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)

_____________________________________________________________________________________________ ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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)

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

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)

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

……………………………………………………………………………………………………………………………………………………….................

………………………………………………………………………………………………………………………………………………………………………

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

Nome................................... Data.......................

classe................

Simulazione della terza prova: Tipologia B

Storia

1. Illustra il programma della Sinistra Storica e i provvedimenti

attuati

…............................................................................................................

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

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

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

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

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

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

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

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

…............................................................................................................

2. I rapporti tra lo Stato e la Chiesa tra la fine dell'Ottocento e gli inizi

del Novecento

…............................................................................................................

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

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

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

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

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

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

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

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

…............................................................................................................

3. Quali fattori portarono allo scatenamento della Grande Guerra

…............................................................................................................

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

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

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

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

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

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

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

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

…............................................................................................................

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 )

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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)

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

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 »

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

2. Spiega come si delinea il rapporto tra l’intellettuale (il “saggio”) e il potere nelle opere e

nella vicenda biografica di Seneca

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

3. Con il Satyricon il romanzo latino nasce come genere ibrido. Argomenta questa

affermazione.

………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

…………………………………………………………………………………………………………

………………………………………………………………………………………………………....