الرياضيات تمارين ص 11 ج 1 علمي

‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬
‫ﻭﺗﺆﻣﻦ ﻓﺮﺹ ﺗﻌﻠﱡﻢ‬

‫ّ‬ ‫ﺍﻟﺮﻳﺎﺿﻴّﺎﺕ ﻣﻮﺍﻗﻒ ﺣﻴﺎﺗﻴّﺔ ﻳﻮﻣﻴّﺔ‪،‬‬
‫ﺗﻄﺮﺡ ﺳﻠﺴﻠﺔ ﱢ‬
‫ﺍﻟﻌﺪﺩﻱ‪ ،‬ﻭﺣ ّﻞ ﺍﻟﻤﺴﺎﺋﻞ‪،‬‬
‫ّ‬ ‫ﻭﺍﻟﺤﺲ‬
‫ّ‬ ‫ﺗﻌﺰﺯ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻷﺳﺎﺳﻴّﺔ‪،‬‬
‫ﻛﺜﻴﺮﺓ‪ .‬ﻓﻬﻲ ّ‬
‫ﻛﺮ ﹼﺍﺳﺔ ﺍﻟﺘﻤﺎﺭﻳﻦ‬

‫ﻔﻬﻲ‬
‫ﺍﻟﺸ ّ‬‫ﻭﺍﻟﺠﻬﻮﺯﻳّﺔ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺠﺒﺮ‪ ،‬ﻭﺍﻟﻬﻨﺪﺳﺔ‪ ،‬ﻭﺗﻨﻤّﻲ ﻣﻬﺎﺭﺗ َ ِﻲ ﺍﻟﺘّﻌﺒﻴﺮ ّ‬
‫ﺍﻟﺮﻳﺎﺿﻴﱠﺎﺕ‪ .‬ﻭﻫﻲ ﺗﺘﻜﺎﻣﻞ ﻣﻊ ﺍﻟﻤﻮﺍﺩّ‬ ‫ﻭﺍﻟﻜﺘﺎﺑﻲ ﻭﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺮ ﻓﻲ ﱢ‬
‫ّ‬
‫ﺟﺰﺀﺍ ﻣﻦ ﺛﻘﺎﻓﺔ ﺷﺎﻣﻠﺔ ﻣﺘﻤﺎﺳﻜﺔ ﺗﺤﻔّﺰ ّ‬
‫ﺍﻟﻄﻼﺏ‬ ‫ﺍﻟﺪﺭﺍﺳﻴّﺔ ﺍﻷﺧﺮﻯ ﻓﺘﻜﻮﻥ ً‬
‫ﺣﺐ ﺍﻟﻤﻌﺮﻓﺔ‪.‬‬
‫ﻋﻠﻰ ﺍﺧﺘﻼﻑ ﻗﺪﺭﺍﺗﻬﻢ ﻭﺗﺸ ّﺠﻌﻬﻢ ﻋﻠﻰ ّ‬
‫‪øjQÉªàdG á°SGôc‬‬
‫‪q‬‬ ‫ﺗﺘﻜﻮﻥ ﺍﻟﺴﻠﺴﻠﺔ ﻣﻦ‪:‬‬
‫ّ‬
‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ﻋﻠﻤﻲ‬

‫ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬
‫ﻛﺘﺎﺏ ﺍﻟﻤﻌﻠّﻢ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻤﺎﺭﻳﻦ‬
‫ّ‬
‫ﻛﺮﺍﺳﺔ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻊ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ّ‬
‫ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻷﻭ ﹼﻝ‬

‫ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪q‬‬
‫‪»ª∏Y öûY …OÉ◊G ∞°üdG‬‬
‫‪á«fÉãdG á©Ñ£dG‬‬ ‫‪11‬‬ ‫‪∫hCq ’G »°SGQódG π°üØdG‬‬

‫ﻭﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ‬
‫‪q‬‬
‫‪»ª∏Y öûY …OÉ◊G ∞°üdG‬‬
‫‪∫hC’G »°SGQódG π°üØdG‬‬
‫‪øjQÉªàdG á°SGôc‬‬
‫‪q‬‬
‫ﺍﻟﻠﺠﻨﺔ ﺍﻹﺷﺮﺍﻓﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻭﻣﻮﺍﺀﻣﺔ ﺳﻠﺴﻠﺔ ﻛﺘﺐ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫)ﺭﺋﻴﺴﺎ(‬
‫ً‬ ‫ﺃ‪ .‬ﺇﺑﺮﺍﻫﻴﻢ ﺣﺴﻴﻦ ﺍﻟﻘﻄﺎﻥ‬
‫ﺃ‪ .‬ﻓﺘﺤﻴﺔ ﻣﺤﻤﻮﺩ ﺃﺑﻮ ﺯﻭﺭ‬ ‫ﺃ‪ .‬ﺣﺼﺔ ﻳﻮﻧﺲ ﻣﺤﻤﺪ ﻋﻠﻲ‬
‫ﺍﻟﻄﺒﻌﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪ ١٤٤١ - ١٤٤٠‬ﻫـ‬
‫‪ ٢٠٢٠ - ٢٠١٩‬ﻡ‬
‫ﺣﻘﻮﻕ ﺍﻟﺘﺄﻟﻴﻒ ﻭﺍﻟﻄﺒﻊ ﻭﺍﻟﻨﺸﺮ ﻣﺤﻔﻮﻇﺔ ﻟﻮﺯﺍﺭﺓ ﺍﻟﺘﺮﺑﻴﺔ ـ ﻗﻄﺎﻉ ﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﻭﺍﳌﻨﺎﻫﺞ‬
‫ﺇﺩﺍﺭﺓ ﺗﻄﻮﻳﺮ ﺍﳌﻨﺎﻫﺞ‬
. .. House of Education
/٥/
‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‪ :‬ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪9 .............................................................................................................................................1-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪12 .............................................................................................................................................1-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪15 .............................................................................................................................................1-3‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‪17 .................................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪19 ............................................................................................................................................................‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺍﻟﺪﻭﺍﻝ ﺍﻟﺤﻘﻴﻘﻴﺔ‬

‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪20 .............................................................................................................................................2-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪22 ............................................................................................................................................ 2-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪24 .............................................................................................................................................2-3‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪27 ............................................................................................................................................ 2-4‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪30 ........................................................................................................................................... 2-5‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪32 ............................................................................................................................................ 2-6‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ‪34 ..................................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪36 ...........................................................................................................................................................‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬

‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪38 .............................................................................................................................................3-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪41 .............................................................................................................................................3-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪43 .............................................................................................................................................3-3‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪46 .............................................................................................................................................3-4‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪49 .............................................................................................................................................3-5‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ‪51 ..................................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪52 ...........................................................................................................................................................‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ‪ :‬ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪54 .............................................................................................................................................4-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪57 ............................................................................................................................................ 4-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪59 .............................................................................................................................................4-3‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪62 .............................................................................................................................................4-4‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪65 .............................................................................................................................................4-5‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪67 .............................................................................................................................................4-6‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ ‪69 .................................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪71 ............................................................................................................................................................‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺨﺎﻣﺴﺔ‪ :‬ﺍﻟﻤﺘﺠﻬﺎﺕ‬

‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪72 .............................................................................................................................................5-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪74 .............................................................................................................................................5-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪77 .............................................................................................................................................5-3‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺨﺎﻣﺴﺔ‪81 ..............................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪84 ............................................................................................................................................................‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ‪ :‬ﺍﻟﺠﺒﺮ ﺍﻟﻤﺘﻘﻄﻊ )ﺍﻹﺣﺼﺎﺀ(‬

‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪85 .............................................................................................................................................6-1‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪87 ............................................................................................................................................ 6-2‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪89 .............................................................................................................................................6-3‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪91 .............................................................................................................................................6-4‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪93 .............................................................................................................................................6-5‬‬
‫ﺗ ََﻤ ﱠﺮ ْﻥ ‪95 .............................................................................................................................................6-6‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ ‪97 .............................................................................................................................................‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴّﺔ ‪99 ...........................................................................................................................................................‬‬
‫ﺗﻤﺮ ْﻥ‬
‫ﱠ‬
‫‪1-1‬‬
‫ﺍﻟﺠﺬﻭﺭ ﻭﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ‬
‫‪Roots and Radical Expressions‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺗﻤﺎﺭﻳﻦ ﻣﻘﺎﻟﻴﺔ‬

‫)‪ (1‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ ﺃﻭﺟﺪ ﺇﻥ ﺃﻣﻜﻦ‪:‬‬
‫)‪(a‬‬ ‫‪400‬‬ ‫)‪(b‬‬ ‫‪1600‬‬ ‫)‪(c‬‬ ‫‪10 4‬‬ ‫)‪(d‬‬ ‫‪0.01‬‬
‫)‪(e‬‬ ‫‪0.25‬‬ ‫)‪(f‬‬ ‫‪0.0064‬‬ ‫)‪(g‬‬ ‫‪- 16‬‬

‫‪49‬‬ ‫)‪(h‬‬ ‫‪2‬‬
‫‪50‬‬
‫)‪(i‬‬ ‫‪12‬‬
‫‪147‬‬ ‫)‪(j‬‬ ‫‪36 # 25‬‬ ‫)‪(k‬‬ ‫‪-1‬‬
‫‪121‬‬ ‫)‪(l‬‬ ‫‪75 # 300‬‬
‫)‪ (2‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ ﺃﻭﺟﺪ‪:‬‬

‫)‪(a‬‬ ‫‪3‬‬
‫‪27‬‬ ‫)‪(b‬‬ ‫‪3‬‬
‫‪1000‬‬ ‫)‪(c‬‬ ‫‪3‬‬
‫‪- 64‬‬ ‫)‪(d‬‬ ‫‪3‬‬
‫‪0.125‬‬
‫)‪(e‬‬ ‫‪8‬‬
‫)‪(f‬‬ ‫)‪(g‬‬ ‫‪375‬‬
‫)‪(h‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪125‬‬ ‫‪216 # 343‬‬ ‫‪-‬‬
‫‪24‬‬ ‫‪0‬‬
‫)‪(i‬‬ ‫‪3‬‬
‫‪60 # 90‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ‪:‬‬ ‫ﺑﺴﻂ ًّ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫)‪ّ (3‬‬
‫ً‬
‫)‪(a‬‬ ‫‪16x 2‬‬ ‫)‪(b‬‬ ‫‪0 . 25x 6‬‬ ‫)‪(c‬‬ ‫‪x 8 y 18‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪x3 y5‬‬
‫‪8x 3 , x $ 0‬‬ ‫‪25x , y $ 0, x 2 0‬‬ ‫‪5 216x 2 + 23 64x 4 , x 2 0‬‬
‫)‪(g‬‬ ‫‪3‬‬
‫‪- 125y‬‬
‫‪6‬‬
‫)‪(h‬‬ ‫‪3‬‬
‫‪81x 2‬‬ ‫)‪(i‬‬ ‫‪3‬‬
‫‪- 250x‬‬
‫‪6 5‬‬
‫‪y‬‬
‫)‪(j‬‬ ‫‪3‬‬
‫‪49x 2 # 3 56xy 3‬‬ ‫)‪(k‬‬ ‫‪3‬‬
‫‪256u 5 v ' 3 4u 2 v 10 , u ! 0 , v ! 0‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ‪:‬‬ ‫ﺑﺴﻂ ًّ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‬ ‫)‪ّ (4‬‬
‫ً‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬
‫‪3‬‬
‫‪3‬‬ ‫‪640‬‬
‫‪5 # 40‬‬ ‫‪4 # 3 80‬‬ ‫‪3‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪270‬‬
‫‪5 # ^ 5 + 15 h‬‬ ‫‪^ 3 - 2 h2‬‬ ‫‪2 # ^ 50 + 7h‬‬
‫)‪(g‬‬ ‫‪^5 + 2 11 h2‬‬ ‫)‪(h‬‬ ‫‪3.6 # 10 8‬‬

‫)‪(i‬‬ ‫‪3 3 16 - 4 3 54 + 3 128‬‬
‫‪4 # 10 3‬‬
‫)‪(j‬‬ ‫‪75 - 4 18 + 2 32‬‬ ‫)‪(k‬‬ ‫‪4 3 81 - 3 3 54‬‬ ‫)‪(l‬‬ ‫‪3‬‬
‫‪- 18 # 3 - 12‬‬
‫)‪(m‬‬ ‫‪^2 7 + 1h2 - ^ 3 - 1h^ 3 + 1h‬‬
‫‪9‬‬
‫‪2 7m‬‬ ‫ﻭﻋﺮﺿﻬﺎ‬ ‫‪5 21 m‬‬ ‫)‪ (5‬ﺣﺪﻳﻘﺔ ﻣﺴﺘﻄﻴﻠﺔ ﺍﻟﺸﻜﻞ ﻃﻮﻟﻬﺎ‬
‫)‪ (a‬ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﺤﺪﻳﻘﺔ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﺤﺪﻳﻘﺔ‪.‬‬
‫)‪ (6‬ﺍﻛﺘﺐ ًّ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﻠﻲ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﻘﺎﻡ ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪:‬‬
‫)‪(a‬‬ ‫‪21‬‬
‫‪4 #‬‬
‫‪7‬‬
‫‪27‬‬ ‫)‪(b‬‬ ‫‪3‬‬
‫‪3‬‬
‫)‪(c‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪3 3-2‬‬
‫)‪(d‬‬ ‫‪3+ 8‬‬

‫)‪(e‬‬ ‫‪5+ 5‬‬
‫)‪(f‬‬ ‫‪- 9 - 4 5h‬‬
‫^ ‪5-2‬‬
‫‪2-2 8‬‬ ‫‪4-3 5‬‬ ‫‪5+2‬‬
‫)‪(g‬‬ ‫‪2‬‬
‫‪-‬‬
‫‪2‬‬
‫)‪(h‬‬ ‫‪3‬‬
‫‪-‬‬
‫‪1‬‬
‫)‪(i‬‬ ‫‪x +1‬‬
‫‪, x d Z+ , x ! 1‬‬
‫‪3- 2‬‬ ‫‪3+ 2‬‬ ‫‪2 2 2- 3‬‬ ‫‪x -1‬‬
‫)‪(j‬‬
‫‪x + y + 2 xy‬‬
‫‪, x , y d Z+‬‬
‫‪ ، x 2 - 6‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫)‪ (7‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‪:‬‬

‫‪x+ y‬‬
‫=‪x‬‬ ‫‪4‬‬
‫‪5-1‬‬
‫=‪x‬‬
‫‪1+ 5‬‬
‫‪ ، x 2 - x + 1‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫)‪ (8‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‪:‬‬
‫)‪ (9‬ﺍﻛﺘﺐ ًّ‬
‫‪2‬‬
‫‪a + b 2 , a,b d Z‬‬ ‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﻳﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪E = 5 + 6 2 ^3 2 + 4h‬‬ ‫‪F = ^7 2 - 4h‬‬
‫‪2‬‬
‫‪1+‬‬ ‫‪5 + 11 + 21 + 13 + 7 + 3 + 1‬‬ ‫ﺑﺴﻂ‪:‬‬

‫)‪ (10‬ﺍﻟﺤﺴﺎﺏ ﺍﻟﺬﻫﻨﻲ‪ّ .‬‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﺗﻤﺎﺭﻳﻦ ﻣﻮﺿﻮﻋﻴﺔ‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠّﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﻭ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫)‪(1‬‬ ‫‪3‬‬ ‫‪3‬‬

‫‪- 64x + 4x‬‬ ‫‪=0‬‬ ‫‪a‬‬ ‫‪b‬‬
‫)‪(2‬‬ ‫‪8- 7‬‬ ‫‪3‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪3 + 4- 7 d Z‬‬
‫)‪(3‬‬ ‫‪^3 - 2 2 h27 # ^3 + 2 2 h27 = 1‬‬ ‫‪a‬‬ ‫‪b‬‬

‫)‪(4‬‬ ‫‪3‬‬
‫‪2+3 3 = 3 5‬‬ ‫‪a‬‬ ‫‪b‬‬
‫)‪(5‬‬ ‫‪m # m 2 = m 2 , 6m d R‬‬ ‫‪a‬‬ ‫‪b‬‬
‫‪10‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-12‬ﻇﻠّﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫)‪ (6‬ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺠﺬﺭﻱ ﺍﻟﺬﻱ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻫﻮ‪:‬‬
‫‪a‬‬ ‫‪3‬‬
‫‪216‬‬ ‫‪b‬‬ ‫‪3‬‬
‫‪2‬‬
‫‪c‬‬ ‫‪3‬‬
‫‪9‬‬ ‫‪d‬‬ ‫‪2‬‬
‫‪3‬‬
‫‪2‬‬
‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻧﻀﺮﺏ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻓﻲ‪:‬‬ ‫)‪ (7‬ﻟﻮﺿﻊ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺠﺬﺭﻱ‬
‫‪3‬‬
‫‪5‬‬
‫‪3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c 2‬‬ ‫‪d 4‬‬

‫‪4‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪7+4 3‬‬ ‫)‪(8‬‬

‫‪a‬‬ ‫‪2- 3‬‬ ‫‪b‬‬ ‫‪2+ 3‬‬ ‫‪c‬‬ ‫‪3- 2‬‬ ‫‪d‬‬ ‫‪3+ 2‬‬
‫ﻓﺈﻥ‪:‬‬ ‫=‪ϕ‬‬
‫‪1+ 5‬‬
‫‪2‬‬ ‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪ϕ2 + ϕ = 1‬‬ ‫‪b‬‬ ‫‪ϕ2 = ϕ + 1‬‬ ‫‪c‬‬ ‫‪ϕ + ϕ2 + 1 = 0‬‬ ‫‪d‬‬ ‫‪ϕ2 + 1 = ϕ‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪1‬‬
‫‪x: x‬‬ ‫ﻓﺈﻥ‬ ‫‪x d R-‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪-1‬‬ ‫‪b‬‬ ‫‪-x‬‬ ‫‪c 1‬‬ ‫‪d‬‬ ‫‪x‬‬
‫)‪ (11‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﺷﺒﻪ ﺍﻟﻤﻜﻌﺐ ﺍﻟﻤﻘﺎﺑﻞ ﻳﺴﺎﻭﻱ ‪ ، 40 cm 3‬ﻓﺈﻥ ‪ x‬ﺗﺴﺎﻭﻱ‪:‬‬
‫‪x‬‬
‫‪5‬‬ ‫‪x‬‬
‫‪a 2 cm‬‬ ‫‪b‬‬ ‫‪2 2‬‬ ‫‪cm‬‬ ‫‪c‬‬ ‫‪-2‬‬ ‫‪2‬‬ ‫‪cm‬‬ ‫‪d 4 cm‬‬
‫ﺣﻴﺚ ﺍﻟﺤﺠﻢ )‪(V‬‬ ‫)‪ (12‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﺃﺳﻄﻮﺍﻧﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ h‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ r‬ﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪V = π r2 h‬‬
‫ﺑﺪﻻﻟﺔ ﻛﻞ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻭﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺳﻄﻮﺍﻧﺔ‪ ،‬ﻓﺄﻱ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺻﺤﻴﺤﺔ؟‬
‫‪a‬‬ ‫‪h = π r2 V‬‬ ‫‪b‬‬ ‫=‪h‬‬
‫‪π‬‬
‫‪:V‬‬ ‫‪c‬‬ ‫‪r = π hV‬‬ ‫‪d‬‬ ‫=‪r‬‬
‫‪V‬‬
‫‪πh‬‬
‫‪r2‬‬
‫‪11‬‬
‫ﱠ‬
‫‪1-2‬‬
‫ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬
‫‪Rational Exponents‬‬

‫ﺑﺴﻂ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺇﻥ ﺃﻣﻜﻦ‪:‬‬ ‫)‪ّ (1‬‬
‫)‪(a‬‬ ‫‪-4‬‬ ‫‪81‬‬ ‫)‪(b‬‬ ‫‪4‬‬
‫‪- 81‬‬ ‫)‪(c‬‬ ‫‪4‬‬
‫‪36 # 108‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪5‬‬
‫‪256‬‬
‫‪5‬‬
‫‪5‬‬
‫‪32y 10‬‬ ‫‪5‬‬
‫‪-x‬‬
‫‪20‬‬
‫)‪(g‬‬ ‫)‪(h‬‬ ‫)‪(i‬‬

‫‪8‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪16x 25‬‬
‫‪0.01024‬‬ ‫‪81 + 4 729‬‬ ‫‪:x,y 2 0‬‬
‫‪y 12‬‬
‫)‪ (2‬ﺍﻛﺘﺐ ﻛﻞ ﻋﺪﺩ ﻣﻤﺎ ﻳﻠﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪9‬‬
‫‪x6 , x $ 0‬‬ ‫‪x7‬‬ ‫‪y- 8 , y 2 0‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪3‬‬ ‫‪2‬‬
‫‪x 1.5 , x $ 0‬‬ ‫‪x4 , x $ 0‬‬ ‫‪73‬‬
‫)‪(g‬‬ ‫)‪(h‬‬
‫‪2‬‬
‫‪y 3.2‬‬ ‫‪x- 3 | x ! 0‬‬
‫ﺑﺴﻂ ﻛﻞ ﻋﺪﺩ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ )ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‪:‬‬

‫)‪ّ (3‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫‪^- 32 h‬‬
‫‪-4‬‬
‫)‪(c‬‬
‫‪2‬‬
‫‪64 3‬‬ ‫‪5‬‬ ‫‪4 1.5‬‬
‫)‪ (4‬ﺍﻛﺘﺐ ﻛﻞ ﻋﺪﺩ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ‪:‬‬
‫)‪(a‬‬ ‫‪7x 3 , x $ 0‬‬ ‫)‪(b‬‬ ‫‪^7x h3 , x H 0‬‬ ‫)‪(c‬‬ ‫‪^ 7x h , x H 0‬‬
‫‪3‬‬
‫)‪(d‬‬ ‫‪3‬‬
‫‪^5xyh6‬‬ ‫)‪(e‬‬ ‫‪4‬‬
‫‪81x 3 , x H 0‬‬ ‫)‪(f‬‬ ‫‪0.0049t 52‬‬
‫)‪(g‬‬ ‫‪5‬‬
‫‪^1024 h3‬‬
‫ﻛﻼ ﻣﻤﺎ ﻳﻠﻲ )ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‪:‬‬ ‫)‪ّ (5‬‬
‫)‪(a‬‬ ‫‪2 4 16 3‬‬ ‫)‪(b‬‬ ‫‪3‬‬
‫‪^- 27 h-4‬‬ ‫)‪(c‬‬ ‫‪5‬‬
‫‪- 243‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪2‬‬ ‫‪-1‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪x3‬‬ ‫‪:y‬‬ ‫‪4‬‬
‫‪x7‬‬ ‫‪:‬‬ ‫‪x 14‬‬ ‫‪,x H 0‬‬ ‫‪x5‬‬ ‫'‬ ‫‪x 10‬‬ ‫‪,x 2 0‬‬ ‫‪1‬‬ ‫‪-1‬‬
‫‪, x 2 0, y 2 0‬‬
‫‪x2‬‬ ‫‪:y‬‬ ‫‪2‬‬
‫)‪(g‬‬ ‫)‪(h‬‬ ‫‪(i) e 3‬‬

‫‪1‬‬ ‫‪-1‬‬
‫‪`_ 3 2 x - 2 i j3 , x 2 0‬‬
‫‪-12‬‬
‫‪x2 : y‬‬ ‫‪3‬‬ ‫‪1 2 1‬‬
‫‪o‬‬
‫‪3‬‬ ‫‪9t‬‬
‫‪-3‬‬ ‫‪-1‬‬
‫‪, x 2 0, y 2 0‬‬ ‫‪, t20‬‬
‫‪x‬‬ ‫‪4‬‬ ‫‪:y‬‬ ‫‪2‬‬ ‫‪27t 2‬‬
‫‪12‬‬
‫)‪ (6‬ﺃﻭﺟﺪ ﻧﺎﺗﺞ ﻛ ّﻞ ﻣﻤﺎ ﻳﻠﻲ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬ ‫‪8 2 # 4 32‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪3‬‬
‫‪3‬‬
‫‪64x 6‬‬ ‫‪5 3 # 25 - 3‬‬
‫‪88 4‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬
‫‪^32 h2 # ^16h- 3‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪10‬‬
‫‪1024 - 2 2‬‬ ‫‪6‬‬ ‫‪6‬‬
‫‪6‬‬
‫‪^2 - 3 8 h^2 + 3 8 h‬‬
‫‪ ^4 +‬ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪.‬‬ ‫)‪ (7‬ﺃﻭﺟﺪ ﻋﺪ ًﺩﺍ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬

‫‪64‬‬
‫‪5h # x‬‬
‫)‪ (8‬ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ ‪ ، PV 5‬ﺣﻴﺚ ‪ P‬ﻳﻤﺜﻞ ﺍﻟﻀﻐﻂ‪ V ،‬ﻳﻤﺜﻞ ﺣﺠﻢ ﻋﻴﻨﺔ ﻣﻦ ﻏﺎﺯ‪.‬‬
‫‪7‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ ﺇﺫﺍ ﻛﺎﻥ‪P = 6, V = 32 :‬‬

‫‪5 # _ 4 - 5 2 i = 5 # 4 - 5 # 5 2 = 20 - 25 2 = 15‬‬ ‫)‪ (9‬ﺗﺤﻠﻴﻞ ﺍﻟﺨﻄﺄ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺨﻄﺄ ﻓﻲ ﺍﻟﺤﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬
‫ﻟﺪﺭﺍﺳﺔ ﺍﻟﺴﻮﺍﺋﻞ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫)‪ (10‬ﻋﻠﻢ ﺍﻷﺣﻴﺎﺀ‪ :‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺘﻌﺒﻴﺮ‪:‬‬
‫‪3‬‬
‫‪m = 46 # 10 4‬‬ ‫‪0.036 m 4‬‬

‫)‪(1‬‬ ‫‪a‬‬ ‫‪b‬‬
‫‪3‬‬ ‫‪-‬‬
‫‪3‬‬
‫‪-‬‬
‫‪4‬‬ ‫‪5‬‬
‫‪16‬‬ ‫=‬ ‫‪32‬‬
‫)‪(2‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪1‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x2 ' x4 = x3‬‬
‫)‪(3‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪-‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪-‬‬
‫‪1‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪: x3 = x‬‬ ‫‪6‬‬
‫)‪(4‬‬ ‫‪4‬‬
‫‪x =x , x20‬‬ ‫‪a‬‬ ‫‪b‬‬
‫)‪(5‬‬ ‫‪32 # 16 -1 = 4‬‬ ‫‪a‬‬ ‫‪b‬‬
‫ﻓﻲ ﺍﻟﺒﻨﻮﺩ )‪ ،(6-12‬ﻇﻠّﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻫﻮ‪:‬‬ ‫‪4‬‬
‫‪4n 2‬‬ ‫‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺬﻱ ﻻ ﻳﻜﺎﻓﺊ‬ ‫‪n20‬‬ ‫)‪ (6‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪^ 4n 2 h 4‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪^ 2n h 2‬‬ ‫‪d‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪2n 2‬‬ ‫‪2n‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫)‪ (7‬ﺇﺫﺍ ﻛﺎﻥ‪:‬‬

‫‪1‬‬ ‫‪5‬‬
‫‪56 3 # y 3‬‬
‫‪1‬‬ ‫‪y20‬‬
‫‪^ 7y 2 h 3‬‬
‫‪a‬‬ ‫‪14y‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪7y‬‬ ‫‪c‬‬ ‫‪2y‬‬ ‫‪d‬‬ ‫‪8‬‬
‫‪7y‬‬
‫)‪(8‬‬ ‫‪_ 4 x -2 y 4 i‬‬
‫‪-2‬‬
‫=‬ ‫‪: x ! 0 , y ! 0‬‬
‫‪a‬‬ ‫‪x -1 y 2‬‬ ‫‪b‬‬ ‫‪x y -2‬‬ ‫‪c‬‬ ‫‪xy 2‬‬ ‫‪d‬‬ ‫‪x -2 y 2‬‬
‫)‪(9‬‬ ‫‪3‬‬
‫‪1‬‬
‫‪#‬‬
‫‪1‬‬
‫=‬
‫‪5‬‬ ‫‪3‬‬
‫‪52‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪-‬‬ ‫‪1‬‬
‫‪5‬‬ ‫‪2‬‬
‫‪5‬‬ ‫‪52‬‬ ‫‪53‬‬
‫‪13‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪6‬‬
‫‪x3 + y3‬‬ ‫ﻓﺈﻥ‬ ‫‪x 2 - xy + y 2 = 4 , x + y = 2‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪2‬‬ ‫‪b‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪c‬‬ ‫‪3‬‬
‫‪6‬‬ ‫‪d 2‬‬
‫=‪,P‬‬ ‫)‪ (11‬ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ ‪ P.V 5‬ﺣﻴﺚ ‪ P‬ﻳﻤﺜﻞ ﺍﻟﻀﻐﻂ‪ V ،‬ﻳﻤﺜﻞ ﺣﺠﻢ ﻋﻴﻨﺔ ﻣﻦ ﻏﺎﺯ ﻓﺈﻥ ﻗﻴﻤﺘﻪ ﻋﻨﺪﻣﺎ‬
‫‪7‬‬
‫‪243‬‬ ‫‪32‬‬
‫‪V = 32‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬
‫‪27‬‬
‫‪a‬‬ ‫‪4‬‬
‫‪81‬‬ ‫‪b 4‬‬ ‫‪c‬‬ ‫‪81‬‬
‫‪4‬‬ ‫‪d‬‬ ‫‪243‬‬
‫‪4‬‬
‫ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪ (12‬ﺇﻥ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‬

‫‪6‬‬
‫‪3‬‬
‫‪x‬‬ ‫‪: 4 x5‬‬
‫‪3 8‬‬ ‫‪2‬‬
‫‪, x20‬‬
‫‪x‬‬ ‫‪:‬‬ ‫‪x‬‬
‫‪a x‬‬ ‫‪b‬‬ ‫‪1‬‬

‫‪x‬‬ ‫‪c 1‬‬ ‫‪d‬‬ ‫‪x‬‬
‫‪14‬‬
‫ﱠ‬
‫‪1-3‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ‬
‫‪Solving Equations‬‬

‫)‪ (1‬ﺣﻞ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬ ‫)‪(d‬‬
‫‪3‬‬
‫‪^ x + 5 h3 = 4‬‬ ‫‪^ x + 1h2 - 2 = 25‬‬
‫‪2‬‬
‫‪3 x + 3 = 15‬‬ ‫‪x+3 = 5‬‬
‫)‪(e‬‬ ‫)‪(f‬‬ ‫)‪(g‬‬ ‫‪^5 - 3x h2 + 4 = 3‬‬

‫‪3‬‬ ‫‪3‬‬
‫‪3 - 4x - 2 = 0‬‬ ‫‪2 ^2x + 4h4 = 16‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﻄﺮ ﻫﺬﺍ ﺍﻟﺨ ّﺰﺍﻥ‪.‬‬ ‫‪424 . 75 m 3‬‬ ‫)‪ (a) (2‬ﺍﻟﺤﺠﻢ‪ :‬ﻳﺘﺴﻊ ﺧ ّﺰﺍﻥ ﻛﺮﻭﻱ ﺍﻟﺸﻜﻞ ِﻟـ‬
‫)ﻣﺴﺎﻋﺪﺓ‪ :‬ﺣﺠﻢ ﺍﻟﻜﺮﺓ = ‪ π #6 d‬ﺣﻴﺚ ‪ d‬ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﻜﺮﺓ(‪.‬‬
‫‪3‬‬
‫)‪ (b‬ﺗﺮﺍﺑﻂ ﺣﻴﺎﺗﻲ‪ :‬ﺗﻘﺎﺱ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻘﺼﻮﻯ ‪ K‬ﻟﺘﺪﻓّﻖ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﺃﻧﺒﻮﺏ‪ ،‬ﺑﺎﻟﻘﺎﻧﻮﻥ‪ ، K = m # V :‬ﺣﻴﺚ ‪ m‬ﻫﻲ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﻘﻄﻊ ﺍﻟﻌﺮﺿﻲ ﻟﻸﻧﺒﻮﺏ‪ V ،‬ﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻠﻤﻴﺎﻩ‪ .‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﻄﺮ ﺍﻷﻧﺒﻮﺏ ﺍﻟﺬﻱ ﻳﺴﻤﺢ‬
‫ﺑﺘﺪﻓﻖ ‪ 1.48 m3/min‬ﺑﺴﺮﻋﺔ ‪183 m/min‬‬
‫)‪ (3‬ﺣﻞ ًّ‬
‫)‪(a‬‬ ‫‪11x + 3 - 2x = 0‬‬ ‫)‪(b‬‬ ‫‪3x + 13 - 5 = x‬‬ ‫)‪(c‬‬ ‫= ‪- 3x - 5‬‬ ‫‪x+3‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫‪1‬‬
‫‪x + 8 = ^ x 2 + 16h2‬‬
‫‪1‬‬
‫‪^ x + 3 h2 - 1 = x‬‬ ‫‪10x - 2 5x - 25 = 0‬‬
‫)‪(g‬‬ ‫)‪(h‬‬ ‫)‪(i‬‬

‫‪1‬‬
‫‪^x - 9‬‬ ‫‪h2‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪3‬‬
‫‪^3x + 2 h2 - ^2x + 7h2 = 0‬‬ ‫‪^ 2x + 3 h 4 - 3 = 5‬‬
‫‪1‬‬
‫= ‪+1‬‬ ‫‪x2‬‬
‫)‪(j‬‬ ‫)‪(k‬‬ ‫)‪(l‬‬

‫‪4‬‬ ‫‪1‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪2 ^ x - 1h3 + 4 = 36‬‬ ‫‪^3x + 2 h2 = 8 ^3x + 2 h‬‬ ‫‪2‬‬ ‫‪^2x + 1h3 = ^3x + 2 h3‬‬
‫)‪(m‬‬ ‫)ﻣﺴﺎﻋﺪﺓ‪ :‬ﺭﻓﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻟﻰ ﺍﻟﻘﻮﺓ ‪(6‬‬ ‫)‪(n‬‬ ‫‪^ x + 5 h 2 - ^ 5 - 2x h 4 = 0‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪^ 2x - 1 h 3 = ^ x + 1 h 6‬‬
‫‪1‬‬ ‫‪1‬‬
‫= ‪ ، S‬ﺣﻴﺚ ‪ x‬ﻫﻲ ﻃﻮﻝ ﺍﻟﻀﻠﻊ‪.‬‬ ‫‪3 3 x2‬‬

‫)‪ (4‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﻗﺎﻧﻮﻥ ﻣﺴﺎﺣﺔ ﻣﻀﻠّﻊ ﺳﺪﺍﺳﻲ ﻣﻨﺘﻈﻢ ﻫﻮ‪:‬‬
‫)‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ‪ x‬ﺑﺪﻻﻟﺔ ﺍﻟﻤﺴﺎﺣﺔ ‪S‬‬
‫‪2‬‬
‫‪x‬‬ ‫)‪ (b‬ﺃﺭﺍﺩ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ ﺻﻨﻊ ﺻﻨﺪﻭﻕ ﻗﺎﻋﺪﺗﻪ ﻣﻀﻠﻊ ﺳﺪﺍﺳﻲ ﻣﻨﺘﻈﻢ ﻭﻣﺴﺎﺣﺘﻪ‬
‫ﺗﺴﺎﻭﻱ ‪ 200 cm2‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻤﻀﻠﻊ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺒﻌﺪ ﺑﻴﻦ ﺿﻠﻌﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫‪x‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺿﻠﻌﻪ‪.‬‬ ‫)‪ (5‬ﺻﻨﺪﻭﻕ ﻣﻜﻌﺐ ﺍﻟﺸﻜﻞ ﺳﻌﺘﻪ‬
‫‪150 m 3‬‬
‫‪3x‬‬
‫)‪ x, y (6‬ﻫﻤﺎ ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪.‬‬
‫)‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻨﺎﺗﺞ‪^ x - yh^ x 2 + xy + y 2 h :‬‬
‫‪2‬‬
‫‪ ، 3‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﻘﺎﻡ ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪.‬‬ ‫‪1‬‬

‫)‪ (b‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺍﻛﺘﺐ ﺍﻟﻜﺴﺮ‬
‫‪3-3 2‬‬
‫‪15‬‬
‫)‪ (7‬ﺣﻞ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻷﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬
‫‪2+5‬‬
‫‪5 2x - 3 = 125‬‬ ‫‪3 x+1 = 1‬‬ ‫‪3x‬‬ ‫=‬ ‫‪39‬‬
‫)‪(d‬‬ ‫)‪(e‬‬ ‫‪(f) a 21 k‬‬

‫‪n‬‬
‫‪2 - 5x‬‬ ‫‪1‬‬
‫‪3x‬‬ ‫=‬ ‫‪4x = 2x‬‬ ‫=‬ ‫‪0.25‬‬
‫‪92‬‬
‫)‪(g‬‬ ‫)‪(h‬‬ ‫)‪(i‬‬ ‫‪^3 x - 27 h^2 x - 1h = 0‬‬
‫‪2 - 3x‬‬
‫‪5 x = 125 5‬‬ ‫‪5x‬‬ ‫=‬ ‫‪1‬‬
‫‪(j) a 25 k‬‬ ‫‪=a‬‬

‫‪125 kx‬‬
‫‪x-1‬‬
‫‪8‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪"3 ,‬‬ ‫ﻫﻲ‬ ‫‪73-x = 1‬‬ ‫)‪ (1‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪"0 ,‬‬ ‫ﻫﻲ‬ ‫‪x-1 = 1-x‬‬ ‫)‪ (2‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x=3 2‬‬ ‫ﻓﺈﻥ‬ ‫‪3‬‬
‫‪9 + x2 = 3‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪2x‬‬
‫‪2-4‬‬
‫=‬
‫‪1‬‬ ‫ًّ‬
‫ﺣﻼ ﻟﻠﻤﻌﺎﺩﻟﺔ‬ ‫‪x =-1‬‬ ‫)‪(4‬‬
‫‪32‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪R-‬‬ ‫ﻫﻲ‬ ‫‪25‬‬
‫‪|x| + 1‬‬
‫‪2‬‬
‫=‬ ‫‪5 1 - 2x‬‬ ‫)‪ (5‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-10‬ﻇﻠّﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪:‬‬
‫_ ﻫﻲ‪:‬‬ ‫‪x 20 i5 - x 2 = 0‬‬ ‫)‪ (6‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪1‬‬
‫‪a‬‬ ‫‪"0 ,‬‬ ‫‪b‬‬ ‫‪R+‬‬ ‫‪c‬‬ ‫‪R-‬‬ ‫‪d‬‬ ‫‪R‬‬
‫ﻫﻲ‪:‬‬ ‫‪3‬‬
‫‪x-2 = x-2‬‬ ‫)‪ (7‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪a‬‬ ‫‪"2 ,‬‬ ‫‪b‬‬ ‫‪" 1, 2 ,‬‬ ‫‪c‬‬ ‫‪" 1, 2, 3 ,‬‬ ‫‪d‬‬ ‫‪" 2, 3 ,‬‬
‫ﻫﻲ‪:‬‬ ‫‪3‬‬
‫‪2x 2 + 2 = 3 3 - x‬‬ ‫)‪ (8‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪a‬‬ ‫‪& - 1, 1 0‬‬
‫‪2‬‬ ‫‪b‬‬ ‫‪&10‬‬
‫‪2‬‬ ‫‪c‬‬ ‫‪& - 1, - 1 0‬‬
‫‪2‬‬ ‫‪d‬‬ ‫‪& 1, 1 0‬‬
‫‪2‬‬
‫ﻫﻲ‪:‬‬ ‫‪x2 = x‬‬ ‫)‪ (9‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬

‫‪a‬‬ ‫‪" - 1, 0, 1 ,‬‬ ‫‪b‬‬ ‫‪" 0, 1 ,‬‬ ‫‪c‬‬ ‫‪"0 ,‬‬ ‫‪d‬‬ ‫‪"1 ,‬‬
‫‪ a 91 k‬ﻓﺈﻥ ‪ x‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬

‫‪x+1‬‬
‫=‬ ‫‪32-x‬‬
‫‪a‬‬ ‫‪-2‬‬ ‫‪b 2‬‬ ‫‪c‬‬ ‫‪-4‬‬ ‫‪d 4‬‬
‫‪16‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫)‪ّ (1‬‬
‫)‪(a‬‬ ‫‪121x 90‬‬ ‫)‪(b‬‬ ‫‪3‬‬
‫‪- 64y‬‬
‫‪81‬‬
‫)‪(c‬‬ ‫‪5‬‬
‫‪32y 25‬‬
‫)‪(d‬‬ ‫‪0 . 0081x 60‬‬ ‫)‪(e‬‬ ‫‪16x 36 y 96‬‬ ‫)‪(f‬‬ ‫‪8 ^ 24 + 3 8 h‬‬
‫)‪(g‬‬ ‫‪2 5x 3 # 3 28x 3 y 2‬‬ ‫‪,‬‬ ‫‪^x $ 0 ,‬‬ ‫)ﺣﻴﺚ ‪ y‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‬ ‫)‪(h‬‬ ‫‪32‬‬
‫)‪(i‬‬
‫‪2‬‬
‫‪3‬‬
‫‪2 x 2 # 3 4x‬‬
‫)‪ (2‬ﺍﻛﺘﺐ ﻛﻞ ﻛﺴﺮ ﻣﻤﺎ ﻳﻠﻲ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻣﻘﺎﻣﻪ ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪:‬‬
‫)‪(a‬‬ ‫‪1‬‬
‫‪^ 5 + 2 3 h^ 5 - 2 3 h‬‬
‫)‪(b‬‬ ‫‪5‬‬
‫‪4 7+5‬‬
‫)‪(c‬‬ ‫‪2 + 10‬‬

‫)‪(d‬‬ ‫‪-2 +‬‬ ‫‪8‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫)‪ّ (3‬‬
‫‪2-3 5‬‬ ‫‪-3 - 2‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬

‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪1.5‬‬
‫‪64 3‬‬ ‫‪25‬‬ ‫‪6 2 # 12 2‬‬
‫)‪(d‬‬ ‫‪81 - 0.25‬‬ ‫)‪(e‬‬ ‫‪8 # 2 - 2 75 + 5 12‬‬ ‫)‪(f‬‬ ‫‪2‬‬

‫‪-‬‬
‫‪2‬‬
‫‪3- 2 3+ 2‬‬
‫‪x = 6-2 5 - 6+2 5‬‬ ‫)‪ (4‬ﻟﻴﻜﻦ ‪ x‬ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ‪،‬‬
‫‪x2‬‬ ‫)‪ (a‬ﺍﺣﺴﺐ‬
‫‪-2‬‬ ‫)‪ (b‬ﺃﺛﺒﺖ ﺃﻥ ﻗﻴﻤﺔ ‪ x‬ﺗﺴﺎﻭﻱ‬
‫)‪ (5‬ﺍﻛﺘﺐ ﻛﻞ ﺗﻌﺒﻴﺮ ﻣﻤﺎ ﻳﻠﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬ ‫‪^5 x h2‬‬
‫‪5‬‬ ‫‪2‬‬
‫‪x7‬‬ ‫‪y- 9 , y ! 0‬‬
‫)‪(d‬‬ ‫‪3 4‬‬

‫‪64‬‬ ‫)‪(e‬‬ ‫‪2 3 # 54 3‬‬ ‫)‪(f‬‬ ‫‪3 x # 23 x , x $ 0‬‬
‫)‪(g‬‬ ‫‪23 3 ' 4 3‬‬ ‫)‪(h‬‬ ‫‪5 10 # 2 4 10 # 3 10‬‬ ‫)‪(i‬‬ ‫‪2 ' 36 8‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺒﻴﺮﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫)‪ّ (6‬‬
‫)‪(a‬‬ ‫)‪(b‬‬
‫‪1‬‬
‫‪^8 y h‬‬ ‫‪d 16x 18 n , y ! 0‬‬
‫‪2‬‬ ‫‪14 2‬‬
‫‪-3‬‬ ‫‪-6 - 3‬‬
‫‪81y‬‬
‫)‪(c‬‬ ‫)‪(d‬‬
‫‪1‬‬ ‫‪-1‬‬
‫‪__ x‬‬ ‫‪2 i i3‬‬

