Observa C Oes

Observações
Questão Resp.
1. Duração da prova: 90 minutos (uma hora e meia)
1 a
2. Não é permitido o uso de calculadora 2 d
3 a
3. Cada pergunda admite uma única resposta 4 c
4. Marque a alternativa que considerar correta na tabela ao lado 5 b
6 d
5. Utilize o verso das folhas para a resolução das questões 7 b
8 c
9 d
10 d
Fórmulas Úteis 11 e
• Volume de uma esfera de raio R: 4 3 12 c
3 πR
13 c
• 2π rad = 360◦ 14 c
15 e
16 c
Questões em Português
p
1. Se x 6= 0 e x = 6xy − 9y 2 , então, em termos de y, x =
(a) 3y
(b) y
(c) y/3
−9x2
(d) 1−6y
(e) −3y
1
2. Em uma fábrica de cerveja, a máquina que enche as garrafas é capaz de
encher 300 garrafas por hora, enquanto a máquina que tampa as garrafas
é capaz de fazê-lo a uma taxa de 400 garrafas por hora. Em um certo
dia, foram colocadas nas esteiras de produção 4500 garrafas. No entanto,
a máquina de tampar as garrafas foi ligada duas horas e meia depois
da máquina de encher garrafas. Depois de ligada a máquina de tampar
as garrafas, quanto tempo foi necessário para todas as garrafas ficarem
prontas?
(a) 5 horas
(b) 7,5 horas
(c) 10 horas
(d) 12,5 horas
(e) 15 horas
3. Qual o intervalo (ou conjunto de intervalos) da reta real que satisfaz à

2
inequação x − 2 ≤ x−3 ?
(a) x ≤ 1 ou 3 < x ≤ 4
(b) 1 ≤ x < 3 ou x ≥ 4
(c) 1 ≤ x ≤ 4
(d) x ≤ 1 ou x ≤ 4
(e) Nenhuma das alternativas anteriores expressa o referido intervalo.
4. Na Figura 1, CD = DA = AB e CA = CB. Logo, α vale
(a) 24◦
(b) 30◦
(c) 36◦
(d) 45◦
(e) não é possı́vel calcular o valor de α.
B A
Figura 1: Triângulo isósceles
2
5. Sobre sistema de equações

 y = 12 (3x2 − 7x + 4)
y = 21 (3x2 − 5x + 2)
t=2−x

pode-se afirmar que

(a) não possui solução real
(b) possui uma solução real
(c) possui duas soluções reais
(d) possui inúmeras soluções
(e) não é possı́vel afirmar nada sobre quantas soluções ele possui, pois
são necessárias informações adicionais
6. Em uma escola fundamental, a relação entre o número de meninos e o
número de meninas é de 9 : 11. O número total de crianças nesta escola é
de 480. Em uma festa junina, qual o número mı́nimo de alunos ou alunas
que terão que ficar sentados (sem par) na dança da quadrilha?
(a) 12
(b) 24
(c) 36
(d) 48
(e) 60
7. Paulo e Marcelo se revezaram no volante em uma viagem a um congresso
a 150 quilômetros da cidade onde moram. Paulo dirigiu na ida, a uma
velocidade média de 75 km/h. Marcelo dirigiu na volta, a uma velocidade
média de 90 km/h. Qual a diferença, em minutos, entre os tempos de
percurso de ida e de volta?
(a) 15
(b) 20
(c) 25
(d) 30
(e) 40
8. A equação x4 − 16 = 0 possui
(a) 4 raı́zes reais e distintas

(b) 3 raı́zes reais e distintas
(c) 2 raı́zes reais e distintas
(d) uma raiz real
(e) nenhuma raiz real
3
Questões em Inglês
9. In Figure 2, the square region is divided into four nonoverlapping trian-
gular regions. If the area of the square region is 9, what is the sum of the
perimeters of the four triangular regions?
(a) 12
√
(b) 12 + 6 2
(c) 24
√
(d) 12 + 12 2
√
(e) 24 2
10. If arc in Figure 3 is a semicircle and given the following statements,

I) a = 9
II) b = 4
what could be said about the length of P R?

