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IME — Concurso de Admissão (Vestibular 2017-2018) — Prova de Português e Inglês

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

IME2017Médio

42 questões nesta prova · página 2 de 3 · 40 com gabarito

Língua Portuguesa Redação — Texto Dissertativo-Argumentativo

Discursiva IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês · Questão PRODUÇÃO DE TEXTO

Sem padrão de resposta — pratique a escrita

Texto-base:
Texto 1
A CONDIÇÃO HUMANA

A Vita Activa e a Condição Humana

1 Com a expressão vita activa, pretendo designar três atividades humanas fundamentais:
labor, trabalho e ação. Trata-se de atividades fundamentais porque a cada uma delas
corresponde uma das condições básicas mediante as quais a vida foi dada ao homem na
Terra.
5 O labor é a atividade que corresponde ao processo biológico do corpo humano, cujos
crescimento espontâneo, metabolismo e eventual declínio têm a ver com as necessidades
vitais produzidas e introduzidas pelo labor no processo da vida. A condição humana do labor
é a própria vida.
O trabalho é a atividade correspondente ao artificialismo da existência humana,
10 existência esta não necessariamente contida no eterno ciclo vital da espécie, e cuja
mortalidade não é compensada por este último. O trabalho produz um mundo “artificial” de
coisas, nitidamente diferente de qualquer ambiente natural. Dentro de suas fronteiras habita
cada vida individual, embora esse mundo se destine a sobreviver e a transcender todas as
vidas individuais. A condição humana do trabalho é a mundanidade.
15 A ação, única atividade que se exerce diretamente entre os homens sem a mediação das
coisas ou da matéria, corresponde à condição humana da pluralidade, ao fato de que
homens, e não o Homem, vivem na Terra e habitam o mundo. Todos os aspectos da
condição humana têm alguma relação com a política; mas esta pluralidade é especificamente
a condição – não apenas a conditio sine qua non, mas a conditio per quam – de toda a vida
20 política. Assim, o idioma dos romanos – talvez o povo mais político que conhecemos –
empregava como sinônimas as expressões “viver” e “estar entre os homens” (inter homines
esse), ou “morrer” e “deixar de estar entre os homens” (inter homines esse desinere). Mas,
em sua forma mais elementar, a condição humana da ação está implícita até mesmo em
Gênesis (macho e fêmea Ele os criou), se entendermos que esta versão da criação do
25 homem diverge, em princípio, da outra segundo a qual Deus originalmente criou o Homem
(adam) – a ele, e não a eles, de sorte que a pluralidade dos seres humanos vem a ser o
resultado da multiplicação¹. A ação seria um luxo desnecessário, uma caprichosa
interferência com as leis gerais do comportamento, se os homens não passassem de
repetições interminavelmente reproduzíveis do mesmo modelo, todas dotadas da mesma
30 natureza e essência, tão previsíveis quanto a natureza e a essência de qualquer outra coisa.
A pluralidade é a condição da ação humana pelo fato de sermos todos os mesmos, isto é,
humanos, sem que ninguém seja exatamente igual a qualquer pessoa que tenha existido,
exista ou venha a existir.
As três atividades e suas respectivas condições têm íntima relação com as condições
35 mais gerais da existência humana: o nascimento e a morte, a natalidade e a mortalidade. O
labor assegura não apenas a sobrevivência do indivíduo, mas a vida da espécie. O trabalho e
seu produto, o artefato humano, emprestam certa permanência e durabilidade à futilidade da
vida mortal e ao caráter efêmero do corpo humano. A ação, na medida em que se empenha
em fundar e preservar corpos políticos, cria a condição para a lembrança, ou seja, para a
40 história. O labor e o trabalho, bem como a ação, têm também raízes na natalidade, na
medida em que sua tarefa é produzir e preservar o mundo para o constante influxo de recém-
chegados que vêm a este mundo na qualidade de estranhos, além de prevê-los e levá-los em
conta. Não obstante, das três atividades, a ação é a mais intimamente relacionada com a
condição humana da natalidade; o novo começo inerente a cada nascimento pode fazer-se
45 sentir no mundo somente porque o recém-chegado possui a capacidade de iniciar algo novo,
isto é, de agir. Neste sentido de iniciativa, todas as atividades humanas possuem um
elemento de ação e, portanto, de natalidade. Além disto, como a ação é a atividade política
por excelência, a natalidade, e não a mortalidade, pode constituir a categoria central do
pensamento político, em contraposição ao pensamento metafísico.
50 A condição humana compreende algo mais que as condições nas quais a vida foi dada
ao homem. Os homens são seres condicionados: tudo aquilo com o qual eles entram em
contato torna-se imediatamente uma condição de sua existência. O mundo no qual transcorre
a vita activa consiste em coisas produzidas pelas atividades humanas; mas, constantemente,
as coisas que devem sua existência exclusivamente aos homens também condicionam os
55 seus autores humanos. Além das condições nas quais a vida é dada ao homem na Terra e,
até certo ponto, a partir delas, os homens constantemente criam as suas próprias condições
que, a despeito de sua variabilidade e sua origem humana, possuem a mesma força
condicionante das coisas naturais. O que quer que toque a vida humana ou entre em
duradoura relação com ela, assume imediatamente o caráter de condição da existência
60 humana. É por isso que os homens, independentemente do que façam, são sempre seres
condicionados. Tudo o que espontaneamente adentra o mundo humano, ou para ele é trazido
pelo esforço humano, torna-se parte da condição humana. O impacto da realidade do mundo
sobre a existência humana é sentido e recebido como força condicionante. A objetividade do
mundo – o seu caráter de coisa ou objeto – e a condição humana complementam-se uma à
65 outra; por ser uma existência condicionada, a existência humana seria impossível sem as
coisas, e estas seriam um amontoado de artigos incoerentes, um não mundo, se esses
artigos não fossem condicionantes da existência humana.

