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:

Descobrimento

Abancado à escrivaninha em São Paulo
Na minha casa da rua Lopes Chaves
De supetão senti um friúme por dentro.
Fiquei trêmulo, muito comovido
Com o livro palerma olhando pra mim.

Não vê que me lembrei que lá no Norte, meu Deus!
muito longe de mim,
Na escuridão ativa da noite que caiu

Um homem pálido magro de cabelo escorrendo nos olhos

Depois de fazer uma pele com a borracha do dia,
Faz pouco se deitou, está dormindo.

Esse homem é brasileiro que nem eu...

(ANDRADE, Mário de. Poesias completas. Belo Horizonte – São Paulo: Itatiaia – Edusp, 1987.)

Mário de Andrade, autor do poema anterior, fez parte do
grupo que idealizou a Semana de Arte Moderna. Acerca da
linguagem empregada pelo poeta em “Descobrimento”,
pode-se afirmar que:

Os amigos Augusto e Joaquim decidiram ir à festa de aniversário de Ernesto. A festa terá início às 15h e eles resolveram chegar juntos. Joaquim mora a 180 Km e gastará 2h indo com velocidade constante para chegar. Augusto mora a 120 Km da festa e sua velocidade corresponde a 80% da velocidade de Joaquim. O intervalo de tempo entre a saída de Joaquim e a saída de Augusto para chegarem juntos à festa de aniversário de Ernesto é de, aproximadamente:

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:

A terceira fase do Modernismo, 1945 a 1960, é vista como o “apuro da forma”, entre os autores que se destacam estão: João Cabral de Melo Neto, Guimarães Rosa, Clarice Lispector, Nelson Rodrigues e Ariano Suassuna. Assinale, a seguir, a alternativa concernente à terceira fase modernista.

Considerando que a intertextualidade pode se apresentar de formas diversas, leia os textos a seguir.

Canção do exílio

Minha terra tem palmeiras
Onde canta o sabiá,
As aves que aqui gorjeiam
Não gorjeiam como lá.

(Gonçalves Dias.)

Europa, França e Bahia

Meus olhos brasileiros se fecham saudosos
Minha boca procura a ‘Canção do Exílio’.
Como era mesmo a ‘Canção do Exílio’?
Eu tão esquecido de minha terra...
Ai terra que tem palmeiras
Onde canta o sabiá!

(Carlos Drummond de Andrade.)

Está correto o que se afirma em:

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 perceivedby 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:

Dadas as matrizes !$ A = { \begin{pmatrix} -1\,\,\,\,X\\2\,\,\,\,3 \end{pmatrix}}, B = { \begin{pmatrix} 2\,\,\,\,\,1\\5\,\,\,-4 \end{pmatrix}} !$ e !$ C = { \begin{pmatrix} 18\,\,\,-17\\19\,\,\,-10 \end{pmatrix}} !$ , o valor de x, tal que A ∙ B = C é: