‫ﺴﻼﺴﻝ ﺍﻟﻌﺒﻘﺭﻱ ﻓﻲ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪ //‬ﺠﻤﻊ ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ‪.

‬‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‪ :‬ﺜﺎﻟﺜﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫)‪ 05‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:1‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﻛﻤﺎ ﻳﻠﻲ‪.un = 3n + 1 :‬‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ّ‬
‫‪ /1‬ﺍﺣﺴﺐ ‪.u2 ،u1 ،u0‬‬
‫‪ /2‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ) ‪ (un‬ﺣﺴﺎﺑﻴﺔ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺃﺳﺎﺳﻬﺎ‪ .‬ﻋﻴّﻦ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ) ‪.(un‬‬
‫‪ /3‬ﺗﺤﻘّﻖ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 2008‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ .(un‬ﻣﺎ ﺭﺗﺒﺘﻪ؟‬
‫‪ /4‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S = u0 + u1 + u2 + ... + u669 :‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:2‬‬
‫ﻣﻌﺮﻓﺔ ﺑﺤﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u1 = 7‬ﻭﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ ‪.un+1 = 2un + 1 :n‬‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪ (1‬ﺃﺣﺴﺐ ‪.u4 ،u3 ،u2‬‬
‫‪ (2‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ ‪ ،n‬ﻧُﻌﺮﻑ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (vn‬ﻛﻤﺎ ﻳﺄﺗﻲ‪.vn = un + 1 :‬‬
‫ﺍﻷﻭﻝ ‪.v1‬‬
‫ﺃﻥ ) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺃﺳﺎﺳﻬﺎ ‪ q‬ﻭﺣﺪّﻫﺎ ّ‬ ‫ﺃ‪ -‬ﺃﺛﺒﺖ ّ‬
‫ﺏ‪ -‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ vn‬ﺑﺪﻻﻟﺔ ‪ n‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺝ‪ -‬ﻧﻀﻊ‪ ،Sn = v1 + v2 + ... + vn :‬ﺍﺣﺴﺐ ‪ Sn‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺃﻥ ‪.Sn = 1016‬‬ ‫ﺩ‪ -‬ﻋﻴّﻦ ‪ n‬ﻋﻠﻤﺎ ً ّ‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:3‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ∗‪ N‬ﺑﺤﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u1 = 2‬ﻭﺑﺎﻟﻌﻼﻗﺔ ‪.u2 − 2u5 = 19‬‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ّ‬
‫‪(1‬ﺃ‪ -‬ﺍُﺣﺴﺐ ﺍﻷﺳﺎﺱ ‪ r‬ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﺏ‪ -‬ﺍُﺣﺴﺐ ﺍﻟﺤﺪ ﺍﻟﻌﺎﺷﺮ‪.‬‬
‫‪ (2‬ﺍُﻛﺘﺐ ﻋﺒﺎﺭﺓ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ )‪ (−2008‬ﻫﻮ ﺣﺪﺍ ً ﻣﻦ ﺣﺪﻭﺩ ) ‪ .(un‬ﻣﺤﺪّﺩﺍ ﺭﺗﺒﺘﻪ‪.‬‬‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪ (4‬ﺍُﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S = u1 + u2 + ... + u671 :‬‬

‫)‪ 07‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:4‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﻭﺃﺳﺎﺳﻬﺎ ﻣﻮﺟﺐ‪.‬‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ّ‬
‫ﺃﻥ‪ u3 = 144 :‬ﻭ‪.u5 = 576‬‬ ‫‪ −1‬ﻋﻴّﻦ ﺃﺳﺎﺱ ﻫﺬﻩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﺇﺫﺍ ﻋﻠﻤﺖ ّ‬
‫‪ −2‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.un = 18 × 2n :n‬‬
‫‪ −3‬ﺍُﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ‪ ،Sn = u0 + u1 + ... + un :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﻴﺚ‪.Sn = 1134 :‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-1‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫)‪ 05‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:5‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺎﻟﺤﺪﻳﻦ‪َ u10 = 31 :‬ﻭ‪.u15 = 46‬‬ ‫‪ (un ) (I‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ّ‬
‫‪ −1‬ﻋﻴّﻦ ﺃﺳﺎﺳﻬﺎ ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪.u0‬‬
‫‪ −2‬ﺍُﻛﺘﺐ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺃﻥ ‪ 6028‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬ ‫‪ −3‬ﺑﻴّﻦ ّ‬
‫‪ −4‬ﺍُﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪.S = u0 + u1 + ... + u2009 :S‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑـ‪.vn = 2 × 8n :‬‬
‫ّ‬ ‫‪ (II‬ﻧﻌﺘﺒﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪(vn‬‬
‫ﺍﻷﻭﻝ ‪.v0‬‬
‫ﺃﻥ ) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺃﺳﺎﺳﻬﺎ ﻭﺣﺪّﻫﺎ ّ‬‫‪ −1‬ﺑﻴّﻦ ّ‬
‫‪′‬‬ ‫‪′‬‬
‫‪ −2‬ﺍُﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪.S = v0 + v1 + ... + vn :S‬‬

‫)‪ 07‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:6‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ ،N‬ﺃﺳﺎﺳﻬﺎ ‪ q‬ﻭﺣﺪّﻫﺎ ّ‬
‫ﺍﻷﻭﻝ ‪ u0‬ﺣﻴﺚ‪ u1 = 6 :‬ﻭ‪.u4 = 48‬‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ّ‬
‫‪.1‬ﺃ‪ -‬ﺍُﺣﺴﺐ ﺍﻷﺳﺎﺱ ﻭﺍﻟﺤﺪّ ّ‬
‫ﺍﻷﻭﻝ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﺃﻥ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪّ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻫﻲ‪.un = 3 × 2 :‬‬
‫‪n‬‬
‫ﺏ‪ -‬ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 768‬ﻫﻮ ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬ ‫ﺃﻥ ‪28 = 256‬؛ ﺑﻴّﻦ ّ‬‫‪.2‬ﺃ‪ -‬ﻋﻠﻤﺎ ً ّ‬
‫ﺏ‪ -‬ﺍُﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺣﻴﺚ‪.S = u0 + u1 + ... + u7 :‬‬
‫ﻣﻌﺮﻓﺔ ﺑـ‪ v0 = 4 :‬ﻭﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.vn+1 = 2vn − 1 :n‬‬ ‫‪ (vn ) .3‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬
‫ﺃ‪ -‬ﺍُﺣﺴﺐ‪.v3 ،v2 ،v1 :‬‬
‫‪.v n = 3 × 2‬‬ ‫‪n+1‬‬
‫ﺏ‪ -‬ﺑﺮﻫﻦ ﺑﺎﻟﺘﺮﺍﺟﻊ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪:n‬‬
‫ﺟـ‪ -‬ﺍُﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪ S ′‬ﺣﻴﺚ‪.S = v0 + v1 + ... + v7 :‬‬
‫‪′‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:7‬‬
‫ﺃ( ) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺃﺳﺎﺳﻬﺎ ‪ 3‬ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﺑﺤﻴﺚ‪.u0 + u3 = 28 :‬‬
‫‪ .1‬ﺍﺣﺴﺐ ‪ ،u0‬ﺛ ّﻢ ﺍﻛﺘﺐ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪ .2‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S1 = u0 + u1 + ... + u9 :‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺤﺪّﻫﺎ ﺍﻟﻌﺎﻡ‪.vn = 1 − 5n :‬‬ ‫ﺏ( ) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪ .1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺃﺳﺎﺳﻬﺎ ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮﻫﺎ‪.‬‬
‫‪ .2‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S2 = v0 + v1 + ... + v9 :‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺤﺪّﻫﺎ ﺍﻟﻌﺎﻡ‪.kn = 1 + 3n − 5n :‬‬ ‫ّ‬ ‫ﺝ( ﻧﻌﺘﺒﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪(kn‬‬
‫ﺃﻥ‪ kn = un + vn :‬ﺛ ّﻢ ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S = k0 + k1 + ... + k9 :‬‬ ‫‪ -‬ﺗﺤﻘّﻖ ّ‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:8‬‬
‫ﺍﻟﻤﻌﺮﻓﺘﺎﻥ ﻋﻠﻰ ‪ N‬ﺑﺤﺪّﻳﻬﻤﺎ ﺍﻟﻌﺎﻡ‪ un = −2n :‬ﻭ ‪.vn = 3−2n‬‬
‫ّ‬ ‫) ‪ (un‬ﻭ) ‪ (vn‬ﺍﻟﻤﺘﺘﺎﻟﻴﺘﺎﻥ ﺍﻟﻌﺪﺩﻳﺘﺎﻥ‬
‫ﻋﻴّﻦ ﻓﻲ ﻛ ّﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺨﻤﺲ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺙ ﻣﻊ ﺍﻟﺘﻌﻠﻴﻞ‪.‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-2‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺍﻗﺘﺮﺍﺡ ‪3‬‬ ‫ﺍﻗﺘﺮﺍﺡ ‪2‬‬ ‫ﺍﻗﺘﺮﺍﺡ ‪1‬‬
‫ﻻ ﺣﺴﺎﺑﻴﺔ ﻭﻻ ﻫﻨﺪﺳﻴﺔ‬ ‫ﺣﺴﺎﺑﻴﺔ‬ ‫ﻫﻨﺪﺳﻴﺔ‬ ‫) ‪ (un‬ﻫﻲ ﻣﺘﺘﺎﻟﻴﺔ‬ ‫‪1‬‬
‫‪−88‬‬ ‫‪−92‬‬ ‫‪−90‬‬ ‫‪ 2‬ﺍﻟﺤﺪ ﺍﻟﺨﺎﻣﺲ ﻭﺍﻷﺭﺑﻌﻮﻥ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻳﺴﺎﻭﻱ‬
‫‪−n2 − 1‬‬ ‫‪−n − n n + 1‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ ‪ u0 + u1 + ... + un‬ﻳﺴﺎﻭﻱ‬ ‫‪3‬‬
‫‪1‬‬
‫‪−9‬‬ ‫‪9‬‬ ‫) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺃﺳﺎﺳﻬﺎ‬ ‫‪4‬‬
‫‪9‬‬
‫ﻟﻴﺴﺖ ﺭﺗﻴﺒﺔ‬ ‫ﻣﺘﻨﺎﻗﺼﺔ‬ ‫ﻣﺘﺰﺍﻳﺪﺓ‬ ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪(vn‬‬ ‫‪5‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:9‬‬
‫‪ c ،b ،a‬ﺛﻼﺛﺔ ﺣﺪﻭﺩ ﻣﺘﺘﺎﺑﻌﺔ ﻟﻤﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﺳﺎﺳﻬﺎ ‪ r‬ﺣﻴﺚ‪.a + b + c = 9 :‬‬
‫‪.1‬ﺃ( ﺍﺣﺴﺐ ‪ b‬ﺛﻢ ﺍﻛﺘﺐ ‪ a‬ﻭ‪ c‬ﺑﺪﻻﻟﺔ ‪.r‬‬
‫ﺃﻥ‪.a × c = −16 :‬‬ ‫ﺏ( ﻋﻠﻤﺎ ً ّ‬
‫‪ -‬ﻋﻴّﻦ ﺍﻷﺳﺎﺱ ‪ r‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ ‪ a‬ﻭ‪.c‬‬
‫ﺍﻷﻭﻝ ‪ u0 = −2‬ﻭﺃﺳﺎﺳﻬﺎ ‪.5‬‬ ‫‪ (un ) .2‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺣﺪّﻫﺎ ّ‬
‫ﺃ( ﻋﺒّﺮ ﻋﻦ ﺍﻟﺤﺪّ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺏ( ﺍﺣﺴﺐ ‪ u15‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ ﺍﻟﻤﺠﻤﻮﻉ‪.S = u0 + u1 + ... + u15 :‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺎﻟﻌﻼﻗﺔ‪.8vn − un = 0 :‬‬ ‫‪ (vn ) .3‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪-‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S ′ = v0 + v1 + ... + v15 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :10‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﺳﺎﺳﻬﺎ ‪ ،r‬ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u1‬ﻭ‪.u3 = 7‬‬

‫‪.1‬ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ r‬ﺍﻟﺠﺪﺍﺋﻴﻦ‪ T1 = u1 × u5 :‬ﻭ ‪.T2 = u2 × u4‬‬
‫ﺏ( ﻋﻴّﻦ ﺍﻷﺳﺎﺱ ‪ r‬ﺑﺤﻴﺚ‪.T2 − T1 = 27 :‬‬
‫‪ .2‬ﻧﻀﻊ ‪.r = 3‬‬
‫ﺃ( ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪّ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺏ( ﻧﻀﻊ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ n‬ﻏﻴﺮ ﻣﻌﺪﻭﻡ‪.Sn = u1 + u2 + ... + un :‬‬
‫‪3n2 − n‬‬
‫= ‪.S n‬‬ ‫ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪:‬‬
‫‪2‬‬
‫ﺝ( ِﺟﺪ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.Sn = 145 :‬‬
‫‪.3‬ﺃ( ﺍﻛﺘﺐ ﺍﻟﺤﺪّ ‪ un+5‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪un+5‬‬ ‫‪13‬‬
‫‪.‬‬ ‫‪=3+‬‬ ‫ﺏ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ n‬ﻏﻴﺮ ﻣﻌﺪﻭﻡ‪:‬‬
‫‪n‬‬ ‫‪n‬‬
‫‪un+5‬‬
‫ﻁﺒﻴﻌﻴﺎ‪.‬‬ ‫ﺝ( ﺍﺳﺘﻨﺘﺞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻣﻦ ﺃﺟﻠﻬﺎ ﺍﻟﻌﺪﺩ‬
‫‪n‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :11‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫) ‪ (vn‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ v0 = 2‬ﻭﺃﺳﺎﺳﻬﺎ ‪.3‬‬

‫‪−1‬ﺃ( ﻋﺒّﺮ ﻋﻦ ‪ vn‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺏ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻔﺮﻕ ‪ ،vn+1 − vn‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(vn‬‬
‫‪ −2‬ﻧﻀﻊ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ ‪.Sn = v0 + v1 + ... + vn−1 :n‬‬
‫ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪.Sn‬‬
‫ﺏ( ﻋﻴّﻦ ﻗﻴﻤﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.Sn = 80 :‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-3‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺝ( ﺃﺛﺒﺖ ﺑﺎﻟﺘﺮﺍﺟﻊ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ ،n‬ﺍﻟﻌﺪﺩ ‪ 3n − 1‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.2‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :12‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪ 5‬ﺑﺤﻴﺚ‪.u0 + u1 + u2 + u3 = 34 :‬‬

‫‪ −1‬ﺍﺣﺴﺐ ‪.u0‬‬
‫‪ −2‬ﺑﻴّﻦ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.un = 5n + 1 ،n‬‬
‫‪ −3‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.un+1 + un − 8n = 4033 :‬‬
‫‪ −4‬ﺍُﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S = u0 + u1 + u2 + ... + u2013 :‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪.vn = 2un + 1 :‬‬
‫‪ −5‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻌﺪﺩﻳﺔ ) ‪ّ (vn‬‬
‫ﺃ( ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(vn‬‬
‫ﺏ( ﺃﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ‪.S ′ = v0 + v1 + v2 + ... + v2013 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :13‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺼﺤﻴﺢ ﺍﻟﻮﺣﻴﺪ ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻓﻲ ﻛ ّﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻷﺭﺑﻌﺔ ﺍﻵﺗﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘّﻌﻠﻴﻞ‪:‬‬‫ﻋﻴّﻦ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟ ّ‬
‫‪ (un ) (1‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺃﺳﺎﺳﻬﺎ ‪ 3‬ﻭﺣﺪّﻫﺎ ‪.u2 = 1‬‬
‫ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻫﻮ‪:‬‬
‫ﺟـ( ‪.un = −5 + 3n‬‬ ‫ﺏ( ‪un = 7 + 3n‬‬ ‫ﺃ( ‪un = 1 + 3n‬‬
‫‪ n (2‬ﻋﺪﺩ ﻁﺒﻴﻌﻲ‪ .‬ﺍﻟﻤﺠﻤﻮﻉ ‪ 1 + 2 + 3 + ... + n‬ﻳﺴﺎﻭﻱ‪:‬‬
‫‪n2 + 1‬‬ ‫)‪n(n − 1‬‬ ‫‪n2 + n‬‬
‫‪.‬‬ ‫ﺟـ(‬ ‫ﺏ(‬ ‫ﺃ(‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪ x (3‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬
‫ﺗﻜﻮﻥ ﺍﻷﻋﺪﺍﺩ ‪ x + 1 ،x ،x − 2‬ﺑﻬﺬﺍ ﺍﻟﺘﺮﺗﻴﺐ ﺣﺪﻭﺩﺍ ﻣﺘﻌﺎﻗﺒﺔ ﻟﻤﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺇﺫﺍ ﻛﺎﻥ‪:‬‬
‫ﺟـ( ‪.x = −2‬‬ ‫ﺏ( ‪x = 5‬‬ ‫ﺃ( ‪x = 3‬‬
‫‪ .vn = 2 × 3‬ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (vn‬ﻫﻮ‪:‬‬ ‫‪n+1‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ ،N‬ﺣﺪّﻫﺎ ﺍﻟﻌﺎﻡ‬
‫‪ (vn ) (4‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ّ‬
‫ﺟـ( ‪.6‬‬ ‫ﺏ( ‪3‬‬ ‫ﺃ( ‪2‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :14‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻟﻤﻌﺮﻓﺔ ﺑﻤﺎ ﻳﻠﻲ‪ v0 = 1 :‬ﻭﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪n‬؛ ‪.vn+1 = 5vn + 4‬‬ ‫ّ‬ ‫) ‪ (vn‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫‪ (1‬ﺍﺣﺴﺐ‪ v2 ،v1 :‬ﻭ ‪.v3‬‬
‫‪ (2‬ﻧﻀﻊ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪n‬؛ ‪un = vn + 1‬‬
‫ﺃﻥ ) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺃﺳﺎﺳﻬﺎ ‪ q = 5‬ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪.u0 = 2‬‬ ‫ﺃ‪ -‬ﺑﻴّﻦ ّ‬
‫ﺏ‪ -‬ﺍﻛﺘﺐ ‪ un‬ﺑﺪﻻﻟﺔ ‪ n‬ﻭﺍﺳﺘﻨﺘﺞ ‪ vn‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺟـ‪ -‬ﺣﻠّﻞ ﺍﻟﻌﺪﺩ ‪ 1250‬ﺇﻟﻰ ﺟﺪﺍء ﻋﻮﺍﻣﻞ ﺃﻭﻟﻴّﺔ ﻭﺍﺳﺘﻨﺘﺞ ﺃﻧّﻪ ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫‪(3‬ﺃ‪ -‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u0 + u1 + ... + un−1 :‬‬
‫ﺏ‪ -‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn′‬ﺣﻴﺚ‪.Sn′ = v0 + v1 + ... + vn−1 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 07) :15‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪ q‬ﺣﻴﺚ‪ u0 = 2 :‬ﻭ‪.q = 3‬‬

‫) ‪ (un‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺣﺪّﻫﺎ ّ‬
‫‪ (1‬ﺍﺣﺴﺐ ‪ u1‬ﻭ ‪.u2‬‬
‫‪ (2‬ﺍﻛﺘﺐ ‪ un‬ﺑﺪﻻﻟﺔ ‪n‬؛ ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ‪.u5‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-4‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪ (3‬ﻋﻴّﻦ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫‪(4‬ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u0 + u1 + u2 + ... + un−1 :‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ﺍﻟﻤﺠﻤﻮﻉ‪.2 + 6 + 18 + ... + 486 :‬‬
‫‪ (5‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :16‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪1‬‬
‫= ‪ u2‬ﻭ‪.u1 − u3 = 5‬‬ ‫ﺍﻷﻭﻝ ‪ u1‬ﻭﺃﺳﺎﺳﻬﺎ ‪ r‬ﺣﻴﺚ‪:‬‬
‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺣﺪّﻫﺎ ّ‬
‫‪2‬‬
‫ﺃﻥ‪.u1 + u3 = 1 :‬‬ ‫‪(1‬ﺃ( ﺑﻴّﻦ ّ‬
‫‪5‬‬
‫ﺃﻥ ‪.r = −‬‬
‫ﺍﻷﻭﻝ ‪u1‬؛ ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺏ( ﻋﻴّﻦ ﺍﻟﺤﺪّ ّ‬
‫‪2‬‬
‫‪ (2‬ﺍﻛﺘﺐ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪(3‬ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u1 + u2 + ... + un :‬‬
‫‪657‬‬
‫‪.Sn = −‬‬ ‫ﺏ( ﻋﻴّﻦ ﻗﻴﻤﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻣﻦ ﺃﺟﻠﻬﺎ‬
‫‪2‬‬
‫‪ n (4‬ﻋﺪﺩ ﻁﺒﻴﻌﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ‪ ،‬ﻧﻀﻊ‪.Tn = u1 + 2u2 + 3u3 + ... + nun :‬‬
‫ﺃ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻟﻜﻞ ‪ n‬ﻣﻦ ∗‪.(n + 2)(9 − 5n) = −5n2 − n + 18 :N‬‬
‫‪1‬‬
‫ﺏ( ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻻﺳﺘﺪﻻﻝ ﺑﺎﻟﺘﺮﺍﺟﻊ‪ ،‬ﺃﺛﺒﺖ ﺃﻧّﻪ ﻟﻜﻞ ‪ n‬ﻣﻦ ∗‪.Tn = n(n + 1)(14 − 5n) :N‬‬
‫‪6‬‬

‫ﺗﻤﺮﻳﻦ ‪ 07) :17‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻣﻦ ﺃﺟ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ n‬ﺑـ‪.un = 3n − 2 :‬‬ ‫ﻟﺘﻜﻦ ) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬

‫‪ (1‬ﺍﺣﺴﺐ ‪ u2 ،u1 ،u0‬ﻭ ‪.u3‬‬
‫ﺃﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﺣﺴﺎﺑﻴﺔ ﻭﻋﻴّﻦ ﺃﺳﺎﺳﻬﺎ‪.‬‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪ (3‬ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 1954‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻭﻋﻴّﻦ ﺭﺗﺒﺘﻪ‪.‬‬ ‫‪ (4‬ﺑﻴّﻦ ّ‬
‫‪(5‬ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ‪.Sn = u0 + u1 + u2 + ... + un :‬‬
‫ﺏ( ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ‪ n‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‪.Sn = 328 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :18‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻧﻌﺘﺒﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ) ‪ (un‬ﺍﻟﺘﻲ ﺃﺳﺎﺳﻬﺎ ‪ 3‬ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﻭﺗُﺤﻘّﻖ‪.u0 + u1 + u2 + u3 = 10 :‬‬

‫ﺍﻷﻭﻝ ‪.u0‬‬‫‪ (1‬ﺍﺣﺴﺐ ﺍﻟﺤﺪ ّ‬
‫‪ (2‬ﺍﻛﺘﺐ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪ (3‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.un = 145 :‬‬
‫‪ (4‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺑﺤﻴﺚ‪.S = u0 + u1 + ... + u49 :‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪.vn = 2un + 3 :‬‬‫ّ‬ ‫‪ (5‬ﻧﻌﺘﺒﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪(vn‬‬
‫ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪ S ′‬ﺑﺤﻴﺚ‪.S ′ = v0 + v1 + ... + v49 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :19‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺣﻴﺚ ‪ u1 = 20‬ﻭ‪.u3 = 320‬‬

‫) ‪ (un‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪﻭﺩﻫﺎ ﻣﻮﺟﺒﺔ ﺗﻤﺎﻣﺎ‪ّ ،‬‬
‫‪ (1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻫﻮ ‪ 4‬ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ﻫﻮ ‪.5‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-5‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪ (2‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﺑﺪﻻﻟﺔ ‪ n‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ﺣﺪّﻫﺎ ﺍﻟﺴﺎﺑﻊ‪.‬‬
‫‪(3‬ﺃ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺣﻴﺚ ‪.S = u0 + u1 + ... + un‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ﺍﻟﻤﺠﻤﻮﻉ ‪ S ′‬ﺣﻴﺚ ‪.S ′ = u0 + u1 + ... + u6‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :20‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0 = −5‬ﻭ‪.u3 + u7 = 50‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ N‬ﺑﺤﺪّﻫﺎ ّ‬ ‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ّ‬

‫‪ (1‬ﻋﻴّﻦ ﺍﻷﺳﺎﺱ ‪ r‬ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.un = 6n − 5 ،n‬‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 2017‬ﺣﺪ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ ،(un‬ﻣﺎ ﻫﻲ ﺭﺗﺒﺘﻪ؟‬ ‫‪ (3‬ﺍﺛﺒﺖ ّ‬
‫‪ (4‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺣﻴﺚ ‪.S = u0 + u1 + ... + un‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :21‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑﺤﺪﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪.r‬‬

‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ) ‪(un‬‬
‫ﺃﻥ‪.u3 + u5 = 20 :‬‬ ‫‪ (1‬ﺍﺣﺴﺐ ﺍﻟﺤﺪ ‪ u4‬ﻋﻠﻤﺎ ّ‬
‫ﺃﻥ‪.2u4 − u5 = 7 :‬‬ ‫‪ (2‬ﺍﺣﺴﺐ ﺍﻟﺤﺪ ‪ u5‬ﻋﻠﻤﺎ ّ‬
‫‪ (3‬ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪ r‬ﻭﺍﺣﺴﺐ ‪.u0‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.un = 3n − 2 ،n‬‬ ‫‪ (4‬ﺗﺤﻘّﻖ ّ‬
‫‪ (5‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪.Sn = u0 + u1 + ... + un :Sn‬‬
‫‪ِ (6‬ﺟﺪ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﻴﺚ‪.Sn = 33 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :22‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻷﺭﺑﻊ ﺍﻵﺗﻴﺔ ﺍُﻗﺘُﺮﺣﺖ ﺛﻼﺙ ﺇﺟﺎﺑﺎﺕ‪ ،‬ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻨﻬﺎ ﺻﺤﻴﺤﺔ‪ ،‬ﻳُﻄﻠﺐ ﺗﺤﺪﻳﺪﻫﺎ ﻣﻊ ﺍﻟﺘﻌﻠﻴﻞ‪.‬‬
‫ﺴﺎﺩﺱ ﻟﻤﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺃﺳﺎﺳﻬﺎ ‪ −3‬ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ 1‬ﻫﻮ‪:‬‬‫‪ (1‬ﺍﻟﺤﺪ ﺍﻟ ّ‬
‫ﺟـ( ‪.−11‬‬ ‫ﺏ( ‪−14‬‬ ‫ﺃ( ‪−17‬‬
‫‪ (2‬ﻣﺠﻤﻮﻉ ‪ 100‬ﺣ ٍﺪ ﺍﻷﻭﻟﻰ ﻟﻤﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ﻫﻮ ‪ 1‬ﻭﺃﺳﺎﺳﻬﺎ ‪ 3‬ﻫﻮ‪:‬‬
‫‪3100 − 1‬‬ ‫‪1 − 3100‬‬ ‫‪3101 − 1‬‬
‫‪.‬‬ ‫ﺟـ(‬ ‫ﺏ(‬ ‫ﺃ(‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪ (3‬ﻧﻀﻊ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.c = 4x ،b = 6x − 3 ،a = 2x + 2 :x‬‬
‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ‪ c ،b ،a‬ﺑﻬﺬﺍ ﺍﻟﺘﺮﺗﻴﺐ ﺗُﺸﻜﻞ ﺣﺪﻭﺩﺍ ﻣﺘﺘﺎﺑﻌﺔ ﻟﻤﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‪:‬‬
‫‪3‬‬ ‫‪4‬‬
‫= ‪.x‬‬ ‫ﺟـ(‬ ‫ﺏ( ‪x = 0‬‬ ‫ﺃ( = ‪x‬‬
‫‪4‬‬ ‫‪3‬‬
‫‪1‬‬
‫‪ un+1‬ﻫﻲ ﻣﺘﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﺑـ‪ u0 = 1 :‬ﻭﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪= un + 1 ،n‬‬ ‫ّ‬ ‫‪ (4‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻌﺪﺩﻳﺔ ) ‪(un‬‬
‫‪2‬‬
‫‪1‬‬
‫ﺟـ( ﻻ ﺣﺴﺎﺑﻴﺔ ﻭﻻ ﻫﻨﺪﺳﻴﺔ‪.‬‬ ‫ﺏ( ﻫﻨﺪﺳﻴﺔ ﺃﺳﺎﺳﻬﺎ‬ ‫ﺃ( ﺣﺴﺎﺑﻴﺔ ﺃﺳﺎﺳﻬﺎ ‪1‬‬
‫‪2‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :23‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻋﻴّﻦ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺼﺤﻴﺢ ﺍﻟﻮﺣﻴﺪ ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪:‬‬
‫‪ (un ) (1‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ N‬ﺑـ‪un = n2 − 1 :‬‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪:(un‬‬
‫ﺝ( ﻟﻴﺴﺖ ﺭﺗﻴﺒﺔ‪.‬‬ ‫ﺏ( ﻣﺘﻨﺎﻗﺼﺔ ﺗﻤﺎﻣﺎ‬ ‫ﺃ( ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-6‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺍﻷﻭﻝ ‪ v1 = 3‬ﻭﺃﺳﺎﺳﻬﺎ ‪q = 2‬‬
‫‪ (vn ) (2‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪّﻫﺎ ّ‬
‫ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (vn‬ﻫﻲ‪:‬‬
‫ﺝ( ‪.vn = 2 × 3n‬‬ ‫ﺏ( ‪vn = 3 × 2n−1‬‬ ‫ﺃ( ‪vn = 3 × 2n‬‬
‫ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn = v1 + v2 + ... + vn‬ﻳُﺴﺎﻭﻱ‪:‬‬
‫ﺝ( )‪.2(3n − 1‬‬ ‫ﺏ( )‪(2 − 1‬‬
‫‪n‬‬
‫ﺃ( )‪3(2n − 1‬‬
‫‪ (3‬ﺇﺣﺘﻤﺎﻻﺕ‪.‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :24‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪﻭﺩﻫﺎ ﻣﻮﺟﺒﺔ ﺗﻤﺎﻣﺎ‪ ،‬ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪ q‬ﺣﻴﺚ‪ u0 × u2 = 576 :‬ﻭ‪.u0 + u1 = 30‬‬
‫‪ (1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ‪ ،u1 = 24‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪.u0‬‬
‫ﺃﻥ ‪ ،q = 4‬ﺛ ّﻢ ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪ (3‬ﺃﺛﺒﺖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ ،un+1 − un = 18 × 4 :n‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐ ٍﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫‪n‬‬

‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 1536‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻭﻋﻴّﻦ ﺭﺗﺒﺘﻪ‪.‬‬‫‪ (4‬ﺍﺣﺴﺐ ‪ ،44‬ﺛﻢ ﺗﺤﻘّﻖ ّ‬
‫‪ (5‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ‪.Sn = u1 + u2 + ... + un :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :25‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪2‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ∗‪ N‬ﺑـ‪.un = n − 1 :‬‬
‫) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪5‬‬
‫‪2‬‬
‫ﻳُﻄﻠﺐ ﺣﺴﺎﺏ ﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪.u1‬‬ ‫‪ (1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﺣﺴﺎﺑﻴﺔ ﺃﺳﺎﺳﻬﺎ‬
‫‪5‬‬
‫‪ (2‬ﻋﻴّﻦ ﺭﺗﺒﺔ ﺍﻟﺤﺪ ﺍﻟﺬﻱ ﻗﻴﻤﺘﻪ ‪.575‬‬
‫‪ (3‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺣﻴﺚ‪.S = u1 + u2 + ... + u1440 :‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ∗‪ N‬ﻛﻤﺎ ﻳﻠﻲ‪.vn = 45un +6 :‬‬
‫ّ‬ ‫‪ (vn ) (4‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‬
‫ﺃ( ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (vn‬ﻫﻨﺪﺳﻴﺔ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺃﺳﺎﺳﻬﺎ ﻭﺣﺪّﻫﺎ ﺍﻷﻭﻝ ‪.v1‬‬
‫ﺏ( ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ‪.Sn = v1 + v2 + ... + vn :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :26‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪.r‬‬

‫) ‪ (un‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺍﻟﺘﻲ ﺣﺪّﻫﺎ ّ‬
‫ﺃﻥ‪ ،u0 + u1 + u2 = 6 :‬ﻋﻴّﻦ ‪.u1‬‬ ‫‪ (1‬ﻋﻠﻤﺎ ً ّ‬
‫ﺃﻥ‪ ،2u0 − 3u1 = −10 :‬ﻋﻴّﻦ ﺍﻟﺤﺪ ﺍﻷﻭﻝ ‪ ،u0‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ ﻗﻴﻤﺔ ‪ r‬ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬ ‫‪ (2‬ﻋﻠﻤﺎ ً ّ‬
‫‪ (3‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪(4‬ﺃ( ﻋﻴّﻦ ﻗﻴﻤﺔ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ‪.un = 2018‬‬
‫ﺏ( ﺍُﺣﺴﺐ ﺍﻟﺤﺪ ﺍﻟﺨﺎﻣﺲ ﻋﺸﺮ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫‪ (5‬ﺍُﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u0 + u1 + u2 + ... + un :‬‬
‫‪ (6‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ‪.Sn = 96 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :27‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪ r‬ﺣﻴﺚ‪َ u2 − u0 = 4 :‬ﻭ‪.u1 + u3 = 16‬‬ ‫ﻟﺘﻜﻦ ) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﺣﺴﺎﺑﻴﺔ ﺣﺪّﻫﺎ ّ‬

