Prova
132 questões da prova de 2017 de Pontifícia Universidade Católica de São Paulo (PUC - SP), em Português, Inglês, Física, Biologia e mais matérias. Cada uma tem página própria, com enunciado completo, alternativas e gabarito — e dá para responder na própria página.
Observe o mapa e responda à questão:
“Um ângulo sob o qual também se analisa a construção de Brasília e que nos parece bastante pertinente para a compreensão geográfica desse ato é a sua inserção na estruturação de um espaço geográfico nacional.”
(VESENTINI, José W. A capital da geopolítica, Editora Ática, São Paulo, 1986, p.115)
Os impactos no território brasileiro, com relação à inserção de Brasília na reestruturação do espaço geográfico nacional, podem ser analisados a partir de três diferentes escalas geográficas: a local, a regional e a nacional.
• Assinale a alternativa que contém impactos
de escala geográfica nacional.
Quando necessário, adote:
• módulo da aceleração da gravidade: 10 m.s-2
• calor latente de vaporização da água: 540 cal.g-1
• calor específico da água: 1,0 cal.g-1. °C-1
• densidade da água: 1 g.cm-3
• constante universal dos gases ideais: R = 8,0 J.mol-1.K-1
• massa específica do ar: 1,225.10-3 g.cm-3
• massa específica da água do mar: 1,025 g.cm-3
• 1cal = 4,0 J
Quando necessário, adote:
• módulo da aceleração da gravidade: 10 m.s-2
• calor latente de vaporização da água: 540 cal.g-1
• calor específico da água: 1,0 cal.g-1. °C-1
• densidade da água: 1 g.cm-3
• constante universal dos gases ideais: R = 8,0 J.mol-1.K-1
• massa específica do ar: 1,225.10-3 g.cm-3
• massa específica da água do mar: 1,025 g.cm-3
• 1cal = 4,0 J
• Um átomo de hidrogênio gasoso, no seu estado fundamental, tem energia de -13,6eV. Determine a energia necessária, em eV (elétron-volt), que ele deve absorver para que sofra uma transição para o próximo estado de excitação permitido pelo modelo atômico de Bohr.
Quando necessário, adote:
• módulo da aceleração da gravidade: 10 m.s-2
• calor latente de vaporização da água: 540 cal.g-1
• calor específico da água: 1,0 cal.g-1. °C-1
• densidade da água: 1 g.cm-3
• constante universal dos gases ideais: R = 8,0 J.mol-1.K-1
• massa específica do ar: 1,225.10-3 g.cm-3
• massa específica da água do mar: 1,025 g.cm-3
• 1cal = 4,0 J
Os camundongos A e B da imagem abaixo são geneticamente idênticos, exceto pelo fato de que um deles tem um gene extra, o gene que codifica o hormônio de crescimento humano, que foi inserido no genoma do animal por técnicas de engenharia genética, no início de seu desenvolvimento.
Considerando as informações fornecidas, analise atentamente as seguintes afirmações.
I – O camundongo B, que recebeu o gene humano, apresenta esse gene apenas nas células glandulares produtoras de hormônio de crescimento.
II – Após ter recebido o gene humano, o camundongo tem possibilidade de transmitir hereditariamente esse gene para sua prole.
III – A modificação descrita fez com que o código genético do camundongo B se tornasse ligeiramente diferente daquele do camundongo A.
• Está correto o que se afirma
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with majorn implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” *reimbursement – a sum paid to cover money that has been spent or lost.
In: <https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilitie> 30.03.2018
Supreme Court Expands Rights for Students with Disabilities
By Lauren Camera, Education Reporter - March 22, 2017. Adaptado.
In a unanimous decision with majorn implications for students with disabilities, the U.S. Supreme Court ruled Wednesday that schools must provide higher educational standards for children with special needs. Schools must do more than provide a ‘merely more than de minimis’ education for students with disabilities and instead must provide them with an opportunity to make "appropriately ambitious" progress in line with the federal education law.
“When all is said and done,” wrote Chief Justice John G. Roberts, “a student offered an education program providing a ‘merely more than de minimis’ progress from year to year can hardly be said to have been offered an education at all.” He continued, citing a 1982 Supreme Court ruling on special education: “For children with disabilities, receiving an instruction that aims so low would be equivalent to ‘sitting idly... awaiting the time when they were old enough to drop out.’”
There are roughly 6.4 million students with disabilities between ages 3 to 21, representing roughly 13 percent of all students, according to Institute for Education Statistics. Each year 300,000 of those students leave school and just 65 percent of students with disabilities complete high school.
The case which culminated in the Supreme Court decision originated with an autistic boy in Colorado named Endrew. His parents pulled him out of school in 5th grade because they disagreed with his individualized education plan. Under federal law, the Individuals with Disabilities Education Act (IDEA), schools must work with families to develop individualized learning plans for students with disabilities.
While Endrew had been making progress in the public schools, his parents felt his plan for that year simply replicated goals from years past. As a result, they enrolled him in a private school where, they argued, Endrew made academic and social progress.
Seeking tuition reimbursement*, they filed a complaint with the state’s department of education in which they argued that Endrew had been denied a "free appropriate public education". The school district won the suit, and when his parents filed a lawsuit in federal district court, the judge also sided with the school district. In the Supreme Court case, Endrew and his family asked for clarification about the type of education benefits the federal law requires of schools, specifically, whether it requires ‘merely more than de minimis’, or something greater.
“The IDEA demands more,” Roberts wrote in the opinion. “It requires an educational program reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” *reimbursement – a sum paid to cover money that has been spent or lost.
In: <https://www.usnews.com/news/education-news/articles/2017-03-22/supreme-court-expands-rights-for-students-with-disabilitie> 30.03.2018
O fato que levou à publicação deste texto em março de 2017 foiTotal de pessoas famintas no mundo, em milhões de habitantes
Fonte: <http://www.wfp.org/photos/gallery/hunger-graphs>
Fonte: <http://vitalsigns.worldwatch.org/vs-trend/global-grain- production-record-high-despite-extreme-climatic-event>
“A fome é a expressão biológica de males sociológicos”, frase de Josué de Castro, médico pernambucano que estudou a questão da fome no Brasil em seu livro de 1964 – “Geografia da fome”.
Após a interpretação dos gráficos e contando com o
auxílio da frase de Josué de Castro, assinale a alternativa
que melhor justifica o tema fome:
“Em primeiro amistoso desde 1947, Estados
Unidos vence Cuba em Havana”
Fonte: <http://www.espn.com.br/noticia/637236_em-primeiro-amistoso-desde1947-estados-unidos-vence-cuba-em-havana> – acessado em 30/04/2018
A manchete de 07 de outubro de 2016, do site ESPN Brasil, dá destaque para a notícia da primeira partida de futebol masculino entre as seleções dos EUA e de Cuba, em 69 anos, pois permite refletir sobre as complexas relações entre Cuba e Estados Unidos no século XX.
Sobre as relações entre os dois países no século
XX, podemos AFIRMAR que
