ITA 2014

Questão 40113

(EsPCEx - 2014) 

No interior de um recipiente vazio, é colocado um cubo de material homogêneo de aresta igual a 0,40 m e massa M = 40 kg. O cubo está preso a uma mola ideal, de massa desprezível, fixada no teto de modo que ele fique suspenso no interior do recipiente, conforme representado no desenho abaixo. A mola está presa ao cubo no centro de uma de suas faces e o peso do cubo provoca uma deformação de 5 cm na mola. Em seguida, coloca-se água no recipiente até que o cubo fique em equilíbrio com metade de seu volume submerso. Sabendo que a densidade da água é de 1000 kg/m³, a deformação da mola nesta nova situação é de

Dado: intensidade da aceleração da gravidade g = 10 m/s²

Questão 40297

(EsPCEx - 2014)  Uma criança de massa 25 kg brinca em um balanço cuja haste rígida não deformável e de massa desprezível, presa ao teto, tem 1,60 m de comprimento. Ela executa um movimento harmônico simples que atinge uma altura máxima de 80 cm em relação ao solo, conforme representado no desenho abaixo, de forma que o sistema criança mais balanço passa a ser considerado como um pêndulo simples com centro de massa na extremidade P da haste. Pode-se afirmar, com relação à situação exposta, que

Questão 40301

(AFA - 2014) A figura abaixo apresenta os gráficos da posição (x) em função do tempo (t) para dois sistemas A e B de mesma massa m que oscilam em MHS, de igual amplitude.

Sendo ECA e ECB as energias cinéticas dos sistemas A e B respectivamente no tempo t1: EPA  e EPB as energias potenciais dos sistemas A e B respectivamente no tempo t2, é correto afirmar que

Questão 40310

(EsPCEx - 2014) 

Uma das atrações mais frequentadas de um parque aquático é a “piscina de ondas”. O desenho abaixo representa o perfil de uma onda que se propaga na superfície da água da piscina em um dado instante.

Um rapaz observa, de fora da piscina, o movimento de seu amigo, que se encontra em uma boia sobre a água e nota que, durante a passagem da onda, a boia oscila para cima e para baixo e que, a cada 8 segundos, o amigo está sempre na posição mais elevada da onda.

O motor que impulsiona as águas da piscina gera ondas periódicas. Com base nessas informações, e desconsiderando as forças dissipativas na piscina de ondas, é possível concluir que a onda se propaga com uma velocidade de

Questão 40819

(AFA - 2014) Para a construção de uma célula fotoelétrica, que será utilizada na abertura e fechamento automático de uma porta, um pesquisador dispõe de quatro metais, cujas funções trabalho  estão listadas na tabela abaixo.

Sendo que essa célula deverá ser projetada para funcionar com luz visível, poderá(ão) ser usado(s) somente o(s) metal(is)

Dados:  h = 4,1.10-15 eV.s

Questão 41681

(AFA - 2014)

Um corpo homogêneo e maciço de massa M e coeficiente de dilatação volumétrica constante γ é imerso inicialmente em um líquido também homogêneo à temperatura de 0 ºC, e é equilibrado por uma massa m1 através de uma balança hidrostática, como mostra a figura abaixo.

Levando o sistema formado pelo corpo imerso e o líquido até uma nova temperatura de equilíbrio térmico x, a nova condição de equilíbrio da balança hidrostática é atingida com uma massa igual a m2, na ausência de quaisquer resistências. Nessas condições, o coeficiente de dilatação volumétrica real do líquido pode ser determinado por

Questão 41694

(AFA - 2014)

ETHICS OF WAR

               Human beings have been fighting each other
since prehistoric times, and people have been discussing
the rights and wrongs of it for almost as long.
The Ethics of War starts by assuming that war is
⁵a bad thing, and should be avoided if possible, but it
recognizes that there can be situations when war may be
the lesser evil of several bad choices.
               War is a bad thing because it involves
deliberately killing or injuring people, and this is a
¹⁰fundamental wrong – an abuse of the victims human
rights.
               The purpose of war ethics is to help decide what
is right or wrong, both for individuals and countries, and to
contribute to debates on public policy, and ultimately to
¹⁵government and individual action.
               War ethics also leads to the creation of formal
codes of war (e.g. the Hague and Geneva conventions),
the drafting and implementation of rules of engagement
for soldiers, and in the punishment of soldiers and others
₂₀for war crimes.
               The three key questions are:
Is it ever right to go to war?
When is it right to fight?
What is the moral way to conduct a war?
²⁵           The discussion of the ethics of war goes back to
the Greeks and Romans, although neither civilization
behaved particularly well in war.
               In the Christian tradition war ethics were
developed by St Augustine, and later by St Thomas
³⁰Aquinas and others.
Hugo Grotius (1583-1645), a Dutch philosopher
and author of De Jure Belli Ac Pacis (The Rights of War
and Peace), wrote down the conditions for a just war that
are accepted today.
³⁵             Cicero argued that there was no acceptable
reason for war outside of just revenge or self-defence –
in which he included the defence of honor.
               He also argued that a war could not be just
unless it was publicly declared and unless compensation
⁴⁰for the enemy’s offence had first been demanded.
               Cicero based his argument on the assumption
that nature and human reason influenced a society
against war, and that there was a fundamental code of
behavior for nations.