‫‪ (1‬ﺍﺣﺴﺐ ﺍﻟﺤﺪّ ‪ ،u2‬ﺛ ّﻢ ﺍﻟﺤﺪّ ‪ u0‬ﻭﺍﺳﺘﻨﺘﺞ ﺍﻷﺳﺎﺱ ‪ r‬ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﻣﻌﺮﻑ ﺑـ‪.un = 4 + 2n :‬‬ ‫ﺃﻥ ﺍﻟﺤﺪّ ﺍﻟﻌﺎﻡ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ّ (un‬‬‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ّ‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-7‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺏ‪ .‬ﺣﺪّﺩ ﻣﻊ ﺍﻟﺘّﺒﺮﻳﺮ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ 2020‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ ،(un‬ﻣﺤﺪّﺩﺍ ً ُﺭﺗﺒﺘﻪ‪.‬‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫ﺍﻟﻤﻌﺮﻑ ﺑـ‪.S = u0 + u1 + ... + u1008 :‬‬ ‫ّ‬ ‫‪ (4‬ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪S‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :28‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ ،u1‬ﺣﺪﻭﺩﻫﺎ ﻣﻮﺟﺒﺔ ﺗﻤﺎﻣﺎ ﺣﻴﺚ‪.u3 × u5 = 2916 :‬‬‫ﻟﺘﻜﻦ ) ‪ (un‬ﻣﺘﺘﺎﻟﻴﺔ ﻫﻨﺪﺳﻴﺔ ﺣﺪّﻫﺎ ّ‬
‫‪ (1‬ﺍﺣﺴﺐ ﺍﻟﺤﺪ ‪.u4‬‬
‫ﺃﻥ ‪ ،u3 = 18‬ﺗﺤﻘّﻖ ّ‬
‫ﺃﻥ ﺃﺳﺎﺱ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻫﻮ ‪.3‬‬ ‫‪ (2‬ﻋﻠﻤﺎ ّ‬
‫‪ (3‬ﺍﺣﺴﺐ ﺍﻟﺤﺪّ ّ‬
‫ﺍﻷﻭﻝ ‪ ،u1‬ﺛ ّﻢ ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫‪6‬‬
‫ﺃﻥ‪(729 = 3 :‬‬ ‫‪ (4‬ﻋﻴّﻦ ﺭﺗﺒﺔ ﺍﻟﺤﺪّ ﺍﻟﺬﻱ ﻗﻴﻤﺘﻪ ‪) .1458‬ﻻﺣﻆ ّ‬
‫‪ (5‬ﺍﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u1 + u2 + ... + un :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :29‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﻭﺃﺳﺎﺳﻬﺎ ‪ q‬ﺣﻴﺚ‪َ u0 = 3 :‬ﻭ‪.u1 × u3 = 144‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻌﺪﺩﻳﺔ ) ‪ (un‬ﻫﻨﺪﺳﻴﺔ ﺣﺪﻭﺩﻫﺎ ﻣﻮﺟﺒﺔ ﺗﻤﺎﻣﺎ‪ ،‬ﺣﺪّﻫﺎ ّ‬
‫ﺃﻥ‪.q = 2 :‬‬ ‫‪ (1‬ﺍﺣﺴﺐ ‪ ،u2‬ﺛ ّﻢ ﺑﻴّﻦ ّ‬
‫‪ (2‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.un = 3 × 2 ،n‬‬
‫‪n‬‬

‫‪ (3‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ‪.‬‬
‫‪ (4‬ﻋﻴّﻦ ﻗﻴﻤﺔ ﺍﻟﺤﺪّ ﺍﻟﺨﺎﻣﺲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪.(un‬‬
‫‪ (5‬ﻣﻦ ﺃﺟﻞ ﻛ) ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ( ‪ n‬ﻧﻀﻊ‪.Sn = u0 + u1 + ... + un :‬‬
‫ﺃﻥ‪.Sn = 3 2n+1 − 1 :‬‬ ‫ﺃ‪ .‬ﺑﻴّﻦ ّ‬
‫‪7‬‬
‫ﺃﻥ‪(2 = 128 :‬‬ ‫ﺏ‪ .‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ‪) Sn = 381 :‬ﻻﺣﻆ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :30‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻣﻌﺮﻓﺘﺎﻥ ﻋﻠﻰ ‪ N‬ﺑـ‪َ un = 3 × 4n :‬ﻭ‪.vn = 3n + 2‬‬ ‫ﺍﻟﻤﺘﺘﺎﻟﻴﺘﺎﻥ ﺍﻟﻌﺪﺩﻳﺘﺎﻥ ) ‪َ (un‬ﻭ) ‪ّ (vn‬‬

‫ﻟﻜ ّﻞ ﺳﺆﺍﻝ ﺟﻮﺍﺏ ﻭﺍﺣﺪ ﻓﻘﻂ ﺻﺤﻴﺢ ﻣﻦ ﺑﻴﻦ ﺍﻷﺟﻮﺑﺔ ﺍﻟﺜّﻼﺛﺔ ﺍﻟﻤﻘﺘﺮﺣﺔ‪ ،‬ﻋﻴّﻨﻪ ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪:‬‬
‫‪ (1‬ﺍﻟﺤﺪّ ﺍﻟﺨﺎﻣﺲ ﻟﻠﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﻳﺴﺎﻭﻱ‪:‬‬
‫ﺟـ( ‪.12288‬‬ ‫ﺏ( ‪768‬‬ ‫ﺃ( ‪3072‬‬
‫‪ (vn ) (2‬ﻫﻲ ﻣﺘﺘﺎﻟﻴﺔ‪:‬‬
‫ﺟـ( ﻻ ﺣﺴﺎﺑﻴﺔ ﻭﻻ ﻫﻨﺪﺳﻴﺔ‪.‬‬ ‫ﺏ( ﻫﻨﺪﺳﻴﺔ‬ ‫ﺃ( ﺣﺴﺎﺑﻴﺔ‬
‫‪ (un ) (3‬ﻫﻲ ﻣﺘﺘﺎﻟﻴﺔ‪:‬‬
‫ﺟـ( ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ‪.‬‬ ‫ﺏ( ﻏﻴﺮ ﺭﺗﻴﺒﺔ‬ ‫ﺃ( ﻣﺘﻨﺎﻗﺼﺔ ﺗﻤﺎﻣﺎ‬
‫‪ (4‬ﺍﻟﻤﺠﻤﻮﻉ ‪ v0 + v1 + ... + v35‬ﻳﺴﺎﻭﻱ‪:‬‬
‫ﺟـ( ‪.1890‬‬ ‫ﺏ( ‪1962‬‬ ‫ﺃ( ‪3815‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :31‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﺣﻴﺚ‪َ u0 = 3 :‬ﻭ‪u0 + u1 = 8‬‬ ‫) ‪ (un‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺍﻟﺘﻲ ﺃﺳﺎﺳﻬﺎ ‪ r‬ﻭﺣﺪّﻫﺎ ّ‬

‫ﺃﻥ‪ r = 2 :‬ﺛ ّﻢ ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ‪ un‬ﺑﺪﻻﻟﺔ ‪ n‬ﻭﺍﺣﺴﺐ ‪.u1443‬‬ ‫‪ (1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪ 4047 :‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪ (un‬ﺛ ّﻢ ﺍﺣﺴﺐ ﺍﻟﻤﺠﻤﻮﻉ ‪ S‬ﺣﻴﺚ‪.S = u1443 + u1444 + ... + u2022 :‬‬‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪ (3‬ﻧﻀﻊ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪Sn = u0 + u1 + ... + un ،n‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-8‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺃﻥ‪.Sn = n2 + 4n + 3 :‬‬ ‫ﺃ( ﺑﻴّﻦ ّ‬
‫ﺏ( ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ‪.Sn = 120‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :32‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻷﻭﻝ ‪ u0‬ﺣﻴﺚ‪َ u0 = 3 :‬ﻭ‪u0 + u1 + u2 = 21‬‬

‫) ‪ (un‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺃﺳﺎﺳﻬﺎ ‪ q‬ﻣﻮﺟﺐ ﺗﻤﺎﻣﺎ ﻭﺣﺪّﻫﺎ ّ‬
‫ﺃﻥ ‪.q = 2‬‬‫ﺃﻥ ‪ q 2 + q − 6 = 0‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫‪ (1‬ﺑﻴّﻦ ّ‬
‫‪ (2‬ﺍُﺣﺴﺐ ‪ u1‬ﻭ ‪.u2‬‬
‫‪(3‬ﺃ( ﺍُﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺍﻟﺤﺪ ﺍﻟﻌﺎﻡ ‪ un‬ﺑﺪﻻﻟﺔ ‪.n‬‬
‫ﺏ( ﻫﻞ ﺍﻟﻌﺪﺩ ‪ 96‬ﺣﺪّ ﻣﻦ ﺣﺪﻭﺩ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ) ‪(un‬؟‬
‫‪(4‬ﺃ( ﺍُﺣﺴﺐ ﺑﺪﻻﻟﺔ ‪ n‬ﺍﻟﻤﺠﻤﻮﻉ ‪ Sn‬ﺣﻴﺚ‪.Sn = u0 + u1 + ... + un :‬‬
‫ﺃﻥ‪.(32 = 25 :‬‬
‫ﺏ( ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ‪) Sn = 93‬ﻻﺣﻆ ّ‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺴﻴﺘﻡ ﻨﺸﺭ ﺃﻋﻤﺎﻟﻨﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻋﻠﻰ ‪#‬ﺼﻔﺤﺔ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ ‪-‬ﺭﻴﺎﻀﻴﺎﺕ ﺜﺎﻨﻭﻱ‪C &2022/2023& -‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺩﺩﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-9‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺴﻼﺴﻝ ﺍﻟﻌﺒﻘﺭﻱ ﻓﻲ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪ //‬ﺠﻤﻊ ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ‪.‬‬
‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪.Z‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‪ :‬ﺜﺎﻟﺜﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:1‬‬
‫‪َ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ ‪.a = 1428 ،b = 2006‬‬
‫‪/1‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a‬ﻋﻠﻰ ‪.9‬‬
‫ﺃﻥ‪.b ≡ −1[9] :‬‬ ‫ﺏ( ﺑﻴّﻦ ّ‬
‫ﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺟـ( ﻫﻞ ﺍﻟﻌﺪﺩﺍﻥ ‪َ a‬ﻭ‪ b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪9‬؟ ّ‬
‫‪/2‬ﺃ( ﻣﺎ ﻫﻮ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﺍﻟﻌﺪﺩ ) ‪ (a + b2‬ﻋﻠﻰ ‪9‬؟‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ) ‪ (a + b2‬ﻋﻠﻰ ‪.3‬‬

‫)‪ 04‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:2‬‬
‫‪ −1‬ﺍﺣﺴﺐ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﻛﻞ ﻣﻦ ‪ 36 ،35 ،34 ،33 ،32‬ﻋﻠﻰ ‪.7‬‬
‫‪ −2‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﻛﻞ ﻣﻦ‪ 36n :‬ﻭ ‪ 36n+4‬ﻋﻠﻰ ‪ 7‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﻁﺒﻴﻌﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ‪.‬‬
‫ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ‪ 32008‬ﻋﻠﻰ ‪.7‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ‪ 3 × 36n+4 − 2 × 36n + 4 :‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ 7‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.n‬‬‫‪ −3‬ﺑﻴّﻦ ّ‬

‫)‪ 05‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:3‬‬
‫ﻟﻴﻜﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪a = 25‬‬
‫ﺃﻥ‪.a ≡ 1[3] :‬‬
‫‪.1‬ﺃ‪ -‬ﺗﺤﻘّﻖ ّ‬
‫ﺏ‪ -‬ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 2a2 + 4‬ﻋﻠﻰ ‪.3‬‬
‫ﺃﻥ‪a360 − 5 ≡ 2[3] :‬‬ ‫ﺝ‪ -‬ﺑﻴّﻦ ّ‬
‫‪n‬‬
‫‪.2‬ﺃ( ﺍﺩﺭﺱ‪ ،‬ﺣﺴﺐ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ ،n‬ﺑﻮﺍﻗﻲ ﻗﺴﻤﺔ ﺍﻟﻌﺪﺩ ‪ 5‬ﻋﻠﻰ ‪.3‬‬
‫ﺏ( ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.5n + a2 ≡ 0[3] :‬‬

‫)‪ 05‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:4‬‬
‫‪ (°1‬ﺍُﺩﺭﺱ ﺗﺒﻌﺎ ﻟﻘﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪) n‬ﺑﻮﺍﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ (‪ 7n‬ﻋﻠﻰ ‪.9‬‬
‫‪ (°2‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ‪ 14292009 + 20081430 :‬ﻋﻠﻰ ‪.9‬‬
‫‪ (°3‬ﺑﻴّﻦ ﺃﻥ ﺍﻟﻌﺪﺩ ‪ A‬ﺣﻴﺚ‪ A = 73n + 73n+1 + 73n+2 + 6 :‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ 9‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.n‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:5‬‬
‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ‪َ a = 2010 :‬ﻭ‪.b = 1431‬‬
‫‪.1‬ﺃ‪ -‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻰ ‪.7‬‬
‫ﺏ‪ -‬ﺍﺳﺘﻨﺘﺞ ﻣﻤﺎ ﺳﺒﻖ‪ ،‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ )‪ (a + 2b‬ﻋﻠﻰ ‪.7‬‬
‫ﺃﻥ ]‪.a + b3 ≡ 0[7‬‬
‫‪3‬‬
‫ﺃﻥ‪َ a3 ≡ 1[7] :‬ﻭ]‪ b3 ≡ 6[7‬ﻭﺍﺳﺘﻨﺘﺞ ّ‬ ‫ﺟـ‪ -‬ﺗﺤﻘّﻖ ّ‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-1‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪ .2‬ﺃﻭﺟﺪ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺍﻟﺘﻲ ﺗﺤﻘﻖ‪ .n + 20103 ≡ 1431[7] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻗﻴﻢ ‪ n‬ﺍﻷﺻﻐﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ‪.16‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:6‬‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪ ،‬ﺍﺧﺘﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ﺑﻴﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻟﻤﻘﺘﺮﺣﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﻌﻠﻴﻞ‪.‬‬
‫‪ .1‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ )‪ (−203‬ﻋﻠﻰ ‪ 5‬ﻫﻮ‪:‬‬
‫ﺟـ( ‪.3‬‬ ‫ﺏ( ‪2‬‬ ‫ﺃ( ‪−3‬‬
‫‪ x .2‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ x‬ﻋﻠﻰ ‪ 7‬ﻫﻮ ‪ّ ،5‬‬
‫ﻓﺈﻥ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 2x + 5‬ﻋﻠﻰ ‪ 7‬ﻫﻮ‪:‬‬
‫ﺟـ( ‪.2‬‬ ‫ﺏ( ‪1‬‬ ‫ﺃ( ‪0‬‬
‫‪ .3‬ﺍﻟﺪّﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‪.‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:7‬‬
‫ﻧﻌﺘﺒﺮ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻄﺒﻴﻌﻴﻴﻦ ‪ a‬ﻭ‪ b‬ﺣﻴﺚ‪ a = 619 :‬ﻭ‪.b = 2124‬‬
‫‪ .1‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.5‬‬
‫ﺃﻥ‪.2124 ≡ −1[5] :‬‬ ‫‪.2‬ﺃ( ﺑﻴّﻦ ّ‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪َ 2124720‬ﻭ ‪ 619721‬ﻋﻠﻰ ‪.5‬‬
‫ﻓﺈﻥ‪.21242n ≡ 1[5] :‬‬ ‫ﺝ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ّ n‬‬
‫‪4n‬‬
‫‪.2124 + 619‬‬ ‫‪4n+1‬‬
‫ﺩ( ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﻁﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ‪+ n ≡ 0[5] :‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:8‬‬
‫‪ b ،a‬ﻭ‪ c‬ﺃﻋﺪﺍﺩ ﺻﺤﻴﺤﺔ ﺑﺤﻴﺚ‬
‫‪ .‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a‬ﻋﻠﻰ ‪ 7‬ﻫﻮ ‪ ،3‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ b‬ﻋﻠﻰ ‪ 7‬ﻫﻮ ‪ 4‬ﻭﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ c‬ﻋﻠﻰ‬
‫‪.‬‬ ‫‪ 7‬ﻫﻮ ‪.6‬‬
‫‪ −1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻋﻠﻰ ‪ 7‬ﻟﻜ ّﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ‪.a − b ،a × b :‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪−2‬ﺃ( ﺃﺛﺒﺖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.c2n ≡ 1[7] :n‬‬

‫ﺃﻥ ]‪ 48 ≡ 6[7‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ‪ 482010 :‬ﻭ ‪ 482011‬ﻋﻠﻰ ‪.7‬‬‫ﺏ( ﺗﺤﻘّﻖ ّ‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:9‬‬
‫ﺍﺫﻛﺮ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻘﺘﺮﺣﺔ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻁﺌﺔ ﻣﻊ ﺍﻟﺘّﻌﻠﻴﻞ‪.‬‬
‫‪ n .1‬ﻭ ‪ n′‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ‪ .n = 3n′ + 5 :‬ﺑﺎﻗﻲ ﻗﺴﻤﺔ ‪ n‬ﻋﻠﻰ ‪ 3‬ﻫﻮ ‪.5‬‬
‫ﺃﻥ‪(2012 = 3 × 670 + 2 :‬‬ ‫‪ .2‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 22012‬ﻋﻠﻰ ‪ 7‬ﻫﻮ ‪) .4‬ﻻﺣﻆ ّ‬
‫‪ n .3‬ﻋﺪﺩ ﺻﺤﻴﺢ ﺣﻴﺚ‪ .n ≡ 2[11] :‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 2n2 − 9‬ﻋﻠﻰ ‪ 11‬ﻫﻮ ‪.10‬‬
‫‪ .4‬ﺍﻟﺪّﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺮﻳﺔ‪.‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :10‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺑﺤﻴﺚ‪َ a + b ≡ 7[11] :‬ﻭ]‪.a − b ≡ 5[11‬‬

‫‪.1‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a2 − b2‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.11‬‬
‫ﺃﻥ‪ a ≡ 6[11] :‬ﻭ]‪.b ≡ 1[11‬‬‫ﺃﻥ‪ 2a ≡ 1[11] :‬ﻭ]‪ 2b ≡ 2[11‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫ﺏ( ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪.a ≡ −1[11] :‬‬
‫‪5‬‬
‫‪.2‬ﺃ( ﺃﺛﺒﺖ ّ‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.a ≡ 1[11] :k‬‬
‫‪10k‬‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-2‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺃﻥ‪.2012 = 10 × 201 + 2 :‬‬ ‫‪.3‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪2012‬‬
‫‪ a‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.11‬‬ ‫ﺏ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :11‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ −1‬ﻫﻞ ﺍﻟﻌﺪﺩﺍﻥ ‪ 2013‬ﻭ‪ 718‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪7‬؟‬

