Gabarito FUVEST - Provas Anteriores

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Questão 75
2004Química

(FUVEST - 2004 - 1a fase) Nas condies ambiente, ao inspirar, puxamos para nossos pulmes, aproximadamente, 0,5 L de ar, ento aquecido da temperatura ambiente (25C) at a temperatura do corpo (36C). Fazemos isso cerca de 16 x 103 vezes em 24 h. Se, nesse tempo, recebermos, por meio da alimentao, 1,0 x 107J de energia, a porcentagem aproximada dessa energia, que ser gasta para aquecer o ar inspirado, ser de: ar atmosfrico nas condies ambiente: densidade = 1,2 g/L calor especfico = 1,0 J g-1 C-1

Questão 76
2004Química

(FUVEST - 2004 - 1a fase) Dentre as estruturas a seguir, duas representam molculas de substncias, pertencentes mesma funo orgnica, responsveis pelo aroma de certas frutas. Essas estruturas so:

Questão 77
2004Química

(FUVEST - 2004 - 1a fase) Durante muitos anos, a gordura saturada foi considerada a grande vil das doenas cardiovasculares. Agora, o olhar vigilante de mdicos e nutricionistas volta-se contra a prima dela, cujos efeitos so ainda piores: a gordura trans. (Veja, 2003) Uma das fontes mais comuns da margarina o leo de soja, que contm triglicerdeos, steres do glicerol com cidos graxos. Alguns desses cidos graxos so: Durante a hidrogenao cataltica, que transforma o leo de soja em margarina, ligaes duplas tornam-se ligaes simples. A porcentagem dos cidos graxos A, B, C e D, que compem os triglicerdeos, varia com o tempo de hidrogenao. O grfico abaixo mostra este fato. Considere as afirmaes: I. O leo de soja original mais rico em cadeias mono-insaturadas trans do que em cis. II. A partir de cerca de 30 minutos de hidrogenao, cadeias mono-insaturadas trans so formadas mais rapidamente que cadeias totalmente saturadas. III. Nesse processo de produo de margarina, aumenta a porcentagem de compostos que, atualmente, so considerados pelos nutricionistas como nocivos sade. correto apenas o que se afirma em

Questão 78
2004Química

(FUVEST - 2004 - 1a fase) Com a finalidade de determinar a frmula de certo carbonato de um metalMe, seis amostras, cada uma de 0,0100 mol desse carbonato, foram tratadas, separadamente,com volumes diferentes de cido clordrico de concentrao 0,500 mol/L. Mediu-se o volumede gs carbnico produzido em cada experincia, mesma presso e temperatura. V(HC)/mL 30 60 90 120 150 180 V(CO2)/mL 186 372 558 744 744 744 O volume molar do gs carbnico, nas condies da experincia, igual a 24,8 L/mol Ento, a frmula do carbonato deve ser:

Questão 79
2004Química

(FUVEST - 2004 - 1a fase) Para realizar um experimento, em que produzido CO2 pela reao de um carbonato com cido clordrico, foi sugerida a aparelhagem da figura a seguir. Com essa aparelhagem, I. no ser adequado usar carbonatos solveis em gua. II. o experimento no funcionar porque o cido clordrico deve ser adicionado diretamente sobre o carbonato. III. parte do CO2 desprendido ficar dissolvido na gua. IV. o gs recolhido conter vapor dgua. Dessas afirmaes, so corretas, apenas:

Questão 80
2004Química

(FUVEST - 2004 - 1a fase) Em solvente apropriado, hidrocarbonetos com ligao dupla reagem com Br2, produzindo compostos bromados; tratados com oznio (O3) e, em seguida, com perxido de hidrognio (H2O2), produzem compostos oxidados. As equaes qumicas abaixo exemplificam essas transformaes Trs frascos, rotulados X, Y e Z, contm, cada um, apenas um dos compostos isomricos abaixo, no necessariamente na ordem em que esto apresentados: Seis amostras de mesma massa, duas de cada frasco, foram usadas nas seguintes experincias: A trs amostras, adicionou-se, gradativamente, soluo de Br2, at perdurar tnue colorao marrom. Os volumes, em mL, da soluo de bromo adicionada foram: 42,0; 42,0 e 21,0, respectivamente, para as amostras dos frascos X, Y e Z. As trs amostras restantes foram tratadas com O3 e, em seguida, com H2O2. Sentiu-se cheiro de vinagre apenas na amostra do frasco X. O contedo de cada frasco :

Questão 81
2004Inglês

(FUVEST - 2004 - 1a fase) From Susan Blackmore In his article on computers and consciousness, Igor Aleksander was quite wrong to say that Susan Blackmore...implies that constructing a machine that is conscious like us would be impossible (19 July, p 40). I do indeed claim that consciousness is an illusion. This is because it feels to us humans as though there is a continuous flow of experiences happening to an inner self, when in act, there is no such inner self. Computers have no inner self either, but if ever they start thinking they do they will become deluded like us, and hence conscious like us. And that day is surely not far off. We humans can sometimes wake up from our delusion, through intellectual insight or through practices like meditation. Maybe future computers will teach us a thing or two about waking up from illusion. Bristol, UK English (New Scientist, August 9, 2003) The author of the text criticizes

Questão 82
2004Inglês

(FUVEST - 2004 - 1a fase) From Susan Blackmore In his article on computers and consciousness, Igor Aleksander was quite wrong to say that Susan Blackmore...implies that constructing a machine that is conscious like us would be impossible (19 July, p 40). I do indeed claim that consciousness is an illusion. This is because it feels to us humans as though there is a continuous flow of experiences happening to an inner self, when in act, there is no such inner self. Computers have no inner self either, but if ever they start thinking they do they will become deluded like us, and hence conscious like us. And that day is surely not far off. We humans can sometimes wake up from our delusion, through intellectual insight or through practices like meditation. Maybe future computers will teach us a thing or two about waking up from illusion. Bristol, UK English (New Scientist, August 9, 2003) In her letter to the editor, Susan Blackmore claims that

