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das
A
Gabarito
utoatividades
GTI | 2014/1 | Módulo II
INGLÊS TÉCNICO
Centro Universitário Leonardo da Vinci
Rodovia BR 470, Km 71, nº 1.040
Bairro Benedito - CEP 89130-000
Indaial - Santa Catarina - 47 3281-9000
Elaboração:
Revisão, Diagramação e Produção:
Centro Universitário Leonardo da Vinci - UNIASSELVI
Prof.ª Denise Voltolini
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GABARITO DAS AUTOATIVIDADES DE
INGLÊS TÉCNICO
Centro Universitário Leonardo da Vinci
Rodovia BR 470, Km 71, nº 1.040
Bairro Benedito - CEP 89130-000
Indaial - Santa Catarina - 47 3281-9000
Elaboração:
Revisão, Diagramação e Produção:
Centro Universitário Leonardo da Vinci - UNIASSELVI
UNIDADE 1
TÓPICO 1
Caro acadêmico, para melhor fixar o conteúdo apresentado neste tópico, 
sugerimos que você resolva as questões abaixo:
1 Veja a imagem abaixo, sem se preocupar com a tradução do 
vocabulário. Aplique aqui a estratégia de leitura SKIMMING. Leia 
rapidamente apenas para ter ideia do que se trata.
R.: O acadêmico deverá fazer a leitura da figura, aplicando a estratégia 
skimming.
2 Leia cada questão e volte ao texto, agora aplicando a estratégia de 
leitura SCANNING para encontrar as respostas.
1) 22% of Japaneses spend their time on-line on social networking sites.
a) true
b) false
c) the text doesn’t say
R.: É falsa, pois o gráfico aponta que 22% da população mundial passam o 
seu tempo on-line em redes sociais e não apenas os japoneses.
2) People in Germany spend more time on social networking sites than people 
in Greece.
a) true
b) false
c) the text doesn’t say
R.: O texto não fala sobre isso. A Grécia não aparece no gráfico.
3) What was the most popular brand used by on-line visitors in the survey?
a) Facebook
b) Youtube
c) Google
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R.: De acordo com o gráfico, o Google é a marca mais visitada pelos 
internautas.
4) People go on-line more often to watch vídeos than to get news.
a) true
b) false
c) the text doesn’t say
R.: Falso, pois de acordo com a pesquisa, as pessoas buscam mais por 
notícias do que assistir a vídeos.
5) Social network is more popular in Brazil than in the United States.
a) true
b) false
c) the text doesn’t say
R.: Verdadeiro, no Brasil os internautas passam mais tempo em redes sociais 
do que os americanos.
6) In a month, a person who uses the internet at all has visited more than 
2.000 web pages.
a) true
b) false
c) the text doesn’t say
R.: Verdadeiro. Em um mês uma pessoa visita cerca de 2.646 websites.
TÓPICO 2
Caro acadêmico(a), para melhor fixar o conteúdo apresentado neste 
tópico, sugerimos que você resolva a seguinte atividade:
 
Leia o texto abaixo e responda às questões:
Social Networking Sites by Kenneth Beare
Social Networks
Do the names MySpace, Facebook, Orkut, etc. ring a bell? They probably 
do because they are some of the most popular sites on the internet today. 
These sites are all called 'social networking' sites because they help people 
meet and discuss things online. Each of these social networking sites has its 
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own strengths: MySpace is especially popular among teenagers, Facebook 
is popular with college age people, Orkut is especially loved in Brazil, and 
CyWorld is the site to visit in South Korea. The common thread between all 
of these social networks is that they provide a place for people to interact, 
rather than a place to go to read or listen to 'content'.
Web 2.0
Social networks are considered to be web 2.0. What does this mean? To 
understand this, it's important to understand what the original web did (often 
called web 1.0). Back in the nineties, the internet - or web - was a place to 
go to read articles, listen to music, get information, etc. Most people didn't 
contribute to the sites. They just 'browsed' the sites and took advantage of 
the information or resources provided. Of course, some people did create 
their own sites. However, creating a site was difficult. You needed to know 
basic HTML coding (the original language the internet uses to 'code' pages). 
