UERJ 2004 - Questões
Abrir Opções Avançadas
Segundo a lei do resfriamento de Newton, a temperatura $T$ de um corpo colocado num ambiente cuja temperatura é $T_0$ obedece à seguinte relação:
$$T = T_0 + k\cdot e^{-c\ \cdot \ t}$$
Nesta relação, $T$ é medida na escala Celsius, t é o tempo medido em horas, a partir do instante em que o corpo foi colocado no ambiente, e k e c são constantes a serem determinadas. Considere uma xícara contendo café, inicialmente a $100\ ^\circ C$, colocada numa sala de temperatura $20 \ ^\circ C$ . Vinte minutos depois, a temperatura do café passa a ser de $40 \ ^\circ C$.
a) Calcule a temperatura do café $50$ minutos após a xícara ter sido colocada na sala.
b) Considerando $\ln\ 2 = 0,7$ e $\ln\ 3 = 1,1$, estabeleça o tempo aproximado em que, depois de a xícara ter sido colocada na sala, a temperatura do café se reduziu à metade.
CAN EDUCATION SCHOOLS BE SAVED?
As a professor in a school of education, I have a big stake in how this question is answered. There is a simple answer. Education schools survive because they bring in so much money and this makes them quite popular with university presidents. Education school classes have large enrollments, they do not require elaborate and expensive equipment and education school faculty are always among the lowest paid in a university.
Education schools are certainly going to survive. The more important question is whether they will be relevant. To answer this question it is necessary to define two distinctly different belief systems in education. The first of the two asserts that the most important purpose of education is the enhancement of academic achievement. Proponents of this view want students to increase their reading comprehension, become more skilled at performing mathematical computations, know history, and understand science. The operational definition of academic achievement is performance on academic achievement tests. The adoption of academic achievement as the primary purpose for our schools is an assertion that schools are best evaluated in terms of how their students perform rather than by what teachers are doing.
Education schools and the national organizations that support them have a different focus. They believe that instructional methods should be evaluated in terms of their fidelity to a progressive philosophy of education. Their focus is on “learning” rather than academic achievement. While the terms “academic achievement” and “learning” may appear to refer to the same activities, the instructional methods designed to enhance “learning” are primarily child-centered and may not only fail to increase academic achievement, but also degrade it. Instead of teachers teaching students, they believe that it is the role of a good teacher to create (2) the proper environment for learning and if this is done properly, students will “learn” by constructing their own meaning. “Learning”, unlike academic achievement, is evaluated in terms of what the teacher is doing. It does not require an examination of what is happening to the students in the classroom.
There are two major competing philosophies in education (1). One asserts that teachers should focus on increasing their students’ academic achievement. The other dismisses the importance of academic achievement and instead defines good teaching as the creation of a classroom atmosphere that avoids explicit instruction in favor of giving responsibility for learning to the students. The two approaches are incompatible and there is really no way to create a compromise between the two. The question left unanswered is who gets to decide between the two. Legislators, governors, and the federal government have declared that academic achievement should be paramount. The faculties of education schools and the national organizations that support them have decided otherwise. We will have to await the outcome of this contest, but it looks like (3) the education schools already are ahead on points.
(GEORGE K. CUNNINGHAM. June 11, 2003.
Ao desenvolver sua argumentação, o autor expõe duas posições distintas quanto à filosofia que orienta as Faculdades de Educação.
a) Identifique a base de cada uma dessas posições.
b) Descreva os métodos de avaliação das duas propostas educacionais.
CAN EDUCATION SCHOOLS BE SAVED?
As a professor in a school of education, I have a big stake in how this question is answered. There is a simple answer. Education schools survive because they bring in so much money and this makes them quite popular with university presidents. Education school classes have large enrollments, they do not require elaborate and expensive equipment and education school faculty are always among the lowest paid in a university.
Education schools are certainly going to survive. The more important question is whether they will be relevant. To answer this question it is necessary to define two distinctly different belief systems in education. The first of the two asserts that the most important purpose of education is the enhancement of academic achievement. Proponents of this view want students to increase their reading comprehension, become more skilled at performing mathematical computations, know history, and understand science. The operational definition of academic achievement is performance on academic achievement tests. The adoption of academic achievement as the primary purpose for our schools is an assertion that schools are best evaluated in terms of how their students perform rather than by what teachers are doing.
Education schools and the national organizations that support them have a different focus. They believe that instructional methods should be evaluated in terms of their fidelity to a progressive philosophy of education. Their focus is on “learning” rather than academic achievement. While the terms “academic achievement” and “learning” may appear to refer to the same activities, the instructional methods designed to enhance “learning” are primarily child-centered and may not only fail to increase academic achievement, but also degrade it. Instead of teachers teaching students, they believe that it is the role of a good teacher to create (2) the proper environment for learning and if this is done properly, students will “learn” by constructing their own meaning. “Learning”, unlike academic achievement, is evaluated in terms of what the teacher is doing. It does not require an examination of what is happening to the students in the classroom.
