‫‪Ωƒ``∏`©dG‬‬

‫اﻟﺼﻒ اﻟﺜﺎﻣﻦ ‪ -‬ﻛﺘﺎب اﻟﻄﺎﻟﺐ‬

‫اﻟﻔﺼﻞ اﻟﺪراﺳﻲ اﻟﺜﺎﻧﻲ‬

‫‪8‬‬
‫ﻓﺮﻳـﻖ اﻟﺘﺄﻟﻴـﻒ‬
‫)رﺋﻴﺴﺎ(‬
‫ﹰ‬ ‫ﻣﻮﺳﻰ ﻋﻄﺎ اﷲ اﻟﻄﺮاوﻧﺔ‬
‫د‪ .‬ﻣﺮوه ﲬﻴﺲ ﻋﺒﺪ اﻟﻔﺘﺎح‬ ‫د‪ .‬آﻳﺎت ﳏﻤــﺪ اﳌﻐﺮﰊ‬

‫ﻣﻴﻤﻲ ﳏﻤــﺪ اﻟﺘﻜﺮوري‬ ‫ذﻛﺮﻳﺎت رﺟﺐ ﻋﻴﺎش‬

‫روﻧﺎﻫﻲ "ﳏﻤﺪ ﺻﺎﻟﺢ" اﻟﻜﺮدي )ﻣﻨﺴ ﹰﻘﺎ(‬

‫‪ègÉæŸG ôjƒ£àd »æWƒdG õcôŸG :ô°TÉædG‬‬

‫ﻳﴪ اﳌﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﺘﻄﻮﻳﺮ اﳌﻨﺎﻫﺞ اﺳﺘﻘﺒﺎل آراﺋﻜﻢ وﻣﻠﺤﻮﻇﺎﺗﻜﻢ ﻋﲆ ﻫﺬا اﻟﻜﺘﺎب ﻋﻦ ﻃﺮﻳﻖ اﻟﻌﻨﺎوﻳﻦ اﻵﺗﻴﺔ‪:‬‬

‫‪06-5376262 / 237‬‬ ‫‪06-5376266‬‬ ‫‪P.O.Box: 2088 Amman 11941‬‬

‫‪@nccdjor‬‬ ‫‪feedback@nccd.gov.jo‬‬ ‫‪www.nccd.gov.jo‬‬

‫ ﺑﻨـﺎ ﹰء ﻋﲆ ﻗـﺮار اﳌﺠﻠﺲ اﻷﻋﲆ‬،‫ﻗـﺮرت وزارة اﻟﱰﺑﻴـﺔ واﻟﺘﻌﻠﻴـﻢ ﺗﺪرﻳـﺲ ﻫﺬا اﻟﻜﺘـﺎب ﰲ ﻣﺪارس اﳌﻤﻠﻜـﺔ اﻷردﻧﻴﺔ اﳍﺎﺷـﻤﻴﺔ ﲨﻴﻌﻬﺎ‬
‫ﹼ‬
(2021/165) ‫ وﻗﺮار ﳎﻠﺲ اﻟﱰﺑﻴﺔ واﻟﺘﻌﻠﻴﻢ رﻗﻢ‬،‫ م‬2021/12/7 ‫ ﺗﺎرﻳﺦ‬،(2021/5) ‫ﻟﻠﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﺘﻄـــﻮﻳﺮ اﳌﻨﺎﻫــﺞ ﰲ ﺟﻠﺴـﺘﻪ رﻗﻢ‬
.‫ م‬2022 / 2021 ‫ م ﺑـﺪ ﹰءا ﻣﻦ اﻟﻌﺎم اﻟـﺪراﳼ‬2021/12/21 ‫ﺗﺎرﻳـﺦ‬

© Harper Collins Publishers Limited 2021.

- Prepared Originally in English for the National Center for Curriculum Development. Amman - Jordan
- Translated to Arabic, adapted, customised and published by the National Center for Curriculum
Development. Amman - Jordan
ISBN: 978 - 9923 - 41 - 174 - 2

‫اﳌﻤﻠﻜﺔ اﻷردﻧﻴﺔ اﳍﺎﺷﻤﻴﺔ‬

‫رﻗﻢ اﻹﻳﺪاع ﻟﺪ￯ داﺋﺮة اﳌﻜﺘﺒﺔ اﻟﻮﻃﻨﻴﺔ‬
(2021/6/3308)

373,19

‫ اﻟﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﺘﻄﻮﻳﺮ اﻟﻤﻨﺎﻫﺞ‬.‫اﻷردن‬

2021 ،‫ اﻟﻤﺮﻛﺰ‬:‫ ﻋﻤﺎن‬-.‫ اﻟﻤﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﺘﻄﻮﻳﺮ اﻟﻤﻨﺎﻫﺞ‬/‫ ﻛﺘﺎب اﻟﻄﺎﻟﺐ اﻟﻔﺼﻞ اﻟﺜﺎﻧﻲ‬:‫ اﻟﺼﻒ اﻟﺜﺎﻣﻦ‬:‫اﻟﻌﻠﻮم‬

.‫( ص‬168) 2‫ج‬

2021/6/3308 :.‫إ‬.‫ر‬

‫اﻟﺘﻌﻠﻴﻢ اﻹﻋﺪادي‬//‫اﻟﻤﻨﺎﻫﺞ‬//‫اﻟﻌﻠﻮم‬/ :‫اﻟﻮاﺻﻔﺎت‬

.‫ﻳﻌﺒﺮ ﻫﺬا اﻟﻤﺼﻨﻒ ﻋﻦ رأي داﺋﺮة اﻟﻤﻜﺘﺒﺔ اﻟﻮﻃﻨﻴﺔ‬
‫ﻳﺘﺤﻤﻞ اﻟﻤﺆﻟﻒ ﻛﺎﻣﻞ اﻟﻤﺴﺆوﻟﻴﺔ اﻟﻘﺎﻧﻮﻧﻴﺔ ﻋﻦ ﻣﺤﺘﻮ￯ ﻣﺼﻨﻔﻪ وﻻ ﹼ‬

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transmitted in any form by any means, electronic, mechanical, photocopying, recording or otherwise,
without the prior written permission of the publisher or a license permitting restricted copying in the
United Kingdom issued by the Copyright Lecensing Agency Ltd, Barnard´s Inn, 86 Fetter Lane, London,
EC4A 1EN.
British Library Cataloguing -in- Publication Data
A catalogue record for this publication is available from the Library.

‫ م‬2021/‫ ﻫـ‬1442 (‫اﻟﻄﺒﻌﺔ اﻷوﱃ )اﻟﺘﺠﺮﻳﺒﻴﺔ‬

 ‫ﻗﺎﺋﻤﺔُ اﻟﻤﺤﺘﻮﯾﺎ ِ‬
‫ت‬
‫اﻟﺼﻔﺤﺔُ‬ ‫ع‬
‫اﻟﻤﻮﺿﻮ ُ‬
‫‪5‬‬ ‫اﻟﻤﻘﺪﹼ ﻣ ﹸﺔ‬
‫‪6‬‬ ‫وﺻﺤﺘﹸﻪ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫ﺟﺴﻢ‬
‫ﹸ‬ ‫‪ 5‬اﻟﻮﺣﺪ ﹸة )‪:(5‬‬
‫‪10‬‬ ‫واﻟﺘﻨﻈﻴﻢ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻀﺒﻂ‬ ‫اﻟﺪرس )‪:(1‬‬
‫ﹸ‬
‫‪25‬‬ ‫اﻟﺪرس )‪ :(2‬اﻟﻤﻨﺎﻋ ﹸﺔ‬
‫ﹸ‬
‫‪31‬‬ ‫واﻟﻨﻤﻮ‬
‫ﱡ‬ ‫اﻟﺘﻜﺎﺛﺮ‬
‫ﹸ‬ ‫اﻟﺪرس )‪:(3‬‬
‫ﹸ‬
‫‪36‬‬ ‫واﻟﺘﻮﺳ ﹸﻊ‪ :‬اﻟﺴﻴﻄﺮ ﹸة اﻟﺪﻣﺎﻏﻴ ﹸﺔ‬
‫ﹼ‬ ‫اﻹﺛﺮاء‬
‫ﹸ‬
‫‪37‬‬ ‫ﹺ‬
‫اﻟﻌﻴﻦ‬ ‫ﹺ‬
‫ﺟﻔﻦ‬ ‫ﻋﻠﻤﻲ‪ :‬ﺣﺮﻛ ﹸﺔ‬
‫ﱞ‬ ‫اﺳﺘﻘﺼﺎء‬
‫ﹲ‬
‫‪39‬‬ ‫ﹺ‬
‫اﻟﻮﺣﺪة‬ ‫ﻣﺮاﺟﻌ ﹸﺔ‬
‫‪42‬‬ ‫‪ 6‬اﻟﻮﺣﺪ ﹸة )‪ :(6‬اﻟﺤﺮار ﹸة‬
‫‪46‬‬ ‫اﻟﺤﺮارة وأﻧﻈﻤ ﹸﺔ ﹺ‬
‫ﻗﻴﺎﺳﻬﺎ‬ ‫ﹺ‬ ‫اﻟﺪرس )‪ :(1‬درﺟ ﹸﺔ‬
‫ﹸ‬
‫‪54‬‬ ‫اﻟﺪرس )‪ :(2‬اﻟﺤﺮار ﹸة واﻟﻤﺎ ﹼد ﹸة‬
‫ﹸ‬
‫‪61‬‬ ‫اﻟﺨﻀﺮاء‬
‫ﹸ‬ ‫واﻟﺘﻮﺳ ﹸﻊ‪ :‬اﻟﻤﺒﺎﻧﻲ‬
‫ﹼ‬ ‫اﻹﺛﺮاء‬
‫ﹸ‬
‫‪62‬‬ ‫ﹺ‬
‫واﻟﻤﺎء اﻟﻤﺎﻟﺢﹺ‬ ‫ﹺ‬
‫اﻟﻌﺬب‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﻋﻠﻤﻲ‪ :‬ﺗﺒﺨﹼ ﹸﺮ‬ ‫اﺳﺘﻘﺼﺎء‬
‫ﱞ‬ ‫ﹲ‬
‫‪64‬‬ ‫ﹺ‬
‫اﻟﻮﺣﺪة‬ ‫ﻣﺮاﺟﻌ ﹸﺔ‬
‫‪68‬‬ ‫واﻟﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋ ﹼﻴ ﹸﺔ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺮواﺑﻂ‬ ‫اﻟﻮﺣﺪ ﹸة )‪:(7‬‬ ‫‪7‬‬
‫‪72‬‬ ‫ﹸ‬
‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬ ‫اﻟﺪرس )‪:(1‬‬
‫ﹸ‬
‫‪86‬‬ ‫اﻟﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬
‫ﹸ‬ ‫اﻟﺪرس )‪:(2‬‬
‫ﹸ‬
‫‪99‬‬ ‫ﹺ‬
‫اﻟﺤﺮﻳﻖ‬ ‫ﻃﻔﺎﻳﺎت‬
‫ﹸ‬ ‫واﻟﺘﻮﺳ ﹸﻊ‪:‬‬
‫ﹼ‬ ‫اﻹﺛﺮاء‬
‫ﹸ‬
‫‪100‬‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‬ ‫ﺣﺪوث ﺻﺪأﹺ‬
‫ﹺ‬ ‫ﹸ‬
‫ﻋﻮاﻣﻞ‬ ‫ﻋﻠﻤﻲ‪:‬‬ ‫اﺳﺘﻘﺼﺎء‬
‫ﱞ‬ ‫ﹲ‬
‫‪102‬‬ ‫ﹺ‬
‫اﻟﻮﺣﺪة‬ ‫ﻣﺮاﺟﻌ ﹸﺔ‬
 ‫ﻗﺎﺋﻤﺔُ اﻟﻤﺤﺘﻮﯾﺎ ِ‬
‫ت‬
‫اﻟﺼﻔﺤﺔُ‬ ‫ع‬
‫اﻟﻤﻮﺿﻮ ُ‬

‫‪106‬‬ ‫اﻟﻮﺣﺪ ﹸة )‪ :(8‬اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬ ‫‪8‬‬

‫‪110‬‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻤﺠﺎل‬ ‫اﻟﺪرس )‪:(1‬‬
‫ﹸ‬
‫‪116‬‬ ‫اﻟﺪرس )‪ :(2‬اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴ ﹼﻴ ﹸﺔ‬
‫ﹸ‬
‫‪122‬‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱡ‬ ‫ﻗﻄﺎر اﻟﺮﻓ ﹺﻊ‬
‫واﻟﺘﻮﺳ ﹸﻊ‪ :‬ﹸ‬
‫ﹼ‬ ‫اﻹﺛﺮاء‬
‫ﹸ‬
‫‪123‬‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﱢ‬ ‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﻌﺘﻤﺪﹸ ﻋﻠﻴﻬﺎ ﻗﻮ ﹸة اﻟﻤﻐﻨﺎﻃﻴ ﹺ‬
‫ﺲ‬ ‫ﹸ‬ ‫ﻋﻠﻤﻲ‪:‬‬
‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ﹲ‬
‫ﹺ‬
‫اﻟﻮﺣﺪة‬ ‫ﻣﺮاﺟﻌ ﹸﺔ‬
‫‪125‬‬
‫ﹺ‬
‫واﻟﻔﻀﺎء‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ‬ ‫اﻟﻮﺣﺪ ﹸة )‪ :(9‬ﻋﻠﻮ ﹸم‬
‫‪128‬‬ ‫‪9‬‬
‫‪132‬‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ‬ ‫وﺗﺄﺛﻴﺮﻫﺎ ﻓﻲ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ‬ ‫اﻟﺪرس )‪:(1‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫اﺳﺘﻜﺸﺎف‬
‫ﹸ‬ ‫اﻟﺪرس )‪:(2‬‬
‫‪141‬‬ ‫ﹸ‬
‫اﻟﺬﻛﺎء اﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ ﹺ‬
‫رﺻﺪ ﺣﺎﻟﺔ اﻟﻄﻘ ﹺ‬
‫ﺲ‬ ‫ﹺ‬ ‫ﺗﻄﺒﻴﻘﺎت‬
‫ﹸ‬ ‫واﻟﺘﻮﺳ ﹸﻊ‪:‬‬ ‫اﻹﺛﺮاء‬
‫‪151‬‬ ‫ﱢ‬ ‫ﹼ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻷرض‬ ‫ﺣﻮل‬ ‫ﹺ‬
‫اﻟﺼﻨﺎﻋﻴﺔ ﹶ‬ ‫ﹺ‬
‫اﻷﻗﻤﺎر‬ ‫ﻣﺪارات‬
‫ﹸ‬ ‫ﻋﻠﻤﻲ‪:‬‬ ‫اﺳﺘﻘﺼﺎء‬
‫‪152‬‬ ‫ﱞ‬ ‫ﹲ‬
‫ﹺ‬
‫اﻟﻮﺣﺪة‬ ‫ﻣﺮاﺟﻌ ﹸﺔ‬
‫‪154‬‬
‫ﹺ‬
‫اﻟﻤﺼﻄﻠﺤﺎت‬ ‫ﻣﺴﺮ ﹸد‬
‫‪158‬‬
 ‫اﳌﻘﺪﻣ ﹸﺔ‬
‫ﹼ‬
‫ﹺ‬
‫اﻟﺮﲪﻦ اﻟﺮﺣﻴ ﹺﻢ‬ ‫ﺑﺴ ﹺﻢ اﷲﹺ‬
‫ﹺ‬
‫وﺗﺴﻠﻴﺤﻪ ﺑﺎﻟﻌﻠ ﹺﻢ‬ ‫اﻷردﲏ‪،‬‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫ﹺ‬
‫ﻗﺪرات‬ ‫ﹺ‬
‫ﺗﻨﻤﻴﺔ‬ ‫ﹺ‬
‫ﺑﺄﳘﻴﺔ‬ ‫ﹺ‬
‫اﳍﺎﺷﻤﻴﺔ اﻟﺮاﺳﺦﹺ‬ ‫ﹺ‬
‫اﻷردﻧﻴﺔ‬ ‫ﹺ‬
‫اﳌﻤﻠﻜﺔ‬ ‫اﻧﻄﻼ ﹰﻗﺎ ﻣﻦ ﹺ‬
‫إﻳﲈن‬
‫ﱢ‬
‫ﲢﺪﻳﺚ اﳌﻨﺎﻫﺞﹺ اﻟﺪراﺳ ﹼﻴ ﹺﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﱰﺑﻴﺔ واﻟﺘﻌﻠﻴ ﹺﻢ‪ ،‬إﱃ‬ ‫ﹺ‬
‫وزارة‬ ‫ﹺ‬
‫ﻟﺘﻄﻮﻳﺮ اﳌﻨﺎﻫﺞﹺ ‪ ،‬ﺑﺎﻟﺘﻌﺎون ﹶ‬
‫ﻣﻊ‬ ‫ﹺ‬ ‫اﻟﻮﻃﻨﻲ‬‫ﱡ‬ ‫اﳌﺮﻛﺰ‬
‫ﹸ‬ ‫ﹺ‬
‫واﳌﻌﺮﻓﺔ؛ ﺳﻌﻰ‬
‫اﻟﺪول اﳌﺘﻘﺪﹼ ﹺ‬
‫ﻣﺔ‪.‬‬ ‫ﹺ‬ ‫وﳎﺎراة ﹺ‬
‫أﻗﺮاﳖﻢ ﰲ‬ ‫ﹺ‬ ‫اﳌﻌﺮﰲ‪،‬‬ ‫ﺑﻤﺴﺘﻮاﻫﻢ‬ ‫ﹺ‬
‫اﻻرﺗﻘﺎء‬ ‫ﹺ‬
‫ﻟﻠﻄﻠﺒﺔ ﻋﲆ‬ ‫ﹶ‬
‫ﻟﺘﻜﻮن ﻣﻌﻴﻨﹰﺎ‬ ‫ﹺ‬
‫وﺗﻄﻮﻳﺮﻫﺎ‪،‬‬
‫ﱢ‬ ‫ﹸ‬
‫ﹺ‬
‫وﻣﻬﺎرات‬ ‫ﺑﺘﻨﻤﻴﺔ اﳌﻔﺎﻫﻴ ﹺﻢ اﻟﻌﻠﻤ ﹼﻴ ﹺﺔ‬ ‫ﹺ‬ ‫ﻛﺘﺐ اﻟﻌﻠﻮم ﹺاﻟﺘﻲ ﺗﹸﻌﻨﻰ‬ ‫ﺳﻠﺴﻠﺔ ﹺ‬‫ﹺ‬ ‫ﹺ‬
‫اﻟﺜﺎﻣﻦ واﺣﺪﹰ ا ﻣﻦ‬ ‫ﻟﻠﺼﻒ‬‫ﱢ‬ ‫ﻛﺘﺎب اﻟﻌﻠﻮ ﹺم‬ ‫ﹸﻳﻌﺪﱡ‬
‫ﹸ‬
‫ﹺ‬
‫اﳋﱪات‬ ‫ﹺ‬
‫واﻹﻓـﺎدة ﻣﻦ‬ ‫اﻟﻌﺎﺑﺮة ﻟﻠﻤﻮا ﱢد اﻟﺪراﺳ ﹼﻴ ﹺﺔ‪،‬‬
‫ﹺ‬ ‫اﳌﺸﻜﻼت‪ ،‬ودﻣﺞﹺ اﳌﻔﺎﻫﻴ ﹺﻢ اﳊﻴﺎﺗ ﹼﻴ ﹺﺔ واﳌﻔﺎﻫﻴ ﹺﻢ‬ ‫ﹺ‬ ‫اﻟﺘﻔﻜﲑ ﱢ‬
‫وﺣﻞ‬ ‫ﹺ‬
‫ﻣﻊ اﻟﻘﻴ ﹺﻢ اﻟﻮﻃﻨ ﹼﻴ ﹺﺔ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻄﺮاﺋﻖ اﳌﺘﹼﺒﻌﺔ ﻋﺎﳌ ﹼﹰﻴﺎ ﻟﻀﲈن اﻧﺴﺠﺎﻣﻬﺎ ﹶ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﻓﻀﻞ‬ ‫وﻓﻖ‬ ‫ﹺ‬
‫واﻟﺘـﺄﻟﻴﻒ ﹶ‬ ‫ﹺ‬
‫اﻹﻋـﺪاد‬ ‫اﻟﻮﻃﻨﻴ ﹺﺔ ﰲ ﻋﻤﻠﻴ ﹺ‬
‫ﺎت‬ ‫ﹼ‬ ‫ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺮاﺳﺨﺔ‪ ،‬وﺗﻠﺒﻴﺘﻬﺎ ﳊﺎﺟﺎت أﺑﻨﺎﺋﻨﺎ اﻟﻄﻠﺒﺔ واﳌﻌ ﹼﻠ ﹶ‬
‫ﻤﲔ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ووﻓ ﹰﻘﺎ ﻟﺬﻟﻚ‪ ،‬ﻓﻘﺪ اﻋﺘ ﹺﹸﻤ ﹾ‬
‫ﱪﰲ‬ ‫اﻟﺪور اﻷﻛ ﹶ‬ ‫ﹶ‬ ‫ﲤﻨﺢ اﻟﻄﻠﺒ ﹶﺔ‬ ‫ﺪت دور ﹸة اﻟﺘﻌ ﹼﻠ ﹺﻢ اﳋﲈﺳﻴ ﹸﺔ اﳌﻨﺒﺜﻘ ﹸﺔ ﻣ ﹶﻦ اﻟﻨﻈﺮ ﹼﻳﺔ اﻟﺒﻨﺎﺋ ﹼﻴﺔ اﻟﺘﻲ ﹸ‬
‫واﻟﺘﻮﺳﻊﹺ‪.‬‬ ‫واﻟﺘﻔﺴﲑ‪ ،‬واﻟﺘﻘﻮﻳ ﹺﻢ‪،‬‬ ‫ﹺ‬ ‫واﻻﺳﺘﻜﺸﺎف‪ ،‬واﻟﴩحﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﻬﻴﺌﺔ‪،‬‬ ‫اﻟﺘﻌﻠﻴﻤﻴﺔ‪ ،‬وﺗﺘﻤ ﹼﺜ ﹸﻞ ﻣﺮاﺣ ﹸﻠﻬﺎ ﰲ‬ ‫ﹺ‬ ‫اﻟﻌﻤﻠﻴ ﹺﺔ اﻟﺘﻌ ﹼﻠ ﹺ‬
‫ﻤﻴﺔ‬
‫ﹼ‬ ‫ﹼ‬
‫اﻟﻜﺘﺎب ﻣﻨﺤﻰ ‪ STEAM‬ﰲ اﻟﺘﻌﻠﻴ ﹺﻢ اﻟﺬي ﻳﺴﺘﺨﺪم ﻟﺪﻣﺞﹺ اﻟﻌﻠﻮ ﹺم واﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ واﳍﻨﺪﺳﺔﹺ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹺ‬ ‫أﻳﻀﺎ ﰲ ﻫﺬا‬ ‫واﻋﺘ ﹺﹸﻤﺪﹶ ﹰ‬
‫ﻋﺔ‪.‬‬ ‫اﻟﻜﺘﺎب اﳌﺘﻨﻮ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﻧﺸﻄﺔ‬ ‫ﺎت ﰲ‬ ‫واﻵداب واﻟﺮﻳﺎﺿﻴ ﹺ‬ ‫ﹺ‬
‫ﹼ‬ ‫ﹼ‬
‫ﹺ‬
‫واﻟﱰﺗﻴﺐ‬ ‫ﹺ‬
‫واﻟﺘﺼﻨﻴﻒ‪،‬‬ ‫ﹺ‬
‫اﳌﻼﺣﻈﺔ‪،‬‬ ‫ﻣﺜﻞ‪:‬‬ ‫ﺎت اﻟﻌﻠ ﹺﻢ‪ ،‬ﹶ‬ ‫اﻻﺳﺘﻘﺼﺎء اﻟﻌﻠﻤﻲ‪ ،‬وﻋﻤﻠﻴ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻬﺎرات‬ ‫ﹺ‬
‫اﻟﻜﺘﺎب‬ ‫ﻌﺰ ﹸز ﳏﺘﻮ￯‬
‫ﹼ‬ ‫ﱢ‬ ‫ﹸﻳ ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹸﻨﻤﻲ‬ ‫اﻟﻔﺮوق اﻟﻔﺮدﻳ ﹶﺔ‪ ،‬وﺗ ﹼ‬ ‫ﹶ‬ ‫ﻣﺘﻨﻮﻋ ﹰﺔ ﺗﺮاﻋﻲ‬ ‫ﻳﺘﻀﻤ ﹸﻦ أﺳﺌﻠ ﹰﺔ ﹼ‬ ‫ﹼ‬ ‫واﻟﺘﻮاﺻﻞ‪ .‬وﻫﻮ‬ ‫واﻟﻘﻴﺎس‪ ،‬واﻟﺘﻮ ﹼﻗﻊﹺ‪،‬‬ ‫واﻟﺘﺴﻠﺴﻞ‪ ،‬واﳌﻘﺎرﻧﺔ‪،‬‬
‫اﳌﻬﺎرات‬‫ﹺ‬ ‫اﻟﺘﻮﺻ ﹺﻞ إﱃ اﻟﻨﺘﺎﺋﺞﹺ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﺗﻮﻇﻴﻒ اﳌﻨﻬﺠ ﹼﻴ ﹺﺔ اﻟﻌﻠﻤ ﹼﻴ ﹺﺔ ﰲ‬ ‫ﹺ‬ ‫ﻓﻀﻼ ﻋﲆ‬ ‫اﳌﺸﻜﻼت‪ ،‬ﹰ‬ ‫ﹺ‬ ‫وﺣﻞ‬‫اﻟﺘﻔﻜﲑ ﱢ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻬﺎرات‬
‫ﹼ‬
‫اﻟﺒﻴﺎﻧﺎت وﺗﺪوﻳﻨﹺﻬﺎ‪.‬‬ ‫ﹺ‬ ‫اﳌﻼﺣﻈﺔ وﲨ ﹺﻊ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻬﺎرة‬ ‫اﻟﻌﻠﻤ ﹼﻴ ﹺﺔ‪ ،‬ﹶ‬
‫ﻣﺜﻞ‬
‫وﺻﺤﺘﹸﻪ‪،‬‬ ‫ﹺ‬
‫ﹸاﻹﻧﺴﺎن‬ ‫اﻟﻨﺤﻮ اﻵﰐ‪ :‬اﻷوﱃ‪ :‬ﺟﺴﻢ‬ ‫ﹺ‬ ‫وﺣﺪات‪ ،‬ﻋﲆ‬ ‫ﹴ‬ ‫اﻟﻜﺘﺎب ﻋﲆ ﲬﺲ‬ ‫ﹺ‬ ‫ﳛﺘﻮي اﳉﺰ ﹸء اﻟﺜﺎﲏ ﻣﻦ‬
‫ﹼ‬
‫ﹺ‬
‫اﻟﻄﻘﺲ‬ ‫واﻟﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‪ ،‬واﻟﺮاﺑﻌ ﹸﺔ‪ :‬اﳌﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‪ ،‬واﳋﺎﻣﺴ ﹸﺔ‪ :‬ﻋﻠﻮ ﹸم‬ ‫ﹸ‬ ‫ﹸ‬
‫اﻟﺮواﺑﻂ‬ ‫واﻟﺜﺎﻧﻴ ﹸﺔ‪ :‬اﳊﺮارةﹸ‪ ،‬واﻟﺜﺎﻟﺜ ﹸﺔ‪:‬‬
‫واﳌﻴﻮل اﻟﻌﻠﻤ ﹼﻴ ﹶﺔ‪ ،‬وأﺧﺮ￯ ﲢﺎﻛﻲ‬ ‫ﹶ‬ ‫ﺎﻫﺎت‬ ‫اﻻﲡ ﹺ‬ ‫ﹸﻌﺰ ﹸز ﹼ‬ ‫ﹴ‬ ‫ﹴ‬ ‫وﺗﺸﺘﻤـﻞ ﱡ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺘﻔﻜﲑ وﺗ ﹼ‬‫ﹶ‬ ‫ﺗﺜﲑ‬
‫ﻛﻞ وﺣﺪة ﻋﲆ أﺳﺌﻠﺔ ﹸ‬ ‫واﻟﻔﻀﺎء‪.‬‬
‫اﻻﺧﺘﺒﺎرات اﻟﺪوﻟﻴ ﹶﺔ‪.‬‬ ‫ﹺ‬ ‫أﺳﺌﻠ ﹶﺔ‬
‫اﻟﻄﺎﻟﺐ‪،‬‬ ‫ﹺ‬ ‫اﻟﻮاردة ﰲ ﹺ‬
‫ﻛﺘﺎب‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻷﻧﺸﻄﺔ‬ ‫ﹺ‬
‫اﻟﺘﺠﺎرب‬ ‫اﻷﻧﺸﻄﺔ واﻟﺘﲈرﻳﻦ‪ ،‬اﻟﺬي ﳛﺘﻮي ﻋﲆ ﲨﻴ ﹺﻊ‬ ‫ﹺ‬ ‫ﻛﺘﺎب‬ ‫ﹺ‬ ‫وﻗﺪ ﹸأ ﹺﳊ ﹶﻖ‬
‫ﺑﺎﻟﻜﺘﺎب ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﻌﻠﲈء‪.‬‬ ‫ﻧﺤﻮ اﻟﻌﻠ ﹺﻢ‬ ‫اﻟﻌﻠﻤﻲ ﻟﺪ￯ اﻟﻄﻠﺒﺔ‪ ،‬وﺗﻨﻤﻴﺔ اﻻﲡﺎﻫﺎت اﻹﳚﺎﺑﻴﺔ ﻟﺪﳞﹺﻢ ﹶ‬ ‫ﱢ‬ ‫اﻻﺳﺘﻘﺼﺎء‬ ‫ﻣﻬﺎرات‬ ‫ﹺ‬
‫ﺗﻄﻮﻳﺮ‬ ‫وﲥﺪف إﱃ‬ ‫ﹸ‬
‫واﻟﻐﺎﻳﺎت‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻫﺪاف‬ ‫ﺴﻬﻢ ﰲ ﹺ‬
‫ﲢﻘﻴﻖ‬ ‫اﻟﻜﺘﺎب‪ ،‬ﻓﺈﻧﹼﺎ ﹸ‬ ‫ﹺ‬ ‫وﻧﺤ ﹸﻦ إ ﹾذ ﻧﹸﻘﺪﹼ ﹸم اﻟﻄﺒﻌ ﹶﺔ اﻷوﱃ )اﻟﺘﺠﺮﻳﺒﻴ ﹶﺔ( ﻣﻦ ﻫﺬا‬
‫ﻧﺄﻣﻞ أن ﹸﻳ ﹶ‬
‫ﹺ‬ ‫ﹺ‬
‫وﻣﻬﺎرات اﻟﺘﻌ ﹼﻠ ﹺﻢ‬ ‫ﺐ اﻟﺘﻌ ﹼﻠ ﹺﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ ﹺ‬ ‫ﹺ‬
‫ﲢﺴﲔ‬ ‫ﻓﻀﻼ ﻋﲆ‬ ‫اﳌﺴﺘﻤﺮ‪ ،‬ﹰ‬ ‫ﱢ‬ ‫اﻟﻨﻬﺎﺋﻴﺔ اﳌﻨﺸﻮدة ﻟﺒﻨﺎء ﺷﺨﺼﻴﺔ اﳌﺘﻌ ﹼﻠ ﹺﻢ‪ ،‬وﺗﻨﻤﻴﺔ اﲡﺎﻫﺎت ﹸﺣ ﱢ‬
‫وإﺛﺮاء أﻧﺸﻄﺘﹺﻪ اﳌﺘﻨﻮ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻋﺔ‪.‬‬ ‫ﹼ‬ ‫ﻤﲔ‪،‬‬‫ﺑﻤﻼﺣﻈﺎت اﳌﻌ ﹼﻠ ﹶ‬ ‫واﻷﺧﺬ‬ ‫اﳉﺪﻳﺪ إﱃ اﳌﺤﺘﻮ￯‪،‬‬ ‫ﺑﺈﺿﺎﻓﺔ‬ ‫اﻟﻜﺘﺎب؛‬
‫ﹺ‬
‫اﻟﺘﻮﻓﻴﻖ‬ ‫واﷲﹸ و ﱡﱄ‬
‫اﳌﺮﻛﺰ اﻟﻮﻃﻨﻲ ﻟﺘﻄﻮﻳﺮ اﳌﻨﺎﻫﺞ‬

‫‪5‬‬
 ‫ُ‬
‫اﻟﻮﺣﺪة‬
‫وﺻﺤﺘُﮫ‬
‫ّ‬ ‫ﺟﺴ ُﻢ اﻹﻧﺴﺎ ِن‬
‫‪5‬‬
‫‪Human Body and Health‬‬

‫ﹶ‬
‫ﻗﺎل ﺗﻌﺎﻟﻰ‪:‬‬

‫﴿‬ ‫﴿‬
‫)اﻟﺬارﻳﺎت‪ ،‬اﻵﻳ ﹸﺔ ‪(21‬‬

‫‪6‬‬
 ‫ِ‬
‫اﻟﻮﺣﺪة‬ ‫ُ‬
‫ﻣﺸﺮوﻋﺎت‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺼﺎدر اﳌﺘﻨﻮ ﹺ‬

‫اﻵﺗﻴﺔ‪:‬‬ ‫اﳌﻘﱰﺣﺔ‬ ‫اﳌﴩوﻋﺎت‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫وﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ؛‬ ‫ﻋﺔ‬ ‫ﹺ ﹼ‬ ‫أﺑﺤﺚ ﰲ‬‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬ ‫ﹺ‬ ‫أﻫﻢ اﻟﻌﻠﻮ ﹺم اﻟﺘﻲ‬ ‫ﹺ‬
‫اﻟﱰﻛﻴﺐ‬ ‫اﺳﺘﻜﺸﺎف‬ ‫اﻹﻧﺴﺎن ﻋﲆ‬ ‫ﺳﺎﻋﺪت‬ ‫ﻋﻠﻢ اﳉﺮاﺣﺔ ﻣ ﹾﻦ ﱢ‬ ‫اﻟﺘﺎرﻳﺦ‪ :‬ﹸﻳﻌﺪﱡ ﹸ‬
‫ﹸ‬
‫ﻛﺎن ﻟﻠﺠﺮاحﹺ اﻟﻌﺮﰊ أﺑﻮ اﻟﻘﺎﺳ ﹺﻢ اﻟﺰﻫﺮاوي دور ﻣﻬﻢ ﰲ ﹺ‬
‫إﺛﺮاء‬ ‫ﳉﺴﻤﻪ‪ ،‬وﻗﺪﹾ ﹶ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﺪﻗﻴﻖ‬ ‫اﻟﺪاﺧﲇ‬
‫ﱡ ﹲ ﱞ‬ ‫ﱢ‬ ‫ﹼ‬ ‫ﱢ‬
‫اﳌﻌﺮﻓﺔ ا ﹸﳌ ﹺ‬
‫ﺘﺎﺣﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﰲ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻼﺗﻴﻨﻴﺔ‪.‬‬ ‫ﹸﺮﲨﺖ ﹺ‬
‫ﻟﻠﻐﺔ‬ ‫ﻛﺜﲑا ﻣ ﹾﻦ ﻣﺆ ﹼﻟﻔﺎﺗﹺﻪ ﺗ ﹾ‬ ‫ﻫﺬا اﻟﻌﻠ ﹺﻢ ﺣﺘﻰ ﱠ‬
‫إن ﹰ‬
‫أﻋﺮﺿﻪ ﻋﲆ‬ ‫ﹸ‬ ‫ﻋﺮﺿﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴﺎ‬‫ﹰ‬ ‫اﳉﺮاﺣﺔ‪ ،‬و ﹸأ ﹺﻋﺪﱡ‬
‫ﹺ‬ ‫اﻟﺰﻫﺮاوي ﰲ ﻋﻠ ﹺﻢ‬
‫ﱡ‬
‫ﹺ‬
‫إﺳﻬﺎﻣﺎت أﺑﻮ اﻟﻘﺎﺳ ﹺﻢ‬ ‫ﻋ ﹾﻦ‬
‫زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﰐ‪.‬‬
‫اﻟﻔﻨــﻮن‪ ،‬وﺗﹸﻌــﺪﱡ ﻣﻬﻨــ ﹸﺔ اﻟﺮﺳ ﹺﻢ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﳌـﻬﻦ ﺑـﺄﻧﻮا ﹴع‬ ‫ﹸ‬ ‫ــﻦ‪:‬‬ ‫ﹺ‬
‫اﻟﻄﺒﻲ‬
‫ﱢ‬ ‫ﳐﺘﻠﻔــﺔ ﻣ ﹶﻦ‬ ‫ﺑﻌــﺾ‬ ‫ﹸ‬ ‫ﺗﺮﺗﺒﻂ‬ ‫اﳌ ﹶﻬ ﹸ‬
‫ﺘﺎﺣﺔ ﻋﻦ ﹺ‬
‫ﻫﺬه‬ ‫اﳌﻌﺮﻓﺔ ا ﹸﳌ ﹺ‬‫ﹺ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﰲ‬ ‫ﹸ‬ ‫)‪ (Medical Illustration‬ﻣﺰ ﹰﳚﺎ ﻣ ﹶﻦ اﻟﻌﻠ ﹺﻢ واﻟﻔ ﱢﻦ‪،‬‬
‫ﹾ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﻬﻨﺔ وأﳘ ﹼﻴﺘﹺﻬﺎ ﰲ‬
‫ﹺ‬
‫ﺗﻘﺮﻳﺮا ﳌﻌ ﹼﻠﻤﻲ‪ /‬ﳌﻌ ﹼﻠﻤﺘﻲ‪.‬‬ ‫وﺗﻄﻮﻳﺮ اﳌﻌﺮﻓﺔ ﻓﻴﻬﺎ‪ ،‬و ﹸأﻗﺪﹼ ﹸم ﹰ‬ ‫اﻟﻄﺒﻴﺔ‬ ‫دراﺳﺔ اﻟﻌﻠﻮ ﹺم‬
‫ﹺ‬
‫اﳌﺠﺎﻻت‪،‬‬ ‫ﹺ‬
‫ﳐﺘﻠﻒ‬ ‫وﺗﻨﺘﴩ ﰲ‬ ‫ا‪،‬‬ ‫د‬ ‫ﻣﻄﺮ‬ ‫ا‬ ‫د‬ ‫ازدﻳﺎ‬ ‫اﻻﺻﻄﻨﺎﻋﻲ‬ ‫ﹺ‬
‫اﻟﺬﻛﺎء‬ ‫ﺗﻄﺒﻴﻘﺎت‬ ‫اﻟﺘﻘﻨﻴ ﹸﺔ‪ :‬ﺗﺰدا ﹸد‬
‫ﹸ‬ ‫ﹰ‬ ‫ﹰ‬ ‫ﱢ‬ ‫ﹸ‬
‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬ ‫ﹺ‬
‫اﳌﺠﺎل اﻟﻄ ﹼﺒ ﱢﻲ‪.‬‬ ‫اﻻﺻﻄﻨﺎﻋﻲ ﰲ‬ ‫ﹺ‬
‫اﻟﺬﻛﺎء‬ ‫ﹺ‬
‫ﺗﻄﺒﻴﻘﺎت‬ ‫أﻫﻢ‬
‫ﱢ‬ ‫اح أﺣﺪﹶ ﱢ‬ ‫اﳉﺮ ﹸ‬
‫اﻟﺮوﺑﻮت ﹼ‬
‫ﹸ‬ ‫و ﹸﻳﻌﺪﱡ‬
‫أﻋﺮﺿﻪ‬
‫ﹸ‬ ‫ﻣﻘﻄﻊ ﻓﻴﺪﻳﻮ‬
‫ﹶ‬ ‫اﻟﺮوﺑﻮت وإﻣﻜﺎﻧﺎﺗﹺﻪ‪ ،‬و ﹸأ ﹺﻋﺪﱡ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻣﻴﺰات ﻫﺬا‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺼﺎدر اﳌﻌﺮﻓﺔ ا ﹸﳌﺘﺎﺣﺔ ﻋ ﹾﻦ ﱢ‬
‫أﻫﻢ‬ ‫ﹺ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﻋﲆ ﹸزﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ ﰲ‬

‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫ﻃﺐ‬
‫ﱡ‬
‫ﹺ‬
‫اﻟﺘﺠﻬﻴﺰات‬ ‫اﻟﻔﻀﺎء )‪ (Space Medicine‬ﹺ‬
‫وﻋﻦ‬ ‫ﹺ‬ ‫ﻃﺐ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ اﻹﻧﱰﻧﺖ ﻋ ﹾﻦ ﱢ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎء ﹶ‬ ‫ﻟﺮو ﹺاد‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‪ ،‬وأﻋﺪﱡ‬ ‫رﺣﻼﲥ ﹸﻢ‬ ‫اﻧﻄﻼﻗﻬﻢ ﰲ‬ ‫ﻗﺒﻞ‬ ‫اﻟﻼزﻣﺔ واﻟﱪاﻣﺞﹺ اﻟﺼﺤﻴﺔ ﹼ‬
‫وأﻋﺮﺿﻬﺎ ﰲ ﹺ‬ ‫أﺗﻮﺻ ﹸﻞ إﻟﻴﻬﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﻏﺮﻓﺔ‬ ‫ﹸ‬ ‫ﻣﻄﻮ ﹼﻳ ﹰﺔ ﺑﺎﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ﹼ‬

‫‪7‬‬
 ‫اﻟﻔﻜﺮةُ اﻟﻌﺎ ّﻣﺔُ‪:‬‬
‫واﻟﺤﻔﺎظ ﻋﻠﻰ اﺗﹼﺰاﻧﹺﻪ‬
‫ﹺ‬ ‫ﻟﺘﻠﺒﻴﺔ اﺣﺘﻴﺎﺟﺎﺗﹺﻪ‪،‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن ﻣ ﹰﻌﺎ‬ ‫ﹸ‬
‫ﺗﻌﻤـﻞ أﺟﺰا ﹸء ﺟﺴـ ﹺﻢ‬
‫ﹺ‬
‫اﻷﻣﺮاض‪.‬‬ ‫اﻟﻤﺤﻴﻄـﺔ ﹺﺑﻪ‪ ،‬ووﻗﺎﻳﺘﹺﻪ ﻣ ﹶﻦ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻟﻠﻤﺆﺛﺮات‬ ‫اﻟﺪاﺧﻠﻲ‪ ،‬واﺳﺘﺠﺎﺑﺘﹺﻪ‬
‫ﱢ‬
‫واﻟﺘﻨﻈﻴﻢ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻀﺒﻂ‬ ‫اﻟﺪرس ﹸ‬
‫اﻷول‪:‬‬ ‫ﹸ‬
‫ﹺ‬
‫ﺿﺒﻂ‬ ‫اﻟﺼﻢ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻐــﺪد‬ ‫وﺟﻬـﺎز‬
‫ﹸ‬ ‫اﻟﻌﺼـﺒﻲ‬ ‫اﻟﺠﻬـﺎز‬
‫ﹸ‬ ‫ﻳﺘﺂزر‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪:‬‬
‫ﱢ‬ ‫ﱡ‬ ‫ﹸ‬
‫ﹺ‬
‫وﻇﺎﺋﻔﻬﺎ‪.‬‬ ‫اﻹﻧﺴﺎن وأﺟﻬﺰﺗﹺﻪ ﻣﻌﺎ ﻓﻲ ﹺ‬
‫أداء‬ ‫ﹺ‬ ‫ﹺ‬
‫أﻋﻀـﺎء ﺟﺴــ ﹺﻢ‬ ‫وﺗﻨﻈﻴ ﹺﻢ ﹺ‬
‫ﻋﻤﻞ‬
‫ﹰ‬
‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪ :‬اﻟﻤﻨﺎﻋ ﹸﺔ‬‫ﹸ‬
‫ﹺ‬
‫وﻳﺤﻤﻴﻪ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫ﺻﺤﺔ اﻟﺠﺴ ﹺﻢ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﻨـﺎﻋﺔ ﻋﻠﻰ‬ ‫ﺟﻬــﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﺤــﺎﻓﻆ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪:‬‬
‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺑﻄﺮاﺋﻖ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﱢ‬
‫واﻟﻨﻤﻮ‬
‫ﱡ‬ ‫اﻟﺘﻜﺎﺛﺮ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺜﺎﻟﺚ‪:‬‬ ‫اﻟﺪرس‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺠﺎﻣﻴﺘﺎت‬ ‫واﻷﻧﺜﻮي‬
‫ﱡ‬ ‫اﻟﺬﻛﺮي‬
‫ﱡ‬ ‫اﻟﺘﻨﺎﺳﻠﻴﺎن؛‬ ‫اﻟﺠﻬﺎزان‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﹸﻳ ﹸ‬
‫ﻨﺘـﺞ‬
‫وﻧﻤﻮه‪.‬‬ ‫ﹺ‬
‫ﺗﻜﺎﺛﺮه‬ ‫ﻣﻬﻤﺎ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﻼزﻣ ﹶﺔ‬
‫ﱢ‬ ‫دورا ﹼﹰ‬
‫اﻟﻬﺮﻣﻮﻧﺎت ﹰ‬
‫ﹸ‬ ‫اﻹﻧﺴﺎن‪ ،‬وﺗﺆدي‬ ‫ﻟﺘﻜﺎﺛﺮ‬

‫َ‬
‫اﻟﺼﻮرة‬ ‫أﺗﺄﻣ ُ‬
‫ﻞ‬ ‫ّ‬
‫ﻓﻜﻴﻒ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺘﺤﺪﻳﺎت اﻟﺘﻲ ﻳﻮاﺟﻬﻮﻧﹶﻬﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﻔﻮز ﻓﻲ‬ ‫ﹺ‬
‫ﻟﺘﺤﻘﻴﻖ‬ ‫ﹺ‬
‫اﻟﻮاﺣﺪ ﻣ ﹰﻌﺎ‬ ‫ﹺ‬
‫اﻟﻔﺮﻳﻖ‬ ‫ﻳﺘﺂزر أﻓﺮا ﹸد‬
‫ﹸ‬
‫ﺻﺤﺘﹺﻪ؟‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﺘﺂزر أﺟﻬﺰ ﹸة ﺟﺴ ﹺﻢ اﻹﻧﺴﺎن ﻟﺘﻤﻜﻴﻨﻪ ﻣ ﹾﻦ أداء وﻇﺎﺋﻔﻪ واﻟﺤﻔﺎظ ﻋﻠﻰ ﹼ‬ ‫ﹸ‬

‫‪8‬‬
 ‫أﺳﺘﻜﺸﻒ‬
‫ﺐ‬
‫ﻋﻤﻞ اﻟﻘﻠ ِ‬
‫ِ‬ ‫ﻧﻤﺬﺟﺔُ‬
‫ﻏﻄﺎﺋﻬﺎ ﺳﻌﺘﹸﻬﺎ )‪ ،(500 mL‬ﻋﺪد )‪،(3‬‬ ‫ﻣﺎء ﺑﻼﺳﺘﻴﻜﻴ ﹲﺔ ﺷ ﹼﻔﺎﻓ ﹲﺔ ﻣﻊ ﹺ‬ ‫واﻷدوات‪ :‬ﻗﺎرور ﹸة ﹴ‬ ‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹶ‬ ‫ﹼ‬
‫ﹸ‬
‫ﻣﻌﺠﻮن‪،‬‬ ‫ﻻﺻﻖ‪،‬‬
‫ﹲ‬ ‫ﹲ‬
‫ﺷﺮﻳﻂ‬ ‫ﻟﻼﻧﺜﻨﺎء ﻋﺪد )‪ ،(4‬ﻣﺎ ﹲء‪ ،‬ﺻﺒﻐ ﹸﺔ ﻃﻌــﺎ ﹴم ﺣﻤﺮا ﹸء‪،‬‬ ‫ﹺ‬ ‫ﻣﺎﺻ ﹲﺔ ﺑﻼﺳﺘﻴﻜﻴ ﹲﺔ ﻗﺎﺑﻠ ﹲﺔ‬ ‫ﹼ‬
‫ﺑﺮﻏﻲ ﻣﺪ ﱠﺑ ﹲﺐ‪ ،‬وﻋﺎ ﹲء ﻓﺎر ﹲغ‪.‬‬ ‫ﱞ‬
‫اﻷدوات اﻟﺤﺎ ﹼد ﹺة‪.‬‬ ‫ﹺ‬ ‫أﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹸ‬
‫اﻟﻌﻤﻞ‪:‬‬‫ﹺ‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹸ‬
‫ﺑﺤﻴﺚ‬ ‫اﻟﺒﺮﻏﻲ‪،‬‬ ‫اﻷﻏﻄﻴﺔ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹺ‬
‫أﺣـــﺪ‬ ‫ﹺ‬
‫ﻣﺘﺠــﺎورﻳﻦ ﻓﻲ‬ ‫ﹺ‬
‫ﺛﻘﺒﻴﻦ‬ ‫ﹸ‬
‫أﻋﻤﻞ‬ ‫أﺟــﺮ ﹸب‪:‬‬ ‫‪.1‬‬
‫ﱢ‬ ‫ﹼ‬
‫آﺧـﺮ ﺛﻘ ﹰﺒﺎ واﺣﺪﹰ ا ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﺎﺻ ﹶﺔ ﻣﻦ‬ ‫ﻳﻤﻜ ﹸﻦ أن ﹸأ ﹶ‬
‫وأﺛﻘﺐ ﻏﻄﺎ ﹰء ﹶ‬ ‫ﹸ‬ ‫اﻟﻮاﺣﺪ‪،‬‬ ‫اﻟﺜﻘﺐ‬ ‫ﺧﻼل‬ ‫ﹼ‬ ‫دﺧﻞ‬
‫ﹺ‬
‫اﻟﻤﻨﺘﺼﻒ‪.‬‬
‫ﹺ‬ ‫ﺛﻢ أﻣ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹴ‬ ‫‪ .2‬ﹸأ‬
‫ﻗﺎرورﺗﻴﻦ‬ ‫ﻸ‬ ‫ﺿﻴﻒ ﻗﻄﺮات ﻣﻦ ﺻﺒﻐﺔ اﻟﻄﻌـــﺎ ﹺم ﻓﻲ ﻛﻤﻴﺔ ﻣ ﹶﻦ اﻟﻤﺎء ﻓﻲ اﻟﻮﻋﺎء‪ ،‬ﱠ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫إﻟﻰ ﹺ‬
‫اﻟﻤﺜﻘﻮب ﺛﻘ ﹰﺒﺎ واﺣﺪﹰ ا‪،‬‬ ‫ﺑﺎﻟﻐﻄﺎء‬ ‫ﻣﻨﻬﻤﺎ‬ ‫اﻟﻤﻠﻮن‪ ،‬وأﻏ ﹼﻄﻲ واﺣـﺪ ﹰة ﹸ‬ ‫ﹼ‬ ‫ﺑﺎﻟﻤﺎء‬ ‫ﺛﻠﺜﻴﻬﻤﺎ‬
‫ﹴ‬
‫ﻏﻄﺎء‪.‬‬ ‫وأﺗﺮك اﻟﺜﺎﻟﺜ ﹶﺔ اﻟﻔﺎرﻏ ﹶﺔ ﹶ‬
‫دون‬ ‫ﹸ‬ ‫ﹺ‬
‫ﺛﻘﺒﻴﻦ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺜﻘﻮب‬ ‫ﹺ‬
‫ﺑﺎﻟﻐﻄﺎء‬ ‫واﻟﺜﺎﻧﻴ ﹶﺔ‬
‫اﻟﻄﺎوﻟﺔ ﻋﻠﻰ ﹾ‬ ‫ﹺ‬
‫أن‬ ‫اﻟﻘﻮارﻳﺮ ﻋﻠﻰ‬ ‫ﹶ‬ ‫ﹼﺐ‬ ‫ﻧﻤﻮذﺟﺎ‪ :‬أرﺗ ﹸ‬ ‫ﹰ‬ ‫‪ .3‬أﻋﻤﻞ‬
‫ﺛﻘﺒﻴﻦ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺜﻘﻮب‬ ‫ﹺ‬
‫ﺑﺎﻟﻐﻄﺎء‬ ‫ﺗﻜﻮن اﻟﻘﺎرور ﹸة اﻟﻤﻐ ﹼﻄﺎ ﹸة‬ ‫ﹶ‬
‫ﻣﺎﺻ ﹴﺔ أﺧﺮ￯ ﻋﻠﻰ‬ ‫ﻣﺎﺻﺔ ﻓﻲ ﹼ‬
‫ﹴ‬
‫ﻃﺮف ﹼ‬ ‫ﹶ‬ ‫اﻟﻮﺳﻂ‪ ،‬ﺛﻢ ﹸأ ﹸ‬
‫دﺧﻞ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﺸﻜﻞ‪،‬‬ ‫ﻧﺤﻮ ﻣﺎ ﻓﻲ‬ ‫ﺣﺮف )‪ (U‬ﻋﻠﻰ ﹺ‬ ‫ﹶ‬ ‫ﺗﻜﻮﻧﺎ ﻣ ﹰﻌﺎ‬ ‫أن ﱢ‬ ‫ﹾ‬
‫ﹺ‬
‫ﻟﻠﻤﺎﺻﺘﻴﻦ‬ ‫وأﻛﺮ ﹸر ﹶ‬
‫ذﻟﻚ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻼﺻﻖ‪ .‬ﹼ‬ ‫ﺑﺎﻟﺸﺮﻳﻂ‬ ‫وأﺛ ﹼﺒﺘﹸﻬﻤﺎ ﻣ ﹰﻌﺎ‬
‫ﹺ‬
‫اﻷﺧﺮﻳﻴﻦ‪.‬‬
‫ﹺ‬
‫اﻟﺜﻘﻮب اﻟﺘﻲ‬ ‫ﹶ‬
‫ﺧﻼل‬ ‫ﺣﺮف )‪(U‬‬‫ﹺ‬ ‫ﹺ‬
‫ﺷﻜﻞ‬ ‫ﺎت اﻟﺘﻲ ﻋﻠﻰ‬ ‫أﻃﺮاف اﻟﻤﺎﺻ ﹺ‬ ‫ﹶ‬ ‫دﺧ ﹸﻞ‬ ‫‪ .4‬أﺟــﺮب‪ :‬ﹸأ ﹺ‬
‫ﹼ‬ ‫ﹼ ﹸ‬
‫اﻟﻤﺎﺻﺔ ﺑﺎﻟﻤﻌﺠﻮن‪.‬ﹺ‬ ‫ﹺ‬ ‫اﻟﺜﻘﻮب ﹶ‬
‫ﺣﻮل‬ ‫ﹺ‬ ‫ﹶ‬
‫إﻏﻼق‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‪ ،‬و ﹸأﺣﻜ ﹸﻢ‬ ‫ﹺ‬ ‫اﻟﻘﻮارﻳﺮ ﻛﻤﺎ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻓﻲ أﻏﻄﻴﺔ‬
‫اﻟﻤﻠﻮ ﹺن‪،‬‬ ‫ﹺ‬
‫ﻟﻠﻤﺎء‬ ‫ﹸ‬
‫ﻳﺤﺪث‬ ‫وأراﻗﺐ ﻣﺎ‬ ‫اﻟﻘﺎرورة اﻟﻮﺳﻄﻰ‪،‬‬ ‫ﹺ‬ ‫ﺑﻠﻄﻒ ﻋﻠﻰ‬ ‫ﹴ‬ ‫أﺿﻐﻂ‬‫ﹸ‬ ‫ﻻﺣﻆ‪:‬‬ ‫ﹸ‬ ‫‪ .5‬ﹸأ‬
‫ﹼ‬ ‫ﹸ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹼ‬
‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬
‫ﹸ‬
‫اﻟﻘﻠﺐ؟‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﺳﺘﻨﺘﺞ‪ :‬ﻣﺎذا ﺗﻤ ﹼﺜ ﹸﻞ اﻟﻘﺎرور ﹸة اﻟﻔﺎرﻏ ﹸﺔ إذا ﻛﺎﻧﺖ اﻟﻘﺎرورﺗﺎن اﻟﻤﻤﺘﻠﺌﺘﺎن ﺗﻤ ﹼﺜﻼن‬
‫ﹶ‬ ‫ﹸ‬
‫‪9‬‬
 ‫واﻟﺘﻨﻈﻴﻢ‬
‫ُ‬ ‫ُ‬
‫اﻟﻀﺒﻂ‬
‫‪Control and Regulation‬‬
‫‪1‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ﹺ‬
‫وﺟﻬﺎز‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫ﻋﻤﻞ ﱟ‬
‫ﻛﻞ ﻣ ﹶﻦ‬ ‫ﻳﺘﻜﺎﻣﻞ ﹸ‬
‫ﹸ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫ﹺ‬
‫أﺟﻬـﺰة اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫ﻋﻤــﻞ‬ ‫ﹺ‬
‫ﺿﺒــﻂ‬ ‫اﻟﺼﻢ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻐـﺪد‬ ‫اﻟﺼﻢ‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﻐﺪد‬ ‫وﺟﻬـﺎز‬
‫ﹸ‬ ‫اﻟﻌــﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﻳﺘﺂزر‬
‫ﹸ‬
‫ﱢ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﺤﻔــﺎظ ﻋﻠﻰ اﺗﹼﺰاﻧﹺــﻪ‬
‫ﹺ‬ ‫ﹺ‬
‫وﺗﻨﻈﻴﻤــﻬﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔــﺔ‬ ‫اﻹﻧﺴﺎن‬ ‫أﻋﻀﺎء ﺟﺴــ ﹺﻢ‬ ‫ﺿﺒﻂ وﺗﻨﻈﻴ ﹺﻢ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﻓﻲ‬
‫ﹺ‬
‫وﻇﺎﺋﻔﻬﺎ‪.‬‬ ‫وأﺟﻬﺰﺗﹺﻪ ﻣﻌﺎ ﻓﻲ ﹺ‬
‫أداء‬ ‫ﹰ‬
‫اﻟﺪاﺧﻠﻲ‪.‬‬
‫ﱢ‬
‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫اﻟﻌﺼﺒﻲ ‪Nervous System‬‬ ‫ﱡ‬ ‫اﻟﺠﮭﺎ ُز‬ ‫اﻟﻌﺼﺒﻲ ﻓﻲ ﺗﻨﻈﻴ ﹺﻢ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬
‫اﻟﺠﻬـﺎز‬ ‫دور‬
‫ﱢ‬ ‫أوﺿ ﹸﺢ ﹶ‬ ‫ﹼ‬
‫ﹺ‬
‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ‬ ‫اﻟﻌﺼﺒﻲ ﹶ‬
‫ﻋﻤﻞ‬ ‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﻀﺒﻂ‬ ‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ واﺗﹼﺰاﻧﹺﻪ‪.‬‬ ‫ﹺ‬

‫ﻛﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ﹺ‬

‫أﻋﻀﺎء ﱟ‬ ‫ﹺ‬
‫وﻇﺎﺋﻒ‬ ‫ﹺ‬
‫ﺟﻤﻴﻌﻬﺎ‪ ،‬وﻳﺘﺤﻜ ﹸﹼﻢ ﻓﻲ‬ ‫ﹶ‬
‫وﺗﺮاﺑﻂ‬ ‫ﻼت اﻟﺤﺴ ﹼﻴ ﹺﺔ‬ ‫أﺻﻒ ﺗﺮﻛﻴﺐ اﻟﻤﺴﺘﻘﺒﹺ ﹺ‬
‫ﹶ‬ ‫ﹸ‬
‫اﻟﻌﺼﺒﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫ﻣﻊ‬ ‫ﹺ‬
‫ﱢ‬ ‫ﻋﻤﻠﻬﺎ ﹶ‬
‫ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬
‫اﻟﻬﺮﻣـﻮﻧﺎت ﻓﻲ ﺗﻨﻈﻴــ ﹺﻢ‬ ‫دور‬
‫ــﺢ ﹶ‬ ‫أوﺿ ﹸ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﺒﻴﺌﺔ‪.‬‬ ‫ﺮات‬‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ واﺳﺘﺠﺎﺑﺘﹺﻪ ﻟﻤﺆ ﹼﺛ ﹺ‬ ‫ﹺ‬
‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ ووﻇﺎﺋ ﹶﻔﻬﺎ‪.‬‬ ‫ﹺ‬ ‫ﺗﺮﻛﻴﺐ‬ ‫أﺻﻒ‬
‫ﹸ‬
‫ﹶ‬
‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫ﹸ‬
‫اﻟﻌﺼﺒﻮن ‪Neuron‬‬
‫اﻟﻤﺮﻛﺰي‬
‫ﱡ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬
‫‪Central Nervous System‬‬
‫اﻟﻄﺮﻓﻲ‬
‫ﱡ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬
‫‪Peripheral Nervous System‬‬
‫ﺳﻴﺎﻻت ﻋﺼﺒﻴ ﹲﺔ ‪Nerve Impulses‬‬
‫ﹲ‬
‫اﻟﻤﺴﺘﻘﺒﹺ ﹸ‬
‫ﻼت اﻟﺤﺴ ﹼﻴ ﹸﺔ ‪Sensory Receptors‬‬
‫اﻟﻐﺪﹼ ﹸة ‪Gland‬‬
‫اﻟﻬﺮﻣﻮﻧﺎت ‪Hormones‬‬
‫ﹸ‬
‫اﻟﻌﻀﻼت ‪Muscles‬‬

‫‪10‬‬
 ‫ﹺ‬
‫ﺟﺰأﻳﻦ ﻫﻤﺎ؛‬ ‫ﹺ‬
‫اﻹﻧﺴــﺎن ﻣ ﹾﻦ‬ ‫اﻟﻌﺼﺒﻲ ﻓﻲ ﺟﺴـ ﹺﻢ‬ ‫اﻟﺠﻬـﺎز‬
‫ﹸ‬ ‫ﻳﺘﻜﻮ ﹸن‬
‫ﱡ‬ ‫ﹼ‬
‫‪Central Nervous System‬‬ ‫اﻟﻤـﺮﻛﺰي‬
‫ﱡ‬ ‫اﻟﻌــﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬـﺎ ﹸز‬
‫اﻟﻄﺮﻓﻲ‬
‫ﱡ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺸﻮﻛﻲ‪ ،‬واﻟﺠﻬﺎ ﹸز‬
‫ﱢ‬ ‫ﹺ‬
‫واﻟﺤﺒﻞ‬ ‫وﻳﺘﻜﻮ ﹸن ﻣ ﹶﻦ اﻟﺪﻣﺎ ﹺغ‬
‫ﹼ‬
‫ﹺ‬
‫اﻷﻋﺼﺎب اﻟﺘﻲ‬ ‫وﻳﺘﻜﻮ ﹸن ﻣ ﹶﻦ‬
‫ﹼ‬ ‫‪Peripheral Nervous System‬‬
‫اﻟﺠﻬــﺎز اﻟﻌﺼﺒﻲ اﻟﻤﺮﻛﺰي ﹺ‬
‫وإﻟﻴﻪ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌﻠﻮﻣــﺎت ﻣ ﹶﻦ‬ ‫ﹸ‬
‫ﺗﻨﻘﻞ‬
‫ﱢ‬ ‫ﱢ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(1‬‬
‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫ﻧﺎت‬
‫ﻣﻜﻮ ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ : (1‬ﱢ‬

‫ﹺ‬
‫أﻧﺸﻄﺔ اﻟﺠﺴ ﹺﻢ‬ ‫اﻟﻤﺘﺤـﻜﻢ ﻓﻲ‬ ‫اﻟﻌﻀــﻮ‬ ‫اﻟﺪﻣﺎ ﹸغ‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻌﻠـــﻮﻣﺎت‬ ‫ﹺ‬
‫إدراك‬ ‫ﹸ‬
‫واﻟﻤﺴــﺆول ﻋﻦ‬ ‫ﻛﺎﻓ ﹰﺔ‪،‬‬
‫ﹺ‬
‫اﻷواﻣﺮ ﻟﻼﺳﺘﺠﺎﺑﺔ ﻟﻬﺎ‪.‬‬ ‫ﹺ‬
‫وإﺻﺪار‬ ‫وﻣﻌﺎﻟﺠﺘﹺﻬﺎ‪،‬‬

‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫اﻟﺸﻮﻛﻲ‪ :‬ﺟﺰ ﹲء ﻣ ﹶﻦ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﺤﺒﻞ‬
‫أﻋﺼـﺎب ﹸ‬
‫ﺗﺼﻞ إﻟﻰ‬ ‫ﹲ‬ ‫ﺗﺘﻔـﺮع ﻣﻨ ﹸﻪ‬
‫ﹸ‬ ‫اﻟﻤﺮﻛـﺰي‪،‬‬
‫ﱢ‬
‫ﹴ‬ ‫ﹴ‬
‫أﺟﺰاء ﻣﺨﺘﻠﻔﺔ ﻣ ﹶﻦ اﻟﺠﺴ ﹺﻢ‪.‬‬

‫ﺗﺮاﻛﻴﺐ دﻗﻴﻘ ﹲﺔ ﻣﺴــﺆوﻟ ﹲﺔ ﻋﻦ‬

‫ﹲ‬ ‫اﻷﻋﺼﺎب‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﻘﻞ اﻹﺷــﺎرات )اﻟﻤﻌﻠﻮﻣﺎت( ﺑﻴ ﹶﻦ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﹺ‬
‫واﻷﻋﻀﺎء‬ ‫اﻟﻤﺮﻛﺰي‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫ﱢ‬

‫اﻟﻌﺼﺒﻲ؟‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ أﻫﻤ ﹼﻴ ﹸﺔ‬

‫‪11‬‬
 ‫ﹺ‬
‫اﻟﺘﺮﻛﻴﺐ‬ ‫)اﻟﻌﺼﺒﻮن( ‪ Neuron‬وﺣـﺪ ﹶة‬
‫ﹸ‬ ‫وﺗﹸﻌﺪﱡ اﻟﺨﻠﻴ ﹸﺔ اﻟﻌﺼﺒﻴ ﹸﺔ‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﻄ ِ‬
‫ﺐ‬
‫اﻟﻌﺼﺒﻲ‪ ،‬وﺗﺸﻜ ﹸ‬
‫ﹼـﻞ ﻣ ﹰﻌﺎ اﻷﻧﺴﺠ ﹶﺔ اﻟﻌﺼﺒﻴ ﹶﺔ‪.‬‬ ‫ﱢ‬ ‫ﹺ‬
‫ﻟﻠﺠﻬـﺎز‬ ‫اﻷﺳﺎﺳﻴــ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﺰﻫﺎﻳﻤﺮ )‪(Alzheimer‬‬ ‫ﻣﺮض‬
‫ﹸﻳﻌﺪﱡ ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(2‬‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﺼﺤــﻴﺔ اﻟــﺘﻲ‬ ‫اﻟﻤﺸﻜــﻼت‬ ‫ﻣ ﹶﻦ‬
‫اﻟﻌﺼﺒﻲ‪ ،‬وﻳﺆ ﹼدي إﻟﻰ‬
‫ﱠ‬ ‫اﻟﺠﻬﺎز‬
‫ﹶ‬ ‫ﺗﻮاﺟ ﹸﻪ‬
‫ﻼت ﺣﺴ ﹼﻴ ﹰﺔ‪،‬‬‫اﻟﻌﺼﺒﻮﻧﺎت اﻟﺘﻲ ﺗﹸﺴﻤﻰ ﻣﺴﺘﻘﺒﹺ ﹴ‬
‫ﹺ‬ ‫ﺑﻌﺾ‬ ‫ﹸ‬
‫وﺗﺴﺘﻘﺒﻞ ﹸ‬
‫ﹼ‬ ‫ﺺ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﺧﺘــﻼل ﻓﻲ اﻟﺬاﻛـﺮة‪ .‬وﻗﺪ ﹸﺷ ﱢﺨ ﹶ‬
‫ﹴ‬
‫ﻋﺼﺒﻴﺔ‬ ‫ﹴ‬
‫ﺳﻴﺎﻻت‬ ‫ﹺ‬
‫ﺑﺼﻮرة‬ ‫وﺗﻨﻘـﻞ ﻣﻌﻠﻮﻣﺎﺗﹺﻬﺎ‬
‫ﹸ‬ ‫ﹴ‬
‫ﻣﻨﺒﻬﺎت ﺧﺎرﺟﻴــ ﹰﺔ‪،‬‬ ‫ﻣﺮ ﹴة ﻓﻲ أﻟﻤﺎﻧﻴﺎ ﻋﺎ ﹶم ‪1906‬م ﻋﻠﻰ‬ ‫أول ﹼ‬ ‫ﹶ‬
‫ﹴ‬ ‫ﹺ‬
‫ﹴ‬
‫ﻣﻌﻠﻮﻣـﺎت ﹸ‬
‫ﺗﻨﺘﻘﻞ‬ ‫ﹸ‬
‫ﺗﺤﻤـﻞ‬ ‫ﹸ‬
‫رﺳــﺎﺋﻞ‬ ‫‪ Nerve Impulses‬وﻫﻲ‬
‫اﻟﺰﻫﺎﻳﻤﺮ‪.‬‬
‫ﹶ‬ ‫أﻟﻮﻳﺲ‬ ‫ﹶ‬ ‫ﺴﻤﻰ‬‫ﻃﺒﻴﺐ ﹸﻳ ﹼ‬ ‫ﻳﺪ‬

‫ﻟﻴﺘﻢ إدراﻛﹸﻬﺎ وﻣﻌﺎﻟﺠﺘﹸﻬﺎ ﻓﻲ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬

‫آﺧﺮ‪ ،‬ﱠ‬ ‫ﺑﺎﺗﺠﺎه واﺣﺪ ﻣ ﹾﻦ ﻋﺼﺒﻮن إﻟﻰ ﹶ‬
‫ﹺ‬
‫اﻷﻋﻀﺎء‬ ‫ﹴ‬
‫ﻋﺼﺒﻴﺔ إﻟﻰ‬ ‫ﹴ‬
‫ﺳﻴﺎﻻت‬ ‫ﹺ‬
‫ﺑﺼﻮرة‬ ‫أواﻣﺮ‬ ‫ﻳﺼﺪر‬ ‫اﻟﺪﻣﺎ ﹺغ اﻟﺬي‬
‫ﹶ‬ ‫ﹸ‬
‫ﺼﺔ ﻓﻲ ﹺ‬
‫ﺗﻨﻔﻴﺬﻫﺎ‪.‬‬ ‫اﻟﻤﺘﺨﺼ ﹺ‬
‫ﹼ‬

‫ﹸ‬
‫اﻟﻌﺼﺒﻮن‪.‬‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪: (2‬‬

‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫اﺗﺠﺎ ﹸه‬
‫اﻟﻌﺼﺒﻲ‬ ‫ﹺ‬
‫اﻟﺴﻴﺎل‬
‫ﹼ‬

‫اﻟﺤﺲ ‪Sense Organs‬‬

‫ﱢ‬ ‫أﻋﻀﺎ ُء‬
‫اﻟﺤﺲ‬ ‫ﹺ‬
‫أﻋﻀﺎء‬ ‫ﹸ‬
‫واﻷذن‪ ،‬واﻟﻌﻴ ﹸﻦ ﻣ ﹾﻦ‬ ‫واﻷﻧﻒ‪،‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻠﺴـﺎن‪،‬‬ ‫ﹸﻳﻌﺪﱡ‬
‫ﱢ‬
‫اﻟﻤﺴﺘﻘﺒﻼت اﻟﺤﺴﻴ ﹶﺔ ‪ ،Sensory Receptors‬وﻫﻲ‬ ‫ﹺ‬ ‫اﻟﺘﻲ ﺗﺤﻮي‬
‫ﹺ‬
‫وﺗﺤﻮﻳﻠﻬﺎ‬ ‫ﹺ‬
‫اﻟﺨﺎرﺟﻴﺔ‬ ‫اﺳﺘﻘﺒﺎل اﻟﻤﻨﺒ ﹺ‬
‫ﻬﺎت‬ ‫ﹺ‬ ‫ﻋﺼﺒﻮﻧﺎت ﻣﺴﺆوﻟ ﹲﺔ ﹺ‬
‫ﻋﻦ‬ ‫ﹲ‬
‫ﹼ‬
‫اﻟﻤﻨﺒﻬﺎت ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﹶ‬
‫ﻣﺜﻞ‬ ‫ﹸ‬ ‫ﺗﻜﻮن ﹺ‬
‫ﻫﺬه‬ ‫ﹸ‬ ‫ﹴ‬
‫ﻋﺼﺒﻴﺔ‪ ،‬وﻗﺪ‬ ‫ﹴ‬
‫ﺳﻴﺎﻻت‬ ‫إﻟﻰ‬
‫ﹺ‬
‫اﻟﺼﻮت‪.‬‬ ‫اﻟﺮواﺋﺢ‪ ،‬أو ﻓﻴﺰﻳﺎﺋﻴ ﹰﺔ ﹶ‬
‫ﻣﺜﻞ‬ ‫ﹺ‬

‫‪12‬‬
 ‫ﺑﺎﻟﻤﮭﻦ‬ ‫اﻟﺮﺑﻂُ‬ ‫اﻟﻠﺴﺎنُ ‪Tongue‬‬
‫ِ‬
‫ﺷﺮﻛﺎت ﻋﺎﻟﻤﻴ ﹲﺔ ﻣﺘﺨﺼﺼ ﹲﺔ‬ ‫ﹲ‬ ‫ﺗﺴﻌﻰ‬ ‫ﻼت‬ ‫ﺗﺬو ﹴق‪ ،‬وﻫﻲ ﻣﺴﺘﻘﺒﹺ ﹲ‬ ‫ﺑﺮاﻋﻢ ﹼ‬
‫ﹶ‬ ‫ﻧﺘﻮءات ﺗﺤﻮي‬
‫ﹲ‬ ‫ﹶ‬
‫اﻟﻠﺴﺎن‬ ‫ﺗﻐ ﹼﻄﻲ‬
‫ﻟﻬـﻢ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻓﻲ ﺑﻴ ﹺﻊ اﻟﻘﻬﻮة إﻟﻰ ﺗﻮﻇﻴﻒ أﻓـﺮاد ﹾ‬ ‫ﹺ‬
‫اﻷﻃﻌﻤﺔ‪،‬‬ ‫ﻣﺬاق‬ ‫ﹺ‬
‫اﻟﻤﺴﺆوﻟﺔ ﻋﻦ ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﺗﺴﺘﺠﻴﺐ ﻟﻠﻤﻮا ﱢد‬ ‫ﺣﺴﻴ ﹲﺔ‬
‫ﹺ‬
‫ﹸ‬
‫ﹺ‬
‫وﺗﻤﻴﻴﺰ‬ ‫اﻟﻘﻬﻮة‪،‬‬ ‫ﺗﺬو ﹺق‬
‫ﻗﺪر ﹲة ﻋﺎﻟﻴ ﹲﺔ ﻋﻠﻰ ﹼ‬ ‫اﻟﺸﻜﻞ )‪ ،(3‬إ ﹾذ ﺗﺬوب ﹺ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ ﹺ‬ ‫ﹺ‬ ‫ﻟﻴﺘﻜﻮ ﹶن‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻠﻌﺎب‪،‬‬ ‫ﻫﺬه اﻟﻤﻮا ﱡد ﻓﻲ‬ ‫ﹸ‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹴ‬
‫ﺑﻌﺾ‬ ‫ﺑﻌﻀﻬــﺎ ﻣ ﹾﻦ‬ ‫أﻧﻮاﻋﻬﺎ‬
‫ﹺ‬
‫وﺗﻤﻴﻴﺰ‬ ‫ﹺ‬
‫اﻷﻃﻌﻤﺔ‪،‬‬ ‫ﻹدراك ﹺ‬
‫ﻣﺬاق‬ ‫ﹺ‬ ‫ﻋﺼﺒﻲ ﹸ‬
‫ﻳﻨﺘﻘﻞ إﻟﻰ اﻟﺪﻣﺎ ﹺغ‬ ‫ﹲ‬
‫ﺳﻴﺎل‬
‫أﺑﺤﺚ ﻓﻲ‬‫ﹸ‬ ‫واﻟﺤﻜـ ﹺﻢ ﻋﻠﻰ ﺟـــﻮدﺗﹺﻬﺎ‪،‬‬ ‫ﱞ‬
‫اﻟﻤﺘــﺎﺣﺔ ﻋ ﹾﻦ أﻫﻤ ﹼﻴ ﹺﺔ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼـﺎدر‬ ‫واﻟﻤﺮ‪.‬‬ ‫ﹺ‬
‫واﻟﺤﺎﻣﺾ‬ ‫ﹺ‬
‫واﻟﺤﻠﻮ‬ ‫ﹺ‬
‫اﻟﻤﺎﻟﺢ‬ ‫ﺑﻌﺾ‪ ،‬ﹺ‬
‫ﻣﺜﻞ‬ ‫ﹴ‬ ‫ﺑﻌﻀﻬﺎ ﻣﻦ‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﱢ‬
‫ﻫــﺬه‬ ‫اﻷﻓـﺮاد ﻓﻲ‬ ‫ﻫـــﺆﻻء‬ ‫دور ﹺ‬
‫ﻣﺜـﻞ‬ ‫ﹺ‬
‫أﻋﺮﺿـــ ﹸﻪ‬
‫ﺗﻘـﺮﻳﺮا ﹸ‬ ‫وأﻛﺘﺐ‬ ‫ﹺ‬
‫اﻟﺸـﺮﻛﺎت‪،‬‬
‫ﹰ‬ ‫ﹸ‬
‫ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫اﻷﻧﻒُ ‪Nose‬‬
‫ﹸﺴﻤﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺸﻢ ﻓﻲ أﻋﻠﻰ ﺗﺠﻮﻳﻒ اﻷﻧﻒ‪ ،‬وﺗ ﹼ‬ ‫ﻣﺴﺘﻘﺒـﻼت ﱢ‬
‫ﹸ‬ ‫ﺗﻮﺟـﺪﹸ‬
‫ﺗﺬوب‬ ‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ؛ إ ﹾذ‬ ‫ﹺ‬
‫ﻟﻠﺮواﺋــﺢ‬ ‫وﺗﺴﺘــﺠﻴﺐ‬ ‫اﻟﺸﻤ ﹼﻴ ﹶﺔ‪،‬‬ ‫اﻟﺨــﻼﻳﺎ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹼ‬
‫ﹸ‬
‫ﻓﺘﺼـﻞ إﻟﻰ‬ ‫ﹺ‬
‫اﻷﻧﻒ‪،‬‬ ‫ﹺ‬
‫ﻣﺨــﺎط‬ ‫اﻟﻤﻮا ﱡد اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ اﻟﺘﻲ أﺳﺘﻨﺸ ﹸﻘﻬﺎ ﻓﻲ‬
‫ﻳﻨﺘﻘﻞ إﻟﻰ اﻟﺪﻣﺎ ﹺغ‬ ‫ﻋﺼﺒﻲ ﹸ‬ ‫ﱞ‬ ‫ﻟﻴﺘﻜﻮ ﹶن ﹲ‬
‫ﺳﻴﺎل‬ ‫ﹼ‬ ‫ﹸ‬
‫وﺗﺮﺗﺒﻂ ﺑﻬﺎ‬ ‫ﻣﺴﺘﻘﺒﹺﻼﺗﹺﻬﺎ‪،‬‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(4‬‬ ‫ﹴ‬
‫ﺑﻌﺾ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫وﺗﻤﻴﻴﺰﻫﺎ ﹺ‬
‫ﺑﻌﻀﻬﺎ ﻣ ﹾﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺮواﺋﺢ‪،‬‬ ‫ﹺ‬
‫ﻹدراك‬

‫ﹺ‬ ‫ﹺ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﹼ‬

‫أوﺿ ﹸﺢ ﻛﻴﻔ ﹼﻴ ﹶﺔ ﺣﺪوث ﻋﻤﻠﻴﺔ ﱢ‬
‫اﻟﺸﻢ‪.‬‬

‫اﻟﺸﻢ‬
‫ﻼت ﱢ‬ ‫ﻣﺴﺘﻘﺒﹺ ﹸ‬
‫ﺗﺬو ﹴق‬
‫ﺑﺮ ﹸﻋ ﹸﻢ ﹼ‬
‫اﻟﺮ‬
‫و‬
‫اﺋ ﹸﺢ‬

‫اﻟﺸﻢ‪.‬ﹺ‬
‫ﻼت ﹼ‬ ‫اﻟﺸﻜﻞ)‪ :(4‬ﻣﺴﺘﻘﺒﹺ ﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻠﺴﺎن‪.‬‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ)‪:(3‬‬

‫‪13‬‬
 ‫اﻷذنُ ‪Ear‬‬
‫دة ﻣ ﹶﻦ‬ ‫ﹴ‬
‫أﺟﺰاء ﻣﺤﺪﹼ ﹴ‬ ‫اﻟﻤﻮﺟﺎت اﻟﺼﻮﺗﻴ ﹸﺔ وﺗ ﹼ‬
‫ﹸﻀﺨ ﹸﻢ ﻓﻲ‬ ‫ﹸﺠﻤ ﹸﻊ‬
‫ُ‬
‫أﺑﺤﺚ‬
‫ﹸ‬ ‫ﺗ ﹼ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﺘﺎﺣﺔ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﻓﻲ‬
‫اﻟﺪاﺧﻠﻴﺔ‬ ‫اﻷذن‬ ‫اﻟﺼـﻮﺗﻴﺔ ﻓﻲ‬ ‫اﻟﻤﺴﺘﻘﺒــﻼت‬ ‫ﹶ‬
‫ﻟﺘﺼﻞ إﻟﻰ‬ ‫اﻷذن‪،‬‬ ‫ﺗﺴﻬﻢ‬ ‫ﹺ‬
‫اﻟﺴﻠﻴﻤﺔ اﻟﺘﻲ‬ ‫ﹺ‬
‫اﻟﺴﻠﻮﻛﺎت‬ ‫ﹺ‬
‫ﻋﻦ‬
‫ﹸ‬
‫اﻟﺴﻤﻌﻲ إﻟﻰ‬ ‫اﻟﻌﺼﺐ‬ ‫ﹴ‬
‫ﻋﺼﺒﻴﺔ‪ ،‬ﻳﻨﻘ ﹸﻠﻬﺎ‬ ‫ﹴ‬
‫ﺳﻴﺎﻻت‬ ‫ﺗﺤﻮ ﹸﻟﻬﺎ إﻟﻰ‬
‫ﱡ‬ ‫ﹸ‬ ‫اﻟﺘﻲ ﹼ‬ ‫ﹺ‬
‫أﻋﻀـﺎء‬ ‫ﹺ‬
‫ﺳـﻼﻣﺔ‬ ‫ﹺ‬
‫اﻟﺤﻔــﺎظ ﻋﻠﻰ‬ ‫ﻓﻲ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(5‬‬ ‫ﹺ‬
‫وﺗﻔﺴﻴﺮﻫﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫ﻹدراﻛﻬﺎ‬ ‫اﻟﺪﻣﺎ ﹺغ‬ ‫أﻋﺮﺿﻪ ﻋﻠﻰ‬
‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫وأﻛﺘﺐ‬
‫ﹸ‬ ‫اﻟﺤﺲ‪،‬‬
‫ﱢ‬
‫ﻣﻌﻠﻤﻲ‪/‬ﻣﻌﻠﻤﺘﻲ‪.‬‬

‫ﹺ‬
‫ﺣﺪوث اﻟﺴﻤﻊﹺ‪.‬‬ ‫ﹺ‬
‫اﻷذن وآﻟﻴ ﹸﺔ‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪: (5‬‬
‫ﹸ‬

‫ﹸ‬
‫اﻟﺼﻴﻮان‬
‫اﻟﺮﻛﺎب‬
‫ﹸ‬
‫اﻟﻘﻨﺎ ﹸة اﻟﺴﻤﻌﻴ ﹸﺔ‬
‫ﹸ‬
‫اﻟﺴﻨﺪان‬ ‫اﻟﻘﻮﻗﻌ ﹸﺔ‬
‫اﻟﻤﻄﺮﻗ ﹸﺔ‬
‫ﻏﺸﺎ ﹸء‬
‫اﻟﻄﺒﻠﺔﹺ‬

‫اﻷذن اﻟﺨﺎرﺟﻴ ﹸﺔ‬

‫ﹸ‬ ‫اﻷذن اﻟﻮﺳﻄﻰ‬
‫ﹸ‬ ‫اﻷذن اﻟﺪاﺧﻠﻴ ﹸﺔ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺼـﻮﺗﻴﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤــﻮﺟﺎت‬ ‫ﺗﺠﻤﻴــﻊ‬ ‫ﹺ‬
‫اﻟﺼــﻮﺗﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﻮﺟــﺎت‬ ‫ﺗﻀﺨﻴﻢ‬ ‫ﹺ‬
‫اﻟﺼﻮﺗﻴﺔ ﻣﻦ‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﺎت‬ ‫ﹸ‬
‫اﺳﺘﻘﺒﺎل‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺧﻼل اﻟﻤﺴﺘﻘﺒﹺ‬
‫وﻧﻘ ﹸﻠﻬـﺎ ﹶ‬
‫ﻋﺒﺮ اﻟﻘﻨــﺎة اﻟﺴﻤﻌﻴﺔ ﹺإﻟﻰ‬ ‫ﺧـﻼل اﻟﻌﻈﻴﻤــﺎت اﻟﺜﻼث‪،‬‬ ‫ﻣ ﹾﻦ‬ ‫اﻟﺼــﻮﺗﻴﺔ‬ ‫ــﻼت‬
‫ﹺ‬
‫اﻷذن‪.‬‬ ‫ﹺ‬
‫ﻃﺒﻠﺔ‬ ‫ﹺ‬
‫اﻟﺪاﺧﻠﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻷذن‬ ‫وﻧﻘ ﹸﻠﻬﺎ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻘﻮﻗـﻌﺔ‪ ،‬وﻧﻘ ﹸﻠﻬـﺎ‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﻮدة ﻓﻲ‬
‫إﻟﻰ اﻟﺪﻣﺎغﹺ‪.‬‬

‫‪14‬‬
 ‫اﻟﻌﯿﻦُ ‪Eye‬‬
‫ﹸ‬
‫اﻟﻔـﺮق ﺑﻴ ﹶﻦ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻋﺒﺮ‬
‫اﻟﻤﻨﻌﻜﺲ ﻋﻨﻬﺎ ﹶ‬‫ﹸ‬ ‫ﻋﻦ اﻷﺟﺴـﺎ ﹺم أو‬ ‫اﻟﺼﺎدر ﹺ‬
‫ﹸ‬ ‫ﻳﻤﺮ اﻟﻀﻮ ﹸء‬‫ﱡ‬
‫واﻟﻘﺰﺣﻴﺔ؟‬ ‫اﻟﻘﺮﻧﻴﺔ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﻟﺸﺒﻜﻴﺔ اﻟﺘﻲ ﺗﺤﻮي ﺧﻼﻳﺎ‬ ‫ﹶ‬
‫ﻟﻴﺼﻞ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻌﻴﻦ‬ ‫ﻣﻘﺪﻣﺔ‬ ‫أﺟـﺰاء ﻓﻲ‬
‫ﹸ‬
‫ﺗﺴﺘﻘﺒﻞ اﻟﻀﻮ ﹶء‪،‬‬ ‫ﻼت اﻟﻀﻮﺋﻴ ﹶﺔ اﻟﺘﻲ‬ ‫ﻣﺘﺨﺼﺼ ﹰﺔ‪ ،‬ﺗﹸﺴﻤﻰ اﻟﻤﺴﺘﻘﺒﹺ ﹺ‬
‫ﹼ‬
‫ﹺ‬ ‫ﹴ‬
‫ﻋﺼﺒﻴﺔ ﺗ ﹸ‬ ‫ﹴ‬ ‫وﺗﺤﻮ ﹸﻟﻪ إﻟﻰ‬
‫ﹺ‬
‫اﻟﻤﻮﺟﻮدة‬ ‫اﻟﺤﺴ ﹺﻴﺔ‬ ‫ﹺ‬
‫أي اﻟﻤﺴﺘﻘﺒﻼت ﹼ‬ ‫ﱡ‬ ‫اﻟﻌﺼﺐ‬ ‫ﻋﺒﺮ‬ ‫ﹸﺮﺳﻞ إﻟﻰ اﻟﺪﻣﺎ ﹺغ ﹶ‬ ‫ﺳﻴﺎﻻت‬ ‫ﹼ‬
‫ﹸ‬
‫اﻟﻜﻔﻴﻒ ﻓﻲ‬ ‫ﻳﺴﺘﺨﺪﻣﻬــﺎ‬ ‫ﹺ‬
‫اﻟﺠﻠﺪ‬ ‫ﻓﻲ‬ ‫وﺗﺤﺪﻳﺪ ﺣﺠﻮ ﹺم اﻷﺟﺴﺎ ﹺم‬‫ﹺ‬ ‫ﹺ‬
‫وﺗﻔﺴﻴﺮﻫﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﺼﻮرة‬ ‫ﹺ‬
‫ﻹدراك‬ ‫اﻟﺒﺼﺮي؛‬
‫ﹸ‬ ‫ﱢ‬
‫اﻟﻘﺮاءة ﹺ‬
‫ﹺ‬
‫ﺑﻠﻐﺔ ﺑﺮاﻳﻞ؟‬ ‫ﹺ‬
‫اﻟﻌﻴﻦ‪.‬‬ ‫ﺗﺮﻛﻴﺐ‬
‫ﹶ‬ ‫اﻟﺸﻜﻞ )‪ (6‬اﻟﺬي ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹶ‬ ‫وأﻟﻮاﻧﹺﻬﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹺ‬
‫اﻟﻌﻴﻦ‪.‬‬ ‫ﺗﺮﻛﻴﺐ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪(6‬‬

‫ﹲ‬
‫ﻣﻠﻮن‪.‬‬ ‫ﻋﻀﻠﻲ‬
‫ﱞ‬ ‫اﻟﻘﺰﺣﻴ ﹸﺔ‪ :‬ﹲ‬
‫ﻗﺮص‬ ‫اﻟﺸﺒﻜﻴ ﹸﺔ‪ :‬اﻟﻄﺒﻘ ﹸﺔ اﻟﺪاﺧﻠﻴ ﹸﺔ اﻟﺘﻲ‬
‫ﹺ‬
‫اﻟﻤﺴﺘﻘﺒﻼت اﻟﻀﻮﺋﻴ ﹶﺔ‪.‬‬ ‫ﺗﺤﻮي‬
‫اﻷﻣﺎﻣﻲ‬
‫ﱡ‬ ‫اﻟﻘﺮﻧﻴ ﹸﺔ‪ :‬اﻟﺠﺰ ﹸء‬
‫اﻟﺒﺼﺮي‬
‫ﱡ‬ ‫اﻟﻌﺼﺐ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻴﻦ‪.‬‬ ‫اﻟﺸﻔﺎف ﻣ ﹶﻦ‬
‫ﹸ‬
‫وﺳﻂ اﻟﻘﺰﺣﻴﺔﹺ‬
‫ﹺ‬ ‫اﻟﺒﺆﺑﺆ‪ :‬ﻓﺘﺤ ﹲﺔ ﻓﻲ‬‫ﹸ‬
‫ﹸ‬
‫ﺗﺪﺧﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﺘﺤﻜﻢ ﻓﻲ ﻛﻤﻴﺔ اﻟﻀﻮء اﻟﺘﻲ‬ ‫ﹸ‬
‫اﻟﻌﻴ ﹶﻦ‪.‬‬
‫اﻟﻌﺪﺳ ﹸﺔ‬

‫ﹺ‬
‫اﻟﻌﺪﺳﺔ‪.‬‬ ‫ﻳﻐﻴﺮ ﹶ‬
‫ﺷﻜﻞ‬ ‫اﻟﻬﺪﺑﻲ‪ :‬ﹸ‬
‫ﱡ‬ ‫اﻟﺠﺴﻢ‬
‫ﹸ‬

‫اﻟﺠﻠ ُﺪ ‪Skin‬‬
‫ﹴ‬ ‫ﺟﺴﻤـﻪ ﻛ ﱠﻠ ﹸﻪ‪ ،‬وﻳﺤﺘـﻮي ﻋﻠﻰ أﻧﻮا ﹴع‬ ‫ﹺ‬
‫اﻹﻧﺴـﺎن‬ ‫ﻳﻐ ﹼﻄـﻲ ﺟﻠﺪﹸ‬
‫ﻣﺴﺘﻘﺒﻼت‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(7‬ﻳﺤﻮي اﻟﺠﻠﺪﹸ‬ ‫ﹶ‬
‫ﻟﻠﻀﻐـﻂ اﻟﺒﺴﻴﻂ‪،‬ﹺ‬
‫ﹺ‬ ‫ﺗﺴﺘـــﺠﻴﺐ‬
‫ﹸ‬ ‫ﺣﺴ ﹼﻴ ﹰﺔ‬
‫ﹼ‬ ‫ﹺ‬
‫ﺑﺎﺧﺘـــﻼف‬ ‫ﺗﺨﺘــﻠﻒ‬
‫ﹸ‬ ‫ﻼت اﻟﺤﺴﻴ ﹺ‬
‫ــﺔ اﻟﺘﻲ‬ ‫ﻣﺘﻌﺪدة ﻣﻦ اﻟﻤﺴﺘﻘﺒﹺ ﹺ‬ ‫ﹴ‬
‫ﹺ‬ ‫ﹼ ﹼ‬ ‫ﹶ‬
‫ﻓﻴــﺤﺲ‬
‫ﱡ‬ ‫وأﺧﺮ￯ ﻟﻠﻀﻐــﻂ اﻟﻌــﺎﻟﻲ‪،‬‬ ‫اﻟﻤﻨﺒ ﹺﻪ‪ ،‬وﻣﻦ اﻟﻤﻨﺒ ﹺ‬
‫ﻣﺜﻼ‪.‬‬ ‫ﹺ‬ ‫ﹴ‬
‫ﺣﺸﺮة ﻋﻠﻰ ﻳﺪه ﹰ‬ ‫ﹺ‬
‫ﺑﺤﺮﻛﺔ‬ ‫ﹸ‬
‫اﻹﻧﺴﺎن‬
‫ﹸ‬
‫واﻟﻀﻐﻂ‪،‬‬ ‫ﺗﺴﺘــﺠﻴﺐ ﻟﻬﺎ؛ اﻟﺤﺮارةﹸ‪،‬‬
‫ﹸ‬ ‫ﻬﺎت اﻟﺘﻲ‬ ‫ﹼ‬ ‫ﹶ‬ ‫ﹼ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(7‬‬ ‫واﻷﻟﻢ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹸ‬

‫‪15‬‬
 ‫ٌ‬
‫ﺗﺠﺮﺑﺔ‬
‫اﻟﺒﺼﺮي‬
‫ﱡ‬ ‫اﻟﺨﺪاع‬
‫ﹸ‬
‫ﹴ‬
‫رﺻﺎص‪،‬‬ ‫ﻗﻠﻢ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻷﺑﻴﺾ ﻣﺴﺎﺣ ﹸﺔ ﱟ‬ ‫ﹺ‬ ‫ﹺ‬ ‫واﻷدوات‪:‬‬ ‫اﻟﻤﻮا ﱡد‬
‫ﻗﻠﻢ ﺗﺨﻄﻴﻂ‪ ،‬ﹸ‬
‫ﻣﻨﻬﻤﺎ ) ‪ ،(9 cm‬ﹸ‬
‫ﻛﻞ ﹸ‬ ‫اﻟﻜــﺮﺗﻮن‬ ‫ﻗﻄﻌﺘــﺎن ﻣ ﹶﻦ‬ ‫ﹸ‬
‫‪2‬‬

‫ﻻﺻﻖ‪ ،‬ﻣﺴﻄﺮةﹲ‪.‬‬
‫ﹲ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﺒﺮ‪.‬‬ ‫ﹺ‬
‫واﻟﺴﻼﻣﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻷﻣﻦ‬ ‫ﹺ‬
‫إرﺷﺎدات‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬أﺗﹼﺒ ﹸﻊ‬ ‫إرﺷﺎدات‬
‫ﹸ‬

‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻘﻄﻌﺔ‬ ‫ﹺ‬
‫وﺟﻪ‬ ‫ﹺ‬
‫اﻟﻤﻨﺘﺼﻒ‪ ،‬وﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﻜﺮﺗﻮن ﻓﻲ‬ ‫ﹺ‬
‫وﺟﻪ إﺣﺪ￯ ﻗﻄﻌﺘﻲ‬ ‫ﻋﺼﻔﻮرا ﻋﻠﻰ‬ ‫أرﺳﻢ‬ ‫ﻧﻤﻮذﺟﺎ‪:‬‬ ‫‪ .1‬ﹸ‬
‫أﻋﻤﻞ‬
‫ﹰ‬ ‫ﹸ‬ ‫ﹰ‬
‫ﹸ‬
‫ﺑﺤﻴﺚ ﻳﻤﻜ ﹸﻦ‬ ‫ﹺ‬
‫اﻟﻌﺼﻔﻮر‬ ‫ﺣﺠﻤﺎ ﻣ ﹶﻦ‬ ‫أﻛﺒﺮ‬ ‫ﹶ‬ ‫أﻳﻀﺎ‪ ،‬ﻋﻠﻰ ﹾ‬ ‫ﹺ‬
‫ﹰ‬ ‫اﻟﻘﻔﺺ ﹶ‬
‫ﹸ‬ ‫ﻳﻜﻮن‬ ‫أن‬ ‫اﻟﻤﻨﺘﺼﻒ ﹰ‬ ‫ﻗﻔﺼﺎ ﻓﻲ‬
‫أرﺳﻢ ﹰ‬
‫ﹸ‬ ‫اﻷﺧﺮ￯‬
‫ﹾ‬
‫أن ﻳﺤﺘﻮ ﹶﻳ ﹸﻪ‪.‬‬
‫ﹶ‬
‫ﻳﻜﻮن ﺟﺰ ﹲء ﻣ ﹶﻦ اﻟﻘﻠ ﹺﻢ ﺑﻴﻨ ﹸﹶﻬﻤﺎ‪،‬‬ ‫ﹴ‬
‫ﺑﺒﻌﺾ ﻋﻠﻰ ﹾ‬ ‫ﹺ‬ ‫أﺟﺮ ﹸب‪:‬‬
‫وأﺣﺮص‬
‫ﹸ‬ ‫أن‬ ‫ﺑﻌﻀﻬﻤﺎ‬
‫اﻟﻜﺮﺗﻮن ﹶ‬ ‫وﺟ ﹶﻬﻲ ﻗﻄﻌﺘﹶﻲ‬
‫أﻟﺼﻖ ﹾ‬
‫ﹸ‬ ‫‪ .2‬ﹼ‬
‫ﹺ‬
‫اﻟﻮﺟﻬﻴﻦ‪.‬‬ ‫ﻋﻠﻰ أن ﺗﺒﻘﻰ اﻟﺮﺳﻮ ﹸم ﻇﺎﻫﺮ ﹰة ﻣ ﹶﻦ‬
‫ﹺ‬ ‫ﹺ‬
‫وﻣﺘﻘﺎﺑﻠﺘﺎن‪.‬‬ ‫ﻣﻨﺒﺴﻄﺘﺎن‬ ‫اﻟﺴﻔﻠﻲ ﻣ ﹶﻦ اﻟﻘﻠ ﹺﻢ ﺑﻴ ﹶﻦ راﺣﺘﻲ ﱠ‬
‫ﻳﺪي وﻫﻤﺎ‬ ‫ﱠ‬ ‫ﹸ‬
‫أﻣﺴﻚ اﻟﺠﺰ ﹶء‬ ‫‪.3‬‬
‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﻳﺪي إﻟﻰ اﻷﻣـﺎ ﹺم‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬ ‫أﺟﺮ ﹸب‪ :‬ﱡ‬
‫ﺑﺎﺗﺠﺎﻫﻴﻦ‬ ‫ﺑﺒﻂء‬ ‫واﻟﺨﻠﻒ‬ ‫ﺣﻮل ﻧﻔﺴﻪ ﺑﺘــﺤﺮﻳﻚ راﺣــﺘﻲ ﱠ‬ ‫اﻟﻘﻠــﻢ‬
‫ﹶ‬ ‫أﻟﻒ‬ ‫‪ .4‬ﹼ‬
‫ﹺ‬
‫ﻣﺘﻌﺎﻛﺴﻴﻦ‪.‬‬
‫ﹴ‬ ‫ﻳﺪي ﺗﺪرﻳﺠ ﹼﹰﻴﺎ إﻟﻰ أن ﹶ‬ ‫ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫أﺻﻞ إﻟﻰ أﻗﺼﻰ‬ ‫أﺟﺮ ﹸب‪ :‬أزﻳﺪﹸ ﺳﺮﻋ ﹶﺔ ﺣﺮﻛﺔ ﱠ‬
‫‪ .5‬ﹼ‬
‫ﹴ‬
‫ﻣﻤﻜﻨﺔ‪.‬‬
‫وأدو ﹸن‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫أﻻﺣﻆ اﻟﺮﺳﻮ ﹶم ﻋﻠﻰ‬
‫اﻟﺨﻄﻮﺗﻴﻦ )‪ ،(5 ،4‬ﹼ‬ ‫اﻟﻜﺮﺗﻮن ﻓﻲ‬ ‫ﻗﻄﻌﺘﻲ‬ ‫‪.6‬‬
‫ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﺑﺴﺮﻋﺎت ﹴ‬
‫ﹴ‬ ‫ﹺ‬
‫ﻋﺪة‪.‬‬ ‫أﻓﺴﺮ ﻣﺎ ﻻﺣﻈﺘﹸﻪ ﻋﻠﻰ اﻟﺮﺳﻮ ﹺم ﻋﻨﺪﹶ ﺗﺤﺮﻳﻚ راﺣﺘﻲ ﱠ‬
‫ﻳﺪي‬ ‫ﹸ‬ ‫‪-‬‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﹶ‬
‫ﺧﻼل‬ ‫ﺗﺘﺂزر أﻋﻀﺎ ﹸء اﻟﺠﺴ ﹺﻢ‬ ‫أﺳﺘﻨﺘﺞ ﹶ‬
‫ﻛﻴﻒ ﹸ‬ ‫ﹸ‬ ‫‪-‬‬

‫‪16‬‬
 ‫ُ‬
‫أﺑﺤﺚ‬
‫ﺟﮭﺎ ُز اﻟﻐﺪ ِد اﻟﺼ ﱢﻢ ‪Endocrine System‬‬
‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼــﺎدر‬ ‫ﹸ‬
‫أﺑﺤﺚ ﻓﻲ‬
‫ﹺ‬ ‫ﹴ‬
‫ﹴ‬
‫ﻛﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﹺ‬
‫ﺑﺈﻓﺮاز ﻣﻮا ﱠد‬ ‫ﺗﺤﻮي اﻟﻐﺪﹼ ﹸة ‪ Gland‬ﺧﻼﻳﺎ ﻣﺘﺨﺼﺼ ﹰﺔ‬
‫واﻟﻬﺮﻣــﻮﻧﺎت اﻟﺘﻲ‬ ‫ﺻﻢ‬
‫ﻋ ﹾﻦ ﻏــﺪد ﱟ‬
‫ﹺ‬
‫ووﻇﻴﻔــﺔ ﱟ‬
‫ﻛــﻞ ﻣﻨﻬﺎ‪ .‬وأﻧ ﹼﻈ ﹸﻢ‬ ‫ﺗﻔﺮزﻫﺎ‪،‬‬
‫ﹺ‬
‫ﻧﻮﻋﺎن؛ اﻟﻐﺪ ﹸد اﻟﻘﻨﻮﻳ ﹸﺔ‬ ‫وﻇﺎﺋﻒ ﻣﺤﺪد ﹰة ﻓﻲ اﻟﺠﺴ ﹺﻢ‪ ،‬واﻟﻐﺪ ﹸد‬ ‫ﹶ‬ ‫ﺗﺆ ﹼدي‬
‫ﹸ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﻣﺜﻞ اﻟﻐﺪﹼ ﹺة‬ ‫ﺗﻤﺮ ﻣﻨﻬﺎ إﻓﺮازاﺗﹸﻬﺎ‪ ،‬ﹸ‬
‫أﻋﺮﺿﻪ ﻋﻠﻰ‬ ‫ﺟـﺪول ﹸ‬ ‫ﻣﻌﻠﻮﻣــﺎﺗﻲ ﻓﻲ‬ ‫اﻟﻠﻌﺎﺑﻴﺔ‪ ،‬واﻟﻐﺪ ﹸد‬ ‫ﻗﻨﻮات ﺧﺎﺻ ﹲﺔ ﱡ‬ ‫ﹲ‬ ‫ﻟﻬﺎ‬
‫ﻣﻌﻠﻤﻲ‪/‬ﻣﻌﻠﻤﺘﻲ‪.‬‬
‫ﻣﺜﻞ‬ ‫ﺗﺼﺐ إﻓﺮازاﺗﹺﻬﺎ ﻓﻲ اﻟﺪ ﹺم ﻣﺒﺎﺷﺮةﹰ‪ ،‬ﹸ‬ ‫ﱡ‬ ‫)اﻟﺼﻢ( اﻟﺘﻲ‬ ‫ﱡ‬ ‫اﻟﻼﻗﻨﻮﻳ ﹸﺔ‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(8‬‬ ‫اﻟﻐﺪﹼ ﹺة اﻟﺪرﻗ ﹼﻴ ﹺﺔ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹶ‬
‫أﺣـﺪاث‬ ‫دراﺳـﺎت ﻋﻠﻤﻴـ ﹲﺔ ﱠ‬
‫أن‬ ‫ﹲ‬ ‫ﺗﻔﻴـﺪﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪Hormones‬‬ ‫اﻟﻬﺮﻣﻮﻧﺎت‬ ‫اﻟﺼﻢ‬
‫ﱠ‬ ‫اﻟﻐـﺪد‬ ‫إﻓﺮازات‬
‫ﹸ‬ ‫ﹸﺴﻤﻰ‬
‫وﺗ ﹼ‬
‫ﻟﻺﻧﺴـﺎن ﻗـﺪ ﺗﺆدي‬ ‫اﻟﻤﺮﻫﻘ ﹶﺔ‬ ‫اﻟﺤﻴـﺎة‬
‫ﹺ‬ ‫ﹴ‬
‫ﹴ‬
‫أﻋﻀـﺎء ﻓﻲ‬ ‫ﹺ‬
‫وﻇـﺎﺋﻒ‬ ‫وﻫﻲ ﻣﻮا ﱡد ﻛﻴﻤﻴﺎﺋﻴ ﹲﺔ ﻣﺴــﺆوﻟ ﹲﺔ ﻋ ﹾﻦ ﺗﻨﻈﻴـ ﹺﻢ‬
‫ﻫﺮﻣﻮﻧﺎت‬ ‫ﹺ‬
‫إﻓـﺮاز‬ ‫اﺿﻄﺮاﺑﺎت ﻓﻲ‬ ‫إﻟﻰ‬
‫ﹺ‬
‫إﻓــــﺮاز‬ ‫اﻟﺼـــﻢ‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬ ‫ﱢ‬
‫ﹺ‬
‫اﻟﻐــــــﺪد‬ ‫ﻋﺒﺮ اﻟـﺪ ﹺم إﻟﻰ‬
‫وﺗﻨﺘﻘﻞ ﹶ‬ ‫ﹸ‬ ‫اﻟﺪاﺧﻠﻲ‪،‬‬
‫ﱢ‬ ‫واﻟﻤﺤﺎﻓﻈﺔ ﻋﻠﻰ اﺗﹼﺰاﻧﹺﻪ‬
‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ‪،‬‬
‫ﹺ‬
‫اﻹﻧﺴـﻮﻟﻴﻦ ﻣﺎ‬ ‫ﹺ‬
‫ﻟﻬﺮﻣـﻮن‬ ‫ﹺ‬
‫اﻟﺒﻨﻜﺮﻳـﺎس‬ ‫ﹺ‬
‫ﺑﺎﻟﻬﺮﻣﻮﻧﺎت‪،‬‬ ‫ﻼت ﺧﺎﺻ ﹰﺔ‬ ‫دة ﻓﻲ اﻟﺠﺴ ﹺﻢ ﺗﺤﻮي ﻣﺴﺘﻘﺒﹺ ﹴ‬ ‫ﺧﻼﻳﺎ ﻣﺤﺪﹼ ﹴ‬
‫ﹺ‬
‫ﺻﺤﺔ اﻟﺠﺴـ ﹺﻢ‪.‬‬ ‫ﻳﻨﻌﻜـﺲ ﻋﻠـﻰ‬
‫ﹸ‬
‫اﻟﻬﺪف‪.‬‬
‫ﹶ‬ ‫ﹸﺴﻤﻰ اﻟﺨﻼﻳﺎ‬ ‫ﺗ ﹼ‬
‫ﹴ‬
‫ﻣﻌﻴﻨﺔ ﻣ ﹶﻦ‬ ‫اﻟﻬﺮﻣﻮﻧﺎت ﻓﻲ ﺧﻼﻳﺎ‬
‫ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻟﻤﺎذا ﹸ‬
‫ﺗﺆﺛﺮ‬
‫ﹺدون اﻷﺧﺮ￯؟‬ ‫اﻟﺠﺴﻢ ﹶ‬

‫ﹺ‬
‫اﻟﻤﻬﺎد‬ ‫ﺗﺤﺖ‬
‫ﹶ‬
‫اﻟﻨﺨﺎﻣﻴ ﹸﺔ‬
‫اﻟﺪرﻗﻴ ﹸﺔ‬

‫اﻟﻜﻈﺮ ﹼﻳ ﹸﺔ‬

‫اﻟﺒﻨﻜﺮﻳﺎس‬
‫ﹸ‬
‫اﻟﺨﺼﻴ ﹸﺔ‬
‫اﻟﻤﺒﻴﺾ‬
‫ﹸ‬

‫ﹺ‬
‫اﻹﻧﺴﺎن‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﻮدة ﻓﻲ ﺟﺴ ﹺﻢ‬ ‫اﻟﺼﻢ‬ ‫ﹺ‬
‫اﻟﻐﺪد‬ ‫ﺑﻌﺾ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ)‪ : (8‬ﹸ‬
‫ﱢ‬

‫‪17‬‬
 ‫اﻟﺠﺴﻢ ‪Body Systems Integration‬‬ ‫ِ‬ ‫ﺗﻜﺎﻣ ُﻞ أﺟﮭﺰ ِة‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬
‫ﹺ‬
‫ﻷداء ﻋﻤﻠﻴﺎﺗﹺﻪ اﻟﺤﻴـﻮ ﹼﻳ ﹺﺔ‪،‬‬ ‫ﺗﺘﺂزر أﺟﻬـﺰ ﹸة اﻟﺠﺴــ ﹺﻢ ﺟﻤﻴ ﹸﻌﻬﺎ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﹸ‬ ‫ﻟﻠﻬﻮاء‬ ‫ﺑﻤﺮﺷـﺤﺎت‬ ‫اﻟﺴـﻴﺎرات‬
‫ﹸ‬ ‫ﺗﺰو ﹸد‬
‫ﱠ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ؛‬ ‫ﹺ‬
‫وأﻋﻀﺎﺋﻪ‬ ‫ﹺ‬
‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫ﺗﻌﺎون‬ ‫اﻟﺠﺴﻢ إﻟﻰ‬ ‫وﻳﺤﺘﺎج‬
‫ﹺ‬
‫واﻟﺠﺰﻳﺌــﺎت‬ ‫ﹺ‬
‫اﻟﻐﺒـﺎر‬ ‫ﹶ‬
‫دﺧـﻮل‬ ‫ﺗﻤﻨــﻊ‬
‫ﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬ ‫وﺑﻌـﺾ اﻟﻤﻠﻮ ﹺ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﺼﺤﻴﺢ ‪،‬‬ ‫ﹺ‬
‫اﻟﻮﺟﻪ‬ ‫ﻋﻤﻠﻬﺎ ﻋﻠﻰ‬ ‫ﻟﺘﺄدﻳﺔ ﹺ‬ ‫ﹺ‬ ‫ﻟﺘﺰوﻳﺪ ﺧﻼﻳﺎ ﹸه ﺑﺎﺣﺘﻴﺎﺟﺎﺗﹺﻬﺎ‬
‫ﹺ‬ ‫ﻣﺤـﺮﻛﺎت‬ ‫ﺛـﺎت إﻟـﻰ‬ ‫ﹼ‬
‫ﻋﻤﻞ‬‫ﺟـــﻮدة ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﻀﻤـﺎن‬ ‫ﹺ‬
‫اﻟﺴـﻴﺎرات‪،‬‬
‫ﹺ‬
‫اﻟﺘﻜﺎﻣﻞ‪:‬‬ ‫ﹺ‬
‫أوﺟﻪ ﻫﺬا‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫ﹺ‬
‫اﻷﻣﺜﻠﺔ ﻋﻠﻰ‬ ‫وﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺘﻨﻔﺴﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫وﻳﻌﻤﻞ‬ ‫اﻟﻤﺤﺮك‪،‬‬
‫ﻣﺸـﺎﺑﻬﺔ‪ ،‬إ ﹾذ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺑﺼـﻮرة‬ ‫ﹺ‬
‫اﻹﻧﺴـﺎن‬ ‫ﻓـﻲ‬
‫اﻟﺘﻨﻔﺲ واﻟﺪورانُ ‪Respiration and Circulation‬‬
‫ُ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺴـﻴﻤﺎت‬ ‫اﻟﺠ‬
‫دﺧــﻮل ﹸ‬ ‫ﺤــﻮل ﹶ‬
‫دون‬ ‫ﹸ‬ ‫ﹶﻳ‬
‫اﻷﻧﻒ‬ ‫أﻫﻤﻬﺎ‪،‬‬ ‫ﹴ ﹴ‬ ‫ﻳﺘﻜــﻮ ﹸن‬
‫ﹸ‬ ‫اﻟﺘﻨﻔﺴﻲ ﻣﻦ أﺟـﺰاء ﻋﺪﹼ ة ﱡ‬
‫ﱡ‬ ‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﹼ‬ ‫ﹺ‬
‫اﻟﺮﺋﺘﻴﻦ‪.‬‬ ‫ﹺ‬
‫اﻟﻬـﻮاء إﻟـﻰ‬ ‫ﹺ‬
‫اﻟﻌﺎﻟﻘـﺔ ﻓـﻲ‬
‫ﹴ‬
‫ﺑﺄﻛﻴﺎس‬ ‫ﻟﺘﻨﺘﻬﻲ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺮﺋﺘﻴﻦ‬ ‫ﹶ‬
‫داﺧـﻞ‬ ‫ﺗﺘﻔﺮع‬
‫ﹸ‬ ‫واﻟﻤﻤﺮات اﻟﺘﻨﻔﺴﻴ ﹸﺔ اﻟﺘﻲ‬
‫ﹸ‬
‫ﹴ‬
‫ﺑﺸﺒﻜﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺤﻮﻳﺼﻼت اﻟﻬﻮاﺋﻴ ﹶﺔ‪ ،‬وﺗ ﹸ‬
‫ﹸﺤﺎط‬ ‫ﹸﺴﻤﻰ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻏﺸﺎﺋﻴﺔ دﻗﻴﻘﺔ ﺗ ﹼ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(9‬‬ ‫ﹺ‬
‫اﻟﺪﻣﻮﻳﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫اﻟﺸﻌﻴﺮات‬

‫اﻷﻧﻔﻲ‬
‫ﱡ‬ ‫اﻟﺘﺠﻮﻳﻒ‬
‫ﹸ‬

‫اﻟﻔﻢ‬
‫ﹸ‬
‫اﻟﺤﻨﺠﺮ ﹸة‬

‫اﻟﻘﺼﺒ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ‬

‫اﻟﺸ ﹺ‬
‫ﻌﺒﺘﺎن‬ ‫ﹸ‬
‫اﻟﻬﻮاﺋﻴﺘﺎنﹺ‬

‫اﻟﺮﺋ ﹸﺔ‬
‫ﻌﻴﺒﺎت‬
‫ﹸ‬ ‫ﱡ‬
‫اﻟﺸ‬
‫اﻟﻬﻮاﺋ ﹼﻴ ﹸﺔ‬

‫اﻟﺤﻮﻳﺼﻼت اﻟﻬﻮاﺋﻴ ﹸﺔ‬

‫ﹸ‬

‫اﻟﺘﻨﻔﺴﻲ‪.‬‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(9‬‬

‫‪18‬‬
 ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫واﻟﺤﻮﻳﺼﻼت‬ ‫اﻟﻐﺎزات ﺑﻴ ﹶﻦ اﻟﺪ ﹺم‬‫ﹺ‬ ‫ﹺ‬
‫ﺗﺒﺎدل‬ ‫ﺗﺘﻢ ﻋﻤﻠﻴ ﹸﺔ‬ ‫ﱡ‬
‫اﻟﺘﻨﻔﺴﻲ اﻷﻛﺴﺠﻴ ﹶﻦ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫ﻓﻴﻮﻓﺮ‬ ‫ﹺ‬
‫اﻟﺒﺴﻴﻂ‪،‬‬ ‫ﹺ‬
‫اﻻﻧﺘﺸﺎر‬ ‫ﹺ‬
‫ﺧﻼل‬ ‫ﻣﻦ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻨﻘﻞ ﻓﻲ ﺟﺴ ﹺﻢ‬ ‫ﹺ‬ ‫ﺟﻬﺎز‬ ‫اﻟﺪوران‪ ،‬وﻫﻮ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫ﻋﺒﺮ‬ ‫ﻟ ﹸﻴ ﹶ‬
‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـــﻖ‪ :‬ﻣﺎ وﻇﻴﻔــ ﹸﺔ‬ ‫ﹸ‬ ‫ﻨﻘﻞ إﻟﻰ اﻟﺨﻼﻳﺎ ﹶ‬
‫ﹺ‬ ‫ﻟﺘﺴﺘﻤﺮ‬ ‫ﻳﻨﻘﻞ اﻟﻐﺬا ﹶء واﻷﻛﺴﺠﻴ ﹶﻦ إﻟﻰ ﺧﻼﻳﺎ اﻟﺠﺴ ﹺﻢ‬ ‫اﻹﻧﺴﺎن؛ إ ﹾذ ﹸ‬ ‫ﹺ‬
‫اﻟﺪوران؟‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫ﱠ‬
‫ﹺ‬
‫اﻟﻜﺮﺑﻮن‬ ‫ﹺ‬
‫أﻛﺴـﻴﺪ‬ ‫وﺛﺎﻧﻲ‬ ‫ﹺ‬
‫اﻟﻔﻀــﻼت‬ ‫ﹸ‬
‫وﻳﻨﻘﻞ‬ ‫ﹺ‬
‫اﻟﺤﻴﻮﻳﺔ‪،‬‬ ‫ﺑﺄﻧﺸﻄﺘﹺﻬﺎ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﺪوران ﻣ ﹶﻦ‬ ‫ﺟﻬﺎز‬‫ﹸ‬ ‫وﻳﺘﻜﻮ ﹸن‬ ‫ﺧـﺎرج اﻟﺠﺴ ﹺﻢ‪،‬‬ ‫ﻟﻠﺘﺨﻠﺺ ﻣﻨﻬــﺎ‬ ‫ﹺ‬
‫ﹼ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(10‬‬ ‫ﹶ‬ ‫اﻟﺪﻣﻮﻳﺔ واﻟﺪ ﹺم‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻷوﻋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻘﻠﺐ‬
‫اﻟﻘﻠﺐ‬
‫ﹸ‬
‫ﻋﻦ‬‫ﺗﻨﻘﻞ اﻟﺪ ﹶم ﺑﻌﻴﺪﹰ ا ﹺ‬ ‫ﹼﻒ اﻷوﻋﻴ ﹸﺔ اﻟﺪﻣﻮﻳ ﹸﺔ إﻟﻰ‪ :‬ﺷﺮاﻳﻴ ﹶﻦ ﹸ‬ ‫وﺗﹸﺼﻨ ﹸ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‬ ‫أﻋﻀﺎء اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬ ‫ﺗﻨﻘﻞ اﻟﺪ ﹶم ﻣ ﹾﻦ‬ ‫وأوردة ﹸ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﻘﻠﺐ‪،‬‬
‫ﹺ‬
‫واﻷوردة إﻟﻰ‬ ‫ﹺ‬
‫اﻟﺸﺮاﻳﻴﻦ‬ ‫ﻛـﻞ ﻣ ﹶﻦ‬ ‫وﺗﺘﻔﺮع ﱞ‬ ‫ﹺ‬
‫اﻟﻘﻠﺐ‪.‬‬ ‫إﻟﻰ‬
‫ﹸ‬
‫أﺻﻐﺮ‪.‬‬ ‫ﹴ‬
‫دﻣﻮﻳﺔ‬ ‫ﹴ‬
‫ﺷﻌﻴﺮات‬
‫ﹶ‬
‫اﻷوﻋﻴ ﹸﺔ‬
‫اﻟﺪﻣﻮﻳ ﹸﺔ‬

‫ﹲ‬
‫ﺷﺮﻳﺎن‬

‫ورﻳﺪﹲ‬

‫ﹸأذﻳ ﹲﻦ‬

‫ﺑﻄﻴ ﹲﻦ‬
‫اﻟﻘﻠﺐ‬
‫ﹸ‬

‫ﹺ‬
‫اﻟﺪوران‪.‬‬ ‫ﺟﻬﺎز‬
‫ﹸ‬ ‫اﻟﺸﻜﻞ )‪:(10‬‬

‫‪19‬‬
 ‫اﻟﺪﻋﺎﻣﺔُ واﻟﺤﺮﻛﺔُ ‪Support and Movement‬‬
‫اﻟﻬﻴﻜﻠﻲ ‪ Skeletal System‬ﻣ ﹶﻦ اﻟﻌﻈﺎ ﹺم‪،‬‬
‫ﱡ‬ ‫ﻳﺘﻜــﻮ ﹸن اﻟﺠﻬـﺎ ﹸز‬
‫ﹼ‬
‫اﻟﻬﻴﻜﻠﻲ أﺟــﺰا ﹶء‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫وﻳﺪﻋﻢ‬ ‫ﹴ‬
‫وأﻧﺴﺠــﺔ أﺧﺮ￯ ﱠ‬
‫أﻗﻞ ﺻﻼﺑ ﹰﺔ‪.‬‬
‫ﱡ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‪ ،‬وﻳﺤﻤﻲ أﻋﻀﺎ ﹶءه اﻟﺪاﺧﻠﻴ ﹶﺔ‪ ،‬وﻳــﺆ ﹼدي‬ ‫اﻟﺠﺴ ﹺﻢ‬
‫اﻟﺠﻤﺠﻤ ﹸﺔ‬
‫ﹶ‬
‫اﻟﺸﻜـﻞ )‪.(11‬‬ ‫إﻧﺘﺎج ﺧﻼﻳﺎ اﻟﺪ ﹺم‪ .‬أﺗﺄ ﹼﻣ ﹸـﻞ‬
‫ﻣﻬﻤﺎ ﻓﻲ ﹺ‬
‫دورا ﹼﹰ‬
‫ﹰ‬
‫أﻛــﺜﺮ ﻣ ﹰﻌﺎ‬ ‫ﹺ‬
‫ﻋﻈﻤﺘﻴﻦ أو‬ ‫ﹴ‬
‫اﺗﺼــﺎل‬ ‫ﹸﺴـــﻤﻰ ﻣﻨﻄﻘـــ ﹸﺔ‬‫وﺗ‬
‫ﹺ‬
‫اﻟﻔﻜﻴﻦ‬ ‫ﻋﻈﺎ ﹸم‬
‫ﹶ‬ ‫ﹼ‬
‫ﹺ‬ ‫اﻟﺘﺮﻗﻮ ﹸة‬
‫ﻣﺜﻞ‬ ‫اﻟﻤﻔﺎﺻــﻞ ﺛﺎﺑﺘـ ﹰﺔ ﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﻜﻮن‬ ‫ﺑﺎﻟﻤﻔﺼﻞ‪ .‬وﻗــﺪ‬
‫ﹺ‬
‫اﻟﺠﻤﺠﻤـﺔ‪ ،‬أو ﻣﺘﺤﺮﻛ ﹰﺔ‬ ‫ﹺ‬
‫اﻟﻤﻔﺎﺻـﻞ ﺑﻴ ﹶﻦ ﻋﻈﺎ ﹺم‬ ‫ﹺ‬
‫اﻟﻜﺘﻒ‬ ‫ﻟﻮح‬
‫ﹸ‬
‫ﹺ‬
‫أﺟﺰاء‬ ‫ﹺ‬
‫ﺑﺘﺤﺮﻳﻚ‬ ‫ﺗﺴﻤـﺢ‬ ‫ﹺ‬
‫اﻟﺮﻛﺒﺔ؛‬ ‫ﹺ‬
‫ﻣﻔﺼﻞ‬ ‫ﹸ‬
‫ﻣﺜﻞ‬
‫ﹸ‬ ‫اﻟﺼﺪري‬
‫ﱡ‬ ‫اﻟﻘﻔﺺ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻀﻼت‬ ‫ﹸ‬
‫ارﺗﺒﺎط‬ ‫اﻟﺠﺴــ ﹺﻢ‪ .‬وﻳﺆدي‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﺔ‪.‬‬ ‫ﺗﺴﻬﻴﻞ‬ ‫ﺑﺎﻟﻌﻈﺎ ﹺم ﹰ‬
‫دورا ﻓﻲ‬ ‫اﻟﻔﻘﺮي‬
‫ﱡ‬ ‫اﻟﻌﻤﻮ ﹸد‬

‫اﻟﺤﻮض‬
‫ﹸ‬

‫ﹺ‬
‫اﻟﺪﻋﺎﻣﺔ‪.‬‬ ‫ﺟﻬﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(11‬‬

‫‪20‬‬
 ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺼﺤ ِﺔ‬
‫ﺗﺘـﻜﻮ ﹸن ﻣــ ﹶﻦ‬
‫ﹼ‬ ‫اﻟﻌﻀـﻼت ‪ Muscles‬أﻧﺴــﺠـ ﹲﺔ ﻣﺘﺨﺼﺼـ ﹲﺔ‬ ‫ﹸ‬
‫ﹺ‬
‫ﺑﺎﻧﻘﺒﺎﺿﻬﺎ واﻧﺒﺴـﺎﻃﹺـﻬﺎ‪.‬‬‫ﹺ‬ ‫ﺗﺴﻤـﺢ‬
‫ﹸ‬ ‫رﺋﻴـﺴﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺑﺸﻜــﻞ‬ ‫ﹺ‬
‫اﻟﺒﺮوﺗﻴﻨﺎت‬
‫ﻣـﺮض‬ ‫ﹴ‬ ‫اﻷﻓــﺮاد ﻣﻦ‬ ‫ﺑﻌﺾ‬
‫ﻳﻌـﺎﻧﻲ ﹸ‬
‫ﹺ‬
‫اﻟﻌﻀﻼت‬ ‫ﺿﻤـــﻮر‬ ‫ﺴـﻤﻰ‬
‫ﱟ‬
‫وﻟﻜﻞ‬ ‫واﻟﻌﻀﻼت ﺛﻼﺛ ﹸﺔ أﻧﻮاعﹴ؛ اﻟﻬﻴﻜﻠﻴ ﹸﺔ‪ ،‬واﻟﻤﻠﺴﺎ ﹸء‪ ،‬واﻟﻘﻠﺒﻴ ﹸﺔ‪،‬‬
‫ﹸ‬
‫ﹶ‬ ‫وراﺛﻲ ﹸﻳ ﹼ‬
‫ﱟ‬
‫وﺗﻈﻬﺮ‬
‫ﹸ‬ ‫‪،Muscular Dystrophy‬‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(12‬‬ ‫داﺧـﻞ اﻟﺠﺴ ﹺﻢ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹶ‬ ‫ﻣﻨﻬﺎ وﻇﻴﻔ ﹲﺔ ﻣﺤﺪﱠ د ﹲة‬
‫ﹴ‬ ‫ﹺ‬
‫ﺣﻴﺚ إﻣﻜﺎﻧﻴ ﹸﺔ اﻟﺘﺤﻜﹼـ ﹺﻢ ﻓﻲ ﺣـﺮﻛﺘﹺﻬﺎ‬
‫ﺻﻌﻮﺑﺔ ﻓﻲ اﻟﻤﺸﻲﹺ‬ ‫ﺑﺼـﻮرة‬ ‫أﻋﺮاﺿﻪ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻀﻼت ﻣ ﹾﻦ ﹸ‬
‫ﹸ‬ ‫ﱠﻒ‬
‫وﺗﹸﺼﻨ ﹸ‬
‫ﺑﺎﻹﺿﺎﻓﺔ‬ ‫اﻟﺘﺤﻜـﻢﹺ ﻓﻲ اﻷﻃﺮاف‪،‬‬‫ﹼ‬ ‫أو‬
‫ﹺ‬
‫اﻟﺘﻮازن ﻧﺘﻴﺠ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﻘﺪرة ﻋﻠﻰ‬ ‫إﻟﻰ ﻋﺪ ﹺم‬ ‫ﹸ‬
‫اﻹﻧﺴﺎن ﻓﻲ‬ ‫ﹼـﻢ‬
‫اﻟﻌﻀــﻼت اﻟﺘﻲ ﻳﺘﺤﻜ ﹸ‬
‫ﹸ‬ ‫ﹸﺴـﻤﻰ‬ ‫ﹺ‬
‫ﻧﻮﻋﻴﻦ؛ إ ﹾذ ﺗ ﹼ‬ ‫إﻟﻰ‬
‫ﹺ‬
‫اﻟﻬﻴﻜﻠـﻴﺔ‬ ‫ﹺ‬
‫اﻟﻌﻀـﻼت‬ ‫ﺿﻌﻒ ﻓﻲ ﹺ‬
‫ﺑﻨﻴﺔ‬ ‫ﹴ‬ ‫اﻟﻌﻀـﻼت اﻹرادﻳ ﹶﺔ‪ ،‬أ ﹼﻣﺎ اﻟﺘﻲ ﻻ ﻳﺘﺤـﻜ ﹸﹼﻢ ﻓﻲ ﺣـﺮﻛﺘﹺﻬﺎ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺗﺤﺮﻳﻜﻬﺎ‬
‫ﺗﺤﺪﻳﺪﹰ ا‪.‬‬
‫ﹸﺴﻤﻰ اﻟﻼإراد ﹼﻳ ﹶﺔ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﻣﺜﻞ اﻟﻌﻀﻼت اﻟﻤﻠﺴﺎء واﻟﻘﻠﺒﻴﺔ ﻓﺘ ﹼ‬
‫ﹺ‬
‫اﻟﻌﻀﻼت‪.‬‬ ‫أﻧﻮاع‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬أﻋﺪﹼ ﹸد‬
‫واﻟﻌﻀــﻼت‬
‫ﹸ‬ ‫اﻟﻌﻈـــﺎم‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﻌﻤـــﻞ‬ ‫ﹶ‬
‫ﻣﻌﺎ ﹶ‬
‫ﻋﻤﻞ‬ ‫ﹸ‬
‫واﻟﻤﻔﺎﺻـﻞ ﻓﻲ اﻟﺠـﺴﻢﹺ ﹰ‬
‫أﻓﺴ ﹸﺮ‬ ‫ﹺ‬
‫اﻟﺮاﻓﻌﺔ اﻟﺘﻲ درﺳ ﹸﺘﻬـﺎ ﺳﺎﺑﻘﹰﺎ‪ ،‬ﹼ‬
‫ﹶ‬
‫ذﻟﻚ‪.‬‬

‫ﹺ‬
‫اﻟﻌﻀﻼت‪.‬‬ ‫أﻧﻮاع‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(12‬‬
‫ﹸ‬

‫اﻟﻌﻀﻼت اﻟﻬﻴﻜﻠﻴ ﹸﺔ‬

‫ﹸ‬ ‫اﻟﻌﻀﻼت اﻟﻘﻠﺒﻴ ﹸﺔ‬
‫ﹸ‬ ‫اﻟﻌﻀﻼت اﻟﻤﻠﺴﺎ ﹸء‬
‫ﹸ‬

‫وﺗﻨﻘﺒﺾ‬ ‫اﻟﻌﻈﻤﻲ‬ ‫ﹺ‬

‫ﺑﺎﻟﻬﻴﻜﻞ‬ ‫ﹸ‬
‫ﺗﺮﺗﺒـﻂ‬ ‫اﻧﻘﺒﺎﺿﻬﺎ‬ ‫ﹺ‬
‫اﻟﻘﻠﺐ‪ ،‬وﻳﺆدي‬ ‫ﺗﻮﺟـﺪﹸ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺪاﺧﻠﻴـﺔ‬ ‫ﹺ‬
‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ‬ ‫ﺗﻮﺟﺪﹸ ﻓﻲ‬
‫ﹸ‬ ‫ﱢ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫وﺗﻨﺒﺴﻂ ﺑﺈرادة اﻹﻧﺴﺎن‪ ،‬ﻓﺘﺴﺎﻋﺪﹸ‬‫ﹸ‬ ‫واﻧﺒﺴﺎ ﹸﻃﻬﺎ إﻟﻰ ﱢ‬
‫ﺿﺦ اﻟﺪ ﹺم إﻟﻰ ﺟﻤﻴ ﹺﻊ‬ ‫واﻷوﻋﻴﺔ اﻟﺪﻣﻮﻳﺔ‪،‬ﹺ‬
‫ﹺ‬ ‫ﻣﺜﻞ اﻷﻣﻌــﺎء‪،‬ﹺ‬‫ﹸ‬
‫ﹺ‬
‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ اﻟﻤﺨﺘﻠﻔﺔ‪.‬ﹺ‬ ‫ﻋﻠﻰ ﺣﺮﻛﺔﹺ‬ ‫ﹺ‬
‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ‪.‬‬ ‫ﹺ‬
‫اﻻﻧﻘﺒﺎض‬ ‫ﹺ‬
‫ﺧﻼل‬ ‫ﹸ‬
‫وﺗﻨﻘﻞ اﻟﻤﻮا ﱠد ﻣﻦ‬
‫ﹺ‬
‫واﻻﻧﺒﺴﺎط‪.‬‬

‫‪21‬‬
 ‫واﻹﺧﺮاج ‪Digestion and Excretion‬‬
‫ُ‬ ‫اﻟﮭﻀ ُﻢ‬
‫ُ‬
‫أﺑﺤﺚ‬
‫اﻟﻬﻀﻤﻲ اﻷﻃﻌﻤـ ﹶﺔ اﻟﺘﻲ أﺗﻨﺎو ﹸﻟﻬﺎ إﻟﻰ ﻣﻮا ﱠد‬ ‫ﱡ‬ ‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﻳﺤﻮ ﹸل‬ ‫ﹼ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬
‫ﻳﺴﻬ ﹸﻞ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻋﺒﺮ أﻏﺸﻴﺔ اﻟﺨﻼﻳﺎ‪ ،‬ﻣﺎ ﹼ‬ ‫اﻣﺘﺼﺎﺻﻬﺎ ﹶ‬‫ﹸ‬ ‫اﻟﺘﺮﻛﻴﺐ ﻳﻤﻜ ﹸﻦ‬ ‫ﺑﺴﻴﻄﺔ‬ ‫داﺧﻞ‬‫ﺗﺤﺪث ﹶ‬
‫ﹸ‬ ‫ﻋﻦ أﻧﻮا ﹺع اﻟﻬﻀ ﹺﻢ اﻟﺘﻲ‬
‫ﹴ‬
‫ﺟﺪﻳﺪة ﻓﻲ اﻟﺠﺴ ﹺﻢ‪،‬‬ ‫ﺑﻨﺎء ﺧﻼﻳﺎ‬ ‫اﻟﻄﺎﻗﺔ‪ ،‬وﻳﺴﻬﻢ ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫اﻟﺤﺼﻮل ﻋﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹸ‬ ‫اﻟﻔﺮوق‬ ‫أﺑﺮز‬
‫اﻟﻬﻀﻤﻲ‪ ،‬وأﺑ ﹼﻴ ﹸﻦ ﹶ‬
‫ﱢ‬ ‫اﻟﺠﻬﺎز‬
‫ﹴ‬
‫ﻃﻮﻳﻠﺔ‬ ‫اﻟﺠﻬﺎز اﻟﻬﻀﻤﻲ ﻣﻦ ﹴ‬
‫ﻗﻨﺎة‬ ‫ﹸ‬ ‫وﻳﺘﻜﻮ ﹸن‬ ‫ﹺ‬
‫اﻟﺘﺎﻟﻒ ﻣﻨﻬﺎ‪.‬‬ ‫ﹺ‬
‫وﺗﻌﻮﻳﺾ‬ ‫ﹸ‬
‫وأﻧﺎﻗﺶ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ‬ ‫ﻓﻲ ﻣﺎ ﺑﻴﻨﹶﻬﺎ‪،‬‬
‫ﱡ‬ ‫ﹼ‬ ‫ﻠﺖ ﹺ‬
‫ﹺ‬
‫اﻟﻐﺪد‬ ‫وﻳﻀﻢ ﻣﺠﻤﻮﻋ ﹰﺔ ﻣﻦ‬ ‫ﹺ‬
‫اﻟﺸﺮج‪،‬‬ ‫ﹺ‬
‫ﺑﻔﺘﺤﺔ‬ ‫ﺗﺒﺪ ﹸأ ﺑﺎﻟﻔ ﹺﻢ وﺗﻨﺘﻬﻲ‬
‫إﻟﻴﻪ‪.‬‬ ‫ﺗﻮﺻ ﹸ‬
‫ﻓﻲ اﻟﺼﻒ ﻓﻲ ﻣﺎ ﹼ‬
‫ﱡ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(13‬‬ ‫ﹺ‬
‫واﻟﻜﺒﺪ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫اﻟﺒﻨﻜﺮﻳﺎس‬ ‫ﹺ‬
‫ﺑﺎﻟﻘﻨﺎة ﹸ‬
‫ﻣﺜﻞ‬ ‫ﹺ‬
‫اﻟﻤﻠﺤﻘﺔ‬
‫ﹺ‬
‫ﺗـﺄدﻳﺔ اﻟﺨﻼﻳﺎ وﻇﺎﺋ ﹶﻔﻬــﺎ‬ ‫وﻋﻨــﺪﹶ‬ ‫اﻟﻐﺪ ﹸد اﻟﻠﻌﺎﺑﻴ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻔﻀــﻼت‬ ‫ﺑﻌـــﺾ‬
‫ﹸ‬ ‫اﻟﻤﺨﺘﻠﻔ ﹶﺔ‪ ،‬ﹸ‬
‫ﺗﻨﺘﺞ‬ ‫اﻟﻔﻢ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻜــﺮﺑﻮن‪،‬‬ ‫ﹺ‬
‫أﻛـــﺴﻴﺪ‬ ‫ﻣﺜﻞ ﹺ‬
‫ﻏـﺎز ﺛﺎﻧﻲ‬ ‫ﹸ‬
‫واﻟﻴﻮرﻳﺎ‪ ،‬وﺗﹸﻌــﺪﹼ ﹺ‬
‫ﻫﺬه اﻟﻤــﻮا ﱡد ﺳـﺎ ﹼﻣ ﹰﺔ‬
‫ﺗﺮاﻛﻤــﻬﺎ‬ ‫ﻟﻠﺨــﻼﻳﺎ ﻗـــﺪ ﻳــــﺆدي‬ ‫اﻟﻤﺮي ﹸء‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺠﺴﻢ ﻋﻦ‬
‫ﹸ‬ ‫ﺺ‬ ‫ﻓﻴﻬـﺎ إﻟﻰ ﻣﻮﺗﻬﺎ؛ ﻓﻴﺘﺨ ﹼﻠ ﹸ‬ ‫اﻟﻤﻌﺪ ﹸة‬
‫ﹺ‬
‫واﻟﺠﻠﺪ ﻣ ﹾﻦ‬ ‫اﻟﺮﺋﺘﻴﻦ‪ ،‬واﻟﻜ ﹺ‬
‫ﹸﻠﻴﺘﻴﻦ‪،‬‬ ‫ﹺ‬ ‫ﻃﺮﻳﻖ‬‫ﹺ‬ ‫اﻟﻜﺒﺪﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﻼت‪.‬‬ ‫ﹺ‬
‫ﻫـﺬه‬

‫اﻟﺒﻨﻜﺮﻳﺎس‬
‫ﹸ‬
‫اﻟﺤﻮﺻﻠ ﹸﺔ‬
‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـﻖ‪ :‬ﻣﺎ أﻫﻤ ﹼﻴ ﹸﺔ‬ ‫اﻟﺼﻔﺮاوﻳ ﹸﺔ‬
‫اﻟﻬﻀﻤﻲ؟‬
‫ﱢ‬ ‫اﻷﻣﻌﺎ ﹸء‬
‫اﻷﻣﻌﺎ ﹸء‬ ‫اﻟﺪﻗﻴﻘ ﹸﺔ‬
‫اﻟﻐﻠﻴﻈ ﹸﺔ‬

‫اﻟﻬﻀﻤﻲ‪.‬‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(13‬‬

‫اﻟﻤﺴﺘﻘﻴﻢ‬
‫ﹸ‬
‫ﻓﺘﺤ ﹸﺔ اﻟﺸﺮج‬

‫‪22‬‬
 ‫اﻟﺠﺴﻢ ﺗﻌﻤ ُﻞ ﻣ ًﻌﺎ‬
‫ِ‬ ‫أﺟﮭﺰةُ‬
‫ُ‬
‫أﺑﺤﺚ‬
‫‪Body Systems Work Together‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ‬ ‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻣﺼﺎدر‬ ‫ﹸ‬
‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹴ‬
‫أﻋﻀﺎء ﺗﺆدي‬ ‫ﹺ‬
‫ﻣﺠﻤﻮﻋﺔ‬ ‫ﻳﺘﻜﻮ ﹸن ﻣ ﹾﻦ‬ ‫درﺳﺖ ﺳﺎﺑ ﹰﻘﺎ ﱠ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹺ‬
‫اﻟﺼﺤﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﺸﻜﻼت‬ ‫ﹺ‬
‫ﻋﻦ‬
‫اﻟﺠﻬﺎز ﹼ‬
‫ﹶ‬ ‫أن‬ ‫ﹸ‬
‫ﹺ‬ ‫ﻋﻀﻮ وﻇﻴﻔ ﹰﺔ ﻣﺘﺨﺼﺼ ﹰﺔ‬ ‫ﹴ‬ ‫أن ﱢ‬
‫ﻟﻜﻞ‬ ‫وﻧﻈﺮا إﻟﻰ ﱠ‬‫ﹰ‬ ‫ﻣ ﹰﻌﺎ وﻇﻴﻔ ﹰﺔ ﻋﺎﻣ ﹰﺔ؛‬
‫أﺟــﻬﺰة‬ ‫ﻳﺘﻌﺮ ﹸض ﻟﻬــﺎ أﺣــﺪﹸ‬ ‫اﻟــﺘﻲ ﹼ‬
‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ‪ ،‬وﻛﻴﻔ ﹼﻴ ﹺﺔ ﹺ‬ ‫ﹴ‬
‫أﺟﻬﺰة‬ ‫ﹺ‬
‫اﻷﻋﻀﺎء ﺗﹸﻌﺪﱡ ﺟﺰ ﹰءا ﻣﻦ‬ ‫ﺑﻌﺾ‬ ‫اﻟﻮاﺣﺪ‪ ،‬ﱠ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫أﻧﺸﻄﺔ‬ ‫ﺗﺄﺛﻴﺮﻫـﺎ ﻓـﻲ‬ ‫ﻓﺈن ﹶ‬ ‫اﻟﺠﻬﺎز‬ ‫داﺧﻞ‬
‫ﻣﻘﻄـﻊ ﻓﻴﺪﻳﻮ‬ ‫وأﺻﻤ ﹸﻢ‬ ‫اﻟﺠﺴـ ﹺﻢ ﻛ ﱢﻠ ﹺﻪ‪،‬‬ ‫ﹺ‬
‫اﻟﺪوران‪،‬‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫ﻋﻀﻮ ﻓﻲ‬ ‫ﻓﺎﻟﻘﻠﺐ ﹰ‬
‫ﻣﺜﻼ‬ ‫ﹴ‬
‫واﺣــﺪ‪،‬‬ ‫ﻋـﺪﹼ ﹴة ﻓﻲ ﹴ‬
‫وﻗﺖ‬
‫ﹶ‬ ‫ﹼ‬ ‫ﹲ‬ ‫ﹸ‬
‫أﻋﺮﺿ ﹸﻪ ﹶﻋﻠﻰ زﻣﻼﺋﻲ ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬
‫ﹸ‬
‫ﻋﻀﻮ‬
‫ﹲ‬ ‫اﻟﺒﻨﻜﺮﻳﺎس‬
‫ﹸ‬ ‫أﻳﻀﺎ‪ ،‬وﻛﺬﻟﻚ‬ ‫اﻟﻌﻀﻠﻲ ﹰ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫وﻫﻮ ﺟﺰ ﹲء ﻣ ﹼﻦ‬
‫اﻟﻬﻀﻤﻲ‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻟﺠﻬﺎز‬ ‫اﻟﺼﻢ‪ ،‬وﻏﺪﹼ ﹲة ﻣﻠﺤﻘ ﹲﺔ‬ ‫ﹺ‬
‫اﻟﻐﺪد‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫ﻓﻲ‬
‫ﱢ‬ ‫ﱢ‬
‫أدوارا ﺗﺴﺎﻋﺪﹸ ﻣﻦ ﺧﻼﻟﹺﻬﺎ‬ ‫أﻋﻀﺎء اﻟﺠﺴـ ﹺﻢ‬ ‫ﹺ‬ ‫ﺑﻌﺾ‬
‫ﹰ‬ ‫وﺗﺆ ﹼدي ﹸ‬
‫اﺣﺘﻴﺎﺟﺎت ﺧﻼﻳﺎ‬ ‫ﹺ‬ ‫ﺑﻬﺪف ﹺ‬
‫ﺗﻠﺒﻴﺔ‬ ‫ﹺ‬ ‫وﻇﺎﺋﻔﻬﺎ‬ ‫ﹺ‬ ‫أﺟﻬﺰ ﹰة ﻋﺪﹼ ﹰة ﻋﻠﻰ إﺗﻤﺎ ﹺم‬
‫ــﻒ أﺟﻬــﺰ ﹸة اﻟﺠﺴﻢﹺ‬ ‫ﻟﻤــﺎذا ﺗﺘﻮ ﹼﻗ ﹸ‬
‫اﻟﻌﻀﻼت‬ ‫ﹺ‬ ‫ﺗﺤﺘﺎج ﺧﻼﻳﺎ‬ ‫ﹺ‬
‫اﻟﺮﻳﺎﺿﺔ‪،‬‬ ‫ﹺ‬
‫ﻣﻤﺎرﺳﺔ‬ ‫ﻓﻤﺜﻼ ﻋﻨﺪﹶ‬ ‫اﻟﺠﺴ ﹺﻢ؛ ﹰ‬
‫ﻔﺖ‬ ‫ﹺ‬
‫اﻟﻌﻤـﻞ إذا ﺗﻮ ﹼﻗ ﹾ‬ ‫اﻟﻤﺨﺘﻠﻔــﺔ ﹺ‬
‫ﻋﻦ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻻﻧﻘﺒــﺎض‬ ‫ﹺ‬
‫ﻋــﻦ‬ ‫ﹺ‬
‫اﻟﻘﻠﺐ‬ ‫ﹸ‬
‫ﻋﻀــﻠﺔ‬ ‫وﺳﻜﺮ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫اﻟﺨﻠﻮي إﻟﻰ‬ ‫ﹺ‬
‫اﻟﺘﻨﻔﺲ‬ ‫ﹺ‬
‫ﺑﻌﻤﻠﻴﺔ‬ ‫ﹸﻨﺘﺞ اﻟﻄﺎﻗ ﹶﺔ‬
‫ﱢ‬ ‫اﻟﺘﻲ ﺗ ﹸ‬
‫ﹺ‬
‫واﻻﻧﺒﺴﺎط؟‬ ‫ﹺ‬ ‫ﹴ‬
‫أﺟﻬﺰة‬ ‫ﺳﻴﺎﻻت ﻋﺼﺒﻴ ﹰﺔ إﻟﻰ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫وﻳﺼﺪر‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻐﻠﻮﻛﻮز‪،‬‬
‫اﻟﻬﻀﻤﻲ ﺑﺪ ﹰءا ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫اﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻓﺘﺆدي أﻋﻀﺎ ﹸء‬ ‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ‬
‫ﱢ‬
‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬أﻋـــﻄﻲ ﹰ‬ ‫دورﻫﺎ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹰ‬ ‫اﻟﻔ ﹺﻢ‬
‫ﻣﺜﺎﻻ‬ ‫وﺻﻮﻻ إﻟﻰ اﻟﻤﻌﺪة واﻷﻣﻌﺎء اﻟﺪﻗﻴﻘﺔ واﻟﻐﻠﻴﻈﺔ‪ ،‬ﹶ‬
‫ﹴ‬
‫ﻋﻀــﻮ ﻳــﺆ ﹼدي‬ ‫ﻋﻠـﻰ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫وﺗﻌﻤﻞ أﻋﻀﺎ ﹸء‬ ‫ﹸ‬ ‫واﻣﺘﺼﺎﺻﻬﺎ‪،‬‬‫ﹺ‬ ‫ﹺ‬
‫اﻟﻐﺬاﺋﻴﺔ‬ ‫ﻓﻲ ﻫﻀ ﹺﻢ اﻟﻤﻮا ﱢد‬
‫آن‬ ‫ﹴ‬
‫وﻇﻴﻔﺔ ﻓﻲ ﹴ‬ ‫أﻛﺜﺮ ﻣ ﹾﻦ‬ ‫ﻟﻠﺤﺼﻮل‬‫ﹺ‬ ‫ﹺ‬
‫اﻟﻐﺎزات‬ ‫ﹺ‬
‫ﺗﺒﺎدل‬ ‫واﻟﺮﺋﺘﻴﻦ‪ ،‬ﻋﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻧﻒ‬ ‫اﻟﺘﻨﻔﺴﻲ‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬
‫ﹶ‬ ‫ﱢ‬
‫ﹴ‬
‫واﺣﺪ‪.‬‬ ‫اﻟﻜﺮﺑﻮن‪ .‬وﻳﺆ ﹼدي‬ ‫ﹺ‬ ‫أﻛﺴﻴﺪ‬‫ﹺ‬ ‫ﺺ ﻣﻦ ﺛﺎﻧﻲ‬ ‫ﻋﻠﻰ اﻷﻛﺴﺠﻴﻦ‪،‬ﹺ واﻟﺘﺨ ﹼﻠ ﹺ‬
‫ﹺ‬
‫ﺑﺎﻟﻐﺬاء‬ ‫اﻟﻤﺤﻤ ﹶﻞ‬ ‫اﻟﻘﻠﺐ اﻟﺪ ﹶم‬ ‫ﱡ‬
‫ﻳﻀﺦ‬ ‫دور ﹸه؛ إ ﹾذ‬ ‫ﹺ‬
‫ﱠ‬ ‫ﹸ‬ ‫ﺟﻬﺎز اﻟﺪوران ﹶ‬ ‫ﹸ‬
‫اﻟﻌﻀﻼت‪.‬‬ ‫اﻟﻤﺨﺘﻠﻔﺔ ﺑﻤﺎ ﻓﻴﻬﺎ‬ ‫ﹺ‬ ‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻷﻛﺴﺠﻴﻦ إﻟﻰ‬
‫ﹸ‬

