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2016  1437
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
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‫ﺍﻟﺤﻤﺪ ﻟﻠﻪ ﺭﺏ ﺍﻟﻌﺎﻟﻤﻴﻦ‪ ،‬ﻭﺍﻟﺼﻼﺓ ﻭﺍﻟﺴﻼﻡ ﻋﻠﻰ ﺃﺷﺮﻑ ﺍﻷﻧﺒﻴﺎﺀ ﻭﺍﻟﻤﺮﺳﻠﻴﻦ‪ ،‬ﻭﻋﻠﻰ ﺁﻟﻪ ﻭﺻﺤﺒﻪ ﺃﺟﻤﻌﻴﻦ‪،‬‬
‫ﻭﺑﻌﺪ‪:‬‬
‫ﻳﺤﻈﻰ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ ﺑﻤﻜﺎﻧﺔ ﺧﺎﺻﺔ ﻓﻲ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ؛ ﻷﻫﻤﻴﺘﻪ ﻓﻲ ﺩﻋﻢ ﺍﻟﺘﻌﻠﻢ ﺍﻟﺼﻔﻲ‪ ،‬ﻣﻦ ﺣﻴﺚ‬
‫ﻓﻀﻼ ﻋﻦ ﺇﺣﺪﺍﺙ‬ ‫ﺗﺮﺟﻤﺔ ﺃﻫﺪﺍﻑ ﺍﻟﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ‪ ،‬ﻭﺗﺠﺴﻴﺪ ﺗﻮﺟﻬﺎﺗﻪ‪ ،‬ﻭﺗﻨﻈﻴﻢ ﻣﺤﺘﻮﺍﻩ‪ ،‬ﻭﺇﺑﺮﺍﺯ ﻣﻀﺎﻣﻴﻨﻪ‪ ،‬ﹰ‬
‫ﺍﻟﺘﻮﺍﺯﻥ ﺑﻴﻦ ﻣﺠﺎﻻﺕ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻤﻌﺮﻓﻴﺔ ﻭﺍﻟﻤﻬﺎﺭﻳﺔ ﻭﺍﻟﻘﻴﻤﻴﺔ‪ .‬ﻭﻣﻦ ﻫﺬﺍ ﺍﻟﻤﻨﻄﻠﻖ ﺗﹸﻮﻟﻲ ﺩﻭﻟﺔ ﻗﻄﺮ ﺍﻟﻜﺘﺎﺏ‬
‫ﺧﺎﺻﺎ ﻟﻀﻤﺎﻥ ﺗﺤﻘﻴﻖ ﻫﺬﻩ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺪﻭﺭ ﺍﻟﻤﻨﻮﻁ ﺑﻬﺎ‪،‬‬‫ﺍﻟﻤﺪﺭﺳﻲ ﻭﺳﺎﺋﺮ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻌﻠﻴﻤﻴﺔ ﺍﻟﻤﺴﺎﻧﺪﺓ ﺍﻫﺘﻤﺎ ﹰﻣﺎ ﹼﹰ‬
‫ﺗﻄﻮﺭ ﻧﻮﻋﻲ ﻳﺴﺘﻨﺪ ﺇﻟﻰ ﻧﺘﺎﺋﺞ ﺍﻟﺪﺭﺍﺳﺎﺕ ﻭﺍﻟﺒﺤﻮﺙ ﺍﻟﺘﺮﺑﻮﻳﺔ ﺍﻟﺤﺪﻳﺜﺔ‬‫ﻓﻲ ﻇﻞ ﻣﺎ ﻳﺸﻬﺪﻩ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ ﻣﻦ ﹼ‬
‫ﻭﻳﺆﻛﺪ ﻋﻠﻰ ﺗﻔﻌﻴﻞ ﺩﻭﺭ ﺍﻟﻄﺎﻟﺐ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ ﺍﻟﻮﺍﻋﻲ ﻭﺍﻟﻨﺸﻂ ﻣﻊ ﻣﺤﺘﻮ￯‬ ‫ﹼ‬ ‫ﻓﻲ ﺣﻘﻞ ﺍﻟﺘﻌ ﹼﻠﻢ ﻭﺗﻨﻈﻴﻢ ﺍﻟﻤﻌﺮﻓﺔ‪،‬‬
‫ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ‪.‬‬
‫ﻭﻟﻤﺎ ﻛﺎﻥ ﻋﻠﻢ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺃﺣﺪ ﺃﻫﻢ ﺍﻟﺮﻛﺎﺋﺰ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻨﻬﻀﺔ ﺍﻷﻣﻢ ﻭﺑﻨﺎﺀ ﺍﻟﻤﺠﺘﻤﻊ ﺍﻟﺤﺪﻳﺚ ﺍﻟﻘﺎﺋﻢ ﻋﻠﻰ‬
‫ﺍﻟﺘﻜﻨﻮﻟﻮﺟﻴﺎ ﻭﺍﻟﻤﻌﺮﻓﺔ ﺍﻟﻌﻠﻤﻴﺔ‪ ،‬ﻓﻘﺪ ﺟﺎﺀ ﺍﻫﺘﻤﺎﻡ ﺩﻭﻟﺔ ﻗﻄﺮ ﻭﻋﻨﺎﻳﺘﻬﺎ ﺑﺎﻟﻤﻨﻬﺞ ﺍﻟﺪﺭﺍﺳﻲ ﻟﻬﺬﺍ ﺍﻟﻌﻠﻢ‪ ،‬ﻭﺗﺪﺭﻳﺴﻪ‬
‫ﻼ ﻛﺎﻓﺔ ﺍﻟﺠﻮﺍﻧﺐ‪ ،‬ﻭﺑﺨﺎﺻﺔ ﺍﻟﻜﺘﺎﺏ ﺍﻟﻤﺪﺭﺳﻲ؛ ﻟﻴﻜﻮﻥ ﺃﺩﺍﺓ ﻓﺎﻋﻠﺔ ﻓﻲ ﺗﺤﻘﻴﻖ ﺃﻫﺪﺍﻑ ﺗﺪﺭﻳﺲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪،‬‬ ‫ﺷﺎﻣ ﹰ‬
‫ﺃﺳﺎﺳﻴﺎ ﻟﺘﻌﻠﻢ ﺍﻟﻄﺎﻟﺐ ﻭﺍﻛﺘﺴﺎﺑﻪ ﻟﻠﻤﻌﺎﺭﻑ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫ﹼﹰ‬ ‫ﻭﺩﺍﻋﻤﺎ‬
‫ﹰ‬
‫ﻭﻗﺪ ﺟﺎﺀ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﻓﻲ ﺃﺭﺑﻊ ﻭﺣﺪﺍﺕ‪ ،‬ﻫﻲ‪ :‬ﺍﻟﻤﻮﺟﺎﺕ ﻭﺍﻟﺼﻮﺕ‪ ،‬ﻭﺍﻟﻀﻮﺀ ﻭﺍﻟﺒﺼﺮﻳﺎﺕ‪ ،‬ﻭﺍﻟﻜﻬﺮﺑﺎﺀ‪،‬‬
‫ﻭﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪ .‬ﻭﺳﺘﺘﻌﺮﻑ ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﻒ ﻣﻔﻬﻮﻡ ﺍﻟﻤﻮﺟﺎﺕ ﻭﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﻭﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﺁﻟﻴﺔ ﺍﻟﺴﻤﻊ‪ ،‬ﻭﺍﻟﺮﻧﻴﻦ ﻓﻲ ﺍﻷﻋﻤﺪﺓ ﺍﻟﻬﻮﺍﺋﻴﺔ ﻭﺍﻷﻭﺗﺎﺭ‪ ،‬ﻭﺍﻻﻧﻌﻜﺎﺱ ﻭﺍﻻﻧﻜﺴﺎﺭ‪ ،‬ﻭﺗﺘﻌﺮﻑ ﻛﻴﻒ‬
‫ﺻﻮﺭﺍ ﺣﻘﻴﻘﻴﺔ ﻭﺧﻴﺎﻟﻴﺔ ﻭﺗﺮﺳﻤﻬﺎ‪ ،‬ﻭﺳﺘﻄﺒﻖ ﺑﺤﻞ ﻣﺴﺎﺋﻞ ﻋﻠﻰ‬ ‫ﹰ‬ ‫ﺗﻜﻮﻥ ﺍﻟﻤﺮﺍﻳﺎ ﺍﻟﻤﺴﺘﻮﻳﺔ ﻭﺍﻟﻜﺮﻭﻳﺔ ﻭﺍﻟﻌﺪﺳﺎﺕ‬ ‫ﹼ‬
‫ﻗﺎﺩﺭﺍ ﻋﻠﻰ ﺗﻔﺴﻴﺮ ﺑﻌﺾ‬ ‫ﹺ‬
‫ﻗﺎﻧﻮﻧﻲ ﺍﻟﺘﻜﺒﻴﺮ ﻭﺳﻨﻞ‪ ،‬ﻭﺗﻌﺮﻑ ﻃﻮﻝ ﺍﻟﻨﻈﺮ ﻭﻗﺼﺮ ﺍﻟﻨﻈﺮ ﻭﻛﻴﻔﻴﺔ ﻋﻼﺟﻬﻤﺎ‪ ،‬ﻭﺳﺘﻜﻮﻥ ﹰ‬
‫ﺍﻟﻈﻮﺍﻫﺮ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻭﺍﻧﻜﺴﺎﺭﻩ ﺍﻟﺘﻲ ﺗﺸﺎﻫﺪﻫﺎ ﻓﻲ ﺍﻟﺤﻴﺎﺓ ﺍﻟﻴﻮﻣﻴﺔ‪ ،‬ﻭﺗﻌﻠﻢ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‬
‫ﻋﻠﻰ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺮﺍﻳﺎ ﻭﺍﻟﻌﺪﺳﺎﺕ‪ .‬ﻛﻤﺎ ﻳﻌﺮﺽ ﻛﺘﺎﺏ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﻒ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﻭﺑﻌﺾ‬
‫ﺗﻄﺒﻴﻘﺎﺗﻬﺎ‪ ،‬ﻭﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﻓﺮﻕ ﺍﻟﺠﻬﺪ ﻭﺍﻟﻤﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻭﺃﺧﻴﺮﺍ ﺳﺘﺘﻌﺮﻑ ﺍﻟﻤﻮﺍﺩ ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﻭﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻭﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﻭﺍﻟﺘﺪﻓﻖ‬ ‫ﹰ‬ ‫ﻭﻃﺮﻕ ﺗﻮﺻﻴﻠﻬﺎ‪.‬‬
‫ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻲ‪ ،‬ﻭﺗﺤﻞ ﻣﺴﺎﺋﻞ ﺣﻮﻝ ﺷﺪﺓ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﻤﺘﻮﻟﺪﺓ ﺣﻮﻝ ﻣﻮﺻﻼﺕ ﻳﻤﺮ ﻓﻴﻬﺎ ﺗﻴﺎﺭﺍﺕ‬
‫ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺍﻟﻘﻮﺓ ﺍﻟﻤﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﻤﺆﺛﺮﺓ ﻓﻲ ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﻤﺎﺭﺓ ﻓﻲ ﻣﺠﺎﻻﺕ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪ ،‬ﻭﺗﺘﻌﺮﻑ ﺗﻄﺒﻴﻘﺎﺕ‬
‫ﻋﻠﻰ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﻭﻗﺪ ﺗﻢ ﺑﻨﺎﺀ ﳏﺘﻮ￯ ﺍﻟﻜﺘﺎﺏ ﺑﻄﺮﻳﻘﺔ ﺗﺘﻴﺢ ﳑﺎﺭﺳﺔ ﺍﻟﻌﻠﻢ ﻛﲈ ﻳﲈﺭﺳﻪ ﺍﻟﻌﻠﲈﺀ‪ ،‬ﻭﺟﺎﺀ ﺗﻨﻈﻴﻢ ﺍﳌﺤﺘﻮ￯ ﺑﺄﺳﻠﻮﺏ ﺷﺎﺋﻖ‬
‫ﻳﻌﻜﺲ ﺍﻟﻔﻠﺴﻔﺔ ﺍﻟﺘﻲ ﺑﻨﻴﺖ ﻋﻠﻴﻬﺎ ﻣﻨﺎﻫﺞ ﺍﻟﻌﻠﻮﻡ‪ ،‬ﻣﻦ ﺣﻴﺚ ﺇﺗﺎﺣﺔ ﺍﻟﻔﺮﺹ ﺍﳌﺘﻌﺪﺩﺓ ﻟﻠﻄﺎﻟﺐ ﳌﲈﺭﺳﺔ ﺍﻻﺳﺘﻘﺼﺎﺀ‬
‫ﺍﻟﻌﻠﻤﻲ ﺑﻤﺴﺘﻮﻳﺎﺗﻪ ﺍﳌﺨﺘﻠﻔﺔ؛ ﺍﳌﺒﻨﻲ‪ ،‬ﻭﺍﳌﻮﺟﻪ‪ ،‬ﻭﺍﳌﻔﺘﻮﺡ‪ .‬ﻓﻘﺒﻞ ﺑﺪﺀ ﺩﺭﺍﺳﺔ ﳏﺘﻮ￯ ﻛﻞ ﻭﺣﺪﺓ ﻣﻦ ﻭﺣﺪﺍﺕ‬

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

‫ﻭﺍﷲ ﻭﻟﻲ ﺍﻟﺘﻮﻓﻴﻖ‬

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 

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

Hand protection Eye safety Thermal safety Explosive

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

Electrical hazard Harmful / Irritant Biological hazards Flammable

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

First aid Eye wash station Fire extinguisher Radioactive safety

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

Sharp objects safety Poison safety Oxidizer Corrosive

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

Laser beam Lab. coat Ecological hazards Carcinogenic

8
 ‫‪‬‬

‫اﻟﻤﻮﺟﺎت واﻟﺼﻮت‬ ‫‪‬‬

‫‪5‬‬
‫‪5‬‬ ‫‪‬‬
‫‪10‬‬ ‫‪‬‬
‫‪10AP.4  ‬‬
‫‪‬‬
‫‪‬‬
‫• ﺗﹶﻌﺮﱡ ﻑ ﻛﻴﻒ ﺗﻨﻘﻞ ﺍﳌﻮﺟ ﹸﺔ ﺍﻟﻄﺎﻗﺔﹶ‪.‬‬
‫• ﻭﺻـﻒ ﺳـﻠﻮﻙ ﺍﳌﻮﺟـﺎﺕ ﻭﻣﻌﺮﻓـﺔ‬
‫ﺃﳘﻴﺘﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬

‫‪11‬‬ ‫* * ‪ 5-1‬ﺍﳌﻮﺟﺎﺕ‬
‫• ﻭﺻـﻒ ﺍﻟﺼـﻮﺕ ﺑﺪﻻﻟـﺔ ﺧﺼﺎﺋـﺺ‬
‫ﺍﳌﻮﺟﺎﺕ ﻭﺳﻠﻮﻛﻬﺎ‪.‬‬
‫• ﺍﺧﺘﺒﺎﺭ ﺑﻌﺾ ﻣﺼﺎﺩﺭ ﺍﻟﺼﻮﺕ‪.‬‬
‫‪‬‬
‫ﺇﻥ ﻣﻌﺮﻓﺔ ﺳـﻠﻮﻙ ﺍﳌﻮﺟـﺎﺕ ﻭﺧﺼﺎﺋﺼﻬﺎ‬
‫ﴐﻭﺭﻱ ﻟﻔﻬـﻢ ﻇﺎﻫـﺮﺓ ﺍﻟﺮﻧـﲔ ﻭﻛﻴﻔﻴـﺔ‬

‫‪22‬‬
‫ﺍﻧﺘﻘﺎﻝ ﺍﳌﻮﺟﺎﺕ ﻭﻧﻘﻠﻬﺎ ﻟﻠﻄﺎﻗﺔ‪ .‬ﻭﳌﻮﺟﺎﺕ‬

‫* * ‪ 5-2‬ﺍﻟﺼﻮﺕ ﻭﺍﻟﺴﻤﻊ‬
‫ﺍﻟﺼـﻮﺕ ﺃﳘﻴـﺔ ﻛﺒـﲑﺓ؛ ﻷﳖﺎ ﺗﹸﻌﺪﹼ ﻭﺳـﻴﻠﺔ‬
‫ﻣﻬﻤـﺔ ﻟﻠﺘﻮﺍﺻﻞ‪ ،‬ﻭﺗﺄﻟﻴﻒ ﺍﳌﻮﺳـﻴﻘﻰ ﺍﻟﺘﻲ‬
‫ﺗﹸﻌـﱪ ﻋـﻦ ﺛﻘﺎﻓـﺔ ﺍﻟﺸـﻌﻮﺏ‪ .‬ﻭﺣﺪﻳﺜﹰﺎ ﺗﻌﺪ‬
‫ﻣﻮﺟﺎﺗﻪ ﺇﺣﺪ￯ ﻭﺳﺎﺋﻞ ﺍﳌﻌﺎﳉﺔ‪.‬‬
‫ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﺗﹶﺴـﺘﺨﺪﻡ ﺍﻟﻜﺜـﲑ ﻣﻦ‬
‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺑﺄﻧﻮﺍﻋﻬﺎ‬

‫‪28‬‬
‫ﺍﳌﺨﺘﻠﻔـﺔ ﻟﻠﺘﻮﺍﺻﻞ ﻓﻴﲈ ﺑﻴﻨﻬـﺎ‪ ،‬ﺃﻭ ﻟﺘﺤﺪﻳﺪ‬

‫‪ 5-3‬ﺍﻟﺮﻧﲔ ﰲ ﺍﻷﻋﻤﺪﺓ ﺍﳍﻮﺍﺋﻴﺔ ﻭﺍﻷﻭﺗﺎﺭ‬

‫ﻣﺴـﺎﺭﺍﺕ ﺣﺮﻛﺘﻬﺎ ﻭﻣﻮﺍﻗﻊ ﻓﺮﺍﺋﺴﻬﺎ‪ .‬ﻭﻗﺪ‬
‫ﺗﻢ ﺍﻻﺳـﺘﻔﺎﺩﺓ ﻣـﻦ ﻫﺬﻩ ﺍﳌﻮﺟـﺎﺕ ﰲ ﻛﺜﲑ‬
‫ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣﺎ ﻧـﻮﻉ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﺍﻟﺘﻲ ﺗﺴـﺘﺨﺪﻣﻬﺎ ﺍﻟﺪﻻﻓﲔ‬
‫ﻟﺘﺤﺪﻳـﺪ ﻣﺴـﺎﺭﺍﺕ ﺣﺮﻛﺘﻬﺎ ﻭﻣ ﻮﺍﻗﻊ ﻓ ﺮﺍﺋﺴـﻬﺎ؟ ﻭﻛﻴﻒ‬

‫‪6‬‬ ‫‪‬‬
‫ﻳﺘﻢ ﺫﻟﻚ؟‬

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

‫‪10‬‬

‫اﻟﻀﻮء واﻟﺒﺼﺮﻳﺎت‬ ‫‪‬‬

‫‪52‬‬ ‫‪‬‬
‫‪6‬‬
‫‪10AP.6  ‬‬
‫‪‬‬
‫‪53‬‬ ‫‪ 6-1‬ﺍﻻﻧﻌﻜﺎﺱ ﻭﺍﳌﺮﺍﻳﺎ‬
‫‪70‬‬ ‫‪ 6-2‬ﺍﻻﻧﻜﺴﺎﺭ ﻭﺍﻟﺘﺤﻠﻴﻞ‬
‫‪‬‬
‫• ﺗﹶﻌﺮﱡ ﻑ ﻛﻴﻔﻴﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻋﻦ ﺃﺳﻄﺢ ﳐﺘﻠﻔﺔ‪.‬‬
‫• ﺗﹶﻌﺮﱡ ﻑ ﺃﻧــﻮﺍﻉ ﺍﳌﺮﺍﻳـﺎ ﻭﺍﺳـﺘﺨﺪﺍﻣﺎﲥﺎ‪ ،‬ﻭﻭﺻﻒ‬
‫ﺍﻟﺼﻮﺭ ﺍﳌﺘﻜﻮﱢ ﻧﺔ ﺑﻄﺮﻳﻘﺔ ﺭﺳﻢ ﺍﻷﺷﻌﺔ‪.‬‬
‫• ﺗﹶﻌـﺮﱡ ﻑ ﻛﻴﻔﻴـﺔ ﺗﻐﲑ ﺍﲡـﺎﻩ ﺍﻟﻀـﻮﺀ ﻭﴎﻋﺘﻪ‬
‫ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺧﻼﻝ ﻣﻮﺍﺩ ﳐﺘﻠﻔﺔ‪.‬‬

‫‪80‬‬
‫• ﻣﻘﺎﺭﻧـﺔ ﺧﺼﺎﺋـﺺ ﺍﻟﻌﺪﺳـﺎﺕ ﺑﺎﻟﺼـﻮﺭ ﺍﻟﺘـﻲ‬

‫‪ 6-3‬ﺍﻟﻌﺪﺳﺎﺕ ﻭﺗﺼﺤﻴﺢ ﺍﻟﺒﴫ‬

‫ﺗﻜﻮﹼ ﳖﺎ‪ ،‬ﻭﺗﹶﻌـﺮﱡ ﻑ ﺗﻄﺒﻴﻘﺎﲥﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻛﻴﻒ‬
‫ﲤﻜﹼﻨﻚ ﻋﺪﺳﺎﺕ ﻋﻴﻨﻴﻚ ﻣﻦ ﺍﻟﺮﺅﻳﺔ‪.‬‬
‫‪‬‬
‫ﻳﺘﺤـﺪﹼ ﺩ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟـﺬﻱ ﺗﺮﺍﻩ ﺑﻤﻌﺮﻓـﺔ ﻛﻴﻔﻴﺔ‬
‫ﺍﻧﻌـﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻋﻦ ﺳـﻄﺢ ﻣﺎ ﻧﺤـﻮ ﻋﻴﻨﻴﻚ‪.‬‬
‫ﻭﺗﻜﻮﻥ ﺻﻮﺭ ﻟﻸﺷـﻴﺎﺀ‬‫ﱡ‬ ‫ﻭﺗﻘـﻮﻡ ﻋﻤﻠﻴـﺔ ﺍﻟﺮﺅﻳﺔ‬
‫ﻋﲆ ﺃﺳـﺎﺱ ﻇﺎﻫﺮﰐ ﺍﻻﻧﻌﻜﺎﺱ ﻭﺍﻻﻧﻜﺴـﺎﺭ‪.‬‬

‫‪7‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﻧﺤﻮ ﺳﻄﺢ ﺑﺤﲑﺓ ﺗﺸﺎﻫﺪ ﺻﻮﺭﺓ‬

‫‪‬‬
‫ﻟﻚ ﻣﻌﺘﺪﻟﺔ‪.‬‬
‫‪ ‬ﻳﻤﻜﻨﻚ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﱃ ﺳﻄﺢ ﺑﺤﲑﺓ‬
‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺼﻮﺭﺓ‪،‬‬
‫ﻣﺸﺎﻫﺪﺓ ﻣﻨﻈﺮ ﳑﺎﺛﻞ ﻟﻠﻤﻨﻈﺮ ﱠ‬
‫ﺣﻴﺚ ﺗﺒﺪﻭ ﺻﻮﺭ ﺍﻷﺷـﺠﺎﺭ ﻭﺍﳉﺒـﺎﻝ ﰲ ﺍﻟﺒﺤﲑﺓ‬
‫ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳﻴﹼﹰﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻚ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬

‫‪106‬‬
‫ﳌﺎﺫﺍ ﺗﺒـﺪﻭ ﺻﻮﺭﺗﻚ ﰲ ﺍﻟﺒﺤﲑﺓ ﻣﻌﺘﺪﻟـﺔ‪ ،‬ﰲ ﺣﲔ ﺗﺒﺪﻭ‬

‫‪‬‬
‫ﺻﻮﺭﺓ ﺍﳉﺒﻞ ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳ ﻴﹼﹰﺎ؟‬

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

‫‪52‬‬

‫‪107‬‬ ‫‪ 7-1‬ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ‬

‫‪‬‬ ‫‪119‬‬ ‫‪ 7-2‬ﻓﺮﻕ ﺍﳉﻬﺪ ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫‪7‬‬
‫اﻟﻜﻬﺮﺑﺎء‬

‫‪ 7-3‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬

‫‪10AP.7 -10AP.6  ‬‬
‫‪‬‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﻭﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫•‬
‫ﺗﻌﺮﱡ ﻑ ﻛﻴﻔﻴﺔ ﺷﺤﻦ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻌﺎﺯﻟﺔ‪.‬‬ ‫•‬

‫‪124‬‬
‫ﺗﻌـﺮﱡ ﻑ ﻛﻴﻔﻴـﺔ ﺗﺄﺛـﲑ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ‬ ‫•‬

‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﺍﻟﺸﺤﻨﺎﺕ‪.‬‬
‫ﺗﻮﺿﻴـﺢ ﺍﳌﻘﺼـﻮﺩ ﺑـﻜﻞ ﻣـﻦ‪ :‬ﺍﳌﺠـﺎﻝ‬ ‫•‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻓـﺮﻕ‬
‫ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﺣﺴـﺎﺏ ﻣﻘـﺪﺍﺭ ﻛﻞ ﻣـﻦ‪ :‬ﺷـﺪﺓ ﺍﻟﺘﻴـﺎﺭ‬ ‫•‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻓـﺮﻕ ﺍﳉﻬـﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ‬
‫ﻧﻘﻄﺘﲔ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬

‫‪8‬‬ ‫‪‬‬
‫‪‬‬
‫ﺗﺘﺤﻜـﻢ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴـﺎﻛﻨﺔ ﰲ ﻋﻤـﻞ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻷﺟﻬـﺰﺓ‪ ،‬ﻭﻣﻨﻬـﺎ ﺁﻟـﺔ ﺍﻟﻄﺒﺎﻋـﺔ ﻭﺁﻟـﺔ ﺗﺼﻮﻳﺮ‬
‫ﺍﻷﻭﺭﺍﻕ‪ ،‬ﻭﻣـﻊ ﺫﻟـﻚ ﻓﺈﻥ ﳍﺎ ﺁﺛﺎﺭﹰ ﺍ ﺳـﻠﺒﻴﺔ ﻋﲆ‬
‫ﺑﻌﺾ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﻷﺟﻬﺰﺓ ﺃﺧﺮ￯‪.‬‬
‫ﻣﺜﺎﻻ ﻋﲆ ﺗﻔﺮﻳﻎ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ‪،‬‬‫ﻭﻳﹸﻌﺪﹼ ‪ ‬ﹰ‬
‫ﻭﻫـﻮ ﻣﺸـﺎﺑﻪ ﻟﺘﻜـﻮﻥ ﺍﻟـﴩﺍﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‬
‫ﺍﻟﺼﻐـﲑﺓ ﺍﻟﺘﻲ ﲢﺲ ﲠـﺎ ﻋﻨﺪﻣﺎ ﺗﻠﻤﺲ ﻣﻘﺒﺾ‬

‫‪152‬‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﻔﻠﺰﻱ ﰲ ﻳﻮ ﹴﻡ ﺟﺎﻑ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣﺎ ﺃﺳﺒﺎﺏ ﺗ ﺮﺍﻛﻢ ﺍﻟﺸﺤﻨﺎﺕ ﻋﲆ ﺍﻟﺴﺤﺐ ﺍﻟﺮﻋﺪﻳﺔ؟‬
‫ﻭﻛﻴﻒ ﳛﺪﺙ ﺗﻔﺮﻳﻐﻬﺎ ﻋﲆ ﺷﻜﻞ ﺑﺮﻕ؟‬
‫‪‬‬
‫‪153‬‬ ‫‪ 8-1‬ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫‪‬‬ ‫‪‬‬
‫‪www.obeikaneducation.com‬‬

‫‪106‬‬

‫‪ 8-2‬ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻴﺎﺭﺍﺕ‬

‫اﻟﻜﻬﺮوﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬ ‫‪‬‬
‫‪Electromagnetism‬‬ ‫‪8‬‬
‫‪10AP.7 -10AP.6  ‬‬
‫‪160‬‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪‬‬

‫‪166‬‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌـﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﻭﺍﳌﻮﺍﺩ‬

‫‪ 8-3‬ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫•‬
‫ﺍﻷﺧﺮ￯‪.‬‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﲆ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﲣﻄﻴﻄﻪ‪.‬‬ ‫•‬
‫ﺍﺳـﺘﻨﺘﺎﺝ ﺃﻥ ﻣـﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﻣﻮﺻﻞ‬ ‫•‬
‫ﻳﻮﻟﱢﺪ ﳎﺎﻻﹰ ﻣﻐﻨﺎﻃﻴﺴﻴﹼﹰﺎ ﺣﻮﻟﻪ‪.‬‬
‫ﺍﺳـﺘﻨﺘﺎﺝ ﺃﻥ ﺣﺮﻛـﺔ ﻣﻮﺻـﻞ ﻳﴪﻱ ﻓﻴـﻪ ﺗﻴﺎﺭ‬ ‫•‬

‫‪‬‬
‫ﻛﻬﺮﺑﺎﺋﻲ ﻋﻤﻮﺩﻳﹼﹰﺎ ﻋـﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺗﻮﻟﺪ‬
‫ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺗﻜﻮﻥ ﻋﻤﻮﺩﻳﺔ ﻋﲆ ﻛﻞ ﻣﻨﻬﲈ‪.‬‬

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‫ﺣﺴﺎﺏ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫•‬
‫‪‬‬
‫ﺗﺸـﻜﹼﻞ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﳌﺠـﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ‬
‫ﻭﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑــﺎﺋﻲ ﺣﺠـــﺮ ﺍﻷﺳﺎﺱ ﻟﻸﺭﻛﺎﻥ‬
‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﻋﻠﻴﻬـﺎ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴــﺔ‪:‬‬

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‫ﺍﳌﻮﻟـــﺪﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪،‬‬
‫ﻭﺍﳌﺤﻮﻻﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬

‫‪‬‬
‫ﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﹸﺆﺩﱢﻱ ﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻣﻬﲈ ﰲ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﻛﺎﻓﺔ‪ ،‬ﻭﺃﺳـﻬﻤﺖ ﰲ‬ ‫ﺩﻭﺭﹰ ﺍ ﹼﹰ‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﺘﻘﺪﻡ ﰲ ﻛﻞ ﺍﳌﺠﺎﻻﺕ‪ ،‬ﻭﺗﻌﻤﻞ‬
‫ﻋﲆ ﲢﻮﻳﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﻛﻴﺔ ﰲ‬

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‫ﻭﺟﻮﺩ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬

‫‪‬‬
‫ﻛﻴﻒ ﺗﻌﻤﻞ ﺍﳌﺤـﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﲆ ﲢﻮﻳﻞ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﻛﻴﺔ؟‬

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

‫‪‬‬
‫‪152‬‬

‫‪9‬‬
‫* * ‪  ‬‬
‫اﻟﻤﻮﺟﺎت واﻟﺼﻮت‬ ‫‪‬‬
‫‪5‬‬
‫‪10AP.4  ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﹶﻌﺮﻑ ﻛﻴﻒ ﺗﻨﻘﻞ ﺍﳌﻮﺟ ﹸﺔ ﺍﻟﻄﺎﻗ ﹶﺔ‪.‬‬ ‫ﺗ ﱡ‬ ‫•‬
‫ﻭﺻـﻒ ﺳـﻠﻮﻙ ﺍﳌﻮﺟـﺎﺕ ﻭﻣﻌﺮﻓـﺔ‬ ‫•‬
‫ﺃﳘﻴﺘﻬﺎ ﺍﻟﻌﻤﻠﻴﺔ‪.‬‬
‫ﻭﺻـﻒ ﺍﻟﺼـﻮﺕ ﺑﺪﻻﻟـﺔ ﺧﺼﺎﺋـﺺ‬ ‫•‬
‫ﺍﳌﻮﺟﺎﺕ ﻭﺳﻠﻮﻛﻬﺎ‪.‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺑﻌﺾ ﻣﺼﺎﺩﺭ ﺍﻟﺼﻮﺕ‪.‬‬ ‫•‬
‫‪‬‬
‫ﺇﻥ ﻣﻌﺮﻓﺔ ﺳـﻠﻮﻙ ﺍﳌﻮﺟـﺎﺕ ﻭﺧﺼﺎﺋﺼﻬﺎ‬
‫ﴐﻭﺭﻱ ﻟﻔﻬـﻢ ﻇﺎﻫـﺮﺓ ﺍﻟﺮﻧـﲔ ﻭﻛﻴﻔﻴـﺔ‬
‫ﺍﻧﺘﻘﺎﻝ ﺍﳌﻮﺟﺎﺕ ﻭﻧﻘﻠﻬﺎ ﻟﻠﻄﺎﻗﺔ‪ .‬ﻭﳌﻮﺟﺎﺕ‬
‫ﺍﻟﺼـﻮﺕ ﺃﳘﻴـﺔ ﻛﺒـﲑﺓ؛ ﻷﳖﺎ ﺗﹸﻌﺪﹼ ﻭﺳـﻴﻠﺔ‬
‫ﻣﻬﻤـﺔ ﻟﻠﺘﻮﺍﺻﻞ‪ ،‬ﻭﺗﺄﻟﻴﻒ ﺍﳌﻮﺳـﻴﻘﻰ ﺍﻟﺘﻲ‬
‫ﺗﹸﻌـﱪ ﻋـﻦ ﺛﻘﺎﻓـﺔ ﺍﻟﺸـﻌﻮﺏ‪ .‬ﻭﺣﺪﻳ ﹰﺜﺎ ﺗﻌﺪ‬
‫ﻣﻮﺟﺎﺗﻪ ﺇﺣﺪ￯ ﻭﺳﺎﺋﻞ ﺍﳌﻌﺎﳉﺔ‪.‬‬
‫ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﺗﹶﺴـﺘﺨﺪﻡ ﺍﻟﻜﺜـﲑ ﻣﻦ‬
‫ﺍﻟﻜﺎﺋﻨﺎﺕ ﺍﳊﻴﺔ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺑﺄﻧﻮﺍﻋﻬﺎ‬
‫ﺍﳌﺨﺘﻠﻔـﺔ ﻟﻠﺘﻮﺍﺻﻞ ﻓﻴﲈ ﺑﻴﻨﻬـﺎ‪ ،‬ﺃﻭ ﻟﺘﺤﺪﻳﺪ‬
‫ﻣﺴـﺎﺭﺍﺕ ﺣﺮﻛﺘﻬﺎ ﻭﻣﻮﺍﻗﻊ ﻓﺮﺍﺋﺴﻬﺎ‪ .‬ﻭﻗﺪ‬
‫ﺗﻢ ﺍﻻﺳـﺘﻔﺎﺩﺓ ﻣـﻦ ﻫﺬﻩ ﺍﳌﻮﺟـﺎﺕ ﰲ ﻛﺜﲑ‬
‫ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﳊﻴﺎﺗﻴﺔ ﺍﳊﺪﻳﺜﺔ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣﺎ ﻧـﻮﻉ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﺍﻟﺘﻲ ﺗﺴـﺘﺨﺪﻣﻬﺎ ﺍﻟﺪﻻﻓﲔ‬
‫ﻟﺘﺤﺪﻳـﺪ ﻣﺴـﺎﺭﺍﺕ ﺣﺮﻛﺘﻬﺎ ﻭﻣ ﻮﺍﻗﻊ ﻓ ﺮﺍﺋﺴـﻬﺎ؟ ﻭﻛﻴﻒ‬
‫ﻳﺘﻢ ﺫﻟﻚ؟‬

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

‫‪10‬‬
 Waves 5-1**
   
Hand protection Eye safety Thermal safety Explosive

 
28.1- 28.2- 28.3

    
Hand protection Electrical hazard Eye safety
  

Harmful / IrritantThermal safety Biological hazards Explosive Flammable

1.1- 1.3-3.1- 3.3-4.1- 4.2 ‫ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﲈﻝ ﻛﺆﻭﺱ ﺯﺟﺎﺟﻴﺔ ﻹﺻﺪﺍﺭ‬
 


  
 

‫ﻧﻐﲈﺕ ﻣﻮﺳـﻴﻘﻴﺔ ﳐﺘﻠﻔﺔ؟ ﻭﻛﻴﻒ ﲣﺘﻠﻒ ﻧﻐﲈﺕ ﺍﻟﻜﺆﻭﺱ ﺫﺍﺕ‬

Electrical hazard First aid Harmful / Irritant Eye wash station
Biological hazardsFire extinguisher Flammable Radioactive safety

،(‫ﺑـﲔ ﺍﻟﻨﺒﻀﺔ ﺍﳌﻮﺟﻴـﺔ ﻭﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻤﺮﺓ )ﺍﳌﻮﺟﺔ‬ •

‫ﺍﻟﺴﻴﻘﺎﻥ ﻋﻦ ﻧﻐﲈﺕ ﺍﻟﻜﺆﻭﺱ ﺍﻟﺘﻲ ﻻ ﺳﻴﻘﺎﻥ ﳍﺎ؟‬
.‫ﻭﺗﻌﻄﻲ ﺃﻣﺜﻠﺔ ﻋﻠﻴﻬﲈ‬   
First aid
   
Eye wash station Poison safetyFire extinguisher
Sharp objects safety Oxidizer Radioactive safety

Corrosive

.‫ ﻣﻔﻬﻮﻡ ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ‬   •

.‫ ﺃﻥ ﺍﳌﻮﺟﺔ ﻭﺳﻴﻠﺔ ﻟﻨﻘﻞ ﺍﻟﻄﺎﻗﺔ ﻭﻟﻴﺲ ﺍﳌﺎﺩﺓ‬
 • 


Hand Sharp
protection

  
Eye safety



 
Lab.Thermal
coat safety

Explosive


.‫ﺑﲔ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ ﻭﺍﳌﻮﺟﺎﺕ ﺍﳌﺴﺘﻌﺮﺿﺔ‬ •

objects safety Laser beam Poison safety Oxidizer Ecological hazards Corrosive Carcinogenic

.‫ ﻭﳍﺎ ﺣﺎﻓﺔ ﺭﻗﻴﻘﺔ‬،‫ﻛﺄﺳﺎ ﺯﺟﺎﺟﻴﺔ ﺫﺍﺕ ﺳﺎﻕ‬ ‫ ﺍﺧﱰ ﹰ‬.1

.‫ ﺑﻌﺾ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﳋﺎﺻﺔ ﺑﺎﳌﻮﺟﺎﺕ‬ •
‫ﺗﻔﺤﺺ ﺑﺤﺬﺭ ﺍﳊﺎﻓﺔ ﺍﻟﻌﻠﻮﻳﺔ ﻟﻠﻜﺄﺱ؛ ﺣﺘﻰ ﻻ ﻳﻜﻮﻥ‬ ‫ ﹼ‬ .2
.‫ ﻣﻌﺎﺩﻟـﺔ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﰲ ﺣﻞ ﺑﻌﺾ ﺍﳌﺴـﺎﺋﻞ‬ •

 
 
 

Electrical hazard
Laser beam Harmful / Irritant
Lab. coat Biological hazards hazards
Ecological Flammable
Carcinogenic

‫ ﻭﺃﺧﱪ ﻣﻌﻠﻤﻚ ﺇﺫﺍ ﻭﺟﺪﺕ ﺃﻱ ﺣﻮﺍﻑ‬،‫ﻫﻨـﺎﻙ ﺣﻮﺍﻑ ﺣﺎﺩﺓ‬


‫ ﻭﲢ ﱠﻘـﻖ ﻣﻦ ﺗﻜـﺮﺍﺭ ﺍﻟﻔﺤـﺺ ﰲ ﻛﻞ ﻣﺮﺓ ﲣﺘـﺎﺭ ﻓﻴﻬﺎ‬،‫ﺣـﺎﺩﺓ‬
‫ﺍﳌﻮﺟﺔ‬ •
   

• Wave
First aid Eye wash station Fire extinguisher Radioactive safety

• Wave pulse ‫ﺍﻟﻨﺒﻀﺔ ﺍﳌﻮﺟﻴﺔ‬ • .‫ﻛﺄﺳﺎ ﳐﺘﻠﻔﺔ‬ ‫ﹰ‬

• Transverse wave ‫ﺍﳌﻮﺟﺔ ﺍﳌﺴﺘﻌﺮﺿﺔ‬ • ‫ ﻭﺛ ﱢﺒـﺖ ﻗﺎﻋـﺪﺓ ﺍﻟﻜﺄﺱ‬،‫ ﺿـﻊ ﺍﻟـﻜﺄﺱ ﺃﻣﺎﻣـﻚ ﻋـﲆ ﺍﻟﻄﺎﻭﻟـﺔ‬.3

Sharp objects safety

Poison safety

Oxidizer

Corrosive

• Crest ‫ﻗﻤﺔ ﺍﳌﻮﺟﺔ‬ • ‫ ﺛـﻢ ﺑ ﹼﻠﻞ ﺇﺻﺒﻌـﻚ ﻭﺣﻜﹼﻪ ﺑﺒـﻂﺀ ﺑﺎﳊﺎﻓﺔ‬،‫ﺑﺈﺣـﺪ￯ ﻳﺪﻳـﻚ ﺑﺮﻓﻖ‬
• Trough ‫ﻗﺎﻉ ﺍﳌﻮﺟﺔ‬ • ‫ ﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺰﺟﺎﺝ ﺑﺤﺬﺭ؛‬:‫ ﲢﺬﻳﺮ‬.‫ﺍﻟﻌﻠﻮﻳـﺔ ﻟﻠﻜﺄﺱ ﻣﻦ ﺍﳋﺎﺭﺝ‬

Laser beam

Lab. coat

Ecological hazards

Carcinogenic

• Longitudinal wave ‫ﺍﳌﻮﺟﺔ ﺍﻟﻄﻮﻟﻴﺔ‬ • .‫ﻓﻬﻮ ﹶﻫ ﱞﺶ‬

• Compression ‫ﺗﻀﺎﻏﻂ‬ • .‫ ﺛـﻢ ﹺﺯﺩ ﺃﻭ ﻗ ﹼﻠﻞ ﴎﻋـﺔ ﺇﺻﺒﻌﻚ ﻗﻠﻴﻼﹰ‬،‫ﺳـﺠﻞ ﻣﺸـﺎﻫﺪﺍﺗﻚ‬ ‫ﹼ‬ .4
• Rarefaction ‫ﲣﻠﺨﻞ‬ • ‫ﻣﺎﺫﺍ ﳛﺪﺙ؟‬
• Wave displacement ‫ﺇﺯﺍﺣﺔ ﺍﳌﻮﺟﺔ‬ •
،‫ﻛﺄﺳـﺎ ﺫﺍﺕ ﺳـﺎﻕ ﺃﻃﻮﻝ ﺃﻭ ﺃﻗﴫ ﻣﻦ ﺍﻟﻜﺄﺱ ﺍﻷﻭﱃ‬ ‫ ﺍﺧﱰ ﹰ‬.5
• Speed ‫ﺍﻟﴪﻋﺔ‬ •
• Amplitude ‫ﺍﻟﺴﻌﺔ‬ • .2-4 ‫ﻭﻛﺮﺭ ﺍﳋﻄﻮﺍﺕ‬ ‫ﹼ‬
• Wavelength ‫ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬ • .2-4 ‫ﻭﻛﺮﺭ ﺍﳋﻄﻮﺍﺕ‬ ‫ ﹼ‬،‫ﻛﺄﺳﺎ ﺑﻼ ﺳﺎﻕ‬ ‫ ﺍﺧﱰ ﹰ‬.6
• Phase difference ‫ﻓﺮﻕ ﺍﻟﻄﻮﺭ‬ • 
• ‫ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‬ • :‫ﺃﻱ ﺍﻟﻜﺄﺳـﲔ ﺃﺻﺪﺭﺕ ﻧﻐﲈﺕ ﺭﻧﲔ‬ ‫ﻭﺑﲔ ﹼ‬
‫ ﹼ‬،‫ﳋﱢﺺ ﻣﺸـﺎﻫﺪﺍﺗﻚ‬
Period
• Frequency ‫ﺍﻟﱰﺩﺩ‬ •
‫ ﺃﻡ ﻛﻼ ﺍﻟﻨﻮﻋـﲔ؟ ﻭﻣـﺎ‬،‫ ﺃﻡ ﺍﻟﺘـﻲ ﻻ ﺳـﻴﻘﺎﻥ ﳍـﺎ‬،‫ﺫﺍﺕ ﺍﻟﺴـﻴﻘﺎﻥ‬
• Wavefront ‫ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ‬ •
‫ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺼﺎﺩﺭﺓ؟‬
‫ ﻣﻨﻬﺎ ﻣﺎ ﻫﻮ ﺳـﻬﻞ‬،‫ﻳﺰﺧـﺮ ﳏﻴﻄﻨـﺎ ﺑﻤﺨﺘﻠـﻒ ﺃﻧﻮﺍﻉ ﺍﳌﻮﺟـﺎﺕ‬
‫ ﺍﻗﱰﺡ ﻃﺮﻳﻘﺔ ﻹﺻﺪﺍﺭ‬ 
‫ ﻭﻣﻨﻬﺎ ﻣﺎ ﻳﺘﻌﺬﺭ ﻣﺸﺎﻫﺪﺗﻪ‬،‫ﺍﳌﺸﺎﻫﺪﺓ ﻛﺎﳌﻮﺟﺎﺕ ﻋﲆ ﺳﻄﺢ ﺍﳌﺎﺀ‬
‫ ﺗﺸـﱰﻙ ﲨﻴـﻊ ﻫﺬﻩ ﺍﳌﻮﺟـﺎﺕ ﰲ ﺃﳖﺎ‬.‫ﻛﺎﻷﻣـﻮﺍﺝ ﺍﻟﻼﺳـﻠﻜﻴﺔ‬ ‫ ﻭﺍﺧﺘﱪ‬،‫ﻧﻐﲈﺕ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻜﺄﺱ ﻧﻔﺴﻬﺎ‬
‫ ﺑﺄﳖـﺎ ﺍﺿﻄﺮﺍﺏ ﳛﻤﻞ‬Wave ‫ﹸﻌـﺮﻑ ﺍﳌﻮﺟﺔ‬ ‫ﺍﺧﺘﺒﺎﺭﺍ‬
‫ﹰ‬ ‫ ﺛﻢ ﺍﻗﱰﺡ‬.‫ﻃﺮﻳﻘﺘﻚ ﺍﻟﺘﻲ ﺍﻗﱰﺣﺘﻬﺎ‬
‫ ﻭﺗ ﹼ‬.‫ﲢﻤـﻞ ﻃﺎﻗﺔ‬
‫ ﻭﻳﻨﻘﻠﻬﺎ ﻣﻦ‬،‫ﺍﻟﻄﺎﻗﺔ ﺧﻼﻝ ﺍﳌﺎﺩﺓ )ﺍﻟﻮﺳـﻂ ﺍﳌـﺎﺩﻱ( ﺃﻭ ﺍﻟﻔﺮﺍﻍ‬ ‫ﻻﺳﺘﻘﺼﺎﺀ ﺧﺼﺎﺋﺺ ﺍﻟﻜﺆﻭﺱ ﺍﻟﺘﻲ‬
‫ ﻭﺳـﺒﻖ ﺃﻥ ﺩﺭﺳـﺖ ﺍﳌﻮﺟﺎﺕ ﻭﻛﻴﻔﻴﺔ ﺗﻮﻟﻴﺪﻫﺎ‬.‫ﻣﻜﺎﻥ ﺇﱃ ﺁﺧﺮ‬ .‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﲈﳍﺎ ﰲ ﺇﺻﺪﺍﺭ ﻧﻐﲈﺕ ﺭﻧﲔ‬
.‫ﻭﺃﻧﻮﺍﻋﻬﺎ ﰲ ﺍﻟﺼﻒ ﺍﻟﺘﺎﺳﻊ‬
11    **
    
Electrical hazard Harmful / Irritant Biological hazards Flammable

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

First aid Eye wash station Fire extinguisher Radioactive safety

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

‫ ﺗﻼﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﳍﺰﺓ ﺍﻧﺘﻘﻠﺖ ﻋﲆ ﺷـﻜﻞ‬،‫ﻋﻨﺪﻣـﺎ ﺗﺜ ﱢﺒـﺖ ﺃﺣﺪ ﻃﺮﰲ ﺣﺒﻞ ﻭﲥﺰ ﻃﺮﻓـﻪ ﺍﻵﺧﺮ‬

‫؛ ﻭﻫﻲ ﴐﺑﺔ ﻣﻔﺮﺩﺓ ﺃﻭ ﺍﺿﻄﺮﺍﺏ‬Wave pulse ‫ﺍﺿﻄﺮﺍﺏ ﰲ ﺍﳊﺒﻞ ﻭﺗﺴﻤﻰ ﻧﺒﻀﺔ ﻣﻮﺟﻴﺔ‬ 
Laser beam
       .1


Hand protection
Lab. coat


Eye Ecological
safety hazards


Thermal Carcinogenic
safety

Explosive

‫ ﻭﻣـﻦ ﺍﻷﻣﺜﻠﺔ ﻋﲆ ﻫـﺬﻩ ﺍﻟﻨﺒﻀـﺎﺕ ﺍﳌﻮﺟﻴﺔ‬.5-1a ‫ ﺍﻧﻈـﺮ ﺍﻟﺸـﻜﻞ‬.‫ﻳﻨﺘﻘـﻞ ﺧـﻼﻝ ﺍﻟﻮﺳـﻂ‬     
‫ ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺪﺭ ﺍﻟﺬﻱ ﻳﻮ ﹼﻟﺪ ﻫﺬﻩ ﺍﻟﻨﺒﻀﺎﺕ ﺍﳌﻮﺟﻴﺔ ﻳﺘﺤﺮﻙ‬.‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﺰﻟﺰﺍﻟﻴﺔ ﻭﺍﻟﺘﺴﻮﻧﺎﻣﻲ‬      

Electrical hazard

Harmful / Irritant

Biological hazards

Flammable

‫ﺣﺮﻛﺔ ﺍﻫﺘﺰﺍﺯﻳﺔ ﺑﺎﺳـﺘﻤﺮﺍﺭ ﻓﺈﻧﻪ ﻳﺘﻮ ﹼﻟﺪ ﻗﻄﺎﺭ ﺃﻭ ﺳﻠﺴـﻠﺔ ﻣﻦ ﺍﻟﻨﺒﻀﺎﺕ ﺍﳌﻮﺟﻴﺔ ﺍﳌﺘﻼﺣﻘﺔ ﺍﻟﺘﻲ‬ 
‫ ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻴﻬﺎ‬.5-1b ‫ ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ‬.‫ﺍﺧﺘﺼﺎﺭﺍ ﻣﻮﺟﺎﺕ‬
‫ﹰ‬ ‫ﺗﺴـﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺴـﺘﻤﺮﺓ ﺃﻭ‬         .2

First aid

Eye wash station

Fire extinguisher

Radioactive safety

.‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﺮﺍﺩﻳﻮﻳﺔ ﻭﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‬ 


‫ ﻫـﻞ ﺗﻨﺘﻘﻞ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳـﻂ ﺍﻟﻨﺎﻗـﻞ ﻣﻊ ﺍﳌﻮﺟﺔ؟ ﲢﻤﻞ ﻛﻞ ﻣﻦ ﺍﳉﺴـﻴﲈﺕ‬:‫ﻭﺍﻟﺴـﺆﺍﻝ ﺍﻵﻥ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

 .3
‫ ﻓﺎﻟﻜﺮﺓ ﻣﺜ ﹰ‬.‫ ﻭﻟﻜﻦ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻑ ﺑﻴﻨﻬﲈ ﰲ ﻛﻴﻔﻴﺔ ﲪﻞ ﻫﺬﻩ ﺍﻟﻄﺎﻗﺔ‬،‫ﺍﳌﺎﺩﻳـﺔ ﻭﺍﳌﻮﺟـﺎﺕ ﻃﺎﻗﺔ‬
‫ﻼ‬    
.‫ ﺇﺫﺍ ﻗﺬﻓﺘﻬﺎ ﻧﺤﻮ ﺯﻣﻴﻠﻚ ﻓﺴـﻮﻑ ﺗﻨﺘﻘـﻞ ﻣﻦ ﻳﺪﻙ ﺇﱃ ﻳﺪﻩ ﺣﺎﻣﻠـﺔ ﻣﻌﻬﺎ ﻃﺎﻗﺔ‬،‫ﺟﺴـﻴﻢ ﻣـﺎﺩﻱ‬
   
Laser beam


Lab. coat Ecological hazards Carcinogenic

‫ ﻓﺴﻴﺒﻘﻰ‬،‫ﺃﻣﺎ ﺇﺫﺍ ﺃﻣﺴـﻜﺖ ﺃﻧﺖ ﻭﺯﻣﻴﻠﻚ ﺑﻄﺮﰲ ﺣﺒﻞ ﻭﻫﺰﺯﺕ ﺍﻟﻄﺮﻑ ﺍﻟﺬﻱ ﲤﺴـﻜﻪ ﺑﴪﻋﺔ‬  32   .4
‫ ﰲ ﺣـﲔ ﺗﻨﺘﻘﻞ ﺍﻟﻄﺎﻗﺔ ﰲ ﺍﳊﺒﻞ ﺧﻼﻝ ﺍﳌﻮﺟﺔ ﺍﻟﺘﻲ‬،‫ﺍﳊﺒـﻞ ﺑﻴﺪﻙ ﻭﻻ ﺗﻨﺘﻘﻞ ﻣﺎﺩﺗﻪ ﺇﱃ ﺯﻣﻴﻠﻚ‬        
      
‫ﺣﺠﺮﺍ ﰲ ﺑﺮﻛﺔ ﻣﺎﺀ ﺳـﺎﻛﻨﺔ ﺗﺸـﺎﻫﺪ ﺍﺿﻄﺮﺍ ﹰﺑﺎ ﻋﲆ ﺷﻜﻞ ﺩﻭﺍﺋﺮ‬
‫ﹰ‬ ‫ ﻛﲈ ﺃﻧﻚ ﻋﻨﺪﻣﺎ ﺗﺮﻣﻲ‬.‫ﺃﺣﺪﺛﺘﻬﺎ‬
   
،‫ ﻭﻳﺄﺧﺬ ﰲ ﺍﻻﺗﺴﺎﻉ ﺍﻟﺘﺪﺭﳚﻲ ﰲ ﻛﻞ ﺍﻻﲡﺎﻫﺎﺕ‬،‫ﻳﺘﻮﻟﺪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﺭﺗﻄﺎﻡ ﺍﳊﺠﺮ ﺑﺴﻄﺢ ﺍﳌﺎﺀ‬ 
‫ ﻭﺳﺘﻼﺣﻆ ﻋﻨﺪ ﺗﻨﻔﻴﺬﻙ ﻟﺘﺠﺮﺑﺔ ﺍﻧﺘﻘﺎﻝ ﻃﺎﻗﺔ ﺍﳌﻮﺟﺔ ﺃﻥ ﺟﺰﻳﺌﺎﺕ ﺍﳌﺎﺀ ﻻ‬.‫ﻳﺴﻤﻰ ﻣﻮﺟﺎﺕ ﺍﳌﺎﺀ‬

‫ﺗﻨﺘﻘﻞ ﻣﻊ ﻫﺬﺍ ﺍﻻﺿﻄﺮﺍﺏ؛ ﻓﺈﺫﺍ ﻭﺿﻌﺖ ﻛﺮﺓ ﻓﻠﲔ ﰲ ﺑﺮﻛﺔ ﻣﺎﺀ ﻓﺴـﺘﻼﺣﻆ ﺃﳖﺎ ﲥﺘﺰ ﺇﱃ ﺃﻋﲆ‬
   .5
‫ﻭﺇﱃ ﺃﺳﻔﻞ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﺳﻄﺢ ﺍﳌﺎﺀ ﰲ ﺃﺛﻨﺎﺀ ﻋﺒﻮﺭ ﺍﳌﻮﺟﺔ ﻣﻦ ﺩﻭﻥ ﺃﻥ ﺗﻐﺎﺩﺭ ﺍﻟﻜﺮﺓ ﻣﻜﺎﳖﺎ ﻣﻊ‬ 43
‫ ﳑـﺎ ﻳﺪﻝ ﻋﲆ ﺃﻥ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳـﻂ ﺍﻟﻨﺎﻗﻞ ﻟﻠﻤﻮﺟﺔ ﲥﺘـﺰ ﻣﻜﺎﳖﺎ ﰲ ﺣﲔ ﺗﻨﺘﻘﻞ‬،‫ﻫـﺬﻩ ﺍﻟﺪﻭﺍﺋﺮ‬     .6
.‫ﺍﳌﻮﺟﺔ ﺧﻼﻝ ﺍﻟﻮﺳﻂ ﻣﻦ ﻣﻜﺎﻥ ﺇﱃ ﺁﺧﺮ ﺣﺎﻣﻠﺔ ﻣﻌﻬﺎ ﺍﻟﻄﺎﻗﺔ‬ 43
‫ﻫﻞ ﺗﻨﺘﻘﻞ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﻣﻊ ﺍﳌﻮﺟﺔ؟‬        .7
43 

     
a 

  5-1 

 a
   
b

12
 ‫‪a‬‬ ‫‪b‬‬
‫‪     5-2 ‬‬
‫‪‬‬
‫‪  ‬‬
‫‪      (a)   ‬‬
‫‪  ‬‬
‫‪    ‬‬
‫‪b‬‬

‫‪C14-09A-845813‬‬

‫‪Types of waves‬‬
‫‪C14-08A-845813‬‬ ‫ﺗﻘﺴﻢ ﺍﳌﻮﺟﺎﺕ ﺑﺤﺴﺐ ﻃﺒﻴﻌﺘﻬﺎ ﺇﱃ‪:‬‬
‫‪Mechanical waves.1‬ﻭﻫﻲ ﺗﻠﻚ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ ﲢﺘﺎﺝ ﺇﱃ ﻭﺳﻂ‬
‫ﻣﺎﺩﻱ ﻻﻧﺘﻘﺎﳍﺎ‪ ،‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﻮﺳﻂ ﺻﻠ ﹰﺒﺎ ﺃﻭ ﺳﺎﺋ ﹰ‬
‫ﻼ ﺃﻭ ﻏﺎﺯ ﹼﹰﻳﺎ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ‬
‫ﻣﺴﺘﻌﺮﺿﺔ ﺃﻭ ﻃﻮﻟﻴﺔ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪ ،‬ﻭﻣﻮﺟﺎﺕ ﺍﳌﺎﺀ‪ ،‬ﻭﻣﻮﺟﺎﺕ ﺍﻷﻭﺗﺎﺭ‬
‫ﺍﳌﻬﺘﺰﺓ‪ ،‬ﻭﻣﻮﺟﺎﺕ ﺍﻟﺰﻻﺯﻝ ﻭﻏﲑﻫﺎ‪.‬‬
‫‪Electromagnetic waves .2‬ﻭﻫﻲ ﺗﻠﻚ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ‬
‫ﻻ ﲢﺘﺎﺝ ﺇﱃ ﻭﺳﻂ ﻣﺎﺩﻱ ﻻﻧﺘﻘﺎﳍﺎ‪ ،‬ﻭﻳﻤﻜﻨﻬﺎ ﺍﻻﻧﺘﻘﺎﻝ ﻋﱪ ﺑﻌﺾ ﺍﻷﻭﺳﺎﻁ ﺍﳌﺎﺩﻳﺔ‪ .‬ﻭﺗﻜﻮﻥ‬
‫ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ ﻣﺴﺘﻌﺮﺿﺔ‪ .‬ﻭﻣﻦ ﺃﻣﺜﻠﺘﻬﺎ ﻣﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ ﻭﺍﻟﺮﺍﺩﻳﻮ ﻭﺍﻟﺘﻠﻔﺰﻳﻮﻥ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻛﲈ ﺗﻘﺴﻢ ﺍﳌﻮﺟﺎﺕ ﺑﺤﺴﺐ ﻃﺮﻳﻘﺔ ﺍﻧﺘﻘﺎﳍﺎ ﺇﱃ‪:‬‬
‫‪ Transverse waves  .1‬ﺗﺴـﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ ﲥﺘﺰ ﻓﻴﻬﺎ ﺟﺴـﻴﲈﺕ‬
‫ﺍﻟﻮﺳـﻂ ﺍﻟﻨﺎﻗﻞ ﻋﻤﻮﺩ ﹼﹰﻳـﺎ ﻋﲆ ﺍﲡﺎﻩ ﺍﻧﺘﺸـﺎﺭ ﺍﳌﻮﺟﺔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺴـﺘﻌﺮﺿﺔ ‪Transverse‬‬
‫‪ .waves‬ﻭﻫﻲ ﻣﺸـﺎﲠﺔ ﻟﻠﻤﻮﺟﺎﺕ ﺍﻟﺘﻲ ﺗﻼﺣﻈﻬﺎ ﻋﲆ ﺳـﻄﺢ ﺍﳌﺎﺀ ﺃﻭ ﻋﻨﺪﻣﺎ ﲥﺰ ﺍﻟﻄﺮﻑ‬
‫ﺍﳊﺮ ﳊﺒﻞ؛ ﺣﻴﺚ ﻳﺘﺤﺮﻙ ﺍﳊﺒﻞ ﺭﺃﺳ ﹼﹰﻴﺎ‪ ،‬ﰲ ﺣﲔ ﺗﻨﺘﻘﻞ ﺍﳌﻮﺟﺔ ﺃﻓﻘ ﹼﹰﻴﺎ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.5-2a‬‬
‫ﻭﺗﺴـﻤﻰ ﺍﻟﻨﻘﻄـﺔ ﺍﻟﻌﻠﻮﻳﺔ ﻋـﲆ ﺍﳌﻮﺟﺔ ﻗﻤﺔ ﺍﳌﻮﺟـﺔ ‪Crest‬؛ ﻭﻫﻲ ﺃﻋﲆ ﻧﻘﻄـﺔ ﻳﺼﻞ ﺇﻟﻴﻬﺎ‬
‫ﺍﻻﺿﻄﺮﺍﺏ ﺍﳌﻮﺟﻲ‪ ،‬ﰲ ﺣﲔ ﺗﹸﺴـﻤﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺴـﻔﻠﻴﺔ ﻗﺎﻉ ﺍﳌﻮﺟﺔ ‪Trough‬؛ ﻭﻫﻮ ﺃﺩﻧﻰ‬
‫ﻧﻘﻄﺔ ﻳﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻻﺿﻄﺮﺍﺏ ﺍﳌﻮﺟﻲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.5-3a‬‬
‫‪ Longitudinal waves  .2‬ﺗﹸﺴـﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ ﲥﺘﺰ ﻓﻴﻬﺎ ﺟﺴـﻴﲈﺕ‬
‫ﻣﻮﺍﺯ ﻻﲡﺎﻩ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ ‪Longitudinal‬‬ ‫ﺑﺸﻜﻞ ﹴ‬
‫ﹴ‬ ‫ﺍﻟﻮﺳـﻂ ﺍﻟﻨﺎﻗﻞ‬
‫‪ .waves‬ﻓـﺈﺫﺍ ﺿﻤﻤـﺖ ﻋـﺪﺓ ﻟﻔـﺎﺕ ﻣﻦ ﻧﺎﺑـﺾ ﺑﻌﻀﻬـﺎ ﺇﱃ ﺑﻌﺾ ﺑﺸـﻜﻞ ﻣﱰﺍﺹ ﺛﻢ‬
‫ﺗﺮﻛﺘﻬﺎ ﻓﺠﺄﺓ ﻓﺴـﺘﺘﺤﺮﻙ ﻧﺒﻀﺘﺎﻥ – ﺗﺘﻜﻮﻥ ﻛﻞ ﻣﻨﻬﲈ ﻣﻦ ﻟﻔﺎﺕ ﻣﺘﻘﺎﺭﺑﺔ ﻣ ﹰﻌﺎ – ﰲ ﺍﲡﺎﻫﲔ‬
‫ﻣﺘﻌﺎﻛﺴـﲔ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،5-2b‬ﺣﻴﺚ ﺗﺘﺤﺮﻙ ﺣﻠﻘﺎﺕ ﺍﻟﻨﺎﺑﺾ ﰲ ﺍﲡﺎﻩ‬