Questão 83
2004Inglês

(FUVEST - 2004 - 1a fase) From Susan Blackmore In his article on computers and consciousness, Igor Aleksander was quite wrong to say that Susan Blackmore...implies that constructing a machine that is conscious like us would be impossible (19 July, p 40). I do indeed claim that consciousness is an illusion. This is because it feels to us humans as though there is a continuous flow of experiences happening to an inner self, when in act, there is no such inner self. Computers have no inner self either, but if ever they start thinking they do they will become deluded like us, and hence conscious like us. And that day is surely not far off. We humans can sometimes wake up from our delusion, through intellectual insight or through practices like meditation. Maybe future computers will teach us a thing or two about waking up from illusion. Bristol, UK English (New Scientist, August 9, 2003) Susan Blackmore says that

Questão 84
2004Inglês

(FUVEST - 2004 - 1a fase) From Susan Blackmore In his article on computers and consciousness, Igor Aleksander was quite wrong to say that Susan Blackmore...implies that constructing a machine that is conscious like us would be impossible (19 July, p 40). I do indeed claim that consciousness is an illusion. This is because it feels to us humans as though there is a continuous flow of experiences happening to an inner self, when in act, there is no such inner self. Computers have no inner self either, but if ever they start thinking they do they will become deluded like us, and hence conscious like us. And that day is surely not far off. We humans can sometimes wake up from our delusion, through intellectual insight or through practices like meditation. Maybe future computers will teach us a thing or two about waking up from illusion. Bristol, UK English (New Scientist, August 9, 2003) According to the text, one day

Questão 85
2004Inglês

(FUVEST - 2004 - 1a fase) English is a colonial language that continued to be the official language after independence in virtually all African countries that were under British rule. In some cases it was retained to avoid ethnic tensions. But in all cases it was retained because of its prestige and association with power. In contrast, the vernaculars were viewed as backward and inferior, and so were not developed. Students were made to feel ashamed of their mother tongue and punished for speaking it. In Kenya, for example, speaking in vernacular was forbidden and sanctioned in schools. One popular method of punishment was to make pupils carry around a skull of some dead animal the whole day as a way of embarrassing the pupil who dared speak in his mother tongue. Today it is difficult to use indigenous languages because they have not developed, been codified and standardised. Hence there is a shortage of teaching materials and trained teachers in the vernaculars. And this has often been used as an excuse for not adopting the vernaculars in schools. (The Guardian Weekly, August 2003) Which of these statements is true according to the text?

Questão 86
2004Inglês

(FUVEST - 2004 - 1a fase) English is a colonial language that continued to be the official language after independence in virtually all African countries that were under British rule. In some cases it was retained to avoid ethnic tensions. But in all cases it was retained because of its prestige and association with power. In contrast, the vernaculars were viewed as backward and inferior, and so were not developed. Students were made to feel ashamed of their mother tongue and punished for speaking it. In Kenya, for example, speaking in vernacular was forbidden and sanctioned in schools. One popular method of punishment was to make pupils carry around a skull of some dead animal the whole day as a way of embarrassing the pupil who dared speak in his mother tongue. Today it is difficult to use indigenous languages because they have not developed, been codified and standardised. Hence there is a shortage of teaching materials and trained teachers in the vernaculars. And this has often been used as an excuse for not adopting the vernaculars in schools. (The Guardian Weekly, August 2003) According to the text, in Kenya, students who spoke their native language at school

Questão 87
2004Inglês

(FUVEST - 2004 - 1a fase) English is a colonial language that continued to be the official language after independence in virtually all African countries that were under British rule. In some cases it was retained to avoid ethnic tensions. But in all cases it was retained because of its prestige and association with power. In contrast, the vernaculars were viewed as backward and inferior, and so were not developed. Students were made to feel ashamed of their mother tongue and punished for speaking it. In Kenya, for example, speaking in vernacular was forbidden and sanctioned in schools. One popular method of punishment was to make pupils carry around a skull of some dead animal the whole day as a way of embarrassing the pupil who dared speak in his mother tongue. Today it is difficult to use indigenous languages because they have not developed, been codified and standardised. Hence there is a shortage of teaching materials and trained teachers in the vernaculars. And this has often been used as an excuse for not adopting the vernaculars in schools. (The Guardian Weekly, August 2003) According to the text, adopting the vernaculars in African schools today is

Questão 88
2004Inglês

(FUVEST - 2004 - 1a fase) English is a colonial language that continued to be the official language after independence in virtually all African countries that were under British rule. In some cases it was retained to avoid ethnic tensions. But in all cases it was retained because of its prestige and association with power. In contrast, the vernaculars were viewed as backward and inferior, and so were not developed. Students were made to feel ashamed of their mother tongue and punished for speaking it. In Kenya, for example, speaking in vernacular was forbidden and sanctioned in schools. One popular method of punishment was to make pupils carry around a skull of some dead animal the whole day as a way of embarrassing the pupil who dared speak in his mother tongue. Today it is difficult to use indigenous languages because they have not developed, been codified and standardised. Hence there is a shortage of teaching materials and trained teachers in the vernaculars. And this has often been used as an excuse for not adopting the vernaculars in schools. (The Guardian Weekly, August 2003) We can say that the author of the passage is

Questão 89
2004Biologia

(FUVEST - 2004 - 1a fase) Qual das alternativas classifica corretamente o vrus HIV, o tronco de uma rvore, a semente de feijo e o plasmdio da malria, quanto constituio celular?

NOVIDADES
Kuadro