‫‪23‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹴ‬
‫ﻃﺒﻴﻌﻴﺔ؟‬ ‫ﹴ‬
‫ﺑﺼﻮرة‬ ‫اﻟﺼﻢ‬ ‫ﹺ‬
‫ﺗﻌﻤﻞ اﻟﻐﺪ ﹸد‬ ‫ﻟﻢ‬ ‫ﺳﻴﺘﺄﺛﺮ ﺟﺴﻤﻲ ﹾ‬ ‫‪ .1‬أﺗﻨ ﹼﺒ ﹸﺄ‪ :‬ﹶ‬
‫ﱡ‬ ‫إن ﹾ‬ ‫ﹸ‬ ‫ﻛﻴﻒ‬
‫اﻟﺘﺼﻨﻴﻒ‪.‬‬
‫ﹸ‬ ‫ﺣﻴﺚ‬ ‫ﹺ‬
‫اﻟﻠﻌﺎﺑﻴﺔ ﻣ ﹾﻦ ﹸ‬ ‫ﹺ‬
‫واﻟﻐﺪة‬ ‫ﹺ‬
‫اﻟﺪرﻗﻴﺔ‬ ‫ﹺ‬
‫اﻟﻐﺪة‬ ‫أﻗﺎرن ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫‪.2‬‬
‫ﹺ‬
‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ‪.‬‬ ‫ﺗﻜﺎﻣﻞ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ‬‫اﻟﺒﻨﻜﺮﻳﺎس ﹰ‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﻳﻌﺪﱡ‬
‫ﹸ‬ ‫‪ .3‬ﹼ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻟﺤﻮﻳﺼﻼت‬ ‫ﹸ‬
‫ﺗﺤﻴﻂ‬ ‫ﹺ‬
‫اﻟﺪﻣﻮﻳﺔ‬ ‫ﹺ‬
‫اﻟﺸﻌﻴﺮات‬ ‫ﹴ‬
‫ﺷﺒﻜﺔ ﻣﻦ‬ ‫ﹺ‬
‫وﺟﻮد‬ ‫أﺳﺘﻨﺘﺞ‪ :‬أﻫﻤ ﹼﻴ ﹶﺔ‬ ‫‪.4‬‬
‫ﹸ‬
‫ﹺ‬
‫واﻟﻌﺼﺒﻮن‪.‬‬ ‫أرﺑﻂ ﹺ‬
‫ﻓﻴﻪ ﺑﻴ ﹶﻦ اﻟﺪﻣﺎ ﹺغ‬ ‫ﺳﺆاﻻ ﹸ‬ ‫ﹰ‬ ‫أﻃﺮح‬ ‫‪.5‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟـﺪﻗﻴﻘﺔ‬ ‫ﹺ‬
‫اﻟﻨﺒﺾ ﻓﻲ‬ ‫ﹶ‬
‫ﻣﻌـﺪل‬ ‫وأﺣﺴـﺐ‬ ‫ﺧــﻼل )‪،(30 s‬‬ ‫ﹶ‬ ‫ﹺ‬
‫ﻧﺒﻀـﺎت ﻗـﻠﺒﻲ‬ ‫أﺣﺴﺐ‪ :‬أﻋــﺪﱡ‬ ‫‪.6‬‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻮاﺣﺪة‪.‬‬
‫ﹴ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ اﻷﺟﻬﺰة واﻟﻤﻌﺪﹼ ﹺ‬
‫ﹴ‬ ‫ﺗﺂزر ﹺ‬
‫ﻋﻤﻠﻴﺔ‬ ‫ﺧﻼل‬ ‫اﻟﻄﺒﻴﺔ‬ ‫ات‬ ‫ﹶ‬ ‫ﻋﻤﻞ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬أﺣ ﹼﻠ ﹸﻞ ﹶ‬
‫ﹸ‬ ‫‪.7‬‬
‫ﹴ‬
‫ﺟﺮاﺣﻴﺔ‪.‬‬

‫اﻟﻌﻠﻮم‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫ﻳﺘﺠﺎوز ‪100‬‬
‫ﹸ‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫اﻟﻤﻜﻮ ﹺﻧﺔ ﻟﺪﻣﺎ ﹺغ‬
‫ﹼ‬
‫ﹺ‬
‫اﻟﻌﺼﺒﻮﻧﺎت‬ ‫اﻟﺪراﺳﺎت اﻟﻤﺘﺨﺼﺼ ﹸﺔ إﻟﻰ ﱠ‬
‫أن ﻋﺪ ﹶد‬ ‫ﹸ‬ ‫ﺗﺸﻴﺮ‬
‫ﹸ‬
‫واﻛﺘﺴﺎب ﹺ‬
‫اﻟﻠﻐﺔ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﺘﻔﻜﻴﺮ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ اﻟﺘﻌ ﹼﻠ ﹺﻢ‪،‬‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫ﹺ‬
‫ﻗﺪرات‬ ‫ﹲ‬
‫ﻣﺴﺆول ﻋ ﹾﻦ‬ ‫ﹴ‬
‫ﻣﻠﻴﺎر‪ ،‬واﻟﺪﻣﺎ ﹸغ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‪،‬‬ ‫ﹺ‬
‫أﺟﺰاء اﻟﺪﻣﺎ ﹺغ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﺜﺎل‪.‬‬ ‫ﹺ‬
‫ﺳﺒﻴﻞ‬ ‫واﻟﺘﺬﻛ ﹺﹼﺮ ﻋﻠﻰ‬
‫أﻋﺮﺿﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫ﻗﺼﻴﺮا‬ ‫ﻓﻴﻠﻤﺎ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ودور ﱟ‬
‫ﹸ‬ ‫ﹰ‬ ‫ﻛﻞ ﻣﻨﻬﺎ ﻓﻲ ﻫﺬه اﻟﻌﻤﻠﻴﺎت‪ ،‬وأﻋﺪﱡ ﹰ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬

‫‪24‬‬
 ‫اﻟﻤﻨﺎﻋﺔُ‬
‫‪Immunity‬‬

‫ﻣﻔﮭﻮ ُم اﻟﻤﻨﺎﻋ ِﺔ‬

‫‪2‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫‪Concept of Immunity‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺻﺤﺔ اﻟﺠﺴ ﹺﻢ‪،‬‬ ‫اﻟﻤﻨــﺎﻋﺔ ﻋﻠﻰ‬ ‫ﺟﻬـﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﺤﺎﻓﻆ‬
‫ﻛــﻞ‬ ‫اﻷﻣﺮاض ﻓﻲ ﱢ‬ ‫ﹺ‬ ‫ﺒﺎت‬
‫ﺗﻮﺟــﺪﹸ ﻣﺴ ﹼﺒ ﹸ‬ ‫ﹴ‬ ‫ﹺ‬ ‫وﻳﺤﻤﻴﻪ ﻣﻦ ﻣﺴﺒ ﹺ‬
‫ﹺ‬
‫ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺑﻄﺮاﺋﻖ‬
‫ﹶ‬ ‫اﻷﻣﺮاض‬ ‫ﺒﺎت‬ ‫ﹾ ﱢ‬
‫ﹺ‬
‫اﻹﻧﺴــﺎن‬ ‫ﺟﺴــﻢ‬ ‫وﻳﺘـﻌﺮ ﹸض ﻟﻬــﺎ‬ ‫ﹴ‬
‫ﻣﻜﺎن‪،‬‬
‫ﹸ‬ ‫ﹼ‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ذﻟﻚ ﻓﺈ ﱠﻧ ﹸﻪ‬‫وﻣﻊ ﹶ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺑﺼﻮرة ﻣﺴﺘﻤﺮة وﻣﺘﻜﺮرة‪ ،‬ﹶ‬ ‫اﻟﻤﻨﺎﻋﺔ ﻓﻲ اﻟﺠﺴ ﹺﻢ‪.‬‬ ‫ﹺ‬ ‫ﻧﺎت ﻧﻈﺎ ﹺم‬‫أﺣﺪﹼ د ﻣﻜﻮ ﹺ‬
‫ﹸ ﹼ‬
‫ﺑﺎﻷﻣــﺮاض؛ ﻧﺘﻴﺠ ﹶﺔ ﹺ‬
‫ﻗﺪرة‬ ‫ﹺ‬ ‫داﺋﻤﺎ‬
‫ﺼــﺎب ﹰ‬‫ﹸ‬ ‫ﻻ ﹸﻳ‬ ‫اﻟﻄﺒﻴﻌﻴﺔ واﻟﻤﻨﺎﻋﺔﹺ‬
‫ﹺ‬ ‫أﻗﺎرن ﺑﻴﻦ ﻣﻔﻬﻮ ﹺم اﻟﻤﻨﺎﻋﺔﹺ‬
‫ﹸ ﹶ‬
‫ﺒﺎت ﻣﻦ‬ ‫ﻫﺬه اﻟﻤﺴﺒ ﹺ‬ ‫دﺧﻮل ﹺ‬ ‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ ﻋﻠﻰ ﻣﻨ ﹺﻊ‬
‫ﹼ‬ ‫اﻟﻤﻜﺘﺴ ﹺﺒﺔ‪.‬‬
‫ﹶ‬
‫وﻏﻴﺮﻫﺎ‪ ،‬وﻣﻘﺎوﻣﺘﹺﻬﺎ‪،‬‬ ‫ﹺ‬ ‫ﹴ‬
‫وﻓﻴﺮوﺳﺎت‬ ‫ﺑﻜــﺘﻴﺮﻳﺎ‬ ‫اﻟﻤﻨﺎﻋﺔ اﻟﻄﺒﻴﻌﻴﺔﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻣﻜــﻮﻧﺎت ﻧﻈﺎ ﹺم‬ ‫ﹼ‬ ‫دور‬
‫أوﺿ ﹸﺢ ﹶ‬ ‫ﹼ‬
‫ﻗــﺒﻞ‬‫ﹶ‬ ‫ﹺ‬
‫واﻟﺘﺨﻠﺺ ﻣﻨﻬــﺎ‬ ‫ﹺ‬
‫واﻟﻘﻀــﺎء ﻋﻠﻴﻬﺎ‬ ‫ﹺ‬ ‫ﺣﻤﺎﻳﺔ اﻟﺠﺴ ﹺﻢ ﻣﻦ ﻣﺴﺒ ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺮض‪.‬‬ ‫ﺒﺎت‬ ‫ﹾ ﹼ‬ ‫ﻓﻲ‬
‫ﹺ‬
‫ﺑﺎﻟﻤﻨﺎﻋﺔ‬ ‫ﻌﺮف‬
‫ﺣـــﺪوث اﻟــﻤﺮض ﻓﻲ ﻣﺎ ﹸﻳ ﹸ‬ ‫ﹺ‬ ‫واﻟﻨﻔﺴﻲ ﻓﻲ‬ ‫اﻟﺠﺴﻤﻲ‬ ‫ﹺ‬
‫اﻹﺟﻬﺎد‬ ‫ﺗﺄﺛﻴﺮ‬ ‫ﹸ‬
‫ﱢ‬ ‫ﱢ‬ ‫أﻧﺎﻗﺶ ﹶ‬
‫ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ‪.‬‬ ‫ﻧﻈﺎ ﹺم‬
‫ﺴﻤﻰ‬ ‫اﻟﺸﻜﻞ )‪ ،(14‬و ﹸﻳ ﹼ‬ ‫ﹶ‬ ‫‪ .Immunity‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺣﻤــﺎﻳﺔ‬ ‫اﻟﻤﻨــﺎﻋﺔ اﻟﻤﻜﺘﺴ ﹺ‬
‫ــﺒﺔ ﻓﻲ‬ ‫ﹺ‬ ‫دور‬
‫ﺣﻤـﺎﻳﺔ اﻟﺠﺴ ﹺﻢ‬ ‫ﹸ‬
‫اﻟﻤﺴــﺆول ﻋــ ﹾﻦ‬ ‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﹶ‬ ‫أﺻﻒ ﹶ‬ ‫ﹸ‬
‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ ﻣﻦ ﻣﺴﺒ ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ ‪.Immune System‬‬ ‫ﹺ‬ ‫ﺟﻬﺎ ﹶز‬
‫اﻟﻤﺮض‪.‬‬ ‫ﺒﺎت‬ ‫ﹼ‬
‫ﹺ‬
‫اﺧﺘﻼل‬ ‫ﻋﻤﻖ ﹺ‬
‫ﺗﺄﺛﻴﺮ‬ ‫ﹴ‬
‫أﺳﺘﻘﺼﻲ ﻟﺘﻘﺪﻳ ﹺﻢ أد ﹼﻟﺔ ﻋﻠﻰ ﹺ‬
‫ﹺ‬
‫اﻟﻔﺮد واﻟﻤﺠﺘﻤﻊﹺ‪.‬‬ ‫اﻟﻤﻨﺎﻋﺔ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫ﹺ‬
‫ﻋﻤﻞ‬
‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(14‬ﺗﹸﻌﺪﱡ اﻟﻤﻨﺎﻋ ﹸﺔ در ﹰﻋﺎ ﺣﺎﻣ ﹰﻴﺎ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﻟﻠﺠﺴ ﹺﻢ ﻣﻦ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ُ‬
‫ﹼ‬ ‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫اﻟﻤﻨﺎﻋ ﹸﺔ ‪Immunity‬‬
‫ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ ‪Immune System‬‬ ‫ﺟﻬﺎز‬
‫ﹸ‬
‫اﻟﻤﻨﺎﻋ ﹸﺔ اﻟﻄﺒﻴﻌﻴ ﹸﺔ ‪Innate Immunity‬‬
‫اﻟﻤﻨﺎﻋ ﹸﺔ اﻟﻤﻜﺘﺴﺒ ﹸﺔ ‪Acquired Immunity‬‬
‫اﻟﺨﻼﻳﺎ اﻟﻠﻤﻔﻴ ﹸﺔ ‪Lymphocytes‬‬

‫‪25‬‬
 ‫أﻧﻮا ُع اﻟﻤﻨﺎﻋ ِﺔ ‪Immunity Types‬‬
‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ؛‬ ‫ﺑﻄﺮاﺋﻖ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﻳﺤﻤﻲ اﻟﺠﺴﻢ ﻧﻔﺴﻪ ﻣﻦ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹼ‬ ‫ﹸ ﹶ ﹸ‬ ‫اﻟﻌﻠﻤــﺎء اﻟﻤﻨــﺎﻋ ﹶﺔ‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﺼــﻒ‬ ‫ﻟﻤــﺎذا‬
‫ﹺ‬
‫وﻟﻠﻤﻨﺎﻋﺔ‬ ‫ﺗﻜﺎﺛﺮﻫﺎ وﻳﺤ ﹼﻠ ﹸﻠﻬﺎ‪،‬‬ ‫وﻳﻤﻨﻊ‬ ‫إ ﹾذ ﻳﻘﺎو ﹸﻣﻬﺎ ﻓﻴﻘﻀﻲ ﻋﻠﻴﻬﺎ‪،‬‬ ‫ﺑﺎﻟﻤﻨﺎﻋﺔ ﻏﻴ ﹺﺮ اﻟﻤﺘﺨﺼ ﹺ‬
‫ﹺ‬
‫ﹶ‬ ‫ﹸ‬ ‫ﺼﺔ؟‬ ‫ﹼ‬ ‫اﻟﻄﺒﻴﻌﻴ ﹶﺔ‬

‫اﻟﻤﻜﺘﺴﺒ ﹸﺔ‪.‬‬ ‫ﹺ‬

‫ﻧﻮﻋﺎن ﻫﻤﺎ؛ اﻟﻤﻨﺎﻋ ﹸﺔ اﻟﻄﺒﻴﻌﻴ ﹸﺔ‪ ،‬واﻟﻤﻨﺎﻋ ﹸﺔ‬
‫ﹶ‬
‫اﻟﻤﻨﺎﻋﺔُ اﻟﻄﺒﯿﻌﯿﺔُ ‪Innate Immunity‬‬
‫ﻳﺴﺘﻬﺪف ﻧﻮ ﹰﻋﺎ‬
‫ﹶ‬ ‫دون أن‬ ‫ﹺ‬
‫اﳌﺨﺘﻠﻔﺔ ﹶ‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﻳﻘﺎوم اﳉﺴﻢ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹸ ﹼ‬ ‫ﹸ‬
‫اﻟﻄﺒﻴﻌﻴﺔ ‪،Innate Immunity‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ‬ ‫ﻌـﺮف ﺑـﹺ‬
‫ﹸ‬ ‫ﳏﺪﹼ ﹰدا ﻣﻨﻬــﺎ ﰲ ﻣﺎ ﹸﻳ‬
‫ﹺ‬ ‫ﹴ‬ ‫دﺧﻮل ﻣﺴﺒ ﹺ‬
‫وإﺑﻄﺎء‬ ‫ﺑﻮﺟﻪ ﻋﺎ ﱟم‪،‬‬ ‫ﹺ‬
‫اﳌﺮض‬ ‫ﺒﺎت‬ ‫ﹺ ﹼ‬ ‫ﹺ‬
‫ﺧﻼل ﻣﻨ ﹺﻊ‬ ‫اﳉﺴﻢ ﻣﻦ‬
‫ﹶ‬ ‫ﻓﺘﺤﻤـﻲ‬
‫دﺧﻮﳍﺎ‪ ،‬وﺗﺘﻀﻤﻦ ﹺ‬
‫ﻫﺬه اﳌﻨﺎﻋ ﹸﺔ ﳎﻤﻮﻋ ﹰﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻘﻀﺎء ﻋﻠﻴﻬﺎ ﻋﻨﺪﹶ‬ ‫ﹺ‬
‫ﻋﻤﻠﻬﺎ أو‬
‫ﹸ‬
‫دﺧﻮل ﻣﺴﺒ ﹺ‬
‫وﺗﺘﻜﻮ ﹸن‬
‫ﹼ‬ ‫ﹺ‬
‫اﻷﻣﺮاض إﱃ اﳉﺴ ﹺﻢ‪،‬‬ ‫ﺒﺎت‬ ‫ﹺ ﹼ‬ ‫دون‬ ‫ﹺ‬
‫اﳊﻮاﺟﺰ اﻟﺘﻲ ﹸ‬
‫ﲢﻮل ﹶ‬ ‫ﹸ‬
‫اﻟﺸﻜـﻞ )‪ :(15‬ﻣــﻼﻳﻴ ﹸﻦ اﻟﺨــﻼﻳﺎ‬
‫ﹴ‬
‫ﻃــﺒﻖ‬ ‫ﺗﻈــﻬﺮ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﺒﻜﺘﻴﺮﻳﺔ ﻛﻤــﺎ‬
‫ﳑﹼﺎ ﻳﺄﰐ‪:‬‬ ‫ﹸ‬
‫ﻟـﺰراﻋﺔ اﻟﺒﻜﺘﻴﺮﻳﺎ‪ ،‬ﹴ‬
‫ﻟﻌﻴﻨﺔ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻣﺨــﺼﺺ‬
‫اﻟﺠﻠ ُﺪ ‪Skin‬‬ ‫ﺑﺎﻃﻦ ﹺ‬
‫ﹺ‬ ‫ﺳﻄﺢ ﹺ‬
‫ﹺ‬ ‫ﹴ‬
‫اﻟﻴﺪ‬ ‫ﺟﻠﺪ‬ ‫ﻣﺄﺧـﻮذة ﻣﻦ‬
‫دﺧﻮل ﻣﺴﺒ ﹺ‬
‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﺒﺎت‬ ‫ﹺ ﹼ‬ ‫دون‬ ‫ﹸ‬
‫ﻳﺤﻮل ﹶ‬ ‫ﺣﺎﺟﺰا‬
‫ﹰ‬ ‫ﻳﺸﻜ ﹸﹼﻞ اﻟﺠﻠﺪﹸ‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‪.‬‬ ‫ﻋﻨﺪﹶ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(15‬‬ ‫اﻟﺠﺴﻢ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹶ‬

‫ﹺ‬
‫اﻟﺠﻠﺪ‬ ‫ﺣﺎﺟ ﹸﺰ‬
‫ﺣﺎﺟﺰا‬
‫ﹰ‬ ‫ﹺ‬
‫اﻟﺠﻠﺪ ﺗﺸﻜ ﹸﹼﻞ‬ ‫اﻟﺨﻼﻳﺎ اﻟﻤﻴﺘ ﹸﺔ ﻣ ﹶﻦ‬
‫ﹺ‬
‫اﻷﻣﺮاض‪.‬‬ ‫دﺧﻮل ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹶ‬ ‫ﻳﻤﻨﻊ‬
‫ﹼ‬ ‫ﹸ‬
‫أﻳﻀﺎ‬
‫ﻳﺴﻬﻢ ﹰ‬ ‫ﹺ‬
‫اﻟﺠﻠﺪ‬ ‫اﻟﻤـﻔﺮ ﹸز ﻣ ﹶﻦ‬ ‫اﻟ ﹶﻌ ﹸ‬
‫ﺮق‬
‫ﹸ‬ ‫ﹶ‬
‫ﹴ‬
‫ﺣﻤـﻀﻴﺔ ﺗﻘﻀــﻲ ﻋﻠﻰ‬ ‫ﺗﻜﻮﻳﻦ ﹴ‬
‫ﺑﻴﺌﺔ‬ ‫ﹺ‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻷﻣﺮاض‪.‬‬ ‫ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹼ‬

‫‪26‬‬
 ‫اﻟﺠﺴﻢ ‪Body Secretions‬‬
‫ِ‬ ‫إﻓﺮازاتُ‬
‫ﹺ‬
‫واﻟﻠﻌﺎب‬ ‫ﻣﺜﻞ‪ ،‬اﻟﺪﻣﻮ ﹺع‬ ‫إﻓﺮازات اﻟﺠﺴ ﹺﻢ اﻟﻤﺨﺘﻠﻔ ﹸﺔ ﹸ‬ ‫ﹸ‬ ‫ﺗﺤﻮي‬
‫ﻋـــﺪد ﺧــﻼﻳﺎ اﻟـــﺪ ﹺم‬
‫ﹸ‬ ‫ﻘــــﺪ ﹸر‬
‫ﱠ‬ ‫ﹸﻳ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻟﻠﻤﺮض ﻓﺘﺆدي إﻟﻰ‬ ‫ﹺ‬ ‫ﻣﺮﻛ ﹴ‬
‫ﹼﺒﺎت ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﺗﺤ ﹼﻠ ﹸﻞ اﻟﺒﻜﺘﻴﺮﻳﺎ اﻟﻤﺴ ﹼﺒﺒ ﹶﺔ‬
‫اﻹﻧﺴـــﺎن اﻟﺴــﻠﻴﻢﹺ‬ ‫اﻟﺒﻴﻀـﺎء ﻋﻨﺪﹶ‬
‫ﹺ‬ ‫اﻟﻤﺮض ﻣ ﹶﻦ‬‫ﹺ‬ ‫اﻟﻤﺨﺎط أﻧﻮا ﹰﻋﺎ ﻣﻦ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹸ‬ ‫ﻳﻤﻨﻊ‬ ‫ﻣﻮﺗﹺﻬﺎ‪ ،‬ﻓﻲ ﹺ‬
‫ﺗﻘــﺮﻳﺒﺎ‪.‬‬
‫ﹰ‬ ‫ﺑـ ‪(5000-10000)/ mL‬‬ ‫ﹼ‬ ‫ﺣﻴﻦ ﹸ‬
‫ﻣﺨﺒﺮي‬ ‫ﹴ‬
‫ﻓﺤــﺺ‬ ‫ﹺ‬
‫إﺟــﺮاء‬ ‫وﻋﻨــﺪﹶ‬ ‫ﹺ‬
‫ﱟ‬ ‫ﹺ‬
‫إﺧﺮاج‬ ‫واﻟﻌﻄـﺎس ﻋﻠﻰ‬ ‫ﹸ‬ ‫ﹸ‬
‫اﻟﺴﻌﺎل‬ ‫اﻻﻟﺘﺼﺎق ﺑﺎﻟﺨﻼﻳﺎ‪ ،‬وﻳﺴﺎﻋﺪﹸ‬
‫ﻟﺘﻌﺪاد ﹺ‬
‫ﻫﺬه اﻟﺨــﻼﻳﺎ ﻓﻲ ﺟﺴـــﻢﹺ‬ ‫ﹺ‬
‫ﺧـﺎرج اﻟﺠﺴ ﹺﻢ‪ ،‬أ ﹼﻣﺎ‬ ‫ﹺ‬ ‫ﺒﺎت إﻟﻰ‬ ‫ﻫﺬه اﻟﻤﺴﺒ ﹺ‬‫اﻟﻤﺨﺎط اﻟﺬي ﻳﺤﻮي ﹺ‬ ‫ﹺ‬
‫ﺗﺒﻴ ﹶﻦ أنﱠ ﻋــﺪ ﹶدﻫﺎ ﹶ‬
‫ﺑﻠـﻎ‬ ‫ﹺ‬ ‫ﹼ‬
‫أﺣــﺪﻫﻢ‪ ،‬ﹼ‬
‫ﻓﻴﺴﻬﻢ‬ ‫ﹺ‬
‫اﻟﻤﻌﺪة‪،‬‬ ‫ﺣﻤﺾ اﻟﻬﻴﺪروﻛﻠﻮرﻳﻚ )‪ (HCl‬اﻟﻤﻮﺟﻮ ﹸد ﻓﻲ‬ ‫ﹸ‬
‫ﻳﻤــﻜﻦ‬
‫ﹸ‬ ‫ﹶ‬
‫ﻓﻜـﻴﻒ‬ ‫‪،(12000)/ mL‬‬ ‫ﹸ‬
‫ﹺ‬ ‫ﺗﻔﺴﻴﺮ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻗﺘـﻞ ﻣﺴﺒ ﹺ‬
‫اﻟﻨﺘﻴﺠﺔ؟‬ ‫ﻫﺬه‬ ‫ﹸ‬ ‫وﺗﺤﻠﻴﻠﻬﺎ‪.‬‬ ‫اﻷﻃﻌﻤـﺔ‬ ‫ﻣﻊ‬
‫ﺗـﺪﺧﻞ ﹶ‬ ‫ﹸ‬ ‫اﻟﻤـﺮض اﻟﺘﻲ‬ ‫ﺒﺎت‬ ‫ﻓﻲ ﹺ ﹼ‬
‫ﺧﻼﯾﺎ دﻓﺎﻋﯿﺔٌ ‪Defense Cells‬‬
‫ُ‬
‫أﺑﺤﺚ‬ ‫ﹺ‬
‫اﻟﺪﻓﺎﻋﻴﺔ اﻟﺘﻲ ﺗﹸﻌﺮف ﺑﺨﻼﻳﺎ‬ ‫أﻧﻮاع ﻋﺪ ﹲة ﻣ ﹶﻦ اﻟﺨﻼﻳﺎ‬ ‫ﺗﻮﺟﺪﹸ‬
‫ﹲ‬
‫ﺗﹸﻌــﺪﱡ ﺧـﻼﻳﺎ اﻟﺪ ﹺم اﻟﺒﻴﻀــﺎ ﹸء ﻣــ ﹶﻦ‬ ‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ؛ ﻓﺎﻟﺨﻼﻳﺎ‬ ‫ﺑﻄﺮاﺋﻖ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﺒﺎت‬ ‫ﹺ‬
‫اﻟﺒﻴﻀﺎء ﺗﻘﺎوم ﻣﺴﺒ ﹺ‬ ‫اﻟﺪ ﹺم‬
‫ﹺ‬ ‫اﻟﻤﻜﻮ ﹺ‬ ‫ﹸ ﹼ‬
‫اﻟﺮﺋﻴﺴــﺔ ﻟﻠـــﺪ ﹺم اﻟــﺘﻲ‬ ‫ﻧﺎت‬ ‫ﹼ‬
‫ﹺ‬
‫اﻷﻣﺮاض ﻓﺘﺒﺘﻠ ﹸﻌﻬﺎ وﺗﻘﻀﻲ ﻋﻠﻴﻬﺎ‪،‬‬ ‫ﻣﺜﻼ ﺗﻬﺎﺟﻢ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫اﻷﻛﻮﻟ ﹸﺔ ﹰ‬
‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬ ‫ﹴ‬
‫ﹼﻒ إﻟﻰ أﻧﻮا ﹴع ﻋﺪﹼ ة‪.‬‬ ‫ﺗﹸﺼﻨ ﹸ‬ ‫ﹸ ﹼ‬
‫اﻟﻤﺘﺎﺣـﺔ ﻋﻦ ﹺ‬
‫ﻫﺬه‬ ‫ﹾ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼـــﺎدر‬
‫ﹺ‬
‫اﻟﺴﺮﻃﺎﻧﻴﺔ واﻟﺨﻼﻳﺎ‬ ‫ﺗﻤﻴﻴﺰ اﻟﺨﻼﻳﺎ‬ ‫ﹸ‬ ‫أ ﹼﻣﺎ اﻟﺨﻼﻳﺎ اﻟﻘﺎﺗﻠ ﹸﺔ ﻓﻴﻤﻜﻨﹸﻬﺎ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ ،‬وأﻧ ﹼﻈ ﹸﻢ‬ ‫ﹺ‬
‫ووﻇﻴﻔﺔ ﱟ‬ ‫اﻷﻧـﻮاعﹺ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(16‬‬ ‫ﺑﺎﻟﻔﻴﺮوﺳﺎت وﻗﺘ ﹸﻠﻬﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﻤﺼﺎﺑﺔ‬
‫أﻋﺮﺿﻪ ﻋــﻠﻰ‬ ‫ﺟـﺪول ﹸ‬‫ﹴ‬ ‫ﻣﻌﻠﻮﻣﺎﺗﻲ ﻓﻲ‬
‫زﻣــﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬

‫ﺗﻬﺎﺟﻢ ﺧﻠﻴ ﹰﺔ ﺳﺮﻃﺎﻧﻴ ﹰﺔ‪.‬‬ ‫اﻟﺸﻜﻞ )‪/16‬ب(‪ :‬ﻧﻤﺬﺟ ﹸﺔ ﺧﻼﻳﺎ ﹴ‬

‫ﻗﺎﺗﻠﺔ‬ ‫ﹸ‬ ‫ﹴ‬
‫أﻛﻮﻟﺔ ﻟﺒﻜﺘﻴﺮﻳﺎ‪.‬‬ ‫اﻟﺸﻜﻞ )‪/16‬أ(‪ :‬ﻧﻤﺬﺟ ﹸﺔ اﺑﺘﻼ ﹺع ﹴ‬
‫ﺧﻠﻴﺔ‬
‫ﹸ‬

‫‪27‬‬
 ‫اﻟﻤﻨﺎﻋﺔُ اﻟﻤﻜﺘﺴﺒﺔُ ‪Acquired Immunity‬‬
‫ُ‬
‫أﺑﺤﺚ‬
‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﺤﻮاﺟﺰ‬ ‫ﹺ‬
‫اﺟﺘﻴﺎز‬ ‫ﹺ‬
‫اﻷﻣﺮاض ﻣﻦ‬ ‫ﺒﺎت‬
‫ﹼﻨﺖ ﻣﺴ ﹼﺒ ﹸ‬ ‫إذا ﺗﻤﻜ ﹾ‬ ‫ﹺ‬
‫اﻟﻐﺬاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻷﻧﻈﻤﺔ‬ ‫ﹸ‬
‫ﻳﺮﺑــﻂ اﻷﻃﺒﺎ ﹸء ﺑﻴ ﹶﻦ‬
‫وﻫﻲ ﻣﻨﺎﻋ ﹲﺔ ﹸ‬
‫ﺗﻨﺘﺞ‬ ‫اﻟﻤﻜﺘﺴﺒ ﹶﺔ ‪ Acquired Immunity‬ﹶ‬ ‫ﹶ‬ ‫ﻓﺈن اﻟﻤﻨﺎﻋ ﹶﺔ‬ ‫ﱠ‬ ‫ﻛﻤﻴــﺎت ﻣـــ ﹶﻦ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﻤﺤﺘــﻮﻳﺔ ﻋﻠــﻰ‬
‫ﹺ‬
‫واﻷﻋﻀﺎء ﺗﻘﺎو ﹸم‬ ‫ﹺ‬
‫واﻷﻧﺴﺠﺔ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣ ﹶﻦ اﻟﺨﻼﻳﺎ‬‫ﹴ‬ ‫ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬
‫وﺳــﻼﻣﺔ ﻋ ﹾﻦ‬ ‫ﹺ‬
‫واﻟﻔﻮاﻛـﻪ‪،‬‬ ‫ﹺ‬
‫اﻟﺨﻀـﺮاوات‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﻜﻮن اﻟﻤﻘﺎوﻣ ﹸﺔ‬ ‫ﹸ‬ ‫أي‬
‫ﹾ‬ ‫؛‬ ‫ﹴ‬
‫ﻣﺘﺨﺼﺺ‬ ‫ﹴ‬
‫ﻧﺤﻮ‬ ‫ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻷﻣﺮاض‬ ‫ﺒﺎت‬ ‫ﺒ‬
‫ﹼ‬ ‫ﻣﺴ‬ ‫ﻣﺼــﺎدر‬ ‫أﺑـﺤﺚ ﻓﻲ‬ ‫اﻟﻤﻨﺎﻋﺔ‪.‬‬ ‫ﺟﻬﺎز‬
‫ﹺ‬
‫اﻟﻌﻼﻗﺔ‬ ‫ﹺ‬
‫ﻃﺒﻴﻌﺔ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣــﺔ ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬
‫ﺗﺤﺘﺎج إﻟﻰ‬
‫ﹸ‬ ‫ﻏﻴﺮ أﻧﱠﻬﺎ‬
‫ﻣﻌﻴﻦ‪ ،‬ﹶ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻣﺮض‬ ‫ﻣﻮﺟﻬ ﹰﺔ ﻟﻤﺴ ﹼﺒ ﹺ‬
‫ﺐ‬ ‫أﻋﺮﺿﻪ ﻋﻠﻰ اﻟﻨﺎﺗﺠ ﹸﺔ ﻋﻨﻬﺎ ﱠ‬ ‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫ﺑﻴﻨ ﹸﹶﻬﻤﺎ‪ ،‬وأﻋــﺪﱡ‬
‫ﹺ‬
‫أﻃﻮل ﻣ ﹶﻦ اﻟﻤﻨﺎﻋﺔ اﻟﻄﺒﻴﻌﻴﺔ‪ .‬وﺗﻌﺘﻤﺪﹸ اﻟﻤﻨﺎﻋ ﹸﺔ اﻟﻤﻜﺘﺴﺒ ﹸﺔ‬ ‫ﹺ‬ ‫ﹶ‬ ‫ﹴ‬
‫وﻗﺖ‬ ‫اﻟﺼﻒ‪.‬‬‫ﱢ‬ ‫زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻓﻲ‬
‫اﻟﻠﻤﻔﻴﺔ ‪ ، Lymphocytes‬وﻫﻲ ﺧﻼﻳﺎ‬ ‫ﹺ‬ ‫رﺋﻴﺴﺎ ﻋﻠﻰ اﻟﺨﻼﻳﺎ‬ ‫اﻋﺘﻤﺎ ﹰدا ﹰ‬
‫ﹺ‬
‫اﻟﺤﻤﺮاء‪،‬‬ ‫ﺷﺄن ﺧﻼﻳﺎ اﻟﺪ ﹺم‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ أﻫﻤ ﹼﻴ ﹸﺔ ﻧﺨــﺎ ﹺع د ﹴم ﺑﻴﻀﺎ ﹶﹸء ﺗﹸﻨﺘ ﹸﹶﺞ ﻓﻲ ﻧﺨﺎ ﹺع اﻟﻌﻈ ﹺﻢ ﺷﺄﻧﹸﻬﺎ ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺴﺆوﻟﺔ ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﻨﺎﻋﺔ؟ وﻟﺘﻌﺮ ﹺ‬ ‫ﹺ‬ ‫اﻟﻌﻈ ﹺﻢ ﻓﻲ ﹺ‬
‫ﺟﻬﺎز‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(17‬‬ ‫اﻟﻤﻨﺎﻋﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻋﻦ‬ ‫اﻷﺟﺰاء‬ ‫ف‬ ‫ﱡ‬
‫ﹺ‬ ‫ﹸ‬
‫اﻟﻤﻨﺎﻋﺔ‪.‬‬ ‫اﻟﺸﻜﻞ )‪ :(17‬أﺟﺰا ﹸء اﻟﺠﺴ ﹺﻢ اﻟﺘﻲ ﺗﺆدي ﹰ‬
‫دورا ﻓﻲ‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺼﺤ ِﺔ‬

‫ﺟﺮﻳـﺖ‬
‫ﹾ‬ ‫ﺗﺠـﺎرب ﻋﻠﻤﻴـ ﹲﺔ ﹸأ‬
‫ﹸ‬ ‫أﺛﺒﺘـﺖ‬
‫ﹾ‬
‫ﹺ‬
‫اﻟﻠﻮزﺗﺎن‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻀﻐـــﻮط‬ ‫اﻟﻔﺌﺮان ﱠ‬
‫أن زﻳــﺎد ﹶة‬ ‫ﻋﻠﻰ‬
‫ﹺ‬
‫ﻣﻬﺎﺟﻤـﺔ‬ ‫ﹺ‬
‫اﻟﻨﻔﺴـﻴﺔ ﻋﻠﻴﻬـﺎ أ ﹼد ﹾت إﻟـﻰ‬
‫ﹺ‬
‫اﻟﻤﻨﺎﻋـﺔ ﻓـﻲ اﻟﺠﺴـ ﹺﻢ ﺧﻼﻳﺎ‬ ‫ﹺ‬
‫ﺟﻬـﺎز‬
‫ﹺ‬
‫ﻣﻬﺎﺟﻤﺔ‬ ‫ﻋﻮﺿﺎ ﻋـ ﹾﻦ‬
‫ﻧﻔﺴـﻪ ﹰ‬ ‫اﻟﺠﺴـ ﹺﻢ ﹺ‬
‫اﻟﻌﻘﺪﹸ اﻟﻠﻤﻔﻴ ﹸﺔ‬ ‫ﹺ‬
‫اﻷﻣـﺮاض‪.‬‬ ‫ﻣﺴـﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹼ‬

‫اﻟﺰاﺋﺪ ﹸة اﻟﺪودﻳ ﹸﺔ‬ ‫ﹸ‬

‫اﻟﻄﺤﺎل‬

‫ﻧﺨﺎع اﻟﻌﻈ ﹺﻢ‬

‫ﹸ‬ ‫اﻟﻠﻤﻔﻲ‬
‫ﱡ‬ ‫اﻟﻨﺴﻴﺞ‬
‫ﹸ‬

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 ‫ﺗ ـﺠ ــﺮﺑ ـﺔٌ‬
‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫ﹺ‬
‫اﻟﻤﻮز وﺟﻠﺪﹸ‬ ‫ﻗﺸﺮ ﹸة‬
‫ﹸ‬ ‫ﹲ‬ ‫ﹴ‬ ‫ﺛﻤﺎر ﹴ‬
‫ﻣﻨﺎدﻳﻞ‬ ‫ﻛﺤﻮل‪ ،‬ﻣﺎ ﹲء‪،‬‬ ‫ﻗﻔﺎﻓﻴﺰ‪ ،‬ﻗﻄ ﹲﻦ‪،‬‬
‫ﹸ‬ ‫ﺗﺨﻄﻴﻂ‪،‬‬ ‫ﻃﺎزج ﻋﺪ ﹸدﻫﺎ ‪ ،4‬ﻣﻮز ﹲة ﻣﺘﻌﻔﻨ ﹲﺔ‪ ،‬ﹸ‬
‫ﻗﻠﻢ‬ ‫ﹴ‬ ‫ﻣﻮز‬ ‫واﻷدوات‪ :‬ﹸ‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﻟﻠﻐﻠﻖ ﻋﺪ ﹸدﻫﺎ ‪ ، 4‬ﻣﺴﻄﺮةﹲ‪.‬‬ ‫ﹺ‬ ‫أﻛﻴﺎس ﺑﻼﺳﺘﻴﻜﻴ ﹲﺔ ﻗﺎﺑﻠ ﹲﺔ‬ ‫ﹴ‬
‫أﺳﻨﺎن‪،‬‬ ‫ﻧﻜﺎﺷﺎت‬
‫ﹸ‬ ‫ورﻗﻴ ﹲﺔ‪،‬‬
‫ﹲ‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﹺ‬
‫اﻧﺘﻬﺎء‬ ‫ﻳﺪي ﺟﻴﺪﹰ ا ﺑﻌﺪﹶ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫أﻏﺴﻞ ﱠ‬ ‫ﹸ‬
‫ﺑﻄﺮﻳﻘﺔ ﹴ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫آﻣﻨﺔ‪.‬‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫اﻧﺘﻬﺎء‬ ‫اﻟﻤﻮز ﺑﻌﺪﹶ‬ ‫ﺺ ﻣ ﹶﻦ‬ ‫أﺗﺨ ﹼﻠ ﹸ‬
‫ﹺ‬
‫اﻟﻤﻮز‪.‬‬ ‫ﹺ‬
‫ﻗﺸﺮة‬ ‫ﺳﺄ ﹺ‬
‫ﺣﺪ ﹸﺛﻬﺎ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺸﻘﻮق اﻟﺘﻲ ﹸ‬ ‫ﹺ‬
‫أﻃﻮال‬ ‫ﹺ‬
‫ﻟﺘﺤﺪﻳﺪ‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﺴﻄﺮة‬ ‫ﻣﻼﺣﻈﺔ‪ :‬أﺳﺘﻌﻴ ﹸﻦ‬
‫اﻟﻌﻤﻞ‪:‬‬‫ﹺ‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫اﻷﻛﻴﺎس اﻟﺒﻼﺳﺘﻴﻜﻴ ﹶﺔ )‪.(4,3,2,1‬‬
‫ﹶ‬ ‫‪ .1‬أر ﹼﻗ ﹸﻢ‬
‫ﹶ‬
‫اﻟﻤﻨﺎدﻳﻞ اﻟﻮرﻗﻴ ﹶﺔ‪.‬‬ ‫اﻟﻄﺎزج‪ ،‬وأﺟ ﹼﻔ ﹸﻔﻪ ﺟﻴﺪﹰ ا ﻣﺴﺘﺨﺪ ﹰﻣﺎ‬
‫ﹶ‬ ‫اﻟﻤﻮز‬
‫ﹶ‬ ‫ﹸ‬
‫أﻏﺴﻞ‬ ‫‪.2‬‬
‫أﺿﻊ ﻣﻮز ﹰة ﻃﺎزﺟ ﹰﺔ ﻓﻲ اﻟﻜﻴﺲ رﻗ ﹺﻢ )‪ ،(1‬وأﻏﻠ ﹸﻘﻪ ﺟﻴﺪﹰ ا‪.‬‬
‫‪ .3‬ﹸ‬
‫ﹴ‬
‫ﻣﻮزة‬ ‫ﹺ‬
‫ﻗﺸﺮة‬ ‫ﹴ‬
‫ﺑﻠﻄﻒ ﻋﻠﻰ‬ ‫وأﻣﺮ ﹸرﻫﺎ‬ ‫ﺛﻢ ﹸأ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬ ‫ﹴ‬ ‫‪ .4‬أﺟﺮب‪ :‬ﹸأ ﹺ‬
‫دﺧﻞ ﻧﻜﺎﺷ ﹶﺔ‬
‫ﺧﺮ ﹸﺟﻬﺎ ﹼ‬ ‫داﺧﻞ اﻟﻤﻮزة اﻟﻤﺘﻌﻔﻨﺔ‪ ،‬ﱠ‬ ‫أﺳﻨﺎن ﺑﻠﻄﻒ‬ ‫ﹼ ﹸ‬
‫ﹺ‬
‫اﻟﻜـﻴﺲ رﻗ ﹺﻢ )‪،(2‬‬ ‫ﺛﻢ أﺿ ﹸﻌﻬــﺎ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫وأﻛﺮ ﹸر ﹶ‬ ‫ﹶ‬ ‫دون ﹾ‬ ‫ﻃﺎزﺟﺔ ﹴ‬
‫ﺛﺎﻧﻴﺔ ﹶ‬ ‫ﹴ‬
‫ذﻟﻚ ﻋﻠﻰ أﺟﺰاء اﻟﻤﻮزة ﺟﻤﻴﻌﻬﺎ ‪ ،‬ﱠ‬ ‫أﺧﺪﺷﻬﺎ‪ ،‬ﹼ‬ ‫أن‬
‫وأﻏﻠ ﹸﻘﻪ ﺟﻴﺪﹰ ا‪.‬‬
‫ﹺ‬ ‫ﺧﺮﺟﻬﺎ و ﹸأ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬ ‫‪ .5‬أﺟﺮب‪ :‬ﹸأ ﹺ‬
‫ﻗﺸﺮة اﻟﻤﻮزة‬ ‫ﺣﺪث ﺷ ﹼﹰﻘﺎ ﻓﻲ‬ ‫ﺛﻢ ﹸأ ﹺ ﹸ‬
‫داﺧﻞ اﻟﻤﻮزة اﻟﻤﺘﻌﻔﻨﺔ‪ ،‬ﱠ‬ ‫ﺑﻠﻄﻒ ﹶ‬ ‫أﺳﻨﺎن أﺧﺮ￯‬ ‫دﺧﻞ ﻧﻜﺎﺷ ﹶﺔ‬ ‫ﹼ ﹸ‬
‫ﺛﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫وأﻛﺮ ﹸر ﹶ‬ ‫ﹺ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺑﻄﻮل )‪ (2cm‬ﹶ‬ ‫ﹺ‬ ‫ﹺ‬
‫ذﻟﻚ ﻋﻠﻰ أﺟﺰاء اﻟﻤﻮزة ﺟﻤﻴﻌﻬﺎ‪ ،‬ﱠ‬ ‫دون إدﺧﺎل اﻟﻨﻜﺎﺷﺔ إﻟﻰ اﻟﻤﻮزة ﻧﻔﺴﻬﺎ‪ ،‬ﹼ‬ ‫اﻟﺜﺎﻟﺜﺔ‬
‫اﻟﻜﻴﺲ رﻗ ﹺﻢ )‪ ،(3‬وأﻏﻠ ﹸﻘﻪ ﺟﻴﺪﹰ ا‪.‬‬ ‫ﹺ‬ ‫أﺿ ﹸﻌﻬﺎ ﻓﻲ‬
‫ﹴ‬ ‫ﹴ‬ ‫اﻟﺨﺎرج‪ ،‬ﺛﻢ ﹸأ ﹺ‬
‫دﺧ ﹸﻞ ﻧﻜﺎﺷ ﹶﺔ‬ ‫وأﻣﺴﺢ اﻟﻤﻮز ﹶة اﻟﺮاﺑﻌ ﹶﺔ ﹺ‬ ‫ﹺ‬ ‫أﻏﻤﺲ ﻗﻄﻨ ﹰﺔ‬
‫ﺑﻠﻄﻒ‬ ‫أﺳﻨﺎن أﺧﺮ￯‬ ‫ﹺ ﱠ‬ ‫ﻣﻦ‬ ‫ﹸ‬ ‫ﺑﺎﻟﻜﺤﻮل‬ ‫ﹸ‬ ‫أﺟﺮ ﹸب‪:‬‬ ‫‪ .6‬ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺧﺮﺟﻬﺎ و ﹸأ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﻜﺎﺷﺔ إﻟﻰ‬ ‫إدﺧﺎل‬ ‫ﺑﻄﻮل )‪ (2cm‬ﹶ‬
‫دون‬ ‫اﻟﻤﻮزة‬ ‫ﻗﺸﺮة‬ ‫ث ﺷ ﹼﹰﻘﺎ ﻓﻲ‬ ‫ﺣﺪ ﹸ‬ ‫ﺛﻢ ﹸأ ﹺ ﹸ‬
‫داﺧﻞ اﻟﻤﻮزة اﻟﻤﺘﻌﻔﻨﺔ‪ ،‬ﱠ‬ ‫ﹶ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ ﹺ‬
‫اﻟﻜﻴﺲ رﻗ ﹺﻢ )‪ (4‬وأﻏﻠ ﹸﻘﻪ ﺟﻴﺪﹰ ا‪ ،‬ﱠ‬
‫ﺛﻢ‬ ‫ﺛﻢ أﺿ ﹸﻌﻬﺎ ﻓﻲ‬
‫ذﻟﻚ ﻋﻠﻰ أﺟﺰاء اﻟﻤﻮزة ﺟﻤﻴﻌﻬﺎ‪ ،‬ﱠ‬ ‫وأﻛﺮ ﹸر ﹶ‬
‫اﻟﻤﻮزة ﻧﻔﺴﻬﺎ‪ ،‬ﹼ‬
‫ﹴ‬
‫وداﻓﺊ‪.‬‬ ‫ﹴ‬
‫ﻣﻜﺎن ﻣﻈﻠ ﹴﻢ‬ ‫اﻷﻛﻴﺎس ﺟﻤﻴ ﹶﻌﻬﺎ ﻓﻲ‬ ‫أﺿﻊ‬
‫ﹶ‬ ‫ﹸ‬
‫ﹸ‬ ‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ ﻣﻦ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﻐﻴﺮات اﻟﺘﻲ ﺗـﻄﺮ ﹸأ ﻋﻠﻰ‬ ‫ﹸ‬
‫)اﻟﻠﻮن‪،‬‬ ‫ﺣﻴﺚ‬ ‫اﻷﻛﻴــﺎس ﻣﺪ ﹶة ‪ 5‬أﻳﺎ ﹴم‪ ،‬ﹼ‬ ‫اﻟﻤﻮز ﻓﻲ‬ ‫أﻻﺣﻆ‬ ‫‪.7‬‬
‫اﻟﺘﻌ ﹼﻔ ﹸﻦ‪ ،‬اﻟﺼﻼﺑ ﹸﺔ(‪.‬‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬
‫اﻟﺨﻤﺴﺔ‪.‬‬ ‫ﹶ‬
‫ﺧﻼل اﻷﻳﺎ ﹺم‬ ‫ﹺ‬
‫اﻟﻤﻮز‬ ‫ﻃﺮأت ﻋﻠﻰ‬
‫ﹾ‬ ‫أﻗﺎرن ﺑﻴﻦ اﻟﺘﻐﻴ ﹺ‬
‫ﺮات اﻟﺘﻲ‬ ‫‪-‬‬
‫ﱡ‬ ‫ﹸ ﹶ‬
‫ﺗﻮﺻ ﹾﻠ ﹸﺖ إﻟﻴﻬﺎ‪.‬‬
‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﹼ‬
‫ﹶ‬ ‫أﻓﺴ ﹸﺮ‬
‫‪ -‬ﹼ‬
‫ﹺ‬
‫اﻷﻣﺮاض‪.‬‬ ‫ﹺ‬
‫اﻟﻮﻗﺎﻳﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺸﺨﺼﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻨﻈﺎﻓﺔ‬ ‫ﹺ‬
‫اﻟﺤﻔﺎظ ﻋﻠﻰ‬ ‫أﺳﺘﻨﺘﺞ أﻫﻤ ﹼﻴ ﹶﺔ‬ ‫‪-‬‬
‫ﹸ‬

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 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬

‫ﺣﻴﺚ اﻟﺘﺨﺼﺼﻴ ﹸﺔ‪.‬‬ ‫ﹺ‬

‫اﻟﻤﻜﺘﺴﺒﺔ ﻣﻦ ﹸ‬ ‫ﹺ‬
‫واﻟﻤﻨﺎﻋﺔ‬ ‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ‬ ‫أﻗﺎرن ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫‪.1‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺸﻜﻼت اﻟﺼﺤﻴ ﹸﺔ اﻟﺘﻲ‬
‫ﹸ‬ ‫اﻟﻬﻴﺪروﻛﻠﻮرﻳﻚ‪ ،‬ﻓﻤﺎ‬ ‫ﺣﻤﺾ‬
‫ﹶ‬ ‫اﻹﻧﺴﺎن‬ ‫ﺗﻔﺮز ﻣﻌﺪ ﹸة‬
‫ﻟﻢ ﹾ‬ ‫‪ .2‬أﺗﻨ ﹼﺒ ﹸﺄ‪ :‬إذا ﹾ‬
‫ﺳﻴﻮاﺟﻬﻬﺎ؟‬
‫ﹸ‬
‫ﹴ‬
‫ﻣﻜﺘﺴﺒﺔ؟‬ ‫ﹴ‬
‫وﻣﻨﺎﻋﺔ‬ ‫ﹴ‬
‫ﻃﺒﻴﻌﻴﺔ‬ ‫ﹴ‬
‫ﻣﻨﺎﻋﺔ‬ ‫اﻟﺠﺴﻢ إﻟﻰ‬ ‫ﻳﺤﺘﺎج‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻟﻤﺎذا‬ ‫‪.3‬‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻷﻣﺮاض‪.‬‬ ‫ﻣﻘﺎوﻣﺔ ﻣﺴﺒ ﹺ‬
‫ﺒﺎت‬ ‫ﹺ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ‬ ‫دور ﱟ‬
‫ﱢ‬ ‫ﻛﻞ ﹼ‬ ‫أﺻﻒ ﹶ‬‫ﹸ‬ ‫‪.4‬‬
‫ﹸ‬
‫اﻟﻌﺮق«‪.‬‬ ‫»اﻟﻤﺨﺎط‪ ،‬اﻟﺨﻼﻳﺎ اﻷﻛﻮﻟ ﹸﺔ‪،‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻨﺎﻋﺔ‬ ‫ﹶ‬
‫ﺧﻄﻮط اﻟﺪﻓﺎ ﹺع ﻓﻲ‬ ‫ﹶ‬
‫ﺗﺨﺘﺮق‬ ‫أن‬ ‫ﹴ‬
‫ﺑﻜﺘﻴﺮﻳﺔ ﹾ‬ ‫ﹴ‬
‫ﻟﺨﻠﻴﺔ‬ ‫ﻛﻴﻒ ﻳﻤﻜ ﹸﻦ‬‫ﹶ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬ ‫‪.5‬‬
‫ﹸ‬
‫ﺗﺤﺘﺎج إﻟﻴﻬﺎ ﻟﺬﻟﻚ؟‬ ‫اﻟﺨﺼﺎﺋﺺ اﻟﺘﻲ‬ ‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‪ ،‬وﻣﺎ‬
‫ﹸ‬ ‫ﹸ‬

‫اﻟﻌﻠﻮم‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫ﹺ‬
‫اﻷﻓﺮاد ﻣﻦ‬ ‫ﹺ‬
‫ﻣﻨﺎﻋﺔ‬ ‫ﹺ‬
‫ﺗﻌﺰﻳﺰ‬ ‫ﻣﺨﺘﻠﻒ ﹺ‬
‫دول اﻟﻌﺎﻟ ﹺﻢ إﻟﻰ‬ ‫ﹺ‬ ‫واﻟﻤﻨﻈﻤﺎت اﻟﺼﺤﻴ ﹸﺔ ﻓﻲ‬
‫ﹸ‬ ‫اﻟﻬﻴﺌﺎت‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﻠﺠﺄ‬
‫ﺑﺎﻷﻣﺮاض اﻟﺘﻲ ﻗﺪﹾ ﺗﻮدي ﺑﺤﻴﺎﺗﹺﻬﻢ‪ ،‬و ﹸﻳﻌﺪﱡ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻹﺻﺎﺑﺔ‬ ‫ﹺ‬
‫ﺧﻄﺮ‬ ‫ﹺ‬
‫ﺧﻼل ﺗﻄﻌﻴﻤﻬﻢ‪ ،‬ﺣﻤﺎﻳ ﹰﺔ ﹸ‬
‫ﻟﻬﻢ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬ ‫اﻟﻤﻄﻌﻮم اﻟﺜﻼﺛﻲ )‪ (MMR‬ﻣﻦ أﻫﻢ ﹺ‬
‫ﻫﺬه اﻟﻤﻄﺎﻋﻴ ﹺﻢ‪.‬‬ ‫ﹾ ﱢ‬ ‫ﱡ‬ ‫ﹸ‬
‫أﻋﺮاﺿﻬﺎ‪ ،‬وﻣﻀﺎﻋﻔﺎﺗﹺﻬﺎ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫وأﺑﺮز‬ ‫ﻳﻌﺰ ﹸز ﻫﺬا اﻟﻤﻄﻌﻮ ﹸم اﻟﻤﻨﺎﻋ ﹶﺔ ﺿﺪﱠ ﻫﺎ‪،‬‬ ‫اﻷﻣﺮاض اﻟﺘﻲ ﹼ‬‫ﹺ‬ ‫ﹺ‬
‫ﻋﻦ‬
‫ﻋﺮﺿﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴﺎ أﻗﺪﹼ ﹸﻣﻪ ﻟﻤﻌ ﹼﻠﻤﻲ‪ /‬ﻟﻤﻌ ﱢﻠﻤﺘﻲ‪.‬‬‫وأﻋﺪﱡ ﹰ‬

‫‪30‬‬
 ‫اﻟﺘﻜﺎﺛ ُﺮ واﻟﻨﻤﻮ‬
‫‪Reproduction and Growth‬‬
‫‪3‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫اﻟﺘﻜﺎﺛ ُﺮ ‪Reproduction‬‬ ‫ُ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫اﻟﻔﻜﺮة‬
‫ﹴ‬
‫أﺟــﻬﺰة‬ ‫ﻳﺘﻜــﻮ ﹸن ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻹﻧﺴــﺎن‬ ‫ﺟﺴــﻢ‬ ‫ﺗﻌ ﹼﻠ ﹾﻤ ﹸﺖ ﱠ‬
‫أن‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹼ‬ ‫ﹶ‬ ‫اﻟــﺬﻛﺮي‬
‫ﱡ‬ ‫اﻟﺘﻨﺎﺳﻠﻴﺎن؛‬ ‫اﻟﺠﻬﺎزان‬ ‫ﻨﺘﺞ‬‫ﹸﻳ ﹸ‬
‫ﻋﻤﻠﻴﺎت ﺣﻴﻮ ﹼﻳ ﹴﺔ‪ ،‬و ﹸﻳﻌﺪﱡ اﻟﺠﻬﺎ ﹸز‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﻟﺘﻜــﺎﺛﺮ‬ ‫ﹺ‬
‫اﻟﺠﺎﻣﻴﺘﺎت اﻟﻼزﻣ ﹶﺔ‬ ‫واﻷﻧﺜﻮي‬
‫ﻣﺴﺆوﻟﺔ ﻋ ﹾﻦ‬ ‫ﻣﺘﺨﺼﺼﺔ‬ ‫ﱡ‬
‫دورا‬ ‫ﹺ‬
‫ﹸ‬
‫اﻟﻤﺴﺆول ﻋ ﹾﻦ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ ‪ Reproductive System‬ﻫﻮ‬ ‫اﻟﻬﺮﻣـﻮﻧﺎت ﹰ‬
‫ﹸ‬ ‫اﻹﻧﺴــﺎن‪ ،‬وﺗــﺆ ﹼدي‬
‫ﱡ‬ ‫ﻣﻬﻤﺎ ﻓﻲ ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫وﻧﻤﻮه‪.‬‬
‫ﺗﻜﺎﺛﺮه ﱢ‬ ‫ﹼﹰ‬
‫واﻷﻧﺜﻮي‪.‬‬
‫ﱡ‬ ‫اﻟﺬﻛﺮي‬
‫ﱡ‬ ‫ﻧﻮﻋﺎن‬ ‫ﹺ‬
‫اﻟﺘﻜﺎﺛﺮ؛ وﻫﻮ‬ ‫ﻋﻤﻠﻴﺔ‬
‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫اﻟﺬﻛﺮي‬
‫ﱡ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱡ‬ ‫اﻟﺠﮭﺎ ُز‬ ‫ﹺ‬
‫اﻟﺘــﻨﺎﺳﻞ‬ ‫ﹺ‬
‫ﺟﻬﺎزي‬ ‫ﺗﺮﻛــﻴﺐ‬
‫ﹶ‬ ‫أﺻﻒ‬
‫ﹸ‬
‫‪Male Reproductive System‬‬ ‫وﻋﻤﻞ ﱟ‬
‫ﻛـﻞ‬ ‫ﹶ‬ ‫واﻷﻧﺜــﻮي‬
‫ﱢ‬ ‫اﻟﺬﻛــﺮي‬
‫ﱢ‬
‫ﹴ‬
‫أﺟﺰاء ﻋﺪﹼ ﹴة‪.‬‬ ‫اﻟﺬﻛﺮي ﻣﻦ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬ ‫اﻟﺠﻬﺎز‬ ‫ﻳﺘﻜﻮ ﹸن‬ ‫ﻣﻨﻬﻤﺎ‪.‬‬ ‫ﹸ‬
‫ﱡ‬ ‫ﱡ‬ ‫ﹸ‬ ‫ﹼ‬
‫وﻧﻤﻮه‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫اﻟﺠﻨﻴﻦ ﱢ‬ ‫ﺗﻜﻮن‬‫ﻣﺮاﺣﻞ ﹼ‬ ‫أﺗﺘ ﹼﺒ ﹸﻊ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(18‬‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺴــﺎﻋﺪة‬ ‫اﻟﻬﺮﻣﻮﻧﺎت ﻓﻲ‬ ‫دور‬
‫أﺻﻒ ﹶ‬
‫ﹸ‬
‫وﻧﻤﻮه‪.‬‬ ‫ﹺ‬ ‫ﻋﻠﻰ ﹺ‬
‫ﺗﻜﺎﺛﺮ اﻹﻧﺴﺎن ﱢ‬
‫اﻟﺬﻛﺮي‪.‬‬
‫ﱢ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫ﺗﺮﻛﻴﺐ‬
‫ﹸ‬ ‫اﻟﺸﻜﻞ )‪:(18‬‬
‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱡ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬
‫‪Reproductive System‬‬
‫وﻋﺎ ﹲء ﹲ‬
‫ﻧﺎﻗﻞ‬ ‫اﻟﺤﻴﻮاﻧﺎت اﻟﻤﻨﻮﻳ ﹸﺔ ‪Sperms‬‬
‫ﹸ‬
‫ﹸ‬
‫اﻹﺣﻠﻴﻞ ‪Urethra‬‬
‫اﻟﺒﻮﻳﻀﺎت ‪Eggs‬‬
‫ﹸ‬
‫اﻟﺮﺣﻢ ‪Uterus‬‬
‫ﹸ‬

‫اﻟﺠﻬــﺎز‬
‫ﹸ‬ ‫ﻳﺘﻜــﻮ ﹸن‬
‫ﹼ‬ ‫ـﻖ‪ :‬ﱠ‬
‫ﻣﻢ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﹸ‬
‫اﻹﺣﻠﻴﻞ‬
‫ﹸ‬
‫اﻟﺒﺮﺑﺦ‬ ‫اﻟﺬﻛﺮي؟‬
‫ﱡ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱡ‬
‫اﻟﺨﺼﻴ ﹸﺔ‬

‫‪31‬‬
‫اﻟﺠﺎﻣﻴﺘﺎت‬ ‫ﹺ‬
‫اﻟﺤﻴﻮاﻧﺎت اﻟﻤﻨﻮﻳ ﹶﺔ ‪ ،Sperms‬وﻫﻲ‬ ‫ﹸﻨﺘﺞ اﻟﺨﺼﻴ ﹸﺔ‬
‫ﹸ‬ ‫ﺗ ﹸ‬ ‫اﻟﺮأس‬
‫ﹸ‬
‫ﹴ‬
‫ﺗﺮﻛﻴﺐ‬ ‫ﹺ‬
‫اﻟﺨﺼﻴﺘﺎن ﻓﻲ‬ ‫اﻟﺸﻜﻞ )‪ .(19‬وﺗﻮﺟﺪﹸ‬‫ﹶ‬ ‫اﻟﺬﻛﺮﻳ ﹸﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫اﻟﺤﻴﻮاﻧﺎت‬ ‫ﺗﺤﺘﺎج‬ ‫ﹺ‬
‫اﻟﺼﻔﻦ‪ ،‬إ ﹾذ‬ ‫ﻛﻴﺲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﺴﻤﻰ ﹶ‬ ‫اﻟﺒﻄﻦ ﹸﻳ ﹼ‬ ‫ﺗﺠﻮﻳﻒ‬ ‫ﺧﺎرج‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‬ ‫ﹺ‬
‫ﺣﺮارة اﻟﺠﺴ ﹺﻢ‬ ‫أﻗﻞ ﻣ ﹾﻦ‬ ‫ﹴ‬
‫ﺣﺮارة ﱠ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻟﺘﻨﻤﻮ إﻟﻰ‬ ‫اﻟﻤﻨﻮﻳ ﹸﺔ‬ ‫اﻟﻘﻄﻌ ﹸﺔ اﻟﻮﺳﻄﻰ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﺒﺮﺑﺦ‬ ‫ﻋـﺒﺮ‬
‫ﻧﻤــﻮﻫﺎ ﹶ‬ ‫ﱢ‬ ‫اﻟﺤﻴـﻮاﻧﺎت اﻟﻤﻨـﻮﻳ ﹸﺔ ﻋﻨﺪﹶ‬
‫ﹸ‬ ‫ﹸ‬
‫وﺗﻨﺘﻘﻞ‬ ‫)‪،(37◦C‬‬
‫ﹸ‬
‫وﺗﻨﺘﻘﻞ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﺔ‪،‬‬ ‫ﺗﺼﺒﺢ ﻗﺎدر ﹰة ﻋﻠﻰ‬ ‫أن‬‫ﹸﺨــﺰ ﹶن إﻟﻰ ﹾ‬
‫ﻓﻴﻪ وﺗ ﹼ‬ ‫ﻟﺘﻨﻀـﺞ ﹺ‬
‫ﹶ‬ ‫ﹶ‬
‫ﻣﻦ‬‫اﻹﺣﻠﻴﻞ ‪ ،Urethra‬وﻫـﻮ ﻗﻨـﺎ ﹲة ﻧﺎﺗﺠ ﹲﺔ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﺎﻗﻞ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻮﻋﺎء‬ ‫ﻋﺒﺮ‬
‫ﹶ‬
‫ﹺ‬
‫اﳌﻤﺘﺪة ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺒﻮﻟﻴﺔ‬ ‫ﹺ‬
‫ﺑﺎﻟﻘﻨﺎة‬ ‫اﻟﻨﺎﻗﻠﻴﻦ واﺗﹼﺼﺎﻟﹺﻬﻤﺎ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻮﻋﺎءﻳﻦ‬ ‫ﹺ‬
‫اﻟﺘﻘﺎء‬
‫ﹺ‬
‫اﳌﺜﺎﻧﺔ‪.‬‬ ‫ﹸ‬
‫اﻟﺬﻳﻞ‬

‫اﻷﻧﺜﻮي ‪Female Reproductive System‬‬

‫ﱡ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱡ‬ ‫اﻟﺠﮭﺎ ُز‬
‫ﹺ‬
‫ﻣﺒﻴﻀﻴﻦ‪،‬‬ ‫ﹴ‬
‫رﺋﻴﺴﺔ ﻣ ﹾﻦ‬ ‫ﹴ‬
‫ﺑﺼﻮرة‬ ‫اﻷﻧﺜﻮي‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬ ‫اﻟﺠﻬﺎز‬
‫ﹸ‬ ‫ﻳﺘﻜﻮ ﹸن‬
‫ﱡ‬ ‫ﱡ‬ ‫ﹼ‬
‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﺤﻴﻮان‬ ‫ﺗﺮﻛﻴﺐ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(19‬‬
‫ﹸ‬
‫اﻟﺠﺎﻣﻴﺘﺎت‬ ‫إﻧﺘﺎج‬ ‫ورﺣـ ﹴﻢ واﺣـﺪ‪ ،‬وأﺟــﺰاء أﺧﺮ￯ ﹸ‬
‫ﺗﺘﺂزر ﻣ ﹰﻌﺎ ﻓﻲ ﹺ‬
‫اﻟﻤﻨﻮي‪.‬‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻟﻨﻤﻮ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺗﻮﻓﻴﺮ اﻟﺘﻐـﺬﻳﺔ واﻟﺒﻴﺌﺔ اﻟﻤﻨﺎﺳﺒﺔ ﱢ‬ ‫اﻷﻧﺜﻮﻳﺔ‪،‬‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(20‬‬ ‫ُ‬
‫أﺑﺤﺚ‬
‫ﹺ‬
‫ﻋﻤﻠــﻴﺔ اﻧﻘــﺴﺎ ﹴم‬ ‫ﻳﻨﺘـﺞ ﻋ ﹾﻦ ﱢ‬
‫ﻛــﻞ‬
‫اﻷﻧﺜﻮي‪.‬‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬ ‫اﻟﺠﻬﺎز‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(20‬‬
‫ﹸ‬
‫ﱡ‬ ‫ﱡ‬ ‫ﹸ‬ ‫ﺣــﻴﻮاﻧﺎت ﻣﻨﻮﻳﺔﹴ‬
‫ﹴ‬ ‫ﹴ‬
‫ﻣﻨﺼﻒ أرﺑﻌــ ﹸﺔ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﺒﻴﺾ‬ ‫ﻗﻨﺎ ﹸة‬ ‫ﻳﻨﺘﺞ ﻋ ﹾﻦ‬
‫اﻟﺬﻛﻮر‪ ،‬ﻓﻲ ﺣــﻴﻦ ﹸ‬ ‫ﹺ‬ ‫ﻟﺪ￯‬
‫ﻒ ﺑﻮﻳﻀ ﹲﺔ‬ ‫ﻋﻤﻠﻴﺔ اﻧﻘﺴﺎ ﹴم ﻣﻨﺼ ﹴ‬ ‫ﹺ‬ ‫ﱢ‬
‫ﻛﻞ‬
‫ﹼ‬
‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻹﻧﺎث‪.‬‬ ‫واﺣﺪ ﹲة ﻟـﺪ￯‬
‫ﹺ‬
‫اﻟﻤﺘﺎﺣــﺔ ﻋــ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼـﺎدر‬
‫اﻟﺮﺣﻢ‬
‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﺒﺐ ﻫــﺬا اﻻﺧﺘﻼف‪ ،‬وأﻧ ﱢﻈ ﹸ‬
‫ــﻢ‬
‫ﺗﻘـﺮﻳﺮ أﻋﺮﺿـــﻪ‬ ‫ﹴ‬ ‫ﻣﻌﻠﻮﻣﺎﺗﻲ ﻓــﻲ‬
‫ﻋﻨﻖ اﻟﺮﺣ ﹺﻢ‬
‫ﹸ‬ ‫اﻟﻤﺒﻴﺾ‬
‫ﹸ‬ ‫ﻋﻠـﻰ ﻣﻌ ﹼﻠﻤﻲ ‪ /‬ﻣﻌ ﹼﻠﻤﺘﻲ‪.‬‬

‫ﹸ‬
‫اﻟﻤﻬﺒﻞ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫وﻇﺎﺋﻒ‬
‫ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸـﻖ‪ :‬ﻣﺎ‬
‫اﻷﻧﺜﻮي؟‬
‫ﱢ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱢ‬
‫‪32‬‬
 ‫اﻟﺠﺎﻣﻴﺘﺎت اﻷﻧﺜﻮﻳ ﹸﺔ‪،‬‬
‫ﹸ‬ ‫اﻟﺒﻮﻳﻀﺎت ‪ Eggs‬وﻫﻲ‬ ‫ﹺ‬ ‫اﻟﻤﺒﻴﺾ‬
‫ﹸ‬ ‫ﹸﻳﻨﺘﹺ ﹸﺞ‬
‫ُ‬
‫أﺑﺤﺚ‬
‫ﺗﻨﻘﺒﺾ‬
‫ﹸ‬ ‫ﹴ‬
‫ﻋﻀﻼت‬ ‫اﻟﺒﻴﺾ اﻟﺘﻲ ﺗﺤﻮي‬ ‫ﹺ‬ ‫وﺗﺘﺤﺮك اﻟﺒﻮﻳﻀ ﹸﺔ ﻋﺒﺮ ﹺ‬
‫ﻗﻨﺎة‬ ‫ﹸ‬
‫اﻟﺘﺨﺼﺼــﺎت اﻟﻄﺒﻴــ ﹸﺔ‬
‫ﹸ‬ ‫ﻋﺖ‬ ‫ﺗﻨﻮ ﹺ‬
‫ﹼ‬
‫ﹶ‬
‫ﹺ‬ ‫ﻋﻀﻮ‬ ‫ﺑﺎﺗﺠﺎه اﻟﺮﺣ ﹺﻢ ‪ ،Uterus‬وﻫﻮ‬ ‫ﹺ‬ ‫ﻟﺘﺪﻓﻊ اﻟﺒﻮﻳﻀ ﹶﺔ‬ ‫ﹸ‬
‫وﺗﻨﺒﺴﻂ‬
‫اﻟﻌﻠﻤـﻲ‪،‬‬
‫ﱢ‬ ‫ﻣﻊ اﻟﺘﻘــﺪﹼ ﹺم‬‫ﺑﺎﻟﺘﺰاﻣـﻦ ﹶ‬ ‫ﹲ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻷﻣﻮﻣﺔ‬ ‫ﻃﺐ‬
‫ﺴﻤﻰ ﱠ‬ ‫ﻓﺮع ﹸﻳ ﹼ‬
‫وﻇﻬـﺮ ﹲ‬ ‫ﹺ‬
‫ﺑﺎﺳﺘﻘﺒﺎل‬ ‫ﻳﺴﻤﺢ ﻟ ﹸﻪ‬
‫ﹸ‬ ‫ﹸﻐﺬ ﹺﻳﻪ أوﻋﻴ ﹲﺔ دﻣﻮﻳ ﹲﺔ ﻣﺎ‬
‫ﻗﺎﺑﻞ ﻟﻠﺘﻤﺪﹼ ﹺد‪ ،‬ﺗ ﹼ‬
‫ﻋﻀﻠﻲ ﹲ‬ ‫ﱞ‬
‫واﻷﺟﻨ ﹺ‬
‫ﹼــﺔ‬
‫ﹺ‬
‫اﻟﺤﻤﻞ‪.‬‬ ‫ﻃﻮال ﻣﺪﹼ ﹺة‬
‫ﻋﻠﻴﻪ ﹶ‬‫واﻟﻤﺤﺎﻓﻈﺔ ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‪،‬‬
‫أﺑـﺤﺚ ﻓـﻲ‬‫ﹸ‬
‫ﹺ‬
‫اﻟﻤــﺘﺎﺣﺔ ﻋ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫ﻣﺮاﺣ ُﻞ ﺗﻜ ّﻮ ِن اﻟﺠﻨﯿ ِﻦ ‪Fetal Development Stages‬‬
‫أﻫﻢ ﻣﺠﺎﻻﺗﹺﻪ‪ ،‬وأﻧ ﹼﻈ ﹸﻢ ﻣﻌﻠﻮﻣﺎﺗﻲ‬ ‫ﱢ‬ ‫ﻳﺘﻜﻮ ﹸن‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻨــﻮي واﻟﺒﻮﻳﻀـﺔ‪ ،‬ﹼ‬
‫ﱢ‬ ‫اﻟﺤﻴــﻮان‬ ‫ﻧﻮاﺗﻲ‬ ‫اﻧﺪﻣــﺎج‬ ‫ﺑﻌﺪﹶ‬
‫أﻋﺮﺿــﻪ‬‫ﹸ‬ ‫ﺗﻘﺪﻳﻤــﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﻋﺮض‬ ‫ﻓـﻲ‬ ‫ﹺ‬
‫اﻟﻤﺘﺴﺎوﻳﺔ‬ ‫ﹺ‬
‫اﻻﻧﻘﺴﺎﻣﺎت‬ ‫ﹴ‬
‫ﺳﻠﺴـﻠﺔ ﻣ ﹶﻦ‬ ‫ﻳﻤﺮ ﻓﻲ‬
‫ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫اﻟﺰﻳﺠﻮت اﻟـﺬي ﱡ‬‫ﹸ‬
‫ﺧﻼل‬‫ﹶ‬ ‫وﻳﺘﻄﻮر ﻓﻲ اﻟﺮﺣ ﹺﻢ‬ ‫ﻟﻴﻜﻮ ﹶن اﻟﺠﻨﻴ ﹶﻦ اﻟﺬي ﻳﻨﻤﻮ‬ ‫ﹺ‬
‫ﹸ‬ ‫اﻟﻤﺘﺘﺎﻟﻴﺔ؛ ﹼ‬
‫ـــﻖ‪ :‬ﹸأ ﹶﺑـ ﱢﻴ ﹸﻦ ﹶأﻫﻤ ﱠﻴــ ﹶﺔ‬
‫أﺗﺤ ﹼﻘ ﹸ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(21‬‬ ‫ﹺ‬
‫ﺑﺘﺴﻌﺔ ﺷﻬﻮر ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹴ‬
‫زﻣﻨﻴﺔ ﺗﹸﻘﺪﱠ ﹸر‬ ‫ﻣﺪﹼ ﹴة‬
‫ﻣﻜﺎﻧﻴﺔ ﺗﻤﺪﹼ ﹺد اﻟﺮﺣ ﹺﻢ‪.‬‬ ‫ﹺ‬ ‫إﹺ‬

‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‪.‬‬ ‫ﻧﻤﻮ‬ ‫ﹸ‬
‫ﻣﺮاﺣﻞ ﱢ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(21‬‬

‫ﹺ‬
‫اﻷﺧﻴﺮة‬ ‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‬ ‫ﹺ‬
‫اﻷﺷﻬﺮ‬ ‫ﻣﺮﺣﻠ ﹸﺔ‬ ‫ﹺ‬
‫اﻟﺜﺎﻧﻴﺔ‬ ‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‬ ‫ﹺ‬
‫اﻷﺷﻬﺮ‬ ‫ﻣﺮﺣﻠ ﹸﺔ‬ ‫ﹺ‬
‫اﻟﺜﻼﺛﺔ اﻷوﻟﻰ‬ ‫ﹺ‬
‫اﻷﺷﻬﺮ‬ ‫ﻣﺮﺣﻠ ﹸﺔ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ ازدﻳﺎ ﹰدا ﻣﻠﺤﻮ ﹰﻇﺎ‪،‬‬ ‫ﻧﻤﻮ‬
‫ﻣﻌﺪل ﱢ‬ ‫ﹸ‬ ‫اﻟﻨــﻤﻮ‪ ،‬إ ﹾذ ﻳﺰدا ﹸد‬
‫ﱢ‬ ‫ﺑﻤﺮﺣــﻠﺔ‬ ‫أﻳﻀﺎ‬
‫ﹸﺴﻤﻰ ﹰ‬ ‫ﺗ ﹼ‬ ‫ﺟﻤﻴﻌﻬﺎ‪،‬‬ ‫أﺟــﻬﺰة اﻟﺠﺴ ﹺﻢ‬ ‫ﺗﻜﻮ ﹸن‬‫ﻳﺒﺪ ﹸأ ﻓﻴﻬﺎ ﹼ‬
‫ﹺ‬ ‫ﹺ‬
‫ﹺﻟــﺪﻳﻪ‪ ،‬وﻗﺪﹾ‬ ‫ﻧﻤــﻮ اﻟﺪﻣــﺎغ‬ ‫ﱠ‬ ‫وﺧﺼــﻮﺻﺎ‬
‫ﹰ‬ ‫أﺟﻬﺰة اﻟﺠﺴ ﹺﻢ‪،‬‬ ‫ﻣﻌﻈــﻢ‬
‫ﹸ‬ ‫ﺗﺘﻄﻮر ﻓﻴﻬﺎ‬
‫ﹸ‬ ‫ﹶ‬
‫ﺗﺤﺮﻳﻚ‬ ‫وﻳﺴﺘﻄﻴــﻊ اﻟﺠﻨﻴ ﹸﻦ ﻓﻲ ﻧﻬـﺎﻳﺘﹺﻬــﺎ‬‫ﹸ‬
‫اﻷﺻــﻮات اﻟﺨﺎرﺟﻴﺔﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻟﺒﻌــﺾ‬ ‫ﻳﺴﺘﺠﻴﺐ‬ ‫ﹺ‬
‫ﻗﺎدرا ﻋﻠﻰ اﻟﺤﺮﻛﺔ‬ ‫ﹺ‬ ‫أﺻــﺎﺑ ﹺﻊ ﹺ‬
‫ﹸ‬ ‫وﻳﺼﺒﺢ اﻟﺠﻨﻴ ﹸﻦ ﹰ‬ ‫ﹸ‬ ‫ﹸ‬
‫وﻳﻜـــﻮن اﻟﺠﻨﻴ ﹸﻦ‬ ‫وﻗﺪﻣﻴـﻪ‪،‬‬ ‫ﻳﺪﻳﻪ‬
‫ﹺ‬
‫زﻳﺎدة اﻟﺪﻫﻮنﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺿــﻮﺣﺎ‪ ،‬ﻓﻴﺘﻤﻜ ﹸﻦ ﻣﻦ ﺧﻼل اﻟﺤﺮﻛﺔ‪ ،‬وﻧﺘﻴﺠ ﹶﺔ‬ ‫أﻛــﺜﺮ‬ ‫ﹴ‬
‫ﺑﺼﻮرة‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹰ‬ ‫ﹶ‬ ‫اﻟﺼﺤﻴﺔ ﻟﻸ ﱢم ﻓﻲ‬ ‫ﺑﺎﻟﺤــﺎﻟﺔ‬ ‫ﹺ‬
‫ﻟﻠﺘــﺄﺛﺮ‬ ‫ﻣﻌﺮ ﹰﺿﺎ‬
‫ﹼ‬
‫ﹺ‬
‫درﺟﺔ‬ ‫ﹸ‬
‫اﻟﺤﻔﺎظ ﻋﻠﻰ‬ ‫ﻳﺘﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹰ‬ ‫ﹺ‬
‫ﺗﺤﺖ اﻟﺠــﻠﺪ؛ ﱡ‬ ‫ﹶ‬ ‫ﻋﻴﻨﻴﻪ‪،‬‬ ‫وﻓﺘﺢ‬ ‫أﺻﺒﻌﻪ‪،‬‬ ‫ﻣﺺ‬‫ﻣﺜﻼ ﻣﻦ ﱢ‬ ‫ﺑﻌﺾ اﻟﻤﻮا ﱢد اﻟﻐﺬاﺋﻴﺔ‪ ،‬أو‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﻨﻘﺺ‬ ‫ﻳﺘﻌﻠﻖ‬
‫ﹸ‬ ‫ﻣﺎ‬
‫ﹺ‬
‫اﻟﻮﻻدة ﻣﺎ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ ﺛﺎﺑﺘ ﹰﺔ ﻋﻨﺪﹶ‬ ‫ﺣﺮارة ﺟﺴ ﹺﻢ‬ ‫ﹺ‬ ‫ﻧﻤﻮ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺗﺤﺮﻳﻚ ﻳﺪﻳﻪ وﻗﺪﻣﻴﻪ‪ ،‬ﻟﻜ ﱠﻦ ﱠ‬ ‫ﹺ‬
‫واﻟﺘﺪﺧﻴﻦ‪.‬‬ ‫ﹺ‬
‫ﺗﻨﺎول اﻷدوﻳﺔ‬‫ﹺ‬
‫ﻳﺤﺎﻓﻆ ﻋﻠﻰ ﺣﻴﺎﺗﹺﻪ‪.‬‬ ‫ﹸ‬ ‫ﹾ‬
‫ﻳﻜﺘﻤﻞ ﺑﻌﺪﹸ ‪.‬‬ ‫رﺋﺘﻴﻪ ﻟﻢ‬ ‫ﹺ‬

‫‪33‬‬
 ‫ﺗ ـﺠ ــﺮﺑ ـﺔٌ‬
‫ﹶ‬
‫ﻛﻴﻒ أﻧﻤﻮ؟‬

‫ﻣﻠﻮﻧ ﹲﺔ‪.‬‬ ‫ورق رﺳ ﹴﻢ ﱟ‬

‫ﺑﻴﺎﻧﻲ‪ ،‬أﻗﻼ ﹲم ﹼ‬ ‫واﻷدوات‪ :‬ﻣﺴﻄﺮةﹸ‪ ،‬آﻟ ﹲﺔ ﺣﺎﺳﺒ ﹲﺔ‪ ،‬ﹸ‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫اﻟﺤﺎﻓﺎت اﻟﺤﺎ ﹼد ﹺة‪.‬‬
‫ﹺ‬ ‫اﻟﻤﺴﻄﺮة ﹺ‬
‫ذات‬ ‫ﹺ‬ ‫ﻣﻊ‬ ‫ﹴ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﺑﺤﺬر ﹶ‬ ‫أﺗﻌﺎﻣﻞ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬
‫أﺛـﻨﺎء‬ ‫ﹺ‬
‫واﻷرﺟـﻞ( ﻓﻲ‬ ‫ﹺ‬
‫)اﻟﺮأس‪ ،‬واﻟﺠـﺬعﹺ‪،‬‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‬ ‫ﹺ‬
‫أﺟﺰاء ﺟﺴ ﹺﻢ‬ ‫ﻧﻤﻮ‬ ‫ﺑﺎﻟﺸﻜﻞ اﻵﺗﻲ اﻟﺬي ﹸﻳ ﹺ‬
‫ﹺ‬ ‫أﻗﻴﺲ‪ :‬أﺳﺘﻌﻴ ﹸﻦ‬
‫ﻈﻬ ﹸﺮ ﱠ‬ ‫‪ .1‬ﹸ‬
‫ﹺ‬
‫اﻟﺤـﻮض(‪،‬‬ ‫ﹺ‬
‫اﻟﻜﺘﻒ ﺣﺘﻰ‬ ‫ﹺ‬
‫اﻟﺮأس‪ ،‬واﻟﺠﺬ ﹺع )ﻣ ﹶﻦ‬ ‫ﻗﻴﺎس ﹺ‬
‫ﻃﻮل ﱟ‬
‫ﻛﻞ ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﻤﻞ‪ ،‬وأﺳﺘﺨﺪ ﹸم اﻟﻤﺴﻄﺮ ﹶة ﻓﻲ‬ ‫ﻣــﺪﹼ ﹺة‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺷﻬﺮ ﻣﻦ ﹺ‬ ‫ﻟﻜﻞ ﹴ‬ ‫ﹺ‬
‫واﻷرﺟـﻞ ﱢ‬
‫ﺟﺪول‪.‬‬ ‫وأدو ﹸن ﻣﺎ ﹾ‬
‫ﻗﺴﺘﹸﻪ ﻓﻲ‬ ‫اﻟﺸﻬﺮ اﻟﺘﺎﺳﻊﹺ‪ ،‬ﹼ‬ ‫اﻟﺨﺎﻣﺲ إﻟﻰ‬ ‫اﻟﺸﻬﺮ‬ ‫اﻟﺠﻨﻴﻦ ﻣﻦ‬ ‫ﻋﻤﺮ‬

‫وأدو ﹸن ﻣﺎ‬ ‫ﹺ‬

‫اﻟﺸﻬﺮ اﻟﺘﺎﺳﻊﹺ‪ ،‬ﹼ‬ ‫ﹺ‬
‫اﻟﺨﺎﻣﺲ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﺸﻬﺮ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ ﻣ ﹶﻦ‬ ‫ﺷﻬﺮ ﻣﻦ ﹺ‬
‫ﻋﻤﺮ‬ ‫ﻟﻜﻞ ﹴ‬
‫ﻃــﻮل اﻟﺠــﺴ ﹺﻢ ﻛ ﱢﻠﻪ ﱢ‬
‫ﹶ‬ ‫أﻗﻴﺲ‬
‫‪ .2‬ﹸ‬
‫ﹴ‬
‫ﺟﺪول‪.‬‬ ‫ﻗﺴﺘﹸﻪ ﻓﻲ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫أﺣﺴﺐ ﻧﺴﺒ ﹶﺔ ﹺ‬
‫ﺟﺪول‪.‬‬ ‫اﻟﻄﻮل اﻟﻜ ﹼﻠ ﱢﻲ‪ ،‬ﹼ‬
‫وأدو ﹸن ﻧﺘﺎﺋﺠﻲ ﻓﻲ‬ ‫اﻟﺠﻨﻴﻦ إﻟﻰ‬ ‫ﺟــﺰء ﻣﻦ ﺟﺴ ﹺﻢ‬ ‫ﻃﻮل ﱢ‬
‫ﻛﻞ‬ ‫ﹸ‬ ‫‪.3‬‬
‫ﹺ‬
‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ‪ ،‬ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﻟﻮﻧﹰﺎ ﻣﺨﺘﻠ ﹰﻔﺎ ﱢ‬
‫ﻟﻜﻞ‬ ‫ﹺ‬
‫أﻃﻮال‬ ‫ﹺ‬
‫وﻧﺴﺐ‬ ‫ﹺ‬
‫ﺑﺎﻷﺷﻬﺮ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‬ ‫‪ .4‬أﻣ ﹼﺜ ﹸﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ ﹺ‬
‫ﻋﻤﺮ‬
‫ﹴ‬
‫ﺟﺰء‪.‬‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‪.‬‬ ‫ﹺ‬
‫وﻋﻤﺮ‬ ‫ﹺ‬
‫أﺟﺰاء اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫أﻃﻮال‬ ‫ﹺ‬
‫ﻣﻌﺪل ﺗﻐ ﹼﻴ ﹺﺮ‬ ‫أﺳﺘﻨﺘﺞ اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ‬ ‫‪-‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻨﺘﺎﺋﺞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﹺ‬
‫ﺗﻤﺜﻴﻞ‬ ‫أﻓﺴ ﹸﺮ أﻫﻤ ﹼﻴ ﹶﺔ‬
‫‪ -‬ﹼ‬

‫‪34‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬

‫اﻷﻧﺜﻮي‪.‬‬
‫ﱢ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫واﻟﺠﻬﺎز‬ ‫اﻟﺬﻛﺮي‬
‫ﱢ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﻬﺎز‬ ‫أوﺿ ﹸﺢ أﺟﺰا ﹶء ﱟ‬
‫ﻛﻞ ﻣ ﹾﻦ‪:‬‬ ‫‪ .1‬ﹼ‬
‫ﹺ‬
‫اﻟﺒﻴﺾ«‪.‬‬ ‫اﻟﺮﺣﻢ‪ ،‬ﻗﻨﺎ ﹸة‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪ » :‬اﻟﺨﺼﻴ ﹸﺔ‪،‬‬ ‫ﹺ‬
‫اﻷﺟﺰاء‬ ‫ﻛﻞ ﹴ‬
‫ﺟﺰء ﻣ ﹶﻦ‬ ‫‪ .2‬أﺣﺪﹼ ﹸد وﻇﻴﻔ ﹶﺔ ﱢ‬
‫ﹸ‬
‫اﻟﺘﻨﺎﺳﻠﻲ‬ ‫ﹺ‬
‫واﻟﺠﻬﺎز‬ ‫اﻟﺼ ﱢﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﻟﻤﺎذا ﺗﹸﻌــﺪﱡ اﻟﺨﺼﻴ ﹸﺔ‬
‫ﱢ‬ ‫ﺟﻬﺎز اﻟﻐﺪد ﹼ‬ ‫ﻋﻀــﻮا ﻣﺸﺘﺮﻛﹰﺎ ﺑﻴ ﹶﻦ‬
‫ﹰ‬ ‫‪ .3‬ﹼ‬
‫اﻟﺬﻛﺮي‪.‬‬
‫ﱢ‬
‫ﹺ‬
‫اﻷﺷﻬﺮ‬ ‫ﹺ‬
‫ﺟﺴﻤﻪ ﻓﻲ‬ ‫ﹺ‬
‫ﺣــﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﺛﺒﺎت‬ ‫ﹺ‬
‫اﻟﺤﻔــﺎظ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ ﻋﻠﻰ‬ ‫أﻓﺴ ﹸﺮ ﻗــﺪر ﹶة‬
‫‪ .4‬ﹼ‬
‫ﹺ‬
‫اﻷﺧﻴﺮة‪.‬‬ ‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‬
‫ﹺ‬
‫اﻟﺜﻼث‪.‬‬ ‫ﱢﹺ‬
‫اﻟﻨﻤﻮ‬ ‫ﹺ‬
‫ﻣﺮاﺣﻞ‬ ‫ﹶ‬
‫ﺧﻼل‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ‬ ‫ﹸ‬
‫ﺗﺤﺪث ﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫اﻟﺘﻄﻮرات اﻟﺘﻲ‬ ‫أﻫﻢ‬
‫‪ .5‬أﺗﺘ ﹼﺒ ﹸﻊ ﱠ‬
‫ﻋﻦ اﻻﻧﻘﺴﺎ ﹺم اﻟﻤﻨﺼ ﹺ‬
‫ﻒ‪.‬‬ ‫ﹴ‬
‫ﺟﺎﻣﻴﺘﺎت ﻧﺎﺗﺠ ﹰﺔ ﹺ‬ ‫اﻟﻤﻨﻮي‬ ‫ﹸ‬
‫واﻟﺤﻴﻮان‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﺗﹸﻌﺪﱡ اﻟﺒﻮﻳﻀ ﹸﺔ‬ ‫‪.6‬‬
‫ﹼ‬ ‫ﱡ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻮراﺛﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﺎدة‬ ‫ﻧﺼﻒ ﹺ‬
‫ﻛﻤﻴﺔ‬ ‫ﹺ‬ ‫ﻛﻞ ﻣﻨﻬﺎ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﺣﺘﻮاء ﱟ‬ ‫أﻓﺴ ﹸﺮ أﻫﻤ ﹼﻴ ﹶﺔ‬
‫ﹼ‬

‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬
‫ﻣﺮﺣﻠﺔ ﻣﻨﻬﺎ ﻣﻦ ﹺ‬
‫ﺛﻼﺛﺔ‬ ‫ﹴ‬ ‫ﺗﺘﻜﻮ ﹸن ﱡ‬
‫ﻛﻞ‬ ‫ﹴ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺮاﺣﻞ أﺳﺎﺳﻴﺔ‪ ،‬ﹼ‬ ‫ﺛﻼث‬ ‫اﻟﻤﺮأة إﻟﻰ‬ ‫اﻟﺤﻤﻞ ﻟﺪ￯‬ ‫ﺗﻨﻘﺴﻢ ﻣﺪﹼ ﹸة‬
‫ﹸ‬
‫ﻷﺣﺴﺐ ﻣﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹶ‬ ‫ﹶ‬
‫اﻟﺠﺪول‬ ‫ﹴ‬
‫أﺷﻬﺮ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬أﺳﺘﺨﺪ ﹸم‬
‫ﹺ‬
‫اﳊﻤﻞ‬ ‫ﺧﻼل ﻣﺪﹼ ﹺة‬
‫ﹶ‬ ‫ﹺ‬
‫اﳉﻨﲔ‬ ‫ﺗﻐﲑ ﹺ‬
‫ﻛﺘﻠﺔ‬ ‫ﹼﹸ‬
‫‪9‬‬ ‫‪8‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫اﻟﺸﻬﺮ‬
‫ﹸ‬
‫‪3200 2300 1500‬‬ ‫‪640‬‬ ‫‪460‬‬ ‫‪150‬‬ ‫‪26‬‬ ‫‪2‬‬ ‫‪0.02‬‬ ‫اﻟﻜﺘﻠ ﹸﺔ اﻟﺘﻘﺮﻳﺒﻴ ﹸﺔ )‪(g‬‬

‫ﻧﻤﻮه‪.‬‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬

‫اﻟﺠﻨﻴﻦ ﻓﻲ ﱢ‬ ‫‪ -‬اﻟﻜﺘﻠ ﹸﺔ اﻟﺘﻲ ﻳﻜﺘﺴ ﹸﺒﻬﺎ‬
‫ﻣﺮاﺣﻞ ﱢ‬ ‫ﻣﺮﺣﻠﺔ ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﺟﺴﻢ‬
‫ﹸ‬
‫ﻧﻤﻮه‪.‬‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﺠﻨﻴﻦ ﻓﻲ ﱢ‬ ‫ﻟﻠﺰﻳﺎدة ﻓﻲ ﹺ‬
‫ﹺ‬ ‫‪ -‬اﻟﻨﺴﺒ ﹸﺔ اﻟﻤﺌﻮﻳ ﹸﺔ‬
‫ﻣﺮاﺣﻞ ﱢ‬ ‫ﻣﺮﺣﻠﺔ ﻣﻦ‬ ‫ﻛﻞ‬ ‫ﻛﺘﻠﺔ‬

‫‪35‬‬
 ‫واﻟﺘﻮﺳ ُﻊ‬
‫ﱡ‬ ‫اﻹﺛﺮاء‬
‫ُ‬
‫ُ‬
‫اﻟﺪﻣﺎﻏﯿﺔ ‪Cerebral Dominance‬‬ ‫اﻟﺴﯿﻄﺮ ُة‬

‫ﹺ‬
‫اﻟﻨﺼﻔﻴﻦ ﻣ ﹰﻌﺎ ﻣﺴﺆوﻟﻴ ﹶﺔ‬ ‫ﹺ‬
‫اﻷﻳﺴﺮ‪ ،‬أو‬ ‫ﹺ‬
‫اﻷﻳﻤﻦ أو‬ ‫أﺣﺪ ﻧﺼﻔﻲ اﻟﺪﻣﺎغﹺ‪:‬‬‫ﺗﺼﻒ اﻟﺴﻴﻄﺮ ﹸة اﻟﺪﻣﺎﻏﻴ ﹸﺔ ﺗﻮ ﹼﻟﻲ ﹺ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺘﻔﻜﻴﺮ ﻓﻲ‬ ‫ﹺ‬
‫ﻃﺮﻳﻘﺔ‬ ‫ﻣﻊ‬ ‫وﺳﻠﻮﻛﻪ وﺗﺼﺮﻓﺎﺗﹺﻪ؛ إ ﹾذ ﻳﺘﻌ ﹼﻠ ﹸﻢ ﺑﻤﺎ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﺤ ﹼﻜ ﹺﻢ ﻓﻲ ﹺ‬
‫ﻳﻨﺴﺠﻢ ﹶ‬
‫ﹸ‬ ‫اﻹﻧﺴﺎن‬ ‫ﺗﻔﻜﻴﺮ‬ ‫ﻧﻤﻂ‬
‫ﹺ‬
‫اﻷﻳﺴﺮ‬ ‫ﹺ‬
‫اﻟﻨﺼﻒ‬ ‫ﹺ‬
‫اﻟﻨﺎس ﺗﺘﻌ ﹼﻠ ﹸﻢ اﻋﺘﻤﺎ ﹰدا ﻋﻠﻰ‬ ‫ﻧﺼﻒ اﻟﺪﻣﺎ ﹺغ اﻟﻤﺴﻴﻄﹺ ﹺﺮ ﹺ‬
‫ﻟﺪﻳﻪ‪ ،‬ﻓﺎﻟﻐﺎﻟﺒﻴ ﹸﺔ اﻟﻌﻈﻤﻰ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻨﺼﻒ‬‫ﹺ‬ ‫ﺗﻌﺰﻳﺰ ﹺ‬
‫دور‬ ‫ﹸ‬ ‫واﻟﻤﻨــﻄﻘﻲ‪ ،‬ﻓــﻲ ﹺ‬
‫ﺣﻴﻦ ﻳﻤـﻜ ﹸﻦ‬ ‫واﻟﺘﺤﻠﻴﻠﻲ‬ ‫اﻟﻠﻐﻮي‬ ‫ﹺ‬
‫اﻟﺘﻔﻜﻴﺮ‬ ‫اﻟﻤﺘﺨﺼ ﹺ‬
‫ﺺ ﻓﻲ‬
‫ﱢ‬ ‫ﱢ‬ ‫ﱢ‬ ‫ﹼ‬
‫ﹺ‬
‫ﻋﻤﻠﻴﺔ‬ ‫واﻻﺳﺘﻘﺼﺎء ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺸﻜﻼت‬ ‫وﺣﻞ‬ ‫ﹺ‬
‫واﻟﻨﺎﻗﺪ‪ ،‬ﱢ‬ ‫اﻹﺑﺪاﻋﻲ‬ ‫ﹺ‬
‫ﺑﺎﻟﺘﻔﻜﻴﺮ‬ ‫ﻳﺨﺘﺺ‬ ‫ﹺ‬
‫اﻷﻳﻤﻦ اﻟﺬي‬
‫ﱢ‬ ‫ﱡ‬
‫اﻟﺘﻌ ﱡﻠ ﹺﻢ‪.‬‬

‫ﹺ‬
‫اﻟﺪﻣﺎﻏﻴﺔ‬ ‫ـﺎط اﻟﺴـ ﹺ‬
‫ـﻴﻄﺮة‬ ‫ـﺮاد وﻓ ﹰﻘــﺎ ﻷﻧﻤـ ﹺ‬
‫ـﻒ اﻷﻓـ ﹺ‬
‫ـﺔ ﻋﻦ ﺗﺼﻨﻴـ ﹺ‬‫ـﺔ اﻟﻤﺘﺎﺣـ ﹺ‬
‫ـﺎدر اﻟﻤﻌﺮﻓـ ﹺ‬
‫ـﺚ ﻓــﻲ ﻣﺼـ ﹺ‬
‫أﺑﺤـ ﹸ‬
‫ـﻒ اﻟﺪﻣــﺎ ﹺغ اﻟﻤﺴــﻴﻄﹺ ﹺﺮ‬
‫ـﺪ ﻧﺼـ ﹺ‬
‫ـﻒ ﻟﺘﺤﺪﻳـ ﹺ‬ ‫ﹺ‬
‫ﻟﺪﻳﻬــﻢ‪ ،‬و ﹸأﺟــﺮي اﺳــﺘﻄﻼ ﹰﻋﺎ ﻟﺰﻣﻼﺋــﻲ‪ /‬زﻣﻴﻼﺗــﻲ ﻓــﻲ اﻟﺼـ ﱢ‬
‫ﻟﺪﻳﻬــﻢ‪ ،‬وأﻧ ﹼﻈــﻢ ﻣﻌﻠﻮﻣﺎﺗــﻲ ﻓــﻲ ﺟـ ﹴ‬
‫ـﺪول أﻗﺪﹼ ﹸﻣــﻪ ﻟﻤﻌﻠﻤــﻲ‪ /‬ﻣﻌﻠﻤﺘــﻲ‪.‬‬ ‫ﹺ‬
‫ﹸ‬

‫‪36‬‬
 ‫ﻋﻠﻤﻲ‬
‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ٌ‬

‫اﻟﻌﯿﻦ‬
‫ِ‬ ‫ﺟﻔﻦ‬
‫ِ‬ ‫ﺣﺮﻛﺔُ‬
‫اﻷﻫﺪاف‪:‬‬
‫ﹸ‬
‫ﺳﺆا ُل اﻻﺳﺘﻘﺼﺎ ِء‬ ‫ﻫﻞ‬ ‫ﹺ‬
‫اﻟﺠﻔـﻮن؛ ﹾ‬ ‫ﹺ‬
‫ﻋﻀــﻼت‬ ‫أﺳﺘﻜﺸﻒ ﺣﺮﻛ ﹶﺔ‬
‫ﹸ‬ ‫▪‬
‫ﹴ‬ ‫اﻹﻧﺴﺎن ﻓﺘﺢ ﻋﻴﻨﹺﻪ وإﻏﻼ ﹶﻗﻬﺎ ﻣﺮ ﹴ‬
‫ﻋﺪﻳﺪة‬ ‫ات‬ ‫ﹼ‬ ‫ﹸ ﹶ‬ ‫ﻳﻜﺮ ﹸر‬
‫ﹼ‬ ‫ﻫﻲ إرادﻳ ﹲﺔ أم ﻻ إرادﻳ ﹲﺔ‪.‬‬
‫ﹶ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻳﺸﻌﺮ ﺑﺬﻟﻚ‪ ،‬وﻳﻐﻠ ﹸﻘﻬﺎ أﺣﻴﺎﻧﹰﺎ‬
‫ﹶ‬ ‫دون ﹾ‬
‫أن‬ ‫ﺧﻼل اﻟﻴـﻮ ﹺم ﹶ‬ ‫ﹶ‬ ‫اﻟﺠﻔﻮن‪.‬‬ ‫ﺣﺮﻛﺔ‬ ‫أﺳﺘﻨﺘﺞ أﻫﻤﻴ ﹶﺔ‬
‫ﹸ‬ ‫▪‬
‫ﹺ‬
‫ﹺ‬
‫اﻟﺠﻔﻮن إرادﻳ ﹲﺔ أم‬ ‫ﻳﻔﺘﺤﻬﺎ ﺑﺈرادﺗﹺﻪ‪ ،‬ﹾ‬
‫ﻓﻬﻞ ﺣﺮﻛ ﹸﺔ‬ ‫ﹸ‬ ‫أو‬
‫ﹺ‬
‫ﺟــﻔﻦ‬ ‫ﺣــﺮﻛﺔ‬ ‫اﻟﺠﺴﻤﻲ ﻓﻲ‬
‫ﱠ‬ ‫اﻟﺘﺂزر‬
‫ﹶ‬ ‫أﻓــﺴ ﹸﺮ‬
‫ﹼ‬ ‫▪‬
‫ﹺ‬
‫اﻟﻌﻴﻦ‪.‬‬
‫ﹺ‬
‫اﻟﻌﻴﻦ‬ ‫ﻻ؟ وﻣﺎ أﺟــﺰا ﹸء اﻟﺠﺴـ ﹺﻢ اﻟﺘﻲ ﺗ ﹸ‬
‫ﹸﺴﻬﻢ ﻓﻲ ﹺ‬
‫ﻓﺘﺢ‬
‫ﹺ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫وإﻏﻼﻗﻬﺎ؟‬ ‫ﹴ‬
‫ﺗﻮﻗﻴﺖ‪ ،‬ﺷﺮﻳﺤــ ﹲﺔ ﺑﻼﺳﺘﻴﻜﻴــ ﹲﺔ ﺷﻔﺎﻓ ﹲﺔ‬ ‫▪ ﺳﺎﻋ ﹸﺔ‬
‫ﹺ‬
‫أﺻﻮ ُغ ﻓﺮﺿﯿﺘﻲ‬ ‫اﻟﺼﻮف أو‬ ‫‪ ، (30 × 30) cm2‬ﻛــﺮ ﹲة ﻣ ﹶﻦ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻘﻄﻦ )ﺻــﻐﻴﺮ ﹸة اﻟﺤﺠ ﹺﻢ(‪.‬‬
‫ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ أﺻﻮ ﹸغ ﻓﺮﺿﻴ ﹰﺔ‬ ‫ﺑﺎﻟﺘﻌــﺎون ﹶ‬
‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻴﻦ‪ ،‬وأﺟﺰا ﹶء اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫ﺟﻔﻮن‬ ‫ﹺ‬
‫ﺣﺮﻛﺔ‬ ‫ﺗﺼﻒ ﻃﺒﻴﻌ ﹶﺔ‬
‫ﹸ‬
‫اﻟﻤﺆذي‪.‬‬
‫ﹶ‬ ‫اﻟﻤﺰاح‬
‫ﹶ‬ ‫ﹼﺐ‬
‫أﺗﺠﻨ ﹸ‬
‫ﺗﺘﺂزر ﻣ ﹶﻌﻬﺎ ﻹﺗﻤﺎ ﹺم ﹺ‬
‫دورﻫﺎ‪.‬‬ ‫اﻟﺘﻲ ﹸ‬

‫أﺧﺘﺒ ُﺮ ﻓﺮﺿﯿﺘﻲ‬
‫ﹺ‬
‫اﻟﻔﺮﺿﻴﺔ اﻟﺘﻲ ﹸﺻﻐﺘﹸﻬﺎ‪ ،‬وأﺣﺪﹼ ﹸد‬ ‫ﹺ‬
‫ﻻﺧﺘﺒﺎر‬ ‫‪ .1‬أﺧ ﹼﻄ ﹸﻂ‬
‫اﻟﻨﺘﺎﺋﺞ اﳌﺘﻮ ﱠﻗﻌ ﹶﺔ‪.‬‬
‫ﹶ‬
‫اﻟﻔﺮﺿﻴﺔ ﹴ‬
‫ﺑﺪﻗﺔ‪ ،‬وأﺣﺪﹼ ﹸد‬ ‫ﹺ‬ ‫ﹺ‬
‫اﺧﺘﺒﺎر‬ ‫ﹺ‬
‫ﺧﻄﻮات‬ ‫أﺳﺠ ﹸﻞ‬
‫‪ .2‬ﹼ‬
‫اﳌﻮا ﱠد اﻟﻼزﻣ ﹶﺔ ﻟﺬﻟﻚ‪.‬‬
‫أﺳﺘﻌﲔ ﺑﻤﻌــ ﹼﻠﻤﻲ‪ /‬ﺑﻤﻌـ ﹼﻠﻤﺘﻲ ﻟﻠﺘﺤ ﹼﻘ ﹺﻖ ﻣﻦ ﹺ‬
‫دﻗﺔ‬ ‫ﹸ‬ ‫‪.3‬‬
‫ﹾ‬
‫ﻋﻤﲇ‪.‬‬

‫‪37‬‬
 ‫ﺧﻄﻮاتُ اﻟﻌﻤ ِﻞ‬
‫ﹴ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬
‫دﻗﻴﻘﺔ‬ ‫ﺧﻼل‬ ‫ﻋﻴﻨﻴﻪ‬ ‫ﻳﻐﻠﻖ ﻓﻴﻬﺎ‬
‫اﳌﺮات اﻟﺘﻲ ﹸ‬ ‫وأﺣﺴﺐ‬
‫ﹸ‬ ‫أﻧﻈﺮ ﰲ ﻋﻴﻨ ﹾﹶﻲ زﻣﻴﲇ‪/‬زﻣﻴﻠﺘﻲ‪،‬‬ ‫أﺣﺴﺐ‪ :‬ﹸ‬‫ﹸ‬ ‫‪.1‬‬
‫وأﺳﺠ ﹸﻞ اﻟﻨﺘﻴﺠ ﹶﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﺘﻮﻗﻴﺖ‪،‬‬ ‫ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺳﺎﻋ ﹶﺔ‬
‫ﹼ‬
‫ﹺ‬
‫ﻋﻴﻨﻴﻪ‬ ‫ﹸ‬
‫ﳛﺎﻓﻆ ﻓﻴﻬﺎ ﻋﲆ‬ ‫وأﺣــﺴﺐ ﻋﺪ ﹶد اﻟﺜﻮاﲏ اﻟﺘﻲ‬ ‫أﻧﻈــﺮ ﰲ ﻋﻴﻨ ﹾﹶﻲ زﻣﻴـﲇ‪/‬زﻣﻴﻠﺘﻲ‪،‬‬ ‫أﺣﺴﺐ‪:‬‬ ‫‪.2‬‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹸ‬
‫وأﺳﺠ ﹸﻞ اﻟﻨﺘﻴﺠ ﹶﺔ‪.‬‬
‫ﹼ‬ ‫إﻏﻼق ﺟﻔﻮﻧﹺﻪ‪،‬‬
‫ﹺ‬ ‫ﹺ‬
‫ﻣﻔﺘﻮﺣﺘﲔ ﹶ‬
‫دون‬
‫ﹺ‬
‫وأﺳﺠ ﹸﻞ ﻣﻼﺣﻈﺎﰐ‪.‬‬
‫ﹼ‬ ‫اﻟﺘﻐﲑات اﻟﺘﻲ ﻗﺪﹾ ﺗﻄﺮ ﹸأ ﻋﲆ ﹾ‬
‫ﻋﻴﻨﻲ زﻣﻴﲇ‪/‬زﻣﻴﻠﺘﻲ‪،‬‬ ‫ﹸ‬
‫أﻻﺣﻆ ﹼ‬ ‫‪.3‬‬
‫ﹺ‬
‫وﺟﻬﻪ‬ ‫ﻳﻤﺴﻚ اﻟﴩﳛ ﹶﺔ اﻟﺒﻼﺳﺘﻴﻜﻴ ﹶﺔ اﻟﺸﻔﺎﻓ ﹶﺔ أﻣﺎ ﹶم‬
‫ﹶ‬ ‫أﻃﻠﺐ ﻣﻦ زﻣﻴﲇ‪/‬زﻣﻴﻠﺘﻲ ﹾ‬
‫أن‬ ‫ﹸ‬ ‫أﺟـﺮ ﹸب‪:‬‬
‫‪ .4‬ﹼ‬
‫وأدو ﹸن‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺟﻬﻪ‪ ،‬وأﻟﻘﻲ اﻟﻜﺮ ﹶة اﻟﺼﻮﻓﻴ ﹶﺔ أو اﻟﻘﻄﻨﻴ ﹶﺔ ﻋﲆ اﻟﴩﳛﺔ اﻟﺒﻼﺳﺘﻴﻜﻴﺔ‪ ،‬ﹼ‬
‫ﺗﻼﻣﺲ ﹶ‬‫ﹶ‬ ‫دون ﹾ‬
‫أن‬ ‫ﹶ‬
‫ﻣﻼﺣﻈﺎﰐ‪.‬‬
‫ﹴ‬
‫ﺟﺪول‪.‬‬ ‫اﻟﻨﺘﺎﺋﺞ ﰲ‬ ‫ﹸ‬
‫وأﺳﺠﻞ‬ ‫ﹴ‬
‫ﻣﺮات‪،‬‬ ‫ﲬﺲ‬
‫ﹶ‬ ‫أﻛﺮ ﹸر اﳋﻄﻮ ﹶة رﻗﻢ )‪ (4‬ﹶ‬
‫‪ .5‬ﹼ‬
‫ﹺ‬
‫اﳋﻄﻮات )‪.(5-1‬‬ ‫ﻣﻊ زﻣﻴﲇ‪ /‬زﻣﻴﻠﺘﻲ ﰲ‬ ‫ﹸ‬
‫اﻷدوار ﹶ‬
‫ﹶ‬ ‫أﺗﺒﺎدل‬ ‫‪.6‬‬
‫ﹸ‬
‫واﻟﺘﻄﺒﯿﻖ‬ ‫واﻻﺳﺘﻨﺘﺎج‬
‫ُ‬ ‫اﻟﺘﺤﻠﯿ ُﻞ‬
‫أﻓﴪ إﺟﺎﺑﺘﻲ‪.‬‬ ‫ﺎ؟‬ ‫ﻌ‬ ‫ﻣ‬ ‫ﹺ‬
‫اﻻﺛﻨﺘﲔ‬ ‫ﹺ‬
‫م‬ ‫أ‬ ‫ﹲ‬
‫ﺔ‬ ‫إرادﻳ‬ ‫ﻻ‬ ‫أم‬ ‫ﹲ‬
‫ﺔ‬ ‫إرادﻳ‬ ‫ﹺ‬
‫اﳉﻔﻮن‬ ‫ﻫﻞ ﺣﺮﻛ ﹸﺔ‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﹾ‬ ‫‪.1‬‬
‫ﹸ‬ ‫ﹰ‬ ‫ﹸ‬
‫ﹺ‬
‫ﻟﻠﻌﲔ‪.‬‬ ‫ﹺ‬
‫اﳉﻔﻮن‬ ‫أﻓﴪ أﳘ ﹼﻴ ﹶﺔ‬
‫‪ .2‬ﹼ ﹸ‬
‫اﳉﻔﻮن ﻟﺘﻤ ﹼﻜﻨﹶﻬﺎ ﻣﻦ ﹺ‬
‫ﺗﺄدﻳﺔ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﱡ‬
‫دورﻫﺎ؟‪.‬‬ ‫ﹾ‬ ‫ﻋﻀﻼت‬ ‫ﻣﻊ‬ ‫أﺳﺘﺪل‪ :‬ﻣﺎ أﺟﺰا ﹸء اﳉﺴ ﹺﻢ اﻟﺘﻲ ﹸ‬
‫ﺗﺘﺂزر ﹶ‬ ‫‪.3‬‬
‫ﹺ‬ ‫ﹺ‬
‫أﻓﴪ إﺟﺎﺑﺘﻲ‪.‬‬
‫ﻣﻊ ﻓﺮﺿﻴﺘﻲ؟ ﹼ ﹸ‬ ‫ﺗﻌﺎرﺿ ﹾﺖ ﹶ‬ ‫ﹶ‬ ‫اﻟﺘﺠﺮﺑﺔ ﺗﻮاﻓ ﹶﻘ ﹾﺖ‪/‬‬ ‫ﺧﻄﻮات‬ ‫أي‬ ‫‪ .4‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﱡ‬
‫ﹺ‬
‫اﳉﻔﻮن‪.‬‬ ‫ﹺ‬
‫إﻏﻼق‬ ‫دﻟﻴﻼ ﻋﲆ أﳘ ﹼﻴ ﹺﺔ‬ ‫‪ .5‬ﹸأﻋﻄﻲ ﹰ‬

‫اﻟﺘﻮاﺻ ُ‬
‫ﻞ‬ ‫ُ‬
‫ﹺ‬
‫وﻧﺘﺎﺋﺠﻬﻢ‪.‬‬ ‫أﻗﺎرن ﺗﻮ ﱡﻗﻌﺎﺗﻲ وﻧﺘﺎﺋﺠﻲ ﺑﺘﻮ ﹼﻗ ﹺ‬
‫ﻌﺎت زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‬ ‫ﹸ‬

‫‪38‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﺠﻤﻞ اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻤﻨﺎﺳﺐ ﱢ‬
‫ﻟﻜﻞ ﺟﻤﻠ ٍﺔ ﻣﻦَ‬ ‫َ‬ ‫أﻛﺘﺐ اﻟﻤﻔﮭﻮ َم‬
‫‪ُ .1‬‬
‫اﻟﻌﺼﺒﻲ‪.(..............) :‬‬
‫ﱢ‬ ‫ﻟﻠﺠﮭﺎز‬ ‫ُ‬
‫اﻷﺳﺎﺳﯿﺔ‬ ‫اﻟﺘﺮﻛﯿﺐ‬
‫ِ‬ ‫‪ .1‬وﺣﺪ ُة‬
‫ِ‬
‫آﺧﺮ‪.(..............) :‬‬
‫ﻋﺼﺒﻮن إﻟﻰ َ‬
‫ٍ‬ ‫ُ‬
‫ﺗﻨﺘﻘﻞ ﺑﺎﺗﺠﺎ ٍه واﺣ ٍﺪ ﻣﻦ‬ ‫ﻣﻌﻠﻮﻣﺎت‬
‫ٍ‬ ‫ُ‬
‫ﺗﺤﻤﻞ‬ ‫ُ‬
‫اﻟﺮﺳﺎﺋﻞ اﻟﺘﻲ‬ ‫‪.2‬‬
‫ﻣﺬاق اﻷطﻌﻤ ِﺔ‪.(..............) :‬‬ ‫ﺗﺴﺘﺠﯿﺐ ﻟﻠﻤﻮا ﱢد اﻟﻜﯿﻤﯿﺎﺋﯿ ِﺔ اﻟﻤﺴﺆوﻟ ِﺔ ْ‬
‫ﻋﻦ‬ ‫ُ‬ ‫اﻟﺤﺴ ُ‬
‫ﯿﺔ اﻟﺘﻲ‬ ‫ّ‬ ‫اﻟﻤﺴﺘﻘﺒ ُ‬
‫ﻼت‬ ‫ِ‬ ‫‪.3‬‬
‫ِ‬
‫اﻟﺪاﺧﻠﻲ‪:‬‬
‫ﱢ‬ ‫اﻟﺠﺴﻢ‪ ،‬واﻟﻤﺤﺎﻓﻈ ِﺔ ﻋﻠﻰ اﺗّﺰا ِﻧﮫ‬ ‫وظﺎﺋﻒ أﻋﻀﺎ ٍء ﻓﻲ‬
‫ِ‬ ‫ﺗﻨﻈﯿﻢ‬ ‫ﻋﻦ‬ ‫ُ‬
‫اﻟﻤﺴﺆوﻟﺔ ْ‬ ‫ُ‬
‫اﻟﻜﯿﻤﯿﺎﺋﯿﺔ‬ ‫‪ .4‬اﻟﻤﻮا ﱡد‬
‫ِ‬ ‫ِ‬
‫)‪.(..............‬‬
‫َ‬
‫ﯾﺴﺘﮭﺪف ﻧﻮﻋً ﺎ ﻣﺤ ّﺪ ًدا‬ ‫اﻷﻣﺮاض اﻟﻤﺨﺘﻠﻔ ِﺔ دونَ أن‬ ‫ﺒﺎت‬
‫اﻟﺠﺴﻢ ﻣﺴﺒّ ِ‬ ‫ﻋﻦ ﻣﻘﺎوﻣ ِﺔ‬ ‫ُ‬
‫اﻟﻤﺴﺆوﻟﺔ ْ‬ ‫ُ‬
‫اﻟﻤﻨﺎﻋﺔ‬ ‫‪.5‬‬
‫ِ‬ ‫ِ‬
‫ﻣﻨﮭﺎ‪.(..............) :‬‬
‫اﻟﺠﻨﯿﻦ واﻟﻤﺤﺎﻓﻈ ِﺔ ﻋﻠﯿ ِﮫ‬ ‫ﻻﺳﺘﻘﺒﺎل‬
‫ِ‬ ‫أوﻋﯿﺔ دﻣﻮﯾّ ٌﺔ ﺗﻤﮭﯿ ًﺪا‬
‫ٌ‬ ‫ﺗﻐﺬﯾ ِﮫ‬ ‫ُ‬
‫اﻟﻘﺎﺑﻞ ﻟﻠﺘﻤ ّﺪ ِد اﻟﺬي ّ‬ ‫اﻟﻌﻀﻠﻲ‬
‫ﱡ‬ ‫‪ .6‬اﻟﻌﻀ ُﻮ‬
‫ِ‬
‫اﻟﺤﻤﻞ ھﻮ‪.(..............) :‬‬
‫ِ‬ ‫َ‬
‫طﻮال ﻣ ّﺪ ِة‬

‫‪ .2‬أﺧﺘﺎ ُر رﻣ َﺰ اﻹﺟﺎﺑ ِﺔ اﻟﺼﺤﯿﺤ ِﺔ ﻓﻲ ﻣﺎ ﯾﺄﺗﻲ‪:‬‬

‫ُ‬
‫اﻟﻠﻤﻔﯿﺔ ﻓﻲ‪:‬‬ ‫‪ .1‬ﺗُﻨ َﺘ ُﺞ اﻟﺨﻼﯾﺎ‬
‫ﺤﺎل‪.‬‬
‫ﻄ ِ‬ ‫ب( اﻟ ﱢ‬ ‫أ( اﻟﻜﺒ ِﺪ‪.‬‬
‫د( اﻟﻐ ّﺪ ِة اﻟﺰﻋﺘﺮﯾّ ِﺔ‪.‬‬ ‫اﻟﻌﻈﻢ‪.‬‬
‫ِ‬ ‫ﻧﺨﺎع‬
‫ِ‬ ‫ﺟـ(‬
‫ُ‬
‫اﻟﺤﯿﻮان اﻟﻤﻨﻮيﱡ ﻣ ّﻤﺎ ﯾﺄﺗﻲ ﻣﺎ ﻋﺪا‪:‬‬ ‫‪ .2‬ﯾﺘﻜ ّﻮ ُن‬
‫ب( اﻟﺒﻮﯾﻀﺔَ‪.‬‬ ‫اﻟﺮأس‪.‬‬
‫َ‬ ‫أ(‬
‫د( اﻟﺬﯾ َﻞ‪.‬‬ ‫ﺟـ( اﻟﻘﻄﻌﺔَ اﻟﻮﺳﻄﻰ‪.‬‬
‫اﻟﺠﺴﻢ‪،‬ھﻮ‪:‬‬ ‫اﻟﻐﻠﻮﻛﻮز إﻟﻰ ﺧﻼﯾﺎ‬
‫ِ‬ ‫ﺳﻜﺮ‬
‫ِ‬ ‫ﻟﻨﻘﻞ‬
‫اﻟﮭﻀﻤﻲ ِ‬
‫ﱢ‬ ‫اﻟﺠﮭﺎز‬
‫ِ‬ ‫ﻣﻊ‬
‫ﯾﺘﺂزر َ‬
‫ُ‬ ‫ُ‬
‫اﻟﺠﮭﺎز اﻟﺬي‬ ‫‪.3‬‬
‫ِ‬
‫ُ‬
‫اﻟﺪوران‪.‬‬ ‫ب(‬ ‫اﻟﺘﻨﻔﺴﻲ‪.‬‬
‫ﱡ‬ ‫أ(‬
‫اﻟﺘﻨﺎﺳﻠﻲ‪.‬‬
‫ﱡ‬ ‫د(‬ ‫اﻹﺧﺮاﺟﻲ‪.‬‬
‫ﱡ‬ ‫ﺟـ(‬
‫‪ .4‬ﺧﻼﯾﺎ اﻟﺠﺴﻢِ اﻟﺘﻲ ﺗﺒﺘﻠﻊُ ﻣﺴﺒّﺒﺎتِ اﻷﻣﺮاضِ‪ ،‬ھﻲ اﻟﺨﻼﯾﺎ‪:‬‬
‫ب( اﻷﻛﻮﻟﺔُ‪.‬‬ ‫أ( اﻟﺴﺮطﺎﻧﯿﺔُ‪.‬‬
‫د( اﻟﻠﻤﻔﯿﺔُ‪.‬‬ ‫ﺟـ( اﻟﻘﺎﺗﻠﺔُ‪.‬‬

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 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ﻛﺎﻓ ًﺔ‪ ،‬ھﻮ‪:‬‬ ‫ِ‬
‫ّ‬
‫ﯾﺘﺤﻜ ُﻢ ﻓﻲ أﻧﺸﻄ ِﺔ اﻟﺠﺴﻢ ّ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬ ‫اﻟﺠﮭﺎز‬
‫ِ‬ ‫‪ .5‬ﻋﻀ ٌﻮ ﻓﻲ‬
‫ب( اﻟﺪﻣﺎغُ‪.‬‬ ‫أ( اﻷﻋﺼﺎبُ‪.‬‬
‫د( اﻟﻌﺼﺒﻮنُ‪.‬‬ ‫ﺟـ( اﻟﺤﺒﻞُ اﻟﺸﻮﻛﻲﱡ‪.‬‬
‫اﻷذن ھﻮ‪:‬‬
‫ِ‬ ‫اﻟﺴﻤﻊ ﻓﻲ‬ ‫ﻣﺴﺘﻘﺒ ُ‬
‫ﻼت‬ ‫ِ‬ ‫‪ .6‬اﻟﺠﺰ ُء اﻟﺬي ﺗﻮﺟ ُﺪ ﻓﯿ ِﮫ‬
‫ِ‬
‫ب( اﻟﻘﻮﻗﻌﺔُ‪.‬‬ ‫أ( اﻟﺮﻛﺎبُ ‪.‬‬
‫ُ‬
‫اﻟﺼﯿﻮان‪.‬‬ ‫د(‬ ‫ُ‬
‫اﻟﺴﻨﺪان‪.‬‬ ‫ﺟـ(‬
‫‪3‬‬ ‫ﯾﺸﯿﺮ إﻟــﻰ اﻟﺠﺰ ِء اﻟﺬي‬
‫ُ‬ ‫‪ .7‬اﻟﺮﻗ ُﻢ اﻟــﺬي‬
‫ّ‬
‫ﯾﺘﺤﻜ ُﻢ ﻓﻲ ﻛﻤﯿ ِﺔ اﻟﻀﻮ ِء اﻟﺪاﺧﻠ ِﺔ إﻟﻰ‬
‫‪2‬‬ ‫اﻟﻌﯿﻦ ھﻮ‪:‬‬
‫ِ‬
‫ب( ‪2‬‬ ‫أ( ‪1‬‬
‫‪1‬‬
‫‪4‬‬ ‫د( ‪4‬‬ ‫ﺟـ( ‪3‬‬
‫اﻟﺪم‪ ،‬ھﻮ‪:‬‬ ‫ُ‬
‫اﻟﻤﺴﺆول ْ‬ ‫ُ‬
‫إﻧﺘﺎج ﺧﻼﯾﺎ ِ‬
‫ِ‬ ‫ﻋﻦ‬ ‫اﻟﺠﮭﺎز‬ ‫‪.8‬‬
‫اﻟﮭﯿﻜﻠﻲ‪.‬‬
‫ﱡ‬ ‫ب(‬ ‫اﻟﻌﺼﺒﻲ‪.‬‬
‫ﱡ‬ ‫أ(‬
‫اﻟﺘﻨﻔﺴﻲ‪.‬‬
‫ﱡ‬ ‫د(‬ ‫ﺟـ( اﻟﺪوران‪.‬‬
‫اﻟﮭﻀﻤﻲ ﻣ ّﻤﺎ ﯾﺄﺗﻲ‪ ،‬ھﻲ‪:‬‬
‫ﱢ‬ ‫ﺑﺎﻟﺠﮭﺎز‬ ‫ُ‬
‫اﻟﻤﻠﺤﻘﺔ‬ ‫‪ .9‬اﻟﻐ ّﺪ ُة‬
‫ِ‬
‫ب( اﻟﻜﺒ ُﺪ‪.‬‬ ‫أ( اﻟﻤﻌﺪةُ‪.‬‬
‫د( اﻟﻔ ُﻢ‪.‬‬ ‫ﺟـ( اﻷﻣﻌﺎ ُء اﻟﺪﻗﯿﻘﺔُ‪.‬‬
‫ُ‬
‫اﻟﻌﻠﻤﯿﺔ‬ ‫ُ‬
‫اﻟﻤﮭﺎرات‬ ‫‪.3‬‬
‫ﻛﯿﻒ ﯾﻤﻜﻨُﻨﻲ‬
‫ﻛﻞ ﻣﺠﻤﻮﻋ ٍﺔ ﻣ ّﻤﺎ ﯾﺄﺗﻲ‪ ،‬ﻣﺒﯿ ًﻨّﺎ َ‬ ‫اﻟﻤﺼﻄﻠﺤﺎت ﻓﻲ ﱢ‬
‫ِ‬ ‫َ‬
‫اﻻﺧﺘﻼف ﺑﯿﻦَ‬ ‫أﻓﺴ ُﺮ‬‫‪ّ .1‬‬
‫ﺑﺒﻌﺾ‪:‬‬ ‫ﺑﻌﻀﮭﺎ‬
‫رﺑﻂ ِ‬ ‫ُ‬
‫ٍ‬
‫ُ‬
‫اﻟﻤﺒﯿﺾ(‪.‬‬ ‫ُ‬
‫)اﻟﺨﺼﯿﺔ ‪-‬‬ ‫اﻟﻠﺴﺎن( ) اﻟﺨﻼﯾﺎ اﻟﻠﻤﻔﯿّ ُﺔ ‪ -‬اﻟﺪﻣﻮعُ (‬
‫ُ‬ ‫)ﺑﺮاﻋ ُﻢ اﻟﺘﺬ ّو ِق ‪-‬‬
‫اﻟﺠﺴﻢ؟‬ ‫ﻟﻠﺤﻔﺎظ ﻋﻠﻰ ﺻﺤ ِﺔ‬
‫ِ‬ ‫ً‬
‫ﻣﮭﻤﺔ‬ ‫ُ‬
‫ﻣﻤﺎرﺳﺔ اﻟﺮﯾﺎﺿ ِﺔ‬ ‫ً‬
‫ﻓﺮﺿﯿﺔ‪ :‬ﻟﻤﺎذا ﺗُﻌ ﱡﺪ‬ ‫أﻛﻮنُ‬‫‪ّ .2‬‬
‫ِ‬
‫اﻟﺘﻨﻔﺴﻲ؟‬
‫ﱢ‬ ‫ﻟﻠﺠﮭﺎز‬
‫ِ‬ ‫‪ .3‬ﻣﺎ اﻟﻮظﯿﻔ َﺔ اﻟﺮﺋﯿﺴ َﺔ‬
‫ﺟﮭﺎزﯾﻦ‪.‬‬
‫ِ‬ ‫ً‬
‫ﻣﺸﺘﺮﻛﺎ ﺑﯿﻦَ‬ ‫ُ‬
‫اﻟﻤﺒﯿﺾ ﻋﻀ ًﻮا‬ ‫أﻓﺴ ُﺮ‪ :‬ﯾُﻌ ﱡﺪ‬
‫‪ّ .4‬‬
‫‪40‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬

‫ُ‬
‫ﺟﮭﺎز اﻟﻐﺪ ِد اﻟﺼ ﱢﻢ‪.‬‬ ‫ً‬
‫ﺳﺆاﻻ إﺟﺎﺑﺘُﮫ‪:‬‬ ‫أطﺮح‬
‫ُ‬ ‫‪.5‬‬
‫ُ‬
‫وطﻮل‬ ‫ُ‬
‫طﻮل اﻷﻣﻌﺎ ِء اﻟﺪﻗﯿﻘ ِﺔ ﻧﺤ َﻮ‪،‬‬ ‫اﻟﺠﺴﻢ إذا ﻛﺎنَ‬ ‫ﻟﻄﻮل اﻷﻣﻌﺎ ِء اﻟﻐﻠﯿﻈ ِﺔ ﻓﻲ‬ ‫ِ‬ ‫أﺣﺴﺐ اﻟﻨﺴﺒ َﺔ اﻟﻤﺌﻮﯾ َﺔ‬ ‫ُ‬ ‫‪.6‬‬
‫ِ‬
‫اﻟﻜﻠﻲ ﯾﻘ ّﺪ ُر ﺑـِ )‪. (8.5 m‬‬ ‫ﱢ‬ ‫اﻷﻣﻌﺎ ِء‬
‫اﻟﺠﮭﺎز‬
‫ِ‬ ‫ﺧﻼل‬
‫ِ‬ ‫اﻟﻔﻀﻼت ﻣﻦ‬
‫ِ‬ ‫أﻧﻮاع‬ ‫ﺑﻌﺾ‬
‫ِ‬ ‫ﺺ ﻣﻦ‬ ‫اﻹﻧﺴﺎن ﯾﺘﺨﻠّ ُ‬
‫ِ‬ ‫أن ﺟﺴ َﻢ‬ ‫دﻟﯿﻼ ﻋﻠﻰ ّ‬ ‫‪ .7‬أُﻋﻄﻲ ً‬
‫ِ‬
‫اﻟﺘﻨﻔﺴﻲ‪.‬‬
‫ﱢ‬
‫اﻹﻧﺴــﺎن ﻟﻠﻄﻔﻠ ِﺔ ﻓــﻲ‬
‫ِ‬ ‫ﺟﺴﻢ‬ ‫اﻟﺘﺂزر ﺑﯿـﻦَ أﺟﮭــﺰ ِة‬
‫َ‬ ‫ُ‬
‫أﺻـﻒ‬ ‫‪.8‬‬
‫ِ‬
‫اﻟﻤﺠﺎورة‪.‬‬
‫ِ‬ ‫اﻟﺼﻮر ِة‬
‫ﻒ‬ ‫إن ّ‬
‫ﺗﻮﻗ َ‬ ‫اﻟﻌـﺼﺒﻲ ْ‬
‫ﱢ‬ ‫اﻟﺠﮭـﺎز‬
‫ِ‬
‫ُ‬
‫ﻋﻤــﻞ‬ ‫ﺳﯿﺘــﺄﺛﺮ‬
‫ُ‬ ‫َ‬
‫ﻛﯿــﻒ‬ ‫‪ .9‬أﺗﻨ ّﺒﺄُ‪:‬‬
‫اﻟﻌﻤﻞ؟ أُﻋﻄﻲ أدﻟّ ًﺔ ﻋﻠﻰ ﺗﻨ ﱡﺒﺆاﺗﻲ‪.‬‬ ‫ِ‬ ‫ﻋﻦ‬
‫اﻟﺪوران ِ‬
‫ِ‬ ‫ُ‬
‫ﺟﮭﺎز‬
‫واﻟﺠﮭﺎز‬
‫ِ‬ ‫اﻟﻌﺼــــﺒﻲ اﻟــﻤﺮﻛﺰيﱢ‬
‫ﱢ‬ ‫اﻟﺠــﮭـﺎز‬
‫ِ‬ ‫‪ .10‬أﻗــﺎرنُ ﺑﯿﻦَ‬
‫اﻟﺘﺮﻛﯿﺐ‪.‬‬
‫ُ‬ ‫ُ‬
‫ﺣﯿﺚ‬ ‫اﻟﻄﺮﻓﻲ ْ‬
‫ﻣﻦ‬ ‫ﱢ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱢ‬
‫ﻋﻈﺎم‪ ،‬اﻋﺘﻤﺎ ًدا ﻋﻠﯿ ِﮫ‪ ،‬أُ ُ‬
‫ﺟﯿﺐ‬ ‫ٍ‬ ‫اﻹﻧﺴﺎن وﻋﺪ ُدھﺎ ‪206‬‬
‫ِ‬ ‫ﺟﺴﻢ‬
‫ِ‬ ‫اﻟﻌﻈﺎم ﻓﻲ‬
‫ِ‬ ‫ﺗﻮزﯾﻊ‬
‫َ‬ ‫ُ‬
‫اﻟﺠﺪول اﻵﺗﻲ‬ ‫‪ .11‬ﯾﺒﯿّ ُﻦ‬
‫ﯾﺄﺗﯿﺎن ﺑﻌ َﺪ ُه‪:‬‬
‫ِ‬ ‫اﻟﻠﺬﯾﻦ‬
‫ِ‬ ‫اﻟﺴﺆاﻟﯿﻦ‬
‫ِ‬ ‫ﻋﻦ‬
‫ِ‬
‫اﻟﺠﻤﺠﻤﺔُ اﻟﻤﺠﻤﻮ ُ‬
‫ع‬ ‫اﻟﺤﻮض‬
‫ُ‬ ‫ع‬
‫اﻷﺿﻼ ُ‬ ‫اﻟﻌﻤﻮ ُد‬ ‫اﻟﻜﺘﻒُ‬ ‫اﻷطﺮافُ‬ ‫اﻷطﺮافُ‬ ‫اﻟﺠﺰ ُء‬
‫اﻟﻔﻘﺮي‬
‫ﱡ‬ ‫اﻟﻌﻠﻮﯾّﺔُ‬ ‫اﻟﺴﻔﻠﻰ‬

‫‪206‬‬ ‫‪30‬‬ ‫‪2‬‬ ‫‪24‬‬ ‫‪26‬‬ ‫‪4‬‬ ‫‪60‬‬ ‫‪60‬‬ ‫ﻋﺪ ُد‬
‫اﻟﻌﻈﺎم ﻓﻲ‬
‫ِ‬
‫اﻟﺠﺰ ِء‬

‫اﻟﺠﺴﻢ‪.‬‬
‫ِ‬ ‫اﻟﻌﻈﺎم ﻓﻲ‬
‫ِ‬ ‫ﻣﺠﻤﻮع‬
‫ِ‬ ‫اﻟﻌﻈﺎم اﻟﻤﻜ ﱢﻮﻧ ِﺔ ﻟﻠﺠﻤﺠﻤ ِﺔ ﻣﻦ‬
‫ِ‬ ‫أﺣﺴﺐ ﻧﺴﺒ َﺔ‬
‫ُ‬ ‫أ(‬
‫اﻟﺠﺴﻢ اﻟﻤﺨﺘﻠﻔ ِﺔ‪.‬‬ ‫ﱠ‬
‫اﻟﻤﻮزﻋ ِﺔ ﻓﻲ أﺟﺰا ِء‬ ‫اﻟﻌﻈﺎم‬ ‫ﻧﺴ ِﺐ‬ ‫َ‬
‫اﺧﺘﻼف َ‬ ‫أﻓﺴ ُﺮ‬
‫ب( ّ‬
‫ِ‬ ‫ِ‬

‫‪41‬‬
‫اﻟﺤﺮارةُ‬ ‫ُ‬
‫اﻟﻮﺣﺪة‬
‫‪6‬‬
‫‪Heat‬‬

‫‪42‬‬
 ‫ِ‬
‫اﻟﻮﺣﺪة‬ ‫ُ‬
‫ﻣﺸﺮوﻋﺎت‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺼﺎدر اﳌﺘﻨﻮ ﹺ‬

‫اﻵﺗﻴﺔ‪:‬‬ ‫اﳌﻘﱰﺣﺔ‬ ‫اﳌﴩوﻋﺎت‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫وﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ؛‬ ‫ﻋﺔ‬ ‫ﹺ ﹼ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﹺ‬
‫اﳊﺮارة‪.‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻟﻘﻴﺎس‬ ‫ﹴ‬
‫أﻧﻈﻤﺔ‬ ‫ﻫﻲ ﺛﻼﺛ ﹸﺔ‬ ‫اﻟﺘﺎرﻳﺦ‪:‬‬
‫واﻟﺴﻠﺴﻴﻮس واﻟﻜﻠﻔ ﹸﻦ ﹶ‬
‫ﹸ‬ ‫اﻟﻔﻬﺮﳖﺎﻳﺖ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻷﻧﻈﻤﺔ‪،‬‬ ‫أﺳﲈؤﻫﻢ ﹺ‬
‫ﲠﺬه‬ ‫ارﺗﺒﻄﺖ‬ ‫ﹺ‬
‫اﻟﻌﻠﲈء اﻟﺬﻳ ﹶﻦ‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﳌﺘﺎﺣﺔ ﹺ‬ ‫ﹺ‬
‫اﳌﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﹸ ﹸ ﹾ‬ ‫ﹾ‬
‫وأﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬
‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫ﺗﻮﺻﻠﻮا إﻟﻴﻬﺎ‪ ،‬و ﹸأﻋﺪﱡ‬
‫وﻛﻴﻒ ﹼ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﻌﺎﻟﻴﺔ‬ ‫ﹺ‬
‫اﳊﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻊ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻹﻃﻔﺎء ﻣ ﹶﻦ ﹺ‬ ‫ﹺ‬ ‫اﳌ ﹺ ﹶﻬ ﹸﻦ‪ :‬ﻣﻬﻨ ﹸﺔ‬
‫ﻓﺎﻟﺘﻌﺎﻣﻞ ﹶ‬ ‫اﻟﺼﻌﺒﺔ‪،‬‬ ‫اﳌﻬﻦ‬ ‫رﺟﻞ‬
‫ﻣﻼﺑﺲ‬ ‫ﹺ‬
‫اﻹﻃﻔـﺎء‬ ‫ﹸ‬
‫رﺟــﺎل‬ ‫ﹺ‬
‫اﻟﺴﻬـﻞ؛ ﻟﺬا ﻳﺮﺗﺪي‬ ‫ﹺ‬
‫ﺑﺎﻷﻣﺮ‬ ‫ﻟﻴﺲ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﺎﲨــﺔ ﹺ‬
‫ﹶ‬ ‫اﳊــﺮاﺋﻖ ﹶ‬ ‫ﻋﻦ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬
‫اﳌﻌﺮﻓﺔ‬ ‫ﻣﺼﺎدر‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬ ‫ﹶﻬﻢ‪.‬‬ ‫ﺗﺴﻬ ﹸﻞ ﱠ‬
‫ﻣﻬﻤﺘ ﹾ‬ ‫ﺰو ﹶ‬
‫دون ﺑﻤﻌﺪﹼ ات ﹼ‬ ‫ﺑﻤﻮاﺻﻔﺎت ﺧﺎﺻﺔ‪ ،‬و ﹸﻳ ﱠ‬
‫أﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺘﺎﺣﺔ ﻟﺪي ﻋﻦ ﹺ‬ ‫ﹺ‬
‫ﺗﻘﺮﻳﺮا ﹸ‬
‫وأﻛﺘﺐ ﹰ‬ ‫ﹸ‬ ‫اﻹﻃﻔﺎء‪،‬‬ ‫رﺟﺎل‬ ‫ﻣﻬﻨﺔ‬ ‫ﱠ ﹾ‬
‫ﹺ‬
‫ﻟﻠﺤﺮارة؛‬ ‫ﹺ‬
‫اﻟﺘﻮﺻﻴﻞ‬ ‫ﹺ‬
‫ردﻳﺌﺔ‬ ‫اﳊﺮاري ﺗﻘﻨﻴ ﹲﺔ ﺗﻌﺘﻤﺪﹸ ﻋﲆ اﺳﺘﺨﺪا ﹺم ﻣﻮا ﱠد‬ ‫ﹸ‬
‫اﻟﻌﺰل‬ ‫اﻟﺘﻘﻨﻴ ﹸﺔ‪:‬‬
‫ﱡ‬
‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬ ‫ﹺ‬
‫ﺧﺎرﺟﻪ أو اﻟﻌﻜﺲ‪.‬‬ ‫ﹺ‬
‫اﳌﻌﺰول إﱃ‬ ‫ﹺ‬
‫داﺧﻞ اﻟﻨﻈﺎ ﹺم‬ ‫ﹺ‬
‫اﳊﺮارة ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫ﻟﻠﺤﺪﱢ ﻣ ﹶﻦ‬
‫ﺣﻔﻆ اﳌﺜ ﹼﻠ ﹺ‬
‫ﺠﺎت‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳉﻠﻴﺪ اﳌﺴﺘﺨﺪﹶ ﹺم ﰲ‬ ‫ﹺ‬
‫ﺻﻨﺪوق‬ ‫اﳌﺘﺎﺣﺔ ﻋ ﹾﻦ ﻣﺒﺪأﹺ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳌﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬
‫ﱪه‪.‬‬ ‫ﹴ‬ ‫ﺠﺎت ﹶ ﹴ‬ ‫ﳊﻔﻆ اﳌﺜ ﹼﻠ ﹺ‬
‫ﹺ‬
‫أﻃﻮل ﻣﺪﹼ ة ﳑﻜﻨﺔ‪ ،‬وأﺧﺘ ﹸ‬ ‫ﻧﻤﻮذﺟﺎ‬
‫ﹰ‬ ‫وأﺻﻤ ﹸﻢ‬
‫ﹼ‬

‫ﹺ‬
‫اﻟﺤﻤﺮاء‬ ‫ﺗﺤﺖ‬
‫ﹶ‬ ‫ﹺ‬
‫ﺑﺎﻷﺷﻌﺔ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬
‫ﹸ‬
‫ﹺ‬
‫اﳊﺮارة اﻟﺘﻲ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﺎﻳﻴﺲ‬ ‫اﻹﻧﱰﻧﺖ ﻋ ﹾﻦ ﻣﺒﺪأﹺ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺷﺒﻜﺔ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫أﻋﺮﺿﻬﺎ‬
‫ﹸ‬ ‫ﹴ‬
‫ﺗﻼﻣﺲ‪ .‬وأﻋﺪﱡ ﻣﻄﻮ ﹼﻳ ﹰﺔ‬ ‫ﻌﺪ ﹶ‬
‫دون‬ ‫ﺣﺮارة اﳉﺴ ﹺﻢ ﻋﻦ ﺑ ﹴ‬
‫ﹺ‬ ‫ﺗﻘﻴﺲ درﺟ ﹶﺔ‬
‫ﹾ ﹸ‬ ‫ﹸ‬
‫ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬

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 ‫اﻟﻔﻜﺮةُ اﻟﻌﺎﻣﺔُ‪:‬‬
‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ ﹺ‬ ‫ﹺ‬
‫اﻵﺛﺎر‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﻓﻲ‬ ‫ﻋﻠﻢ‬ ‫ﹸ‬
‫ﻳﺒﺤﺚ ﹸ‬
‫ﹸ‬
‫ﺗﺤﺪث‬ ‫اﻟﺤﺮارة ﻣﻦ ﺟﺴ ﹴﻢ إﻟﻰ آﺧﺮ‪ ،‬وﻓﻲ اﻟﺘﻐﻴ ﹺ‬
‫ﺮات اﻟﺘﻲ‬ ‫ﹺ‬
‫ﹼ‬ ‫ﹶ‬ ‫ﹾ‬
‫ﻟﻠﺤﺮارة أو ﹺ‬
‫ﻓﻘﺪﻫﺎ‪.‬‬ ‫ﹺ‬ ‫ﻟﻠﻤﺎ ﹼد ﹺة ﻧﺘﻴﺠ ﹶﺔ اﻛﺘﺴﺎﺑﹺﻬﺎ‬
‫ﻗﻴﺎﺳﻬﺎ‬‫اﻟﺤﺮارة وأﻧﻈﻤ ﹸﺔ ﹺ‬
‫ﹺ‬ ‫اﻷول‪ :‬درﺟ ﹸﺔ‬‫اﻟـﺪرس ﹸ‬
‫ﹸ‬
‫ﹺ‬
‫ﻟﻤﺘﻮﺳﻂ‬ ‫ﻣﻘﻴﺎﺳﺎ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﺗﹸﻌـﺪﱡ درﺟ ﹸﺔ‬
‫ﹰ‬
‫اﻟﻤﻜـﻮ ﹺﻧﺔ ﻟﻠﺠﺴ ﹺﻢ‪ ،‬و ﹸﻳﻌ ﱠﺒ ﹸﺮ‬
‫ﱢ‬
‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﻟﻠﺠ‬ ‫ﹺ‬
‫اﻟﻄﺎﻗﺔ اﻟﺤﺮﻛﻴﺔ ﹸ‬
‫ﹺ‬
‫ﺛﻼﺛﺔ‪ .‬أ ﹼﻣﺎ اﻟﺤﺮار ﹸة ﻓﻬﻲ اﻟﻄﺎﻗ ﹸﺔ اﻟﺘﻲ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻗﻴﺎس‬ ‫ﹺ‬
‫ﺑﺄﻧﻈﻤﺔ‬ ‫ﻋﻨﻬﺎ‬
‫اﻷﻗﻞ ﹸﺳﺨﻮﻧﹶﺔ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﺳﺨﻦ إﻟﻰ اﻟﺠﺴ ﹺﻢ‬ ‫ﹸ‬
‫ﺗﻨﺘﻘﻞ ﻣ ﹶﻦ اﻟﺠﺴ ﹺﻢ‬
‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪ :‬اﻟﺤﺮار ﹸة واﻟﻤﺎ ﹼد ﹸة‬‫ﹸ‬
‫ﺗﻜﺘﺴﺐ اﻟﻤــﺎ ﹼد ﹸة اﻟﻄﺎﻗ ﹶﺔ أو ﺗﻔﻘــﺪﹸ ﻫﺎ‪،‬‬‫ﹸ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪:‬‬
‫ﺣﺎﻟﺔ إﻟﻰ أﺧﺮ￯‪.‬‬ ‫ﻋﻨﺪﹶ ﻣﺎ ﺗﺘﺤﻮ ﹸل ﻣﻦ ﹴ‬
‫ﹾ‬ ‫ﹼ‬

‫َ‬
‫اﻟﺼﻮرة‬ ‫أﺗﺄﻣ ُ‬
‫ﻞ‬ ‫ّ‬
‫ﹶ‬
‫أدرك‬ ‫ﺛﻢ ﺗﺸﻜﻴ ﹶﻠﻪ‪.‬‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬ ‫اﻟﺰﺟﺎج ﺣﺮﻓ ﹲﺔ ﻗﺪﻳﻤ ﹲﺔ‬
‫ﹺ‬ ‫ﺻﻨﺎﻋ ﹸﺔ‬
‫اﻟﺮﻣﻞ ﻓﻲ أﻓﺮان ﺧﺎﺻﺔ‪ ،‬ﱠ‬ ‫ﺻﻬﺮ‬
‫ﹶ‬ ‫ﺗﺘﻄﻠﺐ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺎت‬ ‫اﻵﺛﺎر اﻟﻨﺎﺗﺠ ﹶﺔ ﹺ‬
‫ﻋﻦ ارﺗﻔﺎ ﹺع‬ ‫واﺧﺘﺒﺮ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‪،‬‬ ‫ﹺ‬
‫اﻟﻌﺼﻮر أﻫﻤ ﹼﻴ ﹶﺔ‬ ‫ﻣﺮ‬ ‫ﹸ‬
‫ﹶ‬ ‫ﹶ‬ ‫اﻹﻧﺴﺎن ﻋﻠﻰ ﱢ‬
‫أﺧﻄﺎرﻫﺎ؟‬
‫ﹶ‬ ‫ﹼﺐ‬
‫وﻛﻴﻒ ﻧﺘﺠﻨ ﹸ‬
‫ﹶ‬ ‫اﻟﺤﺮارة ﻟﺤﻴﺎﺗﹺﻨﺎ؟‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‪ ،‬ﻓﻤﺎ أﻫﻤ ﹼﻴ ﹸﺔ‬ ‫ﻋ ﹾﻦ ﻣﻌﺪﻻﺗﹺﻬﺎ‬

‫‪44‬‬
 ‫ُ‬
‫أﺳﺘﻜﺸﻒ‬

‫اﻟﺤﺮارةُ ودرﺟﺔُ اﻟﺤﺮار ِة‬

‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬ ‫ﺑﻼﺳﺘﻴﻜﻲ‪ ،‬ﻋﻠﺒ ﹲﺔ ﻓﻠﺰ ﹼﻳ ﹲﺔ‪ ،‬ﻣﺎ ﹲء ﺑﺎر ﹲد ‪ ،‬ﻣﺎ ﹲء ﺳﺎﺧ ﹲﻦ‪،‬‬ ‫واﻷدوات‪ :‬وﻋﺎ ﹲء‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹸ‬ ‫ﱞ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬
‫رﺻﺎص‪.‬‬ ‫ﻗﻠﻢ‬
‫ﺑﻴﺎﻧﻲ‪ ،‬ﻣﺴﻄﺮةﹲ‪ ،‬ﹸ‬ ‫ﺣﺮارة‪ ،‬ﺳﺎﻋ ﹸﺔ ﺗﻮﻗﻴﺖ‪ ،‬ورﻗ ﹸﺔ رﺳ ﹴﻢ ﱟ‬
‫ﹺ‬
‫اﻟﺴﺎﺧﻦ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﻣﻊ‬ ‫ﹴ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﺑﺤﺬر ﹶ‬ ‫أﺗﻌﺎﻣﻞ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬ ‫اﻟﻔﻠﺰ ﹼﻳ ﹶﺔ ﹶ‬
‫اﻟﺒﻼﺳﺘﻴﻜﻲ‪،‬‬
‫ﱢ‬ ‫اﻟﻮﻋﺎء‬ ‫داﺧﻞ‬ ‫أﺿﻊ اﻟﻌﻠﺒ ﹶﺔ ﹼ‬‫أﺟﺮ ﹸب‪ :‬ﹸ‬ ‫‪ .1‬ﹼ‬
‫وأﺻﺐ اﻟﻤﺎ ﹶء اﻟﺒﺎر ﹶد‬
‫ﱡ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‪،‬‬ ‫ﻧﺤﻮ ﻣﺎ ﻫﻮ ﻣﺒ ﱠﻴ ﹲﻦ ﻓﻲ‬‫ﻋﻠﻰ ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎﺧﻦ‬ ‫اﻟﻤﺎء‬ ‫ﻧﻔﺴﻬﺎ ﻣ ﹶﻦ‬‫وأﺻﺐ اﻟﻜﻤ ﹼﻴ ﹶﺔ ﹶ‬‫ﱡ‬ ‫اﻟﻮﻋﺎء‪،‬‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻟﻌﻠﺒﺔ‪.‬‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻻﺑﺘﺪاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫اﻟﺒﺎرد‪ ،‬ﻟﺘﻤ ﹼﺜ ﹶﻞ درﺟ ﹶﺔ‬ ‫ﹺ‬
‫واﻟﻤﺎء‬ ‫ﹺ‬
‫اﻟﺴﺎﺧﻦ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أﻗﻴﺲ درﺟ ﹶﺔ‬
‫‪ .2‬ﹸ‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﻟﺤﻈ ﹶﺔ ﹺ‬
‫ﺑﺪاﻳﺔ‬
‫ﹸ‬ ‫ﹴ‬
‫دﻗﻴﻘﺔ‪ ،‬ﻣﺪ ﹶة )‪.(5min‬‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫واﻟﻌﻠﺒﺔ ﱠ‬ ‫ﹺ‬
‫اﻟﻮﻋﺎء‬ ‫ﹺ‬
‫اﻟﻤﺎء ﻓﻲ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أﻗﻴﺲ درﺟ ﹶﺔ‬
‫وأﺳﺠﻞ‬ ‫‪ .3‬ﹸ‬
‫ﹴ‬
‫ﻣﻨﺎﺳﺐ‪.‬‬ ‫ﹴ‬
‫ﺟﺪول‬ ‫ﹺ‬
‫اﻟﻘﺮاءات ﻓﻲ‬
‫ﹺ‬
‫ﻣﺤﻮر )‪(x‬‬ ‫ﹺ‬
‫ﻣﺤﻮر )‪ ،(y‬واﻟﺰﻣ ﹶﻦ )‪ (min‬ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﺤﺮارة )‪ (◦C‬ﻋﻠﻰ‬ ‫‪ .4‬أﻣ ﹼﺜ ﹸﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ درﺟ ﹶﺔ‬
‫اﻟﻮرﻗﺔ ﹺ‬
‫ﻧﻔﺴﻬﺎ(‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻨﺤﻨﻴﻴﻦ ﻋﻠﻰ‬ ‫)أرﺳﻢ‬ ‫ﹺ‬
‫اﻟﺒﺎرد‪.‬‬ ‫ﹺ‬
‫واﻟﻤﺎء‬ ‫ﹺ‬
‫اﻟﺴﺎﺧﻦ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﱟ‬
‫ﻟﻜﻞ ﻣ ﹶﻦ‬
‫ﹸ‬
‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬
‫ﹸ‬
‫ﺣﺼﻠﺖ ﹺ‬
‫ﻋﻠﻴﻬﻤﺎ‪.‬‬ ‫ﹸ‬ ‫اﻟﻤﻨﺤﻨﻴﻴﻦ اﻟ ﱠﻠ ﹺ‬
‫ﺬﻳﻦ‬ ‫ﹺ‬ ‫ﹸ‬
‫أﺻﻒ‬
‫أﻓﺴ ﹸﺮ إﺟﺎﺑﺘﻲ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫أﺗﻮ ﹼﻗ ﹸﻊ‪ :‬ﹾ‬
‫اﻟﺠﺴﻤﻴﻦ؟ ﹼ‬ ‫ﺑﺎﻻﻧﺘﻘﺎل ﺑﻴ ﹶﻦ‬ ‫ﺗﺴﺘﻤﺮ اﻟﺤﺮار ﹸة‬
‫ﱡ‬ ‫ﻫﻞ‬

‫‪45‬‬
 ‫ﻗﻴﺎﺳﻬﺎ‬
‫ِ‬ ‫اﻟﺤﺮارة وأﻧﻈﻤﺔُ‬
‫ِ‬ ‫درﺟﺔُ‬
‫‪Te m p e r a t u r e a n d Te m p e r a t u r e S c a l e s‬‬
‫‪1‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫اﻟﺤﺮارةُ ودرﺟﺔُ اﻟﺤﺮار ِة‬
‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫‪Heat and Temperature‬‬ ‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﹺ‬
‫ﻟﻤﺘﻮﺳﻂ‬ ‫ﻣﻘﻴﺎﺳﺎ‬ ‫ﹺ‬
‫اﻟﺤــﺮارة‬ ‫ﺗﹸﻌــﺪﱡ درﺟ ﹸﺔ‬
‫ﹰ‬
‫ﻟﺘﻌﺮ ﹺف ﻣﺪ￯‬ ‫اﻟﻠﻤﺲ أﺣﻴﺎﻧﹰﺎ ﱡ‬ ‫ﹺ‬ ‫ﺣﺎﺳ ﹶﺔ‬
‫أﺳﺘﺨﺪ ﹸم ﹼ‬ ‫اﻟﻤﻜﻮ ﹺﻧﺔ ﻟﻠﺠﺴ ﹺﻢ‪ ،‬و ﹸﻳﻌ ﱠﺒ ﹸﺮ‬ ‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﻟﻠﺠ‬ ‫ﹺ‬
‫ﱢ‬ ‫اﻟﺤﺮﻛﻴﺔ ﹸ‬
‫ﹺ‬
‫ﺑﺎﻟﺒﺮودة‬ ‫أﺷﻌﺮ‬ ‫ﺳﺨﻮﻧﺔ اﻷﺟﺴﺎ ﹺم أو ﺑﺮودﺗﹺﻬﺎ‪ ،‬ﻓﻤﺜ ﹰ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﻼ ﹸ‬ ‫ﺛﻼﺛﺔ‪ .‬أ ﹼﻣﺎ اﻟﺤﺮار ﹸة ﻓﻬﻲ‬ ‫ﹴ‬
‫ﻗﻴــﺎس‬ ‫ﺑﺄﻧﻈﻤــﺔ‬ ‫ﻋﻨﻬﺎ‬
‫ﹺ‬
‫اﻷﻃﻌﻤﺔ‬ ‫ﻣﻊ‬ ‫ﹸ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹺ‬
‫وأﺗﻌﺎﻣﻞ ﹶ‬ ‫ﺟﻠﻴﺪ‪،‬‬ ‫ﺑﻘﻄﻌﺔ‬ ‫أﻣﺴﻚ‬ ‫ﻋﻨﺪﹶ ﻣﺎ‬ ‫اﻷﺳـﺨﻦ إﻟﻰ‬ ‫اﻟﻄﺎﻗ ﹸﺔ اﻟﺘﻲ ﹸ‬
‫ﺗﻨﺘﻘﻞ ﻣ ﹶﻦ اﻟﺠﺴــ ﹺﻢ‬
‫أﺣﺲ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻗﻞ ﹸﺳﺨﻮﻧﹶﺔ‪.‬‬ ‫اﻟﺠﺴ ﹺﻢ‬
‫ﺑﺤــﺬر؛ ﻷﻧﹼــﻲ ﱡ‬ ‫اﻟﺴــﺎﺧﻨﺔ‬ ‫واﻟﻤــﺸﺮوﺑﺎت‬
‫ﹺ‬
‫اﻟﺘﻌﺒﻴﺮ‬ ‫أﻛﺜﺮ د ﹼﻗ ﹰﺔ ﻓﻲ‬ ‫أن ﹶ‬
‫أﻛﻮن ﹶ‬ ‫ﺑﺴﺨﻮﻧﺘﹺﻬﺎ‪ .‬ﻓﺈذا ﹸ‬
‫أردت ﹾ‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‪.‬‬ ‫ﹺ‬
‫ﺑﺪرﺟﺔ‬ ‫أوﺿ ﹸﺢ اﻟﻤﻘﺼﻮ ﹶد‬ ‫ﹼ‬
‫أﻗﻴﺲ‬ ‫ﻋ ﹾﻦ درﺟــﺔ ﺳﺨــﻮﻧﺔ اﻷﺟﺴـﺎ ﹺم أو ﺑﺮودﺗﻬﺎ‪ ،‬ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﺤﺮارة‪.‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫درﺟ ﹶﺔ ﺣﺮارﺗﹺﻬﺎ ﺑﺎﺳﺘﺨﺪا ﹺم‬
‫اﻟﺤﺮارة‪.‬‬ ‫ودرﺟﺔ‬ ‫اﻟﺤﺮارة‬ ‫أﻣﻴﺰ ﺑﻴ ﹶﻦ‬‫ﹸ‬
‫ﹺ‬
‫اﻟﺤﺮارة‪.‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻗﻴﺎس‬ ‫ف أﻧﻈﻤ ﹶﺔ‬‫أﺗﻌﺮ ﹸ‬
‫ﹼ‬
‫اﻟﺤﺮارة ‪ Temperature‬ﻋ ﹾﻦ‬ ‫ﹺ‬ ‫ﺗﻌ ﹼﺒ ﹸﺮ درﺟ ﹸﺔ‬ ‫ﹺ‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣ ﹾﻦ ﻧﻈﺎ ﹴم‬ ‫ﹴ‬
‫أﺳﺘﺨﺪ ﹸم ﻋﻼﻗﺎت رﻳﺎﺿ ﹼﻴ ﹰﺔ‬
‫اﻟﻤﻜﻮ ﹺﻧﺔ‬
‫ﱢ‬
‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﻟﻠﺠ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺘﻮﺳــﻂ اﻟﻄــﺎﻗﺔ اﻟﺤﺮﻛﻴﺔ ﹸ‬
‫ﹺ‬ ‫إﻟﻰ ﻧﻈﺎ ﹴم ﹶ‬
‫آﺧﺮ‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫ﺴﻴﻤﺎت‪،‬‬ ‫ﻟﻠﺠﺴ ﹺﻢ‪ .‬ﻓﻌﻨﺪﹶ ﻣﺎ ﺗﺰدا ﹸد ﺳﺮﻋ ﹸﺔ ﻫﺬه ﹸ‬
‫اﻟﺠ‬ ‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫ﻓﺘﺮﺗﻔﻊ درﺟ ﹸﺔ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﻴﺔ ﻟﻬﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﹸ‬
‫ﻣﺘﻮﺳﻂ‬ ‫ﻳﺰدا ﹸد‬ ‫ﹺ‬
‫اﻟﺤﺮارة ‪Temperature‬‬ ‫درﺟ ﹸﺔ‬
‫ﹸ‬
‫ﹶ‬
‫اﻟﺸﻜـﻞ )‪.(1‬‬ ‫ﺣﺮارة اﻟﺠــﺴ ﹺﻢ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬‫ﹺ‬ ‫اﻟﺤﺮار ﹸة ‪Heat‬‬
‫اﻟﺴﻠﺴﻴﻮس ‪Celsius‬‬

‫ﹺ‬
‫درﺟﺔ‬ ‫أﺻﻒ اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ــﻖ‪:‬‬
‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﹺ‬
‫وﻣﺘﻮﺳـﻂ‬ ‫ﹺ‬
‫ﺣﺮارة اﻟﺠﺴــ ﹺﻢ‬
‫اﻟﻤﻜﻮ ﹺﻧﺔ ﻟ ﹸﻪ‪.‬‬
‫ﱢ‬
‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﻟﻠﺠ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛ ﹼﻴﺔ ﹸ‬
‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﹺ‬
‫ﺳﺮﻋﺔ ﹸﺟ‬ ‫ﹸ‬
‫ﻣﺘﻮﺳﻂ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(1‬‬
‫ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫ﹺ‬
‫ﻣﺘﻮﺳﻂ‬ ‫أﻛﺒﺮ ﻣ ﹾﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎﺧﻦ ﹸ‬ ‫اﻟﺴﺎﺋﻞ‬
‫ﹺ‬
‫اﻟﺒﺎرد‪.‬‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‬ ‫ﹺ‬
‫ﺴﻴﻤﺎت‬ ‫ﹸﺟ‬

‫ﹲ‬
‫ﺳﺎﺋﻞ ﺑﺎر ﹲد‬ ‫ﹲ‬
‫ﺳﺎﺋﻞ ﺳﺎﺧ ﹲﻦ‬

‫‪46‬‬
 ‫ﹺ‬ ‫ﹺ‬ ‫ﻟﻬﻤﺎ درﺟ ﹸﺔ‬ ‫ﹺ‬
‫اﻟﺠﺴﻤﺎن ﹸ‬ ‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫اﻟﺤــﺮارة اﺗﺠــﺎ ﹶه‬ ‫ﹺ‬ ‫ﺗﺤﺪﱢ ﹸد درﺟــ ﹸﺔ‬
‫ﻣﺨﺘﻠﻔﺎن ﻓﻲ‬ ‫اﻟﺠﺴﻤﺎن‬
‫ﹺ‬ ‫ﹺ‬
‫درﺟﺘﹶﻲ ﺣﺮار ﹶﺗ ﹾﻴ ﹺﻬﻤﺎ‬ ‫ﻧﻔﺴﻬﺎ‬
‫اﻟﺤﺮارة ﹸ‬ ‫ف‬ ‫ﹸﻌﺮ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻨﻄﻘﺘﻴﻦ‪ ،‬وﺗ ﱠ‬ ‫ﺟﺴﻤﻴﻦ أو‬ ‫اﻟﺤــﺮارة ﺑﻴ ﹶﻦ‬
‫ﹺ‬
‫اﻟﻤﻨﺘﻘﻠﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫اﻟﺤﺮار ﹸة ‪ Heat‬ﺑﺄﻧﱠﻬﺎ ﻛﻤ ﹼﻴ ﹸﺔ‬
‫اﻷﻗﻞ ﹸﺳﺨﻮ ﹶﻧ ﹰﺔ‪.‬‬ ‫ﹺ‬ ‫اﻷﺳﺨﻦ إﻟﻰ اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬ ‫اﻟﺠﺴ ﹺﻢ‬
‫ﻣﺨﺘﻠﻔﺎن ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺟﺴﻤـﺎن‬ ‫ﻳﺘﻼﻣــﺲ‬ ‫ﻓﻌﻨﺪﹶ ﻣﺎ‬
‫ﹸ‬
‫اﻟﻤﻜﻮﻧ ﹸﺔ‬
‫ﱢ‬ ‫ﺴﻴﻤﺎت‬‫ﹸ‬ ‫اﻟﺠ‬‫درﺟﺘﹶﻲ ﺣﺮارﺗﻴﻬﻤﺎ ﺗﻔﻘﺪﹸ ﹸ‬
‫ﻓﺘﻘﻞ ﻃﺎﻗﺘﹸﻬﺎ‪،‬‬ ‫اﻟﺴﺎﺧﻦ ﻃــﺎﻗ ﹰﺔ ﺣﺮﻛ ﹼﻴ ﹰﺔ‪ ،‬ﱡ‬ ‫ﹺ‬ ‫ﻟﻠﺠﺴ ﹺﻢ‬
‫‪A‬‬ ‫‪B‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫ﹺ‬
‫اﻟﺒﺎرد‬ ‫اﻟﻤﻜﻮﻧ ﹸﺔ ﻟﻠﺠﺴ ﹺﻢ‬ ‫ﱢ‬ ‫ﺴﻴﻤﺎت‬
‫ﹸ‬ ‫اﻟﺠ‬
‫وﺗﻜﺴﺐ ﹸ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹸ‬
‫اﻟﺤﺮارة‬ ‫اﻧﺘﻘﺎل‬
‫اﻧﺘﻘﺎل‬‫ﹸ‬ ‫وﻳﺴﺘﻤﺮ‬ ‫ﻫﺬه اﻟﻄﺎﻗ ﹶﺔ ﻓﺘﺰدا ﹸد ﻃﺎﻗﺘﹸﻬﺎ‪،‬‬ ‫ﹺ‬
‫ﱡ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻳﺼﺒﺢ ﻟﻬﻤﺎ درﺟ ﹸﺔ اﻟﺤﺮارة ﹸ‬
‫ﻧﻔﺴﻬﺎ‪.‬‬ ‫ﹶ‬ ‫اﻟﺠﺴﻤﻴﻦ إﻟﻰ ﹾ‬
‫أن‬ ‫اﻟﺤﺮارة ﺑﻴ ﹶﻦ‬
‫ﹺ‬
‫اﻟﺤﺮارة ﻣ ﹶﻦ‬ ‫ﹸ‬
‫اﻧﺘﻘﺎل‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(2‬‬ ‫اﻟﺸﻜﻞ )‪.(2‬‬ ‫ﹶ‬ ‫اﻟﺤﺮاري‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻌﺮف ﺑﺎﻻﺗ ﹺ‬
‫ﹼﺰان‬ ‫وﻫﺬا ﻣﺎ ﹸﻳ ﹸ‬
‫ﱢ‬
‫ﹺ‬
‫اﻷﺳﺨﻦ إﻟﻰ اﻟﺠﺴ ﹺﻢ‬ ‫اﻟﺠﺴ ﹺﻢ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫أﺿﻴﻒ ﻛﻤ ﹼﻴ ﹰﺔ ﻣ ﹶﻦ‬
‫ﹸ‬ ‫ﻣــﺎء ﹴ‬
‫ﻓﺎﺗﺮ‬ ‫ﹴ‬ ‫أﺣﺼـﻞ ﻋﻠﻰ‬ ‫ﹶ‬ ‫ﻓﻤﺜﻼ‪ ،‬ﻛــﻲ‬ ‫ﹰ‬
‫ﹺ‬
‫اﻷﻗﻞ ﺳﺨﻮﻧ ﹰﺔ‪.‬‬
‫ﹺ‬
‫اﻟﺴﺎﺧﻦ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﺗﻨﺘﻘﻞ اﻟﺤﺮار ﹸة ﻣ ﹶﻦ‬ ‫ﺳﺎﺧﻦ‪ .‬إ ﹾذ ﹸ‬ ‫ﹴ‬ ‫اﻟﺒﺎرد إﻟﻰ ﹴ‬
‫ﻣﺎء‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﻔﺴﻬﺎ‪.‬‬ ‫ﺗﺼﺒﺢ ﻟﻬﻤﺎ درﺟ ﹸﺔ اﻟﺤﺮارة ﹸ‬ ‫ﹶ‬ ‫اﻟﺒﺎرد إﻟﻰ ﹾ‬
‫أن‬ ‫اﻟﻤﺎء‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﻄ ِ‬
‫ﺐ‬
‫ﻗﺒﻞ‬ ‫اﻟﻤﻮﻟﻮدون ﹶ‬
‫ﹶ‬ ‫ﹸ‬
‫اﻷﻃﻔـﺎل‬ ‫ﻳﻮﺿــﻊ‬
‫ﹸ‬
‫ﺴــــﻤﻰ‬ ‫ﱠ‬ ‫ﹴ‬
‫ﺟﻬــﺎز ﻃ ﹼﺒ ﱟﻲ ﹸﻳ‬ ‫أواﻧﹺﻬــﻢ ﻓﻲ‬
‫أﺟﺴﺎﻣﻬﻢ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻘﺪرة‬ ‫اﻟﺤﺎﺿﻨ ﹶﺔ‪ ،‬ﻟﻌــﺪ ﹺم‬
‫ﹺ‬
‫اﻟﻮﺳﻂ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻊ‬ ‫ﹺ‬
‫ﻋﻠﻰ اﻟﺘﻜ ﹼﻴﻒ ﹶ‬
‫ﺷﺪﻳﺪ‬ ‫ﹴ‬ ‫ﺿﻮن ﹴ‬
‫ﻟﺒﺮد‬ ‫ﻳﺘﻌﺮ ﹶ‬ ‫ﹺ‬
‫اﻟﻤﺤﻴﻂ‪ ،‬وﻗﺪﹾ ﹼ‬
‫داﺧﻞ‬ ‫ﻤﺮ ﹸر ﹶ‬ ‫ﹺ‬
‫ﻳــﺆ ﹼدي إﻟﻰ اﻟﻤــﻮت‪ .‬و ﹸﻳ ﹼ‬
‫ﹴ‬
‫ﻣﻨﺎﺳﺒﺔ‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫ﺑﺪرﺟﺔ‬ ‫ﹺ‬
‫اﻟﺤﺎﺿﻨﺔ ﻫﻮا ﹲء‬
‫وﺗﻮﻓﻴﺮ ﹴ‬
‫ﺑﻴﺌﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻮﻟﻮد‪،‬‬ ‫ﻟﺘﺪﻓﺌﺔ ﺟﺴــ ﹺﻢ‬ ‫ﹺ‬
‫ﻗﺒﻞ‬ ‫وﺟـﺪﹶ ﻓﻴﻬﺎ ﹶ‬ ‫ﺗﺤﺎﻛـﻲ اﻟﺒﻴﺌــ ﹶﺔ اﻟﺘﻲ ﹺ‬
‫وﻻدﺗﹺﻪ‪.‬‬

‫‪47‬‬
 ‫ﻗﯿﺎس درﺟ ِﺔ اﻟﺤﺮار ِة ‪Measuring Temperature‬‬
‫ُ‬
‫درﺟﺔ‬‫ﹺ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫اﻟــﺤﺮارة ﻋﻤﻠ ﹼﹰﻴﺎ ﺑﺎﺳﺘـﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹸﻘــﺎس درﺟ ﹸﺔ‬ ‫ﺗ‬
‫ﹸ‬
‫اﻟﺤﺮارة ﻓﻲ د ﹼﻗﺘﹺﻬﺎ وﺗﺮﻛﻴﺒﹺﻬﺎ‬ ‫ﹺ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻘﺎﻳﻴﺲ‬
‫ﹸ‬ ‫وﺗﺨﺘﻠﻒ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‪،‬‬
‫ﻣﻘﻴﺎس‬ ‫اﻟﺸﻜﻞ )‪(3‬‬ ‫ﹸ‬ ‫ﺗﻘﻴﺴﻬﺎ‪ .‬وﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹶ‬ ‫وﻣﺪ￯ درﺟﺎت اﻟﺤﺮارة اﻟﺘﻲ ﹸ‬
‫ﹺ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻗﻴﺎس‬ ‫اﻟﻤﺴﺘﺨﺪ ﹶم ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺰﺋﺒﻘﻲ ﹸ‬ ‫ﱠ‬ ‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬
‫اﻟﺠﺴ ﹺﻢ‪.‬‬
‫ﻫﻲ‪:‬‬ ‫ﹴ‬ ‫ﹺ‬ ‫اﻟﺤﺮارة ﺛﻼﺛ ﹸﺔ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻗﻴﺎس‪ ،‬ﹶ‬ ‫أﻧﻈﻤﺔ‬ ‫درﺟﺔ‬ ‫ﻟﻠﺘﻌﺒﻴﺮ ﻋ ﹾﻦ‬ ‫ﹸﻳﺴﺘﺨﺪ ﹸم‬
‫ﻣﻘﻴـﺎس‬ ‫ﹶ‬ ‫ﻓﻤﺜﻼ أﺳﺘﺨﺪ ﹸم‬ ‫ﹰ‬ ‫اﻟﺴﻠﺴﻴﻮس واﻟﻔﻬﺮﻧﻬﺎﻳﺖ واﻟﻜﻠﻔﻦ‪،‬‬
‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻟﻤﻌﺮﻓﺔ‬ ‫اﻟﺸﻜﻞ )‪(4‬‬ ‫ﹺ‬ ‫اﻟﻜﺤﻮﻟﻲ اﻟﻤﺒ ﹼﻴ ﹶﻦ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬
‫ﱠ‬
‫اﻟﻤﻘﻴﺎس‪ :‬أﺣﺪﹸ ﻫﻤﺎ‬ ‫ﹺ‬ ‫ﺗﺪرﻳﺠﻴﻦ ﻋﻠﻰ‬ ‫ﹺ‬ ‫وأﻻﺣﻆ وﺟﻮ ﹶد‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻨﺰل‪،‬‬ ‫ﻓﻲ‬
‫واﻵﺧـﺮ ﺑﺎﻟﻔﻬﺮﻧﻬﺎﻳﺖ‬ ‫ﺑﺎﻟـﺮﻣﺰ )‪،(oC‬‬ ‫ﹺ‬ ‫ﹺ‬
‫إﻟﻴــﻪ‬ ‫وﻳﺮﻣﺰ‬
‫ﹸ‬ ‫ﺑﺎﻟﺴﻠﺴﻴﻮس‬
‫ﹸ‬
‫ﺑﺄي‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫وﻳﺮﻣﺰ ﹺ‬
‫اﻟﺘﻌﺒﻴﺮ ﻋ ﹾﻦ درﺟﺔ اﻟﺤﺮارة ﱟ‬ ‫ﹸ‬ ‫ﺑﺎﻟﺮﻣﺰ)‪ .(oF‬وﻳﻤﻜ ﹸﻦ‬ ‫إﻟﻴﻪ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ)‪ (4‬ﹸﻳﻘﺮ ﹸأ‪ :‬درﺟ ﹸﺔ‬ ‫ﹺ‬ ‫اﻟﻤﻘﻴﺎس اﻟﻤﺒ ﹼﻴ ﹸﻦ ﻓﻲ‬ ‫ﹸ‬ ‫ﻓﻤﺜﻼ‬ ‫اﻟﻨﻈﺎﻣﻴﻦ‪ ،‬ﹰ‬ ‫ﹺ‬ ‫ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﹸ‬
‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬
‫ﹸ‬ ‫اﻟﺸﻜﻞ )‪(4‬‬
‫ﻣﻘﺪارﻫﺎ )‪ (30 oC‬ﻳﻘﺎﺑ ﹸﻠﻬﺎ ﺑﻨﻈﺎ ﹺم اﻟﻔﻬﺮﻧﻬﺎﻳﺖ )‪.(86 oF‬‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫ﹸ‬ ‫اﻟﻜﺤﻮﻟﻲ‪.‬‬
‫ﱡ‬ ‫اﻟﺤﺮارة‬
‫ﻓﻬﻮ اﻟﻮﺣﺪ ﹸة اﻟﻤﻌﺘﻤﺪ ﹸة‬ ‫ﹺ‬ ‫ﺮﻣﺰ ﹺ‬
‫ﺑﺎﻟﺮﻣﺰ )‪ ،(K‬ﹶ‬ ‫إﻟﻴﻪ‬ ‫أ ﹼﻣﺎ اﻟﻜﻠﻔﻦ و ﹸﻳ ﹸ‬
‫ُ‬
‫ﻟﻠﻮﺣﺪات‪ ،‬ﻳﺴﺘﺨﺪ ﹸﻣﻬﺎ‬ ‫ﹺ‬ ‫اﻟﺪوﻟﻲ‬ ‫اﻟﺤﺮارة ﻓﻲ اﻟﻨﻈﺎ ﹺم‬ ‫ﹺ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻟﻘﻴﺎس‬
‫أﺑﺤﺚ‬
‫ﱢ‬
‫ﺻﺮار )ﺻﺮﺻﻮر( ﹺ‬
‫واﻷﺑﺤﺎث اﻟﻌﻠﻤ ﹼﻴ ﹺﺔ‪.‬‬ ‫ﹺ‬ ‫اﻟﻤــﻌﺮوف‬
‫ﹸ‬ ‫اﻟﻠﻴﻞ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﺘﺠﺎرب‬ ‫اﻟﻌﻠﻤﺎ ﹸء ﻓﻲ‬
‫اﺣﺘﻜﺎك أﺟﻨﺤﺘﹺﻪ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻋــﻦ‬ ‫ﹺ‬
‫اﻟﻨﺎﺗﺞ‬ ‫ﺑﺼﻮﺗﹺﻪ‬
‫ﹺ‬
‫ﺑﺪرﺟــﺔ‬ ‫ﻗــﺎدر ﻋﻠﻰ اﻟﺘﻨ ﹼﺒ ﹺﺆ‬ ‫ﹺ‬
‫اﻷﻣﺎﻣﻴﺔ‪،‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹲ‬
‫اﻟﺰﺋﺒﻘﻲ )اﻟﻄ ﹼﺒ ﱡﻲ(‪.‬‬
‫ﱡ‬ ‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ)‪:(3‬‬ ‫أﺑﺤــﺚ ﻋﻦ ﻛﻴﻔﻴ ﹺ‬ ‫ﹺ‬
‫ــﺔ‬ ‫ﹼ‬ ‫ﹸ ﹾ‬ ‫اﻟﺠـﻮ‪.‬‬
‫ﱢ‬ ‫ﺣﺮارة‬
‫ﹺ‬
‫درﺟـــﺔ‬ ‫ﹺ‬
‫اﻻﺳﺘـﺪﻻل ﻋﻠﻰ‬ ‫إﻣﻜـﺎﻧ ﹼﻴ ﹺﺔ‬
‫ﹺ‬
‫ﻣﻌﺮﻓــــﺔ‬ ‫ﹺ‬
‫ﺧـﻼل‬ ‫اﻟﺠـﻮ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫ﺣـﺮارة‬
‫ﱢ‬
‫ﹺ‬
‫اﻷﺻـــﻮات اﻟﺘﻲ‬ ‫ﹺ‬
‫إﺻــﺪار‬ ‫ﹺ‬
‫ﺗﻜــﺮار‬
‫ﻳﻄﻠ ﹸﻘﻬﺎ ﻫﺬا اﻟﻜﺎﺋ ﹸﻦ‪.‬‬

‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﺗﺪرﻳﺞ‬ ‫ﻳﺘﺮاوح‬ ‫ﻟﻤﺎذا‬
‫ﹸ‬ ‫ﹸ‬
‫ﺑﻴﻦ )‪(42oC - 35oC‬؟‬
‫اﻟﻄﺒ ﱢﻲ ﹶ‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﹼ‬

‫‪48‬‬
 ‫ٌ‬
‫ﺗﺠﺮﺑﺔ‬
‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﻧﻤــﻮذج‬ ‫أﺿﻊ‬ ‫أﺟﺮ ﹸب‪:‬‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﻧﻤﻮذج‬ ‫أﺻﻨﻊ‬
‫ﹶ‬ ‫ﹸ‬ ‫‪ .3‬ﹼ‬ ‫ﹶ‬ ‫ﹸ‬
‫ارﺗﻔﺎع‬ ‫ﹸ‬
‫وأﻻﺣﻆ‬ ‫ﹺ‬
‫اﻟﺠﻠﻴﺪ‪.‬‬ ‫ﻣﻜﻌﺒﺎت‬ ‫ﻓﻴﻪ‬ ‫ﹴ‬
‫وﻋﺎء ﹺ‬ ‫ﻓﻲ‬
‫ﹶ‬ ‫ﹸ‬ ‫ﻣﺎﺻ ﹲﺔ ﺑﻼﺳﺘﻴﻜﻴ ﹲﺔ‪ ،‬ﻗﺎرور ﹲة ﺷﻔﺎﻓ ﹲﺔ‬‫واﻷدوات‪ :‬ﹼ‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﻟﻤﺎﺻﺔ‪ ،‬ﹼ‬
‫ﹼ‬ ‫اﻟﻜﺤﻮل ﻓﻲ‬ ‫ﻃﺒﻲ‪ ،‬ﺻﺒﻐ ﹸﺔ‬‫ﻛﺤــﻮل ﱞ‬‫ﹲ‬ ‫ﺗﺨﻄﻴﻂ‪،‬‬ ‫رﻓﻴﻌ ﹲﺔ‪ ،‬ﻣﺴﻄﺮةﹲ‪ ،‬ﹸ‬
‫ﻗﻠﻢ‬
‫اﻟﻤﻘﻴﺎس اﻟﺬي ﺻﻨﻌﺘﹸﻪ ﻓﻲ ﹴ‬
‫ﻛﻮب‬ ‫ﹶ‬ ‫أﺿــﻊ‬
‫ﹸ‬ ‫أﺟﺮ ﹸب‪:‬‬
‫‪ .4‬ﹼ‬ ‫ﹲ‬ ‫ﻣﻜﻌﺒـﺎت ﹴ‬
‫ﻣﻌﺠﻮن‪،‬‬ ‫ﺟﻠﻴﺪ‪،‬‬ ‫ﹸ‬ ‫ﺑﻼﺳﺘﻴﻜﻲ‪،‬‬
‫ﱞ‬ ‫ﻃﻌﺎ ﹴم‪ ،‬وﻋــﺎ ﹲء‬
‫ﹺ‬
‫اﻟﻜﺤﻮل ﻓﻲ‬ ‫ارﺗﻔﺎع‬ ‫ﹸ‬
‫وأﻻﺣﻆ‬ ‫ﹺ‬
‫ﻓﻴﻪ ﻣـﺎ ﹲء ﺳـﺎﺧ ﹲﻦ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹶ‬ ‫اﻟﻐﻠﻴﺎن(‪.‬‬ ‫درﺟﺔ‬ ‫ﻟﻢ ﹾ‬
‫ﻳﺼﻞ إﻟﻰ‬ ‫ﻣﺎ ﹲء ﺳﺎﺧ ﹲﻦ ) ﹾ‬
‫أدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺛﻢ ﹼ‬
‫اﻟﻤﺎﺻﺔ‪ ،‬ﱠ‬
‫ﹼ‬ ‫ﻗــﺎرورة‬ ‫ﹺ‬
‫إﻏــﻼق‬ ‫أﺣــﺮص ﻋﻠﻰ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬ ‫ﹺ‬
‫اﻻﺳﺘﻌﻤﺎل‪.‬‬ ‫ﹺ‬
‫اﻟﻜﺤﻮل ﻣﺒﺎﺷﺮ ﹰة ﺑﻌﺪﹶ‬
‫اﻟﻤﺎﺻ ﹺﺔ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻜﺤﻮل ﻓﻲ‬ ‫أﺳﺘﻨﺘﺞ اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ ارﺗﻔﺎ ﹺع‬ ‫ﹸ‬ ‫‪-‬‬ ‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﺣﺮارة اﻟﻤﺎ ﹼد ﹺة‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫ودرﺟﺔ‬ ‫ﹴ‬
‫ﺣــﺮارة ﻣﺘﹼﺒﹺ ﹰﻌﺎ‬ ‫ﹺ‬
‫درﺟــﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴــﺎس‬ ‫ﻧﻤــﻮذج‬
‫ﹶ‬ ‫أﺻﻨﻊ‬
‫ﹸ‬ ‫‪.1‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬ ‫ﻣﻘﻴـﺎس‬ ‫ﻜﺘﺐ ﻋــﺎد ﹰة ﻋﻠﻰ‬ ‫‪ -‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﹸﻳ ﹸ‬ ‫اﻟﺨﻄﻮات اﻵﺗﻴ ﹶﺔ‪:‬‬
‫ﻓﻜﻴﻒ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﺑﺎﻷرﻗﺎ ﹺم‪،‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﺗﺪرﻳﺞ ﻳﻌـ ﱢﺒ ﹸﺮ ﻋ ﹾﻦ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹲ‬ ‫اﻟﺮﻓﻴﻌﺔ‬ ‫اﻟﺸﻔﺎﻓﺔ‬ ‫اﻟﻘﺎرورة‬ ‫ﹶ‬
‫اﻟﻜﺤﻮل ﻓﻲ‬ ‫أﺻﺐ‬
‫ﱡ‬ ‫‪-‬‬
‫اﻟﻤﺪر ﹺج ﻷﻗﻮ ﹶم‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟـﺔ‬ ‫ﹺ‬
‫ﺑﻤﻘﻴﺎس‬ ‫أﺳﺘﻌﻴ ﹸﻦ‬ ‫ﹺ‬
‫ﱠ‬ ‫اﻟﻨﺼﻒ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﹶ‬
‫ﻳﺼــﻞ ارﺗﻔــﺎ ﹸﻋﻪ إﻟﻰ‬ ‫إﻟــﻰ ﹾ‬
‫أن‬
‫ﹺ‬
‫اﻟﻤﻘﻴﺎس اﻟﺬي ﺻﻨﻌﺘﹸﻪ؟‬ ‫ﹺ‬
‫ﺑﺘﺪرﻳﺞ‬ ‫ﹺ‬
‫اﻟﻜﺤﻮل‪.‬‬ ‫ﹺ‬
‫ﺻﺒﻐﺔ اﻟﻄﻌﺎ ﹺم إﻟﻰ‬ ‫ﻼ ﻣ ﹾﻦ‬ ‫وأﺿﻴﻒ ﻗﻠﻴ ﹰ‬
‫ﹸ‬
‫ﺑﻘﻠﻴﻞ‬ ‫ﹴ‬ ‫أﻛﺒﺮ‬ ‫ﹴ‬ ‫اﻟﻤﻌﺠـﻮن ﻋﻠﻰ ﹺ‬ ‫ﹶ‬ ‫‪ -‬أﺷﻜ ﹸﹼﻞ‬
‫ﻗﺮص ﹶ‬ ‫ﻫﻴﺌﺔ‬
‫اﻟﻤﺎﺻ ﹶﺔ‬ ‫ﹼ‬ ‫وأﻣﺮ ﹸر ﻣ ﹾﻦ ﺧﻼﻟﹺﻪ‬ ‫ﹺ‬
‫ﻓﻮﻫﺔ اﻟﻘﺎرورة‪ ،‬ﹼ‬
‫ﹺ‬
‫ﻣ ﹾﻦ ﹼ‬
‫اﻟﺒﻼﺳﺘﻴﻜﻴ ﹶﺔ‪.‬‬
‫أن‬ ‫دون ﹾ‬ ‫ﹺ‬
‫اﻟﻘﺎرورة‪ ،‬ﹶ‬ ‫ﹺ‬
‫ﻣﻨﺘﺼﻒ‬ ‫اﻟﻤﺎﺻ ﹶﺔ ﻓﻲ‬ ‫أﺿﻊ‬ ‫‪-‬‬
‫ﹼ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻌﺠﻮن‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﺰﻳﺪ ﻣ ﹶﻦ‬ ‫اﻟﻘـﺎع‪ .‬وأﺛ ﹼﺒﺘﹸﻬﺎ‬ ‫ﺗﻼﻣﺲ‬
‫ﹶ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻟﻘﺎرورة‪.‬‬ ‫ﹺ‬
‫اﻟﻬﻮاء إﻟﻰ‬ ‫ﺗﺴﺮ ﹶب‬ ‫ﺑﺈﺣﻜﺎ ﹴم؛‬
‫ﻷﻣﻨﻊ ﹼ‬ ‫ﹶ‬
‫اﻟﻤــﺎﺻ ﹺﺔ‪ ،‬ﻫــﺬا‬ ‫ﹼ‬ ‫ﹺ‬
‫اﻟﻜﺤــﻮل ﻓﻲ‬ ‫ارﺗﻔﺎع‬
‫ﹶ‬ ‫ﹸ‬
‫أﻻﺣﻆ‬ ‫‪.2‬‬
‫وأرﺳﻢ‬ ‫ﹺ‬
‫اﻟﻐﺮﻓﺔ‪.‬‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟـﺔ‬ ‫ﻳﺪل ﻋﻠﻰ‬ ‫اﻻرﺗﻔﺎع ﱡ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻤﺎﺻ ﹺﺔ‪.‬‬
‫ﹼ‬ ‫ﻣﻘﺎﺑ ﹶﻠ ﹸﻪ »ﻋﻼﻣ ﹰﺔ« ﻋﻠﻰ‬

‫‪49‬‬
 ‫س اﻟﺤﺮار ِة ‪Calibrating a Thermometer‬‬
‫ﺗﺪرﯾﺞ ﻣﻘﯿﺎ ِ‬
‫ُ‬ ‫ﺑﺎﻟﻤﺠﺘﻤﻊ‬ ‫اﻟﺮﺑﻂُ‬
‫ِ‬
‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﺳﺎﺋﻞ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹴ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أﻗﻴﺲ درﺟ ﹶﺔ‬ ‫ﻋﻨﺪﻣﺎ ﹸ‬ ‫أﺑﺤــﺚ ﻣﺴــﺘﻌﻴ ﹰﻨﺎ ﺑﺎﻹﻧﺘﺮﻧﺖ ﹺ‬
‫ﻋـﻦ‬ ‫ﹸ‬
‫وأﻻﺣﻆ اﻟﺘﻐ ﹼﻴ ﹶﺮ ﻓﻲ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‪،‬‬ ‫اﻟﻤﻘﻴﺎس ﻓﻲ‬ ‫أﺿﻊ‬ ‫زﺋﺒﻘﻲ‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫ﹶ‬ ‫ﹸ‬ ‫ﱟ‬ ‫اﺳﺘﺨﺪام ﻧﻈﺎ ﹺم‬
‫ﹸ‬ ‫ﻳﺸﻴﻊ ﻓﻴﻬﺎ‬
‫اﻟﺪول اﻟﺘﻲ ﹸ‬
‫ﻳﺜﺒﺖ‬ ‫ﻟﻠﻤﻘﻴﺎس‪ .‬وﻋﻨﺪﻣﺎ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺰﺟﺎﺟﻴﺔ‬ ‫ﹺ‬
‫اﻟﺴﺎق‬ ‫اﻟﺰﺋﺒﻖ ﻓﻲ‬ ‫ﹺ‬ ‫ارﺗﻔﺎ ﹺع‬ ‫ﺗﺴﺘﺨﺪم‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﺪول اﻟﺘﻲ‬ ‫ﹺ‬
‫اﻟﺴﻠﺴﻴﻮس‪،‬‬
‫ﹺ‬ ‫ﺗﻮﺟﺪ ﹲ‬ ‫ﹾ‬
‫اﻟﻤﻘﺎﺑﻞ ﻟﻤﺴﺘﻮ￯‬ ‫ﹶ‬ ‫اﻟﺮﻗﻢ‬
‫ﹶ‬ ‫ﻣﺴﺘﻮ￯ ﻣﻌ ﹼﻴ ﹴﻦ‪ ،‬أﻗﺮ ﹸأ‬ ‫ﹰ‬ ‫اﻟﺰﺋﺒﻖ ﻋﻨﺪﹶ‬ ‫ارﺗﻔﺎع‬
‫ﹸ‬
‫دول‬ ‫ﹸ‬ ‫وﻫــﻞ‬ ‫ﻧﻈﺎم اﻟﻔﻬﺮﻧﻬﺎﻳﺖ‪.‬‬
‫ﹶ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﻈﺎﻣﻴﻦ؟‬ ‫ﺗﺴﺘﺨﺪم ﻛﻼ‬
‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‪.‬‬ ‫ﺣﺮارة‬ ‫درﺟﺔ‬ ‫ﻟﻴﺪل ﻋﻠﻰ‬ ‫اﻟﺰﺋﺒﻖ ﱠ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬
‫ﹸ‬

‫ﺷـﺎﺋﻌﺘﻴﻦ ﻳﻤﻜ ﹸﻦ‬ ‫ﹺ‬ ‫ﹺ‬

‫درﺟﺘﻴﻦ‬ ‫ﹺ‬
‫ﺑﺎﺧﺘﻴـﺎر‬ ‫ﹺ‬
‫اﻟـﺤﺮارة‬ ‫ﻣﻘﻴـﺎس‬ ‫ﺪر ﹸج‬
‫ﹸ‬ ‫ﹸﻳ ﱠ‬
‫ﻓﻤﺜﻼ‬ ‫ودرﺟﺔ ﻏﻠﻴﺎﻧﹺﻪ‪ .‬ﹰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﺗﺠﻤ ﹺﺪ‬ ‫ﹺ‬ ‫ﺑﺴﻬﻮﻟﺔ‪ ،‬ﹸ‬ ‫ﹴ‬
‫ﻣﺜﻞ درﺟﺔ ﹼ‬ ‫ﻗﻴﺎﺳﻬﻤﺎ‬ ‫ﹸ‬
‫ﹴ‬
‫ﺧﻠﻴﻂ‬ ‫ﻳﻮﺿﻊ ﻓﻲ‬ ‫زﺋﺒﻘﻲ ﺑﻨﻈﺎ ﹺم اﻟﺴﻠﺴﻴﻮس‪،‬‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﹺ‬
‫ﻟﺘﺪرﻳﺞ‬
‫ﹸ‬ ‫ﱟ‬
‫اﻟﺸﻜﻞ‬ ‫ﹺ‬ ‫ﻧﺤﻮ ﻣﺎ ﻫﻮ ﻣﺒ ﱠﻴ ﹲﻦ ﻓﻲ‬ ‫واﻟﻤﺎء ﻋﻠﻰ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺼﻐﻴﺮة‬ ‫ﹺ‬
‫اﻟﺠﻠﻴﺪ‬ ‫ﻣ ﹾﻦ ﻗﻄ ﹺﻊ‬
‫اﻟﺼﻔﺮ‬ ‫ﹺ‬ ‫درﺟﺔ‬‫ﹺ‬ ‫اﻟﺰﺟﺎﺟﻴﺔ إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎق‬ ‫اﻟﺰﺋﺒﻖ ﻓﻲ‬ ‫ﹺ‬ ‫ارﺗﻔﺎع‬ ‫ﻓﻴﺸﻴﺮ‬ ‫)‪،(5‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺰﺋﺒﻖ‬ ‫ﹺ‬ ‫ارﺗﻔﺎع‬ ‫ﻓﻴﺸﻴﺮ‬ ‫ﻣﺎء ﻳﻐﻠﻲ‪،‬‬ ‫)‪ ،(0 oC‬ﺛﻢ ﻳﻮﺿﻊ اﻟﻤﻘﻴﺎس ﻓﻲ ﹴ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﱠ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺪرﺟﺘﺎن‬ ‫ــﻖ‪ :‬ﻣﺎ‬‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﺗﻘﺴﻢ‬ ‫ﹸ‬ ‫ﺛﻢ‬
‫ﻓﻲ اﻟﺴﺎق اﻟﺰﺟــﺎﺟﻴﺔ إﻟﻰ درﺟــﺔ اﻟﻤﺌﺔ )‪ .(100 C‬ﱠ‬
‫‪o‬‬

‫أن ﻳﻤ ﹼﺜ ﹶﻞ‬ ‫ﺟﺰء‪ ،‬ﻋﻠﻰ ﹾ‬ ‫ﻣﺌﺔ ﹴ‬ ‫ﺗــﺪرﻳﺞ إﻟﻰ ﹺ‬ ‫ﹴ‬ ‫اﻟﻤﺴﺎﻓ ﹸﺔ ﺑﻴ ﹶﻦ أﻋﻠﻰ وأدﻧﻰ‬ ‫ﹺ‬
‫ﻟﺘﺪرﻳﺞ‬ ‫اﻟﻠﺘﺎن اﻋﺘ ﹺﹸﻤﺪﹶ ﺗﺎ‬
‫ﹺ‬
‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﺑﻨﻈﺎ ﹺم‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬
‫درﺟﺔ ﺳﻠﺴﻴﻮس ﻧﺴﺒ ﹰﺔ إﻟﻰ‬ ‫ﻴﺖ ﺑﺎﺳ ﹺﻢ‬ ‫ﻛﻞ ﺟﺰء درﺟ ﹰﺔ واﺣﺪةﹰ‪ ،‬ﹸﺳ ﹼﻤ ﹾ‬ ‫ﱡ‬
‫اﻗﺘﺮح ﻫﺬا اﻟﻨﻈﺎ ﹶم‪.‬‬ ‫ﹶ‬ ‫اﻟﻌﺎﻟ ﹺﻢ أﻧﺪﻳﺮس ﺳﻠﺴﻴﻮس اﻟﺬي‬ ‫اﻟﺴﻠﺴﻴﻮس؟‬

‫اﻟﺰﺋﺒﻘﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﺗﺪرﻳﺞ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(5‬‬
‫ﱢ‬ ‫ﹸ‬

‫اﻟﺨﻄﻮة ﹸ)‪(3‬‬ ‫اﻟﺨﻄﻮة ﹸ)‪(2‬‬ ‫اﻟﺨﻄﻮة ﹸ)‪(1‬‬

‫˚‪80‬‬
‫˚‪100‬‬ ‫˚‪100‬‬ ‫˚‪0‬‬
‫˚‪90‬‬
‫˚‪80‬‬
‫˚‪70‬‬
‫˚‪70‬‬
‫˚‪60‬‬
‫˚‪50‬‬
‫˚‪40‬‬
‫˚‪30‬‬
‫˚‪20‬‬
‫˚‪10‬‬
‫˚‪0‬‬

‫ﹸﻘﺴﻢ اﻟﻤﺴﺎﻓ ﹸﺔ ﺑﻴ ﹶﻦ أﻋﻠﻰ‬ ‫ﻣﻐﻠﻲ‪،‬‬ ‫ﻳﻮﺿﻊ اﻟﻤﻘﻴﺎس ﻓﻲ ﹴ‬

‫ﻣﺎء‬ ‫ﹴ‬
‫ﺗ ﹸ‬ ‫ﱟ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﺧﻠﻴﻂ ﻣ ﹾﻦ ﻗﻄ ﹺﻊ‬ ‫اﻟﻤﻘﻴﺎس ﻓﻲ‬
‫ﹸ‬ ‫ﻳﻮﺿﻊ‬
‫ﹸ‬
‫ﻣﺌﺔ ﺟﺰء‪.‬ﹴ‬
‫ﺗﺪرﻳﺞ إﻟﻰ ﹺ‬ ‫ﹴ‬ ‫وأدﻧﻰ‬ ‫اﻟﺴﺎﺋﻞ إﻟﻰ درﺟﺔﹺ‬
‫ﹺ‬ ‫ارﺗﻔﺎع‬ ‫ﻓﻴﺸﻴﺮ‬ ‫ﹺ‬
‫ﹸاﻟﺴﺎﺋﻞ‬ ‫ﻓﻴﺸﻴﺮ ارﺗﻔﺎع‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺠﻠﻴﺪ واﻟﻤﺎء ‪،‬‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺌﺔ ﺳﻠﺴﻴﻮس‪.‬‬ ‫اﻟﺼﻔﺮ ﺳﻠﺴﻴﻮس‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫إﻟﻰ‬

‫‪50‬‬
 ‫س إﻟﻰ آﺧ َﺮ‬
‫ﻧﻈﺎم ﻗﯿﺎ ٍ‬
‫ﺗﺤﻮﯾ ُﻞ درﺟ ِﺔ اﻟﺤﺮار ِة ﻣﻦ ِ‬
‫‪Conversion Between Temperature Scales‬‬
‫ﹺ‬ ‫ﹸ‬
‫اﻟﺘﻌﺒﻴﺮ ﻋﻨﻬﺎ‬
‫ﹸ‬ ‫أن درﺟ ﹶﺔ اﻟﺤﺮارة ﹶ‬
‫ﻧﻔﺴﻬﺎ ﻳﻤﻜ ﹸﻦ‬ ‫اﻟﺸﻜﻞ )‪ (6‬ﱠ‬ ‫ﻳﺒ ﹼﻴ ﹸﻦ‬
‫ﹺ‬
‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‪.‬‬ ‫ﹺ‬
‫اﻷﻧﻈﻤﺔ‬ ‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ‬ ‫ﺑﺄرﻗﺎ ﹴم‬
‫ﻗﻴﺎس‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(6‬أﻧﻈﻤ ﹸﺔ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺎء )‪ (32 oF‬ودرﺟ ﹸﺔ‬ ‫ﺗﺠﻤ ﹺﺪ‬
‫اﻟﺤﺮارة‪.‬‬ ‫درﺟﺔ‬
‫ﻓﻲ ﻧﻈﺎ ﹺم اﻟﻔﻬﺮﻧﻬﺎﻳﺖ‪ ،‬درﺟ ﹸﺔ ﹼ‬
‫اﻟﻔﺮق ﺑﻴﻨﹶﻬﻤﺎ )‪ (180‬درﺟ ﹰﺔ‪،‬‬
‫ﹸ‬ ‫ﹸ‬
‫ﻓﻴﻜﻮن‬ ‫ﻏﻠﻴﺎﻧﹺﻪ )‪،(212 oF‬‬
‫ﹸﻘﺴﻢ اﻟﻤﺴﺎﻓ ﹸﺔ ﺑﻴﻨ ﹸﹶﻬﻤﺎ إﻟﻰ)‪ (180‬ﺟﺰ ﹰءا‪ ،‬و ﹸﻳ ﹸ‬
‫ﻄﻠﻖ ﻋﻠﻰ‬ ‫ﻟﺬا ﺗ ﹸ‬
‫اﺳﻢ »درﺟﺔ ﻓﻬﺮﻧﻬﺎﻳﺖ«‪.‬‬ ‫ﹺ‬
‫اﻟﺠﺰء ﹸ‬
‫ﹺ‬ ‫ﺗﺠﻤ ﹺﺪ‬
‫اﻟﻤﺎء ﺗﺴﺎوي‬ ‫ﻓﺈن درﺟ ﹶﺔ ﹼ‬ ‫أ ﹼﻣﺎ ﻓﻲ ﻧﻈﺎ ﹺم اﻟﻜﻠﻔﻦ‪ ،‬ﱠ‬
‫ﹺ‬
‫)‪ ،(273.15 K‬ودرﺟ ﹶﺔ ﻏﻠﻴــﺎﻧﻪ )‪ ،(373.15 K‬وﺗ ﹸ‬
‫ﹸﻘﺴﻢ‬
‫ﻛﻞ ﹴ‬
‫ﺟﺰء إﻟﻰ‬ ‫وﻳﺸﻴﺮ ﱡ‬ ‫اﻟﻤﺴﺎﻓ ﹸﺔ ﺑﻴﻨﹶﻬﻤﺎ إﻟﻰ )‪ (100‬ﹴ‬
‫ﺟﺰء‪،‬‬
‫ﹸ‬
‫ﹸﺴﻤﻰ اﻟﻜﻠﻔﻦ‪.‬‬ ‫ﹴ‬ ‫ﹴ‬
‫درﺟﺔ واﺣﺪة ﺗ ﹼ‬
‫ﹺ‬
‫اﻟﻌﻼﻗـﺎت‬ ‫آﺧــﺮ أﻃ ﹼﺒ ﹸﻖ‬ ‫ﹺ‬
‫وﻟﻠﺘﺤﻮﻳﻞ ﻣ ﹾﻦ ﻧﻈــﺎ ﹴم إﻟﻰ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﺠﺪول اﻵﺗﻲ‪.‬‬ ‫اﻟﻤﻮﺿﺤ ﹶﺔ ﻓﻲ‬
‫ﱠ‬ ‫اﻟﺮﻳﺎﺿﻴ ﹶﺔ‬

‫ُ‬
‫أﺑﺤﺚ‬ ‫اﻟﻌﻼﻗ ﹸﺔ اﻟﺮﻳﺎﺿﻴ ﹸﺔ‬ ‫ﻣﻦ‪:‬‬ ‫ﹺ‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﹾ‬
‫ﹺ‬
‫اﻟﺸﻜـــﻞ )‪ (6‬درﺟ ﹶﺔ‬ ‫ﹸ‬
‫أﻻﺣــﻆ ﻋﻠﻰ‬ ‫‪o‬‬
‫‪F = oC × 1.8 + 32‬‬ ‫ﺳﻠﺴﻴﻮس إﱃ ﻓﻬﺮﳖﺎﻳﺖ‬
‫اﻟﻤﻄﻠﻖ‪ .‬ﻓﻤﺎ‬ ‫اﻟﺼﻔﺮ‬ ‫ﹸﺴﻤﻰ‬ ‫ﹴ‬
‫ﹶ‬ ‫ﹶ‬ ‫ﺣﺮارة ﺗ ﱠ‬
‫اﻟﻤﻄﻠﻖ؟ ﹾ‬
‫)‪(oF − 32‬‬ ‫ﻓﻬﺮﳖﺎﻳﺖ إﱃ ﺳﻠﺴﻴﻮس‬
‫وﻫﻞ ﺗﻮﺟﺪﹸ ﻣﺎد ﹲة‬ ‫ﹸ‬ ‫اﻟﺼﻔﺮ‬
‫ﹸ‬ ‫‪o‬‬
‫=‪C‬‬
‫ﹺ‬ ‫ﹺ‬ ‫‪1.8‬‬
‫ﻓﻲ اﻟﻄﺒﻴﻌــﺔ ﺗﺼـﻞ درﺟ ﹸﺔ ﺣﺮارﺗﻬ ﹸﺎ‬
‫ﹺ‬
‫اﻟﺪرﺟﺔ؟‬ ‫إﻟﻰ ﹺ‬
‫ﻫﺬه‬ ‫‪K = °C + 273.15‬‬ ‫ﺳﻠﺴﻴﻮس إﱃ ﻛﻠﻔﻦ‬

‫ﹺ‬
‫اﻟﺤﺮارة ﻣ ﹾﻦ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻟﺘﺤﻮﻳﻞ‬ ‫أﻛﺘﺐ ﻋـﻼﻗ ﹰﺔ رﻳﺎﺿﻴ ﹰﺔ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـﻖ‪:‬‬
‫ﹸ‬
‫ﻛﻠﻔﻦ إﻟﻰ ﺳﻠﺴﻴﻮس‪.‬‬

‫‪51‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪1‬‬ ‫ﹴ‬ ‫ﹺ‬
‫ﹸ‬
‫ﻳﻜﻮن ﻟﻨﻈﺎ ﹺم‬ ‫ﺣﺮارة‬ ‫درﺟﺔ‬ ‫أي‬
‫ﻋﻨﺪﹶ ﱢ‬
‫ﺲ ) ‪.(5772.15K‬‬ ‫ﹺ‬
‫ﺣﺮارة ﺳﻄﺢﹺ اﻟﺸﻤ ﹺ‬ ‫أن درﺟ ﹶﺔ‬
‫اﻟﻌﻠﻤﺎء ﱠ‬ ‫ﻳﻘﺪﹼ ﹸر‬ ‫اﻟﺴﻠﺴﻴﻮس وﻟﻨﻈــﺎ ﹺم اﻟﻔﻬﺮﻧﻬﺎﻳﺖ‬
‫ﹸ‬
‫ﹺ‬
‫ﺳﻄﺤﻬﺎ ﺑﺎﻟﺴﻠﺴﻴﻮس‪.‬‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أﺣﺴﺐ درﺟ ﹶﺔ‬ ‫ﻧﻔﺴﻬﺎ؟‬ ‫ﹸ‬
‫اﻟﻘﻴﻤﺔ ﹸ‬
‫ﹸ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣ ﹾﻦ ﻛﻠﻔﻦ إﻟﻰ ﺳﻠﺴﻴﻮس‪ ،‬أﻃ ﹼﺒ ﹸﻖ اﻟﻌﻼﻗ ﹶﺔ‪:‬‬ ‫أﺣﻮ ﹸل درﺟ ﹶﺔ‬
‫ــﻖ‪ :‬ﹼ‬‫أﺗﺤ ﹼﻘ ﹸ‬
‫‪◦C = K - 273.15‬‬ ‫ﹺ‬
‫اﻟﺤﺮارة )‪ (98oF‬إﻟـﻰ‬
‫‪◦C = 5772.15 - 273.15 = 5499 ◦C‬‬
‫ﺳﻠﺴﻴﻮس‪.‬‬

‫ٌ‬
‫ﻣﺜﺎل ‪2‬‬
‫ﹺ‬
‫اﻟﺤﺮارة )‪ (40 oC‬إﻟﻰ ﻓﻬﺮﻧﻬﺎﻳﺖ ‪.‬‬ ‫أﺣﻮ ﹸل درﺟ ﹶﺔ‬
‫ﹼ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﻣ ﹾﻦ ﺳﻠﺴﻴﻮس إﻟﻰ ﻓﻬﺮﻧﻬﺎﻳﺖ‪ ،‬أﻃ ﹼﺒ ﹸﻖ اﻟﻌﻼﻗ ﹶﺔ‪:‬‬
‫‪◦F = ◦C × 1.8 + 32‬‬
‫‪◦F = 40 ×1.8+32 = 104 ◦F‬‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬
‫ﹺ‬
‫اﻟﺤﻤﺮاء‪،‬‬ ‫ﺗﺤﺖ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﺗﺼﻮﻳﺮ ﺑﺎﺳـﺘﺨﺪا ﹺم‬ ‫اﻟﻜﺎﻣﻴـﺮا اﻟﺤﺮارﻳ ﹸﺔ ﻫﻲ‬
‫اﻷﺷـﻌﺔ ﹶ‬ ‫ﺟﻬﺎز‬
‫ﹸ‬
‫ﺗﺼـﺪر ﹺ‬ ‫ﹴ‬
‫ﺗﻌـﺮض اﻟﻜﺎﻣﻴـﺮا ﺻﻮر ﹰة‬
‫ﹸ‬ ‫ﻋﻦ اﻷﺟﺴـﺎ ﹺم‪.‬‬ ‫ﹸ‬ ‫وﻫـﻲ أﺷـﻌ ﹲﺔ ﹸ‬
‫ﻏﻴـﺮ ﻣﺮﺋ ﹼﻴﺔ‬
‫ﹸ‬
‫ﹸﺮﺑــﻂ‬‫اﻟﻤﻨﺎﻃـــﻖ اﻟﺴـﺎﺧﻨ ﹶﺔ واﻟﺒــﺎرد ﹶة ﻓﻲ اﻟﺠﺴـــ ﹺﻢ؛ وﺗ‬
‫ﹶ‬ ‫ـﺢ‬ ‫ﻣﻠﻮﻧـ ﹰﺔ ﹼ‬
‫ﺗﻮﺿ ﹸ‬ ‫ﹼ‬
‫أﺑﺤﺚ ﻓـــﻲ اﻹﻧﺘﺮﻧﺖ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻟﻮان وﺷـﺪﹼ ﹸة ﺳـﻄﻮﻋﻬﺎ ﺑﺪرﺟـﺎت اﻟﺤـــﺮارة‪.‬‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻋـﻦ اﻻﺳـﺘﺨﺪاﻣﺎت اﻟﻤﺨﺘﻠﻔـﺔ ﻟﻬﺬا اﻟﻨـﻮ ﹺع ﻣـ ﹶﻦ اﻟﻜﺎﻣﻴﺮات‪.‬‬ ‫ﹺ‬

‫‪52‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‬ ‫ﹺ‬
‫اﻷﻛﻮاب‬ ‫ﺣﺮارة ﹺ‬
‫اﻟﻤﺎء ﻓﻲ‬ ‫ﹺ‬ ‫اﻟﻤﺎء‪ ،‬درﺟ ﹸﺔ‬‫ﻣﺘﻤﺎﺛﻠﺔ ﻓﻴﻬﺎ اﻟﻜﻤﻴ ﹸﺔ ﻧﻔﺴﻬﺎ ﻣﻦ ﹺ‬ ‫ﹴ‬ ‫ﹴ‬
‫أﻛﻮاب‬ ‫‪ .1‬ﺛﻼﺛ ﹸﺔ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻐﺮﻓﺔ )‪.(20 oC‬‬ ‫ﹺ‬
‫اﻟﻬﻮاء ﻓﻲ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫اﻟﺘﺮﺗﻴﺐ )‪ ،(50 oC) ،(15 oC) ،(40 oF‬ودرﺟ ﹸﺔ‬ ‫ﹺ‬ ‫ﻋﻠﻰ‬
‫ﹶ‬
‫اﻟﻤﺤﻴﻂ‪.‬‬ ‫ﹶ‬
‫واﻟﻮﺳﻂ‬ ‫ﻛﻮب‬ ‫ﻛﻞ ﹴ‬ ‫اﻟﺤﺮارة ﺑﻴﻦ ﹺ‬
‫اﻟﻤﺎء ﻓﻲ ﱢ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫أ( أﺣﺪﹼ ﹸد اﺗﺠﺎ ﹶه‬
‫ﹶ‬
‫ﻣﺮور ﹴ‬‫ﹺ‬ ‫اﻟﺜﻼﺛﺔ ﻋﻨﺪﹶ )‪ (20 oC‬ﺑﻌﺪﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺪة ﻣ ﹶﻦ‬ ‫اﻷﻛﻮاب‬ ‫اﻟﻤﺎء ﻓﻲ‬ ‫ﺣﺮارة‬ ‫درﺟﺔ‬ ‫أﻓﺴ ﹸﺮ ﹶ‬
‫ﺛﺒﺎت‬ ‫ب( ﹼ‬
‫ﹺ‬
‫اﻟﺰﻣﻦ‪.‬‬
‫ﹺ‬
‫اﻟﺤﺮارة‪.‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﹴ‬
‫ﺧﻄﻮات أﻗﻮ ﹸم ﺑﻬﺎ ﻟﺘﺪرﻳﺞﹺ‬ ‫ﹶ‬
‫ﺛﻼث‬ ‫‪ .2‬أﺻﻒﹸ‬
‫ﺣﺮارة ﺑﺎﻟﺴﻠﺴﻴﻮس وﻣﺎ ﻳﻘﺎﺑ ﹸﻠﻬﺎ ﺑﺎﻟﻔﻬﺮﻧﻬﺎﻳﺖ‪.‬‬ ‫ﹴ‬ ‫ﹺ‬
‫درﺟﺎت‬ ‫ﹸ‬
‫اﻟﺠﺪول اﻵﺗﻲ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫‪.3‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻷﺳﺌﻠﺔ‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫ﻟﻺﺟﺎﺑﺔ ﹺ‬ ‫ﹺ‬
‫ﺑﺎﻟﺠﺪول‬ ‫أﺳﺘﻌﻴ ﹸﻦ‬
‫أﻛﺜﺮ ﺑﺮود ﹰة )‪ (30 oC‬أم )‪(30 oF‬؟‬ ‫أ( أ ﱡﻳﻬﻤﺎ ﹸ‬
‫‪o‬‬
‫‪C‬‬ ‫‪F‬‬
‫‪o‬‬
‫ﹺ‬
‫ﻏﺮﻓﺘﺎن‪ :‬اﻷوﻟﻰ درﺟ ﹸﺔ‬ ‫ﹺ‬
‫اﻷﻏﺬﻳﺔ‪ ،‬ﺗﻮﺟﺪﹸ‬ ‫ﹺ‬
‫ﻟﺘﺨﺰﻳﻦ‬ ‫ب( ﻓﻲ ﻣﺴﺘﻮد ﹴع‬
‫‪-10‬‬ ‫‪14‬‬
‫ﹺ‬ ‫ﹺ‬
‫‪-5‬‬ ‫‪23‬‬ ‫أﻧﺴﺐ‬
‫ﹸ‬ ‫اﻟﻐﺮﻓﺘﻴﻦ‬ ‫ﺣﺮارﺗﻬﺎ )‪ ،(15 F‬واﻟﺜﺎﻧﻴ ﹸﺔ )‪ .(25 F‬ﱡ‬
‫ﻓﺄي‬ ‫‪o‬‬ ‫‪o‬‬

‫‪0‬‬ ‫‪32‬‬ ‫ﹴ‬

‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹸﺘﺐ ﻋﻠﻴﻬﺎ ﻋﺒﺎر ﹸة »ﺗ ﹸ‬
‫ﹸﺤﻔﻆ ﻓﻲ‬ ‫ﹴ‬ ‫ﹺ‬
‫‪10‬‬ ‫‪50‬‬
‫ﻟﺘﺨﺰﻳﻦ ﺑﻀﺎﻋﺔ ﻛ ﹶ‬
‫‪20‬‬ ‫‪68‬‬ ‫أﻗﻞ ﻣ ﹾﻦ )‪.« (-5 oC‬‬ ‫ﱠ‬
‫‪30‬‬ ‫‪86‬‬ ‫ﹺ‬
‫اﻟﻬﻮاء ﻓﻲ ﻏﺮﻓﺘﹺﻪ ﻋﻠﻰ‬ ‫ﺣﺮارة ﻣﻜﻴ ﹺ‬
‫ﻒ‬ ‫ﹺ‬ ‫ﻳﻀﺒﻂ أﺣﻤﺪﹸ درﺟ ﹶﺔ‬ ‫ﹸ‬ ‫ج(‬
‫ﹼ‬
‫‪40‬‬ ‫‪104‬‬
‫)‪ (70 oF‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﻷﻧﱠﻪ ﹶﻳﻌﺘﻘـﺪﹸ أﻧﹶﻬﺎ ﺗﹸﺴــﺎوي )‪ (20 oC‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺻﺤﻴﺢ أم ﹲ‬
‫ﺧﻄﺄ؟‬ ‫ﹲ‬ ‫ﹾ‬
‫ﻓﻬﻞ ا ﹾﻋﺘﻘﺎ ﹸده‬

‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫ﻛﻨـﺖ‬
‫ﹸ‬ ‫اﻟﺤـﺮارة ﻫـﻮ اﻟﺴﻠﺴـﻴﻮس‪ .‬ﻓـﺈذا‬‫ﹺ‬ ‫ﹺ‬
‫درﺟـﺔ‬ ‫ﹺ‬
‫ﻟﻘﻴـﺎس‬ ‫ﱢ‬
‫اﻷردن‬ ‫اﻟﻨﻈـﺎ ﹸم اﻟﻤﻌﺘﻤـﺪﹸ ﻓـﻲ‬
‫ﻳﺸـﻴﺮ إﻟـﻰ ﱠ‬
‫أن‬ ‫ﹺ‬
‫اﻟﺤـﺮارة‬ ‫ﹺ‬
‫ﻟﺪرﺟـﺔ‬ ‫ﻣﻘﻴﺎﺳـﺎ‬ ‫وأﺣﻀـﺮ ﻟـﻲ ﺻﺪﻳﻘـﻲ‬ ‫ﱢ‬
‫اﻷردن‪،‬‬ ‫ﺧـﺎرج‬ ‫ﻣﺴـﺎﻓﺮا‬
‫ﹸ‬ ‫ﹰ‬ ‫ﹶ‬ ‫ﹶ‬ ‫ﹰ‬
‫ﹺ‬
‫اﻟﻤﻴﺰان؟‬ ‫ﹺ‬
‫اﻟﺘﺪرﻳﺞ ﻟﻬـﺬا‬ ‫أﺳـﺘﻨﺘﺠﻪ ﻋـ ﹾﻦ ﻧﻈـﺎ ﹺم‬ ‫ﺣـﺮارة ﺟﺴـﻤﻲ )‪ .(100‬ﻓﻤـﺎ اﻟﺬي‬ ‫ﹺ‬ ‫درﺟـ ﹶﺔ‬
‫ﹸ‬
‫أﻓﺴ ﹸـﺮ إﺟﺎﺑﺘـﻲ‪.‬‬
‫اﻟﻄﺒﻴـﺐ ؟ ﹼ‬
‫ﹶ‬ ‫أراﺟـﻊ‬
‫ﹶ‬ ‫أن‬‫ﻋﻠـﻲ ﹾ‬
‫ﱠ‬ ‫ﹾ‬
‫وﻫـﻞ‬

‫‪53‬‬
 ‫واﻟﻤﺎدةُ‬
‫ّ‬ ‫اﻟﺤﺮارةُ‬
‫‪Heat and Matter‬‬
‫‪2‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ﺗﺤﻮﻻتُ اﻟﻤﺎ ّد ِة ‪Changes of States of Matter‬‬ ‫ُ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫اﻟﻔﻜﺮة‬
‫ﺣﺎﻻت ﻟﻠﻤﺎ ﹼد ﹺة‬
‫ﹴ‬ ‫ﹶ‬
‫ﺛﻼث‬ ‫ﹴ‬
‫ﺳﺎﺑﻘﺔ‬ ‫ﹴ‬
‫ﺻﻔﻮف‬ ‫درﺳﺖ ﻓﻲ‬
‫ﹸ‬ ‫ﺗﻜـﺘﺴﺐ اﻟﻤﺎ ﹼد ﹸة اﻟﻄـﺎﻗ ﹶﺔ اﻟﺤــﺮارﻳ ﹶﺔ‬
‫ﹸ‬
‫اﻟﺼﻠﺒ ﹸﺔ‪ ،‬واﻟﺤﺎﻟ ﹸﺔ اﻟﺴﺎﺋﻠ ﹸﺔ‪ ،‬واﻟﺤﺎﻟ ﹸﺔ اﻟﻐﺎز ﹼﻳ ﹸﺔ‪،‬‬
‫وﻫﻲ‪ :‬اﻟﺤﺎﻟ ﹸﺔ ﱡ‬‫ﹶ‬ ‫ﹴ‬
‫ﺣﺎﻟﺔ‬ ‫ﺗﺘﺤﻮ ﹸل ﻣ ﹾﻦ‬
‫ﹼ‬ ‫أو ﺗﻔﻘﺪﹸ ﻫﺎ‪ ،‬ﻋﻨﺪﹶ ﻣﺎ‬
‫ﺣﺎﻟﺔ إﻟﻰ أﺧﺮ￯‪.‬‬ ‫أن ﺗﺘﺤﻮ ﹶل ﻣﻦ ﹴ‬ ‫وأن اﻟﻤﺎ ﹼد ﹶة ﻳﻤﻜ ﹸﻦ ﹾ‬
‫ﱠ‬
‫ﹾ‬ ‫ﹼ‬ ‫إﻟﻰ أﺧﺮ￯‪.‬‬

‫اﻻﻧﺼﮭﺎ ُر واﻟﺘﺠ ّﻤ ُﺪ ‪Melting and Freezing‬‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬

‫ُ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﺗﺤﻮ ﹸل اﻟﻤــﺎ ﹼد ﹺة ﻣ ﹶﻦ‬ ‫اﻻﻧﺼﻬﺎر ‪ Melting‬ﻫﻮ ﹼ‬ ‫ﹸ‬
‫واﻟﻐﻠﻴﺎن‪،‬‬ ‫اﻻﻧﺼﻬـــﺎر‬ ‫أﻣــﻴﺰ ﺑﻴ ﹶﻦ‬
‫ﹸ‬
‫ﹺ‬ ‫اﻟﺘﺒﺨ ﹺﺮ‬
‫ﹼ‬
‫اﻟﺘﺠﻤﺪﹸ ‪ Freezing‬ﻓﻬﻮ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻠﺔ‪ ،‬أ ﹼﻣﺎ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﻠﺒﺔ إﻟﻰ‬ ‫اﻟﺼ ﹺ‬ ‫واﻟﻐﻠﻴﺎن‪.‬‬ ‫وﺑﻴ ﹶﻦ‬
‫ﹼ‬ ‫ﱡ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ اﻟﺼ ﹺ‬‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻻﻧﺼﻬﺎر‬ ‫أﻗﻴﺲ ﻋﻤﻠ ﹼﹰﻴﺎ درﺟـــﺘﻲ‬
‫ﺗﺤﻮ ﹸل اﻟﻤﺎ ﹼد ﹺة ﻣ ﹶﻦ‬
‫ﹸ‬
‫ﻠﺒﺔ‪.‬‬ ‫ﱡ‬ ‫اﻟﺴﺎﺋﻠﺔ إﻟﻰ‬ ‫اﻟﺤﺎﻟﺔ‬ ‫ﹼ‬ ‫ﹺ‬
‫واﻟﻐﻠﻴﺎن‪.‬‬
‫وﺗﺘﺠﻤﺪﹸ ﻋﻨﺪﻣﺎ ﺗﻔﻘﺪﹸ‬ ‫ﹼ‬ ‫ﺗﻜﺘﺴﺐ ﻃﺎﻗ ﹰﺔ‪،‬‬ ‫ﹸ‬ ‫ﺗﻨﺼﻬﺮ اﻟﻤﺎد ﹸة ﻋﻨﺪﻣﺎ‬ ‫ﹸ‬ ‫ﹶ‬
‫اﻟﻌﻮاﻣــﻞ اﻟﺘﻲ ﺗﻌﺘﻤـﺪﹸ‬ ‫أﺳﺘﻘـﺼﻲ‬
‫واﻟﺘﺠﻤﺪﹸ ﻟﻠﻤﺎ ﹼد ﹺة اﻟﻨﻘ ﹼﻴ ﹺﺔ‬ ‫ﹼ‬ ‫اﻻﻧﺼﻬﺎر‬
‫ﹸ‬ ‫ﹸ‬
‫وﻳﺤﺪث‬ ‫ﹺ‬
‫ﻫﺬه اﻟﻄﺎﻗ ﹶﺔ‪،‬‬ ‫اﻟﺘﺒﺨ ﹺﺮ‪.‬‬
‫ﹼ‬ ‫ﻋﻠﻴﻬﺎ ﻋﻤﻠﻴ ﹸﺔ‬
‫ﹺ‬
‫اﻻﻧﺼﻬﺎر ﻫﻲ‬ ‫وﺗﻜﻮن درﺟ ﹸﺔ‬
‫ﹸ‬ ‫ﺣﺮارة ﻣﺤﺪﱠ ﹴ‬
‫دة‪،‬‬ ‫ﹴ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻋﻨﺪﹶ‬
‫ﹺ‬ ‫ﺗﺠﻤ ﹺﺪ‬ ‫اﻟﺘﺠﻤ ﹺﺪ؛ ﻓﻤﺜ ﹰ‬
‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫اﻟﻨﻘﻲ‬
‫ﱢ‬ ‫اﻟﻤﺎء‬ ‫ﻼ درﺟ ﹸﺔ ﹼ‬ ‫ﹼ‬ ‫ﻧﻔﺴﻬﺎ درﺟ ﹶﺔ‬ ‫ﹸ‬ ‫اﻻﻧﺼﻬﺎر ‪Melting‬‬
‫ﹺ‬ ‫ﹸ‬
‫اﻧﺼﻬﺎره )‪.(0oC‬‬ ‫ودرﺟ ﹸﺔ‬ ‫اﻟﺘﺠﻤﺪﹸ ‪Freezing‬‬
‫ﹼ‬
‫واﻟﺘﺠﻤ ﹺﺪ؟ وﻣﺎ اﻟﻌﻼﻗ ﹸﺔ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر‬ ‫اﻟﻔﺮق ﺑﻴ ﹶﻦ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ــﻖ‪ :‬ﻣﺎ ﹸ‬ ‫ﹸ‬
‫اﻟﻐﻠﻴﺎن ‪Boiling‬‬
‫ﹺ‬
‫اﻟﻮاﺣﺪة؟‬ ‫اﻟﺘﺠﻤ ﹺﺪ ﻟﻠﻤﺎ ﹼد ﹺة‬ ‫ﹺ‬
‫ودرﺟﺔ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﺑﻴ ﹶﻦ‬
‫ﹼ‬
‫اﻟﺘﺒﺨ ﹸﺮ ‪Evaporation‬‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻐﻠﻴﺎن ‪Boiling Point‬‬ ‫درﺟ ﹸﺔ‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺼﻨﺎﻋ ِﺔ‬

‫ات وﺳﻴــﻠ ﹰﺔ ﻣﻔﻴﺪ ﹰة‬ ‫اﻟﻔﻠـﺰ ﹺ‬‫ﹼ‬ ‫اﻧﺼﻬـﺎر‬ ‫ﹸﻳﻌﺪﱡ‬
‫ﹸ‬
‫اﻟﻔــﻠﺰات‬
‫ﹸ‬ ‫ﹸﺼـﻬﺮ‬ ‫ﹺ‬
‫ﺗﺸﻜﻴﻠﻬﺎ‪ ،‬إ ﹾذ ﺗ‬ ‫ﹺ‬
‫ﻹﻋﺎدة‬
‫ﹸ‬
‫ﹴ‬ ‫ﹴ‬
‫ﹸﻤﺰج‬
‫ﺛﻢ ﺗ ﹸ‬ ‫ﺧﺎﺻﺔ‪ ،‬ﱠ‬ ‫اﻟﻤﺨﺘﻠﻔ ﹸﺔ ﻓﻲ أﻓﺮان ﹼ‬
‫ﹺ‬
‫اﻟﺴﺒﺎﺋﻚ‪،‬‬ ‫دة ﻹﻧﺘﺎجﹺ‬ ‫ﺑﻨﺴﺐ ﻣﺤــﺪﹼ ﹴ‬ ‫ﹴ‬ ‫ﻣ ﹰﻌﺎ‬
‫ﺧــﺎﺻ ﹺﺔ ﻟـﺘﺒﺮ ﹶد‬
‫ﹼ‬ ‫ﻗـﻮاﻟﺐ‬
‫ﹶ‬ ‫ﹸﺼﺐ ﻓــﻲ‬
‫وﺗ ﱡ‬
‫ﹺ‬
‫اﻟﺼﻠﺒﺔ‪.‬‬ ‫وﺗﺘﺤﻮ ﹶل إﻟﻰ اﻟﺤﺎﻟﺔ‬
‫ﹼ‬

‫‪54‬‬
 ‫ّ‬
‫اﻟﺘﺒﺨ ُﺮ واﻟﻐﻠﯿﺎنُ ‪Evaporation and Boiling‬‬
‫ﻟﺘﺘﺤﺮ ﹶر ﻣ ﹶﻦ‬ ‫ﹼ‬ ‫اﻟﺴﺎﺋﻞ ﻃﺎﻗ ﹰﺔ ﻛﺎﻓﻴ ﹰﺔ‬ ‫ﹺ‬ ‫ﺟﺰﻳﺌﺎت‬
‫ﹸ‬ ‫ﺗﻜﺘﺴﺐ‬
‫ﹸ‬ ‫ﻋﻨﺪﻣﺎ‬
‫اﻟﺤﺎﻟﺔ اﻟﻐﺎز ﹼﻳ ﹺﺔ‪ .‬وﻫﺬا‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻠﺔ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﺗﺘﺤﻮ ﹸل ﻣ ﹶﻦ‬ ‫اﻟﺴﺎﺋﻞ‪ ،‬ﻓﺈﻧﱠﻬﺎ ﹼ‬ ‫ﹺ‬
‫ﹺ‬
‫ﺴﻤﻰ اﻟﺘﺒﺨﹼ ﹶﺮ ‪،Evaporation‬‬ ‫اﻟﺘﺤﻮ ﹸل ﻟ ﹸﻪ ﺷﻜﻼن‪ :‬أﺣﺪﹸ ﻫﻤﺎ ﹸﻳ ﱠ‬ ‫ﹼ‬
‫اﻟﻐﻠﻴﺎن ‪.Boiling‬‬ ‫ﹶ‬ ‫ﺴﻤﻰ‬ ‫واﻵﺧﺮ ﹸﻳ ﹼ‬ ‫ﹸ‬
‫اﻟﺴﺎﺋﻞ اﻟﻘﺮﻳﺒ ﹸﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﺟﺰﻳﺌﺎت‬
‫ﹸ‬ ‫ﺗﻜﺘﺴﺐ‬
‫ﹸ‬ ‫اﻟﺘﺒﺨ ﹸﺮ ﻋﻨﺪﻣﺎ‬ ‫ﹼ‬ ‫ﹸ‬
‫ﻳﺤﺪث‬
‫اﻟﺘﺮاﺑﻂ ﻓﻲ ﻣﺎ‬ ‫ﹺ‬ ‫ﺐ ﻋﻠﻰ ﻗﻮ￯‬ ‫اﻟﺴﻄﺢ ﻃﺎﻗ ﹰﺔ ﺣﺮﻛﻴ ﹰﺔ ﺗﻤ ﹼﻜﻨﹸﻬﺎ ﻣ ﹶﻦ اﻟﺘﻐ ﹼﻠ ﹺ‬ ‫ﹺ‬
‫ﹼ‬
‫اﻟﺘﺒﺨ ﹸﺮ‪.‬‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ)‪:(7‬‬
‫ﺧﺎرج‬ ‫ﹺ‬ ‫وﺗﻨﻄﻠﻖ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﺔ‪،‬‬ ‫ﺣﺮ ﹶة‬
‫ﹸ‬ ‫وﺗﺼﺒﺢ ﹼ‬ ‫ﹸ‬ ‫ﻓﺘﺘﺤﺮ ﹸر ﺗﻤﺎ ﹰﻣﺎ‪،‬‬ ‫ﹼ‬ ‫ﺑﻴﻨﹶﻬﺎ‪،‬‬
‫اﻟﺸﻜﻞ )‪ .(7‬وﻻ‬ ‫ﹶ‬ ‫ﺑﺨــﺎر‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﺷﻜــﻞ‬ ‫اﻟﺴــﺎﺋﻞ ﻋﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻄــﺢ‬
‫أن‬ ‫ﻼ ﻳﻤﻜ ﹸﻦ ﹾ‬ ‫ﻟﺘﺒﺨ ﹺﺮ اﻟﻤﺎ ﹼد ﹺة‪ ،‬ﻓﺎﻟﻤﺎ ﹸء ﻣﺜ ﹰ‬ ‫ﺣﺮارة ﻣﺤﺪﹼ د ﹲة ﹼ‬ ‫ﹴ‬ ‫ﺗﻮﺟﺪﹸ درﺟ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺎت‬ ‫ﻳﺘﺒﺨ ﹶﺮ ﻋﻨﺪﹶ‬ ‫ﹼ‬
‫ﺴﻤﻰ‬ ‫اﻟﺴﺎﺋﻞ ﺿﻐ ﹰﻄﺎ ﹸﻳ ﹼ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫اﻟﻤﺘﺠﻤ ﹸﻊ ﹶ‬
‫ﻓﻮق‬ ‫ﹼ‬ ‫اﻟﺒﺨﺎر‬
‫ﹸ‬ ‫ﻳﺸﻜ ﹸﹼﻞ‬
‫ﻗﺪر‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫ﻳﺘﺠﻤ ﹸﻊ ﹲ‬ ‫ﹼ‬ ‫ﺑﺎﻟﺤﺮارة‬ ‫اﻟﺴﺎﺋﻞ‬ ‫ﺗﺰوﻳﺪ‬ ‫وﺑﺎﺳﺘﻤﺮار‬ ‫اﻟﺒﺨﺎر‪.‬‬ ‫ﺿﻐﻂ‬
‫ﹺ‬
‫اﻟﺒﺨﺎر‬ ‫ﹸ‬
‫ﺿﻐﻂ‬ ‫ﻳﺼﺒﺢ‬ ‫اﻟﺴﺎﺋﻞ‪ ،‬ﺑﺤﻴﺚ‬ ‫ﹺ‬ ‫ﺳﻄﺢ‬‫ﹺ‬ ‫ﻓﻮق‬‫اﻟﺒﺨﺎر ﹶ‬ ‫ﹺ‬ ‫ﻛﺎف ﻣ ﹶﻦ‬ ‫ﹴ‬
‫ﹸ‬
‫ﹸ‬ ‫ﹸ‬ ‫اﻟﻐﻠﻴﺎن؛‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺣــﺎﻟﺔ‬ ‫اﻟﺴــﺎﺋﻞ إﻟﻰ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﻓﻴﺼﻞ‬ ‫اﻟﺠﻮي‪،‬‬ ‫ﹺ‬
‫ﻟﻠﻀﻐﻂ‬ ‫ﻣﺴﺎو ﹰﻳﺎ‬
‫اﻟﻐﻠﻴﺎن‪.‬‬ ‫اﻟﺸﻜﻞ )‪:(8‬‬ ‫ﱢ‬
‫اﻛﺘﺴﺐ‬ ‫ﻗﺪ‬‫ﻳﻜﻮن ﹺ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‬ ‫ﹺ‬
‫ﺟﺰﻳﺌﺎت‬ ‫ﻛﺒﻴﺮا ﻣ ﹾﻦ‬ ‫وﻋﻨﺪﺋﺬ ﱠ‬‫ﹴ‬
‫ﹶ‬ ‫ﻓﺈن ﻋﺪ ﹰدا ﹰ‬
‫ﺑﺎﻟﻤﺠﺘﻤﻊ‬
‫ِ‬ ‫اﻟﺮﺑﻂُ‬
‫اﻟﺘﺮاﺑﻂ ﻓﻲ ﻣﺎ ﺑﻴﻨﹶﻬﺎ‪،‬‬ ‫ﹺ‬ ‫ﺐ ﻋﻠﻰ ﻗﻮ￯‬ ‫ﻃﺎﻗ ﹰﺔ ﺣﺮﻛﻴ ﹰﺔ ﻛﺎﻓﻴ ﹰﺔ ﻟﻠﺘﻐ ﹼﻠ ﹺ‬
‫ﹶ‬
‫اﻹﻧﺴﺎن‬ ‫ﻣﻜ ﹺ‬
‫ﻨﺖ‬ ‫ﹺ‬
‫اﻵﻟﻴﺔ اﻟﺘﻲ ﹼ‬ ‫أﺑﺤﺚ ﻓﻲ‬
‫ﹸ‬
‫ﺳﻄﺤﻪ‪،‬‬ ‫ﹺ‬ ‫اﻟﺒﺨﺎر ﺗﺼﻌﺪﹸ إﻟﻰ‬ ‫ﹺ‬ ‫ﺎﻋﺎت ﻣ ﹶﻦ‬ ‫اﻟﺴﺎﺋﻞ ﻓ ﹼﻘ ﹲ‬ ‫ﹺ‬ ‫ﹶ‬
‫داﺧﻞ‬ ‫ﻓﻴﺘﺸﻜ ﹸﹼﻞ‬
‫ﹺ‬
‫ﺿﻐﻂ اﻟﺒـﺨﺎ ﹺر ﻓﻲ‬ ‫ﻣﻦ‬ ‫ﹺ‬
‫اﻹﻓــﺎدة ﹾ‬ ‫ﻣﻦ‬
‫ﹶ‬
‫ﹴ‬
‫ﻣﻌﻴﻨﺔ‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫اﻟﻐﻠﻴﺎن ﻋﻨﺪﹶ‬ ‫ﹸ‬ ‫ﹸ‬
‫وﻳﺤﺪث‬ ‫اﻟﺸﻜﻞ )‪.(8‬‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫أﻋﺮﺿﻪ‬
‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫وأﻋﺪ‬
‫ﱡ‬ ‫ﻃﻬ ﹺﻮ اﻟﻄﻌﺎم‪،‬‬
‫اﻟﺤﺮارة اﻟﺘﻲ‬ ‫ﹺ‬ ‫اﻟﻐﻠﻴﺎن ‪ ،Boiling Point‬وﻫﻲ درﺟ ﹸﺔ‬ ‫ﹺ‬ ‫ﹸﺴﻤﻰ درﺟ ﹶﺔ‬
‫ﻋﻠﻰ زﻣﻼﺋﻲ ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﺗ ﹼ‬
‫ﻓﻤﺜﻼ‪،‬‬ ‫اﻟﺠﻮي‪ .‬ﹰ‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﺿﻐﻂ ﹺ‬ ‫ﹸ‬
‫ﱢ‬ ‫اﻟﺴﺎﺋﻞ ﹶ‬ ‫ﺑﺨﺎر‬ ‫ﻳﺘﺴﺎو￯ ﻋﻨﺪﹶ ﻫﺎ‬
‫اﻟﻤﺎء )‪.(100 oC‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻏﻠﻴﺎن‬ ‫ﺗﻜﻮن درﺟ ﹸﺔ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺒﺤﺮ‬ ‫ﺳﻄﺢ‬ ‫ﹺ‬ ‫ﻋﻨﺪﹶ ﻣﺴﺘﻮ￯‬

‫‪55‬‬
 ‫ٌ‬
‫ﺗﺠﺮﺑﺔ‬
‫اﻟﺤﺎﻟﺔ اﻟﺼ ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺗﺤﻮ ﹶل‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺘﺴﺨﻴﻦ‬ ‫ﻣﻨﺤﻨﻰ‬
‫ﻠﺒﺔ إﻟﻰ‬ ‫ﱡ‬ ‫اﻟﺠﻠﻴﺪ ﻣ ﹶﻦ‬ ‫أﻻﺣﻆ ﹼ‬ ‫‪.4‬‬
‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫وﻗﻴﺎس‬ ‫ﹺ‬
‫ﺑﺎﻟﺘﺴﺨﻴﻦ‬ ‫وأﺳﺘﻤﺮ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻠﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬
‫ﱡ‬ ‫ﻣﺠـﺮوش )‪ ،(300 g‬ﺳﺎﻋ ﹸﺔ‬ ‫ﹲ‬ ‫واﻷدوات‪ :‬ﺟﻠﻴــﺪﹲ‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‪.‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹸ‬
‫اﻟﺴﺎﺋﻞ إﻟﻰ‬ ‫أن ﹶ‬
‫ﻳﺼﻞ‬ ‫ﹺ‬
‫اﻟﺤﺮارة إﻟﻰ ﹾ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﺣﺮاري‪،‬‬
‫ﱞ‬ ‫ﻣﺼﺪر‬
‫ﹲ‬ ‫ﹲ‬
‫دورق‪،‬‬ ‫ﺣﺮارة‪،‬‬ ‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬
‫ﹸ‬ ‫ﺗﻮﻗﻴﺖ‪،‬‬
‫إﻛﺴﻞ )‪،(Excel‬‬ ‫ﹺ‬ ‫‪ .5‬أﻣ ﹼﺜ ﹸﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﺨﺪا ﹺم ﺑﺮﻣﺠﻴﺔ‬ ‫ﹴ‬
‫ﻧﻈﺎرات واﻗﻴ ﹲﺔ‪.‬‬
‫ﹲ‬ ‫ﺛﻼﺛﻲ‪،‬‬
‫ﱞ‬ ‫ﻣﻨﺼﺐ‬
‫ﹲ‬ ‫ﺗﺴﺨﻴﻦ‪،‬‬ ‫ﹸ‬
‫ﺷﺒﻚ‬
‫ﹺ‬
‫اﻟﺘﺴﺨﻴﻦ‪.‬‬ ‫ﹺ‬
‫وزﻣﻦ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻤﺼﺪر‬ ‫ﻣـﻊ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﻌﺎﻣﻞ ﹶ‬ ‫أﺣــﺬر ﻋﻨــﺪﹶ‬
‫ﹸ‬ ‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬ ‫ﻣﻊ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻨﻈــﺎرات اﻟـﻮاﻗﻴ ﹶﺔ‪،‬‬
‫وأﺗﻌﺎﻣﻞ ﹶ‬ ‫اﻟﺤﺮاري‪ ،‬وأرﺗﺪي‬
‫ﱢ‬
‫ﹺ‬
‫درﺟــﺔ‬ ‫اﻟﺒﻴﺎﻧﻲ‪ :‬أﺣــﺪﹼ ﹸد ﹼﹰ‬
‫ﻛﻼ ﻣ ﹾﻦ‬ ‫اﻟﺮﺳﻢ‬ ‫‪ -‬أﺣـ ﹼﻠ ﹸﻞ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﱠ‬ ‫ﹶ‬ ‫ﺑﺤﺬر‪.‬‬ ‫اﻟﺴﺎﺧﻦ‬ ‫اﻟﺴﺎﺋﻞ‬
‫وأﻗﺴ ﹸﻢ اﻟﻤﻨﺤﻨﻰ إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر ودرﺟﺔ اﻟﻐﻠﻴﺎن‪ .‬ﹼ‬ ‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫وأﺻﻒ ﺣــﺎﻟ ﹶﺔ اﻟﻤﺎ ﹼد ﹺة )ﺻﻠﺒ ﹲﺔ‪ ،‬ﺳﺎﺋﻠ ﹲﺔ‪،‬‬
‫ﹸ‬ ‫ﹶ‬
‫ﻣﺮاﺣــﻞ‪،‬‬ ‫وأﻗﻴﺲ درﺟ ﹶﺔ ﺣﺮارﺗﹺﻪ‪.‬‬ ‫ﹺ‬
‫اﻟﺪورق‪،‬‬ ‫أﺿﻊ اﻟﺠﻠﻴﺪﹶ ﻓﻲ‬
‫ﹸ‬ ‫‪ .1‬ﹸ‬
‫ﹴ‬
‫ﻣﺮﺣﻠﺔ‪.‬‬ ‫ﻏﺎزﻳ ﹲﺔ( ﻓﻲ ﱢ‬
‫ﻛﻞ‬ ‫اﻟﺜﻼﺛﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻤﻨﺼﺐ‬ ‫ﹶ‬
‫اﻟﺪورق ﻋﻠﻰ‬ ‫أﺿﻊ‬
‫ﹸ‬ ‫أﺟﺮ ﹸب‪:‬‬
‫‪ .2‬ﹼ‬
‫اﻟﺘﺠﺮﺑﺔ ﺑﺎﺳﺘﺨﺪا ﹺم ﻣﺎ ﹼد ﹴة أﺧﺮ￯‪،‬‬
‫ﹺ‬ ‫ﹺ‬
‫ﺗﻜﺮار‬ ‫‪ -‬أﺗﻮ ﹼﻗ ﹸﻊ‪ :‬ﻋﻨﺪﹶ‬ ‫ﹺ‬
‫ﺑﺎﻟﺘﺴﺨﻴﻦ‪.‬‬ ‫اﻟﺤﺮاري‪ ،‬وأﺑﺪ ﹸأ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻤﺼﺪر‬ ‫ﹶ‬
‫ﻓﻮق‬
‫أﻓﺴ ﹸﺮ إﺟﺎﺑﺘﻲ‪.‬‬ ‫ﹺ ﹺ‬ ‫ﹸ‬ ‫ﹾ‬ ‫وأﺳﺠ ﹸﻞ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﱠ‬ ‫أﻗﻴﺲ درﺟ ﹶﺔ‬
‫أﺣﺼﻞ ﻋﻠﻰ اﻟﻨﺘﻴﺠﺔ ﻧﻔﺴﻬﺎ؟ ﹼ‬ ‫ﻓﻬﻞ‬ ‫اﻟﻨﺘﺎﺋﺞ‬
‫ﹶ‬ ‫ﹼ‬ ‫دﻗﻴﻘﺔ‪،‬‬ ‫ﻛﻞ‬ ‫‪ .3‬ﹸ‬
‫ﹴ‬
‫ﻣﻨﺎﺳﺐ‪.‬‬ ‫ﹴ‬
‫ﺟﺪول‬ ‫ﻓﻲ‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬
‫اﻷﻧﺒـﻮب اﻟﺤـﺮاري‪ ،‬وﻫــﻲ ﺗﻘﻨﻴ ﹲﺔ ﺗﹸﺴـﺘﺨﺪم ﻓـﻲ ﹺ‬
‫ﺗﺒﺮﻳﺪ‬ ‫ﹺ‬ ‫أﺑﺤـﺚ ﹺ‬
‫ﻋـﻦ‬ ‫ﹸ‬
‫ﹸ‬ ‫ﱢ‬
‫ﻳﺘﻀﻤــ ﹸﻦ رﺳﻮ ﹰﻣﺎ‬ ‫ﻋﺮﺿﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴﺎ‬
‫ﹰ‬ ‫ﹺ‬
‫اﻹﻟﻜﺘﺮوﻧﻴـــﺔ‪ ،‬وأﻋــﺪﱡ‬ ‫ﹺ‬
‫اﻷﺟﻬـــﺰة‬
‫ﹼ‬
‫وأﻋﺮﺿـ ﹸﻪ ﻋﻠـﻰ ﻣﻌﻠﻤـﻲ‪ /‬ﻣﻌﻠﻤﺘﻲ‪.‬‬
‫ﹸ‬ ‫ﹺ‬
‫اﻷﻧﺒـﻮب‬ ‫ﹺ‬
‫ﻋﻤـﻞ‬ ‫ﺗﺸـﺮح ﻣﺒـﺪ ﹶأ‬
‫ﹸ‬

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 ‫ﺑﺎﻟﺘﺎرﯾﺦ‬ ‫اﻟﺮﺑﻂُ‬ ‫درﺟﺘﺎ اﻻﻧﺼﮭﺎ ِر واﻟﻐﻠﯿﺎ ِن ‪Melting and Boiling Points‬‬
‫ِ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫رﺻﺪ‬ ‫ﹺ‬
‫ﻃﺮﻳﻖ‬ ‫ﹺ‬
‫واﻟﻐﻠﻴﺎن ﻋ ﹾﻦ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬـﺎر‬ ‫ﻗﻴﺎس درﺟﺘﻲ‬
‫أﺛﺮ‬
‫ﻛﺎن ﻻﻛﺘﺸﺎف اﻵﻟﺔ اﻟﺒﺨﺎرﻳﺔ ﹲ‬ ‫ﹶ‬ ‫ﻳﻤﻜ ﹸﻦ ﹸ‬
‫أﺑﺤﺚ ﹺ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﺗﻄﻮ ﹺر‬ ‫اﻟﻤــﺎدة ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﻟﻘﻄﻌــﺔ ﺻ ﹴ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻋﻦ‬ ‫اﻟﺼﻨﺎﻋﺔ‪.‬‬
‫ﻟﻶﻟﺔ اﻟﺒﺨﺎرﻳﺔ‪،‬ﹺ‬
‫ﹺ‬
‫ﻛﺒﻴﺮ ﻓﻲ ﹼ‬
‫اﻟﻨﺸﺄة اﻟﺘﺎرﻳﺨﻴﺔﹺ‬‫ﹺ‬
‫ﹲ‬ ‫أﺛﻨﺎء‬ ‫ﻠﺒﺔ ﻣ ﹶﻦ‬ ‫ﹸ‬ ‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬ ‫اﻟﺘﻐ ﹼﻴ ﹺﺮ ﻓﻲ‬
‫ﹺ‬
‫واﻟﺰﻣﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫اﻟﻌـﻼﻗﺔ ﺑﻴ ﹶﻦ‬ ‫ﹸ‬
‫ﺗﻤﺜﻴﻞ‬ ‫ﺛﻢ‬ ‫ﹺ‬
‫ﹺ‬
‫ﻣﺠﺎﻻت‬ ‫ﺗﻄﻮ ﹺر‬
‫أﺳﻬﻤﺖ ﻓﻲ ﹼ‬
‫ﹾ‬ ‫وﻛﻴﻒ‬‫ﹶ‬ ‫ﺗﺴﺨﻴﻨﻬﺎ‪ ،‬ﱠ‬
‫اﻟﺤﻴﺎة اﻟﻤﺨﺘﻠﻔﺔ‪.‬ﹺ‬
‫ﹺ‬ ‫ﻋﻠﻰ ﹺ‬
‫ﻌﺮف ﺑﻤﻨﺤﻨﻰ‬ ‫اﻟﺸﻜــﻞ )‪ ،(9‬وﻫـﻮ ﻣﺎ ﹸﻳ ﹸ‬‫ﹺ‬ ‫ﻧﺤﻮ ﻣﺎ ﻫﻮ ﻣﺒ ﱠﻴ ﹲﻦ ﻓﻲ‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬
‫ﹺ‬
‫اﻟﺘﺴﺨﻴﻦ‪.‬‬
‫ﹺ‬ ‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬ ‫ﹴ‬ ‫ﹶ‬
‫ﺑﻤﺮاﺣــﻞ‬ ‫ﺗﻤﺮ‬ ‫ﻳﺒ ﹼﻴ ﹸﻦ اﻟﻤﻨﺤﻨﻰ ﱠ‬
‫ﻣﺠـﺎﻻت اﺳـﺘﺨﺪا ﹺم‬ ‫ﹸ‬
‫أﺑﺤـﺚ ﻋـ ﹾﻦ‬ ‫أن اﻟﻤـﺎد ﹶة ﱡ‬
‫ﹺ‬
‫ﺑﺎﻟﺒﺨـﺎر ‪Steam‬‬ ‫ﹺ‬
‫ﺗﻘﻨﻴـــﺔ اﻟﺘﻌﻘﻴـــ ﹺﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﺛﻢ إﻟﻰ‬
‫اﻟﺼﻠﺒﺔ إﻟﻰ اﻟﺤﺎﻟﺔ اﻟﺴﺎﺋﻠﺔ‪ ،‬ﱠ‬ ‫ﺗﺤﻮﻟﻬﺎ ﻣ ﹶﻦ اﻟﺤﺎﻟﺔ ﱡ‬ ‫ﹼ‬
‫ﺗﻘــــﺮﻳﺮا‬
‫ﹰ‬ ‫‪ ،Sterilization‬وأﻋـــﺪﱡ‬
‫ﺗﺜﺒﺖ‬ ‫ﹺ‬
‫اﻟﻤﺎدة ﹸ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أن درﺟــ ﹶﺔ‬
‫ﹼﻀــﺢ ﻣ ﹶﻦ اﻟﻤﻨـﺤﻨﻰ ﱠ‬ ‫اﻟﻐﺎز ﹼﻳ ﹺﺔ‪ .‬وﻳﺘ‬
‫أﻋﺮﺿـﻪ ﻋﻠـﻰ زﻣﻼﺋـﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫ﺗﺰوﻳﺪﻫﺎ‬ ‫ﹺ‬
‫اﺳﺘﻤﺮار‬ ‫ﹺ‬
‫واﻟﻐﻠﻴﺎن‪ ،‬ﻋﻠﻰ اﻟﺮﻏ ﹺﻢ ﹺ‬
‫ﻣﻦ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر‬ ‫ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬
‫ﹺ‬
‫ﺑﺎﻟﺤﺮارة‪.‬‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ‬ ‫ﹺ‬
‫اﻟﺘﺴﺨﻴﻦ ﻟﻠﻤﻮا ﱢد‬ ‫ﹺ‬
‫ﺑﺪراﺳﺔ ﻣﻨﺤﻨﻰ‬ ‫ﻳﻬﺘﻢ اﻟﻌﻠﻤﺎ ﹸء‬
‫ﱡ‬
‫ﹴ‬
‫ﻋﻤﻠﻴﺔ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ‬ ‫ﹴ‬
‫ﺗﻄﺒﻴﻘﺎت‬ ‫ﹺ‬
‫اﻟﺪراﺳﺔ ﻓﻲ‬ ‫ﻟﻼﺳﺘﻔﺎدة ﻣﻦ ﹺ‬
‫ﻫﺬه‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺗﺤﻠﻴﻠﻪ‬
‫ﹴ‬
‫ﺑﺨﺎر؛ ﻟﺬا‬ ‫ﺗﺤﻮﻟﹺﻪ إﻟﻰ‬
‫ﻗﺒﻞ ﹼ‬
‫ﹺ‬
‫اﻟﻄﺎﻗﺔ ﹶ‬ ‫ﻛﺒﻴﺮا ﻣ ﹶﻦ‬
‫ﻗﺪرا ﹰ‬ ‫ﻳﻤﺘﺺ اﻟﻤﺎ ﹸء ﹰ‬ ‫ﱡ‬
‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‪ ،‬ﺗﹸﺴﺘﺨﺪ ﹸم ﻓﻲ‬ ‫ﻣﻦ‬ ‫ﻗﺪر ﹴ‬ ‫اﻟﻤﺎء ﻳﺤﺘﻮي ﻋﻠﻰ ﹴ‬ ‫ﹺ‬ ‫ﱠ‬
‫ﻫﺎﺋﻞ ﹶ‬ ‫ﺑﺨﺎر‬
‫ﻓﺈن ﹶ‬
‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪.‬‬ ‫ﺗﻮرﺑﻴﻨﺎت اﻟﻤﻮ ﹼﻟ ﹺ‬
‫ﺪات‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﺪوﻳﺮ‬
‫ﻻت اﻟﻤﺎد ﹺة ﻓﻲ ﹺ‬
‫أﺛﻨﺎء ﺗﺴﺨﻴﻨﹺﻬﺎ‪.‬‬ ‫اﻟﺸﻜﻞ )‪ :(9‬ﻣﻨﺤﻨﻰ ﻳﻈﻬﺮ ﺗﺤﻮ ﹺ‬
‫ﹸ‬
‫ﹼ‬ ‫ﹸ ﹸ ﹼ‬
‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫درﺟ ﹸﺔ‬

‫درﺟ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‬
‫ﹲ‬ ‫ﻏﺎز‬
‫ﹲ‬
‫ﻏﺎز‬
‫ﺳﺎﺋﻞ ‪ +‬ﹲ‬

‫درﺟ ﹸﺔ‬
‫ﹺ‬
‫اﻻﻧﺼﻬﺎر‬ ‫ﹲ‬
‫ﺳﺎﺋﻞ‬
‫ﹲ‬
‫ﺳﺎﺋﻞ‪+‬‬
‫ﺻﻠﺐ‬
‫ﹲ‬
‫ﺻﻠﺐ‬
‫ﹲ‬ ‫اﻟﺰﻣ ﹸﻦ‬

‫‪57‬‬
‫ﹺ‬
‫اﻟﻤﻤﻴﺰة‬ ‫ﹺ‬
‫اﻟﺨﺼــﺎﺋﺺ‬ ‫ﹺ‬
‫واﻟﻐــﻠﻴﺎن ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬـﺎر‬ ‫وﺗﹸﻌــﺪﱡ درﺟﺘﺎ‬
‫ﺧﺎﺻ ﹴﺔ ﺑﻬﺎ‪،‬‬ ‫ﹴ‬
‫اﻧﺼﻬﺎر وﻏﻠﻴﺎن ﹼ‬‫ﹴ‬ ‫ﹺ‬
‫ﺑﺪرﺟﺔ‬ ‫ﻛﻞ ﻣﺎ ﹼد ﹴة ﻧﻘ ﹼﻴ ﹴﺔ‬
‫ﺗﻤﺘﺎز ﱡ‬
‫ﹸ‬ ‫ﻟﻠﻤﺎ ﹼد ﹺة‪ ،‬إ ﹾذ‬
‫ﹺ‬
‫ﻏﻠﻴﺎن‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫ﻟﻘﻴﺎس‬ ‫ﻳﺼﻠﺢ‬ ‫ﱡأﻳﻬﻤﺎ‬
‫ﹺ‬
‫ﻟﺒﻌﺾ‬ ‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‬ ‫ﹺ‬
‫اﻻﻧﺼﻬــﺎر ودرﺟــ ﹶﺔ‬ ‫اﻟﺠـﺪول اﻵﺗﻲ درﺟـ ﹶﺔ‬ ‫ﹸ‬ ‫وﻳﺒ ﹼﻴ ﹸﻦ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟـﺤﺮارة‬ ‫ﹺ‬
‫درﺟــﺔ‬ ‫ﻣﻘﻴــﺎس‬ ‫ﹺ‬
‫اﻟﻤﺎء‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺒﺤﺮ‪.‬‬ ‫اﻟﻤﻮا ﱢد‪ ،‬ﻋﻨﺪﹶ ﻣﺴﺘﻮ￯ ﺳﻄﺢﹺ‬ ‫أﻓـــﺴ ﹸﺮ‬ ‫اﻟﺰﺋﺒﻘﻲ ؟‬ ‫اﻟﻜﺤـــﻮﻟﻲ أ ﹺم‬
‫ﹼ‬ ‫ﱡ‬ ‫ﱡ‬
‫ﹺ‬
‫اﻟﺒﻴﺎﻧﺎت‬ ‫إﺟﺎﺑﺘﻲ‪ ،‬اﻋﺘﻤــﺎ ﹰدا ﻋﻠﻰ‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‬ ‫درﺟ ﹸﺔ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر‬ ‫درﺟ ﹸﺔ‬
‫◦‬ ‫◦‬ ‫اﳌﺎ ﹼد ﹸة‬ ‫ﹺ‬
‫اﻟﺠـﺪول اﻟﻤﺠﺎو ﹺر‪.‬‬ ‫ﹺ‬
‫اﻟﻮاردة ﻓﻲ‬
‫‪C‬‬ ‫‪C‬‬
‫‪78‬‬ ‫‪-114‬‬ ‫اﻹﻳﺜﻴﲇ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻜﺤﻮل‬
‫‪100‬‬ ‫‪0‬‬ ‫اﻟﻨﻘﻲ‬
‫ﱡ‬ ‫اﳌﺎ ﹸء‬
‫‪357‬‬ ‫‪-39‬‬ ‫اﻟﺰﺋﺒﻖ‬
‫ﹸ‬ ‫ﺻﻠﺐ‬
‫ﹲ‬
‫‪2467‬‬ ‫‪660‬‬ ‫اﻷﳌﻨﻴﻮم‬ ‫اﻧﺼﻬﺎر‬
‫ﹲ‬

‫ﻟﻤﺎذا ﺗﺜﺒﺖُ درﺟﺔُ اﻟﺤﺮار ِة ﻓﻲ أﺛﻨﺎ ِء ﺗﺤ ّﻮ ِل اﻟﻤﺎ ّد ِة ﻣﻦْ ﺣﺎﻟ ٍﺔ إﻟﻰ أﺧﺮى؟‬
‫‪Why Does Temperature Stay Constant‬‬ ‫ﹲ‬
‫ﺳﺎﺋﻞ‬
‫ﹲ‬
‫ﻏﻠﻴﺎن‬
‫?‪During A Phase Change‬‬
‫ﺣﺮارة اﻟﻤﺎ ﹼد ﹺة ﻋﻨﺪﹶ‬
‫ﹺ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﺛﺒﺎت‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺠﺰﻳﺌﻴﺔ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﺔ‬ ‫ﺗﻔﺴ ﹸﺮ ﻧﻈﺮﻳ ﹸﺔ‬ ‫ﱢ‬
‫اﻟﺘﺮاﺑﻂ‬‫ﹺ‬ ‫ﺗﻜﻮن ﻗﻮ￯‬ ‫ﹸ‬ ‫اﻟﺤﺎﻟﺔ اﻟﺼ ﹺ‬
‫ﻠﺒﺔ‬ ‫ﹺ‬ ‫اﻧﺼﻬﺎرﻫﺎ‪ ،‬وﻋﻨﺪﹶ ﻏﻠﻴﺎﻧﹺﻬﺎ‪ .‬ﻓﻔﻲ‬ ‫ﹺ‬
‫ﱡ‬ ‫ﻏﺎز‬
‫ﹲ‬
‫ﹺ‬
‫درﺟﺔ‬ ‫ﺗﺼـﻞ اﻟﻤﺎ ﹼد ﹸة إﻟــﻰ‬ ‫ﹸ‬ ‫ﺟـﺰﻳﺌﺎت اﻟﻤﺎ ﹼد ﹺة ﻛﺒﻴﺮةﹰ‪ ،‬وﻋﻨـﺪﻣﺎ‬ ‫ﹺ‬ ‫ﺑﻴ ﹶﻦ‬
‫ﹺ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹸﺰو ﹸد ﺑﻬﺎ اﻟﻤﺎ ﹼد ﹸة ﹸ‬ ‫ﹺ‬ ‫اﻟﺘﺮاﺑﻂ ﺑﻴ ﹶﻦ‬ ‫اﻟﺸﻜﻞ )‪ :(10‬ﻗﻮ￯‬
‫إﺿﻌـﺎف‬ ‫ﺗﻌﻤﻞ ﻋﻠﻰ‬ ‫ﻓﺈن اﻟﻄﺎﻗ ﹶﺔ اﻟﺘﻲ ﺗ ﱠ‬ ‫اﻻﻧﺼﻬﺎر ﱠ‬ ‫ﺟﺰﻳﺌﺎت ﹺ‬
‫اﻟﻤﺎء‪.‬‬ ‫ﹺ‬
‫ﹺ‬
‫ﺣﺮﻳﺔ‬ ‫اﻟﺘﺮاﺑﻂ ﺑﻴﻦ اﻟﺠﺰﻳﺌﺎت‪ ،‬ﻣﺎ ﻳﻌﻄﻴﻬــﺎ درﺟـ ﹰﺔ ﻛﺎﻓﻴ ﹰﺔ ﻣ ﹾﻦ‬ ‫ﹺ‬ ‫ﻗـﻮ￯‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﺗﺜﺒﺖ‬‫ــﻖ‪ :‬ﻟﻤــﺎذا ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﻫﻲ اﻟﺤﺎﻟ ﹸﺔ اﻟﺴﺎﺋﻠ ﹸﺔ‪.‬‬ ‫ﻓﺘﺘﺤــﻮ ﹸل اﻟﻤﺎ ﹼد ﹸة إﻟﻰ ﺣــﺎﻟﺔ ﺟﺪﻳﺪة ﹶ‬ ‫ﹼ‬ ‫اﻟﺤﺮﻛﺔ‪،‬‬
‫اﻟﻐﺎﻳﺔ‪ ،‬ﱠ‬ ‫ﹺ‬ ‫ﹸﺴﺘﻐﻞ ﹺ‬ ‫ﹸﺰو ﹸد ﺑﻬﺎ اﻟﻤﺎ ﹼد ﹸة ﺗ ﱡ‬ ‫ﹺ‬ ‫ﺣﺮارة اﻟﻤﺎ ﹼد ﹺة‬
‫ﹺ‬ ‫درﺟـــ ﹸﺔ‬
‫ﻓﺈن‬ ‫ﻟﻬﺬه‬ ‫وﻟﻤﺎ ﻛﺎﻧﺖ اﻟﻄﺎﻗ ﹸﺔ اﻟﺘﻲ ﺗ ﱠ‬ ‫ﹼ‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬـــﺎر‬ ‫أﺛﻨـﺎء‬ ‫ﻓﻲ‬
‫ﺗﺘﺤــﻮ ﹶل اﻟﻤـﺎد ﹸة ﺟﻤﻴ ﹸﻌﻬﺎ إﻟﻰ‬ ‫ﹼ‬ ‫اﻟﺤﺮارة ﺗﺒﻘﻰ ﺛﺎﺑﺘ ﹰﺔ إﻟـﻰ ﹾ‬
‫أن‬ ‫درﺟ ﹶﺔ‬
‫ﹺ‬
‫اﻟﻐﻠﻴــﺎن‪،‬‬ ‫ﹺ‬
‫أﺛﻨــﺎء‬ ‫وﻓﻲ‬
‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﹺ‬
‫اﻟﻤﺎدة ﻣ ﹶﻦ‬ ‫ﺗﺤﻮ ﹺل‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﻔﺴﻪ ﻋﻨﺪﹶ ﹼ‬ ‫اﻷﻣﺮ ﹸ‬ ‫وﻳﺤﺪث ﹸ‬ ‫اﻟﺴﺎﺋﻠﺔ‪.‬‬ ‫اﻟﺤﺎﻟﺔ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻋﻠـــﻰ اﻟﺮﻏــ ﹺﻢ ﻣــ ﹶﻦ‬
‫اﻟﺸﻜﻞ )‪.(10‬‬ ‫ﹶ‬ ‫اﻟﻐﺎزﻳﺔ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﺤﺎﻟﺔ‬ ‫اﻟﺴﺎﺋﻠﺔ إﻟﻰ‬ ‫ﹺ‬
‫ﺗﺰوﻳـــﺪﻫﺎ‬ ‫ﹺ‬
‫اﺳﺘﻤــﺮار‬
‫ﹺ‬
‫ﺑﺎﻟﺤﺮارة؟‬

‫‪58‬‬
 ‫اﻟﺮﺑﻂُ‬
‫ّ‬
‫اﻟﺘﺒﺨ ِﺮ‬ ‫اﻟﻌﻮاﻣ ُﻞ اﻟﺘﻲ ﯾﻌﺘﻤ ُﺪ ﻋﻠﯿﮭﺎ ﻣﻌ ّﺪ ُل‬
‫ﺑﺎﻟﻤﺠﺘﻤﻊ‬
‫ِ‬
‫ﹺ‬ ‫ﹸ‬
‫‪Factors Affecting Rate of Evaporation‬‬
‫ﻟﻠﻤﻼﺑﺲ‬ ‫اﻟﺘﺪرﻳﺠﻲ‬
‫ﱡ‬ ‫اﻟﺘﺠﻔﻴﻒ‬ ‫ﻳﺤﺪث‬
‫ﹸ‬
‫ﹸ‬
‫وﺗﻜﻮن‬ ‫ﺗﺒـــﺨ ﹺﺮ ﹺ‬
‫اﻟﻤﺎء‪.‬‬ ‫ﹼ‬ ‫ﹺ‬
‫ﺑﺴﺒﺐ‬ ‫اﻟﻤﺒﺘ ﹼﻠ ﹺ‬
‫ـﺔ‬ ‫اﻟﺤﺮارة‪ ،‬وﻣﺴﺎﺣ ﹸﺔ‬ ‫ﹺ‬ ‫ﺑﻌﻮاﻣﻞ ﻋﺪﹼ ﹴة ﻣﻨﻬﺎ‪ :‬درﺟ ﹸﺔ‬ ‫ﹶ‬ ‫اﻟﺘﺒﺨ ﹺﺮ‬
‫ﻳﺘﺄ ﹼﺛ ﹸﺮ ﻣﻌﺪﹼ ﹸل ﹼ‬
‫أﺳــــﺮع ﻋﻨﺪﹶ ﹶﻓ ﹾﺮ ﹺد‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺘﺠﻔﻴﻒ‬ ‫ﻋﻤﻠﻴــ ﹸﺔ‬ ‫اﻟﺮﻳﺎح‪ ،‬واﻟﺮﻃﻮﺑ ﹸﺔ‪.‬‬ ‫ﹺ‬ ‫ﻟﻠﺘﺒﺨ ﹺﺮ‪ ،‬وﺳﺮﻋ ﹸﺔ‬ ‫ﹼ‬ ‫ض‬ ‫اﻟﻤﻌﺮ ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬
‫ﱠ‬
‫ﹺ‬
‫ﻣﺴﺎﺣﺔ اﻟﺴﻄﺢﹺ‬ ‫ﹺ‬
‫زﻳﺎدة‬ ‫ﹺ‬
‫ﺑﺴﺒﺐ‬ ‫ﹺ‬
‫اﻟﻤﻼﺑﺲ‬
‫ﹺ‬
‫اﻟﻤﺤﻴﻂ‬ ‫ﹺ‬
‫اﻟﻮﺳﻂ‬ ‫ﹺ‬
‫ﺣـﺮارة‬ ‫ﹺ‬
‫درﺟـﺔ‬ ‫ﹺ‬
‫ﺑﺰﻳﺎدة‬ ‫اﻟﺘﺒﺨ ﹺﺮ‬
‫ﹼ‬ ‫ﻳﺰدا ﹸد ﻣﻌﺪﹼ ﹸل‬
‫ﻟﻠﺘﺒﺨ ﹺﺮ‪.‬‬
‫ض ﹼ‬ ‫اﻟﻤﻌﺮ ﹺ‬
‫ﱠ‬
‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫اﻟﻮﺳــﻂ‪ ،‬ﺗﺰدا ﹸد ﻛﻤ ﹼﻴ ﹸﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺣــﺮارة‬ ‫ﹺ‬
‫درﺟـﺔ‬ ‫ﹺ‬
‫ﻓﺒﺰﻳﺎدة‬ ‫ﹺ‬
‫ﺑﺎﻟﺴﺎﺋﻞ؛‬
‫اﻟﺘﺤﺮ ﹺر‬ ‫اﻟﻘـﺎدرة ﻋﻠﻰ‬ ‫ﹺ‬ ‫اﻟﺴﺎﺋﻞ‪ ،‬ﻓﻴﺰدا ﹸد ﻋﺪ ﹸد ﺟﺰﻳﺌﺎﺗﹺﻪ‬ ‫ﹺ‬ ‫اﻟﻤﻨﻘﻮﻟ ﹸﺔ إﻟﻰ‬
‫ﹼ‬
‫اﻟﺴﻄﺢ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺴﺎﺣﺔ‬ ‫ﹺ‬
‫ﺑﺰﻳﺎدة‬ ‫اﻟﺘﺒﺨ ﹺﺮ‬‫ﹼ‬ ‫ﻛﺬﻟﻚ ﻳﺰدا ﹸد ﻣﻌﺪﹼ ﹸل‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻟﺴﻄﺢ‪.‬‬ ‫ﻣ ﹶﻦ‬
‫ﺳﻄــــﺢ‬ ‫ﹺ‬ ‫ﺗﺤـﺪث ﻋﻠﻰ‬ ‫ﹸ‬ ‫ﻓـﺎﻟﺘﺒﺨ ﹸﺮ ﻋﻤــﻠﻴ ﹲﺔ‬ ‫ﹼ‬ ‫ﻟﻠﺘﺒـﺨ ﹺﺮ؛‬
‫ﹼ‬ ‫ض‬ ‫اﻟﻤﻌﺮ ﹺ‬ ‫ﱠ‬
‫ﹺ‬
‫اﻟﻘﺎدرة‬ ‫ﹺ‬
‫اﻟﺠﺰﻳﺌﺎت‬ ‫اﻟﻤﺴﺎﺣـﺔ ﺗﻌـﻨﻲ زﻳﺎد ﹶة ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬ ‫اﻟﺴﺎﺋﻞ‪ ،‬وزﻳﺎد ﹸة‬ ‫ﹺ‬
‫اﻟﺘﺤﺮ ﹺر‪.‬‬ ‫ﹼ‬ ‫ﻋﻠﻰ‬
‫اﻟﺮﻳﺎح؛ ﻓﺎﻟﻬﻮا ﹸء‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﺮﻋـﺔ‬ ‫ﹺ‬
‫ﺑﺰﻳﺎدة‬ ‫ﹺ‬
‫اﻟﺘﺒـﺨﺮ‬ ‫ﻛﺬﻟﻚ ﻳﺰدا ﹸد ﻣﻌـﺪﹼ ﹺل‬ ‫ﹶ‬
‫اﻟﺴﺎﺋﻞ ﺑﻌﻴﺪﹰ ا‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﻓﻮق‬ ‫اﻟﻤﺘﺠﻤ ﹶﻊ ﹶ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﺑﺨـﺎر‬ ‫ﹸ‬
‫ﻳﺤﻤﻞ‬ ‫اﻟﺴﺮﻳﻊ‬
‫ﱢ‬ ‫ﹶ‬ ‫ﹸ‬
‫ﺗﺘﺤﺮ ﹶر‪.‬‬ ‫اﻟﺠﺰﻳﺌﺎت ﹾ‬‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻟﻤــﺎذا ﻳــﺰدا ﹸد‬ ‫أن ﹼ‬ ‫ﻟﻠﻤﺰﻳﺪ ﻣ ﹶﻦ‬ ‫اﻟﻤﺠﺎل‬ ‫ﻳﺘﻴﺢ‬
‫اﻟﺴﻄﺢ‪ ،‬ﻣﺎ ﹸ‬ ‫ﻋﻦ‬
‫ﹺ‬
‫ﺑﺰﻳﺎدة‬ ‫ﹺ‬
‫اﻟﺘﺒـﺨﺮ‬ ‫ﻣﻌــﺪﹼ ﹸل‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻳﺤﻤﻞ‬ ‫ﹸ‬ ‫اﻟﺮﻃﺐ‬
‫ﹸ‬ ‫اﻟﺮﻃﻮﺑﺔ‪ ،‬ﻓﺎﻟﻬﻮا ﹸء‬ ‫ﺑﺰﻳﺎدة‬ ‫اﻟﺘﺒﺨﺮ‬ ‫وﻳﻘﻞ ﻣﻌﺪﹼ ﹸل‬ ‫ﱡ‬
‫ﹺ‬
‫اﻟﺮﻳﺎح؟‬ ‫ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻳﻜﻮن اﻟﻬﻮا ﹸء‬ ‫ﹸ‬ ‫اﻟﻤﺎء؛ ﻟﺬا ﻋﻨﺪﻣﺎ‬ ‫ﺑﺨﺎر‬ ‫اﻷﺻﻞ ﻛﻤﻴ ﹰﺔ ﻛﺒﻴﺮ ﹰة ﻣ ﹾﻦ‬ ‫ﹺ‬ ‫ﻓﻲ‬
‫اﻟﻘﺎدرة ﻋﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﺎﺋﻞ‬ ‫ﹺ‬
‫ﺟﺰﻳﺌﺎت‬ ‫ﺗﻘﻞ ﻛﻤ ﹼﻴ ﹸﺔ‬ ‫ﺑﺎﻟﺴﺎﺋﻞ رﻃ ﹰﺒﺎ‪ ،‬ﱡ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻤﺤﻴﻂ‬
‫ﹺ‬
‫اﻟﻤﺤﻴﻂ‪.‬‬ ‫ﹺ‬
‫اﻟﻮﺳﻂ‬ ‫ﹺ‬
‫واﻻﻧﺘﻘﺎل إﻟﻰ‬ ‫ﺳﻄﺤﻪ‪،‬‬ ‫ﹺ‬ ‫اﻹﻓﻼت ﻣ ﹾﻦ‬ ‫ﹺ‬

‫‪59‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن؟‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﺗﺼﻞ اﻟﻤﺎد ﹸة إﻟﻰ‬ ‫ﺗﻮاﻓﺮه ﻛﻲ ﹶ‬ ‫ﹸ‬
‫اﻟﺸﺮط اﻟﻼز ﹸم ﹸ‬ ‫‪ .1‬ﻣﺎ‬
‫ﹺ‬
‫اﻵﺗﻴﻴﻦ‪:‬‬ ‫ﹺ‬
‫اﻟﺴﺆاﻟﻴﻦ‬ ‫أﺟﻴﺐ ﹺ‬
‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻤﺠﺎور‪،‬‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‬ ‫ﹺ‬
‫ﺑﺎﻻﻋﺘﻤﺎد ﻋﻠﻰ‬ ‫‪.2‬‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻘﻬﻮة‬ ‫ﻟﻠﻤﺤـﺎﻓﻈﺔ ﻋﻠﻰ‬ ‫أﻓﻀﻞ‬ ‫اﻟﻜـﻮﺑﻴﻦ‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﱡ‬
‫أي‬ ‫‪ -‬ﹼ‬
‫ﺳﺎﺧﻨ ﹰﺔ ﻣﺪ ﹰة زﻣﻨﻴ ﹰﺔ ﹶ‬
‫أﻃﻮل؟‬
‫)‪(2‬‬ ‫ﹺ‬
‫اﻟﻘﻬﻮة‪(1) .‬‬ ‫اﻟﻔﻨﺠﺎن إﻟﻰ ﹺ‬
‫ﺗﺒﺮﻳﺪ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫اﻟﻨﻔﺦ ﹶ‬
‫ﻓﻮق‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﻳﺆ ﹼدي ﹸ‬ ‫‪ -‬ﹼ‬
‫ﹺ‬
‫اﻟﺤﺮاﺋﻖ؟‬ ‫ﹺ‬
‫ﺑﻌﺾ أﻧﻮا ﹺع‬ ‫ﹺ‬
‫ﻹﻃﻔﺎء‬ ‫ﹺ‬
‫ﻟﻠﻤﺎء اﻟﺘﻲ ﺟﻌﻠ ﹾﺘ ﹸﻪ ﻣﻨﺎﺳ ﹰﺒﺎ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﻣﺎ اﻟﺨﺎﺻ ﹼﻴ ﹸﺔ اﻟﻤﻤﻴﺰ ﹸة‬ ‫‪.3‬‬
‫ﹸ‬
‫ﹺ‬
‫إﻃﻔﺎﺋﻬﺎ؟‬ ‫وﻛﻴﻒ ﹸ‬
‫ﻳﻌﻤﻞ اﻟﻤﺎ ﹸء ﻋﻠﻰ‬ ‫ﹶ‬

‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬
‫ﹺ‬
‫رﺻﺪ‬ ‫ﹺ‬
‫اﻟﻄﻠﺒـﺔ‪ ،‬ﻋﻨﺪﹶ‬ ‫ﹶ‬
‫ﺣﺼـﻞ ﻋﻠﻴﻬﺎ ﻣﺠﻤﻮﻋ ﹲﺔ ﻣـ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻘـﺮاءات اﻟﺘﻲ‬ ‫ﹸ‬
‫اﻟﺠـﺪول اﻵﺗـﻲ‬ ‫ﻳﺒ ﹼﻴـ ﹸﻦ‬
‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫ﺗﺤﻮﻟﹺﻬﺎ ﻣـ ﹶﻦ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﻐ ﹼﻴ ﹺ‬
‫اﻟﺰﻣﻦ‪ ،‬ﻓﻲ أﺛﻨـﺎء ﹼ‬ ‫اﻟﺠﻠﻴﺪ ﻣﺪ ﹰة ﻣـ ﹶﻦ‬ ‫ﻗﻄﻌﺔ ﻣـ ﹶﻦ‬ ‫ﺣـﺮارة‬ ‫درﺟﺔ‬ ‫ـﺮ ﻓـﻲ‬
‫ﹺ‬
‫اﻟﻐﺎزﻳﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﺤﺎﻟـﺔ‬ ‫ﺛـﻢ إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺼﻠﺒـﺔ إﻟﻰ اﻟﺤﺎﻟﺔ اﻟﺴـﺎﺋﻠﺔ‪ ،‬ﱠ‬ ‫ﱡ‬
‫ﹺ‬
‫اﳊﺮارة )‪(◦C‬‬ ‫درﺟ ﹸﺔ‬ ‫اﻟﺰﻣﻦ )‪(min‬‬ ‫ﹺ‬
‫اﳊﺮارة )‪(◦C‬‬ ‫درﺟ ﹸﺔ‬ ‫اﻟﺰﻣﻦ )‪(min‬‬
‫ﹸ‬ ‫ﹸ‬
‫‪83‬‬ ‫‪10‬‬ ‫‪-2‬‬ ‫‪0‬‬
‫‪98‬‬ ‫‪12‬‬ ‫‪0‬‬ ‫‪2‬‬
‫‪100‬‬ ‫‪14‬‬ ‫‪0‬‬ ‫‪4‬‬
‫‪100‬‬ ‫‪16‬‬ ‫‪29‬‬ ‫‪6‬‬
‫‪100‬‬ ‫‪18‬‬ ‫‪57‬‬ ‫‪8‬‬

‫ﹺ‬
‫اﻟﺘﺴﺨﻴﻦ‪.‬‬ ‫ﹺ‬
‫وزﻣﻦ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫إﻛﺴﻞ )‪ (Excel‬اﻟﻌﻼﻗ ﹶﺔ ﺑﻴ ﹶﻦ‬ ‫‪ .1‬أﻣ ﹼﺜ ﹸﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﺨﺪا ﹺم ﺑﺮﻣﺠ ﹼﻴ ﹺﺔ‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‪.‬‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر ودرﺟ ﹶﺔ‬ ‫‪ .2‬أﺣﺪﹼ ﹸد ﻋﻠﻰ اﻟﺮﺳ ﹺﻢ درﺟ ﹶﺔ‬
‫ﹴ‬
‫ﺣﺎﻟـﺔ إﻟﻰ‬ ‫ﺗﺘﺤـﻮ ﹸل ﻓﻴﻬﺎ اﻟﻤـﺎد ﹸة ﻣ ﹾﻦ‬ ‫‪ 3‬أﺣـﺪﹼ ﹸد ﻋﻠـﻰ اﻟﺮﺳـ ﹺﻢ اﻟﻤـﺪﹼ ﹶة أو اﻟﻤـﺪ ﹶد اﻟﺰﻣﻨﻴـ ﹶﺔ اﻟﺘـﻲ‬
‫ﹼ‬
‫أﺧﺮ￯‪.‬‬

‫‪60‬‬
 ‫واﻟﺘﻮﺳ ُﻊ‬
‫ﱡ‬ ‫اﻹﺛﺮاء‬
‫ُ‬
‫اﻟﺨﻀﺮاء ‪Green Buildings‬‬
‫ُ‬ ‫اﻟﻤﺒﺎﻧﻲ‬
‫اﻟﺒﻨﺎء‪،‬‬‫ﹺ‬ ‫ﹸ‬
‫اﻟﻔﺎﻋﻞ ﻟﻤﻮا ﱢد‬ ‫ﺗﻨﻔﻴﺬﻫﺎ اﻻﺳﺘﺨﺪا ﹸم‬ ‫ﻟﻠﺒﻴﺌﺔ‪ ،‬ﻳﺮاﻋﻰ ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﻣﺒﺎن ﺻﺪﻳﻘ ﹲﺔ‬ ‫اﻟﻤﺒﺎﻧﻲ اﻟﺨﻀﺮاء ﻫﻲ ﹴ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫واﻟﻄﺎﻗﺔ ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻴﺎه‬ ‫واﻟﺘﻮﻓﻴﺮ ﻓﻲ اﺳﺘﺨﺪا ﹺم‬‫ﹸ‬
‫ﹸ‬ ‫ﹺ‬ ‫ﹰ‬ ‫ﹸ‬
‫اﻟﺤﺮاري‬
‫ﱡ‬ ‫اﻟﻌﺰل‬ ‫ف‬
‫ﻌﺮ ﹸ‬ ‫ﻣﻬﻤﺎ ﻓﻲ ﺗﺼﻤﻴ ﹺﻢ اﻟﻤﺒﺎﻧﻲ اﻟﺨﻀﺮاء‪ ،‬و ﹸﻳ ﱠ‬ ‫ﻋﺎﻣﻼ ﹼﹰ‬ ‫اﻟﺤﺮاري‬
‫ﱡ‬ ‫اﻟﻌﺰل‬ ‫ﹸﻳﻌﺪﱡ‬
‫ﹺ‬
‫ﻟﻠﻌﺰل‬ ‫ﹺ‬
‫وﺑﺎﻟﻌﻜﺲ‪.‬‬ ‫ﹺ‬
‫ﺧﺎرﺟﻪ‬ ‫ﹺ‬
‫اﻟﻤﻨﺰل إﻟﻰ‬ ‫ﹺ‬
‫داﺧﻞ‬ ‫ﹺ‬
‫اﻟﺤﺮارة ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫ﺑﺄ ﱠﻧ ﹸﻪ اﺳﺘﺨﺪا ﹸم ﻣﻮا ﱠد ﺗﻘ ﹼﻠ ﹸﻞ ﻣ ﹶﻦ‬
‫ﹸ‬
‫واﻟﺘﻘﻠﻴﻞ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻤﻨﺰل‪،‬‬ ‫ﹶ‬
‫داﺧﻞ‬ ‫ﹴ‬
‫ﻣﻌﺘﺪﻟﺔ‬ ‫ﹴ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫اﻟﺤﺮاري ﻓﻮاﺋﺪﹸ ﻋﺪﹼ ﹲة ﻣﻨﻬﺎ‪ :‬اﻟﻤﺤﺎﻓﻈ ﹸﺔ ﻋﻠﻰ‬ ‫ﱢ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎء‪.‬‬ ‫ﻓﻮاﺗﻴﺮ‬ ‫اﻟﺘﻮﻓﻴﺮ ﻓﻲ‬
‫ﹸ‬ ‫اﺳﺘﺨﺪا ﹺم أﺟﻬﺰة اﻟﺘﺪﻓﺌﺔ وأﺟﻬﺰة اﻟﺘﻜﻴﻴﻒ‪ ،‬وﻣ ﹾﻦ ﱠ‬
‫ﺛﻢ‬
‫ﹺ‬
‫واﻟﺠﺪران‬ ‫ﹺ‬
‫اﻟﻨﻮاﻓﺬ‬ ‫وﺧﺼﺎﺋﺼﻬﺎ‪ ،‬وﺗﹸﺴﺘﺨﺪم ﻓﻲ ﹺ‬
‫ﻋﺰل‬ ‫ﹺ‬ ‫اﻟﺤﺮاري ﻓﻲ أﺷﻜﺎﻟﹺﻬﺎ‬ ‫ﹺ‬
‫اﻟﻌﺰل‬ ‫ﺗﺘﻨﻮ ﹸع ﻣﻮا ﱡد‬
‫ﹸ‬ ‫ﱢ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻤﻮارد‬ ‫ﻧﺤﻮ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺤﻮث اﻟﻌﻠﻤﺎء ﹶ‬ ‫ﺗﻮﺟﻬﺖ‬
‫ﹾ‬ ‫اﻷﺧﻴﺮة‪،‬‬ ‫اﻟﺴﻨﻮات‬ ‫واﻷﺳﻘﻒ‪ .‬وﻓﻲ‬
‫ﹺ‬
‫ﻟﻠﺒﻴﺌﺔ ‪.‬‬ ‫ﹴ‬
‫ﺻﺪﻳﻘﺔ‬ ‫ﺣﺮاري‬ ‫ﻹﻧﺘﺎج ﻣﻮا ﱢد ﹴ‬
‫ﻋﺰل‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺒﻴﺌﺔ؛‬
‫ﱟ‬

