Questões - ESPCEX | Gabarito e resoluções

(EsPCEx - 2015) Children experience basic training and mock deployment The 460th Force Support Squadron (FSS) hosted the 6th Annual Operation Future Forces (OFF) Sept. 13, 2014, at Camp Rattlesnake. OFF allows children ages 8-18 to experience what military members endure from basic training to technical school to a mock deployment, ending with a homecoming party. The youth mock deployment was developed to alleviate many of the stresses commonly experienced by young family members when one or both parents are deployed, said Thomas Cox, 460th FSS youth program chief. Everything from basic training, tech schools, camp activities and accomplishing their mission as a team made the event a one of a kind opportunity for military kids. A few of the boys had their heads shaved before heading off to Basic Military Training. The training consisted of doing push-ups and sit-ups, jumping through hula-hoops and running through an inflatable castle. They were also taught how to stand at attention, salute and do an about-face. After basic training, each child attended technical school and was taught a specific Air Force Specialty Code to help them in their mock deployment. Some children were taught lifesaving self-aid and buddy care skills while others learned about the importance of radio communications while on a deployment. The tech-school graduates were then issued water pistols before heading out. During their deployment, the children encountered hostile and non-hostile citizens, a water-balloon fight and injured allies who needed help along the way. At the end of a long day, loved ones waited outside the youth center on base with homemade signs welcoming the troops back home. This event was great, said Senior Airman Jasmine Madison, 460th FSS Force Support Force Management technician. Its a way for kids to get a hands-on understanding of what their parents do when they are separated from them during deployments. Adapted from http://www.buckley.af.mil/news/story.asp?id=123424927 According to the text, what is a mock deployment?

(EsPCEx- 2015) Children experience basic training and mock deployment The 460th Force Support Squadron (FSS) hosted the 6th Annual Operation Future Forces (OFF) Sept. 13, 2014, at Camp Rattlesnake. OFF allows children ages 8-18 to experience what military members endure from basic training to technical school to a mock deployment, ending with a homecoming party. The youth mock deployment was developed to alleviate many of the stresses commonly experienced by young family members when one or both parents are deployed, said Thomas Cox, 460th FSS youth program chief. Everything from basic training, tech schools, camp activities and accomplishing their mission as a team made the event a one of a kind opportunity for military kids. A few of the boys had their heads shaved before heading off to Basic Military Training. The training consisted of doing push-ups and sit-ups, jumping through hula-hoops and running through an inflatable castle. They were also taught how to stand at attention, salute and do an about-face. After basic training, each child attended technical school and was taught a specific Air Force Specialty Code to help them in their mock deployment. Some children were taught lifesaving self-aid and buddy care skills while others learned about the importance of radio communications while on a deployment. The tech-school graduates were then issued water pistols before heading out. During their deployment, the children encountered hostile and non-hostile citizens, a water-balloon fight and injured allies who needed help along the way. At the end of a long day, loved ones waited outside the youth center on base with homemade signs welcoming the troops back home. This event was great, said Senior Airman Jasmine Madison, 460th FSS Force Support Force Management technician. Its a way for kids to get a hands-on understanding of what their parents do when they are separated from them during deployments. Adapted from http://www.buckley.af.mil/news/story.asp?id=123424927 In the sentence During their deployment, the children encountered hostile and non-hostile citizens, a water-balloon fight and injured allies who needed help along the way. (paragraph 5), the words their and who respectively refer to

