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‫ال�ص‪ ‬العا‪‬ص‪  ‬الف�صل الدرا‪‬ص‪ ‬ا‪‬‬

‫ال‪‬بعة ا‪‬ل‪‬‬
‫‪2016  1437‬‬
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

 ‫ال‪‬د‪‬ة‬
‫ﺍﻟﺤﻤﺪ ﻟﻠﻪ ﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﻦ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﻟﻤﺮﺳﻠﻴﻦ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﺟﻤﻌﻴﻦ‪،‬‬
‫ﻭﺑﻌﺪ‪:‬‬
‫ﻳﺤﻈﻰ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ ﺑﻤﻜﺎﻧﺔ ﺧﺎﺻﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ؛ ﻷﻫﻤﻴﺘﻪ ﻓﻲ ﺩﻋﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺼﻔﻲ‪ ،‬ﻣﻦ ﺣﻴﺚ‬
‫ﻓﻀﻼ ﻋﻦ ﺇﺣﺪﺍﺙ‬ ‫ﺗﺮﺟﻤﺔ ﺃﻫﺪﺍﻑ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺗﺠﺴﻴﺪ ﺗﻮﺟﻬﺎﺗﻪ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﻣﺤﺘﻮﺍﻩ‪ ،‬ﻭﺇﺑﺮﺍﺯ ﻣﻀﺎﻣﻴﻨﻪ‪ ،‬ﹰ‬
‫ﺍﻟﺘﻮﺍﺯﻥ ﺑﻴﻦ ﻣﺠﺎﻻﺕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻌﺮﻓﻴﺔ ﻭﺍﻟﻤﻬﺎﺭﻳﺔ ﻭﺍﻟﻘﻴﻤﻴﺔ‪ .‬ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻤﻨﻄﻠﻖ ﺗﹸﻮﻟﻲ ﺩﻭﻟﺔ ﻗﻄﺮ ﺍﻟﻜﺘﺎﺏ‬
‫ﺧﺎﺻﺎ ﻟﻀﻤﺎﻥ ﺗﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺪﻭﺭ ﺍﻟﻤﻨﻮﻁ ﺑﻬﺎ‪،‬‬‫ﺍﻟﻤﺪﺭﺳﻲ ﻭﺳﺎﺋﺮ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺴﺎﻧﺪﺓ ﺍﻫﺘﻤﺎ ﹰﻣﺎ ﹼﹰ‬
‫ﺗﻄﻮﺭ ﻧﻮﻋﻲ ﻳﺴﺘﻨﺪ ﺇﻟﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺤﺪﻳﺜﺔ‬‫ﻓﻲ ﻇﻞ ﻣﺎ ﻳﺸﻬﺪﻩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ ﻣﻦ ﹼ‬
‫ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ ﺍﻟﻮﺍﻋﻲ ﻭﺍﻟﻨﺸﻂ ﻣﻊ ﻣﺤﺘﻮ￯‬ ‫ﹼ‬ ‫ﻓﻲ ﺣﻘﻞ ﺍﻟﺘﻌ ﹼﻠﻢ ﻭﺗﻨﻈﻴﻢ ﺍﻟﻤﻌﺮﻓﺔ‪،‬‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ‪.‬‬
‫ﻭﻟﻤﺎ ﻛﺎﻥ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻬﻀﺔ ﺍﻷﻣﻢ ﻭﺑﻨﺎﺀ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺤﺪﻳﺚ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﻘﺪ ﺟﺎﺀ ﺍﻫﺘﻤﺎﻡ ﺩﻭﻟﺔ ﻗﻄﺮ ﻭﻋﻨﺎﻳﺘﻬﺎ ﺑﺎﻟﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻬﺬﺍ ﺍﻟﻌﻠﻢ‪ ،‬ﻭﺗﺪﺭﻳﺴﻪ‬
‫ﻼ ﻛﺎﻓﺔ ﺍﻟﺠﻮﺍﻧﺐ‪ ،‬ﻭﺑﺨﺎﺻﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ؛ ﻟﻴﻜﻮﻥ ﺃﺩﺍﺓ ﻓﺎﻋﻠﺔ ﻓﻲ ﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪،‬‬ ‫ﺷﺎﻣ ﹰ‬
‫ﺃﺳﺎﺳﻴﺎ ﻟﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻛﺘﺴﺎﺑﻪ ﻟﻠﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫ﹼﹰ‬ ‫ﻭﺩﺍﻋﻤﺎ‬
‫ﹰ‬
‫ﻭﻗﺪ ﺟﺎﺀ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﰲ ﺃﺭﺑﻊ ﻭﺣﺪﺍﺕ‪ ،‬ﻫﻲ‪ :‬ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﻭﺻﻒ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺍﻟﺪﻳﻨﺎﻣﻴﻜﺎ‪ ،‬ﻭﺧﺼﺎﺋﺺ ﺍﳌﺎﺩﺓ‪.‬‬
‫ﻭﺳﺘﺘﻌﺮﻑ ﰲ ﻫﺬﺍ ﺍﻟﺼﻒ ﻣﻔﻬﻮﻡ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻌﻠﻤﻴﺔ ﰲ ﺍﻟﺒﺤﺚ ﻭﺍﻟﺘﺠﺮﻳﺐ‪ ،‬ﻭﺗﻌﻠﻢ ﻛﻴﻔﻴﺔ‬
‫ﻭﺻﻒ ﻭﲤﺜﻴﻞ ﺣﺮﻛﺔ ﺟﺴﻢ ﻣﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻻﺕ ﻹﳚﺎﺩ ﺑﻌﺾ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺤﺮﻛﺔ ﺍﳉﺴﻢ‪.‬‬
‫ﻭﺩﺭﺍﺳﺔ ﺍﻟﻘﻮﺓ ﻭﺍﳊﺮﻛﺔ ﰲ ﹸﺑﻌﺪ ﻭﺍﺣﺪ‪ -‬ﻛﺎﻟﺴﻘﻮﻁ ﺍﳊﺮ ‪ ،-‬ﻭﲢﻠﻴﻞ ﻭﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ‪ .‬ﻛﲈ ﻳﻌﺮﺽ‬
‫ﻛﺘﺎﺏ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻫﺬﺍ ﺍﻟﺼﻒ ﺍﻟﻘﻮ￯ ﻭﺍﳊﺮﻛﺔ ﰲ ﺑﻌﺪﻳﻦ‪ ،‬ﻭﺍﳌﺘﺠﻬﺎﺕ‪ ،‬ﻭﺣﺮﻛﺔ ﺍﳌﻘﺬﻭﻓﺎﺕ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ‬
‫ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﰲ ﺗﻔﺴﲑ ﺍﻟﺘﻐﲑ ﰲ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ ﻭﻇﻮﺍﻫﺮ ﺃﺧﺮ￯‪ ،‬ﻭﻣﻌﺮﻓﺔ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ‬
‫ﻭﺍﻟﻀﻐﻂ ﻭﺍﻟﻜﺜﺎﻓﺔ ﻭﺍﻟﻄﻔﻮ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻗﺪ ﺗﻢ ﺑﻨﺎﺀ ﳏﺘﻮ￯ ﺍﻟﻜﺘﺎﺏ ﺑﻄﺮﻳﻘﺔ ﺗﺘﻴﺢ ﳑﺎﺭﺳﺔ ﺍﻟﻌﻠﻢ ﻛﲈ ﻳﲈﺭﺳﻪ ﺍﻟﻌﻠﲈﺀ‪ ،‬ﻭﺟﺎﺀ ﺗﻨﻈﻴﻢ ﺍﳌﺤﺘﻮ￯ ﺑﺄﺳﻠﻮﺏ‬
‫ﺷﺎﺋﻖ ﻳﻌﻜﺲ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﻲ ﺑﻨﻴﺖ ﻋﻠﻴﻬﺎ ﻣﻨﺎﻫﺞ ﺍﻟﻌﻠﻮﻡ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺹ ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻄﺎﻟﺐ ﳌﲈﺭﺳﺔ‬
‫ﺍﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻠﻤﻲ ﺑﻤﺴﺘﻮﻳﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ؛ ﺍﳌﺒﻨﻲ‪ ،‬ﻭﺍﳌﻮﺟﻪ‪ ،‬ﻭﺍﳌﻔﺘﻮﺡ‪ .‬ﻓﻘﺒﻞ ﺑﺪﺀ ﺩﺭﺍﺳﺔ ﳏﺘﻮ￯ ﻛﻞ ﻭﺣﺪﺓ‬
‫ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﻳﻄﻠﻊ ﺍﻟﻄﺎﻟﺐ ﻋﲆ ﺍﻷﻫﺪﺍﻑ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻮﺣﺪﺓ ﺍﻟﺘﻲ ﺗﻘﺪﻡ ﺻﻮﺭﺓ ﺷﺎﻣﻠﺔ ﻋﻦ ﳏﺘﻮﺍﻫﺎ‪،‬‬
‫ﻛﲈ ﻳ ﹼﻄﻠﻊ ﻋﲆ ﺃﳘﻴﺔ ﺍﻟﻮﺣﺪﺓ ﻣﻦ ﺧﻼﻝ ﻋﺮﺽ ﻇﺎﻫﺮﺓ ﺃﻭ ﺗﻘﻨﻴﺔ ﺗﺮﺗﺒﻂ ﺑﻤﺤﺘﻮ￯ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻭﺟﻮﺩ‬
‫ﺳﺆﺍﻝ )ﻓﻜﱢﺮ( ﺍﻟﺬﻱ ﳛﻔﺰ ﺍﻟﻄﺎﻟﺐ ﻋﲆ ﺩﺭﺍﺳﺔ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﺛﻢ ﻳﻨ ﱢﻔﺬ ﺃﺣﺪ ﺃﺷﻜﺎﻝ ﺍﻻﺳﺘﻘﺼﺎﺀ ﺍﳌﺒﻨﻲ ﲢﺖ ﻋﻨﻮﺍﻥ‬
‫ﺃﻳﻀﺎ ﻋﲆ ﺗﻜﻮﻳﻦ ﻧﻈﺮﺓ ﺷﺎﻣﻠﺔ ﻋﻦ ﳏﺘﻮ￯ ﺍﻟﻮﺣﺪﺓ‪ .‬ﻭﺗﺘﻴﺢ ﺍﻟﺘﺠﺮﺑﺔ‬ ‫»ﲡﺮﺑﺔ ﺍﺳﺘﻬﻼﻟﻴﺔ«‪ ،‬ﻭﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ ﹰ‬

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‫ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ﰲ ﳖﺎﻳﺘﻬﺎ ﳑﺎﺭﺳﺔ ﺷﻜﻞ ﺁﺧﺮ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻻﺳﺘﻘﺼﺎﺀ ﺍﳌﻮﺟﻪ ﻣﻦ ﺧﻼﻝ ﺳﺆﺍﻝ ﺍﻻﺳﺘﻘﺼﺎﺀ‬
‫ﺍﳌﻄﺮﻭﺡ‪ .‬ﻭﻫﻨﺎﻙ ﺃﺷﻜﺎﻝ ﺃﺧﺮ￯ ﻣﻦ ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﻻﺳﺘﻘﺼﺎﺋﻴﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺗﻨﻔﻴﺬﻫﺎ ﰲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺔ ﺍﳌﺤﺘﻮ￯‪،‬‬
‫ﻣﻔﺘﻮﺣﺎ ﰲ‬
‫ﹰ‬ ‫ﻭﻣﻨﻬﺎ‪ :‬ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﻌﻤﻠﻴﺔ‪ ،‬ﻭﳐﺘﱪ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﺬﻱ ﻳﺮﺩ ﰲ ﳖﺎﻳﺔ ﻛﻞ ﻭﺣﺪﺓ‪ ،‬ﻭﻳﺘﻀﻤﻦ ﺍﺳﺘﻘﺼﺎ ﹰﺀ‬
‫ﳖﺎﻳﺘﻪ‪ .‬ﻛﲈ ﻳﻮﺟﺪ ﺩﻟﻴﻞ ﻣﻨﻔﺼﻞ ﻟﻠﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﻳﺮﺗﺒﻂ ﺑﻤﺤﺘﻮ￯ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﳞﺪﻑ ﺇﱃ ﺗﻌﺰﻳﺰ ﻓﻬﻢ ﺍﻟﻄﺎﻟﺐ‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺍﻟﻮﺣﺪﺓ ﻭﺑﻴﺎﻥ ﺗﻄﺒﻴﻘﺎﲥﺎ ﻭﺃﳘﻴﺘﻬﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﺇﻛﺴﺎﺏ ﺍﻟﻄﺎﻟﺐ ﻣﻬﺎﺭﺓ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ‪.‬‬
‫ﻳﺒﺪﺃ ﳏﺘﻮ￯ ﺍﻟﺪﺭﺍﺳﺔ ﰲ ﻛﻞ ﻗﺴﻢ ﺑﻌﺮﺽ ﺍﻷﻫﺪﺍﻑ ﺍﳋﺎﺻﺔ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺳﻴﺘﻌﻠﻤﻬﺎ ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫ﻭﺳﺘﺠﺪ ﺃﺩﻭﺍﺕ ﺃﺧﺮ￯ ﺗﺴﺎﻋﺪﻙ ﻋﲆ ﻓﻬﻢ ﺍﳌﺤﺘﻮ￯‪ ،‬ﻣﻨﻬﺎ ﺭﺑﻂ ﺍﳌﺤﺘﻮ￯ ﻣﻊ ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ ﻣﻦ ﺧﻼﻝ ﺗﻄﺒﻴﻖ‬
‫ﻭﺗﻔﺴﲑﺍ ﻟﻠﻤﻔﺮﺩﺍﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﺑﺎﻟﻠﻮﻥ‬
‫ﹰ‬ ‫ﴍﺣﺎ‬
‫ﹰ‬ ‫ﺍﻟﻔﻴﺰﻳﺎﺀ‪ ،‬ﻭﺍﻟﺮﺑﻂ ﻣﻊ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺧﺮ￯‪ .‬ﻭﺳﺘﺠﺪ‬
‫ﺍﻷﺳﻮﺩ ﺍﻟﻐﺎﻣﻖ‪ ،‬ﻭﺃﻣﺜﻠﺔ ﳏﻠﻮﻟﺔ ﻳﻠﻴﻬﺎ ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ ﺗﻌﻤﻖ ﻣﻌﺮﻓﺔ ﺍﻟﻄﺎﻟﺐ ﺑﻤﺤﺘﻮ￯ ﺍﳌﻘﺮﺭ ﻭﺍﺳﺘﻴﻌﺎﺏ‬
‫ﺃﻳﻀﺎ ﰲ ﻛﻞ ﻭﺣﺪﺓ ﻣﺴﺄﻟﺔ ﲢﻔﻴﺰ ﺗﻄﺒﻖ ﻓﻴﻬﺎ ﻣﺎ ﺗﻌﻠﻤﺘﻪ ﰲ‬ ‫ﺍﳌﻔﺎﻫﻴﻢ ﻭﺍﳌﺒﺎﺩﺉ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻴﻪ‪ .‬ﻛﲈ ﺳﺘﺠﺪ ﹰ‬
‫ﺣﺎﻻﺕ ﺟﺪﻳﺪﺓ‪ .‬ﻭﻳﺘﻀﻤﻦ ﻛﻞ ﻗﺴﻢ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺼﻮﺭ ﻭﺍﻷﺷﻜﺎﻝ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺘﻮﺿﻴﺤﻴﺔ ﺑﺪﺭﺟﺔ ﻋﺎﻟﻴﺔ‬
‫ﺍﻟﻮﺿﻮﺡ ﺗﻌﺰﺯ ﻓﻬﻤﻚ ﻟﻠﻤﺤﺘﻮ￯‪.‬‬
‫ﻭﻗﺪ ﻭﻇﻔﺖ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﻮﺍﻗﻌﻲ ﰲ ﺍﻟﺘﻘﻮﻳﻢ ﺑﻤﺮﺍﺣﻠﻪ ﻭﺃﻏﺮﺍﺿﻪ ﺍﳌﺨﺘﻠﻔﺔ‪ :‬ﺍﻟﻘﺒﲇ‪ ،‬ﻭﺍﻟﺘﺸﺨﻴﴢ‪،‬‬
‫ﻭﺍﻟﺘﻜﻮﻳﻨﻲ )ﺍﻟﺒﻨﺎﺋﻲ(‪ ،‬ﻭﺍﳋﺘﺎﻣﻲ )ﺍﻟﺘﺠﻤﻴﻌﻲ(؛ ﺇﺫ ﻳﻤﻜﻦ ﺗﻮﻇﻴﻒ ﺍﻟﺼﻮﺭﺓ ﺍﻻﻓﺘﺘﺎﺣﻴﺔ ﰲ ﻛﻞ ﻭﺣﺪﺓ‬
‫ﺗﻘﻮﻳﲈ ﻗﺒﻠ ﹼﹰﻴﺎ ﺗﺸﺨﻴﺼ ﹼﹰﻴﺎ ﻻﺳﺘﻜﺸﺎﻑ ﻣﺎ ﻳﻌﺮﻓﻪ ﺍﻟﻄﻼﺏ‬
‫ﻭﺍﻷﺳﺌﻠﺔ ﺍﳌﻄﺮﻭﺣﺔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻻﺳﺘﻬﻼﻟﻴﺔ ﺑﻮﺻﻔﻬﺎ ﹰ‬
‫ﺧﺎﺻﺎ ﺑﻜﻞ ﻗﺴﻢ ﻣﻦ ﺃﻗﺴﺎﻡ‬‫ﺗﻘﻮﻳﲈ ﹼﹰ‬
‫ﹰ‬ ‫ﻋﻦ ﻣﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ‪ .‬ﻭﻣﻊ ﺍﻟﺘﻘﺪﻡ ﰲ ﺩﺭﺍﺳﺔ ﻛﻞ ﺟﺰﺀ ﻣﻦ ﺍﳌﺤﺘﻮ￯ ﲡﺪ‬
‫ﺗﻠﻤﺲ ﺟﻮﺍﻧﺐ ﺍﻟﺘﻌﻠﻢ ﻭﺗﻌﺰﻳﺰﻩ‪ ،‬ﻭﻣﺎ ﻗﺪ ﻳﺮﻏﺐ‬ ‫ﺍﻟﻮﺣﺪﺓ ﻳﺘﻀﻤﻦ ﺃﻓﻜﺎﺭ ﺍﳌﺤﺘﻮ￯ ﻭﺃﺳﺌﻠﺔ ﺗﺴﺎﻋﺪ ﻋﲆ ﹼ‬
‫ﺗﺬﻛﲑﺍ‬
‫ﹰ‬ ‫ﺍﻟﻄﺎﻟﺐ ﺃﻥ ﻳﺘﻌﻠﻤﻪ ﰲ ﺍﻷﻗﺴﺎﻡ ﺍﻟﻼﺣﻘﺔ‪ .‬ﻭﰲ ﳖﺎﻳﺔ ﻛﻞ ﻭﺣﺪﺓ ﻳﺄﰐ ﺩﻟﻴﻞ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻮﺣﺪﺓ ﻣﺘﻀﻤﻨﹰﺎ‬
‫ﺑﺎﳌﻔﺎﻫﻴﻢ ﺍﻟﺮﺋﻴﺴﺔ ﻭﺍﳌﻔﺮﺩﺍﺕ ﺍﳋﺎﺻﺔ ﺑﻜﻞ ﻗﺴﻢ‪ .‬ﻳﲇ ﺫﻟﻚ ﺗﻘﻮﻳﻢ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺬﻱ ﻳﺸﻤﻞ ﺃﺳﺌﻠﺔ ﻭﻓﻘﺮﺍﺕ‬
‫ﻣﺘﻨﻮﻋﺔ ﲥﺪﻑ ﺇﱃ ﺗﻘﻮﻳﻢ ﺗﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﰲ ﳎﺎﻻﺕ ﻋﺪﺓ‪ ،‬ﻫﻲ‪ :‬ﺇﺗﻘﺎﻥ ﺍﳌﻔﺎﻫﻴﻢ‪ ،‬ﻭﺣﻞ ﺍﳌﺴﺎﺋﻞ‪ ،‬ﻭﺍﻟﺘﻔﻜﲑ‬
‫ﺍﻟﻨﺎﻗﺪ‪ ،‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻭﺍﳌﺮﺍﺟﻌﺔ ﺍﻟﱰﺍﻛﻤﻴﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﻜﺘﺎﺑﺔ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ .‬ﻭﰲ ﳖﺎﻳﺔ ﻛﻞ ﻭﺣﺪﺓ ﳚﺪ‬
‫ﺍﺧﺘﺒﺎﺭﺍ ﻣﻘﻨﻨﹰﺎ ﳞﺪﻑ ﺇﱃ ﺗﺪﺭﻳﺒﻪ ﻋﲆ ﺣﻞ ﺍﳌﺴﺎﺋﻞ‪ ،‬ﻭﺇﻋﺪﺍﺩﻩ ﻟﻠﺘﻘﺪﻡ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ ﺍﻟﻮﻃﻨﻴﺔ ﻭﺍﻟﺪﻭﻟﻴﺔ‪،‬‬
‫ﹰ‬ ‫ﺍﻟﻄﺎﻟﺐ‬
‫ﺇﺿﺎﻓﺔ ﺇﱃ ﺗﻘﻮﻳﻢ ﻓﻬﻤﻪ ﳌﻮﺿﻮﻋﺎﺕ ﻛﺎﻥ ﻗﺪ ﺩﺭﺳﻬﺎ ﻣﻦ ﻗﺒﻞ‪.‬‬
‫ﻭﺍﷲ ﻧﺴﺄﻝ ﺃﻥ ﳛﻘﻖ ﺍﻟﻜﺘﺎﺏ ﺍﻷﻫﺪﺍﻑ ﺍﳌﺮﺟﻮﺓ ﻣﻨﻪ‪ ،‬ﻭﺃﻥ ﻳﻮﻓﻖ ﺍﳉﻤﻴﻊ ﳌﺎ ﻓﻴﻪ ﺧﲑ ﺍﻟﻮﻃﻦ ﻭﺗﻘﺪﻣﻪ ﻭﺍﺯﺩﻫﺎﺭﻩ‪.‬‬

‫ﻭﺍﷲ ﻭﻟﻲ ﺍﻟﺘﻮﻓﻴﻖ‬

‫‪7‬‬
 

   

Hand protection Eye safety Thermal safety Explosive

    

Electrical hazard Harmful / Irritant Biological hazards Flammable

    

First aid Eye wash station Fire extinguisher Radioactive safety

    

Sharp objects safety Poison safety Oxidizer Corrosive

   

Laser beam Lab. coat Ecological hazards Carcinogenic

8
 ‫قا‪‬ة املحتويات‬

‫‪1‬‬ ‫الوحد‪‬‬
‫الوحد‪ ‬اﻟﻘﻴﺎس‬
‫‪Measurement‬‬ ‫‪1‬‬
‫الوحد‪10AP.1 ‬‬ ‫رقم‪‬‬

‫ال‪‬ا‪10 ...........................................‬‬
‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﻭﺣﺪﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻟﺘﻮﻗﻊ‪.‬‬
‫• ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ‪.‬‬

‫ا‪‬ة‬
‫ﺳﺘﺴـﺎﻋﺪﻙ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﻭﺍﻟﻄـﺮﻕ ﺍﻟﺮﻳﺎﺿﻴـﺔ ﰲ‬
‫ﻫـﺬﻩ ﺍﻟﻮﺣـﺪﺓ ﻋـﲆ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ‬

‫‪ 1-1‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄﻟﻠﻮﺣﺪﺍﺕ‪11....................‬‬
‫ﻟﻠﻮﺣـﺪﺍﺕ‪ ،‬ﻭﺍﻟﺘﻌﺒـﲑ ﻋﻦ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺑﺎﻟﺼﻴﻐﺔ‬
‫ﺍﻟﻘﻴﺎﺳﻴﺔ‪ ،‬ﻭﺗﻀﻤﻴﻨﻬﺎ ﻫﺎﻣﺶ ﺍﳋﻄﺄ‪.‬‬
‫ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ﻭﺍﳌﻀﺒﻮﻃﺔ‬
‫ﻣﻬﻤﺔ ﺟﺪﹼﹰ ﺍ ﰲ ﺻﻨﺎﻋﺔ ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ‪ ،‬ﻭﰲ‬
‫ﺇﻃﻼﻗﻬﺎ ﻭﻣﺘﺎﺑﻌﺘﻬﺎ؛ ﻷﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ ﺗﺪﺍﺭﻙ‬
‫ﺍﻷﺧﻄﺎﺀ ﻓﻴﲈ ﺑﻌﺪ‪ .‬ﻭﻗﺪ ﺃﻃﻠﻘﺖ ﺩﻭﻟﺔ ﻗﻄﺮ ﻗﻤﺮ‬
‫ﺳـﻬﻴﻞ‪ 1-‬ﻋـﺎﻡ ‪2013‬ﻡ ﲠﺪﻑ ﲢﺴـﲔ ﺍﻟﺒﺚ‬
‫ﺍﻟﻔﻀﺎﺋﻲ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺧﺪﻣﺎﺕ ﺍﻹﻧﱰﻧﺖ‪.‬‬

‫‪ 1-2‬ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ‪24 ...........................‬‬

‫ﻭﻗﺪ ﺃﺣﺪﺙ ﺗﻠﺴﻜﻮﺏ ﻫﺎﺑﻞ ﺍﻟﻔﻀﺎﺋﻲ ‪ -‬ﺍﳌﺒﲔ‬
‫ﰲ ﺍﻟﺼـﻮﺭﺓ ‪ -‬ﺛـﻮﺭﺓ ﻛﺒﲑﺓ ﰲ ﳎـﺎﻝ ﺍﻷﺑﺤﺎﺙ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻗﺎﺩﺕ ﺃﺑﺤﺎﺙ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺇﱃ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ؛ ﻭﻣﻨﻬﺎ‬
‫ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻻﺗﺼﺎﻻﺕ ﻭﰲ ﺍﻟﺘﺼﻮﻳﺮ‬
‫ﺍﻟﺘﻠﺴـﻜﻮﰊ‪ .‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﺃﺧﺮ￯ ﻋـﲆ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻲ‬
‫ﻃﻮﺭﲥﺎ ﺍﻷﺑﺤﺎﺙ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺧﻼﻝ ﺍﳋﻤﺴﲔ ﻋﺎﻣﹰﺎ ﺍﳌﺎﺿﻴﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬

‫‪2‬‬ ‫الوحد‪‬‬
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‫‪10‬‬

‫‪‬ص‪ ‬ا‪ ‬ة ‪40 .................................‬‬

‫الوحد‪ ‬وﺻﻒ اﻟﺤﺮﻛﺔ‬
‫‪Description of Motion‬‬ ‫‪2‬‬
‫رقم الوحد‪10AP.2 ‬‬

‫‪ 2-1‬ﺍﻟﻜﻤﻴـﺎﺕ ﺍﳌﺘﺠﻬـﺔ ﻭﺍﻟﻘﻴﺎﺳـﻴﺔ‪41 ............‬‬

‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫• ﲤﺜﻴـﻞ ﺍﳊﺮﻛـﺔ ﺑﺎﺳــﺘﺨـﺪﺍﻡ ﺍﻟﻜﻠﲈﺕ‬
‫ﻭﳐﻄﹼﻄﺎﺕ ﺍﳊﺮﻛﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧ ﹼﻴﹼﺔ‪.‬‬
‫• ﻭﺻﻒ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺼﻄﻠﺤـﺎﺕ )ﺍﳌﻮﻗـﻊ‪ ،‬ﺍﻟﴪﻋـﺔ‪،‬‬
‫ﺍﻹﺯﺍﺣﺔ‪ ،‬ﺍﻟﺘﺴﺎﺭﻉ( ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤﻴﹼﺔ‪.‬‬

‫‪ 2-2‬ﲤﺜﻴﻞ ﺍﳊﺮﻛـﺔ ‪52 ...........................‬‬

‫ا‪ ‬ة‬
‫ﺗﺘﺄﺛﹼـﺮ ﻣﻌﻈـﻢ ﺍﻷﺟﺴـﺎﻡ ﰲ ﺍﻟﻄﺒﻴﻌـﺔ‬
‫ﺑﻌﺪﹼ ﺓ ﻗـﻮ￯ ﺗﻌﻤﻞ ﰲ ﺃﻛﺜـﺮ ﻣﻦ ﺍﲡﺎﻩ‪.‬‬
‫ﻓﻌﻨـﺪ ﺳـﺤﺐ ﺳـﻴﺎﺭﺓ ﻟﺮﻓﻌﻬـﺎ ﺇﱃ‬
‫ﺷﺎﺣﻨﺔ ﺍﻟﺴﺤﺐ )ﺍﻟﻮﻧﺶ( ﻓﺈﳖﺎ ﺗﺘﺄﺛﹼﺮ‬
‫ﺑﻘﻮ￯ ﻋﺪﻳـﺪﺓ ﺇﱃ ﺃﻋـﲆ ﻭﺇﱃ ﺍﻷﻣﺎﻡ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓـﺔ ﺇﱃ ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ ﺇﱃ‬

‫‪ 2-3‬ﺍﳊﺮﻛـﺔ ﺍﳌﺘﺴـﺎﺭﻋﺔ‪68.......................‬‬
‫ﺃﺳﻔﻞ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻘﻮ￯ ﻛﻤﹼ ﻴﹼﺎﺕ ﻣﺘﹼﺠﻬﺔ‪.‬‬
‫ﺇﻥ ﻣﻌﺮﻓﺘﻚ ﺑﺎﳌﺘﹼﺠﻬـﺎﺕ ﻭﺍﻟﻌﻤﻠﻴﹼﺎﺕ‬
‫ﺍﳊﺴﺎﺑﻴﹼﺔ ﺍﻟﺘﻲ ﲡﺮ￯ ﻋﻠﻴﻬﺎ ﺳﻴﻤﻜﹼﻨﻚ‬
‫ﻣـﻦ ﻓﻬﻢ ﺍﻟﻘـﻮ￯ ﰲ ﺍﻟﻮﺣـﺪﺓ ﺍﻟﺘﺎﻟﻴﺔ‪،‬‬
‫ﻭﻳﺴـﻬﹼ ﻞ ﻋﻠﻴـﻚ ﲢﺪﻳﺪﻫﺎ ﻭﺣﺴـﺎﲠﺎ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣـﺎ ﺍﻟﻘـﻮ￯ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺍﻟﺴـﻴﺎﺭﺓ ﺃﺛﻨـﺎﺀ‬
‫ﺣﺮﻛﺘﻬﺎ؟‬

‫‪3‬‬ ‫الوحد‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪40‬‬

‫الوحد‪ ‬اﻟﺪﻳﻨﺎﻣﻴﻜﺎ‬
‫الدي‪‬ا‪‬ا ‪100 ...................................‬‬
‫‪3‬‬
‫‪ 3-1‬ﺍﻟﻘﻮ￯ ﻭﺗﺄﺛﲑﺍﲥﺎ ‪101 .......................‬‬
‫‪Dynamics‬‬
‫رقم‪ ‬الوحد‪10AP.3 ‬‬

‫‪‬ا ال‪ ‬صتتع‪  ‬‬

‫الوحد‪‬‬

‫‪ 3-2‬ﺍﻻﺣﺘﻜﺎﻙ ﻭﺍﻟﻠﺰﻭﺟـﺔ‪116 ..................‬‬

‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫ﲢﺪﻳـﺪ ﻣﻘـﺪﺍﺭ ﻭﺍﲡـﺎﻩ ﺍﻟﻘـﻮﺓ‬ ‫•‬
‫ﺗﻐﲑﺍ ﰲ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‪.‬‬‫ﺍﻟﺘﻲ ﺗﺴﺒﹼﺐ ﹼ ﹰ‬
‫ﺗﺼﻨﻴﻒ ﺍﻟﻘـﻮ￯ ﻭﻓﻖ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴـﺒﺒﺔ‬ ‫•‬
‫ﳍﺎ‪.‬‬
‫ﺍﺳـﺘﺨﺪﺍﻡ ﳐﻄﻂ ﺍﳉﺴـﻢ ﺍﳊـﺮ ﻟﺘﻤﺜﻴﻞ‬ ‫•‬
‫ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ‪.‬‬
‫ﺍﻟﺘﻤﻴﻴـﺰ ﺑـﲔ ﻗـﻮﺓ ﺍﻻﺣﺘـﻜﺎﻙ ﻭﺍﻟﻘـﻮﺓ‬ ‫•‬
‫ﺍﳌﻌﻴﻘﺔ‪.‬‬

‫ا‪‬ة‬
‫ﺗﺆﺛـﺮ ﻓﻴـﻚ ﻭﰲ ﻛﻞ ﺍﻷﺷـﻴﺎﺀ ﺍﳌﺤﻴﻄﺔ ﺑﻚ‬
‫ﻗﻮﹰ ￯ ﰲ ﻛﻞ ﳊﻈﺔ‪.‬‬
‫ﺭﻳﺎﺿﺔ ﻳﻘﻮﻡ ﺍﻟﻼﻋﺐ ﺑﴬﺏ ﺍﻟﻜﺮﺓ ﺑﺮﺃﺳﻪ‬
‫ﻓﺘﺘﺤﺮﻙ ﻭﻳﺘﻐﲑ ﺍﲡﺎﻫﻬﺎ‪.‬‬

‫ﺃﻱ ﺟﺴﻢ ﺁﺧﺮ‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣﺎ ﺍﻟﺬﻱ ﳚﻌﻞ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﺃﻭ ﹼ‬
‫‪4‬‬ ‫الوحد‪‬‬
‫ﻳﻐﲑ ﺍﲡﺎﻫﻪ؟‬
‫ﻳﺘﻮﻗﹼﻒ ﺃﻭ ﻳﺒﺪﺃ ﺍﳊﺮﻛﺔ ﺃﻭ ﹼ‬

‫‪‬‬
‫‪www.obeikaneducation.com‬‬
‫‪‬‬

‫‪100‬‬ ‫‪�‬صا‪ �‬املا‪138 ............................ ‬‬

‫‪ 4-1‬ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ‪139 ...............‬‬
‫الوحد‪ ‬ﺧﺼﺎﺋﺺ اﻟﻤﺎدة‬
‫‪Properties of Matter‬‬ ‫‪4‬‬
‫رقم‪ ‬الوحد‪10AP.4 ‬‬

‫‪‬ا ال‪ ‬صتتع‪  ‬‬

‫الوحد‪‬‬
‫‪ 4-2‬ﺍﻟﺘﻤـﺪﺩ ﺍﳊﺮﺍﺭﻱ ﻟﻠﻤﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴـﻮﺍﺋﻞ‪146 ..‬‬
‫• ﺍﺳـﺘﺨﺪﺍﻡ ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﰲ‬
‫ﺗﻔﺴـﲑ ﺍﻟﺘﻐﲑ ﰲ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﻇﻮﺍﻫﺮ‬

‫* * ‪ 4-3‬ﺍﻟﻀﻐـﻂ ﻭﺍﻟﻜﺜﺎﻓﺔ ﻭﺍﻟﻄﻔﻮ ‪154 .........‬‬

‫ﺃﺧﺮ￯ ﻣﺜﻞ ﺍﻟﺘﺒﻠﻮﺭ ﻭﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‪.‬‬
‫• ﻣﻌﺮﻓـﺔ ﺍﻟﺘﻤـﺪﺩ ﺍﳊـﺮﺍﺭﻱ ﻭﺗﻄﺒﻴﻘﺎﺗـﻪ‪،‬‬
‫ﻭﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻋﻠﻴﻪ‪.‬‬
‫• ﻣﻌﺮﻓﺔ ﻛﻞ ﻣﻦ ﺍﻟﻀﻐﻂ ﻭﺍﻟﻜﺜﺎﻓﺔ ﻭﺍﻟﻄﻔﻮ‬

‫‪‬‬
‫ﻭﺷﺬﻭﺫ ﺍﳌﺎﺀ‪ ،‬ﻭﺃﳘﻴﺘﻬﺎ ﰲ ﺍﳊﻴﺎﺓ‪.‬‬

‫ا‪‬ة‬

‫‪�‬صا‪‬ر ‪‬ع‪‬ة ل‪‬ال‪178  ‬‬

‫ﺗﻮﺟـﺪ ﺍﳌﺎﺩﺓ ﰲ ﺍﻟﻄﺒﻴﻌـﺔ ﰲ ﺣﺎﻻﺕ ﳐﺘﻠﻔﺔ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺗﻨﺘﺞ ﺑﺴـﺒﺐ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺘﻲ‬
‫ﺗﻄـﺮﺃ ﻋـﲆ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﺮﺍﻛﻴـﺐ ﺗﻠﻚ ﺍﳌﻮﺍﺩ‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات ‪179‬‬

‫ﻣـﻦ ﺣﻴﺚ ﻃﺒﻴﻌـﺔ ﺟﺰﻳﺌﺎﲥـﺎ ﻭﺍﻟﻘـﻮ￯ ﺍﻟﺘﻲ‬
‫ﺗﺮﺗﺒﻂ ﲠﺎ‪.‬‬
‫ﺍﻟﻄﺒﻴﻌـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﻟﻠـﲈﺩﺓ ﺇﻥ ﻣﻌﺮﻓـﺔ ﺍﻟﻄﺒﻴﻌـﺔ‬
‫ﺍﳉﺰﻳﺌﻴـﺔ ﻟﻠﻤﻮﺍﺩ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ ﺳـﻴﻤﻜﻨﻨﺎ ﻣﻦ‬
‫ﻓﻬﻢ ﺗﻐﲑ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ ﻭﺳـﻠﻮﻛﻬﺎ ﻭﻃﺒﻴﻌﺘﻬﺎ‪،‬‬
‫ﻭﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ‪.‬‬

‫ال‪‬دا‪198 ‬‬
‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻛﻴﻒ ﺗﺘﻐﲑ ﺣﺎﻟﺔ ﺍﳌﺎﺩﺓ ﻣﻦ ﺣﺎﻟﺔ ﺇﱃ ﺃﺧﺮ￯؟‬
‫ﻭﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺘﺤﻜﻢ ﰲ ﺫﻟﻚ؟‬

‫ال‪�‬ص‪‬حات‪200‬‬
‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪138‬‬

‫‪9‬‬
‫* * ‪‬ا ال‪‬صم ‪‬ا‪ ‬ال ل‪‬العة‪ ‬ا‪‬ا‪‬‬
 ‫الوحد‪ ‬اﻟﻘﻴﺎس‬
‫‪Measurement‬‬ ‫‪1‬‬
‫رقم الوحد ‪10AP.1 ‬‬
‫‪‬‬
‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﻭﺣﺪﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ‪.‬‬
‫• ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻄﺮﻕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻠﻘﻴﺎﺱ ﻭﺍﻟﺘﻮﻗﻊ‪.‬‬
‫• ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﻣﻔﻬﻮﻣﻲ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ‪.‬‬

‫ا‪‬ة‬
‫ﺳﺘﺴـﺎﻋﺪﻙ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﻭﺍﻟﻄـﺮﻕ ﺍﻟﺮﻳﺎﺿﻴـﺔ ﰲ‬
‫ﻫـﺬﻩ ﺍﻟﻮﺣـﺪﺓ ﻋـﲆ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ‬
‫ﻟﻠﻮﺣـﺪﺍﺕ‪ ،‬ﻭﺍﻟﺘﻌﺒـﲑ ﻋﻦ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺑﺎﻟﺼﻴﻐﺔ‬
‫ﺍﻟﻘﻴﺎﺳﻴﺔ‪ ،‬ﻭﺗﻀﻤﻴﻨﻬﺎ ﻫﺎﻣﺶ ﺍﳋﻄﺄ‪.‬‬
‫ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺪﻗﻴﻘﺔ ﻭﺍﳌﻀﺒﻮﻃﺔ‬
‫ﻣﻬﻤﺔ ﺟﺪﹼﹰ ﺍ ﰲ ﺻﻨﺎﻋﺔ ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ‪ ،‬ﻭﰲ‬
‫ﺇﻃﻼﻗﻬﺎ ﻭﻣﺘﺎﺑﻌﺘﻬﺎ؛ ﻷﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﺴﻬﻞ ﺗﺪﺍﺭﻙ‬
‫ﺍﻷﺧﻄﺎﺀ ﻓﻴﲈ ﺑﻌﺪ‪ .‬ﻭﻗﺪ ﺃﻃﻠﻘﺖ ﺩﻭﻟﺔ ﻗﻄﺮ ﻗﻤﺮ‬
‫ﺳـﻬﻴﻞ‪ 1-‬ﻋـﺎﻡ ‪2013‬ﻡ ﲠﺪﻑ ﲢﺴـﲔ ﺍﻟﺒﺚ‬
‫ﺍﻟﻔﻀﺎﺋﻲ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺧﺪﻣﺎﺕ ﺍﻹﻧﱰﻧﺖ‪.‬‬
‫ﻭﻗﺪ ﺃﺣﺪﺙ ﺗﻠﺴﻜﻮﺏ ﻫﺎﺑﻞ ﺍﻟﻔﻀﺎﺋﻲ ‪ -‬ﺍﳌﺒﲔ‬
‫ﰲ ﺍﻟﺼـﻮﺭﺓ ‪ -‬ﺛـﻮﺭﺓ ﻛﺒﲑﺓ ﰲ ﳎـﺎﻝ ﺍﻷﺑﺤﺎﺙ‬
‫ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻻﺗﺼﺎﻻﺕ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻗﺎﺩﺕ ﺃﺑﺤﺎﺙ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺇﱃ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻻﺑﺘﻜﺎﺭﺍﺕ ﺍﻟﺘﻘﻨﻴﺔ؛ ﻭﻣﻨﻬﺎ‬
‫ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻻﺗﺼﺎﻻﺕ ﻭﰲ ﺍﻟﺘﺼﻮﻳﺮ‬
‫ﺍﻟﺘﻠﺴـﻜﻮﰊ‪ .‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﺃﺧﺮ￯ ﻋـﲆ ﺍﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻲ‬
‫ﻃﻮﺭﲥﺎ ﺍﻷﺑﺤﺎﺙ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺧﻼﻝ ﺍﳋﻤﺴﲔ ﻋﺎ ﹰﻣﺎ ﺍﳌﺎﺿﻴﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪10‬‬
 ‫‪ 1-1‬‬
‫)‪International System Units (SI‬‬
‫ا‪ ‬ال‪‬صا‪‬ت‪ ‬ا‪ ‬صا‪ ‬ال‪ ‬ال‪‬صا‪‬ة‬
‫ال‪‬ق‪‬ة ا‪ ‬ال‪‬صا‪‬ة ‪‬ات الع‪‬ار‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬

‫‪25.1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫‪‬ص‪‬و‪‬ا‪ ‬الت‪‬ة ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺳـﻴﺎﺭﺓ ﻟﻘﻄﻊ ﻣﺴـﺎﻓﺔ‬

‫ا‪‬دا‪‬‬ ‫ﻣﻌﻴﻨﺔ؟‬
‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬

‫• ‪‬صت‪‬د‪ ‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫• ‪  ‬ﺑﲔ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺸﺘﻘﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬

‫ا‪‬وات‬
‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫• ‪‬صت‪‬د‪ ‬ﺍﻟﺒﺎﺩﺋﺎﺕ ﺍﳌﻨﺎﺳﺒﺔ ﻣﻊ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ‪.‬‬ ‫ﺃﺣـﴬ ﺳـﻴﺎﺭﺓ ﻟﻌﺒـﺔ ﺗﻌﻤـﻞ ﺑﺎﻟﺒﻄﺎﺭﻳـﺔ ﻭﺳـﺎﻋﺔ ﺇﻟﻜﱰﻭﻧﻴـﺔ‬ ‫‪.1‬‬
‫ع‪ ‬ﻋﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﳌﻘﻴﺴﺔ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‪.‬‬
‫• ‪ ‬‬ ‫ﻭﺳﺎﻋﺔ ﺫﺍﺕ ﻋﻘﺎﺭﺏ ﻭﴍﻳﻂ ﻣﱰﻱ ﻭﴍﻳﻂ ﻻﺻﻖ‪.‬‬
‫املف‪‬ات‬
‫ﺣـﺪﹼ ﺩ ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ ﳊﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﺑﺘﺜﺒﻴﺖ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﴩﻳﻂ‬ ‫‪.2‬‬
‫•‬ ‫‪Physics‬‬ ‫• ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫ﺍﻟﻼﺻـﻖ ﻋﻨﺪﻩ‪ ،‬ﺛـﻢ ﺛ ﹼﺒﺖ ﻗﻄﻌﺔ ﺃﺧﺮ￯ ﻣﻨﻪ ﻋﲆ ﺑﻌﺪ ‪ 2 m‬ﻣﻦ‬
‫• ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‬
‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ‪.‬‬
‫‪• SI units‬‬
‫•‬ ‫‪Prefix‬‬ ‫• ﺍﻟﺒﺎﺩﺋﺎﺕ‬ ‫‪‬ق‪ ‬ﺿﻊ ﺍﻟﺴـﻴﺎﺭﺓ ﻋﻨـﺪ ﺧﻂ ﺍﻟﺒﺪﺍﻳـﺔ‪ ،‬ﻭﺑﻤﺴـﺎﻋﺪﺓ ﺯﻣﻴﻠﻚ‬ ‫‪.3‬‬
‫• ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ‬ ‫ﺍﺣﺴـﺐ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺍﻟﺴـﻴﺎﺭﺓ ﻟﻘﻄﻊ ﻫﺬﻩ ﺍﳌﺴﺎﻓﺔ‬
‫‪• Dimensional analysis‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺴﺎﻋﺘﲔ ﻣ ﹰﻌﺎ‪.‬‬
‫• ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‬
‫التح‪‬ل‬
‫•‬ ‫‪Standard form‬‬
‫ﻫﻞ ﺃ ﹼﺛﺮ ﻧﻮﻉ ﺍﻟﺴـﺎﻋﺔ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺩﻗﺔ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ؟ ﻣﺎ ﴎﻋﺔ‬
‫ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﺤﺴﺐ ﻛﻼ ﺍﻟﺰﻣﻨﲔ ﺍﳌﻘﻴﺴﲔ؟‬
‫ﻣـﺎ ﺍﻟﺬﻱ ﳜﻄـﺮ ﺑﺒﺎﻟﻚ ﻋﻨﺪﻣـﺎ ﺗﺮ￯ ﺃﻭ ﺗﺴـﻤﻊ ﻛﻠﻤﺔ‬ ‫ﻭﺿﺢ ﺗﺄﺛﲑ ﻛﻞ ﳑﺎ ﻳﲇ ﰲ ﺩﻗﺔ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ‪ :‬ﻧﻮﻉ‬
‫التف‪ ‬ال‪‬اقد ﹼ‬
‫»ﻓﻴﺰﻳﺎﺀ«؟ ﻳﺘﺨﻴﻞ ﻛﺜﲑ ﻣﻦ ﺍﻟﻨﺎﺱ ﺳﺒﻮﺭﺓ ﻛﹸﺘﺐ ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺴـﺎﻋﺔ‪ ،‬ﺍﻻﻋﺘﲈﺩ ﻋﲆ ﺍﻹﺭﺷـﺎﺩﺍﺕ ﺍﻟﺼﻮﺗﻴﺔ ﰲ ﺗﺴﺠﻴﻞ ﺍﻟﺰﻣﻦ‬
‫ﻣﻌﺎﺩﻻﺕ ﺭﻳﺎﺿﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻣﺜﻞ‪:‬‬ ‫ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺍﻟﺴـﻴﺎﺭﺓ ﻟﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ ،2 m‬ﺍﻻﻋﺘﲈﺩ ﻋﲆ ﺍﻟﻨﻈﺮ‬
‫__ = ‪d = __12 at2 + vot + do ،I‬‬
‫‪V ،E = mc2‬‬ ‫ﰲ ﺗﺴﺠﻴﻞ ﻫﺬﺍ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪R‬‬
‫ﻭﻟﻌﻠـﻚ ﺗﺘﺨﻴـﻞ ﻋﻠـﲈﺀ ﻭﺑﺎﺣﺜـﲔ ﻳﺮﺗـﺪﻭﻥ ﻣﻌﻄﻒ‬
‫ﻭﺟﻮﻫﺎ ﺷـﻬﲑﺓ ﰲ‬
‫ﹰ‬ ‫ﺍﳌﺨﺘـﱪ ﺍﻷﺑﻴـﺾ‪ ،‬ﻭﻗـﺪ ﺗﺘﺨ ﹼﻴـﻞ‬
‫ﻋﺎﱂ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻣﺜﻞ ﺃﻟﱪﺕ ﺃﻳﻨﺸـﺘﺎﻳﻦ ﺃﻭ ﺇﺳـﺤﻖ ﻧﻴﻮﺗﻦ‬
‫ﻭﻏﲑﳘـﺎ‪ ،‬ﻭﻗﺪ ﺗﹸﻔﻜﺮ ﰲ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻘﻨﻴﺔ‬
‫ﻃﻮﺭﻫﺎ ﻋﻠـﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ؛ ﻭﻣﻨﻬـﺎ ﺍﻷﻗﲈﺭ‬ ‫ﺍﳊﺪﻳﺜـﺔ ﺍﻟﺘـﻲ ﹼ‬
‫ﺍﻻﺻﻄﻨﺎﻋﻴﺔ‪ ،‬ﻭﺍﻟﻜﻤﺒﻴﻮﺗﺮ ﺍﳌﺤﻤﻮﻝ‪ ،‬ﻭﺃﺷﻌﺔ ﺍﻟﻠﻴﺰﺭ‪،‬‬
‫ﻭﻏﲑﻫﺎ‪.‬‬

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 ‫?‪What is physics‬‬ ‫‪‬ا الف‪‬يا‪‬‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ ‪ Physics‬ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﻌﻠﻢ ﹸﻳﻌﻨﻰ ﺑﺪﺭﺍﺳﺔ ﹶ‬
‫ﺍﻟﻌﺎﱂ ﺍﻟﻄﺒﻴﻌﻲ‪ :‬ﺍﻟﻄﺎﻗﺔ ﻭﺍﳌﺎﺩﺓ ﻭﻛﻴﻔﻴﺔ‬
‫ﺍﺭﺗﺒﺎﻃﻬـﲈ‪ .‬ﻓﻌﻠﲈﺀ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﺪﺭﺳـﻮﻥ ﻃﺒﻴﻌـﺔ ﺣﺮﻛﺔ ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ ﻭﺍﻟﺼﻮﺍﺭﻳﺦ‪ ،‬ﻭﺍﻟﻄﺎﻗﺔ ﰲ‬
‫ﺍﳌﻮﺟـﺎﺕ ﺍﻟﻀﻮﺋﻴـﺔ ﻭﺍﻟﺼﻮﺗﻴـﺔ‪ ،‬ﻭﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ ،‬ﻭﺗﺮﻛﻴﺐ ﺍﳌﺎﺩﺓ ﺑـﺪ ﹰﺀﺍ ﺑﺎﻹﻟﻜﱰﻭﻥ‬
‫ﻭﺍﻧﺘﻬﺎ ﹰﺀ ﺑﺎﻟﻜﻮﻥ‪.‬‬
‫ﻳﻌﻤـﻞ ﺩﺍﺭﺳـﻮ ﺍﻟﻔﻴﺰﻳـﺎﺀ ﰲ ﳎـﺎﻻﺕ ﻭﻣﻬـﻦ ﻛﺜـﲑﺓ؛ ﻓﺒﻌﻀﻬـﻢ ﻳﻌﻤـﻞ ﺑﺎﺣ ﹰﺜـﺎ ﰲ ﺍﳉﺎﻣﻌـﺎﺕ‬
‫ﻭﺍﻟﻜﻠﻴـﺎﺕ‪ ،‬ﺃﻭ ﰲ ﺍﳌﺼﺎﻧﻊ ﻭﻣﺮﺍﻛـﺰ ﺍﻷﺑﺤﺎﺙ‪ ،‬ﻭﺍﻟﺒﻌﺾ ﺍﻵﺧﺮ ﻳﻌﻤﻞ ﰲ ﺍﳌﺠﺎﻻﺕ ﺍﻷﺧﺮ￯‬
‫ﺍﳌﺮﺗﺒﻄـﺔ ﻣﻊ ﻋﻠـﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﻔﻠﻚ ﻭﺍﳍﻨﺪﺳـﺔ ﻭﻋﻠﻢ ﺍﻟﻜﻤﺒﻴﻮﺗـﺮ ﻭﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺼﻴﺪﻟﺔ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺁﺧﺮﻭﻥ ﻳﺴﺘﺨﺪﻣﻮﻥ ﻣﻬﺎﺭﺍﺕ ﺣﻞ ﺍﳌﺸﻜﻼﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﰲ ﳎﺎﻻﺕ ﺍﻷﻋﲈﻝ ﺍﻟﺘﺠﺎﺭﻳﺔ‬
‫ﻭﺍﳌﺎﻟﻴﺔ ﻭﻏﲑﻫﺎ‪.‬‬

‫‪Mathematics in physics‬‬ ‫ال‪‬يا‪‬ص‪‬ات ‪ ‬الف‪‬يا‪‬‬

‫ﻳﺴـﺘﺨﺪﻡ ﻋﻠﲈﺀ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺑﻮﺻﻔﻬﺎ ﻟﻐـﺔ ﻗﺎﺩﺭﺓ ﻋﲆ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻘﻮﺍﻧﲔ ﻭﺍﻟﻈﻮﺍﻫﺮ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺑﺸـﻜﻞ ﻭﺍﺿـﺢ ﻭﻣﻔﻬﻮﻡ‪ .‬ﻭﰲ ﻋﻠـﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﲤﺜﻞ ﺍﳌﻌـﺎﺩﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺃﺩﺍﺓ ﻣﻬﻤﺔ‬
‫ﻟﻨﻤﺬﺟـﺔ ﺍﳌﺸـﺎﻫﺪﺍﺕ‪ ،‬ﻭﻭﺿـﻊ ﺍﻟﺘﻮﻗﻌﺎﺕ ﻟﺘﻔﺴـﲑ ﺍﻟﻈﻮﺍﻫـﺮ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﺨﺘﻠﻔـﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﺇﺫﺍ‬
‫ﺳﻘﻄﺖ ﻛﺮﺗﺎﻥ ﳐﺘﻠﻔﺘﺎﻥ ﰲ ﺍﻟﻜﺘﻠﺔ ﻣﻦ ﺍﻻﺭﺗﻔﺎﻉ ﻧﻔﺴﻪ‪ ،‬ﻭﺃﺭﺩﻧﺎ ﻣﻌﺮﻓﺔ ﺃﳞﲈ ﺗﺼﻞ ﺃﻭﻻﹰ‪ ،‬ﻳﻤﻜﻨﻨﺎ‬
‫ﺃﻥ ﻧﺘﻮﻗﻊ ﺃﳖﲈ ﺗﺴﻘﻄﺎﻥ ﰲ ﺍﲡﺎﻩ ﺍﻷﺭﺽ‪ .‬ﻭﻟﻜﻦ ﺑﺄﻱ ﴎﻋﺔ ﺗﺴﻘﻂ ﻛﻞ ﻣﻨﻬﲈ؟‬
‫ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺳﻘﻮﻁ ﺍﻟﻜﺮﺗﲔ ﺑﻨﲈﺫﺝ ﳐﺘﻠﻔﺔ ﻳﻌﻄﻲ ﻛﻞ ﻣﻨﻬﺎ ﺇﺟﺎﺑﺔ ﳐﺘﻠﻔﺔ ﻋﻦ ﻃﺮﻳﻘﺔ ﺗﻐﲑ‬
‫ﺍﻟﴪﻋﺔ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﺴـﻘﻮﻁ‪ ،‬ﺃﻭ ﻣﺎ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻪ ﻫﺬﻩ ﺍﻟﴪﻋﺔ‪ .‬ﻭﺑﺤﺴﺎﺏ ﴎﻋﺔ ﺍﳉﺴﻢ ﺍﻟﺴﺎﻗﻂ‬
‫ﻳﻤﻜﻨـﻚ ﻣﻘﺎﺭﻧﺔ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺠﺮﺑﺔ ﺑﲈ ﺗﻮﻗﻌﺘﻪ ﰲ ﺍﻟﻨﲈﺫﺝ ﺍﻟﺴـﺎﺑﻘﺔ‪ ،‬ﳑﺎ ﻳﺘﻴـﺢ ﻟﻚ ﺍﺧﺘﻴﺎﺭ ﺃﻓﻀﻠﻬﺎ‪،‬‬
‫ﻳﻌﱪ ﻋﻦ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺑﺸﻜﻞ ﺃﻓﻀﻞ‪.‬‬‫ﻭﺍﻟﴩﻭﻉ ﰲ ﺗﻄﻮﻳﺮ ﻧﻤﻮﺫﺝ ﺭﻳﺎﴈ ﺟﺪﻳﺪ ﹼ‬
‫ﻣﺜﻼ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﺮﺳـﻮﻡ ﺍﻟﺒﻴﺎﻧﻴـﺔ؛ ﻓﻬﻲ ﺗﺘﻴﺢ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺑﺸـﻜﻞ ﴎﻳﻊ‬ ‫ﻳﻤﻜـﻦ ﹰ‬
‫ﻭﺍﺿﺤﺎ‬
‫ﹰ‬ ‫ﻭﺳـﻬﻞ‪ .‬ﻓﺎﻷﻧﲈﻁ ﺍﻟﺘﻲ ﻻ ﻳﻤﻜﻦ ﺭﺅﻳﺘﻬﺎ ﺑﺴـﻬﻮﻟﺔ ﰲ ﻗﺎﺋﻤﺔ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺗﺄﺧﺬ ﺷـﻜ ﹰ‬
‫ﻼ‬
‫ﻳﻮﺿﺢ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴـﺎﲏ ﰲ ﺍﻟﺸـﻜﻞ ‪ 1-1‬ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬ ‫ﻼ ﹼ‬ ‫‪‬ال‪‬ص‪‬ل ‪     1-1‬ﻭﳏـﺪ ﹰﺩﺍ ﻋﻨﺪﻣـﺎ ﲤ ﱠﺜﻞ ﺑﺎﻟﺮﺳـﻢ‪ .‬ﻓﻤﺜـ ﹰ‬
‫‪yx‬‬
‫ﻣﺘﻐﲑﻳـﻦ ‪ x‬ﻭ‪ ،y‬ﺣﻴـﺚ ﻳﻜـﻮﻥ ﻟـﻜﻞ ﻗﻴﻤـﺔ ﻟﻠﻤﺘﻐـﲑ ‪ x‬ﻗﻴﻤـﺔ ﻣﻘﺎﺑﻠـﺔ ﳍﺎ‬
‫ﻟﻠﻤﺘﻐـﲑ ‪ ،y‬ﻭﻗﺪ ﺃﺧﺬﺕ ﻋﺪﺓ ﻗﺮﺍﺀﺍﺕ ﻟﻜﻞ ﻣﻨﻬﲈ‪ ،‬ﺛﻢ ﻣﺜﻠﺖ ﻋﲆ ﺍﻟﺮﺳـﻢ‬ ‫ر‪‬صم ‪‬ا‪ ‬ل‪‬عالقة ‪ ‬ال‪‬ت‪‬ي‪y  x ‬‬

‫ﺍﻟﺒﻴﺎﲏ‪ .‬ﻭﻳﻮﺿﻊ ﻋﲆ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴﺎﲏ ﺇﺷﺎﺭﺓ ﻣﻌﻴﻨﺔ )ﺍﻟﻨﻘﺎﻁ ﻫﻨﺎ ﻣﺜﻼﹰ( ﻋﻨﺪ‬ ‫‪30.0‬‬

‫ﻧﻘﻄـﺔ ﺍﻟﺘﻘـﺎﺀ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ‪ x‬ﻣـﻊ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺎﺑﻠﺔ ﳍﺎ ﻟﻠﻤﺘﻐـﲑ ‪ .y‬ﻭﻗﺪ ﺗﺄﺧﺬ‬ ‫‪25.0‬‬

‫‪ y 20.0‬ﺍﻟﻨﻘـﺎﻁ ﺍﳌﺒﻌﺜﺮﺓ ﰲ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴﺎﲏ ﻋﺪﺓ ﺃﺷـﻜﺎﻝ ﻋﻨـﺪ ﺗﻮﺻﻴﻠﻬﺎ ﻣ ﹰﻌﺎ ﺑﺨﻂ‬
‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﺎﻁ ﻛﻠﻬﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬ﻓﻌﻨﺪ‬
‫ﺍﳌﻮﺍﺀﻣـﺔ ﺍﻷﻓﻀﻞ؛ ﻭﻫﻮ ﺃﻓﻀﻞ ﺧﻂ ﺑﻴﺎﲏ ﹼ‬ ‫‪15.0‬‬

‫ﺗﻮﺻﻴـﻞ ﺍﻟﻨﻘﺎﻁ ﰲ ﺍﻟﺸـﻜﻞ ‪ 1-1‬ﻧﺤﺼﻞ ﻋﲆ ﻋﻼﻗـﺔ ﺧﻄﻴﺔ ﻃﺮﺩﻳﺔ ﺑﲔ‬ ‫‪10.0‬‬

‫‪5.0‬‬
‫ﺍﳌﺘﻐﲑﻳﻦ ‪ x‬ﻭ‪.y‬‬
‫‪0.0‬‬ ‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪3.0‬‬ ‫‪4.0‬‬ ‫‪5.0‬‬ ‫‪6.0‬‬
‫‪x‬‬

‫‪12‬‬
 ‫ﻭﻳﻮﺿﺢ ﺍﳌﺜﺎﻝ ﺍﻟﺘﺎﱄ ﻭﺍﳌﺴـﺎﺋﻞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺃﳘﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﳌﻌﺎﺩﻻﺕ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪ .‬ﻭﺳﻮﻑ‬
‫ﻧﻌﺘﻤﺪ ﰲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺛﻼﺙ ﺧﻄﻮﺍﺕ ﺃﺳﺎﺳـﻴﺔ ﰲ ﺣﻞ ﺍﻷﻣﺜﻠﺔ ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ؛ ﺃﻭﳍﺎ‬
‫ﲢﻠﻴﻞ ﺍﳌﺴﺄﻟﺔ ﻭﺭﺳﻤﻬﺎ؛ ﺣﻴﺚ ﻗﺪ ﻳﻨﺪﺭﺝ ﲢﺖ ﻫﺬﺍ ﺍﻟﻌﻨﻮﺍﻥ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻮﻣﺔ‪ ،‬ﻭﺍﻟﻘﻴﻢ ﺍﳌﺠﻬﻮﻟﺔ‪،‬‬
‫ﻭﺍﺳـﱰﺍﺗﻴﺠﻴﺎﺕ ﻭﺗﻮﺟﻴﻬﺎﺕ ﻭﺭﺳﻮﻣﺎﺕ ﺗﺴﺎﻋﺪ ﻋﲆ ﺗﺒﺴﻴﻂ ﺍﳌﺴـﺄﻟﺔ ﻗﺒﻞ ﺍﻟﴩﻭﻉ ﰲ ﺣﻠﻬﺎ‪.‬‬
‫ﻭﺛﺎﻧﻴﻬـﺎ ﺇﳚـﺎﺩ ﺍﻟﻜﻤﻴـﺔ ﺍﳌﺠﻬﻮﻟـﺔ؛ ﺍﻟـﺬﻱ ﻳﺘﻀﻤﻦ ﺧﻄـﻮﺍﺕ ﺣﻞ ﺍﳌﺴـﺄﻟﺔ ﻣـﻊ ﺍﻟﺘﻮﺿﻴﺤﺎﺕ‬
‫ﻭﺃﺧﲑﺍ ﺗﻘﻮﻳﻢ ﺍﳉﻮﺍﺏ؛ ﻭﻳﻮﺿﺢ ﻃﺮﻕ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﻣﻨﻄﻘﻴﺔ ﺍﳉﻮﺍﺏ‪.‬‬ ‫ﹰ‬ ‫ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫ﳌﺎﺫﺍ ﻳﺴﺘﺨﺪﻡ ﻋﻠﲈﺀ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ؟‬

‫‪‬ا‪1 ‬‬
‫ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪ V‬ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪ I‬ﰲ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ R‬ﰲ ﺗﻠﻚ‬
‫ﺍﻟﺪﺍﺋﺮﺓ؛ ﺃﻱ ﺃﻥ‪ .V(volts) = I(amperes) × R(ohms) :‬ﻣﺎ ﻣﻘﺎﻭﻣﺔ ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺪﺍﺭﻩ‬
‫‪ 0.75 amperes‬ﻋﻨﺪ ﻭﺻﻠﻪ ﺑﻔﺮﻕ ﺟﻬﺪ ﻣﻘﺪﺍﺭﻩ ‪120 volt‬؟‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟﺔ‪.‬‬
‫ﺗﻌﻮﻳﺾ ﺍﻟﻘﻴﻢ‪.‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫?=‪R‬‬ ‫‪I = 0.75 amperes‬‬
‫‪V = 120 volts‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫ﻧﻌﻴﺪ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟﺔ ﻟﻴﻜﻮﻥ ﺍﳌﺠﻬﻮﻝ ﻭﺣﺪﻩ ﻋﲆ ﺍﻟﻄﺮﻑ ﺍﻷﻳﴪ ﻟﻠﻤﻌﺎﺩﻟﺔ‬

‫‪V = IR‬‬
‫‪IR = V‬‬ ‫‪‬‬
‫‪V‬‬
‫__ = ‪R‬‬ ‫‪I‬‬
‫‪I‬‬
‫‪120 volts‬‬
‫___________ = ‪R‬‬ ‫‪V=120voltsI =0.75amperes‬‬
‫‪0.75 amperes‬‬
‫‪R = 160 ohms‬‬ ‫‪ohms(Ω)‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ،1 volt = 1 ampere .1 ohm ‬ﻭﺗﻼﺣﻆ ﺃﻥ ﺍﳉﻮﺍﺏ ﺑﻮﺣﺪﺓ ‪ volts/ampere‬ﻭﻫﺬﻩ‬
‫ﺍﻟﻮﺣﺪﺓ ﻫﻲ ﻭﺣﺪﺓ ‪ ohms‬ﻧﻔﺴﻬﺎ‪ ،‬ﻛﲈ ﻫﻮ ﻣﺘﻮﻗﻊ‪.‬‬
‫ﻗﻠﻴﻼ ﻣﻦ ‪ ،1‬ﻓﻤﻦ ﺍﳌﻨﻄﻘﻲ ﺃﻥ ﻳﻜﻮﻥ ﺍﳉﻮﺍﺏ ﺃﻛﱪ ﹰ‬
‫ﻗﻠﻴﻼ ﻣﻦ ‪.120‬‬ ‫• ‪‬ل ا‪‬وا‪  ‬ﹸﻗ ﱢﺴ ﹶﻢ ﺍﻟﺮﻗﻢ ‪ 120‬ﻋﲆ ﻋﺪﺩ ﺃﻗﻞ ﹰ‬

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 ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻻﺕ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺣﻞ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﺍﳌﺠﻬﻮﻝ‪:‬‬
‫ﹸﻭﺻـﻞ ﻣﺼﺒـﺎﺡ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻘﺎﻭﻣﺘﻪ ‪ 50.0 Ω‬ﰲ ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻊ ﺑﻄﺎﺭﻳﺔ ﻓـﺮﻕ ﺟﻬﺪﻫﺎ ‪ .9.0 volts‬ﻣـﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‬ ‫‪.1‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﳌﺼﺒﺎﺡ؟‬
‫ﺇﺫﺍ ﲢﺮﻙ ﺟﺴـﻢ ﻣﻦ ﺍﻟﺴـﻜﻮﻥ ﺑﺘﺴـﺎﺭﻉ ﺛﺎﺑﺖ ‪ a‬ﻓﺈﻥ ﴎﻋﺘﻪ ‪ vf‬ﺑﻌﺪ ﺯﻣﻦ ﻣﻘﺪﺍﺭﻩ ‪ t‬ﹸﺗ ﹾﻌ ﹶﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ ‪ .vf = at‬ﻣﺎ ﺗﺴـﺎﺭﻉ‬ ‫‪.2‬‬
‫ﺩﺭﺍﺟﺔ ﺗﺘﺤﺮﻙ ﻣﻦ ﺍﻟﺴﻜﻮﻥ ﻓﺘﺼﻞ ﴎﻋﺘﻬﺎ ﺇﱃ ‪ 6 m/s‬ﺧﻼﻝ ﺯﻣﻦ ﻗﺪﺭﻩ ‪4 s‬؟‬
‫ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺩﺭﺍﺟﺔ ﻧﺎﺭﻳﺔ ﺗﺘﺴـﺎﺭﻉ ﻣﻦ ﺍﻟﺴﻜﻮﻥ ﺑﻤﻘﺪﺍﺭ ‪ ،0.400 m/s2‬ﺣﺘﻰ ﺗﺒﻠﻎ ﴎﻋﺘﻬﺎ ‪4.00 m/s‬؟‬ ‫‪.3‬‬
‫)ﻋﻠﲈ ﹼ‬
‫ﺃﻥ ‪(vf = at‬‬ ‫ﹰ‬
‫__ = ‪ . P‬ﺇﺫﺍ‬
‫‪F‬‬
‫‪A‬‬
‫ﹸﳛﺴﺐ ﺍﻟﻀﻐﻂ ‪ P‬ﺍﳌﺆﺛﺮ ﰲ ﺳﻄﺢ ﻣﺎ ﺑﻘﺴﻤﺔ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ‪ F‬ﺍﳌﺆﺛﺮﺓ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﻣﺴﺎﺣﺔ ﺍﻟﺴﻄﺢ ‪ ،A‬ﺣﻴﺚ‬ ‫‪.4‬‬
‫ﺃﺛﺮ ﺭﺟﻞ ﻭﺯﻧﻪ ‪ 520 N‬ﻳﻘﻒ ﻋﲆ ﺍﻷﺭﺽ ﺑﻀﻐﻂ ﻣﻘﺪﺍﺭﻩ ‪ ،32500 N/m2‬ﻓﲈ ﻣﺴﺎﺣﺔ ﻧﻌﲇ ﺣﺬﺍﺀ ﺍﻟﺮﺟﻞ؟‬

‫‪‬ل ‪‬ا ‪ Does it make sense? ‬ﺗﺴـﺘﺨﺪﻡ ﺃﺣﻴﺎﻧﹰـﺎ ﻭﺣـﺪﺍﺕ ﻏـﲑ ﻣﺄﻟﻮﻓـﺔ‪ ،‬ﻛﲈ‬
‫ﰲ ﺍﳌﺜـﺎﻝ ‪ ،1‬ﻭﲢﺘـﺎﺝ ﺇﱃ ﺍﻟﺘﻘﺪﻳـﺮ ﻟﻠﺘﺤﻘـﻖ ﻣـﻦ ﺃﻥ ﺍﻹﺟﺎﺑﺔ ﻣﻨﻄﻘﻴـﺔ ﻣﻦ ﺍﻟﻨﺎﺣﻴـﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ‪.‬‬
‫ﻭﰲ ﺃﺣﻴـﺎﻥ ﺃﺧـﺮ￯ ﺗﺴـﺘﻄﻴﻊ ﺍﻟﺘﺤﻘـﻖ ﻣـﻦ ﺃﻥ ﺍﻹﺟﺎﺑـﺔ ﺗﺘﻮﺍﻓﻖ ﻣـﻊ ﺧﱪﺗﻚ‪ ،‬ﻓﻤﺜـ ﹰ‬
‫ﻼ ﻋﻨﺪﻣﺎ‬
‫ﳜـﱪﻙ ﺯﻣﻴﻠـﻚ ﺃﻥ ﻛﺘﻠﺘـﻪ ‪ ،500 kg‬ﺃﻭ ﺃﻥ ﻛﺄﺱ ﺍﻟﺸـﺎﻱ ﺳـﻌﺘﻬﺎ ‪ ،5 L‬ﻓﺘﺴـﺘﻄﻴﻊ ﻣﻦ ﺧﻼﻝ‬
‫ﺧﱪﺗـﻚ ﺃﻥ ﲢﻜـﻢ ﻋﲆ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺃﳖﺎ ﻏﲑ ﻣﻨﻄﻘﻴﺔ‪ .‬ﻭﺇﺫﺍ ﺃﺧﱪﻙ ﺷـﺨﺺ ﺃﻥ ﴎﻋﺔ ﺳـﻴﺎﺭﺗﻪ‬
‫‪ 400 km/h‬ﻓﻬـﻞ ﺗﺴـﺘﻄﻴﻊ ﺍﳊﻜـﻢ ﻣـﻦ ﺧـﻼﻝ ﺧﱪﺗﻚ ﺃﻥ ﻫـﺬﻩ ﺍﻟﴪﻋﺔ ﻣﻨﻄﻘﻴـﺔ ﺃﻡ ﻏﲑ‬
‫ﻣﻨﻄﻘﻴﺔ؟ ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.1-2‬‬
‫ﻭﻋﻨﺪﻣﺎ ﲡﺮﻱ ﲡﺮﺑﺔ ﳊﺴـﺎﺏ ﺯﻣﻦ ﺳـﻘﻮﻁ ﻛﺮﺓ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻣﻌﲔ ﲢﻘﻖ ﻣﻦ ﺃﻥ ﺯﻣﻦ ﺍﻟﺴﻘﻮﻁ‬
‫ﺍﻟـﺬﻱ ﲢﺴـﺒﻪ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺧﱪﺗﻚ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﻫﻞ ﲢﺘﺎﺝ ﺍﻟﻜﺮﺓ ﺍﻟﺘﻲ ﺗﺴـﻘﻂ ﻣـﻦ ﺍﺭﺗﻔﺎﻉ ‪ 5 m‬ﺇﱃ‬
‫‪ 0.002 s‬ﺃﻡ ﺇﱃ ‪ 17 s‬ﺣﺘﻰ ﺗﺼﻞ ﺇﱃ ﺳﻄﺢ ﺍﻷﺭﺽ؟ ﻃﺒ ﹰﻌﺎ ﻛﻠﺘﺎ ﺍﻹﺟﺎﺑﺘﲔ ﻏﲑ ﻣﻨﻄﻘﻴﺔ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪      1-2‬‬

‫‪‬‬

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 ‫‪Using SI units‬‬ ‫ا‪‬صت‪‬دا‪ ‬ال‪‬ظا‪ ‬الد‪ ‬ل‪‬وحدات‬
‫ﻟﺘﻌﻤﻴـﻢ ﺍﻟﻨﺘﺎﺋـﺞ ﺑﺸـﻜﻞ ﻣﻔﻬـﻮﻡ ﻟﺪ￯ ﺍﻟﻨـﺎﺱ ﲨﻴ ﹰﻌﺎ ﻣـﻦ ﺍﳌﻔﻴﺪ ﺍﺳـﺘﺨﺪﺍﻡ ﻭﺣـﺪﺍﺕ ﻗﻴﺎﺱ‬
‫ﺍﻧﺘﺸـﺎﺭﺍ ﰲ ﲨﻴﻊ‬
‫ﹰ‬ ‫ﻣﺘﻔـﻖ ﻋﻠﻴﻬـﺎ‪ .‬ﻭﻳﻌﺪﹼ ﺍﻟﻨﻈـﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ ‪ SI units‬ﺍﻟﻨﻈﺎ ﹶﻡ ﺍﻷﻭﺳـﻊ‬
‫ﺃﻧﺤـﺎﺀ ﺍﻟﻌـﺎﱂ‪ .‬ﻭﻳﺘﻀﻤﻦ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ )‪ (SI‬ﺳـﺒﻊ ﻛﻤﻴﺎﺕ ﺃﺳﺎﺳـﻴﺔ ﻣﻮﺿﺤﺔ ﰲ‬
‫ﺍﳉـﺪﻭﻝ ‪ .1-1‬ﻭﻗﺪ ﺣـﺪﺩﺕ ﻭﺣﺪﺍﺕ ﻫﺬﻩ ﺍﻟﻜﻤﻴﺎﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺒـﺎﴍ‪ ،‬ﺍﻋﺘﲈ ﹰﺩﺍ‬
‫ﻋـﲆ ﻭﺣﺪﺍﺕ ﻣﻌﻴﺎﺭﻳﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻄﻮﻝ ﻭﺍﻟﺰﻣﻦ ﻭﺍﻟﻜﺘﻠﺔ‪ ،‬ﳏﻔﻮﻇﺔ ﺑﺪﺍﺋﺮﺓ ﺍﻷﻭﺯﺍﻥ ﻭﺍﳌﻘﺎﻳﻴﺲ‬
‫ﺑﻤﺪﻳﻨﺔ ﻟﻴﻮﻥ ﺑﻔﺮﻧﺴﺎ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.1-3‬‬
‫‪‬د‪1-1 ‬‬
‫‪‬‬
‫‪‬ال‪‬ص‪‬ل ‪           1-3‬‬
‫‪   ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪m‬‬ ‫‪meter‬‬ ‫‪length‬‬ ‫ﺍﻟﻄﻮﻝ‬
‫‪    ‬‬ ‫‪kg‬‬ ‫‪kilogram‬‬ ‫‪mass‬‬ ‫ﺍﻟﻜﺘﻠﺔ‬
‫‪‬‬ ‫‪    ‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪s‬‬ ‫‪second‬‬ ‫‪time‬‬ ‫ﺍﻟﺰﻣﻦ‬
‫‪‬‬ ‫‪K‬‬ ‫‪Kelvin‬‬ ‫‪temperature‬‬ ‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬
‫‪1‬‬
‫_________‪‬‬ ‫‪299792458 ‬‬ ‫‪mol‬‬ ‫‪mole‬‬ ‫‪amount of substance‬‬ ‫ﻛﻤﻴﺔ ﺍﳌﺎﺩﺓ‬
‫‪A‬‬ ‫‪ampere‬‬ ‫‪electric current‬‬ ‫ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫‪cd‬‬ ‫‪candela‬‬ ‫‪luminous intensity‬‬ ‫ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ‬

‫ﺃﻣﺎ ﺍﻟﻮﺣﺪﺍﺕ ﺍﻷﺧﺮ￯ ﻓﺘﺴـﻤﻰ ﺍﻟﻮﺣﺪﺍﺕ ﺍﳌﺸﺘﻘﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺷﺘﻘﺎﻗﻬﺎ ﻣﻦ ﺗﺮﻛﻴﺐ ﺍﻟﻮﺣﺪﺍﺕ‬
‫ﺍﻷﺳﺎﺳـﻴﺔ ﺑﻄﺮﻕ ﳐﺘﻠﻔﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﺍﻟﴪﻋﺔ ﺗﺴـﺎﻭﻱ ﺍﳌﺴـﺎﻓﺔ ﻣﻘﺴـﻮﻣﺔ ﻋﲆ ﺍﻟﺰﻣﻦ‪ ،‬ﻟﺬﺍ ﳚﺐ ﺃﻥ‬
‫ﺗﻜـﻮﻥ ﻭﺣـﺪﺓ ﻗﻴﺎﺱ ﺍﻟﴪﻋﺔ ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﳌﺴـﺎﻓﺔ ﻣﻘﺴـﻮﻣﺔ ﻋﲆ ﻭﺣـﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ؛‬
‫ﺃﻱ ‪ m/s‬ﺣﺴـﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪ .‬ﻭﺑﺎﳌﺜﻞ ﻳﻘﺎﺱ ﺍﻟﺘﺴـﺎﺭﻉ ﺑﻮﺣﺪﺓ ‪ ،m/s2‬ﻭﺍﻟﻘﻮﺓ‬
‫ﺑﻮﺣﺪﺓ ‪ ،kg.m/s2‬ﻭﺍﻟﻄﺎﻗﺔ ﺑﻮﺣﺪﺓ ‪.kg.m2/s2‬‬

‫ﻣﺎ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ؟ﻭﻣﺎ‬

‫ﻭﺣﺪﺍﺕ ﻗﻴﺎﺳﻬﺎ؟‬

‫ﻭﺃﺣﻴﺎﻧﹰﺎ ﻗﺪ ﺗﺴـﻤﻰ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺑﻌﺾ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﺸـﺘﻘﺔ ﺑﺄﺳﲈﺀ ﺑﻌﺾ ﺍﻟﻌﻠﲈﺀ؛‬
‫ﻼ ﺗﺴﻤﻰ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻘﻮﺓ ‪ newton‬ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺇﺳﺤﻖ ﻧﻴﻮﺗﻦ‪ ،‬ﻭﻳﺮﻣﺰ‬‫ﺗﻜﺮﻳﲈ ﳍﻢ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﹰ‬
‫ﳍﺎ ﺑﺎﻟﺮﻣﺰ ‪ ،N‬ﺃﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﺎﻗﺔ ﻓﻬﻲ ‪ joule‬ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺟﻴﻤﺲ ﺑﺮﻳﺴﻜﻮﺕ ﺟﻮﻝ‪،‬‬
‫ﻭﻳﺮﻣﺰ ﳍﺎ ﺑﺎﻟﺮﻣﺰ ‪ J‬ﺃﻭ ‪ ،N.m‬ﻭﺗﺴـﻤﻰ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ coulombs‬ﻧﺴﺒﺔ‬
‫ﺇﱃ ﺍﻟﻌﺎﱂ ﻛﻮﻟﻮﻡ‪ ،‬ﻭﻳﺮﻣﺰ ﳍﺎ ﺑﺎﻟﺮﻣﺰ ‪ .C‬ﻭﺗﻼﺣﻆ ﺃﻥ ﺍﳊﺮﻑ ﺍﻷﻭﻝ ﻣﻦ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻲ‬

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‫ﺻﻐﲑﺍ ﻟﻠﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻮﺣﺪﺓ ﻭﺍﺳﻢ ﺍﻟﻌﺎﱂ‪ .‬ﺃﻣﺎ ﺭﻣﺰ‬
‫ﹰ‬ ‫ﺳـﻤﻴﺖ ﻧﺴـﺒﺔ ﺇﱃ ﺃﺳـﲈﺀ ﻋﻠﲈﺀ ﻳﻜﻮﻥ ﺣﺮ ﹰﻓﺎ‬
‫ﺍﻟﻮﺣﺪﺓ ﻓﻴﻜﻮﻥ ﺣﺮ ﹰﻓﺎ ﹰ‬
‫ﻛﺒﲑﺍ‪.‬‬
‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 1-2‬ﺑﻌﺾ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﺸﺘﻘﺔ ﻭﻭﺣﺪﺍﺕ ﻗﻴﺎﺳﻬﺎ‪.‬‬
‫‪‬د‪1-2 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪m2‬‬ ‫‪A‬‬ ‫‪Area‬‬ ‫ﺍﳌﺴﺎﺣﺔ‬
‫‪m3‬‬ ‫‪V‬‬ ‫‪Volume‬‬ ‫ﺍﳊﺠﻢ‬
‫‪kg/m3‬‬ ‫‪ρ‬‬ ‫‪Density‬‬ ‫ﺍﻟﻜﺜﺎﻓﺔ‬
‫‪m/s‬‬ ‫‪v‬‬ ‫‪Velocity‬‬ ‫ﺍﻟﴪﻋﺔ‬
‫‪m/s2‬‬ ‫‪a‬‬ ‫‪Acceleration‬‬ ‫ﺍﻟﺘﺴﺎﺭﻉ‬
‫‪kg.m/s2 = N‬‬ ‫‪F‬‬ ‫‪Force‬‬ ‫ﺍﻟﻘﻮﺓ‬
‫‪N.m = J‬‬ ‫‪W‬‬ ‫‪Work‬‬ ‫ﺍﻟﺸﻐﻞ‬
‫‪N/m2 = Pa‬‬ ‫‪P‬‬ ‫‪Pressure‬‬ ‫ﺍﻟﻀﻐﻂ‬
‫‪N‬‬ ‫‪Fg‬‬ ‫‪Weight‬‬ ‫ﺍﻟﻮﺯﻥ‬
‫‪V/A = Ω‬‬ ‫‪R‬‬ ‫‪Resistance‬‬ ‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬

‫ﻭﺗﻜﻤﻦ ﺃﳘﻴﺔ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ ‪-‬ﺳﻮﺍﺀ ﺍﻷﺳﺎﺳﻴﺔ ﺃﻭ ﺍﳌﺸﺘﻘﺔ‪ -‬ﰲ ﺇﻋﻄﺎﺋﻬﺎ ﻣﻌﻨﻰ ﻟﻠﺮﻗﻢ ﺍﻟﺬﻱ‬
‫ﻳﺴـﺒﻘﻬﺎ؛ ﻓﻌﻨﺪﻣﺎ ﳜﱪﻙ ﺯﻣﻴﻠﻚ ﺃﻧﻪ ﻗﻄﻊ ﺑﺪﺭﺍﺟﺘﻪ ﻣﺴـﺎﻓﺔ ﺗﺴﺎﻭﻱ ‪ ،3‬ﻓﺈﻥ ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﻻ ﻣﻌﻨﻰ‬
‫ﻟﻪ ﻣﻦ ﺩﻭﻥ ﲢﺪﻳﺪ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻓﻬﻞ ﻗﻄﻊ ﻣﺴﺎﻓﺔ ﺗﺴﺎﻭﻱ ‪ ،3 m‬ﺃﻡ ‪ ،3 km‬ﺃﻡ ‪،3 miles‬‬
‫ﺃﻡ ﻏﲑﻫﺎ ﻣﻦ ﺍﻻﺣﺘﲈﻻﺕ ﺍﻟﻜﺜﲑﺓ‪ .‬ﻭﺇﺫﺍ ﺳـﺄﻟﻚ ﺷـﺨﺺ ﻋﻦ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺳـﻴﺎﺭﺓ‬
‫ﺗﺴﲑ ﺑﴪﻋﺔ ‪ 10‬ﻟﺘﻘﻄﻊ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﺪﻭﺣﺔ ﻭﺍﳋﻮﺭ‪ ،‬ﻓﻜﻢ ﺳﺘﻜﻮﻥ ﺇﺟﺎﺑﺘﻚ؟‬
‫ﻭﳌﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺇﳚﺎﺩ ﻭﺣﺪﺍﺕ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﺸﺘﻘﺔ ﺍﻧﻈﺮ ﺍﳌﺜﺎﻝ ‪.2‬‬

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 ‫‪‬ا‪2 ‬‬
‫‪‬حدات ال‪‬ا‪ ‬ﺍﺳﺘﻨﺘﺞ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻛﻞ ﻣﻦ‪:‬‬
‫‪ .a‬ﺍﻟﴪﻋﺔ‪ ،‬ﹰ‬
‫ﻋﻠﲈ ﺃﻥ ‪v = d/t‬؛ ﺣﻴﺚ ﺗﺮﻣﺰ ‪ v‬ﻟﻠﴪﻋﺔ‪ ،‬ﻭ ‪ d‬ﻟﻺﺯﺍﺣﺔ )‪ ،(m‬ﻭ‪ t‬ﻟﻠﺰﻣﻦ )‪.(s‬‬
‫‪ .b‬ﺍﻟﻘﻮﺓ‪ ،‬ﹰ‬
‫ﻋﻠﲈ ﺃﻥ ‪ F = ma‬ﺣﻴﺚ ﺗﺮﻣﺰ ‪ F‬ﻟﻠﻘﻮﺓ‪ ،‬ﻭ‪ m‬ﻟﻠﻜﺘﻠﺔ )‪ ،(kg‬ﻭ ‪ a‬ﻟﻠﺘﺴﺎﺭﻉ )‪.(m/s2‬‬

‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬

‫ﺍﻛﺘﺐ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﻌﻠﻮﻣﺔ‪.‬‬

‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫? = ‪F = ?, v‬‬ ‫)‪d (m), t (s), m (kg), a (m/s2‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻹﳚﺎﺩ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪:‬‬

‫‪a. v = d/t‬‬
‫‪= m/s‬‬

‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﴪﻋﺔ ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺇﺯﺍﺣﺔ ﻣﻘﺴﻮﻣﺔ ﻋﲆ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ؛ ﺃﻱ ‪.m/s‬‬
‫‪b. F = ma‬‬
‫)‪= (kg)(m/s2‬‬
‫‪= newton = N‬‬

‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻘﻮﺓ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻛﺘﻠﺔ ﻣﴬﻭﺑﺔ ﰲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺘﺴﺎﺭﻉ‪،‬‬
‫‪ ،kg.m/s2‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ ‪ newton‬ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ ﺇﺳﺤﻖ ﻧﻴﻮﺗﻦ‪.‬‬
‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﰲ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻫﻲ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﺣﺪﻭﺩ ﺃﻱ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻹﳚﺎﺩ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺃﻱ ﻛﻤﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻓﻴﻬﺎ‪ ،‬ﳚﺐ ﺃﻥ‬
‫ﲢﺼﻞ ﻋﲆ ﻭﺣﺪﺓ ﻗﻴﺎﺳﻬﺎ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬

‫ﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﺜﺎﻓﺔ )‪ (ρ‬ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ؟ ﻋﻠﲈ ﺃﻥ ﺍﻟﻜﺜﺎﻓﺔ‬ ‫‪.5‬‬
‫‪ ،ρ = m/V‬ﺣﻴﺚ ﲤﺜﻞ ‪ m‬ﺍﻟﻜﺘﻠﺔ‪ ،‬ﻭ‪ V‬ﺍﳊﺠﻢ‪.‬‬
‫ﻋﻠﲈ‬
‫ﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ )‪ (R‬ﺑﺤﺴـﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ؟ ﹰ‬ ‫‪.6‬‬
‫ﺃﻥ ‪ ،V = IR‬ﺣﻴﺚ ﲤﺜﻞ ‪ V‬ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭ‪ I‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬

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‫ﻻ ﺑـﺪ ﺃﻧـﻚ ﺗﻌﻠﻤـﺖ ﺧـﻼﻝ ﺩﺭﺍﺳـﺔ ﺍﻟﺮﻳﺎﺿﻴـﺎﺕ ﺃﻥ ﲢﻮﻳـﻞ ﺍﳌـﱰ ﺇﱃ ﻛﻴﻠﻮﻣـﱰ ﺃﺳـﻬﻞ ﻣﻦ‬
‫ﲢﻮﻳـﻞ ﺍﻟﻘـﺪﻡ ﺇﱃ ﻣﻴـﻞ‪ .‬ﺇﻥ ﺳـﻬﻮﻟﺔ ﺍﻟﺘﺤﻮﻳـﻞ ﺑـﲔ ﺍﻟﻮﺣـﺪﺍﺕ ﻣﻴـﺰﺓ ﺃﺧـﺮ￯ ﻣـﻦ ﻣﻴـﺰﺍﺕ‬
‫ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ‪ .‬ﻭﻟﻠﺘﺤﻮﻳـﻞ ﺑـﲔ ﻭﺣـﺪﺍﺕ ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ ﻧـﴬﺏ ﺃﻭ ﻧﻘﺴـﻢ ﻋـﲆ ﺍﻟﺮﻗﻢ‬
‫ﻋـﴩﺓ ﻣﺮﻓﻮ ﹰﻋـﺎ ﺇﱃ ﻗﻮﺓ ﻣﻼﺋﻤـﺔ‪ .‬ﻭﻫﻨـﺎﻙ ﳎﻤﻮﻋﺔ ﺑﺎﺩﺋـﺎﺕ ‪) Prefix‬ﺃﺟـﺰﺍﺀ ﻭﻣﻀﺎﻋﻔﺎﺕ(‬
‫ﺗﹸﺴـﺘﹶﺨﺪﻡ ﰲ ﲢﻮﻳـﻞ ﻭﺣـﺪﺍﺕ ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻗـﻮﺓ ﻣﻨﺎﺳـﺒﺔ ﻟﻠﺮﻗـﻢ ‪ ،10‬ﻛـﲈ‬
‫ﻫـﻮ ﻣﻮﺿـﺢ ﰲ ﺍﳉـﺪﻭﻝ ‪ ،1-3‬ﻭﺍﻟﺘـﻲ ﻗـﺪ ﺗﺼـﺎﺩﻑ ﺍﻟﻌﺪﻳـﺪ ﻣﻨﻬـﺎ ﰲ ﺣﻴﺎﺗـﻚ ﺍﻟﻴﻮﻣﻴـﺔ‪،‬‬
‫ﻭﻣﻨﻬﺎ‪ ... nanoseconds, milligrams, gigabytes :‬ﺇﻟﺦ‪.‬‬

‫‪‬د‪1-3 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫)‪femtosecond (fs‬‬ ‫‪10-15‬‬ ‫‪0.000000000000001‬‬ ‫‪f‬‬ ‫‪femto -‬‬

‫)‪picometer (pm‬‬ ‫‪10-12‬‬ ‫‪0.000000000001‬‬ ‫‪p‬‬ ‫‪pico -‬‬

‫)‪nanometer (nm‬‬ ‫‪10-9‬‬ ‫‪0.000000001‬‬ ‫‪n‬‬ ‫‪nano -‬‬

‫)‪microgram (µg‬‬ ‫‪10-6‬‬ ‫‪0.000001‬‬ ‫‪µ‬‬ ‫‪micro -‬‬

‫)‪milliamps (mA‬‬ ‫‪10-3‬‬ ‫‪0.001‬‬ ‫‪m‬‬ ‫‪milli -‬‬

‫)‪centimeter (cm‬‬ ‫‪10-2‬‬ ‫‪0.01‬‬ ‫‪c‬‬ ‫‪centi -‬‬

‫)‪deciliter (dl‬‬ ‫‪10-1‬‬ ‫‪0.1‬‬ ‫‪d‬‬ ‫‪deci -‬‬

‫)‪dekameter (dam‬‬ ‫‪101‬‬ ‫‪10‬‬ ‫‪da‬‬ ‫‪deka -‬‬

‫)‪hectometer (hm‬‬ ‫‪102‬‬ ‫‪100‬‬ ‫‪h‬‬ ‫‪hecto -‬‬

‫)‪kilometer (km‬‬ ‫‪103‬‬ ‫‪1000‬‬ ‫‪k‬‬ ‫‪kilo -‬‬

‫)‪megagram (Mg‬‬ ‫‪106‬‬ ‫‪1000000‬‬ ‫‪M‬‬ ‫‪mega -‬‬

‫)‪gigameter (Gm‬‬ ‫‪109‬‬ ‫‪1000000000‬‬ ‫‪G‬‬ ‫‪giga -‬‬

‫)‪terahertz (THz‬‬ ‫‪1012‬‬ ‫‪1000000000000‬‬ ‫‪T‬‬ ‫‪tera -‬‬

‫‪18‬‬
 ‫‪‬ا‪3 ‬‬
‫ال‪‬ا‪: ‬‬
‫‪ 5 µs‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﺎﺩﺋﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪‬حدات‬
‫ﻋﻦ ﺍﻟﺰﻣﻦ‬ ‫ﻋﱪ‬
‫ﱢ‬
‫ﻋﻠﲈ ﺃﻥ ‪v = d/t‬؛ ﺣﻴﺚ ﺗﺮﻣﺰ ‪ v‬ﻟﻠﴪﻋﺔ‪ ،‬ﻭ ‪ d‬ﻟﻺﺯﺍﺣﺔ )‪ ،(m‬ﻭ‪ t‬ﻟﻠﺰﻣﻦ )‪.(s‬‬ ‫ﹰ‬ ‫ﺍﻟﴪﻋﺔ‪،‬‬ ‫‪.‬‬ ‫‪a‬‬
‫‪fs .d‬‬ ‫‪ks .c‬‬ ‫‪ms .b‬‬ ‫‪ns .a‬‬
‫ﻋﻠﲈ ﺃﻥ ‪ F = ma‬ﺣﻴﺚ ﺗﺮﻣﺰ ‪ F‬ﻟﻠﻘﻮﺓ‪ ،‬ﻭ‪ m‬ﻟﻠﻜﺘﻠﺔ )‪ ،(kg‬ﻭ ‪ a‬ﻟﻠﺘﺴﺎﺭﻉ )‪.(m/s2‬‬ ‫‪ .b‬ﺍﻟﻘﻮﺓ‪ ،‬ﹰ‬
‫‪‬ر‪‬ص‪‬ا‬
‫‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫امل‪‬صاا‪‬لة‬
‫‪‬ل امل‪‬ص‬
‫‪‬ل‬
‫‪1‬‬
‫‪1‬‬
‫ﺍﻛﺘﺐ ﻣﻘﺪﺍﺭ ﻛﻞ ﺑﺎﺩﺋﺔ‪.‬‬
‫ﺍﻛﺘﺐ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﳌﻌﻠﻮﻣﺔ‪.‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪t = ? ns , t = ? ms‬‬ ‫‪t = 5 µs = 5 × 10-62 s‬‬
‫? = ‪F = ?, v‬‬ ‫) ‪d (m), t (s), m (kg), a (m/s‬‬
‫‪t = ? ks , t = ? fs‬‬ ‫‪milli = 10-3 , nano = 10-9‬‬
‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬
‫‪femto = 10 , kilo = 10‬‬
‫‪-15‬‬ ‫‪3‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻹﳚﺎﺩ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪:‬‬
‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬
‫‪a. v = d/t‬‬
‫‪= m/s‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﻣﻘﺪﺍﺭ ﻛﻞ ﺑﺎﺩﺋﺔ ﻟﻠﺘﺤﻮﻳﻞ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪:‬‬
‫‪a. t = 5 µs‬‬
‫‪.m/s‬‬
‫‪= 5 × 10-6 s × (1 ns/‬‬‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﴪﻋﺔ ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺇﺯﺍﺣﺔ ﻣﻘﺴﻮﻣﺔ ﻋﲆ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ؛)‪s‬ﺃﻱ‪10-9‬‬

‫=‪b. F‬‬ ‫‪× 103 ns‬‬

‫‪=5ma‬‬
‫=‬‫‪=(kg)(m/‬‬
‫) ‪5000 ns s‬‬
‫‪2‬‬

‫‪b. t==newton‬‬
‫‪5 µs‬‬ ‫‪=N‬‬

‫‪kg.m/‬‬
‫ﺍﻟﺘﺴﺎﺭﻉ‪= 5،‬‬
‫ﻗﻴﺎﺱ ‪× 10-6‬‬
‫ﻭﺣﺪﺓ‪s × (1‬‬
‫ﰲ‪ms/‬‬‫ﻣﴬﻭﺑﺔ‪10‬‬
‫‪-3‬‬
‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻘﻮﺓ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻛﺘﻠﺔ )‪s‬‬
‫‪= 5 × 10-3 ms‬‬ ‫‪ ،s2‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ ‪ newton‬ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ ﺇﺳﺤﻖ ﻧﻴﻮﺗﻦ‪.‬‬

‫‪= 0.005 ms‬‬ ‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫ﻟﻠﻮﺣﺪﺍﺕ‪c. t =.‬‬
‫‪5 µs‬‬ ‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﰲ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻫﻲ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ‬
‫ﳚﺐ ﺃﻥ‬ ‫ﻓﻴﺰﻳﺎﺋﻴﺔ‪× 10‬‬
‫ﻓﻴﻬﺎ‪= 5،‬‬ ‫‪-6‬‬
‫ﻛﻤﻴﺔ( × ‪s‬‬ ‫• ‪‬ل ا‪‬وا‪  ‬ﻋﻨﺪ ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﺣﺪﻭﺩ ﺃﻱ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻹﳚﺎﺩ ﻭﺣﺪﺓ )‪s‬‬
‫ﻗﻴﺎﺱ‪10‬ﺃﻱ‬
‫‪1 ks/‬‬ ‫‪3‬‬

‫‪= 5 × 10-9 ks‬‬ ‫ﲢﺼﻞ ﻋﲆ ﻭﺣﺪﺓ ﻗﻴﺎﺳﻬﺎ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬
‫‪d. t = 5 µs‬‬
‫)‪= 5 × 10-6 s × (1 fs/10-15 s‬‬
‫‪= 5 × 109 fs‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ ﻫﻲ ‪ ،s‬ﻭﲨﻴﻊ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻭﺣﺪﺓ ﻗﻴﺎﺳﻬﺎ ﺍﻟﺰﻣﻦ ﻣﻊ ﺗﻐﲑ ﺍﻟﺒﺎﺩﺋﺔ ﻓﻘﻂ‪.‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﺑﺎﻟﺘﻌﻮﻳﺾ ﻣﻜﺎﻥ ﻛﻞ ﺑﺎﺩﺋﺔ ﰲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﲢﺼﻞ ﻋﲆ ﺍﳌﻘﺪﺍﺭ ‪5 × 10-6 s‬؛ ﺃﻱ ‪.5 µs‬‬

‫‪19‬‬
 ‫ﻋﱪ ﻋﻦ ﺍﻷﺳﺌﻠﺔ )‪ (7-9‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺎﺩﺋﺎﺕ ﻣﻨﺎﺳﺒﺔ‪:‬‬
‫ﹼ‬
‫‪3.0 × 108 m .7‬‬
‫‪4.8 × 10-14 C .8‬‬
‫‪99000000 Hz .9‬‬
‫ﻋﱪ ﻋﻦ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺤﺴﺐ ﻣﺎ ﻳﻘﺎﺑﻠﻬﺎ‪:‬‬
‫ﱢ‬ ‫‪.10‬‬
‫= ‪500 g‬‬ ‫‪kg .a‬‬
‫= ‪200 V‬‬ ‫‪MV .b‬‬
‫= ‪20 A‬‬ ‫‪µA .c‬‬
‫= ‪50 kPa‬‬ ‫‪mPa .d‬‬

‫‪Dimensional analysis‬‬ ‫‪‬ل الوحدات‬

‫ﳊـﻞ ﻣﺴـﺄﻟﺔ ﻓﻴﺰﻳﺎﺋﻴـﺔ ﻧﺤﺘـﺎﺝ ‪ -‬ﰲ ﺍﻟﻜﺜـﲑ ﻣـﻦ ﺍﻷﺣﻴـﺎﻥ ‪ -‬ﺇﱃ ﺃﻥ ﻧﺸـﺘﻖ ﻣﻌﺎﺩﻟـﺔ ﺃﻭ‬
‫ﻗﺎﻧﻮﻧﹰـﺎ ﻓﻴﺰﻳﺎﺋ ﹼﹰﻴـﺎ‪ .‬ﻭﻟﻠﺘﺤﻘـﻖ ﻣـﻦ ﺻﺤـﺔ ﻫـﺬﻩ ﺍﳌﻌﺎﺩﻟـﺔ ﻧﺴـﺘﺨﺪﻡ ﲢﻠﻴـﻞ ﺍﻟﻮﺣـﺪﺍﺕ‬
‫‪Dimensional analysis‬؛ ﻭﻫـﻲ ﻃﺮﻳﻘـﺔ ﺍﻟﺘﻌﺎﻣـﻞ ﻣـﻊ ﺍﻟﻮﺣـﺪﺍﺕ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻛﻤﻴﺎﺕ‬
‫ﺟﱪﻳﺔ‪.‬‬
‫ﻼ ﻳﻤﻜﻦ ﲨﻊ ﻭﻃـﺮﺡ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ﳍﺎ ﺍﻟﻮﺣﺪﺓ ﻧﻔﺴـﻬﺎ‪ .‬ﻛﲈ ﳚﺐ ﺃﻥ‬‫ﻓﻤﺜـ ﹰ‬
‫ﺃﻳﻀﺎ‪ .‬ﻟﺬﺍ ﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻳﻜـﻮﻥ ﻟﻠﻜﻤﻴـﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻋﲆ ﻃـﺮﰲ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻮﺣﺪﺓ ﻧﻔﺴـﻬﺎ ﹰ‬
‫ﲢﻠﻴـﻞ ﺍﻟﻮﺣـﺪﺍﺕ ﻟﺘﺤﺪﻳـﺪ ﻣـﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﻌﺎﺩﻟـﺔ ﺻﺤﻴﺤـﺔ ﺃﻡ ﻻ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻧـﺖ ﻭﺣﺪﺍﺕ‬
‫ﺍﻹﺟﺎﺑـﺔ ﺻﺤﻴﺤـﺔ ﺃﻡ ﻻ‪ ،‬ﻛﲈ ﻫﻮ ﻭﺍﺿﺢ ﰲ ﺍﳋﻄﻮﺓ ﺭﻗﻢ ‪ 3‬ﰲ ﺍﳌﺜﺎﻝ ‪ .1‬ﻭﺑﺎﻟﺘﺎﱄ ﻳﻤﻜﻦ ﺗﻌﺪﻳﻞ‬
‫ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻭﺗﺼﺤﻴﺤﻬﺎ ﳉﻌﻞ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ ﻗﻴﺎﺱ‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﴪ ﳍﺎ‪.‬‬
‫ﻭﻟﺰﻳـﺎﺩﺓ ﺍﻟﺘﻮﺿﻴـﺢ‪ ،‬ﺍﻓﱰﺽ ﺃﻧﻨﺎ ﻧﺮﻳﺪ ﺍﺷـﺘﻘﺎﻕ ﻣﻌﺎﺩﻟـﺔ ﻟﺘﺤﺪﻳﺪ ﴎﻋﺔ ﺳـﻴﺎﺭﺓ ‪ v‬ﺗﻨﻄﻠﻖ ﻣﻦ‬
‫ﺍﻟﺴـﻜﻮﻥ ﺑﺘﺴـﺎﺭﻉ ‪ a‬ﺑﻌﺪ ﻣﺮﻭﺭ ﺯﻣﻦ ﻣﻘـﺪﺍﺭﻩ ‪ t‬ﻣﻦ ﺑﺪﺀ ﺣﺮﻛﺘﻬﺎ‪ .‬ﻭﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻴﻨﺎ ﻫﺬﻩ‬
‫ﺍﻟﴪﻋﺔ ﻫﻲ ‪ .v = at‬ﺳﻮﻑ ﻧﺴﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ‪.‬‬
‫ﺇﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ‪ v‬ﻋﻦ ﻳﺴﺎﺭ ﺍﳌﻌﺎﺩﻟﺔ ﻫﻲ ‪ .m/s‬ﻭﻟﻜﻲ ﺗﻜﻮﻥ ﺗﻠﻚ ﺍﳌﻌﺎﺩﻟﺔ‬
‫ﺻﺤﻴﺤﺔ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺔ ‪ m/s‬ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻟﺬﺍ ﺳﻨﻔﺤﺺ‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﻌﻮﻳﺾ ﻋﻦ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺑﻮﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﳋﺎﺻﺔ ﲠﺎ‪.‬‬
‫ﺇﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺘﺴـﺎﺭﻉ ﻫﻲ ‪ ،m/s2‬ﻭﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ ﻫﻲ ‪ ،s‬ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﰲ ﺍﻟﻄﺮﻑ‬
‫ﺍﻷﻳﻤﻦ ﻟﻠﻤﻌﺎﺩﻟﺔ ﻧﺤﺼﻞ ﻋﲆ‪:‬‬
‫‪v = at‬‬

‫‪m/s = (m/s2) s = m/s‬‬

‫‪20‬‬
 ‫ﻻﺣﻆ ﺃﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺃﺻﺒﺤﺖ ﻫﻲ ﻧﻔﺴـﻬﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﺮﻑ‬
‫ﺍﻷﻳﴪ‪ ،‬ﺇﺫﻥ ﻓﺎﳌﻌﺎﺩﻟﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫ﻭﻳﺴـﺘﺨﺪﻡ ﲢﻠﻴـﻞ ﺍﻟﻮﺣـﺪﺍﺕ ﰲ ﺇﳚـﺎﺩ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﺤﻮﻳـﻞ‪ ،‬ﻭﻫـﻮ ﻣﻌﺎﻣﻞ ﴐﺏ ﻳﺴـﺘﺨﺪﻡ‬
‫ﻟﺘﺤﻮﻳـﻞ ﻭﺣـﺪﺓ ﻗﻴﺎﺱ ﻛﻤﻴـﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻣﻦ ﻭﺣﺪﺓ ﻣﻌ ﹼﻴﻨـﺔ ﺇﱃ ﻭﺣﺪﺓ ﺃﺧﺮ￯‪ .‬ﻋﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ‬
‫‪ ،1 kg = 1000 g‬ﻭﻣﻦ ﻫﻨﺎ ﺗﺴﺘﻄﻴﻊ ﺑﻨﺎﺀ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﺘﺎﱄ‪:‬‬
‫‪1 kg‬‬
‫______ = ‪1‬‬
‫‪1000 g‬‬

‫‪1000 g‬‬
‫ﺃﻭ ______ = ‪1‬‬
‫‪1 kg‬‬
‫ﺻﺤﻴﺤﺎ )‪.(1‬‬
‫ﹰ‬ ‫ﻭﺗﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳﻞ ﻫﻮ ﻧﺴﺒﺔ ﺗﺴﺎﻭﻱ ﻭﺍﺣﺪﹰ ﺍ‬
‫ﻭﻧﺨﺘـﺎﺭ ﻣﻌﺎﻣﻞ ﲢﻮﻳﻞ ﳚﻌﻞ ﺍﻟﻮﺣﺪﺍﺕ ﹸﻳﺸـﻄﺐ ﺑﻌﻀﻬﺎ ﻣﻘﺎﺑﻞ ﺑﻌـﺾ؛ ﺑﺤﻴﺚ ﻧﺤﺼﻞ ﻋﲆ‬
‫ﹰ‬
‫ﻓﻤﺜـﻼ ﻟﺘﺤﻮﻳﻞ ‪ 1.34 kg‬ﻣﻦ ﺍﳊﺪﻳـﺪ ﺇﱃ )‪ grams (g‬ﻓﺈﻧﻨﺎ‬ ‫ﺍﻹﺟﺎﺑـﺔ ﺑﺎﻟﻮﺣـﺪﺓ ﺍﻟﺼﺤﻴﺤﺔ‪،‬‬
‫ﻧﻘﻮﻡ ﺑﲈ ﻳﲇ‪:‬‬
‫‪1000 g‬‬
‫______( ‪1.34 kg‬‬ ‫‪) = 1340 g‬‬
‫‪1 kg‬‬
‫ﺃﻳﻀﺎ ﺇﱃ ﻋﻤﻞ ﺳﻠﺴـﻠﺔ ﻣـﻦ ﺍﻟﺘﺤﻮﻳﻼﺕ‪ .‬ﻓﻠﺘﺤﻮﻳـﻞ ‪ 43 km/h‬ﺇﱃ ‪ m/s‬ﹰ‬
‫ﻣﺜﻼ‬ ‫ﻭﻗـﺪ ﲢﺘﺎﺝ ﹰ‬
‫ﻧﻘﻮﻡ ﺑﲈ ﻳﲇ‪:‬‬
‫______ ‪43 km‬‬
‫_____( = ‪43 km/h‬‬ ‫______( ) ‪) ( 1000 m‬‬
‫_____( ) ‪1 h‬‬
‫) ‪1 min‬‬
‫‪60 s‬‬
‫‪1h‬‬ ‫‪1 km‬‬ ‫‪60 min‬‬
‫‪= 12 m/s‬‬

‫ﻣﺎ ﺃﳘﻴﺔ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ؟‬

‫ﻳﻌـﱪ ﻋـﻦ ﺍﻟﻄﺎﻗـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺴـﺘﻬﻠﻜﺔ ﰲ ﺍﳌﻨﺎﺯﻝ ﺑﻮﺣﺪﺓ ﻛﻴﻠﻮﻭﺍﻁ‪.‬ﺳـﺎﻋﺔ )‪ .(kWh‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺳـﺘﻬﻼﻙ ﺍﻟﻜﻬﺮﺑـﺎﺀ ﰲ ﻣﻨﺰﻝ‬
‫ﱠ‬
‫ﻓﻌﱪ ﻋﻦ ﻛﻤﻴﺔ ﺍﻟﻄﺎﻗﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﺑﻮﺣﺪﺓ‪:‬‬
‫‪ 300 kWh‬ﺧﻼﻝ ﺷﻬﺮ‪ ،‬ﹼ‬
‫‪ .1‬ﺍﳉﻮﻝ )‪ ،(J‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪.1 kWh = 3.60 MJ‬‬
‫‪ .2‬ﺍﻹﻟﻜﱰﻭﻥ ﻓﻮﻟﺖ )‪ ،(eV‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪.1 eV = 1.60 × 10-19 J‬‬

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 ‫ﺍﺳﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﰲ ﺇﳚﺎﺩ ﻧﺘﻴﺠﺔ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬
‫ﻋﻠﲈ ﺃﻥ‬
‫ﺍﺣﺴـﺐ ﻛﺜﺎﻓﺔ ﻣﺎﺩﺓ ﺟﺴﻢ ﻣﺼﻤﺖ ﺣﺠﻤﻪ ‪ ،0.05 m3‬ﻭﻛﺘﻠﺘﻪ ‪ ،390 kg‬ﹰ‬ ‫‪.11‬‬
‫ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﺜﺎﻓﺔ ‪.kg/m3‬‬
‫ﺍﺣﺴـﺐ ﺣﺠﻢ ﻏﺮﻓﺔ ﺻ ﹼﻔﻴﺔ ﻃﻮﳍﺎ ‪ ،8 m‬ﻭﻋﺮﺿﻬـﺎ ‪ ،6 m‬ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ،3 m‬ﹰ‬
‫ﻋﻠﲈ‬ ‫‪.12‬‬
‫ﺃﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﳊﺠﻢ ‪.m3‬‬
‫ﺍﺳﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺔ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ ﻓﻴﲈ ﻳﲇ‪:‬‬
‫ﻛﻢ ‪ MHz‬ﰲ ‪ 750 kHz‬؟‬ ‫‪.13‬‬

‫ﻋﱪ ﻋﻦ ‪ 5201 cm‬ﺑﻮﺣﺪﺓ ‪. km‬‬

‫ﱢ‬ ‫‪.14‬‬

‫ﻛﻢ ﺛﺎﻧﻴﺔ ﰲ ﺍﻟﺴﻨﺔ ﺍﳌﻴﻼﺩﻳﺔ ﺍﻟﻜﺒﻴﺴﺔ )ﺍﻟﺴﻨﺔ ﺍﻟﻜﺒﻴﺴﺔ ‪ 366‬ﻳﻮ ﹰﻣﺎ(؟‬ ‫‪.15‬‬

‫ﻋﱪ ﻋﻦ ﺍﻟﴪﻋﺔ ‪ 5.30 m/s‬ﺑﻮﺣﺪﺍﺕ ‪.km/h‬‬

‫ﹼ‬ ‫‪.16‬‬

‫‪‬ال‪‬ص‪‬ل ‪1-4‬‬
‫‪150000000km‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪150000000 km‬‬

‫‪‬‬

‫‪Standard form‬‬ ‫ال�ص‪‬ة ال‪‬ا‪‬ص‪‬ة‬

‫ﻼ ﹸﺑﻌﺪ ﺍﻟﺸـﻤﺲ ﻋﻦ ﺍﻷﺭﺽ‬ ‫ﺃﺻﻔـﺎﺭﺍ ﻛﺜﲑﺓ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﹰ‬ ‫ﺗﺘﻀﻤـﻦ ﺍﻟﻌﺪﻳـﺪ ﻣﻦ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺃﺭﻗﺎ ﹰﻣﺎ ﺃﻭ‬
‫‪ 150000000 km‬ﺗﻘﺮﻳ ﹰﺒـﺎ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ ،1-4‬ﻭﻣﺘﻮﺳـﻂ ﻛﺘﻠﺔ ﻗﻄﺮﺓ ﺍﳌـﺎﺀ ‪،0.0002 kg‬‬
‫ﻭﺍﻟﺴﻨﺔ ﺍﻟﻀﻮﺋﻴﺔ ‪ .9460528400000 km‬ﻭﻳﻌﺪ ﻛﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻷﺻﻔﺎﺭ ﻭﺍﻷﺭﻗﺎﻡ ﺃﻭ ﺍﻟﺘﻌﺎﻣﻞ‬
‫ﻣﻌﻬﺎ ﲠﺬﺍ ﺍﻟﺸﻜﻞ ﰲ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻏﲑ ﻋﻤﲇ؛ ﻟﻜﺜﺮﲥﺎ‪ ،‬ﻭﻟﺰﻳﺎﺩﺓ ﺍﺣﺘﲈﻝ ﺳﻘﻮﻁ ﺑﻌﻀﻬﺎ‬
‫ﺧـﻼﻝ ﺇﺟـﺮﺍﺀ ﺍﻟﻌﻤﻠﻴـﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪ ،‬ﻟﺬﺍ ﻳﺘـﻢ ﻛﺘﺎﺑﺔ ﻣﺜﻞ ﻫـﺬﻩ ﺍﻷﺭﻗﺎﻡ ﻋﲆ ﺻﻴﻐـﺔ ﺭﻗﻢ )‪(a‬‬
‫ﻣﴬﻭﺏ ﰲ ﺍﻟﺮﻗﻢ ‪ 10‬ﻣﺮﻓﻮ ﹰﻋﺎ ﻷﺱ ﻣﻨﺎﺳﺐ )‪(n‬؛ ﺃﻱ ﻋﲆ ﺍﻟﺼﻴﻐﺔ ‪ ،a × 10n‬ﻭﺍﻟﺘﻲ ﺗﺴﻤﻰ‬
‫ﺻﺤﻴﺤﺎ‪ ،‬ﻭﺍﳊﺪ ‪ a‬ﺃﻗﻞ‬
‫ﹰ‬ ‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ‪ ،Standard form‬ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫ﻣﻦ ‪.10‬‬

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 ‫ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻜﺒﲑﺓ ﺟﺪﹼﹰ ﺍ ﻭﺍﻟﺼﻐﲑﺓ ﺟﺪﹼﹰ ﺍ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬
‫ﻓﻤﺜﻼ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﹸﺑﻌﺪ ﺍﻟﺸـﻤﺲ ﻋﻦ ﺍﻷﺭﺽ ﻋﲆ ﺍﻟﺸﻜﻞ ‪،1.5 × 108 km‬‬ ‫ﺑﺴـﻬﻮﻟﺔ ﻛﺒﲑﺓ‪ .‬ﹰ‬
‫ﻭﻣﺘﻮﺳﻂ ﻛﺘﻠﺔ ﻗﻄﺮﺓ ﺍﳌﺎﺀ ‪ ،2 × 10-4 kg‬ﻭﺍﻟﺴﻨﺔ ﺍﻟﻀﻮﺋﻴﺔ ‪.9.4605284 ×1015 m‬‬
‫ﻭﻟﺘﻮﺿﻴـﺢ ﺃﳘﻴـﺔ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳـﻴﺔ ﲣ ﹼﻴﻞ ﺃﻧﻨﺎ ﻧﺮﻳـﺪ ﻛﺘﺎﺑﺔ ﻛﺘﻠﺔ ﺍﻟﺸـﻤﺲ ‪،1.99 × 1030 kg‬‬
‫ﻭﻛﺘﻠﺔ ﺍﻟﱪﻭﺗﻮﻥ ‪ 6.73 × 10-28 kg‬ﺑﺪﻭﻥ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳـﻴﺔ‪ .‬ﺑﺎﻟﺘﺄﻛﻴﺪ ﺳﻴﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﻮﺑﺔ‬
‫ﺑﻤﻜﺎﻥ ﻛﺘﺎﺑﺔ ﺃﻭ ﺣﺘﻰ ﺇﻣﻜﺎﻧﻴﺔ ﻗﺮﺍﺀﺓ ﻫﺬﺍ ﺍﻟﺮﻗﻢ‪ .‬ﻭﻫﻨﺎﻙ ﺃﺭﻗﺎﻡ ﻭﻗﻴﺎﺳﺎﺕ ﺃﺧﺮ￯ ﻳﺼﻌﺐ ﺟﺪﹼﹰ ﺍ‬
‫ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﺑﺪﻭﻥ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‪.‬‬

‫ﻋﱪ ﻋﲈ ﻳﲇ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‪:‬‬

‫ﹼ‬ ‫‪.17‬‬
‫‪ .a‬ﹸﻗﻄﺮ ﺷﻌﺮﺓ ﺭﺃﺱ ﺇﻧﺴﺎﻥ ‪50 µm‬‬
‫‪ .b‬ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻔﺮﺍﻍ ‪300000 km/s‬‬
‫‪ .c‬ﻣﺘﻮﺳﻂ ﹸﺑﻌﺪ ﺍﻷﺭﺽ ﻋﻦ ﺍﻟﻘﻤﺮ ‪384000 km‬‬

‫‪ 1-1‬‬
‫‪‬ا‪‬ص‪‬ة ﲢﺴﺐ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷﺤﻨﺔ ﺗﺘﺤﺮﻙ ﰲ‬ ‫‪.22‬‬ ‫ريا‪‬ص‪‬ات ﳌـﺎﺫﺍ ﺗﻮﺻﻒ ﺍﳌﻔﺎﻫﻴﻢ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺑﻮﺍﺳـﻄﺔ‬ ‫‪.18‬‬
‫ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺑﺎﻟﻌﻼﻗﺔ ‪F = Bqv‬‬ ‫ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ؟‬
‫ﺣﻴﺚ‪:‬‬ ‫ﻓﻌﱪ‬
‫ﺇﺫﺍ ﻋﻠﻤـﺖ ﺃﻥ ﻗﻄـﺮ ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ ،10 nm‬ﹼ‬ ‫‪.19‬‬
‫‪ F‬ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﺑﻮﺣﺪﺓ ‪kg.m/s2‬‬ ‫ﻋﻨﻪ ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ q‬ﺍﻟﺸﺤﻨﺔ ﺑﻮﺣﺪﺓ ‪A.s‬‬ ‫‪µm .c‬‬ ‫‪mm .b‬‬ ‫‪m .a‬‬
‫‪ v‬ﺍﻟﴪﻋﺔ ﺑﻮﺣﺪﺓ ‪m/s‬‬ ‫ﻋﱪ ﻋﻦ ﻭﺣـﺪﺍﺕ ﻗﻴﺎﺱ ﺍﻟﻜﻤﻴـﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫ﱢ‬ ‫‪.20‬‬
‫‪ B‬ﻛﺜﺎﻓﺔ ﺍﻟﻔﻴﺾ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﻮﺣﺪﺓ ‪.(tesla) T‬‬ ‫ﺑﺤﺴﺐ ﻣﺎ ﻳﻘﺎﺑﻠﻬﺎ‪:‬‬
‫ﱪﺍ ﻋﻨﻬﺎ ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ؟‬
‫ﻣﺎ ﻭﺣﺪﺓ ‪ T‬ﹸﻣﻌ ﹰ‬ ‫= ‪100 mg‬‬ ‫‪kg .a‬‬
‫× ‪q = 1.6‬‬ ‫‪10-19 A‬‬ ‫‪‬ا‪‬ص‪‬ة ﺑﺮﻭﺗﻮﻥ ﺷﺤﻨﺘﻪ ‪.s‬‬ ‫‪.23‬‬ ‫= ‪220 V‬‬ ‫‪kV .b‬‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ‪ 2.4 × 105 m/s‬ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‬ ‫= ‪36000000 J‬‬ ‫‪MJ .c‬‬
‫ﻣﻘـﺪﺍﺭﻩ ‪ .4.5 T‬ﺃﻭﺟـﺪ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ‬ ‫= ‪1 × 10-18 s‬‬ ‫‪fs .d‬‬
‫ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﱪﻭﺗﻮﻥ‪.‬‬
‫ﺍﻛﺘﺐ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺸـﺎﺋﻌﺔ ﻭﺍﻷﺳﺎﺳـﻴﺔ ﻟﻘﻴﺎﺱ‬ ‫‪.21‬‬
‫التف‪ ‬ال‪‬اق‪‬د ﻣﺎ ﺃﳘﻴﺔ ﺍﻻﺗﻔﺎﻕ ﻋﲆ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ‬ ‫‪.24‬‬
‫ﻛﻞ ﳑﺎ ﻳﲇ‪:‬‬
‫ﻋﺎﳌﻴـﺔ؟ ﻭﻣـﺎ ﺗﺄﺛـﲑ ﺫﻟـﻚ ﰲ ﺍﻧﺘﺸـﺎﺭ ﻭﺗﺒـﺎﺩﻝ ﺍﻟﻌﻠـﻢ‬
‫ﻛﺘﻠﺘﻚ‬ ‫‪.b‬‬ ‫ﻋﺪﺩ ﺃﻳﺎﻡ ﻓﺼﻞ ﺩﺭﺍﳼ‬ ‫‪.a‬‬
‫ﻭﺍﳌﻌﺮﻓﺔ ﺑﲔ ﺩﻭﻝ ﺍﻟﻌﺎﱂ؟‬
‫ﻃﻮﻟﻚ‬ ‫‪.d‬‬ ‫ﻃﻮﻝ ﻣﻠﻌﺐ ﻛﺮﺓ ﻗﺪﻡ‬ ‫‪.c‬‬

‫ﻛﺘﻠﺔ ﺳﻴﺎﺭﺓ‬ ‫‪.f‬‬ ‫ﻛﺘﻠﺔ ﻭﺭﻗﺔ ﻣﻦ ﻛﺘﺎﺏ‬ ‫‪.e‬‬

‫‪23‬‬ ‫‪www.obeikaneducation.com‬‬ ‫‪‬‬

 ‫‪PrecisionandAccuracy  1-2‬‬
‫ﻋﻨﺪﻣـﺎ ﺗـﺰﻭﺭ ﺍﻟﻄﺒﻴـﺐ ﻹﺟـﺮﺍﺀ ﺍﻟﻔﺤﻮﺻـﺎﺕ ﺍﻟﻄﺒﻴـﺔ ﻓﺈﻧﻪ ﻳﻘـﻮﻡ ﺑﺈﺟـﺮﺍﺀ ﻋﺪﺓ‬
‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫ﻗﻴﺎﺳـﺎﺕ؛ ﻣﻨﻬﺎ ﻃﻮﻟـﻚ ﻭﻭﺯﻧﻚ ﻭﺿﻐﻂ ﺩﻣـﻚ ﻭﻣﻌﺪﻝ ﺩﻗـﺎﺕ ﻗﻠﺒﻚ‪ ،‬ﻭﺣﺘﻰ‬
‫‪25.2 - 25.3‬‬
‫ﻭﻳﻌـﱪ ﻋﻨـﻪ ﺑﺄﺭﻗﺎﻡ‪ ،‬ﻛﲈ ﻳﺘـﻢ ﺃﺧﺬ ﻋﻴﻨـﺔ ﻣﻦ ﺍﻟﺪﻡ ﻹﺟـﺮﺍﺀ ﺑﻌﺾ‬
‫ﹼ‬ ‫ﻧﻈـﺮﻙ ﹸﻳﻘـﺎﺱ‬
‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪‬‬
‫ﲢﻮﻝ‬
‫ﺍﻟﻘﻴﺎﺳـﺎﺕ‪ ،‬ﻭﻣﻨﻬﺎ ﻣﺴﺘﻮ￯ ﺍﳊﺪﻳﺪ ﺃﻭ ﺍﻟﻜﻮﻟﻴﺴﱰﻭﻝ ﰲ ﺍﻟﺪﻡ‪ .‬ﻓﺎﻟﻘﻴﺎﺳﺎﺕ ﹼ‬
‫الع‪‬‬
‫ﻣﺸـﺎﻫﺪﺍﺗﻨﺎ ﺇﱃ ﻣﻘﺎﺩﻳـﺮ ﻛﻤﻴﺔ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ ﺑﺎﻷﺭﻗـﺎﻡ ؛ ﻓﻼ ﻳﻘﺎﻝ ﺇﻥ ﺿﻐﻂ‬
‫‪3.3 – 4.1‬‬
‫___ ﹰ‬
‫ﻣﺜﻼ‪ ،‬ﻭﻫﻮ‬ ‫‪110‬‬
‫ﺍﻟﺪﻡ ‪-‬ﻋﻨﺪ ﺷـﺨﺺ‪ -‬ﺟﻴﺪﹲ ﺇﱃ ﺣﺪ ﻣﺎ‪ ،‬ﺑﻞ ﻳﻘﺎﻝ ﺇﻥ ﺿﻐﻂ ﺩﻣﻪ‬
‫‪60‬‬ ‫ا‪‬دا‪‬‬
‫ﺍﳊﺪ ﺍﻷﺩﻧﻰ ﺍﳌﻘﺒﻮﻝ ﻟﻀﻐﻂ ﺍﻟﺪﻡ ﰲ ﺍﻹﻧﺴﺎﻥ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.1-5‬‬ ‫• ‪  ‬ﺑﲔ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ‪.‬‬
‫ﺍﻟﻘﻴــﺎﺱ ‪ Measurement‬ﻫـﻮ ﻣﻘﺎﺭﻧـﺔ ﻛﻤﻴﺔ ﳎﻬﻮﻟﺔ ﺑﺄﺧﺮ￯ ﻣﻌﻴﺎﺭﻳﺔ‪ .‬ﻓﻌﲆ‬ ‫• ‪ ‬ب‪ ‬ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ ﻋﻨـﺪ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ‬
‫ﺴـﺖ ﻛﺘﻠﺔ ﻋﺮﺑﺔ ﺫﺍﺕ ﻋﺠﻼﺕ ﻓـﺈﻥ ﺍﻟﻜﻤﻴـﺔ ﺍﳌﺠﻬﻮﻟـﺔ ﻫﻲ‬ ‫ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺇﺫﺍ ﹺﻗ ﹶ‬ ‫ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫• ‪‬صت‪‬د‪ ‬ﻓﺮﺿﻴـﺎﺕ ﺍﻟﺘﺒﺴـﻴﻂ ﻋﻨﺪ ﺣﻞ‬
‫ﻛﺘﻠــﺔ ﺍﻟﻌﺮﺑــﺔ‪ ،‬ﻭﺍﻟﻜﻤﻴــﺔ ﺍﳌﻌﻴﺎﺭﻳـﺔ ﻫـﻲ )‪ ،kilogram (kg‬ﹰ‬
‫ﻋﻠـﲈ ﺃﻥ ﺍﻟﻜﺘﻠﺔ‬
‫ﺍﳌﺴﺎﺋﻞ‪.‬‬
‫ﺗﻘﺎﺱ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻴﺰﺍﻥ ﺫﻱ ﺍﻟﻜﻔﺘﲔ ﺃﻭ ﻏﲑﻩ ﻣﻦ ﺍﳌﻮﺍﺯﻳﻦ ﺍﳌﻨﺎﺳﺒﺔ‪.‬‬
‫املف‪‬ات‬
‫‪Comparing results‬‬ ‫‪‬ار‪‬ة ال‪‬تا‪‬‬ ‫•‬ ‫‪Measurement‬‬ ‫ﺍﻟﻘﻴﺎﺱ‬ ‫•‬
‫ﹸﳚـﺮﻱ ﺍﻟﻌﻠـﲈﺀ ﺍﻻﺧﺘﺒـﺎﺭﺍﺕ ﻭﺍﻟﺘﺠﺎﺭﺏ ﻟﻠﺘﺤﻘـﻖ ﻣﻦ ﻓﺮﺿﻴﺎﲥـﻢ‪ ،‬ﺛﻢ ﻳﻨﴩﻭﻥ‬ ‫•‬ ‫‪Uncertainty‬‬ ‫ﻫﺎﻣﺶ ﺍﳋﻄﺄ‬ ‫•‬
‫ﻧﺘﺎﺋـﺞ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﺘﻲ ﻳﺘﻮﺻﻠﻮﻥ ﺇﻟﻴﻬﺎ‪ .‬ﻭﻗﺒـﻞ ﺃﻥ ﺗﹸﻘﺒﻞ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﻳﻌﻤﻞ ﻋﻠﲈﺀ‬ ‫•‬ ‫‪Precision‬‬ ‫ﺍﻟﺪﻗﺔ‬ ‫•‬
‫•‬ ‫‪Accuracy‬‬ ‫ﺍﻟﻀﺒﻂ‬ ‫•‬
‫ﺁﺧـﺮﻭﻥ ﻋﲆ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻓﻴﺒﺤﺜﻮﻥ ﻋﻦ ﻣﺼﺎﺩﺭ ﺍﳋﻄﺄ ﺍﳌﺤﺘﻤﻠﺔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ‪،‬‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ‬ ‫•‬
‫ﻭﺗﺪﻭﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻋﺎﺩﺓ ﻣﻊ ﻧﺴـﺒﺔ ﺧﻄﺄ‬
‫ﹼ‬ ‫ﻛﲈ ﳛﺎﻭﻟﻮﻥ ﺍﳊﺼﻮﻝ ﻋﲆ ﺍﻟﻨﺘﺎﺋﺞ ﻧﻔﺴـﻬﺎ‪.‬‬ ‫•‬ ‫‪Systematic errors‬‬
‫ﺃﻭ ﻫﺎﻣـﺶ ﺧﻄﺄ ‪Uncertainty‬؛ ﻭﻫﻮ ﻳﻌﻨﻲ ﺃﻧﻪ ﻻ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﻘﻴﺲ ﻛﻤﻴﺔ ﻣﺎ‬
‫ﺑﺪﻗﺔ ﻣﻄﻠﻘﺔ‪ .‬ﻭﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺿﻤﻦ ﻫﺎﻣﺶ ﺍﳋﻄﺄ ﺗﻌﺰﺯ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﻟﻘﺪﻳﻢ‪.‬‬

‫ال‪‬ص‪‬ل ‪ 1-5‬‬

‫‪ ‬‬

‫‪24‬‬
‫ال‪‬ص‪‬ل ‪    1-6‬‬
‫‪     ‬‬
‫‪     ‬‬
‫‪    ‬‬
‫‪       ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫‪‬‬ ‫‪‬‬
‫ق‪‬ا‪ ‬الت‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫ﺍﲨـﻊ ﲬﺴـﺔ ﺃﺛﻘـﺎﻝ ﻓﻠﺰﻳـﺔ ﻣﺘﲈﺛﻠـﺔ‪،‬‬

‫ﻭﻧﺎﺑﻀـﺎ ﻳﺴـﺘﻄﻴﻞ ﺑﺸـﻜﻞ ﻣﻠﺤـﻮﻅ‬ ‫ﹰ‬
‫ﻋﻨﺪﻣﺎ ﻧﻌ ﹼﻠﻖ ﻓﻴﻪ ﺛﻘ ﹰ‬
‫ﻼ ﻓﻠﺰ ﹼﹰﻳﺎ‪.‬‬
‫ﻭﻫﻨﺎﻟـﻚ ﻋﺪﺓ ﺃﺳـﺒﺎﺏ ﳍﺎﻣـﺶ ﺍﳋﻄﺄ ﰲ ﺍﻟﻘﻴﺎﺳـﺎﺕ‪ ،‬ﻣﻨﻬـﺎ‪ :‬ﺍﻷﺧﻄﺎﺀ ﺍﻟﺸـﺨﺼﻴﺔ ﺍﻟﺘﻲ‬
‫ﻭﺳﺠﻠﻪ ﻋﲆ‬
‫ﹼ‬ ‫‪ .1‬ق‪ ‬ﻃﻮﻝ ﺍﻟﻨﺎﺑﺾ‪،‬‬
‫ﺃﻧﻪ ﺍﻟﻄﻮﻝ ﺍﻷﺻﲇ ﻟﻪ‪.‬‬ ‫ﺗﺘﻔـﺎﻭﺕ ﻣﻦ ﺷـﺨﺺ ﺇﱃ ﺁﺧـﺮ‪ ،‬ﻭﳏﺪﻭﺩﻳﺔ ﺍﻟﺪﻗﺔ ﰲ ﺃﺟﻬـﺰﺓ ﻭﺃﺩﻭﺍﺕ ﺍﻟﻘﻴـﺎﺱ‪ ،‬ﻭﻋﺪﻡ‬
‫‪ .2‬ق‪ ‬ﻃـﻮﻝ ﺍﻟﻨﺎﺑﺾ ﻋﻨـﺪ ﺗﻌﻠﻴﻖ‬ ‫ﺍﻟﻘﺪﺭﺓ ﻋﲆ ﻗﺮﺍﺀﲥﺎ ﺑﺸﻜﻞ ﺩﻗﻴﻖ ﺑﻌﺪ ﺟﺰﺀ ﻣﻦ ﺃﺻﻐﺮ ﺗﺪﺭﻳﺞ ﻋﻠﻴﻬﺎ‪ .‬ﻭﻳﻤﻜﻦ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ‬
‫ﺛﻘـﻞ ﻓﻠﺰﻱ ﻭﺍﺣـﺪ ﻓﻴﻪ‪ ،‬ﺛـﻢ ﻋﻨﺪ‬ ‫ﻫﺎﻣﺶ ﺍﳋﻄﺄ ﰲ ﺍﻟﻘﻴﺎﺱ ﺑﺘﻜﺮﺍﺭﻩ ﻣﺮﺍﺕ ﻋﺪﺓ‪ ،‬ﺛﻢ ﺃﺧﺬ ﻣﺘﻮﺳﻂ ﻫﺬﻩ ﺍﻟﻘﻴﺎﺳﺎﺕ‪.‬‬
‫ﺳﺠﻞ‬
‫ﺗﻌﻠﻴﻖ ﺛﻘﻠﲔ‪ ،‬ﺛﻢ ‪ 3‬ﺃﺛﻘﺎﻝ‪ .‬ﹼ‬
‫ﻭﺑﺸـﻜﻞ ﻋـﺎﻡ‪ ،‬ﺍﻓـﱰﺽ ﺃﻧـﻚ ﺳـﺄﻟﺖ ﻭﺍﻟـﺪﻙ ﻋـﻦ ﻗـﺮﺍﺀﺓ ﻋـﺪﹼ ﺍﺩ ﺍﳌﺴـﺎﻓﺔ ﰲ ﺳـﻴﺎﺭﺗﻪ‪،‬‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪﻭﻝ‪.‬‬
‫ﻛـﺮﺭ ﺍﳋﻄـﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﻣﺮﺗـﲔ‬ ‫‪ .3‬ﱢ‬ ‫ﻓﺄﺟﺎﺑـﻚ ﺇﻧـﻪ ‪ 64000 km‬ﺯﺍﺋـﺪ ﻧﺎﻗـﺺ ‪ ،500 km‬ﻓـﲈ ﻣﻌﻨـﻰ ﺫﻟﻚ؟ ﻳﺴـﻤﻰ ﺍﳌﻘﺪﺍﺭ‬
‫ﺇﺿﺎﻓﻴﺘﲔ‪.‬‬ ‫ﺯﺍﺋﺪ‪/‬ﻧﺎﻗﺺ ‪ 500 km‬ﻫﺎﻣﺶ ﺍﳋﻄﺄ ﰲ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻗﺮﺍﺀﺓ ﻋﺪﺍﺩ ﺍﳌﺴﺎﻓﺔ ﻗﺪ ﺗﻜﻮﻥ‬
‫‪ .4‬ﺍﺣﺴـﺐ ﻣﺘﻮﺳـﻂ ﻃﻮﻝ ﺍﻟﻨﺎﺑﺾ‬ ‫‪ 63500 km‬ﺃﻭ ‪ 64500 km‬ﺃﻭ ﺃﻱ ﻗﻴﻤﺔ ﺑﻴﻨﻬﲈ‪ ،‬ﻭﻻ ﺗﻜﻮﻥ ﺍﻟﻘﺮﺍﺀﺓ ﺃﻗﻞ ﻣﻦ ‪63500 km‬‬
‫ﰲ ﻛﻞ ﺣﺎﻟﺔ‪.‬‬ ‫ﻭﻳﻌﱪ ﻋﻦ ﻗﺮﺍﺀﺓ ﻋﺪﺍﺩ ﺍﻟﺴـﻴﺎﺭﺓ ﺑﺪﻻﻟﺔ ﻫﺎﻣﺶ ﺍﳋﻄﺄ ﻛﲈ ﻳﲇ‪:‬‬ ‫ﺃﻭ ﺃﻛﱪ ﻣﻦ ‪ ،64500 km‬ﱠ‬
‫التح‪‬ل ‪‬ا‪‬صت‪‬تا‪‬‬ ‫‪64000 km ± 500 km‬‬

‫ﻫـﻞ ﻛﺎﻧـﺖ ﻗﻴﺎﺳـﺎﺗﻚ ﺍﻟﺜﻼﺛـﺔ‬ ‫‪.5‬‬ ‫ﻭﻳﺴـﺘﺨﺪﻡ ﻋﻠـﲈﺀ ﺍﻵﺛـﺎﺭ ﺍﻟﺘﺄﺭﻳﺦ ﺑﺎﻟﻜﺮﺑﻮﻥ ﺍﳌﺸـﻊ ﻹﳚـﺎﺩ ﻋﻤﺮ ﺍﻟﺮﺳـﻮﻣﺎﺕ ﰲ ﺑﻌﺾ‬
‫ﻟﻜﻞ ﺣﺎﻟﺔ ﻣﺘﻄﺎﺑﻘﺔ؟ ﻭﺇﺫﺍ ﱂ ﺗﻜﻦ‬ ‫ﺍﻟﻜﻬـﻮﻑ‪ ،‬ﻣﺜـﻞ ﺗﻠـﻚ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﻛﻬـﻒ ﻻﺳـﻜﻮ ﰲ ﻓﺮﻧﺴـﺎ‪ ،‬ﻛـﲈ ﻫـﻮ ﻣﻮﺿـﺢ ﰲ‬
‫ﻛﺬﻟﻚ ﻓﲈ ﺍﻟﺴﺒﺐ ﰲ ﺍﻋﺘﻘﺎﺩﻙ؟‬ ‫ﺍﻟﺸﻜﻞ ‪ .1-6‬ﻭﺗﻜﺘﺐ ﻫﺬﻩ ﺍﻟﺘﻮﺍﺭﻳﺦ ﻣﻊ ﺗﻀﻤﻴﻨﻬﺎ ﻫﺎﻣﺶ ﺍﳋﻄﺄ‪:‬‬
‫ﻭﺿﺢ ﺃﳘﻴﺔ ﺗﻜـﺮﺍﺭ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺛﻢ‬‫ﹼ‬ ‫‪.6‬‬
‫ﺣﺴﺎﺏ ﺍﳌﺘﻮﺳﻂ‪.‬‬ ‫‪ ،30940 ± 610 years ،30790 ± 600 years‬ﻭ‪30230 ± 530 years‬‬

‫ﻻﺣـﻆ ﺃﻥ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﻻ ﺗﺘﻄﺎﺑﻖ ﲤﺎ ﹰﻣـﺎ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺎﻣﺶ ﺍﳋﻄﺄ ﻓﻴﻬـﺎ ﻳﺘﺪﺍﺧﻞ ﺑﺤﻴﺚ ﺗﻌﺰﺯ‬
‫ﺑﻌﻀﺎ‪.‬‬
‫ﺍﻟﻘﻴﺎﺳﺎﺕ ﺑﻌﻀﻬﺎ ﹰ‬
‫ﻣﺎ ﺃﺳﺒﺎﺏ ﻫﺎﻣﺶ ﺍﳋﻄﺄ؟ ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﺗﻘﻠﻴﻠﻪ؟‬

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 ‫الت‪  ‬الدقة ‪‬ال‪‬صب‪‬‬
‫‪Distinguishing between precision and accuracy‬‬
‫ﺍﻟﻘﻴـﺎﺱ ﺃﺳـﺎﺱ ﲨﻴﻊ ﺍﻟﻌﻠـﻮﻡ ﺍﻟﺘﺠﺮﻳﺒﻴـﺔ ﻭﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ‪ .‬ﻭﺑـﲈ ﺃﻥ ﺍﻟﻘﻴﻢ ﺍﳌﻘﻴﺴـﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ‬
‫ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﻴﺎﺱ ﺗﺘﻀﻤﻦ ﹰ‬
‫ﻫﺎﻣﺸﺎ ﻣﻌ ﹼﻴﻨﹰﺎ ﻣﻦ ﺍﳋﻄﺄ ﻓﺈﻧﻨﺎ ﺳﻨﻤ ﹼﻴﺰ ﺑﲔ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﻣﻦ ﺧﻼﻝ ﺩﻗﺘﻬﺎ‬
‫ﻭﺿﺒﻄﻬـﺎ؛ ﺣﻴﺚ ﲤﺜﻞ ﻛﻞ ﻣﻨﻬﲈ ﺇﺣﺪ￯ ﺧﺼﺎﺋﺺ ﺍﻟﻘﻴﻢ ﺍﳌﻘﻴﺴـﺔ‪ ،‬ﻭﳘﺎ ﻟﻴﺴـﺘﺎ ﻣﱰﺍﺩﻓﺘﲔ ﻛﲈ‬
‫ﻳﻌﺘﻘﺪ ﻛﺜﲑ ﻣﻦ ﺍﻷﺷﺨﺎﺹ‪.‬‬
‫ﺍﻟﺪﻗـﺔ ‪ Precision‬ﻫـﻲ ﺩﺭﺟﺔ ﺍﻹﺗﻘﺎﻥ ﰲ ﺍﻟﻘﻴـﺎﺱ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻋﲆ ﻛﻞ ﻣـﻦ ﺍﻷﺩﺍﺓ ﻭﺍﻟﻄﺮﻳﻘﺔ‬
‫ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻘﻴـﺎﺱ‪ ،‬ﻭﺳـﻨﻤ ﱢﻴﺰ ﻫﻨـﺎ ﺑـﲔ ﺩﻗـﺔ ﺍﻷﺩﺍﺓ ﻭﺩﻗﺔ ﺍﻟﻘﻴـﺎﺱ‪ .‬ﻓﻜﻠﲈ ﻛﺎﻧـﺖ ﺍﻷﺩﺍﺓ‬
‫ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﺫﺍﺕ ﺗﺪﺭﻳﺞ ﺑﻘﻴﻢ ﺃﺻﻐﺮ ﻛﺎﻧﺖ ﺍﻷﺩﺍﺓ ﺃﻛﺜﺮ ﺩﻗﺔ‪ .‬ﻭﺩﻗﺔ ﺍﻷﺩﺍﺓ ﺗﺴـﺎﻭﻱ‬
‫ﻧﺼﻒ ﻗﻴﻤﺔ ﺃﺻﻐﺮ ﺗﺪﺭﻳﺞ ﻓﻴﻬﺎ‪.‬‬
‫ﻓﻌﲆ ﺳـﺒﻴﻞ ﺍﳌﺜـﺎﻝ‪ ،‬ﻟﻠﻤﺨﺒﺎﺭ ﺍﳌﺪﺭﺝ ﰲ ﺍﻟﺸـﻜﻞ ‪ 1-7a‬ﺗﺪﺭﳚﺎﺕ ﻛﻞ ﻣﻨﻬﺎ ﻳﺴـﺎﻭﻱ ‪.1 ml‬‬
‫ﻭﺗﺴـﺘﻄﻴﻊ ﻣـﻦ ﺧﻼﻝ ﻫـﺬﻩ ﺍﻷﺩﺍﺓ ﺃﻥ ﺗﻘﻴﺲ ﺑﺪﻗـﺔ ﺗﺼﻞ ﺇﱃ ‪ . 0.5 ml‬ﺃﻣﺎ ﺍﻟـﺪﻭﺭﻕ ﹼ‬
‫ﺍﳌﺒﲔ ﰲ‬
‫ﺍﻟﺸـﻜﻞ ‪ 1-7b‬ﻓـﺈﻥ ﺃﺻﻐـﺮ ﺗﺪﺭﻳﺞ ﻓﻴﻪ ﻫﻮ ‪ .50 ml‬ﻣﺎ ﺩﻗﺔ ﺃﺩﺍﺓ ﺍﻟﻘﻴـﺎﺱ ﳍﺬﺍ ﺍﻟﺪﻭﺭﻕ؟ ﻭﻣﺎ‬
‫ﺩﻗﺔ ﺃﺩﺍﺓ ﻗﻴﺎﺳﻚ ﻋﻨﺪﻣﺎ ﺃﺟﺮﻳﺖ ﲡﺮﺑﺔ ﺍﻟﻨﺎﺑﺾ ﻣﻊ ﺍﻷﺛﻘﺎﻝ ﺍﳌﺨﺘﻠﻔﺔ؟‬

‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬ ‫‪c‬‬ ‫‪b‬‬ ‫‪c‬‬

‫‪‬ال‪‬ص‪‬ل ‪،a(41 ± 0.5)ml   1-7‬‬

‫‪b(325 ± 25)ml‬‬

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‫‪‬ال‪‬ص‪‬ل ‪1-8‬‬
‫‪7.88cm±0.05cm‬‬

‫ﻭﻹﳚـﺎﺩ ﻃـﻮﻝ ﺍﻟﻘﻠﻢ ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪1-8‬؛ ﻧﺘﺄﻛﺪ ﺃﻭﻻﹰ ﺃﻥ ﺃﺣﺪ ﻃـﺮﰲ ﺍﻟﻘﻠﻢ ﻋﻨﺪ ﺻﻔﺮ‬
‫ﺍﳌﺴـﻄﺮﺓ‪ ،‬ﺛـﻢ ﻧﻨﻈﺮ ﺇﱃ ﻃﺮﻓﻪ ﺍﻵﺧـﺮ‪ ،‬ﺣﻴﺚ ﺗﻼﺣـﻆ ﺃﻥ ﻃﻮﻟﻪ ﻳﻘﻊ ﺑـﲔ ﺍﻟﻘﺮﺍﺀﺗﲔ ‪7.8 cm‬‬
‫ﻭ‪ ،7.9 cm‬ﻭﻟﻜﻨﻪ ﺃﻗﺮﺏ ﺇﱃ ‪ ،7.9 cm‬ﻟﺬﺍ ﻧﻘﺪﹼ ﺭ ﺍﳌﻨﺰﻟﺔ ﺍﻟﻌﴩﻳﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﻴﺼﺒﺢ ﻃﻮﻝ ﺍﻟﻘﻠﻢ‬
‫‪ ،7.88 cm ± 0.05 cm‬ﺣﻴﺚ ﺗﻢ ﺗﻀﻤﻴﻨﻪ ﺩﻗﺔ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫ﺃﻣﺎ ﺩﻗﺔ ﺍﻟﻘﻴﺎﺱ ﻓﺘﻌﺘﻤﺪ ﻋﲆ ﻣﺪ￯ ﺗﻘﺎﺭﺏ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﻣ ﹰﻌﺎ‪ .‬ﺍﻓﱰﺽ ﺃﻧﻪ ﰲ ﲡﺮﺑﺔ ﻗﻴﺎﺱ ﺍﻟﺘﻐﲑ‬
‫ﻛﻞ ﻋﲆ ﺣﺪﺓ‪ ،‬ﺑﺈﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﻣﺴـﺘﺨﺪﻣﲔ ﻧﺎﺑﻀﲔ ﻣﺘﺸـﺎﲠﲔ‪ ،‬ﻭﳍﲈ ﺍﻟﻄﻮﻝ‬ ‫ﻗـﺎﻡ ﻃﺎﻟﺒـﺎﻥ‪ ،‬ﱞ‬
‫ﻭﺳﺠﻞ ﻗﻴﺎﺳﺎﺗﻪ ﻟﺜﻼﺙ ﳏﺎﻭﻻﺕ ﻛﲈ ﻳﲇ‪:‬‬ ‫ﹼ‬ ‫ﻧﻔﺴﻪ؛ ﺣﻴﺚ ﻋ ﹼﻠﻖ ﻛﻞ ﻣﻨﻬﲈ ﺛﻘﻠﲔ ﻓﻠﺰﻳﲔ‪،‬‬
‫ﻗﻴﺎﺳﺎﺕ ﺍﻟﻄﺎﻟﺐ ﺍﻷﻭﻝ‪(14.43 cm, 14.44 cm, 14.43 cm) ± 0.05 cm :‬‬
‫ﻗﻴﺎﺳﺎﺕ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﲏ‪(14.41 cm, 14.48 cm, 15.11 cm) ± 0.05 cm :‬‬
‫‪‬ال‪‬ص‪‬ل‪1-9‬‬
‫‪‬‬ ‫ﺃﻱ ﻫﺬﻩ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻛﺜﺮ ﺩﻗﺔ؟ ﻳﺘﹼﻀﺢ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﻋﻼﻩ ﺃﻥ ﻗﻴﺎﺳﺎﺕ ﺍﻟﻄﺎﻟﺐ ﺍﻷﻭﻝ ﺃﻛﺜﺮ ﺩﻗﺔ؛‬
‫ﻷﻥ ﻗﻴﺎﺳـﺎﺗﻪ ﺍﻟﺜﻼﺛﺔ ﻣﺘﻘﺎﺭﺑﺔ ﺑﺸـﻜﻞ ﻛﺒﲑ‪ .‬ﻭﻳﻤﻜﻦ ﺯﻳﺎﺩﺓ ﺩﻗﺔ ﺍﻟﻘﻴﺎﺱ ﺑﺘﻜﺮﺍﺭﻩ ﺃﻛﺜﺮ ﻣﻦ ﻣﺮﺓ‪.‬‬
‫ﻋﻼ ﹶﻡ ﺗﻌﺘﻤﺪ ﺍﻟﺪﻗﺔ؟‬

‫ﺃﻣـﺎ ﺍﻟﻀﺒﻂ ‪ Accuracy‬ﻓﻴﺼﻒ ﺍﺗﻔﺎﻕ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ ﻣـﻊ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ ﰲ ﺍﻟﻘﻴﺎﺱ؛ ﻭﻫﻲ‬
‫ﺍﻟﻘﻴﻤـﺔ ﺍﳌﻌﺘﻤﺪﺓ ﺍﻟﺘﻲ ﻗﺎﺳـﻬﺎ ﺧﱪﺍﺀ ﻣﺆﻫﻠﻮﻥ‪ .‬ﻭﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺸـﺎﺋﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻀﺒﻂ ﰲ ﺍﳉﻬﺎﺯ‬
‫ﺃﻭﻻ ﺑﻤﻌﺎﻳﺮﺓ ﺻﻔﺮ ﺍﳉﻬﺎﺯ‪ ،‬ﺛﻢ ﺑﻤﻌﺎﻳﺮﺓ ﺍﳉﻬﺎﺯ‪ ،‬ﺑﺤﻴﺚ ﻳﻌﻄﻲ‬ ‫ﺗﺴـﻤﻰ ﻣﻌﺎﻳﺮﺓ ﺍﻟﻨﻘﻄﺘﲔ‪ ،‬ﻭﺗﺘﻢ ﹰ‬
‫ﻗﻴﻤﺔ ﻣﻀﺒﻮﻃﺔ ﻭﺻﺤﻴﺤﺔ ﻋﻨﺪﻣﺎ ﻳﻘﻴﺲ ﻛﻤﻴﺔ ﺫﺍﺕ ﻗﻴﻤﺔ ﻣﻌﺘﻤﺪﺓ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ .1-9‬ﻭﻣﻦ‬
‫ﺍﻟﴬﻭﺭﻱ ﺇﺟﺮﺍﺀ ﺍﻟﻀﺒﻂ ﺍﻟﺪﻭﺭﻱ ﻟﻸﺟﻬﺰﺓ ﰲ ﺍﳌﺨﺘﱪ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﳌﻮﺍﺯﻳﻦ ﻭﺍﳉﻠﻔﺎﻧﻮﻣﱰﺍﺕ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻟﻮﺣﺔ ﺍﻟﺘﺼﻮﻳﺐ ﻟﺘﻮﺿﻴﺢ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪1-10‬‬

‫‪‬ال‪‬ص‪‬ل ‪   1-10‬‬ ‫ﺍﻟـﺬﻱ ﻳﻮﺿـﺢ ﻧﺘﺎﺋـﺞ ﺭﻣﺎﻳﺔ ﺃﺭﺑﻌـﺔ ﺃﺷـﺨﺎﺹ ﻟﺜﻼﺛﺔ ﺃﺳـﻬﻢ ﻋﲆ ﻟﻮﺣـﺔ ﺍﻟﺘﺼﻮﻳـﺐ‪ .‬ﹸﻳﻈﻬﺮ‬
‫‪‬‬ ‫ﻛﺒﲑﺍ ﺣﻴﺚ ﺃﺻﺎﺏ ﺍﻟﺸـﺨﺺ ﺍﳍﺪﻑ‪ ،‬ﺑﻴﻨﲈ ﹸﻳﻈﻬﺮ ﺍﻟﺸﻜﻞ ‪1-10b‬‬ ‫ﺍﻟﺸـﻜﻞ ‪ 1-10a‬ﺿﺒ ﹰﻄﺎ ﹰ‬
‫‪‬‬

‫‪ .a‬ﺿﺒﻂ ﻛﺒﲑ‪.‬‬ ‫‪ .b‬ﺿﺒﻂ ﻭﺩﻗﺔ ﻛﺒﲑﺍﻥ‪.‬‬ ‫‪ .c‬ﺩﻗﺔ ﻛﺒﲑﺓ ﻭﺿﺒﻂ ﺻﻐﲑ‪.‬‬ ‫‪ .d‬ﺿﺒﻂ ﻭﺩﻗﺔ ﺻﻐﲑﺍﻥ‪.‬‬
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‫ﺿﺒ ﹰﻄـﺎ ﻭﺩﻗـﺔ ﻛﺒﲑﺗﲔ؛ ﺣﻴﺚ ﺃﺻﺎﺏ ﺍﻟﺸـﺨﺺ ﺍﳍﺪﻑ ﻭﻛﺎﻧﺖ ﺍﻷﺳـﻬﻢ ﻣﺘﻘﺎﺭﺑـﺔ ﺟﺪﹼﹰ ﺍ‪ .‬ﺃﻣﺎ‬
‫‪‬ب‪ ‬الف‪‬يا‪‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 1-10d‬ﺣﺎﻟﺔ‬ ‫ﻭﺃﺧﲑﺍ ﹼ‬
‫ﹰ‬ ‫ﺻﻐﲑﺍ‪،‬‬
‫ﹰ‬ ‫ﺍﻟﺸـﻜﻞ ‪ 1-10c‬ﻓ ﹸﻴﻈﻬﺮ ﺩﻗﺔ ﻛﺒﲑﺓ ﻭﺿﺒ ﹰﻄﺎ‬
‫ﺗﺪﻝ ﻋﲆ ﺿﻌﻒ ﰲ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ؛ ﺣﻴﺚ ﱂ ﹸﻳﺼﺐ ﺍﻟﺸﺨﺺ ﺍﳍﺪﻑ‪ ،‬ﻛﲈ ﺃﻥ ﺍﻷﺳﻬﻢ ﻣﺘﺒﺎﻋﺪﺓ‪.‬‬ ‫‪‬ق‪‬ا‪ ‬امل‪‬صا‪‬ة ‪ ‬ا‪‬ر‪‬‬
‫‪‬ال‪  ‬‬
‫‪Measurement errors‬‬ ‫ا‪‬ا‪ ‬ال‪‬ا‪‬‬ ‫‪‬‬
‫‪      ‬‬
‫ﻭﻳﻤﻜـﻦ ﺗﺼﻨﻴـﻒ ﺃﺧﻄـﺎﺀ ﺍﻟﻘﻴـﺎﺱ ﺿﻤـﻦ ﳎﻤﻮﻋﺘﲔ ﺭﺋﻴﺴـﺘﲔ‪ ،‬ﳘـﺎ‪ :‬ﺍﻷﺧﻄـﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ‪،‬‬ ‫‪     ‬‬
‫ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪.‬‬ ‫‪    ‬‬
‫‪     ‬‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ‪ Systematic errors‬ﻫﻲ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ؛ ﺃﻱ ﺃﳖﺎ‬ ‫‪       ‬‬
‫ﺗﻈﻬﺮ ﻋﲆ ﺷﻜﻞ ﺯﻳﺎﺩﺓ ﺃﻭ ﻧﻘﺼﺎﻥ ﰲ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﻣﻦ ﻣﺼﺎﺩﺭ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ‪:‬‬ ‫‪        ‬‬
‫‪       385000km   ‬‬
‫• ﺍﻷﺧﻄﺎﺀ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﻷﺟﻬﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ؛ ﻣﺜﻞ ﺗﻠﻚ ﺍﳌﺮﺗﺒﻄﺔ ﺑﺎﳌﻌﺎﻳﺮﺓ ﺃﻭ ﺑﺨﻠﻞ ﰲ ﺗﺼﻤﻴﻤﻬﺎ‪،‬‬ ‫‪ ‬‬
‫ﻣﺜﻞ ﺍﳋﻄﺄ ﰲ ﺗﺪﺭﻳﺞ ﺑﻌﺾ ﺍﳌﺴـﺎﻃﺮ؛ ﻛﺄﻥ ﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﻛﻞ ‪ 1 cm‬ﻭﺍﻟﺬﻱ ﻳﻠﻴﻪ ﺃﻛﱪ‬ ‫‪         ‬‬
‫‪                 ‬‬
‫ﺃﻭ ﺃﻗﻞ ﻣﻦ ﺍﳌﺴـﺎﻓﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ‪ ،‬ﺃﻭ ﻻ ﻳﻜﻮﻥ ﻣﺆﴍ ﺗﺪﺭﻳﺞ ﺑﻌﺾ ﺃﺟﻬﺰﺓ ﺍﻟﻘﻴﺎﺱ ﻋﻨﺪ ﺍﻟﺼﻔﺮ‬
‫‪ 3.8cmyr   ‬‬
‫ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﺍﻟﻘﻴﺎﺱ‪.‬‬

‫• ﺍﻷﺧﻄـﺎﺀ ﺍﻟﻨﺎﲡﺔ ﻋـﻦ ﺍﻟﻨﻘﺺ ﺃﻭ ﺍﻻﳘﺎﻝ ﰲ ﺍﻟﻄﺮﺍﺋـﻖ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻭﺇﺟﺮﺍﺀﺍﲥـﺎ؛ ﻣﺜﻞ ﺇﳘﺎﻝ‬
‫ﺍﻟﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺪﺙ ﻟﺪﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺃﻭ ﴎﻋﺔ ﺍﻟﺮﻳﺎﺡ ﰲ ﺃﺛﻨﺎﺀ ﺇﺟﺮﺍﺀ ﲡﺮﺑﺔ ﻣﺎ‪.‬‬

‫• ﺍﻷﺧﻄـﺎﺀ ﺍﻟﺸـﺨﺼﻴﺔ ﻛﺎﻟﺘﻲ ﺗﻈﻬﺮ ﻧﺘﻴﺠﺔ ﺍﻟﺘﺤﻴﺰ ﺍﻟﺸـﺨﴢ‪ ،‬ﺃﻭ ﻧﻘـﺺ ﺍﻹﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺢ‬
‫ﻷﺩﻭﺍﺕ ﺍﻟﺘﺠﺮﺑﺔ‪ ،‬ﺃﻭ ﻋﺪﻡ ﺍﻟﺪﻗﺔ ﻋﻨﺪ ﻗﺮﺍﺀﺓ ﺍﳌﻼﺣﻈﺎﺕ ﻭﺗﺪﻭﻳﻨﻬﺎ؛ ﻣﺜﻞ ﻋﺪﻡ ﺃﺧﺬ ﺍﻟﻘﻴﺎﺱ‬
‫ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ‪ ،‬ﺃﻭ ﺍﳋﻄﺄ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﺧﺘﻼﻑ ﺯﺍﻭﻳﺔ ﺍﻟﻨﻈﺮ ﻛﲈ ﺳﺘﺪﺭﺱ ﺑﻌﺪ ﻗﻠﻴﻞ‪.‬‬
‫ﻭﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻋﲆ ﺷﻜﻞ ﺯﻳﺎﺩﺓ ﺃﻭ ﻧﻘﺼﺎﻥ ﰲ ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﲨﻴﻌﻬﺎ ﺑﺸﻜﻞ ﻣﺘﻜﺮﺭ‬
‫ﻭﻣﻨﺘﻈﻢ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺣﺘﺴﺎﺏ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻣﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺛﻢ ﺍﻟﺘﺨﻠﺺ ﻣﻨﻬﺎ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬
‫ﻼ ﺇﺫﺍ ﺍﺳـﺘﺨﺪﻣﺖ ﴍﻳ ﹰﻄﺎ ﻣﱰ ﹼﹰﻳﺎ ﻟﻘﻴﺎﺱ ﻃﻮﻝ‬ ‫ﻭﺗﺆﺛﺮ ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ﰲ ﺿﺒﻂ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺍﻟﻐﺮﻓﺔ ﺍﻟﺼﻔﻴﺔ‪ ،‬ﻭﻭﺟﺪﺗﻪ ‪ ،651.3 cm ± 0. 5 cm‬ﺛﻢ ﻻﺣﻈﺖ ﺑﻌﺪ ﺫﻟﻚ ﺃﻥ ﺑﺪﺍﻳﺔ ﺍﻟﴩﻳﻂ‬
‫ﺍﳌﱰﻱ )‪ (1 cm‬ﻏﲑ ﻣﻮﺟﻮﺩﺓ )ﻣﻘﺼﻮﺻﺔ(‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺬﻱ ﺣﺼﻠﺖ ﻋﻠﻴﻪ ﻳﻜﻮﻥ ﺃﻛﱪ ﻣﻦ‬
‫ﻃـﻮﻝ ﺍﻟﻐﺮﻓـﺔ ﺍﻟﻔﻌﲇ ﺑﻤﻘﺪﺍﺭ ‪ .1 cm‬ﻭﺗﻼﺣﻆ ﺃﻥ ﺩﻗﺔ ﺍﻟﻘﻴـﺎﺱ ﱂ ﺗﺘﺄﺛﺮ ﲠﺬﺍ ﺍﳋﻄﺄ‪ ،‬ﺑﻴﻨﲈ ﺗﺆﺛﺮ‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻲ ﺗﺴﻤﻰ ﻣﻨﺘﻈﻤﺔ ﰲ ﺿﺒﻂ ﺍﻟﻘﻴﺎﺱ ﻓﻘﻂ‪.‬‬
‫ﺃﻣﺎ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻌﺸـﻮﺍﺋﻴﺔ ﻓﻬﻲ ﺍﻟﺘﻲ ﲢﺪﺙ ﺑﺸـﻜﻞ ﻏﲑ ﻣﻨﺘﻈﻢ‪ ،‬ﻓﻬﻲ ﻋﺸـﻮﺍﺋﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻻﲡﺎﻫﻬﺎ‬
‫ﻭﻣﻘﺪﺍﺭﻫﺎ‪ .‬ﻭﲢﺪﺙ ﻧﺘﻴﺠﺔ ﺗﻐﲑﺍﺕ ﻋﺸﻮﺍﺋﻴﺔ ﻭﻏﲑ ﻣﺘﻮﻗﻌﺔ ﰲ ﺍﻟﻈﺮﻭﻑ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ؛ ﻣﺜﻞ ﺗﻐﲑﺍﺕ‬
‫ﻏـﲑ ﻣﺘﻮﻗﻌـﺔ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﲡﺮﺑـﺔ ﰲ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺃﻭ ﻣﺼـﺪﺭ ﺍﻟﻘـﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ .‬ﻛﲈ ﲢﺪﺙ‬
‫ﻧﺘﻴﺠﺔ ﺃﺧﻄﺎﺀ ﺷـﺨﺼﻴﺔ ﻏﲑ ﻣﺘﺤﻴﺰﺓ ﻣﻦ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺴﺠﻞ ﺍﻟﻘﺮﺍﺀﺍﺕ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﻋﻨﺪﻣﺎ ﻳﻜﺮﺭ‬
‫ﺍﻟﺸﺨﺺ ﺫﺍﺗﻪ ﺍﻟﺘﺠﺮﺑﺔ ﻧﻔﺴﻬﺎ ﻫﻨﺎﻙ ﺍﺣﺘﲈﻝ ﻛﺒﲑ ﺃﻥ ﳛﺼﻞ ﻋﲆ ﻗﺮﺍﺀﺍﺕ ﳐﺘﻠﻔﺔ ﰲ ﻛﻞ ﻣﺮﺓ‪.‬‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ﻭﺍﻷﺧﻄﺎﺀ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ؟‬

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‫‪‬ال‪‬ص‪‬ل‪1-11‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪a‬‬
‫‪        ‬‬
‫‪b‬‬

‫‪Techniques of good measurement‬‬ ‫‪‬ا‪ ‬ال‪‬ا‪ ‬ا‪‬د‬

‫ﻟﻀـﲈﻥ ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﻣﺴـﺘﻮ￯ ﺍﻟﻀﺒﻂ ﺍﳌﻄﻠـﻮﺏ ﻭﺍﻟﺪﻗﺔ ﺍﻟﺘﻲ ﻳﺴـﻤﺢ ﲠﺎ ﺍﳉﻬـﺎﺯ‪ ،‬ﳚﺐ ﺃﻥ‬
‫ﺗﺴـﺘﺨﺪﻡ ﺍﻷﺟﻬـﺰﺓ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤـﺔ‪ ،‬ﻭﺃﻥ ﺗﺘﻢ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺑﺤﺬﺭ ﻭﺍﻧﺘﺒﺎﻩ؛ ﻟﺘﺠﻨﺐ ﺃﺳـﺒﺎﺏ‬
‫ﺍﳋﻄـﺄ ﰲ ﺍﻟﻘﻴـﺎﺱ‪ .‬ﻭﻣﻦ ﺃﻛﺜﺮ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺸـﺨﺼﻴﺔ ﺷـﻴﻮ ﹰﻋﺎ ﻣﺎ ﻳﻨﺘﺞ ﻋﻦ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﺗﺆﺧﺬ‬
‫ﺍﻟﻘـﺮﺍﺀﺓ ﻣـﻦ ﺧﻼﳍـﺎ؛ ﺣﻴﺚ ﳚـﺐ ﺃﻥ ﺗﻘﺮﺃ ﺍﻟﺘﺪﺭﳚـﺎﺕ ﺑﺎﻟﻨﻈـﺮ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻭﺑﻌـﲔ ﻭﺍﺣﺪﺓ‪ ،‬ﻛﲈ‬
‫ﻫـﻮ ﻣﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .1-11a‬ﺃﻣﺎ ﺇﺫﺍ ﹸﻗـﺮﺉ ﺍﻟﺘﺪﺭﻳﺞ ﺑﺸـﻜﻞ ﻣﺎﺋﻞ‪ ،‬ﻛﲈ ﻫـﻮ ﻣﻮﺿﺢ ﰲ‬
‫ﻋﲈ ﻳﺴـﻤﻰ‬ ‫ﺍﻟﺸـﻜﻞ ‪ ،1-11b‬ﻓﺈﻧﻨـﺎ ﻧﺤﺼﻞ ﻋـﲆ ﻗﻴﻤﺔ ﳐﺘﻠﻔﺔ ﻭﻏـﲑ ﻣﻀﺒﻮﻃﺔ‪ ،‬ﻭﻳﻨﺘﺞ ﻫﺬﺍ ﹼ‬
‫"ﺍﺧﺘـﻼﻑ ﺯﺍﻭﻳـﺔ ﺍﻟﻨﻈﺮ ‪ ،"Parallax‬ﻭﻫﻮ ﺍﻟﺘﻐﲑ ﺍﻟﻈﺎﻫﺮﻱ ﰲ ﻣﻮﻗﻊ ﺍﳉﺴـﻢ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ‬
‫ﻣـﻦ ﺯﻭﺍﻳﺎ ﳐﺘﻠﻔـﺔ‪ .‬ﻭﻟﻜﻲ ﺗﻼﺣﻆ ﺃﺛﺮ ﺍﺧﺘﻼﻑ ﺯﺍﻭﻳﺔ ﺍﻟﻨﻈـﺮ ﰲ ﺍﻟﻘﻴﺎﺱ ﻗﻢ ﺑﻘﻴﺎﺱ ﻃﻮﻝ ﻗﻠﻢ‬
‫ﺍﳊﱪ ﺑﺎﻟﻨﻈﺮ ﺇﻟﻴﻪ ﺑﺸـﻜﻞ ﻋﻤـﻮﺩﻱ ﻋﲆ ﺍﻟﺘﺪﺭﻳﺞ‪ ،‬ﺛﻢ ﺍﻗﺮﺃ ﺍﻟﺘﺪﺭﻳﺞ ﺑﻌﺪ ﺃﻥ ﲢﺮﻑ ﺭﺃﺳـﻚ ﺇﱃ‬
‫ﺟﻬﺔ ﺍﻟﻴﻤﲔ ﺃﻭ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﳌﺎﺫﺍ ﳚﺐ ﺃﻥ ﻳﻘﺮﺃ ﺍﻟﺘﺪﺭﻳﺞ ﺑﺎﻟﻨﻈﺮ ﺇﻟﻴﻪ ﺑﺸﻜﻞ ﻋﻤﻮﺩﻱ؟‬

‫‪Simplifying assumptions‬‬ ‫‪‬ص‪‬ات التب‪‬ص‪‬‬

‫ﻳﻌﺘﻤﺪ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺑﺸـﻜﻞ ﺃﺳﺎﳼ ﻋﲆ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻔﻬﻢ ﺍﻟﻈﻮﺍﻫﺮ‪ ،‬ﻭﻋﻨﺪ ﺃﺧﺬ ﻧﺘﺎﺋﺞ‬
‫ﻗﻴﺎﺳﺎﺕ ﺍﻟﺘﺠﺎﺭﺏ ﻗﺪ ﻳﻘﻊ ﺍﻟﺒﺎﺣﺚ ﰲ ﺃﺧﻄﺎﺀ ﻗﻴﺎﺱ ﻣﺘﻌﺪﺩﺓ‪ .‬ﻭﻟﻠﺘﺒﺴﻴﻂ ﻳﻤﻜﻦ ﺇﳘﺎﻝ ﺑﻌﺾ‬

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‫ﻛﺜﲑﺍ ﰲ ﺍﻟﻨﺘﺎﺋـﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﺘﺠﺮﺑـﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺗﺼﻨﻴﻒ‬
‫ﻣﺼـﺎﺩﺭ ﻫـﺬﻩ ﺍﻷﺧﻄﺎﺀ؛ ﻷﳖﺎ ﻻ ﺗﺆﺛـﺮ ﹰ‬
‫ﻣﺼﺎﺩﺭ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺇﳘﺎﳍﺎ ﺿﻤﻦ ﳎﻤﻮﻋﺘﲔ‪:‬‬
‫ﰲ ﺍﻟﺘﺠـﺎﺭﺏ ﺍﻟﻌﻤﻠﻴـﺔ‪ ،‬ﺇﺫﺍ ﻭﺟـﺪﺕ ﻣﺼـﺎﺩﺭ ﺃﺧﻄـﺎﺀ ﻋﺸـﻮﺍﺋﻴﺔ ﺗﺴـﻬﻢ ﺑﺸـﻜﻞ‬ ‫‪.1‬‬
‫ﺛﺎﻧـﻮﻱ ﻭﺑﺴـﻴﻂ ﰲ ﺍﻟﺘﺠﺮﺑـﺔ ﻭﻻ ﺗﺴـﺒﺐ ﻓﻴﻬـﺎ ﺧﻠـ ﹰ‬
‫ﻼ ﺟﻮﻫﺮ ﹼﹰﻳـﺎ‪ ،‬ﻓﺈﳖـﺎ ﲥﻤـﻞ ﺳـﻮﺍﺀ‬
‫ﰲ ﺍﻟﻨﺘﻴﺠـﺔ ﺍﻟﻨﻬﺎﺋﻴـﺔ ﻟﻠﺘﺠﺮﺑـﺔ ﺃﻭ ﰲ ﺃﻱ ﺇﻋـﺎﺩﺓ ﻟﺘﺼﻤﻴﻤﻬـﺎ‪ .‬ﻭﻣﺜـﺎﻝ ﺫﻟـﻚ ﺣﺴـﺎﺏ‬
‫ﻛﺜﺎﻓـﺔ ﻣـﺎﺩﺓ ﺟﺴـﻢ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺩﻭﺭﻕ ﺇﺯﺍﺣـﺔ‪ ،‬ﻓـﺈﺫﺍ ﻗﻴﺴـﺖ ﻛﺘﻠـﺔ ﺍﳉﺴـﻢ ﺇﱃ‬
‫ﺃﻗـﺮﺏ ‪0.001 g‬؛ ﺃﻱ ﺃﻥ ﺩﻗـﺔ ﺍﻷﺩﺍﺓ ‪ ،± 0.0005 g‬ﻭﻗﻴـﺲ ﺣﺠـﻢ ﺍﳌـﺎﺀ ﺍﳌـﺰﺍﺡ ﺇﱃ‬
‫ﺃﻗـﺮﺏ ‪1 cm3‬؛ ﺃﻱ ﺃﻥ ﺩﻗـﺔ ﺍﻷﺩﺍﺓ ‪ ،± 0.5 cm3‬ﻓﺴـﻴﻜﻮﻥ ﻫﻨﺎﻟـﻚ ﺧﻄﺄ ﰲ ﺣﺴـﺎﺏ‬
‫ﺍﻟﻜﺜﺎﻓﺔ ﻧﺎﺗﺞ ﻋﻦ ﺍﻟﺪﻗﺔ ﺍﻟﺼﻐﲑﺓ ﰲ ﺣﺴﺎﺏ ﺍﳊﺠﻢ ﻳﻤﻜﻦ ﺇﳘﺎﻝ ﻣﺼﺪﺭﻩ؛ ﺣﻴﺚ ﺇﻥ ﺩﻗﺔ‬
‫ﺍﻷﺩﺍﺓ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﻟﻘﻴﺎﺱ ﺍﳊﺠﻢ ﺿﻌﻴﻔﺔ‪ ،‬ﻭﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴـﺎﺑﻴﺔ ﺗﺪﺧﻞ ﺩﻗﺔ‬
‫ﺍﻷﺩﻭﺍﺕ ﰲ ﻫﺬﻩ ﺍﳊﺴﺎﺑﺎﺕ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺯﻳﺎﺩﺓ ﻣﻘﺪﺍﺭ ﺍﳋﻄﺄ ﺍﻟﻨﺎﺗﺞ ﻋﻨﻬﺎ‪.‬‬
‫ﰲ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ‪ ،‬ﹸﲥﻤﻞ ﻣﺼﺎﺩﺭ ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ﻋﻨﺪ ﺣﻞ ﺍﳌﺴﺎﺋﻞ‪ .‬ﻭﻳﻤﻜﻦ ﺇﳘﺎﻝ‬ ‫‪.2‬‬
‫ﻣﺼﺎﺩﺭ ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ﻷﻱ ﻣﻦ ﺍﻷﺳﺒﺎﺏ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﺧﻄﺎﺀ ﺍﻟﻨﺎﲡﺔ ﻋﻨﻬﺎ ﺗﺆﺛﺮ ﺑﺸﻜﻞ ﺿﺌﻴﻞ ﰲ ﻧﺘﺎﺋﺞ ﺍﳊﺴﺎﺑﺎﺕ‪.‬‬
‫‪ .b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻦ ﺍﳌﺴﺘﺤﻴﻞ ﻗﻴﺎﺳﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﺎﺣﺔ‪.‬‬
‫‪ .c‬ﺇﺫﺍ ﻛﺎﻥ ﺗﻀﻤﻴﻨﻬﺎ ﰲ ﺍﳌﻌﺎﺩﻻﺕ ﳚﻌﻞ ﲢﻠﻴﻞ ﺍﳌﺴﺄﻟﺔ ﻭﺍﳊﺴﺎﺑﺎﺕ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ‪.‬‬
‫ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻴﻬﺎ‪ :‬ﺇﳘﺎﻝ ﺗﺄﺛﲑ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ ﰲ ﺣﺮﻛﺔ ﺍﳌﻘﺬﻭﻓﺎﺕ‪ ،‬ﻭﺇﳘﺎﻝ ﺍﳊﺮﺍﺭﺓ ﺍﳌﻔﻘﻮﺩﺓ‬
‫ﰲ ﺣﺴﺎﺑﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﳊﺮﺍﺭﻳﺔ‪.‬‬
‫ﳌﺎﺫﺍ ﻳﻤﻜﻦ ﺇﳘﺎﻝ ﺑﻌﺾ ﻣﺼﺎﺩﺭ ﺃﺧﻄﺎﺀ ﺍﻟﻘﻴﺎﺱ؟‬

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 ‫‪ 1-2‬‬
‫ا‪‬ا‪ ‬ﺃﺧـﱪﻙ ﺻﺪﻳﻘـﻚ ﺃﻥ ﻃﻮﻟـﻪ ‪.182 cm‬‬ ‫‪.28‬‬ ‫ال‪‬صب‪ ‬ﺑﻌﺾ ﺍﳌﺴـﺎﻃﺮ ﺍﳋﺸـﺒﻴﺔ ﻻ ﻳﺒﺪﺃ ﺻﻔﺮﻫﺎ ﻋﻨﺪ‬ ‫‪.25‬‬
‫ﻭﺿﺢ ﻣﺪ￯ ﺍﻷﻃﻮﺍﻝ ﺍﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺇﺫﺍ‬
‫ﹼ‬ ‫ﺍﳊﺎﻓﺔ‪ ،‬ﻭﺇﻧﲈ ﺑﻌﺪ ﻋﺪﺓ ﻣﻠﻤﱰﺍﺕ ﻣﻨﻬﺎ‪ .‬ﻛﻴﻒ ﻳﺆﺛﺮ ﻫﺬﺍ‬
‫ﻛﺎﻧﺖ ﺩﻗﺔ ﺍﻷﺩﺍﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ‪± 0.5 cm‬‬ ‫ﰲ ﺿﺒﻂ ﺍﳌﺴﻄﺮﺓ؟‬
‫التف‪ ‬ال‪‬اقد ﻛﺘـﺐ ﺯﻣﻴﻠﻚ ﰲ ﺗﻘﺮﻳﺮﻩ ﺃﻥ ﻣﺘﻮﺳـﻂ‬ ‫‪.29‬‬ ‫ا‪‬ات ﻟﺪﻳﻚ ﻣﺴﻄﺮﺓ ﻣﱰﻳﺔ ﻓﻠﺰﻳﺔ ﺩﻗﺘﻬﺎ ‪،± 0.05 cm‬‬ ‫‪.26‬‬
‫ﺍﻟﺰﻣـﻦ ﺍﻟـﻼﺯﻡ ﻟﻴـﺪﻭﺭ ﺟﺴـﻢ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﰲ ﻣﺴـﺎﺭ‬ ‫ﻭﻟﻜﻨﻬﺎ ﻣﻨﺤﻨﻴﺔ ﺑﺸﻜﻞ ﺳـﻴﺊ‪ .‬ﻛﻴﻒ ﺗﻘﺎﺭﳖﺎ ﺑﻤﺴﻄﺮﺓ‬
‫ﺩﺍﺋﺮﻱ ﻫﻮ ‪ .65.414 s‬ﻭﻗﺪ ﺳﺠﻠﺖ ﻫﺬﻩ ﺍﻟﻘﺮﺍﺀﺓ ﻋﻦ‬ ‫ﻣﱰﻳﺔ ﺧﺸﺒﻴﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺩﻗﺘﻬﺎ ‪ ،± 0.1 cm‬ﻣﻦ ﺣﻴﺚ‬
‫ﻃﺮﻳﻖ ﻗﻴﺎﺱ ﺯﻣﻦ ‪ 7‬ﺩﻭﺭﺍﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺳﺎﻋﺔ ﺩﻗﺘﻬﺎ‬ ‫ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ؟‬
‫‪ .0.1 s‬ﻣـﺎ ﻣﺪ￯ ﺛﻘﺘﻚ ﰲ ﺍﻟﻨﺘﻴﺠﺔ ﹼ‬
‫ﺍﳌﺪﻭﻧﺔ ﰲ ﺍﻟﺘﻘﺮﻳﺮ؟‬ ‫ا‪‬ت‪‬ال‪ ‬ا‪‬ية ال‪‬ظ‪ ‬ﻫﻞ ﻳﺆﺛﺮ ﺍﺧﺘﻼﻑ ﺯﺍﻭﻳﺔ ﺍﻟﻨﻈﺮ‬ ‫‪.27‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﹼ‬ ‫ﰲ ﺩﻗﺔ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻣﻬﺎ ﻟﺘﺠﺮﻱ ﻗﻴﺎﺳﺎﺕ‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﻣﻌ ﹼﻴﻨﺔ؟ ﹼ‬

