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Questões do ENEM: nível médio

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27.392 questões encontradas. Mostrando a página 190 de 1370.

  • 6B6886FF-01

    Matemática

    Circunferências e Círculos
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Imagem da questão de Matemática, Universidade Presbiteriana Mackenzie 2019, Circunferências e Círculos


    Na figura acima, tem-se um hexágono regular de lado 4 cm, a partir do qual foi retirado um semicírculo de raio 2 cm. Nessas condições, a área da parte restante, em cm2, é igual a

    Escolha uma alternativa para a questão 6b6886ff-01
  • 6B5924BB-01

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Read the text below to answer question:


    Woman in India admits poisoning six family members with cyanide

    Murders took place over 14-year period and each victim ate a meal prepared by the killer


    A woman in the southern Indian state of Kerala has confessed to poisoning six members of her family over a 14-year period by adding cyanide to their food.
    Police began investigating earlier this year when the brother-in-law of 47-year-old suspect Jolly Thomas became suspicious that she may have forged his parents’ will. 
    Authorities discovered that Thomas had been at the scene of all six deaths, and that each death had occurred after eating a meal she had prepared. Up to that point the deaths had not been treated as suspicious because of the timeframe.
    Thomas, a popular member of the community in Kozhikode, was allegedly motivated by wanting control of the family finances and property, police said.
    According to police, the first poisoning was of Thomas’s mother-in-law, who died in 2002 after eating mutton soup. In 2008, her-father-in-law died, followed by her husband in 2011, who police said died after eating rice and curry. An autopsy conducted on his body at the time confirmed poisonous substances in his stomach, but police treated his death as suicide.
    Thomas’s husband’s uncle was then allegedly given coffee laced with cyanide as punishment for insisting that a postmortem be carried out on his nephew.
    In 2014, police said Thomas killed the two-year-old daughter of her dead husband’s cousin, Scaria Shaju. The cousin’s wife was then killed in 2016. A year later Thomas and Shaju married.
    Shaju told police he had no idea that Thomas was behind his wife and daughter’s death, but he has been arrested along with a third person.
    On Friday, police exhumed remains from the local cemetery and said that they confirmed cyanide poisoning in each of the deaths. On Monday, they said Thomas confessed to all the murders.

    SOURCE: https://www.theguardian.com/world/2019/oct/07/woman-in-india-admitspoisoning-six-family-members-with-cyanide access on Oct. 7th, 2019.

    Consider this excerpt and answer: “Authorities discovered that Thomas had been at the scene of all six deaths, and that each death had occurred after eating a meal she had prepared.” This suggests that:
    Escolha uma alternativa para a questão 6b5924bb-01
  • 6B54D4E6-01

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Read the text below to answer question:


    Woman in India admits poisoning six family members with cyanide

    Murders took place over 14-year period and each victim ate a meal prepared by the killer


    A woman in the southern Indian state of Kerala has confessed to poisoning six members of her family over a 14-year period by adding cyanide to their food.
    Police began investigating earlier this year when the brother-in-law of 47-year-old suspect Jolly Thomas became suspicious that she may have forged his parents’ will. 
    Authorities discovered that Thomas had been at the scene of all six deaths, and that each death had occurred after eating a meal she had prepared. Up to that point the deaths had not been treated as suspicious because of the timeframe.
    Thomas, a popular member of the community in Kozhikode, was allegedly motivated by wanting control of the family finances and property, police said.
    According to police, the first poisoning was of Thomas’s mother-in-law, who died in 2002 after eating mutton soup. In 2008, her-father-in-law died, followed by her husband in 2011, who police said died after eating rice and curry. An autopsy conducted on his body at the time confirmed poisonous substances in his stomach, but police treated his death as suicide.
    Thomas’s husband’s uncle was then allegedly given coffee laced with cyanide as punishment for insisting that a postmortem be carried out on his nephew.
    In 2014, police said Thomas killed the two-year-old daughter of her dead husband’s cousin, Scaria Shaju. The cousin’s wife was then killed in 2016. A year later Thomas and Shaju married.
    Shaju told police he had no idea that Thomas was behind his wife and daughter’s death, but he has been arrested along with a third person.
    On Friday, police exhumed remains from the local cemetery and said that they confirmed cyanide poisoning in each of the deaths. On Monday, they said Thomas confessed to all the murders.

    SOURCE: https://www.theguardian.com/world/2019/oct/07/woman-in-india-admitspoisoning-six-family-members-with-cyanide access on Oct. 7th, 2019.

    Select the WRONG alternative, according to the text:
    Escolha uma alternativa para a questão 6b54d4e6-01
  • 6B5121AA-01

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Imagem da questão de Inglês, Universidade Presbiteriana Mackenzie 2019, Interpretação de texto | Reading comprehension

    SOURCE: http://www.englishact.com.br/2018/04/calvin-and-hobbes-comic-strips.html access on Oct 7th, 2019.


    By the answer Calvin gives to the Maths problem, we are sure that:
    Escolha uma alternativa para a questão 6b5121aa-01
  • 6B458DD5-01

    Inglês

    Interpretação de texto | Reading comprehension
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Read the text and asnwer questions:

    HOME

    They rose up like men. We saw them. Like men they stood.

    We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

    As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

    Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

    SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

    In the excerpt: “The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies.” We can understand that:
    Escolha uma alternativa para a questão 6b458dd5-01
  • 6B3D7B1B-01

    Literatura

    Arcadismo
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Read the text and asnwer questions:

    HOME

    They rose up like men. We saw them. Like men they stood.

