esame di stato 2014 /2015 prima simulazione di terza prova tipologia … · istituto colombini -...
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ESAME DI STATO 2014 /2015
PRIMA SIMULAZIONE DI TERZA PROVA
TIPOLOGIA B
MATERIE: INGLESE – SCIENZE – STORIA – STORIA DELL’ARTE
DATA: 22 dicembre 2014
Liceo Statale “G. M. Colombini”Viale Beverora, 51 - Piacenza
SIMULAZIONE TERZA PROVA: STORIA DELL’ARTE
TIPOLOGIA B: quesiti autonomi disciplinari a risposta aperta
Cognome e nome _______________________________ classe _____ data _____
QUESITI (massimo 15 righe per risposta)
1. Individua artisti significativi del Rinascimento maturo, sottolineando la
portata innovativa delle loro opere, dopo averne indicato il titolo.
2. Descrivi sinteticamente le caratteristiche dell'arte barocca, con riferimento ad
autori ed opere specifiche.
3. Prendendo spunto dalle opere sotto riportate, rifletti sullo spirito dell'arte
rococò.
Simulazione terza prova 22.12.2014 classe 5SUB
name _________________________________ surname _______________________________
Child labour
Not all work done by children should be classified as child labour that is to be targeted for elimination. Children’s or adolescents’ participation in work that does not affect their health and personal development or interfere with their schooling, is generally regarded as being something positive. This includes activities such as helping their parents around the home, assisting in a family business or earning pocket money outside school hours and during school holidays. These kinds of activities contribute to children’s development and to the welfare of their families. The term “child labour” is often defined as work that deprives children of their childhood, their potential and their dignity, and that is harmful to physical and mental development. In its most extreme forms, child labour involves children being enslaved, separated from their families, exposed to serious hazards and illnesses and/or left to fend for themselves on the streets of large cities – often at a very early age. Child labour is a complex problem with many causes. While family poverty is often cited as the single most important factor pushing children into the workforce, numerous others come into play as well. In Sub-Saharan Africa, for example, the AIDS pandemic has been particularly hard on children. Millions have been orphaned and forced to work to survive, while others have had to give up education to work in order to support sick parents. In addition, the loss of teachers to the disease has put pressure on already fragile school systems. Whether a child is a boy or a girl can also determine at what age they are sent to work and in which particular occupation. Gender differences also may affect a child’s access to education and assistance. IPEC1 considers these and many other issues that influence child labour in developing and carrying out action to eliminate it.
QUESTIONS
1. The author of the text gives a definition of ‘child labour’ and draws a distinction between ‘child labour’ and other forms of work that children do. What are the activities/tasks that can be considered positive for children and what are those that should be defined as ‘child labour’? (about 80-100 words)
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2. Unfortunately, ‘child labour’ is a complex worldwide problem. In your opinion, what are the possible causes
of the problem and in which ways can people try to eliminate it? (about 100-120 words) _____________________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
1 IPEC stands for ‘International Programme on the Elimination of Child Labour’
Candidato: ………………………………………….. Classe: ………… Data: ……………......
Tipologia B: quesiti a risposta singola Disciplina: Scienze naturali
La valutazione terrà conto della congruenza, della completezza, dell’uso del linguaggio specifico
1. Spiega le caratteristiche strutturali dell’ mRNA e illustra il suo ruolo nella sintesi proteica
(utilizzare 10-15 righe più eventuali disegni)
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Punteggio 15 14-13 12-11 10 9-8 7-4 3-1
ottimo buono discreto sufficiente insufficiente Gravemente
insufficiente
Totalmente
insufficiente
Contenuto
Organizzazione
Correttezza
formale e
lessicale
2. Descrivi sinteticamente il metodo PCR (polymerase chain reaction), evidenziandone il
fondamentale ruolo nello sviluppo delle biotecnologie (massimo 10 righe più eventuali disegni)
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Punteggio 15 14-13 12-11 10 9-8 7-4 3-1
Ottimo Buono Discreto Sufficiente Insufficiente Gravemente
insufficiente
Totalmente
insufficiente
Contenuto
Organizzazione
Correttezza
formale e
lessicale
Punteggio totale domanda 1
Punteggio totale domanda 2
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classe................