‫ﱢ‬
‫اﻷردن‪،‬‬ ‫ـﺰل اﻟﺤــﺮاري اﻟﻤﺘﻮاﻓـ ﹺ‬
‫ـﺮة ﻓــﻲ‬ ‫ـﺮز ﻣــﻮا ﱢد اﻟﻌـ ﹺ‬
‫ـﺪي ﻋ ﹾﻦ أﺑـ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ـﺚ ﻓــﻲ ﻣﺼـ ﹺ‬
‫أﺑﺤـ ﹸ‬
‫ﱢ‬ ‫ـﺎدر اﻟﻤﻌﺮﻓــﺔ اﻟﻤﺘﺎﺣــﺔ ﻟـ ﱠ‬
‫ـﺮاري‪.‬‬ ‫ﹺ‬ ‫ـﺎس ﺑﺄﻫﻤﻴـ ﹺ‬
‫ـﺔ اﻟﻨـ ﹺ‬‫ـﻪ‪ .‬وأﺻﻤــﻢ ﻣﻄﻮﻳـ ﹰﺔ ﻟﺘﻮﻋﻴـ ﹺ‬‫ـﺔ ﺣﺮارﻳــﺎ ﻓﻴـ ﹺ‬
‫ـﻮت اﻟﻤﻌﺰوﻟـ ﹺ‬
‫ـﺒﺔ اﻟﺒﻴـ ﹺ‬
‫وﻧﺴـ ﹺ‬
‫اﻟﻌﺰل اﻟﺤـ ﱢ‬ ‫ـﺔ‬ ‫ﹼ‬ ‫ﹼ‬ ‫ﹼ ﹸ‬ ‫ﹼﹰ‬

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 ‫ﻋﻠﻤﻲ‬
‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ٌ‬

‫ﻤﺎﻟﺢ‬
‫ب واﻟﻤﺎ ِء اﻟ ِ‬ ‫ّ‬
‫ﺗﺒﺨ ُﺮ اﻟﻤﺎ ِء اﻟﻌﺬ ِ‬ ‫اﻷﻫﺪاف‪:‬‬
‫ﹸ‬
‫ﺳﺆا ُل اﻻﺳﺘﻘﺼﺎ ِء‬ ‫ﹺ‬
‫اﻟﻤﺘﻐﻴﺮات‬ ‫ـــﻢ ﺗﺠــﺮﺑ ﹰﺔ وأﺣــﺪﹼ ﹸد ﻓﻴﻬﺎ‬
‫أﺻﻤ ﹸ‬‫ﹼ‬ ‫▪‬
‫ﹺ‬
‫اﻟﻤﺎء‬ ‫أﻛﺒﺮ ﻣ ﹶﻦ‬ ‫ﹴ‬ ‫ﻫﻞ ﹼ‬ ‫ﹾ‬
‫اﻟﻌﺬب ﺑﺴﺮﻋﺔ ﹶ‬
‫ﹸ‬ ‫ﻳﺘﺒﺨ ﹸﺮ اﻟﻤﺎ ﹸء‬ ‫اﻟﺘﺎﺑﻌ ﹶﺔ واﻟﻀﺎﺑﻄ ﹶﺔ واﻟﻤﺴﺘﻘﻠ ﹶﺔ‪.‬‬
‫ﹺ‬
‫اﻟﻤﺎﻟﺢ؟‬ ‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﺠﺮﻳﺒﻴ ﹶﺔ ﺑﺮﺳ ﹴﻢ ﱟ‬
‫ﺑﻴﺎﻧﻲ‪.‬‬ ‫ﹶ‬ ‫▪ أﻣ ﹼﺜ ﹸﻞ‬
‫اﻟﺒﻴﺎﻧﻲ ‪.‬‬
‫ﱠ‬ ‫اﻟﺮﺳﻢ‬
‫ﹶ‬ ‫▪ أﺣ ﹼﻠ ﹸﻞ‬
‫أﺻﻮ ُغ ﻓﺮﺿﯿﺘﻲ‬
‫ﹺ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﻣﻊ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ أﺻﻮ ﹸغ ﻓﺮﺿﻴ ﹰﺔ‬ ‫ﺑﺎﻟﺘﻌﺎون ﹶ‬
‫ﹺ‬ ‫ﻣﻠﺢ ﻃﻌﺎ ﹴم‪ ،‬ﻣــﺎ ﹲء‪،‬‬
‫ﻣــﺪرج )ﻋﺪد ‪ ، (2‬ﹸ‬
‫ﹲ‬ ‫ﹲ‬
‫دورق‬
‫ﹺ‬
‫اﻟﻌﺬب‬ ‫اﻟﻤﺎء‬ ‫ﻛﻞ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﻟﻠﻤﻘﺎرﻧﺔ ﺑﻴ ﹶﻦ ﻣﻌﺪﹼ ﹺل ﹼ‬
‫ﺗﺒﺨ ﹺﺮ ﱟ‬
‫ﺑﻄﺎﻗﺎت ﻻﺻﻘ ﹲﺔ‪،‬‬
‫ﹲ‬ ‫ﹴ‬
‫ﺣﺮارة‪ ،‬ﻣﻠﻌﻘ ﹲﺔ‪،‬‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻘﻴﺎس‬
‫ﹺ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺎﻟﺢ‪.‬‬ ‫واﻟﻤﺎء‬ ‫ﻗﻠﻢ‪ ،‬ﻛﺎﻣﻴﺮا‪.‬‬
‫ﹲ‬
‫أﺧﺘﺒ ُﺮ ﻓﺮﺿﯿﺘﻲ‬ ‫ﹺ‬
‫اﻟﺴــﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﻣــﻊ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .1‬أﺧ ﹼﻄ ﹸ‬ ‫اﻟﺘﻌﺎﻣﻞ ﻣﻊ اﻟﺰﺟﺎﺟﻴ ﹺ‬
‫ﻻﺧﺘﺒــﺎر اﻟﻔﺮﺿﻴــﺔ اﻟﺘﻲ ﺻﻐﺘﹸﻬــﺎ ﹶ‬ ‫ـﻂ‬ ‫ﺎت‪.‬‬ ‫ﹼ‬ ‫ﹺ ﹶ‬ ‫أﺣﺬر ﻋﻨﺪﹶ‬
‫ﹸ‬
‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﺳﺘﺤ ﹼﻘ ﹸﻘﻬﺎ‪.‬‬
‫ﹶ‬ ‫زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﰐ‪ ،‬وأﺣﺪﹼ ﹸد‬
‫اﻟﻔﺮﺿﻴﺔ ﹴ‬
‫ﺑﺪﻗﺔ‪ ،‬وأﺣــﺪﹼ ﹸد‬ ‫ﹺ‬ ‫ﹺ‬
‫اﺧﺘﺒـﺎر‬ ‫ﹺ‬
‫ﺧﻄﻮات‬ ‫أﻛﺘﺐ‬ ‫‪.2‬‬
‫ﹸ‬
‫أﺣﺘﺎج إﻟﻴﻬﺎ‪.‬‬
‫ﹸ‬ ‫اﳌﻮا ﱠد اﻟﺘﻲ‬
‫ﹸ‬
‫ﺳﺄﺣﺼﻞ‬ ‫ﹺ‬
‫ﻟﺘﺴﺠﻴﻞ ﻣﻼﺣﻈـﺎﰐ اﻟﺘﻲ‬ ‫ﹰ‬
‫ﺟﺪوﻻ‬ ‫‪ .3‬أﻋﺪﱡ‬
‫ﻋﻠﻴﻬﺎ‪.‬‬
‫ﹺ‬
‫ﺧﻄﻮات‬ ‫‪.4‬أﺳﺘﻌﲔ ﺑﻤﻌ ﹼﻠﻤﻲ‪/‬ﻣﻌ ﹼﻠﻤﺘﻲ ﻟﻠﺘﺤ ﹼﻘ ﹺﻖ ﻣ ﹾﻦ‬
‫ﹸ‬
‫ﻋﻤﲇ‪.‬‬

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 ‫ﺧﻄﻮاتُ اﻟﻌﻤ ِﻞ‬
‫أﺣـﺪ ﹺﳘﺎ‬‫ﹺ‬ ‫ﻧﻔﺴﻬـﺎ‪ ،‬ﹰ‬ ‫ﹺ‬ ‫ﹴ‬ ‫أﺻﺐ ﰲ ﱢ‬
‫وأﺿﻴﻒ إﱃ‬
‫ﹸ‬ ‫ﻣﺜﻼ )‪. (125 mL‬‬ ‫ﻛـﻞ دورق ﻛـﻤ ﹼﻴ ﹶﺔ اﳌـﺎء ﹶ‬ ‫ﱡ‬ ‫‪.1‬‬
‫وأﺣﺮﻛﹸﻪ ﺟﻴﺪﹰ ا‪.‬‬
‫ﹼ‬ ‫اﳌﻠﺢ‬ ‫ﹺ‬
‫ﻣﻠﻌﻘﺘﲔ ﻣ ﹶﻦ ﹺ‬
‫ﹺ‬
‫اﻟﺪورﻗﲔ‪.‬‬ ‫دورق‪ ،‬وأﻟﺼ ﹸﻘﻬﺎ ﻋﲆ‬ ‫ﹴ‬ ‫ﺑﻜﻞ‬‫اﳋﺎﺻ ﹶﺔ ﱢ‬ ‫ﹺ‬
‫اﻟﺒﻴﺎﻧﺎت‬ ‫ﹺ‬
‫اﻟﻼﺻﻘﺔ‬ ‫ﹺ‬
‫اﻟﺒﻄﺎﻗﺎت‬ ‫أﻛﺘﺐ ﻋﲆ‬ ‫‪.2‬‬
‫ﹼ‬ ‫ﹸ‬
‫ﹺ‬ ‫اﳉﻮ ﺛﺎﺑﺘ ﹰﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﹰ‬ ‫ﹺ‬ ‫ﹸ ﹺ‬
‫اﻟﺪورﻗﲔ ﻋﲆ‬ ‫أﺿﻊ‬
‫ﻓﻤﺜﻼ ﹸ‬ ‫ﺗﻜﻮن ﻓﻴﻪ درﺟ ﹸﺔ ﺣﺮارة ﱢ‬ ‫أﺧﺘﺎر ﻣﻜﺎﻧﹰﺎ ﻣﻨﺎﺳ ﹰﺒﺎ‬
‫ﹸ‬ ‫‪.3‬‬
‫واﻟﻮﻗﺖ اﻟﺬي‬ ‫ﹺ‬ ‫اﳉﻮ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫وأﺳﺠﻞ ﻣﻼﺣﻈﺎﰐ ﻋ ﹾﻦ درﺟﺔ ﺣﺮارة ﱢ‬ ‫اﳌﺨﺘﱪ‪.‬‬ ‫ﻏﺮﻓﺔ‬ ‫أﻓﻘﻲ ﰲ‬ ‫ﺳﻄﺢ ﱟ‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﺳﺄﺣﺪﹼ ده ﹺ‬
‫ﻟﺒﺪء‬ ‫ﹸ‬
‫ﺣﺠﻢ‬ ‫ﹸ‬
‫وأﺳﺠﻞ‬ ‫ﹺ‬
‫اﻷول‪،‬‬ ‫ﹺ‬
‫اﻟﺪورﻗﲔ ﰲ اﻟﻴﻮ ﹺم‬ ‫ﻣﺘﺴﺎو ﰲ‬ ‫ﹴ‬ ‫أن ﻣﺴﺘـﻮ￯ ﹺ‬
‫اﳌـﺎء‬ ‫أﺟﺮ ﹸب‪ :‬أﲢ ﹼﻘ ﹸﻖ ﻣ ﹾﻦ ﱠ‬
‫ﹶ‬ ‫‪ .4‬ﹼ‬
‫ﹴ‬
‫دورق‪.‬‬ ‫ﻛﻞ‬ ‫ﺑﻮﺿﻮح ﻣﺴﺘﻮ￯ ﹺ‬
‫اﳌﺎء ﰲ ﱢ‬ ‫ﹴ‬ ‫ﻳﻈﻬﺮ ﻓﻴﻬﺎ‬ ‫ﹸ‬ ‫ﹺ‬
‫وأﻟﺘﻘﻂ ﺻﻮر ﹰة ﹸ‬ ‫اﳌﺎء‪،‬‬
‫ﺣﺠﻢ‬ ‫ﹸ‬
‫وأﺳﺠﻞ‬ ‫وأﻻﺣﻆ ﻣﺴﺘﻮ￯ ﹺ‬
‫اﳌﺎء‪،‬‬ ‫ﹸ‬ ‫اﻟﻮﻗﺖ ﹺ‬
‫ﻧﻔﺴﻪ‪،‬‬ ‫ﹺ‬ ‫أﺟﺮ ﹸب‪ :‬أﻋﻮ ﹸد ﰲ اﻟﻴﻮ ﹺم اﻟﺜﺎﲏ ﰲ‬
‫ﹶ‬ ‫‪ .5‬ﹼ‬
‫ﺻﻮر ﺗﻮﺿﺢ ﻣﺴﺘﻮ￯ ﹺ‬ ‫ﹺ‬
‫اﳌﺎء‪.‬‬ ‫ﹴ ﹼ ﹸ‬ ‫ﹶ‬
‫اﻟﺘﻘﺎط‬ ‫أﻛﺮ ﹸر اﻟﺘﺠﺮﺑ ﹶﺔ ﻣﺪ ﹶة )‪ (7-5‬أﻳﺎ ﹴم‪ ،‬ﻣﺮاﻋ ﹰﻴﺎ‬ ‫اﳌﺎء‪ .‬ﹼ‬

‫ﻖ‬
‫واﻻﺳﺘﻨﺘﺎج واﻟﺘﻄﺒﯿ ُ‬
‫ُ‬ ‫اﻟﺘﺤﻠﯿ ُﻞ‬
‫ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻣﺴﺘﻌﻴﻨﹰﺎ ﺑﱪﳎ ﹼﻴ ﹺﺔ إﻛﺴﻞ )‪ ،(Excel‬ﻋﲆ ﹾ‬
‫أن‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻘﺮاءات اﻟـﺘﻲ‬ ‫‪ .1‬أﻣ ﹼﺜ ﹸﻞ‬
‫ﺑﻮﺣﺪة )‪ (mL‬ﻋﲆ ﹺ‬
‫ﳏﻮر )‪.(y‬‬ ‫ﹺ‬ ‫ﳏﻮر )‪ ،(x‬وﺣﺠـﻢ ﹺ‬
‫اﳌﺎء‬ ‫ﺑﻮﺣـﺪة )‪ (day‬ﻋﲆ ﹺ‬ ‫ﹺ‬ ‫أﻣ ﹼﺜ ﹶﻞ اﻟﺰﻣ ﹶﻦ‬
‫ﹶ‬
‫اﳌﺎﻟﺢ‪.‬‬
‫واﻵﺧﺮ اﳌﺎ ﹶء ﹶ‬
‫ﹸ‬ ‫اﻟﻌﺬب‪،‬‬
‫ﹶ‬ ‫ﺧﻄﲔ ﻳﻤ ﹼﺜ ﹸﻞ أﺣﺪﹸ ﳘﺎ اﳌﺎ ﹶء‬ ‫ﹺ‬ ‫رﺳﻢ‬
‫ﻣﺮاﻋ ﹰﻴﺎ ﹶ‬
‫ﺬﻳﻦ ﺣﺼ ﹾﻠ ﹸﺖ ﹺ‬
‫ﻋﻠﻴﻬﲈ؟‬ ‫ﺑﲔ اﳌﻨﺤﻨ ﹺ‬
‫ﹶﻴﲔ اﻟ ﱠﻠ ﹺ‬ ‫ﹺ‬
‫واﻻﺧﺘﻼف ﹶ‬ ‫‪ .2‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﻣﺎ أوﺟ ﹸﻪ اﻟﺘﺸﺎ ﹸﺑ ﹺﻪ‬
‫ﹺ‬ ‫ﹺ‬ ‫اﳌﻠﺢ ﰲ ﻣﻌﺪﹼ ﹺل ﹼ‬ ‫ﹺ‬
‫اﻟﻨﺘﻴﺠﺔ اﻟﺘﻲ‬ ‫ـﺢ إﺟﺎﺑﺘﻲ ﺑﻨﺎ ﹰء ﻋﲆ‬ ‫ﺗﺒﺨ ﹺﺮ اﳌﺎء؟ ﹼ‬
‫أوﺿ ﹸ‬ ‫وﺟﻮد ﹺ‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻣﺎ ﹸ‬
‫أﺛﺮ‬ ‫ﹸ‬ ‫‪.3‬‬
‫ﺗﻮﺻ ﹾﻠ ﹸﺖ إﻟﻴﻬﺎ‪.‬‬
‫ﹼ‬
‫اﻟﺘﻮاﺻ ُ‬
‫ﻞ‬ ‫ُ‬
‫ﹺ‬
‫وﻧﺘﺎﺋﺠ ﹺﻬﻢ‪.‬‬ ‫وﻧﺘﺎﺋﺠﻲ ﺑﺘﻮ ﹼﻗ ﹺ‬
‫ﻌﺎت زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‬ ‫ﹺ‬ ‫ﹸأ ﹸ‬
‫ﻗﺎرن ﺗﻮ ﹼﻗﻌﺎﺗﻲ‬

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 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﺠﻤﻞ اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻤﻨﺎﺳﺐ ﱢ‬
‫ﻟﻜﻞ ﺟﻤﻠ ٍﺔ ﻣﻦَ‬ ‫َ‬ ‫أﻛﺘﺐ اﻟﻤﻔﮭﻮ َم‬
‫‪ُ .1‬‬
‫ﻟﻠﺠﺴﯿﻤﺎت اﻟﻤﻜ ّﻮﻧ ِﺔ ﻟﻠﻤﺎد ِة‪.(...............) :‬‬
‫ِ‬ ‫ﻣﺘﻮﺳﻂ اﻟﻄﺎﻗ ِﺔ اﻟﺤﺮﻛﯿ ِﺔ‬
‫ِ‬ ‫‪ .1‬ﺧﺎﺻﯿّ ٌﺔ ﺗﻌﺒّ ُﺮ ْ‬
‫ﻋﻦ‬
‫اﻷﻗﻞ ُﺳﺨﻮ َﻧ ًﺔ‪.(...............) :‬‬
‫ِ‬ ‫اﻟﺠﺴﻢ‬ ‫اﻷﺳﺨﻦ إﻟﻰ‬ ‫اﻟﺠﺴﻢ‬ ‫ُ‬
‫ﺗﻨﺘﻘﻞ ﻣﻦَ‬ ‫‪ .2‬ﻛﻤﯿّ ُﺔ اﻟﻄﺎﻗ ِﺔ اﻟﺘﻲ‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫درﺟﺔ اﻟﺤﺮار ِة اﻟﺘﻲ ﺗﺘﺤ ّﻮ ُل ﻋﻨــﺪَھﺎ اﻟﻤـﺎد ُة ﻣﻦَ اﻟﺤﺎﻟ ِﺔ ﱡ‬
‫اﻟﺼﻠﺒ ِﺔ إﻟﻰ اﻟﺤﺎﻟ ِﺔ اﻟﺴﺎﺋﻠ ِﺔ‪.(...............) :‬‬ ‫ُ‬ ‫‪.3‬‬
‫‪ .4‬ﺗﺤـ ّﻮ ُل اﻟﻤـﺎد ِة ﻣﻦَ اﻟﺤﺎﻟ ِﺔ اﻟﺴﺎﺋﻠ ِﺔ إﻟﻰ اﻟﺤـﺎﻟ ِﺔ اﻟﻐـﺎزﯾ ِﺔ ﻋﻨ َﺪ درﺟــ ِﺔ ﺣﺮار ٍة ﻣﺤ ّﺪدةٍ‪.(...............) :‬‬
‫‪ .2‬أﺧﺘﺎ ُر رﻣ َﺰ اﻹﺟﺎﺑ ِﺔ اﻟﺼﺤﯿﺤ ِﺔ ﻓﻲ ﻣﺎ ﯾﺄﺗﻲ‪:‬‬
‫ﺟﺰﯾﺌﺎت اﻟﻤﺎ ِء‪:‬‬ ‫ﻷن‬ ‫ﱡ‬
‫ﯾﺠﻒ ﱠ‬ ‫اﻟﻘﻤﯿﺺ‬ ‫ﻣﺸﻤﺲ‪ ،‬ﱠ‬
‫ﻓﺈن‬ ‫ﯾﻮم‬ ‫ﱠ‬
‫ِ‬ ‫َ‬ ‫ٍ‬ ‫ﻗﻤﯿﺺ ﻟﯿﺠﻒ ﻓﻲ ٍ‬
‫ٍ‬ ‫وﺿﻊ‬
‫ِ‬ ‫‪ 1‬ﻋﻨ َﺪ‬
‫ُ‬
‫وﺗﺘﻜﺎﺛﻒ‪.‬‬ ‫ً‬
‫ﺣﺮارﯾﺔ‬ ‫ً‬
‫طﺎﻗﺔ‬ ‫ب( ﺗﻔﻘ ُﺪ‬ ‫ُ‬
‫وﺗﺘﻜﺎﺛﻒ‪.‬‬ ‫ً‬
‫ﺣﺮارﯾﺔ‬ ‫ً‬
‫طﺎﻗﺔ‬ ‫ﺗﻜﺘﺴﺐ‬
‫ُ‬ ‫أ(‬
‫وﺗﺘﺒﺨﺮ‪.‬‬
‫ُ‬ ‫ً‬
‫ﺣﺮارﯾﺔ‬ ‫ً‬
‫طﺎﻗﺔ‬ ‫د( ﺗﻔﻘ ُﺪ‬ ‫وﺗﺘﺒﺨﺮ‪.‬‬
‫ُ‬ ‫ً‬
‫ﺣﺮارﯾﺔ‬ ‫ً‬
‫طﺎﻗﺔ‬ ‫ﺗﻜﺘﺴﺐ‬
‫ُ‬ ‫ﺟـ(‬
‫ﻟﻤﺘﻮﺳﻂ اﻟﻄﺎﻗ ِﺔ‬
‫ِ‬ ‫ﱢ‬
‫اﻷﻗﻞ(‬ ‫اﻷﻛﺒﺮ إﻟﻰ‬ ‫اﻟﺘﻨﺎزﻟﻲ )ﻣﻦَ‬
‫ﱡ‬ ‫اﻟﺘﺮﺗﯿﺐ‬
‫ُ‬ ‫ُ‬
‫اﻟﺸﻜﻞ أرﺑﻌ َﺔ أوﻋﯿ ٍﺔ ﻓﯿﮭﺎ ﻣﺎ ٌء‪ .‬ﻓﻤﺎ‬ ‫‪ .2‬ﯾﺒﯿّ ُﻦ‬
‫ِ‬
‫ﻟﺠﺰﯾﺌﺎت اﻟﻤﺎ ِء‪:‬‬
‫ِ‬ ‫اﻟﺤﺮﻛﯿ ِﺔ‬

‫ل‬ ‫ع‬ ‫ص‬ ‫س‬

‫‪20◦C‬‬ ‫‪50◦C‬‬ ‫‪30◦C‬‬ ‫‪50◦C‬‬

‫ب( ع = س < ص < ل‪.‬‬ ‫أ( ع < ل < س < ص‪.‬‬

‫د( ع = ص < ع = ل‪.‬‬ ‫ﺟـ( ع < س < ص < ل‪.‬‬

‫ُ‬
‫اﻟﻌﻠﻤﯿﺔ‬ ‫ُ‬
‫اﻟﻤﮭﺎرات‬ ‫‪.3‬‬
‫اﻟﺴﺎﺋﻞ‪:‬‬
‫ِ‬ ‫ﺗﺒﺨ ِﺮ‬ ‫أﺛﺮ ﱟ‬
‫ﻛﻞ ﻣ ّﻤﺎ ﯾﺄﺗﻲ ﻓﻲ ﻣﻌ ّﺪ ِل ّ‬ ‫‪ّ .1‬‬
‫أوﺿ ُﺢ َ‬

‫ﺑﺎﻟﺴﺎﺋﻞ‪.‬‬
‫ِ‬ ‫اﻟﻤﺤﯿﻂ‬
‫ِ‬ ‫اﻟﻮﺳﻂ‬
‫ِ‬ ‫ُ‬
‫اﻧﺨﻔﺎض درﺟ ِﺔ ﺣﺮار ِة‬ ‫أ(‬
‫ﺑﺎﻟﺴﺎﺋﻞ‪.‬‬
‫ِ‬ ‫اﻟﻤﺤﯿﻂ‬
‫ِ‬ ‫ب( زﯾﺎد ُة رطﻮﺑ ِﺔ اﻟﮭﻮا ِء‬

‫‪64‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬

‫ﻋﻦ اﻷﺳﺌﻠ ِﺔ اﻵﺗﯿ ِﺔ‪:‬‬

‫وأﺟﯿﺐ ِ‬
‫ُ‬ ‫اﻟﺸﻜﻠﯿﻦ أدﻧﺎ ُه‪،‬‬
‫ِ‬ ‫‪ .2‬أﺗﺄ ّﻣ ُﻞ‬

‫ٌ‬
‫ﺧﻼط ﯾﺪويﱞ‬

‫ﻧﺤﻞ‬ ‫ُ‬
‫ﺧﻠﯿﺔ ٍ‬
‫ﻣﺎ ٌء‬

‫ﯾﻀﺮب‬
‫َ‬ ‫أن‬ ‫َ‬
‫داﺧﻞ اﻟﺨﻠﯿ ِﺔ‪ ،‬ھﻲ ْ‬ ‫َ‬
‫ﯾﻀﺒﻂ درﺟ َﺔ اﻟﺤﺮار ِة‬ ‫ﻛﻲ‬ ‫ُ‬
‫اﻟﻨﺤﻞ ْ‬ ‫اﻟﻮﺳﺎﺋﻞ اﻟﺘﻲ ﯾﺘّﺒ ُﻌﮭﺎ‬
‫ِ‬ ‫‪ .1‬إﺣﺪى‬
‫ذﻟﻚ ﻓﻲ ﱟ‬
‫ﻛﻞ ْ‬
‫ﻣﻦ‪:‬‬ ‫أﺛﺮ َ‬‫أﺻﻒ َ‬ ‫ُ‬ ‫ﺑﺄﺟﻨﺤ ِﺘﮫ ﺑﺸﺪةٍ‪.‬‬
‫ب( درﺟﺔِ ﺣﺮارةِ اﻟﮭﻮاءِ داﺧﻞَ اﻟﺨﻠﯿﺔِ‪.‬‬ ‫أ( ﺣﺮﻛﺔِ ﺟﺰﯾﺌﺎتِ اﻟﮭﻮاءِ ﻓﻲ اﻟﺨﻠﯿﺔِ‪.‬‬
‫اﻟﺸﻜﻞ‪.‬‬
‫ِ‬ ‫ﻧﺤﻮ ﻣﺎ ھﻮ ﻣﺒﯿﱠ ٌﻦ ﻓﻲ‬ ‫ﯾﺴﺨﻦ اﻟﻤﺎ ُء ً‬
‫ﻗﻠﯿﻼ ﻋﻨ َﺪ ﺗﺤﺮﯾ ِﻜﮫ ﺑﺸﺪةٍ‪ ،‬ﻋﻠﻰ ِ‬ ‫ُ‬ ‫أﻓﺴ ُﺮ‬
‫‪ّ .2‬‬
‫اﻟﻨﺤﻞ واﻟﻤﺎ ِء‬
‫ِ‬ ‫اﻟﻌﺎﻣﻞ اﻟﺬي أ ّدى إﻟﻰ ارﺗﻔﺎع درﺟ ِﺔ ﺣﺮار ِة ﱟ‬
‫ﻛﻞ ﻣﻦَ ‪ :‬اﻟﮭﻮا ِء ﻓﻲ ﺧﻠﯿ ِﺔ‬ ‫ُ‬ ‫أﺳﺘﻨﺘﺞ ﻣﺎ‬
‫ُ‬ ‫‪.3‬‬
‫ِ‬
‫ﻓﻲ اﻟﻮﻋﺎ ِء؟‬
‫اﻵﺗﯿﺘﯿﻦ‪:‬‬
‫ِ‬ ‫اﻟﺠﻤﻠﺘﯿﻦ‬
‫ِ‬ ‫اﻟﻔﺮاﻏﺎت ﻓﻲ‬
‫ِ‬ ‫اﻟﻌﻼﻗﺎت اﻟﺮﯾﺎﺿﯿ َﺔ ﻟﻤﻞ ِء‬
‫ِ‬ ‫‪ .3‬أط ّﺒ ُﻖ‬
‫اﻟﺬھﺐ ‪ (1063) ◦C‬وﺗﺴﺎوي ‪.(.................) ◦F‬‬
‫ِ‬ ‫اﻧﺼﮭﺎر‬
‫ِ‬
‫ُ‬
‫درﺟﺔ‬ ‫أ(‬
‫اﻟﺴﺎﺋﻞ ‪ (90.15) K‬وﺗﺴﺎوي ‪.(................ ) ◦F‬‬
‫ِ‬ ‫اﻷﻛﺴﺠﯿﻦ‬
‫ِ‬ ‫ﻏﻠﯿﺎن‬
‫ِ‬
‫ُ‬
‫درﺟﺔ‬ ‫ب(‬

‫‪65‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ﺻﻠﺒ ٍﺔ ُﺳ ﱢﺨ ْ‬
‫ﻨﺖ‬ ‫واﻟﺰﻣﻦ ﻟﻌﯿﻨ ٍﺔ ْ‬
‫ﻣﻦ ﻣﺎد ٍة ُ‬ ‫اﻟﺒﯿﺎﻧﻲ اﻟﻌﻼﻗ َﺔ ﺑﯿﻦَ درﺟ ِﺔ اﻟﺤﺮار ِة‬
‫ﱡ‬ ‫ُ‬
‫اﻟﺘﻤﺜﯿﻞ‬ ‫‪ .4‬أﺣﻠّ ُﻞ‪ :‬ﯾﺒﯿّ ُﻦ‬
‫ِ‬
‫اﻟﻌﺒﺎرات اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻔﺮاﻏﺎت ﻓﻲ‬
‫ِ‬ ‫ﺑﺎﻧﺘﻈﺎم‪ .‬ﻣﻌﺘﻤ ًﺪا ﻋﻠﻰ اﻟﺮﺳﻢ أدﻧﺎ ُه‪ُ ،‬‬
‫أﻣﻸ‬ ‫ِ‬ ‫ٍ‬

‫‪180‬‬
‫ھـ‬
‫‪160‬‬
‫‪140‬‬
‫د‬
‫درﺟﺔ اﻟﺤﺮار ِة )‪(oC‬‬

‫‪120‬‬
‫ج‬
‫ُ‬

‫‪100‬‬
‫‪80‬‬ ‫ب‬

‫‪60‬‬ ‫أ‬
‫‪40‬‬

‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬ ‫‪12‬‬ ‫‪14‬‬ ‫‪16‬‬ ‫‪18‬‬ ‫‪20‬‬ ‫‪22‬‬
‫اﻟﺰﻣﻦ )‪(min‬‬
‫ِ‬

‫َ‬
‫ﺧﻼل اﻟﻤﺮﺣﻠ ِﺔ )أ( ﻓﻲ اﻟﺤﺎﻟ ِﺔ ‪..........‬‬ ‫ﺗﻜﻮن اﻟﻤﺎد ُة‬
‫ُ‬ ‫‪.1‬‬
‫َ‬
‫ﺧﻼل اﻟﻔﺘﺮ ِة )ب( ‪..................‬‬ ‫ُ‬
‫ﯾﺤﺪث ﻟﻠﻤﺎ ّد ِة‬ ‫‪ .2‬ﯾُﺴ ﱠﻤﻰ اﻟﺘﺤ ّﻮ ُل اﻟﺬي‬
‫ﺗﻜﻮن اﻟﻤﺎد ُة ﻓﻲ اﻟﺤﺎﻟ ِﺔ ‪..........‬‬
‫ُ‬ ‫ﻣﺮور ‪ْ (12) min‬‬
‫ﻣﻦ ﺑﺪ ِء اﻟﺘﺠﺮﺑ ِﺔ‬ ‫ِ‬ ‫‪ .3‬ﺑﻌ َﺪ‬
‫‪ .4‬درﺟﺔُ ﻏﻠﯿﺎنِ اﻟﻤﺎدّةِ ﺗﺴﺎوي ‪..............‬‬
‫َ‬
‫ﺧﻼل اﻟﻤﺮﺣﻠ ِﺔ ‪..............‬‬ ‫اﻟﺤﺎﻟﺘﯿﻦ اﻟﺴﺎﺋﻠ ِﺔ واﻟﻐﺎزﯾّ ِﺔ‬
‫ِ‬ ‫ﻣﺰﯾﺠﺎ ﻣﻦَ‬
‫ً‬ ‫ﺗﻜﻮن اﻟﻤﺎد ُة‬
‫ُ‬ ‫‪.5‬‬
‫‪ .6‬ﺗﻜﻮنُ اﻟﻤﺎدةُ ﺧﻼلَ اﻟﻤﺮﺣﻠﺔِ )ھـ( ﻓﻲ اﻟﺤﺎﻟﺔ ‪...............‬‬

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 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ُ‬
‫اﻟﻄﺎﻟﺒﺎت‬ ‫رﺻﺪت‬
‫ِ‬ ‫ﺣﯿﺚ‬ ‫ً‬
‫ﺗﺠﺮﺑﺔ ﻋﻠﻰ ﻣﺎد ِة اﻟﻨﻔﺜﺎﻟﯿﻦ‪ُ ،‬‬ ‫اﻟﻄﺎﻟﺒﺎت‬
‫ِ‬ ‫ٌ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦَ‬ ‫ْ‬
‫أﺟﺮت‬ ‫‪ .5‬اﻟﺘﻔﻜﯿ ُﺮ اﻟﻨﺎﻗﺪُ‪:‬‬
‫ْ‬
‫ﻓﺤﺼﻠﻦَ ﻋﻠﻰ اﻟﻨﺘﯿﺠ ِﺔ اﻟﻤﺒﯿﱠﻨ ِﺔ‬ ‫اﻟﺘﻐﯿّ َﺮ ﻓﻲ درﺟ ِﺔ ﺣﺮار ِة ﻋﯿﻨ ٍﺔ ﺳﺎﺋﻠ ٍﺔ ﻣﻦَ اﻟﻨﻔﺘﺎﻟﯿﻦ ﻓﻲ أﺛﻨﺎ ِء ﺗﺒﺮﯾ ِﺪھﺎ‪،‬‬
‫اﻟﺒﯿﺎﻧﻲ اﻵﺗﻲ‪.‬‬
‫ﱢ‬ ‫اﻟﺮﺳﻢ‬
‫ِ‬ ‫ﻓﻲ‬
‫درﺟﺔ اﻟﺤﺮار ِة )‪(◦C‬‬
‫ُ‬

‫س‬

‫ص‬
‫‪80‬‬
‫ع‬

‫ُ‬
‫اﻟﺰﻣﻦ )‪(Sec‬‬

‫ﺑﺎﻟﺮﻣﻮز )س‪ ،‬ص‪ ،‬ع(‪.‬‬

‫ِ‬ ‫اﻟﻤﺸﺎر إﻟﯿﮭﺎ‬
‫ِ‬ ‫اﻟﻤﺮاﺣﻞ‬
‫ِ‬ ‫اﻟﻨﻔﺘﺎﻟﯿﻦ ﻓﻲ‬
‫ِ‬ ‫أ( أﺣ ّﺪ ُد ﺣﺎﻟ َﺔ‬
‫درﺟﺔ اﻟﺤﺮار ِة ‪(80) ◦C‬؟‬
‫ُ‬ ‫ب( ﻣﺎذا ﺗﻤﺜّ ُﻞ‬

‫‪67‬‬
‫واﻟﺘﻔﺎﻋﻼت اﻟﻜﯿﻤﯿﺎﺋﯿّﺔُ‬ ‫اﻟﺮواﺑﻂُ‬ ‫ُ‬
‫اﻟﻮﺣﺪة‬
‫ُ‬
‫‪7‬‬
‫‪Bonds and Chemical Reactions‬‬

‫‪68‬‬
 ‫ِ‬
‫اﻟﻮﺣﺪة‬ ‫ُ‬
‫ﻣﺸﺮوﻋﺎت‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺼﺎدر اﳌﺘﻨﻮ ﹺ‬

‫اﻵﺗﻴﺔ‪:‬‬ ‫اﳌﻘﱰﺣﺔ‬ ‫اﳌﴩوﻋﺎت‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫وﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ؛‬ ‫ﻋﺔ‬ ‫ﹺ ﹼ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﻟﻔﺌﺎت ﹴ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﺎرﻳﺦ‪ :‬ﹸﺗ ﹶﻌﺪﱡ ﺟﺎﺋﺰ ﹸة ﹶ‬
‫ﺗﻘﺪﻳﺮا‬
‫ﹰ‬ ‫ﻋﺪة؛‬ ‫اﳉــﻮاﺋﺰ اﻟﻌﺎﳌ ﹼﻴﺔ اﻟﺘﻲ ﹸﲤ ﹸ‬
‫ﻨﺢ‬ ‫ﻧﻮﺑﻞ ﻣ ﹶﻦ‬ ‫ﹸ‬
‫ﹸ‬
‫أﺑﺤﺚ‬ ‫ﹺ‬
‫ﺑﺸﺒﻜﺔ اﻹﻧﱰﻧﺖ‪،‬‬ ‫اﻟﺜﻘﺎﻓﻴﺔ أو اﻟﻌﻠﻤ ﹼﻴ ﹺﺔ‪ .‬ﻣﺴﺘﻌﻴﻨﹰﺎ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻷﻛﺎدﻳﻤﻴﺔ أو‬ ‫ﹺ‬
‫ﻟﻺﻧﺠﺎزات‬
‫أﻋﺮﺿﻬﺎ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪ ،‬وأﺿ ﹸﻌﻬﺎ‬ ‫ﹸ‬ ‫اﳉﺎﺋﺰة‪ ،‬و ﹸأ ﹺﻋﺪﱡ ﻣﻄﻮ ﹼﻳ ﹰﺔ‬
‫ﹺ‬ ‫ﺗﺎرﻳﺦ ﹺ‬
‫ﻫﺬه‬ ‫ﹺ‬ ‫ﻋ ﹾﻦ‬
‫ﹺ‬
‫اﳌﺪرﺳﺔ‪.‬‬ ‫ﹺ‬
‫ﻣﻜﺘﺒﺔ‬ ‫ﰲ‬
‫ﹴ‬
‫ﻟﺘﻔﺎﻋﻼت‬ ‫وﻧﻮاﺗﺞ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺼﻴــﺪﻟﻴﺔ ﻫﻲ ﻣـﻮا ﱡد‬ ‫اﳌ ﹺ ﹶﻬ ﹸﻦ‪ :‬اﳌــﻮا ﱡد واﻷدوﻳ ﹸﺔ اﻟﺘﻲ ﻧﺮاﻫــﺎ ﰲ‬
‫ﻣﻬﻨﺔ اﻟﺼﻴــﺪﻻﲏ وأﳘ ﹼﻴ ﹺﺔ ﹺ‬
‫دورﻫــﺎ ﰲ‬ ‫اﳌﻌﺮﻓﺔ ﻋﻦ ﹺ‬
‫ﹾ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﺑﺤﺚ ﰲ‬‫ﹸ‬ ‫ﹴ‬
‫ﻛﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫ﱢ‬
‫ﺗﻘﺮﻳﺮا ﳌﻌ ﹼﻠﻤﻲ‪ /‬ﳌﻌ ﹼﻠﻤﺘﻲ‪.‬‬‫ﹰ‬ ‫اﳌﺠﺘﻤﻊﹺ‪ ،‬وأﻗﺪﹼ ﹸم‬
‫ﹴ‬
‫ﺟـﺪﻳﺪة؛ ﻟﻠﺤﺪﱢ ﻣ ﹶﻦ‬ ‫ﹴ‬
‫أﺳﺲ‬ ‫ﹺ‬
‫اﳊﺪﻳﺚ إﱃ وﺿـ ﹺﻊ‬ ‫ﹺ‬
‫اﻟﻌـﴫ‬ ‫ﹶ‬
‫اﻟﺒﺎﺣﺜﻮن ﰲ‬ ‫اﻟﺘﻘﻨﻴ ﹸﺔ‪ :‬ﻳﺘﹼﺠ ﹸﻪ‬
‫اﳋﴬاء‪.‬‬‫ﹺ‬ ‫ﹺ‬
‫ﺑﺎﻟﻜﻴﻤﻴﺎء‬ ‫ﻌﺮف‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﰲ ﻣﺎ ﹸﻳ ﹸ‬ ‫ﹺ‬
‫اﻟﺼﻨﺎﻋﺎت‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻨﺎﲡﺔ ﹺ‬ ‫ﹺ‬
‫اﻷﺧﻄـﺎر‬
‫ﹺ‬
‫ﺑﺈﴍاف‬ ‫أﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‬ ‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬ ‫وأﻛﺘﺐ‬ ‫أﺑﺤﺚ ﰲ ﻫﺬا اﳌﻮﺿﻮعﹺ‪،‬‬ ‫ﹸ‬
‫ﹰ‬ ‫ﹸ‬
‫ﻣﻌﻠﻤﻲ‪ /‬ﻣﻌﻠﻤﺘﻲ‪.‬‬

‫ﹺ‬
‫اﻷﻟﻮان‬ ‫ﻛﻴﻤﻴﺎء‬
‫ﹸ‬
‫ﹺ‬
‫اﻷﻟﻮان‬ ‫ﹺ‬
‫ﺻﻨﺎﻋﺔ‬ ‫ﺗﻄﻮ ﹺر‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻹﻧﱰﻧﺖ ﻋﻦ ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫دور اﻟﻜﻴﻤﻴﺎء ﰲ ﹼ‬ ‫ﺷﺒﻜﺔ‬ ‫أﺑﺤﺚ ﰲ‬
‫وأﻋﺮﺿﻬﺎ‬
‫ﹸ‬ ‫ﹸ‬
‫أﺗﻮﺻﻞ إﻟﻴﻬﺎ‪،‬‬ ‫ﹺ‬
‫ﺑﺎﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ‬ ‫ﹴ‬
‫ﺣﺎﺋﻂ‬ ‫واﻷﺻﺒﺎغﹺ‪ ،‬و ﹸأﻋﺪﱡ ﻟﻮﺣ ﹶﺔ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﹺ‬
‫ﻏﺮﻓﺔ‬ ‫ﰲ‬

‫‪69‬‬
 ‫اﻟﻔﻜﺮةُ اﻟﻌﺎ ّﻣﺔُ‪:‬‬
‫ﹸ‬
‫وﺗﺘﻔﺎﻋﻞ‬ ‫اﺳﺘـﻘﺮارا‪،‬‬
‫ﹰ‬ ‫أﻛﺜﺮ‬
‫ﻟﺘﺼﺒـﺢ ﹶ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﻌﻨــﺎﺻﺮ ﻣ ﹰﻌﺎ‬ ‫ذرات‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﺘﺮاﺑﻂ‬
‫ﺧﺼﺎﺋﺺ ﻛﻴﻤﻴﺎﺋﻴ ﹲﺔ ﻣﺘﻨﻮﻋ ﹲﺔ‪.‬‬
‫ﹸ‬ ‫ﻟﺘﻨﺘﺞ ﻣﻮا ﱠد ﻟﻬﺎ‬
‫ﹶ‬
‫ﹸ‬
‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬ ‫اﻟﺪرس اﻷول‪:‬‬
‫ﹸ‬
‫ﺧﻼل ﹺ‬
‫ﻓﻘﺪ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺬرات ﻣ ﹾﻦ‬ ‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﹸ‬
‫ﺗﻨﺸﺄ‬
‫ﹺ‬
‫اﻟﻤﺸﺎرﻛﺔ ﻓﻴﻬﺎ‪.‬‬ ‫ﹺ‬
‫اﻹﻟﻜﺘﺮوﻧﺎت‪ ،‬أو ﻛﺴﺒﹺﻬﺎ‪ ،‬أو‬

‫اﻟﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬

‫ﹸ‬ ‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﹺ‬
‫اﻟﻌﻨﺎﺻﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ذرات‬ ‫ﺗﺮﺗﻴﺐ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﹸﻳﻌﺎ ﹸد‬
‫ﹸ‬
‫ﺧﺼﺎﺋﺺ‬ ‫ﹴ‬
‫ﺟﺪﻳﺪة ﻟﻬﺎ‬ ‫ﹺ‬
‫ﻹﻧﺘﺎج ﻣﻮا ﱠد‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ؛‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻼت‬ ‫ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬
‫ﹸ‬
‫ﻛﻴﻤﻴﺎﺋﻴ ﹲﺔ ﻣﺨﺘﻠﻔ ﹲﺔ‪.‬‬

‫َ‬
‫اﻟﺼﻮرة‬ ‫أﺗﺄﻣ ُ‬
‫ﻞ‬ ‫ّ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹶ‬
‫ﺑﺮواﺑﻂ‬ ‫ﺑﺒﻌﺾ‬ ‫ﺑﻌﻀﻬﺎ‬ ‫ﹸ‬
‫ﻳﺮﺗﺒﻂ ﹸ‬ ‫ذرات‬ ‫ﺗﺘﻜﻮ ﹸن ﻣ ﹾﻦ‬ ‫ﻳﻮﺟﺪﹸ ﺣﻮ ﹶﻟﻨﺎ ﹲ‬
‫ﻛﺜﻴﺮ ﻣ ﹶﻦ اﻟﻤﺮﻛﹼﺒﺎت اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪ ،‬ﹼ‬
‫ﺧﺼﺎﺋﺺ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت؟‬ ‫ﹺ‬ ‫ﺗﺆﺛﺮ ﻓﻲ‬ ‫ﹺ‬ ‫ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﻤﺎ أﻧﻮاع ﹺ‬
‫ﹴ‬
‫وﻛﻴﻒ ﹸ‬
‫ﹶ‬ ‫اﻟﺮواﺑﻂ؟‬ ‫ﻫﺬه‬ ‫ﹸ‬

‫‪70‬‬
 ‫ُ‬
‫أﺳﺘﻜﺸﻒ‬
‫ﻧﻤﺬﺟﺔُ ﺑﻨﺎ ِء اﻟﻤﺮ ّﻛﺒﺎ ِ‬
‫ت اﻟﻜﯿﻤﯿﺎﺋﯿ ِﺔ‬
‫اﻟﺪوري‪.‬‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﺠﺪول‬ ‫ﻻﺻﻖ‪،‬‬
‫ﹲ‬ ‫ﻣﻠﻮﻧ ﹲﺔ‪ ،‬ﱞ‬
‫ﻣﻘﺺ‪،‬‬ ‫ﻣﻘﻮ￯‪ ،‬أﻗﻼ ﹲم ﹼ‬ ‫ﺷﻔﺎف‪ ،‬ﹲ‬
‫ورق ﹼ‬ ‫ﹲ‬ ‫واﻷدوات‪ :‬ﹲ‬
‫ورق‬ ‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫وأﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹸ‬ ‫اﻟﻤﺨﺘﺒﺮ‪،‬‬ ‫واﻟﺴﻼﻣﺔ ﻓﻲ‬ ‫اﻷﻣﻦ‬ ‫إرﺷﺎدات‬ ‫إرﺷﺎدات اﻟﺴﻼﻣﺔ‪ :‬أﺗ ﹸ‬
‫ﹼﺒﻊ‬ ‫ﹸ‬
‫اﻷدوات اﻟﺤﺎ ﹼد ﹺة‪.‬‬
‫ﹺ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬
‫ﺑﺎﻷﺷﻜﺎل‬ ‫ﹴ‬
‫ﺗﺮﻛﻴﺒﻴﺔ )‪ ،(Puzzle‬ﻣﺴﺘﻌﻴﻨﹰﺎ‬ ‫ﹺ‬
‫ﻟﻌﻤﻞ ﻗﻄ ﹴﻊ‬ ‫اﻟﻤﻘﻮ￯‬ ‫ﹺ‬
‫ﺑﺎﻟﻮرق‬ ‫ﹴ‬
‫ﺑﻄﺎﻗﺎت‬ ‫أﺻﻤ ﹸﻢ‬ ‫‪.1‬‬
‫ﹼ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬
‫‪Mg2+‬‬
‫‪Ca‬‬ ‫‪2+‬‬ ‫‪O‬‬ ‫‪2-‬‬
‫‪Br -‬‬ ‫‪K+‬‬ ‫‪Na+‬‬ ‫‪Cl-‬‬

‫ﹺ‬
‫ﺑﺘﺪاﺧﻠﻬﺎ ﻣ ﹰﻌﺎ‪.‬‬ ‫ﺗﺴﻤﺢ‬ ‫أن‬ ‫ﹺ‬
‫اﻟﺒﻄﺎﻗﺎت ﻣﻨﺎﺳﺒ ﹰﺔ ﻋﻠﻰ ﹾ‬ ‫ﹶ‬
‫ﺗﻜﻮن أﺑﻌﺎ ﹸد‬ ‫أﺣﺮص ﻋﻠﻰ ﹾ‬
‫أن‬ ‫‪.2‬‬
‫ﹶ‬ ‫ﹸ‬
‫ﱠﺐ ‪.NaCl‬‬‫ﻧﻤﻮذﺟﺎ ﹸﻳﻤ ﹼﺜ ﹸﻞ ﻣﺮﻛ ﹶ‬
‫ﹰ‬ ‫ﹸ‬
‫أﻋﻤﻞ‬ ‫‪.3‬‬
‫ﻟﻜﻞ ﻣ ﹾﻦ‪. KBr ،CaO ،MgBr2 :‬‬ ‫ﻧﻤﻮذﺟﺎ ﱟ‬ ‫ﹰ‬ ‫ﹸ‬
‫أﻋﻤﻞ‬ ‫‪.4‬‬
‫ﹴ‬
‫ﺟﺪارﻳﺔ‪.‬‬ ‫ﹴ‬
‫ﻟﻮﺣﺔ‬ ‫اﻟﻨﻤﺎذج اﻟﺘﻲ رﻛﹼﺒﺘﹸﻬﺎ ﻋﻠﻰ‬ ‫ﻟﺼﻖ‬ ‫‪ .5‬ﹸأ ﹸ‬
‫ﹶ‬
‫ﹴ‬
‫ﻣﺘﺴﺎوﻳﺔ‪ ،‬واﺣﺪ ﹲة ﻣﻨﻬﺎ‬ ‫ﹴ‬
‫ﺑﺄﺑﻌﺎد‬ ‫ﹴ‬
‫ﻣﺮﺑﻌﺎت‬ ‫ﹺ‬
‫ﺷﻜﻞ‬ ‫ﹺ‬
‫اﻟﺸﻔﺎف ﻋﻠﻰ‬ ‫ﹺ‬
‫ﺑﺎﻟﻮرق‬ ‫ﹴ‬
‫ﺑﻄﺎﻗﺎت‬ ‫أﺻﻤ ﹸﻢ‬ ‫‪.6‬‬
‫ﹼ‬
‫ﻟﻮﻳﺲ‬ ‫ﹴ‬ ‫ﹺ‬
‫واﺛﻨﺘﺎن ﺗﻤ ﹼﺜ ﹸﻞ ﱡ‬ ‫ﹺ‬ ‫ﺗﻤ ﹼﺜ ﹸﻞ ﺗﺮﻛﻴﺐ ﻟﻮﻳﺲ ﹺ‬
‫ﺗﺮﻛﻴﺐ ﹶ‬ ‫ﹶ‬ ‫ﻣﻨﻬﻤﺎ‬
‫ﻛﻞ واﺣﺪة ﹸ‬ ‫اﻷﻛﺴﺠﻴﻦ‪،‬‬ ‫ﻟﺬرة‬ ‫ﹶ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪.‬‬ ‫ﹺ‬
‫ﻟﺬرة‬
‫‪OH‬‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‪.‬‬ ‫ﻧﺤﻮ ﻣﺎ ﻓﻲ‬
‫ﹺ‬
‫‪2‬‬

‫ﻟﺠﺰيء ‪.HF‬‬ ‫ﹴ‬

‫ﹺ‬
‫ﻟﺠﺰيء ‪ H O‬ﻋﻠﻰ ﹺ‬
‫ﻧﻤﻮذج‬ ‫ﹺ‬
‫ﻟﺘﻜﻮﻳﻦ‬
‫ﹺ‬
‫ﻟﻌﻤﻞ ﻧﻤﻮذجﹴ‬
‫ﹺ‬
‫ﹺ‬
‫اﻟﺒﻄﺎﻗﺎت‬
‫اﻟﺨﻄﻮﺗﻴﻦ ‪ 6‬و ‪7‬‬
‫أﻟﺼﻖ‬
‫ﹸ‬
‫أﻛﺮ ﹸر‬
‫‪.7‬‬

‫‪H‬‬ ‫‪ .8‬ﹼ‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹶ‬
‫اﻟﻔﺮق ﺑﻴ ﹶﻦ ﻧﻤﻮذجﹺ ‪ H2O‬وﻧﻤﻮذجﹺ ‪.NaCl‬‬ ‫أﺳﺘﻨﺘﺞ‬
‫ﹸ‬ ‫‪-‬‬
‫ﹺ‬
‫اﻻﺧﺘﻼف‪.‬‬ ‫ﹸ‬
‫وأﻻﺣﻆ ﻣﺪ￯‬ ‫ﹼﺐ ‪، NaCl‬‬‫ﱠﺐ ‪ MgBr2‬ﺑﻨﻤﻮذجﹺ ﻣﺮﻛ ﹺ‬
‫ﻧﻤﻮذج ﹸﻣﺮﻛ ﹺ‬ ‫أﻗﺎرن‬
‫ﹸ‬ ‫‪-‬‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﺬرات ﻓﻲ اﻟﻨﻤﺎذجﹺ اﻟﺘﻲ رﻛﹼﺒﺘﹸﻬﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫أﺗﻮﺻ ﹸﻞ إﻟﻰ ﹺ‬
‫ﺗﺮاﺑﻂ‬ ‫اﺧﺘﻼف‬ ‫ﺳﺒﺐ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﹼ‬
‫ﹸ‬

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 ‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴﺔُ‬
‫ُ‬
‫‪Chemical Bonds‬‬
‫‪1‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ﻣﺎ اﻟﺮاﺑﻄﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ؟‬ ‫ُ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫اﻟﻔﻜﺮة‬
‫?‪What is Chemical Bond‬‬ ‫ﺧﻼل ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻓﻘﺪ‬ ‫اﻟــﺬرات ﻣ ﹾﻦ‬ ‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴــﺎﺋﻴ ﹸﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﻨﺸﺄ‬
‫ﻧﺎدرا ﻣﺎ ﺗﻮﺟـﺪﹸ‬ ‫ﹺ‬ ‫ﻋﺮﻓﺖ ﱠ‬
‫أن اﻟـﺬرات ﹰ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﺸﺎرﻛﺔ ﻓﻴﻬﺎ‪.‬‬ ‫ﹺ‬
‫اﻹﻟﻜﺘﺮوﻧﺎت‪ ،‬أو ﻛﺴﺒﹺﻬﺎ‪ ،‬أو‬
‫اﻟﻄﺒﻴﻌــﺔ‪ ،‬ﻓﺎﻷﻛﺴــﺠﻴ ﹸﻦ‬ ‫ﹺ‬ ‫ﻣﻨﻔــﺮد ﹰة ﻓﻲ‬
‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫اﻟﺬي أﺗﻨ ﹼﻔ ﹸﺴﻪ‪ ،‬واﻟﻤـــﺎ ﹸء اﻟﺬي أﺷـﺮ ﹸﺑﻪ‪،‬‬ ‫ﹺ‬
‫اﻟﺬرات‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫ﺗﺮﻛﻴﺐ ﻟﻮﻳﺲ ﹶ‬
‫ﻣﻴﻞ‬ ‫ﹺ‬ ‫أﻓﺴ ﹸﺮ اﻋﺘﻤﺎ ﹰدا ﻋﻠﻰ‬ ‫ﹼ‬
‫ﺗﺘﻜـﻮ ﹸن ﻣﻦ‬ ‫ﹸ‬
‫ﺗﺤﻴــﻂ ﺑﻲ‬ ‫واﻟﻤـﻮا ﱡد اﻟﺘﻲ‬ ‫ﹺ‬
‫إﻟﻰ ﻓﻘﺪ اﻹﻟﻜﺘﺮوﻧﺎت أو ﻛﺴﺒﹺﻬﺎ‪.‬‬ ‫ﹺ‬
‫ﹼ‬
‫ﺑﺒﻌﺾ ﺑﻘــﻮ￯‬ ‫ﹴ‬ ‫ﺑﻌﻀﻬـﺎ‬ ‫ﻳﺮﺗﺒﻂ ﹸ‬ ‫ﹸ‬ ‫ﹴ‬
‫ذرات‬ ‫ﺗﺘﻜﻮ ﹸن اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ‪.‬‬ ‫ﻛﻴﻒ ﹼ‬ ‫ف ﹶ‬ ‫أﺗﻌﺮ ﹸ‬‫ﹼ‬
‫اﻷﻳﻮﻧﺎت اﻟﻤﺘﻌﺪدةﹺ‬‫ﹺ‬ ‫وﺑﻌﺾ‬
‫اﻟﻌﻨﺎﺻﺮ‪ ،‬ﹶ‬‫ﹺ‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫رﻣﻮز‬
‫أﺳﺘﺨﺪ ﹸم ﹶ‬
‫ﹸﺴــﻤﻰ اﻟﺮاﺑﻄــ ﹶﺔ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺗﺠــﺎذب ﻣﺨﺘﻠﻔــﺔ ﺗ ﹼ‬ ‫ﻟﺒﻌﺾ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﻣﻌﺮﻓﺔ اﻟﺼﻴ ﹺﻎ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺬرات ﻓﻲ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ ‪ ،Chemical Bond‬وﻫـﻲ‬ ‫ﹼﺒﺎت‪.‬‬ ‫ﺑﻌﺾ اﻟﻤﺮﻛ ﹺ‬ ‫ﻛﻴﻒ ﺗﺘﻜﻮ ﹸن اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ﻓﻲ ﹺ‬ ‫أﺗﻌﺮ ﹸف ﹶ‬ ‫ﹼ‬
‫ذرﺗ ﹾﻴ ﹺﻦ ﻣـﻦ‬ ‫ﹸ‬ ‫ﹴ‬ ‫ﹸﻗ ﱠﻮ ﹸة‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫ﺗﻨﺸـﺄ ﺑـﻴ ﹶﻦ ﱠ‬ ‫ﺗﺠــﺎذب‬ ‫وﻣﻮاﻗﻊ اﻟﻌﻨﺎﺻﺮ ﻓﻴﻪ ﻓﻲ‬ ‫ﹶ‬ ‫اﻟﺪوري‬
‫ﱠ‬ ‫اﻟﺠﺪول‬ ‫أﺳﺘﺨﺪ ﹸم‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﻨ ﹼﺒ ﹺﺆ‬
‫أو‬‫ﻟﻺﻟﻜﺘﺮوﻧﺎت‪ ،‬ﹺ‬ ‫اﻟﺬر ﹺة‬ ‫ﹺ‬
‫ﺧـﻼل ﻓ ﹾﻘــﺪ ﱠ‬
‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻌﻨﺎﺻﺮ‪.‬‬ ‫ﺑﻨﺸﺎط‬
‫اﻷﻳﻮﻧﻴﺔ‪.‬‬ ‫اﻷﻳﻮﻧﻴﺔ ﹺ‬
‫وﻏﻴﺮ‬ ‫اﻟﺨﺼﺎﺋﺺ اﻟﻔﻴﺰﻳﺎﺋﻴ ﹶﺔ ﻟﻠﻤﻮا ﱢد‬
‫ﹶ‬ ‫أﺳﺘﻘﺼﻲ‬
‫ذر ﹴة‬ ‫ﻣﻊ ﱠ‬
‫ﹺ‬
‫أو اﻟﻤﺸــﺎرﻛﺔ ﻓﻴﻬﺎ ﹶ‬ ‫اﻛﺘﺴــﺎﺑﹺﻬﺎ‪ ،‬ﹺ‬
‫ﹸ‬
‫اﻟــﺮواﺑﻂ؟‬ ‫ﺗﻨﺸــﺄ ﹺ‬
‫ﻫﺬه‬ ‫ﹸ‬ ‫ﻓﻜـﻴﻒ‬
‫ﹶ‬ ‫ﹸأﺧﺮ￯‪.‬‬
‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ‪Chemical Bonds‬‬
‫ﹸ‬
‫ﺗﻨﺘﺞ‬ ‫ﹺ‬
‫اﻟﻤﺮﻛﱠﺒـﺎت اﻟﺘﻲ ﹸ‬ ‫ﺧﺼﺎﺋـﺺ ﹸ‬ ‫ﹸ‬ ‫وﻣﺎ‬ ‫اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ ‪Ionic Bond‬‬
‫اﻟﺸﻜﻞ )‪.(1‬‬ ‫ﹶ‬ ‫ﻣﻨﹾﻬﺎ؟ أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ‪Covalent Bond‬‬
‫اﻟﺼﻴﻐ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ‪Chemical Formula‬‬
‫ﹺ‬
‫اﻟﺬرات ‪Polyatomic Ion‬‬ ‫أﻳﻮن ﻣﺘﻌﺪ ﹸد‬
‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﺮواﺑﻂ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(1‬ﻣﺠﻤﻮﻋ ﹲﺔ ﻣ ﹶﻦ‬

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 ‫اﻟﺮﺑﻂُ ﺑﺎﻻﻗﺘﺼﺎ ِد‬
‫اﻟﺮاﺑﻄﺔُ اﻷﯾﻮﻧﯿﺔُ ‪Ionic Bond‬‬
‫ﹸﻜﻮ ﹸن‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻴﺖ ﺑﻐﻨـﺎﻫﺎ‬ ‫ﹺ‬
‫اﻟﺒــﺤﺮ‬ ‫ﺗﻤﺘﺎز ﻣﻴــﺎ ﹸه‬
‫ﹸ‬ ‫اﻟﻌﻨﺎﺻﺮ إﻟﻰ ﻓﻘﺪ اﻹﻟﻜـﺘﺮوﻧﺎت‪ ،‬وﺗ ﱢ‬ ‫ﺑﻌــﺾ‬ ‫ذرات‬
‫ﹸ‬ ‫ﺗﻤﻴﻞ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻛـﺴﺐ‬ ‫ﹺ‬ ‫ﻋﻨــﺎﺻﺮ ﹸأﺧــﺮ￯ إﻟﻰ‬ ‫ات‬ ‫ذر ﹸ‬ ‫ﹸ‬ ‫أﻳﻮﻧﺎت ﻣﻮﺟﺒــ ﹰﺔ‪،‬‬ ‫ﹴ‬
‫اﻟﺬاﺋﺒﺔ ﻓﻴﻬﺎ‪،‬‬
‫ﹺ‬
‫اﻷﻳﻮﻧﻴــﺔ‬
‫ﹺ‬
‫ﱠﺒــﺎت‬ ‫ﺑﺎﻟﻤﺮﻛ‬
‫ﹸ‬ ‫ﹶ‬ ‫وﺗﻤﻴــﻞ ﹼ‬
‫وﻛﻠﻮرﻳﺪ‬ ‫ﻛﻠــﻮرﻳﺪ اﻟﺼﻮدﻳﻮ ﹺم‪،‬‬ ‫ﻣﺜﻞ‪:‬‬ ‫ﹶ‬
‫اﻟﻤﻮﺟﺐ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷﻳﻮن‬ ‫وﺗﻨﺸﺄ ﺑﻴ ﹶﻦ‬ ‫ﹸ‬ ‫أﻳﻮﻧﺎت ﺳﺎﻟﺒ ﹰﺔ‪.‬‬ ‫ﹴ‬ ‫ﹸﻜﻮ ﹸن‬ ‫ﹺ‬
‫ﹺ‬ ‫اﻹﻟﻜﺘﺮوﻧﺎت‪ ،‬وﺗ ﱢ‬
‫وﻛﻠﻮرﻳﺪ اﻟﻤﻐﻨﻴﺴﻴــﻮ ﹺم‪،‬‬ ‫اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‪،‬‬
‫ﹸﺴﻤﻰ اﻟﺮاﺑﻄ ﹶﺔ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ذات أﻫﻤ ﹼﻴ ﹴﺔ‬
‫ﹼﺒــﺎت ﹶ‬ ‫ﹺ‬
‫ﻫـﺬه اﻟﻤﺮﻛ ﹸ‬ ‫وﺗﹸﻌﺪﱡ‬ ‫اﻷﻳﻮﻧﻴﻦ ﺗ ﹼ‬ ‫ﺗﺮﺑﻂ ﺑﻴ ﹶﻦ‬ ‫ﺟﺬب‬ ‫اﻟﺴﺎﻟﺐ ﻗﻮ ﹸة‬ ‫واﻷﻳﻮن‬
‫ﺗﺴﻬﻢ ﻓــﻲ رﻓــ ﹺﻊ‬
‫ﹸ‬
‫ﹴ‬
‫ﻋﺎﻟﻴﺔ‪،‬‬ ‫ﹴ‬
‫اﻗﺘﺼــﺎدﻳﺔ‬ ‫ذرﺗﻴﻦ‬‫ﹺ‬ ‫اﻟﺮواﺑﻂ اﻷﻳﻮﻧﻴ ﹸﺔ ﺑﻴ ﹶﻦ أﻳﻮﻧﻲ‬ ‫ﹸ‬ ‫وﺗﺘﻜﻮ ﹸن‬
‫ﹼ‬ ‫اﻷﻳﻮﻧﻴ ﹶﺔ ‪.Ionic Bond‬‬
‫اﻷردﻧﻲ‪.‬‬
‫ﱢ‬
‫ﹺ‬
‫اﻻﻗﺘﺼﺎد‬ ‫ﻛﻠﻮرﻳﺪ‬ ‫ﹺ‬ ‫ﱠﺐ‬ ‫ذﻟﻚ‪ ،‬اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ ﻓﻲ ﹸﻣﺮﻛ ﹺ‬ ‫وﻣﺜﺎل ﹶ‬ ‫ﹸ‬ ‫وﻻﻓﻠﺰ(‪.‬‬ ‫ﱟ‬ ‫)ﻓﻠﺰ‬
‫ﱟ‬
‫إﻟﻜﺘﺮون ﻣ ﹾﻦ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻧﺘﻘﺎل‬ ‫ﺧﻼل‬ ‫ﹺ‬ ‫ﺗﻨﺸﺄ اﻟﺮاﺑﻄ ﹸﺔ ﻣﻦ‬ ‫اﻟﺼﻮدﻳﻮ ﹺم ‪NaCl‬؛ إ ﹾذ ﹸ‬
‫ﺗﺠﺎذب‬ ‫ﹸ‬
‫وﻳﺤﺪث‬ ‫)ﻻﻓﻠﺰ(‪،‬‬ ‫ﱟ‬ ‫ﹺ‬
‫اﻟﻜﻠﻮر‬ ‫)ﻓﻠﺰ( إﻟﻰ ﹺ‬
‫ذرة‬ ‫ذرة اﻟﺼﻮدﻳﻮ ﹺم ﱟ‬ ‫ﹺ‬
‫ﹲ‬
‫اﻟﺴﺎﻟﺐ‪ ،‬وﻳ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺑﻴﻦ ﹺ‬
‫ﻤﻜ ﹸﻦ‬ ‫ﹺ ﹸ‬ ‫اﻟﻜﻠﻮرﻳﺪ‬ ‫وأﻳﻮن‬ ‫اﻟﻤﻮﺟﺐ‬ ‫ﹺ‬ ‫أﻳﻮن اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﹶ‬
‫ﻧﺤﻮ ﻣﺎ‬ ‫ﺗﺮﻛﻴﺐ ﻟﻮﻳﺲ ﻋﻠﻰ ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﺮاﺑﻂ ﺑﻴﻨ ﹸﹶﻬﻤﺎ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻋﻤﻠﻴﺔ‬ ‫ﹸ‬
‫ﺗﻤﺜﻴﻞ‬
‫إﻟﻜﺘﺮوﻧﺎت‬ ‫ﹺ‬ ‫اﻟﻜﻠﻮر ‪7‬‬ ‫ﹺ‬ ‫ﻟﺬر ﹺة‬ ‫ﻻﺣﻆ ﱠ‬ ‫ﹸ‬ ‫اﻟﺸﻜﻞ )‪ .(2‬ﹸأ‬ ‫ﹺ‬
‫أن ﱠ‬ ‫ﻫﻮ ﻣﺒ ﱠﻴ ﹲﻦ ﻓﻲ‬
‫ﺗﻜﺴﺐ‬ ‫ﻜﺘﻤ ﹴﻞ‪ ،‬ﻓﺈﻧﱠﻬﺎ‬ ‫ﻃــﺎﻗﺔ ﻣ ﹺ‬ ‫ﹴ‬ ‫وﻟﻠﻮﺻﻮل إﻟﻰ ﻣﺴــﺘﻮ￯‬ ‫ﹺ‬ ‫ﺗﻜﺎﻓﺆ‪،‬‬‫ﹴ‬
‫ﹸ‬ ‫ﹸ‬
‫ﻏﺎز‬ ‫ﻟﺘﺮﻛﻴﺐ ﹺ‬ ‫ﹺ‬ ‫ﻣﺸﺎﺑﻬﺎ‬
‫ﹰ‬ ‫وﻳﺼﺒﺢ ﺗﺮﻛﻴ ﹸﺒﻬﺎ‬ ‫ﹸ‬ ‫ذر ﹺة اﻟﺼﻮدﻳﻮ ﹺم‪،‬‬ ‫إﻟﻜﺘﺮوﻧﹰﺎ ﻣ ﹾﻦ ﱠ‬
‫ﹶ‬
‫إﻟﻜﺘﺮون‬ ‫ﻟﺬر ﹺة اﻟﺼﻮدﻳﻮ ﹺم‬ ‫أن ﱠ‬ ‫أﻳﻀﺎ ﱠ‬ ‫ﻻﺣﻆ ﹰ‬ ‫ﹸ‬ ‫اﻟﻨﺒﻴﻞ‪ .‬و ﹸأ‬ ‫ﹺ‬ ‫اﻷرﻏﻮن ‪Ar‬‬‫ﹺ‬
‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـــﻖ‪ :‬ﻣﺎ اﻟﻤﻘﺼــﻮ ﹸد‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺗﻔﻘﺪﹸ‬ ‫ﻜﺘﻤ ﹴﻞ‪ ،‬ﻓﺈﻧﱠﻬﺎ ﹺ‬ ‫ﻃﺎﻗﺔ ﻣ ﹺ‬ ‫وﻟﻠﻮﺻﻮل إﻟﻰ ﻣﺴــﺘﻮ￯ ﹴ‬ ‫ﹺ‬ ‫واﺣﺪ‪،‬‬‫ﹴ‬ ‫ﹴ‬
‫ﺗﻜﺎﻓﺆ‬
‫اﻷﻳﻮﻧﻴﺔ؟‬ ‫ﺑﺎﻟﺮاﺑﻄﺔ‬ ‫ﹸ‬
‫اﻟﻨﺒﻴﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻐﺎز‬ ‫ﹺ‬
‫ﻟﺘﺮﻛﻴﺐ‬ ‫ﻣﺸﺎﺑﻬﺎ‬
‫ﹰ‬ ‫وﻳﺼﺒﺢ ﺗﺮﻛﻴ ﹸﺒﻬﺎ‬ ‫ﹸ‬ ‫ﹶ‬
‫اﻹﻟﻜﺘﺮون‪،‬‬ ‫ﻫﺬا‬
‫ﹶ‬
‫اﻹﻟﻜﺘﺮون‪.‬‬ ‫اﻟﻜﻠﻮر ﻫﺬا‬ ‫ﹺ‬ ‫ذر ﹸة‬ ‫اﻟﻨﻴﻮن ‪ Ne‬ﻓﻲ ﹺ‬ ‫ﹺ‬
‫ﺗﻜﺘﺴﺐ ﱠ‬ ‫ﹸ‬ ‫ﺣﻴﻦ‬

‫ﹺ‬
‫واﻟﻜﻠﻮر‪.‬‬ ‫ﹸ‬
‫اﻟﺘﺮاﺑﻂ ﺑﻴ ﹶﻦ ذرﺗﻲ اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(2‬‬

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 ‫ٌ‬
‫ﻣﺜﺎل ‪1‬‬ ‫ﹺ‬
‫ﺑﺎﻷﻛﺴﺠﻴﻦ‬ ‫اﻟﻤﻐﻨﻴﺴﻴﻮم ‪Mg‬‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﺮﺗﺒﻂ‬
‫ﹺ‬
‫واﻟﻔﻠﻮر‬ ‫ﺑﻴﻦ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬ ‫أوﺿ ﹸﺢ ﻛﻴﻒ ﹸ‬
‫ﺗﻨﺸﺄ اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ ﹶ‬ ‫ﹼ‬ ‫ﹶ‬
‫ﻓﻜﻴﻒ‬ ‫ﻟﺘﻜﻮﻳﻦ ﻣﺮﻛﹼ ﹺ‬
‫ﺐ ‪، MgO‬‬ ‫ﹺ‬ ‫‪O‬‬

‫ﻓﻠﻮرﻳﺪ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ‪.MgF2‬‬‫ﹺ‬ ‫ﻓﻲ ﻣﺮﻛ ﹺ‬

‫ﹼﺐ‬ ‫ﻳﺤﺪث ﹶ‬
‫ذﻟﻚ؟‬ ‫ﹸ‬

‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫ﻟــﺬرة اﻟﻤـــﻐﻨﻴﺴﻴﻮ ﹺم ﻫــﻮ‬ ‫اﻹﻟﻜـــﺘﺮوﻧﻲ‬ ‫اﻟﺘــﻮزﻳﻊ‬
‫ﱡ‬ ‫ﹸ‬
‫أن‬‫اﻹﻟﻜﺘﺮوﻧﻲ ﱠ‬
‫ﱢ‬ ‫ﹸ‬
‫أﻻﺣــﻆ ﻣ ﹶﻦ اﻟﺘـﻮزﻳ ﹺﻊ‬ ‫)‪(Mg: 2,8,2‬؛‬
‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﹺ‬
‫إﻟﻜﺘﺮوﻧﻴﻦ ﻣﻦ ﻣﺴﺘﻮ￯‬ ‫ﺗﻤﻴﻞ إﻟﻰ ﹺ‬
‫ﻓﻘﺪ‬ ‫ﹺ‬
‫ﻫﺬه اﻟﺬر ﹶة ﹸ‬
‫وﺗﻜﻮ ﹶن ﹶ‬
‫أﻳﻮن‬ ‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪،‬‬ ‫ﺗﺼﻞ إﻟﻰ ﹺ‬
‫ﺣﺎﻟﺔ‬ ‫ﹺ‬
‫اﻷﺧﻴﺮ ﺣـﺘﻰ ﹶ‬
‫ﹼ‬
‫اﻟﻤﻮﺟﺐ )‪.(Mg2+‬‬
‫ﹶ‬ ‫اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬

‫ﹸ‬
‫أﻻﺣﻆ‬ ‫ﹺ‬
‫اﻟﻔﻠﻮر ﻫﻮ )‪(F: 2,7‬؛‬ ‫اﻟﺘﻮزﻳﻊ اﻹﻟﻜﺘﺮوﻧﻲ ﹺ‬
‫ﻟﺬرة‬ ‫ﱡ‬ ‫ﹸ‬
‫ﻛﺴﺐ‬‫ﹺ‬ ‫ﺗﻤﻴﻞ إﻟﻰ‬ ‫أن ﹺ‬
‫ﻫﺬه اﻟﺬر ﹶة ﹸ‬ ‫اﻹﻟﻜﺘﺮوﻧﻲ ﱠ‬ ‫ﻣ ﹶﻦ اﻟﺘﻮزﻳ ﹺﻊ‬
‫ﱢ‬
‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪،‬‬ ‫ﹺ‬
‫ﺣــﺎﻟﺔ‬ ‫ﹶ‬
‫ﺗﺼــﻞ إﻟﻰ‬ ‫ﹴ‬
‫واﺣــﺪ ﺣﺘﻰ‬ ‫ﹴ‬
‫إﻟﻜﺘﺮون‬
‫ﹸ‬
‫وﺗﻨﺸﺄ ﺑﻴ ﹶﻦ‬ ‫اﻟﺴﺎﻟﺐ )‪،(F-‬‬ ‫ﹺ‬
‫اﻟﻔﻠــﻮرﻳﺪ‬ ‫ﹶ‬
‫أﻳﻮن‬ ‫وﺗﻜﻮ ﹶن‬
‫ﹶ‬ ‫ﹼ‬
‫ﹸﺴﻤﻰ‬ ‫ﹴ‬
‫ﺗﺠــﺎذب ﺗ ﹼ‬ ‫ﹺ‬
‫واﻟﺴﺎﻟﺐ ﻗﻮ ﹸة‬ ‫ﹺ‬
‫اﻟﻤــﻮﺟﺐ‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﻴﻦ‬
‫اﻟﺸﺤﻨﺎت اﻟﻤﻮﺟﺒ ﹸﺔ‬
‫ﹸ‬ ‫اﻟﺮاﺑﻄ ﹶﺔ اﻷﻳﻮﻧﻴ ﹶﺔ‪ ،‬وﺣﺘـﻰ ﺗﺘﺴـﺎو￯‬
‫ﹺ‬
‫ﻟﺸﺤﻨﺎت‬ ‫اﻟﺠﺒﺮي‬
‫ﱡ‬ ‫اﻟﻤﺠﻤــﻮع‬
‫ﹸ‬ ‫أي ﻳﺒﻘــﻰ‬ ‫واﻟﺴﺎﻟﺒ ﹸﺔ؛ ﹾ‬
‫ﹶ‬
‫أﻳـــﻮن اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬ ‫ﺻﻔﺮا‪ ،‬ﱠ‬
‫ﻓﺈن‬ ‫ﹰ‬ ‫ﹼﺐ ﻳﺴـــﺎوي‬ ‫اﻟﻤﺮﻛ ﹺ‬
‫ﹺ‬
‫ﻓﻠـﻮرﻳﺪ )‪،(F-‬‬ ‫ﹶ‬
‫ﻳﺮﺗﺒــﻂ ﺑﺄﻳﻮﻧﻲ‬ ‫)‪ (Mg2+‬ﻻﺑـﺪﱠ ﻣﻦ ﹾ‬
‫أن‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺞ )‪.(MgF2‬‬ ‫وﺗﻜﻮن ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬ ‫ﹸ‬

‫‪74‬‬
‫ﹺ‬
‫ﺑﺎﻷﻛﺴﺠﻴﻦ‬ ‫اﻟﻜﺎﻟﺴﻴﻮم ‪Ca‬‬ ‫ﹸ‬
‫ﻳﺮﺗﺒﻂ‬
‫ٌ‬
‫ﻣﺜﺎل ‪2‬‬
‫ﹸ‬
‫ﹶ‬
‫ﻓﻜﻴﻒ‬ ‫ﻟﺘﻜﻮﻳﻦ ﻣﺮﻛﹼ ﹺ‬
‫ﺐ ‪،CaO‬‬ ‫ﹺ‬ ‫‪O‬‬ ‫ﹺ‬
‫واﻟﻜﻠﻮر ﻓﻲ‬ ‫ﻛﻴﻒ ﹸ‬
‫ﺗﻨﺸﺄ اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ ﹶ‬
‫ﺑﻴﻦ اﻟﻠﻴﺜﻴﻮ ﹺم‬ ‫وﺿ ﹸﺢ ﹶ‬‫ﹸأ ﱢ‬
‫ﻳﺤﺪث ﹶ‬
‫ذﻟﻚ؟‬ ‫ﹸ‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ اﻟﻠﻴﺜﻴﻮ ﹺم ‪.LiCl‬‬ ‫ﻣﺮﻛ ﹺ‬
‫ﹼﺐ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﻟــﺬر ﹺة اﻟﻠﻴﺜﻴــﻮ ﹺم ﻫﻮ )‪(Li: 2,1‬؛‬
‫ﹼ‬ ‫اﻹﻟﻜﺘﺮوﻧﻲ‬
‫ﱡ‬ ‫اﻟﺘـﻮزﻳﻊ‬
‫ﹸ‬
‫ﺗﻤﻴﻞ‬‫اﻟﺬر ﹶة ﹸ‬ ‫ﹺ‬ ‫اﻹﻟﻜﺘﺮوﻧﻲ ﱠ‬ ‫ﹸ‬
‫أﻻﺣﻆ ﻣ ﹶﻦ اﻟﺘﻮزﻳ ﹺﻊ‬
‫أن ﻫﺬه ﹼ‬ ‫ﱢ‬
‫اﻟﺨﺎرﺟﻲ‬ ‫ﹺ‬
‫اﻟﻄﺎﻗﺔ‬ ‫ﹴ‬
‫واﺣﺪ ﻣ ﹾﻦ ﻣﺴﺘﻮ￯‬ ‫ﹴ‬
‫إﻟﻜﺘﺮون‬ ‫إﻟﻰ ﹺ‬
‫ﻓﻘﺪ‬
‫ﱢ‬
‫وﺗﻜﻮ ﹶن ﹶ‬
‫أﻳﻮن اﻟﻠﻴﺜﻴﻮ ﹺم‬ ‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪،‬‬ ‫ﺗﺼﻞ إﻟﻰ ﹺ‬
‫ﺣﺎﻟﺔ‬ ‫ﺣﺘﻰ ﹶ‬
‫ﹼ‬
‫اﻟﻤﻮﺟﺐ )‪. (Li+‬‬
‫ﹶ‬
‫اﻟﻜﻠﻮر ﻫﻮ )‪(Cl: 2,8,7‬؛‬‫ﹺ‬ ‫ﻟﺬر ﹺة‬
‫اﻹﻟﻜﺘﺮوﻧﻲ ﹼ‬
‫ﱡ‬ ‫اﻟﺘﻮزﻳﻊ‬
‫ﹸ‬
‫ﻛﺴﺐ‬ ‫ﹺ‬ ‫اﻹﻟﻜﺘﺮوﻧﻲ أﻧﱠﻬﺎ ﹸ‬
‫ﺗﻤﻴﻞ إﻟﻰ‬ ‫ﱢ‬ ‫ﹸ‬
‫أﻻﺣﻆ ﻣ ﹶﻦ اﻟﺘﻮزﻳ ﹺﻊ‬
‫وﺗﻜﻮ ﹶن‬ ‫ﹺ‬ ‫ﺗﺼﻞ إﻟﻰ ﹺ‬ ‫واﺣﺪ ﺣﺘﻰ ﹶ‬ ‫ﹴ‬ ‫ﹴ‬
‫اﻻﺳﺘﻘﺮار‪ ،‬ﹼ‬ ‫ﺣﺎﻟﺔ‬ ‫إﻟﻜﺘﺮون‬
‫ﹺ‬
‫اﻷﻳـﻮﻧﻴﻦ‬ ‫ﹸ‬
‫وﺗﻨﺸﺄ ﺑﻴ ﹶﻦ‬ ‫اﻟﺴﺎﻟﺐ )‪،(Cl-‬‬ ‫ﹺ‬
‫اﻟﻜﻠﻮرﻳﺪ‬ ‫ﹶ‬
‫أﻳﻮن‬
‫ﹶ‬
‫ﹸﺴــﻤﻰ اﻟﺮاﺑﻄــ ﹶﺔ‬ ‫ﹴ‬
‫ﺗﺠــﺎذب ﺗ ﹼ‬ ‫ﹺ‬
‫واﻟﺴـﺎﻟﺐ ﻗﻮ ﹸة‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﺐ‬
‫اﻟﺸﺤﻨﺎت اﻟﻤﻮﺟﺒ ﹸﺔ واﻟﺴﺎﻟﺒ ﹸﺔ؛‬
‫ﹸ‬ ‫اﻷﻳﻮﻧﻴ ﹶﺔ‪ ،‬وﺣﺘﻰ ﺗﺘﺴﺎو￯‬
‫ﹼﺐ ﻳﺴﺎوي‬ ‫ﹺ‬
‫ﻟﺸﺤﻨﺎت اﻟﻤﺮﻛ ﹺ‬ ‫اﻟﺠﺒﺮي‬ ‫اﻟﻤﺠﻤﻮع‬ ‫أي ﻳﺒﻘﻰ‬
‫ﱡ‬ ‫ﹸ‬ ‫ﹾ‬
‫ﹶ‬
‫ﻳﺮﺗﺒﻂ‬ ‫أن‬ ‫ﹶ‬
‫أﻳــﻮن اﻟﻠﻴﺜﻴﻮ ﹺم )‪ (Li+‬ﻻ ﺑﺪﱠ ﻣ ﹾﻦ ﹾ‬ ‫ﱠ‬
‫ﻓــﺈن‬ ‫ﺻﻔﺮا‪،‬‬
‫ﹰ‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺞ‬ ‫وﺗﻜﻮن ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬ ‫ﹶ‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ )‪،(Cl-‬‬ ‫ﹺ‬
‫ﺑﺄﻳﻮن‬
‫)‪.( LiCl‬‬

‫‪75‬‬
‫ﺴﻤﻰ‬ ‫ﹴ ﹴ‬ ‫ﹸ‬ ‫ﻳﺘﻜﻮ ﹸن‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫ﹸ‬
‫اﻟﺠﺪول )‪ :(1‬أﺳﻤﺎ ﹸء‬
‫اﻟﺴﺎﻟﺐ ﻣﻦ ذرات ﻋﺪة و ﹸﻳ ﹼ‬
‫ﹸ‬ ‫اﻟﻤﻮﺟﺐ أو‬
‫ﹸ‬ ‫اﻷﻳﻮن‬ ‫ﻗﺪ ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻜﻮ ﹲن ﻣﻦ‬ ‫اﻟﺬرات ‪ ،Polyatomic Ion‬وﻫﻮ ﹲ‬ ‫ﹺ‬ ‫أﻳﻮﻧﹰﺎ ﻣﺘﻌﺪﹼ ﹶد‬
‫اﻟﺬرات‪.‬‬ ‫اﻟﻤﺘﻌﺪدة‬ ‫اﻷﻳﻮﻧﺎت‬
‫أﻳﻮن ﹼ‬
‫ﹺ‬ ‫اﻟﺮﻣ ﹸﺰ‬ ‫اﻟﺸﺤﻨ ﹸﺔ‬ ‫اﻻﺳﻢ‬
‫ﹸ‬
‫ﹸ‬
‫وﻳﺤﻤﻞ ﺷﺤﻨ ﹰﺔ ﺳﺎﻟﺒ ﹰﺔ أو ﻣﻮﺟﺒ ﹰﺔ‪،‬‬ ‫اﻟـﺬرات‪،‬‬ ‫أﻛﺜﺮ ﻣﻦ‬
‫ﻧﻮﻋﻴﻦ أو ﹶ‬ ‫ﹺ‬
‫‪NH4+‬‬ ‫‪+1‬‬ ‫أﻣﻮﻧﻴﻮم‬
‫ﹺ‬
‫اﻷﻳﻮﻧﻴﺔ ﻣ ﹾﻦ‬ ‫اﻟﺠﺪول )‪ .(1‬وﻳﺘﻜﻮ ﹸن اﻟﻌﺪﻳﺪﹸ ﻣﻦ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹶ‬ ‫ﹼ‬ ‫‪HCO3-‬‬ ‫‪¯1‬‬ ‫ﺑﺎﻳﻜﺮﺑﻮﻧﺎت‬
‫ﹺ‬
‫اﻷﻳﻮﻧﺎت‪.‬‬ ‫ﹺ‬
‫ﻫﺬه‬ ‫‪NO3-‬‬ ‫‪¯1‬‬ ‫ﻧﱰات‬
‫‪OH-‬‬ ‫‪¯1‬‬ ‫ﻫﻴﺪروﻛﺴﻴﺪ‬
‫‪CO32-‬‬ ‫‪¯2‬‬ ‫ﻛﺮﺑﻮﻧﺎت‬
‫ﹺ‬
‫اﻟﺬرات؟‬ ‫ﺑﺎﻷﻳﻮن اﻟﻤﺘﻌﺪﹼ ﹺد‬
‫ﹺ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ اﻟﻤﻘﺼﻮ ﹸد‬ ‫‪SO‬‬ ‫‪2-‬‬
‫‪4‬‬ ‫‪¯2‬‬ ‫ﻛﱪﻳﺘﺎت‬
‫‪PO‬‬ ‫‪3-‬‬
‫‪¯3‬‬ ‫ﻓﻮﺳﻔﺎت‬
‫اﻟﺼﯿ ُﻎ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ ﻟﻠﻤﺮ ّﻛﺒﺎ ِ‬
‫ت اﻷﯾﻮﻧﯿ ِﺔ‬
‫‪4‬‬

‫‪Chemical Formulas for Ionic Compounds‬‬

‫ﹺ‬
‫اﻟﺬرات‬ ‫ﺗﹸﺒ ﹼﻴ ﹸﻦ اﻟﺼﻴﻐ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ‪ Chemical Formula‬ﹶ‬
‫أﻧﻮاع‬
‫ﹺ‬
‫ﻟﺘﻜﻮﻳﻦ‬ ‫ﻓﻠﺰ اﻷﻟﻤﻨﻴﻮ ﹺم ﺑﺎﻟﺒﺮو ﹺم‬ ‫ﹸ‬
‫ﻳﺮﺗﺒﻂ ﱡ‬
‫اﻷﻳﻮﻧﻲ ﺗﺴﺎوي‬ ‫ﱢ‬ ‫ﹼﺐ‬‫ﹼﺐ‪ .‬واﻟﺸﺤﻨ ﹸﺔ اﻟﻜﻠﻴ ﹸﺔ ﻟﻠﻤﺮﻛ ﹺ‬ ‫وأﻋﺪا ﹶدﻫﺎ ﻓﻲ اﻟﻤﺮﻛ ﹺ‬ ‫ﹺ‬
‫ﺑﺮوﻣــﻴﺪ اﻷﻟﻤــﻨﻴﻮمﹺ‪ ،‬ﻓﻤﺎ‬ ‫ﺐ‬‫ﻣــﺮﻛﹼ ﹺ‬
‫ﻣﺠﻤﻮع‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﺒﺔ ﻳﺴﺎوي‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﺎت‬ ‫ﹺ‬
‫ﺷﺤﻨﺎت‬ ‫ﻣﺠﻤﻮع‬ ‫ﺻﻔﺮا؛ ﱠ‬
‫ﻷن‬
‫ﹶ‬ ‫ﹶ‬ ‫ﹰ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻬﺬا اﻟﻤﺮﻛﹼ ﹺ‬
‫ﺐ؟‬ ‫ﹸ‬ ‫ﹸ‬
‫اﻟﺼﻴﻐﺔ‬
‫اﻷﻳﻮﻧﻲ‬ ‫ﹼﺐ‬ ‫ﹸ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﱡ‬ ‫ﻳﻜــﻮن اﻟﻤـﺮﻛ ﹸ‬ ‫وﺑﺬﻟﻚ‬ ‫اﻟﺴـﺎﻟﺒﺔ‪،‬‬ ‫اﻷﻳﻮﻧﺎت‬ ‫ﺷﺤﻨـﺎت‬
‫ﹰ‬
‫ﻣﺘﻌﺎدﻻ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‪.‬‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬
‫ﹺ‬
‫ﻣﻌﺮﻓﺔ‬ ‫أﺣﺘﺎج إﻟﻰ‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﻴﺔ‪،‬‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻟﻠﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﻜﺘﺎﺑﺔ اﻟﺼﻴ ﹺﻎ‬
‫ﹺ‬
‫ﻛﻠــــﻮرﻳﺪ‬ ‫ﹼﺐ‬
‫ﹸﻳﺴﺘﺨـــــﺪ ﹸم ﻣـــﺮﻛ ﹸ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺴﺎﻟﺐ ﻓﻲ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻷﻳﻮن‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﺐ‬ ‫ﹺ‬
‫اﻷﻳﻮن‬ ‫ﻛﻞ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﺷﺤﻨﺔ ﱟ‬ ‫ﻛﻠﻮرﻳـﺪ‬ ‫اﻟﻤﻐﻨﻴﺴﻴـــﻮ ﹺم ‪ MgCl‬أو‬
‫‪2‬‬
‫ﹺ‬
‫ﺗﺴــﺎﻗﻂ‬ ‫اﻟﻜﺎﻟﺴـﻴﻮ ﹺم ‪ CaCl2‬ﻋﻨـﺪﹶ‬
‫ﺮش‬ ‫ﹺ‬
‫اﻟﺸـﺘﺎء‪ ،‬إ ﹾذ ﹸﻳ ﱡ‬ ‫ﹺ‬
‫ﻓﺼـﻞ‬ ‫ﹺ‬
‫اﻟﺜﻠـﻮج ﻓـﻲ‬
‫ﹺ‬
‫ﺣﺎﻻت‬ ‫ﹺ‬
‫ﻟﻠﺘﻘﻠﻴﻞ ﻣـﻦ‬ ‫ﹺ‬
‫اﻟﻄﺮﻗﺎت‬ ‫ﻋﻠـﻰ‬
‫ﹺ‬
‫ﺧﻔـﺾ‬ ‫ﹸ‬
‫ﻓﻴﻌﻤـــﻞ ﻋﻠـﻰ‬ ‫ﹺ‬
‫اﻻﻧﺠﻤـﺎد؛‬
‫ﻳﻤﻨﻊ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻧﺼﻬـﺎر اﻟﺠﻠﻴﺪ‪ ،‬وﻫـﺬا ﹸ‬ ‫درﺟـﺔ‬
‫ﹺ‬
‫اﻟﻄﺮﻗـﺎت‪.‬‬ ‫ﹺ‬
‫وإﻏـﻼق‬ ‫ﹺ‬
‫اﻟﺜﻠـﻮج‬ ‫ﺗﺮاﻛـﻢ‬
‫ﹶ‬

‫‪76‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪3‬‬
‫ﹺ‬
‫أﻛﺴﻴﺪ اﻟﻠﻴﺜﻴﻮمﹺ‪.‬‬ ‫أﻛﺘﺐ اﻟﺼﻴﻐ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ ﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬ ‫ﹸ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻫﻮ )‪(O: 2,6‬‬ ‫‪ .1‬اﻟﺘﻮزﻳﻊ اﻹﻟﻜﺘﺮوﻧﻲ ﹺ‬
‫ﻟﺬرة‬ ‫ﱡ‬ ‫ﹸ‬
‫اﻟﺘﻮزﻳﻊ اﻹﻟﻜﺘﺮوﻧﻲ ﹺ‬
‫ﻟﺬرة اﻟﻠﻴﺜﻴﻮ ﹺم ﻫﻮ )‪( Li: 2,1‬‬ ‫ﱡ‬ ‫ﹸ‬
‫أﻛﺴــﻴﺪﹸ اﻟﻠــﻴﺜﻴﻮ ﹺم‬ ‫اﻟﻤﺮﻛ ﹺ‬
‫ﱠﺐ‪:‬‬ ‫اﺳﻢ ﹸ‬‫‪ .2‬ﹸ‬
‫‪Li+‬‬ ‫‪O2-‬‬ ‫ﹺ‬
‫اﻷﻳﻮن‪:‬‬ ‫رﻣﺰ‬
‫‪ .3‬ﹸ‬
‫ﻛﻞ ﹴ‬
‫أﻳﻮن‬ ‫ﹺ‬
‫ﺷﺤﻨﺔ ﱢ‬ ‫ﻣﻘﺪار‬ ‫‪.4‬‬
‫‪1‬‬ ‫‪2‬‬ ‫ﹸ‬
‫‪Li+‬‬ ‫‪O2-‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪ .5‬ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‪Li2O :‬‬

‫ٌ‬
‫ﻣﺜﺎل ‪4‬‬
‫ﹺ‬ ‫ﻣﻊ ﹺ‬ ‫ﹺ‬ ‫ﻣﺎ ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ اﻟﻨﺎﺗﺞﹺ ﹺ‬
‫اﻟﻬﻴﺪروﻛﺴﻴﺪ‪.‬‬ ‫أﻳﻮن‬ ‫ﻋﻦ اﺗﹼﺤﺎد اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ﹶ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫‪ .1‬اﻟﺘﻮزﻳﻊ اﻹﻟﻜﺘﺮوﻧﻲ ﹺ‬
‫ﻟﺬرة اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ﻫﻮ )‪(Mg: 2,8,2‬‬ ‫ﱡ‬ ‫ﹸ‬
‫اﻟﻤﻮﺟﺐ ‪Mg2+‬‬
‫ﹶ‬ ‫ﹶ‬
‫اﻷﻳﻮن‬ ‫‪ .2‬أﺣﺪﹼ ﹸد‬
‫اﻟﺴﺎﻟﺐ ‪OH-‬‬
‫ﹶ‬ ‫ﹶ‬
‫اﻷﻳﻮن‬ ‫‪ .3‬أﺣﺪﹼ ﹸد‬
‫ﹲ‬
‫ﻣﻼﺣﻈﺔ‪:‬‬ ‫ﻛﻞ ﹴ‬
‫أﻳﻮن‬ ‫ﹺ‬
‫ﺷﺤﻨﺔ ﱢ‬ ‫ﻣﻘﺪار‬ ‫‪ .4‬أﺣﺪﹼ ﹸد‬
‫ﹶ‬
‫اﻟﻤﺘﻌﺪ ﹺد‬
‫ﹼ‬ ‫ﹺ‬
‫اﻷﻳـﻮن‬ ‫ﹺ‬
‫ﺿــﺮب‬ ‫ﻋﻨــﺪﹶ‬ ‫‪Mg‬‬
‫‪2+‬‬
‫‪OH‬‬
‫‪-‬‬

‫ﹴ‬
‫واﺣـﺪ‬ ‫أﻛﺒﺮ ﻣﻦ‬ ‫ﹺ‬
‫اﻟﺬرات ﻓﻲ رﻗﻢﹴ ﹶ‬ ‫‪2‬‬ ‫‪1‬‬
‫ﹴ‬
‫أﻗﻮاس‪.‬‬ ‫ﹶ‬
‫داﺧﻞ‬ ‫ﻧﻀﻌﻪ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻨﺎﺗﺞ‪Mg (OH)2 :‬‬ ‫‪ .5‬ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬

‫‪77‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪5‬‬
‫ﹺ‬ ‫ﻣﻊ ﹺ‬ ‫ﹺ‬ ‫ﻣﺎ ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ اﻟﻨﺎﺗﺞﹺ ﹺ‬
‫اﻟﻨﺘﺮات‪.‬‬ ‫أﻳﻮن‬ ‫ﻋﻦ اﺗﹼﺤﺎد اﻟﺼﻮدﻳﻮ ﹺم ﹶ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﻟﺬر ﹺة اﻟﺼﻮدﻳﻮ ﹺم ﻫﻮ )‪.(Na: 2,8,1‬‬
‫اﻹﻟﻜﺘﺮوﻧﻲ ﹼ‬
‫ﱡ‬ ‫اﻟﺘﻮزﻳﻊ‬
‫ﹸ‬ ‫‪.1‬‬ ‫ﻋﻦ ا ﹼﺗ ﹺ‬ ‫ﺻﻴﻐﺔ اﻟﻤﺮﻛﹼ ﹺ‬
‫ﺐ اﻟﻨﺎﺗﺞﹺ ﹺ‬
‫ﺤﺎد‬ ‫ﹸ‬ ‫ﻣﺎ‬
‫اﻟﻤﻮﺟﺐ ‪. Na+‬‬
‫ﹶ‬ ‫ﹶ‬
‫اﻷﻳﻮن‬ ‫‪ .2‬أﺣﺪﹼ ﹸد‬ ‫ﹺ‬
‫اﻟﻜﺒﺮﻳﺘﺎت؟‬ ‫ﻣﻊ ﹺ‬
‫أﻳﻮن‬ ‫اﻟﺼﻮدﻳﻮ ﹺم ﹶ‬
‫اﻟﺴﺎﻟﺐ ‪. NO3-‬‬
‫ﹶ‬ ‫ﹶ‬
‫اﻷﻳﻮن‬ ‫‪.3‬أﺣﺪﹼ ﹸد‬
‫ﻛﻞ ﹴ‬
‫أﻳﻮن ‪.‬‬ ‫ﹺ‬
‫ﺷﺤﻨﺔ ﱢ‬ ‫ﻣﻘﺪار‬ ‫‪.4‬أﺣﺪﹼ ﹸد‬
‫ﹶ‬
‫‪Na+‬‬ ‫‪NO3-‬‬

‫‪1‬‬ ‫‪1‬‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺞ‪NaNO3 :‬‬ ‫‪ .5‬ﺻﻴﻐ ﹸﺔ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬

‫ﹺ‬
‫ﺑﺎﻳﻜﺮﺑﻮﻧﺎت‬ ‫أﻛﺘﺐ اﻟﺼﻴﻐــ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴــ ﹶﺔ ﻟﻤﺮﻛ ﹺ‬
‫ﹼﺐ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪:‬‬
‫ﹸ‬
‫اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‪.‬‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬

‫ﺑﺎﻳﻜﺮﺑﻮﻧـﺎت اﻟﺼﻮدﻳـﻮ ﹺم‬
‫ﹸ‬ ‫ﺗﹸﺴـﺘﺨﺪ ﹸم‬
‫ﹺ‬
‫وﺻﻨﺎﻋﺔ‬ ‫ﹺ‬
‫اﻟﺨﺒﻴﺰ‬ ‫) ‪ ( NaHCO‬ﻓـﻲ‬ ‫‪3‬‬
‫ﹺ‬
‫اﻟﻌﺠﻴﻦ‪.‬‬ ‫ﺗﺴـﻬﻢ ﻓﻲ ﻧ ﹺ‬
‫ﹸﻀﺞ‬ ‫ﹺ‬
‫اﻟﻜﻴﻚ؛ إ ﹾذ‬
‫ﹸ‬

‫‪78‬‬
 ‫اﻟﺮﺑﻂُ ﺑﺎﻟﻌﻠﻤﺎ ِء‬
‫اﻟﺮاﺑﻄﺔُ اﻟﺘﺴﺎھﻤﯿﺔُ ‪Covalent Bond‬‬
‫ﹺ‬
‫اﻟﺘﻜﺎﻓﺆ‬ ‫ﹺ‬
‫إﻟﻜﺘﺮوﻧﺎت‬ ‫ﹺ‬
‫اﻟﺘﺸــﺎرك ﻓﻲ‬ ‫ﹺ‬
‫اﻟــﺬرات إﻟﻰ‬ ‫ﺑﻌﺾ‬
‫ﺗﻤﻴﻞ ﹸ‬ ‫ﹸ‬
‫ﹸﺴﻤﻰ اﻟﺮاﺑﻄ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ اﻟﺘﻲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪ .‬وﺗ ﹼ‬ ‫ﺣــﺎﻟﺔ‬ ‫ﻟﻠﻮﺻﻮل إﻟﻰ‬
‫ﹺ‬
‫اﻹﻟﻜﺘﺮوﻧﺎت اﻟﺮاﺑﻄ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﺘﺸﺎرك ﻓﻲ‬ ‫ﹺ‬
‫ﺧـﻼل‬ ‫ﹺ‬
‫ذرﺗﻴﻦ ﻣﻦ‬ ‫ﹸ‬
‫ﺗﻨﺸــﺄ ﺑﻴ ﹶﻦ‬
‫اﻟﺘﺴﺎﻫﻤ ﹼﻴ ﹶﺔ ‪.Covalent Bond‬‬
‫ﹺ‬
‫اﻟــﺬرﺗﻴﻦ‪،‬‬ ‫اﻹﻟﻜﺘﺮوﻧﺎت اﻟﻤﺸﺘﺮﻛ ﹸﺔ إﻟﻰ ﻧـﻮاﺗﻲ‬
‫ﹸ‬ ‫وﺗﻨﺠﺬب ﹺ‬
‫ﻫﺬه‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﺨﺎرﺟﻴﺔ ﻓﻲ ﻛﻠﺘﺎ‬ ‫ﹺ‬
‫اﻟﻄــﺎﻗﺔ‬ ‫ﹺ‬
‫ﻣﺴﺘﻮﻳﺎت‬ ‫اﻹﻟﻜﺘﺮوﻧﺎت ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫ﻓﺘﺘﺤﺮ ﹸك‬
‫ﹼ‬
‫اﻟﻌــﺮﺑﻲ أﺣﻤــﺪ زوﻳــﻞ‬
‫ﱡ‬ ‫اﻟﻌﺎﻟــﻢ‬
‫ﹸ‬ ‫ﹴ‬
‫ﺧــﺎرﺟﻲ‬
‫ﱞ‬ ‫ﻃــﺎﻗﺔ‬ ‫ﹺ‬
‫اﻟﺬرﺗﻴﻦ ﻣﺴﺘﻮ￯‬ ‫ﻳﻜﻮن ﻟﻜﻠﺘﺎ‬‫ﹸ‬ ‫ﹶ‬
‫وﺑﺬﻟﻚ‬ ‫ﹺ‬
‫اﻟﺬرﺗﻴﻦ‪،‬‬
‫ﹲ‬
‫أﺳﺘــﺎذ ﻓــﻲ‬ ‫)‪(2016-1946‬م ﻫﻮ‬
‫ﻣﺪﻳﺮا‬
‫ﹰ‬ ‫ﹶ‬
‫وﻋﻤــﻞ‬ ‫ﹺ‬
‫واﻟﻔﻴﺰﻳﺎء‪،‬‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴـﺎء‬ ‫ﻣﻜﺘﻤﻞ‪.‬‬‫ﹲ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻳﺘﻜﻮ ﹸن ﻣ ﹾﻦ ذرﺗﻲ‬ ‫أﻻﺣــﻆ ﱠ‬
‫ﹸ‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﻣﻌﻬﺪ‬ ‫اﻟﺠﺰﻳﺌﻴﺔ ﻓﻲ‬ ‫ﻟﻤﺨﺘﺒ ﹺﺮ اﻟﻌﻠﻮ ﹺم‬ ‫أن ﺟﺰي ﹶء ‪ H2‬ﹼ‬ ‫اﻟﺸﻜﻞ )‪ ،(3‬و‬
‫أﺣﻤﺪ زوﻳﻞ‬
‫ﹸ‬ ‫اﻟﺘﻘﻨﻲ‪ .‬ﺣــﺎزﹶ‬ ‫ﻛﺎﻟﻴﻔﻮرﻧﻴﺎ‬ ‫اﻟﺨﺎرﺟﻲ ﱟ‬ ‫ﹲ‬
‫ﱢ‬ ‫ﻟﻜﻞ‬ ‫ﱢ‬ ‫إﻟﻜﺘﺮون واﺣــﺪﹲ ﻓﻲ اﻟﻤﺴﺘﻮ￯‬ ‫ﻫﻴﺪروﺟﻴﻦ‪ ،‬ﻳﻮﺟﺪﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺟــﺎﺋﺰة ﹶ‬
‫ﻋﺎم‬
‫اﻟﻜﻴﻤــﻴﺎء ﹶ‬ ‫ﻧﻮﺑﻞ ﻓﻲ‬ ‫ﻋﻠﻰ‬
‫ﻣﻨﻬﻤﺎ‬ ‫ﹺ‬
‫ﺗﺸﺎرك ﱟ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻌﺎﻟﻢ زوﻳﻞ‬ ‫وﻗــﺪ ﹼ‬
‫ﺗﻤـﻜ ﹶﻦ‬ ‫ﹾ‬ ‫‪1999‬م‪.‬‬
‫ﻛﻞ ﹸ‬ ‫ﺧﻼل‬ ‫اﻟﻬﻴﺪروﺟﻴﻦ ﻣ ﹾﻦ‬ ‫ذرﺗﺎ‬
‫وﺗﺮﺗﺒﻂ ﹼ‬ ‫ﻣﻨﻬﻤﺎ‪،‬‬
‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻦ اﺳﺘﺨﺪا ﹺم اﻟﻠﻴﺰ ﹺر ﻓﻲ‬ ‫وﻓﺮﻳﻖ ﹺ‬
‫ﻋﻤﻠﻪ ﹶ‬ ‫ﹸ‬ ‫اﻹﻟﻜﺘﺮوﻧﺎن‬ ‫ﻳﺪور‬
‫ﹸ‬ ‫ﹶ‬
‫وﺑﺬﻟﻚ‬ ‫اﻟﻮﺣﻴﺪ اﻟﺬي ﺗﻤﺘﻠﻜﹸﻪ‪،‬‬ ‫اﻹﻟﻜﺘﺮون‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻟﺮواﺑﻂ‬ ‫ﺗﻜــﻮ ﹺن‬ ‫ﹺ‬
‫وﺗﺴﺠﻴﻞ‬ ‫ﹺ‬
‫ﻣﻼﺣﻈﺔ‬
‫ﹺ‬
‫ﺣﺎﻟﺔ‬ ‫ﺟﺰيء ‪ ،H2‬ﺣﺘﻰ ﺗﺼﻼ إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﺘﻜﻮﻳﻦ‬ ‫ﹺ‬
‫اﻟﺬرﺗﻴﻦ‬ ‫ﺣﻮل ﻧﻮاﺗﻲ‬ ‫ﹶ‬
‫ﹼ‬
‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ وﻛﺴ ﹺﺮﻫﺎ‪.‬‬ ‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪.‬‬

‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(3‬اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ﺑﻴ ﹶﻦ ذرﺗﻲ ﻫﻴﺪروﺟﻴﻦ‪.‬‬

‫‪H‬‬ ‫‪H‬‬ ‫‪H H‬‬

‫ذر ﹸة ﻫﻴﺪروﺟﻴﻦ‬ ‫ذر ﹸة ﻫﻴﺪروﺟﻴﻦ‬ ‫ﺟﺰي ﹸء ﻫﻴﺪروﺟﻴﻦ‬

‫‪P 79‬‬
‫‪79‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪6‬‬
‫ﹴ‬
‫ﻛﻠﻮر ﻓﻲ‬ ‫ﺑﻴﻦ ذرﺗﻲ‬ ‫ﹸ‬
‫ﺗﻨﺸﺄ اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ﹶ‬ ‫ﹶ‬
‫ﻛﻴﻒ‬ ‫ﹼ‬
‫أوﺿ ﹸﺢ‬
‫ﹺ‬
‫ﺟﺰيء ‪.Cl2‬‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫اﻟﻜﻠــﻮر ﻫــﻮ )‪(Cl: 2,8,7‬؛‬ ‫اﻟﺘﻮزﻳﻊ اﻹﻟﻜﺘﺮوﻧﻲ ﹺ‬
‫ﻟﺬرة‬ ‫ﱡ‬ ‫ﹸ‬
‫ﹴ‬
‫إﻟﻜﺘﺮوﻧﺎت ﻓﻲ‬ ‫ﺗﻤﺘﻠﻚ ﺳﺒﻌــ ﹶﺔ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻜﻠــﻮر‬ ‫أﻻﺣﻆ ﱠ‬
‫أن ذر ﹶة‬ ‫ﹸ‬
‫ﹴ‬
‫إﻟﻜﺘﺮون‬ ‫ﺗﺤﺘﺎج إﻟﻰ‬ ‫اﻟﺨـﺎرﺟﻲ؛ ﻟﺬا‬ ‫ﹺ‬
‫اﻟﻄــﺎﻗﺔ‬ ‫ﻣﺴﺘﻮ￯‬
‫ﹸ‬ ‫ﱢ‬
‫ﹴ‬
‫ﺑﺮاﺑﻄﺔ‬ ‫ﹸ‬
‫ﻓﺘﺮﺗﺒﻂ‬ ‫ﹺ‬
‫اﻻﺳﺘﻘﺮار‪،‬‬ ‫ﹺ‬
‫ﺣﺎﻟــﺔ‬ ‫ﹶ‬
‫ﺗﺼـﻞ إﻟﻰ‬ ‫ﹴ‬
‫واﺣﺪ ﺣﺘﻰ‬
‫ﹺ‬
‫اﻟﻜﻠﻮر اﻷﺧﺮ￯‪ ،‬ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ ﻣﺎ ﻫﻮ ﻓﻲ‬ ‫ﺗﺴﺎﻫﻤﻴﺔ ﻣﻊ ﹺ‬
‫ذرة‬ ‫ﹴ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﺸﻜﻞ )‪.(4‬‬

‫‪Cl‬‬ ‫‪Cl‬‬ ‫‪Cl‬‬ ‫‪Cl‬‬

‫‪Cl‬‬ ‫‪Cl‬‬ ‫‪Cl Cl‬‬

‫ذر ﹸة ﻛﻠﻮر‬ ‫ذر ﹸة ﻛﻠﻮر‬ ‫ﺟﺰي ﹸء ﻛﻠﻮر‬

‫ﹴ‬
‫ﻛﻠﻮر‪.‬‬ ‫اﻟﺸﻜﻞ )‪ :(4‬اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ﺑﻴ ﹶﻦ ذرﺗﻲ‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬

‫ﺗﺮﻛﻴﺐ‬ ‫اﻟﻔﻠﻮر ‪ F2‬ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﺟﺰيء‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﹼ‬
‫أوﺿ ﹸﺢ ﺗﻜﻮﻳ ﹶﻦ‬
‫ﻟﻮﻳﺲ‪.‬‬

‫‪80‬‬
 ‫اﺳﺘﻘﺮارا؛‬ ‫أﻛﺜﺮ‬ ‫ﹺ‬ ‫ﹸ‬ ‫أن اﻟﺮاﺑﻄ ﹶﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹶﺔ‬
‫ﻻﺣﻆ ﱠ‬‫ﹸ‬ ‫ﹸأ‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺮﯾﺎﺿ ِﺔ‬ ‫ﹰ‬ ‫ﺗﺠﻌﻞ اﻟﺬرات ﹶ‬
‫ﻣـﻦ اﻷﺷﺠـــﺎ ﹺر‬ ‫ﹺ‬
‫ﺑﺎﻟﻮﺻﻮل إﻟﻰ ﻣﺴﺘﻮ￯‬ ‫ﻟﻜﻞ ﹴ‬
‫ذرة‬ ‫ﹺ‬
‫اﻹﻟﻜﺘﺮوﻧﺎت ﱢ‬ ‫ﺗﺴﻤﺢ ﻣﺸﺎرﻛ ﹸﺔ‬ ‫إ ﹾذ‬
‫ﹸ‬
‫اﻟﻤﻄـــﺎط ﹶ‬ ‫ﻳﻨﺘـــﺞ‬
‫ﹸ‬ ‫ﹸ‬
‫ﻌـﺪ‬ ‫ﹴ‬
‫ﺑﺸﻜــﻞ ﻟــﺰجﹴ ؛ ﻟﺬا ﹸﻳ ﱡ‬ ‫ﹺ‬
‫اﻻﺳﺘﻮاﺋﻴﺔ‬ ‫ﻃﺎﻗﺔ ﻣ ﹺ‬‫ﹴ‬
‫ﻜﺘﻤ ﹴﻞ‪.‬‬ ‫ﹸ‬
‫اﻟﻌﺎﻟﻢ‬
‫ﹸ‬ ‫ﻗﻠﻴﻞ اﻻﺳﺘﺨﺪامﹺ‪ .‬ﻋﻨﺪﻣﺎ ﹶ‬
‫ﻛﺎن‬ ‫ﹶ‬
‫ﻋﺎم ‪1839‬م ﻳﺠﺮي‬
‫ﹺ‬
‫ﻋﺪﻳﺪة‬ ‫أن ﺗﺘﺸﻜ ﹶﹼﻞ اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴــ ﹸﺔ ﻓﻲ ﻣــﺮﻛ ﹴ‬
‫ﹼﺒﺎت‬ ‫وﻳﻤﻜ ﹸﻦ ﹾ‬
‫ﺗﺸﺎرﻟﺰ ﺟﻮدﻳﻴﺮ‪ ،‬ﹶ‬
‫اﻟﻄﺒﻴﻌﻲ‪،‬‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﻤﻄــﺎط‬ ‫ﺗﺠــﺎر ﹶﺑﻪ ﻋﻠــﻰ‬ ‫ﹸ‬
‫ﺗﺮﺗﺒﻂ ذرﺗﺎ‬ ‫ﹺ‬
‫اﻟﻤﺎء ‪ ،H O‬إ ﹾذ‬ ‫ﹺ‬
‫ﺟـﺰيء‬ ‫ﹺ‬
‫ﻧﺤــﻮ ﻣﺎ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺬرات‪ ،‬ﻋﻠﻰ‬
‫ﹺ‬
‫واﻟﻤﻄــﺎط‬ ‫ﹺ‬
‫اﻟﻜﺒﺮﻳﺖ‬ ‫ﹸ‬
‫ﺧﻠﻴﻂ‬ ‫ﹶ‬
‫ﺳﻘــﻂ‬
‫‪2‬‬

‫أﻻﺣﻆ ﱠ‬
‫أن ذر ﹶة‬ ‫ﹸ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(5‬‬ ‫ﺑﺬرة أﻛﺴﺠﻴﻦ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻫﻴﺪروﺟﻴﻦ‬
‫ﻓﺄﺻﺒﺢ‬ ‫ﹴ‬
‫ﺳــﺎﺧﻦ‪،‬‬ ‫ﹴ‬
‫ﻣــﻮﻗﺪ‬ ‫ﺧﻄﺄ ﻋﻠﻰ‬‫ﹰ‬
‫ﹶ‬
‫ﹺ‬ ‫ﹸ‬ ‫ﻓﺘﺤﺘـﺎج إﻟﻰ‬ ‫ﹴ‬
‫ﺗﻜﺎﻓﺆ؛ ﻟﺬا‬ ‫ﹺ‬
‫إﻟﻜﺘﺮوﻧﺎت‬ ‫ﺗﻤﺘــﻠﻚ ﺳﺘ ﹶﺔ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬
‫ﺑﺴﺒﺐ‬ ‫ﺻﻠﺒﺎ وﻣﺮﻧﹰﺎ‬‫اﻟﻤﺴﺨ ﹸﻦ ﹰ‬‫ﹼ‬ ‫اﻟﻤﻄﺎط‬ ‫ﹸ‬
‫ﻓﺘﻤﻜ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ‪ .‬ﹼ‬ ‫ﹺ‬
‫اﻟــﺮواﺑﻂ‬ ‫ﹺ‬
‫ﺗﻜﻮﻳﻦ‬ ‫ﹺ‬
‫ﹸ‬
‫ﻓﺘﺮﺗﺒﻂ‬ ‫اﻟﺨﺎرﺟﻲ ﻟﻬﺎ‪،‬‬
‫ﱢ‬ ‫اﻟﻄﺎﻗﺔ‬ ‫ﻳﻜﺘﻤــﻞ ﻣﺴﺘﻮ￯‬ ‫ﹶ‬ ‫ﹺ‬
‫إﻟﻜﺘﺮوﻧﻴﻦ ﺣـﺘﻰ‬
‫ﹺ‬
‫ﻟﻜﺮة‬ ‫ﹴ‬
‫ﻣﻨﺎﺳﺐ‬ ‫ﹴ‬
‫ﻣﻄﺎط‬ ‫اﻟﻌﺎﻟﹺ ﹸﻢ ﻣﻦ ﺻﻨﻊﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪.‬‬ ‫ذرة ﻣﻦ ذرﺗﻲ‬ ‫ﺑﻜﻞ ﹴ‬ ‫ﹴ‬
‫ﺗﺴﺎﻫﻤﻴﺔ ﱢ‬ ‫ﹴ‬
‫ﺑﺮاﺑﻄﺔ‬
‫ﻣﻦ‬ ‫ﻳﺘﺤﻤ ﹶﻞ ﹰ‬
‫ﻛﺜﻴﺮا ﹶ‬ ‫ﹼ‬ ‫اﻟﺴﻠﺔ‪ ،‬ﻳﻤﻜ ﹸﻨﻪ أنﹾ‬
‫ﹺ‬
‫واﻻرﺗﺪادات‪.‬‬ ‫ﹺ‬
‫اﻟﻀﺮﺑﺎت‬

‫‪O‬‬

‫‪H‬‬ ‫‪H‬‬

‫‪P 81‬‬
‫ﹺ‬
‫اﻟﻤﺎء‪.‬‬ ‫ﹺ‬
‫ﺟﺰيء‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(5‬اﻟﺮاﺑﻄ ﹸﺔ اﻟﺘﺴﺎﻫﻤﻴ ﹸﺔ ﻓﻲ‬

‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ؟‬ ‫ﹺ‬
‫ﺑﺎﻟﺮاﺑﻄﺔ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ اﻟﻤﻘﺼﻮ ﹸد‬

‫‪81‬‬
 ‫ت اﻟﺘﺴﺎھﻤﯿ ِﺔ‬ ‫اﻟﺨﺼﺎﺋﺺ اﻟﻔﯿﺰﯾﺎﺋﯿﺔُ ﻟﻠﻤﺮ ّﻛﺒﺎ ِ‬
‫ت اﻷﯾﻮﻧﯿ ِﺔ واﻟﻤﺮ ّﻛﺒﺎ ِ‬ ‫ُ‬
‫‪Physical Properties of Ionic and Covalent Compounds‬‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬
‫ﹺ‬
‫ﺑﺎﺧﺘﻼف ﻧﻮ ﹺع‬ ‫ﹺ‬
‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﹼﺒﺎت اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ﻓﻲ‬
‫ﺗﺨﺘﻠﻒ اﻟﻤﺮﻛ ﹸ‬
‫ﹸ‬
‫ﹴ‬
‫ﺑﺸـﻜﻞ‬ ‫اﻟﺠﻴـﺮي‬
‫ﱡ‬ ‫اﻟﺼﺨـﺮ‬
‫ﹸ‬ ‫ﻳﺘﻜـﻮ ﹸن‬
‫ﹼ‬
‫اﻷﻳﻮﻧـﻲ‬ ‫أﺳﺎﺳـﻲ ﻣـ ﹶﻦ اﻟﻤﺮﻛ ﹺ‬
‫ﹼـﺐ‬
‫ﺗﺨﺘﻠﻒ‬
‫ﹸ‬ ‫ﺧﺼﺎﺋﺺ ﻓﻴﺰﻳﺎﺋﻴ ﹲﺔ‬ ‫ﹼﺒﺎت اﻷﻳﻮﻧﻴ ﹸﺔ ﻟﻬﺎ‬ ‫ﹺ‬
‫اﻟﺮواﺑﻂ ﻓﻴﻬﺎ؛ ﻓﺎﻟﻤﺮﻛ ﹸ‬
‫ﱢ‬ ‫ﱟ‬
‫ﹸ‬ ‫ﻛﺮﺑﻮﻧـﺎت اﻟﻜﺎﻟﺴـﻴﻮ ﹺم )‪،(CaCO3‬‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ‪.‬‬ ‫ﻋﻦ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺒﻨـﺎء ﻛﻮﻧﹸﻪ‬ ‫ﹺ‬
‫ﺣﺠـﺎرة‬ ‫ﹸ‬
‫ﺴـﺘﻌﻤﻞ ﻓـﻲ‬ ‫و ﹸﻳ‬
‫واﻟﻐﻠﯿﺎن ‪Melting and Boiling Points‬‬ ‫درﺟﺎتُ اﻻﻧﺼﮭﺎ ِر‬ ‫ﺗﺮﺗﻴـﺐ أﻳﻮﻧﺎﺗﹺﻪ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺑﺴـﺒﺐ‬ ‫وﺻﻠ ﹰﺒﺎ؛‬ ‫ﻗﻮ ﹼﹰﻳـﺎ ﹸ‬
‫ِ‬
‫ﹺ‬ ‫اﻟﺒﻠـﻮري‪.‬‬
‫ﱢ‬ ‫ﻓـﻲ ﺗﺮﻛﻴﺒﹺـﻪ‬
‫ﹺ‬
‫اﻧﺼﻬﺎرﻫﺎ‬ ‫درﺟــﺎت‬ ‫ﱠﺒـﺎت اﻷﻳﻮﻧﻴ ﹸﺔ ﺑﺎرﺗﻔــﺎ ﹺع‬ ‫اﻟﻤﺮﻛ ﹸ‬ ‫ﺗﻤﺘﺎز ﹸ‬
‫ﹸ‬
‫اﻟﺘﺠﺎذب ﺑﻴ ﹶﻦ أﻳﻮﻧﺎﺗﹺﻬﺎ ﻗﻮﻳ ﹲﺔ ﺟﺪﹼﹰ ا‪ ،‬ﻣﺎ‬
‫ﹺ‬ ‫ﻷن ﻗﻮ ﹶة‬ ‫وذﻟﻚ ﱠ‬ ‫ﹸ‬ ‫وﻏﻠﻴﺎﻧﹺﻬﺎ؛‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻟﻠﺘﻐﻠﺐ ﻋﻠﻴﻬﺎ‪ .‬ﻓﻲ ﹺ‬ ‫ﹺ‬
‫ﻏﻠﻴﺎن‬ ‫درﺟﺎت‬ ‫ﺣﻴﻦ ﱠ‬
‫أن‬ ‫ﺐ ﻃﺎﻗ ﹰﺔ ﻛﺒﻴﺮ ﹰة‬ ‫ﻳﺘﻄ ﹼﻠ ﹸ‬
‫ﹺ‬
‫ﺑﺪرﺟﺎت‬ ‫واﻧﺼﻬﺎرﻫﺎ ﻣﻨﺨﻔﻀ ﹲﺔ ﻣﻘﺎرﻧ ﹰﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ‬ ‫اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬
‫ﹺ‬
‫اﻟﺘﺠﺎذب‬ ‫ﻷن ﻗﻮ￯‬ ‫وذﻟﻚ ﱠ‬‫ﹶ‬ ‫اﻷﻳﻮﻧﻴﺔ وﻏﻠﻴﺎﻧﹺﻬﺎ؛‬
‫ﹺ‬ ‫اﻧﺼﻬﺎر اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬
‫ﹶ‬
‫اﻟﺠﺪول )‪.(2‬‬ ‫اﻟﺠﺰﻳﺌﺎت ﺿﻌﻴﻔ ﹲﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬ ‫ﺑﻴ ﹶﻦ‬ ‫ﻣﻜﻮﻧـ ﹲﺔ ﻣـ ﹾﻦ‬
‫اﻟﺸـﻤﻊ ﻣـﺎد ﹲة ﻛﻴﻤﻴﺎﺋﻴـ ﹲﺔ ﹼ‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻟﺒﻌﺾ اﳌﺮﻛ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ذات درﺟـﺔﹺ‬ ‫ﺗﺴﺎﻫﻤﻴـــﺔ ﹺ‬
‫ﹴ‬ ‫ﻣﺮﻛﹼﺒـــﺎتﹴ‬
‫واﻟﺘﺴﺎﳘﻴﺔ‪.‬‬ ‫اﻷﻳﻮﻧﻴﺔ‬ ‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫واﻟﻐﻠﻴﺎن‬ ‫اﻻﻧﺼﻬﺎر‬ ‫درﺟﺎت‬
‫ﹸ‬ ‫ﹸ‬
‫اﳉﺪول )‪:(2‬‬
‫ﻳﻨﺼﻬـﺮ‬ ‫ﹶ‬
‫ﻟﺬﻟـﻚ‬ ‫ﹴ‬
‫ﻣﻨﺨﻔﻀـﺔ؛‬ ‫ﹴ‬
‫اﻧﺼﻬـﺎر‬
‫ﹺ‬ ‫ﹺ‬ ‫اﺳﻢ اﳌﺮﻛ ﹺ‬ ‫ﹸ‬
‫اﻟﻐﻠﻴﺎن‬ ‫درﺟ ﹸﺔ‬ ‫اﻻﻧﺼﻬﺎر‬ ‫اﻟﺼﻴﻐ ﹸﺔ درﺟ ﹸﺔ‬ ‫ﹼﺐ‬ ‫ﹸ‬ ‫ﹴ‬
‫ﺑﺴـﻬﻮﻟﺔ‪ ،‬ﻋﻠـﻰ ﹺ‬
‫)‪(oC‬‬ ‫)‪(oC‬‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬ ‫ﻧﺤـﻮ ﻣﺎ ﻫﻲ‬ ‫اﻟﺸـﻤﻊ‬
‫ﹸ‬
‫ﹼﺒـﺎت اﻟﺘﺴـﺎﻫﻤﻴﺔ‪.‬ﹺ‬
‫أﻛﺜـﺮ اﻟﻤﺮﻛ ﹺ‬‫ﺣـﺎل ﹺ‬ ‫ﹸ‬
‫‪1500‬‬ ‫‪770‬‬ ‫‪KCl‬‬ ‫ﻛﻠﻮرﻳﺪﹸ اﻟﺒﻮﺗﺎﺳﻴﻮم ﹺ‬
‫‪2239‬‬ ‫‪1261‬‬ ‫‪MgF2‬‬ ‫ﻓﻠﻮرﻳﺪﹸ اﳌﻐﻨﻴﺴﻴﻮم ﹺ‬
‫‪1465‬‬ ‫‪801‬‬ ‫‪NaCl‬‬ ‫ﻛﻠﻮرﻳﺪﹸ اﻟﺼﻮدﻳﻮم ﹺ‬
‫‪1100‬‬ ‫‪784‬‬ ‫‪CaI2‬‬ ‫ﻳﻮدﻳﺪﹸ اﻟﻜﺎﻟﺴﻴﻮم ﹺ‬
‫ﹺ‬
‫اﻟﻜﺮﺑﻮن‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ‬ ‫رﺑﺎﻋﻲ‬
‫‪77‬‬ ‫‪-23‬‬ ‫‪CCl4‬‬ ‫ﱡ‬
‫‪100‬‬ ‫‪0‬‬ ‫‪H2O‬‬ ‫اﳌﺎ ﹸء‬
‫‪-164‬‬ ‫‪-182‬‬ ‫‪CH4‬‬ ‫ﹸ‬
‫اﳌﻴﺜﺎن‬
‫‪20‬‬ ‫‪-83‬‬ ‫‪HF‬‬ ‫ﹺ‬
‫اﳍﻴﺪروﺟﲔ‬ ‫ﻓﻠﻮرﻳﺪﹸ‬
‫ﹸ‬
‫اﻷﻳﻮﻧﻴـﺔ ﻓـﻲ‬ ‫ﹸ‬
‫اﻟﺮاﺑﻄـﺔ‬ ‫ﱡأﻳﻬﻤﺎ أﻗـﻮ￯‬
‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪Electrical Conductivity‬‬ ‫اﻟﺘﻮﺻﯿ ُﻞ‬ ‫أﻛﺴﻴﺪ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ‪ MgO‬أم‬ ‫ﹺ‬ ‫ﹸﻣ ﹶﺮ ﱠﻛﺐ‬
‫ﱡ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫اﻟﺘﻴﺎر‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﻋﻠﻤﺎ أنﱠ ‪:‬‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم ‪ ،KCl‬ﹰ‬
‫ﱠ‬ ‫وﻣﺼﺎﻫﻴﺮ اﻟﻤﺮﻛﹼﺒﺎت اﻷﻳﻮﻧﻴﺔ ﹶ‬‫ﹸ‬ ‫ﻣﺤﺎﻟﻴﻞ‬ ‫ﺗﻮﺻﻞ‬ ‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫أﻛـــﺴﻴﺪ‬ ‫‪ -‬درﺟــ ﹶﺔ اﻧﺼﻬـﺎ ﹺر ﻣﺮﻛﹼ ﹺﺐ‬
‫أن ﻏﺎﻟﺒﻴ ﹶﺔ‬ ‫واﻟﺴﺎﻟﺒﺔ‪ ،‬ﻓﻲ ﹺ‬
‫ﺣﻴﻦ ﱠ‬ ‫اﻟﻤﻮﺟﺒﺔ‬ ‫اﻷﻳﻮﻧﺎت‬ ‫ﻻﺣﺘﻮاﺋﻬﺎ ﻋﻠﻰ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﹺ‬
‫ﻟﻠﺘﻴﺎر‬ ‫ﹴ‬
‫ﻣﻮﺻﻠﺔ‬ ‫ﻏﻴﺮ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ‪ MgO‬ﺗﺴﺎوي ‪.2852 oC‬‬
‫ﱢ‬ ‫اﻟﻤﺮﻛﹼﺒﺎت اﻟﺘﺴﺎﻫﻤﻴﺔ ﹸ‬
‫ﹸ‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ‬ ‫‪ -‬ودرﺟ ﹶﺔ اﻧﺼﻬــﺎ ﹺر ﻣﺮﻛﹼ ﹺﺐ‬
‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ‪.‬‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬أذﻛﺮ اﻟﺨﺼﺎﺋﺺ اﻟﻌﺎﻣ ﹶﺔ ﻟﻠﻤﺮﻛ ﹺ‬
‫ﱠﺒﺎت‬ ‫اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم ‪ KCl‬ﺗﺴﺎوي ‪.770 oC‬‬
‫ﹼ ﹸ‬ ‫ﹶ‬ ‫ﹸ‬
‫‪82‬‬
 ‫ٌ‬
‫ﺗﺠﺮﺑﺔ‬
‫ﹺ‬
‫اﻟﺘﺴﺎﻫﻤﻴﺔ‬ ‫اﻷﻳﻮﻧﻴﺔ واﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫اﻟﺨﺼﺎﺋﺺ اﻟﻔﻴﺰﻳﺎﺋﻴ ﹸﺔ ﻟﻠﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹸ‬

‫ﻛﺆوس زﺟﺎﺟﻴ ﹲﺔ ﻋﺪ ﹸدﻫﺎ ‪ ،2‬ﻋﺼﺎ زﺟﺎﺟﻴ ﹲﺔ‬ ‫ﹲ‬ ‫ﻣﻘﻄﺮ‪ ،‬ﻣﻠﻌﻘ ﹲﺔ‪،‬‬
‫ﹲ‬ ‫واﻷدوات‪ :‬ﻛﻠﻮرﻳﺪﹸ اﻟﺼﻮدﻳﻮ ﹺم‪ ،‬ﹲ‬
‫ﺳﻜﺮ‪ ،‬ﻣﺎ ﹲء‬ ‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫وﻗﻔﺎزات‪.‬‬ ‫ﻧﻈﺎرات ﹲ‬
‫واﻗﻴﺔ‪،‬‬ ‫ﻟﻬﺐ ﺑﻨﺴﻦ‪ ،‬دار ﹲة ﻛﻬﺮﺑﺎﺋﻴ ﹲﺔ‪،‬‬ ‫ﹺ‬
‫ﻟﻠﺘﺤﺮﻳﻚ‪ ،‬ﺟﻔﻨ ﹸﺔ ﺑﻮرﺳﻼن )ﺧﺰﻓﻴ ﹲﺔ(‪ ،‬ﹲ‬
‫ﹲ‬ ‫ﹲ‬ ‫ﺛﻼﺛﻲ‪ ،‬ﹸ‬‫ﱞ‬ ‫ﺣﺎﻣﻞ‬
‫ﹺ‬
‫واﻟﻘﻔﺎزات‪.‬‬ ‫اﻟﻤﺨﺘﺒﺮ‪ ،‬واﻟﻨ ﹼﻈ ﹺ‬
‫ﺎرات اﻟﻮاﻗﻴ ﹶﺔ‪،‬‬ ‫ﹺ‬ ‫ﻣﻌﻄﻒ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﻠﻬﺐ؛ ﻓﺄرﺗﺪي‬ ‫أﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫وأﻻﺣﻆ ﹺ‬
‫ﻫﻞ‬ ‫ﹸ‬ ‫ﻟﻬﺐ ﺑﻨﺴﻦ‪،‬‬ ‫ﹺ‬
‫ﺟﻔﻨﺔ ﺑﻮرﺳﻼن ﺑﺎﺳﺘﺨﺪا ﹺم ﹺ‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ اﻟﺼﻮدﻳﻮ ﹺم ﻓﻲ‬ ‫أﺳﺨ ﹸﻦ ﹰ‬
‫ﻗﻠﻴﻼ ﻣ ﹶﻦ‬ ‫أﺟﺮ ﹸب‪ :‬ﹼ‬ ‫‪ .1‬ﹼ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹺ‬
‫اﻧﺼﻬﺮت اﻟﻤﺎدةﹸ؟ ﹼ‬
‫ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﱞ‬ ‫ﻣﺼﺒﺎح‬
‫ﹲ‬
‫ﺑﻄﺎر ﹼﻳ ﹲﺔ‬
‫ﻛﻮ ﹸن دار ﹰة ﻛﻬﺮﺑﺎﺋﻴــ ﹰﺔ ﻣﻮﺻــﻮﻟ ﹰﺔ إﻟـﻰ‬ ‫‪ .2‬ﹸأ ﱢ‬
‫ﹺ‬
‫ﻧﺤـﻮ ﻣﺎ ﻫﻮ ﻓﻲ‬ ‫ﻏﺮاﻓﻴﺖ‪ ،‬ﻋﻠﻰ‬
‫ﹶ‬ ‫ﻗﻄــ ﹶﺒ ﹺﻲ‬
‫ﹴ‬
‫ﺗﻮﺻﻴﻞ‬ ‫ﹸ‬
‫ﺳﻠﻚ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‪.‬‬

‫ﹺ‬
‫ﺮاﻓﻴﺖ‬ ‫أﻗﻄﺎب ﻏ‬
‫ﹸ‬
‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﹸ‬
‫ﻣﺤﻠﻮل‬

‫ﻣﻠﺢ اﻟﻄﻌﺎ ﹺم‬

‫ذﻳﺐ )‪ (50 g‬ﻣﻦ ﹺ‬ ‫أﻗﻴﺲ‪ :‬ﹸأ ﹸ‬‫‪ .3‬ﹸ‬
‫ﹺ‬
‫ﺑﺎﻟﻤﺎء‪.‬‬ ‫ﻣﻨﺘﺼﻔﻬﺎ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻣﻤﻠﻮءة ﺣﺘﹼﻰ‬ ‫ﹴ‬
‫زﺟﺎﺟﻴﺔ‬ ‫ﹴ‬
‫ﻛﺄس‬ ‫ﻓﻲ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫أﻏﻤﺲ ﻗﻄ ﹶﺒ ﹺﻲ‬ ‫ﹺ‬ ‫ﹶ‬ ‫أﺣﺮ ﹸك‬
‫اﻟﻤﻠﺢ‪.‬‬ ‫ﻣﺤﻠﻮل‬ ‫اﻟﻐﺮاﻓﻴﺖ ﻓﻲ‬ ‫ﹸ‬ ‫ﺛﻢ‬
‫اﻟﻤﺤﻠﻮل ﺟﻴﺪﹰ ا ﺑﺎﻟﻤﻠﻌﻘﺔ‪ ،‬ﱠ‬ ‫أﺟﺮ ﹸب‪ :‬ﹼ‬ ‫‪ .4‬ﹼ‬
‫ﹺ‬
‫دو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﺛﻢ ﹸأ ﹼ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﻲ اﻟﺪارة‪ ،‬ﱠ‬
‫ﱡ‬ ‫اﻟﻤﺼﺒﺎح‬
‫ﹸ‬ ‫ﻫﻞ ﻳﻀﻲ ﹸء‬ ‫ﹸ‬
‫أﻻﺣﻆ‪ :‬ﹾ‬ ‫‪.5‬‬
‫ﹺ‬ ‫ﹺ‬
‫أدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬
‫ﺛﻢ ﹼ‬ ‫ﻣﻠﺢ اﻟﻄﻌﺎ ﹺم‪ ،‬ﱠ‬ ‫ﺑﺪﻻ ﻣ ﹾﻦ ﹺ‬ ‫اﻟﺴﻜﺮ ﹰ‬ ‫اﻟﺨﻄﻮات اﻟﺴﺎﺑﻘ ﹶﺔ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫‪ .6‬ﹸأ ﹼ‬
‫ﻛﺮ ﹸر‬

‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫اﻟﺴﻜﺮ‪ ،‬وﻟﻤﺎذا؟‬
‫ﹸ‬ ‫اﻧﺼﻬﺮ ﻛﻠﻮرﻳﺪﹸ اﻟﺼﻮدﻳﻮ ﹺم أ ﹺم‬ ‫ﹶ‬ ‫أﻗﺎرن‪ :‬أ ﱡﻳﻬﻤﺎ‬
‫ﹸ‬ ‫‪-‬‬
‫اﻟﻜﺆوس وﻋﺪ ﹺم إﺿﺎ ﹶءﺗﹺﻪ ﻓﻲ اﻷﺧﺮ￯‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺼﺒﺎح ﻓﻲ إﺣﺪ￯‬ ‫ﹺ‬
‫إﺿﺎءة‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﹶ‬
‫ﺳﺒﺐ‬ ‫‪ -‬ﹼ‬
‫ﻏﻴﺮ أﻳﻮﻧ ﹼﻴ ﹴﺔ‪.‬‬ ‫أﺳﺘﻨﺘﺞ‪ :‬أ ﱡﻳﻬﻤﺎ ﻣﻮا ﱡد أﻳﻮﻧﻴ ﹲﺔ‪ ،‬وأ ﱡﻳﻬﻤﺎ ﹸ‬
‫ﹸ‬ ‫‪-‬‬

‫‪83‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﻌﻨﺎﺻﺮ؟‬ ‫ﹺ‬
‫ذرات‬ ‫اﻟﺮواﺑﻂ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬ ‫ﺗﺘﻜﻮ ﹸن‬ ‫‪ .1‬اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﹶ‬
‫ﻛﻴﻒ ﹼ‬
‫وذر ﹺة ﻓﻠﻮر‪.‬‬ ‫ذرة ﻟﻴﺜﻴﻮم ﹼ‬
‫اﻟﺮاﺑﻄﺔ ﺑﻴﻦ ﹺ‬
‫ﹶ ﹼ‬
‫ﹺ‬ ‫ﻧﻮع‬
‫اﻟﺪوري‪ ،‬وأﺣﺪﹼ ﹸد ﹶ‬‫ﱠ‬ ‫ﹶ‬
‫اﻟﺠﺪول‬ ‫‪ .2‬أﺳﺘﺨﺪ ﹸم‬
‫ﹺ‬
‫واﻟﻜﻠﻮر‪.‬‬ ‫ﺗﻨﺸﺄ اﻟﺮاﺑﻄ ﹸﺔ اﻷﻳﻮﻧﻴ ﹸﺔ ﺑﻴ ﹶﻦ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬ ‫ﻛﻴﻒ ﹸ‬ ‫ﻟﻮﻳﺲ ﹶ‬ ‫رﻣﻮز ﹶ‬ ‫ﹺ‬ ‫أوﺿ ﹸﺢ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫‪ .3‬ﹼ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫اﻟﺘﻴﺎر‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﻴﺔ‬ ‫ﻣﺤﺎﻟﻴﻞ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹸ‬ ‫‪ .4‬أﻓﺴﺮ‪ :‬ﹺ‬
‫ﺗﻮﺻ ﹸﻞ‬
‫ﱠ‬ ‫ﹶ‬ ‫ﹼ ﹸ‬
‫ﹺ‬
‫واﻻﻧﺼﻬﺎر‪،‬‬ ‫ﹺ‬
‫اﻟﻐﻠﻴﺎن‬ ‫ﺣــﻴﺚ‪ :‬درﺟــ ﹸﺔ‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﺘﺴﺎﻫﻤﻴـﺔ ﻣﻦ‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﻴﺔ‬ ‫ﹺ‬
‫ﹼﺒــﺎت‬ ‫أﻗــﺎرن ﺑﻴ ﹶﻦ اﻟﻤﺮﻛ‬
‫ﹸ‬ ‫‪.5‬‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫ﹸ‬
‫واﻟﺘﻮﺻﻴﻞ‬
‫ﹺ‬
‫اﻷﻳﻮﻧﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﺮاﺑﻄﺔ‬ ‫ﺳﺆاﻻ إﺟﺎﺑ ﹸﺘ ﹸﻪ ﻗﻮ ﹸة‬ ‫ﹰ‬ ‫أﻃﺮح‬ ‫‪.6‬‬
‫ﹸ‬
‫ﹺ‬
‫واﻟﻜﺒﺮﻳﺖ(‪،‬‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪):‬اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﹺ‬
‫اﻟﺬرات‬ ‫ﻛﻞ ﻣ ﹶﻦ‬ ‫اﻟﺮواﺑﻂ اﻟﺘﻲ ﹸ‬
‫ﺗﻨﺸﺄ ﺑﻴ ﹶﻦ ﱟ‬ ‫ﹺ‬ ‫أﻧﻮاع‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻣﺎ‬ ‫‪.7‬‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫واﻟﻔﻠﻮر(‪.‬‬ ‫ﹺ‬
‫)اﻟﻔﻠﻮر‬
‫ﹶ‬
‫اﻟﺘﺮاﺑﻂ‪.‬‬ ‫ذرة ﻫﻴﺪروﺟﻴﻦ ﹺ‬
‫ﺑﺬرة ﻛﻠﻮر‪ ،‬أﺑ ﹼﻴ ﹸﻦ ﺑﺎﻟﺮﺳ ﹺﻢ ﻫﺬا‬ ‫ارﺗﺒﺎط ﹺ‬
‫ﹺ‬ ‫ﻳﺘﻜﻮ ﹸن ﺟﺰي ﹸء ‪ HCl‬ﻣ ﹶﻦ‬ ‫‪ .8‬ﹼ‬
‫ﹺ‬
‫وﻛﺒﺮﻳﺘﺎت اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‪.‬‬ ‫ﹺ‬
‫ﻧﺘﺮات اﻟﺼﻮدﻳﻮ ﹺم‪،‬‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫‪ .9‬أﻛﺘﺐ اﻟﺼﻴﻐ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ ﻟﻠﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﺘﻜﺎﻓﺆ‪ ،‬ﻓﻤﺎ اﻟﺮاﺑﻄ ﹸﺔ‬ ‫ﹴ‬
‫إﻟﻜﺘﺮوﻧﺎت ﻓﻲ ﻣﺴﺘﻮ￯‬ ‫اﻟﺴﻴﻠﻴﻜﻮن أرﺑﻌ ﹶﺔ‬
‫ﹸ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﻳﺤﺘﻮي‬ ‫‪.10‬‬
‫ﹸ‬
‫أوﺿ ﹸﺢ إﺟﺎﺑﺘﻲ‪.‬‬
‫اﻟﺬرات اﻷﺧﺮ￯؟ ﹼ‬ ‫ﹺ‬ ‫ﻣﻊ‬ ‫ﹸ‬
‫اﻟﺴﻴﻠﻴﻜﻮن ﹶ‬ ‫ﻳﻜﻮﻧﹸﻬﺎ‬
‫اﻟﺘﻲ ﹼ‬

‫‪84‬‬
 ‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬
‫ﹺ‬
‫واﻟﺠﺰﻳﺌﻴﺔ‬ ‫ﹺ‬
‫اﻷﻳﻮﻧﻴـﺔ‬ ‫ﺑﻌـﺾ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒﺎت‬ ‫ﹺ‬ ‫ﹺ‬
‫وﻏﻠﻴـﺎن‬ ‫ﹺ‬
‫اﻧﺼﻬﺎر‬ ‫ﹺ‬
‫درﺟـﺎت‬ ‫ﹸ‬
‫اﻟﺠـﺪول اﻵﺗﻲ‬ ‫ﻳﺒ ﹼﻴـ ﹸﻦ‬
‫ﹺ‬
‫)اﻟﺘﺴﺎﻫﻤﻴﺔ(‪:‬‬
‫ﹺ‬
‫اﻟﻐﻠﻴﺎن )‪(oC‬‬ ‫درﺟ ﹸﺔ‬ ‫ﹺ‬
‫اﻻﻧﺼﻬﺎر )‪(oC‬‬ ‫درﺟ ﹸﺔ‬ ‫اﻟﺼﻴﻐ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ‬ ‫ﹼﺐ‬
‫اﳌﺮﻛ ﹸ‬
‫‪1465‬‬ ‫‪801‬‬ ‫‪NaCl‬‬ ‫ﻛﻠﻮرﻳﺪﹸ اﻟﺼﻮدﻳﻮ ﹺم‬
‫‪1935‬‬ ‫‪775‬‬ ‫‪CaCl2‬‬ ‫ﻛﻠﻮرﻳﺪﹸ اﻟﻜﺎﻟﺴﻴﻮ ﹺم‬
‫‪125.6‬‬ ‫‪-57‬‬ ‫‪C8H18‬‬ ‫أوﻛﺘﺎن‬
‫‪100‬‬ ‫‪0‬‬ ‫‪H2O‬‬ ‫اﳌﺎ ﹸء‬