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 ‫‪a‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬

‫‪‬‬

‫ﺍﻧﺘﺸـﺎﺭ ﺍﳌﻮﺟﺔ‪ .‬ﻭﺗﹸﺴـﻤﻰ ﺃﻣﺎﻛﻦ ﺗﻘﺎﺭﺏ ﺣﻠﻘﺎﺕ ﺍﻟﻨﺎﺑﺾ ﺗﻀﺎﻏ ﹰﻄـﺎ ‪Compression‬؛‬ ‫‪5-3 ‬‬
‫ﻭﻫﻲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﻘﱰﺏ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ‪ ،‬ﻭﺗﹸﺴﻤﻰ ﺃﻣﺎﻛﻦ‬ ‫‪  (a)  ‬‬
‫ﺗﺒﺎﻋﺪ ﺍﳊﻠﻘﺎﺕ ﲣﻠﺨ ﹰ‬
‫ﻼ ‪ ،Rarefaction‬ﻭﻫﻲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﺘﺒﺎﻋﺪ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ‬ ‫‪b‬‬
‫ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.5-3b‬‬
‫ﻗـﺎﺭﻥ ﺑـﲔ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﻄﻮﻟﻴـﺔ ﻭﺍﳌﻮﺟـﺎﺕ ﺍﳌﺴـﺘﻌﺮﺿﺔ ﻣـﻦ ﺣﻴـﺚ‪:‬‬
‫ﻃﺒﻴﻌﺘﻬﺎ‪ ،‬ﻭﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ‪ ،‬ﻭﻃﺒﻴﻌﺘﻪ‪.‬‬

‫‪Properties of waves‬‬
‫ﺗﻌﺘﻤـﺪ ﺑﻌـﺾ ﺧﺼﺎﺋﺺ ﺍﳌﻮﺟﺎﺕ ﻋﲆ ﻛﻴﻔﻴﺔ ﺗﻮﻟﻴﺪﻫﺎ‪ ،‬ﰲ ﺣـﲔ ﺗﻌﺘﻤﺪ ﺧﺼﺎﺋﺼﻬﺎ ﺍﻷﺧﺮ￯‬
‫ﻋﲆ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﺗﻨﺘﻘﻞ ﺧﻼﻟﻪ‪ .‬ﻭﻫﻨﺎﻙ ﺧﺼﺎﺋﺺ ﻋﺎﻣﺔ ﺗﻮﺻﻒ ﲠﺎ ﺍﳌﻮﺟﺎﺕ ﻋﲆ ﺍﺧﺘﻼﻑ‬
‫ﺃﻧﻮﺍﻋﻬﺎ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫‪ Speed‬ﻣـﺎ ﺍﻟﴪﻋﺔ ﺍﻟﺘـﻲ ﺗﺘﺤﺮﻙ ﲠﺎ ﺍﳌﻮﺟـﺔ؟ ﻳﻤﻜﻦ ﺇﳚﺎﺩ ﴎﻋـﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﻨﺒﻀﺔ‬
‫ﺍﳌﻮﺿﺤـﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،5-4‬ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﻧﺤـﺪﹼ ﺩ ﲠﺎ ﴎﻋﺔ ﺍﻧﺘﻘﺎﻝ ﺳـﻴﺎﺭﺓ‪ .‬ﺗ ﱠ‬
‫ﹸﻌﺮﻑ‬
‫ﺇﺯﺍﺣـﺔ ﺍﳌﻮﺟـﺔ ‪ Wave displacement‬ﺑﺄﳖـﺎ ﹸﺑﻌـﺪ ﺍﳌﻮﺟﺔ ﺃﻭ ﺃﻱ ﺟـﺰﺀ ﻣﻨﻬﺎ ﻋﻦ ﺍﳌﺼﺪﺭ‬
‫ﺃﻭﻻ ﺇﺯﺍﺣﺔ ﻗﻤﺔ ﺍﳌﻮﺟﺔ ‪ ،∆d‬ﺛﻢ ﺍﻗﺴﻢ ﺍﻟﻨﺎﺗﺞ ﻋﲆ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴﺔ ‪ ∆t‬ﻟﺘﺠﺪ‬‫ﺍﻟﺬﻱ ﻭ ﹼﻟﺪﻫﺎ‪ .‬ﻗﺲ ﹰ‬
‫ﺍﻟﴪﻋـﺔ ‪Speed‬؛ ‪ .v = ∆d/∆t‬ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻤﺮﺓ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ‪.‬‬
‫ﻭﺗﻌﺘﻤﺪ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﰲ ﻣﻌﻈﻢ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺍﳌﺴﺘﻌﺮﺿﺔ ﻭﺍﻟﻄﻮﻟﻴﺔ ﻋﲆ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ‬
‫ﺗﻨﺘﻘﻞ ﺧﻼﻟﻪ ﻓﻘﻂ‪.‬‬
‫‪ Amplitude‬ﻛﻴـﻒ ﲣﺘﻠﻒ ﺍﻟﻨﺒﻀﺔ ﺍﳌﺘﻮ ﱢﻟﺪﺓ ﻋﻨﺪ ﱢ‬
‫ﻫﺰ ﺍﳊﺒـﻞ ﺑﺮﻓﻖ ﻋﻦ ﺗﻠﻚ ﺍﻟﻨﺒﻀﺔ‬
‫ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ ﺍﳍﺰ ﺍﻟﻌﻨﻴﻒ ﻟﻪ؟ ﻳﺸـﺒﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬـﲈ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻮﺟﺎﺕ ﺣﻮﺽ ﺍﻟﺴـﺒﺎﺣﺔ‬
‫ﺍﳋﻔﻴﻔﺔ ﻭﻣﻮﺟﺎﺕ ﺍﳌﺤﻴﻂ ﺍﻟﻘﻮﻳﺔ‪ ،‬ﺣﻴﺚ ﲣﺘﻠﻒ ﺳـﻌﺎﺕ ﻛﻞ ﻣﻨﻬﲈ‪ .‬ﻭﺍﻟﺴـﻌﺔ ‪Amplitude‬‬ ‫‪  5-4‬‬
‫‪0.20s   ‬‬
‫‪ ‬‬
‫‪0.80m ‬‬
‫‪4.0ms‬‬

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 ‫‪A‬‬ ‫‪‬‬

‫‪A 5-5‬‬
‫‪B‬‬

‫‪‬‬
‫‪B‬‬

‫‪λ‬‬

‫ﻫـﻲ ﺍﻹﺯﺍﺣـﺔ ﺍﻟﻘﺼـﻮ￯ ﻟﻠﻤﻮﺟﺔ ﻋـﻦ ﻣﻮﺿﻊ ﺳـﻜﻮﳖﺎ ﺃﻭ ﺍﺗﺰﺍﳖـﺎ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﳍـﺎ ﺑﺎﳊﺮﻑ ‪.A‬‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 5-5‬ﻣﻮﺟﺘﲔ ﳍﲈ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻧﻔﺴﻪ‪ ،‬ﻟﻜﻨﻬﲈ ﲣﺘﻠﻔﺎﻥ ﰲ ﺍﻟﺴﻌﺔ‪.‬‬ ‫ﱢ‬
‫ﺗﻌﺘﻤﺪ ﺳـﻌﺔ ﺍﳌﻮﺟﺔ ﻋﲆ ﻛﻴﻔﻴﺔ ﺗﻮﻟﻴﺪﻫﺎ‪ ،‬ﻭﻻ ﺗﻌﺘﻤﺪ ﻋﲆ ﴎﻋﺘﻬﺎ‪ .‬ﻭﳚﺐ ﺃﻥ ﹸﻳﺒﺬﻝ ﺷﻐﻞ ﺃﻛﱪ‬
‫ﻟﺘﻮﻟﻴﺪ ﻣﻮﺟﺔ ﺳـﻌﺘﻬﺎ ﻛﺒﲑﺓ‪ .‬ﻓﻤﺜﻼﹰ‪ ،‬ﺗﻮ ﹼﻟﺪ ﺍﻟﺮﻳﺎﺡ ﺍﻟﻘﻮﻳﺔ ﻣﻮﺟﺎﺕ ﻣﺎﺀ ﺳـﻌﺘﻬﺎ ﺃﻛﱪ ﻣﻦ ﺳـﻌﺔ‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﻨﺴﺎﺋﻢ ﺍﻟﻠﻄﻴﻔﺔ‪ .‬ﻭﺗﻨﻘﻞ ﺍﳌﻮﺟﺔ ﺫﺍﺕ ﺍﻟﺴﻌﺔ ﺍﻟﻜﺒﲑﺓ ﻃﺎﻗﺔ ﺃﻛﱪ؛ ﻓﺎﳌﻮﺟﺔ‬
‫ﺫﺍﺕ ﺍﻟﺴﻌﺔ ﺍﻟﻘﻠﻴﻠﺔ ﲢﺮﻙ ﺍﻟﺮﻣﻞ ﺳﻨﺘﻤﱰﺍﺕ ﻋﺪﺓ ﻋﲆ ﺍﻟﺸﺎﻃﺊ‪ ،‬ﺃﻣﺎ ﺍﳌﻮﺟﺔ ﺫﺍﺕ ﺍﻟﺴﻌﺔ ﺍﻟﻜﺒﲑﺓ‬
‫ﲢﺮﻛﺖ ﺍﳌﻮﺟﺎﺕ ﺑﺎﻟﴪﻋﺔ ﻧﻔﺴﻬﺎ‬ ‫ﻓﻴﻤﻜﻨﻬﺎ ﺍﻗﺘﻼﻉ ﺍﻷﺷﺠﺎﺭ ﻭﲢﺮﻳﻜﻬﺎ ﻣﻦ ﻣﻜﺎﻥ ﺇﱃ ﺁﺧﺮ‪ .‬ﻭﺇﺫﺍ ﱠ‬
‫ﻓﺈﻥ ﻣﻌﺪﻝ ﻧﻘﻠﻬﺎ ﻟﻠﻄﺎﻗﺔ ﻳﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻣﺮﺑﻊ ﺳﻌﺘﻬﺎ‪ .‬ﻟﺬﺍ ﻓﻤﻀﺎﻋﻔﺔ ﺳﻌﺔ ﺇﺣﺪ￯ ﺍﳌﻮﺟﺎﺕ‬
‫ﻳﻀﺎﻋﻒ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﺗﻨﻘﻠﻬﺎ ﺃﺭﺑﻊ ﻣﺮﺍﺕ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬
‫‪ Wavelength‬ﲣﻴﻞ ﺃﻧﻚ ﺍﻟﺘﻘﻄﺖ ﺻﻮﺭﺓ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﻟﻠﻤﻮﺟﺔ ﻛﺎﻣﻠﺔ ﺑﺪﻻﹰ‬
‫ﻣﻦ ﺍﻟﱰﻛﻴﺰ ﻋﲆ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﻋﻠﻴﻬﺎ ﺑﺤﻴﺚ ﺗﺮ￯ ﻣﻮﺟﺔ ﻛﺎﻣﻠﺔ ﰲ ﳊﻈﺔ ﻣﺎ‪ .‬ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪5-5‬‬
‫ﻳﺘﻜـﺮﺭ ﻓﻴﻬﺎ ﻧﻤﻂ‬
‫ﹼ‬ ‫ﻗﻤـﻢ ﻭﻗﻴﻌـﺎﻥ ﺍﳌﻮﺟﺘـﲔ ‪ A‬ﻭ‪ .B‬ﻭﻳﻄﻠﻖ ﻋﲆ ﺃﻗﴫ ﻣﺴـﺎﻓﺔ ﺑﲔ ﺃﻱ ﻧﻘﻄﺘﲔ‬
‫ﺍﳌﻮﺟﺔ ﻧﻔﺴـﻪ ﺍﺳﻢ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ‪ .Wavelength‬ﻓﺎﳌﺴـﺎﻓﺔ ﺑﲔ ﻗﻤﺘﲔ ﻣﺘﺘﺎﻟﻴﺘﲔ ﺃﻭ ﻗﺎﻋﲔ‬
‫ﻣﺘﺘﺎﻟﻴﲔ ﺗﺴﺎﻭﻱ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻠﻄﻮﻝ ﺍﳌﻮﺟﻲ ﳌﻮﺟﺔ ﻣﺎ ﺑﺎﳊﺮﻑ ﺍﻟﻼﺗﻴﻨﻲ ‪) λ‬ﳌﺪﺍ(‪.‬‬
‫‪ Phase‬ﺃﻱ ﻧﻘﻄﺘﲔ ﰲ ﺍﳌﻮﺟﺔ ﺗﻜﻮﻧﺎﻥ ﰲ ﺍﻟﻄﻮﺭ ﻧﻔﺴـﻪ )ﻣﺘﻔﻘﺘﺎﻥ ﰲ ﺍﻟﻄﻮﺭ( ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﻃﻮﻻ ﻣﻮﺟ ﹼﹰﻴﺎ ﻭﺍﺣﺪﹰ ﺍ ﺃﻭ ﻣﻀﺎﻋﻔﺎﺗﻪ‪ .‬ﻭ ﹸﻳﻌﺪ ﺟﺴﻴﲈﻥ ﰲ ﻭﺳﻂ ﻣﺎ ﰲ ﺍﻟﻄﻮﺭ‬
‫ﺃﻳﻀﺎ ﺇﺫﺍ ﻛﺎﻥ ﳍﲈ ﺍﻹﺯﺍﺣﺔ ﻧﻔﺴﻬﺎ ﻋﻦ ﻣﻮﺿﻊ ﺍﻻﺗﺰﺍﻥ‪ ،‬ﻭﳍﲈ ﺍﻟﴪﻋﺔ‬ ‫ﻧﻔﺴﻪ )ﻣﺘﻔﻘﲔ ﰲ ﺍﻟﻄﻮﺭ( ﹰ‬
‫ﺍﳌﺘﺠﻬﺔ ﻧﻔﺴـﻬﺎ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻴﲈﻥ ﰲ ﺍﻟﻮﺳﻂ ﻣﺘﻌﺎﻛﺴﲔ ﰲ ﺍﻹﺯﺍﺣﺔ ﻭﰲ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ‬
‫ﻓﺈﳖـﲈ ﻳﻜﻮﻧﺎﻥ ﳐﺘﻠﻔﲔ ﰲ ﺍﻟﻄـﻮﺭ‪ ،‬ﻭﻳﻜﻮﻥ ﻓﺮﻕ ﺍﻟﻄﻮﺭ ﺑﻴﻨﻬـﲈ ‪ .180°‬ﻭﻓﺮﻕ ﺍﻟﻄﻮﺭ ‪Phase‬‬
‫‪ difference‬ﻫـﻮ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﺧﺘﻼﻑ ﺍﻟﻄﻮﺭ ﺑﲔ ﻧﻘﻄﺘﲔ ﺃﻭ ﺟﺴـﻴﻤﲔ ﺃﻭ ﻣﻮﺟﺘﲔ ﺑﻘﻴﺎﺱ‬
‫ﻼ ﻫﻨﺎﻙ ﺍﺧﺘﻼﻑ ﰲ ﺍﻟﻄﻮﺭ‬ ‫ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺴـﺒﻖ ‪/‬ﺃﻭ ﻳﺘﺄﺧﺮ ﲠﺎ ﺃﺣﺪﳘﺎ ﻋﻦ ﺍﻵﺧﺮ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﺑﲔ ﺍﻟﻘﻤﺔ ﻭﺍﻟﻘﺎﻉ ﺑـ ‪.180°‬‬