ARENDT, Hannah. A Condição Humana. Tradução de Roberto Raposo: Editora da Universidade de São Paulo, 1981. pp. 15-17 (texto adaptado).

¹ Quando se analisa o pensamento político pós-clássico, muito se pode aprender verificando-se qual das duas versões bíblicas da criação é citada. Assim, é típico da diferença entre os ensinamentos de Jesus de Nazareth e de Paulo o fato de que Jesus, discutindo a relação entre marido e mulher, refere-se a Gênesis 1:27 “Não tendes lido que quem criou o homem desde o princípio fê-los macho e fêmea” (Mateus 19:4), enquanto Paulo, em ocasião semelhante, insiste em que a mulher foi criada “do homem” e, portanto, “para o homem”, embora em seguida atenue um pouco a dependência: “nem o varão é sem mulher, nem a mulher sem o varão” (1 Cor.11:8-12). A diferença indica muito mais que uma atitude diferente em relação ao papel da mulher. Para Jesus, a fé era intimamente relacionada com a ação; para Paulo, a fé relacionava-se, antes de mais nada, com a salvação. Especialmente interessante a este respeito é Agostinho (De civitate Dei xii.21), que não só desconsidera inteiramente o que é dito em Gênesis 1:27, mas vê a diferença entre o homem e o animal no fato de ter sido o homem criado unum ac singulum, enquanto se ordenou aos animais que “passassem a existir vários de uma só vez” (plura simul iussit existere). Para Agostinho, a história da criação constitui boa oportunidade para salientar-se o caráter de espécie da vida animal, em oposição à singularidade da existência humana.