‫أﻋﻤـﺪة )‪(Bar Graph‬‬‫ﹴ‬ ‫ﹶ‬

‫ﻣﺨﻄـﻂ‬ ‫ﹺ‬
‫ﺑﺮﻣﺠﻴـﺔ إﻛﺴـﻞ )‪(Excel‬‬ ‫أرﺳـﻢ ﺑﻴﺎﻧ ﹼﹰﻴـﺎ ﺑﺎﺳـﺘﺨﺪا ﹺم‬ ‫‪.1‬‬
‫ﹸ‬
‫ﻛﻞ‬‫أﺳـﻤ ﹶﻲ ﱠ‬ ‫ﺛﻢ‬ ‫اﻧﺼﻬـﺎر ﻫﺬه اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒـﺎت‪ ،‬ﻋﻠﻰ ﹾ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹼ‬ ‫ﹼـﺐ اﻷﻋﻤﺪ ﹶة ﺗﺼﺎﻋﺪ ﹼﹰﻳﺎ‪ ،‬ﱠ‬ ‫أن أرﺗ ﹶ‬ ‫ﻟﺪرﺟـﺎت‬
‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﻟﻠﻤﺮﻛ ﹺ‬
‫ﹼﺐ‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻟﺼﻴﻐـﺔ‬ ‫ﹴ‬
‫ﻋﻤـﻮد‬
‫ﹺ‬
‫ودرﺟﺔ‬ ‫ﹴ‬
‫ﻏﻠﻴـﺎن‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹴ‬
‫وﺗﺴـﺎﻫﻤﻴﺔ‪ ،‬وأﺣـﺪﹼ ﹸد أ ﱡﻳﻬﻤـﺎ أﻋﻠﻰ‬ ‫ﹴ‬
‫أﻳﻮﻧﻴﺔ‬ ‫ﹼـﻒ اﻟﻤﺮﻛ ﹺ‬
‫ﹼﺒـﺎت إﻟﻰ‬ ‫‪ .2‬أﺻﻨ ﹸ‬
‫ﹴ‬
‫اﻧﺼﻬﺎر ‪.‬‬

‫‪85‬‬
 ‫اﻟﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋﻴﺔُ‬
‫ُ‬
‫‪Chemical Reactions‬‬
‫‪2‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫اﻟﻜﯿﻤﯿﺎﺋﻲ ‪Chemical Reaction‬‬ ‫ﱡ‬ ‫اﻟﺘﻔﺎﻋ ُﻞ‬ ‫ُ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫اﻟﻔﻜﺮة‬
‫اﻟﺬرات ﻣ ﹰﻌﺎ ﻓﺘﺸﻜ ﹸﹼﻞ ﻣﻮا ﱠد‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﺮﺗﺒﻂ‬ ‫ﻛﻴﻒ‬
‫درﺳﺖ ﹶ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻌﻨــﺎﺻﺮ ﻓﻲ اﻟﻤــﻮا ﱢد‬ ‫ﹺ‬
‫ذرات‬ ‫ﺗﺮﺗﻴﺐ‬
‫ﹸ‬ ‫ﹸﻳﻌــﺎ ﹸد‬
‫)ﻛﺮﺑﻮﻧﺎت‬ ‫اﻟﺠﻴﺮي‬ ‫واﻟﺼﺨﺮ‬ ‫ﻣﺜﻞ ﹺ‬
‫اﻟﻤﺎء‪،‬‬ ‫ﺟﺪﻳﺪةﹰ‪ ،‬ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﺘﻔﺎﻋــﻠﺔ ﻓﻲ ﹺ‬
‫ﹺ‬
‫ﹸ‬ ‫ﱡ‬ ‫ﹸ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ؛‬ ‫اﻟﺘﻔﺎﻋــﻼت‬ ‫أﺛﻨﺎء‬
‫ﹼﺒﺎت‬ ‫ﹺ‬
‫وﻫــﺬه اﻟﻤﺮﻛ ﹸ‬ ‫ﻛــﺜﻴﺮ‪،‬‬ ‫وﻏــﻴﺮﻫﺎ‬ ‫اﻟﻜﺎﻟﺴﻴﻮ ﹺم(‬ ‫ﺧﺼﺎﺋﺺ ﻛﻴﻤﻴﺎﺋﻴ ﹲﺔ‬ ‫ﹴ‬
‫ﺟــﺪﻳﺪة ﻟﻬﺎ‬ ‫ﹺ‬
‫ﻹﻧﺘﺎج ﻣـﻮا ﱠد‬
‫ﹲ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﻣﺨﺘﻠﻔ ﹲﺔ‪.‬‬
‫ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﻛﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﺗﻔﺎﻋﻼت‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴــ ﹸﺔ ﹸ‬
‫ﺗﻨﺘﺞ ﻣﻦ‬
‫ﻣﻬﻢ ﻓﻲ ﺣﻴﺎﺗﹺﻨﺎ‪ ،‬إذا‬ ‫دور ﱞ‬
‫ﹺ‬
‫وﻟﻠﺘﻔﺎﻋﻼت اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﹲ‬
‫ﹺ‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ﹺ‬
‫اﻟﺘﻐﻴﺮات ﺣﻮ ﹶﻟﻨﺎ‪ ،‬أﺟﺪﹸ‬ ‫ﻛﺜﻴﺮ ﻣ ﹶﻦ‬
‫ﹺ‬
‫اﻟﻨﻈﺮ ﻓﻲ ﹴ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﹺ‬
‫اﻟــﺬرات ﻓﻲ اﻟﻤﻮا ﱢد‬
‫أﻧﻌﻤﺖ‬
‫ﹸ‬ ‫أﺳﺘﻨﺘــﺞ ﱠ‬
‫أن‬ ‫ﹸ‬
‫ﹶ‬
‫اﻟﺤﺪﻳﺪ‪،‬‬ ‫ﹺ‬ ‫ﺗﻔﺎﻋﻼت ﻛﻴﻤﻴﺎﺋﻴ ﹲﺔ ﻛﺼﺪأﹺ‬ ‫ﹲ‬‫ﻟﺘﻨﺘﺞ ﻣﻮا ﱠد‬
‫اﻟﺘﻔﺎﻋﻞ؛ ﹶ‬‫ﹺ‬
‫أﺳﺎﺳﻬﺎ‬ ‫ﹶ‬
‫ﺧــﻼل‬‫ﱠ‬
‫أن‬ ‫ﹸﻳﻌــﺎ ﹸد ﺗﺮﺗﻴ ﹸﺒﻬﺎ‬
‫ﹺ‬
‫ﹶ‬
‫ﹺ‬ ‫وﻋﻤــﻞ اﻟﻤﺨ ﹼﻠ ﹺ‬ ‫ﻋﻦ اﻟﻤﻮا ﱢد‬‫ﺧﺼـﺎﺋﺼﻬﺎ ﹺ‬ ‫ﹺ‬ ‫ﺟــﺪﻳﺪ ﹰة ﻣﺨﺘﻠﻔ ﹰﺔ ﻓﻲ‬
‫واﻻﺣﺘﺮاق‬ ‫ﻼت‪،‬‬ ‫ﹺ‬ ‫وﻃﻬﻮ اﻟﻄﻌﺎ ﹺم‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‪.‬‬
‫اﻟﺸﻜﻞ )‪.(6‬‬ ‫ﹶ‬ ‫وﻏﻴﺮﻫـﺎ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫ﻣﻌﺎدﻻت ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﻣﻮزوﻧ ﹰﺔ‪.‬‬ ‫ﹴ‬ ‫أﻛﺘﺐ‬
‫ﹸ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻲ ‪Chemical Reaction‬‬ ‫ﱡ‬ ‫ﹸ‬
‫اﻟﺘﻔﺎﻋﻞ‬ ‫ﹺ‬
‫ﺑﺎﻟﻜﻠﻤــﺎت‬ ‫ﹺ‬
‫ﺑﺎﻟﺮﻣﻮز أو‬ ‫ﹴ‬
‫ﻣﻌــﺎدﻻت‬ ‫أﻛـﺘﺐ‬
‫ﹸ‬
‫ﹺ‬
‫ﺗﻐﻴﺮ ﻳﻄﺮ ﹸأ ﻋﻠﻰ اﻟﻤﻮا ﱢد اﻟﻤﺘﻔﺎﻋﻠﺔ ﻳﺆدي إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﻤﺎء‪ .‬ﻫﻮ ﹲ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣﻊ‬
‫ﻟﺘﻔﺎﻋﻼت اﻟﻔﻠﺰات ﹶ‬
‫ﹴ‬
‫ﺟﺪﻳﺪة‬ ‫ﹺ‬
‫وإﻧﺘﺎج ﻣﻮا ﱠد‬ ‫ﹺ‬
‫اﻟﺬرات ﻓﻴﻬﺎ‪،‬‬ ‫ﹺ‬
‫ﺗﺮﺗﻴﺐ‬ ‫ﹺ‬
‫إﻋﺎدة‬ ‫ﹺ‬
‫اﻟﻼﻓﻠﺰات‬ ‫ﹺ‬
‫ﻟﺘﻔﺎﻋﻼت‬ ‫ﻣﻌﺎدﻻت ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ‬ ‫ﹴ‬ ‫أﻛﺘﺐ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‪.‬‬ ‫ﻋﻦ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ﺧﺼﺎﺋﺼﻬﺎ ﹺ‬ ‫ﺗﺨﺘﻠﻒ ﻓﻲ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪.‬‬ ‫ﻣﻊ‬
‫ﹶ‬
‫ﹺ‬
‫ﺑﺎﻟﻤﻌﺎدﻟﺔ‬ ‫اﻟﻜﻴﻤﻴــﺎﺋﻲ‬ ‫ﹺ‬
‫اﻟﺘﻔــﺎﻋﻞ‬ ‫ﹺ‬
‫ﻋــﻦ‬ ‫ﹸﻳﻌ ﱠﺒ ﹸﺮ‬
‫ﱢ‬ ‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫ﹺ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻲ ‪Chemical Reaction‬‬ ‫ﹸ‬
‫اﻟﺘﻔﺎﻋﻞ‬
‫ﺗﻌﺒﻴﺮ‬
‫وﻫﻲ ﹲ‬‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ‪ ،Chemical Equation‬ﹶ‬ ‫ﱡ‬
‫ﹺ‬
‫اﻟﻜﻠﻤــﺎت ﻳﺒ ﹼﻴ ﹸﻦ اﻟﻤــﻮا ﱠد اﻟﻤﺘﻔﺎﻋﻠ ﹶﺔ‬ ‫ﹺ‬
‫ﺑﺎﻟﺮﻣـﻮز أو‬ ‫ﻣﻮا ﱡد ﻣﺘﻔﺎﻋﻠ ﹲﺔ ‪Reactants‬‬
‫ﻣﻮا ﱡد ﻧﺎﺗﺠ ﹲﺔ ‪Products‬‬
‫واﻟﻤﻮا ﱠد اﻟﻨﺎﺗﺠ ﹶﺔ‪.‬‬
‫اﻟﻤﻌﺎدﻟ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ‪Chemical Equation‬‬

‫ﹰ‬
‫ﺗﻔﺎﻋﻼ ﻛﻴﻤﻴﺎﺋ ﹼﹰﻴﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﺨﺸﺐ ﻳﻤ ﹼﺜ ﹸﻞ‬ ‫ﹸ‬
‫اﺣﺘﺮاق‬ ‫اﻟ ﹸ‬
‫ﺸﻜﻞ )‪:(6‬‬
‫ﹺ‬
‫اﻟﺨﺸﺐ‪.‬‬ ‫ﻨﺘﺞ ﻣﻮا ﱠد ﺟﺪﻳﺪ ﹰة ﻣﺨﺘﻠﻔ ﹰﺔ ﹺ‬
‫ﻋﻦ‬ ‫ﹸ‬
‫ﺣﻴﺚ ﹸﻳ ﹸ‬

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 ‫اﻟﻤﻌﺎدﻟﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ اﻟﻠﻔﻈﯿﺔُ ‪Word Chemical Equation‬‬
‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﻛﻞ ﻣ ﹶﻦ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ﻟﻠﺘﻌﺒﻴﺮ ﻋ ﹾﻦ ﱟ‬ ‫ﹸ‬
‫ﹸﺴﺘﻌﻤﻞ اﻟﻤﻌﺎدﻟ ﹸﺔ اﻟﻠﻔﻈﻴ ﹸﺔ‬ ‫ﺗ‬
‫ﹰ‬
‫ﺗﻔـﺎﻋﻼ‬ ‫ﹺ‬
‫اﻵﺗﻴﻴﻦ ﻳﻤﺜ ﹸﹼﻞ‬ ‫ﹺ‬
‫اﻟﺸﻜــﻠﻴﻦ‬ ‫أي‬
‫ﱡ‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ‬ ‫ﹸ‬
‫اﻟﺘﻔﺎﻋﻞ‪ ،‬واﻟﻤﻮا ﱢد‬ ‫وﻫﻲ اﻟﻤﻮا ﱡد اﻟﺘﻲ ﻳﺒﺪ ﹸأ ﺑﻬﺎ‬
‫أﻓﺴ ﹸﺮ إﺟﺎﺑﺘﻲ‪.‬‬
‫ﻛﻴﻤﻴﺎﺋﻴﺎ؟ ﹼ‬
‫ﹼﹰ‬ ‫‪ ، Reactants‬ﹶ‬
‫)أ(‬ ‫ﹸﻜﺘﺐ اﻟﻤﻌﺎدﻟ ﹸﺔ‬
‫اﻟﺘﻔﺎﻋﻞ‪ .‬وﺗ ﹸ‬ ‫ﹺ‬ ‫ﺗﻨﺘﺞ ﹺ‬
‫ﻋﻦ‬ ‫وﻫﻲ اﻟﻤﻮا ﱡد اﻟﺘﻲ ﹸ‬ ‫‪ Products‬ﹶ‬
‫)ب(‬ ‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫ﹴ‬
‫ﺑﻮﺟﻪ ﻋﺎ ﱟم ﻋﻠﻰ‬ ‫اﻟﻠﻔﻈﻴ ﹸﺔ‬
‫اﻟﻤﺎ ﹼد ﹸة اﻟﻤﺘﻔﺎﻋﻠ ﹸﺔ )‪ + (1‬اﻟﻤﺎ ﹼد ﹸة اﻟﻤﺘﻔﺎﻋﻠ ﹸﺔ )‪← (2‬‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺤﯿﺎ ِة‬ ‫اﻟﻤﺎ ﹼد ﹸة اﻟﻨﺎﺗﺠ ﹸﺔ )‪ + (1‬اﻟﻤﺎ ﹼد ﹸة اﻟﻨﺎﺗﺠ ﹸﺔ )‪(2‬‬
‫ﹲ‬
‫ﺗﻔﺎﻋـﻞ‬ ‫اﻟﻀﻮﺋـﻲ ﻫـﻲ‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﺒﻨـﺎء‬ ‫ﻋﻤﻠ ﹼﻴـ ﹸﺔ‬ ‫وﻣﺜﺎل ﹶ‬
‫ذﻟﻚ‪:‬‬ ‫ﹸ‬
‫ﹺ‬
‫ﻳﺤـﺪث ﻓـﻲ اﻟﻨﺒﺎﺗـﺎت‪،‬‬ ‫ﹸ‬ ‫ﻛﻴﻤﻴﺎﺋـــﻲ‬
‫ﱞ‬ ‫ﹺ‬
‫ﺑﺮوﻣﻴﺪ اﻷﻟﻤﻨﻴﻮ ﹺم‬ ‫ﺑﺮوم ‪ +‬أﻟﻤﻨﻴﻮم ←‬
‫اﻟﺒــﻼﺳﺘﻴـــﺪات‬
‫ﹸ‬ ‫ﺗﻤﺘـــﺺ‬
‫ﱡ‬ ‫ﹸ‬
‫ﺣﻴـﺚ‬
‫ﻹﻧﺘﺎج‬‫ﹺ‬ ‫»ﻳﺘﻔﺎﻋﻞ اﻟﺒﺮو ﹸم واﻷ ﹶﻟﻤﻨﻴﻮ ﹸم‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫وﺗﹸﻘﺮ ﹸأ ﻋﻠﻰ‬
‫اﻟﺨﻀـﺮا ﹸء اﻟﻄﺎﻗ ﹶﺔ اﻟﻀﻮﺋﻴـ ﹶﺔ‪ ،‬وﻣ ﹾﻦ ﱠ‬
‫ﺛﻢ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﺑﺮوﻣﻴﺪ اﻷﻟﻤﻨﻴﻮ ﹺم«‪.‬‬
‫ﻟﻴﻨﺘـﺞ‬
‫ﹶ‬ ‫ﻛﻴﻤﻴﺎﺋﻴـﺔ‬ ‫ﻃﺎﻗـﺔ‬ ‫ﺗﺤﻮ ﹸﻟﻬـﺎ إﻟـﻰ‬ ‫ﹼ‬
‫ﺳـﻜﺮ اﻟﻐﻠﻮﻛﻮز‪،‬ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣـ ﹾﻦ ﻫـﺬه اﻟﻌﻤﻠﻴـﺔ‬
‫ﹸ‬
‫ﹺ‬
‫اﻷﻛﺴـﺠﻴﻦ‪.‬‬ ‫وﻏـﺎز‬
‫ﹸ‬ ‫اﻟﻤﻌﺎدﻟﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ اﻟﺮﻣﺰﯾﺔُ ‪Formula Chemical Equation‬‬
‫ﹺ‬
‫اﻟﻌﻨﺎﺻﺮ‬ ‫رﻣﻮز‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﺮﻣـﺰﻳﺔ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌــﺎدﻟﺔ‬ ‫ﹸ‬
‫ﹸﺴﺘﻌﻤــﻞ ﻓﻲ‬ ‫ﺗ‬
‫ﻋﻦ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ﻟﻠﺘﻌﺒﻴﺮ ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻠﻤــﺎت؛‬ ‫ﺑـﺪﻻ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﹼﺒــﺎت ﹰ‬ ‫وﺻﻴﻎ اﻟﻤﺮﻛ‬‫ﹸ‬
‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ رﻣﺰﻳ ﹰﺔ‪،‬‬ ‫اﻟﻨﺎﺗﺠﺔ‪ .‬وﻟﻜﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ واﻟﻤﻮا ﱢد‬
‫ﹶ‬
‫ﹺ‬ ‫أﻛﺘﺐ ﹰ‬
‫ﻳﺴﺎر‬‫اﻟﺼﻴﻎ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ ﻟﻠﻤﻮا ﱢد اﻟﻤﺘﻔﺎﻋﻠﺔ ﹶ‬‫ﹶ‬ ‫اﻟـﺮﻣﻮز أو‬
‫ﹶ‬ ‫أوﻻ‬ ‫ﹸ‬
‫وأﺷﻴﺮ إﻟﻰ‬ ‫ﹺ‬
‫ﺑﺈﺷﺎرة )‪،(+‬‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫وأﻓﺼﻞ ﺑﻴ ﹶﻦ اﻟﻤﻮا ﱢد‬ ‫ﹸ‬ ‫اﻟﺴﻬ ﹺﻢ‪،‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬
‫→ )‪Al(s) + Br2(l‬‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ ﻳﻤﻴ ﹶﻦ‬ ‫واﻟﺼﻴﻎ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ ﻟﻠﻤﻮا ﱢد‬
‫ﹶ‬ ‫اﻟﺮﻣﻮز‬ ‫أﻛﺘﺐ‬
‫ﹶ‬ ‫وأﺧﻴﺮا ﹸ‬
‫ﹰ‬
‫أﻛﺜﺮ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺈﺷﺎرة )‪ (+‬إذا ﹶ‬ ‫ﹸ‬ ‫اﻟﺴﻬ ﹺﻢ‪،‬‬
‫ﻣﺎدﺗﻴﻦ أو ﹶ‬ ‫اﻟﻨﺎﺗﺞ‬
‫ﹸ‬ ‫ﻛﺎن‬ ‫وأﻓﺼﻞ ﺑﻴﻨﹶﻬﺎ‬
‫ﻟﻜﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ﹺ‬
‫اﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﱟ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺔ‬ ‫وأﺷﻴﺮ إﻟﻰ‬
‫ﹸ‬
‫)‪2Al(s) + 3Br2(l) → 2AlBr3(s‬‬

‫‪87‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪1‬‬
‫وﻳﻨﺘﺞ ﻛﻠﻮرﻳﺪﹸ اﻟﻜﺎﻟﺴﻴﻮ ﹺم‬ ‫ﹺ‬
‫اﻟﻜﻠـﻮر‪ ،‬ﹸ‬ ‫ﻣﻊ ﹺ‬
‫ﻏﺎز‬ ‫ﻠﺐ ﹶ‬
‫اﻟﺼ ﹸ‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ اﻟﻜﺎﻟﺴﻴﻮ ﹸم ﱡ‬
‫ﹸ‬
‫ﻳﺘﻔـــﺎﻋــﻞ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـــﻖ‪:‬‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫أﻛــﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ ﻛﻴﻤﻴــﺎﺋ ﹼﻴ ﹰﺔ ﺗﻌ ﹼﺒ ﹸﺮ ﹾ‬
‫ﻋــﻦ ﻫﺬا‬ ‫ﹸ‬ ‫ﻠﺐ‪.‬‬‫اﻟﺼ ﹸ‬
‫ﱡ‬
‫ﻠﺐ‬ ‫اﻟﺼ ﹸ‬‫اﻟﻤﻐﻨﻴﺴﻴــﻮ ﹸم ﱡ‬
‫ﻣﻼﺣﻈﺔ‪ :‬أﺷﻴﺮ اﻟﻰ اﻟﺤﺎﻟﺔ اﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪:‬‬ ‫ﹺ‬ ‫ﻣﻊ ﹺ‬
‫وﻳﻨﺘﺞ‬
‫ﹸ‬ ‫اﻟﻜﻠﻮر‪،‬‬ ‫ﻏﺎز‬ ‫ﹶ‬
‫اﻟﺼﻠﺒ ﹸﺔ ‪(s) :solid‬‬
‫ﱡ‬
‫ﻛﻠــﻮرﻳﺪﹸ اﻟﻤﻐﻨﻴﺴﻴـﻮ ﹺم‬
‫اﻟﺴﺎﺋﻠ ﹸﺔ ‪(l) :liquid‬‬
‫اﻟﻐﺎزﻳ ﹸﺔ ‪(g) :gas‬‬ ‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ‬ ‫ﹸ‬ ‫ﻠﺐ‪،‬‬ ‫اﻟﺼ ﹸ‬
‫ﱡ‬
‫ﹸ‬
‫اﻟﻤﺤﻠﻮل ‪(aq) :aqueous‬‬ ‫ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﻟﻔﻈﻴ ﹰﺔ ورﻣﺰﻳ ﹰﺔ‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫ﺗﻌ ﹼﺒ ﹸﺮ ﻋ ﹾﻦ ﻫﺬا‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫اﻟﻤﻮا ﱡد اﻟﻤﺘﻔﺎﻋﻠ ﹸﺔ ← اﻟﻤﻮا ﱡد اﻟﻨﺎﺗﺠ ﹸﺔ‬
‫اﻟﻜﻠﻮر ‪ +‬اﻟﻜﺎﻟﺴﻴﻮم ← ﻛﻠﻮرﻳﺪﹸ اﻟﻜﺎﻟﺴﻴﻮ ﹺم‬ ‫ﹺ‬ ‫ﻏﺎز‬
‫ﹸ‬
‫)‪Ca(s) + Cl2(g) → CaCl2(s‬‬

‫ﻣﻮازﻧﺔُ اﻟﻤﻌﺎدﻻ ِ‬
‫ت اﻟﻜﯿﻤﯿﺎﺋﯿ ِﺔ‬
‫‪Balancing Chemical Equations‬‬
‫ﻣﻮزوﻧﺔ‪.‬‬‫ﹴ‬ ‫ﹴ‬
‫ﻛﻴﻤﻴﺎﺋﻴﺔ‬ ‫ﹴ‬
‫ﺑﻤﻌــﺎدﻟﺔ‬ ‫اﻟﻜﻴﻤﻴـــﺎﺋﻲ‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋــﻞ‬ ‫ﻋﻦ‬‫ﹸأﻋ ﹼﺒ ﹸﺮ ﹺ‬
‫ﱢ‬
‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫ﹶ‬
‫ﻳﻜﻮن ﻋﺪ ﹸد‬ ‫ﻳﺠﺐ ﹾ‬
‫أن‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫ﻤﻮازﻧﺔ‬ ‫وﻟﹺ‬
‫ﹸ‬
‫ﻧﻔﺴﻪ ﻓﻲ‬ ‫اﻟﻌﻨﺼﺮ ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ذرات‬ ‫ﹺ‬
‫ﻟﻌﺪد‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ ﻣﺴﺎو ﹰﻳﺎ‬ ‫ﻋﻨﺼﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﹴ‬
‫ﹸ‬
‫ﻳﻜﻮن‬ ‫اﻟﻨﺎﺗﺠﺔ‪ .‬إ ﹾذ ﺗﹸﻌﺪﱡ اﻟﻤﻌﺎدﻟ ﹸﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹸﺔ ﻣﻮزوﻧ ﹰﺔ ﻋﻨﺪﹶ ﻣﺎ‬ ‫ﹺ‬ ‫اﻟﻤﻮا ﱢد‬
‫ﹺ‬
‫وﻟﻤﻮازﻧﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪.‬‬ ‫ﻋﻨﺼﺮ ﻣﺘﺴﺎو ﹰﻳﺎ ﻋﻠﻰ ﻃﺮﻓﻲ‬ ‫ﹴ‬ ‫ﻛﻞ‬ ‫ذرات ﱢ‬‫ﹺ‬ ‫ﻋﺪ ﹸد‬
‫اﻟﻤﻌــﺎﻣﻼت ‪.Coefficients‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ أﺳﺘﺨــﺪ ﹸم‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‬
‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ؛‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺼﻴﻐﺔ‬ ‫ﻳﻮﺿﻊ أﻣﺎ ﹶم‬ ‫رﻗﻢ‬ ‫ﹸ‬
‫ﹸ‬ ‫واﻟﻤﻌﺎﻣﻞ ﻫﻮ ﹲ‬
‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪ ،‬و إذا‬ ‫ﻋﻨﺼﺮ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ ﻃﺮﻓﻲ‬ ‫ﹴ‬ ‫ﻛﻞ‬ ‫ذرات ﱢ‬‫ﹺ‬ ‫ﻟﺠﻌﻞ ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬
‫أﺣﺘﺎج إﻟﻰ ﻛﺘﺎﺑﺘﹺﻪ‪.‬‬‫ﹸ‬ ‫رﻗﻢ ‪ 1‬ﻓﻼ‬‫اﻟﻤﻌﺎﻣﻞ ﻫﻮ ﹶ‬ ‫ﹸ‬ ‫ﹶ‬
‫ﻛﺎن‬

‫‪88‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪2‬‬
‫ﻣﻊ‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ ﹶ‬ ‫ﻟﺘﻔﺎﻋﻞ ﹺ‬
‫ﻏﺎز‬ ‫ﹺ‬ ‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﻣﻮزوﻧ ﹰﺔ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺎء‪.‬‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻹﻧﺘﺎجﹺ‬ ‫ﹺ‬
‫ﻏﺎز‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫ﻣﻮازﻧﺔ‬ ‫ﹺ‬
‫اﻟﺨﻄﻮات اﻵﺗﻴ ﹶﺔ ﻓﻲ‬ ‫ﹼﺒﻊ‬
‫أﺗ ﹸ‬
‫ﻟﻠﺘﻔﺎﻋﻞ‪ ،‬ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ‬ ‫ﹺ‬ ‫أﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻟﻠﻔﻈﻴ ﹶﺔ‬
‫‪ .1‬ﹸ‬
‫ﹺ‬
‫اﻟﻤﺜﺎل اﻵﺗﻲ‪:‬‬ ‫ﻣﺎ ﻓﻲ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ ← اﻟﻤﺎ ﹸء‬
‫ﹺ‬ ‫اﻷﻛﺴﺠﻴ ﹸﻦ ‪+‬‬
‫أﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻟﺮﻣﺰﻳ ﹶﺔ‪:‬‬
‫ﹸ‬ ‫‪.2‬‬
‫‪H2+ O2 → H2O‬‬
‫ﹴ‬
‫ﻋﻨﺼﺮ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ‬ ‫أي‬ ‫ﹺ‬ ‫ﹺ ﹺ‬ ‫‪ .3‬ﹺأز ﹸن اﻟﻤﻌﺎدﻟ ﹶﺔ‬
‫ﺑﺠﻌﻞ ﻋﺪد ذرات ﱢ‬
‫ﹴ‬
‫ﻣﻮزوﻧﺔ؛ ﱠ‬
‫ﻷن ﻋﺪ ﹶد‬ ‫أن اﻟﻤﻌﺎدﻟ ﹶﺔ ﹸ‬
‫ﻏﻴﺮ‬ ‫أﻻﺣــﻆ ﱠ‬
‫ﹸ‬ ‫ﻃﺮﻓﻴﻬﺎ‪،‬‬
‫اﺛﻨﻴﻦ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ ﻳﺴﺎوي ﹺ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ذرات‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ ﻳﺴﺎوي ذر ﹰة واﺣﺪةﹰ‪.‬‬ ‫وﻋﺪ ﹸدﻫﺎ ﻓﻲ اﻟﻤﻮا ﱢد‬

‫ﻫﻴﺪروﺟﻴ ﹸﻦ ) ‪(H2‬‬ ‫أﻛﺴﺠﻴ ﹸﻦ ) ‪(O2‬‬ ‫ﻣﺎ ﹲء )‪(H2O‬‬

‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ ﻃﺮﻓﻲ‬ ‫ﹺ‬
‫ذرات‬ ‫وﻟﺠﻌﻞ ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬
‫ﻷن ‪H2O2‬‬ ‫ﻟﺘﺼﺒﺢ ‪H2O2‬؛ ﱠ‬ ‫ﹺ‬
‫ﺻﻴﻐﺔ ‪H2O‬‬ ‫ﺗﻐﻴﻴﺮ‬
‫ﹶ‬ ‫أﺳﺘﻄﻴﻊ ﹶ‬‫ﹸ‬ ‫ﻻ‬
‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪،‬‬ ‫ﹺ‬
‫أﻛﺴﻴﺪ‬ ‫آﺧـﺮ ﻫـﻮ ﹶ‬
‫ﻓـﻮق‬ ‫ﻫﻲ ﺻﻴﻐــ ﹸﺔ ﻣﺮﻛ ﹴ‬
‫ﹼﺐ ﹶ‬
‫ﹺ‬
‫ذرات‬ ‫ﹸ‬
‫أﺟﻌﻞ ﻋﺪ ﹶد‬ ‫ﻓﻜﻴﻒ‬
‫ﹶ‬ ‫ﻋﻦ ﹺ‬
‫اﻟﻤﺎء ‪.H2O‬‬ ‫وﻳﺨﺘﻠﻒ ﺗﻤﺎ ﹰﻣﺎ ﹺ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ؟‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ ﻃﺮﻓﻲ‬

‫‪89‬‬
‫ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬
‫ﻟﺠﻌﻞ‬ ‫ﹺ‬
‫اﻟﺬرات؛‬ ‫ﹺ‬
‫ﻟﻤﻮازﻧﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎﻣﻼت‬ ‫‪ .4‬أﺳﺘﺨﺪ ﹸم‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺮﯾﺎﺿﯿﺎ ِ‬
‫ت‬
‫أﺿﻊ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪،‬‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ ﻃﺮﻓﻲ‬ ‫ﹺ‬
‫ذرات‬
‫ﹸ‬ ‫اﻟﻤﻌـــﺎدﻻت اﻟﻜﻴﻤﻴﺎﺋﻴـ ﹸﺔ‬
‫ﹸ‬ ‫ﹸﻘـــﺎر ﹸن‬
‫ﹶ‬ ‫ﺗ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺮﻳﺎﺿﻴﺔ‪،‬‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﻌـــﺎدﻻت‬ ‫اﻟﻤﻮزوﻧـ ﹸﺔ‬
‫وأﻛﺘﺐ‬
‫ﹸ‬ ‫ﻟﺘﺼﺒﺢ ‪،2H2O‬‬
‫ﹶ‬ ‫ﺻﻴﻐﺔ ‪H2O‬‬ ‫اﻟﺮﻗﻢ ‪ 2‬أﻣﺎ ﹶم‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﺮﻣﻮز‬ ‫ﹺ‬
‫اﺧﺘـــــﻼف‬ ‫ﺑﺎﻟﺮﻏـــ ﹺﻢ ﻣـ ﹶﻦ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬‫ﹺ‬ ‫اﻟﻤﻌﺎدﻟ ﹶﺔ ﻋﻠﻰ‬ ‫ﹺ‬ ‫اﻟﻤﺴﺘﺨﺪﹶ ﹺ‬
‫اﻟﻤﺴــﺎواة‬ ‫ﻓﺈن ﻣﺒـــﺪ ﹶأ‬
‫ﻣﺔ‪ ،‬ﱠ‬
‫‪H2 + O2 → 2H2O‬‬ ‫ﹺ‬
‫اﻟﻨﻮﻋﻴـﻦ ﻣ ﹶﻦ‬ ‫ﻳﻮﺟـــﺪﹸ ﻋﻨــﺪﹶ ﻛـــﻼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟـﺔ‬ ‫ﻓﻤﺜـﻼ ﻓــﻲ‬ ‫ﹰ‬ ‫ﹺ‬
‫اﻟﻤﻌـﺎدﻻت؛‬
‫اﻟﺮﻗﻢ ‪2‬‬
‫ﹶ‬ ‫وأﺿﻊ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪،‬‬ ‫ذرات‬ ‫ﺑﻤﻮازﻧﺔ‬ ‫ﺛﻢ أﻗﻮ ﹸم‬ ‫ﱠ‬
‫اﻟﺴـﻬﻢ ﺑﻴـ ﹶﻦ‬ ‫ﹸ‬
‫ﻳﻔﺼـﻞ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴــــﺔ‬
‫ﹺ‬ ‫ﹸ‬
‫وأﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ ﻋﻠﻰ‬
‫ﹸ‬ ‫ﻟﺘﺼﺒﺢ ‪،2H2‬‬
‫ﹶ‬ ‫اﻟﺼﻴﻐﺔ ‪H2‬‬ ‫أﻣﺎ ﹶم‬ ‫ﹸ‬
‫وﻳﻜـــﻮن ﻋﺪ ﹸد‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪،‬‬ ‫ﻃــــﺮﻓﻲ‬
‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫ﻋﻨﺼــﺮ ﻣﺘﺴـــﺎو ﹰﻳﺎ ﻓـﻲ‬ ‫ﹴ‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬
‫ﹸ‬
‫ﺗﻔﺼــﻞ إﺷـﺎر ﹸة‬ ‫ﹺ‬
‫ﺣﻴـﻦ‬ ‫ﻃﺮﻓﻴﻬـﺎ‪ ،‬ﻓـﻲ‬
‫‪2H2 + O2 → 2H2O‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌــﺎدﻟﺔ‬ ‫ﹺ‬
‫ﻃﺮﻓـﻲ‬ ‫اﻟﻤﺴـﺎواة ﺑﻴـــ ﹶﻦ‬
‫ﹺ‬
‫ﻃﺮﻓﻲ‬ ‫ﹴ‬
‫ﻋﻨﺼﺮ ﻣﺘﺴﺎوﻳ ﹰﺔ ﻓﻲ‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫وأﺻﺒﺤﺖ أﻋﺪا ﹸد‬
‫ﹾ‬ ‫ﹺ‬
‫اﻟﻘﻴـﻢ اﻟﺮﻗﻤﻴـ ﹸﺔ‬
‫ﹸ‬ ‫ﹸ‬
‫وﺗﻜـــﻮن‬ ‫اﻟﺮﻳﺎﺿﻴـﺔ‪،‬‬
‫ﺗﻜﻮن اﻟﻤﻌﺎدﻟ ﹸﺔ ﻣﻮزوﻧ ﹰﺔ‪ ،‬ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ ﻣﺎ‬ ‫ﹸ‬ ‫ﹺ‬
‫وﻋﻠﻴﻪ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪،‬‬ ‫ﻣﺘﺴـﺎوﻳ ﹰﺔ ﻓـﻲ ﻃﺮﻓ ﹾﻴﻬـﺎ‪.‬‬

‫ﹺ‬
‫اﻟﺸﻜﻞ اﻵﺗﻲ‪:‬‬ ‫ﻓﻲ‬

‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ‬ ‫ﹴ‬
‫ﻋﻨﺼﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـﻖ‪ :‬ﻣ ﹾﻦ ﱠ‬
‫أن ﻋﺪ ﹶد‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ‪.‬‬ ‫ﹴ‬
‫ﻋﻨﺼﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫ﻣﺘﺴﺎوﻳﺎ ﻣﻊ ﹺ‬
‫ﻋﺪد‬ ‫ﹰ ﹶ‬
‫‪2H2 + O2 → 2H2O‬‬
‫)‪ 4‬ذرات ‪ 2 + H‬ذرة ‪ 2 = (O‬ذرة ‪ 4 + O‬ذرات ‪H‬‬

‫أزن اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻵﺗﻴ ﹶﺔ‪:‬‬ ‫أﺗﺤ ﹼﻘ ﹸ‬

‫ـﻖ‪ :‬ﹸ‬
‫‪Na + Cl2 → NaCl‬‬

‫‪90‬‬
 ‫ٌ‬
‫ﻣﺜﺎل ‪3‬‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ﻹﻧﺘﺎجﹺ ﹺ‬
‫ﻏﺎز اﻷﻣﻮﻧﻴﺎ‪.‬‬ ‫ﹺ‬ ‫ﻣﻊ ﹺ‬
‫ﻏﺎز‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ ﹶ‬ ‫ﻟﺘﻔﺎﻋﻞ ﹺ‬
‫ﻏﺎز‬ ‫ﹺ‬ ‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ ﻛﻴﻤﻴﺎﺋﻴ ﹰﺔ ﻣﻮزوﻧ ﹰﺔ‬
‫ﹸ‬
‫ﱡ‬
‫اﻟﺤﻞ‪:‬‬
‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪:‬‬ ‫ﻣﻮازﻧﺔ اﻟﻤﻌﺎدﻟﹺﺔ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺨﻄﻮات اﻵﺗﻴ ﹶﺔ ﻓﻲ‬ ‫ﹼﺒﻊ‬
‫أﺗ ﹸ‬
‫ﹺ‬
‫اﻟﻤﺜﺎل اﻵﺗﻲ‪:‬‬ ‫ﻟﻠﺘﻔﺎﻋﻞ‪ ،‬ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ ﻣﺎ ﻓﻲ‬ ‫ﹺ‬ ‫أﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻟﻠﻔﻈﻴ ﹶﺔ‬
‫‪ .1‬ﹸ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ← ﹺ‬
‫ﻏﺎز اﻷﻣﻮﻧﻴﺎ‬ ‫ﹺ‬ ‫اﻟﻬﻴﺪروﺟﻴﻦ ‪ +‬ﹺ‬
‫ﻏﺎز‬ ‫ﹺ‬ ‫ﻏﺎز‬
‫ﹸ‬
‫أﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻟﺮﻣﺰﻳ ﹶﺔ‪:‬‬
‫ﹸ‬ ‫‪.2‬‬
‫‪N2 + H2 → NH3‬‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ ﹺ‬ ‫‪ .3‬ﹺأز ﹸن اﻟﻤﻌﺎدﻟ ﹶﺔ‬
‫أن اﻟﻤﻌﺎدﻟ ﹶﺔ ﹸ‬
‫ﻏﻴﺮ‬ ‫أﻻﺣﻆ ﱠ‬
‫ﹸ‬ ‫ﻋﻨﺼﺮ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ ﻃﺮﻓﻴﻬﺎ‪،‬‬ ‫أي‬
‫ﺑﺠﻌﻞ ﻋﺪد ذرات ﱢ‬
‫اﺛﻨﻴﻦ‪ ،‬وﻋﺪ ﹸدﻫﺎ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ ﻳﺴﺎوي ﹺ‬ ‫ﹺ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﹺ‬
‫ذرات‬ ‫ﻷن ﻋﺪ ﹶد‬ ‫ﹴ‬
‫ﻣﻮزوﻧﺔ؛ ﱠ‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ ﻳﺴﺎوي ذر ﹰة واﺣﺪةﹰ‪.‬‬ ‫اﻟﻤﻮا ﱢد‬
‫ﹺ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ﻣﺘﺴﺎو ﹰﻳﺎ ﻓﻲ‬ ‫ﹺ‬
‫ذرات‬ ‫ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬
‫ﻟﺠﻌﻞ‬ ‫ﹺ‬
‫اﻟﺬرات‪:‬‬ ‫ﹺ‬
‫ﻟﻤﻮازﻧﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎﻣﻼت‬ ‫‪ .4‬أﺳﺘﺨﺪ ﹸم‬
‫وأﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ ﻋﻠﻰ‬ ‫ﻟﺘﺼﺒﺢ ‪،2NH3‬‬ ‫ﹺ‬
‫ﺻﻴﻐﺔ ‪NH3‬‬ ‫اﻟﺮﻗﻢ ‪ 2‬أﻣﺎ ﹶم‬ ‫أﺿﻊ‬ ‫ﹺ‬
‫ﹸ‬ ‫ﹶ‬ ‫ﹶ‬ ‫ﻃﺮﻓﻲ اﻟﻤﻌﺎدﻟﺔ‪ ،‬ﹸ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫ﹺ‬
‫‪N2 + H2 → 2NH3‬‬
‫ﻟﺘﺼﺒﺢ ‪،3H2‬‬ ‫ﹺ‬
‫اﻟﺼﻴﻐﺔ ‪H2‬‬ ‫اﻟﺮﻗﻢ ‪ 3‬أﻣﺎ ﹶم‬ ‫وأﺿﻊ‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪،‬‬ ‫ﹺ‬
‫ذرات‬ ‫ﹺ‬
‫ﺑﻤﻮازﻧﺔ‬ ‫ﺛﻢ أﻗﻮ ﹸم‬
‫ﹶ‬ ‫ﹶ‬ ‫ﹸ‬ ‫ﱠ‬
‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫وأﻛﺘﺐ اﻟﻤﻌﺎدﻟ ﹶﺔ ﻋﻠﻰ‬
‫ﹸ‬
‫‪N2 + 3H2 → 2NH3‬‬
‫ﺗﻜﻮن اﻟﻤﻌﺎدﻟ ﹸﺔ‬
‫ﹸ‬ ‫ﹶ‬
‫وﺑﺬﻟﻚ‬ ‫ﹺ‬
‫اﻟﻤﻌﺎدﻟﺔ‪،‬‬ ‫ﹺ‬
‫ﻃﺮﻓﻲ‬ ‫ﹴ‬
‫ﻋﻨﺼﺮ ﻣﺘﺴﺎوﻳ ﹰﺔ ﻓﻲ‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫وأﺻﺒﺤﺖ أﻋﺪا ﹸد‬
‫ﹾ‬
‫ﻣﻮزوﻧ ﹰﺔ‪.‬‬
‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫اﻟﻤﺘﻔﺎﻋﻠﺔ ﻣﺘﺴﺎوﻳﺎ ﻣﻊ ﹺ‬
‫ﻋﺪد‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻋﻨﺼﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫ذرات ﱢ‬ ‫أن ﻋﺪ ﹶد‬ ‫ـﻖ‪ :‬ﻣ ﹾﻦ ﱠ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﹰ ﹶ‬
‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ‪.‬‬ ‫ﻋﻨﺼﺮ ﻓﻲ اﻟﻤﻮا ﱢد‬ ‫ﹴ‬
‫‪N2 + 3H2→ 2NH3‬‬
‫ﹺ‬
‫ذرات ‪ 2 + H‬ذرة ‪N‬‬
‫ﹺ‬
‫)‪ 6‬ذرات ‪ 2 + H‬ذرة ‪6 = (N‬‬

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 ‫اﻷﻛﺴﺠﯿﻦ واﻟﻤﺎ ِء‬
‫ِ‬ ‫ت ﻣ َﻊ‬
‫ﺗﻔﺎﻋﻼتُ اﻟﻔﻠﺰا ِ‬
‫‪Reactions of Metals with Oxygen and Water‬‬
‫وﺗﺘﻤﻴﺰ‬
‫ﹸ‬ ‫اﻟﺪوري ووﺳﻄﹺ ﹺﻪ‪.‬‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺠﺪول‬ ‫ﹺ‬
‫ﻳﺴﺎر‬ ‫اﻟﻔﻠﺰات ﻓﻲ‬
‫ﹸ‬ ‫ﺗﻘﻊ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻐــﺮﻓﺔ‪ ،‬وﻫﻲ ﻣﻮﺻﻠ ﹲﺔ‬ ‫ﹺ‬
‫ﺣــﺮارة‬ ‫ﹺ‬
‫درﺟــﺔ‬ ‫ﺑﺄﻧﱠﻬﺎ ﻻﻣﻌ ﹲﺔ وﺻﻠﺒ ﹲﺔ ﻋﻨﺪﹶ‬
‫وﺗﺘﻔﺎوت‬
‫ﹸ‬ ‫واﻟﻄﺮ ﹺق‪،‬‬ ‫ﹺ‬
‫ﻟﻠﺴﺤﺐ‬ ‫ﹺ‬
‫واﻟﺤﺮارة‪ ،‬وﻗﺎﺑﻠ ﹲﺔ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﹺ‬
‫ﻟﻠﺘﻴﺎر‬
‫ﹾ‬ ‫ﱢ‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻼت‬ ‫ات ﻓﻲ ﹴ‬
‫ﻛﺜﻴﺮ ﻣ ﹶﻦ‬ ‫وﺗﺪﺧﻞ ﹺ‬
‫اﻟﻔ ﹺﻠ ﹼﺰ ﹸ‬ ‫ﹸ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻲ‪.‬‬ ‫ﻓﻲ ﻧﺸﺎﻃﹺﻬﺎ‬
‫ﱢ‬
‫ﹺ‬
‫واﻟﻤﺎء‪.‬‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻛﺎﻟﺘﻔﺎﻋﻞ ﹶ‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪،‬‬
‫اﻷﻛﺴﺠﯿﻦ‬
‫ِ‬ ‫ت ﻣ َﻊ‬
‫ﺗﻔﺎﻋﻼتُ اﻟﻔﻠﺰا ِ‬
‫‪Reactions of Metals with Oxygen‬‬
‫ﹸ‬
‫ﺣﻴﺚ‬ ‫اﻟﺠﻮي‪،‬‬ ‫ﹺ‬
‫اﻟﻬﻮاء‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﻓﻲ‬ ‫ﻣﻊ‬ ‫ﹸ‬
‫ﱢ‬ ‫اﻟﻔﻠﺰات ﹶ‬
‫ﹸ‬ ‫ﺗﺘﻔﺎﻋﻞ‬
‫اﻟﺠﻮي‪،‬‬ ‫ﹺ‬
‫ﻟﻠﻬﻮاء‬ ‫ﹺ‬
‫ﺗﻌﺮﺿﻪ‬ ‫اﻟﻔﻠﺰ‪ ،‬ﱡ‬
‫وﻳﻘﻞ ﻟﻤﻌﺎﻧﹸﻪ ﻋﻨﺪﹶ‬ ‫ﹺ‬ ‫ﻳﺘﻐﻴﺮ ﹸ‬
‫ﱢ‬ ‫ﺳﻄﺢ ﱢ‬ ‫ﻟﻮن‬ ‫ﹸ‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣــﻊ‬
‫اﻟـﻔﻠﺰ ﹶ‬
‫ﱢ‬ ‫ﹸ‬
‫ﺗﻔــﺎﻋﻞ‬ ‫وﻳﻮﺻﻒ‬
‫ﹸ‬ ‫ﹶ‬
‫اﻟﺸـــﻜﻞ )‪.(7‬‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻟﻌﺎﻣﺔ‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﻌﺎدﻟﺔ‬
‫اﻟﻔﻠﺰ‬ ‫ﹺ‬
‫أﻛﺴﻴﺪ ﱢ‬ ‫اﻟﻔﻠﺰ ‪ +‬أﻛﺴﺠﻴﻦ ←‬ ‫ﹼ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(7‬ﻋﻤﻠ ﹲﺔ ﻧﻘﺪﻳ ﹲﺔ ﻣﺼﻨﻮﻋ ﹲﺔ‬
‫ﻓﺒﻌﻀﻬﺎ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪ ،‬ﹸ‬ ‫ﻣــﻊ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﻔﻠﺰات ﻓﻲ ﺗﻔﺎﻋﻠﻬــﺎ ﹶ‬‫ﹸ‬ ‫ﺗﺘﻔــﺎوت‬
‫ﹸ‬ ‫)ﻧﺤﺎس‪،‬‬
‫ﹴ‬
‫ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﻓﻠﺰات‬
‫ﹴ‬ ‫ﻧﻴﻜﻞ‪ ،‬ﺣﺪﻳﺪ(‪.‬‬‫ﻗﺼﺪﻳﺮ‪ ،‬ﹶ‬‫ﹴ‬ ‫ﺧﺎرﺻﻴ ﹶﻦ‪،‬‬
‫ﺑﺴﺮﻋﺔ ﻣ ﹶﻌﻪ‪ ،‬ﹸ‬
‫ﻣﺜﻞ‪ :‬اﻟﻠﻴﺜﻴﻮ ﹺم‪ ،‬واﻟﺼﻮدﻳﻮ ﹺم‪ ،‬واﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‪.‬‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ‬
‫ﻓﻀﻲ‬ ‫ﹴ‬
‫ﺑﻠﻮن‬ ‫ﻳﻈﻬﺮ‬ ‫اﻟﺴﻄﺢ‬ ‫ﻓﺈن‬ ‫ﹺ‬
‫ﺑﺎﻟﺴﻜﻴﻦ‪ ،‬ﱠ‬ ‫ﻓﻌﻨﺪﹶ ﻗﻄ ﹺﻊ اﻟﺼـﻮدﻳﻮ ﹺم‬
‫ﱟ‬ ‫ﹸ‬ ‫ﹶ‬
‫ﻫﺸ ﹲﺔ‬
‫وﺗﺘﻜﻮ ﹸن ﻃﺒﻘ ﹲﺔ ﹼ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪،‬‬ ‫ﻣﻊ‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ ﹶ‬ ‫دﻗﺎﺋﻖ‬
‫وﺧﻼل ﹶ‬‫ﹶ‬ ‫ﻻﻣﻊﹴ‪،‬‬
‫ﹺ‬
‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﺗﺨﺘﻠﻒ ﻓﻲ‬
‫ﹸ‬ ‫ﹺ‬
‫ﺳﻄﺤﻪ‬ ‫أﻛﺴﻴﺪ اﻟﺼﻮدﻳﻮ ﹺم ﻋﻠﻰ‬‫ﹺ‬ ‫رﻣﺎدﻳ ﹲﺔ ﻣ ﹾﻦ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(8‬‬ ‫ﻋﻦ اﻟﺼﻮدﻳﻮ ﹺم ﹺ‬
‫ﻧﻔﺴﻪ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬

‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪.‬‬ ‫ﻣﻊ‬ ‫ﹴ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ اﻟﺼﻮدﻳﻮ ﹸم ﺑﺸﺪة ﹶ‬ ‫اﻟﺸﻜﻞ )‪:(8‬‬

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‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫ﻟﻠﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ وﻓ ﹰﻘﺎ‬ ‫ﻣﻊ‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ اﻟﺼﻮدﻳﻮ ﹸم ﹶ‬
‫اﻷﻛﺴﺠﻴﻦ ← أﻛﺴﻴﺪﹸ اﻟﺼﻮدﻳﻮ ﹺم‬
‫ﹺ‬ ‫اﻟﺼﻮدﻳﻮ ﹸم ‪+‬‬
‫)‪4Na(s) + O2(g) → 2Na2O(s‬‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪،‬‬ ‫ﻣﻊ‬ ‫ﹴ‬
‫ﺑﺴﺮﻋﺔ ﱠ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﻓﻲ ﹺ‬
‫أﻗﻞ ﹶ‬ ‫اﻟﻔﻠﺰات‬ ‫ﺑﻌﺾ‬
‫ﺗﺘﻔﺎﻋﻞ ﹸ‬ ‫ﺣﻴﻦ‬
‫ﹴ‬
‫ﺷﺪﻳﺪ‬ ‫ﺗﺘﻔﺎﻋﻞ ﹴ‬
‫ﺑﺒﻂء‬ ‫ﹸ‬ ‫ات‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻟﺨﺎرﺻﻴﻦ واﻟﻜﺎﻟﺴﻴﻮ ﹺم‪.‬‬ ‫ﹸ‬
‫ﻓﻠﺰ ﹲ‬
‫وﻫﻨﺎك ﹼ‬ ‫ﻣﺜﻞ‬
‫ﹸ‬
‫وﻳﺘﻔﺎﻋﻞ اﻷﻟﻤﻨﻴﻮ ﹸم‬ ‫ﹺ‬
‫واﻟﻨﻴﻜﻞ‪.‬‬ ‫ﹺ‬
‫اﻟﻨﺤﺎس‬ ‫ﻣﺜﻞ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪ ،‬ﹸ‬ ‫ﻣﻊ‬
‫ﺟﺪﹼﹰ ا ﹶ‬
‫ﺳﻄﺤﻪ‬ ‫أﻛﺴﻴﺪ اﻷﻟﻤﻨﻴﻮ ﹺم ﺗﻐﻄﻲ‬ ‫ﹺ‬ ‫وﺗﺘﻜﻮ ﹸن ﻃﺒﻘ ﹲﺔ ﻣﻦ‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‪،‬‬ ‫ﻣﻊ‬
‫ﹶ‬ ‫ﹼ‬ ‫ﹶ‬
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ‬ ‫اﻟﺠﻮي‪ .‬ﻟﺬا ﹸﻳ‬ ‫ﹺ‬
‫اﻟﻬﻮاء‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﻮدة ﻓﻲ‬ ‫ﹺ‬
‫ﻓﺘﺤﻤﻴﻪ ﻣ ﹶﻦ اﻟﻤﻮا ﱢد‬
‫ﱢ‬
‫ﹺ‬
‫واﻷﺑﻮاب‪.‬‬ ‫ﹺ‬
‫اﻟﻨﻮاﻓﺬ‬ ‫ﹺ‬
‫اﻷﺷﻴﺎء ﺣﻮ ﹶﻟﻨﺎ‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬ ‫ﻣﻦ‬ ‫ﹺ‬
‫اﻟﻌﺪﻳﺪ ﹺ‬ ‫ﹺ‬
‫ﺻﻨﺎﻋﺔ‬ ‫ﻓﻲ‬
‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹰﺔ‬
‫ﹸ‬ ‫ـﻖ‪:‬‬ ‫أﺗﺤ ﹼﻘ ﹸ‬ ‫)‪4Al(s) + 3O2(g) → 2Al2O3(s‬‬
‫ﹶ‬
‫اﻟﺘﻔـﺎﻋﻞ‬ ‫ﻟﻔﻈﻴــ ﹰﺔ ﺗﻤ ﹼﺜ ﹸﻞ‬ ‫ﹺ‬
‫اﻟﻤﺎء‪،‬‬ ‫ﹺ‬
‫ﺑﻮﺟﻮد‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣﻊ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹸ‬
‫وﻳﺘﻔﺎﻋﻞ اﻟﺤﺪﻳﺪﹸ ﺑﺒﻂء ﺷﺪﻳﺪ ﹶ‬
‫ﹶ‬
‫اﻟﺤﺎﺻـﻞ ﺑﻴ ﹶﻦ اﻟﻠﻴﺜﻴﻮ ﹺم‬ ‫ﻫﺸ ﹲﺔ ﺑﻨ ﹼﻴ ﹲﺔ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ(‪ ،‬وﻫﻮ ﻣﺎد ﹲة ﹼ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ )ﺻﺪ ﹸأ‬ ‫وﻳﻨﺘﺞ أﻛﺴﻴﺪﹸ‬
‫ﹸ‬
‫ﹺ‬
‫واﻷﻛﺴﺠﻴﻦ‪.‬‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‪.‬‬ ‫ﺗﺨﺘﻠﻒ ﹺ‬
‫ﻋﻦ‬ ‫ﹸ‬ ‫ﺿﻌﻴﻔ ﹲﺔ‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬

‫ﻳﻤﺘﺎز ﹺﺑﻪ‬‫ﹸ‬ ‫ﹺ‬

‫اﻟﺸﻤﺴﻴﺔ‪ ،‬ﻟﻤﺎ‬ ‫ﹺ‬
‫اﻟﺨﺎرﺻﻴﻦ ‪ ZnO‬ﻓﻲ ﺗﺼﻨﻴـ ﹺﻊ اﻟﺨـﻼﻳﺎ‬ ‫ﹸ‬
‫ﺴﺘﻌﻤﻞ أﻛﺴﻴﺪﹸ‬ ‫ﹸﻳ‬
‫ﻏﻴﺮ ﺳﺎ ﱟم‪،‬‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺧﺼــﺎﺋﺺ ﻣﻠﺤــﻮﻇﺔ وﺑﺎرزة؛ ﻓﻬﻮ ﹸ‬
‫ﺳﻬــﻞ اﻟﺘﺼﻨﻴﻊﹺ‪ ،‬ﹸ‬ ‫ﻗﻠﻴﻞ اﻟﺘﻜﻠﻔﺔ‪،‬‬ ‫ﹶ‬ ‫ﻣ ﹾﻦ‬
‫اﻟﺨﺼﺎﺋﺺ‬ ‫ﹺ‬
‫ﺧﺼﺎﺋــﺺ إﻟﻜــﺘﺮوﺿــﻮﺋﻴ ﹲﺔ ﺟﻴﺪةﹲ‪ .‬وﻫــــﺬه‬ ‫ﻣﺴﺘﻘﺮ ﺗﻤـﺎ ﹰﻣﺎ‪ ،‬وﻟــ ﹸﻪ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﱞ‬
‫ﹺ‬
‫أﻗﻄــﺎب‬ ‫ﹶ‬
‫داﺧــﻞ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﺘﻤ ﹼﺜ ﹸﻞ ﻓﻲ اﻟﻘﺪرة ﻋﻠﻰ ﻣﻌــﺎدﻟﺔ اﻟﺸﺤﻨـﺎت واﻹﻟﻜــﺘﺮوﻧﺎت‬
‫ﹶ‬
‫ﹸﺴﺘﻌﻤﻞ‬ ‫ﹴ‬
‫ﻛﻬﺮﺑﺎﺋﻴـﺔ ﻟﺘ‬ ‫ﹴ‬
‫ﻃﺎﻗـﺔ‬ ‫اﻟﻤﺨﺰ ﹺﻧﺔ ﻓﻴﻬﺎ إﻟــﻰ‬
‫ﱠ‬ ‫ﹺ‬
‫اﻟﻄــﺎﻗﺔ‬ ‫ﹺ‬
‫ﺗﺤـﻮﻳﻞ‬ ‫ﹺ‬
‫وﺗﺴﻬﻴﻞ‬ ‫اﻟﺨـﻼﻳﺎ‪،‬‬
‫ﻻﺣ ﹰﻘﺎ‪.‬‬

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‫ﺗﺠﺮﺑﺔ‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﺗﻔﺎﻋﻞ اﻟﻔﻠﺰات ﹶ‬

‫ﹺ‬
‫اﻟﺸﻤﺲ‬ ‫ﹴ‬
‫ﺳﺎﻋﺔ‪ ،‬ورﻗ ﹸﺔ ﺗ ﹼﺒﺎ ﹺع‬ ‫ﻣﻠﻘﻂ‪ ،‬زﺟﺎﺟ ﹸﺔ‬
‫ﹲ‬ ‫ﻟﻬﺐ ﺑﻨﺴﻦ‪،‬‬ ‫ﹴ‬ ‫ﺷﺮﻳﻂ ﻣﻐﻨﻴﺴﻴﻮم‪ ،‬ﹸ‬
‫ﹸ‬ ‫واﻷدوات‪:‬‬ ‫اﻟﻤﻮا ﱡد‬
‫ورق ﺻﻨﻔﺮة ‪ ،‬ﹸ‬ ‫ﹸ‬
‫ﻧﻈﺎرات واﻗﻴ ﹲﹸﺔ‪.‬‬
‫ﹲ‬ ‫اﻟﺤﻤﺮا ﹸء‪،‬‬
‫ﹺ‬
‫ﺷﺮﻳﻂ‬ ‫اﻟﺘﺤﺪﻳﻖ ﻓﻲ‬
‫ﹶ‬ ‫وأﺣﺬر‬ ‫ﹺ‬
‫اﻟﻨﻈﺎرات اﻟﻮاﻗﻴ ﹶﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻠﻬﺐ‪ ،‬وأرﺗﺪي‬ ‫أﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺸﺘﻌﻞ‪.‬‬ ‫اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬

‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺼﻨﻔﺮة ﺟﻴﺪﹰ ا‪.‬‬ ‫ﺷﺮﻳﻂ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ﹺ‬
‫ﺑﻮرق‬ ‫ﹶ‬ ‫ﻒ‬ ‫‪ .1‬أﻧ ﹼﻈ ﹸ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﺷﺮﻳﻂ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم ﺟﻴﺪﹰ ا‪ ،‬ﹼ‬‫ﹶ‬ ‫ﺺ‬ ‫ﹸ‬
‫أﻻﺣﻆ‪ .‬ﹼ‬
‫أﺗﻔﺤ ﹸ‬ ‫‪.2‬‬
‫ﹺ‬
‫ﺑﺎﻟﻤﻠﻘﻂ ﺟﻴﺪﹰ ا‪ ،‬وأﺷﻌ ﹸﻠﻪ‪.‬‬ ‫ﺷﺮﻳﻂ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬ ‫ﹶ‬ ‫ﹸ‬
‫أﻣﺴﻚ‬ ‫أﺟﺮ ﹸب‪.‬‬ ‫‪ .3‬ﹼ‬
‫ﹺ‬
‫اﻟﺸﺮﻳﻂ ﻓﻲ‬ ‫ﹺ‬
‫اﺣﺘﺮاق‬ ‫أﺟﻤﻊ اﻟﻤﺎد ﹶة اﻟﻨﺎﺗﺠ ﹶﺔ ﹺ‬
‫ﻣﻦ‬ ‫أﺣﺮص ﻋﻠﻰ ﹾ‬
‫أن‬ ‫‪.4‬‬
‫ﹶ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﺴﺎﻋﺔ‪.‬‬ ‫ﹺ‬
‫زﺟﺎﺟﺔ‬
‫ﺗﺨﺘﻠﻒ‬
‫ﹸ‬ ‫ﻛﻴﻒ‬ ‫ﹺ‬
‫اﻻﺣﺘﺮاق‪ ،‬ﹶ‬ ‫ﺺ اﻟﻤﺎد ﹶة اﻟﻨﺎﺗﺠ ﹶﺔ ﻣ ﹶﻦ‬ ‫أﺳﺘﻨﺘﺞ‪ .‬ﹼ‬
‫أﺗﻔﺤ ﹸ‬ ‫ﹸ‬ ‫‪.5‬‬
‫ﹺ‬
‫ﺷﺮﻳﻂ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم؟‬ ‫ﻋ ﹾﻦ‬
‫ﹺ‬
‫اﻟﻤﺎدة‬ ‫ﺗﺄﺛﻴﺮ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ورﻗﺔ ﺗ ﹼﺒﺎ ﹺع‬ ‫أﻛﺸﻒ ﺑﺎﺳﺘﺨـﺪا ﹺم‬
‫اﻟﺸﻤﺲ اﻟﺤﻤــﺮاء ﹶ‬ ‫ﹸ‬ ‫‪.6‬‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﻨﺎﺗﺠﺔ‪ ،‬ﹼ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﻣﻊ زﻣﻼﺋﻲ ‪/‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫أﺗﺒﺎدل ﻧﺘﺎﺋﺠﻲ ﹶ‬ ‫ﹸ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ‪.‬‬ ‫‪.7‬‬
‫ﹺ‬
‫ﺷﺮﻳﻂ ﻣﻐﻨﻴﺴﻴﻮ ﹺم‪.‬‬ ‫ﹸ‬
‫ﺣﺮق‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫ﹺ‬
‫اﻻﺧﺘﻼف ﺑﻴ ﹶﻦ اﻟﻤ ﻮا ﱢد ﻓﻲ‬ ‫ﺳﺒﺐ‬ ‫أﻓﺴ ﹸﺮ‬
‫ﹶ‬ ‫‪ -‬ﹼ‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ اﻟﻠﻔﻈﻴ ﹶﺔ واﻟﺮﻣﺰﻳ ﹶﺔ‪.‬‬ ‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹶﺔ‬
‫ﹸ‬ ‫‪-‬‬
‫اﻟﻜﻴﻤﻴﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‬ ‫‪ -‬ﹺأز ﹸن ﻣﻌﺎدﻟ ﹶﺔ‬

‫‪94‬‬
 ‫ت ﻣ َﻊ اﻟﻤﺎ ِء ‪Reactions of Metals with Water‬‬
‫ﺗﻔﺎﻋﻼتُ اﻟﻔﻠﺰا ِ‬
‫وﻏﺎز‬ ‫اﻟﻔﻠﺰ‬ ‫ﻓﺘﻜﻮ ﹸن ﻫﻴﺪروﻛﺴﻴﺪﹶ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﹶ‬ ‫ﱢ‬ ‫ﻣﻊ اﻟﻤﺎء‪ ،‬ﱢ‬ ‫اﻟﻔﻠﺰات ﹶ‬
‫ﹸ‬ ‫ﺗﺘﻔﺎﻋﻞ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻟﻌﺎﻣﺔ‬ ‫ﹺ‬
‫ﻟﻠﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ وﻓ ﹰﻘﺎ‬
‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‬ ‫ﻏﺎز‬
‫اﻟﻔﻠﺰ ‪ +‬ﹶ‬
‫ﱢ‬ ‫ﻓﻠﺰ ‪ +‬ﻣﺎ ﹲء ← ﻫﻴﺪروﻛﺴﻴﺪﹶ‬ ‫ﱞ‬
‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ‬ ‫ﹺ‬
‫اﻟﻤﺎء‪ ،‬ﻓﻤﻨﻬﺎ ﻣﺎ‬ ‫ﻣﻊ‬ ‫ﹺ‬
‫اﻟﻔﻠﺰات ﻓﻲ ﺗﻔﺎﻋﻠﻬﺎ ﹶ‬
‫ﹸ‬ ‫وﺗﺘﻔﺎوت‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻬـﻴﺪروﺟﻴﻦ‪ ،‬ﹸ‬
‫ﻣﺜﻞ اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﻣﻨﺘﺠﺎ ﻛﻤﻴـ ﹰﺔ ﻛﺒﻴﺮ ﹰة ﻣﻦ ﹺ‬
‫ﻏﺎز‬ ‫ﹴ‬
‫ﺑﺸﺪة ﹰ‬
‫ﹺ‬
‫اﻟﻔﻠﺰات‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫ﹸ‬
‫ﺗﻔﺎﻋﻞ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(9‬‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(9‬‬ ‫واﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫ﻟﻠﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫اﻟﻤﺎء وﻓ ﹰﻘﺎ‬ ‫ﻣﻊ‬ ‫ﹸ‬
‫ﻨﺘﺞ ﻫﻴﺪروﻛﺴﻴﺪﹶ‬
‫ﻣﻊ اﻟﻤﺎء اﻟﺒﺎرد ﹸﻳ ﹸ‬
‫ﹶ‬ ‫وﻳﺘﻔﺎﻋﻞ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹸم ﹶ‬
‫اﻟﻔﻠﺰ واﻟﻬﻴﺪروﺟﻴ ﹶﻦ‪.‬‬
‫ﱢ‬
‫)‪2K(s) + 2H2O(l) → 2KOH(aq) + H2(g‬‬
‫ﺗﺨﺘﻠﻒ ﻋﻦ‬
‫ﹸ‬ ‫اﻟﻤﺎد ﹸة اﻟﻨﺎﺗﺠ ﹸﺔ ﻫﻴﺪروﻛﺴﻴﺪﹸ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم ‪KOH‬‬
‫ﻣﻐﻤــﻮﺳﺎ ﻓﻲ‬
‫ﹰ‬ ‫اﻟﺒﻮﺗﺎﺳﻴﻮم‬
‫ﹸ‬ ‫ﹸﻳ ﹸ‬
‫ﺤﻔﻆ‬ ‫ﺣﻴﺚ ﱠ‬
‫إن ﻫﻴﺪروﻛﺴﻴﺪﹶ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‬ ‫ﺧﺼﺎﺋﺼﻬﺎ؛ ﹸ‬‫ﹺ‬ ‫ﻓﻠﺰ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم ﻓﻲ‬‫ﱢ‬
‫ﹺ‬
‫اﻟــﺒﺮاﻓﻴﻦ‪،‬‬ ‫اﻟﻜــﻴﺮوﺳـﻴﻦ أو ﹺ‬
‫زﻳﺖ‬
‫ﺻﻠﺐ‪.‬‬
‫ﹲ‬ ‫ﻓﻠﺰ اﻟﺒﻮﺗﺎﺳﻴﻮ ﹺم‬‫أن ﱠ‬ ‫ﺻﺎﺑﻮﻧﻲ‪ ،‬ﻓﻲ ﹺ‬
‫ﺣﻴﻦ ﱠ‬ ‫ﱟ‬ ‫ﹴ‬
‫ﻣﻠﻤﺲ‬ ‫ذو‬
‫ﻟﻤﺎذا؟‬
‫ﹺ‬
‫اﻟﻬﻴﺪروﺟﻴﻦ‪،‬‬ ‫ﻏﺎز‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹶ‬
‫ﻣﻨﺘﺠﺎ ﹶ‬‫ﻣﻊ اﻟﻤﺎء ﹰ‬ ‫ﻳﺘﻔﺎﻋﻞ اﻟﻠﻴﺜﻴﻮ ﹸم ﹶ‬ ‫وﻛﺬﻟﻚ‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﻄ ِ‬
‫ﺐ‬ ‫ﹺ‬
‫اﻟﻤﺎء‬ ‫ﻓﻠﺰ اﻟﻠﻴﺜﻴﻮ ﹺم ﹶ‬
‫ﻣﻊ‬ ‫ﹺ‬
‫اﻟﺤﺎﺻﻞ ﺑﻴ ﹶﻦ ﱢ‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‬ ‫اﻟﺘﻌﺒﻴﺮ ﹺ‬
‫ﻋﻦ‬ ‫ﹸ‬ ‫وﻳﻤﻜ ﹸﻦ‬
‫ﹼﺨــﺬ ﻫﻴــﺪروﻛﺴﻴﺪﹸ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬ ‫ﹸﻳﺘ ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﻌﺎدﻟﺔ‬
‫اﻟﻤﻌﺪة‬ ‫ﻟﺤﻤﻮﺿﺔ‬ ‫ﻋﻼﺟﺎ‬
‫ﹰ‬ ‫‪Mg(OH)2‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻌﺪة( ﻟﻤــﺎ ﻟ ﹸﻪ ﻣــﻦ ﹴ‬
‫ﺗﺄﺛﻴﺮ‬ ‫)ﺣــﺮﻗﺔ‬ ‫)‪2Li(s) + H2O(l) → 2LiOH(aq) + H2(g‬‬
‫ﹺ‬
‫اﻟﺤﻤــﻮﺿﺔ‬ ‫ﹶ‬
‫ﻓـﺮط‬ ‫ﹸ‬
‫ﻓﻴﻌــﺎدل‬ ‫ﻗﺎﻋﺪي؛‬
‫ﱟ‬
‫ﹴ‬
‫ﺗﺴﺨﻴﻦ ﻟﻜﻲ‬ ‫ﻓﺘﺤﺘﺎج إﻟﻰ‬ ‫ﺑﺸﺪة ﱠ‬
‫أﻗﻞ؛‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﻔﻠﺰات‬ ‫ﺑﻌﺾ‬ ‫ﹸ‬
‫ﺗﺘﻔﺎﻋﻞ ﹸ‬
‫ﻳﺰﻳﻞ‬ ‫ﺛﻢ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻤﻮﺟﻮد ﻓﻲ اﻟﻤﻌﺪة‪ ،‬وﻣﻦ ﱠ‬
‫ﺑﻌﻀﻬﺎ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺨﺎرﺻﻴﻦ واﻟﻜﺎﻟﺴﻴﻮ ﹺم‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺎء‪ ،‬ﹸ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻟﺤﺮﻗﺔ‪.‬‬ ‫أﻋﺮاض‬
‫ﹶ‬ ‫وﻳﺘﻔﺎﻋﻞ ﹸ‬ ‫ﻣﺜﻞ‬ ‫ﻣﻊ‬
‫ﺗﺘﻔﺎﻋﻞ ﹶ‬
‫ﹺ‬
‫واﻟﻨﺤــﺎس‪.‬‬ ‫ﹺ‬
‫اﻟﺮﺻــﺎص‬ ‫اﻟﺴــﺎﺧﻦ‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤـﺎء‬ ‫ﻣﻊ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﺑﺒﻂء ﺷﺪﻳﺪ ﹶ‬
‫ﹺ‬
‫اﻟﺸﻤﺲ‬ ‫ﹺ‬
‫اﻟﺘﺄﺛﻴﺮ‪ ،‬ﺗﹸﻐ ﹼﻴ ﹸﺮ ورﻗ ﹶﺔ ﺗ ﹼﺒﺎ ﹺع‬ ‫ﹺ‬
‫اﻟﻔﻠﺰات ﻗﺎﻋﺪﻳ ﹸﺔ‬ ‫ﹺ‬
‫أﻛﺎﺳﻴﺪ‬ ‫ﹸ‬
‫وﻣﺤﺎﻟﻴﻞ‬
‫اﻟﺤﻤﺮا ﹶء إﻟﻰ زرﻗﺎ ﹶء‪.‬‬

‫ﹺ‬
‫اﻟﺤـﺎﺻﻞ ﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫ﻟﻠﺘﻔــﺎﻋﻞ‬ ‫أﻛــﺘﺐ ﻣﻌــﺎدﻟ ﹰﺔ ﻟﻔﻈﻴ ﹰﺔ‬
‫ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ـﻖ‪:‬‬
‫ﹺ‬
‫واﻟﻤﺎء‪.‬‬ ‫اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‬
‫‪95‬‬
 ‫اﻷﻛﺴﺠﯿﻦ‬
‫ِ‬ ‫ت ﻣ َﻊ‬ ‫ﺗﻔﺎﻋﻼتُ اﻟﻼﻓﻠﺰا ِ‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺰراﻋ ِﺔ‬
‫اﻟﺒﺮق ﻳﺘﹼﺤــﺪﹸ‬‫ﻇـﺎﻫﺮة ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺣـﺪوث‬ ‫ﻋﻨﺪﹶ‬
‫‪Reactions of Non-Metals with Oxygen‬‬
‫ﹺ‬
‫ﹺ‬
‫اﻟﺠﺪول‬ ‫ﹺ‬
‫اﻷﻳﻤــﻦ ﻣ ﹶﻦ‬ ‫اﻟﻌﻠــﻮي‬ ‫ﹺ‬
‫اﻟﺠــﺰء‬ ‫اﻟﻼﻓﻠﺰات ﻓﻲ‬ ‫ﺗﻮﺟﺪﹸ‬
‫ﻣـــﻊ‬
‫ﹶ‬ ‫اﻟﺠــﻮي‬
‫ﱢ‬ ‫اﻟﻬـﻮاء‬ ‫ﻧﻴﺘﺮوﺟــﻴ ﹸﻦ‬
‫ﱢ‬ ‫ﹸ‬ ‫ﹺ‬
‫ﻓﺘﺘﻜـــﻮ ﹸن أﻛﺎﺳﻴــﺪﹸ‬ ‫ﹼ‬ ‫اﻷﻛﺴـــﺠﻴﻦ‪،‬‬
‫ﹺ‬
‫ﻟﻠﻜﻬﺮﺑﺎء‬ ‫ﹺ‬
‫اﻟﺘﻮﺻﻴﻞ‬ ‫ﹺ‬
‫اﻟﻔﻴﺰﻳﺎﺋﻴﺔ أﻧﱠﻬﺎ ردﻳﺌ ﹸﺔ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‬ ‫ﹺ‬ ‫اﻟﺪوري‪ ،‬وﻣﻦ‬ ‫اﻟﻨﻴﺘﺮوﺟﻴﻦ‪ ،‬اﻟﺘﻲ ﺗﺘﹼﺤﺪﹸ ﻣﻊ ﹺ‬
‫ﱢ‬ ‫اﻟﻤﻄﺮ‬ ‫ﹺ‬ ‫ﻣﺎء‬ ‫ﹶ‬ ‫ﹺ‬

‫وﻣﻌﻈﻤﻬﺎ ﻏﺎزﻳ ﹲﺔ ﻋﻨﺪﹶ‬ ‫ﻟﻠﺴﺤﺐ واﻟ ﱠﻄ ﹾﺮ ﹺق‪.‬‬

‫ﹺ‬ ‫ﹴ‬
‫ﻗﺎﺑﻠﺔ‬ ‫وﻏﻴﺮ‬ ‫ﹺ‬
‫واﻟﺤﺮارة‪،‬‬ ‫اﻟﻨﺘﺮﻳﻚ اﻟﺬي ﻳﺆدي‬ ‫ﹺ‬ ‫ﺣﻤﺾ‬ ‫ﹶ‬ ‫ﻟﺘﻜـﻮ ﹶن‬
‫ﹼ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹺ‬ ‫إﻟﻰ ﹺ‬
‫اﻟﺘﺮﺑﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ﻓﻲ‬ ‫زﻳﺎدة‬
‫وﺑﻌﻀﻬﺎ ﺻﻠﺒ ﹲﺔ ﻫﺸ ﹲﺔ أو ﺳﺎﺋﻠ ﹲﺔ‪.‬‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻐﺮﻓﺔ‪،‬‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﻋﺒﺮ ﻣﻮاﻗ ﹺﻊ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﹶ‬
‫اﻟﻼﻓﻠﺰ‪،‬‬
‫ﱢ‬ ‫ﻣﻜﻮﻧ ﹰﺔ أﻛﺴﻴﺪﹶ‬ ‫ﹺ‬
‫اﻷﻛﺴــﺠﻴﻦ ﱢ‬ ‫ﻣﻊ‬
‫اﻟﻼﻓـﻠﺰات ﹶ‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﺘﻔﺎﻋﻞ‬ ‫اﻟﻨﻴﺘﺮوﺟـﻴﻦ وأﻫﻤﻴﺘﹺﻬﺎ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﻛﺎﺳــﻴﺪ‬ ‫ﻋﻦ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫اﻟﻌﺎﻣﺔ‬ ‫اﻟﻤﻌﺎدﻟﺔ‬ ‫ﻧﺤﻮ ﻣﺎ ﻓﻲ‬ ‫ﻋﻠﻰ ﹺ‬ ‫ﻣﻊ‬‫ﺗﻘﺮﻳﺮا ﹸأﻧﺎﻗ ﹾﺸ ﹸﻪ ﹶ‬ ‫ﹰ‬ ‫اﻟﺰراﻋﺔ‪ ،‬وأﻋــﺪﱡ‬ ‫ﻓﻲ‬
‫زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ‪.‬‬
‫اﻟﻼﻓﻠﺰ‬
‫ﱢ‬ ‫اﻷﻛﺴﺠﻴﻦ ← أﻛﺴﻴﺪﹶ‬
‫ﹺ‬ ‫اﻟﻼﻓﻠﺰ ‪+‬‬
‫ﱡ‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ وﻓ ﹰﻘﺎ‬ ‫ﻣــﻊ ﻏــﺎز‬ ‫ﹺ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ ﹶ‬ ‫ﻏــﺎز‬
‫ﹸ‬ ‫ﹸ‬
‫ﻳﺘﻔﺎﻋﻞ‬ ‫ﹰ‬
‫ﻓﻤﺜﻼ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫ﻟﻠﻤﻌﺎدﻟﺔ‬
‫)‪N2(g) + 2O2(g) → 2NO2(g‬‬
‫ﹺ‬
‫ﻟﻠﻤﻌﺎدﻟﺔ‬ ‫ﹺ‬
‫اﻷﻛﺴـﺠﻴﻦ وﻓ ﹰﻘﺎ‬ ‫ﻣﻊ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﹶ‬
‫اﻟﻜـــﺮﺑﻮن ﹶ‬ ‫ﻳﺘﻔــﺎﻋﻞ‬ ‫وﻛﺬﻟﻚ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬
‫)‪2C(s) + O2 (g) → CO(g‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻐﺮف اﻟﺘﻲ‬ ‫ﺑﺘﻬﻮﻳﺔ‬ ‫ﻨﺼﺢ‬
‫ﻟﻤﺎذا ﹸﻳ ﹸ‬
‫ﺧﺼﺎﺋﺼﻬﺎ‪،‬‬‫ﹺ‬ ‫ﹺ‬
‫اﻟﻼﻓﻠﺰات ﻓﻲ‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻼﻓﻠﺰات ﹺ‬ ‫وﺗﺨﺘﻠﻒ أﻛﺎﺳﻴﺪﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﻌﻤﻞ‬ ‫اﻟﻤﺪاﻓﺊ اﻟﺘﻲ‬
‫ﹸ‬ ‫ﹸﺴﺘﺨﺪم ﻓﻴﻬﺎ‬
‫ﹸ‬ ‫ﺗ‬
‫ﹺ‬
‫اﻟﺘﺄﺛﻴﺮ ﺗﹸﻐ ﹼﻴ ﹸﺮ ورﻗــ ﹶﺔ ﺗ ﹼﺒﺎ ﹺع‬ ‫ﹺ‬
‫اﻟﻼﻓﻠﺰات ﺣﻤﻀﻴــ ﹸﺔ‬ ‫ﹺ‬
‫أﻛﺎﺳﻴﺪ‬ ‫ﹸ‬
‫ﻓﻤﺤﺎﻟﻴﻞ‬
‫ﹺ‬
‫اﻟﺸﺘﺎء؟‬ ‫ﹺ‬
‫ﻓﺼﻞ‬ ‫ﺑﺎﺳﺘﺨﺪا ﹺم اﻟﻜﺎ ﹺز ﻓﻲ‬
‫ﹺ‬
‫اﻟﺤﻤﺮاء‪.‬‬ ‫ﹺ‬
‫اﻟﺸﻤﺲ اﻟﺰرﻗﺎ ﹶء إﻟﻰ‬

‫ﻧﻔﺴ ﹸﻪ )‪(CO2‬؟‬ ‫ـﻖ‪ :‬ﹾ‬

‫ﻫﻞ )‪ ( C + O2‬ﻫﻮ ﹸ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬

‫‪96‬‬
 ‫ٌ‬
‫ﺗﺠﺮﺑﺔ‬
‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﺗﻔﺎﻋﻞ اﻟﻼﻓﻠﺰات ﹶ‬

‫ﻣﻘﻄﺮ‪،‬‬ ‫ﹲ‬
‫ﻣﻠﻘﻂ‪ ،‬ﻣﺎ ﹲء‬ ‫ﺧﺰﻓﻲ‪،‬‬ ‫ﹲ‬
‫ﻣﺜﻠﺚ‬ ‫ﺛﻼﺛﻲ‪،‬‬ ‫ﻣﻨﺼﺐ‬ ‫ﻟﻬﺐ ﺑﻨﺴﻦ‪ ،‬ﺟﻔﻨ ﹲﺔ‪،‬‬ ‫ﹴ‬ ‫ﹸ‬ ‫واﻷدوات‪:‬‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹲ‬ ‫ﱞ‬ ‫ﱡ‬ ‫ﹲ‬ ‫ﻣﺴﺤﻮق ﻛﺒﺮﻳﺖ‪ ،‬ﹸ‬ ‫ﹸ‬
‫ﻧﻈﺎرات واﻗﻴ ﹲﺔ‪.‬‬
‫ﹲ‬ ‫وأﺣﻤﺮ‪ ،‬ﹺﻛﻤﺎﻣ ﹲﺔ‪،‬‬
‫ﹸ‬ ‫اﻟﺸﻤﺲ ﹸ‬
‫أزرق‬ ‫ﹺ‬ ‫ورق ﺗ ﹼﺒﺎ ﹺع‬ ‫ﹸ‬
‫ﹺ‬
‫اﺳﺘﻨﺸﺎق‬ ‫واﺣﺬر ﻣ ﹶﻦ‬ ‫ﹺ‬
‫واﻟﻜﻤﺎﻣ ﹶﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻨﻈﺎرات اﻟﻮاﻗﻴ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﻠﻬﺐ‪ ،‬ﻓﺄرﺗﺪي‬ ‫أﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻷﺑﺨﺮة‪.‬‬ ‫ﹺ‬
‫ﺧﺰاﻧﺔ‬ ‫ﹺ‬
‫اﻟﻤﺘﺼﺎﻋﺪ‪ ،‬وأﻧ ﹼﻔ ﹸﺬ اﻟﺘﺠﺮﺑ ﹶﺔ ﹶ‬
‫داﺧﻞ‬ ‫ﹺ‬
‫اﻟﻐﺎز‬

‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫اﻟﺜﻼﺛﻲ اﻟﻤﻮﺿﻮ ﹺع‬ ‫ﹺ‬
‫اﻟﻤﻨﺼﺐ‬ ‫أﺿﻊ اﻟﺠﻔﻨ ﹶﺔ ﻋﻠﻰ‬ ‫ﺛﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﱢ‬ ‫ﹸ‬ ‫رﺑﻊ ﻣﻠﻌﻘﺔ ﻣﻦ ﻣﺴﺤﻮق اﻟﻜﺒﺮﻳﺖ ﻓﻲ اﻟﺠﻔﻨﺔ‪ ،‬ﱠ‬ ‫أﺿﻊ ﹶ‬ ‫‪ .1‬ﹸ‬
‫ﺧﺰﻓﻲ‪.‬‬ ‫ﻋﻠﻴﻪ ﹲ‬
‫ﻣﺜﻠﺚ‬ ‫ﹺ‬
‫ﱞ‬
‫ﹴ‬
‫ﺑﻠﻄﻒ‪.‬‬ ‫وأﺳﺨ ﹸﻦ اﻟﺠﻔﻨ ﹶﺔ‬
‫ﹼ‬ ‫ﹴ‬
‫ﺑﺤﺬر‪،‬‬ ‫ﻟﻬﺐ ﺑﻨﺴﻦ‬ ‫ﹸ‬ ‫أﺟﺮ ﹸب‪.‬‬
‫أﺷﻌﻞ ﹶ‬ ‫‪ .2‬ﹼ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺺ اﻟﻤﺎد ﹶة اﻟﻨﺎﺗﺠ ﹶﺔ ﹺ‬
‫ﻣﺴﺤﻮق اﻟﻜﺒﺮﻳﺖ؟ ﹼ‬ ‫ﺗﺨﺘﻠﻒ ﻋﻦ‬‫ﹸ‬ ‫ﻛﻴﻒ‬
‫اﻻﺣﺘﺮاق‪ ،‬ﹶ‬ ‫ﻋﻦ‬ ‫أﺳﺘﻨﺘﺞ‪ .‬ﹼ‬
‫أﺗﻔﺤ ﹸ‬ ‫ﹸ‬ ‫‪.3‬‬
‫وأﻻﺣﻆ اﻟﺘﻐ ﹼﻴ ﹶﺮ اﻟﺬي ﻳﻄﺮ ﹸأ ﻋﻠﻰ ﻟﻮﻧﹺﻬﺎ‪ ،‬ﻣﺎ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﺠﻔﻨﺔ‪،‬‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﺎء ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺸﻤﺲ اﻟﻤﺒ ﹼﻠﻠ ﹶﺔ‬ ‫أﻏﻤﺲ ورﻗ ﹶﺔ ﺗ ﹼﺒﺎ ﹺع‬ ‫أﻓﺴ ﹸﺮ‪.‬‬
‫ﹸ‬ ‫‪ .4‬ﹼ‬
‫ﺳﺒﺐ ﹶ‬
‫ذﻟﻚ؟‬ ‫ﹸ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫ﹸ‬
‫أﺗﺒﺎدل ﻧﺘﺎﺋﺠﻲ ﹶ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ‪.‬‬ ‫‪.5‬‬

‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫اﻻﺧﺘﻼف ﺑﻴ ﹶﻦ اﻟﻤﻮا ﱢد ﻓﻲ‬ ‫أﻓﺴ ﹸﺮ ﹶ‬
‫ﺳﺒﺐ‬ ‫‪ -‬ﹼ‬
‫ﻛﻴﻤﻴﺎﺋﻲ‪.‬‬ ‫ﹴ‬
‫ﺗﻔﺎﻋﻞ‬ ‫ﹺ‬
‫ﺣﺪوث‬ ‫أﺳﺘﻨﺘﺞ اﻷد ﹼﻟ ﹶﺔ ﻋﻠﻰ‬ ‫‪-‬‬
‫ﱟ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ اﻟﻠﻔﻈﻴ ﹶﺔ واﻟﺮﻣﺰﻳ ﹶﺔ‪.‬‬ ‫أﻛﺘﺐ ﻣﻌﺎدﻟ ﹶﺔ‬
‫ﹸ‬ ‫‪-‬‬

‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬

‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻗﺎﻋﺪي؟‬
‫ﱞ‬ ‫ﺣﻤﻀﻲ أم‬
‫ﱞ‬ ‫أﻫﻮ‬ ‫أﺗﻮ ﹼﻗ ﹸﻊ ﹶ‬
‫ﺗﺄﺛﻴﺮ اﻟﻤﺎ ﹼدة اﻟﻨﺎﺗﺠﺔ‪ ،‬ﹶ‬

‫‪97‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﹺ‬
‫ﺑﺎﻟﺘﻔﺎﻋﻞ‬ ‫‪ .1‬اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬أﺣﺪﹼ ﹸد اﻟﻤﻘﺼﻮ ﹶد‬
‫أز ﹸن اﻟﻤﻌﺎدﻟ ﹶﺔ اﻟﻜﻴﻤﻴﺎﺋﻴ ﹶﺔ اﻵﺗﻴ ﹶﺔ‪Fe + O → Fe O :‬‬ ‫‪ .2‬ﹺ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪3‬‬

‫ﻧﻔﺴﻪ )‪(CaO‬؟‬ ‫أوﺿ ﹸﺢ ﹾ‬

‫ﻫﻞ )‪ ( Ca + O2‬ﻫﻮ ﹸ‬ ‫‪ .3‬ﹼ‬
‫ﹺ‬
‫اﻟﺘﺄﺛﻴﺮ‪.‬‬ ‫ﹸ‬
‫ﻣﺤﺎﻟﻴﻞ ﺣﻤﻀﻴ ﹸﺔ‬ ‫ﹰ‬
‫ﺳﺆاﻻ إﺟﺎﺑﺘﹸﻪ‬ ‫أﻃﺮح‬
‫ﹸ‬ ‫‪.4‬‬
‫أﻛﺘﺐ‬
‫ﹸ‬ ‫ﹺ‬
‫واﻷﻛﺴﺠﻴﻦ؟‬ ‫ﹺ‬
‫اﻟﻨﻴﺘﺮوﺟﻴﻦ‬ ‫ﹺ‬
‫اﻟﺤﺎﺻﻞ ﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‬ ‫اﻟﻨﺎﺗﺞ ﻣ ﹶﻦ‬
‫ﹸ‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻣﺎ اﻷﻛﺴﻴﺪﹸ‬
‫ﹸ‬ ‫‪.5‬‬
‫ﹺ‬
‫اﻟﺘﻔﺎﻋﻞ‪.‬‬ ‫ﻣﻌﺎدﻟ ﹶﺔ‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﻔﺎﻋﻞ‪ ،‬ﺛﻢ ﹺ‬ ‫اﺳﺘﻄﻌﺖ ﺗﺤﺪﻳﺪﹶ ﹺ‬

‫)أﻛﺴﻴﺪ‬ ‫اﻟﻨﺎﺗﺠﺔ‬ ‫اﻟﻤﺎدة‬ ‫ﻛﺘﻠﺔ‬ ‫ﹺ ﱠ‬ ‫اﻟﻔﻠﺰ ﹶ‬
‫ﻗﺒﻞ‬ ‫ﻛﺘﻠﺔ ﱢ‬ ‫ﹸ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬إذا‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻜﺘﻠﺔ؟ ﻟﻤﺎذا؟‬ ‫ﹶ‬
‫ﻳﻜﻮن اﻟﺘﻐ ﹼﻴ ﹸﺮ ﻓﻲ‬ ‫اﻟﻔﻠﺰ(‪ ،‬ﻓﻤﺎذا أﺗﻮ ﹼﻗ ﹸﻊ ﹾ‬
‫أن‬ ‫ﱢ‬

‫اﻟﻌﻠﻮم‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬
‫ﻧﺴﺒﺔ ‪ CO‬أو ‪ SO‬ﹺ‬
‫وﻏﻴﺮﻫﻤﺎ‪ ،‬ﻣﺴ ﹼﺒﺒ ﹰﺔ‬ ‫زﻳﺎدة ﹺ‬
‫ﹺ‬ ‫ﺛﺎت‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬ ‫ﻧﺴﺒﺔ اﻟﻤﻠﻮ ﹺ‬ ‫ازدﻳﺎد ﹺ‬
‫ﹺ‬ ‫اﻷرض ﻣ ﹶﻦ‬
‫ﹸ‬ ‫ﺗﹸﻌــﺎﻧﻲ‬
‫‪2‬‬ ‫‪2‬‬ ‫ﹼ‬
‫ﹺ‬
‫واﻟﻨﻔﺴﻴﺔ‪.‬‬ ‫ﹺ‬
‫واﻟﺼﺤﻴﺔ‬ ‫ﹺ‬
‫اﻻﺟﺘﻤﺎﻋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﺸﻜﻼت‬ ‫ﻛﺜﻴﺮا ﻣ ﹶﻦ‬ ‫ﹶ‬
‫ﺑﺬﻟﻚ ﹰ‬
‫اﻟﺴﻠﺒﻴﺔ ﹺ‬
‫ﻟﻬﺬه‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻵﺛﺎر‬ ‫ﹺ‬
‫اﻟﻮﻗﺎﻳﺔ‪ ،‬واﻟﺤــﺪﱢ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﻃﺮاﺋﻖ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ ﻋ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼــﺎدر‬ ‫ﹸ‬
‫أﺑﺤﺚ ﻓﻲ‬
‫ﹺ‬
‫واﻹﺳﻬـﺎﻣﺎت اﻟﻔﺮدﻳ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﺒﺤﺚ‬ ‫ﻧﺘﺎﺋﺞ‬ ‫اﻟﺒﻴﺌﺔ‪ ،‬وأﻛﺘﺐ ﺗﻘـﺮﻳﺮا أوﺿــﹼﺢ ﹺ‬
‫ﻓﻴﻪ‬ ‫ﹺ‬ ‫ﺛﺎت ﻓﻲ‬ ‫اﻟﻤﻠــﻮ ﹺ‬
‫ﹶ‬ ‫ﹸ‬ ‫ﹰ‬ ‫ﹸ‬ ‫ﹼ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﻣﻊ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫ﹸ‬
‫وأﻧﺎﻗﺸ ﹸﻪ ﹶ‬ ‫اﻟﻤﻀﺎر‪،‬‬
‫ﱢ‬ ‫ﹺ‬
‫ﻟﻠﺘﻘﻠﻴﻞ ﻣ ﹶﻦ‬ ‫واﻟﻤﺠﺘﻤﻌﻴ ﹶﺔ‬

‫‪98‬‬
 ‫واﻟﺘﻮﺳ ُﻊ‬
‫ﱡ‬ ‫اﻹﺛﺮاء‬
‫ُ‬
‫اﻟﺤﺮﯾﻖ ‪Fire Extinguishers‬‬
‫ِ‬ ‫ُ‬
‫طﻔﺎﯾﺎت‬

‫وﻳﺘﻄﻠﺐ‬
‫ﹸ‬ ‫ﹶ‬
‫اﻟﻤﺸﺘﻌﻞ‪،‬‬ ‫اﻟﺤﺮﻳﻖ‬
‫ﹶ‬ ‫ﺗﻄﻔﺊ‬
‫ﹸ‬ ‫اﻟﺸﻜﻞ ﺗ ﹸ‬
‫ﹸﺨﺰن ﻓﻴﻬﺎ ﻣﻮا ﱡد‬ ‫ﹺ‬ ‫اﻟﺤﺮﻳﻖ ﻫﻲ أدا ﹲة أﺳﻄﻮاﻧ ﹼﻴ ﹸﺔ‬ ‫ﹺ‬ ‫ﻃﻔﺎﻳ ﹸﺔ‬
‫اﻟﺤﺮﻳﻖ‪ ،‬ﻣﻨﻬﺎ‪:‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻃﻔﺎﻳﺎت‬ ‫إﻃﻔﺎء ﻣﺨﺘﻠﻔ ﹰﺔ؛ ﻟﺬا ﹸﺻ ﱢﻤ ﹶﻢ اﻟﻌﺪﻳﺪﹸ ﻣﻦ‬ ‫ﹴ‬ ‫أﺳﺎﻟﻴﺐ‬ ‫ﹺ‬
‫اﻟﺤﺮاﺋﻖ‬ ‫ﻛﻞ ﻧﻮ ﹴع ﻣ ﹾﻦ أﻧﻮا ﹺع‬ ‫ﱡ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﻜﺮﺑﻮن‬ ‫ﹺ‬
‫أﻛﺴﻴﺪ‬ ‫اﻟﺨﺸﺐ‪ .‬وﻃﻔﺎﻳ ﹸﺔ ﺛﺎﻧﻲ‬ ‫ﹺ‬ ‫ﻣﺜﻞ‬ ‫ﻠﺐ‪ ،‬ﹸ‬‫اﻟﺼ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻃﻔﺎﻳ ﹸﺔ‬
‫ﺣﺮاﺋﻖ اﻟﻮﻗﻮد ﱡ‬ ‫اﻟﻤﺎء اﻟﺘﻲ ﺗﹸﺴﺘﺨﺪ ﹸم ﻓﻲ‬
‫اﻟﻄﺒﻴﻌﻲ‪.‬‬ ‫اﻟﺒﻨﺰﻳﻦ أو ﹺ‬
‫اﻟﻐﺎز‬ ‫ﹺ‬ ‫اﻟﺴﺎﺋﻞ أو ﹺ‬
‫اﻟﻐﺎز‪ ،‬ﹸ‬
‫ﻣﺜﻞ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻮﻗﻮد‬ ‫ﹺ‬
‫ﺣﺮاﺋﻖ‬ ‫ﹺ‬
‫إﻃﻔﺎء‬ ‫ﺗﹸﺴﺘﺨﺪ ﹸم ﻓﻲ‬
‫ﱢ‬
‫ﻣﺜﻞ‬ ‫ﹴ‬
‫ﻛﻴﻤﻴـﺎﺋﻴﺔ‪ ،‬ﹸ‬ ‫اﻟﺤﺮﻳﻖ اﻟﻜﻴﻤﻴﺎﺋﻴــ ﹸﺔ اﻟﺠﺎﻓــ ﹸﺔ اﻟﺘﻲ ﺗﺤﺘــﻮي ﻋﻠﻰ ﻣــﻮا ﱠد‬ ‫ﹺ‬ ‫ﻃﻔﺎﻳﺎت‬
‫ﹸ‬ ‫ﹶ‬
‫وﻛﺬﻟﻚ‬
‫ﺑﺎﻳﻜــﺮﺑﻮﻧﺎت اﻟﺼﻮدﻳــﻮ ﹺم ‪NaHCO3‬‬ ‫ﹺ‬ ‫اﻟﻬﻴﺪروﺟﻴﻨﻴﺔ ‪ ،NH4H2PO4‬أو‬ ‫ﹺ‬ ‫ﻓﻮﺳﻔﺎت اﻷﻣﻮﻧﻴــﻮ ﹺم‬ ‫ﹺ‬
‫وﻫﻨﺎك ﻃﻔﺎﻳ ﹸﺔ‬ ‫ﹶ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﺘﻴــﺎر‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﻨﺎﺟﻤﺔ ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺮاﺋﻖ‬ ‫اﻟﻄﻔــﺎﻳﺎت ﻓﻲ أﻧـﻮا ﹺع‬‫ﹸ‬ ‫وﺗﹸﺴﺘﺨﺪم ﹺ‬
‫ﻫﺬه‬
‫ﱢ‬ ‫ﹸ‬
‫ﺑﺪﻗﺔ‪،‬‬ ‫اﻟﻤﻄﺤﻮﻧﺔ ﹴ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻛﻠﻮرﻳﺪ اﻟﺼﻮدﻳﻮ ﹺم‬ ‫ﹺ‬
‫ﺑﻠﻮرات‬ ‫)اﻟﺒﻮدرة( اﻟﺘﻲ ﺗﺤﺘﻮي ﻋﻠﻰ‬ ‫ﹺ‬ ‫اﻟﻤﺴﺎﺣﻴﻖ اﻟﺠﺎ ﹼﻓ ﹺﺔ‬‫ﹺ‬
‫ﹺ‬
‫ﺣﺮاﺋﻖ‬ ‫ﹺ‬
‫إﻃﻔﺎء‬ ‫ﺑﺎﻟﺴﻄﺢ‪ ،‬وﺗﹸﺴﺘﺨﺪ ﹸم ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺎﻻﻟﺘﺼﺎق‬ ‫ﹺ‬
‫ﻟﻠﺒﻠﻮرات‬ ‫ﻳﺴﻤﺢ‬ ‫ﺧﺎص‬ ‫ﺑﺒﻮﻟﻴﻤ ﹶﺮ‬ ‫ﹴ‬
‫ﻣﻤﺰوﺟﺔ‬
‫ﹸ‬ ‫ﱟ‬ ‫ﹶ‬
‫ﻣﺜﻞ اﻟﻤﻐﻨﻴﺴﻴﻮ ﹺم‪.‬‬ ‫اﻟﻔﻠﺰات‪ ،‬ﹸ‬ ‫ﹺ‬

‫ﹺ‬
‫ﺑﻤﺴــﺎﻋﺪة‬ ‫ــﺺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫أﺑﺤــﺚ ﻋــ ﹾﻦ أﻧــﻮا ﹺع‬
‫وأﺗﻔﺤ ﹸ‬
‫ﹼ‬ ‫ﻣﺨﺘﺒــﺮ ﻣﺪرﺳــﺘﻲ‪،‬‬ ‫اﻟﻤﻮﺟــﻮدة ﻓــﻲ‬ ‫اﻟﻄﻔﺎﻳــﺎت‬
‫ﻫــﻲ ﻣــ ﹶﻦ اﻟﻨــﻮ ﹺع‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻣﻌﻠﻤــﻲ‪ /‬ﻣﻌﻠﻤﺘــﻲ وﻓﻨﹼــﻲ‪ /‬ﻓﻨﻴ ﹺ‬
‫ﻣﻜﻮﻧــﺎت ﻫــﺬه اﻟﻄﻔﺎﻳــﺎت‪ ،‬وﻫــﻞ ﹶ‬ ‫اﻟﻤﺨﺘﺒــﺮ‪ ،‬ﹼ‬ ‫ــﺔ‬ ‫ﹼ‬
‫أﻧﺎﻗﺸـﻪ ﻣــﻊ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗــﻲ ﻓــﻲ ﻏﺮﻓـ ﹺ‬ ‫ﹺ‬ ‫ـﺐ ﻟﻤﺨﺘﺒـ ﹺ‬
‫اﻟﻤﻨﺎﺳـ ﹺ‬
‫ـﻒ‪.‬‬‫ـﺔ اﻟﺼـ ﱢ‬ ‫ـﺐ ﺗﻘﺮﻳـ ﹰـﺮا ﹸ ﹸ ﹶ‬‫ـﺮ اﻟﻤﺪرﺳــﺔ‪ .‬وأﻛﺘـ ﹸ‬

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‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ٌ‬

‫ث ﺻﺪأِ اﻟﺤﺪﯾ ِﺪ‬‫ﻋﻮاﻣ ُﻞ ﺣﺪو ِ‬ ‫اﻷﻫﺪاف‪:‬‬

‫ﹸ‬
‫ﺳﺆا ُل اﻻﺳﺘﻘﺼﺎ ِء‬ ‫ﹶ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺆدي إﻟﻰ‬ ‫أﺳﺘﻜﺸﻒ‬
‫ﹸ‬ ‫▪‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ؟‬ ‫ﹶ‬
‫ﺻﺪأ‬ ‫ﺐ‬ ‫ﹸ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﺴ ﹼﺒ ﹸ‬ ‫ﻣﺎ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‪.‬‬ ‫ﺻﺪأﹺ‬
‫ﻣﻜﻮﻧ ﹰﺔ اﻷﻛﺎﺳﻴﺪﹶ ‪،‬‬ ‫ﹺ‬
‫اﻷﻛﺴﺠﻴﻦ ﹼ‬ ‫ﻣﻊ‬
‫اﻟﻌﻨــﺎﺻﺮ ﹶ‬
‫ﹸ‬ ‫ﹸ‬
‫ﺗﺘﻔﺎﻋـﻞ‬ ‫ﹶ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﺎﺑﻌ ﹶﺔ‬ ‫ﹺ‬
‫اﻟﻤﺘﻐﻴﺮات‪:‬‬ ‫▪ أﺣــﺪﹼ ﹸد‬
‫اﻷدوات واﻷﺷﻴـﺎ ﹶء ﻓﻲ ﻣﻨﺰﻟﻲ أوﻣﺪرﺳﺘﻲ‪،‬‬ ‫ﹺ‬ ‫ﻠﺖ‬ ‫ﻓﺈذا ﺗﺄ ﹼﻣ ﹸ‬ ‫واﻟﻀﺎﺑﻄ ﹶﺔ واﻟﻤﺴﺘﻘﻠ ﹶﺔ‪.‬‬
‫ﻳﻤﺘﺎز ﹺﺑﻪ ﻣ ﹾﻦ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ؛ ﻟﻤﺎ‬ ‫ﻨﻊ ﻣ ﹶﻦ‬‫ﺑﻌﻀﺎ ﻣﻨﻬﺎ ﹸﺻ ﹶ‬ ‫أن ﹰ‬ ‫ﻓﺴﺄﺟﺪﹸ ﱠ‬ ‫ﹴ‬
‫ﺟﺪول‪.‬‬ ‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﺠﺮﻳﺒﻴ ﹶﺔ ﻓﻲ‬
‫ﹶ‬ ‫أدو ﹸن‬
‫▪ ﹼ‬
‫ﹺ‬
‫ﺗﻜﺎﻟﻴﻔﻪ‪.‬‬ ‫ﺣﻴﺚ ﺻﻼﺑﺘﹸﻪ وﻗ ﹼﻠ ﹸﺔ‬ ‫ﺧﺼﺎﺋﺺ ﻣﻦ ﹸ‬ ‫ﹶ‬ ‫اﻟﻨﺘﺎﺋﺞ‪.‬‬
‫ﹶ‬ ‫▪ أﺣ ﹼﻠ ﹸﻞ‬
‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﹺ‬
‫اﻟﻠﻮن ﻋﻠﻰ‬ ‫ﻃﺒﻘﺔ ﺑﻨ ﹼﻴ ﹺﺔ‬
‫ﹴ‬ ‫ﺗﻜﻮ ﹶن‬‫أﻳﻀﺎ ﹼ‬ ‫ﹸ‬
‫وﺳﺄﻻﺣﻆ ﹰ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹸ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ‬ ‫ﻫﺬه اﻟﻄﺒﻘ ﹸﺔ؟ وﻣﺎ‬ ‫ﻧﺖ ﹺ‬ ‫ﺗﻜﻮ ﹾ‬ ‫ﹺ‬
‫ﻓﻜﻴﻒ ﹼ‬‫ﹶ‬ ‫اﻟﺤﺪﻳﺪ‪،‬‬ ‫ﻣﺴﺎﻣﻴﺮ‬
‫ﹸ‬ ‫ﹴ‬
‫اﺧﺘﺒﺎر ﻋﺪ ﹸد )‪،(4‬‬ ‫أﻧﺒﻮب‬
‫ﹸ‬
‫وﻛﻴﻒ ﻳﻤﻜ ﹸﻦ اﻟﺤﺪﱡ ﻣﻨﻬﺎ؟‬ ‫ﹶ‬ ‫أ ﹼد ﹾت إﻟﻰ ﺣﺪوﺛﹺﻬﺎ؟‬ ‫ﻣﺎﻟﺢ‪ ،‬ﻣﺎ ﹸء‬ ‫ﺟﺪﻳﺪ ﹲة ﻋــﺪ ﹸد )‪ ،(4‬ﻣﺎ ﹲء‬
‫ﹲ‬
‫زﻳﺖ ﺑﺮاﻓـﻴﻦ‪،‬‬
‫ﻣﻐﻠﻲ‪ ،‬ﹸ‬ ‫ﹴ‬
‫ﺻﻨﺒــﻮر‪ ،‬ﻣــﺎ ﹲء‬
‫أﺻﻮ ُغ ﻓﺮﺿﯿّﺘﻲ‬ ‫ﱞ‬
‫ﹺ‬ ‫ﹸ‬
‫ﺣﺎﻣﻞ‬ ‫ﹺ‬
‫ﻛﻠـــﻮرﻳﺪ اﻟﻜﺎﻟﺴﻴﻮ ﹺم‪،‬‬ ‫ﺒﻴﺒﺎت‬
‫ﹸﺣ ﹸ‬
‫اﻟﻤﺠﻤﻮﻋﺔ‪ ،‬وأﺻﻮ ﹸغ‬ ‫ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ ﹶ‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‪.‬‬ ‫ﻳﻨﺠﻢ ﻋﻨﻬﺎ ﺻﺪ ﹸأ‬ ‫ﹺ‬ ‫ﻓﺮﺿ ﹼﻴ ﹰﺔ‬ ‫أﻧﺎﺑﻴﺐ‪.‬‬
‫ﹶ‬
‫ﺑﺎﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﹸ‬ ‫ﺗﺨﺘﺺ‬
‫ﱡ‬
‫ﹺ‬
‫اﻟﺴــﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫أﺧﺘﺒ ُﺮ ﻓﺮﺿﯿّﺘﻲ‬ ‫‪ -‬أﺣـﺬر ﻓﻲ ﹺ‬
‫ﹺ‬
‫اﻟﻤﺴﺎﻣﻴﺮ‬ ‫ﻣﻊ‬ ‫ﹺ‬
‫اﻟﺘﻌﺎﻣﻞ ﹶ‬ ‫أﺛﻨﺎء‬
‫ﻻﺧﺘﺒـﺎر اﻟﻔﺮﺿ ﹼﻴ ﹺﺔ اﻟﺘﻲ ﺻﻐﺘﹸﻬــﺎ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﻣــﻊ‬
‫ﹶ‬ ‫‪ .1‬ﹸأﺧ ﹼﻄ ﹸ‬
‫ـــﻂ‬ ‫ﹺ‬
‫واﻟﺰﺟﺎﺟﻴﺎت‪.‬‬
‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ أﺗﻮ ﹼﻗ ﹸﻊ ﺣﺪو ﹶﺛﻬﺎ‪.‬‬
‫ﹶ‬ ‫زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﰐ‪ ،‬و ﹸأﺣﺪﹼ ﹸد‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹸ‬
‫ﺑﺪﻗﺔ‪ ،‬وأﺣﺪﹼ ﹸد اﳌﻮا ﱠد‬‫اﻟﻔﺮﺿﻴﺔ ﹴ‬
‫ﹺ‬ ‫ﹺ‬
‫اﺧﺘﺒﺎر‬ ‫ﹺ‬
‫ﺧﻄــﻮات‬ ‫أﻛﺘﺐ‬ ‫‪.2‬‬
‫ﻣﻊ اﻟﻤﻮا ﱢد‬
‫ﺑﺤــﺬر واﻧﺘﺒﺎه ﹶ‬ ‫أﺗﻌﺎﻣــﻞ‬ ‫‪-‬‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻜﻴﻤﻴﺎﺋﻴﺔ‪.‬‬
‫أﺣﺘﺎج إﻟﻴﻬﺎ‪.‬‬
‫ﹸ‬ ‫اﻟﺘﻲ‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﹺ‬
‫اﻻﻧﺘﻬﺎء ﻣ ﹶﻦ‬ ‫ﻳﺪي ﺑﻌﺪﹶ‬ ‫ﹸ‬
‫ﹸ‬
‫ﺳﺄﺣﺼﻞ ﻋﻠﻴﻬﺎ‪.‬‬ ‫ﹺ‬
‫ﻟﺘﺴﺠﻴﻞ ﻣﻼﺣﻈﺎﰐ اﻟﺘﻲ‬ ‫ﹰ‬
‫ﺟﺪوﻻ‬ ‫‪ .3‬ﹸأﻧ ﹼﻈ ﹸﻢ‬ ‫أﻏﺴﻞ ﱠ‬ ‫‪-‬‬
‫ﹺ‬
‫ﺧﻄﻮات‬ ‫أﺳﺘﻌﲔ ﺑﻤﻌ ﹼﻠﻤﻲ‪ /‬ﺑﻤﻌ ﹼﻠﻤﺘﻲ ﻟﻠﺘﺤــ ﹼﻘ ﹺﻖ ﻣ ﹾﻦ‬ ‫ﹸ‬ ‫‪.4‬‬
‫ﻋﻤﲇ‪.‬‬

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 ‫ﺧﻄﻮاتُ اﻟﻌﻤ ِﻞ‬
‫ﹺ‬
‫اﻷﻧﺎﺑﻴﺐ‪.‬‬ ‫ﹺ‬
‫ﺣﺎﻣﻞ‬ ‫ﺛﻢ أﺿ ﹸﻌﻬﺎ ﻋﲆ‬ ‫اﺧﺘﺒﺎر وأر ﹼﻗ ﹸﻤﻬﺎ ﻣ ﹾﻦ )‪ ،(4-1‬ﱠ‬ ‫ﹴ‬ ‫ﹺ‬
‫أﻧﺎﺑﻴﺐ‬ ‫أﺣﴬ أرﺑﻌ ﹶﺔ‬ ‫‪.1‬‬
‫ﹸ‬
‫ﹴ‬
‫اﺧﺘﺒﺎر‪.‬‬ ‫ﹺ‬
‫أﻧﺒﻮب‬ ‫ﻛﻞ‬ ‫ﻣﺴﲈرا ﰲ ﱢ‬ ‫ﹰ‬ ‫أﺿﻊ‬
‫‪ .2‬ﹸ‬
‫ﹺ‬
‫اﳌﺴﲈر‪.‬‬ ‫ﻧﺼﻒ‬ ‫ﺗﻐﻤﺮ‬ ‫اﻷﻧﺒﻮب )‪ (1‬ﻋﲆ ﹾ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .3‬أﻗﻴﺲ‪ .‬أﺳﻜﺐ ﻛﻤﻴ ﹰﺔ ﻣﻦ ﹺ‬
‫ﹶ‬ ‫أن ﹶ‬ ‫اﻟﺼﻨﺒﻮر ﰲ‬ ‫ﻣﺎء‬ ‫ﹸ ﹼ‬ ‫ﹸ‬
‫وأﺿﻴﻒ‬ ‫اﳌﺴﲈر ﻛ ﱠﻠ ﹸﻪ‪،‬‬ ‫ﺗﻐﻤﺮ‬ ‫اﻷﻧﺒﻮب )‪ (2‬ﻋﲆ ﹾ‬ ‫ﹺ‬ ‫‪ .4‬أﻗﻴﺲ‪ .‬أﺳﻜﺐ ﻛﻤﻴ ﹰﺔ ﻣﻦ ﹺ‬
‫ﹸ‬ ‫ﹶ‬ ‫أن ﹶ‬ ‫اﳌﻐﲇ ﰲ‬‫ﱢ‬ ‫اﳌﺎء‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻻﺧﺘﺒﺎر‪.‬‬ ‫أﻧﺒﻮب‬ ‫اﻟﱪاﻓﲔ ﺣﺘﻰ ﻳﻤﺘﲆ ﹶء‬ ‫ﹺ‬ ‫زﻳﺖ‬ ‫ﻛﻤﻴ ﹰﺔ ﻣﻦ ﹺ‬
‫ﹸ‬ ‫ﹼ‬
‫ﹺ‬
‫اﳌﺴﲈر‪.‬‬ ‫ﻧﺼﻒ‬ ‫ﺗﻐﻤﺮ‬ ‫اﻷﻧﺒﻮب )‪ (3‬ﻋﲆ ﹾ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .5‬أﻗﻴﺲ‪ .‬أﺳﻜﺐ ﻛﻤﻴ ﹰﺔ ﻣﻦ ﹺ‬
‫ﹶ‬ ‫أن ﹶ‬ ‫اﳌﺎﻟﺢ ﰲ‬ ‫اﳌﺎء‬ ‫ﹸ ﹼ ﹶ‬ ‫ﹸ‬
‫ﹺ‬
‫اﳌﺴﲈر‪.‬‬ ‫ﻧﺼﻒ‬ ‫ﺗﻐﻤﺮ‬ ‫اﻷﻧﺒﻮب )‪ (4‬ﻋﲆ ﹾ‬ ‫ﹺ‬ ‫ﻛﻠﻮرﻳﺪ اﻟﻜﺎﻟﺴﻴﻮ ﹺم ﰲ‬ ‫ﹺ‬ ‫‪ .6‬أﺿﻊ ﻛﻤﻴ ﹰﺔ ﻣﻦ ﺣ ﹺ‬
‫ﹶ‬ ‫أن ﹶ‬ ‫ﺒﻴﺒﺎت‬ ‫ﹸ ﹼ ﹾ ﹸ‬
‫اﻟﺘﻐﲑ اﻟﺬي ﻗﺪﹾ‬ ‫أﻻﺣﻆ ﹼ ﹶ‬ ‫ﹸ‬ ‫أﻧﺒﻮب ﻣﺪﹼ ﹶة )‪ (5-3‬أﻳﺎ ﹴم‪ ،‬ﱠ‬
‫ﺛﻢ‬ ‫ﹴ‬ ‫اﳌﺴﲈر ﰲ ﱢ‬
‫ﻛﻞ‬ ‫ﹶ‬ ‫ﺺ‬ ‫أﻻﺣﻆ‪ .‬ﹼ‬
‫أﺗﻔﺤ ﹸ‬ ‫ﹸ‬ ‫‪.7‬‬
‫ﻛﻞ ﻣﻨﻬﺎ‪.‬‬ ‫ﳛﺼﻞ ﻋﲆ ﱟ‬ ‫ﹸ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﰐ‪.‬‬ ‫ﹺ‬
‫اﻷرﺑﻌﺔ ﻣ ﹾﻦ ﹸ‬ ‫ﹺ‬ ‫أﻗﺎرن ﻣﺎ ﺷﺎﻫﺪﺗﹸﻪ ﰲ‬
‫ﺣﺪﺛﺖ‪ ،‬ﹼ‬ ‫ﹾ‬ ‫اﻟﺘﻐﲑات اﻟﺘﻲ‬
‫ﹸ‬ ‫ﺣﻴﺚ‬ ‫اﻷﻧﺎﺑﻴﺐ‬ ‫ﹸ‬ ‫‪.8‬‬
‫ﻖ‬
‫واﻻﺳﺘﻨﺘﺎج واﻟﺘﻄﺒﯿ ُ‬
‫ُ‬ ‫اﻟﺘﺤﻠﯿ ُﻞ‬
‫وﻣﺘﻐﲑ ﹺاﲥﺎ‪.‬‬ ‫ﹼ‬ ‫اﻟﺘﺠﺮ ﹺﺑﺔ‬
‫ﹺ‬ ‫ﺛﻮاﺑﺖ‬
‫ﹶ‬ ‫ﹺ‬
‫اﳌﺘﻐﲑات‪ .‬ﹸأﺣﺪﹼ ﹸد‬ ‫ﹸ‬
‫أﺿﺒﻂ‬ ‫‪.1‬‬
‫ﻗﺎرن ﻧﺘﺎﺋﺠﻲ ﺑﺘﻮ ﹼﻗﻌﺎﰐ‪.‬‬ ‫‪ .2‬ﹸأ ﹸ‬
‫ﻣﻊ ﻓﺮﺿ ﹼﻴﺘﻲ‪.‬‬ ‫ﹺ‬ ‫‪ .3‬ﹸأ ﹼ‬
‫ﺗﻮاﻓﻘﺖ ﹶ‬ ‫ﹾ‬ ‫اﻟﻨﺘﺎﺋﺞ ﻗﺪﹾ‬
‫ﹸ‬ ‫ﻛﺎﻧﺖ‬ ‫وﺿ ﹸﺢ ﻣﺎ إذا‬
‫وﻧﺘﺎﺋﺠﻲ‪.‬‬ ‫ﺑﲔ ﺗﻮ ﹼﻗﻌﺎﰐ ﹺ‬ ‫واﻻﺧﺘﻼف ﹶ‬
‫ﹶ‬ ‫اﻟﺘﻮاﻓﻖ‬
‫ﹶ‬ ‫‪ .4‬ﹸأ ﹼ ﹸ‬
‫ﻓﴪ‬
‫ﺗﻮﺻ ﹾﻠ ﹸﺖ إﻟﻴﻬﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺣﺪوث ﺻﺪأﹺ‬ ‫ﹺ‬ ‫أﺳﺘﻨﺘﺞ‬
‫وأوﺿ ﹸﺢ إﺟﺎﺑﺘﻲ ﺑﻨﺎ ﹰء ﻋﲆ اﻟﻨﺘﻴﺠﺔ اﻟﺘﻲ ﹼ‬ ‫ﹼ‬ ‫اﳊﺪﻳﺪ‪،‬‬ ‫أﺳﺒﺎب‬
‫ﹶ‬ ‫ﹸ‬ ‫‪.5‬‬
‫ﹺ‬
‫اﳊﺪﻳﺪ‪.‬‬ ‫ﺣﺪوث ﺻﺪأﹺ‬ ‫ﹺ‬ ‫ﻃﺮق ﻟﻠﺤﺪﱢ ﻣ ﹾﻦ‬ ‫‪ .6‬أﺑﺤﺚ ﰲ ﹴ‬
‫ﹺ‬ ‫ﹸ‬ ‫ﻏﲑ ﹺ‬
‫اﳌﺎء‪ ،‬ﹾ‬ ‫آﺧﺮ ﹺ‬ ‫ﹴ‬ ‫رت اﻟﺘﺠﺮﺑ ﹶﺔ ﺑﺎﺳﺘﺨﺪا ﹺم‬
‫اﻟﻨﺘﻴﺠﺔ‬ ‫ﺳﺄﺣﺼﻞ ﻋﲆ‬ ‫ﻓﻬﻞ‬ ‫ﺳﺎﺋﻞ ﹶ‬ ‫ﻛﺮ ﹸ‬‫أﺗﻮﺳ ﹸﻊ ﻣﺎذا ﻟﻮ ﹼ‬ ‫‪ .7‬ﹼ‬
‫ﺻﺤﺘﹺﻬﺎ‪.‬‬ ‫ﹺ‬
‫ﻻﺧﺘﺒﺎر ﹼ‬ ‫وأﺻﻤ ﹸﻢ ﻧﺸﺎ ﹰﻃﺎ ﻣﻨﺎﺳ ﹰﺒﺎ‬ ‫ﹼ‬ ‫ﻧﻔﺴﻬﺎ؟ أﺻﻮ ﹸغ ﻓﺮﺿﻴﺘﻲ‪،‬‬ ‫ﹺ‬

‫اﻟﺘﻮاﺻ ُ‬
‫ﻞ‬ ‫ُ‬
‫ﹺ‬
‫وﻧﺘﺎﺋﺠ ﹺﻬﻢ‪.‬‬ ‫وﻧﺘﺎﺋﺠﻲ ﺑﺘﻮ ﹼﻗ ﹺ‬
‫ﻌﺎت زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ‬ ‫ﹺ‬ ‫ﹸأ ﹸ‬
‫ﻗﺎرن ﺗﻮ ﹼﻗﻌﺎﺗﻲ‬

‫‪101‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﺠﻤﻞ اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻤﻨﺎﺳﺐ ﻟ ُﻜ ﱢﻞ ﺟﻤﻠ ٍﺔ ِﻣﻦَ‬
‫َ‬ ‫أﻛﺘﺐ اﻟﻤﻔﮭﻮ َم‬
‫‪ُ .1‬‬
‫اﻟﻜﺴﺐ‪.(.................) :‬‬
‫ِ‬ ‫ﺗﻤﯿﻞ إﻟﻰ اﻟﻔﻘ ِﺪ‪ ،‬وأﺧﺮى ُ‬
‫ﺗﻤﯿﻞ إﻟﻰ‬ ‫ات ُ‬ ‫ذر ٍ‬‫راﺑﻄﺔ ﺗﻨﺸﺄُ ﺑﯿﻦَ ّ‬
‫ٌ‬ ‫‪.1‬‬
‫وﻧﻮﻋﮭﺎ‪.(.................) :‬‬
‫ِ‬ ‫اﻟﻜﯿﻤﯿﺎﺋﻲ‬
‫ﱢ‬ ‫ّ‬
‫ﻟﻠﻤﺮﻛ ِﺐ‬ ‫اﻟﻌﻨﺎﺻﺮ اﻟﻤﻜ ّﻮﻧ ِﺔ‬ ‫ذرات‬
‫ِ‬ ‫ﻟﻠﺘﻌﺒﯿﺮ ْ‬
‫ﻋﻦ ﻋﺪ ِد‬ ‫ٌ‬
‫طﺮﯾﻘﺔ‬ ‫‪.2‬‬
‫ِ‬ ‫ِ‬
‫ﺧﺼﺎﺋﺼﮭﺎ‬
‫ِ‬ ‫ُ‬
‫ﺗﺨﺘﻠﻒ ﻓﻲ‬ ‫وإﻧﺘﺎج ﻣﻮا ﱠد ﺟﺪﯾﺪ ٍة‬
‫ِ‬ ‫اﻟﺬرات‬
‫ِ‬ ‫ﺗﺮﺗﯿﺐ‬
‫ِ‬ ‫‪ .3‬ﺗﻐﯿّ ٌﺮ ﯾﻄﺮأُ ﻋﻠﻰ اﻟﻤﻮا ﱢد ﯾﺆ ّدي إﻟﻰ إﻋﺎد ِة‬
‫ﻋﻦ اﻟﻤﻮا ﱢد اﻟﻤﺘﻔﺎﻋﻠ ِﺔ‪.(.................) :‬‬
‫ِ‬
‫َ‬
‫اﻟﻨﺎﺗﺠﺔ‪.(.................) :‬‬ ‫َ‬
‫اﻟﻤﺘﻔﺎﻋﻠﺔ واﻟﻤﻮا ﱠد‬ ‫اﻟﻜﻠﻤﺎت ﯾﺒﯿّ ُﻦ اﻟﻤﻮا ﱠد‬
‫ِ‬ ‫ﺑﺎﻟﺮﻣﻮز أو‬ ‫ﺗﻌﺒﯿﺮ‬
‫ٌ‬ ‫‪.4‬‬
‫ِ‬
‫‪ .2‬أﺧﺘﺎ ُر رﻣ َﺰ اﻹﺟﺎﺑ ِﺔ اﻟﺼﺤﯿﺤ ِﺔ ﻓﻲ ﻣﺎ ﯾﺄﺗﻲ‪:‬‬
‫‪ .1‬أيﱞ ﻣ ّﻤﺎ ﯾﺄﺗﻲ ﯾُﻌ ﱡﺪ ﺟﺰﯾ ًﺌﺎ ﺗﺴﺎھﻤﯿًّﺎ‪:‬‬
‫ب( ‪.Na‬‬ ‫أ ( ‪.Cl2‬‬
‫د( ‪.Al‬‬ ‫ﺟـ( ‪.Ne‬‬
‫أﯾﻮﻧﻲ ‪:‬‬
‫ﱟ‬ ‫ﻏﯿﺮ‬
‫ﺒﺎت اﻵﺗﯿ ِﺔ ُ‬ ‫ّ‬
‫اﻟﻤﺮﻛ ِ‬ ‫‪ .2‬أيﱡ‬
‫ب( ‪.LiCl‬‬ ‫أ( ‪.NaF‬‬
‫د( ‪.MgBr2‬‬ ‫ﺟـ( ‪.H2O‬‬
‫ﺻﺤﯿﺤﺎ ﻓﻲ ﻣﺎ ﯾﺘﻌﻠّ ُﻖ ﺑﺠﺰي ِء ‪:HCl‬‬
‫ً‬ ‫ﻟﯿﺲ‬
‫‪ .3‬أيﱞ ﻣ ّﻤﺎ ﯾﺄﺗﻲ َ‬
‫أ( ﯾﺤﻮي ذر َة ھﯿﺪروﺟﯿﻦ‪.‬‬
‫ب( ﯾﺤﻮي ذر َة ﻛﻠﻮر‪.‬‬
‫ﺗﺴﺎھﻤﻲ‪.‬‬
‫ﱞ‬ ‫ﺟـ( ّ‬
‫ﻣﺮﻛ ٌﺐ‬
‫أﯾﻮﻧﻲ‪.‬‬
‫ﱞ‬ ‫د( ّ‬
‫ﻣﺮﻛ ٌﺐ‬
‫ﺗﻜﻮﯾﻦ اﻟﺮاﺑﻄ ِﺔ اﻟﺘﺴﺎھﻤﯿ ِﺔ؟‬
‫ِ‬ ‫ﻟﻺﻟﻜﺘﺮوﻧﺎت ﻋﻨ َﺪ‬
‫ِ‬ ‫ُ‬
‫ﯾﺤﺪث‬ ‫‪ .4‬ﻣﺎ اﻟﺬي‬
‫ﻜﺘﺴﺐ‪.‬‬
‫ُ‬ ‫ب( ُﺗ‬ ‫أ( ُﺗﻔﻘ ُﺪ‪.‬‬
‫د( ﺗُﻔﻘ ُﺪ وﺗُﻜ َﺘ ُ‬
‫ﺴﺐ‪.‬‬ ‫ُ‬
‫اﻟﺬرات‪.‬‬ ‫ُ‬
‫ﺗﺘﺸﺎرك ﻓﯿﮭﺎ‬ ‫ﺟـ(‬

‫‪102‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬

‫ﻛﯿﻤﯿﺎﺋﻲ؟‬
‫ﱟ‬ ‫ﺗﻔﺎﻋﻞ‬
‫ٍ‬ ‫ﺣﺪوث‬
‫ِ‬ ‫‪ .5‬أيﱞ ﻣ ّﻤﺎ ﯾﺄﺗﻲ ﻻ ُﯾﻌ ﱡﺪ ً‬
‫دﻟﯿﻼ ﻋﻠﻰ‬
‫زﺟﺎج ﻧﺎﻓﺬةٍ‪.‬‬ ‫ﺑﺨﺎر اﻟﻤﺎ ِء ﻋﻠﻰ‬ ‫ِ‬ ‫ُ‬
‫ﺗﻜﺎﺛﻒ‬ ‫أ(‬
‫ِ‬
‫ﻟﻮن ﻋﻤﻠ ٍﺔ ﻧﻘﺪﯾ ٍﺔ واﺧﺘﻔﺎ ُء ﻟﻤﻌﺎ ِﻧﮭﺎ‪.‬‬ ‫ب( ﺗﻐﯿّ ُﺮ ِ‬
‫اﻟﻔﺤﻢ إﻟﻰ رﻣﺎ ٍد ﺑﻌ َﺪ اﺳﺘﻌﻤﺎﻟِﮫ ﻓﻲ اﻟﺸﻮا ِء‪.‬‬ ‫ِ‬ ‫ﺟـ( ﺗﺤ ّﻮ ُل‬
‫ﻟﻠﻤﻨﺰل‪.‬‬ ‫اﻟﺨﺎرﺟﻲ‬ ‫اﻟﺒﺎب‬ ‫ﻣﻘﺒﺾ ﺣﺪﯾﺪيﱟ ﻋﻠﻰ‬ ‫د( ﺻﺪأُ‬
‫ِ‬ ‫ﱢ‬ ‫ِ‬ ‫ٍ‬
‫اﻷﻛﺴﺠﯿﻦ‪:‬‬
‫ِ‬ ‫اﻟﻜﺮﺑﻮن ﺑﻮﺟﻮ ِد ﻛﻤﯿّ ٍﺔ واﻓﺮ ٍة ﻣﻦَ‬
‫ِ‬ ‫ﺣﺮق‬
‫ِ‬ ‫ﯾﻨﺘﺞ ﻋﻨ َﺪ‬
‫‪ .6‬اﺳ ُﻢ اﻷﻛﺴﯿ ِﺪ اﻟﺬي ُ‬
‫اﻟﻨﯿﺘﺮوﺟﯿﻦ‪.‬‬ ‫أ( ُ‬
‫أول أﻛﺴﯿ ِﺪ‬
‫ِ‬
‫اﻟﻜﺮﺑﻮن‪.‬‬ ‫ب( ُ‬
‫أول أﻛﺴﯿ ِﺪ‬
‫ِ‬
‫اﻟﻜﺮﺑﻮن‪.‬‬
‫ِ‬ ‫ﺟـ( ﺛﺎﻧﻲ أﻛﺴﯿ ِﺪ‬
‫اﻟﻨﯿﺘﺮوﺟﯿﻦ‪.‬‬
‫ِ‬ ‫د( ﺛﺎﻧﻲ أﻛﺴﯿ ِﺪ‬
‫ﻧﺤﻮ ﻣﺎ ﻓﻲ اﻟﻤﻌﺎدﻟ ِﺔ اﻵﺗﯿ ِﺔ‪:‬‬ ‫ُ‬
‫ﻣﻊ اﻟﻤﺎ ِء ﻋﻠﻰ ِ‬
‫ﯾﺘﻔﺎﻋﻞ اﻟﻤﻐﻨﯿﺴﯿﻮ ُم َ‬ ‫‪ .7‬ﻋﻨﺪَﻣﺎ‬
‫‪Mg + H2O‬‬ ‫‪→ ………… +‬‬ ‫‪H2‬‬

‫اﻟﻨﺎﺗﺞ وﺻﯿﻐ َﺘﮫ اﻟﻜﯿﻤﯿﺎﺋﯿ َﺔ‪:‬‬ ‫ّ‬

‫اﻟﻤﺮﻛ ِﺐ‬ ‫ﱠ‬
‫ﻓﺈن اﺳ َﻢ‬
‫ِ‬
‫اﻟﮭﯿﺪروﺟﯿﻦ ‪.H2O2‬‬
‫ِ‬ ‫ﻓﻮق أﻛﺴﯿ ِﺪ‬‫أ( َ‬
‫اﻟﻤﻐﻨﯿﺴﯿﻮم ‪.Mg(OH)2‬‬
‫ِ‬ ‫ب( ھﯿﺪروﻛﺴﯿ ُﺪ‬
‫اﻟﻤﻐﻨﯿﺴﯿﻮم ‪.MgO‬‬
‫ِ‬ ‫ﺟـ( أﻛﺴﯿ ُﺪ‬
‫اﻟﻤﻐﻨﯿﺴﯿﻮم ‪.MgH2‬‬
‫ِ‬ ‫د( ھﯿﺪرﯾ ُﺪ‬
‫َ‬
‫اﻵﺗﯿﺔ‪:‬‬ ‫َ‬
‫اﻟﻜﯿﻤﯿﺎﺋﯿﺔ‬ ‫اﻟﻤﻌﺎدﻻت‬ ‫أزنُ‬
‫ِ‬ ‫‪ِ .3‬‬
‫أ( ‪NaBr + Cl2 → NaCl + Br2‬‬
‫ب( ‪KClO3 → KCl + O2‬‬
‫ﺟـ( ‪Mg + O2 → MgO‬‬
‫د( ‪CH4 +O2 → CO2 +H2O‬‬
‫ھـ( ‪Fe2O3 +H2→ Fe +H2O‬‬

‫‪103‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﻤﮭﺎرات اﻟﻌﻠﻤ ّﯿ ُﺔ‬
‫ُ‬ ‫‪.4‬‬
‫اﻟﺘﻮﺿﯿﺤﻲ اﻵﺗﻲ‪:‬‬
‫ﱢ‬ ‫اﻟﺮﺳﻢ‬
‫ِ‬ ‫ّ‬
‫اﻟﻤﻮﺿﺤ ِﺔ ﻓﻲ‬ ‫أﺳﺘﻨﺘﺞ ﻧﻮعَ اﻟﺮاﺑﻄ ِﺔ اﻟﻜﯿﻤﯿﺎﺋﯿ ِﺔ‬
‫ُ‬ ‫‪.1‬‬

‫‪H‬‬ ‫‪F‬‬

‫ُ ‪P 104‬‬
‫ﻋﻦ اﻷﺳﺌﻠ ِﺔ اﻟﺘﻲ ﺗﻠﯿ ِﮫ‪:‬‬
‫ﺟﯿﺐ ِ‬
‫ﺑﺎﻟﺠﺪول اﻟﺪوريﱢ اﻵﺗﻲ‪ ،‬أ ُ‬
‫ِ‬ ‫‪ .2‬ﻣﺴﺘﻌﯿ ًﻨﺎ‬

‫‪1‬‬ ‫‪2‬‬ ‫‪13 14‬‬ ‫‪15 16‬‬ ‫‪17‬‬ ‫‪18‬‬

‫‪H‬‬ ‫‪He‬‬

‫‪Li‬‬ ‫‪Be‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪N‬‬ ‫‪O‬‬ ‫‪F‬‬ ‫‪Ne‬‬

‫‪Na‬‬ ‫‪Mg‬‬ ‫‪Al‬‬ ‫‪Si‬‬ ‫‪P‬‬ ‫‪S‬‬ ‫‪Cl‬‬ ‫‪Ar‬‬

‫‪K‬‬ ‫‪Ca‬‬ ‫‪Ga‬‬ ‫‪Ge‬‬ ‫‪As‬‬ ‫‪Se‬‬ ‫‪Br‬‬ ‫‪Kr‬‬

‫‪Rb‬‬ ‫‪Sr‬‬ ‫‪In‬‬ ‫‪Sn‬‬ ‫‪Sb‬‬ ‫‪Te‬‬ ‫‪I‬‬ ‫‪Xe‬‬

‫‪Cs‬‬ ‫‪Ba‬‬ ‫‪Tl‬‬ ‫‪Pb‬‬ ‫‪Bi‬‬ ‫‪Po‬‬ ‫‪At‬‬ ‫‪Rn‬‬

‫ٌ‬
‫ﻓﻠﺰات‬ ‫ﻓﻠﺰات‬
‫ٍ‬ ‫أﺷﺒﺎ ُه‬ ‫ٌ‬
‫ﻻﻓﻠﺰات‬

‫وأﻓﺴ ُﺮ َ‬
‫ذﻟﻚ‪.‬‬ ‫ّ‬ ‫ٌ‬
‫أﯾﻮﻧﯿﺔ‪،‬‬ ‫ٌ‬
‫راﺑﻄﺔ‬ ‫ﻋﻨﺼﺮﯾﻦ ﻗﺪ ﯾﺘﻜ ّﻮ ُن ﺑﯿﻨ ُﮭﻤﺎ‬
‫ِ‬ ‫أ( أُﻋﯿّ ُﻦ‬
‫اﻟﻠﯿﺜﯿﻮم‪.‬‬ ‫اﻟﻜﺎﻟﺴﯿﻮم‪ ،‬وأﻛﺴﯿ ِﺪ‬ ‫ﺒﯿﻦ‪ :‬ﻛﻠﻮرﯾ ِﺪ‬ ‫ّ‬ ‫أﻛﺘﺐ اﻟﺼﯿﻐ َﺔ اﻟﻜﯿﻤﯿﺎﺋﯿ َﺔ ﱟ‬
‫ِ‬ ‫ِ‬ ‫اﻟﻤﺮﻛ ِ‬ ‫ﻟﻜﻞ ﻣﻦَ‬ ‫ُ‬ ‫ب(‬
‫ذرات ﻛﻠﻮر‪.‬‬
‫ِ‬ ‫ج( أُﺑ ّﯿﻦُ ﻧﻮعَ اﻟﺮاﺑﻄ ِﺔ اﻟﻤﺘﻜ ّﻮﻧ ِﺔ ﺑﯿﻦَ ّ‬
‫ذر ِة ﻛﺮﺑﻮن و ‪4‬‬
‫وأﻓﺴ ُﺮ َ‬
‫ذﻟﻚ‪.‬‬ ‫وﻋﻨﺼﺮ اﻟﯿﻮ ِد ‪ُ ،I‬‬ ‫اﻟﺒﻮﺗﺎﺳﯿﻮم ‪K‬‬ ‫ﻋﻨﺼﺮ‬ ‫ّ‬
‫اﻟﻤﺮﻛ ِﺐ اﻟﻤﺘﻜ ّﻮ ِن ﻣﻦَ اﺗﺤﺎ ِد‬ ‫ﺧﺼﺎﺋﺺ‬
‫َ‬ ‫د( ّ‬
‫أﺗﻮﻗ ُﻊ‬
‫ِ‬ ‫ِ‬ ‫ِ‬

‫‪104‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻷﯾﻮﻧﺎت اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫أزواج‬ ‫ﺒﺎت اﻟﺘﻲ ﺗﺘﻜ ّﻮ ُن ْ‬
‫ﻣﻦ‬ ‫ّ‬
‫ﻟﻠﻤﺮﻛ ِ‬ ‫اﻟﺼﯿﻎ اﻟﻜﯿﻤﯿﺎﺋﯿ َﺔ‬
‫َ‬ ‫أﻛﺘﺐ‬
‫‪ُ .3‬‬
‫ِ‬
‫أ( ‪.Fe2+ , Cl-‬‬
‫ب( ‪.Na+, S2-‬‬
‫ج( ‪.Cr3+ , O2-‬‬
‫ﺒﺎت اﻵﺗﯿ ِﺔ‪:‬‬ ‫ّ‬
‫ﻟﻠﻤﺮﻛ ِ‬ ‫اﻟﺼﯿﻎ اﻟﻜﯿﻤﯿﺎﺋﯿ َﺔ‬
‫َ‬ ‫‪ .4‬أﺣ ّﺪ ُد‬
‫اﻟﻠﯿﺜﯿﻮم‪.‬‬ ‫ُ‬
‫ﻓﻮﺳﻔﺎت‬ ‫أ(‬
‫ِ‬
‫اﻟﻤﻐﻨﯿﺴﯿﻮم‪.‬‬
‫ِ‬ ‫ب( ﻛﻠﻮرﯾ ُﺪ‬
‫اﻟﺼﻮدﯾﻮم‪.‬‬ ‫ُ‬
‫ﻛﺒﺮﯾﺘﺎت‬ ‫ﺟـ(‬
‫ِ‬
‫ُ‬
‫أﻛﻤﻞ اﻟﺨﺮﯾﻄ َﺔ اﻟﻤﻔﺎھﯿﻤﯿ َﺔ اﻵﺗﯿ َﺔ‪:‬‬ ‫أﺳﺘﻨﺘﺞ‬
‫ُ‬ ‫‪.5‬‬

‫ُ‬
‫اﻟﻜﯿﻤﯿﺎﺋﯿﺔ‬ ‫ُ‬
‫اﻟﺮواﺑﻂ‬
‫ﺗﻨﺸﺄ ُ ﻋﻦْ‬

‫ﻛﯿﻤﯿﺎﺋﻲ‬
‫ﱟ‬ ‫ﺗﻔﺎﻋﻞ‬
‫ٍ‬ ‫ﻣﺜﺎ ٌل ﻋﻠﯿﮭﺎ‬

‫ﯾُﻌﺒّ ُﺮ ﻋﻨﮫُ‬
‫راﺑﻄﺔٌ ﺗﺴﺎھﻤﯿﺔٌ‬
‫ارﺗﺒﺎط‬
‫ِ‬ ‫ﺗﻨﺸﺄ ُ ِ‬
‫ﻋﻦ‬

‫ﺗﻨﺸﺄ ُ‬ ‫ذر ٍة ﻟﺪﯾﮭﺎ ﻣﯿ ٌﻞ إﻟﻰ‬

‫ﻋﻨ َﺪﻣﺎ‬ ‫ت‬
‫ﻓﻘ ِﺪ اﻹﻟﻜﺘﺮوﻧﺎ ِ‬

‫ﺗﻜﻮنُ‬
‫ﱢ‬
‫ﺗﻜﻮنُ‬
‫ﱢ‬
‫ﺗﻜﻮنُ‬
‫ﱢ‬
‫أﯾﻮﻧًﺎ ﺳﺎﻟﺒًﺎ‬
‫ﻣﺮ ّﻛﺒًﺎ‬
‫ﺗﺴﺎھﻤﯿًّﺎ‬
‫ﺟﺰﯾﺌﯿًّﺎ‬ ‫ارﺗﺒﺎطﮭﺎ‬
‫ِ‬ ‫ﻋﻦ‬
‫ﯾﻨﺘﺞ ِ‬
‫ُ‬
‫أﯾﻮﻧﻲ‬
‫ﱞ‬ ‫ﻣﺮ ّﻛ ٌ‬
‫ﺐ‬

‫‪105‬‬
‫اﻟﻤﻐﻨﺎطﯿﺴﯿﺔُ‬ ‫ُ‬
‫اﻟﻮﺣﺪة‬
‫‪8‬‬
‫‪Magnetism‬‬

‫‪106‬‬
 ‫ِ‬
‫اﻟﻮﺣﺪة‬ ‫ُ‬
‫ﻣﺸﺮوﻋﺎت‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺼﺎدر اﳌﺘﻨﻮ ﹺ‬

‫اﻵﺗﻴﺔ‪:‬‬ ‫اﳌﻘﱰﺣﺔ‬ ‫اﳌﴩوﻋﺎت‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫وﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ؛‬ ‫ﻋﺔ‬ ‫ﹺ ﹼ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫أﺑﺤﺚ ﰲ‬‫ﹸ‬ ‫ﹸ‬
‫اﻹﻧﺴﺎن‪.‬‬ ‫ﹺ‬
‫اﻟﻈﻮاﻫﺮ اﻟﺘﻲ اﻛﺘﺸ ﹶﻔﻬﺎ‬ ‫اﻟﺘﺎرﻳﺦ‪ :‬اﳌﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ ﻣ ﹾﻦ أﻗـﺪ ﹺم‬
‫ﹸ‬
‫اﳌﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫ﹸﺸﻒ ﻓﻴﻬﺎ‬ ‫ﹺ‬
‫اﻟﺰﻣﻨﻴﺔ اﻟــﺘﻲ اﻛﺘ ﹶ‬ ‫ﹺ‬
‫اﻟﻔﱰة‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﳌﺘﺎﺣﺔ ﹺ‬ ‫ﹺ‬
‫اﳌﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬
‫ﹸ‬
‫أﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬ ‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫وﻛﻴﻔ ﹼﻴ ﹺﺔ اﻛﺘﺸﺎﻓﹺﻪ‪ ،‬وأﻋﺪﱡ‬
‫ﹺ‬
‫اﳌﻐﺎﻧﻂ‪،‬‬ ‫ﹺ‬
‫ﺻﻨــﺎﻋﺔ‬ ‫ﻟﺪي ﻋ ﹾﻦ ﹺ‬
‫ﳎﺎل‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺼـﺎدر اﳌﻌﺮﻓﺔ اﳌﺘـﺎﺣﺔ ﱠ‬ ‫ﹺ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬ ‫اﳌ ﹺ ﹶﻬ ﹸﻦ‪:‬‬
‫ﹺ‬
‫اﳌﺠﺎل‪ ،‬وأﻋﺪﱡ‬ ‫ﻳﻌﻤﻞ ﰲ ﻫﺬا‬‫أن ﻳﻤﺘﻠﻜﹶﻬﺎ ﻣ ﹾﻦ ﹸ‬ ‫ﳚﺐ ﹾ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﳌﺆﻫﻼت اﻟﻌﻠﻤ ﹼﻴﺔ اﻟﺘﻲ ﹸ‬ ‫ﹼ‬
‫أﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬
‫ﹸ‬ ‫ﻋﺮﺿﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴﺎ‬
‫ﹰ‬
‫ﹺ‬
‫ﻹﻧﺘﺎج‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫اﻟﺘﻘﻨﻴ ﹸﺔ‪ :‬ﺗﻌﺘﻤﺪﹸ اﳊﻴﺎ ﹸة اﳌﻌﺎﴏ ﹸة اﻋﺘﲈدا ﻛﺒﲑا ﻋﲆ اﳌﻮ ﹼﻟ ﹺ‬
‫ﺪات‬ ‫ﹰ‬ ‫ﹰ‬
‫ﹺ‬
‫ﺑﺸﺒﻜﺔ‬ ‫وأﺳﺘـﻌﲔ‬
‫ﹸ‬ ‫ﹺ‬
‫اﳌﺘﺎﺣـﺔ‪،‬‬ ‫ﹺ‬
‫اﳌﻌﺮﻓﺔ‬ ‫ﹺ‬
‫ﻣﺼـﺎدر‬ ‫ﹸ‬
‫أﺑﺤـﺚ ﰲ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﺘﻴــﺎر‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﻜﻠﲈت‬ ‫ﹺ‬
‫ﻣﺴﺘﺨﺪ ﹰﻣﺎ‬ ‫ﹴ‬
‫ﺑﺴﻴﻂ‪،‬‬ ‫ﻛﻬـﺮﺑﺎﺋﻲ‬ ‫ﻧﻤﻮذﺟﺎ ﳌـﻮ ﹼﻟ ﹴﺪ‬ ‫ﹸ‬
‫وأﻋﻤـﻞ‬ ‫اﻹﻧﱰﻧﺖ‪،‬‬
‫ﱟ‬ ‫ﹰ‬
‫اﳌﻔﺘﺎﺣﻴ ﹶﺔ اﻵﺗﻴ ﹶﺔ‪science project electric generator :‬‬

‫اﳌﻐﺎﻧ ﹸﻂ ﰲ ﺣﻴﺎﺗﹺﻨﺎ‬
‫ﹴ‬
‫ﳎﺎﻻت‬ ‫ﹺ‬
‫اﳌﻐﺎﻧﻂ ﰲ‬ ‫ﹺ‬
‫اﺳﺘﺨﺪاﻣﺎت‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻹﻧﱰﻧﺖ ﹺ‬ ‫ﹺ‬
‫ﺷﺒﻜﺔ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﺗﻘﺮﻳﺮا‬ ‫ﹺ‬
‫واﻟﺼﻨــﺎﻋﺔ‪ .‬وأﻋـﺪﱡ‬ ‫واﻟــﻄﺐ‬ ‫ﹺ‬
‫اﻹﻟﻜــﱰوﻧﻴﺎت‬ ‫ﻣﺜﻞ‪،‬‬ ‫ﹴ‬
‫ﳐﺘﻠﻔﺔ ﹸ‬
‫ﹰ‬ ‫ﱢ‬
‫وأﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬
‫ﹸ‬

‫‪107‬‬
 ‫اﻟﻔﻜﺮةُ اﻟﻌﺎ ّﻣﺔُ‪:‬‬
‫ﹸﺴﻤﻰ اﻟﻘﻮ ﹶة اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹶﺔ‪،‬‬ ‫ﺗﺠﺎذب أو ﹴ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﺗﻨﺎﻓﺮ ﺗ ﹼ‬ ‫ﻗﻮ ﹸة‬
‫ﺗﻨﺸﺄ ﺑﻴ ﹶﻦ اﻟﻤﻐﺎﻧﻂ ﹼ‬
‫ﹺ‬
‫اﻟﺤﻴﺎة‪.‬‬ ‫ﹺ‬
‫ﻣﺠﺎﻻت‬ ‫ﺗﻄﺒﻴﻘﺎت واﺳﻌ ﹲﺔ ﻓﻲ‬
‫ﹲ‬ ‫ﻟﻬﺎ‬

‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻤﺠﺎل‬ ‫اﻟﺪرس اﻷول‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺤﻴــﻄﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﻄﻘــﺔ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﺗـﺆ ﹼﺛ ﹸﺮ اﻟﻘــﻮ ﹸة اﻟﻤﻐﻨﺎﻃﻴﺴﻴــ ﹸﺔ ﻓﻲ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪.‬‬
‫ﱠ‬ ‫ﹶ‬
‫اﻟﻤﺠﺎل‬ ‫ﹸﺴﻤﻰ‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ‪ ،‬اﻟﺘﻲ ﺗ ﹼ‬
‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪ :‬اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴ ﹼﻴ ﹸﺔ‬
‫ﹸ‬
‫ﹺ‬
‫ﻣﺘﺮاﺑﻄﺎن‪ ،‬وﻗﺪﹾ‬ ‫ﹺ‬
‫ﻣﻮﺿﻮﻋﺎن‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬اﻟﻜﻬﺮﺑﺎ ﹸء واﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬
‫ﹺ‬
‫اﻹﻧﺴﺎن‪.‬‬ ‫ﺗﻄﻮﻳﺮ ﹺ‬
‫ﺣﻴﺎة‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﻓﻲ‬ ‫ﻋﻠﻢ‬
‫أﺳﻬﻢ ﹸ‬ ‫ﹶ‬

‫َ‬
‫اﻟﺼﻮرة‬ ‫أﺗﺄﻣ ُ‬
‫ﻞ‬ ‫ّ‬
‫ﹺ‬
‫واﻛﺘﺸﺎف‬ ‫ﹺ‬
‫اﻟﻤﻼﺣﺔ‬ ‫ﺗﻄﻮ ﹺر‬ ‫ﺻﻨﻊ اﻟﺒﻮﺻﻠ ﹶﺔ‪،‬‬ ‫ﹸ‬
‫ﻓﺄﺳﻬﻤﺖ ﻓﻲ ﹼ‬
‫ﹾ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﹶ‬
‫ﹶ‬ ‫اﻹﻧﺴﺎن‬ ‫اﻛﺘﺸﻒ‬
‫ﹶ‬ ‫ﻋﻨﺪﻣﺎ‬
‫ﹴ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺠﺎﻻت‬ ‫اﻟﻤﻐﺎﻧﻂ واﺳﺘﺨﺪ ﹶﻣﻬﺎ ﻓﻲ‬ ‫ﺗﻌﻤ ﹶﻖ ﻓﻲ دراﺳﺔ ﻋﻠ ﹺﻢ اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﹶ‬
‫ﺻﻨﻊ‬ ‫اﻟﺒﺤﺎر‪ .‬وﻋﻨﺪﻣﺎ ﹼ‬
‫ﹺ‬
‫اﻟﺤﻴﺎة ؟‬ ‫ﹺ‬
‫اﺳﺘﺨﺪاﻣﻪ ﻓﻲ‬ ‫ﻣﺠﺎﻻت‬
‫ﹸ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ؟ وﻣﺎ‬ ‫ﺗﻤﻴﺰ‬
‫اﻟﺨﺼﺎﺋﺺ اﻟﺘﻲ ﹸ‬ ‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ‪ .‬ﻓﻤﺎ‬
‫ﹶ‬ ‫ﹸ‬

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 ‫ُ‬
‫أﺳﺘﻜﺸﻒ‬
‫ﺲ‬
‫ﺧﺼﺎﺋﺺ اﻟﻤﻐﻨﺎطﯿ ِ‬
‫ُ‬
‫ﹴ‬ ‫ﻋﺪد )‪ ،(2‬ﹲ‬
‫ﺧﻴﻂ‪ ،‬ﻗﻄﻌ ﹸﺔ ﻛﺮﺗﻮن‪ ،‬ﱞ‬
‫ﻣﻘﺺ‪،‬‬ ‫ﻓﻠﺰي‪ ،‬ﹲ‬‫ﺣﺎﻣﻞ ﱞ‬ ‫ﻣﺴﺘﻘﻴﻢ ﹸ‬
‫ﹲ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﻗﻄﻊ ﺑﻼﺳﺘﻴﻜ ﹼﻴ ﹲﺔ‪(.......،‬‬ ‫ﹴ‬ ‫ﻣﺸﺒﻚ ﹴ‬‫ﹸ‬ ‫ﹴ‬
‫ﻗﻄﻊ ﻧﻘﻮد‪ ،‬ﹲ‬
‫ورق‪ ،‬ﹸ‬ ‫ﻣﺨﺘﻠﻔﺔ‪) ،‬‬ ‫أﺟﺴﺎ ﹲم ﻣ ﹾﻦ ﻣﻮا ﱠد‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹶ‬
‫ﻳﺴﻘﻂ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻛﻲ ﻻ‬ ‫ﹺ‬
‫ﺣﻤﻞ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪ :‬أﻧﺘﺒ ﹸﻪ ﻋﻨﺪﹶ‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﻧﺤﻮ ﻣﺎ ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹺ‬
‫ﻣﻨﺘﺼﻔﻪ ﻋﻠﻰ ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫ﻟﺘﻌﻠﻴﻖ‬ ‫ﹶ‬
‫واﻟﺨﻴﻂ‬ ‫اﻟﻤﻘﻮ￯‬ ‫ﹶ‬
‫اﻟﻮرق‬ ‫‪ .1‬أﺳﺘﺨﺪ ﹸم‬
‫ﱠ‬
‫ﻳﺴﺘﻘﺮ أﻓﻘ ﹼﹰﻴﺎ‪.‬‬
‫ﱠ‬ ‫ﻛﻲ‬
‫اﻟﻤﺠﺎور‪ ،‬وأﺗﺮﻛﹸﻪ ﹾ‬‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ‬
‫وﻳﺴﺎرا‪،‬‬
‫ﹰ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﺣﺮﻛ ﹰﺔ ﺑﺴﻴﻄ ﹰﺔ ﻳﻤﻴﻨﹰﺎ‬
‫ﹶ‬ ‫أﺣﺮ ﹸك‬
‫أﺟﺮ ﹸب‪ :‬ﹼ‬ ‫‪ .2‬ﹼ‬
‫ﻣﺮ ﹰة أﺧﺮ￯‪.‬‬ ‫ﻳﺴﺘﻘﺮ ﹼ‬
‫ﱠ‬ ‫أن‬‫وأﺗﺮﻛﹸﻪ إﻟﻰ ﹾ‬
‫وأدو ﹸن‬‫ﻳﺴﺘﻘﺮ‪ ،‬ﹼ‬
‫ﱡ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨـﺎﻃﻴﺲ ﻋﻨﺪﹶ ﻣﺎ‬ ‫أﻻﺣﻆ اﺗﹼﺠـﺎ ﹶه ﹺ‬
‫ﻗﻄﺒﻲ‬ ‫ﹸ‬ ‫‪.3‬‬
‫‪N‬‬ ‫ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﺜﺎﻧﻲ ﻣﻦ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫‪S‬‬ ‫أﺣـﺪ‬ ‫ﹶ‬ ‫ﻗﻄﺒﻲ‬ ‫أﻗﺮ ﹸب أﺣـﺪﹶ‬ ‫أﺟﺮ ﹸب‪ :‬ﹼ‬ ‫‪ .4‬ﹼ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﻤﻌ ﱠﻠ ﹺﻖ‪ ،‬ﹼ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻗﻄﺒﻲ‬
‫ﹺ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫اﻟﻘﻄﺐ اﻟﺜﺎﻧﻲ‬ ‫ﹺ‬
‫ﺑﺘﻘﺮﻳﺐ‬ ‫أﻛﺮ ﹸر اﻟﺨﻄﻮ ﹶة اﻟﺴﺎﺑﻘ ﹶﺔ‬ ‫‪ .5‬ﹼ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬‫اﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﻤﻌ ﱠﻠ ﹺﻖ‪ ،‬ﹼ‬ ‫ﹺ‬ ‫ﻣ ﹶﻦ‬
‫وأﻗﺮ ﹸب أﺟﺴﺎ ﹰﻣﺎ ﻣﺨﺘﻠﻔ ﹰﺔ ﻣﻨ ﹸﻪ‪ P 109،‬ﹸ‬ ‫ﹺ‬
‫وأﻻﺣﻆ أ ﱡﻳﻬﺎ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻋﻠﻰ اﻟﻄﺎوﻟﺔ‪ ،‬ﹼ‬ ‫ﹶ‬ ‫أﺟﺮ ﹸب‪ :‬ﹸ‬
‫أﺿﻊ‬ ‫‪ .6‬ﹼ‬
‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﻧﺤﻮ ﹸه‪ ،‬ﹼ‬ ‫ﻳﻨﺠﺬب ﹶ‬ ‫ﹸ‬
‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬
‫ﹸ‬
‫ﻛﻞ ﻣ ﹾﻦ‬ ‫وﺗﺮﻛﻪ ﺣﺮا‪ .‬ﻣﺎ اﻻﺗﺠﺎه اﻟﺬي ﻳﺸﻴﺮ ﹺ‬
‫إﻟﻴﻪ ﱞ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﻌﻠﻴﻘﻪ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻋﻨﺪﹶ‬ ‫‪ -‬أﺻﻒﹸ ﺣﺮﻛ ﹶﺔ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹼﹰ‬
‫ﻳﺴﺘﻘﺮ؟‬
‫ﱡ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻋﻨﺪﹶ ﻣﺎ‬ ‫ﹺ‬
‫ﻗﻄﺒﻲ‬
‫ﺗﻨﺸﺄ ﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻤﺘﺸﺎﺑﻬﺔ؟ وﻣﺎ اﻟﻘﻮ ﹸة اﻟﺘﻲ ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫أﻗﻄﺎب‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻣﺎ اﻟﻘﻮ ﹸة اﻟﺘﻲ ﹸ‬
‫ﺗﻨﺸﺄ ﺑﻴ ﹶﻦ‬ ‫‪-‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔﺔ؟‬ ‫ﹺ‬
‫اﻷﻗﻄﺎب‬
‫ﹺ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫ﻓﺌﺘﻴﻦ وﻓ ﹰﻘﺎ ﻻﻧﺠﺬاﺑﹺﻬﺎ‬‫‪ -‬أﺻﻨﹼﻒﹸ اﻟﻤﻮا ﱠد إﻟﻰ ﹺ‬

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‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫اﻟﻤﺠﺎلُ‬
‫‪Magnetic Field‬‬
‫‪1‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫اﻟﻤﻐﻨﺎطﯿﺲ ‪Magnet‬‬
‫ُ‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫ﹺ‬
‫اﻟﻄﺒﻴﻌﺔ‬ ‫ﹺ‬
‫آﻻف اﻟﺴﻨﻴ ﹶﻦ ﻣﻌﺪﻧﹰﺎ ﻓﻲ‬ ‫اﻟﻨﺎس ﹸ‬
‫ﻣﻨﺬ‬ ‫اﻛﺘﺸﻒ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺔ‬ ‫ﺗﺆ ﹼﺛ ﹸﺮ اﻟﻘﻮ ﹸة اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ ﻓﻲ‬
‫ﹸ‬
‫ﹺ‬ ‫ﹸﺴﻤﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﺳﻢ ﻣﻐﻨﺎﺗﻴﺖ‪.‬‬‫اﻟﻘﻄﻊ اﻟﺤﺪﻳﺪ ﹼﻳ ﹶﺔ‪ ،‬وأﻃﻠﻘﻮا ﻋﻠﻴﻪ ﹶ‬ ‫ﹶ‬ ‫ﻳﺠﺬب‬
‫ﹸ‬ ‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ‪ ،‬اﻟﺘﻲ ﺗ ﱠ‬ ‫اﻟﻤﺤﻴــﻄﺔ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪.‬‬
‫ﱠ‬ ‫ﹶ‬
‫اﻟﻤﺠﺎل‬
‫اﻹﻧﺴـﺎن ﺻﻨﺎﻋ ﹶﺔ‬
‫ﹸ‬ ‫ﻃﻮ ﹶر‬
‫اﻟﺤـﺎﻟﻲ ﹼ‬
‫ﱢ‬ ‫وﻣﻨﺬ اﻛﺘﺸـﺎﻓﹺﻪ إﻟﻰ وﻗﺘﹺﻨﺎ‬ ‫ﹸ‬
‫ﹴ‬
‫ﻣﺠــﺎﻻت‬ ‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ‪ ،‬واﺳﺘﺨــﺪ ﹶﻣﻬﺎ ﻓﻲ‬ ‫ﹴ‬
‫ﺑﺄﺷﻜـﺎل‬ ‫ﹺ‬
‫اﻟﻤﻐﺎﻧﻂ‬
‫ﻧﺘﺎﺟﺎتُ اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﺧﺼــﺎﺋﺺ‬
‫ﹶ‬ ‫أﺳﺘﻘـﺼﻲ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(1‬‬ ‫ﻋﺪﹼ ﹴة‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﺪاﺋ ﹺﻢ‪.‬‬
‫واﻟﻜﻮﺑﺎﻟﺖ إﺿﺎﻓ ﹰﺔ إﻟﻰ‬ ‫ﹶ‬ ‫ﹶ‬
‫اﻟﻨﻴﻜﻞ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹸ‬ ‫وﻳﺠﺬب‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻐﺎﻧﻂ‬ ‫ﹶ‬
‫ﺗﻔﺎﻋﻞ‬ ‫أﺻﻤ ﹸﻢ ﺗﺠﺮﺑ ﹰﺔ ﺗﺒ ﹼﻴ ﹸﻦ‬ ‫ﹼ‬
‫ﺟﺬب‬‫ﹺ‬ ‫ﻗﺎدر ﻋﻠﻰ‬ ‫ﻓﺎﻟﻤﻐﻨﺎﻃﻴﺲ ‪ Magnet‬ﻫﻮ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﺟﺴﻢ ﹲ‬ ‫ﹲ‬ ‫ﹸ‬ ‫اﻟﺤﺪﻳﺪ‪.‬‬ ‫ﺑﻌﺾ‬ ‫وﺗﺄﺛﻴﺮﻫﺎ ﻓﻲ‬
‫ﹶ‬ ‫ﺑﻌﺾ‪،‬‬ ‫ﻣﻊ‬
‫ﺑﻌﻀﻬﺎ ﹶ‬
‫وﻳﺘﻨﺎﻓﺮ ﻣ ﹶﻌﻬﺎ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻐﺎﻧﻂ‬ ‫ﻏﻴﺮ ﹸه ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫اﻟﻤﻮا ﱢد‪.‬‬
‫ﹸ‬ ‫وﻳﺠﺬب ﹶ‬ ‫ﹸ‬ ‫ﺑﻌﺾ اﻟﻤﻮا ﱢد‪،‬‬
‫ﹺ‬
‫ﹺ‬ ‫اﻟﻤﺠـــﺎل‬ ‫أﺳﺘﻘــﺼﻲ ﻣﻔﻬـــﻮ ﹶم‬
‫ﻳﺴﺘﻘﺮ‬
‫ﱡ‬ ‫ﺛﻢ‬‫ﻳﺪور‪ ،‬ﱠ‬‫ﺣﺮا ﻓﺈ ﱠﻧ ﹸﻪ ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﺗﻌﻠﻴ ﹰﻘﺎ ﹼﹰ‬ ‫ﺗﻌﻠﻴﻖ‬ ‫ﻋﻨﺪﹶ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ ﻋﻤﻠ ﹼﹰﻴﺎ‪.‬‬
‫ﱢ‬
‫اﻟﺠﻐﺮاﻓﻲ‪ ،‬ﻫﺬا‬ ‫ﹺ‬
‫اﻟﺸﻤﺎل‬ ‫ﹺ‬
‫اﺗﺠﺎه‬ ‫ﻃﺮﻓﻴﻪ إﻟﻰ‬ ‫ﹺ‬ ‫ﻳﺸﻴﺮ أﺣﺪﹸ‬ ‫ﹸ‬
‫ﱢ‬ ‫ﺑﺤﻴﺚ ﹸ‬ ‫ﻟﻠﻤﻨﺎﻃﻖ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﻄﺔ وﻓ ﹰﻘﺎ‬ ‫أﻓﺴ ﹸﺮ ﻣﻔﻬﻮ ﹶم‬ ‫ﹼ‬
‫ﺑﺎﻟﺮﻣﺰ )‪.(N‬‬ ‫ﹺ‬ ‫ﺮﻣﺰ ﹺ‬
‫إﻟﻴﻪ‬ ‫اﻟﺸﻤﺎﻟﻲ‪ ،‬و ﹸﻳ ﹸ‬ ‫اﻟﻘﻄﺐ‬ ‫ﺴﻤﻰ‬ ‫ﻟﻠﻤﺎدة اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬ﹺ‬ ‫ﹺ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔﹺ‬
‫ﱠ‬ ‫ﹶ‬ ‫اﻟﻄﺮف ﹸﻳ ﱠ‬ ‫ﹸ‬
‫اﻟﺠﻐﺮاﻓﻲ‪،‬‬ ‫ﹺ‬
‫اﻟﺠﻨﻮب‬ ‫ﹺ‬
‫اﺗﺠـــﺎه‬ ‫ﻓﻴﺸﻴﺮ إﻟﻰ‬ ‫اﻟﻄﺮف اﻟﺜﺎﻧﻲ‬ ‫ﹸ‬ ‫أ ﹼﻣﺎ‬
‫ﱢ‬ ‫ﹸ‬ ‫اﳌﻔﺎﻫﻴﻢ واﳌﺼﻄﻠﺤﺎتُ ‪:‬‬
‫ُ‬
‫ﺑﺎﻟﺮﻣﺰ )‪.(S‬‬‫ﹺ‬ ‫ﺮﻣﺰ ﹺ‬
‫إﻟﻴﻪ‬ ‫اﻟﺠﻨﻮﺑﻲ‪ ،‬و ﹸﻳ ﹸ‬ ‫اﻟﻘﻄﺐ‬ ‫ﺴﻤﻰ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ‪Magnet‬‬
‫ﱠ‬ ‫ﹶ‬ ‫و ﹸﻳ ﱠ‬ ‫ﹸ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻤﺠﺎل‬
‫ﺣﺮا؟‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ـﻖ‪ :‬ﻣـﺎذا‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﻋﻨﺪﹶ ﺗﻌﻠﻴﻘﻪ ﹼﹰ‬ ‫ﻳﺤﺪث‬ ‫‪Magnetic Field‬‬
‫اﻟﻤﻨﺎﻃﻖ اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬
‫ﹸ‬
‫‪Magnetic Domains‬‬

‫ﹺ‬
‫ﻟﻠﻤﻐﺎﻧﻂ‪.‬‬ ‫ﹲ‬
‫أﺷﻜﺎل ﻣﺨﺘﻠﻔ ﹲﺔ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(1‬‬

‫‪110‬‬
 ‫ض‬
‫ﺑﻌﻠﻮم اﻷر ِ‬
‫ِ‬ ‫اﻟﺮﺑﻂُ‬ ‫اﻟﻤﻐﻨﺎطﯿﺴﻲ؟ ?‪What is Magnetic Field‬‬
‫ﱡ‬ ‫ﻣﺎ اﻟﻤﺠﺎ ُل‬
‫ﹺ‬ ‫ﹴ‬
‫ﺑﻌﺾ‬ ‫ﺑﻌﻀﻬﺎ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﻋﻨﺪﹶ ﺗﻘﺮﻳﺒﹺﻬﺎ ﹺ‬ ‫ﹺ‬
‫اﻷﻗﻄﺎب‬ ‫ﹸ‬
‫ﻳﻨﺸﺄ ﺑﻴ ﹶﻦ‬
‫ﻣﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱞ‬ ‫ﹲ‬
‫ﻣﺠـﺎل‬ ‫ﺑﺎﻷرض‬ ‫ﹸ‬
‫ﻳﺤﻴــﻂ‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‬ ‫ﻣﺼــﺪر ﹸه ﺣﺮﻛـ ﹸﺔ‬ ‫ﹶ‬ ‫ﹸﻳﻌﺘﻘـﺪﹸ ﱠ‬
‫أن‬ ‫ﻓﺎﻷﻗﻄﺎب اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬
‫ﹸ‬ ‫ﺗﻨﺎﻓﺮا أو ﺗﺠﺎذ ﹰﺑﺎ؛‬ ‫ﹸ‬
‫ﺗﻜـﻮن ﹰ‬ ‫ﻗﻮ ﹲة ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ‬
‫ﹼ‬
‫وﻳﺆﺛﺮ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻃﻦ‬ ‫ﹺ‬
‫اﻟﻤﺼﻬﻮر ﻓﻲ‬
‫اﻷرﺿﻲ ﻓﻲ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫ﹸ‬
‫اﻟﻤﺠﺎل‬
‫ﺗﺘﺠﺎذب‪.‬‬
‫ﹸ‬ ‫واﻷﻗﻄﺎب اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ اﻟﻤﺨﺘﻠﻔ ﹸﺔ‬
‫ﹸ‬ ‫ﺗﺘﻨﺎﻓﺮ‪،‬‬
‫ﹸ‬ ‫اﻟﻤﺘﺸﺎﺑﻬ ﹸﺔ‬
‫ﱡ‬ ‫ﱡ‬
‫ﹺ‬
‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺤﻴﻄﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺔ‬ ‫ﺗﺆ ﹼﺛ ﹸﺮ اﻟﻘﻮ ﹸة اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ ﻓﻲ‬
‫ﺣﺮا‬ ‫اﻟﻤﻐﻨــﺎﻃﻴﺲ اﻟﻤﻌــ ﱠﻠ ﹺﻖ ﺗﻌﻠﻴ ﹰﻘﺎ ﹼﹰ‬ ‫ﹺ‬
‫ﻳﺸﻴﺮ‬
‫ﺗـﺪوﻳﺮه‪ ،‬ﺑﺤﻴﺚ ﹸ‬ ‫ﹺ‬ ‫ﻓﻴــﺆ ﹼدي إﻟﻰ‬
‫ﻌﺮف ﺑﺄ ﱠﻧ ﹸﻪ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ ‪ .Magnetic Field‬و ﹸﻳ ﹸ‬ ‫ﱠ‬ ‫ﹶ‬
‫اﻟﻤﺠﺎل‬ ‫ﹸﺴﻤﻰ‬ ‫اﻟﺘﻲ ﺗ ﱠ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ إﻟﻰ‬‫ﹺ‬ ‫اﻟﺸﻤﺎﻟﻲ‬
‫ﱡ‬ ‫اﻟﻘــﻄﺐ‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬ ‫ﻓﻴﻪ آﺛﺎر ﹺ‬
‫اﻟﻘﻮة‬ ‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﺬي ﺗﻈﻬﺮ ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻤﺤﻴﻂ‬ ‫اﻟﺤ ﹼﻴ ﹸﺰ‬
‫اﻟﻘــﻄﺐ اﻟﺠﻨـﻮﺑﻲ ﻟﻠﻤﺠﺎلﹺ‬
‫ﱢ‬ ‫ﹺ‬ ‫ﹼﺠــﺎه‬‫اﺗ‬ ‫ﹸ‬ ‫ﹸ‬
‫اﻟﻘﻄﺐ‬ ‫ﹸ‬ ‫اﻷرﺿﻲ‪ ،‬وﻫﻮ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫اﻟﻤﺠﺎل اﻟﻤﻐﻨﺎﻃﻴﺴﻲ ﺑﺎﺳﺘﺨﺪا ﹺم ﺑ ﹺ‬
‫ﺮادة‬ ‫ﹺ‬ ‫ﻋﻦ‬‫اﻟﻜﺸﻒ ﹺ‬ ‫ﹸ‬ ‫ﻳﻤﻜ ﹸﻦ‬
‫ﱢ‬ ‫ﱢ‬ ‫ﹸ‬ ‫ﱢ‬
‫اﻟﺠﻐﺮاﻓﻲ‪.‬‬
‫ﱡ‬ ‫اﻟﺸﻤﺎﻟﻲ‪-‬‬
‫ﱡ‬ ‫ﺑﻔﻌﻞ ﹺ‬ ‫ﻧﺜﺮ اﻟﺒ ﹺ‬ ‫ﹺ‬
‫اﻟﻘﻮة‬ ‫ﹼﺐ ﹺ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪ ،‬ﻓﺈﻧﱠﻬﺎ ﺗﺘﺮﺗ ﹸ‬ ‫ﹺ‬ ‫ﺣﻮل‬ ‫ﺮادة ﹶ‬ ‫اﻟﺤﺪﻳﺪ‪ ،‬ﻓﻌﻨﺪﹶ ﹺ ﹸ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹶ‬
‫ﺧﻄﻮط‬ ‫ﺴﻤﻰ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﱢ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﺔ ﺑﻨﻤﻂ ﻣﺤﺪﱠ د ﹸﻳ ﱠ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹺ‬
‫اﺗﺠﺎه‬ ‫ﹺ‬
‫ﺗﺤﺪﻳﺪ‬ ‫وﺗﹸﺴﺘﺨﺪ ﹸم اﻟﺒﻮﺻﻠ ﹸﺔ ﻓﻲ‬
‫‪S‬‬
‫ﱢ‬
‫ﹴ‬
‫ﻧﻘﻄﺔ‬ ‫ﻛﻞ‬‫اﻟﺒﻮﺻﻠﺔ ﻋﻨﺪﹶ ﱢ‬‫ﹺ‬ ‫اﻟﺸﻜﻞ )‪ (2‬ﻳﺸﻴﺮ اﺗﺠﺎه ﹺ‬
‫إﺑﺮة‬ ‫ﹺ‬ ‫ﻓﻤﺜﻼ ﻓﻲ‬ ‫ﹰ‬
‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫‪N‬‬

‫ﹸ‬
‫ﻓﺎﻟﺒﻮﺻﻠﺔ‬ ‫اﻟﻨﻘﻄﺔ‪.‬‬ ‫ﻋﻨـﺪ ﹶ‬
‫ﺗﻠﻚ‬ ‫اﻟﻤﻐﻨــﺎﻃﻴﺴﻲ ﹶ‬ ‫ﹺ‬
‫اﻟﻤﺠـﺎل‬ ‫اﺗﺠﺎه‬ ‫إﻟﻰ‬
‫ﱢ‬
‫وﺿﻌﻬﺎ ﻓﻲ‬ ‫ﹺ‬ ‫وﻋﻨﺪ‬
‫ﹶ‬ ‫وﺟﻨﻮﺑﻲ‪،‬‬ ‫ﺷﻤـﺎﻟﻲ‬ ‫ﹺ‬
‫ﻗﻄﺒﺎن‬ ‫ﺻﻐﻴﺮ ﹸﻟﻪ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫‪P 111‬‬ ‫ﱞ‬ ‫ﱞ‬ ‫ﹲ‬ ‫ﹲ‬
‫اﻟﺸﻤﺎﻟﻲ‬ ‫ﻗﻄﺒﻬﺎ‬ ‫ﹸ‬ ‫ﹴ‬ ‫ﻣﺠﺎل ﻣﻐﻨﺎﻃﻴﺴﻲ ﺗﺘﺄﺛﺮ ﹴ‬ ‫ﹴ‬
‫ﱠ‬ ‫ﺗﺠﻌﻞ ﹶ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪،‬‬ ‫ﺑﻘﻮة‬ ‫ﹸ‬ ‫ﱟ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪ ،‬ﻓﺘﺪور ﺛﻢ ﺗﺜﺒ ﹸﺖ ﺑﺎ ﹼﺗ ﹴ‬
‫ﺠﺎه‬ ‫ﹺ‬ ‫اﻟﺸﻤﺎﻟﻲ‬ ‫اﻟﻘﻄﺐ‬ ‫ﹺ‬ ‫ﻣﻊ‬
‫ﹸ ﱠ ﹸ‬ ‫ﱢ‬ ‫ﻳﺘﻨﺎﻓﺮ ﹶ‬‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺠﺎل‪.‬‬ ‫ﻣﻮا ﹴز ﻻ ﹼﺗ ﹺ‬
‫ﺠﺎه‬

‫ﺑﻮﺻﻠ ﹲﺔ‬

‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹸ‬
‫ﺧﻄﻮط‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(2‬‬
‫ﹴ‬
‫ﻟﻤﻐﻨﺎﻃﻴﺲ ﻣﺴﺘﻘﻴ ﹴﻢ‪.‬‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱢ‬

‫‪S‬‬ ‫‪N‬‬
‫‪111‬‬
 ‫ﺗ ـﺠ ــﺮﺑ ـ ٌـﺔ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹸ‬
‫ﺗﺨﻄﻴﻂ‬
‫ﱢ‬
‫ﹺ‬
‫ﻣﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫اﻟﺴﺎﺑﻘﺘﻴﻦ ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬
‫اﻟﺨﻄﻮﺗﻴﻦ‬ ‫أﻛﺮ ﹸر‬
‫‪ .3‬ﹼ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬ ‫ﻣﺴﺘﻘﻴﻢ‪،‬‬
‫ﹲ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹺ‬
‫ﺣﺮف )‪.(U‬‬ ‫ﹴ‬
‫ﺣﺪﻳﺪ‪ ،‬ﺑﻮﺻﻠ ﹲﺔ‪ ،‬ورﻗ ﹲﺔ‬ ‫ﹺ‬
‫ﺣﺮف )‪ ،(U‬ﹸﺑﺮاد ﹸة‬ ‫ﹺ‬
‫ﺷﻜﻞ‬ ‫ﻋﻠﻰ‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬ ‫ﺑﻴﻀﺎ ﹸء‪.‬‬
‫اﻻﲡـﺎه اﻟﺬي ﻳﺸــﲑ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺆﴍ‬
‫ﹸ‬ ‫إﻟﻴﻪ‬ ‫ﹸ‬ ‫أﺳﺘﻨﺘــﺞ ﻣﺎ ﹼ ﹸ‬
‫ﹸ‬ ‫‪-‬‬ ‫ﻟﻜﻲ‬‫ﺣﻤﻞ اﻟﻤﻐﺎﻧﻂ ﹾ‬ ‫ﹺ‬ ‫اﻟﺴﻼﻣﺔ‪ :‬أﻧﺘﺒ ﹸﻪ ﻋﻨﺪﹶ‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫إرﺷﺎدات ﻣﻌﻠﻤﻲ‪/‬‬ ‫ﹺ‬ ‫ﹼﺒﻊ‬ ‫ﹺ‬ ‫ﹶ‬
‫اﳌﻐﻨﺎﻃﻴﺲ؟‬ ‫ﺑﺎﻟﻘﺮب ﻣ ﹶﻦ‬ ‫ﺗﻮﺿﻊ‬
‫ﹸ‬ ‫اﻟﺒﻮﺻﻠﺔ ﻋﻨﺪﹶ ﻣﺎ‬ ‫اﻷرض‪ .‬وأﺗ ﹸ‬ ‫ﺗﺴﻘﻂ ﻋﻠﻰ‬ ‫ﻻ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫اﻻﻧﺘﻬﺎء ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﻣﻌﻠﻤﺘﻲ ﻟﺠﻤ ﹺﻊ اﻟﺒ ﹺ‬
‫ﺮادة ﺑﻌﺪﹶ‬
‫ﹺ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‬ ‫اﻟﻤﺠــﺎل‬ ‫ﺧﻄــﻮط‬ ‫ﹶ‬
‫ﺷﻜــﻞ‬ ‫ﹸ‬
‫أﺻﻒ‬ ‫‪-‬‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬ ‫ﹸ‬
‫ﺣﺮف )‪.(U‬‬ ‫وﻣﻐﻨﺎﻃﻴﺲ‬ ‫اﻟﻤﺴﺘﻘﻴ ﹺﻢ‪،‬‬
‫ﹺ‬ ‫اﻟﻤﺴﺘﻘﻴﻢ ﹶ‬
‫ﹺ‬
‫ﻟﻠﻤﻐﺎﻧﻂ اﻟﺘﻲ‬ ‫اﳌﻐﻨﺎﻃﻴﴘ‬ ‫ﹺ‬
‫اﳌﺠﺎل‬ ‫ﹶ‬
‫ﺧﻄﻮط‬ ‫أرﺳﻢ‬ ‫‪-‬‬
‫اﻟﻄﺎوﻟﺔ‪،‬‬ ‫ﻓﻮق‬ ‫ﹶ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹶ‬ ‫أﺟﺮ ﹸب‪ :‬ﹸ‬
‫أﺿﻊ‬ ‫‪ .1‬ﹼ‬
‫ﱢ‬ ‫ﹸ‬ ‫ﻋﻠﻰ ﹴ‬
‫ﹺ‬ ‫ﺑﺎﻟﻘﺮب ﻣ ﹾﻦ‬ ‫ﹺ‬ ‫وأﺿــﻊ اﻟﺒﻮﺻﻠ ﹶﺔ‬ ‫ﹸ‬ ‫ورﻗﺔ ﺑﻴﻀـﺎ ﹶء‪.‬‬
‫ــﺢ ﻋﲆ اﻟﺮﺳ ﹺﻢ‬ ‫وأوﺿ ﹸ‬ ‫ﹼ‬ ‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫أﺳﺘﺨـﺪ ﹸﻣﻬﺎ ﰲ‬ ‫ﹺ‬
‫ﻣﺆﺷ ﹺﺮﻫﺎ‪،‬‬ ‫وأﻻﺣﻆ ﺣﺮﻛ ﹶﺔ ﹼ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫أﺣﺪ ﹺ‬
‫ﻗﻄﺒﻲ‬
‫واﲡﺎ ﹶه‬ ‫ﹺ‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪ ،‬ﹼ‬ ‫ﰊ‬
‫اﻟﻘﻄﺒﲔ اﻟﺸﲈ ﱠﱄ واﳉﻨﻮ ﱠ‬ ‫ﹺ‬
‫آﺧـﺮ ﻓﻲ اﻟﺤ ﹼﻴ ﹺﺰ‬ ‫ﹴ‬ ‫ﺛـﻢ ﹸ‬
‫ﹺ‬ ‫أﻧﻘﻞ اﻟﺒﻮﺻﻠـ ﹶﺔ ﻣ ﹾﻦ ﻣﻜـﺎن إﻟﻰ ﹶ‬ ‫ﱠ‬
‫اﻟﺒﻮﺻﻠﺔ‪.‬‬ ‫ﻣﺆﴍ‬‫ﹺ‬ ‫ﹺ‬
‫ﻣﺆﺷ ﹺﺮﻫﺎ‪،‬‬ ‫وأﻻﺣﻆ ﺣﺮﻛ ﹶﺔ ﹼ‬ ‫ﹸ‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫اﻟﻤﺤﻴﻂ‬
‫اﳌﻐﻨﺎﻃﻴﴘ ﰲ‬ ‫ﹺ‬
‫اﳌﺠـﺎل‬ ‫ﹺ‬
‫ﺧﻄـﻮط‬ ‫ﺷﻜـﻞ‬‫ﹶ‬ ‫‪ -‬أﺗﻮ ﹼﻗ ﹸﻊ‬
‫ﱢ‬ ‫وأدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹼ‬
‫ﻣﺴﺘﻘﻴـﻤﲔ ﹸو ﹺﺿﻌﺎ ﻋﲆ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻣﻐﻨــﺎﻃﻴﺴﲔ‬ ‫اﳊ ﹼﻴ ﹺﺰ ﹶ‬
‫ﺑﲔ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫أﺿﻊ ورﻗ ﹰﺔ ﺑﻴﻀﺎ ﹶء ﹶ‬
‫ﻓﻮق‬ ‫ﹸ‬ ‫أﺟﺮ ﹸب‪:‬‬ ‫‪ .2‬ﱢ‬
‫ﹺ‬
‫ﺑﺘﻨﻔﻴﺬ‬ ‫ﱪ ﺻﺤ ﹶﺔ ﺗﻮ ﱡﻗﻌﻲ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﺳﺘﻘﺎﻣﺔ واﺣــﺪة‪ ،‬وأﺧﺘ ﹸ‬ ‫وأﻃﺮق ﻃﺮ ﹰﻗﺎ ﺧﻔﻴ ﹰﻔﺎ‬ ‫ﹸ‬ ‫اﻟﺤﺪﻳﺪ‪،‬‬ ‫وأﻧﺜﺮ ﻋﻠﻴﻬﺎ ﹸﺑﺮاد ﹶة‬ ‫ﹸ‬
‫ﹴ‬
‫ﻣﻨﺎﺳﺒﺔ‪.‬‬ ‫ﹴ‬
‫ﲡﺮﺑﺔ‬ ‫وأﻻﺣﻆ ﻛﻤﻴ ﹶﺔ اﻟﺒ ﹺ‬ ‫ﹺ‬
‫اﻧﺠﺬﺑﺖ‬
‫ﹾ‬ ‫ﺮادة اﻟﺘﻲ‬ ‫ﹸ ﹼ ﹸ‬ ‫اﻟﻮرﻗﺔ‪.‬‬ ‫ﻋﻠﻰ‬
‫واﻟﺸﻜﻞ اﻟﺬي اﺗﹼﺨﺬ ﹾﺗ ﹸﻪ‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫ﹺ‬
‫ﻗﻄﺒﻲ‬ ‫إﻟﻰ‬
‫أدو ﹸن‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺒﺮاد ﹸة ﻓﻲ اﻟﺤ ﹼﻴ ﹺﺰ‬
‫ﺛﻢ ﹼ‬ ‫ﺑﺎﻟﻤﻐﻨﺎﻃﻴﺲ‪ ،‬ﱠ‬ ‫اﻟﻤﺤﻴﻂ‬
‫ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬

‫‪112‬‬
 ‫ﻖ اﻟﻤﻐﻨﺎطﯿﺴﯿﺔُ ‪Magnetic Domains‬‬
‫اﻟﻤﻨﺎط ُ‬
‫داﺧﻞ‬ ‫ﹶ‬ ‫اﻹﻟﻜﺘﺮوﻧﺎت اﻟﻤﺘﺤﺮﻛ ﹸﺔ‬
‫ﹸ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔﹸ ﺧﺎﺻﻴﺔﹲ ﻣﻨﺸ ﹸﺆﻫﺎ‬
‫ﻣﺠﺎل ﻣﻐﻨﺎﻃﻴﺴﻲ ﻟﻪ ﻗﻄﺒﺎنﹺ‬ ‫ﹲ‬ ‫ﺣﺮﻛﺔ اﻹﻟﻜﺘﺮون‬‫ﹺ‬ ‫اﻟﺬر ﹺة‪ ،‬إذ ﹸ‬
‫ﻳﻨﺸﺄ ﻋﻦ‬
‫ﱞ ﹸ‬ ‫ﹼ‬
‫ﺷﻤﺎﻟ ﱞﻲ وﺟﻨﻮﺑ ﱞﻲ‪.‬‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬
‫ﱢ‬ ‫اﻟﻤﺠﺎل‬ ‫اﺗﺠﺎ ﹸه‬ ‫ﹺ‬
‫اﻟﺬرات‬ ‫ﹺ‬
‫ﻹﻟﻜﺘﺮوﻧﺎت‬ ‫اﻟﻤﺠﺎﻻت اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔﹸ‬ ‫ﹼﺐ‬
‫ﹸ‬ ‫ﻋﻨﺪﹶﻣﺎ ﺗﺘﺮﺗ ﹸ‬
‫اﻟﻤﺤﺼ ﹶﻞ‬ ‫اﻟﻤﺠﺎل اﻟﻤﻐﻨﺎﻃﻴﺴ ﱠﻲ‬‫ﹶ‬ ‫اﻟﻤﺘﺠﺎورة ﹺ ﻓﻲ اﻻﺗﺠﺎه ﹺ ﹺ‬
‫ﻧﻔﺴﻪ‪ ،‬ﻓﺈ ﱠن‬
‫‪S‬‬ ‫‪N‬‬
‫‪S‬‬
‫‪S‬‬ ‫‪N‬‬ ‫ﱠ‬
‫ﹺ‬ ‫ﻟﻬﺬه ﹺ‬
‫‪N‬‬

‫اﻟﺬرات ﻳﺸﻜ ﹸﹼﻞ ﻣﻨﻄﻘ ﹰﺔ ﻣﻐﻨﺎﻃﻴﺴﻴ ﹰﺔ ‪.Magnetic Domain‬‬

‫اﻟﻤﻨﺎﻃﻖ اﻟﻤﻐﻨﺎﻃﻴﺴﻴــﺔﹸ داﺧﻠﹶﻪ ﹸ‬ ‫ﹸ‬ ‫ﹼﺐ ﻓﻲ اﻟﻤﻐﻨﺎﻃﻴ ﹺ‬
‫ﺲ‬ ‫وﺗﺘﺮﺗ ﹸ‬
‫ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ‬
‫ﻣﻨﻄﻘ ﹲﺔ‪P 113‬‬ ‫ﹺ‬ ‫ﻧﻔﺴﻪ‪ ،‬ﻓﻴﻨﺸــﺄ ﹸ ﻋﻦ ﻣﺤﺼــﻠﺔ ﹺ ﻫﺬه ﹺ‬ ‫ﺑﺎﻻﺗﺠﺎه ﹺ ﹺ‬
‫ﹲ‬
‫ﻣﺠﺎل‬ ‫اﻟﻤﺠﺎﻻت‬ ‫ﹾ‬
‫اﻟﻤﻨﺎﻃﻖ اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(3‬‬ ‫اﻟﺸﻜﻞ )‪.(3‬‬‫ﹶ‬ ‫ﺣﻮل اﻟﻤﻐﻨﺎﻃﻴ ﹺ‬
‫ﺲ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻣﻐﻨﺎﻃﻴﺴ ﱞﻲ داﺋ ﹲﻢ ﹶ‬
‫ﹴ‬
‫ﻟﻤﻐﻨﺎﻃﻴﺲ داﺋ ﹴﻢ‪.‬‬
‫اﺗﺠــﺎﻫﺎت‬
‫ﹸ‬ ‫ﻏﻴﺮ اﻟﻤﻤﻐﻨﻄﺔ ﹺ ﻓﺘﻜــﻮ ﹸن‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ ﹺ‬ ‫أﻣﺎ ﻓﻲ ﻗﻄﻌﺔ ﹺ‬
‫ﹼ‬
‫ﹴ‬
‫ﺑﺎﺗﺠــﺎﻫﺎت‬ ‫ﹺ‬
‫اﻟﻤﻐﻨــﺎﻃﻴﺴﻴﺔ ﻣﻮ ﹼزﻋــﺔﹰ ﻋﺸﻮاﺋﻴﹼﹰﺎ؛ ﺗﺸـﻴ ﹸﺮ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬
‫ﻣﻨﺎﻃﻖ ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ‬
‫ﹸ‬
‫ﺑﻌﻀﻬﺎ‬‫اﻟﻤﺠــﺎﻻت اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔﹸ اﻟﻨﺎﺗﺠﺔﹸ ﻋﻨﻬﺎ ﹶ‬
‫ﹸ‬ ‫ﻣﺨﺘﻠﻔﺔﹴ‪ ،‬ﻓﺘﻠﻐﻲ‬
‫اﺗﺠﺎﻫﺎﺗﹸﻬﺎ ﻋﺸﻮاﺋﻴ ﹲﺔ‪.‬‬
‫ﻞ )‪.(4‬‬ ‫ﺑﻌﻀﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ اﻟﺸﻜ ﹺ‬
‫ﹰ‬
‫ﹶ‬
‫اﻟﻤﺠﺎل‬ ‫ﺲ‪ ،‬ﻓﺈ ﱠن‬ ‫ﹺ‬
‫ﺑﺎﻟﻘﺮب ﻣﻦﹶ ﻣﻐﻨﺎﻃﻴ ﹴ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ‬ ‫وﻋﻨ ﹶﺪ وﺿﻊﹺ ﻗﻄﻌﺔ ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺗﺮﺗﻴﺐ‬ ‫ﺲ ﻳﺆدﹼي إﻟﻰ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴ ﱠﻲ ﻟﻠﻤﻐﻨﺎﻃﻴ ﹺ‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ إﻟﻰ‬ ‫ﻧﻔﺴﻪ‪ ،‬ﻓﺘﺘﺤ ﹼﻮ ﹸل ﻗﻄﻌﺔﹸ‬ ‫اﻟﺤﺪﻳﺪ ﺑﺎﻻﺗﺠﺎه ﹺ ﹺ‬ ‫ﹺ‬ ‫داﺧﻞ ﻗﻄﻌﺔ ﹺ‬‫ﹶ‬
‫ﹴ‬
‫ﺣﺪﻳﺪ‬ ‫)‪P:(4‬ﻗﻄﻌ ﹸﺔ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ ‪113‬‬ ‫ﹺ‬
‫ﻟﻠﻘﻄﺐ اﻟﺠﻨﻮﺑ ﱢﻲ‬ ‫ﻣﺆﻗﺖ ﻳﻜﻮ ﹸن ﻗﻄﺒﹸﻪ اﻟﺸﻤﺎﻟ ﱡﻲ ﻣﻮاﺟ ﹰﻬﺎ‬ ‫ﹴ‬ ‫ﻣﻐﻨﺎﻃﻴ ﹴ‬
‫ﺲ‬
‫ﻏﻴﺮ ﻣﻤﻐﻨﻄﺔ‪.‬ﹴ‬
‫ﹸ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(5‬‬ ‫ﻓﻴﻨﺠﺬب ﻧﺤ ﹶﻮهﹸ‪ .‬أﺗﺄﻣ ﹼ ﹸﻞ‬
‫ﹸ‬ ‫ﺲ؛‬ ‫ﻟﻠﻤﻐﻨﺎﻃﻴ ﹺ‬

‫ﻛﻞ ﻣ ﹾﻦ‬ ‫ﹺ‬

‫اﻟﻤﻐﻨﺎﻃﻴﺴـﻴﺔ ﻓـﻲ ﱟ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ــﻖ‪ :‬ﻣـﺎ ﹸ‬
‫اﻟﻔﺮق ﺑﻴـ ﹶﻦ‬
‫ﹺ‬
‫واﻟﻤﻤﻐﻨﻄﺔ؟‬ ‫ﹺ‬
‫اﻟﻤﻤﻐﻨﻄـﺔ‬ ‫ﻏﻴـﺮ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪ ﹺ‬ ‫ﹺ‬
‫ﻗﻄﻌﺘـﻲ‬
‫ﹴ‬
‫واﺣﺪ‪.‬‬ ‫ﹴ‬
‫ﺑﺎﺗﺠﺎه‬ ‫ﻣﻨﺎﻃﻖ ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ ﻣﺮﺗﺒ ﹲﺔ‬
‫ﹸ‬
‫ﹴ‬
‫ﺣﺪﻳﺪ ﻣﻤﻐﻨﻄ ﹲﺔ‪.‬‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(5‬ﻗﻄﻌ ﹸﺔ‬
‫‪S‬‬ ‫‪N S‬‬ ‫‪N‬‬

‫‪P 113‬‬
‫‪113‬‬
 ‫اﻟﻤﻐﻨﻄﺔُ اﻟﺪاﺋﻤﺔُ ‪Permanent Magnetism‬‬
‫ُ‬
‫أﺑﺤﺚ‬
‫ﺲ؛ ﻷﻧ ﱠﻬﺎ ﺗﺘﺤ ﹼﻮ ﹸل‬ ‫اﻟﺤﺪﻳﺪ إﻟﻰ اﻟﻤﻐﻨﺎﻃﻴ ﹺ‬ ‫ﹺ‬
‫ﺗﻨﺠﺬب ﻗﻄﻌﺔﹲ ﻣﻦﹶ‬‫ﹸ‬ ‫ﻣﻐﻨﺎﻃــﻴﺲ اﻟﻨﻴﻮدﻳﻤﻴـــﻮ ﹺم‬ ‫ﻌــﺮف‬
‫ﹸ‬ ‫ﹸﻳ‬
‫ﹸ‬
‫ﺲ ﺗﻔﻘ ﹸﺪ ﻗﻄﻌﺔﹸ‬ ‫ﻣﺆﻗﺖ‪ ،‬وﻋﻨ ﹶﺪ إﺑﻌﺎد ﹺ اﻟﻤﻐﻨﺎﻃﻴ ﹺ‬ ‫ﹴ‬ ‫إﻟﻰ ﻣﻐﻨﺎﻃﻴ ﹴ‬
‫ﺲ‬ ‫‪ Neodymium Magnet‬ﺑـــﺄﻧﱠـ ﹸﻪ‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ ﻣﻐﻨﺎﻃﻴﺴﻴﹼﺘ ﹶﻬﺎ‪.‬‬ ‫ﹸ‬
‫وﻣﻨﺬ‬ ‫ﹺ‬
‫اﻟﺪاﺋﻤﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﻐﺎﻧﻂ‬ ‫أﻗﻮ￯ أﻧﻮا ﹺع‬
‫ﹺ‬ ‫اﻛﺘﺸﺎﻓﹺﻪ‬
‫ﹺ‬
‫ﻗﻄﺒﻲ‬ ‫ﹺ‬
‫ﺑﺄﺣﺪ‬ ‫اﻟﺤﺪﻳﺪ ﺑﺼﻮرة ﹴ داﺋﻤﺔ ﹴ ﺑﺪﻟﻜﹺﻬﺎ‬
‫ﹺ‬ ‫ﻳﻤﻜﻦ ﻣﻐﻨﻄﺔﹸ ﻗﻄﻌﺔ ﹺ‬ ‫اﻟﺘﻄﺒﻴﻘﺎت‬ ‫أﺻﺒﺢ ﹸﻳﺴﺘﺨﺪ ﹸم ﻓﻲ‬‫ﹶ‬
‫ﹸ‬ ‫ﻋﻦ‬‫أﺑﺤﺚ ﹺ‬ ‫ﹸ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻗﻮ ﹼﹰﻳﺎ‪.‬‬ ‫ﺗﺘﻄﻠﺐ‬ ‫اﻟﺘﻲ‬
‫ﹰ‬ ‫ﹸ‬
‫اﻟﺪﻟﻚ ﻋﻨ ﹶﺪ‬
‫ﹸ‬ ‫اﻟﺸﻜﻞ )‪ ،(6‬ﻋﻠﻰ أ ﹾن ﻳﺒﺪأ ﹶ‬
‫ﹸ‬ ‫ﻧﺤﻮ ﻣﺎ ﻳﺒﻴﹼﻦﹸ‬ ‫ﺲ‪ ،‬ﻋﻠﻰ ﹺ‬ ‫ﻣﻐﻨﺎﻃﻴ ﹴ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪،‬‬ ‫اﻟﻜﻴﻤﻴﺎﺋﻲ ﻟﻬﺬا‬ ‫ﹺ‬
‫اﻟﺘﺮﻛﻴﺐ‬
‫ﱢ‬
‫اﻵﺧﺮ‪ ،‬وﺗﻜﺮار اﻟﻌﻤﻠﻴﺔ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻄﺮف‬ ‫ﻃﺮﻓﻲ اﻟﻘﻄﻌﺔﹺ‪ ،‬وﻳﻨﺘﻬﻲ ﻋﻨ ﹶﺪ‬ ‫ﹺ‬ ‫ﹺ‬
‫أﺣﺪ‬ ‫ﺗﻘﺮﻳﺮا‬ ‫وﻋﻦ اﺳﺘﺨــﺪاﻣﺎﺗﹺﻪ‪ ،‬وأﻋــﺪﱡ‬ ‫ﹺ‬
‫ﹸ‬ ‫ﹰ‬
‫واﺣﺪ‪ .‬وﺗ ﹸﺴـ ﱠﻤﻰ ﻫﺬه ﹺ اﻟﻌﻤﻠﻴﺔﹸ اﻟﻤﻐﻨﻄﺔﹶ‬ ‫ﹴ‬ ‫ﻣﺮات ﻋ ﹼﺪة ﹰ وﻓﻲ اﺗﺠـﺎه ﹴ‬ ‫ﹴ‬ ‫أﻋﺮﺿﻪ ﻋﻠﻰ زﻣﻼﺋﻲ ‪/‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬

‫ﹺ‬
‫ﺑﺎﻟﺪﻟﻚ‪.‬‬
‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬
‫ﹺ‬
‫ﺑﺎﻟﺪﻟﻚ‪.‬‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(6‬اﻟﻤﻐﻨﻄ ﹸﺔ‬

‫ﹴ‬ ‫ﹺ‬
‫اﻟﺤــﺪﻳﺪ‬ ‫ﻣــﻦ‬ ‫ﹴ‬ ‫ﻋﻨـﺪﹶ ﹺ‬
‫ﺣﺪﻳﺪ‬ ‫ﻗﻀﻴﺐ‬
‫ﹸ‬ ‫ﻗﻄﻌــﺔ ﹶ‬ ‫دﻟﻚ‬
‫ﹸ‬
‫أﻫﻤﻴﺔ‬ ‫ﺑﻤﻐﻨﺎﻃﻴﺲ ﻟﻤﻐﻨﻄﺘﹺﻬﺎ‪ ،‬ﻓﻤـﺎ‬
‫ﹴ‬
‫ﹴ‬
‫واﺣﺪ؟‬ ‫ﹴ‬
‫ﺑﺎﺗﺠﺎه‬ ‫ﹸ‬
‫اﻟﺪﻟﻚ‬ ‫ﹶ‬
‫ﻳﻜﻮن‬ ‫أنﹾ‬
‫ﺑﻌﻠﻮم اﻟﺤﯿﺎ ِة‬
‫ِ‬ ‫اﻟﺮﺑﻂُ‬
‫ﹴ‬
‫ﻣﺮات ﻋﺪةﹰ؟‬ ‫ﹸ‬
‫اﻟﻌﻤﻠﻴﺔ‬ ‫ﺗﺘﻜﺮ ﹸر‬
‫ﹺ‬
‫ﻣﻨﻘﺎر اﻟﺤﻤﺎ ﹺم ﻣﻨﻄﻘ ﹲﺔ‬ ‫اﻟﻌﻠﻮي ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﺠﺰء‬ ‫اﻷﺑﺤﺎث اﻟﻌﻠﻤﻴ ﹸﺔ إﻟﻰ أ ﱠﻧ ﹸﻪ ﻳﻮﺟﺪﹸ ﻓﻲ‬
‫ﹸ‬ ‫ﺗﺸﻴﺮ‬ ‫وﻟﻤﺎذا ﹼ‬
‫ﱢ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺗﺤﺘﻮي ﻋﻠﻰ اﻟﺤﺪﻳﺪ‪ .‬وﺗﹸﻌﺪﱡ ﻫﺬه اﻟﻤﻨﻄﻘ ﹸﺔ ﻣﺴﺘﻘﺒﹺ ﹰﻼ ﻣﻐﻨﺎﻃﻴﺴ ﹼﹰﻴﺎ‪.‬‬
‫ﹺ‬
‫اﻟﻤﺴﺘﻘﺒﻼت‬ ‫اﻟﻄﻴـﻮر ﻳﺴﺘﺨﺪم ﹺ‬
‫ﻫﺬه‬ ‫ﹺ‬ ‫وﻏﻴﺮ ﹸه ﻣ ﹶﻦ‬ ‫اﻟﺒﺎﺣﺜــﻮن ﱠ‬
‫ﹶ‬
‫ﹸ‬ ‫أن اﻟﺤﻤــﺎ ﹶم ﹶ‬ ‫وﻳﻌﺘﻘــﺪﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻟﻸرض‪ ،‬وﺗﺤﺪﻳﺪ ﻃﺮﻳﻘﻪ‪.‬‬ ‫ﹺ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﺘﻌﺮف اﻟﻤﺠﺎل‬
‫ﱢ‬ ‫اﻟﺼﻐﻴﺮةﹶ؛ ﹼ‬

‫‪114‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫وﻳﻀﻊ أﺳﻔ ﹶﻠﻪ‬
‫ﹸ‬ ‫ﻣﺴﺘﻘﻴﻤﺎ‪،‬‬
‫ﹰ‬ ‫ﻣﻐﻨـﺎﻃﻴﺴﺎ‬
‫ﹰ‬ ‫ﻓـﺎرس‬
‫ﹲ‬ ‫ﹸ‬
‫ﻳﻤﺴـﻚ‬ ‫أﺳﺘﻨﺘـﺞ‪:‬‬
‫ﹸ‬ ‫‪.1‬‬
‫ﹶ‬
‫اﻟﻤﺸﺎﺑﻚ اﻟﺘﻲ اﻧﺠﺬ ﹶﺑ ﹾﺖ‬ ‫اﻟﻤﺠﺎور ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹸ‬
‫واﻟﺸﻜﻞ‬ ‫ﻣﺸـﺎﺑﻚ ﹴ‬
‫ورق‪.‬‬ ‫ﹶ‬
‫‪N‬‬ ‫‪S‬‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﺸﻜﻞ ﻋ ﹾﻦ‬ ‫ﺗﻌﻤﻴﻤﺎ ﻣﻌﺘﻤﺪﹰ ا ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪ .‬أﺻﻮ ﹸغ‬ ‫ﹺ‬
‫أﺟﺰاء‬ ‫إﻟﻰ‬
‫ﹰ‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫ﹺ‬
‫ﻗﻮة‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻷﺳﺌﻠﺔ‬ ‫أﺟﻴﺐ ﹺ‬
‫ﻋﻦ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺜﺒﺘﺔ ﻋﻠﻰ‬ ‫ﹺ‬
‫ﺑﺎﻟﺒﻴﺎﻧﺎت‬ ‫‪ .2‬ﻣﺴﺘﻌﻴﻨﹰﺎ‬
‫ﹸ‬
‫‪P 115‬‬ ‫ﹺ‬
‫ﺑﺎﻻﺗﺠﺎه‬ ‫ﹺ‬
‫اﻟﺒﻮﺻﻠﺔ )‪(1‬‬ ‫أ( أﻓﺴﺮ‪ :‬ﻟﻤــﺎذا ﻳﺸﻴﺮ ﻃﺮﻓﺎ ﹺ‬
‫إﺑﺮة‬
‫اﻟﻘﻄﺐ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹼ ﹸ‬
‫اﻟﻤﺒ ﹼﻴ ﹺﻦ ﻋﻠﻰ‬
‫ﰊ‬ ‫اﳉﻨﻮ‬
‫ﱡ‬
‫اﻟﺸﻜﻞ؟‬‫ﹺ‬
‫ﺧﻄﻮط‬
‫اﳌﺠﺎل‬
‫إﺑﺮ ﹸة‬ ‫اﻟﻘﻄﺐ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﺒﻮﺻﻠﺔ‬ ‫اﻟﺸﲈ ﱡﱄ‬
‫‪N‬‬ ‫‪S‬‬

‫‪1‬‬ ‫‪4‬‬

‫‪2‬‬ ‫‪3‬‬

‫ﻣﻮﺿ ﹰﺤﺎ‬ ‫ﹺ‬

‫اﻟﺒﻮﺻﻠﺔ‪ ،‬ﹼ‬ ‫إﻟﻴﻬﺎ ‪P‬ﺑﺎﻟﺮﻗ ﹺﻢ )‪ (4‬ﹶ‬
‫ﻛﻴﻒ ﺳﺘﺒﺪو إﺑﺮ ﹸة‬ ‫ﹺ‬
‫اﻟﻤﺸﺎر ‪115‬‬ ‫ﹺ‬
‫اﻟﺪاﺋﺮة‬ ‫أرﺳﻢ ﻓﻲ‬ ‫ب(‬
‫ﹸ‬
‫ﹺ‬
‫ﻟﻺﺑﺮة‪.‬‬ ‫واﻟﺠﻨﻮﺑﻲ‬ ‫اﻟﺸﻤﺎﻟﻲ‬ ‫اﻟﻄﺮف‬
‫ﹶ‬
‫ﱠ‬ ‫ﱠ‬
‫ﹺ‬
‫ﻧﺼﻔﻴﻦ ﻳﺆ ﹼدي إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ إﻟﻰ‬ ‫ﻛﺴﺮ‬
‫أن ﹶ‬ ‫ﹺ‬
‫اﻷﺷﺨﺎص ﱠ‬ ‫ﺑﻌﺾ‬‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﻳﻌﺘﻘﺪﹸ ﹸ‬
‫ﹸ‬ ‫‪.3‬‬
‫ﹺ‬
‫اﻻﻋﺘﻘﺎد‬ ‫أوﺿ ﹸﺢ ﹶ‬
‫ﺧﻄﺄ ﻫﺬا‬ ‫ﹴ‬
‫ﻣﻔﺮد‪ .‬ﹼ‬ ‫ﻗﻄﺐ‬ ‫ﹺ‬
‫واﻟﺤﺼﻮل ﻋﻠﻰ ﹴ‬ ‫ﹺ‬
‫ﺑﻌﺾ‪،‬‬ ‫ﺑﻌﻀﻬﻤﺎ ﻋ ﹾﻦ‬ ‫ﹺ‬
‫ﻗﻄﺒﻴﻪ ﹺ‬ ‫ﹺ‬
‫ﻓﺼﻞ‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬ ‫اﻋﺘﻤﺎ ﹰدا ﻋﻠﻰ ﻣﻔﻬﻮ ﹺم‬

‫اﻟﻌﻠﻮم‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫أﻓﺴ ﹸﺮ ﻣﺎ اﻟﺬي‬ ‫ﹺ‬

‫ﻣﻐﻨﺎﻃﻴﺴﻴﺘﻴﻦ‪ .‬ﹼ‬ ‫ﹺ‬
‫ﺣﻠﻘﺘﻴﻦ‬ ‫اﻟﻤﺠﺎور‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ‬ ‫ﻳﺒ ﹼﻴ ﹸﻦ‬
‫اﻟﺤﻠﻘﺔ اﻟﺴﻔﻠ ﹼﻴ ﹺﺔ؟‬
‫ﹺ‬ ‫ﹼﺰن ﹶ‬
‫ﻓﻮق‬ ‫ﹸ‬
‫ﻳﺠﻌﻞ اﻟﺤﻠﻘ ﹶﺔ اﻟﻌﻠﻮ ﹼﻳ ﹶﺔ ﺗﺘ ﹸ‬

‫‪P 115‬‬
‫‪115‬‬
 ‫اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴ ّﻴﺔُ‬
‫‪Electomagnetism‬‬
‫‪2‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ﻣﺠﺎﻻ ﻣﻐﻨﺎطﯿﺴﯿًّﺎ‬ ‫ً‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ﯾﻮﻟّ ُﺪ‬
‫ﱡ‬ ‫اﻟﺘﯿﺎ ُر‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫‪An Electric Current Produces‬‬ ‫ﹺ‬
‫ﻣﺘﺮاﺑﻄﺎن‪،‬‬ ‫ﹺ‬
‫ﻣﻮﺿﻮﻋﺎن‬ ‫اﻟﻜﻬﺮﺑﺎ ﹸء واﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‬
‫ﹺ‬
‫ﺗـﻄﻮﻳﺮ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﻓﻲ‬ ‫ﻋﻠــﻢ‬ ‫أﺳﻬﻢ‬ ‫وﻗﺪﹾ‬
‫‪a Magnetic Field‬‬ ‫ﹸ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻹﻧﺴﺎن‪.‬‬ ‫ﹺ‬
‫ﺣﻴﺎة‬
‫اﻟﺪﻧﻤﺎرﻛﻲ أورﺳﺘﺪ ﻋﺎ ﹶم‬ ‫ﱡ‬ ‫اﻟﻌﺎﻟـﻢ‬
‫ﹸ‬ ‫أﺟــﺮ￯‬
‫أن‬‫ــﻞ ﻣ ﹾﻦ ﺧــﻼﻟﹺﻬﺎ إﻟــﻰ ﱠ‬ ‫ﺗﻮﺻ ﹶ‬ ‫‪1819‬م ﺗﺠﺮﺑ ﹰﺔ ﹼ‬
‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ﹺ‬
‫واﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﺪاﺋ ﹺﻢ‬ ‫ﹸ‬
‫أﻗﺎرن ﺑﻴ ﹶﻦ‬
‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹺ‬
‫ﻣﺼﺎدر‬ ‫أﻫﻢ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﻫﻮ أﺣــﺪﹸ ﱢ‬ ‫ﱠ‬ ‫اﻟﺘﻴﺎر‬
‫ﹶ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬
‫اﻧﺤﺮاف ﹺ‬
‫إﺑﺮة‬ ‫ﹶ‬ ‫ﻻﺣﻆ أورﺳﺘﺪ‬ ‫ﹶ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪ ،‬إ ﹾذ‬
‫ﱢ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‪.‬‬
‫ﹰ‬ ‫أﺻﻨﻊ‬
‫ﹸ‬
‫ﻳﻤﺮ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫اﻟﺼﻨﺎﻋﺔ‬ ‫ﹺ‬
‫اﻟﻤﻐﺎﻧﻂ ﻓﻲ‬ ‫ﹺ‬
‫اﺳﺘﺨﺪاﻣﺎت‬ ‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬
‫ﻣﻮﺻﻞ ﱡ‬ ‫ﺑﺎﻟﻘﺮب ﻣ ﹾﻦ‬ ‫وﺿﻌﻬﺎ‬ ‫ﺑﻮﺻﻠﺔ ﻋﻨﺪﹶ‬
‫ﹺ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫وﺗﻮﻟﻴﺪ ﹺ‬
‫اﻟﺘﻴﺎر‬ ‫ﹺ‬
‫ﹶ‬
‫اﻟﻤﺤﻴﻂ‬ ‫أن اﻟﺤ ﹼﻴ ﹶﺰ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻣﺎ ﻳﻌــﻨﻲ ﱠ‬ ‫ﱞ‬ ‫ﺗﻴﺎر‬
‫ﻓﻴﻪ ﹲ‬ ‫ﱢ‬
‫ﻣﻐﻨﺎﻃﻴﺴﻲ‪ ،‬ﻫﺬا‬ ‫ﹲ‬
‫ﻣﺠـــﺎل‬ ‫ﺑﺎﻟﻤﻮﺻﻞ ﺗﻮ ﹼﻟﺪﹶ ﹺ‬
‫ﻓﻴﻪ‬ ‫ﹺ‬ ‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫ﱞ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ ‪Electromagnet‬‬
‫ﱡ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹸ‬
‫اﻟﺸﻜﻞ‬ ‫ﹸ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪ .‬وﻳﺒ ﹼﻴ ﹸﻦ‬
‫ﱡ‬ ‫اﻟﺘﻴﺎر‬
‫ﻣﺼﺪره ﹸ‬ ‫ﹸ‬ ‫ﹸ‬
‫اﻟﻤﺠﺎل‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ‪Electric Motor‬‬ ‫اﻟﻤﺤﺮ ﹸك‬
‫ﱡ‬ ‫ﹼ‬
‫ﻟﺘﺠﺮﺑﺔ أورﺳﺘﺪ‪.‬‬ ‫ﹺ‬ ‫)‪ (7‬ﻣﺨ ﹼﻄ ﹰﻄﺎ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ‪Electric Generator‬‬ ‫اﻟﻤﻮ ﹼﻟﺪﹸ‬
‫ﱡ‬

‫ﻛﻬﺮﺑﺎﺋﻲ؟‬ ‫ﺗﻴﺎر‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﺗﻮﺿﻊ ﹶ‬ ‫ﹴ‬ ‫اﻧﺤﺮاف ﹺ‬ ‫ـﻖ‪ :‬ﻋﻼ ﹶم ﱡ‬

‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﱞ‬ ‫ﻳﻤﺮ ﻓﻴﻪ ﹲ‬
‫ﻣﻮﺻﻞ ﱡ‬ ‫أﺳﻔﻞ‬ ‫ﹸ‬ ‫ﺑﻮﺻﻠﺔ‬ ‫إﺑﺮة‬ ‫ﹸ‬ ‫ﻳﺪل‬
‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(7‬ﺗﺠﺮﺑ ﹸﺔ أورﺳﺘﺪ‪.‬‬

‫ﻣﻔﺘﺎح‬
‫ﹲ‬

‫ﺑﻄﺎرﻳ ﹲﺔ‬ ‫ﺑﻄﺎرﻳ ﹲﺔ‬

‫ﺑﻮﺻﻠ ﹲﺔ‬

‫ﻛﻬﺮﺑﺎﺋﻲ؛ ﻓﻴﺘﻮ ﹼﻟﺪﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬

‫ﱞ‬ ‫ﺗﻴﺎر‬
‫اﻟﻤﻮﺻﻞ ﹲ‬ ‫ﻳﻤﺮ ﻓﻲ‬
‫ﻋﻨﺪ إﻏﻼق اﻟﺪارة ﱡ‬ ‫اﻟﻤﻮﺻــﻞ‪P 116 P‬‬ ‫ﺗﻜﻮن اﻟﺪار ﹸة ﻣﻔﺘﻮﺣ ﹰﺔ ﻻ ﱡ‬
‫ﻳﻤﺮ ﻓﻲ‬ ‫ﹸ‬ ‫ﻋﻨﺪﹶ ﻣﺎ‬
‫ﹺ‬
‫اﻟﺒﻮﺻﻠﺔ‪.‬‬ ‫اﻧﺤﺮاف ﹺ‬
‫إﺑﺮة‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑــﺪﻟﻴﻞ‬ ‫ﻣﻐﻨﺎﻃﻴﺴــﻲ‪،‬‬ ‫ﺣﻮ ﹶﻟ ﹸﻪ ﹲ‬
‫ﻣﺠﺎل‬
‫‪116‬‬ ‫ﺗﻴــﺎر ﻛﻬﺮﺑﺎﺋﻲ؛ ﻓﻼ ﻳﺘﻮ ﹼﻟﺪﹸ ﺣﻮ ﹶﻟﻪ ﹲ‬
‫ﻣﺠﺎل ﻣﻐﻨﺎﻃﻴﺴﻲ‪.‬‬
‫ﱡ‬ ‫ﱞ‬ ‫ﹸ‬ ‫ﱞ‬ ‫ﹲ‬

‫‪116‬‬
 ‫ﺑﺎﻟﺘﺎرﯾﺦ‬ ‫اﻟﺮﺑﻂُ‬
‫ﺗ ـﺠ ــﺮﺑ ـ ٌـﺔ‬
‫ِ‬
‫أن‬ ‫ﻛﺎن اﻻﻋﺘﻘﺎ ﹸد اﻟﺴﺎﺋﺪﹸ ﻓﻲ اﻟﻤﺎﺿﻲ ﱠ‬ ‫ﹶ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‬
‫ﹰ‬ ‫أﺻﻨﻊ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ‬ ‫وﻋﻠــﻢ‬ ‫ﹺ‬
‫اﻟﻜﻬــﺮﺑﺎء‬ ‫ﻋﻠﻢ‬
‫ﹶ‬ ‫ﹶ‬ ‫ﺣﺪﻳﺪي‪ ،‬ﺑﻄﺎرﻳ ﹲﺔ‪،‬‬
‫ﱞ‬ ‫ﻣﺴﻤﺎر‬
‫ﹲ‬ ‫ﹲ‬
‫ﻣﻌﺰول‪،‬‬ ‫ﻧﺤﺎﺳﻲ‬
‫ﱞ‬ ‫ﹲ‬
‫ﺳﻠﻚ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫اﻛﺘﺸﻒ أورﺳﺘﺪ‬ ‫ﹶ‬ ‫ﻣﻨﻔﺼــﻼن‪ ،‬إﻟﻰ ﹺ‬
‫أن‬ ‫ﹺ‬
‫ﻣﻘﺺ‪.‬‬ ‫ﻣﺸﺎﺑﻚ ﹴ‬
‫ورق ‪ ،‬ﱞ‬ ‫ﹸ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪،‬‬ ‫ﹺ‬
‫ﻟﻠﺘﻴﺎر‬ ‫اﻵﺛﺎر اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹶﺔ‬
‫ﱢ‬ ‫ﹶ‬ ‫ﹺ‬
‫ﻣﺮور‬ ‫اﻟﻤﻮﺻﻞ ﻟﺴﺨﻮﻧﺘﹺﻪ ﻧﺘﻴﺠ ﹶﺔ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻟﻤﺲ‬ ‫أﺣـﺬر ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫أﺑﺤـﺎث اﻟﻌﻠﻤﺎءﹺ‬
‫ﹸ‬
‫ﹸ‬
‫ﺗــﻮاﻟﺖ‬
‫ﹾ‬ ‫ﺛﻢ‬
‫وﻣــ ﹾﻦ ﱠ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺘﻴﺎر اﻟﻜﻬﺮﺑﺎﺋﻲ ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺪارة ﻣﺪ ﹰة ﻃﻮﻳﻠ ﹰﺔ‪.‬‬ ‫ﹺ‬
‫ﺗﺸﻐﻴﻞ‬ ‫اﻟﺤﺴﺒﺎن ﻋﺪ ﹶم‬ ‫ﻓﻴﻪ‪ ،‬ﹰ‬
‫آﺧﺬا ﻓﻲ‬ ‫ﱢ‬ ‫ﹺ‬
‫اﻟﻌــﻼﻗﺔ ﺑﻴﻨ ﹸﹶﻬﻤﺎ‪ ،‬ووﺿــ ﹺﻊ‬ ‫ﻟــﺪراﺳﺔ‬
‫أﺳﺲ ﻋﻠ ﹺﻢ اﻟﻜﻬﺮﻣﻐﻨﺎﻃﻴﺴ ﹼﻴ ﹺﺔ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﻷﻧﺰع ‪ (2) cm‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻣ ﹶﻦ‬ ‫ﹶ‬ ‫ﹴ‬
‫ﺑﺤﺬر‬ ‫اﻟﻤﻘﺺ‬
‫ﱠ‬ ‫ﻧﻤﻮذﺟﺎ‪ :‬أﺳﺘﺨﺪ ﹸم‬ ‫ﹰ‬ ‫أﻋﻤﻞ‬‫ﹸ‬ ‫‪.1‬‬
‫ﹺ‬
‫اﻟﺸﻜﻞ‪.‬‬ ‫ﻳﻈﻬﺮ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻤﺴﻤﺎر ﻋﻠﻰ ﹺ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﺤﻮ ﻣﺎ ﹸ‬ ‫اﻟﻤﻮﺻﻞ ﻋﻠﻰ‬ ‫وأﻟﻒ‬
‫ﱡ‬ ‫اﻟﻤﻮﺻﻞ‪،‬‬ ‫اﻟﻌﺎزﻟﺔ ﻣ ﹾﻦ ﻃﺮﻓﻲ‬ ‫اﻟﻤﺎدة‬
‫ﹴ‬
‫ﻛﻬﺮﺑﺎﺋﻴﺔ‬ ‫ﻷﺣﺼﻞ ﻋﻠﻰ ﹴ‬
‫دارة‬ ‫ﹶ‬ ‫ﹺ‬
‫ﺑﺎﻟﻼﺻﻖ؛‬ ‫ﹺ‬
‫اﻟﺒﻄــﺎرﻳﺔ وأﺛ ﹼﺒﺘﹸﻬﻤﺎ‬ ‫ﹺ‬
‫اﻟﻤﻮﺻــﻞ ﺑﻘﻄ ﹶﺒ ﹺﻲ‬ ‫ﹺ‬
‫ﻗﻄﺒﻲ‬ ‫ﹸ‬
‫أﺻـﻞ‬ ‫أﺟــﺮ ﹸب‪:‬‬ ‫‪.2‬‬
‫ﹼ‬
‫ﹸ‬
‫أﺳﺠﻞ ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﺛﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﻣ ﹾﻦ ﻣﺸﺎﺑﻚ اﻟﻮرق‪ ،‬ﱠ‬ ‫ﱠ‬ ‫اﻟﻤﻐﻨــﺎﻃﻴﺲ‬
‫ﹶ‬ ‫وأﻗﺮ ﹸب‬‫ﻣﻐﻠﻘﺔ‪ ،‬ﹼ‬
‫ﹺ‬
‫ﺑﺎﻟﺒﻄـﺎرﻳﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺘﺼــﻞ‬ ‫ﹺ‬
‫اﻟﻤﻮﺻــﻞ‬ ‫أﺣﺪ ﻃﺮﻓﻲ‬ ‫ﺑﺴﺤﺐ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻮﺻﻞ؛‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﹺ‬
‫ﻋﻦ‬ ‫اﻟﺘﻴﺎر‬ ‫ﹸ‬
‫أﻓﺼﻞ‬ ‫أﺟﺮ ﹸب‪:‬‬
‫ﱠ‬ ‫ﹶ‬ ‫‪ .3‬ﹼ‬
‫أﺳﺠﻞ ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹸ‬ ‫ﺛﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﻳﺤﺪث ﻟﻤﺸﺎﺑﻚ اﻟﻮرق‪ ،‬ﱠ‬ ‫وأﻻﺣـﻆ ﻣﺎذا‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬
‫اﳌﺴﲈر؟‬ ‫ﹺ‬
‫اﻟﻮرق إﱃ‬ ‫ﹺ‬
‫ﻣﺸﺎﺑﻚ‬ ‫اﻧﺠﺬاب‬ ‫‪ -‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﻋﻼ ﹶم ﱡ‬
‫ﻳﺪل‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ؟‬ ‫ﹺ‬
‫اﻟﺪارة‬ ‫ﻓﺘﺢ‬ ‫ﹺ‬
‫اﻟﻮرق ﻋﻨﺪﹶ ﹺ‬ ‫ﹺ‬
‫ﳌﺸﺎﺑﻚ‬ ‫ﹸ‬
‫ﳛﺪث‬ ‫ﹸ‬
‫أﺻﻒ‪ :‬ﻣﺎذا‬ ‫‪-‬‬
‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ؟‬
‫ﹰ‬ ‫اﻟﻨﻤﻮذج اﻟﺬي ﺻﻨﻌﺘﹸﻪ‬
‫ﹸ‬ ‫ﺴﻤﻰ‬‫أﺳﺘﻨﺘﺞ‪ :‬ﳌﺎذا ﹸﻳ ﱠ‬
‫ﹸ‬ ‫‪-‬‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ؟‬ ‫ﹺ‬
‫اﳌﻐﻨﺎﻃﻴﺲ‬ ‫ﻛﻴﻒ ﻳﻤﻜﻦ زﻳﺎد ﹸة ﹺ‬
‫ﻗﻮة‬ ‫‪ -‬أﺗﻮ ﹼﻗ ﹸﻊ‪ :‬ﹶ‬
‫ﱢ‬ ‫ﹸ‬

‫‪117‬‬
 ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪Electromagnet‬‬
‫ﱡ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ‬
‫ُ‬
‫ﻣﺠــﺎل‬ ‫ﹲ‬ ‫ﹴ‬
‫ﻣﻮﺻــﻞ ﻳﺘﻮ ﹼﻟﺪﹸ ﺣﻮ ﹶﻟ ﹸﻪ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ‬
‫ﱟ‬ ‫ﹴ‬
‫ﺗﻴــﺎر‬ ‫ﹺ‬
‫ﻣــﺮور‬ ‫ﻋﻨﺪﹶ‬
‫اﻟﺤـﺪﻳﺪ‪،‬‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻗﻀﻴﺐ ﻣ ﹶﻦ‬ ‫اﻟﻤﻮﺻﻞ ﻣﻠﻔﻮ ﹰﻓﺎ ﻋﻠﻰ‬ ‫ﹸ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﻲ‪ ،‬ﻓﺈذا ﹶ‬
‫ﻛﺎن‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫أذﻛﺮ ﻣـﺰاﻳﺎ اﺳﺘﺨﺪا ﹺم‬
‫ﹸ‬
‫ﱞ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨـﺎﻃﻴﺲ‬ ‫ﻣﻦ‬ ‫اﻟﻜﻬــﺮﺑﺎﺋﻲ ﹰ‬
‫ﹺ‬ ‫ﺑﺪﻻ ﹶ‬ ‫ﱢ‬
‫ﻓﻴﺼﺒﺢ‬
‫ﹸ‬ ‫اﻟﺤـﺪﻳﺪ‬ ‫ﻗﻀﻴﺐ‬
‫ﹶ‬ ‫ﹸ‬
‫ﻳﻤﻐﻨــﻂ‬ ‫اﻟﻤﻐﻨــﺎﻃﻴﺴﻲ‬
‫ﱠ‬ ‫ﹶ‬
‫اﻟﻤﺠــﺎل‬ ‫ﱠ‬
‫ﻓﺈن‬ ‫اﻟﺮاﻓﻌـﺔ اﻟﻤﻐﻨــﺎﻃﻴﺴﻴﺔﹺ‬
‫ﹺ‬ ‫اﻟﺪاﺋـﻢﹺ ﻓﻲ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ ‪.Electromagnet‬‬ ‫ﱠ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹶ‬ ‫ﺴﻤﻰ‬‫ﻣﻐﻨﺎﻃﻴﺴﺎ‪ ،‬و ﹸﻳ ﹼ‬‫ﹰ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ )‪.(8‬‬ ‫اﻟﻤﺒﻴ ﹺ‬
‫ﻨﺔ ﻓﻲ‬ ‫ﹼ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ اﻟﻜﻬﺮﺑﺎﺋﻲ أو إﻳﻘﺎﻓﹺﻪ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺗﺸﻐﻴﻞ‬ ‫ﻳﻤﻜ ﹸﻦ اﻟﺘﺤﻜ ﹸﹼﻢ ﻓﻲ‬
‫ﻣﺮور‬
‫ﹸ‬ ‫ﻒ‬‫اﻟﻜﻬﺮﺑﺎﺋﻲ؛ ﻓﻌﻨﺪﹶ ﻣﺎ ﻳﺘﻮ ﹼﻗ ﹸ‬ ‫ﱢ‬ ‫ﹺ‬
‫اﻟﺘﻴﺎر‬ ‫ﻃﺮﻳﻖ اﻟﺘﺤﻜﹼــ ﹺﻢ ﻓﻲ‬ ‫ﹺ‬ ‫ﻋ ﹾﻦ‬ ‫اﻟﺮﺑﻂُ ﺑﺎﻟﻜﺘﺎﺑ ِﺔ‬

‫ﹺ‬ ‫اﻟﻤﻐﻨــﺎﻃﻴﺴﻲ ‪Magnet‬‬

‫ﱡ‬ ‫اﻟﻌــﻼج‬
‫ﹸ‬
‫ﻒ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪ ،‬وﻳﺘﻮ ﹼﻗ ﹸ‬
‫ﱡ‬ ‫ﹸ‬
‫اﻟﻤﺠــﺎل‬ ‫اﻟﻤﻮﺻﻞ ﻳﺘﻼﺷﻰ‬ ‫ﹺ‬ ‫اﻟﺘﻴــﺎر ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺒﺪﻳﻞ‬ ‫اﻟــﻄﺐ‬
‫ﱢ‬ ‫ﻧــﻮع ﻣ ﹶﻦ‬
‫ﹲ‬ ‫‪Therapy‬‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪.‬‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﹺ‬
‫ﻋﻦ‬ ‫ﱡ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻤﻐــﺎﻧﻂ ﻓﻲ اﻟﻌﻼجﹺ ‪،‬‬ ‫ﹺ‬
‫ﺗﹸﺴﺘﺨــﺪ ﹸم ﻓﻴﻪ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻃﺮﻳﻖ اﻟﺘﺤ ﹼﻜ ﹺﻢ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﻋ ﹾﻦ‬ ‫وﻳﻤﻜ ﹸﻦ اﻟﺘﺤﻜ ﹸﹼﻢ ﻓﻲ ﻗﻮة‬ ‫ﻋﻦ اﻻ ﹼدﻋـﺎءات اﻟﺘﻲ ﻳﻘﺪﹼ ﹸﻣﻬﺎ‬ ‫أﺑـﺤﺚ ﹺ‬
‫ﹸ‬
‫اﻟﻄﺮﻳﻘﺔ‪ ،‬وﻋﻦ أد ﹼﻟﺔﹴ‬
‫ﹺ‬ ‫اﻟﻤﺆﻳﺪون ﻟﻬـﺬهﹺ‬
‫ﹶ‬
‫اﻟﺘﻴﺎر اﻟﻤﺎر ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻛﻞ ﻣﻦ ﹺ‬ ‫ﹾ‬
‫ﻓﻴﻪ‪ .‬إ ﹾذ ﺗﺰدا ﹸد‬ ‫ﱢ‬ ‫وﻣﻘﺪار‬ ‫اﻟﻤﻮﺻﻞ‪،‬‬ ‫ﻟﻔﺎت‬ ‫ﻋﺪد‬ ‫ﱟ ﹾ‬ ‫ﹺ‬
‫ﺗﺪﻋــﻢ أو ﺗﻨﻔﻲ ا ﹼدﻋــﺎءاﺗﻬﻢ‪.‬‬ ‫ﹸ‬ ‫ﻋﻠﻤ ﹼﻴ ﹴﺔ‬
‫ﻣﻨﻬﻤﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫أي ﹸ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﺑﺰﻳﺎدة ﱟ‬ ‫ﻗﻮ ﹸة‬ ‫»اﻟﻌﻼج‬
‫ﹸ‬ ‫ﺑﻌﻨﻮان‬ ‫ﻣﻘـﺎﻻ ﻋﻠﻤ ﹼﹰﻴﺎ‬ ‫ﹰ‬ ‫وأﻛﺘﺐ‬
‫ﹸ‬
‫ﺑﺎﻟﻤﻐﻨـﺎﻃﻴﺲ ﺣﻘﻴﻘــ ﹲﺔ ﻋﻠﻤﻴــ ﹲﺔ أ ﹺم‬ ‫ﹺ‬
‫ﺗﻄﺒﯿﻘﺎتٌ ﻟﻠﻤﻐﻨﺎطﯿﺴﯿ ِﺔ ‪Applications of Magnetism‬‬
‫وأﻋﺮﺿــﻪ ﻋﻠﻰ‬ ‫ﹸ‬ ‫ﻋـــﺎءات زاﺋﻔ ﹲﺔ«‬ ‫ﹲ‬ ‫ا ﹼد‬
‫ﹺ‬
‫اﻟﺤﻴـﺎة‬ ‫ﹺ‬
‫ﻣﺠــﺎﻻت‬ ‫اﻟﻤﻐﺎﻧﻂ اﻟﺪاﺋﻤ ﹸﺔ واﻟﻜﻬﺮﺑﺎﺋﻴ ﹸﺔ ﻓﻲ‬
‫ﹸ‬ ‫ﺗﹸﺴﺘﺨﺪ ﹸم‬ ‫زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬
‫اﻟﻤﺨﺘﻠﻔﺔ ﺑﻤﺎ ﻓﻴﻬﺎ اﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ واﻟﺼﺤ ﹸﺔ واﻟﺼﻨﺎﻋ ﹸﺔ‪.‬‬ ‫ﹺ‬
‫ﻛﻬﺮﺑﺎﺋﻲ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬
‫اﻟﻤﻐﺎﻧﻂ اﻟﻜﻬﺮﺑﺎﺋﻴ ﹸﺔ ﻓﻲ اﻟﺮواﻓ ﹺﻊ‬
‫ﹸ‬ ‫ﻣﺜﻼ‪ ،‬ﺗﺴﺘﺨﺪ ﹸم‬ ‫ﹺ‬
‫اﻟﺼﻨﺎﻋﺔ ﹰ‬ ‫ﻓﻔﻲ‬
‫ﱞ‬

‫وﻧﻘﻠﻬﺎ ﻣ ﹾﻦ‬ ‫ﹺ‬

‫)اﻟﺨﺮدة( ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺪﻳﺪﻳﺔ‬ ‫ﹺ‬
‫اﻷﺣﻤــﺎل‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﻟﺮﻓــ ﹺﻊ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(8‬‬ ‫آﺧﺮ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹴ‬
‫ﻣﻜﺎن إﻟﻰ ﹶ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﱢ‬ ‫اﻟﻤــﺤﺮ ﹺك‬
‫ﹼ‬ ‫ﻣﻜﻮﻧﹰﺎ أﺳــﺎﺳ ﹼﹰﻴﺎ ﻓﻲ‬ ‫ﹸ‬
‫اﻟﻤﻐــﺎﻧﻂ ﹼ‬ ‫وﺗﹸﻌــﺪﱡ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫واﻟﻤﻮ ﹺ‬
‫ﻟﺪ‬
‫ﱢ‬ ‫ﹼ‬

‫(‪ :‬اﻟﺮاﻓﻌ ﹸﺔ اﻟﻤﻐﻨﺎﻃﻴﺴﻴ ﹸﺔ‪.‬‬ ‫ﹸ‬

‫اﻟﺸﻜﻞ )‪:(8‬‬

‫‪118‬‬
 ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪Electric Motor‬‬
‫ﱡ‬ ‫اﻟﻤﺤ ّﺮ ُك‬
‫‪Electric Motor‬‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﱡ‬ ‫اﻟﻤﺤﺮ ﹸك‬
‫ﹼ‬ ‫ﹸﻳﺴﺘﺨﺪ ﹸم‬
‫ﹴ‬
‫ﻃﺎﻗﺔ‬ ‫ﺗﺤﻮ ﹸل اﻟﻄﺎﻗ ﹶﺔ اﻟﻜﻬﺮﺑﺎﺋ ﹼﻴ ﹶﺔ إﻟﻰ‬ ‫ﹺ‬
‫ﻓﻲ اﻷﺟﻬﺰة اﻟﺘﻲ ﹼ‬
‫ﹺ‬
‫أﻟﻌــﺎب‬ ‫اﻟﻤﺤﺮﻛـــﺎت ﻓﻲ‬‫ﹸ‬ ‫ﻓﻤﺜﻼ ﺗﹸﺴﺘﺨﺪ ﹸم‬ ‫ﹰ‬ ‫ﺣﺮﻛ ﹼﻴ ﹴﺔ‪،‬‬
‫ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﱞ‬ ‫ﳏﺮ ﹲك‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻤــﺮوﺣﺔ‬ ‫ﻣﺜﻞ‬ ‫ﹺ‬
‫اﻟﻤﻨﺰﻟﻴـــﺔ ﹸ‬ ‫ﹺ‬
‫اﻷﺟﻬــﺰة‬ ‫اﻷﻃﻔﺎل‪ ،‬وﻓــﻲ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ )‪.(9‬‬‫ﹶ‬ ‫وﻏﻴﺮﻫﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ ﹺ‬ ‫واﻟﺨﻼ ﹺ‬
‫ط‬ ‫ﹼ‬
‫ﱢ‬
‫اﻟﺸﻜﻞ )‪ :(9‬ﻓﻲ اﻟﻤﺤﺮ ﹺ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬ ‫وﻫﻲ؛‬ ‫ﹺ‬
‫ﻟﻠﻤﺤﺮك‬ ‫اﻟﺸﻜﻞ )‪ (10‬اﻷﺟﺰا ﹶء اﻟﺮﺋﻴﺴ ﹶﺔ‬ ‫ﹸ‬ ‫ﻳﺒ ﹼﻴ ﹸﻦ‬
‫ﺗﺘﺤﻮ ﹸل‬
‫ﹼ‬ ‫ك‬ ‫ﹼ‬ ‫ﹲ‬
‫ﹴ‬ ‫اﻟﻄﺎﻗ ﹸﺔ اﻟﻜﻬﺮﺑﺎﺋﻴ ﹸﺔ إﻟﻰ ﹴ‬ ‫ﻗﺎﻟﺐ ﻣ ﹶﻦ‬ ‫ﻣﻠﻔــﻮﻓﺔ ﻋﻠﻰ ﹴ‬ ‫ﹴ‬ ‫ﹴ‬
‫أﺳــﻼك‬ ‫ﻣﻠـﻒ ﻣ ﹾﻦ‬ ‫ﻳﺘﻜﻮ ﹸن ﻣ ﹾﻦ‬
‫ﺣﺮﻛﻴﺔ‪.‬‬ ‫ﻃﺎﻗﺔ‬ ‫ﱟ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ ﹼ‬ ‫ﱞ‬
‫ﹴ‬
‫دوران‪.‬‬ ‫وﻣﺤﻮر‬ ‫ﺑﺎﻟﻤﻠﻒ‪،‬‬ ‫ﹸ‬
‫ﻳﺤﻴﻂ‬ ‫داﺋﻢ‬ ‫ﹺ‬
‫ﹸ‬ ‫ﱢ‬ ‫وﻣﻐﻨﺎﻃﻴﺲ ﹲ‬ ‫ﹲ‬ ‫اﻟﺤﺪﻳﺪ‪،‬‬
‫ﻳﺘﻤﻐﻨﻂ‬‫ﹸ‬ ‫اﻟﻜﻬــﺮﺑﺎﺋﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫ﻟﻠﺘﻴﺎر‬ ‫ﹴ‬
‫ﺑﻤﺼــﺪر‬ ‫اﻟﻤﺤﺮ ﹺك‬‫ﹼ‬ ‫ﹺ‬
‫وﺻــﻞ‬ ‫ﻋﻨﺪﹶ‬
‫أﺻـﻒ‬
‫ﹸ‬ ‫ــــﻖ‪:‬‬
‫ﹸ‬ ‫ﹼ‬
‫ﻘ‬ ‫أﺗﺤ‬
‫ﻋﻤﻞ اﻟﻤـﺤﺮكﹺ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫وأﻗﻄﺎب‬ ‫وﻳﻨﺸﺄ ﺑﻴ ﹶﻦ أﻗﻄﺎﺑﹺﻪ‬ ‫ﹸ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪،‬‬
‫ﱡ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬
‫ﹸ‬
‫ﹼ‬ ‫ﹺ‬ ‫ﹶ‬
‫ﻣﺒﺪأ‬
‫ﹴ‬ ‫اﻟﻤﻠﻒ ﹶ‬ ‫ﹺ‬ ‫ﻗﻮ￯ ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ ﺗﺆ ﹼدي إﻟﻰ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﻣﺤﻮر‬ ‫ﺣﻮل‬ ‫ﱢ‬ ‫دوران‬ ‫اﻟﺪاﺋ ﹺﻢ ﹰ‬
‫ﱢ‬ ‫ﹺ‬
‫ﻣﻨﺘﺼﻔﻪ‪.‬‬ ‫ﻳﻤﺮ ﻓﻲ‬
‫ﱡ‬
‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫اﻟﻤﺤﺮك‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(10‬أﺟﺰا ﹸء‬
‫ﱢ‬ ‫ﹼ‬

‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬
‫‪N‬‬

‫ﺑﻄﺎر ﹼﻳ ﹲﺔ‬

‫ﹴ‬
‫دوران‬ ‫ﳏﻮر‬
‫ﹸ‬
‫‪S‬‬

‫ﻣﻠﻒ‬
‫ﱞ‬

‫‪119‬‬
 ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪Electric Generator‬‬
‫ﱡ‬ ‫اﻟﻤﻮﻟّ ُﺪ‬
‫أن‬‫اﻟﻌﺎﻟﻢ ﻣﺎﻳﻜﻞ ﻓﺎرادي ﱠ‬ ‫اﻛﺘﺸﻒ‬ ‫ﻋﺸﺮ‪،‬‬ ‫ﹺ‬ ‫اﻟﺮﺑﻂُ‬
‫ﹸ‬ ‫ﹶ‬ ‫اﻟﺘﺎﺳﻊ ﹶ‬
‫ﹶ‬ ‫اﻟﻘﺮن‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﻤﺠﺘﻤﻊ‬
‫ِ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜــﻬﺮﺑﺎء‬ ‫ﹺ‬
‫ــﺪات‬ ‫ﻋـﻦ ﻣﻮ ﹼﻟ‬
‫أﺑــﺤﺚ ﹾ‬
‫ﹸ‬
‫ﺗﺤﺮﻳﻚ‬ ‫أن ﻳﻮ ﹼﻟﺪﹶ ﹰ‬
‫ﺗﻴﺎرا ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‪ .‬ﻓﻌﻨﺪﹶ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ ﻳﻤﻜ ﹸﻦ ﹾ‬
‫ﱠ‬ ‫ﹶ‬
‫اﻟﻤﺠﺎل‬ ‫ﹺ‬
‫ﻣﻦ أﻧـﻮاعﹺ‬
‫ﻧــﻮع ﹾ‬
‫ﹲ‬ ‫اﻻﺣﺘﻴﺎﻃﻴﺔ‪ ،‬وﻫــﻲ‬
‫ﻣﻌﺰول‪ ،‬ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ ﻣﺎ ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹴ‬ ‫ﹴ‬
‫ﻣﻮﺻﻞ‬ ‫ﻣﻠﻒ ﻣ ﹾﻦ‬ ‫ﹶ‬
‫داﺧﻞ ﱟ‬ ‫ﹴ‬
‫ﻣﻐﻨﺎﻃﻴﺲ‬ ‫أﺗﻨـﺎول ﹺ‬
‫ﻓﻴﻪ‬ ‫ﹸ‬ ‫ﺗﻘﺮﻳﺮا‬ ‫ﻋﺪ‬
‫وأ ﱡ‬ ‫اﻟﻤﻮ ﹼﻟ ﹺ‬
‫ـﺪات‪ .‬ﹸ‬
‫ﹰ‬
‫ﻒ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬وﻋﻨﺪﹶ ﻣﺎ ﻳﺘﻮ ﹼﻗ ﹸ‬
‫ﱞ‬ ‫ﺗﻴﺎر‬
‫اﻟﻤﻠﻒ ﹲ‬‫ﱢ‬ ‫اﻟﺸﻜﻞ)‪ ،(11‬ﻳﺘﻮ ﹼﻟﺪﹸ ﻓﻲ‬ ‫ﹸ‬ ‫ﻳﺠﺐ‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﻤﺆﺳﺴﺎت اﻟﺘﻲ‬ ‫أﻫﻤ ﹼﻴ ﹶﺘﻬﺎ‪،‬‬
‫ﹼ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪ .‬وﻳﻤﻜ ﹸﻦ‬ ‫ﹺ‬
‫اﻟﺘﻴﺎر‬ ‫ﻣﺮور‬ ‫ﻒ‬ ‫ﹺ‬
‫اﻟﺤﺮﻛﺔ ﻳﺘﻮ ﹼﻗ ﹸ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ ﹺ‬
‫ﻋﻦ‬ ‫ﹺ‬
‫ﻣﻦ اﻟﻤﻮ ﹼﻟﺪات‪،‬‬ ‫ﹸﺰو ﹶد ﺑﻬﺬا اﻟﻨﻮعﹺ ﹶ‬
‫أنﹾ ﺗ ﱠ‬
‫ﱢ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫اﻟﻤﻠﻒ ﹰ‬
‫ﺑﺪﻻ ﻣ ﹶﻦ‬ ‫ﱢ‬ ‫ﹺ‬
‫ﺗﺤﺮﻳﻚ‬ ‫اﻟﺘﻴﺎر ﻋﻨﺪﹶ‬ ‫أن ﻳﺘﻮ ﹼﻟﺪﹶ‬
‫أﻳﻀﺎ ﹾ‬
‫ﹰ‬ ‫وأﻋﺮﺿﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬
‫ﹸ‬

‫ﺗﻴﺎر‬
‫اﻟﻤﻠﻒ ﹲ‬
‫ﱢ‬ ‫اﻟﺸﻜﻞ )‪ :(11‬ﻳﺘﻮ ﹼﻟﺪﹸ ﻓﻲ‬
‫ﹸ‬
‫ﻣﻠﻒ‬
‫ﱞ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫ﺗﻘﺮﻳﺐ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﺗﻘﺮﻳﺐ‬
‫ﹸ‬ ‫ﱞ‬
‫اﻟﻤﻠﻒ أو ﹺ‬
‫إﺑﻌﺎده‪.‬‬ ‫ﱢ‬ ‫ﻣ ﹶﻦ‬
‫أو إﺑﻌﺎ ﹸده‬
‫ﻏﻠﻔﺎﻧﻮﻣﻴﺘﺮ‬

‫اﻟﻜﻬﺮﺑﺎﺋﻲ ‪Electric‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻻﻛﺘﺸﺎف إﻟﻰ ﺻﻨﺎﻋﺔ اﻟﻤﻮ ﹼﻟﺪ‬
‫ﹸ‬ ‫أ ﹼد￯ ﻫﺬا‬
‫ﱢ‬
‫ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋ ﹼﻴ ﹴﺔ‪.‬‬‫وﻓﻴﻪ ﺗﺘﺤﻮ ﹸل اﻟﻄﺎﻗ ﹸﺔ اﻟﺤﺮﻛﻴ ﹸﺔ إﻟﻰ ﹴ‬
‫ﹼ‬ ‫ﹼ‬
‫‪ ، Generator‬ﹺ‬ ‫ُ‬
‫أﺑﺤﺚ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺤﺮﻛﻴﺔ اﻟﻤﺴﺘﺨﺪﹶ ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎء‪،‬‬ ‫ﺗﻮﻟﻴﺪ‬ ‫ﻣﺤﻄﺎت‬ ‫ﺪات اﻟﻜﻬﺮﺑﺎﺋﻴ ﹸﺔ ﻓﻲ‬ ‫وﺗﹸﺴﺘﺨﺪ ﹸم اﻟﻤﻮ ﹼﻟ ﹸ‬ ‫ﻣﺔ‬ ‫اﻟﻄﺎﻗﺔ‬ ‫ﻣﺼﺎدر‬
‫ﹸ‬ ‫ﻣﺎ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎء ﻟﺘﺪوﻳ ﹺﺮ‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺗﺘﻜﻮ ﹸن ﻣ ﹾﻦ‬
‫ﹼ‬ ‫اﻟﻤﺪن‪.‬‬ ‫ﻹﺿﺎءة‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ اﻟﻼز ﹺم‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﺘﻴﺎر‬ ‫ﻟﺘﻮﻟﻴﺪ‬ ‫ﺗﻮﻟﻴﺪ‬ ‫ﻣﺤﻄﺎت‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻴﺔ؟‬ ‫اﻟﻤﻮ ﹼﻟ ﹺ‬
‫ﺪات‬
‫ﹸ‬
‫اﻟﺸﻜﻞ‬ ‫ﺿﺨﻤﺔ‪ .‬وﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﹴ‬ ‫ﹶ‬
‫ﻣﻐﺎﻧﻂ‬ ‫ﹺ‬
‫أﻗﻄﺎب‬ ‫ﺗﺪور ﺑﻴ ﹶﻦ‬ ‫ﻣﻠﻔﺎت ﹴ‬
‫ﻋﺪة‬ ‫ﹴ‬
‫ﹸ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﻳﻮﺿ ﹸﺢ اﻷﺟﺰا ﹶء اﻟﺮﺋﻴﺴ ﹶﺔ ﻟﻠﻤﻮ ﹼﻟ ﹺﺪ‬‫ﻣﺒﺴ ﹰﻄﺎ ﹼ‬ ‫ﻧﻤﻮذﺟﺎ ﹼ‬
‫ﹰ‬ ‫)‪(12‬‬
‫أﻗﻄﺎب ﻣﻐﻨﺎﻃﻴﺴﻴ ﹲﺔ‬
‫ﹲ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ‬ ‫ﹺ‬
‫اﻟﻤﺠﺎل‬ ‫ﹸ‬
‫ﺧﻄﻮط‬
‫ﱢ‬

‫ﻣﻠﻒ‬
‫ﱞ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﻧﻤﻮذج اﻟﻤﻮ ﹼﻟ ﹺﺪ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(12‬‬

‫ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﱞ‬ ‫ﻣﺼﺒﺎح‬
‫ﹲ‬
‫ﹴ‬
‫دوران‬ ‫ﻣﺤﻮر‬
‫ﹸ‬

‫‪120‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎء‬ ‫ﺗﻄﻮ ﹺر ﻋﻠ ﹺﻢ‬ ‫ﻻﺣﻆ أورﺳﺘﺪ ﻓﻲ ﺗﺠﺮﺑﺘﹺﻪ؟‬ ‫ﹶ‬ ‫ﹸ‬
‫أﺻﻒ‪ :‬ﻣﺎذا‬
‫وﻛﻴﻒ أ ﹼد ﹾت ﺗﺠﺮﺑﺘﹸﻪ إﻟﻰ ﹼ‬ ‫ﹶ‬ ‫‪.1‬‬
‫ﹺ‬
‫واﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ؟‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫زﻳﺎدة ﹺ‬
‫ﻗﻮة‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻳﺆدﻳﺎن إﻟﻰ‬ ‫ﹺ‬
‫ﻋﺎﻣﻠﻴﻦ‬ ‫أذﻛﺮ‬
‫ﱢ‬ ‫‪ .2‬ﹸ‬
‫ﹺ‬ ‫ﺻﻤ ﹶﻤﻬﺎ ﻣﺠﻤﻮﻋ ﹲﺔ ﻣ ﹶﻦ‬ ‫ﹴ‬ ‫ﹸ‬
‫اﻟﻄﻠﺒﺔ‪.‬‬ ‫اﻟﺸﻜﻞ ﻣﺨﻄ ﹰﻄﺎ ﻟﺘﺠﺮﺑﺔ ﹼ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪ :‬ﻳﺒ ﹼﻴ ﹸﻦ‬
‫ﹸ‬ ‫‪.3‬‬
‫ﹺ‬
‫اﻵﺗﻴﻴﻦ‪:‬‬ ‫ﹺ‬
‫اﻟﺴﺆاﻟﻴﻦ‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫ﻟﻺﺟﺎﺑﺔ ﹺ‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ‬ ‫ﹺ‬
‫اﻟﻤﺜﺒﺘﺔ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﺒﻴﺎﻧﺎت‬ ‫أﻋﺘﻤﺪﹸ ﻋﻠﻰ‬
‫ﹺ‬
‫إﻏﻼق‬ ‫ﹺ‬
‫اﻟﻨـﺎﺑﺾ ﻋﻨﺪﹶ‬ ‫ﹸ‬
‫ﻃــﻮل‬ ‫أﻓﺴ ﹸﺮ‪ :‬ﻳﺰدا ﹸد‬
‫ﺧﺸﺒﻲ‬
‫ﱞ‬ ‫ﹲ‬
‫ﺣﺎﻣﻞ‬ ‫أ( ﹼ‬
‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫اﻟﻤﻔﺘﺎحﹺ اﻟﺬي ﻳﺘﺤﻜﹼﻢ ﻓﻲ ﹺ‬
‫دارة‬
‫ﻣﺴﻄﺮ ﹲة‬ ‫ﹸ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬
‫ﹺ‬
‫اﻟﺤﺪﻳﺪ ﻗﻀﻴ ﹰﺒﺎ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﺑﻘﻀﻴﺐ‬ ‫ب( ﻟﻮ اﺳﺘ ﹶ‬
‫ﹸﺒــﺪل‬
‫ﻧﺎﺑﺾ‬
‫ﹲ‬
‫ﹺ‬
‫اﻟﻨﺎﺑﺾ؟‬ ‫ﹸ‬
‫ﻃــﻮل‬ ‫ﺳﻴﺘــﻐﻴﺮ‬
‫ﹸ‬ ‫ﻓﻬﻞ‬ ‫ﹺ‬
‫اﻟﻨﺤﺎس‪ ،‬ﹾ‬
‫ﹴ‬
‫ﺣﺪﻳﺪ‬ ‫ﻗﻀﻴﺐ‬
‫ﹸ‬ ‫أﻓﺴ ﹸﺮ إﺟﺎﺑﺘﻲ‪.‬‬
‫ﹼ‬
‫ﻣﻔﺘﺎح‬
‫ﹲ‬ ‫اﻟﻤﺤﺮ ﹺك‬
‫ﹼ‬
‫ﹺ‬
‫واﻻﺧﺘﻼف ﺑﻴ ﹶﻦ‬ ‫‪ .4‬أﺣﺪﹼ ﹸد أوﺟ ﹶﻪ اﻟﺘﺸﺎ ﹸﺑ ﹺﻪ‬
‫ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﱞ‬ ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﹲ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ واﻟﻤﻮ ﹼﻟ ﹺﺪ‬
‫ﱢ‬

‫اﻟﻌﻠﻮم‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬
‫ﹴ‬
‫ﻟﻤﺤﺮك‬ ‫ﻧﻤﻮذﺟﺎ‬ ‫ﹺ‬
‫اﻟﻄﺎﻟﺒﺎت‬ ‫ﻤﺖ ﻣﺠﻤﻮﻋ ﹲﺔ ﻣ ﹶﻦ‬ ‫ﺻﻤ ﹾ‬
‫)‪(3‬‬ ‫ﹰ‬ ‫ﹼ‬
‫)‪(1‬‬
‫اﻟﻤﺠﺎور‪.‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ‬ ‫ﻧﺤﻮ ﻣﺎ ﻳﺒ ﹼﻴ ﹸﻦ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻋﻠﻰ ﹺ‬ ‫ﱟ‬
‫اﻟﻤﺸﺎر إﻟﻴﻬﺎ‬
‫ﹶ‬ ‫اﻟﻤﺤــﺮ ﹺك‬
‫ﹼ‬ ‫‪ .1‬أﺣــﺪﹼ ﹸد أﺟــﺰا ﹶء‬
‫ﹺ‬
‫اﻟﺸﻜﻞ‪.‬‬ ‫اﻟﻤﺜﺒﺘﺔ ﻋﻠﻰ‬‫ﹺ‬ ‫ﺑﺎﻷﺳﻬ ﹺﻢ‬
‫)‪(4‬‬ ‫)‪(2‬‬
‫اﻟﻤﺤﺮ ﹺك‪.‬‬
‫ﹼ‬ ‫أوﺿ ﹸﺢ ﻣﺒﺪ ﹶأ ﹺ‬
‫ﻋﻤﻞ‬ ‫ﹼ‬ ‫‪.2‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺗﻐﻴﻴﺮﻳﻦ ﻳﺆد ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫زﻳﺎدة‬ ‫ﻳﺎن إﻟﻰ‬ ‫ﹺ ﹼ‬ ‫‪ .3‬أﺗﻮ ﱠﻗ ﹸﻊ‬
‫اﻟﻤﺤﺮ ﹺك‪.‬‬
‫ﹼ‬
‫ﹺ‬
‫دوران‬

‫‪121‬‬
 ‫واﻟﺘﻮﺳ ُﻊ‬
‫ﱡ‬ ‫اﻹﺛﺮاء‬
‫ُ‬

‫اﻟﻤﻐﻨﺎطﯿﺴﻲ ‪Maglev Train‬‬

‫ﱡ‬ ‫اﻟﺮﻓﻊ‬
‫ِ‬ ‫ﻗﻄﺎ ُر‬

‫ﻳﺘﺤﺮ ﹸك‬ ‫ﹺ‬

‫اﻋﺘﻴﺎدي‪ ،‬ﻓﻬﻮ ﻻ ﻳﻌﺘﻤــﺪﹸ ﻋﻠﻰ اﻟﻌﺠـﻼت‪ ،‬وﻻ ﹼ‬ ‫ﱟ‬ ‫ﻏﻴﺮ‬
‫ﻗﻄﺎر ﹸ‬‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ اﻟﻤﻌ ﱠﻠ ﹸﻖ ﹲ‬
‫ﱡ‬ ‫اﻟﻘﻄﺎر‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻤﺘﺸﺎﺑﻬﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ‬ ‫ﹺ‬
‫اﻷﻗﻄﺎب‬ ‫ﹺ‬
‫اﻟﺘﻨﺎﻓﺮ ﺑﻴ ﹶﻦ‬ ‫ﺣﺪﻳﺪﻳﺔ‪ ،‬ﹾﺑﻞ ﻳﻌﺘﻤﺪﹸ ﻛﻠﻴﺎ ﻋﻠﻰ ﹺ‬
‫ﻗﻮة‬ ‫ﹴ‬ ‫ﻋﻠﻰ ﹴ‬
‫ﺳﻜﺔ‬
‫ﹼﹰ‬
‫ﹺ‬
‫ﻟﻠﻄﺎﻗﺔ‬ ‫ﹴ‬
‫وآﻣﻨﺔ‪ ،‬اﺳﺘﻬـﻼﻛﹸﻬﺎ‬ ‫ﹴ‬
‫ﺳﺮﻳﻌــﺔ‬ ‫ﻧﻘﻞ‬ ‫ﹺ‬
‫وﺳﻴــﻠﺔ ﹴ‬ ‫ﹺ‬
‫ﺗﻮﻓﻴﺮ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺴﻲ إﻟﻰ‬ ‫ﹺ‬
‫اﻟﻘﻄﺎر‬ ‫ﺗﻬﺪف ﺻﻨﺎﻋ ﹸﺔ‬
‫ﹸ‬
‫ﱢ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻛﺒﻴﺮا‪.‬‬ ‫ﺷﻬﺪت ﺻﻨﺎﻋ ﹸﺔ ﻫﺬه اﻟﻘﻄﺎرات ﹼ‬
‫ﺗﻄﻮ ﹰرا ﹰ‬ ‫ﹾ‬ ‫اﻷﺧﻴﺮة‬ ‫اﻵوﻧﺔ‬ ‫ث اﻟﺒﻴﺌ ﹶﺔ‪ .‬وﻓﻲ‬ ‫ﺗﻠــﻮ ﹸ‬
‫ﻣﻨﺨﻔـﺾ‪ ،‬وﻻ ﹼ‬ ‫ﹲ‬

‫ﹺ‬ ‫ـﺔ اﻟﻤﺘﺎﺣـ ﹺ‬

‫ـﺔ ﻋـ ﹺ‬ ‫ـﺎدر اﻟﻤﻌﺮﻓـ ﹺ‬ ‫ـﺚ ﻓــﻲ ﻣﺼـ ﹺ‬
‫ـﻲ‪،‬‬ ‫ـﻦ اﻟﻜﻴﻔ ﹼﻴــﺔ اﻟﺘــﻲ ﻳﻌﻤـ ﹸـﻞ ﺑﻬــﺎ اﻟﻘﻄـ ﹸ‬
‫ـﺎر اﻟﻤﻐﻨﺎﻃﻴﺴـ ﱡ‬ ‫أﺑﺤـ ﹸ‬
‫ﹺ‬ ‫ـﺎرات‪ ،‬وﺗﻮ ﹼﻗﻌﺎﺗﹺﻬــﻢ اﻟﻤﺴـ‬
‫ـﺘﻘﺒﻠﻴﺔ‬ ‫ـﺬه اﻟﻘﻄـ ﹺ‬ ‫ـﺔ ﻫـ ﹺ‬ ‫ـﺎل ﺻﻨﺎﻋـ ﹺ‬‫ـﻪ اﻟﻌﻠﻤــﺎء ﻓــﻲ ﻣﺠـ ﹺ‬ ‫ـﺪث ﻣــﺎ ﺗﻮﺻـ ﹶـﻞ إﻟﻴـ ﹺ‬
‫وأﺣـ ﹺ‬
‫ﹸ‬ ‫ﹼ‬
‫أﻋﺮﺿــﻪ أﻣــﺎ ﹶم زﻣﻼﺋــﻲ‪ /‬زﻣﻴﻼﺗــﻲ‪.‬‬ ‫ﹸ‬ ‫ﻋﺮﺿــﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴــﺎ‬
‫ـﺮه‪ .‬وأﻋــﺪﱡ ﹰ‬ ‫ﻟﺘﻄﻮﻳـ ﹺ‬

‫‪122‬‬
 ‫ﻋﻠﻤﻲ‬
‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ٌ‬

‫اﻟﻌﻮاﻣـ ُﻞ اﻟــﺘﻲ ﺗﻌﺘﻤــ ُﺪ ﻋﻠﯿﮭﺎ ﻗــﻮةُ‬

‫اﻷﻫﺪاف‪:‬‬
‫ﹸ‬
‫ﺲ اﻟﻜﮭﺮﺑﺎﺋ ﱢﻲ‬
‫اﻟﻤﻐﻨﺎطﯿ ِ‬ ‫ﹺ‬ ‫اﻟﻌﻮاﻣﻞ اﻟﻤﺆ ﹼﺛﺮ ﹶة ﻓﻲ ﹺ‬
‫ﹶ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﻗﻮة‬ ‫ف‬
‫أﺗﻌﺮ ﹸ‬
‫▪ ﹼ‬
‫ﺳﺆا ُل اﻻﺳﺘﻘﺼﺎ ِء‬ ‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﻛﻴﻒ ﻳﻤﻜ ﹸﻦ اﺳﺘﺨﺪا ﹸم‬‫ﹶ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﹺ‬
‫ﻣﻨﻄﻘﺘﻴﻦ‬ ‫ﹺ‬
‫اﻟﺤــﺪﻳﺪ ﺑﻴ ﹶﻦ‬ ‫ﻋـﺪد ﻣ ﹾﻦ ﻗﻄ ﹺﻊ‬‫ﹴ‬ ‫ﻧﻘﻞ ﹺ‬
‫أﻛﺒﺮ‬ ‫ﻓﻲ ﹺ‬ ‫ﹲ‬
‫ﻣﻌﺰول )‪،(1 m‬‬ ‫ﹴ‬
‫ﻧﺤﺎس‬ ‫ﹺ‬
‫ﺑﻄﺎرﻳﺘـﺎن‪ ،‬ﹸ‬
‫ﺳﻠﻚ‬
‫زﻣﻨﻴﺔ ﻣﺤﺪﹼ ﹴ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫دة؟‬ ‫ﺧﻼل ﻣﺪﹼ ﹴة‬
‫ﹶ‬ ‫ﻣﺤﺪﹼ ﹺ‬
‫دﺗﻴﻦ‬ ‫ﻣﺴﻤـﺎران‬ ‫ﻣﻌـﺰوﻻن )‪،(0.5 m‬‬ ‫ﹴ‬
‫ﻧﺤـﺎس‬ ‫ﺳﻠﻜﺎ‬
‫ﻣﺸﺎﺑﻚ ﹴ‬
‫ورق‬ ‫ﹸ‬ ‫ﹺ‬
‫ﻣﺴﻤﺎران )‪، (5 cm‬‬ ‫)‪، (10 cm‬‬
‫أﺻﻮ ُغ ﻓﺮﺿﯿﺘﻲ‬
‫وﻗﻄﻊ ﺣﺪﻳﺪﻳ ﹲﺔ ﻣﺨﺘﻠﻔ ﹲﺔ‪.‬‬
‫ﹲ‬ ‫دﺑﺎﺑﻴﺲ‬
‫ﹸ‬ ‫ﺣﺪﻳﺪ ﹼﻳ ﹲﺔ‪،‬‬
‫ﹺ‬
‫اﻟﻤﺠﻤﻮﻋﺔ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﹺ‬
‫ﺑﺎﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﻌﺘﻤﺪﹸ ﻋﻠﻴﻬﺎ‬ ‫ﺗﺨﺘﺺ‬
‫ﱡ‬ ‫وأﺻﻮ ﹸغ ﻓﺮﺿ ﹼﻴ ﹰﺔ‬ ‫اﻟﻤﻐﻨــــﺎﻃﻴﺲ‬
‫ﹶ‬ ‫ﹶ‬
‫أﺻــﻞ‬ ‫أﺣــﺮص ﻋﻠﻰ ﹼأﻻ‬
‫ﹸ‬ ‫•‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫اﻟﻤﻐﻨﺎﻃﻴﺲ‬ ‫ﻗﻮ ﹸة‬ ‫ﺑﺎﻟﺒﻄــﺎرﻳﺔ ﻣــﺪ ﹰة ﻃﻮﻳﻠ ﹰﺔ؛ ﺗﺠﻨ ﹰﺒﺎ‬ ‫اﻟﻜﻬـﺮﺑﺎﺋﻲ‬
‫ﱠ‬
‫درﺟﺔ ﺣﺮارﺗﹺﻪ‪.‬‬
‫ﹺ‬ ‫ﻻرﺗﻔـﺎ ﹺع‬
‫أﺧﺘﺒ ُﺮ ﻓﺮﺿﯿﺘﻲ‬
‫ﹺ‬
‫اﳌﺠﻤﻮﻋﺔ‪،‬‬ ‫ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ ﰲ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ ﹶ‬ ‫‪.1‬‬
‫ﹺ‬
‫ﻣﺮاﻋﺎة‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﻤﻮذﺟﺎ ﻣﻨﺎﺳ ﹰﺒﺎ ﻟﺘﻨﻔﻴﺬ اﳌﻬﻤﺔ ﹶ‬
‫ﹰ‬ ‫وأﺻﻤ ﹸﻢ‬
‫ﹼ‬
‫ﹺ‬
‫اﻵﺗﻴﺔ‪:‬‬ ‫ﹺ‬
‫اﻟﴩوط‬
‫ﹺ‬
‫واﻷﺳﻼك‬ ‫ﹺ‬
‫اﻟﺒﻄﺎرﻳﺘﲔ‬ ‫‪ ‬ﻳﻤﻜ ﹸﻦ اﺳﺘﺨﺪا ﹸم‬
‫واﺣﺪ أو‬‫ﹴ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ‬ ‫ﹴ‬
‫ﻣﻐﻨﺎﻃﻴﺲ‬ ‫ﹺ‬
‫ﻟﻌﻤﻞ‬ ‫إ ﹼﻣﺎ‬
‫ﱟ‬
‫ﹺ‬
‫ﻣﻐﻨﺎﻃﻴﺴﲔ‪.‬‬
‫ﺳﻴﺰو ﹸدﻧﺎ‬ ‫ﹺ‬
‫اﻷدوات ﻛ ﱢﻠﻬﺎ اﻟﺘﻲ‬ ‫ﻳﻤﻜ ﹸﻦ اﺳﺘﺨﺪا ﹸم‬
‫ﹼ‬ ‫‪‬‬

‫ﺑﻌﻀﻬﺎ‪.‬‬‫ﲠﺎ اﳌﻌﻠﻢ‪ /‬اﳌﻌﻠﻤ ﹸﺔ أو ﹺ‬

‫‪123‬‬
 ‫اﳊﺪﻳﺪﻳﺔ أو ﹺ‬
‫إﻧﺰاﳍﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳌﻐﻨﺎﻃﻴﺲ ﻋﲆ رﻓ ﹺﻊ اﻟﻘﻄ ﹺﻊ‬ ‫ﹺ‬
‫ﳌﺴﺎﻋﺪة‬ ‫‪ ‬ﻻ ﻳﻤﻜﻦ ﳌﺲ اﻟﻘﻄ ﹺﻊ ﹺ‬
‫ﺑﺎﻟﻴﺪ‬ ‫ﹸ ﹸ‬
‫ﹸ‬
‫ﺳﺘﻨﺘﻘﻞ‬ ‫ﹺ‬
‫واﳌﻜﺎن اﻟﺬي‬ ‫ﻟﻨﻘﻞ اﻟﻘﻄﻊﹺ‪،‬‬ ‫ﹺ‬
‫ﺑﺎﻟﻮﻗﺖ اﻟﺬي ﳛﺪﹼ ﹸده اﳌﻌﻠﻢ‪/‬اﳌﻌﻠﻤ ﹸﺔ ﹺ‬ ‫‪ ‬ﴐرو ﹸة اﻻﻟﺘﺰا ﹺم‬
‫ﹺ‬
‫وإﻟﻴﻪ‪.‬‬ ‫اﻟﻘﻄﻊ‬ ‫ﻣﻨ ﹸﻪ‬
‫ﹸ‬
‫أﻓﺮاد ﳎﻤﻮﻋﺘﻲ‪.‬‬‫ﹺ‬ ‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .2‬ﹸ‬
‫اﳌﻐﻨﺎﻃﻴﺲ أو اﳌﻐﺎﻧﻂ ﺑﺎﻟﺘﻌﺎون ﹶ‬ ‫ﻧﻤﻮذج‬
‫ﹶ‬ ‫أﻋﻤﻞ‬
‫ﹺ‬
‫اﻟﺘﻌﺪﻳﻼت اﳌﻨﺎﺳﺒ ﹶﺔ‪.‬‬ ‫دﺧﻞ ﹺ‬
‫ﻋﻠﻴﻪ‬ ‫اﻟﻨﻤﻮذج‪ ،‬و ﹸأ ﹸ‬ ‫ﹺ‬
‫أﻓﺮاد ﳎﻤﻮﻋﺘﻲ‬ ‫ﻣﻊ‬
‫ﹶ‬ ‫ﱪ ﹶ‬ ‫‪ .3‬أﺧﺘ ﹸ‬
‫اﻟﻌﻤﻞ‬
‫ِ‬ ‫ﺧﻄﻮاتُ‬
‫اﻟﻮﻗﺖ اﳌﺤﺪﹼ ﹺد‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﳊﺪﻳﺪﻳﺔ ﰲ‬ ‫ﻟﻨﻘﻞ اﻟﻘﻄ ﹺﻊ‬ ‫ﹺ‬
‫اﳌﻌﻠﻤﺔ ﹺ‬ ‫ﹺ‬
‫ﺗﻌﻠﻴﲈت اﳌﻌﻠﻢ‪/‬‬ ‫أﺟﺮ ﹸب‪ :‬أﺗ ﹸ‬
‫ﹼﺒﻊ‬ ‫‪ .1‬ﹼ‬
‫ﹴ‬
‫ﻣﻨﺎﺳﺐ‪.‬‬ ‫ﹴ‬
‫ﺟﺪول‬ ‫ﹺ‬
‫اﳌﻨﻘﻮﻟﺔ ﻣ ﹾﻦ ﱢ‬
‫ﻛﻞ ﻧﻮعﹴ‪ ،‬ﰲ‬ ‫‪ .2‬أﺳﺠ ﹸﻞ ﻧﻮع اﻟﻘﻄ ﹺﻊ اﻟﺘﻲ ﲤ ﹼﻜﻨﱠﺎ ﻣﻦ ﹺ‬
‫ﻧﻘﻠﻬﺎ‪ ،‬وﻋﺪ ﹶد اﻟﻘﻄ ﹺﻊ‬ ‫ﹾ‬ ‫ﹶ‬ ‫ﹼ‬

‫ﻖ‬
‫واﻻﺳﺘﻨﺘﺎج واﻟﺘﻄﺒﯿ ُ‬
‫ُ‬ ‫اﻟﺘﺤﻠﯿ ُﻞ‬
‫ﹺ‬
‫اﳌﻐﻨﺎﻃﻴﺲ؟‬ ‫ﻟﺰﻳﺎدة ﹺ‬
‫ﻗﻮة‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳊﺴﺒﺎن‬ ‫أﺧﺬﲥﺎ ﰲ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ‬ ‫‪ .1‬ﻣﺎ‬
‫ﻛﺎﻧﺖ ﹺ‬
‫ﻫﺬه اﻟﻄﺮﻳﻘ ﹸﺔ ﻣﻔﻴﺪ ﹰة أ ﹾم ﰲ‬ ‫ﹾ‬ ‫ﹺ‬
‫اﳊﺪﻳﺪﻳﺔ؟ ﹾ‬
‫ﻫﻞ‬ ‫ﹺ‬
‫ﻹﻧﺰال اﻟﻘﻄ ﹺﻊ‬ ‫‪ .2‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﻣﺎ اﻟﻄﺮﻳﻘ ﹸﺔ اﻟﺘﻲ اﺗﹼﺒﻌﺘﹸﻬﺎ‬
‫ﹴ‬
‫ﲢﺴﲔ؟‬ ‫ﹴ‬
‫ﺣﺎﺟﺔ إﱃ‬
‫ﹺ‬
‫اﳊﺪﻳﺪﻳﺔ؟‬ ‫ﻧﻘﻞ اﻟﻘﻄ ﹺﻊ‬ ‫ﹺ‬
‫ﻃﺮﻳﻘﺔ ﹺ‬ ‫ﲢﺴﲔ‬
‫ﹸ‬ ‫ﻛﻴﻒ ﻳﻤﻜ ﹸﻦ‬ ‫‪ .3‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﹶ‬

‫اﻟﺘﻮاﺻ ُ‬
‫ﻞ‬ ‫ُ‬
‫ﹺ‬
‫ﺑﻨﺘﺎﺋﺠﻬﻢ‪.‬‬ ‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ﺣﺼ ﹾﻠ ﹸﺖ ﻋﻠﻴﻬﺎ‬ ‫ﹸ‬
‫وأﻗﺎرن‬ ‫ﹺ‬
‫اﳌﺠﻤﻮﻋﺎت‪،‬‬ ‫ﻣﻊ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﰐ ﰲ‬ ‫ﹸ‬
‫ﹶ‬ ‫أﺗﻮاﺻﻞ ﹶ‬

‫‪124‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﺠﻤﻞ اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻤﻨﺎﺳﺐ ﱢ‬
‫ﻟﻜﻞ ﺟﻤﻠ ٍﺔ ﻣﻦَ‬ ‫َ‬ ‫أﻛﺘﺐ اﻟﻤﻔﮭﻮ َم‬
‫ُ‬ ‫‪.1‬‬
‫آﺛﺎر اﻟﻘﻮ ِة اﻟﻤﻐﻨﺎطﯿﺴﯿ ِﺔ‪.(............) :‬‬
‫ﺗﻈﮭﺮ ﻓﯿﮭﺎ ُ‬
‫ُ‬ ‫ﺑﺎﻟﻤﻐﻨﺎطﯿﺲ اﻟﺘﻲ‬ ‫ُ‬
‫اﻟﻤﺤﯿﻄﺔ‬ ‫ُ‬
‫اﻟﻤﻨﻄﻘﺔ‬ ‫‪.1‬‬
‫ِ‬
‫ﻛﮭﺮﺑﺎﺋﻲ ﻓﯿﮭﺎ‪.(...................) :‬‬ ‫ﺗﯿﺎر‬ ‫ﻣﻐﻨﺎطﯿﺲ ﻧﺘﯿﺠ َﺔ‬ ‫َ‬ ‫ُ‬ ‫‪ .2‬أدا ٌة‬
‫ﱟ‬ ‫ﻣﺮور ٍ‬
‫ِ‬ ‫ٍ‬ ‫ﻋﻤﻞ‬ ‫ﺗﻌﻤﻞ‬
‫اﻟﺨﺎﺻ ُﺔ‬
‫ّ‬ ‫ُ‬
‫اﻟﻤﻐﻨﺎطﯿﺴﯿﺔ‬ ‫ُ‬
‫اﻟﻤﺠﺎﻻت‬ ‫ات اﻟﻤﺘﺠﺎور ِة ﺗﺮﺗّ ِ‬
‫ﺒﺖ‬ ‫اﻟﺬر ِ‬
‫ّ‬ ‫اﻟﻤﻐﻨﺎطﯿﺴﻲ ﻟﻤﺠﻤﻮﻋ ٍﺔ ﻣﻦَ‬
‫ﱡ‬ ‫ُ‬
‫اﻟﻤﺠﺎل‬ ‫‪.3‬‬
‫ﺑﺈﻟﻜﺘﺮوﻧﺎ ِﺗﮭﺎ ﻓﻲ اﻻﺗّﺠﺎ ِه ِ‬
‫ﻧﻔﺴﮫ‪.(................) :‬‬
‫‪ .2‬أﺧﺘﺎ ُر رﻣ َﺰ اﻹﺟﺎﺑ ِﺔ اﻟﺼﺤﯿﺤ ِﺔ ﻓﻲ ﻣﺎ ﯾﺄﺗﻲ‪:‬‬
‫أﻛﺒﺮ‬
‫ﻧﻔﺴﯿﮭﻤﺎ َ‬
‫ِ‬ ‫اﻟﻤﻐﻨﺎطﯿﺴﯿﻦ‬
‫ِ‬ ‫اﻟﺘﺠﺎذب ﺑﯿﻦَ‬
‫ِ‬ ‫ﺗﻜﻮن ﻗ ّﻮ ُة‬
‫ُ‬ ‫اﻟﺸﻜﻞ‬
‫ِ‬ ‫اﻷرﺑﻊ اﻟﻤﺒﯿﱠﻨ ِﺔ ﻓﻲ‬
‫ِ‬ ‫اﻟﺤﺎﻻت‬
‫ِ‬ ‫‪ .1‬ﻓﻲ أيﱟ ﻣﻦَ‬
‫ُ‬
‫ﯾﻤﻜﻦ؟‬ ‫ﻣﺎ‬
‫‪S‬‬ ‫‪N‬‬ ‫أ(‬
‫‪N‬‬ ‫‪N‬‬ ‫ب(‬
‫‪S‬‬ ‫‪N‬‬ ‫ج(‬
‫‪S‬‬ ‫‪S‬‬ ‫د(‬
‫اﻟﺸﻜﻞ‪،‬‬
‫ِ‬ ‫اﻟﺒﯿﺎﻧﺎت اﻟﻤﺜﺒﺘ ِﺔ ﻋﻠﻰ‬
‫ِ‬ ‫ﻣﺴﻤﺎرﯾﻦ ﻣﻦَ اﻟﺤﺪﯾ ِﺪ‪ ،‬اﻋﺘﻤﺎ ًدا ﻋﻠﻰ‬ ‫‪125‬ﺎ ‪ُ P‬‬
‫ﯾﺠﺬب‬ ‫ﻣﻐﻨﺎطﯿﺴ‬
‫ً‬ ‫ُ‬
‫اﻟﺸﻜﻞ‬ ‫‪ .2‬ﯾﺒﯿّ ُﻦ‬
‫ِ‬
‫اﻟﺘﺮﺗﯿﺐ‪:‬‬
‫ِ‬ ‫ﺑﺎﻟﺮﻣﺰﯾﻦ )س‪ ،‬ص( ھﻤﺎ ﻋﻠﻰ‬
‫ِ‬ ‫إﻟﯿﮭﻤﺎ‬
‫اﻟﻤﺸﺎر ِ‬
‫َ‬ ‫رأﺳﯿﮭﻤﺎ‬
‫ِ‬ ‫ّ‬
‫ﻓﺈن‬
‫‪N‬‬ ‫‪S‬‬ ‫ﺷﻤﺎﻟﻲ‪.‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﺷﻤﺎﻟﻲ‪،‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫أ(‬
‫س‬ ‫ﺷﻤﺎﻟﻲ‪.‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﺟﻨﻮﺑﻲ‪،‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ب(‬
‫ص‬
‫ﺟﻨﻮﺑﻲ‪.‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﺟﻨﻮﺑﻲ‪،‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﺟـ(‬
‫ﺟﻨﻮﺑﻲ‪.‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﺷﻤﺎﻟﻲ‪،‬‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫د(‬
‫إﻟﻰ طﺎﻗ ٍﺔ ﺣﺮﻛﯿّﺔٍ‪:‬‬ ‫‪ .3‬أدا ٌة ﺗُﺴﺘﺨﺪ ُم ﻓﻲ اﻷﺟﮭﺰ ِة اﻟﻜﮭﺮﺑﺎﺋﯿّ ِﺔ ﻟﺘﺤ ّﻮ َل اﻟﻄﺎﻗ َﺔ اﻟﻜﮭﺮﺑﺎﺋﯿ َﺔ‬
‫‪P 125‬‬
‫اﻟﻤﺤﺮكُ اﻟﻜﮭﺮﺑﺎﺋﻲﱡ‪.‬‬
‫ّ‬ ‫ب(‬ ‫أ( اﻟﺒﻮﺻﻠﺔُ‪.‬‬
‫د( اﻟﻤﻮﻟّﺪُ اﻟﻜﮭﺮﺑﺎﺋﻲﱡ‪.‬‬ ‫ﺟـ( اﻟﻤﻐﻨﺎطﯿﺲُ‪.‬‬
‫اﻟﻜﮭﺮﺑﺎﺋﻲ ﺑﺄﻧﱠﮭﺎ ْ‬
‫ﻣﻦ‪:‬‬ ‫ﱢ‬ ‫ﻻت اﻟﻄﺎﻗ ِﺔ ﻓﻲ اﻟﻤﻮﻟّ ِﺪ‬ ‫ُ‬
‫وﺻﻒ ﺗﺤ ّﻮ ِ‬ ‫ُ‬
‫ﯾﻤﻜﻦ‬ ‫‪.4‬‬
‫ب( ﻛﯿﻤﯿﺎﺋﯿﺔٍ إﻟﻰ ﺣﺮﻛﯿّﺔٍ‪.‬‬ ‫أ( ﻛﮭﺮﺑﺎﺋﯿﺔٍ إﻟﻰ ﺣﺮﻛﯿّﺔٍ‪.‬‬
‫د( ﺣﺮﻛﯿ ٍﺔ إﻟﻰ ﺿﻮﺋﯿّﺔٍ‪.‬‬ ‫ﺟـ( ﺣﺮﻛﯿﺔٍ إﻟﻰ ﻛﮭﺮﺑﺎﺋﯿﺔٍ‪.‬‬

‫‪125‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ُ‬
‫ﻓﺴﺄﺣﺼﻞ ﻋﻠﻰ‪:‬‬ ‫ﺟﺰأﯾﻦ‬ ‫ﻣﻐﻨﺎطﯿﺴﺎ ﻣﺴﺘﻘﯿ ًﻤﺎ إﻟﻰ‬
‫ً‬ ‫ُ‬
‫ﻗﺴﻤﺖ‬ ‫‪ .5‬إذا‬
‫ِ‬
‫ﺟﻨﻮﺑﻲ ﻣﻔﺮدٍ‪.‬‬
‫ﱟ‬ ‫وﻗﻄﺐ‬
‫ٍ‬ ‫ﺷﻤﺎﻟﻲ ﻣﻔﺮ ٍد‬
‫ﱟ‬ ‫ﻗﻄﺐ‬
‫ٍ‬ ‫أ(‬
‫ﻣﻤﻐﻨﻄﺘﯿﻦ‪.‬‬
‫ِ‬ ‫ﻏﯿﺮ‬
‫ﺘﯿﻦ ِ‬ ‫ﻗﻄﻌﺘﯿﻦ ّ‬
‫ﻓﻠﺰﯾّ ِ‬ ‫ِ‬ ‫ب(‬
‫ﺟﻨﻮﺑﻲ ْ‬
‫ﻓﻘﻂ‪.‬‬ ‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫واﻵﺧﺮ ﻟ ُﮫ‬
‫ُ‬ ‫ﺷﻤﺎﻟﻲ ْ‬
‫ﻓﻘﻂ‪،‬‬ ‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫ﻣﻐﻨﺎطﯿﺴﯿﻦ أﺣ ُﺪھﻤﺎ ﻟ ُﮫ‬ ‫ﺟـ(‬
‫ِ‬
‫ﺟﻨﻮﺑﻲ‪.‬‬
‫ﱞ‬ ‫وﻗﻄﺐ‬
‫ٌ‬ ‫ﺷﻤﺎﻟﻲ‬
‫ﱞ‬ ‫ﻗﻄﺐ‬
‫ٌ‬ ‫د( ﻣﻐﻨﺎطﯿﺴﯿﻦ ﱟ‬
‫ﻟﻜﻞ ﻣﻨ ُﮭﻤﺎ‬ ‫ِ‬
‫اﻟﻤﮭﺎرات اﻟﻌﻠﻤ ّﯿ ُﺔ‬
‫ُ‬ ‫‪.3‬‬
‫طﺮﯾﻘﺘﯿﻦ ﻟﻤﻐﻨﻄ ِﺔ ﻗﻄﻌ ٍﺔ ﻣﻦَ اﻟﺤﺪﯾ ِﺪ‪.‬‬
‫ِ‬ ‫أذﻛﺮ‬
‫‪ُ .1‬‬
‫اﺳﺘﻨﺘﺎﺟﺎ ْ‬
‫ﻋﻦ ﻗﺪر ِة‬ ‫ً‬ ‫أﻛﺘﺐ‬
‫ُ‬ ‫أرﺑﻊ ﻣﻮا ﱠد ﻣﺨﺘﻠﻔﺔٍ‪.‬‬ ‫ﻤﺴﺖ ﻓﻲ ﺑُﺮاد ِة‬ ‫َ‬
‫ﻣﻐﺎﻧﻂ ﻣﺘﻤﺎﺛﻠ ٍﺔ ُﻏ ْ‬ ‫ُ‬
‫اﻟﺸﻜﻞ أرﺑﻌ َﺔ‬ ‫‪ .2‬ﯾﺒﯿّ ُﻦ‬
‫ِ‬
‫اﻟﺸﻜﻞ‪.‬‬
‫ِ‬ ‫ُ‬
‫أﻻﺣﻈﮫ ﻓﻲ‬ ‫ات‪ ،‬ﻣﻌﺘﻤ ًﺪا ﻋﻠﻰ ﻣﺎ‬ ‫ّ‬
‫اﻟﻔﻠﺰ ِ‬ ‫ﺟﺬب‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ ﻋﻠﻰ‬
‫ِ‬ ‫ِ‬

‫‪N N‬‬ ‫‪S‬‬ ‫‪NS‬‬ ‫‪S‬‬ ‫‪N‬‬ ‫‪S‬‬ ‫‪N‬‬ ‫‪S‬‬

‫اﻟﻨﯿﻜﻞ‬
‫ِ‬ ‫ﺑُﺮاد ُة‬ ‫اﻟﻜﻮﺑﺎﻟﺖ‬
‫ِ‬ ‫ﺑُﺮاد ُة‬ ‫اﻷﻟﻤﻨﯿﻮم‬
‫ِ‬ ‫ﺑُﺮاد ُة‬ ‫اﻟﻨﺤﺎس‬
‫ِ‬ ‫ﺑُﺮاد ُة‬

‫ْ‬
‫وﺣﺼــﻠﺖ ﻋﻠﻰ اﻟﻨﺘﯿﺠ ِﺔ اﻟﻤﺒﯿّﻨ ِﺔ ﻓﻲ‬ ‫ﻣﺴﺘﻘﯿــﻢ‪،‬‬ ‫ﻣﻐﻨﺎطــﯿﺲ‬
‫ٍ‬ ‫َ‬
‫ﺣﻮل‬ ‫ﻧــﺜﺮت ﺳــﺎر ُة ﺑُﺮاد َة ﺣـﺪﯾ ٍﺪ‬
‫ْ‬ ‫‪.3‬‬
‫ٍ‬
‫اﻟﺸﻜﻞ‪.‬‬
‫ِ‬
‫•س‬
‫•ص‬ ‫أن ﻗـــــــﻮ َة‬‫ــﺖ ﺳــــــﺎر ُة ﱠ‬‫اﺳﺘﻨﺘــﺠ ْ‬
‫َ‬ ‫أ(‬
‫ُ‬
‫ﺗـﺘﺮﻛـﺰ ﻋﻨــ َﺪ ﻗﻄﺒﯿ ِﮫ‪.‬‬ ‫اﻟﻤﻐﻨـــﺎطﯿﺲ‬
‫ِ‬
‫‪N‬‬ ‫‪S‬‬
‫ﯾﻈــــﮭﺮ ﻓﻲ‬
‫ُ‬ ‫أﻋﻄﻲ ً‬
‫دﻟﯿﻼ ﻋﻠﻤـــــ ًﯿّﺎ‬
‫ﺗﻮﺻﻠَ ْﺖ إﻟﯿ ِﮫ‬
‫اﻟﺸﻜﻞ ﯾﺪﻋ ُﻢ ﺻﺤ َﺔ ﻣﺎ ّ‬
‫ِ‬
‫ﺳﺎر ُة‪.‬‬
‫ـــﻊ‪ْ :‬‬
‫ھــﻞ ﺗﺘﺄﺛّ ُﺮ إﺑﺮ ُة اﻟﺒﻮﺻﻠ ِﺔ‬ ‫ب( ّ‬
‫أﺗﻮﻗ ُ‬
‫دﻟﯿﻼ ﯾﺪﻋ ُﻢ ﺻﺤ َﺔ ّ‬
‫ﺗﻮﻗﻌﻲ‪.‬‬ ‫ﻮﺿﻊ ﻋﻨ َﺪ )س( أ ْم ﻋﻨ َﺪ )ص(؟ أﻗ ّﺪ ُم ً‬
‫ُ‬ ‫أﻛﺒﺮ ﻋﻨﺪَﻣﺎ ﺗُ‬
‫ﺑﻘﻮ ٍة ﻣﻐﻨﺎطﯿﺴﯿ ٍﺔ َ‬