(a) statement (I) alone is sufficient, but statement (II) alone is not suf-
ficient to answer the question asked;
(b) statement (II) alone is sufficient, but statement (I) alone is not suf-
ficient to answer the question asked;
(c) both statements (I) and (II) together are sufficient to answer the ques-
tion asked, but neither statement alone is sufficient;
(d) each statement alone is sufficient to answer the question asked;
(e) statements (I) and (II) together are not sufficient to answer the ques-
tion asked, and additional data specific to the problem are needed.
@
@
@
@
@
Figure 2: Square with diagonals
P R
a b
Figure 3: Semicircle
4
11. Which of the following cannot yield an integer when divided by 34?
(a) The sum of two odd integers
(b) An integer less than 34
(c) The product of two primes
(d) The sum of three consecutive integers
(e) An odd integer
12. How many two-element subsets of 1,2,3,4,5 are there that do not contain
elements 2 and 4?
(a) One
(b) Two
(c) Three
(d) Four
(e) Six
1
13. The product of two numbers is 30 , while their inverses sum up 11. The
modulus of their difference is
1
(a) 30
5
(b) 30
11
(c) 30
(d) 1
(e) 11
14. A solid sphere with radius r has two spherical void cavities inside it, both
with raduis 2r . The ratio between the solid volume of this sphere and the
volume of an entirely solid sphere is
4
(a) 3
7
(b) 8
5
(c) 6
3
(d) 4
2
(e) 3
15. On the faces of a regular die, the dots are arranged in such a way that
the total number of dots on any two opposite faces is 7. If Figure 4 shows
a regular die, what is the total number of dots on the faces that are not
shown?
(a) 7
(b) 9
(c) 10
(d) 11
(e) 12
5
16. Figure 4 shows a die with two faces leaned against a dihedron formed by
a floor and a vertical wall. The distinct modes of leaning two faces of the
die against that dihedron are in number of
(a) 6
(b) 12
(c) 24
(d) 30
(e) 36
Figure 4: A regular die
6
Divisão de Engenharia Civil
Programa de Pós-Graduação em Engenharia de Infra-Estrutura Aeronáutica
Prova de Seleção – 2o semestre de 2012 – Questão de Inglês
24 de maio de 2012
Nome do Candidato
Observação
Duração da prova: 60 minutos
The Mistery of Being

(Texto para Tradução)
We each exist for but a short time, and in that time explore but a small part
of the whole universe. But humans are a curious species. We wonder, we seek
answers. Living in this vast world that is by turns kind and cruel, and gazing at
the immense heavens above, people have always asked a multitude of questions:
How can we understand the world in which we find ourselves? How does the
universe behave? What is the nature of reality? Where did all this come from?
Did the universe need a creator? Most of us do not spend most of our time
worrying about these questions, but almost all of us worry about them some of
the time.
Traditionally these are questions for philosophy, but philosophy is dead.
Philosophy has not kept up with modern developments in science, particularly
physics. Scientists have become the bearers of the torch of discovery in our
quest for knowledge. The purpose of this book is to give the answers that are
suggested by recent discoveries and theoretical advances. They lead us to a
new picture of the universe and our place in it that is very different from the
traditional one, and different even from the picture we might have painted just
a decade or two ago. Still, the first sketches of the new concept can be traced
back almost a century.
According to the traditional conception of the universe, objects move on
well-defined paths and have definite histories. We can specify their precise
position at each moment in time. Although that account is successful enough
for everyday purposes, it was found in the 1920s that this “classical” picture
1
could not account for the seemingly bizarre behavior observed on the atomic
and subatomic scales of existence. Instead it was necessary to adopt a different
framework, called quantum physics. Quantum theories have turned out to be
remarkably accurate at predicting events on those scales, while also reproducing
the predictions of the old classical theories when applied to the macroscopic
world of daily life. But quantum and classical physics are based on very different
conceptions of physical reality.
Quantum theories can be formulated in many different ways, but what is
probably the most intuitive description was given by Richard (Dick) Feynman,
a colorful character who worked at the California Institute of Technology and
played the bongo drums at a strip joint down the road. According to Feynman,
a system has not just one history but every possible history. As we seek our
answers, we will explain Feynman’s approach in detail, and employ it to explore
the idea that the universe itself has no single history, nor even an independent
existence. That seems like a radical idea, even to many physicists. Indeed,
like many notions in today’s science, it appears to violate common sense. But
common sense is based upon everyday experience, not upon the universe as it
is revealed through the marvels of technologies such as those that allow us to
gaze deep into the atom or back to the early universe.
Fonte: Hawking, S. and Mlodinov, L. (2010) The Grand Design. Bantam Books,
New York, p.5-10
Figura 1: “. . . And that is my philosophy.”

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Observações

3. Qual o intervalo (ou conjunto de intervalos) da reta real que satisfaz à

pode-se afirmar que

(a) 4 raı́zes reais e distintas

10. If arc in Figure 3 is a semicircle and given the following statements,

what could be said about the length of P R?

Figure 2: Square with diagonals

Figure 4: A regular die

Programa de Pós-Graduação em Engenharia de Infra-Estrutura Aeronáutica

Prova de Seleção – 2o semestre de 2012 – Questão de Inglês

The Mistery of Being

Figura 1: “. . . And that is my philosophy.”

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