy family did so in comfort and with facilities; ...................... (10) been brought to Rome as slaves, and they may have been highly educated.</span></p><table><colgroup></colgroup><tbody><tr></tr></tbody></table>

حل تشریحی سوال شماره 8 زبان عمومی (انگلیسی)

کنکور ارشد مهندسی کامپیوتر 1403

پاسخ ها

ارسال پاسخ