Texto-base:
Texto 2
DAS VANTAGENS DE SER BOBO

1 O bobo, por não se ocupar com ambições, tem tempo para ver, ouvir e tocar o mundo. O
bobo é capaz de ficar sentado quase sem se mexer por duas horas. Se perguntado por que não
faz alguma coisa, responde: "Estou fazendo. Estou pensando.".
Ser bobo às vezes oferece um mundo de saída porque os espertos só se lembram de sair
5 por meio da esperteza, e o bobo tem originalidade, espontaneamente lhe vem a ideia.
O bobo tem oportunidade de ver coisas que os espertos não veem. Os espertos estão
sempre tão atentos ____(i) espertezas alheias que se descontraem diante dos bobos, e estes os
veem como simples pessoas humanas. O bobo ganha utilidade e sabedoria para viver. O bobo
nunca parece ter tido vez. No entanto, muitas vezes, o bobo é um Dostoievski.
10 ____(ii) desvantagem, obviamente. Uma boba, por exemplo, confiou na palavra de um
desconhecido para ____(iii) compra de um ar refrigerado de segunda mão: ele disse que o
aparelho era novo, praticamente sem uso porque se mudara para a Gávea onde é fresco. Vai a
boba e compra o aparelho sem vê-lo sequer. Resultado: não funciona. Chamado um técnico, a
opinião deste era de que o aparelho estava tão estragado que o conserto seria caríssimo: mais
15 valia comprar outro. Mas, em contrapartida, a vantagem de ser bobo é ter boa-fé, não
desconfiar, e portanto estar tranquilo, enquanto o esperto não dorme à noite com medo de ser
ludibriado. O esperto vence com úlcera no estômago. O bobo não percebe que venceu.
Aviso: não confundir bobos com burros. Desvantagem: pode receber uma punhalada de
quem menos espera. É uma das tristezas que o bobo não prevê. César terminou dizendo a
20 célebre frase: "Até tu, Brutus?".
Bobo não reclama. Em compensação, como exclama!
Os bobos, com todas as suas palhaçadas, devem estar todos no céu. Se Cristo tivesse
sido esperto não teria morrido na cruz.
O bobo é sempre tão simpático que há espertos que se fazem passar por bobos. Ser
25 bobo é uma criatividade e, como toda criação, é difícil. Por isso é que os espertos não
conseguem passar por bobos. Os espertos ganham dos outros. Em compensação os bobos
ganham a vida. Bem-aventurados os bobos porque sabem sem que ninguém desconfie. Aliás
não se importam que saibam que eles sabem.
Há lugares que facilitam mais ____(iv) pessoas serem bobas (não confundir bobo com burro,
30 com tolo, com fútil). Minas Gerais, por exemplo, facilita ser bobo. Ah, quantos perdem por não
nascer em Minas!
Bobo é Chagall, que põe vaca no espaço, voando por cima das casas. É quase
impossível evitar o excesso de amor que o bobo provoca. É que só o bobo é capaz de excesso
de amor. E só o amor faz o bobo.

LISPECTOR, Clarice. Das vantagens de ser bobo. Disponível em: http://www.revistapazes.com/das-vantagens-de-ser-bobo/. Acesso em 10 de maio de 2017. Originalmente publicado no Jornal do Brasil em 12 de setembro de 1970.

Texto-base:
Texto 3
EXAUSTO

1 Eu quero uma licença de dormir,
perdão pra descansar horas a fio,
sem ao menos sonhar
a leve palha de um pequeno sonho.
5 Quero o que antes da vida
foi o sono profundo das espécies,
a graça de um estado.
Semente.
Muito mais que raízes.

PRADO, Adelia. Exausto. Disponível em <http://byluleoa-tecendopalavras.blogspot.com.br/>. Acesso em 31/07/17.

Texto-base:
Texto 4

13 de junho... Vesti as crianças e eles foram para a escola. Eu fui catar papel. No frigorifico vi uma mocinha comendo salchichas do lixo.
―Você pode arranjar um emprego e levar uma vida reajustada.
Ela perguntou-me se catar papel ganha dinheiro. Afirmei que sim. Ela disse-me que quer um serviço para andar bem bonita. Ela está com 15 anos. Época que achamos o mundo maravilhoso. Época em que a rosa desabrocha. Depois vai caindo pétala por pétala e surgem os espinhos. Uns cançam da vida, suicidam. Outros passam a roubar. (…) Olhei o rosto da mocinha. Está com boqueira.
… Os preços aumentam igual as ondas do mar. Cada qual mais forte. Quem luta com as ondas? Só os tubarões. Mas o tubarão mais feroz é o racional. É o terrestre. É o atacadista.
A lentilha está a 100 cruzeiros o quilo. Um fato que alegrou-me imensamente. Eu dancei, cantei e pulei. E agradeci o rei dos juizes que é Deus. Foi em janeiro quando as águas invadiu os armazéns e estragou os alimentos. Bem feito. Em vez de vender barato, guarda esperando alta de preços: Vi os homens jogar sacos de arroz dentro do rio. Bacalhau, queijo, doces. Fiquei com inveja dos peixes que não trabalham e passam bem.

JESUS, Carolina Maria de. Quarto de despejo: diário de uma favelada². São Paulo: Ática, 2014. p. 60.

² Quarto de despejo é uma edição dos diários de Carolina Maria de Jesus, migrante do Sacramento, Minas Gerais, onde estudou apenas dois anos numa escola primária. Mãe solteira e moradora da primeira grande favela de São Paulo, a Canindé, que foi desocupada em meados dos anos 1960 para a construção da Marginal do Tietê. Seu diário se transformou num Best-seller traduzido para 13 línguas (trecho da apresentação escrita pelo jornalista Audálio Dantas na obra referenciada).