‫‪15‬‬
 a A E
 5-6
B D F
   
(a) 
b
C G

b
A B 90‫ ﹾ‬

180‫ ﹾ‬ 

B

0‫ ﹾ‬
AB

‫ ﻭﰲ ﻫﺬﺍ ﺍﻟﺸـﻜﻞ ﺗﻜﻮﻥ‬.‫ ﻧﻘﺎ ﹰﻃـﺎ ﳐﺘﻠﻔـﺔ ﻋﲆ ﻣﻮﺟـﺔ ﻣﺴـﺘﻌﺮﺿﺔ‬5-6a ‫ﻭﻳﻮﺿـﺢ ﺍﻟﺸـﻜﻞ‬
‫ ﻭﳍﲈ ﺍﻟﴪﻋﺔ‬،‫ ﻣﺘﻔﻘﺘﲔ ﰲ ﺍﻟﻄﻮﺭ؛ ﺣﻴﺚ ﺇﻥ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﲈ ﻃﻮﻝ ﻣﻮﺟﻲ ﻭﺍﺣﺪ‬E‫ ﻭ‬A ‫ﺍﻟﻨﻘﻄﺘﺎﻥ‬
￯‫ ﻫﻞ ﹸﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﻧﻘﺎﻁ ﺃﺧﺮ‬.‫ ﻓﻬﻲ ﳐﺘﻠﻔﺔ ﰲ ﺍﻟﻄﻮﺭ‬D‫ ﻭ‬C‫ ﻭ‬B ‫ ﺃﻣﺎ ﺍﻟﻨﻘﺎﻁ‬.‫ﺍﳌﺘﺠﻬﺔ ﻧﻔﺴﻬﺎ‬
‫ﰲ ﺍﻟﺸﻜﻞ ﺗﻜﻮﻥ ﻣﺘﻔﻘﺔ ﰲ ﺍﻟﻄﻮﺭ ﻭﺃﺧﺮ￯ ﳐﺘﻠﻔﺔ؟ ﻛﲈ ﻳﻤﻜﻦ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﻓﺮﻕ ﺍﻟﻄﻮﺭ ﳌﻮﺟﺘﲔ‬
.5-6b ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ‬ ‫ﻛﲈ ﻫﻮ ﱠ‬
‫ ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﻭﺳﻌﺘﻬﺎ‬Period and frequency
.‫ ﻓﻴﻄ ﹼﺒﻘﺎﻥ ﻓﻘﻂ ﻋﲆ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺴـﺘﻤﺮﺓ‬f ‫ ﻭﺍﻟﱰﺩﺩ‬T ‫ ﺃﻣـﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‬.‫ﻟﻮﺻـﻒ ﺃﻱ ﻣﻮﺟﺔ‬
‫ ﻫـﻮ ﺍﻟﺰﻣـﻦ ﺍﻟـﺬﻱ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳉﺴـﻢ ﺍﳌﻬﺘـﺰ ﺣﺘﻰ ﻳﻜﻤـﻞ ﺩﻭﺭﺓ‬Period ‫ﻭﺍﻟﺰﻣـﻦ ﺍﻟـﺪﻭﺭﻱ‬
‫ ﻭﻋﺎﺩﺓ ﻳﻜﻮﻥ ﻣﺜﻞ ﻫﺬﺍ ﺍﳉﺴـﻢ ﻫﻮ ﻣﺼﺪﺭ ﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻤﺮﺓ‬.(s) ‫ ﻭ ﹸﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ‬،‫ﻛﺎﻣﻠﺔ‬

a b P
   5-7
25  
P         
 P     
P 

c d

P
16
 ‫)ﺍﻟﺪﻭﺭﻳﺔ( ﺃﻭ ﺍﳌﺴـ ﱢﺒﺐ ﳍﺎ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﻮﺟﺔ ﻣﺴﺎﻭ ﹰﻳﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﺼﺪﺭ‪.‬‬
‫ﻭﺗﻮﺿـﺢ ﺍﻷﺷـﻜﺎﻝ ﻣـﻦ ‪ 5-7a‬ﺇﱃ ‪ 5-7d‬ﺃﻥ ﺍﻟﺰﻣـﻦ ﺍﻟﺪﻭﺭﻱ ‪ T‬ﻳﺴـﺎﻭﻱ ‪0.04 s‬؛ ﻭﻫﻮ‬ ‫ﱢ‬
‫ﺃﻳﻀﺎ ﺍﻟﺰﻣﻦ ﻧﻔﺴﻪ ﺍﻟﺬﻱ ﺗﺘﻄﻠﺒﻪ ﻧﻘﻄﺔ ﻣﺜﻞ ‪ P‬ﻋﲆ ﺍﳊﺒﻞ ﺣﺘﻰ ﺗﻌﻮﺩ ﺇﱃ ﻃﻮﺭﻫﺎ ﺍﻻﺑﺘﺪﺍﺋﻲ‪.‬‬‫ﹰ‬
‫ﺘﻤﻬﺎ ﺍﳉﺴـﻢ ﺍﳌﻬﺘﺰ ﰲ‬‫ﺃ ﹼﻣـﺎ ﺍﻟـﱰ ﹼﺩﺩ )‪ Frequency (f‬ﻓﻬﻮ ﻋـﺪﺩ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﹸﻳ ﹼ‬
‫ﺍﻟﺜﺎﻧﻴـﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﻭ ﹸﻳﻘـﺎﺱ ﺑﻮﺣﺪﺓ ﻫﺮﺗﺰ ‪ ،Hz‬ﻭﺍﳍﺮﺗﺰ ﺍﻟﻮﺍﺣﺪ ﻫﻮ ﺍﻫﺘـﺰﺍﺯﺓ ﻭﺍﺣﺪﺓ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻭﺑﻨﺎ ﹰﺀ ﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﲔ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﻮﺟﺔ ﻭﺗﺮﺩﺩﻫﺎ ﻫﻲ‪:‬‬

‫__ = ‪f‬‬
‫‪1‬‬
‫‪T‬‬
‫ﺗﺮﺩﺩ ﺍﳌﻮﺟﺔ‬
‫ﺗﺮﺩﺩ ﺍﳌﻮﺟﻪ ﻳﺴﺎﻭﻱ ﻣﻘﻠﻮﺏ ﺯﻣﻨﻬﺎ ﺍﻟﺪﻭﺭﻱ‪.‬‬

‫ﻭﻳﻌﺘﻤـﺪ ﺍﻟﺰﻣـﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﻮﺟﺔ ﻭﺗﺮﺩﺩﻫـﺎ ﻋﲆ ﻣﺼﺪﺭﻫﺎ ﻓﻘﻂ‪ ،‬ﻭﻻ ﻳﻌﺘﻤﺪﺍﻥ ﻋﲆ ﺍﻟﻮﺳـﻂ‬
‫ﺍﻟﺬﻱ ﺗﻨﺘﻘﻞ ﺧﻼﻟﻪ ﺃﻭ ﻋﲆ ﴎﻋﺔ ﺍﳌﻮﺟﺔ‪.‬‬
‫ﻭﺗﺘﺤﺮﻙ ﺍﳌﻮﺟﺔ ﺧﻼﻝ ﻓﱰﺓ ﺯﻣﻨﻴﺔ ﺗﺴـﺎﻭﻱ ﺯﻣﻨﹰﺎ ﺩﻭﺭ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ ﻣﺴـﺎﻓﺔ ﺗﺴـﺎﻭﻱ ﻃﻮﻻﹰ ﻣﻮﺟ ﹼﹰﻴﺎ‬
‫ﻭﺍﺣـﺪﹰ ﺍ‪ ،‬ﻟﺬﺍ ﻓﺎﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻳﺴـﺎﻭﻱ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﻣﴬﻭ ﹰﺑـﺎ ﰲ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‪.λ = vT ،‬‬
‫ﻭﻷﻥ ﺍﳊﺼـﻮﻝ ﻋـﲆ ﺍﻟﱰﺩﺩ ﻳﻜﻮﻥ ﻋﺎﺩﺓ ﺃﺳـﻬﻞ ﻣـﻦ ﺍﳊﺼﻮﻝ ﻋﲆ ﺍﻟﺰﻣﻦ ﺍﻟـﺪﻭﺭﻱ ﻓﺈﻥ ﻫﺬﻩ‬
‫ﺍﳌﻌﺎﺩﻟﺔ ﺗﹸﻜﺘﺐ ﻋﲆ ﺍﻟﺸﻜﻞ ﺍﻵﰐ‪:‬‬

‫__ = ‪λ‬‬
‫‪v‬‬
‫ﻃﻮﻝ ﺍﳌﻮﺟﺔ‬
‫‪f‬‬
‫ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻤﻮﺟﺔ ﻳﺴﺎﻭﻱ ﴎﻋﺘﻬﺎ ﻣﻘﺴﻮﻣﺔ ﻋﲆ ﺗﺮﺩﺩﻫﺎ‪.‬‬

‫‪Modeling waves‬‬
‫ﻭﺣﺮﻛﺘﻪ ﺑـﱰﺩﺩ ﺛﺎﺑﺖ‪ ،‬ﻓﺴـﻮﻑ ﺗﻨﺘﺞ ﺩﻭﺍﺋـﺮ ﻣﺘﺘﺎﺑﻌﺔ ﻣﺘﺤﺪﺓ‬
‫ﻭﺇﺫﺍ ﻭﺿﻌـﺖ ﺇﺻﺒﻌـﻚ ﰲ ﺍﳌـﺎﺀ ﱠ‬
‫ﰲ ﻣﺮﺍﻛﺰﻫـﺎ‪ ،‬ﻭﻳﻜـﻮﻥ ﺇﺻﺒﻌـﻚ ﻣﺮﻛـﺰ ﺗﻠـﻚ ﺍﻟﺪﻭﺍﺋـﺮ ﺍﻟﺘـﻲ ﺗﺴـﻤﻰ ﻛﻞ ﻣﻨﻬﺎ ﺟﺒﻬـﺔ ﺍﳌﻮﺟﺔ‬
‫‪Wavefront‬؛ ﻭﻫﻲ ﺳﻄﺢ ﲣﻴﲇ ﻳﺼﻞ ﺑﲔ ﲨﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﺴﺎﻭﻳﺔ ﰲ ﺍﻟﻄﻮﺭ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﹸﻳﺮﺳﻢ‬
‫ﻋﲆ ﺷـﻜﻞ ﺧﻂ ﻳﻤ ﹼﺜﻞ ﻗﻤﺔ ﺍﳌﻮﺟﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﺟﺒﻬﺔ ﺍﳌﻮﺟـﺔ ﻟﺘﻮﺿﻴﺢ ﺍﳌﻮﺟﺎﺕ ﺑﺄﻱ‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪5-8a‬‬ ‫ﱢ‬ ‫ﺷـﻜﻞ ﻛﺎﻧﺖ‪ ،‬ﻭﻣﻦ ﺫﻟﻚ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ ﻭﺍﳌﻮﺟﺎﺕ ﺍﳌﺴـﺘﻘﻴﻤﺔ‪.‬‬

‫‪    5-8 ‬‬ ‫‪‬‬

‫‪      ‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪    a  ‬‬

‫‪‬‬
‫‪     ‬‬
‫‪b  ‬‬
‫‪‬‬

‫‪17‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 5-8b‬ﺍﺳـﺘﺨﺪﺍﻡ ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ ﻟﺘﻤﺜﻴﻞ‬ ‫ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺪﺍﺋﺮﻳﺔ ﰲ ﺍﳌﺎﺀ‪ ،‬ﰲ ﺣﲔ ﱢ‬
‫ﻳﺒﲔ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﳍﺬﻩ‬ ‫ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ‪ .‬ﻭﻳﺘﻢ ﺭﺳﻢ ﺟﺒﻬﺎﺕ ﺍﳌﻮﺟﺎﺕ ﺑﻤﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻨﺎﺳﺐ ﹼ‬
‫ﺍﳌﻮﺟـﺎﺕ‪ .‬ﻭﺗﺘﺤﺮﻙ ﺍﳌﻮﺟـﺎﺕ ﰲ ﺍﲡﺎﻩ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺟﺒﻬﺎﲥﺎ‪ ،‬ﻭ ﹸﻳﻤ ﱠﺜﻞ ﻫﺬﺍ ﺍﻻﲡﺎﻩ ﺑﺸـﻌﺎﻉ ﻋﲆ‬
‫ﺷـﻜﻞ ﺧﻂ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﺎﺋﻤﺔ ﻣﻊ ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ ﻳﺴـﻤﻰ ﺷﻌﺎﻉ ﺍﳌﻮﺟﺔ‪ .‬ﻭﺇﺫﺍ ﺃﺭﺩﺕ ﺑﻴﺎﻥ ﺍﲡﺎﻩ‬
‫ﺍﻧﺘﻘﺎﻝ ﻣﻮﺟﺔ ﻓﻘﻂ ﻓﻤﻦ ﺍﳌﻼﺋﻢ ﺃﻥ ﺗﺮﺳﻢ ﺷﻌﺎﻉ ﺍﳌﻮﺟﺔ ﺑﺪﻻﹰ ﻣﻦ ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ‪.‬‬
‫‪   ‬ﺇﺫﺍ ﺍﻟﺘﻘ ﹾﻄﺖ ﺻﻮﺭﺓ ﻓﻮﺗﻮﻏﺮﺍﻓﻴﺔ ﳌﻮﺟﺔ ﻣﺴـﺘﻌﺮﺿﺔ ﰲ ﺣﺒﻞ‪ ،‬ﻓﺴـﺘﺠﺪﻫﺎ‬
‫ﻣﺸﺎﲠﺔ ﻹﺣﺪ￯ ﺍﳌﻮﺟﺘﲔ ﺍﳌﻮﺿﺤﺘﲔ ﰲ ﺍﻟﺸﻜﻞ ‪ .5-5‬ﻭﻳﻤﻜﻦ ﻭﺿﻊ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻋﲆ ﻭﺭﻗﺔ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.5-9a‬‬ ‫ﺭﺳﻢ ﺑﻴﺎﲏ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻣﺰﻳﺪ ﻣﻦ ﺍﳌﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﳌﻮﺟﺔ‪ ،‬ﻛﲈ ﻫﻮ ﱠ‬
‫ﻭﺑﺎﳌﺜـﻞ ﺇﺫﺍ ﺭﺻﺪﺕ ﺣﺮﻛﺔ ﺟﺴـﻴﻢ ﻭﺍﺣـﺪ‪ ،‬ﻣﺜﻞ ﺣﺮﻛﺔ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﰲ ﺍﻟﺸـﻜﻞ ‪ ،5-7‬ﺃﻣﻜﻨﻚ‬
‫ﻣﺘﻐﲑﺍ ﻣﻊ‬
‫ﹰ‬ ‫ﲤﺜﻴـﻞ ﻫـﺬﻩ ﺍﳊﺮﻛﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﲆ ﻭﺭﻕ ﺭﺳـﻢ ﺑﻴﺎﲏ‪ ،‬ﺑﺤﻴﺚ ﺗﺮﺳـﻢ ﺍﻹﺯﺍﺣﺔ ﺑﻮﺻﻔﻬـﺎ‬
‫ﺍﻟﺰﻣـﻦ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،5-9b‬ﻭﺍﻟﺬﻱ ﻳﻤﻜﻦ ﻣﻦ ﺧﻼﻟﻪ ﺇﳚﺎﺩ ﺍﻟﺰﻣـﻦ ﺍﻟﺪﻭﺭﻱ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ‬
‫ﲤﺜﻴﻞ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﲆ ﻭﺭﻕ ﺭﺳـﻢ ﺑﻴـﺎﲏ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻢ ﲤﺜﻴﻞ ﺍﻟﻀﻐﻂ ﻋﲆ ﺍﳌﺤﻮﺭ ‪y‬‬
‫‪5-9‬‬
‫‪ ‬‬
‫‪  (a) 4.0 m‬‬
‫‪   (b) 2.0 s‬‬
‫)‪y (m‬‬
‫‪a‬‬
‫‪0.3‬‬ ‫‪0.2 m   ‬‬
‫‪0.2‬‬
‫‪   ‬‬
‫‪‬‬
‫‪0.1‬‬
‫)‪x (m‬‬
‫‪0.0‬‬
‫‪2.0‬‬ ‫‪4.0‬‬ ‫‪6.0‬‬ ‫‪8.0‬‬ ‫‪10.0‬‬
‫‪-0.1‬‬
‫‪-0.2‬‬
‫‪-0.3‬‬

‫‪C14-13A-845813‬‬
‫‪b‬‬ ‫)‪y (m‬‬
‫‪0.3‬‬ ‫‪Final‬‬
‫‪0.2‬‬
‫‪0.1‬‬
‫)‪t (s‬‬
‫‪0.0‬‬
‫‪1.0‬‬ ‫‪2.0‬‬ ‫‪3.0‬‬ ‫‪4.0‬‬ ‫‪5.0‬‬
‫‪-0.1‬‬
‫‪-0.2‬‬
‫‪-0.3‬‬

‫‪18‬‬

‫‪C14-14A-845813‬‬
‫‪  5-10 ‬‬
‫‪       ‬‬
‫‪    ‬‬
‫‪y‬‬

‫‪‬‬
‫‪x‬‬

‫ﻳﻮﺿﺢ ﺍﺳـﺘﺨﺪﺍﻡ ﻣﻨﺤﻨﻰ ﺍﳉﻴﺐ ﻟﺘﻤﺜﻴﻞ ﺗﻐﲑﺍﺕ ﺿﻐﻂ‬ ‫ﻣﺜﻼﹰ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸـﻜﻞ ‪ ،5-10‬ﺍﻟﺬﻱ ﹼ‬
‫ﻭﲤ ﹼﺜﻞ ﺍﻟﻘﻤﻢ ﺗﻀﺎﻏﻄﺎﺕ ﺍﳌﻮﺟﺔ ﺍﻟﻄﻮﻟﻴﺔ‪،‬‬
‫ﻣﻮﺟﺔ ﻃﻮﻟﻴﺔ‪ ،‬ﲢﺪﺙ ﰲ ﺍﻟﻮﺳﻂ ﺧﻼﻝ ﺍﻧﺘﻘﺎﳍﺎ ﻓﻴﻪ‪ .‬ﹸ‬
‫ﰲ ﺣﲔ ﹸﲤ ﱢﺜﻞ ﺍﻟﻘﻴﻌﺎﻥ ﲣﻠﺨﻼﲥﺎ‪.‬‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺠﺒﻬﺔ ﺍﳌﻮﺟﺔ؟ ﻭﻣﺎ ﺧﺎﺻﻴﺔ ﺍﳌﻮﺟﺔ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﻣﻌﺮﻓﺘﻬﺎ ﻣﻦ‬
‫ﺭﺳ ﹴﻢ ﳉﺒﻬﺎﺕ ﺍﳌﻮﺟﺎﺕ؟‬

‫‪1‬‬
‫‪‬ﻗﻄﻌﺖ ﻣﻮﺟﺔ ﺻﻮﺗﻴﺔ ﺗﺮﺩﺩﻫﺎ ‪ 192 Hz‬ﻣﻠﻌﺐ ﻛﺮﺓ ﻗﺪﻡ ﻃﻮﻟﻪ ‪ 91.4 m‬ﺧﻼﻝ ‪ ،0.271 s‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪ .c‬ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﻮﺟﺔ‪.‬‬ ‫‪ .a‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ‪.‬‬
‫ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻭﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‪ ،‬ﺇﺫﺍ ﺃﺻﺒﺢ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺔ ‪442 Hz‬‬ ‫‪.d‬‬ ‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻤﻮﺟﺔ‪.‬‬
‫‪‬‬ ‫‪1‬‬
‫ﻧﻤﻮﺫﺟﺎ ﻟﻠﻤﻮﺟﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﺭﺳﻢ‬
‫ﻣ ﹼﺜﻞ ﻣﺘﺠﻪ ﺍﻟﴪﻋﺔ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫?=‪v‬‬ ‫‪f= 192 Hz‬‬
‫‪λ‬‬ ‫?=‪λ‬‬ ‫‪d= 91.4 m‬‬
‫?=‪T‬‬ ‫‪t= 0.271 s‬‬
‫‪v‬‬

‫‪‬‬ ‫‪2‬‬

‫‪d‬‬
‫__ = ‪v‬‬ ‫‪ .a‬ﺃﻭﺟﺪ ﺍﻟﴪﻋﺔ ‪.v‬‬
‫‪t‬‬
‫‪91.4 m‬‬
‫______ =‬ ‫‪d = 91.4 m ،t = 0.271 s‬‬
‫‪0.271s‬‬
‫‪= 337 m/s‬‬
‫‪v‬‬
‫__ = ‪λ‬‬ ‫‪ .b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﳌﻮﺟﺔ ‪.λ‬‬
‫‪f‬‬
‫‪337 m/s‬‬ ‫‪v = 337 m/s ،f =192 Hz‬‬
‫_______ =‬
‫‪192 Hz‬‬
‫‪= 1.76 m‬‬

‫‪19‬‬
 ‫‪1‬‬
‫__ = ‪T‬‬ ‫‪ .c‬ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ‪.T‬‬
‫‪f‬‬
‫‪= 1‬‬
‫______‬ ‫‪f = 192 Hz‬‬
‫‪192 Hz‬‬
‫‪= 0.00521 s‬‬
‫‪v‬‬
‫__ = ‪λ‬‬ ‫‪ .d‬ﺃﻭﺟﺪ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﳉﺪﻳﺪ‪.‬‬
‫‪f‬‬
‫‪337 m/s‬‬ ‫‪v =337 m/s ،f = 442 Hz‬‬
‫‪= _______ = 0.762 m‬‬
‫‪442 Hz‬‬
‫‪1‬‬
‫__ = ‪T‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﺍﳉﺪﻳﺪ‪.‬‬
‫‪f‬‬
‫‪1‬‬
‫______ =‬ ‫‪= 0.00226 s‬‬ ‫‪f =442Hz‬‬
‫‪442 Hz‬‬