It certainly wasn't something most people wanted to do as it could take hours 
to get a basic page just right. Things began to get easier when blogs (from 
web log) were introduced. With blogs, many more people began writing 'posts', 
as well as commenting on other people's blogs.
MySpace Surprises Everybody
In 2003 a site named MySpace took the internet by storm. It was trying to 
mimic the most popular features of Friendster, the first social networking site. 
It quickly became popular among young users and the rest was history. Soon 
everyone was trying to develop a social networking site. The sites didn't provide 
'content' to people, they helped people create, communicate and share what 
they loved including music, images and videos. They key to the success of 
these sites is that they provide a platform on which users create the content. 
This is very different from the beginning of the internet which focused on 
providing 'content' for people to enjoy.
Key to Success 
Relying on users to create content is the key to the success of web 2.0 
companies. Besides the social networking sites discussed here, other huge 
success stories include: Wikipedia, Digg.com and the latest success - Twitter. 
All of these companies rely on the desire of users to communicate with each 
other, thereby creating the 'content' that others want to consume.
FONTE: Disponível em: <http://esl.about.com/od/readingintermediate/a/r_social.htm>. Acesso 
em: 10 dez. 2013.
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No texto acima podemos conferir várias estruturas gramaticais utilizadas no 
presente, como vimos no Tópico 2, que facilitam na compreensão do texto.
A seguir, resolva as questões de acordo com o texto “Social Networking 
Sites”: 
1 Qual site de rede social não foi mencionado no texto?
a) My Space
b) Linkedln
c) Facebook
2 O que é o Facebook?
a) Um blog
b) Um site de conteúdo
c) Um site de rede social
3 Onde o Orkut é muito popular?
a) In Japan
b) In South Korea
c) In Brazil
4 Que frase melhor descreve o que as pessoas fazem nas redes sociais?
a) Elas interagem com outras pessoas
b) Elas procuram artigos e outros conteúdos
c) Elas codificam páginas em HTML
5 Redes sociais são consideradas:
a) 1.0 sites
b) 2.0 sites
c) blogs
6 A internet original foi criada para:
a) interagir com as pessoas
b) criar páginas em HTML
c) acessar diferentes conteúdos
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7 Por que muitas pessoas não criavam páginas na internet?
a) Elas não gostavam de se comunicar com outras pessoas
b) Elas não se sentiam confortáveis em codificar páginas HTML
c) Elas não sabiam que podiam criar páginas na internet
8 Qual a melhor descrição de sites de web 2.0?
a) Eles são sites de conteúdos dirigidos
b) Eles são plataformas de interação
c) Eles são como blogs, mas melhores
9 Do que dependem os sites de web 2.0?
a) Artigos escritos por jornalistas profissionais
b) Usuários que criam conteúdos
c) Conexões rápidas de internet
10 O que é mais importante para estes novos sites?
a) O desejo dos usuários de se comunicarem uns com os outros
b) O desejo dos usuários de lerem conteúdos interessantes escritos por 
profissionais
c) O desejo dos usuários de aprenderem codificação
TÓPICO 3
Caro(a) acadêmico(a), para melhor fixar o conteúdo apresentado neste 
tópico, sugerimos que você resolva a seguinte atividade:
Leia o texto abaixo e responda aos questionamentos que o seguem:
FAQ
This is a short list of our most frequently asked questions. For more information 
about Instagram, or if you need support, please visit our support center.
1.1.1 What is Instagram?
Instagram is a fun and quirky way to share your life with friends through a 
series of pictures. Snap a photo with your mobile phone,then choose a filter 
to transform the image into a memory to keep around forever. We're building 
Instagram to allow you to experience moments in your friends' lives through 
pictures as they happen. We imagine a world more connected through photos.
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1.1.2 How much is your app?
$0.00 - available for free in the Apple App Store and Google Play store.
1.1.3 Where does the name come from?
When we were kids we loved playing around with cameras. We loved how 
different types of old cameras marketed themselves as "instant" - something 
we take for granted today. We also felt that the snapshots people were taking 
were kind of like telegrams in that they got sent over the wire to others - so 
we figured why not combine the two?
