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Questões - AFA | Gabarito e resoluções

Questão 45
2017Inglês

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles.6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a10phenomenon; it signals to educational researchers:11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Mark the option which shows the appropriate plural form for the word phenomenon (reference 10).

Questão 47
2017Inglês

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Choose the option that shows the indirect speech form for These distinctions are consequential. (line 92). Gardner

Questão 48
2017Inglês

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds 45 and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. According to the last paragraph

Questão
2017Física

(AFA - 2017) Considere uma lente esfrica delgada, S, de bordas finas, feita de material de ndice de refrao n maior do que o ndice de refrao do ar. Com esta lente podem-se realizar dois experimentos. No primeiro, a lente imersa em um meio ideal, de ndice de refrao n1 e o seu comportamento ptico, quando um feixe de luz paralela passa por ela, o mesmo de uma lente cncavo-convexa de ndice de refrao n imersa no ar. No segundo, a lente S imersa em outro meio ideal, de ndice de refrao n2 e o seu comportamento ptico o mesmo de uma lente convexo-cncava de ndice de refrao n imersa no ar. Nessas condies, so feitas as seguintes afirmativas: I. n2 n n1 II. a lente S, quando imersa no ar, pode ser uma lente plano-cncava. III. a razo entre as vergncias da lente S nos dois experimentos no pode ser 1. IV. as distncias focais da lente S, nos dois experimentos, so sempre as mesmas. So corretas, apenas

Questão
2017Física

(AFA - 2017) Duas fontes sonoras 1 e 2,de massas desprezveis, que emitem sons, respectivamente, de frequncias f1 = 570 Hz e f2 = 390 Hzso colocadas em um sistema, em repouso, constitudo por dois blocos, A e B,unidos por um fio ideal e inextensvel, de tal forma que uma mola ideal se encontra comprimida entre eles, como mostra a figura abaixo. A fonte sonora 1est acoplada ao bloco A, de massa 2m, e a fonte 2 ao bloco B, de massa m. Um observador O,estacionrio em relao ao solo, dispara um mecanismo que rompe o fio. Os blocos passam, ento, a se mover, separados da mola, com velocidades constantes em relao ao solo, sendo que a velocidade do bloco B de 80 m/s. Considere que no existam foras dissipativas, que a velocidade do som no local constante e igual a 340 m/s, que o ar se encontra em repouso em relao ao solo. Nessas condies, a razo entre as frequncias sonoras percebidas pelo observador, devido ao movimento das fontes 2 e 1, respectivamente,

Questão
2017Inglês

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized 30 years ago when we now world- renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains why the former is not the latter. Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7 to 10 distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds 45 and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/ assessed/ exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a phenomenon; it signals to educational researchers: back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self- assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. In the fragment why the former is not the latter (line 19), the highlighted words refer to

Questão
2017Física

(AFA - 2017) Uma pequena esfera C com carga eltrica de , guiada por um aro isolante e semicircular de raio Rigual a 2,5 m, situado num plano horizontal, com extremidades Ae Bcomo indica a figura abaixo. A esfera pode se deslocar sem atrito tendo o aro como guia. Nas extremidades Ae Bdeste aro so fixadas duas cargas eltricas puntiformes dee respectivamente. Sendo a constante eletrosttica do meio igual a na posio de equilbrio da esfera C,a reao normal do aro sobre a esfera, em N,tem mdulo igual a

Questão
2017Física

(AFA - 2017) A figura a seguir representa um circuito eltrico constitudo por duas baterias de resistncias internas desprezveis e sete resistores hmicos. Sendo que a mxima potncia dissipada em cada resistor no poder ultrapassar 10 W, a fem mxima que as baterias podero apresentar , em V,