‫‪−2‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 46‬ﻋﻠﻰ ‪.7‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.46n − 1 ≡ 0[7] :n‬‬
‫‪−3‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ 2013‬ﻭ‪ 718‬ﻋﻠﻰ ‪.7‬‬
‫ﺏ( ﺑﻴّﻦ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ ،n‬ﺍﻟﻌﺪﺩ ‪ 3 × 7186n + 2013‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.7‬‬
‫ﺃﻥ‪.1434 ≡ −1[7] :‬‬ ‫‪−4‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫ﺏ( ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ ،n‬ﺍﻷﺻﻐﺮ ﻣﻦ ‪ ،25‬ﺑﺤﻴﺚ‪.1434 + n ≡ 0[7] :‬‬
‫‪2n‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :12‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﺣﻴﺚ‪ a ≡ 2[7] :‬ﻭ]‪.b ≡ 6[7‬‬
‫‪ −1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 3a + b‬ﻋﻠﻰ ‪.7‬‬
‫‪ −2‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a2 + 3b2‬ﻋﻠﻰ ‪.7‬‬
‫ﺃﻥ‪.b ≡ −1[7] :‬‬ ‫‪−3‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪1434‬‬ ‫‪2013‬‬
‫‪ b‬ﻭ ‪ b‬ﻋﻠﻰ ‪.7‬‬ ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜ ّﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ‬
‫‪ −4‬ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺑﺤﻴﺚ‪.(a + b) + n ≡ 0[7] :‬‬
‫‪n‬‬

‫ﺗﻤﺮﻳﻦ ‪ 05) :13‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 28‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.9‬‬

‫‪ (2‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.10k ≡ 1[9] :k‬‬
‫ﺃﻥ‪.4 × 104 + 3 × 103 + 2 × 102 + 28 ≡ 1[9] :‬‬ ‫‪ (3‬ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ‪.2 ≡ −1[9] :‬‬
‫‪3‬‬
‫‪(4‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫ﺏ( ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺑﺤﻴﺚ‪.2 + n − 1 ≡ 0[9] :‬‬
‫‪6n‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :14‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻋﻴّﻦ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﻛ ّﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺨﻤﺴﺔ ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪:‬‬
‫ﺍﻻﻗﺘﺮﺍﺡ )ﺝ(‬ ‫ﺍﻻﻗﺘﺮﺍﺡ )ﺏ(‬ ‫ﺍﻻﻗﺘﺮﺍﺡ )ﺃ(‬
‫‪2‬‬ ‫‪5‬‬ ‫ﻋﺪﺩ ﻗﻮﺍﺳﻢ ﺍﻟﻌﺪﺩ ‪ 1435‬ﻫﻮ‪:‬‬
‫‪8‬‬ ‫‪1‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ]‪ a ≡ −1[8‬ﻓﺈﻥ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ‪ a‬ﻋﻠﻰ ‪8‬‬ ‫‪2‬‬
‫‪6‬‬ ‫‪7‬‬ ‫‪−1‬‬ ‫ﻫﻮ‪:‬‬
‫‪3‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫ﺍﻟﻌﺪﺩﺍﻥ ‪ 1435‬ﻭ‪ 2014‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﺩ‪:‬‬ ‫‪3‬‬
‫]‪x + y ≡ 4[5] x + y ≡ 2[5] x + y ≡ 3[5‬‬
‫‪9‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪9‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ]‪َ x ≡ 2[5‬ﻭ]‪ّ y ≡ 2[5‬‬
‫ﻓﺈﻥ‪:‬‬ ‫‪4‬‬
‫]‪9 ≡ 7[3‬‬ ‫]‪9 ≡ 7[2‬‬ ‫]‪9 ≡ 7[6‬‬ ‫ﻟﺪﻳﻨﺎ ]‪ 27 ≡ 21[6‬ﺇﺫﻥ‪:‬‬ ‫‪5‬‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-3‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 05) :15‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻋﻴّﻦ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺼﺤﻴﺢ ﺍﻟﻮﺣﻴﺪ‪ ،‬ﻣﻊ ﺍﻟﺘﻌﻠﻴﻞ‪ ،‬ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻷﺭﺑﻊ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪ (1‬ﺇﺫﺍ ﻛﺎﻥ ‪ a‬ﻋﺪﺩﺍ ﺻﺤﻴﺤﺎ ً ﺣﻴﺚ‪ّ a ≡ −1[5] :‬‬
‫ﻓﺈﻥ‪:‬‬
‫ﺝ( ]‪.a ≡ 99[5‬‬ ‫ﺏ( ]‪a ≡ 6[5‬‬ ‫ﺃ( ]‪a ≡ 2[5‬‬
‫‪ (2‬ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ −99‬ﻋﻠﻰ ‪ 7‬ﻫﻮ‪:‬‬
‫ﺝ( ‪.1‬‬ ‫ﺏ( ‪6‬‬ ‫ﺃ( ‪−1‬‬
‫‪ (3‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ ،n‬ﺍﻟﻌﺪﺩ ‪ 10 − 1‬ﻳَﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ‪:‬‬
‫‪n‬‬

‫ﺝ( ‪.2‬‬ ‫ﺏ( ‪5‬‬ ‫ﺃ( ‪3‬‬

‫‪ (4‬ﻣﺠﻤﻮﻉ ﻛﻞ ﺛﻼﺛﺔ ﺃﻋﺪﺍﺩ ﻁﺒﻴﻌﻴﺔ ﻣﺘﻌﺎﻗﺒﺔ ﻫﻮ ﺩﻭﻣﺎ‪ً:‬‬
‫ﺝ( ﻣﻀﺎﻋﻒ ﻟﻠﻌﺪﺩ ‪.4‬‬ ‫ﺏ( ﻣﻀﺎﻋﻒ ﻟﻠﻌﺪﺩ ‪3‬‬ ‫ﺃ( ﻋﺪﺩ ﺯﻭﺟﻲ‬

‫ﺗﻤﺮﻳﻦ ‪ 07) :16‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ‪.‬‬
‫‪(5‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻋﻠﻰ ‪ 5‬ﻟﻜﻞ ﻋﺪﺩ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ 33 ،32 ،3‬ﻭ ‪.34‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺃﻧّﻪ ﻟﻜﻞ ‪ k‬ﻣﻦ ‪N‬؛ ]‪.34k ≡ 1[5‬‬
‫‪ (6‬ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺍﻟﺘﻲ ﻣﻦ ﺃﺟﻠﻬﺎ ﻳﻜﻮﻥ ‪ 3n − 1‬ﻗﺎﺑﻼ ﻟﻠﻘﺴﻤﺔ ﻋﻠﻰ ‪.5‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :17‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﻳﺤﻘّﻘﺎﻥ‪ a ≡ 13[7] :‬ﻭ]‪.b ≡ −6[7‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻋﻠﻰ ‪ 7‬ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪.b‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪ a3 + 1‬ﻭ‪ b3 − 1‬ﻳﻘﺒﻼﻥ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.7‬‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪ a ≡ 2015[7] :‬ﻭ]‪.b ≡ 1436[7‬‬ ‫‪(3‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪3‬‬ ‫‪3‬‬
‫ﺏ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻋﻠﻰ ‪ 7‬ﻟﻠﻌﺪﺩ ‪.2015 + 1436‬‬
‫ﺃﻥ‪.20153 + 14363 − 19623 + 1 ≡ 0[7] :‬‬ ‫ﺝ( ﺍﺳﺘﻨﺘﺞ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 05) :18‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ 23 ،22 ،21 ،20‬ﻭ ‪ 24‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.5‬‬
‫‪(2‬ﺃ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ n‬ﻳﻜﻮﻥ‪.24n ≡ 1[5] :‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 22016‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.5‬‬
‫‪(3‬ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‪.22016 + 2 + n ≡ 0[5] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :19‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪(1‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 43‬ﻋﻠﻰ ‪.9‬‬

‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.43k ≡ 1[9] :k‬‬
‫ﺟــ( ﺍﺩﺭﺱ ﺣﺴﺐ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﻮﺍﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 4n‬ﻋﻠﻰ ‪.9‬‬
‫ﺩ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 20152016‬ﻋﻠﻰ ‪.9‬‬
‫‪(2‬ﺃ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.82n ≡ 1[9] :n‬‬
‫ﺏ( ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻌﺪﺩ ‪ 82n + 4n + 1‬ﻣﻀﺎﻋﻔﺎ ً ﻟﻠﻌﺪﺩ ‪.9‬‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-4‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 06) :20‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻧﻌﺘﺒﺮ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ b ،a‬ﻭ‪ c‬ﺣﻴﺚ ‪ b = 1437 ،a = 2016‬ﻭ‪.c = 1954‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ‪ b ،a‬ﻭ‪ c‬ﻋﻠﻰ ‪.5‬‬
‫‪ (2‬ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ‪ a × b × c ،a + b + c :‬ﻭ ‪ b‬ﻋﻠﻰ ‪.5‬‬
‫‪4‬‬

‫‪(3‬ﺃ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.b4n ≡ 1[5] ،n‬‬

‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ b2016 − 1‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.5‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ‪.c ≡ −1[5] :‬‬ ‫‪(4‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪.c‬‬ ‫‪1438‬‬
‫‪+c‬‬ ‫‪2017‬‬
‫ﺃﻥ‪≡ 0[5] :‬‬ ‫ﺏ( ﺑﻴّﻦ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :21‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ b ،a‬ﻭ‪ c‬ﺛﻼﺛﺔ ﺃﻋﺪﺍﺩ ﻁﺒﻴﻌﻴﺔ ﺣﻴﺚ ]‪ b = 1966 ،a ≡ −5[7‬ﻭ‪.c = 2017‬‬

‫‪ 23k+1‬ﻭ]‪.23k+2 ≡ 4[7‬‬
‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ b ،a‬ﻭ‪ c‬ﻋﻠﻰ ‪.7‬‬
‫ﺃﻥ‪.b ≡ −1[7] :‬‬ ‫‪ (2‬ﺗﺤﻘّﻖ ّ‬
‫‪ b‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.7‬‬ ‫‪2017‬‬
‫‪+3×c‬‬ ‫‪1438‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ‪− 2 :‬‬ ‫‪ (3‬ﺍﺛﺒﺖ ّ‬
‫ﺃﻥ‪≡ 2[7] :‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ 2 ≡ 1[7] ،k‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪3k‬‬
‫‪ (4‬ﺗﺤﻘّﻖ ّ‬
‫‪ (5‬ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ‪ 2 + 3‬ﻗﺎﺑﻼً ﻟﻠﻘﺴﻤﺔ ﻋﻠﻰ ‪.7‬‬
‫‪n‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :22‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪(1‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ 42 ،4‬ﻭ ‪ 43‬ﻋﻠﻰ ‪.9‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪.43n ≡ 1[9] ،n‬‬ ‫ﺏ( ﺑﻴّﻦ ّ‬
‫‪.4‬‬ ‫‪3n+1‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪≡ 4[9] ،n‬‬ ‫ﺟـ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪.2020‬‬ ‫‪1438‬‬
‫ﺃﻥ‪≡ 4[9] :‬‬‫‪ (2‬ﺗﺤﻘّﻖ ّ‬
‫‪ (2020‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.9‬‬ ‫‪1438‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ )‪− 2017 + 1995‬‬
‫‪2‬‬
‫‪ (3‬ﺑﻴّﻦ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :23‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﺣﻴﺚ‪َ a ≡ 14[13] :‬ﻭ]‪.b ≡ −1[13‬‬
‫‪(1‬ﺃ( ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻰ ‪ 13‬ﻫﻮ ‪ 1‬ﻭ‪ 12‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ‪ a − b ،a + b‬ﻭ ‪ 2a + b‬ﻋﻠﻰ ‪.13‬‬
‫‪2‬‬

‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ a1438 + b2017‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.13‬‬

‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪.b‬‬ ‫‪2017‬‬
‫‪ (3‬ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺑﺤﻴﺚ‪+ n + 1438 ≡ 0[13] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :24‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ (1‬ﺍﺩﺭﺱ ﺣﺴﺐ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﻮﺍﻗﻲ ﻗﺴﻤﺔ ‪ 2n‬ﻋﻠﻰ ‪.5‬‬

‫‪ (2‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ a‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‪.2018 = 4a + 2 :‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ‪ 22018 + 20178 − 5 :‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.5‬‬
‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪(4‬ﺃ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ 12 ≡ 2 [5] :n‬ﻭ]‪.(−3) ≡ 2 [5‬‬
‫‪n‬‬ ‫‪n‬‬ ‫‪n‬‬ ‫‪n‬‬

‫ﺏ( ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ‪.12n + (−3)n − 4 ≡ 0[5] :‬‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-5‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 06) :25‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﻏﻴﺮ ﻣﻌﺪﻭﻣﻴﻦ ﺣﻴﺚ ‪.a = 4b + 6‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a‬ﻋﻠﻰ ‪.4‬‬
‫ﺃﻥ ‪ a‬ﻭ‪ b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.3‬‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪ (3‬ﻧﻀﻊ ‪.b = 489‬‬
‫ﺃﻥ ]‪.a ≡ −1[13‬‬ ‫ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪2018‬‬ ‫‪2968‬‬
‫‪ a‬ﻋﻠﻰ ‪.13‬‬ ‫‪+ 40‬‬ ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ‬
‫ﺝ( ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ﺍﻟﻌﺪﺩ ‪ a2n + n + 3‬ﻗﺎﺑﻼ ﻟﻠﻘﺴﻤﺔ ﻋﻠﻰ ‪.13‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :26‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ‪ a = 2019 :‬ﻭ‪.b = 2969‬‬

‫‪(1‬ﺃ( ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻰ ‪.7‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ 3b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.7‬‬
‫ﺃﻥ‪.9a + b ≡ 0[7] :‬‬
‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪ 2‬ﻋﻠﻰ ‪.7‬‬ ‫‪2969‬‬
‫‪×a‬‬ ‫‪2969‬‬
‫ﺃﻥ‪ 2a ≡ −1[7] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ‬
‫‪ (3‬ﺗﺤﻘﻖ ّ‬
‫‪ (4‬ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﻴﺚ‪.bn + an + 2 ≡ 0[7] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :27‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﺍﻟﻌﺪﺩﺍﻥ ﺍﻟﻄﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ ‪.b = 1441 ،a = 2019‬‬

‫ﺃﻥ‪.a ≡ 13[17] :‬‬ ‫‪ (1‬ﺗﺤﻘّﻖ ّ‬
‫‪ (2‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪ a :‬ﻭ‪ b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪ ،17‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ b‬ﻋﻠﻰ ‪.17‬‬
‫ﺃﻥ ]‪.3a × b + 14 ≡ 0[17‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺃﻥ ]‪ a × b ≡ −1[17‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪ (4‬ﺍُﺩﺭﺱ ﺗﺒﻌﺎ ً ﻟﻘﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﻮﺍﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ 13‬ﻋﻠﻰ ‪.17‬‬
‫‪n‬‬

‫ﺃﻥ‪.20191954 + 1692n + 14412969 − 13 ≡ 0[17] :‬‬ ‫‪ (5‬ﺑﻴّﻦ ّ‬

‫‪.n + 1954‬‬ ‫‪1962‬‬
‫‪ (6‬ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺍﻟﺘﻲ ﺗﺤﻘﻖ‪+ 16 ≡ 0[17] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :28‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻟﺘﻜﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪َ b ،a‬ﻭ‪ c‬ﺣﻴﺚ‪َ b = 2970 ،a = 2020 :‬ﻭ‪.c = 1441‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜ ّﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪َ b ،a‬ﻭ‪ c‬ﻋﻠﻰ ‪.9‬‬
‫‪ (2‬ﺗﺤﻘّﻖ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪َ b‬ﻭ)‪ (a + 5‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.9‬‬
‫ﺃﻥ‪ 2a ≡ −1[9] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ (2a)31‬ﻋﻠﻰ ‪.9‬‬‫‪ (3‬ﺗﺤﻘّﻖ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ) ‪ (3a − 2b − 12c2‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.9‬‬ ‫‪ (4‬ﺑﻴّﻦ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :29‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﺣﻴﺚ‪.b = 2020 ،a ≡ 2[7] :‬‬
‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ b‬ﻋﻠﻰ ‪.7‬‬
‫‪2‬‬ ‫‪2 1962‬‬
‫) ‪ (a + b‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.7‬‬ ‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪− 8‬‬
‫ﺃﻥ‪ a2 + b2 ≡ −1[7] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫‪ (2‬ﺑﻴّﻦ ّ‬
‫‪3‬‬ ‫‪2‬‬
‫‪(3‬ﺃ‪ .‬ﻋﻴّﻦ ﺑﻮﺍﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜ ّﻞ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪َ 4 ،4‬ﻭ ‪ 4‬ﻋﻠﻰ ‪.7‬‬
‫‪.4‬‬ ‫‪3n+1‬‬
‫ﺃﻥ‪≡ 4[7] :‬‬
‫ﺏ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪ 43n ≡ 1[7] :n‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-6‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺃﻥ‪.b21 ≡ 1[7] :‬‬ ‫ﺟـ‪ .‬ﺑﻴّﻦ ّ‬
‫‪.4n + a + b21‬‬ ‫‪ (4‬ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‪≡ 0[7] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :30‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻟﻴﻜﻦ ‪ a‬ﻭ‪ b‬ﻋﺪﺩﻳﻦ ﻁﺒﻴﻌﻴﻴﻦ ﺣﻴﺚ‪َ a = 2926 :‬ﻭ‪.b = 1715‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜ ّﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ‪.13‬‬
‫ﺃﻥ‪.b ≡ −1[13] :‬‬ ‫ﺃﻥ‪ ،b + 1 ≡ 0[13] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ّ‬
‫‪1442‬‬ ‫‪2021‬‬
‫‪ a‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.13‬‬ ‫‪+b‬‬ ‫ﺏ‪ .‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ‬
‫‪n‬‬
‫‪ (3‬ﻧﻀﻊ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﻁﺒﻴﻌﻲ ‪An = 27 + 1 :n‬‬
‫ﺃﻥ‪.An ≡ 2[13] :‬‬ ‫ﺃﻥ‪ ،27 ≡ 1[13] :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬ ‫ﺃ‪ .‬ﺗﺤﻘّﻖ ّ‬
‫ﺏ‪ .‬ﻋﻴّﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ‪.An + n + 11 ≡ 0[13] :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :31‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫ﻟﺘﻜﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪َ b ،a‬ﻭ‪ c‬ﺣﻴﺚ‪َ b = 1442 ،a = 2021 :‬ﻭ‪.c = 1954‬‬

‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩﻳﻦ ‪َ a‬ﻭ‪ c‬ﻋﻠﻰ ‪.3‬‬
‫‪ (2‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪َ a‬ﻭ‪ b‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.3‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ a + b − c‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.3‬‬ ‫‪(3‬ﺃ‪ .‬ﺑﻴّﻦ ّ‬
‫ﺏ‪ .‬ﺍﺳﺘﻨﺘﺞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ‪.n + a + b − c ≡ 0[3] :‬‬
‫‪ (4‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﺍﻟﻌﺪﺩ ‪ (a × c)1442 + (b × c)2021‬ﻋﻠﻰ ‪.3‬‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :32‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ‪َ a = 2022 :‬ﻭ‪.b = 1443‬‬

‫ﺃﻥ‪.a + b ≡ 0[5] :‬‬‫‪ (1‬ﻋﻴّﻦ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻜ ّﻞ ﻣﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻰ ‪ 5‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ) ‪ (a + a2 + a3‬ﻋﻠﻰ ‪ 5‬ﻫﻮ ‪.4‬‬ ‫‪(2‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪2‬‬ ‫‪3‬‬
‫ﺏ( ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺑﺤﻴﺚ ﻳﻘﺒﻞ ﺍﻟﻌﺪﺩ )‪ (a + a + a + n‬ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.5‬‬
‫ﺃﻥ ﺍﻟﻌﺪﺩ ‪ (a + b + ab)a + (a + b + 4)b‬ﻳﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪.5‬‬ ‫ﺃﻥ‪ a + b + 4 ≡ −1[5] :‬ﺛ ّﻢ ﺑﻴّﻦ ّ‬ ‫‪ (3‬ﺗﺤﻘّﻖ ّ‬

‫ﺗﻤﺮﻳﻦ ‪ 06) :33‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫‪ a‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﻁﺒﻴﻌﻴﺎﻥ ﺣﻴﺚ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ a‬ﻋﻠﻰ ‪ 9‬ﻫﻮ ‪ 8‬ﻭ]‪.a + b ≡ 3[9‬‬
‫ﺃﻥ ﺑﺎﻗﻲ ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻟﻠﻌﺪﺩ ‪ b‬ﻋﻠﻰ ‪ 9‬ﻫﻮ ‪.4‬‬‫‪ (1‬ﺑﻴّﻦ ّ‬
‫‪ (2‬ﺗﺤﻘّﻖ ّ‬
‫ﺃﻥ ﺍﻟﻌﺪﺩﻳﻦ ‪ b‬ﻭ‪ 103‬ﻣﺘﻮﺍﻓﻘﺎﻥ ﺑﺘﺮﺩﻳﺪ ‪.9‬‬
‫ﺃﻥ‪ a ≡ −1[9] :‬ﻭ]‪.103 ≡ 1[9‬‬
‫‪3‬‬
‫‪(3‬ﺃ( ﺑﻴّﻦ ّ‬
‫‪.a‬‬ ‫‪2022‬‬
‫)‪+ (16 × b‬‬ ‫‪1443‬‬
‫ﺃﻥ‪≡ 2[9] :‬‬
‫ﺏ( ﺗﺤﻘّﻖ ّ‬
‫‪.a‬‬ ‫‪2022‬‬
‫‪ (4‬ﻋﻴّﻦ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﻄﺒﻴﻌﻲ ‪ n‬ﺣﺘﻰ ﻳﻜﻮﻥ ]‪+ 103 + n ≡ 0[9‬‬
‫‪3‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺴﻴﺘﻡ ﻨﺸﺭ ﺃﻋﻤﺎﻟﻨﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻋﻠﻰ ‪#‬ﺼﻔﺤﺔ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ ‪-‬ﺭﻴﺎﻀﻴﺎﺕ ﺜﺎﻨﻭﻱ‪C &2022/2023& -‬‬

‫ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺩﻴﺔ ﻓﻲ ‪) Z‬ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-7‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺴﻼﺴﻝ ﺍﻟﻌﺒﻘﺭﻱ ﻓﻲ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪ //‬ﺠﻤﻊ ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ‪.‬‬
‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‪ :‬ﺜﺎﻟﺜﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫)‪ 09‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:1‬‬
‫(‬ ‫)‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﻛﻤﺎ ﻳﻠﻲ‪.f (x) = x3 − 3x :‬‬ ‫‪ f‬ﺩّﺍﻟﺔ ّ‬
‫→ →‬
‫‪−‬‬ ‫‪−‬‬
‫) ‪ (Cf‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻤﺜﻞ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻣﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ )‪.f (−1) ،f (−2‬‬
‫‪(2‬ﺃ( ﺍﺣﺴﺐ )‪. lim f (x) ، lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫ﺏ( ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛﻢ ﺃﺩﺭﺱ ﺇﺷﺎﺭﺗﻬﺎ‪.‬‬
‫ﺟـ( ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪(3‬ﺃ( ﺣﻞ ﻓﻲ ‪ R‬ﺍﻟﻤﻌﺎﺩﻟﺔ ‪.f (x) = 0‬‬
‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ ﻓﻲ ﺛﻼﺙ ﻧﻘﺎﻁ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺇﺣﺪﺍﺛﻴﻲ ﻛﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺟـ( ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ )∆( ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ ‪.0‬‬
‫ﺍﺩﺭﺱ ﻭﺿﻌﻴﺔ ) ‪ (Cf‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ )∆(‪ .‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫ﺩ( ﺃﺭﺳﻢ ) ‪ (Cf‬ﻭ)∆(‪.‬‬

‫)‪ 10‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2008‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:2‬‬
‫‪y‬‬
‫‪4‬‬

‫‪3‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ‬

‫ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﺍﻟﻤﺮﺳﻮﻡ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ ﻫﻮ ﻟﺪّﺍﻟﺔ ‪ّ f‬‬
‫)‪(C‬‬ ‫[∞‪[−1; +‬‬
‫‪2‬‬ ‫َﻭ)∆( ﻣﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ )‪ (C‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ ‪.2‬‬
‫‪ (1‬ﺧ ّﻤﻦ ﻧﻬﺎﻳﺔ ‪ f‬ﻋﻨﺪ ∞‪ ،+‬ﺛ ّﻢ ﺑﻘﺮﺍءﺓ ﺑﻴﺎﻧﻴﺔ ﻋﻴّﻦ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ‪f‬‬
‫‪1‬‬ ‫ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ [∞‪.[−1; +‬‬
‫ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ‪.f‬‬
‫‪ (2‬ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪−1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬
‫‪1‬‬
‫‪−1‬‬ ‫‪،f1 (x) = x3 − 2x2 + 3x + 1‬‬
‫‪3‬‬
‫)∆(‬ ‫‪1‬‬
‫‪−2‬‬ ‫‪،f2 (x) = x3 − 2x2 + 3x − 1‬‬
‫‪3‬‬
‫‪1‬‬
‫‪−3‬‬ ‫‪.f3 (x) = − x3 − 2x2 + 3x − 1‬‬
‫‪3‬‬
‫‪−4‬‬ ‫ﻣﺒﺮﺭﺍ ﺫﻟﻚ‪.‬‬
‫ﻋﻴّﻦ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻟﻠﺪّﺍﻟﺔ ‪ّ f‬‬
‫‪ (3‬ﺍﺩﺭﺱ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪ .f‬ﻫﻞ ﺗﺨﻤﻴﻨﺎﺗﻚ ﻭﻗﺮﺍءﺗﻚ ﺍﻟﺴﺎﺑﻘﺔ ﺻﺤﻴﺤﺔ؟‬
‫‪−5‬‬ ‫‪ (4‬ﻋﻴّﻦ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ )∆(‪.‬‬
‫‪ (5‬ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺔ ﺍﻻﻧﻌﻄﺎﻑ ﻟﻠﻤﻨﺤﻨﻰ )‪.(C‬‬
‫‪−6‬‬

‫‪ (6‬ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺫﻭ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ،y = −1‬ﺛﻢ ﺣﻞ ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ ﺫﺍﺕ ﺍﻟﻤﺠﻬﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ ‪.f (x) < −1 :x‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-1‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪ (7‬ﻋﻴّﻦ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﺍﻟﻤﺴﺘﻘﻴﻢ )‪ (D‬ﺫﻱ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪.y = 3x − 1‬‬

‫)‪ 09‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:3‬‬
‫(‬ ‫)‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪.f (x) = 2x3 − 9x2 + 12x − 5 :‬‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫ﻟﻴﻜﻦ ) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ .1‬ﺍُﺣﺴﺐ )‪َ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬

‫‪ .2‬ﺍُﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴ)ّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ(‪ f‬ﺛﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬

‫‪3‬‬ ‫‪1‬‬
‫‪ I‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬ ‫ﺃﻥ ﺍﻟﻨﻘﻄﺔ‬ ‫‪;−‬‬
‫‪ .3‬ﺑﻴّﻦ ّ‬
‫‪2‬‬ ‫‪2‬‬
‫‪ .4‬ﺍُﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪.I‬‬
‫‪ .5‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ .f (x) = (x − 1)2 (2x − 5) :x‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ‬
‫ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪ .6‬ﺍُﺭﺳﻢ )∆( ﻭ) ‪.(Cf‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:4‬‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪ ،‬ﺍﺧﺘﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ﺑﻴﻦ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻟﻤﻘﺘﺮﺣﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﻌﻠﻴﻞ‪.‬‬
‫‪ .1‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬
‫‪ .2‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﻛﻤﺎ ﻳﻠﻲ‪َ g(x) = x3 + 3x + 4 :‬ﻭ) ‪ (Cg‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ‪.‬‬
‫ّ‬ ‫‪ g .3‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫‪ (1‬ﺍﻟﺪّﺍﻟﺔ ‪:g‬‬
‫ﺟـ( ﻟﻴﺴﺖ ﺭﺗﻴﺒﺔ ﻋﻠﻰ ‪.R‬‬ ‫ﺏ( ﻣﺘﻨﺎﻗﺼﺔ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ‪R‬‬ ‫ﺃ( ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ‪R‬‬
‫‪ (Cg ) (2‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﺇﺣﺪﺍﺛﻴﺎﻫﺎ‪:‬‬
‫ﺟـ( )‪.(0; 0‬‬ ‫ﺏ( )‪(0; 4‬‬ ‫ﺃ( )‪(−1; 0‬‬

‫)‪ 07‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2010‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:5‬‬
‫‪y‬‬
‫‪1‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ ]‪[−2; 2‬‬ ‫‪ f‬ﺩّﺍﻟﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪0‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫ﻭ) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻣﺘﺠﺎﻧﺲ‪.‬‬
‫ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ﻭﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪.1‬ﺃ‪ -‬ﻋﻴّﻦ )‪ f ′ (1‬ﻭ)‪ f ′ ) f ′ (−1‬ﻫﻲ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻟﻠﺪّﺍﻟﺔ ‪(f‬‬
‫‪A‬‬ ‫ﺏ‪ -‬ﻋﻴّﻦ ﺻﻮﺭﺗﻲ ﺍﻟﻌﺪﺩﻳﻦ )‪ (−2‬ﻭ)‪ (−1‬ﺑﻮﺍﺳﻄﺔ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫;‪.[−2‬‬ ‫]‪( 2‬‬
‫ّ‬
‫ﺟـ‪ -‬ﺷﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ )‬
‫) ‪(Cf‬‬ ‫) √(‬ ‫‪3‬‬
‫‪.f‬‬ ‫‪َ f‬ﻭ ‪3‬‬ ‫‪ .2‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ ،f‬ﻗﺎﺭﻥ ﺍﻟﻌﺪﺩﻳﻦ‬
‫‪2‬‬

‫ﺃﻥ ‪f ′ (0) = 3‬؛ ﺍﺷﺮﺡ ﻛﻴﻒ ﻳُﻤﻜﻦ ﺭﺳﻢ ﻣﻤﺎﺱ‬

‫‪ A .3‬ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﻫﺎ )‪ ،(0; −2‬ﻭﺑﻔﺮﺽ ّ‬
‫ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺛﻢ ﺍﺭﺳﻤﻪ ﺑﻌﺪ ﻧﻘﻞ ﺍﻟﺸﻜﻞ‪.‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-2‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:6‬‬
‫‪5‬‬

‫‪4‬‬

‫‪3‬‬ ‫) ‪(Cg‬‬ ‫ﺃ( ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪ (Cg ) ،‬ﻫﻮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬
‫ّ‬ ‫ﺇﻟﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻭﻣﺘﺠﺎﻧﺲ ﻟﻠﺪّﺍﻟﺔ ‪g‬‬
‫‪2‬‬ ‫‪.‬‬ ‫‪.g(x) = −x2 + 2x + 3‬‬ ‫‪.‬‬
‫ﺑﻘﺮﺍءﺓ ﺑﻴﺎﻧﻴﺔ‪:‬‬
‫‪1‬‬ ‫‪ .1‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪ g‬ﻋﻠﻰ ‪.R‬‬
‫‪ .2‬ﻋﻴّﻦ ﺣﺴﺐ ﻗﻴﻢ ‪ x‬ﺇﺷﺎﺭﺓ )‪ g(x‬ﻋﻠﻰ ‪.R‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬
‫ّ‬ ‫ﺏ( ﻟﺘﻜﻦ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫‪−3‬‬ ‫‪−2‬‬ ‫‪−1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪1‬‬
‫‪−1‬‬
‫‪.‬‬ ‫‪.f (x) = x3 − x2 − 3x + 3‬‬ ‫‪.‬‬
‫‪3‬‬
‫) ‪ (Cf‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ)ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ (ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ‬
‫‪−2‬‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪−3‬‬

‫‪−4‬‬
‫ﺃﻥ‪ f ′ (x) = −g(x) :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺇﺷﺎﺭﺓ )‪ f ′ (x‬ﻋﻠﻰ ‪.R‬‬ ‫‪ .1‬ﺑﻴّﻦ ّ‬
‫‪ .2‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ +‬ﻭﻋﻨﺪ ∞‪.−‬‬
‫‪ .3‬ﺍﺣﺴﺐ )‪ f (3) ،f (−1‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫ﺳﺎﻥ ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻛ ّﻞ ﻣﻨﻬﻤﺎ ﻳﺴﺎﻭﻱ ‪.5‬‬ ‫‪ .4‬ﺑﻴّﻦ ﺃﻧّﻪ ﻳﻮﺟﺪ ﻣﻤﺎ ّ‬
‫‪ .5‬ﺣ ّﻞ ﻓﻲ ‪ R‬ﺍﻟﻤﻌﺎﺩﻟﺔ‪ f (x) = g(x) :‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ ) ‪ (Cg‬ﻭ) ‪.(Cf‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:7‬‬
‫(‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪.f (x) = −x3 + 3x2 − 4 :‬‬
‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫→‬
‫→ ‪−‬‬ ‫)‪−‬‬
‫)‪ (C‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ .1‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ −‬ﻭﻋﻨﺪ ∞‪.+‬‬
‫‪ .2‬ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺗﻪ‪ f ′ ) .‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻟﻠﺪّﺍﻟﺔ ‪(f‬‬
‫‪ .3‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪.4‬ﺃ( ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ )∆( ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ )‪ (C‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.1‬‬
‫ﺏ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) − (3x − 5) = −(x − 1)3 :x‬‬
‫ﺝ( ﺍﺩﺭﺱ ﺍﻟﻮﺿﻊ ﺍﻟﻨﺴﺒﻲ ﻟﻠﻤﻨﺤﻨﻰ )‪ (C‬ﻭﺍﻟﻤﺴﺘﻘﻴﻢ )∆(‪.‬‬
‫‪ .5‬ﺍﺣﺴﺐ )‪ f (−1‬ﺛ ّﻢ ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺱ )∆( ﻭﺍﻟﻤﻨﺤﻨﻰ )‪.(C‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:8‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﻛﻤﺎ ﻳﻠﻲ‪،f (x) = x3 − 4x2 + 4x :‬‬
‫ّ‬ ‫ﻓﻲ ﺍﻟ ّ‬
‫ﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻫﻮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪f‬‬
‫ﻭﺍﻟﻤﺴﺘﻘﻴﻢ )∆( ﻫﻮ ﻣﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ )‪ (C‬ﻋﻨﺪ ﻣﺒﺪﺃ ﺍﻟﻤﻌﻠﻢ ‪ ،O‬ﺣﻴﺚ‪ y = g(x) :‬ﻣﻌﺎﺩﻟﺔ ﻟﻪ‪.‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-3‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪y‬‬