‫‪‬‬ ‫‪3‬‬
‫‪m/s‬‬
‫____ ﻭﻫﺬﺍ ﺻﺤﻴﺢ‪.‬‬
‫‪Hz‬‬
‫‪ ‬ﺍﳍﺮﺗﺰ ‪ Hz‬ﻫﻮ ﻧﻔﺴﻪ ‪ ،s-1‬ﻟﺬﺍ ﻓﺈﻥ ‪m .s = m‬‬
‫__ =‬
‫‪s‬‬
‫‪‬ﺍﻟﴪﻋﺔ ﺍﻟﻘﻴﺎﺳﻴﺔ ﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪ 343 m/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻟﺬﺍ ﻓﺎﳉﻮﺍﺏ ‪337 m/s‬‬
‫ﻣﻨﻄﻘﻲ‪ ،‬ﻭﻛﺬﻟﻚ ﺍﻟﱰﺩﺩ ﻭﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻣﻨﻄﻘﻴﺎﻥ ﺑﺎﻟﻨﺴﺒﺔ ﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪ ،‬ﻓﺎﻟﱰﺩﺩ ‪ 442 Hz‬ﻗﺮﻳﺐ ﻣﻦ ﺍﻟﱰﺩﺩ‬
‫‪ 440 Hz‬ﻭﻫﻮ ﺍﻟﱰﺩﺩ ﺍﻟﻘﻴﺎﳼ ﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪.‬‬

‫ﺃﻃﻠـﻖ ﻓﺎﺩﻱ ﺻﻮﺗﹰـﺎ ﻋﺎﻟ ﹰﻴﺎ ﰲ ﺍﲡﺎﻩ ﺟﺮﻑ ﺭﺃﳼ ﻳﺒﻌﺪ ‪ 465 m‬ﻋﻨﻪ‪ ،‬ﻭﺳـﻤﻊ ﺍﻟﺼﺪ￯‬ ‫‪.1‬‬
‫ﺑﻌﺪ ‪ .2.75 s‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪ .a‬ﴎﻋﺔ ﺻﻮﺕ ﻓﺎﺩﻱ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫‪ .b‬ﺗﺮ ﹼﺩﺩ ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﳍﺎ ﺍﳌﻮﺟﻲ ﻳﺴﺎﻭﻱ ‪.0.750 m‬‬
‫‪ .c‬ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﻤﻮﺟﺔ‪.‬‬
‫ﲥﺰ ﺍﳊﺒﻞ ﺑﱰﺩﺩ ﻛﺒﲑ ﺃﻡ ﺑﱰﺩﺩ‬
‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺯﻳﺎﺩﺓ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﳌﻮﺟﺎﺕ ﰲ ﺣﺒﻞ‪ ،‬ﻓﻬﻞ ﹼ‬ ‫‪.2‬‬
‫ﺻﻐﲑ؟‬
‫ﻣﺼﺪﺭ ﰲ ﺣﺒﻞ ﺍﺿﻄﺮﺍ ﹰﺑﺎ ﺗﺮ ﹼﺩﺩﻩ ‪ ،6.00 Hz‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﺍﳌﺴﺘﻌﺮﺿﺔ‬
‫ﹲ‬ ‫ﻭ ﱠﻟﺪ‬ ‫‪.3‬‬
‫ﰲ ﺍﳊﺒﻞ ‪ ،15.0 m/s‬ﻓﲈ ﻃﻮﳍﺎ ﺍﳌﻮﺟﻲ؟‬
‫ﺗﺘﻮ ﹼﻟﺪ ﲬﺲ ﻧﺒﻀﺎﺕ ﰲ ﺧﺰﺍﻥ ﻣﺎﺀ ﻛﻞ ‪ ،0.100 s‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻤﻮﺟﺎﺕ‬ ‫‪.4‬‬
‫ﺍﻟﺴﻄﺤﻴﺔ ‪ ،1.20 cm‬ﻓﲈ ﻣﻘﺪﺍﺭ ﴎﻋﺔ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺔ؟‬

‫‪20‬‬
 ‫ﺗﻮﺻﻠﺖ ﺇﱃ ﺃﻥ ﺍﳌﻮﺟﺎﺕ ﲢﻤﻞ ﻃﺎﻗﺔ ﳑﺎ ﻳﻤﻜﹼﻨﻬﺎ ﻣﻦ ﺇﻧﺠﺎﺯ ﺷـﻐﻞ‪ ،‬ﻭﺭﺑﲈ ﺷـﺎﻫﺪﺕ ﺍﻷﴐﺍﺭ‬
‫ﺍﳍﺎﺋﻠﺔ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺍﻟﻌﻮﺍﺻﻒ ﺍﻟﺸـﺪﻳﺪﺓ ﻭﺍﻷﻋﺎﺻـﲑ ﺍﻟﻘﻮﻳﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﺂﻛﻞ ﺍﻟﺒﻄﻲﺀ ﻟﻠﻤﻨﺤﺪﺭﺍﺕ‬
‫ﻭﺍﻟﺸـﻮﺍﻃﺊ ﺍﻟﻨﺎﺟـﻢ ﻋﻦ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﻀﻌﻴﻔﺔ ﺍﻟﻴﻮﻣﻴﺔ‪ .‬ﻭﻣـﻦ ﺍﳌﻬﻢ ﺃﻥ ﺗﺘﺬﻛﹼﺮ ﺃﻥ ﺳـﻌﺔ ﺍﳌﻮﺟﺔ‬
‫ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﻫﻲ ﺍﻟﺘﻲ ﲢﺪﹼ ﺩ ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﲢﻤﻠﻬﺎ ﺍﳌﻮﺟﺔ‪ ،‬ﺑﻴﻨﲈ ﳛﺪﹼ ﺩ ﺍﻟﻮﺳﻂ ﻭﺣﺪﻩ ﴎﻋﺔ‬
‫ﺍﳌﻮﺟﺔ‪.‬‬

‫‪5-1‬‬
‫‪‬ﺍﻓﱰﺽ ﺃﻧـﻪ ﹸﻃﻠﺐ ﺇﻟﻴﻚ ﺃﻧﺖ‬ ‫‪.7‬‬ ‫‪‬ﺇﺫﺍ ﺳـﺤﺒﺖ ﺍﻟﻄـﺮﻑ‬ ‫‪.5‬‬
‫ﻭﺯﻣﻴﻠـﻚ ﰲ ﺍﳌﺨﺘـﱪ ﺗﻮﺿﻴﺢ ﺃﻥ ﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻌﺮﺿﺔ‬ ‫ﺍﳊـﺮ ﻟﻨﺎﺑﺾ‪ ،‬ﻓﻬﻞ ﺗﺼﻞ ﺍﻟﻨﺒﻀـﺔ ﺇﱃ ﻃﺮﻓﻪ ﺍﻵﺧﺮ ﰲ‬
‫ﹼ‬
‫ﺗﻨﻘﻞ ﺍﻟﻄﺎﻗﺔ ﺩﻭﻥ ﺍﻧﺘﻘﺎﻝ ﻣﺎﺩﺓ ﺍﻟﻮﺳﻂ‪ ،‬ﻓﻜﻴﻒ ﺗﻮﺿﺢ‬ ‫ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴـﻬﺎ؟ ﻣﺎﺫﺍ ﳛﺪﺙ ﻟـﻮ ﺃﺣﺪﺛﺖ ﺍﻫﺘﺰﺍﺯﺓ ﰲ‬
‫ﺫﻟﻚ؟‬ ‫ﺍﳊﺮ ﳊﺒـﻞ؟ ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨـﺪ ﴐﺏ ﻃﺮﻑ‬ ‫ﺍﻟﻄـﺮﻑ ﹼ‬
‫‪‬ﺻ ﹺ‬
‫ﻒ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ‪ .‬ﻭﻣﺎ ﺃﻧﻮﺍﻉ‬ ‫ﹺ‬ ‫‪.8‬‬ ‫ﻗﻀﻴـﺐ ﺣﺪﻳﺪﻱ؟ ﻗﺎﺭﻥ ﺑﲔ ﴎﻋـﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﻨﺒﻀﺎﺕ‬
‫ﺍﻷﻭﺳﺎﻁ ﺍﻟﺘﻲ ﺗﻨﻘﻞ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ؟‬ ‫ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺜﻼﺙ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﺳـﻘﻄﺖ ﻗﻄـﺮﺓ ﻣﻄـﺮ ﰲ ﺑﺮﻛـﺔ‬ ‫‪.9‬‬ ‫‪‬ﺇﺫﺍ ﻭ ﹼﻟـﺪﹾ ﺕ ﻣﻮﺟـﺔ ﻣﺴـﺘﻌﺮﺿﺔ ﰲ‬ ‫‪.6‬‬

‫ﻓﺴـﺘﻮ ﹼﻟﺪ ﻣﻮﺟﺎﺕ ﺫﺍﺕ ﺳـﻌﺎﺕ ﺻﻐﲑﺓ‪ .‬ﺃﻣـﺎ ﺇﺫﺍ ﻗﻔﺰ‬ ‫ﻫﺰ ﻳـﺪﻙ ﻭﲢﺮﻳﻜﻬﺎ ﻣـﻦ ﺟﺎﻧﺐ ﺇﱃ‬ ‫ﺣﺒـﻞ ﻋـﻦ ﻃﺮﻳﻖ ﹼ‬
‫ﺳ ﹼﺒﺎﺡ ﰲ ﺍﻟﱪﻛﺔ ﻓﺴﻴﻮ ﹼﻟﺪ ﻣﻮﺟﺎﺕ ﺫﺍﺕ ﺳﻌﺎﺕ ﻛﺒﲑﺓ‪.‬‬ ‫ﲥـﺰ ﺍﳊﺒـﻞ ﺃﴎﻉ ﻣـﻦ ﺩﻭﻥ ﺗﻐﻴـﲑ‬‫ﺁﺧـﺮ‪ ،‬ﺛـﻢ ﺑـﺪﺃﺕ ﹼ‬
‫ﻓﻠـﲈﺫﺍ ﻻ ﺗﻮ ﹼﻟﺪ ﺍﻷﻣﻄـﺎﺭ ﺍﻟﻐﺰﻳﺮﺓ ﰲ ﺃﺛﻨـﺎﺀ ﺍﻟﻌﻮﺍﺻﻒ‬ ‫ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﺗﺘﺤﺮﻛﻬـﺎ ﻳﺪﻙ‪ ،‬ﻓﲈﺫﺍ ﳛـﺪﺙ ﻟﻜﻞ ﻣﻦ‪:‬‬
‫ﺍﻟﺮﻋﺪﻳﺔ ﻣﻮﺟﺎﺕ ﺫﺍﺕ ﺳﻌﺎﺕ ﻛﺒﲑﺓ؟‬ ‫ﺍﻟﺴﻌﺔ‪ ،‬ﻭﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﻭﺍﻟﱰﺩﺩ‪ ،‬ﻭﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‪،‬‬
‫ﻭﴎﻋﺔ ﺍﳌﻮﺟﺔ؟‬

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

 ‫** ‪Sound and hearing 5-2‬‬
‫ﺍﻟﺼـﻮﺕ ﺟﺰﺀ ﻣﻬﻢ ﰲ ﺣﻴﺎﺓ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﺨﻠﻮﻗﺎﺕ ﺍﳊﻴﺔ؛ ﺇﺫ ﺗﺴـﺘﺨﺪﻡ ﺍﳊﻴﻮﺍﻧﺎﺕ‬
‫ﺍﻟﺼـﻮﺕ ﻟﻠﺼﻴـﺪ ﻭﺍﻟﺘـﺰﺍﻭﺝ ﻭﺍﻟﺘﺤﺬﻳﺮ ﻣـﻦ ﺍﻗـﱰﺍﺏ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺍﳌﻔﱰﺳـﺔ‪ .‬ﻳﺆﺩﻱ‬ ‫‪‬‬
‫ﺻـﻮﺕ ﺻﻔـﺎﺭﺓ ﺍﻹﻧـﺬﺍﺭ ﺇﱃ ﺇﺛﺎﺭﺓ ﺍﻟﻘﻠـﻖ ﻟﺪ￯ ﺍﻟﻨـﺎﺱ‪ ،‬ﰲ ﺣﲔ ﺗﺴـﺎﻋﺪ ﺃﺻﻮﺍﺕ‬ ‫‪28.4- 28.5-28.6‬‬

‫ﺃﺧـﺮ￯ ‪ -‬ﻭﻣﻨﻬﺎ ﺗﻼﻭﺓ ﺍﻟﻘﺮﺁﻥ – ﻋﲆ ﺍﻟﺘﻬﺪﺋـﺔ ﻭﺇﺭﺍﺣﺔ ﺍﻟﻨﻔﺲ‪ .‬ﻭﻟﻘﺪ ﺃﺻﺒﺢ ﻣﺄﻟﻮ ﹰﻓﺎ‬ ‫‪‬‬
‫ﻋﻠﻮﻩ‬ ‫‪1.1- 1.2-1.3-1.5‬‬
‫ﻟﺪﻳـﻚ – ﻣﻦ ﺧﻼﻝ ﺧﱪﺗﻚ ﺍﻟﻴﻮﻣﻴﺔ – ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﺼﻮﺕ‪ ،‬ﻣﻨﻬﺎ ﹼ‬
‫ﻭﻧﻐﻤﺘﻪ ﻭﺩﺭﺟﺘﻪ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ ﻭﻏﲑﻫﺎ ﻟﺘﺼﻨﻴﻒ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬ ‫‪‬‬
‫‪ ‬ﺃﻥ ﺍﻟﺼـﻮﺕ ﻣﻮﺟـﺎﺕ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬ ‫• ‪‬‬
‫ﺍﻷﺻﻮﺍﺕ ﺍﻟﺘﻲ ﻧﺴﻤﻌﻬﺎ ﻭﻭﺻﻔﻬﺎ‪ .‬ﻓﻌﲆ ﺳﺒﻴﻞ ﺍﳌﺜﺎﻝ‪ ،‬ﺗﻌﺪ ﺑﻌﺾ ﺃﻧﲈﻁ ﺍﻟﺼﻮﺕ ﻣﻦ‬
‫ﻃﻮﻟﻴﺔ‪.‬‬
‫ﳑﻴﺰﺍﺕ ﺍﻟﻜﻼﻡ‪ ،‬ﰲ ﺣﲔ ﻳﻌﺪ ﻏﲑﻫﺎ ﻣﻦ ﳑﻴﺰﺍﺕ ﺍﳌﺠﻤﻮﻋﺎﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ‪ .‬ﻭﺳﺘﺪﺭﺱ‬
‫• ‪ ‬ﻛﻴﻒ ﺗﺘﻮ ﹼﻟﺪ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪.‬‬
‫ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺍﳌﺒﺎﺩﺉ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻠﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺁﻟﻴﺔ ﺍﻟﺴﻤﻊ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‪.‬‬ ‫• ‪ ‬ﺑـﲔ ﴎﻋـﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳌـﻮﺍﺩ‬
‫ﺩﺭﺳـﺖ ﰲ ﺍﻟﻘﺴـﻢ ﺍﻟﺴـﺎﺑﻖ ﻭﺻـﻒ ﺍﳌﻮﺟـﺎﺕ ﺑﺪﻻﻟﺔ ﺍﻟﴪﻋـﺔ ﻭﺍﻟـﱰﺩﺩ ﻭﺍﻟﻄﻮﻝ‬ ‫ﺍﻟﺼﻠﺒﺔ ﻭﺍﻟﺴﺎﺋﻠﺔ ﻭﺍﻟﻐﺎﺯﻳﺔ‪.‬‬
‫ﺍﳌﻮﺟﻲ ﻭﺍﻟﺴﻌﺔ ﻭﻏﲑﻫﺎ‪ .‬ﻭﻷﻥ ﺍﻟﺼﻮﺕ ﺃﺣﺪ ﺃﻧﻮﺍﻉ ﺍﳌﻮﺟﺎﺕ ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﻭﺻﻒ‬ ‫‪ ‬ﺁﻟﻴﺔ ﺍﻟﺴﻤﻊ ﻋﻨﺪ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫• ‪‬‬
‫• ‪ ‬ﻣﻮﺟﺎﺕ ﺍﻟﺼـﻮﺕ ﺇﱃ ﻣﻮﺟﺎﺕ‬
‫ﺑﻌـﺾ ﺧﺼﺎﺋﺼﻪ ﻭﺗﻔﺎﻋﻼﺗﻪ‪ .‬ﻭﺍﻟﺴـﺆﺍﻝ ﺍﻟﺬﻱ ﻧﺤﺘﺎﺝ ﺇﱃ ﺇﺟﺎﺑﺘـﻪ ﺃﻭﻻﹰ ﻫﻮ‪ :‬ﻣﺎ ﻧﻮﻉ‬
‫ﺻﻮﺗﻴﺔ ﺳـﻤﻌﻴﺔ ﻭﻣﻮﺟـﺎﺕ ﺻﻮﺗﻴﺔ ﻓﻮﻕ‬
‫ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ؟‬
‫ﺳﻤﻌﻴﺔ ﻭﻣﻮﺟﺎﺕ ﺻﻮﺗﻴﺔ ﲢﺖ ﺳﻤﻌﻴﺔ‪.‬‬
‫‪Soundwaves‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺿـﻊ ﺃﺻﺎﺑﻌـﻚ ﻋﲆ ﺣﻨﺠﺮﺗﻚ ﻭﺃﻧﺖ ﺗﺘﻜﻠﻢ ﺃﻭ ﺗﹸﺪﻧﺪﻥ‪ .‬ﻫﻞ ﺗﺸـﻌﺮ ﺑﺎﻻﻫﺘﺰﺍﺯﺍﺕ؟‬ ‫• ﻣﻮﺟﺔ ﺻﻮﺗﻴﺔ‬
‫•‬ ‫‪Sound wave‬‬
‫ﻣﺴـﺠﻞ؟ ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 5-11‬ﹰ‬
‫ﺟﺮﺳﺎ‬ ‫ﹼ‬ ‫ﺳـﲈﻋﺔ‬
‫ﻫﻞ ﺣﺎﻭﻟﺖ ﻣﺮﺓ ﻭﺿﻊ ﻳﺪﻙ ﻋﲆ ﹼ‬ ‫• ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻓﻮﻕ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺳﲈﻋﺔ ﺃﻱ ﻣﺼﺪﺭ ﻟﻠﺼﻮﺕ‪ .‬ﻓﻌﻨﺪﻣﺎ ﳞﺘﺰ‬ ‫ﳞﺘﺰ‪ ،‬ﻭﺍﻟﺬﻱ ﻗﺪ ﻳﻤﺜﻞ ﺃﻭﺗﺎﺭﻙ ﺍﻟﺼﻮﺗﻴﺔ ﺃﻭ ﹼ‬ ‫•‬ ‫‪Ultrasound‬‬
‫ﺍﳉﺮﺱ ﺇﱃ ﺍﳋﻠﻒ ﻭﺇﱃ ﺍﻷﻣﺎﻡ‪ ،‬ﻓﺈﻥ ﺣﺎﻓﺔ ﺍﳉﺮﺱ ﺗﺼﺪﻡ ﺟﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ‪ .‬ﻭﺗﺘﺤﺮﻙ‬ ‫• ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﲢﺖ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺟﺰﻳﺌـﺎﺕ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍﻷﻣﺎﻡ ﻋﻨﺪﻣﺎ ﺗﺘﺤـﺮﻙ ﺍﳊﺎﻓﺔ ﺇﱃ ﺍﻷﻣﺎﻡ؛ ﺃﻱ ﺃﻥ ﺟﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ‬ ‫•‬ ‫‪Infrasound‬‬

‫ﺗﺮﺗـﺪ ﻋﻦ ﺍﳉﺮﺱ ﺑﴪﻋﺔ ﻛﺒﲑﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺘﺤﺮﻙ ﺍﳊﺎﻓـﺔ ﺇﱃ ﺍﳋﻠﻒ ﺗﺮﺗﺪ ﺟﺰﻳﺌﺎﺕ‬
‫ﺍﳍﻮﺍﺀ ﻋﻦ ﺍﳉﺮﺱ ﺑﴪﻋﺔ ﺃﻗﻞ‪.‬‬ ‫‪   5-11‬‬
‫‪ a    ‬‬
‫‪a‬‬
‫‪          ‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪      ‬‬
‫‪     b    ‬‬
‫‪b‬‬
‫‪     ‬‬
‫‪     ‬‬
‫‪‬‬