1.1.4 How did the idea come about?
We love taking photos. We always assumed taking interesting photos required 
a big bulky camera and a couple years of art school. But as mobile phone 
cameras got better and better, we decided to challenge that assumption. We 
created Instagram to solve three simple problems:
1. Mobile photos always come out looking mediocre. Our awesome looking 
filters transform your photos into professional-looking snapshots.
2. Sharing on multiple platforms is a pain - we help you take a picture once, 
then share it (instantly) on multiple services.
3. Most uploading experiences are clumsy and take forever - we've optimized 
the experience to be fast and efficient.
1.1.5 What other services are you compatible with?
Currently, you can share your photos on a photo-by-photo basis on Flickr, 
Facebook, and Twitter. Additionally, if you specify a location with your photo, 
you can opt to have us check you in on Foursquare. Going forward, we plan on 
supporting additional services but have nothing else to announce at this time.
FONTE: Disponível em: <http://instagram.com/about/faq/>. Acesso em: 14 dez. 2013.
1 Em muitos sites encontramos a abreviação FAQ. Qual o significado 
dela?
R.: FAQ é a abreviação de Frequently Asked Questions, ou seja, Perguntas 
Frequentes.
2 No terceiro parágrafo, “Where does the name come from?”, quantos 
verbos regulares no passado você encontrou? Quais são eles?
R.: loved, marketed, figured.
3 Ainda no terceiro parágrafo, há verbos irregulares no passado que 
estão sublinhados. Escreva a forma deles no presente.
R.: were – are
felt – feel
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got – get
sent – send
4 Quais foram os três motivos que levaram à criação do Instagram?
R.: - Transformar as fotos em fotos com aparência profissional;
- A possibilidade de compartilhar instantaneamente uma foto em várias 
plataformas;
- A rapidez para postar uma foto.
UNIDADE 2
TÓPICO 1
Caro(a) acadêmico(a), para melhor fixar o conteúdo apresentado neste tópico, 
sugerimos que você resolva a seguinte atividade:
1 Realize a leitura do texto a seguir utilizando a técnica de skimming. Do 
que se trata esse texto? Você já possui algum conhecimento prévio 
(prediction) sobre esse assunto?
R.: Computadores.
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1.1 What are computers?
Computers are machines that perform tasks or calculations according to a set 
of instructions, or programs. The first fully electronic computers, introduced 
in the 1940s, were huge machines that required teams of people to operate. 
Compared to those early machines, today's computers are amazing. Not 
only are they thousands of times faster, they can fit on your desk, on your 
lap, or even in your pocket.
Computers work th rough an in te rac t ion o f hardware and 
software. Hardware refers to the parts of a computer that you can see and 
touch, including the case and everything inside it. The most important piece 
of hardware is a tiny rectangular chip inside your computer called the central 
processing unit (CPU), or microprocessor. It's the "brain" of your 
computer—the part that translates instructions and performs calculations. 
Hardware items such as your monitor, keyboard, mouse, printer, and other 
components are often called hardware devices, or devices.
Software refers to the instructions, or programs, that tell the hardware what 
to do. A word-processing program that you can use to write letters on your 
computer is a type of software. The operating system (OS) is software that 
manages your computer and the devices connected to it. Windows is a 
well-known operating system.
1.2 ENIAC
Introduced in 1946, ENIAC (Electronic Numerical Integrator and Computer) 
was the first general-purpose electronic computer. It was built for the United 
States military to calculate the paths of artillery shells. Physically, ENIAC 
was enormous, weighing more than 27,000 kilograms (60,000 pounds) and 
filling a large room. To process data, ENIAC used about 18,000 vacuum 
tubes, each the size of a small light bulb. The tubes burned out easily and 
had to be constantly replaced.
1.3 Types of computers
Computers range in size and capability. At one end of the scale are 
supercomputers, very large computers with thousands of linked 
microprocessors that perform extremely complex calculations. At the other 
end are tiny computers embedded in cars, TVs, stereo systems, calculators, 
and appliances. These computers are built to perform a limited number of 
tasks.
