bac-s-maths

Papers (167)
2025
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 5 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 7 bac-spe-maths__asie-sept_j1 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 6 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__metropole-sept_j1 4 bac-spe-maths__metropole-sept_j2 5 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 5 bac-spe-maths__polynesie-sept_j1 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4
2024
bac-spe-maths__amerique-nord_j1 5 bac-spe-maths__amerique-nord_j2 4 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 7 bac-spe-maths__asie_j2 4 bac-spe-maths__centres-etrangers_j1 5 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__metropole-sept_j1 4 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4 bac-spe-maths__suede 4
2023
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 5 bac-spe-maths__amerique-sud_j1 6 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 9 bac-spe-maths__centres-etrangers_j2 8 bac-spe-maths__europe_j1 4 bac-spe-maths__europe_j2 4 bac-spe-maths__metropole-sept_j1 7 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 8 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4 bac-spe-maths__reunion_j1 4 bac-spe-maths__reunion_j2 4
2022
bac-spe-maths__amerique-nord_j1 4 bac-spe-maths__amerique-nord_j2 4 bac-spe-maths__amerique-sud_j1 4 bac-spe-maths__amerique-sud_j2 4 bac-spe-maths__asie_j1 4 bac-spe-maths__asie_j2 4 bac-spe-maths__caledonie_j1 4 bac-spe-maths__caledonie_j2 4 bac-spe-maths__centres-etrangers_j1 4 bac-spe-maths__centres-etrangers_j2 4 bac-spe-maths__madagascar_j1 4 bac-spe-maths__madagascar_j2 4 bac-spe-maths__metropole-sept_j1 9 bac-spe-maths__metropole-sept_j2 4 bac-spe-maths__metropole_j1 4 bac-spe-maths__metropole_j2 4 bac-spe-maths__polynesie-sept 4 bac-spe-maths__polynesie_j1 4 bac-spe-maths__polynesie_j2 4
2021
bac-spe-maths__amerique-nord 5 bac-spe-maths__asie_j1 5 bac-spe-maths__asie_j2 5 bac-spe-maths__centres-etrangers_j1 9 bac-spe-maths__centres-etrangers_j2 7 bac-spe-maths__metropole-juin_j1 5 bac-spe-maths__metropole-juin_j2 5 bac-spe-maths__metropole-sept_j1 8 bac-spe-maths__metropole-sept_j2 5 bac-spe-maths__metropole_j1 5 bac-spe-maths__metropole_j2 5 bac-spe-maths__polynesie 5
2020
antilles-guyane 9 caledonie 5 metropole 9 polynesie 9
2019
amerique-nord 5 amerique-sud 6 antilles-guyane 5 asie 6 caledonie 3 centres-etrangers 6 integrale-annuelle 4 liban 9 metropole 5 metropole-sept 5 polynesie 5
2018
amerique-nord 5 amerique-sud 5 antilles-guyane 6 asie 4 caledonie 5 centres-etrangers 17 liban 6 metropole 3 metropole-sept 5 polynesie 7 pondichery 7
2017
amerique-nord 6 amerique-sud 5 antilles-guyane 6 asie 8 caledonie 6 centres-etrangers 8 liban 5 metropole 5 metropole-sept 4 polynesie 7
2016
amerique-nord 5 amerique-sud 6 antilles-guyane 10 asie 5 caledonie 6 centres-etrangers 8 liban 6 metropole 7 metropole-sept 4 polynesie 5 pondichery 6
2015
amerique-nord 4 amerique-sud 8 antilles-guyane 4 asie 7 caledonie 7 centres-etrangers 9 liban 5 metropole 7 metropole-sept 9 polynesie 6 pondichery 5
2014
amerique-nord 4 amerique-sud 7 antilles-guyane 5 asie 4 caledonie 7 centres-etrangers 7 liban 7 metropole 5 metropole-sept 5 polynesie 5 pondichery 4
2013
amerique-nord 5 amerique-sud 4 antilles-guyane 9 asie 5 caledonie 5 centres-etrangers 8 liban 4 metropole 5 metropole-sept 5 polynesie 4 pondichery 4
2007
integrale-annuelle2 6
2021 bac-spe-maths__amerique-nord