Questão
2017Português

(AFA - 2017) LEITE DERRAMADO Um homem muito velho est num leito de hospital. E desfia a quem quiser ouvir suas memrias. Uma saga familiar caracterizada pela decadncia social e econmica, tendo como pano de fundo a histria do Brasil dos ltimos dois sculos. No sei por que voc no me alivia a dor. Todo dia a senhora levanta a persiana com bruteza e joga sol no meu rosto. No sei que graa pode achar dos meus esgares, uma pontada cada vez que respiro. s vezes aspiro fundo e encho os pulmes de um ar insuportvel, para ter alguns segundos de conforto, expelindo a dor. Mas bem antes da doena e da velhice, talvez minha vida j fosse um pouco assim, uma dorzinha chata a me espetar o tempo todo, e de repente uma lambada atroz. Quando perdi minha mulher, foi atroz. E qualquer coisa que eu recorde agora, vai doer, a memria uma vasta ferida. Mas nem assim voc me d os remdios, voc meio desumana. Acho que nem da enfermagem, nunca vi essa cara sua por aqui. Claro, voc a minha filha que estava na contraluz, me d um beijo. Eu ia mesmo lhe telefonar para me fazer companhia, me ler jornais, romances russos. Fica essa televiso ligada o dia inteiro, as pessoas aqui no so sociveis. No estou me queixando de nada, seria uma ingratido com voc e com o seu filho. Mas se o garoto est to rico, no sei por que diabos no me interna em uma casa de sade tradicional, de religiosas. Eu prprio poderia arcar com viagem e tratamento no estrangeiro, se o seu marido no me tivesse arruinado. BUARQUE, Chico. Leite derramado. So Paulo: Companhia das Letras, 2009, p. 10-11. Assinale a alternativa que apresenta uma inferncia INCORRETA.

Questão
2017Física

(AFA - 2017) Um sistema composto por quatro cargas eltricas puntiformes fixadas nos vrtices de um quadrado, conforme ilustrado na figura abaixo. As cargas q1e q2so desconhecidas. No centro Odo quadrado o vetor campo eltrico E,devido s quatro cargas, tem a direo e o sentido indicados na figura. A partir da anlise deste campo eltrico, pode-se afirmar que o potencial eltrico em O.

