Exame Nacional do Ensino Médio: como utilizar no planejamento docente

The aim of this article is to analyze the Mathematics tests and their National High School Examination Technologies (Enem), carried out in the years 2016 and 2017, classifying them in their respective competences according to the reference matrix of Mathematics and their Technologies. We sought technological resources that could be included in the didactic planning of Mathematics teachers to solve the Enem's questions. These resources can be explored in a perspective that allows the protagonism of students, allowing them to draw conclusions and broaden their perception in relation to mathematics, developing mathematical thinking more dynamically. The contents that were considered in the tests in 2016 and 2017 were: Geometry and Space, Percentage, Rule of three, Interpretation of graphs or tables to solve or make inferences, Statistics, Variation of quantities (directly or inversely), Logical Reasoning, Analysis Combinatorial, Functions, Probability, Logarithm, Arithmetic Progression, Reason, Scale and Unit Conversion and Financial Mathematics. When solving the questions of functions it can be observed that the incorporation of GeoGebra software can be a dynamic resource for the sketch of graphs, transformations of functions and analysis of the same of the same ones. In the contents of Plane and Spatial Geometry the software was used for visualization and comprehension of areas, volumes and planning.Este artigo tem por objetivo analisar as questões das provas de Matemática e suas Tecnologias do Exame Nacional do Ensino Médio (Enem), realizadas nos anos de 2016 e 2017, classificando-as em suas respectivas competências conforme a matriz de referência da área de Matemática e suas Tecnologias. Buscou-se recursos tecnológicos, que possam ser incluídos no planejamento didático de professores de Matemática para resolução das questões do Enem. Esses recursos podem ser explorados em uma perspectiva que possibilite o protagonismo dos estudantes, possibilitando que tirem conclusões e ampliem sua percepção em relação a Matemática, desenvolvendo o pensamento matemático de forma mais dinâmica. Os conteúdos que foram contemplados nas provas em 2016 e 2017 foram: Geometria Plana e Espacial, Porcentagem, Regra de três, Interpretação de gráficos ou tabelas para resolução ou fazer inferências, Estatística, Variação de grandezas (direta ou inversamente), Raciocínio Lógico, Análise Combinatória, Funções, Probabilidade, Logaritmo, Progressão Aritmética, Razão, Escala e Conversão de Unidades e Matemática Financeira. Ao resolver as questões de funções pode-se observar que a incorporação do software GeoGebra pode ser um recurso dinâmico para o esboço de gráficos, transformações de funções e análise de parâmetros das mesmas. No conteúdo de Geometria Plana e Espacial o mesmo software foi utilizado para visualização e compreensão de áreas, volumes e planificações

EVALUATION OF ANTIOXIDANT ACTIVITY AND CHROMATOGRAPHIC PROFILE OF EXTRACTS FROM THE FALSE JABORANDI (PIPER ADUNCUM)

http://dx.doi.org/10.5902/223611704201Evaluation of the antioxidant activity and chromatographic profile of the Piper aduncum (falsejaborandi) extracts. This paper describes the investigation of the chemical composition using theleaves of Piper aduncum (Piperaceae) through methods of extraction envolvind decoction,maceration and ultrasonic bath. The investigation was made by the gas chromatography-massspectrometry/SPME. From these extracts, the antioxidant activity in the presence of a free radicalDPPH was evaluated.http://dx.doi.org/10.5902/223611704201 Evaluation of the antioxidant activity and chromatographic profile of the Piper aduncum (false jaborandi) extracts. This paper describes the investigation of the chemical composition using the leaves of Piper aduncum (Piperaceae) through methods of extraction envolvind decoction, maceration and ultrasonic bath. The investigation was made by the gas chromatography-mass spectrometry/SPME. From these extracts, the antioxidant activity in the presence of a free radical DPPH was evaluated.

Validation of UV Spectrophotometric and Nonaqueous Titration Methods for the Determination of Carvedilol in Pharmaceutical Formulations

Abstract Ultraviolet (UV) spectrophotometric and nonaqueous volumetric methods are described for the determination of carvedilol in pharmaceutical formulations. Linearity, precision, and accuracy were evaluated according to the validation guidelines of the International Conference on Harmonizationand the United States Pharmacopeia for both methods. The UV spectrophotometric procedure was performed in ethanol at 244 nm. Good linearity was obtained between 2 and 7 μg/mL with a correlation coefficient of 0.9999. The intra- and interday precision values were &amp;lt;2% for all samples analyzed. The accuracy, determined from recovery studies, was between 97.5 and 102.2%. The other procedure was based on the volumetric quantitation of carvedilol in a nonaqueous medium with 0.01M perchloric acid and 1% violet crystal as the indicator. The validation of the volumetric method yielded good results that included linearity (r of &amp;gt;0.999), precision (relative standard deviations of &amp;lt;2% for intra- and interday precision), and accuracy (96.4–102.4%). The methods were applied to tablets and compounded capsules. Statistical analysis by analysis of variance showed no significant difference between the results obtained by the proposed methods.</jats:p