‫‪31‬‬ ‫‪www.obeikaneducation.com‬‬ ‫‪‬‬

 ‫صا‬‫ة ا‬‫ ح‬‫صا‬‫صت‬‫ا‬
‫ ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺒﺎﺩﺉ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﻟﻮﺻﻒ ﺍﻷﻧﻈﻤﺔ‬.‫ﺍﻟﻔﻴﺰﻳﺎﺀ ﻋﻠﻢ ﻳﻌﺘﻤﺪ ﻋﲆ ﺍﳌﺸﺎﻫﺪﺍﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫ﺍﳌﻴﻜﺎﻧﻴﻜﻴـﺔ ﻭﻓﻬﻤﻬـﺎ – ﻭﻣﻨﻬﺎ ﺍﳊﺮﻛﺔ ﺍﳋﻄﻴﺔ ﻟﻸﺟﺴـﺎﻡ – ﻳﻤﻜـﻦ ﺗﻄﺒﻴﻘﻬﺎ ﻟﻮﺻـﻒ ﻇﻮﺍﻫﺮ ﻃﺒﻴﻌﻴﺔ‬
‫ ﻛﻴﻒ ﺗﺴﺘﻄﻴﻊ ﻗﻴﺎﺱ ﴎﻋﺔ ﺳﻴﺎﺭﺓ ﻣﺘﺤﺮﻛﺔ؟‬.‫ﺃﺧﺮ￯ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ‬
‫ة‬‫ الت‬‫ا‬‫صو‬
‫ﻣﺎ ﺃﻧﻮﺍﻉ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺅﻫﺎ ﻹﳚﺎﺩ ﴎﻋﺔ ﺳﻴﺎﺭﺓ ﻣﺘﺤﺮﻛﺔ؟‬

‫ﺍﺭﺳـﻢ ﺧ ﹼﹰﻄﺎ ﻟﻠﺒﺪﺍﻳﺔ ﻋﲆ ﺃﺭﺿﻴﺔ ﺍﳌﺨﺘﱪ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﴩﻳﻂ‬ .1 .‫§ ﺗﻔﺤﺺ ﺣﺮﻛﺔ ﺳﻴﺎﺭﺓ ﻟﻌﺒﺔ ﻣﺘﺤﺮﻛﺔ‬
.‫ﺍﻟﻼﺻﻖ‬ .‫§ ﺗﺼﻒ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ‬

Hand protection

Eye safety

Thermal safety

Explosive

￯‫ﺍﺭﺳـﻢ ﳎﻤﻮﻋﺔ ﻣﺘﻮﺍﺯﻳﺔ ﻣﻦ ﺍﳋﻄﻮﻁ )ﺍﻹﺷـﺎﺭﺍﺕ( ﺍﻷﺧﺮ‬ .2 .‫§ ﲡﻤﻊ ﻭﺗﻨﻈﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺤﺮﻛﺔ ﺳﻴﺎﺭﺓ‬

Electrical hazard

Harmful / Irritant

Biological hazards

Flammable

‫ﻋﻨﺪ ﻣﺴﺎﻓﺎﺕ ﻣﺘﺴﺎﻭﻳﺔ ﻋﲆ ﻣﺴـﺎﺭ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ‬ .‫§ ﲢﺴﺐ ﴎﻋﺔ ﺍﻟﺴﻴﺎﺭﺓ‬
.‫ﺍﻟﴩﻳﻂ ﺍﻟﻼﺻﻖ‬
   
First aid Eye wash station Fire extinguisher Radioactive safety

‫ ﻭﺿـﻊ ﻋﲆ ﺇﺣﺪﺍﳘﺎ‬،‫ﺿـﻊ ﻛﻠﺘﺎ ﺍﻟﺴـﻴﺎﺭﺗﲔ ﻋﻨﺪ ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ‬ .3 

Sharp objects safety

Poison safety

Oxidizer

Corrosive

.B ‫ ﻭﻋﲆ ﺍﻷﺧﺮ￯ ﺍﳊﺮﻑ‬،A ‫ﺍﳊﺮﻑ‬

‫ﹺﻗـﺲ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ ﺍﳋـﻂ ﺍﻷﻭﻝ ﻭﺑﲔ ﻛﻞ ﺧـﻂ ﻭﺿ ﹾﻌﺘﻪ ﰲ‬
 
 
 
 
Laser beam Hand protection
Lab. coat Eye Ecological
safety hazards Thermal Carcinogenic
safety Explosive

.4
.‫ﻭﺳﺠﻞ ﺍﳌﺴﺎﻓﺎﺕ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫ﹼ‬ ،‫ﻣﺴﺎﺭ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ‬
   
Electrical hazard Harmful / Irritant Biological hazards Flammable

‫ﻛ ﹼﻠـﻒ ﻃﺎﻟﺒﲔ ﻣـﻦ ﺃﻋﻀـﺎﺀ ﳎﻤﻮﻋﺘـﻚ ﺑﺎﻟﺘﺤﻜـﻢ ﰲ ﺣﺮﻛﺔ‬ .5

،‫ﺍﺛﻨﺘﺎﻥ ﻣﻦ ﺳـﻴﺎﺭﺍﺕ ﺍﻷﻟﻌﺎﺏ ﺑﴪﻋﺎﺕ ﳐﺘﻠﻔﺔ‬ 
First aid

Eye wash station

Fire extinguisher

Radioactive safety

‫ ﻭﻃﺎﻟﺒﲔ ﺁﺧﺮﻳﻦ ﺑﻘﻴﺎﺱ ﺯﻣﻦ ﺣﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺗﲔ‬،‫ﺍﻟﺴـﻴﺎﺭﺗﲔ‬ ‫ ﺳـﺎﻋﺔ‬،‫ ﴍﻳـﻂ ﻗﻴـﺎﺱ ﻣﱰﻱ‬،‫ﴍﻳـﻂ ﻻﺻـﻖ‬
.‫ﺇﻳﻘﺎﻑ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

.‫ﻭﺗﺴﺠﻴﻠﻪ‬
‫ﻭﺳﺠﻞ‬
‫ﹼ‬ ،‫ﺃﻃﻠﻖ ﺍﻟﺴﻴﺎﺭﺗﲔ ﻣﻦ ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ ﺣﺘﻰ ﺍﳋﻂ ﺍﻷﻭﻝ‬
   
Laser beam Lab. coat Ecological hazards Carcinogenic

.6
‫ﺍﻟﺰﻣـﻦ ﺍﻟﺬﻱ ﺍﺳـﺘﻐﺮﻗﺘﻪ ﻛﻞ ﻣﻨﻬﲈ ﻟﻘﻄﻊ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﳋﻄﲔ‬
.‫ﰲ ﺍﳉﺪﻭﻝ‬
‫ﹺ‬
‫ ﻭﻛﺮﺭ ﺍﳋﻄﻮﺓ‬،￯‫ﺃﻋـﺪ ﺍﻟﺴـﻴﺎﺭﺗﲔ ﺇﱃ ﺧـﻂ ﺍﻟﺒﺪﺍﻳﺔ ﻣﺮﺓ ﺃﺧـﺮ‬ .7
‫ﺍﻟﺴﺎﺑﻘﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﻛﻞ ﻣﻨﻬﲈ ﻟﻘﻄﻊ ﺍﳌﺴﺎﻓﺔ‬
.‫ﺑﲔ ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ ﻭﺍﳋﻂ ﺍﻟﺜﺎﲏ‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺰﻣـﻦ ﺑﲔ ﻛﻞ ﻣﻦ ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ‬ .8
.‫ﻭﺳﺎﺋﺮ ﺍﳋﻄﻮﻁ‬

32
 ‫‪‬د‪ ‬الب‪‬ا‪‬ات‬
‫ال‪ ‬ل‪‬ص‪‬ار‪B ‬‬ ‫ال‪ ‬ل‪‬ص‪‬ار‪A ‬‬
‫امل‪‬صا‪‬ة )‪(m‬‬ ‫ا‪‬صارات‬
‫)‪(s‬‬ ‫)‪(s‬‬

‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ – ﺍﳋﻂ ‪1‬‬

‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ – ﺍﳋﻂ ‪2‬‬
‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ – ﺍﳋﻂ ‪3‬‬
‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ – ﺍﳋﻂ ‪4‬‬

‫ﺍﻟﴪﻋـﺔ ﻫـﻲ ﺍﳌﺴـﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﻋـﲆ ﺍﻟﺰﻣﻦ ﺍﻟـﺬﻱ ﹸﻗﻄﻌﺖ ﻓﻴﻪ‪.‬‬ ‫‪ �‬ﻣﻼﺣﻈﺎﺗﻚ ﺍﻟﻨﻮﻋﻴﺔ‪.‬‬ ‫‪.1‬‬
‫ﻭﺿـﺢ ﻛﻴﻒ ﺗﺴـﺘﻄﻴﻊ ﻗﻴـﺎﺱ ﴎﻋـﺔ ﻣﺮﻛﺒﺔ ﻣﺘﺤﺮﻛـﺔ ﺗﻈﻬﺮ ﰲ‬ ‫ﹼ‬ ‫‪ �‬ﻣﻼﺣﻈﺎﺗﻚ ﺍﻟﻜﻤﻴﺔ‪.‬‬ ‫‪.2‬‬
‫ﴍﻳـﻂ ﻓﻴﺪﻳﻮ؟ ﻛﻴـﻒ ﺗﺴـﺘﻄﻴﻊ ﻗﻴﺎﺱ ﺍﳌﺴـﺎﻓﺔ ﻭﺍﻟﺰﻣـﻦ ﺑﺪﻗﺔ؟‬
‫‪ ‬ل الب‪‬ا‪‬ات ﺍﻟﺘـﻲ ﺳـﺠﻠﺘﻬﺎ ﰲ ﺍﳉـﺪﻭﻝ ﻋـﲆ ﻣﻨﺤﻨﻰ‬ ‫‪.3‬‬
‫ﲢﺴـﻦ‬‫ﹼ‬ ‫ﻭﻛﻴﻒ‬ ‫ﺍﻟﻄﺮﻳﻖ؟‬ ‫ﻋﲆ‬ ‫ﺳﺘﺴـﺘﺨﺪﻣﻬﺎ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻹﺷـﺎﺭﺍﺕ‬ ‫ﻣﺎ‬
‫)ﺍﳌﺴﺎﻓﺔ – ﺍﻟﺰﻣﻦ( ‪.‬‬
‫ﻗﻴﺎﺳـﺎﺗﻚ؟ ﻣـﺎ ﺍﻟﻮﺣـﺪﺍﺕ ﺍﳌﻨﻄﻘﻴﺔ ﻟﴪﻋـﺔ ﺍﳌﺮﻛﺒـﺔ ﺍﻟﺘﻲ ﺗﻈﻬﺮ‬
‫قدر ﴎﻋﺔ ﺍﻟﺴﻴﺎﺭﺗﲔ ﺑﻮﺣﺪﺓ ‪ cm/s‬ﻭ ‪.m/s‬‬ ‫‪‬‬ ‫‪.4‬‬
‫ﰲ ﺍﻟﻔﻴﺪﻳـﻮ؟ ﺇﱃ ﺃﻱ ﻣﺪ￯ ﺗﺴـﺘﻄﻴﻊ ﺗﻮ ﱡﻗﻊ ﻣﻮﻗـﻊ ﺍﳌﺮﻛﺒﺔ؟ ﳋﹼﺺ‬
‫ﹴ‬
‫‪‬وق‪ ‬ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺳﺘﻘﻄﻌﻬﺎ ﻛﻞ ﺳﻴﺎﺭﺓ ﰲ ﻋﴩ ﺛﻮﺍﻥ‪ .‬ﻧﺘﺎﺋﺠﻚ‪.‬‬ ‫‪.5‬‬

‫اح‪‬ص‪ ‬ﺩﻗﺔ ﻛﻞ ﻣﻦ ﺍﻷﺩﺍﺗﲔ ﺍﳌﺴﺘﺨﺪﻣﺘﲔ ﻟﻘﻴﺎﺱ ﺍﳌﺴﺎﻓﺔ ﻋﻨﺪﻣـﺎ ﻳﺸـﺎﻫﺪ ﻋﺪﺍ ﹶﺩ ﺍﻟﴪﻋـﺔ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺭﺍﻛﺐ ﳚﻠـﺲ ﰲ ﺍﳌﻘﺪﻣﺔ‬ ‫‪.1‬‬

‫ﻭﺳﺎﺋﻖ ﺍﳊﺎﻓﻠﺔ ﻭﺭﺍﻛﺐ ﳚﻠﺲ ﰲ ﺍﳋﻠﻒ ﻓﺈﳖﻢ ﺳﻴﻘﺮﺅﻭﻥ‪:‬‬ ‫ﻭﺍﻟﺰﻣﻦ‪.‬‬

‫ا‪‬صت‪‬دا‪ ‬املت‪‬ات ‪‬ال‪‬وا‪ ‬ﺣﺪﹼ ﺩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴـﺘﻘﻠﺔ‬
‫ﻓﴪ‬‫‪ 90 km/h‬ﻭ ‪ 100 km/h‬ﻭ ‪ 110 km/h‬ﻋﲆ ﺍﻟﱰﺗﻴﺐ‪ .‬ﹼ‬
‫‪.2‬‬

‫ﻫﺬﺍ ﺍﻻﺧﺘﻼﻑ‪.‬‬ ‫ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ ﰲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬

‫قار‪ ‬ﺃﻱ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻟﻠﺴﻴﺎﺭﺗﲔ‬ ‫‪.3‬‬
‫‪ A‬ﻭ‪ B‬ﺫﺍﺕ ﻣﻴﻞ ﺃﻗﻞ؟ ﻭﻣﺎﺫﺍ ﻳﺴﺎﻭﻱ ﻫﺬﺍ ﺍﳌﻴﻞ؟‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬ ‫ﹴ‬
‫)ﻣﻮﺍﺯ‬ ‫ا‪‬صت‪‬ت‪ ‬ﻣﺎ ﺍﻟـﺬﻱ ﻳﻌﻨﻴﻪ ﺣﺼﻮﻟﻚ ﻋﲆ ﺧـﻂ ﺃﻓﻘﻲ‬ ‫‪.4‬‬
‫مل‪‬يد ‪ ‬املع‪‬و‪‬ات ‪ ‬ال‪‬ا‪ ‬ار‪ ‬ا‪ ‬صب‪‬ة ا‪ ‬ا‪ ‬قم ‪‬يار‪‬‬
‫ﳌﺤﻮﺭ ﺍﻟﺰﻣﻦ( ﻋﻨﺪ ﺭﺳﻢ ﻋﻼﻗﺔ ﺍﳌﺴﺎﻓﺔ ﻣﻊ ﺍﻟﺰﻣﻦ؟‬
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 ‫ﺳﻬﻴﻞ ﺳﺎت ‪Es'hailsat‬‬
‫ال‪ ‬ا‪‬ص‪‬ا‪ ‬ﺟﻬﺎﺯ ﻣﻦ ﺻﻨﻊ ﺍﻹﻧﺴـﺎﻥ ﻳﺪﻭﺭ ﰲ‬
‫ﻣﺪﺍﺭ ﰲ ﺍﻟﻔﻀﺎﺀ ﺣﻮﻝ ﺍﻷﺭﺽ ﺃﻭ ﺣﻮﻝ ﻛﻮﻛﺐ ﺁﺧﺮ؛‬
‫ﻷﻏﺮﺍﺽ ﺃﻣﻨﻴﺔ ﺃﻭ ﻋﻠﻤﻴﺔ ﺃﻭ ﻟﻼﺗﺼﺎﻻﺕ‪ .‬ﻭﺃﻭﻝ ﻗﻤﺮ‬
‫ﺍﺻﻄﻨﺎﻋـﻲ ﺃﻃﻠـﻖ ﺇﱃ ﺍﻟﻔﻀـﺎﺀ ﻫﻮ ﺳـﺒﻮﺗﻨﻚ ‪ 1‬ﺍﻟﺬﻱ‬
‫ﺃﺭﺳﻠﻪ ﺍﻻﲢﺎﺩ ﺍﻟﺴﻮﻓﻴﻴﺘﻲ ﺳﺎﺑ ﹰﻘﺎ ﻋﺎﻡ ‪ 1957‬ﻡ‪.‬‬
‫ﻭﺗﹸﺴـﺘﺨﺪﻡ ﻣﺮﻛﺒـﺎﺕ ﻓﻀﺎﺋﻴـﺔ ﺧﺎﺻـﺔ ﺃﻭ ﺻﻮﺍﺭﻳـﺦ‬
‫ﳊﻤﻞ ﻫﺬﻩ ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﻭﺇﻃﻼﻗﻬﺎ ﰲ ﻣﺪﺍﺭﺍﲥﺎ‬
‫ﻓﻔﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺃﺭﺳـﻞ ﻓﻴﻪ ﻓﺮﻳﻖ ﺍﳍﻨﺪﺳـﺔ ﺍﳋﺎﺹ‬ ‫ﺍﳋﺎﺻـﺔ‪ .‬ﻭﻟﻀﲈﻥ ﻋﺪﻡ ﲢ ﹼﻄـﻢ ﺍﻟﻘﻤﺮ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺃﻭ‬
‫ﺑﺒﻨﺎﺀ ﺍﻟﻘﻤﺮ ﺍﻻﺻﻄﻨﺎﻋﻲ ﻭﺑﺮﳎﺘﻪ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺣﻴﺔ‬ ‫ﺇﻓﻼﺗـﻪ ﻣﻦ ﺟﺎﺫﺑﻴـﺔ ﺍﻷﺭﺽ ﻭﺿﻴﺎﻋـﻪ ﰲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﺃﻭ‬
‫ﺑﺤﺴـﺐ ﺍﻟﻨﻈـﺎﻡ ﺍﻹﻧﺠﻠﻴـﺰﻱ ﻟﻠﻮﺣـﺪﺍﺕ‪ ،‬ﺃﺩﺧﻠـﺖ‬ ‫ﺳـﻘﻮﻃﻪ ﻧﺤـﻮ ﺍﻷﺭﺽ‪ ،‬ﳚـﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﳊﺴـﺎﺑﺎﺕ‬
‫ﻭﻛﺎﻟـﺔ ﺍﻹﻃﻼﻕ ﺍﳋﺎﺻـﺔ ﺑﺎﻟﻘﻤﺮ ﺑﻴﺎﻧـﺎﺕ ﺍﳌﻼﺣﺔ ﻛﲈ‬ ‫ﺍﳌﺘﻌﻠﻘـﺔ ﺑﺼﻨﺎﻋـﺔ ﻫـﺬﻩ ﺍﻷﻗـﲈﺭ ﻭﺇﻃﻼﻗﻬـﺎ ﺩﻗﻴﻘـﺔ‬
‫ﻫﻲ ﻣﻌﺘﻘﺪﻳﻦ ﺃﳖﺎ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ‪.‬‬ ‫ﻭﻣﻀﺒﻮﻃـﺔ ﺟـﺪﹼﹰ ﺍ‪ ،‬ﻭﺇﻻ ﺳـﺘﻜﻮﻥ ﺍﻟﻨﺘﺎﺋـﺞ ﻛﺎﺭﺛﻴـﺔ‪،‬‬
‫ﺧﺼﻮﺻـﺎ ﺃﻥ ﺗﻜﻠﻔـﺔ ﻫﺬﻩ ﺍﻷﻗﲈﺭ ﻛﺒـﲑﺓ‪ .‬ﻭﻳﺪﺧﻞ ﰲ‬‫ﹰ‬
‫ﻭﲤﺎﺷـ ﹰﻴﺎ ﻣـﻊ ﺣﺮﺹ ﺃﻣـﲑ ﺩﻭﻟﺔ ﻗﻄﺮ ﺍﳌﻔـﺪ￯ ﻋﲆ ﺃﻥ‬
‫ﻫـﺬﻩ ﺍﳊﺴـﺎﺑﺎﺕ ﲢﺪﻳـﺪ ﺍﻟﻐـﺮﺽ ﻣﻦ ﺇﻃـﻼﻕ ﺍﻟﻘﻤﺮ‬
‫ﺍﻟﺮﻳـﺎﺩﺓ ﰲ ﻣﻮﺍﻛﺒﺔ ﺍﻟﺘﻄـﻮﺭ‪ ،‬ﻭﺃﻥ‬
‫ﻳﻜـﻮﻥ ﻟﺪﻭﻟﺔ ﻗﻄـﺮ ﹼ‬
‫ﺍﻻﺻﻄﻨﺎﻋـﻲ )ﺍﻟﺬﻱ ﳛـﺪﺩ ﺍﺭﺗﻔﺎﻉ ﻣـﺪﺍﺭﻩ(‪ ،‬ﻭﴎﻋﺔ‬
‫ﳛﺼـﻞ ﺃﺑﻨـﺎﺀ ﺍﻟﺪﻭﻟﺔ ﻭﺍﻷﺷـﻘﺎﺀ ﺍﻟﻌﺮﺏ ﻋـﲆ ﺃﻓﻀﻞ‬
‫ﺇﻃﻼﻗﻪ‪ ،‬ﻭﺯﺍﻭﻳﺔ ﺍﻹﻃﻼﻕ‪ ،‬ﻭﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﺳﻴﻮﺿﻊ‬
‫ﺍﳋﺪﻣـﺎﺕ‪ ،‬ﺃﻃﻠﻘﺖ ﺩﻭﻟﺔ ﻗﻄﺮ ﰲ ‪ 29‬ﺃﻏﺴـﻄﺲ‪/‬ﺁﺏ‬
‫ﻋﻠﻴـﻪ ﺍﻟﻘﻤـﺮ‪ ،‬ﻭﴎﻋـﺔ ﺍﻟﻘﻤـﺮ ﰲ ﻣـﺪﺍﺭﻩ‪ ،‬ﻭﻗـﺪﺭﺍﺕ‬
‫ﺍﻟﻌـﺎﻡ ‪ 2013‬ﻡ ﺍﻟﻘﻤـﺮ ﺍﻻﺻﻄﻨﺎﻋـﻲ ﺳـﻬﻴﻞ ﺳـﺎﺕ‬
‫ﺍﻟﺼﻮﺍﺭﻳﺦ ﺍﳊﺎﻣﻠﺔ ﻟﻠﻘﻤﺮ‪ ،‬ﻭﻏﲑﻫﺎ‪.‬‬
‫)ﺃﻭ ﺳـﻬﻴﻞ ‪ (1‬ﺇﱃ ﺍﻟﻔﻀـﺎﺀ ﻣـﻦ ﻗﺎﻋﺪﺓ ﻛـﻮﺭﻭ ﻏﻮﻳﺎﻧﺎ‬
‫ﺍﻟﻔﺮﻧﺴﻴﺔ‪ .‬ﻭﻗﺪ ﺍﺳـﺘﹸﻠﻬﻢ ﺍﺳﻢ ﺍﻟﻘﻤﺮ ﻣﻦ ﻧﺠﻢ ﺳﻬﻴﻞ‪.‬‬ ‫ﻭﰲ ﺳﻴﺎﻕ ﺍﳊﺪﻳﺚ ﻋﻦ ﺍﻷﻗﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ ﻧﺸﲑ ﺇﱃ‬
‫ﻭﺳـﻴﻘﺪﻡ ﻫـﺬﺍ ﺍﻟﻘﻤﺮ ﺧﺪﻣﺎﺕ ﻣﺘﻄـﻮﺭﺓ ﻣﻘﺎﺭﻧﺔ ﺑﻐﲑﻩ‬ ‫ﺣﺎﺩﺛـﺔ ﺗﺆﻛـﺪ ﺃﳘﻴﺔ ﺍﻋﺘـﲈﺩ ﻧﻈﺎﻡ ﻣﻮﺣـﺪ ﻟﻠﻘﻴﺎﺱ ﻳﺘﻢ‬
‫ﻣـﻦ ﺍﻷﻗﲈﺭ؛ ﻭﺫﻟﻚ ﳊـﺮﺹ ﺩﻭﻟﺔ ﻗﻄﺮ ﻋﲆ ﺃﻥ ﻳﻌﺘﻤﺪ‬ ‫ﺗﺪﺍﻭﻟﻪ ﻋﺎﳌ ﹼﹰﻴﺎ ﻭﺑﺸـﻜﻞ ﻣﺘﻔﻖ ﻋﻠﻴـﻪ؛ ﻓﻔﻲ ﻋﺎﻡ ‪1999‬ﻡ‬
‫ﺍﻟﻘﻤﺮ ﺳـﻬﻴﻞ ﺳﺎﺕ ﻋﲆ ﺃﺣﺪﺙ ﺍﻟﺘﻘﻨﻴﺎﺕ ﰲ ﳎﺎﻻﺕ‬ ‫ﻓﻘـﺪﺕ ﻭﻛﺎﻟـﺔ ﻧﺎﺳـﺎ ﺍﻟﻔﻀﺎﺋﻴـﺔ ﺍﻟﻘﻤـﺮ ﺍﻻﺻﻄﻨﺎﻋـﻲ‬
‫ﺍﻟﺒﺚ ﺍﻟﻔﻀﺎﺋﻲ ﻭﺍﻻﺗﺼﺎﻻﺕ ﻭﺧﺪﻣﺎﺕ ﺍﻹﻧﱰﻧﺖ‪.‬‬ ‫ﺍﳌﺮﳜـﻲ )ﻣـﺎﺭﺱ( ‪ -‬ﺍﻟـﺬﻱ ﺗﻘـﺪﺭ ﺗﻜﻠﻔﺘـﻪ ﺑــ ‪125‬‬
‫ﻣﻠﻴـﻮﻥ ﺩﻭﻻﺭ ‪ -‬ﺑﻤﺠـﺮﺩ ﴍﻭﻋـﻪ ﺑﺎﻟـﺪﻭﺭﺍﻥ ﺣـﻮﻝ‬
‫التو‪‬ص‪‬‬ ‫ﻛﻮﻛـﺐ ﺍﳌﺮﻳﺦ‪ ،‬ﻭﺍﻛﺘﺸـﻒ ﺍﻟﻌﻠﲈﺀ ﻓﻴﲈ ﺑﻌـﺪ ﺃﻥ ﺧﻠ ﹰ‬
‫ﻼ‬
‫‪      .1‬‬ ‫ﻗﺪ ﻭﻗﻊ ﰲ ﻭﺣـﺪﺓ ﺍﻟﺘﺤﻜﻢ ﺍﳋﺎﺻﺔ ﺑﺎﻟﻘﻤﺮ‪ ،‬ﻓﺎﻧﺤﺮﻑ‬
‫‪ ‬‬ ‫ﻋﻦ ﻣﺴـﺎﺭﻩ‪ ،‬ﳑﺎ ﺗﺴـﺒﺐ ﰲ ﺿﻴﺎﻋـﻪ ﰲ ﺍﻟﻔﻀﺎﺀ‪ .‬ﻭﺑﻌﺪ‬
‫‪‬‬ ‫ﺍﻟﻔﺤـﺺ ﻭﺍﻟﺘﺤﻘﻴﻖ ﳌﻌﺮﻓﺔ ﺍﻷﺳـﺒﺎﺏ ﺗﺒـﲔ ﺃﻥ ﺍﳋﻄﺄ‬
‫‪  .2‬‬ ‫ﺍﻟﺬﻱ ﺣﺪﺙ ﻛﺎﻥ ﻧﺘﻴﺠﺔ ﻻﺳﺘﺨﺪﺍﻡ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ‬
‫‪         ‬‬ ‫ﺍﻟﺸـﺎﺋﻌﺔ ﺑﺎﻭﻧﺪ‪.‬ﺛﺎﻧﻴﺔ )ﺍﻟﻨﻈﺎﻡ ﺍﻹﻧﺠﻠﻴـﺰﻱ(‪ ،‬ﺑﺪﻻﹰ ﻣﻦ‬
‫‪  ‬‬ ‫ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻧﻴﻮﺗﻦ‪.‬‬
‫‪‬‬ ‫ﺛﺎﻧﻴﺔ ﰲ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﻼﺣﻴـﺔ ﺍﳌﺪﺧﻠﺔ ﺇﱃ ﻧﻈﺎﻡ ﺍﻟﻘﻤﺮ‪.‬‬

‫‪34‬‬
 ‫)‪International System Units (SI‬‬ ‫ال‪‬ظا‪ ‬الد‪ ‬ل‪‬وحدات‬ ‫‪1-1‬‬

‫املفا‪‬م ال‪‬صة‬ ‫ال‪‬ف‪‬ات‬

‫• ﺍﻟﻔﻴﺰﻳﺎﺀ ﻋﻠﻢ ﺩﺭﺍﺳﺔ ﺍﳌﺎﺩﺓ ﻭﺍﻟﻄﺎﻗﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﲈ‪.‬‬ ‫• ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫• ﻳﺴﺘﺨﺪﻡ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﻭﺣﺪﺍﺕ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬ ‫• ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ‬
‫• ﻳﺴﺘﺨﺪﻡ ﺍﻟﺮﻗﻢ ‪ 10‬ﻣﻊ ﻭﺿﻊ ﻗﻮﺓ ﻣﻨﺎﺳﺒﺔ ﻟﻪ ﰲ ﲢﻮﻳﻞ ﺍﻟﻮﺣﺪﺍﺕ‪.‬‬ ‫• ﺍﻟﺒﺎﺩﺋﺎﺕ‬
‫• ﻳﻤﻜﻦ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳـﻴﺔ‪ ،a × 10n ،‬ﻛﺘﺎﺑﺔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻜﺒﲑﺓ ﺟﺪﹼﹰ ﺍ ﻭﺍﻟﺼﻐﲑﺓ ﺟﺪﹼﹰ ﺍ ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬ ‫• ﺍﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ‬
‫ﺑﺴﻬﻮﻟﺔ ﻛﺒﲑﺓ‪.‬‬

‫‪Precision and Accuracy‬‬ ‫الدقة ‪‬ال‪‬صب‪‬‬ ‫‪1-2‬‬

‫املفا‪‬م ال‪‬صة‬ ‫ال‪‬ف‪‬ات‬
‫• ﺍﻟﻘﻴﺎﺱ ﻣﻘﺎﺭﻧﺔ ﻛﻤﻴﺔ ﳎﻬﻮﻟﺔ ﺑﺄﺧﺮ￯ ﻣﻌﻴﺎﺭﻳﺔ‪.‬‬ ‫• ﺍﻟﻘﻴﺎﺱ‬
‫• ﺍﻟﺪﻗﺔ ﻫﻲ ﺩﺭﺟﺔ ﺍﻹﺗﻘﺎﻥ ﰲ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﰲ ﺃﻱ ﻋﻤﻠﻴﺔ ﺣﺴﺎﺑﻴﺔ ﻋﲆ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻓﺈﻥ ﺩﻗﺔ ﺍﻟﻨﺎﺗﺞ ﻟﻦ ﺗﻜﻮﻥ ﺃﻛﱪ‬ ‫• ﺍﻟﺪﻗﺔ‬
‫ﻣﻦ ﺃﻗﻞ ﺩﻗﺔ ﻟﻠﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺪﺧﻞ ﰲ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬ ‫• ﺍﻟﻀﺒﻂ‬
‫• ﻳﺼﻒ ﺍﻟﻀﺒﻂ ﻛﻴﻒ ﺗﺘﻔﻖ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ ﻣﻊ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ ﰲ ﺍﻟﻘﻴﺎﺱ‪.‬‬ ‫• ﻫﺎﻣﺶ ﺍﳋﻄﺄ‬
‫• ﲨﻴـﻊ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﳚﺐ ﺃﻥ ﲢﺘﻮﻱ ﻋﲆ ﺧﻄﺄ ﰲ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻳﺴـﻤﻰ ﻫﺎﻣﺶ ﺍﳋﻄﺄ‪ ،‬ﻭﻫﻮ ﻳﺴـﺎﻭﻱ ﻧﺼﻒ ﻗﻴﻤﺔ‬ ‫• ﺍﻷﺧﻄﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ‬
‫ﺃﺻﻐﺮ ﺗﺪﺭﻳﺞ ﰲ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫• ﺗﺆﺛـﺮ ﺍﻷﺧﻄـﺎﺀ ﺍﳌﻨﺘﻈﻤﺔ ﰲ ﺿﺒﻂ ﺍﻟﻘﻴـﺎﺱ ﻓﻘﻂ‪ ،‬ﻭﻻ ﺗﺘﺄﺛﺮ ﺩﻗﺔ ﺍﻟﻘﻴﺎﺱ ﲠﺬﻩ ﺍﻷﺧﻄﺎﺀ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺣﺘﺴـﺎﺏ‬
‫ﻫﺬﻩ ﺍﻷﺧﻄﺎﺀ ﻣﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺛﻢ ﺍﻟﺘﺨﻠﺺ ﻣﻨﻬﺎ ﰲ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﻨﻬﺎﺋﻴﺔ‪.‬‬

‫‪35‬‬ ‫‪www.obeikaneducation.com‬‬ ‫‪‬‬

‫ﻗـﺎﻡ ﻃﺎﻟﺒـﺎﻥ ﺑﻘﻴﺎﺱ ﴎﻋـﺔ ﺍﻟﻀـﻮﺀ؛ ﻓﺤﺼﻞ ﺍﻷﻭﻝ‬ ‫‪.38‬‬ ‫‪‬ي‪‬ة املفا‪‬م‬
‫ﻋـﲆ ‪ ،(3.001 ± 0.001) × 108 m/s‬ﻭﺣﺼـﻞ‬ ‫ﺃﻛﻤﻞ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪.30‬‬
‫ﺍﻟﺜﺎﲏ ﻋﲆ ‪.( 2.999 ± 0.006) × 108 m/s‬‬ ‫ﺍﻟﺘﺎﻟﻴـﺔ‪ :‬ﺍﻟﻄـﻮﻝ‪ ،m/s ،‬ﻭﺣـﺪﺍﺕ ﻣﺸـﺘﻘﺔ‪ ،‬ﺍﻟﻜﺘﻠﺔ‪،‬‬
‫‪ .a‬ﺃﳞﲈ ﺃﻛﺜﺮ ﺩﻗﺔ؟‬ ‫‪ ،kg/cm3‬ﺍﻟﻄﺎﻗﺔ‪.s ،‬‬
‫‪ .b‬ﺃﳞﲈ ﺃﻛﺜﺮ ﺿﺒ ﹰﻄﺎ؟ ﹰ‬
‫ﻋﻠﲈ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﴪﻋﺔ‬ ‫‪‬حدات ال‪‬ا‪‬‬
‫ﺍﻟﻀﻮﺀ ﻫﻲ‪2.99792458 × 108 m/s :‬‬ ‫‪‬صم ا‪‬‬

‫ﻣـﺎ ﻃﻮﻝ ﻭﺭﻗـﺔ ﺍﻟﺸـﺠﺮ ﺍﳌﺒﻴﻨـﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪1-12‬؟‬ ‫‪.39‬‬

‫‪‬حدات ا‪‬صا‪‬ص‪‬ة‬
‫ﺿﻤﻦ ﺇﺟﺎﺑﺘﻚ ﺧﻄﺄ ﺍﻟﻘﻴﺎﺱ‪.‬‬‫ﱢ‬
‫‪ ‬ا‪‬ت‪‬ا‬ ‫‪ ‬ا‪‬ت‪‬ا‬

‫ال‪‬ص‪‬ة‬ ‫ال‪‬ا‪‬ة‬ ‫ال‪‬‬

‫‪‬ح‪‬دات ق‪‬ا‪‬ص‪‬ا‬ ‫‪‬ح‪‬دات ق‪‬ا‪‬ص‪‬ا‬

‫‪J‬‬ ‫‪m‬‬ ‫‪kg‬‬

‫ا‪‬ا‪ ‬املفا‪‬م‬
‫ﻣﺎ ﺃﳘﻴﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﰲ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ؟‬ ‫‪.31‬‬

‫ﻣﺎ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ؟‬ ‫‪.32‬‬

‫ال‪‬ص‪‬ل ‪1-12‬‬
‫ﹸﺴﻤﻰ ﻗﻴﻢ ﺍﳌﱰ ﺍﻟﺘﺎﻟﻴﺔ؟‬
‫ﻣﺎﺫﺍ ﺗ ﹼ‬ ‫‪.33‬‬
‫ا‪‬ا‪ ‬حل امل‪‬صا‪‬ل‬
‫‪1/100 m .a‬‬
‫‪ 1-1‬‬ ‫‪1/1000 m .b‬‬
‫ﺣﻮﻝ ﻛ ﹼﹰ‬
‫ﻼ ﳑﺎ ﻳﲇ ﺇﱃ ﺍﻟﻮﺣﺪﺓ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻪ‪:‬‬ ‫ﹼ‬ ‫‪.40‬‬ ‫‪1000 m .c‬‬
‫= ‪42.3 cm‬‬ ‫‪m .a‬‬ ‫ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﳜﺘﻠﻒ ﺁﺧﺮ ﺭﻗﻢ ﰲ ﺍﻟﻘﻴﺎﺱ ﻋﻦ ﻏﲑﻩ‬ ‫‪.34‬‬
‫= ‪200 mPa‬‬ ‫‪kPa .b‬‬ ‫ﻣﻦ ﺍﻷﺭﻗﺎﻡ؟‬
‫= ‪21 km‬‬ ‫‪nm .c‬‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺪﻗﺔ ﻭﺍﻟﻀﺒﻂ؟‬ ‫‪.35‬‬
‫= ‪0.023 ms‬‬ ‫‪µs .d‬‬
‫ﻫـﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜـﻮﻥ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺩﻗﻴﻘﺔ‬ ‫‪.36‬‬
‫= ‪500 kN‬‬ ‫‪MN .e‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻭﻟﻜﻨﻬﺎ ﻏﲑ ﻣﻀﺒﻮﻃﺔ؟ ﹼ‬
‫= ‪3.6 GJ‬‬ ‫‪kJ .f‬‬
‫ﺻﺤﺤﻪ‪:‬‬
‫‪‬ب‪ ‬املفا‪‬م‬
‫ﺍﻗﺮﺃ ﻣﺎ ﻳﲇ‪ ،‬ﻭﺣﺪﺩ ﺍﳋﻄﺄ ﺇﻥ ﻭﺟﺪ‪ ،‬ﺛﻢ ﹼ‬ ‫‪.41‬‬
‫‪ .a‬ﻳﺒﻠﻎ ﻭﺯﻥ ﻃﺎﻟﺐ ‪500 NEWTON‬‬ ‫ال‪‬ا‪‬ة ﺗﹸﻌﺮﻑ ﺍﻟﻜﺜﺎﻓﺔ ﺑﺄﳖﺎ ﻛﺘﻠﺔ ﻭﺣﺪﺓ ﺍﳊﺠﻮﻡ ﻣﻦ‬ ‫‪.37‬‬

‫‪ .b‬ﺗﺒﺬﻝ ﺁﻟﺔ ﺷﻐ ﹰ‬
‫ﻼ ﻣﻘﺪﺍﺭﻩ ‪2000 Joule‬‬ ‫ﺍﳌﺎﺩﺓ ﻭﺗﺴﺎﻭﻱ ﺍﻟﻜﺘﻠﺔ ﻣﻘﺴﻮﻣﺔ ﻋﲆ ﺍﳊﺠﻢ‪.‬‬
‫‪ .c‬ﻳﺒﻠﻎ ﻭﺯﻥ ﺳﻴﺎﺭﺓ ‪1500 Kg‬‬ ‫‪ .a‬ﻣﺎ ﻭﺣﺪﺓ ﺍﻟﻜﺜﺎﻓﺔ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ؟‬
‫‪ .b‬ﻫﻞ ﻭﺣﺪﺓ ﺍﻟﻜﺜﺎﻓﺔ ﺃﺳﺎﺳﻴﺔ ﺃﻡ ﻣﺸﺘﻘﺔ؟‬
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‫ﺍﺳﺘﺨﺪﻣﺖ ﺃﺳﻴﻞ ﻣﺴـﻄﺮﺓ ﻓﻠﺰﻳﺔ ﻟﻘﻴﺎﺱ ﻃﻮﻝ ﻛﺘﺎﺏ‬ ‫‪.46‬‬ ‫ﻳـﻘـﺎﺱ ﺍﻟﻀـﻐﻂ ﺑـﻮﺣـﺪﺓ ﺍﻟﺒﺎﺳــﻜـﺎﻝ ‪ ،Pa‬ﺣـﻴﺚ‬ ‫‪.42‬‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﺍﻟﺼﻒ ﺣﻴـﺚ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻓﻴﻪ ‪،26˚C‬‬ ‫‪ .1 Pa =1 kg/m.s 2‬ﻓﻬـﻞ ﻳﻤﺜـﻞ ﺍﻟﺘﻌﺒـﲑ ﺍﻟﺘـﺎﱄ‬
‫ﻭﻋﻨﺪﻣـﺎ ﻗـﺮﺃﺕ ﺗﺪﺭﻳـﺞ ﺍﳌﺴـﻄﺮﺓ ﻛﺎﻧـﺖ ﺗﻨﻈـﺮ ﺇﻟﻴﻪ‬ ‫ﻗﻴﺎﺳﺎ ﻟﻠﻀﻐﻂ ﺑﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟‬
‫ﹰ‬
‫ﺑﺸﻜﻞ ﻣﺎﺋﻞ‪.‬‬ ‫)‪(0.55 kg)(2.1 m/s‬‬
‫_______________‬
‫‪9.80 m/s2‬‬
‫‪ .a‬ﺃﻱ ﳑﺎ ﻳﲇ ﺳـﻴﺘﺄﺛﺮ ﺑﻄﺮﻳﻘﺔ ﺍﻟﻘﻴﺎﺱ ﻫﺬﻩ‪ :‬ﺍﻟﺪﻗﺔ ﺃﻡ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﻟﻀﺒﻂ؟ ﹼ‬
‫‪ .b‬ﺇﺫﺍ ﻛـﺮﺭﺕ ﺃﺳـﻴﻞ ﻗﻴـﺎﺱ ﻃـﻮﻝ ﺍﻟﻜﺘـﺎﺏ ﻧﻔﺴـﻪ‬ ‫‪ 1-2‬‬
‫ﺑﺎﳌﺴﻄﺮﺓ ﻧﻔﺴﻬﺎ ﰲ ﺍﳌﻨﺰﻝ‪ ،‬ﻭﺧﺎﺭﺝ ﺍﻟﻐﺮﻓﺔ ﺍﻟﺼ ﹼﻔﻴﺔ‬ ‫ﻭﻋـﺎﺀ ﻛﺘﻠﺘـﻪ ﻓﺎﺭ ﹰﻏـﺎ ‪ ،3.64 kg‬ﻭﻛﺘﻠﺘـﻪ ﳑﻠـﻮ ﹰﺀﺍ ﺑﺎﳌﺎﺀ‬ ‫‪.43‬‬

‫ﲢﺖ ﺃﺷـﻌﺔ ﺍﻟﺸـﻤﺲ‪ ،‬ﻓﻬﻞ ﺗﺘﻮﻗﻊ ﺃﻥ ﲢﺼﻞ ﻋﲆ‬ ‫‪ 51.8 kg‬ﻓﲈ ﻛﺘﻠﺔ ﺍﳌﺎﺀ ﻓﻴﻪ؟‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﻟﻄﻮﻝ ﻧﻔﺴﻪ؟ ﹼ‬ ‫ﻣﺎ ﻗﺮﺍﺀﺓ ﺍﳌﻴــــﺰﺍﻥ ﺍﳌﻮﺿـــﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 1-13‬ﻣﻊ‬ ‫‪.44‬‬
‫ﺗﻀﻤﻴﻨﻬﺎ ﺩﻗﺔ ﺍﻷﺩﺍﺓ؟‬
‫‪‬ا‪‬عة ‪‬ا‪‬ة‬
‫ﺭﺗﹼـﺐ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺘﺎﻟﻴـﺔ ﻣﻦ ﺍﻷﻛﺜﺮ ﺩﻗـﺔ ﺇﱃ ﺍﻷﻗﻞ ﺩﻗﺔ‪:‬‬ ‫‪.47‬‬
‫‪45.6 m ،0.0034 m ،1234 m‬‬
‫ﹸﺃﻋﻄﻴﺖ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻟﻘﻀﻴﺐ ﻣﺴﺘﻄﻴﻞ ﺍﻟﺸﻜﻞ‪:‬‬ ‫‪.48‬‬
‫ﻭﺍﻟﺴـﻤﻚ ‪،3.452 cm‬‬ ‫ﱡ‬ ‫ﺍﻟﻄـﻮﻝ ‪،2.347 m‬‬
‫ﻭﺍﻻﺭﺗﻔﺎﻉ ‪ ،2.31 mm‬ﻭﺍﻟﻜﺘﻠﺔ ‪ .1659 g‬ﺍﺣﺴـﺐ‬
‫ﺣﺠﻢ ﺍﻟﻘﻀﻴـﺐ ﺑﻮﺣﺪﺓ ‪ ،m3‬ﻭﺍﺣﺴـﺐ ﻛﺜﺎﻓﺔ ﻣﺎﺩﺗﻪ‬
‫ﺑﻮﺣﺪﺓ ‪ ،g/cm3‬ﻋﱪ ﻋﻦ ﻧﺘﺎﺋﺠﻚ ﺑﺸﻜﻞ ﺳﻠﻴﻢ‪.‬‬
‫ال‪‬ص‪‬ل ‪1-13‬‬
‫ﺗـﺘـﻜـﻮﻥ ﻗـﻄﺮﺓ ﺍﻟـﻤــﺎﺀ ‪ -‬ﻓـــﻲ ﺍﳌﺘـﻮﺳـﻂ‪ -‬ﻣـﻦ‬ ‫‪.49‬‬
‫‪ 1.7 × 1021‬ﺟـﺰﻱﺀ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳌـﺎﺀ ﻳﺘﺒﺨـﺮ ﺑﻤﻌـﺪﻝ‬ ‫ﻭﺿﻤﻦ ﺩﻗﺔ‬
‫ﱢ‬ ‫ﺍﻗﺮﺃ ﺍﻟﻘﻴﺎﺱ ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪،1-14‬‬ ‫‪.45‬‬
‫ﻣﻠﻴـﻮﻥ ﺟـﺰﻱﺀ ﰲ ﺍﻟﺜﺎﻧﻴـﺔ ﻓﺎﺣﺴـﺐ ﺍﻟﺰﻣـﻦ ﺍﻟـﻼﺯﻡ‬ ‫ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﻹﺟﺎﺑﺔ‪.‬‬
‫ﻟﺘﺒﺨﺮ ﻗﻄﺮﺓ ﺍﳌﺎﺀ ﲤﺎ ﹰﻣﺎ‪.‬‬
‫‪2‬‬ ‫‪3‬‬
‫التف‪ ‬ال‪‬اقد‬ ‫‪1‬‬ ‫‪4‬‬

‫ﺍﺣﺴﺐ ﻛﺘﻠﺔ ﺍﳌﺎﺀ ﺑﻮﺣﺪﺓ ‪ kg‬ﺍﻟﻼﺯﻣﺔ ﳌﻞﺀ ﻭﻋﺎﺀ ﻃﻮﻟﻪ‬

‫‪5A‬‬
‫‪0‬‬

‫‪.50‬‬ ‫‪A‬‬
‫‪CLASS A‬‬

‫‪ ،1.4 m‬ﻭﻋﺮﺿـﻪ ‪ ،0.600 m‬ﻭﻋﻤﻘـﻪ ‪،34.0 cm‬‬

‫ﻋﻠﲈ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ‪.1.00 g/cm3‬‬
‫ﹰ‬

‫ال‪‬ص‪‬ل ‪1-14‬‬

‫‪C01-10A-845813‬‬
‫‪37‬‬ ‫‪Final‬‬
 ‫ال‪‬تا‪‬ة ‪ ‬الف‪‬يا‪‬‬
‫ﺍﻛﺘـﺐ ﻣﻘﺎﻟﺔ ﻋﻦ ﺗﺎﺭﻳـﺦ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺗﻮﺿـﺢ ﻓﻴﻬﺎ ﻛﻴﻔﻴﺔ‬
‫ﻋﻠﻤﻲ ﻣﻊ‬
‫ﱟ‬ ‫ﺗﻐـﲑ ﺍﻷﻓـﻜﺎﺭ ﺣﻮﻝ ﻣﻮﺿـﻮﻉ ﺃﻭ ﻛﺸـﻒ‬ ‫ﱡ‬
‫ﻣـﺮﻭﺭ ﺍﻟﺰﻣﻦ‪ .‬ﺗﺄﻛـﺪ ﻣﻦ ﺇﺩﺭﺍﺝ ﺇﺳـﻬﺎﻣﺎﺕ ﺍﻟﻌﻠﲈﺀ ﰲ‬
‫ﻫﺬﺍ ﺍﳌﻮﺿﻮﻉ ﻭﺗﻘﻮﻳﻢ ﺃﺛﺮﻫﺎ ﰲ ﺗﻄﻮﺭ ﺍﻟﻔﻜﺮ ﺍﻟﻌﻠﻤﻲ‪،‬‬
‫ﻭﰲ ﻭﺍﻗﻊ ﺍﳊﻴﺎﺓ‪.‬‬
‫ﻭﺿﺢ ﻛﻴﻒ ﺃﻥ ﲢﺴـﲔ ﺍﻟﺪﻗـﺔ ﰲ ﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ ﻳﺆﺩﻱ‬ ‫ﹼ‬
‫ﺇﱃ ﺩﻗـﺔ ﺃﻛﺜـﺮ ﰲ ﺍﻟﺘﻮﻗﻌـﺎﺕ ﺍﳌﺘﻌﻠﻘـﺔ ﺑﻜﻴﻔﻴﺔ ﺳـﻘﻮﻁ‬
‫ﺍﳉﺴﻢ‪.‬‬
‫ﺃﺟـﺮﺕ ﺛـﻼﺙ ﻃﺎﻟﺒـﺎﺕ ﲡﺮﺑـﺔ ﻟﻘﻴـﺎﺱ ﻛﺜﺎﻓـﺔ ﻣﺎﺩﺓ‬ ‫‪.51‬‬
‫‪.53‬‬ ‫ﺍﻟﺮﺻﺎﺹ‪ ،‬ﺣﻴﺚ ﻛـﺮﺭﺕ ﻛﻞ ﻭﺍﺣﺪﺓ ﻣﻨﻬﻦ ﺍﻟﺘﺠﺮﺑﺔ‬
‫ﺛﻼﺙ ﻣﺮﺍﺕ‪ ،‬ﻭﺣﺼﻠﻦ ﻋﲆ ﺍﻟﻨﺘﺎﺋﺞ ﺍﳌﻮﺿﺤﺔ ﺃﺩﻧﺎﻩ‪:‬‬
‫ﲨﺎﻥ‪11.33 g/cm3، 11.34 g/cm3، 11.35 g/cm3 :‬‬
‫ﺳﻨﺪﺱ‪11.33 g/cm3، 11.12 g/cm3، 11.48 g/cm3 :‬‬
‫ﻧﺪ￯‪11.23 g/cm3، 11.24 g/cm3، 11.23 g/cm3 :‬‬
‫‪.54‬‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺮﺻﺎﺹ ‪ 11.34 g/cm3‬ﻓﺄﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪ .a‬ﺃﻱ ﻃﺎﻟﺒﺔ ﻗﻴﺎﺳﺎﲥﺎ ﺃﻛﺜﺮ ﺩﻗﺔ؟‬
‫‪ .b‬ﺃﻱ ﻃﺎﻟﺒﺔ ﻗﻴﺎﺳﺎﲥﺎ ﺃﻛﺜﺮ ﺿﺒ ﹰﻄﺎ؟‬
‫‪ .c‬ﺃﻱ ﻃﺎﻟﺒﺔ ﻗﻴﺎﺳﺎﲥﺎ ﺃﻗﻞ ﺩﻗﺔ ﻭﺿﺒ ﹰﻄﺎ؟‬
‫ﺍﻗﺮﺃ ﺍﻟﻔﻘﺮﺓ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺛﻢ ﺃﺟﺐ ﻋﲈ ﻳﻠﻴﻬﺎ‪:‬‬ ‫‪.52‬‬
‫ﻃﻠﺐ ﻳﻮﺳـﻒ ﻣﻦ ﺃﺧﻴﻪ ﺯﻳـﺪ ﺃﻥ ﻳﻘﻴﺲ ﻛﺘﻠﺘﻪ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺍﳌﻴﺰﺍﻥ ﺍﳌﻨﺰﱄ‪ ،‬ﻓﻮﻗﻒ ﻳﻮﺳـﻒ ﻋﲆ ﺍﳌﻴﺰﺍﻥ ﻭﻗﺎﻝ ﻟﻪ ﺯﻳﺪ ﺇﻥ‬
‫ﻋﻠﲈ ﺃﻥ ﺃﺻﻐﺮ ﺗﺪﺭﻳﺞ ﻋﲆ‬ ‫ﻭﺯﻧﻚ ‪ ، 25.25 kg ± 0.05 kg‬ﹰ‬
‫ﺍﳌﻴﺰﺍﻥ ﻫﻮ ‪ ،1 kg‬ﻓﻘﺎﻝ ﻟﻪ ﻳﻮﺳﻒ‪ :‬ﻳﻮﺟﺪ ﺧﻄﺄ ﰲ ﻗﻴﺎﺳﻚ‪.‬‬
‫ﻫـﻞ ﺗﺘﻔﻖ ﻣـﻊ ﻳﻮﺳـﻒ؟ ﺇﺫﺍ ﻛﺎﻧـﺖ ﺇﺟﺎﺑﺘﻚ ﻧﻌـﻢ ﻓﺤﺪﺩ‬
‫ﻭﺻﺤﺤﻬﺎ‪.‬‬
‫ﹼ‬ ‫ﺍﳋﻄﺄ‪/‬ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻲ ﻭﻗﻊ ﻓﻴﻬﺎ ﺯﻳﺪ‪،‬‬
‫‪38‬‬
‫ﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻄﻮﻝ ﺑﺤﺴﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ؟‬ ‫‪.5‬‬ ‫ا‪‬ص‪‬ة ا‪‬ت‪‬ار ‪ ‬تعد‪‬‬
‫‪m‬‬ ‫‪C‬‬ ‫‪km‬‬ ‫‪A‬‬
‫‪‬‬
‫‪mile‬‬ ‫‪D‬‬ ‫‪mm‬‬ ‫‪B‬‬ ‫ﺍﺳـﺘﺨﺪﻡ ﺍﻟﻌﺎﳌﺎﻥ )‪ A‬ﻭ ‪ (B‬ﺗﻘﻨﻴﺔ ﺍﻟﺘﺄﺭﻳﺦ ﺑﺎﻟﻜﺮﺑﻮﻥ ﺍﳌﺸـﻊ‬ ‫‪.1‬‬

‫ﺃﻱ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻛﻤﻴﺔ ﺃﺳﺎﺳﻴﺔ؟‬ ‫‪.6‬‬ ‫ﻟﺘﺤﺪﻳﺪ ﻋﻤﺮ ﺭﳏﲔ ﺧﺸـﺒﻴﲔ ﺍﻛﺘﺸـﻔﺎﳘﺎ ﰲ ﻛﻬﻒ‪ .‬ﻓﻮﺟﺪ‬
‫ﺍﻟﻌﺎﱂ ‪ A‬ﺃﻥ ﻋﻤﺮ ﺍﻟﺮﻣﺢ ﺍﻷﻭﻝ ﻫﻮ‪:‬‬
‫‪Force‬‬ ‫‪C‬‬ ‫‪Density‬‬ ‫‪A‬‬
‫‪ ،2250 ± 40 years‬ﻭﻭﺟﺪ ﺍﻟﻌﺎﱂ ‪ B‬ﺃﻥ ﻋﻤﺮ ﺍﻟﺮﻣﺢ ﺍﻟﺜﺎﲏ‬
‫‪Velocity‬‬ ‫‪D‬‬ ‫‪Mass‬‬ ‫‪B‬‬ ‫ﻫﻮ ‪ .2215 ± 50 years‬ﺃﻱ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺻﺤﻴﺢ؟‬
‫ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪ A‬ﺃﻛﺜﺮ ﺿﺒ ﹰ‬
‫ﻄﺎ ﻣﻦ ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪.B‬‬
‫ا‪‬ص‪‬ة امل‪‬تد‪‬‬ ‫‪A‬‬

‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺣﺴـﺎﺏ ﺍﻟﺘﺴـﺎﺭﻉ ﺑﻮﺣﺪﺓ ‪ ،m/s2‬ﻭﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ‬ ‫‪.7‬‬

‫ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪ A‬ﺃﻗﻞ ﺿﺒ ﹰ‬
‫ﻄﺎ ﻣﻦ ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪.B‬‬ ‫‪B‬‬

‫ﻣﻘﻴﺴﺔ ﺑﻮﺣﺪﺓ ‪ ،N‬ﻭﺍﻟﻜﺘﻠﺔ ﺑﻮﺣﺪﺓ ‪،g‬‬ ‫ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪ A‬ﺃﻛﺜﺮ ﺩﻗﺔ ﻣﻦ ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪.B‬‬ ‫‪C‬‬
‫ﺣﻴﺚ ‪:1 N = 1 kg.m/s2‬‬
‫ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪ A‬ﺃﻗﻞ ﺩﻗﺔ ﻣﻦ ﻗﻴﺎﺱ ﺍﻟﻌﺎﱂ ‪.B‬‬ ‫‪D‬‬
‫‪ .a‬ﻓﺄﻋـﺪ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟـﺔ ‪ F = ma‬ﺑﺤﻴﺚ ﺗﻌﻄﻲ ﻗﻴﻤﺔ‬
‫ﺍﻟﺘﺴﺎﺭﻉ ‪ a‬ﺑﺪﻻﻟﺔ ‪ m‬ﻭ ‪.F‬‬ ‫ﺃﻱ ﺍﻟﻘﻴﻢ ﺃﺩﻧﺎﻩ ﺗﺴﺎﻭﻱ ‪86.2 mC‬؟‬ ‫‪.2‬‬

‫‪ .b‬ﻣـﺎ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳـﻞ ﺍﻟﻼﺯﻡ ﻟﺘﺤﻮﻳـﻞ ‪ grams‬ﺇﱃ‬ ‫‪862 × 102 µC‬‬ ‫‪C‬‬ ‫‪862 nC‬‬ ‫‪A‬‬

‫‪kilograms‬؟‬ ‫‪8.62 ×10-1 C‬‬ ‫‪D‬‬ ‫‪0.862 kC‬‬ ‫‪B‬‬

‫‪ .c‬ﺇﺫﺍ ﺃ ﹼﺛـﺮﺕ ﻗـﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 2.7 N‬ﰲ ﺟﺴــﻢ ﻛﺘﻠﺘــﻪ‬
‫ﺇﺫﺍ ﺃﻋﻄﻴﺖ ﺍﳌﺴـﺎﻓﺔ ﺑﻮﺣﺪﺓ ‪ km‬ﻭﺍﻟﴪﻋـﺔ ﺑﻮﺣﺪﺓ ‪،m/s‬‬ ‫‪.3‬‬
‫‪ ،350 g‬ﻓـﲈ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﺘﻲ ﺗﺴـﺘﺨﺪﻣﻬﺎ ﰲ ﺣﺴـﺎﺏ‬ ‫ﻓﺄﻱ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺃﺩﻧﺎﻩ ﺗﻌﱪ ﻋﻦ ﺇﳚﺎﺩ ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﲏ )‪(s‬؟‬
‫ﺿﻤﻦ ﺍﻹﺟﺎﺑﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳﻞ‪.‬‬
‫ﺍﻟﺘﺴﺎﺭﻉ؟ ﹼ‬
‫ﴐﺏ ﺍﳌﺴﺎﻓﺔ ﰲ ﺍﻟﴪﻋﺔ‪ ،‬ﺛﻢ ﴐﺏ ﺍﻟﻨﺎﺗﺞ ﰲ ‪1000‬‬ ‫‪A‬‬

‫ﻗﺴﻤﺔ ﺍﳌﺴﺎﻓﺔ ﻋﲆ ﺍﻟﴪﻋﺔ‪ ،‬ﺛﻢ ﴐﺏ ﺍﻟﻨﺎﺗﺞ ﰲ ‪1000‬‬ ‫‪B‬‬

‫ﻗﺴﻤﺔ ﺍﳌﺴﺎﻓﺔ ﻋﲆ ﺍﻟﴪﻋﺔ‪ ،‬ﺛﻢ ﻗﺴﻤﺔ ﺍﻟﻨﺎﺗﺞ ﻋﲆ ‪1000‬‬ ‫‪C‬‬

‫‪‬‬
‫‪‬ت‪‬‬ ‫حا‪ ‬ا‪‬‬
‫ﴐﺏ ﺍﳌﺴﺎﻓﺔ ﰲ ﺍﻟﴪﻋﺔ‪ ،‬ﺛﻢ ﻗﺴﻤﺔ ﺍﻟﻨﺎﺗﺞ ﻋﲆ ‪1000‬‬ ‫‪D‬‬
‫ﻗـﺪ ﺗﺮﻏﺐ ﰲ ﲣ ﱢﻄـﻲ ﺍﳌﺴـﺎﺋﻞ ﺍﻟﺼﻌﺒﺔ ﻭﺗﻌـﻮﺩ ﺇﻟﻴﻬﺎ‬
‫__ = ‪D‬؟‬
‫‪m‬‬
‫ﺃﻱ ﺍﻟﺼﻴﻎ ﺍﻵﺗﻴﺔ ﺗﻜﺎﻓﺊ ﺍﻟﻌﻼﻗﺔ‬ ‫‪.4‬‬
‫ﻻﺣ ﹰﻘﺎ‪ .‬ﺇﻥ ﺇﺟﺎﺑﺘﻚ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺴﻬﻠﺔ ﻗﺪ ﺗﺴﺎﻋﺪﻙ‬ ‫‪V‬‬

‫ﻋﲆ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﲣﻄﻴﺘﻬﺎ‪.‬‬ ‫‪mD‬‬

‫____ = ‪V‬‬ ‫‪C‬‬ ‫‪m‬‬
‫__ = ‪V‬‬ ‫‪A‬‬
‫‪V‬‬ ‫‪D‬‬
‫‪D‬‬
‫__ = ‪V‬‬ ‫‪D‬‬ ‫‪V = Dm‬‬ ‫‪B‬‬
‫‪m‬‬

‫‪39‬‬
 ‫الوحد‪ ‬وﺻﻒ اﻟﺤﺮﻛﺔ‬
‫‪Description of Motion‬‬ ‫‪2‬‬
‫رقم الوحد‪10AP.2 ‬‬
‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫• ﲤﺜﻴـﻞ ﺍﳊﺮﻛـﺔ ﺑﺎﺳــﺘﺨـﺪﺍﻡ ﺍﻟﻜﻠﲈﺕ‬
‫ﻭﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ ﻭﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ‪.‬‬
‫• ﻭﺻﻒ ﺣﺮﻛﺔ ﺍﻷﺟﺴﺎﻡ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺼﻄﻠﺤـﺎﺕ )ﺍﳌﻮﻗـﻊ‪ ،‬ﺍﻟﴪﻋـﺔ‪،‬‬
‫ﺍﻹﺯﺍﺣﺔ‪ ،‬ﺍﻟﺘﺴﺎﺭﻉ( ﺑﻄﺮﻳﻘﺔ ﻋﻠﻤ ﹼﻴﺔ‪.‬‬

‫ا‪  ‬ة‬
‫ﺗﺘﺄ ﹼﺛـﺮ ﻣﻌﻈـﻢ ﺍﻷﺟﺴـﺎﻡ ﰲ ﺍﻟﻄﺒﻴﻌـﺔ‬
‫ﺑﻌﺪﹼ ﺓ ﻗـﻮ￯ ﺗﻌﻤﻞ ﰲ ﺃﻛﺜـﺮ ﻣﻦ ﺍﲡﺎﻩ‪.‬‬
‫ﻓﻌﻨـﺪ ﺳـﺤﺐ ﺳـﻴﺎﺭﺓ ﻟﺮﻓﻌﻬـﺎ ﺇﱃ‬
‫ﺷﺎﺣﻨﺔ ﺍﻟﺴﺤﺐ )ﺍﻟﻮﻧﺶ( ﻓﺈﳖﺎ ﺗﺘﺄ ﹼﺛﺮ‬
‫ﺑﻘﻮ￯ ﻋﺪﻳـﺪﺓ ﺇﱃ ﺃﻋـﲆ ﻭﺇﱃ ﺍﻷﻣﺎﻡ‪،‬‬
‫ﺑﺎﻹﺿﺎﻓـﺔ ﺇﱃ ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ ﺇﱃ‬
‫ﻛﻤ ﹼﻴﺎﺕ ﻣﺘﹼﺠﻬﺔ‪.‬‬‫ﺃﺳﻔﻞ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻘﻮ￯ ﹼ‬
‫ﺇﻥ ﻣﻌﺮﻓﺘﻚ ﺑﺎﳌﺘﹼﺠﻬـﺎﺕ ﻭﺍﻟﻌﻤﻠ ﹼﻴﺎﺕ‬
‫ﺍﳊﺴﺎﺑ ﹼﻴﺔ ﺍﻟﺘﻲ ﲡﺮ￯ ﻋﻠﻴﻬﺎ ﺳﻴﻤﻜﹼﻨﻚ‬
‫ﻣـﻦ ﻓﻬﻢ ﺍﻟﻘـﻮ￯ ﰲ ﺍﻟﻮﺣـﺪﺓ ﺍﻟﺘﺎﻟﻴﺔ‪،‬‬
‫ﻭﻳﺴـﻬﻞ ﻋﻠﻴـﻚ ﲢﺪﻳﺪﻫﺎ ﻭﺣﺴـﺎﲠﺎ‬ ‫ﹼ‬
‫ﻭﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣـﺎ ﺍﻟﻘـﻮ￯ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺍﻟﺴـﻴﺎﺭﺓ ﺃﺛﻨـﺎﺀ‬
‫ﺣﺮﻛﺘﻬﺎ؟‬

‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪40‬‬
‫‪   ‬‬
‫‪‬‬ ‫‪2-1‬‬
‫‪Vectors and scalars‬‬
‫‪‬ل ‪‬بد‪  ‬ا‪‬وا‪ ‬ا‪‬ة ‪‬ال‪‬ص‪‬ل ‪‬ف‪‬ص‪ ‬د‬
‫‪‬‬
‫‪Hand protection‬‬
‫‪‬‬
‫‪Eye safety‬‬
‫‪‬‬
‫‪Thermal safety‬‬
‫‪‬‬
‫‪Explosive‬‬

‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬ ‫‪‬ا ‪‬ا‪ ‬ا‪‬‬

‫‪‬‬
‫‪Electrical hazard‬‬
‫‪‬‬
‫‪Harmful / Irritant‬‬
‫‪‬‬
‫‪Biological hazards‬‬
‫‪‬‬
‫‪Flammable‬‬

‫‪25.4‬‬ ‫‪‬صو‪‬ا‪ ‬الت‪‬ة ﻛﻴﻒ ﺗﻘﺎﺭﻥ ﺑﲔ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﳊﺮﻛﺔ ﺳﻴﺎﺭﺗﲔ‪:‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﺍﻷﻭﱃ ﺗﺘﺰﺍﻳﺪ ﴎﻋﺘﻬﺎ ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﺘﻨﺎﻗﺺ ﴎﻋﺘﻬﺎ؟‬

‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫ا‪‬دا‪‬‬
‫ﻭﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﻟﻘﻴﺎﺳ ﹼﻴﺔ‪.‬‬ ‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ‬
‫• ‪  ‬ﺑﲔ ﹼ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﹼ‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ا‪‬وات‬
‫• ‪‬ص‪ ‬ﳏﺼﻠﺔ ﻣﺘﹼﺠﻬﲔ ﺃﻭ ﺃﻛﺜﺮﰲ ﹸﺑﻌﺪﻳﻦ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺮﺳﻢ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫ﺿﻊ ﺍﳌﺪﺭﺝ ﺍﳍﻮﺍﺋﻲ ﻋﲆ ﺳﻄﺢ ﺃﻓﻘﻲ‪ ،‬ﺛﻢ ﺛﺒﺖ ﻋﻠﻴﻪ ﺍﻟﺒﻮﺍﺑﺘﲔ‬

‫‪Laser beam‬‬ ‫‪Hand‬‬ ‫‪protection‬‬
‫‪Lab.‬‬ ‫‪coat‬‬ ‫‪Eye safety‬‬
‫‪Ecological‬‬ ‫‪hazards‬‬ ‫‪Thermal‬‬ ‫‪safety‬‬
‫‪Carcinogenic‬‬ ‫‪Explosive‬‬

‫‪.1‬‬
‫• ‪‬ل ﺍﳌﺘﹼﺠﻪ ﰲ ﹸﺑﻌﺪﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫ﺍﻟﻀﻮﺋﻴﺘﲔ ﺑﺤﻴﺚ ﺗﺒﻌﺪ ﺇﺣﺪﺍﳘﺎ ﻋﻦ ﺍﻷﺧﺮ￯ ‪.20 cm‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫املف‪‬ات‬
‫ﻼ ﺇﱃ ﺃﻋﲆ ﻣﻦ ﺟﻬﺔ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻷﻭﱃ )ﺍﳉﻬﺔ‬‫ﹺﺃﻣـﻞ ﺍﳌﺪﺭﺝ ﻗﻠﻴ ﹰ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪.2‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫•‬ ‫‪Scalars‬‬ ‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﻟﻘﻴﺎﺳ ﹼﻴﺔ‬

‫• ﹼ‬ ‫ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﻘﺎﺫﻑ(‪.‬‬
‫• ﺍﳌﻘﺪﺍﺭ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫•‬ ‫‪Magnitude‬‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ‬ ‫ﺛ ﹼﺒﺖ ﻗﻄﻌﺔ ﺍﻟﻜﺮﺗﻮﻥ )ﺍﳊﺎﺟﺰ( ﻋﲆ ﺍﻟﻌﺮﺑﺔ‪.‬‬ ‫‪.3‬‬
‫•‬ ‫• ﹼ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Vectors‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫•‬ ‫‪Resultant‬‬ ‫ﺍﳌﺤﺼﻠﺔ‬

‫ﹼ‬
‫•‬ ‫‪Vector resolution‬‬ ‫• ﲢﻠﻴﻞ ﺍﳌﺘﹼﺠﻪ‬
‫ﺍﻟﻜﻤ ﹼﻴـﺎﺕ‬
‫ﹼ‬ ‫ال‪  ‬ات ال‪‬ا‪‬ص ‪‬ة ‪ Scalars‬ﺗﺴـﻤﻰ‬
‫ﺍﻟﺘـﻲ ﻳﻤﻜﻦ ﻭﺻﻔﻬﺎ ﺩﻭﻥ ﺍﳊﺎﺟـﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﲡﺎﻫﻬﺎ‬
‫ﻛﻤﻴـﺎﺕ ﻗﻴﺎﺳـﻴﺔ ‪ .Scalars‬ﻓﻌﻨﺪﻣـﺎ ﺗﻨﺘﻈـﺮ ﺯﻣﻴﻠﻚ‬
‫‪ ،5 min‬ﺛـﻢ ﺗﻨﺘﻈـﺮﻩ ‪ 3 min‬ﺃﺧـﺮ￯ ﻳﻜﻮﻥ ﳎﻤﻮﻉ‬
‫ﺯﻣـﻦ ﺍﻧﺘﻈـﺎﺭﻙ ﻟـﻪ ‪ .8 min‬ﻭﺇﺫﺍ ﺍﺷـﱰﻳﺖ ‪4 kg‬‬
‫ﻣـﻦ ﺍﻟﱪﺗﻘﺎﻝ‪ ،‬ﺛﻢ ﺍﺷـﱰﻳﺖ ‪ 6 kg‬ﻣـﻦ ﺍﻟﱪﺗﻘﺎﻝ ﺑﻌﺪ‬
‫ﺫﻟـﻚ ﻓﻴﻜـﻮﻥ ﳎﻤﻮﻉ ﻣـﺎ ﺍﺷـﱰﻳﺘﻪ ﻣـﻦ ﺍﻟﱪﺗﻘﺎﻝ ﻫﻮ‬
‫‪ .10 kg‬ﻭﻧﻼﺣـﻆ ﻫﻨـﺎ ﺃﻧﻨـﺎ ﻻ ﻧﺤﺘـﺎﺝ ﺇﱃ ﲢﺪﻳـﺪ‬
‫ﺍﻻﲡـﺎﻩ‪ .‬ﻓﺎﻟﻜﻤﻴـﺎﺕ ﺍﻟﻘﻴﺎﺳـﻴﺔ ﻣﺜﻞ ﺍﻟﺰﻣـﻦ ﻭﺍﻟﻜﺘﻠﺔ‬
‫ﻳﻠﺰﻡ ﻟﺘﺤﺪﻳﺪﻫﺎ ﻣﻘﺪﺍﺭ ‪ Magnitude‬ﻳﺪﻝ ﻋﲆ ﹼ‬
‫ﻛﻤ ﹼﻴﺔ‬
‫ﺍﻟﴚﺀ ﻓﻘﻂ‪ ،‬ﻭﻻ ﻳﻠﺰﻡ ﺍﲡﺎﻩ ﻟﺘﺤﺪﻳﺪﻫﺎ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ‬
‫•‬ ‫ﻭﺳﺠﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﻟﻘﻄﻊ ﺍﳌﺴﺎﻓﺔ‬ ‫ﹼ‬ ‫ﺃﻓﻠﺖ ﺍﻟﻌﺮﺑﺔ‪،‬‬ ‫‪.4‬‬
‫ﻭﺳـﺠﻞ ﴎﻋﺘﻬـﺎ ﳊﻈﺔ ﻣﺮﻭﺭﻫـﺎ ﺑﺎﻟﺒﻮﺍﺑﺔ‬ ‫ﹼ‬ ‫ﺑـﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ‪،‬‬
‫ﺍﻷﻭﱃ ‪ v1‬ﺑﺎﻋﺘﺒﺎﺭﻫـﺎ ﺍﻟﴪﻋـﺔ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ ﻋﻨـﺪ ﺍﻟﻠﺤﻈـﺔ‬
‫‪ ،t = 0 s‬ﻭﴎﻋﺘﻬـﺎ ﳊﻈـﺔ ﻣﺮﻭﺭﻫﺎ ﺑﺎﻟﺒﻮﺍﺑـﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ v2‬ﰲ‬
‫ﺳﻤﻪ ﺍﳉﺪﻭﻝ ‪.1‬‬‫ﺟﺪﻭﻝ ﺑﻴﺎﻧﺎﺕ ﹼ‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﺑﺘﺤﺮﻳﻚ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﺘﻰ ﻳﺼﺒﺢ‬ ‫ﹼ‬ ‫‪.5‬‬
‫ﺍﻟﺒﻌﺪ ﺑﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ ‪ ،40 cm‬ﺛﻢ ‪.60 cm‬‬
‫ﺃﻋﺪ ﺿﺒﻂ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ ﻟﺘﺼﺒﺢ ﻛﲈ ﰲ ﺍﳋﻄﻮﺓ ‪،1‬‬ ‫‪.6‬‬
‫ﺛﻢ ﺑﺪﹼ ﻝ ﻣﻜﺎﻥ ﺍﻟﺒﻮﺍﺑﺘﲔ ﻟﺘﻜﻮﻥ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻷﻭﱃ ﺟﻬﺔ ﺍﻟﻘﺎﺫﻑ‪.‬‬
‫ﻭﺳـﺠﻞ ﺍﻟﺰﻣـﻦ ﺍﻟﺬﻱ‬ ‫ﺍﺩﻓـﻊ ﺍﻟﻌﺮﺑـﺔ ﺇﱃ ﺃﻋـﲆ ﺑﺎﻟﻘـﺎﺫﻑ‪،‬‬
‫ﹼ‬ ‫‪.7‬‬
‫ﻭﺳـﺠﻞ ﴎﻋﺘﻬﺎ‬
‫ﹼ‬ ‫ﺗﺴـﺘﻐﺮﻗﻪ ﻟﻘﻄﻊ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ‪،‬‬
‫ﳊﻈـﺔ ﻣﺮﻭﺭﻫـﺎ ﺑﺎﻟﺒﻮﺍﺑـﺔ ﺍﻷﻭﱃ ‪ v 1‬ﺑﺎﻋﺘﺒﺎﺭﻫـﺎ ﺍﻟﴪﻋـﺔ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻋﻨﺪ ﺍﻟﻠﺤﻈﺔ ‪ ،t = 0 s‬ﻭﴎﻋﺘﻬﺎ ﳊﻈﺔ ﻣﺮﻭﺭﻫﺎ‬
‫ﺳﻤﻪ ﺍﳉﺪﻭﻝ ‪.2‬‬‫ﺑﺎﻟﺒﻮﺍﺑﺔ ﺍﻟﺜﺎﻧﻴﺔ ‪ v2‬ﰲ ﺟﺪﻭﻝ ﺑﻴﺎﻧﺎﺕ ﹼ‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﺑﺘﺤﺮﻳﻚ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺣﺘﻰ ﻳﺼﺒﺢ‬‫ﹼ‬ ‫‪.8‬‬

‫ﺍﻷﺧـﺮ￯ ﻋﻠﻴﻬﺎ ﺍﻟﻄـﻮﻝ‪ ،‬ﻭﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ‪ ،‬ﻭﺷـﺪﹼ ﺓ‬ ‫ﺍﻟﺒﻌﺪ ﺑﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ ‪ ،40 cm‬ﺛﻢ ‪.60 cm‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﺍﳌﺴﺎﻓﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﺘﹼﻴﺎﺭ‬ ‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﴪﻋﺔ ﻭﺍﻟﺰﻣﻦ ﻟﺒﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻟﲔ ‪ 1‬ﻭ‪.2‬‬ ‫‪.9‬‬

‫التح‪‬ل‬
‫ﻛﻴﻒ ﳜﺘﻠﻒ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ – ﺍﻟﺰﻣﻦ( ﳊﺮﻛﺔ ﺍﻟﻌﺮﺑﺔ ﰲ ﺍﳊﺎﻟﺘﲔ؟‬
‫التف‪ ‬ال‪‬اقد ﻛﻴﻒ ﻳﻜﻮﻥ ﺷﻜﻞ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ – ﺍﻟﺰﻣﻦ(‬
‫ﳊﺮﻛﺔ ﺍﻟﻌﺮﺑﺔ ﻋﻨﺪ ﲢﺮﻛﻬﺎ ﻋﲆ ﺍﳌﺪﺭﺝ ﺍﳍﻮﺍﺋﻲ ﻭﻫﻮ ﰲ ﻭﺿﻊ ﺃﻓﻘﻲ؟‬

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‫ﺍﻟﻜﻤ ﹼﻴـﺎﺕ ﺍﺭﺗﺒﺎ ﹰﻃـﺎ ﻭﺛﻴ ﹰﻘـﺎ ﺑﺎﻻﲡـﺎﻩ‪ ،‬ﻓـﻼ‬
‫ال‪  ‬ات املت‪‬ة ‪ Vectors‬ﺗﺮﺗﺒـﻂ ﺑﻌـﺾ ﹼ‬
‫ﺻﺤﻴﺤـﺎ ﺇﻻ ﺑﺘﺤﺪﻳﺪ ﺍﲡﺎﻫﻬـﺎ ﻭﺗﺴـﻤﻰ ﺍﻟﻜﻤﻴﺎﺕ‬ ‫ﹰ‬ ‫ﺍﻟﻜﻤ ﹼﻴـﺎﺕ ﻭﺻﻔـ ﹰﺎ‬
‫ﻳﻤﻜـﻦ ﻭﺻـﻒ ﻫـﺬﻩ ﹼ‬
‫ﲢـﺮﻙ‬ ‫ﺍﻟﻔﻴﺰﻳﺎﺋﻴـﺔ ﺍﻟﺘـﻲ ﺗﺘﻤـﺪﹼ ﺩ ﺑﺎﳌﻘـﺪﺍﺭ ﻭﺍﻻﲡـﺎﻩ ﺍﻟﻜﻤﻴـﺎﺕ ﺍﳌﺘﺠﻬـﺔ ‪ .Vectors‬ﻓﻤﺜـ ﹰ‬
‫ﻼ ﺇﺫﺍ ﹼ‬
‫ﲢﺮﻙ ﻣﺴـﺎﻓﺔ ﺃﺧﺮ￯ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﻃﺎﻟـﺐ ﻣـﻦ ﻧﻘﻄﺔ ﻣﺎ ﰲ ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﻣﺴـﺎﻓﺔ ‪ 5‬ﺧﻄـﻮﺍﺕ‪ ،‬ﺛﻢ ﹼ‬
‫‪ 3‬ﺧﻄـﻮﺍﺕ‪ ،‬ﻓﺈﻧﹼﻨـﺎ ﻻ ﻧﺴـﺘﻄﻴﻊ ﲢﺪﻳـﺪ ﻣﻜﺎﻧﻪ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺑﺪﺃ ﻣﻨﻬـﺎ ﺍﳊﺮﻛﺔ؛ ﻓﻘﺪ‬
‫ﺃﻱ ﻧﻘﻄـﺔ ﺗﻘـﻊ ﺑـﲔ ﺧﻄﻮﺗـﲔ ﺇﱃ ‪ 8‬ﺧﻄﻮﺍﺕ ﻣـﻦ ﻧﻘﻄـﺔ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﻭﻫـﺬﺍ ﻳﻌﺘﻤﺪ‬ ‫ﻳﻜـﻮﻥ ﻋﻨـﺪ ﹼ‬
‫ﲢـﺮﻙ ‪ 5‬ﺧﻄـﻮﺍﺕ ﻣـﻦ ﻧﻘﻄﺔ‬ ‫ﲢـﺮﻙ ﲠـﺎ‪ .‬ﺃ ﹼﻣـﺎ ﺇﺫﺍ ﻗﻠﻨـﺎ ﺇﻥ ﺍﻟﻄﺎﻟـﺐ ﹼ‬
‫ﻋـﲆ ﺍﻻﲡﺎﻫـﺎﺕ ﺍﻟﺘـﻲ ﹼ‬
‫ﻓﺘﺤـﺮﻙ ‪ 3‬ﺧﻄـﻮﺍﺕ ﺃﺧـﺮ￯ ﰲ ﺍﲡﺎﻩ ﺍﻟﺸـﲈﻝ‪ ،‬ﻓﻤـﻦ ﺍﳌﺆﻛﹼﺪ‬ ‫ﹼ‬ ‫ﻣـﺎ ﰲ ﺍﲡـﺎﻩ ﺍﻟﺸـﲈﻝ‪ ،‬ﺛـﻢ ﺗﺎﺑـﻊ‬
‫ﺃﻧـﻪ ﺳـﻴﻜﻮﻥ ﻋﲆ ﺑﻌﺪ ‪ 8‬ﺧﻄﻮﺍﺕ ﺷـﲈﻝ ﻧﻘﻄـﺔ ﺍﻟﺒﺪﺍﻳﺔ‪ .‬ﺃﻣـﺎ ﺇﺫﺍ ﲢﺮﻙ ‪ 5‬ﺧﻄـﻮﺍﺕ ﻣﻦ ﻧﻘﻄﺔ‬
‫ﻣـﺎ ﰲ ﺍﲡـﺎﻩ ﺍﻟﺸـﲈﻝ ‪ 6‬ﺛـﻢ ‪ 3‬ﺧﻄـﻮﺍﺕ ﰲ ﺍﲡﺎﻩ ﺍﳉﻨﻮﺏ ﻓﺴـﻴﻜﻮﻥ ﻋﲆ ﺑﻌﺪ ﺧﻄﻮﺗﲔ ﺷـﲈﻝ‬
‫ﻧﻘﻄـﺔ ﺍﻟﺒﺪﺍﻳـﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻨﺪﻣـﺎ ﻧﻘﻮﻝ ﺇﻥ ﻗﻮﺗﲔ ﻣﻘـﺪﺍﺭ ﻛﻞ ﻣﻨﻬﲈ ‪ 20 N‬ﺃﺛﺮﺗﺎ ﰲ ﺟﺴـﻢ ﻓﺈﻧﻨﺎ‬
‫ﺍﳌﺤﺼﻠﺔ )ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ( ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺫﻟﻚ ﺍﳉﺴﻢ؛ ﻓﻘﺪ ﻳﱰﺍﻭﺡ ﻣﻘﺪﺍﺭ‬‫ﹼ‬ ‫ﻻ ﻧﺴـﺘﻄﻴﻊ ﺃﻥ ﻧﺤﺴـﺐ ﺍﻟﻘﻮﺓ‬
‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻪ ﺑﲔ ﺻﻔﺮ ﻭ ‪ 40 N‬ﻧﻴﻮﺗﻦ ﺑﺤﺴﺐ ﺍﲡﺎﻩ ﻭﻧﻘﻄﺔ ﺗﺄﺛﲑ ﻛﻞ ﻣﻨﻬﲈ‪.‬‬ ‫ﹼ‬ ‫ﻫﺬﻩ ﺍﻟﻘﻮﺓ‬
‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳉﺴـﻢ ﺳـﺘﻜﻮﻥ‬ ‫ﹼ‬ ‫ﻓﺈﺫﺍ ﺃ ﹼﺛﺮﺕ ﺍﻟﻘﻮﺗﺎﻥ ﰲ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ ﻓﻤﻦ ﺍﳌﺆﻛﺪ ﺃﻥ ﺍﻟﻘﻮﺓ‬
‫ﻛﻞ‬‫‪ 40 N‬ﻧﻴﻮﺗـﻦ ﰲ ﺍﲡـﺎﻩ ﺍﻟﻐـﺮﺏ‪ ،‬ﺃ ﹼﻣـﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺗﺎﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴـﲔ ﻓﺴـﺘﻠﻐﻲ ﹼ‬
‫ﺻﻔﺮﺍ‪ ،‬ﻻﺣﻆ ﺍﻟﺸﻜﻞ ‪.2-1‬‬ ‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺫﻟﻚ ﺍﳉﺴـﻢ ﹰ‬ ‫ﹼ‬ ‫ﻣﻨﻬﲈ ﺍﻷﺧﺮ￯‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﻛﻤ ﹼﻴﺎﺕ ﻣﺜﻞ ﺍﻟﻘﻮﺓ ﻭﺍﻹﺯﺍﺣﺔ ﻻ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﻭﲢﺪﻳﺪﻫﺎ ﺇﻻ ﺑﻤﻌﺮﻓﺔ ﹼ‬
‫ﻛﻞ‬ ‫ﻧﻼﺣﻆ ﳑﺎ ﺳﺒﻖ ﺃﻥ ﹼ‬
‫ﻣﻦ ﻣﻘﺪﺍﺭﻫﺎ ﻭﺍﲡﺎﻫﻬﺎ ﻣﻌﺎ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻷﺧﺮ￯ ﻋﲆ ﺍﻟﻜﻤﻴﺎﺕ ﺍﳌﺘﺠﻬﺔ ﺍﻟﺘﺴﺎﺭﻉ‪ ،‬ﻭﺍﻟﴪﻋﺔ‬
‫ﺍﳌﺘﹼﺠﻬﺔ‪.‬‬

‫‪a‬‬
‫‪‬ال‪‬ص‪‬ل ‪a2-1‬‬
‫‪ ‬‬
‫‪F2 = 20N‬‬ ‫‪F1 = 20N‬‬ ‫‪      b‬‬
‫‪40N  ‬‬
‫‪‬‬

‫‪b‬‬

‫‪F1 = 20N‬‬

‫‪F2 = 20N‬‬

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 ‫ﻣﻨﺰﻟﻚ‬ ‫ﻣﻨﺰﻝ ﺍﳉﺪﹼ‬
‫ﺍﻟﺒﻘﺎﻟﺔ‬

‫‪‬ال‪‬ص‪‬ل ‪     2-2‬‬

‫ﺍﻟﻜﻤ ﹼﻴﺔ ﻟﻠﺪﻻﻟـﺔ ﻋﲆ ﺃﳖﺎ ﻣﺘﹼﺠﻬﺔ‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ ﺑﻮﺿﻊ ﺳـﻬﻢ ﻓﻮﻕ ﺭﻣﺰ ﹼ‬
‫ﻌﱪ ﻋـﻦ ﹼ‬‫ﻭﻏﺎﻟ ﹰﺒـﺎ ﻣـﺎ ﹸﻳ ﹼ‬
‫‪ ‬‬
‫‪‬‬ ‫‪  ‬‬
‫ﻣﺜـﻞ‪ a ) :‬ﻟﻠﺘﺴـﺎﺭﻉ ﻭ ‪ F‬ﻟﻠﻘـﻮﺓ(‪ .‬ﻭﻟﻜﻨﻨـﺎ ﰲ ﻫـﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺳـﻨﻌﺘﻤﺪ ﺣﺮﻭﻑ ﺍﻟﺒﻨـﻂ ﺍﻟﻌﺮﻳﺾ‬
‫‪    ‬‬
‫‪‬‬ ‫‪  ‬‬
‫)‪ (Bold‬ﻟﻠﺪﻻﻟﺔ ﻋﲆ ﹼ‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ‪.‬‬
‫‪  ‬‬
‫‪‬‬ ‫ﺗﻌﺮﻓﺖ ﺳﺎﺑ ﹰﻘﺎ ﻃﺮﻳﻘﺔ ﲨﻊ ﹼ‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﻟﻘﻴﺎﺳ ﹼﻴﺔ‪ .‬ﻓﻌﲆ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ‪ ، 0.2 + 0.6 = 0.8‬ﻭﻟﻜﻦ‬ ‫ﹼ‬
‫ﺍﻟﻜﻤ ﹼﻴـﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ؟ ﻓﻜﺮ ﰲ ﹼ‬
‫ﺣﻞ ﺍﳌﺴـﺄﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻃﻠﺒـﺖ ﺇﻟﻴﻚ ﻭﺍﻟﺪﺗﻚ‬ ‫ﻛﻴـﻒ ﻳﻤﻜﻨـﻚ ﲨﻊ ﹼ‬
‫ﴍﺍﺀ ﺑﻌـﺾ ﺍﻷﺷـﻴﺎﺀ ﻭﺃﺧﺬﻫـﺎ ﺇﱃ ﻣﻨﺰﻝ ﺟﺪﻙ‪ ،‬ﻓﴪﺕ ﻣﺴـﺎﻓﺔ ‪ 0.5 km‬ﻧﺤـﻮ ﺍﻟﴩﻕ ﻣﻦ‬
‫ﺑﻴﺘـﻚ ﺇﱃ ﺍﻟﺒﻘﺎﻟﺔ‪ ،‬ﻭﻗﻤﺖ ﺑﺎﻟﴩﺍﺀ‪ ،‬ﺛﻢ ﴎﺕ ﻣﺴـﺎﻓﺔ ‪ 0.2 km‬ﻧﺤﻮ ﺍﻟﴩﻕ ﺇﱃ ﻣﻨﺰﻝ ﺟﺪﻙ‪.‬‬
‫ﻣﺎ ﺑﻌﺪﻙ ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ )ﺑﻴﺘﻚ( ﰲ ﳖﺎﻳﺔ ﺭﺣﻠﺘﻚ؟‬
‫ﺣﻞ ﻫﺬﻩ ﺍﳌﺴـﺄﻟﺔ ﺑﻴﺎﻧ ﹼﹰﹼﻴﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﺴـﻄﺮﺓ‪ ،‬ﻟﻘﻴﺎﺱ ﻭﺭﺳﻢ ﻛﻞ ﻣﺘﹼﺠﻪ‪ ،‬ﻋﲆ‬ ‫ﻳﻤﻜﻨﻚ ﹼ‬
‫ﺍﻟﻜﻤ ﹼﻴﺔ ﺍﻟﺘﻲ ﻳﻤ ﹼﺜﻠﻬﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﺎﺧﺘﻴﺎﺭ ﻣﻘﻴﺎﺱ ﺭﺳـﻢ‬
‫ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﳌﺘﹼﺠﻪ ﻣﺘﻨﺎﺳـ ﹰﺒﺎ ﻣﻊ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﻭﻳﻮﺿﺢ‬
‫ﹼ‬ ‫ﻣﻨﺎﺳـﺐ‪ .‬ﻓﻌـﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺭﺑـﲈ ﲡﻌـﻞ ﻛﻞ ‪ 1 cm‬ﻋﲆ ﺍﻟﻮﺭﻗـﺔ ﻳﻤﺜـﻞ ‪. 0.1 km‬‬
‫ﺍﻟﺸـﻜﻞ ‪ 2-2‬ﻛﻼ ﺍﳌﺘﹼﺠﻬـﲔ ﰲ ﺭﺣﻠﺘـﻚ ﺇﱃ ﻣﻨـﺰﻝ ﺟـﺪﻙ‪ ،‬ﻭﳘـﺎ ﻣﺮﺳـﻮﻣﺎﻥ ﺑﻤﻘﻴـﺎﺱ ‪1‬‬
‫ﻟـﻜﻞ ‪ ،0.1 km‬ﻭﺍﳌﺘﹼﺠـﻪ ﺍﳌﻔـﺮﺩ ﺍﻟـﺬﻱ ﻳﻤﺜـﻞ ﳎﻤـﻮﻉ ﺍﳌﺘﹼﺠﻬـﲔ‪ ،‬ﺃﻱ ﹼ‬
‫ﳏﺼﻠـﺔ ﺍﳌﺘﹼﺠﻬﲔ‬ ‫‪ cm‬ﹼ‬
‫)ﻣﺒـﲔ ﺑﺨـﻂ ﻣﺘﻘﻄﻊ( ﻃﻮﻟﻪ ‪ ،7 cm‬ﻭﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳـﻢ ﻓﺈﻧﻚ ﻋﲆ ﺑﻌﺪ ‪ 0.7 km‬ﻣﻦ ﻧﻘﻄﺔ‬ ‫ﹼ‬
‫ال‪‬ص‪‬ل ‪    2-3‬‬
‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫ﻳﺴﻤﻰ ﺍﳌﺘﹼﺠﻪ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﳎﻤﻮﻉ ﻣﺘﹼﺠﻬﲔ ﺃﻭ ﺃﻛﺜﺮ ﻣﺘﹼﺠﻪ‬
‫ﺍﻷﺻﻞ ﻋﻨﺪ ﳖﺎﻳﺔ ﺭﺣﻠﺘﻚ‪ .‬ﹼ‬
‫‪‬‬
‫‪ ‬‬
‫ﺩﺍﺋﲈ ﻣﻦ ﺫﻳﻞ ﺍﳌﺘﹼﺠـﻪ ﺍﻷﻭﻝ ﺇﱃ ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ﺍﻷﺧﲑ ﻭﻫﺬﻩ ﺍﻟﻌﻤﻠ ﹼﻴﺔ‬‫‪ ،Resultant‬ﻭﻫـﻮ ﻳﺘﹼﺠﻪ ﹰ‬
‫ﲨﻊ ﺍﳌﺘﹼﺠﻬﺎﺕ‪.‬‬
‫ﺗﺴﻤﻰ ﹶ‬‫ﹼ‬
‫ﻓـﺈﺫﺍ ﺩﻓﻌـﺖ ﺃﻧـﺖ ﻭﺻﺪﻳﻘﻚ ﻃﺎﻭﻟـﺔ‪ ،‬ﻭﺃ ﱠﺛـﺮ ﻛﻞ ﻣﻨﻜﲈ ﺑﻘـﻮﺓ ‪ 40 N‬ﻧﺤﻮ ﺍﻟﻴﻤﲔ‪ ،‬ﻓـﺈﻥ ﻣﺘﹼﺠﻪ‬
‫ﺍﳌﺤﺼﻠﺔ ﻟﻘﻮﺗﻴﻜﲈ ﻳﺴـﺎﻭﻱ ‪ ،80 N‬ﻭﻳﻤ ﹼﺜﻞ ﺍﻟﺸـﻜﻞ ‪ 2-3‬ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﳌﺘﹼﺠﻬﲔ ﺍﳌﻤ ﹼﺜﻠﲔ‬
‫ﹼ‬ ‫ﺍﻟﻘﻮﺓ‬
‫ﺍﳌﺤﺼﻠﺔ؟‬
‫ﹼ‬ ‫ﻟﻘﻮﺗﻴﻜﲈ‪ .‬ﻭﻟﻜﻦ ﻛﻴﻒ ﺣﺼﻠﻨﺎ ﻋﲆ ﻣﺘﹼﺠﻪ ﺍﻟﻘﻮﺓ‬

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‫ﻳﺘﻢ ﻋﻜﺲ ﺍﲡﺎﻩ ﺍﳌﺘﹼﺠﻪ ﺍﳌﺮﺍﺩ ﻃﺮﺣﻪ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪2-4‬‬
‫ﻭﻟﻜـﻦ ﻟﻄـﺮﺡ ﻣﺘﹼﺠﻪ ﻣﻦ ﻣﺘﹼﺠﻪ ﺁﺧﺮ ﹼ‬ ‫ال‪‬ص‪‬ل‪2-4‬‬
‫ﺗﺘﻢ ﻋﻤﻠ ﹼﻴﺔ ﺍﳉﻤﻊ ﻛﲈ ﻳﲇ‪:‬‬
‫ﺛﻢ ﹼ‬ ‫‪a‬‬
‫‪B  A.a‬‬

‫)‪A - B = A + (-B‬‬ ‫‪AB.b‬‬

‫ﻭﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 2-4‬ﺍﳌﺘﹼﺠﻬـﲔ‪ A :‬ﻭ‪ .B‬ﺍﻷﻭﻝ ‪ A‬ﻃﻮﻟﻪ ‪ 4cm‬ﻭﻳﺘﹼﺠﻪ ﻧﺤـﻮ ﺍﻟﴩﻕ‪ ،‬ﻭﺍﻟﺜﺎﲏ‬ ‫ﹼ‬
‫ﳏﺼﻠﺔ ﺍﳌﺘﹼﺠﻬﲔ ‪ A‬ﻭ ‪ -B‬ﻭﻳﻤ ﹼﺜﻠﻬﺎ ﻣﺘﹼﺠﻪ ﻃﻮﻟﻪ‬
‫‪ -B‬ﻃﻮﻟﻪ ‪ 1cm‬ﻭﻳﺘﺠﻪ ﻧﺤﻮ ﺍﻟﻐﺮﺏ‪ .‬ﻭﺗﻈﻬﺮ ﹼ‬
‫‪ ،3cm‬ﻭﻳﺒﺪﺃ ﻣﻦ ﺫﻳﻞ ﺍﳌﺘﹼﺠﻪ ﺍﻷﻭﻝ‪ ،‬ﻭﻳﻨﺘﻬﻲ ﻋﻨﺪ ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ﺍﻟﺜﺎﲏ ﻧﺤﻮ ﺍﻟﴩﻕ‪.‬‬ ‫‪BA‬‬
‫‪b‬‬
‫ﺍﻟﻘﻴﺎﺳﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﻭﺍﻟﻜﻤ ﹼﻴﺎﺕ‬
‫ﹼ‬ ‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌ ﹼﺘﺠﻬﺔ‬
‫ﻗﺎﺭﻥ ﺑﲔ ﹼ‬
‫‪‬‬
‫‪Vectors in two dimensions‬‬ ‫امل ت‪‬ات ‪  ‬عدي‪‬‬
‫‪BA‬‬
‫ﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﳌﺘﹼﺠﻬﺎﺕ ﺣﺘﻰ ﻟﻮ ﱂ ﺗﻜﻦ ﰲ ﺍﻟﺒﻌﺪ ﻧﻔﺴﻪ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺮﺳﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﺍﳌﺴـﻄﺮﺓ ﻭﺍﳌﻨﻘﻠـﺔ؛ ﺣﻴـﺚ ﻳﻤﻜﻦ ﲨﻊ ﺍﳌﺘﹼﺠﻬـﺎﺕ ﺑﻮﺿﻊ ﺫﻳـﻞ ﻣﺘﹼﺠﻪ ﻋـﲆ ﺭﺃﺱ ﻣﺘﹼﺠﻪ ﺁﺧﺮ‪،‬‬
‫ﻳﺒـﲔ‬
‫ﺍﳌﺤﺼـﻞ ﺑﺘﻮﺻﻴـﻞ ﺫﻳـﻞ ﺍﳌﺘﹼﺠـﻪ ﺍﻷﻭﻝ ﻣـﻊ ﺭﺃﺱ ﺍﳌﺘﹼﺠـﻪ ﺍﻟﺜـﺎﲏ‪ .‬ﻭ ﹼ‬‫ﹼ‬ ‫ﺛـﻢ ﺭﺳـﻢ ﺍﳌﺘﹼﺠـﻪ‬
‫ﺍﻟﺸـﻜﻞ ‪ 2-5a‬ﻗﻮﺗﲔ ﺗﺆﺛﺮﺍﻥ ﰲ ﺟﺴـﻢ‪ .‬ﻭﰲ ﺍﻟﺸـﻜﻞ ‪ 2-5b‬ﻧﻘﻞ ﺃﺣـﺪ ﺍﳌﺘﹼﺠﻬﲔ‪ ،‬ﻓﺄﺻﺒﺢ‬ ‫‪‬ال‪‬ص‪‬ل ‪     2-5‬‬
‫ﱠ‬
‫ﻭﻷﻥ ﻃﻮﻝ‬ ‫ﻳﺘﻐﲑﺍ‪.‬‬
‫ﺫﻳﻠـﻪ ﻋﻨـﺪ ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ﺍﻵﺧﺮ‪ .‬ﻻﺣﻆ ﺃﻥ ﻃﻮﻝ ﺍﳌﺘﹼﺠﻪ ﺍﳌﻨﻘـﻮﻝ ﻭﺍﲡﺎﻫﻪ ﱂ ﹼ‬ ‫‪   ‬‬
‫ﻳﺘﻐﲑ ﻃﻮﻟﻪ‬
‫ﺩﺍﺋـﲈ؛ ﻓﻌﻨﺪ ﻧﻘﻞ ﺍﳌﺘﹼﺠـﻪ ﻻ ﹼ‬
‫ﻳﻤﻴﺰﺍﻧﻪ‪ ،‬ﻭﻫـﺬﺍ ﺻﺤﻴﺢ ﹰ‬ ‫ﺍﳌﺘﹼﺠـﻪ ﻭﺍﲡﺎﻫـﻪ ﳘﺎ ﻓﻘـﻂ ﻣﺎ ﹼ‬ ‫‪‬‬ ‫‪‬‬ ‫‪ ‬‬
‫ﺍﳌﺤﺼـﻞ ﺍﻟﺬﻱ ﻳﺘﹼﺠﻪ ﻣـﻦ ﺫﻳﻞ ﺍﳌﺘﹼﺠـﻪ ﺍﻷﻭﻝ ﺇﱃ‬ ‫ﻭﻻ ﺍﲡﺎﻫـﻪ‪ .‬ﻭﻳﻤﻜﻨـﻚ ﺍﻵﻥ ﺭﺳـﻢ ﺍﳌﺘﹼﺠـﻪ‬ ‫‪         ‬‬
‫ﹼ‬
‫‪‬‬
‫ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ﺍﻷﺧﲑ‪ ،‬ﺛﻢ ﻗﻴﺎﺱ ﻃﻮﻟﻪ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻣﻘﺪﺍﺭﻩ ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳـﻢ ﺍﳌﺴﺘﺨﺪﻡ‪،‬‬
‫‪a‬‬
‫ﺍﳌﺤﺼﻞ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﹼﺠﻬﲔ ﻗﺎﺋﻤﺔ ﻛﲈ‬
‫ﹼ‬ ‫ﻭﺍﺳـﺘﻌﲈﻝ ﻣﻨﻘﻠﺔ ﻟﻘﻴﺎﺱ ﺍﲡﺎﻩ ﺍﳌﺘﹼﺠﻪ‬
‫ﺍﳌﺤﺼﻠﺔ ‪ R‬ﻛﲈ ﻳﺄﰐ‪:‬‬
‫ﹼ‬ ‫ﰲ ﻫﺬﺍ ﺍﳌﺜﺎﻝ ﻳﻤﻜﻨﻨﺎ ﺍﺳﺘﻌﲈﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ‬
‫‪B‬‬

‫‪R2= A2 + B2‬‬
‫ﻣﻘﺪﺍﺭﻱ ﺍﳌ ﹼﺘﺠﻬﲔ‪.‬‬
‫ﹶ‬ ‫ﺍﳌﺤﺼﻞ ﻳﺴﺎﻭﻱ ﳎﻤﻮﻉ ﻣﺮ ﹼﺑﻌﻲ‬
‫ﹼ‬ ‫ﻣﺮ ﹼﺑﻊ ﻣﻘﺪﺍﺭ ﺍﳌ ﹼﺘﺠﻪ‬ ‫‪A‬‬

‫ﺍﳌﺤﺼﻠﺔ ‪ R‬ﻭﺍﳌﺘﹼﺠﻪ ‪ A‬ﺑﺎﺳـﺘﺨﺪﺍﻡ‬

‫ﹼ‬ ‫ﺍﳌﺤﺼﻠـﺔ ﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺍﻟﺰﺍﻭﻳﺔ ‪ b‬ﺑـﲔ‬
‫ﹼ‬ ‫ﻭﻟﺘﺤﺪﻳـﺪ ﺍﲡـﺎﻩ‬ ‫‪b‬‬

‫__( ‪. b = tan-1‬ﺃ ﹼﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﹼﺠﻬﲔ ﺍﳌﺮﺍﺩ ﲨﻌﻬﲈ ﻻ ﺗﺴﺎﻭﻱ ‪90°‬‬ ‫ﺍﻟﻌﻼﻗﺔ‪:‬‬ ‫‪a‬‬
‫‪B‬‬
‫)‪A‬‬
‫‪R‬‬
‫ﺍﳌﺤﺼﻠﺔ‪.‬‬
‫ﹼ‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ ،2-5c‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﳊﺴﺎﺏ ﻣﻘﺪﺍﺭ‬ ‫‪B‬‬

‫‪R2= A2 + B2- 2AB cos θ‬‬ ‫‪θ‬‬

‫‪b‬‬
‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ‬
‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﻱ ﺍﳌ ﹼﺘﺠﻬﲔ‪،‬‬
‫ﹶ‬ ‫ﺍﳌﺤﺼﻞ ﻳﺴﺎﻭﻱ ﳎﻤﻮﻉ ﻣﺮ ﹼﺑﻌﻲ‬
‫ﹼ‬ ‫ﻣﺮ ﹼﺑﻊ ﻣﻘﺪﺍﺭ ﺍﳌ ﹼﺘﺠﻪ‬ ‫‪A‬‬

‫ﻣﻘﺪﺍﺭﻱ ﺍﳌ ﹼﺘﺠﻬﲔ‪ ،‬ﻣﴬﻭ ﹰﺑﺎ ﰲ ﺟﻴﺐ ﲤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺑﻴﻨﻬﲈ‪.‬‬

‫ﹶ‬ ‫ﹺﺿﻌﻔﺎ ﺣﺎﺻﻞ ﴐﺏ‬ ‫‪c‬‬

‫‪R‬‬ ‫‪a‬‬
‫‪B‬‬
‫‪b‬‬ ‫‪θ‬‬
‫‪A‬‬

‫‪44‬‬
 ‫ﳏﺼﻠﺔ ﻣﺘﹼﺠﻬﲔ‪.‬‬
‫ﻛﲈ ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺍﳉﻴﺐ ﳊﺴﺎﺏ ﺍﲡﺎﻩ ﹼ‬

‫‪R = A = B‬‬
‫‪sin θ sin a sin b‬‬
‫ﺃﻱ‬
‫ﺍﳌﺤﺼﻠﺔ ﻣﻘﺴـﻮ ﹰﻣﺎ ﻋﲆ ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺑﲔ ﺍﳌﺘﹼﺠﻬﲔ ﻳﺴـﺎﻭﻱ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﹼ‬ ‫ﻣﻘﺪﺍﺭ‬
‫ﻣﻦ ﺍﳌﺘﹼﺠﻬﲔ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﻘﺎﺑﻠﻪ‪.‬‬

‫ﳏﺼﻠﺔ ﻣ ﹼﺘﺠﻬﲔ ﰲ ﹸﺑﻌﺪﻳﻦ؟‬

‫ﻛﻴﻒ ﻧﺤﺴﺐ ﹼ‬

‫‪‬ا‪1 ‬‬
‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫‪�‬ص‪‬ة ‪‬ت‪ ‬ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ﻣﺘﹼﺠﻬﲔ ﺍﻷﻭﻝ؛ ‪ ،25 km‬ﻭﺍﻟﺜﺎﲏ ‪ ،15 km‬ﺍﺣﺴـﺐ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ‬ ‫ا‪‬ي‪‬ا‪ ‬دار ‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﲈ ‪ ،90°‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ‪.135°‬‬
‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫‪a‬‬
‫‪B= 15 km‬‬

‫‪R‬‬ ‫?=‪R‬‬ ‫‪A = 25 km θ1= 90°‬‬

‫‪R‬‬ ‫‪a‬‬
‫‪km‬‬

‫‪θ1‬‬ ‫‪θ2‬‬ ‫‪B = 15 km θ2 = 135°‬‬

‫‪15‬‬

‫‪b‬‬ ‫‪b‬‬
‫=‪B‬‬

‫‪A= 25 km‬‬ ‫‪A= 25 km‬‬

‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫ﺍﳌﺤﺼﻞ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﹼﺠﻬﲔ ‪.90°‬‬
‫ﹼ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ ﺍﳌﺘﹼﺠﻪ‬
‫‪R2 = A2 + B2‬‬
‫‪A = 25 km‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ‬
‫‪R = A2 + B2‬‬
‫‪B = 15 km‬‬
‫‪R = (25 km)2 + (15 km)2‬‬
‫ﺍﳌﺤﺼﻠﺔ ‪ R‬ﺍﻟﺰﺍﻭﻳﺔ ‪ b‬ﻣﻊ ﺍﳌﺘﹼﺠﻪ ‪A‬‬
‫ﹼ‬ ‫ﻭﺗﺼﻨﻊ‬
‫‪R = 29 km‬‬
‫‪b = tan-1 ( 15‬‬
‫˚‪__ ) = 31.0‬‬
‫‪25‬‬ ‫ﻷﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﳌﺘﹼﺠﻬﲔ ‪ ،135°‬ﻧﺴﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ‬
‫)‪R = A2 + B2 - 2AB (cos θ2‬‬
‫ﺍﳌﺤﺼﻞ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻪ‬
‫)‪R2 = A2 + B2 - 2AB (cos θ2‬‬
‫)‪R = (25 km)2 +(15 km)2- 2(25 km) (15 km)(cos 135°‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪ A‬ﻭ‪ B‬ﻭﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﲈ‪.‬‬
‫‪R = 37 km‬‬
‫‪37 = 15‬‬ ‫ﺍﳌﺤﺼﻠﺔ ‪ R‬ﺍﻟﺰﺍﻭﻳﺔ ‪ b‬ﻣﻊ ﺍﳌﺘﹼﺠﻪ ‪A‬‬
‫ﹼ‬ ‫ﻭﺗﺼﻨﻊ‬
‫‪sin 135‬‬ ‫‪sin b‬‬
‫˚‪b ° 16.7‬‬ ‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬
‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﻛﻞ ﺟﻮﺍﺏ ﻋﺒﺎﺭﺓ ﻋﻦ ﻃﻮﻝ ﹸﻳﻘﺎﺱ ﺑﺎﻟﻜﻴﻠﻮﻣﱰﺍﺕ‪.‬‬
‫• ﻫﻞ ﻟﻺﺷﺎﺭﺓ ﻣﻌﻨﻰ؟ ﺣﺎﺻﻞ ﺍﳉﻤﻊ ﰲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻮﺟﺐ‪.‬‬
‫ﺃﻱ ﻣﻨﻬﲈ‪ .‬ﻭﺍﻹﺟﺎﺑﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺃﻛﱪ‬
‫ﻛﻞ ﺣﺎﻟﺔ ﺃﻗﻞ ﻣﻦ ﳎﻤﻮﻉ ﺍﳌﺘﹼﺠﻬﲔ‪ ،‬ﻭﻟﻜﻨﹼﻪ ﺃﻃﻮﻝ ﻣﻦ ﹼ‬
‫ﺍﳌﺤﺼﻠﺔ ﰲ ﹼ‬
‫ﹼ‬ ‫• ﻫﻞ ﺍﳌﻘﺎﺩﻳﺮ ﻣﻨﻄﻘ ﹼﻴﺔ؟ ﻣﻘﺪﺍﺭ‬
‫ﻣﻦ ﺍﻷﻭﱃ‪ .‬ﻭﻫﺬﺍ ﻳﺘﹼﻔﻖ ﻣﻊ ﲤﺜﻴﻞ ﺍﳌﺘﹼﺠﻬﺎﺕ ﺑﺎﻟﺮﺳﻢ‪.‬‬

‫‪45‬‬
 ‫‪ .1‬ﻗﻄﻌﺖ ﺳﻴﺎﺭﺓ ‪ 125 km‬ﻧﺤﻮ ﺍﻟﻐﺮﺏ‪ ،‬ﺛﻢ ‪ 65 km‬ﻧﺤﻮ ﺍﳉﻨﻮﺏ‪ .‬ﻣﺎ ﺑﻌﺪ ﻣﻮﻗﻊ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﻨﻬﺎﺋﻲ ﻋﻦ ﻣﻮﻗﻌﻬﺎ ﺍﻻﺑﺘﺪﺍﺋﻲ‬
‫ﻭﺍﲡﺎﻫﺎ؟ ﹼ‬
‫ﺣﻞ ﺍﳌﺴﺄﻟﺔ ﺑﻄﺮﻳﻘﺘﹶﻲ ﺍﻟﺮﺳﻢ ﻭﺍﳊﺴﺎﺏ‪.‬‬ ‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬
‫‪ .2‬ﺳﺎﺭ ﺷﺨﺺ ‪ 4.5 km‬ﰲ ﺍﲡﺎﻩ ﻣﺎ‪ ،‬ﺛﻢ ﺍﻧﻌﻄﻒ ﺑﺰﺍﻭﻳﺔ ‪ 45°‬ﻧﺤﻮ ﺍﻟﻴﻤﲔ‪ ،‬ﻭﺳﺎﺭ ﻣﺴﺎﻓﺔ ‪ ،6.4 km‬ﻣﺎ ﺑﻌﺪ ﻣﻮﻗﻌﻪ ﺍﻟﻨﻬﺎﺋﻲ‬
‫ﻭﺍﲡﺎﻫﺎ؟‬
‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻋﻦ ﻣﻮﻗﻌﻪ ﺍﻻﺑﺘﺪﺍﺋﻲ‬

‫‪a‬‬ ‫‪b‬‬
‫‪‬ال‪‬ص‪‬ل ‪  a2-6‬‬
‫‪        ‬‬
‫‪b  ‬‬
‫‪  A    ‬‬
‫‪x        ‬‬
‫‪‬‬

‫‪‬ة ا‪‬صل‬

‫‪Vectors resolution‬‬ ‫‪‬ل امل ت‪‬ات‬

‫ﺇﺣﺪﺍﺛﻲ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪،2-6a‬‬
‫ﹼ‬ ‫‪‬ظا‪ ‬ا‪‬حدا‪ ‬ات ‪ Coordinates system‬ﺇﻥ ﺍﺧﺘﻴﺎﺭ ﻧﻈﺎﻡ‬
‫ﺍﻟﺘﺨﻄﻴﻄﻲ ﻟﻠﻤﺴﺄﻟﺔ‪.‬‬
‫ﹼ‬ ‫ﻳﺸـﺒﻪ ﻭﺿﻊ ﺷﺒﻜﺔ ﻣﺮﺳﻮﻣﺔ ﻋﲆ ﴍﳛﺔ ﺑﻼﺳﺘﻴﻜ ﹼﻴﺔ ﺷ ﹼﻔﺎﻓﺔ ﻓﻮﻕ ﺍﻟﺮﺳﻢ‬
‫ﻭﻋﻠﻴﻚ ﺍﺧﺘﻴﺎﺭ ﺍﳌﻮﺿﻊ ﺍﻟﺬﻱ ﳛﺪﹼ ﺩ ﻣﺮﻛﺰ ﺍﻟﺸـﺒﻜﺔ )ﻧﻘﻄﺔ ﺍﻷﺻﻞ(‪ ،‬ﻭﺗﺜﺒﻴﺖ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻟﺘﻲ‬
‫ﺗﺸـﲑ ﺇﻟﻴﻬﺎ ﺍﳌﺤﺎﻭﺭ؛ ﺣﻴﺚ ﻳﺮﺳﻢ ﺳـﻬﻢ ﻋﲆ ﺍﳌﺤﻮﺭ ‪ x‬ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻳﺸﲑ ﺇﱃ ﺍﻻﲡﺎﻩ‬
‫ﺍﳌﻮﺟﺐ‪ ،‬ﻭ ﹸﻳﺮﺳـﻢ ﳏﻮﺭ ‪ y‬ﺍﳌﻮﺟﺐ ﻋﲆ ﺃﻥ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 90°‬ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴـﺎﻋﺔ‬
‫ﻣﻦ ﳏﻮﺭ ‪ x‬ﻭﻳﺘﻘﺎﻃﻊ ﻣﻌﻪ ﰲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫ﻛﻴـﻒ ﲣﺘـﺎﺭ ﺍﲡﺎﻩ ﳏﻮﺭ ‪x‬؟ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﳊﺮﻛﺔ ﺍﳌﻮﺻﻮﻓﺔ ﳏﺼـﻮﺭﺓ ﰲ ﹸﺑﻌﺪ ﻭﺍﺣﺪ ﻳﻜﻮﻥ ﻣﻦ‬
‫ﺍﻷﺳـﻬﻞ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺤﻮﺭ ‪ x‬ﻟﻴﺸـﲑ ﻧﺤﻮ ﺍﻟﴩﻕ‪ ،‬ﻭﺍﳌﺤﻮﺭ ‪ y‬ﻟﻴﺸـﲑ ﻧﺤﻮ ﺍﻟﺸـﲈﻝ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺗﻞ ﺃﻭ ﻣﺴﺘﻮ￯ ﻣﺎﺋﻞ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ ﺍﳌﻨﺎﺳﺐ ﺍﺧﺘﻴﺎﺭ ﺍﳌﺤﻮﺭ ‪x‬‬ ‫ﺍﳊﺮﻛﺔ ﰲ ﺑﻌﺪﻳﻦ ﻛﺤﺮﻛﺔ ﺟﺴﻢ ﻋﲆ ﹼ‬
‫ﺍﳌﻮﺟﺐ ﰲ ﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺍﳌﺤﻮﺭ ‪ y‬ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﻠﻴﻪ‪.‬‬
‫‪ ‬ب‪‬ت‪‬ا امل‪‬ت‪ components of vectors ‬ﻳﻤﻜـﻦ ﻭﺻـﻒ ﺍﳌﺘﹼــﺠـﻪ ‪ A‬ﻛـﲈ ﰲ‬
‫ﺍﻟﺸـﻜﻞ ‪ ،2-6b‬ﻋـﲆ ﺃﻧـﻪ ﻳﻤﺜﻞ ﺍﻻﻧﺘﻘﺎﻝ ﺑﻤﻘـﺪﺍﺭ ‪ 5‬ﻭﺣﺪﺍﺕ ﻋﲆ ﺍﳌﺤـﻮﺭ ‪ x‬ﻭ‪ 4‬ﻭﺣﺪﺍﺕ ﻋﲆ‬
‫ﺍﳌﺤـﻮﺭ ‪ .y‬ﻭﻳﻤﻜـﻦ ﲤﺜﻴـﻞ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ ﰲ ﺻـﻮﺭﺓ ﻣﺘﹼﺠﻬﲔ ﹸﻳﺮﻣﺰ ﺇﻟﻴﻬﲈ ﺑــ ‪ Ax‬ﻭ ‪ .Ay‬ﻻﺣﻆ‬
‫ﻭﺗﺴـﻤﻰ ﻋﻤﻠﻴـﺔ ﲡﺰﺋﺔ ﺍﳌﺘﹼﺠـﻪ ﺇﱃ ﻣﺮﻛﹼﺒﺘﻴﻪ‬
‫ﹼ‬ ‫ﺃﻥ ‪ Ax‬ﻳـﻮﺍﺯﻱ ﺍﳌﺤـﻮﺭ ‪ ،x‬ﻭ ‪ Ay‬ﻳـﻮﺍﺯﻱ ﺍﳌﺤـﻮﺭ ‪، y‬‬
‫ﲢﻠﻴـﻞ ﺍﳌﺘﹼﺠﻪ ‪ .Vector resolution‬ﻭﻻﺣﻆ ﻛﺬﻟﻚ ﺃﻧـﻪ ﺇﺫﺍ ﲨﻊ ﺍﳌﺘﹼﺠﻪ ‪ Ax‬ﻣﻊ ﺍﳌﺘﹼﺠﻪ ‪ Ay‬ﻓﺈﻥ‬
‫ﺍﳌﺤﺼﻠـﺔ ﺗﺴـﺎﻭﻱ ﺍﳌﺘﹼﺠﻪ ﺍﻷﺻـﲇ ‪ ،A‬ﻭﻫﺬﺍ ﺍﳉﻤﻊ ﹼ‬
‫ﻳﺴـﻤﻰ ﲨ ﹰﻌﺎ ﺍﲡﺎﻫ ﹼﹰﻴﺎ‪ ،‬ﻭﻳﺘﻢ ﻫﻨﺎ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬ ‫ﹼ‬
‫ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ؛ ﺣﻴﺚ‪:‬‬
‫‪A= Ax+ Ay‬‬

‫‪A = Ax2 + Ay2‬‬

‫‪46‬‬
 ‫ﻭﻳﻤﻜﻦ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺘﹼﺠﻪ ﺑﺎﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﳌﺘﹼﺠﻪ ﻣﻊ ﳏﻮﺭ ‪ x‬ﺍﳌﻮﺟﺐ ﻣﻘﻴﺴﺔ ﰲ ﻋﻜﺲ‬
‫ال‪ ‬ال‪‬ا‪‬‬ ‫ال‪ ‬ا‪‬‬
‫ﺍﲡﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴـﺎﻋﺔ‪ .‬ﻭ ﹸﻳﻤﻜﻦ ﻗﻴﺎﺱ ﺃﻃﻮﺍﻝ ﻣﺮﻛﹼﺒﺎﺕ ﺍﳌﺘﹼﺠﻬﺎﺕ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺮﺳﻢ‪ ،‬ﺃﻭ ﺑﺎﺳﺘﻌﲈﻝ‬
‫‪AX< 0‬‬ ‫‪AX > 0‬‬
‫‪Ay > 0‬‬ ‫‪Ay > 0‬‬ ‫ﻋﻠﻢ ﺍﳌﺜﻠﺜﺎﺕ‪ ،‬ﻭﻓﻖ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ Ax‬ﺍﻟﻀﻠﻊ ﺍﳌﺠﺎﻭﺭ‬
‫= ‪cos θ‬‬ ‫=‬ ‫‪⇒ Ax = A cos θ‬‬
‫‪AX < 0‬‬ ‫‪AX > 0‬‬ ‫ﺍﻟﻮﺗﺮ‬ ‫‪A‬‬
‫‪Ay < 0‬‬ ‫‪Ay < 0‬‬
‫ال‪ ‬ال‪‬ال‪‬‬ ‫ال‪ ‬ال‪‬ا‪‬‬ ‫ﺍﻟﻀﻠﻊ ﺍﳌﻘﺎﺑﻞ‬ ‫‪Ay‬‬
‫= ‪sin θ‬‬ ‫=‬ ‫‪⇒ Ay = A sin θ‬‬
‫ﺍﻟﻮﺗﺮ‬ ‫‪A‬‬
‫‪‬ال‪‬ص‪‬ل ‪ 2-7‬‬
‫‪ x‬ﺍﳌﻮﺟﺐ ﺃﻛﱪ ﻣﻦ ‪90°‬‬ ‫ﻣﻊ ﻣﻼﺣﻈﺔ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﳌﺘﹼﺠﻪ ﻣﻊ ﳏﻮﺭ‬
‫‪ ‬‬
‫ﻓﺈﻥ ﺇﺷﺎﺭﺓ ﺇﺣﺪ￯ ﺍﳌﺮﻛﹼﺒﺘﲔ ﺃﻭ ﻛﻠﺘﻴﻬﲈ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪.2-7‬‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺘﺤﻠﻴﻞ ﺍﳌ ﹼﺘﺠﻬﺎﺕ؟‬

‫‪‬ا‪2 ‬‬
‫ا‪‬ي‪‬ا‪ ‬بت‪ ‬ت‪ ‬ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ﻣﺘﺠﻪ ‪ A‬ﻣﻘﺪﺍﺭﻩ ‪ ،500 m‬ﻭﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 30°‬ﰲ ﺍﲡﺎﻩ ﺍﻟﺸـﲈﻝ ﺍﻟﴩﻗﻲ‪ .‬ﺃﻭﺟﺪ ﻣﺮﻛﺒﺘﻲ‬
‫ﺍﳌﺘﺠﻪ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭﻳﻦ ‪ x‬ﻭ‪ .y‬ﺛﻢ ﻭﺿﺢ ﺫﻟﻚ ﺑﺎﻟﺮﺳﻢ‪.‬‬
‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫ﻣﺮﻛﺒﺘﻲ ﺍﳌﺘﺠﻪ‬ ‫ﻣﻘﺪﺍﺭ ﺍﳌﺘﺠﻪ ‪500 m‬‬
‫ﻋﲆ ﺍﳌﺤﻮﺭﻳﻦ )‪(y ، x‬‬ ‫ﺯﺍﻭﻳﺔ ﻣﻴﻠﻪ ‪30°‬‬
‫‪°‬‬

‫ﴍﻕ‬
‫‪30‬‬

‫‪0‬‬ ‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫‪Ax = A cos θ‬‬
‫)‪Ax = 500 m (cos 30°‬‬ ‫ﺍﳌﺮﻛﺒﺔ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪x‬‬
‫‪= 500 m × 0.866 = 433 m‬‬
‫‪Ay = A sin θ‬‬ ‫ﺍﳌﺮﻛﺒﺔ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪y‬‬
‫)‪Ay = 500 m (sin 30°‬‬
‫‪= 500 m × 0.50 = 250 m‬‬

‫ﺷﲈﻝ‬
‫‪A‬‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫‪m‬‬

‫‪Ay = 250 m‬‬

‫‪0‬‬
‫‪50‬‬

‫‪θ=30°‬‬ ‫• ﻣﻘﺪﺍﺭ ﺍﳌﺤﺼﻠﺔ ﻟﻠﻤﺮﻛﺒﺘﲔ ﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‬

‫‪°‬‬

‫ﴍﻕ‬
‫‪30‬‬

‫‪0‬‬ ‫‪Ax = 433 m‬‬

‫‪R = A= Ax2 + Ay2 = (433)2 + (250)2‬‬ ‫‪=500m‬‬
‫ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ ‪ m‬ﻭﻫﻲ ﻧﻔﺴﻬﺎ ﻟﻠﻤﺮﻛﺒﺘﲔ‪.‬‬

‫‪47‬‬
 ‫‪ .3‬ﻣﺘﺠﻪ ﻣﻘﺪﺍﺭﻩ ‪ 8 cm‬ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 53°‬ﻣﻊ ﳏﻮﺭ ‪ .x‬ﺍﺭﺳﻢ ﺍﳌﺘﺠﻪ‪ ،‬ﻭﺃﻭﺟﺪ ﻛ ﹼﹰ‬
‫ﻼ ﻣﻦ ﻣﺮﻛﹼﺒﺘﻴﻪ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭﻳﻦ ‪x‬ﻭ ‪. y‬‬
‫‪ .4‬ﻣﺘﺠﻬـﺎﻥ ﺍﻷﻭﻝ ﻣﻘـﺪﺍﺭﻩ ‪ 6 cm‬ﰲ ﺍﲡـﺎﻩ ﳏﻮﺭ ‪ ،-x‬ﻭﺍﻵﺧﺮ ﻣﻘﺪﺍﺭﻩ ‪ 8 cm‬ﻭﻳﺼﻨـﻊ ﺯﺍﻭﻳﺔ ‪ 45°‬ﻣﻊ ﳏﻮﺭ ‪ .+x‬ﺣﻠﻞ‬
‫ﺍﳌﺘﺠﻪ ﺍﻟﺜﺎﲏ ﺇﱃ ﻣﺮﻛﹼﺒﺘﻴﻪ‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﳏﺼﻠﺔ ﺍﳌﺘﺠﻬﲔ‪.‬‬

‫‪Algebraic addition of vectors‬‬ ‫‪ ‬امل ت‪‬ات ‪ ‬يا‬

‫ﻳﻤﻜـﻦ ﲨـﻊ ﻣﺘﹼﺠﻬﲔ ﺃﻭ ﺃﻛﺜـﺮ‪ ،‬ﻣﺜﻞ‪ A‬ﻭ ‪ B‬ﻭ‪ C‬ﻭ ‪ ،….‬ﺑﺘﺤﻠﻴﻞ ﻛﻞ ﻣﺘﹼﺠـﻪ ﺇﱃ ﻣﺮﻛﹼﺒﺘﻴﻪ ﺍﻷﻓﻘ ﹼﻴﺔ‬
‫ﻭﺍﻟﺮﺃﺳـ ﹼﻴﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻌـﺎﺩﻻﺕ ﺍﻟﺴـﺎﺑﻘﺔ‪ ،‬ﺛﻢ ﲨﻊ ﺍﳌﺮﻛﹼﺒـﺎﺕ ﺍﻷﻓﻘ ﹼﻴﺔ )ﻣﺮﻛﹼﺒـﺎﺕ ﺍﳌﺤﻮﺭ ‪(x‬‬
‫ﻟﻠﻤﺤﺼﻠﺔ‪:‬‬
‫ﹼ‬ ‫ﻟﺘﻜﻮﻥ ﺍﳌﺮﻛﺒﺔ ﺍﻷﻓﻘ ﹼﻴﺔ‬
‫ﻟﻠﻤﺘﹼﺠﻬﺎﺕ ﹼ‬

‫‪Rx = Ax + Bx + Cx‬‬

‫ﳏﺼﻠـﺔ ﺍﳌﺮﻛﹼﺒﺔ‬
‫ﻟﺘﻜﻮﻥ ﹼ‬
‫ﻭﺑﺎﳌﺜـﻞ ﲡﻤـﻊ ﺍﳌﺮﻛﹼﺒﺎﺕ ﺍﻟﺮﺃﺳـ ﹼﻴﺔ )ﻣﺮﻛﹼﺒـﺎﺕ ﺍﳌﺤـﻮﺭ ‪ (y‬ﻟﻠﻤﺘﹼﺠﻬﺎﺕ ﹼ‬
‫ﻟﻠﻤﺤﺼﻠﺔ‪:‬‬
‫ﹼ‬ ‫ﺍﻟﺮﺃﺳ ﹼﻴﺔ‬

‫‪Ry = Ay + By + Cy‬‬

‫ﻣﻮﺿﺤـﺔ ﺑﻴﺎﻧ ﹼﹰﹼﻴـﺎ ﰲ ﺍﻟﺸـﻜﻞ ‪ .2-8‬ﻭﻷﻥ ‪ Rx‬ﻭ ‪ Ry‬ﻣﺘﻌﺎﻣﺪﺗـﺎﻥ؛ ﻓﺈﻧـﻪ ﻳﻤﻜﻦ‬

‫ﻭﻫـﺬﻩ ﺍﻟﻌﻤﻠ ﹼﻴـﺔ ﹼ‬
‫ﺍﳌﺤﺼﻞ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬ ‫ﹼ‬ ‫ﺣﺴﺎﺏ ﻣﻘﺪﺍﺭ ﺍﳌﺘﹼﺠﻪ‬
‫________‬
‫‪R2 = Rx2 + Ry2‬‬ ‫‪⇒ R = √Rx2 + Ry2‬‬

‫‪y‬‬
‫‪+‬‬ ‫‪+‬‬‫‪y‬‬ ‫‪+‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪+‬‬

‫‪‬ال‪‬ص‪‬ل ‪    R 2-8‬‬

‫‪x‬‬

‫‪                ‬‬

‫‪Cy‬‬ ‫‪Cy‬‬ ‫‪C‬‬ ‫‪C‬‬
‫‪      R y CBA‬‬
‫‪By‬‬ ‫‪BBy‬‬ ‫‪B‬‬ ‫‪R‬‬ ‫‪RR‬‬ ‫‪A      ‬‬
‫‪y‬‬ ‫‪Ry‬‬
‫‪                CB‬‬
‫‪A‬‬ ‫‪A‬‬ ‫‪         R R‬‬
‫‪Ay‬‬ ‫‪Ay‬‬ ‫‪y‬‬ ‫‪x‬‬

‫‪θ‬‬ ‫‪θ‬‬ ‫‪CBA ‬‬

‫‪Ax‬‬ ‫‪Bx Ax Cx‬‬ ‫‪Bx+x Cx‬‬ ‫‪+‬‬‫‪x‬‬ ‫‪Rx‬‬ ‫‪Rx+x‬‬ ‫‪+‬‬ ‫‪x‬‬

‫‪48‬‬
 ‫ﺍﳌﺤﺼﻞ ﻣﻊ ﳏﻮﺭ ‪ x‬ﻣﻦ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫ﹼ‬ ‫ﻭﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺘﹼﺠﻪ ﺍﳌﺤﺼﻞ ﺑﺤﺴﺎﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﳌﺘﹼﺠﻪ‬
‫‪Ry‬‬
‫( ‪θ = tan-1‬‬ ‫)‬
‫‪Rx‬‬

‫ﳏﺼﻠﺔ ﻣ ﹼﺘﺠﻬﲔ ﺑﻴﻨﻬﲈ ﺯﺍﻭﻳﺔ ﹾ‪120‬؟ ﻭﺿﺢ ﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﻣﻮﺯ‪.‬‬

‫ﻣﺎ ﹼ‬

‫‪ ‬املت‪‬ات‬
‫ﺍﺳـﺘﻌﻤﻞ ﺍﳋﻄﻮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﹼ‬
‫ﳊﻞ ﺍﳌﺴﺎﺋﻞ ﺍﻟﺘﻲ ﲢﺘﺎﺝ ﻓﻴﻬﺎ ﺇﱃ ﲨﻊ‬
‫← اﻟﺮﻳﺎﺿﻴﺎت ﻓﻲ اﻟﻔﻴﺰﻳﺎء‬
‫ﺍﳌﺘﹼﺠﻬﺎﺕ ﺃﻭ ﻃﺮﺣﻬﺎ‪:‬‬
‫ﺍﻟﻀﻠﻊ ﺍﳌﻘﺎﺑﻞ‬
‫= ‪sin θ‬‬ ‫ﺍﺧﱰ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ‪.‬‬ ‫‪.1‬‬
‫ﺍﻟﻮﺗﺮ‬
‫=‬
‫‪Ry‬‬
‫‪R‬‬
‫ﺣ ﱢﻠـﻞ ﺍﳌﺘﹼﺠﻬـﺎﺕ ﺇﱃ ﻣﺮﻛﹼﺒﺎﲥﺎ ﺍﻷﻓﻘ ﹼﻴﺔ ‪ x‬ﺑﺎﺳـﺘﻌﲈﻝ ﺍﳌﻌﺎﺩﻟﺔ‬ ‫‪.2‬‬
‫‪ ، Ax = A cos θ‬ﻭﺇﱃ ﻣﺮﻛﹼﺒﺎﲥـﺎ ﺍﻟﻌﻤﻮﺩ ﹼﻳـﺔ ‪ y‬ﺑﺎﺳـﺘﻌﲈﻝ‬
‫ﺍﻟﻀﻠﻊ ﺍﳌﺠﺎﻭﺭ‬ ‫‪ ،Ay = A sin θ‬ﻭﺗﻘـﺎﺱ ﺍﻟﺰﺍﻭﻳـﺔ ‪ θ‬ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ‬
‫= ‪cos θ‬‬
‫ﺍﻟﻮﺗﺮ‬
‫ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﻣﻦ ﳏﻮﺭ ‪ x‬ﺍﳌﻮﺟﺐ‪.‬‬
‫‪Rx‬‬
‫=‬
‫‪R‬‬ ‫ﺍﲨﻊ ﺍﳌﺮﻛﹼﺒﺎﺕ ﺍﻟﺘﻲ ﻋﲆ ﺍﳌﺤﻮﺭ ‪ x‬ﻟﻠﺤﺼﻮﻝ ﻋﲆ ‪.Rx‬‬ ‫‪.3‬‬
‫ﺍﻟﻀﻠﻊ ﺍﳌﻘﺎﺑﻞ‬
‫= ‪tan θ‬‬ ‫ﺍﲨـﻊ ﺍﳌﺮﻛﹼﺒـﺎﺕ ﺍﻟﺘﻲ ﻋـﲆ ﺍﳌﺤـﻮﺭ ‪ y‬ﻟﻠﺤﺼـﻮﻝ ﻋﲆ ‪.Ry‬‬ ‫‪.4‬‬
‫ﺍﻟﻀﻠﻊ ﺍﳌﺠﺎﻭﺭ‬
‫‪Ry‬‬ ‫ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ‬ ‫‪R = Rx2 + Ry2‬‬ ‫ﻃ ﱢﺒـﻖ ﻧﻈﺮ ﹼﻳﺔ ﻓﻴﺜﺎﻏـﻮﺭﺱ‬ ‫‪.5‬‬
‫=‬
‫‪Rx‬‬
‫ﺍﳌﺤﺼﻞ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻪ‬
‫‪Ry‬‬
‫ﻹﳚـﺎﺩ ﺍﲡـﺎﻩ ﺍﳌﺘﹼﺠـﻪ‬ ‫( ‪θ = tan-1‬‬
‫‪Rx‬‬
‫)‬ ‫ﻃ ﹼﺒـﻖ ﺍﻟﻌﻼﻗـﺔ‬ ‫‪.6‬‬
‫ﺍﳌﺤﺼﻞ‪.‬‬
‫ﹼ‬

‫‪49‬‬
 ‫‪‬ا‪3 ‬‬
‫ﳏﺼﻠﺔ ﺍﳌﺘﹼﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ ‪ A, B, C‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻘﺪﺍﺭ ﺍﳌﺘﹼﺠﻪ ﺍﻷﻭﻝ ‪ A = 3.0 m‬ﰲ‬
‫‪�‬ص‪‬ة ا‪  ‬ت‪ ‬ﺍﺣﺴـﺐ ﹼ‬
‫ا‪‬ي‪‬ا‪ ‬‬
‫ﺍﲡﺎﻩ ﺍﻟﴩﻕ‪ ،‬ﻭﺍﻟﺜﺎﲏ ‪ B = 5.0 m‬ﰲ ﺍﲡﺎﻩ ﺍﻟﺸﲈﻝ‪ ،‬ﻭﺍﻟﺜﺎﻟﺚ ‪ C = 15.0 m‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ˚‪ 40‬ﺷﲈﻝ ﺍﻟﻐﺮﺏ‪.‬‬

‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬

‫• ﻣ ﹼﺜﻞ ﺍﳌﺘﹼﺠﻬﺎﺕ ﺍﻟﺜﻼﺙ ﰲ ﻧﻈﺎﻡ‬
‫‪+y‬‬
‫ﺇﺣﺪﺍﺛﻲ ﻣﻨﺎﺳﺐ‪.‬‬
‫ﹼ‬
‫‪B = 5.0 m‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫‪C = 15.0 m‬‬
‫?=‪R‬‬ ‫‪ A = 3.0 m‬ﻧﺤﻮ ﺍﻟﴩﻕ‬
‫˚‪40‬‬ ‫˚‪180˚ - 40˚ = 140‬‬
‫‪A = 3.0 m‬‬ ‫‪+x‬‬
‫‪ B =5.0 m‬ﻧﺤﻮ ﺍﻟﺸﲈﻝ‬
‫‪ C = 15.0 m‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ˚‪ 40‬ﺷﲈﻝ ﺍﻟﻐﺮﺏ‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫ﺍﺣﺴﺐ ﺍﳌﺮﻛﹼﺒﺎﺕ ﺍﻷﻓﻘ ﹼﻴﺔ ﻭﺍﻟﺮﺃﺳ ﹼﻴﺔ ﻟﻠﻤﺘﹼﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ‪.‬‬

‫‪Ax = 3.0 m, Ay = 0 m‬‬

‫‪Bx = 0 m, By = 5.0 m‬‬
‫‪Cx = C cos θ = 15.0 m (cos 140°) = -11.50 m‬‬
‫‪Cy = C sin θ = 15.0 m (sin 140°) = 9.64 m‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪Cx = -11.50 m ، Bx = 0 m ، Ax = 3.0 m‬‬
‫)‪Rx = Ax + Bx + Cx = 3 m + 0 + (-11.5 m‬‬
‫‪= -8.50 m‬‬
‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﺗﻌﻨﻲ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻹﺣﺪﺍﺛﻴﺔ ﰲ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ‬
‫‪Ry = Ay + By + Cy = 0 + 5 m + 9.64 m = 14.64 m‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪Cy = 9.64 m, By = 0 m, Ay = 0 m‬‬
‫‪R2 = Rx2 + Ry2‬‬ ‫‪Ry = 14.64 m, Rx = 8.50 m‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬
‫)‪= (-8.50) + (14.64‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪R ° 16.92 m‬‬ ‫‪Ry‬‬

‫‪R‬‬
‫‪θ = tan-1 Ry‬‬ ‫) ‪(R‬‬‫‪x‬‬ ‫‪θ‬‬
‫‪14.64‬‬ ‫‪Rx‬‬
‫‪= tan‬‬ ‫‪-1‬‬
‫_____(‬
‫‪-8.5‬‬
‫˚‪) ° -59.9‬‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫• ﻫﻞ ﺍﻻﲡﺎﻩ ﺻﺤﻴﺢ؟ ﻧﻌﻢ؛ ﻓﺎﻟﺰﺍﻭﻳﺔ ﺗﻘﻊ ﰲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﲏ‪.‬‬
‫• ﻫﻞ ﻟﻺﺷﺎﺭﺍﺕ ﻣﻌﻨﻰ؟ ﺗﺘﻔﻖ ﺍﻹﺷﺎﺭﺍﺕ ﻣﻊ ﺍﳌﺨ ﹼﻄﻂ‪.‬‬
‫ﻟﻠﻤﺤﺼﻠﺔ‪.‬‬
‫ﹼ‬ ‫• ﻫﻞ ﺍﳉﻮﺍﺏ ﻣﻨﻄﻘﻲ؟ ﺇﻥ ﻃﻮﻝ ﺍﳌﺘﹼﺠﻪ ‪ R‬ﺃﻛﱪ ﻣﻦ ﻛﻞ ﻣﻦ ﺍﳌﺮﻛﹼﺒﺘﲔ ﺍﻷﻓﻘ ﹼﻴﺔ ﻭﺍﻟﺮﺃﺳ ﹼﻴﺔ‬

‫‪50‬‬
 ‫‪ 2-1‬‬
‫‪ .9‬املح�ص‪‬ة ﺃﻭﺟـﺪ ﳏﺼﻠـﺔ ﺍﳌﺘﺠﻬـﲔ ‪ A‬ﻭ ‪ B‬ﺑﺎﻟﺮﺳـﻢ‬ ‫‪ .5‬امل‪‬صا‪‬ة ‪‬ا‪‬ل ا‪‬اح‪‬ة ﻫـﻞ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘـﻲ ﲤﺸـﻴﻬﺎ‬
‫ﻭﺫﻟـﻚ ﺑﻮﺻـﻞ ﺭﺃﺱ ﺍﳌﺘﺠـﻪ ‪ A‬ﺑﺬﻳـﻞ ﺍﳌﺘﺠـﻪ ‪ B‬ﰲ‬ ‫ﺗﺴﺎﻭﻱ ﻣﻘﺪﺍﺭ ﺇﺯﺍﺣﺘﻚ؟ ﺃﻋﻂ ﻣﺜﺎﻻﹰ ﻳﺪﻋﻢ ﺍﺳﺘﻨﺘﺎﺟﻚ‪.‬‬
‫ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ‪ 2-9‬ﰲ ﺣﻞ ﺍﳌﺴﺎﺋﻞ ‪ 6‬ﺇﱃ ‪.8‬‬
‫‪A‬‬ ‫‪B‬‬ ‫‪.a‬‬
‫‪  .6‬ت‪ ‬ﻣﺎ ﻧﺎﺗﺞ ﻃﺮﺡ ﺍ ﹸﳌﺘﹼﺠﻪ ‪ K‬ﻣﻦ ﺍﳌﺘﹼﺠﻪ ‪L‬؟‬
‫‪B‬‬ ‫‪.b‬‬
‫‪A‬‬

‫‪ .10‬التف‪ ‬ال‪‬اقد ﺇﺫﺍ ﺷـﻜﹼﻠﺖ ﺛﻼﺛﺔ ﻣﺘﺠﻬﺎﺕ ﻣﺜﻠ ﹰﺜﺎ‬

‫ﻣﻐﻠ ﹰﻘـﺎ ﻋﻨـﺪ ﲨﻌﻬﺎ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺮﺳـﻢ‪ ،‬ﻓﲈﺫﺍ ﺗﺴـﺘﻨﺘﺞ‬
‫ﺣﻮﻝ ﳏﺼﻠﺔ ﻫﺬﻩ ﺍﳌﺘﺠﻬﺎﺕ‪ .‬ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫ال‪‬ص‪‬ل ‪2-9‬‬ ‫‪‬‬

‫‪  .7‬بات ﺃﻭﺟﺪ ﻣﺮﻛﹼﺒﺘﻲ ﺍﳌﺘﹼﺠﻪ ‪.M‬‬

‫ﳏﺼﻠﺔ ﺍ ﹸﳌﺘﹼﺠﻬﺎﺕ ﺍﻟﺜﻼﺛﺔ‬
‫‪  .8‬ت‪ ‬ﺃﻭﺟﺪ ﹼ‬
‫‪.L ،K ،M‬‬

‫‪51‬‬
 ‫‪Representingmotion‬‬ ‫‪ 2-2‬‬
‫ﺳـﺘﺘﻌﺮﻑ ﰲ ﻫـﺬﺍ ﺍﻟﻘﺴـﻢ ﺃﻧﲈﻁ ﺣﺮﻛـﺔ ﺍﻷﺟﺴـﺎﻡ‪ ،‬ﻭﺗـﺪﺭﺱ ﲤﺜﻴﻞ ﺍﳊﺮﻛـﺔ ﺍﳋﻄﻴﺔ‬
‫ﻭﲢﻠﻴﻠﻬـﺎ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﳐﻄﻄـﺎﺕ ﺍﳊﺮﻛﺔ ﻭﺍﻟﺮﺳـﻮﻡ ﺍﻟﺒﻴﺎﻧﻴـﺔ ﻭﺍﳌﻌـﺎﺩﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‪.‬‬ ‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫ﻛﲈ ﺳـﺘﻄﺒﻖ ﻣﺎ ﺗﻌﻠﻤﺘﻪ ﰲ ﺍﻟﻘﺴـﻢ ﺍﻟﺴـﺎﺑﻖ ﺣﻮﻝ ﺍﳌﺘﺠﻬﺎﺕ ﰲ ﲤﺜﻴﻞ ﻣﺘﺠﻬﺎﺕ ﺍﳌﻮﻗﻊ‬ ‫‪26.1 - 26.2‬‬
‫ﻭﺍﻹﺯﺍﺣﺔ ﻭﺍﻟﴪﻋﺔ‪ .‬ﺇﻥ ﻫﺬﻩ ﺍﳌﻔﺎﻫﻴﻢ ﺗﺴـﺎﻋﺪﻙ ﻋﲆ ﲢﺪﻳﺪ ﴎﻋﺔ ﺍﳉﺴـﻢ‪ ،‬ﻭﺇﱃ ﺃﻱ‬ ‫ا‪‬دا‪‬‬
‫ﻣﻘﺪﺍﺭﺍ‬ ‫ﺑﻌـﺪ ﻳﺘﺤﺮﻙ‪ ،‬ﻭﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﺳـﺎﻛﻨﺎ‪ ،‬ﺃﻭ ﻣﺘﺤﺮﻛﹰﺎ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤـﺔ )ﺛﺎﺑﺘﺔ‬ ‫• ‪‬ع‪ ‬ﺍﻹﺯﺍﺣﺔ‪.‬‬
‫ﹰ‬
‫• ‪‬ل ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻮﻗﻊ ﺍﳉﺴﻢ‬
‫ﻭﺍﲡﺎﻫﺎ(‪.‬‬
‫ﹰ‬
‫ﺍﳌﺘﺤﺮﻙ ﻭﺍﻟﺰﻣﻦ‪.‬‬ ‫ﹼ‬
‫ﺇﻥ ﺇﺩﺭﺍﻙ ﺍﳊﺮﻛﺔ ﺃﻣﺮ ﻏﺮﻳﺰﻱ؛ ﻓﻌﻴﻨﺎﻙ ﺗﺘﻨﺒﻬﺎﻥ ﻏﺮﻳﺰ ﹼﹰﻳﺎ ﺇﱃ ﺍﻷﺟﺴﺎﻡ ﺍﳌﺘﺤﺮﻛﺔ ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﻼ ﻣﻦ ﺍﻟﴪﻋـﺔ‪ ،‬ﻭﺍﻟﴪﻋﺔ‬‫‪‬ع‪ ‬ﻛ ﹼﹰ‬ ‫• ‪‬‬
‫ﺍﻻﻧﺘﺒﺎﻩ ﺇﱃ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻛﻨﺔ؛ ﻓﺎﳊﺮﻛﺔ ﻣﻮﺟﻮﺩﺓ ﰲ ﻛﻞ ﻣﻜﺎﻥ ﺣﻮﻟﻨﺎ‪ ،‬ﺑﺪ ﹰﺀﺍ ﺑﺎﻟﻘﻄﺎﺭﺍﺕ‬ ‫ﺍﳌﺘﹼﺠﻬﺔ‪.‬‬
‫ﺍﻟﴪﻳﻌﺔ ﺇﱃ ﺍﻟﻨﺴﲈﺕ ﺍﳋﻔﻴﻔﺔ ﻭﺍﻟﻐﻴﻮﻡ ﺍﻟﺒﻄﻴﺌﺔ‪.‬‬ ‫• ‪‬صت‪‬د‪ ‬ﻣﻌﺎﺩﻟـﺔ ﺍﳊﺮﻛـﺔ ﻟﻠﴪﻋﺔ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﰲ ﺣﻞ ﻣﺴـﺎﺋﻞ‬
‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻬـﺔ‬
‫‪Kinds of motion‬‬ ‫ا‪‬وا‪ ‬ا‪‬ة‬ ‫ﺣﺴﺎﺑ ﹼﻴﺔ‪.‬‬
‫ﻣﺎ ﺍﻟﺬﻱ ﻳﺘﺒﺎﺩﺭ ﺇﱃ ﺫﻫﻨﻚ ﻋﻨﺪﻣﺎ ﺗﺴـﻤﻊ ﻛﻠﻤﺔ ﺣﺮﻛﺔ‪ ،‬ﺃﻭ ﺳـﻴﺎﺭﺓ ﻣﴪﻋﺔ‪ ،‬ﺃﻭ ﺭﻛﻮﺏ‬ ‫املف‪‬ات‬
‫ﻣﺘﻨـﺰﻩ ﺍﻷﻟﻌﺎﺏ‪ ،‬ﺃﻭ ﻛﺮﺓ ﻗﺪﻡ ﺗﺮﺗﻔﻊ ﻓﻮﻕ ﺳـﻴﺎﺝ ﺍﳌﻨﺰﻝ‪ ،‬ﺃﻭ ﻃﻔﻞ‬
‫ﺍﻟﺪﻭﺍﺭﺓ ﰲ ﱠ‬
‫ﺍﻟﻌﺠﻠـﺔ ﹼ‬ ‫•‬ ‫‪Displacement‬‬ ‫• ﺍﻹﺯﺍﺣﺔ‬
‫ﻳﺘﺄﺭﺟﺢ ﺇﱃ ﺍﻷﻣﺎﻡ ﻭﺇﱃ ﺍﳋﻠﻒ ﺑﺸﻜﻞ ﻣﻨﺘﻈﻢ؟‬ ‫•‬ ‫‪Speed‬‬ ‫• ﺍﻟﴪﻋﺔ‬
‫• ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﻋﻨﺪﻣـﺎ ﻳﺘﺤﺮﻙ ﺟﺴـﻢ ﻣﺎ ﻓﺈﻥ ﻣﻮﻗﻌـﻪ ﻳﺘﻐﲑ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،2-10‬ﻭﻗﺪ ﳛﺪﺙ ﻫﺬﺍ‬ ‫•‬ ‫‪Average velocity‬‬
‫ﺍﻟﺘﻐـﲑ ﻭﻓـﻖ ﻣﺴـﺎﺭ ﰲ ﺧـﻂ ﻣﺴـﺘﻘﻴﻢ‪ ،‬ﺃﻭ ﺩﺍﺋـﺮﺓ‪ ،‬ﺃﻭ ﻣﻨﺤﻨـﻰ‪ ،‬ﺃﻭ ﻋﲆ ﺷـﻜﻞ ﺍﻫﺘﺰﺍﺯ‬ ‫• ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺍﻟﻠﺤﻈ ﹼﻴﺔ‬
‫)ﺗﺄﺭﺟﺢ( ﺇﱃ ﺍﻷﻣﺎﻡ ﻭﺇﱃ ﺍﳋﻠﻒ‪.‬‬ ‫•‬ ‫‪Instantaneous velocity‬‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ‬
‫ﹼ‬ ‫• ﺍﳌﻮﻗﻊ‬
‫ﺑﻌـﺾ ﺃﻧﻮﺍﻉ ﺍﳊﺮﻛﺔ ﺍﻟﺘﻲ ﺫﻛﺮﺕ ﺳـﺎﺑ ﹰﻘﺎ ﺗﺒﺪﻭ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ ﻣـﻦ ﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ‪ .‬ﻭﻋﻨﺪ‬
‫•‬ ‫‪Initial position‬‬
‫ﳛﺴـﻦ ﺃﻥ ﻧﺒﺪﺃ ﺑﺎﻷﻣﻮﺭ ﺍﻟﺘﻲ ﺗﺒﺪﻭ ﺃﺳـﻬﻞ‪ .‬ﻟﺬﺍ ﻧﺒﺪﺃ ﻫﺬﻩ‬‫ﺍﻟﺒﺪﺀ ﰲ ﺩﺭﺍﺳـﺔ ﳎﺎﻝ ﺟﺪﻳﺪ ﹸ‬
‫ﺍﻟﻮﺣـﺪﺓ ﺑﺪﺭﺍﺳـﺔ ﺍﳊﺮﻛﺔ ﰲ ﺧﻂ ﻣﺴـﺘﻘﻴﻢ‪ .‬ﻭﻟﻮﺻﻒ ﺣﺮﻛﺔ ﺃﻱ ﺟﺴـﻢ ﳚﺐ ﻣﻌﺮﻓﺔ‬
‫ﻣﺘﻰ ﺷﻐﻞ ﺍﳉﺴﻢ ﻣﻜﺎﻧﹰﺎ ﻣﺎ؟ ﻓﻮﺻﻒ ﺍﳊﺮﻛﺔ ﻳﺮﺗﺒﻂ ﻣﻊ ﺍﳌﻜﺎﻥ ﻭﺍﻟﺰﻣﺎﻥ‪.‬‬

‫ال‪‬ص‪‬ل ‪    2-10‬‬

‫‪    ‬‬
‫‪   ‬‬
‫‪    ‬‬
‫‪     ‬‬
‫‪‬‬

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 ‫‪Motion diagrams‬‬ ‫‪‬ات ا‪‬ة‬
‫‪‬ال‪‬ص‪‬ل ‪ 2-11‬‬ ‫ﻳﻤﻜـﻦ ﲤﺜﻴﻞ ﺣﺮﻛﺔ ﻋﺪﱠ ﺍﺀ ﺑﺎﻟﺘﻘﺎﻁ ﺳﻠﺴـﻠﺔ ﻣﻦ ﺍﻟﺼـﻮﺭ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﻟﺘﻲ ﺗﹸﻈﻬـﺮ ﻣﻮﺍﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ ﰲ‬
‫‪     ‬‬ ‫ﻓﱰﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﺴـﺎﻭﻳﺔ‪ .‬ﻭ ﹸﻳﻈﻬﺮ ﺍﻟﺸﻜﻞ ‪ 2-11‬ﻛﻴﻒ ﺗﺒﺪﻭ ﺍﻟﺼﻮﺭ ﺍﳌﺘﺘﺎﺑﻌﺔ ﻟﻌﺪﺍﺀ‪ .‬ﻻﺣﻆ ﺃﻥ‬
‫‪     ‬‬ ‫ﺍﻟﻌـﺪﺍﺀ ﹶﻳﻈﻬﺮ ﰲ ﻣﻮﻗﻊ ﳐﺘﻠـﻒ ﰲ ﻛﻞ ﺻﻮﺭﺓ‪ ،‬ﺑﻴﻨﲈ ﻳﺒﻘﻰ ﻛﻞ ﳾﺀ ﰲ ﺧﻠﻔﻴﺔ ﺍﻟﺼﻮﺭ ﰲ ﺍﳌﻜﺎﻥ‬
‫‪‬‬
‫ﻧﻔﺴﻪ‪ .‬ﻭﻫﺬﺍ ﻳﺪﻝ )ﺿﻤﻦ ﺍﳌﻨﻈﻮﺭ( ﻋﲆ ﺃﻥ ﺍﻟﻌﺪﺍﺀ ﻫﻮ ﺍﳌﺘﺤﺮﻙ ﺍﻟﻮﺣﻴﺪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺎ ﺣﻮﻟﻪ‪.‬‬
‫ﺍﻓـﱰﺽ ﺃﻧﻚ ﺭﺗﺒـﺖ ﺍﻟﺼﻮﺭ ﺍﳌﺘﺘﺎﺑﻌـﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،2-11‬ﻭﲨﻌﺘﻬﺎ ﰲ ﺻـﻮﺭﺓ ﻭﺍﺣﺪﺓ ﺗﹸﻈﻬﺮ‬
‫ﻣﻮﺍﻗﻊ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ﰲ ﻓﱰﺍﺕ ﺯﻣﻨﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ ،2-12‬ﻋﻨﺪﺋﺬ ﹸﻳﻄﻠﻖ ﻋﲆ ﻫﺬﺍ‬
‫ﺍﻟﱰﺗﻴﺐ ﻣﺼﻄﻠﺢ ﳐﻄﻂ ﺍﳊﺮﻛﺔ‪.‬‬
‫‪‬و‪ ‬ا‪‬ص‪‬م ال‪ The particle model ‬ﻳﺴـﻬﻞ ﺗﺘ ﱡﺒﻊ ﻣﺴـﺎﺭ ﺣﺮﻛـﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﻋﻨﺪ‬
‫ﲡﺎﻫﻞ ﺣﺮﻛﺔ ﺍﻷﺫﺭﻉ ﻭﺍﻷﺭﺟﻞ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ ﲡﺎﻫﻞ ﺟﺴـﻢ ﺍﻟﻌﺪﺍﺀ ﻛﻠﻪ ﻭﺍﻻﻛﺘﻔﺎﺀ ﺑﺎﻟﱰﻛﻴﺰ ﻋﲆ‬
‫ﻧﻘﻄﺔ ﺻﻐﲑﺓ ﻣﻔﺮﺩﺓ ﰲ ﻣﺮﻛﺰ ﺟﺴﻤﻪ )ﺟﺴﻴﻢ ﻧﻘﻄﻲ(‪ .‬ﻭﺑﺘﻤﺜﻴﻞ ﺣﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﺑﺴﻠﺴﻠﺔ ﻣﺘﺘﺎﺑﻌﺔ‬
‫ﻣـﻦ ﺍﻟﻨﻘـﺎﻁ ﺍﳌﻔﺮﺩﺓ ﻳﻤﻜﻨﻚ ﺍﳊﺼﻮﻝ ﻋﲆ ﻧﻤﻮﺫﺝ ﺍﳉﺴـﻴﻢ ﺍﻟﻨﻘﻄﻲ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﳉﺰﺀ‬
‫ﺍﻟﺴـﻔﲇ ﻣﻦ ﺍﻟﺸـﻜﻞ ‪ .2-12‬ﻭﺣﺘﻰ ﺗﺴـﺘﺨﺪﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳉﺴـﻴﻤﻲ ﺍﻟﻨﻘﻄﻲ ﳚـﺐ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﺻﻐﲑﺍ ﺟﺪﹼﹰ ﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﺘﺤﺮﻛﻬﺎ ﺍﳉﺴﻢ‪.‬‬
‫ﹰ‬ ‫ﺣﺠﻢ ﺍﳉﺴﻢ‬

‫ال‪‬ص‪‬ل ‪ 2-12‬‬

‫‪    ‬‬
‫‪       ‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪      ‬‬
‫‪    ‬‬
‫‪        ‬‬
‫‪      ‬‬
‫‪‬‬

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 ‫‪Positon and time‬‬ ‫املوق‪ ‬ال‪‬‬
‫ﻫـﻞ ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﺧﺬ ﻗﻴﺎﺳـﺎﺕ ﺍﳌﺴـﺎﻓﺔ ﻭﺍﻟﺰﻣﻦ ﻣـﻦ ﳐﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﻣﻨﻬـﺎ ﳐﻄﻂ ﺣﺮﻛﺔ‬
‫ﺍﻟﻌـﺪﹼ ﺍﺀ؟ ﻗﺒـﻞ ﺍﻟﺘﻘﺎﻁ ﺍﻟﺼـﻮﺭ ﻳﻤﻜﻨﻚ ﻭﺿﻊ ﴍﻳﻂ ﻗﻴـﺎﺱ ﻣﱰﻱ ﻋـﲆ ﺍﻷﺭﺽ ﻋﲆ ﺍﻣﺘﺪﺍﺩ‬
‫ﻣﺴـﺎﺭ ﺍﻟﻌﺪﹼ ﺍﺀ ﻟﲑﺷـﺪﻙ ﺇﱃ ﻣﻜﺎﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ﰲ ﻛﻞ ﺻﻮﺭﺓ‪ ،‬ﻭﻭﺿﻊ ﺳـﺎﻋﺔ ﺇﻳﻘﺎﻑ ﺿﻤﻦ ﺍﳌﻨﻈﺮ‬
‫ﺍﻟـﺬﻱ ﺗﺼـﻮﺭﻩ ﺍﻟﻜﺎﻣﲑﺍ ﻟﻴﻘﻴﺲ ﻟﻚ ﺍﻟﺰﻣـﻦ‪ .‬ﻟﻜﻦ ﺃﻳﻦ ﳚﺐ ﺃﻥ ﺗﻀﻊ ﺑﺪﺍﻳـﺔ ﴍﻳﻂ ﺍﻟﻘﻴﺎﺱ؟‬
‫ﻭﻣﺘﻰ ﳚﺐ ﺃﻥ ﺗﺒﺪﺃ ﺗﺸﻐﻴﻞ ﺳﺎﻋﺔ ﺍﻹﻳﻘﺎﻑ؟‬
‫ا‪‬ظ‪‬ة ا‪‬حدا‪‬ات ‪ Coordinate systems‬ﻋﻨﺪﻣﺎ ﺗﻘﺮﺭ ﺃﻳﻦ ﺗﻀﻊ ﴍﻳﻂ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﻭﻣﺘﻰ‬
‫ﺗﺸﻐﻞ ﺳﺎﻋﺔ ﺍﻹﻳﻘﺎﻑ‪ ،‬ﺳﺘﻜﻮﻥ ﻗﺪ ﺣﺪﺩﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺬﻱ ﻳﻌﲔ ﻣﻮﻗﻊ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫)ﻧﻘﻄﺔ ﺍﻹﺳـﻨﺎﺩ( ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺘﻐﲑ ﺍﻟﺬﻱ ﺗﺪﺭﺳـﻪ‪ ،‬ﻭﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﺗﺘﺰﺍﻳﺪ ﻓﻴﻪ ﻗﻴﻢ ﻫﺬﺍ ﺍﳌﺘﻐﲑ‪.‬‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‬‫ﺇﻥ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ﺍﳌﺘﻐﲑﻳﻦ ﹰ‬
‫ﰲ ﻣﺜـﺎﻝ ﺍﻟﻌـﺪﹼ ﺍﺀ ﺗﻢ ﲤﺜﻴﻠﻬﺎ ﺑﺎﻟﻨﻬﺎﻳـﺔ ﺍﻟﺼﻔﺮﻳﺔ ﻟﴩﻳﻂ ﺍﻟﻘﻴﺎﺱ‪ ،‬ﺍﻟـﺬﻱ ﻳﻤﻜﻦ ﻭﺿﻌﻪ ﻋﲆ ﹸﺑﻌﺪ‬
‫ﺳـﺘﺔ ﺃﻣﺘﺎﺭ ﻋﻦ ﻳﺴـﺎﺭ ﺍﻟﺸـﺠﺮﺓ‪ .‬ﻭﺍﳊﺮﻛﺔ ﻫﻨﺎ ﺗﺘﻢ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻟﺬﺍ ﻳﻮﺿﻊ ﴍﻳﻂ ﺍﻟﻘﻴﺎﺱ‬
‫ﻋـﲆ ﺍﻣﺘﺪﺍﺩ ﻫﺬﺍ ﺍﳋﻂ ﺍﳌﺴـﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺃﺣﺪ ﳏﻮﺭﻱ ﺍﻟﻨﻈـﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ‪ .‬ﻣﻦ ﺍﳌﺤﺘﻤﻞ ﺃﻥ‬
‫ﺗﻀﻊ ﴍﻳﻂ ﺍﻟﻘﻴﺎﺱ ﺑﺤﻴﺚ ﻳﺰﺩﺍﺩ ﺗﺪﺭﻳﺞ ﺍﳌﻘﻴﺎﺱ ﺍﳌﱰﻱ ﻋﻦ ﻳﻤﲔ ﺍﻟﺼﻔﺮ‪ ،‬ﻛﲈ ﺃﻥ ﻭﺿﻌﻪ ﰲ‬
‫ﺃﻳﻀﺎ‪ .‬ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-13a‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻟﻠﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺗﻘﻊ ﰲ‬ ‫ﺍﻻﲡـﺎﻩ ﺍﳌﻌﺎﻛﺲ ﺻﺤﻴﺢ ﹰ‬
‫ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﺗﻌﲔ ﹸﺑ ﹾﻌـﺪﹶ ﺍﻟﻌﺪﹼ ﺍﺀ ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻋﻨﺪ ﳊﻈﺔ ﻣﻌﻴﻨـﺔ ﻋﲆ ﳐﻄﻂ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻳﻤﻜﻨـﻚ ﺃﻥ ﱢ‬
‫ﺑﺮﺳـﻢ ﺳـﻬﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘـﻲ ﲤﺜﻞ ﻣﻮﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ؛ ﰲ ﻫـﺬﻩ ﺍﻟﻠﺤﻈﺔ‪ ،‬ﻛﲈ ﻫﻮ‬
‫ﻣﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ‪ .2-13b‬ﻭﻫﺬﺍ ﺍﻟﺴﻬﻢ ﻳﻤﺜﻞ ﻣﻮﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ؛ ﺣﻴﺚ ﻳﺪﻝ ﻃﻮﻝ ﺍﻟﺴﻬﻢ ﻋﲆ ﹸﺑﻌﺪ‬
‫ﺍﳉﺴﻢ ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﺃﻱ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﳉﺴﻢ ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﻭﻳﺘﺠﻪ ﻫﺬﺍ ﺍﻟﺴﻬﻢ ﺩﻭ ﹰﻣﺎ ﻣﻦ‬
‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﺇﱃ ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﺍﳌﺘﺤﺮﻙ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪ 2-13‬‬

‫‪‬‬
‫‪‬‬
‫‪       .a‬‬
‫‪ ‬‬
‫‪    .b‬‬
‫‪      ‬‬
‫‪‬‬

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 ‫ﻟﻜﻦ ﻫﻞ ﻫﻨﺎﻙ ﻣﻮﻗﻊ ﺳﺎﻟﺐ؟ ﺍﻓﱰﺽ ﺃﻧﻚ ﺍﺧﱰﺕ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ ﻛﺎﻟﺬﻱ ﻭﺿﻌﺘﻪ‪ ،‬ﻭﺍﺧﱰﺕ‬
‫ﻧﻘﻄـﺔ ﺍﻷﺻـﻞ ﻋﲆ ﹸﺑﻌﺪ ‪ 4 m‬ﻋﻦ ﻳﺴـﺎﺭ ﺍﻟﺸـﺠﺮﺓ ﻋـﲆ ﳏﻮﺭ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺬﻱ ﻳﻤﺘـﺪ ﰲ ﺍﻻﲡﺎﻩ‬
‫ﺍﳌﻮﺟﺐ ﻧﺤﻮ ﺍﻟﻴﻤﲔ‪ ،‬ﻓﺈﻥ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ﻳﺒﻌﺪ ‪ 9 m‬ﻋﻦ ﻳﺴـﺎﺭ ﺍﻟﺸـﺠﺮﺓ ﻳﺒﻌﺪ ‪ 5 m‬ﻋﻦ ﻳﺴـﺎﺭ‬
‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻳﻜﻮﻥ ﻣﻮﻗﻌﻪ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﻛﲈ ﻳﻈﻬﺮ ﰲ ﺍﻟﺸﻜﻞ ‪.2-14‬‬
‫‪‬ال‪‬ص‪‬ل ‪  2-14‬‬
‫‪        ‬‬
‫‪‬‬

‫‪Time interval and displacement‬‬ ‫الف‪ ‬ال‪‬ة ‪‬ا‪‬احة‬

‫ﻋﻨﺪ ﲢﻠﻴﻞ ﺣﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﲢﺘﺎﺝ ﺇﱃ ﻣﻌﺮﻓﺔ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺍﻟﻌﺪﺍﺀ ﻟﻼﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﺸﺠﺮﺓ‬
‫ﺇﱃ ﻋﻤﻮﺩ ﺍﻹﻧﺎﺭﺓ‪ .‬ﻳﻤﻜﻦ ﺇﳚﺎﺩ ﻫﺬﻩ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺑﺤﺴﺎﺏ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﺮﺍﺀﰐ ﺳﺎﻋﺔ ﺍﻹﻳﻘﺎﻑ‬
‫ﰲ ﻛﻞ ﻣﻮﻗﻊ‪ .‬ﺍﺧﱰ ﺍﻟﺮﻣﺰ ‪ ti‬ﻟﻠﺰﻣﻦ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ﻋﻨﺪ ﺍﻟﺸـﺠﺮﺓ‪ ،‬ﻭﺍﻟﺮﻣﺰ ‪ tf‬ﻟﻠﺰﻣﻦ ﻋﻨﺪﻣﺎ‬
‫ﺻﺎﺭ ﻋﻨﺪ ﻋﻤﻮﺩ ﺍﻹﻧﺎﺭﺓ‪ .‬ﻳﺴﻤﻰ ﺍﻟﻔﺮﻕ ﺑﲔ ﺯﻣﻨﲔ ﻓﱰﺓ ﺯﻣﻨﻴﺔ‪ ،‬ﻭﻳﺮﻣﺰ ﳍﺎ ﺑﺎﻟﺮﻣﺰ ‪ ،∆t‬ﺣﻴﺚ‪:‬‬

‫‪∆t = tf - ti‬‬ ‫ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ‬

‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ ﺍﻟﺰﻣﻦ ﺍﻻﺑﺘﺪﺍﺋﻲ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺗﺴﺎﻭﻱ ﺍﻟﺰﻣﻦ ﺍﻟﻨﻬﺎﺋﻲ‬

‫ﻭﰲ ﻣﺜـﺎﻝ ﺍﻟﻌـﺪﹼ ﺍﺀ ﺍﳌﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،2-15‬ﻳﻜﻮﻥ ﺍﻟﺰﻣـﻦ ﺍﻟﺬﻱ ﻳﺴـﺘﻐﺮﻗﻪ ﻟﻠﺬﻫﺎﺏ ﻣﻦ‬
‫ﺍﻟﺸﺠﺮﺓ ﺇﱃ ﻋﻤﻮﺩ ﺍﻹﻧﺎﺭﺓ ﻫﻮ‪:‬‬
‫‪tf - ti = 5.0 s – 1.0 s = 4.0 s‬‬

‫ﻭﻟﻜـﻦ ﻛﻴـﻒ ﺗﹶﻐﲑ ﻣﻮﻗـﻊ ﺍﻟﻌـﺪﹼ ﺍﺀ ﻋﻨﺪﻣﺎ ﺭﻛﺾ ﻣﻦ ﺍﻟﺸـﺠﺮﺓ ﺣﺘـﻰ ﻋﻤﻮﺩ ﺍﻹﻧـﺎﺭﺓ؟ ﻳﻤﻜﻦ‬
‫ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﺮﻣﺰ ‪ d‬ﻟﺘﻤﺜﻴﻞ ﻣﻮﻗﻊ ﺍﻟﻌﺪﺍﺀ‪ .‬ﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻧﺴـﺘﺨﺪﻡ ﻛﻠﻤﺔ )ﻣﻮﻗﻊ( ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﻣﻜﺎﻥ‬
‫ﻣـﺎ‪ .‬ﺃﻣـﺎ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻓﺎﳌﻮﻗـﻊ ﻣﺘﱠﺠﻪ ﺫﻳﻠﻪ ﻋﻨـﺪ ﻧﻘﻄﺔ ﺍﻷﺻـﻞ ﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﳌﺴـﺘﺨﺪﻡ‪،‬‬
‫ﻭﺭﺃﺳﻪ ﻋﻨﺪ ﺍﳌﻜﺎﻥ ﺍﳌﺮﺍﺩ ﲢﺪﻳﺪ ﻣﻮﻗﻌﻪ‪.‬‬
‫ال‪‬ص‪‬ل ‪   2-15‬‬
‫‪    ‬‬
‫‪     ‬‬
‫‪       ‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪BA   ‬‬
‫‪   ‬‬
‫‪ ‬‬
‫‪A‬‬ ‫‪B‬‬
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‫ﺃﻣﺎ ﺍﻹﺯﺍﺣﺔ ‪ Displacement‬ﻓﻬﻲ ﻛﻤﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻣﺘﺠﻬﺔ‪ ،‬ﻭﲤﺜﻞ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺪﺙ‬
‫ﳌﻮﻗﻊ ﺍﳉﺴـﻢ ﰲ ﺍﲡﺎﻩ ﻣﻌﲔ‪ .‬ﻭﻳﺮﻣﺰ ﻟﻺﺯﺍﺣﺔ ﺑﺎﻟﺮﻣﺰ ‪ ،∆d‬ﻭﲤ ﱠﺜﻞ ﺑﺴـﻬﻢ ﻳﺸـﲑ ﺫﻳﻠﻪ ﺇﱃ ﻣﻮﻗﻊ‬
‫ﺑﺪﺍﻳﺔ ﺍﳊﺮﻛﺔ‪ ،‬ﺑﻴﻨﲈ ﻳﺸﲑ ﺭﺃﺳﻪ ﺇﱃ ﻣﻮﻗﻊ ﳖﺎﻳﺘﻬﺎ‪ ،‬ﻛﲈ ﺃﻥ ﻃﻮﻝ ﺍﻟﺴﻬﻢ ﻳﻤﺜﻞ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ‬
‫ﺍﳉﺴـﻢ ﰲ ﺍﲡـﺎﻩ ﻣﻌﲔ‪ ،‬ﻭﻫﻮ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﻟﻴﻪ ﺍﻟﺴـﻬﻢ‪ .‬ﻭﺗﻘﺎﺱ ﺍﻹﺯﺍﺣـﺔ ﻭﻓﻖ ﺍﻟﻨﻈﺎﻡ‬
‫ﺍﻟﻮﱄ ﻟﻠﻮﺣﺪﺍﺕ ﺑﻮﺣﺪﺓ ‪ m‬ﻛﲈ ﲢﺴﺐ ﺍﻹﺯﺍﺣﺔ ﺭﻳﺎﺿ ﹼﹰﻴﺎ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬

‫‪∆d = df - di‬‬ ‫ﺍﻹﺯﺍﺣﺔ‬

‫ﻣﻄﺮﻭﺣﺎ ﻣﻨﻪ ﻣﺘﺠﻪ ﺍﳌﻮﻗﻊ ﺍﻻﺑﺘﺪﺍﺋﻲ ‪di‬‬
‫ﹰ‬ ‫ﺍﻹﺯﺍﺣﺔ ‪ ∆d‬ﺗﺴﺎﻭﻱ ﻣﺘﺠﻪ ﺍﳌﻮﻗﻊ ﺍﻟﻨﻬﺎﺋﻲ ‪df‬‬

‫ﻓﺈﺯﺍﺣـﺔ ﺍﻟﻌـﺪﺍﺀ ‪ ∆d‬ﰲ ﺃﺛﻨـﺎﺀ ﺣﺮﻛﺘـﻪ ﻣـﻦ ﺍﻟﺸـﺠﺮﺓ ﺇﱃ ﻋﻤـﻮﺩ ﺍﻹﻧـﺎﺭﺓ ﺗﺴـﺎﻭﻱ‬
‫‪ .25.0 m - 5.0 m =20.0 m‬ﻭﺍﻹﺯﺍﺣـﺔ ﺑﻮﺻﻔﻬـﺎ ﻛﻤﻴـﺔ ﻣﺘﺠﻬـﺔ ﲣﺘﻠﻒ ﻋﻦ ﺍﳌﺴـﺎﻓﺔ‬
‫ﺗﻌﱪ ﻋﻦ ﻛﻞ ﻣﻦ ﺍﳌﺴﺎﻓﺔ ﻭﺍﻻﲡﺎﻩ‪.‬‬
‫ﺑﻮﺻﻔﻬﺎ ﻛﻤﻴﺔ ﻗﻴﺎﺳﻴﺔ؛ ﻓﺎﻹﺯﺍﺣﺔ ﹼ‬ ‫‪‬ال‪‬ص‪‬ل ‪     2-16‬‬
‫ﻻﺣـﻆ ﺍﻟﺸـﻜﻞ ‪ ،2-16‬ﺣﻴـﺚ ﺇﻥ ﻃـﻮﻝ ﻣﺴـﺎﺭ ﺣﺮﻛـﺔ ﺟﺴـﻢ ﻣـﻦ ﻧﻘﻄـﺔ ‪ A‬ﺇﱃ ﻧﻘﻄـﺔ‬ ‫‪‬‬
‫‪‬‬
‫ﺗﺴـﻤﻰ ﻣﺴـﺎﻓﺔ‪ ،‬ﻭﻫـﺬﻩ ﻟﻴـﺲ ﳍـﺎ ﺍﲡـﺎﻩ ﳏـﺪﱠ ﺩ‬
‫ﹼ‬ ‫ﻭﺃﺧـﲑﺍ ﺇﱃ ‪F‬‬
‫ﹰ‬ ‫‪ B‬ﺛـﻢ ﺇﱃ ‪ C‬ﺛـﻢ ﺇﱃ ‪D‬‬
‫‪‬‬

‫ﺗﺴﻤﻰ ﺇﺯﺍﺣﺔ ﻭﺗﻼﺣﻆ ﺃﳖﺎ ﺃﻗﴫ ﻣﺴﺎﻓﺔ‬ ‫ﺗﻐﲑ ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﻣﻦ ‪ A‬ﺇﱃ ‪ F‬ﹼ‬ ‫)ﻛﻤ ﹼﻴﺔ ﻗﻴﺎﺳ ﹼﻴﺔ( ﻟﻜﻦ ﹼ‬
‫ﹼ‬
‫ﻳﺪﻝ ﻋﲆ‬‫ﺑﲔ ﺍﳌﻮﻗﻊ ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ ﻭﻣﻮﻗﻌﻪ ﺍﻟﻨﻬﺎﺋﻲ ﻭﳍﺎ ﺍﲡﺎﻩ ﳏﺪﹼ ﺩ‪ .‬ﻭﻃﻮﻝ ﺍﻟﺴﻬﻢ ﺍﻟﺬﻱ ﹼ‬
‫ﻣﻘﺪﺍﺭ ﺍﻹﺯﺍﺣﺔ ﻳﻤ ﹼﺜﻞ ﻣﻘﺪﺍﺭﻫﺎ‪ ،‬ﻭﺍﲡﺎﻫﻪ ﻳﺸﲑ ﺇﱃ ﺍﲡﺎﻫﻬﺎ‪.‬‬
‫‪D‬‬
‫ﳖﺎﻳﺔ ﺍﳊﺮﻛﺔ‬
‫‪F‬‬

‫ﺍﻹﺯﺍﺣﺔ‬
‫‪C‬‬

‫‪A‬‬
‫ﺑﺪﺍﻳﺔ ﺍﳊﺮﻛﺔ‬ ‫‪B‬‬

‫ﻳﺘﺤﺮﻙ ﺷـﺨﺺ ﻣﺎ ﻣﺴـﺎﻓﺔ ‪ 4m‬ﰲ ﺍﲡﺎﻩ ﺍﻟـﴩﻕ ﺛﻢ ﻣﺴـﺎﻓﺔ ‪ 3m‬ﰲ ﺍﲡﺎﻩ‬ ‫ﻭﻛﺬﻟـﻚ ﻓﻌﻨﺪﻣـﺎ ﹼ‬
‫ﺍﻟﺸـﲈﻝ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،2-17‬ﻓﺈﻧﻪ ﻳﻜﻮﻥ ﻗﺪ ﻗﻄﻊ ﻣﺴـﺎﻓﺔ ‪ ، 7m‬ﻭﻟﻜﻦ ﺇﺯﺍﺣﺘﻪ ﺍﻟﺘﻲ ﻳﻤ ﹼﺜﻠﻬﺎ‬
‫ﺍﳌﺘﹼﺠﻪ ‪ AC‬ﺗﺴﺎﻭﻱ ‪) 5m‬ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ( ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ θ‬ﻣﻊ ﺍﻷﻓﻘﻲ‪.‬‬
‫‪‬ال‪‬ص‪‬ل ‪   2-17‬‬
‫‪C‬‬ ‫‪     ‬‬
‫‪‬‬
‫ﺍﺣ‬‫ﺍﻹﺯ‬
‫ﺔ=‬
‫‪5m‬‬ ‫‪3m‬‬

‫‪A‬‬
‫‪θ‬‬ ‫‪B‬‬
‫‪4m‬‬

‫‪56‬‬
 ‫ا‪‬د‪2-1 ‬‬ ‫‪Position - time graph‬‬ ‫‪‬ح‪  ‬املوق‪ – ‬ال‪ ‬‬
‫املوق‪‬ال‪‬‬
‫ﻋﻨـﺪ ﲢﻠﻴـﻞ ﺍﳊﺮﻛﺔ ﻟﻨﻮﻉ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ ﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﻨﺎﻭﳍﺎ ﻭﺩﺭﺍﺳـﺘﻬﺎ‪ ،‬ﻣﻦ ﺍﳌﻔﻴﺪ ﲤﺜﻴﻞ‬
‫املوق‪d ‬‬ ‫ال‪t ‬‬
‫‪m‬‬ ‫‪s‬‬ ‫ﺣﺮﻛـﺔ ﺍﳉﺴـﻢ ﺑﻄﺮﺍﺋﻖ ﻣﺘﻨﻮﻋـﺔ‪ .‬ﻭﻛﲈ ﻻﺣﻈﺖ‪ ،‬ﻓﺈﻥ ﳐﻄـﻂ ﺍﳊﺮﻛﺔ ﳛﺘﻮﻱ ﻋـﲆ ﻣﻌﻠﻮﻣﺎﺕ‬
‫‪0.0‬‬ ‫‪0.0‬‬ ‫ﻣﻔﻴﺪﺓ ﺣﻮﻝ ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﰲ ﺃﺯﻣﻨﺔ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻪ ﰲ ﲢﺪﻳﺪ ﺇﺯﺍﺣﺔ ﺍﳉﺴﻢ ﺧﻼﻝ‬
‫‪5.0‬‬ ‫‪1.0‬‬ ‫ﻓـﱰﺍﺕ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪ ،‬ﻛﲈ ﺃﻥ ﺍﻟﺮﺳـﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﳌﻮﻗﻊ ﺍﳉﺴـﻢ‪-‬ﺍﻟﺰﻣﻦ ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫‪10.0‬‬ ‫‪2.0‬‬
‫‪15.0‬‬ ‫‪3.0‬‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﹰ‬
‫‪20.0‬‬ ‫‪4.0‬‬ ‫ا‪‬صت‪‬دا‪ ‬ال‪‬ص‪‬م الب‪‬ا ‪‬‬
‫‪Using a graph to find out‬‬‫‪ ‬لتحديد املوق‪ ‬ال‪‬‬
‫‪25.0‬‬ ‫‪5.0‬‬
‫‪30.0‬‬ ‫‪6.0‬‬ ‫‪ position and time‬ﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﳐ ﹼﻄﻂ ﺣﺮﻛﺔ ﺍﻟﻌﺪﺍﺀ ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-15‬ﻟﺘﺤﺪﻳﺪ‬
‫ﻣﻮﻗﻊ ﺍﻟﻌﺪﱠ ﺍﺀ ﰲ ﻛﻞ ﳊﻈﺔ ﻣﻦ ﺣﺮﻛﺘﻪ‪ ،‬ﻭﲡﺴﻴﺪﻫﺎ ﻛﲈ ﰲ ﺍﳉﺪﻭﻝ ‪.2-1‬‬
‫ﺑﻴـﺎﲏ ﺑﺘﺤﺪﻳـﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫ﹼ‬ ‫ﻛـﲈ ﻳﻤﻜـﻦ ﻋـﺮﺽ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﺍﻟـﻮﺍﺭﺩﺓ ﰲ ﺍﳉـﺪﻭﻝ ‪ 2-1‬ﰲ ﺭﺳـﻢ‬
‫ﺍﻟـﺮﺃﳼ ‪ ،y‬ﻭﻫﻮ ﻣﺎ ﹸﻳﺴـﻤﻰ‬
‫ﹼ‬ ‫ﺍﻷﻓﻘـﻲ ‪ ،x‬ﻭﺇﺣﺪﺍﺛﻴـﺎﺕ ﺍﳌﻮﻗﻊ ﻋـﲆ ﺍﳌﺤﻮﺭ‬
‫ﹼ‬ ‫ﺍﻟﺰﻣـﻦ ﻋـﲆ ﺍﳌﺤـﻮﺭ‬
‫ﺍﻟﺒﻴﺎﲏ ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-18‬ﺣﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀ‪ .‬ﻭﻟﺮﺳﻢ ﻫﺬﺍ‬
‫ﹼ‬ ‫ﻣﻨﺤﻨﻰ)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‪ .‬ﻭ ﹸﻳﻈﻬﺮ ﺍﻟﺮﺳـﻢ‬
‫ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﺑﻤﻌﻈﻢ‬ ‫ﺍﻟﺒﻴﺎﲏ ﻧﺤﺪﹼ ﺩ ﺃﻭﻻﹰ ﻣﻮﺍﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ ﺑﺪﻻﻟﺔ ﺍﻟﺰﻣﻦ‪ ،‬ﺛﻢ ﻧﺮﺳﻢ ﺃﻓﻀﻞ ﹼ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺍﳋﻂ‬
‫ﺧﻂ ﺍﻟﺘﻄﺎﺑﻖ ﺍﻷﻓﻀﻞ‪.‬‬ ‫ﺍﻟﻨﻘﺎﻁ‪ ،‬ﻭﻫﻮ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﹼ‬
‫ﺍﻟﺒﻴـﺎﲏ ﻣﻮﺍﻗﻊ ﻟﻌـﺪﹼ ﺍﺀ ﰲ ﺍﻷﺯﻣﻨـﺔ ﺍﳌﺒ ﹼﻴﻨﺔ ﰲ ﺍﳉـﺪﻭﻝ‪ ،‬ﻭﺣﺘﻰ ﻟـﻮ ﱂ ﺗﺘﻮﺍﻓﺮ ﺑﻴﺎﻧﺎﺕ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺍﳋـﻂ‬ ‫ﻳﺒـﲔ‬
‫ﹼ‬
‫ﺗﺒـﲔ ﻣﺒـﺎﴍ ﹰﺓ ﻣﺘـﻰ ﻛﺎﻥ ﺍﻟﻌـﺪﹼ ﺍﺀ ﻋـﲆ ﺑﻌـﺪ ‪ 30.0 m‬ﻣـﻦ ﻧﻘﻄـﺔ ﺍﻟﺒﺪﺍﻳـﺔ‪ ،‬ﺃﻭ ﺃﻳـﻦ ﻛﺎﻥ ﻋﻨـﺪ‬
‫ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ ﻟﺘﺤﺪﻳﺪ ﺫﻟﻚ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﻠﺤﻈﺔ ‪ ،t = 4.5 s‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺮﺳﻢ‬
‫ﻛﻞ ﻣﻮﻗﻊ؟ ﺭ ﹼﺑﲈ ﲡﻴـﺐ‪ :‬ﳊﻈﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻟﻜـﻦ ﻣﺎ ﻃﻮﻝ ﻫﺬﻩ‬ ‫ﻣـﺎ ﺍﻟﺰﻣﻦ ﺍﻟـﺬﻱ ﻣﻜﺜﻪ ﺍﻟﻌـﺪﹼ ﺍﺀ ﰲ ﹼ‬
‫ﻣﻘـﺪﺍﺭﺍ ﺯﻣﻨ ﹼﹰﻴـﺎ ﻣﺘﻨﺎﻫ ﹰﻴﺎ ﰲ ﺍﻟﺼﻐـﺮ )ﺗﻘﺎﺭﺏ ﺍﻟﺼﻔـﺮ( ﻓﻌﻨﺪﺋﺬ‬
‫ﹰ‬ ‫ﺍﻟﻠﺤﻈـﺔ؟ ﺇﺫﺍ ﺍﻋﺘﱪﻧـﺎ ﺍﻟﻠﺤﻈـﺔ‬
‫ﺍﻟﻠﺤﻈﻲ ﻟﻠﻌﺪﹼ ﺍﺀ‪.‬‬
‫ﹼ‬ ‫ﻳﺘﺤﺮﻙ ﺧﻼﳍﺎ‪ .‬ﻭﺍﻟﺮﻣﺰ ‪ d‬ﻳﻤ ﹼﺜﻞ ﺍﳌﻮﻗﻊ‬ ‫ﻧﺴﺘﻄﻴﻊ ﺍﻟﻘﻮﻝ ﺇﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ﱂ ﻳﻜﻦ ﹼ‬

‫ال‪‬ص‪‬ل ‪    2-18‬‬

‫‪‬ح‪ ‬ال‪‬وق‪  ‬ال‪‬‬
‫‪   -  ‬‬
‫‪ ‬‬
‫‪      ‬‬
‫‪    ‬‬
‫امل‪‬وق‪‬‬

‫‪‬‬

‫ال‪‬‬
‫‪57‬‬
 ‫‪‬ا‪4 ‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺍﳌﺠﺎﻭﺭ ﺣﺮﻛﺔ ﻋﺪﹼ ﺍﺀ‪ .‬ﻣﺘﻰ ﻳﺼﻞ ﺍﻟﻌﺪﹼ ﺍﺀ ﺇﱃ ﹸﺑﻌﺪ ‪ 30.0 m‬ﻋﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ؟ ﻭﺃﻳﻦ ﻳﻜﻮﻥ ﺑﻌﺪ ﻣﴤ ‪ 4.5 s‬؟‬
‫ﹼ‬ ‫ﻳﻮﺿﺢ ﺍﻟﺮﺳﻢ‬
‫ﹼ‬
‫‪ 1‬ل امل‪‬صا‪‬لة‬
‫ﺃﻋﺪ ﺻﻴﺎﻏﺔ ﺍﻟﺴﺆﺍﻟﲔ‪.‬‬
‫ﺍﻟﺴﺆﺍﻝ ‪ :1‬ﻣﺘﻰ ﻛﺎﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ﻋﲆ ﹸﺑﻌﺪ ‪ 30.0 m‬ﻋﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ؟‬

‫‪‬ح‪ ‬ال‪‬وق‪  ‬ال‪‬‬ ‫ﺍﻟﺴﺆﺍﻝ ‪ :2‬ﻣﺎ ﻣﻮﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ ﺑﻌﺪ ﹸﻣ ﹼ‬

‫ﴤ ‪4.5 s‬؟‬
‫امل‪‬وق‪‬‬

‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫ﺍﻟﺴﺆﺍﻝ ﺍﻷﻭﻝ‬
‫ال‪‬‬
‫ﺍﻟﺒﻴﺎﲏ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃـﻊ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻊ‬
‫ﹼ‬ ‫ﺗﻔﺤﺺ ﺍﻟﺮﺳـﻢ‬
‫ﹼ‬
‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ ‪ 30.0 m‬ﺍﳌﻮﺟـﻮﺩﺓ ﻋﲆ ﳏﻮﺭ ﺍﳌﻮﻗﻊ‪،‬‬‫ﺃﻓﻘـﻲ ﹼ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺧـﻂ‬
‫ﺍﻟﻌﻤﻮﺩﻱ ﺍﳌﺮﺳﻮﻡ ﻣﻦ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻣﻊ ﳏﻮﺭ ﺍﻟﺰﻣﻦ‪ ،‬ﲡﺪ ﺃﻥ ﻣﻘﺪﺍﺭ ‪ t‬ﻫﻮ ‪. 6.0 s‬‬
‫ﹼ‬ ‫ﺛﻢ ﺣﺪﹼ ﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﹼ‬
‫ﺍﳋﻂ‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﻟﺜﺎﲏ‬
‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ ‪) 4.5 s‬ﺗﻘﻊ ﺑﲔ ‪ 4.0 s‬ﻭ ‪ 5.0 s‬ﻋﲆ ﳏﻮﺭ ﺍﻟﺰﻣﻦ ﰲ‬
‫ﻋﻤﻮﺩﻱ ﹼ‬
‫ﹼ‬ ‫ﺣﺪﹼ ﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ )ﳏﻮﺭ ﺍﻟﺰﻣﻦ( ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻊ ﺧﻂ‬
‫ﺍﻷﻓﻘﻲ ﺍﳌﺮﺳـﻮﻡ ﻣﻦ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻣﻊ ﳏﻮﺭ ﺍﳌﻮﻗﻊ‪ ،‬ﲡﺪ ﺃﻥ ﻗﻴﻤﺔ ‪ d‬ﺗﺴﺎﻭﻱ ‪22.5 m‬‬
‫ﹼ‬ ‫ﺍﻟﺒﻴﺎﲏ(‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺍﻟﺮﺳـﻢ‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫ﺭﺳﲈ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﳊﺮﻛﺔ ﺳﻴﺎﺭﺓ ﰲ ﹼ‬

‫ﺣﻞ ﺍﳌﺴﺎﺋﻞ ﻣﻦ ‪ 11‬ﺇﱃ ‪:13‬‬ ‫ﺍﺳﺘﻌﻦ ﺑﺎﻟﺸﻜﻞ ‪ 2-19‬ﻭﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﹰ‬
‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫‪ .11‬ﺻﻒ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺍﳌﺒ ﹼﻴﻨﺔ ﰲ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫‪ .12‬ﺍﺭﺳﻢ ﳐ ﹼﻄ ﹰﻄﺎ ﻟﻠﺤﺮﻛﺔ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻟﺮﺳﻢ‬
‫امل‪‬وق‪‬‬

‫‪ .13‬ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ ﺣﻮﻝ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺎﺭﺓ‪:‬‬

‫)ﺍﻓﱰﺽ ﺃﻥ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﰲ ﺍﲡﺎﻩ ﺍﻟﴩﻕ ﻭﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﻟﺐ ﰲ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ(‪.‬‬
‫ال‪‬‬
‫‪ .a‬ﻣﺘﻰ ﻛﺎﻧﺖ ﺍﻟﺴﻴﺎﺭﺓ ﻋﲆ ﺑﻌﺪ ‪ 25.0 m‬ﴍﻕ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؟‬
‫ال‪‬ص‪‬ل ‪2-19‬‬
‫‪ .b‬ﺃﻳﻦ ﻛﺎﻧﺖ ﺍﻟﺴﻴﺎﺭﺓ ﻋﻨﺪ ‪ 1.0 s‬؟‬

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 ‫ﻣﺒﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪، 2-20‬‬‫الت‪‬الت املت‪‬ا‪‬ة ‪ Equivalent representations‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﻫﻨـﺎﻙ ﻃﺮﻕ ﳐﺘﻠﻔﺔ ﻟﻮﺻﻒ ﺍﳊﺮﻛﺔ‪ :‬ﺑﺎﻟﻜﻠﲈﺕ‪ ،‬ﻭﺍﻟﺼﻮﺭ )ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺘﺼﻮﻳﺮﻱ(‪ ،‬ﻭﳐ ﹼﻄﻄﺎﺕ‬
‫ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺟـﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻣﻨﺤﻨﻴﺎﺕ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‪ ،‬ﻭﻫﺬﻩ ﲨﻴﻌﻬﺎ ﻃﺮﻕ ﻣﺘﻜﺎﻓﺌﺔ‪ ،‬ﺃﻱ‬
‫ﺃﳖـﺎ ﲢﺘـﻮﻱ ﻋﲆ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻧﻔﺴـﻬﺎ ﺣﻮﻝ ﺣﺮﻛﺔ ﺟﺴـﻢ‪ .‬ﻭﻣـﻊ ﺫﻟﻚ ﻓﻘﺪ ﻳﻜـﻮﻥ ﺑﻌﺾ ﻫﺬﻩ‬
‫ﺍﻟﻄﺮﻕ ﺃﻛﺜﺮ ﻓﺎﺋﺪﺓ ﻣﻦ ﻏﲑﻫﺎ‪ ،‬ﻭﻓ ﹰﻘﺎ ﳌﺎ ﺗﺮﻳﺪ ﻣﻌﺮﻓﺘﻪ ﻋﻦ ﺍﳊﺮﻛﺔ‪.‬‬
‫ﰲ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺳـﺘﺘﺪﺭﺏ ﻋﲆ ﺍﺳـﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﳌﺘﻜﺎﻓﺌﺔ‪ ،‬ﻭﺗﺘﻌ ﹼﻠﻢ ﹼﺃﳞﺎ ﺃﻧﺴﺐ‬
‫ﹼ‬
‫ﳊﻞ ﺃﻧﻮﺍﻉ ﺍﳌﺴﺎﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ال‪‬ص‪‬ل ‪    2-20‬‬ ‫ا‪‬د‪2-2 ‬‬

‫‪a‬‬
‫‪b -  a‬‬ ‫املوق‪‬ال‪‬‬
‫‪   ‬‬
‫‪c       ‬‬ ‫املوق‪m ‬‬ ‫ال‪s ‬‬
‫‪‬‬
‫‪‬‬ ‫‪0.0‬‬ ‫‪0.0‬‬
‫‪5.0‬‬ ‫‪1.0‬‬
‫‪10.0‬‬ ‫‪2.0‬‬
‫‪15.0‬‬ ‫‪3.0‬‬
‫‪20.0‬‬ ‫‪4.0‬‬
‫‪25.0‬‬ ‫‪5.0‬‬
‫‪30.0‬‬ ‫‪6.0‬‬

‫‪b‬‬
‫‪‬ح‪ ‬املوق‪‬ال‪‬‬
‫امل‪‬وق‪‬‬

‫ال‪‬‬

‫‪c‬‬ ‫ال‪‬اية · · · · · · · · البداية‬

‫‪‬را‪‬ص‪‬ة ح‪‬ة ‪‬د‪ ‬ا‪‬صا‪ Considering the motion of multiple objects ‬ﻳﻈﻬﺮ‬
‫ﰲ ﺍﳌﺜـﺎﻝ ‪ 5‬ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻟﻌﺪﹼ ﺍﺀﻳﻦ ﰲ ﺳـﺒﺎﻕ‪ .‬ﻣﺘﻰ‪ ،‬ﻭﺃﻳﻦ ﻳﺘﺠﺎﻭﺯ ﺃﺣﺪ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ‬
‫ﺍﻵﺧﺮ؟ ﺍﺳـﺘﺨﺪﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋ ﹼﻴﺔﺃﻭﻻﹰ ﻹﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺍﻟﺴﺆﺍﻝ‪ :‬ﻣﺘﻰ ﻳﻜﻮﻥ ﺍﻟﻌﺪﹼ ﺍﺀﺍﻥ‬
‫ﰲ ﺍﳌﻮﻗـﻊ ﻧﻔﺴـﻪ؟ ﻳﻤﻜﻨـﻚ ﺍﻹﺟﺎﺑـﺔ ﻋﻦ ﻫﺬﺍ ﺍﻟﺴـﺆﺍﻝ ﺑﺘﺤﺪﻳـﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘـﻲ ﻳﺘﻘﺎﻃﻊ ﻋﻨﺪﻫﺎ‬
‫ﺍﳋ ﹼﻄﺎﻥ ﺍﳌﻤ ﹼﺜﻼﻥ ﳊﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ ﻋﲆ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬

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‫ﻛﲈ ﻻﺣﻈﺖ ﺳـﺎﺑ ﹰﻘﺎ‪ ،‬ﻳﻤﻜﻨﻚ ﲤﺜﻴﻞ ﺣﺮﻛﺔ ﺃﻛﺜﺮ ﻣﻦ ﺟﺴـﻢ ﰲ ﻣﻨﺤﻨﻰ ﻭﺍﺣﺪ ﻟﻠﻤﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ‪.‬‬
‫ﻭﻧﻘﻄـﺔ ﺗﻘﺎﻃـﻊ ﺍﳋ ﹼﻄـﲔ ﺍﻟﺒﻴﺎﻧ ﹼﻴ ﹼﲔ ﲣﱪﻙ ﻣﺘﻰ ﻳﻜﻮﻥ ﺍﳉﺴـﲈﻥ ﰲ ﺍﳌﻮﻗﻊ ﻧﻔﺴـﻪ‪ .‬ﻟﻜﻦ ﻫﻞ ﻫﺬﺍ‬
‫ﻳﻌﻨﻲ ﺃﳖﲈ ﺳﻴﺘﺼﺎﺩﻣﺎﻥ؟ ﻟﻴﺲ ﺑﺎﻟﴬﻭﺭﺓ‪ .‬ﻓﻌﲆ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻫﺬﺍﻥ ﺍﳉﺴﲈﻥ ﻋﺪﹼ ﺍﺀﻳﻦ‪،‬‬
‫ﺧﺎﺹ ﺑﻪ‪ ،‬ﻓﺈﳖﲈ ﻟﻦ ﻳﺘﺼﺎﺩﻣﺎ‪.‬‬
‫ﹼ‬ ‫ﳑﺮ‬
‫ﻭﻟﻜﻞ ﻣﻨﻬﲈ ﹼ‬

‫‪‬ا‪5 ‬‬
‫ﻭ ‪.B‬‬ ‫‪A‬‬ ‫ﺍﻟﺒﻴﺎﲏ ﺍﳌﺠﺎﻭﺭ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪ -‬ﺍﻟﺰﻣﻦ( ﳊﺮﻛﺔ ﻋﺪﹼ ﺍﺀﻳﻦ‬
‫ﹼ‬ ‫ﻳﻤ ﹼﺜﻞ ﺍﻟﺮﺳـﻢ‬
‫ﻣﺘﻰ ﻭﺃﻳﻦ ﻳﺘﺠﺎﻭﺯ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ B‬ﺍﻟﻌﺪﹼ ﺍﺀ ‪A‬؟‬
‫‪ 1‬ل امل‪‬صا‪‬لة‬
‫‪A‬‬ ‫ﺃﻋﺪ ﺻﻴﺎﻏﺔ ﺍﻟﺴﺆﺍﻝ‪.‬‬
‫امل‪‬وق‪‬‬

‫‪B‬‬ ‫ﻋﻨﺪ ﺃﻱ ﺯﻣﻦ ﻳﻜﻮﻥ ﺍﻟﻌﺪﹼ ﺍﺀﺍﻥ ‪ A‬ﻭ ‪ B‬ﰲ ﺍﳌﻮﻗﻊ ﻧﻔﺴﻪ؟‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫ال‪‬‬ ‫ﺍﻟﺒﻴﺎﲏ ﺍﳌﻤ ﹼﺜﻞ ﳊﺮﻛﺔ ‪ A‬ﻣﻊ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺍﻟﺒﻴﺎﲏ ﻹﳚﺎﺩ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺗﻔﺤﺺ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﺒﻴـﺎﲏ ﺍﳌﻤ ﹼﺜـﻞ ﳊﺮﻛـﺔ ‪ ،B‬ﻳﺘﻘﺎﻃﻊ ﻫﺬﺍﻥ ﺍﳋﻄـﺎﻥ ﻋﻨﺪ ﺍﻟﻠﺤﻈـﺔ ‪ ،45 s‬ﻭﻋﲆ ﺑﻌﺪ‬
‫ﹼ‬
‫ﹶﹾ‬
‫ﺣـﻮﺍﱄ ‪ ،190 m‬ﻭﻫﺬﺍ ﻳﻌﻨـﻲ ﺃﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ B‬ﻳﺘﺠﺎﻭﺯ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ A‬ﻋﲆ ﺑﻌﺪ ‪ 190 m‬ﻣﻦ‬
‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﺃﻱ ﺑﻌﺪ ‪ 45 s‬ﻣﻦ ﻣﺮﻭﺭ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ A‬ﲠﺎ‪.‬‬

‫ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳌﺜﺎﻝ ‪ 5‬ﺃﺟﺐ ﻋﻦ ﺍﻟﺴﺆﺍﻟﲔ ‪ 14‬ﻭ ‪: 15‬‬

‫‪ .14‬ﺃﻳﻦ ﻛﺎﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ B‬ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﺍﻟﻌﺪﹼ ﺍﺀ ‪ A‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪0.0 m‬؟‬
‫‪ .15‬ﻣـﺎ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﻌـﺪﹼ ﺍﺀ ‪ A‬ﻭﺍﻟﻌـﺪﹼ ﺍﺀ ‪ B‬ﰲ ﺍﻟﻠﺤﻈﺔ‬
‫‪t = 20.0 s‬؟‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫امل‪‬وق‪(km) ‬‬

‫‪‬‬
‫‪ ‬‬
‫‪ .16‬ﺧـﺮﺝ ﺃﲪـﺪ ﰲ ﻧﺰﻫﺔ ﻣﺸـ ﹰﻴﺎ ﻋـﲆ ﺍﻷﻗـﺪﺍﻡ‪ ،‬ﻭﺑﻌﺪ ﻓـﱰﺓ ﺑﺪﺃ‬
‫ﺻﺪﻳﻘﻪ ﻧﺒﻴﻞ ﺍﻟﺴـﲑ ﺧﻠﻔﻪ‪ ،‬ﻭﻗﺪ ﺗﻢ ﲤﺜﻴﻞ ﺣﺮﻛﺘﻴﻬﲈ ﺑﻤﻨﺤﻨﻰ‬
‫ﺍﳌﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ‪.‬‬ ‫)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﹼ‬
‫ال‪(h) ‬‬ ‫‪ .a‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺳﺎﺭ ﺧﻼﻟﻪ ﺃﲪﺪ ﻗﺒﻞ ﺑﺪﺀ ﻧﺒﻴﻞ ﺍﳌﴚ؟‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫‪ .b‬ﻫﻞ ﺳﻴﻠﺤﻖ ﻧﺒﻴﻞ ﺑﺄﲪﺪ ؟ ﱢ‬

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‫ﻳﺴـﺘﻤﺘﻊ ﻛﻞ ﻣـﻦ ﻣﺎﺟـﺪ ﻭﻳﻮﺳـﻒ ﻭﻧـﺎﴏ ﺑﻤﲈﺭﺳـﺔ ﺍﻟﺮﻳﺎﺿـﺔ ﻋـﲆ ﻃﺮﻳـﻖ ﻳﻤﺘـﺪﹼ ﺑﻤﺤـﺎﺫﺍﺓ ﺍﻟﺸـﺎﻃﺊ‪ .‬ﺣﻴـﺚ ﺑـﺪﺃ ﻳﻮﺳـﻒ‬
‫ﺻﺒﺎﺣـﺎ‪ ،‬ﻭﰲ ﺍﻟﻠﺤﻈـﺔ‬
‫ﹰ‬ ‫ﺍﻟﺮﻛـﺾ ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 16.0 km/h‬ﺟﻨﻮ ﹰﺑـﺎ ﻣـﻦ ﺍﳌﺮﺳـﻰ ‪ A‬ﰲ ﲤـﺎﻡ ﺍﻟﺴـﺎﻋﺔ ‪11.30‬‬
‫ﻧﻔﺴـﻬﺎ ﻭﻣـﻦ ﺍﳌـﻜﺎﻥ ﻧﻔﺴـﻪ ﺑـﺪﺃ ﻧـﺎﴏ ﺍﳌـﴚ ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 6.5 km/h‬ﰲ ﺍﲡـﺎﻩ ﺍﳉﻨـﻮﺏ‪ .‬ﺃ ﹼﻣﺎ ﻣﺎﺟـﺪ ﻓﺎﻧﻄﻠﻖ‬
‫ﻇﻬـﺮﺍ ﻣـﻦ ﻣﺮﺳـﻰ ﺁﺧـﺮ ‪ B‬ﻳﺒﻌـﺪ ‪ 20 km‬ﺟﻨـﻮﺏ ﺍﳌﺮﺳـﻰ ‪ A‬ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫـﺎ‬ ‫ﹰ‬ ‫ﺑﺪﺭﺍﺟﺘـﻪ ﻋﻨـﺪ ﺍﻟﺴـﺎﻋﺔ ‪12‬‬
‫ﱠ‬
‫‪ 40.25 km/h‬ﰲ ﺍﲡﺎﻩ ﺍﻟﺸﲈﻝ‪.‬‬
‫ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺜﻼﺛﺔ‪.‬‬ ‫‪.1‬‬

‫ﻣﺘﻰ ﻳﺼﺒﺢ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺜﻼﺛﺔ ﺃﻗﺮﺏ ﻣﺎ ﻳﻤﻜﻦ ﺑﻌﻀﻬﻢ ﻣﻦ ﺑﻌﺾ؟‬ ‫‪.2‬‬

‫ﻣﺎ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻔﺼﻞ ﺑﻴﻨﻬﻢ ﺣﻴﻨﺬﺍﻙ؟‬ ‫‪.3‬‬

‫‪Speed and velocity‬‬ ‫ال‪‬ص‪‬ة ‪‬ال‪‬ص‪‬ة امل ت‪‬ة‬

‫ﺗﻌﻠﻤﺖ ﻛﻴﻒ ﺗﺴﺘﻌﻤﻞ ﺍﳌﺨﻄﻂ ﺍﻟﺘﻮﺿﻴﺤﻲ ﻟﻠﺤﺮﻛﺔ ﻟﺘﺒﲔ ﺣﺮﻛﺔ ﺟﺴﻢ‪ .‬ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﻗﻴﺎﺱ‬
‫ﴎﻋـﺔ ﺣﺮﻛﺘﻪ؟ ﻳﻤﻜﻨﻚ ﲢﺪﻳـﺪ ﺗﻐﲑ ﺍﳌﻮﻗﻊ ﻭﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺕ‪ ،‬ﻣﻨﻬﺎ ﴍﻳﻂ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﳌﱰﻱ ﻭﺳﺎﻋﺔ ﺍﻹﻳﻘﺎﻑ‪ ،‬ﺛﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻮﺻﻒ ﻣﻌﺪﻝ ﺗﻐﲑ ﺍﳊﺮﻛﺔ‪.‬‬
‫ال‪‬ص‪‬ة ‪ Speed‬ﻋﻨﺪﻣﺎ ﺗﺼﻒ ﺣﺮﻛﺔ ﺳـﻴﺎﺭﺓ ﺗﺴـﲑ ﰲ ﺷـﺎﺭﻉ‪ ،‬ﺃﻭ ﺣﺮﻛﺔ ﻃﺎﺋﺮﺓ ﰲ ﺍﳉﻮ‪ ،‬ﺃﻭ‬
‫ﻣﺘﺤﺮﻙ ‪ ،‬ﻓﺈﻧـﻚ ﰲ ﺍﳊﻘﻴﻘﺔ ﺗﺼﻒ ﴎﻋﺘﻪ‪.‬‬‫ﹼ‬ ‫ﺣﺮﻛـﺔ ﺳـﻔﻴﻨﺔ ﺗﺒﺤـﺮ ﰲ ﳏﻴﻂ‪ ،‬ﺃﻭﺣﺮﻛﺔ ﺣﻴـﻮﺍﻥ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻗﻠﻴﻠﺔ‪ ،‬ﻭﴎﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﺃﻛﱪ ﻣﻦ ﴎﻋﺔ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻛﺒﲑﺓ‪ ،‬ﻭﺫﺍﻙ ﹼ‬ ‫ﻓﺘﻘﻮﻝ ﻫﺬﺍ ﹼ‬
‫ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﻭﻫﻜﺬﺍ‪ .‬ﻓﲈ ﺍﻟﴪﻋﺔ؟ ﻳﺸﲑ ﻣﺼﻄﻠﺢ ﺍﻟﴪﻋﺔ ‪ Speed‬ﺇﱃ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ‬
‫ﻛﻤ ﹼﻴﺔ ﻗﻴﺎﺳ ﹼﻴﺔ ﻻ ﺗﺮﺗﺒﻂ ﺑﺎﻻﲡﺎﻩ‪ .‬ﻭﲢﺴﺐ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﰲ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪ .‬ﻭﺍﻟﴪﻋﺔ ﹼ‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ‬
‫ﺍﻟﴪﻋﺔ =‬
‫ﺍﻟﺰﻣﻦ ﺍﳌﺴﺘﻐﺮﻕ‬
‫‪v = __dt‬‬
‫ﺗﻘـﺎﺱ ﺍﻟﴪﻋـﺔ ﺑﻮﺣـﺪﺓ ‪ m/s‬ﻋﻨﺪﻣـﺎ ﺗﻘـﺎﺱ ﺍﳌﺴـﺎﻓﺔ ﺑﻮﺣـﺪﺓ ‪ m‬ﻭﻳﻘـﺎﺱ ﺍﻟﺰﻣـﻦ‬
‫ﺑﻮﺣـﺪﺓ ‪ s‬ﻭﻓـﻖ ﺍﻟﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ ﻟﻠﻮﺣـﺪﺍﺕ ‪ .‬ﻭﻳﻤﻜـﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻭﺣـﺪﺍﺕ ﺃﺧـﺮ￯‬
‫ﻟﻠﴪﻋـﺔ ﻣﺜـﻞ ‪ km/h‬ﺇﺫﺍ ﻗﻴﺴـﺖ ﺍﳌﺴـﺎﻓﺔ ﺑﻮﺣـﺪﺓ ‪ km‬ﻭﺍﻟﺰﻣـﻦ ﺑﻮﺣـﺪﺓ ‪.h‬‬
‫ﻛﻤ ﹼﻴـﺔ ﻗﻴﺎﺳـ ﹼﻴﺔ ﻻ ﺗﺮﺗﺒـﻂ ﺑﺎﻻﲡـﺎﻩ‪ .‬ﻓـﺈﺫﺍ ﻗﻄـﻊ ﻗـﺎﺭﺏ ﻣﺴـﺎﻓﺔ ‪ 180 m‬ﰲ‬
‫ﻭﻣﻘﺪﺍﺭﺍﻟﴪﻋـﺔ ﹼ‬
‫‪ 20s‬ﻓﺈﻥ ﴎﻋﺘﻪ ﺗﻜﻮﻥ ‪ . 20s = 9m/s‬ﻭﻣﻌﺮﻓﺔ ﻣﻘﺪﺍﺭ ﺍﻟﴪﻋﺔ ﻫﻨﺎ ﻻ ﳛﺘﺎﺝ ﺇﱃ ﲢﺪﻳﺪ‬
‫_____‬
‫‪180m‬‬

‫ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﻟﻘﺎﺭﺏ‪.‬‬

‫‪Velocity‬‬ ‫ال‪‬ص‪‬ة املت‪‬ة‬

‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﻣ ﹼﺜﻠـﺖ ﺣﺮﻛﺘـﻲ ﻋﺪﹼ ﺍﺀﻳـﻦ ﻋـﲆ ﳐﻄـﻂ ﺗﻮﺿﻴﺤـﻲ ﻭﺍﺣـﺪ‪ ،‬ﻛـﲈ ﻫـﻮ ﻣﺒﲔ ﰲ‬
‫ﺍﻟﺸـﻜﻞ ‪ .2-20a‬ﺑﺎﻻﻧﺘﻘـﺎﻝ ﻣﻦ ﺻـﻮﺭﺓ ﺇﱃ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﺗﻠﻴﻬﺎ‪ ،‬ﻳﻤﻜﻨـﻚ ﺃﻥ ﺗﺮ￯ ﺃﻥ ﻣﻮﻗﻊ‬
‫‪61‬‬
 ‫‪b‬‬
‫‪a‬‬

‫ﺍﻟﻌ ﹼ‬
‫ﺪ ﺍﺀ‬
‫ﺫﻭ‬
‫ﺍﻟ‬
‫ﻘﻤﻴ‬
‫امل‪‬وق‪‬‬

‫ﺺ‬
‫ﺍﻟ‬

‫ﺍﻷ‬
‫ﻌ ﹼﺪﺍ‬

‫ﲪﺮ‬
‫ﺀﺫ‬
‫ﻤﻴ‬ ‫ﻭ ﺍﻟﻘ‬
‫ﺍﻷ‬ ‫ﺺ‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫ﺯﺭﻕ‬
‫ال‪‬ص‪‬ل ‪a2-21‬‬
‫ال‪‬‬
‫‪   -   b        ‬‬
‫‪‬‬ ‫‪  ‬‬

‫ﺍﻟﻌـﺪﹼ ﺍﺀ ﺫﻱ ﺍﻟﻘﻤﻴﺺ ﺍﻷﲪﺮ ﻳﺘﻐﲑ ﺑﻤﻘﺪﺍﺭ ﺃﻛﱪ ﻣﻦ ﺗﻐﲑ ﻣﻮﻗﻊ ﺍﻟﻌﺪﹼ ﺍﺀ ﺫﻱ ﺍﻟﻘﻤﻴﺺ ﺍﻷﺯﺭﻕ‪.‬‬
‫ﺃﻱ ﺃﻥ ﻣﻘـﺪﺍﺭ ﺍﻹﺯﺍﺣـﺔ ﻟﻠﻌـﺪﺍﺀ ﺫﻱ ﺍﻟﻘﻤﻴـﺺ ﺍﻷﲪـﺮ ‪ ∆d‬ﺃﻛـﱪ؛ ﻷﻧﻪ ﻳﺘﺤـﺮﻙ ﺃﴎﻉ‪ ،‬ﺃﻱ‬
‫ﻳﻘﻄﻊ ﻣﺴـﺎﻓﺔ ﺃﻛـﱪ ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺍﻟﻼﻋﺐ ﺫﻭ ﺍﻟﻘﻤﻴـﺺ ﺍﻷﺯﺭﻕ ﺧﻼﻝ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ‬
‫ﻧﻔﺴﻬﺎ‪ .‬ﻭﺇﺫﺍ ﺍﻓﱰﺿﻨﺎ ﺃﻥ ﻛﻠﻴﻬﲈ ﻗﺪ ﻗﻄﻊ ﻣﺴﺎﻓـــﺔ ‪ 100.0 m‬ﻓـﺈﻥ ﺍﻟﻔﺘـﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ‪ ∆t‬ﺍﻟﺘﻲ‬
‫ﺍﺳﺘﻐﺮﻗﻬﺎ ﺍﻟﻌﺪﹼ ﺍﺀ ﺫﻭ ﺍﻟﻘﻤﻴﺺ ﺍﻷﲪﺮ ﺳﺘﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﺍﺳﺘﻐﺮﻗﻬﺎ ﺯﻣﻴﻠﻪ‪.‬‬
‫املتو‪‬ص‪‬ة ‪ Average velocity‬ﻣـﻦ ﻣﺜـﺎﻝ ﺍﻟﻌﺪﹼ ﺍﺀﻳـﻦ‪ ،‬ﻳﻤﻜﻨـﻚ ﺃﻥ‬
‫‪‬‬ ‫ال‪‬ص‪‬ة املت‪‬ة‬
‫ﻛﻞ ﻣـﻦ ﺍﻹﺯﺍﺣـﺔ ‪ ∆d‬ﻭﺍﻟﻔـﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴـﺔ ‪ ∆t‬ﳊﺴـﺎﺏ‬‫ﺗﻼﺣـﻆ ﺃﻧﻨـﺎ ﻧﺤﺘـﺎﺝ ﺇﱃ ﻣﻌﺮﻓـﺔ ﱟ‬
‫ﻣﺘﺤـﺮﻙ‪ .‬ﻭﺗﹸﻌـﺮﻑ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﺍﳌﺘﻮﺳـﻄﺔ‬
‫ﹼ‬ ‫ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﺍﳌﺘﻮﺳـﻄﺔ ﳉﺴـﻢ‬
‫ﻛﻤ ﹼﻴﺔ ﻣﺘﹼﺠﻬﺔ‪.‬‬
‫‪ Average velocity‬ﺑﺄﳖﺎ ﺇﺯﺍﺣﺔ ﺟﺴﻢ ﰲ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﻫﻲ ﹼ‬
‫ﺗﻔﺤﺺ ﺍﳋ ﹼﻄﲔ ﺍﻟﺒﻴﺎﻧ ﹼﻴﲔ ﺍﻟﻠﺬﻳﻦ ﻳﻤ ﹼﺜﻼﻥ ﺣﺮﻛﺘﹶﻲ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ ﰲ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‪ .‬ﺍﻧﻈﺮ‬
‫ﹼ‬
‫ﺍﻧﺤﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﺪﹼ ﺍﺀ ﺫﻱ ﺍﻟﻘﻤﻴﺺ ﺍﻷﲪـﺮ ﺃﻛﱪ‬
‫ﹼ‬ ‫ﹼ‬
‫ﺍﳋـﻂ‬ ‫ﺍﻟﺸـﻜﻞ ‪ ،2-16‬ﺳـﺘﻼﺣﻆ ﺃﻥ ﻣﻴﻞ‬
‫ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﺪﹼ ﺍﺀ ﺫﻱ ﺍﻟﻘﻤﻴﺺ ﺍﻷﺯﺭﻕ‪ ،‬ﹼ‬
‫ﻭﻳﺪﻝ ﺍﳌﻴﻞ ﺃﻭ ﺍﻻﻧﺤﺪﺍﺭ ﺍﻷﻛﱪ ﻋﲆ ﺃﻥ‬ ‫ﹼ‬ ‫ﻣـﻦ ﻣﻴـﻞ ﺍﳋﻂ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻹﺯﺍﺣﺔ ﺃﻛﱪ ﰲ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻟﻪ ﺃﻛﱪ‪.‬‬‫ﻣﻘﺪﺍﺭ ﹼ‬
‫ﻳﻤﻜﻦ ﺇﳚﺎﺩ ﹼ‬
‫ﻛﻞ ﻣـﻦ ﹶﻣﻴﲇ ﺍﳋـ ﹼﻄﲔ ﺍﻟﺒﻴﺎﻧ ﹼﻴﲔ ﺍﳌﻤـﺜـﱠﻠﲔ ﳊـﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ ﻛﲈ ﻳﲇ‪:‬‬

‫العد‪ ‬ا‪  ‬ال‪ �‬ا‪‬ر‪‬‬ ‫العد‪ ‬ا‪  ‬ال‪ �‬ا‪‬ح‪‬‬

‫‪df - d‬‬ ‫‪d -d‬‬
‫=‪slope‬‬ ‫ﹼ‬ ‫ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ = ‪i‬‬ ‫=‪slope‬‬
‫‪f‬‬ ‫ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ = ‪i‬‬
‫ﹼ‬
‫‪t - ti‬‬ ‫‪t - ti‬‬
‫‪f‬‬ ‫‪f‬‬
‫‪(3.0 - 2.0)m‬‬ ‫‪(6.0 - 2.0)m‬‬
‫=‬ ‫=‬
‫‪(3.0 - 2.0)s‬‬ ‫‪(3.0 - 1.0)s‬‬
‫‪= 1.0 m/s‬‬ ‫‪= 2.0 m/s‬‬

‫ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﺪﹼ ﺍﺀ ﺍﻷﴎﻉ‬

‫ﹼ‬ ‫ﻣﻬﻤﺔ ﲡﺪﺭ ﻣﻼﺣﻈﺘﻬﺎ ﰲ ﻫﺬﻩ ﺍﳌﻘﺎﺭﻧـﺔ‪ .‬ﺃﻭﻻﹰ‪ :‬ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﻫﻨﺎﻙ ﺃﺷـﻴﺎﺀ ﹼ‬
‫ﻳﻌﱪ ﻫﺬﺍ ﺍﻟﺮﻗﻢ ﻋﻦ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺍﳌﺘﻮﺳﻄﺔ‪ ،‬ﻭﻛﺬﻟﻚ‬‫ﻳﻜﻮﻥ ﺃﻛﱪ ﺭﻗﻤ ﹼﹰﻴﺎ‪ ،‬ﻟﺬﺍ ﻣﻦ ﺍﳌﻌﻘﻮﻝ ﺃﻥ ﹼ‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬
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 ‫ﲢﺮﻛﻬﺎ ﺍﻟﻌﺪﹼ ﺍﺀ ﰲ ﺛﺎﻧﻴﺔ‬
‫ﺛﺎﻧ ﹰﻴﺎ‪ :‬ﻭﺣﺪﺍﺕ ﺍﳌﻴﻞ ﻫﻲ) ‪ ،(m/s‬ﺃﻱ ﺃﻥ ﺍﳌﻴﻞ ﳜﱪﻧﺎ ﺑﻌﺪﺩ ﺍﻷﻣﺘﺎﺭ ﺍﻟﺘﻲ ﱠ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﻮﻗﻊ ﻣﻘﺴﻮ ﹰﻣﺎ‬
‫ﻭﺍﺣﺪﺓ‪ .‬ﻭﻋﻨﺪ ﺍﻟﺘﻔﻜﲑ ﰲ ﻃﺮﻳﻘﺔ ﺣﺴـﺎﺏ ﺍﳌﻴﻞ ﺳـﺘﻼﺣﻆ ﺃﻥ ﺍﳌﻴﻞ ﻫﻮ ﹼ‬
‫‪d - di‬‬
‫ﺃﻭ ‪. ∆d‬‬ ‫‪f‬‬
‫ﺍﻟﺘﻐﲑ‪ ،‬ﺃﻱ‬
‫ﻋﲆ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻟﺘﻲ ﺣﺪﺙ ﻓﻴﻬﺎ ﻫﺬﺍ ﹼ‬
‫‪∆t‬‬ ‫‪t - ti‬‬
‫‪f‬‬
‫ﹼ‬
‫ﻭﻳﻘـﻞ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ . ∆t‬ﺇﻥ ﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ‬ ‫ﻭﻋﻨﺪﻣـﺎ ﺗـﺰﺩﺍﺩ ﻗﻴﻤﺔ ﺍﳌﺘﹼﺠﻪ ‪ ∆d‬ﻓﺈﻥ ﺍﳌﻴﻞ ﻳﺰﺩﺍﺩ‪،‬‬
‫ﺍﻟﺘﻔﺴﲑ ﺍﻟﺴﺎﺑﻖ ﳊﺮﻛﺘﻲ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ‪.‬‬
‫ﻣﺘﺤﺮﻙ ﺍﻟﴪﻋـ ﹶﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹼ‬ ‫ﺍﻟﺒﻴـﺎﲏ ﰲ ﻣﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻷﻱ ﺟﺴـﻢ‬
‫ﹼ‬ ‫ﻳﻤ ﹼﺜـﻞ ﻣﻴـﻞ ﹼ‬
‫ﺍﳋﻂ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﻮﻗﻊ ﻭﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻟﺘﻲ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﳍﺬﺍ ﺍﳉﺴـﻢ‪ ،‬ﻭ ﹸﻳﻜﺘﺐ ﻋﲆ ﺷـﻜﻞ ﻧﺴـﺒﺔ ﺑﲔ ﹼ‬
‫ﹼ‬
‫ﺍﻟﺘﻐﲑ‪.‬‬
‫ﺣﺪﺙ ﻓﻴﻬﺎ ﻫﺬﺍ ﹼ‬
‫‪d -d‬‬
‫=‪v‬‬
‫‪∆d = f‬‬ ‫‪i‬‬ ‫ﺍﳌﺘﻮﺳﻄﺔ‬
‫ﹼ‬ ‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫‪∆t‬‬ ‫‪t - ti‬‬
‫‪f‬‬

‫ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﻮﻗﻊ ﻣﻘﺴـﻮ ﹰﻣﺎ ﻋﲆ ﻣﻘﺪﺍﺭ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‬

‫ﺍﳌﺘﻮﺳـﻄﺔ ﺑﺄﳖﺎ ﹼ‬
‫ﹼ‬ ‫ﻭﺗﹸﻌﺮﻑ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﻟﺘﻐﲑ‪.‬‬
‫ﺍﻟﺘﻲ ﺣﺪﺙ ﻓﻴﻬﺎ ﻫﺬﺍ ﹼ‬

‫ﺍﻟﺒﻴـﺎﲏ ﳌﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣـﻦ( ﻳﻤ ﹼﺜﻞ ﴎﻋﺔ‬

‫ﹼ‬ ‫ﻣـﻦ ﺍﻷﺧﻄﺎﺀ ﺍﻟﺸـﺎﺋﻌﺔ ﺍﻟﻘـﻮﻝ ﺇﻥ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬
‫ﺇﻥ ﻣﻴﻠﻪ ﻳﺴـﺎﻭﻱ )‪،(-5.0 m/s‬‬ ‫ﺍﻟﺒﻴـﺎﲏ ﰲ ﺍﻟﺸـﻜﻞ ‪ .2-22‬ﹼ‬
‫ﹼ‬ ‫ﺍﳉﺴـﻢ‪ .‬ﺗﺄ ﹼﻣـﻞ ﻣﻴﻞ ﻫﺬﺍ ﺍﳋﻂ‬
‫ﻛﻤ ﹼﻴﺔ ﳍﺎ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻫﻲ ﹼ‬
‫ﹼ‬ ‫ﻛﻞ ﻣﻦ ﺍﳌﻘﺪﺍﺭ ﻭﺍﻻﲡﺎﻩ )ﺗﺬﻛﺮ ﺃﻥ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﻛﻤ ﹼﻴﺔ ﺗﺸﲑ ﺇﱃ ﱟ‬
‫ﻭﻫﻮ ﹼ‬
‫امل‪‬وق‪m ‬‬

‫ال‪s ‬‬ ‫ﻳﺪﻝ ﻋﲆ ﺍﻟﴪﻋﺔ‬ ‫ﺍﻟﺒﻴـﺎﲏ ﳌﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﹼ‬

‫ﹼ‬ ‫ﻣﻘـﺪﺍﺭ ﻭﺍﲡﺎﻩ(‪ .‬ﻭﰲ ﺍﳊﻘﻴﻘﺔ ﺇﻥ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺠﺴﻢ‪ ،‬ﻭﻟﻴﺲ ﻋﲆ ﻣﻘﺪﺍﺭ ﴎﻋﺘﻪ‪ .‬ﻋﻨﺪ ﺗﺄ ﹼﻣﻞ ﺍﻟﺸﻜﻞ ‪ 2-22‬ﻣﺮﺓ ﺃﺧﺮ￯‪،‬‬ ‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﻟﺒﻴﺎﲏ ﻫﻮ )‪ ،(-5.0 m/s‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﴎﻋﺔ ﺍﳉﺴـﻢ ﺍﳌﺘﹼﺠﻬﺔ ﻫﻲ )‪-5.0‬‬ ‫ﹼ‬ ‫ﲡﺪ ﺃﻥ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬
‫ال‪‬ص‪‬ل ‪   2-22‬‬
‫‪         ‬‬
‫ﹼﺠﻬﺎ ﻧﺤﻮ ﻧﻘﻄـﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺃﻧﻪ‬
‫‪ ،(m/s‬ﻭﻫـﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﳉﺴـﻢ ﺍﻧﻄﻠـﻖ ﻣﻦ ﻣﻮﻗﻊ ﻣﻮﺟـﺐ ﻣﺘ ﹰ‬
‫‪5.0ms‬‬ ‫ﻳﺘﺤﺮﻙ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﻟﺐ ﺑﻤﻌﺪﻝ ‪5.0 m/s‬‬ ‫ﹼ‬
‫ﺍﻟﺒﻴـﺎﲏ ﳌﻨﺤﻨﻰ‬
‫ﹼ‬ ‫ﺗﻌـﱪ ﺍﻟﻘﻴﻤـﺔ ﺍﳌﻄﻠﻘـﺔ ﳌﻴـﻞ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫املتو‪‬ص‪‬ة ‪Average speed‬‬
‫‪‬‬ ‫ال‪‬ص‪‬ة‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻠﺠﺴـﻢ‪ ،‬ﺃﻱ ﻣﻘـﺪﺍﺭ ﴎﻋﺔ ﺍﳉﺴـﻢ‪ ،‬ﻭ ﻳﺮﻣﺰ ﺇﻟﻴﻬﺎ‬
‫ﹼ‬ ‫)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣـﻦ( ﻋﻦ ﺍﻟﴪﻋﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺠﺴﻢ‬
‫ﹼ‬ ‫ﻓﺘﻌﱪ ﻋﻦ ﱟ‬
‫ﻛﻞ ﻣﻦ ﻗﻴﻤﺔ ﺍﻟﴪﻋﺔ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ‪ v‬ﹼ‬
‫ﹼ‬ ‫ﺑﺎﻟﺮﻣﺰ ‪ .v‬ﺃ ﹼﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﻳﺘﺤﺮﻙ ﻓﻴﻪ‪.‬‬
‫ﻭﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﹼ‬
‫ﻛﻤ ﹼﻴﺔ‬ ‫ﺳـﺘﻘﻮﻡ ﻻﺣ ﹰﻘـﺎ ﺑﺘﺤﻠﻴـﻞ ﺃﻧﻮﺍﻉ ﺃﺧﺮ￯ ﻣﻦ ﺍﳊﺮﻛـﺔ‪ ،‬ﻭﺃﺣﻴﺎﻧﺎ ﺗﻜﻮﻥ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﹼ‬
‫ﺃﻫﻢ ﹼ‬
‫ﺍﳌﻬﻤﺔ‪ .‬ﻟﺬﺍ ﻣﻦ‬‫ﺍﻟﻜﻤ ﹼﻴﺔ ﹼ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﻫﻲ ﹼ‬
‫ﹼ‬ ‫ﺗﺆﺧﺬ ﰲ ﺍﳊﺴـﺒﺎﻥ‪ ،‬ﺑﻴﻨﲈ ﰲ ﺃﻭﻗﺎﺕ ﺃﺧﺮ￯ ﺗﻜﻮﻥ ﺍﻟﴪﻋﺔ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ‪ ،‬ﻭﺃﻥ ﺗﻜﻮﻥ ﻣﺘﺄ ﱢﻛﺪﹰ ﺍ ﻣﻦ‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻭﺍﻟﴪﻋﺔ‬
‫ﹼ‬ ‫ﺍﻟـﴬﻭﺭﻱ ﺃﻥ ﲤ ﹼﻴﺰ ﺑﲔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹼ‬
‫ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﺤﻴﺢ ﹼ‬
‫ﻟﻜﻞ ﻣﻨﻬﲈ ﻻﺣ ﹰﻘﺎ‪.‬‬
‫ﺍﳌﺘﻮﺳﻄﺔ؟‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﴪﻋﺔ ﺍﳌ ﹼﺘﺠﻬﺔ‬
‫ﹼ‬ ‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﴪﻋﺔ‬

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 ‫‪‬ا‪6 ‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺍﳌﺠﺎﻭﺭ ﺣﺮﻛﺔ ﻃﺎﻟﺐ ﻳﺮﻛﺐ ﻟﻮﺡ ﺗﺰ ﱡﻟﺞ ﻋﱪ ﱟ‬
‫ﳑﺮ ﻣﻬﻤﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺮﺳﻢ‬
‫ﹼ‬
‫ﺍﳌﺘﻮﺳﻄﺔ؟‬
‫ﺍﳌﺘﻮﺳﻄﺔ؟ ﻭﻣﺎ ﴎﻋﺘﻪ ﹼ‬ ‫ﻟﻠﻤﺸﺎﺓ‪ .‬ﻣﺎ ﴎﻋﺘﻪ ﺍﳌﺘﹼﺠﻬﺔ ﹼ‬
‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫امل‪‬وق‪‬‬

‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ﻟﻠﺮﺳﻢ‬
‫ﹼ‬ ‫ﺗﻔﺤﺺ ﺍﻟﻨﻈﺎﻡ‬
‫ﹼ‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫?=‪v=? v‬‬ ‫ﻣﺘﻐﲑ= ‪d‬‬
‫ﹼ‬

‫ال‪‬‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫= ‪v‬‬
‫‪∆d = d2 - d1‬‬ ‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻘﻄﺘﲔ ﻋﲆ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫‪∆t t2 - t1‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‪d2 = 12.0 m, d1 = 6.0 m , t2 = 7.0 s , t1 = 3.5 s :‬‬
‫‪v = 12.0 - 6.0‬‬
‫‪7.0 - 3.5‬‬
‫‪v = 1.7 m/s‬‬ ‫ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﺃﻱ ‪v = 1.7 m/s‬‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ ﻓﺘﺴﺎﻭﻱ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹼ‬ ‫ﺃ ﹼﻣﺎ ﺍﻟﴪﻋﺔ‬
‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻭﺍﻟﴪﻋﺔ‪.‬‬‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﻧﻌﻢ؛ ﻓﺎﻟﻮﺣﺪﺓ ‪ m/s‬ﻫﻲ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﹼ‬
‫ﺍﻹﺣﺪﺍﺛـﻲ‪ .‬ﻭﻻ ﳛﺪﹼ ﺩ ﺍﲡﺎﻩ‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﻨﻈﺎﻡ‬
‫ﹼ‬ ‫• ﻫـﻞ ﻟﻺﺷـﺎﺭﺍﺕ ﻣﻌﻨﻰ؟ ﻧﻌﻢ‪ .‬ﺍﻹﺷـﺎﺭﺓ ﺍﳌﻮﺟﺒﺔ ﻟﻠﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬
‫ﹼ‬ ‫ﻟﻠﴪﻋﺔ‬

‫ﺍﻟﺒﻴﺎﲏ ﰲ ﺍﻟﺸﻜﻞ ‪ 2-23‬ﺣﺮﻛﺔ ﺳﻔﻴﻨﺔ ﰲ ﺍﻟﺒﺤﺮ‪.‬‬

‫ﹼ‬ ‫‪ .17‬ﻳﺼﻒ ﺍﻟﺮﺳﻢ‬
‫ﺍﻋﺘﱪ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻟﻠﺤﺮﻛﺔ ﻫﻮ ﺍﲡﺎﻩ ﺍﳉﻨﻮﺏ‪.‬‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺴﻔﻴﻨﺔ؟‬
‫ﹼ‬ ‫‪ .a‬ﻣﺎ ﺍﻟﴪﻋﺔ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺴﻔﻴﻨﺔ؟‬
‫ﹼ‬ ‫‪ .b‬ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﻟﺒﻴﺎﲏ ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-24‬ﻳﻤ ﹼﺜﻞ ﺣﺮﻛﺔ ﹼ‬
‫ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋ ﹼﻴﺔ‪ ،‬ﺍﺣﺴـﺐ‬ ‫ﹼ‬ ‫‪ .18‬ﺍﻟﺮﺳـﻢ‬
‫ال‪‬ص‪‬ل ‪2-23‬‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻠﺪﺭﺍﺟﺔ‪ ،‬ﺛﻢ‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ‪ ،‬ﻭﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹼ‬ ‫ﹼﹰ‬
‫ﻛﻼ ﻣـﻦ ﺍﻟﴪﻋﺔ‬
‫ﺻﻒ ﺣﺮﻛﺘﻬﺎ ﺑﺎﻟﻜﻠﲈﺕ‪.‬‬
‫ﺩﺭﺍﺟـﺔ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،0.55 m/s‬ﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ‬ ‫‪ .19‬ﺍﻧﻄﻠﻘـﺖ ﹼ‬
‫امل‪‬وق‪‬‬

‫ﺗﺒـﲔ ﻓﻴﻬﲈ ﺣﺮﻛﺔ‬

‫ﻟﻠﺪﺭﺍﺟـﺔ‪ ،‬ﻭﻣﻨﺤﻨﹰـﻰ ﺑﻴﺎﻧ ﹼﹰﹼﻴـﺎ ﻟﻠﻤﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ‪ ،‬ﹼ‬
‫ﺍﳊﺮﻛـﺔ ﹼ‬
‫‪km‬‬

‫ﺍﻟﺪﺭﺍﺟﺔ ﻣﺴﺎﻓﺔ ‪.19.8 m‬‬

‫‪min‬‬
‫ال‪‬ص‪‬ل ‪2-24‬‬

‫‪64‬‬
 ‫‪∆d‬‬
‫ال‪‬ص‪‬ة املت‪‬ة ال‪‬حظ ‪‬ة ‪ Instantaneous velocity‬ﳌﺎﺫﺍ ﺃﻃﻠﻘﻨﺎ ﻋـﲆ ﺍﻟﻜﻤﻴﺔ‬
‫ﹼ ﹼ ‪∆t‬‬
‫ﻧﺴﻤﻬﺎ ﺑﺒﺴﺎﻃﺔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ؟ ﻓﻜﹼﺮ ﰲ ﻃﺮﻳﻘﺔ ﺇﻧﺸﺎﺀ ﳐ ﹼﻄﻂ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ‪ ،‬ﻭﱂ ﱢ‬
‫ﹼ‬ ‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﳌﺘﺤﺮﻙ ﻋﻨﺪ ﺑﺪﺍﻳـﺔ ﻓﱰﺓ ﺯﻣﻨ ﹼﻴﺔ‬
‫ﹼ‬ ‫ﻳﺒﲔ ﻣﻮﻗﻊ ﺍﳉﺴـﻢ‬ ‫ﺍﳊﺮﻛﺔ‪ ،‬ﻓﺴـﻮﻑ ﺗـﺪﺭﻙ ﺃﻥ ﻫﺬﺍ ﺍﳌﺨ ﹼﻄـﻂ ﹼ‬
‫ﻳﻌﱪ ﻋﲈ ﺣﺪﺙ ﺧﻼﻝ ﺗﻠﻚ ﺍﻟﻔـﱰﺓ‪ .‬ﻓﺮ ﹼﺑﲈ ﺑﻘﻴﺖ ﺍﻟﴪﻋﺔ‬ ‫ﻭﻋﻨـﺪ ﳖﺎﻳﺘﻬـﺎ‪ ،‬ﻟﻜﻨﻪ ﻻ ﻳﺴـﺘﻄﻴﻊ ﺃﻥ ﹼ‬
‫ﻏﲑ ﺍﲡﺎﻫﻪ‪ .‬ﺇﻥ ﻛﻞ ﻣﺎ ﻳﻤﻜﻦ‬ ‫ﺛﺎﺑﺘﺔ‪ ،‬ﺃﻭ ﺍﺯﺩﺍﺩﺕ ﺃﻭ ﻧﻘﺼﺖ‪ ،‬ﻭﺭ ﹼﺑﲈ ﻳﻜﻮﻥ ﺍﳉﺴـﻢ ﻗﺪ ﺗﻮ ﹼﻗﻒ ﺃﻭ ﱠ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺣﺴﺎﲠﺎ ﺑﻘﺴﻤﺔ‬ ‫ﹼ‬ ‫ﲢﺪﻳﺪﻩ ﻣﻦ ﺧﻼﻝ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﻫﻮ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﻹﺯﺍﺣﺔ ﺍﻟﻜﻠﻴﺔ ﻋﲆ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻟﺘﻲ ﺣﺪﺛﺖ ﺍﻹﺯﺍﺣﺔ ﺧﻼﳍﺎ‪ .‬ﺃ ﹼﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻟﻠﺠﺴﻢ‬
‫ﹸﺴـﻤﻰ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﺍﻟﻠﺤﻈ ﹼﻴـﺔ ‪.Instantaneous velocity‬‬ ‫ﻋﻨـﺪ ﳊﻈـﺔ ﻣﻌ ﹼﻴﻨـﺔ ﻓﺘ ﹼ‬
‫ﻭﺳﻨﺴـﺘﺨﺪﻡ ﻣﺼﻄﻠﺢ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﻟﻠﺘﻌﺒﲑ ﻋﻦ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﺍﻟﻠﺤﻈ ﹼﻴﺔ‪ ،‬ﻭﻧﺮﻣﺰ ﺇﻟﻴﻬﺎ‬
‫ﺑﺎﻟﺮﻣﺰ ‪. v‬‬
‫املتو‪‬ص‪‬ة ‪  ‬‬
‫‪‬ات ا‪‬ة ‪Average velocity on motion‬‬ ‫‪‬‬ ‫‪‬ل ال‪‬ص‪‬ة املت‪‬ة‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻋﲆ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ؟ ﻋﲆ ﺍﻟﺮﻏﻢ‬ ‫ﹼ‬ ‫‪ diagrams‬ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺗﻌﻴﲔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﻣـﻦ ﺃﻥ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﺠﻬـﺔ ﺗﻜﻮﻥ ﰲ ﺍﲡﺎﻩ ﺍﻹﺯﺍﺣﺔ ﻧﻔﺴـﻪ ﺇﻻ ﺃﳖﲈ ﻻ ﻳﻘﺎﺳـﺎﻥ ﺑﻮﺣـﺪﺓ ﺍﻟﻘﻴﺎﺱ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ‪،‬‬
‫ﹼ‬ ‫ﻼ ﺑﻴﺎﻧ ﹼﹼﹰﻴﺎ ﺩﻗﻴ ﹰﻘﺎ ﻟﻠﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﻧﻔﺴـﻬﺎ‪ .‬ﻭﺑﺎﻟﺮﻏﻢ ﻣـﻦ ﺃﻥ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﻟﻴﺲ ﲤﺜﻴـ ﹰ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ‪ .‬ﲣ ﹼﻴﻞ ﺳـﻴﺎﺭﺗﲔ ﺗﺴـﲑﺍﻥ ﻋﲆ ﻃﺮﻳﻖ‬ ‫ﹼ‬ ‫ﻣﺆﴍﺍ ﻻﲡﺎﻩ ﻭﻣﻘﺪﺍﺭ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹰ‬ ‫ﺇﻻ ﺃﻧﻪ‬
‫ﺑﴪﻋﺘـﲔ ﻣﻨﺘﻈﻤﺘـﲔ ﳐﺘﻠﻔﺘـﲔ‪ ،‬ﻭﺗﻘﻮﻡ ﻛﺎﻣﲑﺍ ﻓﻴﺪﻳﻮ ﺑﺘﺴـﺠﻴﻞ ﺣﺮﻛﺘﻬﲈ ﺑﻤﻌـﺪﹼ ﻝ ﺻﻮﺭﺓ ﻛﻞ‬
‫ﻛﻞ ﺳـﻴﺎﺭﺓ ﻓﺮﺷـﺎﺓ ﺩﻫﺎﻥ ﲥﺒـﻂ ﺁﻟ ﹼﹰﻴﺎ ﹼ‬
‫ﻛﻞ ﺛﺎﻧﻴﺔ‪ ،‬ﻟﱰﺳـﻢ ﺧ ﹼﹰﻄﺎ ﻋﲆ‬ ‫ﻣﺆﺧﺮﺓ ﱢ‬
‫ﺛﺎﻧﻴـﺔ‪ ،‬ﻭﲣ ﹼﻴـﻞ ﺃﻧﻪ ﰲ ﹼ‬
‫ﺍﻷﺭﺽ ﳌﺪﺓ ﻧﺼﻒ ﺛﺎﻧﻴﺔ‪ .‬ﻣﻦ ﺍﳌﻨﻄﻘﻲ ﺃﻥ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻷﴎﻉ ﺭﺳﻢ ﱟ‬
‫ﺧﻂ ﺃﻃﻮﻝ‪ ،‬ﻭﺗﺸﺒﻪ‬
‫ﹺ‬
‫ﹼﺠﻬـﺎﺕ ﺍﻟﺘﻲ ﻧﺮﺳـﻤﻬﺎ ﻋﲆ ﳐ ﹼﻄﻂ‬ ‫ﺭﺳـﻤﺘﹾﻬﺎ ﻓﺮﺷـﺎﺗﺎ ﺍﻟﺪﻫﺎﻥ ﻋـﲆ ﺍﻷﺭﺽ ﺍﳌﺘ‬ ‫ﺍﳋﻄـﻮﻁ ﺍﻟﺘﻲ‬
‫ﹶ‬
‫ﺍﳊﺮﻛﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ‪.‬‬
‫ﻣﺴـﺘﻘﻴﲈ ﻓﺈﻧـﻚ‬
‫ﹰ‬ ‫ا‪‬صت‪‬دا‪ ‬املع‪‬ا‪‬ت ‪ Using equations‬ﻋﻨﺪﻣـﺎ ﺗﺮﺳـﻢ ﺧ ﹼﹰﻄـﺎ ﺑﻴﺎﻧ ﹼﹰﹼﻴـﺎ‬
‫ﺗﺴـﺘﻄﻴﻊ ﺍﻟﺘﻌﺒـﲑ ﻋﻨـﻪ ﺑﻤﻌﺎﺩﻟـﺔ‪ ،‬ﻭﻣـﻦ ﺍﻷﻓﻀـﻞ ﺃﺣﻴﺎﻧﹰﺎ ﺍﺳـﺘﺨﺪﺍﻡ ﻣﺜﻞ ﻫـﺬﻩ ﺍﳌﻌﺎﺩﻟـﺔ ﺑﺪﻻﹰ‬
‫ﺍﻟﺒﻴـﺎﲏ ﰲ ﺍﻟﺸـﻜﻞ ‪2-22‬‬ ‫ﹼ‬ ‫ﺗﻔﺤـﺺ ﻣﺮﺓ ﺃﺧﺮ￯ ﺍﻟﺮﺳـﻢ‬ ‫ﺍﻟﺒﻴـﺎﲏ ﱢ‬
‫ﳊﻞ ﺍﳌﺴـﺎﺋﻞ‪ .‬ﹼ‬ ‫ﹼ‬ ‫ﻣـﻦ ﺍﻟﺮﺳـﻢ‬
‫ﺟﺴﲈ ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﺘﹼﺠﻬﺔ )‪.(-5.0 m/s‬‬
‫ﻳﻤﺜﻞ ﹰ‬‫ﺍﻟﺬﻱ ﱢ‬
‫ﺧـﻂ ﻣﺴـﺘﻘﻴﻢ ﻳﻤﻜـﻦ ﲤﺜﻴﻠـﻪ ﺑﺎﻟﺼﻴﻐـﺔ ﺍﻟﺮﻳﺎﺿﻴـﺔ ﺍﻟﺘﺎﻟﻴـﺔ‪:‬‬ ‫ﻭﻟﻌ ﹼﻠـﻚ ﺩﺭﺳـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻥ ﺃﻱ ﱟ‬
‫ﺍﻟـﺮﺃﳼ‪ ،‬ﻭ‪ m‬ﻫﻲ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺍﻟﻜﻤ ﹼﻴـﺔ ﺍﻟﺘﻲ ﻧﹸﻌ ﹼﻴﻨﻬـﺎ ﻋﲆ ﺍﳌﺤﻮﺭ‬
‫‪ .y = mx + b‬ﺣﻴـﺚ ‪ y‬ﻫـﻲ ﹼ‬
‫ﺍﻷﻓﻘـﻲ‪ ،‬ﻭ‪ b‬ﻫﻲ ﻧﻘﻄـﺔ ﺗﻘﺎﻃﻊ ﹼ‬
‫ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﺍﻟﻜﻤ ﹼﻴـﺔ ﺍﻟﺘـﻲ ﻧﹸﻌ ﹼﻴﻨﻬـﺎ ﻋﲆ ﺍﳌﺤـﻮﺭ‬
‫ﺍﳌﺴـﺘﻘﻴﻢ‪ ،‬ﻭ ‪ x‬ﻫـﻲ ﹼ‬
‫ﺍﳌﺤﻮﺭﺍﻟﺮﺃﳼ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺴﺘﻘﻴﻢ ﻣﻊ‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﴪﻋﺔ ﺍﳌ ﹼﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ؟‬

‫‪65‬‬
‫ﺑﺎﳌﺘﻐﲑ ‪.d‬‬
‫ﹼ‬ ‫ـﻞ‬‫ﻭﲤ ﱠﺜ ﹸ‬
‫ﺍﻟـﺮﺃﳼ ﻫﻲ ﺍﻟـﻤﻮﻗـﻊ‪ ،‬ﹸ‬
‫ﹼ‬ ‫ﺍﻟﻜﻤ ﹼﻴـﺔ ﺍ ﹸﳌـﻌ ﹼﻴﻨـﺔ ﻋـﲆ ﺍﳌﺤﻮﺭ‬
‫ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-22‬ﹼ‬ ‫← اﻟﺮﻳﺎﺿﻴﺎت ﻓﻲ اﻟﻔﻴﺰﻳﺎء‬
‫ﺑﺎﳌﺘﻐﲑ ‪ .t‬ﺃ ﹼﻣﺎ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ ﺍﳌﺴـﺘﻘﻴﻢ‬ ‫ﹼ‬ ‫ـﻞ‬ ‫ﻭﲤ ﱠﺜ ﹸ‬
‫ﺍﻷﻓﻘﻲ ﻫـﻲ ﺍﻟﺰﻣﻦ‪ ،‬ﹸ‬
‫ﹼ‬ ‫ﻭﺍﻟﻜﻤﻴـﺔ ﺍ ﹸﳌﻌ ﹼﻴﻨـﺔ ﻋـﲆ ﺍﳌﺤﻮﺭ‬
‫ﹼ‬
‫ا‪‬د‪2-3 ‬‬
‫ﺍﻟﺒﻴﺎﲏ ﻣﻊ‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻠﺠﺴـﻢ ‪ ،v‬ﻭﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻂ‬ ‫ﹼ‬ ‫ﻓﻴﻤﺜﻞ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬ ‫ﹼ‬ ‫)‪(-5.0 m/s‬‬
‫‪‬ار‪‬ة ال‪‬و‪ ‬ال‪‬صت‪‬ة ‪‬‬
‫ﺗﻔﺤﺺ ﺍﻟﺮﺳـﻢ‬ ‫ﺍﻟﺮﺃﳼ ﻫـﻲ ‪ 20.0 m‬ﺗﺮ￯‪ ،‬ﻣﺎ ﺍﻟـﺬﻱ ﻳﻤ ﹼﺜﻠﻪ ﺍﳌﻘﺪﺍﺭ ‪20.0 m‬؟ ﻣﻦ ﹼ‬ ‫ﹼ‬ ‫ﺍﳌﺤـﻮﺭ‬ ‫‪‬ح‪‬ات ال‪‬وق‪‬ال‪‬‬
‫ﲢﺮﻙ ﺍﳉﺴـﻢ ﺗﺴـﺘﻨﺘﺞ ﺃﻥ ﺍﳉﺴـﻢ ﻛﺎﻥ ﰲ ﻣﻮﻗﻊ ﻳﺒ ﹸﻌﺪ ‪ 20.0 m‬ﻋﻦ‬ ‫ﺍﻟﺒﻴﺎﲏ ﻭﺍﻟﺘﻔﻜﲑ ﰲ ﻛﻴﻔ ﹼﻴﺔ ﹼ‬‫ﹼ‬ ‫‪‬‬ ‫‪   ‬‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ ‪،Initial position‬‬
‫ﹼ‬ ‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻋﻨﺪﻣﺎ ‪ ، t = 0.0‬ﻭ ﹸﻳﻌﺮﻑ ﻫﺬﺍ ﺑﺎﳌﻮﻗﻊ‬ ‫‪222‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﻭ ﹸﻳﺮﻣﺰ ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪. di‬‬
‫‪d‬‬ ‫‪y‬‬
‫ﺍﳋﺎﺻﺔ‬
‫ﹼ‬ ‫ﻭﺍﳌﺘﻐﲑﺍﺕ‬
‫ﹼ‬ ‫ﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﻌﺎ ﹼﻣﺔ ﳌﻌﺎﺩﻟﺔ ﱢ‬
‫ﺍﳋﻂ ﺍﳌﺴـﺘﻘﻴﻢ‪،‬‬ ‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 2-3‬ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﹼ‬ ‫ﹼ‬ ‫‪-5.0 m/s‬‬ ‫‪v‬‬ ‫‪m‬‬
‫ﹸﺒـﲔ ﻛﺬﻟﻚ ﺍﻟﻘﻴـﻢ ﺍﻟﻌﺪﺩ ﹼﻳﺔ ﱟ‬
‫ﻟﻜﻞ ﻣـﻦ ﺍﻟﺜﺎﺑﺘﲔ ﰲ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟـﺔ‪ ،‬ﻭﺑﺎﻻﻋﺘﲈﺩ ﻋﲆ‬ ‫ﺑﺎﳊﺮﻛـﺔ‪ ،‬ﻭﺗ ﹼ‬ ‫‪t‬‬ ‫‪x‬‬
‫‪20.0 m‬‬
‫ﻓﺈﻥ ﺍﳌﻌﺎﺩﻟـﺔ ‪ y= mx + b‬ﺃﺻﺒﺤﺖ ‪،d = v t + di‬‬ ‫ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﳌﺒ ﹼﻴﻨـﺔ ﰲ ﺍﳉـﺪﻭﻝ ‪ 2-3‬ﹼ‬ ‫‪di‬‬ ‫‪b‬‬

‫ﻭﺑﺘﻌﻮﻳﺾ ﻗﻴﻢ ﺍﻟﺜﻮﺍﺑﺖ ﺗﺼﺒﺢ‪:‬‬

‫‪d=(- 5.0 m/s)t+20.0 m‬‬

‫ﺗﺼـﻒ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳊﺮﻛﺔ ﺍﳌﻤ ﹼﺜﻠﺔ ﺑﺎﻟﺸـﻜﻞ ‪ .2-22‬ﻭﻳﻤﻜﻨﻚ ﺃﻥ ﲣﺘﱪ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺈﻋﻄﺎﺀ‬
‫ﺗﻌﻮﺽ‬‫ﻗﻴﻤﺔ ﻟـ ‪ t‬ﰲ ﺍﳌﻌﺎﺩﻟﺔ ﻭﺣﺴـﺎﺏ ‪ . d‬ﻭﳚﺐ ﺃﻥ ﲢﺼﻞ ﻋﲆ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴـﻬﺎ ﻟـ ‪ d‬ﻋﻨﺪﻣﺎ ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ‪ .‬ﻭﻹﺟـﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ ﺇﺿﺎﰲ ﻟﻠﺘﺄﻛﹼﺪ ﻣـﻦ ﺃﻥ ﺍﳌﻌﺎﺩﻟﺔ ﺫﺍﺕ‬
‫ﹼ‬ ‫ﺑﺎﻟﻘﻴﻤﺔ ﺍﻟﺴـﺎﺑﻘﺔ ﻟـ ‪ t‬ﰲ ﺍﻟﺮﺳـﻢ‬
‫ﺗﻔﺤـﺺ ﺍﻟﻮﺣﺪﺍﺕ ﰲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﻃﺮﻓﻴﻬﺎ ﻟﻠﺘﺄﻛﱡﺪ ﻣﻦ ﺗﻄﺎﺑﻘﻬـﲈ‪ .‬ﻳﻤ ﹼﺜﻞ ﺍﳉﺎﻧﺐ ﺍﻷﻳﴪ ﰲ‬ ‫ﻣﻌﻨـﻰ‪ ،‬ﱠ‬
‫ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳌﻮﻗﻊ‪ ،‬ﻭﻭﺣﺪﺗﻪ ﻫﻲ ﺍﳌﱰ‪ .‬ﻣﻦ ﺟﻬﺔ ﺃﺧﺮ￯ ﻓﺈﻥ ﻭﺣﺪﺓ ﺍﳉﺰﺀ ﺍﻷﻭﻝ ﻣﻦ ﺍﳌﻌﺎﺩﻟﺔ ﰲ‬
‫ﺍﳉﺎﻧﺐ ﺍﻷﻳﻤﻦ ﻫﻲ ﺣﺎﺻﻞ ﴐﺏ ‪ s ×s‬ﺃﻭ ‪ .meters‬ﻭﻣﻦ ﺛﻢ ﻓﺈﻥ ﻭﺣﺪﺓ ﺍﳉﺰﺀ ﺍﻟﺜﺎﲏ ﻣﻦ‬
‫‪m‬‬

‫ﺍﳌﻌﺎﺩﻟﺔ ﰲ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻫﻲ ‪ ،meters‬ﻭﲠﺬﺍ ﺗﻜﻮﻥ ﺍﻟﻮﺣﺪﺍﺕ ﰲ ﻃﺮﰲ ﺍﳌﻌﺎﺩﻟﺔ ﻣﺘﻄﺎﺑﻘﺔ‪.‬‬

‫ﺍﳌﺘﻮﺳﻄﺔ ﻫﻲ‪:‬‬
‫ﹼ‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﳊﺮﻛﺔ ﺑﺪﻻﻟﺔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫‪d = v t + di‬‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﺍﻟﺰﻣﻦ ﻣﻀﺎ ﹰﻓﺎ‬
‫ﹼ‬ ‫ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﺍﳌﺘﺤﺮﻙ ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ‪.‬‬
‫ﹼ‬ ‫ﺇﻟﻴﻪ ﻗﻴﻤﺔ ﺍﳌﻮﻗﻊ‬

‫ﺗﺴـﺘﻄﻴﻊ ﺍﻵﻥ ﲤﺜﻴـﻞ ﺍﳊﺮﻛﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﻜﻠـﲈﺕ‪ ،‬ﻭﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﺍﻟﺼـﻮﺭ‪ ،‬ﻭﺟﺪﺍﻭﻝ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻭﻣﻨﺤﻨﻴﺎﺕ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‪ ،‬ﻭﻛﺬﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺔ ﺍﳊﺮﻛﺔ‪.‬‬

‫‪66‬‬
 ‫‪ 2-2‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ‪ 2-25‬ﰲ ﹼ‬
‫ﺣﻞ ﺍﳌﺴﺎﺋﻞ ‪ 23‬ﺇﱃ ‪.25‬‬ ‫‪ .20‬ا‪‬اح‪‬ة ﻳﻤﺜﻞ ﺍﻟﺸـﻜﻞ ﺍﻟﺘﺎﱄ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳉﺴـﻴﻤﻲ‬
‫املتو‪‬ص‪‬ة ﺭﺗﹼـﺐ ﻣﻨﺤﻨﻴﺎﺕ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‬
‫‪‬‬ ‫‪ .23‬ال‪‬ص‪‬ة‬ ‫ﺍﻟﻨﻘﻄـﻲ ﳊﺮﻛـﺔ ﺳـﻴﺎﺭﺓ ﻋـﲆ ﻃﺮﻳـﻖ ﴎﻳـﻊ‪ ،‬ﻭﻗﺪ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻠﺠﺴـﻢ‪ ،‬ﻣـﻦ ﺍﻷﻛـﱪ ﺇﱃ‬
‫ﹼ‬ ‫ﻭﻓـﻖ ﺍﻟﴪﻋـﺔ‬ ‫ﺣﺪﺩﺕ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﻛﺎﻟﺘﺎﱄ‪:‬‬
‫ﺍﻷﺻﻐﺮ‪ ،‬ﻭﺃﴍ ﺇﱃ ﺍﻟﺮﻭﺍﺑﻂ ﺇﻥ ﻭﺟﺪﺕ‪.‬‬ ‫ﺇﱃ ﻫﻨﺎﻙ‬ ‫ﻣﻦ ﻫﻨﺎ · · · · · ·‬
‫ﻣﺘﺠﻬﺎ‬
‫ﹰ‬ ‫ﺃﻋﺪ ﺭﺳـﻢ ﻫﺬﺍ ﺍﻟﻨﻤـﻮﺫﺝ ﺍﳉﺴـﻴﻤﻲ ﺍﻟﻨﻘﻄﻲ‪ ،‬ﻭﺍﺭﺳـﻢ‬
‫ﻳﻤﺜﻞ ﺇﺯﺍﺣﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﺣﺘﻰ ﳖﺎﻳﺔ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ‬
‫ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬
‫امل‪‬وق‪‬‬

‫‪ .21‬ا‪‬اح‪‬ة ﺃﺯﻳـﺢ ﺻﻨـﺪﻭﻕ ﺇﺯﺍﺣـﺔ ﻣـﺎ‪ ،‬ﺛـﻢ ﺃﺯﻳـﺢ‬

‫ﺇﺯﺍﺣﺔ ﺃﺧﺮ￯ ﳜﺘﻠـﻒ ﻣﻘﺪﺍﺭﻫﺎ ﻋﻦ ﻣﻘﺪﺍﺭ ﺍﻹﺯﺍﺣﺔ‬
‫ﺍﻷﻭﱃ‪ .‬ﻓﻬـﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜـﻮﻥ ﻟﻺﺯﺍﺣﺘﲔ ﺍﲡﺎﻫﺎﻥ‬
‫ﺻﻔﺮﺍ؟‬
‫ﺍﳌﺤﺼﻠﺔ ﺗﺴـﺎﻭﻱ ﹰ‬ ‫ﹼ‬ ‫ﺑﺤﻴـﺚ ﳚﻌﻼﻥ ﺍﻹﺯﺍﺣﺔ‬
‫ﺍﻓﱰﺽ ﺃﻥ ﺍﻟﺼﻨﺪﻭﻕ ﹸﺣ ﹼﺮﻙ ﺧﻼﻝ ﺛﻼﺙ ﺇﺯﺍﺣﺎﺕ‬
‫ال‪‬‬
‫ال‪‬ص‪‬ل ‪2-25‬‬
‫ﻣﻘﺎﺩﻳﺮﻫـﺎ ﻏـﲑ ﻣﺘﺴـﺎﻭﻳﺔ‪ ،‬ﻓﻬـﻞ ﻳﻤﻜـﻦ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﺻﻔﺮﺍ؟ ﺍﺩﻋﻢ ﺍﺳﺘﻨﺘﺎﺟﻚ‬
‫ﺍﳌﺤﺼﻠﺔ ﺗﺴﺎﻭﻱ ﹰ‬ ‫ﹼ‬ ‫ﺍﻹﺯﺍﺣﺔ‬
‫املتو‪‬ص‪‬ة ﺭﺗﱢـﺐ ﺍﳌﻨﺤﻨﻴـﺎﺕ ﻭﻓﻖ‬
‫‪‬‬ ‫‪ .24‬ال‪‬ص‪‬ة املت‪‬ة‬
‫ﲣﻄﻴﻄﻲ‪.‬‬
‫ﹼ‬ ‫ﺑﺮﺳﻢ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﻣـﻦ ﺍﻟﴪﻋـﺔ ﺍﻷﻛﱪ ﺇﱃ‬‫ﹼ‬ ‫ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ‬
‫ﺍﻟﴪﻋﺔ ﹼ‬ ‫املتو‪‬ص‪‬ة‬
‫‪‬‬ ‫املتو‪‬ص‪‬ة‪ ‬ال‪‬ص‪‬ة املت‪‬ة‬
‫‪‬‬ ‫‪ .22‬ال‪‬ص‪‬ة‬
‫ﺍﻷﻗﻞ‪.‬‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻭﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬ ‫ﹼ‬ ‫ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﴪﻋﺔ‬ ‫ﹼ‬
‫ﺍﳌﺘﻮﺳﻄﺔ‪.‬‬
‫ﹼ‬
‫‪ .25‬املوق‪ ‬ا‪‬تدا‪ ‬ﺭﺗﹼـﺐ ﺍﳌﺤﻨﻴـﺎﺕ ﺑﺤﺴـﺐ ﺍﳌﻮﻗـﻊ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴـﻢ )ﺑﺪ ﹰﺀﺍ ﺑﺄﻛﱪ ﻗﻴﻤـﺔ ﻣﻮﺟﺒﺔ‪ ،‬ﻭﺍﻧﺘﻬﺎﺀ‬
‫ﺑﺄﻛﱪ ﻗﻴﻤﺔ ﺳﺎﻟﺒﺔ(‪.‬‬
‫ﻫﻞ ﺳﻴﻜﻮﻥ ﺗﺮﺗﻴﺒﻚ ﳐﺘﻠ ﹰﻔﺎ ﺇﺫﺍ ﻃﻠﺐ ﺇﻟﻴﻚ ﺃﻥ ﺗﺮﺗﹼﺒﻬﺎ ﻭﻓﻖ‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﺠﺴﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؟‬
‫ﻣﺼﻮﺭﺓ ﻭﻧﲈﺫﺝ‬
‫ﳘ ﹼﻴـﺔ ﻋﻤﻞ ﻧﲈﺫﺝ ﹼ‬‫‪ .26‬التف‪ ‬ال‪‬اقد ﻣﺎ ﺃ ﹼ‬
‫ﻓﻴﺰﻳﺎﺋ ﹼﻴﺔ ﻟﻠﺤﺮﻛﺔ ﻗﺒﻞ ﺍﻟﺒﺪﺀ ﰲ ﱢ‬
‫ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﻣﺎ؟‬

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‫‪67‬‬
 ‫‪AcceleratedMotion  2-3‬‬
‫‪Changing Velocity‬‬ ‫‪ ‬ال‪‬ص‪‬ة امل ت‪‬ة‬
‫‪‬‬ ‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫ﺗﺴـﺘﻄﻴﻊ ﺃﻥ ﺗﺸـﻌﺮ ﺑﺎﻟﻔﺮﻕ ﺑﲔ ﺍﳊﺮﻛـﺔ ﺍﳌﻨﺘﻈﻤﺔ ﻭﺍﳊﺮﻛﺔ ﻏـﲑ ﺍﳌﻨﺘﻈﻤﺔ؛ ﻓﺎﳊﺮﻛﺔ‬ ‫‪26.2‬‬
‫ﺍﳌﻨﺘﻈﻤﺔ ﲤﺘﺎﺯ ﺑﺴﻼﺳـﺘﻬﺎ؛ ﻓﺈﺫﺍ ﺃﻏﻤﻀﺖ ﻋﻴﻨﻴﻚ ﱂ ﺗﺸـﻌﺮ ﺑﺎﳊﺮﻛﺔ‪ .‬ﻭﻋﲆ ﺍﻟﻨﻘﻴﺾ‬ ‫ا‪‬دا‪‬‬
‫ﺗﺘﺤﺮﻙ ﻋﲆ ﻣﺴـﺎﺭ ﻣﻨﺤﻦ ﹴﺃﻭ ﺻﻌﻮ ﹰﺩﺍ ﻭﻫﺒﻮ ﹰﻃﺎ ﻛﲈ ﻫﻮ ﺍﳊﺎﻝ ﻋﻨﺪ‬
‫ﻣﻦ ﺫﻟﻚ‪ ،‬ﻋﻨﺪﻣﺎ ﹼ‬ ‫‪‬ع‪ ‬ﺍﻟﺘﺴﺎﺭﻉ‪.‬‬ ‫• ‪‬‬
‫ﻣﺘﻨﺰﻩ ﺍﻷﻟﻌﺎﺏ ﺗﺸﻌﺮ ﺑﺄﻧﻚ ﺗﹸﺪﻓﻊ ﺃﻭ ﺗﹸﺴﺤﺐ‪.‬‬‫ﺍﻟﺪﻭﺍﺭﺓ ﰲ ﹼ‬
‫ﺭﻛﻮﺏ ﺍﻟﻌﺠﻠﺔ ﱠ‬ ‫‪‬و‪‬ص‪ ‬ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ‬‫• ‪‬‬
‫ﻭﺍﻟﺘﻐـﲑ ﰲ‬
‫ﹼ‬ ‫ﻣﺘﺤـﺮﻙ‬
‫ﹼ‬ ‫ﻭﺍﻟﺘﺴـﺎﺭﻉ ﳉﺴـﻢ‬
‫ﺗﺄ ﹼﻣـﻞ ﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ ﺍﳌﺒ ﹼﻴﻨﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ .2-26‬ﻛﻴﻒ ﺗﺼـﻒ ﺣﺮﻛﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﰲ‬
‫ﺣﺮﻛﺘﻪ‪.‬‬
‫ﺗﺘﻀﻤﻨﻬﺎ ﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻣﻬﺎ‬
‫ﹼ‬ ‫ﻛﻞ ﺣﺎﻟﺔ؟ ﻣﺎ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ‬
‫ﺍﻟﺘﻮﺿﻴﺤـﻲ ﳊﺮﻛـﺔ‬
‫ﹼ‬ ‫• ‪‬ص‪‬م ﺍﳌﺨ ﹼﻄـﻂ‬
‫ﻟﻠﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳊﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺤﺮﻛﺔ؟‬ ‫ﺟﺴﻢ‪.‬‬
‫ﺃﻫـﻢ ﻣـﺎ ﳚـﺐ ﻋﻠﻴـﻚ ﻣﻼﺣﻈﺘﻪ ﰲ ﻫـﺬﻩ ﺍﳌﺨ ﹼﻄﻄﺎﺕ ﻫﻮ ﺍﳌﺴـﺎﻓﺔ ﺑـﲔ ﺍﳌﻮﺍﻗﻊ‬ ‫ﺇﻥ ﹼ‬ ‫• ‪  ‬ﺑـﲔ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﳌﻮﺟﺐ ﻭﺍﻟﺘﺴـﺎﺭﻉ‬
‫ﺍﳌﺘﻌﺎﻗﺒـﺔ ﻟﻠﻌـﺪﹼ ﺍﺀ‪ .‬ﻭﻛـﲈ ﺩﺭﺳـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﻓﺈﻥ ﺍﻷﺟﺴـﺎﻡ ﻏـﲑ ﺍﳌﺘﺤﺮﻛـﺔ ﰲ ﺧﻠﻔ ﹼﻴﺔ‬ ‫ﺍﻟﺴﺎﻟﺐ‪.‬‬
‫• ‪‬ل ‪‬ا‪ ‬ا ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺗﻐﲑ ﻣﻮﺍﻗﻌﻬـﺎ‪ ،‬ﻭﺣﻴﺚ ﺇﻧﻪ ﺗﻮﺟﺪ ﺻﻮﺭﺓ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻟﻠﻌﺪﹼ ﺍﺀ‬ ‫ﳐ ﹼﻄﻄـﺎﺕ ﺍﳊﺮﻛﺔ ﻻ ﹼ‬
‫ﻭﺍﻟﺰﻣﻦ‪.‬‬
‫ﻳﺘﺤﺮﻙ‪ ،‬ﺃﻱ ﺃﻧﻪ ﰲ ﺣﺎﻟﺔ ﺳـﻜﻮﻥ‪ .‬ﻭﰲ‬ ‫ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-26a‬ﻓﺈﻧﻚ ﺗﺴـﺘﻨﺘﺞ ﺃﻧـﻪ ﻻ ﹼ‬ ‫• ‪ ‬ب‪ ‬ﻣﻌﺎﺩﻻﺕ ﺍﳊﺮﻛﺔ ﰲ ﹼ‬
‫ﺣﻞ ﻣﺴـﺎﺋﻞ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪ ،‬ﺣﻴﺚ‬ ‫ﺟﺴـﲈ ﹼ‬
‫ﹰ‬ ‫ﺍﻟﺸـﻜﻞ ‪ ،2-26b‬ﻓﺈﻥ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﻳﺸﺒﻪ‬
‫ﺣﺴﺎﺑﻴﺔ‪.‬‬
‫ﻳﺘﺤﺮﻙ‬‫ﺇﻥ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ ﺻﻮﺭ ﺍﻟﻌﺪﹼ ﺍﺀ ﰲ ﺍﻟﺮﺳـﻢ ﻣﺘﺴﺎﻭﻳﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻌﺪﱠ ﺍﺀ ﹼ‬
‫ﻓﺘﺘﻐﲑ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺘﺘﺎﻟﻴﺔ؛‬
‫ﺍﻵﺧﺮ ﹾﻳﻦ ﹼ‬
‫ﹶ‬ ‫ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪ .‬ﺃ ﹼﻣﺎ ﰲ ﳐ ﹼﻄ ﹶﻄﻲ ﺍﳊﺮﻛﺔ‬ ‫املف‪‬ات‬
‫ﺍﻟﺘﻐـﲑ ﰲ ﺍﳌﻮﻗـﻊ ﻳﻜﱪ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﻓﻬـﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻌـﺪﹼ ﺍﺀ ﻳﺰﻳﺪ ﻣﻦ ﴎﻋﺘﻪ‪،‬‬‫ﹼ‬ ‫ﻓـﺈﺫﺍ ﻛﺎﻥ‬
‫•‬ ‫‪Acceleration‬‬ ‫• ﺍﻟﺘﺴﺎﺭﻉ‬
‫ﻳﻘﻞ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪،2-26d‬‬ ‫ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﻮﻗﻊ ﹼ‬
‫ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .2-26c‬ﻭﺃ ﹼﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﹼ‬
‫ﻓﺈﻥ ﺍﻟﻌﺪﱠ ﺍﺀ ﻳﺘﺒﺎﻃﺄ‪.‬‬

‫‪a‬‬ ‫‪b‬‬ ‫ال‪‬ص‪‬ل ‪2-26‬‬

‫‪     ‬‬
‫‪    ‬‬
‫‪‬‬
‫‪ .a‬‬
‫‪c‬‬ ‫‪d‬‬ ‫‪ .b‬‬
‫‪.c‬‬
‫‪.d‬‬

‫‪C03-01A-845813‬‬
‫‪C03-01A-845813‬‬
‫‪Final‬‬
‫‪Final‬‬ ‫‪68‬‬
 ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫‪‬صبا‪ ‬ال‪ ‬الفو‪ ‬ية‬

‫ﺇﺫﺍ ﹸﺃﻓﻠﺘﺖ ﻛﺮﺗﺎﻥ ﻣﻦ ﺍﻟﻔﻮﻻﺫ ﰲ ﺍﻟﻠﺤﻈﺔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫ﻧﻔﺴـﻬﺎ ﻣﻦ ﻗﻤﺔ ﻣﻨﺤـﺪﺭ‪ ،‬ﻓﻬﻞ ﺗﺘﻘﺎﺭﺑﺎﻥ‬

‫ﺃﻡ ﺗﺘﺒﺎﻋـﺪﺍﻥ ﺃﻡ ﺗﺒﻘﻴـﺎﻥ ﺑﺠﺎﻧﺐ ﺑﻌﻀﻬﲈ‬
‫ﰲ ﺃﺛﻨﺎﺀ ﺗﺪﺣﺮﺟﻬﲈ؟‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬‬‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ال‪‬ص‪‬ل ‪ 2-27‬‬
‫ﹰ‬
‫‪ .1‬ﺍﻋﻤـﻞ ﻣﺴـﺘﻮ￯ ﻣﺎﺋـﻼ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬ ‫‪ ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﹴ‬
‫ﻣﺴـﺘﻮ ﻓﻴﻪ ﳎﺮ￯ ﻋﲆ ﺷـﻜﻞ‬ ‫ﺳـﻄﺢ‬ ‫‪C03-02A-845813‬‬
‫ﺣـﺮﻑ ‪ ،U‬ﺃﻭ ﺃﻧﺒـﻮﺏ ﻃﻮﻳـﻞ ﻓﻴـﻪ‬ ‫‪Final‬‬
‫ﳎـﺮ￯ ﻋـﲆ ﺷـﻜﻞ ﺣـﺮﻑ ‪ ،U‬ﺃﻭ‬ ‫ﻛﻴﻒ ﻳﺒﺪﻭ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳉﺴﻴﻤﻲ ﺍﻟﻨﻘﻄﻲ ﳉﺴﻢ ﹼ‬
‫ﺗﺘﻐﲑ ﴎﻋﺘﻪ؟‬
‫ﻣﺴﻄﺮﺗﲔ ﻣﱰﻳﺘﲔ ﻣﻠﺘﺼﻘﺘﲔ ﻣ ﹰﻌﺎ‪.‬‬ ‫ﺍﻟﻨﻘﻄﻲ ﺃﺳﻔﻞ ﳐ ﹼﻄﻄﺎﺕ‬
‫ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 2-27‬ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳉﺴـﻴﻤﻲ‬ ‫ﹼ‬
‫‪ .2‬ﺣـﺪﹼ ﺩ ﻋﻼﻣﺔ ﻋﲆ ﹸﺑ ﹾﻌـﺪ ‪ 40 cm‬ﻣﻦ‬ ‫ﻣﺆﴍﺍﻥ‬
‫ﺍﳊﺮﻛـﺔ ﻟﺘﻤﺜﻴـﻞ ﺣﺎﻟﺔ ﺍﻟﻌـﺪﱠ ﺍﺀ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﴎﻋﺘـﻪ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﺘﺒﺎﻃﺄ ﴎﻋﺘـﻪ‪ .‬ﻫﻨﺎﻙ ﱢ‬
‫ﻗﻤﺔ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ‪ ،‬ﻭﻋﻼﻣﺔ ﺃﺧﺮ￯‬ ‫ﺍﻟﺘﻐـﲑ ﰲ ﺍﻟﴪﻋﺔ ﰲ ﻫﺬﺍ ﺍﻟﻨﻤـﻂ ﻣﻦ ﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ‪ ،‬ﳘـﺎ‪ :‬ﹼ‬
‫ﺍﻟﺘﻐﲑ ﰲ‬ ‫ﹼ‬ ‫ﻳﻌـﱪﺍﻥ ﻋﻦ‬
‫ﺭﺋﻴﺴـﺎﻥ ﱢ‬
‫ﻋﲆ ﺑﻌﺪ ‪ 80 cm‬ﻣﻦ ﺍﻟﻘﻤﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﺃﻃﻮﺍﻝ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ ﺍﻟﻨﻘﺎﻁ‪ ،‬ﻭﺍﻟﻔﺮﻕ ﺑﲔ ﺃﻃﻮﺍﻝ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﴪﻋﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﻳﺰﻳﺪ‬
‫‪ .3‬ﺗﻮﻗـﻊ ﻣـﺎ ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﻜﺮﺗـﺎﻥ‬
‫ﻣـﻦ ﴎﻋﺘـﻪ ﻓﺈﻥ ﻣﺘﹼﺠﻪ ﺍﻟﴪﻋﺔ ﺍﻟﺘﺎﱄ ﻳﻜﻮﻥ ﺃﻃﻮﻝ ﻣﻦ ﺳـﺎﺑﻘﻪ‪ .‬ﺃ ﹼﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﹸﻳﺒﻄﺊ ﻣﻦ‬
‫ﺳـﺘﺘﻘﺎﺭﺑﺎﻥ ﺃﻡ ﺗﺘﺒﺎﻋـﺪﺍﻥ ﺃﻡ ﺗﺒﻘـﻰ‬
‫ﺗﺼﻮﺭﺍ ﻋﻦ‬
‫ﹰ‬ ‫ﴎﻋﺘـﻪ ﻓﻴﻜﻮﻥ ﺍﳌﺘﹼﺠﻪ ﺍﻟﺘﺎﱄ ﺃﻗـﴫ‪ .‬ﺇﻥ ﻛﻼ ﺍﻟﻨﻮﻋﲔ ﻣﻦ ﳐ ﹼﻄﻄﺎﺕ ﺍﳊﺮﻛﺔ ﻳﻌﻄﻲ‬
‫ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ ﺛﺎﺑﺘﺔ ﰲ ﺃﺛﻨﺎﺀ ﺗﺪﺣﺮﺟﻬﲈ‬
‫ﺇﱃ ﺃﺳﻔﻞ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ‪.‬‬ ‫ﺗﻐﲑ ﴎﻋﺔ ﺟﺴﻢ ﻣﺎ‪.‬‬ ‫ﻛﻴﻔﻴﺔ ﹼ‬
‫‪ .4‬ﺃﻓﻠﺖ ﺍﻟﻜﺮﺓ ﺍﻷﻭﱃ ﻣﻦ ﻗﻤﺔ ﺍﳌﺴﺘﻮ￯‬ ‫‪‬ح‪ ‬ال‪‬ص‪‬ة املت‪‬ة‪‬ال‪ Velocity time graph ‬ﻣـﻦ ﺍﳌﻔﻴـﺪ ﺃﻥ ﻧﻤ ﹼﺜـﻞ ﺑﻴﺎﻧ ﹼﹰﹼﻴـﺎ‬
‫ﺍﳌﺎﺋﻞ‪ ،‬ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺃﻓﻠﺖ ﺍﻟﻜﺮﺓ‬ ‫ﻳﻮﺿﺢ‬ ‫ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﻟﴪﻋـﺔ ﻭﺍﻟﺰﻣـﻦ ﻓﻴـﲈ ﻳﺴـﻤﻰ ﻣﻨﺤﻨـﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ–ﺍﻟﺰﻣـﻦ(‪ .‬ﹼ‬
‫ﺍﻷﺧﺮ￯ ﻣﻦ ﺍﻟﻌﻼﻣﺔ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ‪40 cm‬‬
‫ﺍﳉﺪﻭﻝ ‪ 2-4‬ﺑﻴﺎﻧﺎﺕ ﺣﺮﻛﺔ ﺳﻴﺎﺭﺓ ﺗﻨﻄﻠﻖ ﻣﻦ ﺍﻟﺴﻜﻮﻥ‪ ،‬ﻭﺗﺘﺰﺍﻳﺪ ﴎﻋﺘﻬﺎ ﰲ ﺃﺛﻨﺎﺀ ﺳﲑﻫﺎ ﻋﲆ‬
‫ﺳﺠﻞ ﻣﺸﺎﻫﺪﺍﺗﻚ‪.‬‬‫ﻋﻦ ﺍﻟﻘﻤﺔ ﹼ‬
‫ﻃﺮﻳﻖ ﻣﺴﺘﻘﻴﻢ‪.‬‬
‫‪ .5‬ﺑﻌـﺪ ﺫﻟﻚ‪ ،‬ﺃﻓﻠـﺖ ﺇﺣـﺪ￯ ﺍﻟﻜﺮﺗﲔ‬
‫ﻣـﻦ ﻗﻤـﺔ ﺍﳌﺴـﺘﻮ￯ ﺍﳌﺎﺋـﻞ‪ ،‬ﻭﻋﻨﺪﻣﺎ‬ ‫ﺍﻟﺒﻴﺎﲏ ﻟﻠﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ؛ ﺣﻴﺚ ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‬
‫ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 2-28‬ﺍﻟﺮﺳﻢ‬ ‫ﹼ‬
‫ﺗﺼﻞ ﻋﻨﺪ ﺍﻟﻌﻼﻣـﺔ ‪ ،40 cm‬ﺃﻓﻠﺖ‬ ‫ﺍﻟﺒﻴـﺎﲏ ﻋﺒﺎﺭﺓ ﻋﻦ ﹼ‬
‫ﺧﻂ ﻣﺴـﺘﻘﻴﻢ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬ ‫ﹼ‬ ‫ﰲ ﺍﲡـﺎﻩ ﺣﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺓ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﺮﺳـﻢ‬
‫ﺳـﺠﻞ‬
‫ﹼ‬ ‫ﺃﻳﻀﺎ‪.‬‬
‫ﺍﻷﺧـﺮ￯ ﻣﻦ ﺍﻟﻘﻤـﺔ ﹰ‬ ‫ﺗﺘﻐﲑ ﻓﻴﻪ ﴎﻋﺔ ﺍﻟﺴـﻴﺎﺭﺓ‬
‫ﴎﻋـﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﺗﺘﺰﺍﻳﺪ ﺑﻤﻌﺪﻝ ﻣﻨﺘﻈـﻢ‪ .‬ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩ ﺍﳌﻌﺪﻝ ﺍﻟﺬﻱ ﹼ‬
‫ﻣﺸﺎﻫﺪﺍﺗﻚ‪.‬‬
‫ﺑﺤﺴﺎﺏ ﻣﻴﻞ ﺍﳋﻂ ﺍﳌﺴﺘﻘﻴﻢ ﰲ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ–ﺍﻟﺰﻣﻦ(‪.‬‬
‫التح‪‬ل ‪‬ا‪‬صت‪‬تا‪‬‬
‫ﺍﴍﺡ ﻣﺸﺎﻫﺪﺍﺗﻚ ﻣﺴﺘﺨﺪ ﹰﻣﺎ‬ ‫‪.6‬‬ ‫‪‬ح‪ ‬ال‪‬ص‪‬ة املت‪‬ة ‪ ‬ال‪‬‬ ‫ا‪‬د‪2-4 ‬‬
‫ﻣﺼﻄﻠﺤﺎﺕ ﺍﻟﴪﻋﺔ‪.‬‬ ‫ال‪‬ص‪‬ة املت‪‬ة ‪ ‬ال‪‬‬
‫ﻫـﻞ ﻛﺎﻧـﺖ ﻟﻠﻜﺮﺗـﲔ ﺍﻟﻔﻮﻻﺫﻳﺘـﲔ‬ ‫‪.7‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫ال‪‬ص‪‬ة املت‪‬ة ‪ms‬‬ ‫ال‪s ‬‬

‫ﺍﻟﴪﻋﺔ ﻧﻔﺴﻬﺎ ﰲ ﺃﺛﻨﺎﺀ ﺗﺪﺣﺮﺟﻬﲈ ﻋﲆ‬ ‫‪0.00‬‬ ‫‪0.00‬‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ؟ ﱢ‬ ‫‪5.00‬‬ ‫‪1.00‬‬
‫ﻫـﻞ ﻛﺎﻥ ﳍـﲈ ﺍﻟﺘﺴـﺎﺭﻉ ﻧﻔﺴـﻪ؟‬ ‫‪.8‬‬ ‫‪10.0‬‬ ‫‪2.00‬‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬‫ﱢ‬ ‫‪10.0 m/s‬‬ ‫ﺍﳌﻘﺎﺑﻞ‬ ‫‪15.0‬‬ ‫‪3.00‬‬
‫=‬ ‫ﺍﳌﻴﻞ =‬
‫ﺍﳌﺠﺎﻭﺭ ‪2.00 m/s‬‬ ‫‪20.0‬‬ ‫‪4.00‬‬
‫ﻣـﻦ ﺧﻼﻝ ﻣﻼﺣﻈﺘﻚ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺗﲔ‬ ‫‪.9‬‬
‫‪25.0‬‬ ‫‪5.00‬‬
‫ﰲ ﺍﳊﺎﻟﺘـﲔ )ﺍﻷﻭﱃ ﻭﺍﻟﺜﺎﻧﻴـﺔ( ﺗﻮﻗـﻊ‬
‫ﺷـﻜﻞ ﻣﻨﺤﻨـﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﺠﻬـﺔ ‪-‬‬ ‫ال‪‬‬
‫ﻛﻞ ﻣﻦ ﺍﳊﺎﻟﺘﲔ‪.‬‬ ‫ﺍﻟﺰﻣﻦ( ﻟﻜﻞ ﻛﺮﺓ ﰲ ﱟ‬ ‫‪ – ‬‬ ‫‪‬‬
‫‪ ‬‬‫ال‪‬ص‪‬ل ‪ 2-28‬‬

‫‪69‬‬
‫‪ ،( 10.0‬ﺃﻭ ‪ ،5.00 m/s2‬ﻭﻫﺬﺍ‬ ‫‪m/s‬‬
‫‪2.00 s‬‬
‫ﺍﻟﺒﻴـﺎﲏ ﺃﻥ ﺍﳌﻴـﻞ ﻳﺴـﺎﻭﻱ )‬
‫ﹼ‬ ‫ﻛـﲈ ﱠﻳﺘﻀـﺢ ﻣـﻦ ﺍﻟﺮﺳـﻢ‬
‫ﻛﻞ ﺛﺎﻧﻴﺔ ﺗﺰﺩﺍﺩ ﴎﻋﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﺑﻤﻘـﺪﺍﺭ ‪ .5.00m/s‬ﻋﻨﺪ ﺩﺭﺍﺳـﺔ ﺯﻭﺟﲔ ﻣﻦ‬ ‫ﻳﻌﻨـﻲ ﺃﻧـﻪ ﰲ ﹼ‬
‫ﻼ ‪ 4.00 s‬ﻭ ‪ ،5.00 s‬ﲡﺪ ﺃﻧﻪ ﻋﻨﺪ ﺍﻟﻠﺤﻈﺔ ‪ 4.00 s‬ﻛﺎﻧﺖ‬‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﻔﺼﻞ ﺑﻴﻨﻬﺎ ‪ ،1s‬ﻣﺜ ﹰ‬
‫ﺗﺘﺤﺮﻙ ﺑﴪﻋﺔ‬ ‫ﺗﺘﺤﺮﻙ ﺑﴪﻋﺔ ‪ ،20.0 m/s‬ﻭﻋﻨﺪ ﺍﻟﻠﺤﻈﺔ ‪ ،5.00 s‬ﻛﺎﻧﺖ ﺍﻟﺴﻴﺎﺭﺓ ﹼ‬ ‫ﺍﻟﺴﻴﺎﺭﺓ ﹼ‬
‫‪ ،25.0 m/s‬ﻭﺑﺬﻟـﻚ ﻓـﺈﻥ ﴎﻋﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﺍﺯﺩﺍﺩﺕ ﺑﻤﻘـﺪﺍﺭ ‪ 5.0 m/s‬ﺧﻼﻝ ﻓـﱰﺓ ﺯﻣﻨ ﹼﻴﺔ‬
‫ﺗﺴـﺎﺭﻉ‬
‫ﹶ‬ ‫ﺗﺘﻐـﲑ ﻓﻴـﻪ ﴎﻋـﺔ ﺟﺴـﻢ‬
‫ﹼ‬ ‫ﻗﺪﺭﻫـﺎ ‪ ،1.00 s‬ﻭﻳﺴـﻤﻰ ﺍﳌﻌـﺪﻝ ﺍﻟﺰﻣﻨـﻲ ﺍﻟـﺬﻱ‬
‫ﺗﺘﻐﲑ ﴎﻋﺔ‬ ‫ﺍﳉﺴﻢ ‪ ،Acceleration‬ﻭ ﹸﻳﺮﻣﺰ ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪ ،a‬ﻭﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪ .m/s2‬ﻭﻋﻨﺪﻣﺎ ﹼ‬
‫ﺟﺴﻢ ﺑﻤﻌﺪﹼ ﻝ ﻣﻨﺘﻈﻢ ﻳﻜﻮﻥ ﻟﻪ ﺗﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ‪.‬‬

‫ﻭﺗﺴﺎﺭﻋﻪ ﰲ ﺍﻟﺸﻜﻞ ‪2-28‬؟‬

‫ﹸ‬ ‫ﻛﻴﻒ ﺗﺼﻒ ﴎﻋﺔ ﺍﳉﺴﻢ‬

‫الت‪‬ص‪‬ار‪  ‬‬
‫‪‬ات ا‪‬ة ‪Displaying acceleration on a motion diagrams‬‬
‫‪‬لة ال‪‬و‪‬‬
‫ﻟﻜـﻲ ﻳﻌﻄﻲ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ ﺻﻮﺭﺓ ﻛﺎﻣﻠﺔ ﻋﻦ ﺣﺮﻛﺔ ﺟﺴـﻢ‪ ،‬ﳚﺐ ﺃﻥ ﳛﺘﻮﻱ ﻋﲆ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺗﺒﲔ‬
‫ﻳﺘﻢ ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﺣﺘﻮﺍﺋﻪ ﻋﲆ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﻟﺘﻲ ﹼ‬ ‫ﲤ ﹼﺜﻞ ﺍﻟﺘﺴـﺎﺭﻉ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ ﹼ‬ ‫• ‪ ‬ت‪‬ات ال‪‬ت‪‬ص‪‬ار‪ ‬ظ‪ ‬ال‪‬و‪‬‬
‫ـﻲ ﴎﻋﺔ ﻣﺘﺘﺎﻟﻴﲔ‬ ‫الب‪‬ف‪‬ص‪‬‬
‫‪‬‬
‫ﹼﺠﻬ ﹾ‬
‫ﺗﺘﻐـﲑ ﺍﻟﴪﻋﺔ‪ .‬ﻟﺘﺤﺪﻳﺪ ﻃﻮﻝ ﻭﺍﲡﺎﻩ ﻣﺘﹼﺠﻪ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﻃﺮﺡ ﻣﺘ ﹶ‬
‫ﻛﻴـﻒ ﹼ‬
‫• ‪ ‬ت‪‬ات ال‪‬ص‪‬ة ‪‬ظ‪ ‬ال‪‬و‪‬‬
‫)‪ ،(∆v‬ﺛﻢ ﺍﻗﺴـﻢ ﻋﲆ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ )‪.(∆t‬‬
‫ا‪‬ح‪‬‬
‫ﻓﺈﻥ‪:‬‬ ‫ﻣﺒﲔ ﰲ ﺍﻟﺸـﻜﻠﲔ ‪2-29 a ،b‬‬
‫ﻓﻜﲈ ﻫﻮ ﹼ‬ ‫• ‪ ‬ت‪‬ات ا‪‬اح‪‬ة ‪‬ظ‪ ‬ال‪‬و‪‬‬
‫) ‪∆v = vf - vi = vf + (- vi‬‬ ‫ا‪‬ص‪‬‬

‫ﻭﺑﺎﻟﻘﺴﻤﺔ ﻋﲆ ‪ ∆t‬ﻧﺤﺼﻞ ﻋﲆ ‪:‬‬

‫)‪(v - vi‬‬
‫‪f‬‬
‫=‪a‬‬
‫‪∆t‬‬
‫ﺑﻔـﺮﺽ ﺃﻥ ﺍﻟﻔـﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴـﺔ ) ‪ ( ∆t‬ﻣﺴـﺎﻭﻳﺔ ‪ ،1 s‬ﻟﺬﻟـﻚ ﻳﻜـﻮﻥ‬ ‫ﰲ ﺍﻟﺸـﻜﻠﲔ ‪2-29 a ،b‬‬

‫ﺍﳌﺘﻮﺳﻂ‪:‬‬
‫ﹼ‬ ‫ﺍﻟﺘﺴﺎﺭﻉ‬
‫)‪(v - vi‬‬
‫‪f‬‬
‫=‪a‬‬
‫‪1s‬‬

‫‪vi‬‬ ‫‪vf‬‬
‫‪a‬‬
‫‪‬ال‪‬ص‪‬ل ‪     2-29‬‬
‫‪vf‬‬ ‫‪    ‬‬
‫‪b‬‬ ‫‪        ‬‬
‫‪vi‬‬ ‫‪‬‬
‫‪vf‬‬
‫‪c‬‬ ‫‪∆v‬‬
‫‪vi‬‬
‫‪a‬‬

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 ‫ﺍﻟﺒﻨﻔﺴـﺠﻲ ﰲ ﺍﻟﺸﻜﻞ ‪ ، 2-29 c‬ﻫﻮ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ ﺧﻼﻝ ﺗﻠﻚ‬
‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻪ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﺑﺎﻟﻠﻮﻥ‬
‫ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻟﴪﻋﺘﺎﻥ ‪ vi‬ﻭ ‪ vf‬ﻓﺘﺸﲑﺍﻥ ﺇﱃ ﺍﻟﴪﻋﺔ ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﻓﱰﺓ ﺯﻣﻨ ﹼﻴﺔ ﳏﺪﹼ ﺩﺓ‪ ،‬ﻭﻋﻨﺪ‬
‫ﳖﺎﻳﺘﻬﺎ‪.‬‬
‫ﺍﳌﲈﺱ ﳌﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌ ﹼﺘﺠﻬﺔ ‪ -‬ﺍﻟﺰﻣﻦ(؟‬
‫ﹼ‬ ‫ﻣﺎﺫﺍ ﻳﻤ ﹼﺜﻞ ﻣﻴﻞ‬

‫‪‬ا‪7 ‬‬
‫ال‪‬ص‪‬ة ‪‬الت‪‬صار‪ ‬ﻛﻴﻒ ﺗﺼﻒ ﴎﻋﺔ ﺍﻟﻌﺪﱠ ﺍﺀ ﻭﺗﺴﺎﺭﻋﻪ ﻣﻦ ﺧﻼﻝ‬
‫ﺍﳌﺒﲔ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ؟‬
‫ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ( ﹼ‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪ 1‬ل امل‪‬صا‪‬لة‬

‫ﺍﻟﺒﻴﺎﲏ ﺗﻼﺣﻆ ﺃﻥ ﴎﻋﺔ ﺍﻟﻌﺪﺍﺀ ﺑﺪﺃﺕ ﻣﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﻭﺗﺰﺍﻳﺪﺕ‬‫ﹼ‬ ‫ﺗﻔﺤﺺ ﺍﻟﺮﺳـﻢ‬ ‫• ﹼ‬
‫ﺑﴪﻋﺔ ﰲ ﺍﻟﺜﻮﺍﲏ ﺍﻷﻭﱃ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺑﻠﻐﺖ ﺣﻮﺍﱄ ‪ 10.0 m/s‬ﺑﻘﻴﺖ ﺛﺎﺑﺘﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫ال‪‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫?=‪a‬‬ ‫ﻣﺘﻐﲑ = ‪v‬‬
‫ﹼ‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫ﳑﺎﺳﺎ ﺁﺧﺮﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪t = 5.0 s‬‬
‫ﳑﺎﺳﺎ ﻟﻠﻤﻨﺤﻨﻰ ﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪ ، t = 1.0 s‬ﺛﻢ ﺍﺭﺳﻢ ﹼﹰ‬
‫ﺍﺭﺳﻢ ﹼﹰ‬
‫‪ a‬ﻋﻨﺪ ‪1.0 s‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺘﺴﺎﺭﻉ‬
‫ﺍﳌﻘﺎﺑﻞ‬
‫ﺍﳌﻴﻞ =‬
‫ﺍﳌﺠﺎﻭﺭ‬
‫‪10.0 m/s - 4.0 m/s‬‬
‫=‪a‬‬ ‫‪=2.0 m/s2‬‬ ‫ﻣﻴﻞ ﺍﳋﻂ ﻋﻨﺪ ‪ 1.0 s‬ﻳﺴﺎﻭﻱ ﺍﻟﺘﺴﺎﺭﻉ‬
‫‪3.0 s - 0.00 s‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺘﺴﺎﺭﻉ ﻋﻨﺪ ‪5.0 s‬‬
‫‪10.3 m/s - 10.0 m/s‬‬
‫=‪a‬‬ ‫‪=0.030 m/s2‬‬ ‫ﻣﻴﻞ ﺍﳋﻂ ﻋﻨﺪ ‪ 5.0 s‬ﻳﺴﺎﻭﻱ ﺍﻟﺘﺴﺎﺭﻉ‬
‫‪10.0 s - 0.00 s‬‬

‫ﻳﺘﻐﲑ ﻣﻦ ‪ 2.0 m/s2‬ﰲ ﺍﻟﻠﺤﻈـﺔ ‪ ، 1.0 s‬ﺇﱃ ‪ 0.03 m/s2‬ﰲ ﺍﻟﻠﺤﻈﺔ ‪ ، 5.0 s‬ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ؛‬
‫ﺍﻟﺘﺴـﺎﺭﻉ ﻏـﲑ ﻣﻨﺘﻈـﻢ؛ ﻷﻧﻪ ﹼ‬
‫ﻷﻥ ﻛﻠﺘﺎ ﺍﻟﻘﻴﻤﺘﲔ ﻣﻮﺟﺒﺔ‪.‬‬
‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬
‫‪.m /s2‬‬ ‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﻳﻘﺎﺱ ﺍﻟﺘﺴﺎﺭﻉ ﺑﻮﺣﺪﺓ‬

‫‪71‬‬
 ‫ال‪‬ص‪‬ة املت‪‬ة‬ ‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 2-30‬ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ( ﳉـﺰﺀ ﻣﻦ ﺭﺣﻠﺔ ﺃﲪﺪ‬ ‫‪ .27‬ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ‪،‬‬
‫ﹼ‬ ‫ﺑﺴـﻴﺎﺭﺗﻪ ﻋﲆ ﺍﻟﻄﺮﻳﻖ‪ .‬ﺍﺭﺳـﻢ ﳐ ﹼﻄـﻂ ﺍﳊﺮﻛﺔ ﻟﻠﺤﺮﻛﺔ ﺍﳌﻤ ﹼﺜﻠﺔ ﰲ ﺍﻟﺮﺳـﻢ‬
‫ﻭﺃﻛﻤﻠﻪ ﺑﺮﺳﻢ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﴪﻋﺔ‪.‬‬
‫‪ .28‬ﺍﺳﺘﻌﻦ ﺑﺎﻟﺸﻜﻞ ‪ 2-31‬ﺍﻟﺬﻱ ﹼ‬
‫ﻳﻮﺿﺢ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ – ﺍﻟﺰﻣﻦ( ﻟﻘﻄﺎﺭ‬
‫ﻟﻌﺒﺔ‪ ،‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ال‪‬‬
‫ال‪‬ص‪‬ل ‪2-30‬‬ ‫‪ .a‬ﻣﺘﻰ ﻛﺎﻥ ﺍﻟﻘﻄﺎﺭ ﹼ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ؟‬
‫‪ .b‬ﰲ ﺃﻱ ﻓﱰﺍﺕ ﺯﻣﻨ ﹼﻴﺔ ﻛﺎﻥ ﺗﺴﺎﺭﻉ ﺍﻟﻘﻄﺎﺭ ﻣﻮﺟ ﹰﺒﺎ؟‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪ .c‬ﻣﺘﻰ ﺍﻛﺘﺴﺐ ﺍﻟﻘﻄﺎﺭ ﺃﻛﱪ ﺗﺴﺎﺭﻉ ﺳﺎﻟﺐ؟‬

‫‪ .29‬ﺍﺳـﺘﻌﻦ ﺑﺎﻟﺸـﻜﻞ ‪ 2-31‬ﻹﳚﺎﺩ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﳌﻨﺘﻈـﻢ ﻟﻠﻘﻄﺎﺭ ﰲ ﺍﻟﻔـﱰﺍﺕ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ال‪‬‬ ‫‪ . b‬ﻣﻦ ‪ 15.0 s‬ﺇﱃ ‪20.0 s‬‬ ‫‪ .a‬ﻣﻦ ‪ 0.0 s‬ﺇﱃ ‪5.0 s‬‬
‫ال‪‬ص‪‬ل ‪2-31‬‬

‫الت‪‬ص‪‬ار‪ ‬املو‪ ‬الت‪‬ص‪‬ار‪ ‬ال‪‬صال‪ Positive and negative acceleration ‬ﺗﺄ ﹼﻣـﻞ‬
‫ﻳﺒـﲔ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛـﺔ ﺍﻷﻭﻝ ﺣﺮﻛﺔ‬ ‫ﺍﳌﻮﺿﺤـﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،2-32 a‬ﺣﻴﺚ ﹼ‬ ‫ﺍﳊـﺎﻻﺕ ﺍﻷﺭﺑـﻊ ﹼ‬
‫ﻭﻳﺒـﲔ ﺍﳌﺨ ﹼﻄـﻂ ﺍﻟﺜـﺎﲏ ﺣﺮﻛـﺔ ﺟﺴـﻢ ﺗﺘﻨﺎﻗﺺ‬ ‫ﺟﺴـﻢ ﺗـﺰﺩﺍﺩ ﴎﻋﺘـﻪ ﰲ ﺍﻻﲡـﺎﻩ ﺍﳌﻮﺟـﺐ‪ ،‬ﹼ‬
‫ﻭﻳﺒـﲔ ﺍﳌﺨ ﹼﻄﻂ ﺍﻟﺜﺎﻟﺚ ﺣﺮﻛﺔ ﺟﺴـﻢ ﺗﺘﺰﺍﻳـﺪ ﴎﻋﺘﻪ ﰲ ﺍﻻﲡﺎﻩ‬ ‫ﹼ‬ ‫ﴎﻋﺘـﻪ ﰲ ﺍﻻﲡـﺎﻩ ﺍﳌﻮﺟﺐ‪،‬‬
‫ﻭﻳﺒﲔ‬
‫ﻭﻳﺘﺤﺮﻙ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﻟﺐ‪ .‬ﹼ‬‫ﹼ‬ ‫ﺟﺴﲈ ﺗﺘﻨﺎﻗﺺ ﴎﻋﺘﻪ‬ ‫ﻳﺒﲔ ﹰ‬ ‫ﺍﻟﺴﺎﻟﺐ‪ ،‬ﺑﻴﻨﲈ ﺍﳌﺨ ﹼﻄﻂ ﺍﻟﺮﺍﺑﻊ ﹼ‬
‫ﺍﻟﺸﻜﻞ ‪ 2-32 b‬ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﴪﻋﺔ ﰲ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﰲ ﹼ‬
‫ﻛﻞ ﳐ ﹼﻄﻂ ﻟﻠﺤﺮﻛﺔ‪ ،‬ﻭﺑﺠﺎﻧﺒﻬﺎ‬
‫ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﺘﻮﺍﻓﻘﺔ ﻣﻌﻬﺎ‪ .‬ﺍﻓﱰﺽ ﺃﻥ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ‪ ∆t‬ﺗﺴﺎﻭﻱ ‪.1s‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪v2‬‬
‫البداية‬ ‫ال‪‬اية‬
‫‪∆v‬‬ ‫‪v1‬‬
‫‪a‬‬ ‫ال‪‬ص‪‬ل‪2-32‬‬
‫‪   .a‬‬
‫‪∆v‬‬ ‫‪v2‬‬
‫‪ ‬‬
‫البداية‬ ‫ال‪‬اية‬
‫‪v1‬‬ ‫‪‬‬
‫‪a‬‬ ‫‪     .b‬‬
‫‪v2‬‬ ‫‪       ‬‬
‫ال‪‬اية‬ ‫البداية‬ ‫‪          ‬‬
‫‪∆v‬‬ ‫‪v1‬‬
‫‪     ‬‬
‫‪a‬‬
‫‪   ‬‬
‫‪v2‬‬ ‫‪∆v‬‬ ‫‪‬‬
‫ال‪‬اية‬ ‫البداية‬ ‫‪v1‬‬
‫‪a‬‬ ‫‪72‬‬
 ‫ﰲ ﺍﻟﻮﺿﻌـﲔ ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻟﺚ ﻋﻨﺪﻣﺎ ﻳﺰﻳﺪ ﺍﳉﺴـﻢ ﴎﻋﺘﻪ‪ ،‬ﻳﻜﻮﻥ ﻟﻜﻞ ﻣﻦ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﴪﻋﺔ‬
‫ﻭﺍﻟﺘﺴـﺎﺭﻉ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ )ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .(2-32 b‬ﺃ ﹼﻣﺎ ﰲ ﺍﻟﻮﺿﻌﲔ ﺍﻵﺧﺮﻳﻦ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﻣﺘﹼﺠـﻪ ﺍﻟﺘﺴـﺎﺭﻉ ﰲ ﺍﻻﲡـﺎﻩ ﺍﳌﻌﺎﻛﺲ ﳌﺘﹼﺠﻬـﺎﺕ ﺍﻟﴪﻋﺔ ﻓﺈﻥ ﺍﳉﺴـﻢ ﻳﺘﺒﺎﻃـﺄ‪ .‬ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ‪،‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ ﻭﺍﲡﺎﻩ ﴎﻋﺘﻪ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪ ،‬ﻓﺈﻥ ﴎﻋﺔ ﺍﳉﺴﻢ ﺗﺰﺩﺍﺩ‪ .‬ﻭﻋﻨﺪﻣﺎ‬
‫ﻳﻜﻮﻧﺎﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ ﻓﺈﻥ ﺍﻟﴪﻋﺔ ﺗﺘﻨﺎﻗﺺ‪ .‬ﻭﻟﻜﻲ ﲢﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴﻢ ﺳﻴﺘﺴﺎﺭﻉ‬
‫ﻛﻞ ﻣﻦ ﺍﲡﺎﻩ ﴎﻋﺔ ﺍﳉﺴﻢ ﻭﺍﲡﺎﻩ ﺗﺴﺎﺭﻋﻪ‪.‬‬ ‫ﺃﻭ ﺳﻴﺘﺒﺎﻃﺄ‪ ،‬ﻓﺈﻧﻚ ﲢﺘﺎﺝ ﺇﱃ ﻣﻌﺮﻓﺔ ﹼ‬
‫ﻣﻦ ﺟﻬﺔ ﺃﺧﺮ￯‪ ،‬ﻳﻜﻮﻥ ﻟﻠﺠﺴـﻢ ﺗﺴﺎﺭﻉ ﻣﻮﺟﺐ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﲡﺎﻩ ﻣﺘﹼﺠﻪ ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﺍﻻﲡﺎﻩ‬
‫ﺍﳌﻮﺟﺐ ﻟﻠﺤﺮﻛﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﻟﻠﺠﺴﻢ ﺗﺴﺎﺭﻉ ﺳﺎﻟﺐ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﲡﺎﻩ ﻣﺘﹼﺠﻪ ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﺍﻻﲡﺎﻩ‬
‫ﺍﻟﺴﺎﻟﺐ ﻟﻠﺤﺮﻛﺔ‪.‬‬

‫ﻣﺘﻰ ﻳﻜﻮﻥ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ ﺳﺎﻟ ﹰﺒﺎ؟‬

‫ح‪‬صا‪ ‬الت‪‬صار‪  ‬ح‪ ‬ال‪‬ص‪‬ة املت‪‬ة ‪‬ال‪‬‬

‫‪Determining Acceleration from a vt Graph‬‬
‫ﺇﻥ ﻣﻨﺤﻨﻴـﺎﺕ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ‪ -‬ﺍﻟﺰﻣـﻦ( ﺍﳌﻤ ﹼﺜﻠـﺔ ﳊﺮﻛﺔ ﲬﺴـﺔ ﻋﺪﱠ ﺍﺋـﲔ )‪ (A,B,C,D,E‬ﰲ‬
‫ﺍﻟﺸـﻜﻞ ‪ 2-33‬ﺗﺸـﺘﻤﻞ ﻋﲆ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﴎﻋﺔ ﻭﺗﺴـﺎﺭﻉ ﻛﻞ ﻋﺪﹼ ﺍﺀ‪ .‬ﻭﺑﻤﻼﺣﻈﺔ ﹼ‬
‫ﺍﻟﺘﻐﲑ ﰲ‬
‫ﺑﺨﻂ ﻣﺴـﺘﻘﻴﻢ ﺳـﺘﺠﺪ ﺃﻥ ﺍﻟﻌﺪﱠ ﺍﺀﻳـﻦ ‪ A‬ﻭ ‪ E‬ﻻ ﹼ‬
‫ﺗﺘﻐﲑ ﴎﻋﺘﻬﲈ ﰲ‬ ‫ﴎﻋـﺔ ﻛﻞ ﻋـﺪﹼ ﺍﺀ‪ ،‬ﻭﺍﳌﻤ ﱠﺜﻠﺔ ﹼ‬
‫ﺻﻔﺮﺍ‪ .‬ﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺗﺴـﺎﺭﻉ ﻛﻞ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﴪﻋﺔ ﻳﺴـﺎﻭﻱ ﹰ‬ ‫ﺃﺛﻨـﺎﺀ ﺍﳊﺮﻛـﺔ‪ ،‬ﳑﺎ ﻳﻌﻨﻲ ﺃﻥ ﻣﻌﺪﻝ ﹼ‬
‫ﺻﻔﺮﺍ‪ ،‬ﺑﻴﻨﲈ ﴎﻋﺔ ﻛﻞ ﻣﻦ ﺍﻟﻌﺪﱠ ﺍﺀﻳﻦ ‪ B‬ﻭ ‪ D‬ﺗﺘﺰﺍﻳﺪ ﺑﺎﻧﺘﻈﺎﻡ‪ ،‬ﺃﻱ ﺃﻥ ﻣﻌﺪﻝ ﹼ‬
‫ﺍﻟﺘﻐﲑ‬ ‫ﻣﻨﻬﲈ ﻳﺴﺎﻭﻱ ﹰ‬
‫ﻳﺘﺤﺮﻛﺎﻥ ﺑﺘﺴـﺎﺭﻉ ﻣﻮﺟﺐ ﰲ‬
‫ﺻﻔـﺮﺍ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﳖﲈ ﹼ‬‫ﹰ‬ ‫ﰲ ﴎﻋـﺔ ﻫﺬﻳﻦ ﺍﻟﻌﺪﹼ ﺍﺀﻳﻦ ﻻ ﺗﺴـﺎﻭﻱ‬
‫ﻋﻜـﺲ ﺣﺮﻛـﺔ ﺍﻟﻌﺪﺍﺀ ‪ ،C‬ﺍﻟﺬﻱ ﺗﻼﺣﻆ ﺃﻥ ﴎﻋﺘﻪ ﺗﺘﻨﺎﻗﺺ ﺑﺎﻧﺘﻈﺎﻡ‪ ،‬ﳑﺎ ﻳﻌﻨﻲ ﺃﻥ ﻣﻌﺪﻝ ﹼ‬
‫ﺍﻟﺘﻐﲑ‬
‫ﻳﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﺳﺎﻟﺐ‪.‬‬‫ﰲ ﴎﻋﺘﻪ ﺳﺎﻟﺐ‪ ،‬ﺃﻱ ﺃﻧﻪ ﹼ‬
‫ال‪‬ص‪‬‬
‫ال‪‬ص‪‬ل‪ 2-33 ‬‬
‫‪A‬‬
‫‪         E A‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪   ‬‬

‫‪        B ‬‬
‫‪    ‬‬ ‫‪C‬‬ ‫‪B‬‬
‫‪                C‬‬ ‫‪D‬‬
‫‪ D    ‬‬
‫ال‪‬‬
‫‪‬ت‪‬صار‪‬‬
‫‪    ‬‬ ‫‪E‬‬
‫‪     ‬‬
‫‪ ‬‬
‫ال‪‬‬

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‫ح‪‬ص‪‬ا‪ ‬الت‪‬ص‪‬ار‪ Calculating acceleration ‬ﻛﻴـﻒ ﻳﻤﻜﻨـﻚ ﺃﻥ ﲢﺴـﺐ ﺍﻟﺘﺴـﺎﺭﻉ‬
‫ﺍﻟﺒﻴـﺎﲏ ﳌﻨﺤﻨﻰ‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻂ ﺑﺎﻋﺘﺒﺎﺭﻩ ﻣﻴـﻞ ﺍﳋﻂ‬
‫ﹼ‬ ‫ﺗﻌـﱪ ﻋﻦ ﺍﻟﺘﺴـﺎﺭﻉ‬
‫ﺭﻳﺎﺿ ﹼﹰﻴـﺎ؟ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﺘﺎﻟﻴـﺔ ﹼ‬
‫)ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ(‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﺇﻟﻴﻪ ﺑﺎﻟﺮﻣﺰ ‪.a‬‬

‫‪∆v‬‬ ‫‪v - vi‬‬

‫‪f‬‬
‫=‪a‬‬ ‫=‬
‫‪t - ti‬‬
‫‪∆t‬‬ ‫‪f‬‬

‫ﺍﻟﺘﻐـﲑ ﰲ ﺍﻟﴪﻋﺔ ﻣﻘﺴـﻮ ﹰﻣﺎ ﻋـﲆ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺣـﺪﺙ ﺧﻼﻟﻪ ﻫﺬﺍ‬
‫ﹼ‬ ‫ﺍﻟﺘﺴـﺎﺭﻉ ﻳﺴـﺎﻭﻱ‬
‫ﺍﻟﺘﻐﲑ‪.‬‬
‫ﹼ‬

‫ﲢﺮﻛﺖ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ ﺑﴪﻋﺔ‬ ‫ﺗﺘﺤﺮﻙ ﰲ ﺍﲡﺎﻩ ﺟﺪﺍﺭ ﺑﴪﻋﺔ ‪ ،4 m/s‬ﺛـﻢ ﹼ‬ ‫ﺍﻓـﱰﺽ ﺃﻧﻚ ﹼ‬
‫ﺍﳌﺘﻮﺳﻂ ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‬
‫ﹼ‬ ‫‪ ،4 m/s‬ﻭﺍﺳـﺘﻐﺮﻕ ﺫﻟﻚ ﺯﻣﻨﹰﺎ ﻣﻘﺪﺍﺭﻩ ‪ ،10 s‬ﻓﲈ ﺗﺴـﺎﺭﻋﻚ‬
‫ﰲ ﺍﲡﺎﻩ ﺍﳉﺪﺍﺭ؟‬

‫‪∆v‬‬ ‫‪v - vi‬‬

‫‪f‬‬
‫=‪a‬‬ ‫=‬
‫‪∆t‬‬ ‫‪t - ti‬‬
‫‪f‬‬
‫‪(- 4.0 m/s) - (4.0 m/s) - 8 m/s = -0.80 m/s2‬‬
‫=‬ ‫=‬
‫‪10.0 s‬‬ ‫‪10.0 s‬‬

‫ﻳﻘﺮﺑﻨﺎ ﻣﻦ ﺍﳉﺪﺍﺭ‪.‬‬
‫ﺗﺸﲑ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﺇﱃ ﺃﻥ ﺍﲡﺎﻩ ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﻋﻜﺲ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﹼ‬
‫ﺗﻐﲑ؛ ﻓﺎﻟﺘﺴﺎﺭﻉ ﻫﻮ ﺍﳌﻌﺪﻝ‬
‫ﺗﺘﺸـﺎﺑﻪ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻭﺍﻟﺘﺴـﺎﺭﻉ ﰲ ﺃﻥ ﻛﻠﻴﻬﲈ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﺪﻝ ﹼ‬
‫ﺍﻟﺰﻣﻨـﻲ ﻟﺘﻐﲑ ﺍﻹﺯﺍﺣـﺔ‪ .‬ﻭﻟﻜﻞ ﻣﻦ‬
‫ﹼ‬ ‫ﻟﺘﻐـﲑ ﺍﻟﴪﻋـﺔ‪ ،‬ﻭﺍﻟﴪﻋـﺔ ﺍﳌﺘﺠﻬﺔ ﻫـﻲ ﺍﳌﻌﺪﻝ‬
‫ﺍﻟﺰﻣﻨـﻲ ﹼ‬
‫ﹼ‬
‫ﻣﺘﻮﺳـﻄﺔ ﻭﻗﻴﻢ ﳊﻈﻴﺔ‪ .‬ﻭﺳـﺘﺘﻌﻠﻢ ﻻﺣ ﹰﻘﺎ ﰲ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ ﺃﻥ‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﻭﺍﻟﺘﺴـﺎﺭﻉ ﻗﻴﻢ ﹼ‬
‫ﺍﳌﺴـﺎﺣﺔ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ( ﺗﺴـﺎﻭﻱ ﺇﺯﺍﺣﺔ ﺍﳉﺴﻢ‪ ،‬ﻭﺃﻥ ﺍﳌﺴﺎﺣﺔ ﲢﺖ‬
‫ﻣﻨﺤﻨﻰ )ﺍﻟﺘﺴﺎﺭﻉ–ﺍﻟﺰﻣﻦ( ﺗﺴﺎﻭﻱ ﴎﻋﺔ ﺍﳉﺴﻢ‪.‬‬

‫ﻛﻴﻒ ﲢﺴﺐ ﺗﺴﺎﺭﻉ ﺟﺴﻢ ﻣﻦ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌ ﹼﺘﺠﻬﺔ ‪ -‬ﺍﻟﺰﻣﻦ(؟‬

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 ‫‪‬ا‪8 ‬‬
‫ﻼ ﺑﴪﻋﺔ ﺍﺑﺘﺪﺍﺋ ﹼﻴﺔ ‪ ،2.50 m/s‬ﻭﺗﺘﺒﺎﻃﺄ ﳌﺪﺓ ‪ ،5.00 s‬ﺛﻢ ﺗﻘﻒ ﻟﻠﺤﻈﺔ‪،‬‬ ‫الت‪‬صار‪ ‬ﺻﻒ ﺣﺮﻛﺔ ﻛﺮﺓ ﺗﺘﺪﺣﺮﺝ ﺻﺎﻋﺪﺓ ﻣﺴﺘﻮ￯ ﻣﺎﺋ ﹰ‬
‫ﺗﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﰲ ﺍﲡﺎﻩ ﺍﳌﺴـﺘﻮ￯ ﺍﳌﺎﺋﻞ ﺇﱃ ﺃﻋﲆ‪،‬‬ ‫ﺛﻢ ﺗﺘﺪﺣﺮﺝ ﻫﺎﺑﻄﺔ ﺍﳌﺴـﺘﻮ￯ ﺍﳌﺎﺋﻞ‪ ،‬ﻓﺘﺰﺩﺍﺩ ﴎﻋﺘﻬﺎ ﺗﺪﺭﳚ ﹼﹰﻴﺎ‪ .‬ﻓﺈﺫﺍ ﹼ‬
‫ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺪﺀ ﺍﳊﺮﻛﺔ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺗﺴـﺎﺭﻉ ﺍﻟﻜﺮﺓ ﻋﻨﺪﻣﺎ ﺗﺘﺪﺣﺮﺝ ﺻﺎﻋﺪﺓ ﺍﳌﺴـﺘﻮ￯ ﺍﳌﺎﺋﻞ؟ ﻭﻣﺎ ﺇﺷـﺎﺭﺓ ﺗﺴـﺎﺭﻋﻬﺎ‬
‫ﻋﻨﺪ ﺗﺪﺣﺮﺟﻬﺎ ﻫﺎﺑﻄﺔ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ؟‬
‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫ﺍﻟﻨﻘﻄﻲ ﻟﻠﺤﺮﻛﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﳉﺴﻤﻲ‬
‫ﹼ‬ ‫• ﺍﺭﺳﻢ ﺍﻟﻨﻤﻮﺫﺝ‬
‫البداية‬
‫ﺍﳉﺴﻴﻤﻲ ﻟﻠﺤﺮﻛﺔ‪.‬‬
‫ﹼ‬ ‫• ﺍﺭﺳﻢ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲆ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ال‪‬اية‬ ‫ال‪‬ة ‪‬ف‪‬ص‪‬ا‬
‫‪a‬‬ ‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫?= ‪a‬‬ ‫‪vi = + 2.5 m/s‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪ vf = 0.00 m/s‬ﻋﻨﺪﻣﺎ ‪t = 5.00 s‬‬

‫ال‪‬‬ ‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺴﺎﺭﻉ ﻣﻦ ﻣﻴﻞ ﺍﳋﻂ‬
‫‪∆v = vf - vi‬‬

‫‪= 0.00 m/s - 2.50 m/s = -2.50 m/s‬‬ ‫‪v = 0.00 m/s , v = 2.50 m/s‬‬
‫‪f‬‬ ‫‪i‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬
‫ﺍﻟﺘﻐﲑ‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﴪﻋﺔ ﻭﺍﻟﺰﻣﻦ ﺍﳌﺴﺘﻐﺮﻕ ﳊﺪﻭﺙ ﻫﺬﺍ ﹼ‬
‫ﻋﻮﺽ ﻹﳚﺎﺩ ﹼ‬
‫ﱢ‬
‫‪∆t = tf - ti‬‬

‫‪= 5.00 s - 0.00 s = 5.00 s‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪t = 0.00 m/s , t = 5.00 s‬‬
‫‪i‬‬ ‫‪f‬‬
‫‪∆v‬‬
‫=‪a‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﺴﺎﺭﻉ‬
‫‪∆t‬‬
‫‪-2.5 m/s‬‬
‫=‬ ‫‪= - 0.500 m /s2‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪∆t = 5.00 s , ∆v = - 2.50 m/ s‬‬
‫‪5.00 s‬‬
‫ﻭﺗﻜﻮﻥ ﺇﺷﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ﻣﻮﺟﺒﺔ ﺃﻱ ﺃﻥ ﺍﻟﺘﺴﺎﺭﻉ ‪ 0.500 m/s2‬ﰲ ﺍﲡﺎﻩ ﺃﺳﻔﻞ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫‪.m/s2‬‬ ‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺍﻟﺘﺴﺎﺭﻉ ﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ‬
‫• ﻫـﻞ ﻟﻼﲡﺎﻫـﺎﺕ ﻣﻌﻨـﻰ؟ ﺧﻼﻝ ﺍﻟﺜﻮﺍﲏ ﺍﳋﻤـﺲ ﺍﻷﻭﱃ ) ‪ (0.00 s-5.00 s‬ﻛﺎﻥ ﺍﲡﺎﻩ ﺍﻟﺘﺴـﺎﺭﻉ ﰲ ﻋﻜـﺲ ﺍﲡﺎﻩ ﺍﻟﴪﻋﺔ‬
‫ﺍﳌﺘﹼﺠﻬﺔ‪ ،‬ﻭﺍﻟﻜﺮﺓ ﺗﺘﺒﺎﻃﺄ‪.‬‬

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 ‫ﺍﳌﺤﺮﻙ ﻋﻨﺪﻣﺎ ﻛﺎﻧﺖ ﴎﻋﺘﻬﺎ‬
‫ﺗﺘﺤﺮﻙ ﺳﻴﺎﺭﺓ ﺇﱃ ﺍﳋﻠﻒ ﻋﲆ ﻣﻨﺤﺪﺭ ﺑﻔﻌﻞ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ .‬ﺍﺳﺘﻄﺎﻉ ﺍﻟﺴﺎﺋﻖ ﺗﺸﻐﻴﻞ ﹼ‬
‫ﹼ‬ ‫‪.30‬‬
‫ﺗﺘﺤﺮﻙ ﺻﺎﻋﺪﺓ ﺍﳌﻨﺤﺪﺭ ﺑﴪﻋﺔ ‪،4.5 m/s‬‬
‫ﺍﳌﺤﺮﻙ ﻛﺎﻧﺖ ﺍﻟﺴـﻴﺎﺭﺓ ﹼ‬
‫‪ 3.0 m/s‬ﻭﺑﻌﺪ ﻣﺮﻭﺭ ‪ 2.50 s‬ﻣﻦ ﳊﻈﺔ ﺗﺸـﻐﻴﻞ ﹼ‬
‫ﻓﺈﺫﺍ ﺍﻋﺘﱪﻧﺎ ﺍﲡﺎﻩ ﺍﳌﻨﺤﺪﺭ ﺇﱃ ﺃﻋﲆ ﻫﻮ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪ ،‬ﻓﲈ ﺗﺴﺎﺭﻉ ﺍﻟﺴﻴﺎﺭﺓ؟‬
‫‪ .31‬ﺣﺎﻓﻠﺔ ﺗﺴﲑ ﺑﴪﻋﺔ ‪ ،25 m/s‬ﺿﻐﻂ ﺍﻟﺴﺎﺋﻖ ﻋﲆ ﺍﻟﻔﺮﺍﻣﻞ ﻓﺘﻮﻗﻔﺖ ﺑﻌﺪ ‪ .3.0 s‬ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬

‫‪ .a‬ﻣﺎ ﺗﺴﺎﺭﻉ ﺍﳊﺎﻓﻠﺔ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﻀﻐﻂ ﻋﲆ ﺍﻟﻔﺮﺍﻣﻞ؟‬

‫‪ .b‬ﻛﻴﻒ ﹼ‬
‫ﻳﺘﻐﲑ ﺍﻟﺘﺴﺎﺭﻉ ﻟﻠﺤﺎﻓﻠﺔ ﺇﺫﺍ ﺍﺳﺘﻐﺮﻗﺖ ﺿﻌﻒ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﺘﻮﻗﻒ؟‬
‫‪ .32‬ﻛﺎﻥ ﺧﺎﻟﺪ ﻳﻌﺪﻭ ﺑﴪﻋﺔ ‪ 3.5 m/s‬ﻧﺤﻮ ﻣﻮﻗﻒ ﺣﺎﻓﻠﺔ ﳌﺪﺓ ‪ ،2.0 min‬ﻭﻓﺠﺄﺓ ﻧﻈﺮ ﺇﱃ ﺳـﺎﻋﺘﻪ ﻓﻼﺣﻆ ﺃﻥ ﻟﺪﻳﻪ ﻣﺘﹼﺴـ ﹰﻌﺎ‬
‫ﻣـﻦ ﺍﻟﻮﻗـﺖ ﻗﺒﻞ ﻭﺻـﻮﻝ ﺍﳊﺎﻓﻠﺔ‪ ،‬ﻓﺄﺑﻄﺄ ﴎﻋﺔ ﻋﹶﺪﹾ ﻭﻩ ﰲ ﺍﻟﺜﻮﺍﲏ ﺍﻟﻌﴩ ﺍﻟﺘﺎﻟﻴﺔ ﺇﱃ ‪ ،0.75 m/s‬ﻣﺎ ﺗﺴـﺎﺭﻋﻪ ﺧﻼﻝ ﻫﺬﻩ‬
‫ﺍﻟﺜﻮﺍﲏ ﺍﻟﻌﴩ؟‬

‫ال‪‬ص‪‬ة املت‪‬ة ‪‬د‪‬ل‪‬ة الت‪‬ص‪‬ار‪ Velocity with acceleration ‬ﻳﻤﻜﻨﻚ ﺍﺳـﺘﺨﺪﺍﻡ‬

‫ﺍﻟﺘﻐﲑ ﰲ ﴎﻋﺘﻪ ﺍﳌﺘﺠﻬﺔ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺰﻣﻦ‪،‬‬
‫ﺍﻟﺘﺴﺎﺭﻉ ﳉﺴﻢ ﺧﻼﻝ ﻓﱰﺓ ﺯﻣﻨ ﹼﻴﺔ‪ ،‬ﻟﺘﻌﻴﲔ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﻭﳛﺴﺐ ﺍﻟﺘﺴﺎﺭﻉ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪∆v‬‬
‫=‪a‬‬
‫‪∆t‬‬
‫ﻭﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﻟﻌﻼﻗﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪∆v = a ∆t‬‬
‫‪v - v = a ∆t‬‬
‫‪f‬‬ ‫‪i‬‬

‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻭﺍﻟﺘﺴﺎﺭﻉ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬

‫‪v = v + a ∆t‬‬
‫‪f‬‬ ‫‪i‬‬

‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺗﺴﺎﻭﻱ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻻﺑﺘﺪﺍﺋ ﹼﻴﺔ ﻣﻀﺎ ﹰﻓﺎ ﺇﻟﻴﻬﺎ ﺣﺎﺻﻞ ﴐﺏ‬
‫ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‪.‬‬

‫ﻣﻨﺘﻈﲈ‪ ،‬ﻭﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻹﳚﺎﺩ ﺍﻟﺰﻣﻦ‬

‫ﹰ‬ ‫ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺘﺴﺎﺭﻉ‬
‫ﺃﻭ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻻﺑﺘﺪﺍﺋ ﹼﻴﺔ ﳉﺴﻢ‪.‬‬

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 ‫ﺗﻮﺻﻠﺖ ﺇﱃ‬‫ﹼ‬ ‫املوق‪ ‬د‪‬لة الت‪‬صار‪ ‬امل‪‬تظم ‪Position with constant acceleration‬‬
‫ﻳﻐـﲑ ﴎﻋﺘﻪ ﺍﳌﺘﺠﻬﺔ ﺑﻤﻌـﺪﻝ ﻣﻨﺘﻈﻢ‪ .‬ﻭﻟﻜﻦ ﻛﻴﻒ‬ ‫ﻳﺘﺤﺮﻙ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ﹼ‬
‫ﺃﻥ ﺍﳉﺴـﻢ ﺍﻟﺬﻱ ﹼ‬
‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪ 2-5‬ﺑﻴﺎﻧﺎﺕ ﺍﳌﻮﻗﻊ ﻋﻨﺪ ﻓﱰﺍﺕ‬ ‫ﺍﳌﺘﺤﺮﻙ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ؟ ﹼ‬
‫ﹼ‬ ‫ﻳﺘﻐﲑ ﻣﻮﻗﻊ ﺍﳉﺴـﻢ‬‫ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ‬
‫ﹼ‬ ‫ﺗﺘﺤﺮﻙ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈـﻢ‪ ،‬ﻭﻗﺪ ﻣ ﹼﺜﻠـﺖ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ﺑﺎﻟﺮﺳـﻢ‬
‫ﺯﻣﻨ ﹼﻴـﺔ ﳐﺘﻠﻔﺔ ﻟﺴـﻴﺎﺭﺓ ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ ﺃﻥ ﺣﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﻏﲑ ﻣﻨﺘﻈﻤﺔ؛‬
‫ﹼ‬ ‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪2-34‬؛ ﺣﻴﺚ ﻳﻈﻬﺮ ﻣﻦ ﺍﻟﺮﺳـﻢ‬ ‫ﹼ‬
‫ﻓﺎﻹﺯﺍﺣـﺎﺕ ﺧﻼﻝ ﻓﱰﺍﺕ ﺯﻣﻨ ﹼﻴﺔ ﻣﺘﺴـﺎﻭﻳﺔ ﻋﲆ ﺍﻟﺮﺳـﻢ ﺗﺼﲑ ﺃﻛﱪ ﻓﺄﻛـﱪ‪ .‬ﻻﺣﻆ ﻛﺬﻟﻚ ﺃﻥ‬
‫ﻣﻴـﻞ ﺍﳋﻂ ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-34‬ﻳـﺰﺩﺍﺩ ﻛ ﹼﻠﲈ ﺯﺍﺩ ﺍﻟﺰﻣﻦ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻣﻴـﻞ ﺍﳋﻄﻮﻁ ﻣﻦ‬
‫ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻟﺮﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬

‫‪‬ح‪ ‬املوق‪  ‬ال‪ ‬ل‪‬ص‪‬ار‪‬‬

‫ال‪‬ل‬
‫ا‪‬احة‬

‫‪‬‬
‫‪‬‬ ‫ال‪‬ص‪‬ل ‪2-34‬‬
‫‪-     ‬‬ ‫‪  ‬‬
‫‪     ‬‬
‫‪ ‬‬

‫ال‪‬ل‬

‫ال‪‬‬

‫ا‪‬د‪2-5 ‬‬
‫‪‬ا‪‬ات ‪‬املوق‪‬ال‪ ‬ل‪‬ص‪‬ار‪‬‬
‫املوق‪m ‬‬ ‫ال‪s ‬‬
‫‪0.00‬‬ ‫‪0.00‬‬
‫‪2.50‬‬ ‫‪1.00‬‬
‫‪10.0‬‬ ‫‪2.00‬‬
‫‪22.5‬‬ ‫‪3.00‬‬
‫‪40.0‬‬ ‫‪4.00‬‬
‫‪62.5‬‬ ‫‪5.00‬‬

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‫ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-35‬ﻳﻄﺎﺑﻖ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﳌﻤ ﹼﺜﻠﺔ‬
‫ﻛﻞ ﻣﻦ ﺍﳋﻄﻮﻁ ﹼ‬ ‫ﻻﺣـﻆ ﺃﻥ ﻣﻴﻞ ﹼ‬
‫ﺑﻴﺎﻧ ﹼﹰﹼﻴـﺎ ﰲ ﺍﻟﺸـﻜﻞ ‪ .2-35a‬ﻟﻜـﻦ ﻻ ﻳﻤﻜﻨﻚ ﻋﻤﻞ ﻣﻨﺤﻨﻰ ﺟﻴﺪ ﻟﻠﻤﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﻣﻨﺤﻨـﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣـﻦ(؛ ﻷﻥ ﺍﻷﺧﲑ ﻻ ﳛﺘﻮﻱ ﻋـﲆ ﺃﻱ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻣﻮﻗﻊ‬
‫ﺍﳉﺴـﻢ‪ .‬ﻭﻣﻊ ﺫﻟﻚ ﻓﻬﻮ ﳛﺘﻮﻱ ﻋﲆ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺇﺯﺍﺣﺘﻪ‪ .‬ﺗﺬﻛﹼﺮ ﺃﻥ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﳉﺴـﻢ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﲢﺴﺐ ﺑﺎﻟﻌﻼﻗﺔ‪ ، v = ∆d :‬ﺃﻱ ﺃﻥ ‪.∆d =v ∆t‬‬
‫ﹼ‬
‫‪∆t‬‬

‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 2-35b‬ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪ -‬ﺍﻟﺰﻣﻦ( ﳉﺴـﻢ ﹼ‬

‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪،‬‬ ‫ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻨﺤﻨﻰ )ﺍﳌﺴـﺘﻄﻴﻞ ﺍﳌﻈ ﹼﻠﻞ( ﲡﺪ ﺃﻥ ﴎﻋﺔ ﺍﳉﺴـﻢ ‪v‬‬
‫ﹼ‬ ‫ﻭﺑﺪﺭﺍﺳـﺔ ﺍﻟﺸـﻜﻞ ﲢﺖ ﹼ‬
‫ﺍﳋﻂ‬
‫ﲤ ﹼﺜﻞ ﻃﻮﻝ ﺍﳌﺴـﺘﻄﻴﻞ‪ ،‬ﺑﻴﻨﲈ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﳊﺮﻛﺔ ﺍﳉﺴـﻢ ‪ ∆t‬ﲤ ﹼﺜﻞ ﻋﺮﺽ ﺍﳌﺴـﺘﻄﻴﻞ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﺴﺘﻄﻴﻞ ﻫﻲ ‪ v ∆t‬ﺃﻭ ‪ ،∆d‬ﺃﻱ ﺃﻥ ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ(‬
‫ﺗﺴﺎﻭﻱ ﻋﺪﺩ ﹼﹰﻳﺎ ﺇﺯﺍﺣﺔ ﺍﳉﺴﻢ‪.‬‬

‫‪a‬‬ ‫‪‬ال‪‬ص‪‬ل ‪2-35‬‬

‫‪.a‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪   .b‬‬

‫‪         ‬‬
‫‪ – ‬‬

‫ال‪‬ل‬

‫ال‪‬‬

‫‪b‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪∆t‬‬

‫ال‪‬‬

‫‪78‬‬
 ‫‪‬ا‪9 ‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺃﺩﻧـﺎﻩ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ( ﳊﺮﻛﺔ ﻃﺎﺋﺮﺓ‪ .‬ﺃﻭﺟـﺪ ﺇﺯﺍﺣﺔ ﺍﻟﻄﺎﺋﺮﺓ ﺧـﻼﻝ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‬
‫ﹼ‬ ‫ﻳﺒـﲔ ﺍﻟﺮﺳـﻢ‬
‫ﹼ‬
‫‪ ،∆t =1.0 s‬ﺛﻢ ﺧﻼﻝ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ‪.∆t =2.0 s‬‬
‫‪ 1‬ل امل‪‬صا‪‬لة‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫• ﺍﻹﺯﺍﺣﺔ ﺗﺴﺎﻭﻱ ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ(‬

‫• ﺗﺒﺪﺃ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﻣﻦ ﺍﻟﻠﺤﻈﺔ ‪t = 0.0‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫‪∆t‬‬
‫? = ‪∆d‬‬ ‫‪v = +75 m/s‬‬
‫‪∆t‬‬
‫‪∆t = 1.0 s‬‬
‫ال‪‬‬ ‫‪∆t = 2.0 s‬‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫‪∆d = v∆t‬‬ ‫ﺃﻭﺟﺪ ﺍﻹﺯﺍﺣﺔ ﺧﻼﻝ ‪1.0 s‬‬
‫‪= (+75 m/s) (1.0 s) = +75m‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪v = +75m/s, ∆t = 1.0 s‬‬

‫‪∆d = v∆t‬‬
‫‪= (+75 m/s) (2.0 s) = +150 m‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪v = +75 m/s, ∆t = 2.0 s‬‬
‫ﺃﻭﺟﺪ ﺍﻹﺯﺍﺣﺔ ﺧﻼﻝ ‪2.0 s‬‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺍﻹﺯﺍﺣﺔ ﺗﻘﺎﺱ ﺑﺎﻷﻣﺘﺎﺭ‪.‬‬
‫ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫ﹼ‬ ‫• ﻫﻞ ﻟﻺﺷﺎﺭﺍﺕ ﻣﻌﻨﻰ؟ ﺍﻹﺷﺎﺭﺍﺕ ﺍﳌﻮﺟﺒﺔ ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﺮﺳﻢ‬
‫ﻭﺍﻗﻌﻲ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﴎﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬
‫ﹼ‬ ‫• ﻫﻞ ﺍﳉﻮﺍﺏ ﻣﻨﻄﻘﻲ؟ ﻗﻄﻊ ﻣﺴﺎﻓﺔ ﻣﺴﺎﻭﻳﺔ ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻄﻮﻝ ﻣﻠﻌﺐ ﻛﺮﺓ ﻗﺪﻡ ﺧﻼﻝ ﺛﺎﻧﻴﺘﲔ‬

‫‪ .33‬ﺗﺘﺪﺣـﺮﺝ ﻛـﺮﺓ ﺟﻮﻟﻒ ﺇﱃ ﺃﻋﲆ ﹼﺗﻞ ﰲ ﺍﲡﺎﻩ ﺣﻔﺮﺓ ﺍﳉﻮﻟﻒ ‪ ،‬ﺍﻓـﱰﺽ ﺃﻥ ﺍﻻﲡﺎﻩ ﻧﺤﻮ ﺍﳊﻔﺮﺓ ﻫﻮ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪،‬‬
‫ﻭﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪ .a‬ﺇﺫﺍ ﺍﻧﻄﻠﻘـﺖ ﻛـﺮﺓ ﺍﳉﻮﻟﻒ ﺑﴪﻋﺔ ‪ ،2.0 m/s‬ﻭﺗﺒﺎﻃـﺄﺕ ﺑﻤﻌﺪﻝ ﻣﻨﺘﻈﻢ ‪ ،0.50 m/s‬ﻓﲈ ﴎﻋﺘﻬﺎ ﺑﻌﺪ ﹼ‬
‫ﻣﴤ ‪2.0 s‬؟‬ ‫‪2‬‬

‫ﺍﺳﺘﻤﺮ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ ﳌﺪﺓ ‪6.0 s‬؟‬

‫ﹼ‬ ‫‪ .b‬ﻣﺎ ﴎﻋﺔ ﻛﺮﺓ ﺍﳉﻮﻟﻒ ﺇﺫﺍ‬
‫‪ .c‬ﺻﻒ ﺣﺮﻛﺔ ﻛﺮﺓ ﺍﳉﻮﻟﻒ ﺑﺎﻟﻜﻠﲈﺕ‪ ،‬ﺛﻢ ﺑﺎﺳﺘﺨﺪﺍﻡ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ‪.‬‬
‫‪ .34‬ﺗﺘﺒﺎﻃﺄ ﴎﻋﺔ ﺳﻴﺎﺭﺓ ﻣﻦ ‪ 22 m/s‬ﺇﱃ ‪ 3.0 m/s‬ﺑﻤﻌﺪﻝ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ ‪ .2.1 m/s2‬ﻣﺎ ﻋﺪﺩ ﺍﻟﺜﻮﺍﲏ ﺍﻟﺘﻲ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ‬
‫ﺍﻟﺴﻴﺎﺭﺓ ﻗﺒﻞ ﺃﻥ ﺗﺴﲑ ﺑﴪﻋﺔ ‪3.0 m/s‬؟‬

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 ‫ﻛﻞ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺗﲔ ‪ A‬ﻭ ‪ B‬ﻋﻨﺪ ﹼ‬
‫ﻛﻞ ﻣﻦ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪ .35‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ‪ 2-36‬ﻟﺘﻌﻴﲔ ﴎﻋﺔ ﹼ‬
‫‪2.5 s . c‬‬ ‫‪2.0 s . b‬‬ ‫‪1.0 s . a‬‬

‫‪ .36‬ﺗﺴﲑ ﺳﻴﺎﺭﺓ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻗﺪﺭﻫﺎ ‪ 25 m/s‬ﳌﺪﺓ ‪ ،10.0 min‬ﺛﻢ ﻳﻨﻔﺪ ﻣﻨﻬﺎ‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫ﺍﻟﻮﻗﻮﺩ‪ ،‬ﻓﻴﺴـﲑ ﺍﻟﺴـﺎﺋﻖ ﻋﲆ ﻗﺪﻣﻴﻪ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ ﺑﴪﻋﺔ ‪ 1.5 m/s‬ﳌﺪﺓ‬

‫‪ 20.0 min‬ﻟﻴﺼﻞ ﺇﱃ ﺃﻗﺮﺏ ﳏﻄﺔ ﻭﻗﻮﺩ‪ .‬ﻓﺈﺫﺍ ﺍﺳـﺘﻐﺮﻕ ﺍﻟﺴـﺎﺋﻖ ‪2.0 min‬‬
‫ﳌـﻞﺀ ﺟﺎﻟﻮﻥ ﻣﻦ ﺍﻟﺒﻨـﺰﻳﻦ‪ ،‬ﺛﻢ ﺳـﺎﺭ ﻋﺎﺋﺪﹰ ﺍ ﺇﱃ ﺍﻟﺴـﻴﺎﺭﺓ ﺑﴪﻋﺔ ‪،1.2 m/s‬‬
‫ﲢﺮﻙ ﺑﺎﻟﺴـﻴﺎﺭﺓ ﺇﱃ ﺍﻟﺒﻴﺖ ﺑﴪﻋﺔ ‪ 25 m/s‬ﰲ ﺍﲡﺎﻩ ﻣﻌﺎﻛﺲ ﻻﲡﺎﻩ‬ ‫ﻭﺃﺧﲑﺍ ﹼ‬
‫ﹰ‬
‫ﺭﺣﻠﺘﻪ ﺍﻷﺻﻠ ﹼﻴﺔ‪ .‬ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫ال‪‬‬ ‫‪ .a‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ( ﻣﻌﺘﻤﺪﹰ ﺍ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺣﺪﺓ ﻟﻠﺰﻣﻦ‪.‬‬
‫ال‪‬ص‪‬ل ‪2-36‬‬ ‫ﺇﺭﺷﺎﺩ‪ :‬ﺍﺣﺴـﺐ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬـﺎ ﺍﻟﺴـﺎﺋﻖ ﺇﱃ ﳏﻄﺔ ﺍﻟﻮﻗـﻮﺩ‪ ،‬ﻹﳚﺎﺩ‬
‫ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺣﺘﻰ ﻳﻌﻮﺩ ﺇﱃ ﺍﻟﺴﻴﺎﺭﺓ‪.‬‬
‫‪ .b‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺴﺎﺣﺎﺕ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬

‫ﺗﻮﺻﻠـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻧـﻪ ﻳﻤﻜﻦ ﺇﳚـﺎﺩ ﺍﻹﺯﺍﺣﺔ ﻣـﻦ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‪ -‬ﺍﻟﺰﻣﻦ( ﳉﺴـﻢ‬
‫ﹼ‬
‫ﻳﺘﺤـﺮﻙ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ﻣﺒﺘﺪﺋﹰﺎ ﺑﴪﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ‪ ،vi‬ﻭﺫﻟﻚ ﺑﺤﺴـﺎﺏ ﺍﳌﺴـﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ‪.‬‬
‫ﹼ‬
‫ﻓﻔﻲ ﺍﻟﺸﻜﻞ ‪ 2-37‬ﲢﺴﺐ ﺍﻹﺯﺍﺣﺔ ‪ ∆d‬ﺑﺘﻘﺴﻴﻢ ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺇﱃ ﻣﺴﺘﻄﻴﻞ ﻭﻣﺜﻠﺚ‪.‬‬
‫ﻳﻤﻜﻦ ﺇﳚﺎﺩ ﻣﺴﺎﺣﺔ ﺍﳌﺴﺘﻄﻴﻞ ﺑﺎﻟﻌﻼﻗﺔ‪ =vi ∆t :‬ﻣﺴﺘﻄﻴﻞ‪∆d‬‬

‫ﻭﺇﳚﺎﺩ ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ ﺑﺎﻟﻌﻼﻗﺔ‪=1 ∆v ∆t :‬ﻣﺜﻠﺚ‪∆d‬‬

‫‪2‬‬

‫‪∆v‬‬
‫‪ ،‬ﻟﺬﺍ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ‪ ∆v‬ﺑﺎﻟﺼﻮﺭﺓ ‪ ،a ∆t‬ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬ ‫ﻭﻷﻥ ﺍﻟﺘﺴـﺎﺭﻉ ‪ a‬ﻳﺴـﺎﻭﻱ‬
‫‪∆t‬‬
‫ﻗﻴﻤﺔ ‪ ∆v = a ∆t‬ﰲ ﻣﻌﺎﺩﻟﺔ ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ‪ ،‬ﺗﺼﺒﺢ ﺍﳌﻌﺎﺩﻟﺔ‪ =1 a (∆t) :‬ﻣﺜﻠﺚ‪. ∆d‬‬
‫‪2‬‬

‫‪2‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ﺍﳌﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺗﺴﺎﻭﻱ‪:‬‬

‫)‪=vi (∆t) + 1 a (∆t‬‬

‫‪2‬‬
‫‪ + ∆d‬ﻣﺴﺘﻄﻴﻞ‪∆d = ∆d‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫ﻣﺜﻠﺚ‬ ‫‪2‬‬

‫ﺍﻟﻨﻬﺎﺋﻲ ‪ df‬ﻟﻠﺠﺴـﻢ ﻣﻌﻠﻮ ﹰﻣﺎ‪ ،‬ﹼ‬

‫ﻓـﺈﻥ ﺍﳌﻌﺎﺩﻟﺔ ﻳﻤﻜﻦ‬ ‫ﹼ‬ ‫ﺍﻻﺑﺘﺪﺍﺋـﻲ ‪ di‬ﺃﻭ‬
‫ﹼ‬ ‫ﻭﻋﻨﺪﻣـﺎ ﻳﻜـﻮﻥ ﺍﳌﻮﻗـﻊ‬
‫ﻛﺘﺎﺑﺘﻬﺎ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪d - d = vi (∆t)+ 1 a (∆t)2‬‬ ‫ال‪‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪2‬‬
‫‪d = d +vi (∆t)+1 a (∆t)2‬‬
‫‪f‬‬ ‫‪i‬‬
‫ﺃﻭ‬ ‫‪‬ال‪‬ص‪‬ل ‪2-37‬‬
‫‪2‬‬
‫‪        ‬‬
‫‪       ‬‬
‫‪- ‬‬

‫‪80‬‬
 ‫ﻓﺈﻥ ﺍﳌﻮﻗﻊ ﺑﺪﻻﻟﺔ ﺍﻟﺘﺴﺎﺭﻉ ﹸﳛﺴﺐ ﺑﺎﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻲ ﻫﻮ ‪t =0‬‬
‫‪i‬‬ ‫ﹼ‬ ‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺰﻣﻦ‬

‫‪d = d + vi tf + 1 a tf2‬‬
‫‪f‬‬ ‫‪i‬‬
‫‪2‬‬

‫ﺗﺘﻀﻤﻦ ﺍﻟﺰﻣﻦ‪ .‬ﻭﺫﻟﻚ‬

‫ﹼ‬ ‫ﻭﻳﻤﻜﻦ ﺭﺑﻂ ﺍﳌﻮﻗﻊ ﻭﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ‪ ،‬ﻭﺍﻟﺘﺴـﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ ﰲ ﻋﻼﻗﺔ ﻻ‬
‫ﺑﺈﻋﺎﺩﺓ ﺗﺮﺗﻴﺐ ﺍﳌﻌﺎﺩﻟﺔ ‪ vf = vi + a tf‬ﻟﺘﻌﻄﻲ )‪:(tf‬‬

‫‪v -v‬‬
‫‪f‬‬ ‫‪i‬‬
‫= ‪t‬‬
‫‪f‬‬ ‫‪a‬‬

‫‪d = d + vi tf + 1 a tf2‬‬
‫‪f‬‬ ‫‪i‬‬ ‫ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ﻗﻴﻤﺔ )‪ (tf‬ﰲ ﺍﳌﻌﺎﺩﻟﺔ‬
‫‪2‬‬
‫ﲢﺼﻞ ﻋﲆ‪:‬‬

‫‪vf - vi‬‬ ‫‪v - vi‬‬ ‫‪2‬‬

‫‪d = d + vi‬‬
‫‪f‬‬ ‫‪i‬‬ ‫(‬ ‫‪a‬‬
‫)‬ ‫‪+ 1a‬‬
‫‪2‬‬
‫(‬ ‫‪f‬‬
‫‪a‬‬
‫)‬
‫ﻭﻫـﺬﻩ ﺍﳌﻌﺎﺩﻟـﺔ ﻳﻤﻜﻦ ﺣﻠﻬﺎ ﻹﳚﺎﺩ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ‪ vf‬ﻋﻨـﺪ ﺃﻱ ﺯﻣﻦ ‪ tf‬؛ ﺣﻴﺚ ﺇﻥ‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺑﺪﻻﻟﺔ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ‪:‬‬

‫‪v‬‬ ‫‪2‬‬ ‫‪=v‬‬ ‫‪2‬‬ ‫) ‪+ 2 a (d - d‬‬

‫‪f‬‬ ‫‪i‬‬ ‫‪f‬‬ ‫‪i‬‬

‫ﻭﻳﻤﻜـﻦ ﺗﻠﺨﻴـﺺ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﺜـﻼﺙ ﻟﻠﺤﺮﻛﺔ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ﻛﲈ ﰲ ﺍﳉﺪﻭﻝ ‪:2-6‬‬

‫ﺍﻟﺒﻴﺎﻧﻴﲔ ﰲ ﺍﻟﺸﻜﻠﲔ ‪2-35a ، 2-35b‬؟‬
‫ﹼ‬ ‫ﻗﺎﺭﻥ ﺑﲔ ﺍﻟﺮﺳﻤﲔ‬

‫ا‪‬د‪2-6 ‬‬
‫‪‬عا‪‬ت ا‪‬ة ‪ ‬حالة الت‪‬صار‪ ‬امل‪‬تظم‬
‫ال‪‬ص‪ ‬ا‪‬تدا‪‬ة‬ ‫املت‪‬ات‬
‫‪‬‬ ‫املعا‪‬لة‬
‫‪vi‬‬ ‫‪t f , vf , a‬‬ ‫‪vf = vi + a t f‬‬

‫‪di , vi‬‬ ‫‪t f , df , a‬‬ ‫‪df = di + vit f + 1 a t f‬‬

‫‪2‬‬
‫‪2‬‬

‫‪di , vi‬‬ ‫‪df , vf , a‬‬ ‫)‪vf2 =vi2 + 2 a (df - di‬‬

‫‪81‬‬
 ‫‪‬ا‪10 ‬‬
‫ﺍﻧﻄﻠﻘﺖ ﺳـﻴﺎﺭﺓ ﻣﻦ ﺍﻟﺴـﻜﻮﻥ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ ‪ ،3.5 m/s2‬ﻣﺎ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻗﺪ ﻗﻄﻌﺘﻬﺎ ﻋﻨﺪﻣﺎ ﺗﺼﻞ ﴎﻋﺘﻬﺎ ﺇﱃ‬
‫ﺍﻟﺒﺪﺍﻳﺔ‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪25 m/s‬؟‬
‫‪ 1‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫• ﻣ ﱢﺜﻞ ﺍﳌﺴﺄﻟﺔ ﺑﺎﻟﺮﺳﻢ‪.‬‬
‫ﺍﻟﺒﺪﺍﻳﺔ‬ ‫‪v‬‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﻋﲔ ﳏﺎﻭﺭ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‪.‬‬
‫• ﹼ‬
‫‪a‬‬
‫• ﺍﺭﺳﻢ ﳐ ﹼﻄ ﹰﻄﺎ ﻟﻠﺤﺮﻛﺔ‪.‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫؟= ‪d‬‬ ‫‪d = 0.00 m‬‬
‫‪f‬‬ ‫‪i‬‬

‫‪v = 0.00 m/s‬‬

‫‪i‬‬

‫‪v = 25 m/s‬‬
‫‪f‬‬

‫‪a = 3.5 m/s2‬‬

‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫‪v‬‬ ‫‪2‬‬ ‫) ‪= v + 2 a (d - d‬‬
‫‪2‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪f‬‬ ‫‪i‬‬ ‫‪d‬‬
‫‪f‬‬
‫ﻹﳚﺎﺩ ‪:‬‬
‫‪vf - vi‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪d =d +‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪2a‬‬
‫‪2‬‬
‫‪= 0.00 m +‬‬
‫)‪(25 m/s)2 - (0.00 m/s‬‬
‫‪= 89 m‬‬ ‫‪d = 0.00 m , v = 25 m/s‬‬
‫‪i‬‬ ‫‪f‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ‬
‫)‪2(3.5 m/s2‬‬
‫‪= 89 m‬‬ ‫‪v = 0.00 m/s , a = 3.5 m/s2‬‬
‫‪i‬‬
‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬
‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺗﻘﺎﺱ ﺍﻹﺯﺍﺣﺔ ﺑﻮﺣﺪﺓ ﺍﳌﱰ ‪.m‬‬
‫ﺍﻟﻨﻘﻄﻲ‪.‬‬
‫ﹼ‬ ‫ﺍﳉﺴﻴﻤﻲ‬
‫ﹼ‬ ‫• ﻫﻞ ﻟﻺﺷﺎﺭﺓ ﺩﻻﻟﺔ؟ ﺍﻹﺷﺎﺭﺓ ﺍﳌﻮﺟﺒﺔ ﺗﺘﻔﻖ ﻣﻊ ﻛﻞ ﻣﻦ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﺼﻮﻳﺮﻱ‪ ،‬ﻭﺍﻟﻨﻤﻮﺫﺝ‬
‫ﻣﻨﻄﻘﻲ؟ ﺗﺒﺪﻭ ﺍﻹﺯﺍﺣﺔ ﻛﺒﲑﺓﹰ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﴪﻋﺔ )‪ (25 m/s‬ﻛﺒﲑﺓ ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻟﺬﻟﻚ ﻓﺎﻟﻨﺘﻴﺠﺔ ﻣﻌﻘﻮﻟﺔ‪.‬‬ ‫ﹼ‬ ‫• ﻫﻞ ﺍﳉﻮﺍﺏ‬

‫‪82‬‬
 ‫‪‬ا‪11 ‬‬
‫ﻼ ﻳﺮﻛﺾ ﰲ‬‫‪‬صا‪‬ت‪‬ا ا‪‬صت‪‬ا‪‬ة ‪‬الف‪‬ة ﻳﻘـﻮﺩ ﳏﻤﺪ ﺳـﻴﺎﺭﺓ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،25 m/s‬ﻭﻓﺠﺄﺓ ﺭﺃ￯ ﻃﻔـ ﹰ‬
‫ﺍﻟﺸﺎﺭﻉ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺯﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻟﻼﺯﻡ ﻟﻴﺪﻭﺱ ﻋﲆ ﺍﻟﻔﺮﺍﻣﻞ ﻫﻮ ‪ ،0.45 s‬ﻭﻗﺪ ﺗﺒﺎﻃﺄﺕ ﺍﻟﺴﻴﺎﺭﺓ ﺑﺘﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ ‪8.5m/s2‬‬
‫ﺣﺘﻰ ﺗﻮﻗﻔﺖ‪ ،‬ﻓﲈ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﺍﻟﺴﻴﺎﺭﺓ ﻗﺒﻞ ﺃﻥ ﺗﻘﻒ؟‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬
‫• ﻣ ﱢﺜﻞ ﺍﳌﺴﺄﻟﺔ ﺑﺎﻟﺮﺳﻢ‪.‬‬
‫• ﺍﻋﺘﱪ ﺃﻥ ﺍﲡﺎﻩ ﺳﲑ ﺍﻟﺴﻴﺎﺭﺓ ﻫﻮ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪.‬‬
‫ﺍﻟﺒﺪﺍﻳﺔ‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺍﻟﻔﺮﻣﻠﺔ‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬
‫• ﺍﺭﺳﻢ ﳐ ﹼﻄ ﹰﻄﺎ ﻟﻠﺤﺮﻛﺔ‪ ،‬ﱢ‬
‫ﻭﻋﲔ ﻋﻠﻴﻪ ‪ v‬ﻭ ‪.a‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫? = ﺍﻻﺳﺘﺠﺎﺑﺔ‪d‬‬ ‫‪ = 25 m/s‬ﺍﻻﺳﺘﺠﺎﺑﺔ‪v‬‬
‫ﺍﻟﺒﺪﺍﻳﺔ‬ ‫‪v‬‬ ‫ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪ = 0.45 s‬ﺍﻻﺳﺘﺠﺎﺑﺔ ‪t‬‬
‫? = ﺍﻟﻔﺮﻣﻠﺔ ‪d‬‬
‫‪a‬‬ ‫)‪= (-8.5 m/s2‬ﺍﻟﻜﻠﻴﺔ ‪a‬‬
‫? = ﺍﻟﻜﻠﻴﺔ ‪d‬‬ ‫‪ = 25 m/s‬ﺍﻟﻔﺮﻣﻠﺔ ‪vi‬‬
‫‪ = 0.00 m/s‬ﺍﻟﻔﺮﻣﻠﺔ ‪vf‬‬

‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫ﺍﻻﺳﺘﺠﺎﺑﺔ‪d‬‬ ‫‪v‬‬ ‫‪t‬‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ =‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‪ :‬ﺃﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﹼ‬
‫ﺗﺘﺤﺮﻛﻬﺎ ﺍﻟﺴﻴﺎﺭﺓ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‬
‫‪= (25 m/s) (0.45 s) = 11 m‬‬
‫‪ = v 2‬ﺍﻟﻔﺮﻣﻠﺔ‪vf 2‬‬
‫)ﺍﻟﻔﺮﻣﻠﺔ‪ ( d‬ﺍﻟﻔﺮﻣﻠﺔ ‪ + 2a‬ﺍﻻﺳﺘﺠﺎﺑﺔ‬ ‫ﺍﻟﻔﺮﻣﻠﺔ‪ :‬ﺃﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﹼ‬
‫ﺗﺘﺤﺮﻛﻬﺎ ﺍﻟﺴﻴﺎﺭﺓ ﰲ‬
‫‪2‬‬
‫ﺍﻟﻔﺮﻣﻠﺔ ‪v‬‬ ‫‪v‬‬ ‫‪2‬‬ ‫ﺃﺛﻨﺎﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻔﺮﻣﻠﺔ ﺣﺘﻰ ﺍﻟﻮﻗﻮﻑ‪.‬‬
‫ﺍﻟﻔﺮﻣﻠﺔ‪d‬‬ ‫‪-‬‬ ‫ﺍﻻﺳﺘﺠﺎﺑﺔ‬
‫=‬
‫ﺍﻟﻔﺮﻣﻠﺔ ‪2a‬‬

‫‪(0.00 m/s)2 - (25 m/s)2‬‬

‫ﺑﺎﻟﺘﻌﻮﻳﺾ ) ‪ = (-8.5 m/s‬ﺍﻟﻔﺮﻣﻠﺔ‬
‫=‬ ‫‪ = 0.00 m/s , a‬ﺍﻟﻔﺮﻣﻠﺔ ‪vf‬‬ ‫‪2‬‬
‫‪= 37 m‬‬
‫)‪2(-8.5 m/s2‬‬
‫ﺍﻻﺳﺘﺠﺎﺑﺔ‪v‬‬
‫‪= 25 m/s‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ ﺗﺴﺎﻭﻱ‪ :‬ﳎﻤﻮﻉ ﻣﺴﺎﻓﺔ ﺍﻻﺳﺘﺠﺎﺑﺔ ﻭﻣﺴﺎﻓﺔ ﺍﻟﻔﺮﻣﻠﺔ‬
‫‪ + d‬ﺍﻻﺳﺘﺠﺎﺑﺔ ‪ = d‬ﺍﻟﻜﻠﻴﺔ ‪d‬‬
‫ﺍﻟﻔﺮﻣﻠﺔ‬
‫‪= 11m + 37 m = 48 m‬‬ ‫(‬ ‫ﺍﻟﻜﻠﻴﺔ ‪d‬‬ ‫ﺃﻭﺟﺪ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ )‬
‫‪ = 11 m , d‬ﺍﻻﺳﺘﺠﺎﺑﺔ‪d‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪= 37 m‬‬
‫ﺍﻟﻔﺮﻣﻠﺔ‬
‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬
‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺗﻘﺎﺱ ﺍﳌﺴﺎﻓﺔ ﺑﻮﺣﺪﺓ ﺍﳌﱰ)‪.(m‬‬
‫ﻣﻮﺟﺒﺔ؛ ﻷﳖﺎ ﰲ ﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ ﻧﻔﺴﻪ‪.‬‬ ‫• ﻫﻞ ﻟﻺﺷﺎﺭﺍﺕ ﻣﻌﻨﻰ؟ ﻛﻞ ﻣﻦ ﺍﻻﺳﺘﺠﺎﺑﺔ ‪ d‬ﻭ ﺍﻟﻔﺮﻣﻠﺔ‪d‬‬

‫• ﻫﻞ ﺍﳉﻮﺍﺏ ﻣﻨﻄﻘﻲ؟ ﻣﺴﺎﻓﺔ ﺍﻟﻔﺮﻣﻠﺔ ﺻﻐﲑﺓ‪ ،‬ﻟﻜﻨﻬﺎ ﻣﻨﻄﻘﻴﺔ؛ ﻷﻥ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺴﺎﺭﻉ ﻛﺒﲑ‪.‬‬

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 ‫ﺣﺮﻛﺘﻪ ﻭﻓﻖ‬ ‫ﻳﺘﺤـﺮﻙ ﻣﺘﺰ ﹼﻟـﺞ ﻋﲆ ﻟـﻮﺡ ﺗﺰ ﹼﻟﺞ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ‪ ، 1.75 m/s‬ﻭﻋﻨﺪﻣﺎ ﺑﺪﺃ ﻳﺼﻌﺪ ﻣﺴـﺘﻮ￯ ﻣﺎﺋ ﹰ‬
‫ﻼ ﺗﺒﺎﻃﺄﺕ ﹼ‬ ‫ﹼ‬ ‫‪.37‬‬
‫ﺗﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ ‪ ،0.20 m/s2‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﰲ ﺻﻌﻮﺩ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺎﺋﻞ؟‬
‫‪ .38‬ﺗﺴـﲑ ﺳـﻴﺎﺭﺓ ﺳـﺒﺎﻕ ﰲ ﺣﻠﺒـﺔ ﺑﴪﻋـﺔ ‪ ،44 m/s‬ﻭﺗﺘﺒﺎﻃـﺄ ﺑﻤﻌـﺪﻝ ﻣﻨﺘﻈـﻢ‪ ،‬ﺑﺤﻴـﺚ ﺗﺼـﻞ ﴎﻋﺘﻬـﺎ ﺇﱃ ‪ 22 m/s‬ﰲ‬
‫‪ ،11 s‬ﻣﺎ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺍﺟﺘﺎﺯﲥﺎ ﺍﻟﺴﻴﺎﺭﺓ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺰﻣﻦ؟‬
‫ﻳﺘﺤﺮﻙ ﺭﺍﻛﺐ ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋﻴﺔ ﻭﻓﻖ ﺗﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ ﻟﻴﺼﻞ ﺇﱃ ﴎﻋﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 7.5 m/s‬ﺧﻼﻝ ‪ ،4.5 s‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺇﺯﺍﺣﺔ‬
‫‪ .39‬ﹼ‬
‫ﺍﻟﺪﺭﺍﺟﺔ ﺧﻼﻝ ﻓﱰﺓ ﺍﻟﺘﺴﺎﺭﻉ ﺗﺴﺎﻭﻱ ‪ ،19 m‬ﻓﺄﻭﺟﺪ ﺍﻟﴪﻋﺔ ﺍﻻﺑﺘﺪﺍﺋ ﹼﻴﺔ‪.‬‬
‫ﻣﻨﺘﻈـﲈ ﻣﻘـﺪﺍﺭﻩ‬
‫ﹰ‬ ‫ﻳﺘـﺪﺭﺏ ﺧﺎﻟـﺪ ﻋـﲆ ﺭﻛـﻮﺏ ﺍﻟﺪﺭﺍﺟـﺔ ﺍﳍﻮﺍﺋ ﹼﻴـﺔ‪ ،‬ﺣﻴـﺚ ﻳﺪﻓﻌـﻪ ﻭﺍﻟـﺪﻩ ﻓﻴﻜﺘﺴـﺐ ﺗﺴـﺎﺭ ﹰﻋﺎ‬
‫ﹼ‬ ‫‪.40‬‬
‫ﺍﻟﺪﺭﺍﺟﺔ ﺑﻤﻔﺮﺩﻩ ﺑﴪﻋﺔ ‪ 3.0 m/s‬ﻣﺪﺓ ‪ 6.0 s‬ﻗﺒﻞ ﺃﻥ ﻳﺴﻘﻂ ﹰ‬
‫ﺃﺭﺿﺎ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ‬ ‫‪ 0.50 m/s2‬ﳌﺪﺓ ‪ ،6.0 s‬ﺛﻢ ﻳﻘﻮﺩ ﺧﺎﻟﺪ ﱠ‬
‫ﺇﺯﺍﺣﺔ ﺧﺎﻟﺪ؟‬
‫ﺇﺭﺷﺎﺩ‪ :‬ﹼ‬
‫ﳊﻞ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ–ﺍﻟﺰﻣﻦ(‪ ،‬ﺛﻢ ﺍﺣﺴﺐ ﺍﳌﺴﺎﺣﺔ ﺍﳌﺤﺼﻮﺭﺓ ﲢﺘﻪ‪.‬‬
‫‪ .41‬ﺑﺪﺃﺕ ﺭﻛﻮﺏ ﺩﺭﺍﺟﺘﻚ ﺍﳍﻮﺍﺋﻴﺔ ﻣﻦ ﻗﻤﺔ ﹼﺗﻞ‪ ،‬ﺛﻢ ﻫﺒﻄﺖ ﻣﻨﺤﺪﺭﻫﺎ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ‪ ، 2.00 m/s2‬ﻭﻋﻨﺪﻣﺎ ﻭﺻﻠﺖ ﺇﱃ‬
‫ﻗﺎﻋﺪﺓ ﺍﻟﺘﻞ ﻛﺎﻧﺖ ﴎﻋﺘﻚ ﻗﺪ ﺑﻠﻐﺖ ‪ ، 18.0 m/s‬ﺛﻢ ﻭﺍﺻﻠﺖ ﺍﺳﺘﺨﺪﺍﻡ ﹼ‬
‫ﺩﻭﺍﺳﺎﺕ ﺍﻟﺪﺭﺍﺟﺔ ﻟﺘﺤﺎﻓﻆ ﻋﲆ ﻫﺬﻩ ﺍﻟﴪﻋﺔ‬
‫ﳌﺪﺓ ‪ ،1.00 min‬ﻣﺎ ﹸﺑﻌﺪﻙ ﻋﻦ ﻗﻤﺔ ﹼ‬
‫ﺍﻟﺘﻞ ﻣﻨﺬ ﳊﻈﺔ ﻣﻐﺎﺩﺭﲥﺎ؟‬

‫الت‪‬ص‪‬ار‪  ‬ا‪ ‬ا‪‬ا‪‬ة ا‪‬ر‪‬ص‪‬ة ‪ Acceleration Due to Gravity‬ﻗﺒـﻞ ﺣـﻮﺍﱄ‬

‫ﺃﺭﺑﻌﲈﺋﺔ ﻋﺎﻡ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﺃﺩﺭﻙ ﺟﺎﻟﻴﻠﻴﻮ ﺟﺎﻟﻴﲇ ﺃﻧﻪ ﻟﻜﻲ ﹸﳛﺪﺙ ﺗﻘﺪ ﹰﻣﺎ ﰲ ﺩﺭﺍﺳـﺔ ﺣﺮﻛﺔ ﺍﻷﺟﺴـﺎﻡ‬
‫ﺍﻟﺴﺎﻗﻄﺔ ﳚﺐ ﻋﻠﻴﻪ ﺇﳘﺎﻝ ﺗﺄﺛﲑﺍﺕ ﺍﳌﺎﺩﺓ ﺍﻟﺘﻲ ﻳﺴﻘﻂ ﺍﳉﺴﻢ ﺧﻼﳍﺎ‪ .‬ﻭﰲ ﺫﻟﻚ ﺍﻟﺰﻣﻦ ﱂ ﻳﻜﻦ‬
‫ﻟﺪ￯ ﺟﺎﻟﻴﻠﻴﻮ ﺍﻟﻮﺳـﺎﺋﻞ ﺍﻟﺘﻲ ﲤﻜﻨﻪ ﻣﻦ ﺃﺧﺬ ﺑﻴﺎﻧﺎﺕ ﻣﻮﻗﻊ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﺃﻭ ﴎﻋﺘﻬﺎ‪ ،‬ﻟﺬﺍ‬
‫ﻗﺎﻡ ﺑﺪﺣﺮﺟﺔ ﻛﺮﺍﺕ ﻋﲆ ﻣﺴـﺘﻮﻳﺎﺕ ﻣﺎﺋﻠﺔ‪ .‬ﻭﲠﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﲤﻜﱠﻦ ﻣﻦ ﺗﻘﻠﻴﻞ ﺗﺴﺎﺭﻉ ﺍﻷﺟﺴﺎﻡ‪،‬‬
‫ﻭﻫﺬﺍ ﻣﻜﹼﻨﻪ ﻣﻦ ﺍﳊﺼﻮﻝ ﻋﲆ ﻗﻴﺎﺳﺎﺕ ﺩﻗﻴﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺩﻭﺍﺗﻪ ﺍﻟﺒﺴﻴﻄﺔ‪.‬‬

‫ﺍﺳـﺘﻨﺘﺞ ﺟﺎﻟﻴﻠﻴﻮ ﺃﻥ ﲨﻴﻊ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺘﻲ ﺗﺴـﻘﻂ ﺳـﻘﻮ ﹰﻃﺎ ﹼﹰ‬

‫ﺣﺮﺍ ﻳﻜﻮﻥ ﳍﺎ ﺍﻟﺘﺴﺎﺭﻉ ﻧﻔﺴﻪ‪ ،‬ﻋﻨﺪ‬
‫ﺇﳘﺎﻝ ﺗﺄﺛﲑ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ‪ ،‬ﻭﺃﻥ ﻫﺬﺍ ﺍﻟﺘﺴـﺎﺭﻉ ﻻ ﻳﺘﺄﺛﺮ ﺑﺄﻱ ﻣﻦ ﻧﻮﻉ ﻣﺎﺩﺓ ﺍﳉﺴـﻢ ﺍﻟﺴـﺎﻗﻂ‪ ،‬ﺃﻭ‬
‫ﻭﺯﻥ ﻫﺬﺍ ﺍﳉﺴـﻢ‪ ،‬ﺃﻭ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﺃﺳـﻘﻂ ﻣﻨﻪ ‪ ،‬ﺃﻭ ﻛﻮﻥ ﺍﳉﺴﻢ ﻗﺪ ﺃﺳﻘﻂ ﺃﻭ ﻗﺬﻑ‪ .‬ﻭﻳﺮﻣﺰ‬
‫ﻟﺘﺴـﺎﺭﻉ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺴـﺎﻗﻄﺔ ﺑﺎﻟﺮﻣﺰ ‪ ،g‬ﻭﺗﺘﻐﲑ ﻗﻴﻤﺔ ‪ g‬ﺗﻐﲑﺍﺕ ﻃﻔﻴﻔﺔ ﰲ ﺃﻣﺎﻛﻦ ﳐﺘﻠﻔﺔ ﻋﲆ‬
‫‪ ‬ال‪‬ص‪‬ل ‪      2-38‬ﺍﻷﺭﺽ‪ ،‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﳌﺘﻮﺳﻄﺔ ﳍﺎ ‪.9.80 m/s2‬‬
‫‪      ‬‬
‫ﺍﻟﺘﺴـﺎﺭﻉ ﺍﻟﻨﺎﺗـﺞ ﻋﻦ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻫﻮ ﺗﺴـﺎﺭﻉ ﺟﺴـﻢ ﻳﺴـﻘﻂ ﺳـﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫ﺣـﺮﺍ ﻧﺘﻴﺠﺔ ﺗﺄﺛﲑ‬ ‫‪ 9.80ms2     ‬‬
‫ﺟﺎﺫﺑﻴـﺔ ﺍﻷﺭﺽ ﻓﻴـﻪ ﻛﺴـﻘﻮﻁ ﺣﺒﺔ ﺗﻔـﺎﺡ ﻋﻦ ﻓﺮﻉ ﺷـﺠﺮﺓ‪ ،‬ﺃﻭ ﻗﻔـﺰ ﻣﻈﲇ ﻣﻦ ﻃﺎﺋـﺮﺓ ﺑﺎﲡﺎﻩ‬ ‫‪     ‬‬
‫ﺣﺮﺍ‪ .‬ﺑﻌﺪ ﻣﺮﻭﺭ ‪ 1s‬ﺗﻜﻮﻥ ﴎﻋﺘﻬﺎ ﺍﳌﺘﺠﻬﺔ‬‫ﺍﻷﺭﺽ‪ .‬ﺍﻓﱰﺽ ﺃﻧﻚ ﺃﺳـﻘﻄﺖ ﺻﺨﺮﺓ ﺳـﻘﻮ ﹰﻃﺎ ﹼﹰ‬ ‫‪    ‬‬
‫‪ ‬‬
‫‪ 9.80 m/s‬ﺇﱃ ﺃﺳـﻔﻞ‪ ،‬ﻭﺑﻌـﺪ ﻣـﺮﻭﺭ ‪ 1s‬ﺃﺧﺮ￯ ﺗﺼﺒﺢ ﴎﻋﺘﻬﺎ ﺍﳌﺘﺠﻬـﺔ ‪ 19.60 m/s‬ﺇﱃ‬ ‫‪     ‬‬
‫ﺃﺳـﻔﻞ‪ ،‬ﻭﰲ ﻛﻞ ﺛﺎﻧﻴـﺔ ﺗﺴـﻘﻂ ﺧﻼﳍـﺎ ﺍﻟﺼﺨﺮﺓ ﺗـﺰﺩﺍﺩ ﴎﻋﺘﻬـﺎ ﺍﳌﺘﺠﻬﺔ ﺇﱃ ﺃﺳـﻔﻞ ﺑﻤﻌﺪﻝ‬ ‫‪‬‬
‫‪  ‬‬
‫‪ .9.80 m/s‬ﻭﻳﻌﺘﻤﺪ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺘﺴﺎﺭﻉ ﻣﻮﺟ ﹰﺒﺎ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ ﻋﲆ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﺬﻱ ﻳﺘﻢ ﺍﲣﺎﺫﻩ؛‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻨﻈﺎﻡ ﻳﻌﺘﱪ ﺍﻻﲡﺎﻩ ﺇﱃ ﺃﻋﲆ ﻣﻮﺟ ﹰﺒﺎ ﻓﺈﻥ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻋﻨﺪﺋﺬ‬
‫‪84‬‬
 ‫‪20.0‬‬
‫‪a‬‬
‫ﻳﺴـﺎﻭﻱ ‪ ،-g‬ﺃﻣـﺎ ﺇﺫﺍ ﺍﻋﺘﱪ ﺍﻻﲡﺎﻩ ﺇﱃ ﺃﺳـﻔﻞ ﻫـﻮ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻓﺈﻥ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﻟﻨﺎﺗﺞ ﻋﻦ‬
‫ﺍﳉﺎﺫﺑﻴﺔ ﻳﺴﺎﻭﻱ ‪ .+g‬ﻓﺘﺴﺎﺭﻉ ﻛﺮﺓ ﻣﻘﺬﻭﻓﺔ ﺇﱃ ﺃﻋﲆ ﻳﻜﻮﻥ ‪ ،-g‬ﺃﻣﺎ ﺗﺴﺎﺭﻋﻬﺎ ﺃﺛﻨﺎﺀ ﺳﻘﻮﻃﻬﺎ‬
‫ال‪‬ص‪‬ة املت‪‬ة‪ms‬‬

‫‪0.00‬‬
‫ﰲ ﺍﲡﺎﻩ ﺍﻷﺭﺽ ﻳﻜﻮﻥ ‪.+g‬‬

‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 2-38‬ﺻﻮﺭﺓ ﻟﺒﻴﻀﺔ ﺗﺴـﻘﻂ ﺳـﻘﻮ ﹰﻃﺎ ﹼﹰ‬

‫ﺣﺮﺍ ﺍﻟﺘﻘﻄﺖ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺔ ﺧﺎﺻﺔ؛‬
‫ﺣﻴﺚ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺑﲔ ﺍﻟﻠﻘﻄﺎﺕ ﻫﻲ ‪ .0.06 s‬ﻭﻳﻈﻬﺮ ﻣﻦ ﺍﻟﺸﻜﻞ ﺃﻥ ﺍﻹﺯﺍﺣﺔ ﺑﲔ ﻛﻞ ﺯﻭﺝ‬
‫‪-20.0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫ﻣـﻦ ﺍﻟﻠﻘﻄﺎﺕ ﺗـﺰﺩﺍﺩ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﴪﻋﺔ ﺗﺰﺩﺍﺩ‪ .‬ﻓﺈﺫﺍ ﺍﻋﺘﱪ ﺍﻻﲡﺎﻩ ﺇﱃ ﺃﺳـﻔﻞ ﻫﻮ ﺍﻻﲡﺎﻩ‬
‫ال‪s ‬‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ﺍﳌﻮﺟﺐ ﻓﺈﻥ ﺍﻟﴪﻋﺔ ﺗﺰﺩﺍﺩ ﺑﻘﻴﻤﺔ ﻣﻮﺟﺒﺔ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ‪.‬‬

‫‪25‬‬
‫ق‪  ‬ا‪ ‬ا‪ ‬ﺑـﺪﻻﹰ ﻣﻦ ﺑﻴﻀﺔ ﺳـﺎﻗﻄﺔ‪ ،‬ﻫﻞ ﻳﻤﻜﻦ ﳍﺬﻩ ﺍﻟﺼـﻮﺭﺓ ﺃﻥ ﺗﻌﱪ ﻋﻦ ﺣﺮﻛﺔ‬
‫‪b‬‬ ‫ﻛـﺮﺓ ﻣﻘﺬﻭﻓﺔ ﺭﺃﺳـ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋﲆ؟ ﺇﺫﺍ ﺍﺧﺘﲑ ﺍﻻﲡـﺎﻩ ﺇﱃ ﺃﻋﲆ ﻋﲆ ﺃﻧﻪ ﺍﳌﻮﺟﺐ ﻓـﺈﻥ ﺍﻟﻜﺮﺓ ﺗﻐﺎﺩﺭ‬
‫ﻼ ‪ ،20.0 m/s‬ﺃﻣﺎ ﺍﻟﺘﺴﺎﺭﻉ ﻓﻴﻜﻮﻥ ﺇﱃ ﺃﺳﻔﻞ؛ ﺃﻱ ﺃﻥ ﺍﻟﺘﺴﺎﺭﻉ‬‫ﺍﻟﻴﺪ ﺑﴪﻋﺔ ﻣﺘﺠﻬﺔ ﻣﻮﺟﺒﺔ ﻣﺜ ﹰ‬
‫ا‪‬احة‪m‬‬

‫ﻳﻜﻮﻥ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﻭﻫﻮ ﻳﺴﺎﻭﻱ )‪ .(-g) =(-9.80 m/s2‬ﻭﻷﻥ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﻭﺍﻟﺘﺴﺎﺭﻉ ﰲ‬
‫ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ ﻓﺈﻥ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﺗﺘﻨﺎﻗﺺ‪ ،‬ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﻳﺒـﲔ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ‪ -‬ﺍﻟﺰﻣﻦ( ﰲ ﺍﻟﺸـﻜﻞ ‪ 2-39a‬ﺗﻨﺎﻗـﺺ ﺍﻟﴪﻋــﺔ ﺍﳌﺘﺠﻬـــﺔ‬ ‫ﱢ‬
‫‪0‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫ﻟﻠﻜـﺮﺓ ﺑﻤﻌــﺪﻝ ‪ 9.80 m/s‬ﻛﻞ ‪ ،1 s‬ﺣﺘﻰ ﺗﺼﻞ ﺇﱃ ﺍﻟﺼﻔﺮ ﻋﻨﺪ ‪ ،2.04 s‬ﺛﻢ ﻳﺘﺤﻮﻝ ﺍﲡﺎﻩ‬
‫ال‪s ‬‬
‫ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ ﺇﱃ ﺃﺳﻔﻞ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﴎﻋﺘﻬﺎ ﺍﳌﺘﺠﻬﺔ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﻟﺐ‪ .‬ﻟﻜﻦ ﻣﺎ ﺍﻟﻌﻼﻗﺔ‬
‫‪20.41‬‬ ‫ﺑـﲔ ﺇﺯﺍﺣـﺔ ﺍﻟﻜﺮﺓ ﻭﴎﻋﺘﻬـﺎ ﺍﳌﺘﺠﻬﺔ؟ ﻳﺘﺒﲔ ﻣـﻦ ﺍﻟﺸـﻜﻠﲔ ‪ 2-39 c ،b‬ﺃﻥ ﺍﻟﻜﺮﺓ ﺗﺼﻞ ﺇﱃ‬
‫‪c‬‬
‫ﺻﻔﺮﺍ‪ .‬ﻣﺎﺫﺍ ﻋﻦ ﺗﺴـﺎﺭﻋﻬﺎ؟‬
‫ﺃﻗـﴡ ﺍﺭﺗﻔـﺎﻉ ﳍﺎ ﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ ﺗﺼﺒـﺢ ﻓﻴﻬﺎ ﴎﻋﺘﻬﺎ ﺍﳌﺘﺠﻬﺔ ﹰ‬
‫ﻣﻘﺪﺍﺭﺍ ﺛﺎﺑﺘﹰﺎ ‪ ،9.80 m/s2‬ﻛﲈ ﻳﺘﻀﺢ ﻣﻦ ﻣﻴﻞ ﺍﳋﻂ‬
‫ﹰ‬ ‫ﺇﻥ ﺗﺴـﺎﺭﻉ ﺍﻟﻜﺮﺓ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻳﺴـﺎﻭﻱ‬
‫ا‪‬احة‪m‬‬

‫‪20.40‬‬
‫ﺍﻟﺒﻴﺎﲏ ﰲ ﺍﻟﺸﻜﻞ ‪.2-39 a‬‬
‫ﻋﻨﺪﻣﺎ ﹸﻳﺴـﺄﻝ ﺍﻟﻨﺎﺱ ﻋﻦ ﺗﺴـﺎﺭﻉ ﺟﺴـﻢ ﻋﻨﺪ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ ﻟﻪ ﰲ ﺃﺛﻨﺎﺀ ﲢﻠﻴﻘﻪ ﻓﺈﳖﻢ ﰲ ﺍﻟﻌﺎﺩﺓ‬
‫‪20.39‬‬ ‫ﺻﻔﺮﺍ‪ ،‬ﻭﻫﺬﺍ‬
‫ﻻ ﻳﺄﺧﺬﻭﻥ ﻭﻗﺘﹰﺎ ﻛﺎﻓ ﹰﻴﺎ ﻟﺘﺤﻠﻴﻞ ﺍﳌﻮﻗﻒ‪ ،‬ﻓﺘﻜﻮﻥ ﺇﺟﺎﺑﺘﻬﻢ ﺃﻥ ﺍﻟﺘﺴـﺎﺭﻉ ﻳﺴـﺎﻭﻱ ﹰ‬
‫‪2.00‬‬ ‫‪2.04‬‬ ‫‪2.08‬‬
‫ﺻﻔﺮﺍ‪ ،‬ﻭﻟﻜﻦ‬
‫ﺻﺤﻴﺤـﺎ ﺑﺎﻟﻄﺒﻊ‪ .‬ﻓﻌﻨﺪ ﺃﻗـﴡ ﺍﺭﺗﻔﺎﻉ ﺗﺴـﺎﻭﻱ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﻟﻠﻜـﺮﺓ ﹰ‬‫ﹰ‬ ‫ﻟﻴـﺲ‬
‫ال‪s ‬‬
‫ﺻﻔﺮﺍ؟ ﻋﻨﺪﺋﺬ ﻟﻦ ﺗﺘﻐﲑ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﻟﻠﻜﺮﺓ‪،‬‬‫ﺃﻳﻀﺎ ﻳﺴـﺎﻭﻱ ﹰ‬
‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻮ ﻛﺎﻥ ﺗﺴـﺎﺭﻋﻬﺎ ﹰ‬
‫‪ ‬ال‪‬ص‪‬ل ‪     2-39‬‬ ‫ﻭﺳﺘﺒﻘﻰ ‪ ،0.0 m/s‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻫﺬﻩ ﻫﻲ ﺍﳊﺎﻟﺔ ﻓﺈﻥ ﺍﻟﻜﺮﺓ ﻟﻦ ﺗﻜﺘﺴﺐ ﺃﻱ ﴎﻋﺔ ﻣﺘﺠﻬﺔ ﺇﱃ‬
‫‪‬‬
‫ﺃﺳﻔﻞ‪ ،‬ﺑﻞ ﺳﺘﺒﻘﻰ ﺑﺒﺴﺎﻃﺔ ﻣﻌﻠﻘﺔ ﰲ ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ ﳍﺎ‪ .‬ﻭﻷﻥ ﺍﻷﺟﺴﺎﻡ ﺍﳌﻘﺬﻭﻓﺔ ﺇﱃ‬
‫‪        a‬‬
‫ﺃﻋﲆ ﻻ ﺗﺒﻘﻰ ﻣﻌﻠﻘﺔ‪ ،‬ﻓﺴﻮﻑ ﺗﺴﺘﻨﺘﺞ ﺃﻥ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ ﻋﻨﺪ ﻧﻘﻄﺔ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ ﻟﻄﲑﺍﻧﻪ ﳚﺐ‬
‫‪           ‬‬
‫ﺻﻔﺮﺍ‪ ،‬ﻭﺃﻥ ﺍﲡﺎﻫﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺇﱃ ﺃﺳﻔﻞ‪ .‬ﻭﺗﻄﺒﻖ ﻗﻮﺍﻧﲔ ﺍﳊﺮﻛﺔ ﺍﻟﺘﻲ ﺩﺭﺳﺘﻬﺎ‬‫ﺃﻻ ﻳﺴﺎﻭﻱ ﹰ‬
‫‪       2.04 s  ‬‬
‫‪        ‬‬ ‫ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﻧﻔﺴﻬﺎ ﰲ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ﻟﻸﺟﺴﺎﻡ ﻣﻊ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺘﺴﺎﺭﻉ ﻫﻮ ‪ g‬ﻣﺜﻞ‪:‬‬
‫‪   cb‬‬ ‫‪∆v = g ∆t‬‬
‫‪       -  ‬‬
‫‪v - v = g ∆t‬‬
‫‪‬‬ ‫‪f‬‬ ‫‪i‬‬

‫) ‪v 2 = v 2 + 2 g (d - d‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪f‬‬ ‫‪i‬‬

‫_ ‪d - d = vi (∆t)+‬‬
‫‪1 g (∆t)2‬‬
‫‪2‬‬
‫‪f‬‬ ‫‪i‬‬
‫‪85‬‬
 ‫‪‬ا‪12 ‬‬
‫ال‪‬ص‪‬و‪ ‬ا‪ ‬لال‪‬صا‪ ‬ﺳﻘﻄﺖ ﻛﺮﺓ ﻓﻠﺰﻳﺔ ﺳﻘﻮﻃﺎ ﺣﺮﺍ ﻣﻦ ﺃﻋﲆ ﺑﺮﺝ ﺍﺭﺗﻔﺎﻋﻪ ‪ . 70.0 m‬ﻣﺎ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﺍﻟﻜﺮﺓ‬
‫ﺑﻌﺪ ﻣﺮﻭﺭ ﺯﻣﻦ ﻣﻘﺪﺍﺭﻩ‪ 1.00s :‬ﻭ ‪ 2.00s‬ﻭ‪ 3.00s‬ﻣﻦ ﳊﻈﺔ ﺳﻘﻮﻃﻬﺎ؟‬
‫‪ 1‬ل امل‪‬صا‪‬لة‬
‫• ﺍﻓﱰﺽ ﺃﻥ ﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ ﻧﺤﻮ ﺍﻷﺳﻔﻞ ﻫﻮ ﺍﻹﲡﺎﻩ ﺍﳌﻮﺟﺐ‪.‬‬
‫• ﺍﻋﺘﱪ ﺃﻥ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪g =9.80 m/s2‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫‪vi‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﺑﻌﺪ ﺍﻟﺰﻣﻦ ‪t1‬‬ ‫‪= 0٫0 m/s‬‬
‫‪di‬‬ ‫‪= 0.0 s‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﺑﻌﺪ ﺍﻟﺰﻣﻦ ‪t2‬‬ ‫‪t1‬‬ ‫‪= 1.0 s‬‬
‫‪t2‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﺑﻌﺪ ﺍﻟﺰﻣﻦ ‪t3‬‬
‫‪= 2.00 s‬‬
‫‪t3‬‬ ‫‪= 3.00 s‬‬
‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬
‫_ ‪d = d + vi (∆t)+‬‬
‫‪1 g (∆t)2‬‬
‫‪2‬‬ ‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ‪t1 = 1.0 s‬‬
‫‪f‬‬ ‫‪i‬‬

‫‪= 0.00 + 0.00+ __12 × 9.8 m/s2 × 12 s= 4.9 m‬‬

‫‪= 0.00 + 0.00+ __12 × 9.8 m/s2 × 22 s= 19.6 m‬‬ ‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ‪t2 = 2.0 s‬‬

‫‪= 0.00 + 0.00+ __12 × 9.8 m/s2 × 32 s= 44.1 m‬‬ ‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ‪t3 = 3.0 s‬‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺗﻘﺎﺱ ﺍﳌﺴﺎﻓﺔ ﺑﻮﺣﺪﺓ ﺍﳌﱰ)‪.(m‬‬
‫• ﻫﻞ ﺍﳉﻮﺍﺏ ﻣﻨﻄﻘﻲ؟ ﺇﺫﺍ ﻃﺮﺣﻨﺎ ﻛﻞ ﻣﺴـﺎﻓﺔ ﻣﻦ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﻗﺒﻠﻬﺎ ﺳﻨﻼﺣﻆ ﺃﻥ ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺃﻛﱪ‬
‫ﻣﻦ ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻷﻭﱃ‪ .‬ﻭﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺃﻛﱪ ﻣﻦ ﺍﳌﺴﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻭﻫﺬﺍ‬
‫ﻣﻨﻄﻘﻲ ﻷﻥ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﺗﺰﺩﺍﺩ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻷﳖﺎ ﺗﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ‪.‬‬

‫‪‬صا‪‬ل ‪‬دريب ‪‬ة‬

‫ﺣﺮﺍ ﻣﻦ ﻓﻮﻫﺔ ﺑﺌﺮ‪ ،‬ﻓﺈﺫﺍ ﺍﺳﺘﻄﺎﻉ ﺭﺅﻳﺔ ﺍﺭﺗﻄﺎﻣﻪ ﺑﺎﳌﺎﺀ ﺑﻌﺪ ‪ 2.00 s‬ﻣﻦ ﳊﻈﺔ ﺳﻘﻮﻃﻪ‪ ،‬ﺍﺣﺴﺐ‪:‬‬
‫‪ .42‬ﺳﻘﻂ ﺣﺠﺮ ﺳﻘﻮﻃﺎ ﹰ‬
‫‪ .b‬ﴎﻋﺔ ﺍﳊﺠﺮ ﳊﻈﺔ ﺍﺭﺗﻄﺎﻣﻪ ﺑﺎﳌﺎﺀ‪.‬‬ ‫‪.a‬ﺍﺭﺗﻔﺎﻉ ﻓﻮﻫﺔ ﺍﻟﺒﺌﺮ ﻋﻦ ﺳﻄﺢ ﺍﳌﺎﺀ‪.‬‬
‫‪ .43‬ﻃﺎﺋﺮﺓ ﻣﺮﻭﺣﻴﺔ ﺗﻨﻘﻞ ﻣﺴـﺎﻋﺪﺍﺕ ﺍﻧﺴـﺎﻧﻴﺔ ﺇﱃ ﺍﻧﺎﺱ ﻣﻨﻜﻮﺑﲔ ﻭﻋﻨﺪﻣﺎ ﻛﺎﻧﺖ ﻋﲆ ﻋﲆ ﺍﺭﺗﻔﺎﻉ ‪ 125 m‬ﻣﻦ ﺳﻄﺢ‬
‫ﺍﻷﺭﺽ ﺳﻜﻨﺖ ﻭﺃﺳﻘﻄﺖ ﺳﻘﻮﻃﺎ ﺣﺮﺍ ﺭﺯﻣﺔ ﻣﻦ ﺍﳌﺴﺎﻋﺪﺍﺕ ﻷﺷﺨﺎﺹ ﻋﲆ ﺍﻷﺭﺽ‪ .‬ﺍﺣﺴﺐ ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ‬
‫ﻟﻮﺻﻮﻝ ﺍﻟﺮﺯﻣﺔ ﺇﱃ ﺍﻷﺭﺽ‪.‬‬

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 ‫‪‬ا‪13 ‬‬
‫ال‪‬ص‪‬و‪ ‬ا‪ ‬لال‪‬صا‪ ‬ﺳﻘﻂ ﺟﺴﻢ ﻣﻦ ﺑﺎﻟﻮﻥ ﺳﺎﻛﻦ ﰲ ﺍﳉﻮ‪ ،‬ﻭﺍﺳﺘﻐﺮﻕ ﻭﺻﻮﻟﻪ ﺇﱃ ﺍﻷﺭﺽ ‪ 5.00 s‬ﺍﺣﺴﺐ‪:‬‬
‫‪ .a‬ﴎﻋﺔ ﺍﳉﺴﻢ ﳊﻈﺔ ﺍﺻﻄﺪﺍﻣﻪ ﺑﺎﻷﺭﺽ‪.‬‬
‫‪ .b‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺎﻟﻮﻥ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪ .c‬ﴎﻋﺔ ﺍﳉﺴﻢ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﲆ ﺍﺭﺗﻔﺎﻉ ‪ 112.5 m‬ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬
‫‪ 1‬ل امل‪‬صا‪‬لة‬
‫• ﺍﻓﱰﺽ ﺃﻥ ﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ ﻧﺤﻮ ﺍﻷﺳﻔﻞ ﻫﻮ ﺍﻹﲡﺎﻩ ﺍﳌﻮﺟﺐ‪.‬‬
‫• ﺍﻋﺘﱪ ﺃﻥ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪g =9.80 m/s2‬‬
‫ﺍﳌﺠﻬﻮﻝ‬ ‫ﺍﳌﻌﻠﻮﻡ‬
‫‪vi‬‬
‫ﴎﻋﺔ ﺍﳉﺴﻢ ﳊﻈﺔ ﺍﺻﻄﺪﺍﻣﻪ ﺑﺎﻷﺭﺽ‪.‬‬ ‫‪= 0٫0 m/s‬‬
‫‪di‬‬ ‫‪= 0.0 s‬‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺎﻟﻮﻥ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬ ‫‪t‬‬ ‫‪= 5.0 s‬‬
‫ﴎﻋﺔ ﺍﳉﺴﻢ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﲆ ﺍﺭﺗﻔﺎﻉ ‪ 112.5 m‬ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬

‫‪ 2‬ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬

‫‪v = v + g ∆t‬‬ ‫‪ .a‬ﴎﻋﺔ ﺍﳉﺴﻢ ﳊﻈﺔ ﺍﺻﻄﺪﺍﻣﻪ ﺑﺎﻷﺭﺽ‪.‬‬
‫‪f‬‬ ‫‪i‬‬

‫‪= 0.00 + 9.8 m/s2 × 5 s= 49 m/s‬‬

‫_ ‪d = d + vi (∆t)+‬‬
‫‪1 g (∆t)2‬‬ ‫‪ .b‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺎﻟﻮﻥ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪2‬‬

‫‪= 0.00 + 0.00+ __12 × 9.8 m/s2 × 52 s= 122.5 m‬‬

‫) ‪v 2 = v 2 + 2 g (d - d‬‬
‫‪f‬‬ ‫‪i‬‬ ‫‪f‬‬ ‫‪i‬‬
‫‪ .c‬ﴎﻋﺔ ﺍﳉﺴﻢ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﲆ ﺍﺭﺗﻔﺎﻉ ‪ 112.5 m‬ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬
‫)‪v 2 = 0.00 + 2 × 9.8 m/s2 × (122.5m - 112.5 m‬‬
‫‪f‬‬
‫‪v = 14m/s‬‬
‫‪f‬‬

‫‪ 3‬و‪ ‬ا‪‬وا‪‬‬

‫• ﻫﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺻﺤﻴﺤﺔ؟ ﺗﻘﺎﺱ ﺍﳌﺴﺎﻓﺔ ﺑﻮﺣﺪﺓ ﺍﳌﱰ)‪ (m‬ﻭﺍﻟﴪﻋﺔ ﺑﻮﺣﺪﺓ ‪.m/s‬‬
‫• ﻫـﻞ ﺍﳉـﻮﺍﺏ ﺻﺤﻴـﺢ؟ ﺇﺫﺍ ﺍﻋﺘﱪﻧـﺎ ﺃﻥ ﺍﻟﻄﻠـﻮﺏ ﻫﻮ ﺍﳌﻔـﺮﻭﺽ ﻭﺍﳌﻔﺮﻭﺽ ﻫﻮ ﺍﳌﻄﻠـﻮﺏ ﰲ ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﺴـﺆﺍﻝ‬
‫ﺳﻨﺤﺼﻞ ﻋﲆ ﺍﻟﻨﺘﺎﺋﺞ ﻧﻔﺴﻬﺎ‪ .‬ﻟﺬﺍ ﻓﺎﻹﺟﺎﺑﺎﺕ ﺻﺤﻴﺤﺔ‪.‬‬

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 ‫‪ 2-3‬‬

‫‪ .c‬ﻛﻴـﻒ ﲣﺘﻠﻒ ﺇﺟﺎﺑﺘﻚ ﻋﻦ ﺍﳌﺴـﺄﻟﺔ ﺍﻟﺴـﺎﺑﻘﺔ ﺇﺫﺍ ﻗﻤﺖ‬ ‫‪ .44‬الت‪‬صار‪ ‬ﰲ ﺃﺛﻨﺎﺀ ﻗﻴﺎﺩﺓ ﺭﺟﻞ ﺳﻴﺎﺭﺗﻪ ﺑﴪﻋﺔ ‪23 m/s‬‬
‫ﺑﺎﺧﺘﻴـﺎﺭ ﺍﻟﻨﻈـﺎﻡ ﺍﻹﺣﺪﺍﺛـﻲ ﺑﺤﻴـﺚ ﻳﻜـﻮﻥ ﺍﻻﲡـﺎﻩ‬ ‫ﺷﺎﻫﺪ ﻏﺰﺍﻻﹰ ﳚﺘﺎﺯ ﺍﻟﻄﺮﻳﻖ‪ ،‬ﻓﺎﺳﺘﺨﺪﻡ ﺍﻟﻔﺮﺍﻣﻞ ﻋﻨﺪﻣﺎ‬
‫ﺍﳌﻌﺎﻛﺲ ﻫﻮ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪.‬‬ ‫ﻛﺎﻥ ﻋـﲆ ﺑﻌـﺪ ‪ 210 m‬ﻣـﻦ ﺍﻟﻐـﺰﺍﻝ‪ .‬ﻓـﺈﺫﺍ ﱂ ﹼ‬
‫ﻳﺘﺤﺮﻙ‬
‫‪ .51‬ﹸﻳﺴـﻘﻂ ﻃﺎﻟـﺐ ﻛـﺮﺓ ﻣـﻦ ﻧﺎﻓـﺬﺓ ﺗﺮﺗﻔـﻊ ‪ 3.5 m‬ﻋـﻦ‬ ‫ﺍﻟﻐﺰﺍﻝ‪ ،‬ﻭﺗﻮﻗﻔﺖ ﺍﻟﺴـﻴﺎﺭﺓ ﲤﺎ ﹰﻣﺎ ﻗﺒﻞ ﺃﻥ ﲤﺲ ﺟﺴﻤﻪ‪،‬‬
‫ﺍﻟﺮﺻﻴـﻒ‪ .‬ﻣـﺎ ﴎﻋﺘﻬـﺎ ﳊﻈـﺔ ﻣﻼﻣﺴـﺘﻬﺎ ﺃﺭﺿﻴـﺔ‬ ‫ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﺬﻱ ﺃﺣﺪﺛﺘﻪ ﻓﺮﺍﻣﻞ ﺍﻟﺴﻴﺎﺭﺓ؟‬
‫ﺍﻟﺮﺻﻴﻒ؟‬ ‫‪ .45‬ا‪‬اح‪‬ة ﺇﺫﺍ ﹸﺃﻋﻄﹺﻴـﺖ ﺍﻟﴪﻋـﺔ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ ﻭﺍﻟﻨﻬﺎﺋﻴﺔ‬
‫‪ .52‬ﻗﺬﻓـﺖ ﻛـﺮﺓ ﺗﻨـﺲ ﺭﺃﺳـ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋـﲆ ﺑﴪﻋـﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ‬ ‫ﻭﺍﻟﺘﺴـﺎﺭﻉ ﺍﳌﻨﺘﻈـﻢ ﳉﺴـﻢ‪ ،‬ﻭ ﹸﻃﻠـﺐ ﺇﻟﻴـﻚ ﺇﳚـﺎﺩ‬
‫‪ ،22.5 m/s‬ﻭﺗـﻢ ﺍﻹﻣﺴـﺎﻙ ﲠﺎ ﻋﻨﺪ ﺍﻻﺭﺗﻔﺎﻉ ﻧﻔﺴـﻪ‬ ‫ﺍﻹﺯﺍﺣﺔ‪ ،‬ﻓﲈ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺳﺘﺴﺘﺨﺪﻣﻬﺎ؟‬
‫ﺍﻟﺬﻱ ﻗﺬﻓﺖ ﻣﻨﻪ ﻓﻮﻕ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﺍﺣﺴﺐ‪:‬‬ ‫‪ .46‬امل‪‬صا‪‬ة ﺑـﺪﺃ ﻣﺘﺰ ﹼﻟـﺞ ﺣﺮﻛﺘـﻪ ﻣـﻦ ﺍﻟﺴـﻜﻮﻥ ﰲ ﺧـﻂ‬
‫‪ .a‬ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﻭﺻﻠﺖ ﺍﻟﻴﻪ ﺍﻟﻜﺮﺓ‪.‬‬ ‫ﻣﺴـﺘﻘﻴﻢ‪ ،‬ﻭﺯﺍﺩﺕ ﴎﻋﺘﻪ ﺇﱃ ‪ 5.0 m/s‬ﺧﻼﻝ ‪،4.5 s‬‬
‫ﺍﺳـﺘﻤﺮ ﰲ ﺍﻟﺘﺰﻟـﺞ ﲠـﺬﻩ ﺍﻟﴪﻋـﺔ ﺍﳌﻨﺘﻈﻤـﺔ ﳌـﺪﺓ‬‫ﹼ‬ ‫ﺛـﻢ‬
‫‪ .b‬ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﺘﻪ ﺍﻟﻜﺮﺓ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫‪ .53‬ال‪‬صو‪ ‬الب‪‬ا‪ ‬ة ﻳﺴﲑ ﻋﺪﹼ ﺍﺀ ﻧﺤﻮ ﹼ‬ ‫‪ 4.5 s‬ﺃﺧـﺮ￯‪ .‬ﻣﺎ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ ﺍﻟﺘـﻲ ﹼ‬
‫ﲢﺮﻛﻬﺎ ﺍﳌﺘﺰﻟﺞ‬
‫ﺧﻂ ﺍﻟﺒﺪﺍﻳﺔ ﺑﴪﻋﺔ‬
‫ﻋﲆ ﻣﺴﺎﺭ ﺍﻟﺘﺰﻟﺞ؟‬
‫ﻣﻨﺘﻈﻤـﺔ‪ ،‬ﻭﻳﺄﺧـﺬ ﻣﻮﻗﻌﻪ ﻗﺒﻞ ﺑـﺪﺀ ﺍﻟﺴـﺒﺎﻕ‪ ،‬ﻭﻳﻨﺘﻈﺮ‬
‫‪ .47‬ال‪‬ص‪‬ة ال‪‬ا‪‬ة ﺗﺘﺴﺎﺭﻉ ﻃﺎﺋﺮﺓ ﺑﺎﻧﺘﻈﺎﻡ ﻣﻦ ﺍﻟﺴﻜﻮﻥ‬
‫ﺣﺘﻰ ﻳﺴﻤﻊ ﺻﻮﺕ ﻃﻠﻘﺔ ﺍﻟﺒﺪﺍﻳﺔ‪ ،‬ﺛﻢ ﻳﻨﻄﻠﻖ ﻓﻴﺘﺴﺎﺭﻉ‬
‫ﺑﻤﻌـﺪﹼ ﻝ ‪ ،5.0 m/s2‬ﻣـﺎ ﴎﻋـﺔ ﺍﻟﻄﺎﺋﺮﺓ ﺑﻌـﺪ ﻗﻄﻌﻬﺎ‬
‫ﺣﺘـﻰ ﻳﺼـﻞ ﺇﱃ ﴎﻋـﺔ ﻣﻨﺘﻈﻤﺔ‪ .‬ﺛﻢ ﳛﺎﻓـﻆ ﻋﲆ ﻫﺬﻩ‬
‫ﻣﺴﺎﻓﺔ ‪5.0 × 102 m‬؟‬
‫ﺍﻟﴪﻋﺔ ﺣﺘـﻰ ﳚﺘﺎﺯ ﺧﻂ ﺍﻟﻨﻬﺎﻳـﺔ‪ .‬ﻭﺑﻌﺪ ﺫﻟﻚ ﻳﺘﺒﺎﻃﺄ‬
‫ﺇﱃ ﺃﻥ ﻳﻤـﴚ‪ ،‬ﻓﻴﺴـﺘﻐﺮﻕ ﰲ ﺫﻟـﻚ ﻭﻗﺘﹰـﺎ ﺃﻃـﻮﻝ ﳑـﺎ‬ ‫‪ .48‬ال‪‬ص‪‬ة ال‪‬ا‪ ‬ة ﺗﺴـﺎﺭﻋﺖ ﻃﺎﺋـﺮﺓ ﺑﺎﻧﺘﻈـﺎﻡ ﻣـﻦ‬
‫ﺍﺳﺘﻐﺮﻗﻪ ﻟﺰﻳﺎﺩﺓ ﴎﻋﺘﻪ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺴﺒﺎﻕ‪.‬‬ ‫ﺍﻟﺴـﻜﻮﻥ ﺑﻤﻌﺪﻝ ‪ ،5.0 m/s2‬ﳌـﺪﺓ ‪ ،14 s‬ﻣﺎ ﺍﻟﴪﻋﺔ‬
‫ﺍﻟﺒﻴـﺎﲏ ﹼ‬
‫ﻟﻜﻞ‬ ‫ﻣ ﹼﺜـﻞ ﺣﺮﻛـﺔ ﺍﻟﻌﺪﹼ ﺍﺀ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﺮﺳـﻢ‬ ‫ﺍﻟﻨﻬﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﻜﺘﺴﺒﻬﺎ ﺍﻟﻄﺎﺋﺮﺓ؟‬
‫ﹼ‬
‫ﻣـﻦ ﻣﻨﺤﻨـﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣـﻦ(‪ ،‬ﻭﻣﻨﺤﻨـﻰ‬ ‫‪ .49‬امل‪‬صا‪‬ة ﺑـﺪﺃﺕ ﻃﺎﺋـﺮﺓ ﺣﺮﻛﺘﻬـﺎ ﻣـﻦ ﺍﻟﺴـﻜﻮﻥ‪،‬‬
‫)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣـﻦ(‪ .‬ﺍﺭﺳـﻢ ﺍﻟﺮﺳـﻤﲔ ﺃﺣﺪﳘـﺎ ﻓـﻮﻕ‬ ‫ﻭﺗﺴـﺎﺭﻋﺖ ﺑﻤﻘﺪﺍﺭ ﻣﻨﺘﻈـﻢ ‪ 3.00 m/s2‬ﳌﺪﺓ ‪30.0 s‬‬

‫ﻭﺑﲔ ﻋﲆ‬ ‫ﺍﻵﺧـﺮ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﻘﻴـﺎﺱ ﺍﻟﺰﻣﻦ ﻧﻔﺴـﻪ‪ .‬ﹼ‬ ‫ﻗﺒﻞ ﺃﻥ ﺗﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ .‬ﺍﺣﺴﺐ‪:‬‬
‫ﻣﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻣـﻜﺎﻥ ﹼ‬
‫ﻛﻞ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ‬ ‫‪ .a‬ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬
‫ﹼ‬
‫ﻭﺧﻂ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫‪ .b‬ﴎﻋﺔ ﺍﻟﻄﺎﺋﺮﺓ ﳊﻈﺔ ﺇﻗﻼﻋﻬﺎ‪.‬‬
‫‪ .54‬التف‪ ‬ال‪‬اقد ﺻﻒ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺃﻥ ﲢﺴﺐ ﺗﺴﺎﺭﻉ‬
‫‪ .50‬ﺃﺳﻘﻂ ﻋﺎﻣﻞ ﺑﻨﺎﺀ ﹶﻋ ﹶﺮ ﹰﺿﺎ ﻗﻄﻌﺔ ﻗﺮﻣﻴﺪ ﻣﻦ ﺳﻄﺢ ﺑﻨﺎﻳﺔ‪،‬‬
‫ﺳﻴﺎﺭﺓ‪ ،‬ﻣﺒ ﹼﻴﻨﹰﺎ ﺃﺩﻭﺍﺕ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺘﻲ ﺳﺘﺴﺘﺨﺪﻣﻬﺎ‪.‬‬
‫ﺍﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪ .a‬ﻣﺎ ﴎﻋﺔ ﺍﻟﻘﻄﻌﺔ ﺑﻌﺪ ‪4.0 s‬؟‬
‫‪ .b‬ﻣﺎ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻘﻄﻌﺔ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺰﻣﻦ؟‬

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 ‫‪‬‬

‫ﺍﻓـﺘــﺮﺽ ﺃﻥ ﺯﻣﻦ ﻧﺒﻀﺔ‬

‫‪‬‬
‫‪‬‬ ‫ﺗﻤﺪد اﻟﺰﻣﻦ ﻋﻨﺪ اﻟﺴﺮﻋﺎت اﻟﻌﺎﻟﻴﺔ‬
‫)ﺗﻜـﺔ( ﺍﻟﺴـﺎﻋﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ‬ ‫‪Time Dilation at High Velocities‬‬
‫‪t0‬‬

‫‪‬‬
‫ﻛـﲈ ﻳﺮﺍﻫـﺎ ﺍﳌﺮﺍﻗـﺐ ﻋـﲆ‬ ‫‪ ‬ال‪ ‬ﺑﺸـﻜﻞ ﳐﺘﻠـﻒ ﰲ ﺇﻃﺎﺭﻳﻦ‬
‫‪‬ل ‪ ‬ا‪ ‬‬
‫‪‬‬

‫ﺍﻷﺭﺽ ﻫـﻲ ‪،ts‬‬
‫ﻭﻛﲈ ﻳﺮﺍﻫﺎ ﺍﳌﺮﺍﻗﺐ‬
‫ﰲ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻔﻀﺎﺋ ﹼﻴﺔ‬
‫‪‬‬ ‫‪ ، to‬ﻭﻃـﻮﻝ ﺃﻧﺒـﻮﺏ‬
‫ﺍﻟﺴـﺎﻋﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ ‪ cto‬ﻭﴎﻋﺔ‬
‫ﺍﳌﺮﻛﺒـﺔ ﺍﻟﻔﻀﺎﺋﻴـﺔ ‪ v‬ﻭﴎﻋﺔ ﺍﻟﻀـﻮﺀ ‪ .c‬ﰲ ﻛﻞ ﻧﺒﻀﺔ‬
‫ﻭﺗﺘﺤـﺮﻙ ﻧﺒﻀﺔ ﺍﻟﻀﻮﺀ‬ ‫ﹼ‬ ‫ﺗﺘﺤـﺮﻙ ﺍﳌﺮﻛﺒﺔ ﻣﻘـﺪﺍﺭ ‪،vts‬‬
‫‪C03-29A-845813 new version‬‬ ‫ﹼ‬
‫ﻣﻘﺪﺍﺭ ‪،cto‬ﻭﻫﺬﺍ ﻳﻘﻮﺩ ﺇﱃ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻭﺇﻳﺎ ﹰﺑﺎ ﻣﻨﻌﻜﺴـﺔ ﻋﻦ ﺍﳌﺮﺁﺗﲔ‪ .‬ﻭﻳﻘـﺎﺱ ﺍﻟﺰﻣﻦ ﺑﺘﺤﺪﻳﺪ‬
‫‪to‬‬
‫=‪ts‬‬
‫) ‪1- ( cv2‬‬
‫‪2‬‬
‫ﻣﺮﺟﻌ ﹼﻴﲔ؟ ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻋﻤﺮ ﺃﺣﺪ ﺗﻮﺃﻣﲔ‬
‫ﺃﻛﱪ ﻣﻦ ﻋﻤﺮ ﺍﻵﺧﺮ؟‬
‫ال‪‬صا‪‬ة ال‪‬صو‪‬ة ‪ Light Clock‬ﺗﺄ ﹼﻣﻞ ﻓﻜﺮﺓ ﺍﻟﺘﺠﺮﺑﺔ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ‪.‬‬
‫ﻛﻞ ﻣﻦ‬ ‫ﺭﺃﳼ‪ ،‬ﰲ ﱟ‬
‫ﹼ‬ ‫ﺍﻟﺴـﺎﻋﺔ ﺍﻟﻀﻮﺋﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻧﺒﻮﺏ‬
‫ﻃﺮﻓﻴﻪ ﻣﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ‪ .‬ﻳﺘﻢ ﺇﻃﻼﻕ ﻧﺒﻀﺔ ﺿﻮﺋ ﹼﻴﺔ ﻗﺼﲑﺓ‬
‫ﰲ ﺇﺣـﺪ￯ ﳖﺎﻳﺘﻲ ﺍﻷﻧﺒﻮﺏ‪ ،‬ﺑﺤﻴﺚ ﺗﺮﺗﺪﹼ ﺩﺍﺧﻠﻪ ﺫﻫﺎ ﹰﺑﺎ‬
‫ﻋﺪﺩ ﺍﺭﺗﺪﺍﺩﺍﺕ ﺍﻟﻨﺒﻀﺔ‪.‬‬

‫ﺍﻟﺴـﺎﻋﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ ﻣﻀﺒﻮﻃﺔ؛ ﻷﻥ ﴎﻋـﺔ ﺍﻟﻨﺒﻀﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ)‪(c‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺮﺍﻗﺐ ﺍﻟﺴﺎﻛﻦ‪ ،‬ﻛ ﹼﻠﲈ ﺍﻗﱰﺑﺖ ﻗﻴﻤﺔ ‪ v‬ﻣﻦ‬ ‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ‬ ‫ﺩﺍﺋـﻢ‪ ،‬ﻭﻫﻲ ﺗﺴـﺎﻭﻱ ‪ 3 ×108 m/s‬ﱢ‬ ‫ﻣﻨﺘﻈﻤـﺔ ﹰ‬
‫‪ ،c‬ﺃﺻﺒﺢ ﺯﻣﻦ ﺍﻟﻨﺒﻀﺔ ﺃﺑﻄﺄ‪ .‬ﺃ ﹼﻣﺎ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺍﳌﺮﺍﻗﺐ‬ ‫ﺍﻟﻀﻮﺋﻲ ﺃﻭ ﺍﳌﺸﺎﻫﺪ‪.‬‬
‫ﹼ‬ ‫ﻋﻦ ﴎﻋﺔ ﺍﳌﺼﺪﺭ‬
‫ﰲ ﺍﳌﺮﻛﺒﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﺴـﺎﻋﺔ ﲢﺎﻓﻆ ﻋـﲆ ﻭﻗﺘﻬﺎ ﺍﻟﺼﺤﻴﺢ‬ ‫ﺍﻓﱰﺽ ﺃﻥ ﻫﺬﻩ ﺍﻟﺴﺎﻋﺔ ﺍﻟﻀﻮﺋﻴﺔ ﻗﺪ ﻭﺿﻌﺖ ﰲ ﻣﺮﻛﺒﺔ‬
‫ﻓﻀﺎﺋﻴـﺔ ﴎﻳﻌﺔ ﺟﺪﹼﹰ ﺍ‪ ...‬ﻋﻨﺪﻣﺎ ﺗﺴـﲑ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻔﻀﺎﺋ ﹼﻴﺔ‬
‫)ﺍﳌﻀﺒﻮﻁ(‪.‬‬
‫ﺑﴪﻋـﺎﺕ ﻣﻨﺨﻔﻀﺔ‪ ،‬ﻳﺮﺗﺪﹼ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻀﻮﺋـﻲ ﻋﻤﻮﺩ ﹼﹰﻳﺎ‬
‫ﹸﺴـﻤﻰ ﻫـﺬﻩ‬
‫ال‪ Time Dilation ‬ﺗ ﹼ‬
‫‪‬‬ ‫الت‪‬د‪ ‬‬ ‫ﲢﺮﻛـﺖ ﺍﳌﺮﻛﺒـﺔ ﺑﴪﻋـﺔ‬ ‫ﰲ ﺩﺍﺧـﻞ ﺍﻷﻧﺒـﻮﺏ‪ .‬ﻭﺇﺫﺍ ﹼ‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﲤﺪﹼ ﺩ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﻫﻲ ﺗﻨﻄﺒﻖ ﻋﲆ ﻛﻞ ﺍﻟﻌﻤﻠﻴﺎﺕ‬ ‫ﺍﻟﻀﻮﺋﻲ ﰲ ﺍﻻﺭﺗﺪﺍﺩ ﺭﺃﺳ ﹼﹰﹼﻴﺎ ﻛﲈ‬
‫ﹼ‬ ‫ﺃﻛﱪﻓﺴﻴﺴﺘﻤﺮ ﺍﻟﺸـﻌﺎﻉ‬
‫ﺍﳌﺮﺗﺒﻄـﺔ ﺑﺎﻟﺰﻣـﻦ ﻋﲆ ﻣﺘـﻦ ﺍﻟﺴـﻔﻦ ﺍﻟﻔﻀﺎﺋ ﹼﻴﺔ‪ .‬ﻭﻋﲆ‬ ‫ﻳﺮﺍﻩ ﺍﳌﺮﺍﻗﺐ ﰲ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻔﻀﺎﺋ ﹼﻴﺔ‪ .‬ﺃ ﹼﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺮﺍﻗﺐ‬
‫ﺍﳊﻴﻮﻱ ﺑﺸـﻜﻞ ﺃﻛﺜﺮ‬
‫ﹼ‬ ‫ﺳـﺒﻴﻞ ﺍﳌﺜـﺎﻝ ﺳـﻴﻤﴤ ﺍﻟﻌﻤـﺮ‬ ‫ﻳﻘﻒ ﺳـﺎﻛﻨﹰﺎ ﻋﲆ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﺒﻀﺔ ﺍﻟﻀﻮﺋﻴﺔ‬
‫ﻋـﲈ ﻫﻮ ﻋﻠﻴﻪ ﻋﲆ ﺍﻷﺭﺽ‪.‬‬ ‫ﺑﻄ ﹰﺌـﺎ ﰲ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻔﻀﺎﺋﻴﺔ ﹼ‬ ‫ﺗﺘﺤﺮﻙ ﻭﻓﻖ ﻣﺴﺎﺭ ﻣﺎﺋﻞ ﺑﺴﺒﺐ ﺣﺮﻛﺔ ﺍﳌﺮﻛﺒﺔ ﺍﻟﻔﻀﺎﺋﻴﺔ‪،‬‬ ‫ﹼ‬
‫ﻟـﺬﺍ ﻓـﺈﺫﺍ ﻛﺎﻥ ﺍﳌﺮﺍﻗـﺐ ﰲ ﺍﳌﺮﻛﺒـﺔ ﺍﻟﻔﻀﺎﺋ ﹼﻴﺔ ﻫﻮ ﺃﺣﺪ‬ ‫ﺍﻟﻀﻮﺋﻲ ‪ -‬ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺍﳌﺮﺍﻗﺐ‬
‫ﹼ‬ ‫ﺍﻟﺸـﻌﺎﻉ‬ ‫ﻓﺈﻥ‬ ‫ﻭﻫﻜـﺬﺍ‬
‫ﺗﻮﺃﻣﲔ‪ ،‬ﻓﺴـﻴﻜﻮﻥ ﻋﻤﺮﻩ ﺃﻗﻞ ﻣـﻦ ﻋﻤﺮ ﺍﻟﺘﻮﺃﻡ ﺍﻵﺧﺮ‬ ‫ﻳﺘﺤـﺮﻙ ﻣﺴـﺎﻓﺔ ﺃﻛـﱪ‪ .‬ﻭﳌﺎ ﻛﺎﻧﺖ‬ ‫ﹼ‬ ‫ﺍﻷﺭﴈ ﺍﻟﺴـﺎﻛﻦ‪-‬‬
‫ﻋﲆ ﺍﻷﺭﺽ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﻣﻌﻀﻠﺔ ﺍﻟﺘﻮﺍﺋﻢ‪.‬‬ ‫ﺍﳌﺴـﺎﻓﺔ ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪ :‬ﺍﳌﺴـﺎﻓﺔ=ﺍﻟﴪﻋﺔ × ﺍﻟﺰﻣﻦ‪،‬‬
‫ﻭﴎﻋﺔ ﺍﻟﻨﺒﻀـﺔ ﺍﻟﻀﻮﺋ ﹼﻴﺔ ‪ ،c‬ﺃﻭ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻣﻨﺘﻈﻤﺔ‬
‫ﺃﻭﺣﺖ ﻇﺎﻫـﺮﺓ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﻟﺰﻣﻨﻲ ﺑﺄﻓـﻜﺎﺭ ﺧﻴﺎﻟﻴﺔ ﻛﺜﲑﺓ‬ ‫ﺩﺍﺋﻢ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺮﺍﻗﺐ‪ ،‬ﻓﺈﻥ ﺍﺯﺩﻳﺎﺩ ﺍﳌﺴﺎﻓﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ‬ ‫ﹰ‬
‫ﺣـﻮﻝ ﺍﻟﺴـﻔﺮ ﰲ ﺍﻟﻔﻀـﺎﺀ‪ ،‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﺑﺈﻣﻜﺎﻥ ﺳـﻔﻴﻨﺔ‬ ‫ﺍﳌﺮﺍﻗـﺐ ﺍﻷﺭﴈ ﺍﻟﺴـﺎﻛﻦ ﺗﻌﻨـﻲ ﺃﻥ ﺍﻟﺰﻣـﻦ ﻫﻮ ﺍﻟﺬﻱ‬
‫ﻓﻀﺎﺋﻴﺔ ﺍﻟﺴﻔﺮ ﺑﴪﻋﺎﺕ ﻗﺮﻳﺒﺔ ﻣﻦ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻓﺈﻥ‬ ‫ﳚـﺐ ﺃﻥ ﻳﺰﺩﺍﺩ ﰲ ﺍﻟﻄﺮﻑ ﺍﻟﺜـﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺣﺘﻰ ﺗﺒﻘﻰ‬
‫ﺍﻟﺮﺣـﻼﺕ ﺇﱃ ﺍﻟﻨﺠﻮﻡ ﺍﻟﺒﻌﻴﺪﺓ ﺟﺪﹼﹰ ﺍ ﻗﺪ ﺗﺼﺒﺢ ﳑﻜﻨﺔ؛‬ ‫ﺍﻷﺭﴈ ﺍﻟﺴـﺎﻛﻦ ﻳﺮ￯ ﺃﻥ‬ ‫ﹼ‬ ‫ﺃﻱ ﺃﻥ ﺍﳌﺮﺍﻗــﺐ‬
‫ﺻﺤﻴﺤﺔ‪ .‬ﹾ‬
‫ﻷﳖﺎ ﺳﺘﺴﺘﻐﺮﻕ ﺑﻀﻊ ﺳﻨﻮﺍﺕ ﻓﻘﻂ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺭﻭﺍﺩ‬ ‫ﺍﳌﺘﺤﺮﻛﺔ ﺗﺴﲑ ﺃﺑﻄﺄ ﻣﻦ ﺍﻟﺴﺎﻋﺔ‬ ‫ﹼ‬ ‫ﺍﻟﺴـﺎﻋﺔ ﰲ ﺍﳌﺮﻛﱠﺒــــﺔ‬
‫ﺍﻟﻔﻀﺎﺀ ﺍﻟﺬﻳﻦ ﻋﲆ ﻣﺘﻨﻬﺎ‪.‬‬ ‫ﻧﻔﺴــﻬﺎ ﻋﻠــﻰ ﺍﻷﺭﺽ!‬

‫‪89‬‬
 ‫الت‪‬صار‪ ‬ال‪‬ا‪  ‬ا‪‬ا‪‬ة ا‪‬ر‪‬ص‪‬ة‬
‫ﲨﻴﻊ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﺳﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫ﺣﺮﺍ ﺗﺘﺤﺮﻙ ﺑﺘﺴـﺎﺭﻉ ﺛﺎﺑﺖ ﻫﻮ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ .‬ﻭﳜﺘﻠﻒ ﺗﺴﺎﺭﻉ‬
‫ﺍﳉﺎﺫﺑﻴﺔ ﺍﺧﺘﻼ ﹰﻓﺎ ﺑﺴـﻴ ﹰﻄﺎ ﺑﲔ ﻣﻨﻄﻘﺔ ﻭﺃﺧﺮ￯ ﻋﲆ ﺳـﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﹼ‬
‫ﻭﻳﻘﻞ ﻛﻠﲈ ﺍﺭﺗﻔﻌﻨﺎ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ .‬ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺳﺘﺘﻤﻜﻦ ﻣﻦ ﻗﻴﺎﺱ ﻣﻘﺪﺍﺭ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﰲ ﻣﻨﻄﻘﺘﻚ‪.‬‬
‫‪‬صو‪‬ا‪ ‬الت‪‬ة‬
‫ﻛﻴﻒ ﺗﻘﻴﺲ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ؟‬

‫ﺣﺎﻣﻞ‪ ،‬ﻣﻐﻨﺎﻃﻴﺲ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻛﺮﺗﺎﻥ ﻓﻠﺰﻳﺘﺎﻥ ﻣﻦ ﺍﳊﺪﻳﺪ ﳐﺘﻠﻔﺘﺎﻥ ﰲ‬ ‫§ ﺗﻘﻴﺲ ﺑﻴﺎﻧﺎﺕ ﻋﻦ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ‪.‬‬
‫ﺍﻟﻜﺘﻠﺔ‪ ،‬ﺑﻮﺍﺑﺘﺎﻥ ﺿﻮﺋﻴﺘﺎﻥ‪ ،‬ﺍﳌﺆﻗﺖ ﺍﻟﺬﻛﻲ )ﻗﺎﺭﺉ ﺑﻴﺎﻧﺎﺕ(‪ ،‬ﻣﺴﻄﺮﺓ‬ ‫§ ﺗﺮﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﳌﺴﺎﻓﺔ ‪ -‬ﺍﻟﺰﻣﻦ( ﻭﺗﺴﺘﺨﺪﻣﻪ‪.‬‬
‫ﻣﱰﻳﺔ‪ ،‬ﻣﻴﺰﺍﻥ ﺇﻟﻜﱰﻭﲏ‪) .‬ﻳﻤﻜﻦ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺠﻬﺎﺯ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ(‬ ‫§ ﺗﻘﺎﺭﻥ ﺑﲔ ﻗﻴﻢ ‪ g‬ﰲ ﺣﺎﻟﺔ ﺳﻘﻮﻁ ﻛﺘﻞ ﳐﺘﻠﻔﺔ‪.‬‬
‫§ ﺗﻘﺎﺭﻥ ﺑﲔ ﻗﻴﻢ ‪ g‬ﰲ ﺣﺎﻟﺔ ﺳـﻘﻮﻁ ﻛﺘﻠﺔ ﻣﺎ ﻣﺴﺎﻓﺎﺕ‬ ‫‪‬‬
‫‪Hand protection‬‬
‫‪‬‬
‫‪Eye safety‬‬
‫‪‬‬
‫‪Thermal safety‬‬
‫‪‬‬
‫‪Explosive‬‬

‫ﺭﻛﱢﺐ ﺟﻬﺎﺯ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ‪.‬‬ ‫‪.1‬‬

‫ﳐﺘﻠﻔﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﹺ‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﻭﺩﻭﳖـﺎ ﰲ ﺟﺪﻭﻝ‬ ‫ـﺲ ﻛﺘﻠـﺔ ﺇﺣﺪ￯ ﺍﻟﻜﺮﺗـﲔ ﺍﳊﺪﻳﺪﻳﺘـﲔ ﱢ‬ ‫ﻗ ﹾ‬ ‫‪.2‬‬ ‫§ ﲢﺴﺐ ﻣﻘﺪﺍﺭ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪.‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫ﺛ ﱢﺒﺖ ﻫـﺬﻩ ﺍﻟﻜﺮﺓ ﺑﺎﳌﻐﻨﺎﻃﻴـﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﻮﺻـﻮﻝ ﺑﺎﳌﺆﻗﺖ‬ ‫‪.3‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫ﺍﻟﺰﻣﻨﻲ‪.‬‬
‫ﹺﻗ ﹺ‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫ﺲ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺃﺳﻔﻞ ﺍﻟﻜﺮﺓ ﻭﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﻀﻮﺋﻴﺔ‪.‬‬ ‫• ﺍﺑﺘﻌﺪ ﻋﻦ ﺍﻟﻜﺮﺍﺕ ﺍﳊﺪﻳﺪﻳﺔ ﰲ ﺃﺛﻨﺎﺀ ﺳﻘﻮﻃﻬﺎ‪.‬‬
‫‪Laser beam‬‬ ‫‪Hand protection‬‬
‫‪Lab. coat‬‬ ‫‪Eye Ecological‬‬
‫‪safety‬‬ ‫‪hazards‬‬ ‫‪Thermal Carcinogenic‬‬
‫‪safety‬‬ ‫‪Explosive‬‬

‫‪.4‬‬
‫ﺍﺿﺒﻂ ﻋﺪﹼ ﺍﺩ ﺍﳌﺆﻗﺖ ﺍﻟﺰﻣﻨﻲ ﻋﲆ ﺍﻟﺼﻔﺮ‪.‬‬
‫‪‬‬ ‫‪‬‬

‫‪.5‬‬
‫‪‬‬ ‫‪‬‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﺣﺮﺍ‪ .‬ﻋﻨﺪﻣﺎ‬‫ﺍﻓﺘﺢ ﺩﺍﺋﺮﺓ ﺍﳌﺆﻗﺖ ﺍﻟﺰﻣﻨﻲ ﻟﺘﺴـﻘﻂ ﺍﻟﻜﺮﺓ ﺳﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫‪‬‬
‫‪.6‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫ﺍﳌﺆﻗﺖ‬
‫ﹸ‬ ‫ﻳﺴـﺠﻞ‬
‫ﹼ‬ ‫ﲤﺮ ﺍﻟﻜﺮﺓ ﺑﺎﻟﺒﻮﺍﺑﺔ ﺍﻟﻀﻮﺋﻴﺔ ﰲ ﺃﺛﻨﺎﺀ ﺳـﻘﻮﻃﻬﺎ‬ ‫ﹼ‬ ‫‪‬‬
‫ﺍﻟﺰﻣ ﹶﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﻣﻦ ﳊﻈـﺔ ﺇﻓﻼﲥﺎ ﻣﻦ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺣﺘﻰ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫‪‬‬
‫ﺩﻭﻥ ﻗـﺮﺍﺀﺓ ﺍﳌﺆﻗﺖ ﺍﻟﺰﻣﻨﻲ‬ ‫ﳊﻈـﺔ ﻭﺻﻮﳍﺎ ﺍﻟﺒﻮﺍﺑﺔ ﺍﻟﻀﻮﺋﻴـﺔ‪ .‬ﱢ‬ ‫‪‬‬
‫‪Laser beam‬‬
‫‪‬‬
‫‪Lab. coat‬‬
‫‪‬‬
‫‪Ecological hazards‬‬
‫‪‬‬
‫‪Carcinogenic‬‬

‫ﻟﻠﻤﺤﺎﻭﻟﺔ ‪ t1‬ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.1‬‬

‫ﻛـﺮﺭ ﺍﳋﻄﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﻣﺮﺗـﲔ ﻟﻠﻤﺤﺎﻭﻟﺘﲔ ‪ t2‬ﻭ‪ ،t3‬ﻭﺍﺣﺴـﺐ‬ ‫‪.7‬‬ ‫‪‬‬
‫ﻭﺩﻭﻥ ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.1‬‬‫ﻣﺘﻮﺳﻂ ﺍﻟﺰﻣﻦ‪ ،‬ﱢ‬ ‫‪‬‬

‫ـﲑ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺃﺳـﻔﻞ ﺍﻟﻜـﺮﺓ ﺍﳊﺪﻳﺪﻳـﺔ ﻭﺍﻟﺒﻮﺍﺑـﺔ ﺍﻟﻀﻮﺋﻴﺔ‬ ‫ﹶﻏ ﱢ ﹺ‬ ‫‪.8‬‬

‫ﹶـﺮﺭ ﰲ ﻛﻞ ﻣـﺮﺓ ﺍﳋﻄـﻮﺍﺕ ﻣـﻦ ‪ 3‬ﺇﱃ ‪ ،7‬ﱢ‬
‫ﻭﺩﻭﻥ‬ ‫ﻣﺮﺗـﲔ‪ ،‬ﻭﻛ ﱢ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.1‬‬
‫ﻛ ﱢﹶﺮﺭ ﺍﳋﻄﻮﺍﺕ ﻣﻦ ‪ 2‬ﺇﱃ ‪ 8‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺮﺓ ﺍﳊﺪﻳﺪﻳﺔ ﺍﻟﺜﺎﻧﻴﺔ‪،‬‬ ‫‪.9‬‬
‫ﻭﺩﻭﻥ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.2‬‬ ‫ﱢ‬
‫‪90‬‬
 ‫‪‬د‪ ‬الب‪‬ا‪‬ات ‪1‬‬
‫ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ ﺍﳊﺪﻳﺪﻳﺔ ﺍﻷﻭﱃ‪……………… g :‬‬
‫‪‬صار‪ ‬ا‪‬ا‪‬ة ا‪‬ر‪‬ص‪‬ة‬ ‫‪ ‬تو‪‬ص‪ ‬ال‪‬‬ ‫‪‬تو‪‬ص‪ ‬ال‪‬‬ ‫ال‪(s) ‬‬
‫ا‪‬ر‪‬فا‪‬‬
‫‪g = 2h/ t‬‬
‫‪2‬‬
‫)‪(m/s2‬‬ ‫‪t‬‬
‫‪2‬‬
‫‪t‬‬ ‫ال‪‬ا‪‬ص‪‬‬
‫)‪(s‬‬
‫‪t3‬‬ ‫‪t2‬‬ ‫‪t1‬‬ ‫)‪(m‬‬
‫)‪(s2‬‬

‫‪‬د‪ ‬الب‪‬ا‪‬ات ‪2‬‬

‫ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ ﺍﳊﺪﻳﺪﻳﺔ ﺍﻟﺜﺎﻧﻴﺔ‪……………… g :‬‬
‫‪‬صار‪ ‬ا‪‬ا‪‬ة ا‪‬ر‪‬ص‪‬ة‬ ‫‪ ‬تو‪‬ص‪ ‬ال‪‬‬ ‫‪‬تو‪‬ص‪ ‬ال‪‬‬ ‫ال‪(s) ‬‬
‫ا‪‬ر‪‬فا‪‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪t‬‬
‫‪g = 2h/ t‬‬ ‫)‪(m/s2‬‬ ‫‪t‬‬ ‫ال‪‬ا‪‬ص‪‬‬
‫)‪(s‬‬ ‫‪t3‬‬ ‫‪t2‬‬ ‫‪t1‬‬
‫)‪(s2‬‬ ‫)‪(m‬‬

‫ق‪‬ار‪ ‬ﺍﻟﻨﺘﺎﺋـﺞ ﺍﻟﺘـﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬـﺎ ﻟﺘﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ‬ ‫‪.6‬‬

‫ﺍﻷﺭﺿﻴـﺔ ﻣـﻦ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴـﺎﲏ ﺑﺎﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺣﺴـﺒﺘﻬﺎ ﰲ‬
‫اح‪‬ص‪ ‬ﻣﺮﺑﻊ ﻣﺘﻮﺳـﻂ ﺍﻟﺰﻣﻦ ﻭﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬ ‫‪.1‬‬
‫ﺍﳉﺪﻭﻟﲔ‪.‬‬
‫ﻟﻜﻞ ﳎﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻟﲔ ‪ 1‬ﻭ‪.2‬‬
‫ا‪‬ص‪ ‬ال‪‬ص‪‬و‪ ‬الب‪‬ا‪‬ة ‪‬ا‪‬صت‪‬د‪‬ا ﻣ ﹼﺜـﻞ ﺍﻟﻌﻼﻗـﺔ ﺑﲔ‬ ‫‪.2‬‬

‫ﻣﺎ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘـﻲ ﺗﺘﻮﻗﻊ ﺍﳊﺼﻮﻝ ﻋﻠﻴﻬﺎ ﰲ ﺣﺎﻝ ﺃﻋﺪﺕ ﺗﻨﻔﻴﺬ‬ ‫ﺍﻻﺭﺗﻔـﺎﻉ ﺍﻟـﺮﺃﳼ )ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﺳـﻘﻄﺘﻬﺎ ﺍﻟﻜـﺮﺓ( ﻋﲆ‬
‫ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﺟﺴﺎﻡ ﺧﻔﻴﻔﺔ‪ ،‬ﻭﻣﻨﻬﺎ‪ :‬ﻗﻄﻌﺔ ﻭﺭﻕ‪،‬‬ ‫ﺍﳌﺤـﻮﺭ ‪ y‬ﻭﻣﺮﺑـﻊ ﺍﻟﺰﻣﻦ ﻋﲆ ﺍﳌﺤﻮﺭ ‪ ،x‬ﺛﻢ ﺍﺭﺳـﻢ ﺍﳋﻂ‬
‫ﺃﻭ ﻛﺮﺓ ﻗﻄﻦ‪ ،‬ﺃﻭ ﺭﻳﺸﺔ؟‬ ‫ﺍﻟﺒﻴﺎﲏ ﺍﻷﻛﺜﺮ ﻣﻄﺎﺑﻘﺔ ﻟﺒﻴﺎﻧﺎﺗﻚ‪.‬‬
‫اح‪‬ص‪ ‬ﻣﻴﻞ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‪.‬‬ ‫‪.3‬‬

‫ﹸﺼﻤـﻢ ﻣﺴـﺎﺭﺍﺕ ﻋﺮﺑـﺎﺕ ﺍﻟﺴـﻘﻮﻁ ﺍﳊـﺮ ﰲ ﻣـﺪﻥ‬ ‫ﳌـﺎﺫﺍ ﺗ ﹼ‬ ‫قا ‪‬ر‪ ‬ﺑﲔ ﻗﻴﻢ ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﺍﻟﺘﻲ ﺣﺴﺒﺘﻬﺎ ﰲ‬ ‫‪.1‬‬
‫ﺍﻷﻟﻌـﺎﺏ )ﺍﳌﻼﻫـﻲ( ﺑﺤﻴـﺚ ﺗﻨﺤﻨـﻲ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﻧﺤﻮ ﺳـﻄﺢ‬ ‫ﺍﳉﺪﻭﻟﲔ ‪ 1‬ﻭ‪ .2‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫ﺍﻷﺭﺽ ﻟﺘﻨﺘﻬـﻲ ﺑﻤﺴـﺎﺭ ﻣﺴـﺘﻘﻴﻢ ﻋﻨﺪ ﺍﻻﻗـﱰﺍﺏ ﻣﻦ ﳖﺎﻳﺔ‬ ‫ﺗﻐﲑ‬
‫ﻫﻞ ﺍﺧﺘﻠﻒ ﻣﻘﺪﺍﺭ ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻋﻨﺪﻣﺎ ﱠ‬ ‫‪.2‬‬
‫ﺍﻟﻠﻌﺒﺔ؟ ﻭﳌﺎﺫﺍ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺍﻣﺘﺪﺍﺩ ﻃﻮﻳﻞ ﻟﻠﻤﺴﺎﺭ ﺍﳌﺴﺘﻘﻴﻢ؟‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﳼ ﺍﻟﺬﻱ ﺳﻘﻄﺖ ﻣﻨﻪ ﺍﻟﻜﺮﺓ؟‬
‫ﻫـﻞ ﺍﺧﺘﻠﻒ ﻣﻘـﺪﺍﺭ ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴـﺔ ﺍﻷﺭﺿﻴـﺔ ﻋﻨﺪﻣﺎ‬ ‫‪.3‬‬
‫ﺗﻐﲑﺕ ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ؟‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬ ‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﳼ ﺍﻟﺬﻱ ﺳﻘﻄﺖ ﻣﻨﻪ ﺍﻟﻜﺮﺓ‬ ‫‪.4‬‬

‫مل‪‬يد ‪ ‬املع‪‬و‪‬ات ‪ ‬ل ا‪‬ة ار‪ ‬ا‪ ‬صب‪‬ة ا‪ ‬ا‪ ‬قم ‪‬يار‪‬‬ ‫ﻭﻣﺮﺑﻊ ﺍﻟﺰﻣﻦ؟‬
‫املوق‪ ‬ا‪‬ل‪obeikaneducation.com ‬‬ ‫اح‪‬ص‪ ‬ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴـﺔ ﺍﻷﺭﺿﻴﺔ ﻣـﻦ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴﺎﲏ‬ ‫‪.5‬‬
‫ﳌﻨﺤﻨﻰ )ﺍﳌﺴـﺎﻓﺔ – ﺍﻟﺰﻣﻦ(‪ ،‬ﻭﺗﺬﻛﱠﺮ ﺃﻥ ﻣﻴﻞ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‬
‫ﺃﻳﻀﺎ ‪.__21 g‬‬
‫__ ﻭﻳﺴﺎﻭﻱ ﹰ‬ ‫‪h‬‬
‫ﻳﺴﺎﻭﻱ‬
‫‪91‬‬
‫‪t2‬‬
 ‫‪ 2-1‬ال‪‬ات املت‪‬ة ‪‬ال‪‬ا‪‬ص‪‬ة ‪Vectors and scalars‬‬

‫ا‪‬ار ال‪‬صة‬ ‫املف‪‬ات‬

‫ﻛﻤ ﹼﻴﺎﺕ ﻓﻴﺰﻳﺎﺋ ﹼﻴﺔ ﳍﺎ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ‪.‬‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ ﹼ‬
‫ﹼ‬ ‫•‬ ‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﹼ‬ ‫•‬
‫ﻛﻤ ﹼﻴﺎﺕ ﻓﻴﺰﻳﺎﺋ ﹼﻴﺔ ﳍﺎ ﻣﻘﺪﺍﺭ ﻓﻘﻂ‪.‬‬
‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﹼ‬
‫ﹼ‬ ‫•‬ ‫ﺍﻟﻜﻤ ﹼﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ‬
‫ﹼ‬ ‫•‬
‫ﻛﻤ ﹼﻴﺔ ﻓﻴﺰﻳﺎﺋ ﹼﻴﺔ‪.‬‬
‫• ﺍﳌﻘﺪﺍﺭ ﻋﺪﺩ ﻳﻌﱪ ﻋﻦ ﹼ‬ ‫• ﺍﳌﻘﺪﺍﺭ‬
‫ﺍﳌﺤﺼﻠﺔ ﻣﺘﹼﺠﻪ ﻳﺒﺪﺃ ﻣﻦ ﺫﻳﻞ ﺍﳌﺘﹼﺠﻪ ﺍﻷﻭﻝ ﻭﻳﻨﺘﻬﻲ ﻋﻨﺪ ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ﺍﻷﺧﲑ‪.‬‬
‫ﹼ‬ ‫•‬ ‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫•‬

‫‪ 2-2‬ل ا‪‬ة ‪Representing motion‬‬

‫ا‪‬ار ال‪‬صة‬ ‫املف‪‬ات‬

‫ﻛﻤ ﹼﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﲤ ﹼﺜﻞ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﺍﻟﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﲆ ﻣﻮﻗﻊ ﺍﳉﺴﻢ ﰲ ﺍﲡﺎﻩ ﻣ ﹼﻌﲔ‪.‬‬ ‫ﺍﻹﺯﺍﺣﺔ ﹼ‬ ‫•‬ ‫• ﺍﻹﺯﺍﺣﺔ‬
‫ﺍﻟﴪﻋﺔ ﻣﺴﺎﻓﺔ ﻣﻘﻄﻮﻋﺔ ﺧﻼﻝ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪.‬‬ ‫•‬ ‫• ﺍﻟﴪﻋﺔ‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺇﺯﺍﺣﺔ ﺍﳉﺴﻢ ﺧﻼﻝ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪.‬‬ ‫• ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺍﳌﺘﻮﺳﻄﺔ •‬
‫ﴎﻋﺔ ﺍﳉﺴﻢ ﺍﳌﺘﺤﺮﻙ ﻋﻨﺪ ﺃﻳﺔ ﳊﻈﺔ ﻣﻦ ﺣﺮﻛﺘﻪ ﺗﺴﻤﻰ ﴎﻋﺔ ﳊﻈﻴﺔ‪.‬‬ ‫• ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺍﻟﻠﺤﻈﻴﺔ •‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﺒﺪﺃ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﻣﻨﻬﺎ ﺗﺴﻤﻰ ﺍﳌﻮﻗﻊ ﺍﻹﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ‪.‬‬ ‫• ﺍﳌﻮﻗﻊ ﺍﻹﺑﺘﺪﺍﺋﻲ ﻟﻠﺠﺴﻢ •‬

‫‪ 2-3‬ا‪‬ة املت‪‬صار‪‬ة ‪Acceleration‬‬

‫ا‪‬ار ال‪‬صة‬ ‫املف‪‬ات‬

‫ﺍﻟﺘﻐﲑ ﰲ ﴎﻋﺔ ﺍﳉﺴﻢ ﺧﻼﻝ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪.‬‬ ‫• ﺍﻟﺘﺴﺎﺭﻉ ﻫﻮ ﹼ‬ ‫• ﺗﺴﺎﺭﻉ‬
‫ﺣﺮﺍ ﺗﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ ﻫﻮ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪.‬‬‫• ﺍﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﺳﻘﻮ ﹰﻃﺎ ﹰ‬
‫• ﺗﺴـﺎﺭﻉ ﺍﳉﺴـﻢ ﺍﳌﻘﺬﻭﻑ ﺭﺃﺳـ ﹰﻴﺎ ﺇﱃ ﺃﻋﲆ ﻫﻮ ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ .‬ﻭﻳﻜﻮﻥ ﺳﺎﻟ ﹰﺒﺎ ﺃﺛﻨﺎﺀ‬
‫ﺍﻟﺼﻌﻮﺩ ﻭﻣﻮﺟ ﹰﺒﺎ ﺃﺛﻨﺎﺀ ﺍﻟﺴﻘﻮﻁ‪.‬‬

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‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 2-40‬ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ( ﻟﺴﻴﺎﺭﺓ‬
‫‪ .60‬ﹼ‬ ‫‪‬ي‪‬ة املفا‪‬م‬
‫ﺗﺘﻐﲑ ﺍﻟﴪﻋﺔ ﻣﻊ ﺍﻟﺰﻣﻦ؟‬
‫ﺗﺘﺤﺮﻙ ﻋﲆ ﻃﺮﻳﻖ‪ .‬ﺻﻒ ﻛﻴﻒ ﹼ‬
‫ﹼ‬ ‫‪ .55‬ﺃﻛﻤـﻞ ﺧﺮﻳﻄـﺔ ﺍﳌﻔﺎﻫﻴـﻢ ﺍﻟﺘﺎﻟﻴـﺔ ﺑﺎﺳـﺘﻌﲈﻝ ﺍﻟﺮﻣـﻮﺯ‬
‫ﻭﺍﳌﺼﻄﻠﺤـﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ‪ ،d ، m/s2 ، v ، m :‬ﺍﻟﺘﺴـﺎﺭﻉ‪،‬‬
‫ﺍﻟﴪﻋﺔ‪.‬‬
‫ال‪‬ص‪‬ة‬

‫‪‬ص‪ ‬ا‪‬ة‬
‫ال‪‬‬
‫املوق‪‬‬
‫ال‪‬ص‪‬ل ‪2-40‬‬
‫‪a‬‬
‫ﺗﺘﺤـﺮﻙ ﻋـﲆ ﻃﺮﻳـﻖ ﻋﺎ ﹼﻡ‬
‫ﹼ‬ ‫ﻫـﻞ ﻳﻤﻜـﻦ ﺃﻥ ﻳﻜـﻮﻥ ﻟﺴـﻴﺎﺭﺓ‬ ‫‪.61‬‬

‫ﴎﻋـﺔ ﺳـﺎﻟﺒﺔ ﻭﺗﺴـﺎﺭﻉ ﻣﻮﺟـﺐ ﰲ ﺍﻟﻮﻗـﺖ ﻧﻔﺴـﻪ؟‬ ‫‪m/s‬‬

‫ﺗﺘﻐـﲑ ﺇﺷـﺎﺭﺓ ﴎﻋـﺔ‬

‫ﹼ‬ ‫ﻭﺿـﺢ ﺫﻟـﻚ‪ .‬ﻭﻫـﻞ ﻳﻤﻜـﻦ ﺃﻥ‬
‫ﹼ‬ ‫ا‪‬ا‪ ‬املفا‪‬م‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬
‫ﺍﻟﺴـﻴﺎﺭﺓ ﰲ ﺃﺛﻨـﺎﺀ ﺣﺮﻛﺘﻬﺎ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈـﻢ؟ ﹼ‬
‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨـﻚ ﺃﻥ ﺗﺴـﺘﺨﺪﻡ ﻣﻨﺤﻨﻰ‬
‫‪ ‬الت‪‬ل‪ ‬ﹼ‬
‫‪‬‬ ‫‪.56‬‬
‫‪ .62‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ( ﳉﺴـﻢ ﻣﺎ ﺧ ﹼﹰﻄﺎ‬
‫ﳌﺘﺰﳉﲔ ﻋﲆ ﻣﺴـﺎﺭ ﺍﻟﺘﺰ ﹼﻟـﺞ؛ ﻟﺘﺤﺪﻳﺪ ﻣﺎ‬
‫ﹼ‬ ‫)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ(‬
‫ﻣﺴـﺘﻘﻴﲈ ﻳﻮﺍﺯﻱ ﳏﻮﺭ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﲈﺫﺍ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺴﺘﻨﺘﺞ ﻋﻦ‬
‫ﹰ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺃﺣﺪﳘﺎ ﺳﻴﺘﺠﺎﻭﺯ ﺍﻵﺧﺮ؟ ﻭﻣﺘﻰ؟‬
‫ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ؟‬
‫ﻣﺘﺤـﺮﻙ ﻋﻨـﺪ ﻧﻘﻄﺘﲔ ﰲ ﻣﺴـﺎﺭ‬
‫ﹼ‬ ‫‪ .57‬ﺇﺫﺍ ﻋﻠﻤـﺖ ﻣﻮﻗـﻊ ﺟﺴـﻢ‬
‫‪‬ب‪ ‬املفا‪‬م‬
‫ﺣﺮﻛﺘـﻪ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺍﺳـﺘﻐﺮﻗﻪ ﺍﳉﺴـﻢ ﻟﻠﻮﺻﻮﻝ‬
‫ﻳﺒﲔ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﰲ ﺍﻟﺸﻜﻞ ‪ 2-41‬ﺣﺮﻛﺔ ﺃﺭﺑﻌﺔ‬
‫‪ .63‬ﹼ‬ ‫ﻣـﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻷﻭﱃ ﺇﱃ ﺍﻷﺧﺮ￯‪ ،‬ﻓﻬﻞ ﻳﻤﻜﻨﻚ ﺗﻌﻴﲔ ﴎﻋﺘﻪ‬
‫ﻣﻦ ﺍﻟﻄﻼﺏ ﰲ ﻃﺮﻳﻖ ﻋﻮﺩﲥﻢ ﻣﻦ ﺍﳌﺪﺭﺳﺔ‪ .‬ﺭﺗﹼﺐ ﺍﻟﻄﻼﺏ‬ ‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫ﺍﳌﺘﻮﺳﻄﺔ؟ ﱢ‬
‫ﹼ‬ ‫ﺍﳌﺘﹼﺠﻬﺔ ﺍﻟﻠﺤﻈ ﱠﻴﺔ‪ ،‬ﻭﴎﻋﺘﻪ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﳌﺘﻮﺳـﻄﺔ ﻣﻦ ﺍﻷﺑﻄـﺄ ﺇﱃ ﺍﻷﴎﻉ‪.‬‬
‫ﹼ‬ ‫ﻭﻓـﻖ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‬ ‫‪ .58‬ﹺ‬
‫ﺃﻋﻂ ﻣﺜﺎﻻﹰ ﻋﲆ ﱟ‬
‫ﻛﻞ ﳑﹼﺎ ﻳﲇ‪:‬‬
‫‪‬ا‪‬‬ ‫‪ .a‬ﺟﺴﻢ ﺗﺘﻨﺎﻗﺺ ﴎﻋﺘﻪ ﻭﻟﻪ ﺗﺴﺎﺭﻉ ﻣﻮﺟﺐ‪.‬‬
‫ا‪‬ح‬
‫‪‬د‬
‫ا‪‬‬

‫‪‬‬
‫‪‬ور‬

‫وا‪‬‬
‫‪ .b‬ﺟﺴﻢ ﺗﺘﺰﺍﻳﺪ ﴎﻋﺘﻪ‪ ،‬ﻭ ﻟﻪ ﺗﺴﺎﺭﻉ ﺳﺎﻟﺐ‪.‬‬
‫امل‪‬وق‪‬‬

‫‪ .59‬ﺍﻷﺟﺴﺎﻡ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺴﺎﻗﻄﺔ ﰲ ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴﻬﺎ ﻣﻦ ﺍﻹﺭﺗﻔﺎﻉ‬

‫ﻧﻔﺴـﻪ ﺗﺼﻞ ﺇﱃ ﺍﻷﺭﺽ ﰲ ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴـﻬﺎ )ﺩﻭﻥ ﻣﻘﺎﻭﻣﺔ‬
‫ال‪‬‬ ‫ﺍﳍﻮﺍﺀ(‪ .‬ﳌﺎﺫﺍ‬
‫ال‪‬ص‪‬ل ‪2-41‬‬

‫‪93‬‬
‫‪ .64‬ﻳﻤ ﹼﺜـﻞ ﺍﻟﺸـﻜﻞ ‪ 2-42‬ﻣﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣـﻦ( ﻷﺭﻧﺐ ‪ .70‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ( ﻟﻜﻞ ﻣﻦ ﺍﻟﺮﺳﻮﻡ‬
‫ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ ﰲ ﺍﻟﺸﻜﻞ ‪.2-44‬‬ ‫ﳞﺮﺏ ﻣﻦ ﻛﻠﺐ‪.‬‬

‫املوق‪‬‬
‫ا‪‬احة‬

‫ا‪‬احة‬

‫ا‪‬احة‬

‫ال‪‬‬ ‫ال‪‬‬ ‫ال‪‬‬ ‫ال‪‬‬

‫ال‪‬ص‪‬ل ‪2-44‬‬
‫ال‪‬ص‪‬ل ‪2-42‬‬

‫ﻭﺿﺢ ﻛﻴﻒ ﳜﺘﻠﻒ ﻫﺬﺍ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺇﺫﺍ ﺭﻛﺾ ﺍﻷﺭﻧﺐ ا‪‬ا‪ ‬‬
‫حل امل‪‬صا‪‬ل‬ ‫‪ .a‬ﹼ‬
‫ﹼ‬
‫‪ .71‬م الف‪ ‬ﻳﺼـﻞ ﺍﻟﻀـﻮﺀ ﻣـﻦ ﺍﻟﺸـﻤﺲ ﺇﱃ ﺍﻷﺭﺽ ﰲ‬ ‫ﺑﻀﻌ ﹶﻔ ﹾﻲ ﴎﻋﺘﻪ؟‬
‫‪ ،8.3 min‬ﻓـﺈﺫﺍ ﻛﺎﻧﺖ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ‪ 3.00×108 m/s‬ﻓﲈ‬ ‫‪ .b‬ﺻـﻒ ﻛﻴـﻒ ﳜﺘﻠﻒ ﻫﺬﺍ ﺍﻟﺮﺳـﻢ ﺇﺫﺍ ﺭﻛـﺾ ﺍﻷﺭﻧﺐ ﰲ‬
‫ﺑﻌﺪ ﺍﻷﺭﺽ ﻋﻦ ﺍﻟﺸﻤﺲ؟‬ ‫ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ؟‬
‫ﺗﺘﺤﺮﻙ ﺳﻴﺎﺭﺓ ﰲ ﺷﺎﺭﻉ ﺑﴪﻋﺔ ‪ ،55 km/h‬ﻭﻓﺠﺄﺓ ﺭﻛﺾ‬ ‫ﹼ‬ ‫‪ .65‬ﻫﻞ ﻟﻠﺴﻴﺎﺭﺓ ﺍﻟﺘﻲ ﺗﺘﺒﺎﻃﺄ ﺗﺴﺎﺭﻉ ﺳﺎﻟﺐ ﺩﺍﺋﲈ؟ ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.72 .‬‬
‫ﹰ‬
‫ﺃ ﹼﻣﺎﻣﻬـﺎ ﻃﻔـﻞ ﻟﻴﻌـﱪ ﺍﻟﺸـﺎﺭﻉ‪ ،‬ﻓـﺈﺫﺍ ﻟـﺰﻡ ﺍﻟﺴـﺎﺋﻖ ‪0.75 s‬‬ ‫‪ .66‬ﺗﺘﺪﺣـﺮﺝ ﻛﺮﺓ ﺍﻟﻜﺮﻳﻜﻴﺖ ﺑﻌﺪ ﴐﲠﺎ ﺑﺎﳌﴬﺏ‪ ،‬ﺛﻢ ﺗﺘﺒﺎﻃﺄ‬
‫ﻟﻴﺴﺘﺠﻴﺐ ﻭﻳﻀﻐﻂ ﻋﲆ ﺍﻟﻔﺮﺍﻣﻞ‪ ،‬ﻓﲈ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﲢﺮﻛﺘﻬﺎ‬ ‫ﻭﺗﺘﻮ ﹼﻗﻒ‪ ،‬ﻫﻞ ﻟﴪﻋﺔ ﺍﻟﻜﺮﺓ ﻭﺗﺴﺎﺭﻋﻬﺎ ﺍﻹﺷﺎﺭﺓ ﻧﻔﺴﻬﺎ؟‬
‫ﺍﻟﺴﻴﺎﺭﺓ ﻗﺒﻞ ﺃﻥ ﺗﺒﺪﺃ ﰲ ﺍﻟﺘﺒﺎﻃﺆ؟‬ ‫ﺻﻔﺮﺍ‪ ،‬ﻓﻬﻞ ﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬
‫‪ .67‬ﺇﺫﺍ ﻛﺎﻥ ﺗﺴـﺎﺭﻉ ﺟﺴـﻢ ﻳﺴـﺎﻭﻱ ﹰ‬
‫ﺻﻔﺮﺍ؟ ﺃﻋﻂ ﻣﺜﺎﻻﹰ‪.‬‬
‫ﴎﻋﺘﻪ ﺗﺴﺎﻭﻱ ﹰ‬
‫‪   ‬‬
‫‪‬‬ ‫‪2-1‬‬
‫‪ .68‬ﺇﺫﺍ ﺃﻋﻄﻴﺖ ﺟﺪﻭﻻﹰ ﹼ‬
‫ﻳﺒﲔ ﴎﻋﺔ ﺟﺴـﻢ ﻋﻨـﺪ ﺃﺯﻣﻨﺔ ﳐﺘﻠﻔﺔ‪،‬‬
‫‪ .73‬ﺍﳌﺤﺼﻠـﺔ ﺃﻭﺟـﺪ ﳏﺼﻠﺔ ﺍﳌﺘﺠﻬـﲔ ‪ A‬ﻭ ‪ B‬ﺑﺎﻟﺮﺳـﻢ ﻭﺫﻟﻚ‬
‫ﻣﻨﺘﻈﲈ ﺃﻡ‬
‫ﹰ‬ ‫ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﻜﺘﺸـﻒ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﺴـﺎﺭﻉ‬
‫ﺑﻮﺻﻞ ﺭﺃﺱ ﺍﳌﺘﺠﻪ ‪ A‬ﺑﺬﻳﻞ ﺍﳌﺘﺠﻪ ‪ B‬ﰲ ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫ﻏﲑ ﻣﻨﺘﻈﻢ؟‬
‫‪A‬‬ ‫‪B‬‬ ‫‪.a‬‬
‫ﻭﺿﺢ ﻛﻴﻒ ﺗﺴﲑ ﺑﺤﻴﺚ ﲤ ﹼﺜﻞ ﺣﺮﻛﺘﻚ ﻛـ ﹼﹰ‬
‫ﻼ ﻣـﻦ ﻣﻨﺤﻨﻴﻲ‬ ‫‪ .69‬ﹼ‬
‫‪B‬‬ ‫‪.b‬‬
‫ﺍﳌﻮﺿﺤﲔ ﰲ ﺍﻟﺸﻜﻞ ‪.2-43‬‬
‫)ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﹼ‬
‫‪A‬‬
‫ا‪‬احة‬

‫ا‪‬احة‬

‫ال‪‬‬ ‫ال‪‬‬
‫ال‪‬ص‪‬ل ‪2-43‬‬

‫‪94‬‬
‫‪ .b‬ﻣـﺎ ﺍﻟﺰﻣـﻦ ﺍﻟﺬﻱ ﻳﺴـﺘﻐﺮﻗﻪ ﺯﻳـﺪ ﰲ ﺍﻟﺘﺠﺪﻳـﻒ ﻗﺒﻞ ﺃﻥ‬ ‫‪ 2-2‬‬
‫ﻳﺘﺠﺎﻭﺯ ﺧﻠﻴﻼﹰ؟‬
‫‪ .c‬ﰲ ﹼ‬
‫ﺃﻱ ﻣﻮﻗﻊ ﻣﻦ ﺍﻟﻨﻬﺮ ﻳﻮﺟﺪ ﺗﻴﺎﺭ ﴎﻳﻊ؟‬ ‫ﺍﺳـﺘﻌﻦ ﺑﺎﻟﺸـﻜﻞ ‪ 2-45‬ﻹﳚﺎﺩ ﺍﳌﺴـﺎﻓﺔ ﺍﳌﻘﻄﻮﻋﺔ ﺧﻼﻝ‬ ‫‪.74‬‬

‫ﺍﻟﻔﱰﺍﺕ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ t = 0.0 s . a‬ﺇﱃ ‪t = 5.0 s‬‬
‫‪ t=5.0 s . b‬ﺇﱃ ‪t=10.0 s‬‬
‫‪ t=10.0 s‬ﺇﱃ ‪t=15.0 s‬‬ ‫‪.c‬‬
‫‪ t=0.0 s‬ﺇﱃ ‪t=25.0 s‬‬ ‫‪.d‬‬
‫ﺗﺘﻐﲑ‬
‫‪ .75‬ﻣـﺎ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘـﻲ ﺗﻘﻄﻌﻬﺎ ﻃﺎﺋـﺮﺓ ﺧـﻼﻝ ‪ ،15 s‬ﺑﻴﻨـﲈ ﹼ‬
‫ال‪‬ص‪‬ل ‪2-46‬‬
‫ﺳـﺮﻋﺘﻬﺎ ﺑﻤﻌﺪﻝ ﻣﻨﺘـﻈﻢ ﻣﻦ ‪ 145 m/s‬ﺇﱃ ‪ 75 m/s‬؟‬
‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 2-47‬ﻣﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﳊﺮﻛﺔ ﹼ‬
‫ﻋﲇ‬ ‫‪ .79‬ﹼ‬
‫ﺛـﻢ‬
‫ﲢﺮﻛـﺖ ﺳـﻴﺎﺭﺓ ﻣـﺪﹼ ﺓ ‪ 2.0 h‬ﺑﴪﻋـﺔ ‪ ،40.0 km/h‬ﹼ‬‫‪ .76‬ﹼ‬
‫ﳑـﺮ‪ .‬ﺍﻓـﱰﺽ ﺃﻥ ﻧﻘﻄﺔ ﺍﻷﺻـﻞ ﻋﻨﺪ ﺃﺣﺪ‬
‫ﺫﻫﺎﺑﹰـﺎ ﻭﺇﻳﺎﺑﹰـﺎ ﰲ ﹼ‬
‫ﺍﳌﻤﺮ‪.‬‬ ‫ﹶ‬ ‫ﲢﺮﻛﺖ ﻣﺪﹼ ﺓ ‪ 2.0 h‬ﺃﺧﺮ￯ ﺑﴪﻋﺔ ‪ 60.0 km/h‬ﰲ ﺍﻻﲡﺎﻩ‬
‫ﹼ‬
‫ﻃﺮﰲ ﹼ‬
‫ﻋﲈ ﻳﲇ‪:‬‬ ‫ﻧﻔﺴﻪ‪ .‬ﺃﺟﺐ ﹼ‬
‫ﺍﳌﻤﺮ‪ ،‬ﺑﺤﻴﺚ ﺗﺘﻄﺎﺑﻖ ﻣﻊ‬
‫ﻋﲇ ﰲ ﹼ‬‫‪ .a‬ﺍﻛﺘﺐ ﻓﻘﺮﺓ ﺗﺼﻒ ﺣﺮﻛﺔ ﹼ‬
‫ﺍﻟﺒﻴﺎﲏ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﺔ ﺍﳌﻤ ﹼﺜﻠﺔ ﰲ ﺍﻟﺮﺳﻢ‬ ‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻠﺴﻴﺎﺭﺓ؟‬
‫ﹼ‬ ‫‪ .a‬ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫‪ .b‬ﻣﺘﻰ ﻛﺎﻥ ﻣﻮﻗﻊ ﹼ‬
‫ﻋﲇ ﻋﲆ ﺑﻌﺪ ‪ 6.0 m‬ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؟‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻠﺴـﻴﺎﺭﺓ ﺇﺫﺍ ﻗﻄﻌﺖ‬
‫ﹼ‬ ‫‪ .b‬ﻣـﺎ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﺍﳌﻤـﺮ‪ ،‬ﻭﻭﺻﻮﻟﻪ ﺇﱃ‬
‫ﹼ‬ ‫‪ .c‬ﻣـﺎ ﺍﻟﺰﻣﻦ ﺑـﲔ ﳊﻈﺔ ﺩﺧﻮﻝ ﹼ‬
‫ﻋـﲇ ﰲ‬
‫‪40.0 km/h‬‬ ‫ﻣﺴــﺎﻓﺔ ‪ 1.0 × 102 km‬ﺑﴪﻋـﺔ‬
‫ﻣﻮﻗﻊ ﻳﺒﻌﺪ ‪ 12.0 m‬ﻋﻦ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؟ ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‬
‫ﻭﻣﺴﺎﻓﺔ ﺃﺧﺮ￯‪ 1.0 × 102 km‬ﺑﴪﻋﺔ ‪60.0 km/h‬؟‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﻟﻌﲇ ﺧﻼﻝ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ) ‪(37 s - 46 s‬؟‬
‫ﹼ‬
‫ﻧﻤﻮﺫﺟﺎ ﺟﺴـﻴﻤ ﹼﹰﻴﺎ ﻧﻘﻄ ﹼﹰﻴـﺎ ﳊﺮﻛﺔ ﻭﻟﺪ‬
‫ﹰ‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪2-45‬‬
‫‪ .77‬ﹼ‬
‫ﻳﻌـﱪ ﻃﺮﻳ ﹰﻘـﺎ ﺑﺼـﻮﺭﺓ ﻋﺮﺿ ﹼﻴـﺔ‪ .‬ﺍﺭﺳـﻢ ﻣﻨﺤﻨـﻰ )ﺍﳌﻮﻗﻊ‪-‬‬
‫ﺍﻟﺰﻣـﻦ( ﺍﳌﻜﺎﻓـﺊ ﻟﻠﻨﻤـﻮﺫﺝ‪ ،‬ﻭﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﺘﻲ ﺗﺼﻒ‬
‫ﻋﻠﲈ ﺑﺄﻥ ﺍﻟﻔﱰﺍﺕ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﻫﻲ ‪0.1 s‬‬
‫ﺣﺮﻛﺔ ﺍﻟﻮﻟﺪ‪ ،‬ﹰ‬
‫املوق‪‬‬

‫ا‪‬ا‪‬‬
‫‪This‬‬ ‫‪‬ا‬
‫‪side‬‬ ‫‪The‬‬ ‫ا‪‬ا‪ ‬ا‪‬‬
‫‪other‬‬ ‫‪side‬‬

‫‪Time intervals‬‬
‫‪are 0.1 s.‬ال‪s ‬‬
‫ال‪‬ص‪‬ل ‪2-45‬‬
‫ال‪‬‬
‫ال‪‬ص‪‬ل ‪2-47‬‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 2-46‬ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﳊﺮﻛﺔ ﹼ‬
‫ﻛﻞ ﻣﻦ‬ ‫‪ .78‬ﹼ‬
‫‪ C02-34A-845813‬ﳖﺮ‪.‬‬
‫ﺯﻳﺪ ﻭﺧﻠﻴﻞ ﻭﳘﺎ ﳚﺪﻓﺎﻥ ﰲ ﻗﺎﺭﺑﲔ ﻋﱪ‬
‫‪Final‬ﻭﺧﻠﻴـﻞ ﰲ ﺍﳌـﻜﺎﻥ ﻧﻔﺴـﻪ؟‬ ‫‪ .a‬ﻋﻨـﺪ ﹼ‬
‫ﺃﻱ ﺯﻣـﻦ ﻛﺎﻥ ﺯﻳـﺪ‬

‫‪95‬‬
‫‪ .84‬ﺳـﻴﺎﺭﺓ ﺳـﺒﺎﻕ ﻳﻤﻜﻨﻬـﺎ ﺃﻥ ﺗﺘﺒﺎﻃـﺄ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈـﻢ‬ ‫‪ 2-3‬‬
‫)‪ .(11 m/s2‬ﺃﺟﺐ ﻋﲈ ﻳﺄﰐ‪:‬‬
‫‪ .80‬ﺳـﻴﺎﺭﺓ ﴎﻋﺘﻬـﺎ ‪ 22 m/s‬ﺗﺴـﺎﺭﻋﺖ ﺑﺎﻧﺘﻈـﺎﻡ ﺑﻤﻌـﺪﻝ‬
‫‪ .a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺴـﻴﺎﺭﺓ ﻣﻨﻄﻠﻘﺔ ﺑﴪﻋﺔ ‪ ،55 m/s‬ﻓﲈ ﺍﳌﺴـﺎﻓﺔ‬
‫‪ 1.6 m/s2‬ﻣﺪﺓ ‪ ،6.8 s‬ﻣﺎ ﴎﻋﺘﻬﺎ ﺍﻟﻨﻬﺎﺋ ﹼﻴﺔ؟‬
‫ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺑﺎﻷﻣﺘﺎﺭ ﻗﺒﻞ ﺃﻥ ﺗﻘﻒ؟‬
‫ﺍﳌﺘﺤﺮﻙ‬
‫ﹼ‬ ‫‪ .81‬ﺑﺎﻻﺳـﺘﻌﺎﻧﺔ ﺑﺎﻟﺸﻜﻞ ‪ 2-48‬ﺃﻭﺟﺪ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ‬
‫‪ .b‬ﻣﺎ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﺴـﻴﺎﺭﺓ ﻗﺒﻞ ﺃﻥ ﺗﻘﻒ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﰲ ﺍﻷﺯﻣﻨﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﴎﻋﺘﻬﺎ ﺿﻌ ﹶﻔﻲ ﺍﻟﴪﻋﺔ ﺍﻟﺴﺎﺑﻘﺔ؟‬
‫‪ .a‬ﺧـﻼﻝ ﺍﻟﺜـﻮﺍﲏ ﺍﳋﻤـﺲ ﺍﻷﻭﱃ ﻣـﻦ ﺍﻟﺮﺣﻠـﺔ ‪.5.0 s‬‬
‫ﺗﺘﺤﺮﻙ ﺳـﻴﺎﺭﺓ ﴍﻃﺔ ﻣﻦ ﺍﻟﺴﻜﻮﻥ ﺑﺘﺴـﺎﺭﻉ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ‬
‫‪ .85‬ﹼ‬
‫‪ .b‬ﺑﲔ ‪ 5.0 s‬ﻭ ‪10.0 s‬‬
‫‪ 7.0 m/s2‬ﻟﺘﻠﺤﻖ ﺑﺴﻴﺎﺭﺓ ﺗﺘﺠﺎﻭﺯ ﺍﳊﺪ ﺍﳌﺴﻤﻮﺡ ﺑﻪ‪ ،‬ﻭﺗﺴﲑ‬
‫‪10.0 s‬ﻭ ‪15.0 s‬‬ ‫‪ . c‬ﺑﲔ‬
‫ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،30.0 m/s‬ﻣـﺎ ﴎﻋﺔ ﺳـﻴﺎﺭﺓ‬
‫‪ .d‬ﺑﲔ ‪ 20.0 s‬ﻭ ‪25.0 s‬‬
‫ﺍﻟﴩﻃﺔ ﻋﻨﺪﻣﺎ ﺗﻠﺤﻖ ﺑﺎﻟﺴﻴﺎﺭﺓ ﺍﳌﺨﺎﻟﻔﺔ؟‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪ .86‬ﺷﺎﻫﺪ ﺳﺎﺋﻖ ﺳﻴﺎﺭﺓ ﺗﺴﲑ ﺑﴪﻋﺔ ‪ 90.0 km/h‬ﻓﺠﺄﺓ ﺃﺿﻮﺍ ﹶﺀ ﺣﺎﺟﺰ‬

‫ﻋﲆ ﺑﻌﺪ ‪ 40.0 m‬ﺃﻣﺎﻣﻪ‪ ،‬ﻓﺈﺫﺍ ﺍﺳﺘﻐﺮﻕ ﺍﻟﺴﺎﺋﻖ ‪ 0.75 s‬ﺣﺘﻰ ﻳﻀﻐﻂ‬
‫ﻋﲆ ﺍﻟﻔﺮﺍﻣﻞ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ ﻟﻠﺴﻴﺎﺭﺓ ﰲ ﺃﺛﻨﺎﺀ ﺿﻐﻄﻪ ﻋﲆ‬
‫ﺍﻟﻔﺮﺍﻣﻞ ﻳﺴﺎﻭﻱ ‪ -10.0 m/s2‬ﻓﺄﺟﺐ ﹼ‬
‫ﻋﲈ ﻳﺄﰐ‪:‬‬
‫‪ .a‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺴﻴﺎﺭﺓ ﺳﺘﺼﻄﺪﻡ ﺑﺎﳊﺎﺟﺰ ﺃﻡ ﻻ؟‬ ‫ال‪‬‬
‫‪ .b‬ﻣـﺎ ﺃﻗـﴡ ﴎﻋـﺔ ﻳﻤﻜـﻦ ﺃﻥ ﺗﺴـﲑ ﲠـﺎ ﺍﻟﺴـﻴﺎﺭﺓ ﺩﻭﻥ ﺃﻥ‬ ‫ال‪‬ص‪‬ل ‪2-48‬‬

‫‪ .82‬ﺍﺣﺴـﺐ ﺍﻟﴪﻋـﺔ ﺍﻟﻨﻬﺎﺋ ﹼﻴـﺔ ﻟﱪﻭﺗـﻮﻥ ﴎﻋﺘـﻪ ﺍﻻﺑﺘﺪﺍﺋ ﹼﻴـﺔ ﺗﺼﻄﺪﻡ ﺑﺎﳊﺎﺟﺰ )ﻣﻊ ﺍﻓﱰﺍﺽ ﺃﻥ ﺍﻟﺘﺴﺎﺭﻉ ﱂ ﹼ‬
‫ﻳﺘﻐﲑ(؟‬
‫‪ 2.35 × 105 m/s‬ﺗـﻢ ﺍﻟﺘﺄﺛـﲑ ﻓﻴـﻪ ﺑﺤﻴﺚ ﻳﺘﺴـﺎﺭﻉ ﺑﺎﻧﺘﻈﺎﻡ‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 2-49‬ﺻﻮﺭﺓ ﺳﱰﻭﺑﻴﺔ ﻟﻜﺮﺓ ﹼ‬
‫ﺗﺘﺤﺮﻙ ﺃﻓﻘ ﹼﹰﻴﺎ‪ .‬ﻣﺎ‬ ‫‪ .87‬ﹼ‬
‫ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﲢﺘﺎﺝ ﺇﻟﻴﻬﺎ ﻋﻦ ﺍﻟﺼﻮﺭﺓ؟ ﻭﻣﺎ ﺍﻟﻘﻴﺎﺳـﺎﺕ‬ ‫‪ (-1.10‬ﻣـﺪﹼ ﺓ‬ ‫)‪×1012 m/s2‬‬ ‫ﻛﻬﺮﺑﺎﺋـﻲ ﺑﻤﻌـﺪﱠ ﻝ‬
‫ﹼ‬ ‫ﰲ ﳎـﺎﻝ‬
‫ﺍﻟﺘﻲ ﺳﺘﺠﺮﳞﺎ ﺣﺘﻰ ﺗﻘﺪﹼ ﺭ ﺍﻟﺘﺴﺎﺭﻉ؟‬ ‫‪1.50 × 10-7s‬‬

‫‪ .83‬ﺗﺴـﺘﻄﻴﻊ ﺍﻟﺴـﻴﺎﺭﺓ ‪ A‬ﺃﻥ ﺗﺰﻳـﺪ ﴎﻋﺘﻬـﺎ ﻣـﻦ ‪ 0 m/s‬ﺇﱃ‬

‫‪ 17.9 m/s‬ﺧﻼﻝ ‪ ، 4.0 s‬ﻭﺍﻟﺴـﻴﺎﺭﺓ ‪ B‬ﻳﻤﻜﻨﻬﺎ ﺃﻥ ﺗﺘﺴـﺎﺭﻉ‬
‫ﻣـﻦ ‪ 0 m/s‬ﺇﱃ ‪ 22.4 m/s‬ﺧـﻼﻝ ‪ ، 3.5 s‬ﻭﺍﻟﺴـﻴﺎﺭﺓ ‪ C‬ﻣﻦ‬
‫ال‪‬ص‪‬ل ‪2-49‬‬
‫‪ 0 m/s‬ﺇﱃ ‪ 26.8 m/s‬ﺧـﻼﻝ ‪ ،6.0 s‬ﺭﺗﹼـﺐ ﺍﻟﺴـﻴﺎﺭﺍﺕ‬
‫ﺍﻟﺜـﻼﺙ ﻣﻦ ﺍﻷﻛﱪ ﺗﺴـﺎﺭ ﹰﻋﺎ ﺇﱃ ﺍﻷﻗﻞ‪ ،‬ﻣﻊ ﺍﻹﺷـﺎﺭﺓ ﺇﱃ ﺃﻱ‬
‫ﻋﻼﻗﺔ ﻗﺪ ﺗﺮﺑﻂ ﺑﲔ ﺗﺴﺎﺭﻉ ﻛﻞ ﻣﻨﻬﺎ‪.‬‬

‫‪96‬‬
 ‫ﺍﻟﺒﻴﺎﲏ ﺑﲔ ﺍﻟﺜﺎﻧﻴﺘﲔ ‪t = 0.0 s‬‬
‫ﹼ‬ ‫‪ .c‬ﺃﻭﺟﺪ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬ ‫ا‪‬د‪2-7 ‬‬
‫ﻭ‪ .t = 4.0 s‬ﻣﺎﺫﺍ ﻳﻤ ﹼﺜﻞ ﻫﺬﺍ ﺍﳌﻴﻞ؟‬ ‫ال‪‬ص‪‬ة ال‪‬ت‪‬ة ‪ ‬ال‪‬‬
‫ال‪‬ص‪‬ة املت‪‬ة )‪(m/s‬‬ ‫ال‪(s) ‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺑﲔ ‪ t = 5.0 s‬ﻭ ‪. t = 7.0 s‬‬
‫ﹼ‬ ‫‪ .d‬ﺃﻭﺟﺪ ﻣﻴﻞ ﹼ‬
‫ﺍﳋﻂ‬
‫‪4.00‬‬ ‫‪0.00‬‬
‫ﻣﺎ ﺍﻟﺬﻱ ﱡ‬
‫ﻳﺪﻝ ﻋﻠﻴﻪ ﻫﺬﺍ ﺍﳌﻴﻞ؟‬
‫‪8.00‬‬ ‫‪1.00‬‬
‫ا‪‬د‪2-8 ‬‬
‫ال‪‬ص‪‬ة ال‪‬ت‪‬ة ‪‬ال‪‬‬ ‫‪12.0‬‬ ‫‪2.00‬‬

‫ال‪‬ص‪‬ة املت‪‬ة )‪(m/s‬‬ ‫ال‪(s) ‬‬ ‫‪14.0‬‬ ‫‪3.00‬‬

‫‪0.0‬‬ ‫‪0.0‬‬ ‫‪16.0‬‬ ‫‪4.00‬‬

‫‪4.0‬‬ ‫‪1.0‬‬ ‫‪16.0‬‬ ‫‪5.00‬‬
‫‪8.0‬‬ ‫‪2.0‬‬
‫‪12.0‬‬ ‫‪3.0‬‬ ‫‪14.0‬‬ ‫‪6.00‬‬
‫‪16.0‬‬ ‫‪4.0‬‬ ‫‪12.0‬‬ ‫‪7.00‬‬
‫‪20.0‬‬ ‫‪5.0‬‬
‫‪8.00‬‬ ‫‪8.00‬‬
‫‪20.0‬‬ ‫‪6.0‬‬
‫‪20.0‬‬ ‫‪7.0‬‬ ‫‪4.00‬‬ ‫‪9.00‬‬
‫‪20.0‬‬ ‫‪8.0‬‬
‫‪0.00‬‬ ‫‪10.0‬‬

‫ﺗﻮ ﹼﻗﻔـﺖ ﺷـﺎﺣﻨﺔ ﻋﻨـﺪ ﺇﺷـﺎﺭﺓ ﺿﻮﺋ ﹼﻴـﺔ‪ ،‬ﻭﻋﻨﺪﻣـﺎ ﹼ‬

‫ﲢﻮﻟﺖ‬ ‫‪.91‬‬ ‫‪-4.00‬‬ ‫‪11.0‬‬

‫ﺍﻹﺷـﺎﺭﺓ ﺇﱃ ﺍﻟﻠﻮﻥ ﺍﻷﺧﴬ ﺗﺴـﺎﺭﻋﺖ ﺍﻟﺸـﺎﺣﻨﺔ ﺑﻤﻘﺪﺍﺭ‬ ‫‪-8.00‬‬ ‫‪12.0‬‬

‫ﺗﺘﺤﺮﻙ‬
‫‪ ، 2.5 m/s2‬ﻭﰲ ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴـﻬﺎ ﲡﺎﻭﺯﲥﺎ ﺳـﻴﺎﺭﺓ ﹼ‬ ‫‪ .88‬ﺍﺭﺳـﻢ ﻣﻨﺤﻨـﻰ )ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ‪ -‬ﺍﻟﺰﻣـﻦ( ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤﺔ ‪ ،15 m/s‬ﺃﻳﻦ ﻭﻣﺘﻰ ﺳـﺘﻠﺤﻖ ﺍﻟﺸـﺎﺣﻨﺔ‬ ‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻝ ‪ ،2-7‬ﻭﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺑﺎﻟﺴﻴﺎﺭﺓ؟‬
‫‪ .a‬ﺧﻼﻝ ﹼ‬
‫ﺃﻱ ﺍﻟﻔﱰﺍﺕ ﺍﻟﺰﻣﻨ ﹼﻴﺔ‪:‬‬
‫ﺃﺳـﻘﻂ ﺭﺍﺋـﺪ ﻓﻀﺎﺀ ﺭﻳﺸـﺔ ﻣﻦ ﻧﻘﻄﺔ ﻋـﲆ ﺍﺭﺗﻔـﺎﻉ ‪ 1.2 m‬ﻓﻮﻕ‬ ‫‪.92‬‬
‫‪ -‬ﺗﺰﺩﺍﺩ ﴎﻋﺔ ﺍﳉﺴﻢ؟ ‪ -‬ﱡ‬
‫ﺗﻘﻞ ﴎﻋﺔ ﺍﳉﺴﻢ؟‬
‫ﺳـﻄﺢ ﺍﻟﻘﻤـﺮ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴـﺔ ﻋـﲆ ﺳـﻄﺢ ﺍﻟﻘﻤﺮ‬ ‫‪ .b‬ﻣﺘﻰ ﻳﻌﻜﺲ ﺍﳉﺴﻢ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ؟‬
‫‪ ،1.62 m/s2‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺍﻟﺮﻳﺸـﺔ ﺣﺘﻰ ﺗﺼﻄﺪﻡ‬ ‫ﻭﺗﺘﻐﲑ ﴎﻋﺘﻬﺎ ﻣﻦ‬ ‫ﺗﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ‬
‫ﹼ‬ ‫ﺳـﻔﻴﻨﺔ ﻓﻀﺎﺋﻴﺔ ﹼ‬ ‫‪.89‬‬
‫ﺑﺴﻄﺢ ﺍﻟﻘﻤﺮ؟‬ ‫‪ 65.0 m/s‬ﺇﱃ ‪ 162.0 m/s‬ﺧـﻼﻝ ‪ ،10.0 s‬ﻣـﺎ ﺍﳌﺴـﺎﻓﺔ‬
‫ﻳﺴـﻘﻂ ﺣﺠﺮ ﺳـﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫ﺣـﺮﺍ‪ ،‬ﻣﺎ ﴎﻋﺘﻪ ﺑﻌـﺪ ‪8.0 s‬؟ ﻭﻣﺎ‬ ‫‪.93‬‬ ‫ﺍﻟﺘﻲ ﺳﺘﻘﻄﻌﻬﺎ؟‬
‫ﺇﺯﺍﺣﺘﻪ؟‬ ‫ﺗﺘﻐﲑ ﴎﻋﺔ ﺳﻴﺎﺭﺓ ﺧﻼﻝ ﻓﱰﺓ ﺯﻣﻨ ﹼﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 8.0 s‬ﻛﲈ‬
‫ﹼ‬ ‫‪.90‬‬
‫ﻗﺬﻓـﺖ ﻛﺮﺓ ﺑﴪﻋﺔ ‪ 2.0 m/s‬ﺭﺃﺳـ ﹼﹰﻴﺎ ﰲ ﺍﲡﺎﻩ ﺍﻷﺳـﻔﻞ ﻣﻦ‬ ‫‪.94‬‬ ‫ﻳﺒﲔ ﺫﻟﻚ ﺍﳉﺪﻭﻝ ‪.2-8‬‬
‫ﹼ‬
‫ﻧﺎﻓﺬﺓ ﻣﻨﺰﻝ‪ ،‬ﻣﺎ ﴎﻋﺘﻬﺎ ﺣﲔ ﺗﺼﻞ ﺇﱃ ﺭﺻﻴﻒ ﺍﳌﺸﺎﺓ ﺍﻟﺬﻱ‬ ‫‪ .a‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﹼﻴﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ‪.‬‬
‫ﻳﺒﻌﺪ ‪ 2.5 m‬ﻋﻦ ﻧﻘﻄﺔ ﺍﻟﻘﺬﻑ؟‬ ‫‪ .b‬ﻣﺎ ﺇﺯﺍﺣﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺧﻼﻝ ﺛﲈﲏ ﹴ‬
‫ﺛﻮﺍﻥ ؟‬

‫‪97‬‬
‫ﹼﺃﳞـﲈ ﻟـﻪ ﺗﺴـﺎﺭﻉ ﺃﻛـﱪ‪ :‬ﺳـﻴﺎﺭﺓ ﺗﺰﻳـﺪ ﴎﻋﺘﻬـﺎ ﻣـﻦ‬ ‫‪.98‬‬ ‫ﰲ ﺍﻟﺴـﺆﺍﻝ ﺍﻟﺴـﺎﺑﻖ‪ ،‬ﺇﺫﺍ ﻗﺬﻓـﺖ ﺍﻟﻜـﺮﺓ ﺭﺃﺳـ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋـﲆ‬ ‫‪.95‬‬

‫ﺩﺭﺍﺟـﺔ ﻫﻮﺍﺋ ﹼﻴـﺔ ﺗﻨﻄﻠﻖ ﻣﻦ‬

‫‪ 50 km/h‬ﺇﱃ ‪ ،60 km/h‬ﺃﻡ ﱠ‬ ‫ﺑـﺪﻻﹰ ﻣﻦ ﺍﻷﺳـﻔﻞ‪ ،‬ﻓﲈ ﺍﻟﴪﻋـﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﲠـﺎ ﺍﻟﻜﺮﺓ ﺇﱃ‬
‫‪ 0 km/h‬ﺇﱃ ‪ 10 km/h‬ﺧـﻼﻝ ﺍﻟﻔـﱰﺓ ﺍﻟﺰﻣﻨ ﹼﻴﺔ ﻧﻔﺴـﻬﺎ؟‬ ‫ﺍﻟﺮﺻﻴﻒ؟‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﹼ‬ ‫‪ .96‬ﺇﺫﺍ ﻗﺬﻓـﺖ ﻛـﺮﺓ ﻣﴬﺏ ﰲ ﺍﳍﻮﺍﺀ ﻭﺍﻟﺘﻘﻄﺘﻬـﺎ ﺑﻌﺪ ‪،2.2 s‬‬
‫ال‪‬تا‪‬ة ‪ ‬الف‪‬يا‪‬‬ ‫ﻓﺄﺟﺐ ﻋﲈ ﻳﺄﰐ‪:‬‬
‫ﻳﺘﺤﻤﻠﻪ ﺍﻹﻧﺴـﺎﻥ‬ ‫ﺍﺑﺤﺚ ﰲ ﺍﳊﺪ ﺍﻷﻗﴡ ﻟﻠﺘﺴـﺎﺭﻉ ﺍﻟﺬﻱ‬ ‫‪ .a‬ﻣﺎ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺬﻱ ﻭﺻﻠﺖ ﺇﻟﻴﻪ ﺍﻟﻜﺮﺓ؟‬
‫ﹼ‬ ‫‪.99‬‬

‫ﺩﻭﻥ ﺃﻥ ﻳﻔﻘـﺪ ﻭﻋﻴـﻪ‪ .‬ﻧﺎﻗـﺶ ﻛﻴـﻒ ﻳﺆ ﹼﺛﺮ ﻫـﺬﺍ ﰲ ﺗﺼﻤﻴﻢ‬ ‫‪ .b‬ﻣﺎ ﺍﻟﴪﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﻜﺮﺓ؟‬
‫ﹴ‬
‫ﺛﻼﺙ ﻣﻦ ﻭﺳﺎﺋﻞ ﺍﻟﺘﺴﻠﻴﺔ ﺃﻭ ﺍﻟﻨﻘﻞ‪.‬‬ ‫التف‪ ‬ال‪‬اقد‬
‫‪ .97‬ﻭﻗﻒ ﻃﻠﺒﺔ ﺷـﻌﺒﺔ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﺻﻒ ﻭﺍﺣﺪ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﳌﺴﺎﻓﺔ ‪‬ا‪‬عة ‪‬ا‪ ‬ة‬
‫ﻛﻞ ﻃﺎﻟﺒﲔ ‪ ،25 m‬ﻭﺍﺳﺘﺨﺪﻣﻮﺍ ﺳﺎﻋﺎﺕ ﻭﻗﻒ ﻟﻘﻴﺎﺱ ‪ .100‬ﺍﳌﻌﺎﺩﻟﺔ ﺃﺩﻧﺎﻩ ﺗﺼﻒ ﺣﺮﻛﺔ ﺟﺴﻢ‪:‬‬ ‫ﺑﲔ ﱢ‬
‫‪d = (35.0 m/s) t – 5.0 m‬‬ ‫ﺗﺘﺤﺮﻙ ﻋﲆ ﻃﺮﻳﻖ ﺭﺋﻴﺲ ﺃ ﹼﻣﺎﻡ‬‫ﲤﺮ ﻋﻨﺪﻩ ﺳﻴﺎﺭﺓ ﹼ‬ ‫ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﹼ‬
‫ﻭﺗﻢ ﺗﺪﻭﻳﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﰲ ﺍﳉﺪﻭﻝ ‪.2-9‬‬ ‫ﹼ‬
‫ﻛﻞ ﻣﻨﻬﻢ‪ .‬ﹼ‬
‫ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻭﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ‬
‫ﻣﺴﺄﻟﺔ ﻓﻴﺰﻳﺎﺀ ﻳﻤﻜﻦ ﺣ ﹼﻠﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﺩﻟﺔ‪.‬‬ ‫ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ‪-‬ﺍﻟﺰﻣﻦ( ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‬
‫ﺍﻟﺒﻴـﺎﲏ ﰲ ﺍﳌﻨﺤﻨـﻰ‪،‬‬
‫ﹼ‬ ‫ﹼ‬
‫ﺍﳋـﻂ‬ ‫ﰲ ﺍﳉـﺪﻭﻝ‪ ،‬ﺛـﻢ ﺃﻭﺟـﺪ ﻣﻴـﻞ‬
‫ﻭﺍﺳﺘﻨﺘﺞ ﴎﻋﺔ ﺍﻟﺴﻴﺎﺭﺓ‪.‬‬

‫ا‪‬د‪2-9 ‬‬
‫املوق‪  ‬ال‪‬‬
‫املوق‪(m) ‬‬ ‫ال‪(s) ‬‬

‫‪0.0‬‬ ‫‪0.0‬‬
‫‪25.0‬‬ ‫‪1.3‬‬
‫‪50.0‬‬ ‫‪2.7‬‬
‫‪75.0‬‬ ‫‪3.6‬‬
‫‪100.0‬‬ ‫‪5.1‬‬
‫‪125.0‬‬ ‫‪5.9‬‬
‫‪150.0‬‬ ‫‪7.0‬‬
‫‪175.0‬‬ ‫‪8.6‬‬
‫‪200.0‬‬ ‫‪10.3‬‬

‫‪98‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺍﻟﺘﺎﱄ ﺣﺮﻛﺔ ﺷﺎﺣﻨﺔ‪ ،‬ﻣﺎ ﺍﻹﺯﺍﺣﺔ ﺍﻟﻜ ﹼﻠ ﹼﻴﺔ‬
‫ﹼ‬ ‫ﻳﻤ ﹼﺜﻞ ﺍﻟﺮﺳﻢ‬ ‫‪.6‬‬ ‫أﺳﺌﻠﺔ اﻻﺧﺘﻴﺎر ﻣﻦ ﻣﺘﻌﺪد‬
‫ﻟﻠﺸﺎﺣﻨﺔ؟ ﺍﻓﱰﺽ ﺃﻥ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻧﺤﻮ ﺍﻟﺸﲈﻝ‪.‬‬
‫‪ 300 m C‬ﺷﲈﻻﹰ‬ ‫‪ 150 m A‬ﺟﻨﻮ ﹰﺑﺎ‬ ‫ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋ ﹼﻴﺔ‪.‬‬
‫ﺍﻟﺒﻴﺎﲏ ﺣﺮﻛﺔ ﺷﺨﺺ ﻳﺮﻛﺐ ﱠ‬
‫ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺮﺳﻢ‬
‫ﹼ‬
‫‪ 600 m D‬ﺟﻨﻮ ﹰﺑﺎ‬ ‫‪ 125 m B‬ﺷﲈﻻﹰ‬ ‫ﺍﺳﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺮﺳﻢ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ‪. 1-3‬‬
‫ال‪‬ص‪‬ة املت‪‬ة‬

‫‪C‬‬
‫‪IV‬‬

‫املوق‪m ‬‬
‫ال‪‬‬ ‫‪III‬‬
‫‪D‬‬
‫‪II‬‬
‫‪B‬‬
‫‪I‬‬ ‫‪A‬‬

‫ﻳﺘﺤﺮﻙ ﻭﻓﻖ ﺗﺴﺎﺭﻉ‬

‫ﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ ﳉﺴﻢ ﹼ‬ ‫‪.7‬‬
‫ال‪min ‬‬

‫ﻣﺘﻐﲑ ﺑﺤﺴﺎﺏ‪:‬‬
‫ﹼ‬ ‫ﻟﻠﺪﺭﺍﺟﺔ ﺃﻗﴡ ﻗﻴﻤﺔ ﳍﺎ ؟‬
‫ﻣﺘﻰ ﺑﻠﻐﺖ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﱠ‬ ‫‪.1‬‬
‫‪ C‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪C‬‬ ‫‪ A‬ﰲ ﺍﻟﻔﱰﺓ ‪I‬‬
‫ﳑﺎﺱ ﻣﻨﺤﻨﻰ )ﺍﳌﺴﺎﻓﺔ‪-‬ﺍﻟﺰﻣﻦ( ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ‪.‬‬ ‫‪ A‬ﻣﻴﻞ ﹼ‬
‫‪ D‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪B‬‬ ‫‪ B‬ﰲ ﺍﻟﻔﱰﺓ ‪III‬‬
‫‪ B‬ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﳌﺴﺎﻓﺔ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬
‫ﻣـﺎ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻋﻨـﺪﻩ ﺍﻟﺪﺭﺍﺟﺔ ﺃﺑﻌﺪ ﻣﺎ ﻳﻤﻜﻦ ﻋﻦ‬ ‫‪.2‬‬
‫‪ C‬ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﻣﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬ ‫ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ؟‬
‫ﺍﳌﲈﺱ ﳌﻨﺤﻨﻰ )ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ‪-‬ﺍﻟﺰﻣﻦ(‪.‬‬ ‫‪ D‬ﻣﻴﻞ ﹼ‬ ‫‪ C‬ﺍﻟﻨﻘﻄﺔ ‪C‬‬ ‫‪ A‬ﺍﻟﻨﻘﻄﺔ ‪A‬‬

‫‪ D‬ﺍﻟﻨﻘﻄﺔ ‪D‬‬ ‫‪ B‬ﺍﻟﻨﻘﻄﺔ ‪B‬‬

‫ا…ﺳﺌﻠﺔ اﻟﻤﻤﺘﺪة‬ ‫ﺍﻟﺪﺭﺍﺟﺔ ﺍﳌﺴﺎﻓﺔ ﺍﻷﻛﱪ؟‬
‫ﺃﻱ ﻓﱰﺓ ﺯﻣﻨ ﹼﻴﺔ ﻗﻄﻊ ﺭﺍﻛﺐ ﱠ‬‫ﰲ ﹼ‬ ‫‪.3‬‬
‫‪ .8‬ﻣ ﱢﺜـﻞ ﺍﻟﻨﺘﺎﺋـﺞ ﰲ ﺍﳉﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺑﻴﺎﻧ ﹼﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﻦ ﺍﻟﺮﺳـﻢ‬ ‫‪ C‬ﺍﻟﻔﱰﺓ ‪III‬‬ ‫‪ A‬ﺍﻟﻔﱰﺓ ‪I‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﺴﺎﺭﻉ ﻭﺍﻹﺯﺍﺣﺔ ﺑﻌﺪ ﻣﺮﻭﺭ ‪:12.0 s‬‬ ‫ﹼﹰ‬ ‫‪ D‬ﺍﻟﻔﱰﺓ ‪IV‬‬ ‫‪ B‬ﺍﻟﻔﱰﺓ ‪II‬‬

‫ال‪‬ص‪‬ة املت‪‬ة‪ms‬‬ ‫ال‪s ‬‬ ‫ﺗﺘﺤـﺮﻙ ﺳـﻴﺎﺭﺓ ﺑﴪﻋـﺔ ﺍﺑﺘﺪﺍﺋ ﹼﻴـﺔ ‪ ، 80 km/h‬ﺛـﻢ ﺗـﺰﺩﺍﺩ‬
‫ﹼ‬ ‫‪.4‬‬
‫‪8.10‬‬ ‫‪0.00‬‬ ‫ﴎﻋﺘﻬـﺎ ﻟﺘﺼـﻞ ﺇﱃ ‪ ،110 km/h‬ﺑﻌـﺪ ﺃﻥ ﺗﻘﻄﻊ ﻣﺴـﺎﻓﺔ‬
‫‪36.9‬‬ ‫‪6.00‬‬ ‫‪ ،500 m‬ﻣﺎ ﻣﻌﺪﱠ ﻝ ﺗﺴﺎﺭﻋﻬﺎ؟‬
‫‪51.3‬‬ ‫‪9.00‬‬
‫‪65.7‬‬ ‫‪12.00‬‬ ‫‪0.60 m/s2 C‬‬ ‫‪0.44 m/s2 A‬‬

‫‪9.80 m/s2 D‬‬ ‫‪8.4 m/s2 B‬‬

‫ا‪‬دا‪‬‬ ‫ﺳـﻘﻂ ﺃﺻﻴﺺ ﺃﺯﻫـﺎﺭ ﻣﻦ ﴍﻓﺔ ﺗﺮﺗﻔـﻊ ‪ 85 m‬ﻋﻦ ﺃﺭﺿﻴﺔ‬ ‫‪.5‬‬

‫ﺍﻟﺸـﺎﺭﻉ‪ ،‬ﻣـﺎ ﺍﻟﺰﻣﻦ ﺍﻟـﺬﻱ ﺍﺳـﺘﻐﺮﻗﻪ ﰲ ﺍﻟﺴـﻘﻮﻁ ﻗﺒﻞ ﺃﻥ‬
‫ﺇﺫﺍ ﺍﺷﺘﻤﻞ ﺳﺆﺍﻝ ﺍﻣﺘﺤﺎﻥ ﻋﲆ ﺟﺪﻭﻝ‪ ،‬ﻓﻌﻠﻴﻚ ﻗﺮﺍﺀﺗﻪ‪.‬‬
‫ﺍﻗﺮﺃ ﺍﻟﻌﻨﻮﺍﻥ‪ ،‬ﻭﺭﺅﻭﺱ ﺍﻷﻋﻤـﺪﺓ‪ ،‬ﻭﺑﺪﺍﻳﺔ ﺍﻟﺼﻒ‪ ،‬ﺛﻢ‬ ‫ﻳﺼﻄﺪﻡ ﺑﺎﻷﺭﺽ؟‬
‫ﻭﻓﴪ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳉﺪﻭﻝ‪.‬‬
‫ﺍﻗﺮﺃ ﺍﻟﺴﺆﺍﻝ‪ ،‬ﹼ‬ ‫‪8.7 s C‬‬ ‫‪4.2 s A‬‬

‫‪17 s D‬‬ ‫‪8.3 s B‬‬

‫‪99‬‬
‫اﻟﺪﻳﻨﺎﻣﻴﻜﺎ‬ ‫الوحد‪‬‬
‫‪Dynamics‬‬ ‫‪3‬‬
‫رقم الوحد ‪10AP.3 ‬‬
‫‪‬‬
‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫ﲢﺪﻳـﺪ ﻣﻘـﺪﺍﺭ ﻭﺍﲡـﺎﻩ ﺍﻟﻘـﻮﺓ‬ ‫•‬
‫ﺗﻐﲑﺍ ﰲ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‪.‬‬‫ﺍﻟﺘﻲ ﺗﺴ ﹼﺒﺐ ﹼ ﹰ‬
‫ﺗﺼﻨﻴﻒ ﺍﻟﻘـﻮ￯ ﻭﻓﻖ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺴـﺒﺒﺔ‬ ‫•‬
‫ﳍﺎ‪.‬‬
‫ﺍﺳـﺘﺨﺪﺍﻡ ﳐﻄﻂ ﺍﳉﺴـﻢ ﺍﳊـﺮ ﻟﺘﻤﺜﻴﻞ‬ ‫•‬
‫ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ‪.‬‬
‫ﺍﻟﺘﻤﻴﻴـﺰ ﺑـﲔ ﻗـﻮﺓ ﺍﻻﺣﺘـﻜﺎﻙ ﻭﺍﻟﻘـﻮﺓ‬ ‫•‬
‫ﺍﳌﻌﻴﻘﺔ‪.‬‬

‫ا‪‬ة‬
‫ﺗﺆﺛـﺮ ﻓﻴـﻚ ﻭﰲ ﻛﻞ ﺍﻷﺷـﻴﺎﺀ ﺍﳌﺤﻴﻄﺔ ﺑﻚ‬
‫ﻗﻮ￯ ﰲ ﻛﻞ ﳊﻈﺔ‪.‬‬‫ﹰ‬
‫ﺭﻳﺎﺿﺔ ﻳﻘﻮﻡ ﺍﻟﻼﻋﺐ ﺑﴬﺏ ﺍﻟﻜﺮﺓ ﺑﺮﺃﺳﻪ‬
‫ﻓﺘﺘﺤﺮﻙ ﻭﻳﺘﻐﲑ ﺍﲡﺎﻫﻬﺎ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﺃﻱ ﺟﺴﻢ ﺁﺧﺮ‬
‫ﻣﺎ ﺍﻟﺬﻱ ﳚﻌﻞ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﺃﻭ ﹼ‬
‫ﻳﺘﻮ ﹼﻗ ﻒ ﺃﻭ ﻳﺒﺪﺃ ﺍﳊﺮﻛﺔ ﺃﻭ ﹼ‬
‫ﻳﻐﲑ ﺍﲡﺎﻫﻪ؟‬

‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪100‬‬
 ‫‪ 3-1‬‬ ‫‪‬‬
‫‪Hand protection‬‬
‫‪‬‬
‫‪Eye safety‬‬
‫‪‬‬
‫‪Thermal safety‬‬
‫‪‬‬
‫‪Explosive‬‬

‫‪Forces and Their Effects‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬
‫‪‬‬
‫‪Harmful / Irritant‬‬
‫‪‬‬
‫‪Biological hazards‬‬
‫‪‬‬
‫‪Flammable‬‬

‫‪‬ا ال‪‬و‪ ‬املح�ص‪‬ة‪‬‬

‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬

‫‪‬صو‪‬ا‪ ‬الت‪‬ة ﻫﻞ ﺗﺘﻐﲑ ﳏﺼﻠﺔ ﻗﻮﺗﲔ ﻋﻨﺪ ﺗﻐﲑ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﲈ؟‬

‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ا‪‬وات‬
‫‪26.3 - 26.4‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫‪ .1‬ﺟ ﹼﻬﺰ ﻃﺎﻭﻟﺔ ﺍﻟﻘﻮ￯‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ‪.‬‬

‫الع‪‬‬
‫‪‬‬ ‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪‬‬
‫ﻭﺳﻢ ﺣﺎﻣﻞ ﺍﻷﺛﻘﺎﻝ‬
‫‪ .2‬ﺍﺿﺒﻂ ﻣﻮﻗﻊ ﺇﺣﺪ￯ ﺍﻟﺒﻜﺮﺍﺕ ﻋﲆ ﺍﻟﺘﺪﺭﻳﺞ ‪ ،0°‬ﱢ‬
‫‪1.5 - 3.1 – 3.4 – 4.1‬‬
‫ﺍﳌﻮﺻﻮﻝ ﲠﺎ ‪ ،A‬ﻭﺍﺿﺒﻂ ﻣﻮﻗﻊ ﺑﻜﺮﺓ ﺃﺧﺮ￯ ﻋﲆ ﺍﻟﺘﺪﺭﻳﺞ ‪،180°‬‬
‫ا‪‬دا‪‬‬
‫ﻭﺳﻢ ﺣﺎﻣﻞ ﺍﻷﺛﻘﺎﻝ ﺍﳌﻮﺻﻮﻝ ﲠﺎ ‪،B‬‬
‫ﱢ‬
‫‪ ‬ﺑﲔ ﺗﺄﺛﲑ ﻗﻮﺓ ﰲ ﺟﺴـﻢ ﻭﺍﻟﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺪﺙ‬ ‫•‬
‫ﺗﻐﲑ ﴎﻋﺘﻪ ﺍﳌﺘﹼﺠﻬﺔ‪.‬‬ ‫ﻭﺍﺿﺒﻂ ﻣﻮﻗـﻊ ﺍﻟﺒﻜﺮﺓ ﺍﻷﺧﲑﺓ ﻋﲆ‬
‫ﺍﻟﺘﺸﻮﻩ ﺃﻭ ﹼ‬
‫ﹼ‬ ‫ﻟﻪ ﻣﻦ ﺣﻴﺚ‬
‫‪‬د‪  ‬ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴﻢ‪ ،‬ﻭﲢﺴﺐ ﳏﺼﻠﺘﻬﺎ‪.‬‬ ‫•‬ ‫ﺍﻟﺘﺪﺭﻳﺞ ‪ 180°‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﱢ‬
‫ﻭﺳﻢ ﺣﺎﻣﻞ‬
‫‪‬ل ﺍﻟﻘﻮ￯ ﺇﱃ ﻣﺮﻛﹼﺒﺎﲥﺎ‪.‬‬ ‫•‬ ‫ﺍﻷﺛﻘﺎﻝ ﺍﳌﻮﺻﻮﻝ ﲠﺎ ‪.C‬‬
‫ﻗـﻮ￯ ﰲ ﻭﺿـﻊ‬‫‪‬صت‪‬د‪ ‬ﻣﺜﻠـﺚ ﺍﻟﻘـﻮ￯ ﻟﺘﻤﺜﻴـﻞ ﹰ‬ ‫•‬ ‫‪ .3‬ﺿﻊ ﹰ‬
‫ﺛﻘﻼ ﻣﻘﺪﺍﺭﻩ ‪ 100 g‬ﰲ ﺍﳊﺎﻣﻞ ‪،B‬‬
‫ﺍﺗﹼﺰﺍﻥ‪.‬‬ ‫ﺳـﺠﻞ‬
‫ﳑﺎﺛـﻼ ﰲ ﺍﳊﺎﻣﻞ ‪ ،C‬ﹼ‬‫ﻭﺛﻘﻼ ﹰ‬ ‫ﹰ‬
‫املف‪‬ات‬ ‫ﻣﻼﺣﻈﺎﺗﻚ‪.‬‬
‫•‬ ‫‪Force‬‬ ‫ﺍﻟﻘﻮﺓ‬
‫• ﹼ‬ ‫‪ .4‬ﺿﻊ ﹰ‬
‫ﺃﺛﻘﺎﻻ ﻣﻨﺎﺳـﺒﺔ ﰲ ﺍﳊﺎﻣﻞ ‪ A‬ﺑﺤﻴـﺚ ﻳﻨﻄﺒﻖ ﻣﺮﻛﺰ ﺍﳊﻠﻘﺔ‬
‫•‬ ‫‪Deformation‬‬ ‫ﺍﻟﺘﺸﻮﻩ‬
‫ﹼ‬ ‫•‬ ‫ﻭﺳـﺠﻞ ﻣﻘـﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬
‫ﹼ‬ ‫ﻣﺮﺓ ﺃﺧﺮ￯ ﻋﲆ ﻣﺮﻛﺰ ﺍﻟﻄﺎﻭﻟﺔ‪.‬‬
‫•‬ ‫‪Contact force‬‬ ‫ﻗﻮﺓ ﺍﻟﺘﻼﻣﺲ‬ ‫• ﹼ‬ ‫ﺍﳊﺎﻣﻠـﲔ ‪ B‬ﻭ ‪ ،C‬ﻭﻭﺯﻥ ﻫـﺬﻩ ﺍﻷﺛﻘـﺎﻝ ﺑﻮﺣـﺪﺓ ﺍﻟﻨﻴﻮﺗـﻦ ﰲ‬
‫ﻗﻮﺓ ﺍﳌﺠﺎﻝ) ﺍﻟﺘﺄﺛﲑ ﻋﻦ ﹸﺑﻌﺪ(‬ ‫• ﹼ‬ ‫ﺟﺪﻭﻝ ﺑﻴﺎﻧﺎﺕ‪.‬‬
‫•‬ ‫‪Field force‬‬
‫‪ .5‬ﺍﺿﺒـﻂ ﻣﻮﻗﻊ ﺍﻟﺒﻜـﺮﺓ ‪ B‬ﻋﲆ ﺍﻟﺘﺪﺭﻳـﺞ ‪ ،150°‬ﻭﺍﻟﺒﻜﺮﺓ ‪ C‬ﻋﲆ‬
‫ﺍﻟﺘﺪﺭﻳﺞ ‪ ،210°‬ﻭﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪.4‬‬
‫•‬ ‫‪Free-body diagram‬‬ ‫• ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﹼ‬
‫ﺍﳊﺮ‬
‫•‬ ‫‪Equilibrium‬‬ ‫• ﺍﻻﺗﹼﺰﺍﻥ‬ ‫‪ .6‬ﺍﺿﺒـﻂ ﻣﻮﻗﻊ ﺍﻟﺒﻜـﺮﺓ ‪ B‬ﻋﲆ ﺍﻟﺘﺪﺭﻳـﺞ ‪ ،120°‬ﻭﺍﻟﺒﻜﺮﺓ ‪ C‬ﻋﲆ‬
‫ﺍﻟﺘﺪﺭﻳﺞ ‪ ،240°‬ﻭﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪.4‬‬
‫•‬ ‫‪Resultant force‬‬ ‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫ﺍﻟﻘﻮﺓ‬
‫• ﹼ‬
‫‪ .7‬ﺍﺿﺒـﻂ ﻣﻮﻗـﻊ ﺍﻟﺒﻜﺮﺓ ‪ B‬ﻋـﲆ ﺍﻟﺘﺪﺭﻳـﺞ ‪ ،90°‬ﻭﺍﻟﺒﻜﺮﺓ ‪ C‬ﻋﲆ‬
‫ﺍﻟﺘﺪﺭﻳﺞ ‪ ،270°‬ﻭﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪.4‬‬
‫ﺍﻓﱰﺽ ﹼ‬
‫التح‪‬ل‬
‫ﺗﺘﺤـﺮﻙ ﺑﴪﻋﺔ ‪،80 km/h‬‬ ‫ﹼ‬ ‫ﺃﻥ ﺳـ ﹼﻴﺎﺭﺓ‬
‫‪ .1‬ﻣـﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﻭﺯﺍﻥ ﺍﻷﺛﻘﺎﻝ ﰲ ﺍﳊﻮﺍﻣﻞ ‪ A‬ﻭ ‪ B‬ﻭ ‪ C‬ﰲ ﻛﻞ ﻣﻦ‬
‫ﻭﺷـﺎﻫﺪ ﺳـﺎﺋﻘﻬﺎ ﻗ ﹼﹰﻄﺎ ﻳﻌﱪ ﺍﻟﻄﺮﻳـﻖ‪ ،‬ﻓﻀﻐﻂ ﻋﲆ‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﳋﻄﻮﺍﺕ ‪ 4‬ﻭ ‪ 5‬ﻭ ‪6‬؟ ﹼ‬
‫ﺩﻭﺍﺳـﺔ ﺍﳌﻜﺎﺑﺢ ﻹﺑﻄـﺎﺀ ﴎﻋﺔ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ ﻟﺘﺠﻨﹼﺐ‬ ‫ﹼ‬ ‫‪ .2‬ﻣﺎ ﺍﻟﺬﻱ ﺗﻄ ﹼﻠﺒﻪ ﺿﺒﻂ ﻣﺮﻛﺰ ﺍﳊﻠﻘﺔ ﰲ ﺍﳋﻄﻮﺓ ‪ 7‬ﻋﻨﺪ ﻣﺮﻛﺰ ﺍﻟﻄﺎﻭﻟﺔ؟‬
‫ﺍﻟﻘـﻂ‪ ،‬ﻓـﲈ ﺍﻟـﺬﻱ ﺟﻌـﻞ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ ﺗﹸﺒﻄﺊ‬ ‫ﹼ‬ ‫ﺩﻫـﺲ‬ ‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻭﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺃﻭﺯﺍﻥ ﺍﻷﺛﻘﺎﻝ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ؟ ﹼ‬
‫ﺣﺮﻛﺘﻬﺎ؟ ﻟﻘﺪ ﺗﺒﺎﻃﺄﺕ ﺍﻟﺴ ﹼﻴﺎﺭﺓ ﻷﳖﺎ ﺗﺄ ﹼﺛﺮﺕ ﹼ‬
‫ﺑﻘﻮﺓ‬ ‫التف‪ ‬ال‪‬اقد ﺍﺳﺘﻌﻤﻞ ﻭﺭﻗﺔ ﺭﺳﻢ ﺑﻴﺎﲏ ﻹﳚﺎﺩ ﳏﺼﻠﺔ ﺍﻟﻘﻮﺗﲔ‬
‫ﺗﺴـﻤﻰ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ؛‬ ‫ﹼ‬ ‫ﻣﻌﺎﻛﺴـﺔ ﻻﲡﺎﻩ ﺣﺮﻛﺘﻬﺎ‬ ‫ﺍﻟﻠﺘﲔ ﻳﺆﺛﺮ ﲠﲈ ﺍﳊﺎﻣﻼﻥ ‪ B‬ﻭ ‪ C‬ﰲ ﺍﳊﻠﻘﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺩﻭﺍﺳﺔ ﺍﳌﻜﺎﺑﺢ‬ ‫ﻓﻌﻨﺪﻣﺎ ﻳﻀﻐﻂ ﺳﺎﺋﻖ ﺍﻟﺴ ﹼﻴﺎﺭﺓ ﻋﲆ ﹼ‬ ‫ﺑﻴﻨﻬـﲈ ‪ ،45°‬ﻋﲆ ﺃﻥ ﺗﺴـﺘﺨﺪﻡ ﻃﺮﻳﻘـﺔ ﺭﺃﺱ ﺇﱃ ﺫﻳﻞ ﻣﻊ ﻣﻘﻴﺎﺱ‬
‫ﺗﺘﺄ ﹼﺛـﺮ ﺇﻃـﺎﺭﺍﺕ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ ﹼ‬
‫ﺑﻘـﻮﺓ ﺗﺴـ ﹼﺒﺐ ﺗﺴـﺎﺭ ﹰﻋﺎ‬ ‫ﺭﺳـﻢ ﻣﻨﺎﺳـﺐ‪ .‬ﺛﻢ ﻗﺎﺭﻥ ﻣﻘﺪﺍﺭ ﻫﺬﻩ ﺍﳌﺤﺼﻠـﺔ ﻭﺍﲡﺎﻫﻬﺎ ﺑﻮﺯﻥ‬
‫ﻭﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺍﻟﺜﻘﻞ ﰲ ﺍﳊﺎﻣﻞ ‪ ،A‬ﹼ‬
‫ﻣﻌﺎﻛﺴﺎ ﻻﲡﺎﻩ ﴎﻋﺘﻬﺎ ﺍﳌﺘﹼﺠﻬﺔ؛ ﻟﺬﺍ ﺗﺘﺒﺎﻃﺄ‪.‬‬‫ﹰ‬

‫‪101‬‬
 ‫ال‪ ‬و‪Force ‬‬
‫ﻓﻴﻐﲑ ﺷـﻜﻠﻬﺎ ﺃﻭ ﺣﺎﻟﺘﻬﺎ ﺍﳊﺮﻛ ﹼﻴﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﻋﲆ ﺷـﻜﻞ‬‫ال‪ ‬و‪ Force ‬ﻣﺆ ﹼﺛﺮ ﻳﺆ ﹼﺛﺮ ﰲ ﺍﻷﺟﺴـﺎﻡ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺑﺎﻟﺮﻣﺰ ‪ ،F‬ﻭﺗﻘـﺎﺱ ﺍﻟﻘﻮﺓ ﺑﻤﻘﻴﺎﺱ ﺍﻟﻘـﻮﺓ )ﻣﻴﺰﺍﻥ ﻧﺎﺑﴤ(‬
‫ﺳـﺤﺐ ﺃﻭ ﺩﻓـﻊ‪ ،‬ﻭﻳﺮﻣـﺰ ﺇﱃ ﹼ‬
‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻛﻤ ﹼﻴـﺔ ﻣﺘﹼﺠﻬـﺔ؛ ﺃﻱ ﹼ‬
‫ﺃﻥ ﳍﺎ‬ ‫ﺑﻮﺣـﺪﺓ )‪ .newton (N‬ﻭﻗـﺪ ﺩﺭﺳـﺖ ﻣﻦ ﻗﺒـﻞ ﺃﻥ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﹼ‬
‫ﻭﺍﲡﺎﻫـﺎ‪ ،‬ﻟﺬﺍ ﻳﻤﻜـﻦ ﲤﺜﻴﻠﻬﺎ ﻋﲆ ﺍﳌﺨ ﹼﻄﻄﺎﺕ ﺍﻟﺘﻮﺿﻴﺤ ﹼﻴﺔ ﻛﻐﲑﻫﺎ ﻣـﻦ ﺍﳌﺘﹼﺠﻬﺎﺕ‪ ،‬ﺣﻴﺚ ﲤ ﹼﺜﻞ‬
‫ﹰ‬
‫ﺍﻟﻘﻮﺓ‬
‫ﺍﻟﻘﻮﺓ ﻋﲆ ﺷﻜﻞ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺗﻨﺘﻬﻲ ﺑﺴﻬﻢ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻨﺎﺳﺐ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﻣﻊ ﻣﻘﺪﺍﺭ ﹼ‬ ‫ﹼ‬
‫ﻋﻤﻞ(ﺍﻟﻘﻮﺓ‪.‬‬
‫ﹼ‬ ‫ﹼ‬
‫)ﺧﻂ‬ ‫ﻭﻳﺪﻝ ﹼﺍﲡﺎﻩ ﺍﻟﺴﻬﻢ ﻋﲆ ﹼﺍﲡﺎﻩ ﺗﺄﺛﲑ‬
‫ﺍﻟﺘﻲ ﲤ ﹼﺜﻠﻬﺎ ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻨﺎﺳﺐ‪ ،‬ﹼ‬
‫ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-1‬‬

‫‪F = 10 N‬‬ ‫‪‬ال‪‬ص‪‬ل ‪    3-1‬‬

‫‪     ‬‬
‫‪F = 15 N‬‬
‫‪   ‬‬
‫‪F = 20 N‬‬ ‫‪‬‬

‫ال‪ ‬و‪ ‬الت‪‬ص ‪‬و‪Force and deformation ‬‬

‫ﺑﻘﻮﺓ‪ .‬ﻓﻌﲆ‬
‫ﻟﻠﻤﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺷﻜﻞ ﻭﺣﺠﻢ ﺛﺎﺑﺘﺎﻥ‪ ،‬ﻭﻟﺘﻐﻴﲑ ﺃﻱ ﻣﻨﻬﲈ ﺃﻭﻛﻠﻴﻬﲈ ﻳﻠﺰﻡ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻴﻬﺎ ﹼ‬
‫ﺑﻘﻮﺓ ﻗﻠﻴﻠﺔ ﺗﻼﺣﻆ‬ ‫ﺣﻠﺰﻭﲏ‪ ،‬ﻭﺳﺤﺒﺖ ﳖﺎﻳﺘﻪ ﺍﻷﺧﺮ￯ ﹼ‬ ‫ﹼ‬ ‫ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺇﺫﺍ ﺛ ﹼﺒﺖ ﺃﺣﺪ ﹶ‬
‫ﻃﺮﰲ ﻧﺎﺑﺾ‬
‫ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺍﻟﻄﻮﻝ ﺍﻻﺳﺘﻄﺎﻟﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻔﻠﺖ ﻫﺬﺍ ﺍﻟﻄﺮﻑ‬ ‫ﹼ‬ ‫ﺃﻥ ﻃﻮﻟﻪ ﻳﺰﺩﺍﺩ ﻗﻠﻴﻼﹰ‪،‬‬ ‫ﹼ‬
‫ﺗﺴـﻤﻰ ﺍﳋﺎﺻﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻠﲈ ﹼﺩﺓ ﺍﻟﺘﻲ ﺗﺘﻤ ﹼﺜﻞ ﰲ‬‫ﹼ‬ ‫ﻳﺴـﺘﻌﻴﺪ ﺍﻟﻨﺎﺑﺾ ﺷـﻜﻠﻪ ﻭﻃﻮﻟﻪ ﺍﻷﺻﻠ ﹼﻴﲔ‪.‬‬
‫ﻭﻳﺴـﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻐﲑ ﰲ ﺷﻜﻞ‬ ‫ﹼ‬ ‫ﻣﻴﻠﻬﺎ ﺇﱃ ﺍﻟﺮﺟﻮﻉ ﺇﱃ ﻭﺿﻌﻬﺎ ﺍﻷﺻﲇ ﺑﻌﺪ ﺯﻭﺍﻝ ﺍﳌﺆﺛﺮ ﺍﳌﺮﻭﻧ ﹶﺔ‪،‬‬
‫ﺍﻟﺘﺸﻮﻩ ‪.Deformation‬‬ ‫ﹼ‬ ‫ﺍﳌﺎ ﹼﺩﺓ‬
‫ﺍﻟﺘﺸﻮﻩ؟‬
‫ﹼ‬ ‫ﻣﺎ‬

‫ال‪ ‬و‪ ‬ا‪‬ة ‪Force and motion‬‬

‫ﺍﳌﻮﺿﺢ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ﺇﱃ ﺇﺑﻄﺎﺀ ﴎﻋﺔ ﺍﻟﺴ ﹼﻴﺎﺭﺓ‪،‬‬ ‫ﺃ ﹼﺩ￯ ﺿﻐﻂ ﺍﻟﺴـﺎﺋﻖ ﻋﲆ ﺍﳌﻜﺎﺑﺢ ﰲ ﺍﳌﺜﺎﻝ ﹼ‬
‫ﻓﺈﳖﺎ ﺗﺆ ﹼﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﴎﻋﺘﻪ ﺃﻭ ﺗﻘﻠﻴﻠﻬﺎ ﺃﻭ‬‫ﻗﻮﺓ ﰲ ﺟﺴـﻢ ﹼ‬ ‫ﻟﺬﺍ ﲡﻨﹼﺐ ﺩﻫﺲ ﺍﻟﻘﻂ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﺆ ﹼﺛﺮ ﹼ‬
‫ﺗﻐﻴﲑ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ ﺃﻭ ﺗﻐﻴﲑ ﻣﻘﺪﺍﺭ ﴎﻋﺘﻪ ﻭﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ ﻣ ﹰﻌﺎ‪ ،‬ﺑﺤﺴﺐ ﺍﲡﺎﻩ ﺗﺄﺛﲑ ﺍﻟﻘﻮﺓ‪ .‬ﻭﺑﻨﺎ ﹰﺀ‬
‫ﻋﲈ ﺳﺒﻖ ﻛﲈ‬ ‫ﻋﲆ ﺗﻌﺮﻳﻒ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻭﺍﻟﺘﺴـﺎﺭﻉ – ﻣﻦ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴـﺎﺑﻘﺔ – ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﹼ‬
‫ﺗﻐﲑ ﴎﻋﺘﻪ ﺍﳌﺘﺠﻬﺔ؛ ﺃﻱ ﺗﹸﻜﺴﺒﻪ ﺗﺴﺎﺭ ﹰﻋﺎ‪.‬‬
‫ﻳﲇ‪ :‬ﻋﻨﺪﻣﺎ ﺗﺆﺛﺮ ﻗﻮﺓ ﰲ ﺟﺴﻢ ﻓﺈﳖﺎ ﹼ‬

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‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬

‫‪‬ال‪‬ص‪‬ل ‪     3-2‬‬

‫ﻭﻳﻮﺿﺢ‬
‫ﹼ‬ ‫ﻳﻐﲑ ﴎﻋﺘﻬﺎ ﺍﳌﺘﹼﺠﻬﺔ‪،‬‬
‫ﺑﻘﻮﺓ ﰲ ﻛﺮﺓ ﺳـﺎﻛﻨﺔ ﻟﻜﻲ ﹼ‬‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 3-2a‬ﻻﻋ ﹰﺒﺎ ﻳﺆ ﹼﺛﺮ ﹼ‬
‫ﹼ‬
‫‪ ‬‬
‫ﺑﻘﻮﺓ ﰲ ﺍﻟﻜـﺮﺓ ﻹﻳﻘﺎﻓﻬﺎ‪ ،‬ﺑﻴﻨﲈ ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪3-2c‬‬ ‫ﺍﻟﺸـﻜﻞ ‪ 3-2b‬ﺣـﺎﺭﺱ ﺍﳌﺮﻣـﻰ ﻳﺆ ﹼﺛﺮ ﹼ‬
‫ﻗﻮﺓ ﻟﺘﻐﻴﲑ‬
‫ﺗﺄﺛﲑ ﻗﻮﺓ ﺍﻟﻼﻋﺐ ﻟﺘﻐﲑ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻬﺎ‪ .‬ﻭﺗﻼﺣﻆ ﰲ ﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺍﻟﺜﻼﺙ ﺃﻧﹼﻪ ﻳﻠﺰﻡ ﹼ‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻟﻠﻜﺮﺓ‪ .‬ﻭﻛ ﹼﻠﲈ ﺯﺍﺩ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﳌﻄﻠﻮﺏ ﰲ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﺯﺍﺩ ﻣﻘﺪﺍﺭ ﹼ‬
‫ﺍﻟﻘﻮﺓ‬
‫ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ‪.‬‬
‫ﺍﻟﻼﺯﻡ ﺍﻟﺘﺄﺛﲑ ﲠﺎ‪ ،‬ﺃﻱ ﻳﺰﺩﺍﺩ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻢ ﺑﺰﻳﺎﺩﺓ ﹼ‬
‫‪‬ا‪ ‬ال‪‬ا‪‬لة‬
‫ال‪‬ظا‪‬‬ ‫‪ ‬ال‪‬تا‪‬‬
‫ﻛﺒﲑﺍ ﰲ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‪ .‬ﻓﺈﺫﺍ ﺩﻓﻌﺖ ﻛﺘﺎ ﹰﺑﺎ ﻣﻮﺿﻮ ﹰﻋﺎ‬
‫ﺗﺄﺛﲑﺍ ﹰ‬
‫ﻻﲡﺎﻫﻬﺎ ﹰ‬ ‫ﻓﺈﻥ ﹼ‬
‫ﻛﻤ ﹼﻴﺔ ﻣﺘﹼﺠﻬﺔ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﹼ‬
‫ﻭﻷﻥ ﹼ‬‫ﹼ‬
‫‪‬ا‪ ‬ال‪‬د‬
‫ﻋـﲈ ﺇﺫﺍ ﺩﻓﻌﺘﻪ ﺇﱃ ﺍﻟﻴﺴـﺎﺭ‪.‬‬
‫ﻳﺘﺤﺮﻙ ﰲ ﺍﲡـﺎﻩ ﳜﺘﻠﻒ ﲤﺎ ﹰﻣﺎ ﹼ‬
‫ﻋـﲆ ﺳـﻄﺢ ﻃﺎﻭﻟـﺔ ﺇﱃ ﺍﻟﻴﻤـﲔ ﻓﺈﻧﹼﻪ ﹼ‬
‫‪ ‬ال‪‬تا‪‬‬
‫‪‬ا‪ ‬قو‪ ‬‬ ‫ﺍﻟﴬﻭﺭﻱ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﻗﻮﺓ ﰲ ﺣﺮﻛﺔ ﺟﺴﻢ ﻣﺎ‪ ،‬ﲢﺪﻳﺪ ﻫﺬﺍ ﺍﳉﺴﻢ‪ .‬ﻭ ﹸﻳﻄﻠﻖ ﻋﲆ ﻫﺬﺍ‬ ‫ﹼ‬ ‫ﻣﻦ‬
‫ا‪‬ر‪‬‬
‫ﺍﳋﺎﺭﺟﻲ‪ .‬ﻓﺎﻟﻜﺘﺎﺏ‬
‫ﹼ‬ ‫ﹶ‬
‫ﺍﳌﺤﻴﻂ‬ ‫ﻳﺴـﻤﻰ‬
‫ﹼ‬ ‫ﺑﻘﻮﺓ‬ ‫ﺍﳉﺴـﻢ ﺍﺳـﻢ "ﺍﻟﻨﻈﺎﻡ"‪ ،‬ﹼ‬
‫ﻭﻛﻞ ﻣﺎ ﳛﻴﻂ ﺑﻪ ﻭﻳﺆ ﹼﺛﺮ ﻓﻴﻪ ﹼ‬
‫ﺍﳌﺒﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪ 3-3‬ﻳﻤ ﹼﺜﻞ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﰲ ﺣﲔ ﲤ ﹼﺜﻞ ﺍﻟﻴﺪ ﻭﺍﳉﺎﺫﺑ ﹼﻴﺔ ﺍﻷﺭﺿ ﹼﻴﺔ ﺃﺟﺰﺍ ﹰﺀ ﻣﻦ ﺍﳌﺤﻴﻂ‬
‫ﹼ‬
‫ﺍﳋﺎﺭﺟـﻲ ﺍﻟـﺬﻱ ﻳﻤﻜـﻦ ﺃﻥ ﻳﺘﻔﺎﻋﻞ ﻣﻊ ﺍﻟﻜﺘﺎﺏ ﻋـﻦ ﻃﺮﻳﻖ ﺍﻟﺪﻓﻊ ﺃﻭ ﺍﻟﺴـﺤﺐ‪ ،‬ﻭﻳﺆ ﹼﺩﻱ ﺇﱃ‬ ‫ﹼ‬
‫‪ ‬ال‪‬ص‪‬ل ‪       3-3‬‬ ‫ﺍﺣﺘﲈﻝ ﺗﻐﻴﲑ ﺣﺮﻛﺘﻪ‪.‬‬
‫‪      ‬‬
‫‪         ‬‬ ‫ﻭﺗﺼﻨﹼـﻒ ﺍﻟﻘـﻮ￯ ﻭﻓﻖ ﻃﺮﻳﻘﺔ ﺗﺄﺛﲑﻫﺎ ﰲ ﺍﳉﺴـﻢ ﺇﱃ ﻧﻮﻋﲔ‪ :‬ﻗﻮ￯ ﺍﻟﺘﻼﻣـﺲ‪ ،‬ﻭﻗﻮ￯ ﺍﳌﺠﺎﻝ‬
‫‪ ‬‬ ‫)ﺍﻟﺘﺄﺛﲑ ﻋﻦ ﹸﺑﻌﺪ(‪.‬‬

‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻠﺠﺴﻢ ﻋﻨﺪﻣﺎ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﹼ‬

‫ﻗﻮﺓ؟‬

‫قو‪ ‬التال‪ ‬قو‪ ‬امل‪‬ا‪ ‬التا‪  ‬عد‪‬‬

‫‪Contact forces and field forces‬‬
‫ﺍﳋﺎﺭﺟﻲ ﺍﻟﻨﻈﺎ ﹶﻡ‪،‬‬
‫ﹼ‬ ‫ﺟﺴـﻢ ﻣﻦ ﺍﳌﺤﻴﻂ‬
‫ﹲ‬ ‫ﻗﻮﺓ ﺍﻟﺘﻼﻣﺲ ‪ Contact force‬ﻋﻨﺪﻣﺎ ﻳﻼﻣﺲ‬ ‫ﺗﻨﺸـﺄ ﹼ‬
‫ﺑﻘـﻮﺓ‪ .‬ﻓﻌﻨﺪﻣﺎ ﲢﻤﻞ ﻛﺘﺎﺏ ﺍﻟﻔﻴﺰﻳـﺎﺀ ﺗﺆ ﹼﺛﺮ ﻳﺪﻙ ﻓﻴﻪ ﹼ‬
‫ﺑﻘﻮﺓ ﺗﻼﻣـﺲ‪ ،‬ﺃ ﹼﻣﺎ ﺇﺫﺍ ﻭﺿﻌﺘﻪ‬ ‫ﻭﻳﺆ ﹼﺛـﺮ ﻓﻴـﻪ ﹼ‬
‫ﻗﻮﺓ ﺍﻟﺘﻼﻣﺲ ﺑﲔ ﻳﺪﻙ ﻭﺍﻟﻜﺘﺎﺏ ﺗﺘﻼﺷﻰ‪ ،‬ﺑﻴﻨﲈ ﺍﻟﻄﺎﻭﻟﺔ ﺍﻵﻥ ﻫﻲ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ‬ ‫ﻋﲆ ﺍﻟﻄﺎﻭﻟﺔ ﻓﺈﻥ ﹼ‬
‫ﺑﻘﻮﺓ ﺗﻼﻣﺲ‪ .‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻷﺧﺮ￯ ﻋﲆ ﻗﻮ￯ ﺍﻟﺘﻼﻣﺲ ﻗﻮ￯ ﺍﻟﺸـﺪﹼ ؛ ﻭﻫﻲ ﺍﺳـﻢ‬ ‫ﰲ ﺍﻟﻜﺘﺎﺏ ﹼ‬
‫ﻳﻄﻠﻖ ﻋﲆ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﲠﺎ ﺍﳋﻴﻮﻁ ﺃﻭ ﺍﳊﺒﺎﻝ ﰲ ﺍﻷﺟﺴﺎﻡ ﺃﺛﻨﺎﺀ ﺳﺤﺒﻬﺎ‪.‬‬

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‫ﻭﻫﻨـﺎﻙ ﹸﻃـﺮﻕ ﺃﺧﺮ￯ ﻟﺘﻐﻴﲑ ﺣﺮﻛﺔ ﺍﻟﻜﺘﺎﺏ؛ ﻓﻤﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﲡﻌﻠﻪ ﻳﺴـﻘﻂ ﰲ ﺍﲡﺎﻩ ﺍﻷﺭﺽ‪،‬‬
‫ﻗﻮﺓ ﺍﳉﺎﺫﺑ ﹼﻴﺔ ﺍﻷﺭﺿ ﹼﻴﺔ ﻫﻲ ﺍﻟﺘﻲ ﺗﺴ ﹼﺒﺐ‬ ‫ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻳﺘﺴـﺎﺭﻉ ﺑﺴﺒﺐ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ .‬ﹼ‬
‫ﺇﻥ ﹼ‬
‫ﻫﺬﺍ ﺍﻟﺘﺴﺎﺭﻉ‪ ،‬ﻭﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﻜﺘﺎﺏ‪ ،‬ﺳﻮﺍﺀ ﺃﻛﺎﻥ ﰲ ﺣﺎﻟﺔ ﺗﻼﻣﺲ ﻣﻊ ﺍﻷﺭﺽ ﺃﻡ ﻻ‪ ،‬ﻭﻳﻄﻠﻖ ﻋﲆ‬
‫ﻗﻮﺓ ﺍﳌﺠﺎﻝ )ﺍﻟﺘﺄﺛﲑ ﻋﻦ ﹸﺑﻌـﺪ( ‪ ،Field force‬ﻭﻫﻲ ﺗﺆ ﹼﺛﺮ ﰲ‬ ‫ﺍﻟﻘﻮﺓ ﻭﻣﺜﻴﻼﲥﺎ ﺍﺳـﻢ ﹼ‬
‫ﻣﺜـﻞ ﻫﺬﻩ ﹼ‬
‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻭﺟﻮﺩ ﺗﻼﻣﺲ ﻓﻴﲈ ﺑﻴﻨﻬﺎ ﻣﻦ ﻋﺪﻣﻪ‪ .‬ﻭﻫﻨﺎﻙ ﺃﻣﺜﻠﺔ ﺃﺧﺮ￯ ﻋﲆ ﻫﺬﺍ‬ ‫ﺍﻷﺟﺴـﺎﻡ ﹼ‬
‫ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻮ￯ ﻛﺎﻟﻘﻮ￯ ﺍﳌﻐﻨﺎﻃﻴﺴ ﹼﻴﺔ ﻭﺍﻟﻜﻬﺮﺑﺎﺋ ﹼﻴﺔ‪.‬‬
‫ﻳﺴﻤﻰ ﺍﳌﺴ ﱢﺒﺐ‪ .‬ﻭﺣﺘﻰ ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﺍﻟﻘﻮﺓ ﳚﺐ ﻣﻌﺮﻓﺔ‬
‫ﻣﻌﲔ ﻳﻤﻜﻦ ﲢﺪﻳﺪﻩ ﹼ‬ ‫ﻗﻮﺓ ﺳﺒﺐ ﹼ‬ ‫ﹼ‬
‫ﻭﻟﻜﻞ ﹼ‬
‫ﺍﳌﺴ ﹼﺒﺐ ﺍﻟﺬﻱ ﻳﻮ ﹼﻟﺪﻫﺎ‪ ،‬ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﻱ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻫﺬﻩ ﹼ‬
‫ﺍﻟﻘﻮﺓ‪.‬‬
‫ﻓﻌﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﺪﻓﻊ ﺍﻟﻜﺘﺎﺏ ﻓﺈﻥ ﻳﺪﻙ )ﺍﳌﺴـ ﱢﺒﺐ( ﺗﺆ ﹼﺛﺮ ﺑﻘﻮﺓ ﰲ ﺍﻟﻜﺘﺎﺏ )ﺍﻟﻨﻈﺎﻡ(‪.‬‬
‫ﻛﻞ ﻣﻦ ﺍﳌﺴـ ﱢﺒﺐ ﻭﺍﻟﻨﻈﺎﻡ ﻓـﺈﻥ ﻫﺬﺍ ﻳﻌﻨﻲ ﻋﺪﻡ ﻭﺟﻮﺩ ﻗـﻮﺓ‪ .‬ﻣﺎﺫﺍ ﻋﻦ‬ ‫ﻭﰲ ﺣﺎﻟـﺔ ﻋـﺪﻡ ﻭﺟﻮﺩ ﱟ‬
‫ﺍﳉﺎﺫﺑ ﹼﻴﺔ ﺍﻷﺭﺿ ﹼﻴﺔ؟ ﺇﺫﺍ ﺗﺮﻛﺖ ﺍﻟﻜﺘﺎﺏ ﻳﺴـﻘﻂ ﻣﻦ ﻳﺪﻙ ﻓﺈﻥ ﺍﳌﺴـ ﱢﺒﺐ ﻫﻮ ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ‬
‫ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﺑﻘﻮﺓ ﳎﺎﻝ ﰲ ﺍﻟﻜﺘﺎﺏ‪.‬‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﻮ￯ ﺍﻟﺘﻼﻣﺲ ﻭﻗﻮ￯ ﺍﳌﺠﺎﻝ؟‬

‫ا‪ Free-body diagrams ‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻨﲈﺫﺝ ﺍﻟﺘﺼﻮﻳﺮ ﹼﻳﺔ‬ ‫‪‬ات ا‪‬صم ‪‬‬‫‪‬‬
‫ﺃﻳﻀﺎ ﰲ ﲢﻠﻴﻞ‬ ‫ﻣﻬـﻢ ﹰ‬
‫ﹼ‬ ‫ﻣﻬﲈ ﰲ ﹼ‬
‫ﺣﻞ ﻣﺴـﺎﺋﻞ ﺍﳊﺮﻛـﺔ ﻓﺈﻧﹼﻪ‬ ‫ﻭﺍﳌﺨ ﹼﻄﻄـﺎﺕ ﺍﻟﺘﻮﺿﻴﺤ ﹼﻴـﺔ ﻟﻠﺤﺮﻛـﺔ ﹼﹰ‬
‫ﺃﻱ ﻣﺴـﺄﻟﺔ ﻫﻲ‬ ‫ﺣﻞ ﹼ‬‫ﺍﻟﻜﻴﻔ ﹼﻴـﺔ ﺍﻟﺘـﻲ ﺗﺆ ﹼﺛﺮ ﲠـﺎ ﺍﻟﻘﻮ￯ ﰲ ﺣﺮﻛﺔ ﺍﻷﺟﺴـﺎﻡ‪ .‬ﻭﺃﻭﱃ ﺍﳋﻄﻮﺍﺕ ﰲ ﹼ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬ال‪‬ص‪‬ل ‪  3-4‬‬
‫ﺗﺼﻮﻳﺮﻱ‪ .‬ﻓﻌﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﻛﺮﺓ ﻣﺮﺑﻮﻃﺔ ﺑﺨﻴﻂ‪ ،‬ﺃﻭ‬
‫ﹼ‬ ‫ﻋﻤﻞ ﻧﻤﻮﺫﺝ‬ ‫‪    ‬‬
‫ﺗﻮﺿﺢ ﻛﻞ ﺣﺎﻟﺔ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻠﲔ ‪ 3-4a‬ﻭ ‪،3-4b‬‬ ‫ﺗﺴـﺘﻨﺪ ﺇﱃ ﺭﺍﺣﺔ ﻳﺪﻙ‪ ،‬ﺍﺭﺳﻢ ﳐ ﹼﻄﻄﺎﺕ ﹼ‬ ‫‪      ‬‬
‫ﺛﻢ ﺍﺭﺳﻢ ﺩﺍﺋﺮﺓ ﺣﻮﻝ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺍﳌﻮﺍﻗﻊ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﻓﻴﻬﺎ ﻗﻮ￯ ﺍﻟﺘﻼﻣﺲ‪ ،‬ﻭﻗﻮ￯ ﺍﳌﺠﺎﻝ‪.‬‬ ‫‪    ‬‬
‫‪ ‬‬‫‪‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬

‫‪‬ال‪  ‬املح‪‬‬ ‫‪‬ال‪  ‬املح‪‬‬
‫ا‪‬ار‪‬‬
‫‪‬‬ ‫ا‪‬ار‪‬‬
‫‪‬‬
‫ال‪‬ظا‪‬‬
‫‪‬ا‪ ‬ال‪‬د ‪‬‬
‫ال‪‬‬
‫‪‬ا‪ ‬ا‪‬بل ‪ ‬ال‪‬‬

‫‪‬ا‪ ‬قو‪ ‬‬

‫‪‬ا‪ ‬قو‪ ‬‬ ‫ا‪‬ر‪  ‬ال‪‬‬
‫ال‪‬ظا‪‬‬ ‫ا‪‬ر‪  ‬ال‪‬‬

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 ‫ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸـﻜﻠﲔ ‪ 3-4a‬ﻭ ‪ 3-4b‬ﻓﻴﺰﻳﺎﺋ ﹼﹰﻴﺎ‪ ،‬ﺍﺳـﺘﺨﺪﻡ‬ ‫ﻭﻟﺘﻤﺜﻴﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﻜﺮﺓ ﹼ‬
‫ﺍﻻﲡﺎﻩ‬ ‫ﻛﻞ ﻗﻮﺓ ﺑﺴـﻬﻢ ﺃﺯﺭﻕ ﻳﺸﲑ ﺇﱃ ﹼ‬ ‫ﺍﻟﻨﻘﻄﻲ‪ :‬ﻣ ﹼﺜﻞ ﺍﳉﺴـﻢ ﺑﻨﻘﻄﺔ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ ﹼ‬
‫ﹼ‬ ‫ﻧﻤﻮﺫﺝ ﺍﳉﹸ ﹶﺴـ ﹾﻴﻢ‬
‫ﺍﻟﺬﻱ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻫﺬﻩ ﺍﻟﻘﻮﺓ‪ ،‬ﻣﺮﺍﻋ ﹰﻴﺎ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﻛﻞ ﺳـﻬﻢ ﻣﺘﻨﺎﺳـ ﹰﺒﺎ ﻣﻊ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‪ .‬ﻭﻏﺎﻟ ﹰﺒﺎ‬
‫ﻣﺎ ﺗﺮﺳـﻢ ﻫـﺬﻩ ﺍﳌﺨﻄﻄﺎﺕ ﻗﺒﻞ ﻣﻌﺮﻓﺔ ﻣﻘﺪﺍﺭ ﲨﻴﻊ ﺍﻟﻘﻮ￯‪ .‬ﻭﻳﻤﻜﻨـﻚ ﺍﻟﻠﺠﻮﺀ ﺇﱃ ﺍﻟﺘﻘﺪﻳﺮ ﰲ‬
‫ﺩﺍﺋﲈ ﺑﺤﻴﺚ ﺗﺸﲑ ﹼﺍﲡﺎﻫﺎﲥﺎ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﳉﺴﻢ‪ ،‬ﺣﺘﻰ ﻋﻨﺪﻣﺎ‬ ‫ﻣﺜﻞ ﻫﺬﻩ ﺍﳊﺎﻻﺕ‪ .‬ﺍﺭﺳﻢ ﺍﻷﺳﻬﻢ ﹰ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ .‬ﺍﺳـﺘﻌﻤﻞ ﺍﻟﺮﻣﺰ ‪ F‬ﻣﻊ ﲢﺪﻳﺪ ﻛﻞ ﻣﻦ ﺍﳌﺴـ ﹼﺒﺐ‬ ‫ﲤ ﹼﺜﻞ ﻗﻮﺓ ﺩﻓﻊ‪ ،‬ﻭﺍﺣﺮﺹ ﻋﲆ ﺗﺴـﻤﻴﺔ ﹼ‬
‫ﺎﻫﺎ ﻣﻮﺟ ﹰﺒﺎ ﺗﺸـﲑ ﺇﻟﻴـﻪ ﺑﻮﺿﻮﺡ ﰲ‬ ‫ﻭﺍﳉﺴـﻢ ﺍﻟـﺬﻱ ﺗﺆ ﹼﺛـﺮ ﻓﻴﻪ ﺍﻟﻘﻮﺓ ﺃﺳـﻔﻞ ﺍﻟﺮﻣﺰ‪ ،‬ﻭﺍﺧـﱰ ﹼﺍﲡ ﹰ‬
‫ﺣﻞ ﺍﳌﺴـﺄﻟﺔ؛‬ ‫ﺴـﻬﻞ ﹼ‬‫ﳐ ﹼﻄﻄﻚ‪ .‬ﻳﺘﻢ ﺍﺧﺘﻴﺎﺭ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ ﻋﺎﺩﺓ ﰲ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﻜﱪ￯؛ ﻓﻬﺬﺍ ﹸﻳ ﱢ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺋﻲ‬
‫ﹼ‬ ‫ﻭﻳﺴـﻤﻰ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ‬‫ﹼ‬ ‫ﻭﺫﻟﻚ ﺑﺘﻘﻠﻴﻞ ﻋﺪﺩ ﺍﻟﻘﻴﻢ ﺍﻟﺴـﺎﻟﺒﺔ ﰲ ﻋﻤﻠﻴﺔ ﺍﳊﺴﺎﺏ‪.‬‬
‫ﺍﳊﺮ ‪.Free-body diagram‬‬ ‫ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴﻢ ﻣﺎ ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﹼ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻵﺗﻴﺔ‪،‬‬‫ﺍﳊﺮ ﹼ‬

‫ﺣﺪﹼ ﺩ ﺍﻟﻨﻈﺎﻡ‪ ،‬ﻭﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﳐ ﹼﻄﻂ ﺍﳉﺴـﻢ ﹼ‬
‫ﺑﺘﻤﺜﻴﻞ ﲨﻴﻊ ﺍﻟﻘﻮ￯ ﻭﻣﺴـ ﹼﺒﺒﺎﲥﺎ‪ ،‬ﻭﺗﻌﻴﲔ ﹼﺍﲡﺎﻩ ﺍﻟﺘﺴﺎﺭﻉ ﻭﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ‪ ،‬ﻣﺮﺍﻋ ﹰﻴﺎ ﺭﺳﻢ‬
‫ﺍﳌﺘﹼﺠﻬﺎﺕ ﺑﺄﻃﻮﺍﻝ ﻣﻨﺎﺳﺒﺔ‪:‬‬
‫‪ .1‬ﺳﻘﻮﻁ ﺃﺻﻴﺺ ﺃﺯﻫﺎﺭ ﺳﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫ﺣﺮﺍ )ﺃﳘﻞ ﺃﻱ ﻗﻮ￯ ﺗﻨﺸﺄ ﻋﻦ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ(‪.‬‬
‫ﻣﻈﲇ‪ ،‬ﻭﺑﴪﻋﺔ ﻣﺘﹼﺠﻬﺔ ﻣﻨﺘﻈﻤﺔ )ﻳﺆ ﹼﺛﺮ ﺍﳍﻮﺍﺀ ﰲ ﹼ ﹼ‬
‫ﺍﳌﻈﲇ ﺑﻘﻮﺓ ﺇﱃ ﺃﻋﲆ(‪.‬‬ ‫‪ .2‬ﻫﺒﻮﻁ ﹼ ﹼ‬
‫‪ .3‬ﺳﻠﻚ ﻳﺴـﺤﺐ ﺻﻨﺪﻭ ﹰﻗﺎ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻋﲆ ﺳﻄﺢ ﺃﻓﻘﻲ )ﻳﺆ ﹼﺛﺮﺍﻟﺴﻄﺢ ﺑﻘﻮﺓ‬
‫ﺗﻘﺎﻭﻡ ﺣﺮﻛﺔ ﺍﻟﺼﻨﺪﻭﻕ(‪.‬‬
‫‪ .4‬ﺭ ﹾﻓﻊ ﺩﻟﻮ ﺑﺤﺒﻞ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ )ﺃﳘﻞ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ(‪.‬‬
‫‪ .5‬ﺇﻧﺰﺍﻝ ﺩﻟﻮ ﺑﺤﺒﻞ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ )ﺃﳘﻞ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ(‪.‬‬

‫‪ ‬ال‪‬و‪Combining forces ‬‬

‫ﺇﻥ ﻣـﺎ ﺗﻌ ﹼﻠﻤﺘﻪ ﰲ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﻋﻦ ﻛﻴﻔ ﹼﻴـﺔ ﲤﺜﻴﻞ ﺍﳌﺘﹼﺠﻬﺎﺕ ﻭﲢﻠﻴﻠﻬـﺎ ﺇﱃ ﻣﺮﻛﹼﺒﺎﲥﺎ ﻭﲨﻌﻬﺎ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻭﺟﱪ ﹼﹰﻳﺎ‪ ،‬ﺳﻮﻑ ﺗﻄ ﹼﺒﻘﻪ ﻫﻨﺎ ﻋﻨﺪ ﺗﻌﺎﻣﻠﻨﺎ ﻣﻊ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﻘﻮ￯‪.‬‬
‫ﻟﻨﺒـﺪﺃ ﺑﺎﳊﺎﻟﺔ ﺍﻷﺑﺴـﻂ؛ ﻭﻫﻲ ﲨﻊ ﺍﻟﻘﻮ￯ ﰲ ﹸﺑﻌﺪ ﻭﺍﺣـﺪ‪ .‬ﻓﺈﺫﺍ ﺩﻓﻌﺖ ﺃﻧﺖ ﻭﺯﻣﻴﻠﻚ ﻃﺎﻭﻟﺔ ﰲ‬
‫ﻛﻞ ﻣﻨﻜﲈ ﰲ ﺍﲡﺎﻩ ﻣﻌﺎﻛﺲ ﻻﲡﺎﻩ ﺩﻓﻊ‬ ‫ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ ﻓﺈﳖﺎ ﺗﻜﺘﺴﺐ ﺗﺴـﺎﺭ ﹰﻋﺎ ﺃﻛﱪ ﳑﺎ ﻟﻮ ﺩﻓﻌﻬﺎ ﹼ‬
‫ﺍﻵﺧـﺮ‪ .‬ﻣـﺎﺫﺍ ﳛﺪﺙ ﺇﺫﺍ ﹸﺩﻓﻌـﺖ ﺍﻟﻄﺎﻭﻟﺔ ﺑﺤﻴﺚ ﺃ ﹼﺛـﺮ ﱞ‬
‫ﻛﻞ ﻣﻨﻜﲈ ﻓﻴﻬﺎ ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪100 N‬؟‬
‫ﻋﻨﺪﻣـﺎ ﺗﺪﻓﻌـﺎﻥ ﺍﻟﻄﺎﻭﻟـﺔ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ ﻓﺈﳖﺎ ﺗﻜﺘﺴـﺐ ﺿﻌﻒ ﺍﻟﺘﺴـﺎﺭﻉ ﺍﻟـﺬﻱ ﻳﻤﻜﻦ ﺃﻥ‬

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 ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪‬ال‪‬ص‪‬ل ‪3-5‬‬
‫‪     .a‬‬
‫‪‬‬
‫‪x‬‬
‫‪ .b‬‬
‫‪ ‬‬
‫‪   .c‬‬
‫‪‬‬
‫‪.d‬‬
‫‪‬‬

‫‪a‬‬ ‫‪ba‬‬ ‫‪cb‬‬ ‫‪c‬‬ ‫‪d‬‬

‫‪R‬‬ ‫‪R‬‬ ‫‪R‬‬

‫قو‪‬ا‪ ‬ت‪‬صا‪‬يتا‪ ‬‬ ‫قو‪‬ا‪ ‬ت‪‬صا‪‬يتا‪‬‬ ‫قو‪‬ا‪  ‬ت‪‬صا‪‬يت‪‬‬

‫ا‪‬ا‪ ‬تعا‪‬ص‪‬‬ ‫‪ ‬ا‪‬ا‪ ‬ف‪‬ص‪‬‬ ‫‪ ‬ا‪‬ا‪ ‬تعا‪‬ص‪‬‬

‫ﺗﻜﺘﺴـﺒﻪ ﻟـﻮ ﺃ ﹼﺛـﺮ ﻓﻴﻬﺎ ﺃﺣﺪﻛﲈ ﺑﻤﻔـﺮﺩﻩ ﺑﻘﻮﺓ ‪ .100 N‬ﺃﻣـﺎ ﻋﻨﺪﻣﺎ ﺗﺪﻓﻌـﺎﻥ ﺍﻟﻄﺎﻭﻟﺔ ﰲ ﺍﲡﺎﻫﲔ‬
‫ﻣﺘﻌﺎﻛﺴﲔ‪ ،‬ﻭﺑﺎﳌﻘﺪﺍﺭ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﻘﻮﺓ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ ،3-5a‬ﻓﺈﳖﺎ ﻟﻦ ﺗﺘﺤﺮﻙ‪.‬‬
‫ﻭﻳﺒﲔ ﻛﻞ ﻣﻦ ﺍﻟﺸـﻜﻠﲔ ‪ 3-5b‬ﻭ ‪ 3-5c‬ﳐ ﹼﻄﻂ ﺍﳉﺴـﻢ ﺍﳊﺮ ﻟﻜﻠﺘﺎ ﺍﳊﺎﻟﺘﲔ ﺍﻟﺴـﺎﺑﻘﺘﲔ‪ ،‬ﰲ‬ ‫ﹼ‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 3-5d‬ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﹼ‬
‫ﺍﳊﺮ ﻟﻠﺤﺎﻟﺔ ﺍﻟﺘﻲ ﻳﻘﻮﻡ ﻓﻴﻬﺎ ﺯﻣﻴﻠﻚ ﺑﺪﻓﻊ ﺍﻟﻄﺎﻭﻟﺔ ﰲ‬ ‫ﺣﲔ ﹼ‬
‫ﻣﺜﲇ ﻗﻮﺗﻚ‪ .‬ﻻﺣﻆ ﺍﳌﺘﹼﺠﻪ ﰲ ﺃﺳـﻔﻞ ﻛﻞ ﳐ ﹼﻄﻂ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﻤﺜﻞ‬‫ﺍﻻﲡـﺎﻩ ﺍﳌﻌﺎﻛﺲ‪ ،‬ﺑﻘﻮﺓ ﺗﻌﺎﺩﻝ ﹶ ﹾ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﻘﻮﺗﲔ‪ .‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺘﹼﺠﻬﺎ ﺍﻟﻘﻮﺓ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺃﻥ ﹼ‬
‫ﳛﻞ ﳏﻠﻬﲈ‬
‫ﹼﺠﻬﺎ ﺍﻟﻘﻮﺓ ﰲ ﺍﲡﺎﻫﲔ‬
‫ﻣﺘﹼﺠﻪ ﻭﺍﺣﺪ‪ ،‬ﺑﺤﻴﺚ ﻳﺴـﺎﻭﻱ ﻃﻮﻟﻪ ﳎﻤﻮﻉ ﻃﻮﻟﻴﻬﲈ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺘ ﹶ‬
‫ﻃﻮﱄ ﺍﳌﺘﹼﺠﻬﲔ‪ .‬ﻭﻳﻄﻠﻖ ﻋﲆ ﳎﻤﻮﻉ‬ ‫ﻣﺘﻌﺎﻛﺴـﻴـﻦ ﻓﺈﻥ ﻃﻮﻝ ﺍﳌﺘﹼﺠﻪ ﺍﻟﻨﺎﺗﺞ ﻳﺴـﺎﻭﻱ ﺍﻟﻔﺮﻕ ﺑﲔ ﹶ‬
‫ﺍﳌﺘﹼﺠﻬﺎﺕ ﳉﻤﻴﻊ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺟﺴﻢ ﺍﺳـﻢ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠـﺔ ‪.Resultant force FR‬‬
‫ﺍﻻﲡـﺎﻩ ﺍﳌﻮﺟﺐ‬ ‫ﻳﻤﻜﻨـﻚ ﻛﺬﻟـﻚ ﲢﻠﻴـﻞ ﺍﳊﺎﻟﺔ ﺭﻳﺎﺿ ﹼﹰﻴـﺎ‪ .‬ﺍﻓﱰﺽ ﺃﻧـﻚ ﺩﻓﻌـﺖ ﺍﻟﻄﺎﻭﻟﺔ ﰲ ﹼ‬
‫ﺑﻘـﻮﺓ ‪ 100 N‬ﰲ ﺍﳊـﺎﻻﺕ ﺍﻟﺴـﺎﺑﻘﺔ؛ ﻓﻔـﻲ ﺍﳊﺎﻟـﺔ ﺍﻷﻭﱃ ﻳﻘـﻮﻡ ﺯﻣﻴﻠـﻚ ﺑﺎﻟﺪﻓـﻊ ﺑﻘـﻮﺓ‬
‫ﺳـﺎﻟﺒﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،100 N‬ﻭﺑﺠﻤـﻊ ﺍﻟﻘﻮﺗـﲔ ﻧﺤﺼـﻞ ﻋـﲆ ﻗـﻮﺓ ﻛ ﹼﻠ ﹼﻴـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪،0 N‬‬
‫ﻭﻫـﺬﺍ ﻳﻌﻨـﻲ ﺃﻥ ﺍﳉﺴـﻢ ﻻ ﻳﺘﺤﺮﻙ )ﻻ ﻳﺘﺴـﺎﺭﻉ(‪ .‬ﺃﻣـﺎ ﰲ ﺍﳊﺎﻟـﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﺈﻥ ﻗـﻮﺓ ﺍﻟﺪﻓﻊ ﺍﻟﺘﻲ‬
‫ﻳﺆ ﹼﺛـﺮ ﲠـﲈ ﻛﻞ ﻣﻨﻜـﲈ ﺗﺴـﺎﻭﻱ ‪ 100 N‬ﰲ ﺍﻻﲡـﺎﻩ ﻧﻔﺴـﻪ‪ ،‬ﻟـﺬﺍ ﻓـﺈﻥ ﺍﻟﻘـﻮﺓ ﺍﻟﻜ ﹼﻠ ﹼﻴـﺔ ﺗﺴـﺎﻭﻱ‬
‫‪ ،200 N‬ﻭﻫﻲ ﺗﺆﺛﺮ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪ ،‬ﻓﺘﺘﺴﺎﺭﻉ ﺍﻟﻄﺎﻭﻟﺔ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻮﺟﺐ‪.‬‬
‫ﺃﻣﺎ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆ ﹼﺛﺮ ﲠﺎ ﺯﻣﻴﻠﻚ ﺗﺴﺎﻭﻱ )‪ ،(-200 N‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻮﺓ‬
‫ﺍﻟﻜﻠﻴﺔ ﺗﺴﺎﻭﻱ )‪ ،(-100 N‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻄﺎﻭﻟﺔ ﺳﺘﺘﺴﺎﺭﻉ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺴﺎﻟﺐ‪.‬‬
‫ﻣﺎ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ؟ ﻭﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺳﻬﺎ؟‬
‫‪106‬‬
 ‫‪+y‬‬
‫ﺃﻣﺎ ﲨﻊ ﺍﻟﻘﻮ￯ ﰲ ﹸﺑﻌﺪﻳﻦ‪ ،‬ﻓﻬﻨﺎﻙ ﻃﺮﻳﻘﺘﺎﻥ ﻟﻌﻤﻞ ﺫﻟﻚ‪ :‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺃﻭ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬
‫ا‪‬ي‪‬ا‪� ‬ص‪‬ة ال‪‬و‪ ‬ا‪ ‬ا ‪ Find the resultant force graphically‬ﻟﻠﻘـﻮﺓ‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﻓﻌﻠﻴﻨـﺎ ﺍﺧﺘﻴﺎﺭ ﻣﻘﻴﺎﺱ‬
‫ﹼ‬ ‫ﻣﻘـﺪﺍﺭ ﹼ‬
‫ﻭﺍﲡـﺎﻩ‪ ،‬ﻓـﺈﺫﺍ ﺃﺭﺩﻧﺎ ﲤﺜﻴﻞ ﺍﻟﻘـﻮﺓ ﺑﻤﺘﹼﺠﻪ ﻋﲆ ﺍﻟﻨﻈـﺎﻡ‬
‫‪F‬‬
‫ﺭﺳـﻢ ﻣﻨﺎﺳـﺐ ﻭﻣﻌﺮﻓﺔ ﺍﲡﺎﻩ ﺗﺄﺛﲑ ﺍﻟﻘﻮﺓ‪ .‬ﻭﻟﻠﺘﻌﺒﲑ ﻋﻦ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺑﺎﻟﺼﻴﻐﺔ ﺍﻟﻘﻴﺎﺳ ﹼﻴﺔ‬
‫˚‪35‬‬ ‫ﻳﻜﺘﺐ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﻭﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﹼﺍﲡﺎﻩ ﺗﺄﺛﲑﻫﺎ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﳏﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﺍﳌﻮﺟﺐ ﻭﰲ‬
‫‪+x‬‬
‫ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴـﺎﻋﺔ‪ .‬ﻛﲈ ﻗﺪ ﻳﺴـﺘﺨﺪﻡ ﺍﳌﺤﻮﺭﺍﻥ ‪ x‬ﻭ‪ y‬ﺃﻭ ﺍﻻﲡﺎﻫﺎﺕ ﺍﻷﺭﺑﻌﺔ‬
‫‪ ‬ال‪‬ص‪‬ل ‪    3-6‬‬ ‫ﺃﻭ ﻏﲑﳘـﺎ ﻟﺘﺤﺪﻳﺪ ﺯﺍﻭﻳﺔ ﺍﳌﺘﹼﺠﻪ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﻟﺘﻤﺜﻴﻞ ﻗﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 10 N‬ﺗﺆﺛﺮ ﰲ ﺍﲡﺎﻩ ‪ 35°‬ﺷـﲈﻝ‬
‫‪      A   ‬‬
‫ﻣﺜﻼ‪ ،‬ﺛﻢ ﻧﺴـﺘﺨﺪﻡ ﺍﳌﻨﻘﻠﺔ‬ ‫ﺍﻟـﴩﻕ‪ ،‬ﻧﺨﺘـﺎﺭ ﻣﻘﻴﺎﺱ ﺭﺳـﻢ ﻣﻨﺎﺳـﺐ‪ ،‬ﻛﻞ ‪ 2 N‬ﲤ ﹼﺜﻞ ﺑــ ‪ 1 cm‬ﹰ‬
‫‪‬‬
‫ﻟﺘﺤﺪﻳﺪ ﺯﺍﻭﻳﺔ ﺍﳌﺘﹼﺠﻪ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺍﻟﴩﻕ ﺛﻢ ﺍﳊﺮﻛﺔ ﰲ ﺍﲡﺎﻩ ﺍﻟﺸﲈﻝ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-6‬‬
‫‪x‬‬
‫ﹼ‬
‫ﻭﺍﻻﲡﺎﻩ‬ ‫ﳏﺼﻠﺘﻬﺎ(‪ ،‬ﻓﻼ ﺑﺪﹼ ﻣﻦ ﺃﺧﺬ ﺍﳌﻘﺪﺍﺭ‬
‫ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻨﺎ ﺃﻛﺜﺮ ﻣﻦ ﻗﻮﺓ‪ ،‬ﻭﺃﺭﺩﻧﺎ ﲨﻌﻬﺎ )ﺇﳚﺎﺩ ﹼ‬
‫ﰲ ﺍﳊﺴﺒﺎﻥ‪ .‬ﻭﳉﻤﻊ ﻗﻮﺗﲔ ﺃﻭ ﺃﻛﺜﺮ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻧﻈﺮ ﺍﺳﱰﺍﺗﻴﺠ ﹼﻴﺎﺕ ﺣﻞ ﺍﳌﺴﺄﻟﺔ‪.‬‬
‫ﺑﻴﺎﻧﻴﺎ؟‬
‫ﻛﻴﻒ ﻳﺮﺳﻢ ﻣ ﹼﺘﺠﻪ ﺍﻟﻘﻮﺓ ﹼﹰ‬
‫‪y‬‬ ‫‪F2 = 40 N‬‬

‫‪F2 = 30 N‬‬
‫˚‪60.0‬‬ ‫‪x‬‬ ‫ا‪‬ي‪‬ا‪ ‬املح�ص‪‬ة ‪‬ا‪ ‬ا‬
‫‪F1 = 10 N‬‬
‫ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﺳﺘﺨﺪﻡ ﺍﻻﺳﱰﺍﺗﻴﺠ ﹼﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻹﳚﺎﺩ ﹼ‬
‫‪10 N : 1 cm‬‬ ‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‬
‫ﻭﺍﲡﺎﻫﺎ ﻣﻦ ﻧﻘﻄﺔ ﺇﺳﻨﺎﺩ ﻣﻌ ﹼﻴﻨﺔ‪ ،‬ﺑﻤﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻨﺎﺳﺐ‪.‬‬
‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻧﺮﺳﻢ ﺍﻟﻘﻮﺓ ﺍﻷﻭﱃ‬ ‫‪.1‬‬
‫‪y‬‬
‫‪x‬‬
‫‪F1‬‬
‫ﻭﺍﲡﺎﻫﺎ ﺑﺎﳌﻘﻴﺎﺱ ﻧﻔﺴﻪ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺫﻳﻠﻬﺎ ﻋﻨﺪ ﺭﺃﺱ ﺍﻟﻘﻮﺓ‬
‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻧﺮﺳﻢ ﺍﻟﻘﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫‪.2‬‬
‫‪y‬‬ ‫‪F2‬‬
‫ﺍﻷﻭﱃ‪.‬‬

‫˚‪60.0‬‬
‫‪x‬‬
‫‪F1‬‬ ‫ﻭﺍﲡﺎﻫﺎ ﺑﺎﳌﻘﻴﺎﺱ ﻧﻔﺴـﻪ‪ ،‬ﺑﺤﻴﺚ ﻳﻜـﻮﻥ ﺫﻳﻠﻬﺎ ﻋﻨﺪ ﺭﺃﺱ‬
‫ﹰ‬ ‫ﻣﻘـﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻧﺮﺳـﻢ ﺍﻟﻘـﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ‬ ‫‪.3‬‬
‫‪y‬‬ ‫˚‪120.0‬‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻫﻜﺬﺍ ﻟﺒﺎﻗﻲ ﺍﻟﻘﻮ￯‪.‬‬
‫‪F3‬‬ ‫‪F2‬‬

‫˚‪60.0‬‬
‫‪x‬‬ ‫ﺍﳌﺤﺼﻠﺔ ‪FR‬؛ ﺑﺤﻴﺚ ﻳﺘﹼﺠـﻪ ﻣﻦ ﺫﻳﻞ ﺍﻟﻘـﻮﺓ ﺍﻷﻭﱃ ﺇﱃ ﺭﺃﺱ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ﻧﺮﺳـﻢ ﻣﺘﹼﺠﻪ ﺍﻟﻘـﻮﺓ‬ ‫‪.4‬‬
‫‪F1‬‬
‫ﺍﻷﺧﲑﺓ‪.‬‬
‫‪y‬‬ ‫˚‪120.0‬‬
‫‪F3‬‬
‫‪FR‬‬ ‫‪F2‬‬

‫‪θ‬‬ ‫˚‪60.0‬‬
‫‪ .5‬ﻧﻘﻴـﺲ ﻃﻮﻝ ﻣﺘﹼﺠـﻪ ﺍﳌﺤﺼﻠﺔ‪ ،‬ﻭﻣﻦ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳـﻢ ﻧﺠـﺪ ﻣﻘﺪﺍﺭﻩ‪ ،‬ﻭﻧﺴـﺘﺨﺪﻡ ﺍﳌﻨﻘﻠﺔ‬
‫‪x‬‬
‫‪F1‬‬ ‫ﻣﻌﲔ ﻭﻣﻌﺮﻭﻑ )ﳏﻮﺭ ‪ ،x‬ﺃﻭ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ‪ ... ،‬ﺇﻟﺦ(‪.‬‬
‫ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻫﻪ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﲡﺎﻩ ﹼ‬

‫‪107‬‬
 ‫‪‬ا‪1 ‬‬
‫ﺷﲈﻝ ﺍﻟﴩﻕ‪F2 = 6 N, 30°‬‬ ‫ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﺼﻨﺪﻭﻕ ﺍﳋﺸﺒﻲ ﺍﳌﺠﺎﻭﺭ‪.‬‬
‫ﺃﻭﺟﺪ ﹼ‬

‫ﻏﺮ ﹰﺑﺎ ‪F3 = 4 N‬‬

‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ؛ ﺷﲈﻝ – ﺟﻨﻮﺏ‪ ،‬ﻭﴍﻕ – ﻏﺮﺏ‪.‬‬
‫ﺍﺧﱰ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻨﺎﺳﺐ‪ ،‬ﻛﻞ ‪ 4N‬ﻳﻤﺜﻠﻬﺎ ‪ 1 cm‬ﹰ‬
‫ﻣﺜﻼ‪ ،‬ﺃﻱ ‪.1 cm :4N‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫? = ‪FR‬‬ ‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪F1 = 12 N, 50°‬‬
‫ﺷﲈﻝ ﺍﻟﴩﻕ‪F2 = 6 N, 30°‬‬
‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪F1 = 12 N, 50°‬‬
‫ﻏﺮ ﹰﺑﺎ ‪F3 = 4 N‬‬

‫ﺷﲈﻝ‬
‫ا‪‬ي‪‬ا‪ ‬ال‪  ‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪F2‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ‪ F1‬ﺑﻘﺴﻤﺔ ﻣﻘﺪﺍﺭﻫﺎ ﻋﲆ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻛﲈ ﻳﲇ‪12 N/(4 N/1 cm) = 3 cm :‬‬
‫‪F3‬‬ ‫ﴍﻕ‬
‫˚‪30‬‬ ‫ﻭﺑﺎﳌﺜﻞ‪ ،‬ﻃﻮﻝ ‪ F2‬ﻳﺴﺎﻭﻱ ‪ ،1.5 cm‬ﻭﻃﻮﻝ ‪ F3‬ﻳﺴﺎﻭﻱ ‪.1 cm‬‬
‫˚‪50‬‬
‫ﺍﺭﺳﻢ ﺫﻳﻞ ‪ F1‬ﻣﻦ ﻧﻘﻄﺔ ﺍﻹﺳﻨﺎﺩ )ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳌﺤﻮﺭﻳﻦ(‪ ،‬ﻭﺍﺳﺘﺨﺪﻡ ﺍﳌﻨﻘﻠﺔ ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻫﻬﺎ‪.‬‬
‫ﻭﻫﻜﺬﺍ ﻟـ ‪ ،F2‬ﻭ ‪. F3‬‬
‫‪F1‬‬

‫ﺣﺮﻙ ﺍﳌﺘﹼﺠﻪ ‪ F2‬ﺑﺤﻴﺚ ﻳﺼﺒﺢ ﺫﻳﻠﻪ ﻋﻨﺪ ﺭﺃﺱ ﺍﳌﺘﹼﺠﻪ ‪ F1‬ﻣﻊ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲆ ﻃﻮﻟﻪ ﻭﺍﲡﺎﻫﻪ‪ ،‬ﻭﺑﺎﳌﺜﻞ ﻟـ ‪. F3‬‬
‫ﱢ‬
‫ﺷﲈﻝ‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﳌﺴﻄﺮﺓ ﻟﺮﺳﻢ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ‪FR‬؛ ﻭﻫﻲ ﺍﳌﺘﹼﺠﻪ ﺍﻟﺬﻱ ﻳﻐﻠﻖ ﺍﻟﺸﻜﻞ‪ ،‬ﻭﻳﻜﻮﻥ‬
‫ﺫﻳﻠﻬﺎ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻹﺳﻨﺎﺩ‪ ،‬ﻭﺭﺃﺳﻬﺎ ﻋﻨﺪ ﺭﺃﺱ ﺁﺧﺮ ﻗﻮﺓ‪.‬‬
‫ﴍﻕ‬
‫‪θ‬‬
‫‪FR‬‬
‫‪F1‬‬ ‫‪F3‬‬

‫‪F2‬‬

‫‪FR = 2.71 cm‬‬ ‫ﺍﳌﺤﺼﻠﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺴﻄﺮﺓ‪.‬‬

‫ﹼ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺓ‬
‫‪FR = 2.71 cm × (4 N/1 cm) = 10.84 N‬‬ ‫ﺍﳌﺤﺼﻠﺔ ﺑﻤﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﹼ‬ ‫ﺍﴐﺏ ﻃﻮﻝ ﺍﻟﻘﻮﺓ‬
‫ﺍﳌﺤﺼﻠﺔ ﻣﻊ ﺍﲡﺎﻩ ﺍﻟﴩﻕ‪.‬‬
‫ﹼ‬ ‫ﺍﲡﺎﻫﺎ ﻣﺮﺟﻌ ﹼﹰﻴﺎ‪ ،‬ﻭﺍﺳﺘﺨﺪﻡ ﺍﳌﻨﻘﻠﺔ ﻹﳚﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﺍﻟﻘﻮﺓ‬
‫ﺍﺧﱰ ﺍﲡﺎﻩ ﺍﻟﴩﻕ ﹰ‬
‫‪θ = 34.80°‬‬
‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪FR = 10.84 N, 34.80°‬‬ ‫ﺍﳌﺤﺼﻠﺔ ﺗﺴﺎﻭﻱ‬
‫ﹼ‬ ‫ﺍﻟﻘﻮﺓ‬
‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻘﻮﺓ ﻫﻲ ‪ ،N‬ﻭﺍﻟﺰﺍﻭﻳﺔ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬

‫ﺍﳌﺤﺼﻠﺔ ﰲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻭﻣﻘﻴﺴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﴩﻕ‪ ،‬ﻟﺬﺍ ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺟﻨﻮﺏ ﺍﻟﴩﻕ‪.‬‬
‫ﹼ‬ ‫• ‪‬ل ا‪‬ا‪‬ات ‪‬صح‪‬حة‪ ‬ﺯﺍﻭﻳﺔ ﺍﻟﻘﻮﺓ‬

‫‪108‬‬
 ‫‪�‬ص‪‬ة ال‪‬و‪  ‬يا ‪‬ح‪‬صا‪ ‬ا‪Find the resultant force algebraically ‬‬
‫ا‪‬ي‪‬ا‪ ‬‬
‫ﺍﳌﺤﺼﻠﺔ ﺟﱪ ﹼﹰﻳﺎ ﻓﻘﻂ؟‬
‫ﹼ‬ ‫ﻋﺮﻓـﺖ ﻛﻴﻒ ﲡـﺪ ﳏﺼﻠﺔ ﻗﻮﺗﲔ ﺃﻭ ﺃﻛﺜﺮ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻓﻜﻴﻒ ﻧﺴـﺘﻄﻴﻊ ﺇﳚﺎﺩ‬
‫ﺩﺭﺳﺖ ﰲ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺑﻘﺔ ﻛﻴﻔﻴﺔ ﺇﳚﺎﺩ ﻣﺮﻛﹼﺒﺎﺕ ﺍﳌﺘﺠﻬﺎﺕ ﻭﲨﻌﻬﺎ ﺟﱪ ﹼﹰﻳﺎ‪ ،‬ﻭﺳﺘﻄ ﹼﺒﻖ ﻣﻌﺮﻓﺘﻚ‬
‫ﻫﺬﻩ ﻹﳚﺎﺩ ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺟﱪ ﹼﹰﻳﺎ‪ .‬ﻭﻟﺘﻮﺿﻴﺢ ﺫﻟﻚ ﻧﻌﻴﺪ ﹼ‬
‫ﺣﻞ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬

‫‪‬ا‪2 ‬‬
‫ﺷﲈﻝ ﺍﻟﴩﻕ‪F2 = 6 N, 30°‬‬
‫ﺍﳋﺸﺒﻲ ﺍﳌﺠﺎﻭﺭ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬
‫ﹼ‬ ‫ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﺼﻨﺪﻭﻕ‬
‫ﺃﻭﺟﺪ ﹼ‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﻏﺮ ﹰﺑﺎ ‪F3 = 4 N‬‬ ‫ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ؛ ﺷﲈﻝ – ﺟﻨﻮﺏ‪ ،‬ﻭﴍﻕ – ﻏﺮﺏ‪.‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬
‫ﹼ‬ ‫ﺍﺭﺳﻢ ﺍﻟﻘﻮ￯ ﺍﻟﺜﻼﺙ ﻋﲆ ﺍﻟﻨﻈﺎﻡ‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫? = ‪FR‬‬ ‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪F1 = 12 N, 50°‬‬
‫ﺷﲈﻝ ﺍﻟﴩﻕ‪F2 = 6 N, 30°‬‬
‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪F1 = 12 N, 50°‬‬ ‫ﺷﲈﻝ‬ ‫ﻏﺮ ﹰﺑﺎ ‪F3 = 4 N‬‬
‫‪F2‬‬
‫‪F3‬‬ ‫˚‪30‬‬ ‫ﴍﻕ‬
‫˚‪50‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫)‪F1x = F1 cos θ = 12 N cos (360° – 50°‬‬ ‫ﺃﻭﺟﺪ ﻣﺮﻛﹼﺒﺎﺕ ﺍﻟﻘﻮ￯ ‪ F1‬ﻭ ‪ F2‬ﻭ ‪.F3‬‬
‫‪F1‬‬
‫‪= 12 N cos 310° = 12 N cos 50°‬‬ ‫‪cos 310° = cos 50°‬‬

‫‪= 7.71 N‬‬

‫)‪F1y = F1 sin θ = 12 N sin (360° – 50°‬‬
‫)‪= 12 N sin 310° = 12 N (-sin 50°‬‬ ‫‪sin 310° = - sin 50°‬‬

‫‪= - 9.19 N‬‬

‫‪F2x = F2 cos θ = 6 N cos (30°) = 5.2 N‬‬ ‫‪cos 30° = 0.87‬‬

‫‪F2y = F2 sin θ = 6 N sin (30°) = 3 N‬‬ ‫‪sin 30° = 0.5‬‬

‫‪cos 180° = - 1‬‬
‫)‪F3x = F3 cos θ = 4 N cos (180°‬‬
‫‪=-4N‬‬
‫)‪F3y = F3 sin θ = 4 N sin (180°‬‬ ‫‪sin 180° = 0‬‬

‫‪=0N‬‬
‫ﳏﺼﻠﺔ ﻣﺮﻛﹼﺒﺎﺕ ﺍﻟﻘﻮ￯ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ x‬ﺑﺠﻤﻌﻬﺎ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬
‫ﺃﻭﺟﺪ ﹼ‬
‫‪Σ Fx = F1x + F2x + F3x = 7.71 N + 5.2 N + ( -4 N) = 8.91 N‬‬

‫‪109‬‬
 ‫ﺃﻭﺟﺪ ﳏﺼﻠﺔ ﻣﺮﻛﹼﺒﺎﺕ ﺍﻟﻘﻮ￯ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ y‬ﺑﺠﻤﻌﻬﺎ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬
‫‪Σ Fy = F1y + F2y + F3y = (- 9.19 N) + 3 N + 0 N = - 6.19 N‬‬

‫ﺍﳌﺤﺼﻠﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ‬

‫ﹼ‬ ‫ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﺛﻢ ﻃ ﹼﺒﻖ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﳊﺴـﺎﺏ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ﻣ ﹼﺜـﻞ ‪ Σ Fx‬ﻭ ‪ Σ Fy‬ﻋـﲆ ﺍﻟﻨﻈـﺎﻡ‬
‫ﺷﲈﻝ‬ ‫ﺃﺩﻧﺎﻩ‪.‬‬

‫‪Σ Fx‬‬ ‫ﴍﻕ‬

‫‪Σ Fy‬‬ ‫‪ϕ‬‬
‫‪FR‬‬

‫_______________‬ ‫_____________________‬
‫‪FR = √(Σ Fx)2 + (Σ Fy)2 = √(8.91 N)2 + (-6.19 N)2‬‬
‫____________________‬
‫)‪= √(79.39 N2 + 38.32 N2‬‬

‫‪= 10.85 N‬‬

‫ﺍﳌﺤﺼﻠﺔ ﻣﻊ ﺍﳌﺤﻮﺭ ‪.x‬‬
‫ﹼ‬ ‫ﻭﻟﺘﺤﺪﻳﺪ ﺍﻻﲡﺎﻩ ﺃﻭﺟﺪ ﹼ‬
‫ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ ϕ‬ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﺍﻟﻘﻮﺓ‬
‫‪tan ϕ = Σ Fy/ Σ Fx‬‬

‫‪= -6.19 N/8.91 N = - 0.695‬‬

‫‪ϕ = -34.79°‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﻣﻘﻴﺴﺔ ﰲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪.‬‬
‫ﺟﻨﻮﺏ ﺍﻟﴩﻕ ‪FR = 10.85 N, 34.79°‬‬ ‫ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺼﻨﺪﻭﻕ ﻫﻲ‪:‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻘﻮﺓ ﻫﻲ ‪ ،N‬ﻭﺍﻟﺰﻭﺍﻳﺎ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬

‫ﺍﳌﺤﺼﻠﺔ ﰲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻭﺍﻟﺰﺍﻭﻳﺔ ‪ ϕ‬ﺳﺎﻟﺒﺔ؛ ﻷﳖﺎ ﻣﻘﻴﺴﺔ‬
‫ﹼ‬ ‫• ‪‬ل ا‪‬صارات ‪‬صح‪‬حة‪ Σ Fx ‬ﻣﻮﺟﺒﺔ ﻭ ‪ Σ Fy‬ﺳﺎﻟﺒﺔ؛ ﻟﺬﺍ ﺗﻜﻮﻥ‬
‫ﻣﻦ ﺍﳌﺤﻮﺭ ‪ x‬ﻭﻣﻊ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪.‬‬
‫ﺍﳌﺤﺼﻠﺔ ﺃﻗﺮﺏ ﺇﱃ ﺍﳌﺤﻮﺭ ‪.x‬‬
‫ﹼ‬ ‫• ‪‬ل ا‪‬وا‪ Σ Fx  ‬ﺃﻛﱪ ﻣﻦ ‪Σ Fy‬؛‪ ،‬ﻟﺬﺍ ﺗﻜﻮﻥ‬

‫‪110‬‬
 ‫‪ .6‬ﺃﻭﺟﺪ ﻣﺮﻛﹼﺒﺘﻲ ﺍﻟﻘﻮﺓ ﺍﳌﺒ ﹼﻴﻨﺔ ﰲ ﺍﻟﺸﻜﻞ ‪.3-7‬‬
‫‪y‬‬
‫‪ .7‬ﻳﺮﻳـﺪ ﺯﻳﺪ ﺳـﺤﺐ ﻋﺮﺑـﺔ‪ ،‬ﻓﺮﺑﻂ ﻃﺮﻓﻬﺎ ﺑﺤﺒﻞ ﻭﺳـﺤﺒﻪ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،100 N‬ﺇﺫﺍ‬
‫‪F = 50 N‬‬
‫ﻛﺎﻧـﺖ ﺯﺍﻭﻳـﺔ ﻣﻴﻞ ﺍﳊﺒـﻞ ﻋﲆ ﺍﻷﻓﻘﻲ ˚‪ ،53‬ﻓﺎﺣﺴـﺐ ﻣﺮﻛﺒﺘﻲ ﻗﻮﺓ ﺍﻟﺸـﺪ ﰲ ﺍﳊﺒﻞ‬
‫˚‪37‬‬ ‫ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﻌﺮﺑﺔ‪.‬‬
‫‪x‬‬
‫‪ .8‬ﺃﻭﺟـﺪ ﳏﺼﻠـﺔ ﺍﻟﻘـﻮ￯ ﺍﻟﺘـﻲ ﻳﺆﺛـﺮ ﲠـﺎ ﺍﻟﺸـﺨﺼﺎﻥ ‪ a‬ﻭ‪ b‬ﰲ ﺍﻟﻘـﺎﺭﺏ ﺍﳌﻮﺿـﺢ ﰲ‬
‫ﺍﻟﺸﻜﻞ ‪ ،3-8‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻭﺣﺴﺎﺑ ﹼﹰﻴﺎ‪.‬‬
‫ال‪‬ص‪‬ل‪3-7‬‬

‫‪Fa = 80 N‬‬

‫˚‪60‬‬

‫‪Fb = 100 N‬‬

‫ال‪‬ص‪‬ل‪3-8‬‬

‫ال‪‬و‪ ‬الع‪‬و‪ ‬ية‬ ‫‪Equilibrium‬‬ ‫ا‪ ‬ا‪‬‬

‫ﺗﻐـﲑ ﺣﺎﻟﺘﻪ‬
‫ﳏﺼﻠـﺔ ﰲ ﺟﺴـﻢ ﻓﺈﳖـﺎ ﹼ‬ ‫ﻋﻨﺪﻣـﺎ ﺗﺆ ﹼﺛـﺮ ﻗـﻮﺓ ﹼ‬
‫قو‪  ‬املح‪‬‬ ‫قو‪ ‬امل‪‬ا‪‬ة‬ ‫ﺗﻐﲑ ﻣﻘﺪﺍﺭ ﴎﻋﺘـﻪ ﺍﳌﺘﹼﺠﻬﺔ ﺃﻭ ﺍﲡﺎﻫﻬﺎ ﺃﻭ‬‫ﺍﳊﺮﻛ ﹼﻴـﺔ؛ ﻓﻘﺪ ﹼ‬
‫ﻛﻠﻴﻬﲈ ﻣ ﹰﻌﺎ؛ ﺃﻱ ﺃﻥ ﺍﳉﺴـﻢ ﻳﺘﺴـﺎﺭﻉ‪ .‬ﺃ ﹼﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ‬
‫قو‪ ‬ا‪‬ا‪ ‬ة ا‪‬ر‪‬ص ‪‬ة‬ ‫ﺻﻔﺮﺍ ﻓﺈﻥ ﺍﳉﺴـﻢ ﻳﻜﻮﻥ ﰲ‬ ‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴـﻢ ﹰ‬‫ﹼ‬
‫ﺣﺎﻟـﺔ ﺍﺗﹼـﺰﺍﻥ ‪Equilibrium‬؛ ﻭﻋﻨﺪﻫﺎ ﻳﻜﻮﻥ ﺍﳉﺴـﻢ‬
‫‪‬ال‪‬ص‪‬ل ‪    3-9‬‬
‫ﺳﺎﻛﻨﹰﺎ‪ ،‬ﺃﻭ ﻣﺘﺤﺮﻛﹰﺎ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺗﺴﺎﺭﻋﻪ‬
‫‪   ‬‬
‫ﺻﻔﺮﺍ‪ .‬ﻫﻞ ﺗﺆﺛﺮ ﻗﻮ￯ ﰲ ﺍﳉﺴـﻢ ﺍﳌﺘﺰﻥ؟ ﺍﻻﺗﺰﺍﻥ ﻻ ﻳﻌﻨﻲ ﺃﻧﻪ ﻻ ﺗﻮﺟﺪ ﻗﻮ￯ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﳉﺴـﻢ؛‬ ‫ﹰ‬
‫‪‬‬
‫ﻓﻘﺪ ﺗﺆﺛﺮ ﻋﺪﺓ ﻗﻮ￯ ﰲ ﺍﳉﺴﻢ‪ ،‬ﺇﻻ ﺃﻥ ﳏﺼﻠﺘﻬﺎ ﺻﻔﺮ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-9‬‬

‫ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻪ ﰲ ﻛﻞ ﺍﲡﺎﻩ ﹰ‬

‫ﺻﻔﺮﺍ؛ ﺃﻱ‬ ‫ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳉﺴـﻢ ﰲ ﺣﺎﻟﺔ ﺍﺗﺰﺍﻥ ﺗﻜﻮﻥ ﹼ‬
‫ﹶ‬
‫ﴍﻁ ﺍﺗﺰﺍﻥ ﺍﳉﺴـﻢ ﺍﻧﺘﻘﺎﻟ ﹼﹰﻴﺎ‪ .‬ﻭﻷﻥ ﺣﺮﻛﺔ ﺍﳉﺴـﻢ ﻗﺪ ﺗﻜﻮﻥ ﰲ‬ ‫ﺃﻥ ‪ ،Σ F = 0‬ﻭﻳﺴـﻤﻰ ﻫﺬﺍ‬
‫ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ ، x‬ﺃﻭ ﺍﳌﺤﻮﺭ ‪ y‬ﺃﻭ ﻛﻠﻴﻬﲈ‪ ،‬ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳉﺴـﻢ‬
‫ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭﻳﻦ ‪ x‬ﻭ ‪ y‬ﹰ‬
‫ﺻﻔﺮﺍ؛ ﺃﻱ ﺃﻥ‪:‬‬
‫‪Σ Fx = 0, Σ Fy = 0‬‬

‫ﻭﺑﺎﺳـﺘﺨﺪﺍﻡ ﻫـﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻳﻤﻜـﻦ ﺇﳚﺎﺩ ﺃﻱ ﻗﻮﺓ ﳎﻬﻮﻟـﺔ‪ ،‬ﺇﺫﺍ ﻋﺮﻓﺖ ﺑﻘﻴﺔ ﺍﻟﻘـﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ‬
‫ﺍﳉﺴﻢ‪.‬‬

‫‪111‬‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 3-10a‬ﺛﻼﺙ ﻗﻮ￯ ﺗﺆ ﹼﺛﺮ ﰲ ﺟﺴﻢ‪ .‬ﻣﺎ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳉﺴﻢ؟ ﺗﺬﻛﹼﺮ‬ ‫ﹼ‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫ﺃﻧـﻪ ﻳﻤﻜﻦ ﻧﻘﻞ ﺍﳌﺘﹼﺠﻬﺎﺕ ﻣﻊ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲆ ﻣﻘﺎﺩﻳﺮﻫﺎ ﻭﺍﲡﺎﻫﺎﲥﺎ‪ .‬ﺗﻼﺣﻆ ﻋﻨﺪ ﲨﻊ ﻣﺘﹼﺠﻬﺎﺕ‬ ‫‪A‬‬

‫ﺍﻟﻘـﻮ￯ ﺍﻟﺜﻼﺛـﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺃﳖﺎ ﺗﺸـﻜﹼﻞ ﻣﺜﻠ ﹰﺜﺎ ﻣﻐﻠ ﹰﻘﺎ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ ،3-10b‬ﻟـﺬﺍ ﺗﻜﻮﻥ ﺍﳌﺤﺼﻠﺔ‬ ‫‪C‬‬

‫ﺻﻔﺮﺍ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﳉﺴﻢ ﻣﺘﹼﺰﻧﹰﺎ‪ .‬ﻭﻋﻤﻮ ﹰﻣﺎ ﻋﻨﺪ ﲨﻊ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﻘﻮ￯ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴﻢ ﻣﺘﺰﻥ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ﹰ‬ ‫‪B‬‬
‫ﻓﺈﳖﺎ ﺗﺸﻜﻞ ﻣﻀﻠﻊ ﻗﻮ￯ ﻣﻐﻠ ﹰﻘﺎ؛ ﺃﻱ ﺃﻥ ﳏﺼﻠﺘﻬﺎ ﺻﻔﺮ‪.‬‬
‫ﻣﺘﻰ ﻳﻜﻮﻥ ﺍﳉﺴﻢ ﻣﺘﺰ ﹰﻧﺎ؟ ﻭﻣﺎ ﻣﻘﺪﺍﺭ ﺗﺴﺎﺭﻋﻪ ﻋﻨﺪﺋﺬﹴ؟‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪A‬‬ ‫‪B‬‬

‫‪C‬‬

‫‪‬ال‪‬ص‪‬ل ‪    3-10‬‬

‫‪  ‬‬

‫‪‬ا‪3 ‬‬
‫˚‪53‬‬ ‫˚‪37‬‬ ‫ﻳﺘﹼﺰﻥ ﻣﺼﺒﺎﺡ ﻭﺯﻧﻪ ‪ 60 N‬ﻋﻨﺪ ﺗﻌﻠﻴﻘﻪ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﳊﺒﺎﻝ ﺍﳌﺴﺘﺨﺪﻣﺔ‬
‫‪T2‬‬ ‫‪T1‬‬ ‫ﻟﻠﻤﻂ‪ ،‬ﻭﻗﻮﺓ ﺍﻟﺸﺪ ‪ ،T1 = 36 N‬ﻓﺎﺣﺴﺐ ﻗﻮﺓ ﺍﻟﺸﺪ ‪.T2‬‬‫ﹼ‬ ‫ﺧﻔﻴﻔﺔ ﻭﻏﲑ ﻗﺎﺑﻠﺔ‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫‪T3‬‬
‫ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ x – y‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻴﻮﻁ ﺍﻟﺜﻼﺛﺔ‪.‬‬
‫ﺍﺭﺳﻢ ﺍﻟﻘﻮ￯ ﺍﻟﺜﻼﺙ ﻋﲆ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬
‫‪�‬صبا‪‬‬
‫‪y‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪T2‬‬
‫‪T1‬‬ ‫? = ‪T2‬‬ ‫‪T1 = 36 N‬‬
‫‪53°‬‬ ‫‪37°‬‬ ‫ﻭﺯﻥ ﺍﳌﺼﺒﺎﺡ = ‪T3 = 60 N‬‬
‫‪x‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪T3‬‬

‫ﺍﻷﻓﻘﻲ ﺃﻭ‬
‫ﹼ‬ ‫ﳏﺼﻠﺔ ﻗﻮ￯ ﺍﻟﺸـﺪ ﰲ ﺃﺣﺪ ﺍﻻﲡﺎﻫـﲔ‪،‬‬
‫ﺑـﲈ ﺃﻥ ﺍﳌﺼﺒـﺎﺡ ﻣﺘﹼـﺰﻥ‪ ،‬ﻭﻫﻨﺎﻙ ﳎﻬﻮﻝ ﻭﺍﺣـﺪ ﻓﻘﻂ‪ ،‬ﻭﻫﻮ ‪ ،T2‬ﻟـﺬﺍ ﻧﺠﺪ ﹼ‬
‫ﺍﻷﻓﻘﻲ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺤﺼﻠﺔ ﰲ ﺍﻻﲡﺎﻩ‬
‫ﹼ‬ ‫ﺍﻟﺮﺃﳼ‪ ،‬ﻭﻧﺴﺎﻭﳞﺎ ﺑﺎﻟﺼﻔﺮ؛ ‪ ،Σ Tx = 0‬ﺃﻭ ‪ .Σ Ty = 0‬ﺃﻭﺟﺪ‬
‫ﹼ‬
‫‪Σ Tx = 0‬‬
‫‪Σ Tx = T1x + T2x + T3x = 0‬‬
‫‪T1 cos θ1 + T2 cos θ2 + T3 cos θ3 = 0‬‬
‫‪36 N cos 37° + T2 cos 127° + 60 N cos 270° = 0‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪T3 ،θ3 ،θ2 ،θ1 ،T1‬‬

‫‪36 N (0.8) + T2 (-0.6) + 60 N (0) = 0‬‬

‫‪T2 (-0.6) = - 36 N (0.8) + 0‬‬
‫‪T2 = 48 N‬‬ ‫ﻧﺤﺼﻞ ﻋﲆ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ‪ T2‬ﺑﻮﺣﺪﺓ ‪.N‬‬

‫‪112‬‬
 ‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ﻫﻲ ‪ ،N‬ﻭﺍﻟﺰﻭﺍﻳﺎ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫• ‪‬ل ا‪‬صارات ‪‬صح‪‬حة‪ T2x ‬ﺳﺎﻟﺒﺔ؛ ﻷﳖﺎ ﰲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﲏ‪.‬‬
‫ﺍﻷﻓﻘﻲ ﺃﻛﱪ ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ‪ T1‬ﻣﻊ ﺍﳌﺤﻮﺭ ﻧﻔﺴﻪ‪ ،‬ﻟﺬﺍ ﻣﻦ‬
‫ﹼ‬ ‫• ‪‬ل ا‪‬وا‪  ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ‪ T2‬ﻣﻊ ﺍﳌﺤﻮﺭ‬
‫ﺍﳌﺘﻮ ﹼﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﻗﻮﺓ ﺍﻟﺸﺪ ‪ T2‬ﺃﻛﱪ ﻣﻦ ﻗﻮﺓ ﺍﻟﺸﺪ ‪.T1‬‬

‫‪‬ا‪4 ‬‬
‫˚‪53‬‬ ‫˚‪37‬‬ ‫ﺣﻞ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﻣﻀ ﹼﻠﻊ ﺍﻟﻘﻮ￯‪.‬‬
‫ﺃﻋﺪ ﹼ‬
‫‪T2‬‬ ‫‪T1‬‬ ‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬

‫‪y‬‬ ‫ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ x – y‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻴﻮﻁ ﺍﻟﺜﻼﺛﺔ‪.‬‬

‫‪T3‬‬
‫‪T2‬‬ ‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪T1‬‬
‫‪�‬صبا‪‬‬ ‫? = ‪T2‬‬ ‫‪T1 = 36 N‬‬
‫‪53°‬‬ ‫‪37°‬‬
‫‪x‬‬ ‫ﻭﺯﻥ ﺍﳌﺼﺒﺎﺡ = ‪T3 = 60 N‬‬

‫‪T3‬‬
‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫ﺍﺭﺳﻢ ﻗﻮ￯ ﺍﻟﺸﺪ ‪ T1‬ﻭ ‪ T2‬ﻭ ‪ ،T3‬ﺑﺤﻴﺚ ﺗﺸﻜﻞ ﻣﻀ ﹼﻠ ﹰﻌﺎ ﻣﻐﻠ ﹰﻘﺎ‪ ،‬ﺇﺿﺎﻓﺔ ﺇﱃ ﲢﺪﻳﺪ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﻫﺬﻩ ﺍﻟﻘﻮ￯ ﻣﻊ ﺍﳌﺤﻮﺭ‬
‫‪y‬‬
‫ﺍﻷﻓﻘﻲ ‪x‬؛ ﻟﻜﻲ ﲢﺪﹼ ﺩ ﺍﻟﺰﻭﺍﻳﺎ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﻗﻮ￯ ﺍﻟﺸﺪﹼ ‪.‬‬
‫ﹼ‬
‫ﺣﻞ ﺍﳌﺴﺄﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻀ ﹼﻠﻊ ﺍﻟﻘﻮ￯ ﻫﻲ ﲢﺪﻳﺪ ﺍﻟﺰﻭﺍﻳﺎ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ‬
‫ﺃﻫﻢ ﺧﻄﻮﺓ ﰲ ﹼ‬
‫ﺇﻥ ﹼ‬
‫‪37°‬‬

‫‪T2‬‬
‫‪T3‬‬ ‫‪53°‬‬ ‫ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﻘﻮ￯‪.‬‬
‫‪53°‬‬ ‫‪T1‬‬
‫ﺛﻢ ﺍﺳﺘﺨﺪﻡ ﻗﺎﻧﻮﻥ ﺍﳉﻴﺐ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ﺍﳌﺠﻬﻮﻟﺔ ﻛﲈ ﻳﲇ‪:‬‬
‫‪37°‬‬
‫‪x‬‬

‫‪T1‬‬
‫_____‬ ‫‪T2‬‬ ‫‪T3‬‬
‫_____ =‬
‫‪sin θ1‬‬
‫_____ =‬
‫‪sin θ2‬‬ ‫‪sin θ3‬‬
‫‪T1‬‬ ‫‪T3‬‬ ‫ﺍﴐﺏ ﻛﻞ ﺣﺪﹼ ﰲ ‪sin θ1‬‬
‫_____( = ‪T2‬‬
‫‪sin θ‬‬
‫_____( = ‪) sin θ2‬‬
‫‪sin θ‬‬
‫‪) sin θ2‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪T1‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﺇﺣﺪ￯ ﺍﳌﻌﺎﺩﻟﺘﲔ ﻹﳚﺎﺩ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ‪T2‬‬
‫_____( = ‪T2‬‬
‫‪sin θ1‬‬
‫‪) sin θ2‬‬
‫‪36 N‬‬
‫______( =‬
‫˚‪sin 37‬‬
‫˚‪) sin 53‬‬
‫‪= 48 N‬‬ ‫ﲢﺼﻞ ﻋﲆ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ‪ T2‬ﺑﻮﺣﺪﺓ ‪.N‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻗﻮﺓ ﺍﻟﺸﺪ ﻫﻲ ‪ ،N‬ﻭﺍﻟﺰﻭﺍﻳﺎ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫ﺍﻷﻓﻘﻲ ﺃﻛﱪ ﻣﻦ ﺗﻠﻚ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ‪ T1‬ﻣﻊ ﺍﳌﺤﻮﺭ ﻧﻔﺴﻪ‪ ،‬ﻟﺬﺍ‬
‫ﹼ‬ ‫• ‪‬ل ا‪‬وا‪  ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ‪ T2‬ﻣﻊ ﺍﳌﺤﻮﺭ‬
‫ﻣﻦ ﺍﳌﺘﻮ ﹼﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ‪ T2‬ﺃﻛﱪ ﻣﻦ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ‪.T1‬‬

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‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳋﻴﻂ‬ ‫ﹼ‬ ‫ﺍﺭﺟـﻊ ﺇﱃ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻻﺳـﺘﻬﻼﻟ ﹼﻴﺔ ﰲ ﺑﺪﺍﻳـﺔ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﺃﻭﺟﺪ ﺍﻟﻘﻮﺓ‬
‫ﻋﻨـﺪ ﻧﻘﻄـﺔ ﺍﻟﺘﻘـﺎﺀ ﺍﳌﻮﺍﺯﻳﻦ ﺍﻟﺜﻼﺛﺔ ﺑﻴﺎﻧ ﹼﹰﻴـﺎ ﻋﻨﺪ ﺯﻭﺍﻳﺎ ﳐﺘﻠﻔـﺔ ﺑﲔ ﺍﳌﻴﺰﺍﻧﲔ ‪ B‬ﻭ ‪ .C‬ﻣﺎ ﺍﻟﺸـﻜﻞ‬
‫ﺍﻟﺒﻴـﺎﲏ ﻟﻠﻘﻮ￯ ﻣﺜ ﹼﻠ ﹰﺜـﺎ ﻣﻐﻠ ﹰﻘﺎ‪ ،‬ﺃﻱ ﺃﻥ‬
‫ﹼ‬ ‫ﺍﻟـﺬﻱ ﺣﺼﻠـﺖ ﻋﻠﻴﻪ؟ ﻣﺎﺫﺍ ﺗﺴـﺘﻨﺘﺞ؟ ﺳـﻴﻜﻮﻥ ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﺍﳌﺤﺼﻠﺔ ﺻﻔﺮ‪ ،‬ﺃﻡ ﻫﻨﺎﻙ‬ ‫ﹼ‬ ‫ﺍﳌﺤﺼﻠﺔ ﺟﱪ ﹼﹰﻳﺎ‪ ،‬ﻫﻞ ﺍﻟﻘـﻮﺓ‬
‫ﹼ‬ ‫ﺍﳌﺤﺼﻠﺔ ﺻﻔﺮ‪ .‬ﺛـﻢ ﺃﻭﺟﺪ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ﺍﻟﻘـﻮﺓ‬
‫ﺻﻔﺮﺍ؛ ﻷﻥ ﺍﳉﺴـﻢ‬ ‫ﺍﳌﺤﺼﻠﺔ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ x‬ﻭﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ y‬ﹰ‬ ‫ﹼ‬ ‫ﺍﺧﺘﻼﻑ؟ ﺳـﺘﻜﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﻣﺘﹼـﺰﻥ‪ .‬ﻗـﺪ ﻻ ﲢﺼـﻞ ﻋﲆ ﻣﺜﻠﺚ ﻣﻐﻠـﻖ ﲤﺎ ﹰﻣﺎ ﻋﻨﺪ ﲨﻊ ﺍﻟﻘـﻮ￯ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻛـﲈ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ‬
‫ﺍﻟﺘﻲ ﲡﺪﻫﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻗﺪ ﻻ ﺗﺴـﺎﻭﻱ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﲡﺪﻫـﺎ ﺟﱪ ﹼﹰﻳﺎ‪ ،‬ﻭﻳﺮﺟﻊ ﺫﻟﻚ ﺇﱃ‬
‫ﻋـﺪﺓ ﺃﺳـﺒﺎﺏ‪ ،‬ﻣﻨﻬﺎ ﻣﺪ￯ ﺩﻗﺔ ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﻟﻘﻴـﺎﺱ ﺍﻟﻘﻮ￯ ﻭﺍﻟﺰﻭﺍﻳـﺎ‪ ،‬ﻭﻗﻠﺔ ﺍﻟﻀﺒﻂ‬
‫ﻋﻨﺪ ﺍﻟﺘﺒﺴـﻴﻂ ﻭﺇﳘـﺎﻝ ﻛﺘﻠﺔ ﺍﳋﻴـﻂ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﺧﻄﺎﺀ ﺑﺴـﺒﺐ ﺍﺧﺘـﻼﻑ ﺯﺍﻭﻳﺔ ﺍﻟﻨﻈﺮ‬
‫ﻭﺍﻟﺘﻘﺮﻳﺐ ﻭﻏﲑﳘﺎ‪.‬‬

‫ﻗﻮﰐ ﺍﻟﺸـﺪ ‪ T1‬ﻭ‪T2‬‬

‫‪ .9‬ﰲ ﺍﳌﺜـﺎﻝ ‪ ،3‬ﺇﺫﺍ ﺃﺻﺒﺤـﺖ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﻗﻮﺓ ﺍﻟﺸـﺪﹼ ‪ T1‬ﺗﺴـﺎﻭﻱ‪ ، 53°‬ﻓﺎﺣﺴـﺐ ﻣﻘﺪﺍﺭ ﹶ‬
‫ﺍﳉﺪﻳﺪﺗـﲔ‪ .‬ﺗﻨﺒﻴـﻪ‪ :‬ﺳـﻮﻑ ﲢﺘﺎﺝ ﺇﱃ ﺗﻄﺒﻴـﻖ ﻣﻌﺎﺩﻟﺘﹶﻲ ﺍﻻﺗـﺰﺍﻥ ‪ Σ Tx = 0‬ﻭ ‪ ،Σ Ty = 0‬ﻭﺣـﻞ ﺍﳌﻌﺎﺩﻟﺘﲔ ﺍﻟﻨﺎﲡﺘﲔ؛‬
‫ﺑﺴﺒﺐ ﻭﺟﻮﺩ ﳎﻬﻮﻟﲔ‪.‬‬
‫‪ .10‬ﻳﺘﺰﻥ ﻣﺼﺒﺎﺡ ﺇﻧﺎﺭﺓ ﺷـﺎﺭﻉ ﻋﻨﺪ ﺗﻌﻠﻴﻘﻪ ﺑﺤﺒﻠﲔ‪ ،‬ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﲈ ‪ .120.0°‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻭﺯﻥ ﺍﳌﺼﺒﺎﺡ ‪ ،150 N‬ﻭﺍﻟﺸـﺪ‬
‫ﹴ‬
‫ﻣﺘﺴﺎﻭ‪ ،‬ﻓﺄﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬ ‫ﰲ ﺍﳊﺒﻠﲔ‬
‫‪ .a‬ﺍﺣﺴﺐ ﻗﻮﺓ ﺍﻟﺸﺪ ﰲ ﻛﻼ ﺍﳊﺒﻠﲔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪ .b‬ﺍﺣﺴﺐ ﻗﻮﺓ ﺍﻟﺸﺪ ﰲ ﻛﻼ ﺍﳊﺒﻠﲔ ﺟﱪ ﹼﹰﻳﺎ‪.‬‬
‫‪ .c‬ﺍﺣﺴﺐ ﻗﻮﺓ ﺍﻟﺸﺪ ﰲ ﻛﻼ ﺍﳊﺒﻠﲔ ﺑﻄﺮﻳﻘﺔ ﻣﻀﻠﻊ ﺍﻟﻘﻮ￯‪.‬‬

‫ﺃﻭﺟﺪ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﹺ‬

‫ﺗﻮﺍﺯﻥ ﳏﺼﻠﺔ ﺍﻟﻘﻮ￯ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪+y‬‬
‫‪ F1 = 61.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 17.0°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪.‬‬
‫‪4‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪ F2 = 38.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 64.0°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪.‬‬
‫‪1‬‬
‫‪ F3 = 54.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 8.0°‬ﻏﺮﺏ ﺍﻟﺸﲈﻝ‪.‬‬
‫‪+x‬‬
‫‪10‬‬ ‫‪ F4 = 93.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 53.0°‬ﻏﺮﺏ ﺍﻟﺸﲈﻝ‪.‬‬
‫‪5‬‬ ‫‪7‬‬
‫‪9‬‬
‫‪ F5 = 65.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 21.0°‬ﺟﻨﻮﺏ ﺍﻟﻐﺮﺏ‪.‬‬
‫‪8‬‬ ‫‪ F6 = 102.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 15.0°‬ﻏﺮﺏ ﺍﳉﻨﻮﺏ‪.‬‬
‫‪ F7 = 26.0 N‬ﰲ ﺍﲡﺎﻩ ﺍﳉﻨﻮﺏ‪.‬‬
‫‪6‬‬
‫‪ F8 = 77.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 22.0°‬ﴍﻕ ﺍﳉﻨﻮﺏ‪.‬‬
‫‪ F9 = 51.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 33.0°‬ﴍﻕ ﺍﳉﻨﻮﺏ‪.‬‬
‫‪ F10 = 82.0 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 5.0°‬ﺟﻨﻮﺏ ﺍﻟﴩﻕ‪.‬‬

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 ‫‪ 3-1‬‬
‫‪ .14‬ﺇﺫﺍ ﺃ ﹼﺛـﺮﺕ ﻋﺪﹼ ﺓ ﻗﻮ￯ ﰲ ﺟﺴـﻢ‪ ،‬ﻭﺷـﻜﹼﻠﺖ ﻋﻨﺪ ﲨﻌﻬﺎ‬ ‫ﺷـﺨﺼﺎ ﻛﺘﻠﺘﻪ ‪ 50.0 kg‬ﳚﻠﺲ‬
‫ﹰ‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪3-11‬‬ ‫‪ .11‬ﹼ‬
‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ‬
‫ﹼ‬ ‫ﺑﻴﺎﻧ ﹼﹰﻴـﺎ ﻣﻀ ﹼﻠ ﹰﻌـﺎ ﻣﻐﻠ ﹰﻘـﺎ‪ ،‬ﻓﲈ ﺍﻟﻘـﻮﺓ‬ ‫ﻋﲆ ﻛـﺮﳼ ﰲ ﻋﻴـﺎﺩﺓ ﻃﺒﻴﺐ‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﳉﺴﻢ؟ ﹼ‬ ‫ﺍﻷﺳـﻨﺎﻥ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧـﺖ ﻣﺮﻛﹼﺒﺔ‬
‫‪ .15‬ال‪‬و‪ ‬ﺻﻨﱢـﻒ ﹼﹰ‬
‫ﻛﻼ ﻣـﻦ ﺍﻟـﻮﺯﻥ‪ ،‬ﻭﺍﻟﻜﺘﻠـﺔ‪ ،‬ﻭﺍﻟﺪﻓﻊ‬ ‫ﻭﺯﻧﻪ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻋﲆ ﻣﺴـﺘﻮ￯‬
‫ﺑﺎﻟﻴـﺪ‪ ،‬ﻭﺍﻟﻘـﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـــﻴﺔ‪ ،‬ﻭﺍﻟﺸــﺪ ﰲ ﺍﳊﺒـﺎﻝ‪،‬‬ ‫‪θ‬‬
‫ﺍﻟﻜـﺮﳼ ‪ ،449 N‬ﻓﲈ‬
‫ﹼ‬ ‫ﻣﻘﻌـﺪ‬
‫ﻭﺍﻟﺘﺴﺎﺭﻉ‪ ،‬ﻭﻗﻮﺓ ﺍﻟﻨﺎﺑﺾ ﺇﱃ‪:‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﻤﻴﻞ ﲠﺎ ﺍﻟﻜﺮﳼ‬
‫‪‬ال‪‬ص‪‬ل ‪3-11‬‬
‫ﻗﻮﺓ ﺗﻼﻣﺲ‬ ‫‪.a‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ؟‬

‫ﻗﻮﺓ ﳎﺎﻝ‬ ‫‪.b‬‬

‫‪ .12‬ال‪‬ت‪‬ة ﺗﹸﻌ ﱠﻠـﻖ ﻟﻮﺣـﺔ ﺍﻟﻨﺘﺎﺋـﺞ ﺍﻹﻟﻜﱰﻭﻧ ﹼﻴﺔ ﰲ ﺳـﻘﻒ‬
‫ﺻﺎﻟـﺔ ﺃﻟﻌـﺎﺏ ﺭﻳﺎﺿ ﹼﻴـﺔ ﺑــ ‪ 10‬ﺃﺳـﻼﻙ ﻏﻠﻴﻈﺔ؛ ﺳـﺘﺔ‬
‫ﻟﻴﺴﺖ ﻗﻮﺓ‬ ‫‪.c‬‬
‫ﺍﻟـﺮﺃﳼ‪ ،‬ﰲ ﺣﲔ ﺗﺼﻨﻊ‬
‫ﹼ‬ ‫ﻣﻨﻬـﺎ ﺗﺼﻨﻊ ﺯﺍﻭﻳـﺔ ‪ 8.0°‬ﻣﻊ‬
‫‪ .16‬التف‪ ‬ال‪‬اق‪‬د ﺗﹸﻌ ﹼﻠﻖ ﻟﻮﺣـﺔ ﻓﻨﻴﺔ ﺑﺴـﻠﻜﲔ ﻃﻮﻳﻠﲔ‪.‬‬
‫ﺍﻟﺮﺃﳼ‪.‬‬
‫ﹼ‬ ‫ﺍﻷﺳﻼﻙ ﺍﻷﺭﺑﻌﺔ ﺍﻷﺧﺮ￯ ﺯﺍﻭﻳﺔ ˚‪ 10.0‬ﻣﻊ‬
‫ﻭﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻜﲔ ﻛﺒﲑﺓ ﻓﺴـﻮﻑ‬
‫ﻛﻞ ﺳـﻠﻚ ‪ ،1300 N‬ﻓﲈ ﻛﺘﻠﺔ ﻟﻮﺣﺔ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸـﺪﹼ ﰲ ﹼ‬
‫ﻳﻨﻘﻄﻌـﺎﻥ‪ .‬ﻓﻬـﻞ ﳚـﺐ ﺃﻥ ﺗﹸﻌ ﱠﻠـﻖ ﺍﻟﻠﻮﺣـﺔ ﻛـﲈ ﰲ‬
‫ﺍﻟﻨﺘﺎﺋﺞ؟‬
‫ﺍﻟﺸـﻜﻞ ‪ ،3-12a‬ﺃﻡ ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪3-12b‬؟ ﹼ‬
‫ﻓﴪ‬
‫ا‪ ‬ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﻟﻜﻴﺲ‬ ‫‪ ‬ا‪‬صم ‪‬‬ ‫‪ .13‬‬
‫ﺫﻟﻚ‪.‬‬
‫ﻣـﲇﺀ ﺑﺎﻟﺴـﻜﺮ ﺗﺮﻓﻌـﻪ ﺑﻴـﺪﻙ ﺑﴪﻋـﺔ ﻣﻨﺘﻈﻤـﺔ‪ .‬ﺣﺪﹼ ﺩ‬
‫‪a‬‬ ‫‪ba‬‬ ‫‪bc‬‬ ‫‪c‬‬
‫ﺃﺳﻬﲈ‬
‫ﻭﺳﻢ ﲨﻴﻊ ﺍﻟﻘﻮ￯ ﻣﻊ ﻣﺴ ﹼﺒﺒﺎﲥﺎ‪ ،‬ﻭﺍﺭﺳﻢ ﹰ‬
‫ﺍﻟﻨﻈﺎﻡ‪ ،‬ﹼ‬
‫ﺑﺄﻃﻮﺍﻝ ﺻﺤﻴﺤﺔ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪3-12‬‬

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 ‫‪FrictionandViscosity‬‬ ‫‪ 3-2‬‬
‫ﺃﻓﻘﻲ ﻣﺴـﺘﻘﻴﻢ ﺑﴪﻋﺔ ﻣﺘﹼﺠﻬـﺔ ﺛﺎﺑﺘﺔ )ﴎﻋﺔ ﻣﻨﺘﻈﻤﺔ(‬
‫ﻋﻨﺪﻣﺎ ﺗﺘﺤﺮﻙ ﺳـﻴﺎﺭﺓ ﻋﲆ ﻃﺮﻳﻖ ﹼ‬
‫ﳏﺮﻙ ﺍﻟﺴﻴﺎﺭﺓ‬ ‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻬﺎ ﹰ‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﺗﻌﻠﻢ ﺃﻥ ﹼ‬ ‫ﹼ‬ ‫ﻓﺈﻥ ﺗﺴﺎﺭﻋﻬﺎ ﺻﻔﺮ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ‬ ‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫ﻳﺆ ﹼﺛﺮ ﻓﻴﻬﺎ ﺑﻘﻮﺓ ﰲ ﺃﺛﻨﺎﺀ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﻓﻜﻴﻒ ﺗﺘﺤﺮﻙ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺭﺓ ﺇﺫﻥ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ؟ ﻻﺑﺪﹼ‬ ‫‪26.5 - 26.6‬‬
‫ﻣـﻦ ﻭﺟـﻮﺩ ﻗـﻮﺓ ﺃﻭ ﻗﻮ￯ ﺃﺧﺮ￯ ﺗﺆ ﹼﺛـﺮ ﻓﻴﻬﺎ ﰲ ﻋﻜﺲ ﺍﲡـﺎﻩ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﻭﲤﺎﻧـﻊ ﺣﺮﻛﺘﻬﺎ‪،‬‬ ‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪‬‬
‫ﺻﻔـﺮﺍ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻘﻮ￯ ﻧﺘﻴﺠﺔ ﺍﳊﺮﻛﺔ‬
‫ﹰ‬ ‫ﺑﺤﻴـﺚ ﲡﻌﻞ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻬﺎ‬ ‫الع‪‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﻮﺍ ﹼﺩ ﺻﻠﺒﺔ ﺃﻭ ﻣﻮﺍﺋﻊ ﺃﻭ ﻛﻠﻴﻬﲈ‪.‬‬ ‫‪1.1 – 1.3 – 1.4 – 3.4 – 4.1‬‬
‫ا‪‬دا‪‬‬
‫ا‪‬حت‪‬ا‪Friction ‬‬ ‫‪‬ع‪ ‬ﻣﻔﻬﻮﻡ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬ ‫•‬
‫ﺗﺴـﻤﻰ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﲤﺎﻧﻊ ﺣﺮﻛﺔ ﺟﺴﻢ ﻋﲆ ﻣﺎﺩﺓ ﺻﻠﺒﺔ ﺍﻻﺣﺘﻜﺎﻙ ‪Friction‬؛ ﻭﻫﻮ ﻗﻮﺓ‬ ‫‪‬و‪‬ص‪ ‬ﻣﻔﻬﻮﻡ ﺍﻟﻠﺰﻭﺟﺔ‪.‬‬‫‪‬‬ ‫•‬
‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫‪  ‬ﺑﲔ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫•‬
‫ﺗﻨﺸـﺄ ﺑﲔ ﺍﻟﺴـﻄﻮﺡ ﺍﻟﺼﻠﺒﺔ ﻋﻨﺪﻣﺎ ﺗﻨﺰﻟﻖ ﺃﻭ ﺗﻜﺎﺩ ﻳﻨﺰﻟﻖ ﺑﻌﻀﻬﺎ ﻋﲆ ﺑﻌﺾ‪ .‬ﻓﺈﺫﺍ ﺩﻓﻌﺖ‬
‫ﺍﳊﺮﻛﻲ‪.‬‬
‫ﹼ‬ ‫ﻭﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻳﺴـﺘﻤﺮ ﰲ ﺍﳊﺮﻛﺔ ﻓﱰﺓ ﻗﺼﲑﺓ ﺛﻢ ﻳﺘﻮ ﹼﻗﻒ؛ ﺫﻟﻚ‬
‫ﹼ‬ ‫ﻛﺘﺎ ﹰﺑﺎ ﻓﻮﻕ ﺳـﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ ﻓﺈﻥ ﺍﻟﻜﺘﺎﺏ‬
‫‪‬د‪  ‬ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻗﻮﺓ‬ ‫•‬
‫ﻷﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﻜﺘﺎﺏ ﺗﹸﻜﺴﺒﻪ ﺗﺴﺎﺭ ﹰﻋﺎ ﰲ ﺍﲡﺎﻩ ﻳﻌﺎﻛﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ‪.‬‬
‫ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬
‫ﻭﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻨﺎ ـ ﺣﺘﻰ ﺍﻵﻥ ـ ﳖﻤﻞ ﺍﻻﺣﺘﻜﺎﻙ ﰲ ﹼ‬
‫ﺣﻞ ﺍﳌﺴﺎﺋﻞ‪ ،‬ﺇﻻ ﺃﻥ ﻫﺬﺍ ﻻ ﻳﻌﻨﻲ‬ ‫‪‬صت‪‬د‪ ‬ﻣﻔﻬﻮ ﹶﻣ ﹾﻲ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫•‬
‫ﻛﺜﲑﺍ ﻋﻨﺪ‬
‫ﻋـﺪﻡ ﻭﺟﻮﺩﻩ؛ ﻓﺎﻻﺣﺘﻜﺎﻙ ﻣﻮﺟﻮﺩ ﻣﻦ ﺣﻮﻟﻨﺎ‪ .‬ﻭﻧﺤﻦ ﻧﺤﺘﺎﺝ ﺇﱃ ﺍﻻﺣﺘﻜﺎﻙ ﹰ‬ ‫ﺍﳊﺮﻛﻲ ﰲ‬
‫ﹼ‬ ‫ﺍﻟﺴﻜﻮﲏ ﻭﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬
‫ﺑﺪﺀ ﺣﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺓ ﺃﻭ ﺍﻟﺪﺭﺍﺟﺔ ﺍﳍﻮﺍﺋﻴﺔ‪ ،‬ﻭﻋﻨﺪ ﻭﻗﻮﻓﻨﺎ ‪ .‬ﻓﺈﺫﺍ ﻣﺸـﻴﺖ ﻋﲆ ﺍﳉﻠﻴﺪ ﺃﻭ ﻋﲆ‬ ‫ﺣﻞ ﻣﺴﺎﺋﻞ ﻋﺪﺩ ﹼﻳﺔ‪.‬‬ ‫ﹼ‬
‫ﺃﺭﺽ ﺯﻟﻘﺔ ﻓﺴﺘﺪﺭﻙ ﺣﻴﻨﻬﺎ ﺃﳘﻴﺔ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬ ‫املف‪‬ات‬
‫ﻣﺎ ﺍﻻﺣﺘﻜﺎﻙ؟ ﻭﻫﻞ ﻭﺟﻮﺩ ﺍﻻﺣﺘﻜﺎﻙ ﳾﺀ ﺳﻠﺒﻲ ﺃﻡ ﺇﳚﺎﰊ؟‬ ‫•‬ ‫‪Friction‬‬ ‫• ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫•‬
‫ا‪‬‬
‫‪‬‬ ‫ا‪‬حت‪‬ا‪ ‬ال‪‬ص‪‬و ‪‬‬
‫‪ ‬ا‪‬حت‪‬ا‪‬‬ ‫‪Coefficient of static friction‬‬
‫ﺍﳊﺮﻛﻲ‬
‫ﹼ‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫‪Static and kinetic friction‬‬ ‫•‬ ‫‪Coefficient of dynamic friction‬‬

‫ﺩﺍﺋﲈ؛ ﻓﻌﻨﺪ ﺩﻓﻊ ﺍﻟﻜﺘﺎﺏ ﻓﻮﻕ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ‬ ‫•‬ ‫• ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ‬
‫ﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻻﺣﺘﻜﺎﻙ ﻳﲈﻧﻌﺎﻥ ﺍﳊﺮﻛﺔ ﹰ‬ ‫‪Drag force‬‬
‫•‬ ‫• ﺍﻟﻠﺰﻭﺟﺔ‬
‫ﺍﳌﺘﺤﺮﻛـﺔ‪ .‬ﻭﺗﹸﻌﺮﻑ ﻫﺬﻩ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ﻓﺈﻧـﻪ ﻳﺘﺄ ﹼﺛـﺮ ﺑﻨﻮﻉ ﻣﻦ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺍﻷﺟﺴـﺎﻡ‬ ‫‪Viscosity‬‬

‫ﺳﻄﺤﺎ ﺁﺧﺮ‪.‬‬
‫ﹰ‬ ‫ﻣﻼﻣﺴﺎ‬
‫ﹰ‬ ‫ﺍﳊﺮﻛﻲ‪ ،‬ﻭﻫﻲ ﻗﻮﺓ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﺴﻄﺢ ﻋﻨﺪﻣﺎ ﹼ‬
‫ﻳﺘﺤﺮﻙ‬ ‫ﹼ‬ ‫ﺑﺎﻻﺣﺘﻜﺎﻙ‬
‫ﻭﻟﻔﻬـﻢ ﺍﻟﻨـﻮﻉ ﺍﻵﺧﺮ ﻣﻦ ﺍﻻﺣﺘـﻜﺎﻙ ﲣ ﹼﻴﻞ ﺃﻧﻚ ﲢﺎﻭﻝ ﺩﻓﻊ ﺃﺭﻳﻜﺔ ﻋـﲆ ﺃﺭﺿ ﹼﻴﺔ ﺍﻟﻐﺮﻓﺔ‪،‬‬
‫‪‬ال‪‬ص‪‬ل ‪3-13‬‬
‫ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ .3-13‬ﻓﻔﻲ ﺍﻟﺒﺪﺍﻳﺔ ﺳـﺘﺪﻓﻌﻬﺎ ﻭﻟﻜﻨﻬﺎ ﻟﻦ ﺗﺘﺤﺮﻙ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻘﻮﺓ‬ ‫‪ ‬‬
‫‪ ‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪a c‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪c‬‬

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 ‫ﺻﻔـﺮﺍ‪ ،‬ﻟﺬﺍ ﻻﺑﺪ ﺃﻥ ﻫﻨﺎﻙ ﻗﻮﺓ ﺃﻓﻘ ﹼﻴﺔ ﺃﺧـﺮ￯ ﺗﺆﺛﺮ ﰲ ﺍﻷﺭﻳﻜﺔ‪،‬‬
‫ﹰ‬ ‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻬﺎ ﺗﺴـﺎﻭﻱ‬
‫ﻣﻘـﺪﺍﺭﺍ‪ .‬ﻭﺗﻌﺮﻑ ﻫﺬﻩ‬
‫ﹰ‬ ‫ﻭﻫـﺬﻩ ﺍﻟﻘـﻮﺓ ﻻﺑﺪ ﺃﳖـﺎ ﺗﻌﺎﻛﺲ ﺍﻟﻘﻮﺓ ﺍﻟﺘـﻲ ﺗﺆﺛﺮ ﺃﻧﺖ ﲠﺎ‪ ،‬ﻭﺗﺴـﺎﻭﳞﺎ‬
‫ﺍﻟﺴـﻜﻮﲏ‪ ،‬ﻭﻫﻲ ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ ﺳـﻄﺢ ﺑﻮﺍﺳـﻄﺔ ﺳـﻄﺢ ﺁﺧﺮ ﻋﻨﺪﻣﺎ ﻻ ﺗﻜﻮﻥ‬ ‫ﹼ‬ ‫ﺍﻟﻘﻮﺓ ﺑﺎﻻﺣﺘﻜﺎﻙ‬
‫ﻫﻨﺎﻙ ﺣﺮﻛﺔ ﺑﻴﻨﻬﲈ‪ .‬ﻭﺭ ﹼﺑﲈ ﺗﺰﻳﺪ ﻣﻦ ﻗﻮﺓ ﺩﻓﻌﻚ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻠﲔ ‪ 3-13a‬ﻭ ‪ .3-13b‬ﻓﺈﺫﺍ ﱂ‬
‫ﺃﻳﻀﺎ ﻓﻬﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺃﺻﺒﺤﺖ ﺃﻛﱪ ﻣـﻦ ﺫﻱ ﻗﺒﻞ؛ ﻷﻥ ﻗﻮﺓ‬ ‫ﺗﺘﺤـﺮﻙ ﺍﻷﺭﻳﻜـﺔ ﹰ‬
‫ﹼ‬
‫ﻭﺃﺧﲑﺍ‪ ،‬ﺇﺫﺍ ﺩﻓﻌﺖ ﺍﻷﺭﻳﻜﺔ ﺑﻘﻮﺓ ﻛﺎﻓﻴﺔ‪ ،‬ﻛﲈ ﰲ‬
‫ﹰ‬ ‫ﺍﻟﺴﻜﻮﲏ ﺗﺴﺘﺠﻴﺐ ﻟﻘﻮ￯ ﺃﺧﺮ￯‪.‬‬‫ﹼ‬ ‫ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻓﺈﳖﺎ ﺗﺒﺪﺃ ﰲ ﺍﳊﺮﻛﺔ‪ .‬ﻣﻦ ﺍﻟﻮﺍﺿﺢ ﺇﺫﻥ ﺃﻥ ﻫﻨﺎﻙ ﻗﻴﻤﺔ ﻗﺼﻮ￯ ﻟﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﺍﻟﺸﻜﻞ ‪ 3-13c‬ﹼ‬
‫ﺍﻟﺴـﻜﻮﲏ ﺗﺒﺪﺃ‬
‫ﹼ‬ ‫ﺍﻟﺴـﻜﻮﲏ‪ ،‬ﻭﻋﻨﺪﻣـﺎ ﺗﺼﺒﺢ ﻗﻮﺗﻚ ﺃﻛﱪ ﻣـﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻘﺼﻮ￯ ﻟﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬
‫ﺍﻟﺴﻜﻮﲏ‪.‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ ﰲ ﺍﻟﺘﺄﺛﲑ ﺑﺪﻻﹰ ﻣﻦ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﺍﻷﺭﻳﻜﺔ ﰲ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﻳﺒﺪﺃ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻣﺎ ﻧﻮﻋﺎ ﺍﻻﺣﺘﻜﺎﻙ؟ ﻭﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﲈ؟‬

‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ال‪‬و‪ ‬الع‪‬و‪ ‬ية ‪ Normal force‬ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻫﻲ ﻗﻮﺓ ﺗﻼﻣﺲ ﻳﺆ ﹼﺛﺮ ﲠﺎ ﺟﺴﻢ ﰲ‬
‫ﺩﺍﺋﲈ ﻋﻤﻮﺩ ﹼﻳﺔ ﻋﲆ ﻣﺴـﺘﻮ￯ ﺍﻟﺘﻼﻣﺲ ﺑﲔ ﺍﳉﺴـﻤﲔ‪ ،‬ﻭﻫﻲ ﻻ ﺗﻜﻮﻥ ﺑﺎﻟﴬﻭﺭﺓ‬ ‫ﺁﺧﺮ‪ ،‬ﻭﺗﻜﻮﻥ ﹰ‬
‫ﻣﺴﺎﻭﻳﺔ ﻟﻮﺯﻥ ﺍﳉﺴﻢ؛ ﻭﺫﻟﻚ ﺍﻋﺘﲈ ﹼﺩﺍ ﻋﲆ ﻣﻴﻞ ﺍﻟﺴﻄﺢ ﺍﳌﻮﺟﻮﺩ ﻋﻠﻴﻪ ﺍﳉﺴﻢ‪ ،‬ﺃﻭ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ‬
‫ﻗﻮ￯ ﺃﺧﺮ￯ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﳉﺴﻢ ﺑﻘﻮ￯ ﺩﻓﻊ ﺃﻭ ﺳﺤﺐ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-14‬‬
‫‪‬و‪ ‬ل‪‬و‪ ‬ا‪‬حت‪‬ا‪ A model for friction forces ‬ﻋـﻼ ﹶﻡ ﺗﻌﺘﻤﺪ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ؟‬
‫ﺗﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺍﻟﺴﻄﻮﺡ‪ .‬ﻓﻌﲆ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‬
‫ﺃﺳﺎﳼ ﻋﲆ ﺍﳌﻮﺍ ﹼﺩ ﺍﻟﺘﻲ ﹼ‬
‫ﹼ‬ ‫ﺗﻌﺘﻤﺪ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺑﺸـﻜﻞ‬
‫ﺍﳉﻠﻴﺪﻱ‪.‬‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﻧﻌﻞ ﺣﺬﺍﺋﻚ ﻭﺍﻷﺳﻤﻨﺖ ﺗﻜﻮﻥ ﺃﻛﱪ ﳑﺎ ﺑﲔ ﻧﻌﻞ ﺍﳊﺬﺍﺀ ﻭﺍﻟﺴﻄﺢ‬
‫‪ ‬ال‪‬ص‪‬ل ‪     3-14‬‬ ‫ﺃﻳﻀﺎ ﻋﲆ ﻣﺴـﺎﺣﺔ ﺳـﻄﺢ ﺍﳉﺴﻤﲔ ﺍﳌﺘﻼﻣﺴﲔ ﺃﻭ‬ ‫ﻭﻗﺪ ﻳﺒﺪﻭ ﻣﻨﻄﻘ ﹼﹰﻴﺎ ﺃﻥ ﺗﻌﺘﻤﺪ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﹰ‬
‫‪    ‬‬ ‫ﴎﻋﺘ ﹾﹶﻲ ﺣﺮﻛﺘ ﹾﻴﻬﲈ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺃﺛﺒﺘﺖ ﺃﻥ ﺫﻟﻚ ﻏﲑ ﺻﺤﻴﺢ؛ ﺇﺫ ﺍﳌﻬﻢ ﻫﻮ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‬
‫‪    .a‬‬
‫ﺑﲔ ﺍﳉﺴﻤﲔ‪ .‬ﻓﻜ ﹼﻠﲈ ﺯﺍﺩﺕ ﻗﻮﺓ ﺩﻓﻊ ﺟﺴﻢ ﳉﺴﻢ ﹶ‬
‫ﺁﺧﺮ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﻨﺎﲡﺔ ﺃﻛﱪ‪.‬‬
‫‪  .b‬‬
‫‪ .c‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪c a‬‬ ‫‪b‬‬ ‫‪ca‬‬ ‫‪b‬‬ ‫‪c‬‬

‫‪mg‬‬ ‫‪mg‬‬ ‫‪mg‬‬

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‫ﺟﺴﲈ ﻋﲆ ﺳﻄﺢ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻓﺈﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﳚﺐ ﺃﻥ ﺗﺴﺎﻭﻱ ﺍﻟﻘﻮﺓ‬ ‫ﻓﺈﺫﺍ ﻛﻨﺖ ﺗﺴﺤﺐ ﹰ‬
‫ﺍﻟﺘﻲ ﺳـﺤﺒﺖ ﺍﳉﺴـﻢ ﲠﺎ‪ ،‬ﻭﺗﻌﺎﻛﺴـﻬﺎ؛ ﻷﻥ ﺍﳉﺴـﻢ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﺘﺰﻧﹰﺎ‪ .‬ﻭﻳﻤﻜﻨﻚ ﺳﺤﺐ‬
‫ﺟﺴﻢ ﻣﻌﻠﻮﻡ ﺍﻟﻜﺘﻠﺔ ﻋﲆ ﺳﻄﺢ ﻃﺎﻭﻟﺔ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪ ،‬ﺑﻤﻴﺰﺍﻥ ﻧﺎﺑﴤ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪3-15‬‬
‫ﻟﻘﻴـﺎﺱ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺴـﺤﺐ ﲠﺎ ﻫﺬﺍ ﺍﳉﺴـﻢ‪ .‬ﺛﻢ ﻳﻤﻜﻨﻚ ﺑﻌﺪ ﺫﻟﻚ ﻭﺿـﻊ ﹴ‬
‫ﻛﺘﻠﺔ ﺇﺿﺎﻓﻴﺔ ﻓﻮﻕ‬ ‫‪ ‬ال‪‬ص‪‬ل ‪    3-15‬‬
‫ﺳﻄﺢ ﺍﻟﻜﺘﻠﺔ ﺍﻷﻭﱃ ﻟﺰﻳﺎﺩﺓ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻭﺇﻋﺎﺩﺓ ﺍﻟﻘﻴﺎﺱ ﻣﺮﺓ ﺃﺧﺮ￯‪.‬‬ ‫‪‬‬
‫ﺑﻴﺎﲏ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .3-16‬ﻻﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﺗﻨﺎﺳـ ﹰﺒﺎ‬ ‫ﻋﻨﺪ ﺭﺳـﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ﲢﺼﻞ ﻋﲆ ﳐﻄﻂ ﹼ‬
‫ﺧﻂ ﻣﻦ ﺍﳋﻄﻮﻁ ﻳﻘﺎﺑﻞ ﺍﻟﺴـﻄﺢ‬ ‫ﻓﻜﻞ ﹼ‬‫ﺍﳊﺮﻛﻲ ﻭﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ؛ ﹼ‬
‫ﹼ‬ ‫ﻃﺮﺩ ﹼﹰﻳـﺎ ﺑﲔ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﺬﻱ ﺳـﺤﺒﺖ ﻋﻠﻴـﻪ ﺍﻟﻜﺘﻠﺔ‪ .‬ﻻﺣﻆ ﻛﺬﻟﻚ ﺃﻥ ﻣﻴﻞ ﺍﳋﻂ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺳـﻄﺢ ﻭﺭﻕ ﺍﻟﺼﻨﻔﺮﺓ‬
‫ﺃﻛﱪ ﻣﻦ ﻣﻴﻞ ﺍﳋﻂ ﺍﻟﺬﻱ ﻳﻘﺎﺑﻞ ﺍﻟﺴﻄﺢ ﺍﻷﻣﻠﺲ ﻟﻠﻄﺎﻭﻟﺔ‪ .‬ﻭﳚﺐ ﺃﻥ ﺗﺘﻮ ﹼﻗﻊ ﺃﻥ ﺳﺤﺐ ﺍﻟﻜﺘﻠﺔ‬
‫ﻋﲆ ﺳـﻄﺢ ﻭﺭﻕ ﺍﻟﺼﻨﻔﺮﺓ ﺃﺻﻌﺐ ﻣﻦ ﺳﺤﺒﻬﺎ ﻋﲆ ﺍﻟﺴـﻄﺢ ﺍﻷﻣﻠﺲ ﻟﻠﻄﺎﻭﻟﺔ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﳌﻴﻞ‬
‫ﺍﳊﺮﻛﻲ‬
‫ﹼ‬ ‫ﺴـﻤﻰ ﻣﻴﻞ ﻫﺬﺍ ﺍﳋﻂ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﻳﺮﺗﺒـﻂ ﺑﻤﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻻﺣﺘـﻜﺎﻙ ﺍﻟﻨﺎﲡﺔ‪ .‬ﻭ ﹸﻳ ﹼ‬
‫‪ ،Coefficient of dynamic friction‬ﻭﻳﺮﻣـﺰ ﺇﻟﻴﻪ ﺑــ ‪ .µk‬ﻭﻳﺮﺑﻂ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ ﺑﲔ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ ﻭﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﹼ‬

‫‪fk = µk FN‬‬ ‫ﺍﳊﺮﻛﻲ‬

‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ ﰲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ ﺗﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬

‫ﺍﻟﺴﻜﻮﲏ ﺍﻟﻘﺼﻮ￯ ﺑﺎﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﺑﻄﺮﻳﻘﺔ ﻣﺸﺎﲠﺔ ﻟﺘﻠﻚ ﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ‬
‫ﹼ‬ ‫ﻭﺗﺮﺗﺒﻂ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﺴـﻜﻮﲏ ﻫﻲ ﺍﺳـﺘﺠﺎﺑﺔ ﻟﻘﻮﺓ ﺃﺧﺮ￯‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ‪ .‬ﺗﺬﻛﹼـﺮ ﺃﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﲠـﺎ ﻗﻮﺓ ﺍﻻﺣﺘـﻜﺎﻙ‬
‫ﲢﺎﻭﻝ ﺃﻥ ﲡﻌﻞ ﺍﳉﺴـﻢ ﺍﻟﺴـﺎﻛﻦ ﻳﺒﺪﺃ ﺣﺮﻛﺘﻪ‪ ،‬ﻓﺈﺫﺍ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﻗﻮﺓ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﳉﺴـﻢ ﻓﺈﻥ ﻗﻮﺓ‬
‫ﺻﻔﺮﺍ‪ .‬ﺃ ﹼﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻗﻮﺓ ﲢﺎﻭﻝ ﺃﻥ ﺗﺴﺒﺐ ﺍﳊﺮﻛﺔ ﻓﺈﻥ ﻗﻮﺓ‬
‫ﺍﻟﺴـﻜﻮﲏ ﺗﺴـﺎﻭﻱ ﹰ‬
‫ﹼ‬ ‫ﺍﻻﺣﺘﻜﺎﻙ‬

‫‪‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪‬ال‪‬ص‪‬ل ‪   3-16‬‬
‫‪  ‬‬
‫‪ ‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬

‫‪ ‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪ ‬‬

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 ‫ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺴﻜﻮﲏ ﺗﺰﺩﺍﺩ ﺣﺘﻰ ﺗﺼﻞ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻘﺼﻮ￯ ﻗﺒﻞ ﺃﻥ ﺗﺘﻐ ﹼﻠﺐ ﻋﻠﻴﻬﺎ ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ‬
‫يا‬‫ الف‬‫ب‬ .‫ﻭﺗﺒﺪﺃ ﺍﳊﺮﻛﺔ‬
 ‫ا‬‫حت‬‫ ا‬‫صبا‬‫ا‬
 fs ≤ µs FN ‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
 ‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫ﺍﻟﺴﻜﻮﲏ ﹼ‬
‫ﺃﻗﻞ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬

 .‫ﰲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‬
Scanningtunnelingmicroscope
 
          ‫ﺍﻟﺴـﻜﻮﲏ‬
‫ﹼ‬ ‫ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬µs ‫ﺍﻟﺴـﻜﻮﲏ ﺍﻟﻘﺼﻮ￯ ﻳﻤﺜـﻞ ﺍﻟﺮﻣﺰ‬
‫ﹼ‬ ‫ﰲ ﻣﻌﺎﺩﻟـﺔ ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
    ‫ ﻓﻴﻤ ﹼﺜـﻞ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬µs FN ‫ ﺃ ﹼﻣـﺎ‬.‫ ﺑـﲔ ﺍﻟﺴـﻄﺤﲔ‬Coefficient of static friction
    
‫ﹶﺖ‬ ‫ ﹶ‬3-17c ‫ ﰲ ﺍﻟﺸـﻜـﻞ‬.‫ﺍﻟﺴﻜﻮﲏ ﺍﻟﻘﺼﻮ￯ ﺍﻟﺘﻲ ﳚﺐ ﺍﻟﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ ﻗﺒﻞ ﺑﺪﺀ ﺍﳊﺮﻛﺔ‬
‫ﺗﻮﺍﺯﻧ ﹾ‬
   
.‫ﺍﻟﺴﻜﻮﲏ ﰲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ ﺗﺴﺒﻖ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬

  
    ‫ﺍﻟﺴـﻜﻮﲏ ﲢﺘﻮﻱ ﻋﲆ‬
‫ﹼ‬ ‫ﺍﳊﺮﻛـﻲ ﻭﻣﻌﺎﺩﻟـﺔ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﻛﻼ ﻣـﻦ ﻣﻌﺎﺩﻟـﺔ ﺍﻻﺣﺘﻜﺎﻙ‬‫ﻻﺣـﻆ ﺃﻥ ﹼﹰ‬
    ‫ ﻣﻌﺎﻣﻼﺕ‬3-1 ‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ‬ ‫ ﻛﲈ ﹼ‬،‫ﻣﻘﺎﺩﻳﺮ ﺍﻟﻘﻮ￯ ﻓﻘﻂ‬
‫ ﹼ‬.‫ ﻗﺎﺋﻤﺔ‬f‫ ﻭ‬FN ‫ﺃﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﻟﻘﻮﺗﲔ‬
‫ ﻭﻫﺬﺍ‬،‫ ﻻﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻼﺕ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳌﺪﺭﺟﺔ ﺃﻗﻞ ﻣﻦ ﻭﺍﺣﺪ‬.‫ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺳﻄﻮﺡ ﳐﺘﻠﻔﺔ‬
.‫ﺩﺍﺋﲈ؛ ﻓﻘﺪ ﺗﺰﻳﺪ ﻋﲆ ﺫﻟﻚ ﰲ ﺑﻌﺾ ﺍﻟﻈﺮﻭﻑ ﺍﳋﺎﺻﺔ‬ ‫ﻻ ﻳﻌﻨﻲ ﺃﳖﺎ ﺃﻗﻞ ﻣﻦ ﻭﺍﺣﺪ ﹰ‬
‫ﻋﻼ ﹶﻡ ﺗﻌﺘﻤﺪ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ؟‬

3-1 ‫د‬‫ال‬
‫ة‬ ‫ال‬‫ ال‬‫ا‬‫حت‬‫الت ا‬‫عا‬
µk µs ‫ص‬‫ال‬
0.65 0.80 
 
0.40 0.60  
0.20 0.50 
0.58 0.78 

0.06 0.15 

119
 ‫‪‬ا‪5 ‬‬
‫قو‪ ‬احت‪‬ا‪ ‬وا ‪‬ة ﺇﺫﺍ ﻛﻨﺖ ﺗﺪﻓﻊ ﺻﻨﺪﻭ ﹰﻗﺎ ﺧﺸﺒ ﹼﹰﻴﺎ ﻛﺘﻠﺘﻪ ‪ 25.0 kg‬ﻋﲆ ﺃﺭﺿ ﹼﻴﺔ ﺧﺸﺒ ﹼﻴﺔ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪1.0 m/s‬‬
‫ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺃﺛ ﹾﹼﺮ ﹶﺕ ﲠﺎ ﰲ ﺍﻟﺼﻨﺪﻭﻕ؟‬

‫‪‬‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﺣﺪﹼ ﺩ ﺍﻟﻘﻮ￯‪ ،‬ﻭﺍﺭﺳﻢ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ‪.‬‬
‫ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳊﺮﻛﺔ‪ ،‬ﻋﲆ ﺃﻥ ﺗﺒﲔ ﺍﻟﴪﻋﺔ ﺍﻟﺜﺎﺑﺘﺔ ‪ v‬ﻭ ‪.a = 0‬‬
‫‪fk‬‬
‫ﺍﳊﺮ‪.‬‬
‫ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﹼ‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫البداية‬
‫‪v‬‬ ‫? = ﺍﻟﺪﻓﻊ‪F‬‬ ‫‪m = 25.0 kg‬‬
‫‪a = 0 m/s2‬‬ ‫‪fk‬‬ ‫‪‬‬ ‫‪v = 1.0 m/s‬‬
‫‪+y‬‬
‫‪a = 0.0 m/s2‬‬
‫‪+x‬‬
‫‪ = 0 N‬ﳏﺼﻠﺔ‪F‬‬ ‫‪) µk = 0.20‬ﺍﳉﺪﻭﻝ ‪(3-1‬‬
‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺮﺃﳼ )‪ ،(y‬ﻭﻟﻴﺲ ﻫﻨﺎﻙ ﺗﺴﺎﺭﻉ‪.‬‬

‫‪FN = -Fg = -mg‬‬ ‫‪Fg=mg‬‬
‫) ‪= -(25.0 kg) (-10.0 m/s‬‬ ‫‪2‬‬
‫‪g=-10.0 m/s m = 25.0 kg‬‬
‫‪2‬‬

‫‪FN = +250 N‬‬

‫ﹼ‬
‫ﻭﻷﻥ ﺍﻟﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﻓﻼ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺗﺴﺎﺭﻉ‪.‬‬ ‫ﺗﻜﻮﻥ ﻗﻮﺓ ﺍﻟﺪﻓﻊ ﰲ ﺍﻻﲡﺎﻩ ﺍﻷﻓﻘﻲ )‪،(x‬‬
‫ﺍﻟﺪﻓﻊ‪fk = µk mg = F‬‬
‫‪g=9.80 m/s2µk=0.20‬‬
‫)‪= (0.20) (25.0 kg) (10.0 m/s2‬‬
‫‪m = 25.0 kg‬‬
‫‪= 50 N‬‬
‫ﰲ ﺍﲡﺎﻩ ﺍﻟﻴﻤﲔ ‪ = + 50 N‬ﺍﻟﺪﻓﻊ‪F‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﺗﻘﺎﺱ ﺍﻟﻘﻮﺓ ﺑﻮﺣﺪﺓ ‪) kg.m/s2‬ﻧﻴﻮﺗﻦ ‪.(N‬‬

‫لال‪‬صارات ‪‬ع‪ ‬ﺗﺘﻔﻖ ﺍﻹﺷﺎﺭﺍﺕ ﻣﻊ ﺍﳌﺨ ﹼﻄﻂ‪.‬‬
‫• ‪‬ل ‪‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﺍﻟﻘﻮﺓ ﻣﻨﻄﻘ ﹼﻴﺔ ﻟﺘﺤﺮﻳﻚ ﺻﻨﺪﻭﻕ ﻛﺘﻠﺘﻪ ‪.25.0 kg‬‬

‫ﻓﻠﺰ ﹼﻳﺔ ﻭﺯﳖﺎ ‪ 52 N‬ﻋﻨﺪﻣﺎ ﻳﺴﺤﺒﻬﺎ ﻋﲆ ﺭﺻﻴﻒ ﺃﺳﻤﻨﺘﻲ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪.‬‬ ‫‪ .17‬ﻳﺆ ﹼﺛﺮ ﻓﺘﻰ ﺑﻘﻮﺓ ﺃﻓﻘ ﹼﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 36 N‬ﰲ ﹼ‬
‫ﺯﻻﺟﺔ ﹼ‬
‫ﹼ‬
‫ﻭﺍﻟﺰﻻﺟﺔ؟ ﺃﳘﻞ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ‪.‬‬ ‫ﺍﳊﺮﻛﻲ ﺑﲔ ﺍﻟﺮﺻﻴﻒ‬
‫ﹼ‬ ‫ﻣﺎ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫‪ .18‬ﻳﺪﻓﻊ ﻋﺎﻣﺮ ﺻﻨﺪﻭ ﹰﻗﺎ ﳑﺘﻠ ﹰﺌﺎ ﺑﺎﻟﻜﺘﺐ ﻣﻦ ﻣﻜﺘﺒﻪ ﺇﱃ ﺳﻴﺎﺭﺗﻪ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻭﺯﻥ ﺍﻟﺼﻨﺪﻭﻕ ﻭﺍﻟﻜﺘﺐ ﻣ ﹰﻌﺎ ‪ ،134 N‬ﻭﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﺴﻜﻮﲏ ﺑﲔ ﺍﻟﺒﻼﻁ ﻭﺍﻟﺼﻨﺪﻭﻕ ‪ ،0.55‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﳚﺐ ﺃﻥ ﻳﺪﻓﻊ ﲠﺎ ﻋﺎﻣﺮ ﺣﺘﻰ ﻳﺒﺪﺃ ﺍﻟﺼﻨﺪﻭﻕ ﰲ ﺍﳊﺮﻛﺔ؟‬ ‫ﹼ‬

‫‪120‬‬
 ‫ﺍﳊﺮﻛﻲ ﺑﲔ ﺍﻟﺼﻨﺪﻭﻕ‬
‫ﹼ‬ ‫‪ .19‬ﺍﻧﺰﻟـﻖ ﺻﻨـﺪﻭﻕ ﻛﺘﻠﺘﻪ ‪ 25 kg‬ﻋﲆ ﺃﺭﺿ ﹼﻴﺔ ﺻﺎﻟﺔ ﺭﻳﺎﺿ ﹼﻴﺔ‪ ،‬ﺛﻢ ﺗﻮ ﹼﻗﻒ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻭﺃﺭﺿ ﹼﻴﺔ ﺍﻟﺼﺎﻟﺔ ‪ ،0.15‬ﻓﲈ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺘﻲ ﺃ ﹼﺛﺮﺕ ﻓﻴﻪ؟‬
‫ﺍﳊﺮﻛﻲ ﺑﲔ ﹼ‬
‫ﺍﻟﺰﻻﺟﺔ ﻭﺍﻟﺜﻠﺞ ‪ ،0.12‬ﻭﺟﻠﺲ‬ ‫ﹼ‬ ‫ﺗﺴـﺘﻘﺮ ﹼ‬
‫ﺯﻻﺟﺔ ﻭﺯﳖﺎ ‪ 52 N‬ﻋﲆ ﺛﻠﺞ ﻣﱰﺍﻛﻢ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫‪.20‬‬
‫ﺷﺨﺺ ﻭﺯﻧﻪ ‪ 650 N‬ﻋﲆ ﺍﻟﺰﻻﺟﺔ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﻼﺯﻣﺔ ﻟﺴﺤﺐ ﹼ‬
‫ﺍﻟﺰﻻﺟﺔ ﻋﲆ ﺍﻟﺜﻠﺞ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ؟‬
‫‪ .21‬ﺁﻟـﺔ ﻣﻌ ﹼﻴﻨـﺔ ﲠﺎ ﻗﻄﻌﺘﺎﻥ ﻓﻮﻻﺫ ﹼﻳﺘﺎﻥ ﳚﺐ ﺃﻥ ﺗﹸﺪﻟـﻚ ﹼ‬
‫ﻛﻞ ﻣﻨﻬﲈ ﺑﺎﻷﺧﺮ￯ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﻘﻮﺓ ﺍﻟﴬﻭﺭ ﹼﻳﺔ ﻟﻀﲈﻥ‬
‫ﺃﺩﺍﺀ ﺍﻟﻘﻄﻌﺘﲔ ﺑﺼﻮﺭﺓ ﻣﻨﺎﺳـﺒﺔ ‪ 5.8 N‬ﻗﺒﻞ ﻣﻌﺎﳉﺔ ﺗﻘﻠﻴﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺑﻴﻨﻬﲈ‪ ،‬ﻓﺎﺣﺴـﺐ ـ ﻣﺴـﺘﻌﻴﻨﹰﺎ ﺑﺎﳉﺪﻭﻝ ‪ 3-1‬ـ ﺍﻟﻘﻮﺓ‬
‫ﺍﳌﻄﻠﻮﺑﺔ ﻟﻴﻜﻮﻥ ﺃﺩﺍﺅﳘﺎ ﻣﻨﺎﺳ ﹰﺒﺎ ﺑﻌﺪ ﻣﻌﺎﳉﺘﻬﲈ ﺑﺎﻟﺰﻳﺖ‪.‬‬

‫ا‪‬ة ‪ ‬صتو‪ ‬ا‪‬ل ‪Motion along an inclined plane‬‬

‫ﻟﻘﺪ ﺣ ﹼﻠﻠﺖ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺃﺟﺴـﺎﻡ ﳐﺘﻠﻔﺔ ﻋﻨﺪ ﺣﺮﻛﺘﻬﺎ ﻋﲆ ﻣﺴـﺘﻮﻳﺎﺕ ﺃﻓﻘﻴﺔ‪ ،‬ﻛﻴﻒ ﻳﻤﻜﻦ‬
‫ﲢﻠﻴﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ ﻣﻮﺿﻮﻉ ﻋﲆ ﻣﺴﺘﻮ￯ ﻣﺎﺋﻞ؟‬
‫ﻳﻮﺿﺢ ﺍﳉﺴﻢ ﻋﲆ ﺍﳌﺴـﺘﻮ￯ ﺍﳌﺎﺋﻞ‪ ،‬ﻭﻳﺒﲔ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﺑﺪﺃ ﺑﺮﺳـﻢ ﺷﻜﻞ ﺗﻮﺿﻴﺤﻲ ﹼ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .3-17a‬ﺛﻢ ﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ‪ ،‬ﺣﻴﺚ ﺗﺆﺛﺮ ﻗﻮﺓ‬ ‫ﻣﺘﺤﺮﻛﹰﺎ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﰲ ﺍﳉﺴﻢ ﺇﱃ ﺃﺳﻔﻞ ﰲ ﺍﲡﺎﻩ ﻣﺮﻛﺰ ﺍﻷﺭﺽ‪ ،‬ﻭﺗﺆﺛﺮ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ﰲ ﺍﲡﺎﻩ‬
‫ﻋﻤـﻮﺩﻱ ﻋﲆ ﺍﻟﺴـﻄﺢ ﰲ ﺍﲡﺎﻩ ﺍﳌﺤـﻮﺭ ‪ ،+y‬ﺇﺿﺎﻓﺔ ﺇﱃ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳌﻮﺍﺯﻳﺔ ﻟﻠﺴـﻄﺢ ﺍﻟﺘﻲ‬
‫ﺗﺆﺛﺮ ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‪ .‬ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 3-17b‬ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﺍﻟﻨﺎﺗﺞ‪.‬‬
‫‪‬ال‪‬ص‪‬ل ‪   3-17‬‬
‫‪  a ‬‬ ‫‪+y‬‬
‫‪ ‬‬
‫‪a‬‬
‫‪‬ظا‪+y‬‬
‫‪b‬‬ ‫‪ac‬‬ ‫‪b‬‬ ‫‪c‬‬
‫‪b          ‬‬ ‫‪+y‬‬
‫‪+y‬‬
‫‪    ‬‬ ‫‪v‬‬
‫‪v‬‬
‫‪F‬‬
‫‪       ‬‬ ‫‪F‬‬
‫‪fk‬‬
‫‪       ‬‬ ‫‪a‬‬
‫‪fk‬‬
‫‪a‬‬
‫‪‬‬ ‫‪+x‬‬
‫‪+x‬‬ ‫‪+x‬‬
‫‪+x‬‬

‫‪‬ا‪6 ‬‬
‫‪ ‬بتا الو‪ ‬صم ‪ ‬ص‪ ‬ا‪‬ل ﻳﺴﺘﻘﺮ ﺻﻨﺪﻭﻕ ﻭﺯﻧﻪ ‪ 562 N‬ﻋﲆ ﺳﻄﺢ ﻣﺎﺋﻞ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 30.0°‬ﻓﻮﻕ ﺍﻷﻓﻘﻲ‪ .‬ﺃﻭﺟﺪ‬
‫ﻣﺮﻛﹼﺒﺘﻲ ﻗﻮﺓ ﺍﻟﻮﺯﻥ ﺍﳌﻮﺍﺯﻳﺔ ﻟﻠﺴﻄﺢ ﻭﺍﻟﻌﻤﻮﺩﻳﺔ ﻋﻠﻴﻪ‪.‬‬
‫‪+y‬‬
‫‪+x‬‬
‫‪Fgx‬‬ ‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﺍﺭﺳﻢ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ ﻳﺸﲑ ﻓﻴﻪ ﺍﳌﺤﻮﺭ ‪ x‬ﺍﳌﻮﺟﺐ ﺇﱃ ﺃﻋﲆ ﺍﻟﺴﻄﺢ ﺍﳌﺎﺋﻞ‪.‬‬
‫‪θ Fgy‬‬
‫ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﻣﺒﻴﻨﹰﺎ ‪ Fg‬ﻭﻣﺮﻛﹼﺒﺘﻴﻬﺎ ‪ Fgx‬ﻭ‪ Fgy‬ﻭﺍﻟﺰﺍﻭﻳﺔ ‪.θ‬‬
‫‪+y‬‬ ‫‪+x‬‬ ‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪Fg‬‬ ‫? = ‪Fgx‬‬ ‫? = ‪Fgy‬‬ ‫‪Fg = 562 N‬‬ ‫‪θ = 30.0°‬‬

‫‪θ‬‬

‫‪121‬‬
 ‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪ Fgx‬ﻭ ‪ Fgy‬ﺳﺎﻟﺒﺘﺎﻥ ﻷﳖﲈ ﺗﺸﲑﺍﻥ ﺇﱃ ﺍﲡﺎﻫﲔ ﻳﻌﺎﻛﺴﺎﻥ ﺍﳌﺤﻮﺭﻳﻦ ﺍﳌﻮﺟﺒﲔ‪.‬‬

‫‪Fgx = -Fg sin θ‬‬
‫)‪= - (562 N) (sin 30.0°‬‬ ‫‪Fg= 562 Nθ=30.0°‬‬
‫‪= - 281 N‬‬
‫‪Fgy = -Fg cos θ‬‬
‫)‪= - (562 N) (cos 30.0°‬‬ ‫‪θ =30.0°Fg= 562 N ‬‬
‫‪= - 487 N‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﺗﹸﻘﺎﺱ ﺍﻟﻘﻮﺓ ﺑﻮﺣﺪﺓ ﻧﻴﻮﺗﻦ‪.‬‬

‫لال‪‬صارات ‪‬ع‪ ‬ﺗﺸﲑ ﺍﳌﺮﻛﹼﺒﺘﺎﻥ ﺇﱃ ﺍﲡﺎﻫﲔ ﻳﻌﺎﻛﺴﺎﻥ ﺍﳌﺤﻮﺭﻳﻦ ﺍﳌﻮﺟﺒﲔ‪.‬‬
‫• ‪‬ل ‪‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ﺍﳌﺮﻛﹼﺒﺘﲔ ﺃﻗﻞ ﻣﻦ ﻗﻮﺓ ﺍﻟﻮﺯﻥ ‪.Fg‬‬

‫‪‬ا‪7 ‬‬
‫ا‪  ‬حدر ﻳﻨﺰﻟﻖ ﺯﻳﺪ ﻋﲆ ﺳﻄﺢ ﻣﺎﺋﻞ ﻳﻤﻴﻞ ﻋﲆ ﺍﻷﻓﻘﻲ ﺑﺰﺍﻭﻳﺔ ‪ 37°‬ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺔ ﺯﻳﺪ ‪60 kg‬‬
‫ﻓﲈ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ ﺑﻴﻨﻪ ﻭﺍﻟﺴﻄﺢ ﺍﳌﺎﺋﻞ؟‬
‫‪+y‬‬
‫‪+y‬‬ ‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫‪fk‬‬ ‫ﻛﻮﻥ ﻧﻈﺎ ﹰﻣﺎ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ‪.‬‬
‫ﹼ‬
‫‪.fk(sin‬‬
‫ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﻣﺒﻴﻨﹰﺎ ﻋﻠﻴﻪ ‪) FN‬ﻭ ‪ F‬ﻭ‬
‫‪g‬‬

‫) ‪(cos‬‬
‫‪+x‬‬ ‫‪+x‬‬

‫‪+y‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪fk‬‬ ‫? = ‪µk‬‬ ‫‪m = 60 kg‬‬ ‫‪θ = 37°‬‬

‫) ‪(sin‬‬ ‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫) ‪(cos‬‬
‫ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪:y‬‬
‫‪+x‬‬
‫‪ Σ Fy=0y‬‬

‫‪Σ Fy = 0 N‬‬ ‫ﺣﻞ ﻹﳚﺎﺩ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ‪FN‬‬

‫‪122‬‬
 Σ Fy = FN - Fgy  y        F y
g

ΣFy=0.0N
=0
Fgy=Fgcosθ
FN = Fgy = Fg (cos θ)

= mg (cos θ) Fg=mg

= (60 kg)(10 m/s2) (cos 37°)

= 480 N

:x ‫ﰲ ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ‬

ΣFx=0x

Σ Fx = 0 N .‫ﺣﻞ ﻹﳚﺎﺩ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ‬

Σ Fx = Fgx – fk xfk
ΣFx=0.0N
=0

fk = Fgx

Fgx=mgsinθfk=µk FN
µk FN = mg (sin θ)
FN
µk = mg (sin θ)/ FN
θ=37°m=60 kg g=10 m/s2
= (60 kg)(10 m/s2) (sin 37°)/480 N FN = 480 N
= 0.75

‫وا‬‫ ا‬‫و‬ 3

.‫ ﻳﺒﲔ ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺑﺪﻭﻥ ﻭﺣﺪﺍﺕ‬‫حة‬‫صح‬ ‫ل الوحدات‬ •

‫ ﺍﻟﺴﺎﻟﺐ‬x ‫ ﺍﻟﺴﺎﻟﺐ ﻭﳏﻮﺭ‬y ‫ ﺑﺎﻟﺴﺎﻟﺐ ﻷﳖﲈ ﰲ ﺍﲡﺎﻩ ﳏﻮﺭ‬fk‫ ﻭ‬Fgy ‫ ﺗﻢ ﺗﻌﻮﻳﺾ ﺇﺷﺎﺭﺓ ﻛﻞ ﻣﻦ‬‫ع‬ ‫صارات‬‫لال‬
 ‫ل‬ •
.‫ﻋﲆ ﺍﻟﱰﺗﻴﺐ‬

.‫ ﻟﺬﺍ ﲢﺮﻙ ﺍﻟﺸﺨﺺ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‬،‫ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﻛﺒﲑ‬ ‫وا‬‫ل ا‬ •

123
 ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫‪ .22‬ﻳﻨﺰﻟـﻖ ﺳـﺎﻣﻲ ﰲ ﺣﺪﻳﻘـﺔ ﺍﻷﻟﻌـﺎﺏ ﻋﲆ ﺳـﻄﺢ ﻣﺎﺋـﻞ ﻳﺼﻨﻊ ﺯﺍﻭﻳـﺔ ‪ 35°‬ﻣﻊ‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫‪‬الحظة ال‪‬ة‬
‫ﺍﻷﻓﻘﻲ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺘﻪ ‪ 43 kg‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ﺑﲔ ﺳﺎﻣﻲ ﻭﺍﻟﺴﻄﺢ‬ ‫ﺍﺣﺼـﻞ ﻣـﻦ ﻣﻌ ﹼﻠﻤـﻚ ﻋـﲆ ﺃﻧﺒﻮﺑـﲔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫ﺍﳌﺎﺋﻞ؟‬ ‫ﻛﻞ ﻣﻨﻬـﲈ ‪،1 m‬‬‫ﺯﺟﺎﺟ ﹼﻴـﲔ ﻃـﻮﻝ ﹼ‬

‫‪ .23‬ﻳﻨﺰﻟـﻖ ﻋﲇ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﺇﱃ ﺃﺳـﻔﻞ ﺳـﻄﺢ ﻣﺎﺋﻞ ﻋﲆ ﺍﻷﻓﻘﻲ ﺑﺰﺍﻭﻳـﺔ ‪ ،37°‬ﺇﺫﺍ‬
‫ﻋﻠﻤﺖ ﺃﻥ ﻛﺘﻠﺔ ﻋﲇ ‪ 50 kg‬ﻓﺄﻭﺟﺪ‪:‬‬
‫ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﻋﲇ‪.‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ ﺑﲔ ﻋﲇ ﻭﺍﻟﺴﻄﺢ‪.‬‬
‫ﺗﺘﻀﻤﻦ ﻗﻮ￯ ﺍﻻﺣﺘﻜﺎﻙ ﻳﻨﺒﻐﻲ ﺗﺬﻛﹼﺮ ﺍﻷﻣﻮﺭ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﹼ‬ ‫ﻋﻨﺪ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﳊﺎﻻﺕ ﺍﻟﺘﻲ‬
‫ﺃﻭﻻﹰ‪ :‬ﻳﺆ ﹼﺛﺮ ﺍﻻﺣﺘﻜﺎﻙ ﹰ‬
‫ﺩﺍﺋﲈ ﰲ ﺍﲡﺎﻩ ﻳﻌﺎﻛﺲ ﺍﲡﺎﻩ ﺍﳊﺮﻛﺔ )ﺃﻭ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳉﺴـﻢ ﻋﲆ‬
‫ﺍﻟﺴﻜﻮﲏ(‪.‬‬
‫ﹼ‬ ‫ﻭﺷﻚ ﺍﳊﺮﻛﺔ ﰲ ﺣﺎﻟﺔ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻓﻠﺰ ﹼﻳﺘﲔ‬
‫ﻭﻣـﺎﺀ‪ ،‬ﻭﺟﻠﴪﻳـﻦ‪ ،‬ﻭﻛﺮﺗـﲔ ﹼ‬
‫ﻣﺘﲈﺛﻠﺘـﲔ‪ ،‬ﻭﴍﻳـﻂ ﻣـﱰﻱ‪ ،‬ﻭﺑﻮﺍﺑﺘﲔ‬
‫‪.a‬‬ ‫ﺿﻮﺋﻴﺘـﲔ ﻣﻊ ﻗـﺎﺭﺉ ﺑﻴﺎﻧـﺎﺕ )ﻣﺆﻗﺖ‬
‫‪.b‬‬ ‫ﺫﻛﻲ(‪ ،‬ﻭﴍﻳﻂ ﻻﺻﻖ‪.‬‬
‫ﺍﺣﺬﺭ ﺍﻧﺴـﻜﺎﺏ ﺍﻟﺴـﻮﺍﺋﻞ ﻋﲆ ﺃﺭﺿﻴﺔ‬
‫ﺍﳌﺨﺘﱪ‪ ،‬ﻭﺍﻣﺴﺢ ﺃﻱ ﻛﻤﻴﺔ ﺗﻨﺴﻜﺐ‪.‬‬
‫‪ .1‬ﺛ ﹼﺒـﺖ ﺇﺣﺪ￯ ﺍﻟﺒﻮﺍﺑﺘـﲔ ﺍﻟﻀﻮﺋﻴﺘﲔ‬
‫ﻋﲆ ﺃﺣـﺪ ﺍﻷﻧﺒﻮﺑـﲔ ﺍﻟﺰﺟﺎﺟ ﹼﻴﲔ‪،‬‬
‫ﺑﺤﻴـﺚ ﺗﻜﻮﻥ ﻋـﲆ ﹸﺑﻌـﺪ ‪10 cm‬‬

‫ﺛﺎﻧ ﹰﻴﺎ‪ :‬ﻳﻌﺘﻤـﺪ ﻣﻘـﺪﺍﺭ ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﲆ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﺑﲔ ﺍﻟﺴـﻄﺤﲔ‪ ،‬ﻣﻊ‬ ‫ﻋﻦ ﻓﻮﻫـﺔ ﺍﻷﻧﺒﻮﺏ‪ ،‬ﻭﺛ ﹼﺒﺖ ﺍﻟﺒﻮﺍﺑﺔ‬
‫ﺍﻟﻀﻮﺋﻴـﺔ ﺍﻟﺜﺎﻧﻴـﺔ ﻋﲆ ﹸﺑﻌـﺪ ‪5 cm‬‬
‫ﻗﻮ￯‬ ‫ﻣﻼﺣﻈـﺔ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻗﺪ ﻻ ﺗﺴـﺎﻭﻱ ﻭﺯﻥ ﺍﳉﺴـﻢ ﺇﺫﺍ ﺃ ﹼﺛـﺮﺕ ﻗﻮﺓ ﺃﻭ ﹰ‬
‫ﻋﻦ ﻗﺎﻋﺪﺗﻪ‪ ،‬ﻭﻗﺲ ﺍﳌﺴـﺎﻓﺔ ﺑﻴﻨﻬﲈ‪،‬‬
‫ﺃﺧـﺮ￯ ﰲ ﺍﲡـﺎﻩ ) ﺃﻭ ﻋﻜﺲ ﺍﲡﺎﻩ( ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪ ،‬ﺃﻭ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﻣﻮﺿﻮ ﹰﻋﺎ‬
‫ﻭﺻﻠﻬﲈ ﺑﻘﺎﺭﺉ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻋﲆ ﺳﻄﺢ ﻣﺎﺋﻞ‪.‬‬ ‫‪ .2‬ﺍﻣـﻸ ﺃﺣـﺪ ﺍﻷﻧﺒﻮﺑـﲔ ﺑﺎﳌـﺎﺀ ﺇﱃ ﻣﺎ‬
‫ﺍﻟﺴـﻜﻮﲏ ﰲ ﺍﻟﻘـﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳـﺔ ﻳﻌﻄﻲ ﺍﻟﻘﻴﻤﺔ‬
‫ﹼ‬ ‫ﺛﺎﻟ ﹰﺜﺎ‪ :‬ﺣﺎﺻـﻞ ﴐﺏ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﻗﺒﻞ ﻓﻮﻫﺘﻪ ﺑـ ‪ 2 cm‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺍﻟﺴﻜﻮﲏ‪.‬‬ ‫ﺍﻟﻘﺼﻮ￯ ﻟﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫‪ .3‬ﺃﻣﺴـﻚ ﺇﺣـﺪ￯ ﺍﻟﻜﺮﺗـﲔ ﺑﺤﻴـﺚ‬
‫ﹼ‬
‫ﺗﻜﻮﻥ ﻓﻮﻕ ﺳﻄﺢ ﺍﻟﺴﺎﺋﻞ ﲤﺎ ﹰﻣﺎ‪ ،‬ﺛﻢ‬
‫ال‪‬ة ‪Viscosity‬‬ ‫ﺃﻓﻠﺘﻬـﺎ ﺑﺤﻴﺚ ﻻ ﺗﺼﻄﺪﻡ ﺑﺠﺪﺭﺍﻥ‬
‫ﺍﻷﻧﺒﻮﺏ ﻋﻨﺪ ﺣﺮﻛﺘﻬﺎ ﰲ ﺍﻟﺴﺎﺋﻞ‪.‬‬
‫ﺍﳌﺘﺤﺮﻛـﺔ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﰲ ﹼ‬
‫ﺧﻂ‬ ‫ﹼ‬ ‫ﻳﻮﺿـﺢ ﺍﳌﺜﺎﻝ ﺍﳌﻄﺮﻭﺡ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ ﺃﻥ ﺍﻟﺴـ ﹼﻴﺎﺭﺓ‬
‫ﹼ‬
‫ﺳـﺠﻞ ﻗـﺮﺍﺀﺓ ﺍﳌﺆﻗـﺖ ﺍﻟﺘـﻲ ﲤﺜﻞ‬ ‫ﹼ‬ ‫‪.4‬‬
‫ﻣﺴـﺘﻘﻴﻢ ﺗﺘﺄ ﹼﺛـﺮ ﺑﻘﻮﺓ ﲤﺎﻧـﻊ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﻭﺃﻧﻪ ﺇﺿﺎﻓـﺔ ﺇﱃ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺍﻟﺴـﻴﺎﺭﺓ ﻭﺍﻟﻄﺮﻳﻖ‬
‫ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴـﺘﻐﺮﻗﻪ ﺍﻟﻜﺮﺓ ﻟﻘﻄﻊ‬
‫ﻫﻨـﺎﻙ ﻗـﻮﺓ ﺃﺧﺮ￯ ﻧﺎﲡﺔ ﻋﻦ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ ﳊﺮﻛﺔ ﺍﻟﺴـﻴﺎﺭﺓ؛ ﺣﻴﺚ ﺗﺆ ﹼﺛﺮ ﺩﻗﺎﺋﻖ ﺍﳍﻮﺍﺀ ﰲ‬ ‫ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﺒﻮﺍﺑﺘﲔ‪.‬‬
‫ﺍﳌﺘﺤﺮﻛﺔ‪،‬‬
‫ﹼ‬ ‫ﺗﺘﺤﺮﻙ ﻓﻴﻪ‪ .‬ﻭﰲ ﺍﳊﻘﻴﻘﺔ ﻳﺆ ﹼﺛﺮ ﺍﳍﻮﺍﺀ ﺑﻘﻮﺓ ﻛﺒﲑﺓ ﰲ ﺍﻷﺟﺴﺎﻡ‬
‫ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺘﻲ ﹼ‬ ‫ﻛـﺮﺭ ﺍﳋﻄـﻮﺍﺕ ‪ 1-4‬ﻣـﻊ ﺍﻷﻧﺒﻮﺏ‬ ‫‪ .5‬ﹼ‬
‫ﻭﻷﻧـﻪ ﰲ ﺃﻛﺜـﺮ ﺍﳊﺎﻻﺕ ﻳﺆ ﹼﺛﺮ ﰲ ﲨﻴﻊ ﺟﻮﺍﻧﺐ ﺍﳉﺴـﻢ ﺑﻘﻮﺓ ﻣﺘﻮﺍﺯﻧﺔ ﻓـﺈﻥ ﺗﺄﺛﲑﻩ ﻳﻜﻮﻥ‬ ‫ﺍﻟﺜـﺎﲏ ﻋـﲆ ﺃﻥ ﲤـﻸﻩ ﺑﺎﳉﻠﴪﻳـﻦ ﰲ‬
‫ﻏﲑ ﻭﺍﺿﺢ‪.‬‬ ‫ﺍﳋﻄﻮﺓ ‪.2‬‬
‫ﻳﺘﺤﺮﻙ ﻓﻴﻪ‪ ،‬ﺇﻻ ﺃﻧﻪ ﰲ ﺍﻟﻮﺍﻗﻊ ﻋﻨﺪﻣﺎ‬‫ﻣﻦ ﺑﺎﺏ ﺍﻟﺘﺒﺴـﻴﻂ ﺃﳘﻠﻨﺎ ﺗﺄﺛﲑ ﻗﻮﺓ ﺍﳍﻮﺍﺀ ﰲ ﺟﺴـﻢ ﹼ‬ ‫التح‪‬ل ‪‬ا‪‬صت‪‬تا‪‬‬
‫ﻳﺘﺤـﺮﻙ ﺟﺴـﻢ ﰲ ﻭﺳـﻂ ﻣﺎﺋﻊ ﻣﺜﻞ ﺍﳍـﻮﺍﺀ ﺃﻭ ﺍﳌﺎﺀ‪ ،‬ﻓـﺈﻥ ﺍﳌﺎﺋﻊ ﻳﺆ ﹼﺛﺮ ﻓﻴﻪ ﺑﻘـﻮﺓ ﻣﻌﻴﻘﺔ ﰲ‬
‫ﹼ‬ ‫ﻭﺿﺢ ﺣﺴﺎﺑﺎﺗﻚ‬ ‫ﺃﻱ ﺍﻟﻜﺮﺗﲔ ﺃﴎﻉ؟ ﹼ‬‫‪ .6‬ﹼ‬
‫ﻋﻜـﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺘﻪ‪ .‬ﻭﻳﻤﻜـﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻘـﻮﺓ ﺍﳌﻌﻴﻘﺔ ‪ Drag force‬ﺑﺄﳖـﺎ ﻗﻮﺓ ﺍﳌﲈﻧﻌﺔ‬ ‫ﻓﴪ ﳌـﺎﺫﺍ ﺍﺧﺘﻠﻔﺖ ﴎﻋﺘﺎ ﺍﻟﻜﺮﺗﲔ ﰲ‬‫‪ .7‬ﹼ‬
‫ﺍﻟﺴﺎﺋﻠﲔ؟‬
‫ﻳﺘﺤﺮﻙ ﻓﻴﻪ‪ .‬ﻭﺗﻌﺘﻤﺪ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻋﲆ ﴎﻋﺔ ﺍﳉﺴـﻢ؛ ﻓﻜ ﹼﻠﲈ‬ ‫ﺍﻟﺘﻲ ﻳﺆ ﹼﺛﺮ ﲠﺎ ﻣﺎﺋﻊ ﰲ ﺟﺴـﻢ ﹼ‬
‫‪ .8‬ﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﻟﻜﻞ ﻛﺮﺓ‬
‫ﰲ ﺃﺛﻨﺎﺀ ﺣﺮﻛﺘﻬﺎ ﺩﺍﺧﻞ ﺍﻟﺴﺎﺋﻞ‪.‬‬

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 ‫‪‬ال‪‬ص‪‬ل ‪3-18‬‬
‫‪‬‬

‫ﺯﺍﺩﺕ ﴎﻋﺔ ﺍﳉﺴـﻢ ﺯﺍﺩ ﻣﻘﺪﺍﺭ ﻫﺬﻩ ﺍﻟﻘﻮﺓ‪ ،‬ﻛﲈ ﺗﻌﺘﻤﺪ ﻋﲆ ﺧﺼﺎﺋﺺ ﺍﳉﺴـﻢ؛ ﻭﻣﻨﻬﺎ ﺷﻜﻠﻪ‬
‫ﻭﺣﺠﻤﻪ‪ ،‬ﻭﺧﺼﺎﺋﺺ ﺍﳌﺎﺋﻊ؛ ﻭﻣﻨﻬﺎ ﻟﺰﻭﺟﺘﻪ ﻭﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‪.‬‬
‫ﻗﺪ ﺗﺘﺴـﺎﺀﻝ ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﻠﺰﻭﺟﺔ؟ ﻻ ﺑﺪ ﺃﻧﻚ ﻻﺣﻈﺖ ﺣﺮﻛﺔ ﺍﻟﻌﺴـﻞ ﺃﻭ ﺍﻟﺰﻳﺖ ﻋﻨﺪ ﺳﻜﺒﻪ‬
‫ﻣـﻦ ﻭﻋـﺎﺀ ﺇﱃ ﺁﺧـﺮ‪ ،‬ﻫـﻞ ﻳﻮﺟﺪ ﻓـﺮﻕ ﺑﻴﻨﻬﲈ ﻭﺑﲔ ﺍﳌـﺎﺀ؟ ﺇﻥ ﻣـﺎ ﻻﺣﻈﺘﻪ ﻳﺮﺟـﻊ ﺇﱃ ﺧﺎﺻﻴﺔ‬
‫ﺍﻟﻠﺰﻭﺟـﺔ‪ .‬ﺇﻥ ﺍﻟﻠﺰﻭﺟـﺔ ‪ Viscosity‬ﰲ ﺍﳌﻮﺍﺋـﻊ ﺗﻘﺎﺑـﻞ ﺍﻻﺣﺘـﻜﺎﻙ ﰲ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‪ ،‬ﻭﻫﻲ‬
‫ﻣﻘﻴـﺎﺱ ﻟﻼﺣﺘـﻜﺎﻙ ﺍﻟﺪﺍﺧﲇ ﺑﲔ ﻃﺒﻘﺎﺕ ﺍﳌﺎﺋـﻊ ﰲ ﺃﺛﻨﺎﺀ ﺟﺮﻳﺎﻧﻪ‪ ،‬ﻭﺗﻌﻤﻞ ﻋـﲆ ﺇﺑﻄﺎﺀ ﺗﺪ ﹼﻓﻘﻪ‪.‬‬
‫ﺗﻘـﻞ ﻟﺰﻭﺟﺔ ﺍﻟﺴـﻮﺍﺋﻞ ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﲥﺎ‪،‬‬ ‫ﻭﺗﻌﺘﻤـﺪ ﺍﻟﻠﺰﻭﺟـﺔ ﻋﲆ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ؛ ﺇﺫ ﹼ‬
‫ﺑﺨﻼﻑ ﺍﻟﻐﺎﺯﺍﺕ‪ ،‬ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻟﺰﻭﺟﺘﻬﺎ ﺑﺎﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‪.‬‬
‫ﻭﺗﺘﻐﲑ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺑﺘﻐﲑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻬﺎ‪ ،‬ﻭﻫﻲ ﻛﲈ ﻳﲇ‪:‬‬
‫ﹼ‬
‫‪ .1‬ﻟﺰﻭﺟﺔ ﺍﳌﺎﺋﻊ؛ ﻓﻜ ﹼﻠﲈ ﺯﺍﺩﺕ ﻟﺰﻭﺟﺔ ﺍﳌﺎﺋﻊ ﺯﺍﺩﺕ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻷﺟﺴﺎﻡ ﺍﳌﺘﺤﺮﻛﺔ‬
‫ﻓﻴـﻪ‪ .‬ﻭﺗﻼﺣﻆ ﻣﻦ ﲡﺮﺑـﺔ ﻣﻼﺣﻈﺔ ﺍﻟﻠﺰﻭﺟﺔ ﺃﻥ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﰲ ﺍﳌـﺎﺀ ﺃﻛﱪ ﻣﻦ ﴎﻋﺘﻬﺎ ﰲ‬
‫ﺍﳉﻠﴪﻳﻦ ﺃﻭ ﺍﻟﺰﻳﺖ ﺃﻭ ﺍﻟﻌﺴﻞ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-18‬‬
‫‪ .2‬ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﻟﻠﺠﺴـﻢ‪ .‬ﻓﻜ ﹼﻠـﲈ ﺯﺍﺩﺕ ﺍﻟﴪﻋـﺔ ﺍﳌﺘﹼﺠﻬـﺔ ﻟﻠﺠﺴـﻢ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺍﳌﺎﺋـﻊ‬
‫ﻣﻮﺿﺢ ﰲ‬‫ﺯﺍﺩﺕ ﺍﻟﻘـﻮﺓ ﺍﳌﻌﻴﻘـﺔ ﺍﳌﺆ ﹼﺛـﺮﺓ ﻓﻴـﻪ‪ .‬ﻓﺈﺫﺍ ﺃﺳـﻘﻄﺖ ﻛﺮﺓ ﺗﻨـﺲ ﺍﻟﻄﺎﻭﻟﺔ‪ ،‬ﻛﲈ ﻫـﻮ ﹼ‬
‫ﺍﻟﺸﻜﻞ ‪ 3-19‬ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﻟﻮﺣﻴﺪﺓ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻬﺎ ﳊﻈﺔ ﺇﺳﻘﺎﻃﻬﺎ ﻫﻲ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬

‫‪‬ال‪‬ص‪‬ل ‪3-19‬‬
‫‪‬‬
‫‪   ‬‬ ‫‪   ‬‬
‫‪     ‬‬
‫‪v‬‬
‫‪   ‬‬
‫‪v‬‬
‫‪    ‬‬
‫‪ ‬‬ ‫‪v‬‬

‫‪v‬‬
‫‪125‬‬
 ‫‪‬ال‪‬ص‪‬ل ‪        3-20‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬

‫)ﺍﲡﺎﻫﻬـﺎ ﺇﱃ ﺃﺳـﻔﻞ(‪ ،‬ﻭﻋﻨﺪﻫﺎ ﺗﺒﺪﺃ ﺍﻟﻜﺮﺓ ﰲ ﺍﻟﺘﺴـﺎﺭﻉ‪ ،‬ﻓﺘﻜﺘﺴـﺐ ﴎﻋـﺔ ﺗﻜﻮﻥ ﺻﻐﲑﺓ‬
‫ﺃﻳﻀـﺎ‪ .‬ﻭﻷﻥ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ‬ ‫ﰲ ﺍﻟﺒﺪﺍﻳـﺔ‪ ،‬ﻓﺘﺆ ﹼﺛـﺮ ﻓﻴﻬﺎ ﻗﻮﺓ ﻣﻌﻴﻘﺔ ﻣـﻦ ﺍﳍﻮﺍﺀ ‪ Fd‬ﺗﻜﻮﻥ ﺻﻐﲑﺓ ﹰ‬
‫ﻛﺜﲑﺍ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺍﻟﺘﻲ ﺍﲡﺎﻫﻬﺎ ﺇﱃ ﺃﻋﲆ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﺮﺓ ﺗﺘﺴﺎﺭﻉ ﺇﱃ ﺃﺳﻔﻞ‪،‬‬
‫ﺍﻷﺭﺿﻴﺔ ﺃﻛﱪ ﹰ‬
‫ﻭﺗﺰﺩﺍﺩ ﴎﻋﺘﻬﺎ‪ .‬ﻭﻛ ﹼﻠﲈ ﺍﺯﺩﺍﺩﺕ ﺍﻟﴪﻋﺔ ﺍﳌﺘﹼﺠﻬﺔ ﻟﻠﻜﺮﺓ ﺍﺯﺩﺍﺩﺕ ﻣﻌﻬﺎ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ‪ ،‬ﺇﱃ ﺃﻥ‬
‫ﺻﻔﺮﺍ‪ ،‬ﻭﻛﺬﻟﻚ ﺗﺴﺎﺭﻋﻬﺎ‪ ،‬ﻭﻫﻨﺎ‬ ‫ﺗﺘﺴﺎﻭ￯ ﺍﻟﻘﻮﺗﺎﻥ ﻓﺘﺼﺒﺢ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﻜﺮﺓ ﹰ‬
‫ﺗﺘﺎﺑﻊ ﺍﻟﻜﺮﺓ ﺳﻘﻮﻃﻬﺎ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‪.‬‬
‫ﻓﻤﺜﻼ ﺗﺰﺩﺍﺩ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ ﺑﺰﻳﺎﺩﺓ ﺣﺠﻢ ﺍﳉﺴﻢ؛ ﻓﺎﻟﻘﻮﺓ‬ ‫‪ .3‬ﺧﺼﺎﺋﺺ ﺍﳉﺴﻢ‪ .‬ﹰ‬
‫ﺍﳌﻌﻴﻘﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ ﺣﺠﻤﻪ ﻛﺒﲑ ﺃﻛﱪ ﻣﻦ ﺗﻠﻚ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴﻢ ﺣﺠﻤﻪ ﺃﺻﻐﺮ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﻭﲢﺮﻛﺎ ﰲ ﺍﻟﺴـﺎﺋﻞ ﻧﻔﺴـﻪ‪ .‬ﻛﲈ ﺗﻌﺘﻤﺪ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﻋﲆ ﺷﻜﻞ ﺍﳉﺴﻢ؛‬ ‫ﳍﲈ ﺍﻟﴪﻋﺔ ﻧﻔﺴـﻬﺎ ﹼ‬
‫ﺣﻴـﺚ ﺗـﺰﺩﺍﺩ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴـﻢ ﺑﺰﻳﺎﺩﺓ ﻣﺴـﺎﺣﺔ ﺳـﻄﺢ ﺍﳉﺴـﻢ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﲈﺋﻊ‬
‫ﺧﻼﻝ ﺣﺮﻛﺘﻪ ﻓﻴﻪ‪ .‬ﻓﻔﻲ ﺣﺎﻻﺕ ﺳـﻘﻮﻁ ﺍﻷﺟﺴـﺎﻡ ﺍﳋﻔﻴﻔﺔ ﺫﺍﺕ ﺍﻟﺴﻄﻮﺡ ﺍﻟﻜﺒﲑﺓ ﻳﻜﻮﻥ‬
‫ﻟﻠﻘـﻮﺓ ﺍﳌﻌﻴﻘـﺔ ﺗﺄﺛﲑ ﻣﻠﺤـﻮﻅ ﰲ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺜﻘﻴﻠﺔ ﺫﺍﺕ ﺍﻟﺴـﻄﻮﺡ ﺍﻟﺼﻐﲑﺓ‬
‫ﻛﺜﲑﺍ‪ .‬ﻭﻟﻌ ﹼﻠﻚ ﻻﺣﻈﺖ ﻛﻴﻒ ﻳﻘﻮﻡ ﺍﳌﻈ ﹼﻠ ﹼﻴﻮﻥ ﺑﺘﻐﻴﲑ ﺍﲡﺎﻩ‬ ‫ﻓﻴﻜﻮﻥ ﺗﺄﺛﺮﻫﺎ ﺑﺎﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﹼ‬
‫ﺃﻗﻞ ﹰ‬
‫ﺣﺮﻛﺔ ﺃﺟﺴﺎﻣﻬﻢ ﻭﻫﻴﺌﺎﲥﺎ ﻟﺘﻐﻴﲑ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻬﻢ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.3-20‬‬

‫ﻣﺎ ﺍﻟﻠﺰﻭﺟﺔ؟ ﻭﻋﻼ ﹶﻡ ﺗﻌﺘﻤﺪ؟‬

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 ‫‪ 3-2‬‬
‫ﻭﺿـﺢ ﺗﺄﺛﲑ ﹼ‬
‫ﻛﻞ ﳑﺎ ﻳﲇ ﻋﲆ ﺍﻻﺣﺘﻜﺎﻙ ﺑﲔ ﺳـﻄﺤﲔ‬ ‫‪ .29‬ﹼ‬ ‫‪ .24‬ﻗﺎﺭﻥ ﺑﲔ ﺍﻻﺣﺘﻜﺎﻙ ﻭﺍﻟﻠﺰﻭﺟﺔ‪.‬‬
‫ﻣﺘﻼﻣﺴﲔ‪:‬‬ ‫ﻣﻈـﲇ ﺑﴪﻋـﺔ ﻣﻦ ﻃﺎﺋـﺮﺓ‪ ،‬ﻭﺑﻌـﺪ ﻓﱰﺓ‬‫ﹼﹼ‬ ‫‪ .25‬ص‪‬ار‪ ‬ﻫﺒـﻂ‬
‫ﹼﹼ‬
‫ﺍﳌﻈـﲇ ﺑﻌﺪ‬ ‫ﻣـﻦ ﻫﺒﻮﻃـﻪ ﻓﺘـﺢ ﻣﻈ ﹼﻠﺘـﻪ‪ .‬ﻫـﻞ ﻳﺘﺴـﺎﺭﻉ‬
‫ﻭﺯﻥ ﺍﳉﺴﻢ‪.‬‬ ‫‪.a‬‬
‫ﺃﻱ ﺍﲡﺎﻩ‬‫ﻓﺘـﺢ ﻣﻈ ﹼﻠﺘـﻪ؟ ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻚ ﻧﻌﻢ‪ ،‬ﻓﻔـﻲ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪.‬‬ ‫‪.b‬‬ ‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻳﺘﺴﺎﺭﻉ؟ ﹼ‬
‫ﴎﻋﺘ ﹾﹶﻲ ﺣﺮﻛﺔ ﺍﻟﺴﻄﺤﲔ ﺍﳌﺘﻼﻣﺴﲔ‪.‬‬ ‫‪.c‬‬ ‫ﺍﻟﺴـﻜﻮﲏ ﻭﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫‪ .26‬احت‪‬ا‪ ‬ﻗﺎﺭﻥ ﺑﲔ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ‪.‬‬
‫ﹼ‬
‫ﻧﻮ ﹶﻋ ﹾﻲ ﻣﺎ ﹼﺩ ﹶﰐ ﺍﻟﺴﻄﺤﲔ ﺍﳌﺘﻼﻣﺴﲔ‪.‬‬ ‫‪.d‬‬
‫ﺍﻟﺴـﻜﻮﲏ ﺑﲔ ﻃﺎﻭﻟﺔ‬
‫ﹼ‬ ‫‪ .27‬ق‪‬و‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻣﺴﺎﺣﺘﹶﻲ ﺍﻟﺴﻄﺤﲔ ﺍﳌﺘﻼﻣﺴﲔ‪.‬‬ ‫‪.e‬‬
‫ﻛﺘﻠﺘﻬﺎ ‪ 40.0 kg‬ﻭﺳﻄﺢ ﺍﻷﺭﺽ ‪ ،0.43‬ﻓﲈ ﺃﻛﱪ ﻗﻮﺓ‬
‫‪ .30‬التف‪ ‬ال‪‬اقد ﺃﺭﺍﺩ ﺳـﺎﺋﻖ ﺍﺳـﺘﺒﺪﺍﻝ ﺇﻃﺎﺭﺍﺕ ﺳﻴﺎﺭﺗﻪ‬ ‫ﺃﻓﻘ ﹼﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﻄﺎﻭﻟﺔ ﺩﻭﻥ ﺃﻥ ﹼ‬
‫ﲢﺮﻛﻬﺎ؟‬
‫ﺮﺿﺎ ﻣﻦ ﺇﻃﺎﺭﺍﲥﺎ ﺍﳊﺎﻟ ﹼﻴﺔ؛‬ ‫ﻭﺍﺳـﺘﺨﺪﺍﻡ ﺇﻃﺎﺭﺍﺕ ﹼ‬
‫ﺃﻗﻞ ﹶﻋ ﹰ‬ ‫‪ .28‬ﻳﺪﻓﻊ ﺻﻨﺪﻭﻕ ﻛﺘﺐ ﻭﺯﻧـﻪ ‪ 300 N‬ﻋﲆ ﺃﺭﺿ ﹼﻴﺔ ﻏﺮﻓﺔ‬
‫ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،400 N‬ﲤﻴﻞ ﺑﺰﺍﻭﻳـﺔ ﻣﻘﺪﺍﺭﻫﺎ ˚‪30‬‬
‫ﻟﺘﻘﻠﻴـﻞ ﺍﺣﺘﻜﺎﻛﻬﺎ ﻣﻊ ﺍﻟﻄﺮﻳﻖ‪ .‬ﻫﻞ ﺍﻓﱰﺍﺽ ﺍﻟﺴـﺎﺋﻖ‬
‫ﺍﻷﻓﻘﻲ‪ ،‬ﻓﻴﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﺘﹼﺠﻬﺔ ﺛﺎﺑﺘﺔ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ‬
‫ﹼ‬ ‫ﲢﺖ‬
‫ﺻﺤﻴﺢ ﺃﻡ ﻻ؟ ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﳊﺮﻛـﻲ ﺑﲔ ﺍﻟﺼﻨـﺪﻭﻕ ﻭﺃﺭﺿ ﹼﻴﺔ‬
‫ﹼ‬ ‫ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﻐﺮﻓﺔ؟‬

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 ‫‪‬عا‪‬ل ا‪‬حت‪‬ا‪‬‬
‫ﺍﻟﺴﻜﻮﲏ ﻗﻮﺓ ﳚﺐ ﺃﻥ ﹸﻳﺘﻐ ﱠﻠﺐ‬
‫ﹼ‬ ‫ﻭﺍﳊﺮﻛﻲ ﺑﲔ ﺳﻄﺤﲔ ﻣﺘﻼﻣﺴﲔ‪ .‬ﻓﺎﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﺍﻟﺴـﻜﻮﲏ‬
‫ﹼ‬ ‫ﺗﻨﺸـﺄ ﻗﻮﺗﺎ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻣﺘﺤﺮﻛﲔ ﺃﺣﺪﳘﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻵﺧﺮ‪.‬‬ ‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ ﻓﻴﺤﺪﺙ ﺑﲔ ﺟﺴﻤﲔ‬‫ﹼ‬ ‫ﻋﻠﻴﻬﺎ ﻟﻴﺒﺪﺃ ﺍﳉﺴﻢ ﺣﺮﻛﺘﻪ‪ .‬ﺃ ﹼﻣﺎ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ‪،‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛـﻲ ‪ fk‬ﺑﺎﻟﻌﻼﻗـﺔ ‪ fk = µk FN‬؛ ﺣﻴﺚ ﻳﻤﺜـﻞ ‪ µk‬ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘـﻜﺎﻙ‬‫ﹼ‬ ‫ﻭﲢﺴـﺐ ﻗـﻮﺓ ﺍﻻﺣﺘـﻜﺎﻙ‬
‫ﺍﻟﺴـﻜﻮﲏ ‪ fs‬ﻓﺘﹸﺤﺴـﺐ ﺑﺎﻟﻌﻼﻗﺔ‬
‫ﹼ‬ ‫ﻭ ‪ FN‬ﺍﻟﻘـﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳـﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳉﺴـﻢ‪ .‬ﺃ ﹼﻣـﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻘﺼﻮ￯ ﻟﻼﺣﺘﻜـﺎﻙ‬
‫ﺍﻟﺴﻜﻮﲏ‪ ،‬ﻭ ‪ FN‬ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳉﺴﻢ‪ .‬ﺇﻥ ﺍﻟﻘﻴﻤﺔ‬
‫ﹼ‬ ‫‪ fs= µs FN‬؛ ﺣﻴﺚ ﻳﻤ ﹼﺜﻞ ‪ µs‬ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﻟﺴـﻜﻮﲏ ﺍﻟﺘﻲ ﳚﺐ ﺃﻥ ﻳﺘﻐ ﹼﻠﺐ ﻋﻠﻴﻬﺎ ﺍﳉﺴـﻢ ﺣﺘﻰ ﻳﺒﺪﺃ ﺣﺮﻛﺘﻪ ﻫـﻲ ‪ .µs FN‬ﻓﺈﺫﺍ‬
‫ﹼ‬ ‫ﺍﻟﻘﺼـﻮ￯ ﻟﻘـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺃﻓﻘﻲ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﻓﺈﻥ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺘﻲ ﹸﲤﺎﻧﻊ ﺣﺮﻛﺔ ﺍﳉﺴﻢ‬ ‫ﺃ ﱠﺛ ﹾﺮ ﹶﺕ ﺑﻘﻮﺓ ﺛﺎﺑﺘﺔ ﺍﻟﺪﻓﻊ‪ F‬ﻟﺘﺤﺮﻳﻚ ﺟﺴﻢ ﻋﲆ ﺳﻄﺢ ﹼ‬
‫ﺃﻱ ﺃﻥ ‪ = fk‬ﺍﻟﺪﻓﻊ‪ .F‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳉﺴـﻢ ﻋﲆ‬ ‫ﺗﺴـﺎﻭﻱ ﰲ ﺍﳌﻘـﺪﺍﺭ ﺍﻟﻘـﻮ ﹶﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﺍﻟﺪﻓﻊ‪ ،F‬ﻭﺗﻌﺎﻛﺴـﻬﺎ ﰲ ﺍﻻﲡـﺎﻩ؛ ﹾ‬
‫ﺃﻓﻘﻲ ﻭﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﻓﻴﻪ ﺃﻓﻘ ﹼﻴﺔ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﺗﺴﺎﻭﻱ ﻭﺯﻥ ﺍﳉﺴﻢ ﰲ ﺍﳌﻘﺪﺍﺭ‪ ،‬ﻭﺗﻌﺎﻛﺴﻪ ﰲ ﺍﻻﲡﺎﻩ‪.‬‬ ‫ﺳﻄﺢ ﹼ‬
‫‪‬صو‪‬ا‪ ‬الت‪‬ة‬
‫ﺃﻓﻘﻲ؟‬
‫ﻭﺍﳊﺮﻛﻲ ﳉﺴﻢ ﻋﲆ ﺳﻄﺢ ﹼ‬
‫ﹼ‬ ‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫ﹶ‬
‫ﻣﻌﺎﻣﲇ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﻛﻴﻒ ﻳﻤﻜﻦ ﲢﺪﻳﺪ‬

‫ﺍﻟﻨﺎﺑﴤ ﻟﻠﺘﺤ ﹼﻘﻖ ﻣـﻦ ﺃﻥ ﻗﺮﺍﺀﺗﻪ ﺻﻔﺮ ﻋﻨﺪﻣﺎ‬ ‫‪ .1‬ﺍﻓﺤﺺ ﺍﳌﻴـﺰﺍﻥ‬ ‫� ﺗﻘﻴﺲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﻭﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ‬
‫ﹼ‬
‫ﹸﻳﻌ ﹼﻠـﻖ ﺑﺼـﻮﺭﺓ ﺭﺃﺳـ ﹼﻴﺔ‪ ،‬ﻭﺇﺫﺍ ﱂ ﺗﻜﻦ ﻛﺬﻟﻚ ﻓﺎﻧﺘﻈـﺮ ﺗﻌﻠﻴﲈﺕ‬ ‫ﺟﺴﻢ ﺣﲔ ﻳﺒﺪﺃ ﺣﺮﻛﺘﻪ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﺘﺤﺮﻛﹰﺎ‪.‬‬
‫ﺻﻔﺮﺍ‪.‬‬ ‫� ﲢﺴﺐ ‪ µs‬ﻭ ‪ µk‬ﻋﻤﻠ ﹼﹰﻴﺎ‪.‬‬
‫ﺍﳌﻌﻠﻢ ﳉﻌﻞ ﺍﻟﻘﺮﺍﺀﺓ ﹰ‬
‫� ﺗﻘﺎﺭﻥ ﺑﲔ ﻗﻴﻢ ‪ µs‬ﻭ ‪.µk‬‬
‫ﺍﳋﺸـﺒﻲ ﻭﺣﺎ ﹼﻓﺔ ﺍﻟﻄﺎﻭﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﹼ‬ ‫‪ .2‬ﺛ ﹼﺒﺖ ﺍﻟﺒﻜﺮﺓ ﻣﻊ ﺍﻟﺴـﻄﺢ‬
‫� ﺗﻘﺪﹼ ﺭ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﻳﻨﺰﻟﻖ ﻋﻨﺪﻫﺎ ﺍﳉﺴـﻢ ﻋﲆ‬
‫ﺍﳌﻠﺰﻣﺔ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﹺ‬
‫ﺳﻄﺢ ﻣﺎﺋﻞ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ‪.‬‬
‫ﻭﺳـﺠﻞ ﺍﻟﻘـﺮﺍﺀﺓ ﻟﺘﻤ ﹼﺜﻞ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ـﺲ ﻭﺯﻥ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸـﺒ ﹼﻴﺔ‪،‬‬‫‪ .3‬ﻗ ﹾ‬ ‫� ﺗﺮﺳـﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ ﳉﺴـﻢ ﻳﻨﺰﻟﻖ ﻋﲆ‬
‫ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ ﰲ ﺟﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ 1‬ﻭ ‪ 2‬ﻭ ‪. 3‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫ﻣﺴـﺘﻮ￯ ﻣﺎﺋﻞ ﻣﻊ ﺍﻷﺧﺬ ﰲ ﺍﳊﺴـﺒﺎﻥ ﺍﻟﻘﻮ￯‬

‫ﻣـﺮﺭ ﺍﳋﻴﻂ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺒﻜـﺮﺓ‪ ،‬ﻭﺛ ﹼﺒﺖ ﺃﺣﺪ ﻃﺮﻓﻴـﻪ ﺑﺎﻟﻘﻄﻌﺔ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ .4‬ﹼ‬ ‫ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﺍﳋﺸـﺒﻴﺔ ﺍﳌﺮﺗﻜﺰﺓ ﻋﲆ ﺍﻟﺴـﻄﺢ ﺍﳋﺸـﺒﻲ‪ ،‬ﻭﺛ ﹼﺒﺖ ﻃﺮﻓﻪ ﺍﻵﺧﺮ‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫ﺑﺎﳌﻴﺰﺍﻥ ﺍﻟﻨﺎﺑﴤ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‪.‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫‪ .5‬ﺣﺮﻙ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸﺒ ﹼﻴﺔ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﻟﺒﻜﺮﺓ ﺇﱃ ﺍﳊﺪ ﺍﻟﺬﻱ ﻳﺴﻤﺢ‬ ‫‪‬‬
‫‪Laser beam‬‬
‫‪‬‬
‫‪Lab. coat‬‬
‫‪‬‬
‫‪Ecological hazards‬‬
‫‪‬‬
‫‪Carcinogenic‬‬

‫ﺍﳋﺸﺒﻲ‪.‬‬
‫ﹼ‬ ‫ﺑﻪ ﺍﳋﻴﻂ ﻣﻊ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲆ ﺑﻘﺎﺀ ﺍﻟﻘﻄﻌﺔ ﻋﲆ ﺍﻟﺴﻄﺢ‬
‫ﺧﺸـﺒﻲ‪،‬‬
‫ﹼ‬ ‫ﴍﻳـﻂ ﻻﺻـﻖ‪ ،‬ﻭﺳـﻄﺢ‬
‫ﺍﻟﻨﺎﺑﴤ ﺭﺃﺳ ﹼﹰﻴﺎ ﺑﺤﻴﺚ ﺗﺘﺸﻜﹼﻞ ﺯﺍﻭﻳﺔ ﻗﺎﺋﻤﺔ ﻋﻨﺪ‬
‫ﹼ‬ ‫‪ .6‬ﺍﺟﻌﻞ ﺍﳌﻴﺰﺍﻥ‬
‫ﻭﺧﻴـﻂ ﻃﻮﻟـﻪ ‪ ،1 m‬ﻭﺑﻜـﺮﺓ‪ ،‬ﻭﻣﻴـﺰﺍﻥ‬
‫ﺍﻟﺒﻜﺮﺓ ﺑﲔ ﻗﻄﻌﺔ ﺍﳋﺸـﺐ ﻭﺍﳌﻴﺰﺍﻥ‪ .‬ﺛﻢ ﺍﺳـﺤﺐ ﺍﳌﻴﺰﺍﻥ ﺑﺒﻂﺀ‬ ‫ﻧﺎﺑـﴤ‪ ،‬ﻭﻗﻄﻌـﺔ ﺧﺸـﺒ ﹼﻴﺔ‪ ،‬ﻭﻣﻠﺰﻣـﺔ‪.‬‬
‫ﹼ‬
‫ﺇﱃ ﺃﻋـﲆ‪ ،‬ﻭﺭﺍﻗـﺐ ﺍﻟﻘﻮﺓ ﺍﻟﻼﺯﻣﺔ ﳉﻌﻞ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸـﺒ ﹼﻴﺔ ﺗﺒﺪﺃ‬ ‫)ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﻀﲈﺭ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ‬
‫ﻭﺳـﺠﻞ ﻫـﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻋﲆ ﺃﳖﺎ ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﰲ ﺍﻻﻧـﺰﻻﻕ‪،‬‬ ‫ﻭﻣﻠﺤﻘﺎﺗﻪ ﺍﳋﺎﺻﺔ ﺑﺎﻻﺣﺘﻜﺎﻙ(‬
‫ﺍﻟﺴﻜﻮﲏ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.1‬‬
‫ﹼ‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺗﲔ ‪ 5‬ﻭ ‪ 6‬ﻣﺮﺗﲔ ﳊﺴﺎﺏ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺴﻜﻮﲏ‪.‬‬
‫‪ .7‬ﹼ‬
‫‪128‬‬
 ‫‪3‬‬ ‫‪‬د‪ ‬الب‪‬ا‪‬ات‬ ‫‪‬د‪ ‬ال‪‬وا‪‬‬
‫‪µk‬‬ ‫‪µs‬‬ ‫)‪fk (N‬‬ ‫)‪fs (N‬‬ ‫)‪FN (N‬‬ ‫‪‬ا‪ ‬ال‪‬صم‬
‫‪‬ا‪ ‬ال‪‬ص‪‬‬

‫‪1‬‬ ‫‪‬د‪ ‬الب‪‬ا‪‬ات‬

‫‪ θ  4‬‬ ‫‪‬د‪ ‬الب‪‬ا‪‬ات‬ ‫ال‪‬ص‪‬و‪fs (N) ‬‬
‫‪‬‬ ‫قو‪ ‬ا‪‬حت‪‬ا‪‬‬ ‫)‪FN (N‬‬

‫‪tan θ‬‬ ‫‪θ‬‬ ‫ال‪‬تو‪‬ص‪‬‬ ‫ال‪‬حا‪‬لة ‪3‬‬ ‫ال‪‬حا‪‬لة ‪2‬‬ ‫ال‪‬حا‪‬لة ‪1‬‬

‫‪ .3‬ﺍﺳـﺘﻌﻤﻞ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ‪ 3‬ﳊﺴـﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫‪‬د‪ ‬الب‪‬ا‪‬ات ‪2‬‬

‫ﻭﺳـﺠﻞ ﻗﻴﻤﺘـﻪ ﰲ ﺍﳉـﺪﻭﻝ ﻧﻔﺴـﻪ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﺴـﻜﻮﲏ ‪، µ‬‬
‫ﹼ‬ ‫‪s‬‬
‫الح‪fk (N) ‬‬
‫‪‬‬ ‫قو‪ ‬ا‪‬حت‪‬ا‪‬‬ ‫)‪FN (N‬‬
‫ال‪‬تو‪‬ص‪‬‬ ‫ال‪‬حا‪‬لة ‪3‬‬ ‫ال‪‬حا‪‬لة ‪2‬‬ ‫ال‪‬حا‪‬لة ‪1‬‬
‫‪ .4‬ﺍﺳـﺘﻌﻤﻞ ﺑﻴﺎﻧﺎﺕ ﺍﳉﺪﻭﻝ ‪ 3‬ﳊﺴـﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻭﺳﺠﻞ ﻗﻴﻤﺘﻪ ﰲ ﺍﳉﺪﻭﻝ ﻧﻔﺴﻪ‪.‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ ‪،µ‬‬
‫ﹼ‬ ‫‪k‬‬

‫‪ .5‬ﺍﺣﺴﺐ ‪ tan θ‬ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.4‬‬ ‫ﻛـﺮﺭ ﺍﳋﻄﻮﺗﲔ ‪ 5‬ﻭ ‪ ،6‬ﻭﻋﻨﺪﻣﺎ ﺗﺒﺪﺃ ﺍﻟﻘﻄﻌﺔ ﰲ ﺍﻻﻧﺰﻻﻕ‬‫‪ .8‬ﹼ‬
‫ﺗﺘﺤـﺮﻙ ﺑﴪﻋـﺔ ﺛﺎﺑﺘـﺔ‬
‫ﹼ‬ ‫ﺍﺳـﺤﺐ ﺑﺪﺭﺟـﺔ ﻛﺎﻓﻴـﺔ ﳉﻌﻠﻬـﺎ‬
‫ﺍﻷﻓﻘﻲ‪ .‬ﺳـﺠﻞ ﻫـﺬﻩ ﺍﻟﻘﻮﺓ ﻋـﲆ ﺃﳖﺎ ﻗﻮﺓ‬
‫ﹼ‬ ‫ﻋـﲆ ﺍﻟﺴـﻄﺢ‬
‫‪ .1‬ق‪‬ار‪ ‬ﺗﻔﺤﺺ ﻗﻴﻢ ‪ µ‬ﻭ ‪ µ‬ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ‪ .‬ﻭﲢﻘﻖ‬
‫‪k‬‬ ‫‪s‬‬ ‫ﺍﳊﺮﻛﻲ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.2‬‬
‫ﹼ‬ ‫ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻣﻦ ﻣﻌﻘﻮﻟ ﹼﻴﺔ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪ 8‬ﻣﺮﺗﲔ‪.‬‬
‫‪ .9‬ﹼ‬
‫ﻣﻮﺿ ﹰﺤﺎ‬ ‫‪ .2‬ا‪‬صت‪‬د‪ ‬ال‪‬ا‪ ‬ﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ ﺍﳉﺴـﻢ ﹼ‬
‫ﺍﳊـﺮ ﹼ‬
‫‪ .10‬ﻓﻚ ﺍﻟﺒﻜﺮﺓ ﻋﻦ ﺍﻟﺴـﻄﺢ ﺍﳋﺸﺒﻲ ﻭﺍﻟﻄﺎﻭﻟﺔ‪ ،‬ﻭﻓﻚ ﺍﳋﻴﻂ‬
‫ﺍﻟﻘـﻮ￯ ﺍﳌﺆ ﹼﺛـﺮﺓ ﰲ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸـﺒ ﹼﻴﺔ ﻋﻨﺪﻣـﺎ ﺗﻮﺿﻊ ﻋﲆ‬
‫ﻋﻦ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸﺒﻴﺔ ﻭﺍﳌﻴﺰﺍﻥ ﺍﻟﻨﺎﺑﴤ‪.‬‬
‫ﺍﻷﻓﻘـﻲ‪ .‬ﻭﲢ ﹼﻘـﻖ ﻣﻦ ﺃﻥ‬
‫ﹼ‬ ‫ﺍﻟﺴـﻄﺢ ﺍﳌﺎﺋـﻞ ﺑﺰﺍﻭﻳـﺔ ‪ θ‬ﻋﲆ‬
‫‪ .11‬ﺿـﻊ ﺍﻟﻘﻄﻌﺔ ﺍﳋﺸـﺒﻴﺔ ﻋﻨﺪ ﳖﺎﻳﺔ ﺍﻟﺴـﻄﺢ‪ ،‬ﺛـﻢ ﺍﺭﻓﻌﻪ ﻣﻦ‬
‫ﻳﺘﻀﻤﻦ ﺍﻟﻘﻮﺓ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺍﻻﺣﺘﻜﺎﻙ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﺨﻄﻂ‬
‫ﺟﻬﺔ ﺍﻟﻘﻄﻌﺔ ﺑﺒﻂﺀ ﺣﺘﻰ ﻳﺼﺒﺢ ﹰ‬
‫ﻣﺎﺋﻼ‪ .‬ﻭﺍﻧﻘﺮ ﺍﻟﻘﻄﻌﺔ ﺑﺮﻓﻖ‬
‫‪ .3‬ﻣـﺎ ﺍﻟـﺬﻱ ﻳﻤ ﹼﺜﻠﻪ ‪ tan θ‬ﺍﻋﺘﲈ ﹰﺩﺍ ﻋـﲆ ﳐ ﹼﻄﻄﻚ‪ ،‬ﻣﻊ ﺍﻷﺧﺬ‬
‫ﺍﻟﺴـﻜﻮﲏ‪.‬‬
‫ﹼ‬ ‫ﺗﺘﺤـﺮﻙ ﻭﺗﺘﻐﻠﺐ ﻋﲆ ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﺣﺘـﻰ‬
‫ﰲ ﺍﳊﺴـﺒﺎﻥ ﺃﻥ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﻨﺰﻟﻖ ﻋﻨﺪﻫﺎ‬
‫ﻭﺇﺫﺍ ﺗﻮ ﹼﻗﻔـﺖ ﺍﻟﻘﻄﻌـﺔ ﻓﺄﻋﺪﻫـﺎ ﺇﱃ ﺃﻋﲆ ﺍﻟﺴـﻄﺢ ﺍﳌﺎﺋﻞ‪،‬‬
‫ﺍﳉﺴﻢ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ؟‬
‫ﻭﻛـﺮﺭ ﺍﳌﺤﺎﻭﻟﺔ ﻣﺮﺓ ﺃﺧﺮ￯‪ .‬ﺍﺳـﺘﻤﺮ ﰲ ﺯﻳـﺎﺩﺓ ﺍﻟﺰﺍﻭﻳﺔ ‪θ‬‬
‫ﹼ‬
‫) ﲡﺮﻳﺒ ﹼﹰﻴﺎ( ﻭ ‪ µ‬ﻭ ‪.µ‬‬ ‫قار‪ ‬ﺑﲔ ﻗﻴﻤﺔ ‪tan θ‬‬ ‫‪.4‬‬
‫‪k‬‬ ‫‪s‬‬ ‫ﻭﺍﻷﻓﻘﻲ‪ ،‬ﻭﺍﻧﻘـﺮ ﺍﻟﻘﻄﻌﺔ‬
‫ﹼ‬ ‫ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺴـﻄﺢ ﺍﳌﺎﺋـﻞ‬
‫ﻭﺳـﺠﻞ‬
‫ﹼ‬ ‫ﺣﺘـﻰ ﺗﻨﺰﻟـﻖ ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﺇﱃ ﺃﺳـﻔﻞ ﺍﻟﺴـﻄﺢ‪،‬‬
‫ﻛﺮﺭ ﺍﻟﺘﺠﺮﺑﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺳﻄﻮﺡ ﺃﺧﺮ￯ ﺫﺍﺕ ﺧﺼﺎﺋﺺ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.4‬‬

‫ﺗﺰﳉﺖ ﺇﱃ ﺃﺳﻔﻞ ﹼﺗﻞ‪ ،‬ﻭﺭﻏﺒﺖ ﰲ ﲢﺪﻳﺪ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﺇﺫﺍ ﹼ‬ ‫ﺍﻟﺴﻜﻮﲏ ‪fs, max‬‬
‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻘﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ‬ ‫‪.1‬‬
‫ﺍﳊﺮﻛﻲ ﺑﲔ ﺍﻟﺰﻻﺟﺔ ﻭﺳـﻄﺢ ﹼ‬
‫ﺍﻟﺘـﻞ‪ ،‬ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﺍﻟﻘﻴﺎﻡ‬ ‫ﹼ‬ ‫ﻭﺳـﺠﻞ ﺍﻟﻨﺘﻴﺠـﺔ ﰲ ﺍﻟﻌﻤﻮﺩ‬
‫ﹼ‬ ‫ﻣـﻦ ﺍﳌﺤـﺎﻭﻻﺕ ﺍﻟﺜﻼﺙ‪،‬‬
‫ﺑﺬﻟﻚ؟ ﻛﻦ ﺩﻗﻴ ﹰﻘﺎ ﰲ ﻛﻴﻔ ﹼﻴﺔ ﲢﺪﻳﺪ ﺧﻄﻮﺍﺕ ﹼ‬
‫ﺣﻞ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ‪.‬‬ ‫ﺍﻷﺧﲑ ﳉﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ 1‬ﻭﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.3‬‬
‫ﺍﳊﺮﻛﻲ ‪ f‬ﻣﻦ‬
‫‪k‬‬‫ﹼ‬ ‫ﺍﳌﺘﻮﺳـﻄﺔ ﻟﻘـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﹼ‬ ‫‪ .2‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬ ‫ﻭﺳﺠﻞ ﺍﻟﻨﺘﻴﺠﺔ ﰲ ﺍﻟﻌﻤﻮﺩ ﺍﻷﺧﲑ‬
‫ﹼ‬ ‫ﺍﳌﺤﺎﻭﻻﺕ ﺍﻟﺜﻼﺙ‪،‬‬
‫ﳉﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ 2‬ﻭﰲ ﺍﳉﺪﻭﻝ ‪. 3‬‬
‫مل‪‬يد ‪ ‬املع‪‬و‪‬ات ‪ ‬ا‪‬حت‪‬ا‪ ‬ار‪ ‬ا‪ ‬صب‪‬ة ا‪ ‬ا‪ ‬قم ‪‬يار‪ ‬املوق‪ ‬ا‪‬ل‪‬‬
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  1
   
    


     3

    
 

 

 





 Fg


Fsp    4
      2

        

 Fg     
      Fg    
       
     


‫اقد‬‫ ال‬‫التف‬
‫ة ﻻ ﺗﺆ ﹼﺛﺮ ﻣﻌﻈﻢ ﺍﻟﻨﻮﺍﺑـﺾ ﰲ ﺍﳌﻮﺍﺯﻳﻦ ﺍﳌﻨﺰﻟﻴﺔ ﺑﻘﻮﺓ ﺃﻛﱪ ﻣﻦ‬‫ص‬ ‫و‬  .1
‫ ﻛﻴﻒ ﺗﺘﺠﻨﹼﺐ ﻛﴪ ﺍﳌﻴﺰﺍﻥ ﺇﺫﺍ ﻭﻗﻔﺖ ﻋﻠﻴﻪ؟‬.89 N
‫ ﻭﺍﻟﻨﺎﺑـﺾ ﻳﺆﺛﺮ ﺑﻘﻮﺓ‬،1068 N ‫ل ﺇﺫﺍ ﻛﺎﻧـﺖ ﺃﻛﱪ ﻗﺮﺍﺀﺓ ﻋﲆ ﺍﳌﻴـﺰﺍﻥ‬‫ح‬
 .2
‫ ﻓﲈ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻠﻬﺎ ﺍﻟﺮﺍﻓﻌﺔ )ﺍﻟﻌﺘﻠﺔ(؟‬،89 N ‫ﺃﻗﺼﺎﻫﺎ‬

130
 ‫‪ 3-1‬ال‪‬و‪ ‬ا‪‬ا‪‬ا ‪Forces and their effects‬‬

‫ا‪‬ار ال‪‬صة‬ ‫املف‪‬ات‬

‫ﺍﳉﺴﻢ ﺍﻟﺬﻱ ﻳﻌﺎﲏ ﻣﻦ ﺩﻓﻊ ﺃﻭ ﺳﺤﺐ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻗﻮﺓ‪.‬‬ ‫•‬ ‫• ﺍﻟﻘﻮﺓ‬
‫ﻟﻠﻘﻮﺓ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ‪.‬‬ ‫•‬ ‫ﺍﻟﺘﺸﻮﻩ‬
‫ﹼ‬ ‫•‬
‫ﻳﺘﺸﻮﻩ ﻋﻨﺪﻣﺎ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻗﻮﺓ ﹼ‬
‫ﳏﺼﻠﺔ‪.‬‬ ‫ﺗﺘﻐﲑ ﺍﳊﺎﻟﺔ ﺍﳊﺮﻛ ﹼﻴﺔ ﳉﺴﻢ ﺃﻭ ﹼ‬ ‫ﹼ‬ ‫•‬ ‫• ﻗﻮﺓ ﺍﻟﺘﻼﻣﺲ‬
‫ﺩﺍﺋﲈ‬
‫ﺍﻟﺘﺸﻮﻩ ﹰ‬
‫ﹼ‬ ‫ﺍﻟﺘﺸﻮ ﹶﻩ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ‬
‫ﹼ‬ ‫ﳏﺼﻠﺔ ﻋﻠﻴﻬﺎ‬ ‫ﺍﻟﺘﻐﲑ ﰲ ﺷـﻜﻞ ﺍﳌﺎ ﹼﺩﺓ ﻧﺘﻴﺠﺔ ﺗﺄﺛﲑ ﻗﻮﺓ ﹼ‬
‫ﻳﺴـﻤﻰ ﹼ‬ ‫ﹼ‬ ‫•‬ ‫• ﻗﻮﺓ ﺍﳌﺠﺎﻝ )ﺍﻟﺘﺄﺛﲑ ﻋﻦ‬
‫ﺗﺸﻮ ﹰﻫﺎ ﻣﺮﻧﹰﺎ‪.‬‬
‫ﺩﺍﺋﲈ ﺃﻭ ﹼ‬
‫ﺗﺸﻮ ﹰﻫﺎ ﹰ‬
‫ﻳﺴﻤﻰ ﹼ‬
‫ﺃﻭ ﻣﺆﻗﺘﹰﺎ‪ ،‬ﻭﺗﺒ ﹰﻌﺎ ﻟﺬﻟﻚ ﹼ‬ ‫ﹸﺑﻌﺪ(‬
‫ﺗﻘﺴـﻢ ﺍﻟﻘـﻮ￯ ﺇﱃ‪ :‬ﻗـﻮ￯ ﺗﻼﻣﺲ؛ ﻭﻫﻲ ﺗﺆﺛﺮ ﰲ ﺍﻷﺟﺴـﺎﻡ ﻋﻨﺪ ﻭﺟﻮﺩ ﺗﻼﻣـﺲ ﻣﻌﻬﺎ ﻓﻘﻂ‪،‬‬ ‫•‬ ‫ﺍﳊﺮ‬
‫• ﳐﻄﻂ ﺍﳉﺴﻢ ﹼ‬
‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻭﺟﻮﺩ ﺗﻼﻣﺲ ﻓﻴﲈ ﺑﻴﻨﻬﺎ‪.‬‬ ‫ﻭﻗﻮ￯ ﳎﺎﻝ؛ ﻭﻫﻲ ﺗﺆﺛﺮ ﰲ ﺍﻷﺟﺴﺎﻡ ﹼ‬ ‫• ﺍﻻﺗﺰﺍﻥ‬
‫ﺩﺍﺋﲈ ﻣﺘﹼﺠﻬﺎﺕ ﺍﻟﻘﻮﺓ ﺑﺤﻴﺚ ﺗﺸـﲑ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﳉﺴﻢ‪ ،‬ﺣﺘﻰ ﻟﻮ‬ ‫ﺍﳊﺮ‪ ،‬ﺍﺭﺳـﻢ ﹰ‬
‫ﰲ ﳐﻄﻂ ﺍﳉﺴـﻢ ﹼ‬ ‫•‬
‫ﺍﳌﺤﺼﻠﺔ‬
‫ﹼ‬ ‫• ﺍﻟﻘﻮﺓ‬
‫ﻛﺎﻧﺖ ﲤﺜﻞ ﻗﻮ￯ ﺩﻓﻊ‪.‬‬
‫ﺍﳌﺤﺼﻠﺔ ﻧﺠﻤﻊ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﳉﺴﻢ ﺑﻮﺻﻔﻬﺎ ﻣﺘﺠﻬﺎﺕ‪.‬‬ ‫ﹼ‬ ‫ﻹﳚﺎﺩ ﺍﻟﻘﻮﺓ‬ ‫•‬
‫ﳏﺼﻠﺔ ﻣﻘﺪﺍﺭﻫﺎ ﺻﻔﺮ ﻳﻜﻮﻥ ﻣﺘﺰﻧﹰﺎ‪.‬‬ ‫ﺍﳉﺴﻢ ﺍﻟﺬﻱ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻗﻮﺓ ﹼ‬ ‫•‬
‫‪ 3-2‬ا‪‬حت‪‬ا‪ ‬ال‪‬ة ‪Friction and Viscous‬‬

‫ا‪‬ار ال‪‬صة‬ ‫املف‪‬ات‬

‫ﺗﺆ ﹼﺛﺮ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻋﻨﺪﻣﺎ ﻳﺘﻼﻣﺲ ﺟﺴﲈﻥ‪.‬‬ ‫•‬ ‫• ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺗﺘﻨﺎﺳﺐ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻣﻊ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪.‬‬ ‫•‬ ‫ﺍﻟﺴﻜﻮﲏ‬
‫ﹼ‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ ﻣﴬﻭ ﹰﺑﺎ ﰲ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﳊﺮﻛﻲ ﺗﺴﺎﻭﻱ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫•‬ ‫ﺍﳊﺮﻛﻲ‬
‫ﹼ‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫‪fk = µk FN‬‬ ‫• ﺍﻟﻠﺰﻭﺟﺔ‬
‫ﺍﻟﺴﻜﻮﲏ ﻣﴬﻭ ﹰﺑﺎ ﰲ ﺍﻟﻘﻮﺓ‬
‫ﹼ‬ ‫ﺃﻗﻞ ﻣﻦ ﺃﻭ ﺗﺴـﺎﻭﻱ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﺍﻟﺴـﻜﻮﲏ ﹼ‬
‫ﹼ‬ ‫ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫•‬
‫‪fs ≤ µs FN‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‪.‬‬
‫ﺍﻟﺪﺍﺧﲇ ﺑﲔ ﻃﺒﻘـﺎﺕ ﺍﳌﺎﺋﻊ ﺧﻼﻝ ﺟﺮﻳﺎﻧـﻪ‪ ،‬ﻭﺗﻌﻤﻞ ﻋﲆ‬ ‫ﹼ‬ ‫ﻣﻘﻴﺎﺳـﺎ ﻟﻼﺣﺘـﻜﺎﻙ‬
‫ﹰ‬ ‫ﺍﻟﻠﺰﻭﺟـﺔ ﺗﻌﺪﹼ‬ ‫•‬
‫ﺇﺑﻄﺎﺀ ﺗﺪ ﹼﻓﻘﻪ‪.‬‬
‫ﻛﻞ ﻣﻦ ﺍﳉﺴﻢ ﻭﺍﳌﺎﺋﻊ‪.‬‬ ‫ﺗﺄﺛﲑ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﰲ ﺟﺴﻢ ﲢﺪﹼ ﺩﻩ ﴎﻋﺔ ﺍﳉﺴﻢ‪ ،‬ﻭﺧﺼﺎﺋﺺ ﹼ‬ ‫•‬
‫ﺇﺫﺍ ﻭﺻﻠﺖ ﴎﻋﺔ ﺟﺴـﻢ ﺳـﺎﻗﻂ ﰲ ﻣﺎﺋﻊ ﺇﱃ ﺣﺪ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ ﺗﺴـﺎﻭﻱ ﻭﺯﻧﻪ ﻓﺈﻥ ﺍﳉﺴـﻢ‬ ‫•‬
‫ﻋﻨﺪﺋﺬ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ ﺗﺴﻤﻰ ﺍﻟﴪﻋﺔ ﺍﳊﺪﹼ ﹼﻳﺔ‪.‬‬ ‫ﹴ‬ ‫ﻳﺴﻘﻂ‬
‫ﺍﻟﺸﺪﹼ ﺍﺳﻢ ﻳﻄﻠﻖ ﻋﲆ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆ ﹼﺛﺮ ﲠﺎ ﺣﺒﻞ ﺃﻭ ﺧﻴﻂ ﰲ ﺟﺴﻢ ﻣﺎ‪.‬‬ ‫•‬
‫ﺩﺍﺋﲈﻋﻤﻮﺩ ﹼﻳﺔﻋﲆﻣﺴﺘﻮ￯ﺍﻟﺘﻼﻣﺲﺑﻴﻨﻬﲈ‪.‬‬ ‫ﺍﻟﻘﻮﺓﺍﻟﻌﻤﻮﺩ ﹼﻳﺔﻗﻮﺓﻧﺎﲡﺔﻋﻦﺗﻼﻣﺲﺟﺴﻤﲔ‪،‬ﻭﺗﻜﻮﻥ ﹰ‬ ‫•‬

‫‪131‬‬ ‫‪www.obeikaneducation.com‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ .37‬ﺇﺫﺍ ﹸﻋـﲔ ﻧﻈـﺎﻡ ﺇﺣﺪﺍﺛﻲ ﻳﺸـﲑ ﻓﻴـﻪ ﺍﳌﺤـﻮﺭ ‪ x‬ﺍﳌﻮﺟﺐ‬ ‫‪‬ي‪‬ة املفا‪‬م‬
‫ﰲ ﺍﲡـﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 30°‬ﻣﻊ ﺍﻷﻓﻘـﻲ‪ ،‬ﻓﲈ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬ ‫‪ .31‬ﺃﻛﻤـﻞ ﺧﺮﻳﻄـﺔ ﺍﳌﻔﺎﻫﻴـﻢ ﺃﺩﻧـﺎﻩ ﺑﺎﺳـﺘﻌﲈﻝ ﺍﻟﺮﻣـﻮﺯ‬
‫ﺍﳌﺤـﻮﺭ ‪ x‬ﻭﺍﳌﺤـﻮﺭ ‪y‬؟ ﻭﻛﻴـﻒ ﳚـﺐ ﺃﻥ ﻳﻜـﻮﻥ ﺍﲡﺎﻩ‬
‫ﻭﺍﳌﺼﻄﻠﺤـﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ‪ :‬ﻟﺰﻭﺟـﺔ ﺍﳌﺎﺋـﻊ‪ ،‬ﻗـﻮﺓ ﺍﳉﺎﺫﺑ ﹼﻴﺔ‬
‫ﳏﻮﺭ ‪ y‬ﺍﳌﻮﺟﺐ؟‬
‫ﺍﻷﺭﺿ ﹼﻴﺔ‪ ،‬ﺧﺼﺎﺋﺺ ﺍﳉﺴﻢ‪ ،‬ﻗﻮﺓ ﳎﺎﻝ‪ ،‬ﻗﻮﺓ ﻛﻬﺮﺑﺎﺋ ﹼﻴﺔ‪،‬‬
‫ﺃﻋـﻂ ﻣﺜﺎﻟﲔ ﻋﲆ ﻗﻮﺓ ﺗﻼﻣـﺲ‪ ،‬ﻭﻣﺜﺎﻟﲔ ﻋﲆ ﻗﻮﺓ ﳎﺎﻝ‬ ‫ﹺ‬ ‫‪.38‬‬ ‫ﻗﻮﺓ ﺷﺪﹼ ‪ ،‬ﴎﻋﺔ ﺍﳉﺴﻢ‪ ،‬ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﻘﺔ‪.‬‬
‫ﺗﺸﺎﻫﺪﻫﺎ ﰲ ﺣﻴﺎﺗﻚ ﺍﻟﻴﻮﻣ ﹼﻴﺔ‪ .‬ﳌﺎﺫﺍ ﺗﻌﺘﻘﺪ ﺃﳖﺎ ﻗﻮ￯؟‬
‫ال‪‬و‪‬‬
‫‪ .39‬ﻫـﻞ ﺗﺆ ﹼﺛﺮ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﺎﻟﻴﺔ ﰲ ﻟﺰﻭﺟﺔ ﺳـﺎﺋﻞ ﻣﺎ؟ ﹼ‬
‫ﻭﺿﺢ‬
‫‪�‬ص‪ ‬ا‪‬‬
‫ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﴎﻋﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻓﻴﻪ‪.‬‬ ‫‪.a‬‬ ‫قو‪ ‬ال‪‬‬
‫‪ ‬ا‪‬ة ‪‬ا‬
‫ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴﺎﺋﻞ‪.‬‬ ‫‪.b‬‬
‫‪ ‬ا‪‬ة ‪‬ا‬

‫ﺍﻧﺨﻔﺎﺽ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴﺎﺋﻞ‪.‬‬ ‫‪.c‬‬ ‫قو‪ ‬ا‪‬حت‪‬ا‪‬‬

‫‪‬ص ‪  ‬حالة املوا‪‬‬
‫ﺍﻟﺴـﻜﻮﲏ ﺍﻟﻘﺼﻮ￯ ﺃﻡ ﻗﻮﺓ‬
‫ﹼ‬ ‫‪ .40‬ﺃﳞﲈ ﺃﻛﱪ‪ :‬ﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ؟‬
‫ﹼ‬ ‫ﺍﻻﺣﺘﻜﺎﻙ‬ ‫‪‬عت‪‬د ‪‬‬

‫ﻭﺿﺢ‬
‫‪ .41‬ﻫﻞ ﻳﻤﻜﻦ ﳉﺴـﻢ ﻣﺘﹼـﺰﻥ ﺃﻥ ﻳﻜـﻮﻥ ﻣﺘﺤـﺮﻛﹰﺎ؟ ﹼ‬
‫ﺫﻟﻚ‪.‬‬
‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 3-21‬ﻛﺘﻠـﺔ ﰲ ﺃﺭﺑﻌﺔ ﺃﻭﺿـﺎﻉ ﳐﺘﻠﻔﺔ‪.‬‬ ‫‪ .42‬ﹼ‬ ‫ا‪‬ا‪ ‬املفا‪‬م‬
‫ﺭﺗﹼـﺐ ﻫﺬﻩ ﺍﻷﻭﺿﺎﻉ ﺑﺤﺴـﺐ ﻣﻘﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﻟﻌﻤﻮﺩ ﹼﻳﺔ‬ ‫‪ .32‬ﺇﺫﺍ ﻛﺎﻥ ﻛﺘﺎﺑﻚ ﻣﺘﹼﺰﻧﹰﺎ ﻓﲈ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ؟‬
‫ﺑﲔ ﺍﻟﻜﺘﻠﺔ ﻭﺍﻟﺴـﻄﺢ‪ ،‬ﻣﻦ ﺍﻷﻛﱪ ﺇﱃ ﺍﻷﺻﻐﺮ‪ .‬ﺃﴍ ﺇﱃ‬ ‫ﻛﻤ ﹼﻴﺘﲔ‬
‫ﻭﺿﺢ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻠﻬﺎ ﻟﻄﺮﺡ ﹼ‬
‫‪ .33‬ﹼ‬
‫ﺃﻱ ﻋﻼﻗﺔ ﺑﲔ ﻧﺘﺎﺋﺞ ﺍﻹﺟﺎﺑﺔ‪.‬‬ ‫ﻣﺘﹼﺠﻬﺘﲔ ﺑﻄﺮﻳﻘﺔ ﺍﻟﺮﺳﻢ )‪ F1-F2‬ﹰ‬
‫ﻣﺜﻼ(‪.‬‬
‫ﺇﺣﺪﺍﺛـﻲ ﻣﻌ ﹼﻴـﻦ‪ ،‬ﻣـﺎ ﺍﻟﻄﺮﻳﻘﺔ‬
‫ﹼ‬ ‫‪ .34‬ﻋﻨﺪﻣـﺎ ﹸﻳﺴـﺘﻌﻤﻞ ﻧﻈـﺎﻡ‬
‫ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﺳـﺘﻌﲈﳍﺎ ﻹﳚﺎﺩ ﺯﺍﻭﻳـﺔ ﻣﺘﹼﺠﻪ ﻣﺎ ﺃﻭ ﺍﲡﺎﻫﻪ‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﳏﺎﻭﺭ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ؟‬
‫‪3.0 kg‬‬

‫ﻣﻦ ﻭﺍﺣﺪ؟‬ ‫‪ .35‬ﻣـﺎ ﻣﻌﻨﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺃﻛﱪ‬

‫‪5.0 kg‬‬
‫)‪(1‬‬ ‫)‪(2‬‬ ‫)‪(3‬‬ ‫)‪(4‬‬
‫‪‬ال‪‬ص‪‬ل ‪3-21‬‬ ‫ﺣﺪﺩ ﻃﺮﻳﻘﺔ ﻟﻘﻴﺎﺳﻪ‪.‬‬
‫‪‬ب‪ ‬املفا‪‬م‬ ‫‪ .36‬ص‪‬ارات ﻫﻞ ﻳﺰﺩﺍﺩ ﺍﺣﺘﻜﺎﻙ ﺇﻃﺎﺭ ﺍﻟﺴـﻴﺎﺭﺓ ﺑﺎﻟﻄﺮﻳﻖ ﺇﺫﺍ‬
‫ﻣﻔﱰﺿﺎ‬
‫ﹰ‬ ‫‪ .43‬ﺻـﻒ ﺣﺮﻛـﺔ ﺣﺠـﺮ ﺃﺳـﻘﻂ ﰲ ﻣـﺎﺀ ﺍﻟﺒﺤـﺮ‪،‬‬ ‫ﻭﺿﺢ ﺫﻟﻚ ﻣﺴـﺘﻌﻤ ﹰ‬
‫ﻼ ﻣﻌﺎﺩﻟﺘﹶﻲ‬ ‫ﻳﻘﻞ؟ ﹼ‬‫ﺍﺯﺩﺍﺩ ﻋﺮﺿﻪ ﺃﻡ ﹼ‬
‫ﺍﺯﺩﻳﺎﺩ ﻣﻘﺎﻭﻣﺔ ﺍﳌﺎﺀ ﻟﻠﺤﺠﺮ ﺑﺰﻳﺎﺩﺓ ﴎﻋﺔ ﺍﳊﺠﺮ ﻓﻴﻪ‪.‬‬ ‫ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﻠﺘﲔ ﺩﺭﺳﺘﻬﲈ ﰲ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ‪.‬‬

‫‪132‬‬
 ‫‪ .49‬ﻳﺘﺰﻥ ﺟﺴﻢ ﲢﺖ ﺗﺄﺛﲑ ﺛﻼﺙ ﻗﻮ￯؛ ﺇﺫ ﺗﺆ ﹼﺛﺮ ﺍﻟﻘﻮﺓ ﺍﻷﻭﱃ‬ ‫ﻓـﴪ ﳌﺎﺫﺍ ﺗﺴـﺘﺨﺪﻡ ﺍﻟﺰﻳﻮﺕ ﺑﲔ ﺃﺟـﺰﺍﺀ ﻗﻄﻊ ﺍﻵﻻﺕ‬
‫‪ .44‬ﹼ‬
‫‪ 33.0 N‬ﰲ ﺍﲡـﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 90.0°‬ﻣﻊ ﺍﳌﺤﻮﺭ ‪ ،x‬ﺃﻣﺎ‬ ‫ﺍﳌﺘﺤﺮﻛﺔ؟‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ‪ 44.0 N‬ﻓﺘﺆ ﹼﺛﺮ ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪60.0°‬‬ ‫ﺗﺘﺤـﺮﻙ ﺳـﻴﺎﺭﺓ ﻛﺘﻠﺘﻬـﺎ ‪ 1500 kg‬ﻋـﲆ ﻃﺮﻳـﻖ ﺃﻓﻘـﻲ‬
‫ﹼ‬ ‫‪.45‬‬
‫ﻣﻊ ﺍﳌﺤﻮﺭ ‪ .x‬ﻣﺎ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ؟‬ ‫ﻣﺴﺘﻘﻴﻢ ﺑﴪﻋﺔ ﻣﺘﹼﺠﻬﺔ ﺛﺎﺑﺘﺔ ‪ 15 m/s‬ﰲ ﺍﲡﺎﻩ ﺍﻟﴩﻕ‪.‬‬
‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳌﻨﻄﺎﺩ‬
‫ﹼ‬ ‫‪ .50‬ﺃﻭﺟـﺪ ﻣﻘﺪﺍﺭ ﻭﺍﲡـﺎﻩ ﺍﻟﻘﻮﺓ‬ ‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺴﻴﺎﺭﺓ؟ ﳌﺎﺫﺍ؟‬
‫ﹼ‬ ‫ﻣﺎ ﺍﻟﻘﻮﺓ‬ ‫‪.a‬‬

‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.3-22‬‬

‫ﹼ‬ ‫ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺴـﻴﺎﺭﺓ ﺇﺫﺍ ﻛﺎﻧﺖ ﹼ‬
‫ﺗﺘﺤﺮﻙ‬ ‫ﹼ‬ ‫ﻣـﺎ ﺍﻟﻘﻮﺓ‬ ‫‪.b‬‬
‫ﰲ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ؟ ﳌﺎﺫﺍ؟‬
‫‪ .46‬ﻛﺮﺗـﺎﻥ ﻣﺘﲈﺛﻠﺘـﺎﻥ‪ :‬ﺇﺣﺪﺍﳘﺎ ﳑﻠﻮﺀﺓ ﺑﺎﳍـﻮﺍﺀ‪ ،‬ﻭﺍﻷﺧﺮ￯‬
‫‪5000 N‬‬
‫ﺑﺎﳌﺎﺀ‪ ،‬ﺃﺳـﻘﻄﺘﺎ ﻣﻦ ﺃﻋﲆ ﺳﻄﺢ ﺑﻨﺎﻳﺔ ﻣﺮﺗﻔﻌﺔ ﰲ ﺍﻟﻠﺤﻈﺔ‬
‫ﻧﻔﺴـﻬﺎ‪ ،‬ﻭﻣﻦ ﺍﻻﺭﺗﻔﺎﻉ ﻧﻔﺴﻪ ﻧﺤﻮ ﺍﻷﺭﺽ‪ .‬ﺇﺫﺍ ﻋﻠﻤﺖ‬
‫‪1600 N‬‬ ‫‪1200 N‬‬ ‫ﺃﻥ ﺍﳍـﻮﺍﺀ ﻳﺆﺛﺮ ﺑﻘـﻮﺓ ﻣﻌﻴﻘﺔ ﻓﻴﻬﲈ ﺃﺛﻨﺎﺀ ﺍﻟﺴـﻘﻮﻁ‪ ،‬ﻓﺄﻱ‬
‫ﺍﻟﻜﺮﺗـﲔ ﺗﺜﺒـﺖ ﴎﻋﺘﻬـﺎ ﺃﻭﻻﹰ؟ ﻭﻫـﻞ ﺳـﺘﺼﻄﺪﻣﺎﻥ‬
‫ﺑﺎﻷﺭﺽ ﰲ ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴﻬﺎ؟‬
‫‪4000 N‬‬
‫‪ .47‬ﻗﺬﻓﺖ ﻛﺮﺓ ﰲ ﺍﳍﻮﺍﺀ ﺇﱃ ﺃﻋﲆ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪.‬‬
‫ﺍﺭﺳـﻢ ﳐ ﹼﻄﻂ ﺍﳉﺴـﻢ ﹼ‬
‫‪‬ال‪‬ص‪‬ل ‪3-22‬‬ ‫ﺍﳊـﺮ ﻟﻠﻜﺮﺓ ﻋﻨﺪ ﺛـﻼﺙ ﻧﻘﺎﻁ ﰲ‬ ‫‪.a‬‬
‫ﻣﺴـﺎﺭ ﺣﺮﻛﺘﻬﺎ‪ :‬ﰲ ﻃﺮﻳﻘﻬﺎ ﺇﱃ ﺃﻋـﲆ‪ ،‬ﻭﻋﻨﺪ ﺍﻟﻘﻤﺔ‪ ،‬ﻭﰲ‬
‫ﺍﳌﺤﺼﻠـﺔ ﺍﻟﺘـﻲ ﺗﺆ ﹼﺛـﺮ ﰲ ﺍﳊﻠﻘـﺔ ﺍﻟﺘـﻲ ﰲ‬
‫ﹼ‬ ‫‪ .51‬ﻣـﺎ ﺍﻟﻘـﻮﺓ‬
‫ﻃﺮﻳﻘﻬﺎ ﺇﱃ ﺃﺳﻔﻞ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﺍﻟﺸﻜﻞ ‪3-23‬؟‬
‫ﻣﺎ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﻋﻨﺪ ﺃﻋﲆ ﻧﻘﻄﺔ ﻭﺻﻠﺖ ﺇﻟﻴﻬﺎ؟‬ ‫‪.b‬‬
‫‪y‬‬
‫‪F1 = 500 N‬‬ ‫‪F2 = 400 N‬‬ ‫ﻣﺎ ﺗﺴﺎﺭﻉ ﺍﻟﻜﺮﺓ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ؟‬ ‫‪.c‬‬

‫ا‪‬ا‪ ‬‬
‫حل امل‪‬صا‪‬ل‬
‫˚‪40.0‬‬ ‫˚‪50.0‬‬ ‫‪x‬‬
‫‪ 3-1‬‬
‫‪ .48‬ال‪‬و‪ ‬ﻣﻦ ﻃﺮﻕ ﲣﻠﻴﺺ ﺳﻴﺎﺭﺗﻚ ﻣﻦ ﺍﻟﻮﺣﻞ ﺃﻥ ﺗﺮﺑﻂ‬
‫‪‬ال‪‬ص‪‬ل ‪3-23‬‬
‫ﻃـﺮﻑ ﺣﺒـﻞ ﻏﻠﻴﻆ ﺑﺎﻟﺴـﻴﺎﺭﺓ ﻭﻃﺮﻓﻪ ﺍﻵﺧﺮ ﺑﺸـﺠﺮﺓ‪،‬‬
‫ﺛﻢ ﺗﺴـﺤﺐ ﺍﳊﺒﻞ ﻣﻦ ﻧﻘﻄﺔ ﺍﳌﻨﺘﺼـﻒ ﺑﺰﺍﻭﻳﺔ ‪ 90°‬ﻣﻊ‬
‫ﻭﺿﺢ ﳌﺎﺫﺍ ﺗﻜﻮﻥ‬‫ﺍﳊﺒﻞ‪ .‬ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﳉﺴﻢ ﺍﳊﺮ‪ ،‬ﺛﻢ ﹼ‬
‫ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺴﻴﺎﺭﺓ ﻛﺒﲑﺓ ﺣﺘﻰ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﺍﻟﺘﻲ ﺗﺴﺤﺐ ﲠﺎ ﺍﳊﺒﻞ ﺻﻐﲑﺓ؟‬
‫‪133‬‬
 ‫‪ .52‬ﻳﻘـﴤ ﺍﻷﺧﻮﺍﻥ ﺃﲪﺪ ﻭﻋﺒـﺪ ﺍﷲ ﺑﻌﺾ ﺍﻟﻮﻗﺖ ﰲ ﹴ‬
‫ﺑﻴﺖ‬
‫ﺑﻨﻴﺎﻩ ﻓﻮﻕ ﺷـﺠﺮﺓ‪ .‬ﻭﻗﺪ ﺍﺳـﺘﻌﻤﻼ ﺑﻌـﺾ ﺍﳊﺒﺎﻝ ﻟﺮﻓﻊ‬
‫ﺻﻨـﺪﻭﻕ ﻛﺘﻠﺘـﻪ ‪ 3.20 kg‬ﳛﻮﻱ ﺃﻣﺘﻌﺘﻬـﻢ‪ .‬ﻓﺈﺫﺍ ﻭﻗﻔﺎ‬
‫ﻋﲆ ﻏﺼﻨﲔ ﳐﺘﻠﻔﲔ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،3-24‬ﻭﺳـﺤﺒﺎ‬
‫ﺍﳌﻮﺿﺤﺘﲔ ﰲ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﺎﺣﺴﺐ‬ ‫ﺑﺎﻟﺰﺍﻭﻳﺘﲔ ﻭﺍﻟﻘﻮﺗﲔ ﹼ‬
‫ﺍﳌﺤﺼﻠـﺔ ﺍﳌﺆ ﹼﺛـﺮﺓ ﰲ‬
‫ﹼ‬ ‫ﹼﹰ‬
‫ﻛﻼ ﻣـﻦ ﺍﳌﺮﻛﹼﺒﺘـﲔ ‪ x‬ﻭ ‪ y‬ﻟﻠﻘـﻮﺓ‬
‫ﺍﻟﺼﻨـﺪﻭﻕ‪ .‬ﺗﻨﺒﻴـﻪ‪ :‬ﺍﺭﺳـﻢ ﳐ ﹼﻄـﻂ ﺍﳉﺴـﻢ ﺍﳊـﺮ ﺣﺘﻰ‬
‫ﻻ ﺗﻨﺴﻰ ﺃﻱ ﻗﻮﺓ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪3-25‬‬

‫‪ 3-2‬‬
‫ﺧﺸـﺒﻲ ﻛﺘﻠﺘﻪ ‪ 12 kg‬ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ ﻋﲆ‬
‫ﹼ‬ ‫‪ .54‬ﻳﻨﺰﻟﻖ ﺻﻨﺪﻭﻕ‬
‫ﺃﺭﺿ ﹼﻴـﺔ ﺍﻟﻐﺮﻓﺔ‪ ،‬ﻭﺫﻟﻚ ﲢﺖ ﺗﺄﺛﲑ ﻗـﻮﺓ ﺃﻓﻘ ﹼﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﺍﳊﺮﻛـﻲ ﺑـﲔ‬
‫ﹼ‬ ‫‪ .30 N‬ﻣـﺎ ﻣﻘـﺪﺍﺭ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘـﻜﺎﻙ‬ ‫ﹾ‬
‫ﹾ‬
‫ﺍﻟﺼﻨﺪﻭﻕ ﻭﺃﺭﺿﻴﺔ ﺍﻟﻐﺮﻓﺔ؟‬
‫ﻛـﺮﳼ ﻭﺯﻧﻪ‬
‫ﹼ‬ ‫‪ .55‬ﻳﻠـﺰﻡ ﺍﻟﺘﺄﺛـﲑ ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 170 N‬ﰲ‬
‫‪‬ال‪‬ص‪‬ل ‪3-24‬‬
‫‪ 300 N‬ﳉﻌﻠﻪ ﻋﲆ ﻭﺷـﻚ ﺍﳊﺮﻛﺔ ﻋﲆ ﺃﺭﺿ ﹼﻴﺔ ﺍﻟﻐﺮﻓﺔ‪.‬‬
‫ﺍﻟﻜﺮﳼ ﻳﻠﺰﻡ ﺍﻟﺘﺄﺛﲑ ﺑﻪ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﻳﺘﺤﺮﻙ‬ ‫ﺟﺴـﲈ ﻛﺘﻠﺘﻪ‬
‫ﹰ‬ ‫‪ .53‬ﰲ ﻋـﺮﺽ ﻋﻤـﲇ‪ ،‬ﻋ ﹼﻠـﻖ ﻣﻌﻠـﻢ ﺍﻟﻔﻴﺰﻳـﺎﺀ‬
‫ﹼ‬ ‫ﻭﺑﻌﺪ ﺃﻥ ﹼ‬
‫ﻳﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻣﺘﹼﺠﻬﺔ ﺛﺎﺑﺘﺔ ﻋﲆ ﺃﺭﺿﻴﺔ‬ ‫‪ 7.5 kg‬ﰲ ﺳـﻘﻒ ﺍﻟﻐﺮﻓﺔ ﺑﺨﻴﻂ ﻣﻬﻤﻞ ﺍﻟﻜﺘﻠﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪،‬‬
‫‪ 120 N‬ﳉﻌﻠﻪ ﹼ‬
‫ﺍﻟﻐﺮﻓﺔ‪.‬‬ ‫ﺟﺴﲈ ﺁﺧﺮ ﻛﺘﻠﺘﻪ ‪ 2.5 kg‬ﺑﺨﻴﻂ ﺁﺧﺮ‪.‬‬ ‫ﺛﻢ ﻋ ﹼﻠﻖ ﰲ ﺃﺳﻔﻠﻪ ﹰ‬
‫ﻭﺃﺧﲑﺍ ﺭﺑﻂ ﺧﻴ ﹰﻄﺎ ﺛﺎﻟ ﹰﺜﺎ ﰲ ﺃﺳـﻔﻞ ﺍﳉﺴﻢ ﺍﻟﺜﺎﲏ ﻟﻴﺸﺪﹼ ﻩ‬
‫ﹰ‬
‫ﺍﻟﻜﺮﳼ‬
‫ﹼ‬ ‫ﺍﻟﺴـﻜﻮﲏ ﺑـﲔ‬
‫ﹼ‬ ‫‪ .a‬ﺃﻭﺟـﺪ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﻭﺃﺭﺿ ﹼﻴﺔ ﺍﻟﻐﺮﻓﺔ‪.‬‬ ‫ﻣﻨﻪ ﺑﻘـﻮﺓ ﻣﺘﺰﺍﻳﺪﺓ ﺣﺘﻰ ﻳﻨﻘﻄﻊ ﺃﺣﺪ ﻫـﺬﻩ ﺍﳋﻴﻮﻁ‪ ،‬ﻛﲈ‬
‫ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ . 3-25‬ﻓﺈﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﳋﻴﻂ‬
‫ﺍﻟﻜﺮﳼ‬
‫ﹼ‬ ‫ﺍﳊﺮﻛـﻲ ﺑـﲔ‬
‫ﹼ‬ ‫‪ .b‬ﺃﻭﺟـﺪ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘـﻜﺎﻙ‬
‫ﻳﻨﻘﻄﻊ ﻋﻨﺪﻣﺎ ﺗﺒﻠﻎ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ﻓﻴﻪ ‪ ،156 N‬ﻓﺄﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫ﻭﺃﺭﺿ ﹼﻴﺔ ﺍﻟﻐﺮﻓﺔ‪.‬‬
‫ﺃﻱ ﺧﻴﻂ ﻣﻦ ﺍﳋﻴﻮﻁ ﺍﻟﺜﻼﺛﺔ ﻳﻨﻘﻄﻊ ﺃﻭﻻﹰ؟‬ ‫‪ .a‬ﹼ‬
‫ﺃﻓﻘﻲ‬
‫‪ .56‬ﹸﺳـﺤﺐ ﺻﻨﺪﻭﻕ ﻭﺯﻧﻪ ‪ 64 N‬ﺑﺤﺒﻞ ﻋﲆ ﺳـﻄﺢ ﹼ‬
‫‪ .b‬ﻣﺎ ﺃﻛﱪ ﻗﻮﺓ ﺭﺃﺳ ﹼﻴﺔ ﺇﱃ ﺃﺳﻔﻞ ﻳﺴﺘﻄﻴﻊ ﻣﻌﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫ﺧﺸـﻦ ﺑﴪﻋـﺔ ﺛﺎﺑﺘـﺔ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘـﻜﺎﻙ‬
‫ﺍﻟﺘﺄﺛﲑ ﲠﺎ ﻗﺒﻞ ﺃﻥ ﻳﻨﻘﻄﻊ ﺍﳋﻴﻂ؟‬
‫ﺍﳊﺮﻛـﻲ ‪ ،0.81‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛـﺮﺓ ﰲ ﺍﳋﻴﻂ ﺇﺫﺍ‬
‫ﹼ‬
‫ﻛﺎﻧﺖ ﻣﻮﺍﺯﻳﺔ ﻟﺴﻄﺢ ﺍﻷﺭﺽ؟‬

‫‪134‬‬
 ‫ﺍﻟﻘﻮﺓ ﺍﻟﻼﺯﻣﺔ ﻟﻜﻲ ﺗﺒﺪﺃ ﹼ‬
‫ﺍﻟﺰﻻﺟﺔ ﰲ ﺍﳊﺮﻛﺔ‪.‬‬ ‫‪.b‬‬ ‫‪ .57‬ﺍﺳﺘﻌﻦ ﺑﺎﻟﺸﻜﻞ ‪ 3-26‬ﺃﺩﻧﺎﻩ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻟﺘﺴـﺘﻤﺮ ﰲ ﺍﳊﺮﻛﺔ ﺑﴪﻋﺔ‬
‫ﹼ‬ ‫ﺍﻟﻘـﻮﺓ ﺍﻟﺘﻲ ﺗﺘﻄ ﹼﻠﺒﻬﺎ ﺍﻟﺰﻻﺟﺔ‬ ‫‪.c‬‬ ‫‪4‬‬

‫ﺛﺎﺑﺘﺔ‪.‬‬ ‫‪3‬‬

‫‪ .60‬ﹸﻳﺴـﺤﺐ ﺍﳌﻴـﺰﺍﻥ ﰲ ﺍﻟﺸـﻜﻞ ‪ 3-27‬ﺑﺜﻼﺛﺔ ﺣﺒـﺎﻝ‪ .‬ﻣﺎ‬

‫)‪fK (N‬‬
‫‪2‬‬
‫ﺍﳌﺤﺼﻠﺔ ﺍﻟﺘﻲ ﻳﻘﺮﺅﻫﺎ ﺍﳌﻴﺰﺍﻥ؟‬
‫ﹼ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‬
‫‪1‬‬

‫‪0‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬
‫)‪FN (N‬‬

‫‪‬ال‪‬ص‪‬ل ‪3-26‬‬
‫‪27.0°‬‬ ‫‪27.0°‬‬
‫ﺍﳊﺮﻛﻲ ‪ µk‬ﳍﺬﺍ ﺍﻟﻨﻈﺎﻡ؟‬
‫ﹼ‬ ‫ﻣﺎ ﻣﻘﺪﺍﺭ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫‪.a‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺗﺴﺎﻭﻱ ‪ ،1.5 N‬ﻓﲈ ﻣﻘﺪﺍﺭ ‪FN‬؟‬ ‫‪.b‬‬

‫ﺇﺫﺍ ﺃﺻﺒﺤﺖ ‪ FN‬ﺗﺴﺎﻭﻱ ﺛﻼﺛﺔ ﺃﻣﺜﺎﻝ ﻣﻘﺪﺍﺭﻫﺎ ﺍﻷﺻﲇ‪،‬‬ ‫‪.c‬‬

‫ﻓﻬـﻞ ﺗﺼﺒﺢ ﺍﳌﺆﺛﺮﺓ‪ F‬ﺛﻼﺛـﺔ ﺃﻣﺜﺎﻝ ﻣﻘﺪﺍﺭﻫﺎ ﺍﻷﺻﲇ ﹰ‬
‫ﺃﻳﻀﺎ‬
‫‪75.0 N‬‬ ‫‪75.0 N‬‬

‫‪150.0 N‬‬
‫ﻟﻠﻤﺤﺎﻓﻈﺔ ﻋﲆ ﺣﺮﻛﺔ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ؟‬
‫ال‪‬ص‪‬ل ‪3-27‬‬ ‫‪‬‬ ‫ﻫﻞ ﺍﳌﺆﺛﺮﺓ‪ F‬ﻭ ‪ FN‬ﺗﺆﺛﺮﺍﻥ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ؟ ﳌﺎﺫﺍ؟‬ ‫‪.d‬‬
‫‪ .61‬ﺃﺭﺍﺩ ﻳﻮﺳﻒ ﺗﻌﻠﻴﻖ ﻟﻮﺣﺔ ﺇﻋﻼﻧﺎﺕ ﻭﺯﳖﺎ ‪ 7.50 × 10 N‬ﺃﻣﺎﻡ‬
‫‪2‬‬
‫ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﳌﺴﺄﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ‬
‫‪ .58‬ﺍﻓﱰﺽ ﱠ‬
‫ﺍﻟﺘﺠﺎﺭﻱ‪ ،‬ﻓﺎﺳﺘﺨﺪﻡ ﺣﺒﻠﲔ‪ ،‬ﺑﺤﻴﺚ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ‬ ‫ﹼ‬ ‫ﻣﻌﺮﺿﻪ‬ ‫ﻭﺑﲔ‪:‬‬
‫ﻣﻘﺪﺍﺭﻫﺎ ‪ θ‬ﻣﻊ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﹼ‬
‫ﻣﻮﺿﺢ ﰲ‬‫ﻣﻴـﻼﻥ ﺍﳊﺒﻞ ‪ A‬ﻋـﲆ ﺍﳉﺪﺍﺭ ˚‪ ،30.0‬ﻛﲈ ﻫـﻮ ﹼ‬ ‫ﻋﻠـﲈ ﺑﺄﳖـﺎ ﱂ ﹶﺗ ﹸﻌﺪ‬
‫‪ .a‬ﻛﻴـﻒ ﲢﺴـﺐ ﺍﻟﻘـﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ‪ ،‬ﹰ‬
‫ﺍﻟﺸﻜﻞ ‪ .3-28‬ﺃﻣﺎ ﺍﳊﺒﻞ ‪ B‬ﻓﻘﺪ ﺭﺑﻂ ﺃﻓﻘ ﹼﹰﻴﺎ ﺑﻤﺒﻨﹰﻰ ﳎﺎﻭﺭ‪.‬‬ ‫ﺗﺴﺎﻭﻱ ‪ ،Fg‬ﻛﲈ ﻛﺎﻧﺖ ﰲ ﺍﳌﺴﺄﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺸــــﺪﹼ ﰲ ﺍﳊﺒـﻞ ‪ B‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻠﻮﺣﺔ‬ ‫ﻋﻠﲈ ﺑﺄﻥ ﻗﻮﺓ‬
‫ﺍﳌﺤﺼﻠﺔ‪ ،‬ﹰ‬
‫ﹼ‬ ‫‪ .b‬ﻛﻴﻒ ﲢﺴـﺐ ﺍﻟﻘﻮﺓ ﺍﻷﻓﻘ ﹼﻴﺔ‬
‫ﻣﺘﹼﺰﻧﺔ؟‬ ‫ﺍﻻﺣﺘـﻜﺎﻙ ﺗﺒﻘﻰ ﻣﻌﺎﻛﺴـﺔ ﻻﲡـﺎﻩ ﺍﳊﺮﻛـﺔ ﺍﻷﻓﻘ ﹼﻴﺔ‬
‫ﻟﻠﺼﻨﺪﻭﻕ‪.‬‬
‫‪A‬‬
‫‪‬ا‪‬عة ‪‬ا‪‬ة‬
‫ﺯﻻﺟﺔ ﻛﺘﻠﺘﻬـﺎ ‪ 50.0 kg‬ﻋﲆ ﺃﺭﺽ‬ ‫ﹸﺴـﺤﺐ ﹼ‬ ‫‪ .59‬الت‪‬ل‪ ‬ﺗ ﹶ‬
‫‪B‬‬
‫ﻣﻨﺒﺴـﻄﺔ ﻣﻐ ﹼﻄـﺎﺓ ﺑﺎﻟﺜﻠـﺞ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫ﺍﳊﺮﻛﻲ ‪،0.10‬‬
‫ﹼ‬ ‫ﺍﻟﺴـﻜﻮﲏ ‪ ،0.30‬ﻭﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬‫ﹼ‬
‫ﻓﺎﺣﺴﺐ‪:‬‬
‫‪‬ال‪‬ص‪‬ل ‪3-28‬‬
‫ﻭﺯﻥ ﺍﻟﺰﻻﺟﺔ‪.‬‬ ‫‪.a‬‬

‫‪135‬‬
‫‪ .66‬ﻫﻞ ﻳﻤﻜﻦ ﳉﺴـﻢ ﺃﻥ ﻳﻜـﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﺗـﺰﺍﻥ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﳊﺮ ﹼ‬
‫ﻟﻜﻞ ﳑﹼﺎ ﻳﲇ‪:‬‬ ‫‪ .62‬ﺍﺭﺳﻢ ﳐ ﹼﻄﻂ ﺍﳉﺴﻢ ﹼ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺗﺆ ﹼﺛﺮ ﻓﻴﻪ ﻗﻮﺓ ﻣﻔﺮﺩﺓ؟ ﹼ‬ ‫‪ .a‬ﳊﻈـﺔ ﴐﺏ ﻛـﺮﺓ ﻗﺪﻡ ﺳـﺎﻛﻨﺔ ﻋـﲆ ﺍﻷﺭﺽ ﺑﻘﺪﻡ‬
‫‪ .67‬ﺍﻋﺘـﱪ ﺍﻷﻣﺜﻠـﺔ ﺍﻟﺘـﻲ ﺩﺭﺳـﺘﻬﺎ ﰲ ﻫـﺬﻩ ﺍﻟﻮﺣـﺪﺓ ﻧﲈﺫﺝ‬ ‫ﻻﻋﺐ‪.‬‬
‫ﻳﺘﻀﻤﻦ‬
‫ﹼ‬ ‫ﻟﺘﻜﺘـﺐ ﻣﺜﺎﻻﹰ ﹼ‬
‫ﳊـﻞ ﺍﳌﺴـﺄﻟﺔ ﺍﻟﺘﺎﻟﻴـﺔ‪ ،‬ﻋـﲆ ﺃﻥ‬ ‫ﺃﻓﻘـﻲ ﺑﴪﻋﺔ ﻣﻨﺘﻈﻤﺔ‬
‫ﹼ‬ ‫ﻳﺘﺤﺮﻙ ﻋﲆ ﺳـﻄﺢ‬
‫‪ .b‬ﺻﻨﺪﻭﻕ ﹼ‬
‫ﺍﻟﻜﻤ ﹼﻴـﺔ ﺍﳌﺠﻬﻮﻟﺔ‪،‬‬
‫ﲢﻠﻴـﻞ ﺍﳌﺴـﺄﻟﺔ ﻭﺭﺳـﻤﻬﺎ‪ ،‬ﻭﺇﳚـﺎﺩ ﹼ‬ ‫ﻧﺘﻴﺠﺔ ﺗﺄﺛﲑ ﻗﻮﺓ ﺩﻓﻊ ﻓﻴﻪ‪.‬‬
‫ﻭﺗﻘﻮﻳـﻢ ﺍﳉـﻮﺍﺏ‪ :‬ﺗﹸﻌ ﹼﻠﻖ ﻛﺘﻠﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 4 kg‬ﺑﺤﺒﻠﲔ‬ ‫‪ .c‬ﻗﻄﻌـﺔ ﺣﻠـﻮ￯ ﻭﺯﳖـﺎ ‪ 10 N‬ﻣﻮﺿﻮﻋـﺔ ﰲ ﻃﺒـﻖ‪،‬‬
‫ﺭﺃﺳـ ﹼﻴﲔ ﻣﺘﲈﺛﻠـﲔ ﻣﺜ ﹼﺒﺘـﲔ ﰲ ﺳـﻘﻒ ﺍﻟﻐﺮﻓﺔ‪ .‬ﺍﺣﺴـﺐ‬ ‫ﻭﻳﺆﺛﺮ ﺍﻟﻄﺒﻖ ﰲ ﻗﻄﻌﺔ ﺍﳊﻠﻮ￯ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪13 N‬‬
‫ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﺸﺪﹼ ﰲ ﻛﻞ ﺣﺒﻞ‪.‬‬ ‫ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋﲆ‪ ،‬ﻭﺗﺆ ﹼﺛﺮ ﺳﻜﲔ ﰲ ﻗﻄﻌﺔ ﺍﳊﻠﻮ￯ ﺑﻘﻮﺓ‬
‫ﻣﻘﺪﺍﺭﻫﺎ ‪ 3 N‬ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﱃ ﺃﺳﻔﻞ‪.‬‬
‫ال‪‬تا‪‬ة ‪ ‬الف‪‬يا‪‬‬
‫‪ .63‬ﻳـﺮﺍﺩ ﺩﻓﻊ ﺻﺨﺮﺓ ﻛﺒﲑﺓ ﻛﺘﻠﺘﻬـﺎ ‪ 20.0 kg‬ﺇﱃ ﻗﻤﺔ ﺟﺒﻞ‬
‫‪ .68‬ﺍﺳﺘﻘﺺ ﺑﻌﺾ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ﰲ ﺍﻟﺼﻨﺎﻋﺔ ﻟﺘﻘﻠﻴﻞ‬
‫ﺍﻻﺣﺘـﻜﺎﻙ ﺑـﲔ ﺍﻷﺟـﺰﺍﺀ ﺍﳌﺨﺘﻠﻔﺔ ﻟـﻶﻻﺕ‪ .‬ﹺ‬ ‫ﺩﻭﻥ ﺩﺣﺮﺟﺘﻬـﺎ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ‬
‫ﻒ‬
‫ﻭﺻ ﹾ‬
‫ﺑﲔ ﺍﻟﺼﺨﺮﺓ ﻭﺳـﻄﺢ ﺍﳉﺒﻞ ‪ ،0.40‬ﻭﻣﻴﻞ ﺳﻄﺢ ﺍﳉﺒﻞ‬
‫ﻣﻮﺿﺤﺎ ﺩﻭﺭ ﺍﻟﻔﻴﺰﻳـﺎﺀ ﰲ ﻋﻤﻞ ﻛﻞ‬
‫ﹰ‬ ‫ﺗﻘﻨﻴﺘـﲔ ﺃﻭ ﺛﻼ ﹰﺛـﺎ‪،‬‬
‫‪ 30.0°‬ﻋﲆ ﺍﻷﻓﻘﻲ‪:‬‬
‫ﻣﻨﻬﺎ‪.‬‬
‫‪ .a‬ﻓﲈ ﺍﻟﻘﻮﺓ ﺍﻟﺘـﻲ ﻳﺘﻄﻠﺒﻬﺎ ﺩﻓﻊ ﺍﻟﺼﺨﺮﺓ ﺇﱃ ﻗﻤﺔ ﺍﳉﺒﻞ‬
‫‪ .69‬ا‪‬ملب‪‬ا‪ ‬ﺑﺪﺃ ﺣﺪﻳ ﹰﺜﺎ ﺍﻟﻜﺜﲑ ﻣﻦ ﻻﻋﺒﻲ ﺍﻷﻭﳌﺒﻴﺎﺩ ـ ﻭﻣﻨﻬﻢ‬ ‫ﺑﴪﻋﺔ ﺛﺎﺑﺘﺔ؟‬
‫ﻻﻋﺒﻮ ﺍﻟﻘﻔﺰ ﻭﺍﻟﺘﺰ ﹼﻟﺞ ﻭﺍﻟﺴ ﹼﺒﺎﺣﻮﻥ ـ ﻳﺴﺘﻌﻤﻠﻮﻥ ﻭﺳﺎﺋﻞ‬
‫‪ .b‬ﺇﺫﺍ ﺩﻓﻌـﺖ ﺍﻟﺼﺨﺮﺓ ﺑﴪﻋﺔ ‪ ،0.25 m/s‬ﻭﺗﻄ ﹼﻠﺐ‬
‫ﻣﺘﻄـﻮﺭﺓ ﻟﺘﻘﻠﻴـﻞ ﺃﺛـﺮ ﺍﻻﺣﺘـﻜﺎﻙ ﻭﻗﻮ￯ ﳑﺎﻧﹶﻌـﺔ ﺍﳍﻮﺍﺀ‬
‫ﹼ‬ ‫ﺍﻟﻮﺻـﻮﻝ ﺇﱃ ﻗﻤﺔ ﺍﳉﺒﻞ ‪ 8.0‬ﺳـﺎﻋﺎﺕ‪ ،‬ﻓﲈ ﺍﺭﺗﻔﺎﻉ‬
‫ﻭﺍﳌـﺎﺀ‪ .‬ﺍﺑﺤـﺚ ﰲ ﻭﺍﺣـﺪﺓ ﻣـﻦ ﻫـﺬﻩ ﺍﻷﺩﻭﺍﺕ‪ ،‬ﻭﺑﲔ‬ ‫ﺍﳉﺒﻞ؟‬
‫ﻭﻭﺿﺢ‬
‫ﺗﻄـﻮﺭﺕ ﻟﺘﻮﺍﻛﺐ ﺫﻟـﻚ ﻋﱪ ﺍﻟﺴـﻨﲔ‪ ،‬ﹼ‬ ‫ﻛﻴـﻒ ﹼ‬
‫ﺍﻟﺘﻄﻮﺭﺍﺕ‪.‬‬
‫ﹼ‬ ‫ﻛﻴﻒ ﺃ ﹼﺛﺮﺕ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻫﺬﻩ‬ ‫التف‪ ‬ال‪‬اقد‬
‫‪ .64‬ﺗﺘﻨﺎﺳـﺐ ﻗـﻮﺓ ﻣﻘﺎﻭﻣﺔ ﺍﳍﻮﺍﺀ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺟﺴـﻢ ﺳـﺎﻗﻂ‬
‫‪‬ا‪‬عة ‪‬ا‪ ‬ة‬
‫ﻓﻴﻪ ﻃﺮﺩ ﹼﹰﻳـﺎ ﻣﻊ ﻣﺮ ﹼﺑﻊ ﴎﻋﺘﻪ ﺍﳌﺘﹼﺠﻬـﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﹼﺍﲡﺎﻫﻬﺎ‬
‫‪ .70‬ﺇﺫﺍ ﹸﻗﺪﹾ ﹶﺕ ﺩﺭﺍﺟﺘﻚ ﺍﳍﻮﺍﺋ ﹼﻴﺔ ﻣﺪﺓ ‪ 1.5 h‬ﺑﴪﻋﺔ ﻣﺘﻮﺳﻄﺔ‬
‫ﺇﱃ ﺃﻋـﲆ‪ .‬ﻫـﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺼﺒﺢ ﻣﻘﺎﻭﻣـﺔ ﺍﳍﻮﺍﺀ ﺍﳌﺆ ﹼﺛﺮﺓ‬
‫ﺕ ﻣـﺪﺓ ‪30 min‬‬ ‫ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،10 km/ h‬ﺛـﻢ ﺇﺫﺍ ﹸﻗـﺪﹾ ﹶ‬
‫ﰲ ﺟﺴـﻢ ﺳـﺎﻗﻂ ﻓﻴﻪ ﺃﻛﱪ ﻣﻦ ﻭﺯﻧﻪ ﻋﻨﺪ ﴎﻋﺔ ﻣﻌ ﹼﻴﻨﺔ‪،‬‬
‫ﺑﴪﻋـﺔ ﻣﺘﻮﺳـﻄﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ .15 km / h‬ﻓﺎﺣﺴـﺐ‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻭﺗﺴﺒﺐ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﺇﱃ ﺃﻋﲆ؟ ﹼ‬
‫ﺍﳌﺘﻮﺳﻄﺔ ﰲ ﻫﺬﻩ ﺍﻟﺮﺣﻠﺔ‪) .‬ﺍﻟﻮﺣﺪﺓ ‪(2‬‬‫ﹼ‬ ‫ﻣﻘﺪﺍﺭ ﴎﻋﺘﻚ‬

‫‪ .65‬ﻋﻨﺪ ﻗﺬﻑ ﻛـﺮﺓ ﰲ ﺍﳍﻮﺍﺀ ﺇﱃ ﺃﻋﲆ ﻓﺈﻧﻪ ﺑﻌﺪ ﻭﺻﻮﳍﺎ ﺇﱃ‬

‫ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ ﺗﺴﻘﻂ ﰲ ﺍﲡﺎﻩ ﺍﻷﺭﺽ‪ .‬ﻫﻞ ﺗﻜﻮﻥ ﺍﻟﻜﺮﺓ‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﰲ ﻭﺿﻊ ﺍﺗﺰﺍﻥ ﻋﻨﺪ ﺃﻗﴡ ﺍﺭﺗﻔﺎﻉ؟ ﹼ‬

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 ‫‪F‬‬ ‫ﺍﻷﻓﻘ ﹼﻴﺔ ﻟﻠﻘﻮﺓ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺼﻨﺪﻭﻕ؟‬ ‫ا‪‬ص‪‬ة ا‪‬ت‪‬ار ‪ ‬تعد‪‬‬
‫‪34°‬‬
‫‪21.7 N‬‬ ‫‪C‬‬ ‫‪15 N‬‬ ‫‪A‬‬
‫‪‬‬
‫‪32 N‬‬ ‫‪D‬‬ ‫‪10 N‬‬ ‫‪B‬‬
‫ﺑﺠﺮﺍﺭﻳﻦ‪.‬‬
‫‪ .1‬ﹸﻳﺴـﺤﺐ ﺟﺬﻉ ﺷـﺠﺮﺓ ﻛﺘﻠﺘـﻪ ‪ 1.00 × 103 kg‬ﹼ‬
‫ﻳﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬
‫ﺍﻟﺒﻴﺎﲏ ﺍﻟﺬﻱ ﹼ‬
‫ﹼ‬ ‫ﺍﳉﺮﺍﺭﻳﻦ ‪) 18.0°‬ﻛﲈ ﰲ ﺍﺳـﺘﺨﺪﻡ ﺍﻟﺮﺳـﻢ‬ ‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑـﲔ ﹼ‬
‫ﺟﺮﺍﺭ ﻳﺴـﺤﺐ ﺑﻘﻮﺓ ‪ ،8.00 × 10 N‬ﻓﲈ ﺍﻟﻘـﻮﺓ ﺍﳌﺆ ﹼﺛـﺮﺓ ‪ Fapp‬ﻭﻗـﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴـﺆﺍﻟﲔ ‪5‬‬
‫‪2‬‬
‫ﺍﻟﺸـﻜﻞ(‪ ،‬ﻭﻛﻞ ﹼ‬
‫ﺍﳌﺤﺼﻠﺔ ﺍﻟﺘﻲ ﺳـﻴﺆ ﹼﺛﺮﺍﻥ ﲠﺎ ﰲ ﺟﺬﻉ ﺍﻟﺸﺠﺮﺓ؟ ﻭ‪.6‬‬
‫ﹼ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‬
‫‪1.58 × 103 N C‬‬ ‫‪250 N A‬‬
‫‪fs,max‬‬
‫قو‪ ‬ا‪‬حت‪‬ا‪‬‬

‫‪B‬‬ ‫‪1.60 × 103 N‬‬ ‫‪D‬‬ ‫‪1.52×103 N‬‬ ‫‪B‬‬

‫‪fk‬‬
‫‪A‬‬
‫‪9.0°‬‬
‫‪1.00×103 kg‬‬
‫‪9.0°‬‬
‫‪‬ة ال‪‬ص‪‬و‪‬‬ ‫‪‬ة ا‪‬ة‬
‫ال‪‬و‪ ‬املو‪‬‬
‫‪ .5‬ﻣـﺎ ﺍﻟﻌﻼﻗﺔ‬
‫ﺧﺸﺒﻲ؛ ﺍﻟﻘﻮﺓ ‪ 100 N‬ﰲ ﺍﲡﺎﻩ‬
‫ﹼ‬ ‫‪ .2‬ﺗﺆ ﹼﺛﺮ ﺃﺭﺑﻊ ﻗﻮ￯ ﰲ ﺻﻨﺪﻭﻕ‬
‫ﺑﲔ ﺍﻟﻘﻮ￯ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪A‬؟‬
‫ﺍﻟﻴﻤـﲔ )ﺍﲡﺎﻩ ﺍﳌﺤﻮﺭ ‪ ،(+x‬ﺍﻟﻘﻮﺓ ‪ 120 N‬ﰲ ﺍﲡﺎﻩ ﺍﻟﻴﺴـﺎﺭ‪،‬‬
‫‪fk = Fapp‬‬ ‫‪C‬‬ ‫‪fs = Fapp‬‬ ‫‪A‬‬
‫ﻭﺍﻟﻘـﻮﺓ ‪ 450 N‬ﺇﱃ ﺃﻋـﲆ‪ ،‬ﻭ‪ 200 N‬ﺇﱃ ﺃﺳـﻔﻞ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ‬
‫‪fk > Fapp‬‬ ‫‪D‬‬ ‫‪fs < Fapp B‬‬ ‫ﻭﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﳌﺆ ﹼﺛﺮﺓ ﰲ ﺍﻟﺼﻨﺪﻭﻕ؟‬
‫‪ 251 N‬ﰲ ﺍﲡـﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳـﺔ ˚‪ 85.4‬ﻣﻊ ﺍﳌﺤﻮﺭ ‪ .6 +x‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﻘﻮ￯ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪B‬؟‬ ‫‪A‬‬

‫‪fk > Fapp C‬‬ ‫‪fk = fs,max A‬‬ ‫‪ 230 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ˚‪ 4.6‬ﻣﻊ ﺍﳌﺤﻮﺭ ‪+x‬‬ ‫‪B‬‬

‫‪fk < Fapp D‬‬ ‫‪fk > fs,max B‬‬

‫‪ 270 N‬ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 4.6°‬ﻣﻊ ﺍﳌﺤﻮﺭ ‪+x‬‬ ‫‪C‬‬

‫‪ 251 N‬ﰲ ﺍﲡـﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳـﺔ ˚‪ 94.6‬ﻣﻊ ﺍﳌﺤﻮﺭ ‪+x‬‬ ‫‪D‬‬

‫ا‪‬ص‪‬ة امل‪‬تد‪‬‬ ‫ﻗـﺮﺭ ﺑﻌـﺾ ﺍﻟﻄﻼﺏ ﺑﻨـﺎﺀ ﻋﺮﺑﺔ ﺧﺸـﺒ ﹼﻴﺔ ﻛﺘﻠﺘﻬـﺎ ‪30.0 kg‬‬
‫‪ .3‬ﹼ‬
‫ﺍﻷﻓﻘﻲ‬ ‫ﻭﺿﻌﺖ ﺍﻟﻌﺮﺑﺔ ﻋﲆ ﺍﻟﺜﻠﺞ ﻭﺻﻌﺪ ﻋﻠﻴﻬﺎ ‪ .7‬ﳚﻠﺲ ﻃﻔﻞ ﻛﺘﻠﺘﻪ ‪ 41.2 kg‬ﻋﲆ ﺳـﻄﺢ ﻳﻤﻴﻞ ﻋﲆ‬ ‫ﺯﻻﺟﺔ‪ .‬ﻓﺈﺫﺍ ﹺ‬ ‫ﻓـﻮﻕ ﹼ‬
‫ﹼ‬
‫ﺍﻟﺴـﻜﻮﲏ ﺑﻴﻨﻪ‬
‫ﹼ‬ ‫ﺑﺰﺍﻭﻳـﺔ ‪ .52.4°‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﺭﺍﻛﺒـﺎﻥ‪ ،‬ﻛﺘﻠـﺔ ﻛﻞ ﻣﻨﻬـﲈ ‪ ،90.0 kg‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ‬
‫ﺍﻟﺴـﻜﻮﲏ‬
‫ﹼ‬ ‫ﻭﺑﲔ ﺍﻟﺴـﻄﺢ ‪ ،0.72‬ﻓـﲈ ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ‬ ‫ﳚﺐ ﺃﻥ ﻳﺴـﺤﺐ ﲠﺎ ﺷـﺨﺺ ﺍﻟﻌﺮﺑﺔ ﻟﻜﻲ ﺗﺒﺪﺃ ﰲ ﺍﳊﺮﻛﺔ؟‬
‫ﺍﻟﺘﻲ ﺗﺆ ﹼﺛﺮ ﰲ ﺍﻟﻄﻔﻞ؟‬ ‫ﺍﻟﺴﻜﻮﲏ ﺑﲔ ﺍﻟﻌﺮﺑﺔ ﻭﺍﻟﺜﻠﺞ ‪.0.15‬‬
‫ﹼ‬ ‫ﺍﻋﺘﱪ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫‪2.1 × 103 N‬‬ ‫‪C‬‬ ‫‪1.8 × 102 N‬‬ ‫‪A‬‬

‫ا‪‬ت ا‪‬ا‪‬صبة ل‪‬ص‪ ‬صو‪ ‬ا‪‬ت‬ ‫‪1.4 × 104 N‬‬ ‫‪D‬‬ ‫‪3.1 × 102 N‬‬ ‫‪B‬‬

‫ﺇﺫﺍ ﹸﺃﺗﻴﺢ ﻟﻚ ﺍﺳـﺘﻌﲈﻝ ﺍﻵﻟﺔ ﺍﳊﺎﺳـﺒﺔ ﰲ ﺍﻻﺧﺘﺒﺎﺭ ﻓﺎﺳﺘﻌﻤﻠﻬﺎ‬ ‫‪ .4‬ﻳﺆ ﹼﺛـﺮ ﺧﻴﻂ ﰲ ﺻﻨﺪﻭﻕ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ﺃﺩﻧـﺎﻩ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﺗﻌﺮﻑ ﺍﻷﺭﻗـﺎﻡ ﺫﺍﺕ ﺍﻟﺼﻠﺔ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺃﻓﻀﻞ ﻃﺮﻳﻘﺔ‬ ‫ﺑﺤﻜﻤﺔ‪ .‬ﹼ‬ ‫ﺍﻷﻓﻘـﻲ ﺑﺰﺍﻭﻳـﺔ ‪ .34°‬ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﳌﺮﻛﹼﺒﺔ‬
‫ﹼ‬ ‫‪ 18 N‬ﲤﻴـﻞ ﻋـﲆ‬
‫ﳊﻞ ﺍﳌﺴﺄﻟﺔ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﻨﻘﺮ ﻋﲆ ﻣﻔﺎﺗﻴﺢ ﺍﻵﻟﺔ‪.‬‬

‫‪137‬‬
 ‫ﺧﺼﺎﺋﺺ اﻟﻤﺎدة‬ ‫الوحد‪‬‬
‫‪Properties of Matter‬‬ ‫‪4‬‬
‫رقم الوحد ‪10AP.4 ‬‬
‫‪‬‬
‫‪‬ا ال‪ ‬صتتع‪  ‬‬
‫الوحد‪‬‬
‫• ﺍﺳـﺘﺨﺪﺍﻡ ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﰲ‬
‫ﺗﻔﺴـﲑ ﺍﻟﺘﻐﲑ ﰲ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﻇﻮﺍﻫﺮ‬
‫ﺃﺧﺮ￯ ﻣﺜﻞ ﺍﻟﺘﺒﻠﻮﺭ ﻭﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‪.‬‬
‫• ﻣﻌﺮﻓـﺔ ﺍﻟﺘﻤـﺪﺩ ﺍﳊـﺮﺍﺭﻱ ﻭﺗﻄﺒﻴﻘﺎﺗـﻪ‪،‬‬
‫ﻭﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﻋﻠﻴﻪ‪.‬‬
‫• ﻣﻌﺮﻓﺔ ﻛﻞ ﻣﻦ ﺍﻟﻀﻐﻂ ﻭﺍﻟﻜﺜﺎﻓﺔ ﻭﺍﻟﻄﻔﻮ‬
‫ﻭﺷﺬﻭﺫ ﺍﳌﺎﺀ‪ ،‬ﻭﺃﳘﻴﺘﻬﺎ ﰲ ﺍﳊﻴﺎﺓ‪.‬‬

‫ا‪‬ة‬
‫ﺗﻮﺟـﺪ ﺍﳌﺎﺩﺓ ﰲ ﺍﻟﻄﺒﻴﻌـﺔ ﰲ ﺣﺎﻻﺕ ﳐﺘﻠﻔﺔ‪،‬‬
‫ﻭﻫﺬﻩ ﺍﳊﺎﻻﺕ ﺗﻨﺘﺞ ﺑﺴـﺒﺐ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺘﻲ‬
‫ﺗﻄـﺮﺃ ﻋـﲆ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﺮﺍﻛﻴـﺐ ﺗﻠﻚ ﺍﳌﻮﺍﺩ‬
‫ﻣـﻦ ﺣﻴﺚ ﻃﺒﻴﻌـﺔ ﺟﺰﻳﺌﺎﲥـﺎ ﻭﺍﻟﻘـﻮ￯ ﺍﻟﺘﻲ‬
‫ﺗﺮﺗﺒﻂ ﲠﺎ‪.‬‬
‫ﺍﻟﻄﺒﻴﻌـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﻟﻠـﲈﺩﺓ ﺇﻥ ﻣﻌﺮﻓـﺔ ﺍﻟﻄﺒﻴﻌـﺔ‬
‫ﺍﳉﺰﻳﺌﻴـﺔ ﻟﻠﻤﻮﺍﺩ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ ﺳـﻴﻤﻜﻨﻨﺎ ﻣﻦ‬
‫ﻓﻬﻢ ﺗﻐﲑ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ ﻭﺳـﻠﻮﻛﻬﺎ ﻭﻃﺒﻴﻌﺘﻬﺎ‪،‬‬
‫ﻭﻣﻌﺮﻓﺔ ﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻭﺍﻟﺘﺤﻜﻢ ﻓﻴﻬﺎ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻛﻴﻒ ﺗﺘﻐﲑ ﺣﺎﻟﺔ ﺍﳌﺎﺩﺓ ﻣﻦ ﺣﺎﻟﺔ ﺇﱃ ﺃﺧﺮ￯؟‬
‫ﻭﻣﺎ ﺍﻟﻌ ﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺘﺤﻜﻢ ﰲ ﺫﻟﻚ؟‬

‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

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 ‫‪ 4-1‬‬
‫‪The Kinetic Molecular Model‬‬
‫‪‬د‪ ‬ا‪‬صا‪‬‬
‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬ ‫‪‬صو‪‬ا‪ ‬الت‪‬ة ﻛﻴﻒ ﺗﺘﻐﲑ ﺃﺑﻌﺎﺩ ﻣﺎﺩﺓ ﺑﺘﻐﲑ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ؟‬
‫‪‬‬
‫‪Hand protection‬‬
‫‪‬‬
‫‪Eye safety‬‬
‫‪‬‬
‫‪Thermal safety‬‬
‫‪‬‬
‫‪Explosive‬‬

‫‪27.1 - 27.2‬‬ ‫ﺗﺘﺄﺛﺮ ﺃﺑﻌﺎﺩ ﺍﻷﺟﺴﺎﻡ ﻭﺃﺣﺠﺎﻣﻬﺎ ﺑﺘﻐﲑ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﺣﻴﺚ ﺗﺰﺩﺍﺩ‬
‫‪‬‬
‫‪Electrical hazard‬‬
‫‪‬‬
‫‪Harmful / Irritant‬‬
‫‪‬‬
‫‪Biological hazards‬‬
‫‪‬‬
‫‪Flammable‬‬

‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪ ‬الع‪‬‬ ‫ﺃﻭ ﺗﻘﻞ‪ .‬ﰲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺳﺘﺘﻌﺮﻑ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪3.4‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫ﻭﺗﻐﲑﻛﻞﻣﻦ‪:‬ﺣﺠﻢﺳﺎﺋﻞ‪،‬ﻭﻃﻮﻝﺳﺎﻕﻓﻠﺰﻳﺔ‪،‬ﻭﺣﺠﻢﻏﺎﺯﳏﺼﻮﺭ‪.‬‬
‫‪N‬‬ ‫ا‪‬دا‪‬‬
‫‪‬‬
‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫ا‪‬وات‬
‫• ‪�‬ص‪ ‬ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ‪.‬‬
‫‪ .1‬ﺍﻣﻸ ﺩﻭﺭ ﹰﻗﺎ ﺯﺟﺎﺟ ﹼﹰﻴﺎ ﹰ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻛﺒﲑﺍ ﺑﺎﳌﺎﺀ ﺍﳌﻠﻮﻥ ﺇﱃ ﺣﺎﻓﺘﻪ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪Laser beam‬‬ ‫‪Hand protection‬‬
‫‪Lab. coat‬‬ ‫‪EyeEcological‬‬
‫‪safety hazards‬‬ ‫‪Thermal Carcinogenic‬‬
‫‪safety‬‬ ‫‪Explosive‬‬

‫• ‪ ‬ﺑﲔ ﺍﺧﺘﻼﻑ ﺗﺮﺍﻛﻴﺐ ﻭﻛﺜﺎﻓﺎﺕ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‬

‫‪ .2‬ﺃﻏﻠﻖ ﺍﻟﺪﻭﺭﻕ ﺑﺴـﺪﺍﺩ ﻣﻄﺎﻃﻲ ﻳﻨﻔﺬ ﻣﻨﻪ ﺃﻧﺒﻮﺏ ﺯﺟﺎﺟﻲ ﻃﻮﻳﻞ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻭﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ ﻭﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﻭﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺣﺮﻛﺘﻬﺎ‪.‬‬ ‫ﻣﻔﺘﻮﺡ ﺍﻟﻄﺮﻓﲔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻃﺮﻓﻪ ﺍﻟﺴﻔﲇ ﺩﺍﺧﻞ ﺍﳌﺎﺀ‪.‬‬ ‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬

‫• ‪‬صت‪‬د‪ ‬ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻟﺘﻔﺴـﲑ ﻛﻞ ﻣﻦ‪:‬‬ ‫ﺳﺨﻦ ﺍﻟﺪﻭﺭﻕ ﺑﺒﻂﺀ ﻭﻻﺣﻆ ﻣﺎ ﳛﺪﺙ ﳌﺴﺘﻮ￯ ﺍﳌﺎﺀ ﰲ ﺍﻷﻧﺒﻮﺏ‬ ‫‪ .3‬ﹼ‬
‫ﺍﻟﺰﺟﺎﺟﻲ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ﺿﻐﻂ ﺍﳌﻮﺍﺋﻊ‪ ،‬ﻭﺍﻟﺘﺠﻤـﺪ‪ ،‬ﻭﺍﻟﻐﻠﻴﺎﻥ‪ ،‬ﻭﺍﻻﻧﺼﻬﺎﺭ‪،‬‬

‫ﻭﺍﻟﺘﺒﺨﺮ‪ ،‬ﻭﺍﻟﺘﺒﻠﻮﺭ‪ ،‬ﻭﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‪.‬‬ ‫‪ .4‬ﺛ ﹼﺒﺖ ﺳـﺎ ﹰﻗﺎ ﻓﻠﺰﻳـﺔ ﰲ ﺟﻬﺎﺯ ﺍﻟﺘﻤـﺪﺩ ﺍﻟﻄﻮﱄ ﺑﺤﻴـﺚ ﻳﻜﻮﻥ ﺃﺣﺪ‬ ‫‪‬‬
‫‪Laser beam‬‬
‫‪‬‬
‫‪Lab. coat‬‬
‫‪‬‬
‫‪Ecological hazards‬‬
‫‪‬‬
‫‪Carcinogenic‬‬

‫املف‪‬ات‬ ‫ﻃﺮﻓﻴﻬﺎ ﻣﻼﻣﺲ ﳌﺆﴍ ﻳﻌﻤﻞ ﻋﲆ ﺗﺪﺭﻳﺞ‪.‬‬

‫• ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ‬ ‫ﺳﺨﻦ ﺍﻟﺴﺎﻕ ﺍﻟﻔﻠﺰﻳﺔ ﺑﻮﺍﺳﻄﺔ ﳍﺐ ﺑﻨﺰﻥ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺘﺴﺨﲔ‬ ‫‪ .5‬ﹼ‬
‫‪• The kinetic molecular model‬‬ ‫ﻣﺮﻛﺰﺍ ﰲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﻣﻮﺯ ﹰﻋﺎ ﻋﲆ ﻃﻮﻝ ﺍﻟﺴﺎﻕ ﻭﻟﻴﺲ ﹰ‬
‫‪• Fluids‬‬ ‫• ﺍﳌﻮﺍﺋﻊ‬ ‫‪ .6‬ﻻﺣﻆ ﻣﺎ ﳛﺪﺙ ﻟﻠﻤﺆﴍ ﺑﻌﺪ ﺍﻟﺒﺪﺀ ﰲ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺴﺨﲔ‪.‬‬
‫‪• Melting‬‬ ‫• ﺍﻻﻧﺼﻬﺎﺭ‬ ‫‪ .7‬ﺍﺗﺮﻙ ﺍﻟﺴﺎﻕ ﺍﻟﻔﻠﺰﻳﺔ ﺣﺘﻰ ﺗﱪﺩ ﻭﻻﺣﻆ ﻣﺎ ﳛﺪﺙ ﻟﻠﻤﺆﴍ‪.‬‬
‫‪• Boiling‬‬ ‫• ﺍﻟﻐﻠﻴﺎﻥ‬ ‫‪ .8‬ﻗـﻢ ﺑﺘﻐﻄﻴـﺔ ﺩﻭﺭﻕ ﺯﺟﺎﺟﻲ ﺑﺴـﺪﺍﺩﺓ ﻣﻄﺎﻃﻴﺔ ﻳﻨﻔـﺬ ﻣﻨﻬﺎ ﻃﺮﻑ‬
‫‪• Evaporation‬‬ ‫• ﺍﻟﺘﺒﺨﺮ‬ ‫ﳏﻘﻦ ﻭﻛﺬﻟﻚ ﻣﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.‬‬
‫‪• Freezing‬‬ ‫• ﺍﻟﺘﺠﻤﺪ‬ ‫‪ .9‬ﺣـﺮﻙ ﻣﻜﺒـﺲ ﺍﳌﺤﻘـﻦ ﻟﻸﺳـﻔﻞ ﺑﺤﻴـﺚ ﻳﺒـﺪﺃ ﺍﻟﻘﻴـﺎﺱ ﻣـﻦ‬
‫‪• Crystallisation‬‬ ‫• ﺍﻟﺘﺒﻠﻮﺭ‬ ‫ﻧﻘﻄﺔ ﺍﻟﺼﻔﺮ‪.‬‬
‫‪• Brownian Motion‬‬ ‫• ﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‬
‫‪ .10‬ﺿـﻊ ﺍﻟـﺪﻭﺭﻕ ﺩﺍﺧﻞ ﲪﺎﻡ ﻣﺎﺋﻲ ﺳـﺎﺧﻦ ﻭﻻﺣـﻆ ﻣﺎﺫﺍ ﳛﺪﺙ‬
‫ﻟﻠﻤﻜﺒﺲ‪.‬‬
‫ﻟﻨﻤـﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﺃﳘﻴﺔ ﺑﺎﻟﻐﺔ ﰲ ﺗﻔﺴـﲑ ﻛﻞ ﻣﻦ‬ ‫‪ .11‬ﺃﺿﻒ ﻛﻤﻴﺔ ﻣﻦ ﺍﳉﻠﻴﺪ ﺇﱃ ﺍﳊﲈﻡ ﺍﳌﺎﺋﻲ ﺣﺘﻰ ﻳﱪﺩ ﺍﳌﺎﺀ‪ ،‬ﻭﻻﺣﻆ‬
‫ﺣـﺎﻻﺕ ﺍﳌـﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴـﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳـﺔ ﻭﺍﻟﺒﻼﺯﻣﺎ؛‬ ‫ﻣﺎﺫﺍ ﳛﺪﺙ ﳌﻜﺒﺲ ﺍﳌﺤﻘﻦ‪.‬‬
‫ﺗﻔﺴـﲑﺍ ﻭﻭﺻ ﹰﻔـﺎ ﺩﻗﻴ ﹰﻘﺎ ﻟﻜﻴﻔﻴﺔ ﲢﻮﻝ ﺍﳌﺎﺩﺓ‬
‫ﹰ‬ ‫ﺣﻴﺚ ﻗﺪﻡ ﻟﻨﺎ‬ ‫التح‪‬ل‬
‫ﻣـﻦ ﺣﺎﻟـﺔ ﺇﱃ ﺃﺧﺮ￯‪ ،‬ﻭﻛﻴـﻒ ﳛﺪﺙ ﻛﻞ ﻣـﻦ ﺍﻟﺘﺒﺨﺮ‪،‬‬ ‫ﻛﻴـﻒ ﻳﺘﻐﲑ ﻛﻞ ﻣﻦ ﺣﺠﻢ ﺍﻟﺴـﺎﺋﻞ ﻭﻃﻮﻝ ﺍﻟﺴـﺎﻕ ﺍﻟﻔﻠﺰﻳﺔ ﻭﺣﺠﻢ‬
‫ﻭﺍﻟﻐﻠﻴـﺎﻥ‪ ،‬ﻭﺍﻟﺘﺠﻤﺪ‪ ،‬ﻭﺍﻻﻧﺼﻬـﺎﺭ ﻭﺍﻟﺘﺒﻠﻮﺭ‪ ،‬ﻭﻓﴪ ﻟﻨﺎ‬ ‫ﺍﻟﻐـﺎﺯ ﺍﳌﺤﺼـﻮﺭ ﺑﺰﻳـﺎﺩﺓ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﲥﺎ؟ ﻭﻣـﺎ ﺍﻻﺳـﺘﻨﺘﺎﺝ ﺍﻟﺬﻱ‬
‫ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ؟‬
‫ﺍﳊﺮﻛـﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‪ ،‬ﻛـﲈ ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑـﲔ ﻃﺎﻗﺔ ﺣﺮﻛﺔ‬
‫ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺩﺓ ﻭﺣﺎﻟﺘﻬﺎ‪ ،‬ﻭﺭﺑﻂ ﺑﲔ ﺣﺎﻟﺔ ﺍﳌﺎﺩﺓ ﻭﻛﻞ ﻣﻦ‬ ‫التف‪ ‬ال‪‬اق‪‬د ﺇﺫﺍ ﻭﺿﻌﺖ ﻗـﺎﺭﻭﺭﺓ ﻣﴩﻭﺑـﺎﺕ ﻏﺎﺯﻳﺔ ﳏﻜﻤﺔ‬
‫ﻃﺎﻗـﺔ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﲥﺎ ﻭﴎﻋـﺔ ﺍﳉﺰﻳﺌﺎﺕ ﻓﻴﻬﺎ‪ .‬ﻭﻫﺬﺍ ﻣﺎ‬ ‫ﺍﻹﻏﻼﻕ ﻓﱰﺓ ﻭﺟﻴﺰﺓ ﰲ ﳎﺮ￯ ﻣﺎﺀ ﺳﺎﺧﻦ‪ .‬ﻓﻬﻞ ﺳﻴﺼﺒﺢ ﻓﺘﺤﻬﺎ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻤﻪ ﰲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪.‬‬ ‫ﺃﺳﻬﻞ ﺃﻡ ﺃﺻﻌﺐ؟ ﳌﺎﺫﺍ؟‬

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 ‫‪‬ال‪‬ص‪‬ل ‪  4-1‬‬
‫‪‬و‪ ‬ا‪‬ة ا‪‬ي‪‬ة‬ ‫‪ ‬‬
‫‪The kinetic molecular model‬‬ ‫‪   ‬‬
‫ﺗﻮﺻـﻞ ﺍﻟﻌﻠـﲈﺀ ﻣﻨـﺬ ﺍﻟﻘـﺪﻡ ﺇﱃ ﺃﻥ ﺍﳌـﻮﺍﺩ ﲨﻴﻌﻬﺎ ﺗﺘﻜـﻮﻥ ﻣـﻦ ﺫﺭﺍﺕ‪ ،‬ﻭﺭﺃ￯ ﺍﻟﻌﺎﱂ ﻭﺍﻟﻔﻴﻠﺴـﻮﻑ‬
‫ﹼ‬
‫‪‬‬

‫ﺍﻹﻏﺮﻳﻘـﻲ ﺩﻳﻤﻮﻗﺮﻳﺘـﻮﺱ ﺃﻧﻪ ﺇﺫﺍ ﻗ ﹼﻄﻌـﺖ ﻗﻄﻌﺔ ﺻﻐﲑﺓ ﻣﻦ ﺃﻱ ﻣﺎﺩﺓ ﻧﻘﻴـﺔ ﺇﱃ ﻗﻄﻊ ﺃﺻﻐﺮ ﻓﺄﺻﻐﺮ‬
‫ﻓﺴﺘﺼﻞ ﰲ ﺍﻟﻨﻬﺎﻳﺔ ﺇﱃ ﺃﺻﻐﺮ ﺟﺰﺀ ﻣﻦ ﺍﳌﺎﺩﺓ ﻻ ﻳﻤﻜﻦ ﺗﻘﻄﻴﻌﻪ ﺇﱃ ﺃﺻﻐﺮ ﻣﻨﻪ‪ ،‬ﻻﺣﻆ ﺍﻟﺸﻜﻞ ‪،4-1‬‬
‫ﻓﺎﻟﺬﺭﺓ ﻫﻲ ﺃﺻﻐﺮ ﺟﺰﺀ ﻣﻦ ﺍﳌﺎﺩﺓ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻨﻘﺴـﻢ ﺇﱃ ﺃﺻﻐﺮ ﻣﻨﻪ‪،‬‬
‫ﻭﻫـﺬﺍ ﺍﳉﺰﺀ ﻳﺴـﻤﻰ ﺍﻟـﺬﺭﺓ‪ .‬ﹼ‬
‫ﻭﺫﺭﺍﺕ ﺍﳌـﺎﺩﺓ ﺍﻟﻮﺍﺣـﺪﺓ ﻣﺘﲈﺛﻠـﺔ‪ ،‬ﻭﲣﺘﻠـﻒ ﻋـﻦ ﺫﺭﺍﺕ ﺍﳌـﻮﺍﺩ ﺍﻷﺧـﺮ￯‪ .‬ﻭﻫﺬﻩ ﺍﻟﺬﺭﺍﺕ ﺗﺸـﻜﹼﻞ‬
‫ﺟﺰﻳﺌـﺎﺕ‪ ،‬ﻭﺗﻜـﻮﻥ ﺍﳉﺰﻳﺌﺎﺕ ﰲ ﺣﺎﻟﺔ ﺣﺮﻛﺔ ﻋﺸـﻮﺍﺋﻴﺔ ﻣﺴـﺘﻤﺮﺓ‪ .‬ﻭﻫﺬﺍ ﻣﺎ ﺍﺻﻄﻠﺢ ﻋﲆ ﺗﺴـﻤﻴﺘﻪ‬
‫ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ‪.Kinetic molecular model‬‬
‫ﻣـﻦ ﺃﻫﻢ ﻓﺮﻭﺿﻪ ﺃﻥ‪ :‬ﲨﻴـﻊ ﺍﳌﻮﺍﺩ ﺗﺘﻜﻮﻥ ﻣﻦ ﺫﺭﺍﺕ ﺃﻭ ﺟﺰﻳﺌﺎﺕ ﺗﺮﺗﺒـﻂ ﺑﻘﻮ￯ ﲡﺎﺫﺏ‪ ،‬ﻭﺗﻔﺼﻠﻬﺎ‬
‫ﻣﺴﺎﻓﺎﺕ ﺑﻴﻨﻴﺔ‪ .‬ﻭﻧﺘﻴﺠﺔ ﳊﺮﻛﺘﻬﺎ ﺍﻟﺪﺍﺋﻤﺔ ﻭﺍﳌﺴﺘﻤﺮﺓ ﺗﻨﺘﺞ ﺗﺼﺎﺩﻣﺎﺕ ﻣﺴﺘﻤﺮﺓ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﲣﺘﻠﻒ ﺣﺮﻛﺔ‬
‫ﺟﺰﻳﺌـﺎﺕ ﺍﳌﺎﺩﺓ ﺑﺎﺧﺘﻼﻑ ﺣﺎﻟﺔ ﺍﳌﺎﺩﺓ ‪ -‬ﺻﻠﺒﺔ‪ ،‬ﺳـﺎﺋﻠﺔ‪ ،‬ﻏﺎﺯﻳﺔ ‪ .-‬ﻛـﲈ ﺗﺘﻐﲑ ﴎﻋﺔ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺩﺓ‬
‫ﻭﺗﻘﻞ ﺑﻨﻘﺼـﺎﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‪ .‬ﻭﻟﺘﻮﺿﻴﺢ‬ ‫ﺑﺘﻐـﲑ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ؛ ﻓﺘـﺰﺩﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‪ ،‬ﹼ‬
‫ﻭﻛﺄﺳﺎ ﺃﺧﺮ￯ ﺑﲈﺀ ﺳﺎﺧﻦ ﺟﺪﹼﹰ ﺍ‪ .‬ﺛﻢ ﺃﺿﻒ ﻋﴩ ﻧﻘﺎﻁ ﻣﻦ ﻣﺎﺩﺓ‬
‫ﻛﺄﺳﺎ ﺯﺟﺎﺟﻴﺔ ﺑﲈﺀ ﺑﺎﺭﺩ ﹰ‬ ‫ﺫﻟﻚ ﺍﻣﻸ ﹰ‬
‫ﻣﻠﻮﻧﺔ ﺇﱃ ﻛﻞ ﻣﻦ ﺍﻟﻜﺄﺳـﲔ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،4-2‬ﻭﻻﺣﻆ ﹼ‬
‫ﺃﻱ ﺍﻟﻜﺄﺳـﲔ ﺗﻨﺘﴩ ﻓﻴﻬﺎ ﺍﳌﺎﺩﺓ ﺍﳌﻠﻮﻧﺔ‬
‫ﺃﴎﻉ‪ .‬ﺇﻥ ﺯﻳﺎﺩﺓ ﴎﻋﺔ ﺍﻻﻧﺘﺸﺎﺭ ﺗﻌﻨﻲ ﺃﻥ ﺣﺮﻛﺔ ﺍﳉﺰﻳﺌﺎﺕ ﺃﴎﻉ‪.‬‬

‫‪‬صا‪‬ل ‪‬ار‪‬‬ ‫‪‬صا‪‬ل ‪‬صا‪‬‬

‫‪‬ال‪‬ص‪‬ل ‪4-2‬‬
‫‪‬‬

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 ‫‪‬و‪ ‬ا‪‬ة ا‪‬ي‪‬ة ‪‬حا‪‬ت املا‪kinetics molecular model and states of ‬‬
‫ﻓﺘﺘﻐﲑ ﴎﻋﺘﻬﺎ‬
‫‪ matter‬ﺗﺆﺛﺮ ﺍﻟﻘﻮ￯ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺩﺓ ﰲ ﺍﳌﺴﺎﻓﺔ ﺍﻟﺒﻴﻨﻴﺔ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﹼ‬
‫‪a‬‬ ‫ﻭﻃﺎﻗﺘﻬﺎ ﺍﳊﺮﻛﻴﺔ ﻭﻧﻮﻉ ﺣﺮﻛﺘﻬﺎ‪ ،‬ﻭﻣﻦ ﹶﺛ ﱠﻢ ﺗﺘﻐﲑ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺩﺓ ﻭﺷﻜﻠﻬﺎ ﻭﺣﺎﻟﺘﻬﺎ‪ ،‬ﺣﻴﺚ ﺇﻥ ﲨﻴﻊ ﺗﻠﻚ‬
‫ﺟﻠﻴﺪ )ﺻﻠﺐ(‬
‫ﺍﳋﺼﺎﺋـﺺ ﺗﺘﻐـﲑ ﺑﺘﻐﲑ ﺗﻠﻚ ﺍﻟﻘﻮ￯‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻘﻮ￯ ﺑﲔ ﺟﺰﻳﺌـﺎﺕ ﺍﳌﺎﺩﺓ ﻛﺒﲑﺓ ﺟﺪﹼﹰ ﺍ ﺗﺼﺒﺢ‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺒﻴﻨﻴﺔ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﺻﻐﲑﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﳌﺎﺩﺓ ﰲ ﺣﺎﻟﺔ ﺻﻠﺒﺔ‪ ،‬ﻟﺬﻟﻚ ﺗﻜﻮﻥ ﻛﺜﺎﻓﺘﻬﺎ ﻛﺒﲑﺓ‪،‬‬
‫ﻭﻳﻜﻮﻥ ﳍﺎ ﺷﻜﻞ ﻭﺣﺠﻢ ﺛﺎﺑﺘﲔ‪.‬‬
‫ﻭﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 4-3 a‬ﺍﳊﺎﻟـﺔ ﺍﻟﺼﻠﺒﺔ ﻟﻠﲈﺀ‬‫ﺃﻣـﺎ ﺣﺮﻛـﺔ ﺟﺰﻳﺌﺎﲥـﺎ ﻓﺘﻜﻮﻥ ﺍﻫﺘﺰﺍﺯﻳﺔ ﳏـﺪﻭﺩﺓ‪ .‬ﹼ‬
‫)ﺟﻠﻴـﺪ(‪ .‬ﺃﻣـﺎ ﰲ ﺍﳊﺎﻟﺔ ﺍﻟﺴـﺎﺋﻠﺔ ﻟﻠﲈﺩﺓ ﻓﺘﻜﻮﻥ ﺗﻠﻚ ﺍﻟﻘـﻮ￯ ﺿﻌﻴﻔﺔ‪ ،‬ﻭﻣﻦ ﹶﺛ ﱠﻢ ﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺔ‬
‫ﺍﻟﺒﻴﻨﻴـﺔ ﺑـﲔ ﺟﺰﻳﺌﺎﲥـﺎ ﻣﺘﻮﺳـﻄﺔ ﻭﻛﺜﺎﻓﺘﻬﺎ ﺃﻗـﻞ‪ ،‬ﻭﻻ ﲢﺎﻓﻆ ﻋﲆ ﺷـﻜﻞ ﺛﺎﺑﺖ؛ ﺣﻴـﺚ ﺗﺄﺧﺬ‬
‫ﺍﻟﺴـﻮﺍﺋﻞ ﺷـﻜﻞ ﺍﻟﻮﻋﺎﺀ ﺍﻟﺬﻱ ﺗﻮﺿﻊ ﻓﻴﻪ‪ ،‬ﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺛﺒﺎﺕ ﺣﺠﻤﻬﺎ‪ ،‬ﺃﻣﺎ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﲥﺎ‬
‫‪b‬‬ ‫ﻓﺘﻜﻮﻥ ﺍﻧﺘﻘﺎﻟﻴﺔ ﺑﻄﻴﺌﺔ‪ .‬ﻻﺣﻆ ﺍﻟﺸﻜﻞ ‪ 4-3 b‬ﺍﻟﺬﻱ ﹼ‬
‫ﻳﺒﲔ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ ﻟﻠﲈﺀ‪ .‬ﻟﻜﻦ ﰲ ﺍﳊﺎﻟﺔ‬
‫ﻣﺎﺀ )ﺳﺎﺋﻞ(‬
‫ﺍﻟﻐﺎﺯﻳﺔ ﻟﻠﲈﺩﺓ ﺗﻜﻮﻥ ﺍﻟﻘﻮ￯ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ ﺷـﺒﻪ ﻣﻌﺪﻭﻣﺔ؛ ﻟﺬﻟﻚ ﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ‬
‫ﻛﺒﲑﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺗﻜﻮﻥ ﻛﺜﺎﻓﺘﻬﺎ ﻗﻠﻴﻠﺔ ﺟﺪﹼﹰ ﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳊﺎﻟﺘﲔ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴـﺎﺋﻠﺔ‪ ،‬ﻭﻻ ﻳﻜﻮﻥ‬
‫ﻟﻠﻐﺎﺯﺍﺕ ﺷـﻜﻞ ﺛﺎﺑﺖ ﻭﻻ ﺣﺠﻢ ﺛﺎﺑﺖ؛ ﺣﻴﺚ ﺗﺘﻮﺯﻉ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﺩﺍﺧﻞ ﺍﳊﻴﺰ ﺍﳌﺤﺼﻮﺭﺓ ﻓﻴﻪ‪،‬‬
‫ﻭﺗﻜﻮﻥ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﲥﺎ ﻋﺸـﻮﺍﺋﻴﺔ‪ .‬ﻻﺣﻆ ﺍﻟﺸـﻜﻞ ‪ 4-3 c‬ﺍﻟﺬﻱ ﹼ‬
‫ﻳﺒﲔ ﺍﳊﺎﻟﺔ ﺍﻟﻐﺎﺯﻳﺔ ﻟﻠﲈﺀ )ﺑﺨﺎﺭ‬
‫ﻣﺎﺀ(‪ .‬ﻭﻳﻤﻜﻦ ﺇﲨﺎﻝ ﺃﻫﻢ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﳊﺎﻻﺕ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺗﺄﺛﲑ ﻗﻮ￯ ﺍﻟﺘﺠﺎﺫﺏ‬
‫ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﻛﲈ ﰲ ﺍﳉﺪﻭﻝ ‪.4-1‬‬

‫ال‪‬د‪4-1 ‬‬
‫‪c‬‬ ‫الحالة ال‪‬ا‪‬ية‬ ‫الحالة ال‪‬صا‪‬ة‬ ‫الحالة ال�ص‪‬بة‬ ‫ال‪�‬صا‪�‬‬
‫ﺑﺨﺎﺭ ﻣﺎﺀ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬ال‪‬ص‪‬ل ‪       4-3‬‬

‫ﻣﺎ ﺍﻻﻓﱰﺍﺿﺎﺕ ﺍﻟﺘﻲ ﺍﺷﺘﻤﻞ ﻋﻠﻴﻬﺎ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ؟‬
‫‪      ‬‬
‫‪    ‬‬
‫‪     ‬‬
‫‪     ‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬

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 ‫‪‬و‪ ‬ا‪‬ة ا‪‬ي‪‬ة ‪‬و‪‬ت املا‪‬‬
‫‪Kinetic molecular model and matter changes‬‬
‫ﺩﺭﺳﺖ ﺃﻥ ﻟﻠﲈﺩﺓ ﺛﻼﺙ ﺣﺎﻻﺕ ﻫﻲ‪ :‬ﺻﻠﺒﺔ ﻭﺳﺎﺋﻠﺔ ﻭﻏﺎﺯﻳﺔ‪ ،‬ﻭﺃﻥ ﺍﳊﺎﻟﺘﲔ ﺍﻟﺴﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳﺔ‬
‫ﺗﺴﻤﻰ ﺍﳌﺎﺩﺓ ﻓﻴﻬﺎ ﻣﻮﺍﺋﻊ ‪ .Fluids‬ﻭﻟﻜﻦ ﺗﻮﺟﺪ ﺣﺎﻟﺔ ﺭﺍﺑﻌﺔ ﻫﻲ ﺣﺎﻟﺔ ﺍﻟﺒﻼﺯﻣﺎ‪ ،‬ﻭﲢﺪﺙ ﻋﻨﺪ‬‫ﹼ‬
‫ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭﺓ ﻋﺎﻟﻴﺔ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﺳـﺘﻌﺮﻑ ﺍﳌﺰﻳﺪ ﻋﻨﻬﺎ ﰲ ﺍﻟﺼﻔﺤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻭﺗﺘﺤﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ‬
‫ﺣﺎﻟﺔ ﺇﱃ ﺃﺧﺮ￯ ﺑﺘﻐﲑ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﺃﻭ ﺗﻐﻴﲑ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯‪ .‬ﻭﻓﻴﲈ ﻳﲇ ﺳـﻨﺘﻌﺮﻑ ﻋﲆ ﻛﻴﻔﻴﺔ‬
‫ﺗﻔﺴﲑ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻟﺘﺤﻮﻻﺕ ﺍﳌﺎﺩﺓ‪.‬‬
‫ا‪�‬ص‪‬ار ‪ Melting‬ﺗﺘﻜـﻮﻥ ﺍﳌـﺎﺩﺓ ﻣﻦ ﺟﺰﻳﺌـﺎﺕ ﻣﺘﺤﺮﻛﺔ‪ ،‬ﻭﺗﺘﺤﺪﺩ ﺣﺎﻟـﺔ ﺍﳌﺎﺩﺓ ﻣﻦ ﺧﻼﻝ‬
‫ﻃﺎﻗـﺔ ﺣﺮﻛﺔ ﺗﻠـﻚ ﺍﳉﺰﻳﺌـﺎﺕ ﻭﴎﻋﺘﻬﺎ‪ ،‬ﻓﺠﺰﻳﺌـﺎﺕ ﺍﳌﺎﺩﺓ ﺍﻟﺼﻠﺒـﺔ ﲥﺘﺰ ﰲ ﺃﻣﺎﻛﻨﻬـﺎ‪ ،‬ﻭﺗﺒﻘﻰ‬
‫ﻗﺮﻳﺒﺔ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ؛ ﺑﺴـﺒﺐ ﻗﻮ￯ ﺍﻟﺘﺠﺎﺫﺏ ﺍﻟﻜﺒﲑﺓ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﻟﺬﻟﻚ ﳛﺎﻓﻆ ﺍﳉﺴـﻢ‬
‫ﺍﻟﺼﻠـﺐ ﻋـﲆ ﺣﺎﻟﺘـﻪ ﺍﻟﺼﻠﺒﺔ‪ .‬ﻭﻋﻨﺪﻣـﺎ ﺗﺮﺗﻔﻊ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﺍﳌـﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ ﺗـﺰﺩﺍﺩ ﴎﻋﺎﺕ‬
‫ﻭﻃﺎﻗﺎﺕ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﻭﺗﺴـﺘﻤﺮ ﺑﺎﻟﺰﻳﺎﺩﺓ ﺑﺎﺳـﺘﻤﺮﺍﺭ ﺭﻓﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﺗﺰﺩﺍﺩ‬
‫ﺳـﻌﺎﺕ ﺍﻫﺘﺰﺍﺯﺍﲥﺎ‪ ،‬ﻭﺗﻀﻌﻒ ﻗﻮﺓ ﺍﻟﺘﲈﺳـﻚ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﺗﺪﺭﳚ ﹼﹰﻴـﺎ ﺣﺘﻰ ﺗﺘﻜﴪ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ‬
‫ﲢﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ‬
‫ﺟﺰﻳﺌﺎﲥﺎ ﻭﺗﺘﺤﻮﻝ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ‪ .‬ﻭﻳﺴﻤﻰ ﹼ‬
‫ﺍﻻﻧﺼﻬﺎﺭ ‪ . Melting‬ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﺘﻲ ﺗﺒﺪﺃ ﻋﻨﺪﻫﺎ ﺍﳌﺎﺩﺓ ﺑﺎﻻﻧﺼﻬﺎﺭ ﺗﺴﻤﻰ ﺩﺭﺟﺔ ﺍﻻﻧﺼﻬﺎﺭ‪.‬‬
‫ﻭﺗﺜﺒـﺖ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﺍﳌـﺎﺩﺓ ﰲ ﺃﺛﻨﺎﺀ ﺍﻧﺼﻬﺎﺭﻫﺎ ﺣﺘـﻰ ﺗﺘﺤﻮﻝ ﺍﳌﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ ﻛﻠﻬﺎ ﺇﱃ ﺳـﺎﺋﻠﺔ‪.‬‬
‫ﻭﻟـﻜﻞ ﻣـﺎﺩﺓ ﺩﺭﺟﺔ ﺍﻧﺼﻬـﺎﺭ ﺧﺎﺻﺔ ﲠـﺎ؛ ﻓﺪﺭﺟﺔ ﺍﻧﺼﻬـﺎﺭ ﺍﻟﺮﺻـﺎﺹ ‪ ،327˚C‬ﺑﻴﻨﲈ ﺩﺭﺟﺔ‬
‫ﺍﻧﺼﻬﺎﺭ ﺍﳉﻠﻴﺪ ﺍﻟﻨﻘﻲ ‪.0˚C‬‬
‫الت‪‬د ‪ Freezing‬ﹸﺗ ﹶﻌـﺪﱡ ﻋﻤﻠﻴـﺔ ﺍﻟﺘﺠﻤـﺪ ﻋﻜـﺲ ﻋﻤﻠﻴﺔ ﺍﻻﻧﺼﻬـﺎﺭ؛ ﺣﻴﺚ ﻳﻌـﺮﻑ ﺍﻟﺘﺠﻤﺪ‬
‫ﲢـﻮﻝ ﺍﳌـﺎﺩﺓ ﻣـﻦ ﺍﳊﺎﻟـﺔ ﺍﻟﺴـﺎﺋﻠﺔ ﺇﱃ ﺍﳊﺎﻟـﺔ ﺍﻟﺼﻠﺒـﺔ‪ .‬ﻓﺠﺰﻳﺌـﺎﺕ ﺍﳌﺎﺩﺓ‬
‫‪ Freezing‬ﺃﻧـﻪ ﻋﻤﻠﻴـﺔ ﹼ‬
‫ﺍﻟﺴـﺎﺋﻠﺔ ﺗﺘﺤـﺮﻙ ﺣﺮﻛـﺔ ﺍﻧﺘﻘﺎﻟﻴـﺔ ﺑﴪﻋﺔ ﻛﺒـﲑﺓ ﻧﺴـﺒ ﹼﹰﻴﺎ ﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﺎﳊﺎﻟـﺔ ﺍﻟﺼﻠﺒـﺔ‪ ،‬ﻭﺑﺎﻻﻧﺨﻔﺎﺽ‬
‫ﺍﻟﺘﺪﺭﳚـﻲ ﻟﺪﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ﺍﳌﺎﺩﺓ ﺍﻟﺴـﺎﺋﻠﺔ ﺗﺒـﺪﺃ ﻃﺎﻗﺔ ﺣﺮﻛـﺔ ﺟﺰﻳﺌﺎﲥـﺎ ﺑﺎﻟﺘﻨﺎﻗﺺ‪ ،‬ﹼ‬
‫ﻓﺘﻘـﻞ ﻛﻞ ﻣﻦ‬
‫ﴎﻋـﺎﺕ ﺟﺰﻳﺌﺎﲥﺎ ﻭﺍﳌﺴـﺎﻓﺎﺕ ﺑﻴﻨﻬـﺎ ﺑﺎﻟﺘﺪﺭﻳـﺞ‪ .‬ﻭﺑﺎﻗﱰﺍﺏ ﺍﳉﺰﻳﺌـﺎﺕ ﺑﻌﻀﻬﺎ ﻣـﻦ ﺑﻌﺾ ﺗﺰﺩﺍﺩ‬
‫ﻗﻮﺓ ﺍﻟﺘﲈﺳـﻚ ﺑﻴﻨﻬﺎ ﺷـﻴ ﹰﺌﺎ ﻓﺸـﻴ ﹰﺌﺎ ﺇﱃ ﺃﻥ ﺗﺼﺒﺢ ﺍﳉﺰﻳﺌﺎﺕ ﻣﻬﺘﺰﺓ ﺣﻮﻝ ﻣﻮﺍﺿﻊ ﺳـﻜﻮﳖﺎ‪ ،‬ﻭﺑﺬﻟﻚ‬
‫ﻳﺘﺤـﻮﻝ ﺍﻟﺴـﺎﺋﻞ ﺇﱃ ﺍﳊﺎﻟـﺔ ﺍﻟﺼﻠﺒﺔ‪ .‬ﻭﺍﻟﺪﺭﺟﺔ ﺍﻟﺘـﻲ ﺗﺘﺤﻮﻝ ﻋﻨﺪﻫـﺎ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺴـﺎﺋﻠﺔ ﺇﱃ‬
‫ﺍﳊﺎﻟـﺔ ﺍﻟﺼﻠﺒﺔ ﺗﺴـﻤﻰ ﺩﺭﺟﺔ ﺍﻟﺘﺠﻤـﺪ‪ .‬ﻭﻟﻜﻞ ﻣﺎﺩﺓ ﺩﺭﺟـﺔ ﲡﻤﺪ ﺧﺎﺻﺔ ﲠﺎ؛ ﻓﻴﺘﺠﻤـﺪ ﺍﳌﺎﺀ ﺍﻟﻨﻘﻲ‬
‫ﻋﻨﺪ ‪ ،0˚C‬ﺑﻴﻨﲈ ﻳﺘﺠﻤﺪ ﺍﻟﺰﺋﺒﻖ ﻋﻨﺪ ﺩﺭﺟﺔ ‪ ،- 38.9˚C‬ﻭﺗﺜﺒﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳌﺎﺩﺓ ﰲ ﺃﺛﻨﺎﺀ ﲡﻤﺪﻫﺎ‬
‫ﺣﺘﻰ ﺗﺘﺤﻮﻝ ﺍﳌﺎﺩﺓ ﺍﻟﺴـﺎﺋﻠﺔ ﻛﻠﻬﺎ ﺇﱃ ﺍﻟﺼﻠﺒﺔ‪ .‬ﻭ ﹸﻳﺴـﺘﻔﺎﺩ ﻋﻤﻠ ﹼﹰﻴﺎ ﻣﻦ ﺍﺧﺘﻼﻑ ﺩﺭﺟﺔ ﲡﻤﺪ ﺍﻟﺴـﻮﺍﺋﻞ‬
‫ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﻋﺪﻳﺪﺓ‪ ،‬ﻣﻨﻬﺎ ﺧﻔﺾ ﺩﺭﺟﺔ ﲡﻤﺪ ﻣﻌﻈﻢ ﺍﻟﺴـﻮﺍﺋﻞ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﺍﻷﺳـﺎﺱ ﰲ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫ﻣﺎﻧـﻊ ﺍﻟﺘﺠﻤﺪ ﰲ ﻣﺸـ ﹼﻌﺎﺕ ﺍﻟﺴـﻴﺎﺭﺍﺕ )ﺍﻟﺮﺍﺩﻳﻴﱰ( ﺧﺎﺻﺔ ﰲ ﺍﻟﺒﻼﺩ ﺫﺍﺕ ﺍﻷﺟـﻮﺍﺀ ﺍﻟﺒﺎﺭﺩﺓ ﺟﺪﹼﹰ ﺍ ﰲ‬
‫ﻓﻤﺜﻼ ﻋﻨﺪ ﺇﺿﺎﻓﺔ ﻣﺎﺩﺓ ﺟﻼﻳﻜﻮﻝ ﺍﻹﻳﺜﻠﲔ ﺍﻟﺬﻱ ﺩﺭﺟﺔ ﲡﻤﺪﻩ ‪ - 13˚C‬ﺇﱃ ﻛﻤﻴﺔ‬ ‫ﻓﺼﻞ ﺍﻟﺸـﺘﺎﺀ‪ ،‬ﹰ‬
‫ﻣﺴـﺎﻭﻳﺔ ﻟـﻪ ﻣـﻦ ﺍﳌﺎﺀ ﺗﺼﺒﺢ ﺩﺭﺟـﺔ ﲡﻤﺪ ﺍﳌﺨﻠـﻮﻁ ‪ .- 37˚C‬ﻭﻻ ﺗﻌﺘﻤﺪ ﺩﺭﺟﺔ ﲡﻤـﺪ ﺍﳌﺎﺩﺓ ﻋﲆ‬
‫ﻛﻤﻴﺘﻬﺎ ﻭﻟﻜﻦ ﺗﻌﺘﻤﺪ ﻋﲆ ﻧﻮﻋﻬﺎ‪.‬‬

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 ‫التب‪ ‬ال‪‬ا‪ Evaporation and boiling ‬ﲢـﺪﺙ ﻋﻤﻠﻴﺘـﺎ ﺍﻟﺘﺒﺨﺮ ﻭﺍﻟﻐﻠﻴـﺎﻥ ﻏﺎﻟ ﹰﺒﺎ ﰲ‬
‫ﺍﻟﺴـﻮﺍﺋﻞ؛ ﺣﻴـﺚ ﺗﺆﺩﻱ ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﺇﱃ ﺯﻳﺎﺩﺓ ﻃﺎﻗﺔ ﺣﺮﻛـﺔ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﻭﻣﻦ ﹶﺛ ﱠﻢ ﺗﺰﺩﺍﺩ ﻛﻞ‬
‫ﻭﺗﻘﻞ ﻗـﻮ￯ ﺍﻟﺘﺠﺎﺫﺏ‬ ‫ﻣـﻦ ﴎﻋﺎﲥﺎ ﻭﻋـﺪﺩ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺗﺰﺩﺍﺩ ﺍﳌﺴـﺎﻓﺎﺕ ﺑـﲔ ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﹼ‬
‫ﺑﻴﻨﻬﺎ‪ ،‬ﳑﺎ ﻳﺴـﺒﺐ ﺍﻧﻔﻼﺕ ﺟﺰﻳﺌﺎﺕ ﻣﻦ ﺳـﻄﺢ ﺍﻟﺴـﺎﺋﻞ ﺇﱃ ﺍﻟﻮﺳـﻂ ﺍﳌﺤﻴﻂ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺒﺪﺃ ﺍﻟﺴـﺎﺋﻞ‬
‫ﲢﻮﻝ ﺍﻟﺴـﺎﺋﻞ ﺇﱃ ﺑﺨﺎﺭ ﺗﺴـﻤﻰ ﺍﻟﺘﺒﺨﹼ ـﺮ ‪،Evaporation‬‬ ‫ﺑﺎﻟﺘﺤـﻮﻝ ﺇﱃ ﺑﺨﺎﺭ )ﻏﺎﺯ(‪ ،‬ﻭﻋﻤﻠﻴﺔ ﹼ‬
‫ﻭﲢـﺪﺙ ﰲ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ‪ ،‬ﻭﺗـﺰﺩﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺮﺗﻔـﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬
‫ﺍﻟﺴـﺎﺋﻞ ﻳﺰﺩﺍﺩ ﻋـﺪﺩ ﺍﳉﺰﻳﺌﺎﺕ ﺍﳌﺘﺤﺮﺭﺓ‪ ،‬ﻓﻴـﺰﺩﺍﺩ ﻣﻌﺪﻝ ﺍﻟﺘﺒﺨﺮ ﺣﺘﻰ ﺗﺼﻞ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴـﺎﺋﻞ‬
‫ﺇﱃ ﺩﺭﺟﺔ ﳏﺪﺩﺓ ﻳﺼﺒﺢ ﻋﻨﺪﻫﺎ ﺍﻟﺘﺒﺨﺮ ﻣﻦ ﲨﻴﻊ ﺃﺟﺰﺍﺀ ﺍﻟﺴﺎﺋﻞ‪ ،‬ﻭﺗﻈﻬﺮ ﻓﻘﺎﻋﺎﺕ ﺍﳍﻮﺍﺀ ﺍﻟﻨﺎﲡﺔ ﻋﻦ‬
‫ﺗﺒﺨﺮ ﺍﳉﺰﻳﺌﺎﺕ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻋﲆ ﺳـﻄﺢ ﺍﻟﺴـﺎﺋﻞ‪ ،‬ﻭﺗﺜﺒﺖ ﻋﻨﺪﻫﺎ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺣﺘﻰ ﺗﺘﺤﻮﻝ ﻛﻤﻴﺔ‬
‫ﺍﻟﺴـﺎﺋﻞ ﲨﻴﻌﻬﺎ ﺇﱃ ﺑﺨﺎﺭ‪ ،‬ﻭﻫﺬﺍ ﻳﺴﻤﻰ ﺍﻟﻐﻠﻴﺎﻥ ‪ . Boiling‬ﻭﻟﻜﻞ ﻣﺎﺩﺓ ﺩﺭﺟﺔ ﻏﻠﻴﺎﻥ ﳏﺪﺩﺓ؛‬
‫ﻓﺪﺭﺟـﺔ ﻏﻠﻴﺎﻥ ﺍﳌـﺎﺀ ﺍﻟﻨﻘﻲ ‪ ،100˚C‬ﺑﻴﻨﲈ ﺩﺭﺟﺔ ﻏﻠﻴﺎﻥ ﻏﺎﺯ ﺍﻟﻨﻴﱰﻭﺟﲔ ‪ - 195.8˚C‬ﻻﺣﻆ‬
‫ﺍﻟﺸـﻜﻞ ‪ .4-4‬ﻭﻻ ﺗﻌﺘﻤﺪ ﺩﺭﺟﺔ ﻏﻠﻴﺎﻥ ﺍﳌﺎﺩﺓ ﻋـﲆ ﻛﻤﻴﺘﻬﺎ ﺑﻞ ﺗﻌﺘﻤﺪ ﻋﲆ ﻧﻮﻋﻬﺎ‪ .‬ﻭﻟﻠﺘﺒﺨﺮ ﻓﻮﺍﺋﺪ‬
‫ﻭﺗﻄﺒﻴﻘﺎﺕ ﻋﺪﻳﺪﺓ ﰲ ﺣﻴﺎﺓ ﺍﻹﻧﺴـﺎﻥ‪ ،‬ﻣﻨﻬﺎ ﻋﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ ﺟﻔﺎﻑ ﺍﳌﻼﺑﺲ‪ ،‬ﻭﺍﳊﻔﺎﻅ ﻋﲆ ﺩﺭﺟﺔ‬
‫ﺯﻭﺩ ﺍﷲ ﺗﻌﺎﱃ ﲠﺎ‬ ‫ﺣـﺮﺍﺭﺓ ﺍﳉﺴـﻢ‪ ،‬ﺣﻴﺚ ﻳﻌﺪﹼ ﺗﺒﺨﺮ ﺍﳌﺎﺀ ﻣﻦ ﺟﻠﺪ ﺍﻹﻧﺴـﺎﻥ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﻄﺮﻕ ﺍﻟﺘـﻲ ﹼ‬
‫ﻗﻠﻴﻼ ﻋﻦ ﺍﳌﻌﺪﻝ ﺍﻟﻄﺒﻴﻌﻲ‪،‬‬ ‫ﺍﳉﺴﻢ ﻟﻠﺘﺤﻜﻢ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳉﺴﻢ ﹰ‬
‫ﻓﺈﻥ ﻣﻨﻄﻘﺔ ﺍﻟﺘﺤﻜﻢ ﰲ ﺣﺮﺍﺭﺓ ﺍﳉﺴـﻢ ﰲ ﺍﻟﺪﻣﺎﻍ ﺗﺘﺤﺴـﺲ ﻫﺬﻩ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ ،‬ﻓﱰﺳﻞ‬
‫ﺇﺷـﺎﺭﺓ ﻋﺼﺒﻴـﺔ ﺇﱃ ﺍﻟﻐﺪﺩ ﺍﻟﻌﺮﻗﻴﺔ ﰲ ﺍﳉﺴـﻢ ﻟﺰﻳـﺎﺩﺓ ﺇﻧﺘﺎﺟﻬﺎ ﻣﻦ ﺍﻟﻌﺮﻕ‪ ،‬ﺛﻢ ﻳﺘﺒﺨـﺮ ﺍﻟﻌﺮﻕ ﻓﺘﻬﺒﻂ‬
‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳉﺴﻢ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪   4-4‬‬

‫‪     ‬‬
‫‪        ‬‬
‫‪–195.8°C‬‬
‫‪‬‬

‫‪ ‬صا‪‬ل‬

‫‪ ‬ا‪‬‬

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 ‫‪ ‬ال‪‬ص‪‬ل ‪    4-5‬‬
‫‪    ‬‬
‫‪        ‬‬
‫‪‬‬

‫ا‪‬ة ال‪‬ا‪‬ة ‪ Brownian motion‬ﻣﻦ ﻓﺮﻭﺽ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﺃﻥ ﺟﺰﻳﺌﺎﺕ‬

‫ﺍﳌﺎﺩﺓ ﰲ ﺣﺮﻛﺔ ﻣﺴـﺘﻤﺮﺓ‪ .‬ﻭﲣﺘﻠـﻒ ﻫﺬﻩ ﺍﳊﺮﻛﺔ ﺑﺎﺧﺘﻼﻑ ﺣﺎﻟﺔ ﺍﳌـﺎﺩﺓ؛ ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻧﺘﻘﺎﻟﻴﺔ‬
‫ﰲ ﺍﻟﺴـﻮﺍﺋﻞ‪ ،‬ﻟﻜﻨﻬﺎ ﻻ ﺗﺴـﻠﻚ ﻣﺴﺎﺭﺍﺕ ﻣﺴـﺘﻘﻴﻤﺔ ﺑﻞ ﺗﻜﻮﻥ ﺣﺮﻛﺔ ﻣﺘﻌﺮﺟﺔ؛ ﺃﻱ ﺗﺘﺤﺮﻙ ﰲ‬
‫ﺍﲡﺎﻫﺎﺕ ﳐﺘﻠﻔﺔ )ﻋﺸﻮﺍﺋﻴﺔ(‪ .‬ﻭﻗﺪ ﲤﻜﻦ ﺍﻟﻌﺎﱂ ﺑﺮﺍﻭﻥ ﻣﻦ ﺇﺛﺒﺎﺕ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﳊﺮﻛﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‬
‫ﰲ ﺍﻟﺴـﻮﺍﺋﻞ ﻋﻨﺪﻣـﺎ ﺷـﺎﻫﺪ ﺣﺮﻛـﺔ ﺣﺒﻴﺒـﺎﺕ ﺍﻟﻄﻠـﻊ ﺍﳌﻌﻠﻘﺔ ﺩﺍﺧـﻞ ﺍﳌﺎﺀ ﻣﻦ ﺧـﻼﻝ ﺍﳌﺠﻬﺮ‪.‬‬
‫ﺣﻴـﺚ ﻻﺣﻆ ﺃﻥ ﺣﺮﻛﺔ ﺍﳉﺰﻳﺌﺎﺕ ﺗﻜﻮﻥ ﻋﺸـﻮﺍﺋﻴﺔ ﻭﰲ ﲨﻴﻊ ﺍﻻﲡﺎﻫﺎﺕ‪ .‬ﻭﻳﻤﻜﻦ ﻣﺸـﺎﻫﺪﺓ‬
‫ﻫـﺬﻩ ﺍﳊﺮﻛﺔ ﻛﺬﻟﻚ ﰲ ﺍﻟﻐـﺎﺯﺍﺕ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﱃ ﺩﻗﺎﺋﻖ ﺍﻟﺪﺧﺎﻥ ﺍﻟﺘﻲ ﺗﻨﻔﺦ ﺩﺍﺧﻞ ﻏﺮﻓﺔ ﻣﻌﺘﻤﺔ‬
‫ﻣﻀـﺎﺀﺓ ﺟﺎﻧﺒ ﹼﹰﻴـﺎ ﺑﻤﺼﺒـﺎﺡ ﻗﻮﻱ‪ ،‬ﻭﺗﺴـﻤﻰ ﺍﳊﺮﻛـﺔ ﺍﻟﻌﺸـﻮﺍﺋﻴﺔ ﻟﻠﺠﺰﻳﺌﺎﺕ ﺍﳌﺠﻬﺮﻳـﺔ ﰲ ﻣﺎﺋﻊ‬
‫ﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ ‪ Brownian motion‬ﻧﺴـﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺑﺮﺍﻭﻥ‪ .‬ﻭﻗﺪ ﺃﺛﺒﺖ ﺍﻟﻌﺎﱂ ﺃﻳﻨﺸﺘﺎﻳﻦ‬
‫ﻓﻴـﲈ ﺑﻌـﺪ ﺑﺎﻟﺘﺠﺮﺑﺔ ﺃﻥ ﺍﳊﺮﻛـﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ ﺗﻨﺘﺞ ﻋﻦ ﺍﺻﻄـﺪﺍﻡ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺋـﻊ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‬
‫ﻭﺑﺎﳉﺰﻳﺌـﺎﺕ ﺍﳌﻌﻠﻘـﺔ ﻓﻴﻪ‪ ،‬ﻭﺃﳖﺎ ﻻ ﺗﻌﺘﻤﺪ ﻋﲆ ﺷـﻜﻞ ﺍﻟﻮﻋـﺎﺀ ﺍﳊﺎﻭﻱ ﻟﻠﲈﺋﻊ ﺑـﻞ ﺗﻌﺘﻤﺪ ﻋﲆ‬
‫ﻭﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 4-5‬ﻃﺒﻴﻌﺔ‬ ‫ﻧﻮﻉ ﺍﳌﺎﺋﻊ؛ ﺣﻴﺚ ﲣﺘﻠﻒ ﺑﺎﺧﺘﻼﻑ ﻧﻮﻋﻪ‪ ،‬ﻭ ﺑﺎﺧﺘﻼﻑ ﹸﻟﺰﻭﺟﺘﻪ‪ .‬ﹼ‬
‫ﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ ﻭﳐﻄﻂ ﻟﻄﺒﻴﻌﺔ ﺗﻠﻚ ﺍﳊﺮﻛﺔ‪.‬‬
‫التب‪‬ور ‪ Crystallisation‬ﻋﻠﻤﺖ ﺃﻥ ﺍﻧﺨﻔﺎﺽ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴـﻮﺍﺋﻞ ﻳﻘﻠﻞ ﻣﻦ ﴎﻋﺎﺕ‬
‫ﺟﺰﻳﺌﺎﲥـﺎ‪ ،‬ﻭﻣﻦ ﹶﺛ ﱠﻢ ﺗﻘﻞ ﻃﺎﻗﺎﲥـﺎ ﺍﳊﺮﻛﻴﺔ ﻓﺘﺘﻘﺎﺭﺏ ﺍﳉﺰﻳﺌﺎﺕ ﺑﻌﻀﻬﺎ ﺇﱃ ﺑﻌﺾ‪ .‬ﻭﺑﺎﺳـﺘﻤﺮﺍﺭ‬
‫ﺍﻟﺘﱪﻳـﺪ ﺗﺼﺒـﺢ ﺑﻌـﺾ ﺍﳉﺰﻳﺌـﺎﺕ ﺑﻄﻴﺌﺔ ﺟـﺪﹼﹰ ﺍ‪ .‬ﻭﻋﻨﺪﻣـﺎ ﺗﻠﺘﻘﻲ ﺟﺰﻳﺌـﺎﺕ ﺑﻄﻴﺌـﺔ ﺑﻌﻀﻬﺎ ﻣﻊ‬
‫ﺧﺎﺻﺎ ﲠﺎ ﻳﺴـﻤﻰ‬ ‫ﹰ‬
‫ﺷـﻜﻼ ﹼﹰ‬ ‫ﺑﻌﺾ ﺗﻨﺸـﺄ ﺑﻴﻨﻬﺎ ﻗﻮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺧﺎﺻﺔ ﺗﺆﺩﻱ ﺇﱃ ﺭﺑﻄﻬﺎ ﻣ ﹰﻌﺎ ﻣﻜﻮﻧﺔ‬
‫ﺑﻠﻮﺭﺓ‪ .‬ﻭﻳﻌﻤﻞ ﺍﻟﺘﱪﻳﺪ ﺍﳌﺴـﺘﻤﺮ ﻋﲆ ﺯﻳﺎﺩﺓ ﺍﻟﻘﻮﺓ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ ﺑﺤﻴﺚ ﲡﺬﺏ ﺇﻟﻴﻬﺎ ﺍﳌﺰﻳﺪ ﻣﻦ‬
‫ﺍﳉﺰﻳﺌﺎﺕ ﺍﻷﺧﺮ￯ ﻓﻴﺘﻜﻮﻥ ﻣﺎ ﻳﺴـﻤﻰ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺒﻠﻮﺭﻱ‪ .‬ﻭﺗﺒﻘﻰ ﺍﳉﺰﻳﺌﺎﺕ ﰲ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺒﻠﻮﺭﻱ‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻫﺘﺰﺍﺯ ﻣﺴـﺘﻤﺮ ﺣﻮﻝ ﻣﻮﺍﺿﻊ ﺳﻜﻮﳖﺎ‪ ،‬ﻭﻻ ﻳﻜﻮﻥ ﳍﺎ ﺍﻟﻘﺪﺭﺓ ﻋﲆ ﺍﳊﺮﻛﺔ ﺍﻻﻧﺘﻘﺎﻟﻴﺔ‪،‬‬
‫ﳑﺎ ﳚﻌﻞ ﺍﻟﺒﻠﻮﺭﺓ ﲢﺎﻓﻆ ﻋﲆ ﺷﻜﻠﻬﺎ ﻣﺎ ﱂ ﺗﺘﺄﺛﺮ ﺑﻌﻮﺍﻣﻞ ﺃﺧﺮ￯‪.‬‬
‫ﻓﺎﻟﺘﺒﻠﻮﺭ ‪ Crystallisation‬ﻋﻤﻠﻴﺔ ﻳﺘﺸﻜﻞ ﻓﻴﻬﺎ ﺟﺴﻢ ﺻﻠﺐ ﻣﻦ ﺗﺮﺗﻴﺐ ﺧﺎﺹ ﳉﺰﻳﺌﺎﺕ‬
‫ﺍﻟﺴﺎﺋﻞ ﺑﻔﻌﻞ ﺍﻟﺘﱪﻳﺪ ﺃﻭ ﺑﻌﻮﺍﻣﻞ ﺃﺧﺮ￯‪ .‬ﻭﻟﻜﻞ ﻧﻮﻉ ﻣﻦ ﺍﻟﺒﻠﻮﺭﺍﺕ ﻣﻜﻮﻧﺎﺕ ﻛﻴﻤﻴﺎﺋﻴﺔ ﺧﺎﺻﺔ‬
‫ﺑﻪ‪ ،‬ﻭﻣﻌﻈﻢ ﺍﻟﺒﻠﻮﺭﺍﺕ ﻳﺪﺧﻞ ﰲ ﺗﺮﻛﻴﺒﻬﺎ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﳉﺰﻳﺌﺎﺕ‪ .‬ﻭﻗﺪ ﺗﺘﺸـﻜﻞ ﺍﻟﺒﻠﻮﺭﺍﺕ‬
‫ﻃﺒﻴﻌ ﹼﹰﻴﺎ ‪ -‬ﻛﲈ ﰲ ﺍﳌﻠﺢ ﺍﻟﺼﺨﺮﻱ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﻣﻦ ﺗﺒﺨﺮ ﺍﳌﺎﺀ ﻭﺗﺮﺳﻴﺐ ﺍﻷﻣﻼﺡ ﻋﲆ ﺍﻟﺼﺨﻮﺭ‪،‬‬
‫ﺃﻭ ﺍﺻﻄﻨﺎﻋ ﹼﹰﻴـﺎ ﻛـﲈ ﰲ ﺻﻨﺎﻋﺔ ﺑﻠﻮﺭﺍﺕ ﻛﱪﻳﺘﺎﺕ ﺍﻟﻨﺤﺎﺱ ﺍﻟﺘﻲ ﺗﻌـﺪﹼ ﻣﺎﺩﺓ ﻣﻬﻤﺔ ﰲ ﺗﻌﻘﻴﻢ ﺑﺮﻙ‬
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‫‪‬ال‪‬ص‪‬ل ‪  4-6‬‬
‫‪‬‬

‫ﺗﻜﻮﻥ ﺑﻠﻮﺭﺓ‬
‫ﻭﲪﺎﻣـﺎﺕ ﺍﻟﺴـﺒﺎﺣﺔ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﻋﲆ ﻣﻨﻊ ﻧﻤـﻮ ﺍﻟﻔﻄﺮﻳﺎﺕ‪ .‬ﻭﻳﻤﻜﻦ ﻣﺸـﺎﻫﺪﺓ ﹼ‬
‫ﻛﱪﻳﺘـﺎﺕ ﺍﻟﻨﺤـﺎﺱ ﺑﻤﻞﺀ ﻃﺒﻖ ﺑـﱰﻱ ﺇﱃ ﻣﻨﺘﺼﻔﻪ ﺑﺎﳌﺎﺀ‪ ،‬ﺛﻢ ﺇﺿﺎﻓـﺔ ﺃﺭﺑﻊ ﻣﻼﻋﻖ ﺻﻐﲑﺓ ﻣﻦ‬
‫ﻣﺴـﺤﻮﻕ ﻛﱪﻳﺘـﺎﺕ ﺍﻟﻨﺤﺎﺱ ﺇﻟﻴﻪ ‪ ،‬ﻭﲢﺮﻳﻚ ﺍﳌﺤﻠﻮﻝ ﺣﺘﻰ ﺗـﺬﻭﺏ ﺍﻟﻜﱪﻳﺘﺎﺕ ﲤﺎ ﹰﻣﺎ‪ ،‬ﻭ ﹸﻳﱰﻙ‬
‫ﺣﺘـﻰ ﻳﺒـﺪﺃ ﺑﺎﻟﺘﺒﺨـﺮ‪ .‬ﻭﻣﻊ ﺍﺳـﺘﻤﺮﺍﺭ ﺗﺒﺨﺮ ﺍﳌﺎﺀ ﺳـﻨﻼﺣﻆ ﺗﻜﻮﻥ ﻗﴩﺓ ﻣـﻦ ﺍﻟﻜﱪﻳﺘﺎﺕ ﻋﲆ‬
‫ﺟﻮﺍﻧﺐ ﺍﻟﻄﺒﻖ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﺒﺨﺮ ﺍﳌﺤﻠﻮﻝ ﺑﺪﺭﺟﺔ ﻛﺎﻓﻴﺔ ﺗﺒﺪﺃ ﺑﻠﻮﺭﺍﺗﻪ ﺍﻟﺰﺭﻗﺎﺀ ﺍﻟﻼﻣﻌﺔ ﺑﺎﻟﻈﻬﻮﺭ‪.‬‬
‫ﻭﻳﻜﻮﻥ ﺷﻜﻞ ﺍﻟﺒﻠﻮﺭﺍﺕ ﺍﻟﻨﺎﲡﺔ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪.4-6‬‬
‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﻟﺘﻐﲑ ﰲ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺩﺓ ﻭﺗﻐﲑ ﺣﺎﻟﺘﻬﺎ؟‬

‫‪ 4-1‬‬
‫ﹼﺑﲔ ﺑﺎﻟﺮﺳـﻢ ﺍﻟﺘﺨﻄﻴﻄﻲ ﻣﺎ ﳛﺪﺙ ﳉﺰﻳﺌﺎﺕ ﺍﻟﺴﺎﺋﻞ ﻋﻨﺪ‬ ‫‪.6‬‬ ‫قار‪ ‬ﺑﲔ ﻛﻞ ﻣﻦ‪:‬‬ ‫‪.1‬‬
‫ﺗﺒﺨﺮﻫﺎ‪.‬‬ ‫ﺍﻟﺘﺒﺨﺮ ﻭﺍﻟﻐﻠﻴﺎﻥ‪.‬‬ ‫‪.b‬‬ ‫ﺍﻟﺘﺠﻤﺪ ﻭﺍﻻﻧﺼﻬﺎﺭ‪.‬‬ ‫‪.a‬‬
‫ﺣﺠﲈ ﳏﺪﺩﻳﻦ‪.‬‬
‫ﹰ‬ ‫‪‬ص‪ ‬ﻻ ﻳﻤﺘﻠﻚ ﺍﻟﻐﺎﺯ ﹰ‬
‫ﺷﻜﻼ ﺃﻭ‬ ‫‪.7‬‬ ‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﻜﻞ ﻣﻦ‪ :‬ﺍﻟﺘﺒﻠﻮﺭ‪ ،‬ﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ؟‬ ‫‪.2‬‬
‫‪‬ص‪ ‬ﺳﺒﺐ ﺗﻐﲑ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺑﺘﻐﲑ ﺣﺎﻟﺘﻪ‪.‬‬ ‫‪.8‬‬ ‫ﺗﺘﻜﻮﻥ ﺍﻟﺒﻠﻮﺭﺓ‪.‬‬
‫ﻭﺿﺢ ﻛﻴﻒ ﹼ‬
‫ﹼ‬ ‫‪.3‬‬
‫ﺍﺫﻛﺮ ﺗﻄﺒﻴ ﹰﻘﺎ ﻭﺍﺣﺪﹰ ﺍ ﻋﲆ ﺍﻷﻗﻞ ﻟﺒﻠﻮﺭﺍﺕ ﻛﱪﻳﺘﺎﺕ ﺍﻟﻨﺤﺎﺱ‪.‬‬ ‫‪.9‬‬ ‫ﻻﺧﺘﻼﻑ ﺩﺭﺟـﺔ ﺍﻟﺘﺠﻤﺪ ﻟﻠﺴـﻮﺍﺋﻞ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﻜﺜﲑ ﻣﻦ‬ ‫‪.4‬‬
‫التف‪ ‬ال‪‬اقد ﻳﺘﺒﺨﺮ ﺍﻟﻜﺤﻮﻝ ﺃﴎﻉ ﻣﻦ ﺗﺒﺨﺮ ﺍﳌﺎﺀ ﻋﻨﺪ‬ ‫‪.10‬‬ ‫ﻭﺿﺢ ﺃﺣﺪ ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪.‬‬‫ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳌﻬﻤﺔ ﰲ ﺍﳊﻴﺎﺓ‪ .‬ﹼ‬
‫ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ﺍﻟﻐﺮﻓـﺔ‪ .‬ﻣﺎﺫﺍ ﺗﺴـﺘﻨﺘﺞ ﺣـﻮﻝ ﺍﳋﺼﺎﺋﺺ‬ ‫‪‬ص‪ ‬ﻛﺜﺎﻓﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﻟﻐﺎﺯﺍﺕ‪.‬‬
‫‪‬‬ ‫‪.5‬‬
‫ﺍﳉﺰﻳﺌﻴﺔ ﻷﺣﺪﻫﺎ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻵﺧﺮ؟‬

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‫‪Thermal Expansion of Solids and Liquids‬‬

‫الت‪‬د‪ ‬ا‪‬ار‪Thermal expansion ‬‬ ‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬

‫ﺩﺭﺳـﺖ ﺃﻥ ﺍﻟﻐـﺎﺯﺍﺕ ﺗﺘﻤﺪﹼ ﺩ ﻛ ﹼﻠﲈ ﺍﺭﺗﻔﻌـﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﺴـﺨﻦ ﺍﳌﺎﺩﺓ ﰲ‬ ‫‪27.3 - 27.4 -27.5‬‬
‫ﺣﻴﺰﺍ ﺃﻛﱪ‪.‬‬
‫ﺣﺎﻻﲥـﺎ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴـﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳـﺔ ﺗﺼﺒﺢ ﺃﻗﻞ ﻛﺜﺎﻓـﺔ‪ ،‬ﻭﺗﺘﻤﺪﹼ ﺩ ﻟﺘﻤـﻸ ﹰ‬ ‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪ ‬الع‪‬‬
‫ﻭﺗﺴـﻤﻰ ﻫـﺬﻩ ﺍﳋﺎﺻﻴـﺔ ﺍﻟﺘﻤـﺪﺩ ﺍﳊـﺮﺍﺭﻱ ‪ ، Thermal expansion‬ﻭﳍﺎ ﻋﺪﺓ‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﻣﻬﻤﺔ‪ ،‬ﻣﻨﻬﺎ ﺩﻭﺭﺍﻥ ﺍﳍﻮﺍﺀ ﰲ ﺍﻟﻐﺮﻓﺔ‪.‬‬ ‫ا‪‬دا‪‬‬
‫‪‬صت‪‬د‪ ‬ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﰲ‬ ‫•‬
‫ﻋﻨﺪﻣﺎ ﻳﺴـﺨﻦ ﺍﳍـﻮﺍﺀ ﺍﳌﻼﻣﺲ ﻷﺭﺿﻴﺔ ﺍﻟﻐﺮﻓـﺔ‪ ،‬ﺗﻘﻞ ﻛﺜﺎﻓﺘﻪ ﻓﲑﺗﻔـﻊ ﺇﱃ ﺃﻋﲆ ﻭﳛﻞ‬
‫ﺗﻔﺴـﲑ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ ﻟﻠﻤـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‬
‫ﳏﻠـﻪ ﺍﳍـﻮﺍﺩ ﺍﻷﺑـﺮﺩ ‪ -‬ﺍﻷﻛﺜﺮ ﻛﺜﺎﻓﺔ ‪ -‬ﻓﻴﻨﺰﻝ ﺇﱃ ﺃﺳـﻔﻞ ﻭﻫﻜﺬﺍ ﺗﺴـﺘﻤﺮ ﺣﺮﻛﺔ ﺍﳍﻮﺍﺀ‬ ‫ﻭﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ‪.‬‬
‫ﺍﻷﺳﺨﻦ ﻧﺤﻮ ﺍﻷﻋﲆ ﻭﺍﳍﻮﺍﺀ ﺍﻷﺑﺮﺩ ﻧﺤﻮ ﺍﻷﺳﻔﻞ‪ .‬ﻭ ﹸﻳﺴﻤﻰ ﺩﻭﺭﺍﻥ ﺍﳍﻮﺍﺀ ﰲ ﺍﻟﻐﺮﻓﺔ‬ ‫ﺗﻜﻮﻥ ﺍﳉﻠﻴﺪ ﻋﲆ ﺳﻄﺢ ﺍﳌﺎﺀ‬ ‫‪‬ف‪‬ص‪ ‬ﺳﺒﺐ ﹼ‬ ‫•‬
‫ﺗﻴﺎﺭ ﺍﳊﻤﻞ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ 4-7‬ﺍﻟﺬﻱ ﻳﻮﺿﺢ ﺗﻴﺎﺭﺍﺕ ﺍﳊﻤﻞ ﰲ ﺍﻟﻐﺮﻓﺔ‪ .‬ﻭﺗﺴـﺘﻄﻴﻊ‬ ‫ﻭﻟﻴﺲ ﰲ ﺍﻟﻘﺎﻉ‪.‬‬
‫ﺃﻳﻀـﺎ ﺗﻴﺎﺭﺍﺕ ﺍﳊﻤﻞ ﰲ ﻭﻋﺎﺀ ﻣﺎﺀ ﺳـﺎﺧﻦ‪ ،‬ﺩﻭﻥ ﺩﺭﺟـﺔ ﺍﻟﻐﻠﻴﺎﻥ؛ ﻓﻌﻨﺪﻣﺎ‬ ‫ﺃﻥ ﺗﺸـﺎﻫﺪ ﹰ‬ ‫‪‬و‪‬ص‪ ‬ﺃﳘﻴﺔ ﺷﺬﻭﺫ ﺍﳌﺎﺀ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺤﻴﺎﺓ‬ ‫•‬
‫ﹼ‬
‫ﻳﺴـﺨﻦ ﺍﻟﻮﻋـﺎﺀ ﻣﻦ ﺟﻬﺔ ﺍﻟﻘﺎﻉ ﻓـﺈﻥ ﺍﳌﺎﺀ ﺍﻷﺑـﺮﺩ ﺫﺍ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻷﻛﱪ ﳞﺒﻂ ﺇﱃ ﺃﺳـﻔﻞ‪،‬‬ ‫ﺍﳌﺎﺋﻴﺔ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﳌﺘﺠﻤﺪﺓ‪.‬‬
‫ﺣﻴﺚ ﻳﺴﺨﻦ‪ ،‬ﺛﻢ ﹸﻳﺪﻓﻊ ﺇﱃ ﺃﻋﲆ ﻋﻦ ﻃﺮﻳﻖ ﺗﺪﻓﻖ ﺍﳌﺎﺀ ﺍﻷﺑﺮﺩ ﻣﻦ ﺃﻋﲆ‪.‬‬ ‫‪ ‬ﺑﻌـﺾ ﺍﳌﺸـﻜﻼﺕ ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ‬ ‫•‬
‫ﻇﺎﻫﺮﺓ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻟﺘﻐﻠﺐ‬
‫مل‪‬ا‪‬ا ي‪‬فو ا‪‬د‪ Why ice floats? ‬ﺗﺘﻤـﺪﹼ ﺩ ﺍﳌﺎﺩﺓ ﻋﻨﺪ ﺗﺴـﺨﻴﻨﻬﺎ‪ ،‬ﻭﻟﻜﻦ ﺗﺒﻘﻰ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻛﺘﻠﺘﻬـﺎ ﺛﺎﺑﺘﺔ ﻓﺘﻘﻞ ﻛﺜﺎﻓﺘﻬﺎ‪ ،‬ﻭﻋﲆ ﺍﻟﻌﻜﺲ ﻣﻦ ﺫﻟﻚ ﻓﺈﻥ ﻛﺜﺎﻓﺘﻬﺎ ﺗﺰﺩﺍﺩ ﻋﻨﺪﻣﺎ ﺗﺘﻘﻠﺺ‬ ‫‪‬صت‪‬د‪ ‬ﻣﻔﻬﻮﻡ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ‬ ‫•‬
‫)ﺗﻨﻜﻤـﺶ( ﻣـﻊ ﺛﺒـﺎﺕ ﻛﺘﻠﺘﻬﺎ‪ .‬ﻟـﺬﺍ ﻓﻘﺪ ﺗﺘﻮﻗـﻊ ﺃﻥ ﺍﳉﻠﻴـﺪ ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔ ﻣـﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﰲ‬ ‫ﰲ ﺣﻞ ﻣﺴﺎﺋﻞ ﺣﺴﺎﺑﻴﺔ‪.‬‬
‫ﺿـﻮﺀ ﺗﻮﻗﻌﺎﺗـﻚ ﻻﺑـﺪ ﺃﻥ ﻳﻐﻄﺲ ﺍﳉﻠﻴﺪ ﰲ ﺍﳌـﺎﺀ! ﻟﻜﻦ ﺍﳊﻘﻴﻘﺔ ﺃﻧـﻪ ﻋﻨﺪ ﺭﻓﻊ ﺩﺭﺟﺔ‬ ‫املف‪‬ات‬
‫ﺣﺮﺍﺭﺓ ﺍﳌﺎﺀ ﻣﻦ ‪ 0˚C‬ﺇﱃ ‪ 4˚C‬ﻓﺈﻧﻪ ﻳﺘﻘ ﹼﻠﺺ ﺑﺪﻻﹰ ﻣﻦ ﺃﻥ ﻳﺘﻤﺪﺩ‪ ،‬ﻭﺫﻟﻚ ﺑﺴـﺒﺐ ﺗﺰﺍﻳﺪ‬ ‫• ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ‬
‫ﻗـﻮ￯ ﺍﻟﱰﺍﺑﻂ ﺑـﲔ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﳑﺎ ﻳـﺆﺩﻱ ﺇﱃ ﺿﻤﻮﺭ ﺑﻠﻮﺭﺍﺕ ﺍﳉﻠﻴـﺪ ﻭﺍﻟﻘﻮ￯ ﺑﲔ‬ ‫‪•Thermal expansion‬‬
‫ﺟﺰﻳﺌﺎﲥﺎ‪ ،‬ﺣﻴـﺚ ﺇﻥ ﻟﻠﺒﻠﻮﺭﺍﺕ ﺍﳌﻜﻮﻧﺔ ﻟﻠﺠﻠﻴﺪ ﺗﺮﻛﻴﺐ ﻣﻔﺘﻮﺡ ﺑﺼﻮﺭﺓ ﻛﺒﲑﺓ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ‬
‫ﻳﻨﺼﻬـﺮ ﺍﳉﻠﻴـﺪ ﺗﺒﻘﻰ ﺑﻌﺾ ﺍﻟﺒﻠﻮﺭﺍﺕ ﺍﳌﺘﻨﺎﻫﻴﺔ ﰲ ﺍﻟﺼﻐﺮ‪ ،‬ﻭﻣﻊ ﺍﺳـﺘﻤﺮﺍﺭ ﺍﻟﺘﺴـﺨﲔ‬ ‫‪• Coefficient of linear expansion‬‬
‫ﺗﺒـﺪﺃ ﻫـﺬﻩ ﺍﻟﺒﻠﻮﺭﺍﺕ ﺍﳌﺘﺒﻘﻴـﺔ ﰲ ﺍﻻﻧﺼﻬﺎﺭ‪ ،‬ﻭﺑﺬﻟﻚ ﻳﺘﻨﺎﻗﺺ ﺣﺠـﻢ ﺍﳌﺎﺀ ﺣﺘﻰ ﺗﺼﻞ‬
‫ﺍﳊـﺮﺍﺭﺓ ﺇﱃ ‪ 4˚C‬ﻻﺣﻆ ﺍﻟﺸـﻜﻞ ‪ .4-8‬ﻟﻜـﻦ ﺑﻤﺠﺮﺩ ﺃﻥ ﺗﺮﺗﻔﻊ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﺍﳌﺎﺀ‬
‫‪‬ال‪‬ص‪‬ل ‪    4-8‬‬
‫‪‬‬
‫)‪V(cm3‬‬

‫‪1.0005‬‬

‫‪1.0004‬‬

‫‪1.0003‬‬
‫‪ ‬ال‪‬ص‪‬ل ‪      4-7‬‬
‫‪1.0002‬‬
‫‪‬‬
‫‪1.0001‬‬
‫‪     ‬‬
‫‪1.0000‬‬ ‫)‪T(OC‬‬
‫‪‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬

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 ‫ﻓﻮﻕ ‪ 4˚C‬ﻳﺘﺰﺍﻳﺪ ﺣﺠﻤﻪ ﺑﺴـﺒﺐ ﺗﺰﺍﻳـﺪ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻭﺯﻳﺎﺩﺓ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ ﻓﺘﻘﻞ‬
‫ﻛﺜﺎﻓﺘﻪ ﻭﻟﻜﻦ ﻛﺘﻠﺘﻪ ﻻ ﺗﺘﻐﲑ‪ .‬ﳑﺎ ﺳﺒﻖ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺗﻜﻮﻥ ﺃﻛﱪ ﻣﺎ ﻳﻤﻜﻦ ﻋﻨﺪ ‪4 ˚C‬؛‬
‫ﻟـﺬﺍ ﻳﻄﻔﻮ ﺍﳉﻠﻴﺪ ﻓﻮﻕ ﺍﳌﺎﺀ‪ ،‬ﻭﻫﺬﺍ ﻳﺴـﻤﻰ ﺷـﺬﻭﺫ ﺍﳌـﺎﺀ‪ .‬ﻭﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ ﻣﻬﻤﺔ ﺟـﺪﹼﹰ ﺍ ﰲ ﺣﻴﺎﺗﻨﺎ‬
‫ﻭﰲ ﺍﻟﺒﻴﺌـﺔ ﻣﻦ ﺣﻮﻟﻨـﺎ؛ ﻓﻠﻮ ﻛﺎﻥ ﺍﳉﻠﻴﺪ ﻳﻐﻄـﺲ ﲢﺖ ﺍﳌﺎﺀ ﻟﺒﺪﺃ ﲡﻤﺪ ﺍﻟﺒﺤـﲑﺍﺕ ﻋﻨﺪ ﻗﻴﻌﺎﳖﺎ‬
‫ﺑﺪﻻ ﻣﻦ ﺳـﻄﻮﺣﻬﺎ‪ ،‬ﻭﳌﺎ ﺍﻧﺼﻬﺮ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺒﺤﲑﺍﺕ ﲤﺎ ﹰﻣﺎ ﰲ ﻓﺼﻞ ﺍﻟﺼﻴﻒ‪ ،‬ﻭﻟﺸﺬﻭﺫ ﺍﳌﺎﺀ‬ ‫ﹰ‬
‫ﺃﳘﻴﺔ ﻛﺒﲑﺓ ﰲ ﺍﳊﻔﺎﻅ ﻋﲆ ﺣﻴﺎﺓ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ ﻭﺍﻷﺳـﲈﻙ ﲢﺖ ﺍﳉﻠﻴﺪ ﰲ ﺍﳌﻨﺎﻃﻖ ﺍﻟﺘﻲ ﺗﻘﻞ‬
‫ﺩﺭﺟـﺎﺕ ﺍﳊـﺮﺍﺭﺓ ﻓﻴﻬﺎ ﻋﻦ ﺍﻟﺼﻔﺮ‪ ،‬ﺣﻴﺚ ﺗﺘﺠﻤﺪ ﺍﻟﻄﺒﻘﺎﺕ ﺍﻟﻌﻠﻴﺎ ﻣﻦ ﺍﻟﺒﺤﲑﺍﺕ ﻭﻟﻜﻦ ﻳﺒﻘﻰ‬
‫ﺍﳌﺎﺀ ﲢﺖ ﺍﳉﻠﻴﺪ ﻏﲑ ﻣﺘﺠﻤﺪ ﻭﻫﺬﺍ ﻫﻮ ﴎ ﺑﻘﺎﺀ ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ ﺗﻌﻴﺶ ﲢﺖ ﺍﻟﺜﻠﺞ‪.‬‬
‫ﻣﺎ ﺍﻟﺘﻐﲑﺍﺕ ﺍﻟﺘﻲ ﺗﻄﺮﺃ ﻋﲆ ﺍﳌﺎﺀ ﻋﻨﺪﻣﺎ ﺗﻨﺨﻔﺾ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ﻣﻦ‬
‫‪ 4˚C‬ﺇﱃ ‪0˚C‬؟‬
‫ﻟﺘﻜﻮﻥ ﺳﺎﺋﻼﹰ‪ .‬ﻭﻣﻊ ﺍﺳﺘﻤﺮﺍﺭ ﺍﻟﺘﺴﺨﲔ‬ ‫البال‪‬ا ‪ Plasma‬ﺇﺫﺍ ﹼ‬
‫ﺳـﺨﻨﺖ ﻣﺎﺩﺓ ﺻﻠﺒﺔ ﻓﺈﳖﺎ ﺗﻨﺼﻬﺮ ﹼ‬
‫ﻳﺘﺤﻮﻝ ﺍﻟﺴﺎﺋﻞ ﺇﱃ ﻏﺎﺯ‪ ،‬ﻓﲈﺫﺍ ﳛﺪﺙ ﺇﺫﺍ ﺍﺳﺘﻤﺮ ﺗﺴﺨﲔ ﺍﻟﻐﺎﺯ؟ ﺗﺼﺒﺢ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ‬
‫ﻛﺒﲑﺓ ﺇﱃ ﺣﺪﹼ ﻳﻜﻔﻲ ﻻﻧﺘﺰﺍﻉ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻦ ﺍﻟﺬﺭﺍﺕ‪ ،‬ﻭﺗﹶﻨﺘﺞ ﺃﻳﻮﻧﺎﺕ ﻣﻮﺟﺒﺔ ﺍﻟﺸﺤﻨﺔ‪ .‬ﺇﻥ ﺍﳊﺎﻟﺔ‬
‫ﺷﺒﻪ ﺍﻟﻐﺎﺯﻳﺔ ﻟﻺﻟﻜﱰﻭﻧﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ ﺍﻟﺸﺤﻨﺔ ﻭﺍﻷﻳﻮﻧﺎﺕ ﺍﳌﻮﺟﺒﺔ ﺍﻟﺸﺤﻨﺔ ﺗﺴﻤﻰ ﺍﻟﺒﻼﺯﻣﺎ ‪. Plasma‬‬
‫ﻭﺗﻌﺪﹼ ﺍﻟﺒﻼﺯﻣﺎ ﺣﺎﻟﺔ ﺭﺍﺑﻌﺔ ﻣﻦ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ‪.‬‬
‫ﻗـﺪ ﻳﺒـﺪﻭ ﺃﻥ ﺍﻟﺒﻼﺯﻣﺎ ﺣﺎﻟﺔ ﻏﲑ ﺷـﺎﺋﻌﺔ‪ ،‬ﻋﲆ ﺍﻟﺮﻏﻢ ﻣـﻦ ﺃﻥ ﻣﻌﻈﻢ ﺍﳌـﻮﺍ ﹼﺩ ﰲ ﺍﻟﻜﻮﻥ ﰲ ﺣﺎﻟﺔ‬
‫ﺍﻟﺒﻼﺯﻣـﺎ؛ ﻓﻤﻌﻈـﻢ ﻣﻜﻮﻧﺎﺕ ﺍﻟﻨﺠﻮﻡ ﺑﻼﺯﻣﺎ ﰲ ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭﺓ ﻋﺎﻟﻴﺔ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻛﲈ ﺃﻥ ﺃﻛﺜﺮ ﺍﳌﻮﺍﺩ‬
‫ﺍﳌﻮﺟـﻮﺩﺓ ﺑـﲔ ﺍﻟﻨﺠـﻮﻡ ﻭﺍﳌﺠﺮﺍﺕ ﺗﺘﻜﻮﻥ ﻣـﻦ ﺫﺭﺍﺕ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﺍﻟﻔ ﹼﻌﺎﻟﺔ ﺍﻟﻨﺸـﻄﺔ ﺍﻟﺘﻲ ﻻ‬
‫ﲢﺘﻮﻱ ﻋﲆ ﺇﻟﻜﱰﻭﻧﺎﺕ‪ ،‬ﻭﻳﻜﻮﻥ ﻏﺎﺯ ﺍﳍﻴﺪﺭﻭﺟﲔ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻼﺯﻣﺎ‪.‬‬
‫ﻭﺍﻟﻔـﺮﻕ ﺍﳌﺒﺪﺋـﻲ ﺑـﲔ ﺍﳊﺎﻟـﺔ ﺍﻟﻐﺎﺯﻳﺔ ﻭﺣﺎﻟـﺔ ﺍﻟﺒﻼﺯﻣـﺎ ﺃﻥ ﺍﻟﺒﻼﺯﻣـﺎ ﳍﺎ ﻗﺪﺭﺓ ﻋـﲆ ﺍﻟﺘﻮﺻﻴﻞ‬
‫ﺃﻳﻀﺎ ﰲ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﻐـﺎﺯﺍﺕ ﻟﻴﺲ ﳍﺎ ﻫﺬﻩ ﺍﻟﻘﺪﺭﺓ‪ ،‬ﻭﺍﻟﺼﻮﺍﻋـﻖ ﺍﳌﻀﻴﺌﺔ ﺗﻜﻮﻥ ﹰ‬
‫ﺣﺎﻟﺔ ﺍﻟﺒﻼﺯﻣﺎ‪ .‬ﻭﺇﺷـﺎﺭﺍﺕ ﺍﻟﻨﻴﻮﻥ ‪ -‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ 4-9‬ﺃﻋﻼﻩ ‪ -‬ﻭﻣﺼﺎﺑﻴﺢ ﺍﻟﻔﻠﻮﺭﺳـﻨﺖ‪،‬‬
‫ﻭﻣﺼﺎﺑﻴﺢ ﻏﺎﺯ ﺍﻟﺼﻮﺩﻳﻮﻡ ﲢﺘﻮﻱ ﲨﻴﻌﻬﺎ ﻋﲆ ﺍﻟﺒﻼﺯﻣﺎ ﺍﳌﺘﻮﻫﺠﺔ‪.‬‬
‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺤﺎﻟﺔ ﺍﻟﺒﻼﺯﻣﺎ؟ ﺍﺫﻛﺮ ﻣﺜﺎ ﹰﻻ ﻋﻠﻴﻬﺎ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪ 4-9‬‬

‫‪     ‬‬
‫‪ ‬‬

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 ‫الت‪‬د‪ ‬ا‪‬ار‪ ‬ل‪‬وا‪ ‬ال�ص‪‬بة‬
‫‪Thermal expansion of solids‬‬
‫ﻣـﻦ ﺍﻹﺟـﺮﺍﺀﺍﺕ ﺍﳌﻌﺘـﺎﺩﺓ ﻋﻨـﺪ ﺗﺼﻤﻴـﻢ ﺍﳉﺴـﻮﺭ ﺍﳋﺮﺳـﺎﻧﻴﺔ‬
‫ﻭﺍﻟﻔﻮﻻﺫﻳﺔ ﻋﲆ ﺍﻟﻄﺮﻕ ﺍﻟﴪﻳﻌﺔ‪ ،‬ﺃﻥ ﻳﱰﻙ ﺍﳌﻬﻨﺪﺳـﻮﻥ ﻓﺠﻮﺍﺕ‬
‫ﺻﻐـﲑﺓ )ﻓﻮﺍﺻـﻞ(‪ ،‬ﺗﺴـﻤﻰ ﻭﺻـﻼﺕ ﺍﻟﺘﻤـﺪﺩ‪ ،‬ﺑـﲔ ﺃﺟـﺰﺍﺀ‬
‫ﺍﳉﺴـﻮﺭ؛ ﻭﺫﻟﻚ ﻟﻠﺴـﲈﺡ ﺑﺘﻤﺪﺩ ﺃﺟﺰﺍﺀ ﺍﳉـﴪ ﰲ ﺃﻳﺎﻡ ﺍﻟﺼﻴﻒ‬
‫ﺍﳊﺎﺭﺓ‪ .‬ﻭﺗﺘﻤﺪﺩ ﺍﻷﺟﺴـﺎﻡ ﺑﻤﻘﺪﺍﺭ ﻳﺴﲑ ﻓﻘﻂ ﻋﻨﺪﻣﺎ ﺗﺘﻌﺮﺽ ﻟﻠﺘﺴﺨﲔ‪ ،‬ﻭﻟﻜﻦ ﻫﺬﺍ ﺍﳌﻘﺪﺍﺭ ﺍﻟﻴﺴﲑ‬ ‫‪‬ال‪‬ص‪‬ل ‪  4-10‬‬
‫ﻗﺪ ﻳﻜﻮﻥ ﻋﺪﺓ ﺳﻨﺘﻤﱰﺍﺕ ﰲ ﺣﺎﻟﺔ ﺟﴪ ﻃﻮﻟﻪ ‪ ،100 m‬ﻭﺇﺫﺍ ﹸﺃﻏﻔﻠﺖ ﻓﺠﻮﺍﺕ ﺍﻟﺘﻤﺪﺩ ﻫﺬﻩ ﰲ ﺍﻟﺘﺼﻤﻴﻢ‬ ‫‪  ‬‬
‫ﻓﻘﺪ ﻳﺘﻘﻮﺱ ﺍﳉﴪ ﺃﻭ ﺗﺘﺤﻄﻢ ﺃﺟﺰﺍﺅﻩ‪ .‬ﻭﻗﺪ ﲢﻄﻢ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﺍﻟﻌﺎﻟﻴﺔ ﻛﺬﻟﻚ ﻣﺴـﺎﺭﺍﺕ ﺍﻟﺴـﻜﻚ‬ ‫‪‬‬
‫ﺍﳊﺪﻳﺪﻳـﺔ ﺍﻟﺘـﻲ ﺗﹸﻐﻔﻞ ﻓﻴﻬﺎ ﻭﺻﻼﺕ ﺍﻟﺘﻤﺪﺩ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .4-10‬ﻭﺗﺼﻤـﻢ ﺑﻌﺾ ﺍﳌﻮﺍﺩ ‪-‬ﻭﻣﻨﻬﺎ‬
‫ﺯﺟﺎﺝ ﺍﻷﻓﺮﺍﻥ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﰲ ﺍﻟﻄﺒﺦ ﻭﰲ ﺍﻟﺘﺠﺎﺭﺏ ﺍﳌﺨﺘﱪﻳﺔ ‪ -‬ﻟﺘﺘﻤﺪﹼ ﺩ ﺑﺄﻗﻞ ﻣﺎ ﻳﻤﻜﻦ‪ .‬ﻭﺗﺼﻨﻊ‬
‫ﺗﺼﻤﻢ ﻟﺘﻌﻤﻞ ﺩﻭﻥ ﲤﺪﺩ ﺣﺮﺍﺭﻱ ﻳﺬﻛﺮ‪.‬‬ ‫ﻣﺮﺍﻳﺎ ﺍﻟﺘﻠﺴﻜﻮﺑﺎﺕ ﺍﻟﻜﺒﲑﺓ ﻣﻦ ﻣﺎﺩﺓ ﺍﻟﺴﲑﺍﻣﻴﻚ‪ ،‬ﺍﻟﺘﻲ ﹼ‬
‫ﻭﻟﻜﻲ ﺗﻔﻬﻢ ﲤﺪﺩ ﺍﳌﻮﺍ ﹼﺩ ﺍﻟﺼﻠﺒﺔ ﺍﳌﺴـﺨﻨﺔ‪ ،‬ﺗﺼﻮﺭ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﳉﺰﻳﺌﺎﺕ ﺍﳌﺘﺼﻠﺔ ﻣ ﹰﻌﺎ‬
‫ﻣـﻦ ﺧﻼﻝ ﻧﻮﺍﺑﺾ‪ ،‬ﺣﻴﺚ ﲤﺜﻞ ﺍﻟﻨﻮﺍﺑﺾ ﻗﻮ￯ ﺍﻟﺘﺠﺎﺫﺏ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ؛ ﻓﻌﻨﺪﻣﺎ ﺗﺼﺒﺢ ﺍﳉﺰﻳﺌﺎﺕ‬
‫ﹼ‬
‫ﺗﺴـﺨﻦ ﺍﳌـﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ ﺗﺰﺩﺍﺩ ﺍﻟﻄﺎﻗﺔ‬ ‫ﻗﺮﻳﺒـﺔ ﺟـﺪﹼﹰ ﺍ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ ﻳﺪﻓﻌﻬﺎ ﺍﻟﻨﺎﺑﺾ ﺑﻌﻴﺪﹰ ﺍ‪ .‬ﻭﻋﻨﺪﻣﺎ‬
‫ﺍﳊﺮﻛﻴﺔ ﳉﺰﻳﺌﺎﲥﺎ ﻭﺗﺒﺪﺃ ﰲ ﺍﻻﻫﺘﺰﺍﺯ ﺍﻟﴪﻳﻊ‪ ،‬ﻭﺗﺘﺤﺮﻙ ﻣﺒﺘﻌﺪﺓ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ‪ ،‬ﳑﺎ ﹸﻳﻀﻌﻒ ﻗﻮ￯‬
‫ﺍﻟﺘﺠﺎﺫﺏ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ ﻓﺘﻬﺘﺰ ﺑﺎﺿﻄﺮﺍﺏ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﺴـﺎﺑﻖ؛ ﺑﺴـﺒﺐ ﺯﻳﺎﺩﺓ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ ،‬ﻭﻳﺰﺩﺍﺩ‬
‫ﻣﺘﻮﺳﻂ ﺍﻟﺘﺒﺎﻋﺪ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ‪ ،‬ﻓﺘﺘﻤﺪﺩ ﺍﳌﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ‪.‬‬
‫ﻣﻮﺿﺢ ﰲ‬ ‫ﻳﺘﻨﺎﺳـﺐ ﺍﻟﺘﻐـﲑ ﰲ ﻃـﻮﻝ ﺍﳌـﺎﺩﺓ ﺍﻟﺼﻠﺒـﺔ ﻃﺮﺩ ﹼﹰﻳـﺎ ﻣـﻊ ﺍﻟﺘﻐـﲑ ﰲ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﲥـﺎ‪ ،‬ﻛـﲈ ﻫـﻮ ﹼ‬
‫‪‬ال‪‬ص‪‬ل ‪4-11‬‬
‫ﺍﻟﺸـﻜﻞ ‪ .4-11‬ﻓﺈﺫﺍ ﺍﺯﺩﺍﺩﺕ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺟﺴـﻢ ﺻﻠﺐ ﺑﻤﻘﺪﺍﺭ ‪ 20 ˚C‬ﻓﺈﻥ ﲤﺪﺩﻩ ﻳﺴـﺎﻭﻱ ﺿﻌﻒ‬
‫‪ ‬‬
‫ﲤـﺪﺩﻩ ﻋﻨﺪﻣـﺎ ﺗﻜﻮﻥ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﺩﺭﺟﺎﺕ ﺣﺮﺍﺭﺗﻪ ﺑﻤﻘـﺪﺍﺭ ‪ .10˚C‬ﻭﻳﺘﻨﺎﺳـﺐ ﺍﻟﺘﻤﺪﹼ ﺩ ﹰ‬
‫ﺃﻳﻀـﺎ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ‬
‫‪‬‬
‫ﻃـﻮﻝ ﺍﳉﺴـﻢ؛ ﻟـﺬﺍ ﻳﺘﻤﺪﹼ ﺩ ﻗﻀﻴـﺐ ﻃﻮﻟﻪ ‪ 2 m‬ﺿﻌـﻒ ﲤﺪﺩ ﻗﻀﻴﺐ ﻃﻮﻟـﻪ ‪ 1 m‬ﻋﻨﺪ ﺍﻟﺘﻐﲑ ﻧﻔﺴـﻪ ﰲ‬
‫ﺩﺭﺟـﺔ ﺍﳊـﺮﺍﺭﺓ‪ .‬ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩ ﺍﻟﻄﻮﻝ ﺍﳉﺪﻳﺪ ‪ L2‬ﻟﻠـﲈﺩﺓ ﺍﻟﺼﻠﺒﺔ ﻋﻨﺪ‬
‫ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ‪ T2‬ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻵﺗﻴﺔ؛ ﺣﻴـﺚ ‪ L1‬ﺍﻟﻄﻮﻝ ﻋﻨﺪ‬
‫‪‬‬
‫ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ‪ ،T1‬ﺃ ﹼﻣﺎ ﺃﻟﻔﺎ ‪ α‬ﻓﺘﻤﺜـﻞ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻠﲈﺩﺓ‬ ‫‪‬‬
‫‪.Coefficient of linear expansion‬‬
‫)‪L2 = L1 + α L1 (T2 –T1‬‬
‫‪L1‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺒﺎﺩﺉ ﺍﳉﱪ ﺍﻟﺒﺴﻴﻄﺔ‪ ،‬ﻳﻤﻜﻨﻚ ﺣﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻤﻌﺎﻣﻞ ‪.α‬‬

‫‪∆L‬‬
‫‪‬‬
‫‪‬‬

‫‪148‬‬
 ‫)‪L2 – L1 = α L1 (T2 –T1‬‬

‫‪∆L = α L1 ∆T‬‬

‫‪∆L‬‬
‫______= ‪α‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ‬
‫‪L1 ∆T‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻳﺴـﺎﻭﻱ ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻄﻮﻝ ﻣﻘﺴـﻮ ﹰﻣﺎ ﻋﲆ ﺍﻟﻄﻮﻝ ﺍﻷﺻﲇ ﻭﺍﻟﺘﻐﲑ ﰲ‬
‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪.‬‬

‫‪ .( ˚C‬ﻭﻷﻥ ﺍﳌـﻮﺍ ﹼﺩ ﺍﻟﺼﻠﺒﺔ ﺗﺘﻤﺪﺩ ﰲ ﺛﻼﺛﺔ‬

‫‪1‬‬
‫__‬ ‫ﻭﻭﺣـﺪﺓ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻫـﻲ )‪ ˚C-1‬ﺃﻭ‬
‫ﺃﺑﻌﺎﺩ ﻓﺈﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺠﻤﻲ ‪ β‬ﻳﻌﺎﺩﻝ ﺛﻼﺛﺔ ﺃﺿﻌﺎﻑ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﻟﻄﻮﱄ‪.‬‬
‫‪∆V‬‬
‫_____= ‪β‬‬ ‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﳊﺠﻤﻲ‬
‫‪V1∆T‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﳊﺠﻤﻲ ﻳﺴﺎﻭﻱ ﺍﻟﺘﻐﲑ ﰲ ﺍﳊﺠﻢ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺍﳊﺠﻢ ﺍﻷﺻﲇ ﻭﺍﻟﺘﻐﲑ ﰲ‬
‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪.‬‬

‫‪ .(˚C‬ﻭﻳﺒـﲔ ﺍﳉـﺪﻭﻝ ‪ 4–2‬ﻣﻌﺎﻣـﲇ ﺍﻟﺘﻤـﺪﺩ ﺍﳊﺮﺍﺭﻱ‬

‫‪1‬‬
‫__‬ ‫ﺇﻥ ﻭﺣـﺪﺓ ﺍﳌﻌﺎﻣـﻞ ‪ β‬ﻫـﻲ )‪ ˚C-1‬ﺃﻭ‬
‫ﳌﺠﻤﻮﻋﺔ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬

‫ال‪‬د‪4-2 ‬‬
‫‪‬عا‪‬ل الت‪‬د‪ ‬الح‪‬ار‪ ‬د ‪20 ˚C‬‬
‫‪‬عا‪‬ل الت‪‬د‪ ‬الح‪β ‬‬ ‫‪‬عا‪‬ل الت‪‬د‪ ‬ال‪‬ول‪α ‬‬
‫ال‪‬ا‪‬‬
‫)‪(˚C-1‬‬ ‫) ‪(˚C-1‬‬
‫ال‪‬وا ‪ ‬ال�ص‪‬بة‬
‫‪75 × 10-6‬‬ ‫‪25 × 10-6‬‬ ‫‪‬‬
‫‪27 × 10-6‬‬ ‫‪9 × 10-6‬‬ ‫‪‬‬
‫‪9 × 10-6‬‬ ‫‪3 × 10-6‬‬ ‫‪‬‬
‫‪36 × 10-6‬‬ ‫‪12 × 10-6‬‬ ‫‪‬‬
‫‪48 × 10-6‬‬ ‫‪16 × 10-6‬‬ ‫‪‬‬
‫ال‪‬صوا‪‬ل‬
‫‪1200 × 10-6‬‬ ‫‪‬‬
‫‪950 × 10-6‬‬ ‫‪‬‬
‫‪210 × 10-6‬‬ ‫‪‬‬

‫ﻛﻴﻒ ﻳﺆﺛﺮ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ ﰲ ﺗﺼﻤﻴﻢ ﺍﳉﺴﻮﺭ؟‬

‫‪149‬‬
 ‫‪‬ا‪1 ‬‬
‫ﻭﺳ ﹼﺨﻦ ﺇﱃ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ ،84 ˚C‬ﻭﻗﻴﺲ ﻃﻮﻟﻪ‬
‫الت‪‬د‪ ‬ال‪‬و‪ ‬ﻗﻀﻴﺐ ﻣﻌﺪﲏ ﻃﻮﻟﻪ ‪ 1.60 m‬ﻋﻨﺪ ‪ ،21 ˚C‬ﻭﺿﻊ ﰲ ﻓﺮﻥ ﹸ‬ ‫‪‬‬
‫ﻓﻮﺟﺪ ﺃﻧﻪ ﺍﺯﺩﺍﺩ ﺑﻤﻘﺪﺍﺭ ‪ ،1.7 mm‬ﻓﲈ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻠﲈﺩﺓ ﺍﳌﺼﻨﻮﻉ ﻣﻨﻬﺎ ﺍﻟﻘﻀﻴﺐ؟‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﻭﺿﺢ ﺑﺎﻟﺮﺳﻢ ﺍﻟﻘﻀﻴﺐ ﺍﻟﺬﻱ ﺍﺯﺩﺍﺩ ﻃﻮﻟﻪ ﺑﻤﻘﺪﺍﺭ ‪ 1.7 mm‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ 84 ˚C‬ﻭﺃﺻﺒﺢ ﻃﻮﻟﻪ ﺃﻛﱪ ﳑﺎ ﻛﺎﻥ‬
‫ﻋﻠﻴﻪ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.21 ˚C‬‬
‫ﺣﺪﺩ ﺍﻟﻄﻮﻝ ﺍﳌﺒﺪﺋﻲ ﻟﻠﻘﻀﻴﺐ ‪ ،L1‬ﻭﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻄﻮﻝ ‪.∆L‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫?=‪α‬‬ ‫‪L1 = 1.60 m‬‬
‫‪∆L‬‬ ‫‪∆L = 1.7 × 10-3 m‬‬

‫‪T1 = 21 ˚C‬‬
‫‪T2 = 84 ˚C‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫ﺍﺣﺴﺐ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﻟﻄﻮﱄ ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺍﻟﻄﻮﻝ ﺍﳌﻌﻠﻮﻡ‪ ،‬ﻭﺍﻟﺘﻐﲑ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻄﻮﻝ ﻭﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪.‬‬
‫‪∆L‬‬
‫_____ = ‪α‬‬
‫‪L1 ∆T‬‬
‫‪∆L = 1.7 × 10-3 m ،L1 = 1.60 m ،∆T = (T2–T1) = 84 ˚C – 21 ˚C   ‬‬
‫‪1.7 × 10 m‬‬
‫‪-3‬‬
‫__________________ =‪α‬‬
‫)‪(1.60 m) (84 ˚C-21 ˚C‬‬

‫‪= 1.7 × 10 -5 ˚C-1‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﺗﻢ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻮﺣﺪﺍﺕ ﺑﻄﺮﻳﻘﺔ ﺻﺤﻴﺤﺔ ﺑﻮﺣﺪﺓ ‪.˚C-1‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﺇﻥ ﻣﻘﺪﺍﺭ ﺍﳌﻌﺎﻣﻞ ﻗﺮﻳﺐ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ ﻟﻠﻨﺤﺎﺱ‪.‬‬