Adapted from http://www.bbc.co.uk/ethics/war/. Shtml Acessado em 14/03/2013

In the phrase “should be avoided” (line 5) the modal verb expresses

Questão 41695

(AFA - 2014)

ETHICS OF WAR

               Human beings have been fighting each other
since prehistoric times, and people have been discussing
the rights and wrongs of it for almost as long.
The Ethics of War starts by assuming that war is
⁵a bad thing, and should be avoided if possible, but it
recognizes that there can be situations when war may be
the lesser evil of several bad choices.
               War is a bad thing because it involves
deliberately killing or injuring people, and this is a
¹⁰fundamental wrong – an abuse of the victims human
rights.
               The purpose of war ethics is to help decide what
is right or wrong, both for individuals and countries, and to
contribute to debates on public policy, and ultimately to
¹⁵government and individual action.
               War ethics also leads to the creation of formal
codes of war (e.g. the Hague and Geneva conventions),
the drafting and implementation of rules of engagement
for soldiers, and in the punishment of soldiers and others
₂₀for war crimes.
               The three key questions are:
Is it ever right to go to war?
When is it right to fight?
What is the moral way to conduct a war?
²⁵           The discussion of the ethics of war goes back to
the Greeks and Romans, although neither civilization
behaved particularly well in war.
               In the Christian tradition war ethics were
developed by St Augustine, and later by St Thomas
³⁰Aquinas and others.
Hugo Grotius (1583-1645), a Dutch philosopher
and author of De Jure Belli Ac Pacis (The Rights of War
and Peace), wrote down the conditions for a just war that
are accepted today.
³⁵             Cicero argued that there was no acceptable
reason for war outside of just revenge or self-defence –
in which he included the defence of honor.
               He also argued that a war could not be just
unless it was publicly declared and unless compensation
⁴⁰for the enemy’s offence had first been demanded.
               Cicero based his argument on the assumption
that nature and human reason influenced a society
against war, and that there was a fundamental code of
behavior for nations.

Adapted from http://www.bbc.co.uk/ethics/war/. Shtml Acessado em 14/03/2013

The verbal construction of the underlined sentence in the text expresses the notion of an action

Questão 41696

(AFA - 2014)

ETHICS OF WAR

               Human beings have been fighting each other
since prehistoric times, and people have been discussing
the rights and wrongs of it for almost as long.
The Ethics of War starts by assuming that war is
⁵a bad thing, and should be avoided if possible, but it
recognizes that there can be situations when war may be
the lesser evil of several bad choices.
               War is a bad thing because it involves
deliberately killing or injuring people, and this is a
¹⁰fundamental wrong – an abuse of the victims human
rights.
               The purpose of war ethics is to help decide what
is right or wrong, both for individuals and countries, and to
contribute to debates on public policy, and ultimately to
¹⁵government and individual action.
               War ethics also leads to the creation of formal
codes of war (e.g. the Hague and Geneva conventions),
the drafting and implementation of rules of engagement
for soldiers, and in the punishment of soldiers and others
₂₀for war crimes.
               The three key questions are:
Is it ever right to go to war?
When is it right to fight?
What is the moral way to conduct a war?
²⁵           The discussion of the ethics of war goes back to
the Greeks and Romans, although neither civilization
behaved particularly well in war.
               In the Christian tradition war ethics were
developed by St Augustine, and later by St Thomas
³⁰Aquinas and others.
Hugo Grotius (1583-1645), a Dutch philosopher
and author of De Jure Belli Ac Pacis (The Rights of War
and Peace), wrote down the conditions for a just war that
are accepted today.
³⁵             Cicero argued that there was no acceptable
reason for war outside of just revenge or self-defence –
in which he included the defence of honor.
               He also argued that a war could not be just
unless it was publicly declared and unless compensation
⁴⁰for the enemy’s offence had first been demanded.
               Cicero based his argument on the assumption
that nature and human reason influenced a society
against war, and that there was a fundamental code of
behavior for nations.