PRODUÇÃO DE TEXTO

Tomando por base os quatro textos apresentados nesta prova, produza um texto dissertativo-argumentativo discorrendo sobre a ação como prática fundadora das sociedades. Reflita sobre a condição dos, nas palavras da autora do texto 1, “recém-chegados” ao mundo, tanto em sua condição inicial de “estranhos” quanto nos condicionamentos adquiridos ao longo da existência. Em sua reflexão, leve em conta que esses recém-chegados, sejam eles oriundos de classes mais ou menos abastadas, deixarão suas marcas no mundo e que essas, na maior parte dos casos, serão um reflexo de uma repetição de práticas arraigadas entre humanos.

Em sua escrita, atente para as seguintes considerações:
1. privilegie a norma culta da língua portuguesa. Eventuais equívocos morfossintáticos, erros de regência, concordância, coesão e coerência, bem como desvios da grafia vigente e a não observância das regras de acentuação serão penalizados;
2. seu texto deverá ter entre 25 (vinte e cinco) a 30 (trinta) linhas.
A produção de texto DEVERÁ ser realizada no CADERNO DE SOLUÇÕES.

0 linhas · 0 palavrasAté 30 linhas

Língua Inglesa Tempos Verbais

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 21: 'has not been' com 'My career' e 'in any way'.

A autora diz que sua carreira não foi planejada de forma alguma até hoje, o que pede o present perfect negativo ('has not been'). O 'in any way' reforça a negação.

Análise das alternativas

A ('is going to be') indica futuro. B ('won't have been') é futuro perfeito. D ('could have been') expressa possibilidade passada. E ('may be') expressa possibilidade no presente. Nenhuma combina com o relato.

Referência: Texto 1, linha 1.

Resolução comentada do VaiConcursos.

Língua Inglesa Conectivos

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 22: 'until' marca o momento em que ela sofreu uma lesão.

Ela achava que sua carreira seria esportiva até que sofreu uma lesão na adolescência. 'Until' liga as duas orações com esse sentido temporal.

Análise das alternativas

A (instead), B (rather), C (moreover) e D (likewise) são advérbios ou marcadores discursivos e não funcionam como conjunção temporal nessa posição.

Referência: Texto 1, linhas 2-3.

Resolução comentada do VaiConcursos.

Língua Inglesa Conectivos

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 23: 'while' marca contraste entre o pai e a mãe e a irmã.

O trecho contrasta a família acadêmica (pai e mãe) com a irmã, que estudou geologia. 'While' exprime essa ideia de contraste ou simultaneidade.

Análise das alternativas

B (unless) é 'a menos que'. C (notwithstanding) é 'apesar de' e não liga duas orações assim. D (partially) e E (altogether) são advérbios.

Referência: Texto 1, linhas 3-5.

Resolução comentada do VaiConcursos.

Língua Inglesa Pronomes Relativos

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 24: 'what' introduz a oração substantiva ('o que ela realmente queria').

Em 'decide that ___ I really wanted to do was an engineering degree', 'what' equivale a 'a coisa que' e funciona como objeto de 'do'. Por isso 'what' é o correto.

Análise das alternativas

A (as) e B (if) não funcionam como pronome com essa função. C (mainly) e D (inward) são advérbios e não introduzem a oração.

Referência: Texto 1, linhas 7-8.

Resolução comentada do VaiConcursos.

Língua Inglesa Tempos Verbais

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 25: past perfect, 'had ever heard'.

'No one had ever heard of them' narra um fato anterior ao momento do passado em que a autora começou o doutorado. Por isso é past perfect. A estrutura negativa vem do sujeito 'No one'.

Análise das alternativas

A ('hasn't ever heard') está no present perfect e repete a negação. B ('ever heard') é passado simples e não marca a anterioridade. D ('wasn't ever heard') é passiva e duplica a negação. E ('had ever been heard') é passiva e teria outro sentido.

Referência: Texto 1, linha 10.

Resolução comentada do VaiConcursos.

Língua Inglesa Pronomes Relativos

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 26: 'which' retoma toda a oração anterior em oração não restritiva.

Após a vírgula, o pronome retoma a ideia 'they get fatter as you stretch them', seguido de 'is very novel'. Em orações não restritivas que se referem a uma oração inteira, usa-se 'which'.

