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Um professor do IFPI dispõe de uma solução aquosa de KCl 2,00 mol·L⁻¹. A partir dessa solução, ele realiza o seguinte procedimento experimental:
Retira 25,0 mL da solução inicial e dilui com água destilada até o volume de 100,0 mL, obtendo a Solução A. Em seguida, mistura 40,0 mL da Solução A com 60,0 mL de água destilada, obtendo a Solução B.
Considerando que o soluto não sofre reação química e que os volumes são aditivos, assinale a alternativa que indica CORRETAMENTE a concentração molar da Solução B.
“O alumínio é um metal leve, maleável, de coloração branco-prateada e apresenta elevada condutividade elétrica”.
Disponível em: https://melscience.com/US-en/articles/how-hydrochloric-acid-reacts-aluminum-formulas-and/. Acesso em: 02 fev. 2026.
Em laboratórios de Química, é comum promover a reação entre o alumínio metálico e solução de ácido clorídrico, resultando na formação de gás hidrogênio e cloreto de alumínio, conforme descrito pela equação química a seguir.
Em uma prática realizada no laboratório de Química do IFPI, observou-se a produção de 63,84 L de H2(g). Para a realização do experimento, os alunos utilizaram latas de refrigerante vazias. Considere que cada lata apresente massa de 13,5 g e seja constituída exclusivamente de alumínio e que o experimento foi realizado nas CNTP (0 ºC e 1,0 atm).
Sabendo que a reação NÃO ocorreu com rendimento de 100%, e sim com 95%, o número de latas necessário para a produção dos 63,84 L de gás hidrogênio é mais próximo de:
Dados: Massa molar do Alumínio = 27,0 g mol-1; 1 mol de gás ideal = 22,4 L nas CNTP. Considere H2(g) se comportando como gás ideal.
Dados: Z = Ta (73), Xe (54), I (53) e F (9). · X (Z = 8) · Y (Z = 9) · Z (Z = 11) · W (Z = 12)
Com base nas propriedades periódicas desses elementos, assinale a alternativa CORRETA:
Considere os princípios relacionados às mudanças de fase de sistemas monocomponentes (substâncias puras) e multicomponentes (misturas). Analise as proposições abaixo referentes ao comportamento dessas amostras sob pressão constante e coloque, nos parênteses, (V) se a afi rmativa for VERDADEIRA e (F), se for FALSA.
( ) Em uma mistura eutética, a fusão ocorre com comportamento semelhante ao de uma substância pura; contudo, na ebulição, observa-se um comportamento típico de mistura.
( ) A mudança de fase da água pura do estado sólido para o estado líquido é um processo exotérmico.
( ) Em uma mistura azeotrópica, os intervalos de fusão e ebulição apresentam temperatura variável.
( ) Um gráfico de aquecimento que revele dois patamares (temperatura constante tanto na fusão quanto na ebulição) é condição necessária e sufi ciente para classificar o material como substância simples, descartando a possibilidade de ser uma substância composta.
( ) No processo de vaporização, a passagem de uma substância do estado liquido para o estado gasoso implica o aumento da entropia do sistema.
De acordo com essa análise, a alternativa CORRETA é:
Considere três átomos genéricos, identificados como X, Y e Z. Sabe-se que:
1. X e Y são isótonos.
2. X e Z são isótopos.
3. Y e Z são isóbaros.
Adicionalmente, tem-se as seguintes informações quantitativas:
· O número atômico de X é igual a 20.
· A soma dos números de massa de X, Y e Z é igual a 124.
· A soma dos números de nêutrons de X, Y e Z é igual a 62.
Com base nessas informações, o número atômico e o número de massa do átomo Y é, respectivamente, igual a:
"A chuva ácida exerce impactos signifi cativos sobre a lixiviação de cátions nutrientes essenciais, a mobilidade de elementos tóxicos (Al3+) e o desenvolvimento da acidez no solo. Nesse contexto, os solos ácidos contêm elevadas concentrações de Al3+ e baixos teores de cátions básicos, condição associada à defi ciência de nutrientes importantes para as plantas. Além disso, o Al3+ é o cátion mais crítico, pois provoca rizotoxicidade e compromete severamente o crescimento das plantas em solos ácidos." Disponível em: https://pmc.ncbi.nlm.nih.gov/articles/PMC6213855/#B96-ijms-19-03073. Acesso em: 14 fev.2026.
Um exemplo, em nosso cotidiano, dessa situação apresentada pelo texto acima é a reação do ácido sulfúrico, proveniente das chuvas ácidas, com o hidróxido de alumínio naturalmente presente no solo, formando sulfato de alumínio solúvel, conforme a reação mostrada abaixo.
2 Al(OH)3 (s) + 3 H2SO4(aq) → Al2 (SO4 ) 3(aq) + 6 H2O(l)
De acordo com essas informações, em uma simulação de laboratório, misturaram-se 156 g de Al(OH)3 com 196 g de H2SO4 . Qual é o rendimento percentual dessa reação, sabendo que foram obtidos 182,4 g (Al2 (SO4 ) 3 )?
Dados: Massas Atômicas (g/mol): H = 1; O = 16; Al = 27; S = 32
Dados: C = 12 g/mol; H = 1 g/mol; O = 16 g/mol.
Em um recipiente fechado, um professor de Química do IFPI, Campus Teresina-Central, realizou a seguinte reação química no âmbito da disciplina de Química Geral Experimental:
CaCO3(s) + 2 HCl(aq) → CaCl2(aq) + H2O(l) + CO2(g)
Nessa reação, a massa de H2O(l) corresponde a 50% da massa total dos reagentes. Além disso, sabe-se que, para cada 40 g de CaCl2(aq) formados, produzem-se simultaneamente 80 g de CO2(g). Diante disso, com base na Lei da Conservação das Massas, proposta por Lavoisier, e no conceito de proporções constantes estabelecido pela Lei de Proust, qual é a massa de reagentes necessária para a formação de 40 g de CO2(g)?
Texts for question.
"The white man is very clever. He came quietly and peaceably with his religion.… He has put a knife on the things that held us together and we have fallen apart.”
ACHEBE, Chinua. The African Trilogy: Things Fall Apart; Arrow of God; No Longer at Ease. New York: Penguin Classics, 2017.
“No pedagogy which is truly liberating can remain distant from the oppressed; nor can it afford to impose the teacher’s cultural patterns upon them.”
FREIRE, Paulo. Pedagogy of the Oppressed. Translated by Myra Bergman Ramos. New York: Herder and Herder, 1970.
"Once critical pedagogues see schools as cultural arenas where distinct social and ideological forms find themselves in constant conflict, what they shall be seeking is society transformation through education, including language education."
SIQUEIRA, Sávio. Critical pedagogy and language education: Hearing the voices of Brazilian teachers of English. Education Sciences, Basel, v. 11, n. 5, p. 235, May 14, 2021.
1- They inform students about the use of the verb without subject, which it is not part of standard English and how language works in an informal context and why it is important to use it in ads.
2- They ask students to observe the use of the comparative form without the adjective, provide multiple examples, and then ask them to do a sentence level exercise to show how the students could apply that structure.
3- They explain to students why the advertisement compares a Daihatsu Hijet to a Lamborghini and how women are used in many car advertisements.
4- They show other car ads and ask students, divided into groups, to identify the humorous effect and which established ideas are subverted in the advertisement.
Check the correct alternative:
Read the text and the quote below to answer question
Obama’s Speech- 2008
For when we have faced down impossible odds, when we've been told we're not ready or that we shouldn't try or that we can't, generations of Americans have responded with a simple creed that sums up the spirit of a people: Yes, we can. Yes, we can. Yes, we can.
It was a creed written into the founding documents that declared the destiny of a nation: Yes, we can.
It was whispered by slaves and abolitionists as they blazed a trail towards freedom through the darkest of nights: Yes, we can.
It was sung by immigrants as they struck out from distant shores and pioneers who pushed westward against an unforgiving wilderness: Yes, we can.
It was the call of workers who organized, women who reached for the ballot, a president who chose the moon as our new frontier, and a king who took us to the mountaintop and pointed the way to the promised land: Yes, we can, to justice and equality.
Yes, we can, to opportunity and prosperity. Yes, we can heal this nation. Yes, we can repair this world. Yes, we can.
https://www.vpro.nl/zomergasten/artikelen/new-hampshire-primary-2008. Acesso em 04 fev.2026.
“Meanings are not in words; they are in people, situated in social contexts.”
KRAMSCH, Claire. Language and Culture. Oxford: Oxford University Press, 1998
Text for question
When international companies and organizations developed, English was often chosen as a working language of European Central Bank, although the bank is in Germany. In Asia and the Pacific, nine out of ten international organizations work only in English.
English is important not because it has more first - language speakers than other languages (Chinese has more) but because it is used extremely widely. Will this situation continue?
VINEY, Brigit. Oxford Bookworms Factfiles: The History of the English Language: Level 4: 1400-Word Vocabulary. Oxford: Oxford University Press, 2008.
https://www.newyorker.com/magazine/2025/07/07/the-argentinean-comic-strip-that-galvanized-a-generation. Acesso em 04 fev.2026.
Text for question
At around 6:30 p.m., I decide I’m not going to sleep at the hospital tonight. I need to shower and eat real food. I call my best friend, Yara, and tell her I’m on my way to her house. Everything in Gaza is within walking distance, but I’m absolutely exhausted. I realize with dread that, if I’m not mistaken, I’ve left my wallet in mama’s bag, and I don’t have any money at all. So I do something embarrassing, and ask a taxi driver if he can drive me to Yara’s for free. He agrees on one condition: ‘When I get killed’, he says, ‘post a nice picture of me online, and ask people to pray for me.’
Everyone in Gaza knows that they’ll eventually die, and that it’s only a matter of time. I smile at the taxi driver and assent.
ALAQAD, Plestia. The Eyes of Gaza: A Diary of Resilience. New York: Little, Brown and Company, 2025.
Read the excerpt from News of a Kidnapping by García Márquez (1997), a Colombian Nobel Prize - winning novelist and journalist whose significant work includes this book, and identify the relationship established between genre and text types.
After waiting three hours, a man in a mask came in, welcomed them on behalf of high command, and announced that Father Pérez was expecting them but for reason of security the women should go first. This was the first time that Diana showed signs of uneasiness. Hero Buss took her aside and said that under no circumstances should she agree to break up their group. Because she could not prevent that from happening, Diana slipped him her identity card. She did not have time to explain why, but he understood it to be a piece of evidence in the event she disappeared.
GARCÍA MÁRQUEZ, Gabriel; GROSSMAN, Edith (trad.). News of a Kidnapping. 1. American ed. New York: Alfred A. Knopf, 1997
Text for question
“I always tried to be decent to the warders in my section; hostility was self-defeating. There was no point in having a permanent enemy among warders.
It was ANC policy to try to educate all people, even our enemies: we believed that all men, even prison service warders, were capable of change, and we did our utmost to try to sway them.
In general we treated the wanders as they treated us. If a man was considered, we were considerate in return. Not all of our warders were ogres. We noticed right from the start that there were some among them who believed in fairness.”
MANDELA, Nelson. Long Walk to Freedom. Boston; New York: Little, Brown and Company, 1994.
Text for question
The notion of Multiliteracies supplements traditional literacy pedagogy by addressing these two related aspects of textual multiplicity. What we might term ‘mere literacy’ remains centred on language only, and usually on a singular national form of language at that, being conceived as a stable system based on rules such as mastering sound-letter correspondence. This is based on the assumption that we can actually discern and describe correct usage. Such a view of language must characteristically translate into a more or less authoritarian kind of pedagogy. A pedagogy of Multi-literacies, by contrast, focuses on modes of representation much broader than language alone. These differ according to culture and context, and have specific cognitive, cultural, and social effects. In some cultural contexts – in an Aboriginal community or in a multimedia environment, for instance – the visual mode of representation may be much more powerful and closely related to language than ‘mere literacy’ would ever be able to allow. Multiliteracies also creates a different kind of pedagogy: one in which language and other modes of meaning are dynamic representational resources, constantly being remade by their users as they work to achieve their various cultural purposes.
COPE, Bill; KALANTZIS, Mary (org.). Multiliteracies: literacy learning and the design of social futures. Londres: Routledge, 2000.
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