Questão
2017Inglês

(AFA - 2017) Howard Gardner: Multiple intelligences are not learning styles by Valerie Strauss The fields of psychology and education were revolutionized30 years ago when we now world renowned psychologist Howard Gardner published his 1983 book Frames of Mind: The Theory of Multiple Intelligences, which detailed a new model of human intelligence that went beyond the traditional view that 1there was a single kind that could be measured by standardized tests. Gardners theory initially listed seven intelligences which work together: linguistic, logical-mathematical, musical, bodily-kinesthetic, interpersonal and intrapersonal; he later added an eighth, naturalist intelligence and says there may be a few more. The theory became highly popular with 2K-12 educators around the world seeking ways to reach students who did not respond to traditional approaches, but over time, multiple intelligences somehow became synonymous with the concept of learning styles. In this important post, Gardner explains 3why the former is not the latter. 4Its been 30 years since I developed the notion of multiple intelligences. I have been gratified by the interest shown in this idea and the ways its been used in schools, museums, and business around the world. But 5one unanticipated consequence has driven me to distraction and thats the tendency of many people, including persons whom I cherish, to credit me with the notion of learning styles or to collapse multiple intelligences with learning styles. 6Its high time to relieve my pain and to set the record straight. First a word about MI theory. On the basis of research in several disciplines, including the study of how 7human capacities are represented in the brain, I developed the idea that each of us has a number of relatively independent mental faculties, which can be termed our multiple intelligences. The basic idea is simplicity itself. A belief in a single intelligence assumes that we have one central, all-purpose computer, and it determines how well we perform in every sector of life. In contrast, a belief in multiple intelligences assumes that human beings have 7to 10distinct intelligences. Even before I spoke and wrote about MI, the term learning styles was being bandied about in educational circles. The idea, reasonable enough on the surface, is that all children (indeed all of us) have distinctive minds and personalities. Accordingly, it makes sense to find out about learners and to teach and nurture them in ways that are appropriate, that they value, and above all, are effective. Two problems: first, the notion of learning styles is itself not coherent. Those who use this term do not define the criteria for a style, nor where styles come from, how they are recognized/assessed/exploited. Say that Johnny is said to have a learning style that is impulsive. Does that mean that Johnny is impulsive about everything? How do we know this? What does this imply about teaching? Should we teach impulsively, or should we compensate by teaching reflectively? What of learning style is right-brained or visual or tactile? Same issues apply. Problem #2: when 8researchers have tried to identify learning styles, teach consistently with those styles, and examine outcomes, there is not persuasive evidence that the learning style analysis produces more effective outcomes than a 9one size fits all approach. Of course, the learning style analysis might have been inadequate. Or even if it is on the mark, the fact that one intervention did not work does not mean that the concept of learning styles is fatally imperfect; another intervention might have proved effective. Absence of evidence does not prove non-existence of a 10phenomenon; it signals to educational researchers: 11back to the drawing boards. Heres my considered judgment about the best way to analyze this lexical terrain: Intelligence: We all have the multiple intelligences. But we signed out, as a strong intelligence, an area where the person has considerable computational power. Style or learning style: A hypothesis of how an individual approaches the range of materials. If an individual has a reflective style, he/she is hypothesized to be reflective about the full range of materials. We cannot assume that reflectiveness in writing necessarily signals reflectiveness in ones interaction with the others. Senses: Sometimes people speak about a visual learner or an auditory learner. The implication is that some people learn through their eyes, others through their ears. This notion is incoherent. Both spatial information and reading occur with the eyes, but they make use of entirely different cognitive faculties. What matters is the power of the mental computer, the intelligence that acts upon that sensory information once picked up. 12These distinctions are consequential. If people want to talk about an impulsive style or a visual learner, thats their prerogative. But they should recognize that these labels may be unhelpful, at best, and ill-conceived at worst. In contrast, there is strong evidence that human beings have a range of intelligences and that strength (or weakness) in one intelligence does not predict strength (or weakness) in any other intelligences. All of us exhibit jagged profiles of intelligences. There are common sense ways of assessing our own intelligences, and even if it seems appropriate, we can take a more formal test battery. And then, as teachers, parents, or self-assessors, we can decide how best to make use of this information. (Adapted from https://www.washingtonpost.com/news/answer-sheet) Glossary: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Choose the best option to change the sentence human capacities are represented in the brain (reference 7), into the active form. The brain __________ human capacities.

Questão
2017Física

(AFA - 2017) Em um laboratrio de fsica proposta uma experincia onde os alunos devero construir um termmetro, o qual dever ser constitudo de um bulbo, um tubo muito fino e uniforme, ambos de vidro, alm de lcool colorido, conforme a figura abaixo. O bulbo tem capacidade de 2,0 cm3o tubo tem rea de seco transversal de 1,0 x 10-2cm2e comprimento de 25cm No momento da experincia, a temperatura no laboratrio 30Ce o bulbo totalmente preenchido com lcool at a base do tubo. Sabendo-se que o coeficiente de dilatao do lcool 11 x 10-4e que o coeficiente de dilatao do vidro utilizado desprezvel comparado ao do lcool, a altura hem cmatingida pelo lquido no tubo, quando o termmetro for utilizado em um experimento a 80C

