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Questões do ENEM: Faculdades Integradas Aparício Carvalho

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57 questões encontradas. Mostrando a página 1 de 3.

  • 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
  • 82D28F99-FF

    Inglês

    Interpretação de texto | Reading comprehension    Faculdades Integradas Aparício Carvalho · 2019FácilEntre 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 goal of the standards movement is to:
    Escolha uma alternativa para a questão 82d28f99-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
  • 82C7052D-FF

    Inglês

    Palavras conectivas | Connective words    Faculdades Integradas Aparício Carvalho · 2019FácilEntre 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.)
    “Thus” (L52) introduces a/an:
    Escolha uma alternativa para a questão 82c7052d-ff
  • 82C391BD-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 · 2019FácilEntre para guardar nos favoritos
    Considerando o parametilbenzenol, conhecido usualmente como orto-cresol, assinale o número de carbonos, o tipo de ligação, a função e a massa molar, em g/mol, respectivamente:
    Escolha uma alternativa para a questão 82c391bd-ff
  • 82BFBE75-FF

    Química

    Cinética Química    Faculdades Integradas Aparício Carvalho · 2019FácilEntre para guardar nos favoritos
    Assinale a afirmativa que corresponde à Lei de Ação das Massas.
    Escolha uma alternativa para a questão 82bfbe75-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
  • 82B92156-FF

    Química

    Grandezas: massa, volume, mol, massa molar, constante de Avogadro e Estequiometria.    Faculdades Integradas Aparício Carvalho · 2019FácilEntre 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.

    Indique a quantidade do volume molar, em L, de glicose ao ser produzido 6 mols de gás oxigênio, tendo o volume molar igual a 22,4 L.
    Escolha uma alternativa para a questão 82b92156-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, da prova de 2019
    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, da prova de 2019
    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, da prova de 2019
    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
  • 82AAF3F3-FF

    Química

    Eletroquímica: Oxirredução, Potenciais Padrão de Redução, Pilha, Eletrólise e Leis de Faraday.    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Considerando o estudo da eletrólise ígnea do cloreto de magnésio, indique a quantidade de massa de magnésio metálico obtido quando uma corrente de 10 A atravessa a cuba eletrolítica durante 40 minutos.
    Escolha uma alternativa para a questão 82aaf3f3-ff
  • 82A7EACD-FF

    Química

    Grandezas: massa, volume, mol, massa molar, constante de Avogadro e Estequiometria.    Faculdades Integradas Aparício Carvalho · 2019FácilEntre para guardar nos favoritos
    Certo professor misturou 5,6 g de metano e 0,4 g de hélio. Pediu, então, que os seus alunos fizessem os cálculos das porcentagens em massa e em mols de hélio na mistura. Assinale a alternativa que corresponde correta e respectivamente, em %, ao pedido realizado:
    Escolha uma alternativa para a questão 82a7eacd-ff
  • 82A474F1-FF

    Química

    Isomeria: Isomeria Plana: Cadeia, Posição, Compensação, Função e Tautomeria.    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Entende-se que a reação de halogenação de hidrocarbonetos pode formar diferentes compostos. Considerando a reação de halogenação do metilpropano, pode-se afirmar que o composto de maior formação:
    Escolha uma alternativa para a questão 82a474f1-ff
  • 82A14D62-FF

    Física

    Dinâmica    Faculdades Integradas Aparício Carvalho · 2019DifícilEntre para guardar nos favoritos
    Um carrinho de massa X parte do repouso do ponto mais alto H de determinada montanha-russa. Quando chega ao ponto, H/4 a velocidade do carrinho vale: (Considere o sistema conservativo.)
    Escolha uma alternativa para a questão 82a14d62-ff
  • 82985873-FF

    Física

    Cargas Elétricas e Eletrização    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Leia os trechos a seguir.

    “A corrente elétrica é o fluxo ordenado de cargas elétricas, que se movem de forma orientada em um condutor elétrico sólido ou em soluções iônicas.”

    “Esse fenômeno ocorre devido ao encontro dos elétrons da corrente elétrica com as partículas do condutor. Os elétrons sofrem colisões com átomos do condutor; parte da energia cinética (energia de movimento) do elétron é transferida para o átomo aumentando seu estado de agitação, consequentemente a sua temperatura.”

    Considerando os trechos anteriores podemos afirmar que a transformação de energia elétrica em energia cinética é conhecido por:
    Escolha uma alternativa para a questão 82985873-ff
  • 829507BD-FF

    Física

    Espelhos Esféricos    Faculdades Integradas Aparício Carvalho · 2019MédioEntre para guardar nos favoritos
    Um espelho côncavo de raio de curva igual a 50 cm tem sobre o seu foco um objeto de altura igual a 20 cm. É correto afirmar que a imagem deste objeto é:
    Escolha uma alternativa para a questão 829507bd-ff
  • 8290D25F-FF

    Física

    Força Gravitacional e Satélites    Faculdades Integradas Aparício Carvalho · 2019FácilEntre para guardar nos favoritos
    A gravidade em um ponto P, próximo ao planeta fictício X, se encontra a uma altura igual ao dobro do raio do planeta X, igual à gravidade na superfície do também fictício planeta Y. Sabe-se que a massa do planeta Y é nove vezes maior que a massa do planeta X. A relação RX/RY será:
    Escolha uma alternativa para a questão 8290d25f-ff