(EsPCEx - 2015) Children experience basic training and mock deployment The 460th Force Support Squadron (FSS) hosted the 6th Annual Operation Future Forces (OFF) Sept. 13, 2014, at Camp Rattlesnake. OFF allows children ages 8-18 to experience what military members endure from basic training to technical school to a mock deployment, ending with a homecoming party. The youth mock deployment was developed to alleviate many of the stresses commonly experienced by young family members when one or both parents are deployed, said Thomas Cox, 460th FSS youth program chief. Everything from basic training, tech schools, camp activities and accomplishing their mission as a team made the event a one of a kind opportunity for military kids. A few of the boys had their heads shaved before heading off to Basic Military Training. The training consisted of doing push-ups and sit-ups, jumping through hula-hoops and running through an inflatable castle. They were also taught how to stand at attention, salute and do an about-face. After basic training, each child attended technical school and was taught a specific Air Force Specialty Code to help them in their mock deployment. Some children were taught lifesaving self-aid and buddy care skills while others learned about the importance of radio communications while on a deployment. The tech-school graduates were then issued water pistols before heading out. During their deployment, the children encountered hostile and non-hostile citizens, a water-balloon fight and injured allies who needed help along the way. At the end of a long day, loved ones waited outside the youth center on base with homemade signs welcoming the troops back home. This event was great, said Senior Airman Jasmine Madison, 460th FSS Force Support Force Management technician. Its a way for kids to get a hands-on understanding of what their parents do when they are separated from them during deployments. Adapted from http://www.buckley.af.mil/news/story.asp?id=123424927 According to the text, choose the correct statement.

(EsPCEx- 2015) Were so well educated but were useless Record numbers of students have entered higher education in the past 10 years, but despite being the most educated generation in history, it seems that weve grown increasingly ignorant when it comes to basic life skills. Looking back on my first weeks living in student halls, I consider myself lucky to still be alive. I have survived a couple of serious boiling egg incidents and numerous cases of food-poisoning, probably from dirty kitchen counters. Although some of my clothes have fallen victim to ironing experimentation, I think I have now finally acquired all the domestic skills I missed out in my modern education. Educationist Sir Ken Robinson says that our current education system dislocates people from their natural talents and deprives us of what used to be passed from generation to generation a working knowledge of basic life skills. Todays graduates may have earned themselves distinctions in history, law or economics, but when it comes to simple things like putting up a shelf to hold all their academic books, or fixing a hole in their on-trend clothes, they have to call for help from a professional handyman or tailor. Besides what we need to know for our own jobs, we must have practical skills. We dont grow our own crops, build our own houses, or make our own clothes anymore; we simply buy these things. Unable to create anything ourselves, what we have mastered instead is consumption. Sociologist Saskia Sassen argues that the modern liberal state has created a middle class that isnt able to make anymore. I suggest that we start with the immediate reintroduction of some of the most vital aspects of domestic science education. Instead of only maths, language and history, we should create an interactive learning environment in schools where craftsmanship and problem-solving are valued as highly as the ability to absorb and regurgitate information. We need to develop children into people that not only think for themselves, but are also able to act for themselves. Adapted from http://www.guardian.co.uk/education/mortarboard/2013/feb/25/well-educated-but-useless What is the main topic of the text?

(EsPCEx- 2015) Were so well educated but were useless Record numbers of students have entered higher education in the past 10 years, but despite being the most educated generation in history, it seems that weve grown increasingly ignorant when it comes to basic life skills. Looking back on my first weeks living in student halls, I consider myself lucky to still be alive. I have survived a couple of serious boiling egg incidents and numerous cases of food-poisoning, probably from dirty kitchen counters. Although some of my clothes have fallen victim to ironing experimentation, I think I have now finally acquired all the domestic skills I missed out in my modern education. Educationist Sir Ken Robinson says that our current education system dislocates people from their natural talents and deprives us of what used to be passed from generation to generation a working knowledge of basic life skills. Todays graduates may have earned themselves distinctions in history, law or economics, but when it comes to simple things like putting up a shelf to hold all their academic books, or fixing a hole in their on-trend clothes, they have to call for help from a professional handyman or tailor. Besides what we need to know for our own jobs, we must have practical skills. We dont grow our own crops, build our own houses, or make our own clothes anymore; we simply buy these things. Unable to create anything ourselves, what we have mastered instead is consumption. Sociologist Saskia Sassen argues that the modern liberal state has created a middle class that isnt able to make anymore. I suggest that we start with the immediate reintroduction of some of the most vital aspects of domestic science education. Instead of only maths, language and history, we should create an interactive learning environment in schools where craftsmanship and problem-solving are valued as highly as the ability to absorb and regurgitate information. We need to develop children into people that not only think for themselves, but are also able to act for themselves. Adapted from http://www.guardian.co.uk/education/mortarboard/2013/feb/25/well-educated-but-useless In the sentence I think I have now finally acquired all the domestic skills I missed out in my modern education. (paragraph 2), the words missed out mean