‫** ‪  ‬‬

‫‪22‬‬
    
Electrical hazard Harmful / Irritant Biological hazards Flammable

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

First aid Eye wash station Fire extinguisher Radioactive safety

‫ ﺗﺆﺩﻱ ﺣﺮﻛﺔ ﺍﳉﺮﺱ ﺇﱃ ﺍﻷﻣﺎﻡ ﺇﱃ ﺗﺸـﻜﱡﻞ‬:‫ﻭﻳﻨﺘﺞ ﻋﻦ ﺗﻐﲑﺍﺕ ﴎﻋﺔ ﺍﻫﺘﺰﺍﺯ ﺍﳉﺮﺱ ﻣﺎ ﻳﲇ‬

Sharp objects safety

Poison safety

Oxidizer

Corrosive
‫ ﰲ ﺣﲔ ﺗـﺆﺩﻱ ﺣﺮﻛﺘﻪ ﺇﱃ ﺍﳋﻠﻒ‬،‫ﻣﻨﻄﻘـﺔ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﻣﺮﺗﻔ ﹰﻌﺎ ﺗﺴـﻤﻰ ﺗﻀﺎﻏ ﹰﻄﺎ‬
 ‫ﹰ‬
‫ ﻭﺗﺆﺩﻱ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﺑﲔ‬.‫ﲣﻠﺨﻼ‬ ‫ﻣﻨﺨﻔﻀﺎ ﺗﺴﻤﻰ‬
‫ﹰ‬ ‫ﺇﱃ ﺗﺸﻜﱡﻞ ﻣﻨﻄﻘﺔ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺿﻐﻂ ﺍﳍﻮﺍﺀ‬
     .1 ‫ﺟﺰﻳﺌـﺎﺕ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍﻧﺘﻘﺎﻝ ﻫﺬﻩ ﺍﻟﺘﻀﺎﻏﻄﺎﺕ ﻭﺍﻟﺘﺨﻠﺨﻼﺕ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﳉﺮﺱ ﰲ ﺍﻻﲡﺎﻫﺎﺕ‬
 
 
 
 
Laser beam Hand protection
Lab. coat Eye Ecological
safety hazards Thermal Carcinogenic
safety Explosive

 .‫ ﻭﲠﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺗﻨﺘﻘﻞ ﺗﻐﲑﺍﺕ ﺍﻟﻀﻐﻂ )ﺍﻟﺘﻀﺎﻏﻄﺎﺕ ﻭﺍﻟﺘﺨﻠﺨﻼﺕ( ﺧﻼﻝ ﺍﳌﺎﺩﺓ‬.‫ﲨﻴﻌﻬﺎ‬
       .2
   

‫ ﻭﻳﺴـﻤﻰ‬،‫ ﻳﻨﺸـﺄ ﺍﻟﺼﻮﺕ ﻧﺘﻴﺠﺔ ﺍﻫﺘﺰﺍﺯ ﺍﻷﺟﺴـﺎﻡ‬Describing sound 

Electrical hazard Harmful / Irritant Biological hazards Flammable

       


First aid


Eye wash station

Fire extinguisher

Radioactive safety
‫ ﻭﺗﻨﺘﻘـﻞ ﻣﻮﺟﺎﺕ‬.Sound wave ‫ﺍﻧﺘﻘـﺎﻝ ﺗﻐـﲑﺍﺕ ﺍﻟﻀﻐـﻂ ﺧﻼﻝ ﻣـﺎﺩﺓ ﻣﻮﺟـﺔ ﺻﻮﺗﻴـﺔ‬
       .3 .‫ﺍﻟﺼﻮﺕ ﺧﻼﻝ ﺍﳍﻮﺍﺀ؛ ﻷﻥ ﺍﳌﺼﺪﺭ ﺍﳌﻬﺘﺰ ﻳﻨﺘﺞ ﺗﻐﲑﺍﺕ ﺃﻭ ﺍﻫﺘﺰﺍﺯﺍﺕ ﻣﻨﺘﻈﻤﺔ ﰲ ﺿﻐﻂ ﺍﳍﻮﺍﺀ‬
   

Sharp objects safety
  

Poison safety

Oxidizer

Corrosive
‫ ﻭﻳﺘﺬﺑﺬﺏ‬.‫ ﻭﺗﻨﻘﻞ ﺗﻐـﲑﺍﺕ ﺍﻟﻀﻐﻂ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﻣﺼـﺪﺭ ﺍﻟﺼﻮﺕ‬،‫ﻭﺗﺘﺼـﺎﺩﻡ ﺟﺰﻳﺌـﺎﺕ ﺍﳍﻮﺍﺀ‬
 ‫ ﻭﻳﻜﻮﻥ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺔ ﻫﻮ ﻋﺪﺩ‬.5-12 ‫ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ‬،‫ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﺣﻮﻝ ﻣﺘﻮﺳـﻂ ﺍﻟﻀﻐﻂ‬

    ‫ ﺃﻣﺎ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻓﻴﻤ ﱢﺜﻞ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﻣﺮﻛﺰﻱ‬.‫ﺍﻫﺘـﺰﺍﺯﺍﺕ ﻗﻴﻤﺔ ﺍﻟﻀﻐﻂ ﰲ ﺍﻟﺜﺎﻧﻴـﺔ ﺍﻟﻮﺍﺣﺪﺓ‬
      
Laser beam Lab. coat Ecological hazards Carcinogenic

 .4 ‫ ﻭﻳﻌﺪ ﺍﻟﺼﻮﺕ ﻣﻮﺟـﺔ ﻃﻮﻟﻴﺔ؛ ﻷﻥ ﺟﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ )ﺍﻟﻮﺳـﻂ‬.‫ﺗﻀﺎﻏـﻂ ﺃﻭ ﲣﻠﺨﻞ ﻣﺘﺘﺎﻟﻴـﲔ‬


 
   ‫ ﻭﺇﺫﺍ ﺍﺳﺘﺨﺪﻣﺖ ﺟﻬﺎﺯ ﺍﻷﻭﺳﻴﻠﻮﺳﻜﻮﺏ‬.‫ﺍﻟﻨﺎﻗﻞ( ﲥﺘﺰ ﻣﻮﺍﺯﻳﺔ ﻻﲡﺎﻩ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺔ ﺍﻟﺼﻮﺗﻴﺔ‬
 ‫ﻟﺘﻌﺮﻑ ﺷـﻜﻞ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ ﺁﻻﺕ ﳐﺘﻠﻔﺔ ﻓﺴـﻮﻑ ﻳﻈﻬﺮ ﺷـﻜﻠﻬﺎ ﻣﺸـﺎ ﹰﲠﺎ‬
‫ ﻭﺗﻌﻠﻢ ﻣﻦ‬.5-12c ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ‬ ‫ ﻭﺳﻴﻜﻮﻥ ﻣﺸـﺎ ﹰﲠﺎ ﳌﺎ ﻫﻮ ﹼ‬،‫ﻟﺸـﻜﻞ ﻣﻮﺟﺔ ﻣﺴﺘﻌﺮﺿﺔ‬

‫ ﻭﻟﻜﻦ ﺗﻢ‬،‫ﺍﻟﻘﺴﻢ ﺍﻟﺴﺎﺑﻖ ﺃﻥ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﻻ ﻳﻤﺜﻞ ﺷﻜﻞ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﻭﻟﻴﺲ ﺻﻮﺭﺓ ﳍﺎ‬
  .5
‫ﺍﺳـﺘﺨﺪﺍﻡ ﻫـﺬﺍ ﺍﳌﻨﺤﻨﻰ ﺍﳉﻴﺒﻲ ﻟﻠﺘﻌﺒﲑ ﻋـﻦ ﺗﻐﲑﺍﺕ ﺍﻟﻀﻐﻂ ﺍﻟﺘﻲ ﲢﺪﺙ ﰲ ﺍﻟﻮﺳـﻂ ﺑﺪﻻﻟﺔ‬
  .6
43 ‫ ﰲ‬،‫ﻭﲤ ﱢﺜﻞ ﺍﻟﻘﻤﻢ ﺍﻟﺘﻀﺎﻏﻄﺎﺕ‬‫ ﹸ‬،‫ﺍﻟﺒﻌـﺪ ﻋﻦ ﻣﺼﺪﺭ ﺍﻟﺼﻮﺕ ﰲ ﺃﺛﻨـﺎﺀ ﻋﺒﻮﺭ ﺍﳌﻮﺟﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻟﻪ‬
   .7 .‫ﺣﲔ ﹸﲤ ﱢﺜﻞ ﺍﻟﻘﻴﻌﺎﻥ ﺍﻟﺘﺨﻠﺨﻼﺕ‬
 ‫ﻛﻴﻒ ﻳﻨﺸﺄ ﺍﻟﺼﻮﺕ؟ ﻭﻣﺎ ﻧﻮﻉ ﻣﻮﺟﺎﺗﻪ؟‬
        .8
     b c d


 a   5-12

cb
dzxy
23
    
Electrical hazard Harmful / Irritant Biological hazards Flammable

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

Speed of sound in different media



Sharp objects safety

Poison safety

Oxidizer

Corrosive

‫ ﻭﺃﻛﱪ ﻣﻨﻬﺎ‬،‫ﺇﻥ ﴎﻋـﺔ ﺍﻧﺘﻘـﺎﻝ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ ﻣﻨﻬﺎ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺴـﺎﺋﻠﺔ‬
‫ ﳌﺎﺫﺍ؟ ﺑﺎﻻﺳـﺘﻌﺎﻧﺔ ﺑﻨﻤﻮﺫﺝ ﺍﳊﺮﻛﺔ ﺍﳉﺰﻳﺌﻴﺔ ﻳﻤﻜﻦ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﳌﺴـﺎﻓﺎﺕ ﺍﻟﺒﻴﻨﻴﺔ‬.‫ﰲ ﺍﻟﻐﺎﺯﺍﺕ‬  
 
 
 

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


 .1
‫ ﻟﺬﺍ‬،‫ﺑـﲔ ﺟﺰﻳﺌـﺎﺕ ﺍﻟﻐﺎﺯﺍﺕ ﺗﻜـﻮﻥ ﺃﻛﱪ ﻣﻨﻬﺎ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺴـﺎﺋﻠﺔ ﻭﺃﻛﱪ ﻣﻨﻬﺎ ﰲ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‬
      .2
‫ ﺑﻴﻨﲈ‬،‫ﻓـﺈﻥ ﻋﻤﻠﻴﺔ ﻧﻘـﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻣﻦ ﺟﺰﻱﺀ ﺇﱃ ﺁﺧﺮ ﰲ ﺍﻟﻐﺎﺯﺍﺕ ﺗﺴـﺘﻐﺮﻕ ﻭﻗﺘﹰﺎ ﺃﻃﻮﻝ‬    

 Electrical hazard Harmful / Irritant Biological hazards Flammable

‫ﻧﻈﺮﺍ‬
‫ ﹰ‬،‫ﰲ ﺍﳌـﻮﺍﺩ ﺍﻟﺼﻠﺒـﺔ ﺗﻨﺘﻘﻞ ﺍﻟﻄﺎﻗـﺔ ﺍﻟﺼﻮﺗﻴﺔ ﻣﻦ ﺟﺰﻱﺀ ﺇﱃ ﺍﳉﺰﻱﺀ ﺍﳌﺠـﺎﻭﺭ ﺑﴪﻋﺔ ﺃﻛﱪ‬    .3
‫ ﻭﻳﻤﻜﻨﻚ ﺍﺧﺘﺒﺎﺭ‬.‫ ﻟﺬﺍ ﺗﻜﻮﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﻫﻲ ﺍﻷﻛﱪ‬،‫ﻟﺼﻐﺮ ﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ‬ 
 1-2m 

First aid

Eye wash station

Fire extinguisher

Radioactive safe

‫ ﺛﻢ ﻭﺿﻊ ﺃﺫﻧﻚ‬،‫ﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﺍﻟﻨﻘﺮ ﻋﲆ ﺳـﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ ﻭﺳﲈﻉ ﺍﻟﺼﻮﺕ ﻣﻦ ﺧﻼﻝ ﺍﳍﻮﺍﺀ‬    
‫ ﻭﻣﻘﺎﺭﻧﺔ ﺍﻟﺼﻮﺕ ﺍﻟﺬﻱ ﺗﺴـﻤﻌﻪ ﺍﻵﻥ ﺑﲈ ﺳـﻤﻌﺘﻪ ﰲ‬،‫ﻣﻼﺻﻘﺔ ﻟﺴـﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ ﻭﺍﻟﻨﻘﺮ ﻋﻠﻴﻬﺎ‬  
Sharp objects safety

Poison safety

Oxidizer

Corrosive

‫ ﻭﻳﻤﻜـﻦ ﻗﻴـﺎﺱ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍـﻮﺍﺀ ﺑﺎﻻﻋﺘﲈﺩ ﻋﲆ ﺍﻟﺼـﺪ￯ ﻭﻫﻮ – ﻛﲈ‬.‫ﺍﳊﺎﻟـﺔ ﺍﻷﻭﱃ‬  
.‫ ﺗﻜﺮﺍﺭ ﺳﲈﻉ ﺍﻟﺼﻮﺕ ﺑﻌﺪ ﺍﺭﺗﺪﺍﺩﻩ ﻋﻦ ﺳﻄﺢ ﻋﺎﻛﺲ‬- ‫ﺗﻌﻠﻢ‬   
Laser beam
 .4
Lab. coat

Ecological hazards

Carcinogenic

  

:‫ ﻭﻣﻦ ﻫﺬﻩ ﺍﳋﺼﺎﺋﺺ‬.‫ﺗﻌﺘﻤﺪ ﴎﻋﺔ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﰲ ﻭﺳﻂ ﻣﺎ ﻋﲆ ﺧﺼﺎﺋﺺ ﻫﺬﺍ ﺍﻟﻮﺳﻂ‬ 
5-1 ‫ ﻋﻨـﺪ ﺇﺯﺍﺣـﺔ ﳎﻤﻮﻋـﺔ ﻣـﻦ‬Elasticity  .5
 ‫ﺍﳉﺴﻴﲈﺕ ﻋﻦ ﻣﻮﺍﺿﻊ ﺍﺗﺰﺍﳖﺎ ﺗﻨﺸﺄ ﻗﻮﺓ ﺗﻌﻴﺪ ﻫﺬﻩ ﺍﳉﺴﻴﲈﺕ‬  
 
ms 
‫ ﻭﻛﻠـﲈ ﺯﺍﺩﺕ ﻣﺮﻭﻧـﺔ ﺍﻟﻮﺳـﻂ ﺯﺍﺩﺕ‬.‫ﺇﱃ ﻣﻮﺍﺿـﻊ ﺍﺗﺰﺍﳖـﺎ‬
  .6
1286 (0 ˚C) ‫ﻫﻴﺪﺭﻭﺟﲔ‬ ‫ ﻭﺗﻜﻮﻥ ﴎﻋﺔ‬.‫ﴎﻋﺔ ﺭﺟﻮﻉ ﺟﺴـﻴﲈﺗﻪ ﺇﱃ ﻣﻮﺍﺿﻊ ﺍﺗﺰﺍﳖﺎ‬ 
(0 ˚C) ‫ﻫﻴﻠﻴﻮﻡ‬
972
‫ ﻭﺗﻼﺣﻆ‬.‫ﺍﻧﺘﻘـﺎﻝ ﻣﻮﺟﺎﺕ ﺍﻟﺼـﻮﺕ ﰲ ﻫﺬﺍ ﺍﻟﻮﺳـﻂ ﺃﻛﱪ‬   
343 (20 ˚C) ‫ﻫﻮﺍﺀ‬
331 (0 ˚C) ‫ﻫﻮﺍﺀ‬ ‫ ﺃﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ‬5-1 ‫ﻣﻦ ﺍﳉﺪﻭﻝ‬ 

ms 
‫ﻣﻨﻬﺎ ﰲ ﺍﻟﻐﺎﺯﺍﺕ ﻭﺍﻟﺴـﻮﺍﺋﻞ؛ ﻭﺫﻟﻚ ﻷﻥ ﻣﻌﺎﻣﻼﺕ ﺍﳌﺮﻭﻧﺔ‬  
1904 ‫ﺟﻠﻴﴪﻭﻝ‬ .‫ﻟﻠﻤﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ ﻣﻨﻬﺎ ﻟﻠﺴﻮﺍﺋﻞ ﻭﺍﻟﻐﺎﺯﺍﺕ‬  65  .7
1533 ‫ﻣﺎﺀ ﺍﻟﺒﺤﺮ‬
1493 ‫ﺍﳌﺎﺀ‬ ‫ ﺗـﺆﺩﻱ ﺯﻳـﺎﺩﺓ ﻛﺜﺎﻓـﺔ ﻣـﺎﺩﺓ‬Density   
‫ﺍﻟﺰﺋﺒﻖ‬     .8
‫ﺍﻟﻮﺳـﻂ ﺇﱃ ﺗﺰﺍﺣـﻢ ﺟﺴـﻴﲈﺗﻪ ﻭﺯﻳـﺎﺩﺓ ﺍﻟﺰﻣـﻦ ﺍﳌﺴـﺘﻐﺮﻕ‬
1450
 
ms  ،‫ﻟﻨﻘـﻞ ﺍﻻﺿﻄـﺮﺍﺏ ﻣﻦ ﺟـﺰﻱﺀ ﺇﱃ ﺍﳉـﺰﻱﺀ ﺍﻟـﺬﻱ ﻳﻠﻴﻪ‬
12000 ‫ﺍﳌﺎﺱ‬ 
‫ﺯﺟﺎﺝ ﺍﻟﺒﲑﻛﺲ‬
‫ﻭﺑﺎﻟﺘـﺎﱄ ﺗﻘـﻞ ﴎﻋـﺔ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺟـﺔ ﺍﻟﺼﻮﺕ ﺧـﻼﻝ ﻫﺬﺍ‬
5640   .9
5130 ‫ﺍﳊﺪﻳﺪ‬ ‫ ﺃﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ‬5-1 ‫ ﻭﺗﻼﺣﻆ ﻣﻦ ﺍﳉـﺪﻭﻝ‬.‫ﺍﻟﻮﺳـﻂ‬ 
5100 ‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‬ ‫ﰲ ﺍﳍﻴﺪﺭﻭﺟـﲔ ﺃﻛـﱪ ﻣـﻦ ﴎﻋﺘـﻪ ﰲ ﺍﳍـﻮﺍﺀ؛ ﻷﻥ ﻛﺜﺎﻓـﺔ‬  .10
4700 ‫ﺍﻟﻨﺤﺎﺱ ﺍﻷﺻﻔﺮ‬
3560 ‫ﺍﻟﻨﺤﺎﺱ‬
.‫ﺍﳍﻴﺪﺭﻭﺟﲔ ﺃﻗﻞ ﻣﻦ ﻛﺜﺎﻓﺔ ﺍﳍﻮﺍﺀ‬ 
‫ﺍﻟﺬﻫﺐ‬      .11
3240
‫ ﺗﺘﻐﲑ ﴎﻋﺔ ﺍﻟﺼﻮﺕ‬Temperature
1322 ‫ﺍﻟﺮﺻﺎﺹ‬    
1600 ‫ ﻭﻳﻜﻮﻥ ﺗﺄﺛﲑ‬،‫ﺑﺘﻐﲑ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻮﺳـﻂ ﺍﻟﺬﻱ ﺗﻨﺘﻘﻞ ﻓﻴﻪ‬
‫ﺍﳌﻄﺎﻁ‬ 
.‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻋﲆ ﴎﻋـﺔ ﺍﻟﺼﻮﺕ ﻣﻼﺣ ﹰﻈﺎ ﰲ ﺍﻟﻐﺎﺯﺍﺕ‬  
‫ ﺑﻴﻨﲈ ﴎﻋﺘﻪ ﻋﻨﺪ‬،331 m/s ‫ ﺗﺴﺎﻭﻱ‬0 °C ‫ﻼ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬ ‫ﻓﻤﺜ ﹰ‬  .12
.343 m/s ‫ ﺗﺴﺎﻭﻱ‬20 °C ‫ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬
24
    
Electrical hazard Harmful / Irritant Biological hazards Flammable


First aid

Eye wash station

Fire extinguisher
‫ ﺗـﺰﺩﺍﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻋﻨﺪ‬Speed and direction of wind

Radioactive safety

‫ ﺑﻴﻨﲈ ﺗﻘﻞ ﴎﻋﺘﻪ ﻋﻨﺪ ﺍﻧﺘﻘﺎﻟـﻪ ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ‬،‫ﺍﻧﺘﻘﺎﻟـﻪ ﰲ ﺍﳍـﻮﺍﺀ ﰲ ﺍﲡﺎﻩ ﺣﺮﻛـﺔ ﺍﻟﺮﻳﺎﺡ‬