‫‪1‬‬
‫‪-1‬‬ ‫‪2‬‬ ‫‪x3 : y‬‬ ‫‪2‬‬
‫‪, x20‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪, x 2 0, y 2 0‬‬
‫‪x6‬‬ ‫‪y4‬‬
‫‪17‬‬
‫‪:‬‬
‫ﻛﺘﺐ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ﻣﺎ ﻳﻠﻲ‪:‬‬ ‫‪1‬‬
‫‪^1 - 2 h2‬‬
‫)‪ (7‬ﺗﺤﻠﻴﻞ ﺍﻟﺨﻄﺄ‪ :‬ﻓﻲ ﺳﺒﻴﻞ ﺗﺒﺴﻴﻂ ﺍﻟﻜﺴﺮ‬
‫‪= ^1 -‬‬ ‫‪2h‬‬
‫‪1‬‬ ‫‪-‬‬ ‫‪2‬‬
‫‪^1 - 2 h‬‬ ‫‪2‬‬
‫‪1 -2 - ^ 2 h‬‬
‫‪-‬‬ ‫‪2‬‬
‫=‬
‫‪1‬‬
‫‪= 1-‬‬
‫‪^ 2 h2‬‬
‫‪1‬‬
‫‪= 1-‬‬
‫‪2‬‬
‫‪1‬‬
‫=‬
‫‪2‬‬
‫ﻣﺎ ﺍﻟﺨﻄﺄ ﺍﻟﺬﻱ ﺍﺭﺗﻜﺒﻪ ﺍﻟﻄﺎﻟﺐ؟‬
‫)‪ (8‬ﺣﻞ ًّ‬
‫)‪(a‬‬ ‫‪5 x +7 = 8‬‬ ‫)‪(b‬‬ ‫‪x+2 = x‬‬ ‫)‪(c‬‬ ‫‪4x - 23 - 3 = 2‬‬
‫)‪(d‬‬ ‫‪2x + 1 - x + 11 = 0‬‬ ‫)‪(e‬‬ ‫‪x- x-5 = 2‬‬ ‫)ﻣﺴﺎﻋﺪﺓ‪ :‬ﺗﺮﺑﻴﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﺮﺗﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ(‬
‫)‪(f‬‬ ‫‪3x - 9 = 2x + 4‬‬
‫‪ ، V = 8‬ﺣﻴﺚ ‪ m‬ﻫﻲ ﺍﺭﺗﻔﺎﻉ‬ ‫‪m‬‬ ‫)‪ (9‬ﺍﻟﻔﻴﺰﻳﺎﺀ‪ :‬ﺍﻟﺴﺮﻋﺔ ‪ V‬ﻟﺠﺴﻢ ﻣﺎ ﺃﺳﻘﻂ ﻋﻦ ﺳﻄﺢ ﻣﺒﻨﻰ ﻋﺎﻝ ﻣﻌﻄﺎﺓ ﺑﺎﻟﻘﺎﻧﻮﻥ‪:‬‬
‫ﺍﻟﻤﺒﻨﻰ‪ .‬ﺃﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ ‪ m‬ﺑﺪﻻﻟﺔ ﺍﻟﺴﺮﻋﺔ ‪V‬‬
‫‪x 2 ^3 - xh‬‬ ‫= ‪ ، x‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬ ‫‪2‬‬
‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬
‫)‪ (11‬ﺣﻞ ًّ‬
‫‪3-1‬‬
‫)‪(a‬‬ ‫)‪(b‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪2 x = 512‬‬ ‫‪4x‬‬ ‫‪-x‬‬
‫=‬ ‫‪16‬‬
‫‪18‬‬
‫ﺗﻤﺎﺭﻳﻦ ﺇﺛﺮﺍﺋﻴﺔ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﻠﻲ ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪:‬‬ ‫)‪ّ (1‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬ ‫‪_4‬‬ ‫‪3i‬‬
‫‪8‬‬
‫‪3‬‬ ‫‪4‬‬
‫‪- 343‬‬ ‫‪810 000‬‬
‫)‪(d‬‬ ‫‪-4‬‬ ‫‪6 561‬‬ ‫)‪(e‬‬ ‫‪5‬‬

‫‪- 0.00001‬‬ ‫)‪(f‬‬ ‫‪9 ^ 3 - 2h - 4 ^1 - 3 h‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪(g‬‬ ‫‪27 -2 # 45 -3‬‬

‫)‪(h‬‬ ‫‪12 3 # 18 -2‬‬
‫)‪ (2‬ﺃﻭﺟﺪ ﻧﺎﺗﺞ ﻣﺎ ﻳﻠﻲ‪:‬‬

‫‪36 -5 # 45 4‬‬ ‫‪6 -2 # 3 -5‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫‪_5‬‬ ‫‪32 + 3 i^3 - 6 8 h‬‬ ‫)‪(c‬‬ ‫‪13 2 # 13‬‬

‫‪3‬‬
‫‪4‬‬
‫‪^3 4 - 4 h4 - 3 - 8 ^3 2 + 1h6‬‬ ‫‪1‬‬
‫‪3‬‬
‫‪13 2‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫)‪ّ (3‬‬
‫‪(a) e‬‬ ‫)‪(b‬‬
‫‪2‬‬
‫‪_x 8 : y 4 i , x 2 0 , y $ 0‬‬
‫‪9 3‬‬
‫‪o , x ! 0, y ! 0‬‬
‫‪8x y‬‬ ‫‪3‬‬ ‫‪-3‬‬ ‫‪1 16‬‬
‫‪27x 2 y 12‬‬
‫)‪(c‬‬ ‫‪^3 x + 3 y - 6 x : y h_ x 3 + y 3 + x 6 : y 6 i‬‬ ‫)‪(d‬‬ ‫‪x2 # x‬‬

‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪3‬‬
‫‪1‬‬ ‫‪, x20‬‬
‫‪B‬‬
‫)‪ ABC (4‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪A‬‬
‫‪3‬‬
‫‪x2‬‬
‫‪M‬‬
‫‪AN = 2 + 3‬‬ ‫‪AM = 2 3 - 1‬‬
‫‪MN // BC‬‬ ‫‪MB = 1‬‬

‫‪A‬‬
‫‪N‬‬ ‫‪C‬‬
‫‪(a) CN‬‬ ‫ﺃﻭﺟﺪ‪(b) MN :‬‬
‫)‪ (5‬ﺍﻛﺘﺐ ﻛﻞ ﻛﺴﺮ ﻣﻤﺎ ﻳﻠﻲ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻣﻘﺎﻣﻪ ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬

‫‪1‬‬
‫‪2 6‬‬ ‫‪1‬‬ ‫‪x2 + 1‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪, x d Z+ , x ! 1‬‬
‫‪3+ 2- 5‬‬ ‫‪3-‬‬ ‫‪2‬‬
‫ﻋﺪ ًﺩﺍ ﺣﻘﻴﻘﻴ ًّﺎ‪.‬‬ ‫)‪ (6‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻟﻴﻜﻮﻥ ﺍﻟﻌﺪﺩ‬
‫‪x2‬‬ ‫‪-1‬‬
‫‪x # -x‬‬
‫‪16 = ^- 2h # ^- 8h = - 2 # - 8‬‬ ‫)‪ (7‬ﺗﺤﻠﻴﻞ ﺍﻟﺨﻄﺄ‪ :‬ﺃﻭﺟﺪ ﺍﻟﺨﻄﺄ‬

‫)‪ (8‬ﻣﺎ ﻗﻴﻤﺔ ‪ ،x‬ﺇﺫﺍ ‪ 32 0.8 # x = 1‬؟‬
‫ﻛﻼ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬ ‫)‪ّ (9‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬
‫‪1‬‬
‫‪_ x 2 # y- 3 i , x $ 0 , y ! 0‬‬
‫‪2‬‬
‫‪d x b2 n‬‬
‫‪a a-b‬‬
‫‪2 # 3 x+2 - 8 # 3 x‬‬ ‫‪1‬‬ ‫‪1‬‬
‫)‪ (10‬ﺣﻞ ًّ‬

‫‪3 x+1 + 2 # 3 x‬‬
‫‪x‬‬
‫)‪(a‬‬ ‫)‪(b‬‬ ‫)‪(c‬‬

‫‪1 ^ x + 3h‬‬
‫‪^0 . 01h = 0 . 000001‬‬
‫‪x‬‬ ‫‪23‬‬ ‫‪^3 2x - 9h^2 x - 16 h = 0‬‬
‫‪22‬‬ ‫=‬
‫‪2‬‬
‫)‪(d‬‬ ‫‪^3 xh2 - 10 # 3 x + 9 = 0‬‬ ‫)ﻣﺴﺎﻋﺪﺓ‪ :‬ﻟﻴﻜﻦ ‪( 3 x = y‬‬ ‫)‪(e‬‬ ‫‪4 x-1 - 9 # 2 x-1 + 8 = 0‬‬
‫‪19‬‬
‫ﱠ‬
‫‪2-1‬‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪Domain of the Function‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-6‬ﺍﺳﺘﺨﺪﻡ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺮﺃﺳﻲ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺑﻴﺎﻥ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﻠﻲ ﻳﻤﺜﻞ ﺑﻴﺎﻥ ﺩﺍﻟﺔ ﺃﻡ ﻻ‪.‬‬
‫)‪(1‬‬ ‫‪y‬‬ ‫)‪(2‬‬ ‫‪y‬‬ ‫)‪(3‬‬ ‫‪y‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫)‪(4‬‬ ‫‪y‬‬ ‫)‪(5‬‬ ‫‪y‬‬ ‫)‪(6‬‬ ‫‪y‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(7-16‬ﺣ ّﺪﺩ ﻣﺠﺎﻝ ﻛ ّﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(7‬‬ ‫‪1‬‬
‫‪f (x) = - 2 x 2 + x 2 - 1‬‬ ‫)‪(8‬‬ ‫‪g (x) = 3x - 7 + 2‬‬
‫)‪(9‬‬ ‫= )‪t (x‬‬

‫‪- 2x + 3‬‬
‫‪x-1‬‬ ‫)‪(10‬‬ ‫‪3x - 1‬‬
‫‪h (x) = - 5 - 2x‬‬
‫)‪(11‬‬ ‫‪u (x) = 3 7 - 5x‬‬ ‫)‪(12‬‬ ‫= )‪v (x‬‬

‫‪2x - 1‬‬
‫‪3+x‬‬
‫)‪(13‬‬ ‫= )‪h (x‬‬

‫‪x-2‬‬
‫)‪(14‬‬ ‫= )‪u (x‬‬
‫‪3 + 4x - 3‬‬
‫‪5 + 2x - 1‬‬ ‫‪25 - 9x 2‬‬
‫)‪(15‬‬ ‫‪3‬‬
‫‪v (x) = x + 1 - 2‬‬
‫‪2‬‬
‫)‪(16‬‬ ‫‪w (x) = 3 x 2 - 2 ^ 2x - 3 h‬‬
‫‪x -1‬‬
‫‪20‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﻭ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪R‬‬ ‫ﻫﻮ‬ ‫‪f (x) = ^ x - 2h2‬‬ ‫)‪ (1‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪63, 3h‬‬ ‫ﻫﻮ‬ ‫= )‪f (x‬‬
‫‪3‬‬
‫)‪ (2‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻮ‬ ‫)‪ (3‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪2x - 6‬‬
‫@‪^- 3, 0‬‬ ‫‪f (x) = - x‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪6- 3, 3h‬‬ ‫ﻫﻮ‬ ‫= )‪f (x‬‬
‫‪1‬‬
‫‪x+3‬‬ ‫)‪ (4‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬
‫‪x2‬‬
‫‪R‬‬ ‫ﻫﻮ‬ ‫‪f (x) = x - 2‬‬ ‫)‪ (5‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-11‬ﻇﻠﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫)‪ (6‬ﺃﻳ ًّﺎ ﻣﻤﺎ ﻳﻠﻲ ﻻ ﻳﻤﺜﻞ ﺑﻴﺎﻥ ﺩﺍﻟﺔ‪:‬‬
‫‪a‬‬ ‫‪y‬‬ ‫‪b‬‬ ‫‪y‬‬ ‫‪c‬‬ ‫‪y‬‬ ‫‪d‬‬ ‫‪y‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﻫﻮ‪:‬‬ ‫= )‪f (x‬‬

‫‪x2 - 1‬‬
‫‪x 2 + 2x + 1‬‬
‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪R / "1 ,‬‬ ‫‪c‬‬ ‫‪R/ " - 1, 1 ,‬‬ ‫‪d‬‬ ‫‪R/ " - 1 ,‬‬
‫ﻫﻮ‪:‬‬ ‫= )‪f (x‬‬

‫‪x2‬‬
‫‪x‬‬ ‫)‪ (8‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪R / "0 ,‬‬ ‫‪b‬‬ ‫‪60, 3h‬‬ ‫‪c‬‬ ‫‪^ - 3, 0 h‬‬ ‫‪d‬‬ ‫‪^0, 3 h‬‬
‫ﻫﻮ‪:‬‬ ‫= )‪f (x‬‬

‫‪x-1‬‬
‫‪x- x‬‬
‫‪a‬‬ ‫‪R / "1 ,‬‬ ‫‪b‬‬ ‫‪R / " 0, 1 ,‬‬ ‫‪c‬‬ ‫‪R - "0 ,‬‬ ‫‪d‬‬ ‫‪^0, 3 h / " 1 ,‬‬
‫ﻫﻮ‪:‬‬ ‫= )‪f (x‬‬

‫‪x‬‬
‫‪x+1-1‬‬
‫‪a‬‬ ‫‪^0, 3 h‬‬ ‫‪b‬‬ ‫‪61, 3h‬‬ ‫‪c‬‬ ‫‪^- 1, 3 h‬‬ ‫‪d‬‬ ‫‪6- 1, 3h / " 0 ,‬‬
‫ﻫﻮ‪:‬‬ ‫‪f:g‬‬ ‫‪ . f (x) = x‬ﻓﺈﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬ ‫‪x , g : 6- 2, 2@ " R , g (x) = x 2‬‬ ‫)‪ (11‬ﻟﺘﻜﻦ‬
‫‪a‬‬ ‫@‪6- 2, 2‬‬ ‫‪b‬‬ ‫@‪60, 2‬‬
‫‪c‬‬ ‫‪^ 0, 2 h‬‬ ‫ﺻﺤﻴﺤﺎ ‪d‬‬

‫ً‬ ‫ﻟﻴﺲ ﺃﻳ ًّﺎ ﻣﻤﺎ ﺳﺒﻖ‬
‫‪21‬‬
‫ﱠ‬
‫‪2-2‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻭﻧﻤﺬﺟﺘﻬﺎ‬
‫‪Quadratic Functions and their Modelling‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-8‬ﺃﻱ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺧﻄﻴﺔ؟ ﻭﺃﻳﻬﺎ ﺗﺮﺑﻴﻌﻴﺔ؟‬
‫)‪(1‬‬ ‫‪y = x+4‬‬
‫)‪(2‬‬ ‫‪f (x) = x 2 - 7‬‬
‫)‪(3‬‬ ‫‪y = 3 ^ x - 1h2 + 4‬‬
‫)‪(4‬‬ ‫‪r (x) = - 7x‬‬
‫)‪(5‬‬ ‫‪f (x) = 2 ^4x + 10h‬‬

‫‪1‬‬
‫)‪(6‬‬ ‫‪y = 3x ^ x - 2h‬‬
‫)‪(7‬‬ ‫‪y = (2x + 1) (x - 2) + 4 - 2x 2‬‬
‫)‪(8‬‬ ‫‪y = (3x + 7) 2 - ^9x 2 - 49h‬‬
‫)‪ (9‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﻣﺎ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻟﻌﺪﺩ ﺃﺯﻭﺍﺝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻹﻳﺠﺎﺩ ﻧﻤﻮﺫﺝ ﺗﺮﺑﻴﻌﻲ ﻟﻤﺠﻤﻮﻋﺔ ﻣﺎ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ؟‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(10-12‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﻟﻜﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫)‪(10‬‬ ‫‪x‬‬ ‫‪-1 0 1 2 3‬‬
‫)‪f (x‬‬ ‫‪4 -3 -6 -5 0‬‬
‫)‪(11‬‬ ‫‪x‬‬ ‫‪-1 0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬

‫)‪f (x‬‬ ‫‪-1 0‬‬ ‫‪3‬‬ ‫‪8‬‬ ‫‪15‬‬
‫)‪(12‬‬ ‫‪x‬‬ ‫‪-1 0 1‬‬ ‫‪2 3‬‬

‫)‪f (x‬‬ ‫‪17 20 17‬‬ ‫‪8 -7‬‬
‫‪22‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﻭﻇﻠﻞ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺩﺍﻟﺔ ﺧﻄﻴﺔ‪.‬‬ ‫‪f (x) = kx 2 + x - 3‬‬ ‫‪,‬‬‫‪kdZ‬‬ ‫)‪ (1‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﺩﺍﻟﺔ ﺧﻄﻴﺔ‪.‬‬
‫‪x‬‬
‫‪f (x) = x + x‬‬ ‫)‪ (2‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪f (x) = ^3xh^2xh + 6‬‬ ‫)‪ (3‬ﺍﻟﻨﻘﻄﺔ )‪ A(1, 6‬ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﺩﺍﻟﺔ ﺧﻄﻴﺔ‪.‬‬ ‫‪y = x ^1 - xh - ^1 - x 2h‬‬ ‫)‪ (4‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ‪.‬‬ ‫‪f (x) = π 2 - x‬‬ ‫)‪ (5‬ﺍﻟﺪﺍﻟﺔ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-10‬ﻇﻠﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫)‪ (6‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺍﻟﺘﻲ ﺣﺪﻫﺎ ﺍﻟﺜﺎﺑﺖ ﻳﺴﺎﻭﻱ ‪ -3‬ﻓﻴﻤﺎ ﻳﻠﻲ ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪y = ^3x + 1h^- x - 3h‬‬ ‫‪b‬‬ ‫‪y = x 2 - 3x + 3‬‬
‫‪c‬‬ ‫‪f (x) = ^ x - 3h^ x - 3h‬‬ ‫‪d‬‬ ‫‪y = - 3x 2 + 3x + 9‬‬
‫)‪ (7‬ﺃﻱ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ ﻟﻴﺴﺖ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ‪:‬‬

‫‪a‬‬ ‫‪y = ^ x - 1h^ x - 2h‬‬ ‫‪b‬‬ ‫‪y = x 2 + 2x - 3‬‬
‫‪c‬‬ ‫‪y = 3x - x 2‬‬ ‫‪d‬‬ ‫)‪y = - x 2 + x (x - 3‬‬
‫)‪ (8‬ﺃﻱ ﻧﻘﻄﺔ ﻣﻤﺎ ﻳﻠﻲ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ‪ f (x) = 3x 2 - 5x + 1‬؟‬
‫)‪a (3, 12‬‬ ‫‪b‬‬ ‫‪^- 1, - 1h‬‬ ‫)‪c (2, 3‬‬ ‫)‪d (-2, 22‬‬
‫ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﻟﻜﻞ ‪ a‬ﺗﻨﺘﻤﻲ ﺇﻟﻰ‪:‬‬ ‫‪f (x) = â 2 - 4h x 2 - â - 2h x + 5‬‬ ‫)‪ (9‬ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪R - " - 2, 2 ,‬‬ ‫‪c‬‬ ‫‪R - "2 ,‬‬ ‫‪d‬‬ ‫‪R - "- 2 ,‬‬
‫)‪ (10‬ﻳﻤﻜﻦ ﻧﻤﺬﺟﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ‪ x, y‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‪x -1 1‬‬ ‫‪2‬‬

‫‪y -1 3‬‬ ‫‪8‬‬
‫‪a‬‬ ‫‪f (x) = x 2 + x + 1‬‬ ‫‪b‬‬ ‫‪f (x) = x 2 + 2x - 1‬‬

‫‪c‬‬ ‫‪f (x) = - x 2 + 2x + 2‬‬ ‫‪d‬‬ ‫‪f (x) = x 2 + 2x‬‬
‫‪23‬‬
‫ﱠ‬
‫‪2-3‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻭﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﻜﺎﻓﺌﺔ‬
‫‪Quadratic Functions and Parabolas‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-4‬ﻛﻞ ﻧﻘﻄﺔ ﺗﻘﻊ ﻋﻠﻰ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﺭﺃﺳﻪ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻫﺬﺍ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‪ ،‬ﻭﺍﺫﻛﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺮﺳﻢ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻣﻔﺘﻮ ًﺣﺎ ﺇﻟﻰ ﺃﻋﻠﻰ ﺃﻡ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬
‫)‪(1) F(3, 2‬‬ ‫)‪(2) F(8, -12‬‬ ‫)‪(3) H(-6, -2‬‬ ‫)‪(4) G(-2, 5‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(5-10‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺃﺳﻪ‪.‬‬
‫)‪(5‬‬ ‫)‪(6‬‬
‫)‪(0, 4‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪3‬‬ ‫)‪(1, 3‬‬ ‫‪3‬‬
‫‪1‬‬
‫‪1‬‬ ‫)‪(2, 1‬‬
‫‪-3‬‬ ‫‪-1‬‬ ‫‪1‬‬ ‫‪3‬‬
‫‪-3 -2 -1‬‬ ‫‪3 x‬‬
‫‪x‬‬
‫‪1‬‬ ‫‪2‬‬
‫)‪(7‬‬ ‫‪y‬‬ ‫)‪(8‬‬ ‫‪y‬‬

‫)‪(-2, 0‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬
‫‪-1‬‬ ‫‪-4 -2-1‬‬ ‫‪12 3‬‬
‫‪x‬‬ ‫‪x‬‬
‫‪-2‬‬
‫‪-4‬‬
‫)‪(9‬‬ ‫)‪(10‬‬
‫‪x=1‬‬
‫‪y‬‬
‫‪(-2,‬‬ ‫)‪4‬‬ ‫‪4‬‬
‫‪y‬‬
‫)‪(-4, 4‬‬
‫‪2‬‬
‫‪2‬‬
‫‪-2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪x‬‬ ‫‪-5‬‬ ‫‪-2‬‬ ‫‪2 x‬‬

‫‪-2‬‬ ‫)‪(-3, -2‬‬ ‫‪-2‬‬
‫‪24‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(11-18‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(11‬‬ ‫‪y = ^ x + 3h2‬‬ ‫)‪(12‬‬ ‫‪y = ^ x - 2h2‬‬ ‫)‪(13‬‬ ‫‪y = - ^ x + 1h2‬‬
‫)‪(14‬‬ ‫‪y = - x2 + 3‬‬ ‫)‪(15‬‬ ‫‪y = ^ x + 4h2 + 1‬‬ ‫)‪(16‬‬ ‫‪y = 3 ^ x - 2h2 + 4‬‬
‫)‪(17‬‬ ‫‪y = - 4 ^ x + 3h2‬‬ ‫)‪(18‬‬ ‫‪y = - 2 ^ x + 1h2 - 4‬‬
‫ﺑﻴﺎﻧﻴ ًّﺎ‪.‬‬ ‫‪y = - 2 ^ x - 3h2 + 4‬‬ ‫)‪ (19‬ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﺻﻒ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﻲ ﺳﻮﻑ ﺗﺴﺘﺨﺪﻣﻬﺎ ﻟﺮﺳﻢ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪x =-2‬‬ ‫)‪ (20‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﺪﺍﻟﺔ ﻳﻤﺜﻠﻬﺎ ﺑﻴﺎﻧﻴ ًّﺎ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻟﻪ ﻣﺤﻮﺭ ﺍﻟﺘﻤﺎﺛﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺘﻪ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‪.‬‬
‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(21-25‬ﺍﺭﺳﻢ ﻛﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ‬
‫)‪ (21‬ﺍﻟﺮﺃﺱ )‪ V(0, 0‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪P(2, 10‬‬
‫)‪ (22‬ﺍﻟﺮﺃﺱ )‪ V(0, 0‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪P(-2, -10‬‬
‫)‪ (23‬ﺍﻟﺮﺃﺱ )‪ V(0, 5‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪P(1, -2‬‬
‫)‪ (24‬ﺍﻟﺮﺃﺱ )‪ V(3, 1‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ‪-2‬‬
‫)‪ (25‬ﺍﻟﺮﺃﺱ )‪ V(-2, 6‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ‪2‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﻭﻇﻠﻞ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺗﻤﺜﻞ ﻣﻌﺎﺩﻟﺔ ﻗﻄﻊ ﻣﻜﺎﻓﺊ‪.‬‬ ‫‪y = 2x 2 - 2 (3 - x) 2‬‬ ‫)‪ (1‬ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻓﺘﺤﺘﻪ ﺇﻟﻰ ﺍﻷﻋﻠﻰ‪.‬‬ ‫‪1‬‬
‫‪y = - 3 (x + 2) 2 - 3‬‬ ‫)‪ (2‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪y = 2 x2 - 2‬‬ ‫ﻳﻜﻮﻥ ﺑﻴﺎﻧﻬﺎ ﺃﻛﺜﺮ ﺍﺗﺴﺎ ًﻋﺎ ﻣﻦ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y = 2 (x - 1) 2 + 2‬‬ ‫)‪ (3‬ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻗﻴﻤﺔ ﻋﻈﻤﻰ‪.‬‬ ‫‪y = - (x - 3) 2 - 2‬‬ ‫)‪ (4‬ﺗﻮﺟﺪ ﻋﻨﺪ ﺭﺃﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪P(2, 3‬‬ ‫‪y = (- x + 2) 2 + 3‬‬ ‫)‪ (5‬ﻣﻨﺤﻨﻰ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‬
‫ﺇﺫﺍ ﻛﺎﻥ‪:‬‬ ‫‪y = - 2x 2‬‬ ‫ﻳﻜﻮﻥ ﺭﺳﻤﻬﺎ ﺃﻭﺳﻊ ﻣﻦ ﺭﺳﻢ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y = a (3 - x) 2 - 2‬‬ ‫)‪ (6‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪a =2‬‬ ‫‪b‬‬ ‫‪a 22‬‬ ‫‪c‬‬ ‫‪a12‬‬ ‫‪d‬‬ ‫‪a 12‬‬
‫ﻳﺴﺎﺭﺍ ﻭ‪ 4‬ﻭﺣﺪﺍﺕ ﻷﻋﻠﻰ ﻫﻲ‪:‬‬

‫ﺍﻟﺬﻱ ﺗﻢ ﺇﺯﺍﺣﺔ ﺭﺃﺳﻪ ﻭﺣﺪﺗﻴﻦ ً‬ ‫‪y = 2x 2‬‬ ‫)‪ (7‬ﻣﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‬
‫‪a‬‬ ‫‪y = (2x + 2) 2 + 4‬‬ ‫‪b‬‬ ‫‪y = 2 (x - 2) 2 + 4‬‬
‫‪c‬‬ ‫‪y = 2 (x + 2) 2 + 4‬‬ ‫‪d‬‬ ‫‪y = 2 (x + 2) 2 - 4‬‬
‫‪25‬‬
‫)‪ (8‬ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻳﻤﺜﻞ ﻣﻨﺤﻨﻰ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻣﻌﺎﺩﻟﺘﻪ ﻫﻲ‪:‬‬
‫‪y‬‬
‫‪2‬‬
‫‪1‬‬
‫‪0‬‬
‫‪-4 -3 -2 -1‬‬ ‫‪1 2‬‬ ‫‪3 4‬‬ ‫‪5‬‬ ‫‪6 x‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪a‬‬ ‫‪y = (x - 2) 2 + 2‬‬ ‫‪b‬‬ ‫‪1‬‬

‫‪y = 2 (x - 2) 2 + 2‬‬
‫‪c‬‬ ‫‪1‬‬
‫‪y = - 2 (x - 2) 2 - 2‬‬ ‫‪d‬‬ ‫‪1‬‬
‫‪y = - 2 (x - 2) 2 + 2‬‬
‫ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭﻳﻦ ﻋﻠﻰ ﺍﻷﻛﺜﺮ ﻓﻲ‪:‬‬ ‫‪y = a (x - h) 2 + k‬‬ ‫)‪ (9‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‬
‫ﻧﻘﻄﺔ ‪a‬‬ ‫ﻧﻘﻄﺘﻴﻦ ‪b‬‬
‫‪ 3‬ﻧﻘﺎﻁ ‪c‬‬ ‫‪ 4‬ﻧﻘﺎﻁ ‪d‬‬
‫ﻫﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‪:‬‬ ‫‪1‬‬

‫‪y = 3 (3 - x) 2 - 2‬‬ ‫)‪ (10‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮﻯ ﻟﻠﺪﺍﻟﺔ‬
‫‪a‬‬ ‫)‪(3, - 2‬‬ ‫‪b‬‬ ‫)‪(- 3, 2‬‬
‫‪c‬‬ ‫)‪(- 3, - 2‬‬ ‫‪d‬‬ ‫)‪(3, 2‬‬
‫)‪ (11‬ﻳﻘﻊ ﺟﺴﺮ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻓﻮﻕ ﻧﻬﺮ‪ .‬ﻳﺒﻠﻎ ﺍﻟﺒﻌﺪ ﺑﻴﻦ ﻗﺎﻋﺪﺗﻴﻪ ‪ 20 m‬ﻭﺍﺭﺗﻔﺎﻋﻪ ﺍﻷﻗﺼﻰ ‪ 8 m‬ﻣﻌﺎﺩﻟﺔ‬
‫ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﻫﻲ‪:‬‬
‫‪y‬‬
‫‪8‬‬
‫‪4‬‬
‫‪0‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪16‬‬ ‫‪20 x‬‬
‫‪a‬‬ ‫‪y = 0.08 (x - 10) 2 + 8‬‬ ‫‪b‬‬ ‫‪y = - 0.08 (x - 10) 2 + 8‬‬
‫‪c‬‬ ‫‪y = - 0.08 (x - 20) 2 + 8‬‬ ‫‪d‬‬ ‫‪y = 0.08 (x + 10) 2 + 8‬‬
‫‪26‬‬
‫ﱠ‬
‫‪2-4‬‬
‫ﻣﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺻﻮﺭﺓ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺃﺱ ﺍﻟﻤﻨﺤﻨﻰ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫‪Comparing Vertex and General Form Equation of Quadratic‬‬
‫‪Functions‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-7‬ﺍﻛﺘﺐ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‪:‬‬
‫)‪(1‬‬ ‫‪y = x 2 - 4x + 6‬‬ ‫)‪(2‬‬ ‫‪y = x 2 + 2x + 5‬‬ ‫)‪(3‬‬ ‫‪y = 4 x 2 + 7x‬‬
‫)‪(4‬‬ ‫‪f (x) = - 2x 2 + 35‬‬ ‫)‪(5‬‬ ‫‪y = - 8x 2‬‬ ‫)‪(6‬‬ ‫‪f (x) = 2x 2 + x‬‬
‫)‪(7‬‬ ‫‪y = - 3x 2 - 2x + 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(8-13‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬

‫)‪(8‬‬ ‫‪y = ^ x + 3h2 - 4‬‬ ‫)‪(9‬‬ ‫‪f (x) = 2 ^ x - 2h2 + 5‬‬ ‫)‪(10‬‬ ‫‪f (x) = - ^ x - 7h2 + 10‬‬
‫)‪(11‬‬ ‫‪y = ^5x + 6h2 - 9‬‬ ‫)‪(12‬‬ ‫‪f (x) = - ^3x - 4h2 + 6‬‬ ‫)‪(13‬‬ ‫‪f (x) = - 2x ^ x + 7h + 8x‬‬
‫‪y = x 2 - 8x + 18‬‬ ‫)‪ (14‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﻣﻌﺎﺩﻟﺔ ﺃﺣﺪ ﺍﻟﺮﺳﻤﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺃﺩﻧﺎﻩ ﻫﻲ‪:‬‬
‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻵﺧﺮ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪5‬‬
‫‪y‬‬
‫‪3‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪x‬‬
‫)‪ (15‬ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ، y = 2x 2 - 12x + c :‬ﻟﻪ ﺭﺃﺱ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ .(3, 5‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪c‬؟‬
‫)‪ (16‬ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ، y = ax 2 + bx + 8 :‬ﻟﻪ ﺭﺃﺱ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ . (2, - 4‬ﻓﻤﺎ ﻗﻴﻢ ‪a , b‬؟‬
‫‪27‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺃﺱ ﺍﻟﻤﻨﺤﻨﻰ‪.‬‬ ‫‪y = - 2 (x + 3) 2 + 4‬‬ ‫)‪ (1‬ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫‪y = 3 (x - 2) 2 + 4 (x - 2) + 1‬‬ ‫)‪ (2‬ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪V ^1, - 4h‬‬ ‫ﻫﻮ‬ ‫‪y = x 2 - 2x - 3‬‬ ‫)‪ (3‬ﺭﺃﺱ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪y =-4‬‬ ‫ﻫﻲ‬ ‫‪y = 3x 2 + 12x + 8‬‬ ‫)‪ (4‬ﻣﻌﺎﺩﻟﺔ ﻣﺤﻮﺭ ﺍﻟﺘﻤﺎﺛﻞ ﻟﻠﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‪:‬‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‪:‬‬ ‫‪y = ax 2 + 2ax + 5, a ≠ 0‬‬ ‫)‪ (5‬ﺭﺃﺱ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬
‫)‪a (1, 1‬‬ ‫)‪b (-1, 1‬‬ ‫)‪c (1, 5‬‬ ‫)‪d (-1, 5‬‬
‫)‪ (6‬ﻣﻌﺎﺩﻟﺔ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺔ )‪ (-3, 10‬ﻭﺭﺃﺳﻪ )‪ (0, 1‬ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪y = 5x 2 + 1‬‬ ‫‪b‬‬ ‫‪y = - 3x 2 + 10‬‬ ‫‪c y = x2 + 1‬‬ ‫‪d y = - x2 - 1‬‬
‫ﻟﻪ ﺭﺃﺱ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‪:‬‬ ‫‪y = - 2x 2 + 4x - 5‬‬ ‫)‪ (7‬ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬

‫)‪a (-2, -3‬‬ ‫)‪b (1, -3‬‬ ‫)‪c (1, -1‬‬ ‫)‪d (-1, -3‬‬
‫ﻓﻲ ﺍﻟﺮﺑﻊ‪:‬‬ ‫‪y = - x 2 - 16x - 62‬‬ ‫)‪ (8‬ﻳﻘﻊ ﺭﺃﺱ ﻣﻨﺤﻨﻰ‬

‫ﺍﻷﻭﻝ ‪a‬‬
‫ّ‬ ‫ﺍﻟﺜﺎﻧﻲ ‪b‬‬ ‫ﺍﻟﺜﺎﻟﺚ ‪c‬‬ ‫ﺍﻟﺮﺍﺑﻊ ‪d‬‬
‫ﻫﻲ‪:‬‬ ‫‪y = x 2 - 6x + 2‬‬ ‫)‪ (9‬ﻣﻌﺎﺩﻟﺔ ﻣﺤﻮﺭ ﺍﻟﺘﻤﺎﺛﻞ ﻟﻠﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ‬

‫‪a‬‬ ‫‪x = 12‬‬ ‫‪b‬‬ ‫‪x=6‬‬ ‫‪c‬‬ ‫‪x=3‬‬ ‫‪d‬‬ ‫‪x=2‬‬
‫)‪ (10‬ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻌﻈﻤﻰ ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﺮﺑﻌﺔ ﻟﻤﺴﺘﻄﻴﻞ ﻣﺤﻴﻄﻪ ‪ 128 m‬ﻫﻲ‪:‬‬

‫‪a 4 096‬‬ ‫‪b 1 024‬‬ ‫‪c 256‬‬ ‫‪d 32‬‬
‫ﺣﻴﺚ ‪) p‬ﺑﺎﻟﺪﻳﻨﺎﺭ( ﻫﻮ ﺳﻌﺮ‬ ‫)‪ (11‬ﻳﻨﻤﺬﺝ ﻣﺪﺧﻮﻝ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ﺑﺎﻟﻌﻼﻗﺔ‬

‫‪R = - 15 p 2 + 300 p + 12 000‬‬
‫ﻣﺒﻴﻊ ﺇﺣﺪﻯ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻨﺘﺠﺔ‪ .‬ﻗﻴﻤﺔ ‪ p‬ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﺃﻋﻠﻰ ﻣﺪﺧﻮﻝ ﻫﻲ‪:‬‬
‫‪a 30‬‬ ‫‪b 10‬‬ ‫‪c 15‬‬ ‫‪d 12‬‬
‫)‪ (12‬ﺃﻱ ﻣﻨﺤﻨﻰ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺃﺩﻧﺎﻩ ﻟﻪ ﺧﻂ ﺗﻤﺎﺛﻞ ‪ x = 3‬؟‬
‫‪a‬‬ ‫‪y = 2 ^ x + 3h2‬‬ ‫‪b‬‬ ‫‪y = x 2 - 6x + 9‬‬ ‫‪c y = x 2 + 3x + 6‬‬ ‫‪d y = 4 ^ x + 3h2‬‬
‫‪28‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ (13-15‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ‪ ،‬ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺒﻪ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫ﺍﻟﻘﺎﺋﻤﺔ )‪(2‬‬ ‫ﺍﻟﻘﺎﺋﻤﺔ )‪(1‬‬

‫‪a‬‬ ‫‪y‬‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪:‬‬
‫ﻫﻮ‪:‬‬ ‫)‪(13‬‬
‫‪2‬‬
‫‪y = x 2 + 4x + 1‬‬
‫‪-5‬‬ ‫‪-3‬‬ ‫‪-1‬‬ ‫‪x‬‬
‫‪b‬‬ ‫‪y‬‬ ‫ﻫﻮ‪:‬‬ ‫‪y = - x 2 - 4x + 1‬‬ ‫)‪(14‬‬

‫‪2‬‬
‫‪-4‬‬ ‫‪-2‬‬ ‫‪x‬‬

‫‪-2‬‬
‫‪-4‬‬
‫‪c‬‬ ‫‪y‬‬ ‫ﻫﻮ‪:‬‬ ‫‪1‬‬

‫‪y = - 2 x 2 - 2x + 1‬‬ ‫)‪(15‬‬
‫‪2‬‬
‫‪-4‬‬ ‫‪-2‬‬ ‫‪x‬‬

‫‪-2‬‬
‫‪-4‬‬
‫‪d‬‬ ‫‪y‬‬
‫‪2‬‬
‫‪-4‬‬ ‫‪-2‬‬ ‫‪x‬‬

‫‪-2‬‬
‫‪-4‬‬
‫‪29‬‬
‫ﱠ‬
‫‪2-5‬‬
‫ﺍﻟﻤﻌﻜﻮﺳﺎﺕ ﻭﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‬
‫‪Inverses and Square Root Functions‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-3‬ﺍﺭﺳﻢ ﺑﻴﺎﻧﻴًّﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻭﻣﻌﻜﻮﺳﻬﺎ ﻋﻠﻰ ﻣﺤﺎﻭﺭ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻧﻔﺴﻬﺎ‪ .‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻜﻮﺱ‪.‬‬
‫)‪(1‬‬ ‫‪1‬‬
‫‪y= 2x‬‬ ‫)‪(2‬‬ ‫=‪y‬‬
‫‪x+1‬‬
‫‪3‬‬ ‫)‪(3‬‬ ‫‪y = 5x + 3‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(4-10‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻜﻮﺱ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬

‫)‪(4‬‬ ‫‪1‬‬
‫‪y = 2 x2‬‬ ‫)‪(5‬‬ ‫‪y = x2 - 1‬‬ ‫)‪(6‬‬ ‫‪y = ^ x - 2h2 + 1‬‬ ‫)‪(7‬‬ ‫=‪y‬‬
‫‪x+5‬‬
‫‪3‬‬
‫)‪(8‬‬ ‫‪y = 6x + 2‬‬ ‫)‪(9‬‬ ‫‪y = x2 - 3‬‬ ‫)‪(10‬‬ ‫‪y = (x + 5) 2 + 2‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(11-14‬ﺍﺭﺳﻢ ﻛﻞ ﺩﺍﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ‪ .‬ﺛﻢ ﺍﺫﻛﺮ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪﻯ‪.‬‬
‫)‪(11‬‬ ‫‪y =- x-1‬‬ ‫)‪(12‬‬ ‫‪y =- x +2‬‬ ‫)‪(13‬‬ ‫‪y = x-4+2‬‬ ‫)‪(14‬‬ ‫‪y =- x+3 -2‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(15-16‬ﺍﺭﺳﻢ ﺑﻴﺎﻧًﺎ ﻟﻤﻌﻜﻮﺱ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﺭﺳﻢ ﺑﻴﺎﻧﻲ‪ ،‬ﻭﻣﻌﺎﺩﻟﺔ ﻣﻌﻜﻮﺳﻪ‪.‬‬
‫)‪(15‬‬ ‫)‪(16‬‬
‫‪4‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪0‬‬
‫‪0‬‬ ‫‪2‬‬ ‫‪4 x‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪x‬‬
‫)‪ (a) (17‬ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺍﻹﻋﻼﻧﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ :‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﻌﻄﻲ ﺛﻤﻦ ﺍﻟﺒﻴﻊ ‪ y‬ﻟﻠﺜﻤﻦ ﺍﻷﺻﻠﻲ ‪ x‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﺴﻠﻊ ﻓﻲ‬
‫ﺍﻹﻋﻼﻥ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﺣﺴﻮﻣﺎﺕ ﺃﺳﺮﻉ!‬ ‫)‪ (b‬ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ )‪.(a‬‬
‫ﺳﻮﻑ ﺗﻨﺘﻬﻲ ﺍﻟﺤﺴﻮﻣﺎﺕ ﻓﻲ ‪ 31‬ﻳﻨﺎﻳﺮ‬
‫ﻭﻓّﺮ ‪20 %‬‬ ‫)‪ (c‬ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﻣﺎﺫﺍ ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﻛﺘﺒﺘﻬﺎ ﻓﻲ ﺍﻟﺴﺆﺍﻝ )‪(b‬؟‬
‫‪30‬‬
‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ M(x, y‬ﺗﻨﺘﻤﻲ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻓﺈﻥ ﺍﻟﻨﻘﻄﺔ )‪N(y, x‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺗﻨﺘﻤﻲ ﻟﺒﻴﺎﻥ ﻣﻌﻜﻮﺱ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻓﺈﻥ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﻌﻜﻮﺱ ﻟﻸﺧﺮﻯ‪.‬‬ ‫‪f (x) = x + 1 , g (x) = x - 1‬‬ ‫)‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻮ ﺧﻂ ﺍﻧﻌﻜﺎﺱ ﻟﺒﻴﺎﻥ ﺩﺍﻟﺔ ‪ f‬ﻭﺑﻴﺎﻥ ﻣﻌﻜﻮﺳﻬﺎ‪.‬‬ ‫‪y=x‬‬ ‫)‪ (3‬ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺃﻳﻀﺎ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫)‪ (4‬ﺇﺫﺍ ﻣﺮ ﺑﻴﺎﻥ ﺩﺍﻟﺔ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ ﻓﺈﻥ ﺑﻴﺎﻥ ﻣﻌﻜﻮﺳﻬﺎ ﻳﻤﺮ ً‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (5‬ﻻ ﻳﺘﻐﻴﺮ ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻌﺪ ﺇﺯﺍﺣﺔ ﺑﻴﺎﻧﻬﺎ ‪ 3‬ﻭﺣﺪﺍﺕ ﻳﻤﻴﻨًﺎ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-10‬ﻇﻠﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪:‬‬
‫)‪ (6‬ﺇﺫﺍ ﺍﻧﺘﻤﺖ ﺍﻟﻨﻘﻄﺔ )‪ A(2, 3‬ﺇﻟﻰ ﺑﻴﺎﻥ ﺩﺍﻟﺔ ﻓﺈﻥ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﺑﻴﺎﻥ ﻣﻌﻜﻮﺱ ﺗﻠﻚ ﺍﻟﺪﺍﻟﺔ ﻫﻲ‪:‬‬
‫)‪a (-2, 3‬‬ ‫)‪b (2, -3‬‬ ‫)‪c (3, -2‬‬ ‫)‪d (3, 2‬‬
‫= ‪:y‬‬ ‫‪x‬‬ ‫ﻫﻮ ﺍﻧﺴﺤﺎﺏ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y = x+2-2‬‬ ‫)‪ (7‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﻭﺣﺪﺗﻴﻦ ﻟﻸﻋﻠﻰ ‪a‬‬ ‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﻭﺣﺪﺗﻴﻦ ﻟﻸﺳﻔﻞ ‪b‬‬
‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺗﻴﻦ ﻟﻸﻋﻠﻰ ‪c‬‬ ‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺗﻴﻦ ﻟﻸﺳﻔﻞ ‪d‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = x2 + 2‬‬ ‫)‪ (8‬ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪y = x-2‬‬ ‫‪b‬‬ ‫‪y =- x-2‬‬
‫‪c‬‬ ‫‪y =! x - 2‬‬ ‫ﺻﺤﻴﺤﺎ ‪d‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = 5x - 1‬‬ ‫)‪ (9‬ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪y = 5x + 1‬‬ ‫‪b‬‬ ‫=‪y‬‬
‫‪x+1‬‬
‫‪c‬‬ ‫‪d‬‬
‫‪5‬‬
‫‪x‬‬ ‫‪x‬‬
‫‪y = 5 +1‬‬ ‫‪y = 5 -1‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = x+3-1‬‬ ‫)‪ (10‬ﻣﺠﺎﻝ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‬

‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪^- 1, 3 h‬‬
‫‪c‬‬ ‫‪^ - 3, 1 h‬‬ ‫‪d‬‬ ‫‪6- 1, 3h‬‬
‫‪31‬‬
‫ﱠ‬
‫‪2-6‬‬
‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ‬
‫‪Solving Inequalities‬‬

‫)‪ (1‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(a‬‬ ‫‪^ x - 3h^2x + 5h 1 0‬‬ ‫)‪(b‬‬ ‫‪2x 2 - 3x - 5 $ 0‬‬ ‫)‪(c‬‬ ‫‪2‬‬
‫‪- 3x + 2x‬‬ ‫‪1- 1‬‬
‫)‪(d‬‬ ‫‪4x 2 + 12x + 9 $ 0‬‬ ‫)‪(e‬‬ ‫‪- 9x + 6x‬‬

‫‪2‬‬
‫‪11‬‬ ‫)‪(f‬‬ ‫‪21 + 4x 2 x 2‬‬
‫‪2x cm‬‬ ‫)‪ (2‬ﻟﻨﻌﺘﺒﺮ ﻋﺮﺽ ﻣﺴﺘﻄﻴﻞ ‪ ^ x - 2h cm‬ﻭﻃﻮﻟﻪ‬

‫ﺿﺢ ﻟﻤﺎﺫﺍ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ x‬ﺃﻛﺒﺮ ﻣﻦ ‪2‬‬
‫)‪ (a‬ﻭ ّ‬
‫)‪ (b‬ﺍﻛﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﻣﺴﺎﺣﺔ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻄﻴﻞ‪.‬‬
‫ﻭ ‪ ، 100 cm 2‬ﺛﻢ ﺍﺳﺘﻨﺘﺞ‬ ‫‪90 cm 2‬‬ ‫ﻋﻠﻤﺎ ﺃ ّﻥ ‪ x‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻟﺘﻜﻮﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺑﻴﻦ‬
‫)‪ً (c‬‬
‫ﻃﻮﻝ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻭﻋﺮﺿﻪ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(3-9‬ﺣ ّﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(3‬‬ ‫)‪(4‬‬ ‫)‪(5‬‬
‫‪2‬‬
‫‪x-1‬‬ ‫‪x -1‬‬ ‫‪x 2 + x - 12‬‬
‫‪10‬‬ ‫‪#0‬‬ ‫‪20‬‬
‫‪x2 - 4‬‬ ‫‪x2 + 1‬‬ ‫‪x 2 - 4x + 4‬‬
‫)‪(6‬‬ ‫‪1‬‬ ‫‪1‬‬