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The personal computer, or PC, is designed to be used by one person at 
a time. This section describes the various kinds of personal computers: 
desktops, laptops, handheld computers, and Tablet PCs.
1.3.1 Desktop computers
Desktop computers are designed for use at a desk or table. They are 
typically larger and more powerful than other types of personal computers. 
Desktop computers are made up of separate components. The main 
component, called the system unit, is usually a rectangular case that sits 
on or underneath a desk. Other components, such as the monitor, mouse, 
and keyboard, connect to the system unit.
Desktop computer
Laptops and netbooks
Laptops are lightweight mobile PCs with a thin screen. Laptops can operate 
on batteries, so you can take them anywhere. Unlike desktops, laptops 
combine the CPU, screen, and keyboard in a single case. The screen folds 
down onto the keyboard when not in use.
Netbooks (also referred to as mini notebooks), are small, affordable 
laptops that are designed to perform a limited number of tasks. They’re 
usually less powerful than laptops, so they’re used mainly to browse the 
web and check e-mail.
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A laptop and a netbook
Smartphones
Smartphones are mobile phones that have some of the same capabilities 
as a computer. You can use a smartphone to make telephone calls, access 
the Internet, organize contact information, send e-mail and text messages, 
play games, and take pictures. Smartphones usually have a keyboard and 
a large screen.
Smartphone
Handheld computers
Handheld computers, also called personal digital assistants (PDAs), 
are battery-powered computers small enough to carry almost anywhere. 
Although not as powerful as desktops or laptops, handheld computers are 
useful for scheduling appointments, storing addresses and phone numbers, 
and playing games. Some have more advanced capabilities, such as making 
telephone calls or accessing the Internet. Instead of keyboards, handheld 
computers have touch screens that you use with your finger or a stylus (a 
pen-shaped pointing tool).
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Handheld computer
Tablet PCs
Tablet PCs are mobile PCs that combine features of laptops and handheld 
computers. Like laptops, they’re powerful and have a built-in screen. Like 
handheld computers, they allow you to write notes or draw pictures on the 
screen, usually with a tablet pen instead ofa stylus. They can also convert 
your handwriting into typed text. Some Tablet PCs are “convertibles” with a 
screen that swivels and unfolds to reveal a keyboard underneath.
Tablet PC
FONTE: Disponível em: <http://windows.microsoft.com/en-us/windows/introduction-to-
computers#1TC=windows-7>. Acesso em: 6 jan. 2014.
2 Utilizando a técnica de scanning, encontre as respostas para os 
seguintes questionamentos:
a) De acordo com o texto, qual foi o primeiro computador criado para uso 
geral e qual foi o seu propósito?
R.: O primeiro computador criado para uso geral foi o ENIAC. Ele foi construído 
para o exército americano para calcular os caminhos de granadas de artilharia.
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b) Sabemos que a abreviação de PC significa Personal Computers. Quais 
são os computadores para uso pessoal citados no texto?
R.: Desktop, Laptop, Netbooks, Smartphones, Handheld computers, Tablet 
PCs.
c) Ainda segundo o texto, qual a diferença entre Desktops e Laptops?
R.: No Laptop, a CPU, a tela e o teclado estão combinados, enquanto que o 
Desktop apresenta essas partes separadamente.
3 Leia o parágrafo 1.1 e 1.2. Quais as palavras cognatas encontradas? 
Você encontrou algum falso cognato? Qual?
R.: Palavras Cognatas: computers, perform, calculations, instructions, 
programs, eletronic, introduced, teams, operate, compared, interaction, 
connected, type, processing, use, refers, software, components, monitor, 
items, central, chip, hardware, rectangular, parts, including, important, 
numbers, various, section, general, military, physically, enormous, kilograms, 
large, process, tubes, constantly.
Falso cognato: data.
TÓPICO 2
Caro(a) acadêmico(a), para melhor fixar o conteúdo apresentado neste tópico, 
sugerimos que você resolva as seguinte atividades:
1 Faça o comparativo entre as coisas/pessoas abaixo, utilizando as 
regras que você aprendeu até agora. Veja o primeiro exemplo:
a) 
The desert is drier than the beach.