Análise das alternativas

A: 'that' não é usado após vírgula em oração não restritiva. B: 'when' é advérbio de tempo. C: 'who' refere-se a pessoas. E: 'whose' indica posse.

Referência: Texto 1, linhas 10-11.

Resolução comentada do VaiConcursos.

Língua Inglesa Phrasal Verbs e Verbos Preposicionados

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 27: 'applied for' (candidatou-se a) duas vagas de pesquisa.

No fim do doutorado ela se candidatou a duas vagas de pesquisa e acabou aceitando um emprego. 'Applied for two research roles' é a colocação correta.

Análise das alternativas

A ('stood by') significa apoiar ou ficar de prontidão. B ('reached out') é entrar em contato. C ('tried off') não existe. D ('focused on') é concentrar-se; não combina com 'ended up taking a job'.

Referência: Texto 1, linhas 12-14.

Resolução comentada do VaiConcursos.

Língua Inglesa Voz Passiva

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 28: passado simples na voz passiva, 'was sent'.

O período é passado ('During my time at CRL') e o sujeito 'I' foi enviada em secondment, ou seja, recebe a ação. Por isso: 'was sent'.

Análise das alternativas

A ('sent') é ativa e exigiria objeto. C ('have sent') e D ('have been sending') são present perfect, incompatíveis com o passado definido. E ('am to be sent') indica futuro.

Referência: Texto 1, linhas 15-16.

Resolução comentada do VaiConcursos.

Língua Inglesa Voz Passiva

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 29: voz passiva no present perfect, 'have been recognised'.

'Recently' pede present perfect. O sujeito 'I' recebe a ação de ser reconhecida como fellow, então a voz é passiva: 'have been recognised'.

Análise das alternativas

A está na voz ativa e exigiria objeto. C ('might have recognised') é ativa e expressa possibilidade. D ('had recognised') é past perfect ativo. E ('was being recognised') é passado contínuo, incompatível com 'recently' e com o contexto.

Referência: Texto 1, linhas 19-20.

Resolução comentada do VaiConcursos.

Língua Inglesa Advérbios

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 1
A DAY IN THE LIFE OF A NUCLEAR MATERIALS ENGINEER

1 My career ______(21) a planned one in any way. At school I was athletic; I ran and played
badminton to a high standard when I was young and always thought my career would be a
sporting one ______(22) I suffered an injury during my teens. The rest of my family was academic;
my father was an aerodynamic engineer and my mother a mathematician, ______(23) my sister
5 studied geology.
At the age of 16, I attended a Women in Science and Engineering careers week with
school, just to have a look at what was available. This helped me decide that ______(24) I really
wanted to do was an engineering degree, so I chose to do a BEng in materials science and
engineering at Liverpool University, and then went on to do a PhD.
10 My PhD looked at auxetic polymeric materials. No one ______(25) of them: they get fatter as
you stretch them, _____(26) is very novel, and at the time there were only a handful of researchers
in the world working on these. The PhD started my interest in polymeric materials. Towards the
end of my PhD I ______(27) two research roles, and ended up taking a job with British Nuclear
Fuels Limited at the Company Research Laboratory (CRL).
( . . . )
15 During my time at CRL I ______(28) on secondment to the Sellafield site in Cumbria, which
then turned into a permanent position in the research and technology materials and inspection
group. During this time I became a chartered engineer and a full professional member of the
Institute of Materials Minerals and Mining. I now head up one of Sellafield’s Centres of
Expertise (CoE): I am the CoE lead and subject matter expert for polymeric materials. Recently
20 I ______(29) as a fellow of the Institute of Materials.
I definitely don’t have a “typical day”. I sometimes have a plan, but ______(30) stick to it as
much of my work is responsive to situations which are transient. The range of things I can get
involved in is huge and includes specifying materials for use in challenging environments, new
plant designs and decommissioning activates.

RATHBONE, Penny. Adapted from: The Guardian. A day in the life of a nuclear materials engineer. Disponível em: <https://www.theguardian.com/women-in-leadership/2016/jan/22/a-day-in-the-life-of-a-nuclear-materials-engineer>. Acesso em: 22/06/2017.

PARA AS QUESTÕES DE 21 A 30, ESCOLHA A ALTERNATIVA QUE COMPLETA O TEXTO 1 CORRETAMENTE.
Selecione uma alternativa

Resolução comentada

Lacuna 30: 'rarely' (raramente) completa 'I sometimes have a plan, but rarely stick to it'.