‫‪x+1 + x-3 # 0‬‬ ‫)‪(7‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪x+2 - x-1 2 0‬‬ ‫)‪(8‬‬ ‫‪x‬‬ ‫‪2‬‬
‫‪x+1 + x-1 H 0‬‬
‫)‪* (9‬‬ ‫‪2x + 1‬‬ ‫‪3x‬‬

‫‪x + 1 - 2x G 0‬‬
‫)‪ (10‬ﻋﻤﺮ ﺟ ّﺪ ﺃﺣﻤﺪ ﻳﺴﺎﻭﻱ ‪ 8‬ﺃﺿﻌﺎﻑ ﻋﻤﺮ ﺃﺣﻤﺪ‪ .‬ﺑﻌﺪ ‪ 3‬ﺳﻨﻮﺍﺕ‪ ،‬ﺳﻴﺘﺨﻄﻰ ﺗﺮﺑﻴﻊ ﻋﻤﺮ ﺃﺣﻤﺪ ﺿﻌﻒ ﻋﻤﺮ ﺟﺪّﻩ‬
‫)ﻟﻠﻤﺮﺓ ﺍﻷﻭﻟﻰ(‪ .‬ﺃﻭﺟﺪ ﻋﻤﺮ ﺃﺣﻤﺪ ﻭﻋﻤﺮ ﺟﺪّﻩ ﺍﻵﻥ‪.‬‬
‫ّ‬
‫ﻓﻲ ﻛ ّﻞ ﻣﻦ‬ ‫‪f (x) = y , f (x) 2 y , f (x) 1 y‬‬ ‫)‪ (11‬ﻟﻨﻌﺘﺒﺮ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ ، (d) : y = - 1‬ﺃﻭﺟﺪ ﺑﻴﺎﻧﻴ ًّﺎ ﺍﻟﺤﻞ ﻟـ‬
‫ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(a‬‬ ‫‪f (x) = 2x 2 + 4x - 1‬‬ ‫)‪(b‬‬ ‫‪f (x) = x 2 + 1‬‬ ‫)‪(c‬‬ ‫‪f (x) = - x 2 + 4x - 1‬‬
‫ﻓﻲ ﻛ ّﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻟﺘﺎﻟﻴﺘﻴﻦ‪:‬‬ ‫‪f (x) $ y , f (x) 1 y‬‬ ‫)‪ (12‬ﻟﻨﻌﺘﺒﺮ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ ، (d) : y = 2‬ﺃﻭﺟﺪ ﺑﻴﺎﻧﻴ ًّﺎ ﺍﻟﺤﻞ ﻟـ‬
‫)‪(a‬‬ ‫‪f (x) = 3x 2 + 2‬‬ ‫)‪(b‬‬ ‫‪f (x) = x 2 - x - 2‬‬
‫‪32‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1 - 5‬ﻇﻠﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ ﻭ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪R‬‬ ‫)‪ (1‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪ ^ x + 3h2 2 0‬ﻫﻲ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x-1‬‬
‫‪$0‬‬ ‫)‪ (2‬ﻛﻞ ‪ x‬ﻳﻨﺘﻤﻲ ﻟﻠﻔﺘﺮﺓ ‪ ^0, 3h‬ﻫﻮ ﺣﻞ ﻟﻠﻤﺘﺒﺎﻳﻨﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (3‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪ ^ x + 3h2 + 2 1 1‬ﻫﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺨﺎﻟﻴﺔ‬
‫‪x2 - x‬‬
‫‪φ‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪^- 1, 3 h‬‬ ‫ﻫﻲ‬ ‫‪x+2‬‬
‫)‪ (4‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
‫‪x+1 $ 1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ }‪{3‬‬ ‫‪(- x - 3) 2 1 0‬‬ ‫)‪ (5‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
‫ﻫﻲ‪:‬‬ ‫‪- 3 (x + 1) a x +‬‬
‫‪1k‬‬
‫‪3 #2‬‬ ‫)‪ (6‬ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻨﺎﻇﺮﺓ ﻟﻠﻤﺘﺒﺎﻳﻨﺔ‬
‫‪a‬‬ ‫‪2‬‬
‫‪- 3x + 2x -‬‬
‫‪5‬‬ ‫‪b‬‬ ‫‪4‬‬
‫‪x2 + 3 x + 1 = 0‬‬ ‫‪c‬‬ ‫‪2‬‬
‫= ‪- 3x + 4x - 3‬‬ ‫‪d‬‬ ‫‪2‬‬
‫= ‪- 3x + 2x + 1‬‬
‫‪3 =0‬‬ ‫‪0‬‬ ‫‪0‬‬
‫ﻫﻲ‪:‬‬ ‫‪(1 - 2x) (4 + 5x) 1 0‬‬ ‫)‪ (7‬ﺇﻥ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬

‫‪a‬‬ ‫‪`- 5 , 2 j‬‬
‫‪4 1‬‬ ‫‪b ` - 3, - 4 j , ` 1 , 3 j‬‬
‫‪5‬‬ ‫‪2‬‬
‫‪c‬‬ ‫‪` - 3, - 2 j , ` 5 , 3 j‬‬
‫‪1‬‬ ‫‪4‬‬ ‫‪d ` - 3, - 4 j , ` - 1 , 3 j‬‬
‫‪5‬‬ ‫‪2‬‬
‫‪ (x‬ﻫﻲ‪:‬‬ ‫)‪ (8‬ﺇﻥ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬

‫‪2‬‬
‫)‪+ 1) (x - 3‬‬
‫‪20‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d R - " 0, 3 ,‬‬
‫‪x-3‬‬
‫‪R‬‬ ‫*‪R‬‬ ‫‪R - "3 ,‬‬
‫)‪ (9‬ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺘﻲ ﻣﺠﻤﻮﻋﺔ ﺣﻠﻬﺎ ]‪ [-2, 3‬ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪x2 - x - 6 1 0‬‬ ‫‪b‬‬ ‫‪x2 - x - 6 # 0‬‬ ‫‪c‬‬ ‫‪x2 - x - 6 2 0‬‬ ‫‪d x2 - x - 6 $ 0‬‬
‫ﻫﻲ‪:‬‬ ‫‪x2 + x 2 0‬‬ ‫)‪ (10‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪^0, 3 h‬‬ ‫‪c‬‬ ‫‪R - "0 ,‬‬ ‫ﺻﺤﻴﺤﺎ ‪d‬‬
‫ﻣﻌﺮﻓﺔ ﻫﻲ‪:‬‬
‫ﻓﺈﻥ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ‪ f‬ﻏﻴﺮ ّ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪f (x) = (2x - 3) (3x + 2‬‬
‫)‪x (x + 1‬‬
‫)‪(11‬‬
‫‪a‬‬ ‫‪$ 3,- 2 .‬‬
‫‪2 3‬‬ ‫‪b‬‬ ‫‪$ 3 , 2.‬‬
‫‪-2 3‬‬ ‫‪c‬‬ ‫‪$ 3, 2 .‬‬
‫‪2 3‬‬ ‫‪d $ -2, - 3 .‬‬
‫‪3‬‬ ‫‪2‬‬
‫ﻫﻲ‪:‬‬ ‫‪x2 + x - 2 = 0‬‬ ‫)‪ (12‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪" 1, - 2 ,‬‬ ‫‪b‬‬ ‫‪" - 1, 2 ,‬‬ ‫‪c‬‬ ‫‪" - 1, 1 ,‬‬ ‫‪d " - 2, 2 ,‬‬
‫ﻏﻴﺮ ﻣﻮﺟﺒﺔ ﻭﻻ ﺗﺴﺎﻭﻱ ﺍﻟﺼﻔﺮ ﻫﻲ‪:‬‬ ‫)‪f (x‬‬ ‫ﻓﺈﻥ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ‬ ‫‪1‬‬
‫‪f (x) = - 3x 2 + x - 12‬‬ ‫)‪ (13‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪^ - 3, 0 h‬‬ ‫‪b‬‬ ‫‪^0, 3 h‬‬ ‫‪c‬‬ ‫‪$6.‬‬
‫‪1‬‬ ‫‪d‬‬ ‫‪R -$6.‬‬
‫‪1‬‬
‫‪33‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(1-2‬ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﻛ ّﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(1‬‬ ‫)‪(2‬‬
‫‪2‬‬
‫‪9x - 4 + 2‬‬ ‫‪-x + 2 - 3‬‬
‫= )‪f (x‬‬ ‫‪2x - 3‬‬ ‫= )‪g (x‬‬
‫)‪ (3‬ﻳﺒﻴّﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺭﺑﺢ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ‪ y‬ﺑﺂﻻﻑ ﺍﻟﺪﻧﺎﻧﻴﺮ ﻭﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻨﺘﺠﺔ ‪x‬‬
‫‪x2 - 4‬‬
‫‪x 1 2 3 4 5‬‬ ‫ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﺗﻨﻤﺬﺝ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ‪x, y‬‬
‫‪y 0 -1 0 3 8‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(4-5‬ﺍﺭﺳﻢ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﻣﻤﺎ ﻳﻠﻲ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛ ّﻞ ﻣﻨﻬﺎ‪:‬‬
‫)‪(4‬‬ ‫‪x‬‬ ‫‪-1 0 1 2 3 4‬‬ ‫‪(5) x -1 0 1 2 3‬‬
‫)‪f (x‬‬ ‫‪-1 -3 -1 5 15 29‬‬ ‫‪f (x) -2 1‬‬ ‫‪6 13 22‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(6-7‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﺇﺫﺍ ﻋﺮﻓﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ ﻭﻧﻘﻄﺔ ﺇﺿﺎﻓﻴﺔ ﻳﻤﺮ ﺑﻬﺎ‪.‬‬
‫)‪A (2, 11) , V (1, 5‬‬ ‫)‪ (7‬ﺍﻟﺮﺃﺱ‬ ‫)‪A (- 3, 3) , V (0, 0‬‬ ‫)‪ (6‬ﺍﻟﺮﺃﺱ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(8-11‬ﺍﺭﺳﻢ ﻛﻞ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ‪ .‬ﺛﻢ ﺣ ّﺪﺩ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‪.‬‬
‫)‪(8‬‬ ‫‪f (x) = x 2 - 7‬‬ ‫)‪(9‬‬ ‫‪f (x) = x 2 + 2x + 6‬‬
‫)‪(10‬‬ ‫‪f (x) = - x 2 + 5x - 3‬‬ ‫)‪(11‬‬ ‫‪1‬‬

‫‪f (x) = - 2 x 2 - 8‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(12-15‬ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬

‫)‪(12‬‬ ‫‪y = 4x + 1‬‬ ‫)‪(13‬‬ ‫‪2‬‬
‫‪y = 3 x-6‬‬ ‫)‪(14‬‬ ‫‪y = x 2 - 10‬‬ ‫)‪(15‬‬ ‫‪y = ^ x + 2h2 - 3‬‬
‫)‪ (16‬ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺩﺍﻟﺔ‪ ،‬ﺣﻴﺚ ﻣﻨﺤﻨﻰ ﻣﻌﻜﻮﺳﻬﺎ ﻫﻮ ﻗﻄﻊ ﻣﻜﺎﻓﺊ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(17-20‬ﺍﻛﺘﺐ ﻛﻞ ﺩﺍﻟﺔ ﺑﺪﻻﻟﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‪ .‬ﺛﻢ ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﻘﻄﻊ ﺍﻟﻤﻜﺎﻓﺊ ﻭﺣ ّﺪﺩ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‪.‬‬
‫)‪(17‬‬ ‫‪y = x 2 - 6x + 5‬‬ ‫)‪(18‬‬ ‫‪y = - x 2 + 8x - 10‬‬
‫)‪(19‬‬ ‫‪y = 2x 2 - 3x + 1‬‬ ‫)‪(20‬‬ ‫‪1‬‬

‫‪y = - 2 x 2 + 4x - 9‬‬
‫)‪ (21‬ﺃﻭﺟﺪ ﺃﻛﺒﺮ ﻣﺴﺎﺣﺔ ﻟﺤﺪﻳﻘﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﻣﺴﺘﻄﻴﻠﻴﻦ ﻟﻬﻤﺎ ﺿﻠﻊ ﻣﺸﺘﺮﻙ ﻭﻳﻤﻜﻦ ﺇﺣﺎﻃﺘﻬﻤﺎ ﺑﺸﺮﻳﻂ ﻃﻮﻟﻪ‬
‫‪) .120 m‬ﺍﻧﻈﺮ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻤﻘﺎﺑﻠﺔ(‪.‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪1‬‬
‫^‬
‫‪2 120 - 3x‬‬
‫‪h‬‬
‫‪34‬‬
‫)‪ (22‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪(a‬‬ ‫‪x 2 - 8x + 15 # 0‬‬ ‫)‪(b‬‬ ‫‪2‬‬
‫‪- x + 7x - 120‬‬ ‫‪10‬‬ ‫)‪(c‬‬ ‫‪x - 2 $ - 1 ^ x ! 2h‬‬
‫‪3x - 4‬‬
‫ﻋﻠﻰ ﺷﺒﻜﺔ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪y =-8‬‬ ‫‪ ، f (x) = - x‬ﻭﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪2‬‬
‫‪+ 4x - 3‬‬ ‫)‪ (a) (23‬ﺍﺭﺳﻢ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪f (x) = - 8 , f (x) 1 - 8 , f (x) 2 - 8‬‬ ‫)‪ (b‬ﺍﺩﺭﺱ ﺑﻴﺎﻧﻴ ًّﺎ‪:‬‬
‫)‪ (c‬ﺗﺤ ّﻘﻖ ﺣﺴﺎﺑﻴ ًّﺎ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ )‪.(b‬‬
‫‪35‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(1-2‬ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﻛ ّﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(1‬‬ ‫‪2 x‬‬
‫‪f (x) = x + 1 -‬‬
‫‪x‬‬
‫‪+‬‬
‫‪x2 + 1‬‬
‫)‪(2‬‬ ‫= )‪f (x‬‬
‫‪x 2 - 4x + 4‬‬
‫‪2 + x 2 9 - x2‬‬ ‫‪x2 + 7 - 4‬‬
‫)‪ (3‬ﻓﻲ ﺇﺣﺪﻯ ﻣﺒﺎﺭﻳﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﺗﻮﺍﺟﺪ ﺃﺣﺪ ﺍﻟﻼﻋﺒﻴﻦ ﻣﻨﻔﺮ ًﺩﺍ ﻭﺟ ًﻬﺎ ﻟﻮﺟﻪ ﻣﻊ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻤﻨﺎﻓﺲ‬
‫ﺁﻣﻼ ﺃﻻ ﺗﻌﻠﻮ ﻣﺮﻣﻰ ﺍﻟﻔﺮﻳﻖ ﺍﻟﻤﻨﺎﻓﺲ‪ ،‬ﻭﻛﺎﻥ ﻫﺬﺍ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ﺑﻌﺪ ‪ 16 m‬ﻣﻦ‬ ‫ﻓﻘﺮﺭ ﺭﻓﻊ ﺍﻟﻜﺮﺓ ﻓﻮﻕ ﺍﻟﺤﺎﺭﺱ ً‬
‫ﺧﻂ ﺍﻟﻤﺮﻣﻰ‪ ،‬ﺑﻴﻨﻤﺎ ﺍﻟﺤﺎﺭﺱ ﻳﻘﻒ ﻋﻠﻰ ﺑﻌﺪ ‪ 7 m‬ﻣﻦ ﺍﻟﻼﻋﺐ‪ .‬ﻳﻨﻤﺬﺝ ﻣﺴﺎﺭ ﺍﻟﻜﺮﺓ ﺍﻟﻤﻨﻄﻠﻘﺔ ﻣﻦ ﺍﻷﺭﺽ ﻋﺒﺮ‬
‫ﺗﺴﺪﻳﺪﺓ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻣﻌﺎﺩﻟﺘﻪ‪y = a ^ x - 10h2 + 3 :‬‬
‫ﻣﻌﺘﺒﺮﺍ ﻧﻘﻄﺔ ﺍﻧﻄﻼﻕ ﺗﺴﺪﻳﺪﺓ ﺍﻟﻼﻋﺐ ﻫﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬

‫ً‬ ‫)‪ (a‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪a‬‬
‫ﻋﻠﻤﺎ ﺃﻥ ﺍﻟﺤﺎﺭﺱ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻳﺪﻳﻪ ﻳﺼﻞ ﺇﻟﻰ ﺍﺭﺗﻔﺎﻉ ‪ 2.53 m‬ﻭﺃﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺮﻣﻰ ﻫﻮ ‪2.44 m‬‬
‫)‪ً (b‬‬
‫ﻓﻬﻞ ﺳﺘﺘﺨﻄﻰ ﺍﻟﻜﺮﺓ ﺍﻟﺤﺎﺭﺱ؟ ﻭﻫﻞ ﺳﻴﺴﺠﻞ ﺍﻟﻼﻋﺐ ﻫﺪﻓًﺎ؟‬
‫)‪ (4‬ﻓﻲ ﺇﺣﺪﻯ ﺩﻭﺭﺍﺕ ﻛﺮﺓ ﺍﻟﻤﻀﺮﺏ‪ ،‬ﺗﻮﺍﺟﺪ ﺃﺣﺪ ﺍﻟﻼﻋﺒﻴﻦ ﻋﻠﻰ ﺑﻌﺪ ‪ 3 m‬ﻣﻦ ﺍﻟﺸﺒﻜﺔ‪ ،‬ﻓﻘﺮﺭ ﺍﻟﻼﻋﺐ ﺍﻟﺜﺎﻧﻲ‬
‫ﺍﻟﻤﺘﻮﺍﺟﺪ ﻋﻠﻰ ﺍﻟﺨﻂ ﺍﻟﺨﻠﻔﻲ ﻣﻦ ﺍﻟﻤﻠﻌﺐ ﺭﻓﻊ ﺍﻟﻜﺮﺓ ﻓﻮﻕ ﻣﻨﺎﻓﺴﻪ ﻋﻠﻰ ﺃﻥ ﺗﺄﺗﻲ ﺍﻟﻜﺮﺓ ﺩﺍﺧﻞ ﻣﻠﻌﺐ ﻣﻨﺎﻓﺴﻪ‪.‬‬
‫ﻋﻠﻤﺎ ﺃﻥ ﻃﻮﻝ ﻣﻠﻌﺐ ﻛﺮﺓ ﺍﻟﻤﻀﺮﺏ ‪ 23.8 m‬ﺗﺘﻮﺳﻄﻪ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺘﻲ ﺗﻘﺴﻢ ﺍﻟﻤﻠﻌﺐ ﺇﻟﻰ ﻗﺴﻤﻴﻦ ﻣﺘﺴﺎﻭﻳﻴﻦ‪.‬‬‫ً‬
‫)‪ (a‬ﺇﺫﺍ ﺍﻋﺘﺒﺮﻧﺎ ﺃﻥ ﻣﺴﺎﺭ ﺍﻟﻜﺮﺓ ﻣﻦ ﻣﻀﺮﺏ ﺍﻟﻼﻋﺐ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 1 m‬ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ﻣﻌﺎﺩﻟﺘﻪ‪:‬‬
‫‪ y = - 0.08 ^ x - 9h2 + k‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪k‬؟‬
‫)‪ (b‬ﻣﺎ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻷﻗﺼﻰ ﻟﻠﻜﺮﺓ ﻋﻦ ﺃﺭﺽ ﺍﻟﻤﻠﻌﺐ؟‬
‫)‪ (c‬ﻫﻞ ﺳﺘﺘﺨﻄﻰ ﺍﻟﻜﺮﺓ ﺍﻟﻼﻋﺐ ﺍﻟﻤﻨﺎﻓﺲ ﺇﺫﺍ ﻛﺎﻥ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﻤﻜﻦ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻀﺮﺑﻪ ﻫﻮ‬
‫‪3.3 m‬؟‬
‫)‪ (d‬ﻫﻞ ﺳﺘﺴﻘﻂ ﺍﻟﻜﺮﺓ ﺩﺍﺧﻞ ﻣﻠﻌﺐ ﺍﻟﻼﻋﺐ ﺍﻟﻤﻨﺎﻓﺲ؟ ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻚ ﻧﻌﻢ‪ ،‬ﺃﻭﺟﺪ ﺑﻌﺪﻫﺎ ﻋﻦ ﺧﻂ ﺍﻟﻤﻠﻌﺐ‪.‬‬
‫‪y = x 2 - 4x‬‬ ‫)‪ (a) (5‬ﺍﺭﺳﻢ ﺑﻴﺎﻧﻴ ًّﺎ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺛﻢ ﺍﺭﺳﻤﻪ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-10‬ﺣ ّﻞ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(6‬‬ ‫)‪(x - 3) (x + 2) 2 (x - 3) (2x - 1‬‬ ‫)‪(7‬‬ ‫)‪4x 2 - 9 # (3 - 2x) (x + 1‬‬
‫)‪(8‬‬ ‫‪x 2 (x - 3) 2 0‬‬ ‫)‪(9‬‬ ‫‪(x - 6) 2 (x - 5) 2 0‬‬
‫)‪(10‬‬ ‫‪3x - 1‬‬

‫‪$0‬‬
‫‪(2x - 7) 2‬‬
‫‪36‬‬
‫)‪ (a) (11‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻟﻴﻦ ﺍﻟﺘﺎﻟﻴﻴﻦ‪ .‬ﺍﻛﺘﺐ ﻓﻲ ﺍﻟﺼﻒ ﺍﻷﺧﻴﺮ ﻣﻦ ﻛﻞ ﻣﻨﻬﻤﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻗﻴﻢ ‪ y‬ﺍﻟﻤﺘﺘﺎﻟﻴﺔ‪.‬‬
‫ﺟﺪﻭﻝ )‪(2‬‬ ‫ﺟﺪﻭﻝ )‪(1‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪x‬‬ ‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪x‬‬
‫‪50 32 18‬‬ ‫‪8‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪y = 2x 2‬‬ ‫‪10‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪0‬‬ ‫‪y = 2x‬‬
‫‪6‬‬ ‫‪2‬‬ ‫ﺍﻟﻔﺮﻕ‬ ‫‪2‬‬ ‫‪2‬‬ ‫ﺍﻟﻔﺮﻕ‬
‫)‪ (b‬ﺃﻱ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ؟‬

‫)‪ (c‬ﺃﻱ ﻧﻤﻂ ﺗﺮﺍﻩ ﻓﻲ ﺍﻟﺼﻒ ﺍﻷﺧﻴﺮ ﻣﻦ ﺍﻟﺠﺪﻭﻝ )‪(1‬؟ ﻭﻣﻦ ﺍﻟﺠﺪﻭﻝ )‪(2‬؟‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﻴﻢ ‪ x‬ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ )‪.(a‬‬
‫ً‬ ‫‪y = - x + 4 , y = - x2 + 4‬‬ ‫ً‬
‫ﺟﺪﻭﻻ ﻟﻜ ّﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‪:‬‬ ‫ﻛﻮﻥ‬
‫)‪ّ (d‬‬
‫ﻫﻞ ﺗﺮﻯ ﺍﻷﻧﻤﺎﻁ ﻧﻔﺴﻬﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﻔﻘﺮﺓ )‪(c‬؟‬
‫)‪ (e‬ﻛﻴﻒ ﺗﺴﺎﻋﺪﻙ ﻗﻴﻢ ‪ y‬ﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺗﻮﻗﻊ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺨﻄﻴﺔ ﺃﻭ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻫﻲ‬
‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﻷﻓﻀﻞ؟‬
‫)‪ (12‬ﻳﺒﻴّﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻋﻤﻖ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﺍﻟﻤﺤﻴﻂ ‪ y‬ﺑﺎﻷﻣﺘﺎﺭ )‪ (m‬ﻭﺳﺮﻋﺔ ﺍﻟﺘﺴﻮﻧﺎﻣﻲ ‪) x‬ﻣﺘﺮ ﻓﻲ‬
‫ﺍﻟﺜﺎﻧﻴﺔ ‪.(m/s‬‬
‫‪x‬‬ ‫‪52‬‬ ‫‪58‬‬ ‫‪61‬‬ ‫‪65‬‬ ‫‪71‬‬ ‫‪76‬‬ ‫‪82‬‬ ‫‪98‬‬
‫‪y‬‬ ‫‪270.40 336.40 372.10 422.50 504.10 577.60 672.40 960.40‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺪﻭﻧﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﻹﻳﺠﺎﺩ ﻣﻌﺎﺩﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﺗﻨﻤﺬﺝ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ‪ x, y‬ﺛﻢ ﺗﺤﻘﻖ‪.‬‬
‫)ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‬
‫‪37‬‬
‫ﱠ‬
‫‪3-1‬‬
‫ﺩﻭﺍﻝ ﺍﻟﻘﻮﻯ ﻭﻣﻌﻜﻮﺳﺎﺗﻬﺎ‬
‫‪Power Functions and their Inverses‬‬
‫ﻭﺿﺢ ﻫﻞ ﻫﻲ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-4‬ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻤﺜﻞ ﺩﻭﺍﻝ‪ .‬ﺻﻒ ﺗﻤﺎﺛﻞ ﻛﻞ ﺩﺍﻟﺔ ﺛﻢ ّ‬
‫ﻓﺮﺩﻳﺔ‪.‬‬
‫‪(1) y = - x 2 + 1 6x ! R‬‬ ‫‪(2) y = 3 x 6x ! R‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪1‬‬
‫‪1‬‬
‫‪-1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪-1‬‬ ‫‪-1‬‬
‫‪x‬‬
‫‪1‬‬
‫‪-1‬‬
‫‪x‬‬
‫)‪(3‬‬ ‫‪y = x 2 - 2x + 2‬‬ ‫‪6x ! 6- 1, 3h‬‬ ‫)‪(4‬‬ ‫‪x‬‬

‫‪y = x-1‬‬ ‫‪6x ! R/ " 1 ,‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬ ‫‪-2 -1‬‬ ‫‪1 2‬‬

‫‪-1‬‬
‫‪x‬‬
‫‪1‬‬ ‫‪-2‬‬
‫‪-2 -1‬‬ ‫‪1 2‬‬

‫‪-1‬‬
‫‪x‬‬
‫‪38‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(5-9‬ﺍﺫﻛﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﻓﺮﺩﻳﺔ ﺃﻡ ﺯﻭﺟﻴﺔ ﺃﻡ ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‪.‬‬
‫)‪(5‬‬ ‫‪y = x3‬‬ ‫)‪(6‬‬ ‫‪y = (x - 1) 3 + 2‬‬ ‫)‪(7‬‬ ‫‪y = x4‬‬
‫)‪(8‬‬ ‫‪y = - x4 + 3‬‬ ‫)‪(9‬‬ ‫‪y =-4 x‬‬

‫)‪(10‬‬ ‫‪1‬‬
‫‪y = 3 x3‬‬ ‫)‪(11‬‬ ‫‪y = 24 x‬‬ ‫)‪(12‬‬ ‫‪1‬‬
‫‪y = 3 x4‬‬
‫)‪(13‬‬ ‫‪1‬‬
‫‪y= 33 x‬‬ ‫)‪(14‬‬ ‫‪y = 3 x-1‬‬ ‫)‪(15‬‬ ‫‪y = ^ x + 2h4 - 3‬‬
‫)‪ (a) (16‬ﺍﻟﻌﻼﻗﺔ‪ ، M = 0 . 008p 3 :‬ﻭﺯﻥ ﺑﻄﻴﺨﺔ »‪ «M‬ﺑﺎﻟﺠﺮﺍﻡ ﺣﻴﺚ ﻣﺤﻴﻄﻬﺎ »‪ «p‬ﺑﺎﻟﺴﻨﺘﻴﻤﺘﺮ )‪.(cm‬‬
‫ﻗﺪّﺭ ﻭﺯﻥ ﺑﻄﻴﺨﺔ ﻣﺤﻴﻄﻬﺎ ‪80 cm‬‬
‫ﺍﻛﺘﺐ ‪ p‬ﺑﺪﻻﻟﺔ ‪.M‬‬ ‫‪M = 0 . 008p 3‬‬ ‫)‪ (b‬ﻣﻦ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫)‪ (c‬ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﺒﻄﻴﺨﺔ ﺍﻟﺘﻲ ﻭﺯﻧﻬﺎ ‪3.250 kg‬‬
‫)‪ (17‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻗﻮﻯ ﻳﻘﻊ ﺭﺳﻤﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ ﻭﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪.‬‬
‫ﻣﺴﺘﺪﻳﺮﺍ‬
‫ً‬ ‫)‪ (18‬ﻋﻨﺪﻣﺎ ﺗﺪﻭﺭ ﺩﺍﺋﺮﺓ ﺣﻮﻝ ﺧﻂ ﻣﺜﻞ ﺍﻟﺨﻂ ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺈﻥ ﺍﻟﺴﻄﺢ ﺍﻟﻨﺎﺗﺞ ﻳﺴﻤﻰ ﻧﺘﻮﺀ ً ﺍ‬
‫)‪ (torus or donut‬ﻭﻳﻌﻄﻰ ﺣﺠﻤﻪ ﺑﺎﻟﻌﻼﻗﺔ‪V = 2π 2 R1 R 22 :‬‬
‫‪R2‬‬
‫‪R1‬‬ ‫‪V = 6π 2 R 23‬‬ ‫)‪ (a‬ﺍﻓﺮﺽ ﺃﻥ‪ ، R1 = 3R2 :‬ﺗﺤ ّﻘﻖ ﺃﻥ‪:‬‬
‫ﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ‪10‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ‪ V‬ﺇﺫﺍ ‪ ، R1 = 3R2‬ﺣﻴﺚ ‪ّ . R2 = 1 . 27 cm‬‬
‫ﺿﺢ ﻛﻴﻒ ﺃﻥ ﺍﻟﻤﻘﺪﺍﺭ ‪ ^- 64h2‬ﻻ ﻳﻤﺜّﻞ ﻋﺪ ًﺩﺍ ﺣﻘﻴﻘﻴ ًّﺎ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺃﻥ ﺍﻟﻤﻘﺪﺍﺭ ‪ ^- 64h3‬ﻳﻤﺜّﻞ ﻋﺪ ًﺩﺍ ﺣﻘﻴﻘﻴ ًّﺎ‪.‬‬
‫)‪ (19‬ﻭ ّ‬
‫‪1‬‬ ‫‪1‬‬
‫ﺑﺤﺴﺐ ﺍﻟﺸﺮﻭﻁ ﺍﻟﻤﻮﺿﻮﻋﺔ ﻋﻠﻰ ‪.a , n‬‬ ‫‪f (x) = ax n‬‬ ‫)‪ (20‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﺻﻒ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪a10‬‬ ‫)‪ n (b‬ﻋﺪﺩ ﺻﺤﻴﺢ ﺯﻭﺟﻲ‪،‬‬ ‫‪a20‬‬ ‫)‪ n (a‬ﻋﺪﺩ ﺻﺤﻴﺢ ﺯﻭﺟﻲ‪،‬‬
‫‪a10‬‬ ‫)‪ n (d‬ﻋﺪﺩ ﺻﺤﻴﺢ ﻓﺮﺩﻱ‪،‬‬ ‫‪a20‬‬ ‫)‪ n (c‬ﻋﺪﺩ ﺻﺤﻴﺢ ﻓﺮﺩﻱ‪،‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠّﻞ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺻﺤﻴﺤﺔ‪ ،‬ﻭ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺩﺍﻟﺔ ﻗﻮﻯ‬ ‫‪y = x4‬‬ ‫)‪(1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‬ ‫‪f : 6- 3, 3@ $ R , f (x) = x 5‬‬ ‫)‪(2‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‬ ‫‪y=x x‬‬ ‫)‪(3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‬ ‫‪y = ^ x + 4h2‬‬ ‫)‪(4‬‬
‫‪39‬‬
‫ﻫﻮ ﺧﻂ ﺗﻨﺎﻇﺮ ﺑﻴﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﻤﺜﻞ‬ ‫‪y=x‬‬ ‫)‪ (5‬ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻟﻌﻼﻗﺔ ‪ r‬ﻭﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﻣﻌﻜﻮﺳﻬﺎ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-10‬ﻇﻠّﻞ ﺩﺍﺋﺮﺓ ﺍﻟﺮﻣﺰ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = 0.2x 4‬‬ ‫)‪ (6‬ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﺍﻟﻘﻮﻯ‬
‫‪a‬‬ ‫‪x‬‬
‫‪y = 4 0.2‬‬ ‫‪b‬‬ ‫‪x‬‬
‫‪y = ! 4 0.2‬‬ ‫‪c‬‬ ‫‪x‬‬
‫‪y =! 4 2‬‬ ‫‪d‬‬ ‫‪y = - 4 5x‬‬
‫)‪ (7‬ﺃﻱ ﻣﻤﺎ ﻳﻠﻲ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬

‫‪a‬‬ ‫‪y‬‬ ‫‪b‬‬ ‫‪y‬‬ ‫‪c‬‬ ‫‪y‬‬ ‫‪d‬‬ ‫‪y‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺇﺫﺍ ﻛﺎﻥ ﻣﺠﺎﻟﻬﺎ‪:‬‬ ‫‪y = 4.9t 2‬‬ ‫)‪ (8‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪6- 4, 4h‬‬ ‫‪b‬‬ ‫‪6- 4, 2h‬‬ ‫‪c‬‬ ‫@‪6- 2, 2‬‬ ‫‪d‬‬ ‫‪60, 3h‬‬
‫ﻫﻮ‪:‬‬ ‫‪f -1‬‬ ‫ﻓﺈﻥ ﻣﺠﺎﻝ‬ ‫‪f : 6- 4, 4@ $ R , f (x) = 64‬‬

‫‪x3‬‬
‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪R+‬‬ ‫‪c‬‬ ‫@‪6- 4, 4‬‬ ‫‪d‬‬ ‫@‪6- 1, 1‬‬
‫‪y‬‬ ‫ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪ .‬ﺑﻴﺎﻥ ‪ f‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‪:‬‬ ‫‪f -1‬‬ ‫)‪ (10‬ﻟﻴﻜﻦ ﺑﻴﺎﻥ‬
‫‪1‬‬
‫‪x‬‬
‫‪a‬‬ ‫‪y‬‬ ‫‪b‬‬ ‫‪y‬‬ ‫‪c‬‬ ‫‪y‬‬ ‫‪d‬‬ ‫‪y‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪x‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(11-12‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﺍﻟﺴﺆﺍﻝ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪x=0‬‬ ‫‪ a‬ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬ ‫)‪ (11‬ﺑﻴﺎﻥ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‪:‬‬
‫‪y=0‬‬ ‫‪ b‬ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬ ‫)‪ (12‬ﺑﻴﺎﻥ ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‪:‬‬
‫‪y=x‬‬ ‫‪ c‬ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ‬
‫‪ d‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫‪40‬‬
‫ﱠ‬
‫‪3-2‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺤﺪﻭﺩﻳﺔ‬
‫‪Polynomial Functions‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-9‬ﺍﻛﺘﺐ ﻛﻞ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻣﻤﺎ ﻳﻠﻲ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﺛﻢ ﺻﻨﻔﻬﺎ ﺗﺒ ًﻌﺎ ﻟﻠﺪﺭﺟﺔ ﻭﻋﺪﺩ ﺍﻟﺤﺪﻭﺩ‪.‬‬
‫)‪(1‬‬ ‫‪^ 2 x 2 + 9 h - ^ 3x 2 - 7 h‬‬
‫)‪(2‬‬ ‫‪^7x 2 + 8x - 5h + ^9x 2 - 9x h‬‬
‫)‪(3‬‬ ‫‪^7x 3 + 9x 2 + 8x + 11h - ^5x 3 - 13x - 16h‬‬
‫)‪(4‬‬ ‫‪^30x 3 - 49x 2 + 7x h + ^50x 3 - 75x - 60x 2 h‬‬
‫)‪(5‬‬ ‫‪3x 5 + 4x‬‬
‫)‪(6‬‬
‫‪6‬‬
‫‪5x 2 ^6x - 2h‬‬
‫)‪(7‬‬ ‫‪^ x 2 + 1h‬‬

‫‪2‬‬
‫)‪(8‬‬ ‫‪^2c - 3h^2c + 4 h^2c - 1h‬‬
‫)‪(9‬‬ ‫‪^w - 1h4‬‬
‫ﻛﺮﻭﻱ‪.‬‬
‫ّ‬ ‫ﺗﺘﻜﻮﻥ ﻣﻦ ﻗﺎﻋﺪﺓ ﺃﺳﻄﻮﺍﻧﻴﺔ ﻭﻏﻄﺎﺀ ﻧﺼﻒ‬
‫ّ‬ ‫ﺿﺢ ﺯﺟﺎﺟﺔ ﻋﻄﺮ‬
‫)‪ (10‬ﺗﺼﻤﻴﻢ ﺍﻟﻌﺒﻮﺍﺕ‪ :‬ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻳﻮ ّ‬
‫ﻣﻘﺪﺍﺭﺍ ﻳﻌﺒّﺮ ﻋﻦ ﺣﺠﻢ ﺍﻷﺳﻄﻮﺍﻧﺔ‪.‬‬
‫ً‬ ‫)‪ (a‬ﺍﻛﺘﺐ‬
‫ﺍﻟﻜﺮﻭﻱ‪.‬‬
‫ّ‬ ‫ﻣﻘﺪﺍﺭﺍ ﻳﻌﺒّﺮ ﻋﻦ ﺣﺠﻢ ﺍﻟﻐﻄﺎﺀ ﻧﺼﻒ‬
‫ً‬ ‫)‪ (b‬ﺍﻛﺘﺐ‬
‫‪h = 10 cm‬‬
‫ﺍﻟﻜﻠﻲ‪.‬‬
‫ّ‬ ‫)‪ (c‬ﺍﻛﺘﺐ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﺗﻤﺜّﻞ ﺍﻟﺤﺠﻢ‬
‫‪R‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ (11-15‬ﻋﻴّﻦ ﺳﻠﻮﻙ ﺍﻟﻨﻬﺎﻳﺔ ﻟﺒﻴﺎﻥ ﻛﻞ ﺩﺍﻟﺔ‪.‬‬
‫)‪(11‬‬ ‫‪y = 3x + 2‬‬
‫)‪(12‬‬ ‫‪f (x) = - x 2 + x‬‬
‫)‪(13‬‬ ‫‪1‬‬
‫‪f (x) = 2 x 4 - 2‬‬
‫)‪(14‬‬ ‫‪y = - 4 x 4 + 5x 5‬‬
‫)‪(15‬‬ ‫‪1‬‬
‫‪f (x) = - 2 x 3 - 4x 2 + x - 1‬‬
‫‪41‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻲ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫‪f (x) = ax 3 + (a + 2) x 2 + 5 , 6a ! R‬‬ ‫)‪ (1‬ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‪،‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻮ ‪2‬‬ ‫‪f (x) = 2x 5 - 3x 3 ^1 - x 2h‬‬ ‫)‪ (2‬ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﺮﺋﻴﺴﻲ ﻟﻜﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (3‬ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ‪ ^1 - x 2h3 ^ x + 1h‬ﻫﻲ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺴﺎﺑﻌﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺤﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ‪ n‬ﻓﺈﻥ ﻟﻬﺎ ‪ًّ n‬‬
‫ﺣﺪﺍ‪.‬‬
‫)‪ ^ x + 1h3 (5‬ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a‬‬ ‫‪x3 + 1‬‬ ‫‪b‬‬ ‫‪^ x + 1h^ x 2 + x + 1h‬‬
‫‪c‬‬ ‫‪x 3 + 3x 2 + 3x + 1‬‬ ‫‪d‬‬ ‫‪x3 + x2 + x + 1‬‬
‫)‪ (6‬ﺃﻱ ﻣﻤﺎ ﻳﻠﻲ ﻳﺴﺎﻭﻱ ‪ 2x 4 - 3x + 6‬؟‬

‫‪a‬‬ ‫‪^ x 4 - 2x 2 + 3 h - ^ x 4 - x 2 - 9 h‬‬ ‫‪b‬‬ ‫‪2x 4 - 3 ^ x + 6 h‬‬
‫‪c‬‬ ‫‪^3x 4 - x + 3h + ^3 - 2x - x 4h‬‬ ‫‪d‬‬ ‫‪x ^2x 3 - 3xh + 6‬‬
‫‪y‬‬
‫ﻫﻮ‪:‬‬ ‫‪x‬‬ ‫)‪ (7‬ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬

‫‪a‬‬ ‫‪^6 , 3h‬‬ ‫‪b‬‬ ‫‪^5 , 4h‬‬ ‫‪c‬‬ ‫‪^5 , 3h‬‬ ‫‪d‬‬ ‫‪^6 , 4h‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ (8-11‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ‪ ،‬ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻓﻲ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪a‬‬ ‫‪^6 , 3h‬‬ ‫ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪b‬‬ ‫‪^5 , 4h‬‬ ‫‪f (x) = x 4 - 2x 5‬‬ ‫)‪(8‬‬
‫‪c‬‬ ‫‪^5 , 3h‬‬ ‫‪g (x) = 2x + x 3 + 5‬‬ ‫)‪(9‬‬
‫‪d‬‬ ‫‪^6 , 4h‬‬
‫‪a‬‬ ‫‪^6 , 3h‬‬ ‫ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‪:‬‬

‫‪b‬‬ ‫‪^5 , 4h‬‬ ‫‪f (x) = - x 6 + 7x‬‬ ‫)‪(10‬‬
‫‪c‬‬ ‫‪^5 , 3h‬‬ ‫‪1‬‬
‫‪g (x) = 2 x 4 - 2‬‬ ‫)‪(11‬‬
‫‪d‬‬ ‫‪^6 , 4h‬‬
‫‪42‬‬
‫ﱠ‬
‫‪3-3‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺨﻄﻴﺔ ﻟﻜﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬
‫‪Linear Factors of Polynomials‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-3‬ﺍﻛﺘﺐ ﻛﻞ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻭﺍﺫﻛﺮ ﺩﺭﺟﺘﻬﺎ‪.‬‬
‫)‪(1‬‬ ‫‪y = ^ x + 3h^ x + 4h^ x + 5h‬‬ ‫)‪(2‬‬ ‫‪y = ^ x - 3h2 ^ x - 1h‬‬ ‫)‪(3‬‬ ‫‪y = x ^ x - 1h^ x + 1h‬‬
‫ﻣﻦ‬ ‫‪x+3‬‬ ‫)‪ (4‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺻﻨﺪﻭﻕ ‪ 2x + 1‬ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﻋﺮﺿﻪ ‪ x + 4‬ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﺍﺭﺗﻔﺎﻋﻪ‬
‫ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﻗﺪ ﻛﻮﻧﺘﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻜﺘﻞ ﺍﻟﺨﺸﺒﻴﺔ ‪ ،x ، x 2 ، x 3‬ﺍﻟﻮﺣﺪﺓ )‪.(1‬‬
‫‪1‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪3‬‬
‫‪1‬‬ ‫ﻓﺈﻟﻰ ﻛﻢ ﻛﺘﻠﺔ ﺗﺤﺘﺎﺝ ﻣﻦ ﻛﻞ ﻣﻨﻬﺎ؟‬
‫‪+‬‬
‫‪2x‬‬
‫)‪ (5‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺻﻨﺪﻭﻕ ﻋﻠﻰ ﺷﻜﻞ ﺷﺒﻪ ﻣﻜﻌﺐ ﻃﻮﻟﻪ‪ 2x + 3 :‬ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻋﺮﺿﻪ ‪ 2x - 3‬ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﺍﺭﺗﻔﺎﻋﻪ‬
‫‪x+3‬‬ ‫‪x+4‬‬
‫‪ 3x‬ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‪ .‬ﻋﺒّﺮ ﻋﻦ ﺣﺠﻢ ﺍﻟﺼﻨﺪﻭﻕ ﻓﻲ ﺻﻮﺭﺓ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪.‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-8‬ﻋﻴّﻦ ﺃﺻﻔﺎﺭ ﻛﻞ ﺩﺍﻟﺔ ﻭﺗﻜﺮﺍﺭﻫﺎ‪.‬‬
‫)‪(6‬‬ ‫‪y = ^ x - 1h^ x + 2h‬‬ ‫)‪(7‬‬ ‫‪y = ^ x + 3h3‬‬ ‫)‪(8‬‬ ‫‪y = x ^ x - 2h2 ^ x + 9h‬‬
‫ﻣﺮﺍﻋﻴﺎ ﺳﻠﻮﻙ ﺍﻟﻨﻬﺎﻳﺔ ﻟﺒﻴﺎﻥ ﻛﻞ ﺩﺍﻟﺔ‪.‬‬

‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-12‬ﺃﻭﺟﺪ ﺃﺻﻔﺎﺭ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ ﺛﻢ ﺍﺭﺳﻢ ﺑﻴﺎ ًﻧﺎ ﺗﻘﺮﻳﺒﻴًّﺎ ﻟﻜﻞ ﻣﻨﻬﺎ‬
‫)‪(9‬‬ ‫‪y = ^ x - 2h^ x + 2h‬‬ ‫)‪(10‬‬ ‫‪y = ^ x + 1h^ x - 2h^ x - 3h‬‬
‫)‪(11‬‬ ‫‪y = x ^ x + 2h2‬‬ ‫)‪(12‬‬ ‫‪y = ^ x + 1h2 ^ x - 2h^ x - 1h‬‬
‫)‪ (13‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﻛﻴﻒ ﺗﻌﺮﻑ ﻧﻘﺎﻁ ﺗﻘﺎﻃﻊ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻊ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ﺩﻭﻥ ﺭﺳﻤﻬﺎ‬
‫ﺑﻴﺎﻧﻴ ًّﺎ؟‬
‫)‪ (14‬ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‪ :‬ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻣﻨﻄﻘﺔ ﻣﺴﺘﻄﻴﻠﺔ ﺍﻟﺸﻜﻞ‪ ،‬ﺃﺣﺪ ﺃﺭﻛﺎﻧﻬﺎ ﻳﻘﻊ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪:‬‬
‫‪y‬‬
‫‪y = - x 2 + 2x + 4‬‬
‫)‪(A‬‬
‫)‪ (a‬ﺍﻛﺘﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺴﺘﻄﻴﻠﺔ )‪ (A‬ﻛﺪﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫)‪(x, y‬‬
‫‪x‬‬
‫‪1‬‬
‫‪x=22‬‬ ‫)‪ (b‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺴﺘﻄﻴﻠﺔ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫)‪ (15‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻟﻬﺎ ﺍﻟﻤﻤﻴﺰﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺛﻼﺛﺔ ﺃﺻﻔﺎﺭ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﺃﺣﺪ ﺃﺻﻔﺎﺭﻫﺎ ﻫﻮ ﺍﻟﻌﺪﺩ ‪ ،1‬ﻭﺻﻔﺮ ﺁﺧﺮ ﻣﻦ ﺃﺻﻔﺎﺭﻫﺎ ﻣﻜﺮﺭ ﻣﺮﺗﻴﻦ‪.‬‬
‫‪43‬‬
‫)‪ (16‬ﺍﻟﺼﻨﺎﻋﺎﺕ ﺍﻟﺨﺸﺒﻴﺔ‪ :‬ﺑﺪﺃ ﻧﺠﺎﺭ ﻋﻤﻠﻪ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻛﺘﻠﺔ ﺧﺸﺒﻴﺔ ﻛﺎﻟﻤﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬
‫)‪ (a‬ﻋﺒّﺮ ﻋﻦ ﺣﺠﻢ ﺍﻟﻜﺘﻠﺔ ﺍﻟﺨﺸﺒﻴﺔ ﺍﻷﺻﻠﻴﺔ ﻭﺣﺠﻢ ﺍﻟﺘﺠﻮﻳﻒ ﻓﻲ ﺷﻜﻞ‬
‫‪2x + 1‬‬ ‫‪x+2‬‬
‫‪x+3‬‬
‫ﻛﺜﻴﺮﺗﻲ ﺣﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬
‫‪x+1‬‬ ‫)‪ (b‬ﺍﻛﺘﺐ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻟﺤﺠﻢ ﺍﻟﺨﺸﺐ ﺍﻟﻤﺘﺒﻘﻲ‪.‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(17-20‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‬
‫‪x+4‬‬
‫ً‬
‫)‪(17‬‬ ‫‪1, - 1‬‬ ‫)‪(18‬‬ ‫‪0, 1, 2‬‬ ‫)‪(19‬‬ ‫‪- 4 , - 1,‬‬ ‫‪3‬‬ ‫)‪(20‬‬ ‫‪1 -1‬‬
‫‪2 , 2 ,2‬‬ ‫)ﻣﻜﺮﺭ ﻣﺮﺗﻴﻦ(‬

‫‪a‬‬ ‫‪b‬‬ ‫‪f a2k= 0‬‬
‫‪3‬‬
‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f‬ﺗﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ ^2x + 3h‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪g ^- 2h = 0‬‬ ‫)‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ^ x + 2h‬ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺤﺪﻭﺩﻳﺔ ‪ g‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪k =-1‬‬ ‫ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ x‬ﻓﺈﻥ‬ ‫‪f (x) = x 4 - 2x 2 + k + 1‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻗﺒﻠﺖ‬
‫)‪ (4‬ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ‪ n‬ﻋﻠﻰ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻷﻭﻟﻰ ﻫﻮ ﻋﺪﺩ ﺛﺎﺑﺖ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪p (x) = x 3 - x 2 - 2x‬‬ ‫)‪ ^ x + 1h (5‬ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ﺍﻟﺤﺪﻭﺩﻳﺔ‪:‬‬
‫ﺻﻔﺮ ﻣﻦ ﺃﺻﻔﺎﺭ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﺈﻥ ﺃﺣﺪ ﻋﻮﺍﻣﻠﻬﺎ ﻫﻮ‪:‬‬ ‫‪x = - 2a‬‬ ‫)‪ (6‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪^ x - 2a h‬‬ ‫‪b‬‬ ‫‪^ 2x + a h‬‬ ‫‪c‬‬ ‫‪^ 2x - a h‬‬ ‫‪d‬‬ ‫‪^ x + 2a h‬‬
‫)‪ (7‬ﺃﻱ ﻣﻦ ﺍﻟﻤﻘﺎﺩﻳﺮ ﺍﻟﺘﺎﻟﻴﺔ ﺇﺫﺍ ﺿﺮﺏ ﻓﻲ ‪ ^ x - 1h‬ﻳﺼﺒﺢ ﺍﻟﻨﺎﺗﺞ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﺗﻜﻌﻴﺒﻴﺔ ﺛﻼﺛﻴﺔ‪:‬‬
‫‪a‬‬ ‫‪^ x - 1h2‬‬ ‫‪b‬‬ ‫‪x2 - x‬‬ ‫‪c‬‬ ‫‪x2 - 1‬‬ ‫‪d‬‬ ‫‪x2 + 1‬‬
‫‪y‬‬ ‫ﻫﻲ‪:‬‬ ‫‪f (x) = 0‬‬ ‫)‪ (8‬ﻟﻴﻜﻦ ﺑﻴﺎﻥ ‪ f‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﻓﺈﻥ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪2‬‬ ‫‪a‬‬ ‫‪" - 1, 2, 3 ,‬‬ ‫‪b‬‬ ‫‪" 1, - 2, - 3 ,‬‬
‫‪1‬‬
‫‪c‬‬ ‫‪" - 1, 0, 2, 3 ,‬‬ ‫‪d‬‬ ‫‪"0 ,‬‬
‫‪-1‬‬ ‫‪1 2 3 x‬‬
‫ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪f (x‬‬ ‫ﻓﺘﻜﻮﻥ ﺩﺍﻟﺔ ﺍﻟﺤﺠﻢ‬ ‫‪2x + 3 , 2x - 3 , 3x‬‬ ‫)‪ (9‬ﺷﺒﻪ ﻣﻜﻌﺐ ﺃﺑﻌﺎﺩﻩ‬
‫‪a‬‬ ‫‪4x 2 - 9‬‬ ‫‪b‬‬ ‫‪3x ^4x 2 + 9h‬‬ ‫‪c‬‬ ‫‪12x 2 - 9x‬‬ ‫‪d‬‬ ‫‪12x 3 - 27x‬‬
‫ﻫﻲ‪:‬‬ ‫‪f (x) = ^ x 2 + x - 2h + 2k‬‬ ‫ً‬

‫ﻋﺎﻣﻼ ﻣﻦ ﻋﻮﺍﻣﻞ‬ ‫)‪ (10‬ﻗﻴﻤﺔ ‪ k‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ‪^ x - 1h‬‬
‫‪a 1‬‬ ‫‪b 2‬‬ ‫‪c 0‬‬ ‫‪d‬‬ ‫‪1‬‬

‫‪2‬‬
‫‪44‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ k‬ﻳﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ‪:‬‬ ‫‪x-k‬‬ ‫ﺗﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ‬ ‫‪f (x) = x 3 - x‬‬ ‫)‪(11‬‬
‫‪a‬‬ ‫‪"0 ,‬‬ ‫‪b‬‬ ‫‪"- 1 ,‬‬ ‫‪c‬‬ ‫‪"1 ,‬‬ ‫‪d‬‬ ‫‪" 0, - 1, 1 ,‬‬
‫ﺗﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ ^ x - 2h2‬ﻓﺈﻥ‪:‬‬ ‫)‪f (x‬‬ ‫)‪ (12‬ﺇﺫﺍ ﻛﺎﻧﺖ‬

‫ﺻﻔﺮ ﻣﻜﺮﺭ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪f‬‬ ‫‪x=2‬‬ ‫‪b‬‬ ‫ﺻﻔﺮ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪f‬‬ ‫‪x=2‬‬ ‫‪a‬‬
‫ﺻﻔﺮ ﻣﻜﺮﺭ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪f‬‬ ‫‪x =-2‬‬ ‫‪d‬‬ ‫ﺻﻔﺮ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪f‬‬ ‫‪x =-2‬‬ ‫‪c‬‬
‫ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ‪:‬‬ ‫‪x+m‬‬ ‫)‪(13‬‬
‫‪a‬‬ ‫‪f (x) = x 2 + m‬‬ ‫‪b‬‬ ‫‪f (x) = x 3 + mx‬‬
‫‪c‬‬ ‫‪f (x) = x 3 + mx 2‬‬ ‫‪d‬‬ ‫‪f (x) = x 2 + m 2‬‬
‫‪45‬‬
‫ﱠ‬
‫‪3-4‬‬
‫ﻗﺴﻤﺔ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬
‫‪Dividing Polynomials‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﺴﻤﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﻄﻮﻟﺔ‪.‬‬
‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-4‬ﺍﻗﺴﻢ‬
‫)‪(1‬‬ ‫‪^ x 2 - 3x - 40h ' ^ x + 5h‬‬ ‫)‪(2‬‬ ‫)‪^ x 3 + 3x 2 - x + 2 h ' (x - 1‬‬
‫)‪(3‬‬ ‫‪^ x 3 - 13x - 12 h ' ^ x - 4 h‬‬ ‫)‪(4‬‬ ‫)‪(9x 3 - 18x 2 - x + 2) ' (3x + 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(5-6‬ﺑﻴّﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺛﻨﺎﺋﻴﺔ ﺣﺪ ً‬

‫ﻋﺎﻣﻼ ﻣﻦ ﻋﻮﺍﻣﻞ ‪x 3 + 4x 2 + x - 6‬‬
‫)‪(5‬‬ ‫‪x-3‬‬ ‫)‪(6‬‬ ‫‪x+2‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻟﻘﺴﻤﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪.‬‬

‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(7-11‬ﺍﻗﺴﻢ‬
‫)‪(7‬‬ ‫)‪^ x 3 + 3x 2 - x - 3h ' (x - 1‬‬ ‫)‪(8‬‬ ‫)‪^- 2x 3 + 5x 2 - x + 2 h ' (x + 2‬‬
‫)‪(9‬‬ ‫)‪^2x 4 + 6x 3 + 5x 2 - 45h ' (x + 3‬‬ ‫)‪(10‬‬ ‫)‪^ x 3 - 3x 2 - 5x - 25h ' (x - 5‬‬
‫)‪(11‬‬ ‫‪^2x 3 + 4x 2 - 10x - 9h ' ^ x - 3h‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(12-13‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺴﻤﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﺍﻟﻌﺎﻣﻞ ﺍﻟﻤﻌﻄﻰ ﻟﺘﺤﻠﻴﻞ ﻛﻞ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﺑﺎﻟﻜﺎﻣﻞ‪.‬‬
‫)‪(12‬‬ ‫‪y = x 3 + 2 x 2 - 5x - 6 ; x + 1‬‬ ‫)‪(13‬‬ ‫‪y = x 3 - 4x 2 - 9x + 36 ; x + 3‬‬
‫‪x 2 2 : ^m 3h‬‬ ‫ﺑﺎﻷﻣﺘﺎﺭ ﺍﻟﻤﻜﻌﺒﺔ‬ ‫‪V (x) = x 3 + x 2 - 6x‬‬ ‫)‪ (14‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﻳﻌﻄﻰ ﺣﺠﻢ ﺻﻨﺪﻭﻕ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫ﻣﺎ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻬﺬﺍ ﺍﻟﺼﻨﺪﻭﻕ؟‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(15-18‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺴﻤﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﻧﻈﺮﻳﺔ ﺍﻟﺒﺎﻗﻲ ﻹﻳﺠﺎﺩ )‪f (a‬‬
‫)‪(15‬‬ ‫‪f (x) = x 3 + 4x 2 - 8x - 6 ; a = - 2‬‬ ‫)‪(16‬‬ ‫‪f (x) = x 3 - 7x 2 + 15x - 9 ; a = 3‬‬
‫)‪(17‬‬ ‫‪1‬‬
‫‪f (x) = 2x 3 - x 2 + 10x + 5 ; a = 2‬‬ ‫)‪(18‬‬ ‫‪f (x) = 2x 4 + 6x 3 + 5x 2 - 45 ; a = - 3‬‬
‫ﻗﺴﻤﺖ ﻋﻠﻰ ﺛﻨﺎﺋﻴﺔ ﺍﻟﺤ ّﺪ ‪ ^ x - ah‬ﻭﺍﻟﺒﺎﻗﻲ ﺻﻔﺮ‪.‬‬ ‫)‪f (x‬‬ ‫)‪ (a) (19‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻤﻨﻄﻘﻲ‪ :‬ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬
‫ﻓﺴﺮ‪.‬‬
‫ﻣﺎﺫﺍ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺴﺘﻨﺘﺞ؟ ّ‬
‫ﻻ ﻳﻤﻜﻦ ﺗﺤﻠﻴﻠﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺃﻋﺪﺍﺩ ﺣﻘﻴﻘﻴﺔ؟‬ ‫‪x2 + 1‬‬ ‫ﺿﺢ ﻟﻤﺎﺫﺍ‬
‫)‪ (b‬ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‪ :‬ﻭ ّ‬
‫ﺇﻟﻰ ﺛﻼﺛﺔ ﻋﻮﺍﻣﻞ‪ ،‬ﻭﻛﺎﻥ ‪ ^ x - 1h‬ﺃﺣﺪ ﻫﺬﻩ‬ ‫)‪ (c‬ﺍﻛﺘﺸﺎﻑ ﺍﻟﺨﻄﺄ‪ :‬ﺣﻠّﻞ ﻃﺎﻟﺐ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‪:‬‬
‫‪x 3 - x 2 - 2x‬‬
‫ﺍﻟﻌﻮﺍﻣﻞ‪ .‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺴﻤﺔ ﻟﺘﺜﺒﺖ ﺃﻥ ﺍﻟﻄﺎﻟﺐ ﺍﺭﺗﻜﺐ ﺧﻄﺄ‪.‬‬
‫‪46‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(20-22‬ﺍﻗﺴﻢ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫)‪(20‬‬ ‫‪^2x 3 + 9x 2 + 14x + 5h ' ^2x + 1h‬‬ ‫)‪(21‬‬ ‫‪^ x 5 + 1h ' ^ x + 1h‬‬
‫)‪(22‬‬ ‫)‪^3x 4 - 5x 3 + 2x 2 + 3x - 2 h ' (3x - 2‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻧﻤﻄًﺎ ﻓﻲ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(23-25‬ﺍﻗﺴﻢ ّ‬
‫)‪(23‬‬ ‫‪^ x 2 - 1h ' ^ x - 1h‬‬ ‫)‪(24‬‬ ‫‪^ x 3 - 1h ' ^ x - 1h‬‬ ‫)‪(25‬‬ ‫‪^ x 4 - 1h ' ^ x - 1h‬‬
‫‪^ x 5 - 1h ' ^ x - 1h‬‬ ‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻷﻧﻤﺎﻁ‪ ،‬ﺍﻗﺴﻢ‬

‫ً‬ ‫)‪(26‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻧﻤﻄًﺎ ﻓﻲ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(27-29‬ﺍﻗﺴﻢ ّ‬
‫)‪(27‬‬ ‫‪^ x 3 + 1h ' ^ x + 1h‬‬ ‫)‪(28‬‬ ‫‪^ x 5 + 1h ' ^ x + 1h‬‬ ‫)‪(29‬‬ ‫‪^ x 7 + 1h ' ^ x + 1h‬‬
‫‪^ x 9 + 1h ' ^ x + 1h‬‬ ‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻷﻧﻤﺎﻁ‪ ،‬ﺃﻭﺟﺪ‬

‫ً‬ ‫)‪(30‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﻇﻠّﻞ ﺍﻟﺪﺍﺋﺮﺓ ‪ a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ ﻭ ‪ b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﺒﺎﺭﺓ ﺧﺎﻃﺌﺔ‪.‬‬
‫ﺻﻔﺮﺍ ﻓﺈﻥ‬
‫ً‬ ‫ﻋﻠﻰ ‪ ^ x + αh‬ﻳﺴﺎﻭﻱ‬ ‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻥ ﺑﺎﻗﻲ ﻗﺴﻤﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‬
‫‪a‬‬ ‫‪b‬‬
‫‪α‬‬ ‫)‪f (x‬‬
‫ﻋﺎﻣﻞ ﻣﻦ ﻋﻮﺍﻣﻞ ‪f‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪(x - 1‬‬ ‫ﺗﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ‬ ‫‪f (x) = ^ x - 2h2 - 1‬‬ ‫)‪ (2‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪2a 3‬‬ ‫ﻫﻮ‬ ‫)‪(x - a‬‬ ‫ﻋﻠﻰ‬ ‫)‪(x 3 + a 3‬‬ ‫)‪ (3‬ﺑﺎﻗﻲ ﻗﺴﻤﺔ‬
‫ﻋﻠﻰ ﺣﺪﻭﺩﻳﺔ ﻣﻦ‬ ‫)‪ (4‬ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ‪ n‬ﺣﻴﺚ‬
‫‪a‬‬ ‫‪b‬‬
‫‪nH2‬‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﻜﻮﻥ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ‪^n - 2 h‬‬
‫)‪ (5‬ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺴﺎﺩﺳﺔ ﻋﻠﻰ ﺣﺪﻭﺩﻳﺔ ﻣﻦ‬

‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺗﻜﻮﻥ ﺣﺪﻭﺩﻳﺔ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ )‪ ،(6-11‬ﻇﻠّﻞ ﺩﺍﺋﺮﺓ ﺍﻟﺮﻣﺰ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻫﻮ‪:‬‬ ‫‪g (x) = x - k‬‬ ‫ﻋﻠﻰ‬ ‫)‪f (x‬‬ ‫)‪ (6‬ﺑﺎﻗﻲ ﻗﺴﻤﺔ‬
‫‪a‬‬ ‫)‪g (k‬‬ ‫‪b‬‬ ‫)‪f (k‬‬ ‫‪c‬‬ ‫)‪f (- k‬‬ ‫‪d‬‬ ‫‪-k‬‬
‫ﻫﻮ‪:‬‬ ‫)‪(x - 3‬‬ ‫ﻋﻠﻰ‬ ‫)‪(x 4 + 2‬‬ ‫)‪ (7‬ﺑﺎﻗﻲ ﻗﺴﻤﺔ‬

‫‪a 3‬‬ ‫‪b 27‬‬ ‫‪c 81‬‬ ‫‪d 83‬‬
‫‪47‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫)‪(x + 2‬‬ ‫ﻋﻠﻰ‬ ‫)‪(2x 4 - 8x 2‬‬ ‫)‪ (8‬ﻧﺎﺗﺞ ﻗﺴﻤﺔ‬
‫‪a‬‬ ‫‪2x 3 - 4x 2‬‬ ‫‪b‬‬ ‫‪2x 3 - 8x 2‬‬ ‫‪c‬‬ ‫‪x 3 - 4x 2‬‬ ‫‪d‬‬ ‫‪2x 3 - 4x 2 + 2 x‬‬
‫ﻓﺈﻥ ‪ k‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪(x + 1‬‬ ‫ﻋﻠﻰ‬ ‫‪f (x) = 2x 3 - 4x 2 + kx - 1‬‬ ‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻥ ‪ 0‬ﻫﻮ ﺑﺎﻗﻲ ﻗﺴﻤﺔ‬
‫‪a 7‬‬ ‫‪b‬‬ ‫‪-7‬‬ ‫‪c‬‬ ‫‪-3‬‬ ‫‪d 3‬‬
‫ﻫﻮ ‪ 3‬ﻓﺈﻥ ‪ k‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪(x - 1‬‬ ‫ﻋﻠﻰ‬ ‫‪f (x) = x 4 - kx 2 + x - k‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ ﺑﺎﻗﻲ ﻗﺴﻤﺔ‬
‫‪a‬‬ ‫‪1‬‬
‫‪2‬‬
‫‪b 3‬‬ ‫‪c‬‬ ‫‪-‬‬
‫‪1‬‬
‫‪2‬‬
‫‪d‬‬ ‫‪5‬‬
‫‪2‬‬
‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‪:‬‬ ‫)‪f (x‬‬ ‫ﻓﺈﻥ‬ ‫‪f (- 1) = f (0) = f (3) = - 2‬‬ ‫)‪ (11‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪x 3 - x 2 + 3x - 2‬‬ ‫‪b‬‬ ‫‪x 3 - 2 x 2 - 3x‬‬
‫‪c‬‬ ‫‪2 x 3 - 2 x 2 - 3x - 2‬‬ ‫‪d‬‬ ‫‪2 x 3 - 4 x 2 - 6x - 2‬‬
‫‪48‬‬
‫ﱠ‬
‫‪3-5‬‬
‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬
‫‪Solving Polynomial Equations‬‬
‫ﻭﻗﺮﺏ ﺇﺟﺎﺑﺘﻚ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺫﻟﻚ ﺿﺮﻭﺭﻳًّﺎ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-9‬ﺣﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ّ‬
‫)‪(1‬‬ ‫‪6y 2 = 48y‬‬ ‫)‪(2‬‬ ‫‪3x 3 - 6x 2 - 9x = 0‬‬ ‫)‪(3‬‬ ‫‪12x 3 - 60x 2 + 75x = 0‬‬
‫)‪(4‬‬ ‫‪4x 3 = 4x 2 + 3x‬‬ ‫)‪(5‬‬ ‫‪2a 4 - 5a 3 - 3a 2 = 0‬‬ ‫)‪(6‬‬ ‫‪2d 4 + 18d 3 = 0‬‬
‫)‪(7‬‬ ‫‪x 3 - 6x 2 + 6x = 0‬‬ ‫)‪(8‬‬ ‫‪x 3 + 13x = 10x 2‬‬ ‫)‪(9‬‬ ‫‪2x 3 - 5x 2 = 12x‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(10-12‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺘﻘﺴﻴﻢ ﻟﺤﻞ ﻛﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(10‬‬ ‫‪x 3 - 2x 2 - 3 = x - 5‬‬ ‫)‪(11‬‬ ‫‪x 3 + 3x 2 - 4x - 12 = 0‬‬ ‫)‪(12‬‬ ‫‪x 3 + 2x ^ x - 1 h = 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(13-17‬ﺍﺳﺘﺨﺪﻡ ﺍﻷﺻﻔﺎﺭ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﻤﻤﻜﻨﺔ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(13‬‬ ‫‪x 4 + 2 x 3 + x 2 = 4 x 2 + 8x + 4‬‬ ‫)‪(14‬‬ ‫‪x 3 - 3x + 2 = 0‬‬
‫)‪(15‬‬ ‫‪x 3 + x 2 - 8x - 12 = 0‬‬ ‫)‪(16‬‬ ‫‪x 3 - 7x + 6 = 0‬‬
‫)‪(17‬‬ ‫‪x 4 + x 3 - 6x 2 - 4x + 8 = 0‬‬
‫)‪ (18‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﻟﺤﻞ ﻣﻌﺎﺩﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ‪،‬‬
‫ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ ﻋﻮﺍﻣﻞ‪ ،‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻌﺎﻡ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ .‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻭﺣﻠﻬﺎ ﻟﺘﻮﺿﺢ ﻛﻞ ﻃﺮﻳﻘﺔ‪.‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪&- 4 , 4 0‬‬ ‫ﻫﻲ‬ ‫‪9x 2 + 16 = 0‬‬ ‫)‪ (1‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬
‫‪3 3‬‬
‫ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺃﺣﺎﺩﻳﺔ‪.‬‬ ‫‪x ! R ، 2x 3 + 2 = 0‬‬ ‫)‪ (2‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪^4x 2 + 1ha x - 1 k = 0‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ 2k‬ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪2‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻓﺈﻥ‬

‫‪4‬‬
‫‪k ! " - 1, 1 ,‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪3x 4 + 12x 2 - 15 = 0‬‬ ‫)‪ (4‬ﺇﻥ ‪ " 1 ,‬ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪b,c ! R‬‬ ‫ﺣﻴﺚ‬ ‫‪f (x) = 2x 3 + bx 2 + cx - 3‬‬ ‫ﺻﻔﺮﺍ ﻟﻠﺤﺪﻭﺩﻳﺔ‬
‫ً‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‬ ‫‪2‬‬
‫‪3‬‬ ‫)‪(5‬‬
‫‪49‬‬
‫ﺻﻔﺮﺍ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺤﺪﻭﺩﻳﺔ )‪ f (x‬ﺗﺴﺎﻭﻱ‪:‬‬
‫ً‬ ‫)‪ 5 (6‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‬
‫‪a‬‬ ‫‪ax 3 + x 4 + 5‬‬ ‫‪b‬‬ ‫‪x5 - 1‬‬ ‫‪c‬‬ ‫‪5x 3 + 6x - 1‬‬ ‫‪d‬‬ ‫‪^ x + 5h^ x 2 + 25h‬‬
‫‪x 4 - 10x 2 + 9 = 0‬‬ ‫)‪ (7‬ﺃﻱ ﻗﻴﻤﺔ ﻣﻤﺎ ﻳﻠﻲ ﻟﻴﺴﺖ ًّ‬
‫ﺣﻼ ﻟﻠﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪a‬‬ ‫‪-1‬‬ ‫‪b‬‬ ‫‪-3‬‬ ‫‪c 3‬‬ ‫‪d 2‬‬
‫ﻓﺈﻥ ‪ f‬ﻣﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‪:‬‬ ‫‪f (m) = f (n) = f (- 1) = 0‬‬ ‫)‪ (8‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫)‪f (x) = (x - 1) (x + m) (x + n‬‬ ‫‪b‬‬ ‫)‪f (x) = (x - 1) (x - m) 2 (x - n‬‬
‫‪c‬‬ ‫‪f (x) = (x + 1) (x - m) (x - n) 2‬‬ ‫‪d‬‬ ‫)‪f (x) = (x + 1) (x - mn‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-11‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪a‬‬
‫‪y‬‬
‫‪1‬‬
‫‪" - 1, 2, 3 ,‬‬ ‫ﻫﻲ‬ ‫‪f (x) = 0‬‬ ‫)‪ (9‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ‪:‬‬ ‫`‬
‫‪1‬‬ ‫‪x‬‬
‫‪b‬‬
‫‪y‬‬ ‫‪" - 1, 2 ,‬‬ ‫ﻫﻲ‬ ‫‪f (x) = 0‬‬ ‫)‪ (10‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬
‫‪-1‬‬ ‫‪2‬‬ ‫‪3 x‬‬
‫ﻣﺠﻤﻮﻋﺔ ﺣﻞ ‪ f (x) = 0‬ﻫﻲ ‪" 1, - 2, - 3 ,‬‬ ‫)‪(11‬‬

‫‪c‬‬
‫‪y‬‬
‫‪-1‬‬ ‫‪2‬‬ ‫‪x‬‬
‫‪d‬‬
‫‪y‬‬
‫‪-3 -2‬‬ ‫‪1‬‬

‫‪x‬‬
‫‪50‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ‬

‫)‪(1‬‬ ‫‪1‬‬
‫‪y = 2 x4‬‬ ‫)‪(2‬‬ ‫‪y = (x + 1) 3‬‬ ‫)‪(3‬‬ ‫‪y = (x + 1) 2 - 3‬‬ ‫)‪(4‬‬ ‫‪y = x+5‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(5-7‬ﺍﻛﺘﺐ ﻛﻞ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﺛﻢ ﺻﻨّﻔﻬﺎ ﺑﺤﺴﺐ ﻋﺪﺩ ﺍﻟﺤﺪﻭﺩ ﻭﺑﺤﺴﺐ ﺍﻟﺪﺭﺟﺔ‪.‬‬
‫)‪(5‬‬ ‫‪f (x) = 3x 2 - 7x 4 + 9 - x 4‬‬ ‫)‪(6‬‬ ‫‪f (x) = 11x 2 + 8x - 3x 2‬‬ ‫)‪(7‬‬ ‫‪f (x) = 2x ^ x - 3h^ x + 2h‬‬
‫)ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻋﻨﺪ‬

‫ﻣﺮﺍﻋﻴﺎ ﺳﻠﻮﻙ ﺍﻟﻨﻬﺎﻳﺔ‪ّ .‬‬
‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(8-9‬ﺃﻭﺟﺪ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﺛﻢ ﺍﺭﺳﻢ ﺑﻴﺎﻧًﺎ ﺗﻘﺮﻳﺒﻴًّﺎ ﻟﻬﺎ‬
‫ﺍﻟﻀﺮﻭﺭﺓ(‪.‬‬
‫)‪(8‬‬ ‫‪f (x) = x ^ x - 3h^ x + 2h‬‬ ‫)‪(9‬‬ ‫‪f (x) = ^ x - 2h2 ^ x - 1h‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(10-13‬ﺣ ّﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ‪ .‬ﺃﻋﻂ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺪﻗﻴﻘﺔ ﺃﻭ ّﻗﺮﺏ ﺇﺟﺎﺑﺘﻚ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫)‪(10‬‬ ‫‪^ x - 3h^ x 2 + 3x - 4 h = 0‬‬ ‫)‪(11‬‬ ‫‪^ x + 2 h^ x 2 + 5x + 1h = 0‬‬
‫)‪(12‬‬ ‫‪x 3 - 2x 2 - x + 2 = 0‬‬ ‫)‪(13‬‬ ‫‪x 4 - 2x 2 - x + 2 = 0‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(14-15‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﺻﻔﺎﺭﻫﺎ‪:‬‬
‫)‪(14‬‬ ‫‪0, 4, - 2‬‬ ‫)‪(15‬‬ ‫‪2 , -1‬‬ ‫)ﻣﻜﺮﺭ ﻣﺮﺗﻴﻦ(‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﺴﻤﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﺍﻟﻤﻄﻮﻟﺔ‪.‬‬
‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(16-17‬ﺍﻗﺴﻢ‬
‫)‪(16‬‬ ‫‪^ x 3 + 7x 2 - 36h ' ^ x + 3h‬‬ ‫)‪(17‬‬ ‫‪^ x 3 + 7x 2 - 5x - 6 h ' ^ x + 2 h‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺍﻟﻘﺴﻤﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ‪.‬‬

‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(18-19‬ﺍﻗﺴﻢ‬
‫)‪(18‬‬ ‫‪^ x 3 + x 2 + x - 14 h ' ^ x - 3h‬‬ ‫)‪(19‬‬ ‫‪^ x 4 - 5x 2 + 4x + 12 h ' ^ x + 1h‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(20-21‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻘﺴﻤﺔ ﺍﻟﺘﺮﻛﻴﺒﻴﺔ ﻭﻧﻈﺮﻳﺔ ﺍﻟﺒﺎﻗﻲ ﻹﻳﺠﺎﺩ )‪f (a‬‬
‫)‪(20‬‬ ‫‪-2‬‬
‫‪f (x) = 2x 4 + 19x 3 - 2x 2 - 44x - 24 , a = 3‬‬
‫)‪(21‬‬ ‫‪f (x) = - x 3 - x 2 + x , a = 0‬‬
‫‪51‬‬
‫‪g (x) = (m + 1) x 3 + 11x 2 + 4x - 4‬‬ ‫)‪ (1‬ﻟﺘﻜﻦ‪:‬‬

‫ﺃﺣﺪ ﺃﺻﻔﺎﺭ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‪.‬‬ ‫‪1‬‬
‫‪2‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ m‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫)‪ (2‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ‪:‬‬
‫)‪(a‬‬ ‫‪2x 4 + x 3 - 11x 2 + 11x - 3 = 0‬‬ ‫)‪(b‬‬ ‫‪4 x 4 - x 2 + 6x - 9 = 0‬‬
‫‪^ x + 1h2‬‬ ‫ﻗﺎﺑﻠﺔ ﻟﻠﻘﺴﻤﺔ ﻋﻠﻰ‬ ‫)‪f (x) = x 5 + x 4 - 6x 3 - 14x 2 - â + 5h x - (a - 3‬‬ ‫)‪ (3‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ‪:‬‬
‫‪x 3 - 7x + 6‬‬
‫ﺑﺴﻂ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫)‪ّ (4‬‬
‫‪x + x 3 - 5x 2 + x - 6‬‬
‫‪4‬‬
‫‪g (x) = 4x 4 - 11x 3 - 2x 2 + 23x - 14‬‬ ‫)‪(5‬‬

‫ﺇﻟﻰ ﻋﻮﺍﻣﻞ‪.‬‬ ‫)‪g (x‬‬ ‫)‪ (a‬ﺣﻠّﻞ‬
‫ﻗﺮﺏ ﺇﺟﺎﺑﺘﻚ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ّ . g (x) = 0 :‬‬
‫‪f (x) = x 3 - ^3a + 2bh x 2 + â + bh x‬‬ ‫)‪ (6‬ﻟﺘﻜﻦ‪:‬‬
‫)‪f (x‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ ﻗﻴﻢ ‪ a, b‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ‪ ^ x - 1h , ^ x - 2h‬ﻣﻦ ﻋﻮﺍﻣﻞ‬
‫ﺇﻟﻰ ﻋﻮﺍﻣﻞ‪.‬‬ ‫)‪f (x‬‬ ‫)‪ (b‬ﺣﻠّﻞ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
‫ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺗﻘﺒﻞ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ ^ x + 5h , ^2x - 1h‬ﻭﺑﺎﻗﻲ ﻗﺴﻤﺘﻬﺎ ﻋﻠﻰ ‪^ x - 3h‬‬ ‫)‪(7‬‬
‫ﻳﺴﺎﻭﻱ ‪40‬‬
‫‪g (x) = x 3 + 8‬‬ ‫)‪ (8‬ﻟﺘﻜﻦ‪:‬‬
‫ﺻﻔﺮﺍ ﻟﻜﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ‪.‬‬
‫ً‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫ﺇﻟﻰ ﻋﻮﺍﻣﻞ‪.‬‬ ‫)‪g (x‬‬ ‫)‪ (b‬ﺣﻠّﻞ‬
‫ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ‪.‬‬ ‫‪V (x) = ^ x 2 + ax + bh‬‬
‫‪2‬‬
‫)‪ (a) (9‬ﺍﻛﺘﺐ‬
‫ﻫﻲ ﻣﺮﺑﻊ ﻟﻜﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫‪f (x) = x 4 + 6x 3 + 7x 2 - 6x + 1‬‬ ‫)‪ (b‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫ﻧﻤﻮﺫﺟﺎ ﺗﻜﻌﻴﺒﻴ ًّﺎ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻤﺮ ﻓﻲ‪ ،^- 1, - 3h , (0, 0), (1, - 1), (2, 0) :‬ﺛﻢ ﺍﺳﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ‬
‫ً‬ ‫)‪ (10‬ﺃﻭﺟﺪ‬
‫ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ‪x = 17‬‬
‫‪52‬‬
‫= ‪ ، V‬ﻹﻳﺠﺎﺩ ﺣﺠﻢ‬ ‫‪3 R + Rd + d h‬‬
‫‪πh ^ 2‬‬
‫)‪ (11‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪d‬‬ ‫=‬ ‫‪3.8 # 10 cm‬‬
‫ﺍﻟﻤﺨﺮﻭﻁ ﺍﻟﻨﺎﻗﺺ ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬

‫‪2‬‬
‫‪h‬‬ ‫=‬ ‫‪3.5 # 10 cm‬‬
‫ﺍﻛﺘﺐ ﺇﺟﺎﺑﺘﻚ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬

‫)‪ (12‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺻﻨﺪﻭﻕ ﻳﻘﻞ ﻋﺮﺿﻪ ‪ 2 m‬ﻋﻦ ﻃﻮﻟﻪ‪ ،‬ﻭ ﻳﻘﻞ ﺍﺭﺗﻔﺎﻋﻪ ‪ 1 m‬ﻋﻦ ﻃﻮﻟﻪ‪.‬‬
‫‪2‬‬
‫‪R‬‬ ‫=‬ ‫‪5.6 # 10 cm‬‬
‫‪60 m 3‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺼﻨﺪﻭﻕ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺣﺠﻤﻪ‬

‫)‪ (13‬ﺗﺮﻳﺪ ﺷﺮﻛﺔ ﻟﻠﺘﺨﺰﻳﻦ ﺻﻨﻊ ﺻﻨﺪﻭﻕ ﻟﻠﺘﺨﺰﻳﻦ ﺣﺠﻤﻪ ﻣﺜﻠﻲ ﺣﺠﻢ ﺃﻛﺒﺮ ﺻﻨﺪﻭﻕ ﺗﺨﺰﻳﻦ ﻟﺪﻳﻬﺎ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﺑﻌﺎﺩ‬
‫ﻋﺮﺿﺎ‪،‬‬
‫ً‬ ‫ﺃﻛﺒﺮ ﺻﻨﺪﻭﻕ ﺗﺨﺰﻳﻦ ﻟﺪﻳﻬﺎ ﻫﻲ ‪ً 120 cm‬‬
‫ﻃﻮﻻ‪100 cm ،‬‬
‫‪ 90 cm‬ﺍﺭﺗﻔﺎ ًﻋﺎ‪ ،‬ﻭﻳﺮﺍﺩ ﺻﻨﻊ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺠﺪﻳﺪ ﺑﺰﻳﺎﺩﺓ ﻛﻞ ﺑﻌﺪ ﺍﻟﻤﻘﺪﺍﺭ ﻧﻔﺴﻪ‪،‬‬
‫ﻓﺄﻭﺟﺪ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﻛﻞ ﺑﻌﺪ‪.‬‬
‫‪ ^n - 1h ,‬ﻫﻮ ‪ ،210‬ﻓﺎﻛﺘﺐ‬ ‫‪n , ^n + 1h‬‬ ‫)‪ (14‬ﺍﻟﺤﺴﺎﺏ ﺍﻟﺬﻫﻨﻲ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﻧﺎﺗﺞ ﺿﺮﺏ ﺛﻼﺛﺔ ﺃﻋﺪﺍﺩ ﺻﺤﻴﺤﺔ ﻣﺘﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﻌﺎﺩﻟﺔ ﻭﺃﻭﺟﺪ ﺣﻠﻬﺎ ﻹﻳﺠﺎﺩ ﺍﻷﻋﺪﺍﺩ‪.‬‬
‫ﺗﻤﺜّﻞ‬ ‫‪x+3‬‬ ‫)‪ (15‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺣﺠﻢ ﺧ ّﺰﺍﻥ )‪ (V‬ﻳﻤﺜّﻞ ﺑﺎﻟﺪﺍﻟﺔ‪ . V (x) = x 3 + 8x 2 + 15x :‬ﻟﻨﻔﺮﺽ ﺃﻥ ‪ x‬ﺗﻤﺜﻞ ﺍﻟﻌﺮﺽ‪،‬‬
‫ﺍﻟﻄﻮﻝ‪ x + 5 ،‬ﺗﻤﺜﻞ ﺍﻻﺭﺗﻔﺎﻉ‪ ،‬ﺣﺠﻢ ﺍﻟﺨ ّﺰﺍﻥ ‪ ، 70 m 3‬ﻓﻤﺎ ﺃﺑﻌﺎﺩﻩ؟‬
‫‪53‬‬
‫ﱠ‬
‫‪4-1‬‬
‫ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﻨﻤﺎﺫﺝ ﺍﻷﺳﻴﺔ‬
‫‪Exploring Exponential Models‬‬

‫ً‬
‫ﺗﻀﺎﺅﻻ ﺃﺳﻴًّﺎ‪ .‬ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﺰﻳﺎﺩﺓ ﺍﻟﺪﺍﻟﺔ ﺃﻭ ﻧﻘﺼﺎﻧﻬﺎ؟‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-5‬ﺍﺫﻛﺮ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜّﻞ ﻧﻤ ًّﻮﺍ ﺃﺳﻴًّﺎ ﺃﻭ‬
‫)‪(1‬‬ ‫‪y = 1298 (1 . 63) x‬‬ ‫)‪(2‬‬ ‫‪y = 0 . 65 (1.3) x‬‬ ‫)‪(3‬‬ ‫‪f (x) = 2 (0 . 65) x‬‬
‫)‪(4‬‬ ‫‪f (t) = 0 . 8 ` 8 j‬‬

‫‪1 t‬‬
‫)‪(5‬‬ ‫‪y = 5 (6) x‬‬
‫)‪ (6‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ :‬ﻳﻌﺮﺽ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺃﻛﺒﺮ ﺃﺭﺑﻊ ﻣﺪﻥ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻓﻲ‬
‫ﺳﻨﺔ ‪.1994‬‬
‫ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﺳﻨﺔ ‪ 1994‬ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﻨﻤﻮ ﺍﻟﺴﻨﻮﻱ‬ ‫ﺍﻟﻤﺪﻳﻨﺔ )ﺍﻟﺪﻭﻟﺔ(‬ ‫ﺍﻟﺘﺮﺗﻴﺐ ﻓﻲ ﺳﻨﺔ ‪1994‬‬
‫)‪(Ι‬‬
‫‪1.4%‬‬ ‫‪26 518 000‬‬ ‫ﻃﻮﻛﻴﻮ )ﺍﻟﻴﺎﺑﺎﻥ(‬ ‫‪1‬‬

‫‪0.3%‬‬ ‫‪16 271 000‬‬ ‫ﻧﻴﻮﻳﻮﺭﻙ )ﺍﻟﻮﻻﻳﺎﺕ ﺍﻟﻤﺘﺤﺪﺓ(‬ ‫‪2‬‬
‫‪2.0%‬‬ ‫‪16 110 000‬‬ ‫ﺳﺎﻭﺑﺎﻭﻟﻮ )ﺍﻟﺒﺮﺍﺯﻳﻞ(‬ ‫‪3‬‬
‫‪0.7%‬‬ ‫‪15 525 000‬‬ ‫ﻣﻜﺴﻴﻜﻮ )ﺍﻟﻤﻜﺴﻴﻚ(‬ ‫‪4‬‬
‫)‪ (a‬ﻟﻨﻔﺘﺮﺽ ﺍﺳﺘﻤﺮﺍﺭ ﻫﺬﻩ ﺍﻟﻤﻌﺪﻻﺕ ﻟﻠﻨﻤﻮ‪ ،‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﻤﺜّﻞ ﺍﻟﻨﻤﻮ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﻟﻌﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻛﻞ ﻣﺪﻳﻨﺔ‪.‬‬
‫)‪ (b‬ﺍﺳﺘﺨﺪﻡ ﻣﻌﺎﺩﻻﺗﻚ ﻛﻲ ﺗﺘﻮﻗﻊ ﻋﺪﺩ ﺳﻜﺎﻥ ﻛﻞ ﻣﺪﻳﻨﺔ ﻓﻲ ﺳﻨﺔ ‪ .2004‬ﻫﻞ ﺗﻐﻴﺮ ﺍﻟﺘﺮﺗﻴﺐ؟‬
‫ً‬
‫ﺗﻀﺎﺅﻻ ﺃﺳﻴًّﺎ ﻣﺤﺪ ًﺩﺍ ﺍﻟﻌﺎﻣﻞ‪.‬‬ ‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(7-8‬ﻣﺜّﻞ ﻛﻞ ﺩﺍﻟﺔ ﺑﻴﺎﻧﻴًّﺎ‪ .‬ﺑﻴّﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺗﻤﺜﻞ ﻧﻤ ًّﻮﺍ ﺃﺳﻴًّﺎ ﺃﻭ‬
‫)‪(7‬‬ ‫‪y = 100 (0 . 5) x‬‬ ‫)‪(8‬‬ ‫‪f (x) = 2‬‬
‫‪x‬‬
‫ً‬
‫ﺗﻀﺎﺅﻻ ﺃﺳﻴ ًّﺎ ﻟﻜﻞ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ (7‬ﻭ)‪.(8‬‬ ‫)‪ (9‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﻣﺴﺄﻟﺔ ﺣﻴﺎﺗﻴﺔ ﺗﻤﺜّﻞ ﻧﻤ ًّﻮﺍ ﺃﺳﻴ ًّﺎ ﺃﻭ‬
‫)‪ (10‬ﺍﻻﻗﺘﺼﺎﺩ‪ :‬ﺍﻓﺘﺮﺽ ﺃﻧﻚ ﺗﺮﻳﺪ ﺷﺮﺍﺀ ﺳﻴﺎﺭﺓ ﺛﻤﻨﻬﺎ ‪ 4 500‬ﺩﻳﻨﺎﺭ‪ .‬ﻣﻦ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﺗﻨﺨﻔﺾ ﻗﻴﻤﺘﻬﺎ ﺑﻤﻌﺪﻝ ‪20%‬‬
‫ﻗﺮﺿﺎ ﻣﺪﺗﻪ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﻟﺸﺮﺍﺀ ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﻓﻜﻢ ﺳﺘﻜﻮﻥ ﻗﻴﻤﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﻌﺪ ﺃﻥ ﺗﺴﺪﺩ ﺍﻟﻘﺮﺽ‬
‫ﺳﻨﻮﻳ ًّﺎ‪ ،‬ﺇﺫﺍ ﺃﺧﺬﺕ ً‬
‫ﻓﻲ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ؟‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(11-14‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺃﺳﻴّﺔ ﻟﺘﻤﺜﻴﻞ )ﻧﻤﺬﺟﺔ( ﻛﻞ ﻣﻮﻗﻒ ﻣﻤﺎ ﻳﻠﻲ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺑﻌﺪ ﺧﻤﺲ ﺳﻨﻮﺍﺕ‪.‬‬
‫ﺗﺠﻤﻊ ﻣﻦ ﺍﻟﻀﻔﺎﺩﻉ ﻣﺆﻟﻒ ﻣﻦ ‪ 250‬ﺿﻔﺪﻋﺔ‪ ،‬ﻳﺘﺰﺍﻳﺪ ﺑﻤﻌﺪﻝ ‪ 22%‬ﺳﻨﻮﻳ ًّﺎ‪.‬‬
‫ّ‬ ‫)‪(11‬‬
‫ﺩﻳﻨﺎﺭﺍ‪ ،‬ﻳﺘﺰﺍﻳﺪ ﺛﻤﻨﻬﺎ ﺑﻤﻌﺪﻝ ‪ 7.5%‬ﺳﻨﻮﻳ ًّﺎ‪.‬‬
‫)‪ (12‬ﻣﺠﻤﻮﻋﺔ ﻃﻮﺍﺑﻊ ﺛﻤﻨﻬﺎ ‪ً 35‬‬
‫‪54‬‬
‫ﺩﻳﻨﺎﺭﺍ ﺗﻨﺨﻔﺾ ﻗﻴﻤﺘﻬﺎ ﺑﻤﻌﺪﻝ ‪ 11%‬ﺳﻨﻮﻳ ًّﺎ‪.‬‬
‫)‪ (13‬ﺳﻴﺎﺭﺓ ﺷﺤﻦ ﺻﻐﻴﺮﺓ ﺛﻤﻨﻬﺎ ‪ً 1 750‬‬
‫)‪ (14‬ﻗﻄﻴﻊ ﻣﻦ ﺍﻟﻤﺎﻋﺰ ﻋﺪﺩﻩ ‪ 115‬ﻳﺘﻨﺎﻗﺺ ﺑﻤﻌﺪﻝ ‪ 1.25%‬ﺳﻨﻮﻳ ًّﺎ‪.‬‬
‫)‪ (15‬ﻟﻨﻔﺘﺮﺽ ﺃﻧﻚ ﺗﺸﺘﺮﻱ ﺳﻴﺎﺭﺓ ﺟﺪﻳﺪﺓ‪ ،‬ﻭﺗﺮﻳﺪ ﺃﻥ ﻳﻜﻮﻥ ﻟﻬﺬﻩ ﺍﻟﺴﻴﺎﺭﺓ ﺃﻋﻠﻰ ﻗﻴﻤﺔ ﺑﻌﺪ ﻣﺮﻭﺭ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﻋﻠﻰ‬
‫ﺷﺮﺍﺋﻬﺎ‪ ،‬ﺃﻱ ﺍﺧﺘﻴﺎﺭ ﻣﻦ ﺍﻻﺧﺘﻴﺎﺭﺍﺕ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻤﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﺳﻮﻑ ﺗﺨﺘﺎﺭ؟‬
‫ﻗﻴﻤﺔ ﺍﻻﻧﺨﻔﺎﺽ ﺍﻟﻤﺘﻮﻗﻊ‬ ‫ﺍﻟﺴﻌﺮ ﺍﻷﺳﺎﺳﻲ‬ ‫ﺍﻟﺴﻴﺎﺭﺓ‬