‫‪126‬‬
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‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ُ‬
‫اﻟﺸﺮط‬ ‫اﻟﻤﺪن‪ .‬ﻓﻤﺎ‬ ‫اﻟﻼزم ﻹﺿﺎء ِة‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ‬
‫ﱢ‬ ‫اﻟﺘﯿﺎر‬ ‫‪ .4‬ﺗُﺴﺘﺨﺪ ُم اﻟﻤﻮﻟّ ُ‬
‫ﺪات اﻟﻜﮭﺮﺑﺎﺋﯿّ ُﺔ ﻓﻲ ﺗﻮﻟﯿ ِﺪ‬
‫ِ‬ ‫ِ‬ ‫ِ‬
‫ﺑﺈﻧﺘﺎج‬
‫ِ‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ‬
‫ﱡ‬ ‫ﯾﺴﺘﻤﺮ اﻟﻤﻮﻟّ ُﺪ‬
‫ﱠ‬ ‫ﺗﻮاﻓﺮه ﻛﻲ‬
‫ُ‬ ‫اﻟﻼز ُم‬
‫اﻟﻜﮭﺮﺑﺎﺋﻲ؟‬
‫ﱢ‬ ‫ﺎر‬
‫اﻟﺘﯿّ ِ‬
‫ﻣﻐﻨﺎطﯿﺲ‬
‫ٌ‬
‫ﻣﻐﻨﺎطﯿﺴﺎ ﻣﺜﺒ ًﺘﺎ رأﺳ ًﯿّﺎ‬
‫ً‬ ‫ُ‬
‫اﻟﺸﻜﻞ‬ ‫‪ .5‬اﻟﺘﻔﻜﯿ ُﺮ اﻟﻨﺎﻗﺪُ‪ :‬ﯾﺒﯿّ ُﻦ‬
‫طﺮﻓﮫ‬ ‫ُ‬ ‫ٌ‬
‫ﻣﺮﺑﻮط ﺑﺨﯿﻂٍ‬ ‫ورق‬ ‫ُ‬
‫ﻣﺸﺒﻚ‬ ‫ﺣﺎﻣﻞ‪ ،‬وأﺳﻔﻠَ ُﮫ‬
‫ٍ‬ ‫ﻋﻠﻰ‬
‫ٍ‬
‫ٌ‬
‫ﺣﺎﻣﻞ‬
‫ُ‬
‫اﻟﺤﺎﻣﻞ‪.‬‬
‫ِ‬ ‫اﻵﺧﺮ ﻣﺜﺒﱠ ٌﺖ ﺑﻘﺎﻋﺪ ِة‬
‫ُ‬
‫ورق‬
‫ٍ‬ ‫ﻣﺸﺒﻚ‬
‫ٌ‬
‫ﺧﯿﻂ‬ ‫اﻟﻮرق‪.‬‬
‫ِ‬ ‫ﻣﺸﺒﻚ‬
‫ِ‬ ‫أ( أﺣ ّﺪ ُد اﻟﻘﻮى اﻟﻤﺆﺛّﺮ َة ﻓﻲ‬
‫ﻗﺎﻋﺪ ُة‬ ‫اﻟﺨﯿﻂ؟‬
‫ِ‬ ‫ﻗﺺ‬
‫اﻟﻮرق ﻋﻨ َﺪ ﱢ‬
‫ِ‬ ‫ﻟﻤﺸﺒﻚ‬
‫ِ‬ ‫ُ‬
‫ﯾﺤﺪث‬ ‫ب( ﻣﺎذا‬
‫اﻟﺤﺎﻣﻞ‬
‫ِ‬

‫ﻣﺨﻄﻄﺎ ﻟﺘﺠﺮﺑ ٍﺔ ﻻﺳﺘﻘﺼﺎ ِء اﻟﻌﻼﻗ ِﺔ ﺑﯿﻦَ‬ ‫ً‬ ‫اﻟﻤﺠﺎور‬

‫ُ‬ ‫ُ‬
‫اﻟﺸﻜﻞ‬ ‫‪ .6‬ﯾﺒﯿّ ُﻦ‬
‫ﻛﮭﺮﺑﺎﺋﻲ‬
‫ﱞ‬ ‫ﻣﻐﻨﺎطﯿﺲ‬
‫ٌ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ‪.‬‬
‫ِ‬ ‫اﻟﻜــﮭﺮﺑﺎﺋﻲ وﻗﻮ ِة‬
‫ﱢ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ‬
‫ِ‬ ‫ﺳﻠﻚ‬
‫ِ‬ ‫ﻋﺪ ِد ّﻟﻔ ِ‬
‫ﺎت‬
‫‪A‬‬ ‫ﱢ‬
‫اﻟﻤﻠﻒ‪،‬‬ ‫ﺪت ﻋﻨ َﺪ زﯾﺎد ِة ﻋﺪ ِد ّﻟﻔ ِ‬
‫ﺎت‬ ‫ﺻ ْ‬‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ ُر ِ‬
‫َ‬ ‫ُ‬
‫واﻟﺠﺪول ﯾﺒﯿّ ُﻦ‬
‫ﻣﺮةٍ‪.‬‬ ‫اﻧﺠﺬﺑﺖ إﻟﻰ اﻟﻤﻐﻨﺎطﯿﺲ ﻓﻲ ﱢ‬
‫ﻛﻞ ّ‬ ‫ْ‬ ‫اﻟﻤﺸﺎﺑﻚ اﻟﺘﻲ‬
‫ِ‬ ‫وﻋﺪ ِد‬
‫ِ‬
‫ُ‬ ‫ُ‬ ‫َ‬
‫ورق‬
‫ٍ‬ ‫ﻣﺸﺎﺑﻚ‬ ‫ﺿﺒﻄﮭﺎ ﻓﻲ أﺛﻨﺎ ِء إﺟﺮا ِء اﻟﺘﺠﺮﺑ ِﺔ‪.‬‬ ‫ﯾﺠﺐ‬
‫ُ‬ ‫ﻋﻮاﻣﻞ‬ ‫أذﻛﺮ ﺛﻼﺛ َﺔ‬
‫ُ‬ ‫أ(‬
‫َ‬
‫ﺷﻜﻞ‬ ‫ُ‬
‫وأﺻﻒ‬ ‫اﻟـﺠﺪول‪.‬‬
‫ِ‬ ‫اﻟﺒﯿــﺎﻧﺎت اﻟــﻮارد َة ﻓﻲ‬
‫ِ‬ ‫ب( ّ‬
‫أﻣﺜ ُﻞ ﺑﯿﺎﻧ ًّﯿﺎ‬
‫ْ‬
‫ﺣﺼﻠ ُﺖ ﻋﻠﯿ ِﮫ‪.‬‬ ‫اﻟﻤﻨﺤﻨﻰ اﻟﺬي‬

‫اﻟﻤﺸﺎﺑﻚ‬
‫ِ‬ ‫ﻋﺪ ُد‬ ‫اﻟﺴﻠﻚ‬
‫ِ‬ ‫ﻋﺪ ُد ﻟﻔّﺎ ِ‬
‫ت‬
‫‪3‬‬ ‫‪10‬‬
‫‪6‬‬ ‫‪20‬‬
‫‪9‬‬ ‫‪30‬‬
‫‪12‬‬ ‫‪40‬‬

‫ْ‬
‫ﺣﺼﻠ ُﺖ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ اﻋﺘﻤﺎ ًدا ﻋﻠﻰ اﻟﻤﻨﺤﻨﻰ اﻟﺬي‬ ‫اﻟﺴﻠﻚ وﻗﻮ ِة‬
‫ِ‬ ‫أﺳﺘﻨﺘﺞ اﻟﻌﻼﻗ َﺔ ﺑﯿﻦَ ﻋﺪ ِد ّﻟﻔ ِ‬
‫ﺎت‬ ‫ُ‬ ‫ﺟـ(‬
‫ِ‬
‫ﻋﻠﯿ ِﮫ‪.‬‬

‫‪127‬‬
 ‫ُ‬
‫اﻟﻮﺣﺪة‬
‫ﺲ واﻟﻔﻀﺎ ِء‬ ‫ِ‬ ‫ﻋﻠﻮ ُم اﻟﻄﻘ‬
‫‪9‬‬
‫‪Weather and Space Sciences‬‬

‫ﹶ‬
‫ﻗﺎل ﺗﻌﺎﻟﻰ‪:‬‬

‫﴿‬

‫)اﻟﻨﻮر‪ ،‬اﻵﻳﺔ ‪(43‬‬ ‫﴿‬

‫‪128‬‬
 ‫ِ‬
‫اﻟﻮﺣﺪة‬ ‫ُ‬
‫ﻣﺸﺮوﻋﺎت‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﳌﺼﺎدر اﳌﺘﻨﻮ ﹺ‬

‫اﻵﺗﻴﺔ‪:‬‬ ‫اﳌﻘﱰﺣﺔ‬ ‫اﳌﴩوﻋﺎت‬ ‫ﻟﺘﻨﻔﻴﺬ‬ ‫وﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ؛‬ ‫ﻋﺔ‬ ‫ﹺ ﹼ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻌﺮب اﻟﻌﺪﻳﺪﹸ ﻣ ﹶﻦ اﻹﺳـﻬﺎﻣﺎت ﰲ ﻋﻠـ ﹺﻢ اﻟﻔﻠﻚ‪ .‬أﺗﺘ ﹼﺒ ﹸ‬
‫ـﻊ ﺟﻬﻮ ﹶد ﹸﻫﻢ‬ ‫ﻟﻠﻌﻠـﲈء‬ ‫اﻟﺘﺎرﻳـﺦ‪:‬‬
‫ﹸ‬
‫وأﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋـﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬ ‫ﹸ‬ ‫ﺗﻘﺮﻳـﺮا‬ ‫ﹺ‬
‫اﳌﺠـﺎل‪ ،‬و ﹸأﻋـﺪﱡ‬ ‫ﹺ‬
‫وإﻧﺠﺎزاﲥـﻢ ﰲ ﻫـﺬا‬
‫ﹰ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻣﻬﻤـ ﹰﺔ ﻋـ ﹾﻦ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﻫـﺬه‬ ‫اﻟﻄﻘـﺲ‪ .‬وﺗﹸﻔﻴـﺪﹸ‬ ‫ﺣﺎﻟـﺔ‬ ‫ﻬـﻦ‪ :‬ﺗﹸﻘـﺪﹼ ﹸم اﻷرﺻـﺎ ﹸد اﳉﻮ ﹼﻳـ ﹸﺔ ﺑﻴﺎﻧـﺎت ﹼ‬ ‫اﳌ ﹸ‬
‫اﳉـﻮي ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﺮاﺻﺪ‬ ‫ﹺ‬
‫ﻣﻬﻨـﺔ‬ ‫ﹸ‬
‫أﺑﺤـﺚ ﰲ‬ ‫اﻹﻧﺴـﺎن ﰲ ﻣﻨﺎﺣـﻲ ﺣﻴﺎﺗﹺـﻪ ﹺ‬
‫ﲨﻴﻌﻬـﺎ‪.‬‬ ‫ﹶ‬ ‫اﻟﺒﻴﺎﻧـﺎت‬
‫ﹸ‬
‫ﱢ‬
‫ﹺ‬
‫ـﻢ‬ ‫ﺛـﻢ ﹸأ ﹼ‬
‫ﺻﻤ ﹸ‬ ‫وﻣﺆﻫﻼﺗﹸـﻪ وﻣﻬﺎراﺗﹸـﻪ‪ .‬ﱠ‬
‫ﹼ‬ ‫اﳉـﻮي وﻣﺴـﺆوﻟﻴﺎﺗﹸﻪ‪،‬‬
‫ﱢ‬ ‫اﻟﺮاﺻـﺪ‬ ‫ﺣﻴـﺚ‪ :‬ﻣﻬـﺎ ﱡم‬‫ﹸ‬
‫وأﻋﺮﺿﻬـﺎ ﻋـﲆ زﻣﻼﺋـﻲ‪ /‬زﻣﻴـﻼﰐ‪.‬‬ ‫ﹸ‬ ‫ﻣﻄﻮ ﹼﻳـ ﹰﺔ‪،‬‬
‫ﹴ‬
‫ﳐﺘﻠﻔﺔ ﻣ ﹾﻦ‬ ‫ﹴ‬
‫ارﺗﻔﺎﻋـﺎت‬ ‫ﹺ‬
‫رﺻـﺪ‬ ‫اﳉـﻮي ﻋﲆ‬ ‫اﻟﺘﻘﻨﻴـ ﹸﺔ‪ :‬ﺗﹸﺴـﺎﻋﺪﹸ اﻟﺘﻘﻨﻴـ ﹸﺔ اﳊﺪﻳﺜـ ﹸﺔ اﻟﺮاﺻﺪﹶ‬
‫ﱠ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳉﻮي‪ ،‬وﲨـ ﹺﻊ اﻟﺒﻴﺎﻧـﺎت واﳌﻌﻠﻮﻣﺎت ﻛ ﱢﻠﻬـﺎ اﳌﺘﻌﻠﻘﺔ ﲠـﺎ‪ .‬و ﹸأ ﹼ‬
‫ﺻﻤ ﹸﻢ‬ ‫ﱢ‬ ‫اﻟﻐـﻼف‬ ‫ﻃﺒﻘـﺎت‬
‫وﺿـﺢ ﹺ‬
‫ﻓﻴـﻪ ﻣﺒـﺪ ﹶأ‬ ‫ﹺ‬
‫ﹺ‬
‫ﻋﻤـﻞ‬ ‫ﻋﺮﺿـﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴـﺎ ﹸأ ﹼ ﹸ‬
‫اﳉـﻮي‪ ،‬و ﹸأﻋـﺪﱡ ﹰ‬‫ﱢ‬ ‫ﻟﻠﺮﺻـﺪ‬ ‫ﺟﻬـﺎزا ﺑﺴـﻴ ﹰﻄﺎ‬
‫ﹰ‬
‫وأﻋﺮﺿـﻪ ﻋـﲆ زﻣﻼﺋـﻲ‪ /‬زﻣﻴﻼﰐ‪.‬‬ ‫ﳘ ﹼﻴﺘﹶـ ﹸﻪ‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹸ‬ ‫وﻣﻜﻮﻧﺎﺗـﻪ‪ ،‬وأ ﹼ‬
‫ﹼ‬ ‫اﳉﻬـﺎز‪،‬‬

‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫ﻟﺘﺪرﻳﺲ ﻋﻠﻮ ﹺم وﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫ﹺ‬ ‫اﻹﻗﻠﻴﻤﻲ‬ ‫اﳌﺮﻛ ﹸﺰ‬
‫ﱡ‬
‫ﹺ‬
‫اﳌﺘﺤﺪة‬ ‫اﻷردن‪ /‬اﻷﻣ ﹺﻢ‬
‫ﱢ‬ ‫ﹺ‬
‫ﻟﻐﺮب آﺳﻴﺎ‪-‬‬
‫ﹺ‬
‫ﻟﺘﺪرﻳﺲ ﻋﻠﻮ ﹺم وﺗﻜﻨﻮﻟﻮﺟﻴﺎ‬ ‫اﻹﻗﻠﻴﻤﻲ‬ ‫ﹺ‬
‫اﳌﺮﻛﺰ‬ ‫ﺷﺒﻜﺔ اﻹﻧﱰﻧﺖ ﹺ‬
‫ﻋﻦ‬ ‫ﹺ‬ ‫ﹸ‬
‫أﺑﺤﺚ ﰲ‬
‫ﱢ‬
‫ﺣﻴﺚ‪ :‬اﻟﺮؤﻳ ﹸﺔ واﻟﺮﺳﺎﻟ ﹸﺔ‪،‬‬
‫ﹸ‬ ‫ﹺ‬
‫اﳌﺘﺤﺪة‪ ،‬ﻣ ﹾﻦ‬ ‫ﱢ‬
‫اﻷردن‪ /‬اﻷﻣ ﹺﻢ‬ ‫ﹺ‬
‫ﻟﻐﺮب آﺳﻴﺎ ‪-‬‬ ‫ﹺ‬
‫اﻟﻔﻀﺎء‬
‫ﺛﻢ ﹸأﻋﺪﱡ‬
‫اﳌﺮﻛﺰ وﺗﻄﻠﻌﺎﺗﹸﻪ اﳌﺴﺘﻘﺒﻠﻴ ﹸﺔ‪ .‬ﱠ‬ ‫ﹺ‬ ‫وأﻫﺪاف‬
‫ﹸ‬ ‫واﻟﺪول اﳌﺸﺎرﻛ ﹸﺔ )اﻷﻋﻀﺎ ﹸء(‪،‬‬ ‫ﹸ‬
‫وأﻋﺮﺿﻪ ﻋﲆ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﰐ‬ ‫ﺗﻮﺻ ﹾﻠ ﹸﺖ إﻟﻴﻬﺎ‪،‬‬ ‫ﹺ‬
‫ﹸ‬ ‫ﻣﻘﻄﻊ ﻓﻴﺪﻳﻮ ﺑﺎﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ﹼ‬ ‫ﹶ‬
‫اﻟﺼﻒ‪.‬‬
‫ﱢ‬ ‫ﰲ‬

‫‪129‬‬
 ‫اﻟﻔﻜﺮةُ اﻟﻌﺎ ّﻣﺔُ‪:‬‬
‫ﹴ‬ ‫ﹸ‬ ‫ﺗﺘﺤﺮ ﹸك‬
‫آﺧﺮ ﻋﻠﻰ‬‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋ ﹼﻴ ﹸﺔ ﻣ ﹾﻦ ﻣﻜﺎن إﻟﻰ ﹶ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﻄﻘﺲ‪،‬‬ ‫ﹺ‬
‫ﺗﻐﻴﻴﺮا ﻓﻲ ﺣﺎﻟﺔ‬ ‫ث‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷرض وﻗﺪ ﺗﹸﺤﺪ ﹸ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬
‫ﹰ‬
‫ﹺ‬
‫اﻟﺼﻨﺎﻋﻴﺔ‪،‬‬ ‫ﹺ‬
‫ﺑﺎﻷﻗﻤﺎر‬ ‫ﹺ‬
‫ﺑﺎﻻﺳﺘﻌﺎﻧﺔ‬ ‫وﻳﺘﻢ ﺗﺘ ﹼﺒ ﹸﻊ ﺣﺮﻛﺘﹺﻬﺎ‬
‫ﱡ‬
‫ﹸ‬
‫اﻹﻧﺴﺎن ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺘﻘﻨﻴﺎت اﻟﺘﻲ اﺳﺘﺨﺪ ﹶﻣﻬﺎ‬ ‫وﻫﻲ إﺣﺪ￯‬
‫أﻳﻀﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف اﻟﻔﻀﺎء ﹰ‬
‫ﹺ‬
‫اﻟﻄﻘﺲ‬ ‫وﺗﺄﺛﻴﺮﻫﺎ ﻓﻲ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ‬ ‫اﻟﺪرس ﹸ‬
‫اﻷول‪:‬‬ ‫ﹸ‬
‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬـﻮاﺋ ﹼﻴ ﹸﺔ ﻓــﻲ‬ ‫ﺗﺨﺘـﻠﻒ‬
‫ﹸ‬ ‫اﻟﻔﻜـﺮ ﹸة اﻟﺮﺋﻴﺴــ ﹸﺔ‪:‬‬
‫ﹺ‬
‫واﻟﺮﻃﻮﺑﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﺤﺮارة‪،‬‬ ‫ﺣﻴﺚ‪ :‬درﺟـ ﹸﺔ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬ﻣ ﹾﻦ ﹸ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫اﺧﺘﻼف‬
‫ﹶ‬ ‫ﻟﻤﺼﺪر ﻧﺸﺄﺗﹺﻬﺎ‪ .‬إ ﹾذ ﱠ‬
‫إن‬ ‫ﹺ‬ ‫ﺗﺒ ﹰﻌﺎ‬
‫ﹴ‬
‫ﻣﻌﻴﻨﺔ‪.‬‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ ﻓﻲ‬ ‫ﹺ‬
‫ﺧﺼﺎﺋﺼﻬﺎ ﹸﻳﺤﺪﹼ ﹸد ﺣﺎﻟ ﹶﺔ‬ ‫ﻓﻲ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫اﺳﺘﻜﺸﺎف‬
‫ﹸ‬ ‫اﻟﺪرس اﻟﺜﺎﻧﻲ‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف‬ ‫ﹸ‬
‫اﻹﻧﺴﺎن ﻣ ﹶﻦ‬ ‫اﻟﻔﻜﺮ ﹸة اﻟﺮﺋﻴﺴ ﹸﺔ‪ :‬ﺗﻤ ﹼﻜ ﹶﻦ‬
‫ﹺ‬
‫اﻟﺰﻣﻦ‪.‬‬ ‫ﻋﺒﺮ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬
‫رت ﹶ‬ ‫ﺗﻄﻮ ﹾ‬ ‫ﺑﺎﻻﺳﺘﻌﺎﻧﺔ ﺑﺘﻘﻨﻴﺎت ﻣﺘﻌﺪﹼ دة ﹼ‬

‫َ‬
‫اﻟﺼﻮرة‬ ‫أﺗﺄﻣ ُ‬
‫ﻞ‬ ‫ّ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء‪ .‬ﻓﻤﺎ ﹺ‬ ‫ﹺ‬ ‫اﻟﻄﻘﺲ وأﺷ ﹼﻌ ﹺﺔ‬
‫ﹺ‬ ‫ﹺ‬
‫وﻛﻴﻒ‬
‫ﹶ‬ ‫ﻫﺬه اﻟﻌﻼﻗ ﹸﺔ؟‬ ‫اﻟﺸﻤﺲ اﻟﺘﻲ ﺗﺼ ﹸﻠﻨﺎ ﹶ‬
‫ﻋﺒﺮ‬ ‫ﺣــﺎﻟﺔ‬ ‫ﺗﻮﺟﺪﹸ ﻋﻼﻗ ﹲﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬
‫اﻹﻧﺴﺎن اﻟﻔﻀﺎ ﹶء؟‬ ‫اﺳﺘﻜﺸﻒ‬
‫ﹶ‬

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 ‫ُ‬
‫أﺳﺘﻜﺸﻒ‬
‫اﻟﺮﯾﺎح واﺗّﺠﺎ ِھﮭﺎ ﻓﻲ اﻟﻤﺪرﺳ ِﺔ‬
‫ِ‬ ‫ﻗﯿﺎس ﺳﺮﻋ ِﺔ‬
‫ُ‬
‫وﻗﻠﻢ‪.‬‬ ‫اﻟﺮﻳﺎح )اﻷﻧﻴﻤﻮﻣﺘﺮ(‪ ،‬ﺳﺎﻋ ﹲﺔ‪ ،‬ﹲ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫واﻷدوات‪ :‬رﻳﺸ ﹸﺔ‬ ‫اﻟﻤﻮا ﱡد‬
‫ورق‪ ،‬ﹲ‬ ‫ﺳﺮﻋﺔ‬ ‫ﻣﻘﻴﺎس‬ ‫ﺟﻬﺎز‬
‫ﹸ‬ ‫اﻟﺮﻳﺎح‪،‬‬ ‫ﹸ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﺮﺗﻔﻌﺔ‪.‬‬ ‫اﻟﺼﻌﻮد إﻟﻰ أﻣﺎﻛ ﹶﻦ‬ ‫وأﺣﺬر ﻋﻨﺪﹶ‬
‫ﹸ‬ ‫اﻟﻤﺨﺘﺒﺮ‪،‬‬ ‫واﻟﺴﻼﻣﺔ ﻓﻲ‬ ‫اﻷﻣﻦ‬ ‫إرﺷﺎدات‬ ‫إرﺷﺎدات اﻟﺴﻼﻣﺔ‪ :‬أﺗ ﹸ‬
‫ﹼﺒﻊ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹶ‬
‫ﻳﻜﻮن واﺳ ﹰﻌﺎ‬ ‫اﻟﺮﻳﺎح‪ ،‬ﻋﻠﻰ ﹾ‬
‫أن‬ ‫ﹺ‬ ‫ﹺ‬
‫رﻳﺸــﺔ‬ ‫ﻃﺮﻳﻖ‬‫ﹺ‬ ‫ﹺ‬
‫اﻟــﺮﻳﺎح ﻋ ﹾﻦ‬ ‫أﺧﺘﺎر ﻣﻜﺎﻧﹰﺎ ﻣﻨﺎﺳ ﹰﺒﺎ ﻟﻜﻲ ﹸأﺣﺪﹼ ﹶد اﺗﹼﺠﺎ ﹶه‬ ‫‪.1‬‬
‫ﹸ‬
‫وﻣﺮﺗﻔ ﹰﻌﺎ وﻣﻜﺸﻮ ﹰﻓﺎ‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫ﺗﺘﺤﺮ ﹸك ﻓﻲ ﱢ‬
‫ﻣﻬﺐ‬ ‫ﺛﻢ أد ﹸﻋﻬﺎ ﹼ‬ ‫اﻟﺴﻬﻢ ﺑﺎﺗﺠﺎه اﻟﺸﻤﺎل‪ ،‬ﱠ‬ ‫ﹸ‬ ‫أن ﻳﺘﹼﺠ ﹶﻪ‬‫اﻟﺮﻳﺎح ﻋﻠﻰ ﹾ‬ ‫ﹺ‬ ‫أﺿﻊ رﻳﺸ ﹶﺔ‬
‫ﹸ‬ ‫أﺟﺮ ﹸب‪:‬‬ ‫ﹼ‬ ‫‪.2‬‬
‫ﹺ‬
‫اﻟﺮﻳﺎح‪.‬‬
‫أﻻﺣـﻆ‪ :‬اﻻﺗﹼﺠﺎه اﻟﺠﻐﺮاﻓﻲ اﻟﺬي ﺗﹸﺸﻴﺮ ﹺ‬
‫دو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﺛﻢ ﹸأ ﹼ‬ ‫ﹺ‬
‫اﻟﺮﻳﺎح‪ ،‬ﱠ‬ ‫إﻟﻴﻪ رﻳﺸ ﹸﺔ‬ ‫ﹸ‬ ‫ﱠ‬ ‫ﹶ‬ ‫ﹸ‬ ‫‪.3‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫أﺧﺘﺎر ﺛﻼﺛ ﹶﺔ‬
‫وﻫﻲ‪:‬‬‫اﻟﺮﻳﺎح ﺑﺎﺳﺘﺨﺪا ﹺم اﻷﻧﻴﻤﻮﻣﺘﺮ‪ ،‬ﹶ‬ ‫ﹺ‬ ‫ﺳﺮﻋﺔ‬ ‫ﻟﻘﻴﺎس‬ ‫اﻟﻤﺪرﺳﺔ‬ ‫ﻣﺨﺘﻠﻔﺔ ﻓﻲ‬ ‫ﻣﻮاﻗﻊ‬
‫ﹶ‬ ‫ﹸ‬ ‫‪.4‬‬
‫اﻟﺮﻳﺎح‪ ،‬واﻟﻤﻮﻗﻊ )‪ (2‬ﻓﻲ ﺣﺪﻳﻘﺔﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻧﻔﺴﻪ اﻟﺬي اﺳﺘﺨــﺪ ﹾﻣ ﹸﺖ ﻓﻴﻪ رﻳﺸ ﹶﺔ‬
‫ﹸ‬ ‫اﻟﻤﻮﻗﻊ ﹸ‬‫ﹸ‬ ‫اﻟﻤﻮﻗﻊ )‪ (1‬وﻫﻮ‬ ‫ﹸ‬
‫اﻷﻣﺎﻣﻴﺔ ﻟﻠﻤﺪرﺳﺔ‪.‬ﹺ‬‫ﹺ‬ ‫اﻷﺷﺠﺎر‪ ،‬واﻟﻤﻮﻗﻊ )‪ (3‬ﻓﻲ اﻟﺴﺎﺣﺔﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺪرﺳﺔ ﺑﻴ ﹶﻦ‬
‫ﹸ‬
‫وأدو ﹸن‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹶ‬ ‫اﻟﻔﻠﺰ ﹺﻳﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺧﻼل دﻗﻴﻘﺔ واﺣﺪة‪ ،‬ﹼ‬ ‫اﻟﻜﺮات ﹼ‬ ‫أﻧﺼﺎف‬
‫ﹸ‬ ‫ﺗﺪور ﻓﻴﻬﺎ‬ ‫أﻗﻴﺲ‪ :‬أﻋﺪﱡ ﻋﺪ ﹶد ﹼ‬
‫اﻟﻤﺮات اﻟﺘﻲ ﹸ‬ ‫ﹸ‬ ‫‪.5‬‬
‫ﹺ‬
‫اﻟﺠﺪول اﻵﺗﻲ‪:‬‬ ‫ﻗﺴﺘﹸﻪ ﻓﻲ‬
‫ﻣﺎ ﹾ‬
‫اﻟﻤﻮﻗﻊ‬
‫ﹸ‬ ‫اﻟﻤﻮﻗﻊ‬
‫ﹸ‬ ‫اﻟﻤﻮﻗﻊ‬
‫ﹸ‬ ‫اﻟﻤﻮﻗﻊ‬ ‫ﻋﺪد ﻣﺮ ﹺ‬
‫ات‬
‫ﹸ‬ ‫ﹸ ﹼ‬
‫اﻟﻜﺮات اﻟﻔﻠﺰﹼﻳﺔﹺ‬
‫ﹺ‬ ‫دوران أﻧﺼﺎفﹺ‬
‫ﹺ‬
‫)‪(3‬‬ ‫)‪(2‬‬ ‫)‪(1‬‬
‫ﹴ‬
‫واﺣﺪة‬ ‫ﹴ‬
‫دﻗﻴﻘﺔ‬ ‫ﹶ‬
‫ﺧﻼل‬ ‫اﻟﻔﻠﺰ ﹺﻳﺔ‬ ‫ﹺ‬
‫اﻟﻜﺮات ﹼ‬ ‫ﹺ‬
‫أﻧﺼﺎف‬ ‫ﹺ‬
‫دوران‬ ‫ﻋﺪد ﻣﺮ ﹺ‬
‫ات‬ ‫ﹸ ﹼ‬
‫اﻷو ﹺل‪.‬‬
‫اﻟﺮﻳﺎح ﻓﻲ اﻟﻤﻮﻗ ﹺﻊ ﹼ‬‫ﹺ‬ ‫أﺳﺘﻨﺘﺞ اﺗﹼﺠﺎ ﹶه‬
‫ﹸ‬ ‫‪.6‬‬
‫ﹺ‬
‫اﻟﺮﻳﺎح‪.‬‬ ‫ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫اﻟﻔﻠﺰ ﹺﻳﺔ وﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻜﺮات ﹼ‬ ‫ﹺ‬
‫أﻧﺼﺎف‬ ‫ﹺ‬
‫دوران‬ ‫ﻋﺪد ﻣﺮ ﹺ‬
‫ات‬ ‫أﺻﻒ اﻟﻌﻼﻗ ﹶﺔ ﺑﻴﻦ ﹺ‬‫ﹸ‬ ‫‪.7‬‬
‫ﹼ‬ ‫ﹶ‬
‫ﹺ‬
‫اﻟﺜﻼﺛﺔ‪.‬‬ ‫اﻟﺮﻳﺎح ﻓﻲ اﻟﻤﻮاﻗ ﹺﻊ‬
‫ﹺ‬ ‫ﹺ‬
‫ﺳﺮﻋﺔ‬ ‫‪ .8‬ﹸأ ﹸ‬
‫ﻗﺎرن ﺑﻴ ﹶﻦ‬
‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻮاﺣﺪة ﻋﻨﺪﹶ‬ ‫ﹺ‬
‫اﻟﺪﻗﻴﻘﺔ‬ ‫اﻟﻔﻠﺰ ﹺﻳﺔ ﻓﻲ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻜﺮات‬ ‫ﹺ‬
‫أﻧﺼﺎف‬ ‫ﹺ‬
‫دوران‬ ‫ﻟﻌﺪد ﻣﺮ ﹺ‬
‫ات‬ ‫ﹺ‬ ‫ﹸ‬
‫ﺳﻴﺤﺪث‬ ‫‪ -‬أﺗﻮ ﹼﻗ ﹸﻊ ﻣﺎذا‬
‫ﹼ‬
‫ﻗﻤ ﹺﺔ ﹴ‬
‫ﺟﺒﻞ‪.‬‬ ‫ﹺ‬
‫اﻟﺮﻳﺎح ﻋﻠﻰ ﹼ‬ ‫ﹺ‬
‫ﻣﻘﻴﺎس‬ ‫ﹺ‬
‫ﺟﻬﺎز‬ ‫وﺿ ﹺﻊ‬

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‫اﻟﻄﻘﺲ‬
‫ِ‬ ‫اﻟﻜﺘﻞُ اﻟﻬﻮاﺋﻴﺔُ وﺗﺄﺛﻴ ُﺮﻫﺎ ﻓﻲ‬
‫‪A i r M a s s e s a n d t h e i r E f f e c t o n We a t h e r‬‬

‫اﻟﻜﺘ ُﻞ اﻟﮭﻮاﺋﯿﺔُ ‪Air Masses‬‬

‫‪1‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫وﻋﻨﺎﺻﺮ‬ ‫اﻟﺠﻮي‬ ‫ﹸ‬
‫واﻟﻀﻐﻂ‬ ‫ﹺ‬
‫اﻟﺤﺮارة‬ ‫ﺗﺘﻐ ﹼﻴ ﹸﺮ درﺟ ﹸﺔ‬
‫ﹸ‬ ‫ﱡ‬ ‫ﹺ‬
‫ﺧﺼﺎﺋﺼﻬﺎ‪،‬‬ ‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋ ﹼﻴ ﹸﺔ ﻓﻲ‬‫ﺗﺨﺘﻠﻒ ﹸ‬
‫ﹸ‬
‫ث ﺗﻘ ﹼﻠ ﹰﺒﺎ‬ ‫ﹸﺤﺪ ﹸ‬ ‫اﻟﻮاﺣﺪ‪ ،‬وﻗﺪﹾ ﺗ ﹺ‬ ‫ﹺ‬ ‫ﺧﻼل اﻟﻴﻮ ﹺم‬ ‫ﹶ‬ ‫اﻟﻄﻘﺲ اﻷﺧﺮ￯‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫واﻟﺮﻃﻮﺑﺔ‪،‬‬ ‫اﻟﺤــﺮارة‪،‬‬ ‫ﺣﻴﺚ‪ :‬درﺟ ﹸﺔ‬ ‫ﻣ ﹾﻦ ﹸ‬
‫أن‬‫ﻳﺤﺪث ﹾ‬ ‫ﹸ‬ ‫اﻟﻤﺜﺎل؛ ﻗﺪﹾ‬‫ﹺ‬ ‫ﹺ‬
‫ﺳﺒﻴﻞ‬ ‫اﻟﻄﻘﺲ‪ .‬ﻓﻌﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺣﺎﻟﺔ‬ ‫ﻓﻲ‬ ‫ﻟﻤﺼـﺪر ﻧﺸﺄﺗﹺﻬﺎ‪ .‬إ ﹾذ ﱠ‬‫ﹺ‬
‫اﺧﺘــﻼف‬
‫ﹶ‬ ‫إن‬ ‫ﺗﺒـ ﹰﻌﺎ‬
‫ﻣﻤﻄﺮا وﺑﺎر ﹰدا‪ ،‬وﻓﻲ‬ ‫أﺣﺪ اﻷﻳﺎ ﹺم‬ ‫ﺻﺒﺎح ﹺ‬ ‫ﹺ‬ ‫اﻟﻄﻘﺲ ﻓﻲ‬ ‫ﹶ‬
‫ﻳﻜﻮن‬ ‫ﹺ‬
‫ﺧﺼــﺎﺋﺼﻬﺎ ﹸﻳﺤـﺪﹼ ﹸد‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬
‫ﹰ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻣﻌﻴﻨﺔ‪.‬‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫اﻟﻄﻘﺲ ﻓﻲ‬ ‫ﹺ‬ ‫ﺣﺎﻟ ﹶﺔ‬
‫اﻟﻄﻘﺲ‬ ‫ﹸ‬ ‫ﻳﺼﺒﺢ‬
‫ﹸ‬ ‫اﻷﻣﻄﺎر‪ ،‬وﻗﺪ‬ ‫ﹸ‬
‫ﺳﻘــﻮط‬ ‫ﻒ‬ ‫اﻟﻈﻬﻴﺮة ﻳﺘـﻮ ﹼﻗ ﹸ‬
‫ﻛﺎﻧﺖ ﹺ‬
‫ﻋﻠﻴﻪ‬ ‫ﻣﻤﺎ‬ ‫ﹺ‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ﹾ‬ ‫درﺟﺎت اﻟﺤﺮارة أﻋﻠﻰ ﹼ‬ ‫ﹸ‬ ‫وﺗﺼﺒﺢ‬
‫ﹸ‬ ‫ﺻﺎﻓ ﹰﻴﺎ‪،‬‬
‫ﻫﺬه اﻟﺘﻐﻴ ﹺ‬ ‫ﺻﺒﺎﺣﺎ‪ .‬وﻳﻌﺰ￯ ﺳﺒﺐ ﹺ‬ ‫ﹺ‬
‫اﻟﻬـــﻮاﺋﻴﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ف ﻣﻔﻬــﻮ ﹶم‬ ‫أﺗﻌــﺮ ﹸ‬
‫ﻛﺘﻞ‬‫ﺮات إﻟﻰ اﻧﺪﻓﺎ ﹺع ﹴ‬ ‫ﹼ‬ ‫ﹸ‬ ‫ﹸ‬ ‫ﹰ‬ ‫ﹼ‬
‫اﻟﺴﺎﺋﺪ ﻓﻴﻬﺎ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻬﻮاء‬ ‫ﹺ‬
‫ﺧﺼﺎﺋﺺ‬ ‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺔ‪ ،‬وﺗﻐ ﹼﻴ ﹺﺮ‬ ‫ﻫﻮاﺋﻴﺔ إﻟﻰ‬‫ﹴ‬ ‫وﺧﺼﺎﺋﺼﻬﺎ‪.‬‬
‫ﹶ‬
‫ﹺ‬
‫درﺟﺔ‬ ‫اﻟﻌﻮاﻣﻞ اﻟﻤﺆﺛﺮ ﹶة ﻓﻲ ﺗﻐ ﹼﻴ ﹺﺮ‬
‫ﹶ‬ ‫وﺿ ﹸﺢ‬‫ﹸأ ﹼ‬
‫ف اﻟﻜﺘﻠ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ ‪ Air Mass‬ﺑﺄﻧﱠﻬﺎ ﻛﻤ ﹼﻴ ﹲﺔ ﺿﺨﻤ ﹲﺔ‬ ‫ﹸﻌﺮ ﹸ‬ ‫ﺗ ﱠ‬
‫ﹴ‬ ‫ﹺ‬ ‫اﻟﻬﻮاﺋﻴﺔ وﺿﻐﻄﹺﻬﺎ‪.‬‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﹺ‬
‫ﺣﺮارة‬
‫ﺣﻴﺚ‬ ‫ﹸ‬ ‫ﻣﺘﺠﺎﻧﺴﺔ ﹸأﻓﻘ ﹼﹰﻴﺎ ﻣ ﹾﻦ‬ ‫ﺑﺨﺼﺎﺋﺺ‬
‫ﹶ‬ ‫ﺗﺘﻤﻴﺰ‬
‫ﹸ‬ ‫اﻟﻬﻮاء‬ ‫ﻣ ﹶﻦ‬ ‫ﹺ‬
‫ﹴ‬ ‫ﹺ‬ ‫اﻟﻬﻮاﺋﻴﺔ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﺗﺤﺮ ﹺك‬
‫ﺳﺒﺐ ﹼ‬ ‫ﻓﺴ ﹸﺮ ﹶ‬‫ﹸأ ﹼ‬
‫ارﺗﻔﺎﻋﺎت‬ ‫اﻟﺤﺮارة واﻟﺮﻃﻮﺑ ﹸﺔ‪ ،‬ﺗﻤﺘﺪﱡ رأﺳ ﹼﹰﻴﺎ إﻟﻰ‬ ‫درﺟ ﹸﺔ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﻷرض‪.‬‬ ‫آﺧﺮ ﻋﻠﻰ ﺳﻄﺢﹺ‬ ‫ﻣﻜﺎن إﻟﻰ ﹶ‬
‫اﻟﺸﻜﻞ )‪.(1‬‬ ‫ﹶ‬ ‫ﻋﺪة‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻛﻴﻠﻮﻣﺘﺮات ﹴ‬
‫ﹴ‬ ‫ﺗﺼﻞ إﻟﻰ‬ ‫ﻋﺎﻟﻴﺔ ﻗﺪﹾ ﹸ‬ ‫ﹴ‬
‫ﹺ‬
‫اﻟﻬـﻮاﺋﻴﺔ ﺑﺘﻐ ﹼﻴ ﹺﺮ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫أﺳﺘﻨﺘـﺞ ﻋـﻼﻗ ﹶﺔ‬
‫ﹸ‬
‫ﹺ‬
‫ﻟﻸﻣﻄﺎر ﻧﺘﻴﺠ ﹶﺔ‬ ‫ﻏﺰﻳﺮ‬ ‫ﹲ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(1‬ﻋﺎﺻﻔ ﹲﺔ رﻋﺪﻳ ﹲﺔ‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ‪.‬‬
‫وﺗﺴﺎﻗﻂ ﹲ‬
‫ﹴ‬
‫ﺑﺎردة‪.‬‬ ‫ﹴ‬
‫ﻫﻮاﺋﻴﺔ‬ ‫ﹴ‬
‫ﺑﻜﺘﻠﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺔ‬ ‫ﹺ‬
‫ﺗﺄﺛﺮ‬ ‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫اﻟﻜﺘﻠ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ ‪Air Mass‬‬
‫ﹺ‬
‫اﻟﻤﺼﺪر ‪Source Region‬‬ ‫ﻣﻨﻄﻘ ﹸﺔ‬

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 ‫اﻟﺮﺑﻂُ ﺑﺎﻟﻠﻐ ِﺔ‬
‫اﻟﻜﺘﻞ اﻟﮭﻮاﺋﯿ ِﺔ ‪Sources of Air Masses‬‬
‫ِ‬ ‫ﻣﺼﺎد ُر‬
‫ﹺ‬
‫واﻟﻴﺎﺑﺴﺔ‬ ‫ﹺ‬
‫اﻟﻤﺎﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤﺴﻄﺤﺎت‬ ‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ ﹶ‬
‫ﻓﻮق‬ ‫ﹸ‬ ‫ﹸ‬
‫ﺗﻨﺸﺄ‬
‫اﻟﺠﻮ‬
‫ﱢ‬ ‫»اﻟﻄﻘﺲ« ﺑﺄ ﱠﻧ ﹸﻪ ﺣـﺎﻟ ﹸﺔ‬ ‫ﹸ‬ ‫ف‬ ‫ﻌﺮ ﹸ‬ ‫ﹸﻳ ﱠ‬
‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ‬ ‫ﺗﻨﺸﺄ ﻓﻴﻬﺎ‬ ‫ﹸﺴﻤﻰ اﻟﻤﻨﻄﻘ ﹸﺔ اﻟﺘﻲ ﹸ‬ ‫ﹴ‬
‫ﻳﺤﺘﻤﻞ‬ ‫ﹸ‬ ‫ﻣﺪﹼ ﹰة زﻣﻨﻴ ﹰﺔ ﻗﺼﻴﺮةﹰ‪ .‬وﻟﻜـ ﹾﻦ‬ ‫ﻋﻠﻰ ﺣﺪﱟ ﺳﻮاء‪ ،‬وﺗ ﹼ‬
‫ﹺ‬
‫اﻟﻠﻐﺔ‬ ‫ﻣﻌﺎﻧﻲ أﺧﺮ￯ ﻓﻲ‬ ‫ﻫﺬا اﻟﻤﻔﻬﻮ ﹸم‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹺ‬
‫ﹶ‬
‫ﹺ‬ ‫واﻟﺮﻃﻮﺑﺔ ﻣﻨﻄﻘ ﹶﺔ‬ ‫اﻟﺤﺮارة‬ ‫درﺟﺔ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ ﹸ‬
‫ﻣﺜﻞ‪،‬‬ ‫ﹶ‬ ‫وﺗﻜﺘﺴﺐ ﻣﻨﻬﺎ‬
‫ﹸ‬
‫أﺣـﺪ اﻟﻤﻌﺎﺟ ﹺﻢ‬ ‫أﺑﺤﺚ ﻓﻲ‬‫ﹸ‬ ‫اﻟﻌﺮﺑﻴﺔ‪.‬‬
‫ﺷﺒـﻜﺔ اﻹﻧﺘﺮﻧﺖ ﻋ ﹾﻦ‬ ‫ﹺ‬ ‫ﻋﺒﺮ‬ ‫ﹺ‬ ‫اﻟﻜــﺘﻞ اﻟﻬـﻮاﺋﻴ ﹸﺔ‪،‬‬ ‫ﹸ‬ ‫وﻟﻜﻲ ﺗﺘﺸﻜ ﹶﹼﻞ‬‫ﹾ‬ ‫اﻟﻤﺼﺪر ‪.Source Region‬‬ ‫ﹺ‬
‫اﻟﻠﻐـﻮﻳﺔ ﹶ‬
‫وأﻋﺮض‬ ‫ﹺ‬
‫اﻟﻄﻘــﺲ وﻣﻌﻨﺎ ﹸه‪،‬‬ ‫ﹺ‬
‫ﺗﻌﺮﻳﻒ‬ ‫ﹺ‬
‫اﻟﺸﺮوط‪،‬‬ ‫اﻟﻤﺼـﺪر ﻣﺠﻤﻮﻋ ﹲﺔ ﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺗﺘﻮاﻓﺮ ﻓﻲ‬ ‫ﻳﺠﺐ ﹾ‬
‫أن‬
‫ﹸ‬ ‫ﹶ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫درﺟﺔ ﺣﺮارﺗﹺﻬﺎ‪،‬‬ ‫ﹺ‬
‫اﻟﺴﻴﺎﻗﻴﺔ اﻟﺘﻲ ور ﹶد ﻓﻴﻬﺎ‬ ‫اﻷﻣﺜﻠﺔ‬ ‫ﺑﻌﺾ‬‫ﹶ‬
‫ﺗﻜﻮن ﻣﺴﺎﺣﺘﹸﻬﺎ واﺳﻌ ﹰﺔ‪ ،‬وﻣﺘﺸﺎﺑﻬ ﹰﺔ ﻓﻲ‬ ‫ﹶ‬ ‫أن‬ ‫ﻣﻨﻬﺎ‪ :‬ﹾ‬
‫ﺑﺬﻟﻚ‬ ‫ﹶ‬ ‫ﺗﻘﺮﻳﺮا‬
‫ﹰ‬ ‫ﻫﺬا اﻟﻤﻔﻬﻮ ﹸم‪ .‬و ﹸأﻋﺪﱡ‬
‫ﹺ‬
‫اﻟﻤﺼﺪر‬ ‫ﺗﻜﻮن ﻣﻨﻄﻘ ﹸﺔ‬ ‫ﹶ‬ ‫وﺗﻀﺎرﻳﺴﻬﺎ‪ .‬ﻟﺬا؛ ﻓﺈ ﹼﻣﺎ ﹾ‬
‫أن‬ ‫ﹺ‬ ‫ورﻃﻮﺑﺘﹺﻬﺎ‪،‬‬
‫أﻋﺮﺿﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬
‫ﻣﺴﻄﺤﺎت ﻣﺎﺋﻴ ﹰﺔ‪ ،‬وﻻ ﻳﻤﻜ ﹸﻦ‬ ‫ﹴ‬ ‫ﺗﻜﻮن ﻛ ﱡﻠﻬﺎ‬
‫ﹶ‬ ‫أن‬‫ﺟﻤﻴ ﹸﻌﻬﺎ ﻳﺎﺑﺴ ﹰﺔ‪ ،‬وإ ﹼﻣﺎ ﹾ‬
‫اﻟﺸﻜﻞ )‪.(2‬‬ ‫ﹶ‬ ‫وﻣﺎء ﻣ ﹰﻌﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬‫ﻳﺎﺑﺴﺔ ﹴ‬
‫ﹴ‬ ‫ﺗﺤﺘﻮي ﻋﻠﻰ‬ ‫ﹾ‬
‫أن‬
‫ﹶ‬

‫ﹺ‬
‫اﻟﻬـﻮاﺋﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻜﺘــﻞ‬ ‫ﻓﺴ ﹸﺮ ﻧﺸــﺄ ﹶة‬
‫أ ﹼ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﺼﺪر‪.‬‬ ‫ﹺ‬
‫ﺑﻤﻨﻄﻘﺔ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﹼ‬
‫أوﺿ ﹸﺢ اﻟﻤﻘﺼﻮ ﹶد‬
‫ﹺ‬
‫اﻷرض‬ ‫ﻣﺤﺪ ﹴ‬
‫دة ﻋﻠﻰ ﺳﻄﺢﹺ‬ ‫ﹼ‬ ‫ﻣﻨﺎﻃﻖﹶ‬
‫ﹶ‬
‫دون اﻷﺧﺮ￯‪.‬‬

‫ﹺ‬
‫اﻟﻴﺎﺑﺎن‪.‬‬ ‫ﹴ‬
‫ﺟﺒﻠﻴﺔ ﻓﻲ‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﹼﻠﺖ ﺿﺒﺎ ﹰﺑﺎ وﻏﻴﻮ ﹰﻣﺎ ﹶ‬
‫ﻓﻮق‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(2‬ﻛﺘﻠ ﹲﺔ ﻫﻮاﺋﻴ ﹲﺔ ﺑﺎرد ﹲة ﺷﻜ ﹾ‬

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 ‫اﻟﻜﺘﻞ اﻟﮭﻮاﺋﯿ ِﺔ ‪Types of Air Masses‬‬
‫ِ‬ ‫أﻧﻮا ُع‬
‫اﻟﻜﺘـﻞ اﻟﻬﻮاﺋﻴـ ﹸﺔ ﻓـﻲ‬ ‫ﹸ‬ ‫ﺗﺘﻜـﻮ ﹸن‬
‫ﹼ‬
‫ﹺ‬
‫ﻟﻤﻨﻄﻘﺔ‬ ‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹶﺔ ﺗﺒ ﹰﻌﺎ‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻟﺠﻮﻳﺔ‬ ‫ﹺ‬
‫اﻷرﺻﺎد‬ ‫ﺻﻨﱠﻒ ﻋﻠﻤﺎ ﹸء‬ ‫ﹴ‬
‫اﻷرض؛‬ ‫ﹺ‬ ‫ﻣﻨﺎﻃـﻖﹶ ﻣﺨﺘﻠﻔﺔ ﻋﻠﻰ ﺳـﻄﺢﹺ‬
‫ﹺ‬
‫اﻟﻤﺪارﻳﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬ ‫ﻧﺖ اﻟﻜﺘﻠ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ ﹶ‬
‫ﻓﻮق‬ ‫اﻟﻤﺼﺪر؛ ﻓﺈذا ﺗﻜﻮ ﹺ‬ ‫ﹺ‬ ‫ﺗﺘﻜـﻮ ﹸن ﹸ‬ ‫ﹺ‬
‫ﹼ‬ ‫اﻟﻜﺘﻞ‬ ‫ﹼ‬ ‫اﻟﻤﺜـﺎل‪،‬‬ ‫ﹺ‬
‫ﺳـﺒﻴﻞ‬ ‫ﻓﻌﻠـﻰ‬
‫ﻓﻮق‬ ‫ﻧﺖ اﻟﻜﺘﻠ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ ﹶ‬ ‫ﻴﺖ ﻛﺘﻠ ﹰﺔ ﻫﻮاﺋﻴ ﹰﺔ ﻣﺪارﻳ ﹰﺔ‪ ،‬وإذا ﺗﻜﻮ ﹺ‬ ‫ﹸﺳ ﹼﻤ ﹾ‬
‫ﹺ‬
‫ﻣﻨﻄﻘﺔ‬ ‫اﻟﻘﺎرﻳـ ﹸﺔ ﻓـﻲ‬ ‫ﹼ‬ ‫اﻟﻬﻮاﺋﻴـ ﹸﺔ اﻟﻘﻄﺒﻴـ ﹸﺔ‬
‫ﹼ‬
‫ﹴ‬ ‫ﹴ‬ ‫اﻟﻜﺘﻞ‬ ‫ﹸ‬ ‫ﺗﺘﻜـﻮ ﹸن‬
‫ﹼ‬ ‫ﹺ‬
‫ﺣﻴـﻦ‬ ‫ﺳـﻴﺒﻴﺮﻳﺎ‪ ،‬ﻓـــﻲ‬
‫اﻟﺸﻜﻞ )‪.(3‬‬ ‫ﹶ‬ ‫ﻴﺖ ﻛﺘﻠ ﹰﺔ ﻫﻮاﺋﻴ ﹰﺔ ﻗﻄﺒﻴ ﹰﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻗﻄﺒﻴﺔ ﹸﺳ ﹼﻤ ﹾ‬ ‫ﻣﻨﻄﻘﺔ‬
‫ﻓـﻮق‬ ‫اﻟﻬﻮاﺋﻴـ ﹸﺔ اﻟﻘﻄﺒﻴـــ ﹸﺔ اﻟﺒﺤﺮﻳـــ ﹸﺔ ﹶ‬
‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺔ‬ ‫ﹺ‬
‫ﻟﻄﺒﻴﻌﺔ‬ ‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ اﻟﻘﻄﺒﻴ ﹸﺔ واﻟﻤﺪارﻳ ﹸﺔ ﺗﺒ ﹰﻌﺎ‬ ‫ﹸ‬ ‫ﹼﻒ‬ ‫وﺗﹸﺼﻨ ﹸ‬ ‫ﹺ‬
‫اﻟﻤﺤﻴﻂ‬ ‫ﹶ‬
‫وﺷـﻤﺎل‬ ‫ﺧﻠﻴـــﺞﹺ أﻻﺳﻜــﺎ‬
‫ﺻﻨﻔﻴﻦ‪:‬‬ ‫ﹺ‬ ‫أﻛﺎﻧﺖ ﻳﺎﺑﺴ ﹰﺔ أم ﻣﺎ ﹰء( ﺿﻤ ﹶﻦ‬ ‫ﹾ‬ ‫ﻧﺖ ﻓﻮ ﹶﻗﻬﺎ )ﺳﻮا ﹲء‬ ‫ﺗﻜﻮ ﹾ‬
‫اﻟﺘﻲ ﹼ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃـﻖ‬ ‫ﻣﻨـﺎخ‬
‫ﻳﺘﺄﺛـﺮ ﹸ‬ ‫ﻓﻬـﻞ ﹸ‬ ‫اﻟﻬـﺎدي‪ .‬ﹾ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺨﺘﻠﻔـــﺔ اﻟﺘـــﻲ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫ﺑﺎﻟﻜﺘـﻞ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫ﺗﻮﺿﻴﺤﻬﺎ ﻋﻠﻰ‬
‫ﹸ‬ ‫وﺑﺤﺮي‪ ،‬وﻳﻤﻜ ﹸﻦ‬ ‫ﱟ‬ ‫ﻗﺎري‬
‫ﱟ‬
‫ﺑﺄﻣﺜﻠﺔ‪.‬‬ ‫ﹴ‬ ‫أدﻋـﻢ إﺟﺎﺑﺘـﻲ‬ ‫ﹸ‬
‫ﺗﺘﻌـﺮض ﻟﻬﺎ؟‬
‫ﹸ‬
‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴﺔﹸ‬

‫ﻗﻄﺒ ﹼﻴ ﱞﺔ‬ ‫ﻣﺪار ﹼﻳ ﹲﺔ‬

‫ﺑﺤﺮ ﹼﻳ ﹲﺔ‬ ‫ﻗﺎر ﹼﻳ ﹲﺔ‬ ‫ﺑﺤﺮ ﹼﻳ ﹲﺔ‬ ‫ﻗﺎر ﹼﻳ ﹲﺔ‬

‫ﺗﺘﻜـﻮ ﹸن ﹶ‬
‫ﻓﻮق‬ ‫ﹼ‬ ‫ﻛﺘﻠ ﹲﺔ ﻫﻮاﺋﻴــ ﹲﺔ‬ ‫ﺗﺘﻜﻮ ﹸن‬
‫ﻛﺘﻠــ ﹲﺔ ﻫﻮاﺋﻴ ﹲﺔ ﹼ‬ ‫ﺗﺘﻜﻮ ﹸن ﹶ‬
‫ﻓـﻮق‬ ‫ﻛﺘﻠــ ﹲﺔ ﻫﻮاﺋﻴـ ﹲﺔ ﹼ‬ ‫ﺗﺘﻜـﻮ ﹸن‬
‫ﹼ‬ ‫ﻛﺘﻠــ ﹲﺔ ﻫﻮاﺋﻴـــ ﹲﺔ‬
‫اﻟﻘﻄﺒﻴﺔ اﻟﺒﺤﺮﻳﺔﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃـﻖ‬ ‫اﻟﻤﻨﺎﻃﻖ اﻟﻘﻄﺒﻴﺔﹺ‬
‫ﹺ‬ ‫ﹶ‬
‫ﻓﻮق‬ ‫اﻟﻤــﺪارﻳﺔ اﻟﺒﺤﺮﻳﺔﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬ ‫اﻟﻤﻨﺎﻃﻖ اﻟﻤــﺪارﻳﺔﹺ‬
‫ﹺ‬ ‫ﹶ‬
‫ﻓـﻮق‬
‫وﺗﻤﺘــﺎز‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﻤﺤﻴﻄــﺎت‪،‬‬ ‫وﺗﻤﺘـﺎز ﺑﺄﻧﱠﻬﺎ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻘﺎرﻳﺔ‪،‬‬ ‫وﺗﻤﺘــﺎز‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﻤﺤﻴﻄــــﺎت‪،‬‬ ‫وﺗﻤﺘــﺎز ﺑﺄﻧﱠﻬـﺎ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﻘـﺎرﻳﺔ‪،‬‬
‫ﺑﺄﻧﱠﻬــﺎ ﺑـﺎرد ﹲة ورﻃﺒ ﹲﺔ‪.‬‬ ‫ﺑﺎرد ﹲة وﺟﺎﻓ ﹲﺔ‪.‬‬ ‫ﺑﺄﻧﱠﻬﺎ داﻓﺌ ﹲﺔ ورﻃﺒ ﹲﺔ‪.‬‬ ‫داﻓﺌــ ﹲﺔ وﺟﺎ ﹼﻓ ﹲﺔ‪.‬‬

‫ﺗــﻮز ﹺﻋﻬﺎ‬
‫ﹼ‬ ‫ﹺ‬
‫وأﻣﺎﻛــﻦ‬ ‫ﹺ‬
‫ﻣﻨﺸﺌﻬﺎ‪،‬‬ ‫ﺣﺴﺐ‬
‫ﹶ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫أﻧﻮاع‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(3‬‬ ‫ُ‬
‫أﺑﺤﺚ‬
‫واﻟﺠﻨﻮﺑﻲ‪.‬‬ ‫اﻟﺸﻤﺎﻟﻲ‬ ‫ﹺ‬
‫اﻷرﺿﻴـﺔ؛‬ ‫ﹺ‬
‫اﻟﻜـﺮة‬ ‫ﻓـﻲ ﻧﺼﻔﻲ‬
‫ﱢ‬ ‫ﱢ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﹺ‬
‫ﺧﺼـﺎﺋﺺ‬ ‫أﺑﺤﺚ ﻓﻲ‬
‫ﹸ‬
‫واﻟﺒﺤﺮي‬
‫ﱢ‬ ‫اﻟﻘﺎري‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻤــﺪارﻳﺔ ﺑﻨﻮﻋﻴﻬﺎ‬
‫ﺗﺘﻜﻮ ﹸن‬
‫اﻟﻌﺮض اﻟﺘﻲ ﹼ‬ ‫ﹺ‬ ‫ﺣﻴﺚ‪ :‬داﺋﺮ ﹸة‬ ‫ﻣﻦ ﹸ‬ ‫ﹾ‬
‫ﹲ‬
‫وأﻣﺜــﻠﺔ ﻋﻠﻴﻬــﺎ‪،‬‬ ‫ﹸ‬
‫اﻟﻜﺘﻞ‪،‬‬ ‫ﹺ‬
‫ﻋﻨﺪﹶ ﻫﺎ ﻫﺬه‬
‫ــﻠﺖ ﹺ‬
‫إﻟﻴﻪ‪،‬‬ ‫ﺗﻮﺻ ﹸ‬ ‫ﹸ‬
‫ﺗﻘﺮﻳﺮا ﺑﻤــﺎ ﹼ‬ ‫ﹰ‬ ‫ﻋﺪ‬‫وأ ﱡ‬
‫وأﻧﺎﻗـﺶ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﹺ‬
‫ﻓﻴﻪ‪.‬‬ ‫ﹸ‬

‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﹸأﻗــﺎر ﹸن ﺑﻴ ﹶﻦ‬
‫ﹺ‬
‫اﻟﺒﺤﺮﻳﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﺪارﻳﺔ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬
‫ﹺ‬
‫اﻟﻘﻄﺒﻴﺔ‬ ‫ﹺ‬
‫اﻟﻬـﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫واﻟﻜﺘــﻞ‬
‫ﻣﺪارﻳ ﹲﺔ ﺑﺤﺮﻳ ﹲﺔ‬ ‫ﻗﻄﺒﻴ ﹲﺔ ﺑﺤﺮﻳ ﹲﺔ‬ ‫ﻣﺪارﻳ ﹲﺔ ﻗﺎر ﹼﻳ ﹲﺔ‬ ‫ﻗﻄﺒﻴ ﹲﺔ ﻗﺎر ﹼﻳ ﹲﺔ‬
‫داﻓﺌ ﹲﺔ ورﻃﺒ ﹲﺔ‬ ‫ﺑﺎرد ﹲة ورﻃﺒ ﹲﺔ‬ ‫داﻓﺌ ﹲﺔ وﺟﺎ ﹼﻓ ﹲﺔ‬ ‫ﺑﺎرد ﹲة وﺟﺎ ﹼﻓ ﹲﺔ‬ ‫ﺣﻴﺚ رﻃﻮﺑﺘﹸﻬﺎ‪.‬‬ ‫اﻟﻘﺎرﻳﺔ ﻣﻦ ﹸ‬‫ﹺ‬

‫‪134‬‬
 ‫اﻟﺮﺑﻂُ ﺑﺎﻟﺠﻐﺮاﻓﯿﺎ‬ ‫اﻟﻜﺘﻞ اﻟﮭﻮاﺋﯿ ِﺔ‬ ‫ِ‬ ‫اﻟﻌﻮاﻣ ُﻞ اﻟﻤﺆﺛﺮةُ ﻓﻲ‬
‫ﹴ‬
‫رﺋﻴﺴﺔ‬ ‫ﻣﻨﺎﻃــﻖ‬ ‫اﻷرض إﱃ‬ ‫ﹸﻘﺴـــﻢ‬ ‫ﺗ‬
‫ﹶ‬ ‫ﹸ‬ ‫ﹸ‬ ‫‪Factors Affecting Air Masses‬‬
‫»اﳌﻨﺎﻃـﻖ اﳊﺮارﻳـ ﹶﺔ«‬ ‫ﹸﺴــﻤﻰ‬ ‫ﹴ‬ ‫ﻞ اﻟﻬﻮاﺋﻴـﺔ ﹺ اﻟﻤﺘﻌﻠﻘــﺔﹸ ﺑﺪرﺟـﺔ ﹺ اﻟﺤﺮارة ﹺ‬
‫ﹶ‬ ‫ﻋـﺪة ﺗ ﹼ‬ ‫ﺧﺼﺎﺋـﺺ اﻟﻜﺘ ﹺ‬ ‫ﺗﺘﺄﺛ ﹸﺮ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻌـﺮض‪ ،‬وﻫـﻲ‪:‬‬ ‫دواﺋـﺮ‬ ‫ﻧﺴـﺒ ﹰﺔ إﱃ‬
‫اﳌﻨﻄﻘ ﹸﺔ اﻻﺳـﺘﻮاﺋﻴ ﹸﺔ واﳌﻨﻄﻘ ﹸﺔ اﳌﻌﺘﺪﻟ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻤﺼﺪر واﻟﻤﺪة ﹸ اﻟﺰﻣﻨﻴﺔﹸ اﻟﺘﻲ‬ ‫ﺑﻌﻮاﻣﻞ ﻋﺪﹼة ﹴ ﻣﻨﻬﺎ‪ :‬ﻣﻨﻄﻘﺔﹸ‬ ‫ﹶ‬ ‫واﻟﺮﻃﻮﺑﺔ ﹺ‬
‫أﺑﺤﺚ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻘﻄﺒﻴﺘـــﺎن‪.‬‬ ‫ﹺ‬
‫واﳌﻨﻄﻘﺘــــﺎن‬ ‫ﻓﻤﺜﻼ؛ ﺗﻜﻮ ﹸن رﻃﻮﺑﺔﹸ اﻟﻜﺘﻠﺔ ﹺ اﻟﻬﻮاﺋﻴﺔ ﹺ اﻟﺘﻲ‬ ‫ﻳﺴﺘﻘ ﱡﺮ ﻓﻴﻬﺎ اﻟﻬﻮاء ﹸ ﻓﻮﻗﹶﻬﺎ‪ ،‬ﹰ‬
‫ﹺ‬ ‫ﻣﺴـﺘﺨﺪﻣﺎ اﻷﻃﻠـﺲ‪ ،‬ﰲ ﹺ‬ ‫ﻞ أﻛﺒﺮ ﻣﻦ رﻃﻮﺑﺔ ﹺ اﻟﻜﺘﻠﺔ ﹺ‬
‫دواﺋﺮ‬ ‫ﻗﻴﻤﺔ‬ ‫ﹶ‬ ‫ﹰ‬ ‫ﺷﻬﺮ ﻛﺎﻣ ﹴ ﹶ ﹾ‬ ‫ﻓﻮق ﻣﺴﻄﺢﹴ ﻣﺎﺋ ﱟﻲ ﻣﺪة ﹶ ﹴ‬ ‫ﺗﺴﺘﻘ ﱡﺮ ﹶ‬
‫اﳌﻨﺎﻃﻖ اﻟﺴـﺎﺑﻘ ﹶﺔ‪،‬‬ ‫ﹶ‬ ‫اﻟﻌﺮض اﻟﺘـﻲ ﹸﲤ ﹸﻴﺰ‬ ‫ﹺ‬
‫ﻧﻔﺴﻪ ﻣﺪة ﹶ أﺳﺒﻮﻋﻴ ﹺ‬
‫ﻦ‪.‬‬ ‫ﻓﻮق اﻟﻤﺴﻄﹼﺢﹺ اﻟﻤﺎﺋﻲ ﹺ‬ ‫اﻟﻬﻮاﺋﻴﺔ ﹺ اﻟﺘﻲ ﺗﺴـﺘﻘ ﱡﺮ ﹶ‬
‫ﹺ‬
‫اﳍﻮاﺋﻴـﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘـﻞ‬ ‫ﺧﺼﺎﺋـﺺ‬
‫ﹶ‬ ‫ـﻊ‬‫وأﺗﻮ ﹼﻗ ﹸ‬ ‫ﱢ‬
‫ﻛﻞ ﻣﻨﻬـﺎ‪.‬‬ ‫ﰲ ﱟ‬ ‫ﺑﺎﻟﻤﺴﺎر اﻟﺬي ﺗﺴﻠﻜﹸﻪ ﺑﻌ ﹶﺪ ﺗﻜ ﹼﻮﻧﹺﻬﺎ‪ ،‬ﻓﻔﻲ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴﺔﹸ‬ ‫وﺗﺘﺄﺛ ﹸﺮ‬
‫ﻣﺴﻄﺤــﺎت ﻣﺨﺘﻠﻔــﺔ ﹴ ﻓﻲ درﺟﺔ ﹺ ﺣﺮارﺗﹺﻬﺎ‬ ‫ﹴ‬ ‫أﺛﻨﺎء ﹺ ﺣﺮﻛﺘﹺﻬﺎ ﺗﻤ ﱡﺮ ﹶ‬
‫ﻓﻮق‬
‫ﺧﺼﺎﺋﺼﻬـﺎ اﻷﺻﻠﻴـﺔﹸ ﺑﺎﻟﺘﻐﻴ ﹼ ﹺﺮ ﺗﺪرﻳـﺠﻴﹼﹰﺎ وﻓـﻘﹰﺎ‬ ‫ﹸ‬ ‫ورﻃﻮﺑﺘﹺﻬـﺎ‪ ،‬ﻓﺘﺒﺪأ ﹸ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(4‬‬ ‫ﺗﻠﻚ اﻟﺴﻄﻮحﹺ ‪ ،‬أﺗﺄﻣ ﹼ ﹸﻞ‬ ‫ﻟﺨﺼﺎﺋ ﹺ‬
‫ﺺ ﹶ‬

‫ﺮت درﺟ ﹸﺔ‬ ‫ﻛﻴﻒ ﺗﻐ ﹼﻴ ﹾ‬

‫أﺻﻒ ﹶ‬ ‫ﹸ‬ ‫ﹺ‬
‫ﺑﺎﻟﺸﻜﻞ )‪،(4‬‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺴﺘﻌﻴﻨﹰﺎ‬
‫ﻓﻮق‬ ‫اﻟﻤﺘﻜﻮ ﹺﻧﺔ ﹶ‬
‫ﹼ‬
‫ﹺ‬
‫واﻟﺠــﺎﻓﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﺒـﺎردة‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻠﺔ‬ ‫ﹺ‬
‫ﺣﺮارة‬
‫ﹺ‬
‫اﻟﻤﺴﻄـﺤﺎت‬ ‫أﺛﻨﺎء ﺣـﺮﻛﺘﹺﻬــﺎ ﹶ‬
‫ﻓﻮق‬ ‫ﻗﺎرة آﺳﻴﺎ‪ ،‬ﻓﻲ ﹺ‬ ‫ﺷﻤﺎل ﹺ‬ ‫ﹺ‬
‫ﹺ‬
‫اﻟﻤﺘﻮﺳﻂ‪.‬‬ ‫ﹺ‬
‫اﻷﺑﻴﺾ‬ ‫ﹺ‬
‫اﻟﺒﺤﺮ‬ ‫ﹺ‬
‫ﺣﻮض‬ ‫ﹺ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﹺ‬
‫ﺑﺎﺗﺠﺎه‬ ‫ﹺ‬
‫اﻟﺴﺎﺧﻨﺔ‪،‬‬

‫ﻛﺘﻠ ﹲﺔ ﻫﻮاﺋﻴ ﹲﺔ ﻗﻄﺒﻴ ﹲﺔ‬

‫)‪(-32°C‬‬ ‫)ﺑﺎرد ﹲة وﺟﺎﻓ ﹲﺔ(‬
‫)‪(-20°C‬‬ ‫أ‬ ‫)‪(-40°C‬‬
‫ﹺ‬
‫ﺣﺮارة‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(4‬ﺗﻐ ﱡﻴ ﹸﺮ‬ ‫اﻟﺒﺤﺮ‬
‫ﹸ‬ ‫ب‬

‫ﹺ‬ ‫اﻟﻬﻮاﺋﻴﺔ ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬

‫اﻷﺑﻴﺾ‬ ‫ج‬
‫)‪(-5°C‬‬
‫ﻣﺮورﻫﺎ‬ ‫أﺛﻨﺎء‬ ‫اﻟﻜﺘﻠﺔ‬ ‫ﹸ‬
‫ﹴ‬ ‫اﻟﻤﺘﻮﺳﻂ‬
‫ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫ﺑﻤﻨﺎﻃﻖ‬
‫ﹶ‬ ‫)‪(1°C‬‬

‫‪135‬‬
 ‫ﺣﺮﻛﺔُ اﻟﻜﺘ ِﻞ اﻟﮭﻮاﺋﯿ ِﺔ وﺗﺄﺛﯿ ُﺮھﺎ ﻓﻲ اﻷﺣﻮا ِل اﻟﺠﻮﯾ ِﺔ ﻟﻤﻨﻄﻘ ٍﺔ ﻣﺎ‬ ‫ُ‬
‫أﺑﺤﺚ‬
‫‪Movement of Air Masses and their Effect‬‬ ‫ﹸ‬
‫اﻟﺠﻮي ﺑﺘـﻐﻴ ﹺﺮ اﻻرﺗﻔﺎ ﹺع‬
‫ﱡ‬ ‫اﻟﻀﻐﻂ‬ ‫ﻳﺘﻐﻴﺮ‬
‫ﹸ‬
‫‪on Weather Conditions of an Area‬‬
‫ﹺ‬ ‫أﺑـﺤﺚ‬
‫ﹸ‬ ‫ﻋﻦ ﻣﺴﺘــﻮ￯ ﺳﻄــﺢﹺ اﻟﺒﺤ ﹺﺮ‪.‬‬
‫ض؛‬ ‫ي ﻋﻠﻰ ﺳﻄﺢﹺ اﻷر ﹺ‬ ‫ﻳﺨﺘﻠﻒﹸ ﺗﻮزﻳ ﹸﻊ ﻗﻴﻢﹺ اﻟﻀﻐﻂ اﻟﺠﻮ ﱢ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺠــﻮي‬
‫ﱢ‬ ‫اﻟﻀﻐــﻂ‬ ‫ﺑﻴﻦ‬
‫اﻟﻌــﻼﻗﺔ ﹶ‬ ‫ﻓﻲ‬
‫ﺿﻐﻂ‬‫ﹴ‬ ‫ﺾ ﻣﻌﹰﺎ ﹶ‬
‫ﻧﻄﺎق‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ اﻟﻤﻨﺨﻔ ﹺ‬ ‫ﺣﻴﺚ ﺗ ﹸﺸﻜ ﹸﹼﻞ اﻟﻤﻨﺎﻃﻖﹸ ﹸ‬
‫ذات‬ ‫ﹸ‬ ‫ﹺ‬ ‫وﺗﻄﺒﻴﻘﺎت ﹺ‬
‫ﹺ‬
‫اﻟﻌﻼﻗﺔ‬ ‫ﻫﺬه‬ ‫واﻻرﺗﻔــﺎعﹺ‪،‬‬
‫ﹺ‬
‫اﻟﻀﻐﻂ‬ ‫ذات‬
‫ﹸ‬ ‫ﺾ‪ .‬أﻣﹼﺎ اﻟﻤﻨﺎﻃﻖﹸ‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ اﻟﻤﻨﺨﻔ ﹺ‬ ‫ﹶ‬
‫ﻧﻄﺎق‬ ‫ﻳﹸﺴ ﹼﻤﻰ‬ ‫ﺗﻘﺮﻳﺮا‬ ‫ﺛــﻢ ﹸأ ﱡ‬
‫ﻋـﺪ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹰ‬ ‫ﻓﻲ اﻟﺤﻴﺎة اﻟﻴﻮﻣﻴﺔ‪ ،‬ﱠ‬
‫اﻟﻀﻐﻂ اﻟﻤﺮﺗﻔﻊﹺ‪.‬‬ ‫ﹺ‬ ‫ﺿﻐﻂ ﻳﹸﺴ ﹼﻤﻰ ﹶ‬
‫ﻧﻄﺎق‬ ‫ﹴ‬ ‫اﻟﻤﺮﺗﻔﻊﹺ ﻓﺘ ﹸﺸﻜ ﹸﹼﻞ ﻣﻌﹰﺎ ﹶ‬
‫ﻧﻄﺎق‬ ‫وأﻋﺮﺿ ﹸﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬
‫ﹸ‬

‫ﺣﻴﺚ ﺗﺘﺤ ﹼﺮ ﹸ‬
‫ك‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ؛‬ ‫ﻞ اﻟﻬﻮاﺋﻴﺔ ﹺ ﻋﻠﻰ ﻫﺬه ﹺ‬‫وﺗﻌﺘﻤ ﹸﺪ ﺣﺮﻛﺔﹸ اﻟﻜﺘ ﹺ‬
‫ﺾ‪،‬‬ ‫اﻟﻀﻐﻂ اﻟﻤﻨﺨﻔ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻣﻨﺎﻃﻖ‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ اﻟﻤﺮﺗﻔﻊﹺ إﻟﻰ‬ ‫ﹺ‬
‫ﻣﻨﺎﻃﻖ‬ ‫ﻣﻦﹾ‬
‫ﹶ‬ ‫ﹺ‬ ‫ﹸأ ﹼ‬
‫اﻟﺸﻜﻞ )‪.(5‬‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫ﻟﻠﻜﺘـﻞ‬ ‫ﻳﺤﺪث‬
‫ﹸ‬ ‫ﺺ ﻣـﺎذا‬ ‫ﻟﺨ ﹸ‬
‫ﺗﻜﻮﻧﹺﻬﺎ إﻟﻰ‬ ‫ﹺ‬
‫ﻋﻨـﺪﹶ اﻧﺘﻘﺎﻟﻬﺎ ﻣـﻦ ﻣﺼـﺪ ﹺر ﹼ‬
‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ ﻋﻠﻰ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﹸأﺑ ﹼﻴ ﹸﻦ ﻋﻼ ﹶم ﺗﻌﺘﻤﺪﹸ ﺣﺮﻛ ﹸﺔ‬ ‫ﻣﻨﺎﻃـﻖﹶ أﺧﺮ￯‪.‬‬
‫ﹺ‬
‫اﻷرض؟‬
‫ﹺ‬
‫اﻟﻤﻨﻄﻘﺘﻴﻦ‪.‬‬ ‫اﻟﺠﻮي ﺑﻴ ﹶﻦ‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ‬ ‫ﹺ‬
‫ﻣﻘﺪار‬ ‫ﹺ‬
‫اﺧﺘﻼف‬ ‫ﹺ‬
‫ﺑﺴﺒﺐ‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ إﻟﻰ أﺧﺮ￯‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ ﻣ ﹾﻦ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(5‬ﺣﺮﻛ ﹸﺔ‬
‫ﱢ‬

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 ‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴﺔﹸ ﻣﻦ ﻣﻨﻄﻘﺔ ﹺ ﺗﻜﻮﻧﹺﻬﺎ إﻟﻰ ﻣﻨﻄﻘﺔ ﹴ‬ ‫ﹸ‬ ‫وﻋﻨﺪﹶﻣﺎ ﺗﺘﺤ ﹼﺮ ﹸ‬
‫ك‬
‫ُ‬
‫أﺑﺤﺚ‬ ‫ﹼ‬
‫ﻳﻌﺮﺿﻬﺎ‬ ‫ﹸ‬
‫اﻟﺠــﻮﻳﺔ اﻟﺘﻲ‬ ‫ﹸﻮﻓﺮ اﻟﻨﺸﺮ ﹸة‬
‫وﺧﺎﺻﺔﹰ اﻷﺟﺰاء ﹶ اﻟﺴﻔﻠﻴﺔﹶ‬ ‫ﹼ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ ﺗﺒﺪأ ﹸ ﺑﺎﻟﺘﻐﻴ ﹼ ﹺﺮ‪،‬‬
‫ﹶ‬ ‫أﺧﺮ￯ ﻓﺈ ﱠن‬
‫ﹸ‬ ‫ﺗ ﹸ‬
‫ﹴ‬
‫ﻣﻌﻠــﻮﻣﺎت ﻛﺎﻣﻠ ﹰﺔ ﻋﻦ‬ ‫ﻳﻮﻣﻴﺎ‬
‫ﹼﹰ‬ ‫اﻟﺘﻠﻔﺎزﹸ‬ ‫ﻣﻨﻬﺎ‪ .‬ﻓﻌﻨ ﹶﺪ ﻗﺪوم ﹺ ﻛﺘﻠﺔ ﹴ ﻫﻮاﺋﻴﺔ ﹴ إﻟﻰ ﻣﻨﻄﻘﺔ ﹴ ﻣﺎ‪ ،‬ﻓﺈﻧ ﱠﻬﺎ ﺳﺘﻐﻴ ﹼ ﹸﺮ ﺣﺎﻟﺔﹶ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﹺ‬
‫وﺣــﺮﻛﺔ‬ ‫اﻟﺠﻮ‪،‬‬ ‫ﹺ‬ ‫ﺺ‬ ‫ﺧﺼﺎﺋﺼﻬﺎ‪ ،‬وﻋﻠﻰ ﺧﺼﺎﺋ ﹺ‬ ‫ﹺ‬ ‫ذﻟﻚ ﻋﻠﻰ‬ ‫اﻟﺠ ﱢﻮ ﻓﻴﻬﺎ‪ ،‬وﻳﻌﺘﻤ ﹸﺪ ﹶ‬
‫ﺣﺎﻟﺔ ﱢ‬
‫اﻟﻤﻨﻄﻘﺔ ﹺ اﻟﺘﻲ ﺗﻌﺒ ﹸﺮﻫﺎ ﹰ‬
‫ﹺ‬
‫اﻷرﺻــﺎد‬ ‫ﹺ‬
‫داﺋﺮة‬ ‫أرﺟـﻊ إﻟﻰ ﻣﻮﻗــﻊﹺ‬ ‫ﹸ‬ ‫أﻳﻀﺎ‪.‬‬
‫ﹺ‬ ‫اﻟﺠــﻮﻳـ ﹺﺔ‬
‫اﻷردﻧﻴــﺔ ﻋﻠﻰ اﻹﻧـﺘﺮﻧﺖ‪،‬‬
‫ك ﻛﺘﻠﺔﹲ ﻫﻮاﺋﻴﺔﹲ ﻗﻄﺒﻴﺔﹲ ﻗﺎرﻳﺔﹲ‬ ‫اﻟﻤﺜﺎل‪ ،‬ﻋﻨﺪﹶ ﻣﺎ ﺗﺘﺤ ﹼﺮ ﹸ‬ ‫ﹺ‬ ‫ﻓﻌﻠﻰ ﺳﺒﻴ ﹺ‬
‫ﻞ‬
‫ﹺ‬
‫اﻟﺠــــﻮﻳﺔ‬ ‫ﹺ‬
‫اﻟــﻨﺸﺮة‬ ‫ﹺ‬
‫ﻋــﻦ‬ ‫وأﺑــﺤﺚ‬
‫ﹸ‬ ‫ﺑﺎﺗﺠﺎه ﹺ ﻣﻨﺎﻃﻖﹶ ﻣﺪارﻳﺔ ﹴ ﺑﺤﺮﻳﺔﹴ‪ ،‬ﻓﻬﺬا ﻳﺘﺴﺒﺐ ﻓﻲ رﻓﻊﹺ درﺟﺔ ﹺ ﺣﺮارة ﹺ‬
‫ﹺ‬
‫ﺧﻤﺴــﺔ‪،‬‬ ‫ﹺ‬
‫أرﺑﻌﺔ أﻳﺎ ﹴم أو‬ ‫ﻟﻤﻨﻄﻘﺘﻲ ﻣﺪ ﹶة‬ ‫ﹼ ﹸ‬
‫أﺻــﻒ ﻓﻴﻪ اﻟﺤﺎﻟ ﹶﺔ‬
‫ﹸ‬ ‫ﺗﻘــﺮﻳﺮا‬ ‫أﻛﺘﺐ‬
‫ﺛـﻢ ﹸ‬
‫اﻟﺠﺰء ﹺ اﻟﺴﻔﻠ ﱢﻲ ﻟﻠﻜﺘﻠﺔ ﹺ اﻟﻬﻮاﺋﻴﺔ ﹺ وزﻳﺎدة ﹺ رﻃﻮﺑﺘﹺﻬﺎ؛ وﻫـﻮ ﻣﺎ ﻳﺆدي‬
‫ﹰ‬
‫ﹸ‬
‫درﺟـﺔ‬ ‫ﺣـﻴﺚ‬
‫ﹸ‬ ‫اﻟﺠﻮﻳ ﹶﺔ ﻟﻤﻨﻄﻘﺘﻲ ﹾ‬
‫ﻣــﻦ‬ ‫اﻻﺳﺘﻘﺮار ﻓﻲ اﻟﻜﺘﻠﺔ ﹺ اﻟﻬﻮاﺋﻴﺔﹺ‪ ،‬ﻓﺘﺘﺸﻜ ﹸﹼﻞ اﻟﻐﻴﻮمﹸ‪،‬‬ ‫ﹺ‬ ‫إﻟﻰ ﺣﺎﻟﺔ ﹴ ﻣﻦ ﻋﺪم ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺜﻠﻮج واﻟﺒﹶﺮدﹸ‪ .‬وﻓﻲ اﻟﻤﻘﺎﺑ ﹺ‬ ‫ﹸ‬
‫ﹸ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹸ‬
‫واﻟﻜﺘﻞ‬ ‫واﻟﺮﻃﻮﺑﺔ‪،‬‬ ‫اﻟﺤﺮارة‬ ‫ﻞ‬ ‫ﹸ‬ ‫وﺗﻬﻄﻞ اﻷﻣﻄﺎ ﹸر اﻟﻐﺰﻳﺮة ﹸ‪ ،‬أو رﺑﹼﻤﺎ‬
‫ﺗﻮﺻ ﹾﻠ ﹸﺖ‬ ‫ﹸ‬
‫وأﻋــﺮض ﻣﺎ ﹼ‬ ‫اﻟﻤـﺆﺛﺮ ﹸة ﻓﻴﻬﺎ‪،‬‬ ‫ﻣﻨﺎﻃﻖ‬
‫ﹶ‬ ‫ك اﻟﻜﺘﻠﺔﹸ اﻟﻬﻮاﺋﻴﺔﹸ اﻟﻘﻄﺒﻴﺔﹸ اﻟﻘﺎرﻳ ﹸﺔ ﻧﻔﺴﻬﺎ ﺑﺎﺗ ﹼﺠﺎه ﹺ‬ ‫ﻋﻨﺪﹶﻣﺎ ﺗﺘﺤ ﹼﺮ ﹸ‬
‫ﹺ‬
‫ﹸ‬
‫ﻣﺪارﻳﺔ ﹴ ﻗﺎرﻳﺔﹴ‪ ،‬ﻓﺈ ﱠن اﻟﺠﺰء ﹶ اﻟﺴﻔﻠ ﱠﻲ ﻣﻨﻬﺎ ﺳﻮفﹸ ﻳﺴﺨﻦﹸ‪ ،‬وﻟﻜﻦﹾ ﻻ‬
‫إﻟﻴﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬

‫ﻟﺬﻟﻚ ﺳﻴﻜﻮ ﹸن‬ ‫ﹶ‬ ‫ﹺ‬

‫اﺳﺘﻘﺮارﻫﺎ؛ وﻧﺘﻴﺠﺔﹰ‬ ‫ﺗﺰداد ﹸ رﻃﻮﺑﺘ ﹸﻬﺎ‪ ،‬ﻣﺎ ﻳﺆدي إﻟﻰ‬
‫ﹶ‬
‫ﻳﺤــﺪث‬ ‫ﻳﻤﻜـﻦ أنﹾ‬
‫ﹸ‬ ‫ـﻊ ﻣـﺎذا‬ ‫أﺗﻮ ﹼﻗ ﹸ‬ ‫ﺾ اﻟﻐﻴﻮم ﹺ اﻟﻤﺘﻔ ﹼﺮﻗﺔﹺ‪.‬‬‫ﻞ ﺑﻌ ﹺ‬ ‫اﻟﺠ ﱡﻮ ﺻﺎﻓﻴﹰﺎ‪ ،‬ﻋﻠﻰ اﻟﺮﻏﻢﹺ ﻣﻦﹾ ﺗﺸﻜﱡ ﹺ‬
‫ﹴ‬
‫ﻗﻄﺒﻴﺔ ﻣﺎ‬ ‫ﹴ‬
‫ﻣﻨﻄﻘـﺔ‬ ‫اﻟﺠﻮ ﻓـﻲ‬ ‫ﹺ‬
‫ﻟﺤﺎﻟـﺔ ﱢ‬
‫ﹲ‬
‫ﻣﺪارﻳﺔ‬ ‫ﹲ‬
‫ﻫﻮاﺋﻴﺔ‬ ‫ﹲ‬
‫ﻛﺘﻠــﺔ‬ ‫ﻛـﺖ‬
‫ﺗﺤﺮ ﹾ‬
‫إذا ﹼ‬ ‫ﹺ‬
‫اﻟﻀﻐﻂ اﻟﻤﺮﺗﻔــ ﹺﻊ ﻋﻠﻰ‬ ‫ﹺ‬
‫ﻣﻨﺎﻃــﻖ‬ ‫ـﻖ‪ :‬ﹸأﻓﺴﺮ ﺳﺒﺐ ﹺ‬
‫ﻧﺸﺄة‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﺑﺤﺮﻳـﺔ ﺑﺎ ﹼﺗ ﹺ‬
‫ﹶ‬ ‫ﹼ ﹸ‬
‫ﺠﺎﻫﻬﺎ‪.‬‬ ‫ﹲ‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬

‫اﻷﻗﻤـﺎر اﻟﺼﻨﺎﻋﻴ ﹸﺔ ‪Artificial‬‬

‫ﹸ‬ ‫ﹸﻄﻠﻖ‬
‫ﺗ ﹸ‬
‫ﹺ‬
‫ﻋﺎﻟﻴﺔ‬ ‫ﹴ‬
‫ﺑﻜﺎﻣﻴﺮات‬ ‫اﻟﻤﺰود ﹸة‬
‫ﹼ‬ ‫‪Satellites‬‬
‫أﺟــﻞ رﺻﺪﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺪﻗـﺔ إﻟﻰ اﻟﻔﻀــﺎء ﻣﻦ‬ ‫ﹺ‬
‫ﹺ‬
‫واﻟﺘﻘــﺎط‬ ‫ﹺ‬
‫ﻟﻸرض‪،‬‬ ‫اﻟﺠﻮي‬ ‫ﹺ‬
‫اﻟﻐـﻼف‬
‫ﱢ‬
‫اﻟﻤﺘﻤﺮﻛﺰة أو اﻟﻤﺘﺤﺮ ﹺ‬
‫ﻛﺔ‬ ‫ﹺ‬ ‫ﺻﻮر ﻟﻠﻐﻴﻮ ﹺم‬ ‫ﹴ‬
‫ﹼ‬
‫ﻣﺼﺎدر‬‫ﹺ‬ ‫أﺑﺤﺚ ﻓﻲ‬‫ﹸ‬ ‫ﹴ‬
‫ﻣﻌﻴﻨﺔ‪.‬‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﹶ‬
‫ﻓﻮق‬
‫ﻋﻤﻞ‬ ‫ﹺ‬
‫ﻟﺪي ﻋﻦ ﻣﺒﺪأ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ ﱠ‬ ‫اﻟﻤﻌﺮﻓﺔ ﹸ‬
‫ﹺ‬
‫اﻟﺼﻮر‬ ‫ﹺ‬
‫ﺗﺤﻠﻴﻞ‬ ‫ﹺ‬
‫اﻷﻗﻤــﺎر‪ ،‬وﻛﻴﻔ ﹼﻴﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻫﺬه‬
‫ﻋـﺮﺿﺎ ﺗﻘﺪﻳﻤ ﹼﹰﻴﺎ‬ ‫ﹰ‬ ‫اﻟﺘﻲ ﺗﻠﺘﻘ ﹸﻄﻬـﺎ‪ ،‬ﹺ‬
‫وأﻋـﺪﱡ‬
‫أﻋﺮﺿ ﹸﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬

‫‪137‬‬
 ‫ﺗ ـﺠ ــﺮﺑ ـ ٌـﺔ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﹺ‬
‫ﺣﺮﻛﺔ‬ ‫ﻧﻤﺬﺟ ﹸﺔ‬

‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬ ‫واﻷدوات‪ :‬ﺑﻴﻀـ ﹲﺔ ﻣﺴﻠـﻮﻗ ﹲﺔ ﻣﻘﺸﺮةﹲ‪ ،‬ﻗﻨﻴﻨ ﹲﺔ‬
‫ﹸ‬ ‫اﻟﻤــﻮا ﱡد‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹴ‬
‫اﻟﻘﻨﻴﻨﺔ‬ ‫ﹺ‬
‫داﺧﻞ‬ ‫اﻟﺒﻴﻀﺔ إﱃ‬ ‫اﻧﺰﻻق‬ ‫ﺳﺒﺐ‬
‫ﹶ‬ ‫‪ -‬ﹸأ ﹼ‬
‫ﻓـﺴ ﹸﺮ‬ ‫ﹺ‬
‫ﻟﺪﺧﻮل‬ ‫ﹼﺴﻊ‬ ‫زﺟﺎﺟﻴ ﹲﺔ ﹸ‬
‫ذات ﻓﻮﻫﺔ واﺳﻌﺔ‪ ،‬وﻟﻜﻨﹼﻬﺎ ﻻ ﺗﺘ ﹸ‬
‫ﹺ‬
‫اﻟﺰﺟﺎﺟﻴﺔ‪.‬‬ ‫ﻗﻔﺎزات‬ ‫ﻣﻘﺺ‪،‬‬ ‫وﻻﻋ ﹲﺔ‪ ،‬ﹲ‬ ‫ﹺ‬
‫اﻟﺒﻴﻀﺔ‪ ،‬أﻋﻮا ﹸد ﹴ‬
‫ﺛﻘﺎب‪ ،‬ﹼ‬
‫ﹲ‬ ‫ورق‪ ،‬ﱞ‬
‫ﹺ‬
‫اﻟﻘﻨﻴﻨﺔ‬ ‫ﹺ‬
‫اﻟﺒﻴﻀﺔ ﻣ ﹶﻦ‬ ‫إﺧﺮاج‬ ‫‪ -‬أﺗﻮ ﹼﻗ ﹸﻊ ﹶ‬
‫ﻛﻴﻒ ﻳﻤـﻜ ﹸﻦ‬ ‫واﻗﻴ ﹲﺔ‪.‬‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫اﻟﺰﺟﺎﺟﻴﺔ‪.‬‬
‫ﹺ‬
‫اﻟﻘﻔﺎزات اﻟﻮاﻗﻴ ﹶﺔ ﻋﻨﺪﹶ ﺗﻨﻔﻴﺬي اﻟﺘﺠﺮﺑ ﹶﺔ‪.‬‬ ‫أﻟﺒﺲ‬ ‫‪-‬‬
‫وﺿﻌﺖ اﻟﺒﻴﻀ ﹶﺔ‬
‫ﹸ‬ ‫ﹶ‬
‫ﳛﺪث ﻟﻮ‬ ‫‪ -‬أﺗﻨ ﹼﺒ ﹸﺄ ﻣﺎذا ﻳﻤﻜ ﹸﻦ ﹾ‬
‫أن‬ ‫ﹸ‬
‫ﹴ‬ ‫ﹺ‬
‫اﻟﺜﻘﺎب‪.‬‬ ‫ﺣﺬر ﻋﻨﺪﹶ اﺳﺘﺨﺪاﻣﻲ أﻋﻮا ﹶد‬‫‪ -‬ﹶأ ﹸ‬
‫ﺗﻘﺸﲑ‪.‬‬ ‫ﹶ‬
‫دون‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﹺ‬
‫اﻻﻧﺘﻬﺎء ﻣ ﹶﻦ‬ ‫ﻳﺪي ﺑﻌﺪﹶ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺑﲔ ﹺ‬ ‫أﻏﺴﻞ ﱠ‬ ‫‪-‬‬
‫اﳍﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫وﺣﺮﻛﺔ‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫ﻫﺬه‬ ‫ﹸ‬
‫أرﺑﻂ ﹶ‬ ‫‪-‬‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﻋﲆ‬ ‫ﹺ‬
‫اﻟﻮرﻗﺔ ﻃﻮﻟ ﹼﹰﻴﺎ‪.‬‬ ‫أﻗﺺ ﺟﺰ ﹰءا ﻣ ﹶﻦ‬ ‫‪ .1‬ﱡ‬
‫اﻟـﻮرق ﺑﺎﺳﺘﺨــﺪا ﹺم ﹺ‬
‫ﻋﻮد‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻗﻄﻌـﺔ‬ ‫ﻃــﺮف‬‫ﹶ‬ ‫أﺷﻌـﻞ‬ ‫ﹸ‬ ‫‪.2‬‬
‫ﹺ‬
‫اﻟﺰﺟﺎﺟﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻘﻨﻴﻨﺔ‬ ‫ﺑﺴﺮﻋﺔ ﹶ‬
‫داﺧﻞ‬ ‫ﹴ‬ ‫اﻟﺜﻘﺎب‪ ،‬ﺛﻢ أدﺧ ﹸﻠﻬﺎ‬ ‫ﹺ‬
‫ﹺ‬
‫ﻓــﻮﻫﺔ‬ ‫أﺿــﻊ اﻟﺒﻴﻀـ ﹶﺔ اﻟﻤﺴﻠـﻮﻗ ﹶﺔ ﻋﻠﻰ‬ ‫ﹸ‬ ‫ﺟﺮ ﹸب‪:‬‬ ‫‪ .3‬ﹸأ ﹼ‬
‫ﹺ‬
‫ﺣــﻴﻦ ﻻ ﹸ‬
‫ﺗﺰال‬ ‫ﹺ‬
‫اﻟﺰﺟﺎﺟﻴــﺔ ﻣﺒــﺎﺷﺮةﹰ‪ ،‬ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻘﻨﻴﻨﺔ‬
‫ﹺ‬
‫اﻟﺰﺟﺎﺟﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻘﻨﻴﻨﺔ‬ ‫ﺗﺸﺘﻌﻞ ﹶ‬
‫داﺧﻞ‬ ‫ﹸ‬ ‫اﻟﻮرﻗ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻤﺸﺘﻌﻠﺔ ﺑﻌﺪﹶ‬ ‫ﹺ‬
‫ﻟﻠﻮرﻗﺔ‬ ‫ﹸ‬
‫ﺳﻴﺤﺪث‬ ‫ﹸ‬
‫ﻻﺣـﻆ‪ :‬ﻣــﺎذا‬ ‫‪ .4‬ﹸأ‬
‫أدو ﹸن‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺛﻢ ﹼ‬ ‫ﺳـﺪﱢ ﻓــﻮﻫﺔ اﻟﻘﻨﻴﻨﺔ اﻟﺰﺟـﺎﺟﻴﺔ ﺑﺎﻟﺒﻴﻀﺔ‪ ،‬ﱠ‬
‫ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬
‫ﻓﻮق‬ ‫ﹺ‬
‫اﻟﻤﻮﺟﻮدة ﹶ‬ ‫ﹺ‬
‫ﻟﻠﺒﻴﻀﺔ‬ ‫ﹸ‬
‫ﺳﻴﺤﺪث‬ ‫ﻻﺣـﻆ‪ :‬ﻣـﺎذا‬‫ﹸ‬ ‫‪ .5‬ﹸأ‬
‫أدو ﹸن ﻣﻼﺣﻈﺎﺗﻲ‪.‬‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺛﻢ ﹼ‬
‫ﻓﻮﻫﺔ اﻟﻘﻨﻴﻨﺔ اﻟﺰﺟﺎﺟﻴﺔ‪ ،‬ﱠ‬
‫ﹺ‬
‫اﻟﻨﺘﺎﺋﺞ‪.‬‬ ‫ﻧﺎﻗﺶ زﻣـﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻓﻲ‬ ‫أﺗﻮاﺻﻞ‪ :‬ﹸأ ﹸ‬‫ﹸ‬ ‫‪.6‬‬

‫‪138‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﻤﺼﺪر‪.‬‬ ‫ﹺ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﺗﻮاﻓﺮﻫﻤﺎ ﻓﻲ‬ ‫ﹺ‬ ‫‪ .1‬ﹸأ ﹼ‬
‫ﻳﺠﺐ ﹸ‬ ‫ﹸ‬ ‫ﺷﺮﻃﻴﻦ‬ ‫وﺿ ﹸﺢ‬
‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﺧﺼﺎﺋﺺ‬ ‫ﹶ‬
‫اﻟﻌﻮاﻣﻞ اﻟﺘﻲ ﺗﹸﺤﺪﹼ ﹸد‬ ‫‪ .2‬ﹸأﻋﺪﹼ ﹸد‬
‫ﹶ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺪة‬ ‫واﻟﺮﻃﻮﺑﺔ ﻋﻠﻰ‬ ‫اﻟﺤﺮارة‬ ‫ﺣﻴﺚ درﺟ ﹸﺔ‬
‫اﻟﻬﻮاﺋﻴﺔ ﻣ ﹾﻦ ﹸ‬ ‫اﻟﻜﺘﻠﺔ‬ ‫ﺧﺼﺎﺋﺺ‬
‫ﹸ‬ ‫‪ .3‬ﹸأ ﹼ‬
‫ﻓﺴ ﹸﺮ‪ :‬ﺗﻌﺘﻤﺪﹸ‬
‫ﹴ‬
‫ﺳﻄﺢ ﻣﺎ‪.‬‬ ‫ﻓﻮق‬ ‫اﻟﺰﻣﻨﻴﺔ اﻟﺘﻲ ﺗﻤﻜ ﹸﺜﻬﺎ ﹺ‬
‫ﻫﺬه اﻟﻜﺘﻠ ﹸﺔ اﻟﻬﻮاﺋﻴ ﹸﺔ ﹶ‬ ‫ﹺ‬
‫رﻳﺎح ﹴ‬ ‫ﹺ‬
‫ﻟﻬﺒﻮب ﹴ‬ ‫ﺗﻠﻚ اﻟﻤﻨﻄﻘ ﹸﺔ‬
‫ﺗﺘﻌﺮ ﹸض ﹶ‬ ‫ﹰ‬
‫ﻗﻮﻳﺔ‪.‬‬ ‫ﺳﺆاﻻ إﺟﺎﺑﺘﹸﻪ‪ :‬ﹼ‬ ‫أﻃﺮح‬
‫ﹸ‬ ‫‪.4‬‬
‫ﹴ‬
‫ﻗﺎرﻳﺔ ﻣﺪ ﹰة ﻗﺼﻴﺮ ﹰة ﻣ ﹶﻦ‬ ‫ﹴ‬
‫ﻣﺪارﻳﺔ‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﻣﻜﺚ اﻟﻬﻮا ﹸء ﹶ‬
‫ﻓﻮق‬ ‫ﹶ‬ ‫ﹶ‬
‫ﻳﺤﺪث إذا‬ ‫‪ .5‬أﺗﻨ ﹼﺒ ﹸﺄ ﻣﺎذا ﻳﻤﻜ ﹸﻦ ﹾ‬
‫أن‬
‫ﹺ‬
‫اﻟﺰﻣﻦ‪.‬‬
‫ﹺ‬
‫اﻟﺒﺤﺮﻳﺔ‪ ،‬ﻣ ﹾﻦ ﹸ‬
‫ﺣﻴﺚ‪:‬‬ ‫ﹺ‬
‫اﻟﻤﺪارﻳﺔ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫واﻟﻜﺘﻞ‬ ‫ﹺ‬
‫اﻟﻘﺎرﻳﺔ‬ ‫ﹺ‬
‫اﻟﻘﻄﺒﻴﺔ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫‪ .6‬ﹸأ ﹸ‬
‫ﻗﺎرن‪ :‬ﺑﻴ ﹶﻦ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ورﻃﻮﺑﺘﹸﻬﺎ؟‬ ‫ﹺ‬
‫ﺣﺮارة ﱟ‬ ‫درﺟ ﹸﺔ‬
‫ﺗﻤﺮ ﻓﻮ ﹶﻗﻬﺎ ﻛﺘﻠ ﹲﺔ ﻫﻮاﺋﻴ ﹲﺔ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻷﺣﻮال اﻟﺠﻮﻳ ﹸﺔ‬ ‫‪ .7‬أﺗﻮ ﹼﻗ ﹸﻊ‪ :‬ﹶ‬
‫ﻟﻠﻤﻨﺎﻃﻖ اﻟﻘﺎرﻳﺔ اﻟﺘﻲ ﱡ‬ ‫ﻛﻴﻒ ﺳﺘﺘﻐ ﹼﻴ ﹸﺮ‬
‫اﻟﺸﻤﺎﻟﻲ؟‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻘﻄﺐ‬ ‫ﻣﺪارﻳ ﹲﺔ ﺑﺤﺮﻳ ﹲﺔ ﻣﺘﺠﻬ ﹲﺔ ﹶ‬
‫ﻧﺤﻮ‬
‫ﺗﻜﻮﻧﹺﻬﺎ‪ ،‬وﻻ‬ ‫ﹺ‬ ‫ﹸ‬
‫اﻟﻜﺘﻞ اﻟﻬﻮاﺋﻴ ﹸﺔ ﺛﺎﺑﺘ ﹰﺔ ﻓﻲ ﻣﻜﺎن ﹼ‬
‫ﹺ‬
‫ﻛﺎﻧﺖ‬ ‫اﻓﺘﺮض زﻣﻴﻠﻲ أ ﱠﻧ ﹸﻪ ﻟﻮ‬
‫ﹶ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬
‫ﹸ‬ ‫‪.8‬‬
‫ﺣﻮل اﻟﻌﺎﻟ ﹺﻢ‪ .‬ﹸأ ﹸ‬ ‫ﹺ‬ ‫ﻓﺈن ﻫﺬا ﻟﻦ ﻳﺆ ﹼﺛﺮ ﻛﺜﻴﺮا ﻓﻲ ﹺ‬ ‫ﹴ‬
‫ﺛﺒﺖ‬ ‫اﻟﻄﻘﺲ ﹶ‬ ‫ﺣﺎﻟﺔ‬ ‫ﹾ ﹶ ﹰ‬ ‫ﺗﺘﺤﺮ ﹸك ﻣﻦ ﻣﻜﺎن إﻟﻰ ﹶ‬
‫آﺧﺮ‪ ،‬ﱠ‬ ‫ﹼ‬
‫ﺧﻄﺄﻫﺎ‪.‬‬ ‫ﹺ‬
‫ﻓﺮﺿﻴﺔ زﻣﻴﻠﻲ أو ﹶ‬ ‫ﺻﺤ ﹶﺔ‬

‫‪139‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫ﹺ‬
‫اﻟﺸﻜﻞ اﻵﺗﻲ اﻟﺬي‬ ‫اﻟﻤﺨﺼ ﹺ‬
‫ﺺ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻤﻜﺎن‬ ‫ﹺ‬
‫ﺑﺈﻛﻤﺎل اﻟﻔﺮا ﹺغ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ‬ ‫أﺻﻒ ﺣﺎﻟ ﹶﺔ‬
‫ﹸ‬ ‫‪.9‬‬
‫ﹼ‬
‫ﹺ‬
‫واﻟﺒﺤﺮﻳﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻘﺎرﻳﺔ‬ ‫ﹺ‬
‫اﻟﻤﺪارﻳﺔ‬ ‫ﹺ‬
‫اﻟﻤﻨﺎﻃﻖ‬ ‫ﹺ‬
‫ﺑﺎﺗﺠﺎه‬ ‫ﹺ‬
‫اﻟﻘﺎرﻳﺔ‬ ‫ﹺ‬
‫اﻟﻘﻄﺒﻴﺔ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻜﺘﻞ‬ ‫ﻳﻮﺿ ﹸﺢ ﺣﺮﻛ ﹶﺔ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﻄﻘﺲ‪.‬‬ ‫وﺗﺄﺛﻴﺮﻫﺎ ﻓﻲ ﹺ‬
‫ﺣﺎﻟﺔ‬ ‫ﹶ‬
‫)اﻷﻗﻄﺎب(‬
‫ﹸ‬ ‫ﹺ‬
‫اﳌﺼﺪر‬ ‫ﻣﻨﻄﻘ ﹸﺔ‬

‫ﻛﺘﻠ ﹲﺔ ﻫﻮاﺋﻴ ﹲﺔ‬ ‫ﹺ‬

‫اﳌﻨﺎﻃﻖ‬ ‫ﹺ‬
‫ﺑﺎﲡﺎه‬
‫ﹺ‬
‫ﹺ‬
‫اﳌﻨﺎﻃﻖ‬ ‫ﺑﺎﲡﺎه‬ ‫ﻗﻄﺒﻴ ﹲﺔ ﻗﺎر ﹼﻳ ﹲﺔ‬
‫ﺗﺴﺨ ﹸﻦ‬ ‫اﳌﺪارﻳﺔ اﻟﻘﺎر ﹼﻳ ﹺﺔ‬
‫ﹺ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺗﺴﺨ ﹸﻦ‬
‫اﻟﺒﺤﺮﻳﺔ‬ ‫اﳌﺪارﻳﺔ‬ ‫ﺗﻜﺘﺴﺐ رﻃﻮﺑ ﹰﺔ‬ ‫ﻻ‬
‫ﺗﺰﻳﺪﹸ رﻃﻮﺑﺘﹸﻬﺎ‬ ‫ﹸ‬
‫اﺳﺘﻘﺮارﻫﺎ‬ ‫ﱡ‬
‫ﻳﻘﻞ‬ ‫اﺳﺘﻘﺮارﻫﺎ‬
‫ﹸ‬ ‫ﻳﺰﻳﺪﹸ‬
‫ﹸ‬

‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫ﻛﻞ‬ ‫ﹺ‬
‫ﺣﺮارة ﱟ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﹸ‬
‫ﻣﺘﻮﺳﻂ‬ ‫ﹴ‬
‫ﻣﺪارﻳﺔ‪،‬‬ ‫ﹴ‬
‫ﻣﻨﻄﻘﺔ‬ ‫ﻧﺸﺄﺗﹶﺎ ﻓﻲ‬ ‫ﹺ‬
‫ﻣﺘﻤﺎﺛﻠﺘﺎن ﹶ‬ ‫ﹺ‬
‫اﻟﻬﻮاء )أ‪ ،‬ب(‬ ‫ﹺ‬
‫ﻛﺘﻠﺘﺎن ﻣ ﹶﻦ‬
‫ﻣﻀﻲ أﻳﺎ ﹴم ﻋﻠﻰ ﺣﺮﻛﺘﹺﻬﻤﺎ‪،‬‬ ‫ﱢ‬
‫ﹺ‬
‫اﻷرﺿﻴﺔ‪ ،‬وﺑﻌﺪﹶ‬ ‫ﹺ‬
‫اﻟﻜﺮة‬ ‫ﹺ‬
‫ﺷﻤﺎل‬ ‫ﻧﺤﻮ‬
‫ﺗﺤﺮﻛﹶﺘﺎ ﹶ‬ ‫ﻣﻨﻬﻤﺎ )‪ ،(35 °C‬ﹼ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻜﺘﻠﺔ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫اﻟﻬﻮاﺋﻴﺔ )أ( ﺗﺴﺎوي )‪ ،(-10 °C‬أ ﹼﻣﺎ درﺟ ﹸﺔ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻜﺘﻠﺔ‬ ‫ﹺ‬
‫ﺣﺮارة‬ ‫أن درﺟ ﹶﺔ‬ ‫ﹸو ﹺﺟﺪﹶ ﱠ‬
‫ﹺ‬
‫اﻟﻜﺘﻠﺘﻴﻦ‬ ‫ﹺ‬
‫ﺣﺮارة ﱞ‬
‫ﻛﻞ ﻣ ﹶﻦ‬ ‫ﹺ‬
‫درﺟﺔ‬ ‫ﻣﻘــﺪار اﻟﺘﻐ ﱡﻴ ﹺﺮ ﻓﻲ‬ ‫ﺣﺴﺐ‬ ‫ﻓﻜﺎﻧﺖ )‪ ،(5 °C‬ﹶأ‬ ‫ﹾ‬ ‫ﹺ‬
‫اﻟﻬﻮاﺋﻴﺔ )ب(‬
‫ﹶ‬ ‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﻬﺎﺋﻴﺔ‪.‬‬ ‫ﺣﺮارﺗﻴﻬﻤﺎ‬ ‫اﻻﺧﺘﻼف ﻓﻲ درﺟﺘﹶﻲ‬ ‫ﺳﺒﺐ‬
‫ﻓﺴ ﹸﺮ ﹶ‬ ‫ﺛﻢ ﹸأ ﹼ‬ ‫اﻟﻬﻮاﺋﻴﺘﻴﻦ‪ ،‬ﱠ‬

‫‪140‬‬
 ‫اﻟﻔﻀﺎء‬
‫ِ‬ ‫اﺳﺘﻜﺸﺎف‬
‫ُ‬
‫‪S p a c e‬‬ ‫‪E x p l o r a t i o n‬‬
‫‪2‬‬ ‫اﻟﺪرس‬
‫ُ‬
‫اﺳﺘﻜﺸﺎف اﻟﻔﻀﺎ ِء‬
‫ِ‬ ‫ﻣﻔﮭﻮ ُم‬ ‫ُ‬
‫اﻟﺮﺋﻴﺴﺔ‪:‬‬ ‫ُ‬
‫اﻟﻔﻜﺮة‬
‫‪Concept of Space Exploration‬‬ ‫ﹺ‬
‫اﺳﺘﻜﺸـــﺎف‬ ‫ﹸ‬
‫اﻹﻧﺴـــﺎن ﻣ ﹶﻦ‬ ‫ﺗﻤﻜﹼـ ﹶﻦ‬
‫ﹺ‬
‫واﻟﻘﻤﺮ‬ ‫ﹺ‬
‫وﺧﺼﺎﺋﺼﻬﺎ‪،‬‬ ‫ات‬ ‫ﻋﻦ اﻟﻤــﺠﺮ ﹺ‬ ‫درﺳﺖ ﻣﺴﺒــ ﹰﻘﺎ ﹺ‬
‫ﹸ‬ ‫ﺑﺘﻘﻨﻴﺎت ﻣﺘﻌﺪﹼ دةﹴ‬
‫ﹴ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎء ﺑﺎﻻﺳﺘﻌﺎﻧﺔﹺ‬
‫ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﺰﻣﻦ‪.‬‬ ‫ﻋﺒﺮ‬
‫رت ﹶ‬‫ﺗﻄﻮ ﹾ‬
‫ﻛﻴﻒ‬ ‫ﺜﻴﺮ ﺗﺴﺎؤﻟﻲ ﻫﻮ ﹶ‬ ‫واﻟﻈﻮاﻫﺮ اﻟﻤﺮﺗﺒﻄــﺔ ﺑﹺﻪ‪ ،‬وﻟﻜ ﹾﻦ ﻣﺎ ﹸﻳ ﹸ‬ ‫ﹼ‬
‫ﹺ‬
‫اﻟﻤﺪﻫﺸﺔ ﻋﻦ اﻷﺟﺮا ﹺم‬ ‫ﹺ‬
‫اﻟﻤﻌﺮﻓﺔ‬ ‫ﺗﻮﺻ ﹶﻞ اﻟﻌﻠﻤـﺎء إﻟﻰ ﹺ‬
‫ﻫﺬه‬ ‫ﻧﺘﺎﺟﺎت اﻟﺘﻌ ّﻠ ِﻢ‪:‬‬
‫ُ‬
‫ﹸ‬ ‫ﹼ‬
‫ﹺ‬ ‫اﻟﺴﻤﺎوﻳﺔ‪ ،‬ﻋﻠﻰ اﻟﺮﻏ ﹺﻢ ﻣﻦ ﺑ ﹺ‬
‫ﹺ‬ ‫ــﺢ اﻟﻤﻘﺼـــﻮ ﹶد ﺑﻤﻔﻬـــﻮ ﹺم‬ ‫وﺿ ﹸ‬ ‫ﹸأ ﹼ‬
‫اﻟﻔﻀﺎء‬ ‫ﻌـﺪﻫﺎ اﻟﺸـﺎﺳ ﹺﻊ ﻋﻨﹼﺎ ﻓﻲ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎء‪.‬‬ ‫اﺳﺘﻜﺸﺎف‬
‫اﻟﺠﻮي؟‬ ‫ﹺ‬
‫اﻟﻐﻼف‬ ‫ﹺ‬
‫ﺣﺪود‬ ‫ﹺ‬
‫ﺧﺎرج‬ ‫اﻟﺨﺎرﺟﻲ اﻟﺬي ﻳﻤﺘﺪﱡ إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﱢ‬ ‫ﱢ‬ ‫اﻟﻔﻀﺎء‪.‬‬ ‫اﺳﺘﻜﺸﺎف‬ ‫ﹸأﺑ ﹼﻴ ﹸﻦ أﻫﻤ ﹼﻴ ﹶﺔ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف‬ ‫ﹶ‬
‫وﺳﺎﺋﻞ‬ ‫ﹸأﻋــﺪﹼ ﹸد‬
‫ﹴ‬
‫ﺗﻜﻨﻮﻟﻮﺟﻴﺔ‬ ‫ﹴ‬
‫أدوات‬ ‫ﹺ‬
‫ﻃــﺮﻳﻖ‬ ‫ﺗﻤﻜﹼــ ﹶﻦ اﻟﻌﻠﻤــﺎ ﹸء ﻋﻦ‬ ‫اﻟﺮﺋﻴﺴ ﹶﺔ‪.‬‬
‫ﹺ‬
‫ﻦ اﺳﺘﻜﺸﺎف اﻟﻔﻀﺎء ‪Space‬‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫ﻣﺨﺘﻠﻔﺔ ﹸ‬ ‫ﹺ‬
‫اﻟﻤﻘﺎرﻳﺐ ﻣ ﹶ‬ ‫ﻣﺜﻞ‬ ‫اﻟﻤﻌﻠــﻮﻣﺎت‬ ‫ﺑﻌــﺾ‬
‫ﹶ‬ ‫أﺳﺘﻘــﺼﻲ‬
‫ﻣﻜﻮﻧﺎﺗﹺﻪ ﻣﻦ‬ ‫ﹺ‬
‫ذﻟﻚ ﻣﻌﺮﻓ ﹶﺔ ﻣﺎﻫ ﹼﻴﺔ ﹼ‬‫‪ ،Exploration‬وﻳﻌﻨﻲ ﹶ‬ ‫ﹶ‬
‫اﻟﻔﻠﻜﻴــﻮن ﻓﻲ‬ ‫ﺗﻮﺻ ﹶﻞ إﻟﻴﻬــﺎ‬ ‫اﻟﺘﻲ ﹼ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻌﺪﻫﺎ‪ ،‬وﺗﺮاﻛﻴﺒﹺﻬﺎ‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬‫وﻣﻮاﻗﻌﻬـﺎ‪ ،‬وﺑ ﹺ‬
‫ﹺ‬ ‫ﹴ‬
‫ﺳﻤــﺎوﻳﺔ‬ ‫أﺟﺮا ﹴم‬
‫واﻟﻤﺮﻳﺦ‪.‬‬ ‫اﻟﻘﻤﺮ‬ ‫اﺳﺘﻜﺸﺎف‬
‫ﹸ‬
‫ُ‬
‫واﳌﺼﻄﻠﺤﺎت‪:‬‬ ‫اﳌﻔﺎﻫﻴﻢ‬
‫ُ‬
‫ﹸ‬
‫اﻹﻧﺴــﺎن اﻟﺘﻨ ﹼﺒ ﹶﺆ‬ ‫اﺳﺘﻄــﺎع‬
‫ﹶ‬ ‫ﻛﻴﻒ‬ ‫ﹸ‬
‫وأﻻﺣــﻆ ﹶ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪،(6‬‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف اﻟﻔﻀﺎء ‪Space Exploration‬‬
‫ﹸ‬
‫ﹺ‬
‫ﺧﻼل‬ ‫ﹺ‬
‫اﻟﻤﺮﻳﺦ‪ ،‬ﻣﻦ‬ ‫ﹺ‬
‫ﻛﻮﻛﺐ‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫دﻻﺋﻞ ﹴ‬
‫ﺣﻴﺎة ﻋﻠﻰ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﻮﺟﻮد‬ ‫اﻟﻤﻘﺎرﻳﺐ ‪Telescopes‬‬
‫ﹸ‬
‫ﻟﺴﻄﺤﻪ‪.‬‬‫ﹺ‬ ‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬
‫ﹸ‬ ‫ﹺ‬
‫اﻟﺼﻮر اﻟﺘﻲ اﻟﺘﻘ ﹶﻄﺘﹾﻬﺎ‬ ‫ﹺ‬
‫ﺗﺤﻠﻴﻞ‬ ‫اﻟﻤﺤﻄ ﹸﺔ اﻟﻔﻀﺎﺋﻴ ﹸﺔ ‪Space Station‬‬

‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ‪،‬‬ ‫ﹴ‬
‫ﻣﺮﻛﺒﺔ‬ ‫ﹺ‬
‫ﻃﺮﻳﻖ‬ ‫ﹺ‬
‫اﻟﻤﺮﻳﺦ ﻋ ﹾﻦ‬ ‫ﹺ‬
‫ﻟﻜﻮﻛﺐ‬ ‫اﻟﺘﻘﻄﺖ‬
‫ﹾ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(6‬ﺻﻮر ﹲة‬
‫ﻛﺎﻧﺖ‬ ‫ﹺ‬
‫ﺳﻄﺤﻪ‪ ،‬اﻟﺘﻲ ﹸﻳﻌﺘﻘﺪﹸ أﻧﱠﻬﺎ ﹾ‬ ‫اﻟﻮدﻳﺎن اﻟﻌﻤﻴﻘ ﹸﺔ اﻟﻤﻤﺘﺪ ﹸة ﻋﻠﻰ‬
‫ﹸ‬ ‫وﻳﻈﻬﺮ ﻓﻴﻬﺎ‬
‫ﹸ‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﺗﻠﻚ اﻟﻤﻮﺟﻮد ﹶة ﻋﻠﻰ‬ ‫ﻣﺠﺎري ﹴ‬
‫أﻧﻬﺎر ﺗﹸﺸﺒ ﹸﻪ ﹶ‬ ‫ﹶ‬

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 ‫اﺳﺘﻜﺸﺎف اﻟﻔﻀﺎ ِء وطﺮاﺋﻘُﮫ‬ ‫ِ‬ ‫أدواتُ‬
‫‪Tools and Methods of Space Exploration‬‬
‫دة‪،‬‬‫ﺑﺎﻟﻌﻴﻦ اﻟﻤﺠﺮ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﻠﻔﻀﺎء‬ ‫ﹺ‬
‫اﻹﻧﺴﺎن‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف‬ ‫ﺑﺪ ﹶأ ﹾت رﺣﻠ ﹸﺔ‬
‫ﹼ‬
‫ﺧﺼــﺎﺋﺺ اﻟﻨﺠﻮ ﹺم ﻣﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫ﹺ‬
‫ﻣﻌﺮﻓﺔ‬ ‫ﹸ‬
‫اﻹﻧﺴــﺎن ﻣﻦ‬ ‫ﻓﻘﺪﹾ ﺗﻤ ﹼﻜ ﹶﻦ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺧﻼل ﹺ‬ ‫ﹺ‬
‫ﺑﻌﺾ‬ ‫اﻟﺼﺎدر ﻋﻨﻬﺎ‪ ،‬وﺑﺘﻘﺪﹼ ﹺم اﻟﻌﻠ ﹺﻢ اﺳﺘﺨﺪ ﹶم ﹶ‬ ‫اﻟﻀﻮء‬ ‫رؤﻳﺔ‬ ‫اﻟﺸﻜـﻞ )‪ :(7‬اﻷﹶﺳ ﹸﻄ ﹾﺮ ﹸ‬
‫ﻻب اﻟـــﺬي‬ ‫ﹸ‬
‫آﻟﺔ ﹺ‬ ‫ﻣﺜﻞ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻋﻦ ﹺ‬
‫اﻷﻓﻖ‪.‬‬ ‫ﻳﻘﻴﺲ ارﺗﻔــﺎ ﹺع اﻟﻨﺠــﻮ ﹺم ﹺ‬
‫ﻻب(‬ ‫ذات اﻟﺮﺑ ﹺﻊ )اﻷﹶ ﹾﺳ ﹸﻄ ﹾﺮ ﹺ‬ ‫اﻟﺒﺴﻴﻄﺔ ﹸ‬ ‫واﻷﺟﻬﺰة‬ ‫اﻷدوات‬ ‫ﹸ‬

‫اﻷﻓﻖ‪،‬‬‫ﻋﻦ ﹺ‬ ‫ﻗﻴﺎس ارﺗﻔﺎ ﹺع اﻟﻨﺠﻮ ﹺم ﹺ‬ ‫ﹺ‬ ‫ﺳﺎﻋــﺪت اﻟﻌﻠﻤــﺎ ﹶء ﻋﻠﻰ‬ ‫ﹺ‬ ‫اﻟﺘﻲ‬
‫ﹺ‬
‫زاوﻳﺔ ارﺗﻔﺎ ﹺع‬ ‫ﹺ‬
‫وﺗﺤﺪﻳﺪ‬ ‫اﻟﺸﻤﺎﻟﻲ‬ ‫ﹺ‬
‫اﻟﻘﻄﺐ‬ ‫ﻧﺤﻮ‬ ‫ﹺ ﹺ‬ ‫ﹶ‬ ‫ُ‬
‫وذﻟﻚ ﺑﺘﻮﺟﻴﻪ اﻵﻟﺔ ﹶ‬
‫أﺑﺤﺚ‬
‫ﱢ‬
‫اﻟﺰاوﻳﺔ ﻋﻠﻰ ﹺ‬
‫اﻵﻟﺔ‪.‬‬ ‫ﹺ‬ ‫ﻗﻴﻤﺔ ﹺ‬
‫ﻫﺬه‬ ‫ﻗﺮاءة ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺧﻼل‬ ‫اﻷﻓﻖ ﻣﻦ‬ ‫ﹺ‬ ‫اﻟﻨﺠـ ﹺﻢ ﹺ‬
‫ﻋﻦ‬ ‫أﻧﻮاﻋﺎ ﻣﺨﺘﻠﻔ ﹰﺔ‬
‫ﹰ‬ ‫ﹸ‬
‫اﻹﻧﺴــﺎن‬ ‫اﺳﺘﺨــﺪم‬
‫ﹶ‬
‫ﹺ‬
‫ﻟــﺮﺻﺪ‬ ‫ﹺ‬
‫اﻷرﺿﻴـﺔ‬ ‫ﹺ‬
‫اﻟﻤﻘـــﺎرﻳﺐ‬ ‫ﻣﻦ‬
‫ﹶ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(7‬‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫اﻟﻌﺎﻛﺴﺔ‬ ‫ﹺ‬
‫اﻟﻤﻘـــﺎرﻳﺐ‬ ‫ﹺ‬
‫اﻟﺴﻤــﺎء ﹸ‬
‫ﻣﺜﻞ‬
‫اﻟﻤﻘﺎرﯾﺐ ‪Telescopes‬‬ ‫ﻋﻦ‬‫أﺑﺤﺚ ﻓﻲ اﻹﻧﺘﺮﻧﺖ ﹾ‬
‫ﹸ‬ ‫ﹺ‬
‫واﻟﻜﺎﺳﺮة‪.‬‬
‫ُ‬
‫ﻋــﺮﺿﺎ‬
‫ﹰ‬ ‫وأﻋﺪ‬
‫ﻛﻞ ﻣﻨﻬﺎ‪ ،‬ﱡ‬ ‫ﻣﺒــﺪأﹺ ﹺ‬
‫ﻋﻤﻞ ﱟ‬
‫ﺗﻌﻤﻞ ﻋﻠﻰ‬ ‫اﻟﻤﻘﺎرﻳﺐ ‪ Telescopes‬ﺑﺄﻧﱠﻬــﺎ أﺟــﻬﺰ ﹲة ﹸ‬ ‫ﹸ‬ ‫ف‬ ‫ﹸﻌــﺮ ﹸ‬
‫ﺗ ﱠ‬
‫ﺻــﻮرا ﺣﺪﻳﺜ ﹰﺔ ﻟﻬﺎ‪،‬‬ ‫ﻳﺘﻀﻤ ﹸﻦ‬ ‫ﺗﻘﺪﻳﻤﻴﺎ‬
‫ﹺ‬
‫اﻟﺴﻤﺎوﻳﺔ‬ ‫ﹺ‬
‫اﻟﺴـﺎﻗﻂ ﻣ ﹶﻦ اﻷﺟﺮا ﹺم‬ ‫ﹺ‬
‫اﻟﻀﻮء‬ ‫ﻛﻤﻴﺔ ﻣ ﹶﻦ‬ ‫أﻛــﺒﺮ ﹴ‬
‫ﹺ‬ ‫ﺗﺠﻤﻴــ ﹺﻊ‬
‫ﹰ‬ ‫ﹼ‬ ‫ﹼﹰ‬
‫ﹺ‬
‫ــﻠﺖ إﻟﻴــﻪ ﻋﻠﻰ‬
‫ﺗﻮﺻ ﹸ‬ ‫ﹸ‬
‫أﻋـﺮض ﻣﺎ ﹼ‬ ‫ﺛﻢ‬
‫ﱠ‬
‫ﹺ‬
‫اﻷﻣﺜﻠﺔ ﻋﻠﻴﻬﺎ‬ ‫ﺗﻜﺒﻴﺮ ﺻــﻮرﺗﹺﻬﺎ‪ .‬وﻣ ﹶﻦ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﻬــﺪف‬ ‫اﻷرض‪،‬‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺎﺗﺠﺎه‬ ‫زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬

‫اﻟﻔﻀﺎﺋﻲ ‪ Hubble Space Telescope‬اﻟﺬي‬ ‫ﱡ‬ ‫ﻣﻘﺮاب ﻫﺎﺑﹺﻞ‬ ‫ﹸ‬

‫ﹺ‬
‫اﻷرض‪،‬‬ ‫ﺺ ﻟ ﹸﻪ ﹶ‬
‫ﺣﻮل‬ ‫ﻣﺨﺼ ﹴ‬ ‫ﹼ‬ ‫ﹺ‬
‫ﻣــﺪار‬ ‫ﻟﻴــﺪور ﻓﻲ‬‫ﹶ‬ ‫أرﺳ ﹶﻠ ﹸﻪ اﻟﻌﻠﻤـﺎ ﹸء‬
‫ﺗﻌﺘﺮض‬ ‫ﹸ‬ ‫اﻷرﺿﻲ اﻟﺘﻲ‬ ‫اﻟﺠﻮي‬ ‫ﹺ‬
‫اﻟﻐـﻼف‬ ‫ﺑﻌﻴﺪﹰ ا ﻋﻦ ﻣﻠــﻮ ﹺ‬
‫ﺛﺎت‬
‫ﱢ‬ ‫ﱢ‬ ‫ﹼ‬ ‫ﹾ‬
‫ﻛﺒﻴﺮا ﻣﻨﻬﺎ‪،‬‬ ‫اﻟﺴﻤﺎوي‪ ،‬وﺗﺸﺘ ﹸﹼﺖ ﺟﺰ ﹰءا ﹰ‬ ‫ﱢ‬ ‫اﻷﺷﻌ ﹶﺔ اﻟﺴﺎﻗﻄ ﹶﺔ ﻣ ﹶﻦ اﻟﺠﺮ ﹺم‬
‫اﻟﺼﻮر اﻟﻮاﺿﺤ ﹸﺔ واﻟﺪﻗﻴﻘ ﹸﺔ اﻟﺘﻲ‬ ‫ﹺ‬
‫ﻛﺸﻔﺖ‬ ‫اﻟﺸﻜﻞ )‪ .(8‬وﻗﺪﹾ‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹸ‬
‫أﺳﺮار اﻷﺟﺮا ﹺم‬ ‫ﹺ‬ ‫ﻛﺜﻴﺮا ﻣ ﹾﻦ‬
‫ﻣﻘﺮاب ﻫﺎﺑﻞ‪ ،‬ﹰ‬ ‫ﹺ‬ ‫ﻟﻠﻜﻮن ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫اﻟﺘ ﹺﹸﻘ ﹾ‬
‫ﻄﺖ‬
‫ﹺ‬
‫ﺗﺼﻮﻳﺮﻫﺎ‪.‬‬ ‫اﻟﻤﻘﺎرﻳﺐ اﻷرﺿﻴ ﹸﺔ ﻣ ﹾﻦ‬ ‫ﹼﻦ‬‫ﻟﻢ ﺗﺘﻤﻜ ﹺ‬ ‫ﹺ‬
‫ﹸ‬ ‫اﻟﺴﻤﺎوﻳﺔ اﻟﺘﻲ ﹾ‬
‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫ﻣﻘﺮاب ﻫﺎﺑﻞ‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(8‬‬

‫اﻟﻔﻀﺎﺋﻲ؟‬
‫ﱢ‬ ‫ﹺ‬
‫ﻣﻘﺮاب ﻫﺎﺑﻞ‬ ‫أﺗﺤ ﹼﻘ ﹸﻖ‪ :‬ﻣﺎ أﻫﻤ ﹼﻴ ﹸﺔ‬

‫‪142‬‬
 ‫ُ‬
‫اﻟﺼﺎروخ ‪Rocket‬‬
‫ﹸ‬
‫اﻟﻔﻌﻞ‬ ‫ﹺ‬
‫اﻟﻔﻌﻞ‬ ‫ر ﱡد‬ ‫ﹺ‬
‫اﻟﺜﺎﻟﺚ‬ ‫ﹺ‬
‫ﻟﻠﻘﺎﻧﻮن‬ ‫اﻟﺼﺎروخ وﻓ ﹰﻘﺎ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﻳﻌﻤﻞ‬
‫ﻳﻨﺺ ﻋﻠﻰ أﻧﱠﻪ‬ ‫ﹺ‬
‫ﻓﻲ اﻟﺤﺮﻛﺔ ﻟﻨﻴﻮﺗ ﹶﻦ واﻟﺬي ﱡ‬
‫ﹺ‬
‫اﻟﻤﻘﺪار‬ ‫ﻣﺴﺎو ﻟ ﹸﻪ ﻓﻲ‬ ‫ﹺﹴ‬ ‫ﻓﻌﻞ ر ﱡد ﹴ‬
‫ﻓﻌﻞ‬ ‫ﻟﻜﻞ ﹴ‬ ‫ﱢ‬
‫اﻟﺸﻜﻞ‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻻﺗﺠﺎه‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫وﻣﻌﺎﻛﺲ ﻟ ﹸﻪ ﻓﻲ‬
‫ﹲ‬
‫ﹺ‬
‫اﻟﺼﻮارﻳﺦ ﻓﻲ أ ﱠﻧ ﹸﻪ‬ ‫ﺺ أﻫﻤ ﹼﻴ ﹸﺔ‬ ‫ﹼ‬
‫وﺗﺘﻠﺨ ﹸ‬ ‫)‪.(9‬‬
‫ﺗﺘﻢ ﻣ ﹾﻦ‬ ‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ ﹾ‬ ‫ﹴ‬
‫أن ﱠ‬ ‫رﺣﻠﺔ‬ ‫ﻷي‬
‫ﻻ ﻳﻤﻜ ﹸﻦ ﱢ‬
‫اﻟﺸﻜﻞ )‪ :(9‬ﻣﺒﺪ ﹸأ ﹺ‬ ‫ﹴ‬ ‫ﹺ‬ ‫دوﻧﹺﻪ؛‬
‫ﻋﻤﻞ اﻟﺼﺎروخﹺ ‪.‬‬ ‫ﹸ‬
‫ﻣﺪارات‬ ‫اﻟﻤﺮﻛﺒــﺎت اﻟﻔﻀﺎﺋﻴ ﹶﺔ إﻟﻰ‬ ‫ﹸ‬
‫ﺗﺤﻤﻞ‬ ‫ﻓﺎﻟﺼﻮارﻳﺦ‬
‫ﹸ‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﺧــﺎﺻ ﹴﺔ ﻟﻬــﺎ ﹶ‬
‫ﺣﻮل‬ ‫ﹼ‬

‫اﻟﻤﺮﻛﺒﺎتُ اﻟﻔﻀﺎﺋﯿﺔُ ‪Spacecrafts‬‬

‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺳﻔﻴﻨﺔ‬ ‫ﻄﻠﻖ ﻋﻠــﻰ اﻟﻤــﺮﻛﺒﺔ اﻟﻔﻀﺎﺋﻴﺔ ‪ Spacecraft‬ﹶ‬
‫اﺳﻢ‬ ‫ﹸﻳ ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀــﺎء‬ ‫ﹺ‬
‫ﻟﻠﻄﻴﺮان ﻓﻲ‬ ‫ﻣﺼﻤﻤــ ﹲﺔ‬ ‫ﹺ‬
‫اﻟﻜﺒﺴــﻮﻟﺔ‪ ،‬وﻫﻲ‬ ‫ﹺ‬
‫اﻟﻔﻀــﺎء أو‬
‫ﹼ‬
‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(10‬اﻟﻤﺮﻛﺒ ﹸﺔ اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬
‫ﹶ‬
‫اﻟﺸﻜﻞ )‪.(10‬‬ ‫اﻟﺨﺎرﺟﻲ ﻟﺘﻘﻮم ﺑﻤﻬﺎم ﻣﺤﺪﹼ ﹴ‬
‫دة‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬
‫اﻟﺼﻴﻨﻴ ﹸﺔ اﻟﻤﺄﻫﻮﻟ ﹸﺔ )ﺷﻨﺘﺸﻮ ‪.(12‬‬
‫ﱠ‬ ‫ﹶ‬ ‫ﱢ‬

‫‪143‬‬
 ‫ﹸ‬
‫اﻟﺼﻮارﻳﺦ ﺗﺒ ﹰﻌﺎ‬ ‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ اﻟﺘﻲ ﺗﺤﻤ ﹸﻠﻬﺎ‬
‫ﹸ‬ ‫ﹼﻒ‬
‫وﺗﹸﺼﻨ ﹸ‬
‫ﹴ‬
‫ﻣﺄﻫﻮﻟﺔ‪،‬‬ ‫ﹴ‬
‫ﻓﻀــﺎﺋﻴﺔ ﹺ‬
‫ﻏﻴﺮ‬ ‫ﹴ‬
‫ﻣﺮﻛﺒﺎت‬ ‫ﹺ‬
‫اﻟﻤﺮاد ﺗﺤﻘﻴ ﹸﻘﻪ ﻣﻨﻬﺎ إﻟﻰ‪:‬‬ ‫ﹺ‬
‫ﻟﻠﻬﺪف‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ــﻖ‪ :‬ﻣـﺎ أﻫﻤـــ ﹼﻴ ﹸﺔ‬
‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫ﺗﻮﺿﻴﺤﻬﺎ ﻋﻠﻰ‬ ‫ﹴ‬
‫ﻣﺄﻫﻮﻟﺔ‪ .‬وﻳﻤﻜ ﹸﻦ‬ ‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ‬ ‫ﹴ‬
‫وﻣﺮﻛﺒﺎت‬ ‫ﹺ‬
‫اﻟﺼﻮارﻳــــﺦ ﻓــــﻲ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء؟‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف‬
‫اﻟﻤﺮﻛﺒﺎتﹸ اﻟﻔﻀﺎﺋﻴﺔﹸ‬

‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬

‫ﹸ‬ ‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬
‫ﹸ‬
‫اﻟﻤﺄﻫﻮﻟ ﹸﺔ‬ ‫ﻏﻴﺮ اﻟﻤﺄﻫﻮﻟﺔﹺ‬
‫ﹸ‬

‫اﻟﻤﺤﻄﺎت‬
‫ﹸ‬
‫اﻟﻔﻀﺎﺋﻲ‬
‫ﱡ‬ ‫اﻟﻤﻜ ﹸ‬
‫ﹼﻮك‬ ‫ﺎت‬
‫اﻟﻤﺠﺴ ﹸ‬
‫ﹼ‬ ‫اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋﻴ ﹸﺔ‬
‫ﹸ‬
‫اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬

‫اﻷﻗﻤﺎ ُر اﻟﺼﻨﺎﻋﯿﺔُ ‪Artificial Satellites‬‬

‫ﹴ‬
‫ﺧﺎﺻﺔ‬ ‫ﹴ‬
‫ﻣﺪارات‬ ‫ﺗﺪور ﻓﻲ‬ ‫اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋﻴــ ﹸﺔ ﻫــﻲ أﺟﻬﺰ ﹲة‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺒﺚ‬ ‫ﹺ‬
‫وﻧﻘﻞ ﱢ‬ ‫ﹺ‬
‫اﻻﺗﺼﺎﻻت‬ ‫ﻣﺜﻞ‪:‬‬ ‫دة‪ ،‬ﹸ‬ ‫ﻟﻐﺎﻳﺎت ﻣﺤﺪﹼ ﹴ‬
‫ﹴ‬ ‫ﹺ‬
‫اﻷرض‬ ‫ﹶ‬
‫ﺣــﻮل‬
‫ﹺ‬
‫اﻟﺨﺮاﺋﻂ‬ ‫ﹺ‬
‫اﻟﻄﻘﺲ‪ ،‬ورﺳ ﹺﻢ‬ ‫ﹺ‬
‫ﺣــﺎﻟﺔ‬ ‫ﹺ‬
‫ورﺻــﺪ‬ ‫واﻹذاﻋﻲ‪،‬‬ ‫اﻟﺘﻠﻔﺰﻳﻮﻧﻲ‬
‫ﱢ‬ ‫ﱢ‬
‫اﻟﻘﻤﺮ‬ ‫ﹶ‬
‫اﻟﺸﻜﻞ )‪ .(11‬و ﹸﻳﻌﺪﱡ‬ ‫ﹺ‬
‫اﻟﻄﺒﻴﻌﻴﺔ‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﹺ‬
‫اﻟﻤﻮارد‬ ‫ﹺ‬
‫واﻛﺘﺸﺎف‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء ﻓﻲ‬ ‫ﺻﻨﺎﻋﻲ ﹸأ ﹶ‬
‫ﻃﻠﻖ إﻟﻰ‬ ‫أول ﹴ‬
‫ﻗﻤﺮ‬ ‫اﻟﺼﻨﺎﻋﻲ )ﺳﺒﻮﺗﻨﻴﻚ ‪ (1‬ﹶ‬
‫ﱟ‬ ‫ﱡ‬
‫ﻋﺎ ﹶم ‪1957‬م‪.‬‬

‫ﹸ‬
‫اﻟﺸﻜﻞ )‪:(11‬‬
‫أﻗﻤﺎر ﺻﻨﺎﻋﻴ ﹲﺔ‬
‫ﹲ‬
‫ﻣﺨﺘﻠﻔ ﹸﺔ‬
‫ﹺ‬
‫اﻷﻏﺮاض‪.‬‬
‫ﹺ‬
‫اﻟﻄﻘﺲ‪.‬‬ ‫ﺻﻨﺎﻋﻲ ﻳﺮﺻﺪﹸ ﺣﺎﻟ ﹶﺔ‬ ‫ﻗﻤﺮ‬ ‫ﹺ‬
‫اﻻﺗﺼﺎﻻت‪.‬‬ ‫ﹺ‬
‫ﻟﻐﺎﻳﺔ‬ ‫ﺻﻨﺎﻋﻲ‬ ‫ﻗﻤﺮ‬
‫ﱞ‬ ‫ﹲ‬ ‫ﱞ‬ ‫ﹲ‬

‫‪144‬‬
 ‫ﺴﺎتُ ‪Probes‬‬
‫اﻟﻤﺠ ّ‬
‫ﹴ‬
‫ﻣﺄﻫﻮﻟﺔ ﺻﻐﻴﺮ ﹸة‬ ‫ﺮﻛﺒﺎت ﻓﻀﺎﺋﻴ ﹲﺔ اﺳﺘﻄﻼﻋﻴ ﹲﺔ ﹸ‬
‫ﻏﻴﺮ‬ ‫ﹲ‬ ‫ﺎت ﹶﻣ‬
‫اﻟﻤﺠﺴ ﹸ‬
‫ﹼ‬
‫ﻧﺎت‬‫واﻟﺸـﻤﺲ واﻟﻤﻜﻮ ﹺ‬
‫ﹺ‬ ‫ﹺ‬
‫واﻟﻘﻤﺮ‬ ‫ﹺ‬
‫اﻟﻜــﻮاﻛﺐ‬ ‫اﻟﺤﺠ ﹺﻢ‪ ،‬ﺗ ﹸ‬
‫ﹸﻄـﻠﻖ إﻟﻰ‬
‫ﹼ‬
‫دة‪.‬‬ ‫ﺑﺤﺜﻴﺔ ﻣﺤﺪﹼ ﹴ‬
‫ﹴ‬ ‫ﺑﻬﺪف ﹺ‬
‫ﺗﻨﻔﻴﺬ ﻣﻬﺎ ﱠم‬ ‫ﹺ‬ ‫اﻟﺸﻤﺴﻲ‪،‬‬ ‫اﻷﺧﺮ￯ ﻓﻲ اﻟﻨﻈﺎ ﹺم‬
‫ﱢ‬
‫ﺎت‪.‬‬‫ﻳﻮﺿﺢ أﻣﺜﻠ ﹰﺔ ﻣﺨﺘﻠﻔ ﹰﺔ ﻣﻦ اﻟﻤﺠﺴ ﹺ‬ ‫ﹶ‬ ‫أﺗﺄ ﹼﻣ ﹸﻞ‬
‫ﹼ‬ ‫ﹶ‬ ‫اﻟﺸﻜﻞ )‪ (12‬اﻟﺬي ﹼ ﹸ‬
‫أوﺿﺢ اﻟﻤﻘﺼﻮد ﺑﺎﻟﻤﺠﺴ ﹺ‬ ‫أﺗﺤ ﹼﻘ ﹸ‬
‫ﺎت‪.‬‬ ‫ﹼ‬ ‫ﹶ‬ ‫ــﻖ‪ :‬ﹼ ﹸ‬

‫ﹺ‬
‫ﺳﻄـﺢ‬ ‫ﻃﻠﻖ ﻋﻠﻰ‬ ‫اﻟﻤﺠﺲ )ﺳﺒﻴﺮﻳﺖ( ‪ Spirit‬اﻟﺬي ﹸأ ﹶ‬
‫ﱡ‬
‫اﻟﻤﺮﻳﺦ ﻟﺪراﺳﺘﹺﻪ ﻋﺎ ﹶم ‪2004‬م‪ ،‬ﹸﻋ ﹶﺜﺮ ﻣﻦ ﺧﻼﻟﹺﻪ‬
‫ﹺ‬ ‫ﹺ‬
‫ﻛﻮﻛﺐ‬
‫ﹺ‬
‫اﻟﻜﻮﻛﺐ‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﹺ‬
‫اﻟﻤﺎء ﻋﻠﻰ‬ ‫ﹺ‬
‫ﻟﻮﺟﻮد‬ ‫ﹶ‬
‫دﻻﺋﻞ‬ ‫ﻋﻠﻰ‬

‫اﻟﻤﺠﺲ )ﻧﻴﻮﻫﻮراﻳﺰوﻧﺰ( ‪New Horizons‬‬

‫ﱡ‬
‫ﻃﻠﻘﺖ إﻟﻰ اﻟﺠـﺮ ﹺم‬
‫ﹾ‬ ‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ ﹸأ‬ ‫ﹴ‬
‫ﻣﺮﻛﺒﺔ‬ ‫وﻫﻮ ﹸ‬
‫أول‬
‫ﺑﻬﺪف اﺳﺘﻜﺸﺎﻓﹺﻪ‪.‬‬
‫ﹺ‬ ‫ﺑﻠـﻮﺗﻮ ﻋــﺎ ﹶم ‪2015‬م‬

‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ‪.‬‬ ‫اﻟﺸﻜﻞ )‪ :(12‬أﻣﺜﻠ ﹲﺔ ﻋﻠﻰ ﻣﺠﺴ ﹴ‬
‫ﺎت‬ ‫ﹸ‬
‫ﹼ‬