    We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

    As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

    Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

    SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

    Assinale a alternativa correta sobre a produção literária brasileira ao longo do Século XIX.
    Escolha uma alternativa para a questão 6b3d7b1b-01
  • 6B324867-01

    Literatura

    Escolas Literárias
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos
    O trecho abaixo é um fragmento do capítulo de abertura do romance Memórias póstumas de Brás Cubas, de Machado de Assis.
    Figura 1 de 2 da questão de Literatura, Universidade Presbiteriana Mackenzie 2019, Escolas Literárias
    Figura 2 de 2 da questão de Literatura, Universidade Presbiteriana Mackenzie 2019, Escolas Literárias

    Considere as seguintes observações sobre a vida e a obra de Machado de Assis.

    I. Machado de Assis teve uma origem humilde: foi neto de escravos alforriados e filho de Francisco José de Assis, um pintor de paredes, e de Maria Leopoldina Machado de Assis, portuguesa açoriana que se dedicava a serviços domésticos. Mediante uma carreira dedicada às letras, ao jornalismo e ao funcionalismo público, Machado de Assis viveu ao longo do tempo uma trajetória de ascensão social.
    II. Durante décadas de dedicação à vida literária, uma importante faceta de Machado de Assis foi a composição de crônicas, publicadas em jornais e revistas brasileiros. Nas suas crônicas, Machado escrevia sobre uma gama de temas, da vida cotidiana a fatos políticos da sua época.
    III. Em 1897 realizou-se a sessão inaugural, no Rio de Janeiro, da Academia Brasileira de Letras, que teve como seu primeiro presidente Machado de Assis.

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 6b324867-01
  • 6B2A55BE-01

    Português

    Interpretação de Textos
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos
    O trecho abaixo é um fragmento do capítulo de abertura do romance Memórias póstumas de Brás Cubas, de Machado de Assis.
    Figura 1 de 2 da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos
    Figura 2 de 2 da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 6b2a55be-01
  • 6B268AAA-01

    Português

    Adjetivos
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Texto para a questão.

    Imagem da questão de Português, Universidade Presbiteriana Mackenzie 2019, Adjetivos

    Assinale a alternativa correta.
    Escolha uma alternativa para a questão 6b268aaa-01
  • 6B1F0AC0-01

    Português

    Interpretação de Textos
    Universidade Presbiteriana Mackenzie · 2019MédioEntre para guardar nos favoritos

    Texto para a questão.

    Imagem da questão de Português, Universidade Presbiteriana Mackenzie 2019, Interpretação de Textos

    Assinale a alternativa que indica a relação sinonímica INCORRETA, tendo em vista o emprego das palavras no texto.
    Escolha uma alternativa para a questão 6b1f0ac0-01
  • 82D9DCC5-FF

    Inglês

    Palavras conectivas | Connective words
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    Analyse the items usage in the text. Mark the one which is a modifier.
    Escolha uma alternativa para a questão 82d9dcc5-ff
  • 82D65C32-FF

    Inglês

    Vocabulário | Vocabulary
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    For Instance (L22) sets:
    Escolha uma alternativa para a questão 82d65c32-ff
  • 82CF2342-FF

    Inglês

    Vocabulário | Vocabulary
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    “Meet” (L22) does NOT mean:
    Escolha uma alternativa para a questão 82cf2342-ff
  • 82CA78A0-FF

    Inglês

    Interpretação de texto | Reading comprehension
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Science Education in the United States of America

    (Audrey B. Champagne.)

        Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
        The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
       The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

    (Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
    The text states that:
    Escolha uma alternativa para a questão 82ca78a0-ff
  • 82BC7758-FF

    Química

    Grandezas: massa, volume, mol, massa molar, constante de Avogadro e Estequiometria.
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    O trecho a seguir contextualiza a questão. Leia-o atentamente.

    Considerando a reação entre o gás carbônico e a água dentro dos vegetais tem-se a produção de glicose e gás oxigênio.

    Reagindo 154 g de gás carbônico com 72 g de água, espera-se a formação de 96 g de gás oxigênio. Assinale a alternativa que compromete tal afirmação.
    Escolha uma alternativa para a questão 82bc7758-ff
  • 82B5F2D2-FF

    Química

    Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Considere a estrutura referente ao composto telmisartana, utilizado na redução da pressão arterial, para responder à questão.

    Imagem da questão de Química, Faculdades Integradas Aparício Carvalho 2019, Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    A fração mássica correta, em %, do calcogênio na estrutura do composto é:
    Escolha uma alternativa para a questão 82b5f2d2-ff
  • 82B25E96-FF

    Química

    Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Considere a estrutura referente ao composto telmisartana, utilizado na redução da pressão arterial, para responder à questão.

    Imagem da questão de Química, Faculdades Integradas Aparício Carvalho 2019, Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    Assinale a quantidade de hibridação sp3 e sp presente no composto telmisartana, respectivamente.
    Escolha uma alternativa para a questão 82b25e96-ff
  • 82AE2AB8-FF

    Química

    Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Considere a estrutura referente ao composto telmisartana, utilizado na redução da pressão arterial, para responder à questão.

    Imagem da questão de Química, Faculdades Integradas Aparício Carvalho 2019, Cadeias Carbônicas: Características e Classificações do Átomo do Carbono, Tipos de Ligação e Hibridação. Tipos de Cadeias Carbônicas e Fórmulas. Séries: Homóloga, Isóloga e Heteróloga.
    Indique a alternativa que corresponde correta e respectivamente à massa molar e ao número de ligações pi do composto.
    Escolha uma alternativa para a questão 82ae2ab8-ff