‫‪10%‬‬ ‫ﺩﻳﻨﺎﺭﺍ‬
‫‪ً 4 275‬‬ ‫‪1‬‬
‫‪12%‬‬ ‫‪ 4 500‬ﺩﻳﻨﺎﺭ‬ ‫‪2‬‬
‫‪15%‬‬ ‫ﺩﻳﻨﺎﺭﺍ‬
‫‪ً 4 850‬‬ ‫‪3‬‬

‫‪a‬‬ ‫‪b‬‬ ‫ً‬
‫ﺗﻀﺎﺅﻻ ﺃﺳﻴ ًّﺎ‪.‬‬ ‫ﺗﻤﺜﻞ‬ ‫‪y = 3 (2) x‬‬ ‫)‪ (1‬ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻧﻤﻮﺍ ﺃﺳﻴ ًّﺎ‪.‬‬
‫ﺗﻤﺜﻞ ً‬ ‫‪y = 2a 3 k‬‬ ‫)‪ (2‬ﺍﻟﺪﺍﻟﺔ‬
‫‪-x‬‬
‫‪1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻮ ‪2‬‬ ‫)‪ (3‬ﻋﺎﻣﻞ ﺍﻟﻨﻤﻮ ﻟﻠﺪﺍﻟﺔ‬

‫‪y‬‬
‫‪1‬‬
‫‪y = 3 (2) 2x‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪b21‬‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ ﻓﺈﻥ‬ ‫‪y = bx‬‬ ‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻥ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪x‬‬

‫ﻫﻮ‪:‬‬ ‫‪y = aa 3 k k‬‬ ‫)‪ (5‬ﻋﺎﻣﻞ ﺍﻟﻨﻤﻮ ﻟﻠﺪﺍﻟﺔ‬
‫‪x‬‬
‫‪1 -2‬‬
‫‪a‬‬ ‫‪1‬‬
‫‪3‬‬ ‫‪b‬‬
‫‪1‬‬
‫‪9‬‬ ‫‪c 3‬‬ ‫‪d 9‬‬
‫‪y‬‬ ‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪:‬‬ ‫‪y = 2b x‬‬ ‫)‪ (6‬ﻟﻴﻜﻦ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫ﻓﺈﻥ ‪ b‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺎﻭﻱ‪:‬‬
‫‪x‬‬
‫‪a -2‬‬ ‫‪b 0‬‬ ‫‪c‬‬

‫‪1‬‬
‫‪2‬‬ ‫‪d 2‬‬
‫ﺗﻨﻤﺬﺝ ﺍﻟﺘﺰﺍﻳﺪ ﺍﻟﺴﻜﺎﻧﻲ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺪﻝ ﺍﻟﺘﺰﺍﻳﺪ ﺍﻟﺴﻜﺎﻧﻲ ﻓﻲ ﻣﺪﻳﻨﺔ ﻣﺎ ﻫﻮ ‪ 2.5%‬ﻓﺈﻥ‬ ‫‪y = ab x‬‬ ‫)‪ (7‬ﺍﻟﺪﺍﻟﺔ ﺍﻷﺳﻴﺔ‬
‫ﻋﺎﻣﻞ ﺍﻟﻨﻤﻮ ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a 0.025‬‬ ‫‪b 1.25‬‬ ‫‪c 1.025‬‬ ‫‪d 3.5‬‬
‫‪55‬‬
‫‪y‬‬ ‫)‪ (8‬ﺃﻱ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﻤﺜﻠﻬﺎ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﻘﺎﺑﻞ‪:‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪0‬‬
‫‪1‬‬ ‫‪x‬‬
‫‪a‬‬ ‫‪1‬‬
‫‪y = 3 (2) x‬‬ ‫‪b‬‬ ‫‪y = 2a 3 k‬‬
‫‪1 x‬‬
‫‪c‬‬ ‫‪y = - 3 (2) x‬‬ ‫‪d‬‬ ‫‪y = - 2 (3) x‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-11‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫ﻳﺒﻴّﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻷﺳﻲ ﺍﻟﻤﻘﺎﺑﻞ ﺍﻻﻧﺨﻔﺎﺽ ﻓﻲ ﻗﻴﻤﺔ ﺳﻴﺎﺭﺓ ﺧﻼﻝ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫‪20‬‬
‫‪y‬‬
‫‪16‬‬
‫‪13.500‬‬
‫‪12‬‬
‫ﺍﻟﻘﻴﻤﺔ )ﺑﺂﻻﻑ ﺍﻟﺪﻧﺎﻧﻴﺮ(‬
‫‪8‬‬
‫‪4‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6 x‬‬

‫ﻋﺪﺩ ﺍﻟﺴﻨﻮﺍﺕ‬
‫‪a -0.325‬‬ ‫ﻣﻘﺪﺍﺭ ﺍﻻﻧﺨﻔﺎﺽ )ﺑﺎﻵﻻﻑ(=‬ ‫)‪(9‬‬
‫‪b 0.675‬‬ ‫)‪ (10‬ﻧﺴﺒﺔ ﺍﻻﻧﺨﻔﺎﺽ =‬

‫)‪ (11‬ﻋﺎﻣﻞ ﺍﻻﻧﺨﻔﺎﺽ =‬
‫‪c 0.325‬‬
‫‪d -6.5‬‬
‫‪56‬‬
‫ﱠ‬
‫‪4-2‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴًّﺎ‬
‫‪Exponential Functions and their Graphs‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-4‬ﻣﺜّﻞ ﺑﻴﺎﻧﻴًّﺎ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(1‬‬ ‫‪y = 4x‬‬ ‫)‪(2‬‬ ‫‪y = 6x + 3‬‬ ‫)‪(3‬‬ ‫‪y = 2 -x‬‬ ‫)‪(4‬‬ ‫‪y = - 3 x+4‬‬
‫ﻣﺴﺘﺨﺪﻣﺎ ﺩﺍﻟﺔ ﺍﻟﻤﺮﺟﻊ‪:‬‬

‫ً‬ ‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(5-8‬ﻣﺜّﻞ ﺑﻴﺎﻧﻴًّﺎ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‬
‫)‪(5‬‬ ‫‪y = (5) x - 1‬‬ ‫)‪(6‬‬ ‫‪y = `3j‬‬
‫‪1 x +2‬‬
‫)‪(7‬‬ ‫‪y = (4) x - 2 + 3‬‬ ‫)‪(8‬‬ ‫‪y = - 2 (3) 2 x + 1‬‬
‫ﻣﻘﺮ ًﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻋﺸﺮﻳﺔ‪.‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-13‬ﺍﺳﺘﺨﺪﻡ ﺁﻟﺘﻚ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﻛﻞ ﻣﻘﺪﺍﺭ ّ‬
‫)‪(9‬‬ ‫)‪(10‬‬ ‫‪(11) ` 54 j e 2‬‬
‫‪1‬‬
‫‪e3‬‬ ‫‪5e 6‬‬
‫)‪(12‬‬ ‫‪4‬‬
‫‪(13) e e‬‬
‫)‪ (14‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﺍﻟﺘﻲ ﻳﺼﺒﺢ ﻋﻨﺪﻫﺎ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪ y = ab x :‬ﺧﻄًّﺎ ﺃﻓﻘﻴ ًّﺎ‪.‬‬
‫‪e6‬‬
‫)‪ (a) (15‬ﺍﻟﻜﻴﻤﻴﺎﺀ‪ :‬ﺗﻌﻄﻲ ﺍﻟﻌﻼﻗﺔ‪ A = Pe 0.0001t :‬ﺍﻟﻜﻤﻴﺔ ﺍﻟﻤﺘﺒﻘﻴﺔ »‪ «A‬ﺑﺎﻟﻤﻴﻜﺮﻭﺟﺮﺍﻡ ﻣﻦ ﻣﺎﺩﺓ ﺇﺷﻌﺎﻋﻴﺔ ﻣﻌﻴﻨﺔ ﺑﻌﺪ‬
‫‪-‬‬
‫»‪ «t‬ﺳﻨﺔ ﻣﻦ ﺍﻟﺘﻀﺎﺅﻝ؛ »‪ «P‬ﻫﻲ ﺍﻟﻜﻤﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻟﻠﻤﺎﺩﺓ ﺍﻟﻤﺸﻌﺔ‪ .‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ﻹﻛﻤﺎﻝ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﻜﻤﻴﺔ ﺍﻟﻤﺘﺒﻘﻴﺔ ﻣﻦ ﺍﻟﻤﺎﺩﺓ )‪(A‬‬ ‫ﺍﻟﺴﻨﻮﺍﺕ )‪(t‬‬ ‫ﺍﻟﻜﻤﻴﺔ ﺍﻷﻭﻟﻴﺔ ﻣﻦ ﺍﻟﻤﺎﺩﺓ )‪(P‬‬
‫‪5‬‬ ‫‪10 000‬‬
‫‪5‬‬ ‫‪7 500‬‬
‫‪5‬‬ ‫‪6 000‬‬
‫‪5‬‬ ‫‪5 000‬‬
‫‪5‬‬ ‫‪2 500‬‬
‫‪5‬‬ ‫‪2 000‬‬
‫)‪ (b‬ﻗﺎﺭﻥ ﺑﻴﻦ ﻗﻴﻢ ﻛﻞ ﻣﻦ ‪ .A , P‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬
‫)‪ (16‬ﻋﻠﻢ ﺍﻟﻤﺤﻴﻄﺎﺕ‪ :‬ﻛﻠﻤﺎ ﻏﺼﻨﺎ ﻓﻲ ﺃﻋﻤﺎﻕ ﺍﻟﻤﺤﻴﻂ‪ ،‬ﻗﻠﺖ ﺷﺪﺓ ﺃﺷﻌﺔ ﺍﻟﺸﻤﺲ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺪﺓ ﺃﺷﻌﺔ ﺍﻟﺸﻤﺲ ﻋﻠﻰ‬
‫ﺳﻄﺢ ﺍﻟﻤﺤﻴﻂ ﻫﻲ ‪ ،y‬ﻓﺈﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻣﻦ ‪ y‬ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﻟﻰ ﻋﻤﻖ ‪ x m‬ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪y = 20 # (0 . 92) x :‬‬
‫)ﻳﻌﺪ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﻣﻨﺎﺳﺒًﺎ ﻟﻸﻋﻤﺎﻕ ﻣﻦ ‪ 6 m‬ﺇﻟﻰ ‪ 180 m‬ﺗﺤﺖ ﻣﺴﺘﻮﻯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ(‪.‬‬
‫)‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻷﺷﻌﺔ ﺍﻟﺸﻤﺲ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻋﻤﻖ ‪ 15 m‬ﺗﺤﺖ ﻣﺴﺘﻮﻯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ‪.‬‬
‫)‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﺃﻗﺼﻰ ﻋﻤﻖ ﻣﺴﺠﻞ ﻟﺮﻳﺎﺿﺔ ﺍﻟﻐﻄﺲ ﻫﻮ ‪ 107 m‬ﺗﺤﺖ ﻣﺴﺘﻮﻯ ﺳﻄﺢ ﺍﻟﺒﺤﺮ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ‬
‫ﺍﻟﻤﺌﻮﻳﺔ ﻷﺷﻌﺔ ﺍﻟﺸﻤﺲ ﻋﻨﺪ ﻫﺬﺍ ﺍﻟﻌﻤﻖ‪.‬‬
‫‪57‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻣﺘﻘﺎﻃﻌﺔ‪.‬‬ ‫‪y = ab x a ! 0 , b 2 0 , b ! 1‬‬ ‫)‪ (1‬ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻷﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪y = 2x‬‬ ‫ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y = - 2x‬‬ ‫)‪ (2‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪y = - (3) - x‬‬ ‫ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y = - (3) x‬‬ ‫)‪ (3‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪y = 3 (5) x‬‬ ‫)‪ (4‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ ‪ y = 3 (5) x 2‬ﻫﻮ ﺍﻧﺴﺤﺎﺏ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬
‫‪-‬‬
‫ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺗﻴﻦ ﺟﻬﺔ ﺍﻟﻴﻤﻴﻦ‪.‬‬

‫‪a‬‬ ‫‪b‬‬ ‫ﻳﻘﻄﻊ ﺟﺰﺀًﺍ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ﻗﺪﺭﻩ ‪.3‬‬ ‫‪y = 3 (2) x‬‬ ‫)‪ (5‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﻓﻲ ﺍﻟﺒﻨﻮﺩ )‪ ،(6-12‬ﻇﻠّﻞ ﺭﻣﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﻝ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻓﺈﻥ ﺩﺍﻟﺔ ﺍﻟﻤﺮﺟﻊ ﻟﻬﺎ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ‪:‬‬ ‫‪y = 3a 2 k + 5‬‬
‫‪1 x+1‬‬
‫)‪ (6‬ﻟﺘﻜﻦ‬
‫‪a‬‬ ‫‪y = 3 (2) x‬‬ ‫‪b‬‬ ‫‪y = 3 (2) - x‬‬ ‫‪c‬‬ ‫‪y = 3a 2 k‬‬
‫‪1 x+1‬‬
‫‪d‬‬ ‫‪y =a2k‬‬
‫‪1 x‬‬
‫ﻛﺪﺍﻟﺔ ﻣﺮﺟﻊ ﻳﻤﻜﻦ ﺭﺳﻢ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪1‬‬

‫‪y = 3 (4) x‬‬ ‫)‪ (7‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪y = 3 (4) x‬‬ ‫‪b‬‬ ‫‪y = 3 (4) - x‬‬ ‫‪c‬‬ ‫‪1‬‬
‫‪y = 3 (2) 2x + 1‬‬ ‫‪d‬‬ ‫‪1‬‬
‫‪y = 3 (2) 3x‬‬
‫ﺧﻄًّﺎ ﺃﻓﻘﻴ ًّﺎ ﻫﻲ‪:‬‬ ‫‪1 ^ α + 2 hx‬‬

‫‪y = 8` 2 j‬‬ ‫ﺍﻟﺪﺍﻟﺔ ‪+ 3‬‬ ‫)‪ (8‬ﻗﻴﻤﺔ ‪ α‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺑﻴﺎﻥ‬
‫‪a‬‬ ‫‪-3‬‬ ‫‪b‬‬ ‫‪-2‬‬ ‫‪c‬‬ ‫‪-8‬‬ ‫‪d 0‬‬
‫= )‪g (x‬‬ ‫ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻓﻲ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪f (x) = 3 (5) x - 1‬‬ ‫)‪ (9‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪a‬‬ ‫‪3 (5) x + 1‬‬ ‫‪b‬‬ ‫‪3 (5) - x - 1‬‬ ‫‪c‬‬ ‫‪x‬‬
‫‪- 3 (5) + 1‬‬ ‫‪d‬‬ ‫‪3 (5) -x + 1‬‬
‫ﺑﺎﻧﺴﺤﺎﺏ‪:‬‬ ‫‪1‬‬
‫‪y = 2 (5) x‬‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪1‬‬
‫‪y = 2 (5) x + 2 - 3‬‬ ‫)‪ (10‬ﻳﻤﻜﻦ ﺭﺳﻢ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪ b‬ﻭﺣﺪﺗﻴﻦ ﺟﻬﺔ ﺍﻟﻴﻤﻴﻦ ﻭ‪ 3‬ﻭﺣﺪﺍﺕ ﻷﺳﻔﻞ‬ ‫‪ a‬ﻭﺣﺪﺗﻴﻦ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ ﻭ‪ 3‬ﻭﺣﺪﺍﺕ ﻷﺳﻔﻞ‬
‫‪ d‬ﻭﺣﺪﺗﻴﻦ ﺟﻬﺔ ﺍﻟﻴﻤﻴﻦ ﻭ‪ 3‬ﻭﺣﺪﺍﺕ ﻷﻋﻠﻰ‬ ‫‪ 3 c‬ﻭﺣﺪﺍﺕ ﺟﻬﺔ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺗﻴﻦ ﻷﻋﻠﻰ‬
‫ﺣﻴﺚ ﺍﻷﺳﺎﺱ ﻳﺴﺎﻭﻱ ‪ 0.6‬ﻭﻳﻤﺮ ﺭﺳﻤﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻟﻨﻘﻄﺔ‬ ‫‪y = a (b) x‬‬ ‫)‪ (11‬ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺳﻴﺔ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫)‪ (2 , 1.8‬ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪y = 1.8 (2) x‬‬ ‫‪b‬‬ ‫‪y = 0.2 (1.8) x‬‬ ‫‪c‬‬ ‫‪y = 2 (0.6) x‬‬ ‫‪d‬‬ ‫‪y = 5 (0.6) x‬‬
‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫)‪ (12‬ﺃﻱ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻨﻤﺬﺝ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﻘﺎﺑﻞ‪:‬‬
‫‪y‬‬ ‫‪4‬‬ ‫‪5.2 6.76 8.79‬‬
‫‪a‬‬ ‫‪1‬‬
‫‪y = x2 + 2 x + 4‬‬ ‫‪b‬‬ ‫‪y = 4 (1.3) x‬‬ ‫‪c‬‬ ‫‪y = 1.6 (4) x‬‬ ‫‪d‬‬ ‫‪y = 4 (0.6) x + 2.8‬‬
‫‪58‬‬
‫ﱠ‬
‫‪4-3‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴًّﺎ‬
‫‪Logarithmic Functions and their Graphs‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-8‬ﺍﻛﺘﺐ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﻠﻲ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ‪:‬‬
‫)‪(1‬‬ ‫)‪(2‬‬ ‫‪(3) ` 21 j‬‬ ‫)‪(4‬‬
‫‪-2‬‬ ‫‪2‬‬
‫‪-‬‬ ‫‪1‬‬
‫‪4 2 = 16‬‬ ‫‪7 3 = 343‬‬ ‫=‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪4‬‬
‫‪3‬‬ ‫=‬
‫‪(5) ` 13 j‬‬ ‫)‪(6‬‬ ‫)‪(7‬‬ ‫)‪(8‬‬

‫‪3‬‬ ‫‪3‬‬
‫‪1‬‬ ‫‪1‬‬
‫=‬
‫‪27‬‬ ‫‪10 -2 = 0 . 01‬‬ ‫‪62 = 6 6‬‬ ‫‪5 -3 = 125‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-14‬ﺍﻛﺘﺐ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﻠﻲ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ‪:‬‬

‫)‪(9‬‬ ‫‪log 2 128 = 7‬‬ ‫)‪(10‬‬ ‫‪log 4 64 = 3‬‬ ‫)‪(11‬‬ ‫‪log 100 = 2‬‬
‫)‪(12‬‬ ‫‪1‬‬
‫‪log 3 9 = - 2‬‬ ‫)‪(13‬‬ ‫‪log 0.0001 = - 4‬‬ ‫)‪(14‬‬ ‫‪1‬‬
‫‪log 3 243 = - 5‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(15-20‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬

‫)‪(15‬‬ ‫‪log 2 4‬‬ ‫)‪(16‬‬ ‫‪log 2 8‬‬ ‫)‪(17‬‬ ‫‪log 8 8‬‬
‫)‪(18‬‬ ‫‪log 2 2 5‬‬ ‫)‪(19‬‬ ‫‪1‬‬

‫‪log 1 2‬‬ ‫)‪(20‬‬ ‫‪log 0.01‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(21-23‬ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺘﻌﺮﻳﻒ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬

‫‪2‬‬
‫)‪(21‬‬ ‫)‪y = log (x + 1‬‬

‫‪6‬‬
‫)‪(22‬‬ ‫‪y = log 8 (x) - 2‬‬ ‫)‪(23‬‬ ‫)‪y = log (x 2 - 4‬‬
‫‪1 . 26 # 10 -2‬‬ ‫)‪ (24‬ﻳﺴﺎﻭﻱ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻦ @‪ 6H +‬ﻓﻲ ﺍﻟﻠﻴﻢ )ﻧﻮﻉ ﻣﻦ ﺍﻟﻠﻴﻤﻮﻥ( ﺣﻮﺍﻟﻰ‬
‫ﻋﻠﻤﺎ ﺃﻥ @‪. pH = - log 6H +‬‬
‫ﺃﻭﺟﺪ ﺭﻗﻤﻪ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ )‪ً (pH‬‬
‫)‪ (25‬ﻳﺴﺎﻭﻱ ﺍﻟﺮﻗﻢ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ ﻟﻌﺼﻴﺮ ﺧﻞ ﺍﻟﺘﻔﺎﺡ )‪ (Cider Vinegar‬ﺣﻮﺍﻟﻰ ‪3.1‬‬
‫ﺃﻭﺟﺪ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻧﻪ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ @‪.6H +‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(26-27‬ﻣﺜّﻞ ﺑﻴﺎﻧﻴًّﺎ ﻛﻞ ﺩﺍﻟﺔ ﻟﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﻣﻌﻴﻨًﺎ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪﻯ‪.‬‬
‫)‪(26‬‬ ‫)‪y = log 3 (x‬‬ ‫)‪(27‬‬ ‫‪y = log 3 (x - 1) + 2‬‬
‫)‪y = log b (x‬‬ ‫)‪ (28‬ﺍﺷﺮﺡ ﻟﻤﺎﺫﺍ ‪ b‬ﻻ ﺗﺴﺘﻄﻴﻊ ﺃﻥ ﺗﺄﺧﺬ ﻗﻴﻤﺔ ‪ 1‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪59‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x = log y‬‬ ‫ﻓﺈﻥ‬ ‫‪y = 3x‬‬ ‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪y = 2 -x‬‬ ‫ﻓﺈﻥ‬ ‫‪log 2 (- y) = x‬‬ ‫)‪ (2‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪.‬‬ ‫‪2x = log 2 5‬‬ ‫ﻓﺈﻥ‬ ‫‪4x = 5‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪R‬‬ ‫ﻫﻮ‬ ‫‪f (x) = log ^ x 2h‬‬ ‫)‪ (4‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪y = 3x‬‬ ‫ﻟﺒﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y-x = 0‬‬ ‫ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻓﻲ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪y = log 3 x‬‬ ‫)‪ (5‬ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﻫﻮ‪:‬‬ ‫‪y = log 2 x‬‬ ‫)‪ (6‬ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‬
‫‪a‬‬ ‫‪y = log x 2‬‬ ‫‪b‬‬ ‫‪y = x2‬‬ ‫‪c‬‬ ‫‪y = 2x‬‬ ‫‪d‬‬ ‫‪y = log 2 x‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = log x - 1‬‬ ‫)‪ (7‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬

‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪R+‬‬ ‫‪c‬‬ ‫‪^1, 3 h‬‬ ‫‪d‬‬ ‫‪R/ " 1 ,‬‬
‫ﻫﻮ‪:‬‬ ‫‪y = log ^ x 2 + 1h‬‬ ‫)‪ (8‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬

‫‪a‬‬ ‫‪R‬‬ ‫‪b‬‬ ‫‪R+‬‬ ‫‪c‬‬ ‫‪61, 3h‬‬ ‫‪d‬‬ ‫‪^1, 3 h‬‬
‫ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪y = log 5 x‬‬ ‫)‪ (9‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﺍﻟﺔ ﺍﻟﻤﺮﺟﻊ‬
‫‪a‬‬ ‫‪y = log ^ x - 1h - 1‬‬ ‫‪b‬‬ ‫)‪y = log 5 (5x‬‬
‫‪c‬‬ ‫‪y = log 5 ^ x - 1h - 1‬‬ ‫‪d‬‬ ‫‪y = log 5 ^ x 2 + 1h‬‬
‫ﺑﺎﻧﺴﺤﺎﺏ‪:‬‬ ‫‪y = log x‬‬ ‫ﻣﻌﺘﺒﺮﺍ ﺩﺍﻟﺔ ﺍﻟﻤﺮﺟﻊ‬

‫ً‬ ‫‪y = log (x + 1) - 2‬‬ ‫)‪ (10‬ﻳﻤﻜﻦ ﺭﺳﻢ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪ b‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺗﻴﻦ ﻷﺳﻔﻞ‬ ‫‪ a‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﻭﺣﺪﺗﻴﻦ ﻷﺳﻔﻞ‬
‫‪ d‬ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﻭﺣﺪﺓ ﻷﻋﻠﻰ‬ ‫‪ c‬ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺓ ﻷﻋﻠﻰ‬
‫ﻓﻲ‬ ‫@‪6H +‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺗﺮﻛﻴﺰ ﺃﻳﻮﻥ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ‬ ‫@‪pH = - log 6H +‬‬‫)‪ (11‬ﻳﻌﻄﻰ ﺍﻟﺮﻗﻢ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ )‪ (pH‬ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫ﺍﻟﺴﺒﺎﻧﺦ ﻫﻮ ‪ 4 # 10 6‬ﻓﺈﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻬﻴﺪﺭﻭﺟﻴﻨﻲ ﻟﻠﺴﺒﺎﻧﺦ ﻫﻮ‪:‬‬ ‫‪-‬‬
‫‪a‬‬ ‫‪- 6.6‬‬ ‫‪b 6.6‬‬ ‫‪c‬‬ ‫‪- 5.4‬‬ ‫‪d 5.4‬‬
‫‪60‬‬
‫ﻓﻲ ﺍﻟﺒﻨﻮﺩ )‪ ،(12-15‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪a‬‬ ‫‪y = 4x‬‬ ‫ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‪:‬‬

‫‪b‬‬ ‫‪y=a 4 k‬‬
‫‪- 1 -x‬‬ ‫ﻫﻮ‬ ‫‪y = - log 1 x‬‬ ‫)‪(12‬‬
‫‪c‬‬ ‫ﻫﻮ‬ ‫)‪(13‬‬
‫‪4‬‬
‫‪y =a4k‬‬
‫‪1 x‬‬ ‫‪y = - log 4 x‬‬
‫‪d‬‬ ‫‪y = (- 4) -x‬‬

‫‪a‬‬
‫‪y‬‬
‫‪8‬‬
‫ﺑﻴﺎﻥ ﻣﻌﻜﻮﺱ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﻠﻲ ﻫﻮ‪:‬‬
‫)‪(14‬‬
‫‪7‬‬
‫‪6‬‬ ‫)‪y = log 3 (x‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪-6 -5 -4 -3 -2 -1‬‬ ‫‪1 2 3 4 5 6 x‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪-3‬‬ ‫)‪y = log 2 (4x‬‬ ‫)‪(15‬‬
‫‪-4‬‬
‫‪b‬‬ ‫‪y‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪-3 -2 -1‬‬ ‫‪1 2 3 4 5 6 7 8 9‬‬ ‫‪x‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪-5‬‬
‫‪-6‬‬
‫‪-7‬‬
‫‪c‬‬
‫‪y‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪-3 -2 -1‬‬ ‫‪1 2 3 4 5 6 7 8 9‬‬ ‫‪x‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪-5‬‬
‫‪-6‬‬
‫‪-7‬‬
‫‪61‬‬
‫ﱠ‬
‫‪4-4‬‬
‫ﺧﻮﺍﺹ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ‬
‫‪Properties of Logarithms‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-8‬ﺍﻛﺘﺐ ﻛﻞ ﻣﻘﺪﺍﺭ ﻟﻮﻏﺎﺭﻳﺘﻤﻲ ﻓﻲ ﺻﻮﺭﺓ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻭﺍﺣﺪ‪.‬‬
‫)‪(1‬‬ ‫‪log 7 + log 2‬‬
‫)‪(2‬‬ ‫‪2 log 4 y - log 4 x , ^ x 2 0 , y 2 0h‬‬

‫‪1‬‬
‫)‪(3‬‬ ‫)‪4 log M - log N , (M 2 0 , N 2 0‬‬
‫)‪(4‬‬ ‫)‪log x + log y + log z , (x 2 0 , y 2 0 , z 2 0‬‬
‫)‪(5‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬

‫)‪log 4 + log 3 - log 2 , (a 2 0 , b 2 0 , c 2 0‬‬
‫)‪(6‬‬ ‫)‪log a + 3 log b , (a 2 0 , b 2 0‬‬
‫)‪(7‬‬ ‫‪2 ^log 7 x + log 7 yh - 3 log 7 a , ^ x 2 0 , y 2 0 , a 2 0h‬‬

‫‪1‬‬
‫)‪(8‬‬ ‫)‪7 log r - log x + log n , (r 2 0 , x 2 0 , n 2 0‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-16‬ﺃﻭﺟﺪ ﻣﻔﻜﻮﻙ ﻛﻞ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬

‫)‪(9‬‬ ‫)‪(10‬‬
‫‪y‬‬
‫‪log 5 x , ^ x 2 0 , y 2 0h‬‬ ‫‪log x 3 + y 5 , ^ x 2 0 , y 2 0h‬‬
‫)‪(11‬‬ ‫‪log 3 7 (2x - 3) 2 , ` x 2 2 j‬‬

‫‪3‬‬
‫)‪(12‬‬ ‫‪log‬‬
‫‪a2 b3‬‬
‫)‪, (a 2 0 , b 2 0 , c 2 0‬‬
‫‪c4‬‬
‫)‪(13‬‬ ‫)‪log 3M 4 N -2 , (M 2 0 , N 2 0‬‬ ‫)‪(14‬‬ ‫)‪log 4 5 x , (x 2 0‬‬
‫)‪(15‬‬ ‫)‪log (2 (x + 1)) 3 , (x 2 - 1‬‬ ‫)‪(16‬‬ ‫‪log‬‬

‫‪2x‬‬
‫)‪y , (x 2 0 , y 2 0‬‬
‫)‪ (17‬ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻔﺘﻮﺡ‪ :‬ﺍﺳﺘﺨﺪﻡ ﺧﻮﺍﺹ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ ﻹﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ‪ log 64‬ﺑﺄﺭﺑﻊ ﻃﺮﺍﺋﻖ ﻣﺨﺘﻠﻔﺔ‪.‬‬
‫‪log ^5 # 2h ! log 5 # log 2‬‬ ‫)‪ (18‬ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﺍﺷﺮﺡ ﻟﻤﺎﺫﺍ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(19-23‬ﺍﺳﺘﺨﺪﻡ ﺧﻮﺍﺹ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻛﻞ ﻣﻘﺪﺍﺭ‪.‬‬
‫)‪(19‬‬ ‫‪log 2 4 - log 2 16‬‬ ‫)‪(20‬‬ ‫‪log 5 5 - log 5 125‬‬
‫)‪(21‬‬ ‫‪3 log 2 2 - log 2 4‬‬ ‫)‪(22‬‬ ‫‪log 1 + log 100‬‬
‫)‪(23‬‬ ‫‪log 5 + log 8 - 2 log 2‬‬
‫‪62‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(24-28‬ﻟﻨﻔﺘﺮﺽ ﺃﻥ ‪ . log 4 - 0.6021 , log 5 - 0.6990 , log 6 - 0.7782‬ﺍﺳﺘﺨﺪﻡ ﺧﻮﺍﺹ‬
‫ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻛﻞ ﻣﻘﺪﺍﺭ‪ .‬ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﺘﻚ ﺍﻟﺤﺎﺳﺒﺔ ّﻗﺮﺏ ﺇﺟﺎﺑﺎﺗﻚ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﺃﻟﻒ‪.‬‬
‫‪(24) log20‬‬ ‫‪(25) log16‬‬ ‫‪(26) log1.25‬‬
‫‪(27) log125‬‬ ‫‪(28) log 36‬‬‫‪1‬‬
‫)‪ (29‬ﺍﻟﻌﻠﻮﻡ‪ :‬ﻳﺴﺘﻄﻴﻊ ﺍﻹﻧﺴﺎﻥ ﺳﻤﺎﻉ ﻣﺪﻯ ﻭﺍﺳﻊ ﻣﻦ ﺷﺪﺓ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﻫﺬﺍ ﻣﺎ ﻳﻮﺿﺤﻪ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪ .‬ﺷﺪﺓ ﺍﻟﺼﻮﺕ‬
‫ﻫﻲ ﻗﻴﺎﺱ ﻛﻤﻴﺔ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﻣﺼﺪﺭ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻣﺴﺘﻮﻯ ﺷﺪﺓ ﺍﻟﺼﻮﺕ ﻋﻠﻰ ﺷﺪﺓ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻣﺼﺪﺭ ﺍﻟﺼﻮﺕ ﻭﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻳﺴﻤﻌﻪ‪ .‬ﻭﻳﻌﺮﻑ ﻣﺴﺘﻮﻯ ﺷﺪﺓ ﺍﻟﺼﻮﺕ ﺍﻟﻤﻘﺎﺱ ﺑﺎﻟﺪﻳﺴﻴﺒﻞ‬
‫)‪ (dB‬ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﺴﺘﻮﻯ ﺷﺪﺓ ﺍﻟﺼﻮﺕ = ‪ ، 10 log II0‬ﺣﻴﺚ ‪ I‬ﺷﺪﺓ ﺍﻟﺼﻮﺕ‪ I 0 ،‬ﺷﺪﺓ ﺍﻟﺼﻮﺕ ﺑﺎﻟﻜﺎﺩ‬
‫ﻣﺴﻤﻮﻉ‪.‬‬
‫ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﻣﺴﺘﻮﻯ ﺷﺪﺓ ﺍﻟﺼﻮﺕ )ﺩﻳﺴﻴﺒﻞ ‪(dB‬‬ ‫ﺍﻟﺸﺪﺓ ‪W/m 2‬‬ ‫ﻧﻮﻉ ﺍﻟﺼﻮﺕ‬
‫‪120‬‬ ‫‪1‬‬ ‫ﺻﻮﺕ ﻋﺎ ٍﻝ‬
‫‪10 -2‬‬ ‫ﺻﻮﺕ ﺁﻟﺔ ﺛﻘﺐ‬
‫‪10 -5‬‬ ‫ﺻﻮﺕ ﺷﺎﺭﻉ ﻣﺰﺩﺣﻢ‬
‫‪10 - 6‬‬ ‫ﺻﻮﺕ ﻣﺤﺎﺩﺛﺔ‬
‫‪10 - 10‬‬ ‫ﺻﻮﺕ ﻫﻤﺲ‬
‫ﺣﻔﻴﻒ ﺃﻭﺭﺍﻕ ﺍﻷﺷﺠﺎﺭ‬
‫ﺻﻮﺕ ﺑﺎﻟﻜﺎﺩ ﻣﺴﻤﻮﻉ‬
‫‪10 -11‬‬
‫‪0‬‬ ‫‪10 -12‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪log (x - 1) 2 = 2 log x - 1‬‬ ‫)‪(1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪log‬‬‫‪= - 2 log x , x 2 0‬‬ ‫)‪(2‬‬
‫‪a‬‬ ‫‪b‬‬
‫‪x2‬‬
‫‪log c n m = 2 log m - log n , m 2 0 , n 2 0‬‬
‫‪m‬‬ ‫‪1‬‬
‫)‪(3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪log 2 16 - log 2 2 = log 2 8‬‬ ‫)‪(4‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪log (x - y) = log y , x, y ! R + / " 1 ,‬‬
‫‪log x‬‬
‫)‪(5‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪log 6 4 + log 6 9 = 2‬‬ ‫)‪(6‬‬
‫‪63‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪2 log 4 8 + log 5 125‬‬ ‫)‪ (7‬ﺍﻟﻤﻘﺪﺍﺭ‬
‫‪a 4‬‬ ‫‪b 5‬‬ ‫‪c 6‬‬ ‫‪d 15‬‬
‫ﻓﺈﻥ ‪ log 45‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪log 3 = x , log 5 = y‬‬ ‫)‪ (8‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪x+y‬‬ ‫‪b‬‬ ‫‪2x + y‬‬ ‫‪c‬‬ ‫‪2y + x‬‬ ‫‪d‬‬ ‫‪x2 y‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪log 2 x + log 2 2x + log 2‬‬

‫‪1‬‬
‫‪,x 2 0‬‬ ‫)‪(9‬‬
‫‪x2‬‬
‫‪a 1‬‬ ‫‪b 2‬‬ ‫‪c x‬‬ ‫‪d 2x‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪m+n-1‬‬ ‫ﻓﺈﻥ ﺍﻟﻤﻘﺪﺍﺭ‬ ‫‪log 2 = m , log 3 = n‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪log 0.06‬‬ ‫‪b‬‬ ‫‪log 0.6‬‬ ‫‪c‬‬ ‫‪log 6‬‬ ‫‪d‬‬ ‫‪log 60‬‬
‫ﻓﺈﻥ ﺍﻟﻤﻘﺪﺍﺭ ﺍﻷﻛﺒﺮ ﻗﻴﻤﺔ ﻓﻴﻤﺎ ﻳﻠﻲ ﻫﻮ‪:‬‬ ‫‪m=3, n=2‬‬ ‫)‪ (11‬ﻋﻨﺪﻣﺎ‬
‫‪a‬‬ ‫‪log n 2 - log m 3‬‬ ‫‪b‬‬ ‫‪log m 2 - log n 2‬‬ ‫‪c‬‬ ‫‪3 log n - 2 log m‬‬ ‫‪d‬‬ ‫‪2 log m - 3 log n‬‬
‫ﻫﻮ‪:‬‬ ‫‪log c 3‬‬

‫‪8‬‬
‫‪m‬‬ ‫)‪ (12‬ﻣﻔﻜﻮﻙ ﺍﻟﻤﻘﺪﺍﺭ‬
‫‪x3‬‬
‫‪a‬‬ ‫‪3 log‬‬
‫‪8‬‬
‫‪b‬‬ ‫‪3 ^log ^8 - x hh‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪c‬‬ ‫‪log 2 - log x‬‬ ‫‪d‬‬ ‫‪log 2 - 3 log x‬‬
‫‪x3‬‬
‫‪L = 10 log‬‬
‫‪I‬‬
‫)‪ (13‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺴﺘﻮﻯ ﺷﺪﺓ ﺻﻮﺕ ﺻﻔﺎﺭﺓ ﺇﻧﺬﺍﺭ )‪ (L‬ﺗﺴﺎﻭﻱ ‪ 140 dB‬ﻭﺍﻟﺘﻲ ﺗﻘﺎﺱ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫ﻓﺈﻥ ﺷﺪﺓ ﺻﻮﺗﻬﺎ ‪ I‬ﺗﺴﺎﻭﻱ‪:‬‬
‫‪10 -12‬‬
‫‪a 1‬‬ ‫‪b 1000‬‬ ‫‪c 10‬‬ ‫‪d 100‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(14-15‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫ﺳﻠﻢ ﺗﺪﺭﺝ ﺍﻟﻀﺠﻴﺞ‬
‫‪dB‬‬ ‫‪ L = 10 log‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‪.‬‬ ‫‪I‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪160‬‬
‫‪10 -12‬‬
‫ﻣﺆﻟﻢ‬
‫‪140‬‬ ‫ﺟ ﱟﺪﺍ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ )‪(2‬‬ ‫ﺍﻟﻘﺎﺋﻤﺔ )‪(1‬‬
‫ﻣﺆﻟﻢ‬
‫‪120‬‬ ‫‪ a‬ﻫﺎﺩﺋﺔ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺪﺓ ﺻﻮﺕ ﻣﺎ )‪ (I‬ﻫﻲ‪:‬‬
‫ﻋﺎ ٍﻝ‬
‫‪ b‬ﻣﺆﻟﻤﺔ‬ ‫ﻓﺈﻥ ﻗﻮﺗﻪ ﺗﻜﻮﻥ‪:‬‬ ‫‪10 -5‬‬ ‫)‪(14‬‬
‫ﺟ ًّﺪﺍ‬
‫‪90‬‬
‫ﻋﺎ ٍﻝ‬ ‫‪ c‬ﻋﺎﻟﻴﺔ‬ ‫ﻓﺈﻥ ﻗﻮﺗﻪ ﺗﻜﻮﻥ‪:‬‬ ‫‪1.65 # 10 -2‬‬ ‫)‪(15‬‬
‫‪70‬‬
‫ﻣﻌﺘﺪﻝ‬ ‫‪ d‬ﻋﺎﻟﻴﺔ ًّ‬
‫ﺟﺪﺍ‬
‫‪50‬‬
‫ﻫﺎﺩﺉ‬
‫‪30‬‬
‫ﻫﺎﺩﺉ ﺟ ًّﺪﺍ‬
‫‪0‬‬
‫ﻋﺘﺒﺔ ﺍﻟﺴﻤﻊ‬
‫‪64‬‬
‫ﱠ‬
‫‪4-5‬‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻷﺳﻴﺔ ﻭﺍﻟﻠﻮﻏﺎﺭﻳﺘﻴﻤﻴﺔ‬
‫‪Exponential and Logarithmic Equations‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-8‬ﺣ ّﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪ .‬ﺍﺧﺘﺒﺮ ﺻﺤﺔ ﻛﻞ ﺣﻞ‪:‬‬
‫)‪(1‬‬ ‫‪9 2y = 66‬‬ ‫)‪(2‬‬ ‫‪12 y - 2 = 20‬‬ ‫)‪(3‬‬ ‫‪5 - 3 x = - 40‬‬ ‫)‪(4‬‬ ‫‪25 2x + 1 = 144‬‬
‫)‪(5‬‬ ‫)‪(6‬‬ ‫)‪(7‬‬ ‫)‪(8‬‬