‫‪145‬‬
 ‫ﺗ ـﺠ ــﺮﺑ ـﺔٌ‬
‫ﹺ‬
‫اﻟﻘﻤﺮ‬ ‫ﹴ‬
‫ﻫﺒﻮط ﻋﻠﻰ ﺳﻄﺢﹺ‬ ‫ﹺ‬
‫ﻟﻤﺮﻛﺒﺔ‬ ‫ﺗﺼﻤﻴﻢ ﻧﻤﻮذجﹴ‬
‫ﹸ‬
‫ﻗﻠﻢ‬ ‫ﹺ‬
‫اﻷدوار‪ ،‬ﹲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫واﻷدوات‪ :‬ﻧﺴﺨـ ﹲﺔ ورﻗﻴ ﹲﺔ‬ ‫اﻟﻤﻮا ﱡد‬
‫ورق‪ ،‬ﹸ‬ ‫ﺑﻄﺎﻗﺎت‬
‫ﹸ‬ ‫اﻟﻘﻤــﺮ‪،‬‬ ‫ﺳﻄـﺢ‬ ‫ﻫﺒــﻮط ﻋﻠﻰ‬ ‫ﻣــﺮﻛﺒﺔ‬ ‫ﻟﻨﻤﻮذج‬ ‫ﹸ‬
‫ﹴ‬
‫ﺣﺎﺳﻮب‪ ،‬إﻧﺘﺮﻧﺖ‬ ‫ﺟﻬــﺎز‬
‫ﹸ‬ ‫ﺗﻄﻠﺒﺖ ﻋﻤﻠﻴ ﹸﺔ رﺳ ﹺﻢ اﻟﺘﺼﻤﻴ ﹺﻢ اﺳﺘﺨﺪا ﹶﻣ ﹸﻬﻤﺎ(‪،‬‬
‫ﹾ‬ ‫ﹲ‬
‫ﺻﻤﻎ إذا‬ ‫)ﻣﻘﺺ‪،‬‬‫ﱞ‬ ‫ﹸ‬
‫أﻟـﻮان‪،‬‬ ‫ﹴ‬
‫رﺻﺎص‪،‬‬
‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ ‪ ،(https://www.nasa.gov‬ﻃﺎﺑﻌ ﹲﺔ‪.‬‬ ‫ﹺ‬
‫ﻟﻮﻛﺎﻟﺔ ﻧﺎﺳﺎ‬ ‫اﻹﻟﻜﺘﺮوﻧﻲ‬ ‫)اﻟﻤﻮﻗﻊ‬
‫ﱡ‬ ‫ﹸ‬
‫ﹺ‬
‫اﺳﺘﺨﺪاﻣﻪ‪.‬‬ ‫ﹴ‬
‫ﺑﺤﺬر ﻋﻨﺪﹶ‬ ‫اﻟﻤﻘﺺ‬ ‫ﻣﻊ‬ ‫ﹸ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﱢ‬ ‫أﺗﻌﺎﻣﻞ ﹶ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻤﻞ‪:‬‬ ‫ﺧﻄﻮات‬
‫ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‬ ‫وﻛﺎﻟﺔ ﻧﺎﺳﺎ‬ ‫ﹸ‬
‫ﻧﺒﺤﺚ ﻓﻲ اﻹﻧﺘﺮﻧﺖ ﻓﻲ ﻣﻮﻗ ﹺﻊ‬ ‫ﺛﻢ‬ ‫ﻓﺮﻳﻖ ﹴ‬
‫ﻋﻤﻞ‪ ،‬ﱠ‬ ‫‪ -1‬ﹸأ ﹼ‬
‫ﻛﻮ ﹸن أﻧﺎ وﺛﻼﺛ ﹲﺔ ﻣ ﹾﻦ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ ﹶ‬
‫ﹺ‬
‫اﻟﺰﻣﻦ‪.‬‬ ‫ﻣﻊ‬ ‫ﺣﻴﺚ‪ :‬ﻣﻬﺎﻣﻬﺎ‪ ،‬وﺗﺼﻤﻴﻤﻬﺎ‪ ،‬وﻣﺒﺪ ﹸأ ﹺ‬ ‫ﹺ‬
‫اﻟﻘﻤﺮ ﻣﻦ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺗﻄﻮ ﹸرﻫﺎ ﹶ‬
‫ﹼ‬ ‫ﻋﻤﻠﻬﺎ‪،‬‬ ‫ﹸ‬ ‫ﱡ‬ ‫ﺳﻄﺢ‬ ‫اﻟﻬﺒﻮط ﻋﻠﻰ‬ ‫ﻣﺮﻛﺒﺎت‬ ‫ﻋﻦ‬
‫ﹺ‬
‫اﻟﻘﻤﺮ ﻣ ﹶﻦ اﻹﻧﺘﺮﻧﺖ‪ ،‬وﻧﻄﺒ ﹸﻌﻪ‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﹴ‬
‫ﻫﺒﻮط ﻋﻠﻰ‬ ‫ﹺ‬
‫ﻟﻤﺮﻛﺒﺔ‬ ‫ﻧﻤﻮذﺟﺎ‬ ‫ﹺ‬
‫اﻟﻔﺮﻳﻖ‬ ‫أﺧﺘﺎر أﻧﺎ وأﻋﻀﺎ ﹸء‬
‫ﹰ‬ ‫ﹸ‬ ‫•‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﺤﻮ اﻵﺗﻲ‪:‬‬ ‫اﻟﻔﺮﻳﻖ‪ ،‬ﻋﻠﻰ‬ ‫أﻋﻀﺎء‬ ‫اﻷدوار ﺑﻴ ﹶﻦ‬ ‫ﺑﻄﺎﻗﺎت‬ ‫‪ -2‬ﹸأ ﹼ‬
‫وز ﹸع‬

‫اﻟﻤﻬﻤ ﹸﺔ‬
‫ﹼ‬ ‫ﹺ‬
‫اﻟﻔﺮﻳﻖ‬ ‫ﻋﻀﻮ‬
‫ﹸ‬ ‫اﻟﺮﻗﻢ‬
‫ﹸ‬
‫ﹺ‬
‫ﺧﻄﻮات اﻟﺘﺼﻤﻴ ﹺﻢ‪.‬‬ ‫ﻋﺒﺮ‬ ‫ﻳﻨﺘﻘﻞ ﹺ‬ ‫ﹺ‬
‫اﻟﻮﻗﺖ اﻟﺬي ﹸ‬ ‫ﹶ‬ ‫ﻣﺪﻳﺮ‪ /‬ﻣﺪﻳﺮ ﹸة اﻟﻤﺸﺮو ﹺع‬
‫اﻟﻔﺮﻳﻖ ﹶ‬
‫ﹸ‬ ‫ﻓﻴﻪ‬ ‫اﻟﻨﻘﺎش‪ ،‬ﻓﻲ‬ ‫ﻳﻘﻮ ﹸد‬ ‫ﹸ‬ ‫‪1‬‬
‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﺮﻛﺒﺔ‬ ‫ﹺ‬
‫ﻣﻌﺎﻳﻴﺮ‬ ‫ﹺ‬
‫ﻟﺘﻠﺒﻴﺔ‬ ‫اﻟﻘﻮاﻟﺐ اﻟﺼﺤﻴﺤ ﹶﺔ‬ ‫ﻳﻮﻓﺮ‬ ‫ﻣﻬﻨﺪس‪ /‬ﻣﻬﻨﺪﺳ ﹸﺔ اﻟﻤﺸﺮو ﹺع‬ ‫‪2‬‬
‫ﹶ‬ ‫ﹸ‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫اﻟﻤﺮﻛﺒﺎت‬ ‫إﻧﺘﺎج ﺗﺼﻤﻴ ﹺﻢ‬ ‫ﻣﺼﻤﻤ ﹸﺔ اﻟﻤﺸﺮو ﹺع‬
‫ﻳﻘﻮ ﹸد ﹶ‬ ‫ﹼ‬ ‫ﻣﺼﻤ ﹸﻢ‪/‬‬
‫ﹼ‬ ‫‪3‬‬
‫ﹺ‬
‫ﺧﻄﻮات اﻟﺘﺼﻤﻴ ﹺﻢ‪.‬‬ ‫ﹴ‬
‫ﺧﻄﻮة ﻣ ﹾﻦ‬ ‫ﻟﻜﻞ‬ ‫ﹺ‬
‫اﻟﻔﺮﻳﻖ ﱢ‬ ‫ﹺ‬
‫ﻟﻘﺮارات‬ ‫ﹴ‬
‫ﺳﺠﻼت‬ ‫ﹸﻳﻌﺪﱡ‬ ‫ﻣﻨﺴﻖ‪ /‬ﻣﻨﺴﻘ ﹸﺔ اﻟﻤﺸﺮو ﹺع‬
‫ﹸ‬ ‫‪4‬‬

‫اﺧﺘﻴﺮ ﻣﺴﺒ ﹰﻘﺎ‪.‬‬ ‫اﻷﺻﻠﻲ اﻟﺬي‬ ‫ﹺ‬

‫اﻟﻬﺒﻮط‬ ‫ﹺ‬
‫ﻣﺮﻛﺒﺔ‬ ‫ﹺ‬
‫ﻧﻤﻮذج‬ ‫ﹺ‬
‫اﻟﻔﺮﻳﻖ ﻓﻲ‬ ‫ﻧﺎﻗﺶ أﻋﻀﺎ ﹶء‬‫‪ -3‬ﹸأ ﹸ‬
‫ﹶ‬ ‫ﱢ‬
‫ﹴ‬
‫ﻓﻀﺎﺋﻴﺔ أﺧﺮ￯‪.‬‬ ‫ﹴ‬
‫ﻫﺒﻮط‬ ‫ﹺ‬
‫ﻟﻤﺮﻛﺒﺎت‬ ‫ﺑﺘﺼﺎﻣﻴﻢ‬ ‫‪ -4‬أﺳﺘﻌﻴ ﹸﻦ‬
‫ﹶ‬
‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﻧﻤﻮذﺟﺎ ﻟﻤﺮﻛﺒﺔ ﻫﺒﻮط ﺑﺎﻟﺘﻌﺎون ﹶ‬
‫ﻣﻊ زﻣﻼﺋﻲ‪/‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹰ‬ ‫أﺻﻤ ﹸﻢ‬
‫‪ -5‬ﹼ‬
‫ﹺ‬
‫اﻟﻤﺠﻤﻮﻋﺎت اﻷﺧﺮ￯‪.‬‬ ‫ﺗﺼﻤﻴﻢ ﻣﺠﻤﻮﻋﺘﻲ ﻋﻠﻰ‬ ‫أﻋﺮض‬
‫ﹸ‬ ‫ﹸ‬
‫أﺗﻮاﺻﻞ‪:‬‬ ‫‪-6‬‬
‫ﹶ‬
‫واﻻﺳﺘﻨﺘﺎج‪:‬‬
‫ﹸ‬ ‫ﹸ‬
‫اﻟﺘﺤﻠﻴﻞ‬
‫ﹺ‬
‫اﻟﻘﻤﺮ‪.‬‬ ‫ﹺ‬
‫ﺳﻄﺢ‬ ‫ﹺ‬
‫اﻟﻬﺒﻮط ﻋﻠﻰ‬ ‫ﹺ‬
‫ﻟﻤﺮﻛﺒﺎت‬ ‫ﹺ‬
‫اﻟﻤﺴﺘﻘﺒﻠﻴﺔ‬ ‫‪ -‬أﺗﻨ ﹼﺒ ﹸﺄ ﺑﺎﻟﺘﺼﺎﻣﻴ ﹺﻢ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﺗﻮﺻ ﹾﻠ ﹸﺖ ﹺ‬
‫اﻟﻘﻤﺮ‪.‬‬ ‫ﺳﻄﺢ‬ ‫اﻟﻬﺒﻮط ﻋﻠﻰ‬ ‫ﻣﺮﻛﺒﺎت‬ ‫إﻟﻴﻬﻤﺎ ﻋ ﹾﻦ‬ ‫ﺳﺘﻨﺘﺞ ﻣﻌﻠﻮﻣﺘﻴﻦ ﹼ‬
‫ﹸ‬ ‫‪-‬أ‬

‫‪146‬‬
 ‫اﻟﻤﺤﻄﺔُ اﻟﻔﻀﺎﺋﯿﺔُ ‪Space Station‬‬
‫اﻟﺮﺑﻂُ ﺑﺎﻟﺼﺤ ِﺔ‬
‫اﻟﻔﻀـﺎء اﻟﻘﺎﻃﻨﻴـ ﹶﻦ ﻓـﻲ‬ ‫ﹺ‬ ‫روا ﹸد‬
‫ﻳﻌﺎﻧـــﻲ ﹼ‬
‫ف اﻟﻤﺤﻄــ ﹸﺔ اﻟﻔﻀﺎﺋﻴــ ﹸﺔ ‪ Space Station‬ﺑﺄﻧﱠﻬﺎ ﻣﺮﻛﺒــ ﹲﺔ‬ ‫ﹸﻌـﺮ ﹸ‬
‫ﺗ ﱠ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹸ‬
‫ﻳﻤﻜﺚ ﻓﻴﻬﺎ‬ ‫ﹺ‬
‫اﻷرض‪،‬‬ ‫ﻣﺪار ﹴ‬
‫ﺛﺎﺑﺖ ﹶ‬
‫ﺣﻮل‬ ‫ﺗﺪور ﻓﻲ ﹴ‬ ‫ﻓﻀﺎﺋﻴ ﹲﺔ ﻛﺒﻴﺮ ﹲة‬
‫ﻣﺸـــﻜﻼت‬ ‫اﻟﻔﻀﺎﺋﻴـﺔ ﻣ ﹾﻦ‬ ‫اﻟﻤﺤﻄــﺔ‬ ‫ﹸ‬
‫ﹺ‬ ‫ـﺔ ﻋـﺪﹼ ﹴة ﻣﻨﻬـﺎ‪ ،‬آﻻ ﹸم‬ ‫ﺻﺤﻴ ﹴ‬ ‫ﹺ‬
‫اﻟﻌﻀـﻼت‬ ‫ﹼ‬ ‫ﻣﺜﻞ ﹴ‬
‫ﻣﻨﺰل‬ ‫اﻟﻘﻮل إﻧﱠﻬﺎ ﹸ‬
‫اﻟﺰﻣﻦ‪ ،‬وﻳﻤﻜ ﹸﻦ ﹸ‬‫ﹺ‬ ‫اﻟﻔﻀﺎء ﻣﺪ ﹰة ﻃﻮﻳﻠ ﹰﺔ ﻣ ﹶﻦ‬ ‫روا ﹸد‬
‫ﹼ‬
‫ﹺ‬
‫ﺷﺒﻜـــــﺔ‬ ‫أﺑﺤـﺚ ﻓـﻲ‬ ‫ﹸ‬ ‫واﻟﻌﻈـــﺎ ﹺم‪.‬‬
‫اﻟﺸﻜﻞ )‪.(13‬‬ ‫ﹶ‬ ‫ﹺ‬
‫اﻷرض‪ ،‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫اﻟﻔﻀﺎء ﺣﺘﻰ ﻋﻮدﺗﹺﻬﻢ إﻟﻰ‬‫ﹺ‬ ‫ﻟﻬﻢ ﻓﻲ‬
‫ﻟﺪي‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣـﺔ ﱠ‬ ‫واﻟﻤﺼــﺎدر ﹸ‬ ‫اﻹﻧﺘﺮﻧـﺖ‬
‫ﹴ‬ ‫ﹴ‬
‫ﺻﺤﻴـﺔ أﺧـﺮ￯‬ ‫ﻣﺸــــﻜﻼت‬ ‫ﻋـ ﹾﻦ‬ ‫ﹺ‬
‫ﺑﺎﻟــﻈﺮوف‬ ‫ﹸﺰو ﹸد اﻟﻤﺤﻄ ﹸﺔ اﻟﻔﻀﺎﺋﻴ ﹸﺔ ﺑﺎﻟﻤﻮا ﱢد ﻛﺎ ﹼﻓــ ﹰﺔ‪ ،‬وﺗ ﹶﹸﻬ ﹼﻴ ﹸﺄ‬
‫اﻟـﺮوا ﹸد‬ ‫ﹺ‬ ‫ﻳﻤﻜـ ﹸﻦ ﹾ‬
‫وﺗ ﱠ‬
‫ﻳﻌﺎﻧـﻲ ﻣﻨﻬـﺎ ﻫﺆﻻء ﹼ‬ ‫ﹶ‬ ‫أن‬
‫اﻟﻔﻀـﺎء ﺣﻴﺎﺗﹶﻬﻢ‪ ،‬ﻋﻠﻰ اﻟﺮﻏـ ﹺﻢ‬ ‫ﹺ‬ ‫ﻟﺮوا ﱢد‬ ‫ﹸ‬ ‫ﹺ‬
‫ﺑﻘﺎﺋﻬـﻢ ﻣـﺪ ﹰة ﻃﻮﻳﻠـ ﹰﺔ ﻓـﻲ‬ ‫ﺣـﺎل ﹺ‬ ‫ﹺ‬ ‫ﻓـﻲ‬ ‫ﺗﺤﻔـﻆ ﹼ‬ ‫اﻟﻤﻨﺎﺳــﺒﺔ اﻟـﺘﻲ‬
‫أﺟﺴـﺎﻣﻬﻢ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺣﻤﺎﻳـﺔ‬ ‫ﹺ‬
‫وﻛﻴﻔﻴـﺔ‬ ‫ﹺ‬
‫اﻟﻔﻀـﺎء‪،‬‬ ‫ض‬ ‫اﻟﺘـﻌﺮ ﹺ‬ ‫ﻣﺜﻞ‪،‬‬‫ﺗﻮاﺟﻬﻬــﻢ ﹸ‬ ‫ﹺ‬
‫واﻟﺘﺤـﺪﻳﺎت اﻟﺘﻲ‬ ‫ﹺ‬
‫اﻟﻤﺸﻜـﻼت‬ ‫ﻣ ﹶﻦ‬
‫ﹼ‬ ‫ﹸ‬
‫ﹺ‬
‫ﺗﻘﺮﻳـﺮا‬
‫ﹰ‬ ‫وأﻛﺘـﺐ‬
‫ﹸ‬ ‫اﻹﺻﺎﺑـﺔ ﺑﻬـﺎ‪،‬‬ ‫ﻣـ ﹶﻦ‬ ‫ﹺ‬
‫ﺑﺎﻟﻌﺰﻟﺔ‪،‬‬ ‫ﻫﻢ‬ ‫ﹺ‬ ‫ﺑﺎﻟﺼﺤﺔ‪ ،‬إﺿﺎﻓ ﹰﺔ إﻟﻰ‬‫ﹺ‬ ‫اﻟﻀﺎر ﹺة‬ ‫ﹺ‬
‫وأﻋﺮﺿـﻪ ﻋﻠـﻰ زﻣﻼﺋـﻲ‪ /‬زﻣﻴﻼﺗـﻲ‪.‬‬
‫ﺷﻌﻮر ﹾ‬ ‫ﹼ‬ ‫ﻟﻺﺷﻌﺎﻋﺎت‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀـــﺎﺋﻴﺔ‪ :‬اﻟﻤﺤﻄ ﹸﺔ‬ ‫ﹺ‬
‫اﻟﻤﺤﻄــﺎت‬ ‫ﹺ‬
‫اﻷﻣﺜﻠـﺔ ﻋﻠﻰ‬ ‫ﹺ‬
‫وﻏﻴﺮﻫﺎ‪ .‬وﻣـ ﹶﻦ‬
‫اﻟﻔﻀﺎﺋﻴ ﹸﺔ اﻟﺪوﻟﻴ ﹸﺔ )‪.(ISS‬‬

‫ﹸ‬
‫اﻟﺸﻜﻞ )‪ :(13‬ﻣﺤﻄ ﹲﺔ ﻓﻀﺎﺋﻴ ﹲﺔ‪.‬‬
‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻟﻤﺤﻄﺔ‬ ‫ــﻖ‪ :‬ﹸأ ﹼ‬
‫وﺿ ﹸﺢ اﻟﻤﻘﺼﻮ ﹶد‬ ‫أﺗﺤ ﹼﻘ ﹸ‬

‫‪147‬‬
 ‫اﻟﻔﻀﺎﺋﻲ ‪Space Shuttle‬‬
‫ﱡ‬ ‫اﻟﻤ ّﻜﻮ ُك‬
‫ُ‬
‫أﺑﺤﺚ‬
‫ات‬ ‫ﹼﻮك اﻟﻔﻀﺎﺋﻲ ﻣﺮﻛﺒ ﹲﺔ ﻓﻀﺎﺋﻴ ﹲﺔ ﺗﹸﺴﺘﺨﺪم ﻓﻲ ﻧﻘﻞ اﻟﻤﻌﺪﹼ ﹺ‬ ‫اﻟﻤﻜ ﹸ‬
‫ﹸ‬ ‫ﱡ‬ ‫ﻣﺖ‬‫ﺨﺪ ﹾ‬‫اﻷدوات اﻟﺘﻲ اﺳ ﹸﺘ ﹺ‬
‫ﹾ‬
‫ﹺ‬ ‫أﺑﺤﺚ ﻓﻲ‬ ‫ﹸ‬
‫وﺗﻜﺮارا‪ .‬أﺗﺄ ﹼﻣ ﹸﻞ‬ ‫ﻣﺮارا‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹰ‬ ‫ورواد اﻟﻔﻀﺎء إﻟﻰ اﻟﻤﺤــﻄﺎت اﻟﻔﻀـﺎﺋﻴﺔ ﹰ‬ ‫ﹼ‬ ‫ﻛــﻞ ﻣﻦ‪:‬‬ ‫اﺳﺘﻜﺸـــﺎف ﱟ‬ ‫ﻓﻲ ﻋﻤﻠﻴﹺــﺔ‬
‫ﻛﻮﻛﺐ اﻟﻤــﺮﻳﺦﹺ واﻟﻨﺠﻮ ﹺم واﻟﻘﻤ ﹺﺮ‪،‬‬ ‫ﹺ‬
‫اﻟﺸﻜﻞ )‪.(14‬‬ ‫ﹶ‬ ‫ﹺ‬
‫ﺗﻮﺻ ﹶﻞ‬
‫وﺑﻌــﺾ اﻟﻤﻌﻠــﻮﻣﺎت اﻟﺘﻲ ﹼ‬ ‫ﹺ‬
‫اﻟﺪو ﹸار‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﻳﺘﻜﻮ ﹸن اﻟﻤﻜ ﹸ‬ ‫ﻛﻞ‬ ‫ﹺ‬
‫اﺳﺘﻜﺸﺎف ﱟ‬ ‫ﹶ‬
‫اﻟﻔﻠﻜﻴــﻮن ﻓﻲ‬ ‫إﻟﻴﻬﺎ‬
‫اﻟﻔﻀﺎﺋﻲ ﻣﻦ ﺛﻼﺛﺔ أﺟﺰاء رﺋﻴﺴﺔ‪ ،‬ﻫﻲ‪ :‬ﹼ‬ ‫ﱡ‬ ‫ﹼﻮك‬ ‫ﹼ‬ ‫ﻣﻨﻬﺎ‪ .‬ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻟﺬي ﻳﺸﺒﻪ اﻟﻄﺎﺋﺮةﹶ‪ ،‬ﹺ‬ ‫ﺗﻘﺪﻳﻤﻴﺎ ﺑﺬﻟﻚ‪،‬‬
‫ﹼﹰ‬ ‫ﻋــﺮﺿﺎ‬
‫ﹰ‬ ‫ﻋﺪ‬
‫وأ ﱡ‬
‫اﻟﻮﻗﻮد‬ ‫وﺧﺰ ﹸ‬
‫ان‬ ‫اﻟﻔﻀﺎﺋﻴﺔ‪ ،‬ﹼ‬ ‫اﻟﺮﺣﻠﺔ‬ ‫ﻃﺎﻗﻢ‬
‫ﹸ‬ ‫وﻓﻴﻪ‬ ‫ﹸ ﹸ‬ ‫وأﻋﺮﺿﻪ ﻋﻠﻰ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬ ‫ﹸ‬
‫ﹺ‬
‫ﻋﻤﻠﻴﺔ‬ ‫ﹺ‬
‫أﺛﻨــﺎء‬ ‫ﹺ‬
‫ﺑﺎﻟﻮﻗــﻮد اﻟﻼز ﹺم ﻓﻲ‬ ‫اﻟﻔﻀﺎﺋﻲ‬ ‫ﻳﺰو ﹸد اﻟﻤﻜ ﹶ‬
‫ﹼﻮك‬
‫ﱠ‬ ‫اﻟﺬي ﹼ‬
‫اﻹﻗﻼعﹺ‪ ،‬وﺻﺎروﺧﺎ اﻟﺪﻓ ﹺﻊ ﻋﻠﻰ ﺟﺎﻧﺒﻲ اﻟﻤﻜ ﹺ‬
‫ﹼﻮك‪.‬‬
‫ﹺ‬
‫اﻟﻔﻀﺎء ﻛﺎﻟﺼﺎروخﹺ ‪.‬‬ ‫اﻟﻔﻀﺎﺋﻲ إﱃ‬ ‫ﻳﻨﻄﻠﻖ اﳌﻜ ﹸ‬
‫ﹼﻮك‬ ‫ﹸ‬ ‫)أ(‪:‬‬
‫ﱡ‬
‫ﹺ‬
‫اﻟﻮﻗﻮد‬ ‫ﹼان‬
‫ﺧﺰ ﹸ‬

‫ﺻﺎروخﹸ دﻓ ﹴﻊ‬

‫اﻟﺪو ﹸار‬
‫ﹼ‬

‫ﹺ‬
‫ﻛﺎﻟﻄﺎﺋﺮة‪.‬‬ ‫ﹺ‬
‫اﻷرض‬ ‫)ب(‪ :‬ﻳﻌﻮ ﹸد ﺑﻌﺪﻫﺎ إﱃ‬

‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫اﻟﺸﻜﻞ )‪ :(14‬اﻟﻤﻜ ﹸ‬
‫ﹼﻮك‬

‫‪148‬‬
 ‫ﹼﻮك ﻋﻠﻰ رﻓ ﹺﻊ‬‫اﻧﻄﻼق اﻟﻤﻜ ﹺ‬‫ﹺ‬ ‫ﻳﻌﻤﻞ ﺻﺎروﺧﺎ اﻟﺪﻓ ﹺﻊ ﻓﻲ ﹺ‬
‫أﺛﻨﺎء‬ ‫ﹸ‬
‫ﹺ‬
‫اﻟﻔﻀﺎء وإﻛﺴﺎﺑﹺﻪ اﻟﺴﺮﻋ ﹶﺔ اﻟﻼزﻣ ﹶﺔ‪،‬‬ ‫ﹺ‬
‫اﻟﻤﻨﺼﺔ إﻟﻰ‬ ‫اﻟﻤﻜ ﹺ‬
‫ﹼﻮك ﻣ ﹾﻦ ﻋﻠﻰ‬
‫ﹺ‬
‫وﻳﻌﻮدان‬ ‫ﻳﻨﻔﺼﻞ ﺻﺎروﺧﺎ اﻟﺪﻓﻊﹺ‪،‬‬ ‫ﹸ‬ ‫ﹺ‬
‫دﻗﻴﻘﺘﻴﻦ ﻣ ﹶﻦ اﻹﻗﻼ ﹺع‬ ‫وﺑﻌﺪﹶ ﹺ‬
‫ﻧﺤﻮ‬
‫وﻗﺖ‬ ‫ﻃﺮﻳﻖ ﻣﻈ ﹼﻠ ﹴﺔ ﻟﻴﺴﺘﺨﺪﹶ ﻣﺎ ﻣﺮ ﹰة أﺧﺮ￯‪ .‬وﻓﻲ ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻷرض ﻋ ﹾﻦ‬ ‫إﻟﻰ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻮﻗﻮد‬ ‫ﹺ‬
‫ﺧﺰان‬ ‫ﹸ‬
‫ﻳﻨﻔﺼﻞ ﻋ ﹾﻦ‬ ‫ﹼﻮك ﻓﻲ ﹺ‬
‫ﻣﺪاره‬ ‫ﻳﺴﺘﻘﺮ اﻟﻤﻜ ﹸ‬ ‫ﹴ‬
‫ﻻﺣﻖ‪ ،‬ﻋﻨﺪﻣﺎ‬
‫ﱡ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫أﺗﺤ ﹼﻘ ﹸ‬
‫ــﻖ‪ :‬ﻣﺎ وﻇﻴﻔـــ ﹸﺔ‬ ‫اﻟﺨﺰان ﻓﻲ‬ ‫وﻳﺤــﺘﺮق‬ ‫اﻹﻃﻼق‪،‬‬ ‫ﻋﻤﻠﻴﺔ‬ ‫ﺧــﻼل‬ ‫اﻟﺬي اﺳﺘ ﹶ‬
‫ﹸﻬﻠﻚ‬
‫ﻣﻬﻤﺘﹺﻪ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺻﺎروﺧﻲ اﻟﺪﻓــ ﹺﻊ ﻓﻲ‬ ‫ﻟﻸرض‪ .‬وﻋﻨﺪﹶ اﻧﺘﻬﺎء اﻟﻤﻜﹼﻮك ﻣﻦ ﺗﻨﻔﻴﺬ ﹼ‬ ‫اﻟﺠﻮي‬
‫ﱢ‬ ‫اﻟﻐﻼف‬
‫اﻟﻔﻀﺎﺋﻲ؟‬ ‫اﻟﻤﻜ ﹺ‬
‫ﹼﻮك‬ ‫ﺣﻴﺚ ﹸ‬
‫ﻳﻬﺒﻂ‬ ‫اﻟﻄﺎﺋﺮات إﻟﻴﻬﺎ‪ ،‬ﹸ‬
‫ﹸ‬ ‫اﻷرض ﻋﻠﻰ ﹺ‬
‫ﻧﺤﻮ ﻣﺎ ﺗﻌﻮ ﹸد‬ ‫ﹺ‬ ‫ﻳﻌﻮ ﹸد إﻟﻰ‬
‫ﱢ‬
‫ﹶ‬
‫ﻟﻴﺼﻞ‬ ‫ﹺ‬
‫ﻟﻠﻬﺒﻮط‬ ‫ﻣﺨﺼ ﹴ‬
‫ﺺ‬ ‫ﹴ‬
‫ﻣﻜﺎن‬ ‫ﺧﺎﺻ ﹴﺔ ﹺﺑﻪ ﺿﻤ ﹶﻦ‬ ‫ﹴ‬
‫ﹼ‬ ‫ﻋﻠﻰ ﻋﺠﻼت ﹼ‬
‫اﻟﺮﺋﻴﺴﻲ‪ ،‬ﻟﻴﻌﺎ ﹶد اﺳﺘﺨﺪا ﹸﻣﻪ ﻣﺮ ﹰة أﺧﺮ￯‪.‬‬
‫ﱢ‬ ‫ﹺ‬
‫اﻟﻤﺪرج‬ ‫إﻟﻰ‬

‫اﻟﺮﺑﻂُ ﺑﺎﻟﺘﻜﻨﻮﻟﻮﺟﯿﺎ‬

‫ﺗﺴﻬﻴﻞ‬‫ﹺ‬ ‫اﻷﺑﻌـﺎد ‪ 3D Printer‬ﻓﻲ‬ ‫ﹺ‬ ‫أﺳﻬﻤﺖ اﻟﻄﺎﺑﻌــ ﹸﺔ اﻟﺜﻼﺛﻴـ ﹸﺔ‬

‫ﹾ‬
‫ﻓﻬﻲ ﻗﺎدر ﹲة ﻋﻠﻰ ﺗﺼﻤﻴــ ﹺﻢ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬
‫اﻟﺒﺸﺮ‪ ،‬ﹶ‬ ‫ﺣﻴـﺎة‬ ‫ﻣــﻦ اﻟﻤﻬــﺎ ﱢم ﻓﻲ‬ ‫ﻛــﺜﻴﺮ‬
‫ﹺ‬
‫ﺷﺒــﻜﺔ‬ ‫ﹸ‬
‫أﺑـﺤﺚ ﻓﻲ‬ ‫ﹴ‬
‫ﻛﺒﻴﺮة ﺟــﺪﹼﹰ ا‪.‬‬ ‫ﹴ‬
‫ﺑﻔﺎﻋﻠﻴﺔ‬ ‫ﹺ‬
‫اﻟﻔﻀﺎﺋﻴﺔ‬ ‫ﹺ‬
‫اﻟﻤــﺮﻛﺒﺎت‬
‫ﻋﻦ اﻟﻜﻴﻔ ﹼﻴ ﹺﺔ اﻟﺘﻲ ﻳﻤﻜ ﹸﻦ ﻋ ﹾﻦ‬ ‫ﻟﺪي ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺘﺎﺣﺔ ﱠ‬ ‫ﹺ‬
‫واﻟﻤﺼــﺎدر ﹸ‬ ‫اﻹﻧﺘﺮﻧﺖ‬
‫ﹺ‬
‫ﺻﻨــﺎﻋﺔ‬ ‫ﹺ‬
‫اﻷﺑﻌــﺎد ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺜﻼﺛﻴﺔ‬ ‫ﹺ‬
‫اﻟﻄﺎﺑﻌﺔ‬ ‫ﹺ‬
‫ﺗﻘﻨﻴﺔ‬ ‫ﺗﻮﻇﻴﻒ‬
‫ﹸ‬ ‫ﹺ‬
‫ﻃﺮﻳﻘﻬــﺎ‬
‫وأﻋــﺮﺿﻪ ﻋﻠﻰ‬
‫ﹸ‬ ‫ﹶ‬
‫ﺑﺬﻟﻚ‬ ‫ﺗﻘــﺮﻳﺮا‬ ‫ﹺ‬
‫اﻟﻔﻀـﺎﺋﻴﺔ‪ ،‬و ﹸأﻋــﺪﱡ‬ ‫ﹺ‬
‫اﻟﻤﺮﻛﺒــﺎت‬
‫ﹰ‬
‫زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪.‬‬

‫‪149‬‬
 ‫اﻟـﺪرس‬
‫ِ‬ ‫ُ‬
‫ﻣﺮاﺟﻌﺔ‬
‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫ﹼﻮك‬ ‫‪ .1‬ﹸأﺣﺪﹼ ﹸد اﻷﺟﺰا ﹶء اﻟﺘﻲ ﹼ‬
‫ﻳﺘﻜﻮ ﹸن ﻣﻨﻬﺎ اﻟﻤﻜ ﹸ‬
‫ﹺ‬
‫اﻷرض ﻋﻮد ﹶة‬ ‫ﹶ‬
‫اﻧﻄﻼق اﻟﺼﺎروخﹺ وﻳﻌﻮ ﹸد إﻟﻰ‬ ‫اﻟﻔﻀﺎﺋﻲ‬
‫ﱡ‬ ‫ﻳﻨﻄﻠﻖ اﻟﻤﻜ ﹸ‬
‫ﹼﻮك‬ ‫ﹸ‬ ‫أﺳﺘﻨﺘﺞ‪ :‬ﻟﻤﺎذا‬
‫ﹸ‬ ‫‪.2‬‬
‫ﹺ‬
‫اﻟﻄﺎﺋﺮة؟‬
‫ﺣﻴﺚ أﻫﻤﻴﺘﹸﻪ‪.‬‬ ‫اﻟﻔﻀﺎﺋﻲ ﻣﻦ ﹸ‬ ‫ﱢ‬ ‫ﹺ‬
‫وﻣﻘﺮاب ﻫﺎﺑﻞ‬ ‫ﻻب‬‫ﻗﺎرن ﺑﻴ ﹶﻦ اﻷﹶ ﹾﺳ ﹸﻄ ﹾﺮ ﹺ‬ ‫‪ .3‬ﹸأ ﹸ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹼﻦ‬ ‫اﻟﺴﻤﺎوﻳﺔ اﻟﺘﻲ ﻟﻢ ﺗﺘﻤﻜ ﹺ‬ ‫أﺳﺮار اﻷﺟﺮا ﹺم‬ ‫ﻛﺜﻴﺮا ﻣ ﹾﻦ‬
‫ﻣﻘﺮاب ﻫﺎﺑﻞ ﹰ‬ ‫ﹺ‬ ‫ﻛﺸﻒ‬ ‫ﺳﺒﺐ‬ ‫ﹶ‬ ‫‪ .4‬ﹸأ ﹼ‬
‫ﻓﺴ ﹸﺮ‬
‫ﹺ‬
‫ﺗﺼﻮﻳﺮﻫﺎ‪.‬‬ ‫اﻟﻤﻘﺎرﻳﺐ اﻷرﺿﻴ ﹸﺔ ﻣﻦ‬ ‫ﹸ‬
‫ﹴ‬
‫ﻣﺄﻫﻮﻟﺔ‪ :‬اﻟﻤﻜ ﹸ‬
‫ﹼﻮك‬ ‫ﻏﻴﺮ‬ ‫ﹴ‬
‫وﻣﺮﻛﺒﺎت ﹺ‬ ‫ﹴ‬
‫ﻣﺄﻫﻮﻟﺔ‬ ‫ﹴ‬
‫ﻣﺮﻛﺒﺎت‬ ‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹶﺔ اﻵﺗﻴ ﹶﺔ إﻟﻰ‬‫ﹺ‬ ‫ﹼﻒ‬‫‪ .5‬ﹸأﺻﻨ ﹸ‬
‫ﺎت‪.‬‬ ‫ﹺ‬
‫اﻟﻔﻀﺎء اﻟﺪوﻟﻴ ﹸﺔ‪،‬‬ ‫اﻟﺼﻨﺎﻋﻲ)ﺳﺒﻮﺗﻨﻴﻚ ‪ ،(1‬ﻣﺤﻄ ﹸﺔ‬
‫اﻟﻤﺠﺴ ﹸ‬
‫ﹼ‬ ‫ﱡ‬ ‫اﻟﻘﻤﺮ‬
‫ﹸ‬ ‫اﻟﻔﻀﺎﺋﻲ‪،‬‬
‫ﱡ‬
‫اﻟﺼﺎروخ‪ ،‬إ ﹾذ ﺗﻌﺘﻘﺪﹸ زﻳﻨ ﹸﺔ‬
‫ﹸ‬ ‫ﻳﻌﻤﻞ ﺑﻬﺎ‬ ‫اﻟﻜﻴﻔﻴﺔ اﻟﺘﻲ ﹸ‬ ‫ﹺ‬ ‫اﺧﺘﻠﻔﺖ زﻳﻨ ﹸﺔ وﻳﺎرا ﻓﻲ‬ ‫ﹾ‬ ‫اﻟﺘﻔﻜﻴﺮ اﻟﻨﺎﻗﺪﹸ ‪:‬‬ ‫‪.6‬‬
‫ﹸ‬
‫ﺣﻴﻦ ﺗﻌﺘﻘﺪﹸ زﻣﻴﻠﺘﹸﻬﺎ ﻳﺎرا أﻧﱠﻪ‬ ‫اﻟﻨﻔﺎﺛﺔ‪ .‬ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻄﺎﺋﺮة‬ ‫ﻋﻤﻞ اﻟﺼﺎروخﹺ ﹸﻳﺸﺒ ﹸﻪ ﻣﺒﺪ ﹶأ ﹺ‬
‫ﻋﻤﻞ‬ ‫أن ﻣﺒﺪ ﹶأ ﹺ‬ ‫ﱠ‬
‫دﻟﻴﻼ ﹸأؤ ﹼﻳﺪﹸ ﻓﻴﻪ‬
‫اﻟﺪرس؛ ﹸأﻗﺪﹼ ﹸم ﹰ‬ ‫ﺿﻮء ﻓﻬﻤﻲ‬ ‫ﹺ‬ ‫ﻗﺬﻳﻔﺔ ﻣ ﹶﻦ اﻟﻤﺪﻓﻊﹺ‪ .‬ﻓﻲ‬‫ﹴ‬ ‫ﹺ‬
‫اﻧﻄﻼق‬ ‫ﹸﻳﺸﺒ ﹸﻪ ﻋﻤﻠﻴ ﹶﺔ‬
‫ﹶ‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﺤﺎﻟﺘﻴﻦ‪.‬‬ ‫ﻣﺒﺮ ﹰرا إﺟﺎﺑﺘﻲ ﻓﻲ‬ ‫آﺧﺮ ﹸأؤ ﹼﻳﺪﹸ ﻓﻴﻪ ﻳﺎرا‪ ،‬ﹼ‬ ‫ودﻟﻴﻼ ﹶ‬ ‫ﹰ‬ ‫زﻳﻨ ﹶﺔ‪،‬‬

‫ﺎت‬
‫اﻟﺮﻳﺎﺿﻴ ِ‬
‫ّ‬ ‫ُ‬
‫ﺗﻄﺒﻴﻖ‬

‫اﻟﺒﻴﺎﻧﻲ‬ ‫اﻟﺮﺳﻢ‬ ‫ﹺ‬

‫اﻟﻔﻀﺎء‪ .‬أﺳﺘﺨﺪ ﹸم‬ ‫ﺧﻼل رﺣﻠﺘﹺﻪ ﻓﻲ‬
‫ﹶ‬ ‫ﹺ‬
‫اﻷرض‬ ‫ارﺗﻔﺎع اﻟﺼﺎروخﹺ ﻋ ﹾﻦ ﺳﻄﺢﹺ‬ ‫ﻳﺘﻐ ﹼﻴ ﹸﺮ‬
‫ﱠ‬ ‫ﹶ‬ ‫ﹸ‬
‫‪:‬‬ ‫ه‬ ‫ﺑﻌﺪﹶ‬ ‫ﹺ‬
‫اﻟﺴﺆاﻟﻴﻦ‬ ‫ﻋﻦ‬ ‫ﹺ‬
‫اﻹﺟﺎﺑﺔ ﹺ‬ ‫اﻵﺗﻲ ﻓﻲ‬
‫‪160‬‬
‫ﹸ‬ ‫ﹶ‬
‫ﹺ‬
‫إﻟﻴــﻪ‬ ‫ﹸ‬
‫ﻳﺼــﻞ‬ ‫اﻻرﺗﻔــﺎع اﻟﺬي‬ ‫‪ .1‬ﻣﺎ‬
‫ﹸ‬
‫‪140‬‬
‫‪120‬‬

‫اﻻرﺗﻔﺎع‬
‫ﹸ‬
‫‪100‬‬
‫‪80‬‬ ‫ﻣﻀﻲ )‪(2 s‬؟‬
‫ﱢ‬ ‫ﹸ‬
‫اﻟﺼﺎروخ ﺑﻌﺪﹶ‬
‫)‪(m‬‬
‫ﹸ‬
‫اﻟﺼــﺎروخ أ ﹾم‬ ‫أﻳﺮﺗﻔـﻊ‬ ‫أﺳﺘﻨﺘـﺞ‪:‬‬ ‫‪.2‬‬
‫‪60‬‬
‫‪40‬‬ ‫ﹸ‬ ‫ﹸ‬
‫أﺑﺮ ﹸر إﺟﺎﺑﺘﻲ‪.‬‬ ‫ﹴ‬ ‫ﹸ‬
‫أﺳﺮع؟ ﹼ‬ ‫ﺑﺼﻮرة‬ ‫ﻳﻬﺒﻂ‬
‫‪20‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬ ‫‪12‬‬ ‫‪14‬‬ ‫‪16‬‬
‫ﹶ‬
‫ﻦ )‪(s‬‬
‫اﻟﺰﻣ ﹸ‬

‫‪150‬‬
 ‫واﻟﺘﻮﺳ ُﻊ‬
‫ﱡ‬ ‫اﻹﺛﺮاء‬
‫ُ‬
‫اﻟﻄﻘﺲ‬
‫ِ‬ ‫اﻻﺻﻄﻨﺎﻋﻲ ﻓﻲ رﺻ ِﺪ ﺣﺎﻟﺔ‬
‫ﱢ‬ ‫اﻟﺬﻛﺎء‬
‫ِ‬ ‫ُ‬
‫ﺗﻄﺒﯿﻘﺎت‬
‫ﻧﻈﺮا إﻟﻰ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﻌﺎت اﻟﺠﻮ ﹼﻳ ﹺﺔ‬ ‫ازدادت د ﹼﻗ ﹸﺔ اﻟﺘﻮ ﹼﻗ ﹺ‬
‫ﺧﻼل اﻟﺴﻨﻮات اﻷﺧﻴﺮة؛ ﹰ‬ ‫اﻟﻬﻮاﺋﻴﺔ‬ ‫اﻟﻜﺘﻞ‬ ‫ﺣﺮﻛﺔ‬ ‫ورﺻﺪ‬ ‫ﹾ‬
‫ﻏﻴﺮ‬ ‫ﻌﺪ‪ ،‬وﻟﻜﻨﱠﻬﺎ ﻻ ﹸ‬ ‫ﻌﺪ‪ ،‬وﻣﻨﻬﺎ اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋﻴ ﹸﺔ واﻻﺳﺘﺸﻌﺎر ﻋﻦ ﺑ ﹴ‬ ‫اﻟﺮﺻﺪ ﻋﻦ ﺑ ﹴ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﺗﻄﻮ ﹺر‬
‫ﺗﺰال ﹶ‬ ‫ﹸ ﹾ ﹸ‬ ‫ﹸ‬ ‫ﹾ ﹸ‬ ‫وﺳﺎﺋﻞ‬ ‫ﹼ‬
‫ﹺ‬
‫ﻟﻠﺤﺼﻮل‬ ‫اﻻﺻﻄﻨﺎﻋﻲ‬ ‫ﹺ‬
‫اﻟﺬﻛﺎء‬ ‫ﹺ‬
‫ﺗﻄﺒﻴﻘﺎت‬ ‫اﻟﻮﺟﻪ اﻟﻜﺎﻓﻲ؛ ﻟﺬا ﹶ‬
‫ﻟﺠﺄ اﻟﻌﻠﻤﺎ ﹸء إﻟﻰ اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫دﻗﻴﻘﺔ ﻋﻠﻰ‬‫ﹴ‬
‫ﱢ‬
‫ﺧﻼل اﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ذﻟﻚ ﻣﻦ‬ ‫وﻳﺤﺪث ﹶ‬ ‫ﹸ‬ ‫ﺗﺼﻞ إﻟﻰ ‪ 99%‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺑﻨﺴﺒﺔ ﻗﺪ ﹸ‬ ‫ﹴ‬ ‫ﹴ‬
‫ودﻗﻴﻘﺔ‬ ‫ﹴ‬
‫ﺳﺮﻳﻌﺔ‬ ‫ﻧﺘﺎﺋﺞ‬
‫ﻋﻠﻰ ﹶ‬
‫اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋﻴ ﹸﺔ اﻟﺴﺎﺑﻘ ﹸﺔ‪،‬‬ ‫اﻟﺼﻮر اﻟﺘﻲ اﻟﺘﻘ ﹶﻄﺘﹾﻬﺎ‬ ‫ﹺ‬ ‫ﹺ‬
‫آﻻف‬ ‫ﹺ‬
‫ﺗﺤﻠﻴﻞ‬ ‫ﹺ‬
‫اﻟﺮﻳﺎﺿﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺤﺎﺳﻮب‬ ‫ﹺ‬
‫ﺑﺮاﻣﺞ‬
‫ﹸ‬
‫ﹺ‬
‫ﺑﺎﻟﺨﻄﺮ‪.‬‬ ‫ﺑﺎﻟﻌﻮاﺻﻒ اﻟﺮﻋﺪﻳ ﹺﺔ اﻟﺘﻲ ﹺ‬
‫ﺗﻨﺬ ﹸر‬ ‫ﹺ‬ ‫ﹺ‬
‫اﻟﻤﺼﺤﻮﺑﺔ‬ ‫ﻟﻠﺴ ﹺ‬
‫ﺤﺐ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹼ‬ ‫وﺗﺤﺪﻳﺪ اﻷﺷﻜﺎل اﻟﻤﺨﺘﻠﻔﺔ ﱡ‬

‫ـﺲ‪،‬‬ ‫ـﺬﻛﺎء اﻻﺻﻄﻨﺎﻋــﻲ ﻓــﻲ ﻣﺠـ ﹺ‬

‫ـﺎل اﻟﻄﻘـ ﹺ‬ ‫ـﺎت اﻟـ ﹺ‬ ‫ـﺔ‪ ،‬ﻋ ـﻦ ﺗﻄﺒﻴﻘـ ﹺ‬‫ـﺔ اﻟﻤﺘﺎﺣـ ﹺ‬
‫ﹺ‬ ‫ـﺚ ﻓــﻲ ﻣﺼـ ﹺ‬ ‫أﺑﺤـ ﹸ‬
‫ﱢ‬ ‫ﹾ‬ ‫ـﺎدر اﻟﻤﻌﺮﻓـ ﹸ‬
‫ـﺮاد‪ ،‬و ﹸأ ﹺﻋــﺪﱡ ﹰ‬
‫ﻋﺮﺿــﺎ‬ ‫ـﺎة اﻷﻓـ ﹺ‬
‫ـﺔ‪ ،‬وأﺛـ ﹺـﺮ ذﻟــﻚ ﻓــﻲ ﺣﻴـ ﹺ‬
‫ـﺆات اﻟﺠﻮﻳـ ﹺ‬
‫ﹼ‬
‫ـﺔ اﻟﺘﻨﺒـ ﹺ‬
‫ﹺ ﹺ‬ ‫ﹺ‬ ‫ﹺ ﹺ‬
‫وأﻫﻤ ﹼﻴــﺔ ﻫــﺬه اﻟﺘﻄﺒﻴﻘــﺎت ﻓــﻲ زﻳــﺎدة د ﹼﻗـ ﹼ‬
‫أﻋﺮﺿــﻪ ﻋﻠــﻰ زﻣﻼﺋــﻲ‪ /‬زﻣﻴﻼﺗــﻲ‪.‬‬
‫ﺗﻘﺪﻳﻤ ﹼﹰﻴــﺎ ﹸ‬

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 ‫ﻋﻠﻤﻲ‬
‫اﺳﺘﻘﺼﺎء ﱞ‬
‫ٌ‬

‫ض‬
‫ﻣﺪاراتُ اﻷﻗﻤﺎ ِر اﻟﺼﻨﺎﻋﯿ ِﺔ ﺣﻮ َل اﻷر ِ‬ ‫اﻷﻫﺪاف‪:‬‬
‫ﹸ‬
‫ﺳﺆا ُل اﻻﺳﺘﻘﺼﺎ ِء‬ ‫ﹺ‬
‫اﻷرﺿﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺠﺎذﺑﻴﺔ‬ ‫ﺳﺘﻜﺸﻒ ﺗﺄﺛﻴﺮ ﹺ‬
‫ﻗﻮة‬ ‫ﹸ‬ ‫▪ ﹶأ‬
‫ﹶ‬
‫ﹺ‬
‫اﻷرض‬ ‫اﻷﻗﻤــﺎر اﻟﺼﻨﺎﻋ ﹼﻴ ﹺﺔ ﹶ‬
‫ﺣﻮل‬ ‫ﹺ‬ ‫ﻣﻌﻈﻢ‬
‫ﹸ‬ ‫ﺗﺪور‬
‫ﹸ‬ ‫ﹺ‬
‫اﻷرض‪.‬‬ ‫ﹺ‬
‫اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋ ﹼﻴﺔ ﹶ‬
‫ﺣﻮل‬ ‫ﹺ‬
‫ﻣﺪارات‬
‫ﺗﻜــﻮن إﻫﻠﻴﻠﺠ ﹼﻴ ﹰﺔ أو داﺋﺮ ﹼﻳ ﹰﺔ ﻋﻠﻰ‬
‫ﹸ‬ ‫ﹴ‬
‫ﻣــﺪارات ﻗﺪ‬ ‫ﻓﻲ‬ ‫ﹸ‬
‫ﺗﺘﺤﺮك‬ ‫ﺻﻤ ﹸﻢ ﺗﺠﺮﺑ ﹰﺔ ﺗﻤ ﹼﻜﻨﹸﻨﹺﻲ ﻣ ﹾﻦ ﻓﻬ ﹺﻢ ﹶ‬
‫ﻛﻴﻒ‬ ‫▪ ﹸأ ﹼ‬
‫ارﺗﻔﺎ ﹺع )‪ (500 km‬ﺗﻘﺮﻳﺒﺎ‪ .‬ﻓﻤــﺎ اﻟﺬي ﻳﺒــﻘﻲ ﹺ‬
‫ﻫﺬه‬ ‫ﹸ‬ ‫ﹰ‬ ‫واﻟﻤﺤﻄﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ‬
‫ﹸ‬ ‫اﻷﻗﻤﺎر اﻟﺼﻨﺎﻋ ﹼﻴــــ ﹸﺔ‬
‫ﹸ‬
‫اﻷﻗﻤﺎر‬ ‫ﻣﺪارﻫﺎ؟ وﻟﻤــﺎذا ﻻ ﺗﻘــﻊ ﹺ‬
‫ﻫﺬه‬ ‫اﻷﻗﻤﺎر ﻓﻲ ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫ﹸ‬ ‫ﹸ‬ ‫ﹶ‬ ‫اﻷرض‪.‬‬ ‫ﺣﻮل‬
‫ﹺ‬
‫اﻟﻔﻀﺎء؟‬ ‫ﺗﻄﻴﺮ ﻓﻲ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹶ‬
‫اﻟﻌﻮاﻣـﻞ اﻟﻤﺆ ﹼﺛﺮ ﹶة ﻓﻲ‬
‫اﻷرض‪ ،‬أو ﹸ‬ ‫ﺳﻄﺢ‬ ‫ﻋﻠﻰ‬ ‫دوران‬ ‫ﺳــﺮﻋﺔ‬ ‫أﺳﺘﻨﺘﺞ‬
‫ﹸ‬ ‫▪‬
‫ﹺ‬
‫اﻷرض‪.‬‬ ‫اﻟﺼﻨﺎﻋﻲ ﹶ‬
‫ﺣﻮل‬ ‫ﱢ‬ ‫ﹺ‬
‫اﻟﻘﻤﺮ‬
‫أﺻﻮ ُغ ﻓﺮﺿﯿّﺘﻲ‬
‫ﹺ‬ ‫واﻷدوات‪:‬‬
‫ﹸ‬ ‫اﻟﻤﻮا ﱡد‬
‫ﻣﻊ زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‪ ،‬أﺻﻮ ﹸغ ﻓﺮﺿ ﹼﻴ ﹰﺔ‬ ‫ﺑﺎﻟﺘﻌﺎون ﹶ‬
‫ﹲ‬
‫ﺷــﺮﻳﻂ‬ ‫ﺧﻴــﻮط ﻣﺘﻴﻨ ﹲﺔ‪،‬‬
‫ﹲ‬ ‫ﺻﻴﻨﻴــ ﹲﺔ ﻓــﻠﺰ ﹼﻳ ﹲﺔ‪،‬‬
‫ﹺ‬
‫اﻷﻗﻤــﺎر‬ ‫ﹺ‬
‫دوران‬ ‫ﹺ‬
‫اﻷرﺿــﻴﺔ ﻓﻲ‬ ‫ﹺ‬
‫اﻟﺠــﺎذﺑﻴﺔ‬ ‫ﻋ ﹾﻦ ﹺ‬
‫أﺛﺮ‬
‫ﺑﻼﺳﺘﻴﻜﻲ‪ ،‬ﻣﺎ ﹲء‪ ،‬ﺻﺒﻐ ﹸﺔ ﻃﻌﺎ ﹴم‪،‬‬
‫ﱞ‬ ‫ﻛـﻮب‬
‫ﹲ‬ ‫ﻻﺻﻖ‪،‬‬
‫ﹲ‬
‫اﻟﺼﻨﺎﻋ ﹼﻴ ﹺﺔ‪.‬‬
‫ﻧﻈﺎرات واﻗﻴ ﹲﺔ‪.‬‬
‫ﹲ‬ ‫ﺧﻮذةﹲ‪،‬‬
‫أﺧﺘﺒ ُﺮ ﻓﺮﺿﯿّﺘﻲ‬ ‫ﹺ‬
‫اﻟﺴﻼﻣﺔ‪:‬‬ ‫إرﺷﺎدات‬
‫ﹸ‬
‫ﻣﻊ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .1‬ﹸأﺧ ﹼﻄ ﹸ‬ ‫ﹴ‬ ‫ﹴ‬ ‫أﻗــﻒ ﻋﻠـــﻰ ﺑ ﹺ‬
‫ﻻﺧﺘﺒــﺎر اﻟﻔﺮﺿ ﹼﻴﺔ اﻟــﺘﻲ ﺻﻐﺘﹸﻬﺎ ﹶ‬ ‫ــﻂ‬ ‫آﻣﻨـــﺔ ﻣ ﹾﻦ‬ ‫ﻣﺴــــﺎﻓﺔ‬ ‫ﻌــﺪ‬ ‫ﹸ‬ ‫ﹸ‬ ‫▪‬
‫ﹺ‬ ‫ﹺ‬
‫اﻟﻨﺘﺎﺋﺞ اﻟﺘﻲ أﺗﻮ ﹼﻗ ﹸﻊ‬
‫ﹶ‬ ‫زﻣـﻼﺋﻲ‪ /‬زﻣﻴـﻼﰐ‪ ،‬و ﹸأﺣﺪﹼ ﹸد‬ ‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﺗﻨﻔﻴﺬ‬ ‫زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ ﻋﻨﺪﹶ‬
‫واﻟﻨﻈﺎرات اﻟﻮاﻗﻴ ﹶﺔ ﻓﻲ ﹺ‬
‫ﹺ‬
‫ﺣﺪو ﹶﺛﻬﺎ‪.‬‬ ‫أﺛﻨﺎء‬ ‫▪ أرﺗﺪي اﻟﺨـﻮذ ﹶة‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﹺ‬
‫اﺧﺘﺒﺎر ﻓﺮﺿ ﹼﻴﺘﻲ‪ ،‬و ﹸأﺣﺪﹼ ﹸد اﳌﻮا ﱠد‬ ‫ﺧﻄﻮات‬ ‫‪ .2‬ﹶأ ﹸ‬
‫ﻛﺘﺐ‬ ‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﺗﻨﻔﻴﺬ‬

‫أﺣﺘﺎج إﻟﻴﻬﺎ ﰲ ﺗﺼﻤﻴ ﹺﻢ ﲡﺮﺑﺘﻲ‪.‬‬ ‫ﹸ‬ ‫اﻟﺘﻲ‬

‫ﹺ‬
‫اﳌﻌﻠﻮﻣﺎت اﻟﺘﻲ ﺣﺼ ﹾﻠ ﹸﺖ‬ ‫ﹸ‬
‫أﺳﺠــﻞ‬ ‫‪ .3‬أﻧ ﹼﻈ ﹸﻢ ﺑﻴﺎﻧﺎﰐ‪:‬‬
‫ﹴ‬
‫ﺟﺪول‪.‬‬ ‫ﻋﻠﻴﻬﺎ ﰲ‬
‫ﹺ‬
‫ﺧﻄﻮات‬ ‫أﺳﺘﻌﲔ ﺑﻤﻌ ﹼﻠﻤﻲ‪ /‬ﺑﻤﻌ ﹼﻠﻤﺘﻲ ﻟﻠﺘﺤ ﹼﻘ ﹺﻖ ﻣ ﹾﻦ‬
‫ﹸ‬ ‫‪.4‬‬
‫ﻋﻤﲇ‪.‬‬

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 ‫ﺧﻄﻮاتُ اﻟﻌﻤ ِﻞ‬
‫ﹴ‬
‫ﻻﺻﻖ ﰲ‬ ‫ﹴ‬
‫ﴍﻳﻂ‬ ‫اﻟﺼﻴﻨﻴﺔ اﻟﻔﻠﺰ ﹼﻳ ﹺﺔ ﺑﺈﺣﻜﺎ ﹴم ﺑﺎﺳﺘﺨﺪا ﹺم‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺤﺎﻓﺔ‬ ‫ﹶ‬
‫اﳋﻴﻮط‬ ‫‪ .1‬أﺛ ﹼﺒ ﹸﺖ‬
‫ﹸ‬
‫أﻣﺴﻚ‬ ‫ﺛﻢ‬ ‫ﹺ‬ ‫ﹴ‬ ‫اﻟﺸﻜﻞ )ﻳﻤﻜ ﹸﻦ ﹸ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹴ‬ ‫ﹺ‬
‫ﺛﻘﻮب ﰲ اﻟﺼﻴﻨﻴﺔ(‪ ،‬ﱠ‬ ‫ﻋﻤﻞ‬ ‫ﻣﺜﻠﺜﺔ‬ ‫ﻧﻘﺎط‬ ‫ﺛﻼث‬
‫وأدو ﹸر اﻟﺼﻴﻨﻴ ﹶﺔ إﱃ أن ﹶﻳ ﹸﻠ ﱠ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻧﺤﻮ )‪(15 cm‬‬ ‫ﹸ‬ ‫ﻒ‬ ‫اﻟﺼﻴﻨﻴ ﹶﺔ ﻣ ﹶﻦ اﳋﻴﻮط اﻟﺜﻼﺛﺔ‪ ،‬ﹼ‬
‫اﳋﻴﻮط ﻣ ﹰﻌﺎ‪.‬‬ ‫ﹺ‬ ‫إﱃ )‪ (20 cm‬ﻣ ﹶﻦ‬
‫ﹺ‬
‫اﻟﻼﺻﻖ‪.‬‬ ‫ﹺ‬
‫ﺑﺎﻟﴩﻳﻂ‬ ‫ﹺ‬
‫اﳋﻴﻮط‬ ‫واﻟﺴﻔﲇ ﻣ ﹶﻦ‬ ‫اﻟﻌﻠﻮي‬ ‫‪ .2‬ﹸأﺛ ﹼﺒ ﹸﺖ اﳉﺰ ﹶء‬
‫ﱠ‬ ‫ﱠ‬
‫ﹺ‬
‫ﺻﺒﻐﺔ اﻟﻄﻌﺎ ﹺم‪.‬‬ ‫ﹴ‬
‫ﻗﻄﺮات ﻣ ﹾﻦ‬ ‫ﻋﻠﻴﻪ )‪(3‬‬‫ﺿﻴﻒ ﹺ‬ ‫ﹸ‬ ‫ﻸ اﻟﻜﻮب اﻟﺒﻼﺳﺘﻴﻜﻲ ﹺ‬
‫ﺑﺎﳌﺎء‪ ،‬و ﹸأ‬ ‫‪ .3‬أﻣ ﹸ‬
‫ﱠ‬ ‫ﹶ‬
‫اﻟﺼﻴﻨﻴﺔ‪ ،‬وأوازﻧﹸﻪ ﺟﻴﺪﹰ ا‪.‬‬ ‫ﹺ‬ ‫ﹺ‬
‫وﺳﻂ‬ ‫اﻟﺒﻼﺳﺘﻴﻜﻲ ﰲ‬ ‫‪ .4‬أﺿﻊ ﻛﻮب ﹺ‬
‫اﳌﺎء‬
‫ﱠ‬ ‫ﹶ‬ ‫ﹸ‬
‫ﹴ‬ ‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﺑﺤﺬر‪.‬‬ ‫داﺋﺮي‬
‫ﱟ‬ ‫ﻣﺴﺎر‬ ‫اﻟﺼﻴﻨﻴﺔ ﰲ‬ ‫ﺑﺘﺤﺮﻳﻚ‬ ‫ﺟﺮ ﹸب‪ :‬أﺑﺪ ﹸأ‬ ‫‪ .5‬ﹸأ ﹼ‬
‫ﹺ‬ ‫‪ .6‬ﹸأ‬
‫دو ﹸن ﻣﻼﺣﻈﺎﰐ‪.‬‬ ‫ﺛﻢ ﹸأ ﹼ‬ ‫ﳛﺪث ﻟﻠﲈء‪ ،‬ﱠ‬ ‫ﹸ‬ ‫ﻻﺣﻆ‪ :‬ﻣﺎذا‬ ‫ﹸ‬

‫ﻖ‬‫واﻻﺳﺘﻨﺘﺎج واﻟﺘﻄﺒﯿ ُ‬ ‫ُ‬ ‫اﻟﺘﺤﻠﯿ ُﻞ‬

‫ﻓﻴﻪ اﻟﺼﻴﻨﻴ ﹸﺔ اﻟﻔﻠﺰ ﹼﻳ ﹸﺔ‪.‬‬ ‫ﺑﺎﳌﺴﺎر اﻟﺬي ﺗﺘﺤﺮ ﹸك ﹺ‬ ‫ﹺ‬ ‫وﺿ ﹸﺢ اﳌﻘﺼﻮ ﹶد‬ ‫‪ .1‬ﹸأ ﹼ‬
‫ﹼ‬
‫ﹴ‬ ‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬ ‫اﻧﺴﻜﺎب ﹺ‬ ‫ﹺ‬ ‫ﻓﴪ ﻋﺪ ﹶم‬ ‫ﹸ‬
‫داﺋﺮي‪.‬‬
‫ﱟ‬ ‫ﻣﺴﺎر‬ ‫اﻟﺼﻴﻨﻴﺔ ﰲ‬ ‫ﲢﺮﻳﻚ‬ ‫اﻟﻜﺄس ﻋﻨﺪﹶ‬ ‫اﳌﺎء ﻣ ﹶﻦ‬ ‫‪ .2‬أ ﹼ ﹸ‬
‫أﻗﴫ؟‬ ‫ﹴ‬
‫ﻣﺴﺎﻓﺔ‬ ‫اﳋﻴﻮط ﻋﲆ‬ ‫ﹸ‬ ‫اﻟﺼﻴﻨﻴﺔ إذا ﹸﻋ ﹼﻠ ﹺ‬
‫ﻘﺖ‬ ‫ﹺ‬ ‫ﹺ‬
‫ﻟﴪﻋﺔ‬ ‫ﹸ‬
‫ﺳﻴﺤﺪث‬ ‫‪ .3‬أﺗﻨ ﹼﺒﺄ‪ :‬ﻣﺎذا‬
‫ﹶ‬
‫ﹺ‬ ‫ﱪ ﺻﺤ ﹶﺔ ﺗﻮ ﱡﻗﻌﻲ ﺑﻘﻄ ﹺﻊ‬ ‫ﹺ‬ ‫ﹺ‬ ‫‪ .4‬أﺗﻮ ﹼﻗ ﹸﻊ‪ :‬ﻣﺎذا‬
‫اﳋﻴﻮط‬ ‫ﻟﻸﻗﲈر إذا اﺧﺘﻔﺖ اﳉﺎذﺑﻴ ﹸﺔ اﻷرﺿﻴ ﹸﺔ؟ أﺧﺘ ﹸ‬ ‫ﹸ‬
‫ﺳﻴﺤﺪث‬
‫ﹺ‬
‫اﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫ﹺ‬
‫إﺟﺮاء‬ ‫ﹺ‬
‫أﺛﻨﺎء‬ ‫ﹺ‬
‫ﺑﺎﻟﺼﻴﻨﻴﺔ ﰲ‬ ‫اﳌﺜ ﹼﺒ ﹺﺘﺔ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﻓﴪ‪ :‬ﻋﺪ ﹶم وﻗﻮ ﹺع‬ ‫ﹸ‬
‫اﻷرض‪.‬‬ ‫اﻟﺼﻨﺎﻋﻲ ﻋﲆ‬ ‫ﱢ‬ ‫اﻟﻘﻤﺮ‬ ‫‪ .5‬أ ﹼ ﹸ‬
‫ﹺ‬ ‫ﹺ‬
‫أﻓﴪ إﺟﺎﺑﺘﻲ‪.‬‬ ‫ﻣﻊ ﻓﺮﺿﻴﺘﻲ؟ ﹼ ﹸ‬ ‫ﺗﻌﺎرﺿﺖ ﹶ‬
‫ﹾ‬ ‫ﺗﻮاﻓﻘﺖ‪/‬‬
‫ﹾ‬ ‫اﻟﺘﺠﺮﺑﺔ‬ ‫ﺧﻄﻮات‬ ‫‪ .6‬أﺣ ﹼﻠ ﹸﻞ‪ :‬ﱡ‬
‫أي‬

‫اﻟﺘﻮاﺻ ُ‬
‫ﻞ‬ ‫ُ‬
‫ﹺ‬
‫وﻧﺘﺎﺋﺠﻬﻢ‪.‬‬ ‫أﻗﺎرن ﺗﻮ ﹼﻗﻌﺎﺗﻲ وﻧﺘﺎﺋﺠﻲ ﺑﺘﻮ ﹼﻗ ﹺ‬
‫ﻌﺎت زﻣﻼﺋﻲ‪ /‬زﻣﻴﻼﺗﻲ‬ ‫ﹸ‬

‫‪153‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﺠﻤﻞ اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫اﻟﻤﻨﺎﺳﺐ ﻟ ُﻜ ﱢﻞ ﺟﻤﻠ ٍﺔ ِﻣﻦَ‬
‫َ‬ ‫أﻛﺘﺐ اﻟﻤﻔﮭﻮ َم‬ ‫ُ‬ ‫‪.1‬‬
‫ُ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪ ،‬وﺗﻤﺘ ﱡﺪ‬ ‫ﻣﻦ ُ‬
‫ﺣﯿﺚ‬ ‫ﺑﺨﺼﺎﺋﺺ ﻣﺘﺠﺎﻧﺴ ٍﺔ ْ‬
‫َ‬ ‫ُ‬
‫ﺗﺘﻤﯿﺰ‬ ‫ٌ‬
‫ﺿﺨﻤﺔ ﻣﻦَ اﻟﮭﻮا ِء‬ ‫‪ .1‬ﻛﻤﯿّ ٌﺔ‬
‫ﻛﯿﻠﻮﻣﺘﺮات ﻋﺪةٍ‪.(...............) :‬‬
‫ٍ‬ ‫ُ‬
‫ﺗﺼﻞ إﻟﻰ‬ ‫ارﺗﻔﺎﻋﺎت ﻋﺎﻟﯿ ٍﺔ ﻗﺪ‬
‫ٍ‬ ‫رأﺳ ًﯿّﺎ إﻟﻰ‬
‫ﺗﻜﺒﯿﺮ‬
‫ِ‬ ‫ﺑﮭﺪف‬
‫ِ‬ ‫اﻷرض‪،‬‬
‫ِ‬ ‫اﻷﺟﺮام اﻟﺴﻤﺎوﯾ ِﺔ ﺑﺎﺗﺠﺎ ِه‬
‫ِ‬ ‫اﻟﺴﺎﻗﻂ ﻣﻦَ‬
‫ِ‬ ‫أﻛﺒﺮ ﻛﻤﯿّ ٍﺔ ﻣﻦَ اﻟﻀﻮ ِء‬ ‫ﺗﺠﻤﻊ َ‬ ‫ُ‬ ‫‪ .2‬أﺟﮭﺰ ٌة‬
‫ﺻﻮر ِﺗﮭﺎ‪.(...............) :‬‬
‫وﺟﺎﻓ ٌﺔ‪.(...............) :‬‬
‫ّ‬ ‫ﺗﻤﺘﺎز ﺑﺄﻧﱠﮭﺎ ﺑﺎرد ٌة‬
‫ُ‬ ‫ٌ‬
‫ھﻮاﺋﯿﺔ‬ ‫ٌ‬
‫ﻛﺘﻠﺔ‬ ‫‪.3‬‬
‫اﻷرض‪:‬‬ ‫َ‬
‫ﺣﻮل‬ ‫ﻣﺪارات ﺧﺎﺻ ٍﺔ‬‫ٍ‬ ‫ﻟﺘﺴﺘﻘﺮ ﻓﻲ‬
‫ﱠ‬ ‫ﻏﯿﺮ ﻣﺄھﻮﻟ ٍﺔ ﺗُﻄﻠَ ُﻖ إﻟﻰ اﻟﻔﻀﺎ ِء‬ ‫ﻓﻀﺎﺋﯿﺔ ُ‬ ‫ٌ‬ ‫ٌ‬
‫ﻣﺮﻛﺒﺎت‬ ‫‪.4‬‬
‫ِ‬
‫)‪.(...............‬‬
‫ً‬
‫طﻮﯾﻠﺔ‬ ‫ﯾﻤﻜﺚ ﻓﯿﮭﺎ ر ّوا ُد اﻟﻔﻀﺎ ِء ﻣﺪ ًة‬ ‫ُ‬ ‫اﻷرض‪،‬‬ ‫َ‬
‫ﺣﻮل‬ ‫ﺛﺎﺑﺖ‬
‫ﻣﺪار ٍ‬‫ٍ‬ ‫ﺗﺪور ﻓﻲ‬
‫ُ‬ ‫ٌ‬
‫ﻓﻀﺎﺋﯿﺔ ﻛﺒﯿﺮ ٌة‬ ‫ٌ‬
‫ﻣﺮﻛﺒﺔ‬ ‫‪.5‬‬
‫ِ‬
‫اﻟﺰﻣﻦ‪.(...............) :‬‬ ‫ِ‬ ‫ﻣﻦَ‬
‫‪ .2‬أﺧﺘﺎ ُر رﻣ َﺰ اﻹﺟﺎﺑ ِﺔ اﻟﺼﺤﯿﺤ ِﺔ ﻓﻲ ﻣﺎ ﯾﺄﺗﻲ‪:‬‬
‫ھﻲ‪:‬‬ ‫ﺻ ّﻤ ْ‬ ‫ُ‬ ‫ُ‬
‫اﻷرض َ‬ ‫ِ‬ ‫ﻤﺖ ﻟﺘﻌﻮ َد إﻟﻰ‬ ‫اﻟﻔﻀﺎﺋﯿﺔ اﻟﺘﻲ ُ‬ ‫اﻟﻤﺮﻛﺒﺎت‬ ‫‪.1‬‬
‫اﻟﻤﺠﺴ ُ‬
‫ﺎت‪.‬‬ ‫ّ‬ ‫ب(‬ ‫ُ‬
‫اﻟﻔﻀﺎﺋﯿﺔ ‪.‬‬ ‫ُ‬
‫اﻟﻤﺤﻄﺎت‬ ‫أ(‬
‫ُ‬
‫اﻟﺼﺎروخ‪.‬‬ ‫د(‬ ‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫ﻮك‬‫اﻟﻤﻜ ُ‬
‫ﺟـ( ّ‬
‫ار ھﻮ أﺣ ُﺪ اﻷﺟﺰا ِء اﻟﻤﻜ ﱢﻮﻧ ِﺔ ﻟـِ‪:‬‬ ‫‪ .2‬اﻟﺪ ّو ُ‬
‫اﻟﺼﺎروخ‪.‬‬
‫ِ‬ ‫ب(‬ ‫أ( اﻟﻤﺤﻄ ِﺔ اﻟﻔﻀﺎﺋﯿ ِﺔ‪.‬‬
‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﻮك‬‫اﻟﻤﻜ ِ‬ ‫د( ّ‬ ‫اﻟﻤﺠﺲ‪.‬‬
‫ﱢ‬ ‫ﺟـ(‬
‫ذات ﻣﺴﺎﺣﺔٍ‪:‬‬ ‫أن ﺗﻜﻮنَ َ‬ ‫اﻟﻤﺼﺪر ْ‬ ‫ﺸﺘﺮط ﻓﻲ ﻣﻨﻄﻘ ِﺔ‬ ‫ُ‬ ‫‪ .3‬ﯾُ‬
‫ِ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪.‬‬ ‫ُ‬ ‫ُ‬
‫ﺣﯿﺚ‬ ‫ﺧﺼﺎﺋﺼﮭﺎ ْ‬
‫ﻣﻦ‬ ‫ِ‬ ‫أ( ﻛﺒﯿﺮ ٍة وﻣﺨﺘﻠﻔ ٍﺔ ﻓﻲ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪.‬‬ ‫ُ‬ ‫ﺣﯿﺚ‬ ‫ُ‬ ‫ﺧﺼﺎﺋﺼﮭﺎ ْ‬
‫ﻣﻦ‬ ‫ِ‬ ‫ب( ﻛﺒﯿﺮ ٍة وﻣﺘﺸﺎﺑﮭ ٍﺔ ﻓﻲ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪.‬‬ ‫ُ‬ ‫ُ‬
‫ﺣﯿﺚ‬ ‫ﺧﺼﺎﺋﺼﮭﺎ ْ‬
‫ﻣﻦ‬ ‫ِ‬ ‫ﺟـ( ﺻﻐﯿﺮ ٍة وﻣﺨﺘﻠﻔ ٍﺔ ﻓﻲ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪.‬‬ ‫ُ‬ ‫ُ‬
‫ﺣﯿﺚ‬ ‫ﺧﺼﺎﺋﺼﮭﺎ ْ‬
‫ﻣﻦ‬ ‫ِ‬ ‫د( ﺻﻐﯿﺮ ٍة وﻣﺘﺸﺎﺑﮭ ٍﺔ ﻓﻲ‬
‫اﻟﻤﻨﺎطﻖ اﻟﻤﺪارﯾ ِﺔ اﻟﺒﺤﺮﯾ ِﺔ ﺑﺄﻧﱠﮭﺎ‪:‬‬ ‫اﻟﮭﻮاﺋﯿﺔ اﻟﺘﻲ ﺗﺘﻜ ّﻮ ُن َ‬
‫ﻓﻮق‬ ‫ُ‬ ‫ُ‬
‫اﻟﻜﺘﻞ‬ ‫ﺼﻒ‬‫‪ .4‬ﺗﺘّ ُ‬
‫ِ‬
‫وﺟﺎﻓ ٌﺔ‪.‬‬
‫ّ‬ ‫ب( ﺑﺎرد ٌة‬ ‫وﺟﺎﻓ ٌﺔ‪.‬‬
‫ّ‬ ‫ٌ‬
‫داﻓﺌﺔ‬ ‫أ(‬
‫ٌ‬
‫ورطﺒﺔ‪.‬‬ ‫د( ﺑﺎرد ٌة‬ ‫ٌ‬
‫ورطﺒﺔ‪.‬‬ ‫ٌ‬
‫داﻓﺌﺔ‬ ‫ﺟـ(‬

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‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫ﻣﺨﺘﺒﺮ اﻟﻔﻀﺎ ِء )‪ (ISS‬ﯾُﻌ ﱡﺪ ً‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ‪:‬‬ ‫ُ‬ ‫‪.5‬‬
‫ب( ﻣﺤﻄ ٍﺔ ﻓﻀﺎﺋﯿﺔٍ‪.‬‬ ‫ﻓﻀﺎﺋﻲ‪.‬‬
‫ﱟ‬ ‫أ( ّ‬
‫ﻣﻜﻮكٍ‬
‫ﻣﺠﺲ‪.‬‬
‫ﱟ‬ ‫د(‬ ‫ﻏﯿﺮ ﻣﺄھﻮﻟﺔٍ‪.‬‬
‫ﺟـ( ﻣﺮﻛﺒ ٍﺔ ﻓﻀﺎﺋﯿ ٍﺔ ِ‬
‫َ‬
‫ﻣﻨﺎطﻖ ﻣﺪارﯾ ٍﺔ ﺑﺤﺮﯾﺔٍ‪ ،‬ﱠ‬
‫ﻓﺈن‪:‬‬ ‫ٌ‬
‫ﻗﺎرﯾﺔ ﻧﺤ َﻮ‬ ‫ٌ‬
‫ﻗﻄﺒﯿﺔ‬ ‫ٌ‬
‫ھﻮاﺋﯿﺔ‬ ‫ﻛﺖ ٌ‬
‫ﻛﺘﻠﺔ‬ ‫ﺗﺤﺮ ْ‬
‫‪ .6‬إذا ّ‬
‫ب( ﺣﺮار َﺗﮭﺎ ورطﻮﺑ َﺘﮭﺎ ّ‬
‫ﺗﻘﻼ ِن‪.‬‬ ‫ﺗﺰدادان‪.‬‬
‫ِ‬ ‫أ( ﺣﺮار َﺗﮭﺎ ورطﻮﺑ َﺘﮭﺎ‬
‫د( ﺣﺮار َﺗﮭﺎ ﱡ‬
‫ﺗﻘﻞ ورطﻮﺑ َﺘﮭﺎ ﺗﺰدا ُد‪.‬‬ ‫ﺟـ( ﺣﺮار َﺗﮭﺎ ﺗﺰدا ُد ورطﻮﺑ َﺘﮭﺎ ﱡ‬
‫ﺗﻘﻞ‪.‬‬

‫اﻟﻤﮭﺎرات اﻟﻌﻠﻤ ّﯿ ُﺔ‬

‫ُ‬ ‫‪.3‬‬
‫اﻟﺠﺪول اﻵﺗﻲ‪:‬‬
‫ِ‬ ‫ﺣﺴﺐ‬
‫َ‬ ‫وﻏﯿﺮ اﻟﻤﺄھﻮﻟ ِﺔ‬ ‫ِ‬ ‫اﻟﻤﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﯿ ِﺔ اﻟﻤﺄھﻮﻟ ِﺔ‬
‫ِ‬ ‫‪ .1‬أُﻗﺎرنُ ﺑﯿﻦَ‬
‫ﹺ‬ ‫ﹺ‬ ‫ﹺ‬
‫اﳌﺄﻫﻮﻟﺔ‬ ‫اﳌﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ ﹸ‬
‫ﻏﲑ‬ ‫ﹸ‬ ‫اﳌﺮﻛﺒﺎت اﻟﻔﻀﺎﺋﻴ ﹸﺔ اﳌﺄﻫﻮﻟ ﹸﺔ‬
‫ﹸ‬ ‫اﳌﺮﻛﺒﺔ‬ ‫ﻧﻮع‬
‫وﺟ ﹸﻪ اﳌﻘﺎرﻧﺔ‪ /‬ﹸ‬
‫أﻧﻮا ﹸﻋﻬﺎ‬
‫أﺻﻐﺮ(‬
‫ﹸ‬ ‫ﱪ أو‬
‫اﳊﺠﻢ )أﻛ ﹸ‬
‫ﹸ‬
‫ﹲ‬
‫ﻣﺜﺎل‬

‫ﺗﺄﺛﯿﺮ اﻟﻜﺘﻠ ِﺔ اﻟﮭﻮاﺋﯿ ِﺔ اﻟﻤﺪارﯾ ِﺔ اﻟﻘﺎرﯾ ِﺔ ﻓﻲ ﺣﺎﻟ ِﺔ اﻟﺠ ﱢﻮ ﻓﻲ ﻣﻨﻄﻘ ٍﺔ ﻣﺎ ﻋﻨﺪَﻣﺎ‬

‫َ‬ ‫ُ‬
‫أﺻﻒ‬ ‫‪.2‬‬
‫ﺗﺴﺘﻘﺮ ﻓﻮ َﻗﮭﺎ‪.‬‬
‫ﱡ‬
‫اﻟﻜﺘﻞ‬
‫ِ‬ ‫ّ‬
‫ﻟﺘﺸﻜ ِﻞ‬ ‫ُ‬
‫اﻟﺼﻨﺎﻋﯿﺔ ﻣﻜﺎ ًﻧﺎ ﻣﻨﺎﺳ ًﺒﺎ‬ ‫ُ‬
‫اﻟﻤﺪن‬ ‫‪ .3‬أﺑﯿّ ُﻦ رأﯾﻲ ﻓﻲ اﻟﻌﺒﺎر ِة اﻵﺗﯿ ِﺔ‪” :‬ﺗُﻌ ﱡﺪ‬
‫اﻟﮭﻮاﺋﯿ ِﺔ“‪.‬‬
‫ﻣﺮﺗﻔﻊ“‪.‬‬
‫ٍ‬ ‫ﺿﻐﻂ ﺟﻮيﱟ‬
‫ٍ‬ ‫اﻟﻤﺼﺪر ﻣﻨﻄﻘﺔُ‬
‫ِ‬ ‫‪ .4‬أُﻗ ّﺪ ُم أدﻟّﺔً ﺗﺪﻋ ُﻢ اﻟﻌﺒﺎرةَ اﻵﺗﯿﺔَ‪” :‬إن ﻣﻨﻄﻘﺔَ‬
‫ُ‬
‫درﺟﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‬ ‫ﺧﺼﺎﺋﺺ اﻟﻜﺘﻠ ِﺔ اﻟﮭﻮاﺋﯿ ِﺔ ﻣﻦ ُ‬
‫ﺣﯿﺚ‬ ‫ُ‬ ‫ﺗﺘﻐﯿﺮ‬
‫ُ‬ ‫أﺳﺘﻨﺘﺞ َ‬
‫ﻛﯿﻒ‬ ‫ُ‬ ‫‪.5‬‬
‫ﻣﺮورھﺎ َ‬
‫ﻓﻮق ﻣﻨﻄﻘ ٍﺔ زراﻋﯿّﺔٍ‪.‬‬ ‫ِ‬ ‫ﻋﻨ َﺪ‬
‫واﻟﻤﺤﻄﺎت اﻟﻔﻀﺎﺋﯿ ِﺔ‪.‬‬
‫ِ‬ ‫اﻟﺼﻨﺎﻋﻲ‬
‫ﱢ‬ ‫اﻟﻘﻤﺮ‬
‫ِ‬ ‫أﻓﺮ ُق ﺑﯿﻦَ‬
‫ّ‬ ‫‪.6‬‬
‫اﻟﺼﯿﻒ‪ ،‬وﺗﺆ ّدي‬
‫ِ‬ ‫ﻓﺼﻞ‬
‫ِ‬ ‫ﺗﮭﺐ ﻋﻠﻰ ﻣﻨﻄﻘ ٍﺔ ﻣﺎ ﻓﻲ‬ ‫ّ‬
‫أﺗﻮﻗ ُﻊ اﺳ َﻢ اﻟﻜﺘﻠ ِﺔ اﻟﮭﻮاﺋﯿ ِﺔ اﻟﺘﻲ ﱡ‬ ‫‪.7‬‬
‫ﻣﺘﻮﺳﻂ درﺟ ِﺔ ﺣﺮار ِة اﻟﮭﻮا ِء ﻓﯿﮭﺎ‪.‬‬
‫ِ‬ ‫اﻋﺘﺪال ﻓﻲ‬
‫ٍ‬ ‫إﻟﻰ‬

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‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﻤﻔﺎھﯿﻢ اﻵﺗﯿ ِﺔ‪:‬‬ ‫ُ‬
‫أﻛﻤﻞ ﺧﺮﯾﻄ َﺔ‬ ‫‪.8‬‬
‫ِ‬

‫ُ‬
‫ِاﻻﺳﺘﻜﺸﺎﻓﯿﺔ‬ ‫ُ‬
‫رﺣﻼت اﻟﻔﻀﺎء‬

‫ٌ‬
‫ﻓﻀﺎﺋﯿﺔ‬ ‫ٌ‬
‫ﻣﺮﻛﺒﺎت‬ ‫إطﻼق‬ ‫ُ‬
‫وﺳﯿﻠﺔ‬
‫ٍ‬

‫ٌ‬
‫ﻣﺄھﻮﻟﺔ‬ ‫ٌ‬
‫ﻣﺮﻛﺒﺎت‬

‫ﻧﺎت‬ ‫ُ‬
‫دراﺳﺔ ﻣﻜ ّﻮ ِ‬ ‫َ‬
‫ﺣﻮل‬ ‫ﺗﺪو ُر‬
‫اﻟﺴﻤﺎء ﺟﻤﯿ ِﻌﮭﺎ‬
‫ِ‬ ‫اﻷرض‬
‫ِ‬

‫اﺳﺘﻘﺮارھﺎ َ‬
‫ﻓﻮق ﻣﻨﻄﻘ ٍﺔ ﻣﺎ‪.‬‬ ‫َ‬
‫اﻟﻌﻼﻗﺔ ﺑﯿﻦَ رطﻮﺑ ِﺔ اﻟﻜﺘﻠ ِﺔ اﻟﮭﻮاﺋﯿ ِﺔ وﻣﺪ ِة‬ ‫ُ‬
‫ﺗﺼﻒ‬ ‫ً‬
‫ﻓﺮﺿﯿﺔ‬ ‫ُ‬
‫أﺻﻮغ‬ ‫‪.9‬‬
‫ِ‬
‫ﺑﺎﻟﻤﻘﺎرﯾﺐ اﻷرﺿﯿ ِﺔ‪.‬‬
‫ِ‬ ‫ً‬
‫ﻣﻘﺎرﻧﺔ‬ ‫ﻟﻤﻘﺮاب ھﺎﺑﻞ ﻓﻲ رﺻ ِﺪ اﻟﺴﻤﺎ ِء‪،‬‬
‫ِ‬ ‫‪ .10‬أُﻓ ّ‬
‫ﺴ ُﺮ اﻷھﻤﯿﺔَ اﻟﻜﺒﯿﺮةَ‬
‫ُ‬
‫رﺣﻼت اﻟﻔﻀﺎ ِء“‪.‬‬ ‫ﻒ‬ ‫ّ‬
‫ﺳﺘﺘﻮﻗ ُ‬ ‫”ﻣﻦ دو ِﻧﮭﺎ‬ ‫ً‬
‫ﺳﺆاﻻ إﺟﺎﺑﺘُﮫ‪ْ :‬‬ ‫أطﺮح‬
‫ُ‬ ‫‪.11‬‬
‫دﻋﻢ اﻟﺤﯿﺎ ِة‪.‬‬ ‫ُ‬ ‫ُ‬ ‫‪ّ .12‬‬
‫أﺗﻮﻗ ُﻊ‬
‫ﺧﺼﺎﺋﺺ اﻟﻤﺤﻄ ِﺔ اﻟﻔﻀﺎﺋﯿّ ِﺔ ﻣﻦ ﺣﯿﺚ ﻗﺪرﺗﮭﺎ ﻋﻠﻰ ِ‬
‫َ‬
‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱢ‬ ‫ﻮك‬ ‫ﻋﻤﻞ ّ‬
‫اﻟﻤﻜ ِ‬ ‫ِ‬ ‫أﺷﺮح ﻣﺒﺪأَ‬
‫ُ‬ ‫‪.13‬‬
‫اﻟﻌﺒﺎرات اﻵﺗﯿ ِﺔ‪:‬‬
‫ِ‬ ‫‪ .14‬أﺻ ّﻮ ُب ﻣﺎ ﺗﺤ َﺘ ُﮫ ﱞ‬
‫ﺧﻂ ﻓﻲ‬
‫ُ‬
‫ﺧﺰان اﻟﻮﻗﻮ ِد‪.‬‬ ‫اﻟﻔﻀﺎﺋﻲ ﻣﻦ ‪ 4‬أﺟﺰا ٍء ﻣﻨﮭﺎ‬
‫ﱡ‬ ‫اﻟﻤﻜ ُ‬
‫ﻮك‬ ‫أ( ﯾﺘﻜ ّﻮ ُن ّ‬

‫اﻟﺰﻣﻦ‪.‬‬ ‫ً‬
‫طﻮﯾﻠﺔ ﻣﻦَ‬ ‫اﻟﻔﻀﺎﺋﻲ ﻣﺪ ًة‬
‫ﱢ‬ ‫ﻮك‬ ‫ﯾﻤﻜﺚ ر ّوا ُد اﻟﻔﻀﺎ ِء ﻓﻲ ّ‬
‫اﻟﻤﻜ ِ‬ ‫ُ‬ ‫ب(‬
‫ِ‬

‫‪156‬‬
 ‫ُ‬
‫ﻣﺮاﺟﻌـﺔ اﻟﻮﺣـﺪ ِة‬
‫اﻟﻜﻮاﻛﺐ‬
‫ِ‬ ‫ﻄﻠﻖ إﻟﻰ‬ ‫ٌ‬
‫اﺳﺘﻄﻼﻋﯿﺔ ﺻﻐﯿﺮ ُة اﻟﺤﺠﻢ‪ ،‬ﺗُ ُ‬ ‫ٌ‬
‫ﻣﺮﻛﺒﺎت‬ ‫ُ‬
‫اﻟﻔﻀﺎﺋﯿﺔ‬ ‫ُ‬
‫اﻟﻤﺤﻄﺎت‬ ‫ﺟـ(‬
‫ِ‬
‫اﻟﺸﻤﺴﻲ‪.‬‬
‫ﱢ‬ ‫اﻟﻨﻈﺎم‬
‫ِ‬ ‫ﻧﺎت اﻷﺧﺮى ﻓﻲ‬ ‫واﻟﺸﻤﺲ واﻟﻤﻜ ّﻮ ِ‬
‫ِ‬ ‫واﻟﻘﻤﺮ‬
‫ِ‬
‫درﺟﺎت اﻟﺤﺮار ِة‬ ‫ﻗﯿﻢ‬ ‫ُ‬
‫اﻟﮭﻮاﺋﯿﺔ ْ‬ ‫ُ‬ ‫ُ‬
‫ِ‬ ‫اﺧﺘﻼف ِ‬
‫ِ‬ ‫ﺑﺴﺒﺐ‬
‫ِ‬ ‫ﻣﻦ ﻣﻨﻄﻘ ٍﺔ إﻟﻰ أﺧﺮى‬ ‫اﻟﻜﺘﻞ‬ ‫ﺗﻨﺘﻘﻞ‬ ‫د(‬
‫اﻟﻤﻨﻄﻘﺘﯿﻦ‪.‬‬
‫ِ‬ ‫ﺑﯿﻦَ‬
‫اﻵﺗﯿﯿﻦ‪:‬‬
‫ِ‬ ‫اﻟﺴﺆاﻟﯿﻦ‬
‫ِ‬ ‫ﻋﻦ‬
‫اﻵﺗﻲ ﻟﻺﺟﺎﺑ ِﺔ ِ‬‫َ‬ ‫اﻟﺒﯿﺎﻧﻲ‬
‫ﱠ‬ ‫‪ .15‬أُﺣﻠّ ُﻞ اﻟﺮﺳ َﻢ‬

‫‪50‬‬
‫‪45‬‬
‫‪40‬‬
‫اﻻرﺗﻔﺎعُ )‪(1000 km‬‬

‫‪35‬‬
‫‪30‬‬
‫‪25‬‬
‫‪20‬‬
‫‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪5‬‬ ‫‪10‬‬ ‫‪15‬‬ ‫‪20‬‬ ‫‪25‬‬ ‫‪30‬‬ ‫‪35‬‬
‫ﻹﻛﻤﺎل دور ٍة واﺣﺪ ٍة )‪(h‬‬
‫ِ‬ ‫ُ‬
‫اﻟﺰﻣﻦ اﻟﻼز ُم‬
‫‪P157‬‬
‫ﺣـــﻮل اﻷرض ﻣﺮ ًة واﺣﺪ ًة ﱠ‬
‫ﻛﻞ )‪ ،(24 h‬ﻓﻤﺎ اﻻرﺗﻔﺎعُ‬ ‫َ‬ ‫اﻟﺼﻨـﺎﻋﻲ‬
‫ﱡ‬ ‫أ( ﯾﺪورُ اﻟﻘﻤﺮُ‬
‫ِ‬
‫اﻟﺼﻨﺎﻋﻲ؟‬
‫ﱡ‬ ‫اﻟﻘﻤﺮ‬
‫ُ‬ ‫ﯾﺪور ﻋﻨ َﺪ ُه‬
‫ُ‬ ‫اﻟﺬي‬
‫ﻹﻛﻤﺎل دور ٍة‬
‫ِ‬ ‫اﻟﻼزم‬ ‫واﻟﺰﻣﻦ‬ ‫اﻟﺼﻨﺎﻋﻲ‪،‬‬
‫ﱢ‬ ‫اﻟﻘﻤﺮ‬ ‫ارﺗﻔﺎع‬ ‫ﺑﯿﻦ‬ ‫َ‬
‫اﻟﻌﻼﻗﺔ َ‬ ‫ُ‬
‫أﻛﺘﺸﻒ‬ ‫ب(‬
‫ِ‬ ‫ِ‬ ‫ِ‬ ‫ِ‬
‫واﺣﺪةٍ‪.‬‬

‫‪157‬‬
 ‫ت‬
‫اﻟﻤﻔﺎھﯿﻢ واﻟﻤﺼﻄﻠﺤﺎ ِ‬
‫ِ‬ ‫ﻣﺴﺮ ُد‬

‫أ‬
‫اﻟﻨﺎﻗﻠﯿﻦ‪،‬‬
‫ِ‬ ‫اﻟﻮﻋﺎءﯾﻦ‬
‫ِ‬ ‫اﻟﺠﮭﺎز اﻟﺘﻨﺎﺳﻠ ﱢﻲ اﻟﺬﻛﺮيﱢ‪ ،‬وھﻮ ﻗﻨﺎةٌ ﻧﺎﺗﺠﺔٌ َ‬
‫ﻣﻦ اﻟﺘﻘﺎ ِء‬ ‫ِ‬ ‫• اﻹﺣﻠﯿ ُﻞ ‪ :Urethra‬أﺣ ُﺪ أﺟﺰا ِء‬
‫اﻟﺬﻛﻮر‪.‬‬
‫ِ‬ ‫واﺗّﺼﺎﻟِﮭﻤﺎ ﺑﺎﻟﻘﻨﺎ ِة اﻟﺒﻮﻟﯿ ِﺔ اﻟﻤﻤﺘﺪ ِة َ‬
‫ﻣﻦ اﻟﻤﺜﺎﻧ ِﺔ ﻟﺪى‬

‫ت‬
‫اﻷرض ﻟﻐﺎﯾﺎ ٍ‬
‫ِ‬ ‫ت ﺧﺎﺻ ٍﺔ ﺣﻮ َل‬ ‫• اﻷﻗﻤﺎ ُر اﻟﺼﻨﺎﻋﯿﺔُ ‪ : Artificial Satellites‬أﺟﮭﺰةٌ ﺗﺪو ُر ﻓﻲ ﻣﺪارا ٍ‬
‫اﻟﺨﺮاﺋﻂ‪،‬‬
‫ِ‬ ‫ورﺳﻢ‬
‫ِ‬ ‫اﻟﻄﻘﺲ‪،‬‬
‫ِ‬ ‫وﻧﻘﻞ ﱢ‬
‫اﻟﺒﺚ اﻟﺘﻠﻔﺰﯾﻮﻧ ﱢﻲ واﻹذاﻋ ﱢﻲ‪ ،‬ورﺻ ِﺪ ﺣﺎﻟ ِﺔ‬ ‫ِ‬ ‫ﻣﺤ ّﺪد ٍة‪ ،‬ﻣﺜ ُﻞ‪ :‬اﻻﺗﺼﺎﻻ ِ‬
‫ت‬
‫واﻛﺘﺸﺎف اﻟﻤﻮار ِد اﻟﻄﺒﯿﻌﯿ ِﺔ‪.‬‬
‫ِ‬

‫أﺟﺮام ﺳﻤﺎوﯾ ٍﺔ‬

‫ٍ‬ ‫• اﺳﺘﻜﺸﺎفُ اﻟﻔﻀﺎ ِء ‪ :Space Exploration‬ﻣﻌﺮﻓﺔُ ﻣﺎھﯿّ ِﺔ ﻣﻜ ّﻮﻧﺎ ِ‬
‫ت اﻟﻔﻀﺎ ِء ﻣﻦ‬
‫وﻣﻮاﻗ ِﻌﮭﺎ‪ ،‬وﺑُﻌ ِﺪھﺎ‪ ،‬وﺗﺮاﻛﯿﺒِﮭﺎ‪.‬‬

‫ت‪ ،‬وﯾﺤﻤ ُﻞ ﺷﺤﻨﺔً‬

‫ﻣﻦ اﻟﺬرا ِ‬
‫ﻧﻮﻋﯿﻦ أو أﻛﺜ َﺮ َ‬
‫ِ‬ ‫أﯾﻮن ﻣﻜ ّﻮ ٌن ْ‬
‫ﻣﻦ‬ ‫ٌ‬ ‫ت ‪:Polyatomic Ion‬‬
‫• أﯾﻮنٌ ﻣﺘﻌ ّﺪ ُد اﻟﺬرا ِ‬
‫ﺳﺎﻟﺒﺔً أو ﻣﻮﺟﺒﺔً‪.‬‬

‫• اﻻﻧﺼﮭﺎ ُر ‪ :Melting‬ﺗﺤ ّﻮ ُل اﻟﻤﺎد ِة َ‬

‫ﻣﻦ اﻟﺤﺎﻟ ِﺔ اﻟﺼﱡ ﻠﺒ ِﺔ إﻟﻰ اﻟﺤﺎﻟ ِﺔ اﻟﺴﺎﺋﻠ ِﺔ‪.‬‬

‫ب‬
‫اﻟﺠﺎﻣﯿﺘﺎت اﻷﻧﺜﻮﯾﺔُ اﻟﺘﻲ ﯾﻨﺘﺠُﮭﺎ اﻟﻤﺒﯿﺾُ ‪.‬‬
‫ُ‬ ‫• اﻟﺒﻮﯾﻀﺎتُ ‪:Eggs‬‬

‫ت‬
‫اﻟﺴﻄﺢ‬
‫ِ‬ ‫اﻟﺠﺰﯾﺌﺎت اﻟﻘﺮﯾﺒﺔُ َ‬
‫ﻣﻦ‬ ‫ُ‬ ‫اﻟﺴﺎﺋﻞ ﻋﻨ َﺪﻣﺎ ﺗﻜﺘﺴﺐُ‬
‫ِ‬ ‫ﺳﻄﺢ‬
‫ِ‬ ‫ُ‬
‫ﺗﺤﺪث ﻋﻠﻰ‬ ‫اﻟﺘﺒﺨ ُﺮ ‪ :Evaporation‬ﻋﻤﻠﯿﺔٌ‬
‫ّ‬ ‫•‬
‫ﺳﻄﺢ‬
‫ِ‬ ‫ﺧﺎرج‬
‫ِ‬ ‫اﻟﺘﺮاﺑﻂ ﻓﻲ ﻣﺎ ﺑﯿﻨَﮭﺎ‪ ،‬ﻓﺘﺘﺤ ّﺮ ُر وﺗﻨﻄﻠ ُ‬
‫ﻖ إﻟﻰ‬ ‫ِ‬ ‫ﻣﻦ اﻟﺘﻐﻠّ ِ‬
‫ﺐ ﻋﻠﻰ ﻗﻮى‬ ‫طﺎﻗﺔً ﺣﺮﻛﯿﺔً ﺗﻤ ّﻜﻨُﮭﺎ َ‬
‫ﺑﺨﺎر‪.‬‬
‫ٍ‬ ‫اﻟﺴﺎﺋﻞ ﻋﻠﻰ ھﯿﺌ ِﺔ‬
‫ِ‬

‫• اﻟﺘﺠ ّﻤ ُﺪ ‪ :Freezing‬ﺗﺤ ّﻮ ُل اﻟﻤﺎ ّد ِة َ‬

‫ﻣﻦ اﻟﺤﺎﻟ ِﺔ اﻟﺴﺎﺋﻠ ِﺔ إﻟﻰ اﻟﺤﺎﻟ ِﺔ اﻟﺼﱡ ﻠﺒﺔ‪.‬‬

‫اﻟﻜﯿﻤﯿﺎﺋﻲ ‪ :Chemical Reaction‬ﺗﻐﯿّ ٌﺮ ﯾﻄﺮأُ ﻋﻠﻰ اﻟﻤﻮا ﱢد اﻟﻤﺘﻔﺎﻋﻠ ِﺔ ﯾﺆدي إﻟﻰ إﻋﺎد ِة ﺗﺮﺗﯿ ِ‬
‫ﺐ‬ ‫ﱡ‬ ‫• اﻟﺘﻔﺎﻋ ُﻞ‬
‫ﻋﻦ اﻟﻤﻮا ﱢد اﻟﻤﺘﻔﺎﻋﻠ ِﺔ‪.‬‬
‫ﺧﺼﺎﺋﺼﮭﺎ ِ‬
‫ِ‬ ‫ُ‬
‫ﺗﺨﺘﻠﻒ ﻓﻲ‬ ‫وإﻧﺘﺎج ﻣﻮا ﱠد ﺟﺪﯾﺪ ٍة‬
‫ِ‬ ‫ت ﻓﯿﮭﺎ‪،‬‬
‫اﻟﺬرا ِ‬

‫‪158‬‬
 ‫ج‬
‫ت اﻟﻐﺎزﯾ ِﺔ واﻟﺴﺎﺋﻠ ِﺔ‬
‫ﻣﻦ اﻟﻔﻀﻼ ِ‬
‫ﺺ َ‬‫ﻋﻦ اﻟﺘﺨﻠّ ِ‬
‫اﻹﺧﺮاج ‪ :Excretory System‬اﻟﺠﮭﺎ ُز اﻟﻤﺴﺆو ُل ِ‬
‫ِ‬ ‫• ﺟﮭﺎ ُز‬
‫واﻟﻜﻠﯿﺘﯿﻦ‪ ،‬واﻟﺠﻠ ِﺪ‪.‬‬
‫ِ‬ ‫اﻟﺮﺋﺘﯿﻦ‪،‬‬
‫ِ‬ ‫واﻟﺼﱡ ﻠﺒ ِﺔ‪ ،‬وﯾﺘﻜ ّﻮ ُن َ‬
‫ﻣﻦ‬

‫ﻧﻮﻋﺎن‪ :‬اﻟﺬﻛﺮيﱡ‬
‫ِ‬ ‫اﻟﺘﻜﺎﺛﺮ؛ وھﻮ‬
‫ِ‬ ‫اﻟﺘﻨﺎﺳﻠﻲ ‪ :Reproductive System‬اﻟﺠﮭﺎ ُز اﻟﻤﺴﺆو ُل ْ‬
‫ﻋﻦ ﻋﻤﻠﯿ ِﺔ‬ ‫ﱡ‬ ‫• اﻟﺠﮭﺎ ُز‬
‫واﻷﻧﺜﻮيﱡ ‪.‬‬

‫ت‬
‫ب اﻟﺘﻲ ﺗﻨﻘ ُﻞ اﻟﻤﻌﻠﻮﻣﺎ ِ‬ ‫اﻟﻄﺮﻓﻲ ‪ :Peripheral Nervous System‬ﯾﺘﻜ ّﻮ ُن َ‬
‫ﻣﻦ اﻷﻋﺼﺎ ِ‬ ‫ﱡ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫• اﻟﺠﮭﺎ ُز‬
‫اﻟﻌﺼﺒﻲ اﻟﻤﺮﻛﺰيﱢ وإﻟﯿ ِﮫ‪.‬‬
‫ﱢ‬ ‫اﻟﺠﮭﺎز‬
‫ِ‬ ‫ﻣﻦ‬
‫َ‬

‫اﻟﺸﻮﻛﻲ‪.‬‬
‫ﱢ‬ ‫واﻟﺤﺒﻞ‬
‫ِ‬ ‫اﻟﺪﻣﺎغ‬
‫ِ‬ ‫اﻟﻤﺮﻛﺰي ‪ :Central Nervous System‬ﯾﺘﻜ ّﻮ ُن َ‬
‫ﻣﻦ‬ ‫ﱡ‬ ‫اﻟﻌﺼﺒﻲ‬
‫ﱡ‬ ‫• اﻟﺠﮭﺎ ُز‬

‫اﻟﺠﺴﻢ‪.‬‬
‫ِ‬ ‫• ﺟﮭﺎ ُز اﻟﻤﻨﺎﻋ ِﺔ ‪ :Immune System‬اﻟﺠﮭﺎ ُز اﻟﻤﺴﺆو ُل ْ‬
‫ﻋﻦ ﺣﻤﺎﯾ ِﺔ‬

‫اﻟﺠﺴﻢ اﻟﻤﺨﺘﻠﻔ ِﺔ‪ ،‬وﺣﻤﺎﯾ ِﺔ‬

‫ِ‬ ‫دﻋﻢ أﺟﺰا ِء‬
‫ﻋﻦ ِ‬ ‫اﻟﮭﯿﻜﻠﻲ ‪ :Skeletal System‬اﻟﺠﮭﺎ ُز اﻟﻤﺴﺆو ُل ْ‬ ‫ﱡ‬ ‫• اﻟﺠﮭﺎ ُز‬
‫اﻟﻌﻈﺎم‪ ،‬وأﻧﺴﺠ ٍﺔ أﺧﺮى أﻗ ﱠﻞ‬
‫ِ‬ ‫اﻟﺪم‪ ،‬وﯾﺘﻜ ّﻮ ُن َ‬
‫ﻣﻦ‬ ‫إﻧﺘﺎج ﺧﻼﯾﺎ ِ‬
‫ِ‬ ‫أﻋﻀﺎﺋِﮫ اﻟﺪاﺧﻠﯿ ِﺔ‪ ،‬وﯾﺆ ّدي دورًا ﻣﮭ ًّﻤﺎ ﻓﻲ‬
‫ﺻﻼﺑﺔً وﺗﻤﺎﺳ ًﻜﺎ ﻣﻨﮭﺎ‪.‬‬

‫ح‬
‫اﻟﺠﺴﻢ اﻷﻗﻞﱢ ﺳﺨﻮﻧﺔً‪.‬‬
‫ِ‬ ‫اﻷﺳﺨﻦ إﻟﻰ‬
‫ِ‬ ‫اﻟﺠﺴﻢ‬
‫ِ‬ ‫• اﻟﺤﺮارةُ ‪ :Heat‬ﻛﻤﯿّﺔُ اﻟﻄﺎﻗ ِﺔ اﻟﻤﻨﺘﻘﻠ ِﺔ َ‬
‫ﻣﻦ‬

‫اﻟﺠﺎﻣﯿﺘﺎت اﻟﺬﻛﺮﯾﺔُ اﻟﺘﻲ ﺗُﻨﺘﺠُﮭﺎ اﻟﺨﺼﯿﺔُ‪.‬‬

‫ُ‬ ‫• اﻟﺤﯿﻮاﻧﺎتُ اﻟﻤﻨﻮﯾﺔُ ‪:Sperms‬‬

‫خ‬
‫اﻟﻌﻈﻢ‪ ،‬ﻟﮭﺎ دو ٌر ﻓﻲ اﻟﻤﻨﺎﻋ ِﺔ اﻟﻤﻜﺘَﺴﺒ ِﺔ‪.‬‬
‫ِ‬ ‫ﻧﺨﺎع‬
‫ِ‬ ‫• اﻟﺨﻼﯾﺎ اﻟﻠﻤﻔﯿﺔُ ‪ :Lymphocytes‬ﺧﻼﯾﺎ ٍ‬
‫دم ﺑﯿﻀﺎ ُء ﺗُﻨﺘَ ُﺞ ﻓﻲ‬

‫‪159‬‬
 ‫د‬
‫ﻟﻠﺠﺴﻢ‪.‬‬
‫ِ‬ ‫اﻟﻤﻜﻮﻧ ِﺔ‬
‫ﱢ‬ ‫• درﺟﺔُ اﻟﺤﺮار ِة ‪ :Temperature‬ﻣﺘﻮﺳﻂُ اﻟﻄﺎﻗ ِﺔ اﻟﺤﺮﻛﯿ ِﺔ ﻟﻠﺠُﺴﯿﻤﺎ ِ‬
‫ت‬

‫اﻟﻀﻐﻂ‬
‫ِ‬ ‫اﻟﺴﺎﺋﻞ ﻣ َﻊ‬
‫ِ‬ ‫ﺑﺨﺎر‬
‫ِ‬ ‫اﻟﻐﻠﯿﺎن ‪ :Boiling Point‬درﺟﺔُ اﻟﺤﺮار ِة اﻟﺘﻲ ﯾﺘﺴﺎوى ﻋﻨ َﺪھﺎ ﺿﻐﻂُ‬
‫ِ‬ ‫• درﺟﺔُ‬
‫اﻟﺠﻮيﱢ ‪.‬‬

‫ر‬
‫ذرﺗﯿﻦ إﺣﺪاھُﻤﺎ ﺗﻤﯿ ُﻞ إﻟﻰ ﻓﻘ ِﺪ اﻹﻟﻜﺘﺮوﻧﺎ ِ‬
‫ت‪ ،‬واﻷﺧﺮى‬ ‫ِ‬ ‫• اﻟﺮاﺑﻄﺔُ اﻷﯾﻮﻧﯿﺔُ ‪ :Ionic Bond‬راﺑﻄﺔٌ ﺗﻨﺸﺄ ُ َ‬
‫ﺑﯿﻦ‬
‫إﻟﻰ ﻛﺴﺒِﮭﺎ‪.‬‬

‫اﻟﺘﺸﺎرك ﻓﻲ‬
‫ِ‬ ‫ﺧﻼل‬
‫ِ‬ ‫ذرﺗﯿﻦ ﻣﻦ‬
‫ِ‬ ‫• اﻟﺮاﺑﻄﺔُ اﻟﺘﺴﺎھﻤﯿﺔُ ‪ :Covalent Bond‬راﺑﻄﺔٌ ﻛﯿﻤﯿﺎﺋﯿﺔٌ ﺗﻨﺸﺄ ُ َ‬
‫ﺑﯿﻦ‬
‫ت‪.‬‬
‫اﻹﻟﻜﺘﺮوﻧﺎ ِ‬

‫ﺧﻼل ﻓ ْﻘ ِﺪ اﻟﺬ ﱠر ِة ﻟﻺﻟﻜﺘﺮوﻧﺎ ِ‬

‫ت‪،‬‬ ‫ِ‬ ‫ب ﺗﻨﺸﺄ ُ َ‬
‫ﺑﯿﻦ ذرﱠﺗﯿ ِْﻦ ْ‬
‫ﻣﻦ‬ ‫• اﻟﺮاﺑﻄﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ ‪ :Chemical Bond‬ﻗُ ﱠﻮةُ ﺗﺠﺎذ ٍ‬
‫أو اﻟﻤﺸﺎرﻛ ِﺔ ﻓﯿﮭﺎ ﻣ َﻊ ذ ﱠر ٍة أُﺧﺮى‪.‬‬
‫أو اﻛﺘﺴﺎﺑِﮭﺎ‪ِ ،‬‬
‫ِ‬
‫ي ﻗﺎﺑ ٌﻞ ﻟﻠﺘﻤ ّﺪ ِد‪ ،‬ﺗُ ّ‬
‫ﻐﺬﯾ ِﮫ أوﻋﯿﺔٌ دﻣﻮﯾﺔٌ ﻣﺎ‬ ‫اﻟﺠﮭﺎز اﻟﺘﻨﺎﺳﻠ ﱢﻲ اﻷﻧﺜﻮ ﱢ‬
‫ِ‬ ‫• اﻟﺮﺣ ُﻢ ‪ :Uterus‬ﻋﻀ ٌﻮ ﻋﻀﻠ ﱞﻲ ﻓﻲ‬
‫اﻟﺤﻤﻞ‪.‬‬
‫ِ‬ ‫اﻟﺠﻨﯿﻦ‪ ،‬واﻟﻤﺤﺎﻓﻈ ِﺔ ﻋﻠﯿ ِﮫ طﻮا َل ﻣ ّﺪ ِة‬
‫ِ‬ ‫ﺑﺎﺳﺘﻘﺒﺎل‬
‫ِ‬ ‫ﯾﺴﻤ ُﺢ ﻟﮫُ‬

‫س‬
‫ﻋﺼﺒﻮن إﻟﻰ‬
‫ٍ‬ ‫• اﻟﺴﯿﺎﻻت اﻟﻌﺼﺒﯿﺔ ‪ :Nerve Impulses‬رﺳﺎﺋ ُﻞ ﺗﺤﻤ ُﻞ ﻣﻌﻠﻮﻣﺎ ٍ‬
‫ت ﺗﻨﺘﻘ ُﻞ ﺑﺎﺗﺠﺎ ٍه واﺣ ٍﺪ ﻣﻦ‬
‫آﺧ َﺮ‪.‬‬

‫ص‬
‫ﻟﻨﯿﻮﺗﻦ‪ ،‬وﺗﺘﻠ ّﺨﺺُ‬
‫َ‬ ‫ﺚ ﻓﻲ اﻟﺤﺮﻛ ِﺔ‬
‫ﻟﻠﻘﺎﻧﻮن اﻟﺜﺎﻟ ِ‬
‫ِ‬ ‫ﻻﺳﺘﻜﺸﺎف اﻟﻔﻀﺎ ِء ﺗﻌﻤ ُﻞ وﻓﻘًﺎ‬
‫ِ‬ ‫اﻟﺼﺎروخ ‪ :Rocket‬أداةٌ‬
‫ُ‬ ‫•‬
‫ﻣﻦ دوﻧِﮫ؛ ﻓﺎﻟﺼﻮارﯾ ُﺦ ﺗﺤﻤ ُﻞ اﻟﻤﺮﻛﺒﺎ ِ‬
‫ت‬ ‫َ‬
‫ﺗﺤﺪث ْ‬ ‫ي رﺣﻠ ٍﺔ ﻓﻀﺎﺋﯿ ٍﺔ ْ‬
‫أن‬ ‫ُ‬
‫ﯾﻤﻜﻦ ﻷ ﱢ‬ ‫اﻟﺼﺎروخ ﻓﻲ أﻧﱠﮫُ ﻻ‬
‫ِ‬ ‫أھﻤﯿّﺔُ‬
‫اﻷرض‪.‬‬
‫ِ‬ ‫ﺻ ٍﺔ ﺑﮭﺎ ﺣﻮ َل‬ ‫اﻟﻔﻀﺎﺋﯿﺔَ إﻟﻰ ﻣﺪارا ٍ‬
‫ت ﺧﺎ ّ‬

‫• اﻟﺼﯿﻐﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ ‪ :Chemical Formula‬اﻟﺼﯿﻐﺔُ اﻟﺘﻲ ﺗﺒﯿ ُّﻦ أﻧﻮا َع اﻟﺬرا ِ‬

‫ت وأﻋﺪا َدھﺎ ﻓﻲ اﻟﻤﺮ ّﻛ ِ‬
‫ﺐ‪.‬‬

‫‪160‬‬
 ‫ع‬
‫اﻟﻌﺼﺒﻲ‪.‬‬
‫ﱢ‬ ‫ﻟﻠﺠﮭﺎز‬
‫ِ‬ ‫• اﻟﻌﺼﺒﻮنُ ‪ :Neuron‬وﺣﺪةُ اﻟﺘﺮﻛﯿ ِ‬
‫ﺐ اﻷﺳﺎﺳﯿ ِﺔ‬

‫• اﻟﻌﻀﻼتُ ‪ :Muscles‬أﻧﺴﺠﺔٌ ﻣﺘﺨﺼﺼﺔٌ ﺗﻨﻘﺒﺾُ وﺗﻨﺒﺴﻂُ ﻟﺘﺴﺎﻋ َﺪ اﻟﺠﺴ َﻢ ﻋﻠﻰ اﻟﺤﺮﻛ ِﺔ‪ ،‬وھ َﻲ ﺛﻼﺛﺔُ‬
‫اﻟﺠﺴﻢ‪.‬‬
‫ِ‬ ‫أﻧﻮاع؛ اﻟﮭﯿﻜﻠﯿﺔُ‪ ،‬واﻟﻤﻠﺴﺎ ُء‪ ،‬واﻟﻘﻠﺒﯿﺔُ‪ ،‬وﻟﻜﻞﱟ ﻣﻨﮭﺎ وظﯿﻔﺔٌ ﻣﺤ ﱠﺪدةٌ داﺧ َﻞ‬
‫ٍ‬
‫غ‬
‫اﻟﺠﺴﻢ‪.‬‬
‫ِ‬ ‫وظﺎﺋﻒ ﻣﺤ ّﺪد ٍة ﻓﻲ‬
‫َ‬ ‫ﺑﺈﻓﺮاز ﻣﻮا ﱠد ﻛﯿﻤﯿﺎﺋﯿ ٍﺔ ﺗﺆ ّدي‬
‫ِ‬ ‫• اﻟﻐﺪةُ ‪ :Gland‬ﻣﺠﻤﻮﻋﺔُ ﺧﻼﯾﺎ ﻣﺘﺨﺼﺼ ٍﺔ‬

‫ﻣﻦ اﻟﺤﺎﻟ ِﺔ اﻟﺴﺎﺋﻠ ِﺔ إﻟﻰ اﻟﺤﺎﻟ ِﺔ اﻟﻐﺎزﯾ ِﺔ ﻋﻨ َﺪ درﺟ ِﺔ ﺣﺮار ٍة ﻣﻌﯿّﻨ ٍﺔ‪ ،‬ﺗُﺴ ّﻤﻰ‬
‫• اﻟﻐﻠﯿﺎنُ ‪ :Boiling‬ﺗﺤ ّﻮ ُل اﻟﻤﺎد ِة َ‬
‫اﻟﻐﻠﯿﺎن‪.‬‬
‫ِ‬ ‫درﺟﺔَ‬

‫ك‬
‫ﺣﯿﺚ درﺟﺔُ‬
‫ُ‬ ‫ﺑﺨﺼﺎﺋﺺ ﻣﺘﺠﺎﻧﺴ ٍﺔ أُﻓﻘﯿًّﺎ ْ‬
‫ﻣﻦ‬ ‫َ‬ ‫• اﻟﻜﺘﻠﺔُ اﻟﮭﻮاﺋﯿﺔُ ‪ :Air Mass‬ﻛﻤﯿّﺔٌ ﺿﺨﻤﺔٌ َ‬
‫ﻣﻦ اﻟﮭﻮا ِء ﺗﺘﻤﯿ ُﺰ‬
‫اﻟﺤﺮار ِة واﻟﺮطﻮﺑﺔُ‪ ،‬ﺗﻤﺘ ﱡﺪ رأﺳﯿًّﺎ إﻟﻰ ارﺗﻔﺎﻋﺎ ٍ‬
‫ت ﻋﺎﻟﯿ ٍﺔ ﻗ ْﺪ ﺗﺼ ُﻞ إﻟﻰ ﻛﯿﻠﻮﻣﺘﺮا ٍ‬
‫ت ﻋ ّﺪ ٍة‪.‬‬

‫اﻟﻤﻨﺎطﻖ‬
‫ِ‬ ‫• ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﻣﺪارﯾﺔٌ ﻗﺎرﯾّﺔٌ ‪ :Tropical Continental Air Mass‬ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﺗﺘﻜ ّﻮ ُن ﻓﻮ َ‬
‫ق‬
‫اﻟﻤﺪارﯾ ِﺔ اﻟﻘﺎرﯾّ ِﺔ‪ ،‬وﺗﻤﺘﺎ ُز ﺑﺄﻧﱠﮭﺎ داﻓﺌﺔٌ وﺟﺎﻓّﺔٌ‪.‬‬

‫اﻟﻤﻨﺎطﻖ‬
‫ِ‬ ‫• ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﻣﺪارﯾﺔٌ ﺑﺤﺮﯾﺔٌ ‪ :Tropical Maritime Air Mass‬ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﺗﺘﻜ ّﻮ ُن ﻓﻮ َ‬
‫ق‬
‫ت‪ ،‬وﺗﻤﺘﺎ ُز ﺑﺄﻧﱠﮭﺎ داﻓﺌﺔٌ ورطﺒﺔٌ‪.‬‬
‫اﻟﻤﺪارﯾ ِﺔ اﻟﺒﺤﺮﯾ ِﺔ واﻟﻤﺤﯿﻄﺎ ِ‬

‫اﻟﻤﻨﺎطﻖ اﻟﻘﻄﺒﯿ ِﺔ‬

‫ِ‬ ‫• ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﻗﻄﺒﯿﺔٌ ﻗﺎرﯾّﺔٌ ‪ :Polar Continental Air Mass‬ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﺗﺘﻜ ّﻮ ُن ﻓﻮ َ‬
‫ق‬
‫اﻟﻘﺎرﯾ ِﺔ‪ ،‬وﺗﻤﺘﺎ ُز ﺑﺄﻧﱠﮭﺎ ﺑﺎردةٌ وﺟﺎﻓّﺔٌ‪.‬‬

‫اﻟﻤﻨﺎطﻖ اﻟﻘﻄﺒﯿ ِﺔ‬

‫ِ‬ ‫• ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﻗﻄﺒﯿﺔٌ ﺑﺤﺮﯾﺔٌ ‪ :Polar Maritime Air Mass‬ﻛﺘﻠﺔٌ ھﻮاﺋﯿﺔٌ ﺗﺘﻜ ّﻮ ُن ﻓﻮ َ‬
‫ق‬
‫ت‪ ،‬وﺗﻤﺘﺎ ُز ﺑﺄﻧﱠﮭﺎ ﺑﺎردةٌ ورطﺒﺔٌ‪.‬‬
‫اﻟﺒﺤﺮﯾ ِﺔ واﻟﻤﺤﯿﻄﺎ ِ‬

‫‪161‬‬
 ‫م‬
‫ﺑﺎﻟﻤﻐﻨﺎطﯿﺲ اﻟﺬي ﺗﻈﮭ ُﺮ ﻓﯿ ِﮫ آﺛﺎ ُر اﻟﻘﻮ ِة‬
‫ِ‬ ‫اﻟﻤﻐﻨﺎطﯿﺴﻲ ‪ :Magnetic Field‬اﻟﺤﯿّ ُﺰ اﻟﻤﺤﯿﻂُ‬
‫ﱡ‬ ‫• اﻟﻤﺠﺎ ُل‬
‫اﻟﻤﻐﻨﺎطﯿﺴﯿ ِﺔ‪.‬‬

‫واﻟﺸﻤﺲ‬
‫ِ‬ ‫واﻟﻘﻤﺮ‬
‫ِ‬ ‫ﺐ‬
‫ﻖ إﻟﻰ اﻟﻜﻮاﻛ ِ‬ ‫اﻟﺤﺠﻢ‪ ،‬ﺗُﻄﻠ ُ‬
‫ِ‬ ‫ﺮﻛﺒﺎت اﺳﺘﻄﻼﻋﯿﺔٌ ﺻﻐﯿﺮةُ‬
‫ٌ‬ ‫ﺴﺎتُ ‪ :Probes‬ھ َﻲ َﻣ‬ ‫• اﻟﻤﺠ ّ‬
‫ﺑﮭﺪف ﺗﻨﻔﯿ ِﺬ ﻣﮭﺎ ﱠم ﺑﺤﺜﯿ ٍﺔ ﻣﺤ ّﺪد ٍة‪.‬‬
‫ِ‬ ‫اﻟﻨﻈﺎم اﻟﺸﻤﺴ ﱢﻲ‪،‬‬
‫ِ‬ ‫ت اﻷﺧﺮى ﻓﻲ‬‫واﻟﻤﻜ ّﻮﻧﺎ ِ‬

‫ﺲ‬
‫ب ﻣﻐﻨﺎطﯿ ٍ‬
‫ﺑﯿﻦ أﻗﻄﺎ ِ‬
‫ﻛﮭﺮﺑﺎﺋﻲ ﯾﺪو ُر َ‬
‫ﱟ‬ ‫ﺲ‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪ :Electric Motor‬أداةٌ ﺗﺘﻜ ّﻮ ُن ْ‬
‫ﻣﻦ ﻣﻐﻨﺎطﯿ ٍ‬ ‫ﱡ‬ ‫• اﻟﻤﺤ ّﺮ ُك‬
‫داﺋﻢ‪ ،‬ﻓﯿﺤ ّﻮ ُل اﻟﻄﺎﻗﺔَ اﻟﻜﮭﺮﺑﺎﺋﯿﺔَ إﻟﻰ طﺎﻗ ٍﺔ ﺣﺮﻛﯿ ٍﺔ‪.‬‬
‫ٍ‬
‫ُ‬
‫ﯾﻤﻜﺚ‬ ‫اﻷرض‪،‬‬
‫ِ‬ ‫ﺖ ﺣﻮ َل‬
‫ﻣﺪار ﺛﺎﺑ ٍ‬
‫ٍ‬ ‫• اﻟﻤﺤﻄّﺔُ اﻟﻔﻀﺎﺋﯿﺔُ ‪ :Space Station‬ﻣﺮﻛﺒﺔٌ ﻓﻀﺎﺋﯿﺔٌ ﻛﺒﯿﺮةٌ ﺗﺪو ُر ﻓﻲ‬
‫ﻣﻨﺰل ﻟﮭﻢ ﻓﻲ اﻟﻔﻀﺎ ِء ﺣﺘﻰ ﻋﻮدﺗِﮭﻢ‬
‫ٍ‬ ‫وﯾﻤﻜﻦ اﻟﻘﻮ ُل إﻧﱠﮭﺎ ﻣﺜ ُﻞ‬
‫ُ‬ ‫اﻟﺰﻣﻦ‪،‬‬
‫ِ‬ ‫ﻓﯿﮭﺎ ر ّوا ُد اﻟﻔﻀﺎ ِء ﻣﺪةً طﻮﯾﻠﺔً َ‬
‫ﻣﻦ‬
‫اﻷرض‪.‬‬
‫ِ‬ ‫إﻟﻰ‬

‫ت اﻟﺨﺎرﺟﯿ ِﺔ‬
‫اﺳﺘﻘﺒﺎل اﻟﻤﻨﺒﮭﺎ ِ‬
‫ِ‬ ‫ﻋﺼﺒﻮﻧﺎت ﻣﺴﺆوﻟﺔٌ ِ‬
‫ﻋﻦ‬ ‫ٌ‬ ‫• اﻟﻤﺴﺘﻘﺒِﻼتُ اﻟﺤﺴﯿّﺔُ ‪:Sensory Receptors‬‬
‫ت ﻋﺼﺒﯿ ٍﺔ‪.‬‬
‫وﺗﺤﻮﯾﻠِﮭﺎ إﻟﻰ ﺳﯿﺎﻻ ٍ‬

‫ت ﯾﺒﯿ ُّﻦ اﻟﻤﻮا ﱠد اﻟﻤﺘﻔﺎﻋﻠﺔَ واﻟﻤﻮا ﱠد‬

‫ﺑﺎﻟﺮﻣﻮز أو اﻟﻜﻠﻤﺎ ِ‬
‫ِ‬ ‫• اﻟﻤﻌﺎدﻟﺔُ اﻟﻜﯿﻤﯿﺎﺋﯿﺔُ ‪ :Chemical Equation‬ﺗﻌﺒﯿ ٌﺮ‬
‫اﻟﻨﺎﺗﺠﺔَ‪.‬‬

‫اﻟﻤﻐﺎﻧﻂ وﯾﺘﻨﺎﻓ ُﺮ‬

‫ِ‬ ‫ﻣﻦ‬
‫ﺑﻌﺾ اﻟﻤﻮادﱢ‪ ،‬وﯾﺠﺬبُ أﯾﻀًﺎ ﻏﯿ َﺮه َ‬
‫ِ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ ‪ :Magnet‬ﺟﺴ ٌﻢ ﻗﺎد ٌر ﻋﻠﻰ ﺟﺬ ِ‬
‫ب‬ ‫ُ‬ ‫•‬
‫ﻣ َﻌﮭﺎ‪.‬‬

‫ﺗﯿﺎر‬
‫ٍ‬ ‫ﻣﺮور‬
‫ِ‬ ‫ﻣﻐﻨﺎطﯿﺴﻲ ﻋﻨ َﺪ‬
‫ﱞ‬ ‫ﻣﻠﻒ ﯾﺘﻮﻟّ ُﺪ ﺣﻮﻟَﮫ ﻣﺠﺎ ٌل‬
‫ﱞ‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪:Electromagnet‬‬
‫ﱡ‬ ‫اﻟﻤﻐﻨﺎطﯿﺲ‬
‫ُ‬ ‫•‬
‫ﻛﮭﺮﺑﺎﺋﻲ ﻓﯿ ِﮫ‪.‬‬
‫ﱟ‬

‫اﻷﺟﺮام اﻟﺴﻤﺎوﯾ ِﺔ‬

‫ِ‬ ‫ﻣﻦ‬
‫اﻟﺴﺎﻗﻂ َ‬
‫ِ‬ ‫ﻣﻦ اﻟﻀﻮ ِء‬
‫أﻛﺒﺮ ﻛﻤﯿ ٍﺔ َ‬
‫ِ‬ ‫ﺑﺘﺠﻤﯿﻊ‬
‫ِ‬ ‫اﻟﻤﻘﺎرﯾﺐ ‪ :Telescopes‬أﺟﮭﺰةٌ ﺗﻘﻮ ُم‬
‫ُ‬ ‫•‬
‫اﻟﻔﻀﺎﺋﻲ‪.‬‬
‫ﱡ‬ ‫وﻣﻦ اﻷﻣﺜﻠ ِﺔ ﻋﻠﯿﮭﺎ ﻣﻘﺮابُ ھﺎﺑِﻞ‬
‫ﺗﻜﺒﯿﺮ ﺻﻮرﺗِﮭﺎ‪َ .‬‬‫ِ‬ ‫ﺑﮭﺪف‬
‫ِ‬ ‫اﻷرض‪،‬‬
‫ِ‬ ‫ﺑﺎﺗﺠﺎ ِه‬

‫‪162‬‬
 ‫ّﺺ‬
‫ﻣﺪار ﻣﺨﺼ ٍ‬‫ِ‬ ‫اﻟﻔﻀﺎﺋﻲ ‪ :Hubble Space Telescope‬ﺟﮭﺎ ٌز أرﺳﻠَﮫُ اﻟﻌﻠﻤﺎ ُء ﻟﯿﺪو َر ﻓﻲ‬
‫ﱡ‬ ‫ﻣﻘﺮاب ھﺎﺑِﻞ‬
‫ُ‬ ‫•‬
‫ي اﻷرﺿ ﱢﻲ ﻛﻠﱢﮭﺎ اﻟﺘﻲ ﺗﻌﺘﺮضُ اﻷﺷﻌﺔَ اﻟﺴﺎﻗﻄﺔَ‬ ‫اﻟﻐﻼف اﻟﺠﻮ ﱢ‬
‫ِ‬ ‫ت‬ ‫اﻷرض‪ ،‬ﺑﻌﯿﺪًا ْ‬
‫ﻋﻦ ﻣﻠ ّﻮﺛﺎ ِ‬ ‫ِ‬ ‫ﻟﮫُ ﺣﻮ َل‬
‫ﺖ اﻟﺼﻮ ُر اﻟﻮاﺿﺤﺔُ واﻟﺪﻗﯿﻘﺔُ اﻟﺘﻲ اﻟﺘُﻘِ ْ‬
‫ﻄﺖ‬ ‫اﻟﺠﺮم اﻟﺴﻤﺎويﱢ‪ ،‬وﺗﺸﺘّ ُ‬
‫ﺖ ﺟﺰ ًءا ﻛﺒﯿﺮًا ﻣﻨﮭﺎ‪ .‬وﻗ ْﺪ ﻛﺸﻔ ِ‬ ‫ِ‬ ‫ﻣﻦ‬
‫َ‬
‫اﻷﺟﺮام اﻟﺴﻤﺎوﯾ ِﺔ اﻟﺘﻲ ﻟ ْﻢ ﺗﺘﻤ ّﻜ ِﻦ اﻟﻤﻘﺎرﯾﺐُ اﻷرﺿﯿﺔُ‬
‫ِ‬ ‫أﺳﺮار‬
‫ِ‬ ‫ب ھﺎﺑﻞ‪ ،‬ﻛﺜﯿﺮًا ْ‬
‫ﻣﻦ‬ ‫ﺑﺎﺳﺘﺨﺪام ﻣﻘﺮا ِ‬
‫ِ‬ ‫ﻟﻠﻜﻮن‬
‫ِ‬
‫ﺗﺼﻮﯾﺮھﺎ‪.‬‬
‫ِ‬ ‫ْ‬
‫ﻣﻦ‬

‫ت ور ّوا ِد اﻟﻔﻀﺎ ِء إﻟﻰ‬ ‫اﻟﻔﻀﺎﺋﻲ ‪ :Space Shuttle‬ﻣﺮﻛﺒﺔٌ ﻓﻀﺎﺋﯿﺔٌ ﺗُﺴﺘﺨﺪ ُم ﻓﻲ ِ‬

‫ﻧﻘﻞ اﻟﻤﻌ ّﺪا ِ‬ ‫ﱡ‬ ‫• اﻟﻤ ّﻜﻮ ُك‬
‫اﻟﻔﻀﺎﺋﻲ ﻣﻦ ﺛﻼﺛ ِﺔ أﺟﺰا ٍء رﺋﯿﺴ ٍﺔ‪ ،‬ھ َﻲ‪ :‬اﻟﺪ ّوا ُر‬
‫ﱡ‬ ‫ك‬‫ت اﻟﻔﻀﺎﺋﯿ ِﺔ ﻣﺮارًا وﺗﻜﺮارًا‪ .‬وﯾﺘﻜ ّﻮ ُن اﻟﻤ ّﻜﻮ ُ‬
‫اﻟﻤﺤﻄﺎ ِ‬
‫ﻲ‬ ‫ان اﻟﻮﻗﻮ ِد اﻟﺬي ﯾﺰ ّو ُد اﻟﻤ ّﻜﻮ َ‬
‫ك اﻟﻔﻀﺎﺋ ﱠ‬ ‫اﻟﺬي ﯾُﺸﺒﮫُ اﻟﻄﺎﺋﺮةَ‪ ،‬وﻓﯿ ِﮫ طﺎﻗ ُﻢ اﻟﺮﺣﻠ ِﺔ اﻟﻔﻀﺎﺋﯿ ِﺔ‪ ،‬وﺧ ّﺰ ُ‬
‫ﺟﺎﻧﺒﻲ اﻟﻤ ّﻜ ِ‬
‫ﻮك‪.‬‬ ‫ِ‬ ‫اﻟﺪﻓﻊ ﻋﻠﻰ‬
‫ِ‬ ‫اﻹﻗﻼع‪ ،‬وﺻﺎروﺧﺎ‬ ‫ِ‬ ‫اﻟﻼزم ﻓﻲ أﺛﻨﺎ ِء ﻋﻤﻠﯿ ِﺔ‬
‫ِ‬ ‫ﺑﺎﻟﻮﻗﻮ ِد‬

‫ت‬ ‫اﻷﻣﺮاض ْ‬
‫ﻣﻦ ﺑﻜﺘﯿﺮﯾﺎ وﻓﯿﺮوﺳﺎ ٍ‬ ‫ِ‬ ‫ت‬
‫دﺧﻮل ﻣﺴﺒّﺒﺎ ِ‬
‫ِ‬ ‫ﻣﻨﻊ‬
‫اﻟﺠﺴﻢ ﻋﻠﻰ ِ‬‫ِ‬ ‫• اﻟﻤﻨﺎﻋﺔُ ‪ :Immunity‬ﻗﺪرةُ‬
‫اﻟﻤﺮض ‪.‬‬
‫ِ‬ ‫ث‬ ‫وﻏﯿﺮھﺎ‪ ،‬وﻣﻘﺎوﻣﺘِﮭﺎ‪ ،‬واﻟﻘﻀﺎ ِء ﻋﻠﯿﮭﺎ‪ ،‬واﻟﺘﺨﻠّ ِ‬
‫ﺺ ﻣﻨﮭﺎ ﻗﺒ َﻞ ﺣﺪو ِ‬ ‫ِ‬
‫ت‬
‫دﺧﻮل ﻣﺴﺒّﺒﺎ ِ‬
‫ِ‬ ‫ﻣﻨﻊ‬
‫ﺧﻼل ِ‬ ‫ِ‬ ‫• اﻟﻤﻨﺎﻋﺔُ اﻟﻄﺒﯿﻌﯿﺔُ ‪ :Innate Immunity‬اﻟﻤﻨﺎﻋﺔُ اﻟﺘﻲ ﺗﺤﻤﻲ اﻟﺠﺴ َﻢ ﻣﻦ‬
‫ﺗﺴﺘﮭﺪف ﻧﻮﻋًﺎ ﻣﺤ ّﺪدًا ﻣﻨﮭﺎ‪ ،‬وإﺑﻄﺎ ِء ﻋﻤﻠِﮭﺎ‪ ،‬أو اﻟﻘﻀﺎ ِء ﻋﻠﯿﮭﺎ ﻋﻨ َﺪ دﺧﻮﻟِﮭﺎ‪.‬‬
‫َ‬ ‫دون ْ‬
‫أن‬ ‫اﻟﻤﺮض َ‬
‫ِ‬
‫ﻣﻦ اﻟﺨﻼﯾﺎ واﻷﻧﺴﺠ ِﺔ‬‫• اﻟﻤﻨﺎﻋﺔُ اﻟﻤﻜﺘﺴﺒﺔُ ‪ :Acquired Immunity‬اﻟﻤﻨﺎﻋﺔُ اﻟﺘﻲ ﺗﺘﻜ ّﻮ ُن ﻣﻦ ﻣﺠﻤﻮﻋ ٍﺔ َ‬
‫ﺗﻜﻮن اﻟﻤﻘﺎوﻣﺔُ اﻟﻨﺎﺗﺠﺔُ ﻋﻨﮭﺎ‬
‫ُ‬ ‫ﻣﺘﺨﺼﺺ؛ أيْ‬
‫ٍ‬ ‫اﻷﻣﺮاض ﻋﻠﻰ ﻧﺤ ٍﻮ‬
‫ِ‬ ‫ت‬
‫واﻷﻋﻀﺎ ِء اﻟﺘﻲ ﺗﻘﺎو ُم ﻣﺴﺒّﺒﺎ ِ‬
‫ﻣﻌﯿﻦ‪.‬‬
‫ٍ‬ ‫ﻣﺮض‬
‫ٍ‬ ‫ﻣﻮﺟﱠﮭﺔً إﻟﻰ ﻣﺴﺒّ ِ‬
‫ﺐ‬

‫ت‬
‫ت اﻟﺬرا ِ‬ ‫• اﻟﻤﻨﻄﻘﺔُ اﻟﻤﻐﻨﺎطﯿﺴﯿﺔُ ‪ :Magnetic Domain‬ﻣﺤﺼﻠﺔُ اﻟﻤﺠﺎﻻ ِ‬
‫ت اﻟﻤﻐﻨﺎطﯿﺴﯿ ِﺔ ﻹﻟﻜﺘﺮوﻧﺎ ِ‬
‫اﻟﻤﺘﺠﺎور ِة اﻟﺘﻲ ﺗﺘﺮﺗّﺐُ ﻓﻲ اﻻﺗﺠﺎ ِه ِ‬
‫ﻧﻔﺴﮫ‪.‬‬

‫• ﻣﻨﻄﻘﺔُ اﻟﻤﺼﺪ ِر ‪ :Source Region‬اﻟﻤﻨﻄﻘﺔُ اﻟﺘﻲ ﺗﻨﺸﺄ ُ ﻓﯿﮭﺎ اﻟﻜﺘ ُﻞ اﻟﮭﻮاﺋﯿﺔُ‪ ،‬وﺗﻜﺘﺴﺐُ ﻣﻨﮭﺎ ﺧﺼﺎﺋ َ‬
‫ﺼﮭﺎ‬
‫ﻣﺜﻞُ‪ ،‬درﺟ ِﺔ اﻟﺤﺮار ِة واﻟﺮطﻮﺑ ِﺔ‪.‬‬

‫• اﻟﻤﻮا ﱡد اﻟﻤﺘﻔﺎﻋﻠﺔُ ‪ :Reactants‬اﻟﻤﻮا ﱡد اﻟﺘﻲ ﯾﺒﺪأُ ﺑﮭﺎ اﻟﺘﻔﺎﻋﻞُ‪.‬‬

‫اﻟﺘﻔﺎﻋﻞ‪.‬‬
‫ِ‬ ‫• اﻟﻤﻮا ﱡد اﻟﻨﺎﺗﺠﺔُ ‪ :Products‬اﻟﻤﻮا ﱡد اﻟﺘﻲ ﺗﻨﺘ ُﺞ ِ‬
‫ﻋﻦ‬

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‫اﻟﻜﮭﺮﺑﺎﺋﻲ‪ ،‬ﯾﺘﻜ ّﻮ ُن ْ‬
‫ﻣﻦ‬ ‫ﱢ‬ ‫اﻟﺘﯿﺎر‬
‫ِ‬ ‫اﻟﻜﮭﺮﺑﺎﺋﻲ ‪ :Electric Generator‬ﺟﮭﺎ ٌز ﯾُﺴﺘﺨﺪ ُم ﻓﻲ ﺗﻮﻟﯿ ِﺪ‬
‫ﱡ‬ ‫• اﻟﻤﻮﻟّ ُﺪ‬
‫ﺑﺘﺤﻮﯾﻞ اﻟﻄﺎﻗ ِﺔ اﻟﺤﺮﻛﯿ ِﺔ إﻟﻰ طﺎﻗ ٍﺔ ﻛﮭﺮﺑﺎﺋﯿ ٍﺔ‪.‬‬
‫ِ‬ ‫ب ﻣﻐﺎﻧﻂَ داﺋﻤ ٍﺔ‪ ،‬ﻓﯿﻘﻮ ُم‬ ‫ت ﻋ ّﺪ ٍة ﺗﺪو ُر َ‬
‫ﺑﯿﻦ أﻗﻄﺎ ِ‬ ‫ﻣﻠﻔﺎ ٍ‬

‫ھـ‬
‫وظﺎﺋﻒ‬
‫ِ‬ ‫ﺗﻨﻈﯿﻢ‬
‫ِ‬ ‫• اﻟﮭﺮﻣــﻮﻧﺎتُ ‪ :Hormones‬ﻣﻮا ﱡد ﻛﯿﻤﯿﺎﺋﯿﺔٌ ﺗﻔــﺮ ُزھﺎ اﻟﻐﺪ ُد اﻟﺼ ﱡﻢ‪ ،‬وھﻲ ﻣــﺴﺆوﻟﺔٌ ْ‬
‫ﻋﻦ‬
‫اﻟﺠﺴﻢ‪ ،‬واﻟﻤﺤﺎﻓﻈ ِﺔ ﻋﻠﻰ اﺗّﺰاﻧِﮫ اﻟﺪاﺧﻠ ﱢﻲ‪.‬‬
‫ِ‬ ‫أﻋﻀﺎ ٍء ﻓﻲ‬

‫‪164‬‬
 ‫اﻟﻤﺮاﺟ ُﻊ‬

‫ اﻟﻤﺮاﺟﻊ اﻟﻌﺮﺑﯿﺔ‬:ً‫أوﻻ‬
‫ دار اﻟﻌﻠﻢ‬،‫ ﻋﻨﺎﺻﺮھﺎ‬- ‫ ﻣﺎھﯿﺘﮭﺎ‬- ‫ اﻟﻜﯿﻤﯿﺎء اﻟﻌﺎﻣﺔ‬:‫ اﻟﺪﻟﯿﻞ ﻓﻲ اﻟﻜﯿﻤﯿﺎء‬،‫ ﻣﺤﻤﺪ إﺳﻤﺎﻋﯿﻞ‬،‫ اﻟﺪرﻣﻠﻲ‬.1
.2018،‫ ﻋﻤﺎن‬،‫واﻹﯾﻤﺎن و دار اﻟﺠﺪﯾﺪ ﻟﻠﻨﺸﺮ و اﻟﺘﻮزﯾﻊ‬
.2004 ،‫ ﻣﺼﺮ‬،‫ ﺟﺎﻣﻌﺔ اﻟﻤﻨﺼﻮرة‬،‫ ﻛﻠﯿﺔ اﻟﺘﺮﺑﯿﺔ‬،‫ اﻷرﺻﺎد اﻟﺠﻮﯾﺔ‬،‫ أﺣﻤﺪ أﺣﻤﺪ‬،‫ اﻟﺸﯿﺦ‬.2
،‫ اﻟﺴﻮﯾﺪ‬،‫ ﻣﻨﺸﻮرات ﺟﺎﻣﻌﺔ أوﺑﺴﺎﻻ‬،‫ ﻛﺘﺎب ﻣﺘﺮﺟﻢ‬،‫ ﻧﻈﺮﯾﺔ اﻹﺷﻌﺎع اﻟﺸﻤﺴﻲ‬،‫ ﺧﻠﻒ ﷲ ﻋﻤﺮ‬،‫ ﻗﺎﺳﻢ‬.3
.2021
.1981 ،‫ اﻟﺠﻤﮭﻮرﯾﺔ اﻟﻌﺮاﻗﯿﺔ‬،‫ ﻣﻨﺸﻮرات دار اﻟﺠﺎﺣﻆ‬،‫ اﻟﻄﻘﺲ واﻟﻤﻨﺎخ‬،‫ ﺻﺒﺎح ﻣﺤﻤﻮد‬،‫ ﻣﺤﻤﺪ‬.4

‫ اﻟﻤﺮاﺟﻊ اﻷﺟﻨﺒﯿﺔ‬:‫ﺛﺎﻧﯿًﺎ‬
1. Breazeale, W., Hathaway, R., Mandt, D., Ratliff, M., & Wulff J., Teacher’s
Lab Resource: Astronomy and Space Science; Interactive Science,
Lab Zone, Pearson Prentice Hall, Pearson Education, Inc., USA.
2. Breazeale, W., Hathaway, R., Mandt, D., Ratliff, M., & Wulff J., Teacher’s
Lab Resource: Water and the Atmosphere; Interactive Science, Lab
Zone, Pearson Prentice Hall, Pearson Education, Inc., USA.
3. Buckley, D. et al,. Interactive Science Series: Introduction to
chemistry. Pearson, 2011.
4. Buckley, D., Miller, Z., Padilla, M., Thornton, K., Wysession, M., 2011.
Astronomy and Space Science, Interactive Science, Teacher Edition
and Resource, Pearson Education Inc., USA.
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ٌ‫ ﻣﻮاﻗ ُﻊ إﻟﻜﺘﺮوﻧﯿّﺔ‬:‫ﺛﺎﻟﺜًﺎ‬

22. https://www.lpi.usra.edu/education/explore/beyondEarth/background/
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php?id=155794&section=3.6
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26. http://www.jiwaji.edu/pdf/ecourse/tourism/elements%20of%20
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30. https://www.weather.gov/media/hun/outreach/kids/Weather_Activity_
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33. https://www.weather.gov/jetstream/airmass

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 ‫اﻟﺪورة‬ ‫ﹺ‬
‫ﻟﻠﻌﻨﺎﴏ‬ ‫اﻟﺪوري‬
‫ﱡ‬ ‫ﹸ‬
‫اﳉﺪول‬
‫اﳌﺠﻤﻮﻋﺔ‬
‫اﻟﺬري‬
‫ﱡ‬ ‫اﻟﻌﺪ ﹸد‬
‫ﹺ‬
‫اﻟﻌﻨﴫ‬ ‫رﻣﺰ‬
‫ﹸ‬
‫ﹺ‬
‫اﻟﻌﻨﴫ‬ ‫اﺳﻢ‬
‫ﹸ‬

‫*‬

‫*‬

‫*‬
‫*‬
‫*‬
‫ﹴ‬
‫ﻓﻠﺰات‬
‫ﻓﻠﺰات‬
‫ﹲ‬ ‫أﺷﺒﺎ ﹸه‬

‫‪168‬‬
‫ﻻﻓﻠﺰات‬
‫ﹲ‬ ‫ﻏﺎزات ﻧﺒﻴﻠ ﹲﺔ‬
‫ﹲ‬