There are two major competing philosophies in education (1). One asserts that teachers should focus on increasing their students’ academic achievement. The other dismisses the importance of academic achievement and instead defines good teaching as the creation of a classroom atmosphere that avoids explicit instruction in favor of giving responsibility for learning to the students. The two approaches are incompatible and there is really no way to create a compromise between the two. The question left unanswered is who gets to decide between the two. Legislators, governors, and the federal government have declared that academic achievement should be paramount. The faculties of education schools and the national organizations that support them have decided otherwise. We will have to await the outcome of this contest, but it looks like (3) the education schools already are ahead on points.
(GEORGE K. CUNNINGHAM. June 11, 2003.
Observe os seguintes fragmentos do texto:
1) they believe that it is the role of a good teacher to create (2)
2) We will have to await the outcome of this contest, but it looks like (3)
Indique a quem se refere o pronome pessoal destacado no:
a) Fragmento 1;
b) Fragmento 2.
SOME TEACHERS, STUDENTS, PARENTS SAY NO TO TESTS!
A backlash against standard testing can be noticed throughout the nation as a growing number of parents, teachers, students, and organizations question its merits.
Regarded by many state school boards as the magic bullet to cure what troubles education (1), standardized tests are not considered a remedy by everyone (2). Concerns about the tests are openly expressed at student-organized protest rallies and by teacher organizations as large numbers of students fail their state tests. Many of those students will not receive their diplomas or be promoted as a result of their test scores.
According to Johnson, a high-school senior, “Although I passed the test, I believe it is unfair and valuable classroom time is taken away. There is a disparity between what is taught at my high school, compared with a nearby vocational high school where many students may not select to take advanced math or science classes that would help them score higher on the exams.”
The American Association of School Administrators (AASA) reported in June that 63 percent of American voters do not agree that student progress for one school year can be accurately summarized by a single test.
The revolt against tests has much support. The majority of Americans think that testing is not the right solution for what troubles schools, according to the results of two surveys recently released by education associations.
The majority of parents believe that mandated state testing is not a true and valid measurement of their children’s abilities. Parents also said that the test results are inconsistent with some areas of their children’s report cards; they believe some academic skills are being overlooked as a result of preparing for the tests, and that schools are neglecting some enrichment areas such as the arts, team learning, and science projects because those areas are not part of the testing.
(DIANE WEAVER DUNNE.
Pesquisas de opinião pública fornecem informação de apoio ao texto, atribuindo maior credibilidade e validade aos dados oferecidos.
Aponte os resultados das pesquisas realizadas pelas seguintes instituições:
a) AASA;
b) Associações educacionais.
CAN EDUCATION SCHOOLS BE SAVED?
As a professor in a school of education, I have a big stake in how this question is answered. There is a simple answer. Education schools survive because they bring in so much money and this makes them quite popular with university presidents. Education school classes have large enrollments, they do not require elaborate and expensive equipment and education school faculty are always among the lowest paid in a university.
Education schools are certainly going to survive. The more important question is whether they will be relevant. To answer this question it is necessary to define two distinctly different belief systems in education. The first of the two asserts that the most important purpose of education is the enhancement of academic achievement. Proponents of this view want students to increase their reading comprehension, become more skilled at performing mathematical computations, know history, and understand science. The operational definition of academic achievement is performance on academic achievement tests. The adoption of academic achievement as the primary purpose for our schools is an assertion that schools are best evaluated in terms of how their students perform rather than by what teachers are doing.
Education schools and the national organizations that support them have a different focus. They believe that instructional methods should be evaluated in terms of their fidelity to a progressive philosophy of education. Their focus is on “learning” rather than academic achievement. While the terms “academic achievement” and “learning” may appear to refer to the same activities, the instructional methods designed to enhance “learning” are primarily child-centered and may not only fail to increase academic achievement, but also degrade it. Instead of teachers teaching students, they believe that it is the role of a good teacher to create (2) the proper environment for learning and if this is done properly, students will “learn” by constructing their own meaning. “Learning”, unlike academic achievement, is evaluated in terms of what the teacher is doing. It does not require an examination of what is happening to the students in the classroom.
There are two major competing philosophies in education (1). One asserts that teachers should focus on increasing their students’ academic achievement. The other dismisses the importance of academic achievement and instead defines good teaching as the creation of a classroom atmosphere that avoids explicit instruction in favor of giving responsibility for learning to the students. The two approaches are incompatible and there is really no way to create a compromise between the two. The question left unanswered is who gets to decide between the two. Legislators, governors, and the federal government have declared that academic achievement should be paramount. The faculties of education schools and the national organizations that support them have decided otherwise. We will have to await the outcome of this contest, but it looks like (3) the education schools already are ahead on points.
(GEORGE K. CUNNINGHAM. June 11, 2003.
Este texto, caracterizado como argumentativo, é estruturado a partir de uma organização lógica para expressar pontos de vista em relação ao tema em pauta.
a) Explique a função do segundo e terceiro parágrafos para a construção da argumentação.
b) No parágrafo conclusivo, o autor emite sua opinião. Indique o outro recurso de organização textual utilizado no início deste parágrafo.
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