‫‪16‬‬

‫‪15‬‬

‫‪14‬‬

‫‪13‬‬

‫‪12‬‬
‫‪ (I‬ﺑﻘﺮﺍءﺓ ﺑﻴﺎﻧﻴﺔ‪ ،‬ﻋﻴّﻦ‪:‬‬
‫‪11‬‬ ‫‪ −1‬ﻋﺪﺩ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪ −2‬ﺇﺷﺎﺭﺓ )‪ f (x‬ﻋﻠﻰ ‪.R‬‬
‫‪10‬‬ ‫‪ −3‬ﻋﺪﺩ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.f (x) = g(x) :‬‬
‫)∆(‬
‫‪9‬‬ ‫‪ (II‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻋﺒﺎﺭﺓ ﺍﻟﺪّﺍﻟﺔ ‪:f‬‬
‫‪−1‬ﺃ( ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ −‬ﻭﻋﻨﺪ ∞‪.+‬‬
‫‪8‬‬ ‫ﺏ( ﺍﺣﺴﺐ )‪ ،f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺗﻬﺎ‪.‬‬
‫ﺝ( ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪7‬‬ ‫‪−2‬ﺃ( ﺃﺛﺒﺖ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪:x‬‬
‫‪6‬‬ ‫‪.f (x) = x(x − 2)2‬‬
‫)‪(C‬‬
‫‪5‬‬ ‫ﺏ( ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ‬
‫ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪4‬‬ ‫ﺃﻥ‪.g(x) = 4x :‬‬ ‫‪−3‬ﺃ( ﺑﻴّﻦ ّ‬
‫ﺏ( ﻋﻴّﻦ ﻓﻮﺍﺻﻞ ﻧﻘﻂ ﺗﻘﺎﻁﻊ )‪ (C‬ﻣﻊ )∆(‪.‬‬
‫‪4‬‬
‫‪3‬‬ ‫ﺃﻥ‪ (C) ،‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻓﺎﺻﻠﺘﻬﺎ ‪.‬‬ ‫‪ −4‬ﺑﻴّﻦ ّ‬
‫‪3‬‬
‫‪2‬‬

‫‪1‬‬

‫‪−1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬

‫‪−1‬‬

‫‪−2‬‬

‫‪ −5‬ﻋﻴّﻦ ﺑﻴﺎﻧﻴﺎ‪ ،‬ﻣﺠﻤﻮﻋﺔ ﻗﻴﻢ ﺍﻟﻮﺳﻴﻂ ﺍﻟﺤﻘﻴﻘﻲ ‪ ،m‬ﺍﻟﺘﻲ ﻣﻦ ﺃﺟﻠﻬﺎ ﺗﻘﺒﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f (x) = m‬ﺛﻼﺛﺔ ﺣﻠﻮﻝ ﻣﺘﻤﺎﻳﺰﺓ‪.‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:9‬‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫)→‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺘﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪O; i ; j‬‬
‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪f‬‬
‫َﻭ) ‪ (T‬ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ A(1; 3‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‪:‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-4‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪y‬‬

‫‪6‬‬
‫‪ (I‬ﺑﻘﺮﺍءﺓ ﺑﻴﺎﻧﻴﺔ‪:‬‬
‫‪5‬‬ ‫‪ (1‬ﺧ ّﻤﻦ ﻧﻬﺎﻳﺘﻲ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ −‬ﻭﻋﻨﺪ ∞‪.+‬‬
‫) ‪(Cf‬‬ ‫‪ (2‬ﺃﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ ‪ R‬ﻭﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬
‫‪4‬‬ ‫‪(3‬ﺃ( ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﻤﺎﺱ ) ‪.(T‬‬
‫‪A‬‬ ‫ﺏ( ﺍﺩﺭﺱ ﻭﺿﻌﻴﺔ ) ‪ (Cf‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻤﺎﺱ ) ‪.(T‬‬
‫‪3‬‬
‫ﺃﻥ ‪ A‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻻﻧﻌﻄﺎﻑ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬ ‫ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪2‬‬
‫‪ (4‬ﻋﻴّﻦ ﺣﻠﻮﻝ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ‪.f (x) > 5 :‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺎﻟﺸﻜﻞ‪:‬‬‫ﺃﻥ ‪ّ f‬‬ ‫‪ (II‬ﺇﺫﺍ ﻋﻠﻤﺖ ّ‬
‫‪1‬‬ ‫‪ f (x) = x3 + ax2 + b‬ﺣﻴﺚ‪ a :‬ﻭ‪ b‬ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪.‬‬
‫‪−‬‬
‫→‬ ‫‪ (1‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪.b‬‬
‫‪j‬‬
‫‪− 1‬‬
‫→‬ ‫‪x‬‬ ‫‪ (2‬ﺗﺤﻘّﻖ ﻣﻦ ﺻﺤﺔ ﺇﺟﺎﺑﺎﺗﻚ ﺍﻟﺴﺎﺑﻘﺔ ﺣﻮﻝ‪:‬‬
‫‪−3‬‬ ‫‪−2‬‬ ‫‪−1‬‬ ‫‪0‬‬ ‫‪i‬‬ ‫‪2‬‬ ‫‪3‬‬
‫ﺃ( ﺍﺗﺠﺎﻩ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ‪.f‬‬
‫‪−1‬‬ ‫ﺏ( ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ ) ‪.(T‬‬
‫) ‪(T‬‬ ‫ﺟـ( ﻧﻘﻄﺔ ﺍﻻﻧﻌﻄﺎﻑ ‪.A‬‬
‫‪−2‬‬ ‫ﺩ( ﺣﻠﻮﻝ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ‪.f (x) > 5 :‬‬
‫‪−3‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :10‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫)‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ِ R‬ﺑـ‪.f (x) = x3 − 3x + 2 :‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ‬

‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫) ‪ (Cf‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻤﺜﻞ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ −‬ﻭﻋﻨﺪ ∞‪.+‬‬
‫‪ (2‬ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪f‬؛ ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬
‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺇﺣﺪﺍﺛﻴﻴﻬﺎ‪.‬‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪ (4‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺎﺱ ) ‪ (T‬ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.0‬‬
‫‪ (5‬ﺍﺣﺴﺐ )‪ f (−2‬ﻭ)‪f (2‬؛ ﺛ ّﻢ ﺃﻧﺸﺊ ) ‪ (T‬ﻭ) ‪.(Cf‬‬
‫‪(6‬ﺃ( ﺃﻧﺸﺊ ﺍﻟﻤﺴﺘﻘﻴﻢ )∆( ﺫﺍ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪.y = x + 2‬‬
‫ﺏ( ﺣﻞ‪ ،‬ﻓﻲ ‪ ،R‬ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ ‪.f (x) ≥ x + 2‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :11‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪.f (x) = x3 − 6x2 + 9x :‬‬ ‫ّ‬ ‫ﻟﺘﻜﻦ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫→ ‪−‬‬
‫→‬ ‫)‪−‬‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ )‪ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪′‬‬
‫‪(2‬ﺃ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = (3x − 3)(x − 3) :x‬‬
‫ﺏ( ﺍﺩﺭﺱ ﺍﺗّﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫‪(3‬ﺃ( ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪ E‬ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.2‬‬
‫ﺏ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) − (−3x + 8) = (x − 2)3 :x‬‬
‫ﺟـ( ﺍﺳﺘﻨﺘﺞ ﻭﺿﻌﻴﺔ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﻤﺎﺱ ) ‪.(T‬‬
‫ﺃﻥ ‪ E‬ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬ ‫ﺑﺮﺭ ّ‬
‫ﺩ( ّ‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-5‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪(4‬ﺃ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = x(x − 3)2 :x‬‬
‫ﺏ( ِﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪ (5‬ﺍﺣﺴﺐ )‪ f (4‬ﺛ ّﻢ ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :12‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪1‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪.f (x) = x3 − 4x :‬‬
‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪f‬‬
‫(‬ ‫‪− −‬‬
‫→‬ ‫)→‬
‫‪3‬‬
‫) ‪ (Cf‬ﺍﻟﺘّﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ ﺍﻟﺘﺎﻟﻴﺘﻴﻦ‪. lim f (x) ، lim f (x) :‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪′‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = (x − 2)(x + 2) ،x‬‬ ‫‪(2‬ﺃ( ﺑﻴّﻦ ّ‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (3‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (4‬ﺣﻞ ﻓﻲ ‪ R‬ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ،f (x) = 0‬ﺍﺳﺘﻨﺘﺞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫ﺃﻥ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻫﻲ ﻣﺒﺪﺃ ﺍﻟﻤﻌﻠﻢ‪.‬‬ ‫‪ (5‬ﺑﻴّﻦ ّ‬
‫‪ (6‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.0‬‬
‫‪ (7‬ﺍﺭﺳﻢ ) ‪ (T‬ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :13‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪.f (x) = −x3 − 3x2 + 4 :‬‬ ‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫‪− −‬‬
‫→‬ ‫)→‬
‫) ‪ (Cf‬ﺍﻟﺘّﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ )‪. lim f (x) ، lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪2‬‬
‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ f (x) = (−x + 1)(x + 2) ،x‬ﺛ ّﻢ ِﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ‬ ‫‪ (2‬ﺗﺤﻘّﻖ ّ‬
‫ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪ (3‬ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫ﺃﻥ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ‪ E‬ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ )‪.(−1; 2‬‬ ‫‪ (4‬ﺑﻴّﻦ ّ‬
‫‪ (5‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪.E‬‬
‫‪ (6‬ﺍﺭﺳﻢ )∆( ﻭ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :14‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫)‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪،f (x) = x3 − 3x2 :‬‬‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫→ →‬
‫‪−‬‬ ‫‪−‬‬
‫َﻭ) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﻛﻞ ﻣﻦ ∞‪ +‬ﻭ∞‪.−‬‬
‫‪(2‬ﺃ( ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺗﻬﺎ‪.‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬
‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﺍﺣﺪﺍﺛﻴﻴﻬﺎ‪.‬‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪ (4‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ ) ‪ (T‬ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.1‬‬
‫ﺃﻥ ﺍﻟﻨﻘﻄﺔ ‪) O‬ﻣﺒﺪﺃ ﺍﻟﻤﻌﻠﻢ( ﻭﺍﻟﻨﻘﻄﺔ ‪ A‬ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪ 3‬ﻫﻤﺎ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬ ‫‪(5‬ﺃ( ﺗﺤﻘّﻖ ﻣﻦ ّ‬
‫ﺏ( ﺍﺭﺳﻢ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (6‬ﺣﻞ ﻓﻲ ‪ R‬ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ‪.f (x) > 0 :‬‬
‫‪ (7‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ ،f (x) + 4 = (x + 1)(x − 2)2 :x‬ﺛ ّﻢ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪.f (x) = −4‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-6‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 08) :15‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫)‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪.f (x) = 2x3 + 3x2 − 5 :‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫→ →‬
‫‪−‬‬ ‫‪−‬‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ ﻧﻬﺎﻳﺘﻲ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ∞‪ −‬ﻭﻋﻨﺪ ∞‪.+‬‬
‫‪(2‬ﺃ( ﺍُﺣﺴﺐ )‪ ،f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺗﻬﺎ ﻋﻠﻰ ‪ f ) .R‬ﺗُﺮﻣﺰ ﺇﻟﻰ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻤﺸﺘﻘﺔ ﺍﻷﻭﻟﻰ ﻟﻠﺪّﺍﻟﺔ ‪(f‬‬
‫‪′‬‬

‫ﺏ( ﺍﺣﺴﺐ )‪ f (0‬ﻭ)‪ ،f (−1‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬

‫‪(3‬ﺃ( ﺗﺤﻘﻖ ﺃﻧّﻪ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ‪ x‬ﻣﻦ ‪.f (x) = (x − 1)(2x2 + 5x + 5) :R‬‬
‫ﺍﻟﻔﻮﺍﺻﻞ‪( .‬‬
‫ﺏ( ﻋﻴّﻦ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ )‬
‫‪1‬‬
‫‪ −‬ﺛ ّﻢ ﺍُﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪(Cf‬‬ ‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ‪ A‬ﻓﺎﺻﻠﺘﻬﺎ‬‫‪ (4‬ﺑﻴّﻦ ّ‬
‫‪2‬‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪.A‬‬
‫‪ (5‬ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (6‬ﺣﻞ ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ‪.f (x) ≥ 0 :‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :16‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪،f (x) = x3 − 6x2 + 9x − 4 :‬‬ ‫ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪ّ f‬‬
‫‪− −‬‬
‫→‬ ‫)→‬
‫َﻭ) ‪ (Cf‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟـ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﻛ ّﻞ ﻣﻦ ∞‪ −‬ﻭ∞‪.+‬‬
‫‪′‬‬ ‫‪′‬‬
‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ ،f (x) = 3(x − 1)(x − 3) :x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺓ )‪ f (x‬ﻋﻠﻰ ‪.R‬‬
‫ﺏ‪ .‬ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ‪ ،f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫‪ (3‬ﺍُﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ ‪.2‬‬
‫‪(4‬ﺃ‪ .‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = (x − 1)2 (x − 4) :x‬‬
‫ﺏ‪ .‬ﺣ ّﻞ ﻓﻲ ‪ R‬ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f (x) = 0‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ) ‪ (Cf‬ﻭﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪ (5‬ﺍﺣﺴﺐ )‪ f (0‬ﺛ ّﻢ ﺍﺭﺳﻢ ﻛﻼ ﻣﻦ ) ‪ (T‬ﻭ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :17‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2020‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪1‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪،f (x) = x3 + 2x2 + 3x :‬‬
‫ّ‬ ‫ﻧﻌﺘﺒﺮ ‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫(‬ ‫‪− −‬‬
‫→‬ ‫)→‬
‫‪3‬‬
‫َﻭ) ‪ (Cf‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﻛﻞ ﻣﻦ ∞‪ −‬ﻭ∞‪.+‬‬
‫‪′‬‬ ‫‪′‬‬
‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ ،f (x) = (x + 3)(x + 1) :x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺓ )‪ f (x‬ﻋﻠﻰ ‪.R‬‬
‫ﺏ‪ .‬ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ)ﺗﻐﻴّﺮ ‪ ،f‬ﺛ ّﻢ(ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫‪−2‬‬
‫;‪ A −2‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻧﻌﻄﺎﻑ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ ﺍﻟﻨﻘﻄﺔ‬
‫‪3‬‬
‫‪ (4‬ﺍُﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ)‪ (D‬ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪.A‬‬
‫‪ (5‬ﺍﺣﺴﺐ )‪ f (0‬ﺛ ّﻢ ﺍﺭﺳﻢ ﻛﻼ ﻣﻦ )‪ (D‬ﻭ) ‪.(Cf‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-7‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 08) :18‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫)‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪،f (x) = x3 + 3x2 − 4 :‬‬ ‫ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪ّ f‬‬
‫→ →‬
‫‪−‬‬ ‫‪−‬‬
‫َﻭ)‪ (C‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ )‪ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪′‬‬
‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = 3x(x + 2) ،x‬‬
‫ﺏ‪ .‬ﺍﺩﺭﺱ ﺣﺴﺐ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ x‬ﺇﺷﺎﺭﺓ )‪.f ′ (x‬‬
‫ﺃﻥ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ﻛ ّﻞ ﻣﻦ ]‪] − ∞; −2‬ﻭ[∞‪ ،[0; +‬ﻭﻣﺘﻨﺎﻗﺼﺔ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ]‪.[−2; 0‬‬ ‫ﺟـ‪ .‬ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪ (3‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪(4‬ﺃ‪ .‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = (x − 1)(x + 2)2 ،x‬‬
‫ﺏ‪ .‬ﺍﺳﺘﻨﺘﺞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫ﺃﻥ‪ y = −3x − 5 :‬ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﺍﻟﻤﻤﺎﺱ ﻟـ)‪ (C‬ﻋﻨﺪ ﺍﻟﻨّﻘﻄﺔ )‪.I(−1; 2‬‬ ‫‪ (5‬ﺑﻴّﻦ ّ‬
‫‪(6‬ﺃ‪ .‬ﺍﺣﺴﺐ )‪ f (0) ،f (−2) ،f (−3‬ﻭ)‪.f (1‬‬
‫ﺏ‪ .‬ﺍﺭﺳﻢ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﺛ ّﻢ ﺍﻟﻤﻨﺤﻨﻰ )‪.(C‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :19‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2021‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﺑـ‪،g(x) = x3 − 6x2 + 9x :‬‬ ‫ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪ّ g‬‬

‫→ ‪−‬‬
‫→‬ ‫)‪−‬‬
‫َﻭ)‪ (C‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ )‪ lim g(x‬ﻭ)‪. lim g(x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪′‬‬
‫‪(2‬ﺃ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.g (x) = 3(x − 3)(x − 1) :x‬‬
‫ﺏ‪ .‬ﺍﺩﺭﺱ ﺣﺴﺐ ﻗﻴﻢ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ x‬ﺇﺷﺎﺭﺓ )‪.g ′ (x‬‬
‫ﺃﻥ ﺍﻟﺪّﺍﻟﺔ ‪ g‬ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ﻛ ّﻞ ﻣﻦ ]‪ ] − ∞; 1‬ﻭ[∞‪ ،[3; +‬ﻭﻣﺘﻨﺎﻗﺼﺔ ﺗﻤﺎﻣﺎ ﻋﻠﻰ ]‪.[1; 3‬‬ ‫‪ (3‬ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪ (4‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.g‬‬
‫‪(5‬ﺃ‪ .‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.g(x) = x(x − 3) ،x‬‬
‫‪2‬‬

‫ﺏ‪ .‬ﺍﺳﺘﻨﺘﺞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫ﺃﻥ‪ y = −3x + 8 :‬ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﺍﻟﻤﻤﺎﺱ ﻟـ)‪ (C‬ﻋﻨﺪ ﺍﻟﻨّﻘﻄﺔ )‪.A(2; 2‬‬ ‫‪ (6‬ﺑﻴّﻦ ّ‬
‫‪(7‬ﺃ‪ .‬ﺍﺣﺴﺐ )‪ ،g(0‬ﻭ)‪.g(4‬‬
‫ﺏ‪ .‬ﺍﺭﺳﻢ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﻭﺍﻟﻤﻨﺤﻨﻰ )‪.(C‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :20‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫)‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﻛﻤﺎ ﻳﻠﻲ‪.f (x) = −x2 + 4x − 3 :‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺍُﺣﺴﺐ )‪ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬

‫‪ (2‬ﺍُﺣﺴﺐ )‪ f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻭﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫‪ (3‬ﺍُﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ ‪.1‬‬
‫‪(4‬ﺃ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = (1 − x)(x − 3) ،x‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ‪.‬‬
‫‪ (5‬ﺣﻞ ﻓﻲ ‪ R‬ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f (x) = −3‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻓﺎﺻﻠﺘﻲ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻣﻦ ) ‪ (Cf‬ﺍﻟﻠّﺘﻴﻦ ﺗﺮﺗﻴﺒﺘﻬﻤﺎ ‪.−3‬‬
‫‪ (6‬ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﺛ ّﻢ ﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-8‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 08) :21‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2022‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬

‫(‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ‪ R‬ﻛﻤﺎ ﻳﻠﻲ‪،f)(x) = (x − 2)2 (2x + 1) :‬‬

‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ (1‬ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = 2x3 − 7x2 + 4x + 4 ،x‬‬
‫‪ (2‬ﺍُﺣﺴﺐ )‪ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪′‬‬
‫‪ (3‬ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛ ّﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪.f (x) = 2(x − 2)(3x − 1) ،x‬‬
‫‪(4‬ﺃ( ﺍُﺩﺭﺱ ﺇﺷﺎﺭﺓ )‪ f ′ (x‬ﻋﻠﻰ ‪.R‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ ‪ R‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫( ‪.0‬‬
‫ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ‬
‫‪ (5‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ) ‪ (T‬ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ )‬
‫ُ‬
‫‪−1‬‬
‫‪.B‬‬ ‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﺸﻤﻞ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ A(2; 0‬ﻭ ‪; 0‬‬ ‫‪(6‬ﺃ( ﺗﺤﻘّﻖ ّ‬
‫‪2‬‬
‫ﺏ( ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺱ ) ‪ (T‬ﺛ ّﻢ ﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺴﻴﺘﻡ ﻨﺸﺭ ﺃﻋﻤﺎﻟﻨﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻋﻠﻰ ‪#‬ﺼﻔﺤﺔ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ ‪-‬ﺭﻴﺎﻀﻴﺎﺕ ﺜﺎﻨﻭﻱ‪C &2022/2023& -‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﻜﺜﻴﺭﺍﺕ ﺍﻟﺤﺩﻭﺩ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-9‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺴﻼﺴﻝ ﺍﻟﻌﺒﻘﺭﻱ ﻓﻲ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪ //‬ﺠﻤﻊ ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ‪.‬‬
‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‪ :‬ﺜﺎﻟﺜﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫)‪ 09‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:1‬‬
‫‪x−3‬‬
‫= )‪f (x‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ }‪ R − {−1‬ﺑِـ‪:‬‬ ‫‪ f‬ﺩّﺍﻟﺔ ﻋﺪﺩﻳﺔ ّ‬
‫(‬ ‫→‬
‫→ ‪−‬‬ ‫‪−‬‬ ‫)‬ ‫‪x+1‬‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻣﺴﺘﻮﻱ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻭﻣﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪a‬‬
‫‪ f (x) = 1 +‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻨﻪ‪.‬‬ ‫ﺃﻥ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﺗُﻜﺘﺐ ﻋﻠﻰ ﺍﻟﺸﻜﻞ‪:‬‬
‫‪ (1‬ﺑﻴّﻦ ّ‬
‫‪x+1‬‬
‫‪ (2‬ﺍُﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ )∞‪ (+‬ﻭ)∞‪ (−‬ﻭ)‪ ،(−1‬ﺛ ّﻢ ﻓ ّ‬
‫ﺴﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻤﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺑﻴﺎﻧﻴﺎً‪.‬‬
‫‪ (3‬ﺍُﺣﺴﺐ )‪ f ′ (x‬ﺛﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ‪.f‬‬
‫‪ (4‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻓﺎﺻﻠﺘﻬﺎ ‪.3‬‬
‫‪ (5‬ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ ﻣﺤﻮﺭ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪ (6‬ﺍُﺭﺳﻢ ﻛﻼ ﻣﻦ )∆( ﻭ) ‪.(Cf‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2009‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:2‬‬
‫‪3‬‬
‫‪.f (x) = −2 +‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ [∞‪ِ ]2; +‬ﺑـ‪:‬‬
‫ﻟﺘﻜﻦ ‪ f‬ﺩّﺍﻟﺔ ﻋﺪﺩﻳﺔ ّ‬
‫‪x−2‬‬
‫‪ -‬ﻛﻞ ﺳﺆﺍﻝ ﻣﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺨﻤﺴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻳﺘﻀﻤﻦ ﺇﺟﺎﺑﺔ ﻭﺍﺣﺪﺓ ﺻﺤﻴﺤﺔ‪ ،‬ﺗ َﻌﺮﻑ ﻋﻠﻴﻬﺎ‪ ،‬ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪.‬‬
‫ﺱ‪ (1‬ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ ﺍﻟﺸﻜﻞ‪:‬‬
‫‪−2x − 7‬‬ ‫‪−2x + 7‬‬ ‫‪7 + 2x‬‬
‫= )‪3) f (x‬‬ ‫= )‪2) f (x‬‬ ‫= )‪1) f (x‬‬
‫‪x−2‬‬ ‫‪x−2‬‬ ‫‪x−2‬‬
‫ﺱ‪ f ′ (2‬ﻣﺸﺘﻘﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ [∞‪ ]2; +‬ﻭﻋﺒﺎﺭﺗﻬﺎ )‪ f ′ (x‬ﻫﻲ‪:‬‬
‫‪−3‬‬ ‫‪−2‬‬ ‫‪3‬‬
‫= )‪3) f ′ (x‬‬ ‫= )‪2) f ′ (x‬‬ ‫= )‪1) f ′ (x‬‬
‫‪(x − 2)2‬‬ ‫‪(x − 2)2‬‬ ‫‪(x − 2)2‬‬
‫ﺱ‪ (3‬ﻧﻬﺎﻳﺔ )‪ f (x‬ﻋﻨﺪ )∞‪ (+‬ﻫﻲ‪:‬‬
‫‪3) −2‬‬ ‫‪2) +3‬‬ ‫∞‪1) +‬‬
‫ﺱ‪ (4‬ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻣﺴﺘﻘﻴﻤﺎ ﻣﻘﺎﺭﺑﺎ ﻣﻌﺎﺩﻟﺘﻪ ﻫﻲ‪:‬‬
‫‪3) y = 2‬‬ ‫‪2) x = 3‬‬ ‫‪1) x = 2‬‬
‫ﺱ‪ (5‬ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻣﻤﺎﺳﺎ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪ x0 = 3‬ﻣﻌﺎﺩﻟﺘﻪ ﻫﻲ‪:‬‬
‫‪1‬‬
‫‪3) y = 3x − 10‬‬ ‫‪2) y + 3x − 10 = 0‬‬ ‫‪1) y = − x + 10‬‬
‫‪3‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2011‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:3‬‬
‫‪x+2‬‬
‫= )‪.f (x‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ [∞‪ ] − ∞; 2[∪]2; +‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬ ‫ّ‬ ‫ﻟﺘﻜﻦ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫(‬ ‫)‬ ‫‪x−2‬‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫)‪ (C‬ﺍﻟﺘّﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ .1‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﺍﻷﻁﺮﺍﻑ ﺍﻟﻤﻔﺘﻮﺣﺔ ﻟﻤﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪ ،‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ّ‬
‫ﺃﻥ )‪ (C‬ﻳﻘﺒﻞ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﻘﺎﺭﺑﻴﻦ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-1‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﻣﻌﺎﺩﻟﺔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫‪ .2‬ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛ ّﻢ ﺍﺩﺭﺱ ﺇﺷﺎﺭﺗﻬﺎ‪.‬‬
‫‪ .3‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ .4‬ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻊ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪ .5‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟـ)∆( ﻣﻤﺎﺱ ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.4‬‬
‫‪ .6‬ﺃﻧﺸﺊ )∆( ﻭ)‪.(C‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:4‬‬
‫ﺍﺫﻛﺮ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻘﺘﺮﺣﺔ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻁﺌﺔ ﻣﻊ ﺍﻟﺘّﻌﻠﻴﻞ‪.‬‬
‫‪ .1‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬
‫‪ .2‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬
‫‪ .3‬ﺍﻟﻘﺴﻤﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻓﻲ ‪.Z‬‬
‫‪2x + 1‬‬
‫= )‪ (Cg ) ،g(x‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ g‬ﻓﻲ ﻣﺴﺘﻮﻱ‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ [∞‪ ] − 1; +‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬
‫ّ‬ ‫‪ g .4‬ﺍﻟﺪّﺍﻟﺔ‬
‫‪x+1‬‬ ‫(‬ ‫‪− −‬‬
‫→‬ ‫)→‬
‫ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ ‪. O; i ; j‬‬
‫(‬ ‫)‬
‫‪1 4‬‬
‫; ‪.A‬‬ ‫ﺃ( ) ‪ (Cg‬ﻳﺸﻤﻞ ﺍﻟﻨﻘﻄﺔ‬
‫‪2 3‬‬
‫ﺏ( ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cg‬ﻳﻘﺒﻞ ﻣﻤﺎﺳﺎ ﻣﻌﺎﻣﻞ ﺗﻮﺟﻬﻴﻪ ﻳﺴﺎﻭﻱ )‪.(−2‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2012‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:5‬‬
‫‪a‬‬
‫‪ ،f (x) = 2 −‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ ﺍﻟﻤﺠﺎﻝ [∞‪ ] − 1; +‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬ ‫)‬ ‫‪x+1‬‬
‫ﻳُﺮﻣﺰ )‪ (C‬ﺇﻟﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﻣﺴﺘﻮ ﻣﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫ﻛﻤﺎ ﻫﻮ ﻣﻮﺿّﺢ ﺃﺩﻧﺎﻩ‪.‬‬
‫‪y‬‬

‫‪2‬‬

‫)‪(C‬‬
‫‪1‬‬

‫‪−2‬‬ ‫‪−1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬

‫‪−1‬‬ ‫‪B‬‬

‫‪−2‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-2‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪ .1‬ﺍﻋﺘﻤﺎﺩﺍ ً ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ )‪ (C‬ﺑﻴّﻦ ّ‬
‫ﺃﻥ‪.a = 3 :‬‬
‫ﺴﺮ ﺍﻟﻨﺘﻴﺠﺘﻴﻦ ﻫﻨﺪﺳﻴﺎً‪.‬‬
‫‪.2‬ﺃ( ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺘﻴﻦ )‪ lim f (x‬ﻭ)‪ lim f (x‬ﺛ ّﻢ ﻓ ّ‬
‫∞‪x→+‬‬ ‫>‬
‫‪x→−1‬‬
‫ﺏ( ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻠﻰ [∞‪ f ′ ) .] − 1; +‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻟﻠﺪّﺍﻟﺔ ‪(f‬‬
‫‪3‬‬
‫= )‪.f ′ (x‬‬ ‫‪.3‬ﺃ( ﺣﻞ ﻓﻲ ﺍﻟﻤﺠﺎﻝ [∞‪ ] − 1; +‬ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪4‬‬
‫‪3‬‬
‫ﺏ( )‪ (D‬ﻣﺴﺘﻘﻴﻢ ﻣﻌﺎﺩﻟﺘﻪ‪ y = x − 1 :‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ )∆( ﺍﻟﻤﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ )‪ (C‬ﺍﻟﺬﻱ ﻳُﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻘﻴﻢ )‪.(D‬‬
‫‪4‬‬ ‫) (‬
‫‪1‬‬
‫‪ f‬ﺛ ّﻢ ﺣﻞ ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ ‪.f (x) ≥ 0‬‬ ‫‪ .4‬ﺍﺣﺴﺐ‬
‫‪2‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2013‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:6‬‬
‫‪2x − 1‬‬
‫= )‪f (x‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ [∞‪ ] − ∞; 2[∪]2; +‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ‬
‫(‬ ‫)‬ ‫‪2x − 4‬‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫َﻭ)‪ (C‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﻤﺜّﻞ ﻟﻬﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪3‬‬
‫‪.f (x) = 1 +‬‬ ‫‪ −1‬ﺑﻴّﻦ ﺃﻧّﻪ‪ ،‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ‪ x‬ﻣﻦ [∞‪،] − ∞; 2[∪]2; +‬‬
‫‪2x − 4‬‬ ‫(‬ ‫)‬
‫‪1‬‬
‫‪ A 1; −‬ﺗﻨﺘﻤﻲ ﺇﻟﻰ )‪(C‬؟‬ ‫‪ −2‬ﻫﻞ ﺍﻟﻨﻘﻄﺔ‬
‫‪2‬‬
‫‪−3‬ﺃ( ﺍﺣﺴﺐ ﻧﻬﺎﻳﺎﺕ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﺃﻁﺮﺍﻑ ﻣﺠﺎﻟﻲ ﻣﺠﻤﻮﻋﺔ ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬
‫ﺃﻥ )‪ (C‬ﻳﻘﺒﻞ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﻘﺎﺭﺑﻴﻦ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﻣﻌﺎﺩﻟﺔ ﻟﻜ ّﻞ ﻣﻨﻬﻤﺎ‪.‬‬ ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪′‬‬
‫‪ −4‬ﺍﺣﺴﺐ )‪ ،f (x‬ﺛ ّﻢ ﺷﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫ّ‬
‫‪3‬‬
‫‪ِ −5‬ﺟﺪ ﻓﻮﺍﺻﻞ ﻧﻘﻂ ﺍﻟﻤﻨﺤﻨﻰ )‪ ،(C‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﺍﻟﻤﻤﺎﺱ ﻋﻨﺪﻫﺎ ﻳﺴﺎﻭﻱ ‪.−‬‬
‫‪2‬‬
‫‪ِ −6‬ﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ )‪ (C‬ﻣﻊ ﻛﻞ ﻣﻦ ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﻔﻮﺍﺻﻞ ﻭﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﺘﺮﺍﺗﻴﺐ‪.‬‬
‫‪ −7‬ﻋﻴّﻦ‪ ،‬ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪ ،‬ﺍﻟﻤﻨﺤﻨﻰ )‪ (C‬ﻣﻦ ﺑﻴﻦ ﺍﻟﻤﻨﺤﻨﻴﺎﺕ ) ‪ (C3 ) ،(C2 ) ،(C1‬ﺍﻟﻤﻤﺜﻠﺔ ﺃﺩﻧﺎﻩ‪.‬‬

‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬

‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫) ‪(C1‬‬ ‫) ‪(C2‬‬ ‫) ‪(C3‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬

‫‪−3 −2 −1 0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬ ‫‪−3 −2 −1 0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬ ‫‪−3 −2 −1 0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪x‬‬
‫‪−1‬‬ ‫‪−1‬‬ ‫‪−1‬‬
‫‪−2‬‬ ‫‪−2‬‬ ‫‪−2‬‬
‫‪−3‬‬ ‫‪−3‬‬ ‫‪−3‬‬
‫‪−4‬‬ ‫‪−4‬‬ ‫‪−4‬‬

‫)‪ 09‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2014‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:7‬‬
‫‪2x + 1‬‬
‫= )‪.f (x‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ }‪ R − {−2‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬ ‫)‬ ‫‪x+2‬‬
‫) ‪ (Cf‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻤﺜّﻞ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-3‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫‪3‬‬
‫‪.f (x) = α −‬‬ ‫‪ (1‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ α‬ﺑﺤﻴﺚ ﻣﻦ ﺃﺟﻞ ﻛﻞ ‪ x‬ﻣﻦ }‪:R − {−2‬‬
‫‪x+2‬‬
‫‪ (2‬ﻋﻴّﻦ ﺍﻟﻨﻘﻂ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺃﻋﺪﺍﺩﺍ ً ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ (3‬ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﻛﻞ ﺣﺪ ﻣﻦ ﺣﺪﻭﺩ ﻣﺠﺎﻟﻲ ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬
‫‪3‬‬
‫= )‪ f ′ ) f ′ (x‬ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻤﺸﺘﻘﺔ ﻟﻠﺪّﺍﻟﺔ ‪.(f‬‬ ‫‪2‬‬
‫‪(4‬ﺃ( ﺑﻴّﻦ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ x‬ﻣﻦ }‪:R − {−2‬‬
‫)‪(x + 2‬‬
‫ﺏ( ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (5‬ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪(6‬ﺃ( ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ )‪.(−1‬‬
‫ﺏ( ﺑﻴّﻦ ﺃﻧّﻪ ﻳﻮﺟﺪ ﻣﻤﺎﺱ ﺁﺧﺮ ) ‪ (∆′‬ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻘﻴﻢ )∆(‪.‬‬
‫‪ (7‬ﺍﺭﺳﻢ ﺍﻟﻤﻤﺎﺱ )∆( ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2015‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:8‬‬
‫‪−x + 3‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ }‪ R − {2‬ﺑِـ‪:‬‬
‫= )‪.f (x‬‬ ‫ّ‬ ‫‪ f‬ﺍﻟﺪّﺍﻟﺔ‬
‫(‬ ‫)‬ ‫‪x−2‬‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫) ‪ (Cf‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻤﺜﻞ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪(1‬ﺃ( ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ lim f (x) ، lim f (x) ، lim f (x) :‬ﻭ)‪. lim f (x‬‬
‫>‬ ‫<‬ ‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪x→2‬‬ ‫‪x→2‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﻤﻘﺎﺭﺑﺔ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (2‬ﺍﺣﺴﺐ )‪ f ′ (x‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (3‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ a (4‬ﻭ‪b‬ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪ (∆) ،‬ﻣﺴﺘﻘﻴﻢ ﻣﻌﺎﺩﻟﺘﻪ ‪.y = ax + b‬‬
‫ﺃﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ )∆( ﻣﻤﺎﺱ ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.0‬‬ ‫ﻋﻴّﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ a‬ﻭ‪ b‬ﻋﻠﻤﺎ ً ّ‬
‫‪1‬‬
‫‪.f (x) = −1 +‬‬ ‫‪(5‬ﺃ( ﺗﺤﻘّﻖ ﺃﻧّﻪ ﻟﻜﻞ ‪ x‬ﻣﻦ }‪:R − {2‬‬
‫‪x−2‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﻟﻨﻘﻂ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﺗﻬﺎ ﺃﻋﺪﺍﺩ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ (6‬ﺃﻧﺸﺊ )∆( ﻭ) ‪.(Cf‬‬