5 maths questions

QA Exponential Functions True/False or Multiple-Statement Verification View
For each of the following statements, indicate whether it is true or false. You will justify each answer.
Statement 1: For all real numbers $a$ and $b$, $\left( \mathrm{e}^{a+b} \right)^{2} = \mathrm{e}^{2a} + \mathrm{e}^{2b}$.
Statement 2: In the plane with a coordinate system, the tangent line at point A with abscissa 0 to the representative curve of the function $f$ defined on $\mathbb{R}$ by $f(x) = -2 + (3-x)\mathrm{e}^{x}$ has the reduced equation $y = 2x + 1$.
Statement 3: $\lim_{x \rightarrow +\infty} \left( \mathrm{e}^{2x} - \mathrm{e}^{x} + \frac{3}{x} \right) = 0$.
Statement 4: The equation $1 - x + \mathrm{e}^{-x} = 0$ has a unique solution belonging to the interval $[0 ; 2]$.
Statement 5: The function $g$ defined on $\mathbb{R}$ by $g(x) = x^{2} - 5x + \mathrm{e}^{x}$ is convex.
QB Differentiating Transcendental Functions Determine parameters from function or curve conditions View
In the plane with a coordinate system, we consider the curve $\mathscr{C}_{f}$ representative of a function $f$, twice differentiable on the interval $]0 ; +\infty[$. The curve $\mathscr{C}_{f}$ admits a horizontal tangent line $T$ at point A(1;4).
  1. Specify the values $f(1)$ and $f^{\prime}(1)$.

We admit that the function $f$ is defined for every real number $x$ in the interval $]0 ; +\infty[$ by:
$$f(x) = \frac{a + b \ln x}{x} \text{ where } a \text{ and } b \text{ are two real numbers.}$$
    \setcounter{enumi}{1}
  1. Prove that, for every strictly positive real number $x$, we have: $$f^{\prime}(x) = \frac{b - a - b \ln x}{x^{2}}$$
  2. Deduce the values of the real numbers $a$ and $b$.

In the rest of the exercise, we admit that the function $f$ is defined for every real number $x$ in the interval $]0; +\infty[$ by:
$$f(x) = \frac{4 + 4 \ln x}{x}$$
    \setcounter{enumi}{3}
  1. Determine the limits of $f$ at 0 and at $+\infty$.
  2. Determine the variation table of $f$ on the interval $]0 ; +\infty[$.
  3. Prove that, for every strictly positive real number $x$, we have: $$f^{\prime\prime}(x) = \frac{-4 + 8 \ln x}{x^{3}}$$
  4. Show that the curve $\mathscr{C}_{f}$ has a unique inflection point B whose coordinates you will specify.
Q1 5 marks Conditional Probability Bayes' Theorem with Diagnostic/Screening Test View
A pharmaceutical laboratory has just developed a new anti-doping test.
Part A
A study on this new test gives the following results:
  • if an athlete is doped, the probability that the test result is positive is 0.98 (test sensitivity);
  • if an athlete is not doped, the probability that the test result is negative is 0.995 (test specificity).
The test is administered to an athlete selected at random from among the participants in an athletics competition. We denote by $D$ the event ``the athlete is doped'' and $T$ the event ``the test is positive''. We assume that the probability of event $D$ is equal to 0.08.
  1. Represent the situation in the form of a probability tree.
  2. Prove that $P ( T ) = 0.083$.
  3. a. Given that an athlete presents a positive test, what is the probability that he is doped? b. The laboratory decides to market the test if the probability of the event ``an athlete presenting a positive test is doped'' is greater than or equal to 0.95. Will the test proposed by the laboratory be marketed? Justify.

