Questões - FUVEST 2004 | Gabarito e resoluções

(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

(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

(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

(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

(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?

(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

(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

(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

(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?

(FUVEST - 2004 - 1a fase) A figura mostra etapas da segregao de um par de cromossomos homlogos em uma meiose em que no ocorreu permuta. No incio da intrfase, antes da duplicao cromossmica que precede a meiose, um dos representantes de um par de alelos mutou por perda de uma sequncia de pares de nucleotdeos.Considerando as clulas que se formam no final da primeira diviso (B) e no final da segunda diviso (C), encontraremos o alelo mutante em:

(FUVEST - 2004 - 1a fase) O esquema representa o fluxo de energia entre os nveis trficos (pirmide de energia) de um ecossistema. Essa representao indica, necessariamente, que

(FUVEST - 2004 - 1a fase) As variaes na concentrao de gs carbnico (CO2) em um ambiente podem ser detectadas por meio de solues indicadoras de pH. Uma dessas solues foi distribuda em trs tubos de ensaio que foram, em seguida, hermeticamente vedados com rolhas de borracha. Cada rolha tinha presa a ela uma folha recm-tirada de uma planta, como mostrado no esquema. Os tubos foram identificados por letras (A, B e C) e colocados a diferentes distncias de uma mesma fonte de luz. Aps algum tempo, a cor da soluo no tubo A continuou rsea como de incio. No tubo B, ela ficou amarela, indicando aumento da concentrao de CO2 no ambiente. J no tubo C, a soluo tornou-se arroxeada, indicando diminuio da concentrao de CO2 no ambiente. Esses resultados permitem concluir que a posio dos tubos em relao fonte de luz, do mais prximo para o mais distante, foi

(FUVEST - 2004 - 1a fase) O esquema abaixo representa a aquisio de estruturas na evoluo das plantas. Os ramos correspondem a grupos de plantas representados, respectivamente, por musgos, samambaias, pinheiros e gramneas. Os nmeros I, II e III indicam a aquisio de uma caracterstica: lendo-se de baixo para cima, os ramos anteriores a um nmero correspondem a plantas que no possuem essa caracterstica e os ramos posteriores correspondem a plantas que a possuem. As caractersticas correspondentes a cada nmero esto corretamente indicadas em:

(FUVEST - 2004 - 1a fase) Qual das seguintes situaes pode levar o organismo de uma criana a tornar-se imune a um determinado agente patognico, por muitos anos, at mesmo pelo resto de sua vida?

(FUVEST - 2004 - 1a fase) Considere os seguintes grupos de animais: I. Animais aquticos fixos, com poros na superfcie do corpo e que englobam partculas de alimento da gua que circula atravs de sua cavidade interior. II. Animais parasitas que se alojam no intestino de vertebrados e que se alimentam de substncias geradas pela digesto realizada pelo hospedeiro. III. Animais aquticos, de corpo mole, revestidos por concha calcria e que se alimentam de organismos do plncton. Esses animais obtm nutrientes orgnicos, como aminocidos e monossacardeos, por: A relao correta est representada em: