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O modelo de crescimento exponencial assume que os recursos permanecem abundantes, o que raramente corresponde ao mundo real. À medida que a densidade populacional aumenta, cada indivíduo tem acesso a menos recursos. Por fim, existe um limite ao número de indivíduos que pode ocupar um hábitat. Os ecólogos definem a capacidade de suporte, simbolizada por K, como o tamanho máximo de uma população que um determinado ambiente pode sustentar; sendo N a representação do número de indivíduos em uma população.
REECE, J. B.; URRY, L.A.; CAIN, M.L.; STEVEN, A.W.; MINORSKY, R.B.J. Biologia de Campbell. 10 ed. Porto Alegre: Artmed, 2015. (Adaptado)
Em um modelo de crescimento populacional mais próximo da realidade pode-se dizer, levando em consideração apenas as variáveis citadas no texto, que o tamanho populacional estabiliza quando:
A planta fantasma, também conhecida como Monotropa uniflora, é uma espécie de planta que cresce em solos ricos em matéria orgânica, geralmente em florestas de coníferas. Trata-se de uma planta peculiar, por causa de sua forma de alimentação: ela apresenta interações com fungos que também formam ligações com as raízes de plantas fotossintetizantes. Estes fungos, que formam micorrizas com duas ou mais plantas diferentes, permitem que a planta fantasma se alimente por um mecanismo chamado micoheterotrofia, ao funcionarem como ponte entre a planta fantasma e as plantas fotossintetizantes.
Disponível em: http://botanicaonline.com.br. Acesso: maio de 2024.
(adaptado)
De acordo com o texto, pode-se apontar a relação ecológica entre a planta fantasma e as plantas fotossintetizantes como uma forma de:
A camuflagem é um recurso resultante da ação da seleção natural sobre uma certa espécie, usado por inúmeras espécies para se protegerem dos seus predadores. Uma das mais amplas e diferentes adaptações é a camuflagem natural, a habilidade de um animal se esconder de um predador ou presa. Alguns animais podem manipular seus cromatóforos para a troca total da cor de sua pele. Estes animais possuem uma coleção de cromatóforos e cada um deles contém um pigmento singular. A mudança de cor dos cromatóforos, em função da dispersão dos pigmentos, está diretamente relacionada:
Os benefícios da atividade física para combater doenças foram ampliados quando cientistas descobriram a irisina, um hormônio secretado pelo músculo esquelético em resposta ao exercício. A substância favorece a conversão de tecido adiposo branco em marrom. Denominado de browning, este fenômeno contribui com:
Transformações químicas e físicas são dois tipos diferentes de mudanças que ocorrem na matéria. Para transformação química ponha “Q”, e para transformação física ponha “F”, nos parênteses a seguir:
( ) Colocar água no congelador para fazer gelo.
( ) Acender um fósforo.
( ) O etanol, em temperatura ambiente, passa de líquido para vapor.
( ) Separação de água em hidrogênio e oxigênio usando eletricidade.
( ) A fotossíntese realizada pelos seres autótrofos.
Assinale a sequência do correto julgamento:
O movimento de dilatação e contração da pupila ocorre independentemente de nossa vontade, sendo controlado pelas vias simpáticas e parassimpáticas do sistema nervoso autônomo
• O que ocorre com o diâmetro da pupila quando estamos em um ambiente de baixa intensidade luminosa e qual é a via do sistema nervoso autônomo responsável por essa ação?
Assinale a alternativa correta que responde, respectivamente, as ações descritas nessa fisiologia humana:
Após um terremoto, o reservatório de água de uma cidade sofre algumas avarias, ficando um pouco inclinado como no esboço. Parte da água foi lançada para fora, o restante da água que ficou corresponde a quantos litros? A altura do nível de água está indicada no esboço.
Segundo a LDB (Artigos 32 e 35), na educação formal, os resultados das aprendizagens precisam se expressar e se apresentar como sendo a possibilidade de utilizar o conhecimento em situações que requerem aplicá-lo para tomar decisões pertinentes.
A esse conhecimento mobilizado, operado e aplicado em situação se dá o nome de:
Considere o texto abaixo para responder à questão.
A Didática e a formação profissional do professor
“(...) Entre os conteúdos básicos da Didática figuram os objetivos e tarefas do ensino na nossa sociedade. A Didática se baseia numa concepção de homem e sociedade e, portanto, subordina-se a propósitos sociais, políticos e pedagógicos para a educação escolar a serem estabelecidos em função da realidade social brasileira.
LIBÂNEO, José Carlos. Didática. 2.ed. São Paulo: Cortez, 2013. p.28
Texto para a questão.
Sobre o uso dos porquês julgue as seguintes asserções:
I. No primeiro quadrinho o “por que” indica um advérbio interrogativo, usado para perguntar.
II. Na primeira ocorrência, no segundo quadrinho, o “porque” é usado para responder e indica também um advérbio interrogativo.
III. Na segunda ocorrência, no segundo quadrinho, o “por quê” indica uma conjunção substantivada, no sentido de motivo, razão, que pode ser usado no início ou final de frase.
IV. No terceiro quadrinho, o “porquê” funciona como uma conjunção coordenativa explicativa, usado apenas ao final de frases, portanto seu emprego está inadequado na tirinha.
Só é correto o que se afirma em:
Sobre as concepções de linguagem julgue as seguintes afirmações:
I. A linguagem como instrumento de comunicação considera o psiquismo individual como a fonte constituidora da língua, de modo a restringir-se apenas em explicar o fato linguístico resultante de um ato de criação individual.
II. A linguagem como expressão do pensamento, considera uma gramática universal com base em fatores fonéticos, gramaticais e lexicais, os quais permanecem imutáveis para todos os enunciados, ou seja, um sistema estável e acabado.
III. A linguagem como forma de interação, defende que “a língua vive e evolui historicamente na comunicação verbal concreta, não no sistema linguístico abstrato das formas da língua nem no psiquismo individual dos falantes”, “mas pelo fenômeno social da interação verbal, realizada através da enunciação ou das enunciações”.
São verdadeiras:
TEXT 1
Why is music good for the brain?
October 7, 2020
By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing
1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.
2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.
3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.
4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.
5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!
6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.
BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em:
Acoording the Communicative Language Teaching (CLT):
I. The communicative approach is based on the idea that learning language successfully comes through having to communicate real meaning.
II. The movement and approach known as Communicative Language Teaching (CLT) is a good example of how a paradigm shift in language teaching reflects these two sources of change.
III. Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.
The correct staments are:
TEXT 1
Why is music good for the brain?
October 7, 2020
By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing
1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.
2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.
3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.
4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.
5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!
6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.
BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em:
TEXT 1
Why is music good for the brain?
October 7, 2020
By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing
1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.
2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.
3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.
4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.
5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!
6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.
BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em:
TEXT 1
Why is music good for the brain?
October 7, 2020
By Andrew E. Budson, MD, Editorial Advisory Board Member, Harvard Health Publishing
1. Can music really affect your well-being, learning, cognitive function, quality of life, and even happiness? Hand in a recent survey on music and brain health conducted by AARP revealed some interesting findings about the impact of music on cognitive and emotional well-being: music listeners had higher scores for mental well-being and slightly reduced levels of anxiety and depression compared to people overall.
2. Of survey respondents who currently go to musical performances, 69% rated their brain health as “excellent” or “very good,” compared to 58% for those who went in the past and 52% for those who never attended. Of those who reported often being exposed to music as a child, 68% rated their ability to learn new things as “excellent” or “very good,” compared to 50% of those who were not exposed to music.
3. Active musical engagement, including those over age 50, was associated with higher rates of happiness and good cognitive function. Adults with no early music exposure but who currently engage in some music appreciation show above average mental well-being scores. Those are pretty impressive results, to be sure. However, this 20-minute online survey has some limitations. For one, it included 3,185 US adults ages 18 and older; that is a small number if you are extrapolating to 328 million people across the country. For another, it is really a survey of people’s opinions. For example, although people might report their brain health as “excellent,” there was no objective measure of brain health such as an MRI scan, or even a test to measure their cognition.
4. Lastly, even if the ratings were true, the findings are only correlations. They do not prove that, for example, it was the exposure to music as a child that led to one’s improved ability to learn new things. It may be equally likely that those children brought up in more affluent households were both more likely to be exposed to music and to be given a good education that led to their being able to easily learn new things later in life.
5. Music has been shown to activate some of the broadest and most diverse networks of the brain. Of course, music activates the auditory cortex in the temporal lobes close to your ears, but that’s just the beginning. The parts of the brain involved in emotion are not only activated during emotional music, they are also synchronized. Music also activates a variety of memory regions. And, interestingly, music activates the motor system. In fact, it has been theorized that it is the activation of the brain’s motor system that allows us to pick out the beat of the music even before we start tapping our foot to it!
6. Okay, get along! so music activates just about all of the brain. Why is that so important? Well, have you ever heard the expression, “If you don’t use it, you’ll lose it”? It turns out this is actually true in the brain. Brain pathways — and even whole networks — are strengthened when they are used and are weakened when they are not used. The reason is that the brain is efficient; it isn’t going to bother keeping a brain pathway strong when it hasn’t been used in many years. The brain will use the neurons in that pathway for something else. These types of changes should be intuitively obvious to you — that’s why it is harder to speak that foreign language if you haven’t used it in 20 years; many of the old pathways have degraded and the neurons are being used for other purposes.
BUDSON, Andrew E. Why is music good for the brain? Harvard Health Publishing, 7 out. 2020. Disponível em:
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