‫(ﻟﺪ‪4‬ﻮ(‪( 3‬ﻟﻮﻃﻨﻲ ﻟﻼﻣﺘﺤﺎ*ﺎ! )(ﻟ&ﺴﺎﺑﻘﺎ!

‫اﻟﺒﻜﺎﻟﻮ‪"#‬ﺎ‬

‫‪2013‬‬ ‫ﺠ‪=#5‬‬
‫ﺑ‬
‫ﻜﺎﻟ‬
‫ﻮ‬

‫‪2013‬‬
‫‪-.‬ﺎ‬
‫'ﻟﺘ‬
‫ﻌﻠ‬
‫)ﻢ‬
‫'ﻟﺜ‬
‫ﺎ‪#‬ﻮ‬
‫!‬
1

2013
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺒﺔ ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﳌﺪﺓ‪ 04 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ‬

‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 08) :‬ﻨﻘﺎﻁ(‬
‫ﻴﺨﻀﻊ ﺒﻨﺎﺀ ﺍﻝﺠﺯﻴﺌﺎﺕ ﺍﻝﺒﺭﻭﺘﻴﻨﻴﺔ ﻓﻲ ﺍﻝﺨﻼﻴﺎ ﺇﻝﻰ ﺁﻝﻴﺔ ﺩﻗﻴﻘﺔ ﻭﻤﻨﻅﻤﺔ‪ .‬ﺘﻬﺩﻑ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺇﻝﻰ ﺘﻭﻀﻴﺢ ﺒﻌﺽ ﺠﻭﺍﻨﺏ ﻫﺫﻩ ﺍﻵﻝﻴﺔ‪.‬‬
‫
‪!+‬‬
‫ب‬ ‫أ‬ ‫ج‪2‬‬
‫‪ -1‬ﻝﻠﺘﻌﺭﻑ ﻋﻠﻰ ﻁﺒﻴﻌﺔ ﻭﻜﻴﻔﻴﺔ ﺇﺸﺭﺍﻑ‬
‫ﻥ'اة‬ ‫ﺍﻝﻤﻭﺭﺜﺔ ﻋﻠﻰ ﺒﻨﺎﺀ ﺍﻝﺠﺯﻴﺌﺎﺕ ﺍﻝﺒﺭﻭﺘﻴﻨﻴﺔ‪،‬‬
‫ج‪1‬‬
‫أ‪1',‬ری ذات‬
‫
‪!223 !+‬‬ ‫ﻨﺠﺭﻱ ﺴﻠﺴﻠﺔ ﻤﻥ ﺍﻝﺘﺠﺎﺭﺏ ﻋﻠﻰ‬
‫ﺍﻷﺴﻴﺘﺎﺒﻭﻻﺭﻴﺎ )ﺃﺸﻨﺔ ﺨﻀﺭﺍﺀ ﻋﻤﻼﻗﺔ‬
‫أ‪1',‬ری ذات‬ ‫ﺒﺤﺭﻴﺔ ﻭﺤﻴﺩﺓ ﺍﻝﺨﻠﻴﺔ(‪.‬‬
‫أ‬ ‫ب‬ ‫ج‪2‬‬ ‫
‪8+( !+‬ة‬
‫ج‪1‬‬ ‫ﺍﻝﺘﺠﺎﺭﺏ ﻭﻨﺘﺎﺌﺠﻬﺎ ﻤﻤﺜﹼﻠﺔ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬
‫ﻥ"' و(‪8‬ی‪ 8‬ا‪!+%‬‬ ‫‪ !6"7‬زرع‬ ‫‪
!6"7‬‬ ‫ﺃ‪ -‬ﺤﻠﹼل ﺍﻝﺘﺠﺭﺒﺔ ﻭ ﻨﺘﺎﺌﺠﻬﺎ‪.‬‬
‫ﺏ– ﻤﺎ ﻫﻲ ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺭﺍﺩ‬
‫ا'&‪(1) !%‬‬
‫ﻤﻌﺎﻝﺠﺘﻬﺎ ﺒﻭﺍﺴﻁﺔ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﻭﺜﻴﻘﺔ )‪ (1‬؟‬
‫ﺝ– ﻤﺎ ﻫﻲ ﺍﻝﻤﻌﻠﻭﻤﺔ ﺍﻝﺘﻲ ﻴﻤﻜﻥ ﺍﺴﺘﻨﺘﺎﺠﻬﺎ ﻤﻥ ﺍﻝﻨﺘﻴﺠﺔ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ؟‬
‫‪ -2‬ﻨﻌﺎﻴﺭ ﻜﻤﻴﺔ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﻭ ﻜﻤﻴﺔ ﺍﻝـ‪ ARN‬ﻓﻲ ﺍﻝﺠﺯﺃﻴﻥ‪) ،‬ﺝ‪ (1‬ﻭ )ﺝ‪ (2‬ﻤﻥ ﺍﻷﺴﻴﺘﺎﺒﻭﻻﺭﻴﺎ‪ ،‬ﺍﻝﺠﺯﺀ )ﺝ‪ (1‬ﻴﺤﺘﻭﻱ‬
‫ﻋﻠﻰ ﻨﻭﺍﺓ ﻭﺍﻝﺠﺯﺀ )ﺝ‪ (2‬ﺨﺎل ﻤﻨﻬﺎ‪ .‬ﻴﻤﺜل ﺍﻝﺘﺴﺠﻴﻼﻥ "ﺱ" ﻭ"ﻉ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﻨﺘﺎﺌﺞ ﺍﻝﻤﻌﺎﻴﺭﺓ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ‪.‬‬

‫آ"! ‪ARN‬‬ ‫ء او‬

‫  و ام‬ ‫  و ام‬

‫
‬ ‫
‬
‫‪0‬‬ ‫‪0‬‬
‫ا  )أ(‬ ‫ا  )أ(‬
‫ع‬ ‫س‬

‫ا(ء )ج‪: (2‬‬ ‫ا(ء )ج‪: (1‬‬ ‫ا'&‪(2) !%‬‬

‫ﺻﻔﺤﺔ ‪ 1‬ﻣﻦ ‪8‬‬

 ‫ﺃ‪ -‬ﺤﻠﹼل ﻭﻓﺴ‪‬ﺭ ﻜل ﺤﺎﻝﺔ ﻤﻥ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺴﺎﺒﻘﺔ‪.‬‬
‫ﺏ‪ -‬ﻤﺎ ﻫﻲ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺘﻲ ﺘﻭﺠﺩ ﺒﻴﻥ ﺍﻝﻅﺎﻫﺭﺘﻴﻥ ﺍﻝﻤﻼﺤﻅﺘﻴﻥ ﻓﻲ ﺍﻝﺘﺴﺠﻴﻠﻴﻥ )ﺱ( ﻭ)ﻉ( ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﻭﺒﻨﻴﺔ ﺍﻝﺠﺯﺀ‬
‫)ﺝ‪ (1‬ﻭﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ؟‬
‫ﺝ‪ -‬ﻜﻴﻑ ﺘﺒﻴ‪‬ﻥ ﺘﺠﺭﻴﺒﻴﺎ ﻭﺠﻭﺩ ﻫﺫﻩ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻅﺎﻫﺭﺘﻴﻥ ﺍﻝﻤﻼﺤﻅﺘﻴﻥ ﻓﻲ ﺍﻝﺘﺴﺠﻴﻠﻴﻥ )ﺱ( ﻭ)ﻉ( ﻭﺒﻨﻴﺔ ﺍﻝﺠﺯﺀ )ﺝ‪(1‬؟‬
‫‪ -3‬ﻋﻤﻠﻴﺔ ﺒﻨﺎﺀ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺘﺘﻡ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻬﻴﻭﻝﻰ‪ ،‬ﻭﻹﺜﺒﺎﺕ ﻗﺩﺭﺓ ﻤﺨﺘﻠﻑ ﻋﻀﻴﺎﺕ ﻫﺫﻩ ﺍﻝﻬﻴﻭﻝﻰ ﻋﻠﻰ ﺘﺭﻜﻴﺏ‬
‫ﺍﻝﺒﺭﻭﺘﻴﻥ‪ ،‬ﻨﺠﺭﻱ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺍﻝﺘﺠﺭﺒﺔ‪ :‬ﺘﻭﻀﻊ ﻜل ﻋﻀﻴﺔ ﻋﻠﻰ ﺤﺩﺓ ﻓﻲ ﻭﺴﻁ ﺯﺠﺎﺠﻲ‪ ،‬ﺘﻀﺎﻑ ﺇﻝﻴﻪ ﺃﺤﻤﺎﺽ ﺃﻤﻴﻨﻴﺔ ﻤﺸﻌﺔ‪ ،‬ﻤﺭﻜﺏ ﻏﻨﻲ ﺒﺎﻝﻁﺎﻗﺔ‪،‬‬
‫ﺃﻨﺯﻴﻤﺎﺕ ﻤﺘﺨﺼﺼﺔ ﻭ‪ .ARNm‬ﺒﻌﺩ ﻋﻤﻠﻴﺔ ﺤﻀﻥ ﻝﻤﺩﺓ ﺯﻤﻨﻴﺔ ﻜﺎﻓﻴﺔ‪ ،‬ﺘﻘﺩﺭ ﻜﻤﻴﺔ ﺇﺸﻌﺎﻉ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺍﻝﻤﺼﻨﻌﺔ ﻓﻲ‬
‫ﻤﺨﺘﻠﻑ ﺍﻷﻭﺴﺎﻁ‪ ،‬ﻤﺤﺘﻭﻯ ﻜل ﺃﻨﺒﻭﺏ ﻭﻨﺘﺎﺌﺠﻪ ﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬

‫ﺇﺸﻌﺎﻉ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﻭﻜﻤﻴﺘﻬﺎ‬

‫ﺍﻝﻌﻀﻴﺎﺕ‬ ‫‪ -‬ﺤﻠﹼل ﻨﺘﺎﺌﺞ ﺍﺼﻁﻨﺎﻉ ﺍﻝﺒﺭﻭﺘﻴﻥ ﻓﻲ‬
‫)ﻭﺤﺩﺓ ﺩﻭﻝﻴﺔ(‬
‫ﺍﻝﻭﺴﻁ ﺍﻝﺯﺠﺎﺠﻲ ﻭﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ؟‬
‫‪10.8‬‬ ‫ﻤﺴﺘﺨﻠﺹ ﺨﻠﻭﻱ ﻜﺎﻤل‬
‫‪1.3‬‬ ‫ﻤﻴﺘﻭﻜﻨﺩﺭﻱ‬
‫‪1.1‬‬ ‫ﻤﻴﻜﺭﻭﺯﻭﻤﺎﺕ )ﺭﻴﺒﻭﺯﻭﻤﺎﺕ ‪ +‬ﺃﻏﺸﻴﺔ ﺨﻠﻭﻴﺔ(‬
‫‪0.4‬‬ ‫ﺍﻝﻤﺤﻠﻭل ﺍﻝﻁﺎﻓﻲ ﺍﻝﻨﻬﺎﺌﻲ‬
‫‪10.2‬‬ ‫ﻤﻴﺘﻭﻜﻨﺩﺭﻱ ‪ +‬ﻤﻴﻜﺭﻭﺯﻭﻤﺎﺕ‬
‫‪1.5‬‬ ‫ﻤﻴﺘﻭﻜﻨﺩﺭﻱ ‪ +‬ﺍﻝﻤﺤﻠﻭل ﺍﻝﻁﺎﻓﻲ ﺍﻝﻨﻬﺎﺌﻲ‬
‫‪1.2‬‬ ‫ﻤﻴﺘﻭﻜﻨﺩﺭﻱ ‪ +‬ﻤﻴﻜﺭﻭﺯﻭﻤﺎﺕ ﺒﻌﺩ ﻏﻠﻴﻬﺎ‬

‫‪ -4‬ﻤﻭﺍﺯﺍﺓ ﻤﻊ ﻗﻴﺎﺱ ﻜﻤﻴﺔ ﺍﻝﺒﺭﻭﺘﻴﻥ ﻭﻜﻤﻴﺔ ﺍﻝـ‪ ،ARN‬ﻴﺘﻡ ﻗﻴﺎﺱ ﻜﻤﻴﺔ ﺍﻝﻁﺎﻗﺔ ﺍﻝﻤﺴﺘﻬﻠﻜﺔ‪.‬‬
‫ﺃ‪ -‬ﺒﺄﻴﺔ ﺼﻭﺭﺓ ﻴﺘﻡ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻁﺎﻗﺔ؟‬
‫ﺏ‪ -‬ﻝﻤﺎﺫﺍ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ ﻴﺘﻡ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻁﺎﻗﺔ؟‬
‫ﺝ‪ -‬ﻤﺜﹼل ﺒﻭﺍﺴﻁﺔ ﻤﻨﺤﻨﻴﺎﺕ ﻤﺸﺎﺒﻬﺔ ﻝﻤﺎ ﻫﻭ ﻤﻤﺜل ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﺘﻁﻭﺭ ﻜﻤﻴﺔ ﺍﻝﻁﺎﻗﺔ ﺍﻝﻤﺴﺘﻬﻠﻜﺔ ﺨﻼل ﺍﻝﺯﻤﻥ‬
‫ﻝﻠﺠﺯﺃﻴﻥ )ﺝ‪ (1‬ﻭ)ﺝ‪.(2‬‬
‫‪ -5‬ﺒﻴ‪‬ﻥ ﻜﻴﻑ ﺘﺘﺩﺨل ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﻓﻲ ﺘﺤﻘﻴﻕ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 08) :‬ﻨﻘﺎﻁ(‬

‫‪ -I‬ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻤﺭﺽ ﺨﻁﻴﺭ ﻴﺼﻴﺏ ﺍﻹﻨﺴﺎﻥ‪ .‬ﺘﻔﺭﺯ ﺍﻝﺒﻜﺘﺭﻴﺎ ﺍﻝﻤﺴﺒﺒﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺭﺽ ﺴﻤﺎ ﻗﺎﺘﻼ )ﺍﻝﺘﻭﻜﺴﻴﻥ ﺍﻝﺩﻓﺘﻴﺭﻱ(؛ ﻭﻓﻲ‬
‫ﻭﺠﻭﺩ ﻜﻠﻭﺭﻴﺭ ﺍﻝﻴﻭﺩ‪ ،‬ﻗﺩ ﻴﻔﻘﺩ ﻫﺫﺍ ﺍﻝﺴﻡ ﻤﻔﻌﻭﻝﻪ ﺩﻭﻥ ﺃﻥ ﻴﻔﻘﺩ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺇﺜﺎﺭﺓ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻨﺎﻋﻴﺔ‪ .‬ﻭﻝﻐﺭﺽ ﺩﺭﺍﺴﺔ‬
‫ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻌﻀﻭﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻤﺭﺽ‪ ،‬ﻭﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﺘﺩﺨﻠﺔ ﻓﻲ ﻫﺫﻩ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺃﻨﺠﺯﺕ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬

‫ﺻﻔﺤﺔ ‪ 2‬ﻣﻦ ‪8‬‬

 ‫ا‪<=,‬‬ ‫ا‪(,‬رب‬
‫ ت‬
‫ﻤﻭﺕ ﺍﻝﺤﻴﻭﺍﻥ‬
‫ا ی‬
‫ا"("'‪!7‬‬
‫‪1‬‬ ‫)أ(‬
‫ ت‬ ‫‬
‫ ت‬ ‫ا ی‬ ‫آ‪0‬ری‬
‫ا ی‬ ‫‪2‬‬ ‫ا د‬
‫‪3‬‬ ‫!‪ *$+‬ﺕ‪$‬ت‬
‫‪3‬‬ ‫ا"("'‪!7‬‬
‫‪#‬ء ا ان ‬ ‫)ب (‬
‫ ت‬ ‫‬ ‫‪3‬‬
‫ا ی‬ ‫ا ‪
$‬‬
‫‪#‬ء ا ان ‬ ‫ا('&ص‬ ‫!‪*$+‬‬
‫‪4‬‬ ‫‪4‬‬ ‫ا ‪
$‬‬ ‫ﺕ‪,-‬‬

‫ ت‬ ‫ ا ‪

$‬‬
‫ا ی‬ ‫ا"("'‪!7‬‬
‫‪5‬‬ ‫‪5‬‬
‫)ج(‬
‫!ت ا ان‬ ‫ا('&ص ا ‪
$‬‬

‫ا'&‪(1) !%‬‬

‫‪ -1‬ﺤﻠﹼل ﻫﺫﻩ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪.‬‬

‫‪ -2‬ﻜﻴﻑ ﺘﻔﺴﺭ ﻤﻭﺕ ﺍﻝﺤﻴﻭﺍﻨﻴﻥ)‪ (1‬ﻭ)‪ (5‬ﻭﺒﻘﺎﺀ ﺍﻝﺤﻴﻭﺍﻨﻴﻥ )‪ (3‬ﻭ)‪ (4‬ﻋﻠﻰ ﻗﻴﺩ ﺍﻝﺤﻴﺎﺓ ؟‬
‫‪ -3‬ﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ ﻓﻴﻤﺎ ﻴﺨﺹ ﻨﻭﻉ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻨﺎﻋﻴﺔ؟ ﻋﻠﹼل ﺇﺠﺎﺒﺘﻙ‪.‬‬
‫‪ -II‬ﺘﺘﺩﺨل ﺍﻝﺠﺯﻴﺌﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺸﻜل "ﺃ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﻓﻲ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻨﺎﻋﻴﺔ ﺍﻝﻤﺩﺭﻭﺴﺔ‪ .‬ﻭﻝﻤﻌﺭﻓﺔ ﺒﻌﺽ‬
‫ﺨﺼﺎﺌﺹ ﻫﺫﻩ ﺍﻝﺠﺯﻴﺌﺔ‪ ،‬ﺃﻨﺠﺯﺕ ﺍﻝﺘﺠﺎﺭﺏ ﺍﻝﻤﻤﺜﻠﺔ ﻓﻲ ﺠﺩﻭل ﺍﻝﺸﻜل "ﺏ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪.(2‬‬
‫ﺨﻭﺍﺹ ﺍﻝﻘﻁﻊ ﺍﻝﻤﺤﺼل ﻋﻠﻴﻬﺎ‬
‫ﺇﻤﻜﺎﻨﻴﺔ ﺍﻝﺘﺜﺒﺕ‬ ‫ﻨﺘﺎﺌﺞ‬ ‫ﻤﻌﺎﻝﺠﺔ ﺍﻝﻌﻨﺎﺼﺭ ﺍﻝﻤﻤﺜﻠﺔ‬
‫ﺘﺜﺒﻴﺕ‬
‫ﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ‬ ‫ﺍﻝﻤﻌﺎﻝﺠﺔ‬ ‫ﺒﺎﻝﺸﻜل " ﺃ "‬
‫ﻤﻭﻝﺩ ﺍﻝﻀﺩ‬
‫ﺍﻝﺒﺎﻝﻌﺔ‬
‫‪ 3‬ﺍﻝﺠﺯﺀ "ﺃ"‬
‫ﻋﻨﺎﺼﺭ‬
‫ﻨﻌﻡ‬ ‫ﻨﻌﻡ‬ ‫ﺩﻭﻥ ﻤﻌﺎﻝﺠﺔ‬ ‫‪1‬‬
‫ﺍﻝﺸﻜل "ﺃ"‬
‫‪1‬‬
‫ﻻ‬ ‫ﻻ‬ ‫ﺍﻝﻌﻨﺼﺭ ‪2‬‬ ‫ﻗﻁﻊ ﺍﻝﺭﻭﺍﺒﻁ )‪ (1‬ﻤﻥ‬ ‫ﺍﻝﺠﺯﺀ"ﺏ"‬ ‫‪2‬‬
‫ﻻ‬ ‫ﻻ‬ ‫ﺍﻝﻌﻨﺼﺭ ‪3‬‬ ‫ﺍﻝﺸﻜل " ﺃ "‬ ‫‪2‬‬
‫ﻻ‬ ‫ﻨﻌﻡ‬ ‫ﺍﻝﺠﺯﺀ "ﺃ"‬ ‫ﺘﻔﻜﻴﻙ ﺍﻝﺠﺯﻴﺌﺔ ﺒﺎﻷﻨﺯﻴﻡ‬
‫ﺇﻝﻰ ﺠﺯﺃﻴﻥ "ﺃ" ﻭ"ﺏ"‬ ‫‪3‬‬
‫ﻨﻌﻡ‬ ‫ﻻ‬ ‫ﺍﻝﺠﺯﺀ "ﺏ"‬
‫ﻜﻤﺎ ﻫﻭ ﻤﺒﻴﻥ ﻓﻲ ﺍﻝﺸﻜل"ﺃ"‬
‫ا 
"أ"‬
‫ا 
" ب "‬
‫ا'&‪( 2 ) !%‬‬

‫‪ -1‬ﺘﻌﺭ‪‬ﻑ ﻋﻠﻰ ﺍﻝﺠﺯﻴﺌﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺸﻜل "ﺃ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ ،(2‬ﻭﺴﻡ‪ ‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﻤﻥ ‪ 1‬ﺇﻝﻰ ‪.3‬‬
‫‪ -2‬ﺤﻠﹼل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺸﻜل "ﺏ"‬
‫‪ -3‬ﺒﻴ‪‬ﻥ ﻜﻴﻑ ﻴﺴﺎﻫﻡ ﻜل ﻤﻥ ﺍﻝﻌﻨﺼﺭ)‪ (2‬ﻭﺍﻝﻌﻨﺼﺭ)‪ (3‬ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺨﻭﺍﺹ ﺍﻝﻭﻅﻴﻔﻴﺔ ﻝﻬﺫﻩ ﺍﻝﺠﺯﻴﺌﺔ‪.‬‬
‫‪ -4‬ﻤﺜﹼل ﺒﺭﺴﻭﻤﺎﺕ ﺘﺨﻁﻴﻁﻴﺔ ﻁﺭﻴﻘﺔ ﺘﺩﺨل ﻫﺫﻩ ﺍﻝﺠﺯﻴﺌﺔ ﻓﻲ‪:‬‬
‫ﺃ‪ -‬ﺘﺜﺒﻴﺕ ﻤﻭﻝﺩ ﺍﻝﻀﺩ‪.‬‬
‫ﺏ‪ -‬ﺍﻝﺘﺜﺒﺕ ﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﺎﻝﻌﺔ‪.‬‬
‫ﺻﻔﺤﺔ ‪ 3‬ﻣﻦ ‪8‬‬
 ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫ﻨﺴﺠل ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻌﺼﺒﻭﻨﺎﺕ ﺘﻐﻴﺭﺍﺕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﺘﻲ ﺘﺘﻌﺭﺽ ﻝﻬﺎ ﺘﺤﺕ ﺘﺄﺜﻴﺭ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺒﻠﻐﺎﺕ ﺍﻝﻌﺼﺒﻴﺔ‪.‬‬
‫‪ -I‬ﺘﻨﺠﺯ ﺍﻝﺘﺠﺭﺒﺘﻴﻥ ﺍﻝﺘﺎﻝﻴﺘﻴﻥ ﻋﻠﻰ ﺍﻝﺘﺭﻜﻴﺏ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺍﻝﻤﻤﺜﹼل ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﻭﺍﻝﺫﻱ ﻴﻤﺜﹼل ﻋﺼﺒﻭﻨﺎﺕ ﺍﻝﻘﺭﻭﻥ ﺍﻝﺨﻠﻔﻴﺔ‬
‫ﻝﻠﻨﺨﺎﻉ ﺍﻝﺸﻭﻜﻲ ﺍﻝﺘﻲ ﺘﺴﺘﻘﺒل ﻋﺩﺓ ﺘﻔﺭﻋﺎﺕ ﻨﻬﺎﺌﻴﺔ ﻤﻥ ﺍﻝﻌﺼﺒﻭﻨﺎﺕ ﺍﻝﻤﺠﺎﻭﺭﺓ‪:‬‬
‫‪ -‬ﺘﺠﺭﺒﺔ‪:1‬‬
‫م‪3‬‬
‫ﻡ‪1‬‬ ‫ت‪1‬‬ ‫ﻨﺤﺩﺙ ﺘﻨﺒﻴﻬﺎ ﻓﻲ ﺍﻝﻨﻘﻁﺔ )ﺕ ( ﻤﻥ ﺍﻝﻌﺼﺒﻭﻥ )ﻉ (‪ ،‬ﻭﻨﺴﺠل ﺘﻐﻴﺭﺍﺕ‬
‫‪1‬‬ ‫‪1‬‬

‫ع‪1‬‬ ‫ﺍﻻﺴﺘﻘﻁﺎﺏ ﻓﻲ ﺍﻝﻨﻘﺎﻁ )ﻡ‪ (1‬ﻭ )ﻡ‪ (3‬ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻤﺜﻠﺔ‬
‫ﻓﻲ ﺍﻝﺸﻜﻠﻴﻥ )ﺃ‪ ،‬ﺏ( ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪.(2‬‬
‫م‪4‬‬ ‫م‪2‬‬ ‫ع‪2‬‬
‫‪ -‬ﺘﺠﺭﺒﺔ‪:2‬‬
‫ت‪2‬‬

‫ع‪3‬‬ ‫ﻨﺤﺩﺙ ﺘﻨﺒﻴﻬﺎ ﻫﺫﻩ ﺍﻝﻤﺭﺓ ﻓﻲ ﺍﻝﻨﻘﻁﺔ )ﺕ‪ (2‬ﻤﻥ ﺍﻝﻌﺼﺒﻭﻥ )ﻉ‪، (2‬‬
‫م‪5‬‬
‫ﻭﻨﺴﺠل ﺘﻐﻴﺭﺍﺕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻓﻲ )ﻡ‪ (2‬ﻭ)ﻡ‪ ،(3‬ﻭﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﺼل‬
‫ا'&‪(1) !%‬‬ ‫ﻋﻠﻴﻬﺎ ﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻷﺸﻜﺎل )ﺝ‪ ،‬ﺩ( ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪.(2‬‬

‫ ‪@'A B6‬‬ ‫ ‪@'A B6‬‬ ‫ ‪@'A B6‬‬ ‫ ‪@'A B6‬‬

‫‪-70‬‬ ‫‪-70‬‬
‫‪-70‬‬ ‫م‪3‬‬
‫م‪1‬‬ ‫‪-70‬‬ ‫م‪2‬‬
‫م‪3‬‬

‫ا? > )أ(‬ ‫ا? > )ب(‬ ‫ا? > )ج(‬ ‫ا? > )د(‬

‫ا'&‪(2) !%‬‬

‫ﻫل ﺍﻝﺘﻨﺒﻴﻬﺎﺕ )ﺕ‪ (1‬ﻭ)ﺕ‪ (2‬ﺘﻨﺒﻴﻬﺎﺕ ﻓﻌﺎﻝﺔ؟ ﻭﻝﻤﺎﺫﺍ؟‬ ‫‪-1‬‬

‫ﻓﺴ‪‬ﺭ ﺘﻐﻴﺭﺍﺕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻋﻨﺩ )ﻡ‪ (3‬ﻓﻲ ﺍﻝﺘﺠﺭﺒﺔ‪ ،1‬ﺜﻡ‪ ‬ﻓﻲ ﺍﻝﺘﺠﺭﺒﺔ‪.2‬‬ ‫‪-2‬‬
‫ﻤﺎ ﻫﻭ ﺍﻝﺘﺴﺠﻴل ﺍﻝﻤﻨﺘﻅﺭ ﺍﻝﺤﺼﻭل ﻋﻠﻴﻪ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻨﻘﻁﺔ )ﻡ‪ (4‬ﻋﻨﺩ ﺇﺤﺩﺍﺙ ﺍﻝﺘﻨﺒﻴﻪ )ﺕ‪ (1‬ﻭ)ﺕ‪ (2‬ﻓﻲ ﻨﻔﺱ‬ ‫‪-3‬‬
‫ﺍﻝﻭﻗﺕ؟ ﺍﺸﺭﺡ ﺫﻝﻙ‪.‬‬
‫ﻜﻴﻑ ﻴﻜﻭﻥ ﺍﻝﺘﺴﺠﻴل ﻋﻨﺩ )ﻡ‪ (5‬ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ )ﺃﻱ ﻋﻨﺩ ﺍﻝﺘﻨﺒﻴﻪ ﻓﻲ )ﺕ‪ (1‬ﻭ )ﺕ‪ (2‬ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ( ؟‬ ‫‪-4‬‬

‫‪ -II‬ﻨﺤﻘﻥ ﻓﻲ ﺍﻝﻔﺭﺍﻍ ﺍﻝﻤﺸﺒﻜﻲ ﻝﻠﻌﺼﺒﻭﻥ )ﻉ‪ (1‬ﺤﻤﺽ ﻗﺎﻤﺎ ﺃﻤﻴﻨﻭﺒﻭﺘﻴﺭﻴﻙ )‪ (GABA‬ﺒﺎﻝﺘﺭﻜﻴﺯ )ﺘﺭ‪ ،(1‬ﺜﻡ‪ ‬ﻨﺴﺠل‬
‫ﺍﻝﻜﻤﻭﻥ ﻓﻲ ﺍﻝﻐﺸﺎﺀ ﺒﻌﺩ ﺍﻝﻤﺸﺒﻜﻲ‪.‬‬
‫ﺍﻝﻨﺘﻴﺠﺔ ﺍﻝﻤﺤﺼل ﻋﻠﻴﻬﺎ ﺘﻜﻭﻥ ﻤﻤﺎﺜﻠﺔ ﻝﻤﻨﺤﻨﻰ ﺍﻝﺸﻜل )ﺏ( ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪.(2‬‬
‫‪ -1‬ﻓﻴﻡ ﻴﺘﻤﺜﹼل ﺘﺄﺜﻴﺭ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﺤﻘﻭﻨﺔ ؟ ﺍﺸﺭﺡ ﺫﻝﻙ‪.‬‬
‫‪ -2‬ﻗﺎﺭﻥ ﺒﻴﻥ ﻤﻔﻌﻭل )‪ (GABA‬ﻭﻤﻔﻌﻭل ﺍﻷﺴﺘﻴل ﻜﻭﻝﻴﻥ )ﻋﻠﻤﺎ ﺃﻥ‪ ‬ﺍﻷﺴﺘﻴل ﻜﻭﻝﻴﻥ ﺘﻔﺭﺯ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻔﺭﺍﻍ ﺍﻝﻤﺸﺒﻜﻲ‬
‫ﻝﻠﻌﺼﺒﻭﻥ )ﻉ‪.((2‬‬

‫ﺻﻔﺤﺔ ‪ 4‬ﻣﻦ ‪8‬‬

 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 08 ) :‬ﻨﻘﺎﻁ(‬

‫ﺘﺘﻤﻴﺯ ﺍﻝﻜﺎﺌﻨﺎﺕ ﺍﻝﺤﻴﺔ ﺫﺍﺘﻴﺔ ﺍﻝﺘﻐﺫﻴﺔ ﺒﻘﺩﺭﺘﻬﺎ ﻋﻠﻰ ﺘﺤﻭﻴل ﺍﻝﻁﺎﻗﺔ ﺍﻝﻀﻭﺌﻴﺔ ﺇﻝﻰ ﻁﺎﻗﺔ ﻜﻴﻤﻴﺎﺌﻴﺔ ﻜﺎﻤﻨـﺔ ﻓـﻲ ﺍﻝﺠﺯﻴﺌـﺎﺕ‬
‫ﺍﻝﻌﻀﻭﻴﺔ‪ .‬ﻭﻝﻤﻌﺭﻓﺔ ﺁﻝﻴﺎﺕ ﻭﻤﺭﺍﺤل ﻫﺫﺍ ﺍﻝﺘﺤﻭﻴل‪ ،‬ﻨﻘﺘﺭﺡ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -I‬ﺃﺠﺭﻴﺕ ﺘﺠﺭﺒﺔ ﻋﻠﻰ ﻤﻌﻠﻕ ﻤﻥ ﺍﻝﺼﺎﻨﻌﺎﺕ ﺍﻝﺨﻀﺭﺍﺀ ﺍﻝﻤﻌﺯﻭﻝﺔ ﻭﺍﻝﻤﻭﻀﻭﻋﺔ ﻓﻲ ﻭﺴﻁ ﻓﻴﺯﻴﻭﻝﻭﺠﻲ ﻤﻼﺌﻡ‪.‬‬
‫ﻴﻭﻀ‪‬ﺢ ﺍﻝﺸﻜل "ﺃ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﻤﺭﺍﺤل ﺍﻝﺘﺠﺭﺒﺔ ﻭﺸﺭﻭﻁﻬﺎ ﻭﻨﺘﺎﺌﺠﻬﺎ‪.‬‬
‫‪ - 1‬ﻓﺴ‪‬ﺭ ﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل‪.‬‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻝﺜﺔ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ‬ ‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ‬ ‫ﺍﻝﻤﺭﺍﺤل‬
‫‪ -‬ﻴﻨﻘل ﺇﻝﻰ ﺍﻝﻀﻭﺀ‬ ‫‪ -‬ﻴﻨﻘل ﺇﻝﻰ ﺍﻝﻅﻼﻡ‬ ‫‪ -‬ﻭﺠﻭﺩ ﺍﻝﻀﻭﺀ‬ ‫ﺍﻝﺸﺭﻭﻁ‬
‫‪ -2‬ﺍﺴﺘﺨﺭﺝ ﻤﻥ ﺍﻝﺠﺩﻭل ﺸﺭﻭﻁ ﺍﺴﺘﻤﺭﺍﺭ‬
‫‪ -‬ﻭﺠﻭﺩ ‪CO2‬‬ ‫‪ -‬ﻭﺠﻭﺩ ‪CO2‬‬ ‫‪ -‬ﻏﻴﺎﺏ ‪CO2‬‬ ‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻨﻁﻼﻕ ﺍﻝـ ‪.O2‬‬
‫‪ -‬ﺍﻨﻁﻼﻕ ‪O2‬‬ ‫‪ -‬ﺘﺜﺒﻴﺕ ‪ CO2‬ﻝﻔﺘﺭﺓ‬ ‫ﺍﻨﻁﻼﻕ ‪ O2‬ﻝﻔﺘﺭﺓ‬ ‫ﺍﻝﻨﺘﺎﺌﺞ‬ ‫‪ -3‬ﻤﺎﺫﺍ ﻴﻤﻜﻨﻙ ﺍﺴﺘﺨﻼﺼﻪ ﻓﻴﻤﺎ ﻴﺨﺹ‬
‫ﻭﺘﺜﺒﻴﺕ ‪CO2‬‬ ‫ﻗﺼﻴﺭﺓ‬ ‫ﻗﺼﻴﺭﺓ ﺜﻡ‪ ‬ﻴﺘﻭﻗﻑ‬ ‫ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‬
‫ﻤﺭﺍﺤل ﻫﺫﺍ ﺍﻝﺘﺤﻭﻴل؟‬
‫ا? > " أ "‬
‫‪ -4‬ﻴﻤﺜﹼل ﺍﻝﺸﻜل"ﺏ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﺼﺎﻨﻌﺔ‬
‫ﺨﻀﺭﺍﺀ ﺒﺎﻝﻤﺠﻬﺭ ﺍﻹﻝﻜﺘﺭﻭﻨﻲ‪.‬‬
‫‪4‬‬
‫ﺃ‪ -‬ﻀﻊ ﺍﻝﺒﻴﺎﻨﺎﺕ ﻝﻠﻌﻨﺎﺼﺭ ﺍﻝﻤﺭﻗﻤﺔ ﻤﻥ‪ 1‬ﺇﻝﻰ‪.4‬‬
‫‪2‬‬ ‫ﺏ‪ -‬ﺇﺫﺍ ﻋﻠﻤﺕ ﺃﻥ‪ ‬ﺍﻝﻌﻨﺼﺭ)ﺱ( ﻴﻌﻁﻲ ﻝﻭﻨﺎ‬
‫‪3‬‬ ‫ﺃﺯﺭﻗﺎ ﺒﻨﻔﺴﺠﻴﺎ ﻋﻨﺩ ﺍﻝﻤﻌﺎﻝﺠﺔ ﺒﻤﺎﺀ ﺍﻝﻴﻭﺩ‪.‬‬
‫س‬
‫‪1‬‬ ‫ﺤﺩ‪‬ﺩ ﺍﻝﻁﺒﻴﻌﺔ ﺍﻝﻜﻴﻤﻴﺎﺌﻴﺔ ﻝﻬﺫﺍ ﺍﻝﻌﻨﺼﺭ‪.‬‬
‫ﺝ‪ -‬ﻫل ﺍﻝﻌﻀﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻝﺸﻜل "ﺏ"‬
‫ﻤﺄﺨﻭﺫﺓ ﻤﻥ ﻨﺒﺎﺕ ﻤﻌﺭﺽ ﻝﻠﻀﻭﺀ ﺃﻡ ﻤﻥ‬
‫ا? > " ب "‬
‫ﻨﺒﺎﺕ ﻤﻭﻀﻭﻉ ﻓﻲ ﺍﻝﻅﻼﻡ ؟ ﻋﻠﹼل ﺇﺠﺎﺒﺘﻙ‪.‬‬
‫ﺍﻝﻭﺜﻴﻘﺔ )‪(1‬‬

‫‪ -II‬ﺒﻐﺭﺽ ﻤﻌﺭﻓﺔ ﻤﺼﺩﺭ ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﻭﺁﻝﻴﺔ ﺍﻨﺘﻘﺎﻝﻬﺎ ﻓﻲ ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺘﺭﻜﻴﺒﻴﺔ ﺍﻝﻀﻭﺌﻴﺔ‪ ،‬ﻨﻘﺘﺭﺡ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺘﺠﺭﺒﺔ‪ :‬ﻭﻀﻊ ﻤﻌﻠﻕ ﻤﻥ ﺍﻝﺼﺎﻨﻌﺎﺕ ﺍﻝﺨﻀﺭﺍﺀ ﺍﻝﻤﻌﺯﻭﻝﺔ ﻓﻲ ﻭﺴﻁ ﺴﺎﺌل ﺨﻠﻭﻱ ﺨﺎل ﻤﻥ ﺍﻝـ ‪ CO2‬ﻭﻤﻌﺭﺽ ﻝﻠﻀﻭﺀ‪.‬‬
‫ﻓﻲ ﺍﻝﺯﻤﻥ ‪ 3‬ﺩﻗﺎﺌﻕ‪ ،‬ﺃﻀﻴﻑ ﻝﻠﻭﺴﻁ ﻤﺴﺘﻘﺒل ﻝﻺﻝﻜﺘﺭﻭﻨﺎﺕ ‪ ) Fe3+‬ﻜﺎﺸﻑ ﻫﻴل ( ﺍﻝﺫﻱ ﻴﺄﺨﺫ ﻝﻭﻨﺎ ﺒﻨﻴﺎ ﻤﺤﻤﺭﺍ ﻓﻲ ﺍﻝﺤﺎﻝﺔ‬
‫ﺍﻝﻤﺅﻜﺴﺩﺓ‪ ،‬ﻭﻝﻭﻨﺎ ﺃﺨﻀﺭﺍ ﻓﻲ ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﺭﺠﻌﺔ ﺤﺴﺏ ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﺎﻝﻴﺔ‪.Fe3++e- →Fe2+ :‬‬
‫ﻭﻓﻲ ﺍﻝﺯﻤﻥ ‪ 5‬ﺩﻗﺎﺌﻕ‪ ،‬ﻨﻘل ﺍﻝﻭﺴﻁ ﺇﻝﻰ ﺍﻝﻅﻼﻡ‪.‬‬
‫ﻨﺘﺎﺌﺞ ﻗﻴﺎﺱ ﺘﻐﻴﺭﺍﺕ ﺘﺭﻜﻴﺯﺍﻝـ ‪ O2‬ﻓﻲ ﺍﻝﻭﺴﻁ ﻤﻤﺜﻠﺔ ﺒﻤﻨﺤﻨﻰ ﺍﻝﺸﻜل "ﺃ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪.(2‬‬

‫ﺻﻔﺤﺔ ‪ 5‬ﻣﻦ ‪8‬‬

 ‫* ﻴﻤﺜل ﻤﺨﻁﻁ ﺍﻝﺸﻜل "ﺏ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﻤﺴﺎﺭ ﺍﻨﺘﻘﺎل ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﻓﻲ ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺘﺭﻜﻴﺒﻴﺔ ﺍﻝﻀﻭﺌﻴﺔ‪.‬‬

‫آ"'ن ا‪I‬آ‪8H‬ة وا‪P‬رﺝع )‪(@'A‬‬ ‫آ ا‪I‬آ‪ (H‬ا'@‬

‫‪-1‬‬ ‫*‪P700‬‬
‫‪e‬‬ ‫)  و 'ل‪/‬ل(‬
‫‪-0.8‬‬ ‫'‪T 1‬‬
‫*‪P680‬‬
‫‪e‬‬ ‫‪280‬‬
‫‪-0.6‬‬
‫‪e‬‬ ‫'‪T2‬‬
‫‪e‬‬
‫‪Fe3+‬‬
‫‪-0.4‬‬ ‫‪T1‬‬ ‫‪+‬‬
‫‪2NADP‬‬
‫‪-0.2‬‬ ‫‪220‬‬
‫‪e‬‬
‫‪0‬‬ ‫‪T2‬‬
‫‪''A‬ن‬ ‫‪'L‬ء‬ ‫‪MN‬م‬
‫‪0.2‬‬
‫‪e‬‬
‫‪0.4‬‬ ‫‪T3‬‬
‫‪0.6‬‬ ‫‪''A‬ن‬ ‫‪P700‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫ا  )د
‪5 (!%‬‬
‫‪0.8 2H2O‬‬ ‫‪PSI‬‬
‫‪4e‬‬
‫‪1‬‬ ‫‪e‬‬ ‫‪P680‬‬
‫ب‬
‫ا? > )أ(‬
‫أ‬ ‫‪PSII‬‬
‫ج‬ ‫ا? > )ب(‬

‫ا'&‪(2) !%‬‬

‫‪ -1‬ﺤﻠﹼل ﻤﻨﺤﻨﻰ ﺍﻝﺸﻜل "ﺃ" ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ .(2‬ﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ ؟‬

‫‪ -2‬ﺍﺸﺭﺡ ﺁﻝﻴﺔ ﺍﻨﺘﻘﺎل ﺍﻻﻝﻜﺘﺭﻭﻨﺎﺕ ﻓﻲ ﺍﻷﺠﺯﺍﺀ ﺃ‪ ،‬ﺏ‪ ،‬ﺝ ﻤﻥ ﺍﻝﺸﻜل )ﺏ(‪.‬‬
‫‪ -3‬ﻤﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻭﻤﻌﺎﺭﻓﻙ‪ .‬ﻤﺜﹼل ﺒﺭﺴﻡ ﻭﻅﻴﻔﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻤﻌﻨﻴﺔ ﻤﻥ ﺍﻝﺘﺭﻜﻴﺏ ﺍﻝﻀﻭﺌﻲ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻏﺸﺎﺀ‬
‫ﺍﻝﺘﻴﻼﻜﻭﺌﻴﺩ‪.‬‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 06) :‬ﻨﻘﺎﻁ(‬
‫ﺍﻝﺘﺭﻜﻴﺯ‬ ‫ﻹﻅﻬﺎﺭ ﺩﻭﺭ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﻓﻲ ﺍﻝﻨﺸﺎﻁ ﺍﻹﻨﺯﻴﻤﻲ‪ ،‬ﻨﻘﺘﺭﺡ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -1‬ﻋﻨﺩ ﻤﺯﺝ ﻜﻤﻴﺎﺕ ﻤﻌﻠﻭﻤﺔ ﻤﻥ ﺍﻹﻨﺯﻴﻡ )‪ (E‬ﻭﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل )‪ (S‬ﻓﻲ‬
‫‪P‬‬
‫‪:‬‬ ‫ﺸﺭﻭﻁ ﻤﻨﺎﺴﺒﺔ‪ ،‬ﻴﻨﺘﺞ ﻋﻨﻪ ﺘﻔﺎﻋل ﺇﻨﺯﻴﻤﻲ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﺒﺎﻝﻌﻼﻗﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ا"‪',‬ج‬ ‫‪V‬‬ ‫ ‪V‬‬
‫‪E  S  E S  E  P‬‬
‫ﺤﻴﺙ‪ V1 :‬ﺘﻤﺜل ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ﺒﻴﻥ ﺍﻝـ )‪ (E‬ﻭﺍﻝـ )‪.(S‬‬
‫‪ V2‬ﺘﻤﺜل ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻤﺅﺩﻴﺔ ﺇﻝﻰ ﺘﺸﻜل ﺍﻝﻨﺎﺘﺞ ‪E + P‬‬
‫‪E-S‬‬ ‫ﺃ‪ -‬ﻤﺎﺫﺍ ﻴﻤﺜل )‪ (E-S‬؟‬
‫ﺏ‪ -‬ﻜﻴﻑ ﻴﺘﻡ ﻗﻴﺎﺱ ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻹﻨﺯﻴﻤﻲ ؟‬
‫ﺯ‪0‬‬
‫ﺯ‪2‬‬
‫ﺯ‪3‬‬ ‫ﺍﻝﺯﻤﻥ‬ ‫ﺝ‪ -‬ﻤﺎ ﻫﻲ ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺒﻨﻴﻭﻴﺔ ﺒﻴﻥ )‪ (E‬ﻭ)‪(S‬؟‬
‫ﺯ‪1‬‬
‫‪ -2‬ﻴﻌﻤل ﺍﻹﻨﺯﻴﻡ ﺭﻴﺒﻭﻨﻴﻜﻠﻴﺎﺯ ﻋﻠﻰ ﺇﻤﺎﻫﺔ ﺍﻝـ ‪ ،ARN‬ﻭﻴﺴﻤﺢ ﺘﺘﺒﻊ‬
‫ا'&‪(1) !%‬‬
‫ﺘﻁﻭﺭ ﺘﺭﻜﻴﺯ ﻜل ﻤﻥ ﺍﻝﻤﻨﺘﻭﺝ ‪ P‬ﻭﺍﻝـ ‪ E-S‬ﺒﺎﻝﺤﺼﻭل ﻋﻠﻰ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬
‫ﺃ‪ -‬ﺤﻠﹼل ﻤﻨﺤﻨﻴﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬
‫ﺍﻝﻤﻨﺘﻭﺝ‬ ‫ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل‬ ‫ﺇﻨﺯﻴﻡ‬
‫ﺏ‪ -‬ﻗﺩ‪‬ﻡ ﺘﻔﺴﻴﺭﺍ ﻝﻠﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﺼل ﻋﻠﻴﻬﺎ‪.‬‬
‫ﺝ‪ -‬ﻤﺜﹼل ﺒﺭﺴﻡ ﺘﺨﻁﻴﻁﻲ ﺘﻔﺴﻴﺭﻱ ﻴﻭﻀﺢ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ )‪ (E‬ﻭ)‪ (S‬ﻭ)‪ (P‬ﻓﻲ ﺍﻷﺯﻤﻨﺔ ﺍﻝﺘﺎﻝﻴﺔ‪ :‬ﺯ‪ ، 0‬ﺯ‪ ، 1‬ﺯ‪. 2‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﺍﺴﺘﻌﻤﺎل ﺍﻝﺭﻤﻭﺯ ﺍﻝﻤﻌﻁﺎﺓ‪.‬‬

‫ﺻﻔﺤﺔ ‪ 6‬ﻣﻦ ‪8‬‬

 ‫‪ -3‬ﺘﻡ‪ ‬ﺤﻀﻥ ﺇﻨﺯﻴﻡ ﺍﻝﺭﻴﺒﻭﻨﻴﻜﻠﻴﺎﺯ ﻤﻊ ﻤﺎﺩﺘﻲ ‪ β‬ﻤﺭﻜﺒﺘﻭﺇﻴﺜﺎﻨﻭل ﻭﺍﻝﻴﻭﺭﻴﺎ‪ ،‬ﻓﺄﺼﺒﺢ ﺍﻹﻨﺯﻴﻡ ﻋﻨﺩﺌﺫ ﻏﻴﺭ ﻭﻅﻴﻔﻲ‪ .‬ﻭﺒﻌﺩ‬
‫ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﻫﺎﺘﻴﻥ ﺍﻝﻤﺎﺩﺘﻴﻥ ﻓﻲ ﻭﺠﻭﺩ ﺍﻷﻜﺴﺠﻴﻥ‪ ،‬ﻴﺴﺘﺭﺠﻊ ﺍﻹﻨﺯﻴﻡ ﻨﺸﺎﻁﻪ ﻜﻤﺎ ﻫﻭ ﻤﻭﻀﺢ ﺒﺎﻝﻭﺜﻴﻘﺔ )‪.(2‬‬

‫ آ‪R‬‬
‫ﻥع ا"آ‪R‬‬ ‫ا'ری ‪+‬‬
‫"ا'ری و ‪ β‬آ‪',‬إی‪T‬ﻥ'ل"‬ ‫‪ β‬آ‪',‬إی‪T‬ﻥ'ل‬

‫ری'ﻥ ‪6‬ز و‪B3N‬‬ ‫ری'ﻥ ‪6‬ز و‪B3N‬‬ ‫ری'ﻥ ‪6‬ز و‪B3N‬‬

‫ا'&‪(2 )!%‬‬

‫‪ -‬ﻤﻥ ﻫﺫﻩ ﺍﻝﻤﻌﻁﻴﺎﺕ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﻭﻤﻌﻠﻭﻤﺎﺘﻙ‪ .‬ﻤﺎ ﻫﻲ ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺃﺩﺕ ﺇﻝﻰ ﻓﻘﺩﺍﻥ ﺍﻹﻨﺯﻴﻡ ﻨﺸﺎﻁﻪ؟ ﻋﻠﹼل ﺇﺠﺎﺒﺘﻙ‪.‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 06) :‬ﻨﻘﺎﻁ(‬

‫ﻴﻠﻌﺏ ﺍﻝﻐﺸﺎﺀ ﺍﻝﻬﻴﻭﻝﻲ ﺩﻭﺭﺍ ﺃﺴﺎﺴﻴﺎ ﻓﻲ ﺘﺤﺩﻴﺩ ﻤﺎ ﻫﻭ ﺫﺍﺘﻲ ﻭﻤﺎ ﻫﻭ ﻏﻴﺭ ﺫﺍﺘﻲ‪ .‬ﻭﻝﺩﺭﺍﺴﺔ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﺒﻨﻴﻭﻴﺔ ﻝﻬﺫﺍ‬
‫ﺍﻝﻐﺸﺎﺀ‪ ،‬ﻨﺠﺭﻱ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -I‬ﻴﺤﺘﺎﺝ ﺃﺤﺩ ﺃﻓﺭﺍﺩ ﻋﺎﺌﻠﺔ ﻤﻜﻭﻨﺔ ﻤﻥ ﺴﺘﺔ ﺃﻁﻔﺎل ﺇﻝﻰ ﻨﻘل ﺩﻡ‪ .‬ﻭﻝﻬﺫﺍ ﺍﻝﻐﺭﺽ ﻗﺎﻤﺕ ﻤﻤﺭﻀﺔ ﺒﻭﻀﻊ ﻋﻠﻰ ﺼﻔﻴﺤﺔ‬
‫ﺯﺠﺎﺠﻴﺔ ﻗﻁﺭﺓ ﻤﻥ ﺩﻡ ﺍﻵﺨﺫ ﻤﻀﺎﻓﺔ ﺇﻝﻴﻬﺎ ﻓﻲ ﻜل ﻤﺭﺓ ﻗﻁﺭﺓ ﺩﻡ ﻝﻜل ﻭﺍﺤﺩ ﻤﻥ ﺃﻓﺭﺍﺩ ﺍﻝﻌﺎﺌﻠﺔ )ﻤﻌﻁﻴﻭﻥ ﻤﺤﺘﻤﻠﻭﻥ(‪.‬‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻤﺩﻭﻨﺔ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪.(1‬‬

‫‪&4‬ی ا ‪5-$‬‬
‫ا;‪ 1<4‬ا;‪ 2<4‬ا;‪3<4‬‬ ‫ا;خ‪2‬‬ ‫ا;خ‪1‬‬ ‫ا‪849‬‬ ‫ا‪6‬م‬ ‫ا‪6‬ب‬

‫ا'&‪(1) !%‬‬

‫‪ -1‬ﺤﺩ‪‬ﺩ ﺍﻝﻤﻌﻁﻲ ﺍﻷﻜﺜﺭ ﺘﻭﺍﻓﻘﺎ‪ .‬ﺒﺭ‪‬ﺭ ﺍﺨﺘﻴﺎﺭﻙ‪.‬‬

‫‪ -2‬ﺘﺒﻴ‪‬ﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﺃﻨﻪ ﻗﺩ ﺘﺴﻔﺭ ﻋﻥ ﻋﻤﻠﻴﺔ ﻨﻘل ﺍﻝﺩﻡ ﺒﻴﻥ ﺸﺨﺼﻴﻥ ﺤﻭﺍﺩﺙ ﻅﺎﻫﺭﺓ ﺍﻝﺘﺭﺍﺹ )ﺍﻻﺭﺘﺼﺎﺹ(‪.‬‬
‫ﺃ‪ -‬ﻝﻤﺎﺫﺍ ﻴﺤﺩﺙ ﻫﺫﺍ ﺍﻝﺘﺭﺍﺹ؟‬
‫ﺏ‪ -‬ﻤﺎ ﻫﻲ ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺨﺫﻫﺎ ﺍﻝﻤﻤﺭﻀﺔ ﻝﺘﺤﺩﻴﺩ ﻓﺼﻴﻠﺔ ﺩﻡ ﻜل ﺍﻝﻤﻌﻁﻴﻴﻥ ﺍﻝﻤﺤﺘﻤﻠﻴﻥ ﻝﻤﻨﻊ ﺤﺩﻭﺙ ﺍﻝﺘﺭﺍﺹ ﻓﻲ ﺩﻡ‬
‫ﺍﻵﺨﺫ؟‬

‫ﺻﻔﺤﺔ ‪ 7‬ﻣﻦ ‪8‬‬

 ‫‪ -3‬ﺇﺫﺍ ﺃﻅﻬﺭﺕ ﺍﺨﺘﺒﺎﺭﺍﺕ ﺯﻤﺭ ﺍﻝﺩﻡ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﺃﻥ ﺯﻤﺭﺓ ﺩﻡ ﺍﻷﺏ ﻫﻲ )‪ (A‬ﻭﺯﻤﺭﺓ ﺍﻷﻡ ﻫﻲ )‪.(AB‬‬
‫ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻤﻌﺎﺭﻑ ﺍﻝﻤﺘﻌﻠﻘﺔ ﺒﺎﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻤﻭﺭﺜﺔ ﻭﺍﻝﻨﻤﻁ ﺍﻝﻅﺎﻫﺭﻱ‪:‬‬
‫ﺃ‪ -‬ﺍﺴﺘﺨﺭﺝ ﺍﻝﻨﻤﻁ ﺍﻝﺘﻜﻭﻴﻨﻲ ﻝﻠﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ ﻝﻶﺒﺎﺀ‪ ،‬ﺜﻡ‪ ‬ﺤﺩ‪‬ﺩ ﺍﻝﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ ﻝﻸﺒﻨﺎﺀ‪.‬‬
‫ﺏ‪ -‬ﻫل ﺍﻝﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ ﺍﻝﻤﺤﺩﺩﺓ ﺘﺤﻘﻕ ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻤﻥ ﺍﻹﺠﺎﺒﺔ ﻋﻠﻰ ﺍﻝﺴﺅﺍل ‪1-I‬؟ ﻭﻀﺢ ﺇﺠﺎﺒﺘﻙ‪.‬‬

‫‪ -II‬ﺘﺸﺭﻑ ﻋﻠﻰ ﺼﻨﺎﻋﺔ ﻤﺤﺩﺩﺍﺕ ﺍﻝﺫﺍﺕ ‪ HLA‬ﻤﻭﺭﺜﺎﺕ ﻤﻜﻭﻨﺔ ﻤﻥ ﺃﻝﻴﻼﺕ ﻋﺩﻴﺩﺓ‪ .‬ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﺘﻤﺜل ﺠﺯﺀ ﻤﻥ‬
‫ﺍﻷﻝﻴﻼﺕ ﺍﻝﻤﻌﺒﺭﺓ ﻋﻨﺩ ﺃﺒﻭﻴﻥ‪.‬‬

‫ﺍﻷﺏ‬ ‫ﺍﻷﻡ‬
‫‪5‬‬ ‫‪5‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪7‬‬ ‫‪5‬‬ ‫‪9‬‬
‫‪HLA: DR‬‬ ‫‪B C A‬‬ ‫‪HLA: DR‬‬ ‫‪B C A‬‬
‫‪3‬‬ ‫‪8‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪7‬‬ ‫‪2‬‬
‫‪HLA: DR‬‬ ‫‪B C A‬‬ ‫‪HLA: DR‬‬ ‫‪B27 C A‬‬

‫ﺍﻝﻭﺜﻴﻘﺔ )‪(2‬‬

‫ﺃ‪ -‬ﻤﺎ ﻫﻭ ﺍﻝﻨﻤﻁ ﺍﻝﺘﻜﻭﻴﻨﻲ ﻝﻸﺒﻨﺎﺀ؟‬

‫ﺏ‪ -‬ﻜﻴﻑ ﺘﻔﺴ‪‬ﺭ ﺤﺎﻝﺔ ﺍﻝﻤﻌﻁﻲ ﺍﻷﻜﺜﺭ ﺘﻭﺍﻓﻕ؟‬

‫‪ -III‬ﻤﻥ ﺨﻼل ﻤﺎ ﺘﻭﺼﻠﺕ ﺇﻝﻴﻪ ﻓﻲ ﺍﻝﺩﺭﺍﺴﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﺍﺴﺘﺨﻠﺹ ﻨﻭﻉ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺍﻝﻐﺸﺎﺌﻴﺔ ﺍﻝﻤﺘﺩﺨﻠﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺫﺍﺕ‪.‬‬

‫ﺻﻔﺤﺔ ‪ 8‬ﻣﻦ ‪8‬‬

 ‫ﺍﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ‪2013 :‬‬
‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬

‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل )‪ 08‬ﻨﻘﺎﻁ(‬
‫‪08‬‬
‫‪-1‬‬
‫‪2×0.5‬‬ ‫ﺃ‪ -‬ﺍﻝﺘﺤﻠﻴل‪:‬‬
‫‪ -‬ﺯﺭﻉ ﻗﻁﻌﺔ ﻤﻥ ﺴﺎﻕ ﻋﺩﻴﻤﺔ ﺍﻝﻨﻭﺍﺓ )ﺏ( ﻤﻥ ﺍﻷﺸﻨﺔ ﺫﺍﺕ ﺍﻝﻘﺒﻌﺔ ﺍﻝﻤﺠﻌﺩﺓ ﻋﻠﻰ‬
‫ﺠﺯﺀ ﺃﺨﺭ ﻤﻥ ﺍﻝﺴﺎﻕ ﺫﺍﺕ ﻨﻭﺍﺓ ﻤﻥ ﺍﻷﺸﻨﺔ ﺫﺍﺕ ﺍﻝﻘﺒﻌﺔ ﺍﻝﻤﻔﺼﺼﺔ ﻴﺅﺩﻱ ﻝﻨﻤﻭ‬
‫ﻭﺘﺠﺩﻴﺩ ﻗﺒﻌﺔ ﻤﻔﺼﺼﺔ ‪.‬‬
‫‪ -‬ﺯﺭﻉ ﻗﻁﻌﺔ ﻤﻥ ﺴﺎﻕ ﻋﺩﻴﻤﺔ ﺍﻝﻨﻭﺍﺓ ﻤﻥ ﺍﻷﺸﻨﺔ ﺫﺍﺕ ﺍﻝﻘﺒﻌﺔ ﺍﻝﻤﻔﺼﺼﺔ)ﺃ( ﻋﻠﻰ‬
‫ﺠﺯﺀ ﺃﺨﺭ ﻤﻥ ﺍﻝﺴﺎﻕ ﺫﺍﺕ ﺍﻝﻨﻭﺍﺓ ﻤﻥ ﺍﻷﺸﻨﺔ ﺫﺍﺕ ﺍﻝﻘﺒﻌﺔ ﺍﻝﻤﺠﻌﺩﺓ ﻴﺅﺩﻱ ﺇﻝﻰ ﻨﻤﻭ ﻭ ﺘﺠﺩﻴﺩ‬
‫ﻗﺒﻌﺔ ﻤﺠﻌﺩﺓ‪.‬‬
‫ﺏ – ﺍﻝﻤﺸﻜﻠﺔ ﺍﻝﻌﻠﻤﻴﺔ ﺍﻝﺘﻲ ﻴﺭﺍﺩ ﻤﻌﺎﻝﺠﺘﻬﺎ ‪:‬‬
‫ﻤﺎ ﻫﻲ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﻨﻭﺍﺓ ﺍﻝﺨﻠﻴﺔ ﻭﺍﻝﻨﻤﻁ ﺍﻝﻅﺎﻫﺭﻱ؟‬
‫‪0.25‬‬
‫ﺃﻭ ﻓﻴﻤﺎ ﻴﺘﻤﺜل ﺩﻭﺭ ﺍﻝﻨﻭﺍﺓ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﺨﻠﻭﻱ؟‬
‫ﺝ – ﺍﻝﻤﻌﻠﻭﻤﺔ ﺍﻝﻤﺴﺘﻨﺘﺠﺔ‪:‬‬
‫‪0.5‬‬ ‫‪ -‬ﺍﻝﻨﻤﻁ ﺍﻝﻅﺎﻫﺭﻱ ﻤﺘﻌﻠﻕ ﺒﺎﻝﻨﻭﺍﺓ ‪ -‬ﻭﻻ ﻴﺘﺄﺜﺭ ﺒﻨﻭﻋﻴﺔ ﺍﻝﻬﻴﻭﻝﻰ‪.‬‬
‫‪ -‬ﺃﻭﺍﻝﻨﻭﺍﺓ ﺘﺤﻤل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻭﺭﺍﺜﻴﺔ ﻤﺤﺩﺩﺓ ﻝﻠﻨﻭﻉ ﻭﺍﻝﺴﻼﻝﺔ‪ ،‬ﻜﻤﺎ ﺃﻨﻬﺎ ﺘﺭﺍﻗﺏ‬
‫ﻭﺘﻨﻅﻡ ﻨﺸﺎﻁ ﺍﻝﻬﻴﻭﻝﻰ‪.‬‬
‫‪-2‬ﺃ‪ -‬ﺘﺤﻠﻴل ﻭﺘﻔﺴﻴﺭ‪:‬‬
‫ﺍﻝﺘﺴﺠﻴل )ﺱ(‪:‬‬
‫‪2×0.25‬‬ ‫ﺍﻝﺘﺤﻠﻴل‪ :‬ﺘﻤﺜل ﺍﻝﻤﻨﺤﻨﻴﺎﺕ ﺘﻁﻭﺭ ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ ﻓﻲ ﺍﻝﺠﺯﺌﻴﻥ ﺝ‪ 1‬ﻭ ﺝ‪ 2‬ﻝﻼﺴﻴﺘﺎﺒﻼﺭﻴﺎ‬
‫ﻗﺒل ﻭ ﺒﻌﺩ ﺍﻝﻘﻁﻊ‪.‬‬
‫ﺝ‪ :1‬ﻴﺘﻭﺍﺼل ﺍﺯﺩﻴﺎﺩ ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ ﺤﺴﺏ ﺍﻝﺯﻤﻥ ﻭﺒﻤﻘﺩﺍﺭ ﻤﻌﺘﺒﺭ ﻭﻻ ﻴﺘﻭﻗﻑ ﺒﻌﺩ‬
‫ﺍﻝﻘﻁﻊ‪.‬‬
‫ﺝ‪ :2‬ﺘﺼﺒﺢ ﻜﻤﻴﺔ ﺍﻝﺒﺭﻭﺘﻴﻥ ﺒﻌﺩ ﺍﻝﻘﻁﻊ ﺜﺎﺒﺘﺔ‪.‬‬
‫ﺍﻝﺘﻔﺴﻴﺭ‪ :‬ﻨﺸﺎﻁ ﺍﻝﻨﻭﺍﺓ ﺒﺈﺼﺩﺍﺭ ﺘﻌﻠﻴﻤﺎﺕ ﻭﺭﺍﺜﻴﺔ ﺴﺎﻫﻡ ﻓﻲ ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ‪ ،‬ﻭﻏﻴﺎﺏ ﻫﺫﺍ‬
‫‪0.25‬‬
‫ﺍﻝﻨﺸﺎﻁ ﺴﺎﻫﻡ ﻓﻲ ﻋﺩﻡ ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ‪.‬‬
‫ﺍﻝﺘﺴﺠﻴل )ﻉ(‪ :‬ﺍﻝﺘﺤﻠﻴل‬
‫‪2×0.25‬‬ ‫ﺝ‪ :1‬ﺍﺯﺩﻴﺎﺩ ﻜﻤﻴﺔ ﺍﻝـ‪ ARN‬ﺤﺴﺏ ﺍﻝﺯﻤﻥ ﻗﺒل ﻭﺒﻌﺩ ﺍﻝﻘﻁﻊ‪.‬‬
‫ﺝ‪ :2‬ﻴﺘﻭﻗﻑ ﺘﺭﻜﻴﺏ ﺍﻝـ‪ ARN‬ﺒﻌﺩ ﺍﻝﻘﻁﻊ‪ ،‬ﻴﺼﺒﺢ ﻤﺴﺘﻘﺭﺍ )ﺜﺎﺒﺕ(‪.‬‬
‫‪0.25‬‬
‫ﺍﻝﺘﻔﺴﻴﺭ‪ :‬ﻨﺸﺎﻁ ﺍﻝﻨﻭﺍﺓ ﺴﺎﻫﻡ ﻓﻲ ﺍﺴﺘﻨﺴﺎﺥ ‪ ) ARN‬ﻝﻭﺠﻭﺩ ‪ ADN‬ﻓﻲ ﺍﻝﻨﻭﺍﺓ( ﻭﻏﻴﺎﺏ‬
‫ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ ﺴﺎﻫﻡ ﻓﻲ ﻋﺩﻡ ﺍﺴﺘﻨﺴﺎﺥ ﺍﻝـ‪.ARNm‬‬
‫ﺏ‪ -‬ﺍﻝﻌﻼﻗﺔ‪ :‬ﻤﻥ ﻤﻘﺎﺭﻨﺔ ﺍﻝﻅﺎﻫﺭﺘﻴﻥ ﺍﻝﻤﻼﺤﻅﺘﻴﻥ ﻓﻲ ﺍﻝﺘﺴﺠﻴﻠﻴﻥ )ﺱ( ﻭ )ﻉ ( ﺃﻥ‬
‫‪0.5‬‬ ‫ﺘﺭﻜﻴﺏ ‪ ARN‬ﻭﺘﺸﻜﻴل ﺍﻝﺒﺭﻭﺘﻴﻥ ﻴﺤﺩﺜﺎﻥ ﺒﺼﻔﺔ ﺠﺩ ﻤﺘﻭﺍﺯﻴﺔ ﻭ ﻜﻠﺘﺎﻫﻤﺎ ﻤﺭﺘﺒﻁﺘﻴﻥ‬
‫ﺒﺎﻝﻨﻭﺍﺓ‪ ،‬ﻭﺍﻝﻨﻭﺍﺓ ﻫﻲ ﺍﻝﻌﻀﻴﺔ ﺍﻝﺤﺎﻤﻠﺔ ﻝﻜل ﺍﻝﻤﻌﻠﻭﻤﺎﺕ ﺍﻝﻭﺭﺍﺜﻴﺔ ﻓﻲ ﺼﻭﺭﺓ ‪ ،ADN‬ﻫﺫﺍ‬
‫ﺍﻝـ‪ ADN‬ﺍﻝﺫﻱ ﻴﺘﻡ ﺍﺴﺘﻨﺴﺎﺨﻪ ﺩﺍﺨل ﺍﻝﻨﻭﺍﺓ ﺇﻝﻰ ‪ ARN‬ﺍﻝﺫﻱ ﻴﻨﺘﻘل ﺇﻝﻰ ﺍﻝﻬﻴﻭﻝﻰ ﻝﻴﺘﺭﺠﻡ‬
‫ﺇﻝﻰ ﺒﺭﻭﺘﻴﻥ ﻤﻤﻴﺯ ﻝﻠﺨﻠﻴﺔ ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﻻﺴﺘﻨﺘﺎﺝ‪ :‬ﺤﻴﺎﺓ ﺍﻝﺨﻠﻴﺔ ﻤﺭﺘﺒﻁﺔ ﺒﻨﺸﺎﻁ ﺍﻝﻨﻭﺍﺓ ﻭ ﻫﺫﺍ ﺍﻝﻨﺸﺎﻁ ﻴﺘﻤﺜل ﻓﻲ ﺍﻹﺸﺭﺍﻑ ﻋﻠﻰ‬
‫ﺘﺭﻜﻴﺏ ﺒﺭﻭﺘﻴﻨﺎﺕ ﻨﻭﻋﻴﺔ‪.‬‬
‫ ‪9  1‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪3×0.25‬‬ ‫ﺝ‪ -‬ﺍﻝﺘﺒﻴﺎﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻝﻠﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻅﺎﻫﺭﺘﻴﻥ ﺍﻝﻤﻼﺤﻅﺘﻴﻥ ﻓﻲ ﺍﻝﺘﺴﺠﻴﻠﻴﻥ ﺱ ﻭ ﻉ ﻭ‬
‫ﺍﻝﺠﺯﺀ ﺝ‪:1‬‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ‪ :‬ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝﻨﻭﺍﺓ ﻭ ﺍﻝـ‪ :ARN‬ﺘﺠﺭﻯ ﺍﻝﺘﺠﺭﺒﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫ﺍﻝﺘﺠﺭﺒﺔ ‪ :‬ﺘﺠﺭﻯ ﺍﻝﺘﺠﺭﺒﺔ ﻋﻠﻰ ﺨﻼﻴﺎ ﺍﻷﻤﻴﺒﺎ )ﻜﺎﺌﻥ ﺤﻲ ﻭﺤﻴﺩ ﺍﻝﺨﻠﻴﺔ( ﺘﻭﻀﻊ ﻫﺫﻩ‬
‫ﺍﻝﺨﻼﻴﺎ ﻓﻲ ﻭﺴﻁ ﺯﺭﺍﻋﻲ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺍﻝﻴﻭﺭﺍﺴﻴل ﺍﻝﻤﺸﻊ‪:‬‬
‫‪ -‬ﻴﻼﺤﻅ ﺒﻌﺩ ﺘﺜﺒﻴﺕ ﺍﻝﺨﻼﻴﺎ ﻭ ﺘﺼﻭﻴﺭﻫﺎ ﺒﺘﻘﻨﻴﺔ ﺍﻝﺘﺼﻭﻴﺭ ﺍﻹﺸﻌﺎﻋﻲ ﺍﻝﺫﺍﺘﻲ ﺃﻥ ﺍﻹﺸﻌﺎﻉ‬
‫ﻴﻅﻬﺭ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﻨﻭﺍﺓ ﺍﻝﺨﻼﻴﺎ‪.‬‬
‫‪ -‬ﺘﺴﺘﺨﻠﺹ ﻨﻭﺍﺓ ﺍﻝﺨﻠﻴﺔ ﺒﻭﺍﺴﻁﺔ ﻤﻤﺼﺔ ﻤﺠﻬﺭﻴﺔ ﺜﻡ ﺘﺯﺭﻉ ﻓﻲ ﺨﻠﻴﺔ ﺃﻤﻴﺒﺎ ﺃﺨﺭﻯ ﻏﻴﺭ‬
‫ﻤﺸﻌﺔ ﻨﺯﻋﺕ ﻨﻭﺍﺘﻬﺎ ﺤﺩﻴﺜﺎ ‪ .‬ﺘﻌﺎﻤل ﺍﻷﻤﻴﺒﺎ ﺒﺘﻘﻨﻴﺔ ﺍﻝﺘﺼﻭﻴﺭ ﺍﻹﺸﻌﺎﻋﻲ ﺍﻝﺫﺍﺘﻲ ﻭ ﻜﺎﻨﺕ‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪ -‬ﻴﻼﺤﻅ ﺒﻌﺩ ﻓﺘﺭﺓ ﺯﻤﻨﻴﺔ‪،‬ﺍﻹﺸﻌﺎﻉ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻬﻴﻭﻝﻰ ‪ ،‬ﻜﻤﺎ ﻴﻼﺤﻅ ﺒﻨﺴﺒﺔ ﻗﻠﻴﻠﺔ ﻋﻠﻰ‬
‫ﻤﺴﺘﻭﻯ ﺍﻝﻨﻭﺍﺓ‪.‬‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ‪ :‬ﺍﻝﺘﺤﻘﻕ ﻤﻥ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ﺍﻝـ‪ ARN‬ﻭﺍﻝﻬﻴﻭﻝﻰ‬
‫‪3×0.25‬‬ ‫ﺍﻝﺘﺠﺭﺒﺔ‪ :‬ﺒﺎﺴﺘﻌﻤﺎل ‪ 3‬ﻤﺠﻤﻭﻋﺎﺕ ﻤﻥ ﺍﻝﺨﻼﻴﺎ ﻓﻲ ﻭﺴﻁ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺃﺤﻤﺎﺽ ﺃﻤﻴﻨﻴﺔ‬
‫ﻤﻭﺴﻭﻤﺔ ﺒﻨﻅﻴﺭ ﻤﺸﻊ‪.‬‬
‫‪ -‬ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻷﻭﻝﻰ ﺍﻝﺨﻼﻴﺎ ﺍﻷﺼﻠﻴﺔ ﻝﻜﺭﻴﺎﺕ ﺍﻝﺩﻡ ﺍﻝﺤﻤﺭﺍﺀ ﻝﻸﺭﻨﺏ ﻭ ﺍﻝﺘﻲ ﻝﻬﺎ ﺍﻝﻘﺩﺭﺓ‬
‫ﻋﻠﻰ ﺘﺭﻜﻴﺏ ﺍﻝﻬﻴﻤﻭﻏﻠﻭﺒﻴﻥ ‪.‬‬
‫‪ -‬ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻨﻴﺔ ‪ :‬ﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﻴﻀﻴﺔ ﻝﻠﻀﻔﺩﻉ‪.‬‬
‫‪ -‬ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻝﺜﺔ ‪ :‬ﺍﻝﺨﻠﻴﺔ ﺍﻝﺒﻴﻀﻴﺔ ﻝﻠﻀﻔﺩﻉ ﻤﺤﻘﻭﻨﺔ ﺒﺎﻝـ‪ ARN‬ﺍﻝﺫﻱ ﺘﻡ ﻋﺯﻝﻪ ﻭ‬
‫ﺘﻨﻘﻴﺘﻪ ﻤﻥ ﺍﻝﺨﻼﻴﺎ ﺍﻷﺼﻠﻴﺔ ﻝﻜﺭﻴﺎﺕ ﺍﻝﺩﻡ ﺍﻝﺤﻤﺭﺍﺀ ﻝﻸﺭﻨﺏ‪.‬‬
‫ﻴﻼﺤﻅ ﺘﺸﻜل ﻋﻨﺩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﺍﻝﺜﺎﻝﺜﺔ ﺒﺭﻭﺘﻴﻨﺎﺕ ﻤﺸﻌﺔ ﺨﺎﺼﺔ ﺒﺎﻝﻬﻴﻤﻭﻏﻠﻭﺒﻴﻥ ‪.‬‬
‫‪-3‬‬
‫‪0.5‬‬ ‫ﺍﻝﺘﺤﻠﻴل‪ :‬ﻜﻤﻴﺔ ﺍﻻﺸﻌﺎﻉ ﻋﺎﻝﻴﺔ ﻓﻲ ﺍﻝﻤﺴﺘﺨﻠﺹ ﺍﻝﺨﻠﻭﻱ ﺍﻝﻜﺎﻤل‪ ،‬ﻭ ﻋﺎﻝﻴﺔ ﺃﻴﻀﺎ ﻋﻨﺩ ﺍﻝﺠﻤﻊ‬
‫ﺒﻴﻥ ﺍﻝﻤﻴﺘﻭﻜﻨﺩﺭﻱ ﻭﺍﻝﻤﻴﻜﺭﻭﺯﻭﻤﺎﺕ‪.‬ﻭ ﻤﻨﺨﻔﻀﺔ ﻓﻲ ﺒﺎﻗﻲ ﺍﻷﻭﺴﺎﻁ‪.‬‬
‫‪ -‬ﺍﻻﺴﺘﻨﺘﺎﺝ‪:‬‬
‫‪0.5‬‬
‫ﺘﺴﻤﺢ ﻨﺘﺎﺌﺞ ﻫﺫﻩ ﺍﻝﺘﺠﺭﺒﺔ ﺒﺎﺴﺘﻨﺘﺎﺝ ﺸﺭﻭﻁ ﻭ ﻤﻘﺭ ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ ‪ ،‬ﺤﻴﺙ ﻴﺘﻡ‬
‫ﺘﺭﻜﻴﺏ ﺍﻝﺒﺭﻭﺘﻴﻥ ﻓﻲ ﺍﻝﺭﻴﺒﻭﺯﻭﻤﺎﺕ ‪ ،‬ﻭ ﻫﺫﺍ ﺍﻝﺒﻨﺎﺀ ﻻ ﻴﺘﻡ ﺇﻻ ﻓﻲ ﻭﺠﻭﺩ ﻤﺴﺘﺨﻠﺹ ﺨﻠﻭﻱ‬
‫ﺍﻝﺫﻱ ﻴﺤﺘﻭﻱ ﻋﻠﻰ ﺍﻻﻨﺯﻴﻤﺎﺕ ﻭ ﺃﻨﻭﺍﻉ ﺍﻝـ‪ ARN‬ﻭ ﺃﻨﻭﺍﻉ ﺍﻝﺤﻤﻭﺽ ﺍﻷﻤﻴﻨﻴﺔ ﻭ ﺒﻭﺠﻭﺩ‬
‫ﺍﻝﻁﺎﻗﺔ‪.‬‬
‫‪0.25‬‬ ‫‪-4‬ﺃ‪ -‬ﻴﺘﻡ ﺍﺴﺘﻬﻼﻙ ﺍﻝﻁﺎﻗﺔ ﻋﻠﻰ ﻫﻴﺌﺔ ‪ATP‬‬
‫‪0.25‬‬ ‫ﺏ‪ -‬ﺇﻥ ﻋﻤﻠﻴﺎﺕ ﺍﻝﺘﺭﻜﻴﺏ ) ﺍﻝﺒﻨﺎﺀ( ﺘﺘﻁﻠﺏ ‪ ATP‬ﻭ ﻫﺫﺍ ﻝﺘﻨﺸﻴﻁ ‪ ARNt‬ﻭ ﺘﻨﺸﻴﻁ‬
‫ﺒﻨﺎﺀ ﺍﻝﺭﻭﺍﺒﻁ‪...‬‬
‫ﺝ‪ -‬ﺍﻝﺘﻤﺜﻴل ﺒﻭﺍﺴﻁﺔ ﻤﻨﺤﻨﻴﺎﺕ ﻝﻜﻤﻴﺔ ﺍﻝـ‪ATP‬‬