(EsPCEx - 2015) Were so well educated but were useless Record numbers of students have entered higher education in the past 10 years, but despite being the most educated generation in history, it seems that weve grown increasingly ignorant when it comes to basic life skills. Looking back on my first weeks living in student halls, I consider myself lucky to still be alive. I have survived a couple of serious boiling egg incidents and numerous cases of food-poisoning, probably from dirty kitchen counters. Although some of my clothes have fallen victim to ironing experimentation, I think I have now finally acquired all the domestic skills I missed out in my modern education. Educationist Sir Ken Robinson says that our current education system dislocates people from their natural talents and deprives us of what used to be passed from generation to generation a working knowledge of basic life skills. Todays graduates may have earned themselves distinctions in history, law or economics, but when it comes to simple things like putting up a shelf to hold all their academic books, or fixing a hole in their on-trend clothes, they have to call for help from a professional handyman or tailor. Besides what we need to know for our own jobs, we must have practical skills. We dont grow our own crops, build our own houses, or make our own clothes anymore; we simply buy these things. Unable to create anything ourselves, what we have mastered instead is consumption. Sociologist Saskia Sassen argues that the modern liberal state has created a middle class that isnt able to make anymore. I suggest that we start with the immediate reintroduction of some of the most vital aspects of domestic science education. Instead of only maths, language and history, we should create an interactive learning environment in schools where craftsmanship and problem-solving are valued as highly as the ability to absorb and regurgitate information. We need to develop children into people that not only think for themselves, but are also able to act for themselves. Adapted from http://www.guardian.co.uk/education/mortarboard/2013/feb/25/well-educated-but-useless In the sentence Besides what we need to know for our own jobs, we must have practical skills. (paragraph 4), the word besides can be replaced by

(EsPCEx - 2015) As chuvas torrenciais de vero, denominadas chuvas __________, so caracterizadas por serem precipitaes breves, mas violentas, que ocorrem na maior parte do territrio brasileiro. Essas chuvas esto associadas ao deslocamento da Zona de Convergncia Intertropical (ZCIT) para a poro central da Amrica do Sul entre os meses de setembro e maro, fazendo com que a massa __________ expanda-se para a Bolvia e Brasil central, chegando a atuar sobre So Paulo, provocando os chamados aguaceiros de vero. Assinale a alternativa que completa corretamente as lacunas acima.

(EsPCEx - 2015) Desde 2007, o saldo comercial brasileiro vem apresentando tendncia de queda, puxada pelo mau comportamento do setor industrial, e em consequncia da perda da competitividade da economia brasileira (Fonte: oglobo.globo.com/opniao/comercioexterior Consulta em 26/03/2015). A perda sistmica de competitividade da indstria nacional e a consequente queda de sua participao na formao da riqueza nacional esto associadas, dentre outros: I. aos elevados custos de deslocamento dos produtos de exportao, em virtude do predomnio das rodovias e da precria integrao entre os modais de transporte. II. grande disperso espacial da indstria brasileira em regies historicamente perifricas. III. baixa taxa de inovao da indstria brasileira, aliada ao fato de essa inovao estar mais relacionada aquisio de mquinas e equipamentos do que ao desenvolvimento de novos produtos. IV. aos inmeros acordos bilaterais assinados pelo Pas, restringindo o nmero de seus parceiros comerciais no mercado externo. V. fraca mecanizao das operaes porturias de embarque e desembarque e intricada burocracia nos portos, provocando atrasos e congestionamentos nas exportaes. Assinale a alternativa que apresenta todas as afirmativas corretas.