Simulazione della terza prova: Tipologia B
Storia
1. Illustra il programma della Sinistra Storica e i provvedimenti
attuati
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2. I rapporti tra lo Stato e la Chiesa tra la fine dell'Ottocento e gli inizi
del Novecento
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3. Quali fattori portarono allo scatenamento della Grande Guerra
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ESAME DI STATO 2014 /2015
SECONDA SIMULAZIONE DI TERZA PROVA
TIPOLOGIA B
MATERIE: INGLESE – MATEMATICA – FILOSOFIA – LATINO
DATA: 27 aprile 2015
Istituto Colombini - Piacenza AS 2014-2015
Simulazione terza prova dell'esame di stato
27 aprile 2015
Docente Franco Toscani Disciplina: Filosofia
1) Analizza l'intreccio fra ideologia e terrore nella concezione del totalitarismo di Hannah Arendt. (max 20 righe)
2) In che cosa consiste la "banalità del male" secondo H. Arendt?
(max 20 righe)
3) Illustra le linee essenziali della "Crisi delle scienze europee" di
Husserl e il significato del ritorno al "mondo-della-vita". (max
30 righe)
SIMULAZIONE TERZA PROVA INGLESE 27.04.2015
NAME SURNAME VSUB
Violence against women
The United Nations defines violence against women as "any act of gender-based violence that results in, or is likely
to result in, physical, sexual or mental harm or suffering to women, including threats of such acts, coercion or
arbitrary deprivation of liberty, whether occurring in public or in private life."
Intimate partner violence refers to behaviour by an intimate partner or ex-partner that causes physical, sexual or
psychological harm, including physical aggression, sexual coercion, psychological abuse and controlling behaviours.
Sexual violence is any sexual act, attempt to obtain a sexual act, or other act directed against a person’s sexuality
using coercion, by any person regardless of their relationship to the victim, in any setting. It includes rape, defined
as the physically forced or otherwise coerced penetration. A more recent analysis, based on existing data from over 80 countries, found that globally 35% of women have
experienced either physical and/or sexual intimate partner violence or non-partner sexual violence. Most of this
violence is intimate partner violence. Worldwide, almost one third (30%) of all women who have been in a
relationship have experienced physical and/or sexual violence by their intimate partner, in some regions this is much
higher. Globally as many as 38% of all murders of women are committed by intimate partners. Factors found to be
associated with intimate partner and sexual violence occur within individuals, families and communities and wider
society. Some factors are associated with being a perpetrator of violence, some are associated with experiencing
violence and some are associated with both.
QUESTIONS
1. In your own words, summarize the text, pointing out the main themes. ( about 80 - 100 words )
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2. In your opinion, what are the possible causes of the problem and in which ways can women try to
eliminate it? (about 100-120 words)
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Nome………………………….. Data………………
Classe 5SUB
SIMULAZIONE DELLA TERZA PROVA D’ESAME: LATINO
1) Illustra il concetto espresso, contestualizzandolo nell'opera.
“Sed quo sis, Africane, alacrior ad tutandam rem publicam, sic habeto:omnibus qui patriam
conservaverint, adiuverint, auxerint, certum esse in caelo definitum locum, ubi beati aevo
sempiterno fruantur; nihil est enim illi principi deo qui omnem mundum regit, quod quidam in
terris fiat, acceptius quam concilia coetusque hominum iure sociati, quae civitates qppellantur ;
harum rectores et conservatores hinc profecti huc revertuntur »
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2. Spiega come si delinea il rapporto tra l’intellettuale (il “saggio”) e il potere nelle opere e
nella vicenda biografica di Seneca
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3. Con il Satyricon il romanzo latino nasce come genere ibrido. Argomenta questa
affermazione.
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