‫‪2×0.25‬‬

‫ ‪9  2‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪-5‬‬
‫‪0.25‬‬ ‫‪ -‬ﺘﺩﺨل ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ‪:‬‬
‫ﺍﻝﻭﺜﻴﻘﺔ )‪ (1‬ﺘﻅﻬﺭ ﺘﺠﺩﻴﺩ ﺍﻝﻘﺒﻌﺔ ﻋﻨﺩ ﺍﻻﺴﻴﺘﺎﺒﻭﻻﺭﻴﺎ ‪ ،‬ﻭ ﺍﻝﻘﺒﻌﺔ ﻤﺎ ﻫﻲ ﺇﻻ ﺠﺯﺀ ﻤﻥ‬
‫ﺍﻝﺨﻠﻴﺔ ﻴﺩﺨل ﻓﻲ ﺘﺭﻜﻴﺒﻬﺎ ﺍﻝﺒﺭﻭﺘﻴﻥ ‪ ،‬ﻭ ﺒﺫﻝﻙ ﻓﺈﻥ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺘﺩﺨل‪:‬‬
‫‪0.25‬‬ ‫‪ -‬ﻜﺒﺭﻭﺘﻴﻨﺎﺕ ﺒﻨﺎﺌﻴﺔ ) ﺒﻨﺎﺀ ﺍﻷﻏﺸﻴﺔ ﺍﻝﺨﻠﻭﻴﺔ(‪.‬‬
‫ﻜﺒﺭﻭﺘﻴﻨﺎﺕ ﺃﻨﺯﻴﻤﻴﺔ ) ﺘﺤﻘﻴﻕ ﺘﻔﺎﻋﻼﺕ ﻋﺩﺓ ﻭ ﻤﺘﻨﻭﻋﺔ(‪.‬‬
‫‪08‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 08) :‬ﻨﻘﺎﻁ(‬
‫‪–I‬‬
‫‪ -1‬ﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ‪:‬‬
‫‪3×0.50‬‬
‫*ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺃ(‪ :‬ﻋﻨﺩ ﺤﻘﻥ ﺍﻝﺤﻴﻭﺍﻥ ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻜﺎﻨﺕ ﺍﻝﻨﺘﺎﺌﺞ ﻤﻭﺕ ﻫﺫﺍ‬
‫ﺍﻝﺤﻴﻭﺍﻥ‪.‬‬
‫* ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺏ(‪ :‬ﻋﻨﺩ ﺤﻘﻥ ﻤﺠﻤﻭﻋﺔ ﺤﻴﻭﺍﻨﺎﺕ ﺒﻜﻠﻭﺭﻴﺩ ﺍﻝﻴﻭﺩ ﻭﻋﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ‬
‫ﻨﻼﺤﻅ ﻤﻭﺕ ﺍﻝﻤﺠﻤﻭﻋﺔ )‪ (2‬ﻓﻲ ﺤﻴﻥ ﺘﺒﻘﻰ ﺍﻝﻤﺠﻤﻭﻋﺔ )‪ (3‬ﺤﻴﺔ‪.‬‬
‫‪-‬ﻋﻨﺩﻤﺎ ﻨﺴﺘﺨﻠﺹ ﻤﺼل ﻤﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ )‪ (3‬ﻭﻴﺤﻘﻥ ﻓﻲ ﺍﻝﺤﻴﻭﺍﻥ )‪ (4‬ﺜﻡ ﺤﻘﻨﻪ‪.‬‬
‫ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻴﺒﻘﻰ ﺤﻴﺎ‪.‬‬
‫‪ -‬ﻭﻋﻨﺩ ﺤﻘﻥ ﺤﻴﻭﺍﻥ ﻤﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ )‪ (3‬ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻓﺈﻥ ﺍﻝﺤﻴﻭﺍﻥ ﻴﺒﻘﻰ ﺤﻴﺎ‪.‬‬
‫* ﺍﻝﻤﺠﻤﻭﻋﺔ )ﺝ(‪ :‬ﻋﻨﺩ ﺍﺴﺘﺨﻼﺹ ﻤﺼل ﻤﻥ ﺤﻴﻭﺍﻥ ﻫﺫﻩ ﺍﻝﻤﺠﻤﻭﻋﺔ ﻭﺤﻘﻨﻪ ﻓﻲ‬
‫ﺍﻝﺤﻴﻭﺍﻥ )‪ (5‬ﺜﻡ ﺤﻘﻥ ﻫﺫﺍ ﺍﻝﺤﻴﻭﺍﻥ ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻓﺈﻨﻪ ﻴﻤﻭﺕ‪.‬‬
‫‪4×0.5‬‬ ‫‪ - 2‬ﺍﻝﺘﻔﺴﻴﺭ‪:‬‬
‫* ﻤﻭﺕ ﺍﻝﺤﻴﻭﺍﻨﻴﻴﻥ )‪ (1‬ﻭ )‪: (5‬‬
‫* ﻤﻭﺕ ﺍﻝﺤﻴﻭﺍﻥ )‪ (1‬ﻴﺭﺠﻊ ﺇﻝﻰ ﻜﻭﻨﻪ ﻏﻴﺭ ﻤﺤﺼﻥ ﻀﺩ ﺘﻭﻜﺴﻴﻥ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ‪.‬‬
‫* ﻤﻭﺕ ﺍﻝﺤﻴﻭﺍﻥ )‪ (5‬ﻜﻭﻥ ﺃﻥ ﺍﻝﻤﺼل ﺍﻝﺫﻱ ﺤﻘﻥ ﺒﻪ ﺍﻝﺤﻴﻭﺍﻥ ﻝﻡ ﻴﻘﻴﻪ ﻤﻥ ﻋﺼﻴﺎﺕ‬
‫ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻝﻤﺼل ﻻ ﻴﺤﺘﻭﻱ ﺃﺠﺴﺎﻡ ﻤﻀﺎﺩﺓ ﻀﺩ ﺴﻡ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ‪.‬‬
‫* ﺒﻘﺎﺀ ﺍﻝﺤﻴﻭﺍﻨﻴﻴﻥ )‪ (3‬ﻭ )‪ (4‬ﻋﻠﻰ ﻗﻴﺩ ﺍﻝﺤﻴﺎﺓ‪:‬‬
‫* ﺒﻘﺎﺀ ﺍﻝﺤﻴﻭﺍﻥ )‪ (3‬ﺤﻴﺎ ﻜﻭﻨﻪ ﺴﺒﻕ ﺤﻘﻨﻪ ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻭ ﻜﻠﻭﺭﻴﺩ ﺍﻝﻴﻭﺩ ﺍﻝﺫﻱ ﻴﻔﻘﺩ‬
‫ﻤﻔﻌﻭل ﺴﻡ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﺩﻭﻥ ﻓﻘﺩ ﻗﺩﺭﺘﻪ ﻋﻠﻰ ﺇﺜﺎﺭﺓ ﺍﺴﺘﺠﺎﺒﺔ ﻤﻨﺎﻋﻴﺔ ﺘﻘﻲ ﻫﺫﺍ ﺍﻝﺤﻴﻭﺍﻥ ﻤﻥ‬
‫ﺍﻝﻤﻭﺕ ﻋﻨﺩ ﺤﻘﻨﻪ ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻤﺭﺓ ﺃﺨﺭﻯ ‪.‬‬
‫* ﺒﻘﺎﺀ ﺍﻝﺤﻴﻭﺍﻥ )‪ (4‬ﺤﻴﺎ ‪ :‬ﻜﻭﻨﻪ ﻤﺤﺼﻥ ﻨﺘﻴﺠﺔ ﺤﻘﻨﻪ ﺒﺎﻝﻤﺼل ﺍﻝﻤﺴﺘﺨﻠﺹ ﻤﻥ ﺍﻝﺤﻴﻭﺍﻥ )‪(3‬‬
‫ﺍﻝﺫﻱ ﻴﻘﻴﻪ ﻀﺩ ﻋﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻫﺫﺍ ﺍﻝﻤﺼل ﻴﺤﺘﻭﻱ ﺃﺠﺴﺎﻡ ﻤﻀﺎﺩﺓ ﻀﺩ‬
‫ﻋﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ‪.‬‬
‫‪-3‬‬
‫‪0.25‬‬ ‫* ﺍﻻﺴﺘﻨﺘﺎﺝ ‪ :‬ﻨﻭﻉ ﺍﻻﺴﺘﺠﺎﺒﺔ ﺍﻝﻤﻨﺎﻋﻴﺔ ﺨﻠﻁﻴﻪ‪.‬‬
‫* ﺍﻝﺘﻌﻠﻴل ‪ :‬ﻜﻭﻨﻬﺎ ﺘﻤﺕ ﺒﺘﺩﺨل ﺍﻷﺠﺴﺎﻡ ﺍﻝﻤﻀﺎﺩﺓ ﻜﻤﺎ ﺘﺅﻜﺩﻩ ﻨﺘﺎﺌﺞ ﺤﻘﻥ ﺍﻝﻤﺼل‬
‫‪0.5‬‬ ‫ﺍﻝﻤﺴﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﺠﻤﻭﻋﺔ )‪ (3‬ﻓﻲ ﺍﻝﺤﻴﻭﺍﻥ )‪ (4‬ﻭﻋﻨﺩ ﺤﻘﻥ ﻫﺫﺍ ﺍﻝﺤﻴﻭﺍﻥ ﻤﺒﺎﺸﺭﺓ‬
‫ﺒﻌﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ ﻴﺒﻘﻰ ﺤﻴﺎ ﻤﻤﺎ ﻴﺩل ﻋﻠﻰ ﺘﺩﺨل ﺍﻷﺠﺴﺎﻡ ﺍﻝﻤﻀﺎﺩﺓ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ‬
‫ﺍﻝﻤﺼل ﻀﺩ ﻋﺼﻴﺎﺕ ﺍﻝﺩﻓﺘﻴﺭﻴﺎ‪.‬‬
‫‪4×0.25‬‬ ‫‪- 1- II‬‬
‫* ﺍﻝﺘﻌﺭﻑ ﻋﻠﻰ ﺍﻝﺠﺯﻴﺌﺔ ﺍﻝﻤﻤﺜل ﺒﺎﻝﺸﻜل "ﺃ"‬
‫‪ -‬ﺠﺴﻡ ﻤﻀﺎﺩ‪.‬‬
‫ﺘﺴﻤﻴﺔ ﺍﻝﺒﻴﺎﻨﺎﺕ ‪ -1 :‬ﺭﻭﺍﺒﻁ ﻜﺒﺭﻴﺘﻴﺔ ‪ -2 ،‬ﺴﻠﺴﻠﺔ ﺜﻘﻴﻠﺔ ‪ -3 ،‬ﺴﻠﺴﻠﺔ ﺨﻔﻴﻔﺔ‬
‫ ‪9  3‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪ - 2‬ﺘﺤﻠﻴل ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺸﻜل " ﺏ " ‪:‬‬
‫‪3×0.25‬‬ ‫* ﻓﻲ ﺤﺎﻝﺔ ﻋﺩﻡ ﻤﻌﺎﻝﺠﺔ ﺍﻝﺠﺴﻡ ﺍﻝﻤﻀﺎﺩ ﻴﺤﺘﻔﻅ ﺒﻘﺩﺭﺓ ﺍﻝﺘﺜﺒﻴﺕ ﻋﻠﻰ ﻤﻭﻝﺩ ﺍﻝﻀﺩ ﻭﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﺎﻝﻌﺔ‪.‬‬
‫* ﻋﻨﺩ ﻗﻁﻊ ﺍﻝﺭﻭﺍﺒﻁ ﺍﻝﻜﺒﺭﻴﺘﻴﺔ ﻓﻲ ﺍﻝﺠﺴﻡ ﺍﻝﻤﻀﺎﺩ ﺘﻨﻔﺼل ﺍﻝﺴﻼﺴل ﺍﻝﺨﻔﻴﻔﺔ ﻭﺍﻝﺜﻘﻴﻠﺔ ﻋﻥ‬
‫ﺒﻌﻀﻬﺎ ﻓﻴﻔﻘﺩ ﺍﻝﺠﺴﻡ ﺍﻝﻤﻀﺎﺩ ﻗﺩﺭﺓ ﺍﻝﺘﺜﺒﻴﺕ ﺒﻤﻭﻝﺩ ﺍﻝﻀﺩ ﻭﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﺎﻝﻌﺔ‪.‬‬
‫ﻗﻁﻊ ﺍﻝﺠﺴﻡ ﺍﻝﻤﻀﺎﺩ ﺒﺎﻨﺯﻴﻡ ﺇﻝﻰ ﺍﻝﺠﺯﺌﻴﻥ –ﺃ‪ -‬ﻭ – ﺏ‪ -‬ﻴﻜﻭﻥ ﺍﻝﺠﺯﺀ‪ -‬ﺃ‪ -‬ﻴﺘﻤﻴﺯ‬
‫ﺒﺨﺎﺼﻴﺔ ﺍﻝﺘﺜﺒﻴﺕ ﻋﻠﻰ ﻤﻭﻝﺩ ﺍﻝﻀﺩ ‪ ،‬ﻭﺍﻝﺠﺯﺀ – ﺏ‪ -‬ﻴﺘﻤﻴﺯ ﺒﺨﺎﺼﻴﺔ ﺍﻝﺘﺜﺒﻴﺕ ﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ‬
‫ﺍﻝﺒﺎﻝﻌﺔ‪.‬‬
‫‪2×0.5‬‬
‫‪ -3‬ﺘﺒﻴﺎﻥ ﻜﻴﻔﻴﺔ ﻤﺴﺎﻫﻤﺔ ﺍﻝﺴﻼﺴل ‪ 2‬ﻭﺍﻝﺴﻼﺴل ‪ 3‬ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺨﻭﺍﺹ ﺍﻝﻭﻅﻴﻔﻴﺔ‬
‫ﻝﻠﻌﻨﺎﺼﺭ ﺍﻝﻤﻌﻨﻴﺔ ‪:‬‬
‫• ﺘﺤﺩﺩ ﺍﻝﺴﻼﺴل ‪) 2‬ﺍﻝﺜﻘﻴﻠﺔ ( ﻭﺍﻝﺴﻼﺴل ‪) 3‬ﺍﻝﺨﻔﻴﻔﺔ ( ﺍﻝﺨﻭﺍﺹ ﺍﻝﻭﻅﻴﻔﻴﺔ ﻝﻠﺠﺴﻡ‬
‫ﺍﻝﻤﻀﺎﺩ ﺒﻜﻭﻥ ﺃﻥ ﻫﺫﻩ ﺍﻝﺴﻼﺴل ﺘﺘﻤﻴﺯ ﺒﻭﺠﻭﺩ ﻤﻨﻁﻘﺔ ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻝﺠﺯﺀ –ﺃ‪-‬‬
‫)ﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﻤﺘﻐﻴﺭﺓ( ﻝﻠﺘﺜﺒﻴﺕ ﺒﻤﻭﻝﺩ ﺍﻝﻀﺩ ﻭﻤﻨﻁﻘﺔ ﻤﺤﺩﺩﺓ ﻤﻥ ﺍﻝﺠﺯﺀ – ﺏ‪-‬‬
‫)ﺍﻝﻤﻨﻁﻘﺔ ﺍﻝﺜﺎﺒﺘﺔ( ﻝﻠﺘﺜﺒﻴﺕ ﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﺎﻝﻌﺔ‪.‬‬
‫‪2×0.5‬‬ ‫‪ -4‬ﺍﻝﺘﻤﺜﻴل ﺒﺎﻝﺭﺴﻡ ‪:‬‬
‫ﺏ‪ -‬ﺍﻝﺘﺜﺒﺕ ﻋﻠﻰ ﺍﻝﺨﻼﻴﺎ ﺍﻝﺒﺎﻝﻌﺔ ‪:‬‬ ‫ﺃ‪ -‬ﺘﺜﺒﻴﺕ ﻤﻭﻝﺩ ﺍﻝﻀﺩ ‪:‬‬

‫‪04‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪:‬‬

‫‪-I‬‬
‫‪2×0.25‬‬ ‫‪ - 1‬ﻨﻌﻡ ﺍﻝﺘﻨﺒﻴﻬﻴﻥ )ﺕ‪ (1‬ﻭ )ﺕ‪ (2‬ﺘﻨﺒﻴﻬﻴﻥ ﻓﻌﺎﻝﻴﻥ‪.‬‬
‫ﺍﻝﺘﻌﻠﻴل‪ :‬ﻷﻨﻬﺎ ﻭﻝﺩﺕ ﻜﻤﻭﻨﺎﺕ ﻋﻤل ﻋﻠﻰ ﻤﺴﺘﻭﻯ )ﻡ‪ (1‬ﻭ )ﻡ‪. (2‬‬
‫‪2×0.50‬‬ ‫‪ -2‬ﺘﻔﺴﻴﺭ ﺘﻐﻴﺭﺍﺕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻋﻨﺩ )ﻡ‪:(3‬‬
‫‪ -‬ﻓﻲ ﺍﻝﺘﺠﺭﺒﺔ ‪ -1-‬ﻴﺘﻤﺜل ﺘﻐﻴﺭ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻋﻨﺩ )ﻡ‪ (3‬ﻓﻲ ﻅﻬﻭﺭ ﺇﻓﺭﺍﻁ ﻓﻲ ﺍﻻﺴﺘﻘﻁﺎﺏ‬
‫ﻭﻴﻔﺴﺭ ﺫﻝﻙ ﺒﻜﻭﻥ ﺃﻥ ﻤﻭﺠﺔ ﺯﻭﺍل ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﺘﻲ ﺘﻡ ﺘﺴﺠﻴﻠﻬﺎ ﻋﻨﺩ)ﻡ‪ (1‬ﺴﻤﺤﺕ ﻋﻨﺩ‬
‫ﻭﺼﻭﻝﻬﺎ ﺇﻝﻰ ﻨﻬﺎﻴﺔ ﺍﻝﻤﺤﻭﺭ ﺍﻻﺴﻁﻭﺍﻨﻲ ﺒﺘﺤﺭﻴﺭ ﻭﺴﻴﻁ ﻜﻴﻤﻴﺎﺌﻲ ﻓﻲ ﺍﻝﻔﺭﺍﻍ ﺍﻝﻤﺸﺒﻜﻲ‬
‫ﺩﻭﺭﻩ ﺍﻝﻌﻤل ﻋﻠﻰ ﻓﺘﺢ ﻗﻨﻭﺍﺕ ﺘﺩﻓﻕ ﺍﻝﻜﻠﻭﺭ ﺇﻝﻰ ﺍﻝﺨﻠﻴﺔ ﺒﻌﺩ ﻤﺸﺒﻜﻴﺔ ﻭ ﺒﺎﻝﺘﺎﻝﻲ ﻅﻬﻭﺭ‬
‫ﺇﻓﺭﺍﻁ ﻓﻲ ﺍﻻﺴﺘﻘﻁﺎﺏ‪ ،‬ﻭ ﻨﻘﻭل ﻋﻥ ﻫﺫﺍ ﺍﻝﻭﺴﻴﻁ ﺃﻨﻪ ﺫﻭ ﺘﺄﺜﻴﺭ ﻜﺎﺒﺢ ﻭ ﻋﻥ ﺍﻝﻤﺸﺒﻙ ﺃﻨﻪ‬
‫ﻤﺸﺒﻙ ﻤﺜﺒﻁ‪.‬‬
‫‪ -‬ﻓﻲ ﺍﻝﺘﺠﺭﺒﺔ ‪ -2-‬ﻴﺘﻤﺜل ﺘﻐﻴﺭ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻋﻨﺩ )ﻡ‪ (3‬ﻓﻲ ﻅﻬﻭﺭ ﺯﻭﺍل ﺍﺴﺘﻘﻁﺎﺏ‪،‬‬
‫ﻭﻴﻌﻭﺩ ﺫﻝﻙ ﺇﻝﻰ ﻜﻭﻥ ﻤﻭﺠﺔ ﺯﻭﺍل ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﻤﺘﻭﻝﺩﺓ ﻋﻨﺩ ﺍﻝﺨﻠﻴﺔ ﻗﺒل ﻤﺸﺒﻜﻴﺔ ﻋﻠﻰ ﺇﺜﺭ‬
‫ﺍﻝﺘﻨﺒﻴﻪ ﺍﻨﺘﻘل ﺇﻝﻰ ﻏﺎﻴﺔ ﻨﻬﺎﻴﺔ ﺍﻝﻤﺤﻭﺭ ﺍﻻﺴﻁﻭﺍﻨﻲ ﻭ ﺴﻤﺤﺕ ﺒﺘﺤﺭﻴﺭ ﻭﺴﻴﻁ ﻜﻴﻤﻴﺎﺌﻲ ﻓﻲ‬

‫ ‪9  4‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺍﻝﻔﺭﺍﻍ ﺍﻝﻤﺸﺒﻜﻲ ﻝﻪ ﺩﻭﺭ ﻤﻨﺸﻁ ) ﻨﻘﻭل ﻋﻥ ﺍﻝﻤﺸﺒﻙ ﺃﻨﻪ ﻤﺸﺒﻙ ﺘﻨﺒﻴﻪ( ﺤﻴﺙ ﻴﺴﻤﺢ ﻫﺫﺍ‬
‫ﺍﻝﻭﺴﻴﻁ ﺒﺎﻨﻔﺘﺎﺡ ﻗﻨﻭﺍﺕ ﺘﺩﻓﻕ ﺍﻝﺼﻭﺩﻴﻭﻡ ﺇﻝﻰ ﺍﻝﺨﻠﻴﺔ ﺒﻌﺩ ﻤﺸﺒﻜﻴﺔ ﻤﺅﺩﻴﺎ ﺇﻝﻰ ﻅﻬﻭﺭ ﺯﻭﺍل‬
‫ﺍﻻﺴﺘﻘﻁﺎﺏ‪.‬‬
‫‪0.50‬‬ ‫‪ -3‬ﻋﻨﺩ ﺍﻝﺘﻨﺒﻴﻪ ﻓﻲ )ﺕ‪ (1‬ﻭ )ﺕ‪ (2‬ﻓﻲ ﻨﻔﺱ ﺍﻝﻭﻗﺕ ﻴﻤﻜﻥ ﺍﻨﺘﻅﺎﺭ ﺘﺴﺠﻴل ﺯﻭﺍل‬
‫ﺍﺴﺘﻘﻁﺎﺏ ﺒﺴﻴﻁ ﻴﻌﺘﺒﺭ ﻤﺤﺼﻠﺔ ﺯﻭﺍل ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﻝﺘﻨﺒﻴﻪ )ﺕ‪ (2‬ﻭ ﺇﻓﺭﺍﻁ‬
‫ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﻨﺎﺘﺞ ﻋﻥ ﺍﻝﺘﻨﺒﻴﻪ )ﺕ‪ ، (1‬ﺤﻴﺙ ﺘﻜﻭﻥ ﻫﺫﻩ ﺍﻝﻤﺤﺼﻠﺔ ﻏﻴﺭ ﻜﺎﻓﻴﺔ ﻝﺘﻭﻝﻴﺩ‬
‫ﻜﻤﻭﻥ ﻋﻤل ﻋﻠﻰ ﺸﻜل ﻤﻭﺠﺔ ﺯﻭﺍل ﺍﺴﺘﻘﻁﺎﺏ ﻤﺘﻨﻘﻠﺔ ‪ ،‬ﻝﺫﺍ ﻴﺒﻘﻰ ﺯﻭﺍل ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﻨﺎﺘﺞ‬
‫ﺃﻗل ﻤﻥ ﻋﺘﺒﺔ ﻜﻤﻭﻥ ﺍﻝﻌﻤل‪.‬‬
‫‪0.50‬‬ ‫‪ -4‬ﻓﻲ ﻫﺫﻩ ﺍﻝﺤﺎﻝﺔ ﻴﻼﺤﻅ ﺘﺴﺠﻴل ﻜﻤﻭﻥ ﺭﺍﺤﺔ ﻋﻨﺩ )ﻡ‪ (5‬ﻝﻜﻭﻥ ﺃﻥ ﻤﺤﺼﻠﺔ ﺍﻝﺘﻨﺒﻴﻬﻴﻥ‬
‫)ﺕ‪ (1‬ﻭ)ﺕ‪ (2‬ﻋﺒﺎﺭﺓ ﻋﻥ ﻗﻴﻤﺔ ﻏﻴﺭ ﻜﺎﻓﻴﺔ ﻻﻨﺘﻘﺎﻝﻪ ﻋﻠﻰ ﺸﻜل ﻤﻭﺠﺔ ﺇﻝﻰ )ﻡ‪. (5‬‬
‫‪-II‬‬
‫‪0.50‬‬ ‫‪ -1‬ﻴﺘﻤﺜل ﺘﺄﺜﻴﺭ ‪ GABA‬ﺒﻌﺩ ﺘﺜﺒﻴﺘﻪ ﻋﻠﻰ ﻤﺴﺘﻭﻯ ﺍﻝﻤﺴﺘﻘﺒﻼﺕ ﺍﻝﻐﺸﺎﺌﻴﺔ ﻝﻠﻐﺸﺎﺀ ﺒﻌﺩ‬
‫ﻤﺸﺒﻜﻲ ﻓﻲ ﻓﺭﻁ ﺍﻻﺴﺘﻘﻁﺎﺏ‪.‬‬

‫‪0.50‬‬ ‫ﺍﻝﺸﺭﺡ ‪ :‬ﺍﻹﻓﺭﺍﻁ ﻓﻲ ﺍﻻﺴﺘﻘﻁﺎﺏ ﻨﺎﺘﺞ ﻋﻥ ﺩﺨﻭل ﺸﻭﺍﺭﺩ ﺴﺎﻝﺒﺔ ﻋﺒﺭ ﺍﻝﻐﺸﺎﺀ ﺒﻌﺩ‬
‫ﻤﺸﺒﻜﻲ ﻭ ﻫﺫﺍ ﺍﻝﺩﺨﻭل ﻻ ﻴﺘﻡ ﺇﻻ ﺒﺎﻨﻔﺘﺎﺡ ﻗﻨﻭﺍﺕ ﻏﺸﺎﺌﻴﺔ ‪ ،‬ﺩﺨﻭل ﺍﻝﺸﻭﺍﺭﺩ ﺍﻝﺴﺎﻝﺒﺔ ﻴﺅﺩﻱ‬
‫ﺇﻝﻰ ﺍﻝﺭﻓﻊ ﻤﻥ ﻋﺩﺩ ﺍﻝﺸﻭﺍﺭﺩ ﺍﻝﺴﺎﻝﺒﺔ ﻓﻲ ﺩﺍﺨل ﺍﻝﺨﻠﻴﺔ ﻤﺎ ﺒﻌﺩ ﻤﺸﺒﻜﻴﺔ ‪.‬‬

‫‪0.50‬‬ ‫‪ -2‬ﻋﺒﺎﺭﺓ ﻋﻥ ﻤﺒﻠﻐﻴﻥ ﻜﻴﻤﻴﺎﺌﻴﻴﻥ ﻴﺅﺜﺭﺍﻥ ﻋﻠﻰ ﺍﻝﻐﺸﺎﺀ ﺒﻌﺩ ﺍﻝﻤﺸﺒﻜﻲ ‪ ،‬ﻴﻜﻭﻥ ﺘﺄﺜﻴﺭ‬
‫ﺍﻷﺴﺘﻴل ﻜﻭﻝﻴﻥ ﻴﺘﻤﺜل ﻓﻲ ﺘﻭﻝﻴﺩ ﺯﻭﺍل ﺍﻻﺴﺘﻘﻁﺎﺏ ﺒﺘﺄﺜﻴﺭﻩ ﻋﻠﻰ ﻗﻨﻭﺍﺕ ﻏﺸﺎﺌﻴﺔ ﺘﻌﻤل ﻋﻠﻰ‬
‫ﺇﺩﺨﺎل ﺸﻭﺍﺭﺩ ﺍﻝﺼﻭﺩﻴﻭﻡ ﺍﻝﻤﻭﺠﺒﺔ ﺇﻝﻰ ﺍﻝﺨﻠﻴﺔ ﺒﻌﺩ ﻤﺸﺒﻜﺔ ﻋﻠﻰ ﺍﻝﻌﻜﺱ ﻤﻥ ﺫﻝﻙ ﻴﻜﻭﻥ‬
‫ﺘﺄﺜﻴﺭ ﺍﻝـ ‪ GABA‬ﻓﺭﻁ ﻓﻲ ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﺫﻱ ﻴﺅﺩﻱ ﺇﻝﻰ ﺇﺩﺨﺎل ﺸﻭﺍﺭﺩ ﺍﻝﻜﻠﻭﺭ‪.‬‬
‫)ﻤﻔﻌﻭل ‪ GABA‬ﻭﺃﺴﺘﻴل ﻜﻭﻝﻴﻥ ﻤﺘﻌﺎﻜﺴﺎﻥ(‪.‬‬

‫ ‪9  5‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ (‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪08‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 08) :‬ﻨﻘﺎﻁ(‬
‫ﺘﻔﺴﻴﺭ ﻨﺘﺎﺌﺞ ﺍﻝﺠﺩﻭل‪:‬‬
‫‪I‬ـ‬
‫‪1.5‬‬
‫‪1‬ـ‬
‫‪-‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ‪ :‬ﺍﻨﻁﻼﻕ ‪ O2‬ﻝﻔﺘﺭﺓ ﻗﺼﻴﺭﺓ ﻴﻔﺴﺭ ﺒﺤﺩﻭﺙ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻀﻭﺌﻲ ﻝﻠﻤﺎﺀ‬
‫)ﺤﺩﻭﺙ ﻤﺭﺤﻠﺔ ﻜﻴﻤﻭﻀﻭﺌﻴﺔ(‪ .‬ﺘﻭﻗﻑ ﺍﻨﻁﻼﻕ ‪ O2‬ﻴﺭﺠﻊ ﺇﻝﻰ ﻋﺩﻡ ﺘﺠﺩﻴﺩ ﺍﻝﻨﻭﺍﻗل‬
‫ﺍﻝﻤﺅﻜﺴﺩﺓ ‪ NADP+‬ﻝﻐﻴﺎﺏ ‪.CO2‬‬
‫‪ -‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ‪ :‬ﺘﺜﺒﻴﺕ ‪ CO2‬ﻝﻔﺘﺭﺓ ﻗﺼﻴﺭﺓ ﺒﻌﺩ ﻨﻘﻠﻪ ﺇﻝﻰ ﺍﻝﻅﻼﻡ ﻴﻔﺴﺭ ﺒﻭﺠﻭﺩ ﻨﻭﺍﺘﺞ‬
‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺴﺎﺒﻘﺔ )‪) (ATP.NADP+‬ﻋﺩﻡ ﺤﺩﻭﺙ ﻤﺭﺤﻠﺔ ﻜﻴﻤﻭﻀﻭﺌﻴﺔ( ‪.‬‬
‫‪ -‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻝﺜﺔ‪ :‬ﻴﻔﺴﺭ ﻋﻭﺩﺓ ﺍﻨﻁﻼﻕ ‪ O2‬ﺒﻌﻭﺩﺓ ﺍﻝﺘﺤﻠﻴل ﺍﻝﻀﻭﺌﻲ ﻝﻠﻤﺎﺀ )ﺃﻜﺴﺩﺓ ﺍﻝﻤﺎﺀ(‬
‫ﻭﺘﺜﺒﻴﺕ ‪ CO2‬ﻴﺭﺠﻊ ﺇﻝﻰ ﺍﺴﺘﻤﺭﺍﺭ ﺘﺸﻜﻴل ﺍﻝﻨﻭﺍﺘﺞ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﻜﻴﻤﻭﻀﻭﺌﻴﺔ )‪ NADP+‬ﻭ ‪(ATP‬‬
‫‪2×0.25‬‬ ‫‪ -2‬ﺍﺴﺘﺨﺭﺍﺝ ﺸﺭﻭﻁ ﺍﺴﺘﻤﺭﺍﺭ ﺍﻨﻁﻼﻕ ‪: O2‬‬
‫ﺘﻭﻓﺭ ﺍﻝﻀﻭﺀ ﻭ ‪. CO2‬‬
‫‪2×0.25‬‬ ‫‪ -3‬ﺍﻻﺴﺘﺨﻼﺹ ﻓﻴﻤﺎ ﻴﺨﺹ ﻤﺭﺍﺤل ﺍﻝﺘﺭﻜﻴﺏ ﺍﻝﻀﻭﺌﻲ‪:‬‬
‫‪ -‬ﺘﻭﺠﺩ ﻤﺭﺤﻠﺘﻴﻥ ﻝﻠﺘﺭﻜﻴﺏ ﺍﻝﻀﻭﺌﻲ‪ :‬ﻫﻤﺎ‬
‫• ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﺎﻋﻼﺕ ﺍﻝﻀﻭﺌﻴﺔ ) ﺍﻝﻜﻴﻤﻭﻀﻭﺌﻴﺔ(‪.‬‬
‫ﻤﺭﺤﻠﺔ ﺍﻝﺘﻔﺎﻋﻼﺕ ﺍﻝﻅﻼﻤﻴﺔ ) ﺍﻝﻜﻴﻤﻭﺤﻴﻭﻴﺔ(‪.‬‬
‫‪-4‬‬
‫‪4×0.25‬‬ ‫ﺃ‪ -‬ﺍﻝﺒﻴﺎﻨﺎﺕ ﺍﻝﻤﺭﻗﻤﺔ ﻤﻥ ‪ 1‬ﺇﻝﻰ ‪:4‬‬
‫‪ -1‬ﻏﻼﻑ ﺍﻝﺼﺎﻨﻌﺔ ‪ -2 ،‬ﺍﻝﺒﺩﻴﺭﺓ ‪ -3 ،‬ﺍﻝﺤﺸﻭﺓ ‪ -4 ،‬ﺍﻝﺼﻔﺎﺌﺢ‬
‫‪0.25‬‬ ‫ﺏ‪ -‬ﺍﻝﻁﺒﻴﻌﺔ ﺍﻝﻜﻴﻤﻴﺎﺌﻴﺔ ﻝﻠﻌﻨﺼﺭ )ﺱ(‪ :‬ﺴﻜﺭﻴﺔ )ﻨﺸﻭﻴﺔ(‪.‬‬
‫‪2×0.25‬‬ ‫ﺝ‪ -‬ﺍﻝﻌﻀﻴﺔ ﺍﻝﻤﻤﺜﻠﺔ ﺒﺎﻝﺸﻜل "ﺏ" ﻤﺄﺨﻭﺫﺓ ﻤﻥ ﻨﺒﺎﺕ ﻤﻌﺭﺽ ﻝﻠﻀﻭﺀ ‪.‬‬
‫* ﺍﻝﺘﻌﻠﻴل ‪ :‬ﺍﺤﺘﻭﺍﺌﻬﺎ ﻋﻠﻰ ﺍﻝﻤﺎﺩﺓ "ﺱ " ) ﺍﻝﻨﺸﺎﺀ ( ‪.‬‬
‫‪-II‬‬
‫‪ 1‬ـ* ﺘﺤﻠﻴل ﻤﻨﺤﻨﻰ ﺍﻝﺸﻜل " ﺃ " ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪:(2‬‬
‫‪4×0.25‬‬
‫‪ -‬ﻤﻥ ‪ 0‬ﺇﻝﻰ ‪ 3‬ﺩﻗﺎﺌﻕ ‪ :‬ﻨﻼﺤﻅ ﺘﻨﺎﻗﺹ ﺘﺩﺭﻴﺠﻲ ﻝﺘﺭﻜﻴﺯ ﺍﻝـ ‪. O2‬‬
‫‪+3‬‬
‫‪ -‬ﻋﻨﺩ ‪ 3‬ﺇﻝﻰ ‪ 5‬ﺩﻗﺎﺌﻕ ‪ :‬ﺇﻨﻁﻼﻗﺎ ﻤﻥ ﻝﺤﻅﺔ ﺇﻀﺎﻓﺔ ﻤﺴﺘﻘﺒل ﻝﻺﻝﻜﺘﺭﻭﻨﺎﺕ ‪ Fe‬ﻋﻨﺩ‬
‫ﺍﻝﺩﻗﻴﻘﺔ ﺍﻝﺜﺎﻝﺜﺔ ﻨﻼﺤﻅ ﺍﺭﺘﻔﺎﻉ ﺘﺭﻜﻴﺯ ‪ O2‬ﻭﺍﻝﺘﺯﺍﻴﺩ ﺍﻝﺘﺩﺭﻴﺠﻲ ﻤﻊ ﺍﻝﺯﻤﻥ‪.‬‬
‫‪ -‬ﺒﻌﺩ ﺍﻝﺩﻗﻴﻘﺔ ﺍﻝﺨﺎﻤﺴﺔ‪ :‬ﻓﻌﻨﺩ ﻨﻘل ﺍﻝﻤﻌﻠﻕ ﺇﻝﻰ ﺍﻝﻅﻼﻡ ﻨﻼﺤﻅ ﺘﺭﺍﺠﻊ ﺘﺩﺭﻴﺠﻲ ﻓﻲ ﺘﺭﻜﻴﺯ ‪.O2‬‬
‫* ﺍﻻﺴﺘﻨﺘﺎﺝ ‪ :‬ﻨﺴﺘﻨﺘﺞ ﺃﻥ ﺍﻨﻁﻼﻕ ‪ O2‬ﻴﺘﻁﻠﺏ ﺘﻭﻓﺭ ﺍﻝﻀﻭﺀ ﻭﻤﺴﺘﻘﺒل ﻝﻺﻝﻜﺘﺭﻭﻨﺎﺕ ﻓﻲ‬
‫ﺍﻝﺤﺎﻝﺔ ﺍﻝﻤﺅﻜﺴﺩﺓ‪.‬‬
‫‪ - 2‬ﺸﺭﺡ ﺁﻝﻴﺔ ﺍﻨﺘﻘﺎل ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﻓﻲ ﺍﻷﺠﺯﺍﺀ ﺃ ‪ ،‬ﺏ ‪ ،‬ﺝ ﻤﻥ ﺍﻝﺸﻜل " ﺏ " ‪:‬‬
‫‪3×0.5‬‬ ‫ﺍﻝﺠﺯﺀ ﺃ‪ :‬ﻴﺘﻡ ﺍﻨﺘﻘﺎل ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﺍﻝﻨﺎﺘﺠﺔ ﻤﻥ ﺍﻝﺘﺤﻠل ﺍﻝﻀﻭﺌﻲ ﻝﻠﻤﺎﺀ ﺇﻝﻰ ﺍﻝـ ‪PSII‬‬
‫ﻤﻥ ﻜﻤﻭﻥ ﺃﻜﺴﺩﺓ ﻭﺇﺭﺠﺎﻉ ﻤﻨﺨﻔﺽ ﻨﺤﻭ ﻜﻤﻭﻥ ﺃﻜﺴﺩﺓ ﻭﺇﺭﺠﺎﻉ ﻤﺭﺘﻔﻊ ‪.‬‬
‫ﺍﻝﺠﺯﺀ ﺏ‪ :‬ﻴﺘﻨﺒﻪ ﺍﻝـ ‪ PSII‬ﻀﻭﺌﻴﺎ ﻤﺤﺭﺭﺍ ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺘﻘل ﻋﺒﺭ ﺴﻠﺴﻠﺔ‬
‫ﻤﻥ ﻨﻭﺍﻗل ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ) ﺍﻝﺴﻠﺴﻠﺔ ﺍﻝﺘﺭﻜﻴﺒﻴﺔ ﺍﻝﻀﻭﺌﻴﺔ( ﻤﻥ ﻜﻤﻭﻥ ﺃﻜﺴﺩ ﻭﺇﺭﺠﺎﻉ‬
‫ﻤﻨﺨﻔﺽ ﺇﻝﻰ ﻜﻤﻭﻥ ﺍﻜﺴﺩﺓ ﻭﺇﺭﺠﺎﻉ ﻤﺭﺘﻔﻊ ﻨﺤﻭ ﺍﻝـ ‪. PSI‬‬
‫ﺍﻝﺠﺯﺀ ﺝ‪ :‬ﻴﺘﻨﺒﻪ ﺍﻝـ ‪ PSI‬ﻀﻭﺌﻴﺎ ﻤﺤﺭﺭﺍ ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺘﻘل ﻋﺒﺭ ﺴﻠﺴﻠﺔ ﻤﻥ‬
‫ﻨﻭﺍﻗل ﺍﻹﻝﻜﺘﺭﻭﻨﺎﺕ ﻤﻥ ﻜﻤﻭﻥ ﺃﻜﺴﺩ ﻭﺇﺭﺠﺎﻉ ﻤﻨﺨﻔﺽ ﺇﻝﻰ ﻜﻤﻭﻥ ﺍﻜﺴﺩﺓ ﻭﺇﺭﺠﺎﻉ‬
‫ﻤﺭﺘﻔﻊ ﻨﺤﻭ ﺁﺨﺭ ﻤﺴﺘﻘﺒل ﻝﻺﻝﻜﺘﺭﻭﻨﺎﺕ‪.‬‬

‫ ‪9  6‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬
‫ﻤﺤﺎﻭﺭ‬
‫ﺍﻝﻤﺠﻤﻭ‬ ‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ(‬
‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﻉ‬
‫‪5×0.25‬‬ ‫‪- 3‬ﺍﻝﺭﺴﻡ ﺍﻝﻭﻅﻴﻔﻲ ﻝﻠﻤﺭﺤﻠﺔ ﺍﻝﻜﻴﻤﻭﻀﻭﺌﻴﺔ ‪:‬‬

‫ﺴﺘﺭﻭﻤﺎ‬ ‫‪+‬‬
‫‪H+‬‬
‫‪NADP‬‬ ‫‪NADPH.H‬‬ ‫‪ATP‬‬
‫‪+‬‬
‫ﻓﻭﺘﻭﻥ‬ ‫‪ PS I‬ﻓﻭﺘﻭﻥ ‪PS II 2H‬‬
‫‪e- e-‬‬ ‫‪ADP+ Pi‬‬
‫‪e‬‬ ‫‪-‬‬
‫‪-‬‬ ‫ﻏﺸﺎﺀ‬
‫‪e-‬‬ ‫‪e-‬‬ ‫‪e‬‬
‫‪e‬‬ ‫‪-‬‬
‫ﺍﻝﺘﻼﻜﻭﺌﻴﺩ‬
‫‪2H+‬‬
‫‪2H2 O2+ 4H‬‬ ‫ﺘﺠﻭﻴﻑ ﺍﻝﺘﻼﻜﻭﺌﻴﺩ‬
‫‪O‬‬
‫‪O2‬‬

‫‪06‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 6) :‬ﻨﻘﺎﻁ(‪.‬‬

‫‪-1‬‬
‫‪0.25‬‬ ‫– ﺃ‪ -‬ﻴﻤﺜل ) ‪ ( ES‬ﺍﻝﻤﻌﻘﺩ " ﺇﻨﺯﻴﻡ ـ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل " ‪.‬‬
‫ﺏ‪ -‬ﻜﻴﻔﻴﺔ ﻗﻴﺎﺱ ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ‪:‬‬
‫‪0.25‬‬ ‫ﺘﻘﺎﺱ ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ﺒﻜﻤﻴﺔ ﺍﻝﻤﺎﺩﺓ ﺍﻝﻤﺴﺘﻬﻠﻜﺔ ﺃﻭ ﺍﻝﻨﺎﺘﺠﺔ ﺨﻼل ﻭﺤﺩﺓ ﺍﻝﺯﻤﻥ‬
‫‪0.25‬‬ ‫ﺝ‪ -‬ﻁﺒﻴﻌﺔ ﺍﻝﻌﻼﻗﺔ ﺍﻝﺒﻨﻴﻭﻴﺔ ﺒﻴﻥ ]‪ [E‬ﻭ ]‪ :[S‬ﺘﻜﺎﻤل ﺒﻨﻴﻭﻱ ﺒﻴﻥ ﺍﻹﻨﺯﻴﻡ ﻭﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل‬
‫‪-2‬‬
‫‪3×0.25‬‬ ‫ﺃ‪ -‬ﺘﺤﻠﻴل ﻤﻨﺤﻨﻴﻲ ﺍﻝﻭﺜﻴﻘﺔ )‪: (1‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 0‬ﺇﻝﻰ ﺯ‪ : 1‬ﺯﻴﺎﺩﺓ ﺴﺭﻴﻌﺔ ﻓﻲ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ " ﺇﻨﺯﻴﻡ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل" ﻝﻴﺒﻠﻎ ﺤﺩﺍ‬
‫ﺃﻋﻅﻤﻴﺎ ﻓﻲ ﺯ‪ ، 1‬ﻭﺯﻴﺎﺩﺓ ﺴﺭﻴﻌﺔ ﻓﻲ ﺍﻝﻤﻨﺘﻭﺝ ‪.‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 1‬ﺇﻝﻰ ﺯ‪ : 2‬ﺜﺒﺎﺕ ﺩﻴﻨﺎﻤﻴﻜﻲ )ﻜﻤﻲ( ﻓﻲ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ "ﺇﻨﺯﻴﻡ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل" ﻋﻨﺩ‬
‫ﺍﻝﺤﺩ ﺍﻷﻋﻅﻤﻲ ﻭﺍﺴﺘﻤﺭﺍﺭ ﺯﻴﺎﺩﺓ ﺍﻝﻤﻨﺘﻭﺝ‪.‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 2‬ﺇﻝﻰ ﺯ‪ : 3‬ﺘﻨﺎﻗﺹ ﻓﻲ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ ﺇﻝﻰ ﺃﻥ ﻴﻨﻌﺩﻡ ﻭﺘﺒﺎﻁﺅ ﻓﻲ ﺯﻴﺎﺩﺓ ﺍﻝﻤﻨﺘﻭﺝ ﺇﻝﻰ‬
‫ﺃﻥ ﻴﺜﺒﺕ ‪.‬‬
‫ﺏ‪ -‬ﺘﻔﺴﻴﺭ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺤﺼل ﻋﻠﻴﻬﺎ ‪:‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 0‬ﺇﻝﻰ ﺯ‪ : 1‬ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﺍﻹﻨﺯﻴﻡ ﻭﻅﻴﻔﻴﺎ ) ﻨﺸﻁﺎ ( ﻭﺍﻝﺯﻴﺎﺩﺓ‬
‫ﺍﻝﺴﺭﻴﻌﺔ ﻝﻠﺘﻔﺎﻋل ﺘﺩل ﻋﻠﻰ ﺃﻥ ﻋﺩﺩ ﺠﺯﻴﺌﺎﺕ ﺍﻹﻨﺯﻴﻡ ﻓﻲ ﺍﻝﻭﺴﻁ ) ﺘﺭﻜﻴﺯ ﺍﻹﻨﺯﻴﻡ ( ﺃﻜﺒﺭ ‪6×0.25‬‬
‫ﻤﻥ ﺘﺭﻜﻴﺯ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل )ﺍﻝـ ‪ ARN‬ﺍﻝﻤﺘﻭﻓﺭﺓ ﻓﻲ ﺍﻝﻭﺴﻁ (‪.‬‬
‫‪ -‬ﻓﻲ ﺯ‪ : 1‬ﻜل ﺍﻹﻨﺯﻴﻤﺎﺕ ﻤﺸﻐﻭﻝﺔ ﺃﻱ ﻓﻲ ﺤﺎﻝﺔ ﺘﺸﺒﻊ‪ ،‬ﻭﺯﻴﺎﺩﺓ ﻜﻤﻴﺔ ﺍﻝﻤﻨﺘﻭﺝ ﻴـﺩل‬
‫ﻋﻠﻰ ﺍﺴﺘﻤﺭﺍﺭ ﻨﺸﺎﻁ ﺍﻹﻨﺯﻴﻡ ‪.‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 1‬ﺇﻝﻰ ﺯ‪ : 2‬ﺜﺒﺎﺕ ﺴﺭﻋﺔ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ " ﺇﻨﺯﻴﻡ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل " ﻴﺩل ﻋﻠﻰ ﺃﻥ‬
‫ﺴﺭﻋﺔ ﺘﺸﻜﻠﻪ ﺘﺴﺎﻭﻱ ﺴﺭﻋﺔ ﺘﻔﻜﻴﻜﻪ ﺃﻱ ‪، V2 = V1‬ﻭﺍﺴﺘﻤﺭﺍﺭ ﺯﻴﺎﺩﺓ ﺍﻝﻤﻨﺘﻭﺝ ﻴﺩل ﻋﻠﻰ‬
‫ﺃﻥ ﺍﻹﻨﺯﻴﻡ ﻴﻘﻭﻡ ﺒﺈﻤﺎﻫﺔ ﺍﻝـ ‪.ARN‬‬
‫‪ -‬ﻤﻥ ﺯ‪ 2‬ﺇﻝﻰ ﺯ‪ :3‬ﺍﻝﺘﻨﺎﻗﺹ ﻓﻲ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ ﻴﺩل ﻋﻠﻰ ﺃﻥ ﻤﺎﺩﺓ ﺍﻝﺘﻔﺎﻋل ) ﺍﻝـ‪ ( ARN‬ﻗﻠﺕ‬
‫ﺘﺩﺭﻴﺠﻴﺎ ﺇﻝﻰ ﺃﻥ ﺍﻨﻌﺩﻤﺕ ﻓﻲ ﺍﻝﻭﺴﻁ ﻓﻲ ﺯ‪ ، 3‬ﻷﻥ ﺍﻹﻨﺯﻴﻡ ﻴﺒﻘﻰ ﻭﻅﻴﻔﻴﺎ ﺒﻌﺩ ﺘﺤﻔﻴﺯﻩ ﻝﻠﺘﻔﺎﻋل‬
‫ﻭﺍﻨﻌﺩﺍﻡ ﻤﺎﺩﺓ ﺍﻝـ ‪ ARN‬ﻓﻲ ﺍﻝﻭﺴﻁ ﻫﻭﺍﻝﺫﻱ ﺃﺩﻯ ﺇﻝﻰ ﺘﺒﺎﻁﺅ ﻓﻲ ﺯﻴﺎﺩﺓ ﺍﻝﻤﻨﺘﻭﺝ ﺜﻡ ﺜﺒﺎﺕ ﺘﺭﻜﻴﺯﻩ‬
‫ﻓﻲ ﺍﻝﻭﺴﻁ ‪.‬‬

‫ ‪9  7‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ(‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫ﺝ‪ -‬ﺭﺴﻡ ﺘﺨﻁﻴﻁﻲ ﺘﻔﺴﻴﺭﻱ ﻴﻭﻀﺢ ﺍﻝﻌﻼﻗﺔ ﺒﻴﻥ ‪: P، S ، E‬‬

‫‪3×0.5‬‬

‫‪ -3‬ﺍﻷﺴﺒﺎﺏ ﺍﻝﺘﻲ ﺃﺩﺕ ﺇﻝﻰ ﻓﻘﺩﺍﻥ ﺍﻹﻨﺯﻴﻡ ﻨﺸﺎﻁﻪ‪:‬‬

‫‪0.75‬‬ ‫ﻤﻥ ﺍﻝﻭﺜﻴﻘﺔ )‪ (2‬ﻨﺴﺠل ﺃﻥ ﺍﻝﻤﺎﺩﺘﻴﻥ ﺍﻝﻜﻴﻤﻴﺎﺌﻴﺘﻴﻥ )‪ β‬ﻤﺭﻜﺒﺘﻭﺇﻴﺜﺎﻨﻭل ﻭﺍﻝﻴﻭﺭﻴﺎ( ﺘﺴﺒﺒﺘﺎ‬
‫ﻓﻲ ﺘﻔﻜﻴﻙ ﺍﻝﺭﻭﺍﺒﻁ ﺍﻝﻜﺒﺭﻴﺘﻴﺔ ﻝﺒﻌﺽ ﺍﻷﺤﻤﺎﺽ ﺍﻷﻤﻴﻨﻴﺔ )ﺍﻝﺴﻴﺴﺘﻴﻴﻥ( ﻝﻠﺴﻠﺴﻠﺔ ﺍﻝﺒﺒﺘﻴﺩﻴﺔ‪،‬‬
‫ﻤﻤﺎ ﺃﺩﻯ ﺇﻝﻰ ﺯﻭﺍل ﺍﻨﻁﻭﺍﺌﻬﺎ‪ ،‬ﻓﺘﻐﻴﺭﺕ ﺍﻝﺒﻨﻴﺔ ﺍﻝﻔﺭﺍﻏﻴﺔ ﻝﻠﺒﺒﺘﻴﺩ‪ ،‬ﺒﻴﻨﻤﺎ ﺒﻘﻴﺕ ﺍﻝﺒﻨﻴﺔ ﺍﻷﻭﻝﻴﺔ‬
‫ﺴﻠﻴﻤﺔ‪.‬‬
‫‪0.75‬‬
‫‪ -‬ﺍﻝﺘﻌﻠﻴل‪:‬‬
‫ﻴﺘﻭﻗﻑ ﻨﺸﺎﻁ ﺍﻹﻨﺯﻴﻡ ﻋﻠﻰ ﺒﻨﻴﺘﻪ ﺍﻝﻔﺭﺍﻏﻴﺔ ﻭﺒﺎﻝﻀﺒﻁ ﻋﻠﻰ ﻤﻭﻗﻌﻪ ﺍﻝﻔﻌﺎل‪ ،‬ﻭﺘﻐﻴﺭ ﺍﻝﺒﻨﻴﺔ‬
‫ﺍﻝﻔﺭﺍﻏﻴﺔ ﻴﺅﺩﻱ ﺇﻝﻰ ﺘﻐﻴﺭ ﺍﻝﻤﻭﻗﻊ ﺍﻝﻔﻌﺎل ﻝﻺﻨﺯﻴﻡ ‪ ،‬ﻭﺒﺎﻝﺘﺎﻝﻲ ﻻ ﻴﺘﻡ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩ ﻭﺍﻝﺩﻝﻴل‬
‫ﻋﻠﻰ ﺫﻝﻙ ﺍﺴﺘﻌﺎﺩﺓ ﺍﻹﻨﺯﻴﻡ ﻨﺸﺎﻁﻪ ﺒﻌﺩ ﺍﻝﺘﺨﻠﺹ ﻤﻥ ﺍﻝﻤﺎﺩﺘﻴﻥ‪.‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪:‬‬
‫‪-I‬‬
‫‪0.25‬‬ ‫‪  - 1‬ا اآ ا‪ :‬ا اآ ا ه ا"! ‪1‬‬
‫‪0.25‬‬ ‫‪ -‬ﺘﺒﺭﻴﺭ ﺴﺒﺏ ﺍﻻﺨﺘﻴﺎﺭ‪ :‬ﻋﺩﻡ ﺤﺩﻭﺙ ﺍﻻﺭﺘﺼﺎﺹ‬
‫‪06‬‬
‫‪ -2‬ﺃ‪ -‬ﻴﺤﺩﺙ ﺍﻻﺭﺘﺼﺎﺹ ﻨﺘﻴﺠﺔ ﺘﺸﻜل ﺍﻝﻤﻌﻘﺩﺍﺕ ﺍﻝﻤﻨﺎﻋﻴﺔ )ﺍﺭﺘﺒﺎﻁ ﺍﻝﻜﺭﻴﺎﺕ ﺍﻝﺤﻤﺭﺍﺀ‬
‫‪0.25‬‬
‫ﺒﺎﻷﺠﺴﺎﻡ ﺍﻝﻤﻀﺎﺩﺓ(‬
‫ﺏ‪ -‬ﺍﻝﺨﻁﻭﺍﺕ ﺍﻝﺘﻲ ﺘﺘﺨﺫﻫﺎ ﺍﻝﻤﻤﺭﻀﺔ ﻝﺘﺤﺩﻴﺩ ﻓﺼﻴﻠﺔ ﺍﻝﺩﻡ‪:‬‬
‫‪4×0.25‬‬ ‫‪ -‬ﺍﺴﺘﻌﻤﺎل ﺃﻤﺼﺎل ﺩﻤﻭﻴﺔ ﻭﻫﻲ‪Anti-a+b - Anti-b - Anti-a :‬‬
‫‪ -‬ﺩﻡ ﺍﻝﺸﺨﺹ ﺍﻝﻤﺎﻨﺤﻭﻥ ﺍﻝﺠﺩﻭل‪:‬‬
‫‪Anti-b‬‬ ‫‪Anti-a‬‬ ‫ﺍﻝﺯﻤﺭ‬
‫ﻻﺸﻲﺀ‬ ‫ﺘﺭﺍﺹ‬ ‫‪A‬‬
‫ﺘﺭﺍﺹ‬ ‫ﻻﺸﻲﺀ‬ ‫‪B‬‬
‫ﺘﺭﺍﺹ‬ ‫ﺘﺭﺍﺹ‬ ‫‪AB‬‬
‫ﻻﺸﻲﺀ‬ ‫ﻻ ﺸﻲﺀ‬ ‫‪O‬‬

‫ ‪9  8‬‬
 ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﻋﻠﻭﻡ ﺍﻝﻁﺒﻴﻌﺔ ﻭﺍﻝﺤﻴﺎﺓ ﺍﻝﺸﻌﺒﺔ‪:‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ(‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪- 3‬أ‪ -‬ﺍﻝﻨﻤﻁ ﺍﻝﻭﺭﺍﺜﻲ ﻝﻠﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ ﻝﻶﺒﺎﺀ‪:‬‬
‫ﺍﻝﺠﺩﻭل‪:‬‬
‫ﺍﻝﻨﻤﻁ ﺍﻝﻅﺎﻫﺭﻱ‬ ‫ﺍﻝﻨﻤﻁ ﺍﻝﻭﺭﺍﺜﻲ‬
‫‪0.5‬‬ ‫‪A‬‬ ‫‪ AO‬ﺃﻭ ‪AA‬‬
‫‪B‬‬ ‫‪AB‬‬
‫ﺍﻝﻨﻤﻁ ﺍﻝﻭﺭﺍﺜﻲ ﻝﻠﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ ﻝﻶﺒﺎﺀ‪:‬‬
‫* ﺍﺤﺘﻤﺎل )‪(1‬‬
‫‪AB‬‬ ‫‪AO‬‬
‫‪0.75‬‬
‫‪AA‬‬ ‫‪AO‬‬ ‫‪AB‬‬ ‫‪BO‬‬

‫* ﺍﺤﺘﻤﺎل )‪(2‬‬
‫‪AB‬‬ ‫‪AA‬‬
‫‪0.5‬‬
‫‪AA‬‬ ‫‪AB‬‬

‫ﺏ ‪ -‬ﻨﻌﻡ‬
‫‪ -‬ﺍﻝﺘﻭﻀﻴﺢ‪ :‬ﺤﻴﺙ ﻋﻨﺩ ﺇﻀﺎﻓﺔ ﻤﺼل ‪ AntiA‬ﻝﺩﻡ ﺍﻷﺒﻨﺎﺀ ﻴﻼﺤﻅ ﻋﺩﻡ‬
‫‪3×0.25‬‬ ‫ﺤﺩﻭﺙ ﺍﺭﺘﺼﺎﺹ ﻓﻲ ‪ B‬ﻭﻋﻠﻴﻪ ﺘﻜﻭﻥ ﺯﻤﺭﺓ ﺍﻷﺨﺕ ﺫﺍﺕ ﻓﺼﻴﻠﺔ ﺍﻝﺩﻡ‬
‫)‪ (BO‬ﻭﺍﻵﺨﺫ ﺘﻜﻭﻥ ﻓﺼﻴﻠﺔ ﺩﻤﻪ )‪ (BO‬ﺃﻴﻀﺎ‪.‬‬

‫‪-II‬ﺃ‪ -‬ﺍﻝﻨﻤﻁ ﺍﻝﻭﺭﺍﺜﻲ ﻝﻸﺒﻨﺎﺀ‪:‬‬

‫ﺘﻁﺒﻴﻕ ﻗﺎﻋﺩﺓ ﺍﻝﺘﻬﺠﻴﻥ ﺃﻭﺠﺩ ‪ 4‬ﺍﺤﺘﻤﺎﻻﺕ‪:‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪7‬‬ ‫‪7‬‬ ‫‪5‬‬ ‫‪9‬‬
‫‪4×0.25‬‬ ‫‪DR‬‬ ‫‪B C A‬‬ ‫‪1‬‬
‫‪2‬‬
‫‪DR‬‬ ‫‪B C A‬‬
‫‪3‬‬
‫‪3‬‬ ‫‪8‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪7‬‬ ‫‪27‬‬ ‫‪7‬‬ ‫‪2‬‬
‫‪DR‬‬ ‫‪B C A‬‬ ‫‪DR‬‬ ‫‪B‬‬ ‫‪C A‬‬
‫‪0.25‬‬ ‫ﺏ‪ -‬ﺘﻔﺴﻴﺭ ﺍﻝﻤﻌﻁﻰ ﺃﻜﺜﺭ ﺘﻭﺍﻓﻘﺎ‪ :‬ﻫﻭ ﺍﻝﻤﻌﻁﻰ ﺃﻜﺜﺭ ﺘﻘﺎﺭﺒﺎ ﻓﻲ ‪CMH‬‬
‫ﺃﻭ )ﻗﻠﺔ ﺩﺭﺠﺔ ﺍﺨﺘﻼﻑ ﺒﻴﻥ ‪ CMH‬ﺍﻵﺨﺫ ﻭﺍﻝﻤﺎﻨﺢ(‬
‫‪ -III‬ﺍﺴﺘﺨﻼﺹ ﻨﻭﻉ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺍﻝﻐﺸﺎﺌﻴﺔ ﺍﻝﻤﺘﺩﺨﻠﺔ ﻓﻲ ﺘﺤﺩﻴﺩ ﺍﻝﺫﺍﺕ‪.‬‬
‫‪0.25‬‬ ‫‪ (1‬ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺍﻝﺴﻜﺭﻴﺔ )ﻏﻠﻴﻜﻭﺒﺭﻭﺘﻴﻥ( ﻭﺍﻝﻤﻌﺭﻓﺔ ﺒـ ‪HLA‬‬
‫ﺘﻭﺠﺩ ﻓﻲ ﺴﻁﺢ ﺨﻼﻴﺎ ﺫﺍﺕ ﺃﻨﻭﻴﺔ ﺘﺤﺩﺩ ﺍﻝﻬﻭﻴﺔ ﺍﻝﺒﻭﻝﻭﺠﻴﺔ ﻝﻜل ﻓﺭﺩ‪.‬‬
‫‪ (2‬ﺘﺘﻤﺜل ﻓﻲ ﺍﻝﺒﺭﻭﺘﻴﻨﺎﺕ ﺍﻝﺴﻜﺭﻴﺔ )ﻏﻠﻴﻜﻭﺒﺭﻭﺘﻴﻥ( ﻭﺍﻝﻤﻌﺭﻓﺔ ﺒـ ‪A.B.O‬‬
‫‪0.25‬‬ ‫ﺘﻭﺠﺩ ﻓﻲ ﺴﻁﺢ ﻜﺭﻴﺎﺕ ﺩﻤﻭﻴﺔ ﺤﻤﺭﺍﺀ ﺘﻐﻴﺭ ﻤﺅﺸﺭﺍﺕ ﺍﻝﺯﻤﺭ ﺍﻝﺩﻤﻭﻴﺔ‬
‫ﻝﻠﻔﺭﺩ‪.‬‬

‫ ‪9  9‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺟﻮﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺒﺔ‪ :‬ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﺍﳌﺪﺓ‪ 03 :‬ﺳﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﻋﻠﻰ اﻝﻤﺘرﺸﺢ أن ﻴﺨﺘﺎر أﺤد اﻝﻤوﻀوﻋﻴن اﻝﺘﺎﻝﻴﻴن‪:‬‬
‫اﻝﻤوﻀوع اﻷول‬
‫اﻷول‪ 04.5) :‬ﻨﻘﺎط(‬
‫اﻝﺘﻤرﻴن ّ‬
‫(‬ ‫)‬
‫


‬
‫ﻨﻌﺘﺒر ﻓﻲ اﻝﻔﻀﺎء اﻝﻤﻨﺴوب إﻝﻰ اﻝﻤﻌﻠم اﻝﻤﺘﻌﺎﻤد اﻝﻤﺘﺠﺎﻨس ‪ O; i, j ,k‬اﻝﻨﻘط‪:‬‬
‫)‪ D ( 2;0; −1) ، C ( 2; −1;1) ، B (1;0; −1) ، A ( −1;1;3‬و اﻝﻤﺴﺘوي ) ‪ ( P‬ذا اﻝﻤﻌﺎدﻝﺔ‪. 2 y + z + 1 = 0 :‬‬
‫‪ x = −1‬‬
‫‪‬‬
‫ﻝﻴﻜن ) ∆ ( اﻝﻤﺴﺘﻘﻴم اﻝذي ﺘﻤﺜﻴل وﺴﻴطﻲ ﻝﻪ‪  y = 2 + β :‬ﺤﻴث ‪ β‬وﺴﻴط ﺤﻘﻴﻘﻲ‪.‬‬
‫‪z = 1 − 2β‬‬
‫‪‬‬
‫ﺜم ﺘﺤﻘّق أن اﻝﻤﺴﺘﻘﻴم ) ‪ ( BC‬ﻤﺤﺘوى ﻓﻲ اﻝﻤﺴﺘوي ) ‪. ( P‬‬
‫‪ (1‬اﻜﺘب ﺘﻤﺜﻴﻼ وﺴﻴطﻴﺎ ﻝﻠﻤﺴﺘﻘﻴم ) ‪ّ ، ( BC‬‬
‫‪ّ (2‬ﺒﻴن أن اﻝﻤﺴﺘﻘﻴﻤﻴن ) ∆ ( و ) ‪ ( BC‬ﻝﻴﺴﺎ ﻤن ﻨﻔس اﻝﻤﺴﺘوي‪.‬‬
‫‪ (3‬أ( اﺤﺴب اﻝﻤﺴﺎﻓﺔ ﺒﻴن اﻝﻨﻘطﺔ ‪ A‬و اﻝﻤﺴﺘوي ) ‪. ( P‬‬
‫ب( ّﺒﻴن أن ‪ D‬ﻨﻘطﺔ ﻤن ) ‪ ، ( P‬و أن اﻝﻤﺜﻠث ‪ BCD‬ﻗﺎﺌم‪.‬‬
‫ﺜم اﺤﺴب ﺤﺠﻤﻪ‪.‬‬
‫‪ّ (4‬ﺒﻴن أن ‪ ABCD‬رﺒﺎﻋﻲ وﺠوﻩ‪ّ ،‬‬
‫اﻝﺘﻤرﻴن اﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎط(‬
‫‪5n +1‬‬
‫= ‪vn‬‬
‫‪6n‬‬ ‫‪ ( I‬اﻝﻤﺘﺘﺎﻝﻴﺔ ) ‪ّ ( vn‬‬
‫ﻤﻌرﻓﺔ ﻋﻠﻰ ‪ ℕ‬ﺒـ‪:‬‬

‫أن ) ‪ ( vn‬ﻤﺘﺘﺎﻝﻴﺔ ﻫﻨدﺴﻴﺔ ﻴطﻠب ﺘﺤدﻴد أﺴﺎﺴﻬﺎ و ّ‬

‫ﺤدﻫﺎ اﻷول‪.‬‬ ‫‪ّ (1‬ﺒﻴن ّ‬
‫‪ (2‬اﺤﺴب ‪. lim vn‬‬
‫∞‪n →+‬‬

‫‪ ( II‬اﻝﻤﺘﺘﺎﻝﻴﺔ ) ‪ّ ( un‬‬
‫ﻤﻌرﻓﺔ ﺒـ‪ ، u0 = 1 :‬و ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪un +1 = 5 un + 6 ، n‬‬
‫‪ (1‬ﺒرﻫن ﺒﺎﻝﺘراﺠﻊ ّأﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪.1 ≤ un ≤ 6 ، n‬‬
‫ﺘﻐﻴر اﻝﻤﺘﺘﺎﻝﻴﺔ ) ‪. ( un‬‬
‫‪ (2‬ادرس اﺘﺠﺎﻩ ّ‬
‫‪5‬‬
‫≤ ‪. 6 − un +1‬‬‫‪ (3‬أ( ﺒرﻫن ّأﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪( 6 − un ) ، n‬‬
‫‪6‬‬
‫ب( ّﺒﻴن ّأﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪ . 0 ≤ 6 − un ≤ vn ، n‬اﺴﺘﻨﺘﺞ ‪. lim un‬‬
‫∞‪n →+‬‬