(EsPCEx - 2015) Em uma cidade, a distncia entre as localidades X e Y de 16 km e entre as localidades X e Z de28 km.A distncia no mapa entre X e Y de 4 cme entre X eZ de7 cm. A escala desse mapa de:

(EsPCEx -2015) Uma pequena esfera de massaMigual a 0,1kg e carga eltricaest, em equilbrio esttico, no interior de um campo eltrico uniforme gerado por duas placas paralelas verticais carregadas com cargas eltricas de sinais opostos. A esfera est suspensa por um fio isolante preso a uma das placas conforme o desenho abaixo. A intensidade, a direo e o sentido do campo eltrico so, respectivamente,

(EsPCEx -2015) Num recipiente contendo 4,0 litros de gua, a uma temperatura inicial de 20C existe um resistor hmico, imerso na gua, de resistncia eltrica R = 1alimentado por um gerador ideal de fora eletromotriz E = 50 V conforme o desenho abaixo. O sistema encontra-se ao nvel do mar. A transferncia de calor para a gua ocorre de forma homognea. Considerando as perdas de calor desprezveis para o meio, para o recipiente e para o restante do circuito eltrico, o tempo necessrio para vaporizar 2,0 litros de gua

(EsPCEx - 2015) A metropolizao resulta de uma interveno humana extensa e profunda sobre a superfcie da Terra, uma vez que implica alteraes significativas da paisagem e da qualidade de vida da populao urbana. Entre os impactos ambientais causados pela interveno humana no ambiente urbano, pode-se destacar I. a formao das ilhas de calor na periferia das grandes cidades, associada escassez de reas revestidas de vegetao, com consequente aumento do poder refletor da luz solar que incide no solo urbano. II. a maior ocorrncia de chuvas torrenciais nas metrpoles, em relao s reas rurais adjacentes, devido grande quantidade de material particulado em suspenso, favorecendo a condensao da gua na atmosfera. III. a grande poluio do ar e a consequente intensificao de problemas respiratrios, agravados pelo fenmeno climtico da inverso trmica que ocorre, em geral, no inverno. IV. o aumento do efeito estufa gerado pelo movimento do ar das zonas rurais para as zonas urbanas, elevando a temperatura nas cidades. Assinale a alternativa que apresenta todas as afirmativas corretas

(EsPCEx - 2015) O relevo o resultado da atuao de foras de origem interna e externa, as quais determinam as reentrncias e as salincias da crosta terrestre. Sobre esse assunto, podemos afirmar que I. o surgimento das grandes cadeias montanhosas, como os Andes, os Alpes e o Himalaia, resulta dos movimentos orogenticos, caracterizados pelos choques entre placas tectnicas. II. o intemperismo qumico um agente esculpidor do relevo muito caracterstico das regies desrticas, em virtude da intensa variao de temperatura nessas reas. III. extensas plancies, como as dos rios Ganges, na ndia, e Mekong, no Vietn, so resultantes do trabalho de deposio de sedimentos feito pelos rios, formando as plancies aluviais. IV. os planaltos brasileiros caracterizam-se como relevos residuais, pois permaneceram mais altos que o relevo circundante, por apresentarem estrutura rochosa mais resistente ao trabalho erosivo. V. por situar-se em rea de estabilidade tectnica, o Brasil no possui formas de relevo resultantes da ao do vulcanismo. Assinale a alternativa que apresenta todas as afirmativas corretas

(EspCEx 2015) Leia os textos abaixo.

(EsPCEx - 2015) Dois caminhes de massa m1 = 2,0 ton e m2 = 4,0 ton, com velocidades v1 = 30 m/s e v2 = 20 m/s, respectivamente, e trajetrias perpendiculares entre si, colidem em um cruzamento no ponto G e passam a se movimentar unidos at o ponto H, conforme a figura abaixo. Considerando o choque perfeitamente inelstico, o mdulo da velocidade dos veculos imediatamente aps a coliso :