‫‪3‬‬ ‫‪5‬‬
‫‪7‬‬
‫‪3x 2 = 27 , x 2 0‬‬ ‫‪2 + 8r 3 = 26‬‬ ‫‪n 2 - 12 = 5‬‬ ‫‪-3 + 24‬‬ ‫‪x 3 = 33‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(9-13‬ﺍﺳﺘﺨﺪﻡ ﻗﺎﻋﺪﺓ ﺗﻐﻴﻴﺮ ﺍﻷﺳﺎﺱ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻛﻞ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪(9‬‬ ‫‪log 2 7‬‬ ‫)‪(10‬‬ ‫‪log 3 33‬‬ ‫)‪(11‬‬ ‫‪log 21 0.085‬‬
‫)‪(12‬‬ ‫‪log 5 510‬‬ ‫)‪(13‬‬ ‫‪log 4 1.116‬‬
‫)‪ (14‬ﺑﺎﻋﺘﺒﺎﺭ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫‪x‬‬
‫‪2 3 = 80‬‬
‫)‪ (a‬ﺣ ّﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺄﺧﺬ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﺑﺄﺳﺎﺱ ‪ 2‬ﻟﻜﻞ ﻃﺮﻑ‪.‬‬
‫)‪ (b‬ﺣ ّﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺄﺧﺬ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﺑﺄﺳﺎﺱ ‪ 10‬ﻟﻜﻞ ﻃﺮﻑ‪.‬‬
‫)‪ (c‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺇﺟﺎﺑﺎﺗﻚ ﻓﻲ ﺍﻟﻔﻘﺮﺗﻴﻦ )‪ .(a), (b‬ﺃﻱ ﻃﺮﻳﻘﺔ ﺗﻔﻀﻠﻬﺎ؟ ﻭﻟﻤﺎﺫﺍ؟‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(15-20‬ﺣﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻟﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪(15‬‬ ‫‪log 6x - 3 = - 4‬‬ ‫)‪(16‬‬ ‫‪log x - log 3 = 8‬‬
‫)‪(17‬‬ ‫‪log 2 (3x - 5) = 1‬‬ ‫)‪(18‬‬ ‫‪log ^2x h + log ^ x - 3h = log 8‬‬
‫)‪(19‬‬ ‫‪log ^3xh - log ^ x + 20h = - log 2‬‬ ‫)‪(20‬‬ ‫‪log (2x - 1) 49 = 2‬‬
‫)‪(21‬‬ ‫‪log‬‬
‫)‪(5x - 3‬‬
‫‪64 = log 4‬‬
‫)‪ (22‬ﺍﻷﺣﻴﺎﺀ ﺍﻟﺒﺮﻳﺔ‪ :‬ﻟﻨﻔﺮﺽ ﺃﻥ ﻓﺼﻴﻠﺔ ﻣﻌﻴﻨﺔ ﻣﻦ ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﺍﻟﺒﺮﻳﺔ ﺍﻟﻤﻌﺮﺿﺔ ﻟﺨﻄﺮ ﺍﻻﻧﻘﺮﺍﺽ ﺗﺘﻨﺎﻗﺺ ﺃﻋﺪﺩﺍﻫﺎ‬
‫ﺑﻤﻌﺪﻝ ‪ 3.5%‬ﺳﻨﻮﻳ ًّﺎ ﻭﻗﺪ ﺃﺣﺼﻴﺖ ‪ 80‬ﺣﻴﻮﺍﻧًﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺼﻴﻠﺔ ﻓﻲ ﻣﻮﻃﻨﻬﺎ ﺍﻟﺬﻱ ﺗﻘﻮﻡ ﺑﺪﺭﺍﺳﺘﻪ‪.‬‬
‫)‪ (a‬ﺗﻮﻗﻊ ﻋﺪﺩ ﺣﻴﻮﺍﻧﺎﺕ ﻫﺬﻩ ﺍﻟﻔﺼﻴﻠﺔ ﺍﻟﺬﻱ ﺳﻴﺒﻘﻰ ﺑﻌﺪ ‪ 10‬ﺳﻨﻮﺍﺕ‪.‬‬
‫)‪ (b‬ﺑﻌﺪ ﻛﻢ ﺳﻨﺔ ﺳﻮﻑ ﻳﺘﻨﺎﻗﺺ ﻋﺪﺩ ﺣﻴﻮﺍﻧﺎﺕ ﻫﺬﻩ ﺍﻟﻔﺼﻴﻠﺔ ﻷﻭﻝ ﻣﺮﺓ ﺇﻟﻰ ﺃﻗﻞ ﻣﻦ ‪ 15‬ﺣﻴﻮﺍﻧًﺎ‪ ،‬ﺑﺎﻟﻤﻌﺪﻝ‬
‫ﻧﻔﺴﻪ؟‬
‫‪65‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪x= 2‬‬ ‫ﻫﻮ‬ ‫‪9x = 3‬‬ ‫)‪ (1‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x = 10 -0.5‬‬ ‫ﻫﻮ‬ ‫‪2 log x = - 1‬‬ ‫)‪ (2‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪ log (x + 6) = 0‬ﻓﺈﻥ ‪x = - 5‬‬ ‫)‪(3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 14 9x = 146‬ﻫﻮ ‪x = log 14‬‬
‫‪log 146‬‬
‫)‪(4‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪5 # 10 4‬‬ ‫ﻫﻮ‬ ‫‪3 log x - log 6 + log 2.4 = 9‬‬ ‫)‪ (5‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﻓﺈﻥّ‪:‬‬ ‫‪(1.5) x = 356‬‬ ‫)‪ (6‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪x . 15‬‬ ‫‪b‬‬ ‫‪x . 14.5‬‬ ‫‪c‬‬ ‫‪x . 15.3‬‬ ‫‪d‬‬ ‫‪x . 16.3‬‬
‫ﻫﻮ‪:‬‬ ‫‪8 + 10 x = 1008‬‬ ‫)‪ (7‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪a‬‬ ‫‪x=6‬‬ ‫‪b‬‬ ‫‪x . 3.5‬‬ ‫‪c‬‬ ‫‪x=3‬‬ ‫‪d‬‬ ‫‪x=2‬‬
‫ﻓﺈﻥّ‪:‬‬ ‫)‪ (8‬ﺇﺫﺍ ﻛﺎﻥ‬

‫‪2‬‬
‫‪2 x = 512‬‬
‫‪a‬‬ ‫‪x=3‬‬ ‫‪b‬‬ ‫‪x=9‬‬ ‫‪c‬‬ ‫‪x = 3 , x =-3‬‬ ‫‪d‬‬ ‫‪x =-9‬‬
‫ﻓﺈﻥّ‪:‬‬ ‫‪2 log x = - 2‬‬ ‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻥ‬

‫‪a‬‬ ‫‪x = 10 -1‬‬ ‫‪b‬‬ ‫‪x = 10 0.5‬‬ ‫‪c‬‬ ‫‪x = 10 -2‬‬ ‫‪d‬‬ ‫‪x = 10 -0.5‬‬
‫ﻫﻲ‪:‬‬ ‫)‪log (x 2 + 2) = log (5x - 4‬‬ ‫)‪ (10‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫‪a‬‬ ‫‪"2 ,‬‬ ‫‪b‬‬ ‫‪"3 ,‬‬ ‫‪c‬‬ ‫‪" 2, 3 ,‬‬ ‫‪d‬‬ ‫‪" - 2, - 3 ,‬‬
‫ﻫﻲ‪:‬‬ ‫‪log 2 (x 2 - x) = 1‬‬ ‫)‪ (11‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫‪a‬‬ ‫‪"- 1 ,‬‬ ‫‪b‬‬ ‫‪" 1, 2 ,‬‬ ‫‪c‬‬ ‫‪" - 1, 2 ,‬‬ ‫‪d‬‬ ‫‪" - 1, - 2 ,‬‬
‫ﻫﻮ‪:‬‬ ‫‪log (x + 21) + log x = 2‬‬ ‫)‪ (12‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪a 4‬‬ ‫‪b‬‬ ‫‪- 25‬‬ ‫‪,4‬‬ ‫‪c 25‬‬ ‫‪d‬‬ ‫‪4 , 25‬‬
‫ً‬
‫ﺣﻼ ﻟﻠﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫‪x =3‬‬ ‫)‪ (13‬ﻳﻜﻮﻥ‬
‫‪a‬‬ ‫‪log 3 (6 - x 2) = 1‬‬ ‫‪b‬‬ ‫‪2‬‬
‫‪log x 9 = 3‬‬ ‫‪c‬‬ ‫‪log 3 (x 2 + 1) = 2‬‬ ‫‪d‬‬ ‫‪log 3 x 3 + log 3 x = 4‬‬
‫ﻫﻮ‪:‬‬ ‫‪log x 81 - log x 9 = 2‬‬ ‫)‪ (14‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪a -3‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪c 3‬‬ ‫‪d 9‬‬
‫‪66‬‬
‫‪3‬‬
‫ﱠ‬
‫‪4-6‬‬
‫ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﺍﻟﻄﺒﻴﻌﻲ‬
‫‪Natural Logarithm‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-8‬ﺍﻛﺘﺐ ﻛﻞ ﺗﻌﺒﻴﺮ ﻣﻤﺎ ﻳﻠﻲ ﻛﻠﻮﻏﺎﺭﻳﺘﻢ ﻃﺒﻴﻌﻲ ﻭﺍﺣﺪ‪:‬‬
‫)‪(1‬‬ ‫‪3 ln 5‬‬ ‫)‪(2‬‬ ‫‪ln 24 - ln 6‬‬
‫)‪(3‬‬ ‫‪ln 3 - 5 ln 3‬‬ ‫)‪(4‬‬ ‫‪5 ln m + 3 ln n , ^m 2 0 , n 2 0h‬‬
‫)‪(5‬‬ ‫‪2 ln 8 - 3 ln 4‬‬ ‫‪(6) 7‬‬

‫)‪(7‬‬ ‫‪1‬‬
‫)‪ln a - 2 ln b + 2 ln c , (a 2 0 , b 2 0 , c 2 0‬‬ ‫)‪(8‬‬ ‫‪3 (ln x + ln y) - 4 ln c , ^ x 2 0 , y 2 0 , c 2 0h‬‬
‫‪1‬‬
‫‪y = 15 + 3 ln 7.2‬‬ ‫)‪ (9‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻓﻲ‪:‬‬

‫‪y = 0.05 - 10 ln x , x = 0.09‬‬ ‫)‪ (10‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﻓﻲ‪:‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(11-12‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ‪ ، V = - 0.0098t + C lnR :‬ﺣﻴﺚ ‪ R‬ﻧﺴﺒﺔ ﻛﺘﻠﺔ ﺍﻟﺼﺎﺭﻭﺥ‪ t ،‬ﺯﻣﻦ ﺍﺷﺘﻌﺎﻟﻪ‪ C ،‬ﺳﺮﻋﺔ‬
‫ﺍﻧﻄﻼﻕ ﺍﻟﺒﺨﺎﺭ‪ V ،‬ﺳﺮﻋﺔ ﺍﻟﺼﺎﺭﻭﺥ‪.‬‬
‫)‪ (11‬ﺃﻭﺟﺪ ﺃﻗﺼﻰ ﺳﺮﻋﺔ ﻟﺼﺎﺭﻭﺥ ﻧﺴﺒﺔ ﻛﺘﻠﺘﻪ ‪ 20‬ﻭﺳﺮﻋﺔ ﺍﻧﻄﻼﻕ ﺑﺨﺎﺭﻩ ‪ 2.7 km/s‬ﻭﺯﻣﻦ ﺍﺷﺘﻌﺎﻟﻪ ‪30 s‬‬
‫)‪ (12‬ﺃﻭﺟﺪ ﻧﺴﺒﺔ ﻛﺘﻠﺔ ﺻﺎﺭﻭﺥ ﺳﺮﻋﺔ ﺍﻧﻄﻼﻕ ﺑﺨﺎﺭﻩ ‪ 3.15 km/s‬ﻭﺯﻣﻦ ﺍﺷﺘﻌﺎﻟﻪ ‪ 50 s‬ﻭﻟﻪ ﺃﻗﺼﻰ ﺳﺮﻋﺔ ‪6.9 km‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(13-18‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﺍﻟﻄﺒﻴﻌﻲ ﻟﺤﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪(13‬‬ ‫)‪(14‬‬ ‫)‪(15‬‬
‫‪x‬‬
‫‪3e 2x = 12‬‬ ‫‪e x + 1 = 30‬‬ ‫‪e9 - 8 = 6‬‬
‫)‪(16‬‬ ‫‪4e x + 2 = 32‬‬ ‫)‪(17‬‬ ‫‪2e 3x - 2 + 4 = 16‬‬ ‫)‪(18‬‬ ‫‪2e 2x = e x + 6‬‬

‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(19-28‬ﺣ ّﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪(19‬‬ ‫‪ln 3x = 6‬‬ ‫)‪(20‬‬ ‫‪ln ^4x - 1h = 36‬‬ ‫)‪(21‬‬ ‫‪ln (x - 1) 2 = 3‬‬
‫)‪(22‬‬ ‫‪ln ` 2 j = 4‬‬

‫‪x-1‬‬
‫)‪(23‬‬ ‫‪2 ln 2x 2 = 1‬‬ ‫)‪(24‬‬ ‫‪ln x - 3 ln 3 = 3‬‬
‫)‪(25‬‬ ‫‪1‬‬
‫‪2 ln x + ln 2 - ln 3 = 3‬‬ ‫)‪(26‬‬ ‫‪1.1 + ln x 2 = 6‬‬ ‫)‪(27‬‬ ‫‪ln ^2x - 1h = 0‬‬
‫)‪(28‬‬
‫‪1‬‬
‫‪ln (5x - 3) 3 = 2‬‬
‫ﻋﻠﻰ ﺷﻜﻞ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻭﺍﺣﺪ؟ ﺍﺷﺮﺡ‪.‬‬ ‫‪ln 5 + log 2 10‬‬ ‫)‪ (29‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ :‬ﻫﻞ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ‬
‫)‪ (30‬ﺗﻌﻄﻲ ﺍﻟﻌﻼﻗﺔ‪ b = 40 e 300 :‬ﺍﻟﻘﻮﺓ ﺍﻟﺨﺎﺭﺟﺔ )‪ (b‬ﺑﺎﻟﻮﺍﻁ )‪ (W‬ﻟﻘﻤﺮ ﺻﻨﺎﻋﻲ ﺑﻌﺪ ‪ n‬ﻳﻮﻡ‪ ،‬ﻓﻤﺎ ﻣﺪﺓ ﺗﺸﻐﻴﻞ ﺍﻟﻘﻤﺮ‬
‫‪-n‬‬
‫ﺍﻟﺼﻨﺎﻋﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ ﺍﻟﺨﺎﺭﺟﺔ ‪15 W‬؟‬
‫‪67‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪log 4 (ln e 4) = 1‬‬ ‫)‪(1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪4ln8 + ln10 = 4ln 80‬‬ ‫)‪(2‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪lne2 = 2‬‬ ‫)‪(3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪e2‬‬ ‫ﻫﻮ‬ ‫‪ln x = - 2‬‬ ‫)‪ (4‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻫﻮ‬ ‫)‪ (5‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪x‬‬
‫‪5ln3‬‬ ‫‪e5 + 4 = 7‬‬

‫ﻋﻠﻰ ﺷﻜﻞ ﻟﻮﻏﺎﺭﻳﺘﻢ ﻭﺍﺣﺪ ﺗﻜﺘﺐ‪:‬‬ ‫‪3 ln 4 - 5 ln 2‬‬ ‫)‪(6‬‬
‫‪a‬‬ ‫)‪ln (- 18‬‬ ‫‪b‬‬ ‫‪ln a 5 k‬‬
‫‪6‬‬
‫‪c‬‬ ‫‪ln 2‬‬ ‫‪d‬‬ ‫‪ln 32‬‬
‫ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪e ln 10‬‬ ‫)‪(7‬‬

‫‪a 10‬‬ ‫‪b‬‬ ‫‪e 10‬‬ ‫‪c 0‬‬ ‫‪d‬‬
‫‪1‬‬
‫‪10‬‬
‫ﻫﻮ‪:‬‬ ‫‪ln (2m + 3) = 8‬‬ ‫)‪ (8‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪a‬‬ ‫‪e8 - 3‬‬ ‫‪b‬‬ ‫‪e8‬‬
‫‪2 -3‬‬ ‫‪c‬‬ ‫‪e8 - 3‬‬
‫‪d‬‬ ‫‪e4 - 3‬‬
‫ﻫﻮ‪:‬‬ ‫)‪ (9‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪2‬‬
‫‪ln4r 2 = 3‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬

‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪-3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪e‬‬ ‫‪e -e‬‬ ‫‪e 2‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪2 , 2‬‬ ‫‪e2 ,- e2‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪e 2x = 10‬‬
‫‪a‬‬ ‫=‪x‬‬
‫‪ln 10‬‬
‫‪b‬‬ ‫‪ln 5‬‬ ‫‪c‬‬ ‫‪5‬‬
‫‪e‬‬ ‫‪d‬‬ ‫‪2 ln 10‬‬
‫)‪ " e 2 , (11‬ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫‪2‬‬
‫‪a‬‬ ‫‪ln x = 2‬‬ ‫‪b‬‬ ‫‪ln x 2 = 2‬‬ ‫‪c‬‬ ‫‪ln x 2 = 4‬‬ ‫‪d‬‬ ‫‪ln x = 4‬‬
‫ﻫﻮ‪:‬‬ ‫‪e x + 1 = 13‬‬ ‫)‪ (12‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪a‬‬ ‫‪x = ln 13 + 1‬‬ ‫‪b‬‬ ‫‪x = ln 13 - 1‬‬ ‫‪c‬‬ ‫‪x = ln 13‬‬ ‫‪d‬‬ ‫‪x = ln 12‬‬
‫ﻫﻮ‪:‬‬ ‫‪ln (x - 2) 2 = 6‬‬ ‫)‪ (13‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫‪a‬‬ ‫‪2 + e3‬‬ ‫‪b‬‬ ‫‪2 - e3‬‬ ‫‪c‬‬ ‫‪2 ! e3‬‬ ‫‪d‬‬ ‫‪2 ! e6‬‬

‫‪x +1‬‬
‫‪e2‬‬ ‫= ‪+3‬‬ ‫‪8‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬ ‫‪x = 2 ^ln 5 - 1h‬‬

‫‪1‬‬
‫‪68‬‬
‫‪x = 2 ln 5 - 1‬‬ ‫‪x = 2 ln 5 - 2‬‬ ‫‪x = 2 ln 4‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺮﺍﺑﻌﺔ‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(1-4‬ﺍﺭﺳﻢ ًّ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(1‬‬ ‫‪y = - 3 (0 . 25) x‬‬ ‫)‪(2‬‬ ‫‪1‬‬
‫‪f (x) = 2 (6) - x‬‬ ‫)‪(3‬‬ ‫‪y = 0.1 (10) x - 2‬‬ ‫)‪(4‬‬ ‫‪f (x) = (2) x + 1 + 3‬‬
‫ً‬
‫ﺗﻀﺎﺅﻻ ﺃﺳﻴ ًّﺎ‪.‬‬ ‫ﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺳﻴﺔ ﺗﻤﺜّﻞ ﻧﻤ ًّﻮﺍ ﺃﺳﻴ ًّﺎ ﺃﻡ‬ ‫)‪ (5‬ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﻭ ّ‬
‫ﺍﻋﺮﺽ ً‬
‫ﻣﺜﺎﻻ ﻟﻜﻞ ﻣﻨﻬﺎ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(6-8‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺳﻴﺔ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪ ، y = ab x :‬ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻷﺳﺎﺱ ﺍﻟﻤﻌﻄﻰ ﻭﺍﻟﺘﻲ ﻳﻤﺮ‬
‫ﺭﺳﻤﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺎﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬
‫)‪ (6‬ﺍﻷﺳﺎﺱ ‪ ،3‬ﺍﻟﻨﻘﻄﺔ )‪(2, 3‬‬
‫)‪ (7‬ﺍﻷﺳﺎﺱ ‪ ،4‬ﺍﻟﻨﻘﻄﺔ )‪(-1, 1‬‬
‫)‪ (8‬ﺍﻷﺳﺎﺱ ‪ ،2‬ﺍﻟﻨﻘﻄﺔ )‪(0, 3‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﻨﻄﻠﻘﺔ‬
‫)‪ (9‬ﻋﻠﻢ ﺍﻟﺰﻻﺯﻝ‪ :‬ﻛﻢ ﻣﺮﺓ ﻳﻜﻮﻥ ﺯﻟﺰﺍﻝ ﻗﻮﺗﻪ ‪ 5.2‬ﺑﻤﻘﻴﺎﺱ ﺭﻳﺨﺘﺮ ﺃﻗﻮﻯ ﻣﻦ ﺯﻟﺰﺍﻝ ﻗﻮﺗﻪ ‪ً 3‬‬
‫ﺗﺴﺎﻭﻱ ‪ x ، E # 30 x‬ﻫﻲ ﺩﺭﺟﺔ ﻗﻮﺓ ﺍﻟﺰﻟﺰﺍﻝ ﺑﻤﻘﻴﺎﺱ ﺭﻳﺨﺘﺮ‪.‬‬
‫ﺛﻢ ﺍﺳﺘﺨﺪﻣﻬﺎ ﻛﺪﺍﻟﺔ ﻣﺮﺟﻊ ﻟﺮﺳﻢ ﺑﻴﺎﻥ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪y = log 8 x‬‬ ‫)‪ (10‬ﺍﺭﺳﻢ ﺑﻴﺎﻥ ﺍﻟﺪﺍﻟﺔ‬
‫)‪(a‬‬ ‫)‪y = log 8 (x + 2‬‬ ‫)‪(b‬‬ ‫‪y = log 8 x - 1‬‬ ‫)‪(c‬‬ ‫‪y = log 8 (x + 2) - 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(11-14‬ﺃﻭﺟﺪ ﻣﻔﻜﻮﻙ ﻛﻞ ﻣﻦ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(11‬‬ ‫)‪log 4 r 2 n , (r 2 0 , n 2 0‬‬ ‫)‪(12‬‬ ‫‪log 2 ^ x + 1h2 , ^ x 2 - 1h‬‬
‫)‪(13‬‬ ‫‪log 7 b , â 2 0 , b 2 0h‬‬

‫‪a‬‬
‫)‪(14‬‬ ‫)‪log 3x 3 y 2 , (x 2 0 , y 2 0‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(15-18‬ﺍﺳﺘﺨﺪﻡ ﺧﻮﺍﺹ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﻛﻞ ﻣﻦ ﺍﻟﻤﻘﺎﺩﻳﺮ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫)‪(15‬‬ ‫‪log 3 27 - log 3 9‬‬ ‫)‪(16‬‬ ‫‪2 log 264 - log 22‬‬
‫)‪(17‬‬ ‫‪- log 4‬‬

‫‪1‬‬
‫‪16 - log 464‬‬ ‫)‪(18‬‬ ‫‪2 log 5 + log 40‬‬
‫)‪ (19‬ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ‪ :‬ﺍﻛﺘﺐ ﻣﻘﺪﺍﺭﻳﻦ ﻟﻮﻏﺎﺭﻳﺘﻤﻴﻴﻦ‪ .‬ﺃﻱ ﻣﻨﻬﻤﺎ ﻟﻪ ﺍﻟﻘﻴﻤﺔ ﺍﻷﻛﺒﺮ؟ ﺍﺷﺮﺡ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(20-30‬ﺣﻞ ًّ‬
‫)‪(20‬‬ ‫)‪(21‬‬ ‫)‪(22‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪x 4 = 81‬‬ ‫‪3k 2 = 24‬‬ ‫‪log 4x = 3‬‬
‫)‪(23‬‬ ‫‪2 log x = - 4‬‬ ‫)‪(24‬‬ ‫‪log 2x + log x = 1‬‬ ‫)‪(25‬‬ ‫‪log x - log (x - 1) = 1‬‬
‫‪69‬‬
‫)‪(26‬‬ ‫‪log x (3x + 4) = 2‬‬ ‫)‪(27‬‬ ‫‪ln (x - 2) + ln x = 1‬‬ ‫)‪(28‬‬ ‫‪ln (x + 1) + ln (x - 1) = 4‬‬
‫)‪(29‬‬ ‫‪ln x + ln (2x - 1) = 7‬‬ ‫)‪(30‬‬ ‫‪3 ln x - ln 2 = 4‬‬
‫)‪ (31‬ﻟﻨﻔﺘﺮﺽ ﺃﻥ ﺛﻤﻦ ﺁﻟﺔ ﺗﺴﺘﺨﺪﻡ ﻓﻲ ﺻﻨﺎﻋﺔ ﺳﻠﻌﺔ ﻣﺎ ﻟﻬﺎ ﻋﺎﻣﻞ ﺗﻀﺎﺅﻝ ﺳﻨﻮﻱ ﻗﻴﻤﺘﻪ ‪ .0.75‬ﺇﺫﺍ ﺑﻠﻎ ﺛﻤﻦ ﺍﻵﻟﺔ‬
‫‪ 10 000‬ﺩﻳﻨﺎﺭ ﺑﻌﺪ ‪ 5‬ﺳﻨﻮﺍﺕ ﻣﻦ ﺍﻻﺳﺘﺨﺪﺍﻡ‪ ،‬ﻓﻤﺎ ﻗﻴﻤﺘﻬﺎ ﺍﻷﺳﺎﺳﻴﺔ؟‬
‫)‪ (32‬ﺍﻟﺪﺭﺍﺳﺎﺕ ﺍﻻﺟﺘﻤﺎﻋﻴﺔ‪ :‬ﻋﺎﻡ ‪ 1991‬ﻛﺎﻥ ﻋﺪﺩ ﺳﻜﺎﻥ ﻛﺎﺭﺍﺗﺸﻲ ﻓﻲ ﺑﺎﻛﺴﺘﺎﻥ ﺣﻮﺍﻟﻰ ‪ 8‬ﻣﻼﻳﻴﻦ ﻧﺴﻤﺔ‪ ،‬ﻭﻛﺎﻥ‬
‫ﻋﺎﻣﻞ ﺍﻟﻨﻤﻮ ﺍﻟﺴﻨﻮﻱ ﻓﻲ ﻫﺬﺍ ﺍﻟﻮﻗﺖ ‪.1.039‬‬
‫)‪ (a‬ﻣﺎ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺍﻟﻤﺘﻮﻗﻊ ﻓﻲ ﻋﺎﻡ ‪2010‬؟‬
‫)‪ (b‬ﻣﺎ ﻣﻌﺪﻝ ﺍﻟﺰﻳﺎﺩﺓ ﺍﻟﺴﻨﻮﻳﺔ ﺍﻟﻤﺘﻮﻗﻊ؟‬
‫)‪ (c‬ﻣﺘﻰ ﻳﺼﻞ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺇﻟﻰ ‪ 10‬ﻣﻼﻳﻴﻦ ﻧﺴﻤﺔ؟‬
‫)‪ (33‬ﺳﻜﺎﻥ ﺍﻟﻌﺎﻟﻢ‪ :‬ﺑﻠﻎ ﻋﺪﺩ ﺳﻜﺎﻥ ﺍﻟﻌﺎﻟﻢ ﻓﻲ ﻋﺎﻡ ‪ 1994‬ﺣﻮﺍﻟﻰ ‪ 5.63‬ﺑﻼﻳﻴﻦ ﻧﺴﻤﺔ‪ ،‬ﻭﻳﻘﺎﻝ ﺇﻧﻪ ﻳﻨﻤﻮ‬
‫ﺑﻤﻌﺪﻝ ‪ 2%‬ﺳﻨﻮﻳ ًّﺎ‪.‬‬
‫)‪ (a‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺃﺳﻴﺔ ﻟﻮﺻﻒ ﻫﺬﺍ ﺍﻟﻨﻤﻮ‪.‬‬
‫)‪ (b‬ﺻﻒ ﻧﻤﻮ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻛﻞ ‪ 35‬ﺳﻨﺔ‪.‬‬
‫)‪ (c‬ﺻﻒ ﻧﻤﻮ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﻓﻲ ﻧﺼﻒ ﺍﻟﻤﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﺤﺪﺩﺓ ﻓﻲ ﺍﻟﺠﺰﺀ )‪.(b‬‬
‫‪70‬‬
‫‪(e x - 1) e x = 3e x - 3‬‬ ‫)‪ (1‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫‪3 (e x ) 2 - e x - 4 = 0‬‬ ‫)‪ (2‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪ln 3x - 1 + ln x - 1 = ln x - 2‬‬ ‫)‪ (3‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪ a ln b = b ln a ,‬؟‬ ‫ﻫﻞ ﺻﺤﻴﺢ ﺃﻥ‪a 2 0 , b 2 0 :‬‬ ‫)‪(4‬‬
‫= ‪4e 2x‬‬ ‫‪4‬‬
‫ﺃﺛﺒﺖ ﺃﻥ‪:‬‬ ‫)‪(5‬‬
‫ﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪e x + 2e - x = 3 :‬‬
‫ﺣ ّ‬ ‫)‪(6‬‬
‫‪e 2x + 3 1 + 3e -2x‬‬
‫‪2 (ln x) 2 - 5 ln x - 3 = 0‬‬ ‫)‪ (7‬ﺃﻭﺟﺪ ﻣﺠﻤﻮﻋﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬

‫ﻣﺴﺘﺨﺪﻣﺎ‬
‫ً‬ ‫)‪ (8‬ﺍﻟﺼﻨﺎﻋﺎﺕ‪ :‬ﻟﻨﻔﺮﺽ ﺃﻧﻚ ﺗﻌﻤﻞ ﻓﻲ ﻣﺼﻨﻊ ﻟﻠﻤﻜﺎﻧﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻗﺪ ﺳﺎﻫﻤﺖ ﻓﻲ ﺻﻨﻊ ﺗﺼﻤﻴﻢ‬
‫ﻣﻜﻮﻧﺎﺕ ﺟﺪﻳﺪﺓ ﺗﻌﻤﻞ ﻋﻠﻰ ﺗﺨﻔﻴﺾ ﺷﺪﺓ ﺻﻮﺕ ﻃﺮﺍﺯ ﻣﻌﻴﻦ ﻣﻦ ‪ 10 4 w/m 2‬ﺇﻟﻰ ‪، 6 . 31 # 10 6 w/m 2‬‬
‫‪-‬‬ ‫‪-‬‬
‫ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻻﻧﺨﻔﺎﺽ ﺍﻟﺼﻮﺕ ﺍﻟﺬﻱ ﺣﻘﻘﻪ ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻤﻜﻮﻧﺎﺕ ﺍﻟﺠﺪﻳﺪﺓ؟‬
‫)ﺍﺳﺘﺨﺪﻡ ‪.Î 0 = 10 12 w/m 2‬‬
‫‪-‬‬
‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‪ ، y = log b x , y = b x :‬ﻣﻌﻜﻮﺱ ﻟﻸﺧﺮﻯ‪ ،‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺨﺎﺻﻴﺔ ‪ log b b x = x‬ﻭﺑﺮﻫﺎﻥ‬
‫ﺍﻟﺨﻄﻮﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻟﺨﺎﺻﻴﺔ ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ﻓﻲ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﺎﺕ‪ ،‬ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺑﺮﻫﻨﺔ ﻛﻞ ﻣﻦ ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ‬
‫ﻭﺧﺎﺻﻴﺔ ﺍﻟﻘﻮﻯ‪.‬‬
‫‪ax = b‬‬ ‫)‪ (10‬ﺑﺎﻋﺘﺒﺎﺭ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫)‪ (a‬ﺣ ّﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﻟﻸﺳﺎﺱ ‪10‬‬
‫)‪ (b‬ﺣ ّﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻢ ﻟﻸﺳﺎﺱ ‪a‬‬
‫)‪ (c‬ﺍﺳﺘﺨﺪﻡ ﻧﺘﺎﺋﺠﻚ ﻓﻲ ﺍﻟﻔﻘﺮﺗﻴﻦ )‪ (a), (b‬ﻟﺘﺤﻘﻖ ﻗﺎﻋﺪﺓ ﺗﻐﻴﻴﺮ ﺍﻷﺳﺎﺱ‪.‬‬
‫ً‬
‫ﺷﻜﻼ ﻛﺮﻭﻳ ًّﺎ‪ .‬ﻟﻨﻔﺮﺽ ﺃﻥ ﻧﺼﻒ ﻗﻄﺮ ﻗﻄﺮﺓ ﻣﻄﺮ ﻣﺘﺴﺎﻗﻄﺔ ﻳﺘﻨﺎﻗﺺ‬ ‫)‪ (11‬ﺍﻟﻬﻨﺪﺳﺔ‪ :‬ﺗﺄﺧﺬ ﺑﻌﺾ ﻗﻄﺮﺍﺕ ﺍﻟﻤﻄﺮ‬
‫ﺑﻤﻘﺪﺍﺭ ‪ 0.02 mm‬ﻧﺘﻴﺠﺔ ﺍﻟﺘﺒﺨﺮ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﻗﻄﺮﺓ ﺍﻟﻤﻄﺮ ﺍﻵﻥ ‪ ، 7 mm‬ﻓﻤﺎ ﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﺍﻷﺻﻠﻲ‬
‫‪3‬‬
‫ﻟﻘﻄﺮﺓ ﺍﻟﻤﻄﺮ؟‬
‫)‪ (12‬ﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ‪ ، f (x) = 1 . 31 e 0.548 x :‬ﺍﻟﺘﺰﺍﻳﺪ ﺍﻷﺳﻲ ﻟﻌﺪﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻟﺸﺒﻜﺔ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻠﻤﻌﻠﻮﻣﺎﺕ )ﺍﻹﻧﺘﺮﻧﺖ(‬
‫ﺑﺎﻟﻤﻠﻴﻮﻥ ﻣﻦ ﻋﺎﻡ ‪ 1990‬ﺇﻟﻰ ﻋﺎﻡ ‪ .1995‬ﻟﻨﻔﺮﺽ ﺃﻥ ‪ x‬ﺗﻤﺜّﻞ ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﻨﻮﺍﺕ ﻣﻨﺬ ﻋﺎﻡ ‪.1990‬‬
‫)‪ (a‬ﻣﺎ ﺃﻭﻝ ﻋﺎﻡ ﻛﺎﻥ ﻋﺪﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻓﻴﻪ ‪ 13‬ﻣﻠﻴﻮﻥ ﻣﺴﺘﺨﺪﻡ؟‬
‫)‪ (b‬ﻣﺎ ﺍﻟﻤﺪﺓ ﺍﻟﻤﺴﺘﻐﺮﻗﺔ ﻟﺘﻀﺎﻋﻒ ﻋﺪﺩ ﻣﺴﺘﺨﺪﻣﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻣﻨﺬ ﻋﺎﻡ ‪1990‬؟‬
‫ﻓﻲ ‪x‬‬ ‫‪f (x) = 1 . 31 e 0.548 x‬‬ ‫)‪ (c‬ﺣ ّﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫)‪ (d‬ﺍﻟﻜﺘﺎﺑﺔ‪ :‬ﺍﺷﺮﺡ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺘﻚ ﻣﻦ ﺍﻟﻔﻘﺮﺓ )‪ (c‬ﻟﺘﺘﺤﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺎﺗﻚ ﻋﻦ ﺍﻟﻔﻘﺮﺗﻴﻦ‬
‫)‪ .(a), (b‬ﻣﺎ ﺍﻟﻨﺎﺗﺞ ﺍﻟﺬﻱ ﺣﺼﻠﺖ ﻋﻠﻴﻪ؟‬
‫‪71‬‬
‫ﱠ‬
‫‪5-1‬‬
‫ﺍﻟﻤﺘﺠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ‬
‫‪The Vector in the Plane‬‬
‫‪A ^- 3, 4h , B ^2, - 1h , C ^3, 5h‬‬ ‫)‪ (1‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬

‫‪1 AB 2 , 1 BC 2 , 1 CA 2‬‬ ‫)‪ (a‬ﻋﻴّﻦ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ ﻟﻜ ّﻞ ﻣﻦ‪:‬‬
‫‪BE‬‬ ‫ﻳﻤﺜّﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﻮﺟﻬﺔ‬ ‫‪M ^ 4, 3 h‬‬ ‫ﺣﻴﺚ‬ ‫‪OM‬‬ ‫)‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ‬
‫‪E ^ x , yh‬‬ ‫ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ‪ E‬ﺑﻔﺮﺽ ﺃﻥ‬
‫‪E ^- 3, 2h , F ^2, - 1h , G ^4, - 2h‬‬ ‫)‪ (2‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫‪1 EF 2 , 1 GF 2 , 1 EG 2‬‬ ‫ﺃﻭﺟﺪ ﻣﺮ ّﻛﺒﺎﺕ ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﺠﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪u = 1 3, 2 2 , v = 1 - 2, 4 2 , w = 1 - 3, - 2 2 , t = 1 2, - 3 2‬‬ ‫)‪ (a) (3‬ﻟﻜﻞ ﻣﻦ ﺍﻟﻤﺘﺠﻬﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺍﺭﺳﻢ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻛﻞ ﻣﺘﺠﻪ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫ﻣﺘﺠﻪ ﻭﺣﺪﺓ‪.‬‬ ‫‪u‬‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﺑﺤﻴﺚ ﻳﺼﺒﺢ‬ ‫‪3‬‬
‫‪u =1 x , 5 2‬‬ ‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪A ^3 , - 1h , B ^5 , - 4h , C ^2 , 4h, D ^4 , 1h‬‬ ‫)‪ (5‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫‪1 AB 2 = 1 CD 2‬‬ ‫ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪A=B‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺘﻲ ‪ x, y‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‪:‬‬ ‫‪A = 1 4 , - 3 2 , B = 1 3x - 2 , 4y + 1 2‬‬ ‫)‪ (6‬ﻟﻴﻜﻦ‪:‬‬
‫‪A ^5, 2h , B ^- 2, 6h , C ^- 3, 3h, D ^4, - 1h‬‬ ‫)‪ (7‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‪:‬‬
‫‪1 CD 2‬‬ ‫ﻣﻌﺎﻛﺲ ﻟـ‬ ‫‪1 AB 2‬‬ ‫ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪A ^2, - 3h , B ^- 1, 3h , C ^1, - 1h‬‬ ‫)‪ (8‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺜﻼﺙ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪A‬‬ ‫)‪ ABC (9‬ﻣﺜﻠﺚ‬

‫‪ 1 AE 2‬ﺣﻴﺚ‪1 AE 2 = - 1 1 AB 2 :‬‬ ‫)‪ (a‬ﺍﺭﺳﻢ‬
‫‪ 1 BD 2‬ﺣﻴﺚ‪1 BD 2 = 1 BC 2 :‬‬ ‫)‪ (b‬ﺍﺭﺳﻢ‬
‫‪2‬‬
‫‪3‬‬
‫‪2‬‬
‫‪B‬‬ ‫‪C‬‬
‫‪72‬‬
‫‪A ^3, 2 h , B ^1, 5h , C ^7, 4h‬‬ ‫)‪ (10‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫‪1 BD 2 = - 1 1 BA 2‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ D‬ﺣﻴﺚ‪:‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ E‬ﺣﻴﺚ‪:‬‬
‫‪2‬‬
‫‪1 AE 2 = 3 1 AC 2‬‬
‫ﻟﻬﻤﺎ ﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ‪.‬‬ ‫‪1 DE 2 , 1 BC 2‬‬ ‫)‪ (c‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬

‫‪2‬‬

‫‪A ^2, 1h , B ^- 3, 0h , C ^3, - 4h , D ^ x , yh‬‬ ‫ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪^- 5 , - 1h‬‬ ‫)‪ (1‬ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ ﻟـ ‪ : BA‬ﻫﻮ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1 6, 4 2‬‬ ‫ﻫﻲ‬ ‫‪BC‬‬ ‫)‪ (2‬ﻣﺮ ّﻛﺒﺎﺕ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (3‬ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻫﻮ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x =- 2, y =- 5‬‬ ‫ﻓﺈﻥ‪:‬‬ ‫‪1 AB 2 = 1 CD 2‬‬ ‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪u = 1 - 2, 2 2‬‬ ‫)‪ (5‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪u‬‬ ‫ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ‬
‫‪a‬‬ ‫‪45º‬‬ ‫‪b‬‬ ‫‪- 45º‬‬ ‫‪c‬‬ ‫‪135º‬‬ ‫‪d 225º‬‬
‫‪ . u = 1 12‬ﺇﺫﺍ ﻛﺎﻥ ‪ u‬ﻣﺘﺠﻪ ﻭﺣﺪﺓ ﻓﺈﻥ ‪ y‬ﻳﺴﺎﻭﻱ‪:‬‬ ‫ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ‪13 , y 2‬‬ ‫)‪(6‬‬
‫‪a‬‬ ‫‪1‬‬
‫‪13‬‬ ‫‪b 13‬‬
‫‪13‬‬
‫‪c 13‬‬
‫‪5‬‬
‫‪d ! 13‬‬
‫‪5‬‬
‫ﻟﺘﻜﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪ A ^1, 3h , B ^3, 2h , C ^0, - 1h , D ^- 4, 1h :‬ﻓﻴﻜﻮﻥ‪:‬‬ ‫)‪(7‬‬

‫‪a‬‬ ‫‪1 AB 2 = 1 CD 2‬‬ ‫‪b‬‬ ‫‪1 AB 2 = - 1 CD 2‬‬
‫‪c‬‬ ‫‪1 CD 2 = - 2 1 AB 2‬‬ ‫‪d‬‬ ‫‪1 AB 2 = - 2 1 CD 2‬‬
‫ﻓﺈﻥ‬ ‫‪1 EF 2 = 1 EG 2‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ‪:‬‬ ‫‪E ^2, 4h , F ^- 1, - 5h , G ^ x , yh‬‬ ‫)‪ (8‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫)‪ (x, y‬ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a‬‬ ‫)‪(- 1, - 5‬‬ ‫‪b‬‬ ‫)‪(- 5, - 13‬‬ ‫‪c‬‬ ‫)‪(5, 13‬‬ ‫‪d‬‬ ‫)‪(1, 5‬‬
‫‪73‬‬
‫ﱠ‬
‫‪5-2‬‬
‫ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻭﻃﺮﺣﻬﺎ‬
‫‪Addition and Subtraction of Vectors‬‬

‫‪A‬‬
‫‪BC‬‬ ‫ﻭ‪ F‬ﻣﻨﺘﺼﻒ‬ ‫‪AB‬‬ ‫)‪ (1‬ﻓﻲ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﺍﻟﻤﻘﺎﺑﻞ ‪ E‬ﻣﻨﺘﺼﻒ‬
‫‪E‬‬ ‫‪1 BM 2 = 1 BE 2 + 1 BF 2‬‬ ‫)‪ (a‬ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ ‪ M‬ﺣﻴﺚ‪:‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪1 AN 2 = 1 AE 2 + 1 AF 2‬‬ ‫)‪ (b‬ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ ‪ N‬ﺣﻴﺚ‪:‬‬
‫‪F‬‬
‫)‪ (c‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪A‬‬
‫‪1 AB 2 = 1 MN 2‬‬
‫‪BC‬‬ ‫)‪ (2‬ﻓﻲ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﺍﻟﻤﻘﺎﺑﻞ‪ M ،‬ﻣﻨﺘﺼﻒ‬

‫‪1 BP 2 = 1 MA 2 + 1 MC 2‬‬ ‫)‪ (a‬ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺣﻴﺚ‪:‬‬
‫‪1 BQ 2 = 1 AC 2 + 1 MB 2‬‬ ‫)‪ (b‬ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ ‪ Q‬ﺣﻴﺚ‪:‬‬
‫‪B‬‬
‫‪M‬‬ ‫‪C‬‬ ‫ﻭ‪ F‬ﻣﻨﺘﺼﻒ‬ ‫)‪ (3‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺮﺑﺎﻋﻲ ‪ ABCD‬ﺍﻟﻤﻘﺎﺑﻞ ‪ E‬ﻣﻨﺘﺼﻒ‬
‫‪A‬‬
‫‪BC‬‬ ‫‪AD‬‬
‫‪E‬‬ ‫‪D‬‬ ‫‪1 CP 2 = 1 CD 2 + 1 BA 2‬‬ ‫)‪ (a‬ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺣﻴﺚ‪:‬‬
‫‪1 CP 2 = 1 CE 2 + 1 BE 2‬‬ ‫)‪ (b‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪2 1 EF 2 = 1 AB 2 + 1 DC 2‬‬ ‫)‪ (c‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪B‬‬
‫‪F‬‬
‫ﺑﺴﻂ‪:‬‬
‫)‪ A, B, C, D (4‬ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ‪ّ ،‬‬
‫‪C‬‬ ‫‪2 1 AB 2 + 4 1 BC 2 + 2 1 CD 2 + 2 1 DA 2‬‬ ‫)‪(a‬‬
‫‪2 1 AB 2 - 3 1 AC 2 + 1 AD 2 + 2 1 BD 2‬‬ ‫)‪(b‬‬
‫)‪ (5‬ﺍﻧﻄﻠﻖ ﻣﺮﻛﺐ ﺻﻴﺪ ﻣﻦ ﺍﻟﻤﻴﻨﺎﺀ ﻧﺎﺣﻴﺔ ﺍﻟﺸﺮﻕ ﻭﺍﺟﺘﺎﺯ ﻣﺴﺎﻓﺔ ‪ ،250 km‬ﺛﻢ ﺍﻧﺤﺮﻑ ﻋﻤﻮﺩﻳ ًّﺎ ﺑﺎﺗﺠﺎﻩ ﺍﻟﺸﻤﺎﻝ‬
‫ﻟﻴﺠﺘﺎﺯ ﻣﺴﺎﻓﺔ ‪ ،40 km‬ﺛﻢ ﻋﺎﺩ ﻣﺒﺎﺷﺮﺓ ﺑﺨﻂ ﻣﺴﺘﻘﻴﻢ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺍﻧﻄﻠﻖ ﻣﻨﻬﺎ ﻓﻲ ﺍﻟﻤﻴﻨﺎﺀ ﺑﻤﺘﻮﺳﻂ ﺳﺮﻋﺔ‬
‫ﻳﺴﺎﻭﻱ ‪50 km/h‬‬
‫)‪ (a‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻟﺘﻨﻤﺬﺝ ﻣﺴﺎﺭ ﺍﻟﻤﺮﻛﺐ ﻓﻲ ﺭﺣﻠﺘﻪ‪.‬‬
‫)‪ (b‬ﻣﺎ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺍﺳﺘﻐﺮﻗﻪ ﺍﻟﻤﺮﻛﺐ ﻟﻠﻌﻮﺩﺓ ﺇﻟﻰ ﺍﻟﻤﻴﻨﺎﺀ؟‬
‫)‪ (6‬ﻳﺴﺒﺢ ﺧﺎﻟﺪ ﻣﻦ ﺿﻔﺔ ﺍﻟﻨﻬﺮ ﺍﻟﺠﻨﻮﺑﻴﺔ ﺇﻟﻰ ﺍﻟﻀﻔﺔ ﺍﻟﺸﻤﺎﻟﻴﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﺑﻤﺘﻮﺳﻂ ﺳﺮﻋﺔ ﻳﺴﺎﻭﻱ ‪ 35 km/h‬ﻭﺗﺘﺤﺮﻙ‬
‫ﺍﻟﻤﻴﺎﻩ ﺑﺎﺗﺠﺎﻩ ﺍﻟﺸﺮﻕ ﺑﻤﺘﻮﺳﻂ ﺳﺮﻋﺔ ﻳﺴﺎﻭﻱ ‪.12 km/h‬‬
‫)‪ (a‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻟﺘﻨﻤﺬﺝ ﻣﻌﻄﻴﺎﺕ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻨﺎﺗﺠﺔ ﺍﻟﺘﻲ ﻳﻨﺘﻘﻞ ﺑﻬﺎ ﺧﺎﻟﺪ ﻣﻦ ﺿﻔﺔ ﺍﻟﻨﻬﺮ ﺍﻟﺠﻨﻮﺑﻴﺔ ﺇﻟﻰ ﺍﻟﻀﻔﺔ ﺍﻟﺸﻤﺎﻟﻴﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ‪.‬‬
‫‪74‬‬
‫ﻣﺘﺠﻬﻲ ﺍﻟﻮﺣﺪﺓ ﺍﻷﺳﺎﺳﻴﺎﻥ‬ ‫‪i ,j‬‬ ‫)‪ (7‬ﻣﺜّﻞ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺣﻴﺚ ‪ O‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪،‬‬
‫‪OA = 3 i - 4j , OB = - 2 i + 3j‬‬ ‫‪، OC = - 4 i - j‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪AB + BC = AC‬‬ ‫ﻓﺈﻥ‪:‬‬ ‫‪1 AB 2 + 1 BC 2 = 1 AC 2‬‬ ‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1 AC 2 + 1 BA 2 + 1 CB 2= 0‬‬ ‫)‪(2‬‬
‫‪BA =1 - 2, 3 2 ، BF =1 1, 4 2‬‬ ‫)‪ ABCF (3‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﺣﻴﺚ‪:‬‬
‫‪a‬‬ ‫‪b‬‬ ‫` ‪1 BC 2 = 1 3, 1 2‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1 AC 2 + 1 AD 2 = 1 AE 2‬‬ ‫ﺇﺫًﺍ‬ ‫‪1 AE 2=1 BD 2‬‬ ‫)‪ (4‬ﻓﻲ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪:ABCD‬‬
‫‪E‬‬
‫‪A‬‬ ‫‪D‬‬
‫‪B‬‬ ‫‪C‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪1 AB 2 - 1 AC 2 + 1 BC 2 - 1 BA 2 = 1 AB 2‬‬ ‫)‪ (5‬ﻓﻲ ﺍﻟﻤﺜﻠﺚ ‪:ABC‬‬

