Questões - AFA 2017 | Gabarito e resoluções

(AFA - 2017) Uma partcula de massa pode ser colocada a oscilar em quatro experimentos diferentes, como mostra a Figura 1 abaixo. Para apenas duas dessas situaes, tem-se o registro do grfico senoidal da posio da partcula em funo do tempo, apresentado na Figura 2. Considere que no existam foras dissipativas nos quatro experimentos; que, nos experimentos II e IV, as molas sejam ideais e que as massas oscilem em trajetrias perfeitamente retilneas; que no experimento III o fio conectado massa seja ideal e inextensvel; e que nos experimentos I e III a massa descreva uma trajetria que um arco de circunferncia. Nessas condies, os experimentos em que a partcula oscila certamente em movimento harmnico simples so, apenas

(AFA - 2017) Um bloco escorrega, livre de resistncia do ar, sobre um plano inclinado de 30, conforme a figura (sem escala) a seguir. No trecho ABno existe atrito e no trecho BCo coeficiente de atrito vale. O bloco abandonado, do repouso em relao ao plano inclinado, no ponto Ae chega ao ponto Ccom velocidade nula. A altura do ponto A,em relao ao ponto B, h1, e a altura do ponto B, em relao ao ponto C, h2. A razovale

(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

(AFA - 2017) Dois longos fios paralelos esto dispostos a uma distncia um do outro e transportam correntes eltricas de mesma intensidade i em sentidos opostos, como ilustra a figura abaixo. Nessa figura o ponto P equidistante dos fios. Assim, o grfico que melhor representa a intensidade do campo magntico B, no ponto P, em funo da abscissa x, :

(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,

(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 alternative in which the problems described in paragraphs 6 and 7 (lines 49 to 71) are correctly summarized.

(AFA - 2017) Um sistema termodinmico constitudo de n molsde um gs perfeito monoatmico desenvolve uma transformao cclica ABCDA representada no diagrama a seguir. De acordo com o apresentado pode-se afirmar que

(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,

(AFA - 2017) A Figura 1 abaixo representa um arranjo experimental para a obteno do espectro de emisso da luz emitida por uma lmpada de gs de hidrognio. Ao passar pelo prisma, a luz divide-se em quatro feixes de cores distintas: violeta, anil, azul e vermelho. Projetando-se esses feixes em um anteparo, eles ficam espalhados, como ilustrado na Figura 1. Considere agora a Figura 2, que ilustra esquematicamente alguns nveis de energia do tomo de hidrognio, onde as setas I, II, III e IV mostram transies possveis para esse tomo. Relacionando as informaes contidas na Figura 2 com as cores da luz emitida pela lmpada de gs de hidrognio mostrada na Figura 1, correto afirmar que a cor anil corresponde transio

(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. In the sentence its been 30years since I developed the notion of multiple intelligences (reference 4), the contraction refers to

(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. Mark the option which shows the appropriate question tag for the sentence one unanticipated consequence has driven me to distraction (reference 5).

(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

(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.

(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. The text

(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: 2K-12 educators defend the adoption of an interdisciplinary curriculum and methods for teaching with objects. Mark the option that contains the correct negative form for the sentence researchers have tried to identify learning styles (lines 60 and 61)