(desert, beach, dry)
b) 
 The bus is slower than the car.
(bus, car, slow)
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c) 
 The plane is faster than the car.
(plane, train, fast)
d)  
 The city is bigger than the town.
(city, town, big)
e)
The cat is cuter than the dog ou the 
cat is as cute as the dog.
(cat, dog, cute)
f)
The concert is nicer than the play ou 
the concert is as nice as the play.
(concert, play, nice)
g)  
 This house is newer than that house.
(this house, that house, new)
h) 
 The baby is younger than the 
woman.
(baby, woman, young)
2 Complete com a forma correta dos adjetivos entre parênteses usando 
o comparativo ou o superlativo:
a) Joe is shorter than Ed. (short)
b) Al is the shortest. (short)
c) Ed is the thinnest. (thin)
d) Joe is thinner than Al. (thin)
e) Al is heavier than Joe. (heavy)
f) Ed is the tallest. (tall)
g) Joe is happier than Ed. (happy)
h) Ed is the angriest. (angry)
i) Joe is more energetic than Ed. (energetic)
TÓPICO 3
Caro(a) acadêmico(a), para melhor fixar o conteúdo apresentado neste tópico, 
sugerimos que você resolva a seguinte atividade:
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1 Ana está falando sobre os seus planos para o final de semana. 
Lembre-se de que quando falamos sobre alguma ação planejada sobre 
o futuro, usamos o going to. Observe as figuras e escreva sobre o 
que Ana fará ou não no seu final de semana. Utilize as palavras no 
quadro a seguir:
drive to Italy – learn some Italian – read English newspaper – stay in a 
nice hotel – swim a lot –
take photos – visit museums – write postcards – fly
Exemplos:
Ana is not going to fly.
Ana is going to stay in a nice hotel.
She is going to drive to Italy.
She is going to swim a lot.
She is going to take photos.
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She is not going to read English newspaper.
She is going to visit museums.
She isn’t going to write postcards.
She is going to learn some Italian.
2 Observe as regras do museu a seguir. Você constatará algumas regras 
e algumas recomendações. Complete as frases a seguir com should/ 
shouldn’t ou must/ mustn’t:
a) You_____________ eat 
or drink in the museum.
b) You _____________ 
buy a guidebook.
c) You _____________ 
take large bags with you.
d) You _____________ 
take pictures.
e) You _____________ 
only look at the furniture.
f) You _____________ 
ask questions.
3 Observe algumas regras de um acampamento e de um avião. Há 
algumas proibições, e para isso, devemos utilizar o verbo modal 
mustn’t. Junto com o verbo modal, utilize um dos verbos da caixa 
para completar as regras a seguir:
light – make – smoke – use – wash
At a campsite a) You ____________________ fires.
 b) You ____________________ dishes in the showers.
 c) You ____________________ noise after 10 pm.
On a plane d) You ____________________ a mobile phone.
 e) You ____________________ in the toilets.
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UNIDADE 3
TÓPICO 1
Leia o texto a seguir e responda aos questionamentos:
MICROPROCESSOR
This device is a small integrated circuit on a ‘chip’, designed and manufactured 
with computer help. It was introduced as a natural step in the movement to 
putting more and more components – resistors, capacitors, transistors – on to 
a single chip, by eletronic component manufactures. Each chip can perform 
the function of a simple central processor, i.e. obey a series of instructions, 
fetch and send data from and to a memory, test for interrupts and soon, but 
usually relatively slowly. It takes for example a hundred millionths rather than 
one millionth of a second to add two numbers, and these numbers have to 
be of limited size. Nevertheless, the miniature programs which control the 
operation can carry out quite complicated operations on bigger numbers by 
tackling them a piece at a time.
Another use for microprocessors is in managing a ‘memory’, i.e. decoding 
demands for data from another central processor, and interrogating the core 
storage, checking for errors etc.