A autora diz que não tem um dia típico e que o trabalho responde a situações transitórias. Assim, faz sentido dizer que ela raramente segue o plano. 'Rarely' fecha o sentido.

Análise das alternativas

B (endlessly), C (daintily), D (primarily) e E (chiefly) não combinam com 'stick to it' nem com a ideia de que o plano quase nunca é seguido.

Referência: Texto 1 (The Guardian), linhas 21-22.

Resolução comentada do VaiConcursos.

Língua Inglesa Interpretação de Texto

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

O pai de Hypatia, Theon, a ensinou matemática, astronomia e filosofia.

O texto diz que Theon 'tutored her in math, astronomy, and the philosophy of the day'. Portanto, o pai lhe ensinou algumas disciplinas, como diz a alternativa A.

Análise das alternativas

B: Theon foi o último professor da universidade, não o primeiro. C: o texto não diz que viviam separadas; apenas que nada se sabe da mãe. D: ela morreu em 415 EC, com cerca de 45 a 65 anos, conforme a data de nascimento. E: ela continuou o programa iniciado pelo pai, então os interesses eram os mesmos.

Referência: Texto 2, linhas 3-5 e 40-43.

Resolução comentada do VaiConcursos.

Língua Inglesa Interpretação de Texto

IME 2017 Médio

Instituto Militar de Engenharia (IME) · Concurso de Admissão — Português e Inglês

Gabarito disponível

Texto-base:
Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

Segundo Deakin, há mais informação sobre a morte de Hypatia do que sobre sua vida.

Deakin diz que os relatos mais detalhados sobre Hypatia são os de sua morte e que sabemos mais sobre sua morte que sobre qualquer outro aspecto de sua vida. É o que afirma a alternativa C.

Análise das alternativas

A: foi chamada de bruxa por escritores hostis, sem relação com a matemática. B: Deakin concorda com as fontes e as cita. D: mesmo os cristãos hostis a retratam de forma positiva. E: a multidão cristã a matou, não a estimava.

Referência: Texto 2, linhas 6-11.

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Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

Para Cirilo, sem Hypatia, Orestes teria aceitado a 'verdadeira fé'.

O texto diz que Cirilo a culpava por impedir Orestes de aceitar a 'true faith'. Logo, na opinião de Cirilo, sem Hypatia Orestes teria aceitado a religião verdadeira, o que a alternativa B expressa com a condicional.

Análise das alternativas

A: o texto diz que a cidade era cada vez mais diversa, mas não afirma que nunca houvera tantos grupos. C: quem a culpou foi Cirilo, não Orestes, e ela não favorecia Cirilo. D: a diversidade religiosa estava aumentando. E: o texto diz que Alexandria foi destruída pela intolerância religiosa, e não que sua cultura se construiu sobre preceitos religiosos.

Referência: Texto 2, linhas 14-17.

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Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

Pessoas que não aceitavam a ciência viam os conceitos científicos de Hypatia como obstáculo.

O texto diz que Hypatia era um 'stumbling block' para quem aceitaria a 'verdade' do cristianismo, justamente por explicar bem conceitos que contradiziam a igreja. A alternativa E resume isso: a ciência, em contraste com a religião, era vista como obstáculo.

Análise das alternativas

A: ela dedicou-se aos estudos, mas não seguiu o papel feminino da época. B: o texto não fala de dúvida do pai quanto ao celibato. C: o trecho trata de mulheres gregas em geral, não de escolha de profissão por classe, família e fé. D: o texto diz que há pouca informação sobre a vida dela.

Referência: Texto 2, linhas 16-20.

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Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose a synonym for the expression to the extent that in the sentence “ (…) Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the end of the classical world.” in lines 24 and 25.
Selecione uma alternativa

Resolução comentada

'To the extent that' equivale a 'to the degree that'.

A expressão indica grau ou consequência ('a ponto de'). 'To the degree that' tem o mesmo sentido.

Análise das alternativas

A (as well as) é 'assim como'. B (in contempt of) é 'em desprezo de'. C (by easy stages) é 'aos poucos'. D (for the record that) é 'para constar que'. Nenhuma expressa grau.

Referência: Texto 2, linhas 24-25.

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Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the appropriate continuation for the sentence “By all accounts, Hypatia was an extraordinary woman ___________” in line 26.
Selecione uma alternativa

Resolução comentada

A continuação adequada é 'não só para a sua época, mas para qualquer época'.