‫ﻓﺈﻥ‪:‬‬ ‫‪L = 1 AC 2 + 2 1 AB 2 - 1 BC 2‬‬ ‫)‪ (6‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪1‬‬
‫‪L = 2 1 AB 2‬‬ ‫‪b‬‬ ‫‪1‬‬
‫‪L = - 2 1 AB 2‬‬
‫‪c‬‬ ‫‪L = 3 1 AB 2‬‬ ‫‪d‬‬ ‫‪L = - 3 1 AB 2‬‬
‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪1 AM 2‬‬ ‫)‪ (7‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، 1 AM 2 = 2 (3 i - j ) + 3 (- 2 i ) - 2 j‬ﻓﺈﻥ‬

‫‪a‬‬ ‫‪2 i - 3j‬‬ ‫‪b‬‬ ‫‪3 i - 2j‬‬
‫‪c‬‬ ‫‪- 4j‬‬ ‫‪d‬‬ ‫‪6 i - 6j‬‬
‫)‪ ABCD (8‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﺣﻴﺚ‪ . A ^- 2, 1h , B ^0, - 2h , C ^3, - 1h :‬ﺇﺫًﺍ ﺇﺣﺪﺍﺛﻴﺎﺕ ‪ D‬ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪^2 , 2h‬‬ ‫‪b‬‬ ‫‪^- 1 , 2h‬‬ ‫‪c‬‬ ‫‪^1 , 2h‬‬ ‫‪d‬‬ ‫‪^1 , - 2h‬‬
‫‪75‬‬
‫ﻫﻤﺎ ﻣﺘﺠﻬﺎﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ‪ .‬ﻗﻴﻤﺔ ‪ x‬ﻫﻲ‪:‬‬ ‫‪U = 4 i - 2j , V = x i - j‬‬ ‫)‪(9‬‬
‫‪a 2‬‬ ‫‪b‬‬ ‫‪-2‬‬ ‫‪c 8‬‬ ‫‪d‬‬ ‫‪-8‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ (10-13‬ﻟﺪﻳﻚ ﻗﺎﺋﻤﺘﺎﻥ‪ ،‬ﺍﺧﺘﺮ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ )‪ (2‬ﻣﺎ ﻳﻨﺎﺳﺐ ﻛﻞ ﺗﻤﺮﻳﻦ ﻓﻲ ﺍﻟﻘﺎﺋﻤﺔ )‪ (1‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪E‬‬
‫‪B‬‬
‫‪A‬‬ ‫‪C‬‬
‫‪O‬‬
‫‪D‬‬
‫‪F‬‬
‫ﻣﻦ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬
‫‪a‬‬ ‫‪BD‬‬ ‫= ‪AB + AD‬‬ ‫)‪(10‬‬

‫‪b‬‬ ‫‪AC‬‬ ‫= ‪CE + CF‬‬ ‫)‪(11‬‬
‫‪c‬‬ ‫‪0‬‬
‫‪d‬‬ ‫‪DB‬‬
‫‪a‬‬ ‫‪2 BA‬‬ ‫= ‪EA‬‬ ‫)‪(12‬‬

‫‪b‬‬ ‫‪2 BE‬‬ ‫= ‪2 OC‬‬ ‫)‪(13‬‬
‫‪c‬‬ ‫‪- CA‬‬
‫‪d‬‬ ‫‪CA‬‬
‫‪76‬‬
‫ﱠ‬
‫‪5-3‬‬
‫ﺍﻟﻀﺮﺏ ﺍﻟﺪﺍﺧﻠﻲ‬
‫‪Scalar Product‬‬

‫‪u:v‬‬ ‫)‪ (1‬ﻓﻲ ﻛﻞ ﺷﻜﻞ ﻣﻤﺎ ﻳﻠﻲ ﺃﻭﺟﺪ‪:‬‬
‫)‪(a‬‬ ‫)‪(b‬‬
‫‪3‬‬
‫‪y‬‬
‫‪2‬‬
‫‪1‬‬
‫‪v‬‬ ‫‪u‬‬ ‫‪v‬‬
‫‪-3 -2 -1‬‬ ‫‪1 2 3 4 x‬‬

‫‪60c‬‬
‫‪-1‬‬
‫‪-2‬‬
‫‪u‬‬
‫‪u = 4 units‬‬ ‫‪-3‬‬
‫‪v = 3 units‬‬
‫ﺃﻭﺟﺪ‪:‬‬ ‫‪u = 1 2, - 1 2 , v = 1 - 3, 2 2 , w = 1 1, 2 2‬‬ ‫)‪ (2‬ﻟﻨﺄﺧﺬ‪:‬‬

‫)‪(a‬‬ ‫‪u:v‬‬ ‫)‪(b‬‬ ‫‪u:w‬‬ ‫)‪(c‬‬ ‫‪v:w‬‬
‫)‪(d‬‬ ‫) ‪(3 u ) : (- 2v‬‬ ‫)‪(e‬‬ ‫) ‪(- 4 u ) : (3v‬‬
‫‪ .‬ﺃﻭﺟﺪ‪:‬‬ ‫‪u = 4 , v = 5, u : v = - 6‬‬ ‫ﻣﺘﺠﻬﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺣﻴﺚ‪:‬‬ ‫‪u ,v‬‬ ‫)‪(3‬‬
‫)‪(a‬‬ ‫‪^2 u + 3v h‬‬
‫‪2‬‬
‫)‪(b‬‬ ‫‪^3 u - 2v h : ^- 2 u + v h‬‬
‫‪u =1 x ,4 2, v =1 2 , - 3 2‬‬ ‫)‪ (4‬ﻟﻨﺄﺧﺬ‬

‫ﻣﺘﻌﺎﻣﺪ ﻣﻊ ‪. v‬‬ ‫‪u‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫‪.‬‬ ‫‪u = 5 units‬‬ ‫)‪ (b‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫‪u = 1 2 , - 2 2 , v = 1 - 2, 0 2‬‬ ‫)‪ (5‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‬
‫‪m û , v h‬‬ ‫ﺃﻭﺟﺪ‬
‫ﺛﻼﺙ ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬ ‫‪A ^- 1, 3h , B ^- 3, 1h , C ^3, - 1h‬‬ ‫)‪(6‬‬
‫‪AB , AC , BC‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ‪:‬‬
‫ﺛﻢ ﺍﺳﺘﻨﺘﺞ ﻧﻮﻉ ﺍﻟﻤﺜﻠﺚ ‪.ABC‬‬ ‫‪AB : AC‬‬ ‫)‪ (b‬ﺃﻭﺟﺪ‪:‬‬
‫‪77‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(7-10‬ﺃﻭﺟﺪ ‪. u : v‬‬
‫‪u = 2 , v = 5 , m û , v h = 135º‬‬ ‫)‪(8‬‬ ‫‪u = 2 , v = 3 , m ^v , u h = 30º‬‬ ‫)‪(7‬‬
‫‪u = 4 2 , v = 7 6 , m û , v h = 90º‬‬ ‫)‪(10‬‬ ‫‪u = 3 , v = 4 , m û , v h = 180º‬‬ ‫)‪(9‬‬
‫‪A‬‬ ‫‪B‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ ،(11-14‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ ﻹﻳﺠﺎﺩ‪:‬‬
‫‪30º‬‬ ‫)‪(12‬‬ ‫)‪(11‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪DE : BC‬‬ ‫‪CF : DE‬‬
‫‪E 2‬‬ ‫‪AD : BF‬‬ ‫)‪(14‬‬ ‫‪BF : CF‬‬ ‫)‪(13‬‬

‫‪D‬‬ ‫‪5‬‬ ‫‪C‬‬ ‫‪4‬‬ ‫‪F‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪u =v‬‬ ‫)‪ (1‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، u : v = 0‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪x = - 10‬‬ ‫‪ ، u = 1 - 2, x 2, v = 1 5, 1 2 ,‬ﻓﺈﻥ‬ ‫‪u=v‬‬ ‫)‪ (2‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪û - v h : w = - 8‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، u : w = - 5 , v : w = 3‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪AB : AC = - 6‬‬ ‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، A ^- 1, 2h , B ^2, 3h , C ^- 4, 5h‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪LM = 10‬‬ ‫)‪ (5‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، L ^- 3, 4h , M ^0, 5h‬ﻓﺈﻥ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪A = 1 2, - 3 2 , B = 1 1, 0 2‬‬ ‫ﻣﺘﺠﻬﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺣﻴﺚ‬ ‫‪A ,B‬‬ ‫)‪(6‬‬
‫‪13‬‬
‫‪` cos (A , B ) = 2 13‬‬

‫‪ ، u = 1 2 , - 2 2,‬ﻓﺈﻥ ‪ m‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪v = 1 - 1, m 2, u : v = 3‬‬ ‫)‪ (7‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪-‬‬
‫‪5‬‬
‫‪2‬‬ ‫‪b‬‬
‫‪5‬‬
‫‪2‬‬ ‫‪c‬‬
‫‪1‬‬
‫‪2‬‬ ‫‪d‬‬ ‫‪-‬‬
‫‪1‬‬
‫‪2‬‬
‫)‪ (8‬ﻓﻲ ﻣﺜﻠﺚ ‪ H ،ABC‬ﻫﻮ ﺍﻟﻤﺴﻘﻂ ﺍﻟﻌﻤﻮﺩﻱ ﻟـ ‪ C‬ﻋﻠﻰ ‪. AB‬‬
‫‪C‬‬
‫= ‪AB : AC‬‬
‫‪4‬‬
‫‪A 2‬‬ ‫‪H‬‬ ‫‪4‬‬ ‫‪B‬‬
‫‪a‬‬ ‫‪-6‬‬ ‫‪b 12‬‬ ‫‪c‬‬ ‫‪- 12‬‬ ‫‪d 6‬‬
‫‪78‬‬
A AB = AC = 3 cm , m (BC , BA ) = 70 % ‫( ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‬9)
:‫ﻳﺴﺎﻭﻱ ﺗﻘﺮﻳﺒًﺎ‬
3
AB : AC
\ = 70c
B C
a 2.3 b 6.89 c 3 d - 2.3
D 3 C :‫ ﺷﺒﻪ ﻣﻨﺤﺮﻑ ﻗﺎﺋﻢ )ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ( ﺣﻴﺚ‬ABCD (10)

2 AB = 5 cm , AO = 2 cm , OD = 2 cm , CD = 3 cm
O :‫ﻳﺴﺎﻭﻱ‬
2
OB : OC
A 5 B
a 11 b - 11 c 12 d - 12
(11) AB : AC = y B
3
A 2
1
-3 -2 -1
-1 1 2 3 4 5 6
x
-2
-3 C
a 2 b -2 c 18 d 0
cos (AB , AC ) = ،‫( ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ‬12)
y
6 C
5
4
3
A 2
1
B
-3-2 -1 1 2 3 4 5 6x
a 0 b
3
5 c
1
2 d
1
10
79
‫ﻓﺈﻥ ‪ m‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪u = 1 - 5, m 2 , v = 1 2, 3 2 ، u = v‬‬ ‫)‪ (13‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪10‬‬
‫‪3‬‬ ‫‪b‬‬ ‫‪-‬‬
‫‪3‬‬
‫‪10‬‬ ‫‪c‬‬
‫‪- 10‬‬
‫‪3‬‬ ‫‪d‬‬
‫‪15‬‬
‫‪2‬‬
‫ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻭﻱ‪:‬‬ ‫) ‪m (BA , BC‬‬ ‫ﻓﺈﻥ‬ ‫‪AB : BC = - 2‬‬ ‫)‪ (14‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪a‬‬ ‫‪60º‬‬ ‫‪b‬‬ ‫‪28º‬‬ ‫‪c‬‬ ‫‪122º‬‬ ‫‪d‬‬ ‫‪50º‬‬
‫‪80‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺨﺎﻣﺴﺔ‬
‫‪A ^2, 3h , B ^- 1, 5h , C ^3, - 4h‬‬ ‫)‪ (1‬ﻟﻴﻜﻦ‬

‫‪BA‬‬ ‫)‪ (a‬ﻋﻴّﻦ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ ﻟـ‬
‫ﻳﻤﺜﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﻮﺟﻬﺔ ‪ ، AC‬ﻓﺄﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ‪.M‬‬ ‫‪OM‬‬ ‫)‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ‬
‫)‪ (2‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪y‬‬
‫‪u = 1 2, - 2 2‬‬
‫‪2‬‬
‫ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﻣﻊ ﺍﻻﺗﺠﺎﻩ‬ ‫‪θ‬‬ ‫ﻓﺎﺭﺳﻢ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﻤﻌﻴﺎﺭ‪ ،‬ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫‪x‬‬
‫‪2 u‬‬
‫ﻣﺘﺠﻪ ﻭﺣﺪﺓ‪.‬‬ ‫‪u‬‬ ‫‪ ، u = 1‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ y‬ﺑﺤﻴﺚ ﻳﺼﺒﺢ‬ ‫‪2 2‬‬
‫‪3 ,y 2‬‬ ‫)‪ (3‬ﺇﺫﺍ ﻛﺎﻥ‬
‫)‪ A, B, C, D (4‬ﺃﺭﺑﻊ ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﻣﺨﺘﻠﻔﺔ ﻭﻟﻴﺴﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻟﺘﻜﻦ ﺍﻟﻨﻘﻄﺔ ‪ N‬ﺑﺤﻴﺚ‪:‬‬
‫‪1 AN 2 = 1 AD 2 + 1 AB 2 + 1 DC 2‬‬
‫‪1 AC 2 , 1 AB 2‬‬ ‫ﺑﺪﻻﻟﺔ‬ ‫‪1 AN 2‬‬ ‫)‪ (a‬ﺍﻛﺘﺐ ﺍﻟﻤﺘﺠﻪ‬

‫)‪ (b‬ﺍﺳﺘﻨﺘﺞ ﺃﻥ ﺍﻟﻤﻀﻠﻊ ‪ ABNC‬ﻫﻮ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬
‫‪M‬‬
‫)‪ (5‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺮﺳﻢ ﺍﻟﻤﻘﺎﺑﻞ‪:‬‬
‫‪1 NA 2 , 1 NM 2‬‬ ‫ﺑﺪﻻﻟﺔ‬ ‫‪1 AM 2‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫‪1‬‬ ‫‪2‬‬
‫)‪ (b‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪B‬‬ ‫‪N‬‬
‫‪AM : AB = AN : AB = 2 AB‬‬
‫‪A‬‬
‫‪.‬‬ ‫‪AC = 2 3 , AB = 6 , AB : AC = 18‬‬ ‫)‪ ABC (6‬ﻣﺜﻠﺚ ﺑﺤﻴﺚ‪:‬‬
‫) ‪m (AB , AC‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺃﻭﺟﺪ‪:‬‬ ‫‪A = 1 x - 5 , x - 5 2 , B = 1 1, 1 - x 2‬‬ ‫)‪ (7‬ﻟﻴﻜﻦ‪:‬‬
‫‪B‬‬ ‫ﻟﻪ ﺍﺗﺠﺎﻩ‬ ‫‪A‬‬ ‫)‪ (a‬ﻗﻴﻤﺔ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻪ‬
‫‪B‬‬ ‫ﻣﺘﻌﺎﻣ ًﺪﺍ ﻣﻊ ﺍﻟﻤﺘﺠﻪ‬ ‫‪A‬‬ ‫)‪ (b‬ﻗﻴﻤﺔ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺘﺠﻪ‬
‫ﻣﺘﺠﻬﻴﻦ ﻓﻲ ﻣﺴﺘﻮﻯ ﺇﺣﺪﺍﺛﻲ‪ .‬ﺃﻭﺟﺪ‪:‬‬ ‫‪A = 2, - 1 , B = 1, 2‬‬ ‫)‪ (8‬ﻟﻴﻜﻦ‪:‬‬
‫)‪(a‬‬ ‫‪A:B‬‬ ‫)‪(b‬‬ ‫‪B‬‬
‫‪2‬‬
‫)‪(c‬‬ ‫‪1 3A + B 2 : 1 A + B 2‬‬ ‫)‪(d‬‬ ‫‪1 A + 2B 2 : 1 2A - B 2‬‬
‫‪81‬‬
‫ﻓﻲ ﻣﺴﺘﻮﻯ ﺇﺣﺪﺍﺛﻲ‪.‬‬ ‫‪A ^1, 2h , B ^4, 0h , C ^3, 3h‬‬ ‫)‪ (9‬ﻟﺘﻜﻦ ﺍﻟﻨﻘﺎﻁ‪:‬‬
‫ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺔ ‪ C‬ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ ﺑﺎﻟﻨﻘﻄﺔ ‪.D‬‬ ‫‪AB‬‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻣﻊ‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪.D‬‬
‫‪3‬‬
‫‪y‬‬
‫‪C‬‬
‫‪2‬‬ ‫‪A‬‬
‫‪j‬‬ ‫‪B‬‬
‫‪i 1‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪x‬‬
‫‪D‬‬
‫‪A‬‬
‫)‪ ABC (10‬ﻣﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ ﺍﻷﺿﻼﻉ‪ ،‬ﻃﻮﻝ ﺿﻠﻌﻪ ‪4 cm‬‬
‫‪a = 1 AB 2 , b = 1 AC 2‬‬ ‫ﻟﻴﻜﻦ‪:‬‬
‫‪a-b‬‬ ‫‪ a ,‬ﻭﺍﺳﺘﻨﺘﺞ‬ ‫‪b‬‬ ‫ﺑﺪﻻﻟﺔ‬ ‫‪1 CB 2‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫)‪ (b‬ﺃﻧﺸﺊ ﺍﻟﻨﻘﻄﺔ ‪ D‬ﺑﺤﻴﺚ‬
‫‪C‬‬ ‫‪N‬‬ ‫‪B‬‬
‫‪1 AD 2 = a + b‬‬
‫)‪ (c‬ﻣﺎ ﻧﻮﻉ ﺍﻟﺮﺑﺎﻋﻲ ‪ABDC‬؟‬

‫‪a+b‬‬ ‫)‪ (d‬ﺃﻭﺟﺪ‬
‫‪N‬‬ ‫)‪ ABCD (11‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪ ،‬ﻣﺮﻛﺰﻩ ‪.O‬‬
‫‪ M‬ﻣﻨﺘﺼﻒ ‪ ، 1 AB 2‬ﺍﻟﻨﻘﻄﺔ ‪ N‬ﺣﻴﺚ‪:‬‬
‫‪C‬‬ ‫‪D‬‬
‫‪1 DN 2 = 1 OC 2‬‬
‫‪1 BC 2‬‬ ‫ﺑﺪﻻﻟﺔ‬ ‫‪1 ON 2‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫‪O‬‬
‫‪1‬‬ ‫‪BC 2 = 1 OD 2 + 1 OC 2‬‬ ‫)‪ (b‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫)‪ (c‬ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ‪ M, N, O‬ﺗﻘﻊ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪B‬‬ ‫‪M‬‬ ‫‪A‬‬ ‫‪1 AB 2 , 1 AC 2‬‬ ‫ﺍﻟﻤﺤﺪﺩﺓ ﺑﺎﻟﻤﺘﺠﻬﻴﻦ‬ ‫‪θ‬‬ ‫)‪ (12‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪8 B‬‬
‫‪y‬‬
‫‪7‬‬
‫‪6‬‬
‫‪5‬‬
‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪A‬‬
‫‪θ‬‬
‫‪1‬‬
‫‪C‬‬
‫‪1 2 3 4 5 6 x‬‬
‫‪82‬‬
‫ﺭﺅﻭﺱ ﺍﻟﻤﺜﻠﺚ ‪ABC‬‬ ‫‪A ^ - 4 , 1 h , B ^ - 1 , 2 h , C ^ 1, - 4 h‬‬ ‫)‪ (13‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﻓﺄﺛﺒﺖ ﺃﻥ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﻓﻲ ‪.B‬‬
‫‪4‬‬
‫‪y‬‬
‫‪3‬‬
‫‪B2‬‬
‫‪A‬‬ ‫‪1‬‬
‫‪-5 -4 -3 -2 -1-1‬‬ ‫‪1 x‬‬

‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪C‬‬
‫‪A = - 4 i - 2j , B = - i - 3j , C = 1 - 5, 5 2‬‬ ‫)‪ (14‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺘﺠﻬﺎﺕ‪،‬‬

‫‪B!C‬‬ ‫)‪ (a‬ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪A:B ,A:C‬‬ ‫)‪ (b‬ﺃﻭﺟﺪ‪:‬‬
‫)‪ (c‬ﻣﺎﺫﺍ ﻧﺴﺘﻨﺘﺞ؟‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ )‪ ،(15‬ﺍﺧﺘﺮ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﻣﻤﺎ ﻳﻠﻲ ﻫﻮ‪:‬‬ ‫‪A‬‬ ‫)‪ (15‬ﻟﻴﻜﻦ‪ ، A =1 - 4, 3 2 :‬ﻓﺈﻥ ﺍﻟﻤﺘّﺠﻪ ﺍﻟﻤﺘﻌﺎﻣﺪ ﻣﻊ‬
‫)‪(a‬‬ ‫‪3‬‬
‫‪1 2, - 2 2‬‬ ‫)‪(b‬‬ ‫‪1 3, - 4 2‬‬ ‫)‪(c‬‬ ‫‪3‬‬
‫‪1 2 ,2 2‬‬ ‫)‪(d‬‬ ‫‪1 4,3 2‬‬
‫‪83‬‬
‫)‪ (1‬ﻟﻨﺄﺧﺬ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺍﻟﻤﻨﺘﻈﻢ ﺍﻟﻤﺘﻌﺎﻣﺪ ﺍﻟﻨﻘﺎﻁ‪:‬‬

‫ﺣﻴﺚ ‪ m‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫‪A ^2, 2 h , B ^4, 5h , C ^4 - m, 0h‬‬
‫)‪ (a‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ m‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ‪.A‬‬

‫)‪ (b‬ﻟﻘﻴﻤﺔ ‪ m‬ﺍﻟﺘﻲ ﻭﺟﺪﺗﻬﺎ‪ ،‬ﺃﺛﺒﺖ ﺃﻥ ‪ ABC‬ﻣﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ‪.‬‬
‫‪D‬‬ ‫‪C‬‬ ‫)‪ (2‬ﺍﻟﺸﻜﻞ ﺍﻟﻤﻘﺎﺑﻞ ﻳﻤﺜﻞ ﻣﺮﺑ ًﻌﺎ ﺭﺳﻢ ﻓﻲ ﺩﺍﺧﻠﻪ ﻣﺴﺘﻄﻴﻞ‪.‬‬
‫‪R‬‬ ‫‪Q‬‬ ‫ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ‪:‬‬
‫‪5‬‬ ‫ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬ ‫‪CQ , PR‬‬
‫)ﻣﺴﺎﻋﺪﺓ‪ :‬ﺍﺳﺘﺨﺪﻡ ﻋﻼﻗﺔ ﺷﺎﻝ(‬

‫‪A‬‬
‫‪x P‬‬ ‫‪B‬‬ ‫)‪ (3‬ﻓﻲ ﺍﻟﻤﺜﻠﺚ ‪ MAB‬ﺍﻷﺩﻧﺎﻩ ﺃﺛﺒﺖ ﺃﻥ‪:‬‬
‫‪MA : MB = MI 2 - a 2‬‬
‫‪M‬‬
‫‪A‬‬ ‫‪B‬‬
‫‪a‬‬ ‫‪I‬‬ ‫‪a‬‬
‫)‪ (4‬ﺇﺫﺍ ﻛﺎﻥ‪ ، A + B = w , A - 2B = - w :‬ﻓﺄﺛﺒﺖ ﺃﻥ‪:‬‬

‫ﻟﻬﻤﺎ ﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻪ‪.‬‬
‫‪D‬‬ ‫‪5 cm‬‬ ‫‪C‬‬
‫‪A ,B‬‬
‫)‪ (5‬ﻓﻲ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﻤﻘﺎﺑﻞ ‪ E‬ﻣﻨﺘﺼﻒ ‪. AB‬‬

‫)ﺍﺳﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‪.‬‬ ‫ﺃﻭﺟﺪ‬
‫‪2 cm‬‬
‫‪θ‬‬
‫‪θ‬‬
‫‪A‬‬ ‫‪E‬‬ ‫‪B‬‬
‫‪84‬‬
‫ﱠ‬
‫‪6-1‬‬
‫ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﻭﺍﻟﻤﻌﺎﻳﻨﺔ‬
‫‪Statistical Population and Sampling‬‬

‫)‪ (1‬ﺃﺫﻛﺮ ﻣﺮﺍﺣﻞ ﺍﻟﺒﺤﺚ ﺍﻹﺣﺼﺎﺋﻲ ﺍﻷﺭﺑﻌﺔ ﻣﺮﺗﺒﺔ‪.‬‬
‫)‪ (2‬ﻣﺎ ﻫﻲ ﺃﺳﺎﻟﻴﺐ ﺟﻤﻊ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ ،(3-4‬ﺍﺫﻛﺮ ﻣﺎ ﻧﻮﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﻲ ﺗﺼﻒ ًّ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪ (3‬ﻋﺪﺩ ﺍﻟﺘﺬﺍﻛﺮ ﺍﻟﻤﺒﺎﻋﺔ ﻹﺣﺪﻯ ﺍﻟﻤﺴﺮﺣﻴﺎﺕ‪.‬‬
‫)‪ (4‬ﺃﻧﻮﺍﻉ ﻣﻨﺘﺠﺎﺕ ﻣﻌﺠﻮﻥ ﺍﻷﺳﻨﺎﻥ ﺍﻟﻤﺒﺎﻋﺔ ﻟﻠﻤﺴﺘﻬﻠﻚ‪.‬‬
‫)‪ (5‬ﺣﺪّﺩ ﻧﻮﻉ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻜﻞ ﻣﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪ (b‬ﺃﻧﻮﺍﻉ ﺍﻟﻜﺘﺐ ﻓﻲ ﻣﻜﺘﺒﺔ ﺍﻟﻤﺪﺭﺳﺔ‪.‬‬ ‫)‪ (a‬ﺃﻭﺯﺍﻥ ّ‬
‫ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺮ ﻓﻲ ﻣﺪﺭﺳﺘﻚ‪.‬‬
‫)‪ (d‬ﺃﻟﻮﺍﻥ ﺃﺣﺬﻳﺔ ّ‬
‫ﺍﻟﻄﻼﺏ ﻓﻲ ﺻﻔﻚ‪.‬‬ ‫)‪ (c‬ﺍﻟﺪﺧﻞ ﺍﻟﺸﻬﺮﻱ ﻟﻸﺳﺮﺓ ﻓﻲ ﺩﻭﻟﺔ ﻣﺎ‪.‬‬
‫)‪ (6‬ﻋﺮﻑ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﻤﻨﺘﻬﻲ ﻭﺍﻟﻤﺠﺘﻤﻊ ﻏﻴﺮ ﺍﻟﻤﻨﺘﻬﻲ‪.‬‬

‫)‪ (7‬ﻋﺮﻑ ًّ‬
‫ﻛﻼ ﻣﻦ‪:‬‬ ‫ّ‬
‫)‪ (c‬ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ‪.‬‬ ‫)‪ (b‬ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ‪.‬‬ ‫)‪ (a‬ﻋﻠﻢ ﺍﻹﺣﺼﺎﺀ‪.‬‬

‫‪a‬‬ ‫‪b‬‬ ‫)‪ (1‬ﺍﻟﻤﻮﺍﻟﻴﺪ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺳﻨﺔ ‪ 2010‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﺠﺘﻤﻊ ﻏﻴﺮ ﻣﻨﺘﻪ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (2‬ﻭﺣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ ﻟﻌﺪﺩ ﺯﻭﺍﺭ ﻣﺮﻛﺰ ﻋﻠﻤﻲ ﻓﻲ ﻳﻮﻡ ﻭﺍﺣﺪ ﻫﻲ ﺃﻱ ﺯﺍﺋﺮ‪.‬‬
‫)‪ (3‬ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ ﻓﻲ ﺩﺭﺍﺳﺔ ﺃﻧﻮﺍﻉ ﺍﻟﺴﻤﻚ ﺍﻟﻤﻮﺟﻮﺩﺓ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺤﻴﻄﺎﺕ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (4‬ﻋﺪﺩ ﺍﻟﺼﻔﺤﺎﺕ ﻓﻲ ﻛﺘﺎﺏ ﻣﺎ ﻫﻮ ﺑﻴﺎﻧﺎﺕ ﻛﻤﻴﺔ ﻣﺴﺘﻤﺮﺓ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (5‬ﻋﻨﺪ ﺗﺮﺗﻴﺐ ﺍﻷﺷﻴﺎﺀ ﻧﺴﺘﺨﺪﻡ ﺑﻴﺎﻧﺎﺕ ﻛﻴﻔﻴﺔ ﻣﺮﺗﺒﺔ‪.‬‬
‫‪85‬‬
‫)‪ (6‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻴﻔﻴﺔ ﺗﻜﻮﻥ‪:‬‬
‫‪ b‬ﻣﺮﺗﺒﺔ ﻓﻘﻂ‬ ‫‪ a‬ﺍﺳﻤﻴﺔ ﺃﻭ ﻣﺮﺗﺒﺔ‬
‫‪ d‬ﺍﺳﻤﻴﺔ ﻓﻘﻂ‬ ‫‪ c‬ﻣﺘﻘﻄﻌﺔ‬
‫)‪ (7‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻫﻲ ﺑﻴﺎﻧﺎﺕ‪:‬‬
‫‪ d‬ﻛﻴﻔﻴﺔ‬ ‫‪ c‬ﻛﻤﻴﺔ‬ ‫‪ b‬ﻣﺮﺗﺒﺔ‬ ‫‪ a‬ﺍﺳﻤﻴﺔ‬
‫)‪ (8‬ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺗﺤﺎﻟﻴﻞ ﺍﻟﺪﻡ ﻧﺴﺘﺨﺪﻡ‪:‬‬
‫‪ b‬ﺍﻟﻤﻌﺎﻳﻨﺔ‬ ‫‪ a‬ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ‬
‫‪ d‬ﻟﻴﺲ ﺃﻳ ًّﺎ ﻣﻤﺎ ﺳﺒﻖ‬ ‫‪ c‬ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ ﻭﺍﻟﻤﻌﺎﻳﻨﺔ‬
‫)‪ (9‬ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻜﻤﻴﺔ ﺗﻜﻮﻥ‪:‬‬
‫‪ b‬ﻣﺮﺗﺒﺔ ﻓﻘﻂ‬ ‫‪ a‬ﺍﺳﻤﻴﺔ ﺃﻭ ﻣﺮﺗﺒﺔ‬
‫‪ d‬ﻣﺴﺘﻤﺮﺓ ﻓﻘﻂ‬ ‫‪ c‬ﻣﺘﻘﻄﻌﺔ ﺃﻭ ﻣﺴﺘﻤﺮﺓ‬
‫)‪ (10‬ﻋﺪﺩ ﺍﻟﻤﺸﺎﻫﺪﻳﻦ ﻓﻲ ﻣﺒﺎﺭﺍﺓ ﻛﺮﺓ ﻗﺪﻡ ﻫﻮ ﻋﺒﺎﺭﺓ ﻋﻦ ﺑﻴﺎﻧﺎﺕ‪:‬‬
‫‪ b‬ﻛﻴﻔﻴﺔ ﻣﺮﺗﺒﺔ‬ ‫‪ a‬ﻛﻴﻔﻴﺔ ﺍﺳﻤﻴﺔ‬
‫‪ d‬ﻛﻤﻴﺔ ﻣﺴﺘﻤﺮﺓ‬ ‫‪ c‬ﻛﻤﻴﺔ ﻣﺘﻘﻄﻌﺔ‬
‫‪86‬‬
‫ﱠ‬
‫‪6-2‬‬
‫ﺍﻟﻌﻴﻨﺎﺕ‬
‫‪Samples‬‬

‫)‪ (1‬ﺃﻭﺟﺪ ﻛﺴﺮ ﺍﻟﻤﻌﺎﻳﻨﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ‪ 8‬ﻭﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ‪.100‬‬
‫)‪ (2‬ﺃﻭﺟﺪ ﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ‪ 5‬ﻭﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ‪.100‬‬
‫)‪ (3‬ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴﺔ؟‬
‫ﺍﻟﻌﻤﺎﻝ ‪ 200‬ﻋﺎﻣﻞ ﻭﺃﺻﺤﺎﺏ‬
‫ﺍﻟﻌﻤﺎﻝ ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﻨﻄﻘﺔ ﻣﻌﻴّﻨﺔ‪ .‬ﻳﺒﻠﻎ ﻋﺪﺩ ّ‬
‫)‪ (4‬ﺷﺮﻛﺔ ﺩﺭﺍﺳﺎﺕ ﺗﺮﻳﺪ ﺍﺳﺘﻔﺘﺎﺀ ّ‬
‫ﺍﻟﻌﻤﻞ ‪.40‬‬
‫)‪ (a‬ﺃﻱ ﻧﻮﻉ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺗﺴﺘﺨﺪﻡ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؟‬
‫)‪ (b‬ﻛﻢ ﻳﺴﺎﻭﻱ ﻛﺴﺮ ﺍﻟﻤﻌﺎﻳﻨﺔ ﺇﺫﺍ ﻛﻨﺎ ﻧﺮﻳﺪ ﻋﻴﻨﺔ ﻣﻦ ‪ 60‬ﺷﺨﺺ؟‬
‫)‪ (c‬ﻫﻞ ﻧﺴﺘﺨﺪﻡ ﺟﺪﻭﻝ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ؟‬
‫)‪ (d‬ﻧﺮﻗّﻢ ّ‬
‫ﺍﻟﻌﻤﺎﻝ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 200‬ﻭﺃﺻﺤﺎﺏ ﺍﻟﻌﻤﻞ ﻣﻦ ‪ 201‬ﺇﻟﻰ ‪.240‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺩﺱ ﻭﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﺩﺱ ﻭﻋﺪّﺩ ّﺃﻭﻝ ‪ 5‬ﺃﻋﺪﺍﺩ ﻟﻠﺴﺤﺐ ﺍﻟﻌﺸﻮﺍﺋﻲ ﻣﻦ ﻛﻞ ﻃﺒﻘﺔ‪.‬‬

‫‪a‬‬ ‫‪b‬‬ ‫)‪ (1‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻓﻀﻞ ﺗﻤﺜﻴﻞ ﻟﻠﻤﺠﺘﻤﻊ ﻧﺨﺘﺎﺭ ﺍﻟﻌﻴﻨﺔ ﺑﻄﺮﻳﻘﺔ ﻋﺸﻮﺍﺋﻴﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (2‬ﻻ ﻳﻮﺟﺪ ﻓﺮﻕ ﺑﻴﻦ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻭﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﻄﺒﻘﻴﺔ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (3‬ﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ = ﻛﺴﺮ ﺍﻟﻤﻌﺎﻳﻨﺔ‬
‫ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (4‬ﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ = ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ‪ #‬ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ‬
‫)‪ (5‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﻳﺴﺎﻭﻱ ‪ ،70‬ﻭﺍﻟﻤﻔﺮﺩﺓ ﺍﻷﻭﻟﻰ ﺗﺴﺎﻭﻱ ‪،43‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻓﺎﻟﻤﻔﺮﺩﺓ ﺍﻟﺨﺎﻣﺴﺔ ﺗﺴﺎﻭﻱ ‪322‬‬
‫‪87‬‬
‫)‪ (6‬ﻳﺘﻮﺍﻓﺮ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ‪:‬‬
‫‪ b‬ﺍﻹﺗﺎﺣﺔ ﻟﻜﻞ ﻋﻨﺼﺮ ﻓﻴﻬﺎ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻈﻬﻮﺭ‬ ‫‪ a‬ﺷﺮﻁ ﺍﻟﺘﺤﻴﺰ‬
‫‪ d‬ﻛﻞ ﻣﻤﺎ ﺳﺒﻖ‪.‬‬ ‫‪ c‬ﺷﺮﻁ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻭﺍﻻﻧﺘﻈﺎﻡ‬
‫)‪ (7‬ﻳﺘﻮﻓﺮ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﻨﺘﻈﻤﺔ‪:‬‬
‫‪ b‬ﺷﺮﻁ ﺍﻻﻧﺘﻈﺎﻡ ﻓﻘﻂ‬ ‫‪ a‬ﺷﺮﻁ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻭﺍﻻﻧﺘﻈﺎﻡ‬
‫‪ d‬ﻟﻴﺲ ﺃﻳ ًّﺎ ﻣﻤﺎ ﺳﺒﻖ‬ ‫‪ c‬ﺷﺮﻁ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﻓﻘﻂ‬
‫)‪ (8‬ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ﻳﻔﻀﻞ ﺃﻥ‪:‬‬
‫‪ b‬ﺗﻜﻮﻥ ﻃﺒﻘﺎﺕ ﺍﻟﻤﺠﺘﻤﻊ ﻣﺘﺠﺎﻧﺴﺔ ﺑﺪﺍﺧﻠﻬﺎ ﻣﺨﺘﻠﻔﺔ ﻓﻲ ﻣﺎ ﺑﻴﻨﻬﺎ‬ ‫‪ a‬ﺗﻜﻮﻥ ﻋﺸﻮﺍﺋﻴﺔ ﻭﻣﻨﺘﻈﻤﺔ‬
‫‪ d‬ﻟﻴﺲ ﺃﻳ ًّﺎ ﻣﻤﺎ ﺳﺒﻖ‬ ‫‪ c‬ﻻ ﺗﺘﻴﺢ ﻟﻜﻞ ﻋﻨﺼﺮ ﻓﻴﻬﺎ ﺍﻟﻔﺮﺻﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻈﻬﻮﺭ‬
‫)‪ (9‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻳﺴﺎﻭﻱ ‪ 100‬ﻭﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﻳﺴﺎﻭﻱ ‪ ،2 000‬ﻓﻜﺴﺮ ﺍﻟﻤﻌﺎﻳﻨﺔ ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a 0.3‬‬ ‫‪b 0.5‬‬ ‫‪c 0.05‬‬ ‫‪d 0.02‬‬
‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﻳﺴﺎﻭﻱ ‪ 40‬ﻭﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ ﻳﺴﺎﻭﻱ ‪ ،1000‬ﻓﺤﺠﻢ ﺍﻟﻌﻴﻨﺔ ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a 35‬‬ ‫‪b 25‬‬ ‫‪c 40‬‬ ‫‪d 30‬‬
‫‪88‬‬
‫ﱠ‬
‫‪6-3‬‬
‫ﺃﺳﺎﻟﻴﺐ ﻋﺮﺽ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪Ways to Display Data‬‬

‫)‪ (1‬ﺃﺛﻨﺎﺀ ﻋﻤﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻋﻠﻰ ﻧﺸﺎﻁ ﻣﻌﻴﻦ ﻓﻲ ﺍﻟﺼﻒ ﺳﺠﻞ ﺍﻟﻤﻌﻠﻢ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﻤﺒﻴّﻨﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‬
‫ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﻔﺌﺔ‬ ‫ﻳﺤﺎﻭﺭ ﻭﻳﻨﺎﻗﺶ‬ ‫ﻳﺴﺘﻤﻊ ﻓﻘﻂ‬ ‫ﻗﺮﺍﺭﺍ‬
‫ﻳﺘﺨﺬ ً‬ ‫ﻏﻴﺮ ﻣﺸﺎﺭﻙ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪5‬‬ ‫‪7‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪22‬‬
‫)‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻤﺌﻮﻱ ﻟﻜﻞ ﻓﺌﺔ‪.‬‬
‫)‪ (b‬ﺍﻋﺮﺽ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ‪.‬‬
‫)‪ (2‬ﻳﺒﻴّﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﻭﻗﺖ ﺧﺮﻭﺝ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻣﻦ ﺃﺣﺪ ﺍﻟﻤﻨﺘﺠﺎﺕ ﺍﻟﺴﻴﺎﺣﻴﺔ ﺑﻌﺪ ﻇﻬﺮ ﺃﺣﺪ ﺍﻷﻳﺎﻡ‪.‬‬
‫ﺍﻟﻔﺌﺔ‬ ‫‪4-‬‬ ‫‪5-‬‬ ‫‪6-‬‬ ‫‪7-‬‬ ‫‪8-‬‬ ‫‪9-‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪17‬‬ ‫‪31‬‬ ‫‪25‬‬ ‫‪14‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪100‬‬
‫)‪ (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺑﺈﺿﺎﻓﺔ ﻣﺮﺍﻛﺰ ﺍﻟﻔﺌﺎﺕ‪.‬‬
‫)‪ (b‬ﺍﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫)‪ (c‬ﺍﺭﺳﻢ ﺍﻟﻤﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻭﻣﻨﻪ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫)‪ (3‬ﻳﻌﺮﺽ ﻣﺪﻳﺮ ﺃﺣﺪ ﻣﻄﺎﻋﻢ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺴﺮﻳﻌﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﻋﺪﺩ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﻤﺮﺳﻠﺔ ﺇﻟﻰ ﺍﻟﻤﻨﺎﺯﻝ ﺧﻼﻝ ﺃﺣﺪ‬
‫ﺍﻷﺳﺎﺑﻴﻊ‪ ،‬ﻭﺑُﻌﺪ ﻫﺬﻩ ﺍﻟﻤﻨﺎﺯﻝ ﻋﻦ ﺍﻟﻤﻄﻌﻢ‪.‬‬
‫ﺍﻟﺒﻌﺪ )‪(km‬‬ ‫‪0-‬‬ ‫‪4-‬‬ ‫‪8-‬‬ ‫‪12-‬‬ ‫‪16-‬‬ ‫‪20-‬‬ ‫‪24-‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪12‬‬ ‫‪25‬‬ ‫‪21‬‬ ‫‪20‬‬ ‫‪12‬‬ ‫‪8‬‬ ‫‪4‬‬ ‫‪102‬‬
‫)‪ (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺑﺈﺿﺎﻓﺔ ﻣﺮﺍﻛﺰ ﺍﻟﻔﺌﺎﺕ‪.‬‬
‫)‪ (b‬ﺍﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫)‪ (c‬ﺍﺭﺳﻢ ﺍﻟﻤﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻭﻣﻨﻪ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫‪89‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪360º‬‬ ‫‪#‬‬ ‫)‪ (1‬ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻨﺴﺒﻲ ﻳﺴﺎﻭﻱ‪ :‬ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻟﻘﻄﺎﻉ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻣﺠﻤﻮﻉ ﺍﻟﺘﻜﺮﺍﺭﺍﺕ‬

‫)‪ (2‬ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻨﺴﺒﻲ =‬
‫ﺗﻜﺮﺍﺭ ﺍﻟﻘﻴﻤﺔ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (3‬ﻣﺮﻛﺰ ﻓﺌﺔ ‪ 20-‬ﻃﻮﻟﻬﺎ ‪ 10‬ﻳﺴﺎﻭﻱ ‪30‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (4‬ﻻ ﻳﻤﻜﻦ ﺭﺳﻢ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻗﺒﻞ ﺍﻟﻤﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﺎﺕ ﻛﻤﻴﺔ ﻣﺴﺘﻤﺮﺓ ﺑﺎﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ‪.‬‬ ‫)‪(5‬‬