‫ﺼﻔﺤﺔ ‪ 1‬ﻤن ‪4‬‬

 ‫اﻝﺘﻤرﻴن اﻝﺜﺎﻝث‪ 05) :‬ﻨﻘﺎط(‬
‫‪ (1‬ﺤل ﻓﻲ ‪ ℂ‬ﻤﺠﻤوﻋﺔ اﻷﻋداد اﻝﻤرﻜﺒﺔ‪ ،‬اﻝﻤﻌﺎدﻝﺔ ) ‪ ( I‬ذات اﻝﻤﺠﻬول ‪ z‬اﻝﺘﺎﻝﻴﺔ‪:‬‬
‫)‪ z 2 − ( 4 cos α ) z + 4 = 0 .........(I‬ﺤﻴث ‪ α‬وﺴﻴط ﺤﻘﻴﻘﻲ‪.‬‬
‫‪2013‬‬
‫‪z ‬‬ ‫‪π‬‬
‫‪ (2‬ﻤن أﺠل = ‪ α‬؛ ﻨرﻤز إﻝﻰ ﺤﻠﻲ اﻝﻤﻌﺎدﻝﺔ ) ‪ ( I‬ﺒـِ ‪ z1‬و ‪ّ . z2‬ﺒﻴن أن‪.  1  = 1 :‬‬
‫‪ z2 ‬‬ ‫‪3‬‬
‫(‬ ‫)‬
‫

‬
‫‪ (3‬ﻨﻌﺘﺒر ﻓﻲ اﻝﻤﺴﺘوي اﻝﻤرﻜب اﻝﻤﻨﺴوب إﻝﻰ اﻝﻤﻌﻠم اﻝﻤﺘﻌﺎﻤد اﻝﻤﺘﺠﺎﻨس ‪ O ;u ,v‬اﻝﻨﻘط ‪ B ، A‬و ‪ C‬اﻝﺘﻲ‬
‫ﻻﺤﻘﺎﺘﻬﺎ‪ z A = 1 + i 3 :‬؛ ‪ z B = 1 − i 3‬و ‪ z C = 4 + i 3‬ﻋﻠﻰ اﻝﺘرﺘﻴب‪.‬‬
‫أ( أﻨﺸﺊ اﻝﻨﻘط ‪ B ، A‬و ‪.C‬‬
‫‪zC − z A‬‬
‫أن ‪ C‬ﻫﻲ ﺼورة ‪ B‬ﺒﺎﻝﺘﺸﺎﺒﻪ اﻝﻤﺒﺎﺸر ‪ S‬اﻝذي‬
‫ﺜم اﺴﺘﻨﺘﺞ ّ‬
‫ب( اﻜﺘب ﻋﻠﻰ اﻝﺸﻜل اﻝﺠﺒري اﻝﻌدد اﻝﻤرﻜب ‪ّ ، z − z‬‬
‫‪B‬‬ ‫‪A‬‬

‫ﻤرﻜزﻩ ‪ A‬وﻴطﻠب ﺘﻌﻴﻴن ﻨﺴﺒﺘﻪ و زاوﻴﺘﻪ‪.‬‬

‫ﻋﻴن ﻻﺤﻘﺔ اﻝﻨﻘطﺔ ‪ G‬ﻤرﺠﺢ اﻝﺠﻤﻠﺔ } ) ‪ ، { ( A ;1 ) , ( B ; − 1 ) , ( C ; 2‬ﺜم أﻨﺸﺊ ‪. G‬‬
‫ﺠـ( ّ‬
‫د( اﺤﺴب ‪ z D‬ﻻﺤﻘﺔ اﻝﻨﻘطﺔ ‪ ، D‬ﺒﺤﻴث ﻴﻜون اﻝرﺒﺎﻋﻲ ‪ ABDG‬ﻤﺘوازي أﻀﻼع‪.‬‬
‫‪x‬‬ ‫)‪f(x‬‬
‫‪0,20‬‬ ‫‪0,037‬‬ ‫اﻝﺘﻤرﻴن اﻝراﺒﻊ‪ 06.5 ) :‬ﻨﻘﺎط(‬
‫‪0,21‬‬ ‫‪0,016‬‬ ‫‪1‬‬
‫‪x‬‬
‫‪0,22‬‬ ‫‪-0,005‬‬ ‫= ) ‪، f (x‬‬ ‫‪ f ( I‬اﻝداﻝﺔ اﻝﻤﻌرﻓﺔ ﻋﻠﻰ [‪ ]−∞;1‬ﺒـِ‪+ e x −1 :‬‬
‫‪0,23‬‬ ‫‪-0,026‬‬
‫‪x −1‬‬
‫(‬ ‫)‬
‫

‬
‫‪0,24‬‬ ‫‪-0,048‬‬ ‫و ) ‪ ( C‬ﺘﻤﺜﻴﻠﻬﺎ اﻝﺒﻴﺎﻨﻲ ﻓﻲ اﻝﻤﺴﺘوي اﻝﻤﻨﺴوب إﻝﻰ اﻝﻤﻌﻠم اﻝﻤﺘﻌﺎﻤد اﻝﻤﺘﺠﺎﻨس ‪. O; i, j‬‬
‫‪0,25‬‬ ‫‪-0,070‬‬
‫ﺜم اﺴﺘﻨﺘﺞ اﻝﻤﺴﺘﻘﻴﻤﻴن اﻝﻤﻘﺎرﺒﻴن ﻝﻠﻤﻨﺤﻨﻰ ) ‪. ( C‬‬
‫‪ّ ، x ‬‬
‫‪lim‬‬
‫<‬
‫‪ (1‬اﺤﺴب ) ‪ lim f ( x‬و ) ‪f ( x‬‬
‫‪→1‬‬ ‫∞‪x →−‬‬

‫‪ (2‬اﺤﺴب ) ‪ّ . f ′ ( x‬ﺒﻴن أن اﻝداﻝﺔ ‪ f‬ﻤﺘﻨﺎﻗﺼﺔ ﺘﻤﺎﻤﺎ ﻋﻠﻰ اﻝﻤﺠﺎل [‪ّ ، ]−∞;1‬‬

‫ﺜم ﺸ ّﻜل ﺠدول ﺘﻐﻴ ارﺘﻬﺎ‪.‬‬
‫‪ّ (3‬ﺒﻴن أن اﻝﻤﻌﺎدﻝﺔ ‪ f ( x ) = 0‬ﺘﻘﺒل ﻓﻲ [‪ ]−∞;1‬ﺤﻼ وﺤﻴدا ‪ . α‬ﺒﺎﺴﺘﻌﻤﺎل ﺠدول اﻝﻘﻴم أﻋﻼﻩ ِﺠد ﺤﺼ ار ﻝﻠﻌدد ‪. α‬‬
‫ﺜم ارﺴم اﻝﻤﻨﺤﻨﻰ ) ‪ ( C ′‬اﻝﻤﻤﺜل ﻝﻠداﻝﺔ ‪. f‬‬
‫‪ (4‬ارﺴم اﻝﻤﺴﺘﻘﻴﻤﻴن اﻝﻤﻘﺎرﺒﻴن و اﻝﻤﻨﺤﻨﻰ ) ‪ّ ، ( C‬‬
‫ﻋﻴن ﺒﻴﺎﻨﻴﺎ ﻤﺠﻤوﻋﺔ ﻗﻴم اﻷﻋداد اﻝﺤﻘﻴﻘﺔ ‪ m‬اﻝﺘﻲ ﻤن أﺠﻠﻬﺎ ﻴﻜون ﻝﻠﻤﻌﺎدﻝﺔ ‪ f ( x ) = m‬ﺤﻼن ﻤﺨﺘﻠﻔﺎن ﻓﻲ اﻹﺸﺎرة‪.‬‬ ‫‪ّ (5‬‬
‫‪ g ( II‬اﻝداﻝﺔ اﻝﻤﻌرﻓﺔ ﻋﻠﻰ [‪ ]−∞;1‬ﺒـِ‪) . g ( x ) = f ( 2 x − 1) :‬ﻋﺒﺎرة ) ‪ g ( x‬ﻏﻴر ﻤطﻠوﺒﺔ(‬

‫‪ (1‬ادرس ﺘﻐﻴرات اﻝداﻝﺔ ‪ g‬ﻋﻠﻰ [‪ّ ، ]−∞;1‬‬

‫ﺜم ﺸ ّﻜل ﺠدول ﺘﻐﻴراﺘﻬﺎ‪.‬‬
‫‪ α +1‬‬ ‫‪ α +1‬‬
‫‪. g′ ‬‬ ‫ﺜم ّﺒﻴن أن‪ = 2 f ′(α ) :‬‬
‫ّ‬ ‫‪،‬‬ ‫‪g‬‬ ‫‪‬‬ ‫‪ (2‬أ( ﺘﺤﻘّق ﻤن أن‪ = 0 :‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪α +1‬‬
‫‪.‬‬ ‫ب( اﺴﺘﻨﺘﺞ ﻤﻌﺎدﻝﺔ ) ‪ (T‬اﻝﻤﻤﺎس ﻝﻤﻨﺤﻨﻰ اﻝداﻝﺔ ‪ g‬ﻓﻲ اﻝﻨﻘطﺔ ذات اﻝﻔﺎﺼﻠﺔ‬
‫‪2‬‬
‫‪2‬‬ ‫‪α +1‬‬
‫= ‪ ، y‬ﻤﻌﺎدﻝﺔ ﻝﻠﻤﺴﺘﻘﻴم ) ‪. (T‬‬ ‫‪x−‬‬ ‫ج( ﺘﺤﻘّق ﻤن أن‪:‬‬
‫)‪(α − 1‬‬ ‫‪3‬‬
‫‪(α − 1)3‬‬

‫ﺼﻔﺤﺔ ‪ 2‬ﻤن ‪4‬‬

 ‫اﻝﻤوﻀوع اﻝﺜﺎﻨﻲ‬
‫اﻝﺘﻤرﻴن اﻷول‪ 04.5 ) :‬ﻨﻘﺎط(‬
‫‪z 2 + 4 z + 13 = 0 ......‬‬ ‫)‪(E‬‬ ‫ﻨﻌﺘﺒر ﻓﻲ ﻤﺠﻤوﻋﺔ اﻷﻋداد اﻝﻤرﻜﺒﺔ ‪ ℂ‬اﻝﻤﻌﺎدﻝﺔ ) ‪ ( E‬ذات اﻝﻤﺠﻬول ‪ z‬اﻵﺘﻴﺔ‪:‬‬
‫ﺜم ﺠد اﻝﺤل اﻵﺨر‪.‬‬‫‪ (1‬ﺘﺤﻘّق أن اﻝﻌدد اﻝﻤرﻜب ‪ −2 − 3i‬ﺤل ﻝﻠﻤﻌﺎدﻝﺔ ) ‪ّ ، ( E‬‬
‫‪ A (2‬و ‪ B‬ﻨﻘطﺘﺎن ﻤن اﻝﻤﺴﺘوي اﻝﻤرﻜب ﻻﺤﻘﺘﺎﻫﻤﺎ ‪ z A = −2 − 3i‬و ‪ z B = i‬ﻋﻠﻰ اﻝﺘرﺘﻴب‪ S .‬اﻝﺘﺸﺎﺒﻪ اﻝﻤﺒﺎﺸر‬
‫‪π‬‬ ‫‪1‬‬
‫ﻴﺤول ﻜل ﻨﻘطﺔ ) ‪ M ( z‬ﻤن اﻝﻤﺴﺘوي إﻝﻰ اﻝﻨﻘطﺔ )‪. M ′ ( z ′‬‬‫اﻝذي ﻤرﻜزﻩ ‪ ، A‬ﻨﺴﺒﺘﻪ ‪ 2‬و زاوﻴﺘﻪ ‪ 2‬واﻝذي ّ‬
‫‪1‬‬ ‫‪7‬‬
‫أ( ّﺒﻴن أن‪. z ′ = iz − − 2i :‬‬
‫‪2‬‬ ‫‪2‬‬
‫ب( اﺤﺴب ‪ zC‬ﻻﺤﻘﺔ اﻝﻨﻘطﺔ ‪ ، C‬ﻋﻠﻤﺎ أن ‪ C‬ﻫﻲ ﺼورة ‪ B‬ﺒﺎﻝﺘﺸﺎﺒﻪ ‪. S‬‬
‫


‬
‫‪ (3‬ﻝﺘﻜن اﻝﻨﻘطﺔ ‪ ، D‬ﺤﻴث‪. 2 AD + AB = 0 :‬‬
‫أ( ّﺒﻴن أن ‪ D‬ﻫﻲ ﻤرﺠﺢ اﻝﻨﻘطﺘﻴن ‪ A‬و ‪ B‬اﻝﻤرﻓﻘﺘﻴن ﺒﻤﻌﺎﻤﻠﻴن ﺤﻘﻴﻘﻴﻴن ﻴطﻠب ﺘﻌﻴﻴﻨﻬﻤﺎ‪.‬‬
‫ب( اﺤﺴب ‪ z D‬ﻻﺤﻘﺔ اﻝﻨﻘطﺔ ‪. D‬‬
‫‪zD − z A‬‬
‫ﺜم اﺴﺘﻨﺘﺞ طﺒﻴﻌﺔ اﻝﻤﺜﻠث ‪. ACD‬‬‫ّ‬ ‫‪،‬‬ ‫ج( ّﺒﻴن أن‪= i :‬‬
‫‪zC − z A‬‬

‫‪y‬‬ ‫اﻝﺘﻤرﻴن اﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎط(‬

‫اﻝﻤﻌرﻓﺔ ﻋﻠﻰ‬
‫ّ‬ ‫ﻓﻲ اﻝﺸﻜل اﻝﻤﻘﺎﺒل‪ ( C f ) ،‬ﻫو اﻝﺘﻤﺜﻴل اﻝﺒﻴﺎﻨﻲ ّ‬
‫ﻝﻠداﻝﺔ ‪f‬‬
‫‪1‬‬ ‫‪2x‬‬
‫= )‪، f ( x‬‬ ‫اﻝﻤﺠﺎل ]‪ [ 0;1‬ﺒﺎﻝﻌﻼﻗﺔ‬
‫‪x +1‬‬
‫و ) ‪ (d‬اﻝﻤﺴﺘﻘﻴم ذو اﻝﻤﻌﺎدﻝﺔ ‪. y = x‬‬
‫)‪(Cf‬‬
‫‪1‬‬
‫اﻷول‪u0 = ،‬‬ ‫ﺒﺤدﻫﺎ‬
‫اﻝﻤﻌرﻓﺔ ﻋﻠﻰ ‪ّ ℕ‬‬ ‫ّ‬ ‫‪ ( un ) (1‬اﻝﻤﺘﺘﺎﻝﻴﺔ اﻝﻌددﻴﺔ‬
‫)‪(d‬‬ ‫ّ ‪2‬‬
‫و ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪. un+1 = f ( un ) ، n‬‬
‫ﺜم ﻤﺜّل اﻝﺤدود ‪، u1 ، u0‬‬
‫أ( أﻋد رﺴم ﻫذا اﻝﺸﻜل ﻓﻲ ورﻗﺔ اﻹﺠﺎﺒﺔ‪ّ ،‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪ u2‬و ‪ u3‬ﻋﻠﻰ ﻤﺤور اﻝﻔواﺼل دون ﺤﺴﺎﺒﻬﺎ‪ ،‬ﻤﺒر از ﺨطوط اﻝﺘﻤﺜﻴل‪.‬‬
‫ﺘﻐﻴر اﻝﻤﺘﺘﺎﻝﻴﺔ ) ‪ ( un‬و ﺘﻘﺎرﺒﻬﺎ‪.‬‬
‫ب( ﻀﻊ ﺘﺨﻤﻴﻨﺎ ﺤول اﺘﺠﺎﻩ ّ‬
‫أن اﻝداﻝﺔ ‪ f‬ﻤﺘزاﻴدة ﺘﻤﺎﻤﺎ ﻋﻠﻰ اﻝﻤﺠﺎل ]‪. [ 0;1‬‬
‫‪ (2‬أ( أﺜﺒت ّ‬
‫ب( ﺒرﻫن ﺒﺎﻝﺘراﺠﻊ ّأﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ﻋدد طﺒﻴﻌﻲ ‪. 0 < u n < 1 ، n‬‬
‫ﺘﻐﻴر اﻝﻤﺘﺘﺎﻝﻴﺔ ) ‪. ( un‬‬
‫ﺠـ( ادرس اﺘﺠﺎﻩ ّ‬
‫‪u −1‬‬
‫‪. vn = n‬‬ ‫اﻝﻤﻌرﻓﺔ ﻋﻠﻰ ‪ ℕ‬ﻜﻤﺎ ﻴﻠﻲ‪:‬‬
‫ّ‬ ‫‪ ( vn ) (3‬اﻝﻤﺘﺘﺎﻝﻴﺔ اﻝﻌددﻴﺔ‬
‫‪un‬‬
‫‪1‬‬
‫ﺤدﻫﺎ اﻷول ‪. v0‬‬
‫ّ‬ ‫ﺤﺴﺎب‬ ‫ﻴطﻠب‬ ‫‪،‬‬ ‫أن ) ‪ ( vn‬ﻤﺘﺘﺎﻝﻴﺔ ﻫﻨدﺴﻴﺔ أﺴﺎﺴﻬﺎ‬ ‫أ( ﺒرﻫن ّ‬
‫‪2‬‬
‫ب( اﺤﺴب ﻨﻬﺎﻴﺔ ) ‪. ( un‬‬
‫ﺼﻔﺤﺔ ‪ 3‬ﻤن ‪4‬‬
 ‫اﻝﺘﻤرﻴن اﻝﺜﺎﻝث‪ 04.5) :‬ﻨﻘﺎط(‬
‫(‬ ‫ﻨﻌﺘﺒر ﻓﻲ اﻝﻔﻀﺎء اﻝﻤﻨﺴوب إﻝﻰ اﻝﻤﻌﻠم اﻝﻤﺘﻌﺎﻤد اﻝﻤﺘﺠﺎﻨس )‬
‫


‬
‫اﻝﻨﻘط ) ‪، A ( 2 ; 1 ; − 1‬‬ ‫‪O ;i , j , k‬‬
‫‪7‬‬ ‫‪‬‬ ‫‪ 3‬‬ ‫‪‬‬
‫) ‪ C  − ; − 2 ; 1  ، B ( 1 ; − 1 ; 3‬و ‪ . D  ; − 3 ;0 ‬وﻝﺘﻜن ‪ I‬ﻤﻨﺘﺼف اﻝﻘطﻌﺔ ] ‪. [ AB‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪ 2‬‬ ‫‪‬‬
‫‪ (1‬أ( اﺤﺴب إﺤداﺜﻴﺎت اﻝﻨﻘطﺔ ‪. I‬‬
‫أن‪ 2 x + 4 y − 8 z + 5 = 0 :‬ﻤﻌﺎدﻝﺔ دﻴﻜﺎرﺘﻴﺔ ﻝـ ) ‪ ( P‬؛ اﻝﻤﺴﺘوي اﻝﻤﺤوري ﻝـ ] ‪. [ AB‬‬
‫ب( ّﺒﻴن ّ‬
‫
‬
‫‪ (2‬اﻜﺘب ﺘﻤﺜﻴﻼ وﺴﻴطﻴﺎ ﻝﻠﻤﺴﺘﻘﻴم ) ∆ ( اﻝذي ﻴﺸﻤل اﻝﻨﻘطﺔ ‪ C‬و ) ‪ u ( 1;2; − 4‬ﺸﻌﺎع ﺘوﺠﻴﻪ ﻝﻪ‪.‬‬
‫‪ (3‬أ( ﺠد إﺤداﺜﻴﺎت ‪ E‬ﻨﻘطﺔ ﺘﻘﺎطﻊ اﻝﻤﺴﺘوي ) ‪ ( P‬و اﻝﻤﺴﺘﻘﻴم ) ∆ ( ‪.‬‬
‫ﺜم اﺴﺘﻨﺘﺞ أن اﻝﻤﺜﻠث ‪ IEC‬ﻗﺎﺌم‪.‬‬ ‫) ∆ ( و ) ‪ ( AB‬ﻤن ﻨﻔس اﻝﻤﺴﺘوى‪ّ ،‬‬ ‫أن‬
‫ب( ّﺒﻴن ّ‬
‫اﻝﻤﺴﺘﻘﻴم ) ‪ ( ID‬ﻋﻤودي ﻋﻠﻰ ﻜل ﻤن اﻝﻤﺴﺘﻘﻴم ) ‪ ( AB‬و اﻝﻤﺴﺘﻘﻴم ) ‪. ( IE‬‬ ‫أن‬
‫‪ (4‬أ( ّﺒﻴن ّ‬
‫ب( اُﺤﺴب ﺤﺠم رﺒﺎﻋﻲ اﻝوﺠوﻩ ‪. DIEC‬‬
‫اﻝﺘﻤرﻴن اﻝراﺒﻊ‪ 07) :‬ﻨﻘﺎط(‬
‫اﻝﻤﻌرﻓﺔ ﻋﻠﻰ اﻝﻤﺠﺎل [ ∞ ‪ ] − 1; +‬ﺒـ‪g ( x ) = x 2 + 2 x + 4 − 2ln ( x + 1) :‬‬
‫ّ‬ ‫‪ g (I‬اﻝداﻝﺔ‬
‫ﺘﻐﻴراﺘﻬﺎ‪.‬‬
‫ﺜم ﺸ ّﻜل ﺠدول ّ‬
‫ﺘﻐﻴرات اﻝداﻝﺔ ‪ّ ، g‬‬
‫‪ (1‬ادرس ّ‬
‫‪ (2‬اﺴﺘﻨﺘﺞ أﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ‪ x‬ﻤن اﻝﻤﺠﺎل [ ∞ ‪. g ( x ) > 0 ، ] − 1; +‬‬
‫)‪1 − 2ln ( x + 1‬‬
‫‪f (x ) = x −‬‬ ‫اﻝﻤﻌرﻓﺔ ﻋﻠﻰ اﻝﻤﺠﺎل [ ∞ ‪ ] − 1; +‬ﺒـ‪:‬‬
‫ّ‬ ‫‪ f (II‬اﻝداﻝﺔ‬
‫‪x‬‬ ‫‪+‬‬ ‫‪1‬‬
‫(‬ ‫)‬
‫

‬
‫و ) ‪ ( C f‬ﺘﻤﺜﻴﻠﻬﺎ اﻝﺒﻴﺎﻨﻲ ﻓﻲ اﻝﻤﺴﺘوي اﻝﻤﻨﺴوب إﻝﻰ اﻝﻤﻌﻠم اﻝﻤﺘﻌﺎﻤد اﻝﻤﺘﺠﺎﻨس ‪ ). O ; i , j‬وﺤدة اﻝطول ‪( 2 cm‬‬
‫ﻓﺴر اﻝﻨﺘﻴﺠﺔ ﺒﻴﺎﻨﻴﺎ‪.‬‬
‫‪ّ . x ‬‬
‫‪lim‬‬
‫>‬
‫‪ (1‬أ( اﺤﺴب ) ‪f ( x‬‬
‫‪→ −1‬‬

‫ب( اﺤﺴب )‪. lim f ( x‬‬

‫∞‪x →+‬‬

‫)‪g ( x‬‬
‫= )‪ ، f ′( x‬ﺤﻴث ‪ f ′‬ﻫﻲ ﻤﺸﺘﻘﺔ اﻝداﻝﺔ ‪. f‬‬ ‫‪ (2‬أ( ّﺒﻴن ّأﻨﻪ‪ ،‬ﻤن أﺠل ﻜل ‪ x‬ﻤن [ ∞ ‪، ] − 1; +‬‬
‫)‪( x + 1‬‬
‫‪2‬‬

‫ﺘﻐﻴراﺘﻬﺎ‪.‬‬ ‫ﺘﻐﻴر اﻝداﻝﺔ ‪ f‬ﻋﻠﻰ اﻝﻤﺠﺎل [ ∞ ‪ّ ، ] − 1; +‬‬

‫ﺜم ﺸ ّﻜل ﺠدول ّ‬ ‫ب( ادرس اﺘﺠﺎﻩ ّ‬
‫أن اﻝﻤﻌﺎدﻝﺔ ‪ f ( x) = 0‬ﺘﻘﺒل ﺤﻼ وﺤﻴدا ‪ α‬ﻓﻲ اﻝﻤﺠﺎل [ ∞ ‪ّ ، ] − 1; +‬‬
‫ﺜم ﺘﺤﻘق أن ‪. 0 < α < 0,5‬‬ ‫ﺠـ( ّﺒﻴن ّ‬
‫أن اﻝﻤﺴﺘﻘﻴم ) ∆ ( ذا اﻝﻤﻌﺎدﻝﺔ ‪ y = x‬ﻤﻘﺎرب ﻤﺎﺌل ﻝﻠﻤﻨﺤﻨﻰ ) ‪ ( C f‬ﻋﻨد ∞‪. +‬‬ ‫‪ (3‬أ( ّﺒﻴن ّ‬
‫ب( ادرس وﻀﻌﻴﺔ اﻝﻤﻨﺤﻨﻰ ) ‪ ( C f‬ﺒﺎﻝﻨﺴﺒﺔ إﻝﻰ ) ∆ ( ‪.‬‬

‫‪ ، y = x +‬ﻤﻤﺎس ﻝﻠﻤﻨﺤﻨﻰ ) ‪ ( C f‬ﻓﻲ ﻨﻘطﺔ ﻓﺎﺼﻠﺘﻬﺎ ‪. x0‬‬

‫‪2‬‬
‫‪ (4‬ﻨﻘﺒل أن اﻝﻤﺴﺘﻘﻴم ) ‪ (T‬ذا اﻝﻤﻌﺎدﻝﺔ ‪:‬‬
‫‪3‬‬
‫‪e‬‬
‫أ( اﺤﺴب ‪. x0‬‬
‫ب( ارﺴم اﻝﻤﺴﺘﻘﻴﻤﻴن اﻝﻤﻘﺎرﺒﻴن واﻝﻤﻤﺎس ) ‪ (T‬ﺜم اﻝﻤﻨﺤﻨﻰ ) ‪. ( C f‬‬
‫ﻋﻴن ﺒﻴﺎﻨﻴﺎ ﻗﻴم اﻝوﺴﻴط اﻝﺤﻘﻴﻘﻲ ‪ m‬ﺒﺤﻴث ﺘﻘﺒل اﻝﻤﻌﺎدﻝﺔ ‪ f ( x) = x + m‬ﺤﻠّﻴن ﻤﺘﻤﺎﻴزﻴن‪.‬‬
‫ج( ّ‬

‫ﺼﻔﺤﺔ ‪ 4‬ﻤن ‪4‬‬

 ‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫اﻟﻌﻼﻣﺔ‬
‫ﻋﻧﺎﺻر اﻹﺟﺎﺑﺔ‬
‫ﻣﺟﻣوع‬ ‫ﻣﺟزأة‬
‫اﻟﻣوﺿوع اﻷول‬
‫اﻟﺗﻣرﯾن اﻷول ) ‪ 04,5‬ﻧﻘط (‬
‫‪01, 25‬‬
‫‪0,75‬‬ ‫‪(t Î R ) z‬‬ ‫‪ (1‬اﻟﺗﻣﺛﯾل اﻟوﺳﯾطﻲ ﻟﻠﻣﺳﺗﻘﯾم ) ‪ x = 1 + t : ( BC‬؛ ‪ y = -t‬؛ ‪= -1 + 2t‬‬
‫‪0,5‬‬ ‫) ‪ ( BC‬ﻣﺣﺗوى ﻓﻲ ) ‪2(-t ) + (-1 + 2t ) + 1 = 0 : ( P‬‬
‫‪2 ´ 0,5‬‬ ‫‪ ( D ) (2‬و ) ‪ ( BC‬ﻏﯾر ﻣﺗوازﯾﯾن وﻏﯾر ﻣﺗﻘﺎطﻌﯾن إذن ) ‪ ( D‬و ) ‪ ( BC‬ﻟﯾﺳﺎ ﻣن ﻧﻔس اﻟﻣﺳﺗوي‪.‬‬
‫‪1‬‬
‫‪6 5‬‬
‫‪0,5‬‬ ‫= )) ‪d (A ;(P‬‬ ‫‪ (3‬أ( اﻟﻣﺳﺎﻓﺔ ﺑﯾن ‪ A‬و ) ‪( P‬‬
‫‪5‬‬
‫‪0, 25‬‬ ‫ب( ‪ D‬ﻧﻘطﺔ ﻣن ) ‪2(0) - 1 + 1 = 0 ( P‬‬
‫‪02, 25‬‬
‫‪0,5‬‬ ‫‪ BCD‬ﻣﺛﻠث ﻗﺎﺋم ‪CD 2 = 1 ، BD 2 = 1 ، BC 2 = 6‬‬

‫‪0,5‬‬
‫‪ ABCD (4‬رﺑﺎﻋﻲ اﻟوﺟوﻩ ) ‪ A Î ( P‬ﻷن ‪ d (A , ( P )) ¹ 0‬ﻋﻠﻣﺎ أن ) ‪( P ) = (ABC‬‬
‫‪1‬‬
‫‪ -‬ﺣﺟم رﺑﺎﻋﻲ اﻟوﺟوﻩ ‪V = A ( BCD ) ´ d ( A ;(P ) ) = 1u .v ABCD‬‬
‫‪0,5‬‬ ‫‪3‬‬

‫اﻟﺗﻣرﯾن اﻟﺛﺎﻧﻲ ) ‪ 04‬ﻧﻘط (‬

‫‪5‬‬
‫‪0, 75‬‬ ‫= ‪ q‬و ﺣدّھﺎ اﻷول ‪v 0 = 5‬‬ ‫‪ ( vn ) (1 (I‬ﻣﺗﺗﺎﻟﯾﺔ ھﻧدﺳﯾﺔ أﺳﺎﺳﮭﺎ‬
‫‪01‬‬
‫‪..............................‬‬
‫‪6‬‬
‫‪0,25‬‬ ‫‪................................................................................................................... lim vn = 0 (2‬‬
‫‪n ®+¥‬‬

‫‪1‬‬ ‫‪ (1 (II‬ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪1 £ u n £ 6 ، ¥‬‬

‫‪.......................................................................‬‬

‫‪0,5‬‬ ‫) ‪(6 - u n )(1 + u n‬‬

‫= ‪u n +1 - u n > 0;u n +1 - u n‬‬ ‫‪ ( un ) (2‬ﻣﺗزاﯾدة ﺗﻣﺎﻣﺎ‬
‫‪03‬‬ ‫‪5u n + 6 + u n‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪0,5‬‬ ‫(‬ ‫‪ (3‬أ( ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪< ) 6 - u n +1 £ ( 6 - u n ) ، ¥‬‬
‫‪6 + 5u n + 6 6‬‬ ‫‪3‬‬
‫‪0,5‬‬ ‫ب( ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪) 0 £ 6 - u n £ v n ، ¥‬ﯾﻣﻛن اﺳﺗﻌﻣﺎل اﻟﺑرﻫﺎن ﺑﺎﻟﺗراﺟﻊ(‬
‫‪0,5‬‬
‫) ‪ lim v n = 0‬و ‪.( lim u n = 6‬‬ ‫‪lim u n = 6‬‬
‫‪n ®+¥‬‬ ‫‪n ®+¥‬‬ ‫‪n ®+¥‬‬

‫ﺻﻔﺣﺔ ‪ 1‬ﻣن ‪6‬‬

 ‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫اﻟﺗﻣرﯾن اﻟﺛﺎﻟث ) ‪ 05‬ﻧﻘط (‬

‫‪0,5‬‬ ‫‪D = 4 i 2 sin 2 a (1‬‬
‫‪....................................................................................................................‬‬

‫‪01‬‬ ‫) ‪z '' = 2 ( cos a - i sin a ) ، z ' = 2 ( cosa + i sin a‬‬

‫‪0,5‬‬
‫‪.............................................‬‬

‫‪0,25‬‬ ‫اﻟﻌﻛس( ‪............................................................‬‬ ‫‪ (2‬ﺗﺣدﯾد ‪) z2 = 1 - i 3 ، z1 = 1 + i 3‬أو‬

‫‪2013‬‬ ‫‪æ 2p ö‬‬
‫‪01, 25‬‬ ‫‪æ z1 ö‬‬ ‫‪z1‬‬ ‫‪iç‬‬ ‫÷‬
‫‪3 ø‬‬
‫‪2 ´ 0,5‬‬ ‫‪..............................................‬‬ ‫÷ ‪ç‬‬ ‫و ‪= +1‬‬ ‫‪=e è‬‬
‫‪è 2ø‬‬
‫‪z‬‬ ‫‪z2‬‬
‫‪0, 75‬‬ ‫‪ B ،‬و ‪ A ÎC (O ;2) ) C‬وﻓﺎﺻﻠﺗﮭﺎ ‪ 1‬و ‪ B‬ﻧظﯾرة ‪ A‬ﺑﺎﻟﻨﺴﺒﺔ ) ‪(x ¢x‬‬ ‫‪ (3‬أ( إﻧﺷﺎء اﻟﻧﻘط ‪A‬‬
‫‪. A‬‬ ‫و ‪ C‬ﻟﮭﺎ ﻧﻔﺲ ﺗﺮﺗﯿﺐ‬
‫‪zC - z A‬‬ ‫‪3‬‬
‫‪0,5‬‬ ‫‪......................................................................................................‬‬ ‫=‬ ‫ب( ‪i‬‬
‫‪02, 75‬‬ ‫‪zB - z A‬‬ ‫‪2‬‬
‫‪0,5‬‬ ‫‪p‬‬ ‫‪3‬‬ ‫‪3‬‬
‫و زاوﯾﺗﮫ‬ ‫= ‪ C ، zC - z A‬ﺻورة ‪ B‬ﺑﺎﻟﺗﺷﺎﺑﮫ اﻟذي ﻧﺳﺑﺗﮫ‬ ‫) ‪i ( zB - z A‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2 ´ 0,25‬‬ ‫ﺟـ( ‪ zG = 4 + 2 i 3‬إﻧﺷﺎء ‪.............................................................................................. G‬‬
‫‪0,5‬‬ ‫‪............................................................................................................................. z D = 4‬‬ ‫د(‬

‫اﻟﺗﻣرﯾن اﻟراﺑﻊ‪ 06,5 ) :‬ﻧﻘط (‬

‫‪01‬‬ ‫‪0,5‬‬ ‫‪.......................................................‬‬
‫<‬
‫؛ ‪lim f ( x ) = -¥‬‬ ‫‪lim f ( x ) = 2 (1 (I‬‬
‫¾¾ ‪x‬‬ ‫‪®1‬‬ ‫‪x ®-¥‬‬
‫‪0,5‬‬ ‫‪..........................................................‬‬ ‫‪ x = 1 ، y = 2‬ﻣﻌﺎدﻟﺗﺎ ﻣﺳﺗﻘﯾﻣﯾن ﻣﻘﺎرﺑﯾن‬
‫‪1‬‬
‫‪-1‬‬
‫‪0,5‬‬ ‫‪.....................................‬‬ ‫= )‪f '( x‬‬ ‫) ‪(1 + e x -1‬‬ ‫‪ (2‬ﻣن أﺟل [‪، x Î ]-¥;1‬‬
‫‪01‬‬ ‫‪( x - 1)2‬‬
‫‪0,25‬‬ ‫‪.......‬‬ ‫ﻣﺗﻧﺎﻗﺻﺔ ﺗﻣﺎﻣﺎ ﻋﻠﻰ [‪]-¥;1‬‬ ‫ﻓﺈن ‪f‬‬ ‫ﺑﻣﺎ أنّ ‪ f '( x ) < 0‬ﻣن أﺟل ﻛل [‪ّ x Î ]-¥;1‬‬
‫‪0,25‬‬ ‫ﺟدول اﻟﺗﻐﯾّرات ‪............................................................................................................................‬‬
‫‪0,25‬‬ ‫‪ (3‬ﻟﻠﻣﻌﺎدﻟﺔ ‪ f ( x ) = 0‬ﺣل وﺣﯾد ‪ a‬ﻣن [‪) ]-¥;1‬ﻣﺑرﻫﻧﺔ اﻟﻘﯾم اﻟﻣﺗوﺳطﺔ(‬
‫‪0, 5‬‬ ‫‪0,25‬‬ ‫‪............................................................................................................... 0, 21 < a < 0, 22‬‬
‫‪0,5‬‬ ‫‪ (4‬إﻧﺷﺎء اﻟﻣﺳﺗﻘﯾﻣﯾن اﻟﻣﻘﺎرﺑﯾن ﻟـ ) ‪.............................................................................. ( C‬‬

‫‪01, 25‬‬ ‫‪0,5‬‬ ‫إﻧﺷﺎء اﻟﻣﻧﺣﻧﻰ ) ‪( C‬‬

‫‪..............................................................................................................‬‬

‫‪0,25‬‬ ‫‪.......................................................................‬‬ ‫‪f‬‬ ‫إﻧﺷﺎء اﻟﻣﻧﺣﻧﻰ )' ‪ ( C‬اﻟﻣﻣﺛل ﻟﻠداﻟﺔ‬

‫‪ù1 é‬‬
‫‪0, 25‬‬ ‫‪0,25‬‬ ‫‪...........‬‬‫‪ (5‬ﻟﻠﻣﻌﺎدﻟﺔ ‪ f ( x) = m‬ﺣﻠّﯾن ﻣﺧﺗﻠﻔﯾن ﻓﻲ اﻹﺷﺎرة ﻣن أﺟل ‪m Î ú ; 2 ê‬‬
‫‪ûe ë‬‬
‫‪0,25 ´ 2‬‬ ‫‪ g ¢ ( x ) = f ¢ ( 2x - 1) (1 (II‬إذا ﻛﺎن ‪ x < 1‬ﻓﺈن ‪ ، 2x - 1‬وﻋﻠﯾﮫ ‪f ¢ ( 2x - 1) < 0‬‬
‫‪01, 5‬‬ ‫‪0,25‬‬ ‫‪...............................................................‬‬ ‫[‪]-¥;1‬‬ ‫‪ g‬ﻣﺗﻧﺎﻗﺻﺔ ﺗﻣﺎﻣﺎ ﻋﻠﻰ‬

‫ﺻﻔﺣﺔ ‪ 2‬ﻣن ‪6‬‬

‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫‪..........................................................................‬‬ ‫‪lim g ( x ) = -¥ ،‬‬ ‫‪lim g ( x ) = 2‬‬

‫‪0,5‬‬
‫<‬
‫¾¾ ‪x‬‬ ‫‪®1‬‬ ‫‪x ®-¥‬‬
‫‪............................................................................ ( f‬‬ ‫ﺟدول ﺗﻐﯾّرات ‪) g‬ﻧﻔس ﺟدول ﺗﻐﯾرات‬
‫‪0,25‬‬

‫‪2 ´ 0,25‬‬ ‫‪æ a +1ö‬‬ ‫‪æ a +1ö‬‬

‫‪g¢ç‬‬ ‫‪÷ = 2 f ¢ (a ) ، g ç‬‬ ‫‪ (2‬أ( ‪÷ = f (a ) = 0‬‬
‫‪è‬‬ ‫‪2‬‬ ‫‪ø‬‬ ‫‪è‬‬ ‫‪2‬‬ ‫‪ø‬‬
‫‪0,25‬‬
‫‪.....................................................‬‬
‫‪1‬‬ ‫‪æ‬‬ ‫‪a +1ö‬‬
‫‪.........................................................‬‬ ‫‪y = 2 f '(a ) ç x -‬‬ ‫ب( ) ‪ (T‬ﻣﻌﺎدﻟﺔ ﻟﮫ‪÷ :‬‬
‫‪è‬‬ ‫‪2 ø‬‬
‫‪0,25‬‬ ‫‪1‬‬
‫‪a‬‬ ‫‪æ 2‬‬ ‫‪a +1 ö‬‬
‫‪............................ (e -1‬‬
‫‪a‬‬ ‫‪=-‬‬ ‫‪(T ) : y = ç‬‬ ‫‪-‬‬ ‫ج(‬
‫÷‪3‬‬
‫)‬ ‫‪x‬‬
‫‪a -1‬‬ ‫‪è‬‬ ‫(‬‫‪a‬‬ ‫‪-‬‬ ‫)‪1‬‬ ‫‪3‬‬
‫(‬‫‪a‬‬ ‫‪-‬‬ ‫)‪1‬‬ ‫‪ø‬‬

‫‪y‬‬
‫‪3‬‬ ‫‪x=1‬‬
‫‪y=2‬‬ ‫‪2‬‬

‫)‪(C‬‬
‫‪1‬‬

‫‪-7‬‬ ‫‪-6‬‬ ‫‪-5‬‬ ‫‪-4‬‬ ‫‪-3‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1 x‬‬

‫‪-1‬‬

‫‪-2‬‬

‫‪-3‬‬

‫‪-4‬‬

‫‪-5‬‬

‫ﺻﻔﺣﺔ ‪ 3‬ﻣن ‪6‬‬

 ‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫اﻟﻣوﺿوع اﻟﺛﺎﻧﻲ‬
‫اﻟﺗﻣرﯾن اﻷول‪ 04,5 ) :‬ﻧﻘط (‬
‫‪1‬‬
‫‪0,5‬‬ ‫‪.................‬‬ ‫‪( -2 - 3i )2 + 4(-2 - 3i ) + 13 = 0‬‬ ‫‪ -2 - 3i (1‬ﺣل ﻟﻠﻣﻌﺎدﻟﺔ ) ‪( E‬‬
‫‪0,5‬‬ ‫‪...............................................................................‬‬ ‫اﺳﺗﻧﺗﺎج اﻟﺣل اﻵﺧر ﻟﻠﻣﻌﺎدﻟﺔ ) ‪-2 - 3i . ( E‬‬
‫‪p‬‬
‫) (‪1 i‬‬
‫‪1‬‬ ‫‪.......... z ¢ - z A‬‬ ‫) ‪= e 2 (z - z A‬‬ ‫‪ (2‬أ( اﻟﻛﺗﺎﺑﺔ اﻟﻣرﻛﺑﺔ ﻟﻠﺗﺷﺎﺑﮫ ‪S‬‬
‫‪01, 5‬‬ ‫‪2‬‬
‫‪0,5‬‬ ‫‪.............................................................................................‬‬ ‫ب( ‪zC = -4 - 2 i‬‬
‫‪0,5‬‬ ‫‪..................‬‬ ‫‪ (3‬أ( ‪ D‬ﻣرﺟﺢ اﻟﻧﻘطﺗﯾن ‪ A‬و ‪ B‬ﻣرﻓﻘﯾن ﺑﺎﻟﻣﻌﺎﻣﻠﯾن ‪ -3‬و ‪ 1‬ﻋﻠﻰ اﻟﺗرﺗﯾب‬
‫‪0,5‬‬ ‫ب( ﻻﺣﻘﺔ ‪ D‬ھﻲ ‪........................................................................................... z D = -3 - 5 i‬‬
‫‪zD - z A‬‬
‫‪02‬‬ ‫‪0,5‬‬ ‫‪..................................................................................................‬‬ ‫ج( ‪= i‬‬
‫‪zC - z A‬‬
‫‪uuuur uuuur p‬‬
‫‪0,5‬‬ ‫‪ ACD‬ﻣﺛﻠث ﻗﺎﺋم ﻓﻲ ‪ A‬و ﻣﺗﺳﺎوي اﻟﺳﺎﻗﯾن ) ‪ AD = AC‬و = ) ‪(( AC ; A D‬‬
‫‪2‬‬

‫اﻟﺗﻣرﯾن اﻟﺛﺎﻧﻲ‪ 04) :‬ﻧﻘط (‬

‫‪0, 50‬‬
‫‪ (1‬أ( ﺗﻣﺛﯾل اﻟﺣدود ‪ u 2 ، u 1 ، u 0‬و ‪:u 3‬‬
‫‪0, 25‬‬ ‫ب( اﻟﺗﺧﻣﯾن‪ (u n ) :‬ﻣﺗزاﯾدة ﺗﻣﺎﻣﺎ و ﻣﺗﻘﺎرﺑﺔ‪.‬‬
‫‪2‬‬
‫‪0, 50‬‬ ‫= ) ‪ f ، f ' ( x‬ﻣﺗزاﯾدة ﺗﻣﺎﻣﺎ ﻋﻠﻰ اﻟﻣﺟﺎل ]‪. [ 0;1‬‬ ‫‪ (2‬أ(‬
‫‪( x + 1)2‬‬
‫‪0, 50‬‬ ‫ﻓﺈن‪. 0 < u n < 1 :‬‬
‫أن ﻣن أﺟل ﻛل ﻋدد طﺑﯾﻌﻲ ‪ّ n‬‬
‫ب( اﻟﺑرﻫﺎن ﺑﺎﻟﺗراﺟﻊ ّ‬
‫) ‪u n (1 - u n‬‬
‫‪04‬‬ ‫= ‪u n +1 - u n‬‬ ‫ﺟـ( ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪ ¥‬ﻟدﯾﻧﺎ‪:‬‬
‫‪0, 75‬‬ ‫‪un +1‬‬
‫و ﻣﻧﻪ ‪ u n +1 - u > 0‬أي ) ‪ (u n‬ﻣﺗزاﯾدة ﺗﻣﺎﻣﺎ‪.‬‬
‫‪1‬‬
‫‪0, 75‬‬ ‫‪ (3‬أ( ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪ . v n +1 = v n ، ¥‬اﻟﺣد اﻷول ‪. v 0 = -1 :‬‬
‫‪2‬‬
‫‪n‬‬
‫‪1‬‬ ‫‪æ1ö‬‬
‫= ‪.u n‬‬ ‫ب( ﻣن أﺟل ﻛل ‪ n‬ﻣن ‪ v n = - ç ÷ ، ¥‬؛‬
‫‪è2ø‬‬
‫‪n‬‬
‫‪0, 50‬‬ ‫‪æ1ö‬‬
‫÷ ‪1+ ç‬‬
‫‪è2ø‬‬
‫‪0, 25‬‬ ‫‪) . lim u n = 1‬ﻷن ‪.( lim v n = 0‬‬
‫‪n ®+¥‬‬ ‫‪n ®+¥‬‬

‫ﺻﻔﺣﺔ ‪ 4‬ﻣن ‪6‬‬

 ‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫اﻟﺗﻣرﯾن اﻟﺛﺎﻟث ) ‪ 04,5‬ﻧﻘط (‬

‫‪æ3‬‬ ‫‪ö‬‬
‫‪0,25‬‬ ‫‪ (1‬أ( ÷‪I ç ; 0 ;1‬‬
‫‪01‬‬
‫‪...................................................................................................................‬‬
‫‪è2‬‬ ‫‪ø‬‬
‫‪0,25‬‬ ‫ب( اﻟﺗﺣﻘق أنّ ‪ I‬ﻧﻘطﺔ ﻣن ) ‪) ( P‬ﺗﻘﺑل ﻛل طرﯾﻘﺔ ﺳﻠﯾﻣﺔ(‪....................................‬‬
‫‪uuur‬‬
‫‪0,5‬‬ ‫‪.....................................................................................................‬‬ ‫‪ AB‬ﻧﺎظﻣﻲ ﻟـ ) ‪( P‬‬
‫‪ì‬‬ ‫‪3‬‬
‫‪ï‬‬ ‫‪x‬‬ ‫=‬ ‫‪k‬‬ ‫‪-‬‬
‫‪2‬‬
‫‪ï‬‬
‫‪0, 5‬‬ ‫‪0, 5‬‬ ‫‪ ( D ) (2‬ﺗﻣﺛﯾل وﺳﯾطﻲ ﻟﮫ ) ¡ ‪ ) í y = 2 k - 2 ( k Î‬ﯾﻘﺑل أي ﺗﻣﺛﯾل وﺳﯾطﻲ آﺧر(‪..............‬‬
‫‪ï z = -4 k + 1‬‬
‫‪ï‬‬
‫‪î‬‬
‫‪æ 7 4 1ö‬‬ ‫‪1‬‬
‫‪01‬‬ ‫‪2 ´ 0, 5‬‬ ‫= ‪ t‬و ﻣﻧﻪ ÷ ‪............................. E ç - ; - ; -‬‬ ‫‪ (3‬أ( ﺗﻘﺎطﻊ ) ‪ ( P‬و ) ‪: ( D‬‬
‫‪è 6 3 3ø‬‬ ‫‪3‬‬
‫‪ur‬‬
‫‪0,5‬‬ ‫ب( ) ‪ ( AB‬و ‪ u‬ﻣرﺗﺑطﺎن ﺧطﯾﺎ ‪............................................................................................‬‬
‫‪01‬‬
‫‪0,5‬‬ ‫) ‪(EC 2 + IE 2 = IC 2‬‬ ‫أي اﻟﻣﺛﻠث ‪ IEC‬ﻗﺎﺋم ﻓﻲ ‪ ) E‬ﯾﻘﺑل أي ﺗﺑرﯾر (‬

‫‪2 ´ 0, 25‬‬ ‫^ ) ‪............................................................................ ( ID‬‬ ‫) ‪ (ID ) ^ ( AB‬و ) ‪( IE‬‬ ‫‪ (4‬أ(‬

‫‪01‬‬ ‫‪28‬‬
‫‪0, 5‬‬ ‫= ‪V‬‬ ‫‪u .v‬‬ ‫ب( ﺣﺟم رﺑﺎﻋﻲ اﻟوﺟوه ‪DIEC‬‬
‫‪9‬‬

‫اﻟﺗﻣرﯾن اﻟراﺑﻊ ) ‪ 07‬ﻧﻘط (‬

‫‪g ( x) = x + 2 x + 4 - 2ln ( x + 1) (I‬‬
‫‪2‬‬

‫‪0, 75‬‬ ‫‪0,25‬‬ ‫‪........................................................................................................‬‬ ‫‪lim‬‬ ‫‪g ( x) = +¥ (1‬‬

‫>‬
‫¾¾ ‪x‬‬
‫‪® -1‬‬
‫‪0,5‬‬ ‫‪.................................................................................................................‬‬ ‫‪lim g ( x) = +¥‬‬
‫‪x ®+¥‬‬

‫‪2 x2 + 4 x‬‬
‫‪0,5‬‬ ‫= )‪.................................................. g '( x‬‬ ‫ﻣن أﺟل [‪، x Î ] - 1; + ¥‬‬
‫‪x +1‬‬
‫‪01, 25‬‬
‫‪0,25‬‬ ‫إﺷﺎرة )‪ g '( x‬ﺣﺳب ﻗﯾم ‪ x‬إذا ﻛﺎن ‪ -1 < x £ 0‬ﻓﺈن ‪g ¢( x ) £ 0‬‬
‫و إذا ﻛﺎن ‪ x ³ 0‬ﻓﺈن ‪g ¢( x ) ³ 0‬‬
‫‪0,25‬‬ ‫ﺟدول اﻟﺗﻐﯾّرات ‪............................................................................................................................‬‬
‫‪0,25‬‬ ‫‪ g ( x ) ³ 4 (2‬وﻣﻧﮫ ‪....................................................................................... g ( x ) > 0‬‬
‫‪0,25‬‬ ‫‪.......................................................................................‬‬ ‫‪lim‬‬
‫>‬
‫‪ (1 (II‬أ( ‪f ( x ) = -¥‬‬
‫¾¾ ‪x‬‬
‫‪® -1‬‬
‫‪0,25‬‬ ‫‪ x = -1‬ﻣﻌﺎدﻟﺔ ﻣﺳﺗﻘﯾم ﻣﻘﺎرب‬
‫‪0, 75‬‬
‫‪.........................................................................................‬‬
‫‪é‬‬ ‫‪1‬‬ ‫‪ln ( x + 1) ù‬‬
‫‪0,25‬‬ ‫‪.......................................‬‬ ‫‪lim f ( x) = lim ê x -‬‬ ‫‪+2‬‬ ‫ب( ‪ú = +¥‬‬
‫‪x ®+¥‬‬ ‫‪x ®+¥‬‬
‫‪ë‬‬ ‫‪x‬‬ ‫‪+‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪+‬‬ ‫‪1‬‬ ‫‪û‬‬

‫ﺻﻔﺣﺔ ‪ 5‬ﻣن ‪6‬‬

 ‫اﻹﺟﺎﺑﺔ اﻟﻧﻣوذﺟﯾﺔ ﻟﻣوﺿوع ﻣﺎدة‪ :‬اﻟرﯾﺎﺿﯾﺎت ﺷﻌﺑﺔ‪:‬ﻋﻠوم ﺗﺟرﯾﺑﯾﺔ اﻣﺗﺣﺎن ﺑﻛﺎﻟورﯾﺎ دورة‪.2013 :‬‬

‫)‪g ( x‬‬
‫= ) ‪f '( x‬‬ ‫‪ (2‬أ(‬
‫‪0,5‬‬
‫‪...................................................................................................‬‬
‫‪2‬‬
‫)‪( x + 1‬‬
‫‪0,25‬‬ ‫‪................................................................‬‬ ‫داﻟﺔ ﻣﺗزاﯾدة ﺗﻣﺎﻣﺎ ﻋﻠﻰ [‪] - 1; + ¥‬‬ ‫ب( ‪f‬‬
‫‪01, 5‬‬
‫‪0,25‬‬ ‫‪..........................................................................................................‬‬ ‫ﺟدول ﺗﻐﯾّرات ‪f‬‬
‫‪0,25‬‬ ‫ﺟـ( ﻟﻠﻣﻌﺎدﻟﺔ ‪ f ( x ) = 0‬ﺣﻼ وﺣﯾدا ﻓﻲ [ ‪) ] - 1; +¥‬ﻣﺑرﻫﻧﺔ اﻟﻘﯾم اﻟﻣﺗوﺳطﺔ(‬
‫‪0,25‬‬ ‫‪........................... 0 < a < 0, 5‬‬ ‫‪ f (0) = -1‬و ‪. f (0, 5 ) » 0, 37‬‬
‫‪0,25‬‬ ‫‪ (3‬أ( ‪ ( D ) : y = x‬ﻣﺳﺗﻘﯾم ﻣﻘﺎرب ﻣﺎﺋل ﻟـ ) ‪ ( C f‬ﺑﺟوار ‪lim [ f (x ) - x ] = 0 +¥‬‬
‫‪x ®+¥‬‬
‫‪0,25‬‬ ‫)‪-1 + 2 ln ( x + 1‬‬
‫‪01‬‬ ‫‪...................................................................................‬‬ ‫= ‪f ( x) - x‬‬ ‫ب(‬
‫‪x‬‬ ‫‪-1‬‬ ‫‪-1 + e‬‬ ‫‪+¥‬‬ ‫‪x +1‬‬
‫‪0,5‬‬ ‫‪(x ) - x‬‬
‫‪f ....................................................................................‬‬
‫‪-‬‬ ‫‪0‬‬ ‫‪+‬‬ ‫اﺳﺗﻧﺗﺎج وﺿﻌﯾﺔ ) ‪ ( C f‬ﺑﺎﻟﻧﺳﺑﺔ ﻟـ ) ‪( D‬‬
‫‪0, 5‬‬ ‫‪0,5‬‬ ‫‪........................................................................................‬‬ ‫‪ (4‬أ( ‪، x 0 = -1 + e 3‬‬
‫‪1‬‬ ‫‪.........................................‬‬ ‫) ‪(C‬‬ ‫‪f‬‬ ‫‪ (T‬و‬ ‫)‬ ‫ب( رﺳم اﻟﻣﺳﺗﻘﯾﻣﯾن اﻟﻣﻘﺎرﺑﯾن‪ ،‬اﻟﻣﻣﺎس‬
‫‪1, 25‬‬
‫‪0,25‬‬
‫‪2‬‬
‫‪................................................................................................................‬‬ ‫< ‪0<m‬‬ ‫ج(‬
‫‪e3‬‬

‫‪y‬‬
‫‪4‬‬
‫)‪(D‬‬
‫‪x=-1‬‬ ‫‪3‬‬

‫‪2‬‬
‫)‪(T‬‬
‫‪1‬‬

‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5 x‬‬

‫‪-1‬‬ ‫)‪(C‬‬

‫‪-2‬‬

‫‪-3‬‬

‫‪-4‬‬

‫ﺻﻔﺣﺔ ‪ 6‬ﻣن ‪6‬‬

 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﳌﺪﺓ‪ 03 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ‬

‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﺘﺘﻜﻭﻥ ﺩﺍﺭﺓ ﻜﻬﺭﺒﺎﺌﻴﺔ ﻋﻠﻰ ﺍﻝﺘﺴﻠﺴل ﻤﻥ‪ :‬ﻤﻭﻝﺩ ﻝﻠﺘﻭﺘﺭ ﻗﻭﺘﻪ ﺍﻝﻤﺤﺭﻜﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ‪ ، E‬ﻨﺎﻗل ﺃﻭﻤﻲ ﻤﻘﺎﻭﻤﺘﻪ‪:‬‬
‫‪ R = 1k Ω‬ﻭ ﻤﻜﺜﻔﺔ ﺴﻌﺘﻬﺎ ‪ C‬ﻭ ﻗﺎﻁﻌﺔ ‪. K‬‬
‫ﻨﻐﻠﻕ ﺍﻝﻘﺎﻁﻌﺔ ‪ K‬ﻓﻲ ﺍﻝﻠﺤﻅﺔ‪. t = 0 :‬‬
‫‪ -1‬ﺍﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻤﻊ ﺘﻭﺠﻴﻬﻬﺎ ﺒﺎﻝﻨﺴﺒﺔ ﻝﺸﺩﺓ ﺍﻝﺘﻴﺎﺭ ﻭﺍﻝﺘﻭﺘﺭ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﻴﻥ‪.‬‬
‫‪ -2‬ﺠﹺﺩ‪ ‬ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ﻝﻠﺩﺍﺭﺓ ﺒﺩﻻﻝﺔ ) ‪ q (t‬ﺨﻼل ﺸﺤﻥ ﺍﻝﻤﻜﺜﻔﺔ‪.‬‬
‫‪ -3‬ﺤل ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ ،‬ﻴﻌﻁﻰ ﺒﺎﻝﺸﻜل‪. q (t ) = Ae α t + B :‬‬
‫ﺠﹺﺩ‪ ‬ﻋﺒﺎﺭﺓ ﻜل ﻤﻥ‪. A , B ,α :‬‬
‫) ‪q (10−4C‬‬
‫‪ -4‬ﺍﻝﺘﻤﺜﻴل ﺍﻝﺒﻴﺎﻨﻲ ﻴﻤﺜل ﺘﻁﻭﺭ ﺸﺤﻨﺔ ﺍﻝﻤﻜﺜﻔﺔ‬
‫) ‪ q( t‬ﺒﺩﻻﻝﺔ ﺍﻝﺯﻤﻥ ‪) t‬ﺍﻝﺸﻜل‪.(1-‬‬
‫ﺃ– ﺍﺴﺘﻨﺘﺞ ﺒﻴﺎﻨﻴﺎ ﻗﻴﻤﺔ ‪ τ‬ﺜﺎﺒﺕ ﺍﻝﺯﻤﻥ‪ ،‬ﺜﻡ‪ ‬ﺍﺤﺴﺏ‬
‫‪ C‬ﺴﻌﺔ ﺍﻝﻤﻜﺜﻔﺔ‪.‬‬
‫ﺏ– ﺍﺴﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪ E‬ﺍﻝﻘﻭﺓ ﺍﻝﻤﺤﺭﻜﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‬
‫ﻝﻠﻤﻭﻝﺩ‪.‬‬
‫ﺠ‪ -‬ﺍﺤﺴﺏ ﺍﻝﻁﺎﻗﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﻤﺨﺯﻨﺔ ﻓﻲ‬

‫‪1‬‬ ‫ﺍﻝﻤﻜﺜﻔﺔ ﻓﻲ ﺍﻝﻠﺤﻅﺔ‪. t = 200 ms :‬‬

‫) ‪t (ms‬‬
‫‪0‬‬ ‫‪30‬‬
‫ﺍﻝﺸﻜل‪1-‬‬

‫ﺻﻔﺤﺔ ‪ 1‬ﻣﻦ ‪8‬‬

 ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫

‬
‫ﻴﺠﺭ ﺤﻤﺯﺓ ﺼﻨﺩﻭﻗﺎ ﻜﺘﻠﺘﻪ‪ m =10 kg :‬ﻋﻠﻰ ﻁﺭﻴﻕ ﻤﺴﺘﻘﻴﻡ ﺃﻓﻘﻲ ) ‪ ، (AC‬ﻤﺭﻜﺯ ﻋﻁﺎﻝﺘﻪ ‪ G‬ﺒﻘﻭﺓ ‪F‬‬
‫ﺜﺎﺒﺘﺔ ﺤﺎﻤﻠﻬﺎ ﻴﺼﻨﻊ ﺯﺍﻭﻴﺔ‪ α = 30° :‬ﻤﻊ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻷﻓﻘﻲ‪ ،‬ﺤﻴﺙ ﺍﻝﺠﺯﺀ ) ‪ (AB‬ﺃﻤﻠﺱ‪ ،‬ﻭﺍﻝﺠﺯﺀ ) ‪(BC‬‬
‫ﺨﺸﻥ )ﺍﻝﺸﻜل‪.(2-‬‬
‫ﺍﻝﺘﻤﺜﻴل ﺍﻝﺒﻴﺎﻨﻲ )ﺍﻝﺸﻜل‪ (3-‬ﻴﻤﺜل ﺘﻐﻴﺭﺍﺕ ﺴﺭﻋﺔ ‪ G‬ﺒﺩﻻﻝﺔ ﺍﻝﺯﻤﻥ ‪. t‬‬
‫) ‪v (m ⋅ s −1‬‬

‫
‬
‫‪F‬‬ ‫ﺠﻬﺔ ﺍﻝﺤﺭﻜﺔ‬

‫‪G‬‬ ‫‪α‬‬
‫‪A‬‬ ‫‪C‬‬
‫‪B‬‬
‫ﺍﻝﺸﻜل‪2-‬‬ ‫‪2‬‬
‫) ‪t (s‬‬
‫‪0‬‬
‫‪4‬‬ ‫ﺍﻝﺸﻜل‪3-‬‬
‫‪ -1‬ﺃ‪ -‬ﺍﺴﺘﻨﺘﺞ ﺒﻴﺎﻨﻴﺎ ﻁﺒﻴﻌﺔ ﺍﻝﺤﺭﻜﺔ ﻭﺍﻝﺘﺴﺎﺭﻉ ﻝـ ‪ G‬ﻝﻜل ﻤﺭﺤﻠﺔ‪.‬‬
‫ﺏ– ﺍﺴﺘﻨﺘﺞ ﺍﻝﻤﺴﺎﻓﺔ ﺍﻝﻤﻘﻁﻭﻋﺔ ‪. A C‬‬
‫‪ -2‬ﺃ‪ -‬ﺍﻜﺘﺏ ﻨﺹ ﺍﻝﻘﺎﻨﻭﻥ ﺍﻝﺜﺎﻨﻲ ﻝﻨﻴﻭﺘﻥ‪.‬‬
‫

‬
‫ﺏ‪ -‬ﺠﹺﺩ‪ ‬ﻋﺒﺎﺭﺓ ﺸﺩﺓ ﻗﻭﺓ ﺍﻝﺠﺭ ‪ ، F‬ﺜﻡ‪ ‬ﺍﺤﺴﺒﻬﺎ‪.‬‬
‫
‬
‫ﺠ‪ -‬ﺠﹺﺩ‪ ‬ﻋﺒﺎﺭﺓ ﺸﺩﺓ ﻗﻭﺓ ﺍﻻﺤﺘﻜﺎﻙ ‪ ، f‬ﺜﻡ‪ ‬ﺍﺤﺴﺒﻬﺎ‪.‬‬
‫ﺩ‪ -‬ﻓﺴ‪‬ﺭ ﻝﻤﺎﺫﺍ ﻴﻤﻜﻥ ﻝﻠﺴﺭﻋﺔ ﺃﻥ ﺘﺼﺒﺢ ﺜﺎﺒﺘﺔ ﻓﻲ ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﺨﻴﺭﺓ‪.‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﺍﻝﻭﻗﻭﺩ ﺍﻝﻤﺴﺘﻘﺒﻠﻲ ﺴﻴﻌﺘﻤﺩ ﻋﻠﻰ ﺘﻔﺎﻋﻼﺕ ﺍﻻﻨﺩﻤﺎﺝ ﺍﻝﻨﻭﻭﻱ ﻭﻓﻕ ﺍﻝﻤﻌﺎﺩﻝﺔ‪. 12H + 13H → ZA X + 01n :‬‬
‫‪ -1‬ﺠﹺﺩ‪ ‬ﻗﻴﻤﺘﻲ ﺍﻝﻌﺩﺩﻴﻥ ‪ A‬ﻭ ‪ Z‬ﺒﺎﺴﺘﻌﻤﺎل ﻗﺎﻨﻭﻨﻲ ﺍﻹﻨﺤﻔﺎﻅ‪.‬‬
‫‪ -2‬ﻋﺭ‪‬ﻑ ﺘﻔﺎﻋل ﺍﻻﻨﺩﻤﺎﺝ ﺍﻝﻨﻭﻭﻱ‪.‬‬
‫ﻤﻥ ﺍﻷﻗل ﺇﻝﻰ ﺍﻷﻜﺜﺭ ﺍﺴﺘﻘﺭﺍﺭﺍ ﻤﻊ ﺍﻝﺘﻌﻠﻴل‪.‬‬ ‫‪A‬‬
‫‪Z‬‬ ‫‪ 13H‬ﻭ ‪X‬‬ ‫‪ -3‬ﺭﺘﺏ ﺍﻷﻨﻭﻴﺔ‪، 12H :‬‬
‫‪ -4‬ﺍﺤﺴﺏ ﺒـ ‪ MeV‬ﺍﻝﻁﺎﻗﺔ ﺍﻝﻤﺤﺭﺭﺓ ﻤﻥ ﺍﻨﺩﻤﺎﺝ ﻨﻭﺍﺘﻲ ‪ 12H‬ﻭ ‪. 13H‬‬
‫‪ -5‬ﻤﺜﹼل ﻤﺨﻁﻁ ﺍﻝﺤﺼﻴﻠﺔ ﺍﻝﻁﺎﻗﻭﻴﺔ ﻝﻬﺫﺍ ﺍﻝﺘﻔﺎﻋل‪.‬‬
‫‪E ℓ ( 12H ) = 2,23 MeV , E ℓ ( 13H ) = 8,57 MeV , E ℓ ( zA X ) = 28,41MeV‬‬ ‫ﺍﻝﻤﻌﻁﻴﺎﺕ‪:‬‬
‫ﺻﻔﺤﺔ ‪ 2‬ﻣﻦ ‪8‬‬
 ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺭﺍﺒﻊ )‪ 04‬ﻨﻘﺎﻁ(‬
‫ﻨﺤﻀﺭ ﻤﺤﻠﻭﻻ ) ‪ (S‬ﻝﺤﻤﺽ ﺍﻹﻴﺜﺎﻨﻭﻴﻙ ‪CH 3COOH‬ﺤﺠﻤﻪ ‪ ،V‬ﺘﺭﻜﻴﺯﻩ ﺍﻝﻤﻭﻝﻲ‪. c = 1,0 × 10−2 mol ⋅ L− 1 :‬‬
‫ﻨﻘﻴﺱ ﺍﻝﻨﺎﻗﻠﻴﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﺍﻝﻨﻭﻋﻴﺔ ‪ σ‬ﻝﻠﻤﺤﻠﻭل ) ‪ (S‬ﻓﻲ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺓ ‪ 25°C‬ﻓﻜﺎﻨﺕ‪. σ = 16, 0 mS ⋅ m −1 :‬‬
‫‪ -1‬ﺍﻜﺘﺏ ﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻤﻨﻤﺫﺠﺔ ﻻﻨﺤﻼل ﺤﻤﺽ ﺍﻹﻴﺜﺎﻨﻭﻴﻙ ﻓﻲ ﺍﻝﻤﺎﺀ‪.‬‬
‫‪ -2‬ﺠﹺﺩ‪ ‬ﻋﺒﺎﺭﺓ ‪  H 3O + (aq ) ‬ﻓﻲ ﺍﻝﻤﺤﻠﻭل ) ‪ (S‬ﺒﺩﻻﻝﺔ ‪ σ‬ﻭ ‪ λCH COO −‬ﻭ ‪ λH O +‬ﺤﻴﺙ‪ λ :‬ﺍﻝﻨﺎﻗﻠﻴﺔ‬
‫‪3‬‬ ‫‪3‬‬

‫ﺍﻝﻨﻭﻋﻴﺔ ﺍﻝﻤﻭﻝﻴﺔ ﺍﻝﺸﺎﺭﺩﻴﺔ‪ ،‬ﺜﻡ‪ ‬ﺍﺤﺴﺒﻪ‪.‬‬

‫‪ -3‬ﺒﻴﻥ ﺃﻥ ﻗﻴﻤﺔ ﺍﻝـ ‪ pH‬ﻝﻠﻤﺤﻠﻭل ﻫﻲ ‪. 3, 4‬‬
‫‪ -4‬ﻨﻌﺎﻴﺭ ﺤﺠﻤﺎ ‪ V a‬ﻤﻥ ﺍﻝﻤﺤﻠﻭل ﺍﻝﺴﺎﺒﻕ ) ‪ (S‬ﺒﻭﺍﺴﻁﺔ ﻤﺤﻠﻭل ﻫﻴﺩﺭﻭﻜﺴﻴﺩ ﺍﻝﺒﻭﺘﺎﺴﻴﻭﻡ‬
‫)) ‪ (K + (aq ) + HO − (aq‬ﺘﺭﻜﻴﺯﻩ ﺍﻝﻤﻭﻝﻲ‪. cb = 2,0 × 10−3 mol ⋅ L− 1 :‬‬
‫‪CH 3COO − (aq ) ‬‬
‫‪ ،‬ﻭﺃﺜﻨﺎﺀ ﺍﻝﻤﻌﺎﻴﺭﺓ ﻋﻨﺩ ﺇﻀﺎﻓﺔ‬ ‫ﻗﺒل ﻋﻤﻠﻴﺔ ﺍﻝﻤﻌﺎﻴﺭﺓ‪ ،‬ﻜﺎﻨﺕ ﺍﻝﻨﺴﺒﺔ‪= 41, 43 × 10−3 :‬‬
‫]) ‪[CH 3COOH (aq‬‬
‫‪CH 3COO − (aq ) ‬‬
‫‪.‬‬ ‫ﺤﺠﻡ‪ ،V b = 10 mL :‬ﺃﺼﺒﺤﺕ ﺍﻝﻨﺴﺒﺔ‪= 1 :‬‬
‫]) ‪[CH 3COOH (aq‬‬
‫ﺃ‪ -‬ﺍﺴﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪ K A‬ﺜﺎﺒﺕ ﺍﻝﺤﻤﻭﻀﺔ ﻝﻠﺜﻨﺎﺌﻴﺔ‪.CH 3COOH (aq ) / CH 3COO − (aq ) :‬‬
‫ﺏ‪ -‬ﺍﺤﺴﺏ ﻗﻴﻤﺔ ‪.V a‬‬
‫ﺍﻝﻤﻌﻁﻴﺎﺕ‪λH O = 35,0 mS ⋅ m 2 ⋅ mol −1 ، λCH COO − = 4,1mS ⋅ m 2 ⋅ mol −1 :‬‬
‫‪+‬‬
‫‪3‬‬ ‫‪3‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﻓﻲ ﺤﺼﺔ ﻝﻸﻋﻤﺎل ﺍﻝﻤﺨﺒﺭﻴﺔ‪ ،‬ﻜﻠﻑ ﺍﻷﺴﺘﺎﺫ ﻓﻭﺠ‪‬ﺎ ﻤﻥ ﺍﻝﺘﻼﻤﻴﺫ ﺒﻭﻀﻊ ﻓﻲ ﻜل ﺃﻨﺒﻭﺏ ﻤﻥ ﺃﻨﺎﺒﻴﺏ ﺍﻻﺨﺘﺒﺎﺭ‬
‫ﺍﻝﺜﻤﺎﻨﻴﺔ ﻤﺯﻴﺠﺎ ﻴﺘﻜﻭﻥ ﻤﻥ‪ 4 ,5 mmol :‬ﻤﻥ ﻤﻴﺜﺎﻨﻭﺍﺕ ﺍﻹﻴﺜﻴل ﻭ ‪ 10 mL‬ﻤﻥ ﺍﻝﻤﺎﺀ‪.‬‬
‫ﺘﻭﻀﻊ ﺃﻨﺎﺒﻴﺏ ﺍﻻﺨﺘﺒﺎﺭ ﻤﺴﺩﻭﺩﺓ ﻓﻲ ﺤﻤﺎﻡ ﻤﺎﺌﻲ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺘﻪ ﺜﺎﺒﺘﺔ ‪ . 40 °C‬ﻜل ‪ 10 min‬ﻴﻔﺭﻍ ﺍﻝﺘﻠﻤﻴﺫ‬
‫ﻤﺤﺘﻭﻯ ﺃﺤﺩ ﺍﻷﻨﺎﺒﻴﺏ ﻓﻲ ﺒﻴﺸﺭ‪ ،‬ﺜﻡ‪ ‬ﻴﻭﻀﻊ ﻫﺫﺍ ﺍﻷﺨﻴﺭ ﻓﻲ ﺤﻭﺽ ﺒﻪ ﻤﺎﺀ ﻭﺠﻠﻴﺩ‪ ،‬ﻭﻴﻌﺎﻴﺭ ﺍﻝﺤﻤﺽ ‪A‬‬
‫ﺍﻝﻤﺘﺸﻜل ﻓﻲ ﺍﻝﺒﻴﺸﺭ ﺒﻭﺍﺴﻁـﺔ ﻤﺤﻠـﻭل ﻫﻴﺩﺭﻭﻜﺴﻴﺩ ﺍﻝﺼﻭﺩﻴﻭﻡ ))‪ ،(Na+(aq) + HO -(aq‬ﺘﺭﻜﻴﺯﻩ‬
‫‪V éq‬‬ ‫ﺍﻝﻤﻭﻝﻲ‪ ، cb = 0 ,50 mol ⋅ L−1 :‬ﺒﻭﺠﻭﺩ ﻜﺎﺸﻑ ﻤﻠﻭﻥ ﻤﻨﺎﺴﺏ ﻨﺤﺼل ﻋﻠﻰ ﺍﻝﺘﻜﺎﻓﺅ ﺒﻌﺩ ﺇﻀﺎﻓﺔ ﺤﺠﻡ‬
‫ﻤﻥ ﻤﺤﻠﻭل ﻫﻴﺩﺭﻭﻜﺴﻴﺩ ﺍﻝﺼﻭﺩﻴﻭﻡ‪.‬‬
‫ﻴﻜﺭﺭ ﺍﻝﺘﻼﻤﻴﺫ ﺍﻝﻌﻤﻠﻴﺔ ﻤﻊ ﺒﻘﻴﺔ ﺍﻷﻨﺎﺒﻴﺏ ﻭﺘﺩﻭﻥ ﺍﻝﻨﺘﺎﺌﺞ ﻓﻲ ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ‪:‬‬
‫)‪t(min‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪30‬‬ ‫‪40‬‬ ‫‪50‬‬ ‫‪60‬‬ ‫‪70‬‬ ‫‪80‬‬
‫) ‪V éq ( mL‬‬ ‫‪0‬‬ ‫‪2,1‬‬ ‫‪3,7‬‬ ‫‪5,0‬‬ ‫‪6,1‬‬ ‫‪7,0‬‬ ‫‪7,6‬‬ ‫‪7,8‬‬ ‫‪7,8‬‬