There are two ways in which microprocessors may make a big impact. One 
is in the Field of process control at the small end of the range: bus engines 
or petrol pumps or even washing machines controlled economically by 
microprocessors. Secondly, the microprocessor may be used in large numbers 
as a substitute for a single, big processor, to do certain kinds of computation 
where calculations can proceed in parallel, as in weather forecasting. In 
essence each microprocessor has acess to its own memory for holding the 
results of intermediate calculations, and also can send and obtain values 
from other microprocessors. All the microprocessors operate at once, so the 
‘ripples’ of computation travel across an array of them.
(Extract from the book ‘Computer-based Systems’ by John Race).
1 Determine a sequência em que as ideias gerais a seguir aparecem 
no texto: 
a) (2) Algumas das funções do microprocessador.
b) (4) Um dos usos do microprocessador.
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c) (3) A velocidade na qual uma operação é executada.
d) (1) O que é microprocessador.
e) (5) Duas áreas de aplicação do microprocessador.
2 Verifique o vocabulário a seguir e relacione as colunas: 
(a) device (e) leva
(b) designed (f) entretanto
(c) step (g) executar
(d) quite (c) passo, avanço
(e) takes (d) bem
(f) nevertheless (a) dispositivo
(g) carry out (b) projetado
(h) fetch (h) buscar
3 Escreva em inglês as palavras escritas em português:
Each chip can perform (desempenhar) the function of a simple central 
processor, that is, obey (obedecer) a series of instructions, fetch (buscar) 
and send (enviar) data from and to the memory and test for interrupts 
(interrupções).
Adaptado de: GALANTE, Terezinha Prado; POW, Elizabeth.Inglês para 
processamento de dados: textos sobre computação, exercícios de 
compreensão, siglas, abreviações e glossário. São Paulo: Editora Atlas, 1996.
TÓPICO 2
Caro(a) acadêmico(a), para melhor fixar o conteúdo apresentado neste 
tópico, sugerimos que você resolva a seguinte atividade:
Leia o texto a seguir e responda aos questionamentos:
Types of Programming Errors
There are two general types of errors that programmers make: syntax or 
coding errors and logic errors.
A syntax or coding error occurs when the programmer fails to follow the rules 
on how a particular instruction is to be written. For example, if a programmer 
misspelled the word WRITE in an instruction, the computer would print out a 
diagnostic message to inform the programmer that a coding error had been 
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made, the statement in which it occured, and the nature of the error. As a 
result of the severity of these errors, the computer was unable to completely 
understand the program and consequently the program was not executed. 
Compilers level of sophistication that allows them to make corrective 
assumptions concerning common coding errors. For example, if a programmer 
omitted a required comma in an instruction, the compiler would print out an 
appropriate diagnostic message and proceed with the compilation as if the 
comma had been present.
Once the programmer has removed all the coding errors, the compiler is 
able to understand and translate the programmer’s instructions. However, 
when executed, the translated instructions may not be appropriate to solve 
the problem. Errors resulting from an incorrect sequence of instructions are 
referred to as logic errors. If the programmer added when he should have 
subtracted, for example, he would have made an error in the program logic – a 
logic error. There are no fixed rules on how debugging a program containing 
logic errors should be accomplished because the kinds of bugs that can occur 
are so varied.
(Taken from “Introduction to the Computer” by Willian Fuori)
1 Escolha T (true) para as afirmações verdadeiras e F (false) para as 
falsas de acordo com o texto:
a) Há somente dois tipos de erros em programação. ( F )
b) Quando uma certa instrução não é bem escrita, pode ocorrer um erro de 
codificação. ( T )
c) Uma mensagem diagnóstica informa somente a natureza do erro. ( F )
d) A execução do programa independe desses erros. ( F )
e) Não há nada que possa corrigir esses erros. ( F )
f) Alguns compiladores são muito sofisticados. ( T )
2 Complete as frases a seguir:
a) Quando o programador não segue as regras segundo as quais uma 
certa instrução deve ser escrita, ele comete um erro de sintaxe ou erro de 
codificação (syntax or coding error).
b) Mas quando a sequência de instruções é incorreta, aparece um erro de 
lógica (logic error).
3 Relacione as frases:
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a) There are two general types of errors...
b) A syntax error occurs when the programmer fails...
c) The computer would print out a diagnostic message...
d) As a result of the severity of these errors...
e) Compilers allow computers to make corrective assumptions...