‫‪150‬‬
 ‫ﻗﻄﻌـﺔ ﻣـﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻃﻮﳍﺎ ‪ 3.66 m‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ .-28 ˚C‬ﻛﻢ ﻳﺰﺩﺍﺩ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ ﺩﺭﺟﺔ‬ ‫‪.11‬‬
‫ﺣﺮﺍﺭﲥﺎ ‪39 ˚C‬؟‬
‫ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﻔﻮﻻﺫ ﻃﻮﳍﺎ ‪ 11.5 cm‬ﻋﻨﺪ ‪ ،22 ˚C‬ﻓﺈﺫﺍ ﹸﺳ ﹼﺨﻨﺖ ﺣﺘﻰ ﺃﺻﺒﺤﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺍﲥﺎ ‪ ،1221 ˚C‬ﻭﻫﻲ ﻗﺮﻳﺒﺔ‬ ‫‪.12‬‬
‫ﻣﻦ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻧﺼﻬﺎﺭﻫﺎ‪ ،‬ﻓﻜﻢ ﻳﺒﻠﻎ ﻃﻮﳍﺎ ﺑﻌﺪ ﺍﻟﺘﺴﺨﲔ؟ )ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻠﻔﻮﻻﺫ ‪.(12 × 10-6 ˚C-1‬‬
‫ﹸﻣﻠـﺊ ﻭﻋـﺎﺀ ﺯﺟﺎﺟﻲ ﺳـﻌﺘﻪ ‪ 400 ml‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ ﺑـﲈﺀ ﺑﺎﺭﺩ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗـﻪ ‪ .4.4 ˚C‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺎﺀ‬ ‫‪.13‬‬
‫ﺍﳌﺴﻜﻮﺏ ﻣﻦ ﺍﻟﻮﻋﺎﺀ ﻋﻨﺪﻣﺎ ﻳﺴﺨﻦ ﺍﳌﺎﺀ ﺇﱃ ‪ 30.0 ˚C‬؟‬
‫ﹸﻣﻠـﺊ ﺧـﺰﺍﻥ ﺷـﺎﺣﻨﺔ ﻟﻨﻘـﻞ ﺍﻟﺒﻨﺰﻳـﻦ ﺳـﻌﺘﻪ ‪ 45725 L‬ﺑﺎﻟﺒﻨﺰﻳـﻦ ﻟﻴﻨﻘﻠـﻪ ﻣـﻦ ﻣﺪﻳﻨـﺔ ﻛﺎﻧﺖ ﺩﺭﺟـﺔ ﺍﳊـﺮﺍﺭﺓ ﻓﻴﻬﺎ‬ ‫‪.14‬‬
‫‪ ،38.0 ˚C‬ﺇﱃ ﻣﺪﻳﻨﺔ ﺃﺧﺮ￯ ﺣﻴﺚ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻓﻴﻬﺎ ‪.–2.0 ˚C‬‬
‫ﱰﺍ ﻣﻦ ﺍﻟﺒﻨﺰﻳﻦ ﺳﻴﻜﻮﻥ ﰲ ﺧﺰﺍﻥ ﺍﻟﺸﺎﺣﻨﺔ ﰲ ﺍﳌﺪﻳﻨﺔ ﺍﻟﺜﺎﻧﻴﺔ؟‬
‫‪ .a‬ﻛﻢ ﻟ ﹰ‬
‫‪ .b‬ﻣﺎﺫﺍ ﺣﺪﺙ ﻟﻠﺒﻨﺰﻳﻦ؟‬
‫ﹸﺣﻔـﺮ ﺛﻘـﺐ ﻗﻄـﺮﻩ ‪ 0.85 cm‬ﰲ ﺻﻔﻴﺤﺔ ﻣﻦ ﺍﻟﻔـﻮﻻﺫ ﻋﻨﺪ ‪ 30.0 ˚C‬ﻓـﻜﺎﻥ ﺍﻟﺜﻘﺐ ﻳﺘﺴـﻊ ﺑﺎﻟﻀﺒﻂ ﻟﻘﻀﻴﺐ ﻣﻦ‬ ‫‪.15‬‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻟﻪ ﺍﻟﻘﻄﺮ ﻧﻔﺴﻪ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻔﺮﺍﻍ ﺑﲔ ﺍﻟﺼﻔﻴﺤﺔ ﻭﺍﻟﻘﻀﻴﺐ ﻋﻨﺪﻣﺎ ﻳﱪﺩﺍﻥ ﻟﺪﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪0.0 ˚C‬؟‬
‫ﹸﺩ ﱢﺭﺟـﺖ ﻣﺴـﻄﺮﺓ ﻣﻦ ﺍﻟﻔـﻮﻻﺫ ﺑﻮﺣﺪﺓ ﺍﳌﻠﻤﱰﺍﺕ‪ ،‬ﺑﺤﻴﺚ ﺗﻜـﻮﻥ ﺩﻗﻴﻘﺔ ﺑﺼﻮﺭﺓ ﻣﻄﻠﻘﺔ ﻋﻨﺪ ‪ .30.0 ˚C‬ﻓﲈ ﺍﻟﻨﺴـﺒﺔ‬ ‫‪.16‬‬
‫ﺍﳌﺌﻮﻳﺔ ﺍﻟﺘﻲ ﲤﺜﻞ ﻋﺪﻡ ﺩﻗﺔ ﺍﳌﺴﻄﺮﺓ ﻋﻨﺪ ‪– 30.0 ˚C‬؟‬

‫ﻟﻜـﻲ ﺗﺼﻨـﻊ ﻗﻀﻴ ﹰﺒـﺎ ﻃﻮﻟـﻪ ‪ 1.00 m‬ﻳﺘﻤـﺪﹼ ﺩ ﺑﺎﺯﺩﻳـﺎﺩ ﺍﳊـﺮﺍﺭﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ‬
‫‪L‬‬
‫‪L‬‬ ‫ﻧﻔﺴـﻬﺎ ﺍﻟﺘـﻲ ﻳﺘﻤـﺪﺩ ﲠـﺎ ﻗﻀﻴـﺐ ﻣـﻦ ﺍﻟﻨﺤـﺎﺱ ﻃﻮﻟـﻪ ‪،1.00 m‬‬
‫ﻳﺸـﱰﻁ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻘﻀﻴﺐ ﺍﳌﻄﻠـﻮﺏ ﻣﺼﻨﻮ ﹰﻋﺎ ﻣﻦ ﺟﺰﺃﻳـﻦ؛ ﺃﺣﺪﳘﺎ ﻣﻦ‬
‫ﺍﻟﻔـﻮﻻﺫ‪ ،‬ﻭﺍﻵﺧﺮ ﻣـﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‪ ،‬ﻣﻮﺻﻮﻟﲔ ﻣ ﹰﻌﺎ‪ ،‬ﻛﲈ ﻳﺒﲔ ﺍﻟﺸـﻜﻞ‪ .‬ﻛﻢ‬
‫ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﻛﻞ ﻣﻨﻬﲈ؟‬

‫‪C13-13A-845813‬‬
‫‪Final‬‬

‫‪151‬‬
‫‪‬ب‪‬ات الت‪‬د‪  ‬ا‪‬ار‪ Useful applications of thermal expansion ‬ﺗﺘﻤﺪﹼ ﺩ‬
‫ﺍﳌـﻮﺍﺩ ﺍﳌﺨﺘﻠﻔﺔ ﺑﻤﻌﺪﻻﺕ ﳐﺘﻠﻔﺔ‪ ،‬ﻛﲈ ﺃﺷـﲑ ﺇﻟﻴﻬـﺎ ﺑﻤﻌﺎﻣﻼﺕ ﺍﻟﺘﻤـﺪﹼ ﺩ ﺍﳌﺨﺘﻠﻔﺔ ﺍﳌﻮﺿﺤﺔ ﰲ‬
‫ﺍﳉﺪﻭﻝ ‪ .4-2‬ﻭﻋﲆ ﺍﳌﻬﻨﺪﺳـﲔ ﺃﻥ ﻳﺄﺧﺬﻭﺍ ﰲ ﺍﳊﺴـﺒﺎﻥ ﻣﻌﺪﻻﺕ ﺍﻟﺘﻤﺪﹼ ﺩ ﺍﳌﺨﺘﻠﻔﺔ ﻫﺬﻩ ﻋﻨﺪ‬
‫ﺗﺼﻤﻴﻢ ﺍﳌﺒﺎﲏ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻼ ﺗﺴﺘﺨﺪﻡ ﺍﻟﻘﻀﺒﺎﻥ ﺍﻟﻔﻮﻻﺫﻳﺔ ﻏﺎﻟ ﹰﺒﺎ ﻟﺘﻘﻮﻳﺔ‬
‫ﺍﻷﺳﻤﻨﺖ؛ ﻟﺬﺍ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﻔﻮﻻﺫ ﻭﺍﻷﺳﻤﻨﺖ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ‬
‫ﻧﻔﺴﻪ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﺇﺫﺍ ﱂ ﻳﻜﻦ ﻛﺬﻟﻚ ﻓﺈﻥ ﺍﳌﺒﻨﻰ ﺳﻴﺘﺼﺪﻉ ﰲ ﺍﻷﻳﺎﻡ‬
‫ﺍﳊﺎﺭﺓ‪ .‬ﻭﺑﻄﺮﻳﻘﺔ ﳑﺎﺛﻠﺔ‪ ،‬ﻳﻜﻮﻥ ﻋﲆ ﻃﺒﻴﺐ ﺍﻷﺳـﻨﺎﻥ ﺍﺳـﺘﺨﺪﺍﻡ‬ ‫ﹼ‬
‫ﺍﳌﻮﺍ ﹼﺩ ﺍﻟﺘﻲ ﳛﺸـﻮ ﲠﺎ ﺍﻷﺳـﻨﺎﻥ ﺑﺤﻴﺚ ﺗﺘﻤﺪﺩ ﻭﺗﺘﻘﻠﺺ ﺑﺎﳌﻌﺪﻝ‬
‫ﻧﻔﺴﻪ ﻟﺘﻤﺪﺩ ﻣﻴﻨﺎ ﺍﻷﺳﻨﺎﻥ‪.‬‬
‫ﹼ‬
‫ﺇﻥ ﺍﳌﻌﺪﻻﺕ ﺍﳌﺘﺒﺎﻳﻨﺔ ﻟﻠﺘﻤﺪﺩ ﳍﺎ ﺗﻄﺒﻴﻘﺎﺕ ﻣﻬﻤﺔ؛ ﻓﻤﺜ ﹰ‬
‫ﻼ ﻳﺴﺘﻔﻴﺪ‬
‫ﺍﳌﻬﻨﺪﺳـﻮﻥ ﻣﻦ ﻫـﺬﻩ ﺍﻻﺧﺘﻼﻓﺎﺕ ﰲ ﺻﻨﻊ ﺃﺩﺍﺓ ﻣﻔﻴﺪﺓ ﺗﹸﺴـﻤﻰ‬
‫ﺍﻟﴩﻳـﻂ ﺍﻟﺜﻨﺎﺋﻲ ﺍﻟﻔﻠﺰ ﻳﺴـﺘﺨﺪﻡ ﰲ ﻣﻨﻈﲈﺕ ﺍﳊـﺮﺍﺭﺓ )ﺃﺟﻬﺰﺓ‬
‫ﺍﻟﺜﺮﻣﻮﺳﺘﺎﺕ(‪ ،‬ﺣﻴﺚ ﻳﺘﻜﻮﻥ ﻣﻦ ﴍﻳﻄﲔ ﻣﻦ ﻓﻠﺰﻳﻦ ﳐﺘﻠﻔﲔ‪،‬‬
‫ﻣﻠﺤﻮﻣﲔ ﺃﻭ ﻣﺜﺒﺘﲔ ﺃﺣﺪﳘﺎ ﺇﱃ ﺟﻮﺍﺭ ﺍﻵﺧﺮ‪ ،‬ﻭﻳﻜﻮﻥ ﺃﺣﺪﳘﺎ‬
‫ﻋـﺎﺩﺓ ﻣـﻦ ﺍﻟﻨﺤـﺎﺱ ﺍﻷﺻﻔـﺮ‪ ،‬ﻭﺍﻵﺧـﺮ ﻣـﻦ ﺍﳊﺪﻳـﺪ‪ ،‬ﻭﻋﻨﺪ‬
‫ﺗﺴـﺨﻴﻨﻬﲈ ﻳﺘﻤﺪﺩ ﺍﻟﻨﺤﺎﺱ ﺍﻷﺻﻔﺮ ﺃﻛﺜﺮ ﻣـﻦ ﺍﳊﺪﻳﺪ‪ .‬ﻭﻋﻨﺪﻣﺎ‬
‫ﺴـﺨﻦ ﺍﻟﴩﻳﻂ ﺍﻟﺜﻨﺎﺋـﻲ ﺍﻟﻔﻠﺰ )ﺍﻟﻨﺤـﺎﺱ ﺍﻷﺻﻔﺮ ﻭﺍﳊﺪﻳﺪ(‪،‬‬‫ﹸﻳ ﹼ‬
‫ﻳﺼﺒﺢ ﺟـﺰﺀ ﺍﻟﻨﺤﺎﺱ ﺃﻃﻮﻝ ﻣﻦ ﺟﺰﺀ ﺍﳊﺪﻳـﺪ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‬
‫‪ ‬ال‪‬ص‪‬ل ‪     4-12‬‬
‫‪ ‬ﻳﻨﺤﻨـﻲ ﺍﻟﴩﻳـﻂ ﺍﻟﺜﻨﺎﺋـﻲ ﺍﻟﻔﻠـﺰ ﺑﺤﻴﺚ ﻳﻜـﻮﻥ ﺍﻟﻨﺤﺎﺱ ﻋﲆ ﺍﻟﺴـﻄﺢ ﺍﳋﺎﺭﺟـﻲ ﻟﻠﻤﻨﺤﻨﻰ‪،‬‬
‫‪          ‬ﻭﻋﻨﺪﻣﺎ ﻳﱪﺩ ﻳﻨﺤﻨﻲ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﻌﻜﴘ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻨﺤﺎﺱ ﰲ ﺍﳉﺰﺀ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﻨﺤﻨﻰ‪.‬‬
‫‪      ‬ﻭ ﹸﻳﺮﻛﱠـﺐ ﺍﻟﴩﻳﻂ ﺍﻟﺜﻨﺎﺋﻲ ﺍﻟﻔﻠﺰ ﰲ ﻣﻨﻈﻢ ﺍﳊﺮﺍﺭﺓ )ﺍﻟﺜﺮﻣﻮﺳـﺘﺎﺕ( ﰲ ﺃﺟﻬـﺰﺓ ﺍﻟﺘﺪﻓﺌﺔ ﺍﳌﻨﺰﻟﻴﺔ‪،‬‬
‫ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ ،4-12‬ﺑﺤﻴﺚ ﻳﻨﺤﻨﻲ ﰲ ﺍﲡﺎﻩ ﻧﻘﻄﺔ ﺍﻟﺘﻮﺻﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪﻣﺎ ﺗﱪﺩ ﺍﻟﻐﺮﻓﺔ؛‬ ‫‪‬‬
‫ﻓﻌﻨﺪﻣﺎ ﺗﻨﺨﻔﺾ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ ﺃﻗﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺍﳌﺤﺪﺩﺓ ﰲ ﺟﻬﺎﺯ ﺍﻟﺜﺮﻣﻮﺳﺘﺎﺕ‬
‫ﻳﻨﺤﻨـﻲ ﺍﻟﴩﻳﻂ ﺍﻟﺜﻨﺎﺋـﻲ ﺍﻟﻔﻠﺰ ﺑﻤﻘﺪﺍﺭ ﻳﻜﻔـﻲ ﻹﺣﺪﺍﺙ ﺗﻮﺻﻴﻞ ﻛﻬﺮﺑﺎﺋﻲ ﻣـﻊ ﺍﳌﻔﺘﺎﺡ ﺣﻴﺚ‬
‫ﺴـﺨﻦ‪ ،‬ﻭﺣﻴﻨﲈ ﺗﺼـﻞ ﺩﺭﺟﺔ ﺣـﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ ﺇﱃ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﺍﳌﺤـﺪﺩﺓ ﰲ ﺟﻬﺎﺯ‬ ‫ﹸﻳﺸـ ﱢﻐﻞ ﺍ ﹸﳌ ﱢ‬
‫ﱢ‬
‫ﺍﳌﺴـﺨﻦ ﻋﻦ ﺍﻟﻌﻤﻞ‪ .‬ﺃﻣﺎ ﰲ ﺃﺟﻬﺰﺓ ﺍﻟﺘﱪﻳﺪ‬ ‫ﺍﻟﺜﺮﻣﻮﺳـﺘﺎﺕ ﺗﻔﺘﺢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻳﺘﻮﻗﻒ‬
‫ﻓﻴﺼﻤـﻢ ﺍﻟﴩﻳﻂ ﺍﻟﺜﻨﺎﺋـﻲ ﺍﻟﻔﻠﺰ ﺑﺤﻴﺚ ﻳﻨﺤﻨﻲ ﻹﺣـﺪﺍﺙ ﺗﻮﺻﻴﻞ ﻛﻬﺮﺑﺎﺋﻲ ﻳﺸـﻐﻞ ﺍﳌﱪﺩ ﺇﺫﺍ‬
‫ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺇﱃ ﺣﺪ ﻣﻌﲔ ﰲ ﺟﻬﺎﺯ ﺍﻟﺜﺮﻣﻮﺳـﺘﺎﺕ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﻨﺨﻔﺾ ﺍﳊﺮﺍﺭﺓ ﻋﻦ‬
‫ﺣﺪ ﻣﻌﲔ ﻳﻨﺤﻨﻲ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ‪ ،‬ﻓﻴﻮﻗﻒ ﻋﻤﻞ ﺍﳌﱪﺩ‪.‬‬
‫ﻣﺎ ﺃﳘﻴﺔ ﺍﻟﺜﺮﻣﻮﺳﺘﺎﺕ ﰲ ﺍﻟﺜﻼﺟﺔ ﻭﻏﲑﻫﺎ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﻟﺘﱪﻳﺪ ﺃﻭ ﺍﻟﺘﺴﺨﲔ؟‬

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 ‫‪ 4-2‬‬
‫‪‬ص‪ ‬ﻛﻴـﻒ ﻳﻌﻤﻞ ﻣﻨﻈﻢ ﺍﳊﺮﺍﺭﺓ )ﺍﻟﺜﺮﻣﻮﺳـﺘﺎﺕ( ﻋﲆ‬‫‪‬‬ ‫‪.22‬‬ ‫الت‪ �‬ا‪‬ار‪ ‬ال‪‬صب‪ ‬ﺇﺫﺍ ﺭﻛﱠﺒﺖ ﺑﺎ ﹰﺑﺎ ﻣﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‬ ‫‪.17‬‬
‫ﺍﻟﺘﺤﻜﻢ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺃﺟﻬﺰﺓ ﺍﻟﺘﺪﻓﺌﺔ ﺍﳌﻨﺰﻟﻴﺔ؟‬ ‫ﰲ ﻳـﻮﻡ ﺣـﺎﺭ ﻋﲆ ﺇﻃـﺎﺭ ﺑﺎﺏ ﻣـﻦ ﺍﻷﺳـﻤﻨﺖ‪ ،‬ﻭﺃﺭﺩﺕ‬
‫‪‬ص‪ ‬ﻣﻌﺮﻓـﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄـﻮﱄ ﻭﺍﳊﺠﻤﻲ ﻟﻠﻤﻮﺍﺩ‬ ‫‪‬‬ ‫‪.23‬‬ ‫ﺃﻥ ﻳﻜـﻮﻥ ﺍﻟﺒـﺎﺏ ﳏﻜـﻢ ﺍﻹﻏـﻼﻕ ﲤﺎ ﹰﻣﺎ ﰲ ﺃﻳﺎﻡ ﺍﻟﺸـﺘﺎﺀ‬
‫ﻣﻬﻤـﺔ ﺟـﺪﹼﹰ ﺍ ﰲ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﺍﳊﻴﺎﺗﻴﺔ‪ .‬ﻛﻴـﻒ ﺗﺆﺛﺮ ﻣﻌﺮﻓﺔ‬ ‫ﳏﻜﲈ ﰲ ﺍﻹﻃﺎﺭ ﺃﻡ‬‫ﺍﻟﺒـﺎﺭﺩﺓ‪ ،‬ﻓﻬﻞ ﻳﻨﺒﻐﻲ ﺃﻥ ﲡﻌﻞ ﺍﻟﺒﺎﺏ ﹰ‬
‫ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤـﺪﺩ ﺍﻟﻄـﻮﱄ ﰲ ﺍﻟﺘﺤﻜـﻢ ﰲ ﺍﻟﻔﺮﺍﻏﺎﺕ ﺑﲔ‬ ‫ﺗﱰﻙ ﻓﺮﺍ ﹰﻏﺎ ﺇﺿﺎﻓ ﹼﹰﻴﺎ؟‬
‫ﻗﻀﺒﺎﻥ ﺍﻟﺴﻜﻚ ﺍﳊﺪﻳﺪﻳﺔ؟‬ ‫حا‪‬ت املا‪ ‬ﳌﺎﺫﺍ ﻳﻌﺪﱡ ﺍﻟﺸـﻤﻊ ﻣـﺎﺩﺓ ﺻﻠﺒﺔ؟ ﻭﳌﺎﺫﺍ ﹸﻳﻌﺪ‬ ‫‪.18‬‬

‫‪‬ص‪ ‬ﻋـﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳉﻠﻴﺪ ﻣﺎﺀ ﰲ ﺣﺎﻟﺔ ﺻﻠﺒﺔ‪ ،‬ﺇﻻﹼ‬

‫‪‬‬ ‫‪.24‬‬ ‫ﻟﺰﺟﺎ؟‬
‫ﻼ ﹰ‬ ‫ﺃﻳﻀﺎ ﺳﺎﺋ ﹰ‬
‫ﹰ‬
‫ﺃﻧﻪ ﻳﻄﻔﻮ ﻓﻮﻕ ﺍﳌﺎﺀ ﻭﻻ ﻳﻐﻮﺹ ﰲ ﺍﻟﻘﻌﺮ‪.‬‬ ‫الت‪‬د‪ ‬ا‪‬ار‪ ‬ﻫـﻞ ﻳﻤﻜﻨـﻚ ﺗﺴـﺨﲔ ﻗﻄﻌـﺔ ﻣـﻦ‬ ‫‪.19‬‬

‫التف‪ ‬ال‪‬اق‪‬د ﺍﳊﻠﻘـﺔ ﺍﳊﺪﻳﺪﻳـﺔ ﺍﻟﺼﻠﺒـﺔ ﺍﳌﺒﻴﻨـﺔ ﰲ‬ ‫‪.25‬‬ ‫ﺍﻟﻨﺤﺎﺱ ﺑﺤﻴﺚ ﻳﺘﻀﺎﻋﻒ ﻃﻮﳍﺎ؟‬
‫ـﺨﻨﺖ‬‫ﺍﻟﺸـﻜﻞ ‪ 4-13‬ﹸﻗﻄﻊ ﻣﻨﻬﺎ ﻗﻄﻌﺔ ﺻﻐﲑﺓ‪ .‬ﻓﺈﺫﺍ ﹸﺳ ﱢ‬ ‫حا‪‬ت املا‪ ‬ﻫﻞ ﻳﺰﻭﺩﻧـﺎ ﺍﳉﺪﻭﻝ ‪ 4–2‬ﺑﻄﺮﻳﻘﺔ ﻟﻠﺘﻤﻴﻴﺰ‬ ‫‪.20‬‬
‫ﺍﳊﻠﻘـﺔ ﺍﻟﺘﻲ ﰲ ﺍﻟﺸـﻜﻞ‪ ،‬ﻓﻬـﻞ ﺗﺼﺒﺢ ﺍﻟﻔﺠـﻮﺓ ﺃﻛﱪ ﺃﻡ‬ ‫ﺑﲔ ﺍﳌﻮﺍ ﹼﺩ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﻮﺍﺋﻞ؟‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺃﺻﻐﺮ؟ ﹼ‬ ‫امل‪‬وا‪ ‬ال�ص‪‬ب‪‬ة ‪‬ال‪‬صوا‪‬ل ﻳﻤﻜﻦ ﺗﻌﺮﻳـﻒ ﺍﳌﺎﺩﺓ ﺍﻟﺼﻠﺒﺔ‬ ‫‪.21‬‬
‫ﻋـﲆ ﺃﳖﺎ ﺗﻠﻚ ﺍﳌـﺎﺩﺓ ﺍﻟﺘﻲ ﻳﻤﻜـﻦ ﺛﻨﻴﻬﺎ ﻋـﲆ ﺍﻟﺮﻏﻢ ﻣﻦ‬
‫ﻓـﴪ ﻛﻴﻒ ﺗﺮﺗﺒﻂ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻣﻊ‬ ‫ﺃﳖﺎ ﺗﻘﺎﻭﻡ ﺫﻟﻚ‪ .‬ﹼ‬
‫ﺗﺮﺍﺑـﻂ ﺍﻟـﺬﺭﺍﺕ ﰲ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻟﻜﻨﻬـﺎ ﻻ ﺗﻨﻄﺒﻖ ﻋﲆ‬
‫ﺍﻟﺴﻮﺍﺋﻞ‪.‬‬
‫‪‬ال‪‬ص‪‬ل ‪4-13‬‬ ‫‪‬‬

‫‪C13-12A-845813‬‬ ‫‪2nd proof‬‬

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 ‫**‪PressureDensityandBuoyancy  4-3‬‬
‫‪Pressure‬‬ ‫ال‪‬ص‪‬‬
‫‪‬عاي‪ ‬ا‪‬ا‪ ‬ال‪‬صة‬
‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﻭﺿﻌﺖ ﻣﻜﻌ ﹰﺒـﺎ ﻣﻦ ﺍﳉﻠﻴﺪ ﰲ ﻛـﻮﺏ ﻓﺎﺭﻍ‪ ،‬ﺳـﺘﻼﺣﻆ ﺃﻥ ﺍﳌﻜﻌﺐ ﻟﻪ‬
‫‪27.6 -27.7-27.8 - 27.9‬‬
‫ﻛﺘﻠﺔ ﻣﻌﻴﻨﺔ ﻭﺷـﻜﻞ ﳏﺪ ﹲﺩ‪ ،‬ﻭﻻ ﺗﻌﺘﻤﺪ ﻫﺎﺗﺎﻥ ﺍﻟﻜﻤﻴﺘﺎﻥ ﻋﲆ ﺣﺠﻢ ﺍﻟﻜﻮﺏ ﺃﻭ ﺷـﻜﻠﻪ‪.‬‬
‫‪‬عاي‪ ‬البح‪ ‬ا‪‬صت‪�‬صا‪ ‬الع‪‬‬
‫ﻟﻜـﻦ ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪﻣـﺎ ﻳﻨﺼﻬﺮ ﻣﻜﻌﺐ ﺍﳉﻠﻴﺪ؟ ﺗﺒﻘﻰ ﻛﺘﻠﺘﻪ ﻛﲈ ﻫﻲ‪ ،‬ﻭﻟﻜﻦ ﺷـﻜﻠﻪ‬
‫‪1.1 - 1.5 -3.4‬‬
‫ﻳﺘﻐﲑ‪ ،‬ﻭﻳﺘﺪﻓﻖ ﺍﳌﺎﺀ ﻟﻴﺄﺧﺬ ﺷـﻜﻞ ﺍﻹﻧﺎﺀ ﺍﻟﺬﻱ ﳛﺘﻮﻳﻪ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﺨﺬ ﺍﻟﺴـﻄﺢ ﺍﻟﻌﻠﻮﻱ‬
‫ا‪‬دا‪‬‬
‫ﻼ ﳏﺪ ﹰﺩﺍ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .4-14‬ﻣﻦ ﺟﻬﺔ ﺃﺧﺮ￯‪ ،‬ﺇﺫﺍ ﻏﻠﻴﺖ ﺍﳌﺎﺀ ﻓﺴﻴﺘﺤﻮﻝ ﺇﱃ‬‫ﺷـﻜ ﹰ‬ ‫‪‬ع‪ ‬ﺍﻟﻜﺜﺎﻓﺔ‪ ،‬ﻭﺗﺴـﺘﺨﺪﻡ ﻫـﺬﺍ ﺍﳌﻔﻬﻮﻡ‬ ‫•‬
‫ﺍﳊﺎﻟﺔ ﺍﻟﻐﺎﺯﻳﺔ ﰲ ﺻﻮﺭﺓ ﺑﺨﺎﺭ ﻣﺎﺀ‪ ،‬ﻭﻳﻨﺘﴩ ﻟﻴﻤﻸ ﺍﻟﻐﺮﻓﺔ‪ ،‬ﻭﻟﻦ ﻳﻜﻮﻥ ﻟﻪ ﺳﻄﺢ ﳏﺪﹼ ﺩ‪.‬‬ ‫ﰲ ﺗﻔﺴـﲑ ﺑﻌﺾ ﺍﻟﻈﻮﺍﻫﺮ ﻭﺣﻞ ﺍﳌﺴـﺎﺋﻞ‬
‫ﻭﺗﺸﱰﻙ ﻛﻞ ﻣﻦ ﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ ﰲ ﻛﻮﳖﺎ ﻣﻮﺍﺋﻊ؛ ﺣﻴﺚ ﺇﳖﺎ ﻣﻮﺍ ﹼﺩ ﺗﺘﺪﻓﻖ‪ ،‬ﻭﻟﻴﺲ‬ ‫ﺍﳊﺴﺎﺑﻴﺔ‪.‬‬
‫ﳍﺎ ﺷﻜﻞ ﳏﺪﺩ‪.‬‬ ‫‪‬و‪‬ص‪ ‬ﺍﳌﻘﺼـﻮﺩ ﺑﻤﻔﻬﻮﻡ ﺍﻟﻀﻐﻂ ﺍﻟﻨﺎﺗﺞ‬ ‫‪‬‬ ‫•‬
‫ﻋﻦ ﻛﻞ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻭﺍﳌﻮﺍﺋﻊ‪.‬‬
‫ﺳـﻨﻮﺟﻪ ﺍﻫﺘﲈﻣﻨﺎ ﰲ ﺍﻟﻮﻗﺖ ﺍﳊﺎﱄ ﻟﺪﺭﺍﺳـﺔ ﺍﳌﻮﺍﺋﻊ ﺍﳌﺜﺎﻟﻴﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻌﻬﺎ‬ ‫‪‬صت‪ ‬ﺍﻟﻌﻼﻗﺔ ‪ p = ρgh‬ﻭﺗﻄﺒﻖ ﻋﻠﻴﻬﺎ‬ ‫•‬
‫ﺣﻴﺰﺍ ‪ ،‬ﻭﻟﻴﺲ ﳍﺎ ﻗﻮ￯ ﲡﺎﺫﺏ ﺗﺮﺑﻂ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‪.‬‬ ‫ﻋﲆ ﺍﻋﺘﺒﺎﺭ ﺃﻥ ﺟﺰﻳﺌﺎﲥﺎ ﻻ ﺗﺸﻐﻞ ﹰ‬ ‫ﰲ ﺣﻞ ﻣﺴﺎﺋﻞ‪.‬‬
‫‪‬ص‪ ‬ﺍﻻﻧﺘﻘـﺎﻝ ﺍﳍﻴﺪﺭﻭﻟﻴﻜـﻲ ﻟﻠﻘـﻮﺓ‬ ‫•‬
‫ح‪‬ص‪‬ا‪ ‬ال‪‬ص‪ Pressure calculation ‬ﻳﻌﱪ ﻣﻔﻬﻮﻡ ﺍﻟﻀﻐﻂ ‪ pressure‬ﻋﻦ‬
‫ﺑﺪﻻﻟﺔ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ‪.‬‬
‫ﺍﻟﻘﻮﺓ ‪ F‬ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﻭﺣﺪﺓ ﺍﳌﺴـﺎﺣﺎﺕ ‪ A‬ﻣﻦ ﺍﻟﺴﻄﺢ‪ .‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪،P‬‬ ‫‪ ‬ﺑﻌـﺾ ﺗﻄﺒﻴﻘـﺎﺕ ﺍﻻﻧﺘﻘـﺎﻝ‬ ‫•‬
‫ﻭﻷﻥ ﺍﻟﻀﻐـﻂ ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ ﺍﻟﺴـﻄﺢ ﻓﺈﻥ ﺃﻱ ﳾﺀ ﻳﻮﻟﺪ ﺿﻐ ﹰﻄـﺎ ﻻ ﺑﺪ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
‫ﻗﺎﺩﺭﺍ‬ ‫ﻭﺗﻔﴪﻫﺎ ﻛﻤ ﹼﹰﻴﺎ‪.‬‬
‫ﺍﳍﻴﺪﺭﻭﻟﻴﻜﻲ ﻟﻠﻘﻮﺓ ﹼ‬
‫ﻋﲆ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑ ﻭﺇﻧﺠﺎﺯ ﺷﻐﻞ‪.‬‬ ‫‪‬ف‪‬ص‪ ‬ﻃﻔﻮ ﺑﻌـﺾ ﺍﳌﻮﺍﺩ ﻭﻏﻮﺹ ﺃﺧﺮ￯‬ ‫•‬
‫ﺑﺎﻟﺮﺑﻂ ﺑﲔ ﻗﻮﺓ ﺍﻟﺪﻓﻊ ﻭﻭﺯﻥ ﺍﻟﺴﺎﺋﻞ ﺍﳌﺰﺍﺡ‪.‬‬
‫‪F‬‬
‫_____= ‪Pressure‬‬
‫‪Force‬‬
‫__ = ‪P‬‬
‫‪Area‬‬ ‫‪A‬‬ ‫املف‪‬ات‬
‫ﺍﻟﻀﻐﻂ ﻳﺴﺎﻭﻱ ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﺳﻄﺢ ﻣﺎ‪.‬‬ ‫‪• Pressure‬‬ ‫• ﺍﻟﻀﻐﻂ‬
‫‪• Density‬‬ ‫• ﺍﻟﻜﺜﺎﻓﺔ‬
‫ﻭﻳﻌـﺪ ﺍﻟﻀﻐـﻂ ﻛﻤﻴـﺔ ﻗﻴﺎﺳـﻴﺔ )ﻏـﲑ ﻣﺘﺠﻬـﺔ(‪ ،‬ﻭﻳﻘـﺎﺱ ‪ -‬ﻭﻓ ﹰﻘـﺎ ﻟﻠﻨﻈـﺎﻡ ﺍﻟـﺪﻭﱄ‬ ‫‪• Buoyancy‬‬ ‫• ﺍﻟﻄﻔﻮ‬
‫‪• Weight‬‬ ‫• ﺍﻟﻮﺯﻥ‬
‫ﻟﻠﻮﺣـﺪﺍﺕ ‪ - SI‬ﺑﻮﺣﺪﺓ ﺑﺎﺳـﻜﺎﻝ )‪ (Pa‬ﻭﻫﻲ ﺗﻌﺎﺩﻝ ‪ .1 N/m2‬ﻭﻷﻥ ﺍﻟﺒﺎﺳـﻜﺎﻝ‬
‫ﻭﺣـﺪﺓ ﺻﻐـﲑﺓ ﻓـﺈﻥ ﺍﻟﻜﻴﻠﻮ ﺑﺎﺳـﻜﺎﻝ )‪ (kPa‬ﺍﻟﺬﻱ ﹸﻳﺴـﺎﻭﻱ ‪ 1000 Pa‬ﹸﻳﻌـﺪﹼ ﺃﻛﺜﺮ‬
‫ﺍﺳـﺘﺨﺪﺍ ﹰﻣﺎ ﻭﺷﻴﻮ ﹰﻋﺎ‪ .‬ﻭﻻ ﻳﻨﺤﴫ ﺍﻟﻀﻐﻂ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻭﺣﺪﻫﺎ‪ ،‬ﻭﻟﻜﻦ ﻟﻜﻞ ﻣﻦ‬
‫ﻀﺎ ﺿﻐﻂ ﻋﲆ ﺍﻷﺟﺴﺎﻡ‪.‬‬ ‫ﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ ﺃﻳ ﹰ‬
‫ﻭ ﹸﻳﻔﱰﺽ ﻋﺎﺩﺓ ﺃﻥ ﺍﻟﻘﻮﺓ ‪ F‬ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻄﺢ ﻣﺎ ﻋﻤﻮﺩﻳﺔ ﻋﲆ ﻣﺴﺎﺣﺔ ﺫﻟﻚ ﺍﻟﺴﻄﺢ ‪،A‬‬
‫ﻣﺎ ﱂ ﺗﺘﻢ ﺍﻹﺷـﺎﺭﺓ ﺇﱃ ﻏﲑ ﺫﻟﻚ‪ .‬ﻓﺎﻟﻀﻐﻂ ﻳﻌﺘﻤﺪ ﻋﲆ ﻛﻞ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ﺍﳌﺆﺛﺮﺓ‬
‫ﻭﻣﺴـﺎﺣﺔ ﺍﻟﺴـﻄﺢ ﺍﻟﺬﻱ ﺗﺆﺛﺮ ﻓﻴﻪ ﻫﺬﻩ ﺍﻟﻘـﻮﺓ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻀﻐﻂ ﻳﺘﻐـﲑ ﺑﺘﻐﲑ ﺃﺣﺪﳘﺎ‬
‫ﺃﻭ ﻛﻼﳞﲈ‪ ،‬ﻓﻴﺰﺩﺍﺩ ﺿﻐﻂ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻄﺢ ﻣـﺎ ﺑﺰﻳﺎﺩﺓ ﻣﻘﺪﺍﺭﻫﺎ‪ .‬ﻭﻛﺬﻟﻚ ﻳﺰﺩﺍﺩ‬

‫‪‬ال‪‬ص‪‬ل ‪     4-14‬‬

‫‪‬‬
‫‪‬‬
‫** ‪‬الحظة‪ ‬ا ال‪‬صم ‪‬‬
‫‪‬ا‪‬ال ل‪‬العة ‪‬ا‪‬ا‪‬‬ ‫‪154‬‬
 ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬ ‫ﺿﻐﻂ ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻄﺢ ﻣﺎ ﺑﻨﻘﺼﺎﻥ ﻣﺴـﺎﺣﺘﻪ‪ ،‬ﻟﺬﺍ ﻓـﺈﻥ ﺿﻐﻂ ﺣﺬﺍﺋﻲ ﺍﻟﻔﺘﺎﺓ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺫﻱ ﺍﻟﻜﻌﺐ ﺍﻟﺮﻓﻴﻊ ﻋﲆ ﺍﻷﺭﺽ ﺃﻛﺜﺮ ﻣﻦ ﺿﻐﻂ ﺃﺭﺟﻞ ﺍﻟﻔﻴﻞ ﻋﻠﻴﻬﺎ ‪ .‬ﻭﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ‪4-3‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ال‪‬ص‪‬‬ ‫ﻛﻴﻒ ﻳﺘﻐﲑ ﺍﻟﻀﻐﻂ ﰲ ﺣﺎﻻﺕ ﳐﺘﻠﻔﺔ‪.‬‬

‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻀﻐـﻂ ﺍﻟﺬﻱ ﺗﺆﺛـﺮ ﺑﻪ ﰲ‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪Laser beam‬‬ ‫‪Hand protection‬‬
‫‪Lab. coat‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪EyeEcological‬‬
‫‪safety hazards‬‬ ‫‪Thermal Carcinogenic‬‬
‫‪safety‬‬ ‫‪Explosive‬‬

‫امل‪‬وا‪ ‬ال�ص‪‬ب‪‬ة ‪‬ال‪‬صوا‪‬ل ‪‬ال‪‬ص‪ Solids, liquids and pressure ‬ﲣﻴـﻞ ﺃﻧﻚ ﺗﻘﻒ‬
‫ﺍﻷﺭﺽ؟‬ ‫‪‬‬
‫‪Electrical hazard‬‬
‫‪‬‬
‫‪Harmful / Irritant‬‬
‫‪‬‬
‫‪Biological hazards‬‬
‫‪‬‬
‫‪Flammable‬‬

‫ﻋـﲆ ﺳـﻄﺢ ﺑﺤﲑﺓ ﻣﺘﺠﻤـﺪﺓ‪ .‬ﺇﻥ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆﺛـﺮ ﲠﺎ ﻗﺪﻣﺎﻙ ﰲ ﺍﳉﻠﻴﺪ ﺗﺘﻮﺯﻉ ﻋﲆ ﻣﺴـﺎﺣﺔ‬
‫‪ .1‬ﺿﻊ ﻭﺭﻗﺔ ﺭﺳـﻢ ﺑﻴـﺎﲏ ﻋﲆ‬ ‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬
‫ﺣﺬﺍﺋـﻚ ﻣﻮ ﹼﻟـﺪﺓ ﺿﻐ ﹰﻄﺎ ﻋﲆ ﺍﳉﻠﻴﺪ‪ .‬ﻭﺍﳉﻠﻴﺪ ﻣﺎﺩﺓ ﺻﻠﺒﺔ ﺗﺘﻜـﻮﻥ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﺍﳌﺘﺬﺑﺬﺑﺔ‪،‬‬
‫ﺍﻷﺭﺽ‪ ،‬ﺛـﻢ ﻗـﻒ ﺑﺈﺣﺪ￯‬
‫ﻭﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﲢﺎﻓﻆ ﻋﲆ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﰲ ﻣﻜﺎﳖﺎ ﲡﻌﻞ ﺍﳉﻠﻴﺪ ﻳﺆﺛﺮ ﺑﻘﻮ￯ ﺭﺃﺳـﻴﺔ ﰲ ﻗﺪﻣﻴﻚ‬
‫ﻗﺪﻣﻴﻚ ﻓﻮﻗﻬﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ﺇﱃ ﺃﻋﲆ ﺗﺴﺎﻭﻱ ﻭﺯﻥ ‪ Weight‬ﺟﺴﻤﻚ )ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ ﻟﻪ( ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﺍﻧﺼﻬﺮ ﺍﳉﻠﻴﺪ ﻓﺈﻥ‬
‫‪ .2‬ﺍﺭﺳـﻢ ﳐﻄ ﹰﻄـﺎ ﻟﻘﺪﻣـﻚ ﻋـﲆ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻣﻌﻈﻢ ﺍﻟﺮﻭﺍﺑﻂ ﺑﲔ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﺗﺼﺒﺢ ﺿﻌﻴﻔﺔ‪ .‬ﻭﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﳉﺰﻳﺌﺎﺕ ﺳﺘﺴـﺘﻤﺮ ﰲ‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫ﻭﺭﻗـﺔ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴـﺎﲏ‪ ،‬ﺛـﻢ‬

‫ﺍﻟﺘﺬﺑـﺬﺏ ﻭﺗﺒﻘـﻰ ﻣﺘﻘﺎﺭﺑﺔ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ‪ ،‬ﺇﻻ ﺃﳖﺎ ﺳـﺘﺼﺒﺢ ﻗﺎﺩﺭﺓ ﻋـﲆ ﺍﻻﻧﺰﻻﻕ ﺑﻌﻀﻬﺎ‬
‫ﺍﺳـﺘﺨﺪﻡ ﻫﺬﺍ ﺍﳌﺨﻄـﻂ ﻟﺘﻘﺪﻳﺮ‬
‫ﻗﺎﺩﺭﺍ ﻋﲆ ﺍﺧﱰﺍﻕ ﺳﻄﺢ ﺍﳌﺎﺀ‪ .‬ﻣﻦ ﺟﻬﺔ ﺃﺧﺮ￯‪ ،‬ﺳﺘﺴﺘﻤﺮ‬ ‫ﻓﻮﻕ ﺑﻌﺾ‪ ،‬ﻭﺗﺒ ﹰﻌﺎ ﻟﺬﻟﻚ ﺳـﺘﻜﻮﻥ ﹰ‬
‫ﻣﺴﺎﺣﺔ ﻗﺪﻣﻚ ﺑﻮﺣﺪﺓ ‪.cm2‬‬
‫ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﺍﳌﺘﺤﺮﻛﺔ ﰲ ﺍﻟﺘﺄﺛﲑ ﺑﻘﻮ￯ ﰲ ﺟﺴﻤﻚ‪.‬‬
‫‪ .3‬ﻗـﺲ ﻭﺯﻧـﻚ ﻭﺣـﺪﹼ ﺩﻩ ﺑﻮﺣﺪﺓ‬
‫ﻧﻴﻮﺗﻦ‪.‬‬ ‫‪‬ي‪‬ات ال‪‬ا‪ ‬ال‪‬ص‪ Gas particles and pressur ‬ﺇﻥ ﺍﻟﻀﻐـﻂ ﺍﻟـﺬﻱ ﺗﺆﺛـﺮ ﺑـﻪ‬
‫‪ .4‬ﺍﺣﺴـﺐ ﻣﻘـﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ‬ ‫ﺍﻟﻐﺎﺯﺍﺕ ﻳﻤﻜﻦ ﻓﻬﻤﻪ ﺑﺘﻄﺒﻴﻖ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻟﻠﻐﺎﺯﺍﺕ ﺍﻟﺘﻲ ﺗﻮﺿﺢ ﺧﺼﺎﺋﺺ ﺍﻟﻐﺎﺯ‬
‫ﺗﺆﺛﺮ ﺑﻪ ﰲ ﺍﻷﺭﺽ ﻋﻨﺪﻣﺎ ﺗﻘﻒ‬ ‫ﺣﻴﺰﺍ ﻣﻦ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﻭﳍﺎ ﻗﻮﺓ ﲡﺎﺫﺏ‬
‫ﺍﳌﺜﺎﱄ‪ .‬ﻭﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﺍﳊﻘﻴﻘﻲ ﺗﺸـﻐﻞ ﹰ‬
‫ﻋﲆ ﺇﺣﺪ￯ ﻗﺪﻣﻴﻚ‪.‬‬ ‫ﺟﺰﻳﺌﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻟﻐﺎﺯ ﺍﳌﺜﺎﱄ )ﻏﲑ ﺍﳊﻘﻴﻘﻲ( ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﻤﻮﺫﺝ ﺟﻴﺪ ﻟﻠﻐﺎﺯ ﺍﳊﻘﻴﻘﻲ ﲢﺖ ﻣﻌﻈﻢ‬
‫‪ .5‬ﺍﺣﺴـﺐ ﻣﻘـﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ‬
‫ﺍﻟﻈﺮﻭﻑ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ ﻗﻮﺍﻧﻴﻨﻪ ﻋﲆ ﺍﻟﻐﺎﺯﺍﺕ ﺍﳊﻘﻴﻘﻴﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﻨﺘﺎﺋﺞ ﻋﺎﻟﻴﺔ ﺍﻟﺪﻗﺔ‪.‬‬
‫ﺗﺆﺛﺮ ﺑﻪ ﰲ ﺍﻷﺭﺽ ﻋﻨﺪﻣﺎ ﺗﻘﻒ‬
‫ﻋﲆ ﻛﻠﺘﺎ ﻗﺪﻣﻴﻚ‪.‬‬ ‫ﺑﻨﺎ ﹰﺀ ﻋﲆ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻓﺈﻥ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﺗﺘﺤﺮﻙ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ ﻭﺑﴪﻋﺔ ﻋﺎﻟﻴﺔ‪ ،‬ﻭﲣﻀﻊ‬
‫التح‪‬ل ‪‬ا‪‬صت‪‬تا‪‬‬ ‫ﻣﻐﲑﺍ ﺯﲬﻪ‬
‫ﻟﺘﺼﺎﺩﻣـﺎﺕ ﻣﺮﻧـﺔ ﻓﻴـﲈ ﺑﻴﻨﻬﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﺼﻄﺪﻡ ﺟﺰﻱﺀ ﺍﻟﻐﺎﺯ ﺑﺴـﻄﺢ ﺍﻹﻧـﺎﺀ ﻳﺮﺗﺪ ﹰ‬
‫‪ .6‬ﻗﺎﺭﻥ ﺑﲔ ﻣﻘﺪﺍﺭﻱ ﺍﻟﻀﻐﻂ ﺍﻟﻠﺬﻳﻦ‬ ‫ﺍﳋﻄـﻲ )ﻛﻤﻴـﺔ ﲢﺮﻛـﻪ( ؛ ﺃﻱ ﺃﻧﻪ ﻳﻨﺘﺞ ﺩﻓ ﹰﻌـﺎ‪ ،‬ﻭﻳﺘﻮﻟﺪ ﺿﻐﻂ ﻟﻠﻐﺎﺯ ﻋﻨﺪ ﺍﻟﺴـﻄﺢ ﺑﻔﻌﻞ ﺍﻟﺪﻓﻊ‬
‫ﺣﺴﺒﺘﻬﲈ ﰲ ﺍﳋﻄﻮﺗﲔ ‪ 4‬ﻭ ‪ .5‬ﻣﺎﺫﺍ‬ ‫ﺍﻟﺬﻱ ﺗﺆﺛﺮ ﺑﻪ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﺍﻟﻌﺪﻳﺪﺓ ﻟﻠﺠﺰﻳﺌﺎﺕ‪.‬‬
‫ﺗﺴﺘﻨﺘﺞ؟‬
‫ال‪‬ص‪ ‬ا‪‬و‪ Atmospheric pressure ‬ﰲ ﻛﻞ ﺳـﻨﺘﻤﱰ ﻣﺮﺑﻊ ﻣﻦ ﺳـﻄﺢ ﺍﻷﺭﺽ ﻳﺆﺛﺮ ﻏﺎﺯ‬
‫‪ .7‬ﻣـﺎ ﺍﻟﻔـﺮﻕ ﺑـﲔ ﺍﻟﻀﻐـﻂ ﺍﻟﻨﺎﺷـﺊ‬
‫ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 10 N‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻋﻨﺪ ﻣﺴﺘﻮ￯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ‪ .‬ﻭﺗﻌﺎﺩﻝ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻭﺯﻥ ﺟﺴﻢ‬
‫ﻋـﻦ ﻣﻘﻌﺪﻳـﻦ ﻣﺘﺸـﺎﲠﲔ ﲤﺎ ﹰﻣـﺎ‬
‫ﻛﺘﻠﺘـﻪ ‪ .1 kg‬ﻭﻳﺘﻌـﺎﺩﻝ ﺿﻐﻂ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﻋﲆ ﺍﳉﺴـﻢ ﺑﺼﻮﺭﺓ ﺟﻴﺪﺓ ﻣﻊ ﻗﻮ￯ ﺍﳉﺴـﻢ ﺍﳌﺘﺠﻬﺔ ﺇﱃ‬
‫ﻣﻮﺿﻮﻋﲔ ﻋﲆ ﺍﻷﺭﺽ؛ ﺃﺣﺪﳘﺎ‬
‫ﻧﺎﺩﺭﺍ ﻣـﺎ ﻧﻼﺣﻈﻬﺎ‪ .‬ﻭﻳﺜﲑ ﻫﺬﺍ ﺍﻟﻀﻐﻂ ﺍﻫﺘﲈﻣﻨﺎ ﻓﻘـﻂ ﻋﻨﺪﻣﺎ ﺗﺆﳌﻨﺎ ﺁﺫﺍﻧﻨﺎ ﻧﺘﻴﺠﺔ‬
‫ﺍﳋـﺎﺭﺝ‪ ،‬ﺍﻟﺘﻲ ﹰ‬
‫ﻟﻪ ﺛﻼﺛﺔ ﺃﺭﺟـﻞ‪ ،‬ﻭﺍﻵﺧﺮ ﻟﻪ ﺃﺭﺑﻌﺔ‬
‫ﺃﺭﺟﻞ؟‬ ‫ال‪‬د‪4-3 ‬‬
‫‪‬ع‪ ‬ق‪‬م ال‪‬ص‪ ‬ال‪‬و‪‬ة‬
‫ال‪‬ص‪Pa ‬‬ ‫ال‪‬وق‪‬‬
‫‪3 × 106‬‬ ‫‪ ‬ال‪‬ص‪‬‬
‫‪4 × 1011‬‬ ‫‪ ‬ا‪‬ر‪‬‬
‫‪1.1 × 108‬‬ ‫ا‪‬د‪ ‬ال‪‬ح‪ ‬ا‪  ‬ا‬
‫‪1.01325 × 105‬‬ ‫ال‪‬ص‪ ‬ال‪‬و‪ ‬ال‪‬ع‪‬ار‪‬‬
‫‪1.6 × 10‬‬ ‫‪4‬‬ ‫‪‬ص‪ ‬الد‪‬‬
‫‪3 × 104‬‬ ‫‪‬ص‪ ‬ال‪‬وا‪  ‬ق‪‬ة ا‪‬ص‪‬‬

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‫ﺗﻐـﲑﺍﺕ ﺍﻟﻀﻐﻂ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻧﺼﻌﺪ ﻣﺒﻨﻰ ﺷـﺎﻫﻖ ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﳌﺼﻌﺪ ﻣﺜﻼﹰ‪ ،‬ﺃﻭ ﻋﻨﺪﻣﺎ ﻧﻨﺘﻘﻞ ﺑﺎﻟﻄﺎﺋﺮﺓ ﻓﺈﻧﻨﺎ ﻧﺸـﻌﺮ‬
‫ﺑﺬﻟﻚ‪ .‬ﺇﻥ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﻳﺴـﺎﻭﻱ ‪ 10 N‬ﻟﻜــﻞ ‪ cm2‬ﻣﻦ ﺍﳌﺴـﺎﺣﺎﺕ‪ ،‬ﺍﻟﺬﻱ ﻳﺴـﺎﻭﻱ ‪1.0× 105 N/m2‬‬
‫ﺃﻭ ‪ 100 kPa‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺃﻳﻀﺎ ﻏﻼﻑ ﻏﺎﺯﻱ‪ ،‬ﻭﻳﺘﺒﺎﻳﻦ ﺍﻟﻀﻐـﻂ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺃﻏﻠﻔﺘﻬﺎ‬
‫ﻫﻨـﺎﻙ ﻛﻮﺍﻛﺐ ﺃﺧﺮ￯ ﰲ ﺍﳌﺠﻤﻮﻋﺔ ﺍﻟﺸﻤﺴـﻴﺔ ﳍـﺎ ﹰ‬
‫ﻼ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﻋﲆ ﺳﻄﺢ ﻛﻮﻛﺐ ﺍﻟﺰﻫﺮﺓ ﺃﻛﱪ ﻣﻦ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﻋﲆ ﺳﻄــﺢ ﺍﻷﺭﺽ‬ ‫ﻛﺜﲑﺍ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﺍﻟﻐﺎﺯﻳﺔ ﹰ‬
‫‪ 92‬ﻣﺮﺓ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﻋﲆ ﺳﻄﺢ ﺍﳌﺮﻳﺦ ﺃﻗــﻞ ﳑﺎ ﻋﲆ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑـ ‪ 1%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺍﺫﻛﺮ ﻣﺜﺎ ﹰﻻ ﻋﲆ ﺿﻐﻂ ﻛﻞ ﻣﻦ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ ﻋﲆ ﺍﻷﺟﺴﺎﻡ‪.‬‬

‫‪‬ا‪2 ‬‬
‫ح‪‬صا‪ ‬ال‪‬ص‪ ‬ﳚﻠﺲ ﻃﻔﻞ ﻭﺯﻧﻪ ‪ 364 N‬ﻋﲆ ﻛﺮﳼ ﺛﻼﺛﻲ ﺍﻷﺭﺟﻞ ﻳﺰﻥ ‪ ، 41 N‬ﺑﺤﻴﺚ ﺗﻼﻣﺲ ﻗﻮﺍﻋﺪ ﺍﻷﺭﺟﻞ ﺳﻄﺢ‬
‫ﺍﻷﺭﺽ ﻋﲆ ﻣﺴﺎﺣﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪.19.3 cm2‬‬
‫‪ .a‬ﻣﺎ ﻣﺘﻮﺳﻂ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺑﻪ ﺍﻟﻄﻔﻞ ﻭﺍﻟﻜﺮﳼ ﰲ ﺳﻄﺢ ﺍﻷﺭﺽ؟‬
‫ﺍﻷﺭﺽ؟‬
‫ﹶ‬ ‫ﺍﻟﻜﺮﳼ‬
‫ﱢ‬ ‫‪ .b‬ﻛﻴﻒ ﻳﺘﻐﲑ ﺍﻟﻀﻐﻂ ﻋﻨﺪﻣﺎ ﻳﻤﻴﻞ ﺍﻟﻄﻔﻞ ﻭﺗﻼﻣﺲ ﺭﺟﻼﻥ ﻓﻘﻂ ﻣﻦ ﺃﺭﺟﻞ‬
‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬
‫ﻭﻋﲔ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮﺍﻥ ﲠﺎ ﰲ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬ ‫ﺍﺭﺳﻢ ﺍﻟﻄﻔﻞ ﻭﺍﻟﻜﺮﳼ‪ ،‬ﹼ‬
‫ﺣﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ‪ ،‬ﻣﺘﻀﻤﻨﺔ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﻟﻄﻔﻞ ﻭﺍﻟﻜﺮﳼ ﰲ ﺳﻄﺢ ﺍﻷﺭﺽ ﻭﺍﳌﺴﺎﺣﺔ‬
‫ﺍﳌﺮﺗﺒﻄﺔ ﺑﻜﻞ ﻣﻦ ﺍﳊﺎﻟﺔ ‪ A‬ﺣﻴﺚ ﺍﻻﺭﺗﻜﺎﺯ ﻋﲆ ﺛﻼﺙ ﺃﺭﺟﻞ‪ ،‬ﻭﺍﳊﺎﻟﺔ ‪ B‬ﺣﻴﺚ ﺍﻻﺭﺗﻜﺎﺯ ﻋﲆ‬
‫ﺭﺟﻠﲔ‪.‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫‪F‬‬ ‫=‬

‫? = ‪PA‬‬ ‫‪= 364 N‬ال‪‬فل ‪Fg‬‬ ‫‪AA = 19.3 cm2‬‬

‫‪2‬‬
‫? = ‪PB‬‬ ‫‪= 41 N‬ال‪‬ص‪Fg ‬‬ ‫__ = ‪AB‬‬
‫‪3‬‬
‫‪× 19.3 cm2‬‬
‫‪ = 12.9 cm2‬ال‪‬ص‪ + Fg ‬ال‪‬فل ‪ = Fg‬ال‪‬ة ‪Fg‬‬
‫‪= 364 N + 41 N‬‬
‫‪= 405 N‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪P=F‬‬
‫__‬
‫‪A‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﺿﻐﻂ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫)‪(100 cm‬‬ ‫‪2‬‬
‫_________ ) ‪405 N‬‬
‫________( = ‪PA‬‬ ‫‪F = Fg= 405 N ، A = AA=19.3 cm2   .a‬‬
‫‪19.3 cm2‬‬ ‫‪(1m)2‬‬
‫‪= 2.1×102 kPa‬‬

‫‪(100 cm)2‬‬
‫_________ ) ‪405 N‬‬
‫________( = ‪PB‬‬ ‫‪F = Fg= 405 N ، A = AB=12.9 cm2    .b‬‬
‫‪12.9 cm‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪(1m‬‬
‫‪= 3.14 × 102 kPa‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻭﺣﺪﺍﺕ ﺍﻟﻀﻐﻂ ﻫﻲ ﺍﻟﺒﺎﺳﻜﺎﻝ ‪ Pa‬ﺃﻭ ‪.1 N/m2 = 1 Pa‬‬

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 ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﻋﻨﺪ ﻣﺴـﺘﻮ￯ ﺳـﻄﺢ ﺍﻟﺒﺤﺮ ﻳﺴﺎﻭﻱ ‪ 1.0 × 105 Pa‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﳍﻮﺍﺀ‬ ‫‪.26‬‬
‫ﻋﻨﺪ ﻣﺴﺘﻮ￯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ ﰲ ﺳﻄﺢ ﻣﻜﺘﺐ ﻃﻮﻟﻪ ‪ 152 cm‬ﻭﻋﺮﺿﻪ ‪76 cm‬؟‬
‫ﻳﻼﻣﺲ ﺇﻃﺎﺭ ﺳـﻴﺎﺭﺓ ﺳـﻄﺢ ﺍﻷﺭﺽ ﺑﻤﺴـﺎﺣﺔ ﻣﺴـﺘﻄﻴﻠﺔ ﻋﺮﺿﻬـﺎ ‪ 12 cm‬ﻭﻃﻮﳍـﺎ ‪ .18 cm‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺔ ﺍﻟﺴـﻴﺎﺭﺓ‬ ‫‪.27‬‬
‫‪ ،925 kg‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﺗﺆﺛﺮ ﺑﻪ ﺍﻟﺴﻴﺎﺭﺓ ﰲ ﺳﻄﺢ ﺍﻷﺭﺽ ﺇﺫﺍ ﺍﺳﺘﻘﺮﺕ ﺳﺎﻛﻨﺔ ﻋﲆ ﺇﻃﺎﺭﺍﲥﺎ ﺍﻷﺭﺑﻌﺔ؟‬
‫ﻛﺘﻠﺔ ﻣﻦ ﺍﻟﺮﺻﺎﺹ ﺃﺑﻌﺎﺩﻫﺎ ‪ 5.0 cm × 10.0 cm × 20.0 cm‬ﺗﺴـﺘﻘﺮ ﻋﲆ ﺍﻷﺭﺽ ﻋﲆ ﺃﺻﻐﺮ ﻭﺟﻪ‪ .‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬ ‫‪.28‬‬
‫ﻛﺜﺎﻓﺔ ﺍﻟﺮﺻﺎﺹ ‪ ،11.8 g/cm‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﺗﺆﺛﺮ ﺑﻪ ﻛﺘﻠﺔ ﺍﻟﺮﺻﺎﺹ ﰲ ﺳﻄﺢ ﺍﻷﺭﺽ؟‬ ‫‪3‬‬

‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺼﺒﺢ ﺍﻟﻀﻐﻂ ﰲ ﺃﺛﻨﺎﺀ ﺍﻹﻋﺼﺎﺭ ﺃﻗﻞ ‪15 %‬ﻣﻦ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﺍﳌﻌﻴﺎﺭﻱ‪ .‬ﺍﻓﱰﺽ ﺃﻥ ﺍﻹﻋﺼﺎﺭ ﺣﺪﺙ ﺧﺎﺭﺝ‬ ‫‪.29‬‬
‫ﻣﻘﺪﺍﺭﻩ ‪ 15 %‬ﻣﻦ‬ ‫ﹴ‬
‫ﻫﺒﻮﻁ‬ ‫ﺑـﺎﺏ ﻃﻮﻟـﻪ ‪ 195 cm‬ﻭﻋﺮﺿﻪ ‪ ،91 cm‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠـﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺍﻟﺒﺎﺏ ﻧﺘﻴﺠﺔ‬
‫ﹸ‬
‫ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﺍﳌﻌﻴﺎﺭﻱ؟ ﻭﰲ ﺃﻱ ﺍﲡﺎﻩ ﺗﺆﺛﺮ ﺍﻟﻘﻮﺓ؟‬
‫ﻳﻠﺠـﺄ ﺍﳌﻬﻨﺪﺳـﻮﻥ ﰲ ﺍﳌﺒـﺎﲏ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺇﱃ ﻭﺿﻊ ﺍﳌﻌـﺪﺍﺕ ﻭﺍﻵﻻﺕ ﺍﻟﺜﻘﻴﻠﺔ ﻋﲆ ﺃﻟﻮﺍﺡ ﻓﻮﻻﺫﻳـﺔ ﻋﺮﻳﻀﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻮﺯﻉ‬ ‫‪.30‬‬
‫ﻭﺯﻥ ﻫﺬﻩ ﺍﻵﻻﺕ ﻋﲆ ﻣﺴﺎﺣﺎﺕ ﺃﻛﱪ‪ .‬ﻓﺈﺫﺍ ﺧﻄﻂ ﻣﻬﻨﺪﺱ ﻟﱰﻛﻴﺐ ﺟﻬﺎﺯ ﻛﺘﻠﺘﻪ ‪ 454 kg‬ﻋﲆ ﺃﺭﺿﻴﺔ ﹸﺻ ﱢﻤﻤﺖ ﻟﺘﺘﺤﻤﻞ‬
‫ﺿﻐ ﹰﻄﺎ ﺇﺿﺎﻓ ﹼﹰﻴﺎ ﻣﻘﺪﺍﺭﻩ ‪ ،5.0 × 10 Pa‬ﻓﲈ ﻣﺴﺎﺣﺔ ﺻﻔﻴﺤﺔ ﺍﻟﻔﻮﻻﺫ ﺍﻟﺪﺍﻋﻤﺔ؟‬
‫‪4‬‬

‫‪Density‬‬ ‫ال‪‬ا‪‬ة‬
‫ﺻﺤﻴﺤﺎ؛ ﻷﻥ ﻭﻋﺎﺀ‬‫ﹰ‬ ‫ﻳﻘﺎﻝ ﺃﺣﻴﺎﻧﺎ ﺇﻥ ﺍﳊﺪﻳﺪ ﺃﺛﻘﻞ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﺃﻭ ﺍﳋﺸﺐ‪ .‬ﻭﻫﺬﺍ ﺍﻟﻘﻮﻝ ﻟﻴﺲ‬
‫ﻛﺒﲑﺍ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﺃﺛﻘﻞ ﻣﻦ ﻣﺴﲈﺭ ﻣﻦ ﺍﳊﺪﻳﺪ‪ .‬ﻟﺬﺍ ﻋﻠﻴﻨﺎ ﺃﻥ ﻧﻘﻮﻝ ﺇﻥ ﺍﳊﺪﻳﺪ ﺃﻛﺜﺮ ﻛﺜﺎﻓﺔ ﻣﻦ‬ ‫ﹰ‬
‫ﺍﻟﺒﻼﺳـﺘﻴﻚ ﺃﻭ ﺍﳋﺸﺐ‪ .‬ﻭﺍﻟﻜﺜﺎﻓﺔ ﺧﺎﺻﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﺗﺮﺗﺒﻂ ﺑﻜﻞ ﻣﻦ ﺍﳊﺠﻢ ﻭﺍﻟﻜﺘﻠﺔ‪ .‬ﻭﺗﻌﺮﻑ‬
‫ﺍﻟﻜﺜﺎﻓﺔ ‪ density‬ﺑﺄﳖﺎ ﻛﺘﻠﺔ ﻭﺣﺪﺓ ﺍﳊﺠﻮﻡ ﻣﻦ ﺍﳌﺎﺩﺓ‪ .‬ﺃﻭ ﻛﺘﻠﺔ ﺍﳌﺎﺩﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻭﺣﺪﺓ ﺍﳊﺠﻮﻡ‪.‬‬
‫ﻭﻳﺮﻣﺰ ﺇﱃ ﺍﻟﻜﺜﺎﻓﺔ ﺑﺎﻟﺮﻣﺰ )‪ .(ρ‬ﻭﻛﺜﺎﻓﺔ ﺍﳌﻮﺍﺩ ﳐﺘﻠﻔﺔ؛ ﻓﻜﺜﺎﻓﺔ ﻣﻌﻈﻢ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ ﻣﻦ ﻛﺜﺎﻓﺔ‬
‫ﺍﻟﺴﻮﺍﺋﻞ‪ ،‬ﻭﻛﺜﺎﻓﺔ ﺍﻟﺴﻮﺍﺋﻞ ﺃﻛﱪ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﻟﻐﺎﺯﺍﺕ‪ .‬ﻭﲣﺘﻠﻒ ﻛﺜﺎﻓﺔ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺑﻌﻀﻬﺎ ﻋﻦ‬
‫ﺑﻌﺾ؛ ﻓﻜﺜﺎﻓﺔ ﺍﳊﺪﻳﺪ ﺃﻛﱪ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳋﺸﺐ‪ ،‬ﺃﻱ ﺃﻧﻨﺎ ﻟﻮ ﺃﺧﺬﻧﺎ ﻣﻜﻌﺒﲔ ﻣﺘﲈﺛﻠﲔ ﻣﻦ ﺍﳊﺪﻳﺪ‬
‫ﻭﺍﳋﺸﺐ ﻓﺴﻨﺠﺪ ﺃﻥ ﻣﻜﻌﺐ ﺍﳊﺪﻳﺪ ﺃﺛﻘﻞ )ﺃﻛﺜﺮ ﻭﺯﻧﺎ( ﻣﻦ ﻣﻜﻌﺐ ﺍﳋﺸﺐ‪ .‬ﻭﻫﺬﺍ ﻳﻨﻄﺒﻖ ﻋﲆ‬
‫ﲨﻴﻊ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ؛ ﻓﻠﻜﻞ ﻣﻨﻬﺎ ﻛﺜﺎﻓﺔ ﲤﻴﺰﻫﺎ ﻣﻦ ﻏﲑﻫﺎ‪ .‬ﻭﻛﺬﻟﻚ ﲣﺘﻠﻒ ﺍﻟﻜﺜﺎﻓﺔ ﰲ ﺍﻟﺴﻮﺍﺋﻞ؛‬
‫ﻓﻜﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺃﺛﻘﻞ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﻟﺰﻳﺖ‪ ،‬ﻭﻟﺬﻟﻚ ﻳﻄﻔﻮ ﺍﻟﺰﻳﺖ ﻓﻮﻕ ﺍﳌﺎﺀ‪ .‬ﻭﻟﻜﻞ ﺳـﺎﺋﻞ ﻛﺜﺎﻓﺔ ﲤ ﹼﻴﺰﻩ‬
‫ﻣـﻦ ﻏﲑﻩ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻧﻔﺴـﻬﺎ؛ ﺣﻴﺚ ﲣﺘﻠﻒ ﻛﺜﺎﻓﺔ ﺍﻟﺴـﺎﺋﻞ ﺍﻟﻮﺍﺣـﺪ ﺑﺎﺧﺘﻼﻑ ﺩﺭﺟﺔ‬
‫ﺣﺮﺍﺭﺗﻪ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻟﻜﻞ ﻏﺎﺯ ﻛﺜﺎﻓﺔ ﲤ ﹼﻴﺰﻩ ﻋﻨﺪ ﺍﻟﻈﺮﻭﻑ ﻧﻔﺴﻬﺎ‪ .‬ﻭﻟﻜﻦ ﻛﻴﻒ ﻧﺤﺴﺐ ﺍﻟﻜﺜﺎﻓﺔ؟‬

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‫ﻋﻠﻤـﺖ ﺃﻥ ﻛﺜﺎﻓـﺔ ﺍﳌـﺎﺩﺓ ﺗﻌﱪ ﻋﻦ ﻛﺘﻠـﺔ ﺍﳌﺎﺩﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻭﺣـﺪﺓ ﺍﳊﺠﻮﻡ ﻣﻨﻬـﺎ )ﺃﻭ ﻛﺘﻠﺔ ﻭﺣﺪﺓ‬
‫ﺭﻳﺎﺿﻴﺎ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫ﹼﹰ‬ ‫ﺍﳊﺠﻮﻡ(‪ ،‬ﻟﺬﻟﻚ ﲢﺴﺐ ﺍﻟﻜﺜﺎﻓﺔ ﺑﻘﺴﻤﺔ ﻛﺘﻠﺔ ﺍﳉﺴﻢ ﻋﲆ ﺣﺠﻤﻪ‪ ،‬ﻭ ﹸﻳﻌﱪ ﻋﻨﻬﺎ‬

‫__________ = )‪Density(ρ‬‬
‫)‪mass(m‬‬ ‫ﺍﻟﻜﺜﺎﻓﺔ = ﺍﻟﻜﺘﻠﺔ‬
‫______‬
‫)‪volume(V‬‬ ‫ﺍﳊﺠﻢ‬
‫ﻭﺇﺫﺍ ﻗﻴﺴـﺖ ﻛﺘﻠﺔ ﺍﳉﺴـﻢ ﺑﻮﺣﺪﺓ )‪ (kg‬ﻭﻗﻴﺲ ﺍﳊﺠﻢ )‪ (V‬ﺑﻮﺣـﺪﺓ ) ‪(m‬؛ ﻓﺈﻥ ﺍﻟﻜﺜﺎﻓﺔ ﺗﻘﺎﺱ‬
‫‪3‬‬

‫ﺑﻮﺣﺪﺓ )‪ .(kg/m 3‬ﺃﻣﺎ ﺇﺫﺍ ﻗﻴﺴـﺖ ﻛﺘﻠﺔ ﺍﳉﺴﻢ ﺑﻮﺣﺪﺓ )‪ (g‬ﻭﻗﻴﺲ ﺍﳊﺠﻢ ﺑﻮﺣﺪﺓ )‪ (cm 3‬ﻓﺈﻥ‬
‫ﺍﻟﻜﺜﺎﻓﺔ ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ )‪ .(g/cm 3‬ﻓﻜﺜﺎﻓﺔ ﻣﺎﺩﺓ ﺟﺴﻢ ﻛﺘﻠﺘﻪ ‪ ،24 g‬ﻭﺣﺠﻤﻪ ‪ 3 cm 3‬ﺗﻜﻮﻥ‪:‬‬
‫‪24 g‬‬
‫‪ρ = _ = 8 g/cm 3‬‬
‫‪3 cm3‬‬
‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺔ ﺍﳉﺴﻢ ‪ 24 kg‬ﻭﺣﺠﻤﻪ ‪ 3 m 3‬ﻓﺘﻜﻮﻥ ﻛﺜﺎﻓﺔ ﻣﺎﺩﺗﻪ‪:‬‬
‫=‪ρ‬‬ ‫_‬
‫‪24 kg‬‬
‫‪= 8 kg/m .‬‬ ‫‪3‬‬

‫‪3m‬‬ ‫‪3‬‬

‫ﻛﻴﻒ ﺗﻘﻴﺲ ﻛﺜﺎﻓﺔ ﻣﺎﺩﺓ ﺻﻠﺒﺔ؟‬

‫‪‬ا‪3 ‬‬
‫ح‪‬صا‪ ‬ال‪‬ا‪‬ة ﺟﺴﻢ ﺻﻠﺐ ﻋﲆ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﺣﺠﻤﻪ‪ ،24 cm 3‬ﻭﻛﺘﻠﺘﻪ ‪ .120 g‬ﺍﺣﺴﺐ ﻛﺜﺎﻓﺘﻪ‪.‬‬

‫‪‬ل امل‪‬صا‪‬لة‬ ‫‪1‬‬

‫ﻧﻄﺒﻖ ﻗﺎﻧﻮﻥ ﺣﺴﺎﺏ ﺍﻟﻜﺜﺎﻓﺔ ﺣﻴﺚ ﺇﻥ ﻛﻞ ﻣﻦ ﺍﳊﺠﻢ ﻭﺍﻟﻜﺘﻠﺔ ﻣﻌﻠﻮﻣﺘﺎﻥ‪.‬‬

‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫?=‪ρ‬‬ ‫‪m = 120 g‬‬

‫‪V =24 cm 3‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪ρ=m‬‬
‫__‬
‫‪V‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﻜﺜﺎﻓﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪120 g‬‬
‫__ = ‪ρ‬‬
‫_____= ‪m‬‬ ‫‪= 5 g/cm3‬‬
‫‪V‬‬ ‫‪24 cm3‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﺜﺎﻓﺔ ﻫﻲ ‪.g/cm‬‬

‫‪3‬‬

‫• ‪‬ل ا‪‬وا‪ ‬صح‪ ‬ﺇﺫﺍ ﴐﺑﻨﺎ ﺍﳊﺠﻢ ﰲ ﺍﻟﻜﺜﺎﻓﺔ ﺳﻨﺤﺼﻞ ﻋﲆ ‪ 120 g‬ﻭﻫﻮ ﻣﻘﺪﺍﺭ ﺍﻟﻜﺘﻠﺔ ﻧﻔﺴﻬﺎ‪.‬‬

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 ‫‪‬ا‪‬ة ال‪‬ا‪‬ات ‪ Gas density‬ﺩﺭﺳﺖ ﺃﻧﻪ ﻭﺑﺤﺴﺐ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻟﻴﺲ ﻟﻠﻐﺎﺯﺍﺕ‬
‫ﺷـﻜﻞ ﺛﺎﺑـﺖ ﻭﻻ ﺣﺠﻢ ﺛﺎﺑﺖ‪ ،‬ﻓﻬﻲ ﺗﻨﺘﴩ ﻟﺘﻤﻸ ﺍﳌﻜﺎﻥ ﺍﻟـﺬﻱ ﺗﻮﺟﺪ ﻓﻴﻪ‪ ،‬ﻛﲈ ﻳﺘﻐﲑ ﺣﺠﻤﻬﺎ‬
‫ﺑﺘﻐﲑ ﻛﻞ ﻣﻦ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﻭﺍﻟﻀﻐﻂ ﺍﻟﻮﺍﻗﻊ ﻋﻠﻴﻬﺎ‪ .‬ﻟﺬﻟﻚ ﻻﻳﻤﻜﻦ ﺇﳚﺎﺩ ﻛﺜﺎﻓﺔ ﻏﺎﺯ ﺇﻻ ﻋﻨﺪ‬
‫ﻼ ‪ 1.331 kg/m‬ﻋﻨﺪ ‪20 °C‬‬ ‫‪3‬‬
‫ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﻭﺿﻐﻂ ﳏﺪﺩﻳﻦ‪ .‬ﻓﻜﺜﺎﻓﺔ ﻏﺎﺯ ﺍﻷﻛﺴـﺠﲔ ﻣﺜـ ﹰ‬
‫ﻭﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﺍﳌﻌﺘﺎﺩ‪.‬ﻭﺳـﺘﺨﺘﻠﻒ ﻛﺜﺎﻓﺘﻪ ﺇﺫﺍ ﺗﻐﲑﺕ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﺃﻭ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺃﻭ‬
‫ﻛﻠﻴﻬﲈ‪.‬‬

‫‪‬ا‪4 ‬‬
‫ح‪‬صا‪ ‬ﻋﻴﻨﺔ ﻣﻦ ﻏﺎﺯ ﺣﺠﻤﻬﺎ ‪ 600 cm3‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪ ،20 °C‬ﻭﺿﻐﻂ ‪ ،101.325 P‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺜﺎﻓﺔ ﻫﺬﺍ ﺍﻟﻐﺎﺯ‬
‫ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﺪﺭﺟﺔ ﻭﻫﺬﺍ ﺍﻟﻀﻐﻂ ﺗﺴﺎﻭﻱ ‪ 0.717×10- g/cm‬ﻓﺎﺣﺴﺐ ﻛﺘﻠﺘﻬﺎ‪.‬‬
‫‪3‬‬ ‫‪3‬‬

‫‪‬ل امل‪‬صا‪‬لة‬ ‫‪1‬‬

‫ﻧﻄﺒﻖ ﻗﺎﻧﻮﻥ ﺣﺴﺎﺏ ﺍﻟﻜﺜﺎﻓﺔ ﺣﻴﺚ ﺇﻥ ﻛﻞ ﻣﻦ ﺍﳊﺠﻢ ﻭﺍﻟﻜﺘﻠﺔ ﻣﻌﻠﻮﻣﺘﺎﻥ‪.‬‬

‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫?=‪m‬‬ ‫‪V = 600 cm3‬‬

‫‪ρ = 0.717×10-3 g/cm3‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪m‬‬
‫__ = ‪ρ‬‬
‫‪V‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﻜﺜﺎﻓﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪m = ρ×V = 0.717×10-3 g/cm3× 600 cm3‬‬
‫‪= 430.2 ×10-3g‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﻜﺘﻠﺔ ﻫﻲ ‪.g‬‬
‫‪.0.717×10-‬‬ ‫‪3‬‬
‫ﻗﺴﻤﻨﺎ ﺍﻟﻜﺘﻠﺔ ﻋﲆ ﺍﳊﺠﻢ ﻓﺴﻨﺤﺼﻞ ﻋﲆ ﻣﻘﺪﺍﺭ ﺍﻟﻜﺜﺎﻓﺔ ‪g/cm3‬‬
‫• ‪‬ل ا‪‬وا‪ ‬صح‪ ‬ﺇﺫﺍ ﹼ‬

‫ﺍﺣﺴﺐ ﻛﺘﻠﺔ ﻗﻄﻌﺔ ﻓﻠﺰﻳﺔ ﺣﺠﻤﻬﺎ ‪ ،40.0 cm3‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺜﺎﻓﺔ ﻫﺬﺍ ﺍﻟﻔﻠﺰ ﺗﺴﺎﻭﻱ ‪. 0.27 g/cm3‬‬ ‫‪.31‬‬

‫ﻣﺎ ﻛﺘﻠﺔ ﺍﳍﻮﺍﺀ ﰲ ﻏﺮﻓﺔ ﻣﻌﻴﺸﺔ ﺣﺠﻤﻬﺎ ‪ 50 m3‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ ﺗﺴﺎﻭﻱ ‪.1.29 kg/m3‬‬ ‫‪.32‬‬

‫‪159‬‬
 ‫‪Fluids at rest‬‬ ‫املوا‪ ‬ال‪‬صا‪‬ة‬
‫ﻋﻨﺪﺋﺬ ﺃﻥ ﺟﺴـﻤـــﻚ‬ ‫ﹴ‬ ‫ﺇﺫﺍ ﻏﻄﺴـﺖ ﰲ ﺑﺮﻛـﺔ ﺳـﺒﺎﺣﺔ ﺃﻭ ﺑﺤـﲑﺓ ﺇﱃ ﻋﻤـﻖ ﻣﻌـﲔ ﻓﺴـﺘﺪﺭﻙ‬
‫ﻭﺧﺼﻮﺻـﺎ ﺃﺫﻧﻴﻚ ‪ -‬ﺣﺴـﺎﺱ ﺟﺪﹼﹰ ﺍ ﻟﺘﻐـﲑﺍﺕ ﺍﻟﻀﻐﻂ‪ .‬ﻭﻣﻦ ﺍﳌﺤﺘﻤـﻞ ﺃﻧﻚ ﻻﺣﻈﺖ ﺃﻥ‬ ‫ﹰ‬ ‫‪-‬‬
‫ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﺷـﻌﺮﺕ ﺑﻪ ﻋﲆ ﺃﺫﻧﻴﻚ ﻻ ﻳﻌﺘﻤﺪ ﻋﲆ ﻭﺿﻊ ﺭﺃﺳـﻚ ﺇﺫﺍ ﻛﺎﻥ ﻣﺮﻓﻮ ﹰﻋﺎ ﺃﻭ ﻣﺎﺋ ﹰ‬
‫ﻼ‬
‫ﺇﱃ ﺃﺳﻔﻞ‪ ،‬ﻭﻟﻜﻦ ﻳﺰﺩﺍﺩ ﺍﻟﻀﻐﻂ ﺇﺫﺍ ﻏﻄﺴﺖ ﺇﱃ ﺃﻋﲈﻕ ﻛﺒﲑﺓ‪.‬‬
‫‪‬بدا‪ ‬ا‪‬ص‪‬ا‪ Pascal's principle ‬ﻻﺣﻆ ﻋﺎﱂ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﻔﺮﻧﴘ ﺑﻠﻴﺰ ﺑﺎﺳﻜﺎﻝ ﺃﻥ ﺍﻟﻀﻐﻂ‬
‫ﰲ ﺍﳌﺎﺋﻊ ﻳﻌﺘﻤﺪ ﻋﲆ ﻋﻤﻖ ﺍﳌﺎﺋﻊ‪ ،‬ﻭﻻ ﻋﻼﻗﺔ ﻟﻪ ﺑﺸـﻜﻞ ﺍﻟﻮﻋﺎﺀ ﺍﻟﺬﻱ ﳛﻮﻱ ﺍﳌﺎﺋﻊ‪ ،‬ﻭﺍﻛﺘﺸـﻒ‬
‫ﺃﻳﻀـﺎ ﺃﻥ ﺃﻱ ﺗﻐـﲑ ﰲ ﺍﻟﻀﻐـﻂ ﺍﳌﺆﺛـﺮ ﰲ ﺃﻱ ﻧﻘﻄﺔ ﰲ ﺍﳌﺎﺋـﻊ ﺍﳌﺤﺼﻮﺭ ﻳﻨﺘﻘـﻞ ﺇﱃ ﻧﻘﺎﻁ ﺍﳌﺎﺋﻊ‬
‫ﹰ‬
‫ﲨﻴﻌﻬﺎ ﺑﺎﻟﺘﺴﺎﻭﻱ‪ ،‬ﻭﺗﹸﻌﺮﻑ ﻫﺬﻩ ﺍﳊﻘﻴﻘﺔ ﺑﻤﺒﺪﺃ ﺑﺎﺳﻜﺎﻝ‪.‬‬
‫ﻭﻳﻈﻬـﺮ ﻣﺒﺪﺃ ﺑﺎﺳـﻜﺎﻝ ﰲ ﻛﻞ ﻣﺮﺓ ﺗﻀﻐﻂ ﻓﻴﻬـﺎ ﻋﲆ ﺃﻧﺒﻮﺏ ﻣﻌﺠﻮﻥ ﺍﻷﺳـﻨﺎﻥ‪ ،‬ﺇﺫ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ‬
‫ﺧﺎﺭﺟﺎ ﻣﻦ ﻣﻘﺪﻣـﺔ ﺍﻷﻧﺒﻮﺏ‪.‬‬
‫ﹰ‬ ‫ﺗﺆﺛـﺮ ﺑـﻪ ﺃﺻﺎﺑﻌﻚ ﰲ ﻣﺆﺧـﺮﺓ ﺍﻷﻧﺒﻮﺏ ﺇﱃ ﻣﻌﺠﻮﻥ ﺍﻷﺳـﻨﺎﻥ‪ ،‬ﻓﻴﻨﺪﻓـﻊ‬
‫ﻭﺑﻄﺮﻳﻘﺔ ﳑﺎﺛﻠﺔ‪ ،‬ﺇﺫﺍ ﻋﴫﺕ ﺇﺣﺪ￯ ﳖﺎﻳﺘﻲ ﺑﺎﻟﻮﻥ ﻣﻨﺘﻔﺦ ﻓﺈﻥ ﳖﺎﻳﺘﻪ ﺍﻷﺧﺮ￯ ﺗﻨﺘﻔﺦ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﺴـﺘﺨﺪﻡ ﺍﳌﻮﺍﺋﻊ ﰲ ﺍﻵﻻﺕ ﲠﺪﻑ ﻣﻀﺎﻋﻔﺔ ﺍﻟﻘﻮ￯ ﻓﺈﻧﻚ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻄﺒﻖ ﻣﺒﺪﺃ‬
‫ﺑﺎﺳـﻜﺎﻝ‪ ،‬ﻓﻔـﻲ ﺍﻟﻨﻈﺎﻡ ﺍﳍﻴﺪﺭﻭﻟﻴﻜﻲ ﻋﻤﻮ ﹰﻣﺎ‪ ،‬ﹸﳛﴫ ﺍﳌﺎﺋـﻊ ﰲ ﺣﺠﺮﺗﲔ ﻣﺘﺼﻠﺘﲔ ﻣ ﹰﻌﺎ‪ ،‬ﻛﲈ ﰲ‬
‫ﺍﻟﺸﻜﻞ ‪ ،4-15‬ﺣﻴﺚ ﻳﻮﺟﺪ ﰲ ﻛﻞ ﺣﺠﺮﺓ ﻣﻜﺒﺲ ﺣﺮ ﺍﳊﺮﻛﺔ‪ ،‬ﻭﻟﻜﻞ ﻣﻦ ﺍﳌﻜﺒﺴﲔ ﻣﺴﺎﺣﺔ‬
‫ﺳﻄﺢ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﺈﺫﺍ ﺃﺛﺮﺕ ﺍﻟﻘﻮﺓ ‪ F1‬ﰲ ﺍﳌﻜﺒﺲ ﺍﻷﻭﻝ ﺍﻟﺬﻱ ﻣﺴﺎﺣﺔ ﺳﻄﺤﻪ ‪ A1‬ﺃﻣﻜﻦ ﺣﺴﺎﺏ‬
‫ﺍﻟﻀﻐﻂ ‪ ،P1‬ﺍﳌﺆﺛﺮ ﰲ ﺍﳌﺎﺋﻊ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪F‬‬
‫‪P1 = __1‬‬
‫‪A1‬‬

‫‪‬ال‪‬ص‪‬ل ‪  4-15‬‬

‫‪    ‬‬
‫‪     ‬‬
‫‪‬‬

‫‪160‬‬
 ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﺍﻟﺘﻲ ﲤﺜﻞ ﺗﻌﺮﻳﻒ ﺍﻟﻀﻐﻂ‪ ،‬ﺣﻴﺚ ﺍﻟﻀﻐﻂ ﻳﺴـﺎﻭﻱ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﻭﺣﺪﺓ ﺍﳌﺴـﺎﺣﺔ‪ .‬ﻭﻳﻤﻜﻦ‬
‫ﺣﺴـﺎﺏ ﺍﻟﻀﻐـﻂ ﺍﻟﻨﺎﺗﺞ ﻋـﻦ ﺍﳌﺎﺋﻊ ﰲ ﺍﳌﻜﺒﺲ ﺍﻟﺜﺎﲏ ﺍﻟﺬﻱ ﻣﺴـﺎﺣﺔ ﺳـﻄﺤﻪ ‪ A2‬ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫‪‬‬
‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫ﻫﻞ ﹸﻳﻨﻘﻞ ﺍﻟﻀﻐﻂ ﺧﻼﻝ ﺍﳌﻮﺍﺋﻊ؟‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪Laser beam‬‬ ‫‪Hand protection‬‬
‫‪Lab. coat‬‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ا‪‬ت‪‬ا‪ ‬ال‪‬ص‪‬‬ ‫‪F‬‬
‫__ = ‪P2‬‬
‫‪2‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪EyeEcological‬‬
‫‪safety hazards‬‬ ‫‪Thermal Carcinogenic‬‬
‫‪safety‬‬ ‫‪Explosive‬‬

‫‪A‬‬ ‫‪2‬‬

‫‪ .1‬ﺭ ﹼﻗﻢ ﳏﻘﻨﹰﺎ ﻃﺒ ﹼﹰﻴﺎ ﺻﻐﲑ ﺍﳊﺠﻢ ﺑﺎﻟﺮﻗﻢ ‪،1‬‬ ‫ﻭﺍﻋﺘﲈ ﹰﺩﺍ ﻋﲆ ﻣﺒﺪﺃ ﺑﺎﺳﻜﺎﻝ‪ ،‬ﻳﻨﺘﻘﻞ ﺍﻟﻀﻐﻂ ﺩﻭﻥ ﺗﻐﻴﲑ ﺧﻼﻝ ﺍﳌﺎﺋﻊ؛ ﻟﺬﺍ ﻓﺈﻥ ﻣﻘﺪﺍﺭ ‪ P2‬ﻳﺴﺎﻭﻱ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫ﻭﳏﻘﻨﹰﺎ ﺁﺧﺮ ﻛﺒﲑ ﺍﳊﺠﻢ ﺑﺎﻟﺮﻗﻢ ‪.2‬‬ ‫‪‬‬

‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬ ‫ﻣﻘﺪﺍﺭ ‪ ،P 1‬ﻭﺗﺴﺘﻄﻴﻊ ﺃﻥ ﲢﺴﺐ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﻜﺒﺲ ﺍﻟﺜﺎﲏ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫ﺍﳌﻘﻮﻱ‬ ‫‪F1‬‬ ‫‪F2‬‬
‫‪ .2‬ﺍﻟﺼـﻖ ﻗﻄﻌﺔ ﻣـﻦ ﺍﻟﺒﻼﺳـﺘﻴﻚ ﹼ‬ ‫__‬ ‫___ =‬
‫‪A1‬‬ ‫‪A2‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫ﺑﻤﻜﺒـﺲ ﺍﳌﺤﻘـﻦ ﺍﻷﺻﻐـﺮ ﻭﺍﻓﻌـﻞ‬

‫ﻭﺑﺤﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﻮﺓ ‪ ،F2‬ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﻟﴚﺀ ﻧﻔﺴﻪ ﻣﻊ ﺍﳌﺤﻘﻦ ﺍﻷﻛﱪ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫‪ .3‬ﺇﻣﻸ ﺍﳌﺤﻘﻦ ﺍﻷﺻﻐﺮ ﺑﺎﻟﻜﺎﻣﻞ ﺑﺎﳌﺎﺀ‪.‬‬ ‫‪F1A2‬‬

‫____= ‪F2‬‬
‫‪A‬‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺮﺍﻓﻌﺔ ﺍﳍﻴﺪﺭﻭﻟﻴﻜﻴﺔ‬
‫‪ .4‬ﺛﺒﺖ ﻛﻼ ﺍﳌﺤﻘﻨﲔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺣﻮﺍﻣﻞ‪.‬‬ ‫‪1‬‬

‫ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳌﻜﺒﺲ ﺍﻟﺜﺎﲏ ﺗﺴﺎﻭﻱ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﳌﻜﺒﺲ ﺍﻷﻭﻝ ﻣﴬﻭﺑﺔ ﰲ ﻧﺴﺒﺔ‬
‫‪ .5‬ﺻﻞ ﺍﻟﻨﻬﺎﻳﺘـﲔ ﺍﳌﻔﺘﻮﺣﺘﲔ ﻟﻠﻤﺤﻘﻨﲔ‬
‫ﻣﺴﺎﺣﺔ ﺍﳌﻜﺒﺲ ﺍﻟﺜﺎﲏ ﺇﱃ ﻣﺴﺎﺣﺔ ﺍﳌﻜﺒﺲ ﺍﻷﻭﻝ‪.‬‬
‫ﺑﺄﻧﺒﻮﺏ ﻣﻄﺎﻃﻲ‪.‬‬
‫‪ .6‬ﺿـﻊ ﺛﻘـﻞ ﻭﺯﻧـﻪ ‪ 1 N‬ﻋـﲆ ﻣﻜﺒـﺲ‬ ‫ﻭ ﹸﻳﺴـﺘﺨﺪﻡ ﻣﺒﺪﺃ ﺑﺎﺳـﻜﺎﻝ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ ﻛﺜﲑﺓ ﻣﻨﻬﺎ‪ :‬ﺭﻓﻊ ﺍﻟﺴـﻴﺎﺭﺍﺕ ﰲ ﳏﻄﺎﺕ ﻏﺴﻴﻞ‬
‫ﺍﳌﺤﻘـﻦ ﺍﻷﺻﻐﺮ ﻭﻻﺣـﻆ ﻣﺎﺫﺍ ﳛﺪﺙ‬ ‫ﺍﻟﺴـﻴﺎﺭﺍﺕ ﻭﳏﻼﺕ ﺻﻴﺎﻧﺘﻬـﺎ‪ ،‬ﺣﻴﺚ ﺗﻮﺿﻊ ﺍﻟﺴـﻴﺎﺭﺓ ﻋﲆ ﺍﳌﻜﺒﺲ ﺍﻟﻜﺒﲑ ﻭﻳﺘـﻢ ﺍﻟﺘﺄﺛﲑ ﺑﻘﻮﺓ‬
‫ﻟﻠﻤﺤﻘﻦ ﺍﻷﻛﱪ‪.‬‬ ‫ﺻﻐـﲑﺓ ﻋﲆ ﺍﳌﻜﺒﺲ ﺍﻟﺼﻐﲑ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﺃﻭ ﻏـﲑﻩ ﻓﻴﻨﺘﺞ ﻗﻮﺓ ﻛﺒﲑﺓ ﻋﲆ ﺍﳌﻜﺒﺲ‬
‫‪ .7‬ﺍﺿﻐـﻂ ﺍﳌﻜﺒـﺲ ﺍﻷﻛـﱪ ﺣﺘـﻰ ﻳﻌـﻮﺩ‬ ‫ﺍﻟﻜﺒﲑ ﺗﺮﻓﻊ ﺍﻟﺴـﻴﺎﺭﺓ‪ ،‬ﻭﻛﺬﻟﻚ ﻳﺴـﺘﺨﺪﻡ ﻣﺒﺪﺃ ﺑﺎﺳـﻜﺎﻝ ﰲ ﺭﻓﻊ ﻛﺮﳼ ﻃﺒﻴﺐ ﺍﻷﺳﻨﺎﻥ ﺣﻴﺚ‬
‫ﺍﻟﺴـﺎﺋﻞ ﺑﺎﻟﻜﺎﻣـﻞ ﻟﻠﻤﺤﻘـﻦ ﺍﻷﺻﻐﺮ‬ ‫ﻳﻌﻤﻞ ﺍﳌﻜﺒﺲ ﺍﻟﻜﺒﲑ ﻋﲆ ﺭﻓﻊ ﺍﻟﻜﺮﳼ ﻋﻨﺪ ﺍﻟﺘﺄﺛﲑ ﺑﻘﻮﺓ ﺻﻐﲑﺓ ﻋﲆ ﺍﳌﻜﺒﺲ ﺍﻟﺼﻐﲑ‪ ،‬ﻻﺣﻆ‬
‫ﺛﻢ ﻛـﺮﺭ ﺍﳋﻄـﻮﺓ ﺍﻟﺴـﺎﺑﻘﺔ ﻣـﻊ ﻭﺿﻊ‬ ‫ﺍﻟﺸﻜﻞ ‪ 4-16‬ﻓﻬﺬﻩ ﺍﳌﻜﺎﺑﺲ ﺗﻌﻤﻞ ﻋﲆ ﻣﻀﺎﻋﻔﺔ ﺍﻟﻘﻮﺓ‪.‬‬
‫ﺛﻘﻞ ﻭﺯﻧﻪ ‪ 1.5N‬ﻋﲆ ﻣﻜﺒﺲ ﺍﳌﺤﻘﻦ‬
‫ﺍﻷﺻﻐﺮ‪ .‬ﻻﺣﻆ ﻣﺎﺫﺍ ﳛﺪﺙ‪.‬‬
‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﻤﺒﺪﺃ ﺑﺎﺳﻜﺎﻝ؟‬

‫التح‪‬ل ‪‬ا‪‬صت‪‬تا‪‬‬
‫‪ .8‬ﻓﴪﺍﳌﻼﺣﻈﺎﺕﺍﻟﺴﺎﺑﻘﺔ‪.‬ﻣﺎﺫﺍﺗﺴﺘﻨﺘﺞ؟‬

‫‪ ‬ال‪‬ص‪‬ل ‪    4-16‬‬

‫‪‬‬
‫‪  ‬‬
‫‪‬‬
‫‪161‬‬
‫ال‪‬صباحة ‪ ‬ال‪‬ص‪ Swimming under pressure ‬ﻋﻨﺪﻣﺎ ﺗﺴـﺒﺢ ﺗﺸـﻌﺮ ﺃﻥ ﺿﻐﻂ‬
‫ﺍﳌـﺎﺀ ﻳﺘﺰﺍﻳـﺪ ﻛﻠﲈ ﻏﻄﺴـﺖ ﺇﱃ ﻣﺴـﺎﻓﺔ ﺃﻋﻤﻖ‪ ،‬ﻭﻳﻨﺸـﺄ ﻫﺬﺍ ﺍﻟﻀﻐـﻂ ﺣﻘﻴﻘﺔ ﻋﻦ ﻗـﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ‬
‫ﺍﻷﺭﺿﻴـﺔ‪ ،‬ﺍﻟﺘـﻲ ﺗﺮﺗﺒﻂ ﻣﻊ ﻭﺯﻥ ﺍﳌﺎﺀ ﻓﻮﻕ ﺍﳉﺴـﻢ‪ .‬ﻓﺈﺫﺍ ﻏﻄﺴـﺖ ﺇﱃ ﺃﻋﲈﻕ ﻛﺒﲑﺓ ﻓﺴـﺘﻜﻮﻥ‬
‫ﻛﻤﻴﺔ ﺃﻛﱪ ﻣﻦ ﺍﳌﺎﺀ ﻓﻮﻕ ﺟﺴـﻤﻚ؛ ﻟﺬﺍ ﺳـﻴﻜﻮﻥ ﺍﻟﻀﻐﻂ ﻋﻠﻴﻚ ﺃﻛﱪ‪ .‬ﻭﺿﻐﻂ ﺍﳌﺎﺀ ﻳﺴـﺎﻭﻱ‬
‫ﻭﺯﻥ ﻋﻤﻮﺩ ﺍﳌﺎﺀ ‪ Fg‬ﻓﻮﻗﻚ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻣﺴﺎﺣﺔ ﺍﳌﻘﻄﻊ ﺍﻟﻌﺮﴈ ﻟﻌﻤﻮﺩ ﺍﳌﺎﺀ ‪ .A‬ﻭﻋﲆ ﺍﻟﺮﻏﻢ‬
‫ﻣـﻦ ﺃﻥ ﻗـﻮﺓ ﺍﳉﺎﺫﺑﻴـﺔ ﺍﻷﺭﺿﻴﺔ ﺗﺴـﺤﺐ ﻓﻘﻂ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟﺮﺃﳼ ﺇﱃ ﺃﺳـﻔﻞ‪ ،‬ﻓـﺈﻥ ﺍﳌﺎﺋﻊ ﻳﻨﻘﻞ‬
‫ﺍﻟﻀﻐـﻂ ﰲ ﺍﻻﲡﺎﻫﺎﺕ ﲨﻴﻌﻬﺎ؛ ﺇﱃ ﺃﻋﲆ ﻭﺇﱃ ﺃﺳـﻔﻞ ﻭﺇﱃ ﺍﳉﻮﺍﻧﺐ‪ .‬ﻭﺗﺴـﺘﻄﻴﻊ ﺇﳚﺎﺩ ﺿﻐﻂ‬
‫ﺍﳌﺎﺀ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻌﻼﻗﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪Fg‬‬
‫__ = ‪P‬‬
‫‪A‬‬
‫ﺇﻥ ﻭﺯﻥ ﻋﻤـﻮﺩ ﺍﳌـﺎﺀ ﻫـﻮ ‪ ، Fg= mg‬ﻭﺍﻟﻜﺘﻠـﺔ ﺗﺴـﺎﻭﻱ ﻛﺜﺎﻓـﺔ ﺍﳌـﺎﺀ ‪ ρ‬ﻣﴬﻭﺑـﺔ ﰲ ﺣﺠﻤﻪ‬
‫ﺃﻳﻀـﺎ ﺃﻥ ﺣﺠﻢ ﺍﳌﺎﺀ ﻳﺴـﺎﻭﻱ ﻣﺴـﺎﺣﺔ ﻗﺎﻋﺪﺓ ﻋﻤﻮﺩ ﺍﳌـﺎﺀ ﻣﴬﻭﺑـــﺔ ﰲ‬‫‪ .m = ρV‬ﻭﺗﻌﻠـﻢ ﹰ‬
‫ﻋـﻮﺽ ﺑـ ‪ ρAhg‬ﺑﺪﻻﹰ ﻣـﻦ ‪ Fg‬ﰲ ﻣﻌﺎﺩﻟﺔ‬‫ﺍﺭﺗﻔﺎﻋـــــﻪ ‪V = Ah‬؛ ﻟـﺬﺍ ﻓـﺈﻥ ‪ .Fg = ρAhg‬ﱢ‬
‫‪ρAhg‬‬
‫_____ ‪Fg‬‬
‫___ =‪ ،P‬ﺛﻢ ﺍﺧﺘﺰﻝ ‪ A‬ﻣﻦ ﺍﻟﺒﺴـﻂ ﻭﺍﳌﻘﺎﻡ ﻟﻠﻮﺻﻮﻝ ﺇﱃ‬ ‫‪A‬‬
‫=‬
‫‪A‬‬
‫ﺿﻐـﻂ ﺍﳌﺎﺀ ﺳـﺘﺠﺪ ﺃﻥ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﳌﺒﺴﻄﺔ ﳌﻌﺎﺩﻟﺔ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺑﻪ ﻋﻤﻮﺩ ﺍﳌﺎﺀ ﰲ ﺟﺴﻢ ﺍﻟﻐ ﹼﻄﺎﺱ‪.‬‬

‫‪P = ρhg‬‬ ‫ﺿﻐﻂ ﺍﳌﺎﺀ ﻋﲆ ﺍﳉﺴﻢ‬

‫ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺑﻪ ﻋﻤﻮﺩ ﺍﳌﺎﺀ ﰲ ﺍﳉﺴـﻢ ﻳﺴـﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﰲ ﺍﺭﺗﻔﺎﻉ‬
‫ﻋﻤﻮﺩ ﺍﳌﺎﺀ ﰲ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪.‬‬

‫ﻭﺗﻄﺒـﻖ ﻫـﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ﺍﳌﻮﺍﺋﻊ ﲨﻴﻌﻬـﺎ‪ ،‬ﻭﻟﻴﺲ ﻓﻘﻂ ﻋﲆ ﺣﺎﻟﺔ ﺍﳌـﺎﺀ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺿﻐﻂ ﺍﳌﺎﺋﻊ‬
‫ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﰲ ﺍﳉﺴـﻢ ﻋﲆ ﻛﻞ ﻣﻦ‪ :‬ﻛﺜﺎﻓﺔ ﺍﳌﺎﺋﻊ‪ ،‬ﻭﻋﻤﻘﻪ‪ ،‬ﻭﺗﺴـﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪ .g‬ﻭﺇﺫﺍ‬
‫ﻛﺎﻥ ﻫﻨﺎﻙ ﻣﺎﺀ ﻋﲆ ﺳـﻄﺢ ﺍﻟﻘﻤﺮ ﻓﺈﻥ ﻗﻴﻤﺔ ﺿﻐﻄﻪ ﻋﻨﺪ ﺃﻱ ﻋﻤﻖ ﺳـﺘﻜﻮﻥ ﹸﺳـﺪﺱ ﻗﻴﻤﺘﻪ ﻋﲆ‬
‫ﺍﻷﺭﺽ‪ .‬ﻭﻳﻮﺿـﺢ ﺍﻟﺸـﻜﻞ ‪ 4-17‬ﻏﻮﺍﺻـﺔ ﺗﻨﺘﻘﻞ ﰲ ﺃﺧﺎﺩﻳـﺪ ﺍﳌﺤﻴﻂ ﺍﻟﻌﻤﻴﻘـﺔ‪ ،‬ﻭﺗﺘﻌﺮﺽ‬
‫ﹴ‬
‫ﻟﻀﻐﻮﻁ ﺗﺰﻳﺪ ‪ 1000‬ﻣﺮﺓ ﻋﲆ ﻣﻘﺪﺍﺭ ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﺍﳌﻌﻴﺎﺭﻱ‪.‬‬

‫‪‬ال‪‬ص‪‬ل ‪  1960   4-17‬‬

‫‪ Triste   ‬‬
‫‪Marianas   ‬‬
‫‪10500m‬‬
‫‪‬‬
‫‪4500m‬‬

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 ‫ق‪‬و‪ ‬ال‪‬ف‪‬و ‪ Buoyant force‬ﻣـﺎ ﺍﻟـﺬﻱ ﻳﻮﻟﺪ ﺍﻟﻘـﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ ﺇﱃ ﺃﻋﲆ ﺍﻟﺘﻲ ﺗﺴـﻤﺢ ﻟﻚ‬
‫ﺑﺎﻟﺴـﺒﺎﺣﺔ؟ ﺇﻥ ﺯﻳـﺎﺩﺓ ﺍﻟﻀﻐـﻂ ﺍﻟﻨﺎﲨـﺔ ﻋﻦ ﺯﻳـﺎﺩﺓ ﺍﻟﻌﻤﻖ ﺗﻮﻟﺪ ﻗﻮﺓ ﺭﺃﺳـﻴﺔ ﺇﱃ ﺃﻋﲆ ﺗﺴـﻤﻰ‬
‫ﻗﻮﺓ ﺍﻟﻄﻔﻮ ‪ .Buoyant force‬ﻭﺑﺎﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ ﻭﻭﺯﻧﻪ ﻧﺴﺘﻄﻴﻊ ﺃﻥ‬
‫ﻧﺘﻮﻗﻊ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴﻢ ﺳﻴﻐﻮﺹ ﺃﻡ ﺳﻴﻄﻔﻮ‪.‬‬
‫ﺍﻓﱰﺽ ﺃﻥ ﺻﻨﺪﻭ ﹰﻗﺎ ﺍﺭﺗﻔﺎﻋﻪ ‪ l‬ﻭﻣﺴـﺎﺣﺔ ﻛﻞ ﻣﻦ ﺳـﻄﺤﻴﻪ ﺍﻟﻌﻠﻮﻱ ﻭﺍﻟﺴـﻔﲇ ‪ A‬ﹸﻏﻤﺮ ﰲ ﺍﳌﺎﺀ‪،‬‬
‫ﻓﻴﻜـﻮﻥ ﺣﺠـﻢ ﺍﻟﺼﻨﺪﻭﻕ ‪ ،V = lA‬ﻭﻳﺆﺛﺮ ﺿﻐﻂ ﺍﳌﺎﺀ ﺑﻘـﻮ￯ ﰲ ﻛﻞ ﺟﻮﺍﻧﺒﻪ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﻣﻮﺿﺢ‬
‫ﰲ ﺍﻟﺸـﻜﻞ ‪ .4-18‬ﻫـﻞ ﻳﻐـﻮﺹ ﺍﻟﺼﻨـﺪﻭﻕ ﺃﻡ ﻳﻄﻔﻮ؟ ﻛـﲈ ﺗﻌﻠﻢ‪ ،‬ﻳﻌﺘﻤﺪ ﺍﻟﻀﻐـﻂ ﺍﳌﺆﺛﺮ ﰲ‬
‫ﺍﻟﺼﻨﺪﻭﻕ ﻋﲆ ﻋﻤﻘﻪ ‪ .h‬ﻭﳌﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺼﻨﺪﻭﻕ ﺳـﻴﻄﻔﻮ ﻋﲆ ﺳـﻄﺢ ﺍﳌﺎﺀ ﺃﻡ ﻻ‪ ،‬ﻓﺈﻧﻚ‬
‫ﺗﻌﲔ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﳌﺆﺛﺮ ﰲ ﺍﻟﺴﻄﺢ ﺍﻟﻌﻠﻮﻱ ﻟﻠﺼﻨﺪﻭﻕ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﻀﻐﻂ ﺍﳌﺆﺛﺮ‬ ‫ﲢﺘﺎﺝ ﺇﱃ ﺃﻥ ﹼ‬
‫ﰲ ﻗﺎﻉ ﺍﻟﺼﻨﺪﻭﻕ‪ .‬ﻗﺎﺭﻥ ﺑﲔ ﺍﳌﻌﺎﺩﻟﺘﲔ ﺍﻵﺗﻴﺘﲔ‪:‬‬
‫‪ A = ρhg A‬الع‪‬و‪= P‬الع‪‬وية‪F‬‬

‫‪ A = ρ (l+h) gA‬ال‪‬صف‪= P‬ال‪‬صف‪‬ة‪F‬‬

‫ﺇﻥ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳉﻮﺍﻧﺐ ﺍﻷﺭﺑﻌﺔ ﺍﻟﺮﺃﺳﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ ﰲ ﺍﻻﲡﺎﻫﺎﺕ ﲨﻴﻌﻬﺎ؛ ﻟﺬﺍ ﻟﻴﺲ ﻫﻨﺎﻙ‬
‫ﻗﻮﺓ ﳏﺼﻠﺔ ﺃﻓﻘﻴﺔ‪ .‬ﻭﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ ﺇﱃ ﺃﻋﲆ ﺍﳌﺆﺛﺮﺓ ﰲ ﻗﺎﻉ ﺍﻟﺼﻨﺪﻭﻕ ﺃﻛﱪ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ‬
‫ﺇﱃ ﺃﺳـﻔﻞ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻄﺤﻪ ﺍﻟﻌﻠﻮﻱ؛ ﻟﺬﺍ ﻓﻬﻨﺎﻙ ﻗﻮﺓ ﳏﺼﻠﺔ ﺭﺃﺳﻴﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻣﻘﺪﺍﺭ‬
‫ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‪:‬‬
‫الع‪‬وية‪ - F‬ال‪‬صف‪‬ة‪= F‬ال‪‬فو‪F‬‬
‫‪= ρ (l + h) gA - ρhgA‬‬
‫‪= ρlgA = ρVg‬‬

‫ﻭﺗﹸﺒﲔ ﻫﺬﻩ ﺍﳊﺴﺎﺑﺎﺕ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﻟﺮﺃﺳﻴﺔ ﺇﱃ ﺃﻋﲆ ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺣﺠﻢ ﺍﻟﺼﻨﺪﻭﻕ‪،‬‬
‫ﺧﺎﺭﺟﺎ ﻋـﻦ ﻃﺮﻳﻖ ﺍﻟﺼﻨﺪﻭﻕ؛ ﻟﺬﺍ ﻓﺈﻥ‬
‫ﹰ‬ ‫ﻭﻫـﺬﺍ ﺍﳊﺠﻢ ﻳﺴـﺎﻭﻱ ﺣﺠﻢ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ ﺃﻭ ﺍﳌﺪﻓﻮﻉ‬
‫ﻣﻘﺪﺍﺭ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ‪ ρVg‬ﻳﺴﺎﻭﻱ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﺴﻢ‪.‬‬

‫‪h‬‬ ‫‪h+l‬‬
‫‪F‬‬

‫‪‬ال‪‬ص‪‬ل ‪  4-18‬‬

‫‪    ‬‬
‫‪  ‬‬
‫‪‬‬
‫‪F‬‬

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 ‫‪ Vg‬ﺍﳌﺎﺋﻊ‪ = ρ‬ﺍﻟﻄﻔﻮ‪F‬‬ ‫ﻗﻮﺓ ﺍﻟﻄﻔﻮ‬
‫ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳉﺴـﻢ ﺗﺴـﺎﻭﻱ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﺴـﻢ‪ ،‬ﺍﻟﺘﻲ ﺗﺴـﺎﻭﻱ‬
‫ﻛﺜﺎﻓﺔ ﺍﳌﺎﺋﻊ ﺍﳌﻐﻤﻮﺭ ﻓﻴﻪ ﺍﳉﺴﻢ ﻣﴬﻭ ﹰﺑﺎ ﰲ ﺣﺠﻢ ﺍﳉﺴﻢ ﻭﰲ ﺗﺴﺎﺭﻉ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪.‬‬

‫ﻭﻗﺪ ﺍﻛﺘﺸـﻒ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﺎﱂ ﺍﻹﻏﺮﻳﻘﻲ ﺃﺭﲬﻴﺪﺱ ﰲ ﺍﻟﻘﺮﻥ ﺍﻟﺜﺎﻟﺚ ﻗﺒﻞ ﺍﳌﻴﻼﺩ‪ ،‬ﻭﻳﻨﺺ ﻣﺒﺪﺃ‬
‫ﺃﺭﲬﻴﺪﺱ ﻋﲆ ﺃﻥ ﺍﳉﺴﻢ ﺍﳌﻐﻤﻮﺭ ﰲ ﻣﺎﺋﻊ ﺗﺆﺛﺮ ﻓﻴﻪ ﻗﻮﺓ ﺭﺃﺳﻴﺔ ﺇﱃ ﺃﻋﲆ ﺗﺴﺎﻭﻱ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺍﳉﺴﻢ‪ .‬ﻭﻻ ﺗﻌﺘﻤﺪ ﺍﻟﻘﻮﺓ ﻋﲆ ﻭﺯﻥ ﺍﳉﺴﻢ‪ ،‬ﻭﻟﻜﻦ ﺗﻌﺘﻤﺪ ﻓﻘﻂ ﻋﲆ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ‪.‬‬
‫‪‬ل ي‪‬و‪ ‬ا‪‬صم ا‪ ‬ي‪‬فو‪ Does the body sink or float ‬ﺇﺫﺍ ﺃﺭﺩﺕ ﺃﻥ ﺗﻌﺮﻑ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﳉﺴـﻢ ﺳـﻴﻄﻔﻮ ﺃﻡ ﻳﻐﻮﺹ ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﺗﺄﺧﺬ ﰲ ﺍﳊﺴـﺒﺎﻥ ﻛﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳉﺴـﻢ‪ .‬ﻓﻘﻮﺓ‬
‫ﺍﻟﻄﻔﻮ ﺗﺪﻓﻊ ﺍﳉﺴﻢ ﺇﱃ ﺃﻋﲆ‪ ،‬ﻭﻟﻜﻦ ﻭﺯﻥ ﺍﳉﺴﻢ ﻳﺴﺤﺒﻪ ﺇﱃ ﺃﺳﻔﻞ‪ ،‬ﻭﳛﺪﱢ ﺩ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﻮﺓ ﺍﻟﻄﻔﻮ‬
‫‪F‬‬
‫ﻭﻭﺯﻥ ﺍﳉﺴﻢ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴﻢ ﺳﻴﻐﻮﺹ ﺃﻡ ﺳﻴﻄﻔﻮ‪.‬‬
‫‪F‬‬
‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﻏﻤـﺮﺕ ﺛﻼﺛﺔ ﺃﺟﺴـﺎﻡ ﰲ ﺧـﺰﺍﻥ ﳑﻠـﻮﺀ ﺑﺎﳌـﺎﺀ )‪=1.00 × 103 kg/m3‬امل‪‬ا‪،(ρ‬‬
‫ﺍﳉﺴﻢ‪F‬ﺍﻷﻭﻝ ﻗﺎﻟ ﹰﺒﺎ ﻓﻮﻻﺫ ﹼﹰﻳﺎ‬
‫‪g‬‬
‫ﻭﻛﺎﻥ ﺣﺠﻢ ﻛﻞ ﺟﺴﻢ ﻣﻨﻬﺎ ‪ 100 cm3‬ﺃﻭ ‪ .1.00 × 10-4 m3‬ﻓﺈﺫﺍ ﻛﺎﻥ‬
‫ﻛﺘﻠﺘﻪ ‪ ،0.90 kg‬ﻭﺍﳉﺴﻢ ﺍﻟﺜﺎﲏ ﻋﺒﻮﺓ ﺻﻮﺩﺍ ﻣﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻛﺘﻠﺘﻬﺎ ‪ ،0.10 kg‬ﺃﻣﺎ ﺍﳉﺴﻢ ﺍﻟﺜﺎﻟﺚ‬
‫ﻓﻤﻜﻌﺐ ﻣﻦ ﺍﳉﻠﻴﺪ ﻛﺘﻠﺘﻪ ‪ ،0.090 kg‬ﻓﻜﻴﻒ ﻳﺘﺤﺮﻙ ﻛﻞ ﺟﺴﻢ ﻣﻦ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺜﻼﺛﺔ ﻋﻨﺪ ﻏﻤﺮﻩ‬
‫ﻛﻼ‬ ‫ﰲ ﺍﳌﺎﺀ؟ ﺇﻥ ﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ ﻋﲆ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺜﻼﺛﺔ ﻣﺘﺴـﺎﻭﻳﺔ‪ ،‬ﺍﻧﻈﺮ ﺇﱃ ﺍﻟﺸـﻜﻞ ‪ 4-19‬؛ ﻷﻥ ﹼﹰ‬
‫ﻣﻨﻬﺎ ﻗﺪ ﺃﺯﺍﺡ ﺍﻟﻮﺯﻥ ﻧﻔﺴﻪ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫‪ Vg‬املا‪= ρ‬ال‪‬فو‪F‬‬
‫‪F‬‬
‫‪= (1.00 × 10F3‬‬
‫)‪kg/m3) (1.00 × 10-4 m3) (9.80 m/s2‬‬ ‫‪‬ال‪‬ص‪‬ل ‪  4-19‬‬
‫‪F‬‬
‫‪   a‬‬
‫‪= 0.980 N‬‬
‫‪F =0‬‬ ‫‪  c  b‬‬
‫‪F‬‬
‫ﻛﺜﲑﺍ ﻣﻦ ﻗﻮﺓ ﺍﻟﻄﻔﻮ‪ .‬ﻭﺗﺒ ﹰﻌﺎ ﻟﺬﻟﻚ ﺗﻜﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﺇﻥ ﻭﺯﻥ ﻗﺎﻟﺐ ﺍﻟﻔﻮﻻﺫ ﻳﺴﺎﻭﻱ ‪ 8.8 N‬ﻭﻫﻮ ﺃﻛﱪ ﹰ‬
‫‪g‬‬
‫‪    ‬‬
‫ﺍﳌﺤﺼﻠﺔ ﺍﻟﺮﺃﺳـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ ﺇﱃ ﺃﺳـﻔﻞ؛ ﻟﺬﺍ ﻳﻐﻮﺹ ﺍﻟﻘﺎﻟﺐ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﻟﺮﺃﺳﻴﺔ‬ ‫‪     ‬‬
‫ﺍﻷﺟﺴﺎﻡ ﺍﻟﺘﻲ ﰲ ﺳﺎﺋﻞ‬ ‫ﺇﱃ ﺃﺳﻔﻞ ﻫﻲ ﻭﺯﻥ ﺍﳉﺴﻢ ﺍﻟﻈﺎﻫﺮﻱ‪ ،‬ﻭﻫﻲ ﺃﻗﻞ ﻣﻦ ﻭﺯﻧﻪ ﺍﳊﻘﻴﻘﻲ‪ ،‬ﻭﻛﻞ‪Fg‬‬ ‫‪      ‬‬
‫‪ -‬ﻭﻣﻨﻬـﺎ ﺗﻠـﻚ ﺍﻟﺘﻲ ﺗﻐﻮﺹ ‪ -‬ﳍـﺎ ﻭﺯﻥ ﻇﺎﻫﺮﻱ ﺃﻗﻞ ﻣﻦ ﻭﺯﳖﺎ ﻋﻨﺪﻣﺎ ﺗﻜـﻮﻥ ﰲ ﺍﳍﻮﺍﺀ‪ .‬ﻭﻳﻤﻜﻦ‬ ‫‪    ‬‬
‫‪ ‬‬
‫‪‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬

‫‪F‬‬
‫‪F‬‬
‫‪F‬‬
‫‪F‬‬

‫‪F =0‬‬
‫‪Fg‬‬

‫‪F‬‬
‫‪Fg‬‬ ‫‪Fg‬‬

‫‪164‬‬

‫‪F‬‬ ‫‪F‬‬
 ‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻮﺯﻥ ﺍﻟﻈﺎﻫﺮﻱ ﺑﺎﳌﻌﺎﺩﻟﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ال‪‬فو‪= Fg - F‬الظا‪F‬‬
‫ﻭﺑﺎﻟﻨﺴﺒﺔ ﻟﻘﺎﻟﺐ ﺍﻟﻔﻮﻻﺫ ﻓﺈﻥ ﻭﺯﻧﻪ ﺍﻟﻈﺎﻫﺮﻱ ﻳﺴﺎﻭﻱ )‪ (8.8 N – 0.98 N‬ﺃﻭ ‪ ،7.8 N‬ﻭﻭﺯﻥ‬
‫ﻋﻠﺒـﺔ ﺍﻟﺼـﻮﺩﺍ ﻳﺴـﺎﻭﻱ ‪ ،0.980 N‬ﻭﻫﺬﺍ ﻳﲈﺛﻞ ﻭﺯﻥ ﺍﳌـﺎﺀ ﺍﳌﺰﺍﺡ؛ ﻟﺬﺍ ﻻ ﺗﻮﺟـﺪ ﻗﻮﺓ ﳏﺼﻠﺔ‬
‫ﺗﺆﺛـﺮ ﰲ ﺍﻟﻌﺒﻮﺓ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﺒﻘﻰ ﺍﻟﻌﺒـﻮﺓ ﺣﻴﺚ ﺗﻮﺿﻊ ﰲ ﺍﳌﺎﺀ ﻭﳍﺎ ﻗﻮﺓ ﻃﻔﻮ ﻣﺘﻌﺎﺩﻟﺔ‪ .‬ﻭﺗﻮﺻﻒ‬
‫ﺃﻱ ﺃﻥ ﻭﺯﳖﺎ ﺍﻟﻈﺎﻫﺮﻱ ﺻﻔﺮ‪.‬‬
‫ﺍﻷﺟﺴﺎﻡ ﺫﺍﺕ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﳌﺘﻌﺎﺩﻟﺔ ﺑﺎﻷﺟﺴﺎﻡ ﺍﻟﻌﺪﻳﻤﺔ ﺍﻟﻮﺯﻥ؛ ﹾ‬
‫ﺗﺪﺭﺏ ﺭﻭﺍﺩ‬
‫ﻳﻔﴪ ﹼ‬
‫ﺭﻭﺍﺩ ﺍﻟﻔﻀﺎﺀ ﰲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻭﻫﺬﺍ ﹼ‬ ‫ﻭﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﳑﺎﺛﻠﺔ ﻟﺘﻠﻚ ﺍﻟﺘﻲ ﻳﻌﺎﲏ ﻣﻨﻬﺎ ﹼ‬
‫ﺍﻟﻔﻀﺎﺀ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﺑﺮﻙ ﺍﻟﺴﺒﺎﺣﺔ‪.‬‬
‫ﺃﻣـﺎ ﻭﺯﻥ ﻣﻜﻌـﺐ ﺍﳉﻠﻴﺪ ﻓﻴﺴـﺎﻭﻱ ‪ ،0.88 N‬ﻭﻫﻮ ﺃﻗـﻞ ﻣﻦ ﻗﻮﺓ ﺍﻟﻄﻔـﻮ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﻮﺟﺪ ﻗﻮﺓ‬
‫ﳏﺼﻠـﺔ ﺭﺃﺳـﻴﺔ ﺇﱃ ﺃﻋﲆ؛ ﻟﺬﺍ ﻳﺮﺗﻔﻊ ﻣﻜﻌـﺐ ﺍﳉﻠﻴﺪ ﺇﱃ ﺃﻋﲆ‪ .‬ﺇﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺤﺼﻠﺔ ﺍﻟﺮﺃﺳـﻴﺔ ﺇﱃ‬
‫ﺃﻋﲆ ﺳـﺘﺠﻌﻞ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﻣﻜﻌﺐ ﺍﳉﻠﻴﺪ ﺧﺎﺭﺝ ﺍﳌﺎﺀ‪ .‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺗﺰﺍﺡ ﻛﻤﻴﺔ ﺃﻗﻞ ﻣﻦ ﺍﳌﺎﺀ‪،‬‬
‫ﻭﺗﻘـﻞ ﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ ﺇﱃ ﺃﻋـﲆ‪ ،‬ﻭﻳﻄﻔﻮ ﻣﻜﻌﺐ ﺍﳉﻠﻴـﺪ ﰲ ﺍﳌﺎﺀ ﻭﻳﻜﻮﻥ ﺟﺰﺀ ﻣﻨـﻪ ﺩﺍﺧﻞ ﺍﳌﺎﺀ‬
‫ﻭﺍﻵﺧـﺮ ﺧﺎﺭﺟـﻪ ﺣﺘﻰ ﻳﺘﺴـﺎﻭ￯ ﻭﺯﻥ ﺍﳌـﺎﺀ ﺍﳌﺰﺍﺡ ﻣـﻊ ﻭﺯﻥ ﻣﻜﻌﺐ ﺍﳉﻠﻴـﺪ‪ .‬ﻭﻋﻤﻮ ﹰﻣﺎ ﻳﻄﻔﻮ‬
‫ﺍﳉﺴﻢ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺜﺎﻓﺘﻪ ﺃﻗﻞ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺋﻊ ﺍﳌﻐﻤﻮﺭ ﻓﻴﻪ‪.‬‬
‫ﻳﻔـﴪ ﻣﺒﺪﺃ ﺃﺭﲬﻴﺪﺱ ﻛﻴﻒ ﻳﻤﻜﻦ ﻟﻠﺴـﻔﻦ ﺍﳌﺼﻨﻮﻋﺔ ﻣـﻦ ﺍﻟﻔﻮﻻﺫ ﺃﻥ ﺗﻄﻔﻮ‬ ‫ﹼ‬ ‫ال‪‬صف‪ships ‬‬
‫ﻭﻛﺒﲑﺍ ﺑﲈ ﻳﻜﻔﻲ‪ ،‬ﻓﺈﻥ ﻣﺘﻮﺳﻂ ﻛﺜﺎﻓﺔ ﺍﻟﺴﻔﻴﻨﺔ‬
‫ﹰ‬ ‫ﻋﲆ ﺳـﻄﺢ ﺍﳌﺎﺀ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺟﺴﻢ ﺍﻟﺴﻔﻴﻨﺔ ﻣﻔﺮ ﹰﻏﺎ‬
‫ﻳﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ‪ ،‬ﻭﻟﺬﻟﻚ ﺗﻄﻔﻮ‪.‬‬
‫ﺃﻥ ﺍﻟﺴـﻔﻴﻨﺔ ﺍﳌﺤﻤﻠﺔ ﺑﺎﻟﺒﻀﺎﺋـﻊ ﺗﺒﺤﺮ ﺑﺤﻴﺚ ﺗﻨﺨﻔـﺾ ﰲ ﺍﳌﺎﺀ ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﻭﻳﻤﻜـﻦ ﺃﻥ ﺗﻼﺣـﻆ ﹼ‬
‫ﺍﻟﺴﻔﻴﻨﺔ ﺍﻟﻔﺎﺭﻏﺔ‪ .‬ﻭﺗﺴﺘﻄﻴﻊ ﺗﻮﺿﻴﺢ ﻫﺬﺍ ﻣﻦ ﺧﻼﻝ ﺻﻨﻊ ﻗﺎﺭﺏ ﺻﻐﲑ ﻣﻦ ﺭﻗﺎﺋﻖ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‪،‬‬
‫ﺣﻴـﺚ ﻳﻄﻔﻮ ﻫﺬﺍ ﺍﻟﻘﺎﺭﺏ ﺑﺴـﻬﻮﻟﺔ‪ ،‬ﻭﻳﻨﻐﻤﺮ ﺟﺰ ﹲﺀ ﺃﻛﱪ ﻣﻨﻪ ﰲ ﺍﳌـﺎﺀ ﺇﺫﺍ ﺃﺿﻴﻒ ﺇﻟﻴﻪ ﲪﻮﻟﺔ ﻣﻦ‬
‫ﻣﺸﺎﺑﻚ ﺍﻟﻮﺭﻕ‪ .‬ﻭﺇﺫﺍ ﺣﻄﻤﺖ ﺍﻟﻘﺎﺭﺏ ﻭﲨﻌﺖ ﺭﻗﺎﺋﻖ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﺍﻟﺘﻲ ﺗﻜﻮﻧﻪ ﻋﲆ ﺷﻜﻞ ﻛﺮﺓ‬
‫ﻣﺼﻤﺘﺔ‪ ،‬ﻓﺈﳖﺎ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﻐﻄﺲ ﺑﺴﺒﺐ ﺯﻳﺎﺩﺓ ﻛﺜﺎﻓﺘﻬﺎ‪.‬‬
‫ﻭﺑﻄﺮﻳﻘـﺔ ﳑﺎﺛﻠﺔ‪ ،‬ﺗﻄﻔﻮ ﺍﻟﻘـﺎﺭﺍﺕ ﺍﻷﺭﺿﻴﺔ ﻓﻮﻕ ﻣﻮﺍﺩ ﺫﺍﺕ ﻛﺜﺎﻓﺔ ﻛﺒﲑﺓ ﲢﺖ ﺍﻟﺴـﻄﺢ‪ ،‬ﻭﺗﹸﻌﺪﹼ‬
‫ﺣﺮﻛﺔ ﺍﻻﻧﺠﺮﺍﻑ ﻟﻠﺼﻔﺎﺋﺢ ﺍﻟﻘﺎﺭ ﹼﻳﺔ ﻫﻲ ﺍﳌﺴـﺆﻭﻟﺔ ﻋﻦ ﺍﻷﺷـﻜﺎﻝ ﻭﺍﳌﻮﺍﻗﻊ ﺍﳊﺎﻟﻴﺔ ﻟﻠﻘﺎﺭﺍﺕ‪.‬‬
‫ﻭﻫﻨـﺎﻙ ﺃﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﺃﺧﺮ￯ ﻋـﲆ ﻣﺒﺪﺃ ﺃﺭﲬﻴﺪﺱ‪ ،‬ﻣﻨﻬﺎ ﺍﻟﻐﻮﺍﺻﺎﺕ ﺍﻟﺒﺤﺮﻳﺔ ﻭﺍﻷﺳـﲈﻙ؛ ﺇﺫ‬
‫‪‬‬ ‫ﺗﻮﻇـﻒ ﺍﻟﻐﻮﺍﺻـﺎﺕ ﻣﺒﺪﺃ ﺃﺭﲬﻴﺪﺱ ﰲ ﻋﻤﻠﻬـﺎ‪ ،‬ﻓﻜﻠﲈ ﹸﺿﺦ ﺍﳌﺎﺀ ﺩﺍﺧﻞ ﻋـﺪﺩ ﻣﻦ ﺍﳊﺠﺮﺍﺕ‬
‫ﺍﳌﺨﺘﻠﻔﺔ ﻭﺧﺎﺭﺟﻬﺎ ﻳﺘﻐﲑ ﻣﺘﻮﺳـﻂ ﻛﺜﺎﻓﺔ ﺍﻟﻐﻮﺍﺻﺔ‪ ،‬ﳑﺎ ﳚﻌﻠﻬﺎ ﺗﻄﻔﻮ ﺃﻭ ﺗﻐﻄﺲ‪ .‬ﺃﻣﺎ ﺑﺎﻟﻨﺴـﺒﺔ‬
‫ﻟﻸﺳﲈﻙ‪ ،‬ﻓﻠﺪ￯ ﺑﻌﻀﻬﺎ ﺍﻧﺘﻔﺎﺥ ﻏﺸﺎﺋﻲ ﻟﻠﺴﺒﺎﺣﺔ ﻳﺴﻤﻰ ﻣﺜﺎﻧﺔ ﺍﻟﻌﻮﻡ‪ ،‬ﻭﺗﻄﺒﻖ ﻣﺒﺪﺃ ﺃﺭﲬﻴﺪﺱ‬
‫ﻟﺘﺘﺤﻜـﻢ ﰲ ﺍﻟﻌﻤﻖ ﺍﻟﺬﻱ ﺗﻮﺟـﺪ ﻓﻴﻪ؛ ﺣﻴﺚ ﺗﻨﻔﺦ ﻣﺜﺎﻧﺔ ﺍﻟﻌﻮﻡ ﺃﻭ ﺗﻘ ﹼﻠﺼﻬﺎ ﻛﲈ ﻳﻨﻔﺦ ﺍﻹﻧﺴـﺎﻥ‬
‫ﺧﺪﻳـﻪ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﻨﻔﺨﻬﺎ ﺗﺰﻳـﺢ ﻛﻤﻴﺔ ﺃﻛﱪ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﻭﺑﺬﻟﻚ ﺗﺰﻳﺪ ﻣـﻦ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﻓﱰﺗﻔﻊ‪ ،‬ﻭﰲ‬
‫ﺍﳌﻘﺎﺑﻞ ﺗﻨﺰﻝ ﺇﱃ ﺃﺳﻔﻞ ﰲ ﺍﳌﺎﺀ ﺑﺘﻘﻠﻴﺺ ﺣﺠﻢ ﻣﺜﺎﻧﺔ ﺍﻟﻌﻮﻡ‪.‬‬
‫ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﻗﻮﺓ ﺍﻟﻄﻔﻮ؟‬

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 ‫‪‬ا‪5 ‬‬
‫‪‬بدا‪ ‬ا‪‬ر‪‬د‪ ‬ﻳﻨﻐﻤﺮ ﻗﺎﻟﺐ ﺑﻨﺎﺀ ﻣﻦ ﺍﳉﺮﺍﻧﻴﺖ ﺣﺠﻤﻪ ) ‪ (1.00 × 10-3 m3‬ﰲ ﺍﳌﺎﺀ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻛﺜﺎﻓﺔ ﺍﳉﺮﺍﻧﻴﺖ‬
‫‪ ،2.7 × 103 kg/m3‬ﻓﲈ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪F‬‬ ‫‪ .a‬ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﳌﺆﺛﺮﺓ ﰲ ﻗﺎﻟﺐ ﺍﳉﺮﺍﻧﻴﺖ؟‬
‫‪ .b‬ﺍﻟﻮﺯﻥ ﺍﻟﻈﺎﻫﺮﻱ ﻟﻘﺎﻟﺐ ﺍﳉﺮﺍﻧﻴﺖ؟‬

‫‪Fg‬‬ ‫‪‬ل امل‪‬صا‪‬لة ‪‬ر‪‬ص‪‬ا‬ ‫‪1‬‬

‫ﻣﻐﻤﻮﺭﺍ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫ﹰ‬ ‫ﺍﺭﺳﻢ ﻗﺎﻟﺐ ﺟﺮﺍﻧﻴﺖ‬
‫ﹼﺑﲔ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﻟﺮﺃﺳﻴﺔ ﺇﱃ ﺃﻋﲆ ﻭﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﺍﻟﺮﺃﺳﻴﺔ ﺇﱃ ﺃﺳﻔﻞ ﺍﻟﻠﺘﲔ ﺗﺆﺛﺮﺍﻥ ﰲ‬
‫‪C13-07A-845813‬‬ ‫‪3rd proof‬‬ ‫ﺍﻟﻘﺎﻟﺐ‪.‬‬
‫امل‪‬و‪‬‬ ‫املع‪‬و‪‬‬
‫? = ال‪‬فو‪F‬‬ ‫‪V = 1.00 × 10-3 m3‬‬

‫? =الظا‪F‬‬ ‫‪ = 2.70 × 103 kg/m3‬ا‪‬ا‪ρ‬‬

‫‪= 1.00 × 103 kg/m3‬املا‪ρ‬‬

‫ا‪‬ي‪‬ا‪ ‬ال‪‬ة امل‪‬ولة‬ ‫‪2‬‬

‫‪ .a‬ﺍﺣﺴﺐ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﻋﲆ ﻗﺎﻟﺐ ﺍﳉﺮﺍﻧﻴﺖ‪.‬‬
‫‪Vg‬املا‪= ρ‬ال‪‬فو‪F‬‬ ‫‪ = 1.00 × 103 kg/m3  ‬املا‪ρ ‬‬

‫)‪= (1.00 × 103 kg/m3)(1.00 × 10-3 m3)(9.80 m/s2‬‬ ‫‪ V = 1.00 × 10-3 m3‬ﻭ ‪g = 9.80 m/s2‬‬
‫‪= 9.80 N‬‬

‫‪ .b‬ﺍﺣﺴﺐ ﻭﺯﻥ ﻗﺎﻟﺐ ﺍﻟﺠﺮﺍﻧﻴﺖ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻭﺯﻧﻪ ﺍﻟﻈﺎﻫﺮﻱ‪.‬‬

‫‪= 2.70 × 103 kg/m3   ‬ا‪ρ‬‬
‫‪Vg‬ا‪‬ا‪Fg= ρ‬‬
‫‪ g = 9.80 m/s‬ﻭ ‪V= 1.00 × 10 m‬‬
‫‪-3‬‬ ‫‪3‬‬ ‫‪2‬‬

‫)‪= (2.70 × 103 kg/m3) (1.00 × 10-3 m3) (9.80 m/s2‬‬

‫‪= 26.5 N‬‬

‫ال‪‬فو‪= Fg - F‬الظا‪F‬‬
‫‪= 26.5 N – 9.80 N‬‬
‫‪= 16.7 N‬‬

‫‪‬و‪ ‬ا‪‬وا‪‬‬ ‫‪3‬‬

‫• ‪‬ل الوحدات ‪‬صح‪‬حة‪ ‬ﺗﻘﺎﺱ ﻛﻞ ﻣﻦ ﺍﻟﻘﻮ￯ ﻭﺍﻟﻮﺯﻥ ﺍﻟﻈﺎﻫﺮﻱ ﺑﻮﺣﺪﺓ ﺍﻟﻨﻴﻮﺗﻦ‪ ،‬ﻛﲈ ﻫﻮ ﻣﺘﻮﻗﻊ‪.‬‬
‫• ‪‬ل ا‪‬وا‪  ‬ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺗﺴﺎﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ﺛﻠﺚ ﻭﺯﻥ ﻗﺎﻟﺐ ﺍﳉﺮﺍﻧﻴﺖ‪ ،‬ﻭﻫﺬﻩ ﺇﺟﺎﺑﺔ ﻣﻨﻄﻘﻴﺔ؛ ﻷﻥ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ‬
‫ﺗﺴﺎﻭﻱ ﺛﻠﺚ ﻛﺜﺎﻓﺔ ﺍﳉﺮﺍﻧﻴﺖ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

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 ‫ﺇﻥ ﻛﺜﺎﻓﺔ ﺍﻟﻘﺮﻣﻴﺪ ﺍﻟﺸﺎﺋﻊ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺃﻛﱪ ‪ 1.8‬ﻣﺮﺓ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ‪ .‬ﻓﲈ ﺍﻟﻮﺯﻥ ﺍﻟﻈﺎﻫﺮﻱ ﻟﻘﺎﻟﺐ ﻣﻦ ﺍﻟﻘﺮﻣﻴﺪ ﺣﺠﻤﻪ‬ ‫‪.33‬‬
‫‪ 0.20 m3‬ﻣﻐﻤﻮﺭ ﲢﺖ ﺍﳌﺎﺀ؟‬
‫ﻳﻄﻔﻮ ﺳﺒﺎﺡ ﰲ ﺑﺮﻛﺔ ﻣﺎﺀ‪ ،‬ﺑﺤﻴﺚ ﻳﻌﻠﻮ ﺭﺃﺳﻪ ﻗﻠﻴ ﹰ‬
‫ﻼ ﻓﻮﻕ ﺳﻄﺢ ﺍﳌﺎﺀ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻭﺯﻧﻪ ‪ 610 N‬ﻓﲈ ﺣﺠﻢ ﺍﳉﺰﺀ ﺍﳌﻐﻤﻮﺭ‬ ‫‪.34‬‬
‫ﻣﻦ ﺟﺴﻤﻪ؟‬
‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﻗـﻮﺓ ﺍﻟﺸـﺪ ﰲ ﺣﺒﻞ ﳛﻤـﻞ ﻛﺎﻣـﲑﺍ ﻭﺯﳖـﺎ ‪ 1250 N‬ﻣﻐﻤـﻮﺭﺓ ﰲ ﺍﳌـﺎﺀ‪ ،‬ﺇﺫﺍ ﻋﻠﻤـﺖ ﺃﻥ ﺣﺠـﻢ ﺍﻟﻜﺎﻣﲑﺍ‬ ‫‪.35‬‬
‫‪16.5 × 10-3 m3‬؟‬
‫ﻟﻮﺡ ﻣﻦ ﺍﻟﻔﻠﲔ ﺍﻟﺼﻨﺎﻋﻲ ﻛﺜﺎﻓﺘﻪ ﺗﺴﺎﻭﻱ ‪ 0.10‬ﻣﺮﺓ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬ﻣﺎ ﺃﻛﱪ ﻭﺯﻥ ﻣﻦ ﻗﻮﺍﻟﺐ ﺍﻟﻘﺮﻣﻴﺪ ﺗﺴﺘﻄﻴﻊ‬ ‫‪.36‬‬
‫ﻭﺿﻌـﻪ ﻋـﲆ ﻟﻮﺡ ﺍﻟﻔﻠـﲔ ﺍﻟﺼﻨﺎﻋﻲ ﺍﻟﺬﻱ ﺃﺑﻌـﺎﺩﻩ ‪ ، 1.0 m × 1.0 m × 0.10 m‬ﺑﺤﻴﺚ ﻳﻄﻔﻮ ﺍﻟﻠﻮﺡ ﻋﲆ ﺳـﻄﺢ‬
‫ﺍﳌﺎﺀ‪ ،‬ﻭﺗﺒﻘﻰ ﻗﻮﺍﻟﺐ ﺍﻟﻘﺮﻣﻴﺪ ﺟﺎﻓﺔ؟‬

‫‪ 4-3‬‬
‫ال‪‬ص‪ ‬ال‪‬و‪ ‬ﹸﺭﻓﻌﺖ ﺳـﻴﺎﺭﺓ ﺗـﺰﻥ ‪ 2.3×104 N‬ﻋﻦ‬ ‫‪.40‬‬ ‫ال‪‬فو ‪‬ال‪ ‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺣﺠﻢ ﺍﳉﺰﺀ ﺍﳌﻐﻤﻮﺭ ﻣﻦ‬ ‫‪.37‬‬
‫ﻃﺮﻳﻖ ﺃﺳﻄﻮﺍﻧﺔ ﻫﻴﺪﺭﻭﻟﻴﻜﻴﺔ ﻣﺴﺎﺣﺘﻬﺎ ‪.0.15 m2‬‬ ‫ﺯﻭﺭﻕ ﻳﺴـﺎﻭﻱ ‪ 2 m3‬ﻭﻛﺜﺎﻓﺔ ﺍﳌـﺎﺀ ‪ 1000 kg/m3‬ﻓﲈ‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﰲ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺍﳍﻴﺪﺭﻭﻟﻴﻜﻴﺔ؟‬ ‫‪.a‬‬ ‫ﻛﺘﻠﺔ ﺍﻟﺰﻭﺭﻕ؟ ﻭﻣﺎ ﺣﺠﻢ ﺍﳌﺎﺀ ﺍﳌﺰﺍﺡ؟‬
‫ﻳﻨﺘﺞ ﺍﻟﻀﻐﻂ ﰲ ﺃﺳﻄﻮﺍﻧﺔ ﺍﻟﺮﻓﻊ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺄﺛﲑ ﺑﻘﻮﺓ ﰲ‬ ‫‪.b‬‬ ‫ال‪‬ا‪‬ة ‪‬ر‪‬ة ا‪‬ار‪ ‬ﺇﺫﺍ ﻛﺎﻧـﺖ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ‬ ‫‪.38‬‬

‫ﺃﺳﻄﻮﺍﻧﺔ ﻣﺴـﺎﺣﺘﻬﺎ ‪ ،0.0082 m2‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ‬ ‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﲈﺀ ‪ ،0 ˚C‬ﻓﻜﻴﻒ ﺗﺘﻐﲑ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺇﺫﺍ ﹸﺳ ﹼﺨﻦ‬
‫ﳚﺐ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﻫﺬﻩ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺍﻟﺼﻐﲑﺓ ﻟﺮﻓﻊ ﺍﻟﺴﻴﺎﺭﺓ؟‬ ‫ﺇﱃ ‪ ،4 ˚C‬ﻭﺇﱃ ‪8 ˚C‬؟‬
‫التف‪ ‬ال‪‬اقد ﲡﻠـﺲ ﻓﺎﻃﻤـﺔ ﰲ ﻳـﻮﻡ ﺣـﺎﺭ ﻭﺭﻃـﺐ‬ ‫‪.41‬‬ ‫ال‪‬فو ‪‬ال‪ ‬ﻫﻞ ﺗﻄﻔﻮ ﻋﻠﺒﺔ ﴍﺍﺏ ﺍﻟﺼﻮﺩﺍ ﰲ ﺍﳌﺎﺀ‬ ‫‪.39‬‬

‫ﻛﺄﺳـﺎ ﻣـﻦ ﺍﳌﺎﺀ ﺍﻟﺒـﺎﺭﺩ‪ ،‬ﻭﻛﺎﻥ‬

‫ﰲ ﺑﺎﺣـﺔ ﻣﻨﺰﳍـﺎ‪ ،‬ﻭﲢﻤﻞ ﹰ‬
‫ﺍﻟﺴـﻄﺢ ﺍﳋﺎﺭﺟـﻲ ﻟﻠـﻜﺄﺱ ﻣﻐﻄـﻰ ﺑﻄﺒﻘـﺔ ﻣـﻦ ﺍﳌﺎﺀ‪،‬‬
‫ﻓﺎﻋﺘﻘـﺪﺕ ﺃﺧﺘﻬﺎ ﺃﻥ ﺍﳌـﺎﺀ ﻳﺘﴪﺏ ﻣﻦ ﺧـﻼﻝ ﺍﻟﺰﺟﺎﺝ‬
‫ﻣـﻦ ﺍﻟﺪﺍﺧﻞ ﺇﱃ ﺍﳋﺎﺭﺝ‪ .‬ﺍﻗﱰﺡ ﲡﺮﺑﺔ ﻳﻤﻜﻦ ﻟﻔﺎﻃﻤﺔ ﺃﻥ‬
‫ﲡﺮﳞﺎ ﻟﺘﻮﺿﺢ ﻷﺧﺘﻬﺎ ﻣﻦ ﺃﻳﻦ ﻳﺄﰐ ﺍﳌﺎﺀ؟‬
‫ﺟـﺮﺏ ﺫﻟﻚ‪ .‬ﻭﻫﻞ ﻳﺘﺄﺛـﺮ ﺫﻟﻚ ﺑﻜﻮﻥ‬ ‫ﺃﻡ ﺗﻐـﻮﺹ ﻓﻴﻪ؟ ﹼ‬
‫ﺍﻟـﴩﺍﺏ ﺧﺎﻟ ﹰﻴـﺎ ﻣﻦ ﺍﻟﺴـﻜﺮ ﺃﻡ ﻻ؟ ﲢﺘـﻮﻱ ﲨﻴﻊ ﻋﻠﺐ‬
‫ﴍﺍﺏ ﺍﻟﺼﻮﺩﺍ ﻋﲆ ﺍﳊﺠﻢ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﺴﺎﺋﻞ ‪،354 ml‬‬
‫ﻭﺗﺰﻳﺢ ﺍﳊﺠﻢ ﻧﻔﺴﻪ ﻣﻦ ﺍﳌﺎﺀ‪ ،‬ﻓﲈ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻌﻠﺒﺔ ﺍﻟﺘﻲ‬
‫ﺗﻐﻮﺹ ﻭﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻄﻔﻮ؟‬

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 ‫و‬‫ ال‬‫د‬‫ل الت‬‫عا‬
‫ ﳑﺎ ﻳﺆﺩﻱ ﺍﱃ‬،‫ﺗﺘﻤـﺪﺩ ﻣﻌﻈـﻢ ﺍﳌﻮﺍﺩ ﻋﻨﺪ ﺗﺴـﺨﻴﻨﻬﺎ؛ ﻷﻥ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ﺗﺰﻳـﺪ ﻣﻦ ﻃﺎﻗﺔ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﲥـﺎ‬
.‫ ﻭﻫﺬﺍ ﻳﺆﺩﻱ ﺍﱃ ﺯﻳﺎﺩﺓ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺗﻠﻚ ﺍﳉﺰﻳﺌﺎﺕ ﻭﻣﻦ ﹶﺛﻢ ﲤﺪﺩ ﺍﳌﺎﺩﺓ‬،‫ﺯﻳﺎﺩﺓ ﴎﻋﺘﻬﺎ ﻭﺯﻳﺎﺩﺓ ﻋﺪﺩ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﺑﻴﻨﻬﺎ‬
:‫ ﺗﻌﺘﻤﺪ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﻃﻮﻝ ﺍﳌﺎﺩﺓ ﻋﲆ ﻛﻞ ﻣﻦ‬.‫ﻭﺗﺘﻨﺎﺳـﺐ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﻃﻮﻝ ﺍﳌﺎﺩﺓ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣـﻊ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‬
‫ ﻭﻟﻜﻞ ﻣﺎﺩﺓ ﻣﻌﺎﻣﻞ ﲤﺪﺩ ﻃـﻮﱄ ﺧﺎﺹ ﲠﺎ ﻳﻤﻴﺰﻫﺎ ﻋﻦ‬.‫ﻃـﻮﻝ ﺍﳌـﺎﺩﺓ ﺍﻷﺻﲇ ﻭﻧﻮﻉ ﺍﳌﺎﺩﺓ ﻭﺍﻟﺘﻐـﲑ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ‬
:‫ ﰲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺳﺘﺘﻤﻜﻦ ﻣﻦ ﺣﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﳌﺎﺩﺓ ﺍﻟﻨﺤﺎﺱ ﺑﺘﻄﺒﻴﻖ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‬.‫ﻏﲑﻫﺎ ﻣﻦ ﺍﳌﻮﺍﺩ‬
∆L = α L1 ∆T
‫ة‬‫ الت‬‫ا‬‫صو‬
‫ﻛﻴﻒ ﻧﻘﻴﺲ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﳌﺎﺩﺓ؟‬
   
Hand protection Eye safety Thermal safety Explosive

،1 m ‫ ﺃﻧﺒـﻮﺏ ﻧﺤـﺎﺱ ﻃﻮﻟﻪ‬،‫ﺳـﺨﺎﻥ ﻛﻬﺮﺑﺎﺋـﻲ ﻟﺘﺴـﺨﲔ ﺍﳌﺎﺀ‬ .‫� ﲢﺴﺐ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﳌﺎﺩﺓ‬ 
Electrical hazard

Harmful / Irritant

Biological hazards

Flammable

‫ ﺃﻧﺎﺑﻴﺐ‬،‫ ﻣﺼﺪﺭ ﻣﺎﺀ‬،‫ ﻋﺎﺯﻝ ﺣﺮﺍﺭﻱ‬،1 m ‫ﺃﻧﺒﻮﺏ ﺃﻟﻮﻣﻨﻴﻮﻡ ﻃﻮﻟﻪ‬ .‫� ﺗﺘﻌﺮﻑ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﲤﺪﺩ ﺍﳌﺎﺩﺓ‬
‫ ﺟﻬﺎﺯ‬،RMS ‫ﳎﺲ ﺍﺳﺘﺸﻌﺎﺭ ﺍﳊﺮﻛﺔ‬ ‫ ﹼ‬،‫ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﺍﳊﺮﺍﺭﻱ‬
   
First aid Eye wash station Fire extinguisher Radioactive safety

،‫ ﺩﻭﺭﻕ ﻓﺎﺭﻍ‬،‫ ﳎﺲ ﻗﻴﺎﺱ ﺍﳊﺮﺍﺭﺓ‬،‫ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻣﻊ ﻣﻠﺤﻘﺎﺗﻪ‬ 

Sharp objects safety

Poison safety

Oxidizer

Corrosive

.‫ﻗﺎﺭﺉ ﺑﻴﺎﻧﺎﺕ‬
 
  

 
 

 
 
 
Hand protection Hand protection Laser beam
Eye safety Eye safety
Thermal safety Hand protection Thermal safety
Explosive
Lab. coat Ecological hazards Explosive
Eye safety Thermal safety
Carcinogenic Explosive

‫� ﺍﻟﺒـﺲ ﻗﻔـﺎﺯﺍﺕ ﺣﺮﺍﺭﻳـﺔ ﻭﻗﺎﻳـﺔ ﻣـﻦ ﺍﳊﺮﺍﺭﺓ ﺇﺫﺍ ﳌﺴـﺖ‬

‫ﺭﻛﱢﺐ ﻣﻜﻮﻧﺎﺕ ﺟﻬﺎﺯ ﻗﻴﺎﺱ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﺍﳌﻮﺿﺢ‬ .1

Electrical hazard


HarmfulElectrical
/ Irritant hazard

 
BiologicalHarmful
hazards



/ Irritant hazard Flammable
Electrical BiologicalHarmful
hazards/ Irritant


Flammable
Biological hazards

Flammable

.‫ﺃﻧﺒﻮﺏ ﺳﺎﺧﻦ‬
‫( ﰲ ﺍﳌﻜﺎﻥ‬1 m) ‫ ﻭﺛ ﱢﺒﺖ ﺃﻧﺒﻮﺏ ﺍﻟﻨﺤـﺎﺱ‬،‫ﰲ ﺍﻟﺼـﻮﺭﺓ‬  
 
  

 
 

‫ ﺛﻢ ﺍﺳﺘﺨﺪﻡ ﺃﻧﺒﻮ ﹰﺑﺎ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ ﺍﳊﺮﺍﺭﻱ‬،‫ﺍﳌﺨﺼﺺ ﻟﻪ‬

First aid First aid
Eye wash station Eye wash station
Fire extinguisher First aid Firesafety
Radioactive extinguisher
Eye wash station Radioactive
Firesafety
extinguisher Radioactive safety

‫ﹼ‬
‫ﺍﻟﺴﺨﺎﻥ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺄﻧﺒﻮﺏ‬ ‫ﹺ‬
‫ﻟﺘﺼ ﹶﻞ ﺃﺣﺪ ﳐﺮﺟﻲ ﺍﻟﺒﺨﺎﺭ ﰲ‬ 
Sharp objects safety


Sharp
Poison objects safety
safety

Poison
Oxidizer


safety
Sharp

 
objects safety CorrosiveOxidizer
Poison safety


CorrosiveOxidizer

Corrosive

.‫ ﻭﺃﻏﻠﻖ ﺍﳌﺨﺮﺝ ﺍﻵﺧﺮ ﺑﺴﺪﺍﺩﺓ ﻣﻨﺎﺳﺒﺔ‬،‫ﺍﻟﻨﺤﺎﺱ‬

‫ﹺﺻﻞ ﺍﻟﻄﺮﻑ ﺍﻟﺜﺎﲏ ﻷﻧﺒﻮﺏ ﺍﻟﻨﺤﺎﺱ ﺑﺄﻧﺒﻮﺏ ﺑﻼﺳﺘﻴﻚ‬
 
 
 
   
 
Laser beam Laser beam
Lab. coat Lab. coat
Ecological hazards Laser beam Ecological hazards
Carcinogenic Lab. coat Carcinogenic
Ecological hazards Carcinogenic

.2
‫ﻭﺿ ﹺﻊ ﺍﻟﻄﺮﻑ ﺍﻟﺜﺎﲏ ﻷﻧﺒﻮﺏ ﺍﻟﺒﻼﺳﺘﻴﻚ‬
‫ ﹶ‬،‫ﺣﺮﺍﺭﻱ ﺁﺧﺮ‬
.‫ﰲ ﺍﻟﺪﻭﺭﻕ ﺍﻟﻔﺎﺭﻍ‬
‫ﹺﻗ ﹺ‬
‫ﺲ ﺍﻟﻄﻮﻝ ﺍﻟﻔ ﹼﻌﺎﻝ ﻷﻧﺒﻮﺏ‬ .3
‫( ﻛـﲈ ﻫـﻮ‬L 1 ) ‫ﺍﻟﻨﺤـﺎﺱ‬
.‫ﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ﺍﳌﺠﺎﻭﺭ‬
‫ﹸﻣ ﹼ‬
‫ﺎﺱ‬
‫ﻟﻨﺤ‬
‫ﺏﺍ‬
‫ﻷﻧﺒﻮ‬
‫ﻌﺎﻝ‬
‫ﺍﻟﻔ ﹼ‬
‫ﻄﻮﻝ‬
‫ﺍﻟ‬

‫ﺛ ﱢﺒـﺖ ﳎـﺲ ﺍﺳﺘﺸـﻌﺎﺭ‬ .4

‫ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ‬،‫ ﰲ ﺍﳌﻜﺎﻥ ﺍﳌﺨﺼﺺ ﻟﻪ‬RMS ‫ﺍﳊﺮﻛـﺔ‬
‫ ﹼ‬:‫ ﻣﻼﺣﻈـﺔ‬.‫ﰲ ﺍﻟﺸـﻜﻞ‬
‫ﳎﺲ ﺍﺳﺘﺸـﻌﺎﺭ ﺍﳊﺮﻛـﺔ ﺟﻬﺎﺯ‬
168
 ‫‪‬د‪ ‬الب‪‬ا‪‬ات‬
‫‪‬عا‪‬ل الت‪‬د‪‬‬ ‫الت‪  ‬ر‪‬ة‬ ‫الت‪  ‬و‪‬‬ ‫‪‬ر‪‬ة ح‪‬ار‪‬‬ ‫ال‪‬و‪ ‬الفعا‪‬‬ ‫‪‬ر‪‬ة ح‪‬ار‪‬‬
‫ال‪‬ول‪‬‬ ‫ح‪‬ار‪ ‬ا‪‬بو‪‬‬ ‫ا‪‬بو‪‬‬ ‫ا‪‬بو‪ ‬ال‪‬ا‪‬ة‬ ‫لال‪‬بو‪‬‬ ‫ا‪‬بو‪ ‬ا‪‬تدا‪‬ة‬ ‫ال‪‬ا‪‬‬
‫)‪(1/˚C‬‬ ‫)‪∆T(˚C‬‬ ‫)‪∆L(mm‬‬ ‫)‪T2(˚C‬‬ ‫)‪L1(mm‬‬ ‫)‪T1(˚C‬‬
‫ال‪‬حا‪‬‬

‫ا‪‬لو‪‬و‪‬‬

‫ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳉﺪﻭﻝ ‪ ،4-2‬ﻫﻞ ﻛﺎﻧﺖ ﻧﺘﺎﺋﺞ ﲡﺮﺑﺘﻚ‬
‫ﺩﻗﻴﻘـﺔ؟ ﺇﻥ ﻛﺎﻥ ﻫﻨـﺎﻙ ﺍﺧﺘـﻼﻑ ﺑﲔ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤﺪﺩ‬
‫ﺍﳊﻘﻴﻘـﻲ ﻟﻠﻨﺤـﺎﺱ ﻭﻧﺘﺎﺋـﺞ ﲡﺮﺑﺘـﻚ ﻓﺎﺫﻛـﺮ ﺳـﺒﺒﲔ‬
‫ﳏﺘﻤﻠﲔ ﳍﺬﺍ ﺍﻻﺧﺘﻼﻑ‪.‬‬
‫اح‪‬ص‪ ‬ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﻃـﻮﻝ ﺃﻧﺒـﻮﺏ ﺍﻟﻨﺤـﺎﺱ ﺍﻟـﺬﻱ‬
‫‪.2‬‬ ‫ﻗﻴﺎﺱ ﺣﺪﻳﺚ ﻭﺩﻗﻴﻖ‪ ،‬ﹸﻳﺴﺘﺨﺪﻡ ﰲ ﺍﳌﺨﺘﱪﺍﺕ ﻟﻘﻴﺎﺱ‬
‫ﺍﳊﺮﻛـﺔ ﺑﺪﻗﺔ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻣﺒـﺪﺃ ﻋﻤﻠﻪ ﻋﲆ ﲢﻮﻳﻞ ﺍﳊﺮﻛﺔ‬
‫ﺍﳋﻄﻴﺔ ﺇﱃ ﺣﺮﻛﺔ ﺩﻭﺭﺍﻧﻴﺔ ﺑﻮﺍﺳـﻄﺔ ﳏﻮﺭ ﺩﻭﺭﺍﻥ ﻣﺜ ﹼﺒﺖ‬
‫ﻓﻴﻪ‪ ،‬ﻭﺗﺼﻞ ﺩﻗﺔ ﻗﻴﺎﺳﻪ ﺇﱃ ‪.0.055 mm‬‬
‫‪.3‬‬ ‫ﳎﺲ ﻗﻴﺎﺱ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﳋﺎﺭﺟﻲ‬ ‫ﺛﺒﺖ ﹼ‬ ‫‪.5‬‬

‫ﺍﺳـﺘﺨﺪﻣﺘﻪ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺇﺫﺍ ﺗﻐـﲑﺕ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ﻣﻦ‬ ‫ﻷﻧﺒﻮﺏ ﺍﻟﻨﺤﺎﺱ ﻭﻋﻨﺪ ﻣﻨﺘﺼﻔﻪ ﺑﺎﳌﺸﺒﻚ ﺍﻟﻨﺎﺑﴤ‪ ،‬ﺛﻢ‬
‫‪ 20˚C‬ﺇﱃ ‪ 200˚C‬ﺛـﻢ ﺇﱃ ‪ 300˚C‬ﺛـﻢ ﺇﱃ ‪400˚C‬‬ ‫ﻏ ﹼﻠـﻒ ﻫﺬﻩ ﺍﳌﻨﻄﻘﺔ ﺑﺎﻟﻌﺎﺯﻝ ﺍﳊـﺮﺍﺭﻱ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ‬
‫ﺛﻢ ﺍﺭﺳـﻢ ﻋﻼﻗﺔ ﺑﻴﺎﻧﻴﺔ ﺑﲔ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﻃﻮﻝ ﺍﻷﻧﺒﻮﺏ‬ ‫ﻭﺳﺠﻞ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬ ‫ﹼ‬ ‫ﰲ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﻭﺍﻟﺘﻐﲑ ﰲ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ .‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬ ‫ﺍﳌﺠﺲ ﻋـﲆ ﺃﳖﺎ ﺩﺭﺟﺔ‬
‫ﹼ‬ ‫ﺃﻧﺒـﻮﺏ ﺍﻟﻨﺤﺎﺱ ﺍﻟﺘـﻲ ﻗﺮﺃﻫﺎ‬
‫ﺣﺮﺍﺭﺓ ﺍﻷﻧﺒﻮﺏ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ‪.T1‬‬
‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﻣﻌﺮﻓﺔ ﻧﻮﻉ ﻓﻠﺰ ﺇﺫﺍ ﺗﻮﻓﺮﺕ ﻟﺪﻳﻚ ﺃﻧﺒﻮﺏ ﻣﻨﻪ‪،‬‬ ‫‪.1‬‬ ‫ﺍﻟﺴﺨﺎﻥ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﺍﻧﺘﻈﺮ ﺣﺘﻰ ﺗﺴﻤﻊ ﺻﻮﺕ‬ ‫ﹼ‬ ‫ﺷ ﹼﻐﻞ‬ ‫‪.6‬‬

‫ﻭﻛﺬﻟﻚ ﺗﻮﻓﺮﺕ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﻲ ﺍﺳﺘﺨﺪﻣﺘﻬﺎ ﰲ ﲡﺮﺑﺘﻚ؟‬ ‫ﺑﻘﺒﻘﺔ ﺍﳌﺎﺀ ﺇﺷـﺎﺭﺓ ﺇﱃ ﺑﺪﺀ ﻏﻠﻴﺎﻧـﻪ‪ ،‬ﻭﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ‬
‫ﻣﺎ ﺃﳘﻴﺔ ﻣﻌﺮﻓﺔ ﻗﻴﻤﺔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻠﻤﻮﺍﺩ ﺍﳌﺨﺘﻠﻔﺔ؟‬ ‫‪.2‬‬ ‫ﺍﻧﻘـﺮ ﺯﺭ ﺍﺑﺪﺃ )‪ (Start‬ﺍﳌﻮﺟﻮﺩ ﻋـﲆ ﺍﻟﱪﳎﻴﺔ ﺍﳋﺎﺻﺔ‬
‫ﳌﺎﺫﺍ ﻳﺴﺘﺨﺪﻡ ﺑﺨﺎﺭ ﺍﳌﺎﺀ ﰲ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺘﺠﺎﺭﺏ؟‬ ‫‪.3‬‬ ‫ﺑﺎﳉﻬـﺎﺯ؛ ﻭﺫﻟﻚ ﻟﺘﺒـﺪﺃ ﻋﻤﻠﻴﺔ ﺗﺴـﺠﻴﻞ ﺑﻴﺎﻧﺎﺕ ﺩﺭﺟﺔ‬
‫ﺍﳊـﺮﺍﺭﺓ‪ ،‬ﻭﺍﻟﺘﻐﲑ ﰲ ﻃﻮﻝ ﺃﻧﺒـﻮﺏ ﺍﻟﻨﺤﺎﺱ ‪ ∆L‬ﺑﻌﺪ‬
‫ﺗﺪ ﱡﻓﻖ ﺍﻟﺒﺨﺎﺭ ﺩﺍﺧﻞ ﺍﻷﻧﺒﻮﺏ‪.‬‬
‫ﺍﺑﺤﺚ ﰲ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤـﺪﺩ ﺍﳊﺠﻤﻲ ﻟﻠﲈﺀ ﻭﻗﺎﺭﻧﻪ ﻣﻊ ﻣﻌﺎﻣﻞ‬
‫ﺍﻟﺘﻤﺪﺩ ﺍﳊﺠﻤﻲ ﻟﻠﺴﻮﺍﺋﻞ ﺍﻷﺧﺮ￯‪.‬‬ ‫ﺗﺜﺒـﺖ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ ﺑﻌﺪ ﺫﻟﻚ ﺑﻔـﱰﺓ ﺯﻣﻨﻴﺔ ﻗﺼﲑﺓ‪،‬‬ ‫‪.7‬‬
‫ﻭﻋﻨﺪﻫﺎ ﻳﻤﻜﻨﻚ ﺇﻳﻘـﺎﻑ ﻋﻤﻠﻴﺔ ﲨﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺇﻃﻔﺎﺀ‬
‫ﹼ‬
‫ﺍﻟﺴﺨﺎﻥ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﺍﺑﺤـﺚ ﰲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺠﻤﻲ ﳊﺸـﻮﺓ‬ ‫‪.1‬‬
‫ﺳـﺠﻞ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻷﻧﺒـﻮﺏ ﺍﻟﻨﺤﺎﺱ ‪T2‬‬
‫ﹼ‬ ‫‪.8‬‬
‫ﺍﻷﺳﻨﺎﻥ ﻭﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺠﻤﻲ ﳌﺎﺩﺓ ﺍﻟﺴﻦ‪.‬‬
‫ﻭﺍﻟﺘﻐﲑ ﰲ ﻃﻮﻟﻪ ‪ ∆L‬ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﰲ ﻇـﺮﻭﻑ ﻭﺣـﺎﻻﺕ ﻣﺮﺿﻴـﺔ ﺧﺎﺻﺔ ﻳﻀﻄـﺮ ﺍﻷﻃﺒﺎﺀ‬ ‫‪.2‬‬
‫ﻛﺮﺭ ﺍﻟﺘﺠﺮﺑﺔ ﳊﺴﺎﺏ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻸﻟﻮﻣﻨﻴﻮﻡ‪،‬‬
‫ﹼ‬ ‫‪.9‬‬
‫ﺇﱃ ﺗﺜﺒﻴـﺖ ﺳـﻴﻘﺎﻥ ﻓﻠﺰﻳـﺔ ﰲ ﺭﺟـﻞ ﺍﳌﺮﻳـﺾ ﺃﻭ‬
‫ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺃﻧﺒﻮﺏ ﺃﻟﻮﻣﻨﻴﻮﻡ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ﺃﻧﺒﻮﺏ ﺍﻟﻨﺤﺎﺱ‪.‬‬
‫ﺣﻮﺿـﻪ‪ .‬ﺍﺑﺤـﺚ ﰲ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤـﺪﺩ ﳍﺬﻩ‬
‫ﺍﻟﻔﻠﺰﺍﺕ ﻭﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﻟﻌﻈﺎﻡ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫ﺍﺳـﺘﻌﻦ ﺑﺠـﺪﻭﻝ ﺍﻟﺒﻴﺎﻧـﺎﺕ ﳊﺴـﺎﺏ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤﺪﺩ‬ ‫‪.1‬‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬ ‫ﺍﻟﻄﻮﱄ ﻟﻠﻨﺤﺎﺱ‪.‬‬
‫مل‪‬يد ‪ ‬املع‪‬و‪‬ات ‪ ‬الت‪‬د‪ ‬ا‪‬ار‪ ‬ار‪ ‬ا‪ ‬صب‪‬ة ا‪ ‬ا‪ ‬قم‬
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 ‫‪A Strange Matter‬‬ ‫املا‪ ‬الع‪‬بة‬
‫ا‪‬صبح‪ ‬ح‪‬ا‪‬ت امل‪‬ا‪ ‬ﺍﻷﺭﺑـﻊ ﺍﻷﻛﺜـﺮ ﺷـﻴﻮ ﹰﻋﺎ )ﺍﻟﺼﻠﺒـﺔ‪،‬‬
‫ﻭﺍﻟﺴـﺎﺋﻠﺔ‪ ،‬ﻭﺍﻟﻐﺎﺯﻳـﺔ‪ ،‬ﻭﺍﻟﺒﻼﺯﻣـﺎ( ﻣﺄﻟﻮﻓـﺔ ﻟﺪﻳـﻚ‪ ،‬ﻭﻟﻜـﻦ‬
‫ﻑ ﺗﻜ ﹼﺜﻒ‬
‫ﹶﻌـﺮ ﹾ‬
‫ﻫـﻞ ﻋﻠﻤﺖ ﺃﻥ ﻫﻨـﺎﻙ ﺣﺎﻟﺔ ﺧﺎﻣﺴـﺔ ﻟﻠﲈﺩﺓ؟ ﺗ ﱠ‬
‫ﺗﺘﺸﻜﻞ ﺍﻟﻘﻤﺔ ﺍﻟﻮﺳﻄﻰ ﰲ ﻫﺬﻩ ﺍﻟﺼﻮﺭ ﺍﻟﺜﻼﺙ‬
‫ﻋﻨﺪ ﺗﻜﺜﻒ ﺍﻟﺬﺭﺍﺕ ﻟﺘﻜﻮﻳﻦ ‪.BEC‬‬ ‫ﺑﻮﺯ ‪ -‬ﺃﻳﻨﺸﺘﺎﻳﻦ )‪.(BEC‬‬
‫‪‬ا ‪  ‬و‪  ‬ا‪‬ي‪‬صتاي‪ ‬ﺇﻥ ﺑﺪﺍﻳـﺎﺕ ‪ BEC‬ﻛﺎﻧـﺖ ﻋﺎﻡ‬
‫ﺍﻟﻔﻮﺗﻮﻧـﺎﺕ ﺟﺰ ﹰﺀﺍ ﻣـﻦ ﻃﺎﻗﺔ ﺍﻟﺬﺭﺍﺕ ﳑﹼﺎ ﻳـﺆﺩﻱ ﺇﱃ ﺍﻧﺨﻔﺎﺽ‬
‫‪1920‬ﻡ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﺍﻟﺘﻲ ﻗﺎﻡ ﲠﺎ ﺳـﺘﻨﺪﺭﺍﻧﺎﺙ ﺑﻮﺯ‬
‫ﱪﺩ ﺍﻟﻌﻴﻨﺔ ﺇﺫﺍ‬‫ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻌﻴﻨﺔ‪ .‬ﻭﻟﻜﻦ ﺃﺷـﻌﺔ ﺍﻟﻠﻴﺰﺭ ﻟﻦ ﺗﹸـ ﹼ‬
‫ﻋﲆ ﻗﻮﺍﻧﲔ ﻓﻴﺰﻳﺎﺀ ﺍﻟﻜـﻢ ﺍﻟﺘﻲ ﲣﻀﻊ ﳍﺎ ﻃﺎﻗﺎﺕ ﺍﻟﻔﻮﺗﻮﻧﺎﺕ‪.‬‬
‫ﱂ ﻳﺘـﻢ ﺿﺒﻄﻬﺎ ﺑﺪﻗﺔ ﻋﺎﻟﻴﺔ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﹸﻀﺒﻂ ﺍﻷﺷـﻌﺔ ﻋﻨﺪ ﺍﻟﱰ ﹼﺩﺩ‬
‫ﻭﻗـﺪ ﻃ ﹼﺒﻖ ﺃﻳﻨﺸـﺘﺎﻳﻦ ﻣﻌﺎﺩﻻﺕ ﺑﻮﺯ ﻋﲆ ﺍﻟـﺬﺭﺍﺕ‪ ،‬ﻓﺄﻇﻬﺮﺕ‬
‫ﺍﳌﻨﺎﺳﺐ ﻓﺈﻥ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻜﻮﻥ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﻴﻨﺔ ﺫﺭﺍﲥﺎ ﺑﺎﺭﺩﺓ ﺟﺪﹼﹰ ﺍ‪.‬‬
‫ﺍﳌﻌـﺎﺩﻻﺕ ﺃﻧـﻪ ﺇﺫﺍ ﻛﺎﻧـﺖ ﺩﺭﺟـﺔ ﺍﳊـﺮﺍﺭﺓ ﻟـﺬﺭﺍﺕ ﻣﻌﻴﻨـﺔ‬
‫ﺍﳌﺘﻜﻮﻧـﺔ ﰲ ﺣ ﱢﻴﺰ ﳛـﺪﺩﻩ ﺷـﻌﺎﻉ ﺍﻟﻠﻴﺰﺭ ﻣﻊ‬
‫ﹼ‬ ‫ﹸ‬
‫ﻭﲢﻔـﻆ ﻫـﺬﻩ ﺍﳌـﺎﺩﺓ‬
‫ﻣﻨﺨﻔﻀـﺔ‪ ،‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﻟﺬﺭﺍﺕ ﺳـﺘﻜﻮﻥ ﰲ ﻣﺴـﺘﻮ￯ ﺍﻟﻄﺎﻗﺔ‬
‫ﻣـﺎﺩﻱ؛ ﳌﻨﻊ ﺣﺪﻭﺙ‬ ‫ﹼ‬ ‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ‪ ،‬ﻭﻻ ﹸﲢﻔـﻆ ﰲ ﻭﻋﺎﺀ‬
‫ﺍﻟﻜﻤﻲ ﻧﻔﺴـﻪ‪ .‬ﻭﺑﺘﻌﺒﲑ ﺁﺧﺮ‪ ،‬ﻋﻨﺪ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﺍﳌﻨﺨﻔﻀﺔ‬
‫ﲤﺎﺱ ﺣﺮﺍﺭﻱ ﻳﻜﺴﺒﻬﺎ ﺣﺮﺍﺭﺓ‪.‬‬ ‫ﱟ‬
‫ﺟﺪﹼﹰ ﺍ ﲥﺒﻂ ﺍﻟﺬﺭﺍﺕ ﺍﻟﺘﻲ ﲢﺘﻞ ﻣﺴـﺘﻮﻳﺎﺕ ﳐﺘﻠﻔﺔ ﻟﻠﻄﺎﻗﺔ ﻓﺠﺄﺓ‬
‫ﱪﺩ ﻫـﺬﻩ ﺍﻟﻌﻴﻨـﺔ ﻋـﻦ ﻃﺮﻳـﻖ ﺍﻟﻠﻴـﺰﺭ ﺇﱃ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ‬ ‫ﻭﺗﹸـ ﹼ‬
‫ﺇﱃ ﺃﻗﻞ ﻣﺴـﺘﻮ￯ ﳑﻜﻦ ﻟﻠﻄﺎﻗﺔ‪ .‬ﻭﻋﻨﺪ ﺩﺭﺟﺎﺕ ﺍﳊﺮﺍﺭﺓ ﻫﺬﻩ‪-‬‬
‫_____ ﺗﻘﺮﻳ ﹰﺒـﺎ(‪ ،‬ﻟﻜﻨﻬـﺎ ﺑﺬﻟـﻚ ﻟـﻦ ﺗﻜـﻮﻥ ﺑـﺎﺭﺩﺓ ﺑـﲈ‬
‫‪1‬‬
‫)‪K‬‬
‫‪10000‬‬ ‫ﺍﻟﺘـﻲ ﻻ ﺗﻮﺟـﺪ ﰲ ﺍﻟﻄﺒﻴﻌﺔ‪ ،‬ﻭﻟﻜﻦ ﻳﻤﻜـﻦ ﺇﳚﺎﺩﻫﺎ ﰲ ﺍﳌﺨﺘﱪ‬
‫ﻳﻜﻔـﻲ ﻟﺘﻜﻮﻳﻦ ‪BEC‬؛ ﻟﺬﺍ ﻳﺴـﺘﺨﺪﻡ ﺍﻟﻌﻠﲈﺀ ﺍﻟﺘﱪﻳﺪ ﺑﺎﻟﺘﺒﺨﲑ‬
‫ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺗﻘﻨﻴﺔ ﻣﺘﻘﺪﻣﺔ ﺟـﺪﹼﹰ ﺍ ‪ -‬ﻻ ﻳﻤﻜﻦ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺫﺭﺍﺕ‬
‫ﻹﻧﺠﺎﺯ ﺍﳋﻄﻮﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﻮﺻﻮﻝ ﺇﱃ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬
‫‪ ،BEC‬ﻛﲈ ﺗﻜﻮﻥ ﻣﻮﺍﻗﻌﻬﺎ ﻣﺘﲈﺛﻠﺔ‪.‬‬
‫ﺛـﻢ ﲢﻔـﻆ ﺍﳌﺎﺩﺓ ﺍﻟﻨﺎﲡﺔ ﻋـﻦ ﻃﺮﻳﻖ ﺍﻟﺘﱪﻳـﺪ ﺑﺎﻟﺘﺒﺨﲑ ﰲ ﻭﻋﺎﺀ‬
‫‪ ‬ص‪‬ا‪‬ت ‪ BEC‬ﲤﻜـﻦ ﺍﻟﻌﺎﳌـﺎﻥ ﺇﻳـﺮﻙ ﻛﻮﺭﻧﻴـﻞ ﻭﻛﺎﺭﻝ‬
‫ﻣﻐﻨﺎﻃﻴـﴘ ﺃﻗـﻮ￯ ﻣـﻦ ﺫﻱ ﻗﺒﻞ‪ ،‬ﳑﺎ ﻳﺴـﻤﺢ ﻟﻠـﺬﺭﺍﺕ ﺫﺍﺕ‬
‫ﻭﺍﻳﻤـﻦ ﻣـﻦ ﺍﻟﺘﻮﺻـﻞ ﺇﱃ ﺃﻭﻝ ﺣﺎﻟﺔ ‪ BEC‬ﰲ ﻋـﺎﻡ ‪1995‬ﻡ‪،‬‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻷﻋﲆ ﺑﺎﻻﻧﻄﻼﻕ ﺗﺎﺭﻛﺔ ﺍﻟﺬﺭﺍﺕ ﺫﺍﺕ ﺍﻟﻄﺎﻗﺔ ﺍﳌﺘﺪﻧﻴﺔ‬
‫ﻭﻹﳚﺎﺩ ‪ BEC‬ﺍﺳـﺘﺨﺪﻡ ﺍﻟﻌﺎﳌـﺎﻥ ﺫﺭﺍﺕ ﻋﻨﴫ ﺍﻟﺮﻭﺑﻴﺪﻳﻮﻡ‪.‬‬
‫ﺟﺪﹼﹰ ﺍ‪ ،‬ﻭﻫﺬﻩ ﻫﻲ ﺍﻟﺬﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺘﻜﺜﻒ ﻓﺠﺄﺓ ﻟﺘﻜﻮﻳﻦ ‪.BEC‬‬
‫ﻭﻛﺎﻥ ﻋﻠﻴﻬـﲈ ﺃﻥ ﻳﻘـﺮﺭﺍ ﻛﻴﻔﻴﺔ ﺗﱪﻳﺪ ﻫﺬﻩ ﺍﻟـﺬﺭﺍﺕ ﺇﱃ ﺩﺭﺟﺔ‬
‫ﺣـﺮﺍﺭﺓ ﺗﻘـﻞ ﻋـﻦ ﺃﻱ ﺩﺭﺟﺔ ﺗـﻢ ﺍﻟﻮﺻـﻮﻝ ﺇﻟﻴﻬـﺎ ﺣﺘﻰ ﺗﻠﻚ‬
‫التو‪‬ص‪‬‬ ‫ﺍﻟﻠﺤﻈﺔ‪.‬‬
‫‪ .1‬ق‪ ‬و‪      ‬‬ ‫ﻭﻗـﺪ ﺗﻨﺪﻫـﺶ ﻋﻨﺪﻣـﺎ ﺗﻌﻠـﻢ ﺃﻥ ﺇﺣـﺪ￯ ﺍﳋﻄـﻮﺍﺕ ﺍﳌﻬﻤـﺔ‬
‫‪BEC ‬‬ ‫ﻟﻠﻮﺻـﻮﻝ ﺇﱃ ﺩﺭﺟﺎﺕ ﺣـﺮﺍﺭﺓ ﻣﻨﺨﻔﻀﺔ ﺟﺪﹼﹰ ﺍ ﻫﻲ ﺍﺳـﺘﺨﺪﺍﻡ‬
‫‪ .2‬ق‪‬ار‪BEC   ‬‬ ‫ﺃﺷـﻌﺔ ﺍﻟﻠﻴﺰﺭ ﻟﺘﱪﻳـﺪ ﺫﺭﺍﺕ ﺍﻟﺮﻭﺑﻴﺪﻳﻮﻡ‪ .‬ﺣﻴـﺚ ﻳﻤﻜﻦ ﻟﻠﻴﺰﺭ‬
‫‪‬‬ ‫ﺃﻳﻀﺎ ﺗﱪﻳﺪ ﻋﻴﻨﺔ ﻣﻦ ﺍﻟﺬﺭﺍﺕ ﺇﺫﺍ ﹸﺿﺒﻂ؛‬
‫ﺻﻬـﺮ ﺍﻟﻔﻠﺰ‪ ،‬ﻭﻳﻤﻜﻨﻪ ﹰ‬
‫‪‬‬
‫‪‬‬ ‫ﻟﻜـﻲ ﺗﺮﺗﺪ ﻓﻮﺗﻮﻧﺎﺗﻪ ﻋـﻦ ﺍﻟﺬﺭﺍﺕ‪ ،‬ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺳـﺘﺤﻤﻞ‬

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 ‫‪The Kinetic Molecular Model  4-1‬‬
‫‪‬‬ ‫‪‬‬
‫ﲢﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ‪.‬‬
‫• ﺍﻟﺘﺠﻤﺪ ﻋﻤﻠﻴﺔ ﹼ‬ ‫• ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ‬
‫ﲢﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ‪.‬‬ ‫• ﺍﻟﺘﺠﻤﺪ‬
‫• ﺍﻻﻧﺼﻬﺎﺭ ﻋﻤﻠﻴﺔ ﹼ‬
‫• ﺍﻻﻧﺼﻬﺎﺭ‬
‫• ﺗﺜﺒﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴﺎﺋﻞ ﰲ ﺃﺛﻨﺎﺀ ﻏﻠﻴﺎﻧﻪ ﺣﺘﻰ ﻳﺘﺤﻮﻝ ﺍﻟﺴﺎﺋﻞ ﲨﻴﻌﻪ ﺇﱃ ﺑﺨﺎﺭ‪.‬‬
‫• ﺍﻟﻐﻠﻴﺎﻥ‬
‫• ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﺒﻠﻮﺭﺓ ﻟﻠﲈﺩﺓ ﻋﻨﺪﻣﺎ ﺗﻠﺘﻘﻲ ﺟﺰﻳﺌﺎﺕ ﺑﻄﻴﺌﺔ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ‪ ،‬ﻭﺗﻨﺸﺄ ﺑﻴﻨﻬﲈ‬ ‫• ﺍﻟﺘﺒﺨﺮ‬
‫ﻗﻮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺧﺎﺻﺔ ﺗﺆﺩﻱ ﺇﱃ ﺭﺑﻄﻬﺎ ﻣ ﹰﻌﺎ‪.‬‬ ‫• ﺍﻟﺘﺒﻠﻮﺭ‬
‫• ﺗﹶﻨﺘـﺞ ﺍﳊﺮﻛـﺔ ﺍﻟﱪﺍﻭﻧﻴـﺔ ﻋﻨﺪ ﺍﺻﻄـﺪﺍﻡ ﺟﺰﻳﺌـﺎﺕ ﺍﳌﺎﺋﻊ ﺑﻌﻀﻬـﺎ ﺑﺒﻌﺾ ﻭﻣـﻊ ﺍﳉﺰﻳﺌﺎﺕ‬ ‫• ﺍﳊﺮﻛﺔ ﺍﻟﱪﺍﻭﻧﻴﺔ‬
‫ﺍﳌﺘﻌﻠﻘﺔ ﻓﻴﻪ‪.‬‬ ‫• ﺍﳌﻮﺍﺋﻊ‬
‫ﲢـﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺣﺎﻟﺔ ﺇﱃ ﺣﺎﻟﺔ ﺃﺧﺮ￯ ﻳﻜﻮﻥ ﺳـﺒﺐ‬
‫ﻳﻮﺿـﺢ ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﺃﻥ ﹼ‬
‫ﹼ‬ ‫•‬
‫ﺗﻐﲑ ﺍﻟﻘﻮ￯ ﺑﲔ ﺍﳉﺰﻳﺌﺎﺕ ﻭﺍﳌﺴﺎﻓﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ ﺑﻴﻨﻬﺎ‪.‬‬

‫‪Thermal expansion of solids and liguids  4-2‬‬

‫‪‬‬ ‫‪‬‬
‫• ﻟﻠﲈﺩﺓ ﺃﺭﺑﻊ ﺣﺎﻻﺕ ﻫﻲ‪ :‬ﺻﻠﺒﺔ‪ ،‬ﻭﺳﺎﺋﻠﺔ‪ ،‬ﻭﻏﺎﺯﻳﺔ‪ ،‬ﻭﺑﻼﺯﻣﺎ‪.‬‬
‫• ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ‬
‫• ﺗﱰﺗـﺐ ﺍﳉﺰﻳﺌـﺎﺕ ﰲ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺍﻟﺒﻠﻮﺭﻳـﺔ ﻭﻓﻖ ﻧﻤﻂ ﻣﻨﺘﻈـﻢ‪ ،‬ﺃﻣﺎ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻏﲑ‬
‫• ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ‬
‫ﺍﻟﺒﻠﻮﺭﻳﺔ ﻓﻼ ﻳﻮﺟﺪ ﳉﺰﻳﺌﺎﲥﺎ ﻧﻤﻂ ﻣﻨﺘﻈﻢ‪.‬‬
‫• ﻳﺘﻨﺎﺳـﺐ ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺍﻟﺘﻐﲑ ﰲ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﻭﺍﳊﺠﻢ ﺍﻷﺻﲇ‪ ،‬ﻭﻳﻌﺘﻤﺪ‬
‫‪∆L‬‬
‫______ = ‪α‬‬ ‫‪∆V‬‬
‫_____ = ‪β‬‬ ‫ﺫﻟﻚ ﻋﲆ ﻧﻮﻉ ﺍﳌﺎﺩﺓ‪.‬‬
‫‪L1 ∆T‬‬ ‫‪V1 ∆T‬‬
‫ﳛﺪﺙ ﺷﺬﻭﺫ ﺍﳌﺎﺀ ﺑﲔ ﺩﺭﺟﺘﻲ ‪ 0˚C‬ﻭ ‪4˚C‬‬ ‫•‬

‫** ‪Pressure density and Buoyancy  4-3‬‬

‫‪‬‬ ‫‪‬‬
‫• ﻳﻨﺘﻘﻞ ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻀﻐﻂ‪ ،‬ﻣﻦ ﺩﻭﻥ ﻧﻘﺼﺎﻥ‪ ،‬ﺧﻼﻝ ﺍﻟﺴﺎﺋﻞ ﺍﻋﺘﲈ ﹰﺩﺍ ﻋﲆ ﻣﺒﺪﺃ ﺑﺎﺳﻜﺎﻝ‪.‬‬
‫‪F A‬‬ ‫• ﺍﻟﻀﻐﻂ‬
‫____ = ‪F2‬‬
‫‪1 2‬‬

‫‪A‬‬ ‫• ﺍﻟﻜﺜﺎﻓﺔ‬
‫‪1‬‬

‫• ﻳﺘﻨﺎﺳﺐ ﺍﻟﻀﻐﻂ ﻋﻨﺪ ﻋﻤﻖ ﻣﻌﲔ ﺩﺍﺧﻞ ﻣﺎﺋﻊ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﻋﻨﺪ ﺫﻟﻚ ﺍﻟﻌﻤﻖ‪.‬‬ ‫• ﺍﻟﻄﻔﻮ‬
‫• ﺍﻟﻮﺯﻥ‬
‫‪P = ρhg‬‬
‫• ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺗﺴﺎﻭﻱ ﻭﺯﻥ ﺍﳌﺎﺋﻊ ﺍﳌﺰﺍﺡ‪.‬‬
‫‪F = ρ Vg‬‬

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‫ﻭﻭ ﹺﺿﻊ ﺳـﺎﺋﻞ‬
‫ـﴬ ﻏـﺎﺯ ﰲ ﻭﻋﺎﺀ ﳏﻜـﻢ ﺍﻹﻏﻼﻕ‪ ،‬ﹸ‬ ‫ﹸﺣ ﹼ‬ ‫‪.50‬‬ ‫‪‬ي‪‬ة املفا‪‬م‬
‫ﰲ ﻭﻋـﺎﺀ ﺁﺧﺮ ﻟﻪ ﺍﳊﺠﻢ ﻧﻔﺴـﻪ ﻓﻤـﻸﻩ‪ .‬ﻓﻜﻴﻒ ﳜﺘﻠﻒ‬ ‫ﺃﻛﻤـﻞ ﺧﺮﻳﻄـﺔ ﺍﳌﻔﺎﻫﻴـﻢ ﺃﺩﻧـﺎﻩ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻔـﺮﺩﺍﺕ‬ ‫‪.42‬‬
‫ﺃﺣﺪﳘﺎ ﻋﻦ ﺍﻵﺧﺮ؟‬ ‫ﺍﻵﺗﻴـﺔ‪ :‬ﺟﺰﻳﺌـﺎﺕ‪ ،‬ﻣﺴـﺎﻓﺎﺕ ﺑﻴﻨﻴـﺔ‪ ،‬ﺑﻘـﻮ￯ ﲡـﺎﺫﺏ‪،‬‬
‫‪‬ب‪ ‬املفا‪‬م‬ ‫ﺍﻟﻐﺎﺯﺍﺕ‪ ،‬ﺣﺮﻛﺔ ﻣﺴﺘﻤﺮﺓ‪ ،‬ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‪.‬‬
‫ﳌﺎﺫﺍ ﻳﺒﺪﻭ ﻫﻮﺍﺀ ﺍﻟﺰﻓﲑ ﻛﻐﻴﻤﺔ ﺑﻴﻀﺎﺀ ﹰ‬
‫ﻗﻠﻴﻼ ﰲ ﺑﻌﺾ ﺃﻳﺎﻡ‬ ‫‪.51‬‬
‫‪‬و‪ ‬ا‪‬ة ا‪‬ي‪‬ة‬
‫ﺍﻟﺸﺘﺎﺀ؟‬
‫‪‬ي‪‬ات املا‪ ‬‬ ‫‪‬ب‪ ‬ي‪‬ات املا‪ ‬‬ ‫‪‬ت‪‬و‪ ‬املا‪ ‬‬
‫ﻳﺴـﺘﻘﺮ ﺻﻨﺪﻭﻕ ﻋﲆ ﺷـﻜﻞ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﻋﲆ‬ ‫* ‪.52‬‬
‫ﻭﺟﻬﻪ ﺍﻷﻛﱪ ﻋﲆ ﻃﺎﻭﻟـﺔ‪ .‬ﻓﺈﺫﺍ ﹸﺃﺩﻳﺮ ﺍﻟﺼﻨﺪﻭﻕ ﺑﺤﻴﺚ‬ ‫‪‬و‪ ‬ا‪‬ت‪‬ا‪‬ية ‪‬‬ ‫‪‬و‪ ‬صب‪ ‬عد‪‬ة ‪‬‬ ‫‪‬ف�ص‪‬ا‬

‫ﺃﺻﺒﺢ ﻳﺴﺘﻘﺮ ﻋﲆ ﻭﺟﻬﻪ ﺍﻷﺻﻐﺮ‪ ،‬ﻓﻬﻞ ﻳﺰﺩﺍﺩ ﺍﻟﻀﻐﻂ‬

‫ﻋﲆ ﺍﻟﻄﺎﻭﻟﺔ‪ ،‬ﺃﻡ ﻳﻨﻘﺺ‪ ،‬ﺃﻡ ﻳﺒﻘﻰ ﻣﻦ ﺩﻭﻥ ﺗﻐﻴﲑ؟‬
‫ﹶﺑ ﹼﲔ ﺃﻥ ﻭﺣﺪﺓ ﺍﻟﺒﺎﺳﻜﺎﻝ ﺗﻜﺎﻓﺊ ﻭﺣﺪﺓ ‪.kg/m.s2‬‬ ‫* ‪.53‬‬ ‫ا‪‬ا‪ ‬املفا‪‬م‬
‫‪‬صح‪ ‬الب‪‬صا‪ ‬ﺃﳞـﲈ ﺗﻐﻄﺲ ﳌﺴـﺎﻓﺔ ﺃﻋﻤـﻖ ﰲ ﺍﳌﺎﺀ‪:‬‬ ‫* ‪.54‬‬ ‫ﹺﺻ ﹾ‬
‫ﻒ ﻛﻴﻒ ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﺘﺒﻠﻮﺭ‪.‬‬ ‫‪.43‬‬
‫ﺑﺎﺧـﺮﺓ ﳑﻠﻮﺀﺓ ﺑﻜﺮﺍﺕ ﺗﻨﺲ ﺍﻟﻄﺎﻭﻟـﺔ‪ ،‬ﺃﻡ ﺑﺎﺧﺮﺓ ﻓﺎﺭﻏﺔ‬ ‫ﻣﻦ ﺣﺎﻻﺕ ﺍﳌﺎﺩﺓ ﺍﻟﺒﻼﺯﻣﺎ‪ .‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﻋﲆ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪.‬‬ ‫‪.44‬‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﳑﺎﺛﻠﺔ ﳍﺎ؟ ﹼ‬ ‫ﻛﻴـﻒ ﳜﺘﻠـﻒ ﺗﺮﺗﻴﺐ ﺍﻟـﺬﺭﺍﺕ ﰲ ﺍﳌـﺎﺩﺓ ﺍﻟﺒﻠﻮﺭﻳﺔ ﻋﻦ‬ ‫‪.45‬‬
‫ﻣﺎ ﻋﻤﻖ ﻭﻋﺎﺀ ﻣﻦ ﺍﳌﺎﺀ ﺍﻟﻀﻐﻂ ﻋﻨﺪ ﻗﺎﻋﻪ ﻳﺴﺎﻭﻱ ﻗﻴﻤﺔ‬ ‫* ‪.55‬‬
‫ﺗﺮﺗﻴﺒﻬﺎ ﰲ ﺍﳌﺎﺩﺓ ﻏﲑ ﺍﻟﺒﻠﻮﺭﻳﺔ؟‬
‫ﺍﻟﻀﻐـﻂ ﰲ ﻗـﺎﻉ ﻭﻋﺎﺀ ﳑﻠـــﻮﺀ ﺑﺎﻟﺰﺋﺒــــﻖ‪ ،‬ﻭﻋﻤﻘــﻪ‬
‫ﻭﺿـﺢ ﻣﻌﺘﻤـﺪﹰ ﺍ ﻋﲆ ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﻛﻴﻒ‬ ‫ﹼ‬ ‫‪.46‬‬
‫ﻋﻠـﲈ ﺑﺄﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺰﺋﺒـﻖ ﺗﺰﻳﺪ ‪ 13.55‬ﻣﺮﺓ‬
‫‪ ، 10.0 cm‬ﹰ‬ ‫ﳛﺪﺙ ﺍﻟﺘﺒﺨﺮ‪.‬‬
‫ﻋﲆ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ؟‬
‫ﻛﻴـﻒ ﺗﺘﻐﲑ ﻛﻞ ﻣـﻦ‪ :‬ﺍﻟﻘـﻮﺓ ﺑﲔ ﺟﺰﻳﺌـﺎﺕ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﺍﳌﺴـﺎﻓﺔ‬ ‫‪.47‬‬
‫ﻳﺘﺒﺨـﺮ ﺍﻟﻜﺤـﻮﻝ ﺑﻤﻌـﺪﻝ ﺃﴎﻉ ﻣـﻦ ﺗﺒﺨـﺮ ﺍﳌـﺎﺀ ﻋﻨﺪ‬ ‫‪.56‬‬
‫ﺑﻴﻨﻬـﲈ‪ ،‬ﻋﻨﺪﻣـﺎ ﺗﺘﺤـﻮﻝ ﺍﳌـﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟـﺔ ﺍﻟﺴـﺎﺋﻠﺔ ﺇﱃ ﺍﳊﺎﻟﺔ‬
‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻧﻔﺴـﻬﺎ‪ .‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﻣﻦ ﻫﺬﻩ ﺍﳌﻼﺣﻈﺔ‬ ‫ﺍﻟﺼﻠﺒﺔ؟‬
‫ﻋﻦ ﺧﺼﺎﺋﺺ ﺍﳉﺰﻳﺌﺎﺕ ﰲ ﻛﻼ ﺍﻟﺴﺎﺋﻠﲔ؟‬ ‫ﺃﺳـﻬﻢ ﻧﻤـﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﻳﺌﻴـﺔ ﰲ ﺗﻔﺴـﲑ ﻛﺜـﲑ ﻣﻦ‬ ‫‪.48‬‬
‫ﺍﻓﱰﺽ ﺃﻧﻚ ﺍﺳـﺘﺨﺪﻣﺖ ﻣﺜﻘ ﹰﺒﺎ ﻹﺣﺪﺍﺙ ﺛﻘﺐ ﺩﺍﺋﺮﻱ‬ ‫‪.57‬‬ ‫ﻓـﴪ ﻫـﺬﺍ ﺍﻟﻨﻤـﻮﺫﺝ ﻋﻤﻠﻴﺔ‬
‫ﻭﺿـﺢ ﻛﻴـﻒ ﹼ‬ ‫ﺍﻟﻈﻮﺍﻫـﺮ‪ .‬ﹼ‬
‫ﰲ ﺻﻔﻴﺤـﺔ ﻣـﻦ ﺍﻷﻟﻮﻣﻨﻴـﻮﻡ‪ .‬ﺇﺫﺍ ﺳـﺨﻨﺖ ﺍﻟﺼﻔﻴﺤﺔ‪،‬‬ ‫ﺍﻻﻧﺼﻬﺎﺭ ﻟﻠﲈﺩﺓ‪.‬‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫ﻳﻘﻞ؟ ﹼ‬‫ﻓﻬﻞ ﻳﺰﺩﺍﺩ ﺣﺠﻢ ﺍﻟﺜﻘﺐ ﺃﻡ ﹼ‬
‫ﻫﻞ ﻳﻌﺘﻤﺪ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻋﲆ ﻭﺣﺪﺍﺕ ﺍﻟﻘﻴﺎﺱ‬ ‫‪.49‬‬
‫ﻗﺪ ﻳﻨﻜﴪ ﻭﻋﺎﺀ ﺯﺟﺎﺟﻲ ﺇﺫﺍ ﹰ‬
‫ﺳـﺨﻨﺎ ﺃﻭ ﹰﺑﺮﺩﻧﺎ ﺟﺰ ﹰﺀﺍ ﻣﻨﻪ‬ ‫‪.58‬‬ ‫ﻓﴪ ﺫﻟﻚ‪.‬‬‫ﺍﳌﺴﺘﺨﺪﻣﺔ؟ ﹼ‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬ ‫ﺑﺸﻜﻞ ﺃﴎﻉ ﻣﻦ ﺍﻷﺟﺰﺍﺀ ﺍﻷﺧﺮ￯‪ .‬ﱢ‬

‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬ ‫‪172‬‬

 ‫ﺍﻟﻌﺎﺩﻱ‪ ،‬ﻭﺍﻷﻧﺒﻮﺏ ‪ B‬ﻣﺼﻨﻮﻉ ﻣﻦ ﺍﻟﺰﺟﺎﺝ ﺍﻟﻘﺎﺑﻞ ﻟﻠﺘﺴﺨﲔ‬ ‫ﻭﺿﻌﺖ ﲬﺴـﺔ ﺃﺟﺴـﺎﻡ ﰲ ﺧـﺰﺍﻥ ﻣﻦ ﺍﳌـﺎﺀ ﻛﺜﺎﻓﺎﲥﺎ ﻋﲆ‬ ‫‪.59‬‬ ‫*‬
‫ﰲ ﺍﻷﻓﺮﺍﻥ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ ،‬ﺍﺭﺗﻔﻊ ﻣﺴـﺘﻮ￯‬ ‫ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬ ‫ﺍﳌﺎﺀ ﰲ ﺍﻷﻧﺒﻮﺏ ‪ B‬ﺃﻛﺜﺮ ﻣﻦ ﺍﻷﻧﺒﻮﺏ ‪ .A‬ﹼ‬ ‫‪1.15 g/cm3 .d‬‬ ‫‪0.85 g/cm3 .a‬‬
‫ا‪‬ا‪ ‬‬
‫حل امل‪‬صا‪‬ل‬ ‫‪1.25 g/cm3 .e‬‬ ‫‪0.95 g/cm3 .b‬‬
‫‪ 4-2‬الت‪‬د‪ ‬ا‪‬ار‪ ‬ل‪‬وا‪ ‬ال�ص‪‬بة ‪‬ال‪‬صوا‪‬ل‬ ‫‪1.05 g/cm3 .c‬‬
‫ال‪‬تا‪ ‬امل‪‬ر ﻛﺘﺎﺏ ﻓﻴﺰﻳﺎﺀ ﻛﺘﻠﺘﻪ ‪ ،0.85 kg‬ﻭﺃﺑﻌﺎﺩ ﺳﻄﺤﻪ‬ ‫‪.65‬‬ ‫*‬ ‫ﺍﺧـﱰ ﺍﳌﻮﺍﻗـﻊ ﻣـﻦ ‪ 1‬ﺇﱃ ‪ 5‬ﻟـﻜﻞ ﻣـﻦ ﺍﻷﺟﺴـﺎﻡ ﺍﳋﻤﺴـﺔ ﰲ‬
‫‪ ،24.0 cm × 20.0 cm‬ﻳﺴﺘﻘﺮ ﻋﲆ ﺳﻄﺢ ﻃﺎﻭﻟﺔ‪.‬‬ ‫ﺍﻟﺸﻜﻞ ‪ 4-20‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ‪.1.00 g/cm3‬‬
‫ﻣﺎ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﻟﻜﺘﺎﺏ ﰲ ﺍﻟﻄﺎﻭﻟﺔ؟‬ ‫‪.a‬‬

‫ﻣﺎ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺑﻪ ﺍﻟﻜﺘﺎﺏ؟‬ ‫‪.b‬‬

‫ﻣـﺎ ﺍﻟﺘﻐـﲑ ﰲ ﺣﺠـﻢ ﻗﺎﻟـﺐ ﻣـﻦ ﺍﻷﺳـﻤﻨﺖ ﺣﺠﻤـﻪ‬ ‫‪.66‬‬

‫‪ 1.0 m3‬ﺇﺫﺍ ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ﺑﻤﻘﺪﺍﺭ ‪45 ˚C‬؟‬
‫ا‪‬ص‪‬ور ﻳﺴـﺘﺨﺪﻡ ﻋـﲈﻝ ﺑﻨﺎﺀ ﺍﳉﺴـﻮﺭ ﻋﺎﺩﺓ ﻣﺴـﺎﻣﲑ‬ ‫‪.67‬‬
‫ﻓﻮﻻﺫﻳـﺔ ﺑﺤﻴﺚ ﺗﻜـﻮﻥ ﺃﻛﱪ ﻣﻦ ﺛﻘﺐ ﺍﳌﺴـﲈﺭ؛ ﻭﺫﻟﻚ‬
‫ﱪﺩ ﺍﳌﺴﲈﺭ ﻗﺒﻞ ﻭﺿﻌﻪ‬ ‫ﳉﻌﻞ ﺍﻟﻮﺻﻠﺔ ﻣﺸﺪﻭﺩﺓ ﺃﻛﺜﺮ‪ .‬ﻭ ﹸﻳ ﹼ‬
‫ﰲ ﺍﻟﺜﻘـﺐ‪ .‬ﺍﻓـﱰﺽ ﺃﻥ ﺍﻟﻌﺎﻣﻞ ﺣﻔـﺮ ﺛﻘ ﹰﺒﺎ ﻧﺼﻒ ﻗﻄﺮﻩ‬
‫‪ 1.2230 cm‬ﳌﺴـﲈﺭ ﻧﺼـﻒ ﻗﻄـﺮﻩ ‪،1.2250 cm‬‬
‫ﱪﺩ ﺍﳌﺴـﲈﺭ ﻟﻴﺪﺧﻞ ﰲ‬ ‫ﻓـﻸﻱ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﳚـﺐ ﺃﻥ ﹸﻳ ﹼ‬
‫ﺍﻟﺜﻘﺐ ﺑﺸﻜﻞ ﳏﻜﻢ ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬
‫‪20.0 ˚C‬؟‬
‫ﻣﺎﺀ‬
‫‪‬ال‪‬ص‪‬ل ‪4-20‬‬ ‫‪‬‬
‫ﺃﺟﺮﻳﺖ ﲡﺮﺑﺔ ﻟﻘﻴﺎﺱ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻔﻠﺰ ﻓﺎﺳـﺘﹸﺨﺪﻡ‬ ‫‪.60‬‬
‫ﻗﻀﻴـﺐ ﻣـﻦ ﻫـﺬﺍ ﺍﻟﻔﻠـﺰ ﻃﻮﻟـﻪ ‪ 1m‬ﻋﻨـﺪ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ‬
‫‪ 0°C‬ﻭﻋﻨﺪﻣـﺎ ﹸﺳـﺨﻦ ﻫـﺬﺍ ﺍﻟﻘﻀﻴـﺐ ﺇﱃ ‪ 100°C‬ﺃﺻﺒـﺢ‬
‫ﻃﻮﻟﻪ‪ 1.018 m‬ﺍﺣﺴﺐ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﳍﺬﺍ ﺍﻟﻔﻠﺰ‪.‬‬
‫ﺳـﺎﻕ ﻣﻦ ﺍﳊﺪﻳﺪ ﻃﻮﳍﺎ ‪ 50 cm‬ﻋﻨـﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪،20°C‬‬ ‫‪.61‬‬

‫‪ .68‬ﺧـﺰﺍﻥ ﻣﺼﻨـﻮﻉ ﻣﻦ ﺍﻟﻔﻮﻻﺫ ﻧﺼﻒ ﻗﻄـﺮﻩ ‪2.000 m‬‬
‫ﻭﺍﺭﺗﻔﺎﻋﻪ ‪ ،5.000 m‬ﹸﻣﻠﺊ ﺑﺎﳌﻴﺜﺎﻧﻮﻝ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬
‫‪ .10 ˚C‬ﻓﺈﺫﺍ ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺣﺘﻰ ‪،40.0 ˚C‬‬
‫ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﳌﻴﺜﺎﻧﻮﻝ ﺍﻟﺬﻱ ﺳـﻴﺘﺪﻓﻖ ﺧـﺎﺭﺝ ﺍﳋﺰﺍﻥ ﺇﺫﺍ‬
‫ﲤﺪﹼ ﺩ ﻛﻞ ﻣﻦ ﺍﳋﺰﺍﻥ ﻭﺍﳌﻴﺜﺎﻧﻮﻝ؟‬
‫ﻭﻋﻨﺪ ﺗﺴﺨﻴﻨﻬﺎ ﺇﱃ ﺩﺭﺟﺔ ‪ 120°C‬ﺃﺻﺒﺢ ﻃﻮﳍﺎ ‪.50.06 cm‬‬
‫ﺍﺣﺴﺐ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ ﻟﻠﺤﺪﻳﺪ‪.‬‬
‫‪ .62‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄـﻮﻝ ﺍﻟﻘﻴـﺎﳼ ﳌـﱰ ﻓﻠـﺰﻱ ‪ 1m‬ﻋﻨـﺪ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ‬
‫‪ ،0°C‬ﻭﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤـﺪﺩ ﺍﻟﻄـﻮﱄ ﻟﻠﲈﺩﺓ ﺍﳌﺼﻨـﻮﻉ ﻣﻨﻬﺎ ﻫﺬﺍ‬
‫ﺍﳌـﱰ ‪ ،8.9 × 10-6/˚C‬ﺍﺣﺴـﺐ ﻃﻮﻟﻪ ﻋﻨـﺪ ﺩﺭﺟﺔ ‪.37°C‬‬

‫* ‪ .69‬ﺃﺳـﻄﻮﺍﻧﺔ ﻣﺼﻤﺘـﺔ ﻛﺘﻠﺘﻬـﺎ ‪ 75 kg‬ﻭﻃﻮﳍـﺎ ‪2.5 m‬‬ ‫ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﻣﻦ ﺫﻟﻚ؟‬

‫ﻭﻧﺼـﻒ ﻗﻄﺮ ﻗﺎﻋﺪﲥـﺎ ‪ ،7.0 cm‬ﺗﺴـﺘﻘﺮ ﻋﲆ ﺇﺣﺪ￯‬ ‫ﻣﺰﻋﺠﺎ ﻭﻏﲑ ﻣﺮﻳﺢ ﺃﻛﺜﺮ ﻣﻦ‬
‫ﹰ‬ ‫ﻓﴪ ﳌﺎﺫﺍ ﻳﻜﻮﻥ ﺍﳉﻮ ﺍﳊﺎﺭ ﺍﻟﺮﻃﺐ‬
‫‪ .63‬ﱢ‬
‫ﻗﺎﻋﺪﺗﻴﻬﺎ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﺗﺆﺛﺮ ﺑﻪ؟‬ ‫ﺍﳉﻮ ﰲ ﻳﻮﻡ ﺣﺎﺭ ﻭﺟﺎﻑ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻧﻔﺴﻬﺎ؟‬
‫ﺗﻢ ﺗﺴـﺨﲔ ﺣﺠﻤﲔ ﻣﺘﺴـﺎﻭﻳﲔ ﻣﻦ ﺍﳌـﺎﺀ ﰲ ﺃﻧﺒﻮﺑﲔ ﺿﻴﻘﲔ‬ ‫‪.64‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳـﻴﺔ ﺍﻟﻜﻠﻴﺔ ﺃﺳـﻔﻞ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‬ ‫‪.70‬‬ ‫*‬ ‫ﻭﻣﺘﲈﺛﻠـﲔ )‪ ،(A، B‬ﺇﻻ ﺃﻥ ﺍﻷﻧﺒـﻮﺏ ‪ A‬ﻣﺼﻨﻮﻉ ﻣﻦ ﺍﻟﺰﺟﺎﺝ‬

‫‪173‬‬ ‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬

 ‫ﻳﻜـﻮﻥ ﻣﻘـﺪﺍﺭ ﺍﻟﻔـﺮﻕ ﰲ ﺍﻟﻄﻮﻝ ﰲ ﺇﺣﺪ￯ ﻟﻴﺎﱄ ﺷـﻬﺮ‬ ‫ﺍﻟﺘـﻲ ﺗﺆﺛـﺮ ﰲ ﻗﻤﺔ ﺭﺃﺳـﻚ ﺍﻵﻥ؟ ﺍﻓﱰﺽ ﺃﻥ ﻣﺴـﺎﺣﺔ‬
‫ﻳﻨﺎﻳﺮ ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪10 ˚C‬؟‬ ‫ﻗﻤﺔ ﺭﺃﺳﻚ‪ 0.025 m2‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺃﻧﺒﻮﺏ ﻧﺤﺎﳼ ﻃﻮﻟﻪ ‪ 2.00 m‬ﻋﻨﺪ ‪ .23 ˚C‬ﻣﺎ ﻣﻘﺪﺍﺭ‬ ‫‪.76‬‬ ‫ﻳﺘﻜـﻮﻥ ﻣﻘﻴﺎﺱ‬
‫ﹼ‬ ‫ﻣﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪،4-21‬‬ ‫ﻛﲈ ﻫـﻮ ﹼ‬ ‫‪.71‬‬ ‫*‬
‫ﺍﻟﺘﻐﲑ ﰲ ﻃﻮﻟﻪ ﺇﺫﺍ ﺍﺭﺗﻔﻌﺖ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ ﺇﱃ ‪978 ˚C‬؟‬ ‫ﺍﳊـﺮﺍﺭﺓ ﺫﻭ ﺍﻟﻀﻐﻂ ﺍﻟﺜﺎﺑﺖ ﻣﻦ ﺃﺳـﻄﻮﺍﻧﺔ ﲢﺘﻮﻱ ﻋﲆ‬
‫ﺑﺤﺮﻳﺔ ﺩﺍﺧﻞ ﺍﻷﺳـﻄﻮﺍﻧﺔ‪ ،‬ﻭﻳﺒﻘﻰ ﻛﻞ‬‫ﻣﻜﺒـﺲ ﻳﺘﺤﺮﻙ ﹼ‬
‫‪ 4-3‬ال‪‬ص‪ ‬ال‪‬ا‪‬ة ‪‬ال‪‬فو‬ ‫ﻣـﻦ ﺍﻟﻀﻐـﻂ ﻭﻛﻤﻴﺔ ﺍﻟﻐـﺎﺯ ﺩﺍﺧﻞ ﺍﻷﺳـﻄﻮﺍﻧﺔ ﺛﺎﺑﺘﲔ‪.‬‬
‫ا‪‬ا‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻋﻤﻖ ﺍﳌﺎﺀ ﺧﻠﻒ ﺳﺪﹼ ‪ ،17 m‬ﻓﲈ ﺿﻐﻂ‬ ‫‪.77‬‬ ‫*‬ ‫ﻭﻋﻨﺪﻣـﺎ ﺗﺮﺗﻔـﻊ ﺩﺭﺟـﺔ ﺍﳊـﺮﺍﺭﺓ ﺃﻭ ﺗﻨﺨﻔـﺾ ﻳﺘﺤﺮﻙ‬
‫ﺍﳌﺎﺀ ﻋﻨﺪ ﺍﳌﻮﺍﻗﻊ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻵﺗﻴﺔ؟‬ ‫ﺍﳌﻜﺒـﺲ ﺇﱃ ﺃﻋﲆ ﺍﻷﺳـﻄﻮﺍﻧﺔ ﺃﻭ ﺇﱃ ﺃﺳـﻔﻠﻬﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪ .a‬ﻋﻨﺪ ﻗﺎﻋﺪﺓ ﺍﻟﺴﺪ‪.‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﺍﳌﻜﺒﺲ ﰲ ﺍﻷﺳـﻄﻮﺍﻧﺔ ‪ 20 cm‬ﻋﻨﺪ ‪ ،0˚C‬ﻓﲈ‬
‫‪ .b‬ﻋﲆ ﻋﻤﻖ ‪ 4.0 m‬ﻣﻦ ﺳﻄﺢ ﺍﳌﺎﺀ‪.‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﺍﳌﻜﺒﺲ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪100˚C‬؟‬
‫ﻳﺴـﺘﻘﺮ ﺃﻧﺒـﻮﺏ ﺍﺧﺘﺒـﺎﺭ ﺭﺃﺳـ ﹼﹰﻴﺎ ﻋـﲆ ﺣﺎﻣـﻞ ﺃﻧﺎﺑﻴـﺐ‬ ‫‪.78‬‬ ‫*‬ ‫‪‬‬
‫ﺍﺧﺘﺒـﺎﺭ‪ ،‬ﻭﳛﺘﻮﻱ ﻋﲆ ﺯﻳﺖ ﺍﺭﺗﻔﺎﻋﻪ ‪ 2.5 cm‬ﻭﻛﺜﺎﻓﺘﻪ‬ ‫‪‬‬
‫‪20 cm‬‬
‫‪ ،0.81g/cm3‬ﻭﻣـﺎﺀ ﺍﺭﺗﻔﺎﻋــﻪ ‪ .6.5 cm‬ﻣـﺎ ﻣﻘـﺪﺍﺭ‬ ‫‪‬‬
‫ﺍﻟﻀﻐﻂ ﺍﳌﺆﺛﺮ ﻣﻦ ﺍﻟﺴﺎﺋﻠﲔ ﻋﻨﺪ ﻗﺎﻉ ﺃﻧﺒﻮﺏ ﺍﻻﺧﺘﺒﺎﺭ؟‬
‫ا‪‬ي‪‬ات ﲤﺜﺎﻝ ﻃﺎﺋﺮ ﺃﺛﺮﻱ ﻣﺼﻨـﻮﻉ ﻣﻦ ﻣﻌﺪﻥ ﺃﺻﻔﺮ‬ ‫‪.79‬‬ ‫*‬ ‫‪‬ال‪‬ص‪‬ل ‪4-21‬‬ ‫‪‬‬
‫ﹸﻣﻌﻠﻖ ﺑﻤﻴﺰﺍﻥ ﻧﺎﺑﴤ‪ ،‬ﻭﺗﺸـﲑ ﻗﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ ﺍﻟﻨﺎﺑﴤ ﺇﱃ‬ ‫ﹸﻣﻠـﺊ ﺩﻭﺭﻕ ﺯﺟﺎﺟﻲ ﺣﺘـﻰ ﺣﺎﻓﺘﻪ ﺑــ ‪ 35cm3‬ﻣﺎﺀ ﻋﻨﺪ‬ ‫‪.72‬‬
‫‪ 11.81 N‬ﻋﻨﺪﻣـﺎ ﹸﻳﻌﻠﻖ ﺍﻟﺘﻤﺜﺎﻝ ﰲ ﺍﳍﻮﺍﺀ‪ ،‬ﻭﺗﺸـﲑ ﺇﱃ‬ ‫‪C13-15A-845813‬‬
‫ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ‪ ،100˚C‬ﻓﺈﺫﺍ‬
‫‪Final‬ﺧﻔﻀﻨـﺎ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺇﱃ‬
‫‪ 11.19 N‬ﻋﻨﺪﻣﺎ ﹸﻳﻐﻤﺮ ﺍﻟﺘﻤﺜﺎﻝ ﻛﻠ ﹼﹰﻴﺎ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫‪ 20˚C‬ﻓـﲈ ﺣﺠﻢ ﺍﳌـﺎﺀ ﺍﻟﺬﻱ ﳚﺐ ﺇﺿﺎﻓﺘـﻪ ﺇﱃ ﺍﻟﻘﺎﺭﻭﺭﺓ‬
‫‪ .a‬ﺃﻭﺟﺪ ﺣﺠﻢ ﺍﻟﺘﻤﺜﺎﻝ‪.‬‬ ‫ﻋﻠـﲈ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻟﺘﻤـﺪﺩ ﺍﳊﺠﻤﻲ‬
‫ﻟﺘﻤﺘﻠـﺊ ﻣﺮﺓ ﺃﺧـﺮ￯؟ ﹰ‬
‫‪ .b‬ﻫﻞ ﲤﺜــﺎﻝ ﺍﻟﻄﺎﺋـﺮ ﻣﺼﻨــﻮﻉ ﻣـــﻦ ﺍﻟﺬﻫـــﺐ‬ ‫ﻟﻠﺰﺟﺎﺝ ﺍﳌﺼﻨﻮﻉ ﻣﻨﻪ ﺍﻟﺪﻭﺭﻕ ﻫﻮ ‪9 × 10-6 /˚C‬‬
‫)‪ (ρ= 19.3×103 kg/m3‬ﺃﻡ ﻣﺼﻨــﻮﻉ ﻣــﻦ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻃـﻮﻝ ﻗﻀﻴـﺐ ﻣﺼﻨـﻮﻉ ﻣـﻦ ﻣﻌـﺪﻥ ﳎﻬــﻮﻝ‬ ‫* ‪.73‬‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﺍﳌﻄﲇ ﺑﺎﻟﺬﻫﺐ )‪(ρ = 2.7 × 103 kg/m3‬؟‬
‫‪ 0.975 m‬ﻋﻨـﺪ ‪ ،45˚C‬ﻭﺗﻨﺎﻗـﺺ ﻃﻮﻟـﻪ ﻟﻴﺼﺒـﺢ‬
‫* ‪ .80‬ﺧـﻼﻝ ﲡﺮﺑـﺔ ﰲ ﻋﻠـﻢ ﺍﻟﺒﻴﺌـﺔ ﻭﺿـﻊ ﺣـﻮﺽ ﻟﱰﺑﻴـﺔ‬ ‫‪ 0.972 m‬ﻋﻨﺪ ‪ ،23 ˚C‬ﻓﲈ ﻣﻌﺎﻣﻞ ﲤﺪﺩﻩ ﺍﻟﻄﻮﱄ؟‬
‫ﺍﻷﺳـﲈﻙ ﳑﻠﻮﺀ ﺣﺘﻰ ﻣﻨﺘﺼﻔﻪ ﺑﺎﳌﺎﺀ ﻋﲆ ﻣﻴﺰﺍﻥ‪ ،‬ﻓﻜﺎﻧﺖ‬
‫ﺻﻤـﻢ ﳐـﱰﻉ ﻣﻘﻴﺎﺱ ﺣـﺮﺍﺭﺓ ﻣﻦ ﻗﻀﻴـﺐ ﺃﻟﻮﻣﻨﻴـﻮﻡ ﻃﻮﻟﻪ‬‫ﹼ‬ ‫‪.74‬‬
‫ﻗﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ ‪.195 N‬‬ ‫‪ 0.500 m‬ﻋﻨـﺪ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ‪ .273 K‬ﻭﺍﻋﺘﻤـﺪ ﺍﳌﺨـﱰﻉ‬
‫‪ .a‬ﺇﺫﺍ ﹸﺃﺿﻴـﻒ ﺣﺠـﺮ ﻭﺯﻧـﻪ ‪ 8 N‬ﺇﱃ ﺍﳊـﻮﺽ‪ ،‬ﻓﻐﻄـﺲ‬ ‫ﻗﻴﺎﺱ ﻃﻮﻝ ﻗﻀﻴﺐ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻟﺘﺤﺪﻳﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ .‬ﻓﺈﺫﺍ‬
‫ﺍﳊﺠﺮ ﺇﱃ ﻗﺎﻉ ﺍﳊﻮﺽ‪ ،‬ﻓﲈ ﻗﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ؟‬ ‫ﺗﻐﲑﺍ ﰲ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ ﻣﻘﺪﺍﺭﻩ ‪ ،1.0 K‬ﻓﻜﻢ‬
‫ﺃﺭﺍﺩ ﺃﻥ ﻳﻘﻴـﺲ ﹰ‬
‫ﺇﺫﺍ ﹸﺃﺯﻳـﻞ ﺍﳊﺠﺮ ﻣﻦ ﺍﳊﻮﺽ‪ ،‬ﻭﻋﺪﹼ ﻟﺖ ﻛﻤﻴﺔ ﺍﳌﺎﺀ ﺣﺘﻰ‬ ‫‪.b‬‬
‫ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺩﻗﺔ ﻗﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻘﻀﻴﺐ؟‬
‫ﻋﺎﺩﺕ ﻗﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ ﺛﺎﻧﻴﺔ ‪ ،195 N‬ﺃﺿﻴﻔﺖ ﺳﻤﻜﺔ ﺗﺰﻥ‬ ‫ا‪‬ص‪‬ور ﺟـﴪ ﺃﺳـﻤﻨﺘﻲ ﻃﻮﻟـﻪ ‪ 300 m‬ﰲ ﺷـﻬﺮ‬ ‫‪.75‬‬

‫‪ 2 N‬ﺇﱃ ﺍﳊﻮﺽ‪ ،‬ﻓﲈ ﻗﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ؟‬ ‫ﺃﻏﺴـﻄﺲ ﻋﻨﺪﻣـﺎ ﻛﺎﻧﺖ ﺩﺭﺟﺔ ﺍﳊـﺮﺍﺭﺓ ‪ ،50 ˚C‬ﻓﻜﻢ‬
‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬ ‫‪174‬‬
 ‫ﺍﻟﺼﻐـﲑ ‪ .6.3 mm‬ﺍﻓﱰﺽ ﺃﻥ ﻗـﻮﺓ ﺛﻼﺛﺔ ﺃﻃﻨﺎﻥ ﺗﻌﺎﺩﻝ‬
‫‪.3.0 × 104 N‬‬
‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﻟﺘﻲ ﳚـﺐ ﺃﻥ ﺗﺆﺛﺮ ﰲ ﺍﳌﻜﺒـﺲ ﺍﻟﺼﻐﲑ‬ ‫‪.a‬‬
‫ﻟﺮﻓﻊ ﻭﺯﻥ ﻣﻘﺪﺍﺭﻩ ﺛﻼﺛﺔ ﺃﻃﻨﺎﻥ؟‬
‫ﺗﺴـﺘﺨﺪﻡ ﻣﻌﻈﻢ ﺭﺍﻓﻌﺎﺕ ﺍﻟﺴـﻴﺎﺭﺍﺕ ﺭﺍﻓﻌـﺔ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻘﻮﺓ‬ ‫‪.b‬‬
‫ﺍﻟﻼﺯﻣـﺔ ﻟﻠﺘﺄﺛﲑ ﻓﻴﻬـﺎ ﰲ ﺍﳌﻜﺒﺲ ﺍﻟﺼﻐﲑ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﻃﻮﻝ‬
‫ﺫﺭﺍﻉ ﺍﳌﻘﺎﻭﻣـﺔ ‪ ،3.0 cm‬ﻓﻜـﻢ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﺫﺭﺍﻉ‬
‫ﺍﻟﻘﻮﺓ ﻟﺮﺍﻓﻌﺔ ﻣﺜﺎﻟﻴﺔ ﻟﺘﻘﻠﻴﻞ ﺍﻟﻘﻮﺓ ﺇﱃ ‪100.0 N‬؟‬
‫‪‬ا‪ ‬ا‪‬ح‪‬ا‪ ‬ﺗﺴـﺘﻄﻴﻊ ﺑﻌﺾ ﺍﻟﻨﺒﺎﺗـﺎﺕ ﻭﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻟﻌﻴﺶ ﲢﺖ ﺿﻐﻂ ﻣﺮﺗﻔﻊ ﺟﺪﹼﹰ ﺍ‪.‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﺑﻪ ﺍﳌﺎﺀ ﰲ ﺟﺴـﻢ ﺳﻤﻜﺔ ﺃﻭ‬ ‫‪.a‬‬
‫ﺩﻭﺩﺓ ﺗﻌﻴـﺶ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻗﺎﻉ ﺃﺧـﺪﻭﺩ ﻣﺎﺋﻲ ﻳﺒﻠﻎ ﻋﻤﻘﻪ‬
‫‪ 8600 m‬ﲢﺖ ﺳـﻄﺢ ﺍﳌﺤﻴﻂ ﺍﻷﻃﻠﻨﻄﻲ؟ ﺍﻓﱰﺽ ﺃﻥ‬
‫ﻛﺜﺎﻓﺔ ﻣﻴﺎﻩ ﺍﻟﺒﺤﺮ ‪.1030 kg/m3‬‬
‫ﻣﺎ ﻛﺜﺎﻓﺔ ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺫﻟﻚ ﺍﻟﻀﻐﻂ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻜﺜﺎﻓﺘﻪ ﻓﻮﻕ‬ ‫‪.b‬‬
‫ﺳﻄﺢ ﺍﳌﺤﻴﻂ؟‬
‫التف‪ ‬ال‪‬اقد‬
‫‪‬ب‪ ‬املفا‪‬م ﺇﺫﺍ ﻛﻨﺖ ﺗﻐﺴـﻞ ﺍﻷﻭﺍﲏ ﰲ ﺣﻮﺽ‪،‬‬
‫ﻓﻄﻔـﺎ ﺃﺣـﺪ ﺍﻷﻭﺍﲏ‪ ،‬ﻓﻤﻸﺗﻪ ﺑﲈﺀ ﺍﳊـﻮﺽ ﻓﻐﻄﺲ ﺇﱃ‬
‫ﺍﻟﻘﺎﻉ‪ ،‬ﻓﻬﻞ ﺍﺭﺗﻔﻊ ﻣﺴﺘﻮ￯ ﺍﳌﺎﺀ ﰲ ﺍﳊﻮﺽ ﺃﻡ ﺍﻧﺨﻔﺾ‬
‫ﻋﻨﺪﻣﺎ ﺍﻧﻐﻤﺮ ﺍﻹﻧﺎﺀ؟‬
‫‪‬ب‪ ‬املفا‪‬م ﺇﻥ ﺍﻷﺷﺨﺎﺹ ﺍﳌﻼﺯﻣﲔ ﻟﻠﴪﻳﺮ ﺃﻗﻞ‬
‫ﺍﺣﺘﲈﻻﹰ ﻟﻺﺻﺎﺑﺔ ﺑﻤﺮﺽ ﺗ ﱡ‬
‫ﹶﻘﺮﺡ ﺍﻟﻔﺮﺍﺵ ﺇﺫﺍ ﺍﺳﺘﺨﺪﻣﻮﺍ‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬ ‫ﻓﺮﺍﺵ ﺍﳌﺎﺀ ﺑﺪﻻﹰ ﻣﻦ ﺍﻟ ﹸﻔ ﹸﺮﺵ ﺍﻟﻌﺎﺩﻳﺔ‪ .‬ﹼ‬
‫ح ‪‬ل ﳞﺘـﻢ ﻋﻠﲈﺀ ﺍﻟﺘﻐﺬﻳـﺔ ﻭﺍﳌﺨﺘﺼﻮﻥ ﰲ ﻫـﺬﺍ ﺍﳌﺠﺎﻝ‬ ‫* ‪.93‬‬
‫ﺑﻤﻌﺮﻓﺔ ﻭﲢﺪﻳﺪ ﻧﺴـﺒﺔ ﺍﻟﺪﻫﻮﻥ ﰲ ﺍﻟﻠﺤﻮﻡ ﺍﻟﺘﻲ ﻳﺘﻐﺬ￯‬
‫ﻋﻠﻴﻬـﺎ ﺍﻹﻧﺴـﺎﻥ؛ ﻭﻟﺬﻟـﻚ ﲡـﺮ￯ ﻛﺜﲑ ﻣـﻦ ﺍﻷﺑﺤﺎﺙ‬
‫ﻭﺍﻟﺘﺠـﺎﺭﺏ ﻟﺘﺤﺪﻳـﺪ ﻧﺴـﺒﺔ ﺍﻟﺪﻫـﻮﻥ ﰲ ﺍﻟﻠﺤﻢ‪ .‬ﻛﻴﻒ‬
‫ﻳﻤﻜـﻦ ﺗﻘﺪﻳﺮ ﻣﺘﻮﺳـﻂ ﻛﺜﺎﻓﺔ ﻗﻄﻌﺔ ﺍﻟﻠﺤﻢ ﺑﺎﺳـﺘﺨﺪﺍﻡ‬
‫‪175‬‬ ‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬
‫ﻣﺎ ﻣﻘـﺪﺍﺭ ﻗﻮﺓ ﺍﻟﻄﻔﻮ ﺍﳌﺆﺛﺮﺓ ﰲ ﻛﺮﺓ ﻭﺯﳖﺎ ‪ 26.0 N‬ﺇﺫﺍ‬ ‫‪.81‬‬
‫ﻛﺎﻧﺖ ﺗﻄﻔﻮ ﻋﲆ ﺳﻄﺢ ﻣﺎﺀ ﻋﺬﺏ؟‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺃﻛﱪ ﻭﺯﻥ ﻳﺴﺘﻄﻴﻊ ﺃﻥ ﻳﺮﻓﻌﻪ ﰲ ﺍﳍﻮﺍﺀ ﺑﺎﻟﻮﻥ ﳑﻠﻮﺀ‬ ‫* ‪.82‬‬
‫ﺑﺤﺠﻢ ‪ 1.00 m3‬ﻣﻦ ﻏﺎﺯ ﺍﳍﻴﻠﻴﻮﻡ؟ ﺍﻓﱰﺽ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﳍﻮﺍﺀ‬
‫‪ 1.20 kg/m3‬ﻭﻛﺜﺎﻓﺔ ﻏﺎﺯ ﺍﳍﻴﻠﻴﻮﻡ ‪،0.177 kg/m3‬‬
‫ﻭﺃﳘﻞ ﻛﺘﻠﺔ ﺍﻟﺒﺎﻟﻮﻥ‪.‬‬
‫ﺗـﺰﻥ ﺻﺨـﺮﺓ ‪ 54 N‬ﰲ ﺍﳍـﻮﺍﺀ‪ ،‬ﻭﻋﻨﺪﻣـﺎ ﻏﻤـﺮﺕ ﰲ‬ ‫* ‪.83‬‬
‫ﺳﺎﺋﻞ ﻛﺜﺎﻓﺘﻪ ﺿﻌﻒ ﻛﺜﺎﻓﺔ ﺍﳌﺎﺀ ﺃﺻﺒﺢ ﻭﺯﳖﺎ ﺍﻟﻈﺎﻫﺮﻱ‬
‫* ‪.90‬‬ ‫‪ .46 N‬ﻣﺎ ﻭﺯﳖﺎ ﺍﻟﻈﺎﻫﺮﻱ ﻋﻨﺪﻣﺎ ﺗﹸﻐﻤﺮ ﰲ ﺍﳌﺎﺀ؟‬
‫‪‬ا‪‬عة ‪‬ا‪‬ة‬
‫ﻣـﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻀﻐﻂ ﺍﳌﺆﺛﺮ ﰲ ﺟﺴـﻢ ﻏﻮﺍﺻـﺔ ﻋﻨﺪ ﻋﻤﻖ‬ ‫* ‪.84‬‬
‫‪65 m‬؟ )ﻣﻊ ﺇﳘﺎﻝ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ(‬
‫‪‬ا‪ ‬ال‪ ‬ﻳﺴﺒﺢ ﻏ ﹼﻄﺎﺱ ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺟﻬﺎﺯ ﺍﻟﻐﻄﺲ‬ ‫* ‪.85‬‬
‫ﻋـﲆ ﻋﻤﻖ ‪ 5.0 m‬ﲢﺖ ﺍﳌـﺎﺀ ﻣﻄﻠ ﹰﻘﺎ ‪4.2 × 10-6 m3‬‬
‫ﻣﻦ ﻓﻘﺎﻗﻴﻊ ﺍﳍﻮﺍﺀ‪ .‬ﻣﺎ ﺣﺠﻢ ﺗﻠﻚ ﺍﻟﻔﻘﺎﻗﻴﻊ ﻗﺒﻞ ﻭﺻﻮﳍﺎ‬
‫ﺇﱃ ﺳﻄﺢ ﺍﳌﺎﺀ ﲤﺎ ﹰﻣﺎ؟‬
‫ﻛﺮﺓ ﺑﻮﻟﻴﻨـﺞ ﻭﺯﳖﺎ ‪ 18 N‬ﺗﻄﻔﻮ ﻋﲆ ﺍﳌﺎﺀ ﺑﺤﻴﺚ ﻳﻨﻐﻤﺮ‬ ‫* ‪.86‬‬
‫‪.91‬‬ ‫ﻧﺼﻔﻬﺎ ﻓﻘﻂ ﻓﻴﻪ‪.‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﻗﻄﺮ ﺍﻟﻜﺮﺓ؟‬ ‫‪.a‬‬
‫ﻣﺎ ﺍﻟﻮﺯﻥ ﺍﻟﻈﺎﻫﺮﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﺮﺓ ﺑﻮﻟﻴﻨﺞ ﺗﺰﻥ ‪36 N‬؟‬ ‫‪.b‬‬
‫ﻳﻄﻔـﻮ ﻗﻀﻴﺐ ﻣـﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﰲ ﺣـﻮﺽ ﺯﺋﺒﻖ‪ .‬ﻓﻬﻞ‬ ‫* ‪.87‬‬
‫* ‪.92‬‬ ‫ﻳﻄﻔـﻮ ﺍﻟﻘﻀﻴـﺐ ﺇﱃ ﺃﻋـﲆ ﺃﻛﺜـﺮﺃﻡ ﺃﻥ ﺟـﺰ ﹰﺀﺍ ﺃﻛـﱪ ﻣﻨﻪ‬
‫ﺳﻴﻨﻐﻤﺮ ﻋﻨﺪ ﺗﺴﺨﲔ ﺍﻟﺰﺋﺒﻖ ﻭﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻣ ﹰﻌﺎ؟‬
‫ﻭﺿـﻊ ‪ 100.0 ml‬ﻣـﻦ ﺍﳌـﺎﺀ ﰲ ﻭﻋـﺎﺀ ﻣﻦ ﺍﻟﺰﺟـﺎﺝ ﺍﻟﻌﺎﺩﻱ‬ ‫‪.88‬‬
‫ﺳـﻌﺘﻪ ‪ 800.0 ml‬ﻋﻨﺪ ‪ .15.0 ˚C‬ﻛﻢ ﺳـﲑﺗﻔﻊ ﻣﺴﺘﻮ￯ ﺍﳌﺎﺀ‬
‫ﺃﻭ ﻳﻨﺨﻔﺾ ﻋﻨﺪﻣﺎ ﹸﻳﺴﺨﻦ ﻛﻞ ﻣﻦ ﺍﻹﻧﺎﺀ ﻭﺍﳌﺎﺀ ﺇﱃ ‪50.0 ˚C‬؟‬
‫‪‬ص‪‬ا‪‬ة ال‪‬ص‪‬ارات ﺗﹸﺴـﺘﺨﺪﻡ ﺭﺍﻓﻌـﺔ ﻫﻴﺪﺭﻭﻟﻴﻜﻴـﺔ ﻟﺮﻓﻊ‬ ‫* ‪.89‬‬
‫ﺍﻟﺴـﻴﺎﺭﺍﺕ ﻟﺼﻴﺎﻧﺘﻬـﺎ‪ ،‬ﻭﺗﺴـﻤﻰ ﺭﺍﻓﻌﺔ ﺍﻷﻃﻨـﺎﻥ ﺍﻟﺜﻼﺛﺔ‪.‬‬
‫ﻓـﺈﺫﺍ ﻛﺎﻥ ﻗﻄـﺮ ﺍﳌﻜﺒﺲ ﺍﻟﻜﺒـﲑ ‪ ،22 mm‬ﻭﻗﻄﺮ ﺍﳌﻜﺒﺲ‬
 ‫‪‬ا‪‬عة ‪‬ا‪‬ة‬
‫ﺳـﻘﻄﺖ ﻛﺮﺓ ﺳﻘﻮ ﹰﻃﺎ ﹼﹰ‬
‫ﺣﺮﺍ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪ 80 m‬ﻣﺎ ﺍﳌﺴﺎﻓﺔ‬ ‫‪.97‬‬
‫ﺍﻟﺘﻲ ﻗﻄﻌﺘﻬﺎ ﺑﻌﺪ‪:‬‬
‫‪.1 s‬‬ ‫‪.a‬‬
‫ﻣﻴـﺰﺍﻥ ﻭﺣـﻮﺽ ﻣـﺎﺀ؟ ﻭﻣـﺎ ﺍﻟﻘﻴﺎﺳـﺎﺕ ﺍﻟﺘـﻲ ﳛﺘـﺎﺝ‬
‫ﺍﳌﺨﺘـﺺ ﺇﱃ ﺗﺪﻭﻳﻨﻬـﺎ ﻹﳚـﺎﺩ ﻣﺘﻮﺳـﻂ ﺍﻟﻨﺴـﺒﺔ ﺍﳌﺌﻮﻳﺔ‬
‫ﻟﻠﺪﻫﻮﻥ ﰲ ﻗﻄﻌﺔ ﺍﻟﻠﺤﻢ؟‬
‫‪‬ب‪ ‬املفا‪‬م ﺗﹸﻮﺿﻊ ﺍﻷﺳﲈﻙ ﺍﻻﺳﺘﻮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﺗﹸﺮﺑﻰ‬ ‫* ‪.94‬‬

‫‪2 S .b‬‬ ‫ﰲ ﺃﺣـﻮﺍﺽ ﺍﻟﺴـﻤﻚ ﺍﳌﻨﺰﻟﻴـﺔ ﻋﻨﺪ ﴍﺍﺋﻬـﺎ ﰲ ﺃﻛﻴﺎﺱ‬

‫ﺑﻼﺳـﺘﻴﻜﻴﺔ ﺷـﻔﺎﻓﺔ ﳑﻠﻮﺀﺓ ﺟﺰﺋ ﹼﹰﻴـﺎ ﺑﺎﳌـﺎﺀ‪ .‬ﺇﺫﺍ ﻭﺿﻌﺖ‬
‫‪3 s .c‬‬
‫ﺳـﻤﻜﺔ ﰲ ﻛﻴﺲ ﻣﻐﻠﻖ ﺩﺍﺧـﻞ ﺍﳊﻮﺽ‪ ،‬ﻓﺄﻱ ﺍﳊﺎﻻﺕ‬
‫ﻣـﺎ ﴎﻋﺔ ﺍﻟﻜﺮﺓ ﳊﻈﺔ ﻣﻼﻣﺴـﺘﻬﺎ ﺍﻷﺭﺽ ﰲ ﺍﻟﺴـﺆﺍﻝ‬ ‫‪.98‬‬
‫ﺍﳌﺒﻴﻨـﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ 4-22‬ﲤﺜـﻞ ﺃﻓﻀـﻞ ﻣـﺎ ﻳﻤﻜـﻦ ﺃﻥ‬
‫ﺍﻟﺴﺎﺑﻖ؟‬
‫ﻓﴪ ﺍﺳﺘﺪﻻﻟﻚ‪.‬‬ ‫ﳛﺪﺙ؟ ﹼ‬
‫ﻗﻄﻌـﺖ ﻃﺎﺋـﺮﺓ ﻣﺴـﺎﻓﺔ ‪ 600 m‬ﰲ ﺍﲡـﺎﻩ ﺍﻟﻐـﺮﺏ ﺛـﻢ‬ ‫‪.99‬‬
‫‪‬‬
‫ﻣﺴـﺎﻓﺔ ‪ 400 m‬ﰲ ﺍﲡـﺎﻩ ﻳﺼﻨـﻊ ﺯﺍﻭﻳـﺔ ‪ 37°‬ﺟﻨـﻮﺏ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﴍﻕ‪ .‬ﺍﺣﺴﺐ ﺇﺯﺍﺣﺘﻬﺎ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫‪ .100‬ﺇﺫﺍ ﻟﺰﻣـﺖ ﻗـﻮﺓ ‪ 36 N‬ﻟﺘﺤﺮﻳـﻚ ﺻﻨـﺪﻭﻕ ﻛﺘﻠﺘـﻪ‬
‫‪‬‬ ‫‪‬‬
‫‪ 5 kg‬ﻋﲆ ﺳﻄﺢ ﺧﺸﻦ ﻣﻦ ﺍﻟﺴﻜﻮﻥ‪ ،‬ﻓﺎﺣﺴﺐ ﻣﻌﺎﻣﻞ‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺴﻜﻮﲏ ﺑﲔ ﺍﻟﺼﻨﺪﻭﻕ ﻭﺍﻟﺴﻄﺢ؟‬ ‫‪‬ال‪‬ص‪‬ل‪24‬‬ ‫‪‬‬

‫ال‪‬تا‪‬ة ‪ ‬الف‪‬يا‪‬‬
‫ﺗﺘﻤـﺪﺩ ﺑﻌـﺾ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻋﻨﺪﻣـﺎ ﺗﱪﺩ‪ ،‬ﻭﻣـﻦ ﺃﻛﺜﺮ‬ ‫‪.95‬‬
‫ﺍﻷﻣﺜﻠﺔ ﺷـﻴﻮ ﹰﻋﺎ ﲤﺪﺩ ﺍﳌﺎﺀ ﻋﻨﺪ ﺍﻧﺨﻔﺎﺽ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‬
‫ﺑـﲔ ‪ 4 ˚C‬ﻭ ‪ ، 0 ˚C‬ﻭﻟﻜـﻦ ﺗﺘﻤﺪﺩ ﺍﻷﺭﺑﻄـﺔ ﺍﳌﻄﺎﻃﻴﺔ‬
‫ﻫﺬﺍ ﺍﻟﺘﻤﺪﺩ‪.‬‬ ‫‪ 2nd‬ﺍﺑﺤﺚ ﻋﻦ ﺳﺒﺐ‬
‫‪C13-20A-845813‬‬ ‫ﺗﱪﻳﺪﻫﺎ‪،‬‬
‫ﺃﻳﻀﺎ ﻋﻨﺪ‪proof‬‬
‫ﹰ‬
‫ﺑﺤـﺚ ﺍﻟﻌﺎﱂ ﺟﺎﻱ– ﻟﻮﺳـﺎﻙ ﰲ ﻗﻮﺍﻧـﲔ ﺍﻟﻐﺎﺯ‪ ،‬ﻓﻜﻴﻒ‬ ‫* ‪.96‬‬
‫ﺃﺳﻬﻢ ﺇﻧﺠﺎﺯ ﺟﺎﻱ– ﻟﻮﺳﺎﻙ ﰲ ﺍﻛﺘﺸﺎﻑ ﺻﻴﻐﺔ ﺍﳌﺎﺀ؟‬

‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬ ‫‪176‬‬

 ‫‪1.25 ×10 -3/˚C‬‬ ‫‪C‬‬ ‫‪125 ×10 -3/˚C‬‬ ‫‪A‬‬ ‫ا‪‬ص‪‬ة ا‪‬ت‪‬ار ‪ ‬تعد‪‬‬
‫‪12.5 ×10 -3/˚C‬‬ ‫‪D‬‬ ‫‪0.125 ×10 -3/˚C‬‬ ‫‪B‬‬
‫ا‪ ‬ر‪ ‬ا‪‬ا‪‬ة ال�صح‪‬حة ‪‬ا ي‪‬‬
‫ﺃﻱ ﺍﻷﺟﺴﺎﻡ ﺍﻵﺗﻴﺔ ﻻ ﳛﺘﻮﻱ ﻋﲆ ﻣﺎﺩﺓ ﰲ ﺣﺎﻟﺔ ﺍﻟﺒﻼﺯﻣﺎ؟‬ ‫‪.6‬‬
‫ﻏﺎﺯ ﺣﺠﻤﻪ ‪ 10.0 L‬ﳏﺼﻮﺭ ﰲ ﺃﺳﻄﻮﺍﻧﺔ ﻗﺎﺑﻠﺔ ﻟﻠﺘﻤﺪﺩ‪.‬‬ ‫‪.1‬‬ ‫*‬
‫ﺍﻟﱪﻕ‬ ‫‪C‬‬ ‫ﻣﺼﺒﺎﺡ ﻧﻴﻮﻥ ﻣﻀﺎﺀ‬ ‫‪A‬‬
‫ﺇﺫﺍ ﺗﻀﺎﻋـﻒ ﺍﻟﻀﻐـﻂ ﺛـﻼﺙ ﻣـﺮﺍﺕ ﻭﺍﺯﺩﺍﺩﺕ ﺩﺭﺟﺔ‬
‫ﺍﳌﺼﺎﺑﻴﺢ ﺍﻟﻌﺎﺩﻳﺔ‬ ‫‪D‬‬ ‫ﺍﻟﻨﺠﻮﻡ‬ ‫‪B‬‬
‫ﺍﳊـﺮﺍﺭﺓ ‪ 80.0 %‬ﻋﻨـﺪ ﻗﻴﺎﺳـﻬﺎ ﺑﻤﻘﻴـﺎﺱ ﻛﻠﻔـﻦ‪ ،‬ﻓﲈ‬
‫ﻣﻦ ﻓﺮﻭﺽ ﻧﻤﻮﺫﺝ ﺍﳊﺮﻛـﺔ ﺍﳉﺰﺋﻴﺔ ﻟﻠﲈﺩﺓ ﺃﻥ ﺟﺰﺋﻴﺎﺕ‬ ‫‪.7‬‬ ‫ﺍﳊﺠﻢ ﺍﳉﺪﻳﺪ ﻟﻠﻐﺎﺯ؟‬
‫ﺍﳌﻮﺍﺩ ﲨﻴﻌﻬﺎ‪:‬‬ ‫‪16.7 L‬‬ ‫‪C‬‬ ‫‪2.70 L‬‬ ‫‪A‬‬

‫ﻣﺘﲈﺛﻠﺔ ﻭﻫﻲ ﰲ ﺣﺮﻛﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬ ‫‪A‬‬

‫‪54.0 L‬‬ ‫‪D‬‬ ‫‪6.00 L‬‬ ‫‪B‬‬

‫ﻣﺘﲈﺛﻠﺔ ﻭﻫﻲ ﺳﺎﻛﻨﺔ ﻻ ﺗﺘﺤﺮﻙ‪.‬‬ ‫‪B‬‬

‫ﻣـﺎ ﺍﻟﺬﻱ ﻳﺘﻐـﲑ ﻋﻨﺪﻣﺎ ﺗﺘﺤﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺴـﺎﺋﻠﺔ‬ ‫‪.2‬‬
‫ﳐﺘﻠﻔﺔ ﻭﻫﻲ ﰲ ﺣﺮﻛﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬ ‫‪C‬‬
‫ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ؟‬
‫ﳐﺘﻠﻔﺔ ﻭﻫﻲ ﺳﺎﻛﻨﺔ ﻻ ﺗﺘﺤﺮﻙ‪.‬‬ ‫‪D‬‬
‫ﺗﻘﻞ ﺍﻟﻘﻮﺓ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﹼ‬
‫ﻭﺗﻘﻞ ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ‪.‬‬ ‫ﹼ‬ ‫‪A‬‬

‫ا‪‬ص‪‬ة امل‪‬تد‪‬‬ ‫ﺗﺰﺩﺍﺩ ﺍﻟﻘﻮﺓ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﻭﺗﺼﺒﺢ ﺣﺮﻛﺘﻬﺎ ﻋﺸﻮﺍﺋﻴﺔ‪.‬‬ ‫‪B‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﻃـﻮﻝ ﻛﻞ ﻗﻀﻴـﺐ ﻣـﻦ ﻗﻀﺒـﺎﻥ ﺳـﻜﺔ ﺣﺪﻳـﺪ‬ ‫‪.8‬‬ ‫ﹼ‬
‫ﺗﻘﻞ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﻭﺗﺼﺒﺢ ﺣﺮﻛﺘﻬﺎ ﺍﻫﺘﺰﺍﺯﻳﺔ‪.‬‬ ‫‪C‬‬

‫ﻳﺴـﺎﻭﻱ ‪ 10 m‬ﻋﻨـﺪ ﺩﺭﺟﺔ ‪ .10˚C‬ﺍﺣﺴـﺐ ﺍﳌﺴـﺎﻓﺔ‬ ‫ﹼ‬

‫ﺗﻘﻞ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺟﺰﻳﺌﺎﲥﺎ ﻭﺗﺒﻘﻰ ﺣﺮﻛﺘﻬﺎ ﺍﻧﺘﻘﺎﻟﻴﺔ‪.‬‬ ‫‪D‬‬

‫ﺍﻟﺘـﻲ ﳚـﺐ ﺃﻥ ﺗـﱰﻙ ﺑـﲔ ﻛﻞ ﻗﻀﻴﺒـﲔ ﻋﻠ ﹰﲈ ﺑـﺄﻥ ﺃﻋﲆ‬

‫ﻳﺸﺬ ﺍﳌﺎﺀ ﻋﻦ ﺑﺎﻗﻲ ﺍﻟﺴﻮﺍﺋﻞ ﺑﲔ ﺩﺭﺟﺘﻲ‪:‬‬ ‫‪.3‬‬
‫ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺓ ﻳﺼﻞ ﺇﻟﻴﻬﺎ ﺍﳉﻮ ﻫﻲ ‪ 50˚C‬ﻭﺃﻥ ﻣﻌﺎﻣﻞ‬
‫ﺍﻟﺘﻤـﺪﺩ ﺍﻟﻄـﻮﱄ ﻟﻠﺤﺪﻳـﺪ ﻫـﻮ ‪12 ×10-6/˚C‬؟ ﻛﻴﻒ‬ ‫‪ 0˚C‬ﻭ ‪- 4˚C‬‬ ‫‪C‬‬ ‫‪ 0˚C‬ﻭ ‪10˚C‬‬ ‫‪A‬‬

‫ﻳﺘـﻼﰱ ﺍﳌﻬﻨﺪﺳـﻮﻥ ﺍﳌﺼﻤﻤﻮﻥ ﻟﻠﺠﺴـﻮﺭ ﻋﲆ ﻣﺸـﻜﻠﺔ‬ ‫‪ 0˚C‬ﻭ ‪- 0˚C‬‬ ‫‪D‬‬ ‫‪ 0˚C‬ﻭ ‪4˚C‬‬ ‫‪B‬‬
‫ﲤﺪﺩ ﺍﳊﺪﻳﺪ ﻭﺗﻘﻠﺼﻪ ﺧﻼﻝ ﻓﺼﻮﻝ ﺍﻟﺴﻨﺔ؟‬
‫‪ .4‬ﻗﻀﻴـﺐ ﺃﻟﻮﻣﻨﻴـﻮﻡ ﻃﻮﻟـﻪ ‪ 2m‬ﻭﺩﺭﺟﺔﺣﺮﺍﺭﺗﻪ ‪20˚C‬‬
‫ﺳـﺨﻦ ﺣﺘـﻰ ﺃﺻﺒﺤـﺖ ﺩﺭﺟـﺔ ﺣﺮﺍﺭﺗـﻪ ‪ 120˚C‬ﻣـﺎ‬
‫ا‪‬ر‪‬صا‪‬‬ ‫ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﻃﻮﻟـﻪ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤﺪﺩ ﺍﻟﻄﻮﱄ‬
‫‪ ‬الع‪‬ص‪‬ة ال‪‬صع‪‬فة‪ ‬حا‪  ‬الع‪‬ص‪‬ة ال‪‬وية‬ ‫‪‬‬ ‫ﻟﻸﳌﻨﻴﻮﻡ ‪ 25 × 10-6/˚C‬؟‬
‫ﲢﴬ ﻻﺧﺘﺒﺎﺭ ﳖﺎﺋﻲ‪ ،‬ﻓﻘـﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ‬ ‫ﺇﺫﺍ ﻛﻨـﺖ ﱢ‬ ‫‪2 × 10 -3 m‬‬ ‫‪C‬‬ ‫‪500 × 10 -3 m‬‬ ‫‪A‬‬
‫ﺃﺣﻴﺎﻧﹰـﺎ ﺃﻥ ﺗﺮﻛـﺰ ﻋـﲆ ﺍﳌﻮﺍﺿﻴـﻊ ﻛﻠﻬـﺎ؛ ﻟﺬﺍ ﺭﻛﹼـﺰ ﻣﻌﻈﻢ‬
‫‪25 × 10-3 m‬‬ ‫‪D‬‬ ‫‪5 ×10 -3 m‬‬ ‫‪B‬‬
‫ﻃﺎﻗﺘﻚ ﻋـﲆ ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬـﺎ ﺿﻌﻴ ﹰﻔﺎ‪ ،‬ﻭﺭﺍﺟﻊ‬
‫‪ .5‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ 70 cm3‬ﻣﺎﺀ ﲤﻞﺀ ﺩﻭﺭﻕ ﲤﺎ ﹰﻣﺎ ﻭﻋﻨﺪ‪20˚C‬‬
‫ﺍﳌﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻗﻮ ﹼﹰﻳﺎ ﺑﺎﺳﺘﻤﺮﺍﺭ‪.‬‬
‫ﻭﻋﻨـﺪ ﺗﺴـﺨﲔ ﺍﻟـﺪﻭﺭﻕ ﻭﺍﳌـﺎﺀ ﺇﱃ ﺩﺭﺟـﺔ‪60˚C‬‬
‫ﺍﻧﺴـﻜﺐ‪ 0.35 cm3‬ﻣـﻦ ﺍﳌـﺎﺀ‪ .‬ﻓـﺈﻥ ﻣﻌﺎﻣـﻞ ﺍﻟﺘﻤـﺪﺩ‬
‫ﺍﳊﺠﻤﻲ ﻟﻠﺪﻭﺭﻕ‪:‬‬

‫‪177‬‬ ‫* ا‪‬ص‪‬ة ا‪‬ا‪‬‬

‫ال‬‫ة ل‬‫ع‬ ‫ر‬‫�صا‬

 •
 •
 •

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 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫‪ .I‬ﺍﻟﺮﻣﻮﺯ ‪symbols‬‬
‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻜﻤﻴﺔ‬
‫ﺯﺍﺋﺪ ﺃﻭ ﻧﺎﻗﺺ ﺍﻟﻜﻤﻴﺔ‬
‫ﻣﴬﻭﺑـﺔ ﰲ‬
‫ﻳﺘﻨﺎﺳﺐ ﻣﻊ‬
‫ﻳﺴﺎﻭﻱ‬
‫ﻣﻘﺴﻮﻣﺔ ﻋﲆ‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺴﺎﻭﻱ‬
‫ﹸﻳﻜﺎﻓﺊ‬
‫ﺍﳉﺬﺭ ﺍﻟﱰﺑﻴﻌﻲ ﻟـ‬ ‫ﺃﻗﻞ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟـ‬ ‫ﺃﻛﱪ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬
‫ﻟﻮﻏﺎﺭﻳﺘﻢ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻗﻞ ﺟﺪﹼﹰ ﺍ ﻣﻦ‬
‫ﺇﱃ ﺍﻷﺳﺎﺱ‬
‫ﻳﻌﺮﻑ ﻛـ‬

‫‪ .II‬ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Measurement and Significant Digits‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺗﻌﺪ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻟﻐﺔ ﺍﻟﻔﻴﺰﻳﺎﺀ؛ ﻓﺒﺎﺳﺘﻌﲈﻝ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻮﻥ ﻭﺻﻒ ﺍﻟﻌﻼﻗﺎﺕ‬
‫ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻌﺎﺩﻻﺕ‪ .‬ﻭﻳﺮﺗﺒﻂ ﻛﻞ ﻗﻴﺎﺱ ﻣﻊ ﺭﻣﺰ ﻣﻌﲔ ﰲ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ‬
‫ﺍﻟﺮﻣﻮﺯ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬

‫ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Significant Digits‬‬

‫ﻣﻘﻴﺎﺳﺎ‬
‫ﹰ‬ ‫ﻭﲤﺜﻞ ﺑﺄﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻌﱪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﻋﻦ ﺍﻟﺪﻗﺔ ﰲ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﺗﻌﺪ ﺍﻟﺪﻗﺔ‬‫ﺇﻥ ﲨﻴﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺗﻘﺮﻳﺒﻴﺔ ﹸ‬
‫ﻟﻠﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﻋﲆ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺼﻐﺮ￯ ﰲ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻷﺑﻌﺪ ﺇﱃ‬
‫ﺍﻟﻴﻤﲔ ﰲ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ ﻣﻘﺪﱠ ﹰﺭﺍ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﻣﺎ ﺍﻟﺮﻗﻢ ﺍﳌﻘﺪﱠ ﺭ ﻟﻜﻞ ﻣﻦ ﻣﺴﻄﺮﺓ ﻗﻴﺎﺱ ﻣﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻭﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻘﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠﺰﻱ؟‬
‫ﺑﺎﺳﺘﻌﲈﻝ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﻔﻠﻴﺔ ﻧﺠﺪ ﺃﻥ ﻃﻮﻝ ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠﺰﻱ ﺑﲔ ‪ 9 cm‬ﻭ ‪ 10 cm‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻴﺎﺱ ﺳﻮﻑ ﻳﻘﺪﱠ ﺭ ﺇﱃ ﺃﻗﺮﺏ‬
‫ﺟﺰﺀ ﻋﴩﻱ ﻣﻦ ﺍﻟﺴﻨﺘﻤﱰ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻘﻴﺲ ﻳﻘﻊ ﲤﺎ ﹰﻣﺎ ﻋﻨﺪ ‪ 9 cm‬ﺃﻭ ‪ 10 cm‬ﻓﺈﻧﻪ ﳚﺐ ﻋﻠﻴﻚ ﺗﺴﺠﻴﻞ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ‬
‫‪ 9.0 cm‬ﺃﻭ ‪.10.0 cm‬‬
‫ﺃﻣﺎ ﻋﻨﺪ ﺍﺳﺘﻌﲈﻝ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻌﻠﻴﺎ ﻓﺈﻥ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ ﺗﻘﻊ ﺑﲔ ‪ 9.5 cm‬ﻭ ‪ ،9.6 cm‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻴﺎﺱ ﺳﻮﻑ ﻳﻘﺪﺭ ﺇﱃ ﺃﻗﺮﺏ‬
‫ﺟﺰﺀ ﻣﺌﻮﻱ ﻣﻦ ﺍﻟﺴﻨﺘﻤﱰ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻘﻴﺲ ﻳﻘﻊ ﲤﺎ ﹰﻣﺎ ﻋﻨﺪ ‪ 9.5 cm‬ﺃﻭ ‪ 9.6 cm‬ﻓﻴﺠﺐ ﻋﻠﻴﻚ ﺗﺴﺠﻴﻞ ﺍﻟﻘــﻴـــﺎﺱ‬
‫‪ 9.50 cm‬ﺃﻭ ‪9.60 cm‬‬

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‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﻛﻞ ﺍﻷﺭﻗﺎﻡ ﻏﲑ ﺍﻟﺼﻔﺮﻳﺔ ﰲ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ .‬ﻭﺑﻌﺾ ﺍﻷﺻﻔﺎﺭ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻟﻴﺴﺖ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻭﻛﻞ ﺍﻷﺭﻗﺎﻡ‬
‫ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺣﺘﻰ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻴﻤﲔ ﻭﺍﳌﺘﻀﻤﻨﺔ ﺍﻟﺮﻗﻢ ﺍﻷﻭﻝ ﻏﲑ ﺍﻟﺼﻔﺮﻱ ﺗﻌﺪ ﺃﺭﻗﺎ ﹰﻣﺎ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬
‫‪ .1‬ﺍﻷﺭﻗﺎﻡ ﻏﲑ ﺍﻟﺼﻔﺮﻳﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .2‬ﺍﻷﺻﻔﺎﺭ ﺍﻷﺧﲑﺓ ﺑﻌﺪ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .3‬ﺍﻷﺻﻔﺎﺭ ﺑﲔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .4‬ﺍﻷﺻﻔﺎﺭ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ ﲠﺪﻑ ﺣﺠﺰ ﻣﻨﺎﺯﻝ ﻓﻘﻂ ﻫﻲ ﺃﺭﻗﺎﻡ ﻟﻴﺴﺖ ﻣﻌﻨﻮﻳﺔ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺣﺪﹼ ﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪2‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪2‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪2‬ﻭ‪4‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﻮﺍﻋﺪ ‪1‬ﻭ‪2‬ﻭ‪3‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪3‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪3‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﻮﺍﻋﺪ ‪1‬ﻭ‪2‬ﻭ‪4‬‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪4‬‬
‫‪ 5.0 g‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‬
‫‪ 14.90 g‬ﻳﺘﻀﻤﻦ ﺃﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫‪ 0.0‬ﻳﺘﻀﻤﻦ ﹰ‬
‫ﺭﻗﲈ ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ‬
‫‪ 300.00 mm‬ﻳﺘﻀﻤﻦ ﲬﺴﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫‪ 5.06 s‬ﻳﺘﻀﻤﻦ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫‪ 304 s‬ﻳﺘﻀﻤﻦ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫‪ 0.0060 mm‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ )‪ 6‬ﻭﺍﻟﺼﻔﺮ ﺍﻷﺧﲑ(‬
‫‪ 140 mm‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ) ‪1‬ﻭ‪ 4‬ﻓﻘﻂ(‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .1‬ﺣﺪﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪12.007 kg .d‬‬ ‫‪1405 m .a‬‬
‫‪5.8×106 kg .e‬‬ ‫‪2.50 km .b‬‬
‫‪3.03×10-5 ml .f‬‬ ‫‪0.0034 m .c‬‬

‫ﻫﻨﺎﻙ ﺣﺎﻟﺘﺎﻥ ﺗﻌﺪ ﺍﻷﻋﺪﺍﺩ ﻓﻴﻬﲈ ﺩﻗﻴﻘﺔ‪:‬‬

‫‪ .1‬ﺍﻷﺭﻗﺎﻡ ﺍﳊﺴﺎﺑﻴﺔ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﻋﺪ ﹰﺩﺍ ﻻ ﹼﹰ‬
‫ﳖﺎﺋﻴﺎ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .2‬ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﺤﻮﻳﻞ‪ ،‬ﻭﺗﺘﻀﻤﻦ ﻋﺪ ﹰﺩﺍ ﻻ ﹼﹰ‬
‫ﳖﺎﺋﻴﺎ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬

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 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﻟﺘﻘﺮﻳﺐ ‪Rounding‬‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﻳﻤﻜﻦ ﺗﻘﺮﻳﺐ ﺍﻟﻌﺪﺩ ﺇﱃ ﺧﺎﻧﺔ )ﻣﻨﺰﻟﺔ( ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﳌﻨﺰﻟﺔ ﺍﳌﺌﻮﻳﺔ ﺃﻭ ﺍﻟﻌﴩﻳﺔ( ﺃﻭ ﺇﱃ ﻋﺪﺩ ﻣﻌﲔ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻭﺣﺘﻰ‬
‫ﺗﻘﻮﻡ ﺑﺬﻟﻚ ﺣﺪﹼ ﺩ ﺍﳌﻨﺰﻟﺔ ﺍﳌﺮﺍﺩ ﺗﻘﺮﻳﺒﻬﺎ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ .1‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﺃﻗﻞ ﻣﻦ ‪ ،5‬ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻃﻪ ﻫﻮ ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪،‬‬
‫ﺍﳌﻘﺮﺏ ﺩﻭﻥ ﺗﻐﻴﲑ‪.‬‬
‫ﻭﻳﺒﻘﻰ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﹼ‬

‫‪ .2‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﺃﻛﱪ ﻣﻦ ‪ 5‬ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻃﻪ ﻫﻮ ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪،‬‬
‫ﺍﳌﻘﺮﺏ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻳﺰﻳﺪ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﹼ‬

‫ﻣﺘﺒﻮﻋﺎ ﺑﺮﻗﻢ ﻏﲑ ﺻﻔﺮﻱ ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻁ ﺫﻟﻚ ﺍﻟﺮﻗﻢ‬

‫ﹰ‬ ‫‪ .3‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﻫﻮ ‪5‬‬
‫ﺍﳌﻘﺮﺏ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪ ،‬ﻭﻳﺰﻳﺪ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﱠ‬

‫ﻭﻣﺘﺒﻮﻋﺎ ﺑﺎﻟﺼﻔﺮ‪ ،‬ﺃﻭ ﻻ ﻳﺘﺒﻌﻪ ﺃﻱ ﺃﺭﻗﺎﻡ‬

‫ﹰ‬ ‫‪ .4‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﺮﻗﻢ ﺍﳌﻌﻨﻮﻱ ﺍﻷﺧﲑ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﻳﺴﺎﻭﻱ ‪5‬‬
‫ﺯﻭﺟﻴﺎ ﻓﻼ ﺗﺰﺩﻩ‪.‬‬
‫ﹼﹰ‬ ‫ﺃﺧﺮ￯ ﻓﺎﻧﻈﺮ ﺇﱃ ﺍﻟﺮﻗﻢ ﺍﳌﻌﻨﻮﻱ ﺍﻷﺧﲑ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻓﺮﺩ ﹼﹰﻳﺎ ﻓﺰﺩﻩ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ‬

‫ﺍﳌﻌﲔ ﺇﱃ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬ ‫ﺃﻣﺜﻠﺔ‪ :‬ﹼ‬

‫ﻗﺮﺏ ﺍﻷﺭﻗﺎﻡ ﺍﻵﺗﻴﺔ ﻟﻠﻌﺪﺩ ﹼ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪1‬‬ ‫‪ 8.7645‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪8.76‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪2‬‬ ‫‪ 8.7676‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪8.77‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪3‬‬ ‫‪ 8.7519‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻳﻨﺘﺞ ‪8.8‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪4‬‬ ‫‪ 92.350‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪92.4‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪4‬‬ ‫‪ 92.25‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪92.2‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .2‬ﹼ‬
‫ﻗﺮﺏ ﻛﻞ ﺭﻗﻢ ﺇﱃ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﺘﻀﻤﻨﺔ ﺑﲔ ﺍﻷﻗﻮﺍﺱ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪(1) 0.0034 m .c‬‬ ‫‪(2)1405 m .a‬‬
‫‪(3)12.007 kg .d‬‬ ‫‪(2) 2.50 km .b‬‬

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‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Operations with Significant Digits‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﻋﻨﺪﻣﺎ ﺗﺴﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻧ ﹼﻔﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺑﺄﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻟﺪﻗﺔ ﺍﻟﺘﻲ ﺗﺴﻤﺢ ﲠﺎ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‪ ،‬ﺛﻢ ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻨﺘﻴﺠﺔ ﻋﲆ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﻋﲆ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﲡﺮﳞﺎ‪.‬‬

‫ﺍﳉﻤﻊ ﻭﺍﻟﻄﺮﺡ ‪Addition and subtraction‬‬

‫ﻭﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﺩﻗﻴﻘﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﻫﻮ ﺍﻟﻌﺪﺩ ﺍﻷﺻﻐﺮ ﻣﻦ‬
‫ﺍﻧﻈﺮ ﺇﱃ ﺍﻷﺭﻗﺎﻡ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪ ،‬ﹼ‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﻟﻮﺍﻗﻌﺔ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﲨﻊ ﺍﻷﻋﺪﺍﺩ ‪ 4.1 m ، 1.456 m‬ﻭ ‪20.3 m‬‬
‫ﺍﻟﻘﻴﻢ ﺍﻷﻗﻞ ﺩﻗﺔ ﻫﻲ ‪ 4.1 m‬ﻭ ‪20.3 m‬؛ ﻷﻥ ﻛﻠﺘﻴﻬﲈ ﺗﺘﻀﻤﻦ ﹰ‬
‫ﺭﻗﲈ ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ ﻓﻘﻂ ﻳﻘﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪.‬‬
‫‪1.456 m‬‬ ‫ﺍﲨﻊ ﺍﻷﻋﺪﺍﺩ‬
‫‪4.1 m‬‬
‫‪+20.3 m‬‬

‫‪25.856 m‬‬
‫ﻭﰲ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻜﻮﻥ ﺩﻗﺔ ﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺍﳉﻤﻊ ﻫﻲ ﺩﻗﺔ ﺍﻟﺮﻗﻢ ﺍ ﹸﳌﻀﺎﻑ ﺍﻷﻗﻞ ﺩﻗﺔ‪.‬‬
‫‪25.9m‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪ￯‬

‫ﺍﻟﴬﺏ ﻭ ﺍﻟﻘﺴﻤﺔ ‪Multiplication and division‬‬

‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‬
‫ﺣﺪﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ‪ .‬ﻭﻧﻔﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳊﺴﺎﺑﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻓﻴﻬﺎ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﺘﻠﻚ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﻴﻤﺔ ﺍﻟﻘﻴﺎﺱ ﺫﻱ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻷﻗﻞ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﻜﻤﻴﺘﲔ ‪ 20.1 m‬ﻭ ‪3.6 m‬‬
‫‪(20.1 m)(3.6 m)=72.36 m2‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﺪﻗﻴﻘﺔ ﻫﻲ ‪ 3.6 m‬ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪ .‬ﻭﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﻓﻘﻂ ﻋﺪﺩ‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻌﺪﺩ ﺫﻱ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻷﻗﻞ‪.‬‬
‫‪72 m‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‬
‫ﹼ‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬ ‫‪ .3‬ﹼ‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺎﺑﲑ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻵﺗﻴﺔ‬
‫‪45 g - 8.3 g .b‬‬ ‫‪2.33 km + 3.4 km + 5.012 km .a‬‬
‫‪54 m ÷ 6.5 s .d‬‬ ‫‪3.40 cm × 7.125 cm .c‬‬

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‫ﺍﳌﺠﺎﻣﻴﻊ ‪Combination‬‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻋﻤﻠﻴﺎﺕ ﺍﳉﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻭﺍﻟﴬﺏ ﻭﺍﻟﻘﺴﻤﺔ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ‪/‬ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﻘﺴﻤﺔ‪.‬‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪1‬‬
‫‪d=19 m + (25.0 m/s)(2.50 s) +‬‬ ‫‪(-10.0 m/s2)(2.50)2‬‬
‫‪2‬‬
‫‪= 5.0 × 101 m‬‬
‫ﺍﳌﻘﺪﺍﺭ ‪ 19 m‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪ ،‬ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻟﻨﺘﻴﺠﺔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬

‫‪) = 70.0 m - 10.0 m‬ﺍﳌﻴﻞ( ‪m‬‬

‫‪29 s - 11 s‬‬
‫=‬ ‫‪3.3 m/s‬‬

‫‪ 29 s‬ﻭ ‪ 11 s‬ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﻨﻬﲈ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪ ،‬ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻹﺟﺎﺑﺔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪.‬‬

‫ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳋﻄﻮﺍﺕ ‪Multistep Calculation‬‬

‫ﻻ ﹸﲡ ﹺﺮ ﻋﻤﻠﻴﺔ ﺗﻘﺮﻳﺐ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳋﻄﻮﺍﺕ‪ .‬ﻭﺑﺪ ﹰ‬
‫ﻻ ﻣﻦ ﺫﻟﻚ ﻗﻢ ﺑﺎﻟﺘﻘﺮﻳﺐ ﺇﱃ ﺍﻟﻌﺪﺩ‬
‫ﺗﻘﺮﺏ ﺍﳉﻮﺍﺏ‬
‫ﺍﳌﻌﻘﻮﻝ ﻣﻦ ﺍﳌﻨﺎﺯﻝ ﺍﻟﻌﴩﻳﺔ‪ ،‬ﺑﴩﻁ ﺃﻻ ﺗﻔﻘﺪ ﺩﻗﺔ ﺇﺟﺎﺑﺘﻚ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺼﻞ ﺇﱃ ﺍﳋﻄﻮﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﰲ ﺍﳊﻞ ﻋﻠﻴﻚ ﺃﻥ ﹼ‬
‫ﺇﱃ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬

‫ﻣﺜﺎﻝ‪:‬‬
‫=‪F‬‬ ‫‪(24 N)2 + (36 N)2‬‬ ‫ﻻ ﹸﲡ ﹺﺮ ﺍﻟﺘﻘﺮﻳﺐ ﺇﱃ ‪ 580N2‬ﻭ ‪1300N2‬‬
‫‪576 N2 + 1296 N2‬‬ ‫ﻻ ﹸﲡ ﹺﺮ ﺍﻟﺘﻘﺮﻳﺐ ﺇﱃ ‪1800N2‬‬
‫=‬ ‫‪1872 N2‬‬ ‫ﻧﻘﺮﺏ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻫﻨﺎ ﳚﺐ ﺃﻥ ﹼ‬
‫‪= 43 N‬‬

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‫‪ .III‬ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ‪Operations With Exponents‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﻹﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﻓﺈﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ b ، a‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻧﺎ ﺃﺭﻗﺎ ﹰﻣﺎ ﺃﻭ ﻣﺘﻐﻴﺮﺍﺕ‪.‬‬
‫ﺿﺮﺏ ﺍﻟﻘﻮ￯‪ :‬ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺣﺪﻭﺩ ﻟﻬﺎ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﺍﺟﻤﻊ ﺍﻷﺳﺲ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪(am) (an) = am+n‬‬
‫ﻗﺴﻤﺔ ﺍﻟﻘﻮ￯‪ :‬ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺣﺪﻭﺩ ﻟﻬﺎ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﺍﻃﺮﺡ ﺍﻷﺳﺲ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪am/an = am–n‬‬
‫ﻣﻌﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ‬ ‫ﺍﻟﻘﻮﺓ ﻣﺮﻓﻮﻋﺔ ﻟﻘﻮﺓ‪ :‬ﻻﻳﺠﺎﺩ ﻧﺎﺗﺞ ﻗﻮﺓ ﻣﺮﻓﻮﻋﺔ ﻟﻘﻮﺓ ﺍﺳﺘﺨﺪﻡ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﻭﺍﺿﺮﺏ ﺍﻷﺳﺲ ﹰ‬
‫ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪(am)n = a mn :‬‬
‫ﻭﻗﺴﻢ ﺃﺱ ﺍﻟﻘﻮﺓ ﻋﻠﻰ ﺃﺱ ﺍﻟﺠﺬﺭ‪ ،‬ﻛﻤﺎ ﻫﻮ‬ ‫ﺍﻟﺠﺬﺭ ﻣﺮﻓﻮﻉ ﻟﻘﻮﺓ‪ :‬ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﺟﺬﺭ ﻣﺮﻓﻮﻉ ﻟﻘﻮﺓ ﺍﺳﺘﺨﺪﻡ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﹼ‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪am = am/n :‬‬
‫‪n‬‬
‫√‬ ‫½‬
‫ﺍﻟﻘﻮﺓ ﻟﺤﺎﺻﻞ ﺍﻟﻀﺮﺏ‪ :‬ﻹﻳﺠﺎﺩ ﺍﻟﻘﻮﺓ ﻟﺤﺎﺻﻞ ﺍﻟﻀﺮﺏ ‪ a‬ﻭ ‪ ، b‬ﺍﺭﻓﻊ ﻛﻠﻴﻬﻤﺎ ﻟﻠﻘﻮﺓ ﻧﻔﺴﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ ﹰ‬
‫ﻣﻌﺎ‪،‬‬
‫ﻛﻤﺎ ﻓﻲ ‪(ab)n = anbn‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ‪.‬‬ ‫‪ .4‬ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﻜﺎﻓﺌﺔ‬
‫‪x2 √x½ .d‬‬ ‫‪(d2n)2 .c‬‬ ‫‪√t½3 .b‬‬ ‫‪x2 t / x3 .a‬‬
‫½½ ‪m‬‬ ‫_‬
‫ﺑﺴﻂ ‪q √ m‬‬ ‫‪ .5‬ﹼ‬
‫___‬ ‫‪2qv‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ‪Absolute Value‬‬

‫ﺇﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺮﻗﻢ ‪ n‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻴﻤﺘﻪ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺇﺷﺎﺭﺗﻪ‪ .‬ﻭﺗﻜﺘﺐ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺮﻗﻢ ‪ n‬ﻋﻠﻰ ﺻﻮﺭﺓ |‪ ،|n‬ﻭﻷﻥ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﺃﻛﺒﺮ ﻣﻦ ﺻﻔﺮ ﺃﻭ ﺗﺴﺎﻭﻱ ﹰ‬‫ﺍﻟﻤﻘﺎﺩﻳﺮ ﻻ ﺗﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ﺍﻟﺼﻔﺮ ﻓﺈﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻄﻠﻘﺔ ﹰ‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪ 3‬ﻭﺣﺪﺍﺕ‬ ‫‪ 3‬ﻭﺣﺪﺍﺕ‬
‫‪|3| = 3‬‬
‫‪|– 3| = 3‬‬ ‫‪-4 -3‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪ .IV‬ﺍﻟﺘﻌﺒﲑ ﺍﻟﻌﻠﻤﻲ ‪Scientific Notation‬‬
‫ﺇﻥ ﺍﻟﺮﻗﻢ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ‪ a×10n‬ﻣﻜﺘﻮﺏ ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﺣﻴﺚ ‪ ،1≤ a ≤10‬ﻭﺍﻟﺮﻗﻢ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ .‬ﺍﻷﺳﺎﺱ ‪ 10‬ﻣﺮﻓﻮﻉ‬
‫ﻟﻠﻘﻮﺓ ‪ n‬ﻭﺍﻟﺤﺪ ‪ a‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ‪.10‬‬
‫ﺍﻟﻘﻮﺓ‬

‫‪a×10n‬‬
‫ﺍﳊﺪ‬ ‫ﺍﻷﺳﺎﺱ‪10‬‬

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‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻮﻥ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻣﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻋﻠﻰ ‪ 10‬ﺃﻭ ﺍﻷﻗﻞ ﻣﻦ ‪ 1‬ﻟﻠﺘﻌﺒﻴﺮ‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﻼ ﺗﻜﺘﺐ ﻛﺘﻠﺔ ﺍﻟﺒﺮﻭﺗﻮﻥ ﻋﻠﻰ ﺻﻮﺭﺓ ‪ ،6.73 × 10-28 kg‬ﻭﺗﻜﺘﺐ ﻛﺜﺎﻓﺔ ﺍﻟﻤﺎﺀ ﻋﻠﻰ‬ ‫ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺣﺴﺎﺑﻬﺎ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺍﻟﺼﻮﺭﺓ ‪ 1.000×103 kg/m3‬ﻭﻫﺬﺍ ﻳﻮﺿﺢ ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‪ ،‬ﺣﻴﺚ ﻳﺴﺎﻭﻱ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ‪ 1000‬ﺗﻤﺎ ﹰﻣﺎ‪،‬‬
‫ﻭﺫﻟﻚ ﻷﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ .‬ﻟﺬﺍ ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﻛﺜﺎﻓﺔ ﺍﻟﻤﺎﺀ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ 1000 kg/m3‬ﻓﻬﺬﺍ ﻳﺸﻴﺮ ﺇﻟﻰ ﺃﻥ ﺍﻟﺮﻗﻢ ﻳﺘﻀﻤﻦ ﹰ‬
‫ﺭﻗﻤﺎ‬
‫ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ‪ ،‬ﻭﻫﺬﺍ ﻏﻴﺮ ﺻﺤﻴﺢ‪ .‬ﻟﻘﺪ ﺳﺎﻋﺪﺕ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻴﻦ ﻋﻠﻰ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻤﺴﺎﺭ ﺍﻟﺪﻗﻴﻖ ﻟﻸﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‪.‬‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﺍﳌﻮﺟﺒﺔ ‪Large Numbers - Using Positive Exponents‬‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﻟﻠﻘﻮﺓ ‪ 10‬ﺗﺸﺒﻪ ﺗﻤﺎ ﹰﻣﺎ ﻋﻤﻠﻴﺔ ﺗﺤﺮﻳﻚ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻟﻨﻔﺲ ﻋﺪﺩ ﺍﻟﻤﻨﺎﺯﻝ ﺇﻟﻰ ﻳﺴﺎﺭ ﺍﻟﻌﺪﺩ )ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ‬
‫ﻻ ﻗﻴﻤﺔ ﺍﻟﺤﺪ ‪،a‬‬‫ﺳﺎﻟﺒﺔ( ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ )ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ ﻣﻮﺟﺒﺔ(‪ .‬ﻭﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺮﻗﻢ ﺍﻟﻜﺒﻴﺮ ﻓﻲ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺣﺪﺩ ﺃﻭ ﹰ‬
‫‪ ،1≤ a <10‬ﺛﻢ ﻋﺪ ﺍﻟﻤﻨﺎﺯﻝ ﺍﻟﻌﺸﺮﻳﺔ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺤﺪ ‪ a‬ﻟﻐﺎﻳﺔ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ﺍﻟﻌﺪﺩ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻌﺪﺩ ﻛﻘﻮﺓ‬
‫ﻟﻠﺮﻗﻢ ‪ .10‬ﻭﺗﺒﻴﻦ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ e‬ﻟﻸﺳﺲ ﻛﻤﺎ ﻓﻲ ‪ 2.4 e+11=2.4×1011‬ﻭﺑﻌﺾ ﺍﻵﻻﺕ‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﺗﺴﺘﺨﺪﻡ ‪ E‬ﻟﺘﺒﻴﺎﻥ ﺍﻷﺱ ﺃﻭ ﻳﻮﺟﺪ ﻏﺎﻟ ﹰﺒﺎ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻣﻮﺿﻊ ﻣﺨﺼﺺ‪ ،‬ﺣﻴﺚ ﺗﻈﻬﺮ ﺃﺭﻗﺎﻡ ﺫﺍﺕ ﺃﺣﺠﺎﻡ ﺻﻐﻴﺮﺓ‬
‫ﻧﺴﺒﻴﺎ ﻟﺘﻤﺜﻞ ﺍﻷﺳﺲ ﻓﻲ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬
‫ﹼﹰ‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ‪ 7‚530‚000‬ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﻗﻴﻤﺔ ‪ a‬ﻫﻲ ‪ ) 7.53‬ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻋﻦ ﻳﻤﻴﻦ ﺃﻭﻝ ﺭﻗﻢ ﻏﻴﺮ ﺻﻔﺮﻱ (‪ ،‬ﻟﺬﻟﻚ ﺳﻴﻜﻮﻥ ﺍﻟﺸﻜﻞ ﻓﻲ ﺻﻮﺭﺓ ‪.7.53×10n‬‬
‫‪7‚530‚000 = 7.53×106‬‬ ‫ﻫﻨﺎﻙ ﺳﺖ ﻣﻨﺎﺯﻝ ﻋﴩﻳﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﻫﻲ ‪6‬‬
‫ﺃﺻﻔﺎﺭﺍ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﻳﻤﻴﻦ ﺍﻟﺮﻗﻢ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺓ‬
‫ﹰ‬ ‫ﺍﻟﻤﻌﺒﺮ ﻋﻨﻪ ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻛﺘﺐ ﻗﻴﻤﺔ ‪ ،a‬ﻭﺿﻊ‬
‫ﱠ‬ ‫ﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻟﻠﺮﻗﻢ‬
‫ﻭﺣﺮﻙ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻟﻠﺮﻗﻢ ‪ a‬ﻋﺪﺓ ﻣﻨﺎﺯﻝ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﹼ‬
‫‪2.389×10 = 2.38900×10 = 238‚900‬‬
‫‪5‬‬ ‫‪5‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ﺍﻟﺮﻗﻢ ﺍﻟﺘﺎﻟﻲ ﻓﻲ ﺻﻮﺭﺗﻪ ﺍﻟﻘﻴﺎﺳﻴﺔ‬
‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ‪Operations with Scientific Notation‬‬
‫ﺍﳌﻌﱪ ﻋﻨﻬﺎ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻧﺴﺘﺨﺪﻡ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ‪.‬‬ ‫ﻹﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻸﺭﻗﺎﻡ ﹼ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺍﻟﺤﺪﻭﺩ‪ ،‬ﺛﻢ ﺍﺟﻤﻊ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪.10‬‬
‫)‪(4.0×10-8) (1.2×105) = (4.0×1.2) (10-8 ×105‬‬ ‫ﺟﻤﻊ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻷﺭﻗﺎﻡ ﺫﺍﺕ ﺍﻷﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫) ‪= (4.8) (10– 8+5‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻟﺤﺪﻭﺩ‬
‫)‪= (4.8) (10– 3‬‬ ‫ﺍﺟﻤﻊ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪10‬‬
‫‪= 4.8×10– 3‬‬ ‫ﺃﻋﺪ ﺻﻴﺎﻏﺔ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ ﻗﻢ ﺑﺈﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻤﺜﻠﺔ ﻟﻠﻘﻮﺍﻋﺪ‪ ،‬ﺛﻢ ﺍﻃﺮﺡ ﺃﺳﺲ ﺍﻷﺳﺎﺱ ‪.10‬‬
‫ﺑﺴﻂ‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫_____ = ‪9.60×107‬‬
‫_________‬
‫‪1.60×103‬‬
‫(‬‫‪1.60‬‬
‫) ( )‬
‫____ × ‪9.60‬‬‫‪107‬‬
‫‪103‬‬
‫ﺟﻤﻊ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻷﺭﻗﺎﻡ ﺫﺍﺕ ﺍﻷﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫‪= 6.00 × 107–3‬‬ ‫ﻗﺴﻢ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻃﺮﺡ ﺍﻟﻘﻮﺱ ﻟﻸﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫‪= 6.00 × 104‬‬

‫‪185‬‬
 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﻋﻤﻠﻴﺘﺎ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﺇﻥ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺠﻤﻊ ﻭﻋﻤﻠﻴﺔ ﺍﻟﻄﺮﺡ ﻟﻸﺭﻗﺎﻡ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺗﺤﺪﱟ ﺃﻛﺒﺮ؛ ﻷﻥ ﻗﻮ￯‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﻷﺳﺎﺱ ‪ 10‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻤﺎﺛﻠﺔ ﻟﻜﻲ ﺗﺴﺘﻄﻴﻊ ﺟﻤﻊ ﺃﻭ ﻃﺮﺡ ﺍﻷﺭﻗﺎﻡ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺃﺣﺪ ﺗﻠﻚ ﺍﻷﺭﻗﺎﻡ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺘﻪ ﺑﺪﻻﻟﺔ ﻗﻮﺓ ﻣﺨﺘﻠﻔﺔ ﻟﻸﺳﺎﺱ ‪ 10‬ﺑﻴﻨﻤﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪ 10‬ﻣﺘﺴﺎﻭﻳﺔ ﻓﺎﺳﺘﻌﻤﻞ ﺍﻟﺨﺎﺻﻴﺔ‬
‫ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻟﻸﻋﺪﺍﺩ‪.‬‬
‫ﺑﺴﻂ‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪(3.2×105) + (4.8×105) = (3.2+4.8) ×105‬‬ ‫ﲨﻊ ﺍﳊﺪﻭﺩ‬
‫ﹼ‬
‫‪= 8.0×105‬‬ ‫ﺍﲨﻊ ﺍﳊﺪﻭﺩ‬
‫ﺑﺴﻂ‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫)‪(3.2×105) + (4.8×104) = (3.2×105)+ (0.48×105‬‬ ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ‪ 4.8×104‬ﻋﲆ ﺻﻮﺭﺓ ‪0.48×105‬‬
‫‪= (3.2+0.48) ×105‬‬ ‫ﲨﻊ ﺍﳊﺪﻭﺩ‬ ‫ﹼ‬
‫‪= 3.68×105‬‬ ‫ﺍﲨﻊ ﺍﳊﺪﻭﺩ‬
‫‪= 3.7×105‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﳉﻤﻊ ‪ /‬ﺍﻟﻄﺮﺡ ﻟﻸﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ‬‫ﹼ‬
‫‪ .V‬ﺍﳌﻌﺎﺩﻻﺕ ‪Equations‬‬
‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ‪Order of Operations‬‬
‫ﻳﻔﺴﺮ ﻛﻞ‬
‫ﺍﺗﻔﻖ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺨﻄﻮﺍﺕ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﻭﺗﺴﻤﻰ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻟﺬﻟﻚ ﹼ‬
‫ﺷﺨﺺ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﺍﺗﹼﺒﻊ ﻫﺬﻩ ﺍﻟﺨﻄﻮﺍﺕ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻋﻨﺪﻣﺎ ﺗﺮﻳﺪ ﺗﻘﺪﻳﺮ ﻧﺘﻴﺠﺔ ﺗﻌﺒﻴﺮ ﺭﻳﺎﺿﻲ ﺃﻭ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺻﻴﻐﺔ ﺭﻳﺎﺿﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻘﻮﺳﻴﻦ ) (‪ ،‬ﻭﺍﻟﻘﻮﺳﻴﻦ ﺍﻟﻤﻌﻘﻮﻓﻴﻦ ] [‪ ،‬ﻭﺍﻷﻗﻮﺍﺱ ﺍﻟﻤﺰﺩﻭﺟﺔ‬ ‫‪ .1‬ﹼ‬
‫} {‪ ،‬ﻭﺃﻋﻤﺪﺓ ﺍﻟﻜﺴﺮ‪.‬‬
‫‪ .2‬ﻗﺪﹼ ﺭ ﻗﻴﻤﺔ ﺟﻤﻴﻊ ﺍﻟﻘﻮ￯ ﻭﺍﻟﺠﺬﻭﺭ‪.‬‬
‫‪ .3‬ﻧ ﹼﻔﺬ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻀﺮﺏ ﻭ ‪ /‬ﺃﻭ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺴﻤﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪ .4‬ﻧ ﹼﻔﺬ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﻤﻊ ﻭ ‪ /‬ﺃﻭ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻄﺮﺡ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺘﺎﻟﻲ‪:‬‬‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪4+3 (4–1)– 23 = 4+3 (3) – 23‬‬ ‫ﺍﻟﺨﻄﻮﺓ ‪ 1‬ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪=4+3 (3) – 8‬‬ ‫ﺍﻟﺨﻄﻮﺓ ‪ 2‬ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪=4+9–8‬‬ ‫ﺍﻟﺨﻄﻮﺓ ‪ 3‬ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫‪=5‬‬ ‫ﺍﻟﺨﻄﻮﺓ ‪ 4‬ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﻮﺿﺢ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺧﻄﻮﺓ ﺑﺨﻄﻮﺓ‪ .‬ﻓﻌﻨﺪ ﺣﻞ‬
‫ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻻ ﹸﺗ ﹺﺠﺮ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﺮﻳﺐ ﻟﻠﺮﻗﻢ ﺍﻟﺼﺤﻴﺢ ﻟﻸﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ ﺇﻻ ﺑﻌﺪ ﺣﺴﺎﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ .‬ﻓﻲ ﺣﺎﻟﺔ‬
‫ﺍﻟﺤﺴﺎﺑﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺗﻌﺎﺑﻴﺮ ﺭﻳﺎﺿﻴﺔ ﻓﻲ ﺍﻟﺒﺴﻂ ﻭﺗﻌﺎﺑﻴﺮ ﺭﻳﺎﺿﻴﺔ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﻋﻠﻴﻚ ﻣﻌﺎﻣﻠﺔ ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ‬

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‫ﺑﻮﺻﻔﻬﻤﺎ ﻣﺠﻤﻮﻋﺘﻴﻦ ﻣﻨﻔﺼﻠﺘﻴﻦ‪ ،‬ﺛﻢ ﺟﺪ ﻧﺘﻴﺠﺔ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻗﺒﻞ ﺃﻥ ﺗﺠﺮﻱ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺍﻟﺒﺴﻂ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﻗﺎﻋﺪﺓ ﺍﻟﻀﺮﺏ ‪ /‬ﺍﻟﻘﺴﻤﺔ ﺗﺴﺘﺨﺪﻡ ﻟﺤﺴﺎﺏ ﺍﻟﺮﻗﻢ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻸﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‪.‬‬

‫ﺣﻞ ﺍﳌﻌﺎﺩﻻﺕ ‪Solving Equations‬‬
‫ﻃﺒﻖ ﺧﺎﺻﻴﺔ‬
‫ﺻﺤﻴﺤﺎ‪ .‬ﻭﻋﻨﺪ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﹼ‬
‫ﹰ‬ ‫ﺭﻳﺎﺿﻴﺎ‬
‫ﹼﹰ‬ ‫ﺗﻌﺒﻴﺮﺍ‬
‫ﺇﻥ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺬﻱ ﻳﺠﻌﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﹰ‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﻭﺧﺼﺎﺋﺺ ﺍﻟﺘﻜﺎﻓﺆ‪ ،‬ﻭﺇﺫﺍ ﻃﺒﻘﺖ ﺃ ﹼﹰﻳﺎ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﻤﺘﻜﺎﻓﺌﺎﺕ ﻓﻲ ﺃﺣﺪ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻭﺟﺐ ﺃﻥ ﺗﻄﺒﻖ ﺍﻟﺨﺼﺎﺋﺺ‬
‫ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪.‬‬
‫ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻷﻱ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ c ، b ، a‬ﻳﻜﻮﻥ‪:‬‬
‫‪a (b+c) =ab+ac‬‬ ‫‪a (b–c) =ab–ac‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻟﺘﻔﻜﻴﻚ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻵﺗﻴﺔ‪:‬‬
‫)‪3 (x + 2) = 3 x + (3) (2‬‬
‫‪=3x+6‬‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻟﻠﻤﺘﻜﺎﻓﺌﺎﺕ ﺇﺫﺍ ﺗﺴﺎﻭﺕ ﻛﻤﻴﺘﺎﻥ ﻭﺃﺿﻴﻒ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﺃﻭ ﻃﺮﺡ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﻣﻦ ﻛﻠﻴﻬﻤﺎ‪ ،‬ﻓﺈﻥ‬
‫ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻨﺎﺗﺠﺔ ﻣﺘﺴﺎﻭﻳﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﺠﻤﻊ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪x–3=7‬‬
‫‪x–3 = 7‬‬
‫‪x–3+3=7+3‬‬
‫‪x=10‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﻄﺮﺡ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪5 – = 2 + t‬‬
‫‪t+2=–5‬‬
‫‪t+2–2=–5–2‬‬
‫‪t=–7‬‬
‫ﺧﺼﺎﺋﺺ ﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ﻟﻠﻤﺘﻜﺎﻓﺌﺎﺕ ﺇﺫﺍ ﺿﺮﺑﺖ ﺃﻭ ﻗﺴﻤﺖ ﻛﻤﻴﺘﻴﻦ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ ﻓﻲ‪/‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ‪ ،‬ﻓﺴﺘﻜﻮﻥ ﺍﻟﻜﻤﻴﺎﺕ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻣﺘﺴﺎﻭﻳﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫‪ac=bc‬‬
‫‪a‬‬
‫__‬ ‫‪b‬‬
‫__‬
‫‪c = c , for c ≠ 0‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﻀﺮﺏ‬ ‫‪1‬‬
‫__‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪a = 3‬‬
‫‪4‬‬
‫‪1a=3‬‬
‫__‬
‫‪4‬‬
‫) ‪(__14 a ) ( 4 ) = 3 ( 4‬‬
‫‪a = 12‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 6 n = 18‬ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ‬
‫‪6 n = 18‬‬
‫‪18‬‬
‫__‬ ‫‪6n‬‬
‫___‬
‫‪6‬‬
‫=‬ ‫‪6‬‬
‫‪n=3‬‬

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‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 2 t + 8 = 5 t – 4‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪t‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫‪2t+8=5t–4‬‬
‫‪8+4=5t–2t‬‬
‫‪12 = 3 t‬‬
‫‪4=t‬‬
‫ﻓﺼﻞ ﺍﳌﺘﻐﲑ ‪Isolating aVariable‬‬
‫ﺍﻓﺘﺮﺽ ﻣﻌﺎﺩﻟﺔ ﺗﺘﻀﻤﻦ ﺃﻛﺜﺮ ﻣﻦ ﻣﺘﻐﻴﺮ‪ ،‬ﻟﻔﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ‪ -‬ﻭﺫﻟﻚ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺬﻟﻚ ﺍﻟﻤﺘﻐﻴﺮ‪ -‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﻣﺘﻐﻴﺮﺍ ﺫﺍ ﻣﻌﺎﻣﻞ ‪.1‬‬
‫ﹰ‬ ‫ﺍﻟﻤﻜﺎﻓﺌﺔ ﺑﺤﻴﺚ ﻳﺘﻀﻤﻦ ﻛﻞ ﻃﺮﻑ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻓﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ ‪ ) P‬ﺍﻟﻀﻐﻂ ( ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﻗﺎﻧﻮﻥ ﺍﻟﻐﺎﺯ ﺍﻟﻤﺜﺎﻟﻲ‪.‬‬
‫‪PV=nRT‬‬
‫‪PV‬‬
‫___‬
‫‪V‬‬
‫‪nRT‬‬
‫____ =‬
‫‪V‬‬
‫ﻗﺴﻢ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ‪v‬‬
‫ﹼ‬
‫‪V‬‬
‫__‬
‫‪P(V)= V‬‬ ‫‪nRT‬‬
‫____‬ ‫__ (‬
‫‪V‬‬
‫‪V‬‬
‫ﺟﻤﻊ )‬
‫ﹼ‬
‫‪nRT‬‬
‫____ = ‪P‬‬
‫‪V‬‬
‫‪V=1‬‬
‫__‬
‫‪V‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .6‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.x‬‬
‫‪b+x‬‬
‫____ = ‪a‬‬
‫‪c‬‬ ‫‪.d‬‬ ‫‪2 + 3 x = 17 .a‬‬
‫‪2x+3‬‬
‫_____‬
‫‪6= x‬‬ ‫‪.e‬‬ ‫‪x – 4 = 2 – 3x .b‬‬
‫‪ax + bx + c = d .f‬‬ ‫‪x+4‬‬
‫____ = ‪t – 1‬‬
‫‪3‬‬
‫‪.c‬‬

‫ﺍﳉﺬﻭﺭ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻭﺍﳉﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒﻴﺔ ‪Square and Cube Roots‬‬

‫ﻭﻳﻌﺒﺮ ﺍﻟﺮﻣﺰ ﺍﻟﺠﺬﺭﻱ ½√ ‪ ،‬ﻋﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪.‬‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﺮﻗﻢ ﻳﺴﺎﻭﻱ ﺃﺣﺪ ﻣﻌﺎﻣﻠﻴﻪ ﺍﻻﺛﻨﻴﻦ ﺍﻟﻤﺘﺴﺎﻭﻳﻴﻦ‪ .‬ﹼ‬
‫ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻌﺒﺮ ﻋﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﺎﻷﺱ ‪1‬‬
‫__ ﻛﻤﺎ ﻓﻲ ‪ . √b½ = b 2‬ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ‬ ‫ﹸ ﹼ‬
‫‪1‬‬
‫__‬

‫‪2‬‬
‫ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫ﺑﺴﻂ ﺣﺪﻭﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﺃﻣﺜﻠﺔ‪ :‬ﹼ‬
‫‪√a‬‬
‫= ‪½2‬‬ ‫½½½√‬
‫‪(a) (a) = a‬‬
‫‪½ = √(3) (3) = 3‬‬
‫‪√9‬‬ ‫½½½‬

‫‪(8.0) (8.0) = 8.0‬‬

‫½½½½√ = ‪64‬‬
‫½√‬ ‫ﺻﻔﺮﺍ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ ﻭﺫﻟﻚ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬
‫ﺗﺘﻀﻤﻦ ﺍﻹﺟﺎﺑﺔ ﹰ‬
‫‪38.44 = 6.200‬‬
‫½½½√‬ ‫ﺿﻊ ﺻﻔﺮﻳﻦ ﻋﻦ ﻳﻤﲔ ﺇﺟﺎﺑﺔ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺃﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪39 =6.244997 = 6.2‬‬
‫½√‬ ‫ﻗﺮﺏ ﺇﺟﺎﺑﺔ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬
‫ﹼ‬
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‫√ ﺃﻱ ﺍﺳﺘﻌﲈﻝ ﺍﻟﺮﻗﻢ ‪ ،3‬ﻋﻦ‬
‫‪3‬‬
‫ﺇﻥ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﻟﻠﺮﻗﻢ ﻳﻤﺜﻞ ﺃﺣﺪ ﻣﻌﺎﻣﻼﺗﻪ ﺍﻟﺜﻼﺛﺔ ﺍﳌﺘﺴﺎﻭﻳﺔ‪ .‬ﻭﻳﻌﱪ ﺍﻟﺮﻣﺰ ﺍﳉﺬﺭﻱ ½‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫‪_1‬‬ ‫ﺃﻳﻀﺎ ﰲ ﺻﻮﺭﺓ ﺃﺱ ‪1‬‬

‫__ ﻛﲈ ﰲ ‪. √b½ =b3‬‬
‫‪3‬‬
‫ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ‪ .‬ﻛﲈ ﻳﻤﻜﻦ ﲤﺜﻴﻞ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﹰ‬
‫‪3‬‬
‫ﺑﺴﻂ ﺣﺪﻭﺩ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪(5.00)(5.00)(5.00) = 5.00‬‬
‫‪3‬‬
‫½½√‬
‫= ‪125‬‬ ‫½½½½½½½√‬
‫‪3‬‬

‫‪3‬‬
‫√‬ ‫½½½‬
‫‪39.304 = 3.4000‬‬

‫ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Equations‬‬

‫ﻣﺮﻓﻮﻋﺎ‬
‫ﹰ‬ ‫ﻣﺘﻐﻴﺮﺍ ﻭﺍﺣﺪﹰ ﺍ‬
‫ﹰ‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻌﺎﻡ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ‪ ، ax2 + bx + c = 0‬ﺣﻴﺚ ‪ ،0 ≠ a‬ﻭﺗﺘﻀﻤﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫ﻣﺮﻓﻮﻋﺎ ﻟﻸﺱ ‪ . 1‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺑﺎﻟﺘﻤﺜﻴﻞ‬ ‫ﹰ‬ ‫ﻟﻠﻘﻮﺓ )ﺍﻷﺱ( ‪ 2‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ﻧﻔﺴﻪ‬
‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺮﺍﺳﻤﺔ ﹼﹰ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ b = 0‬ﻓﺈﻥ ﺍﻟﺤﺪ ‪ a‬ﻏﻴﺮ ﻣﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ .‬ﻳﻤﻜﻦ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻔﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺮﺑﻊ‪ ،‬ﺛﻢ ﺇﻳﺠﺎﺩ‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻜﻞ ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺧﺎﺻﻴﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪.‬‬
‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Formula‬‬
‫ﺇﻥ ﺣﻠﻮﻝ ﺃﻱ ﻣﻌﺎﺩﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ = ‪ax 2 + bx + c‬‬
‫‪ ،0‬ﺣﻴﺚ ‪ ،0 ≠ a‬ﺗﻌﻄﻰ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫½½½½√ ‪-b ±‬‬
‫__ = ‪x‬‬ ‫‪b2 -4ac‬‬
‫‪2a‬‬
‫ﻭﻛﻤﺎ ﻓﻲ ﺣﺎﻟﺔ ﺧﺎﺻﻴﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻣﻦ ﺍﻟﻤﻬﻢ ﺍﻷﺧﺬ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﻠﻮﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺗﻌﻄﻴﻚ‬
‫ﻼ ﻏﻴﺮ ﺣﻘﻴﻘﻲ‪ .‬ﺗﺘﻄﻠﺐ‬ ‫ﺍﻟﺤﻞ ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﺴﺄﻟﺔ ﺍﻟﺘﻲ ﺑﺼﺪﺩ ﺣ ﹼﻠﻬﺎ‪ .‬ﻋﺎﺩﺓ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺇﻫﻤﺎﻝ ﺃﺣﺪ ﺍﻟﺤﻠﻮﻝ ﻟﻜﻮﻧﻪ ﺣ ﹼﹰ‬
‫ﺣﺮﻛﺔ ﺍﻟﻤﻘﺬﻭﻑ ﻏﺎﻟ ﹰﺒﺎ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻋﻨﺪ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻟﺬﻟﻚ ﺣﺎﻓﻆ ﻋﻠﻰ ﻭﺍﻗﻌﻴﺔ ﺍﻟﺤﻞ ﻓﻲ ﺫﻫﻨﻚ ﻋﻨﺪ ﺣﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .7‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.x‬‬
‫‪4x2 – 19 = 17 .a‬‬
‫‪12 – 3x2 = – 9 .b‬‬
‫‪x2 – 2x – 24 = 0 .c‬‬
‫‪24x2 – 14x – 6 = 0 .d‬‬

‫‪189‬‬
 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫‪ .VI‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﻼﻗﺎﺕ ‪Graphs of Relations‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﳌﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ )ﺍﻟﺪﻳﻜﺎﺭﰐ( ‪The Coordinate Plane‬‬
‫ﻣﺪﺭﺟﲔ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻳﻄﻠﻖ ﻋﲆ ﻛﻞ ﻣﻨﻬﲈ ﺍﺳـﻢ ﺍﳌﺤﻮﺭ‪ ،‬ﻭﻳﺴـﻤﻰ ﺧـﻂ ﺍﻷﻋﺪﺍﺩ ﺍﻷﻓﻘﻲ ﺍﳌﺤﻮﺭ‬
‫ﺗﻌـﲔ ﺍﻟﻨﻘﺎﻁ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺧﻄﲔ ﹼ‬
‫ﺍﻟﺴـﻴﻨﻲ )‪ .(x‬ﺃﻣﺎ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﻤﻮﺩﻱ ﻓﻴﺴـﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ )‪ .(y‬ﻭﻳﻤﺜﻞ ﺍﳌﺤﻮﺭ ﺍﻟﺴـﻴﻨﻲ ﻋﺎﺩﺓ ﺍﳌﺘﻐﲑ ﺍﳌﺴـﺘﻘﻞ )ﺍﻟﻌﺎﻣﻞ‬
‫ﻐـﲑ ﺃﻭ ﹸﻳﻌـﺪﱠ ﻝ ﺧﻼﻝ ﺍﻟﺘﺠﺮﺑﺔ(‪ ،‬ﻓﻴـﲈ ﻳﻤﺜﻞ ﺍﳌﺤﻮﺭ ﺍﻟﻌﻤﻮﺩﻱ ﺍﳌﺘﻐـﲑ ﺍﻟﺘﺎﺑﻊ )ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﲆ ﺍﳌﺘﻐﲑ ﺍﳌﺴـﺘﻘﻞ(‪،‬‬
‫ﺍﻟـﺬﻱ ﹸﻳ ﱠ‬
‫ﺩﺍﺋﲈ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑـﻊ )‪ (x‬ﹰ‬
‫ﺃﻭﻻ ﰲ ﺍﻟﺰﻭﺝ ﺍﳌﺮﺗﺐ‬ ‫ﺃﻳﻀﺎ ﺍﻟـﺰﻭﺝ ﺍﳌﺮﺗﺐ‪ .‬ﻭ ﹶﺗﺮﺩ ﹰ‬
‫ﺑﺤﻴـﺚ ﹸﲤﺜﹼـﻞ ﺍﻟﻨﻘﻄﺔ ﺑﺈﺣﺪﺍﺛﻴﲔ )‪ (x،y‬ﻳﺴـﻤﻴﺎﻥ ﹰ‬
‫ﺍﻟﺬﻱ ﻳﻤﺜﻞ )‪ (0,0‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﺘﻘﺎﻃﻊ ﻋﻨﺪﻫﺎ ﺍﳌﺤﻮﺭﺍﻥ‪.‬‬

‫ﻳﺴـﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻟﻌﻤﻮﺩﻱ‬ ‫ﻳﺴـﻤﻰ ﺍﻟﻨﻈـﺎﻡ ﺍﻹﺣﺪﺍﺛـﻲ‬

‫ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ )‪(y‬‬ ‫ﺍﳌﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﹰ‬
‫ﺃﻳﻀﺎ‬

‫ﺗﺴﻤﻰ ﻛﻞ ﻧﻘﻄﺔ ﺍﻟﺰﻭﺝ ﺍﳌﺮﺗﺐ‬

‫ﻧﻘﻄـﺔ ﺍﻷﺻـﻞ ﻋﻨـﺪ )‪(0,0‬‬

‫ﻭﻫـﻲ ﺍﻟﻨﻘﻄـﺔ ﺍﻟﺘـﻲ ﻳﺘﻘﺎﻃـﻊ‬ ‫ﻳﺴﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ ﺍﳌﺤﻮﺭ‬
‫ﻋﻨﺪﻫﺎ ﺍﳌﺤﻮﺭﺍﻥ‬ ‫ﺍﻟﺴﻴﻨﻲ )‪(x‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ‪Grahping Data to Determine Relationships‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ﻟﻌﻤﻞ ﺭﺳﻮﻡ ﺑﻴﺎﻧﻴﺔ‪:‬‬
‫‪ .1‬ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫ﻣﺴﺘﻌﻤﻼ ﺃﺳﲈﺀ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﹰ‬ ‫ﻭﻋﲔ ﳏﻮﺭ ﻛﻞ ﻣﻨﻬﲈ‬
‫‪ .2‬ﺣﺪﹼ ﺩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ‪ ،‬ﹼ‬
‫ﻋﲔ ﻣﺪ￯ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻜﻞ ﻣﺘﻐﲑ‪ ،‬ﻟﺘﺤﺪﻳﺪ ﺍﳌﻘﻴﺎﺱ ﺍﳌﻨﺎﺳﺐ ﻟﻜﻞ ﳏﻮﺭ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻭﺭ ﱢﻗﻢ ﺍﳌﻘﺎﻳﻴﺲ‪.‬‬ ‫‪ .3‬ﹼ‬
‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﻋﲔ ﻛﻞ ﻧﻘﻄﺔ ﹼﹰ‬
‫‪ .4‬ﹼ‬
‫‪ .5‬ﻋﻨﺪﻣﺎ ﺗﺒﺪﻭ ﻟﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻗﻌﺔ ﻋﲆ ﺧﻂ ﻣﺴـﺘﻘﻴﻢ ﻭﺍﺣﺪ ﺍﺭﺳـﻢ ﺍﳋﻂ ﺍﻷﻛﺜﺮ ﻣﻼﺀﻣﺔ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻻ ﺗﻘﻊ‬
‫ﺑﺴـﻴﻄﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﺮ ﺑﺄﻛﱪ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﻨﻘﺎﻁ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻻ ﻳﺒﺪﻭ ﻫﻨﺎﻙ ﺃﻱ ﻣﻴﻞ‬ ‫ﹰ‬ ‫ﺑﻴﺎﻧﻴﺎ‬
‫ﺍﻟﻨﻘﺎﻁ ﻋﲆ ﺧﻂ ﻭﺍﺣﺪ ﺍﺭﺳـﻢ ﻣﻨﺤﻨﻰ ﹼﹰ‬
‫ﻻﲡﺎﻩ ﻣﻌﲔ ﻓﻼ ﺗﺮﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ ﺃﻭ ﻣﻨﺤﻨﹰﻰ‪.‬‬
‫الت‪‬فة ‪‬ال‪‬يا‪ ‬ال‪ ‬الد‪‬ر ا‪‬ي‪‬‬ ‫‪ .6‬ﺍﻛﺘﺐ ﻋﻨﻮﺍ ﹰﻧﺎ ﻳﺼﻒ ﺑﻮﺿﻮﺡ ﻣﺎ ﻳﻤﺜﻠﻪ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫‪‬ر‬ ‫ريا‪‬‬ ‫‪‬و‪ ‬ا‪‬د‪‬ة‬
‫ﺩﻭﻻﺭ‬ ‫‪398‬‬ ‫‪1500‬‬ ‫ﺍﻟﻔﻨﺪﻕ )ﺍﻹﻗﺎﻣﺔ(‬
‫‪225‬‬ ‫‪850‬‬ ‫ﺍﻟﻮﺟﺒﺎﺕ‬
‫‪178‬‬ ‫‪670‬‬ ‫ﺍﻟﱰﻓﻴﻪ‬
‫‪58‬‬ ‫‪220‬‬ ‫ﺍﳌﻮﺍﺻﻼﺕ‬

‫ﺭﻳﺎﻝ ﻗﻄﺮﻱ‬
‫‪190‬‬
‫‪190‬‬
 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﻻﺳﺘﻴﻔﺎﺀ ﻭﺍﻻﺳﺘﻘﺮﺍﺀ ‪Interpolating and Extrapolating‬‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﺗﺴﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻴﻔﺎﺀ ﰲ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺗﻘﻊ ﺑﲔ ﻗﻴﻤﺘﲔ ﻣﻌﻠﻮﻣﺘﲔ ﻋﲆ ﺍﳋﻂ ﺍﳌﻤﺜﻞ ﻟﻌﻼﻗﺔ ﻣﺎ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ‬
‫ﺗﻘﻊ ﺧﺎﺭﺝ ﻣﺪ￯ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻮﻣﺔ ﺗﺴﻤﻰ ﺍﻻﺳﺘﻘﺮﺍﺀ‪ .‬ﺇﻥ ﻣﻌﺎﺩﻟﺔ ﺍﳋﻂ ﺍﳌﻤﺜﻞ ﻟﻌﻼﻗﺔ ﻣﺎ ﺗﺴﺎﻋﺪﻙ ﰲ ﻋﻤﻠﻴﺘﻲ ﺍﻻﺳﺘﻴﻔﺎﺀ ﻭﺍﻻﺳﺘﻘﺮﺍﺀ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺴﺘﻌﻴﻨﹰﺎ ﺑﺎﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﺳﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻴﻔﺎﺀ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﹼ‬

‫)ﺍﻟﺴ ﹾﻌﺮ( ﺍﳌﻘﺎﺑﻠﺔ ﻟـ ‪ 500‬ﺭﻳﺎﻝ‪.‬‬

‫ﻣﺴﺘﻤﺮﺍ ﻳﺼﻞ ﺑﻴﻨﻬﲈ‪.‬‬

‫ﹼﹰ‬ ‫ﺣﺪﺩ ﻧﻘﻄﺘﲔ ﻋﲆ ﻛﻞ ﻣﻦ ﺟﺎﻧﺒﻲ ﺍﻟﻘﻴﻤﺔ ‪ 400) 500‬ﺭﻳﺎﻝ‪ 600 ،‬ﺭﻳﺎﻝ(‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ‬

‫ﻣﺘﻘﻄﻌﺎ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ 500‬ﺭﻳﺎﻝ(‬

‫ﹰ‬ ‫ﺍﺭﺳﻢ ﺍﻵﻥ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺍﻟﺪﻭﻻﺭ‬ ‫ﺍﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﻭﺍﻟﺮﻳﺎﻝ ﺍﻟﻘﻄﺮﻱ‬
‫‪500‬‬ ‫ﻋﲆ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ ﺣﺘﻰ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳋﻂ ﺍﳌﺮﺳﻮﻡ‪ ،‬ﺛﻢ‬
‫ﺍﺭﺳﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﹼﹰ‬
‫‪450‬‬
‫‪400‬‬ ‫‪‬‬ ‫ﺃﻓﻘﻴﺎ ﻳﺼﻞ ﺇﱃ‬
‫ﻣﺘﻘﻄﻌﺎ ﹼﹰ‬
‫ﹰ‬ ‫ﺧﻄﺎ‬
‫‪350‬‬
‫‪300‬‬ ‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺃﳼ‪ .‬ﺳﻮﻑ ﲡﺪ ﺃﻧﻪ ﻳﺘﻘﺎﻃﻊ ﻣﻌﻪ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬

‫‪250‬‬
‫‪200‬‬
‫‪150‬‬
‫ﺩﻭﻻﺭﺍ‪.‬‬
‫ﹰ‬ ‫‪ 131‬ﺃﻭ ‪132‬‬
‫‪100‬‬
‫‪50‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺍﻻﺳﺘﻘﺮﺍﺀ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺎﺑﻠﺔ‬
‫‪0‬‬
‫‪0‬‬ ‫‪200‬‬ ‫‪400‬‬ ‫‪600‬‬ ‫‪800‬‬ ‫‪1000‬‬ ‫‪1200‬‬ ‫‪1400‬‬ ‫‪1600‬‬

‫ﺭﻳﺎﻝ ﻗﻄﺮﻱ‬ ‫ﻟـ ‪ 1100‬ﺭﻳﺎﻝ‪.‬‬

‫ﻣﺘﻘﻄﻌﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ 1100‬ﺭﻳﺎﻝ( ﻋﲆ ﺍﳌﺤﻮﺭ‬

‫ﹰ‬ ‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺃﻓﻘﻴﺎ‪ .‬ﺳﺘﺠﺪ‬
‫ﻣﺘﻘﻄﻌﺎ ﹼﹰ‬
‫ﹰ‬ ‫ﺍﻷﻓﻘﻲ ﺣﺘﻰ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳋﻂ ﺍﳌﺴﺘﻤﺮ ﺍﻟﺬﻱ ﺭﺳﻤﺘﻪ ﰲ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺩﻭﻻﺭﺍ‪.‬‬
‫ﹰ‬ ‫ﺃﻧﻪ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺃﳼ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪290‬‬
‫ﺗﻔﺴﲑ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﳋﻄﻲ ‪Interpreting Line Graph‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﳋﻄﻲ ﺍﻟﻌﻼﻗﺔ ﺍﳋﻄﻴﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﳋﻄﻴﺔ ﺍﻟﺘﻲ ﺗﺼﻒ ﺍﳊﺮﻛﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻋﺎﺩﺓ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪.‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫‪ .a‬ﻳﻮﺿﺢ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ﻣﺘﻐﲑﺓ ﺑﲔ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ(‪.‬‬
‫ﺍﳌﻮﻗﻊ‬

‫ﺣﺮﻛﺔ ﺇﱃ ﺍﻷﻣﺎﻡ‬
‫ﺑﴪﻋﺔ‬ ‫ﻳﺘﺤﺮﻙ ﻋﺎﺋﺪﹰ ﺍ‬
‫ﺣﺮﻛﺔ ﺇﱃ ﺍﻷﻣﺎﻡ‬
‫ﰲ ﺍﲡﺎﻩ ﻧﻘﻄﺔ‬
‫ﺑﺒﻂﺀ‬
‫ﺍﻷﺻﻞ‬
‫ﺍﻟﺒﻘﺎﺀ ﰲ ﺍﳌﻮﻗﻊ‬

‫ﺍﻟﺰﻣﻦ‬

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‫‪ .b‬ﻳﻮﺿﺢ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ﺛﺎﺑﺘﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ(‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﴎﻋﺔ ﻣﺘﺠﻬﺔ ﻣﻨﺘﻈﻤﺔ‬
‫ﺍﳌﻮﻗﻊ‬

‫ﺍﻟﺰﻣﻦ‬

‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ‪Linear Equation‬‬

‫ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ﺑﺎﻟﺸﻜﻞ‪ ،y = mx + b :‬ﺣﻴﺚ ‪ b‬ﻭ ‪ m‬ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪ ،‬ﻭ)‪ (m‬ﻳﻤﺜﻞ ﻣﻴﻞ ﺍﳋﻂ‪ ،‬ﻭ)‪ (b‬ﻳﻤﺜﻞ‬
‫ﺍﻟﺘﻘﺎﻃﻊ ﺍﻟﺼﺎﺩﻱ؛ ﻭﻫﻲ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ‪.‬‬

‫ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ‬

‫‪y = mx + b‬‬

‫ﺍﳌﻴﻞ‬ ‫ﺍﻟﺘﻘﺎﻃﻊ ﺍﻟﺼﺎﺩﻱ‬

‫ﺑﻴﺎﻧﻴﺎ ﻗﻢ ﺑﺎﺧﺘﻴﺎﺭ ﺛﻼﺙ ﻗﻴﻢ ﻟﻠﻤﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ )ﻳﻠﺰﻡ ﻧﻘﻄﺘﺎﻥ ﻓﻘﻂ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫ﲤﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ﺑﺨﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻭﻟﺘﻤﺜﻴﻠﻬﺎ ﹼﹰ‬
‫ﻋﲔ ﺯﻭﺟﲔ ﻣﺮﺗﺒﲔ )‪ ،(x , y‬ﻭﺍﺭﺳﻢ ﺃﻓﻀﻞ ﺧﻂ ﻳﻤﺮ‬
‫ﺗﺴﺘﺨﺪﻡ ﻹﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ(‪ .‬ﺍﺣﺴﺐ ﺍﻟﻘﻴﻢ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﻤﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‪ ،‬ﺛﻢ ﹼ‬
‫ﺑﺎﻟﻨﻘﺎﻁ ﲨﻴﻌﻬﺎ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺜﹼﻞ ﹼﹰ‬

‫ﺑﻴﺎﻧﻴﺎ ﺍﳌﻌﺎﺩﻟﺔ‬
‫‪y =-( 1 ) x + 3‬‬
‫‪2‬‬
‫ﲤﺜﻴﻞ ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬
‫ﺍﺣﺴﺐ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻧﻘﺎﻁ ﻟﺘﻌﻴﻴﻨﻬﺎ‪.‬‬

‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫‪x‬‬ ‫‪y‬‬
‫‪0‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪6‬‬ ‫‪0‬‬

‫‪192‬‬
‫‪192‬‬
 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﳌﻴﻞ ‪Slope‬‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﻣﻴﻞ ﺍﳋﻂ ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﻟﺘﻐﲑ ﰲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺼﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺘﻐﲑ ﰲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺴﻴﻨﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﻟﺘﻐﲑ ﺍﻟﻌﻤﻮﺩﻱ‬
‫)ﺍﳌﻘﺎﺑﻞ( ﻭﺍﻟﺘﻐﲑ ﺍﻷﻓﻘﻲ )ﺍﳌﺠﺎﻭﺭ(‪ .‬ﻭﻫﺬﺍ ﺍﻟﺮﻗﻢ ﳜﱪﻙ ﺑﻜﻴﻔﻴﺔ ﺍﻧﺤﺪﺍﺭ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
‫ﺭﻗﲈ ﻣﻮﺟ ﹰﺒﺎ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬
‫ﻭﻹﳚﺎﺩ ﻣﻴﻞ ﺍﳋﻂ ﻗﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻧﻘﻄﺘﲔ)‪ ،(x2 ، y2) ، (x1 ، y1‬ﺛﻢ ﺍﺣﺴﺐ ﺍﻻﺧﺘﻼﻑ )ﺍﻟﻔﺮﻕ( ﺑﲔ ﺍﻹﺣﺪﺍﺛﻴﲔ ﺍﻟﺴﻴﻨﻴﲔ ‪،∆x = x2-x1‬‬
‫ﻭﺍﻻﺧﺘﻼﻑ )ﺍﻟﻔﺮﻕ( ﺑﲔ ﺍﻹﺣﺪﺍﺛﻴﲔ ﺍﻟﺼﺎﺩﻳﲔ )‪ ،∆y = (y2-y1‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ‪ ∆y‬ﻭ ‪. ∆x‬‬

‫‪y‬‬

‫‪y2‬‬ ‫)‪(x2 , y2‬‬

‫‪y‬‬
‫‪y1‬‬ ‫)‪(x1 , y1‬‬
‫‪y‬‬ ‫‪y -y‬‬
‫‪x1‬‬ ‫‪x2‬‬ ‫‪x‬‬ ‫=‪m‬‬ ‫‪= x2-x1‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪x‬‬

‫ﺍﻟﺘﻐﲑ ﺍﻟﻄﺮﺩﻱ ‪Direct variation‬‬

‫ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ﺛﺎﺑﺖﹴ ﻏﲑ ﺻﻔﺮﻱ ‪ ،m‬ﺑﺤﻴﺚ ﻛﺎﻧﺖ ‪ ،y = mx‬ﻓﺈﻥ ‪ y‬ﺗﺘﻐﲑ ﻃﺮﺩ ﹼﹰﻳﺎ ﺑﺘﻐﲑ ‪x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬
‫ﹴ‬
‫ﻋﻨﺪﺋﺬ ﺇﻥ ﺍﳌﺘﻐﲑﻳﻦ ‪ x‬ﻭ ‪ y‬ﻳﺘﻨﺎﺳﺒﺎﻥ ﺗﻨﺎﺳ ﹰﺒﺎ ﻃﺮﺩ ﹼﹰﻳﺎ‪ .‬ﻭﻫﺬﻩ ﻣﻌﺎﺩﻟﺔ‬ ‫ﻳﺰﺩﺍﺩ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ‪ x‬ﻓﺈﻥ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ‪ y‬ﻳﺰﺩﺍﺩ ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻭﻳﻘﺎﻝ‬
‫ﺧﻄﻴﺔ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ‪ ، y = mx+b‬ﺣﻴﺚ ﻗﻴﻤﺔ ‪ b‬ﺻﻔﺮ‪ ،‬ﻭﻳﻤﺮ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻦ ﺧﻼﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ )‪. (0,0‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﺪﺓ )ﺍ ﹸﳌﺮﺟﻌﺔ( ﻟﻠﻨﺎﺑﺾ ﺍﳌﺜﺎﱄ ‪ ، F = -kx‬ﺣﻴﺚ ‪ F‬ﺍﻟﻘﻮﺓ ﺍ ﹸﳌﺮﺟﻌﺔ‪k ،‬‬
‫ﺛﺎﺑﺖ ﺍﻟﻨﺎﺑﺾ ﻭ ‪ x‬ﺍﺳﺘﻄﺎﻟﺔ ﺍﻟﻨﺎﺑﺾ‪ ،‬ﺗﺘﻐﲑ ﺍﻟﻘﻮﺓ ﺍﳌﺮﺟﻌﺔ ﻟﻠﻨﺎﺑﺾ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺗﻐﲑ ﺍﺳﺘﻄﺎﻟﺘﻪ؛ ﻭﻟﺬﻟﻚ ﺗﺰﺩﺍﺩ ﺍﻟﻘﻮﺓ ﺍﳌﺮﺟﻌﺔ‬
‫ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﺍﺳﺘﻄﺎﻟﺔ ﺍﻟﻨﺎﺑﺾ‪.‬‬

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 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﻟﺘﻐﲑ ﺍﻟﻌﻜﴘ ‪Inverse Variation‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﻋﻜﺴﻴﺎ ﺑﺘﻐﲑ ‪ x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬
‫ﹼﹰ‬ ‫ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ﺛﺎﺑﺖ ﻏﲑ ﺻﻔﺮﻱ ‪ ،m‬ﺑﺤﻴﺚ ﻛﺎﻧﺖ ‪ ، y=m/x‬ﻓﺈﻥ ‪ y‬ﺗﺘﻐﲑ‬
‫ﻋﻜﺴﻴﺎ‪ .‬ﻭﻫﺬﻩ ﻟﻴﺴﺖ‬
‫ﹼﹰ‬ ‫ﻳﺰﺩﺍﺩ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ‪ x‬ﻓﺈﻥ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ‪ y‬ﻳﺘﻨﺎﻗﺺ‪ ،‬ﻭﻳﻘﺎﻝ ﻋﻨﺪﺋﺬ ﺇﻥ ﺍﳌﺘﻐﲑﻳﻦ ‪ x‬ﻭ ‪ y‬ﻳﺘﻨﺎﺳﺒﺎﻥ ﺗﻨﺎﺳ ﹰﺒﺎ‬
‫ﻣﻌﺎﺩﻟﺔ ﺧﻄﻴﺔ؛ ﻷﳖﺎ ﺗﺸﺘﻤﻞ ﻋﲆ ﺣﺎﺻﻞ ﴐﺏ ﻣﺘﻐﲑﻳﻦ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻌﻼﻗﺔ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻌﻜﴘ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻄﻊ ﺯﺍﺋﺪ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻋﲆ ﺍﻟﺸﻜﻞ‪:‬‬
‫‪xy = m‬‬
‫‪1‬‬
‫‪y =m x‬‬
‫‪m‬‬
‫= ‪y‬‬
‫‪x‬‬
‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﻣﺜﺎﻝ‪ :‬ﻣ ﱢﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ‪xy = 90‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﺘﻐﲑ ﺍﻟﻌﻜﴘ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫‪x‬‬ ‫‪y‬‬
‫‪-10‬‬ ‫‪-9‬‬
‫‪-6‬‬ ‫‪-15‬‬
‫‪-3‬‬ ‫‪-30‬‬
‫‪-2‬‬ ‫‪-45‬‬
‫‪2‬‬ ‫‪45‬‬
‫‪3‬‬ ‫‪30‬‬
‫‪6‬‬ ‫‪15‬‬
‫‪10‬‬ ‫‪9‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻣﻌﺎﺩﻟﺔ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ‪ ، λ = v‬ﺣﻴﺚ ‪ λ‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﻭ ‪ f‬ﺍﻟﱰﺩﺩ‪ ،‬ﻭ ‪ v‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ‪،‬‬
‫‪f‬‬
‫ﻋﻜﺴﻴﺎ ﻣﻊ ﺍﻟﱰﺩﺩ؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻛﻠﲈ ﺍﺯﺩﺍﺩ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺔ ﺗﻨﺎﻗﺺ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﺃﻣﺎ ‪ v‬ﻓﺘﺒﻘﻰ‬
‫ﹼﹰ‬ ‫ﻧﺠﺪ ﺃﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻳﺘﻨﺎﺳﺐ‬
‫ﻗﻴﻤﺘﻬﺎ ﺛﺎﺑﺘﺔ‪.‬‬

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 ‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Graph‬‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻼﻗﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻫﻲ‪:‬‬

‫‪y= ax2 + bx + c‬‬
‫ﺣﻴﺚ ‪a ≠ 0‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﻼﻗﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻳﻜﻮﻥ ﻋﲆ ﺻﻮﺭﺓ ﻗﻄﻊ ﻣﻜﺎﻓﺊ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺍﲡﺎﻩ ﻓﺘﺤﺔ ﻫﺬﺍ ﺍﻟﻘﻄﻊ ﻋﲆ ﻣﻌﺎﻣﻞ ﻣﺮﺑﻊ ﺍﳌﺘﻐﲑ‬
‫ﺍﳌﺴﺘﻘﻞ)‪ ،(a‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﺟ ﹰﺒﺎ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺜﹼﻞ ﹼﹰ‬

‫ﺑﻴﺎﻧﻴﺎ ﺍﳌﻌﺎﺩﻟﺔ ‪. y= - x2 + 4x - 1‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

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

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ( ﻋﲆ ﺷﻜﻞ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻓﻬﺬﺍ‬
‫ﻳﻌﻨﻲ ﺃﻥ ﺍﳉﺴﻢ ﻳﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ‪.‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫ﺍﻟﱰﺑﻴﻌﻴﺔ ﻟﻠﺘﺴﺎﺭﻉ ﺍﻟﺜﺎﺑﺖ‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬ ‫ﺍﻟﺰﻣﻦ )‪(s‬‬
‫‪3‬‬ ‫‪1‬‬
‫‪6‬‬ ‫‪2‬‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫‪11‬‬ ‫‪3‬‬
‫‪18‬‬ ‫‪4‬‬

‫ﺍﻟﺰﻣﻦ )‪(s‬‬

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‫‪ .VII‬ﻋﻠﻢ ﺍﳍﻨﺪﺳﺔ ﻭﺍﳌﺜﻠﺜﺎﺕ )‪(Geometry and Trigonometry‬‬

‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬
‫ﺍﳌﺤﻴﻂ )‪ ،(Perimeter‬ﻭﺍﳌﺴﺎﺣﺔ )‪ ،(Area‬ﻭﺍﳊﺠﻢ )‪(Volume‬‬

‫ا‪‬م‬ ‫‪‬صاحة ال‪‬ص‪‬‬ ‫امل‪‬صاحة‬ ‫املح‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﺍﳌﺮﺑﻊ‬
‫‪A=a2‬‬ ‫‪P = 4a‬‬
‫ﺍﻟﻀﻠﻊ ‪a‬‬

‫ﺍﻟﻤﺴﺘﻄﻴﻞ‬
‫‪A = lw‬‬ ‫‪P = 2l + 2w‬‬ ‫ﺍﻟﻄﻮﻝ ‪I‬‬
‫ﺍﻟﻌﺮﺽ ‪w‬‬

‫ﺍﳌﺜﻠﺚ‬
‫‪1‬‬
‫‪A = ( ) bh‬‬
‫‪2‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ ‪b‬‬
‫ﺍﻻﺭﺗﻔﺎﻉ ‪h‬‬

‫ﺍﳌﻜﻌﺐ‬
‫‪V=a3‬‬ ‫‪SA = 6a 2‬‬
‫ﺍﻟﻀﻠﻊ ‪a‬‬

‫ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪A = πr2‬‬ ‫‪C = 2πr‬‬
‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪r‬‬

‫ﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫‪V = πr 2h‬‬ ‫‪SA = 2πrh+2πr 2‬‬ ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪r‬‬
‫ﺍﻻﺭﺗﻔﺎﻉ ‪h‬‬

‫ﺍﻟﻜﺮﺓ‬
‫‪V = (4 )πr 3‬‬ ‫‪SA = 4πr 2‬‬
‫‪3‬‬ ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪r‬‬

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‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﺑﺤﺚ ﰲ ﻣﺴﺎﺋﻞ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﺘﻲ ﺩﺭﺳﺘﻬﺎ ﻋﻦ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‬
‫‪‬ل‪‬ل ال‪‬يا‪‬ص‪‬ات‬

‫ﺃﻭ ﺫﺍﺕ ﺑﻌﺪﻳﻦ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ ﲤﺜﻞ ﺍﻷﺷﻜﺎﻝ ﺫﺍﺕ ﺍﻟﺒﻌﺪﻳﻦ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺃﻭ ﻣﺘﺠﻬﺎﺕ ﺍﳌﻮﻗﻊ‪.‬‬

‫ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ ‪Area Under a Graph‬‬

‫ﻗﺴﻢ ﺍﳌﺴﺎﺣﺔ ﺇﱃ ﻋﺪﺓ ﺃﺟﺰﺍﺀ ﺃﺻﻐﺮ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻛﻞ ﺟﺰﺀ‬ ‫ﳊﺴﺎﺏ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﱢ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺼﻴﻎ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ‪ .‬ﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﲢﺖ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﻗﺴﻢ ﺍﳌﺴﺎﺣﺔ ﺇﱃ‬‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻞ ﻭﻣﺜﻠﺚ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .a‬ﻭﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﺭﺳﻢ ﻋﺪﺓ ﻣﺴﺘﻄﻴﻼﺕ ﻣﻦ ﺍﳌﺤﻮﺭ ﺍﻟﺴﻴﻨﻲ‬
‫ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .b‬ﺇﻥ ﺭﺳﻢ ﻣﺴﺘﻄﻴﻼﺕ ﺃﻛﺜﺮ ﺫﺍﺕ ﻗﺎﻋﺪﺓ ﺃﺻﻐﺮ ﲤﻨﺤﻨﺎ ﺩﻗﺔ ﺃﻛﺜﺮ ﰲ ﺣﺴﺎﺏ ﺍﳌﺴﺎﺣﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬

‫‪a‬‬ ‫‪b‬‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫ﺍﻟﺰﻣﻦ )‪(s‬‬ ‫ﺍﻟﺰﻣﻦ )‪(s‬‬

‫ﺍﳌﺴﺎﺣﺔ ﺍﻹﲨﺎﻟﻴﺔ ﺗﺴﺎﻭﻱ‬ ‫ﺍﳌﺴﺎﺣﺔ ﺍﻹﲨﺎﻟﻴﺔ ﺗﺴﺎﻭﻱ‬

‫ﻣﺴﺎﺣﺔ ﺍﳌﺴﺘﻄﻴﻞ ‪ +‬ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ‬ ‫ﺍﳌﺴﺎﺣﺔ‪ + 1‬ﺍﳌﺴﺎﺣﺔ ‪ + 2‬ﺍﳌﺴﺎﺣﺔ ‪... + 3‬‬

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SI ‫ة‬‫ص‬‫صا‬‫الوحدات ا‬
‫ال‬ ‫الوحد‬ ‫ة‬‫ال‬

m meter ‫ﺍﻟﻄﻮﻝ‬
kg kilogram ‫ﺍﻟﻜﺘﻠﺔ‬
s second ‫ﺍﻟﺰﻣﻦ‬
K kelvin ‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬
mol mole ‫ﻣﻘﺪﺍﺭ ﺍﳌﺎﺩﺓ‬
‫ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬

‫دا‬‫ا‬
A ampere

cd candela ‫ﺷﺪﺓ ﺍﻹﺿﺎﺀﺓ‬

‫ة‬‫صت‬‫ امل‬SI ‫حدات‬

‫ ا‬SI ‫وحدات‬ ‫ع‬ ‫ة‬‫ص‬‫صا‬‫الوحدات ا‬ ‫ع‬ ‫ال‬ ‫الوحد‬ ‫ا‬‫ال‬
m/s 2
m/s 2
‫ﺍﻟﺘﺴﺎﺭﻉ‬
m 2
m 2
‫ﺍﳌﺴﺎﺣﺔ‬
kg/m 3
kg/m3 ‫ﺍﻟﻜﺜﺎﻓﺔ‬
N.m kg.m2/s2 J joule ‫ ﺍﻟﻄﺎﻗﺔ‬،‫ﺍﻟﺸﻐﻞ‬
kg.m/s2 N newton ‫ﺍﻟﻘﻮﺓ‬
J/s kg.m /s 2 3
W watt ‫ﺍﻟﻘﺪﺭﺓ‬
N/m 2
kg/m.s 2
Pa pascal ‫ﺍﻟﻀﻐﻂ‬
m/s m/s ‫ﺍﻟﴪﻋﺔ‬
m 3
m3 ‫ﺍﳊﺠﻢ‬

‫د‬‫ف‬ ‫ويالت‬
1 in = 2.54 cm 1kg = 6.02 × 1026 u 1 atm = 101 kPa
1 mi = 1.61 km 1 oz ↔ 28.4 g 1 cal = 4.184 J
1 kg ↔ 2.21 lb 1ev = 1.60 × 10-19 J
1 gal = 3.79 L 1 lb = 4.45 N 1kWh = 3.60 MJ
1 m = 264 gal
3
1 atm = 14.7 lb/in 2
1 hp = 746 W
1atm = 1.01 × 10 N/m 5 2
1 mol= 6.022 × 1023

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 ‫دا‬‫ا‬
‫ات‬‫البا‬

‫ الع‬‫التعب‬ ‫ال‬ ‫ة‬‫البا‬

10-15 f femto
10-12 p pico
10-9 n nano
10-6 µ micro
milli
‫دا‬‫ا‬

10-3 m

10-2 c centi
10-1 d deci
101 da deca
102 h hecto
103 k kilo
106 M mega
109 G giga

1012 T tera

1015 P peta

199
 ‫امل�ص‪‬حات‬
‫ا‪‬‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺣﺎﻟﺔ ﺍﳉﺴﻢ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻘﻮ￯ ﺍﳌﺤﺼﻠﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻴﻪ ﹰ‬ ‫ا‪‬ا‪Equilibrium ‬‬
‫ﻗﻮﺓ ﺗﻨﺸﺄ ﺑﲔ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺼﻠﺒﺔ ﻋﻨﺪﻣﺎ ﺗﻨﺰﻟﻖ ﺃﻭ ﻳﻜﺎﺩ ﻳﻨﺰﻟﻖ ﺑﻌﻀﻬﺎ ﻓﻮﻕ ﺑﻌﺾ‪.‬‬ ‫ا‪‬حت‪‬ا‪Friction ‬‬
‫ا‪‬ا‪ ‬امل‪‬تظ‪‬ة‬
‫ﺍﻷﺧﻄﺎﺀ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ ،‬ﺃﻱ ﺃﳖﺎ ﺗﻈﻬﺮ ﻋﲆ ﺷﻜﻞ ﺯﻳﺎﺩﺓ ﺃﻭ ﻧﻘﺼﺎﻥ ﰲ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫‪Systematic errors‬‬
‫ﻛﻤﻴﺔ ﻓﻴﺰﻳﺎﺋﻴﺔ ﻣﺘﺠﻬﺔ ﲤﺜﻞ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﲑ ﺍﻟﺬﻱ ﳛﺪﺙ ﳌﻮﻗﻊ ﺟﺴﻢ ﰲ ﺍﲡﺎﻩ ﻣﻌﲔ‪ .‬ﻭﻫﻲ‬
‫ا‪‬احة ‪Displacement‬‬
‫ﺃﻗﴫ ﻣﺴﺎﻓﺔ ﺑﲔ ﺑﺪﺍﻳﺔ ﺍﳊﺮﻛﺔ ﻭﳖﺎﻳﺘﻬﺎ‪ ،‬ﻭﳍﺎ ﺍﲡﺎﻩ ﳏﺪﺩ‪.‬‬
‫ﲢﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ‪.‬‬ ‫ا‪�‬ص‪‬ار ‪Melting‬‬

‫‪‬‬
‫)ﺃﺟﺰﺍﺀ ﺃﻭ ﻣﻀﺎﻋﻔﺎﺕ( ﺗﺴﺘﺨﺪﻡ ﰲ ﲢﻮﻳﻞ ﻭﺣﺪﺍﺕ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺓ ﻣﻨﺎﺳﺒﺔ‬
‫البا‪‬ات ‪Prefix‬‬
‫ﻟﻠﺮﻗﻢ ‪.10‬‬

‫ت‬

‫امل�ص‪‬حات‬
‫ﻋﻤﻠﻴﺔ ﲢﻮﻝ ﺍﻟﺴﺎﺋﻞ ﺇﱃ ﺑﺨﺎﺭ‪ ،‬ﻭﲢﺪﺙ ﰲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ‪ ،‬ﺗﺰﺩﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺩﺭﺟﺔ‬ ‫التب‪Evaporation ‬‬
‫ﺍﳊﺮﺍﺭﺓ‪.‬‬
‫التب‪‬ور ‪ Crystallisation‬ﻋﻤﻠﻴﺔ ﻳﺘﺸﻜﻞ ﻓﻴﻬﺎ ﺟﺴﻢ ﺻﻠﺐ ﻣﻦ ﺗﺮﺗﻴﺐ ﺧﺎﺹ ﳉﺰﻳﺌﺎﺕ ﺍﻟﺴﺎﺋﻞ ﺑﻔﻌﻞ ﺍﻟﺘﱪﻳﺪ ﺃﻭ‬
‫ﺑﻌﻮﺍﻣﻞ ﺃﺧﺮ￯‪.‬‬
‫ﻋﻤﻠﻴﺔ ﲢﻮﻝ ﺍﳌﺎﺩﺓ ﻣﻦ ﺍﳊﺎﻟﺔ ﺍﻟﺴﺎﺋﻠﺔ ﺇﱃ ﺍﳊﺎﻟﺔ ﺍﻟﺼﻠﺒﺔ‪.‬‬ ‫الت‪‬د ‪Freezing‬‬
‫‪‬ل املت‪‬‬
‫ﻋﻤﻠﻴﺔ ﲡﺰﺋﺔ ﺍﳌﺘﺠﻪ ﺇﱃ ﻣﺮﻛﺒﺘﻴﻪ‪.‬‬ ‫‪Vector analysis‬‬
‫‪‬ل الوحدات‬
‫ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻮﺣﺪﺍﺕ ﺑﻮﺻﻔﻬﺎ ﻛﻤﻴﺎﺕ ﺟﱪﻳﺔ‪.‬‬ ‫‪Dimensional analysis‬‬
‫‪‬صار‪Acceleration ‬‬
‫ﺍﳌﻌﺪﻝ ﺍﻟﺰﻣﻨﻲ ﺍﻟﺬﻱ ﺗﺘﻐﲑ ﻓﻴﻪ ﴎﻋﺔ ﺟﺴﻢ‪.‬‬

‫ﺍﻟﺘﻐﲑ ﰲ ﺷﻜﻞ ﺍﳌﺎﺩﺓ‪.‬‬ ‫الت‪‬صو‪Deformation ‬‬

‫ﻋﻨﺪ ﺗﺴﺨﲔ ﺍﳌﺎﺩﺓ ﰲ ﺣﺎﻻﲥﺎ ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳﺔ ﺗﺼﺒﺢ ﺃﻗﻞ ﻛﺜﺎﻓﺔ‪ ،‬ﻭﺗﺘﻤﺪﺩ ﻟﺘﻤﻸ‬ ‫الت‪‬د‪ ‬ا‪‬ار‪‬‬
‫ﺣﻴﺰﺍ ﺃﻛﱪ‪.‬‬
‫ﹰ‬ ‫‪Thermal expansion‬‬

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 ‫امل�ص‪‬حات‬
‫‪‬‬
‫ا‪‬ة ال‪‬ا‪‬ة‬
‫ﺍﳊﺮﻛﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻟﻠﺠﺰﻳﺌﺎﺕ ﺍﳌﺠﻬﺮﻳﺔ ﰲ ﻣﺎﺋﻊ‪.‬‬ ‫‪Brownian motion‬‬

‫‪‬‬
‫ﺩﺭﺟﺔ ﺍﻹﺗﻘﺎﻥ ﰲ ﺍﻟﻘﻴﺎﺱ‪.‬‬ ‫الدقة ‪precision‬‬

‫‪‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺍﳉﺴﻢ ﰲ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪.‬‬ ‫‪‬ص‪‬ة ‪Speed‬‬
‫ال‪‬ص‪‬ة املت‪‬ة ال‪‬حظ‪‬ة‬
‫ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﻟﻠﺠﺴﻢ ﻋﻨﺪ ﳊﻈﺔ ﻣﻌﻴﻨﺔ‪.‬‬ ‫‪Instantaneous velocity‬‬
‫‪‬ص‪‬ة ‪‬ت‪‬ة ‪‬تو‪‬ص‪‬ة‬
‫ﺇﺯﺍﺣﺔ ﺟﺴﻢ ﰲ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪ ،‬ﻭﻫﻲ ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‪.‬‬ ‫‪Average velocity‬‬
‫امل�ص‪‬حات‬

‫‪‬‬
‫ﻣﺮﻓﻮﻋﺎ ﻷﺱ ﻣﻨﺎﺳﺐ ) ‪.( n‬‬
‫ﹰ‬ ‫ﻛﺘﺎﺑﺔ ﺍﻷﺭﻗﺎﻡ ﻋﲆ ﺻﻴﻐﺔ ) ‪ ( a‬ﻣﴬﻭﺏ ﰲ ﺍﻟﺮﻗﻢ ‪10‬‬ ‫ال�ص‪‬ة ال‪‬ا‪‬ص‪‬ة‬
‫‪Standard form‬‬

‫‪‬‬
‫ﺗﺼﻒ ﺍﺗﻔﺎﻕ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ ﻣﻊ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ ﰲ ﺍﻟﻘﻴﺎﺱ‪.‬‬ ‫ال‪‬صب‪Accuracy ‬‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﻭﺣﺪﺓ ﺍﳌﺴﺎﺣﺎﺕ ﻣﻦ ﺍﻟﺴﻄﺢ‪.‬‬ ‫ال‪‬ص‪Pressure ‬‬

‫‪‬‬
‫ﻋﻤﻠﻴﺔ ﲢﻮﻝ ﺍﻟﺴﺎﺋﻞ ﺇﱃ ﺑﺨﺎﺭ ﻣﻦ ﲨﻴﻊ ﺃﺟﺰﺍﺋﻪ‪ ،‬ﻭﲢﺪﺙ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﻟﻐﻠﻴﺎﻥ ﻟﻠﺴﺎﺋﻞ‪.‬‬ ‫ال‪‬ا‪Boiling ‬‬

‫‪‬‬
‫ﻓﺮﻉ ﻣﻦ ﻓﺮﻭﻉ ﺍﻟﻌﻠﻢ ﻳﻌﻨﻰ ﺑﺪﺭﺍﺳﺔ ﺍﻟﻌﺎﱂ ﺍﻟﻄﺒﻴﻌﻲ‪ :‬ﺍﻟﻄﺎﻗﺔ ﻭﺍﳌﺎﺩﺓ ﻭﻛﻴﻔﻴﺔ ﺍﺭﺗﺒﺎﻃﻬﲈ‪.‬‬ ‫الف‪‬يا‪Physics ‬‬

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 ‫امل�ص‪‬حات‬
‫‪‬‬
‫ﻣﺆﺛﺮ ﻳﺆﺛﺮ ﰲ ﺍﻷﺟﺴﺎﻡ ﻓﻴﻐﲑ ﻣﻦ ﺷﻜﻠﻬﺎ ﺃﻭ ﺣﺎﻟﺘﻬﺎ ﺍﳊﺮﻛﻴﺔ ﻭﻳﻜﻮﻥ ﻋﲆ ﺷﻜﻞ ﹶﺳﺤﺐ ﺃﻭ‬ ‫ال‪‬و‪Force ‬‬
‫ﺩﻓﻊ‪.‬‬
‫قو‪ ‬ال‪‬‬
‫ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ ﺍﳉﺴﻢ ﺗﻨﺘﺞ ﻋﻦ ﻣﻼﻣﺴﻪ ﺟﺴﻢ ﻣﻦ ﺍﳌﺤﻴﻂ ﺍﳋﺎﺭﺟﻲ ﻟﻪ‪.‬‬ ‫‪Contact force‬‬
‫قو‪ ‬ال‪‬فو‬
‫ﻗﻮﺓ ﺭﺃﺳﻴﺔ ﻳﺆﺛﺮ ﲠﺎ ﺍﻟﺴﺎﺋﻞ ﺇﱃ ﺃﻋﲆ‪.‬‬ ‫‪Buoyancy force‬‬
‫قو‪ ‬امل‪‬ا‪ ‬التا‪  ‬عد‪‬‬
‫ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ ﺍﻷﺟﺴﺎﻡ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻭﺟﻮﺩ ﺗﻼﻣﺲ ﺑﻴﻨﻬﺎ ﺃﻡ ﻻ‪.‬‬ ‫‪Field force‬‬
‫ال‪‬و‪ ‬املح�ص‪‬ة‬
‫ﳎﻤﻮﻉ ﺍﳌﺘﺠﻬﺎﺕ ﳉﻤﻴﻊ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺟﺴﻢ‪.‬‬ ‫‪Resultant force‬‬
‫ال‪‬و‪ ‬املع‪‬ة‬
‫ﻗﻮﺓ ﺍﳌﲈﻧﻌﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻣﺎﺋﻊ ﰲ ﺟﺴﻢ ﻳﺘﺤﺮﻙ ﻓﻴﻪ‪.‬‬
‫‪Drag force‬‬
‫ال‪‬ا‪ Measurement ‬ﻗﻮﺓ ﺗﺘﻮﻟﺪ ﻋﻨﺪﻣﺎ ﻳﻼﻣﺲ ﺟﺴﻢ ﻣﻦ ﺍﳌﺤﻴﻂ ﺍﳋﺎﺭﺟﻲ ﺍﻟﻨﻈﺎﻡ‪.‬‬
‫ﺍﺳﻢ ﻳﻄﻠﻖ ﻋﲆ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺧﻴﻂ ﺃﻭ ﺣﺒﻞ ﰲ ﺟﺴﻢ ﻣﺎ ﺃﺛﻨﺎﺀ ﺳﺤﺒﻪ‪.‬‬ ‫قو‪ ‬ال‪‬صد ‪tension‬‬

‫امل�ص‪‬حات‬
‫ال‪‬و‪ ‬الع‪‬و‪‬ية‬
‫ﺗﻼﻣﺲ ﻳﺆﺛﺮ ﲠﺎ ﺳﻄﺢ ﰲ ﺟﺴﻢ ﺁﺧﺮ‪.‬‬
‫ﻗﻮﺓ ﹸ‬ ‫‪Normal force‬‬
‫ﻭﺍﲡﺎﻫﺎ ﻭﺗﺴﺎﻭﻱ ﻧﺎﺗﺞ ﲨﻊ ﻣﺘﺠﻬﺎﺕ ﺍﻟﻘﻮ￯‬
‫ﹰ‬ ‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫ﻗﻮﺓ ﺗﻌﻤﻞ ﻋﻤﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻮ￯‬ ‫ال‪‬و‪ ‬املح�ص‪‬ة ‪Net force‬‬
‫ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﳉﺴﻢ ﲨﻴﻌﻬﺎ‪.‬‬
‫ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ ﺍﻷﺟﺴﺎﻡ ﹼ‬
‫ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻭﺟﻮﺩ ﺗﻼﻣﺲ ﻓﻴﲈ ﺑﻴﻨﻬﺎ؛ ﻛﺎﳌﻐﻨﺎﻃﻴﺴﺎﺕ ﺍﻟﺘﻲ ﺗﺆﺛﺮ‬ ‫قو‪ ‬امل‪‬ا‪Field force ‬‬
‫ﰲ ﺍﻷﺟﺴﺎﻡ ﺩﻭﻥ ﻣﻼﻣﺴﺘﻬﺎ‪.‬‬
‫ﻫﻲ ﻗﻮﺓ ﳑﺎﻧﻌﺔ ﻳﺆﺛﺮ ﲠﺎ ﺍﳌﺎﺋﻊ ﰲ ﺟﺴﻢ ﻳﺘﺤﺮﻙ ﺧﻼﻟﻪ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻋﲆ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﻭﻋﲆ‬ ‫ال‪‬و‪ ‬املع‪‬ة‬
‫ﺧﺼﺎﺋﺺ ﻛﻞ ﻣﻦ ﺍﳉﺴﻢ ﻭﺍﳌﺎﺋﻊ‪.‬‬ ‫‪Drag force‬‬

‫ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻛﻤﻴﺔ ﳎﻬﻮﻟﺔ ﻭﺃﺧﺮ￯ ﻣﻌﻴﺎﺭﻳﺔ‪.‬‬ ‫ال‪‬ا‪Measurement ‬‬

‫‪‬‬
‫ﻭﺣﺪﺓ ﺍﳊﺠﻮﻡ ﻣﻦ ﺍﳌﺎﺩﺓ‪ .‬ﺃﻭ ﻛﺘﻠﺔ ﺍﳌﺎﺩﺓ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻭﺣﺪﺓ ﺍﳊﺠﻮﻡ‪.‬‬ ‫ال‪‬ا‪‬ة ‪Density‬‬
‫ال‪‬ات ال‪‬ا‪‬ص‪‬ة‬
‫ﻛﻤﻴﺔ ﺗﻌﺮﻑ ﺑﻤﻘﺪﺍﺭ ﻓﻘﻂ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﳍﺎ ﺍﲡﺎﻩ ﳏﺪﺩ‪.‬‬
‫‪Scalars‬‬
‫ﻛﻤﻴﺎﺕ ﺗﻌﺮﻑ ﺑﻤﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ ﳏﺪﺩ‪.‬‬ ‫ال‪‬ات املت‪‬ة ‪Vectors‬‬

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 ‫امل�ص‪‬حات‬
‫‪‬‬
‫ﻣﻘﻴﺎﺱ ﻟﻼﺣﺘﻜﺎﻙ ﺍﻟﺪﺍﺧﲇ ﺑﲔ ﻃﺒﻘﺎﺕ ﺍﳌﺎﺋﻊ ﰲ ﺃﺛﻨﺎﺀ ﺟﺮﻳﺎﻧﻪ‪ ،‬ﻭﺗﻌﻤﻞ ﻋﲆ ﺇﺑﻄﺎﺀ ﺗﺪﻓﻘﻪ‪.‬‬ ‫ال‪‬ة ‪Viscosity‬‬

‫‪‬‬
‫ﻣﺘﺠﻪ ﻳﻤﺜﻞ ﳎﻤﻮﻉ ﻣﺘﺠﻬﲔ ﺃﻭ ﺃﻛﺜﺮ‪.‬‬ ‫املح�ص‪‬ة ‪Resultant‬‬
‫ﻧﻤﻮﺫﺝ ﻳﻤﺜﻞ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺴﻢ ﻣﺎ‪.‬‬ ‫‪ ‬ا‪‬صم ا‪‬‬
‫‪Free – body diagram‬‬
‫ﻣﻴﻞ ﺍﳋﻂ ﺍﳌﻤﺜﻞ ﻟﻠﻌﻼﻗﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺑﲔ ﻗﻮﺓ ﺍﻻﺣﺘﻜﺎﻙ ﺍﳊﺮﻛﻲ ﻭﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ‪ ،‬ﻭﻫﻮ ﺛﺎﺑﺖ‬ ‫‪‬عا‪‬ل ا‪‬حت‪‬ا‪ ‬ا‪‬‬
‫ﺑﻼ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ‪.‬‬ ‫‪Coefficient of dynamic‬‬
‫‪fricion‬‬
‫ﺛﺎﺑﺖ ﺑﻼ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻋﲆ ﺍﻟﺴﻄﺤﲔ ﺍﳌﺘﻼﻣﺴﲔ‪ ،‬ﻭﻳﺴﺘﻌﻤﻞ ﳊﺴﺎﺏ ﻗﻮﺓ‬ ‫‪‬عا‪‬ل ا‪‬حت‪‬ا‪ ‬ال‪‬ص‪‬و‪‬‬
‫ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺴﻜﻮﻧﻴﺔ ﺍﻟﻌﻈﻤﻰ ﻗﺒﻞ ﺑﺪﺍﻳﺔ ﺍﳊﺮﻛﺔ‪.‬‬ ‫‪Coefficient of static‬‬
‫‪fricion‬‬
‫ﺍﻟﺰﻳﺎﺩﺓ ﺍﻟﺘﻲ ﺗﻄﺮﺃ ﻋﲆ ﻃﻮﻝ ‪ 1m‬ﻣﻦ ﺍﳌﺎﺩﺓ ﻋﻨﺪ ﺭﻓﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﲥﺎ ‪.1°С‬‬ ‫‪‬عا‪‬ل الت‪‬د‪ ‬ال‪‬و‪‬‬
‫‪Coefficient of linear‬‬
‫امل�ص‪‬حات‬

‫‪expansion‬‬
‫ﻳﺪﻝ ﻋﲆ ﻛﻤﻴﺔ ﺍﻟﴚﺀ ﻓﻘﻂ‪.‬‬ ‫امل‪‬دار ‪Magnitude‬‬
‫ﺳﻮﺍﺋﻞ ﻭﻏﺎﺯﺍﺕ‪.‬‬ ‫املوا‪Fluid ‬‬
‫ﺍﳌﻮﺿﻊ ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻓﻴﻪ ﺍﳉﺴﻢ ﻋﻨﺪ ﺑﺪﺍﻳﺔ ﺣﺮﻛﺘﻪ‪.‬‬ ‫املوق‪ ‬ا‪‬تدا‪ ‬ل‪‬صم‬
‫‪Initial position‬‬

‫‪‬‬
‫ﻋﺎﳌﻴﺎ ﻟﻠﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫ﻧﻈﺎﻡ ﻗﻴﺎﺱ ﻳﺴﺘﺨﺪﻡ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﻣﺘﻔﻖ ﻋﻠﻴﻬﺎ ﹼﹰ‬
‫ﺗﻔﺴﲑ ﻳﻌﺘﻤﺪ ﻋﲆ ﻋﺪﺓ ﻣﺸﺎﻫﺪﺍﺕ ﻣﺪﻋﻮﻣﺔ ﺑﻨﺘﺎﺋﺞ ﲡﺮﻳﺒﻴﺔ‪ .‬ﺗﻔﴪ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻘﻮﺍﻧﲔ‬
‫ﻭﻛﻴﻔﻴﺔ ﻋﻤﻞ ﺍﻷﺷﻴﺎﺀ‪.‬‬
‫ال‪‬ظا‪ ‬الد‪ ‬ل‪‬وحدات‬
‫‪SI units‬‬
‫‪‬و‪ ‬ا‪‬ة ا‪‬ي‪‬ة‬
‫‪kinetic particle model‬‬

‫‪‬‬
‫‪‬ا‪ ‬ا‪‬ا‪ Uncertainty ‬ﲤﺜﻴﻞ ﳊﺮﻛﺔ ﺍﳉﺴﻢ ﺑﺴﻠﺴﻠﺔ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﳌﻔﺮﺩﺓ‪.‬‬

‫‪‬‬
‫ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ ﻟﻠﺠﺴﻢ‪.‬‬ ‫الو‪Weight ‬‬
‫‪203‬‬
 ‫الت�صويبات‬
‫التعديل‬ ‫املالحظة‬ ‫رقم ال�صفحة‬
 ‫يا‬‫الف‬
‫م‬‫تع‬‫ ل‬‫ا‬‫ة العب‬‫ص‬ ‫ة‬‫ة الع‬‫ص‬‫ ال‬‫د‬‫ا‬

‫ة‬‫وا‬‫ال‬ ‫ي‬‫التح‬

 


‫و‬‫ ال‬‫ي‬‫التح‬
 

‫ال‬‫م ال‬‫�ص‬


‫ ال�صور‬‫دا‬‫ا‬
 


Original Title
Glencoe Science
PHYSICS
PRINCIPLES AND PROBLEMS

By

Paul W. Zitzewitz Todd George Elliott

David G. Haase Kathleen A. Harper

Michael R. Herzog Jane Bray Nelson

Jim Nelson Charles A. Schuler

Margaret K. Zorn

‫ة‬  ‫ا‬   ‫عة‬‫ا‬

 2016 -  1437 ‫ا‬‫ ا‬‫عا‬‫ ل‬‫بعة ا‬‫ال‬
www.sec.gov.qa
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