‫ﺻﻔﺤﺔ ‪ 3‬ﻣﻦ ‪8‬‬

 ‫‪ -1‬ﻝﻤﺎﺫﺍ ﻴﻭﻀﻊ ﺍﻝﺒﻴﺸﺭ ﻓﻲ ﺤﻭﺽ ﺒﻪ ﻤﺎﺀ ﻭﺠﻠﻴﺩ؟ ﻭﻤﺎ ﺩﻭﺭ ﺍﻝﻜﺎﺸﻑ ﺍﻝﻤﻠﻭ‪‬ﻥ؟‬
‫‪ -2‬ﺍﻜﺘﺏ ﺍﻝﺼﻴﻐﺔ ﺍﻝﺠﺯﻴﺌﻴﺔ ﻨﺼﻑ ﺍﻝﻤﻔﺼﻠﺔ ﻝﻺﺴﺘﺭ‪.‬‬
‫‪ -3‬ﺃ ‪ -‬ﺴﻡ‪ ‬ﺍﻝﺘﺤﻭل ﺍﻝﻜﻴﻤﻴﺎﺌﻲ ﺍﻝﺤﺎﺩﺙ ﻝﻠﺠﻤﻠﺔ ﻓﻲ ﺍﻷﻨﺎﺒﻴﺏ‪ ،‬ﻤﻊ ﺫﻜﺭ ﺨﺼﺎﺌﺼﻪ ﻋﻨﺩ ﺤﺎﻝﺔ ﺍﻝﺘﻭﺍﺯﻥ‬
‫ﺍﻝﻜﻴﻤﻴﺎﺌﻲ‪.‬‬
‫ﺏ‪ -‬ﺍﻜﺘﺏ ﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﺤﺎﺩﺙ ﻓﻲ ﺃﻨﺒﻭﺏ ﺍﻻﺨﺘﺒﺎﺭ‪.‬‬
‫‪ -4‬ﻋﺒ‪‬ﺭ ﻋﻥ ‪ n A‬ﻜﻤﻴﺔ ﻤﺎﺩﺓ ﺍﻝﺤﻤﺽ ‪ A‬ﺍﻝﻤﺘﺸﻜﻠﺔ ﻓﻲ ﻜل ﺃﻨﺒﻭﺏ ﺒﺩﻻﻝﺔ ‪.V éq‬‬
‫ﺍﺴﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪ x‬ﺘﻘﺩﻡ ﺍﻝﺘﻔﺎﻋل ﻓﻲ ﻜل ﻤﻥ ﺍﻷﺯﻤﻨﺔ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫)‪t(min‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪30‬‬ ‫‪40‬‬ ‫‪50‬‬ ‫‪60‬‬ ‫‪70‬‬ ‫‪80‬‬
‫)‪x (mmol‬‬ ‫?‬ ‫‪H‬ﺓ‬
‫‪ -5‬ﺃ‪ -‬ﺍﺭﺴﻡ ﺒﻴﺎﻥ‪ x = f(t) :‬ﻋﻠﻰ ﻭﺭﻗﺔ ﻤﻴﻠﻴﻤﺘﺭﻴﺔ‪.‬‬
‫ﺏ‪ -‬ﺍﺤﺴﺏ ‪ r‬ﻤﺭﺩﻭﺩ ﺍﻝﺘﺤﻭل‪ .‬ﻜﻴﻑ ﻴﻤﻜﻥ ﻤﺭﺍﻗﺒﺘﻪ؟‬
‫‪ -6‬ﺍﻋﺩ ﺭﺴﻡ ﺒﻴﺎﻥ‪ x = f(t) :‬ﻜﻴﻔﻴﺎ ﻋﻠﻰ ﻨﻔﺱ ﺍﻝﻤﻌﻠﻡ‪ ،‬ﻓـﻲ ﺤﺎﻝـﺔ ﻤﺎ ﺃﺠﺭﻴﺕ ﺍﻝﺘﺠﺭﺒﺔ ﻓﻲ ﺩﺭﺠـﺔ‬
‫ﺍﻝﺤﺭﺍﺭﺓ‪. θ ′ = 60 °C :‬‬

‫ﺻﻔﺤﺔ ‪ 4‬ﻣﻦ ‪8‬‬

 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 04) :‬ﻨﻘﺎﻁ(‬
‫ﺍﻝﻬﺩﻑ‪ :‬ﺩﺭﺍﺴﺔ ﺘﺤﻭل ﺍﻷﺴﺘﺭﺓ‪.‬‬
‫ﻤﺒﺭﺩ ﻤﺎﺌﻲ‬ ‫ﻨﻀﻊ ﻓﻲ ﺃﺭﻝﻴﻨﺔ ﻤﺎﻴﺭ ‪ 1 mol‬ﻤﻥ ﺤﻤﺽ ﺍﻹﻴﺜﺎﻨﻭﻴﻙ ‪CH 3 − COOH‬‬
‫ﻭ ‪ 1 mol‬ﻤﻥ ﺍﻝﻜﺤﻭل ‪ .C 4 H 9 − OH‬ﻨﻀﻴﻑ ﻗﻁﺭﺍﺕ ﻤﻥ ﺤﻤﺽ‬
‫ﺃﺭﻝﻴﻨﺔ ﻤﺎﻴﺭ‬ ‫ﺍﻝﻜﺒﺭﻴﺕ ﺍﻝﻤﺭﻜﺯ ﻭﻨﺴﺩ ﺍﻷﺭﻝﻴﻨﺔ ﺒﺴﺩﺍﺩﺓ ﻤﺘﺼﻠﺔ ﺒﻤﺒﺭﺩ‪ ،‬ﺜﻡ‪ ‬ﻨﻀﻌﻬﺎ ﻓﻲ‬
‫ﺤﻤﺎﻡ ﻤﺎﺌﻲ ﺩﺭﺠﺔ ﺤﺭﺍﺭﺘﻪ ‪) 100 °C‬ﺍﻝﺸﻜل‪.(1-‬‬
‫ﻤﺴﺨﻥ ﻜﻬﺭﺒﺎﺌﻲ‬
‫ﺒﻌﺩ ﻤﺩﺓ ﺯﻤﻨﻴﺔ ﻤﻥ ﺍﻝﺘﺴﺨﻴﻥ ﺍﻝﻤﺭﺘﺩ‪ ،‬ﻨﺴﻜﺏ ﻤﺤﺘﻭﻯ ﺍﻷﺭﻝﻴﻨﺔ ﻓﻲ‬
‫ﺍﻝﺸﻜل‪1-‬‬
‫ﺒﻴﺸﺭ ﺒﻪ ﻤﺎﺀ ﻤﺎﻝﺢ‪ ،‬ﻓﻨﻼﺤﻅ ﻁﻔﻭ ﻤﺎﺩﺓ ﻋﻀﻭﻴﺔ‪.‬‬
‫‪ -1‬ﻤﺎ ﺩﻭﺭ ﻜل ﻤﻥ ﺍﻝﺘﺴﺨﻴﻥ ﺍﻝﻤﺭﺘﺩ ﻭﺇﻀﺎﻓﺔ ﺤﻤﺽ ﺍﻝﻜﺒﺭﻴﺕ ﺍﻝﻤﺭﻜﺯ؟‬
‫‪ -2‬ﻝﻤﺎﺫﺍ ﻨﺴﺘﻌﻤل ﺍﻝﻤﺎﺀ ﺍﻝﻤﺎﻝﺢ؟‬
‫‪ -3‬ﺇﻥ ﻤﺘﺎﺒﻌﺔ ﻜﻤﻴﺔ ﻤﺎﺩﺓ ﺍﻹﺴﺘﺭ ﺍﻝﻤﺘﺸﻜل ‪ n E‬ﺒﺩﻻﻝﺔ ﺍﻝﺯﻤﻥ ﻤﻜﻨﺘﻨﺎ ﻤﻥ ﺭﺴﻡ ﺍﻝﺒﻴﺎﻥ‪) n E = f (t ) :‬ﺍﻝﺸﻜل‪.(2-‬‬
‫) ‪n E ( mol‬‬ ‫ﺃ‪ -‬ﺍﻜﺘﺏ ﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻋل ﺍﻝﻜﻴﻤﻴﺎﺌﻲ ﺍﻝﻤﻨﻤﺫﺝ‬
‫ﻝﺘﺤﻭل ﺍﻷﺴﺘﺭﺓ‪.‬‬
‫ﺏ‪ -‬ﻫل ﺍﻝﺘﺤﻭل ﺍﻝﻜﻴﻤﻴﺎﺌﻲ ﺍﻝﺤﺎﺩﺙ ﺘﺎﻡ؟‬
‫ﻜﻴﻑ ﺘﺘﺄﻜﺩ ﻋﻤﻠﻴﺎ ﻤﻥ ﺫﻝﻙ؟‬
‫ﺠ‪ -‬ﺠﹺﺩ‪ ‬ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل ﻓﻲ ﺍﻝﻠﺤﻅﺎﺕ‪:‬‬
‫‪0 ,2‬‬
‫‪t 1 = 20 min ; t 2 = 40 min ; t 3 = 60 min.‬‬
‫)‪t (min‬‬
‫‪0‬‬ ‫‪20‬‬
‫ﺍﻝﺸﻜل‪2-‬‬ ‫ﻨﺎﻗﺵ ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ‪ .‬ﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ؟‬

‫ﺩ‪ -‬ﻋﻴ‪‬ﻥ ﻤﺭﺩﻭﺩ ﺍﻝﺘﺤﻭل‪ .‬ﻫل ﻴﻤﻜﻥ ﺘﺤﺴﻴﻨﻪ ﻋﻨﺩ ﻨﺯﻉ ﺍﻝﻤﺎﺀ ﺍﻝﻨﺎﺘﺞ؟ ﻓﺴ‪‬ﺭ ﺫﻝﻙ‪.‬‬
‫ﻫ‪ -‬ﺍﺴﺘﻨﺘﺞ ﺼﻨﻑ ﺍﻝﻜﺤﻭل ﺍﻝﻤﺴﺘﻌﻤل‪ .‬ﺍﻜﺘﺏ ﺼﻴﻐﺘﻪ ﺍﻝﺠﺯﻴﺌﻴﺔ ﻨﺼﻑ ﺍﻝﻤﻔﺼﻠﺔ ﻤﻊ ﺘﺴﻤﻴﺘﻪ‪.‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﻤﻥ ﺒﻴﻥ ﻨﻅﺎﺌﺭ ﻋﻨﺼﺭ ﺍﻝﻜﻠﻭﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻨﻅﻴﺭﺍﻥ ﻤﺴﺘﻘﺭﺍﻥ ﻫﻤﺎ‪ 35Cl :‬ﻭ ‪ 37 Cl‬ﻭﻨﻅﻴﺭ ﺁﺨﺭ ﻤﺸﻊ ﻫﻭ ‪. 36Cl‬‬
‫ﺘﻘﺩﺭ ﺒـ ‪.301×103 ans‬‬ ‫‪36‬‬
‫ﻴﺘﻔﻜﻙ ﺍﻝﻜﻠﻭﺭ ‪ 36‬ﺇﻝﻰ ﺍﻷﺭﻏﻭﻥ ‪ .36‬ﻨﺼﻑ ﻋﻤﺭ ‪Cl‬‬
‫‪ -1‬ﻤﺎﺫﺍ ﺘﻤﺜﹼل ﺍﻝﻘﻴﻤﺘﺎﻥ ‪ 35‬ﻭ ‪ 37‬ﻝﻨﻅﻴﺭﻱ ﺍﻝﻜﻠﻭﺭ ﺍﻝﻤﺴﺘﻘﺭﻴﻥ؟ ﺍﻜﺘﺏ ﺭﻤﺯ ﻨﻭﺍﺓ ﺍﻝﻜﻠﻭﺭ ‪.36‬‬
‫‪ -2‬ﺍﺤﺴﺏ ﻁﺎﻗﺔ ﺍﻝﺭﺒﻁ ﻝﻨﻭﺍﺓ ﺍﻝﻜﻠﻭﺭ ‪ 36‬ﺒـ ‪.MeV‬‬
‫‪ -3‬ﺍﻜﺘﺏ ﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﻜﻙ ﺍﻝﻨﻭﻭﻱ ﻝﻠﻜﻠﻭﺭ ‪ ،36‬ﻤﻊ ﺫﻜﺭ ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻤﺴﺘﻌﻤﻠﺔ ﻭﻨﻤﻁ ﺍﻝﺘﻔﻜﻙ‪.‬‬
‫ﺻﻔﺤﺔ ‪ 5‬ﻣﻦ ‪8‬‬
 ‫‪ -4‬ﻓﻲ ﺍﻝﻤﻴﺎﻩ ﺍﻝﺴﻁﺤﻴﺔ ﻴﺘﺠﺩﺩ ﺍﻝﻜﻠﻭﺭ ‪ 36‬ﺒﺎﺴﺘﻤﺭﺍﺭ ﻤﻤﺎ ﻴﺠﻌل ﻨﺴﺒﺘﻪ ﺜﺎﺒﺘﺔ‪ ،‬ﻭﺍﻝﻌﻜﺱ ﺒﺎﻝﻨﺴﺒﺔ ﻝﻠﻤﻴﺎﻩ‬
‫ﺍﻝﺠﻭﻓﻴﺔ‪ ،‬ﺤﻴﺙ ﺃﻥ ﺍﻝﺫﻱ ﻴﺘﻔﻜﻙ ﻻ ﻴﺘﺠﺩﺩ‪ .‬ﻫﺫﺍ ﻤﺎ ﻴﺠﻌﻠﻪ ﻤﻨﺎﺴﺒﺎ ﻝﺘﺄﺭﻴﺦ ﺍﻝﻤﻴﺎﻩ ﺍﻝﺠﻭﻓﻴﺔ ﺍﻝﻘﺩﻴﻤﺔ‪.‬‬
‫ﻭ‪‬ﺠﹺﺩ ﻓﻲ ﻋﻴﻨﺔ ﻤﻥ ﻤﻴﺎﻩ ﺠﻭﻓﻴﺔ ﺃﻥ ﻋﺩﺩ ﺃﻨﻭﻴﺔ ﺍﻝﻜﻠﻭﺭ ‪ 36‬ﺘﺴﺎﻭﻱ ‪ 38 %‬ﻤﻥ ﻋﺩﺩﻫﺎ ﺍﻝﻤﻭﺠﻭﺩﺓ‬
‫ﻓﻲ ﺍﻝﻤﺎﺀ ﺍﻝﺴﻁﺤﻲ‪ .‬ﺍﺤﺴﺏ ﻋﻤﺭ ﺍﻝﻤﺎﺀ ﺍﻝﺠﻭﻓﻲ‪.‬‬
‫ﺍﻝﻤﻌﻁﻴﺎﺕ‪ :‬ﺴﺭﻋﺔ ﺍﻝﻀﻭﺀ ﻓﻲ ﺍﻝﻔﺭﺍﻍ‪.1 MeV = 1,6×10 -13 J ، c = 3×10 8 m/s :‬‬

‫ﺍﻝﺒﺭﻭﺘﻭﻥ‬ ‫ﺍﻝﻨﻴﺘﺭﻭﻥ‬ ‫ﺍﻷﺭﻏﻭﻥ ‪ 36‬ﺍﻝﻜﻠﻭﺭ ‪36‬‬

‫‪(10‬‬
‫‪-27‬‬
‫‪ 1,672 62 1,674 92 59,711 28‬ﺍﻝﻜﺘﻠﺔ )‪kg‬‬

‫ﺍﻝﻌﺩﺩ ﺍﻝﺸﺤﻨﻲ ‪Z‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪17‬‬ ‫‪18‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫) ‪u R (V‬‬
‫‪3.5‬‬ ‫ﺘﺘﻜﻭﻥ ﺩﺍﺭﺓ ﻜﻬﺭﺒﺎﺌﻴﺔ ﻋﻠﻰ ﺍﻝﺘﺴﻠﺴل ﻤـﻥ ﻤﻭﻝـﺩ‬
‫‪3‬‬
‫ﻝﻠﺘﻭﺘﺭ ﻗﻭﺘﻪ ﺍﻝﻤﺤﺭﻜـﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴـﺔ ‪ ، E‬ﻭﺸـﻴﻌﺔ‬
‫) ‪ ، ( L , r = 5 Ω‬ﻨﺎﻗــل ﺃﻭﻤــﻲ ﻤﻘﺎﻭﻤﺘــﻪ‪:‬‬
‫‪2.5‬‬
‫‪ R = 10 Ω‬ﻭﻗﺎﻁﻌﺔ ‪. K‬‬
‫‪2‬‬
‫ﻓﻲ ﺍﻝﻠﺤﻅﺔ‪ ، t = 0 :‬ﻭﺒﻭﺍﺴـﻁﺔ‬ ‫‪K‬‬ ‫ﻨﻐﻠﻕ ﺍﻝﻘﺎﻁﻌﺔ‬
‫‪1.5‬‬ ‫ﺭﺍﺴﻡ ﺍﻫﺘﺯﺍﺯ ﻤﻬﺒﻁﻲ ﺫﻱ ﺫﺍﻜﺭﺓ‪ ،‬ﻨﺸﺎﻫﺩ ﺍﻝﺘﻤﺜﻴل‬
‫‪1‬‬ ‫ﺍﻝﺒﻴﺎﻨﻲ‪) u R = f ( t ) :‬ﺍﻝﺸﻜل‪.(3-‬‬
‫‪ -1‬ﺍﺭﺴﻡ ﺍﻝﺸﻜل ﺍﻝﺘﺨﻁﻴﻁﻲ ﻝﻠﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‪،‬‬
‫‪0 ,5‬‬
‫‪0.5‬‬
‫) ‪t ( ms‬‬ ‫ﻤﻭﻀ‪‬ﺤﺎ ﻋﻠﻴﻬﺎ ﻜﻴﻔﻴﺔ ﺭﺒﻁ ﺭﺍﺴﻡ ﺍﻻﻫﺘﺯﺍﺯ‬
‫‪00‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫ﺍﻝﻤﻬﺒﻁﻲ‪.‬‬
‫ﺍﻝﺸﻜل‪3-‬‬ ‫‪ -2‬ﺒﺎﺴﺘﺨﺩﺍﻡ ﻗﺎﻨﻭﻥ ﺠﻤﻊ ﺍﻝﺘﻭﺘﺭﺍﺕ‪ ،‬ﺒﻴ‪‬ﻥ ﺃﻥ‬
‫ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ) ‪ u R ( t‬ﺒﻴﻥ ﻁﺭﻓﻲ ﺍﻝﻨﺎﻗل ﺍﻷﻭﻤﻲ ﺘﻜﻭﻥ ﻋﻠﻰ ﺍﻝﺸﻜل‪:‬‬
‫) ‪du R ( R + r‬‬ ‫‪R‬‬
‫‪+‬‬ ‫‪uR = E .‬‬
‫‪dt‬‬ ‫‪L‬‬ ‫‪L‬‬
‫‪t‬‬
‫‪−‬‬
‫‪ ،u R = A( 1 − e‬ﺘﻤﺜﹼل ﺤﻼ ﻝﻠﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ‪ .‬ﺠﹺﺩ‪ ‬ﻋﺒﺎﺭﺓ ﻜل ﻤﻥ ‪ A‬ﻭ ‪.τ‬‬ ‫‪τ‬‬
‫‪ -3‬ﺍﻝﻌﺒﺎﺭﺓ‪) :‬‬
‫‪ -4‬ﺒﺎﻝﺘﺤﻠﻴل ﺍﻝﺒ‪‬ﻌﺩﻱ ﺒﻴ‪‬ﻥ ﺃﻥ‪ τ :‬ﻤﺘﺠﺎﻨﺱ ﻤﻊ ﺍﻝﺯﻤﻥ‪ ،‬ﺜﻡ‪ ‬ﺤﺩ‪‬ﺩ ﻗﻴﻤﺘﻪ ﺒﻴﺎﻨﻴﺎ‪.‬‬
‫‪ -5‬ﺍﺴﺘﻨﺘﺞ ﻗﻴﻤﺔ ﻜل ﻤﻥ‪ L :‬ﺫﺍﺘﻴﺔ ﺍﻝﻭﺸﻴﻌﺔ ﻭ ‪ E‬ﺍﻝﻘﻭﺓ ﺍﻝﻤﺤﺭﻜﺔ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ ﻝﻠﻤﻭﻝﺩ‪.‬‬

‫ﺻﻔﺤﺔ ‪ 6‬ﻣﻦ ‪8‬‬

 ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺭﺍﺒﻊ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫ﺘﺴﻘﻁ ﺤﺒﺔ ﺒﺭﺩ ﻜﺭﻭﻴﺔ ﺍﻝﺸﻜل‪ ،‬ﻗﻁﺭﻫﺎ‪ ، D = 3cm :‬ﻜﺘﻠﺘﻬﺎ‪ ، m = 13 g :‬ﺩﻭﻥ ﺴﺭﻋﺔ ﺍﺒﺘﺩﺍﺌﻴﺔ ﻓﻲ ﺍﻝﻠﺤﻅﺔ‪:‬‬
‫‪ t = 0‬ﻤﻥ ﻨﻘﻁﺔ ‪ O‬ﺘﺭﺘﻔﻊ ﺒـ ‪ 1500 m‬ﻋﻥ ﺴﻁﺢ ﺍﻷﺭﺽ ﻨﻌﺘﺒﺭﻫﺎ ﻜﻤﺒﺩﺃ ﻝﻠﻤﺤﻭﺭ ﺍﻝﺸﺎﻗﻭﻝﻲ ) ‪. ( Oz‬‬
‫ﺃﻭﻻ‪ :‬ﻨﻔﺭﺽ ﺃﻥ ﺤﺒﺔ ﺍﻝﺒﺭﺩ ﺘﺴﻘﻁ ﺴﻘﻭﻁﺎ ﺤﺭﺍ‪.‬‬
‫‪ -1‬ﺒﺘﻁﺒﻴﻕ ﺍﻝﻘﺎﻨﻭﻥ ﺍﻝﺜﺎﻨﻲ ﻝﻨﻴﻭﺘﻥ‪ ،‬ﺠﹺﺩ‪ ‬ﺍﻝﻤﻌﺎﺩﻝﺘﻴﻥ ﺍﻝﺯﻤﻨﻴﺘﻴﻥ ﻝﺴﺭﻋﺔ ﻭﻤﻭﻀﻊ ‪ G‬ﻤﺭﻜﺯ ﻋﻁﺎﻝﺘﻬﺎ‪.‬‬
‫‪ -2‬ﺍﺤﺴﺏ ﻗﻴﻤﺔ ﺍﻝﺴﺭﻋﺔ ﻝﺤﻅﺔ ﻭﺼﻭﻝﻬﺎ ﺇﻝﻰ ﺴﻁﺢ ﺍﻷﺭﺽ‪.‬‬
‫→‬ ‫→‬
‫ﺜﺎﻨﻴﺎ‪ :‬ﻓﻲ ﺍﻝﻭﺍﻗﻊ ﺘﺨﻀﻊ ﺤﺒﺔ ﺍﻝﺒﺭﺩ ﺒﺎﻹﻀﺎﻓﺔ ﻝﻘﻭﺓ ﺜﻘﻠﻬﺎ ‪ P‬ﺇﻝﻰ ﻗﻭﺓ ﺩﺍﻓﻌﺔ ﺃﺭﺨﻤﻴﺩﺱ ‪ Π‬ﻭﻗﻭﺓ ﺍﺤﺘﻜﺎﻙ‬
‫→‬
‫‪ f‬ﺍﻝﻤﺘﻨﺎﺴﺒﺔ ﻁﺭﺩﺍ ﻤﻊ ﻤﺭﺒﻊ ﺍﻝﺴﺭﻋﺔ‪ ،‬ﺤﻴﺙ‪. f = kv :‬‬
‫‪2‬‬

‫‪ -1‬ﺒﺎﻝﺘﺤﻠﻴل ﺍﻝﺒ‪‬ﻌﺩﻱ ﺤﺩ‪‬ﺩ ﻭﺤﺩﺓ ﺍﻝﻤﻌﺎﻤل ‪ k‬ﻓﻲ ﺍﻝﻨﻅﺎﻡ ﺍﻝﺩﻭﻝﻲ ﻝﻠﻭﺤﺩﺍﺕ‪.‬‬

‫‪ -2‬ﺍﻜﺘﺏ ﻋﺒﺎﺭﺓ ﻗﻭﺓ ﺩﺍﻓﻌﺔ ﺃﺭﺨﻤﻴﺩﺱ‪ ،‬ﺜﻡ‪ ‬ﺍﺤﺴﺏ ﺸﺩﺘﻬﺎ ﻭﻗﺎﺭﻨﻬﺎ ﻤﻊ ﺸﺩﺓ ﻗﻭﺓ ﺍﻝﺜﻘل‪ .‬ﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ؟‬
‫→‬
‫‪ -3‬ﺒﺈﻫﻤﺎل ﻗﻭﺓ ﺩﺍﻓﻌﺔ ﺃﺭﺨﻤﻴﺩﺱ ‪: Π‬‬
‫)‪v(m/s‬‬
‫ﺃ‪ -‬ﺠﹺﺩ‪ ‬ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ﻝﻠﺤﺭﻜﺔ‪،‬‬
‫ﺜ ‪‬ﻡ ﺒﻴ‪‬ﻥ ﺃﻨﻪ ﻴﻤﻜﻥ ﻜﺘﺎﺒﺘﻬﺎ ﻋﻠﻰ‬
‫‪dv‬‬
‫ﺍﻝﺸﻜل‪= A − B ⋅v 2 :‬‬
‫‪dt‬‬
‫ﺏ‪ -‬ﺍﺴﺘﻨﺘﺞ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﺤﺭﻓﻴﺔ‬
‫ﻝﻠﺴﺭﻋﺔ ﺍﻝﺤﺩﻴﺔ ‪ v ℓ‬ﺍﻝﺘﻲ ﺘﺒﻠﻐﻬﺎ‬
‫‪5‬‬ ‫ﺤﺒﺔ ﺍﻝﺒﺭﺩ‪.‬‬
‫)‪t(s‬‬ ‫ﺍﻝﺴﺭﻋﺔ‬ ‫‪vℓ‬‬ ‫ﺠ‪ -‬ﺠﹺﺩ‪ ‬ﺒﻴﺎﻨﻴﺎ ﻗﻴﻤﺔ‬
‫‪0‬‬ ‫‪1‬‬
‫ﺍﻝﺤﺩﻴﺔ‪ ،‬ﺜﻡ‪ ‬ﺍﺴﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪. k‬‬
‫ﺍﻝﺸﻜل‪4-‬‬
‫)ﺍﻝﺸﻜل‪.(4-‬‬

‫ﺩ‪ -‬ﻗﺎﺭﻥ ﺒﻴﻥ ﺍﻝﺴﺭﻋﺘﻴﻥ ﺍﻝﺘﻲ ﺘﻡ ﺤﺴﺎﺒﻬﻤﺎ ﻓﻲ ﺍﻝﺴﺅﺍﻝﻴﻥ)ﺃﻭﻻ‪ (2-‬ﻭ)ﺜﺎﻨﻴﺎ‪-3-‬ﺠ(‪ .‬ﻤﺎﺫﺍ ﺘﺴﺘﻨﺘﺞ؟‬

‫‪4‬‬
‫ﺍﻝﻤﻌﻁﻴﺎﺕ‪ :‬ﺤﺠﻡ ﺍﻝﻜﺭﺓ‪ ،V = π r 3 :‬ﺍﻝﻜﺘﻠﺔ ﺍﻝﺤﺠﻤﻴﺔ ﻝﻠﻬﻭﺍﺀ‪. g = 9 ,8 m ⋅ s −2 ، ρ = 1 ,3 kg ⋅ m −3 :‬‬
‫‪3‬‬

‫ﺻﻔﺤﺔ ‪ 7‬ﻣﻦ ‪8‬‬

 ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫ﻨﻌﺎﻴﺭ ﺤﺠﻤ‪‬ﺎ‪ V a = 20mL :‬ﻤﻥ ﻤﺤﻠﻭل ﻤﺎﺌﻲ ﻤﻤﺩ‪‬ﺩ ﻝﺤﻤﺽ ﺍﻝﺒﻨﺯﻭﻴﻙ ‪ ،C 6 H 5 CO 2 H‬ﺘﺭﻜﻴﺯﻩ ﺍﻝﻤﻭﻝﻲ‬
‫ﺍﻻﺒﺘﺩﺍﺌﻲ ‪ ca‬ﺒﻤﺤﻠﻭل ﻫﻴﺩﺭﻭﻜﺴﻴﺩ ﺍﻝﺼﻭﺩﻴﻭﻡ ﺘﺭﻜﻴﺯﻩ ﺍﻝﻤﻭﻝﻲ‪ ، cb = 10 -1 mol ⋅ L-1 :‬ﻭﺤﺠﻤﻪ ‪. V b‬‬
‫ﺍﻝﻨﺘﺎﺌﺞ ﺍﻝﻤﺘﺤﺼل ﻋﻠﻴﻬﺎ ﻤﻜﻨﺕ ﻤﻥ ﺭﺴﻡ ﺍﻝﺒﻴﺎﻥ‪) pH = f (V b ) :‬ﺍﻝﺸﻜل‪.(5-‬‬
‫‪ -1‬ﺍﺭﺴﻡ ﺒﺸﻜل ﺘﺨﻁﻴﻁﻲ ﺍﻝﺘﺭﻜﻴﺏ ﺍﻝﺘﺠﺭﻴﺒﻲ ﻝﻌﻤﻠﻴﺔ ﺍﻝﻤﻌﺎﻴﺭﺓ‪.‬‬
‫‪ -2‬ﺒﻴ‪‬ﻥ ﻜﻴﻑ ﻴﻤﻜﻥ ﺘﺤﻘﻴﻕ ﻗﻴﺎﺱ ﺍﻝـ ‪ pH‬ﻝﻤﺤﻠﻭل‪.‬‬
‫‪ -3‬ﺍﻜﺘﺏ ﻤﻌﺎﺩﻝﺔ ﺘﻔﺎﻋل ﺍﻝﻤﻌﺎﻴﺭﺓ‪.‬‬
‫‪ -4‬ﺤﺩ‪‬ﺩ ﺒﻴﺎﻨﻴﺎ‪:‬‬
‫ﺃ‪ -‬ﺇﺤﺩﺍﺜﻴﺘﻲ ﻨﻘﻁﺔ ﺍﻝﺘﻜﺎﻓﺅ ‪ ، E‬ﺜﻡ‪ ‬ﺍﺤﺴﺏ ‪. ca‬‬
‫ﺏ‪ -‬ﻗﻴﻤﺔ ﺍﻝـ ‪ pKa‬ﻝﻠﺜﻨﺎﺌﻴﺔ‪C 6 H 5 COOH(aq) / C 6 H 5 COO - ( aq ) :‬‬
‫ﺠ ‪ -‬ﻗﻴﻤﺔ ﺍﻝـ ‪ pH‬ﻤﻥ ﺃﺠل‪ .V b = 0 :‬ﺒﻴ‪‬ﻥ ﺃﻥ ﺤﻤﺽ ﺍﻝﺒﻨﺯﻭﻴﻙ ﺤﻤﺽ ﻀﻌﻴﻑ‪.‬‬
‫‪pH‬‬

‫‪5‬‬

‫‪1‬‬

‫‪0‬‬
‫‪2‬‬ ‫)‪Vb (mL‬‬
‫ﺍﻝﺸﻜل‪5-‬‬

‫ﺻﻔﺤﺔ ‪ 8‬ﻣﻦ ‪8‬‬

 ‫ﺍﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ‪2013 :‬‬
‫ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬ ‫ﺍﻝﻤﺎﺩﺓ ‪:‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻀﻭﻉ‬
‫‪K‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪0.5‬‬ ‫‪ -1‬ﺭﺴﻡ ﺍﻝﺩﺍﺭﺓ ﺍﻝﻜﻬﺭﺒﺎﺌﻴﺔ‪:‬‬

‫‪uC‬‬ ‫‪ -2‬ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ‪uC + u R = E :‬‬
‫‪0.5‬‬ ‫‪E‬‬
‫‪dq‬‬ ‫‪1‬‬ ‫‪E‬‬
‫‪+‬‬ ‫=‪q‬‬ ‫ﻭﻤﻨﻪ‪:‬‬
‫‪uR‬‬ ‫‪dt‬‬ ‫‪RC‬‬ ‫‪R‬‬
‫‪i‬‬
‫‪0.25‬‬ ‫‪ -3‬ﻋﺒﺎﺭﺓ ﺍﻝﺜﻭﺍﺒﺕ‪ q( t ) = A ⋅ eα t + B :‬ﻭﻝﺩﻴﻨﺎ‪:‬‬
‫‪0.25‬‬ ‫‪(1).....‬‬ ‫‪A = −B‬‬ ‫ﻭﻤﻨﻪ‬ ‫‪q(0 ) = A + B = 0‬‬
‫‪α ⋅t‬‬ ‫‪1‬‬ ‫‪B‬‬ ‫‪E‬‬
‫ﺒﺘﻌﻭﻴﺽ ﺍﻝﺤل ﻓﻲ ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ ﻨﺠﺩ‪:‬‬
‫‪A⋅e‬‬ ‫(‬ ‫‪+α )+‬‬ ‫=‬
‫‪0.5‬‬ ‫‪RC‬‬ ‫‪RC‬‬ ‫‪R‬‬

‫‪04‬‬ ‫‪.α = −‬‬

‫‪1‬‬
‫ﻭﻤﻨﻪ‪ B = CE :‬ﻭﻤﻨﻪ ‪ A = −CE‬ﻭ‬
‫‪RC‬‬

‫‪0.5‬‬ ‫‪ -4‬ﺃ‪ -‬ﻗﻴﻤﺔ ‪q( τ ) = 0 ,63 q max = 0 ,63 × 4 ,8 × 10 −4 = 3 ,0 × 10− 4 C :τ‬‬

‫‪τ = 39 ms‬‬
‫‪τ‬‬ ‫‪−6‬‬
‫‪0.5‬‬ ‫= ‪C‬‬ ‫‪= 39 × 10‬‬ ‫‪F = 39 µ F‬‬
‫‪R‬‬
‫‪0.5‬‬ ‫ﺏ‪ -‬ﻗﻴﻤﺔ ‪ qmax = CE : E‬ﻭﻤﻨﻪ‪. E ≃ 12V :‬‬

‫‪0.5‬‬ ‫‪q2‬‬
‫= ) ‪. E C ( 200 ms‬‬ ‫‪= 2 , 9 × 10 −3 J‬‬ ‫ ‪-‬‬
‫‪2C‬‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪0.25‬‬ ‫‪ -1‬ﺃ‪ -‬ﻁﺒﻴﻌﺔ ﺍﻝﺤﺭﻜﺔ‪ :‬ﺍﻝﻤﺭﺤﻠﺔ ﺍﻷﻭﻝﻰ‪ v αt [0 , 16 s ]:‬ﻓﺎﻝﺤﺭﻜﺔ ﻤﺴﺘﻘﻴﻤﺔ ﻤﺘﺴﺎﺭﻋﺔ‪.‬‬

‫‪∆v‬‬ ‫‪2 −0‬‬ ‫ﺘﺴﺎﺭﻋﻬﺎ‪:‬‬
‫= ‪aG 1‬‬ ‫=‬ ‫‪= 0 ,5 m ⋅ s −2‬‬
‫‪0.25‬‬ ‫‪∆t‬‬ ‫‪4 −0‬‬
‫‪∆v‬‬ ‫ﺍﻝﻤﺭﺤﻠﺔ ﺍﻝﺜﺎﻨﻴﺔ‪ v = cte [16 s , 24 s ]:‬ﺍﻝﺤﺭﻜﺔ ﻤﺴﺘﻘﻴﻤﺔ ﻤﻨﺘﻅﻤﺔ‪ .‬ﺘﺴﺎﺭﻋﻬﺎ‪:‬‬
‫= ‪aG 2‬‬ ‫‪=0‬‬
‫‪0.5‬‬ ‫‪∆t‬‬

‫ﺏ‪ -‬ﺍﻝﻤﺴﺎﻓﺔ ‪ :AC‬ﺒﻁﺭﻴﻘﺔ ﺍﻝﻤﺴﺎﺤﺎﺕ ‪AC = d = d 1 + d 2 = 64 + 64 = 128 m‬‬

‫‪0.25‬‬
‫‪ -2‬ﺃ‪ -‬ﻨﺹ ﺍﻝﻘﺎﻨﻭﻥ ﺍﻝﺜﺎﻨﻲ ﻝﻨﻴﻭﺘﻥ‪.‬‬
‫‪0.5‬‬ ‫‪y′‬‬ ‫→‬
‫→‬
‫‪04‬‬ ‫→‬ ‫‪Fy‬‬ ‫‪F‬‬
‫‪R‬‬ ‫→‬ ‫ﺏ‪-‬‬
‫‪x‬‬ ‫‪α‬‬ ‫‪Fx‬‬ ‫‪x′‬‬
‫‪0.5‬‬ ‫→‬ ‫‪m ⋅ a G1‬‬
‫‪A‬‬ ‫‪P‬‬ ‫‪F = 5,77 N‬‬ ‫= ‪ F‬ﻭﻤﻨﻪ‪:‬‬
‫‪B‬‬ ‫‪cos 30°‬‬
‫‪0.5‬‬ ‫‪y‬‬
‫‪y′‬‬ ‫→‬
‫ﺠـ‪-‬‬
‫→‬
‫‪0.5‬‬
‫→‬
‫→‬ ‫‪Fy‬‬ ‫‪F‬‬ ‫‪f‬‬ ‫ﻭﻤﻨﻪ‪= 5 N :‬‬ ‫‪f‬‬ ‫‪= F ⋅ cos 30°‬‬
‫‪R‬‬ ‫→‬
‫‪x‬‬ ‫‪f‬‬ ‫‪α‬‬ ‫‪Fx‬‬ ‫‪x′‬‬
‫‪0.5‬‬
‫→‬
‫‪B‬‬ ‫‪P‬‬ ‫‪C‬‬
‫‪y‬‬
‫‪0.25‬‬ ‫د‪  -‬أ)(' ا&ء ‪ !" #!$‬ت و أ ا  ‬
‫‪ -‬ا‪,‬آ  أي‪ f = F cos α :‬و‪v = cte :/0‬‬

‫ ‪5  1‬‬
‫ﺍﻤﺘﺤﺎﻥ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ‪2013 :‬‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻀﻭﻉ‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪3×0.25‬‬ ‫‪Z=2‬‬ ‫‪، A=4‬‬ ‫‪-1‬‬
‫‪0.5‬‬ ‫‪ -2‬ﺘﻌﺭﻴﻑ ﺍﻹﻨﺩﻤﺎﺝ‪.‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪3×0.25‬‬ ‫‪2‬‬
‫‪X‬‬ ‫‪-3‬‬ ‫‪،‬‬ ‫‪1‬‬
‫‪H -2 ،‬‬ ‫‪1‬‬
‫‪ -3‬ﺍﻝﺘﺭﺘﻴﺏ‪H -1 :‬‬
‫‪3‬‬
‫) ‪Eℓ ( 1 H‬‬ ‫) ‪E ℓ ( 21 H‬‬
‫‪3×0.25‬‬ ‫ﻭ ‪= 2 ,856 MeV / nucleon‬‬ ‫ﻷﻥ‪= 1 ,115 MeV / nucleon :‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪4‬‬
‫‪04‬‬ ‫) ‪Eℓ ( 2 X‬‬
‫ﻭ ‪= 7 ,102MeV / nucleon‬‬
‫‪4‬‬
‫‪ -4‬ﺤﺴﺎﺏ ﺍﻝﻁﺎﻗﺔ ﺍﻝﻤﺤﺭﺭﺓ‪ Elib = Eℓ( 2 X ) −(Eℓ( 1 H) +Eℓ( 1 H)) :‬ﻭﻤﻨﻪ‪:‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪0.5‬‬
‫‪E lib‬‬ ‫‪= 17, 61‬‬ ‫‪MeV‬‬
‫‪45‬‬ ‫‪2p‬‬ ‫‪+‬‬ ‫‪3n‬‬

‫‪∆E1‬‬ ‫‪∆E 2‬‬ ‫‪ -5‬ﻤﺨﻁﻁ ﺍﻝﺤﺼﻴﻠﺔ ﺍﻝﻁﺎﻗﻭﻴﺔ‪:‬‬

‫‪0.75‬‬
‫‪2‬‬ ‫‪3‬‬
‫‪1H‬‬ ‫‪+‬‬ ‫‪1H‬‬ ‫‪4‬‬ ‫‪1‬‬
‫‪X‬‬ ‫‪+‬‬ ‫‪n‬‬
‫‪∆E‬‬ ‫‪2‬‬ ‫‪0‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺭﺍﺒﻊ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫) ‪CH 3COOH ( ℓ ) + H 2O( ℓ ) = CH 3COO − ( aq ) + H 3O+ ( aq‬‬ ‫‪ -1‬ﺍﻝﻤﻌﺎﺩﻝﺔ‪:‬‬
‫‪0.5‬‬
‫‪ -2‬ﺍﻝﻌﺒﺎﺭﺓ‪ :‬ﺠﺩﻭل ﺘﻘﺩﻡ ﺍﻝﺘﻔﺎﻋل‪:‬‬
‫‪−‬‬ ‫‪+‬‬
‫‪C H‬‬ ‫‪3‬‬ ‫‪C O O H (ℓ ) + H‬‬ ‫‪2‬‬ ‫= ) ‪O (ℓ‬‬ ‫‪C H‬‬ ‫‪3‬‬ ‫‪C O O‬‬ ‫) ‪(a q‬‬ ‫‪+‬‬ ‫‪H‬‬ ‫‪3‬‬ ‫‪O‬‬ ‫) ‪(aq‬‬

‫ح‪ .‬إ‬ ‫‪ca V‬‬ ‫ﺒﻭﻓﺭﺓ‬ ‫‪0‬‬ ‫‪0‬‬

‫‪0.5‬‬ ‫ح‪ .‬ا‬ ‫‪ca V - x‬‬ ‫ﺒﻭﻓﺭﺓ‬ ‫‪x‬‬ ‫‪x‬‬

‫ح‪ .‬ن‬ ‫‪caV –xf‬‬ ‫ﺒﻭﻓﺭﺓ‬ ‫‪xf‬‬ ‫‪xf‬‬

‫‪04‬‬
‫‪0.5‬‬ ‫)‪σ = (λH3O+ ⋅  H3O+  +λ CH3COO- ⋅ CH3COO- ‬‬
‫= ‪O + (aq )  =0.4 ×10-3 mol ⋅ L-1 ،  H O + ‬‬
‫‪ H3‬‬ ‫‪σ‬‬
‫‪0.25‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫) ‪(λ H O+ +λ CH COO-‬‬
‫ﺇﺫﻥ‪:‬‬
‫‪3‬‬ ‫‪3‬‬

‫‪0.5‬‬ ‫‪pH= -log  H3O+  = 3, 4‬‬ ‫‪-3‬‬

‫‪ H O+  CH3COO -‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 3‬‬ ‫‪f‬‬

‫‪‬‬
‫‪‬‬ ‫‪ -4‬ﺃ‪ -‬ﺜﺎﺒﺕ ﺍﻝﺤﻤﻭﻀﺔ‪:‬‬
‫‪0.5‬‬ ‫‪1,65 ×10−5‬‬
‫‪‬‬ ‫‪‬‬
‫‪f‬‬
‫= ‪Ka‬‬ ‫‪‬‬ ‫‪‬‬
‫=‬
‫‪‬‬
‫‪‬‬
‫‪CH3COOH‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪f‬‬ ‫‪‬‬

‫‪0.75‬‬ ‫ﻭﻤﻨﻪ ‪Vbe = 20 mL‬‬ ‫ﺏ‪ -‬ﺤﺴﺎﺏ ‪ :Va‬ﻋﻨﺩ ﻨﺼﻑ ﺍﻝﺘﻜﺎﻓﺅ‪Vb = 10 mL :‬‬
‫‪c ⋅V‬‬
‫‪0.5‬‬ ‫ﻋﻨﺩ ﺍﻝﺘﻜﺎﻓﺅ‪Va = b be = 4 mL :‬‬
‫‪ca‬‬

‫ ‪5  2‬‬
‫ﺍﻤﺘﺤﺎﻥ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ‪2013 :‬‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬

‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل(‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻀﻭﻉ‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪2×0.25‬‬ ‫– ﺩﻭﺭ ﺍﻝﻜﺎﺸﻑ ﺍﻝﻤﻠﻭﻥ ﻝﻤﻌﺭﻓﺔ ﺍﻝﺘﻜﺎﻓﺅ‪.‬‬ ‫‪ -1‬ﻝﺘﻭﻗﻴﻑ ﺍﻝﺘﻔﺎﻋل‪.‬‬

‫‪0.25‬‬ ‫‪ -2‬ﺍﻹﺴﺘﺭ‪HCOOCH2CH3 :‬‬
‫‪0.75‬‬ ‫‪ -3‬ﺃ‪ -‬ﺍﻝﺘﺤﻭل ﺍﻝﺤﺎﺩﺙ‪ :‬ﺇﻤﺎﻫﺔ ﺍﻹﺴﺘﺭ ﺨﺼﺎﺌﺼﻪ‪ :‬ﺒﻁﺊ‪ ،‬ﻏﻴﺭ ﺘﺎﻡ‪ ،‬ﻻ ﺤﺭﺍﺭﻱ‪.‬‬
‫‪0.25‬‬ ‫‪HCOOC2H5 + H2O‬‬ ‫‪= HCOOH + C2H5OH‬‬ ‫ﺏ‪-‬‬
‫‪0.5‬‬ ‫‪ nA = x‬ﻭﻤﻨﻪ‪x = 0,5.Véq :‬‬ ‫ﺤﻴﺙ‪:‬‬ ‫‪ -4‬ﻋﻨﺩ ﺍﻝﺘﻜﺎﻓﺅ ﻴﻜﻭﻥ‪nA = Cb.Véq :‬‬

‫)‪t(min‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪20‬‬ ‫‪30‬‬ ‫‪40‬‬ ‫‪50‬‬ ‫‪60‬‬ ‫‪70‬‬ ‫‪80‬‬
‫‪0.5‬‬
‫)‪x(mmol‬‬ ‫‪0‬‬ ‫‪1,05‬‬ ‫‪1,85‬‬ ‫‪2,50‬‬ ‫‪3,05‬‬ ‫‪3,50‬‬ ‫‪3,80‬‬ ‫‪3,90‬‬ ‫‪3,90‬‬
‫‪04‬‬ ‫) ‪x ( mmol‬‬

‫‪0.5‬‬ ‫‪ -5‬ﺃ – ﺍﻝﺒﻴﺎﻥ‪:‬‬

‫‪60°C‬‬
‫ﺏ – ﺤﺴﺎﺏ ﺍﻝﻤﺭﺩﻭﺩ‪:‬‬
‫‪2×0.25‬‬ ‫‪xf‬‬ ‫‪3,9 × 10‬‬
‫‪-3‬‬
‫=‪r‬‬ ‫= ‪×100‬‬ ‫‪−3‬‬
‫‪× 100 = 87 %‬‬
‫‪x max‬‬ ‫‪4, 5 × 10‬‬

‫‪1‬‬

‫) ‪t ( min‬‬
‫‪0‬‬ ‫‪20‬‬

‫ﻤﺭﺍﻗﺒﺔ ﺍﻝﻤﺭﺩﻭﺩ‪ :‬ﺍﺴﺘﻌﻤﺎل ﻤﺯﻴﺞ ﺍﺒﺘﺩﺍﺌﻲ ﻏﻴﺭ ﻤﺘﻜﺎﻓﺊ ﻓﻲ ﻜﻤﻴﺔ ﺍﻝﻤﺎﺩﺓ ﻨﺤﺴﻥ ﻤﻥ ﻗﻴﻤﺔ ﺍﻝﻤﺭﺩﻭﺩ‪.‬‬
‫‪0.25‬‬ ‫‪ -6‬ﺭﺴﻡ ﺍﻝﺒﻴﺎﻥ ﻜﻴﻔﻴﺎ‪.‬‬

‫ ‪5  3‬‬
‫ﺍﻤﺘﺤﺎﻥ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ‪2013 :‬‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ(‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻷﻭل‪ 04 ) :‬ﻨﻘﺎﻁ (‬
‫‪0.50‬‬ ‫‪ -1‬ﺩﻭﺭ ﺍﻝﺘﺴﺨﻴﻥ ﺍﻝﻤﺭﺘﺩ ﺘﻜﺜﻴﻑ ﺍﻝﺒﺨﺎﺭ ﺍﻝﻤﺘﺼﺎﻋﺩ ﻭﻤﻨﻊ ﻀﻴﺎﻋﻪ ﻓﻴﻌﻭﺩ ﺇﻝﻰ ﺍﻷﺭﻝﻴﻨﺔ‪.‬‬
‫‪ -‬ﺇﻀﺎﻓﺔ ﺤﻤﺽ ﺍﻝﻜﺒﺭﻴﺕ ﺍﻝﻤﺭﻜﺯ ﻫﻭ ﺘﺴﺭﻴﻊ ﺍﻝﺘﻔﺎﻋل‪.‬‬
‫‪0.25‬‬ ‫‪ -2‬ﻓﺼل ﺍﻝﻤﻭﺍﺩ‬
‫‪0.50‬‬ ‫‪ -3‬ﺃ‪CH 3COOH + C 4 H 9OH = CH 3COOC 4 H 9 + H 2O -‬‬
‫‪x‬‬ ‫‪0, 6‬‬
‫= ‪ τ f = f‬ﻨﻼﺤﻅ ﺃﻥ ‪τ f < 1 :‬‬ ‫ﺏ‪= 0, 6 -‬‬
‫‪0.75‬‬ ‫‪x max‬‬ ‫‪1‬‬
‫ﻝﻠﺘﺄﻜﺩ ﻋﻤﻠﻴﺎ ﻤﻥ ﺘﺤﻭل ﺍﻷﺴﺘﺭﺓ ﻏﻴﺭ ﺘﺎﻡ ﻨﻀﻴﻑ ﻗﻁﺭﺍﺕ ﻤﻥ ﻜﺎﺸﻑ ﻤﻠﻭﻥ‪.‬‬
‫‪04‬‬ ‫ﺠ‪ -‬ﺴﺭﻋﺔ ﺍﻝﺘﻔﺎﻋل‪.‬‬
‫‪∆n E‬‬
‫= ) ‪v (t 1‬‬ ‫‪= 0, 0080mol ⋅ min −1‬‬
‫‪∆t‬‬
‫‪4×0.25‬‬
‫‪v (t 2 ) = 0, 0035mol ⋅ min −1‬‬
‫‪v (t 3 ) = 0, 0020mol ⋅ min −1‬‬
‫ﻨﻼﺤﻅ ﺃﻥ ﺍﻝﺴﺭﻋﺔ ﺘﺘﻨﺎﻗﺹ ﻓﺎﻝﺘﺤﻭل ﺒﻁﺊ‪.‬‬
‫ﺩ‪ -‬ﺍﻝﻤﺭﺩﻭﺩ‪r = τ f × 100 = 60 % :‬‬
‫‪0.50‬‬ ‫ﻴﻤﻜﻥ ﺘﺤﺴﻴﻨﻪ ﺒﻨﺯﻉ ﺍﻝﻤﺎﺀ ﺍﻝﻨﺎﺘﺞ ﻤﻥ ﺍﻝﺘﺤﻭل ﻭﺫﻝﻙ ﻝﺠﻌل ﺍﻝﺘﺤﻭل ﻴﺘﻁﻭﺭ ﻓﻲ ﺍﺘﺠﺎﻩ ﺍﻷﺴﺘﺭﺓ‪.‬‬
‫ﻫ‪ -‬ﺼﻨﻑ ﺍﻝﻜﺤﻭل ﺍﻝﻤﺴﺘﻌﻤل‪ :‬ﺜﺎﻨﻭﻱ‬
‫‪0.50‬‬ ‫ﺍﻝﺼﻴﻐﺔ ﺍﻝﺠﺯﻴﺌﻴﺔ ﻨﺼﻑ ﺍﻝﻤﻔﺼﻠﺔ ﻝﻠﻜﺤﻭل‪ CH 3 − CHOH − CH 2CH 3 :‬ﺒﻭﺘﺎﻨﻭل‪2-‬‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫‪0.25‬‬ ‫‪ -1‬ﺍﻝﻘﻴﻤﺘﺎﻥ ﻫﻤﺎ ﺍﻝﻌﺩﺩ ﺍﻝﻜﺘﻠﻲ ﻭ ﻴﻤﺜﻼﻥ ﻋﺩﺩ ﺍﻝﻨﻭﻴﺎﺕ )ﺍﻝﻨﻴﻭﻜﻠﻴﻭﻨﺎﺕ( ﻓﻲ ﻜل ﻨﻅﻴﺭ‪.‬‬
‫‪0.25‬‬ ‫‪36‬‬
‫‪17‬‬ ‫ﺍﻝﺭﻤﺯ‪Cl :‬‬

‫‪04‬‬ ‫‪4×0.25‬‬ ‫‪Eℓ = ( Z ⋅ m p + ( A − Z ) ⋅ mn − m( 17‬‬

‫‪36‬‬
‫‪ -2‬ﻁﺎﻗﺔ ﺍﻝﺭﺒﻁ‪Cl )) ⋅ c 2 = 307,54125MeV :‬‬
‫‪36‬‬
‫‪17‬‬ ‫‪Cl → 18‬‬
‫‪36‬‬
‫‪Ar + ZA X‬‬ ‫‪ -3‬ﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﻜﻙ‪:‬‬
‫‪4×0.25‬‬ ‫‪36‬‬
‫→ ‪Cl‬‬ ‫‪36‬‬
‫‪Ar + e‬‬ ‫‪0‬‬
‫‪.β‬‬ ‫‪−‬‬
‫‪ Z = −1 ، A = 0‬ﻭﻤﻨﻪ‪ :‬ﻨﻤﻁ ﺍﻝﺘﻔﻜﻙ‪:‬‬
‫‪17‬‬ ‫‪18‬‬ ‫‪−1‬‬
‫‪−t 1 2‬‬ ‫‪N‬‬ ‫‪−301 ×10‬‬ ‫‪3‬‬
‫‪38‬‬
‫= ‪t‬‬ ‫(‪⋅ ln‬‬ ‫= )‬ ‫(‪⋅ ln‬‬ ‫‪ -4‬ﺍﻝﻌﻤﺭ‪) = 420 ×10 3 ans :‬‬
‫‪6×0.25‬‬ ‫‪ln 2‬‬ ‫‪N0‬‬ ‫‪ln 2‬‬ ‫‪100‬‬

‫‪K‬‬
‫‪0.5‬‬ ‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺜﺎﻝﺙ‪ 04) :‬ﻨﻘﺎﻁ( ‪ -1‬ﺍﻝﺭﺴﻡ‪:‬‬
‫‪uB‬‬
‫)‪(L , r‬‬ ‫‪ -2‬ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ‪ u R + u B = E :‬ﻭﻤﻨﻪ‪:‬‬
‫‪y1‬‬
‫‪E‬‬ ‫) ‪du R ( R + r‬‬ ‫‪R‬‬
‫‪0.75‬‬ ‫‪+‬‬ ‫‪ L ⋅ du R + ( 1 + r )uR = E‬ﺃﻱ‪u R = E :‬‬
‫‪R‬‬ ‫‪uR‬‬ ‫‪dt‬‬ ‫‪L‬‬ ‫‪L‬‬ ‫‪R dt‬‬ ‫‪R‬‬
‫‪t‬‬
‫‪L‬‬ ‫‪RE‬‬ ‫‪−‬‬
‫= ‪.τ‬‬ ‫=‪ A‬ﻭ‬ ‫‪ u R = A ( 1 − e τ ) -3‬ﻭﻤﻨﻪ‪:‬‬
‫‪04‬‬ ‫‪4×0.25‬‬ ‫‪R+r‬‬ ‫‪R+r‬‬
‫= ] ‪. [τ‬‬ ‫[‬‫‪U‬‬ ‫[]‬‫‪T‬‬ ‫‪ -4‬ﺍﻝﺘﺤﻠﻴل ﺍﻝﺒﻌﺩﻱ‪] ⋅ [ I ] = T ≡ s :‬‬
‫‪0.5‬‬ ‫] [‬
‫] ‪[ I ] [U‬‬
‫‪0.5‬‬ ‫ﻗﻴﻤﺘﻪ‪ ، u R ( τ ) = 0 ,63 u R max = 2V :‬ﻓﺈﻥ‪. τ = 1,2 ms :‬‬
‫) ‪uR max ⋅ ( R + r‬‬
‫‪0.75‬‬ ‫=‪E‬‬ ‫‪= 4,8 V‬‬ ‫ﻭ‬ ‫‪ -5‬ﻗﻴﻤﺔ ‪L = τ ( R + r ) = 18 × 10 −3 H :L‬‬
‫‪R‬‬

‫ ‪5  4‬‬
‫ﺍﻤﺘﺤﺎﻥ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ‪2013 :‬‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﻔﻴﺯﻴﺎﺌﻴﺔ ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ(‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬ ‫ﻤﻭﻀﻭﻉ‬
‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺭﺍﺒﻊ‪ 04) :‬ﻨﻘﺎﻁ(‬
‫‪3×0.25‬‬ ‫ﺃﻭﻻﹰ‪ -1 :‬ﺍﻝﻤﻌﺎﺩﻻﺕ ﺍﻝﺯﻤﻨﻴﺔ‪ mg = ma :‬ﻭﻤﻨﻪ‪ dv = g :‬ﺇﺫﻥ‪) (1)............. v = g ⋅ t :‬ﻤﻊ ﺘﻤﺜﻴل ﺍﻝﻘﻭﻯ(‬
‫‪dt‬‬
‫ﻭ‪ v = dz = gt :‬ﻭﻤﻨﻪ‪(2)............. x = 1 gt 2 :‬‬
‫‪2‬‬ ‫‪dt‬‬
‫‪2‬‬ ‫‪v‬‬
‫‪0.25‬‬ ‫‪ -2‬ﻤﻥ )‪ t = : (1‬ﺒﺎﻝﺘﻌﻭﻴﺽ ﻓﻲ )‪ z = v :(2‬ﻭﻤﻨﻪ‪.v = 2 gz = 171 ,4 m ⋅ s −1 :‬‬
‫‪2g‬‬ ‫‪g‬‬
‫] ‪[ F ] = [ M ] ⋅ [ L ] ⋅ [T ] = [ M‬‬
‫‪2‬‬
‫‪f‬‬
‫‪0.5‬‬ ‫= ] ‪ . [ k‬ﻭﺤﺩﺘﻪ‪kg ⋅ m −1 :‬‬ ‫ﺜﺎﻨﻴﺎﹰ ‪ -1 :‬ﺍﻝﺘﺤﻠﻴل ﺍﻝﺒﻌﺩﻱ‪ k = 2 :‬ﻭﻤﻨﻪ‪:‬‬
‫]‪[v‬‬ ‫]‪[T ] [ L ] [ L‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪v‬‬
‫‪0.5‬‬ ‫‪πρ D 3 g‬‬
‫= ‪Π = ρV g‬‬ ‫‪ -2‬ﺩﺍﻓﻌﺔ ﺃﺭﺨﻤﻴﺩﺱ‪= 1 ,8 ×10 −4 N :‬‬
‫‪04‬‬ ‫‪6‬‬
‫‪0.25‬‬ ‫ﻗﻭﺓ ﺍﻝﺜﻘل‪P = mg = 127,4 × 10 −3 N :‬‬
‫‬
‫‪0.25‬‬ ‫ﺍﻝﻤﻘﺎﺭﻨﺔ‪ P / Π :‬ﻗﻭﺓ ﺍﻝﺜﻘل ﺃﻜﺒﺭ ﺒﻜﺜﻴﺭ ﻤﻥ ﺩﺍﻓﻌﺔ ﺃﺭﺨﻤﻴﺩﺱ‪ .‬ﻴﻤﻜﻥ ﺇﻫﻤﺎل ‪. Π‬‬
‫‪0.5‬‬ ‫‪ -3‬ﺃ‪ -‬ﺍﻝﻤﻌﺎﺩﻝﺔ ﺍﻝﺘﻔﺎﻀﻠﻴﺔ‪ mg − kv 2 = m dv :‬ﻭﻤﻨﻪ‪ . dv = g − k v 2 :‬ﺃﻱ ‪) dv = A − Bv 2‬ﻤﻊ ﺘﻤﺜﻴل ﺍﻝﻘﻭﻯ(‬
‫‪dt‬‬ ‫‪dt‬‬ ‫‪m‬‬ ‫‪dt‬‬
‫= ‪. vlim‬‬ ‫ﺘﻜﻭﻥ‪A :‬‬ ‫‪dv‬‬
‫‪0.25‬‬ ‫ﺏ‪ -‬ﻋﻨﺩ ﺍﻝﻨﻅﺎﻡ ﺍﻝﺩﺍﺌﻡ‪= 0 :‬‬
‫‪B‬‬ ‫‪dt‬‬
‫‪. k = mg = 2,0 × 10 −4 kg / m‬‬ ‫ﻭ‬ ‫ ‪vlim = 25m / s -‬‬
‫‪0.5‬‬ ‫‪2‬‬
‫‪vlim‬‬
‫ﺩ‪ -‬ﺍﻝﻤﻘﺎﺭﻨﺔ‪ :‬ﺍﻝﺴﺭﻋﺔ ﺍﻷﻭﻝﻰ ﺃﻜﺒﺭ ﺒﻜﺜﻴﺭ ﻷﻨﻨﺎ ﺃﻫﻤﻠﻨﺎ ﻗﻭﺓ ﺍﻹﺤﺘﻜﺎﻙ ﻤﻊ ﺍﻝﻬﻭﺍﺀ‪.‬‬
‫‪0.25‬‬

‫ﺍﻝﺘﻤﺭﻴﻥ ﺍﻝﺘﺠﺭﻴﺒﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪0.5‬‬ ‫‪ -1‬ﺍﻝﺭﺴﻡ ﺍﻝﺘﺨﻁﻴﻁﻲ‪.‬‬
‫‪ -2‬ﺍﻝﻘﻴﺎﺱ ﻴﻜﻭﻥ ﺩﻭﻤﺎ ﺒﻌﺩ ﻤﻌﺎﻴﺭﺓ ﺠﻬﺎﺯ ﺍﻝـ‪ pH‬ﻤﺘﺭ‪:‬‬
‫‪ -‬ﻨﺨﺭﺝ ﺍﻝﻤﺴﺒﺎﺭ ﻤﻥ ﺍﻝﻤﺤﻠﻭل ﺍﻝﺨﺎﺹ ﺜﻡ ﻨﻘﻭﻡ ﺒﺘﻨﻅﻴﻔﻪ‪.‬‬
‫‪0.5‬‬ ‫‪ -‬ﻨﻐﻤﺱ ﺍﻝﻤﺴﺒﺎﺭ ﻓﻲ ﺍﻝﻤﺤﻠﻭل ﺍﻝﺫﻱ ﻨﺭﻴﺩ ﻗﻴﺎﺱ ﺍﻝـ ‪ pH‬ﻝﻪ‪.‬‬
‫‪ -‬ﻨﺭﺝ ﺍﻝﻤﺤﻠﻭل ﺒﻭﺍﺴﻁﺔ ﻤﺨﻼﻁ ﻤﻐﻨﺎﻁﻴﺴﻲ ﺒﺤﺫﺭ ﻻ ﻴﻼﻤﺱ ﺍﻝﻤﺴﺒﺎﺭ ﺍﻝﻘﻁﻌﺔ ﺍﻝﻤﻐﻨﺎﻁﻴﺴﻴﺔ‪.‬‬
‫‪ -‬ﻨﻀﻊ ﺠﻬﺎﺯ ﺍﻝـ ‪ pH‬ﻤﺘﺭ ﻓﻲ ﻭﻀﻌﻴﺔ "ﻗﻴﺎﺱ" ﺜﻡ ﻨﻨﺘﻅﺭ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻝﻘﻴﻤﺔ ﺍﻝﻤﺸﺎﺭ ﺇﻝﻴﻬﺎ‪.‬‬

‫‪04‬‬ ‫ﻋﻨﺩ ﺇﺠﺭﺍﺀ ﻋﺩﺓ ﻗﻴﺎﺴﺎﺕ ﻤﺘﺘﺎﻝﻴﺔ ﻴﻤﻜﻥ ﺘﻨﻅﻴﻑ ﺍﻝﻤﺴﺒﺎﺭ ﺒﺎﻝﻤﺎﺀ ﺍﻝﻤﻘﻁﺭ ﺒﻴﻥ ﻗﻴﺎﺴﻴﻥ ﻤﺘﺘﺎﻝﻴﻴﻥ‪.‬‬
‫‪0.5‬‬ ‫‪ -3‬ﻤﻌﺎﺩﻝﺔ ﺘﻔﺎﻋل ﺍﻝﻤﻌﺎﻴﺭﺓ‪C 6 H 5CO 2 H ( aq ) + HO − ( aq ) = C 6 H 5CO−2 ( aq ) + H 2O ( ℓ ) :‬‬

‫‪0.75‬‬ ‫‪ -4‬ﺃ‪ -‬ﻨﻘﻁﺔ ﺍﻝﺘﻜﺎﻓﺅ‪E (V bE = 18, 4mL ; pH E = 8 ) :‬‬

‫‪0.5‬‬ ‫ﻋﻨﺩ ﺍﻝﺘﻜﺎﻓﺅ‪ ca .Va = cb .VbE :‬ﻭ ﻤﻨﻪ‪. ca = 9, 2 ×10−2 mol .L− 1 :‬‬
‫‪0.5‬‬ ‫ﺏ‪ -‬ﻋﻨﺩ ﻨﻘﻁﺔ ﻨﺼﻑ ﺍﻝﺘﻜﺎﻓﺅ ½ ‪ E‬ﻨﺠﺩ‪pH = pK a = 4, 2 :‬‬
‫ﺠ‪ V b = 0 -‬ﻭ ﻤﻥ ﺍﻝﺒﻴﺎﻥ ﻨﺠﺩ‪pH = 2, 7 :‬‬
‫ﻝﺩﻴﻨﺎ‪ −Logc a = 0, 7 :‬ﻭ ﻤﻨﻪ‪ ) pH > −Logc a :‬ﺍﻝﺤﻤﺽ ‪ C 6 H 5CO 2 H‬ﻀﻌﻴﻑ(‬
‫‪0.75‬‬
‫ﻴﻤﻜﻥ ﺍﺴﺘﻌﻤﺎل ‪. τ f < 1 :‬‬
‫ﻤﻼﺤﻅﺔ‪ :‬ﻴﻤﻜﻥ ﻗﺒﻭل ﺍﻝﻘﻴﺎﺴﺎﺕ ﺍﻝﻘﺭﻴﺒﺔ ﺤﺩﺍ ﻤﻤﺎ ﺴﺒﻕ‪.‬‬

‫ ‪5  5‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺟﻮﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺐ‪ :‬ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‪ ،‬ﺭﻳﺎﺿﻴﺎﺕ ‪ ،‬ﺗﻘﲏ ﺭﻳﺎﺿﻲ‬
‫ﺍﳌﺪﺓ ‪ 03 :‬ﺳﺎ ﻭ ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻟﺘﺎﺭﻳﺦ ﻭﺍﳉﻐﺮﺍﻓﻴﺎ‬

‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫ﺍﻝﺘﺎﺭﻴــﺦ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫"‪ ...‬ﺇﻥ ﻤﺭﺤﻠﺔ ﺍﻝﺤﺭﺏ ﺍﻝﺒﺎﺭﺩﺓ ﻗﺩ ﺍﺘﺴﻤﺕ ﺒﺎﻝﺘﻭﺘﺭ ﺍﻝﺸﺩﻴﺩ ﺒﻴﻥ ﺍﻝﻘﻁﺒﻴﻥ ﻭﺒﻴﻥ ﺍﻝﻤﻌﺴﻜﺭﻴﻥ ﺍﻝﺸﺭﻗﻲ‬
‫ﻭﺍﻝﻐﺭﺒﻲ‪ ...‬ﻭﺘﺯﺍﻴﺩﺕ ﺤﺩ‪‬ﺓ ﺍﻝﺤﻤﻼﺕ ﺍﻝﺩﻋﺎﺌﻴﺔ ﺍﻝﺘﺸﻬﻴﺭﻴﺔ ﺍﻝﻤﺘﺒﺎﺩﻝﺔ ﻭﺤﺩ‪‬ﺓ ﺍﻝﺴﺒﺎﻕ ﻨﺤﻭ ﺍﻝﺘﺴﻠﺢ ﻋﻠﻰ‬
‫ﺍﻝﻤﺴﺘﻭﻴﻴﻥ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﺍﻝﻨﻭﻭﻱ‪ ...‬ﻜﻤﺎ ﺸﻬﺩﺕ ﻫﺫﻩ ﺍﻝﻤﺭﺤﻠﺔ ﺘﺯﺍﻴﺩ ﺤﺩ‪‬ﺓ ﺴﻴﺎﺴﺎﺕ ﺍﻻﺴﺘﻘﻁﺎﺏ ﺍﻝﺩﻭﻝﻲ‬
‫ﻻﺠﺘﺫﺍﺏ ﺃﻜﺒﺭ ﻋﺩﺩ ﻤﻥ ﺩﻭل ﺍﻝﻌﺎﻝﻡ ﺍﻝﺜﺎﻝﺙ ﺤﺩﻴﺜﺔ ﺍﻻﺴﺘﻘﻼل ﺒﻌﺩ ﺃﻥ ﻨﺠﺤﺎ ﻓـﻲ ﺍﻗﺘﺴـﺎﻡ ﺍﻝﻘـﺎﺭﺓ‬
‫ﺍﻷﻭﺭﺒﻴﺔ ﺒﻴﻨﻬﻤﺎ‪."...‬‬
‫ﺩ‪ .‬ﻤﻤﺩﻭﺡ ﻤﻨﺼﻭﺭ ﻭ ﺩ‪ .‬ﺃﺤﻤﺩ ﻭﻫﺒﺎﻥ‪ /‬ﺍﻝﺘﺎﺭﻴﺦ ﺍﻝﺩﺒﻠﻭﻤﺎﺴﻲ ‪ 1991-1815‬ﺹ‪209‬‬

‫‪ -1‬ﺍﺸﺭﺡ ﻤﺎ ﺘﺤﺘﻪ ﺨﻁ ﻓﻲ ﺍﻝﻨﹼﺹ‪.‬‬

‫‪ -2‬ﻋﺭ‪‬ﻑ ﺒﺎﻝﺸﺨﺼﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -‬ﺭﺍﺒﺢ ﺒﻴﻁﺎﻁ‪.‬‬ ‫‪ -‬ﻨﻴﻜﺘﺎ ﺨﺭﻭﺘﺸﻭﻑ‬ ‫‪ -‬ﺠﻤﺎل ﻋﺒﺩ ﺍﻝﻨﺎﺼﺭ‬
‫‪ -3‬ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺃﻭﺭﺒﺎ ﺍﻝﻤﺭﻓﻘﺔ‪ ،‬ﻭﻗﹼﻊ ﺃﺭﺒﻊ ﺩﻭل ﻤﻥ ﺍﻝﻤﻌﺴﻜﺭ ﺍﻝﺸﺭﻗﻲ ﻭﺃﺭﺒﻊ ﺩﻭل ﻤﻥ ﺍﻝﻤﻌﺴﻜﺭ ﺍﻝﻐﺭﺒﻲ‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﺸﻬﺩﺕ ﺍﻝﻘﻀﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﺃﺤﺩﺍﺜﺎ ﻭﺘﻁﻭﺭﺍﺕ ﻫﺎﻤﺔ ﻓﻲ ﺍﻝﻤﺤﺎﻓل ﺍﻝﺩﻭﻝﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ‪ ،‬ﺃﺜﹼﺭﺕ ﻋﻠﻰ‬
‫ﻤﻜﺎﻨﺔ ﻓﺭﻨﺴﺎ ﺍﻝﺨﺎﺭﺠﻴﺔ‪ ،‬ﻤﻤﺎ ﺠﻌﻠﻬﺎ ﺘﺭﻀﺦ ﻝﻠﺘﻔﺎﻭﺽ‪.‬‬

‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻔﻘﺭﺓ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻤﺎ ﺩﺭﺴﺕ‪ ،‬ﺍﻜﺘﺏ ﻤﻘﺎﻻ ﺘﺎﺭﻴﺨﻴﺎ ﺘﺒﻴ‪‬ﻥ ﻓﻴﻪ‪:‬‬
‫‪ -1‬ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺘﻬﺎ ﺍﻝﺜﻭﺭﺓ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺨﺎﺭﺠﻲ‪.‬‬
‫‪ -2‬ﺍﻨﻌﻜﺎﺴﺎﺕ ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﻋﻠﻰ ﻤﻜﺎﻨﺔ ﻓﺭﻨﺴﺎ ﺍﻝﺨﺎﺭﺠﻴﺔ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 1‬ﻤﻥ ‪7‬‬

 ‫ﺍﻝﺠﻐﺭﺍﻓﻴـــﺎ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫‪ ...» -1‬ﺘﺭﻯ ﻨﻅﺭﻴﺔ ﺍﺭﺘﺒﺎﻁ ﺍﻝﺘﺨﻠﻑ ﺒﻅﻬﻭﺭ ﺍﻝﺭﺃﺴﻤﺎﻝﻴﺔ ﻭﺍﻻﺴﺘﻌﻤﺎﺭ‪ :‬ﺇﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺜﺎﻝـﺙ ﻝـﻡ ﻴﻜـﻥ‬
‫ﻤﺘﺨﻠﻔﺎ ﻗﺒل ﺃﻥ ﺘﺴﺘﻭﻝﻲ ﻋﻠﻴﻪ ﺃﻭﺭﺒﺎ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ‪ ...‬ﺇﻥ ﻨﻬﺏ ﺜـﺭﻭﺍﺕ ﺍﻝﻤﺴـﺘﻌﻤﺭﺍﺕ ﺃﺩﻯ ﺇﻝـﻰ ﻨﻤـﻭ‬
‫ﺍﻝﺼﻨﺎﻋﺔ ﻭﺍﻝﺯﺭﺍﻋﺔ ﻓﻲ ﺃﻭﺭﺒﺎ‪ ...‬ﻭﻭﺠﻬﺕ ﺍﻗﺘﺼـﺎﺩﻴﺎﺕ ﺒﻠـﺩﺍﻥ ﺍﻝﻌـﺎﻝﻡ ﺍﻝﺜﺎﻝـﺙ ﻝﺨﺩﻤـﺔ ﺍﻻﻗﺘﺼـﺎﺩ‬
‫ﺍﻻﺴﺘﻌﻤﺎﺭﻱ ﺍﻝﺭﺃﺴﻤﺎﻝﻲ ﻭﻓﺭﺽ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﺘﻘﺴﻴﻡ ﺍﻝﺩﻭﻝﻲ ﻝﻠﻌﻤل ﺃﻴﻥ ﺘﺨﺼﺹ ﺍﻝﻌـﺎﻝﻡ ﺍﻝﺜﺎﻝـﺙ ﻓـﻲ‬
‫ﺇﻨﺘﺎﺝ ﻭﺘﺼﺩﻴﺭ ﺍﻝﻤﻭﺍﺩ ﺍﻷﻭﻝﻴﺔ ﻭﺍﻝﻤﺤﺎﺼﻴل ﺍﻝﺯﺭﺍﻋﻴﺔ ﺍﻝﻨﻘﺩﻴﺔ ﻜﺎﻝﻘﻁﻥ ﻓﻲ ﻤﺼﺭ ﻭﺍﻝﻜﺭﻭﻡ ﻓﻲ ﺍﻝﺠﺯﺍﺌـﺭ‪،‬‬
‫ﺍﻝﻘﺼﺩﻴﺭ ﻓﻲ ﺒﻭﻝﻴﻔﻴﺎ‪ ،‬ﺍﻝﺒﻥ ﻓﻲ ﺍﻝﺒﺭﺍﺯﻴل‪ ،‬ﻗﺼﺏ ﺍﻝﺴﻜﺭ ﻓﻲ ﻜﻭﺒﺎ‪ ،‬ﺍﻝﻜﺎﻜﺎﻭ ﻓـﻲ ﻏﺎﻨـﺎ ﻭﺍﻝﺸـﺎﻱ ﻓـﻲ‬
‫ﺍﻝﻬﻨﺩ‪ ...‬ﺃﻤﺎ ﺍﻝﻤﺭﻜﺯ ﺍﻝﺭﺃﺴﻤﺎﻝﻲ ﻓﻴﺤﻭﻝﻬﺎ ﺇﻝﻰ ﻤﻭﺍﺩ ﻤﺼﻨﻌﺔ ﻭﻴﻌﻴﺩ ﺒﻴﻌﻬﺎ ﺇﻝﻰ ﺒﻠﺩﺍﻥ ﺍﻝﻌﺎﻝﻡ ﺍﻝﺜﺎﻝﺙ ﺒﺄﺴﻌﺎﺭ‬
‫ﺭﺍﺒﺢ ﻝﻭﻨﻴﺴﻲ‪/‬ﺍﻝﺒﺩﻴل ﺍﻝﺤﻀﺎﺭﻱ ﺹ ‪53‬‬ ‫ﻋﺎﻝﻴﺔ‪«...‬‬
‫ﺍﻝﻤﻁﻠـﻭﺏ‪:‬‬
‫ﺃ‪ -‬ﺍﺸﺭﺡ ﻤﺎ ﺘﺤﺘﻪ ﺨﻁ ﻓﻲ ﺍﻝﻨﹼﺹ‪.‬‬
‫ﺏ‪ -‬ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺭﻓﻘﺔ‪ ،‬ﻭﻗﹼﻊ ﺃﺭﺒﻊ ﺩﻭل ﻭﺭﺩﺕ ﻓﻲ ﺍﻝﻨﹼﺹ‪.‬‬
‫‪ -2‬ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﻤﺜل ﺼﺎﺩﺭﺍﺕ ﺍﻝﺼﻴﻥ ﺴﻨﺔ ‪: 2002‬‬
‫‪ %‬ﻤﻥ ﻤﺠﻤﻭﻉ ﺍﻝﺼﺎﺩﺭﺍﺕ‬ ‫ﺍﻝﻘﻴﻤﺔ ) ﻤﻠﻴﻭﻥ ﺩﻭﻻﺭ(‬ ‫ﺍﻝﺒﻠﺩ ﺃﻭ ﺍﻝﻤﻨﻁﻘﺔ‬
‫‪21,5‬‬ ‫‪69950‬‬ ‫ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ‬
‫‪18,2‬‬ ‫‪659226‬‬ ‫ﺃﻭﺭﺒـــﺎ‬
‫‪14,8‬‬ ‫‪48437‬‬ ‫ﺍﻝﻴــﺎﺒﺎﻥ‬
‫‪37,5‬‬ ‫‪121878‬‬ ‫ﺁﺴﻴـــﺎ‬
‫‪08,0‬‬ ‫‪26074‬‬ ‫ﺒـﺎﻗﻲ ﺍﻝﻌـﺎﻝﻡ‬
‫ﺼﻭﺭ ﺍﻗﺘﺼﺎﺩﻴﺔ ‪2006‬‬
‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﻋﻠﹼﻕ ﻋﻠﻰ ﻤﻌﻁﻴﺎﺕ ﺍﻝﺠﺩﻭل‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﻋﻤل ﻗﺎﺩﺓ ﺃﻭﺭﺒﺎ ﺍﻝﻐﺭﺒﻴﺔ ﻤﻨﺫ ‪ 1957‬ﻋﻠﻰ ﺃﻥ ﺘﻜﻭﻥ ﺍﻝﻘﺎﺭﺓ ﺍﻷﻭﺭﺒﻴﺔ ﺍﻝﺒﻴﺕ ﺍﻷﻭﺭﺒﻲ ﺍﻝﻤﻭﺤﺩ‪،‬‬
‫ﻭﺘﺠﻠﻰ ﺫﻝﻙ ﻓﻲ ﻋﺩﺩ ﺍﻝﺩﻭل ﺍﻝﻤﺸﻜﻠﺔ ﻝﻺﺘﺤﺎﺩ ﺍﻷﻭﺭﺒﻲ ﺴﻨﺔ ‪.2007‬‬
‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻔﻘﺭﺓ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻤﺎ ﺩﺭﺴﺕ‪ ،‬ﺍﻜﺘﺏ ﻤﻭﻀﻭﻋﺎ ﺠﻐﺭﺍﻓﻴﺎ ﺘﺒﻴ‪‬ﻥ ﻓﻴﻪ‪:‬‬
‫‪ -1‬ﺃﻫﺩﺍﻑ ﺍﻝﺘﻜﺘل ﺍﻷﻭﺭﺒﻲ‪.‬‬
‫‪ -2‬ﻤﻅﺎﻫﺭ ﺍﻝﻘﻭﺓ ﻭﺍﻝﻀﻌﻑ ﻓﻲ ﺍﻹﺘﺤﺎﺩ ﺍﻷﻭﺭﺒﻲ‪.‬‬
‫ﺼﻔﺤﺔ ‪ 2‬ﻤﻥ ‪7‬‬
 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻝﺘﺎﺭﻴــﺦ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫»‪ ...‬ﻤﺜﻠﺕ ﺤﺭﻜﺔ ﺍﻝﺘﺤﺭﺭ ﻓﻲ ﺍﻝﻬﻨﺩ ﺍﻝﺼﻴﻨﻴﺔ ﻤﻅﻬﺭﺍ ﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻨﺤﺴﺎﺭ ﻭﺘﺼﻔﻴﺔ‬ ‫‪-1‬‬
‫ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ ﻭﻅﻬﻭﺭ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﺠﺩﻴﺩ ﺍﻝﻤﺠﺴﺩ ﻓﻲ ﺍﻝﻘﻭﻯ ﺍﻝﻌﻅﻤﻰ ﺍﻝﺘﻲ ﺃﻓﺭﺯﺘﻬﺎ ﺍﻝﺤﺭﺏ‬
‫ﺍﻝﻌﺎﻝﻤﻴﺔ ﺍﻝﺜﺎﻨﻴﺔ ﻭﻋﻠﻰ ﺭﺃﺴﻬﺎ ﺍﻝﻭﻻﻴﺎﺕ ﺍﻝﻤﺘﺤﺩﺓ ﺍﻷﻤﺭﻴﻜﻴﺔ ﺍﻝﺘﻲ ﺍﺸﺘﻬﺭﺕ ﺒﺴﻴﺎﺴﺔ ﻤلﺀ ﺍﻝﻔﺭﺍﻍ‬
‫ﺘﺎﺭﻴﺦ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﻌﺎﺼﺭ‪ ،‬ﺹ‪233 :‬‬ ‫ﺍﻹﻴﺩﻴﻭﻝﻭﺠﻲ ﻓﻲ ﺍﻝﻤﻨﻁﻘﺔ ﻋﻘﺏ ﺍﻨﺴﺤﺎﺏ ﻓﺭﻨﺴﺎ‪.«...‬‬
‫ﺍﻝﻤﻁﻠـﻭﺏ‪:‬‬
‫ﺃ‪ -‬ﺍﺸﺭﺡ ﻤﺎ ﺘﺤﺘﻪ ﺨﻁ ﻓﻲ ﺍﻝﻨﹼﺹ‪.‬‬
‫ﺏ‪ -‬ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺭﻓﻘﺔ‪ ،‬ﻭﻗﹼﻊ ﺃﺴﻤﺎﺀ ﺍﻝﻤﻨﺎﻁﻕ ﻭﺍﻝﺩﻭل ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ‪.‬‬

‫‪ -2‬ﻋﺭ‪‬ﻑ ﺒﺎﻝﺸﺨﺼﻴﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ ‪:‬‬

‫‪ -‬ﺃﺤﻤﺩ ﺴﻭﻜﺎﺭﻨﻭ‪.‬‬ ‫‪ -‬ﺍﻝﺠﻨﺭﺍل ﺠﻴﺎﺏ‬ ‫‪ -‬ﻫﻭ ﺸﻲ ﻤﻨـﻪ‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﺭﻏﻡ ﺘﺒﺎﻴﻥ ﺸﻌﻭﺏ ﺍﻝﻤﺴﺘﻌﻤﺭﺍﺕ ﻤﻥ ﺤﻴﺙ ﺍﻝﻤﻭﻗﻊ ﺍﻝﺠﻐﺭﺍﻓﻲ ﻭﺍﻝﻭﻀﻊ ﺍﻝﺴﻴﺎﺴﻲ ﻭﺍﻻﻗﺘﺼﺎﺩﻱ‬
‫ﻭﺍﻻﺠﺘﻤﺎﻋﻲ ﻭﺍﻝﺭﺼﻴﺩ ﺍﻝﺘﺎﺭﻴﺨﻲ‪ ،‬ﺇﻻ ﺃﻨﹼﻬﺎ ﺍﺸﺘﺭﻜﺕ ﻓﻲ ﺒﻌﺽ ﺨﺼﺎﺌﺼﻬﺎ ﺍﻝﺘﺤﺭﺭﻴﺔ‪.‬‬

‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻔﻘﺭﺓ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻤﺎ ﺩﺭﺴﺕ‪ ،‬ﺍﻜﺘﺏ ﻤﻘﺎﻻ ﺘﺎﺭﻴﺨﻴﺎ ﺘﺒﺭﺯ ﻓﻴﻪ‪:‬‬
‫‪ -1‬ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﺸﺘﺭﻜﺔ ﻝﻠﺤﺭﻜﺎﺕ ﺍﻝﺘﺤﺭﺭﻴﺔ‪.‬‬
‫‪ -2‬ﻨﺘﺎﺌﺞ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﺘﺤﺭﺭﻴﺔ ﻓﻲ ﺇﻓﺭﻴﻘﻴﺎ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 3‬ﻤﻥ ‪7‬‬

 ‫ﺍﻝﺠﻐﺭﺍﻓﻴـــﺎ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫‪ -1‬ﺤﺩ‪‬ﺩ ﻤﻔﻬﻭﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ ﺍﻝﺘﺎﻝﻴﺔ‪:‬‬
‫‪ -‬ﺍﻝﻌﻭﻝﻤﺔ‪.‬‬ ‫‪ -‬ﺍﻝﺸﺭﺍﻜﺔ‬ ‫‪ -‬ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﺴﺘﺩﺍﻤﺔ‬

‫‪ -2‬ﺍﻝﺠﺩﻭل ﺍﻝﺘﺎﻝﻲ ﻴﻤﺜل ﻜﻤﻴﺔ ﺇﻨﺘﺎﺝ ﻭﺍﺴﺘﻬﻼﻙ ﺍﻻﺘﺤﺎﺩ ﺍﻷﻭﺭﺒﻲ ﻝﻠﻤﻭﺍﺭﺩ ﺍﻝﻁﺎﻗﻭﻴﺔ ﻭﺍﻝﻤﻌﺩﻨﻴﺔ ﻝﺴﻨﺔ‬
‫‪: 2004‬‬

‫ﺍﻝﻐﺎﺯ ﺍﻝﻁﺒﻴﻌﻲ‬ ‫ﺍﻝﺤﺩﻴﺩ‬ ‫ﺍﻝﺒﺘﺭﻭل‬ ‫ﺍﻝﻔﺤﻡ‬ ‫ﺍﻝﻤﺎﺩﺓ‬

‫‪3‬‬
‫‪ 250‬ﻤﻠﻴﺎﺭ‪/‬ﻡ‬ ‫‪14.8‬‬ ‫‪165‬‬ ‫‪340‬‬ ‫ﺍﻹﻨﺘﺎﺝ ﻡ‪/‬ﻁﻥ‬
‫‪3‬‬
‫‪ 420‬ﻤﻠﻴﺎﺭ‪/‬ﻡ‬ ‫‪141‬‬ ‫‪750‬‬ ‫‪307‬‬ ‫ﺍﻻﺴﺘﻬﻼﻙ ﻡ‪/‬ﻁﻥ‬

‫ﺍﻝﻤﻨﻅﻤﺔ ﺍﻝﻌﺎﻝﻤﻴﺔ ﻝﻠﺘﺠﺎﺭﺓ ‪2005‬‬

‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﻋﻠﹼﻕ ﻋﻠﻰ ﻤﻌﻁﻴﺎﺕ ﺍﻝﺠﺩﻭل‪.‬‬

‫‪ -3‬ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺁﺴﻴﺎ ﺍﻝﻤﺭﻓﻘﺔ‪ ،‬ﻭﻗﹼﻊ ﺍﻝﺘﻨﻴﻨﺎﺕ ﺍﻷﺭﺒﻌﺔ‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫ﻴﻌﺭﻑ ﺍﻝﻌﺎﻝﻡ ﺘﺯﺍﻴﺩﺍ ﻫﺎﺌﻼ ﻓﻲ ﻤﺒﺎﺩﻻﺕ ﺍﻝﺴﻠﻊ ﻭﺍﻝﺨﺩﻤﺎﺕ‪ ،‬ﻭﺘﻨﻘﻼ ﻭﺍﺴﻌﺎ ﻝﺭﺅﻭﺱ ﺍﻷﻤﻭﺍل ﻭﺍﻹﻋﻼﻡ‪.‬‬

‫ﺍﻝﻤﻁﻠـﻭﺏ‪ :‬ﺍﻨﻁﻼﻗﺎ ﻤﻥ ﺍﻝﻔﻘﺭﺓ‪ ،‬ﻭﺍﻋﺘﻤﺎﺩﺍ ﻋﻠﻰ ﻤﺎ ﺩﺭﺴﺕ‪ ،‬ﺍﻜﺘﺏ ﻤﻭﻀﻭﻋﺎ ﺠﻐﺭﺍﻓﻴﺎ ﺘﺒﻴ‪‬ﻥ ﻓﻴﻪ‪:‬‬
‫‪ -1‬ﺨﺼﺎﺌﺹ ﺃﺴﻭﺍﻕ ﺍﻝﻤﻭﺍﺩ ﺍﻹﺴﺘﺭﺍﺘﻴﺠﻴﺔ ) ﺍﻝﻐﺫﺍﺀ ﻭﺍﻝﻁﺎﻗﺔ (‪.‬‬
‫‪ -2‬ﺍﻨﻌﻜﺎﺴﺎﺕ ﻭﺍﻗﻊ ﺍﻝﻤﺒﺎﺩﻻﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 4‬ﻤﻥ ‪7‬‬

 ‫ﺨﺭﻴﻁـﺔ ﺍﻝﻌﺎﻝـﻡ‬

‫ﺵ‬

‫ﻴﻨﺠﺯ ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ ﻋﻠﻰ ﺍﻝﺨﺭﻴﻁﺔ ﻭﺘﻌﺎﺩ ﻤﻊ ﺃﻭﺭﺍﻕ ﺍﻹﺠﺎﺒﺔ‬

‫ﺼﻔﺤﺔ ‪ 5‬ﻤﻥ ‪7‬‬

 ‫ﺨﺭﻴﻁـﺔ ﺃﻭﺭﺒـﺎ‬

‫ﻴﻨﺠﺯ ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ ﻋﻠﻰ ﺍﻝﺨﺭﻴﻁﺔ ﻭﺘﻌﺎﺩ ﻤﻊ ﺃﻭﺭﺍﻕ ﺍﻹﺠﺎﺒﺔ‬

‫ﺼﻔﺤﺔ ‪ 6‬ﻤﻥ ‪7‬‬

 ‫ﺨﺭﻴﻁـﺔ ﺸﺭﻕ ﻭﺠﻨﻭﺏ ﺸﺭﻕ ﺁﺴﻴـــﺎ‬

‫ﺵ‬

‫ﻴﻨﺠﺯ ﺍﻝﻌﻤل ﺍﻝﻤﻁﻠﻭﺏ ﻋﻠﻰ ﺍﻝﺨﺭﻴﻁﺔ ﻭﺘﻌﺎﺩ ﻤﻊ ﺃﻭﺭﺍﻕ ﺍﻹﺠﺎﺒﺔ‬

‫ﺼﻔﺤﺔ ‪ 7‬ﻤﻥ ‪7‬‬

 ‫ ا ا 
ذ  ه ا
ر و   
اه‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻝﻤﻭﻀﻭﻉ ﺍﻤﺘﺤﺎﻥ ‪ :‬ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ‬
‫ﺍﺨﺘﺒﺎﺭ ﻤﺎﺩﺓ‪ :‬ﺍﻝﺘﺎﺭﻴﺦ ﻭﺍﻝﺠﻐﺭﺍﻓﻴﺎ ﺍﻝﺸﻌﺒﺔ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺭﻴﺎﻀﻴﺎﺕ ﻭﺘﻘﻨﻲ ﺭﻴﺎﻀﻲ ﺍﻝﻤﺩﺓ‪ 03 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬

‫ت‬

‫ا‬ ‫  ا ‬ ‫ور اع‬

‫اع‬ ‫أة‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫ا ریـ ‪:‬‬
‫ا ('ء ا‪%‬ول‪ 6) :‬ﻥ‪5‬ط (‬
‫‪,- -1‬ح ﻡ ‪:12 /0‬‬
‫‪0.75‬‬ ‫ـ ا ‪,0‬ب ا ردة‪ :‬اع إ‪ =0 :,8,‬ا‪9‬ﺕد ا‪ :20;+‬وا‪,9‬ت ا‪82‬ة ا‪0(,7‬‬
‫‪F‬هه ﺡ ‪ =0‬ا&‪ 00‬واأﺱ‪ 0‬وﺡ‪ *2505‬اع ‪.AB‬‬
‫‪0.75‬‬ ‫ـ ا ‪,78‬ی‪ :6‬دول ا‪ (+‬ا&‪ ) :0‬ا‪9‬ﺕد ا‪ ،:20;+‬دول وﺱ‪ J‬وﺵق أور‬
‫ا‪ ،=0B‬ا‪ 20‬م ‪ ،‬آ ‪ (...‬ودول ا‪ (+‬اأﺱ‪ ) :‬ا‪,9‬ت ا‪82‬ة‬
‫آ ‪8‬ا‪ ،‬ا‪0‬ن ‪ ،‬دول أور ا‪(... 0O‬‬
‫‪06‬‬ ‫‪0.75‬‬ ‫ـ ا;ب ا ‪:‬و ‪ :9‬ﺱ‪ :‬آ‪ S‬آ‪ /2‬إ‪Q R‬ب دول = ا‪ V‬إ‪U = * R‬ل ‪:,T‬‬
‫ا‪7‬ﺡف‪ ،‬اه‪8‬ات ا‪ 0;8‬ا&‪2‬آ‪ ،‬ا&ر‪ X,‬ا‪B2W9‬د‪... ,‬‬

‫‪ -2‬ا ‪,8‬ی‪@AB  C‬ت‪:‬‬

‫‪0.75‬‬ ‫*‪ -‬ﺠﻤﺎل ﻋﺒﺩ ﺍﻝﻨﺎﺼﺭ‪ ،1970-1918 :‬ﺯﻋﻴﻡ ﺍﻝﺜﻭﺭﺓ ﺍﻝﻤﺼﺭﻴﺔ ‪ ،1952‬ﺭﺌﻴﺱ ﺠﻤﻬﻭﺭﻴﺔ‬
‫ﻤﺼﺭ ‪ ،1970-1954‬ﺃﺤﺩ ﻤﺅﺴﺴﻲ ﺤﺭﻜﺔ ﻋﺩﻡ ﺍﻻﻨﺤﻴﺎﺯ‪.‬‬
‫‪0.75‬‬ ‫*‪ -‬ﻨﻴﻜﺘﺎ ﺨﺭﻭﺘﺸﻭﻑ‪ ،(1971-1894) :‬ﺭﺠل ﺩﻭﻝﺔ ﺴﻭﻓﻴﺎﺘﻲ ﺨﻠﻑ ﺴﺘﺎﻝﻴﻥ ﺴﻨﺔ ‪،1953‬‬
‫ﺴﺎﻫﻡ ﻓﻲ ﺇﺭﺴﺎﺀ ﺩﻋﺎﺌﻡ ﺍﻝﺘﻌﺎﻴﺵ ﺍﻝﺴﻠﻤﻲ‪ ،‬ﺃﺒﻌﺩ ﻋﻥ ﺍﻝﺴﻠﻁﺔ ﻓﻲ ﺴﻨﺔ ‪.1964‬‬
‫*‪ -‬ﺭﺍﺒﺢ ﺒﻴﻁﺎﻁ‪ ،2000-1925 :‬ﻤﻨﺎﻀل ﻓﻲ ﺤﺯﺏ ﺍﻝﺸﻌﺏ ﻭﺤﺭﻜﺔ ﺍﻻﻨﺘﺼﺎﺭ ﻝﻠﺤﺭﻴﺎﺕ‬
‫‪0.75‬‬ ‫ﺍﻝﺩﻴﻤﻘﺭﺍﻁﻴﺔ‪ ،‬ﻋﻀﻭ ﺍﻝﻠﺠﻨﺔ ﺍﻝﺜﻭﺭﻴﺔ ﻝﻠﻭﺤﺩﺓ ﻭﺍﻝﻌﻤل ﺃﻭل ﺭﺌﻴﺱ ﻝﻠﻤﺠﻠﺱ ﺍﻝﺸﻌﺒﻲ ﺍﻝﻭﻁﻨﻲ‪.‬‬

‫‪ -3‬ا 
‪,2  F‬ی; أورو‪:‬‬
‫‪4×0.25‬‬ ‫ـ ا ﻥز‪.‬‬
‫‪0.25‬‬ ‫ـ ا ان‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ا‪2‬ح‪.‬‬

‫ ‪9 / 1‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ﺕ‪ =00‬دول = ا‪ (+‬ا&‪ :W‬وأ‪U‬ى = ا‪ (+‬ا‪::O‬‬

‫ا‪2‬ح‪:‬‬
‫دول ا‪ (+‬ا‪::O‬‬ ‫دول ا‪ (+‬ا&‪::W‬‬
‫أ‪ -‬إ‪0c,‬‬ ‫‪ -1‬أﻥ‪ 0‬ا&‪0W‬‬
‫ب‪ -‬أﻥ‪ 0‬ا‪0O‬‬ ‫‪8  -2‬ا‬
‫ج‪; -‬ﻥ‪+‬‬ ‫‪ -3‬ا‬
‫د‪c, -‬ﻥ‪0‬‬ ‫‪ -4‬ا‪9‬ﺕد ا‪0;+‬ﺕ‪:‬‬

‫‪4‬‬
‫د‬
‫‪1‬‬ ‫‪2‬‬
‫ب‬

‫ج‬
‫‪3‬‬

‫أ‬

‫ ‪9 / 2‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ا ('ء ا ‪I‬ﻥ‪ 4) :9‬ﻥ‪5‬ط(‬

‫‪0.50‬‬ ‫ﺍﻝﻤﻭﺍﺠﻬﺔ ﻤﻊ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﻔﺭﻨﺴﻲ ﻜﺎﻨﺕ ﺩﺍﺨﻠﻴﺔ ﻭﺨﺎﺭﺠﻴﺔ‪ ،‬ﻋﺴﻜﺭﻴﺔ ﻭﺴﻴﺎﺴﻴﺔ‪.‬‬ ‫ﺍﻝﻤﻘﺩﻤﺔ‬
‫‪ -1‬ﺍﻷﺴﺎﻝﻴﺏ ﺍﻝﺘﻲ ﺍﺴﺘﺨﺩﻤﺘﻬﺎ ﺍﻝﺜﻭﺭﺓ ﻋﻠﻰ ﺍﻝﻤﺴﺘﻭﻯ ﺍﻝﺨﺎﺭﺠﻲ‪:‬‬
‫‪ -‬ﺇﻨﺸﺎﺀ ﺇﺫﺍﻋﺔ ﺼﻭﺕ ﺍﻝﺠﺯﺍﺌﺭ ﺒﺎﻝﻘﺎﻫﺭﺓ‪.‬‬
‫‪ -‬ﺇﺭﺴﺎل ﻭﻓﻭﺩ ﺇﻝﻰ ﻤﺨﺘﻠﻑ ﺍﻝﺩﻭل ﻝﻠﺘﻌﺭﻴﻑ ﺒﺎﻝﻘﻀﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ‪.‬‬
‫‪ -‬ﺘﻔﻌﻴل ﺍﻝﻨﺸﺎﻁ ﺍﻝﺩﺒﻠﻭﻤﺎﺴﻲ ﻓﻲ ﺍﻝﺨﺎﺭﺝ‪.‬‬
‫‪ -‬ﺇﻨﺸﺎﺀ ﺍﻝﺤﻜﻭﻤﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﺍﻝﻤﺅﻗﺘﺔ‪.‬‬
‫‪6×0.25‬‬
‫‪ -‬ﻁﺭﺡ ﺍﻝﻘﻀﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻓﻲ ﻤﺨﺘﻠﻑ ﺍﻝﻤﺤﺎﻓل ﺍﻝﺩﻭﻝﻴﺔ ﻭﺍﻹﻗﻠﻴﻤﻴﺔ‪.‬‬ ‫ﺍﻝﻌﺭﺽ‬
‫‪ -‬ﻨﻘل ﺍﻝﺜﻭﺭﺓ ﺇﻝﻰ ﺩﺍﺨل ﻓﺭﻨﺴﺎ‪.‬‬
‫‪ -2‬ﺍﻨﻌﻜﺎﺴﺎﺕ ﻫﺫﻩ ﺍﻷﺴﺎﻝﻴﺏ ﻋﻠﻰ ﻤﻜﺎﻨﺔ ﻓﺭﻨﺴﺎ ﺍﻝﺨﺎﺭﺠﻴﺔ‪:‬‬
‫‪0.50‬‬ ‫‪ -‬ﺍﻫﺘﺯﺍﺯ ﻤﻜﺎﻨﺔ ﻓﺭﻨﺴﺎ ﺩﻭﻝﻴﺎ ﻭﺘﺭﺍﺠﻊ ﺩﻭﺭﻫﺎ‪.‬‬
‫‪04‬‬
‫‪0.50‬‬ ‫‪ -‬ﺘﺯﺍﻴﺩ ﺍﻝﻀﻐﻭﻁ ﺍﻝﺨﺎﺭﺠﻴﺔ ﻋﻠﻰ ﺍﻝﺩﻭﻝﺔ ﺍﻝﻔﺭﻨﺴﻴﺔ‪.‬‬
‫‪0.50‬‬ ‫‪ -‬ﺍﺘﺴﺎﻉ ﺍﻝﻤﻭﺍﺠﻬﺔ ﻭﺘﺯﺍﻴﺩ ﺤﺩﺘﻬﺎ ﻓﻲ ﺍﻝﻤﺴﺘﻌﻤﺭﺍﺕ ﺍﻝﻔﺭﻨﺴﻴﺔ‪.‬‬
‫ﻨﺠﺎﺡ ﺍﻝﺩﺒﻠﻭﻤﺎﺴﻴﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻭﺘﺩﻭﻴل ﺍﻝﻘﻀﻴﺔ ﻓﺭﺽ ﻋﻠﻰ ﻓﺭﻨﺴﺎ ﺍﻝﺘﺴﻠﻴﻡ ﺒﻤﺒﺩﺃ ﺤﻕ ﺘﻘﺭﻴﺭ‬ ‫ﺍﻝﺨﺎﺘﻤﺔ‬
‫‪0.50‬‬ ‫ﺍﻝﻤﺼﻴﺭ‬

‫ا (‪,K‬ا‪:J‬‬
‫ا ('ء ا‪%‬ول‪ 06) :‬ﻥط(‬
‫‪-1‬‬
‫أ ـ *م ا‪/cB‬ت‪:‬‬
‫‪0.75‬‬ ‫ـ ا ‪ P 8‬ا ‪ :O I‬ﺕ‪ 0+‬أ‪ R/ e5/f‬دول إ;‪ ، 05,‬أﺱ‪ 0‬وأ‪ (,‬اّﺕ‪ 0 0‬ا‪ V :2‬ﺕ‪:; S2(2‬‬
‫ﺱ‪0‬ق اب ا‪%‬ردة وه ‪ A/cB‬ادف ‪ V/‬ا‪ h/i2‬أو ا‪8‬ول‬
‫ا ‪ 0‬أو ا‪k+‬ة ;‪ j,f :‬ا ‪.‬‬
‫‪06‬‬ ‫‪0.75‬‬ ‫ـ ا ‪ P7‬ا ‪:‬و ‪ :8 9‬ﺕز‪ X,‬إ‪l :‬دوار ‪ =0‬ا‪8‬ول ا‪ 852‬وا‪8‬ول ا‪m0 /i2‬‬
‫ﺕ‪5‬م ا‪8‬ول ا‪U ,8B2 /i2‬ت اارد ا‪7‬و‪  0 0‬ﺕ‪5‬م‬
‫ا‪8‬ول ا‪ */,2 852‬إ‪ R‬اد ‪  B‬و ﺕ‪,8B‬ه‪.‬‬
‫‪0.75‬‬ ‫ـ ا ‪,‬آ' ا ‪,‬أ ‪ :9‬ا‪8‬ول ا‪ 852‬أو ا&آت ‪82‬دة ا ‪0+‬ت = ‪U‬ل‬
‫) ا‪9‬ﺱ‪n2‬ر‪ ،‬ا‪5‬وض‪ ،‬ا &ط ارا‪ :‬و ا‪ : B‬وا‪8i‬ﺕ‪.(:‬‬

‫ب ـ ا‪ c,U R/ X0W2‬ا‪ : V‬ا‪8‬ول ااردة ;‪ :‬اﺙ‪. 50‬‬

‫‪4 ×0.25‬‬ ‫*‪ -‬ا ﻥز‪:‬‬
‫‪0.5‬‬ ‫*‪ -‬ا ان‪:‬‬
‫‪ -2‬ا‪ R/ j0/2‬ا‪8‬ول‪:‬‬
‫‪0.75‬‬ ‫*‪ -‬ﺕوت ;‪ :‬ﻥ‪ r+‬ا‪%2‬دل ا‪2‬ري ا‪ 5c  = : 0B‬إ‪ R‬أ‪U‬ى‪.‬‬
‫‪0.50‬‬ ‫*‪ -‬ﺕ‪8‬د ا‪ S2‬ا‪2‬ري ا‪. : 0B‬‬
‫‪0.50‬‬ ‫*‪ i -‬ﻥ‪ %+‬ا‪ X S2‬ا‪ V‬ا‪852‬م ‪.% 54.5‬‬
‫‪0.50‬‬ ‫*‪ -‬أآ‪ = n‬ﻥ‪ hB‬ﺕ* ‪ X‬ا‪8‬ول ا‪s‬ﺱ‪.,0‬‬

‫ ‪9 / 3‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫‪,2‬ی; ‪ S8‬ا ‪:‬ول ا @‪:‬رة 

اد ا‪%‬و  وا ‪0‬ﺹ ا 'را ا ‪:‬ی‬

‫اا‪ k‬آ‬

‫{ﻥ‬ ‫‪B‬‬

‫‪00‬‬ ‫ا‪%‬از‪S,‬‬ ‫ا* ‪8‬‬

‫ا ('ء ا ‪I‬ﻥ‪ 04) :9‬ﻥ‪5‬ط(‬

‫‪0.50‬‬ ‫ﺕ‪ %2‬ه‪8‬ة رو ‪1957‬ا اة ا‪7‬ﺱﺱ‪ S(&2 0‬ا ﺕد ا‪7‬ور‪:‬‬ ‫ا‪: 85‬‬
‫‪1‬ـ أه‪:‬اف ا ‪:‬‬
‫ا‪B2W9‬د‪: ,‬‬
‫‪0.25‬‬ ‫ـ ﺕ&(‪W S0‬ة ا‪B2W‬د‪ ,‬آ‪%‬ى ‪9‬ﺱ‪2‬ع ا(ﻥ ا‪8‬و‪ 0‬ا‪5‬دة‬
‫‪0.25‬‬ ‫ـ ا‪ = t/i2‬ا‪ 0%2‬ا‪ 0% 7‬ا‪ 0‬ا‪ 0(,7‬و ا‪ ,Wc‬وا‪8‬ﻥ‪0‬‬
‫‪0.25‬‬ ‫ـ إ‪ W‬ﺱق &‪2‬آ ‪ =0‬ا‪8‬ول ا‪T7‬ء ‪ 0;2‬ا‪ X/+‬وﺕﺡ‪ 80‬ا‪+‬‬
‫‪0.25‬‬ ‫ـ ﺕ‪ j05‬ا‪9‬آ‪2‬ء ا‪Q‬اﺕ‪ :‬وا‪ =7‬ا‪QO‬ا‪ :k‬وﺕ;‪ 0‬ا;ه‪V*& 0‬‬
‫ا‪0+‬ﺱ‪: 0‬‬ ‫اض‬
‫‪0.25‬‬ ‫ـ ﺕ‪W ,5‬ت ا‪8B‬ا‪ W‬وا‪2‬ون ‪ =0‬ا‪8‬ول ا‪T7‬ء‬
‫‪0.25‬‬ ‫ـ ﺕﺡ‪ 80‬اا‪ hW‬ا‪7‬ور‪ 0‬ﺕ‪ v‬ا‪ ,T5‬ا‪8‬و‪0‬‬
‫‪ 2‬ـ ﻡ‪V‬ه‪ ,‬ا 
ة وا ‪:C8U‬‬
‫‪ °‬ا‪5‬ة‪:‬‬
‫‪0.25‬‬ ‫‪ -‬ا‪+‬ﺡ وا‪5‬ة ا‪,&%‬‬
‫‪0.25‬‬ ‫ـ ا‪5‬ة ا‪B2W9‬د‪ ) ,‬ا&آت ا(‪%‬ى وا‪x‬ﺱ‪+‬ت ا‪(0‬‬
‫‪0.25‬‬ ‫ـ ا‪ hW‬ا‪0+‬ﺱ‪ :‬وا‪B2W9‬دي اﺡ‪ :; 8‬إ‪f‬ر ا‪ 0‬ا‪7‬ور‪0‬‬
‫‪ °‬ا‪:hT‬‬
‫‪04‬‬ ‫‪0.25‬‬ ‫ـ ﻥ‪ t5‬ااد ا‪7‬و‪9 0‬ﺱ‪ 0‬ا‪Wc‬‬
‫‪0.25‬‬ ‫ـ ا‪/2‬ث ا‪ :y0%‬ﻥ‪ i 02‬ا‪X0 B2‬‬
‫‪0.25‬‬ ‫ـ ا ;‪ +‬ا‪i‬ر‪9 0‬ﺱ‪f = 0‬ف ا‪0‬ن ‪ ،‬ا‪,9‬ت ا‪82‬ة وا‪=0B‬‬

‫‪0.50‬‬ ‫ا‪8‬ول ا‪7‬ور‪ 0 0‬ده ‪. */2(2 ,W‬‬ ‫ا‪i‬ﺕ‪:‬‬

‫ ‪9 / 4‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻝﺘﺎﺭﻴﺦ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫ﺃ ـ ﻤﻔﻬﻭﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ‪:‬‬
‫*‪ -‬ﺤﺭﻜﺔ ﺍﻝﺘﺤﺭﺭ‪ :‬ﻫﻭ ﺭﺩ ﺍﻝﻔﻌل ﺍﻝﻨﻀﺎﻝﻲ ﺍﻝﻭﻁﻨﻲ ﺍﻝﺫﻱ ﻗﺎﻤﺕ ﺒﻪ ﺸﻌﻭﺏ‬
‫‪0.75‬‬ ‫ﺍﻝﻤﺴﺘﻌﻤﺭﺍﺕ ﻓﻲ ﻜل ﻤﻥ ﺇﻓﺭﻴﻘﻴﺎ ﻭﺁﺴﻴﺎ ﻭﺃﻤﺭﻴﻜﺎ ﺍﻝﻼﺘﻴﻨﻴﺔ ﻀﺩ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻷﻭﺭﻭﺒﻲ‬
‫ﻤﻥ ﺃﺠل ﺍﻝﺘﺤﺭﺭ ﻭﺍﻻﻨﻌﺘﺎﻕ‪.‬‬
‫*‪ -‬ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﺘﻘﻠﻴﺩﻱ‪ :‬ﻴﻁﻠﻕ ﻋﻠﻰ ﺍﻝﺤﺭﻜﺔ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ ﺍﻝﺘﻲ ﻅﻬﺭﺕ ﺒﻌﺩ‬
‫‪0.75‬‬ ‫ﺍﻝﻜﺸﻭﻓﺎﺕ ﺍﻝﺠﻐﺭﺍﻓﻴﺔ ﻭﺍﻝﺜﻭﺭﺓ ﺍﻝﺼﻨﺎﻋﻴﺔ‪ ،‬ﺘﺯﻋﻤﺘﻬﺎ ﻜل ﻤﻥ ﺒﺭﻴﻁﺎﻨﻴﺎ‪ ،‬ﻓﺭﻨﺴﺎ‪ ،‬ﻫﻭﻝﻨﺩ‬
‫ﻭﺍﻝﺒﺭﺘﻐﺎل‪ ،‬ﺍﺴﺘﻌﻤﻠﺕ ﻓﻴﻬﺎ ﻋﺩﺓ ﺃﺴﺎﻝﻴﺏ ﻝﻔﺭﺽ ﺍﻝﻬﻴﻤﻨﺔ ﻋﻠﻰ ﺸﻌﻭﺏ ﺇﻓﺭﻴﻘﻴﺎ ﻭﺁﺴﻴﺎ‬
‫ﻭﺃﻤﺭﻴﻜﺎ ﺍﻝﻼﺘﻨﻴﺔ‪.‬‬
‫*‪ -‬ﻤلﺀ ﺍﻝﻔﺭﺍﻍ‪ :‬ﺴﻴﺎﺴﺔ ﺍﺴﺘﻌﻤﺎﺭﻴﺔ ﺠﺩﻴﺩﺓ ﺘﺒﻨﺘﻬﺎ ﺍﻝﻭ‪ .‬ﻡ‪ .‬ﺃ ﻓﻲ ﻋﻬﺩ ﺇﻴﺯﻨﻬﺎﻭﺭ‬
‫‪06‬‬ ‫‪0.75‬‬ ‫ﺒﻌﺩ ﺘﺭﺍﺠﻊ ﺍﻝﻘﻭﻯ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ ﺍﻝﺘﻘﻠﻴﺩﻴﺔ ﻭﻁﺒﻘﺘﻬﺎ ﻓﻲ ﺍﻝﻬﻨﺩ ﺍﻝﺼﻴﻨﻴﺔ ﺒﻌﺩ ﺍﻨﺴﺤﺎﺏ‬
‫ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﻔﺭﻨﺴﻲ ﻤﻨﻬﺎ‪.‬‬
‫ﺏ ـ ﺍﻝﺘﻭﻗﻴﻊ ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﻨﺎﻁﻕ ﻭﺍﻝﺩﻭل ﺍﻝﻭﺍﺭﺩﺓ ﻓﻲ ﺍﻝﻭﺜﻴﻘﺔ‪:‬‬
‫‪1.25‬‬ ‫*‪ -‬ﺍﻹﻨﺠﺎﺯ‪:‬‬
‫‪0.25‬‬ ‫*‪ -‬ﺍﻝﻌﻨﻭﺍﻥ‪:‬‬

‫‪ -2‬ﺍﻝﺘﻌﺭﻴﻑ ﺒﺎﻝﺸﺨﺼﻴﺎﺕ‪:‬‬
‫‪0.75‬‬ ‫*‪ -‬ﻫﻭﺸﻲ ﻤﻨﻪ‪ :‬ﺯﻋﻴﻡ ﺴﻴﺎﺴﻲ ﻓﻴﺘﻨﺎﻤﻲ ﻗﺎﺩ ﺤﺭﻜﺔ ﺍﻝﺘﺤﺭﺭ ﻓﻲ ﺒﻼﺩﻩ‬
‫ﺭﺌﻴﺱ ﺠﻤﻬﻭﺭﻴﺔ ﻓﻴﺘﻨﺎﻡ ﺍﻝﺸﻤﺎﻝﻴﺔ ‪.1945‬‬
‫‪0.75‬‬ ‫*‪ -‬ﺍﻝﺠﻨﺭﺍل ﺠﻴﺎﺏ‪ :‬ﻓﺎﻥ ﻏﻭﻴﺎﻥ ﺠﻴﺎﺏ‪ :‬ﺒﻁل ﻤﻌﺭﻜﺔ ﺩﻴﺎﻥ ﺒﻴﺎﻥ ﻓـﻭ‪1954‬‬
‫ﻭﺼﺎﺤﺏ ﻤﻘﻭﻝﺔ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺘﻠﻤﻴﺫ ﻏﺒﻲ ﻻ ﻴﻔﻬﻡ ﺇﻻ ﺒﺘﻜﺭﺍﺭ ﺍﻝﺩﺭﺱ‪.‬‬
‫*‪ -‬ﺃﺤﻤﺩ ﺴﻭﻜﺎﺭﻨﻭ‪ ،1970-1901 :‬ﺴﻴﺎﺴﻲ ﻭﺯﻋﻴﻡ ﺍﻨﺩﻭﻨﻴﺴﻲ‪ ،‬ﺘﺯﻋﻡ ﺘﺤﺭﻴﺭ‬
‫‪0.75‬‬ ‫ﺒﻼﺩﻩ ﻤﻥ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﻬﻭﻝﻨﺩﻱ ‪،‬ﺭﺌﻴﺱ ﺍﻨﺩﻭﻨﻴﺴﻴﺎ ‪ ،1967-1951‬ﺴﺎﻫﻡ ﻓﻲ‬
‫ﺘﺄﺴﻴﺱ ﺤﺭﻜﺔ ﻋﺩﻡ ﺍﻻﻨﺤﻴﺎﺯ ﻤﻥ ﺨﻼل ﻤﺅﺘﻤﺭ ﺒﺎﻨﺩﻭﻨﻎ ‪.1955‬‬

‫ ‪9 / 5‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ا
یت‬ ‫‪,J‬ﻥ‪7‬‬
‫ا ‪:0‬ة‬
‫ا‪%‬ﻡ‪,‬ی‬
‫ا ‪:Y‬‬
‫ا @‬

‫
‪ F‬ا ‪:‬ول ا آ
رة ‪ 9J‬ا ‪X‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪0.5‬‬ ‫ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﺘﺤﺭﺭﻴﺔ ﺒﻴﻥ ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﺸﺘﺭﻜﺔ ﻭﺍﻷﻫﺩﺍﻑ ﺍﻝﻤﺤﻘﻘﺔ‪.‬‬ ‫ﺍﻝﻤﻘﺩﻤﺔ‪:‬‬

‫‪ -1‬ﺍﻝﺨﺼﺎﺌﺹ ﺍﻝﻤﺸﺘﺭﻜﺔ ‪:‬‬

‫‪0.25‬‬ ‫‪ -‬ﻭﺤﺩﺓ ﺍﻝﻌﺩﻭ‪ :‬ﺍﻻﺴﺘﻌﻤﺎﺭ ﺒﺄﺸﻜﺎﻝﻪ ﺍﻝﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪0.50‬‬ ‫‪ -‬ﻭﺤﺩﺓ ﺍﻝﻬﺩﻑ‪ :‬ﺍﻻﺴﺘﻘﻼل‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﻝﺸﻤﻭﻝﻴﺔ ﻭﺍﻝﺸﻌﺒﻴﺔ‪.‬‬
‫ﺍﻝﻌﺭﺽ‪:‬‬
‫‪04‬‬ ‫‪0.25‬‬ ‫‪ -‬ﺍﻝﺘﻀﺎﻤﻥ ﻭﺍﻝﻭﻁﻨﻴﺔ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﻝﺘﺯﺍﻤﻥ‪.‬‬
‫‪ -2‬ﻨﺘﺎﺌﺞ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﺘﺤﺭﺭﻴﺔ ﻓﻲ ﺇﻓﺭﻴﻘﻴﺎ‪:‬‬
‫‪0.50‬‬ ‫‪ -‬ﺤﺼﻭل ﺃﻏﻠﺏ ﺍﻝﺩﻭل ﻋﻠﻰ ﺍﻻﺴﺘﻘﻼل ﻭﺘﺭﺍﺠﻊ ﺍﻹﻤﺒﺭﺍﻁﻭﺭﻴﺎﺕ ﺍﻻﺴﺘﻌﻤﺎﺭﻴﺔ‬
‫‪0.25‬‬ ‫‪ -‬ﻅﻬﻭﺭ ﺍﻝﺘﻀﺎﻤﻥ ﺍﻵﻓﺭﻭﺁﺴﻴﻭﻱ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﻝﻘﻀﺎﺀ ﻋﻠﻰ ﺍﻷﻨﻅﻤﺔ ﺍﻝﻌﻤﻴﻠﺔ ‪.‬‬
‫‪0.50‬‬ ‫‪ -‬ﺘﺯﺍﻴﺩ ﻗﻭﺓ ﺍﻝﺩﻭل ﺍﻝﻤﺴﺘﻘﻠﺔ ﻭﺘﻜﺘﻠﻬﺎ ﻓﻲ ﻤﻨﻅﻤﺎﺕ ﺇﻗﻠﻴﻤﻴﺔ )ﺍﻝﻭﺤﺩﺓ ﺍﻹﻓﺭﻴﻘﻴﺔ ﺴﺎﺒﻘﺎ‬
‫ﻭﺤﺭﻜﺔ ﻋﺩﻡ ﺍﻻﻨﺤﻴﺎﺯ( ‪.‬‬
‫‪0.50‬‬ ‫ﺘﻤﻜﻨﺕ ﺍﻝﺤﺭﻜﺎﺕ ﺍﻝﺘﺤﺭﺭﻴﺔ ﻤﻥ ﺘﺤﺭﻴﺭ ﺍﻝﺸﻌﻭﺏ ﺇﻻ ﺃﻨﻬﺎ ﻝﻡ ﺘﺘﻤﻜﻥ‬ ‫ﺍﻝﺨﺎﺘﻤﺔ‪:‬‬
‫ﻤﻥ ﺘﺤﺭﻴﺭﻫﺎ ﻤﻥ ﺍﻝﺘﺨﻠﻑ‬

‫ ‪9 / 6‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ﺍﻝﺠﻐﺭﺍﻓﻴﺎ‪:‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 06) :‬ﻨﻘﺎﻁ(‬
‫‪ -1‬ﻤﻔﻬﻭﻡ ﺍﻝﻤﺼﻁﻠﺤﺎﺕ‪:‬‬
‫‪0.75‬‬ ‫*‪ -‬ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﻤﺴﺘﺩﺍﻤﺔ‪ :‬ﻫﻲ ﺍﻝﺘﻨﻤﻴﺔ ﺍﻝﺘﻲ ﺘﻠﺒﻲ ﺤﺎﺠﻴﺎﺕ ﺍﻝﺤﺎﻀﺭ ﺩﻭﻥ ﺍﻝﻤﺴﺎﺱ ﺒﻤﺴﺘﻘﺒل‬
‫ﺍﻷﺠﻴﺎل ﺍﻝﻘﺎﺩﻤﺔ‪.‬‬
‫‪0.75‬‬ ‫*‪ -‬ﺍﻝﺸﺭﺍﻜﺔ‪ :‬ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺩﻭﻝﺘﻴﻥ ﺃﻭ ﺃﻜﺜﺭ ﺒﻤﻭﺠﺏ ﺍﺘﻔﺎﻗﻴﺎﺕ ‪،‬ﺘﻬﺩﻑ ﺇﻝﻰ ﺘﺒﺎﺩل ﺍﻝﺨﺒﺭﺍﺕ‬
‫ﻭﺍﻝﻤﻨﻔﻌﺔ ﻝﺘﺤﻘﻴﻕ ﻤﺼﺎﻝﺢ ﻤﺸﺘﺭﻜﺔ ‪.‬‬
‫‪0.75‬‬ ‫*‪ -‬ﺍﻝﻌﻭﻝﻤﺔ‪ :‬ﻅﺎﻫﺭﺓ ﻓﺭﻀﺕ ﻨﻔﺴﻬﺎ ﻤﻨﺫ ﺍﻝﺜﻤﺎﻨﻴﻨﺎﺕ ‪،‬ﺘﺘﻤﻴﺯ ﺒﺘﻭﺯﻴﻊ ﺃﻨﻤﺎﻁ ﺴﻴﺎﺴﻴﺔ‬
‫ﺍﻗﺘﺼﺎﺩﻴﺔ ﻭﺜﻘﺎﻓﻴﺔ ‪،‬ﺃﻨﺘﺠﻬﺎ ﺍﻝﺸﻤﺎل ﺍﻝﻤﺘﻘﺩﻡ‬
‫‪06‬‬ ‫‪ – 2‬ﺍﻝﺘﻌﻠﻴﻕ ﻋﻠﻰ ﻤﻌﻁﻴﺎﺕ ﺍﻝﺠﺩﻭل‪:‬‬
‫‪0.50‬‬ ‫‪ -‬ﺍﻝﺘﻔﺎﻭﺕ ﺍﻝﻜﺒﻴﺭ ﻓﻲ ﺍﻹﻨﺘﺎﺝ ﺒﺎﺴﺘﺜﻨﺎﺀ ﺍﻝﻔﺤﻡ‪.‬‬
‫‪0.50‬‬ ‫‪ -‬ﻁﺎﻗﺔ ﺇﻨﺘﺎﺠﻴﺔ ﻜﺒﻴﺭﺓ ﻭﻗﻭﺓ ﺍﺴﺘﻬﻼﻜﻴﺔ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﻻﺴﺘﻬﻼﻙ ﺃﻜﺒﺭ ﻤﻥ ﺍﻹﻨﺘﺎﺝ ﺩﻝﻴل ﻋﻠﻰ ﺍﻝﺤﺭﻜﻴﺔ ﺍﻝﺼﻨﺎﻋﻴﺔ ﻭﺍﻝﺘﺒﻌﻴﺔ ﻝﻠﺨﺎﺭﺝ‪.‬‬
‫‪ -‬ﺍﺴﺘﻬﻼﻙ ﺍﻝﻔﺤﻡ ﺃﻗل ﻤﻥ ﺍﻹﻨﺘﺎﺝ ﺒﺴﺒﺏ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻝﺒﺘﺭﻭل ﻭﺍﻝﻐﺎﺯ وات ا
‪0.50 .‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﺴﺘﻬﻼﻙ ﺍﻝﺤﺩﻴﺩ ﻴﻔﻭﻕ ﺍﻹﻨﺘﺎﺝ ﺒﺤﻭﺍﻝﻲ‪ 10‬ﻤﺭﺍﺕ ﻭﻫﺫﺍ ﻤﻅﻬﺭ ﻤﻥ ﻤﻅﺎﻫﺭ ﺍﻝﻨﺸﺎﻁ‬
‫ﺍﻝﺼﻨﺎﻋﻲ ﺍﻝﻭﺍﺴﻊ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬ﺍﺴﺘﻬﻼﻙ ﺍﻝﻐﺎﺯ ﻀﻌﻑ ﺍﻹﻨﺘﺎﺝ ﺒﺴﺒﺏ ﺍﻝﻨﺸﺎﻁ ﺍﻻﻗﺘﺼﺎﺩﻱ ﻭﻜﺫﻝﻙ ﺍﻝﻅﺭﻭﻑ ﺍﻝﻤﻨﺎﺨﻴﺔ‬
‫)ﺍﻝﺒﺭﻭﺩﺓ(‬
‫‪ - 3‬ﺍﻝﺘﻭﻗﻴﻊ ﻋﻠﻰ ﺨﺭﻴﻁﺔ ﺁﺴﻴﺎ‪:‬‬
‫‪4×0.25‬‬ ‫‪ -‬ﺍﻹﻨﺠﺎﺯ‪ -‬ﺘﻭﻗﻴﻊ ﺍﻝﺘﻨﻴﻨﺎﺕ ﺍﻷﺭﺒﻌﺔ‪.‬‬
‫‪0.25‬‬ ‫‪ -‬اح‪.‬‬
‫‪0.25‬‬ ‫‪ -‬اان‪.‬‬

‫ ‪9 / 7‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ﺘﻌﻴﻴﻥ ﺍﻝﺘﻨﻴﻨﺎﺕ ﺍﻵﺴﻴﻭﻴﺔ ﺍﻷﺭﺒﻌﺔ‪ :‬ﻜﻭﺭﻴﺎ ﺍﻝﺠﻨﻭﺒﻴﺔ‪ ،‬ﻫﻭﻨﻎ ﻜﻭﻨﻎ‪ ،‬ﺘﺎﻴﻭﺍﻥ‪ ،‬ﺴﻨﻐﻔﻭﺭﺓ‪.‬‬

‫ش‬

‫آر‪ ,‬ا ‪0‬‬

‫ﺕ‪,‬ان‬

‫هﻥ| آﻥ|‬

‫ﺱ ‪O‬رة‬

‫ ‪9 / 8‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺕ‪ X‬ا  ا‪%2U‬ر دة ‪ :‬ا‪2‬ر‪ a,‬وا‪O‬ا;‪. 0‬ا&‪ : %‬ع‪.‬ﺕ‪ ، 0%,‬ر‪0,‬ت ‪ ،‬ﺕ‪ : 5‬ر‪ :,‬دورة‪ :‬ان ‪2013‬‬
‫ا‬ ‫  ا ‬ ‫ور اع‬
‫اع‬ ‫أة‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 04) :‬ﻨﻘﺎﻁ(‬

‫‪0.50‬‬ ‫ﺍﻝﻌﻭﻝﻤﺔ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻭﺃﺜﺭﻫﺎ ﻋﻠﻰ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪.‬‬ ‫ﺍﻝﻤﻘﺩﻤﺔ‬

‫‪ 1‬ـ ﺨﺼﺎﺌﺹ ﺃﺴﻭﺍﻕ ﺍﻝﻤﻭﺍﺩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‪:‬‬
‫‪0.50‬‬ ‫ـ ﺍﺤﺘﻜﺎﺭ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﻘﺩﻡ ﻝﺘﺠﺎﺭﺓ ﺍﻝﻤﻭﺍﺩ ﺍﻻﺴﺘﺭﺍﺘﻴﺠﻴﺔ‬
‫‪0.25‬‬ ‫ـ ﺴﻴﻁﺭﺓ ﺍﻝﻤﻭﺍﺩ ﺍﻝﻐﺫﺍﺌﻴﺔ ﻭﺍﻷﻭﻝﻴﺔ ﻋﻠﻰ ﺼﺎﺩﺭﺍﺕ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﻘﺩﻡ ﺇﻝﻰ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪.‬‬
‫‪0.25‬‬ ‫ـ ﺴﻴﻁﺭﺓ ﺍﻝﻤﻭﺍﺩ ﺍﻝﻁﺎﻗﻭﻴﺔ ﻭﺍﻷﻭﻝﻴﺔ ﻋﻠﻰ ﺼﺎﺩﺭﺍﺕ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪.‬‬
‫‪04‬‬ ‫‪0.50‬‬ ‫ـ ﺘﺤﻜﻡ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﻘﺩﻡ ﻓﻲ ﺍﻷﺴﻭﺍﻕ ﺍﻝﻌﺎﻝﻤﻴﺔ‪ :‬ﺇﻨﺘﺎﺠﺎ ﻭﺃﺴﻌﺎﺭﺍ‪.‬‬
‫ﺍﻝﻌﺭﺽ‬
‫‪ 2‬ـ ﺍﻨﻌﻜﺎﺴﺎﺕ ﻭﺍﻗﻊ ﺍﻝﻤﺒﺎﺩﻻﺕ ﻋﻠﻰ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪:‬‬
‫‪0.50‬‬ ‫ـ ﺍﻝﺘﺒﻌﻴﺔ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻭﺍﻝﻤﺎﻝﻴﺔ‪.‬‬
‫‪0.25‬‬ ‫ـ ﻋﺠﺯ ﺍﻝﻤﻭﺍﺯﻴﻥ ﺍﻝﺘﺠﺎﺭﻴﺔ ﻭﻤﻭﺍﺯﻴﻥ ﺍﻝﻤﺩﻓﻭﻋﺎﺕ‪.‬‬
‫‪0.50‬‬ ‫ـ ﺍﺭﺘﻔﺎﻉ ﺤﺠﻡ ﺍﻝﺩﻴﻭﻥ ﺍﻝﺨﺎﺭﺠﻴﺔ‪.‬‬
‫‪0.25‬‬ ‫ـ ﺍﺴﺘﻨﺯﺍﻑ ﺍﻝﺜﺭﻭﺍﺕ ﻭﺍﻨﺘﺸﺎﺭ ﺍﻷﺯﻤﺎﺕ ﻓﻲ ﺍﻝﻌﺎﻝﻡ ﺍﻝﻤﺘﺨﻠﻑ‪.‬‬

‫‪0.50‬‬ ‫ﻀﺭﻭﺭﺓ ﺘﻜﺘل ﺩﻭل ﺍﻝﺠﻨﻭﺏ ﻭﺍﻝﺘﺼﺩﻱ ﻝﻅﺎﻫﺭﺓ ﺍﻝﻌﻭﻝﻤﺔ ﻭﺍﻨﻌﻜﺎﺴﺎﺘﻬﺎ‪.‬‬ ‫ﺍﻝﺨﺎﺘﻤﺔ‬

‫ﻤﻼﺤﻅﺔ‪ :‬ﺘﻘﺒل ﺍﻹﺠﺎﺒﺎﺕ ﺍﻝﺼﺤﻴﺤﺔ ﺍﻷﺨﺭﻯ‪.‬‬

‫ ‪9 / 9‬‬
‫)*( ا&‪*& %+  :%‬دة ا‪(%‬ر‪.,‬‬
‫ا‪2 %+  :./+‬ﻥت ا* ‪.0‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭ ﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺐ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺭﻴﺎﻀﻴﺎﺕ‪ ،‬ﺘﻘﻨﻲ ﺭﻴﺎﻀﻲ‪ ،‬ﺘﺴﻴﻴﺭ ﻭﺍﻗﺘﺼﺎﺩ‪.‬‬
‫ﺍﳌﺪﺓ ‪ 02:‬ﺴﺎ ﻭ ‪30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺁﺩﺍﺒﻬﺎ‬
‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ‪ ‬ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭ‪‬ل‬
‫ﺍﻝﻨﹼﺹ‪ :‬ﻴﻘﻭل ﺍﻝﺸﹼﺎﻋﺭ ﻨﺯﺍﺭ ﻗﺒ‪‬ﺎﻨﻲ‪:‬‬

‫ﺨﺹ ﻝﻬﺎ‬
‫ﺤﻴﻥ ﺘﺼﺒﺢ ﺍﻝﺤﺭﻴ‪‬ﺔ ﻏﻴﺭ ﻤ‪‬ﺭ ﹼ‬
‫ﻓﺄﻨﺕ ﻤﻨﹾﻔﻲ‪.‬‬
‫ﺃﺤﻤل ﺒﻴﺭﻭﺕ ﻨﺠﻤﺔﹰ ﻤﻀﺭ‪‬ﺠﺔﹰ ﺒﺩﻤﻬﺎ‬
‫ﻭﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ‪.‬‬
‫‪-4-‬‬
‫ﺒﻴﺭﻭﺕ‪ ..‬ﺒﻴﺭﻭﺕ‪ ..‬ﺒﻴﺭﻭﺕ‪..‬‬
‫ﻴﺎ ﺴﻠﻁﺎﻨﺔﹰ‪ ،‬ﻴﺎ ﻗﻨﺩﻴﻼ ﻤﺸﺘﻌﻼ ﻓﻲ ﺍﻝﻘﻠﺏ‬
‫ﻤﺎﺫﺍ ﺒﻘﻲ ﻤﻥ ﺒﻴﺭﻭﺕ ؟‬
‫ﺴﻭﻯ ﺩﻤﻭﻋﻬﺎ ﺍﻝﻤﻤﺘﺯﹺﺠﺔ ﺒﻤﻴﺎﻩ ﺍﻝﺒﺤﺭ‬
‫ﺁﻩ‪ .. ‬ﻤﺎ ﺃﺼﻌﺏ ﻤﻭﺕﹶ ﺍﻝﺒ‪‬ﺠ‪‬ﻊﹺ !‬
‫ﻝﻭ ﻗﺭﺃﻨﺎ ﺍﻝﺘﹼﺎﺭﻴﺦ ﻤﺎ ﻀﺎﻋﺕﹾ ﺒﻴﺭﻭﺕ‪.‬‬
‫ﻭﻜﺎﻥ ﺍﻷﻤل‪ ،‬ﺃﻥ ﺘﺘﻡ‪ ‬ﺍﻝﻭﻻﺩﺓ ﺩﻭﻥ ﺃﻝﻡ‬
‫ﻭﺩﻭﻥ ﺸﻕﹼ ﺒﻁﻥﹴ‬
‫ﻝﻜﻥ ﻝﻴﺱ ﻝﺩﻴﻨﺎ ﻋﻠﻰ ﺍﻤﺘﺩﺍﺩ‪‬‬
‫ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ‪ ‬ﻭﹺﻻﺩﺍﺕ ﻁﺒﻴﻌﻴ‪‬ﺔ‪.‬‬
‫ﻷﻨﹼﻪ ﻝﻴﺱ ﻝﺩﻴﻨﺎ ﺤﻤل ﻁﺒﻴﻌﻲ‪.‬‬
‫‪-1-‬‬
‫ﺃﺤﻤل ﺍﻝﺯ‪‬ﻤﻥ‪ ‬ﺍﻝﻤﺤﺘﺭﻕﹶ ﻓﻲ ﻋﻴﻨﻲ‪ ،‬ﻭﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ‬
‫ﺃﺤﻤل ﺒﻴﺭﻭﺕﹶ ﻗﺼﻴﺩﺓ ﻤﻁﻌﻭﻨﺔ ﻋﻠﻰ ﺭﺍﺤﺔ ﻴﺩﻱ‬
‫ﻭﺃﻗﺩ‪‬ﻡ ﺠﺴﺩﻫﺎ ﻝﻠﻌﺎﻝﻡ ﺸﻬﺎﺩﺓ ﻨﺎﺼﻌﺔﹰ ﻋﻠﻰ ﻋﺼﺭ‬
‫ﻋﺭﺒﻲ‪ ‬ﻴ‪‬ﺤ‪‬ﺘﹶﺭﹺﻑﹸ ﻗﺘﹾل ﺍﻝﻘﺼﺎﺌﺩ‪.‬‬
‫‪-2-‬‬
‫ﻗﺒل ﻋﺎﻡ ﺘﻼﻗﻴﻨﺎ‪.‬‬
‫ﻜﺎﻥ ﺠﺭﺤﻲ ﻻ ﻴﺯﺍل ﻓﻲ ﻁﻔﻭﻝﺘﻪ‪ ،‬ﻭﻜﺎﻥ ﺤ‪‬ﺯﻨﻲ‬
‫ﻻ ﻴﺯﺍل ﻴﺘﻌﻠﹼﻡ ﺍﻝﻜﻠﻤﺎﺕ‪ ‬ﺍﻷﻭﻝﻰ‪.‬‬
‫ﺒﻌﺩ ﻋﺎﻡ‪ ،‬ﺼﺎﺭ ﺠ‪‬ﺭﺤﻲ ﻗﺒﻴﻠﺔﹰ ﻤﻥ ﺍﻝﺠﺭﺍﺡ‪ .‬ﻭﺼﺎﺭ‬
‫ﺤﺯﻨﻲ ﻭﻁﻨﹰﺎ‪ ،‬ﻭﺼﺎﺭ ﺃﻤ‪‬ﺔ‪.‬‬
‫ﻜﻨﺕ ﺃﺘﺼﻭ‪‬ﺭ ﺃﻥ‪ ‬ﺍﻝﺤﺯﻥ ﻴ‪‬ﻤ‪‬ﻜﻥ ﺃﻥ ﻴﺼﺒﺢ ﺼﺩﻴﻘﺎ‬
‫ﻭﻝﻜﻨﹼﻨﻲ ﻝﻡ ﺃﺘﺼﻭ‪‬ﺭ‪ ‬ﺃﻥ ﻴﺼﺒﺢ ﺍﻝﺤﺯﻥ ﻭﻁﻨﺎ ﻨﺴﻜﻨﻪ‬
‫ﻭﻨﺘﻜﻠﹼﻡ ﻝﻐﺘﻪ‪ ،‬ﻭﻨﺤﻤل ﺠﻨﺴﻴ‪‬ﺘﻪ‪.‬‬
‫‪-3-‬‬
‫ﺃﺤﻤل ﻤﻨﹾﻔﹶﺎﻱ‪ ‬ﻓﻲ ﺤﻘﺎﺌﺒﻲ‪ ،‬ﻭﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ‬
‫ﺤﻴﻥ ﻴﺼﺒﺢ ﺼﻭﺘﹸﻙ ﻤﺎﺩ‪‬ﺓ ﻜﻤﺎﻝﻴ‪‬ﺔ‬
‫ﺘﺩﻓﻊ ﺍﻝﺭ‪‬ﺴﻭﻡ ﺍﻝﺠﻤﺭﻜﻴ‪‬ﺔ‬

‫ﺼﻔﺤﺔ ‪ 1‬ﻤﻥ ‪4‬‬

 ‫ﺍﻷﺴﺌﻠﺔ‪:‬‬
‫ﺃﻭ‪‬ﻻ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻔﻜﺭﻱ‪ 12 ) :‬ﻨﻘﻁﺔ (‬
‫‪ -1‬ﻤﺎﺫﺍ ﻜﺎﻥ ﻴﺤﻤل ﺍﻝﺸﹼﺎﻋﺭ ﺃﺜﻨﺎﺀ ﺴﻔﺭﻩ؟‬
‫‪ -2‬ﻨﺒﺭﺓ ﺍﻝﺤﺯﻥ ﻭﺍﻷﻝﻡ ﺒﺎﺭﺯﺓ ﻓﻲ ﺍﻝﻨﹼﺹ‪ .‬ﺤﺩ‪‬ﺩ ﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ ﺘﺩلّ ﻋﻠﻰ ﺫﻝﻙ‪.‬‬
‫‪ -3‬ﺨﺘﻡ ﺍﻝﺸﹼﺎﻋﺭ ﻨﺼ‪‬ﻪ ﺒﺎﻹﺸﺎﺭﺓ ﺇﻝﻰ ﺃﻤل ﻝﻡ ﻴﺘﺤﻘﹼﻕ‪ .‬ﻭﻀ‪‬ﺤﻪ‪.‬‬
‫‪ -4‬ﺍﻝﺸﹼﺎﻋﺭ ﻤﻠﺘﺯﻡ ﺒﻘﻀﺎﻴﺎ ﺃﻤ‪‬ﺘﻪ‪ .‬ﺩلّ ﻋﻠﻰ ﺫﻝﻙ ﺒﻌﺒﺎﺭﺘﻴﻥ ﻤﻥ ﺍﻝﻨﹼﺹ‪ ،‬ﻤﻭﻀ‪‬ﺤﺎ ﻤﻌﻨﻰ ﺍﻻﻝﺘﺯﺍﻡ‪.‬‬
‫‪ -5‬ﻓﻲ ﺍﻝﻨﹼﺹ‪ ‬ﻨﻤﻁﺎﻥ ﺒﺎﺭﺯﺍﻥ‪ .‬ﻤﺎ ﻫﻤﺎ ؟ ﺍﺫﻜﺭ ﻤﺅﺸﹼﺭ‪‬ﺍ ﻝﻜلّ ﻤﻨﻬﻤﺎ ﻤﻊ ﺍﻝﺘﹼﻤﺜﻴل‪.‬‬
‫‪ -6‬ﺍﻨﺜﺭ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ – ‪ – 2‬ﺒﺄﺴﻠﻭﺒﻙ ﺍﻝﺨﺎﺹ‪.‬‬

‫ﺜﺎﻨﻴﺎ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻠﹼﻐﻭﻱ‪ 08 ) :‬ﻨﻘﺎﻁ (‬

‫‪ -1‬ﻓﻲ ﺃﻱ‪ ‬ﺤﻘل ﺩﻻﻝﻲ‪ ‬ﺘﻀﻊ ﺍﻝﺴ‪‬ﻴﺎﻗﺎﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫ﻋﺼﺭ ﻋﺭﺒﻲ‪ – ‬ﻭﻁﻨﺎ – ﺃﻤ‪‬ﺔ – ﻨﺘﻜﻠﹼﻡ ﻝﻐﺘﻪ ‪ -‬ﻨﺤﻤل ﺠﻨﺴﻴ‪‬ﺘﻪ – ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ‪.‬‬
‫‪ -2‬ﻜﺭ‪‬ﺭ ﺍﻝﺸﹼﺎﻋﺭ ﻜﻠﻤﺔ " ﺒﻴﺭﻭﺕ " ﻋﺩ‪‬ﺓ ﻤﺭ‪‬ﺍﺕ‪ .‬ﻓﻤﺎ ﻫﻲ ﺩﻻﻻﺕ ﻫﺫﺍ ﺍﻝﺘﹼﻜﺭﺍﺭ ﻓﻲ ﻨﻅﺭﻙ؟‬
‫‪ -3‬ﺃﻋﺭﺏ ﻤﺎ ﻴﻠﻲ ﺇﻋﺭﺍﺏ ﻤﻔﺭﺩﺍﺕ‪:‬‬
‫* " ﺸﻬﺎﺩﺓ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ – ‪– 1‬‬
‫* " ﻝﻭ" ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ – ‪– 4‬‬
‫ﻭﺃﻋﺭﺏ ﻤﺎ ﻴﻠﻲ ﺇﻋﺭﺍﺏ ﺠﻤل‪:‬‬
‫* " ﻴ‪‬ﺤ‪‬ﺘﹶﺭﹺﻑﹸ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ ‪– 1 -‬‬
‫* " ﻭﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺁﺨﺭ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ ‪– 3 -‬‬
‫‪ -4‬ﻭﻅﹼﻑ ﺍﻝﺸﹼﺎﻋﺭ ﻤﺠﻤﻭﻋﺔ ﻤﻥ ﺍﻝﺭ‪‬ﻭﺍﺒﻁ‪ ،‬ﺴﺎﻫﻤﺕ ﻓﻲ ﺍﺘﹼﺴﺎﻕ ﺍﻝﻨﹼﺹ‪ ‬ﻭﺍﻨﺴﺠﺎﻤﻪ‪ .‬ﺍﺴﺘﺨﺭﺝ ﺜﻼﺜﺔ ﻤﻨﻬﺎ ﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ -5‬ﺇﻝﻴﻙ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻵﺘﻴﺔ‪:‬‬
‫" ﺒﻴﺭﻭﺕ ﻗﺼﻴﺩﺓ ﻤﻁﻌﻭﻨﺔ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ ‪– 1 -‬‬
‫" ﺼﺎﺭ ﺠﺭﺤـﻲ ﻗﺒﻴﻠـﺔﹰ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ ‪– 2 -‬‬
‫" ﺃﺤﻤل ﻤﻨﻔﺎﻱ ﻓﻲ ﺤﻘﺎﺌﺒﻲ" ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻤﻘﻁﻊ ﺭﻗﻡ ‪– 3 -‬‬
‫‪ -‬ﺒﻴ‪‬ﻥ ﻨﻭﻉ ﺍﻝﺼ‪‬ﻭﺭ ﺍﻝﺒﻴﺎﻨﻴﺔ ﺍﻝﹼﺘﻲ ﺘﻀﻤ‪‬ﻨﺘﻬﺎ ﻫﺫﻩ ﺍﻝﻌﺒﺎﺭﺍﺕ ﻭﺴﺭ‪ ‬ﺒﻼﻏﺘﻬﺎ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 2‬ﻤﻥ ‪4‬‬