(c) ... to inform the programmer that a coding error had been made.
(e) ... concerning common coding errors.
(b) ... to follow the rules on how a particular instruction is to be writen.
(a) ... that programmers make.
(d) ... the computer was unable to completely understand the program.
4 Relacione as colunas:
(1) to fail to (6) detectar e corrigir
(2) to follow (5) permitir, deixar 
(3) to print out (4) alcançar 
(4) to reach (1) deixar de 
(5) to allow (7) executar, realizar 
(6) to debug (2) seguir, acompanhar 
(7) to accomplish (3) imprimir 
 
Adaptado de: GALANTE, Terezinha Prado; POW, Elizabeth. Inglês para 
processamento de dados: textos sobre computação, exercícios de 
compreensão, siglas, abreviações e glossário. São Paulo: Editora Atlas, 1996.
TÓPICO 3
Leia o texto a seguir e responda aos questionamentos:
DATA BASE
The term “data base” has yet to achieve a widely accepted standard meaning. 
However, it is to some extent accepted as conveying a more sophisticated 
concept than the older term “file”, which was carried over into data processing 
terminology from the precomputer era. Unfortunately, it is all too frequently 
used when all that is implied is a conventional file. The difference between a 
data base and a file, in terms used prior to the advent of data processing, is 
perhaps analogous to the difference between a thoroughly cross-referenced 
set of files in cabinets in a library or in an Office and a single file in one cabinet 
which is not cross-referenced in any way.
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The important difference is that the “data base” must be stored in the computer 
on direct-acess storage (such as disks) in order for the computer’s central 
processing unit to be able to utilize the cross-references within a reasonable 
time. By contrast, a set of cross-referenced files could be theoretically stored 
on magnetic tape. However, the computer would then spend unacceptable 
amounts of time searching the tapes because it is not possible to Access a 
specific data record on tape without passing over all other data preceding 
it on the tape. Despite this disadvantage, however, magnetic tape is likely 
to remain the principal storage médium for archival computer files for many 
years to come, in view of its relatively low cost and high retention qualities.
The term “cross-reference” is not usually used when talking about a data base, 
the most usual term being “relation”. One speaks of a relationship existing 
between types of records in a data base. A record type is analogous to a color-
coded folder in a filing cabinet where different record types are segregated 
by varied colors. An individual folder may contain a reference to one or more 
other individual folders elsewhere in a set of cabinets. A referenced folder 
may have the same or a different color code as the folder that references it. In 
the data base, such relationships are stored in such a way that searching for 
records can be done directly without extensive cross-checking. Thus, the user 
has considerably more flexibility in the way in which he precesses the data.
Taken from ‘Encyclopedia of Computer Science” by Relston and Mek
1 Use T (true) para as frases verdadeiras e F (false) para as falsas de 
acordo com o texto:
a) There is no difference between a data-base and a file. ( F )
b) Data base must be stored in the computer on direct-access storage. ( T )
c) Disks are used for direct-access storage. ( T )
d) We cannot use magnetic tape to store a set of cross-referenced files. ( F )
e) It is possible to access a specific data record on tape without passing over 
all other data preceding it on the tape. ( F )
2 Leia o primeiro parágrafo e escolha a alternativa CORRETA:
O termo “banco de dados”:
a) (x) É menos exato que “arquivo”.
b) ( ) Não utiliza o sistema de referências correlativas.
c) ( ) É mais usado em bibliotecas.
d) ( ) É mais exato que “arquivo”.
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O termo “arquivo”:
a) ( ) Tem o mesmo significado que “banco de dados”.
b) ( ) Não contém referências correlativas.
c) (x) Foi adaptado à terminologia de processamento de dados antes da 
era dos computadores.
d) ( ) Era usado somente antes do advento dos computadores.
3 Leia o terceiro parágrafo e escolha a alternativa CORRETA:
O termo “relações” quer dizer:
a) ( ) Registros contidos num fichário.
b) (x) A relação entre tipos de registros num banco de dados.
c) ( ) Registros contidos em vários fichários.
d) ( ) A relação entre estes fichários no banco de dados.