Depois de 'By all accounts, Hypatia was an extraordinary woman', o parágrafo mostra que ela foi criada e educada fora do papel tradicional feminino e tinha enorme poder intelectual. Portanto, 'not only for her time, but for any time' completa a frase de forma coerente.

Análise das alternativas

A: o pai a ensinou o próprio ofício, não uma profissão diferente. C: não há menção de que ela vivesse 'para os deuses'. D: ensinar não era atividade comum às mulheres da época, segundo o texto. E: contradiz o texto, que fala de 'enormous intellectual power'.

Referência: Texto 2, linhas 26-35.

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Texto 2
HYPATIA OF ALEXANDRIA

1 Hypatia of Alexandria (c. 370 CE – March 415 CE) was a female philosopher and
mathematician, born in Alexandria, Egypt possibly in 370 CE (although some scholars cite her
birth as c. 350 CE). She was the daughter of the mathematician Theon, the last Professor at
the University of Alexandria, who tutored her in math, astronomy, and the philosophy of the day
5 which, in modern times, would be considered science. Nothing is known of her mother and
there is little information about her life. As the historian Deakin writes, "The most detailed
accounts we have of Hypatia's life are the records of her death. We learn more about her death
from the primary sources than we do about any other aspect of her life". She was murdered in
415 CE by a Christian mob who attacked her on the streets of Alexandria. The primary
10 sources, even those Christian writers who were hostile to her and claimed she was a witch,
portray her as a woman who was widely known for her generosity, love of learning, and
expertise in teaching in the subjects of Neo-Platonism, mathematics, science, and philosophy
in general.
In a city which was becoming increasingly diverse religiously (and had always been so
15 culturally) Hypatia was a close friend of the pagan prefect Orestes and was blamed by Cyril,
the Christian Archbishop of Alexandria, for keeping Orestes from accepting the 'true faith'. She
was also seen as a 'stumbling block' to those who would have accepted the 'truth'
of Christianity were it not for her charisma, charm, and excellence in making difficult
mathematical and philosophical concepts understandable to her students; concepts which
20 contradicted the teachings of the relatively new church. Alexandria was a great seat of learning
in the early days of Christianity but, as the faith grew in adherents and power, steadily became
divided by fighting among religious factions. It is by no means an exaggeration to state that
Alexandria was destroyed as a centre of culture and learning by religious intolerance, and
Hypatia has come to symbolize this tragedy to the extent that her death has been cited as the
25 end of the classical world.
By all accounts, Hypatia was an extraordinary woman _______________(36). Theon refused
to impose upon his daughter the traditional role assigned to women and raised her as one
would have raised a son in the Greek tradition; by teaching her his own trade. The historian
Slatkin writes, "Greek women of all classes were occupied with the same type of work, mostly
30 centered around the domestic needs of the family. Women cared for young children, nursed
the sick, and prepared food". Hypatia, on the other hand, led the life of a respected academic
at Alexandria's university; a position to which, as far as the evidence suggests, only males
were entitled previously. She never married and remained celibate throughout her life, devoting
herself to learning and teaching. The ancient writers are in agreement that she was a woman
35 of enormous intellectual power. Deakin writes:
“The breadth of her interests is most impressive. Within mathematics, she wrote or lectured
on astronomy (including its observational aspects - the astrolabe), geometry (and for its day
advanced geometry at that) and algebra (again, for its time, difficult algebra), and made an
advance in computational technique - all this as well as engaging in religious philosophy and
40 aspiring to a good writing style. Her writings were, as best we can judge, an outgrowth of her
teaching in the technical areas of mathematics. In effect, she was continuing a program
initiated by her father: a conscious effort to preserve and to elucidate the great mathematical
works of the Alexandrian heritage.”

CE = Common Era, the same as AD, Anno Domini.

MARK, Joshua J. Hypatia of Alexandria. In: Ancient History Encyclopedia, 2017. Disponível em: <http://www.ancient.eu/Hypatia_of_Alexandria/>. Acesso em: 20/06/2017.

Choose the correct meaning of outgrowth in the sentence “Her writings were, as best we can judge, an outgrowth of her teaching (…)” in lines 40 and 41.
Selecione uma alternativa

Resolução comentada

'Outgrowth' no contexto significa resultado, consequência.

Em 'Her writings were an outgrowth of her teaching', os escritos são um desdobramento, uma consequência de seu ensino. O sinônimo mais próximo é 'result'.