 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﹼﺎﻨﻲ‬
‫ﺍﻝﻨﹼﺹ‪:‬‬
‫" ‪...‬ﺍﻝﺨﺩﻤﺔ ﺍﻝﹼﺘﻲ ﺘﻔﺭﻀﻬﺎ ﻁﺒﻴﻌﺔ ﺍﻹﻨﺴﺎﻥ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ ﻫﻲ ﻨﻌﻤـﺔ ﻤﻥ ﻨ‪‬ﻌﻡ ﺍﷲ ﻋﻠﻴﻪ‪ ،‬ﺇﻨﹼﻬﺎ ﻓﻲ ﻝﺏ‪‬‬
‫ﺍﻝﺘﹼﻌﺎﻭﻥ ﺍﻝﹼﺫﻱ ﺒﻪ ﺘﻘﻭﻡ ﺍﻷﺴ‪‬ﺭﺓ ﺍﻝﺒﺸﺭﻴ‪‬ﺔ‪ ،‬ﻭﻝﻜﻨﹼﻬﺎ ﺘﻐﺩﻭ ﻨﻘﻤﺔ ﻭﺃﻱ‪ ‬ﻨﻘﻤﺔ ﻋﻨﺩﻤﺎ ﻴﻔﺭﻀﻬﺎ ﺇﻨﺴﺎﻥ ﻋﻠﻰ ﺇﻨﺴـﺎﻥ‬
‫ﺒﺭﻏﻡ ﺃﻨ ‪‬ﻔﻪ‪ ،‬ﺃﻭ ﺃﻤ‪‬ﺔ ﻋﻠﻰ ﺃﻤ‪‬ﺔ ﺒﻘﻭ‪‬ﺓ ﺍﻝﺴ‪‬ﻼﺡ ﺃﻭ ﺒﻘﻭ‪‬ﺓ ﺍﻝﻤﺎل ﻭﺍﻝﺩ‪‬ﻫﺎﺀ‪ ،‬ﺫﻝـﻙ ﺒﺎﻝﺘﹼﻤـﺎﻡ ﻤـﺎ ﻓﻌ‪‬ﻠـﻪ ﺍﻹﻗﻁـﺎﻉ‬
‫ﻭﺍﻻﺴﺘﻌﻤﺎﺭ ﻓﻲ ﺨﻼل ﻗﺭﻭﻥ ﻭﻗﺭﻭﻥ‪ ،‬ﻓﻼ ﺍﻹﻗﻁﺎﻉ ﻭﻻ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺠﺎﺀ ﻝﻴ‪‬ﺨﺩ‪‬ﻡ ﺒل ﻝِﻴ‪‬ﺨﺩ‪‬ﻡ‪ ،‬ﻭﻻ ﻝﻴ‪‬ﻌ‪‬ﻁ‪‬ﻲ ﺒل‬
‫ﻝﻴ‪‬ﺄﺨﹸﺫﹶ‪ ،‬ﻭﻻ ﻝﻴ‪‬ﺭﻴﺢ ﺒل ﻝﻴﺴﺘﺭﻴﺢ‪.‬‬
‫ﺜﻡ‪ ‬ﻜﺎﻥ ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻭﻥ ﺍﻝﹼﺫﻱ ﻴﻤ‪‬ﻜﻥ ﺃﻥ ﻨﺩﻋﻭ‪‬ﻩ ﺒﺤﻕﹼ ﻗﺭﻥ‪ ‬ﺘﺼﻔﻴﺔ ﺍﻻﺴﺘﻌﻤﺎﺭ ﻭﺇﺫﹾ ﻫﺒ‪‬ﺕ‪ ‬ﺍﻝﺸﹼـﻌﻭﺏ‬
‫ﺍﻝﻤﻐﻠﹸﻭﺒـﺔ ﻋﻠﻰ ﺃﻤﺭﻫـﺎ ﺘﻁﺎﻝـﺏ ﺒﹺﺤﻘﹼﻬـﺎ ﻓﻲ ﺃﻥ ﺘﻜﻭﻥ ﺴﻴ‪‬ـﺩﺓ ﺃﺭﻀﻬـﺎ ﻭﺴﻴ‪‬ـﺩﺓ ﻤﺼ‪‬ﻴﺭﻫـﺎ‪ ،‬ﻓﻜﺎﻨﺕ‬
‫ﺍﻨﺘﻔﺎﻀﺔﹸ ﺍﻝﺠﺯﺍﺌﺭ ﻤﻥ ﺃﺭﻭﻉ ﻤﺎ ﺸﻬﺩ‪‬ﻩ ﻫﺫﺍ ﺍﻝﻘﺭﻥ ﻤﻥ ﺍﻨﺘﻔﺎﻀﺎﺕ ﻀﺩ‪ ‬ﺍﻻﺴﺘﻌﻤﺎﺭ‪.‬‬
‫ﻭﻫﺎ ﻫﻲ ﺍﻝﺠﺯﺍﺌﺭ ﺘﺤﺘﻔل ﺒﺫﻜﺭﻯ ﺍﺴﺘﻘﻼﻝﻬﺎ‪ ،‬ﻭﻫﻲ ﺩ‪‬ﺍﺌﺒﺔ ﺒﺈﺨﻼﺹ ﻭﻋﺯﻡ ﻭﺇﻴﻤـﺎﻥ ﻋﻠـﻰ ﺘﺼـﻔﻴﺔ‬
‫ﺍﺴﺘﻘﻼﻝﻬﺎ ﻤﻥ ﺭﻭﺍﺴﺏ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﹼﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻋﺎﻝﻘﺔﹰ ﺤﺘﹼﻰ ﺍﻝﻴﻭﻡ ﺒﻨﻔﻭﺱ ﺃﺒﻨﺎﺌﻬﺎ‪ .‬ﻓـﻼ ﻁﺒﻘـﺎﺕ ﻓـﻭﻕ‬
‫ﻁﺒﻘﺎﺕ‪ ،‬ﻭﻻ ﻤﺤﻅﻭﻅﻭﻥ ﻭﻤﺤﺭﻭﻤﻭﻥ‪ ،‬ﻭﻻ ﺃﺴﻴﺎﺩ ﻭﻋﺒﻴﺩ ﺒل ﻫﻨﺎﻙ ﻓﹸﺭﺹ‪ ‬ﻤﺘﻜﺎﻓ‪‬ﺌـﺔ ﻝﻠﺨﺩﻤـﺔ ﺍﻝﻤﺘﺒﺎﺩ‪‬ﻝﹶـﺔ‪،‬‬
‫ﻭﻝﻠﻨﹼﻬﻭﺽ ﺒﺎﻝﺒﻼﺩ ﺃﻋ‪‬ﻠﻰ ﻓﺄﻋ‪‬ﻠﻰ ﻭﺃﺒ‪‬ﻌ‪‬ﺩ ﻓﺄﺒ‪‬ﻌ‪‬ﺩ‪ ،‬ﻭﻝﻜﺒ‪‬ﺢ ﺠﹺﻤﺎﺡ ﺍﻻﺴﺘﻐﻼل ﺍﻝﹼﺫﻱ ﻫﻭ ﺃﻝﺩ‪ ‬ﺃﻋﺩﺍﺀ ﺍﻻﺴﺘﻘﻼل‪.‬‬
‫ﺃﻻ ﺒ‪‬ﻭﺭﻙ‪ ‬ﺍﻻﺴﺘﻘﻼلُ ﻻ ﺘﺸﹸﻭﺒ‪‬ﻪ ﺸﺎﺌﺒﺔﹲ ﻤﻥ ﺍﻻﺴﺘﻐﻼل ﺴﻭﺍﺀ‪ ‬ﺠﺎﺀﺘﹾﻪ‪ ‬ﺘﻠﻙ ﺍﻝﺸﹼﺎﺌﺒﺔ ﻤﻥ‪ ‬ﺍﻝﺨﺎﺭﺝ ﺃﻭ ﻤـﻥ‪‬‬
‫ﺍﻝﺩ‪‬ﺍﺨل‪ .‬ﻭﺒ‪‬ﻭﺭﻜﺕﹾ ﻫﺫﻩ ﺍﻝﺫﹼﻜﺭﻯ ﺘﹸﺤ‪‬ﻴ‪‬ﻴﻬﺎ ﺍﻝﺠﺯﺍﺌﺭ ﺍﻝﺒﻁﻠﺔ ﻋﺎﻤﺎﹰ ﺒﻌﺩ ﻋﺎﻡﹴ‪".‬‬
‫ﻤﻴﺨﺎﺌﻴل ﻨﻌﻴﻤﺔ‪ ،‬ﻤﺠﻠﹼﺔ "ﺍﻝﺒﻼﻍ" ﺍﻝﻠﺒﻨﺎﻨﻴﺔ‬
‫ﺒﺘﺎﺭﻴﺦ‪ 1 :‬ﻴﻭﻝﻴﻭ ‪ ) 1974‬ﺒﺘﺼﺭ‪‬ﻑ(‬
‫ﺍﻷﺴﺌﻠﺔ‪:‬‬
‫ﺃﻭ‪‬ﻻ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻔﻜﺭﻱ‪ 12 ) :‬ﻨﻘﻁﺔ (‬
‫‪ -1‬ﻤﺘﻰ ﺘﻜﻭﻥ ﺍﻝﺨﺩﻤﺔ ﻨﻌﻤﺔ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ ﻭﻤﺘﻰ ﺘﻜﻭﻥ ﻨﻘﻤﺔ ﻓﻲ ﻨﻅﺭ ﺍﻝﻜﺎﺘﺏ؟ ﻭﻤﺎ ﺍﻝﺩ‪‬ﻝﻴل ﺍﻝﹼﺫﻱ ﺴﺎﻗﻪ‬
‫ﻋﻠﻰ ﺫﻝﻙ؟‬
‫‪ -2‬ﺃﻜﹼﺩ ﺍﻝﻜﺎﺘﺏ ﺃﻥ‪ ‬ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ﻴﻤﻜﻥ ﺃﻥ ﻨﺩﻋﻭ‪‬ﻩ ﺒﺤﻕّ ﻗﺭﻥ ﺘﺼﻔﻴﺔ ﺍﻻﺴﺘﻌﻤﺎﺭ‪ .‬ﻝﻤﺎﺫﺍ؟‬
‫‪ -3‬ﻤﺎ ﻫﻲ ﺍﻝﻘﻴ‪‬ﻡ ﺍﻝﹼﺘﻲ ﺘﺒﻨﹼﺘﻬﺎ ﺍﻻﻨﺘﻔﺎﻀﺔ ﺍﻝﺠﺯﺍﺌﺭﻴ‪‬ﺔ ﻭﻜﺎﻨﺕ ﻤﺤلّ ﺍﻋﺘﺯﺍﺯ ﺍﻝﻜﺘﹼﺎﺏ ﺍﻝﻌﺭﺏ؟‬
‫‪ -4‬ﺒﺎﺭﻙ ﺍﻝﻜﺎﺘﺏ ﺍﺴﺘﻘﻼل ﺍﻝﺠﺯﺍﺌﺭ‪ .‬ﺃﺒ‪‬ﺩ‪ ‬ﺭﺃﻴﻙ ﻓﻲ ﺍﻝﺸﹼﺭﻁ ﺍﻝﹼﺫﻱ ﻭﻀﻌﻪ‪ ،‬ﻤﻌﺘﻤﺩ‪‬ﺍ ﻋﻠﻰ ﺃﻤﺜﻠﺔ ﻤﻥ ﺍﻝﻭﺍﻗﻊ‪.‬‬
‫‪ -5‬ﻓﻲ ﺃﻱ‪ ‬ﻨﻭﻉ ﻤﻥ ﺃﻨﻭﺍﻉ ﺍﻝﻨﹼﺜﺭ ﺘﺼﻨﹼﻑ ﺍﻝﻨﹼﺹ‪‬؟ ﺍﺫﻜﺭ ﺜﻼﺙ ﺨﺼﺎﺌﺹ ﻝﻪ ﺘﺠﻠﹼﺕ ﻓﻲ ﻫﺫﺍ ﺍﻝﻨﹼﺹ‪.‬‬
‫‪ -6‬ﻤﺎ ﺍﻝﻨﹼﻤﻁ ﺍﻝﻐﺎﻝﺏ ﻋﻠﻰ ﺍﻝﻨﹼﺹ‪ ‬؟ ﺤﺩ‪‬ﺩ ﻤﺅﺸﹼﺭﻴﻥ ﻤﻥ ﻤﺅﺸﹼﺭﺍﺘﻪ ﻤﻊ ﺍﻝﺘﹼﻤﺜﻴل ﻤﻥ ﺍﻝﻨﹼﺹ‪.‬‬
‫‪ -7‬ﻝﺨﹼﺹ ﻤﻀﻤﻭﻥ ﺍﻝﻨﹼﺹ‪ ‬ﺒﺄﺴﻠﻭﺒﻙ ﺍﻝﺨﺎﺹ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 3‬ﻤﻥ ‪4‬‬

 ‫ﺜﺎﻨﻴﺎ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻠﹼﻐﻭﻱ‪ 08 ) :‬ﻨﻘﺎﻁ (‬
‫‪ -1‬ﻭﺭﺩﺕ ﻓﻲ ﺍﻝﻨﹼﺹ‪ ‬ﺍﻷﻝﻔﺎﻅ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬
‫ﺍﻝﺨﺩﻤﺔ – ﺍﻻﺴﺘﻐﻼل – ﺍﻻﺴﺘﻌﻤﺎﺭ – ﺍﻷﺴﺭﺓ ﺍﻝﺒﺸﺭﻴ‪‬ﺔ – ﺍﻝﺘﹼﻌﺎﻭﻥ – ﺍﻻﺴﺘﻘﻼل‪.‬‬
‫* ﺼﻨﹼﻔﻬﺎ ﺤﺴﺏ ﺍﻝﺤﻘﻠﻴ‪‬ﻥ ﺍﻝﺩ‪‬ﻻﻝﻴ‪‬ﻴ‪‬ﻥ ﺍﻝﺘﹼﺎﻝﻴﻴ‪‬ﻥ‪:‬‬
‫‪ -‬ﺍﻝﺤﻘل ﺍﻝﺴ‪‬ﻴﺎﺴﻲ‪.‬‬
‫– ﺍﻝﺤﻘل ﺍﻻﺠﺘﻤﺎﻋﻲ‪.‬‬
‫‪ -2‬ﺃﻋﺭﺏ ﻤﺎ ﻴﻠﻲ ﺇﻋﺭﺍﺏ ﻤﻔﺭﺩﺍﺕ‪:‬‬
‫* " ﻨﻘﻤﺔ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ‪ " :‬ﻭﻝﻜﻨﹼﻬﺎ ﺘﻐﺩﻭ ﻨﻘﻤﺔ" ﻤﻥ ﺍﻝﻔﻘﺭﺓ ﺍﻷﻭﻝﻰ‪.‬‬
‫* " ﺇﺫﹾ" ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ‪ " :‬ﻭﺇﺫﹾ ﻫﺒ‪‬ﺕ‪ ‬ﺍﻝﺸﹼﻌﻭﺏ ﺍﻝﻤﻐﻠﹸﻭﺒـﺔ ﻋﻠﻰ ﺃﻤﺭﻫـﺎ" ﻤﻥ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﹼﺎﻨﻴﺔ‪.‬‬
‫ﻭﺃﻋﺭﺏ ﻤﺎ ﻴﻠﻲ ﺇﻋﺭﺍﺏ ﺠﻤل‪:‬‬
‫* " ﻫﻲ ﻨﻌﻤﺔ " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻷﻭﻝﻰ‪.‬‬
‫* " ﻫﻭ ﺃﻝﺩ‪ ‬ﺃﻋﺩﺍﺀ ﺍﻻﺴﺘﻘﻼل " ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﹼﺎﻝﺜﺔ‪.‬‬
‫‪ -3‬ﺇﻝﻴﻙ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻝﺘﹼﺎﻝﻴﺔ‪:‬‬
‫" ﻭﻫﺎ ﻫﻲ ﺍﻝﺠﺯﺍﺌﺭ ﺘﺤﺘﻔل ﺒﺫﻜﺭﻯ ﺍﺴﺘﻘﻼﻝﻬﺎ‪ ،‬ﻭﻫﻲ ﺩﺍﺌﺒﺔ ﺒﺈﺨﻼﺹ ﻭﻋﺯﻡ ﻭﺇﻴﻤﺎﻥ ﻋﻠﻰ ﺘﺼﻔﻴﺔ‬
‫ﺍﺴﺘﻘﻼﻝﻬﺎ ﻤﻥ ﺭﻭﺍﺴﺏ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﹼﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻋﺎﻝﻘﺔ ﺤﺘﹼﻰ ﺍﻝﻴﻭﻡ ﺒﻨﻔﻭﺱ ﺃﺒﻨﺎﺌﻬﺎ"‪.‬‬
‫‪ -‬ﺍﺴﺘﺨﺭﺝ ﺍﻝﺭ‪‬ﻭﺍﺒﻁ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻴﻬﺎ‪ ،‬ﺜﻡ‪ ‬ﺒﻴ‪‬ﻥ ﻜﻴﻑ ﺴﺎﻫﻤﺕ ﻓﻲ ﺍﺘﹼﺴﺎﻗﻬﺎ‪.‬‬
‫‪ -4‬ﻤﺎ ﻨﻭﻉ ﺍﻝﺼ‪‬ﻭﺭﺘﻴ‪‬ﻥ ﺍﻝﺒﻴﺎﻨﻴ‪‬ﺘﻴ‪‬ﻥ ﺍﻵﺘﻴﺘﻴﻥ‪ ،‬ﻭﻤﺎ ﺴﺭ‪ ‬ﺒﻼﻏﺘﻬﻤﺎ‪:‬‬
‫‪ " -‬ﺍﻝﺨﺩﻤﺔ ‪ ...‬ﻫﻲ ﻨﻌﻤـﺔ‪ "...‬ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻷﻭﻝﻰ‪.‬‬
‫‪ " -‬ﻓﻜﺎﻨﺕ ﺍﻨﺘﻔﺎﻀﺔ ﺍﻝﺠﺯﺍﺌﺭ‪ "...‬ﺍﻝﻭﺍﻗﻌﺔ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﹼﺎﻨﻴﺔ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 4‬ﻤﻥ ‪4‬‬

 ‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻝﺸﹼﻌﺏ ﺍﻝﻌﻠﻤﻴ‪‬ﺔ ﺍﻝﻤﺸﺘﺭﻜﺔ‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ‪ .‬ﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺁﺩﺍﺒﻬﺎ‪.‬‬

‫ﺍﻝﻌﻼﻤﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬
‫ﺇﺠﺎﺒﺔ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭ‪‬ل‪:‬‬
‫ﺃﻭ‪‬ﻻ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻔﻜﺭﻱ‪ 12 ) :‬ﻨﻘﻁﺔ (‬
‫‪1.5‬‬ ‫‪ -1‬ﻜﺎﻥ ﺍﻝﺸﹼﺎﻋﺭ ﻴﺤﻤل ﻤﻌﻪ ﺍﻝﺯﻤﻥ ﺍﻝﻤﺤﺘﺭﻕ ﻝﺒﻴﺭﻭﺕ ﺍﻝﻤﻁﻌﻭﻨﺔ‪.‬‬
‫‪ -2‬ﺍﺴﺘﺨﺭﺍﺝ ﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ ﺘﺩلّ ﻋﻠﻰ ﻨﺒﺭﺓ ﺍﻝﺤﺯﻥ ﻭﺍﻷﻝﻡ‪:‬‬
‫‪3×0.5‬‬ ‫‪ -‬ﺍﻝﺯﻤﻥ ﺍﻝﻤﺤﺘﺭﻕ ‪ -‬ﻗﺘل ﺍﻝﻘﺼﺎﺌﺩ – ﺼﺎﺭ ﺠﺭﺤﻲ ﺃﻤﺔ ‪ -‬ﺃﺤﻤل ﻤﻨﻔﺎﻱ ‪ -‬ﺘﺩﻓﻊ ﺍﻝﺭ‪‬ﺴﻭﻡ ﺍﻝﺠﻤﺭﻜﻴﺔ‬
‫‪ -‬ﺒﻴﺭﻭﺕ ﻤﻀﺭﺠﺔ ﺒﺩﻤﻬﺎ ‪ -‬ﺩﻤﻭﻋﻬﺎ ﺍﻝﻤﻤﺘﺯﺠﺔ ﺒﻤﻴﺎﻩ ﺍﻝﺒﺤﺭ‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻜﺘﻔﻲ ﺍﻝﻤﺘﺭﺸﺢ ﺒﺫﻜﺭ ﺜﻼﺙ ﻋﺒﺎﺭﺍﺕ ﻓﻘﻁ‪.‬‬
‫‪ -3‬ﺍﻷﻤل ﺍﻝﺫﻱ ﻝﻡ ﻴﺘﺤﻘﹼﻕ ﻫﻭ ﺍﺴﺘﺘﺒﺎﺏ ﺍﻷﻤﻥ ﻭﺍﻻﺴﺘﻘﺭﺍﺭ ﻓﻲ ﺒﻴﺭﻭﺕ ﻭﻤﻨﻪ ﺇﻝﻰ ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ ﺒﺴﺒﺏ‬
‫‪01‬‬
‫ﺘﺒﻌﺎﺕ ﺍﻝﻀﻌﻑ ﻭﺍﻝﻬﻭﺍﻥ ﺍﻝﺫﻱ ﺃﺼﺎﺏ ﺍﻷﻤﺔ‪.‬‬

‫‪ -4‬ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻝﺩﺍﻝﺔ ﻋﻠﻰ ﺃﻥ ﺍﻝﺸﹼﺎﻋﺭ ﻤﻠﺘﺯﻡ ﺒﻘﻀﺎﻴﺎ ﺃﻤ‪‬ﺘﻪ ﻫﻲ‪:‬‬

‫‪ -‬ﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ ‪ -‬ﺼﺎﺭ ﺤﺯﻨﻲ ﻭﻁﻨﺎ ﻭﺼﺎﺭ ﺃﻤﺔ ‪ -‬ﺃﺤﻤل ﺒﻴﺭﻭﺕ ﻨﺠﻤﺔ ﻤﻀﺭﺠﺔ ﺒﺩﻤﻬﺎ‬
‫‪2×0.5‬‬
‫‪ -‬ﻝﻭ ﻗﺭﺃﻨﺎ ﺍﻝﺘﺎﺭﻴﺦ ﻤﺎ ﻀﺎﻋﺕ ﺒﻴﺭﻭﺕ ‪ -‬ﻋﻠﻰ ﺍﻤﺘﺩﺍﺩ ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻜﺘﻔﻲ ﺍﻝﻤﺘﺭﺸﺢ ﺒﺫﻜﺭ ﻋﺒﺎﺭﺘﻴﻥ‪.‬‬
‫ﺘﻭﻀﻴﺢ ﻤﻌﻨﻰ ﺍﻻﻝﺘﺯﺍﻡ‪ :‬ﺍﻻﻝﺘﺯﺍﻡ ﻫﻭ‪:‬‬
‫‪12‬‬ ‫‪ -‬ﺘﻭﻅﻴﻑ ﺍﻝﻔﻥ ﻝﻐﺎﻴﺎﺕ ﺍﺠﺘﻤﺎﻋﻴﺔ ﻭ ﺴﻴﺎﺴﻴ‪‬ﺔ‪.‬‬
‫‪3×0.5‬‬ ‫– ﺍﻝﺘﻌﺒﻴﺭ ﻋﻥ ﺍﻝﻭﺍﻗﻊ ﻭﺍﻻﺭﺘﻘﺎﺀ ﺒﻪ‪ ،‬ﻭﺍﺴﺘﺸﺭﺍﻑ ﺍﻝﻤﺴﺘﻘﺒل‪.‬‬
‫‪ -‬ﺍﺴﺘﻜﻤﺎل ﻋﻤﻠﻴﺔ ﺍﻝﺘﻐﻴﻴﺭ ﻭﺍﻝﺒﺤﺙ ﻋﻥ ﺍﻝﺤﻠﻭل‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻗﺩ ﻴﺄﺘﻲ ﺍﻝﻤﺘﺭﺸﺢ ﺒﻤﻔﺎﻫﻴﻡ ﺃﺨﺭﻯ ﺼﺤﻴﺤﺔ‪ ،‬ﺘﺅﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬
‫‪2×0.5‬‬ ‫‪ -5‬ﺍﻝﻨﹼﻤﻁﺎﻥ ﺍﻝﺒﺎﺭﺯﺍﻥ ﻓﻲ ﺍﻝﻨﹼﺹ‪ ‬ﻫﻤﺎ‪ :‬ﺍﻝﻭﺼﻔﻲ ﻭﺍﻝﺴﺭﺩﻱ‪.‬‬
‫‪ -‬ﻤﺅﺸﺭ ﺍﻝﻨﻤﻁ ﺍﻝﻭﺼﻔﻲ‪ :‬ﺍﻝﻨﻌﻭﺕ‪ ،‬ﺍﻹﻀﺎﻓﺎﺕ‪ ،‬ﺃﺩﻭﺍﺕ ﺍﻝﺘﻭﻜﻴﺩ‪ ،‬ﺍﻷﻓﻌﺎل ﺍﻝﻤﺎﻀﻴﺔ‪ ،‬ﻜﺜﺭﺓ ﺍﻝﺘﺸﺒﻴﻬﺎﺕ‬
‫‪01‬‬
‫ﻤﺜﺎل ﺍﻝﻨﻌﻭﺕ‪ :‬ﺍﻝﻤﺤﺘﺭﻕ‪ ،‬ﻤﻁﻌﻭﻨﺔ‪ ...‬ﻤﺜﺎل ﺍﻹﻀﺎﻓﺎﺕ‪ :‬ﻴﺩﻱ‪ ،‬ﺠﺴﺩﻫﺎ‪ ...‬ﻤﺜﺎل ﻷﺩﻭﺍﺕ ﺍﻝﺘﻭﻜﻴﺩ‪:‬‬
‫ﻷﻥ‪ ،‬ﻝﻜﻥ‪ ...‬ﻤﺜﺎل ﻝﻸﻓﻌﺎل ﺍﻝﻤﺎﻀﻴﺔ‪ :‬ﻜﺎﻥ‪ ،‬ﺒﻘﻲ‪ ،‬ﻗﺭﺃﻨﺎ‪ ...‬ﻤﺜﺎل ﺍﻝﺘﺸﺒﻴﻬﺎﺕ‪ :‬ﺒﻴﺭﻭﺕ ﻗﺼﻴﺩﺓ‪،‬‬
‫ﺠﺭﺤﻲ ﻗﺒﻴﻠﺔ‪...‬‬
‫‪ -‬ﻤﺅﺸﺭ ﺍﻝﻨﻤﻁ ﺍﻝﺴﺭﺩﻱ‪ :‬ﺴﺭﺩ ﺤﺎﺩﺜﺔ ﻤﻔﺭﺩﺓ ﺃﻭ ﻤﺠﻤﻭﻋﺔ ﺃﺤﺩﺍﺙ‪.‬‬
‫‪01‬‬ ‫ﻤﺜﺎل‪ :‬ﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ‪ ،‬ﻗﺒل ﻋﺎﻡ ﺘﻼﻗﻴﻨﺎ‪ ،‬ﻝﻭ ﻗﺭﺃﻨﺎ ﺍﻝﺘﺎﺭﻴﺦ ﻤﺎ ﻀﺎﻋﺕ ﺒﻴﺭﻭﺕ‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻜﺘﻔﻲ ﺍﻝﻤﺘﺭﺸﺢ ﺒﺫﻜﺭ ﻤﺅﺸﹼﺭ ﻭﺍﺤﺩ ﻝﻜلّ ﻨﻤﻁ‪.‬‬

‫‪ -6‬ﻨﺜﺭ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻨﻴﺔ ﺍﻝﻤﻤﺘﺩﺓ ﻤﻥ ﺍﻝﺴﻁﺭ ‪ 5‬ﺇﻝﻰ ‪ : 12‬ﻴﺭﺍﻋﻰ ﻓﻴﻪ ﻤﺎ ﻴﻠﻲ‪:‬‬

‫‪01‬‬ ‫‪ -‬ﺍﻝﻤﻀﻤﻭﻥ‪.‬‬
‫‪01‬‬
‫‪ -‬ﺃﺴﻠﻭﺏ ﺍﻝﻤﺘﺭﺸﺢ ﻭﻝﻐﺘﻪ‪.‬‬
‫‪0.5‬‬
‫‪ -‬ﺍﻝﺤﺠﻡ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 1‬ﻤﻥ ‪4‬‬

‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻝﺸﹼﻌﺏ ﺍﻝﻌﻠﻤﻴ‪‬ﺔ ﺍﻝﻤﺸﺘﺭﻜﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ‪ .‬ﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺁﺩﺍﺒﻬﺎ‪.‬‬
‫ﺜﺎﻨﻴﺎ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻠﻐﻭﻱ‪ 08 ) :‬ﻨﻘﻁﺔ (‬
‫‪ -1‬ﺍﻝﺤﻘل ﺍﻝﺩﻻﻝﻲ ﺍﻝﺫﻱ ﺘﻭﻀﻊ ﻓﻴﻪ ﺍﻝﺴ‪‬ﻴﺎﻗﺎﺕ ﺍﻵﺘﻴﺔ‪ " :‬ﻋﺼﺭ ﻋﺭﺒﻲ‪ – ‬ﻭﻁﻨﺎ – ﺃﻤ‪‬ﺔ – ﻨﺘﻜﻠﹼﻡ ﻝﻐﺘﻪ ‪-‬‬
‫‪01‬‬ ‫ﻨﺤﻤل ﺠﻨﺴﻴ‪‬ﺘﻪ – ﺍﻝﻭﻁﻥ ﺍﻝﻌﺭﺒﻲ‪ " ‬ﻫﻭ‪ :‬ﺍﻝﻘﻭﻤﻲ‪.‬‬

‫‪ -2‬ﺩﻻﻻﺕ ﺘﻜﺭﺍﺭ ﻜﻠﻤﺔ " ﺒﻴﺭﻭﺕ " ﻋﺩ‪‬ﺓ ﻤﺭ‪‬ﺍﺕ ﻫﻲ‪:‬‬

‫‪3×0.5‬‬ ‫‪ -‬ﺍﻝﺘﺄﻜﻴﺩ ‪ -‬ﺍﻝﺒﻌﺩ ﺍﻝﺭﻤﺯﻱ ‪ -‬ﺘﺭﺍﺒﻁ ﺍﻝﻨﺹ ‪ -‬ﻝﻔﺕ ﺍﻨﺘﺒﺎﻩ ﺍﻝﻤﺘﻠﻘﻲ ﺤﻔﺎﻅﺎﹰ ﻋﻠﻰ ﺘﺭﻜﻴﺯﻩ‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﺒﺈﻤﻜﺎﻥ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﻬﺘﺩﻱ ﺇﻝﻰ ﺩﻻﻻﺕ ﺃﺨﺭﻯ ﻴﺠﺏ ﺃﻥ ﺘﺅﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬
‫‪ -3‬ﺍﻹﻋﺭﺍﺏ‪:‬‬
‫‪ -‬ﺍﻹﻋﺭﺍﺏ ﺍﻝﻤﻔﺼل‪:‬‬

‫ﺇﻋﺭﺍﺒﻬــﺎ‬ ‫ﺍﻝﻜﻠﻤﺔ‬
‫ﺸﻬﺎﺩ ﹰﺓ ﺘﻤﻴﻴﺯ ﻤﻨﺼﻭﺏ ﻭﻋﻼﻤﺔ ﻨﺼﺒﻪ ﺍﻝﻔﺘﺤﺔ ﺍﻝﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺨﺭﻩ‪.‬‬
‫‪2×0.5‬‬
‫ﺤﺭﻑ ﺍﻤﺘﻨﺎﻉ ﻻﻤﺘﻨﺎﻉ ﻴﺘﻀﻤﻥ ﻤﻌﻨﻰ ﺍﻝﺸﺭﻁ ﻤﺒﻨﻲ ﻋﻠﻰ ﺍﻝﺴﻜﻭﻥ ﻻ ﻤﺤل ﻝﻪ ﻤﻥ ﺍﻹﻋﺭﺍﺏ‪.‬‬ ‫ﻝـﻭ‪‬‬

‫‪08‬‬ ‫‪ -‬ﺇﻋﺭﺍﺏ ﺍﻝﺠﻤل‪:‬‬

‫ﻤﺤﻠﻬﺎ ﻤﻥ ﺍﻹﻋﺭﺍﺏ‬ ‫ﺍﻝﺠﻤﻠﺔ‬

‫ﺠﻤﻠﺔ ﻓﻌﻠﻴﺔ ﻓﻲ ﻤﺤل ﺠﺭ ﻨﻌﺕ‬ ‫) ﻴ‪‬ﺤ‪‬ﺘﹶﺭﹺﻑﹸ (‬
‫‪2×0.5‬‬
‫ﺠﻤﻠﺔ ﻻ ﻤﺤل ﻝﻬﺎ ﻤﻥ ﺍﻹﻋﺭﺍﺏ ﻷﻨﻬﺎ ﺠﻤﻠﺔ ﻤﻌﻁﻭﻓﺔ ﻋﻠﻰ ﺠﻤﻠﺔ ﻻ ﻤﺤل ﻝﻬﺎ ﻤﻥ‬ ‫ﺃﺴﺎﻓﺭ ﺇﻝﻴﻜﻡ‬
‫ﺍﻹﻋﺭﺍﺏ‪.‬‬

‫‪ -4‬ﺍﺴﺘﺨﺭﺍﺝ ﺜﻼﺜﺔ ﺭﻭﺍﺒﻁ ﺴﺎﻫﻤﺕ ﻓﻲ ﺍﺘﹼﺴﺎﻕ ﺍﻝﻨﹼﺹ‪ ‬ﻭﺍﻨﺴﺠﺎﻤﻪ‪:‬‬

‫‪ -‬ﺤﺭﻭﻑ ﺍﻝﺠﺭ ﻭﻤﻨﻬﺎ‪ :‬ﻓﻲ‪ ،‬ﺇﻝﻰ‪ ،‬ﺍﻝﻼﻡ‪ ،‬ﻋﻠﻰ‪...‬‬
‫‪3×0.25‬‬
‫‪ -‬ﺤﺭﻭﻑ ﺍﻝﻌﻁﻑ ﻭﻤﻨﻬﺎ‪ :‬ﺍﻝﻭﺍﻭ‬
‫‪ -‬ﺍﻝﻀﻤﺎﺌﺭ ﻭﻤﻨﻬﺎ‪ :‬ﺃﻨﺕ‪ ،‬ﺇﻝﻴﻜﻡ‪ ،‬ﺠﺭﺤﻲ‪ ،‬ﺼﻭﺘﻙ‪ ،‬ﻷﻨﻪ‪...‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻜﺘﻔﻲ ﺍﻝﻤﺘﺭﺸﺢ ﺒﺫﻜﺭ ﺭﺍﺒﻁ ﻭﺍﺤﺩ ﻤﻥ ﻜل ﻨﻭﻉ‪.‬‬

‫‪ -5‬ﻨﻭﻉ ﺍﻝﺼ‪‬ﻭﺭ ﺍﻝﹼﺘﻲ ﺍﺤﺘﻭﺘﻬﺎ ﺍﻝﻌﺒﺎﺭﺍﺕ ﺍﻵﺘﻴﺔ ﻭﺴﺭ‪ ‬ﺒﻼﻏﺘﻬﺎ‪:‬‬

‫‪3×0.5‬‬ ‫‪ " -‬ﺒﻴﺭﻭﺕ ﻗﺼﻴﺩﺓ ﻤﻁﻌﻭﻨﺔ "‪ :‬ﺘﺸﺒﻴﻪ ﺒﻠﻴﻎ ﺤﻴﺙ ﺫﻜﺭ ﺍﻝﻤﺸﺒﻪ ﺒﻴﺭﻭﺕ ﻭﺍﻝﻤﺸﺒﻪ ﺒﻪ ﻗﺼﻴﺩﺓ‪.‬‬
‫‪ " -‬ﺼﺎﺭ ﺠﺭﺤﻲ ﻗﺒﻴﻠﺔﹰ "‪ :‬ﺘﺸﺒﻴﻪ ﺒﻠﻴﻎ ﺤﻴﺙ ﺫﻜﺭ ﺍﻝﻤﺸﺒﻪ ﺠﺭﺤﻲ ﻭﺍﻝﻤﺸﺒﻪ ﺒﻪ ﻗﺒﻴﻠﺔﹰ‪.‬‬
‫‪ " -‬ﺃﺤﻤل ﻤﻨﻔﺎﻱ ﻓﻲ ﺤﻘﺎﺌﺒﻲ"‪ :‬ﺍﺴﺘﻌﺎﺭﺓ ﻤﻜﻨﻴﺔ ﺤﻴﺙ ﺸﺒﻪ ﺍﻝﻤﻨﻔﻰ ﺒﺸﻲﺀ ﻤﺎﺩﻱ ﻴ‪‬ﺤﻤل ﻭﻴ‪‬ﻭﻀﻊ ﻓﻲ‬
‫ﺤﻘﺎﺌﺏ‪.‬‬
‫‪2×0.5‬‬ ‫*ﺴﺭ ﺒﻼﻏﺔ ﺍﻝﺘﺸﺒﻴﻬﻴﻥ‪:‬‬
‫‪ -‬ﻻ ﻓﺭﻕ ﺒﻴﻥ ﺍﻝﻤﺸﺒﻪ ﻭﺍﻝﻤﺸﺒﻪ ﺒﻪ ‪ -‬ﺇﻴﻀﺎﺡ ﺍﻝﻤﻌﻨﻰ ﻭﺒﻴﺎﻥ ﺍﻝﻤﺭﺍﺩ ‪ -‬ﺍﻝﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻝﻨﻔﺱ ﻭﺘﺤﺭﻴﻜﻬﺎ‪.‬‬
‫‪0.25‬‬ ‫*ﺴﺭ ﺒﻼﻏﺔ ﺍﻻﺴﺘﻌﺎﺭﺓ‪:‬‬
‫‪ -‬ﻋﻨﺼﺭ ﺍﻹﻴﺠﺎﺯ – ﺘﺸﺨﻴﺹ ﺍﻝﻤﻌﻨﻭﻱ ﻓﻲ ﻗﺎﻝﺏ ﻤﺎﺩﻱ‪...‬‬

‫ﺼﻔﺤﺔ ‪ 2‬ﻤﻥ ‪4‬‬

 ‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻝﺸﹼﻌﺏ ﺍﻝﻌﻠﻤﻴ‪‬ﺔ ﺍﻝﻤﺸﺘﺭﻜﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ‪ .‬ﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺁﺩﺍﺒﻬﺎ‪.‬‬

‫ﺍﻝﻌﻼﻤﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬
‫ﺇﺠﺎﺒﺔ ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﹼﺎﻨﻲ‪:‬‬
‫ﺃﻭ‪‬ﻻ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻔﻜﺭﻱ‪ 12 ) :‬ﻨﻘﻁﺔ (‬
‫‪ -1‬ﺘﻜﻭﻥ ﺍﻝﺨﺩﻤﺔ ﻨﻌﻤﺔ ﻋﻠﻰ ﺍﻹﻨﺴﺎﻥ ﺇﺫﺍ ﻜﺎﻨﺕ ﻓﻲ ﻝﺏ‪ ‬ﺍﻝﺘﹼﻌﺎﻭﻥ ﺍﻝﹼﺫﻱ ﺒﻪ ﺘﻘﻭﻡ ﺍﻷﺴﺭﺓ ﺍﻝﺒﺸﺭﻴ‪‬ﺔ ﻭﺘﻜﻭﻥ‬
‫‪2×0.5‬‬ ‫ﻨﻘﻤﺔ ﻋﻨﺩﻤﺎ ﻴﻔﺭﻀﻬﺎ ﺇﻨﺴﺎﻥ ﻋﻠﻰ ﺇﻨﺴﺎﻥ ﺒﺭﻏﻡ ﺃﻨﻔﻪ‪ ،‬ﺃﻭ ﺃﻤ‪‬ﺔ ﻋﻠﻰ ﺃﻤ‪‬ﺔ ﺒﻘﻭ‪‬ﺓ ﺍﻝﺴ‪‬ﻼﺡ ﺃﻭ ﺒﻘﻭ‪‬ﺓ ﺍﻝﻤﺎل ﻭﺍﻝﺩ‪‬ﻫﺎﺀ‪.‬‬
‫‪ -‬ﺍﻝﺩﻝﻴل ﺍﻝﺫﻱ ﺴﺎﻗﻪ ﺍﻝﻜﺎﺘﺏ ﻋﻠﻰ ﺫﻝﻙ ﻫﻭ ﺍﻹﻗﻁﺎﻉ ﻭﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﺫﻱ ﺒﺴﻁ ﻫﻴﻤﻨﺘﻪ ﻭﺠﺒﺭﻭﺘﻪ ﻋﻠﻰ‬
‫‪0.5‬‬
‫ﺍﻝﺸﻌﻭﺏ ﺍﻝﻤﻐﻠﻭﺒﺔ ﻋﻠﻰ ﺃﻤﺭﻫﺎ ﻁﻭﺍل ﻗﺭﻭﻥ ﻋﺩﻴﺩﺓ‪.‬‬
‫‪ -2‬ﺃﻜﹼﺩ ﺍﻝﻜﺎﺘﺏ ﺃﻥ‪ ‬ﺍﻝﻘﺭﻥ ﺍﻝﻌﺸﺭﻴﻥ ﻴﻤﻜﻥ ﺃﻥ ﻨﺩﻋﻭ‪‬ﻩ ﺒﺤﻕ ﻗﺭﻥ ﺘﺼﻔﻴﺔ ﺍﻻﺴﺘﻌﻤﺎﺭ ﻷﻥ ﺍﻝﺸﻌﻭﺏ‬
‫‪01‬‬
‫ﺍﻝﻤﻐﻠﻭﺒﺔ ﻋﻠﻰ ﺃﻤﺭﻫﺎ ﻋﻠﻤﺕ ﺃﻥ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺠﺎﺀ ﻝِﻴ‪‬ﺨﺩ‪‬ﻡ‪ ،‬ﻝﻴ‪‬ﺄﺨﹸﺫﹶ‪ ،‬ﻭﻝﻴﺴﺘﺭﻴﺢ ﻓﺭﺍﺤﺕ ﺘﻁﺎﻝﺏ ﺒﺤﻘﻬﺎ ﻋﻥ‬
‫ﻁﺭﻴﻕ ﺍﻻﻨﺘﻔﺎﻀﺎﺕ‪.‬‬
‫‪ -3‬ﺍﻝﻘﻴﻡ ﺍﻝﺘﻲ ﺘﺒﻨﹼﺘﻬﺎ ﺍﻻﻨﺘﻔﺎﻀﺔ ﺍﻝﺠﺯﺍﺌﺭﻴﺔ ﻭﻜﺎﻨﺕ ﻤﺤلّ ﺍﻋﺘﺯﺍﺯ ﺍﻝﻜﺘﺎﺏ ﺍﻝﻌﺭﺏ ﻫﻲ‪:‬‬
‫‪3×0.5‬‬
‫‪ -‬ﻴﻘﻅﺔ ﺍﻝﺸﻌﺏ ﺍﻝﺠﺯﺍﺌﺭﻱ ﻝﺘﻘﺭﻴﺭ ﺤﻘﻪ ﻓﻲ ﺍﻻﺴﺘﻘﻼل‪ - .‬ﺍﻹﻴﻤﺎﻥ ﺒﺄﻨﹼّﻪ ﺴﻴ‪‬ﺩ ﺃﺭﻀﻪ ﻭﺴﻴ‪‬ﺩ ﻤﺼﻴﺭﻩ‪.‬‬
‫‪ -‬ﺘﺼﻔﻴﺔ ﺍﺴﺘﻘﻼﻝﻬﺎ ﻤﻥ ﺭﻭﺍﺴﺏ ﺍﻻﺴﺘﻌﻤﺎﺭ‪ -‬ﺍﻝﻌﺩﺍﻝﺔ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪0.5‬‬ ‫‪ -4‬ﺃﻭﺍﻓﻕ ﺍﻝﻜﺎﺘﺏ ﻓﻲ ﺍﻝﺸﺭﻁ ﺍﻝﺫﻱ ﻭﻀﻌﻪ ﻭﻫﻭ ﺃﻥ‪ ‬ﺍﻻﺴﺘﻘﻼل ﻴﺠﺏ ﺃﻻﹼ ﺘﺸﻭﺒﻪ ﺸﺎﺌﺒﺔ ﻤﻥ ﺍﻻﺴﺘﻐﻼل‪.‬‬
‫* ﺃﻤﺜﻠﺔ ﻤﻥ ﺍﻝﺨﺎﺭﺝ‪ :‬ﺍﻝﺘﺒﻌﻴﺔ – ﺍﻻﺴﺘﻐﻼل‪...‬‬
‫‪2×0.5‬‬
‫* ﺃﻤﺜﻠﺔ ﻤﻥ ﺍﻝﺩﺍﺨل‪ :‬ﻋﺩﻡ ﺘﻜﺎﻓﺅ ﺍﻝﻔﺭﺹ – ﺍﻝﺤﺭﻤﺎﻥ – ﺍﻝﻁﺒﻘﻴﺔ‪...‬‬
‫‪12‬‬ ‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻤﻜﻥ ﻝﻠﻤﺘﺭﺸﹼﺢ ﺃﻥ ﻴﺫﻜﺭ ﺃﻤﺜﻠﺔ ﺃﺨﺭﻯ ﺘﺅﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬
‫‪ -5‬ﻴﻨﺘﻤﻲ ﺍﻝﻨﹼﺹ‪ ‬ﺇﻝﻰ ﻓﻥ ﺍﻝﻤﻘﺎل ﺍﻝﺴﻴﺎﺴﻲ‪.‬‬
‫‪0.5‬‬
‫* ﻤﻥ ﺨﺼﺎﺌﺼﻪ ﺍﻝﺘﻲ ﺘﺠﻠﺕ ﻓﻲ ﺍﻝﻨﹼﺹ‪:‬‬
‫‪ -‬ﻭﺤﺩﺓ ﺍﻝﻤﻭﻀﻭﻉ‪.‬‬

‫‪3×0.5‬‬
‫‪ -‬ﺍﻝﺘﺩﺭﺝ ﻓﻲ ﺍﻝﻁﺭﺡ‪) .‬ﻤﻨﻬﺠﻴﺔ‪ :‬ﺍﻝﻤﻘﺩﻤﺔ‪ ،‬ﺍﻝﻌﺭﺽ ﻭﺍﻝﺨﺎﺘﻤﺔ(‬
‫‪ -‬ﺘﻨﺎﺴﻕ ﺍﻷﻓﻜﺎﺭ ﻭﺘﺴﻠﺴﻠﻬﺎ‪.‬‬
‫‪ -‬ﻋﻨﺼﺭ ﺍﻹﻗﻨﺎﻉ ﻋﻥ ﻁﺭﻴﻕ ﺍﻝﺘﻭﻜﻴﺩ ﺒـ‪ :‬ﺇﻥ‪ ،‬ﺍﻝﺠﻤل ﺍﻻﺴﻤﻴﺔ‪ ،‬ﻻ ﺍﻝﻨﺎﻓﻴﺔ‪ ،‬ﺍﺴﻡ ﺍﻝﺘﻔﻀﻴل‪...‬‬
‫‪01‬‬ ‫‪ -6‬ﺍﻝﻨﻤﻁ ﺍﻝﻐﺎﻝﺏ ﻋﻠﻰ ﺍﻝﻨﺹ ﻫﻭ ﺍﻝﺘﻔﺴﻴﺭﻱ‪.‬‬
‫‪2×0.5‬‬ ‫* ﻤﻥ ﻤﺅﺸﹼﺭﺍﺘﻪ‪ - :‬ﺘﺤﻠﻴل ﻓﻜﺭﺓ ﺃﻭ ﻅﺎﻫﺭﺓ ﺒﻬﺩﻑ ﺘﻴﺴﻴﺭ ﻓﻬﻤﻬﺎ ﻭﺴﻬﻭﻝﺔ ﺍﺴﺘﻴﻌﺎﺒﻬﺎ‪...‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﻀﻤﺎﺌﺭ ﺍﻝﻐﺎﺌﺏ‪.‬‬
‫* ﺍﻝﺘﻤﺜﻴل‪:‬‬
‫‪ -‬ﻓﻼ ﺍﻹﻗﻁﺎﻉ ﻭﻻ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺠﺎﺀ ﻝﻴ‪‬ﺨﺩ‪‬ﻡ ﺒل ﻝِﻴ‪‬ﺨﺩ‪‬ﻡ‪ ،‬ﻭﻻ ﻝﻴ‪‬ﻌ‪‬ﻁ‪‬ﻲ ﺒل ﻝﻴ‪‬ﺄﺨﹸﺫﹶ‪ ،‬ﻭﻻ ﻝﻴ‪‬ﺭﻴﺢ ﺒل ﻝﻴﺴﺘﺭﻴﺢ‪.‬‬
‫‪2×0.25‬‬
‫‪ -‬ﺍﺴﺘﺨﺩﺍﻡ ﻀﻤﻴﺭ ﺍﻝﻐﺎﺌﺏ "ﻫﻲ" ﺍﻝﻌﺎﺌﺩ ﻋﻠﻰ ﺍﻝﺨﺩﻤﺔ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻷﻭﻝﻰ‪ ،‬ﻭﻋﻠﻰ ﺍﻝﺠﺯﺍﺌﺭ ﻓﻲ ﺍﻝﻔﻘﺭﺓ ﺍﻝﺜﺎﻝﺜﺔ‪.‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻤﻜﻥ ﻝﻠﻤﺘﺭﺸﹼﺢ ﺃﻥ ﻴﺫﻜﺭ ﺃﻤﺜﻠﺔ ﺃﺨﺭﻯ ﻤﻥ ﺍﻝﻨﺹ‪.‬‬
‫‪ -7‬ﺘﻠﺨﻴﺹ ﻤﻀﻤﻭﻥ ﺍﻝﻨﺹ‪ :‬ﻴﺭﺍﻋﻰ ﻓﻴﻪ ﻤﺎ ﻴﻠﻲ‪:‬‬
‫‪01‬‬
‫‪ -‬ﻤﻀﻤﻭﻥ ﺍﻝﻨﹼﺹ‪.‬‬
‫‪0.5‬‬
‫‪ -‬ﻝﻐﺔ ﻭﺃﺴﻠﻭﺏ ﺍﻝﻤﺘﺭﺸﹼﺢ‪.‬‬
‫‪0.5‬‬ ‫‪ -‬ﺤﺠﻡ ﺍﻝﻨﺹ‪.‬‬

‫ﺼﻔﺤﺔ ‪ 3‬ﻤﻥ ‪4‬‬

‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻝﺸﹼﻌﺏ ﺍﻝﻌﻠﻤﻴ‪‬ﺔ ﺍﻝﻤﺸﺘﺭﻜﺔ‬ ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ‪ .‬ﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻝﻌﺭﺒﻴﺔ ﻭﺁﺩﺍﺒﻬﺎ‪.‬‬

‫ﺜﺎﻨﻴﺎ – ﺍﻝﺒﻨﺎﺀ ﺍﻝﻠﹼﻐﻭﻱ‪ 08 ) :‬ﻨﻘﻁﺔ (‬

‫‪ -1‬ﺘﺼﻨﻴﻑ ﺍﻷﻝﻔﺎﻅ ﺤﺴﺏ ﺍﻝﺤﻘﻠﻴﻥ ﺍﻝﺩ‪‬ﻻﻝﻴﻴﻥ‪:‬‬
‫‪2×0.75‬‬
‫* ﺍﻝﺤﻘل ﺍﻝﺴﻴﺎﺴﻲ‪ :‬ﺍﻻﺴﺘﻐﻼل‪ -‬ﺍﻻﺴﺘﻌﻤﺎﺭ‪ -‬ﺍﻻﺴﺘﻘﻼل‪.‬‬
‫* ﺍﻝﺤﻘل ﺍﻻﺠﺘﻤﺎﻋﻲ‪ :‬ﺍﻝﺨﺩﻤﺔ – ﺍﻷﺴﺭﺓ ﺍﻝﺒﺸﺭﻴﺔ – ﺍﻝﺘﻌﺎﻭﻥ‪.‬‬
‫‪ 2‬ﺍﻹﻋﺭﺍﺏ‪:‬‬
‫‪ -‬ﺍﻹﻋﺭﺍﺏ ﺍﻝﻤﻔﺼل‪:‬‬
‫ﺇﻋﺭﺍﺒﻬــــﺎ‬ ‫ﺍﻝﻜﻠﻤﺔ‬
‫‪2×0.5‬‬ ‫ﺤﺎل ﻤﻨﺼﻭﺒﺔ ﻭﻋﻼﻤﺔ ﻨﺼﺒﻬﺎ ﺍﻝﻔﺘﺤﺔ ﺍﻝﻅﺎﻫﺭﺓ ﻋﻠﻰ ﺁﺨﺭﻫﺎ‪.‬‬ ‫ﻨﻘﻤﺔﹰ‬
‫ﻅﺭﻑ ﺯﻤﺎﻥ ﻤﺒﻨﻲ ﻋﻠﻰ ﺍﻝﺴﻜﻭﻥ ﻓﻲ ﻤﺤل ﻨﺼﺏ ﻋﻠﻰ ﺍﻝﻅﺭﻓﻴﺔ ﺍﻝﺯﻤﺎﻨﻴﺔ ﻭﻫﻭ‬ ‫ﺇﺫﹾ‬
‫ﻤﻀﺎﻑ‪.‬‬

‫‪ -‬ﺇﻋﺭﺍﺏ ﺍﻝﺠﻤل‪:‬‬

‫‪2×0.75‬‬ ‫ﻤﺤﻠﻬﺎ ﻤﻥ ﺍﻹﻋﺭﺍﺏ‬ ‫ﺍﻝﺠﻤﻠﺔ‬

‫‪08‬‬ ‫ﺠﻤﻠﺔ ﻻ ﻤﺤل ﻝﻬﺎ ﻤﻥ ﺍﻹﻋﺭﺍﺏ ﻷﻨﻬﺎ ﺼﻠﺔ ﻤﻭﺼﻭل‪.‬‬ ‫)ﻫﻭ ﺃﻝﺩ‪ ‬ﺃﻋﺩﺍﺀ ﺍﻻﺴﺘﻘﻼل(‬
‫ﺠﻤﻠﺔ ﺍﺴﻤﻴﺔ ﻓﻲ ﻤﺤل ﺭﻓﻊ ﺨﺒﺭ‪.‬‬ ‫)ﻫﻲ ﻨﻌﻤﺔ (‬

‫‪ -3‬ﺍﺴﺘﺨﺭﺍﺝ ﺍﻝﺭﻭﺍﺒﻁ ﺍﻝﻤﻭﺠﻭﺩﺓ ﻓﻲ ﺍﻝﻌﺒﺎﺭﺓ ﺍﻵﺘﻴﺔ‪:‬‬

‫" ﻭﻫﺎ ﻫﻲ ﺍﻝﺠﺯﺍﺌﺭ ﺘﺤﺘﻔل ﺒﺫﻜﺭﻯ ﺍﺴﺘﻘﻼﻝﻬﺎ‪ ،‬ﻭﻫﻲ ﺩﺍﺌﺒﺔ ﺒﺈﺨﻼﺹ ﻭﻋﺯﻡ ﻭﺇﻴﻤﺎﻥ ﻋﻠﻰ ﺘﺼﻔﻴﺔ‬
‫ﺍﺴﺘﻘﻼﻝﻬﺎ ﻤﻥ ﺭﻭﺍﺴﺏ ﺍﻻﺴﺘﻌﻤﺎﺭ ﺍﻝﹼﺘﻲ ﻗﺩ ﺘﻜﻭﻥ ﻋﺎﻝﻘﺔ ﺤﺘﹼﻰ ﺍﻝﻴﻭﻡ ﺒﻨﻔﻭﺱ ﺃﺒﻨﺎﺌﻬﺎ"‪.‬‬
‫‪3×0.5‬‬ ‫‪ -‬ﺤﺭﻑ ﺍﻝﻌﻁﻑ‪ :‬ﺍﻝﻭﺍﻭ‪.‬‬
‫‪ -‬ﺤﺭﻭﻑ ﺍﻝﺠﺭ‪ :‬ﺍﻝﺒﺎﺀ‪ ،‬ﻋﻠﻰ‪ ،‬ﻤﻥ‪.‬‬
‫‪ -‬ﺍﻝﻀﻤﻴﺭ ﺍﻝﻤﻨﻔﺼل "ﻫﻲ" ‪ ،‬ﺍﻝﻌﺎﺌﺩ ﻋﻠﻰ "ﺍﻝﺠﺯﺍﺌﺭ"‪.‬‬
‫* ﺘﺒﻴﺎﻥ ﻜﻴﻔﻴﺔ ﻤﺴﺎﻫﻤﺘﻬﺎ ﻓﻲ ﺍﺘﹼﺴﺎﻗﻬﺎ‪:‬‬
‫‪0.75‬‬ ‫‪ -‬ﺍﻝﺭﺒﻁ ﻭﻭﺼل ﺍﻝﺠﻤل ﻓﻴﻤﺎ ﺒﻴﻨﻬﺎ‪.‬‬
‫‪ -‬ﺍﻝﺠﻤﻊ ﺒﻴﻥ ﺍﻝﻤﺘﺭﺍﺩﻓﺎﺕ‪.‬‬
‫‪ -‬ﺘﺭﺘﻴﺏ ﺍﻝﻤﻔﺭﺩﺍﺕ ﻭﺍﻝﺠﻤل ﺤﺴﺏ ﻤﻌﺎﻨﻴﻬﺎ‪.‬‬
‫* ﻤﻼﺤﻅﺔ‪ :‬ﻴﻤﻜﻥ ﻝﻠﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺫﻜﺭ ﺃﺴﺒﺎﺒﺎ ﺃﺨﺭﻯ ﻝﻼﺘﺴﺎﻕ ﻭﺍﻻﻨﺴﺠﺎﻡ ﻴﺠﺏ ﺃﻥ ﺘﺅﺨﺫ ﺒﻌﻴﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬
‫‪ -4‬ﻨﻭﻉ ﺍﻝﺼﻭﺭﺘﻴ‪‬ﻥ ﺍﻝﺒﻴﺎﻨﻴﺘﻴ‪‬ﻥ ﻓﻲ ﻗﻭل ﺍﻝﻜﺎﺘﺏ ﻭﺴﺭ‪ ‬ﺒﻼﻏﺘﻬﻤﺎ‪:‬‬
‫‪0.75‬‬ ‫‪ " -‬ﺍﻝﺨﺩﻤﺔ ﻫﻲ ﻨﻌﻤﺔ‪ :"..‬ﺘﺸﺒﻴﻪ ﺒﻠﻴﻎ ﺤﻴﺙ ﺫﻜﺭ ﺍﻝﻤﺸﺒﻪ ﺍﻝﺨﺩﻤﺔ ﻭﺍﻝﻤﺸﺒﻪ ﺒﻪ ﻨﻌﻤﺔ ﻭﺤﺫﻑ ﻭﺠﻪ ﺍﻝﺸﺒﻪ‬
‫ﻭﺍﻷﺩﺍﺓ‪.‬‬
‫‪0.5‬‬ ‫‪ " -‬ﻓﻜﺎﻨﺕ ﺍﻨﺘﻔﺎﻀﺔ ﺍﻝﺠﺯﺍﺌﺭ‪ :"...‬ﻤﺠﺎﺯ ﻤﺭﺴل ﻋﻼﻗﺘﻪ ﺍﻝﻤﻜﺎﻨﻴﺔ‪.‬‬
‫*ﺴﺭ ﺒﻼﻏﺔ ﺍﻝﺘﺸﺒﻴﻪ‪:‬‬
‫‪0.25‬‬ ‫‪ -‬ﻻ ﻓﺭﻕ ﺒﻴﻥ ﺍﻝﻤﺸﺒﻪ ﻭﺍﻝﻤﺸﺒﻪ ﺒﻪ ‪ -‬ﺇﻴﻀﺎﺡ ﺍﻝﻤﻌﻨﻰ ﻭﺒﻴﺎﻥ ﺍﻝﻤﺭﺍﺩ ‪-‬ﺍﻝﺘﺄﺜﻴﺭ ﻓﻲ ﺍﻝﻨﻔﺱ ﻭﺘﺤﺭﻴﻜﻬﺎ‪.‬‬
‫*ﺴﺭ ﺒﻼﻏﺔ ﺍﻝﻤﺠﺎﺯ ﺍﻝﻤﺭﺴل‪:‬‬
‫‪0.25‬‬ ‫‪ -‬ﺇﻴﺠﺎﺯ ﺍﻝﻜﻼﻡ ﻭﺍﻝﻭﺼﻭل ﺇﻝﻰ ﺍﻝﻤﻌﻨﻰ ﻤﻥ ﺃﻗﺭﺏ ﻁﺭﻴﻕ – ﺍﻝﻤﺴﺎﻫﻤﺔ ﻓﻲ ﺘﻘﻭﻴﺔ ﺍﻝﻤﻌﻨﻰ‪. ...‬‬

‫ﺼﻔﺤﺔ ‪ 4‬ﻤﻥ ‪4‬‬

 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺐ‪ :‬ﻋﻠﻭﻡ ﺘﺠﺭﻴﺒﻴﺔ‪ ،‬ﺭﻴﺎﻀﻴﺎﺕ‬
‫ﺍﳌﺪﺓ‪ 03 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻝﻔﻠﺴﻔﺔ‬

‫ﻋﺎﻝﺞ ﻤﻭﻀﻭﻋﺎ ﻭﺍﺤﺩﺍ ﻓﻘﻁ ﻋﻠﻰ ﺍﻝﺨﻴﺎﺭ‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‪:‬‬
‫ﻫل ﻴﻤﻜﻥ ﻝﻠﻔﻜﺭ ﺃﻥ ﻴﻨﻁﺒﻕ ﻤﻊ ﺍﻝﻭﺍﻗﻊ ﺩﻭﻥ ﺍﻝﺤﺎﺠﺔ ﺇﻝﻰ ﺃﻱ ﺃﺤﻜﺎﻡ ﻤﺴﺒﻘﺔ؟‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‪:‬‬
‫ﺩﺍﻓﻊ ﻋﻥ ﺍﻷﻁﺭﻭﺤﺔ ﺍﻝﻔﻠﺴﻔﻴﺔ ﺍﻝﻘﺎﺌﻠﺔ‪ » :‬ﺇﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻨﺴﺒﻴﺔ «‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻝﺙ‪ ) :‬ﺍﻝﻨﺹ(‬

‫» ﻝﻘﺩ ﺍﺴﺘﻌﻤﻠﻨﺎ ﻝﻔﻅ "ﺍﻹﺸﻜﺎﻝﻴﺔ" ﻭﻝﻡ ﻨﺴﺘﻌﻤل "ﺍﻝﻤﺸﻜﻠﺔ" ﻗﺼﺩ‪‬ﺍ‪ .‬ﻭﺍﻝﻔﺭﻕ ﺒﻴﻨﻬﻤﺎ ﻋﻨﺩﻨﺎ ﻴﺘﻠﺨﹼﺹ ﻓﻲ‬
‫ﻜﻭﻥ ﺍﻝﻤﺸﻜﻠﺔ ﺘﺘﻤﻴ‪‬ﺯ ﺒﻜﻭﻨﻬﺎ‪ ،‬ﻴﻤﻜﻥ ﺍﻝﻭﺼﻭل ﺒﺸﺄﻨﻬﺎ ﺇﻝﻰ ﺤلﱟ ﻴﻠﻐﻴﻬﺎ‪ ،‬ﻓـ "ﺍﻝﻤﺸﺎﻜل" ﻓﻲ ﺍﻝﺤﺴﺎﺏ ﺘﻨﺘﻬﻲ‬
‫ﺇﻝﻰ ﺤلﱟ‪ ،‬ﺒﺎﺴﺘﺜﻨﺎﺀ ﺒﻌﺽ ﺍﻝﻤﻌﺎﺩﻻﺕ ﺍﻝﺭﻴ‪‬ﺎﻀﻴ‪‬ﺔ‪ ...‬ﺃﻤ‪‬ﺎ ﺍﻝﻤﺸﺎﻜل ﺍﻝﻤﺎﻝﻴﺔ ﻭﺍﻻﻗﺘﺼﺎﺩﻴﺔ ﻭﺍﻻﺠﺘﻤﺎﻋﻴﺔ ﻋﻤﻭﻤﺎ‪،‬‬
‫ﻭﺍﻝﻤﺸﺎﻜل ﺍﻝﺘﻲ ﻴﺼﺎﺩﻓﻬﺎ ﺍﻝﻌﻠﻤﺎﺀ ﻓﻲ ﺍﻝﻌﻠﻭﻡ ﺍﻝﻁﹼﺒﻴﻌﻴ‪‬ﺔ ﺒﻤﺨﺘﻠﻑ ﺃﻨﻭﺍﻋﻬﺎ‪ ،‬ﻓﻬﻲ ﺠﻤﻴﻌﺎ ﺘﻨﺘﻬﻲ ﺇﻝﻰ ﻨﻭﻉ ﻤﻥ‬
‫ﺍﻝﺤل ﺁﺠﹺﻼ ﺃﻭ ﻋﺎﺠﻼ‪ ،‬ﻤﺎ ﺩﺍﻡ ﺍﻝﻤﺠﺎل ﺍﻝﺫﻱ ﺘﹸﻁﺭﺡ ﻓﻴﻪ ﻴﻨﺘﻤﻲ ﺇﻝﻰ ﺍﻝﻭﺍﻗﻊ ﺍﻝﻤﻭﻀﻭﻋﻲ‪ ،‬ﻭﻴﻘﺒل ﻨﻭﻋﺎ ﻤﺎ‬
‫ﻤﻥ ﺍﻝﺘﺠﺭﻴﺏ‪.‬‬
‫ﺃﻤﺎ "ﺍﻹﺸﻜﺎﻝﻴﺔ" ﻓﻬﻲ ﺸﻲﺀ ﺁﺨﺭ‪ ...‬ﻓﻌﻼ ﻴﺴﺘﻌﻤﻠﻬﻤﺎ ﺍﻝﻜﺜﻴﺭ ﻤﻥ ﺍﻝﻜﺘﹼﺎﺏ ﻭﺍﻝﻘﺭ‪‬ﺍﺀ ﻋﻨﺩﻨﺎ ‪ ...‬ﻤﻥ ﻏﻴﺭ‬
‫ﺘﺩﻗﻴﻕ‪ ،‬ﻭﻜﺄﻨﹼﻬﻤﺎ ﻤﻥ ﺍﻷﻝﻔﺎﻅ ﺍﻝﺘﻲ ﻴﺠﻭﺯ ﺃﻥ ﻴﻨﻭﺏ ﺒﻌﻀﻬﺎ ﻤ‪‬ﻨﹶﺎﺏ‪ ‬ﺒﻌﺽﹴ‪ ...‬ﻭﻤﻬﻤﺎ ﻴﻜﻥ ﻓﻨﺤﻥ ﻨﺴﺘﻌﻤل ﻫﻨﺎ‬
‫ﻝﻔﻅ "ﺇﺸﻜﺎﻝﻴﺔ" ﻓﻲ ﻤﻌﻨﻰ ﻤﺤﺩﺩ ‪ -‬ﻭﻝﻭ ﺃﻨﻪ ﻤﻌﻘﺩ ‪ -‬ﻏﻴﺭ ﻤﻌﻨﻰ "ﺍﻝﻤﺸﻜﻠﺔ"‪.‬‬
‫ﻓﺎﻹﺸﻜﺎﻝﻴﺔ ﻓﻲ ﺍﻻﺼﻁﻼﺡ ﺍﻝﻤﻌﺎﺼﺭ ﻤﻨﻅﻭﻤﺔ ﻤﻥ ﺍﻝﻌﻼﻗﺎﺕ ﺍﻝﺘﻲ ﺘﻨﺴﺠﻬﺎ ﺩﺍﺨل ﻓﻜﺭ ﻤﻌﻴ‪‬ﻥ )ﻓﻜﺭ ﻓـﺭﺩ ﺃﻭ‬
‫ﻓﻜﺭ ﺠﻤﺎﻋﺔ(‪ ،‬ﻤﺸﺎﻜلٌ ﻋﺩﻴﺩﺓ ﻤﺘﺭﺍﺒﻁﺔ‪ ،‬ﻻ ﺘﺘﻭﻓﺭ ﺇﻤﻜﺎﻨﻴﺔ ﺤﻠﹼﻬﺎ ﻤﻨﻔﺭﺩﺓ ﻭﻻ ﺘﻘﺒل ﺍﻝﺤـل ‪ -‬ﻤـﻥ ﺍﻝﻨﺎﺤﻴـﺔ‬
‫ﺍﻝﻨﻅﺭﻴﺔ‪ -‬ﺇﻻ ﻓﻲ ﺇﻁﺎﺭ ﺤل ﻋﺎﻡ ﻴﺸﻤﻠﻬﺎ ﺠﻤﻴﻌ‪‬ﺎ‪ .‬ﻭﺒﻌﺒﺎﺭﺓ ﺃﺨﺭﻯ‪ :‬ﺇﻥ ﺍﻹﺸﻜﺎﻝﻴﺔ ﻫﻲ ﺍﻝﻨﻅﺭﻴﺔ ﺍﻝﺘـﻲ ﻝـﻡ‬
‫ﺘﺘﻭﻓﹼﺭ ﺇﻤﻜﺎﻨﻴﺔ ﺼﻴﺎﻏﺘﻬﺎ‪ ،‬ﻓﻬﻲ ﺘﻭﺘﹼﺭ‪ ‬ﻭﻨﹸﺯ‪‬ﻭﻉ ﻨﺤﻭ ﺍﻝﻨﻅﺭﻴﺔ‪ ،‬ﺃﻱ ﻨﺤﻭ ﺍﻻﺴﺘﻘﺭﺍﺭ ﺍﻝﻔﻜﺭﻱ‪«.‬‬
‫ﻤﺤﻤﺩ ﻋﺎﺒﺩ ﺍﻝﺠﺎﺒﺭﻱ ‪ -‬ﺒﺘﺼﺭﻑ‪-‬‬
‫ﺍﻝﻌﻭﻝﻤﺔ ﻭﻤﺴﺄﻝﺔ ﺍﻝﻬﻭﻴﺔ‬
‫ﺍﻝﻤﻁﻠﻭﺏ‪ :‬ﺍﻜﺘﺏ ﻤﻘﺎﻝﺔ ﻓﻠﺴﻔﻴﺔ ﺘﻌﺎﻝﺞ ﻓﻴﻬﺎ ﻤﻀﻤﻭﻥ ﺍﻝﻨﺹ‪.‬‬

‫ﺻﻔﺤﺔ ‪ 1‬ﻣﻦ ‪1‬‬

‫ا اذ و
ا ‪ -‬ﻡدة‪:‬ا
 –  ‪
% :‬م ﺕ"!ی ‪ .‬ری(ت – ) ا(ع ا‪,‬ول ( ‪0‬ری ان ‪2013‬‬

‫ﺍﻟﻨﻘﺎﻁ‬ ‫ه‪ 
  !
" #‬أن   اا دون ا  إ أي أ
م  ؟‬
‫ﻋﻨﺎﺻﺮ ﺍﻹﺟﺎﺑﺔ‬ ‫ﺍﳌﻮﺿﻮﻉ‬
‫ﺟﺰﺋﻴﺔ‬ ‫ﻣﻔﺼﻠﺔ‬
‫‪01‬‬ ‫‪ -‬ﺗﺄﻃﲑ ﺍﳌﺸﻜﻠﺔ ‪ :‬ﺍﳌﻌﺮﻓﺔ ﻻ ﺗﺴﺘﻘﻴﻢ ﺩﻭﻥ ﻣﻨﻄﻖ ‪ ...‬ﺍﳌﻨﻄﻖ ﺍﳌﺎﺩﻱ‬