Questão
2017Português

(AFA - 2017) Leia o texto a seguir e responda (s) questo(es). PROMESSA CONTRA SINAIS DA IDADE 1O tempo passa, e com ele os sinais da idade vo se espalhando pelo nosso organismo. Entre eles, os mais evidentes2ficam estampados em nossa pele, e rostos, na forma de rugas, flacidez e perda de elasticidade. Um estudo publicado ontem no peridico cientficoJournal of Investigative Dermatology, no entanto, identificou um mecanismo molecular em clulas da pele que pode estar por trs deste processo, abrindo caminho para o desenvolvimento de novos tratamentos para, se no impedir, pelo menos retardar o envelhecimento delas e, talvez, as de outros tecidos e rgos do corpo. Na pesquisa, cientistas da Universidade de Newcastle, no Reino Unido, analisaram amostras de clulas da pele de vinte e sete doadores com entre seis e anos, tiradas de locais protegidos do Sol, para determinar se havia alguma diferena no seu comportamento com a idade.3Eles verificaram que, quanto mais velha a pessoa, menor era a atividade de suas mitocndrias, as 4usinas de energia de nossas clulas.5Essa queda, porm,6era esperada, j que h dcadas a reduo na capacidade de gerao de energia por essas7organelas celulares e na sua eficincia neste trabalho com o tempo uma das principais vertentes nas teorias sobre envelhecimento. /.../ BAIMA, Csar.O Globo, 27 de fev. 2016, p. 24. Sabe-se que, ao divulgar informaes de carter cientfico em um texto, alguns recursos de linguagem podem ser empregados para transmitir ao leitor maior confiabilidade quanto ao contedo apresentado. Em relao ao texto Promessa contra sinais da idade, assinale a alternativa que NO apresenta um desses recursos.

Questão
2017Português

(AFA - 2017) LEITE DERRAMADO Um homem muito velho est num leito de hospital. E desfia a quem quiser ouvir suas memrias. Uma saga familiar caracterizada pela decadncia social e econmica, tendo como pano de fundo a histria do Brasil dos ltimos dois sculos. No sei por que voc no me alivia a dor. Todo dia a senhora levanta a persiana com bruteza e joga sol no meu rosto. No sei que graa pode achar dos meus esgares, uma pontada cada vez que respiro. s vezes aspiro fundo e encho os pulmes de um ar insuportvel, para ter alguns segundos de conforto, expelindo a dor. Mas bem antes da doena e da velhice, talvez minha vida j fosse um pouco assim, uma dorzinha chata a me espetar o tempo todo, e de repente uma lambada atroz. Quando perdi minha mulher, foi atroz. E qualquer coisa que eu recorde agora, vai doer, a memria uma vasta ferida. Mas nem assim voc me d os remdios, voc meio desumana. Acho que nem da enfermagem, nunca vi essa cara sua por aqui. Claro, voc a minha filha que estava na contraluz, me d um beijo. Eu ia mesmo lhe telefonar para me fazer companhia, me ler jornais, romances russos. Fica essa televiso ligada o dia inteiro, as pessoas aqui no so sociveis. No estou me queixando de nada, seria uma ingratido com voc e com o seu filho. Mas se o garoto est to rico, no sei por que diabos no me interna em uma casa de sade tradicional, de religiosas. Eu prprio poderia arcar com viagem e tratamento no estrangeiro, se o seu marido no me tivesse arruinado. BUARQUE, Chico. Leite derramado. So Paulo: Companhia das Letras, 2009, p. 10-11. O discurso do personagem s NO nos permite afirmar que ele:

Questão
2017Física

(AFA - 2017) Em feiras livres ainda comum encontrar balanas mecnicas, cujo funcionamento baseado no equilbrio de corpos extensos. Na figura a seguir tem-se a representao de uma dessas balanas, constituda basicamente de uma rgua metlica homognea de massa desprezvel, um ponto de apoio, um prato fixo em uma extremidade da rgua e um cursor que pode se movimentar desde o ponto de apoio at a outra extremidade da rgua. A distncia do centro do prato ao ponto de apoio de 10 cm.O cursor tem massa igual a 0,5 kg.Quando o prato est vazio, a rgua fica em equilbrio na horizontal com o cursor a 4 cm do apoio. Colocando 1 kg, sobre o prato, a rgua ficar em equilbrio na horizontal se o cursor estiver a uma distncia do apoio, em cm, igual a