‫‪y‬‬
‫‪40‬‬
‫‪30‬‬
‫ﺃﻋﺪﺍﺩ ﺍﻟﻤﺮﺍﺟﻌﻴﻦ‬
‫‪20‬‬ ‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ )‪ (6-7‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺍﻟﻤﻘﺎﺑﻞ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺃﻋﺪﺍﺩ‬
‫‪15‬‬
‫‪10‬‬ ‫ﺍﻟﻤﺮﺍﺟﻌﻴﻦ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻮﺯﺍﺭﺍﺕ ﺧﻼﻝ ﺳﺎﻋﺎﺕ ﺍﻟﺪﻭﺍﻡ ﺍﻟﻴﻮﻣﻲ ﻓﻲ ﺩﻭﻟﺔ ﻣﺎ‪.‬‬
‫‪7 9 11 13 15 x‬‬
‫)‪ (6‬ﺇﺟﻤﺎﻟﻲ ﻋﺪﺩ ﺍﻟﻤﺮﺍﺟﻌﻴﻦ ﻫﻮ‪:‬‬
‫ﺳﺎﻋﺎﺕ ﺍﻟﺪﻭﺍﻡ‬
‫‪a 80‬‬ ‫‪b 65‬‬ ‫‪c 70‬‬ ‫‪d 75‬‬

‫)‪ (7‬ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a 4‬‬ ‫‪b 3‬‬ ‫‪c 2‬‬ ‫‪d 1‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ )‪ (8-10‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﻘﺎﺑﻞ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﻤﻮﺍﺩ ﺍﻻﺧﺘﻴﺎﺭﻳﺔ ﺍﻟﻤﻔﻀﻠّﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ‬
‫ﻟﺪﻯ ّ‬
‫ﻃﻼﺏ ﺇﺣﺪﻯ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺒﺎﻟﻎ ﻋﺪﺩﻫﻢ ‪ 200‬ﻃﺎﻟﺐ‪.‬‬
‫ﺴﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﻔﻨﻴﺔ‬ ‫ﻓﺮﻧ‬
‫ﻟﻐﺔ‬
‫ﺰﻳﺔ‬
‫ﺠﻠﻴ‬
‫ﺔ ﺇﻧ‬
‫)‪ (8‬ﻛﻢ ﻳﺴﺎﻭﻱ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻟﻘﻄﺎﻉ ﺍﻟﺘﺮﺑﻴﺔ ﺍﻟﺒﺪﻧﻴﺔ؟‬

‫ﻟﻐ‬
‫‪a‬‬ ‫‪120º‬‬ ‫‪b‬‬ ‫‪45º‬‬ ‫‪c‬‬ ‫‪180º‬‬ ‫‪d‬‬ ‫‪90º‬‬
‫ﺠﻠﻴﻦ ﺑﺎﻟّﻠﻐﺔ ﺍﻹﻧﺠﻠﻴﺰﻳﺔ؟‬ ‫)‪ (9‬ﻛﻢ ﻳﺒﻠﻎ ﻋﺪﺩ ّ‬

‫ﺍﻟﻄﻼﺏ ﺍﻟﻤﺴ ّ‬
‫‪a 30‬‬ ‫‪b 25‬‬ ‫‪c 35‬‬ ‫‪d 40‬‬
‫)‪ (10‬ﻛﻢ ﻳﺒﻠﻎ ﻋﺪﺩ ّ‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﻤﺴﺠﻠﻴﻦ ﺑﺎﻟﻤﻮﺍﺩ ﺍﻟﻠﻐﻮﻳّﺔ؟‬
‫‪a 50‬‬ ‫‪b 40‬‬ ‫‪c 55‬‬ ‫‪d 60‬‬
‫‪90‬‬
‫ﱠ‬
‫‪6-4‬‬
‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫‪Standard Deviation‬‬

‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫)‪ (1‬ﺃﻭﺟﺪ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ّ .5 , 5 , 5 , 5 :‬‬
‫ﺠﻞ ﺻﺎﺣﺐ ﻣﺘﺠﺮ ﺃﻥ ﻣﺒﻴﻊ ﺍﻟﺴﻠﻊ ﺑﺤﺴﺐ ﺃﺳﻌﺎﺭﻫﺎ ﻫﻮ ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫)‪ (2‬ﺳ ّ‬
‫ﺍﻟﻔﺌﺔ )ﺑﺎﻟﺪﻳﻨﺎﺭ(‬ ‫‪0-‬‬ ‫‪10-‬‬ ‫‪20-‬‬ ‫‪30-‬‬ ‫‪40-‬‬ ‫‪50-‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪190‬‬ ‫‪300‬‬ ‫‪470‬‬ ‫‪280‬‬ ‫‪260‬‬ ‫‪100‬‬ ‫‪1 600‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪.‬‬
‫ّ‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫)‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻷﺳﻌﺎﺭ ﺍﻟﺴﻠﻊ‪.‬‬
‫)‪ (3‬ﺗﺼﻨﻊ ﻣﺆﺳﺴﺔ ﻋﺒﻮﺍﺕ ﻟﺤﻔﻆ ﺍﻷﺟﺒﺎﻥ ﻋﻠﻰ ﺃﻥ ﺗﺤﺘﻮﻱ ﺍﻟﻌﻠﺒﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻠﻰ ‪ 170 g‬ﻣﻦ ﺍﻟﺠﺒﻨﺔ‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪ ﻭﺯﻥ‬
‫‪ 200‬ﻋﻠﺒﺔ‪ ،‬ﺟﺎﺀﺕ ﺍﻷﻭﺯﺍﻥ ﻛﻤﺎ ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﻮﺯﻥ‬ ‫‪167‬‬ ‫‪168‬‬ ‫‪169‬‬ ‫‪170‬‬ ‫‪171‬‬ ‫‪172‬‬ ‫‪173‬‬ ‫‪174‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫‪g‬‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪10‬‬ ‫‪15‬‬ ‫‪24‬‬ ‫‪55‬‬ ‫‪48‬‬ ‫‪34‬‬ ‫‪8‬‬ ‫‪6‬‬ ‫‪200‬‬
‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻬﺬﻩ ﺍﻷﻭﺯﺍﻥ‪.‬‬
‫ّ‬ ‫)‪ (a‬ﺃﻭﺟﺪ‬
‫)‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺘﺒﺎﻳﻦ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻬﺬﻩ ﺍﻷﻭﺯﺍﻥ‪.‬‬
‫)‪ (1‬ﺇﺫﺍ ﺃﺿﻔﻨﺎ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﻧﺤﺼﻞ ﻋﻠﻰ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻧﻔﺴﻪ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (2‬ﺇﺫﺍ ﺿﺮﺑﻨﺎ ﺍﻷﻋﺪﺍﺩ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﻌﺪﺩ ﻧﻔﺴﻪ‪ ،‬ﻻ ﻳﺘﻐﻴّﺮ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪.‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‪.‬‬
‫ّ‬ ‫ﺩﺍﺋﻤﺎ ﺃﺻﻐﺮ ﻣﻦ‬
‫)‪ (3‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﻜﻮﻥ ً‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺩﺍﺋﻤﺎ ﻣﻮﺟﺒًﺎ‪.‬‬
‫)‪ (4‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﻜﻮﻥ ً‬
‫‪91‬‬
‫)‪ (5‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﺒﺎﻳﻦ ﻳﺴﺎﻭﻱ ‪ ،100‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ‪:‬‬
‫‪a‬‬ ‫‪! 10‬‬ ‫‪b -10‬‬ ‫‪c 10‬‬ ‫ﻟﻴﺲ ﺃﻳًﺎ ﻣﻤﺎ ﺳﺒﻖ ‪d‬‬
‫)‪ (6‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻠﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ 1 , 2 , 3 , 4 , 4 , 5 , 5 , 6 :‬ﻳﺴﺎﻭﻱ‪:‬‬

‫‪a 0.78‬‬ ‫‪b 1.56‬‬ ‫‪c 2.78‬‬ ‫‪d 3.78‬‬
‫ﺻﻔﺮﺍ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺒﻴﺎﻧﺎﺕ‪:‬‬
‫ً‬ ‫)‪ (7‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻳﺴﺎﻭﻱ‬
‫‪ b‬ﻧﺼﻔﻬﺎ ﻫﻮ ﺍﻟﻤﻌﻜﻮﺱ ﺍﻟﻀﺮﺑﻲ ﻟﻠﻨﺼﻒ ﺍﻵﺧﺮ‬ ‫‪ a‬ﻣﺘﺴﺎﻭﻳﺔ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ً‬ ‫‪ d‬ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻭﻱ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪ c‬ﻧﺼﻔﻬﺎ ﻫﻮ ﺍﻟﻤﻌﻜﻮﺱ ﺍﻟﺠﻤﻌﻲ ﻟﻠﻨﺼﻒ ﺍﻵﺧﺮ‬
‫)‪ (8‬ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻫﻮ ﻣﻘﻴﺎﺱ‪:‬‬
‫‪ b‬ﺗﺸﺘﺖ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ a‬ﺗﻤﺮﻛﺰ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ d‬ﻟﻴﺲ ﺃﻳ ًّﺎ ﻣﻤﺎ ﺳﺒﻖ‬ ‫‪ c‬ﺍﻧﺤﺮﺍﻑ ﺍﻟﻘﻴﻢ ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫)‪ (9‬ﻳﺴﺎﻭﻱ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ﻟﺒﻴﺎﻧﺎﺕ ﻣﻌﻴّﻨﺔ ‪ .4‬ﺑﻌﺪ ﺿﺮﺏ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺍﻟﻌﺪﺩ ‪ ،3‬ﻳﺼﺒﺢ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪:‬‬
‫‪a 13‬‬ ‫‪b 12‬‬ ‫‪c 11‬‬ ‫‪d 10‬‬
‫‪92‬‬
‫ﱠ‬
‫‪6-5‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‬
‫‪Empirical Rule‬‬

‫ﺍﻟﻄﺒﻴﻌﻲ؟‬
‫ّ‬ ‫)‪ (1‬ﻣﺎ ﻫﻮ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ّ‬ ‫)‪ (2‬ﻣﺎ ﻫﻲ ﺧﺼﺎﺋﺺ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ّ‬ ‫)‪ (3‬ﻣﺎ ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ﻳﺄﺧﺬﻩ ﺍﻟﺘﻮﺯﻳﻊ‬
‫)‪ (4‬ﺃﻛﻤﻞ ﺍﻟﺮﺳﻢ ﺃﺩﻧﺎﻩ‪:‬‬
‫‪99.7%‬‬
‫‪68%‬‬
‫‪13.5%‬‬ ‫‪13.5%‬‬
‫‪x - 3σ‬‬ ‫‪x-σ‬‬ ‫‪x‬‬ ‫‪x+σ‬‬ ‫‪x + 3σ‬‬
‫ﺩﻳﻨﺎﺭﺍ ﺑﺎﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ‬

‫)‪ (5‬ﺗﺒﻴﻦ ﻹﺣﺪﻯ ﺍﻟﻤﺆﺳﺴﺎﺕ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺃﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻷﺭﺑﺎﺣﻬﺎ ﺍﻟﺸﻬﺮﻳﺔ ‪ً 1 250‬‬
‫ﺩﻳﻨﺎﺭﺍ ﻭﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻟﻬﺬﻩ ﺍﻷﺭﺑﺎﺡ ﻫﻮ ﻋﻠﻰ ﺷﻜﻞ ﺍﻟﺠﺮﺱ )ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ(‪.‬‬
‫‪ً 225‬‬
‫)‪ (a‬ﻃﺒﻖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫)‪ (b‬ﻫﻞ ﻭﺻﻠﺖ ﺃﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﻤﺆﺳﺴﺔ ﺇﻟﻰ ‪ 2 000‬ﺩﻳﻨﺎﺭ؟‬
‫)‪ (6‬ﻳﻌﻠﻦ ﻣﺼﻨﻊ ﻹﻧﺘﺎﺝ ﺍﻷﺳﻼﻙ ﺍﻟﻤﻌﺪﻧﻴﺔ ﺃﻥ ﻣﺘﻮﺳﻂ ﺗﺤﻤﻞ ﺍﻟﺴﻠﻚ ﻫﻮ ‪ 1 400 kg‬ﺑﺎﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪.200 kg‬‬
‫ﻛﺜﻴﺮﺍ ﻣﻦ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﻄﺒﻴﻌﻲ‪:‬‬
‫ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻤﺜﻞ ﻟﺘﻮﺯﻳﻊ ﺗﺤﻤﻞ ﺍﻷﺳﻼﻙ ﺍﻟﻤﻌﺪﻧﻴﺔ ﻳﻘﺘﺮﺏ ً‬
‫)‪ (a‬ﻃﺒﻖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻸﺳﻼﻙ ﺍﻟﻤﻌﺪﻧﻴﺔ ﺍﻟﺘﻲ ﻳﺰﻳﺪ ﻣﺘﻮﺳﻂ ﺗﺤﻤﻠﻬﺎ ﻋﻦ ‪.1 000 kg‬‬
‫‪93‬‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺟﺮﺳﺎ ﻏﻴﺮ ﻣﺘﻤﺎﺛﻞ‪.‬‬
‫ً‬ ‫ﺍﻟﻄﺒﻴﻌﻲ‬ ‫)‪ (1‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺷﻜﻞ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ّ‬
‫‪a‬‬ ‫‪b‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺍﻟﻤﻨﻮﺍﻝ ﻭﺍﻟﻮﺳﻴﻂ ﻏﻴﺮ ﻣﺘﺴﺎﻭﻳﻴﻦ‪.‬‬ ‫)‪ (2‬ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫ّ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪ 6x - σ‬ﺗﺤﺘﻮﻱ ﻋﻠﻰ ‪ 95%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫)‪ (3‬ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫@‪, x + σ‬‬
‫ّ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪.6x - 3σ‬‬ ‫ﺍﻟﻄﺒﻴﻌﻲ ‪ 99.7%‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺗﻮﺟﺪ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫)‪ (4‬ﻓﻲ ﺍﻟﺘﻮﺯﻳﻊ‬
‫@‪, x + 3σ‬‬
‫ّ‬
‫‪a‬‬ ‫‪b‬‬ ‫)‪ (5‬ﺗﺴﺘﺨﺪﻡ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﺪﺭﺍﺳﺔ ﺍﻟﺠﻮﺩﺓ ﻓﻲ ﻣﻮﺍﻗﻒ ﺇﺣﺼﺎﺋﻴﺔ ﻣﺘﻌﺪﺩﺓ ﻟﻌﻴﻨﺎﺕ ﺫﺍﺕ ﻗﻴﻢ ﻣﻔﺮﺩﺓ‪.‬‬
‫ﺷﻬﺮﺍ ﻣﻊ ﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ 5‬ﺃﺷﻬﺮ‪ .‬ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﻤﻨﺘﺠﺎﺕ‬
‫)‪ (6‬ﺗﺰﻋﻢ ﺷﺮﻛﺔ ﺃﻥ ﻣﺘﻮﺳﻂ ﻋﻤﺮ ﻣﻨﺘﺠﻬﺎ ﻫﻮ ‪ً 50‬‬
‫ﺷﻬﺮﺍ ﻫﻲ‪:‬‬
‫ﺍﻟﺘﻲ ﻳﺰﻳﺪ ﻋﻤﺮﻫﺎ ﻋﻦ ‪ً 50‬‬
‫‪a 50%‬‬ ‫‪b 55%‬‬ ‫‪c 45%‬‬ ‫‪d 40%‬‬
‫ﺍﻟﻄﺒﻴﻌﻲ ﻫﻮ‪:‬‬
‫ّ‬ ‫)‪ (7‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻷﻓﻀﻞ ﻟﻠﺘﻮﺯﻳﻊ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬
‫‪ 6x - 2σ‬ﺗﺤﺘﻮﻱ ﻋﻠﻰ‪:‬‬ ‫@‪, x + 2σ‬‬ ‫)‪ (8‬ﺍﻟﻔﺘﺮﺓ‬

‫‪ 99.7% b‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ 68% a‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪ 95% d‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫‪ 90% c‬ﻣﻦ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
‫‪94‬‬
‫ﱠ‬
‫‪6-6‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ‬
‫‪Standarized Value‬‬

‫)‪ (1‬ﺃﻛﻤﻞ ﺍﻟﺠﻤﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪.‬‬ ‫ﻗﻴﻤﺔ ﻣﻔﺮﺩﺓ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻋﻦ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻫﻲ ﻣﺆﺷﺮ ﻳﺪﻝ ﻋﻠﻰ‬
‫ﻟﻘﻴﻢ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬ ‫ﻭﺫﻟﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫)‪ (2‬ﻓﻲ ﺃﺣﺪ ﺍﻻﺧﺘﺒﺎﺭﺍﺕ ﺣﻴﺚ ﺍﻟﺪﺭﺟﺔ ﺍﻟﻌﻈﻤﻰ ‪ ،20‬ﺟﺎﺀﺕ ﺩﺭﺟﺔ ﺃﺣﺪ ﺍﻟﻄﻼﺏ ‪ 15‬ﻣﻊ ﻣﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ‪14‬‬
‫ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪ .4‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﺪﺭﺟﺔ ‪ 15‬ﻣﻘﺎﺭﻧﺔ ﺑﺒﻘﻴﺔ ﺩﺭﺟﺎﺕ ﻫﺬﺍ ﺍﻻﺧﺘﺒﺎﺭ؟‬
‫)‪ (3‬ﻟﻨﺄﺧﺬ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.5 ،5 ،6 ،7 ،7 :‬‬
‫)‪ (a‬ﺃﻭﺟﺪ‪ :‬ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ‪ ، x‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ σ‬ﻟﻬﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫)‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻬﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫)‪ (4‬ﻓﻲ ﺍﻟﻤﺪﻳﻨﺔ ‪ A‬ﻳﺰﻥ ﺃﺣﺪ ﺍﻟﺮﺟﺎﻝ ‪ 75 kg‬ﻣﻊ ﻣﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻟﻠﺮﺟﺎﻝ ‪ 70 kg‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪.5 kg‬‬
‫ﻭﻓﻲ ﺍﻟﻤﺪﻳﻨﺔ ‪ B‬ﻳﺰﻥ ﺃﺣﺪ ﺍﻟﺮﺟﺎﻝ ‪ 80 kg‬ﻣﻊ ﻣﺘﻮﺳﻂ ﺣﺴﺎﺑﻲ ﻟﻠﺮﺟﺎﻝ ‪ 76 kg‬ﻭﺍﻧﺤﺮﺍﻑ ﻣﻌﻴﺎﺭﻱ ‪.8 kg‬‬
‫ﻟﻮﺯﻥ ‪ 80 kg‬ﻓﻲ ﺍﻟﻤﺪﻳﻨﺔ ‪.B‬‬ ‫‪z2‬‬ ‫ﻟﻮﺯﻥ ‪ 75 kg‬ﻓﻲ ﺍﻟﻤﺪﻳﻨﺔ ‪ A‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ‬ ‫‪z1‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ‬
‫)‪ (5‬ﻓﻲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻧﺎﻝ ﺧﺎﻟﺪ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ‪.12 ،15 ،16 ،17 :20‬‬
‫ﺃﻣﺎ ﻓﻲ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻣﺎﺩﺓ ﺍﻟﻜﻴﻤﻴﺎﺀ ﻓﻘﺪ ﻧﺎﻝ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ‪.11 ،13 ،15 ،9 :20‬‬
‫ﻟﻠﺪﺭﺟﺔ ‪ 15‬ﻓﻲ ﻣﺎﺩﺓ‬ ‫‪z2‬‬ ‫ﻟﻠﺪﺭﺟﺔ ‪ 15‬ﻓﻲ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ‬ ‫‪z1‬‬ ‫)‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ‬
‫ﺍﻟﻜﻴﻤﻴﺎﺀ‪.‬‬
‫ﺃﻱ ﻣﺎﺩﺓ ﻛﺎﻧﺖ ﺍﻟﺪﺭﺟﺔ ‪ 15‬ﻫﻲ ﺃﻓﻀﻞ ﻣﻘﺎﺭﻧﺔ ﺑﺒﻘﻴﺔ ﺍﻟﺪﺭﺟﺎﺕ؟‬
‫)‪ (b‬ﻓﻲ ّ‬

‫‪a‬‬ ‫‪b‬‬ ‫‪x-x‬‬
‫)‪ (1‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ =‬
‫‪a‬‬ ‫‪b‬‬
‫‪σ‬‬
‫)‪ (2‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﺗﺆﺷﺮ ﺇﻟﻰ ﺗﺸﺘﺖ ﻗﻴﻤﺔ ﻋﻦ ﺑﻘﻴﺔ ﻗﻴﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫‪σ=4‬‬ ‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬ ‫‪x = 14‬‬ ‫)‪ (3‬ﻓﻲ ﺑﻴﺎﻧﺎﺕ ﺣﻴﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
‫‪a‬‬ ‫‪b‬‬ ‫‪z = 0.5‬‬ ‫ﻫﻲ‪:‬‬ ‫‪x = 16‬‬ ‫ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ‬
‫‪95‬‬
‫ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ‬ ‫)‪ (4‬ﻓﻲ ﺑﻴﺎﻧﺎﺕ ﺣﻴﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ‬
‫‪a‬‬ ‫‪b‬‬
‫‪x = 15‬‬ ‫‪x = 12‬‬
‫‪σ = 7.5‬‬ ‫ﻫﻲ‪ ، z = 0.4 :‬ﻓﺈﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‪:‬‬
‫)‪ (5‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ ‪ 14‬ﻣﻘﺎﺭﻧﺔ ﺑﻘﻴﻢ ﺑﻴﺎﻧﺎﺕ ﺣﻴﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ‪ 12.5‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪6‬‬
‫ﻫﻲ‪:‬‬
‫‪a‬‬ ‫‪- 0.25‬‬ ‫‪b 0.25‬‬ ‫‪c 2.5‬‬ ‫‪d‬‬ ‫‪- 2.5‬‬
‫)‪ (6‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻤﻔﺮﺩﺓ ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻫﻲ ‪ 0.625‬ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ‪ 12‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ 8‬ﻓﺈﻥ ﻫﺬﻩ‬
‫ﺍﻟﻤﻔﺮﺩﺓ ﺗﺴﺎﻭﻱ‪:‬‬
‫‪a 7‬‬ ‫‪b‬‬ ‫‪-7‬‬ ‫‪c 17‬‬ ‫‪d‬‬ ‫‪- 17‬‬
‫)‪ (7‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ ‪ 14‬ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻫﻲ ‪ 0.6‬ﻭﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ‪ 11‬ﻓﺈﻥ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ﻟﻘﻴﻢ ﻫﺬﻩ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﻫﻮ‪:‬‬
‫‪a 0.2‬‬ ‫‪b‬‬ ‫‪- 0.2‬‬ ‫‪c‬‬ ‫‪-5‬‬ ‫‪d 5‬‬
‫)‪ (8‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﻟﻠﻤﻔﺮﺩﺓ ‪ 18‬ﻣﻦ ﺑﻴﺎﻧﺎﺕ ﻫﻲ ‪ 0.75‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ 8‬ﻓﺈﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻫﻮ‪:‬‬
‫‪a 24‬‬ ‫‪b 12‬‬ ‫‪c‬‬ ‫‪- 12‬‬ ‫‪d‬‬ ‫‪- 24‬‬
‫‪96‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ‬
‫)‪ (1‬ﻫﻞ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺃﻡ ﻻ؟ ﺍﺷﺮﺡ ﺍﻟﺴﺒﺐ‪.‬‬
‫)‪ (a‬ﺩﺭﺍﺳﺔ ﻛﻤﻴﺔ ﺍﻟﺴﻜﺮ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﺪﻡ ﻋﻨﺪ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ‪.‬‬
‫)‪ (b‬ﺇﻳﺠﺎﺩ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻷﻭﺯﺍﻥ ﻃﻼﺏ ﺻﻔﻚ‪.‬‬
‫ﺗﻢ ﺳﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻃﺒﻘﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 70‬ﻓﺮ ًﺩﺍ ﻭﻛﺴﺮ ﺍﻟﻤﻌﺎﻳﻨﺔ ﻟﻬﺬﻩ ﺍﻟﻌﻴﻨﺔ ‪0.08‬‬
‫)‪ (2‬ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﺆﺳﺴﺎﺕ ّ‬
‫)‪ (a‬ﺃﻭﺟﺪ ﻋﺪﺩ ﺍﻷﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺆﺳﺴﺔ )ﺍﻟﻤﺠﺘﻤﻊ ﺍﻹﺣﺼﺎﺋﻲ(‪.‬‬
‫ﻋﻠﻤﺎ ﺃﻥ ﺍﻟﻤﺆﺳﺴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ﺛﻼﺙ ﻓﺌﺎﺕ‪ :‬ﺍﻟﻔﺌﺔ ‪ A‬ﺣﻴﺚ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ‪ ، 30‬ﺍﻟﻔﺌﺔ ‪ B‬ﺣﻴﺚ ﺣﺠﻢ‬ ‫)‪ً (b‬‬
‫ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ‪ ،30‬ﺍﻟﻔﺌﺔ ‪ C‬ﺣﻴﺚ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻄﺒﻘﻴﺔ ‪ ،10‬ﺃﻭﺟﺪ ﺣﺠﻢ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻤﻨﺎﻇﺮﺓ ﻟﻜ ّﻞ ﻓﺌﺔ‪.‬‬
‫ﺗﻢ ﺳﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 25‬ﻓﺮ ًﺩﺍ ﺑﺤﻴﺚ ﺇﻥ ﻃﻮﻝ ﺍﻟﻔﺘﺮﺓ ‪،50‬‬
‫)‪ (3‬ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ّ‬
‫ﺃﻭﺟﺪ ﺣﺠﻢ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻻﺣﺼﺎﺋﻲ )ﻋﺪﺩ ﺃﻓﺮﺍﺩ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺍﻟﺸﺮﻛﺔ(‪.‬‬
‫)‪ (4‬ﻓﻲ ﺍﺳﺘﻄﻼﻉ ﺃﺟﺮﻱ ﻋﻠﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ ﻋﻠﻤﻲ ﻟﻤﻌﺮﻓﺔ ﺁﺭﺍﺋﻬﻢ ﺣﻮﻝ ﻣﻬﻨﺔ ﺍﻟﻤﺴﺘﻘﺒﻞ ﺟﺎﺀﺕ ﺍﻹﺟﺎﺑﺎﺕ ﻛﻤﺎ‬
‫ﻳﺒﻴّﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺍﻟﻤﻬﻨﺔ‬ ‫ﻣﻌﻠﻢ‬ ‫ﺿﺎﺑﻂ‬ ‫ﻣﻬﻨﺪﺱ‬ ‫ﻃﺒﻴﺐ‬ ‫ﻣﺤﺎﻡ‬ ‫ﺍﻟﻤﺠﻤﻮﻉ ﺭﺟﻞ ﺃﻋﻤﺎﻝ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪5‬‬ ‫‪2‬‬ ‫‪25‬‬
‫)‪ (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﻹﻳﺠﺎﺩ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﻨﺴﺒﻲ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﺘﻜﺮﺍﺭ‪.‬‬
‫)‪ (b‬ﻣﺜّﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﻘﻄﺎﻋﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ‪.‬‬
‫)‪ (5‬ﻓﻲ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ .7 ،8 ،6 ،5 ،4 ،9 ،3 :‬ﺃﻭﺟﺪ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ‪ ، x‬ﺍﻟﺘﺒﺎﻳﻦ ‪ v‬ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪σ‬‬
‫ﺩﻳﻨﺎﺭﺍ ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬
‫ً‬ ‫)‪ (6‬ﻋﻠﻰ ﺍﻓﺘﺮﺍﺽ ﺃﻥ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻷﺭﺑﺎﺡ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ﻫﻮ ‪850‬‬
‫ﺩﻳﻨﺎﺭﺍ ﻭﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻷﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ ﻫﻮ ﻋﻠﻰ ﺷﻜﻞ ﺟﺮﺱ )ﺗﻮﺯﻳﻊ ﻃﺒﻴﻌﻲ(‪.‬‬
‫ً‬ ‫‪175‬‬
‫)‪ (a‬ﻃﺒّﻖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻋﻠﻰ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻷﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ‪.‬‬
‫)‪ (b‬ﻫﻞ ﺍﻧﺨﻔﻀﺖ ﺃﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ ﺇﻟﻰ ‪ 300‬ﺩﻳﻨﺎﺭ؟ ﺍﺷﺮﺡ ﺫﻟﻚ‪.‬‬
‫)‪ (c‬ﻫﻞ ﻭﺻﻠﺖ ﺃﺭﺑﺎﺡ ﻫﺬﻩ ﺍﻟﺸﺮﻛﺔ ﺇﻟﻰ ‪ 1400‬ﺩﻳﻨﺎﺭ؟ ﺍﺷﺮﺡ ﺫﻟﻚ‪.‬‬
‫‪97‬‬
‫)‪ (7‬ﻧﺎﻝ ﺍﻟﻄﺎﻟﺐ ﺳﺎﻟﻢ ‪ 15‬ﻣﻦ ‪ 20‬ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺣﻴﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻠﺪﺭﺟﺎﺕ ‪ 13‬ﻭﺍﻻﻧﺤﺮﺍﻑ‬
‫ﺃﻳﻀﺎ ‪ 13‬ﻣﻦ ‪ 20‬ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺣﻴﺚ ﺍﻟﻤﺘﻮﺳﻂ ﺍﻟﺤﺴﺎﺑﻲ ﻟﻠﺪﺭﺟﺎﺕ ‪11.5‬‬
‫ﺍﻟﻤﻌﻴﺎﺭﻱ ‪ 2.5‬ﻭﻗﺪ ﻧﺎﻝ ً‬
‫ﻭﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ ‪2.4‬‬
‫ﻓﻲ ﺃﻱ ﻣﺎﺩﺓ ﺗﻌﺘﺒﺮ ﺩﺭﺟﺔ ﺳﺎﻟﻢ ﻫﻲ ﺍﻷﻓﻀﻞ ﻣﻘﺎﺭﻧﺔ ﺑﺪﺭﺟﺎﺕ ﻛﻞ ﻣﺎﺩﺓ؟ ﺍﺷﺮﺡ‪.‬‬
‫)‪ (8‬ﻳﺒﻴّﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ ﺍﻟﺘﻮﺯﻳﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻷﻭﺯﺍﻥ ّ‬

‫ﻃﻼﺏ ﺍﻟﺼﻒ ﺍﻟﺤﺎﺩﻱ ﻋﺸﺮ ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻡ )‪.(kg‬‬
‫ﺍﻟﻔﺌﺔ‬ ‫‪64-‬‬ ‫‪68-‬‬ ‫‪72-‬‬ ‫‪76-‬‬ ‫‪80-‬‬ ‫ﺍﻟﻤﺠﻤﻮﻉ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪7‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪25‬‬
‫)‪ (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﻹﻳﺠﺎﺩ ﻣﺮﺍﻛﺰ ﺍﻟﻔﺌﺎﺕ‪.‬‬
‫)‪ (b‬ﻣﺜّﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺎﻟﻤﺪﺭﺝ ﺍﻟﺘﻜﺮﺍﺭﻱ ﻭﺍﻟﻤﻀﻠﻊ ﺍﻟﺘﻜﺮﺍﺭﻱ‪.‬‬
‫‪98‬‬
‫)‪ (1‬ﻫﻞ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺤﺼﺮ ﺍﻟﺸﺎﻣﻞ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﻤﺠﺘﻤﻌﺎﺕ ﺍﻹﺣﺼﺎﺋﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺃﻡ ﻻ؟ ﻣﻊ ﺫﻛﺮ ﺍﻟﺴﺒﺐ‪.‬‬
‫)‪ (a‬ﺩﺭﺍﺳﺔ ﺃﻧﻮﺍﻉ ﺍﻟﺤﺸﺮﺍﺕ ﻓﻲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‪.‬‬
‫)‪ (b‬ﺩﺭﺍﺳﺔ ﻧﺴﺒﺔ ﻋﺪﺩ ﺍﻹﻧﺎﺙ ﺇﻟﻰ ﻋﺪﺩ ﺍﻟﺬﻛﻮﺭ ﺍﻟﻌﺎﻣﻠﻴﻦ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺼﺎﺭﻑ ﻓﻲ ﺩﻭﻟﺔ ﺍﻟﻜﻮﻳﺖ‪.‬‬
‫)‪ (2‬ﺍﻟﻜﺘﺎﺑﺔ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ :‬ﺍﺫﻛﺮ ﺃﻣﺜﻠﺔ ﺗﺘﻀﻤﻦ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫)‪ (a‬ﻣﺠﺘﻤﻊ ﺇﺣﺼﺎﺋﻲ ﻣﻨﺘﻪ ‪ -‬ﻭﺣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ -‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺮﺍﺩ ﺩﺭﺍﺳﺘﻪ‪.‬‬
‫)‪ (b‬ﻣﺠﺘﻤﻊ ﺇﺣﺼﺎﺋﻲ ﻏﻴﺮ ﻣﻨﺘﻪ ‪ -‬ﻭﺣﺪﺓ ﺍﻟﺪﺭﺍﺳﺔ ‪ -‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺮﺍﺩ ﺩﺭﺍﺳﺘﻪ‪.‬‬
‫)‪ (3‬ﻓﻲ ﺃﺣﺪ ﻣﺼﺎﻧﻊ ﻏﺰﻝ ﺍﻟﻨﺴﻴﺞ‪ ،‬ﺍﻟﺬﻱ ﻳﺤﻮﻱ ‪ 600‬ﻋﺎﻣﻞ ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ .600‬ﺃﺭﺍﺩ ﺻﺎﺣﺐ ﺍﻟﻤﺼﻨﻊ ﻣﻨﺎﻗﺸﺔ‬
‫ً‬
‫ﻋﺎﻣﻼ‬ ‫ﻋﺪﺩ ﻣﻦ ﺍﻟﻌﻤﺎﻝ ﻓﻲ ﻛﻴﻔﻴﺔ ﺗﺤﺴﻴﻦ ﺍﻹﻧﺘﺎﺝ‪ .‬ﺍﻟﻤﻄﻠﻮﺏ ﺳﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﺑﺴﻴﻄﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪15‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺟﺪﻭﻝ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ‪.‬‬
‫ﻋﻠﻤﺎ ﺃﻥ ﺍﻟﺸﺮﻛﺔ ﺗﻀﻢ ‪80‬‬‫)‪ (4‬ﺃﺭﺍﺩ ﻣﺪﻳﺮ ﻋﺎﻡ ﺷﺮﻛﺔ ﻛﺒﺮﻯ ﻹﻧﺘﺎﺝ ﻣﻮﺍﺩ ﺍﻟﺪﻫﺎﻥ ﺗﻘﻴﻴﻢ ﺃﺩﺍﺀ ﻛﺎﻓﺔ ﺍﻟﻤﻮﻇﻔﻴﻦ‪ً ،‬‬
‫ﻭﺃﺧﻴﺮﺍ‬
‫ً‬ ‫ﺗﻢ ﺗﺮﻗﻴﻤﻬﻢ ﻣﻦ ‪ 301‬ﺇﻟﻰ ‪،420‬‬
‫ﺗﻢ ﺗﺮﻗﻴﻤﻬﻢ ﻣﻦ ‪ 201‬ﺇﻟﻰ ‪ 120 ،280‬ﺍﺧﺘﺼﺎﺻﻲ ﻣﺨﺘﺒﺮ ّ‬ ‫ﻣﻬﻨﺪﺳﺎ ّ‬
‫ً‬
‫ﺗﻢ ﺗﺮﻗﻴﻤﻬﻢ ﻣﻦ ‪ 501‬ﺇﻟﻰ ‪ .720‬ﺍﻟﻤﻄﻠﻮﺏ ﺳﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻃﺒﻘﻴﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 21‬ﻓﺮ ًﺩﺍ‬ ‫ً‬
‫ﻋﺎﻣﻼ ّ‬ ‫‪220‬‬
‫ﺍﻷﻭﻝ‪.‬‬
‫ﺗﻤﺜﻞ ﺟﻤﻴﻊ ﺍﻟﻌﺎﻣﻠﻴﻦ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺟﺪﻭﻝ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﺑﺘﺪﺍﺀ ً ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺴﺎﺑﻊ ﻭﺍﻟﻌﻤﻮﺩ ّ‬
‫)‪ (5‬ﺃﺭﺍﺩ ﻣﻌﻠﻢ ﻓﻲ ﺃﺻﻮﻝ ﺗﻌﻠﻴﻢ ﺍﻟﻘﺮﺁﻥ ﺍﻟﻜﺮﻳﻢ ﺗﺸﻜﻴﻞ ﻣﺠﻤﻮﻋﺎﺕ ﻓﻲ ﺍﻟﺼﻔﻮﻑ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻹﺣﺪﻯ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺘﻲ‬
‫ﺗﺤﻮﻱ ‪ 144‬ﻃﺎﻟﺒًﺎ ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ .144‬ﺍﻟﻤﻄﻠﻮﺏ ﺳﺤﺐ ﻋﻴﻨﺔ ﻋﺸﻮﺍﺋﻴﺔ ﻣﻨﺘﻈﻤﺔ ﻣﻜﻮﻧﺔ ﻣﻦ ‪ 16‬ﻃﺎﻟﺒًﺎ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺟﺪﻭﻝ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﺸﻮﺍﺋﻴﺔ ﺍﺑﺘﺪﺍﺀ ً ﻣﻦ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﻌﻤﻮﺩ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫)‪ (6‬ﻳﺘﺄﻟﻒ ﻓﺮﻳﻖ ﺍﻟﻌﻤﻞ ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺸﺮﻛﺎﺕ ﻣﻦ ‪ 360‬ﻣﻮﻇﻔًﺎ ﻭﻫﻢ ﻣﻦ ﺍﻟﺠﻨﺴﻴﻦ ﺃﻱ ﺫﻛﻮﺭ ﻭﺇﻧﺎﺙ ﻭﻳﻌﻤﻠﻮﻥ ﺇﻣﺎ‬
‫ﺑﺪﻭﺍﻡ ﻛﺎﻣﻞ ﺃﻭ ﺑﺪﻭﺍﻡ ﺟﺰﺋﻲ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴّﻦ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪ 180‬ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪180‬‬ ‫ﺫﻛﻮﺭ‪/‬ﺩﻭﺍﻡ ﻛﺎﻣﻞ‬
‫‪ 36‬ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 181‬ﺇﻟﻰ ‪217‬‬ ‫ﺫﻛﻮﺭ‪/‬ﺩﻭﺍﻡ ﺟﺰﺋﻲ‬
‫‪ 18‬ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 218‬ﺇﻟﻰ ‪236‬‬ ‫ﺇﻧﺎﺙ‪/‬ﺩﻭﺍﻡ ﻛﺎﻣﻞ‬
‫‪ 126‬ﻣﺮﻗﻤﻴﻦ ﻣﻦ ‪ 237‬ﺇﻟﻰ ‪363‬‬ ‫ﺇﻧﺎﺙ‪/‬ﺩﻭﺍﻡ ﺟﺰﺋﻲ‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺃﺧﺬ ﻋﻴﻨﺔ ﻃﺒﻘﻴﺔ ﺣﺠﻤﻬﺎ ‪ 40‬ﻣﻮﻇﻔًﺎ‪ ،‬ﻭﻓﻘًﺎ ﻟﻠﻔﺌﺎﺕ ﺃﻋﻼﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﺮﻧﺎﻣﺞ ﺇﺣﺼﺎﺋﻲ‪.‬‬
‫‪99‬‬

الرياضيات تمارين ص 11 ج 1 علمي

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‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬

‫ﻭﺗﺆﻣﻦ ﻓﺮﺹ ﺗﻌﻠﱡﻢ‬

‫ﻛﺮ ﹼﺍﺳﺔ ﺍﻟﺘﻤﺎﺭﻳﻦ‬

‫ﺍﻟﺼﻒ ﺍﳊﺎﺩﻱ ﻋﺸﺮ ﻋﻠﻤﻲ‬

‫ﺍﻟﻔﺼﻞ ﺍﻟﺪﺭﺍﺳﻲ ﺍﻷﻭ ﹼﻝ‬

‫‪á«fÉãdG á©Ñ£dG‬‬ ‫‪11‬‬ ‫‪∫hCq ’G »°SGQódG π°üØdG‬‬

‫ﺍﻟﻠﺠﻨﺔ ﺍﻹﺷﺮﺍﻓﻴﺔ ﻟﺪﺭﺍﺳﺔ ﻭﻣﻮﺍﺀﻣﺔ ﺳﻠﺴﻠﺔ ﻛﺘﺐ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬

‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ :‬ﺍﻟﺪﻭﺍﻝ ﺍﻟﺤﻘﻴﻘﻴﺔ‬

‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ‪ :‬ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‬

‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺨﺎﻣﺴﺔ‪ :‬ﺍﻟﻤﺘﺠﻬﺎﺕ‬

‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺴﺎﺩﺳﺔ‪ :‬ﺍﻟﺠﺒﺮ ﺍﻟﻤﺘﻘﻄﻊ )ﺍﻹﺣﺼﺎﺀ(‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺗﻤﺎﺭﻳﻦ ﻣﻘﺎﻟﻴﺔ‬

‫)‪(e‬‬ ‫‪0.25‬‬ ‫)‪(f‬‬ ‫‪0.0064‬‬ ‫)‪(g‬‬ ‫‪- 16‬‬

‫)‪ (2‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ ﺃﻭﺟﺪ‪:‬‬

‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ‪:‬‬ ‫ﺑﺴﻂ ًّ‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫ﻣﺴﺘﺨﺪﻣﺎ ﻗﻮﺍﻧﻴﻦ ﺍﻟﺠﺬﻭﺭ‪:‬‬ ‫ﺑﺴﻂ ًّ‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫)‪(g‬‬ ‫‪^5 + 2 11 h2‬‬ ‫)‪(h‬‬ ‫‪3.6 # 10 8‬‬

‫)‪(m‬‬ ‫‪^2 7 + 1h2 - ^ 3 - 1h^ 3 + 1h‬‬

‫)‪(d‬‬ ‫‪3+ 8‬‬

‫‪ ، x 2 - 6‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫)‪ (7‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‪:‬‬

‫‪1+‬‬ ‫‪5 + 11 + 21 + 13 + 7 + 3 + 1‬‬ ‫ﺑﺴﻂ‪:‬‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﺗﻤﺎﺭﻳﻦ ﻣﻮﺿﻮﻋﻴﺔ‬

‫)‪(1‬‬ ‫‪3‬‬ ‫‪3‬‬

‫)‪(2‬‬ ‫‪8- 7‬‬ ‫‪3‬‬ ‫‪a‬‬ ‫‪b‬‬

‫)‪(3‬‬ ‫‪^3 - 2 2 h27 # ^3 + 2 2 h27 = 1‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪c 2‬‬ ‫‪d 4‬‬

‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪7+4 3‬‬ ‫)‪(8‬‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺗﻤﺎﺭﻳﻦ ﻣﻘﺎﻟﻴﺔ‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫)‪(g‬‬ ‫)‪(h‬‬ ‫)‪(i‬‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫ﺑﺴﻂ ﻛﻞ ﻋﺪﺩ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﺎﻟﻴﺔ )ﺩﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‪:‬‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫)‪(g‬‬ ‫)‪(h‬‬ ‫‪(i) e 3‬‬

‫‪ ^4 +‬ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪.‬‬ ‫)‪ (7‬ﺃﻭﺟﺪ ﻋﺪ ًﺩﺍ ‪ x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬

‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ ﺇﺫﺍ ﻛﺎﻥ‪P = 6, V = 32 :‬‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﺗﻤﺎﺭﻳﻦ ﻣﻮﺿﻮﻋﻴﺔ‬

‫)‪(2‬‬ ‫‪a‬‬ ‫‪b‬‬

‫)‪(3‬‬ ‫‪a‬‬ ‫‪b‬‬

‫ﻳﺴﺎﻭﻱ‪:‬‬ ‫‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻌﺒﻴﺮ‬ ‫)‪ (7‬ﺇﺫﺍ ﻛﺎﻥ‪:‬‬

‫ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪ (12‬ﺇﻥ ﻗﻴﻤﺔ ﺍﻟﺘﻌﺒﻴﺮ‬

‫‪a x‬‬ ‫‪b‬‬ ‫‪1‬‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺗﻤﺎﺭﻳﻦ ﻣﻘﺎﻟﻴﺔ‬

‫)‪(e‬‬ ‫)‪(f‬‬ ‫)‪(g‬‬ ‫‪^5 - 3x h2 + 4 = 3‬‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫)‪(f‬‬

‫)‪(g‬‬ ‫)‪(h‬‬ ‫)‪(i‬‬

‫)‪(j‬‬ ‫)‪(k‬‬ ‫)‪(l‬‬

‫= ‪ ، S‬ﺣﻴﺚ ‪ x‬ﻫﻲ ﻃﻮﻝ ﺍﻟﻀﻠﻊ‪.‬‬ ‫‪3 3 x2‬‬

‫‪ ، 3‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻤﻘﺎﻡ ﻋﺪ ًﺩﺍ ﻧﺴﺒﻴ ًّﺎ‪.‬‬ ‫‪1‬‬

‫)‪(d‬‬ ‫)‪(e‬‬ ‫‪(f) a 21 k‬‬

‫‪(j) a 25 k‬‬ ‫‪=a‬‬

‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﺗﻤﺎﺭﻳﻦ ﻣﻮﺿﻮﻋﻴﺔ‬

‫‪a‬‬ ‫‪"0 ,‬‬ ‫‪b‬‬ ‫‪R+‬‬ ‫‪c‬‬ ‫‪R-‬‬ ‫‪d‬‬ ‫‪R‬‬

‫ﻫﻲ‪:‬‬ ‫‪x2 = x‬‬ ‫)‪ (9‬ﻣﺠﻤﻮﻋﺔ ﺣﻞ‬

‫‪ a 91 k‬ﻓﺈﻥ ‪ x‬ﺗﺴﺎﻭﻱ‪:‬‬ ‫)‪ (10‬ﺇﺫﺍ ﻛﺎﻥ‬

‫‪a‬‬ ‫‪-2‬‬ ‫‪b 2‬‬ ‫‪c‬‬ ‫‪-4‬‬ ‫‪d 4‬‬

‫)‪(c‬‬ ‫‪2 + 10‬‬