‫ﻃﺮﺡ ﺍﳌﺸﻜﻠﺔ‬
‫‪01‬‬ ‫ﺇﺑﺮﺍﺯ ﺍﻟﻌﻨﺎﺩ ﺍﻟﻔﻜﺮﻱ ‪ :‬ﺍﻻﺧﺘﻼﻑ ﺣﻮﻝ ﻣﺪﻯ ﺍﳊﺎﺟﺔ ﺇﱃ ﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ؟‬
‫‪04‬‬ ‫‪01,5‬‬ ‫ﻫﻞ ﺍﻟﻔﻜﺮ ﲝﺎﺟﺔ ﺇﱃ ﺃﺣﻜﺎﻡ ﻏﲑ ﻣﺜﺒﺘﺔ ﲡﺮﻳﺒﻴﺎ ﺃﻡ ﺃﻧﻪ ﰲ ﻏﲎ ﻋﻨﻬﺎ؟‬
‫‪0,5‬‬ ‫‪ -‬ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‬
‫‪01‬‬ ‫‪ /1‬ﺍﻷﻃﺮﻭﺣﺔ‪ :‬ﺍﻟﻔﻜﺮ ﰲ ﻏﲎ ﻋﻦ ﺍﻷﺣﻜﺎﻡ ﻏﲑ ﺍﳌﺜﺒﺘﺔ ﲡﺮﻳﺒﻴﺎ‪ ،‬ﻓﻬﻮ ﳛﺘﺎﺝ ﺇﱃ ﺍﻻﺳﺘﻘﺮﺍﺀ‪.‬‬
‫‪01‬‬ ‫‪ -‬ﺍﳊﺠﺔ‪ :‬ﺩﻭﺭ ﻫﺎ ﺍﻟﺴﻠﱯ ﰲ ﺑﻨﺎﺀ ﺍﳌﻌﺮﻓﺔ ﻣﻦ ﺣﻴﺚ ﻫﻲ ﻋﻮﺍﺋﻖ ﺍﺑﺴﺘﻤﻮﻟﻮﺟﻴﺔ‪.‬‬
‫‪ -‬ﺍﻷﻣﺜﻠﺔ ﻭﺍﻷﻗﻮﺍﻝ )ﻓﺮﺍﻧﺴﻴﺲ ﺑﻴﻜﻮﻥ‪ :‬ﺗﻄﻬﲑ ﺍﻟﻌﻘﻞ ﻣﻦ ﺍﳌﻴﺘﺎﻓﻴﺰﻳﻘﻴﺎ – ﺑﺎﺷﻼﺭ‪ :‬ﺍﳌﻌﺮﻓـﺔ‬
‫‪0.5‬‬
‫‪04‬‬ ‫ﺍﻧﻔﺼﺎﻝ‪.... .‬‬
‫‪ -‬ﺍﻟﻨﻘﺪ‪ :‬ﰲ ﺍﳌﻮﻗﻒ ﺧﻠﻂ ﺑﲔ ﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ ﻛﺘﻤﺜﻼﺕ ﺫﺍﺗﻴﺔ ﻣﻦ ﺟﻬﺔ ﻭﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ‬
‫‪01‬‬
‫ﻣﻦ ﺣﻴﺚ ﻫﻲ ﺃﻭﻟﻴﺎﺕ ﻋﻘﻠﻴﺔ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ‪.‬‬
‫‪0,5‬‬ ‫‪ -‬ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‬
‫‪ /2‬ﻧﻘﻴﺾ ﺍﻷﻃﺮﻭﺣﺔ‪ :‬ﺍﻟﻔﻜﺮ ﲝﺎﺟﺔ ﺇﱃ ﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ ﻣﻦ ﺣﻴﺚ ﻫﻲ ﺃﻭﻟﻴـﺎﺕ ﻋﻘﻠﻴـﺔ‬
‫‪01‬‬ ‫)ﻣﺒﺎﺩﺉ ﺍﻟﻌﻘﻞ( ‪ +‬ﺣﺎﺟﺔ ﺍﳌﻨﻄﻖ ﺍﳌﺎﺩﻱ ﺇﱃ ﺍﳌﻔﺎﻫﻴﻢ )ﺍﳌﻨﻄﻖ ﺍﻟﺼﻮﺭﻱ( ‪ +‬ﻛﻞ ﻣﻌﺮﻓﺔ ﺳﺎﺑﻘﺔ‬

‫ﳏﺎﻭﻟﺔ ﺣﻞ ﺍﳌﺸﻜﻠﺔ‬
‫ﻓﻬﻲ ﺣﻜﻢ ﻣﺴﺒﻖ ﻟﻠﻤﻌﺮﻓﺔ ﺍﳉﺪﻳﺪﺓ‪.‬‬
‫‪04‬‬
‫‪-‬ﺍﳊﺠﺔ‪ :‬ﺍﳌﻌﺮﻓﺔ ﻻ ﺗﻘﻮﻡ ﳍﺎ ﻗﺎﺋﻤﺔ ﺇﻻ ﻣﱴ ﺍﻧﺴﺠﻤﺖ ﻣﻊ ﻫﺬﻩ ﺍﻷﻭﻟﻴﺎﺕ‬
‫ﺃﳘﻴﺔ ﻣﺒﺪﺃ ﺍﻟﺴﺒﺒﻴﺔ * ﻣﺒﺪﺃ ﺍﳊﺘﻤﻴﺔ * ﻣﺒﺪﺃ ﺍﻃﺮﺍﺩ ﺍﳊﻮﺍﺩﺙ‬
‫‪01‬‬
‫‪0.5‬‬ ‫‪ -‬ﺍﻷﻣﺜﻠﺔ ﻭﺍﻷﻗﻮﺍﻝ‬
‫‪ -‬ﺍﻟﻨﻘﺪ‪ :‬ﺃﻳﺎ ﻛﺎﻧﺖ ﺃﳘﻴﺔ ﻫﺬﻩ ﺍﳌﺒﺎﺩﺉ ‪ ،‬ﻓﺈﻧﻪ ﻻ ﳝﻜﻦ ﺃﺧﺬﻫﺎ ﻋﻠﻰ ﺃﺳﺎﺱ ﺃ‪‬ـﺎ ﻣﻘـﻮﻻﺕ‬
‫‪01‬‬
‫ﻣﻄﻠﻘﺔ )ﺗﻐﲑ ﻣﻔﻬﻮﻡ ﻣﺒﺪﺃﻱ ﺍﻟﺴﺒﺒﻴﺔ ﻣﻦ "ﺃﺭﺳﻄﻮ ﺇﱃ ﺑﻴﻜﻮﻥ "‪ .‬ﺍﳊﺘﻤﻴﺔ ﺇﱃ ﺍﻟﻼﺣﺘﻤﻴﺔ (‬
‫‪0,5‬‬ ‫‪ -‬ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‬
‫‪ /3‬ﺍﻟﺘﺮﻛﻴﺐ‪ - :‬ﺿﺮﻭﺭﺓ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ ﺍﻟﱵ ﻫﻲ ﻋﻮﺍﺋﻖ ﳚﺐ ﲣﻄﻴﻬﺎ‪ ،‬ﻭﺗﻠﻚ‬
‫‪02‬‬
‫ﺍﻟﱵ ﻫﻲ ﻣﺒﺎﺩﺉ ﻋﻘﻠﻴﺔ ﳚﺐ ﺍﻷﺧﺬ ‪‬ﺎ ﺑﻌﺪ ‪‬ﺬﻳﺒﻬﺎ‪.‬‬
‫‪04‬‬ ‫‪01‬‬ ‫ﺇﺑﺮﺍﺯ ﺍﻟﺮﺃﻱ ﺍﻟﺸﺨﺼﻲ ﻭﺗﱪﻳﺮﻩ‬
‫‪01‬‬ ‫ﺍﻷﻗﻮﺍﻝ ﻭﺍﻷﻣﺜﻠﺔ‬
‫‪01‬‬ ‫‪ -‬ﻭﺟﻮﺏ ﺍﳊﺬﺭ ﰲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﺣﻜﺎﻡ ﺍﳌﺴﺒﻘﺔ‪ ،‬ﻭﺍﻷﺧﺬ ﲟﺎ ﻳﻨﺎﺳﺐ ﺍﻟﺒﺤﺚ ﺍﻟﻌﻠﻤﻲ‪.‬‬
‫‪01‬‬ ‫‪ -‬ﺍﻧﺴﺠﺎﻡ ﺍﳋﺎﲤﺔ ﻣﻊ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺣﻞ ﺍﳌﺸﻜﻠﺔ‬

‫‪04‬‬ ‫‪01‬‬ ‫‪ -‬ﻣﺪﻯ ﺗﻨﺎﺳﻖ ﺍﳊﻞ ﻣﻊ ﻣﻨﻄﻮﻕ ﺍﳌﺸﻜﻠﺔ‬

‫‪0,5‬‬ ‫‪ -‬ﺍﻷﻣﺜﻠﺔ ﻭﺍﻷﻗﻮﺍﻝ‬
‫‪0,5‬‬ ‫‪ -‬ﺳﻼﻣﺔ ﺍﻟﻠﻐﺔ‬
‫‪20‬‬ ‫ﺍ‪‬ﻤﻮﻉ‬

‫ ‪3  1‬‬
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‫ا‪9‬ور‬
‫>= ‬ ‫ﻡ<
‬ ‫‪ !:%‬ا ‬
‫ا"&ع ا) ﻥ'‪ :‬دا‪ D% 5E‬ه‪ AB‬ا‪!@,‬وﺡ ا=
‪ :‬أن ﻥ=‪ F‬ا
م ا"!ی ﻥ ‪.‬‬
‫‪01‬‬ ‫‪ : +,-."/‬ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺘﺘﺨﺫ ﻤﻥ ﻅﻭﺍﻫﺭ ﺍﻝﻁﺒﻴﻌﺔ ﺍﻝﻤﺎﺩﻴﺔ ﻤﻭﻀﻭﻋﺎ ﻝﻬـﺎ‬
‫ﻭﻤﻥ ﺍﻝﻤﻨﻬﺞ ﺍﻝﺘﺠﺭﻴﺒﻲ ﺃﺴﻠﻭﺒﺎ ﻝﺘﺤﻠﻴﻠﻬﺎ ﻭﺘﻔﺴﻴﺭﻫﺎ‪.‬‬

‫@!ح ا‪
0H‬‬
‫‪04‬‬
‫‪01‬‬ ‫‪ -‬ا
ة ا‪ : 34 5‬ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ ﺜﺎﺒﺘﺔ ﻭﺼﺎﺩﻗﺔ ﺼﺩﻗﺎ ﻤﻁﻠﻘﺎ‬
‫‪01‬‬ ‫‪ -‬ا
ة ا" ‪ : 6‬ﺍﻝﻘﻭﺍﻨﻴﻥ ﺍﻝﻌﻠﻤﻴﺔ ﻤﺘﻐﻴﺭﺓ ﻭﻨﺴﺒﻴﺔ‬
‫‪0.5‬‬ ‫‪ -‬آ‪ !
" =-‬ا‪ <+‬ع ;! ه‪ 9:‬ا‪78‬و ؟‬
‫‪0,5‬‬ ‫‪ -‬ﺱ? ا ‪A‬‬
‫‪,; /1‬ض ‪ ,‬ا‪78‬و‪ ,‬ﻴﺭﻯ ﺒﻌﺽ ﻓﻼﺴﻔﺔ ﺍﻝﻌﻠﻡ) ﺃﻨﺼﺎﺭ ﺍﻝﻼﺤﺘﻤﻴﺔ(‬
‫‪01‬‬
‫ﺃﻥ ﻨﺘﺎﺌﺞ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﻏﻴﺭ ﻴﻘﻴﻨﻴﺔ ﻴﻘﻴﻨﺎ ﻤﻁﻠﻘﺎ ‪.‬‬
‫‪04‬‬ ‫ا!هـــــــــ ‪:‬‬ ‫‪-‬‬
‫ﺍﻝﻅﻭﺍﻫﺭ ﺍﻝﻁﺒﻴﻌﻴﺔ ﻴﻌﺘﺭﻴﻬﺎ ﺍﻝﺘﻐﻴﺭ ﻭﺍﻝﺘﺒﺩل ﻭﻫﻭ ﻤﺎ ﻴﻨﻌﻜﺱ ﻋﻠﻰ‬ ‫‪-‬‬
‫ﺍﻝﻨﺘﺎﺌﺞ‬
‫‪02‬‬ ‫ﻨﺘﺎﺌﺞ ﺍﻻﺴﺘﻘﺭﺍﺀ ﺍﺤﺘﻤﺎﻝﻴﺔ ﻭﻝﻴﺴﺕ ﻴﻘﻴﻨﻴﺔ ‪.‬‬ ‫‪-‬‬
‫ﺍﻝﺘﺴﻠﻴﻡ ﺒﻤﻘﺩﻤﺎﺕ ﻏﻴﺭ ﻤﺜﺒﺘﺔ ﻋﻠﻤﻴﺎ‬ ‫‪-‬‬
‫ﻗﺼﻭﺭ ﺃﺩﻭﺍﺕ ﺍﻝﺒﺎﺤﺙ‬ ‫‪-‬‬
‫ﺍﻋﺘﻤﺎﺩ ﺍﻝﺘﺠﺭﺒﺔ ﺒﻤﻌﻨﺎﻫﺎ ﺍﻝﻀﻴﻕ ﻋﻠﻰ ﻤﺨﺘﻠﻑ ﺍﻝﻤﻭﺍﻀﻴﻊ‬ ‫‪-‬‬

‫ﻡ‪9‬و ﺡ‪ L‬ا‪
0H‬‬
‫‪0,5‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪01‬‬ ‫‪ /2‬ا‪ET‬ع ‪ D%‬ا‪!@,‬وﺡ ‪ -‬ا!وح ا
 ﺕ‪ WE‬ﻡ‪ 5‬ا!ات ا‪. V‬‬
‫‪: <U F"9‬‬
‫‪01‬‬ ‫‪ -‬ا‪V‬ر ا! 

‪.‬‬
‫‪04‬‬ ‫‪01‬‬ ‫‪ -‬ﻡ‪B‬اه‪ 
E Z‬ﻡ‪ XY‬ﺕ‪Y‬ی‪ TX‬ا‪!@,‬وﺡ‪) : X‬ﺍﻝﻔﻴﺯﻴﺎﺌﻲ ﺍﻷﻝﻤـﺎﻨﻲ ﻫـﺎﻴﺯﻨﺒﺭﻍ ‪:‬‬
‫"ﺍﻝﻭﺜﻭﻕ ﺍﻝﺤﺘﻤﻲ ﻜﺎﻥ ﻭﻫﻤﺎ"(‬
‫‪01‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪!% /3‬ض ﻡ‪ [V‬ا‪<U‬م‪:‬‬
‫‪01‬‬ ‫أ‪ -‬ﻡ‪ : ]VX‬ﻨﺘﺎﺌﺞ ﺍﻝﻌﻠﻭﻡ ﺍﻝﺘﺠﺭﻴﺒﻴﺔ ﺩﻗﻴﻘﺔ ﻭﻗﻭﺍﻨﻴﻨﻬـﺎ ﻤﻁﻠﻘـﺔ ﺏ‪;+,‬ى أﻥ‪ ,.‬‬
‫‪04‬‬
‫‪H‬ﺱ ;  ‪+‬أ ا‪... -"G‬‬
‫‪01‬‬ ‫ب‪ -‬ﻥ‪ T‬ﻡ‪ ]V‬ﻡ‪ D‬ﺡ_ ا‪ :L0H‬ا!‪ E‬ا
 ﺕ`‪ 6‬ا ‪.‬‬
‫‪01‬‬ ‫ـ ‪ -‬ﻥ‪ T‬ﻡ‪ ]V‬ﻡ‪ D‬ﺡ_ ا`ن‪ :‬ﺘﺭﺍﺠﻊ ﻤﺒﺩﺃ ﺍﻝﺤﺘﻤﻴﺔ‪.‬‬
‫‪0.5‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪0.5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪01.5‬‬ ‫‪ 
P -‬ا‪ET
 NP‬ع ‪ a%‬و ا‪,‬ﺥ‪a B‬‬
‫ﺡ‪ L‬ا‪
0H‬‬

‫‪01‬‬ ‫‪ -‬اﻥ"م ا‪U‬ﺕ ﻡ‪ 5‬ا‪L

9‬‬
‫‪04‬‬
‫‪01‬‬ ‫‪ -‬ﻡ‪T‬ى ﺕ[ ا‪ L9‬ﻡ‪ 5‬ﻡ‪V‬ق ا‪
0H‬‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪20‬‬ ‫ا"ع‬

‫ ‪3  2‬‬
‫ﺕ‪ 5‬ا اذ و
ا ‪ -‬ﻡدة‪:‬ا
 –  ‪
% :‬م ﺕ"!ی ‪ .‬ری(ت – ) ا(ع ا‪0 ( _8‬ری ان ‪2013‬‬

‫اط‬
‫ا‪9‬ور‬
‫>= ‬ ‫ﻡ<
‬ ‫‪ !:%‬ا ‬
‫ا(ع ا‪ :_8‬ﻥ‪ / 6
E e‬ﻡ‪ T% T9‬ا"!ي‬
‫‪01‬‬ ‫‪ -‬ﺕع أ‪:‬ف ا‪ ...
g,‬ﻡ‪ D‬أ!زه ا‪
0H‬و ا‪ 0‬‬

‫@!ح ا‪
0H‬‬
‫‪01‬‬ ‫‪ -‬ارة إ‪ W‬ا‪ 6E 
U‬ال ا]ﻡ‪.D‬‬
‫‪04‬‬ ‫‪ -‬ه‪ L‬هك ﺕﺙ‪ D L‬ا‪
0H‬و ا‪ 0‬؟ ه‪ 6E L‬ﻡ‪T‬ورﻥ ا‪TU‬ام ا‪
0H‬و ا‪ 0‬‬
‫‪1,5‬‬
‫‪ W‬واﺡ‪ T‬أم ی‪ D0‬أن ﻥ"‪E T‬ارق ]؟‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪ ( /1‬ا‪ NP‬ﻡ`ﻥ‪:‬ی!‪: nE‬ﺡ‪ Z‬ا‪ e‬ا‪TUo‬ام ا‪T‬اول ا‪B‬ي یﺙ‪D L‬‬
‫‪02‬‬
‫ا‪
0H‬و ا‪ 0‬و‪ o 6‬ی"ز ا‪TU‬ام إﺡ‪T‬اه ﻡم ا‪,‬ﺥ!ﻯ ‪.‬‬
‫‪04‬‬ ‫‪ XXX( -‬ا‪gXXXo :R0XXX NXXXP‬س ‪XXX‬رات ا‪ RXXXE "eXXX‬ی‪ !XXXr ...]
XXX‬ﻡ‪WXXX‬‬
‫‪01.5‬‬
‫ا‪"
0H‬‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪XX‬ن ا‪: XX"9‬ﻡ`‪XX‬ﻥ‪ :‬ارﻥ‪ DXX XX‬ا‪
0XXH‬و ا‪XX 0XX‬ن أن ‪ LXX0‬ﻡ]‪ XX‬ﻡ"]‪XX‬‬
‫وﺥ<=<] ‪.‬‬
‫‪02‬‬ ‫‪ ( -‬ﻡ"ل وﺥ<=‪ e‬ا‪
0H‬ﻡ‪ D‬ﺡ_ أﻥ] ﺕ
[ ا‪ 5P‬ا(‪ 6%‬و ﺕ‪ L‬ا‪.L9‬‬

‫ﻡ‪9‬و ﺡ‪ L‬ا‪
0H‬‬
‫‪ ( -‬ﻡ"ل و ﺥ<‪ e=X‬ا‪ 0X‬ﻡ‪ DX‬ﺡ‪ _X‬ه‪ 6X‬ﻡ‪s‬ﻡ‪XPR% X‬ت ‪R0XH‬ت ﻡ!ا‪o XV‬‬
‫ﺕ‪ L‬ﺡ‪ R‬ﻡ!دا ‪.‬‬
‫‪ -‬ن ا‪:R0 "9‬‬
‫‪04‬‬ ‫‪01‬‬
‫‪ -‬ا‪go‬س رات ا‪ " :e‬وا!ق ] ‪T%‬ﻥ‪ 6E 0E " ،"...‬ا‪RV:o‬ح ‪"..‬‬
‫‪0,5‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪ /3‬ﻥ‪ T‬وﺕ ‪:‬‬
‫‪01‬‬ ‫‪ -‬و‪: [E‬ﺡ‪ Z‬ا‪ 6E e‬ا> ‪ D‬ا]ﻡ‪ 5( D‬ﺡ‪ 
U
 T‬ا‪ 6E 5=H‬ا‪,‬وط‬
‫‪04‬‬ ‫ا‪ o D0 . 8‬ی‪ 6Q‬أن ی] ﻡ‪ D‬ذ‪ u‬أن ﺙ ‪.] R<E‬‬
‫‪01‬‬ ‫‪ -‬ﺡ" ‪:‬ﺡ‪ Z‬ا‪ e‬ﻡ ﻡ‪ D‬اﺡ ا]" ‪.‬‬
‫‪01.5‬‬ ‫‪ -‬إ!از ا!أي ا‪ 6<UH‬و ﺕ‪av‬‬
‫‪0,5‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪01‬‬ ‫‪ -‬ا‪v‬آ‪!( W
% T‬ورة ا> ‪ D‬ا‪
0H‬و ا‪. 0‬‬

‫‪04‬‬
‫‪01‬‬ ‫‪ -‬اﻥ"م ا‪U‬ﺕ ﻡ‪ 5‬ا‪L
9‬‬ ‫ﺡ‪ L‬ا‪
0H‬‬
‫‪01‬‬ ‫‪ -‬ﻡ‪T‬ى ﺕ[ ا‪ L9‬ﻡ‪ 5‬ﻡ‪V‬ق ا‪
0H‬‬
‫‪0,5‬‬ ‫‪ -‬ﺕ‪ NO‬ا‪,‬ﻡ‪
8‬و ا‪P,‬ال‬
‫‪0,5‬‬ ‫‪R -‬ﻡ ا
‪ Q‬‬
‫‪20‬‬ ‫ا"ع‬

‫ ‪3  3‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
2013 ‫ ﺠﻭﺍﻥ‬:‫ﺩﻭﺭﺓ‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ ﺗﺴﻴﲑ ﻭﺍﻗﺘﺼﺎﺩ‬،‫ ﺗﻘﲏ ﺭﻳﺎﺿﻲ‬،‫ ﺭﻳﺎﺿﻴﺎﺕ‬،‫ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬: ‫ﺍﻟﺸﻌﺐ‬
‫ ﺩ‬30 ‫ ﺳﺎ ﻭ‬02 :‫ﺍﳌﺪﺓ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬: ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‬
:‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬

La célébration d’un anniversaire est un moment de joie, de partage. A cette occasion, on

glorifie la naissance et les parents d’un être dont c’est l’anniversaire.
Ces célébrations, comme les mariages, les fêtes de fin d’années ou encore les fêtes religieuses,
sont l’occasion de rassembler ceux que l’on perd vite de vue pendant l’année. Pour parvenir à s’extirper
du quotidien, il est pratique de fixer un jour dans l’année. Un anniversaire est donc un point de repère
utile pour rassembler des amis ou des membres de sa famille.
Pour les âmes généreuses, l’anniversaire est aussi une occasion d’exprimer son affection en
offrant, en plus des petites attentions quotidiennes, des présents de valeur.
Enfin, un anniversaire marque également une nouvelle année de maturité. Chaque cycle
supplémentaire de 365 jours nous apporte son lot d’expériences enrichissantes.
Cependant, fêter un anniversaire n’est-il pas hypocrite ? Pourquoi profiter d’une date précise
pour avouer aux êtres aimés les sentiments qu’on leur porte ? Avec l’arrivée des réseaux sociaux par
exemple, on peut se demander à quel point les « joyeux anniversaires » reçus sont sincères. Il suffit de
voir tous les commentaires reçus sur nos « murs facebook » de la part d’amis que l’on n’a pas revus
depuis dix ans et qui font le simple effort de cliquer sur un bouton car le système les a généreusement
prévenus !
Et puis, il y a un truc vraiment pesant lors des anniversaires, c’est de se sentir obligé de
trouver un cadeau ! Comme si le fait de célébrer l’anniversaire ne suffisait pas… C’est vraiment un
gaspillage d’argent et de cadeaux inutiles ! On a même conçu sur le web des sites Internet pour refiler les
cadeaux qui ne nous plaisaient pas !
Que penser ensuite de ceux qui organisent des soirées pour fêter leurs anniversaires ? Il est
vraiment dommage qu’un événement censé rassembler des gens que l’on apprécie pour vivre des
moments mémorables se transforme parfois en événement insignifiant et vite oublié!
Enfin, souhaiter un anniversaire, c’est entretenir la nostalgie du temps qui passe, c’est
compter les années passées alors qu’il faudrait se tourner vers le futur !

D'après Jean-Philippe le 31 juillet 2010

dans Article invité Site : Révolution personnelle

4 ‫ ﻣﻦ‬1 ‫ﺻﻔﺤﺔ‬
 QUESTIONS
I. COMPREHENSION : (14 points)
1. L’auteur de ce texte est :
• un éducateur
• un romancier
• un journaliste
Recopiez la bonne réponse.
2. L’auteur s’implique nettement dans ce texte.
Relevez dans ce texte 4 indices qui le montrent.
3. Relevez dans le texte 4 types de célébration cités par l'auteur.
4. « En cette occasion, on glorifie la naissance ...».
Qui est désigné par "on" dans cette phrase?
5. « ... sentiments qu'on leur porte.» paragraphe 5.
« ....... les a généreusement prévenus » paragraphe 5.
A quelles personnes renvoient les 2 pronoms "leur" , " les" ?
6. En vous aidant du texte, classez les expressions suivantes :
réunion des proches – obligation d'offrir – retombée dans l'oubli – fuite de la monotonie
– manque de sincérité – expression d'un amour.
Pour la célébration : …………….… , ……………, ……………..
Contre la célébration : ……………….. , …………….., ………..…..
7. « Il faudrait se tourner vers le futur ».
Le conditionnel dans cette phrase exprime :
• Un regret
• Une hypothèse
• Un souhait
Recopiez la bonne réponse.
8. Parmi ces 4 propositions, 2 seulement sont en relation avec les idées du texte. Recopiez-les.
• Chaque anniversaire montre qu'on a muri.
• Chaque anniversaire nous incite à plus de dépenses.
• On n'attend pas la fête pour exprimer nos sentiments.
• On ne se sent pas obligé d'offrir des cadeaux.
9. L’auteur est-il pour ou contre la célébration des anniversaires?
Justifiez votre réponse en relevant une phrase du texte.
10. Donnez un titre à ce texte.
II. PRODUCTION ECRITE : (6 points)
Traitez un seul sujet au choix.
1. Dans le cadre d'un débat sur l'utilité ou non de célébrer une fête quelconque, rédigez le compte
rendu objectif de ce texte (environ 100 mots) que vous ferez paraître dans le journal de votre
établissement dont vous êtes un des rédacteurs.
2. Dans un forum Internet, vous intervenez sur la question : « Fêter un anniversaire n'est-il pas
hypocrite ou inutile? »
En tant que membre d’une association intitulée : « Pour une culture nationale », quelle est votre
position sur ce sujet ?
Rédigez un texte argumentatif d’une quinzaine de lignes (environ 150 mots) dans lequel vous
présenterez vos arguments étayés d’exemples précis.

4 ‫ ﻣﻦ‬2 ‫ﺻﻔﺤﺔ‬
 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬

Yougourtha, fils du Maghreb

Orphelin de bonne heure, Yougourtha fut élevé à la cour de Miscipsa, son oncle. Dès sa prime
jeunesse, il frappa les esprits par ses dons exceptionnels.

Salluste nous le présente ainsi : "Yougourtha, remarquable par sa force, par sa beauté, et surtout par
l’énergie de son caractère, ne se laissa point corrompre par le luxe et la mollesse. Il s’adonnait à tous les
exercices en usage dans son pays, montait à cheval, lançait le javelot, disputait le prix de la course aux
1
jeunes gens de son âge ; et, bien qu’il eût la gloire de les surpasser tous, tous le chérissaient . A la chasse
qui occupait une grande partie de son temps, toujours des premiers à frapper le lion et d’autres bêtes
féroces, il en faisait plus que tout autre, et c’était de lui qu’il parlait le moins."

Qu’à de si brillantes qualités il joignit la modestie, c’est là un fait rare.

Le roi parut d’abord flatté d’avoir un neveu si brillant. Mais, de l’admiration il passa vite à
l’inquiétude. Après sa mort, que ferait Yougourtha ? N’allait-il pas tenter de s’emparer du trône au
détriment de ses cousins ?

En outre, il était à craindre que Rome ne prit ombrage de la popularité de Yougourtha qui
apparaissait comme l’espoir du mouvement national.

L’idée vint donc au roi de se débarrasser d’un prince aussi gênant. Mais comment faire ? Par
l’assassinat ? Le peuple indigné se révolterait. Il fallait donc songer à un autre moyen. Comptant sur les
hasards et les périls de la guerre, Miscipsa confia à Yougourtha le contingent d’auxiliaires que Rome
venait de réclamer pour le siège de Numance, en Espagne.
2
Yougourtha ne devait pas être dupe d’un tel calcul. Dominant sa répulsion pour ce genre de
besogne, il partit avec un plan dans sa tête. Il allait, là bas, s’appliquer à étudier et à connaître le caractère
et la tactique des romains comme s’il se préparait déjà à les combattre.

En Espagne, il ne tarda point à se tailler une belle renommée par son énergie, son activité
infatigable, sa modestie et sa valeur au combat. Scipion Emilien, chef de l’armée romaine, avait une
confiance absolue en lui. Sans doute, retrouvait-il en lui l’image du grand Massinissa. Pour toute
opération délicate et périlleuse, on faisait appel à Yougourtha qui, volant de victoire en victoire, devint la
terreur et l’idole des romains.
M. Chérif SAHLI,
« Le message de Yougourtha »
1
chérissaient=aimaient.
2
répulsion=dégoût.

4 ‫ ﻣﻦ‬3 ‫ﺻﻔﺤﺔ‬
 QUESTIONS
I. COMPREHENSION : (14 points)
1. L’auteur de ce texte est :
• un journaliste
• un romancier
• un historien.
Recopiez la bonne réponse.
2. Relevez dans le texte 4 termes ou expressions qui renvoient à « roi ».
3. Relevez dans le texte 4 sports pratiqués par Yougourtha.
4. Yougourtha est modeste. Quelle est dans le texte la proposition qui exprime cette idée ?
5. Miscipsa veut se débarrasser de Yougourtha.
• il veut le tuer
• il veut le mettre en prison
• il veut l’envoyer à la guerre.
Recopiez la bonne réponse.
6. Yougourtha accepte de combattre pour les romains :
• pour montrer qu’il aime les romains.
• pour faire plaisir à son oncle.
• pour étudier les stratégies guerrières.
Recopiez la bonne réponse.
7. "Le peuple se révolterait…….."
Le conditionnel est employé ici pour exprimer :
• une éventualité
• un souhait
• un regret
Recopiez la bonne réponse.
8. - "Bien qu'il eût la gloire de les surpasser " paragraphe 2
- "Tous le chérissaient" paragraphe 2
- "… se préparait déjà à les combattre ... " paragraphe 7
A qui renvoient les pronoms " les", "le ", et "les" ?
9. Yougourtha a compris que son oncle voulait l’éloigner.
Quelle phrase du texte le montre?
10. Proposez un autre titre à ce texte.

II. PRODUCTION ECRITE : (6 points)

Traitez un seul sujet au choix.
1. Vous êtes membre de l’association culturelle de votre lycée.
Pour la rubrique « Nos héros » de votre journal scolaire, faîtes connaître Yougourtha à vos
camarades en rédigeant en 100 mots le compte rendu objectif de ce texte.
2. Beaucoup de jeunes sont tombés au champ d’honneur durant la guerre de libération.
Dans votre village, les anciens ne cessent de vous raconter les faits héroïques de l’un d’eux.
Faites connaître un de ces héros de la révolution en le présentant brièvement et en racontant un de
ses exploits.
Votre texte paraîtra dans le journal du lycée dans la rubrique « Des hommes et des faits ».

4 ‫ ﻣﻦ‬4 ‫ﺻﻔﺤﺔ‬
 2013 ‫ ﺟﻮﺍﻥ‬: ‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﻭﺳﻠﻢ ﺍﻟﺘﻨﻘﻴﻂ ﳌﻮﺿﻮﻉ ﺍﻣﺘﺤﺎﻥ ﺷﻬﺎﺩﺓ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﺎ ﺩﻭﺭﺓ‬
‫ ﺩ‬30 ‫ ﺳﺎ‬02 : ‫ﺍﳌﺪﺓ‬ ‫ ﺍ ﺕ‬+ ‫ ﺕ ﺭ‬+ ‫ ﺭ‬+ ‫ ﻉ ﺕ‬: ‫ﺍﻟﺸﻌﺒﺔ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬: ‫ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ‬
‫ﺍﻝﻌﻼﻤﺔ‬
(LA CELEBRATION : ‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻻﻭل‬
‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬
I. COMPREHENSION : (14 points)
1 1 1. journaliste
2. indices de 1ère personne (nous – nos ) + modalisations (généreuses – enrichissantes
1 0.25x4 – généreusement – pesant – vraiment – inutiles – dommage – insignifiant –
mémorables )
1 0.25x4 3. les mariages / les fêtes de fin d'années / les fêtes religieuses / les anniversaire.
1.5 1.5 4. on = nous – amis – parents – proches – famille – les gens – tout le monde.
2 1+1 5. leur = les êtres aimés – les = amis
6. pour : réunion des proches / fuite de la monotonie / expression d'un amour.
1.5 0.25x 6 contre : obligation d'offrir / retombée dans l'oubli / manque de sincérité.

1 1 7. souhait.

2 1+1 8. chaque anniversaire montre qu'on a muri.

chaque anniversaire nous incite à plus de dépenses.
9. contre.
1.5 0.5 + 1 Justification : - fêter un anniversaire n'est –il pas hypocrite ?
- c’est vraiment un gaspillage d’argent et de cadeaux inutiles.
* accepter : « pourquoi faut-il attendre ? »
1.5 1.5 10. Accepter tout titre en relation avec la problématique du texte (pour et contre les
célébrations)

‫ﺍﻟﻌﻼﻣﺔ‬ (YOUGOURTHA : ‫ﻋﻨﺎﺼﺭ ﺍﻻﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬

‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ I. COMPREHENSION : (14 points)
1.5 1.5 1. un historien

1 0.25 x 4 2. la cour – le trône – un prince – le luxe – un prince.

3. monter à cheval (l’équitation) – lancer le javelot (athlétisme) – la course – la
1 0.25 x 4
chasse.
1.5 1.5 4. c’était de lui qu’il parlait le moins.

1.5 1.5 5. il veut l’envoyer à la guerre.

1.5 1.5 6. pour étudier les stratégies guerrières.

1.5 1.5 7. une éventualité.

1.5 0.5 x 3 8. les = jeunes gens de son âge. le = Yougourtha. les = les romains.

1.5 1.5 9. Yougourtha ne devait pas être dupe d’un tel calcul.
10. Accepter tout titre en relation avec la problématique du texte (les qualités de
1.5 1.5
Yougourtha: un guerrier redoutable – un prince extraordinaire etc).

2 ‫ ﻣﻦ‬1 ‫ﺻﻔﺤﺔ‬
 2013 ‫ ﺟﻮﺍﻥ‬: ‫ﺗﺎﺑﻊ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﺍﻷﺻﻞ ﳌﻮﺿﻮﻉ ﺍﻣﺘﺤﺎﻥ ﺷﻬﺎﺩﺓ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﺎ ﺩﻭﺭﺓ‬
‫ ﺩ‬30 ‫ ﺳﺎ‬02 : ‫ﺍﳌﺪﺓ‬ ‫ ﺍ ﺕ‬+ ‫ ﺕ ﺭ‬+ ‫ ﺭ‬+ ‫ ﻉ ﺕ‬: ‫ﺍﻟﺸﻌﺒﺔ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻟﻔﺮﻧﺴﻴﺔ‬: ‫ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ‬

II. PRODUCTION ECRITE (6 points)

Sujet 1 (COMPTE RENDU)
1. Organisation de la production
-- Présentation du texte (mise en page) 0.25
-- Présence de titre et de sous titres 0.25
-- Cohérence du texte 0.25 x 4
- Progression des informations
- absence de répétitions
- absence de contre sens
- emploi de connecteurs
-- structure adéquate (accroche – résumé - commentaire) 0.5
TOTAL 02
2. Planification de la production
-- Choix énonciatif en relation avec la consigne 1
-- Choix des informations (sélection des informations essentielles) 1
TOTAL
02

3. Utilisation de la langue de façon appropriée

-- Correction des phrases au plan syntaxique 1
-- Adéquation du lexique à la thématique
0.25
-- Utilisation adéquate des signes de ponctuation
-- Emploi correct des temps et des modes 0.25
-- Orthographe (pas plus de 10 fautes pour un texte de 150 mots environ) 0.25
0.25
TOTAL 02

Sujet 2 (ESSAI)
1. Organisation de la production
-- Présentation du texte (mise en page selon le type d’écrit demandé) 0.25
-- Cohérence du texte
- Progression des informations
- absence de répétitions 0.25 x 4
- absence de contre sens
- emploi de connecteurs 0.25 x 3
-- structure adéquate (introduction – développement – conclusion)
TOTAL 02
2. Planification de la production
-- Choix énonciatif en relation avec la consigne 1
-- Choix des informations (originalité et pertinence des idées) 1
02
3. Utilisation de la langue de façon appropriée
-- Correction des phrases au plan syntaxique 1
-- Adéquation du lexique à la thématique 0.25
-- Utilisation adéquate des signes de ponctuation
0.25
-- Emploi correct des temps et des modes
0.25
-- Orthographe (pas plus de 10 fautes pour un texte de 150 mots environ)
0.25
TOTAL 02

2 ‫ ﻣﻦ‬2 ‫ﺻﻔﺤﺔ‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
2013 ‫ ﺟﻮﺍﻥ‬:‫ﺩﻭﺭﺓ‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ ﺗﺴﻴﲑ ﻭ ﺍﻗﺘﺼﺎﺩ‬،‫ ﺗﻘﲏ ﺭﻳﺎﺿﻲ‬،‫ ﺭﻳﺎﺿﻴﺎﺕ‬،‫ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬:‫ﺍﻟﺸﻌﺐ‬
‫ ﺩ‬30 ‫ ﺳﺎ ﻭ‬02: ‫ﺍﳌﺪﺓ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‬:‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‬
:‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‬
‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
PART ONE: Reading (15 points)
A. Comprehension (08 points)
Read the text carefully then do the following activities.
An estimated 158 million children aged 5-14 are engaged in child labour- one in six children in the
world. Millions of children are engaged in hazardous situations or conditions such as working in mines,
working with chemicals and pesticides in agriculture or working with dangerous machinery. They are
everywhere but invisible: toiling as domestic servants in homes, labouring behind the walls of workshops,
hidden from view in plantations…
In Sub-Saharan Africa, one child in three is engaged in child labour, representing 69 million children.
In South Asia, another 44 million are at work.
Children living in the poorest households and in rural areas are most likely to be engaged in child
labour. Those burdened with household chores are girls. Millions of girls who work as domestic servants
are especially vulnerable to exploitation and abuse.
The UNICEF often interferes with children's education. Ensuring that all children go to school and
that their education is of good quality, is a key to preventing child labour.
Adapted from "UNICEF,Social Media".
1. Circle the letter which corresponds to the right answer.
The text is: a. descriptive. b. expository. c. prescriptive.
2. Write the letter which corresponds to the right answer.
A. ……….. children are engaged in child labour in the world.
a. One out of six b. Fifty eight million c. Sixty nine million
B. Some African and Asian children are working in ……….
a. fair conditions. b. unsafe conditions. c. legal conditions.
C. Girls in rural areas are ……….. boys.
a. less exploited than b. as exploited as c. much more exploited than
D. The UNICEF is an institution which………..
a. encourages child labour. b. protects children from child labour.
c. prevents children's education.
3. Answer the following questions according to the text.
a. Mention three tasks children are forced to do.
b. In which continents are children engaged in child labour?
c. How can we fight child labour?
4. Choose the general idea of the text.
a. Children are exploited in labour in some parts of the world.
b. Millions of children are deprived of protection and health care.
c. Children are suffering from conflicts and wars.
5. Who or what do the underlined words refer to in the text?
a. they (§1) b. who (§3)

4 ‫ ﻤﻥ‬1 ‫ﺼﻔﺤﺔ‬
B. Text Exploration (07 points)
1. Find in the text words that are closest in meaning to the following.
a. risky (§1) b. answer (§4)
2. Complete the chart as shown in the example.
verb noun adjective
to labour labour labouring
to engage …………. …………...
………….. abuse …………
………… …………. preventive

3. Rewrite sentence (b) so that it means the same as sentence (a).

1. a. Some café owners exploit children as waiters for a miserable pay.
b. Children …………………………………………………………..
2. a. Children do most of the hard work. They are badly paid.
b. Although……………………………………………….
3. a. Governments should protect children from exploitation.
b. It's high time …………………………………………..
4. Classify the following words according to the number of their syllables.
domestic - children - labour - work

one syllable two syllables three syllables

5. Fill in the gaps with words from the list.

illegal - poverty - due - think
Child labour is a worldwide issue. It is …(1)… to overpopulation, unemployment and
especially to …(2).... Parents have to send their children doing …(3)… works rather than
studying. If they …(4)… that this brings them happiness they are mistaken.

PART TWO: Written Expression (05 points)

Choose ONE of the following topics.
Topic one:
Using the following notes, write a composition of 120 to 150 words on:
the causes of child labour all over the world.
- poverty / illiterate parents
- lack of motivation for schooling
- no protection nor care from families and institutions
- exploitation by rich owners.

Topic two:
Write a composition of 120 to 150 words on the following:
How can advertising be beneficial to the consumer? Illustrate your arguments with examples.

4 ‫ ﻤﻥ‬2 ‫ﺼﻔﺤﺔ‬
 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬

PART ONE: Reading (15 points)

A. Comprehension (08 points)
Read the text carefully then do the following activities.

The Hubble space telescope is a deep space imager used by NASA to explore space. It collects light,
magnifies images and gives astronomers the most detailed images unknown to man. Hubble has been at
work since April 25, 1990, and celebrated its 20th anniversary in orbit on April 24, 2010.
Twenty years in service, and still being the leading source for space news, says a lot about Hubble's
overall longevity and productiveness. Over 6000 scientific articles have been published based on Hubble
data with some of its discoveries being so significant that NASA would have needed multiple satellite
missions to accomplish the same results. Its importance to me is based on my lifelong interest in
astronomy, and the galaxy where we live in.

Its importance to others, such as NASA and astronomers around the world, is due to the fact that
Hubble is currently the leading source for new information and ground-breaking discoveries when it
comes to deep space. But, after a stalled launch in 1985, five repair missions since its beginning, and
billions of dollars in funding, I asked myself: "Is Hubble worth it?".
www.123helpme.com

1. Circle the letter that corresponds to the right answer.

The text is: ….
a. a newspaper article. b. an extract from a book. c. a website article.

2. Are these statements true or false? Write T or F next to the letter corresponding to the
statement.
a. Hubble space telescope retransmits pictures to astronomers.
b. NASA celebrated the twentieth anniversary of Hubble here on Earth.
c. Hubble is useful to provide NASA with necessary data.
d. The 1985 space mission was unsuccessful .

3. Answer the following questions according to the text.

a. When did Hubble telescope start work?
b. Is the writer interested in astrology? Justify from the text.
c. Why is Hubble telescope important?

4. In which paragraph is the cost for the reparation of Hubble telescope mentioned?

5. Who or what do the underlined words refer to in the text?

a. It (§1) b. where (§2) c. others (§3)

4 ‫ ﻤﻥ‬3 ‫ﺼﻔﺤﺔ‬
 B.Text Exploration (07 points)
1. Find in the text words whose definitions follow.
a. to travel in order to learn about something. (§1)
b. facts or information. (§2)
c. the scientific study of the sun, moon, stars, planets, etc. (§2)
d. at the present time. (§3)

2. Divide the following words into roots and affixes.

productive - impossible - exploration

prefix root suffix

3. Ask questions which the underlined words answer.

a. We use the telescope to magnify distant stars.
b. The telescope was invented in the 16thcentury.
c. Thousands of satellites revolve around the planet Earth.

4. Classify the following words according to the pronunciation of their final "s".
missions - planets - telescopes - images

/s/ /z/ /iz/

5. Reorder the following sentences into a coherent paragraph.

a. as they are quite similar in size and gravity.
b. Astronomers have known Venus for thousands of years.
c. It is sometimes called the sister planet of the Earth
d. Anyway the two planets are very different.

PART TWO: Written Expression (05 points)

Choose ONE of the following topics:
Topic One: Using the notes below, write a composition of 120 to150 words on the following:
Imagine that, with a group of tourists you went on planet Mars. How life would be like there
compared to the one on Earth.
- Mars / planet of solar system
- more space / no inhabitants
- no traffic jams / no pollution
but - no form of life / no water
- no leisure / boring life
- no nice places to visit ...

Topic Two: Write a composition of 120 to150 words on the following:

You have recently been victim of an intoxication after eating at a fast food. Tell how you felt
and what measures you decided to take.

4 ‫ ﻤﻥ‬4 ‫ﺼﻔﺤﺔ‬
 2013 :‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﳌﻮﺿﻮﻉ ﺍﻣﺘﺤﺎﻥ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﺎ ﺩﻭﺭﺓ‬
‫ ﺳﺎﻋﺘﺎﻥ ﻭ ﻧﺼﻒ‬:‫ﺗﺴﻴﲑ ﻭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﺪﺓ‬،‫ ﺗﻘﲏ ﺭﻳﺎﺿﻲ‬،‫ ﺭﻳﺎﺿﻴﺎﺕ‬، ‫ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬:‫ﺍﻟﺸﻌﺒﺔ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‬:‫ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ‬

‫ﺍﻝﻌﻼﻤﺔ‬
(‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬
An estimated 158 million……….
15 pts Part One: Reading
08 pts A) Comprehension
1pt 1 pt 1. The text is: a. expository

2pts 0.5×4 2. A. a - B. b - C. c - D. b

3. a- working in mines/ chemicals/ pesticides / machinery

3pts 1×3 - working as domestic servants.
b- Africa and Asia.
c- ensuring that all children go to school and get an education of good quality.

1pt 1 4. a- children are exploited in labour in some parts of the world.

1pt 0.5×2 5. a- they. children b- who. girls

07 pts B) Text Exploration

1 pt 0.5×2 1. a. hazardous/ dangerous b. key

2.
1.5 pts 0. 25×6 verb noun adjective
engagement engaged- engaging
to abuse abusive
to prevent prevention
1.5 pts 0.5×3 3. b1: Children are exploited as waiters for a miserable pay by some café owners.
b2: Although children do most of the hard work they are badly paid/
. Although children are badly paid they do most of the hard work.
b3: It's high time governments protected children from exploitation.

1 pts 0.25×4 4.
one syllable two syllables three syllables
work children, labour domestic

2 pt 0. 5×4 5. 1. due - 2. poverty - 3. illegal - 4. think

05 pts
PART TWO: Written Expression
Topic one. form: 3 pts content: 2 pts
Topic two form: 2.5 pts content: 2.5 pts

2 ‫ ﻤﻥ‬1 ‫ﺼﻔﺤﺔ‬
 2013 :‫ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻤﻮﺫﺟﻴﺔ ﳌﻮﺿﻮﻉ ﺍﻣﺘﺤﺎﻥ ﺍﻟﺒﻜﺎﻟﻮﺭﻳﺎ ﺩﻭﺭﺓ‬
‫ ﺳﺎﻋﺘﺎﻥ ﻭ ﻧﺼﻒ‬:‫ﺗﺴﻴﲑ ﻭ ﺍﻗﺘﺼﺎﺩ ﺍﳌﺪﺓ‬،‫ ﺗﻘﲏ ﺭﻳﺎﺿﻲ‬،‫ ﺭﻳﺎﺿﻴﺎﺕ‬، ‫ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬:‫ﺍﻟﺸﻌﺒﺔ‬ ‫ ﺍﻟﻠﻐﺔ ﺍﻻﳒﻠﻴﺰﻳﺔ‬:‫ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ‬

‫ﺍﻝﻌﻼﻤﺔ‬
(‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ )ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬
15 pts PART ONE: Reading The Hubble space......
08 pts A/ Comprehension
0.5 pt 0.5 1. The text is: a. website article
02 pts 0.5x 4 2. a. T b. F c. T d. T
03 pts 01x3 3. a. It started on April 25,1990./ 23 years ago.
b. No,"its importance to me is based on my lifelong interest in astronomy."
c . because it is the leading source for new information and ground-
breaking discoveries.

1 pt 1 pt 4. In paragraph three / last paragraph / § 3

01.5 pts 0.50x3 5. a- it. The Hubble space telescope/ space imager
b- where. galaxy
c- others. NASA /astronomers/ NASA and astronomers.

07pts B/ Text Exploration

01 pt 0.25 x4 1- a. to explore b. data c. astronomy d. currently

01.5 pts 0.5x3 2-

prefix root suffix
product ive
im possible
explore ation

01.5 pts 05.x3 3- a. What do we use the telescope for? What's the telescope used for?
b. When was the telescope invented?
c. How many satellites revolve around planet Earth?
4-
01 pts 0.25x4
/s/ /z/ /IZ/
planets - telescopes missions images

02 pts 0. 5x4 5- 1. b 2. c 3. a 4. d (0.5 opening sentence)

(0.5 each pair)

05pts PART TWO: Written Expression

Topic One: Form 03 pts Content 02 pts
Topic Two : Form 02.50 pts Content 02.50 pts

2 ‫ ﻤﻥ‬2 ‫ﺼﻔﺤﺔ‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺟﻮﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺐ‪ :‬ﲨﻴﻊ ﺍﻟﺸﻌﺐ‬
‫ﺍﳌﺪﺓ‪ 02 :‬ﺳﺎ ﻭ‪30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻟﻌﻠﻮﻡ ﺍﻹﺳﻼﻣﻴﺔ‬

‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 14) :‬ﻨﻘﻁﺔ(‬
‫ﻗﺎل ﺍﷲ ﺘﻌﺎﻝﻰ‪:‬‬

‫]ﺴﻭﺭﺓ ﻴﻭﻨﺱ ‪[61/‬‬

‫ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫‪ -1‬ﻝﻶﻴﺔ ﻋﻼﻗﺔ ﺒﻤﻭﻀﻭﻉ ﺍﻝﻌﻘﻴﺩﺓ ﺍﻹﺴﻼﻤﻴﺔ‪ .‬ﻓﻤﺎ ﻫﻭ ﻤﻔﻬﻭﻡ ﺍﻝﻌﻘﻴﺩﺓ ﺍﻹﺴﻼﻤﻴﺔ؟‬
‫‪ -2‬ﺒﻴ‪‬ﻥ ﺃﻫﻤﻴﺔ ﺍﻝﻌﻘﻴﺩﺓ ﺍﻹﺴﻼﻤﻴﺔ‪.‬‬
‫‪ -3‬ﺃﺸﺎﺭﺕ ﺍﻵﻴﺔ ﺍﻝﻜﺭﻴﻤﺔ ﺇﻝﻰ ﻭﺴﻴﻠﺔ ﻤﻥ ﻭﺴﺎﺌل ﺘﺜﺒﻴﺕ ﺍﻝﻌﻘﻴﺩﺓ ﺍﻹﺴﻼﻤﻴﺔ‪ .‬ﺍﺫﻜﺭﻫﺎ‪.‬‬
‫‪ -4‬ﺍﺸﺭﺡ ﻫﺫﻩ ﺍﻝﻭﺴﻴﻠﺔ ﻤﺒﻴ‪‬ﻨﹰﺎ ﺃﺜﺭﻫﺎ ﻓﻲ ﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻥ‪.‬‬
‫‪ -5‬ﺍﺴﺘﺨﺭﺝ ﻤﻥ ﺍﻵﻴﺔ ﺃﺭﺒﻊ ﻓﻭﺍﺌﺩ‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 06) :‬ﻨﻘﺎﻁ(‬

‫ﻤﻥ ﻤﺼﺎﺩﺭ ﺍﻝﺘﺸﺭﻴﻊ ﺍﻹﺴﻼﻤﻲ‪ :‬ﺍﻝﻘﻴﺎﺱ‪.‬‬
‫‪ -1‬ﻋﺭ‪‬ﻓﻪ ﻝﻐﺔ ﻭﺍﺼﻁﻼﺤﺎ‪.‬‬
‫‪ -2‬ﻤﺎ ﻫﻲ ﺃﺭﻜﺎﻨﻪ؟‬
‫‪ -3‬ﻤﺎ ﻫﻭ ﺩﻝﻴل ﻤﺸﺭﻭﻋﻴﺘﻪ؟‬

‫ﺻﻔﺤﺔ ‪ 1‬ﻣﻦ ‪2‬‬

 ‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 14) :‬ﻨﻘﻁﺔ(‬
‫ﻗﺎل ﺍﷲ ﺘﻌﺎﻝﻰ‪:‬‬

‫]ﺴﻭﺭﺓ ﺍﻝﻨﺤل ‪[115 /‬‬

‫ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫‪ -1‬ﻓﻲ ﺍﻵﻴﺔ ﺍﻝﻜﺭﻴﻤﺔ ﺇﺸﺎﺭﺓ ﺇﻝﻰ ﺍﻫﺘﻤﺎﻡ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﺒﺎﻝﺠﺎﻨﺏ ﺍﻝﻭﻗﺎﺌﻲ ﻝﺼﺤﺔ ﺍﻹﻨﺴﺎﻥ ﺍﻝﺠﺴﻤﻴﺔ‪ .‬ﺒﻴ‪‬ﻥ ﻜﻴﻑ‬
‫ﺍﻫﺘﻡ‪ ‬ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﺒﺎﻝﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻷﻤﺭﺍﺽ‪.‬‬
‫‪ -2‬ﺤﺎﻓﻅ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﻋﻠﻰ ﺍﺴﺘﻘﺭﺍﺭ ﺍﻷﺴﺭ ﻭﺍﺴﺘﻤﺭﺍﺭﻫﺎ ﺒﻘﻴﻡ‪ .‬ﻋﺩ‪‬ﺩﻫﺎ‪ ،‬ﺜﻡ ﺍﺸﺭﺡ ﻭﺍﺤﺩﺓ ﻤﻨﻬﺎ‪.‬‬
‫‪ -3‬ﺤﺙﹼ ﺍﻹﺴﻼﻡ ﻋﻠﻰ ﺍﻝﻌﻤل ﻭﺭﻏﹼﺏ ﻓﻴﻪ‪ .‬ﺍﺫﻜﺭ ﺜﻼﺜﺔ ﺤﻘﻭﻕ ﻤﻥ ﺤﻘﻭﻕ ﺍﻝﻌﻤ‪‬ﺎل‪.‬‬
‫‪ -4‬ﻤﻤﺎ ﻴﺅﺩ‪‬ﻱ ﺇﻝﻰ ﺍﻝﺒﻐﻲ ﻭﺍﻻﻨﺤﺭﺍﻑ‪ :‬ﺍﻝﺘﻔﺭﻴﻕ ﺒﻴﻥ ﺍﻷﺒﻨﺎﺀ‪ .‬ﻋ‪‬ﺩ‪‬ﺩ‪ ‬ﺃﺭﺒﻌﺔ ﻤﺨﺎﻁﺭ ﻝﻠﺘﻔﺭﻴﻕ ﺒﻴﻥ ﺍﻷﺒﻨﺎﺀ‪.‬‬
‫‪ -5‬ﻝﻐﻴﺭ ﺍﻝﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺒﻠﺩ ﺍﻹﺴﻼﻡ ﺤﻘﻭﻕ ﻭﻋﻠﻴﻬﻡ ﻭﺍﺠﺒﺎﺕ‪ .‬ﺍﺫﻜﺭ ﺃﺭﺒﻌﺔ ﻤﻥ ﻭﺍﺠﺒﺎﺕ ﻏﻴﺭ ﺍﻝﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺒﻠﺩ‬
‫ﺍﻹﺴﻼﻡ‪.‬‬
‫‪ -6‬ﺍﺴﺘﺨﺭﺝ ﻤﻥ ﺍﻵﻴﺔ ﺍﻝﻜﺭﻴﻤﺔ ﺜﻼﺙ ﻓﻭﺍﺌﺩ‪.‬‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 06) :‬ﻨﻘﺎﻁ(‬

‫ﻗﺎل ﺍﷲ ﺘﻌﺎﻝﻰ‪:‬‬

‫]ﺴﻭﺭﺓ ﺁل ﻋﻤﺭﺍﻥ ‪[19 /‬‬

‫ﺍﻝﻤﻁﻠﻭﺏ‪:‬‬
‫ﺒﻴ‪‬ﻥ ﺍﷲ ﺘﻌﺎﻝﻰ ﻓﻲ ﺍﻵﻴﺔ ﺍﻝﻜﺭﻴﻤﺔ ﺃﻥ ﺍﻹﺴﻼﻡ ﻫﻭ ﺍﻝﺩﻴﻥ ﺍﻝﺫﻱ ﺍﺭﺘﻀﺎﻩ ﻝﻠﻌﺒﺎﺩ‪.‬‬
‫‪ -1‬ﻋﺭ‪‬ﻑ ﺍﻹﺴﻼﻡ ﻝﻐﺔ ﻭﺍﺼﻁﻼﺤﺎ‪.‬‬
‫‪ -2‬ﺇﻥ‪ ‬ﺍﻝﺭﺴﺎﻻﺕ ﺍﻝﺴﻤﺎﻭﻴﺔ ﺘﺸﻜﹼل ﻭﺤﺩﺓ ﻤﺘﻼﺤﻤﺔ ﻭﺠﻭﻫﺭﺍ ﻤﺸﺘﺭﻜﺎ‪ .‬ﻓﻴﻡ ﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ ؟‬
‫‪ -3‬ﻤﺎ ﻫﻲ ﻋﻼﻗﺔ ﺍﻹﺴﻼﻡ ﺒﺎﻝﺭﺴﺎﻻﺕ ﺍﻝﺴﻤﺎﻭﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ ؟‬
‫‪ -4‬ﻭ‪‬ﻀ‪‬ﻊ‪ ‬ﺍﻹﺴﻼﻡ ﺃﺴﺴﺎ ﺘﻨﻅﻡ ﻋﻼﻗﺔ ﺍﻝﻤﺴﻠﻤﻴﻥ ﺒﻐﻴﺭﻫﻡ‪ .‬ﻤﺎ ﻫﻲ ﻫﺫﻩ ﺍﻷﺴﺱ؟‬

‫ﺻﻔﺤﺔ ‪ 2‬ﻣﻦ ‪2‬‬

 ‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﻭﻀﻭﻉ ﺍﻤﺘﺤﺎﻥ‪ :‬ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺍﻝﺸﻌﺒﺔ‪ :‬ﺠﻤﻴﻊ ﺍﻝﺸﻌﺏ‬
‫ﺍﻝﻤﺩﺓ‪ 2 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺨﺘﺒﺎﺭ ﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻹﺴﻼﻤﻴﺔ‬

‫ﺍﻝﻌﻼﻤﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ ) ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل (‬
‫ﻤﺠﺯﺃﺓ ﻤﺠﻤﻭﻉ‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 14] :‬ﻨﻘﻁﺔ[‬
‫‪ /1‬ﻤﻔﻬﻭﻡ ﺍﻝﻌﻘﻴﺩﺓ‪:‬‬
‫‪01‬‬ ‫ﻝﻐﺔ‪ :‬ﻤﺼﺩﺭ ﻋﻘﺩ ﻴﻌﻘﺩ ﻋﻘﺩﺓ ﻭﻫﻭ ﺍﻝﺭﺒﻁ ﻭﺍﻹﺤﻜﺎﻡ‪.‬‬
‫‪2‬‬
‫‪01‬‬ ‫ﺍﺼﻁﻼﺤﺎ‪ :‬ﺍﻹﻴﻤﺎﻥ ﺍﻝﺠﺎﺯﻡ ﺒﺎﷲ ﻭﻤﺎ ﻴﺠﺏ ﻝﻪ ﻓﻲ ﺃﻝﻭﻫﻴﺘﻪ ﻭﺭﺒﻭﺒﻴﺘﻪ ﻭﺃﺴﻤﺎﺌﻪ ﻭﺼﻔﺎﺘﻪ‪ ،‬ﻭﻤﻼﺌﻜﺘـﻪ‬
‫ﻭﻜﺘﺒﻪ ﻭﺭﺴﻠﻪ ﻭﺍﻝﻴﻭﻡ ﺍﻵﺨﺭ ﻭﺍﻝﻘﺩﺭ ﺨﻴﺭﻩ ﻭﺸﺭﻩ‪.‬‬
‫‪ /2‬ﺃﻫﻤﻴﺔ ﺍﻝﻌﻘﻴﺩﺓ‪:‬‬
‫‪ -‬ﺘﹸﻤﻜﹼﻥ ﺍﻹﻨﺴﺎﻥ ﻤﻥ ﻤﻌﺭﻓﺔ ﺤﻘﻴﻘﺔ ﻭﺠﻭﺩﻩ ﻓﻲ ﺍﻝﺤﻴﺎﺓ‪ ،‬ﻭﺤﻘﻴﻘﺔ ﻤﺼﻴﺭﻩ ﺒﻌﺩ ﺍﻝﻤﻭﺕ‪.‬‬
‫‪ -‬ﻫﻲ ﺃﺴﺎﺱ ﻗﹶﺒﻭل ﺍﻷﻋﻤﺎل‪.‬‬
‫‪4‬‬ ‫‪4×1‬‬ ‫‪ -‬ﻝﻬﺎ ﺩﻭﺭ ﻓﻲ ﺍﻻﺴﺘﻘﺎﻤﺔ ﻭﺘﺼﺤﻴﺢ ﺍﻝﺴﻠﻭﻙ‪.‬‬
‫‪ -‬ﺘﺤﻘﻕ ﺍﻷﻤﻥ ﻭﺍﻝﺼﺤﺔ ﺍﻝﻨﻔﺴﻴﺔ‪.‬‬
‫‪ -‬ﻀﻤﺎﻥ ﺍﻝﻨﺠﺎﺓ ﻭﺍﻝﻔﻭﺯ ﻓﻲ ﺍﻵﺨﺭﺓ‪.‬‬
‫‪ -‬ﺘﺩﻓﻊ ﺼﺎﺤﺒﻬﺎ ﺇﻝﻰ ﺍﻝﻌﻤل ﻭﺍﻻﺠﺘﻬﺎﺩ ﻝﺘﺤﻘﻴﻕ ﻤﺭﻀﺎﺓ ﺍﷲ ﻋﺯ ﻭﺠل‪.‬‬

‫‪01‬‬ ‫‪ /3‬ﻭﺴﻴﻠﺔ ﺘﺜﺒﻴﺕ ﺍﻝﻌﻘﻴﺩﺓ‪ :‬ﺍﻝﺘﺫﻜﻴﺭ ﺒﻘﺩﺭﺓ ﺍﷲ ﺘﻌﺎﻝﻰ ﻭﻤﺭﺍﻗﺒﺘﻪ ﻝﻺﻨﺴﺎﻥ‪.‬‬

‫‪ /4‬ﺸﺭﺡ ﺍﻝﻭﺴﻴﻠﺔ ﻭﺒﻴﺎﻥ ﺃﺜﺭﻫﺎ ﻓﻲ ﺴﻠﻭﻙ ﺍﻹﻨﺴﺎﻥ‪:‬‬

‫‪ -‬ﺘﺭﺒﻲ ﺍﻹﻨﺴﺎﻥ ﻋﻠﻰ ﺇﺨﻼﺹ ﺍﻝﻌﻤل ﷲ ﻓﻲ ﺍﻝﺴ‪‬ﺭ ﻭﺍﻝﻌﻼﻨﻴﺔ‪.‬‬
‫‪4‬‬ ‫‪01‬‬
‫‪ -‬ﺘﺜﺒﻴﺕ ﺍﻝﻌﻘﻴﺩﺓ ﻭﺘﻌﻤﻴﻘﻬﺎ ﻓﻲ ﺍﻝﻨﻔﺱ‪.‬‬
‫‪01‬‬
‫‪ -‬ﺍﻝﺨﻭﻑ ﻤﻥ ﺍﷲ‪ ،‬ﻝﻴﺨﺸﻊ ﺍﻝﻘﻠﺏ ﻭﻴﺴﺘﺴﻠﻡ ﷲ ﺘﻌﺎﻝﻰ‪.‬‬
‫‪01‬‬
‫‪ -‬ﺍﻝﺸﻌﻭﺭ ﺍﻝﺩﺍﺌﻡ ﺒﺎﻝﺭﻗﺎﺒﺔ ﺍﻹﻝﻬﻴﺔ‪ ،‬ﻤﻤ‪‬ﺎ ﻴﺅﺩﻱ ﺇﻝﻰ ﺍﺴﺘﻘﺎﻤﺔ ﺴﻠﻭﻙ ﺍﻝﻔﺭﺩ‪.‬‬
‫‪ -‬ﺍﻝﻤﺒﺎﺩﺭﺓ ﺇﻝﻰ ﺍﻝﻁﺎﻋﺎﺕ ﻭﺘﺠﻨﺏ ﺍﻝﻤﻌﺎﺼﻲ‪.‬‬
‫‪ /5‬ﺍﺴﺘﺨﺭﺍﺝ ﺃﺭﺒﻊ ﻓﻭﺍﺌﺩ ﻤﻥ ﺍﻵﻴﺔ‪:‬‬
‫‪ -‬ﺒﻴﺎﻥ ﻗﺩﺭﺓ ﺍﷲ‪.‬‬
‫‪ -‬ﺍﻝﺘﺫﻜﻴﺭ ﺒﺭﻗﺎﺒﺔ ﺍﷲ ﻝﻺﻨﺴﺎﻥ ﻭﻤﺤﺎﺴﺒﺘﻪ‪.‬‬
‫‪ -‬ﻜل ﻤﺎ ﻓﻲ ﺍﻝﻜﻭﻥ ﻤﻜﺘﻭﺏ ﻋﻨﺩ ﺍﷲ ﺘﻌﺎﻝﻰ ﻓﻲ ﺍﻝﻠﻭﺡ ﺍﻝﻤﺤﻔﻭﻅ‪.‬‬
‫‪4‬‬ ‫‪4×1‬‬ ‫‪ -‬ﻋﻠﻡ ﺍﷲ ﺘﻌﺎﻝﻰ ﻭ‪‬ﺴ‪‬ﻊ‪ ‬ﻜل ﺸﻲﺀ‪.‬‬
‫‪ -‬ﺍﻝﻤﻼﺌﻜﺔ ﺘﻜﺘﺏ ﺃﻋﻤﺎل ﺍﻝﻌﺒﺎﺩ‪.‬‬

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‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﻭﻀﻭﻉ ﺍﻤﺘﺤﺎﻥ‪ :‬ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺍﻝﺸﻌﺒﺔ‪ :‬ﺠﻤﻴﻊ ﺍﻝﺸﻌﺏ‬
‫ﺍﻝﻤﺩﺓ‪ 2 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺨﺘﺒﺎﺭ ﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻹﺴﻼﻤﻴﺔ‬

‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 06] :‬ﻨﻘﻁﺔ[‬

‫‪ -1‬ﺘﻌﺭﻴﻑ ﺍﻝﻘﻴﺎﺱ‪:‬‬
‫ﻝﻐﺔ‪ :‬ﺍﻝﺘﻘﺩﻴﺭ ﻭﺍﻝﻤﺴﺎﻭﺍﺓ‪.‬‬
‫‪2‬‬ ‫‪2×1‬‬
‫ﺸﺭﻋﺎ‪ :‬ﻤﺴﺎﻭﺍﺓ ﺃﻤﺭ ﻷﻤﺭ ﺁﺨﺭ ﻓﻲ ﺍﻝﺤﻜﻡ ﺍﻝﺜﺎﺒﺕ ﻝﻪ ﻻﺸﺘﺭﺍﻜﻬﻤﺎ ﻓﻲ ﻋﻠﺔ ﺍﻝﺤﻜﻡ‪.‬‬
‫ﺃﻭ ﻫﻭ ﺇﻝﺤﺎﻕ ﺃﺼل ﺒﻔﺭﻉ ﻝﻌﻠﺔ ﺠﺎﻤﻌﺔ ﺒﻴﻨﻬﻤﺎ‪.‬‬
‫‪ -2‬ﺫﻜﺭ ﺃﺭﻜﺎﻥ ﺍﻝﻘﻴﺎﺱ‪:‬‬
‫‪0.5‬‬ ‫‪ -‬ﺍﻝﻤﻘﻴﺱ ﻋﻠﻴﻪ )ﺍﻷﺼل(‪.‬‬
‫‪2‬‬ ‫‪0.5‬‬ ‫‪ -‬ﺍﻝﻤﻘﻴﺱ )ﺍﻝﻔﺭﻉ(‪.‬‬
‫‪0.5‬‬
‫‪ -‬ﺍﻝﺤﻜﻡ‪.‬‬
‫‪0.5‬‬
‫‪ -‬ﺍﻝﻌﻠﺔ‪.‬‬
‫‪ -3‬ﺩﻝﻴل ﻤﺸﺭﻭﻋﻴﺔ ﺍﻝﻘﻴﺎﺱ‪:‬‬
‫ﺍﻝﻘﻴﺎﺱ ﺩﻝﻴل ﻤﻥ ﺃﺩﻝﺔ ﺍﻷﺤﻜﺎﻡ ﻭﻫﻭ ﻴﻔﻴﺩ ﻏﻠﺒﺔ ﺍﻝﻅﻥ‪ ،‬ﻓﻬﻭ ﺤﺠﺔ ﻴﺠﺏ ﺍﻝﻌﻤل ﺒﻪ‪ ،‬ﻭﻫـﻭ ﻤﺸـﺭﻭﻉ‬
‫ﺒﺎﻝﻘﺭﺁﻥ ﻭﺍﻝﺴﻨﺔ‪.‬‬
‫ﺃ‪ -‬ﻤﻥ ﺍﻝﻘﺭﺁﻥ‪:‬‬
‫‪0.5‬‬ ‫ﻗﻭﻝﻪ ﺘﻌﺎﻝﻰ‪ ..." :‬ﻓﺎﻋﺘﺒﺭﻭﺍ ﻴﺎ ﺃﻭﻝﻲ ﺍﻷﺒﺼﺎﺭ ‪ "...‬ﺴﻭﺭﺓ ﺍﻝﺤﺸﺭ ‪02/‬‬
‫ﻭﺠﻪ ﺍﻻﺴﺘﺩﻻل‪:‬‬
‫‪0.5‬‬
‫ﺃﻤﺭ ﺍﷲ ﺒﻭﺠﻭﺏ ﺍﻻﻋﺘﺒﺎﺭ‪ ،‬ﻭﺍﻝﻘﻴﺎﺱ ﻨﻭﻉ ﻤﻥ ﺍﻻﻋﺘﺒﺎﺭ‪.‬‬

‫‪0.5‬‬ ‫ﺏ‪ -‬ﻤﻥ ﺍﻝﺴﻨﺔ‪ :‬ﺭﻭﻱ ﺃﻥ‪ ‬ﺍﻤﺭﺃﺓ ﺨﹶﺜﹾﻌ‪‬ﻤ‪‬ﻴ‪‬ﺔ ﺠﺎﺀﺕ ﺇﻝﻰ ﺍﻝﺭﺴﻭل ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﻪ ﻭﺴﻠﹼﻡ‪ ،‬ﻭﻗﺎﻝﺕ ﻝـﻪ‪:‬‬
‫"ﺇﻥ‪ ‬ﺃَﺒﹺﻲ ﺃَﺩ‪‬ﺭﻜﹶﺘﻪ‪ ‬ﻓﺭﻴﻀ‪‬ﺔﹸ ﺍﻝﺤﺞ‪ ،‬ﺃَﻓﹶﺄﺤ‪‬ﺞ‪ ‬ﻋﻨﻪ؟ ﻓﻘﺎل ﻝﻬﺎ‪ :‬ﺃَﺭ‪‬ﺃَﻴﺕ‪ ‬ﻝﻭ‪ ‬ﻜﺎﻥ ﻋﻠﻰ ﺃﺒﹺﻴﻙ‪ ‬ﺩ‪‬ﻴ‪‬ـﻥ‪ ‬ﻓﹶﻘﹶَﻀـﻴﺘﻴﻪ‬
‫‪2‬‬ ‫ﺃَﻜﺎﻥ ﻴ‪‬ﻨﹾﻔﹶﻌ ‪‬ﻪ ﺫﻝﻙ؟ ﻗﺎﻝﺕ‪ :‬ﻨﹶﻌ‪‬ﻡ‪ ،‬ﻗﺎل‪ :‬ﻓﹶﺩ‪‬ﻴ‪‬ﻥ‪ ‬ﺍﷲِ ﺃَﺤﻕﱡ ﺒﺎﻝﻘﻀﺎﺀ" ﺭﻭﺍﻩ ﺍﻹﻤﺎﻡ ﻤﺎﻝﻙ‪.‬‬
‫ﻭﺠﻪ ﺍﻻﺴﺘﺩﻻل‪:‬‬
‫‪0.5‬‬ ‫ﻗﹶﺎﺱ‪ ‬ﺍﻝﻨﹼﺒﻲ ﺼﻠﻰ ﺍﷲ ﻋﻠﻴﺔ ﻭﺴﻠﹼﻡ ﺠﻭﺍﺯ ﺍﻝﺤﺞ ﻋﻥ ﺍﻝﻤﻴﺕ ﻋﻠﻰ ﺠﻭﺍﺯ ﻗﻀﺎﺀ ﺩﻴﻭﻨﻪ ﺒﻌﺩ ﻤﻭﺘﻪ‪.‬‬