Análise das alternativas

A (reason) e C (motivation) invertem a relação, pois indicariam causa, e não efeito. B (rebuttal) significa refutação. E (concession) significa concessão. Nenhuma tem o sentido de desdobramento.

Referência: Texto 2 (Ancient History Encyclopedia), linhas 40-41.

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Texto 3
COULD THIS CATERPILLAR HELP SOLVE THE WORLD’S PLASTIC BAG PROBLEM?

1 A developmental biologist and amateur beekeeper has come up with a new way to get rid
of used plastic bags: Make waxworms eat them. The larvae of the greater wax moth (Galleria
mellonella), these caterpillars thrive on beeswax. While cleaning out empty hive boxes that
were infested with these caterpillars, Federica Bertocchini of the Institute of Biomedicine and
5 Biotechnology of Cantabria in Spain put them in a plastic grocery bag. To her surprise the
waxworms quickly ate their way out, leaving the bag riddled with holes. It turns out the
caterpillars can break down the bag's polyethylene into ethylene glycol, which can be readily
converted into useful substances such as antifreeze, the team reports today in Current
Biology. Polyethylene is very hard to break down making the 80 million tons produced a year a
10 big recycling challenge. Only recently have researchers begun to make progress doing so,
and this caterpillar may be another solution.

PENNISI, Elizabeth. Adapted from: Science. Could this caterpillar help solve the world’s plastic bag problem? In: Science, 2017. Disponível em: <http://www.sciencemag.org/news/2017/04/could-caterpillar-help-solve-world-s-plastic-bag-problem.>. Acesso em: 26/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

A pesquisadora descobriu por acaso que as lagartas podem ajudar a eliminar o plástico.

Bertocchini limpava caixas de colmeia infestadas e colocou as lagartas numa sacola plástica. Ela se surpreendeu ('To her surprise') ao ver que elas comeram a sacola. A descoberta foi, portanto, casual, como diz a alternativa A.

Análise das alternativas

B: ela é bióloga do desenvolvimento e apicultora amadora, mas o texto não a descreve como iniciante nem fala de 'neófita'. C: é uma hipótese sem apoio no texto. D: o texto não relaciona a descoberta a pesquisas anteriores específicas, só diz que pesquisadores começaram a progredir recentemente. E: foi a surpresa, e não a experiência, que a levou ao resultado.

Referência: Texto 3, linhas 1-6.

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Texto 3
COULD THIS CATERPILLAR HELP SOLVE THE WORLD’S PLASTIC BAG PROBLEM?

1 A developmental biologist and amateur beekeeper has come up with a new way to get rid
of used plastic bags: Make waxworms eat them. The larvae of the greater wax moth (Galleria
mellonella), these caterpillars thrive on beeswax. While cleaning out empty hive boxes that
were infested with these caterpillars, Federica Bertocchini of the Institute of Biomedicine and
5 Biotechnology of Cantabria in Spain put them in a plastic grocery bag. To her surprise the
waxworms quickly ate their way out, leaving the bag riddled with holes. It turns out the
caterpillars can break down the bag's polyethylene into ethylene glycol, which can be readily
converted into useful substances such as antifreeze, the team reports today in Current
Biology. Polyethylene is very hard to break down making the 80 million tons produced a year a
10 big recycling challenge. Only recently have researchers begun to make progress doing so,
and this caterpillar may be another solution.

PENNISI, Elizabeth. Adapted from: Science. Could this caterpillar help solve the world’s plastic bag problem? In: Science, 2017. Disponível em: <http://www.sciencemag.org/news/2017/04/could-caterpillar-help-solve-world-s-plastic-bag-problem.>. Acesso em: 26/06/2017.

Choose the correct option.
Selecione uma alternativa

Resolução comentada

As lagartas comeram o plástico e fizeram buracos na sacola.

O texto diz que as lagartas 'quickly ate their way out, leaving the bag riddled with holes'. Elas comeram o plástico, e os buracos resultaram disso. A alternativa D descreve exatamente esse fato.

Análise das alternativas

A: ninguém ajudou as lagartas, elas saíram sozinhas. B: elas não usaram cera para sair, comeram o plástico. C: os buracos vieram do consumo do plástico, não da cera. E: o texto não diz que as larvas ajudam a desenvolver cera de abelha nem que isso leva à decomposição do plástico.

Referência: Texto 3, linhas 5-6.

Resolução comentada do VaiConcursos.