‫)‪ 08‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2016‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:9‬‬
‫‪4−x‬‬
‫= )‪.f (x‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ [∞‪ ] − ∞; −1[∪] − 1; +‬ﺑﺎﻟﻌﺒﺎﺭﺓ‪:‬‬ ‫ﻟﺘﻜﻦ ‪ f‬ﺩّﺍﻟﺔ ّ‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬ ‫)‬ ‫‪x+1‬‬
‫) ‪ (Cf‬ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﻤﺜﻞ ﻟﻠﺪّﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﻣﻌﻠﻢ ﻣﺘﻌﺎﻣﺪ ﻭﻣﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪(1‬ﺃ( ﺍﺣﺴﺐ )‪ lim f (x) ، lim f (x) ، lim f (x‬ﻭ)‪. lim f (x‬‬
‫>‬ ‫<‬ ‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪x→−1‬‬ ‫‪x→−1‬‬
‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﻘﺎﺭﺑﻴﻦ ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﻣﻌﺎﺩﻟﺔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪.‬‬ ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ّ‬
‫‪ (2‬ﺍﺩﺭﺱ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬
‫ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻳﻘﺒﻞ ﻣﻤﺎﺳﻴﻦ ) ‪ (T1‬ﻭ) ‪ (T2‬ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﻛﻞ ﻣﻨﻬﻤﺎ )‪ (−5‬ﻳُﻄﻠﺐ ﺗﻌﻴﻴﻦ ﻣﻌﺎﺩﻟﺔ ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪.‬‬ ‫‪ (3‬ﺑﻴّﻦ ّ‬
‫‪ (4‬ﺃﻧﺸﺊ ﺍﻟﻤﻤﺎﺳﻴﻦ ) ‪ (T1‬ﻭ) ‪ (T2‬ﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-4‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺗﻤﺮﻳﻦ ‪ 08) :10‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻟﻌﺎدﻳﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪4x − 3‬‬
‫= )‪.f (x‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ }‪ R − {1‬ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪f‬‬
‫(‬ ‫)‬ ‫‪2x − 2‬‬
‫‪→ −‬‬
‫‪−‬‬ ‫→‬
‫) ‪ (Cf‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪1‬‬
‫‪.f (x) = 2 +‬‬ ‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ x‬ﻳﺨﺘﻠﻒ ﻋﻦ ‪،1‬‬ ‫‪ (1‬ﺗﺤﻘّﻖ ّ‬
‫‪2x − 2‬‬
‫‪(2‬ﺃ( ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ lim f (x) ، lim f (x) ، lim f (x):‬ﻭ)‪. lim f (x‬‬
‫>‬ ‫<‬ ‫∞‪x→+‬‬ ‫∞‪x→−‬‬
‫‪x→1‬‬ ‫‪x→1‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﻣﻌﺎﺩﻟﺘﻲ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻤﻘﺎﺭﺑﻴﻦ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪−2‬‬
‫= )‪.f ′ (x‬‬ ‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ x‬ﻳﺨﺘﻠﻒ ﻋﻦ ‪،1‬‬ ‫‪(3‬ﺃ( ﺑﻴّﻦ ّ‬
‫)‪(2x − 2‬‬ ‫‪2‬‬

‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﺛ ّﻢ ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺗﻬﺎ‪.‬‬

‫‪ِ (4‬ﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻧﻘﻂ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪ (5‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.2‬‬
‫‪ (6‬ﺍﺭﺳﻢ )∆( َﻭ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :11‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪-2017‬اﻟﺪورة اﻹﺳﺘﺜﻨﺎﺋﻴﺔ‪ //‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪a‬‬
‫‪ f (x) = −2 +‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ }‪ِ R − {−3‬ﺑـ‪:‬‬‫ّ‬ ‫ﻧﻌﺘﺒﺮ ﺍﻟﺪّﺍﻟﺔ ‪f‬‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬ ‫)‬ ‫‪x+3‬‬
‫ﻭﻟﻴﻜﻦ ) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ِ (I‬ﺟﺪ ﻗﻴﻤﺔ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ a‬ﺣﺘﻰ ﺗﻨﺘﻤﻲ ﺍﻟﻨﻘﻄﺔ )‪ A(−2; 5‬ﺇﻟﻰ ﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (II‬ﻧﻀﻊ ﻓﻲ ﻛﻞ ﻣﺎ ﻳﻠﻲ‪.a = 7 :‬‬
‫‪−2x + 1‬‬
‫= )‪.f (x‬‬ ‫ﺃﻥ‪ :‬ﻣﻦ ﺃﺟﻞ ﻛﻞ ‪ x‬ﻣﻦ }‪،R − {−3‬‬ ‫‪ (1‬ﺗﺤﻘّﻖ ّ‬
‫‪x+3‬‬
‫ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﻣﻌﺎﺩﻟﺘﻲ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ‬ ‫‪ (2‬ﺍﺣﺴﺐ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻵﺗﻴﺔ‪lim f (x) ، lim f (x) ، lim f (x) ، lim f (x) :‬‬
‫∞‪x→+‬‬ ‫>‬ ‫<‬ ‫∞‪x→−‬‬
‫‪x→−3‬‬ ‫‪x→−3‬‬
‫ﺍﻟﻤﻘﺎﺭﺑﻴﻦ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (3‬ﺍﺣﺴﺐ )‪ ،f ′ (x‬ﺛ ّﻢ ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴّﺮ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (4‬ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪7‬‬
‫‪ِ (5‬ﺟﺪ ﻓﻮﺍﺻﻞ ﺍﻟﻨّﻘﻂ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻣﻌﺎﻣﻞ ﺗﻮﺟﻴﻪ ﺍﻟﻤﻤﺎﺱ ﻳﺴﺎﻭﻱ ‪.−‬‬
‫‪4‬‬
‫‪ِ (6‬ﺟﺪ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺘﻲ ﺗﻘﺎﻁﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻣﻊ ﺣﺎﻣﻠﻲ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫‪ (7‬ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻤﻘﺎﺭﺑﻴﻦ َﻭﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :12‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻟﺜﺎﻧﻲ‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪a‬‬
‫‪ f (x) = 3 −‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ [∞‪ ] − ∞; −1[∪] − 1; +‬ﺑـ‪:‬‬ ‫ّ‬ ‫ﻟﺘﻜﻦ ﺍﻟﺪّﺍﻟﺔ ﺍﻟﻌﺪﺩﻳﺔ ‪f‬‬
‫(‬ ‫‪→ −‬‬
‫‪−‬‬ ‫→‬ ‫)‬ ‫‪x+1‬‬
‫) ‪ (Cf‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪّﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪ .I‬ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ a‬ﺑﺤﻴﺚ ﻳﺸﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺍﻟﻨﻘﻄﺔ ‪ O‬ﻣﺒﺪﺃ ﺍﻟﻤﻌﻠﻢ‪.‬‬
‫‪ .II‬ﻧﻀﻊ ‪.a = 3‬‬
‫‪3x‬‬
‫= )‪.f (x‬‬ ‫‪ (1‬ﺃﺛﺒﺖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ x‬ﻣﻦ [∞‪:] − ∞; −1[∪] − 1; +‬‬
‫‪x+1‬‬
‫‪(2‬ﺃ( ﺍﺣﺴﺐ ﻧﻬﺎﻳﺔ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻋﻨﺪ ﻛﻞ ﺣﺪ ﻣﻦ ﺣﺪﻭﺩ ﻣﺠﺎﻟﻲ ﺗﻌﺮﻳﻔﻬﺎ‪.‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-5‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﻣﻌﺎﺩﻟﺘﻲ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻤﻘﺎﺭﺑﻴﻦ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪3‬‬
‫= )‪.f ′ (x‬‬ ‫‪2‬‬
‫‪(3‬ﺃ( ﺃﺛﺒﺖ ﺃﻧّﻪ ﻣﻦ ﺃﺟﻞ ﻛﻞ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ x‬ﻳﺨﺘﻠﻒ ﻋﻦ ‪:−1‬‬
‫)‪(x + 1‬‬
‫ﺏ( ﺍﺳﺘﻨﺘﺞ ﺍﺗﺠﺎﻩ ﺗﻐﻴﺮ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻭﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴّﺮﺍﺗﻬﺎ‪.‬‬
‫‪ b (4‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ (∆) ،‬ﻣﺴﺘﻘﻴﻢ ﻣﻌﺎﺩﻟﺘﻪ ‪.y = 3x + b‬‬
‫ﻋﻴّﻦ ﺍﻟﻌﺪﺩ ‪ b‬ﺣﺘﻰ ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ )∆( ﻣﻤﺎﺳﺎ ً ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.x0 = −2‬‬
‫‪ (5‬ﺍﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬

‫ﺗﻤﺮﻳﻦ ‪ 08) :13‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2019‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬
‫‪1‬‬
‫‪ ،f (x) = a −‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻋﻠﻰ }‪ R − {−2‬ﺑـ‪:‬‬
‫ّ‬ ‫‪ f (I‬ﺍﻟﺪّﺍﻟﺔ‬
‫(‬ ‫→ →‬
‫‪−‬‬ ‫‪−‬‬ ‫)‬ ‫‪x+2‬‬
‫) ‪ (Cf‬ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻨﺴﻮﺏ ﺇﻟﻰ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻭﺍﻟﻤﺘﺠﺎﻧﺲ ‪. O; i ; j‬‬
‫‪1‬‬
‫‪-‬ﻋﻴّﻦ ﻗﻴﻤﺔ ‪ a‬ﺣﺘﻰ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﺣﺎﻣﻞ ﻣﺤﻮﺭ ﺍﻟﺘﺮﺍﺗﻴﺐ ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﺘﺮﺗﻴﺒﺔ ‪.‬‬
‫‪2‬‬
‫‪ (II‬ﻧﻀﻊ ‪.a = 1‬‬
‫‪(1‬ﺃ( ﺍﺣﺴﺐ )‪ lim f (x‬ﻭ)‪ ، lim f (x‬ﺛ ّﻢ )‪َ lim f (x‬ﻭ)‪. lim f (x‬‬
‫∞‪x→+‬‬ ‫∞‪x→−‬‬ ‫>‬ ‫<‬
‫‪x→−2‬‬ ‫‪x→−2‬‬
‫ﺴﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟ ُﻤﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﺏ( ﻓ ّ‬
‫ﺃﻥ ﺍﻟﺪّﺍﻟﺔ ‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﺗﻤﺎﻣﺎ ﻋﻞ ﻛﻞ ﻣﻦ ﺍﻟﻤﺠﺎﻟﻴﻦ [‪َ ] − ∞; −2‬ﻭ[∞‪.] − 2; +‬‬ ‫‪(2‬ﺃ( ﺑﻴّﻦ ّ‬
‫ﺏ( ﺷ ّﻜﻞ ﺟﺪﻭﻝ ﺗﻐﻴﺮﺍﺕ ﺍﻟﺪّﺍﻟﺔ ‪.f‬‬
‫‪ (3‬ﻋﻴّﻦ ﺇﺣﺪﺍﺛﻴﻲ ‪ A‬ﻧﻘﻄﺔ ﺗﻘﺎﻁﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟ ُﻤﻘﺎﺭﺑﻴﻦ‪ ،‬ﺛ ّﻢ ﺑﻴّﻦ ﺃﻧّﻬﺎ ﻣﺮﻛﺰ ﺗﻨﺎﻅﺮ ﻟﻠﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪ (4‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﻠﻤﻤﺎﺱ )∆( ﻟﻠﻤﻨﺤﻨﻰ ) ‪ (Cf‬ﻓﻲ ﺍﻟﻨﻘﻄﺔ ﺫﺍﺕ ﺍﻟﻔﺎﺻﻠﺔ ‪.0‬‬
‫‪ (5‬ﺍﺣﺴﺐ )‪ f (−1‬ﺛ ّﻢ ﺃﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻤﻘﺎﺭﺑﻴﻦ ﻭﺍﻟﻤﻤﺎﺱ )∆( ﺛ ّﻢ ﺍﻟﻤﻨﺤﻨﻰ ) ‪.(Cf‬‬
‫‪1‬‬
‫≤ ‪.1‬‬ ‫‪ (6‬ﺣﻞ ﺑﻴﺎﻧﻴﺎ ﺍﻟﻤﺘﺮﺍﺟﺤﺔ ﺫﺍﺕ ﺍﻟﻤﺠﻬﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ ‪ x‬ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪x+2‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺴﻴﺘﻡ ﻨﺸﺭ ﺃﻋﻤﺎﻟﻨﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻋﻠﻰ ‪#‬ﺼﻔﺤﺔ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ ‪-‬ﺭﻴﺎﻀﻴﺎﺕ ﺜﺎﻨﻭﻱ‪C &2022/2023& -‬‬

‫ﺍﻟ ّﺩﻭﺍﻝ ﺍﻟﺘﻨﺎﻅﺭﻴﺔ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-6‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬
 ‫ﺴﻼﺴﻝ ﺍﻟﻌﺒﻘﺭﻱ ﻓﻲ ﺍﻟﺭﻴﺎﻀﻴﺎﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪ //‬ﺠﻤﻊ ﻭﺇﻋﺩﺍﺩ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ‪.‬‬
‫ﺍﻹﺤﺘﻤﺎﻻﺕ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻭﻯ‪ :‬ﺜﺎﻟﺜﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬

‫)‪ 06‬ﻧﻘﺎط( ﺑﻜﺎﻟﻮرﻳﺎ ‪ //2018‬اﻟﻤﻮﺿﻮع اﻷوّل‪ //‬ﺷﻌﺒﺔ‪ :‬آداب وﻓﻠﺴﻔﺔ؛ ﻟﻐﺎت أﺟﻨﺒﻴﺔ‪.‬‬ ‫ﺗﻤﺮﻳﻦ ‪:1‬‬
‫ﻋﻴّﻦ ﺍﻻﻗﺘﺮﺍﺡ ﺍﻟﺼﺤﻴﺢ ﺍﻟﻮﺣﻴﺪ ﻣﻦ ﺑﻴﻦ ﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻟﺜﻼﺛﺔ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﻣﻊ ﺍﻟﺘﺒﺮﻳﺮ‪:‬‬
‫‪ (1‬ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ‪.‬‬
‫‪ (2‬ﺍﻟﻤﺘﺘﺎﻟﻴﺎﺕ ﺍﻟﻌﺪﺩﻳﺔ‪.‬‬
‫‪ (3‬ﺻﻨﺪﻭﻕ ﺑﻪ ‪ 10‬ﻛﺮﻳﺎﺕ ﻻﻧﻔﺮﻕ ﺑﻴﻨﻬﺎ ﻋﻨﺪ ﺍﻟﻠﻤﺲ ﻣﺮﻗﻤﺔ ﻣﻦ ‪ 11‬ﺇﻟﻰ ‪ ،20‬ﻧﺴﺤﺐ ﻋﺸﻮﺍﺋﻴﺎ ﻛﺮﻳﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻛﺮﻳﺔ ﺗﺤﻤﻞ ﻋﺪﺩﺍ ﻣﻀﺎﻋﻔﺎ ﻟـ‪ 3‬ﻫﻮ‪:‬‬
‫‪7‬‬ ‫‪3‬‬ ‫‪1‬‬
‫‪.‬‬ ‫ﺝ(‬ ‫ﺏ(‬ ‫ﺃ(‬
‫‪10‬‬ ‫‪10‬‬ ‫‪3‬‬
‫ﺍﺣﺘﻤﺎﻝ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻛﺮﻳﺔ ﺗﺤﻤﻞ ﻋﺪﺩﺍ ﻓﺮﺩﻳﺎ ﻭﻣﻀﺎﻋﻔﺎ ﻟـ‪ 3‬ﻫﻮ‪:‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪9‬‬
‫‪.‬‬ ‫ﺝ(‬ ‫ﺏ(‬ ‫ﺃ(‬
‫‪10‬‬ ‫‪10‬‬ ‫‪10‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺴﻴﺘﻡ ﻨﺸﺭ ﺃﻋﻤﺎﻟﻨﺎ ﺘﺩﺭﻴﺠﻴﺎ ﻋﻠﻰ ‪#‬ﺼﻔﺤﺔ ﺍﻷﺴﺘﺎﺫ ﺒﻭﻋﺯﺓ ﻤﺼﻁﻔﻰ ‪-‬ﺭﻴﺎﻀﻴﺎﺕ ﺜﺎﻨﻭﻱ‪C &2022/2023& -‬‬

‫ﺍﻹﺤﺘﻤﺎﻻﺕ )ﺍﻟﺘﻤﺎﺭﻴﻥ(‪.‬‬ ‫‪-‬ﺼﻔﺤﺔ ‪-1‬‬ ‫ﺸﻌﺒﺔ ﺁﺩﺍﺏ ﻭﻓﻠﺴﻔﺔ؛ ﻟﻐﺎﺕ ﺃﺠﻨﺒﻴﺔ‪.‬‬