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 ‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﻭﻀﻭﻉ ﺍﻤﺘﺤﺎﻥ‪ :‬ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺍﻝﺸﻌﺒﺔ‪ :‬ﺠﻤﻴﻊ ﺍﻝﺸﻌﺏ‬
‫ﺍﻝﻤﺩﺓ‪ 2 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺨﺘﺒﺎﺭ ﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻹﺴﻼﻤﻴﺔ‬
‫ﺍﻝﻌﻼﻤﺔ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒﺔ ) ﺍﻝﻤﻭﻀﻭﻉ ﺍﻝﺜﺎﻨﻲ (‬
‫ﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬
‫ﺍﻝﺠﺯﺀ ﺍﻷﻭل‪ 14] :‬ﻨﻘﻁﺔ[‬
‫‪ / 1‬ﻤﻨﻬﺞ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﻓﻲ ﺍﻝﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻷﻤﺭﺍﺽ ‪:‬‬
‫ـ ﺍﻝﻤﻘﺼﻭﺩ ﺒﺎﻝﻭﻗﺎﻴﺔ ﻤﻥ ﺍﻷﻤﺭﺍﺽ‪ :‬ﻫﻲ ﻤﺎ ﺃﻭﺠﺒﻪ ﺍﷲ ﻤﻥ ﻭﻗﺎﻴﺔ ﺍﻝﺠﺴﻡ ﻤﻥ ﺤﺩﻭﺙ ﺍﻷﻤﺭﺍﺽ ﻨﺘﻴﺠﺔ‬
‫‪01‬‬ ‫ﻹﻫﻤﺎل ﻗﻭﺍﻋﺩ ﺍﻝﺼﺤﺔ ﺍﻝﻌﺎﻤﺔ‪ ،‬ﺃﻭ ﺍﻝﺘﻔﺭﻴﻁ ﻓﻲ ﺍﻝﻁﻌﺎﻡ ﺃﻭ ﺍﻝﺸﺭﺍﺏ ﺃﻭ ﺍﻻﻨﻐﻤﺎﺱ ﻓﻲ ﻤﻠﺫﺍﺕ ﺤﺴﻴﺔ ﺘﻀﺭ‬
‫‪0.5‬‬ ‫ﺍﻝﺠﺴﻡ ﻭﻏﻴﺭﻫﺎ‪ ،‬ﻭﻷﻥ ﻤﻥ ﻤﻘﺎﺼﺩ ﺍﻹﺴﻼﻡ ﺤﻔﻅ ﺍﻝﻨﻔﺱ ﺠﻌل‪:‬‬
‫‪03‬‬
‫‪0.5‬‬ ‫ـ ﺘﺸﺭﻴﻊ ﺍﻝﻁﻬﺎﺭﺓ ﺨﻤﺱ ﻤﺭﺍﺕ‪ ‬ﻓﻲ ﺍﻝﻴﻭﻡ‪ ،‬ﻭﺠﻌﻠﻬﺎ ﺸﺭﻁﺎ ﻝﺼﺤﺔ ﺍﻝﻌﺒﺎﺩﺓ‪.‬‬
‫‪0.5‬‬ ‫ـ ﺘﺤﺭﻴﻡ ﺍﻝﺨﻤﺭ ﻭﻜل ﻤﺎ ﻴﺫﻫﺏ ﺍﻝﻌﻘل‪.‬‬
‫‪0.5‬‬ ‫ـ ﺍﻝﻨﻬﻲ ﻋﻥ ﺍﻹﺴﺭﺍﻑ ﻓﻲ ﺍﻝﻤﺄﻜل ﻭﺍﻝﻤﺸﺭﺏ‪.‬‬
‫ـ ﺘﺤﺭﻴﻡ ﺍﻝﻌﻼﻗﺎﺕ ﻏﻴﺭ ﺍﻝﺸﺭﻋﻴﺔ‪.‬‬
‫‪ / 2‬ﺍﻝﻘﻴﻡ ﺍﻷﺴﺭﻴﺔ‪:‬‬
‫
ﺍﻝﻤﻭﺩﺓ ﻭﺍﻝﺭﺤﻤﺔ‪.‬‬
‫‪0.5‬‬
‫
ﺍﻝﻤﻌﺎﺸﺭﺓ ﺒﺎﻝﻤﻌﺭﻭﻑ‪.‬‬
‫‪0.5‬‬
‫
ﺍﻝﺘﻜﺎﻓل ﺍﻷﺴﺭﻱ‪.‬‬
‫‪0.5‬‬ ‫ـ ﺸﺭﺡ ﻭﺍﺤﺩﺓ ﻤﻨﻬﺎ‪:‬‬
‫‪02.5‬‬
‫ ﺍﻝﻤﻭﺩﺓ ﻭﺍﻝﺭﺤﻤﺔ‪ :‬وه ﺃﺴﺎﺱ ﺴﻌﺎﺩﺓ ﺍﻷﺴﺭﺓ ﻭﻴﻘﺼﺩ ﺒﻬﺎ ا  ا   ا ه‪ ،‬وا وز‬
‫ ا  ء‪ ،‬وه ود ا! ار ا‪ "#‬ا ! ‪."$‬‬
‫ ﺍﻝﻤﻌﺎﺸﺭﺓ ﺒﺎﻝﻤﻌﺭﻭﻑ‪ :‬ﻭﻴﻘﺼﺩ ﺒﻬﺎ ﺤﺴﻥ ﺍﻝﺘﻌﺎﻤل ﺒﻴﻥ ﺍﻝﺯﻭﺠﻴﻥ ﻭﺇﺤﺴﺎﻥ ﻜل ﻭﺍﺤﺩ ﻤﻨﻬﻤﺎ ﻝﻶﺨﺭ‪.‬‬
‫ ﺍﻝﺘﻜﺎﻓل ﺍﻷﺴﺭﻱ‪ :‬ﻭﻫﻭ ﺍﻝﺘﻌﺎﻭﻥ ﺒﻴﻥ ﺃﻓﺭﺍﺩ ﺍﻷﺴﺭﺓ؛ ﻭﻴﻜﻭﻥ ﺒﻴﻥ ﺍﻝﺯﻭﺠﻴﻥ ﺒﺎﻝﺘﻌﺎﻭﻥ ﻋﻠﻰ ﺘﻘﺎﺴﻡ ﺃﻋﺒﺎﺀ‬
‫‪01‬‬ ‫ﺍﻝﺒﻴﺕ ﻭﺘﻜﺎﻝﻴﻑ ﺍﻷﺴﺭﺓ‪.‬‬
‫‪ /3‬ﺫﻜﺭ ﺜﻼﺜﺔ ﺤﻘﻭﻕ ﻤﻥ ﺤﻘﻭﻕ ﺍﻝﻌﻤﺎل‪:‬‬
‫‪ (1‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻷﺠﺭﺓ‪.‬‬
‫‪ (2‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻝﺭﺍﺤﺔ‪.‬‬
‫‪0.5‬‬ ‫‪ (3‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻝﺘﺄﻤﻴﻥ‪.‬‬
‫‪0.5‬‬ ‫‪ (4‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻝﺘﺭﻗﻴﺔ‪.‬‬
‫‪01.5‬‬ ‫‪ (5‬ﺤﻕ ﺍﻝﻌﺎﻤل ﻓﻲ ﺍﻝﺤﺼﻭل ﻋﻠﻰ ﺤﻘﻭﻗﻪ ﺍﻝﻤﺘﻌﺎﻗﺩ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪0.5‬‬ ‫‪ (6‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻝﻤﺤﺎﻓﻅﺔ ﻋﻠﻰ ﻜﺭﺍﻤﺘﻪ‪.‬‬
‫‪ (7‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻝﺸﻜﻭﻯ ﻭﺍﻝﺘﻘﺎﻀﻲ‪.‬‬
‫‪ (8‬ﺤﻘﻪ ﻓﻲ ﺃﺩﺍﺀ ﻤﺎ ﺍﻓﺘﺭﺽ ﻋﻠﻴﻪ‪.‬‬
‫‪ (9‬ﺍﻝﺤﻕ ﻓﻲ ﺍﻻﺴﺘﻤﺭﺍﺭ ﻓﻲ ﻋﻤﻠﻪ ﺇﺫﺍ ﻨﹶﻘﹸﺼﺕ ﻤﻘﺩﺭﺘﻪ‪.‬‬
‫‪ / 4‬ﺃﺭﺒﻌﺔ ﻤﺨﺎﻁﺭ ﻝﻠﺘﻔﺭﻴﻕ ﺒﻴﻥ ﺍﻷﺒﻨﺎﺀ‪:‬‬
‫‪0.5‬‬ ‫‪ (1‬ﺘﺸﺘﺕ ﺍﻷﺴﺭ‪.‬‬
‫‪ (2‬ﺍﻨﺘﺸﺎﺭ ﺍﻝﺤﻘﺩ ﻭﺍﻝﻜﺭﺍﻫﻴﺔ ﺒﻴﻥ ﺍﻷﺒﻨﺎﺀ‪.‬‬
‫‪0.5‬‬
‫‪02‬‬ ‫‪ (3‬ﺍﻷﺯﻤﺎﺕ ﻭﺍﻝﻌﻘﺩ ﺍﻝﻨﻔﺴﻴﺔ ﻋﻨﺩ ﺍﻷﺒﻨﺎﺀ‪.‬‬
‫‪0.5‬‬ ‫‪ (4‬ﻜﺜﺭﺓ ﺍﻝﺠﺭﺍﺌﻡ ﻭﺍﻵﻓﺎﺕ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬
‫‪0.5‬‬ ‫‪ (5‬ﻋﻘﻭﻕ ﺍﻝﻭﺍﻝﺩﻴﻥ‪.‬‬
‫ﻤﻼﺤﻅﺔ‪ :‬ﻜل ﺴﺒﺏ ﺼﺤﻴﺢ ﺘﻤﻨﺢ ﻝﻠﺘﻠﻤﻴﺫ ﻋﻼﻤﺔ‪.‬‬
‫‪ / 5‬ﺫﻜﺭ ﺃﺭﺒﻌﺔ ﻤﻥ ﻭﺍﺠﺒﺎﺕ ﻏﻴﺭ ﺍﻝﻤﺴﻠﻤﻴﻥ ﻓﻲ ﺒﻠﺩ ﺍﻹﺴﻼﻡ‪:‬‬
‫‪ (1‬ﺩﻓﻊ ﺍﻝﺠﺯﻴﺔ‪.‬‬
‫‪0.5‬‬
‫‪0.5‬‬ ‫‪ (2‬ﺍﺤﺘﺭﺍﻡ ﻨﻅﻡ ﻭﻗﻭﺍﻨﻴﻥ ﺍﻝﺩﻭﻝﺔ ﺍﻝﻤﺴﻠﻤﺔ‪.‬‬
‫‪02‬‬ ‫‪0.5‬‬ ‫‪ (3‬ﺘﺭﻙ ﻗﺘﺎل ﺍﻝﻤﺴﻠﻤﻴﻥ‪.‬‬
‫‪0.5‬‬ ‫‪ (4‬ﺍﺤﺘﺭﺍﻡ ﻤﺸﺎﻋﺭ ﻭﻤﻘﺩﺴﺎﺕ ﺍﻝﻤﺴﻠﻤﻴﻥ‪.‬‬
‫‪ (5‬ﻋﺩﻡ ﻨﺸﺭ ﺩﻴﺎﻨﺘﻬﻡ ﺃﻭ ﺇﻅﻬﺎﺭ ﻁﻘﻭﺴﻬﻡ‪.‬‬
‫‪ (6‬ﺘﺭﻙ ﻤﺎ ﻓﻴﻪ ﻤﻨﻜﺭ‪.‬‬
‫  ‪4
 3‬‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﻭﻀﻭﻉ ﺍﻤﺘﺤﺎﻥ‪ :‬ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺍﻝﺸﻌﺒﺔ‪ :‬ﺠﻤﻴﻊ ﺍﻝﺸﻌﺏ‬
‫ﺍﻝﻤﺩﺓ‪ 2 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺨﺘﺒﺎﺭ ﻤﺎﺩﺓ‪ :‬ﺍﻝﻌﻠﻭﻡ ﺍﻹﺴﻼﻤﻴﺔ‬
‫‪ / 6‬ﺍﺴﺘﺨﺭﺍﺝ ﺜﻼﺙ ﻓﻭﺍﺌﺩ ﻤﻥ ﺍﻵﻴﺔ ﺍﻝﻜﺭﻴﻤﺔ‪:‬‬
‫‪ (1‬ﺘﺤﺭﻴﻡ ﻜل ﻤﺎ ﻴﻀﺭ ﺍﻝﺠﺴﻡ ﻤﻥ ﻁﻌﺎﻡ ﻭﺸﺭﺍﺏ ﻭﻏﻴﺭﻫﻤﺎ‪.‬‬
‫‪01‬‬ ‫‪ (2‬ﺠﻭﺍﺯ ﺘﻨﺎﻭل ﺒﻌﺽ ﺍﻝﻤﺤﺭﻤﺎﺕ ﻋﻨﺩ ﺍﻝﻀﺭﻭﺭﺓ‪.‬‬
‫‪01‬‬ ‫‪ (3‬ﺴﻌﺔ ﻤﻐﻔﺭﺓ ﺍﷲ ﺘﻌﺎﻝﻰ ﻭﺭﺤﻤﺘﻪ ﺒﻌﺒﺎﺩﻩ‪.‬‬
‫‪03‬‬
‫‪01‬‬ ‫‪ (4‬ﺍﻋﺘﻨﺎﺀ ﺍﻝﻘﺭﺁﻥ ﺍﻝﻜﺭﻴﻡ ﺒﻜل ﻤﺎ ﻴﺤﺎﻓﻅ ﻋﻠﻰ ﺼﺤﺔ ﺍﻹﻨﺴﺎﻥ‪.‬‬
‫‪ (5‬ﺘﺤﺭﻴﻡ ﺍﻝﺸﺭﻙ ﺒﺎﷲ ﺘﻌﺎﻝﻰ‪.‬‬
‫‪ (6‬ﺘﺤﺭﻴﻡ ﺍﻻﻨﺘﻔﺎﻉ ﺒﻜل ﻤﺎ ﺤﺭﻤﻪ ﺍﷲ ﻋﺯ ﻭﺠل ﻤﻥ ﻤﻁﻌﻭﻤﺎﺕ ﻭﻤﺸﺭﻭﺒﺎﺕ‪.‬‬
‫‪ (7‬ﺘﺤﺭﻴﻡ ﺍﻷﻜل ﻤﻥ ﻜل ﻤﺎ ﺫﺒﺢ ﻝﻐﻴﺭ ﺍﷲ‪.‬‬
‫ﺍﻝﺠﺯﺀ ﺍﻝﺜﺎﻨﻲ‪ 06] :‬ﻨﻘﻁﺔ[‬
‫‪ / 1‬ﺘﻌﺭﻴﻑ ﺍﻹﺴﻼﻡ‪:‬‬
‫‪01‬‬
‫‪02‬‬ ‫ـ ﻝﻐﺔ‪ :‬ﺍﻝﺨﻀﻭﻉ ﻭﺍﻻﻨﻘﻴﺎﺩ ﻭﺍﻻﺴﺘﺴﻼﻡ‪.‬‬
‫‪01‬‬
‫ـ ﺍﺼﻁﻼﺤﺎ‪ :‬ﻫﻭ ﺍﻻﺴﺘﺴﻼﻡ ﻭﺍﻝﺨﻀﻭﻉ ﷲ ﺘﻌﺎﻝﻰ ﻓﻲ ﻜل ﺃﻭﺍﻤﺭﻩ ﻭﻨﻭﺍﻫﻴﻪ‪.‬‬
‫‪ / 2‬ﺘﺘﻤﺜل ﻫﺫﻩ ﺍﻝﻭﺤﺩﺓ‪:‬‬
‫‪0.5‬‬
‫‪01‬‬ ‫ـ ﻭﺤﺩﺓ ﺍﻝﻤﺼﺩﺭ‪.‬‬
‫‪0.5‬‬ ‫ـ ﻭﺤﺩﺓ ﺍﻝﻐﺎﻴﺔ‪.‬‬

‫‪ / 3‬ﻋﻼﻗﺔ ﺍﻹﺴﻼﻡ ﺒﺎﻝﺭﺴﺎﻻﺕ ﺍﻝﺴﻤﺎﻭﻴﺔ ﺍﻝﺴﺎﺒﻘﺔ‪:‬‬

‫ـ ﺍﻝﺘﺄﻜﻴﺩ‪.‬‬
‫‪0.5‬‬
‫‪01‬‬ ‫ـ ﺍﻝﺘﺼﺤﻴﺢ‪.‬‬
‫‪0.5‬‬
‫ـ ﺍﻝﻨﺴﺦ‪.‬‬
‫ـ ﺍﻝﻬﻴﻤﻨﺔ‪.‬‬
‫‪ / 4‬ﺃﺴﺱ ﻋﻼﻗﺔ ﺍﻝﻤﺴﻠﻤﻴﻥ ﺒﻐﻴﺭﻫﻡ‪:‬‬
‫‪0.5‬‬
‫‪ 1‬ـ ﺍﻝﺘﻌﺎﻭﻥ‪.‬‬
‫‪0.5‬‬
‫‪02‬‬ ‫‪ 2‬ـ ﺍﻝﺘﻌﺎﻴﺵ‪.‬‬
‫‪0.5‬‬
‫‪ 3‬ـ ﺍﻝﺘﻌﺎﺭﻑ‪.‬‬
‫‪0.5‬‬
‫‪ 4‬ـ ﺍﻝﺭﻭﺍﺒﻁ ﺍﻻﺠﺘﻤﺎﻋﻴﺔ‪.‬‬

‫  ‪4
 4‬‬
 ‫ﺍﳉﻤﻬﻮﺭﻳﺔ ﺍﳉﺰﺍﺋﺮﻳﺔ ﺍﻟﺪﳝﻘﺮﺍﻃﻴﺔ ﺍﻟﺸﻌﺒﻴﺔ‬
‫ﺍﻟﺪﻳﻮﺍﻥ ﺍﻟﻮﻃﲏ ﻟﻼﻣﺘﺤﺎﻧﺎﺕ ﻭﺍﳌﺴﺎﺑﻘﺎﺕ‬ ‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻮﻃﻨﻴﺔ‬
‫ﺩﻭﺭﺓ‪ :‬ﺠﻭﺍﻥ ‪2013‬‬ ‫ﺍﻣﺘﺤﺎﻥ ﺑﻜﺎﻟﻮﺭﻳﺎ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻟﺜﺎﻧﻮﻱ‬
‫ﺍﻟﺸﻌﺐ ‪ :‬ﲨﻴﻊ ﺍﻟﺸﻌﺐ‬
‫ﺍﳌﺪﺓ‪ 02 :‬ﺴﺎ ﻭ‪ 30‬ﺩ‬ ‫ﺍﺧﺘﺒﺎﺭ ﰲ ﻣﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻷﻣﺎﺯﻳﻐﻴـﺔ‬

‫ﻋﻠﻰ ﺍﻝﻤﺘﺭﺸﺢ ﺃﻥ ﻴﺨﺘﺎﺭ ﺃﺤﺩ ﺍﻝﻤﻭﻀﻭﻋﻴﻥ ﺍﻝﺘﺎﻝﻴﻴﻥ‪:‬‬

‫ﺍﻝﻤﻭﻀﻭﻉ ﺍﻷﻭل‬
‫*‬
‫ــ
‬
‫أةـّس ذ وزةن ئ ة!ـّ رن ذي ا‪+ .‬ا ن 'دّی( ن وزوارو ن '&وث‪ ،‬رو أك‬
‫ذ وس دادار و‪ , -ّ.‬و‪ ،‬رّا‪ -‬ر‪ (1‬ن ‪ , .
ّ/0‬دآن ر و!وّار ‪45‬ن ‪ 23‬ن ‪7‬ن‬
‫ّ; ن ‪89:‬ن‪7 .‬ن ‪<3‬ـّ‪ .‬ر دادار‪=3 ،‬رّآس ظ ّس یّس‪ ":‬أزّل‪ ،‬زور ؤك ر و‪ّ:‬م‪ ،‬ی‪-‬‬
‫‪DD‬ك"‪.‬‬
‫دّراري ‪D‬دّن ذظ واـّس ن و‪D‬ی‪ 2‬أم وا ی ّﺕار‪1‬ن ؛ ر=ن ‪ّJ‬وی
ن ذ ی‪ّI‬ش ن‪،‬‬
‫‪ M‬ؤس ذ واةل س‪.‬‬
‫‪:‬م‪ ،‬ید ّ‬
‫‪1‬ةّـ‪K‬ن‪ L9! ،‬؛ ‪K3‬ةّـز رو‪ ،‬أم وا یرّ‪&D‬ان‪3 .‬رّ‪7‬س ّﺕزّ‪ .‬ر و ّ‬
‫ّ‬
‫‪:‬م‪ ،‬ی یّس ‪ّ N‬ع‪ ،‬ﺕ‪P‬ـ‪DI‬ل ‪QK3‬ن‪DD ،‬س ّن ‪ّ.‬س ‪RS3‬ن‪3 ،‬ةازن‪ ،‬ذن‪،‬‬
‫ذظ و ّ‬
‫ل ر رن‪:‬‬‫أم ووخ ن &ی&وي‪<3 .‬ا أ‪D‬ی‪ 2‬رس‪ّ. ،‬ن‪ + .‬ن ‪0‬رث‪ّ  ،‬‬
‫" یوّض ذ ارةاز رو‪ ،‬أ ‪ّV‬ـ ر‪ّD‬ـ‪.",‬‬
‫‪ -‬أ ‪ّV+‬ـ ر‪ّD‬ـ‪ ،,‬یةّـ‪'1‬ر‪ .‬یر‪ ,‬ذ ‪0‬رز‪ .‬أ!‪5‬ي ّغ‪.‬‬
‫‪+ -‬كّ ؟ ‪'3‬ا ئ <درذ ‪ :‬ن زی‪.Z‬‬
‫‪I/‬ث‪ ،‬أآم س ‪'3‬لّ‪ ،‬ؤذم س‬
‫وی
أهذ ی!ّـ\ن ذي رن‪ ،‬أف ‪]3‬دّل ةــّت‪ّD3 :‬ـ ‪'3‬ةــّن‪ ،‬ی ّ‬
‫ذ ازةــّغ‪ ،‬أم وا ؤر یﺽ‪ !LK‬وا ی‪ّ.‬ن رس وا ﺕّـ‪
b‬ذي ‪D‬ري یّ!ي ‪ّ.‬س‪ .‬رن ‪ّ13‬‬
‫‪ُ.‬ن س واوال یـ&ین‪.‬‬
‫‪ =3‬رو '‪ ,‬أذیرظ ‪D ,+0‬ش أذ ی!ـّ ﺕـّ ﺕّـا‪ (+‬س‪ d .‬س ر 'رث‪ّ. , ،‬‬
‫‪&e‬ث ذ وةراب‪ .‬س ﺕـّ س ای'س‪= , ،‬ری
أةــّرو یرةا‪ ،‬رةن وو‪.‬ون ن ‪e ,‬رح‪.‬‬
‫‪'3‬رذی
‪ ،‬یآّـد رن ظ وةراب !‪ L9‬ن ‪I‬ش‪ ،‬ی‪D‬هن ئ روا س ‪R3‬ت ‪R3‬ت‪ .‬ذی
ذی
‬
‫‪3‬ﺽ‪VK‬ن‪ .‬أ‪ّ:‬م رّا ی‪ّD‬ـر!ش‪ ،‬ر‪7‬ن أسّ ‪ّ.‬ن‪
ّ .‬یّرةد ‪&e ,‬ت أ!ّـن‪ ،‬ن ‪4‬آاض‬
‫‪+‬ع ن ‪-‬ی‪ hK‬ن"‪ ." la Seine‬یّّن‪ " :‬أ!ّ( ‪'3‬ا أ‪1‬دّی; ‪K3‬غ !‬ ‫ّﺕا!ـّ‪K‬ن‪ .‬ذ ‪4‬آاض ن و‪ّ:‬م ن ّ‬
‫یر=ام ‪
ّI‬ن ‪QI‬ت س‪ ،‬یر‪ ,‬یّـ‪ ":‬أ!ّ‪ h‬أك ئ ی‪R‬رّةن!"‬
‫ ﺕّـآ‪ّD‬ـ( ئ ‪o‬ذن ‪\3‬ز‪ّ+ ّh‬ـع ‪D‬ش أ‪8‬ش ]‪ N‬ن‪ 7080‬دورو یل ‪ 5‬ن یرن‪.‬‬
‫‪/‬ن أی ك ﺕّـا‪ h‬ئ ذظ ی‪eّ ّ.‬ع "‪.‬‬
‫ّس ﺽ'‪ " :‬أ ّ‬

‫!ّـ‪ hb‬د ر‪1‬ن ‪ ;ّ ،‬ن وة‪. s‬‬

‫‪105 ،y ،2004 H.C.A.‬‬
‫‪H.C.A.‬‬
‫*ــ
‪ّ :‬ـّـ
‪ /‬وـّ(‬

‫ﺻﻔﺤﺔ ‪ 1‬ﻣﻦ ‪12‬‬

 ‫‪3‬ــ‪9‬ـن‬

‫‪< .I‬زي ن وﺽی;‪(06) :‬‬

‫‪ -K3 -1‬ﺕّـ ی‪ ّ.‬ؤ‪ّ.‬س ذي دّارث زواروث‪ .‬ر؟‬

‫‪ -2‬رو یح س واي ن ‪DD‬س‪ .‬ؤ‪5‬ید ف ﺕل ئ ‪e‬ر‪7‬ن‪.‬‬
‫‪ -3‬ﺽ' ح أك ذ ﺕّــث‪ .‬ﺕّــ ئ دیّ‪4‬ن وای ذظ وﺽی;؟‬
‫‪ -4‬آّـد ظ وﺽی; أآ‪9‬وال ن ‪e‬ـآّــ‪.‬‬
‫‪D -5‬ـدّل أوال یزین س وآ‪K‬ـ ـس ‪23‬ن وﺕل " أ!‪5‬ي ّـغ "‪.‬‬

‫‪5 .II‬ی(‪(06) :‬‬

‫‪ -1‬ـ\ض ـث ‪ " :‬رةـن وو‪.‬ون ـن ـ‪e ,‬ـرح "‪.‬‬

‫‪ -2‬ؤ‪7 0 -+‬ر( ن وظ‪K3" :‬ةــّز"‪.‬‬

‫‪ .III‬أـﭑ‪ ,e‬س ـا‪(08) :‬‬

‫أریـ‪ -‬ؤّـ;‪23 ،‬ظ أه ‪5‬یذ ف ‪0‬ر‪D‬ت ‪M‬ر زی‪ Z‬ذ ی'ا‪.‬‬

‫ﺻﻔﺤﺔ ‪ 2‬ﻣﻦ ‪12‬‬

 Tuɣalin
Aseggas d uzgen i yeqqim Remḍan di Fransa. Yiwet n tmeddit n umezwaru n lexrif,
Furulu akked gma-s Dadar uɣalen-d seg lexla, nehren-d tajlibt n tɣeṭṭen. Mi d tikli ad awḍen
taddart, mlalen-d Ḥsen, mmi-s n xalti-tsen. Ḥsen yekna ɣer Dadar, yebbi-t di tḥenket-is, yenna-
as: "Azzel, zwir gma-k s axxam, yusa-d baba-k".
Arrac bedden di tlemmast n ubrid am wid iserɛen; ldin allen-nsen d yiqemmucen-nsen,
ggugmen. Yiwet n teswiɛt, ijelleb Furulu, amzun di tnafa i d-yefrawes. Iserreḥ-as d tazzla s
axxam, yeǧǧa gma-s d lmal-is.
Deg uxxam, yufa yemma-s tcebbeḥ, tettmagar imẓuren, baba-s zzin-as lǧiran, irgazen,
tilawin, am uglaf. Iga abrid ɣer-s, msalamen. Yiwet n temɣart, tenṭeq ɣer Remḍan: «Yewweḍ d
argaz Furulu, ad t-yeḥrez Rebbi.
- Ad kem-ihenni Rebbi. D tidet meqqer. Yerna d lawan, aql-i fukkeɣ.
- Keččini? Tura i tǧehdeḍ wala zik! »
Win ara imuqlen mliḥ di Remḍan, ad t-yaf ibeddel nezzeh: irebba leḥnak, yebbelbel,
taksumt-is mellulet, udem-is d azeggaɣ; amzun urǧin yuḍin! Kra n win yesɛan win i as-yettilin
deg Lpari yesteqsa fell-as. Remḍan yettarra-d ɣef tuttriwin-nsen s wawal aẓidan.
Iḥar Furulu melmi ara ffɣen lɣaci akken ad yeqqim netta d yimawlan-is. Tiṭ-is ɣer yiwet n
teɣmert, tɛennec dinna yiwet n tbalizt d yiwen n uqrab. S netta s watmaten-is, mi walan
aneggaru yekka tawwurt, nneflen wulawen-nsen seg lferḥ.
Imir, yejbed-d Remḍan seg uqrab cwiṭ n lqec, yebḍa-ten i warraw-is, yiwen yiwen. Din din,
lsan-ten. Axxam merra yebberqec, ferḥen akken llan. Syin yeddem-d si tbalizt ameqqun n
lekwaɣeḍ, ttwacudden am uttafttar. D lekwaɣeḍ n uxxam n ccreɛ n temdint n "la Seine ".Yenna-
asen: «Walit tura aɛebbuḍ-iw! Yekkes tiqeffal n tsedrit-is, ikemmel awal-is: muqlet amek i yi-
cerrgen! »
D acu kan takebbanit i t-yesxedmen yelzem-itt ccreɛ ad as-d-tettak apansyu n wazal n 7080
n duru yal tlata wayyuren.
Tenna-as Faḍma: " Aṭṭan-ayi inek d tawaɣit ideg yella nnfeɛ! »

Mouloud FERAOUN,
Mmi-s n yigellil,
HCA, 2004, sb. 105.

12 ‫ ﻣﻦ‬3 ‫ﺻﻔﺤﺔ‬
Isestanen :

I. Tigzi n uḍris: (06)

1- Ini-d d acu-t unallas deg tseddart tamezwarut. Ayɣer ?
2- Furulu yefreḥ s tisin n baba-s. Mmeslay-d ɣef temsal i t-yesferḥen.
3- Faḍma tefreḥ ula d nettat. D acu i d-yemmalen aya deg uḍris?
4- Suffeɣ-d seg uḍris aktawal (iger n umawal) n tfekka.
5- Beddel awal yettuderren s uknaw-is (urwas-is) ilmend n usatal: ' Aql-i fukeɣ ! '

II. Tutlayt: (06)

1- Sleḍ isegran n tafyirt-a: nneflen wulawen-nsen seg lferḥ.
2- Efk-d talɣa taḥerfit n umyag “yefrawes”.

III. Asenfali s tira : (08)

Deg tallit n Urumi, uqbel tagrawla n 1954, Remḍan yuɣal-d seg Fransa, yegla-d s waṭṭan.
Maca, yewwi-d apansyu. Xersum d at uxxam ad rwun aɣrum. Awal tenna-t-id Faḍma, “d
tawaɣit ideg yella nnfeɛ!”

Aru-d ullis ideg ara d-temmeslayeḍ ɣef lɣerba gar zik d tura.

12 ‫ ﻣﻦ‬4 ‫ﺻﻔﺤﺔ‬
 tu$
tu$alin

Aaseggas d uzgen i yeqqim RremDan di Ffransa. Yyiuwet n tmeddit n umezwuaru n

lexrif, Ffurulu akked gma-s dadar u$alen-d seg lexla, nehren-d tajlibt n t$eTTen. mMMi
d tikli ad awuDen taddart, mlalen-d Hsen, mmi-s n xalti-tsen. Hsen yekna $er dadar,
yebbi-t di tHenket-is, yenna-as : " aAzzel, zwuir gma-k s axxam, yusa-d baba-k".
aA rrac bedden di tlemmast n ubrid am wuid iserâen; ldin allen-nsen d yiqemmac-nsen,
ggugmen. Yyiwuet n teswuiât, ijelleb Ffurulu, amzun di tnafa i d-yefrawues. IiserreH-as d
tazzla s axxam, yeooa gma-s d lmal-is.
deg uxxam, yufa yemma-s tcebbeH, tettmagar imZuren, baba-s zzin-as loiran,
irgazen, tilauwin, am uglaf. Iiga abrid $er-s, msalamen. Yyiwuet n tem$art, tenTeq $er
RremDan : " YyeuwweD d argaz fFurulu, ad t-yeHrez Rrebbi”.
- Aad kem-ihenni Rrebbi. d tidet meqqer. Y yerna d lauwan, aqli fukke$.

- keccččini? tura i toehdeD uwala zik !"

Wuin ara imuqlen mliH di RremDan, ad t-yaf ibeddel nezzeh : Iirebba leHnak,
yebbelbel, taksumt-is mellulet, udem-is d azegga$ ; amzun uroin yuDin ! kra n w uin
yesâan wuin i as-yettilin deg Llpari yesteqsa fell-as. RremDan yettarra-d $ef
tuttriwuin-nsen s uwawual aZidan.
IiHar Ffurulu melmi ara ff$en l$aci akken ad yeqqim netta d yimauwlan-is. tiT-
is $er yiuwet n te$mert, tâennec dinna yiwuet n tbalizt d yiuwen n uqrab. s netta, s w
uatmaten-is, mi uwalan aneggaru yekka tawwbburt, nneflen wulauwen-nsen seg lferH.
I mir, yejbed-d RremDan seg uqrab cuwiT n lqecc, yebDa-ten i uwarrawu-is yiwuen
i
yiwuen. din din lsan-ten. Aaxxam merra yebberqec, ferHen akken llan. syin yeddem-d
si tbalizt ameqqun n lekwua$eD, ttuwacudden am uttafttar. d lekwua$eD n uxxam n ccreâ
n temdint n "la Seine ".Y yenna-asen : " Wualit tura aâebbuD-iuw ! Yyekkes tiqeffal n
tsedrit-is, ikemmel auwal-is : mMuqlet amek i yi-cerrgen !"
d acu kan takebbanit i t-yesxedmen yelzem-itt ccreâ ad as-d-tettak apansyu n
w uazal n 7080 n duru yal tlata wuayyuren.

tenna-as F faDma : " aTTan-ayi inek d tawua$it ideg yella nnfeâ ! "
Mmulud ferâun,
Mmmi-s n yigellil,
HCACA, 2004, asebter 105.

12 ‫ ﻣﻦ‬5 ‫ﺻﻔﺤﺔ‬
Iisestanen
isestanen :

I. tigzi n uDris : (06

(06)
06)

1- Iini-d d acu-t unallas deg tseddart tamezwuarut. aAy$er ?

2- Ffurulu yefreH s tisin n baba-s. Mmeslay-d $ef temsal i t-yesferHen.
3- FfaDma tefreH ula d nettat. d acu i d-yemmalen aya deg uDris?
4- suffe$-d seg uDris aktawual (iger n umaual) n tfekka.
5- Bbeddel awual yettuderren s uknawu-is ilmend n usatal: ' Aaql-i fuke$
fuke$! '

II. Itutlayt : (06)

1- sleD isegran n tefyirt-a: nneflen wulauwen-nsen seg lferH.

2- efk-d tal$a taHerfit n umyag “yefrawues”.

III. asenfali s tira : (08)

deg tallit n uUrumi, uqbel tagrauwla n 1954, rRemDan yu$al-d seg fFransa, yegla-
d s uwaTTan. mMaca, yeuwwi-d apansyu. xXersum d at uxxam ad ruwun a$rum. Awawual tenna-t-id
FfaDma, " d tauwa$it ideg yella nnfeâ ! "

Aaru-d ullis ideg ara d-temmeslayeD $ef l$erba gar zik d tura.

12 ‫ ﻣﻦ‬6 ‫ﺻﻔﺤﺔ‬
 ‫ا'ﺽع ا‪,8‬‬
‫دی( ن ی&ا‬
‫‪M‬ر ن ی‪2‬ورار ن ‪]!4‬یل ‪.S3‬ن‪K -' ،‬وّارث ﺕـّ‪(ّ.‬؛ ‪3‬م ـّس ی&ا‪ .‬ﺕـّهث ی‪57‬ن‬
‫ةـّت ‚ ذن ن و!وّار ـّس أسّ ‪ .(ّ.‬أسّ ‪ ,‬ـّث یـّس د‪9ّM‬ـّ‪ -‬رس أر‪J1D‬ش‬
‫)‪ (14‬ن یةـّن ذظ ی‪'14) 5‬ر( ـّس‪DD .‬س ‪S3‬وذ أر‪+‬ل‪ ،‬ی&ا ‪ ّ.‬ﺕـّر‪ .(]D‬أسّ ‪,‬‬
‫‪\:‬ض ‪+1‬ی
)‪ (20‬ن یةـّن ‪1‬رّ‪ّ. -‬س ‪<K3‬ـ‪e‬ن )‪/o3‬ـّ‪D‬ن(‪ ،‬ید ی‪-‬ج ن و=ان‬
‫‪S3‬د‪]M‬س؛ ‪ ،(bDI‬ر‪ ,‬أةـّس یوّی‪ .ّh‬ري ‪23‬س هی( ـّس‪ :‬زّها‪.‬‬
‫أسّ ‪ ,‬هـّن ووذان رّ‪D‬ح ذ ‪4‬ه‪ K‬ف ی&ا‪2D ،‬ون ﺕـّ‪5‬ین؛ !ـّرن ‪ّ.‬س أور <ـ‪\: .,‬ض‬
‫‪5‬ی( أی ر ورةاز ـّس‪ ،‬ین؛ ل أ‪e:‬ف ـّس‪ ،‬یآـّر ی=ّ‪ ،ّh1‬د‪ ّM‬یـّ;‪ّ. ،‬‬
‫ر دّارث ن ‪DD‬س‪! ،‬ـّ أةـّس ‪ ّh]/o3‬وی‪ .hR‬رذ أ‪1‬دّی;‪ ،‬ري أه‪ ،‬أ‪-‬ا ی‪ ;:‬ر‪D‬ـّ‪,‬‬
‫أذی‪-‬وم ور‪+‬ل ـّس‪ ،‬ـّ‪e‬د‪ّ. ،‬د ر ی‪e‬ـّن ن '‪/‬ـّث ن ‪DD‬س؛ روا ر=وةـ‪4) ,‬ار(‪،‬‬
‫ةری‪ ّhK‬ذي دّارث ﺕال ن و‪D‬ی‪ 2‬رس ‪/‬ـّ!(‪! ،‬ـّ ذی; ‪ 5‬ن یةـّن س ‪ (R‬ن <‪-‬ورث‪.‬‬
‫ؤـّن زرّی
‪ ،‬ی&ا ﺕـّ&یـّر 'دّورث ‪ّ.‬س‪ + ،‬ن واسّ ‪ ّ.‬أم ‪K‬ه](‪ ،‬آـّر رول‬
‫‪ ;D= ,‬ـّس‪ ،‬ﺕـّزّال ؤر =ري ‪ ،,‬أ‪-‬ي ‪) o‬ﺕ‪S‬ب(؛ ﺽ‪ ،,‬ی‪ ّh‬ی‪23 ،(R‬ی‪ّh‬‬
‫ر ـّ]‪J‬ر‪ ،‬ید‪M‬ـّ‪ ّh‬ذی
و یوح‪ , ،‬دو
‪ّM'3‬ـین )‪]]J3‬ن( داوا‪ ،ّh‬ـّ!‪ّh‬؛ ‪„7‬ن‬
‫‪ (e‬أك ‪ ّ.‬و ا‪/‬ـّون ـّس ﺕـّ‪R‬ر‪+‬رن س ی'‪/‬ـّون‪ .‬آـّن ‪ّ.‬س أآ]‪. ،s‬ن ئ وا‬
‫ﺕّ‪S‬ون ی‪ , .-‬ی‪ 5‬أك ذ ﺕـّ !‪0 ،hN‬ﺽ(؛ یوّی‪ ّh‬رس‪.‬‬
‫‪+‬ا ن واسّ ‪ ;:‬ی&ا ‪4‬آاض‪ ،‬وح ر و!وّار ـّس ‪D‬ش أه‪9‬ـّـّرظ‪ .‬ذظ و‪D‬ی‪2‬‬
‫‪ 23 sb‬ن یـّ;‪ ،‬ؤل ‪M ،L84I1‬ك ظ واسّ ‪ ,‬ﺕـّد‪M‬ـّ ؤ ﺕـّ=ری‪ ،L‬أك زّها ؤل ـّ‪LK‬‬
‫یـّس‪ ،‬ؤل =ري ‪ .‬ـّث ‪ .‬ﺕـّدّر‪ .‬أی( و!وّار ؤر ﺕـّ‪ L‬وّارث ئ دی‪D‬ـّ وذرار‪،‬‬
‫ـّﺽن ‪]:4‬ر ئ زّها‪ ،‬ـّس‪ :‬یـّم هﺕـّ ذظ و!وّار‪ .‬هث ح‪ ،‬ن ؤل ‪،LK‬‬
‫رزي أ‪-‬ي ﺕـّ‪ ،5 ،‬ؤ ـّ<ر ‪ّ.‬س ـّذی‪ ،ّhK‬ـّ( ‪e ,‬رح‪ , .‬آـّر ی&ا أﺕـّوح‬
‫ـّل رس یـّ;‪ >:‬أ یـّ ؤل ‪ , 2‬أﺕـّو‪7‬ذ؛ أﺕـّو‪7‬ذ ‪23‬ي‪ ،‬أﺕـّدّرذ ذظ و‪:‬ـّم ‪ .<K3‬ذظ‬
‫وزوارو ةـّ‪ , ،‬زری
ووـّن !]‡ل‪ ،‬ؤ وح ر یـّ; ـّ‪ -‬ؤـّن ـّس‪.‬‬
‫أـّ !ـّرن‪» :‬أسّ ی‪e‬ن ؤـّن ؤآـّل‪ ،‬ذ اسّ ‪ ,‬أﺕـّ‪ 23  sb‬ن وا ﺕـّری
«‪.‬‬

‫را ‪<D‬ا'‬

‫أ‪ ,e‬س ا ذي 'زی‪.(0‬‬
‫‪59-58 y H.C.A 2006.2007‬‬

‫ﺻﻔﺤﺔ ‪ 7‬ﻣﻦ ‪12‬‬

 ‫‪93‬ن ‪:‬‬

‫‪< -I‬زي ن وﺽی;‪(06) :‬‬

‫‪ -1‬ﺕـّ ین دّورث ن ی&ا أ'‪\: ,‬ض ر وا‪ّ.‬ف؟‬
‫‪ -2‬آـّد ظ وﺽی; ـّث ن ر یﺕـّ‪5‬ین ف ووـّن ‪=DI3‬ن دّر ی&ا‪.‬‬
‫‪ -3‬ؤ‪ -+‬أك ن ث أی‪ " :‬ﺕـّ&یـّر 'دّورث ‪ّ.‬س"‪.‬‬
‫‪ -4‬رةد ‪ ,‬دّارث زواروث أآ‪8‬وال ن ‪ ) ,„V‬زّی
(‪.‬‬

‫‪5 -II‬ی(‪(06) :‬‬

‫‪\ -1‬ض  ‪ :‬ـ‪.(4I1‬‬
‫‪! -2‬ـّن ث أی س ‪3 (0‬ان ‪M‬ر ـّ‪ ) :‬أك‪M ،‬ك‪ ،‬آ;  ( ‪2K‬د ﺕـّ‬
‫ـّ‪.e‬ي‪.‬‬
‫ﺕـّ‪0‬ن ووذان ‪ ,‬ی&ا‪= ...............‬ری
رّ‪D‬ح ذ ‪4‬ه‪ّ. K‬س‪.‬‬

‫‪ -III‬أ‪ ,e‬س ا‪(08) :‬‬

‫ی&ا ‪ّ4‬ف د‪ ّM‬یـّ; ﺕـّ=ا( )ذي دّوح(‪.‬‬
‫أری‪ -‬ؤـّ; ف یـّ;‪ :‬زّها‪ ،‬ظ واسّ ‪ ,‬ﺕـّ‪8‬د‪.ّM‬‬

‫ﺻﻔﺤﺔ ‪ 8‬ﻣﻦ ‪12‬‬

 Tadyant n Lwiza

Ger yidurar n leqbayel εlayen, temmɤi-d tjeğğigt mellulen, isem-is Lwiza, d taqcict
icebḥen aṭas, tufrar ɤef tullas n taddart-is merra. Asmi temmut yemma-s teğğa-tt-id tesεa
rebεeṭṭac n yiseggasen deg leεmer-is. Baba-s iεawed zzwağ, Lwiza teqqel d tarbibt. Asmi
tessaweḍ εecrin n yiseggasen, ṭṭuqten-d fell-as yinexḍaben; yusa-d yiwen n yilemẓi iεğeb-as,
teqbel-it, aseggas kan tedda, tesεa-d yid-s taqcict tsemma-as Zehra.

Asmi walan lɤaci izad rrbeḥ d lehna ɤef Lwiza, usmen, bdan heddren, gren-d fell-as ayen ur
texdim, awal yewweḍ ɤer umezzuɤ n urgaz-is, dɤa yerfa iɤil d sseḥ, teɤḍel nnif-is, yekker yebra-
as, teğğa-n yelli-s deg dduḥ, tuɤal-d s axxam n baba-s teqqim aseggas yuɤal yusa-d yiwen ixḍeb-
itt, yuɤ-itt, tuɤal terfed s tadist tesεa-d aqcic. Imi Rebbi irad akka zzwağ-is ur idum ara
tennebra-d, tuɤal ɤer yifassen n tmeṭṭut n baba-s; terwa lemrar. Gren-tt deg yiwet n texxamt
tama n ubrid, d tamecṭuḥt tesεa taḍwiqt, teqqim deg-s tlata n yiseggasen s yiwet n tqendurt.

Ussan zerrin, Lwiza tettiḍyiq ddunit fell-as. Yiwen n wass teḍra yid-s am tmeslubt, terwel-d
seg lḥebs-is, tettazzal ur teẓri anda, armi tt-yerẓa facal, teɤli ur d-tewwi s lexber, yufa-tt-id
yiwen yerfed-itt ɤer sbiṭar, yeğğa-tt din iruḥ. Mi d-usan yimesujiyen, dawan-tt, syin steqsan-tt,
teḥka-asen-d taqsiṭ akken tella, allen-is ttcercurent d imeṭṭawen. Dɤa kksen-as aɤbel, kkren
ssawlen i umdan-nni i tt-iεawnen yusa-d. Mi yesla ula d netta taqsiṭ, tɤaḍ-it, yekker ijmeε-itt
tettidir ɤer twacult-is.

Yiwen n wass tuḥwağ Lwiza lekwaɤeḍ, terza ɤer taddart-is n zik akken ad ten-id-tesuffeɤ.
Deg ubrid-is, temlal d yelli-s maca ur myeεqalent ara, acku seg wasmi i tt-in-teğğa deg dduḥ ur
tt-twala, ula d Zehra werğin tessin yemma-s ur teẓri temmut neɤ tedder. At taddart ur ttun ara
tajeğğigt i d-irebba udrar-nsen, ssawḍen lexbar ɤer Zehra, nnan-as yemma-m atta deg taddart.
Taqcict yeffeɤ-itt leεqel, tumen ur tumin, tnuda armi tt-temlal, tmuger-itt s yimeṭṭi, tḥennec-itt
ɤer tama-s, nneflent seg lferḥ. Mi tekker Lwiza ad truḥ tenṭeq ɤur-s yelli-s: “A yemma ur tufiḍ
sani ara terreḍ, ad tedduḍ yid-i, ad tεiceḍ deg uxxam-iw”. Tazwara tugi, armi εeddan wussan,
tuɣal teqbel, truḥ ɤer yelli-s tkemmel yid-s ussan-is.

Akken qqaren: “Anwa ass yifen akk ussan … Mi ara temlil tasa d wayen turew”.

Nora BELGASMIA.
Asenfali s tira di tmaziɤt,
H.C.ACAC 2006- 2007. Sb : 58-59

12 ‫ ﻣﻦ‬9 ‫ﺻﻔﺤﺔ‬
Isestanen:

I. Tigzi n uḍris: (06)

1- D acu i ihudden tudert n Lwiza, imi tewweḍ armi tennebra?
2- Kkes-d seg uḍris snat n tefyar i d-yemmalen yir ussan i tedder Lwiza.
3- Efk-d anamek n tefyirt-a: “Tettiḍyiq ddunit fell-as”.
4- Suffeɤ-d seg tseddart tamezwrut aktawal (iger n umawal) n thuski (ccbaḥa).

II. Tutlayt: (06)

1- Sleḍ isegran n tefyirt-a: “Myeεqalent”.
2- Qqen tafyirt-a s tesɣunt iwatan ger tiyi : (Ulamma, acku, ɣas akken), temleḍ-d d acu i
tessenfalay :
- Usmen medden ɣef Lwiza … walan izad rrbeḥ d lehna fell-as.

III. Asenfali s tira (08)

Lwiza tennebra-d, teğğa yelli-s deg dduḥ.
-Aru-d ullis ideg ara d-tessugneḍ (d-txayleḍ) amek i d-tekker Zehra seg wasmi i tt-teğğa
yemma-s.

12 ‫ ﻣﻦ‬10 ‫ﺻﻔﺤﺔ‬
 tadyant n luwLwi
W za

ger yidurar n leqbayel âlayen, temm$i-d tjeğğooigt mellulen, isem-is Lwlwuiza, d

taqcict icebHen aTas, tufrar $ef tullas n taddart-is merra. aAsmi temmut yemma-s
tooeğğa-tt-id tesâa rebâeTTac n yiseggasen deg leâmer-is. bBaba-s iâauwed zzwuaoğ, Lwluiza
teqqel d tarbibt. Aasmi tessawueD âecrin n yiseggasen, TTuqten-d fell-as yinexDaben;
yusa-d yiuwen n yilemZi iâğoeb-as, teqbel-it, aseggas kan tedda, tesâa-d yid-s taqcict
tsemma-as Zehra.

Aasmi wualan l$aci izad rrbeH d lehna $ef Lwluiza, usmen, bdan heddren, gren-d fell-as
ayen ur texdim, awual yeuwweD $er umeZZu$ n urgaz-is, d$a yerfa i$il d sseH, te$Del nnif-
is, yekker yebra-as, teooa-n yelli-s deg dduH, tu$al-d s axxam n baba-s teqqim
aseggas yu$al yusa-d yiuwen ixDeb-itt, yu$-itt, tu$al terfed s tadist tesâa-d aqcic.
Iimi Rrebbi irad akka zzuaoğ-is ur idum ara tennebra-d, tu$al $er ifassen n tmeTTut n
baba-s; terwua lemrar. gren-tt deg yiwuet n texxamt tama n ubrid, d tamecTuHt tesÂâaÂÂ
taTuiqt, teqqim deg-s tlata n yiseggasen s yiwuet n tqendurt.

ussan zerrin, luLwiza tettiDyiq ddunit fell-as. yYYiuwen n uwass teDra yid-s am tmeslubt,
teruwel-d seg lHebs-is, tettazzal ur teZri anda, armi tt-yerZa facal, te$li ur d-teuwwi
s lexber, yufa-tt-id yiuwen yerfed-itt $er sbiTar, yeğğooa-tt din iruH. mMi d-usan
yimesujiyen, dawuan-tt, syin steqsan-tt, teHka-asen-d taqsiT akken tella, allen-is
ttcercurent d imeTTawuen. d$a kksen-as a$bel, kkren ssauwlen i umdan-nni i tt-iâauwnen yusa-d.
Mmi yesla ula d netta taqsiT, t$aD-it, yekker ijmeâ-itt tettidir $er tuwacult-is.

yYiwuen n uwass tuHuaoğ lwuLwiza lekuwa$eD, terza $er taddart-is n zik akken ad ten-id-
tesuffe$. deg ubrid-is temlal d yelli-s maca ur myeâqalent ara, acku seg wuasmi i tt-
in-teooğğa deg dduH ur tt-tuwala, ula d Zehra uwerğoin tessin yemma-s ur teZri temmut ne$
tedder. Aat taddart ur ttun ara tajeğğooigt i d-irebba udrar-nsen, ssauwDen lexbar $er
Zehra, nnan-as yemma-m atta deg taddart. taqcict yeffe$-itt leâqel, tumen ur tumin,
tnuda armi tt-temlal, tmuger-itt s yimeTTi, tHennec-itt $er tama-s, nneflent seg
lferH. mMi tekker luLwiza ad truH tenTeq $ur-s yelli-s : “Aa yemma ur tufiD sani ara
terreD, ad tedduD yidi, ad tâiceD deg uxxam-iuw”. tazwuara tugi, armi âeddan wussan, tu$al
teqbel, truH $er yelli-s tkemmel yid-s ussan-is.

aAkken qqaren: “aAnuwa ass yifen akk ussan… mMi ara temlil tasa d uwayen tureuw”.
NUnura belgasmyaMIA.
Lasenfali s tira di tmazi$t
H.C.A 2006- 2007. sb : 58-59

12 ‫ ﻣﻦ‬11 ‫ﺻﻔﺤﺔ‬
Iisestanen :

I I. tigzi n uDris : (06)

1- d acu i ihudden tudert n Lwluiza, imi teuwweD armi tennebra ?
2- kkes-d seg uDris snat n tefyar i d-yemmalen yir ussan Ii tedder Lwluiza.
3- Eefk-d anamek n tefyirt-a: “tetti
ettiD
etti yiq
yiq ddunit fell-
fell-as”.
as
4- suffe$-d seg tseddart tamezuarut aktawual (iger n umaual) n thuski
(ccbaHa).

I II. tutlayt: (06)

1- sleD isegran n tefyirt-a: “MMmyeâ
yeâqalent”.
2- Qqqen tafyirt-a s tes$unt iuwatan ger tiyi : (UuU lamma, acku, $
 as akken),
akken
temleD-d d acu i tessenfalay :
- uUsmen medden $ef luLwiza …….. Wualan izad rrbeH d lehna fell-as.

I III. aA senfali s tira

tira (08)
(08)
Lwluiza tennebra-d, teğğooa yelli-s deg dduH.
-aAru-d ullis ideg ara d-tessugneD (d-txayleD) amek i d-tekker Zehra
seg wuasmi i tt-teooğğa yemma-s.

12 ‫ ﻣﻦ‬12 ‫ﺻﻔﺤﺔ‬
‫ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ ‪2013‬‬

‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ "ﺜﻭﻏﺎﻝﻴﻥ"‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
‫‪I‬‬
‫‪0.5‬‬ ‫زي ن ‪ -1‬أّس ذي دّارث زواروث ذ ازراي‪.‬‬
‫‪0.5‬‬ ‫‪# -‬ر "!ة'ن *)( ر ووذ'م وی آاد‪.‬‬ ‫وی ‬

‫‪0.5‬‬ ‫‪ -2‬ی*'ح س ‪/0‬ش أﺱد یوّي ﺱ‪* ,‬ا ) أروض(‬

‫‪ -3‬أ دی ّ‪7‬ن ‪60‬رح ن *! ذ'ظ وی ‪ّ; :‬ع ‪=/> ،‬ل‬
‫‪1‬‬
‫‪06‬‬ ‫"‪'@AB‬ن ‪.‬‬
‫‪0.75‬‬ ‫‪#‬ن أی ك >ّـ@ا‪ G‬ئ ذ'ظ یّ ّ‪6‬ع "‪.‬‬
‫‪ّ -‬س *! ‪ " :‬أ ّ‬

‫‪0.25×9‬‬ ‫‪ -4‬أآ‪I‬وال ن ‪6‬آّ ‪ :‬ظ ‪ ،‬أ‪#‬ـّو'ن ‪ّ/" ،‬ش ‪!" ،‬ةّـن ‪ ،‬أآ@م ‪،‬‬
‫ؤِذ'م ‪ ،‬أ‪L‬دّی ‪ ، K ،‬ؤو'ن‪.‬‬
‫‪ -5‬أ=دّ'ل ن واوال ی@زی'ن س و'آ‪B‬ـ@ ّـس "‪ O‬ن وﺱ>ل‬
‫‪0. 5‬‬ ‫" أ‪PQ‬ي ّـ'غ "‪.‬‬
‫'غ ‪ ،‬ةـ‪'S‬غ ‪ ،‬ؤ‪Q‬ـّ‪@* ، T‬آـّغ ‪.......‬‬

‫‪ -1‬ﺱ‪V‬ط ن *ث ‪ " :‬رة'ن ووو'ن ن ﺱ‪60 ,‬رح "‬ ‫‪II‬‬
‫‪0.5‬‬ ‫@‪P‬ی‪ U‬رظ ‪ :‬د اظ ی*‪ (I‬ر ی‪X‬ري ذ اﺱو‬
‫‪0.5‬‬ ‫ن ‪ :‬د ار ؤذوان د اﺱ‪Y‬ر )أﺱ‪I‬ل‪،‬أاو(‬

‫ووو'ن ‪ :‬ذ اﺱّذ "!ةزي‬

‫‪1‬‬
‫‪06‬‬ ‫ن ‪ :‬ذ ا‪ \/‬أوﺹ‪ Z‬أﺱّذ ن یم‬
‫‪1‬‬
‫‪0.5‬‬ ‫ﺱ‪UL'X : ,‬‬
‫‪1‬‬ ‫‪60‬رح ‪ :‬أﺱذ أروﺱیـ‪) O‬أﺱّذ س ‪(U'X‬‬

‫‪1.5‬‬ ‫‪] ^0 -2‬ر*‪ U‬ن وظ""‪B‬ةـّـز"‪ :‬ةــّز‬

‫ ‪8  1‬‬
 ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ ‪2013‬‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬

‫‪1‬‬ ‫‪ -‬أی أذ ی`‪ ,‬ذ و‪ّ0‬ـ ‬ ‫‪III‬‬

‫‪1‬‬ ‫أﺱـﭑ‪06‬ــ‪ - ,‬ؤ‪0‬ـّ أذی‪b‬دّ ف آاض ن ی!@ر'ن‬
‫س ـا‬
‫أذی`‪ ,‬ؤ*ری ی]‪P‬؛ ‪:‬‬
‫‪08‬‬
‫‪ .1‬ی>ـّ@ااي س و'ﺱ‪d‬ل‬
‫‪0.5‬‬
‫‪ -‬أﺱـﭑ=‪I‬ـﭑر یزدیـ‪0) e‬ـّ@(‪،‬دّاری(‪(...‬؛‬
‫‪0.5‬‬
‫‪ -‬أﺱ'ز "@ا؛‬
‫‪0.5‬‬
‫‪0.5‬‬
‫‪6 -‬ر رﺱ‪ G‬ف ی`@ةان ن >‪A‬رّو‪G‬؛‬
‫‪0.5‬‬ ‫‪ -‬أوال ی@ةی "‪ O‬ن وﺱ‪I‬ل؛‬
‫‪@`" -‬ةان ن >ا >ـّ@ا*'ن‪.‬‬

‫‪ .2‬یز أك "‪P‬ق‬

‫‪0.5‬‬ ‫‪@ -‬دّﺱ ن و'ی >ـّدّاری(؛‬
‫‪0.5‬‬
‫‪0.5‬‬
‫‪Q@ -‬ـّ‪ B‬ﺝر دّاری( >ـّهّـل زي؛‬
‫‪0.5‬‬ ‫‪=! -‬را ن ی!ة'ن ؤةی'‪ O" G‬ن ‪P‬وت؛‬
‫‪ -‬أﺱـﭑ'س ن ی‪7ّB‬ن ن واآ@د ذ یـّ ن واذ'ظ *رز'ن‪.‬‬

‫‪ .3‬ی@ةی "‪ O‬ن وﺱ‪I‬ل ئ دی‪I‬ـّ@او‪k‬ن‬

‫‪0.5‬‬ ‫‪ -‬أی ذ و‪0‬ـّ ی‪l‬ان؛‬
‫‪0.5‬‬ ‫‪ -‬أی ی>ـّ@ا=‪ B‬ف ^ﺱـّ ن وو‪0‬ـّ ؛‬
‫‪0.5‬‬ ‫‪ -‬أی أذی@ةی "‪ O‬ن وﺱ‪I‬ل‬

‫ ‪8  2‬‬
 2013 ‫ ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ‬:‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‬

‫ا‬ ‫ ا‬ ‫ور‬

‫اع‬ ‫أة‬#$ * Tuɣalin* ‫ا ع‬
0.5 1- Deg tseddart tamezwarut anallas d azɣaray, acku imyagen I
0.5 ftin ɣer wudem wis krad. Tigzi n
uḍris
0.5 2- Ayen i yesferḥen Furulu d iceṭṭiḍen i as-d-yewwi baba-s
seg Fransa.
3- Ayen i d-yemmlen lferḥ n Faḍma :

06 0.5x2 - Tcebbeḥ, tettmaggar imẓuren.

0.75 - Mi d-tenna: "aṭṭan-ayi-inek d tawaɣit ideg yella nnfeɛ! »

4- Aktawal n tfekka: taḥenket, allen, iqemmucen, leḥnak,
0.25x9 taksumt, udem, aɛebbuḍ, tiṭ, ulawen.
5- Abeddel n wawal yettuderren s uknaw-is ilmend n usatal: "aql-
0.5 i fukkeɣ" = ɣliɣ, zwiɣ, meqqreɣ, wessreɣ, ḍeɛfeɣ.

1- Tasleḍt n tefyirt : " nneflen wulawen-nsen seg lferḥ" II

0.5 Tutlayt
- nnefl = d amyag yeftin ɣer yizri, d aseɣru
0.5 - … n = d amatar udmawan, d asentel (d ameskar, amigaw …)
06 1 - wulawen = d asemmad imsegzi.
1 - …-nsen = d amqim awsil asemmad n yisem
0.5 -seg = tanzeɣt
1 - lferḥ = asemmad arusrid.
1.5 2- talɣa taḥerfit n umyag "yefrawes" = friwes.
Aḍris ad yili d ullis. Aktazal ad ibedd ɣef yisefranen-a : III
- Taferkit : Asenfali
0.5 Asebter zeddig s tira
0.5 Tira tettwaɣer
- Afares :
08
1.5 Asentel iban
1.5 Aḍris d ullis (taγessa n wullis tefreẓ).
- Tutlayt :
0.5 Asemres n yinamalen n wakud / adeg.
0.5 Asemres n yimyagen d tmeẓra
0.5 Asemres n umawal
0.5 Aqader n yilugan n tira
0.5 Asigez n uḍris
- Taseddast / Tazḍawt
0.5 Lebni n tefyar tummidin
0.5 Tuqna gar tefyar d tseddarin
0.5 Aqader n yilugan n tezḍawt taḍrisant

8  3 
 2013 ‫ ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ‬:‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ * Tuγ
Tuγalin* ‫ﺍﻝﻤﻭﻀﻭﻉ‬

1- deg tseddart tamezwuarut anallas d az$

az$aray,
aray acku imyagen I
0.5 tigzi
0.5 ftin $er wudem uwis kraD
kraD.
n uDris
0.5 2- Ayen i yesferêen Furulu d iceîîiven i as-d-yewwi baba-s seg Fransa.
3- aAyen i d-yemmalen lferêH n FfaDma :
6 0.5×2 - tcebbeêH, tettmaggar imZéuren.
-mMi d-tenna: "aTTîîan-ayi-inek d tawua$it ideg yella nnfeâ! »
0.75
4- aAAktau
tauwal n tfekka : taêHenket, allen, iqemmucen, leHênak, taksumt,
0.25×9 udem, aâebbuD, tiTî, ulawuen.
0.5 5- aAbeddel n uwawual yettuderren s uknawu-is ilmend n usatal : "aql-i
fukke$" = $li$, zuwi$, meqqre$, wuessre$, Deâfe$.

1 1- tasleD
asleDt n tefyirt : " nneflen wulawuen-nsen seg lferêH" II
tutlayt
1 - nnefl = d ase$ru / … n = d asentel,
asentel (d amatar udmauwAwan)
0.5×2 - wulauwen = d asemmad imsegzi.
imsegzi
- …-nsen = d amqim awusil asemmad n yisem
6 1
-seg = tanze$t
0.5 - lferHê = asemmad arusrid (n tenze$t).
tenze$t)

1.5 2- tal$a taHerfit n umyag "yefraw

yefrawues"
es : fri
iuwes.
Aaktazal ad ibedd $ef yisefranen-a :
taferkit: III
0.5 Aasebter zeddig Aasenfal
0.5 tira tettwuafham is
Aafares : tira
1.5 Aasentel iban
1.5 AaDris d ullis (ta$essa n wullis tefrez)
08 tutlayt :
Aasemres n yisuraz
0.5
0.5
aAsemres n yimyagen d tmeZra
0.5 Aasemres n umauwal i iwulmen asentel
0.5 tira ilmend n yilugan-ines
0.5 Aasemres n usigez iuwatan
taseddast / taZ
taZDawut :
0.5 L ebni n tefyar tummidin
0.5 Tuqna gar tefyar d tseddarin
0.5 A aDris iquder ilugan n tezDauwt taDrisant

8  4 
 ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ ‪2013‬‬

‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻝﻭﻴﺯﺍ"‬ ‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ "ﺜﺎﺩﻴﺎﻨﺕ ﻥ‬
‫ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﻤﺠﺯﺃﺓ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬

‫‪> .1‬ـّ@‪P‬ی‪ U‬ن ی@ذان‪.‬‬ ‫‪I‬‬

‫‪2‬‬ ‫>زي ن‬
‫وی ‪ .2‬ﺱث ن >*ر ی>ـّ@‪P‬ین ف ووﺱـّن "‪m=/‬ن دّ'ر ‪@0‬ی‪X‬ا‪:‬‬
‫‪0.5‬‬ ‫‪ -‬روا ر=وةي )‪7‬ار(‪.‬‬
‫‪06‬‬ ‫‪0.5‬‬ ‫‪> -‬ـّ‪'X‬یـّر !دّورث *ّس‪.‬‬
‫‪ .3‬أك ن >*ت‪> ":‬ـّ‪'X‬یـّر !دّورث *ّس"‬
‫‪1‬‬
‫>ـّ‪! no‬دّورث *ّس‪.‬‬
‫‪4×0.5‬‬
‫‪ .4‬أآ‪I‬وال ن >‪@d‬ﺱ‪) ,Y‬زّی((‪ :‬وّارث‪ ،G0ّ ،‬ی]‪P‬ن‪.p ،‬‬

‫‪ .1‬أﺱ‪P‬ض ن >*ث "‪:"G7/L‬‬ ‫‪II‬‬

‫‪/L‬ل‪ :‬د اظ ی*‪ (I‬ر ی‪X‬ري د اغ د اﺱو‪،‬‬ ‫@‪P‬ی‪U‬‬
‫‪1.5‬‬
‫‪06‬‬
‫‪1.5‬‬ ‫‪ :G‬أر ؤذوان‪ ،‬د اﺱ‪Y‬ر)أﺱ‪I‬ل‪ ،‬أاو(‬

‫‪2×1.5‬‬ ‫‪> .2‬ـّ^'ن ووذان ﺱ‪@0 ,‬ی‪X‬ا ﺝك =ری( رّ=ح ذ ‪7‬ه‪ّ* B‬س‪.‬‬
‫ﺱـّ‪6‬ي ‪.G`I‬‬

‫ ‪8  5‬‬
 ‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‪ :‬ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ ‪2013‬‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬

‫‪1‬‬ ‫‪ -‬أی أذ ی`‪ ,‬ذ و‪ّ0‬ـ ‬ ‫‪III‬‬

‫‪1‬‬ ‫أﺱـﭑ‪ - ,06‬ؤ‪0‬ـّ أذی‪b‬دّ ف آاض ن ی!@ر'ن‬
‫س ـا أذی`‪ ,‬ؤ*ری ی]‪P‬؛ ‪:‬‬
‫‪08‬‬
‫‪ .1‬ی>ـّ@ااي س و'ﺱ‪d‬ل‬
‫‪0.5‬‬ ‫‪ -‬أﺱـﭑ=‪I‬ـﭑر یزدیـ‪0) e‬ـّ@(‪،‬دّاری(‪(...‬؛‬
‫‪0.5‬‬ ‫‪ -‬أﺱ'ز "@ا؛‬
‫‪0.5‬‬ ‫‪6 -‬ر رﺱ‪ G‬ف ی`@ةان ن >‪A‬رّو‪G‬؛‬
‫‪0.5‬‬ ‫‪ -‬أوال ی@ةی "‪ O‬ن وﺱ‪I‬ل؛‬
‫‪0.5‬‬ ‫‪@`" -‬ةان ن >ا >ـّ@ا*'ن‪.‬‬

‫‪ .2‬یز أك "‪P‬ق‬

‫‪0.5‬‬ ‫‪@ -‬دّﺱ ن و'ی >ـّدّاری(؛‬
‫‪0.5‬‬ ‫‪Q@ -‬ـّ‪ B‬ﺝر دّاری( >ـّهـّل زي؛‬
‫‪0.5‬‬ ‫‪=! -‬را ن ی!ة'ن ؤةی'‪ O" G‬ن ‪P‬وت؛‬
‫‪0.5‬‬ ‫‪ -‬أﺱـﭑ'س ن ی‪7ّB‬ن ن واآ@د ذ یّـ ن واذ'ظ *رز'ن‪.‬‬

‫‪ .3‬ی@ةی "‪ O‬ن وﺱ‪I‬ل ئ دی‪I‬ـّ@او‪k‬ن‬

‫‪0.5‬‬ ‫‪ -‬أی ذ و‪0‬ـّ ی‪l‬ان؛‬
‫‪0.5‬‬ ‫‪ -‬أی ی>ـّ@ا=‪ B‬ف ^ﺱـّ ن وو‪0‬ـّ ؛‬
‫‪0.5‬‬ ‫‪ -‬أی أذی@ةی "‪ O‬ن وﺱ‪I‬ل‬

‫ ‪8  6‬‬
 2013 ‫ ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ‬:‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‬

‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ‬ ‫ﻤﺤﺎﻭﺭ‬

‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ * Tadyant n Lwiza* ‫ﺍﻝﻤﻭﻀﻭﻉ‬

I
02 1-Ayen i ihudden tudert n Lwiza d tismin d lehdur n medden.
Tigzi
2-Snat n tefyar i d-yemmalen yir ussan tedder Lwiza: n uḍris
0.5 - terwa lemrar
06 0.5 - tettiḍyiq ddunit fell-as
01 3- “Tettiḍyiq ddunit fell-as”: ttzaden iɣeblan – ttnernin wurfan…..

0.5×4 4. Aktawal n thuski: taǧeğğigt, mellulen, icebḥen, tufrar.

1.5 1. myeεqal : damyag, d aseɣru II

---nt : Amatar udmawan, d ameskar
06 1.5 Tutlayt
2. “usmen medden ɣef Lwiza acku walan izad rrbeḥ d lehna fell-as”.
1.5×2
- Tessenfalay tamentilt

III
Aktazal ad ibedd ɣef yisefranen-a :
Taferkit:
0.5 Asebter zeddig Asenfal
0.5 Tira tettwafham i s tira
Afares :
1.5 Asentel iban
1.5 Aḍris d ullis (taɣessa n wullis tefrez)
Tutlayt :
08 0.5 Asemres n yisuraz
0.5 Asemres n yimyagen d tmeẓra
0.5 Asemres n umawal i iwulmen asentel
0.5 Tira ilmend n yilugan-ines
0.5 Asemres n usigez iwatan
Taseddast / tazḍawt :
0.5 Lebni n tefyar tummidin
0.5 Tuqna gar tefyar d tseddarin
0.5 Aqader n yilugan n tezḍawt taḍrisant

8  7 
 2013 ‫ ﺍﻝﻠﻐﺔ ﺍﻷﻤﺎﺯﻴﻐﻴﺔ ﻻﻤﺘﺤﺎﻥ ﺸﻬﺎﺩﺓ ﺍﻝﺒﻜﺎﻝﻭﺭﻴﺎ ﺩﻭﺭﺓ ﺠﻭﺍﻥ‬:‫ﺘﺎﺒﻊ ﺍﻹﺠﺎﺒﺔ ﺍﻝﻨﻤﻭﺫﺠﻴﺔ ﻭﺴﻠﻡ ﺍﻝﺘﻨﻘﻴﻁ ﻝﻤﺎﺩﺓ‬
‫ﺍﻝﻌﻼﻤﺔ‬ ‫ﻤﺤﺎﻭﺭ‬
‫ﻋﻨﺎﺼﺭ ﺍﻹﺠﺎﺒــﺔ‬
‫ﻤﺠﺯﺃﺓ ﺍﻝﻤﺠﻤﻭﻉ‬ ‫ﺍﻝﻤﻭﻀﻭﻉ‬
I 1-Aayen i ihudden tudert n Lwluiza d tismin d lehdur n medden. I
02 tigzi
2-Snat n tefyar i d-yellamen yir ussan tedder Lwiza:
06 01 - terua lemrar
01 - tettiDyiq ddunit fell-as

3- “tettiDyiq ddunit fell-as”: ttzaden i$eblan – ttnernin

02
wurfan…..

1. myeâqal : d ase$
ase$ru
II
01 N t : aA matar udmawuan, d ameskar
06 03 2. Aaktauwal n thuski: tazeooigt, mellulen, icebHen, tufrar. tutlayt

3. “usmen medden $ef luLwiza acku wualan izad rrbeH d lehna

02 fell-as”.
- tessenfalay tamentilt
AaI ktazal ad ibedd $ef yisefranen-a :
III
taferkit: Aasenfali
0.5 Aasebter zeddig s tira
0.5 tira tettwuafham
Aafares :
1.5 Aasentel iban
1.5 AaDris d ullis (ta$essa n wullis tefrez)
tutlayt :
08
0.5 Aasemres n yisuraz
0.5 aAsemres n yimyagen d tmeZra
0.5 Aasemres n umauwal i iwulmen asentel
0.5 tira ilmend n yilugan-ines
0.5 Aasemres n usigez iuwatan
taseddast / taZ
taZDawut :
0.5 L llebni n tefyar tummidin
0.5 tuqna gar tefyar d tseddarin
0.5 A aDris iquder ilugan n tezDauwt taDrisant

8  8