Part B
In a sporting competition, we assume that the probability that a tested athlete presents a positive test is 0.103.
  1. In this question 1., we assume that the organizers decide to test 5 athletes selected at random from among the athletes in this competition. We denote by $X$ the random variable equal to the number of athletes presenting a positive test among the 5 tested athletes. a. Give the distribution followed by the random variable $X$. Specify its parameters. b. Calculate the expectation $E ( X )$ and interpret the result in the context of the exercise. c. What is the probability that at least one of the 5 tested athletes presents a positive test?
  2. How many athletes must be tested at minimum so that the probability of the event ``at least one tested athlete presents a positive test'' is greater than or equal to 0.75? Justify.
Q2 Sequences and series, recurrence and convergence Applied/contextual sequence problem View
A biologist is interested in the evolution of the population of an animal species on an island in the Pacific. At the beginning of 2020, this population had 600 individuals. We consider that the species will be threatened with extinction on this island if its population becomes less than or equal to 20 individuals. The biologist models the number of individuals by the sequence $(u_n)$ defined by:
$$\begin{cases} u_{0} & = 0.6 \\ u_{n+1} & = 0.75 u_{n} \left( 1 - 0.15 u_{n} \right) \end{cases}$$
where for every natural integer $n$, $u_{n}$ denotes the number of individuals, in thousands, at the beginning of the year $2020 + n$.
  1. Estimate, according to this model, the number of individuals present on the island at the beginning of 2021 and then at the beginning of 2022.

Let $f$ be the function defined on the interval $[ 0 ; 1 ]$ by
$$f ( x ) = 0.75 x ( 1 - 0.15 x )$$
    \setcounter{enumi}{1}
  1. Show that the function $f$ is increasing on the interval $[ 0 ; 1 ]$ and draw up its variation table.
  2. Solve in the interval $[ 0 ; 1 ]$ the equation $f ( x ) = x$.

We note for the rest of the exercise that, for every natural integer $n$, $u_{n+1} = f \left( u_{n} \right)$.
4. a. Prove by induction that for every natural integer $n$, $0 \leqslant u_{n+1} \leqslant u_{n} \leqslant 1$. b. Deduce that the sequence $\left( u_{n} \right)$ is convergent. c. Determine the limit $\ell$ of the sequence $(u_{n})$.
5. The biologist has the intuition that the species will sooner or later be threatened with extinction. a. Justify that, according to this model, the biologist is correct. b. The biologist has programmed in Python language the function menace() below:
\begin{verbatim} def menace() : u = 0.6 n = 0 while u>0.02 : u=0.75*u*(1-0.15*u) n = n+1 return n \end{verbatim}
Give the numerical value returned when the function menace() is called. Interpret this result in the context of the exercise.
Q3 Vectors: Lines & Planes Multi-Step Geometric Modeling Problem View
We consider a cube ABCDEFGH. The point I is the midpoint of segment $[\mathrm{EF}]$, the point J is the midpoint of segment [BC] and the point K is the midpoint of segment [AE].
  1. Are the lines $(\mathrm{AI})$ and $(\mathrm{KH})$ parallel? Justify your answer.

In the following, we place ourselves in the orthonormal coordinate system $(\mathrm{A}; \overrightarrow{\mathrm{AB}}, \overrightarrow{\mathrm{AD}}, \overrightarrow{\mathrm{AE}})$.
2. a. Give the coordinates of points I and J. b. Show that the vectors $\overrightarrow{\mathrm{IJ}}, \overrightarrow{\mathrm{AE}}$ and $\overrightarrow{\mathrm{AC}}$ are coplanar.
We consider the plane $\mathscr{P}$ with equation $x + 3y - 2z + 2 = 0$ as well as the lines $d_1$ and $d_2$ defined by the parametric representations below:
$$d_{1} : \left\{ \begin{array}{rl} x & = 3 + t \\ y & = 8 - 2t \\ z & = -2 + 3t \end{array} , t \in \mathbb{R} \text{ and } d_{2} : \left\{ \begin{array}{rl} x & = 4 + t \\ y & = 1 + t \\ z & = 8 + 2t \end{array} , t \in \mathbb{R}. \right. \right.$$
    \setcounter{enumi}{2}
  1. Are the lines $d_1$ and $d_2$ parallel? Justify your answer.
  2. Show that the line $d_2$ is parallel to the plane $\mathscr{P}$.
  3. Show that the point $\mathrm{L}(4 ; 0 ; 3)$ is the orthogonal projection of the point $\mathrm{M}(5 ; 3 ; 1)$ onto the plane $\mathscr{P}$.