Adapted from http://www.bbc.co.uk/ethics/war/. Shtml Acessado em 14/03/2013

Mark the only sentence below that has the same function of the Modal verb in bold (line 6).

Questão 41697

(AFA - 2014)

SEPTEMBER 11

On September 11, 2001, nineteen militants
associated with the Islamic extremist group al-Qaeda
hijacked four airlines and carried out suicide attacks
against targets in the United States. Two of the planes
⁵were flown into the towers of the World Trade Center in
New York City, a third plane hit the Pentagon just outside
Washington, D.C., and the fourth plane crashed in a field
in Pennsylvania. Often referred to as 9/11, the attacks
resulted in extensive death and destruction, activating
¹⁰major U.S. initiatives to combat terrorism and defining
the presidency of George W. Bush. Over three thousand
people were killed during the attacks in New York City
and Washington, D.C., including more than four hundred
police officers and firefighters.
¹⁵              At 8:45 a.m., on a clear Tuesday morning, an
American Airlines Boeing 767 loaded with twenty
thousand gallons of jet fuel crashed into the north tower
of the World Trade Center in New York City. The impact
left a wide, burning hole near the 80th floor of the 110-
²⁰story skyscraper, instantly killing hundreds of people and
trapping hundreds more in higher floors. Eighteen
minutes after the first plane hit, a second Boeing 767–
United Airlines Flight 175–appeared out of the sky,
turned sharply toward the World Trade Center and
²⁵crashed into the south tower near the 60th floor. The
collision caused a massive explosion that showered
burning fragment over surrounding buildings and the
streets below. America was under attack.
               The attackers were Islamic terrorists from Saudi
³⁰Arabia and several other Arab nations. Reportedly
financed by Saudi fugitive Osama bin Laden's al-Qaeda
terrorist organization, they _____________(1) in
retaliation for America's support of Israel, its involvement
in the Persian Gulf War and its continued military
³⁵presence in the Middle East. Some of the terrorists had
lived in the United States for more than a year and
_____________(2) flying lessons at American
commercial flight schools.
               As millions watched the events unfolding in New
⁴⁰York, American Airlines Flight 77 circled over downtown
Washington, D.C., and banged into the west side of the
Pentagon military headquarters at 9:45 a.m. Jet fuel from
the Boeing 757 caused a devastating inferno that led to
the structural collapse of a portion of the giant concrete
⁴⁵building. Less than fifteen minutes after the terrorists
struck the nerve center of the U.S. military, the horror in
New York took a catastrophic turn for the worse when
the south tower of the World Trade Center collapsed in a
massive cloud of dust and smoke. At 10:30 a.m., the
⁵⁰other Trade Center tower collapsed. Close to three
thousand people died in the World Trade Center and its
vicinity, including an impressive three hundred and forty
three firefighters and paramedics, twenty three New York
City police officers and thirty seven Port Authority police
⁵⁵officers who were struggling to complete an evacuation
of the buildings and save the office workers trapped* on
higher floors.
              Meanwhile, a fourth California-bound plane–
United Flight 93–was hijacked about forty minutes after
⁶⁰leaving Newark International Airport in New Jersey.
Because the plane had been delayed in taking off,
passengers on board learned of events in New York and
Washington via cell phone calls to the ground. Knowing
that the aircraft was not returning to an airport as the
⁶⁵hijackers claimed, a group of passengers and flight
attendants planned a rebellion. One of the passengers,
Thomas Burnett Jr., told his wife over the phone that "I
know we're all going to die. There are three of us who
are going to do something about it. I love you, honey."
⁷⁰Another passenger–Todd Beamer–was heard saying
"Are you guys ready? Let's roll" over an open line.
              The passengers fought the four hijackers and
are suspected to have attacked the cockpit with a fire
extinguisher. The plane then flipped over and sped
⁷⁵toward the ground, crashing in a rural field in western
Pennsylvania at 10:10 a.m. All forty-five people aboard
were killed. Within two months, U.S. forces had
effectively removed the Taliban from operational power,
but the war continued. Osama bin Laden, was finally
⁸⁰chased and killed by U.S. forces in Abbottabad,
Pakistan.

Adapted from http://www.history.com/topics/9-11-attacks Acessado em 04/04/2013

Glossary: 

*Trapped – to be in a bad situation that is difficult to escape.

Choose the alternative containing the correct verbal tenses to complete the gaps (1) and (2) in the text.