Sharp objects safety

Poison safety

Oxidizer

Corrosive
.‫ﺍﻟﺮﻳﺎﺡ‬
‫ﻣﺘﺠﺎﻧﺴـﺎ )ﻭﻫﻮ ﻣﺎ ﺗﺸـﺎﲠﺖ‬
‫ﹰ‬ ‫ﻭﺗﻜـﻮﻥ ﴎﻋـﺔ ﺍﻟﺼـﻮﺕ ﺛﺎﺑﺘـﺔ ﰲ ﺍﻟﻮﺳـﻂ ﺍﻟﻮﺍﺣـﺪ ﺇﺫﺍ ﻛﺎﻥ‬
‫ ﺑﻴﻨـﲈ ﺗﺘﻐﲑ ﻋﻨـﺪ ﺍﻧﺘﻘﺎﻟﻪ ﻣﻦ ﻭﺳـﻂ ﺇﱃ ﺁﺧﺮ ﳐﺘﻠﻒ‬،(‫ﺧﺼﺎﺋﺼـﻪ ﺍﻟﻔﻴﺰﻳﺎﺋﻴـﺔ ﰲ ﲨﻴـﻊ ﺃﺟﺰﺍﺋﻪ‬
 
 
 
 

     

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

.1
 ‫ ﻭﺗﺮﺗﺒﻂ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻭﻃﻮﻟﻪ ﺍﳌﻮﺟﻲ‬.‫ﻋﻨﻪ ﺃﻭ ﺧﻼﻝ ﺍﻟﻮﺳـﻂ ﻧﻔﺴـﻪ ﺇﺫﺍ ﻛﺎﻥ ﻏﲑ ﻣﺘﺠﺎﻧﺲ‬
.v = fλ ‫ﻭﺗﺮﺩﺩﻩ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻼﻗﺔ‬
   

 Electrical hazard

.2
Harmful / Irritant Biological hazards Flammable

CRO
،‫ﻭﻳﻤﻜـﻦ ﻗﻴﺎﺱ ﴎﻋﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒـﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳌﻮﺿﺤـﺔ ﰲ ﺍﻟﺘﺠﺮﺑﺔ ﺍﳌﺠﺎﻭﺭﺓ‬
  
   
First aid
.3
Eye wash station Fire extinguisher Radioactive safety

3V ‫ ﻭﻫﻮ ﻳﻤﺜﻞ ﺍﻟﺰﻣﻦ‬،‫ﺣﻴﺚ ﻳﺘﻢ ﺍﻻﻋﺘﲈﺩ ﻋﲆ ﻗﻴﺎﺱ ﺯﻣﻦ ﺍﻟﺘﻼﻣﺲ ﺑﲔ ﺍﳌﻄﺮﻗﺔ ﻭﺍﻟﺴﺎﻕ ﺍﻟﻔﻠﺰﻳﺔ‬
  
Sharp objects safety

Poison safety
‫ﺍﳌﺴـﺘﻐﺮﻕ ﻟﻘﻄﻊ ﻣﺴـﺎﻓﺔ ﺗﺴـﺎﻭﻱ ﺿﻌﻒ ﻃﻮﻝ ﺍﻟﺴـﺎﻕ ﺍﻟﻔﻠﺰﻳﺔ؛ ﻓﻌﻨﺪ ﴐﺏ ﻃﺮﻑ ﺍﻟﺴـﺎﻕ‬

Oxidizer

Corrosive

 ‫ ﺣﻴﺚ ﺗﻨﻌﻜﺲ ﻋﲆ ﺷـﻜﻞ ﻧﺒﻀﺔ‬،‫ﺍﻟﻔﻠﺰﻳـﺔ ﺑﺎﳌﻄﺮﻗـﺔ ﺗﻨﺘﻘـﻞ ﻧﺒﻀﺔ ﺗﻀﺎﻏﻂ ﺇﱃ ﻃﺮﻓﻬـﺎ ﺍﻵﺧﺮ‬

Laser beam

Lab. coat
‫ ﻭﺑﻘﺴـﻤﺔ ﻫﺬﺍ‬.‫ﲣﻠﺨﻞ ﻭﺗﻌﻮﺩ ﺇﱃ ﻃﺮﻑ ﺍﻟﺴـﺎﻕ ﺍﳌﻼﻣﺲ ﻟﻠﻤﻄﺮﻗﺔ ﻭﺗﺆﺩﻱ ﺇﱃ ﺍﻧﻔﺼﺎﻟﻪ ﻋﻨﻬﺎ‬

Ecological hazards

Carcinogenic

.‫ﺍﻟﺰﻣﻦ ﻋﲆ ﺿﻌﻒ ﻃﻮﻝ ﺍﻟﺴﺎﻕ ﻧﺤﺼﻞ ﻋﲆ ﴎﻋﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺼﻮﺕ ﰲ ﻣﺎﺩﺓ ﺍﻟﺴﺎﻕ‬
‫ﰲ ﺃﻱ ﺍﻷﻭﺳﺎﻁ ﺗﻜﻮﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻫﻲ ﺍﻷﻛﱪ؟ ﻭﳌﺎﺫﺍ؟‬

 .4
Detection of sound waves
 
 ‫ﲢـﻮﻝ ﻛﺎﺷـﻔﺎﺕ ﺍﻟﺼﻮﺕ ﺍﻟﻄﺎﻗـﺔ ﺍﻟﺼﻮﺗﻴﺔ – ﺍﻟﻄﺎﻗـﺔ ﺍﳊﺮﻛﻴﺔ ﳉﺰﻳﺌﺎﺕ ﺍﳍـﻮﺍﺀ ﺍﳌﻬﺘﺰﺓ – ﺇﱃ‬‫ﹼ‬
 ‫ ﻭﻳﻌﺪ ﺍﳌﻴﻜﺮﻭﻓﻮﻥ ﺃﺣﺪ ﺍﻟﻜﺎﺷـﻔﺎﺕ ﺍﻟﺸـﺎﺋﻌﺔ؛ ﺣﻴﺚ ﳛﻮﻝ‬.‫ﺷـﻜﻞ ﺁﺧﺮ ﻣﻦ ﺃﺷـﻜﺎﻝ ﺍﻟﻄﺎﻗﺔ‬
   .5 .‫ﻃﺎﻗﺔ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‬


   .6
‫ ﺗﻌـﺪ ﺍﻷﺫﻥ‬The human ear voice response 
 ‫ ﺣﻴﺚ ﻳﻤﻜﻨﻬـﺎ ﺍﻟﺘﻘﺎﻁ ﺍﻷﺻﻮﺍﺕ ﺿﻤﻦ‬،‫ﺍﻟﺒﴩﻳـﺔ ﻛﺎﺷـﻒ ﺍﻟﺼﻮﺕ ﺍﻟﺬﻱ ﺃﻧﻌـﻢ ﺍﷲ ﺑﻪ ﻋﻠﻴﻨﺎ‬
 :‫ ﻭﺗﻘﺴـﻢ ﺍﻷﺫﻥ ﺇﱃ ﺛﻼﺛﺔ ﺃﺟﺰﺍﺀ‬.‫ﳎـﺎﻝ ﻭﺍﺳـﻊ ﻣﻦ ﺍﻟﱰﺩﺩﺍﺕ ﻭﲢﻮﳍـﺎ ﺇﱃ ﻧﺒﻀﺎﺕ ﻛﻬﺮﺑﺎﺋﻴـﺔ‬
    .7 .‫ ﻫﺬﻩ ﺍﻷﺟﺰﺍﺀ‬5-13 ‫ ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬.‫ﺍﻷﺫﻥ ﺍﳋﺎﺭﺟﻴﺔ ﻭﺍﻷﺫﻥ ﺍﻟﻮﺳﻄﻰ ﻭﺍﻷﺫﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
 ‫ﺍﻷﺫﻥ ﺍﳋﺎﺭﺟﻴﺔ‬
    .8 ‫ﺍﻷﺫﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
  
 ‫ﺍﻷﺫﻥ ﺍﻟﻮﺳﻄﻰ‬
(‫ﺍﻟﻘﻨﻮﺍﺕ ﺍﳍﻼﻟﻴﺔ )ﺍﻻﺗﺰﺍﻥ‬
       .9
  

 .10
(‫ﺍﻟﻘﻮﻗﻌﺔ )ﺍﻟﺴﻤﻊ‬

5-13
‫ﺍﻟﺮﻛﺎﺏ‬ ‫ﻏﺸﺎﺀ ﺍﻟﻄﺒﻠﺔ‬
25 ‫ﺍﻟﺴﻨﺪﺍﻥ‬ ‫ﺍﳌﻄﺮﻗﺔ‬
‫ﺗﺴـﺘﻘﺒﻞ ﺍﻷﺫﻥ ﺍﳋﺎﺭﺟﻴـﺔ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﺘﻜـﻮﻥ ﻣﻦ ﺍﳉﺰﺀ ﺍﳌﺮﺋﻲ ﺍﻟﺬﻱ ﻳﺴـﻤﻰ‬
‫ﺻﻴﻮﺍﻥ ﺍﻷﺫﻥ‪ ،‬ﺍﻟﺬﻱ ﻳﺴﺎﻋﺪ ﺷﻜﻠﻪ ﺍﻷﺫﻥ ﻋﲆ ﲡﻤﻴﻊ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺗﻮﺟﻴﻬﻬﺎ ﺇﱃ ﺍﻟﻘﻨﺎﺓ‬
‫ﺍﻟﺴـﻤﻌﻴﺔ‪ ،‬ﻭﻫـﻲ ﺍﳉﺰﺀ ﺍﻟﺜﺎﲏ ﻣﻦ ﺍﻷﺫﻥ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﻨﺘﻘـﻞ ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻋﱪ‬
‫ﺍﻟﻘﻨﺎﺓ ﺍﻟﺴﻤﻌﻴﺔ ﺇﱃ ﺍﻷﺫﻥ ﺍﻟﻮﺳﻄﻰ‪ ،‬ﻣﺴ ﱢﺒﺒﺔ ﺍﻫﺘﺰﺍﺯ ﻏﺸﺎﺀ ﻃﺒﻠﺔ ﺍﻷﺫﻥ‪ ،‬ﻓﺘﻨﺘﻘﻞ ﻫﺬﻩ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ‬
‫ﺇﱃ ﻋﻈﻴـﲈﺕ ﺛﻼﺛﺔ‪ ،‬ﻫـﻲ ﺍﳌﻄﺮﻗﺔ ﻭﺍﻟﺴـﻨﺪﺍﻥ ﻭﺍﻟﺮﻛﺎﺏ‪ ،‬ﺍﻟﺘـﻲ ﺗﻘﻮﻡ ﺑﺘﻀﺨﻴـﻢ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ‪.‬‬
‫ﻭﻳﺴﺘﻨﺪ ﺍﻟﺮﻛﺎﺏ ﺇﱃ ﻏﺸﺎﺀ ﰲ ﻓﺘﺤﺔ ﺍﻷﺫﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ‪.‬‬
‫ﹲ‬
‫ﺳـﺎﺋﻞ ﺍﻟﻘﻮﻗﻌﺔ ﺍﻟﺘﻲ ﺗﺸـﺒﻪ‬ ‫ﺗﱰﻛﹼـﺐ ﺍﻷﺫﻥ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻣـﻦ ﺍﻟﻘﻮﻗﻌﺔ ﻭﺍﻟﻘﻨﻮﺍﺕ ﺍﳍﻼﻟﻴﺔ‪ ،‬ﻭﻳﻤﻸ‬
‫ﺻﺪﻓـﺔ ﺣﻠـﺰﻭﻥ‪ .‬ﻭﻋﻨﺪﻣﺎ ﳞﺘﺰ ﺍﻟﺮﻛﺎﺏ ﻳﺒﺪﺃ ﺍﻟﺴـﺎﺋﻞ ﺩﺍﺧﻞ ﺍﻟﻘﻮﻗﻌﺔ ﰲ ﺍﻻﻫﺘﺰﺍﺯ‪ ،‬ﳑﺎ ﻳﺴـﺒﺐ‬
‫ﲢﺮﻳـﻚ ﺍﳋﻼﻳﺎ ﺍﻟﺸـﻌﺮﻳﺔ ﺩﺍﺧﻠﻬـﺎ‪ ،‬ﻓﻴﺘﻮ ﹼﻟﺪ ﺳـﻴﺎﻝ ﻋﺼﺒﻲ ﻳﻨﺘﻘـﻞ ﻋﱪ ﺍﻟﻌﺼﺐ ﺍﻟﺴـﻤﻌﻲ ﺇﱃ‬
‫ﺍﻟﺪﻣﺎﻍ‪ .‬ﻭﺍﻋﺘﲈ ﹰﺩﺍ ﻋﲆ ﻋﺪﺩ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺍﻟﻌﺼﺒﻴﺔ ﺍﻟﺘﻲ ﺗﻢ ﺗﻨﺒﻴﻬﻬﺎ ﻓﺈﻧﻚ ﺗﺴـﻤﻊ ﺃﻧﻮﺍ ﹰﻋﺎ ﳐﺘﻠﻔﺔ ﻣﻦ‬
‫ﺍﻷﺻﻮﺍﺕ‪.‬‬
‫ﻣﺎ ﺃﺟﺰﺍﺀ ﺍﻷﺫﻥ؟ ﻭﻛﻴﻒ ﲢﺪﺙ ﻋﻤﻠﻴﺔ ﺍﻟﺴﻤﻊ؟‬

‫ﻭﲣﺘﻠﻒ ﺍﻟﻘﺪﺭﺓ ﻋﲆ ﺳـﲈﻉ ﺍﻷﺻﻮﺍﺕ ﻣﻦ ﺷـﺨﺺ ﺇﱃ ﺁﺧﺮ‪ ،‬ﺇﻻ ﺃﻧﻪ ﻳﻮﺟﺪ ﺣﺪﻭﺩ ﻣﺘﻮﺳـﻄﺔ‬
‫ﻟﻘﺪﺭﺓ ﺍﻷﺫﻥ ﺍﻟﺒﴩﻳﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻋﲆ ﺳﲈﻉ ﺍﻷﺻﻮﺍﺕ‪ .‬ﻓﻤﻌﻈﻢ ﺍﻷﺷﺨﺎﺹ ﻻ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺳﲈﻉ‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﻳﺰﻳﺪ ﺗﺮﺩﺩﻫﺎ ﻋﻦ ‪ ،20000 Hz‬ﻭﺍﻟﺘﻲ ﺗﺴﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻓﻮﻕ‬
‫ﺍﻟﺴـﻤﻌﻴﺔ ‪ ،Ultrasound‬ﻣﺜﻞ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺘﻲ ﺗﺼﺪﺭﻫﺎ ﺍﻟﺪﻻﻓـﲔ ﻭﺍﳋﻔﺎﻓﻴﺶ‪ .‬ﹰ‬
‫ﻭﺃﻳﻀﺎ ﻻ‬
‫ﻳﺴـﺘﻄﻴﻊ ﻣﻌﻈﻢ ﺍﻷﺷـﺨﺎﺹ ﺳـﲈﻉ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﻳﻘﻞ ﺗﺮﺩﺩﻫﺎ ﻋﻦ ‪ ،20 Hz‬ﻭﺍﻟﺘﻲ‬
‫ﺗﹸﺴـﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﲢﺖ ﺍﻟﺴـﻤﻌﻴﺔ ‪ ،Infrasound‬ﻣﺜﻞ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ ﺗﺴـﺘﺨﺪﻣﻬﺎ‬
‫ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﻟﻠﺘﻮﺍﺻﻞ‪ ،‬ﻣﺜﻞ ﺍﻟﻔﻴﻠﺔ ﻭﺍﻟﺘﲈﺳﻴﺢ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﻮ ﹼﻟﺪ ﻃﺒﻴﻌ ﹼﹰﻴﺎ ﻣﺜﻞ ﺍﳌﻮﺟﺎﺕ‬
‫ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺸـﺄ ﻋﻦ ﺍﻟﺰﻻﺯﻝ ﻭﺍﻟﱪﺍﻛﲔ ﻭﺍﻻﳖﻴﺎﺭﺍﺕ ﺍﻟﺜﻠﺠﻴﺔ‪ .‬ﺃﻣﺎ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﻲ ﻳﱰﺍﻭﺡ‬
‫ﺗﺮﺩﺩﻫﺎ ﺑﲔ ‪ 20 Hz‬ﻭ‪ 20000 Hz‬ﻓﺘﹸﺴﻤﻰ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺴﻤﻌﻴﺔ‪ ،‬ﻭﻫﻲ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ‬
‫ﺗﺴـﺘﻄﻴﻊ ﺃﺫﻥ ﺍﻹﻧﺴـﺎﻥ ﺍﻟﺴـﻠﻴﻤﺔ ﺳـﲈﻋﻬﺎ‪ .‬ﻭﻳﻘﻞ ﻣﺪ￯ ﺍﻟﱰﺩﺩﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﺘﻲ ﻳﺴـﺘﻄﻴﻊ ﻛﺒﺎﺭ‬
‫ﺍﻟﺴﻦ ﺳﲈﻋﻬﺎ ﺇﱃ ﺣﻮﺍﱄ ‪.12000 Hz‬‬
‫ﻣﺎ ﻣﺪ￯ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﺍﻷﺫﻥ ﺍﻟﺴﻠﻴﻤﺔ ﺳﲈﻋﻬﺎ؟‬

‫ﻓﻤﺜﻼ ﻳﺴﺘﻄﻴﻊ ﺍﳋﻔﺎﺵ ﺳﲈﻉ ﺍﻟﱰﺩﺩﺍﺕ‬ ‫ﻭﺗﺴﺘﻄﻴﻊ ﺑﻌﺾ ﺍﳊﻴﻮﺍﻧﺎﺕ ﺳﲈﻉ ﺍﻟﱰﺩﺩﺍﺕ ﺍﻟﻌﺎﻟﻴﺔ‪ ،‬ﹰ‬
‫ﺍﻟﺘـﻲ ﺗﺼﻞ ﺇﱃ ‪ 100000 Hz‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﺑﻴﻨﲈ ﻳﺴـﺘﻄﻴﻊ ﺍﻟﻜﻠﺐ ﺳـﲈﻉ ﺍﻟـﱰﺩﺩﺍﺕ ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﱃ‬
‫‪ 50000 Hz‬ﺗﻘﺮﻳ ﹰﺒـﺎ‪ .‬ﻭﻟﻠﻤﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻓﻮﻕ ﺍﻟﺴـﻤﻌﻴﺔ ﺗﻄﺒﻴﻘـﺎﺕ ﻛﺜﲑﺓ ﰲ ﺍﳊﻴﺎﺓ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫ﺍﺳـﺘﺨﺪﺍﻣﻬﺎ ﰲ ﺍﻟﻄـﺐ ﰲ ﲢﺪﻳـﺪ ﺃﻣﺎﻛـﻦ ﺍﻷﻭﺭﺍﻡ ﰲ ﺟﺴـﻢ ﺍﻹﻧﺴـﺎﻥ‪ ،‬ﻭﰲ ﻋﻤﻠﻴﺎﺕ ﻓﺤﺺ‬
‫ﺍﻟﺮﺣﻢ ﻭﺍﻷﺟﻨﹼﺔ ﰲ ﺃﺛﻨﺎﺀ ﺍﳊﹶﻤﻞ‪ ،‬ﻛﲈ ﺗﹸﺴـﺘﺨﺪﻡ ﰲ ﻣﻌﺎﳉﺔ ﺍﳌﺎﺀ‪ ،‬ﻭﺩﺭﺍﺳـﺔ ﺗﺮﻛﻴﺐ ﺑﻌﺾ ﺍﳌﻮﺍﺩ‬
‫ﻭﻓﺤﺼﻬﺎ‪ ،‬ﻭﰲ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﺸﻘﻮﻕ ﰲ ﺍﳌﻌﺎﺩﻥ‪ ،‬ﻭﻏﲑ ﺫﻟﻚ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ‪.‬‬
‫ﻣﺎ ﺃﳘﻴﺔ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻓﻮﻕ ﺍﻟﺴﻤﻌﻴﺔ؟‬

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 ‫‪5-2‬‬
‫‪ ‬ﺗﻨﺘـﴩ ﻣﻮﺟـﺔ ﺻﻮﺗﻴـﺔ ﰲ ﺍﳍـﻮﺍﺀ ﺑﴪﻋـﺔ‬ ‫‪.14‬‬ ‫‪‬ﻛﻴﻒ ﻳﻨﺸﺄ ﺍﻟﺼﻮﺕ؟ ﻭﻛﻴﻒ ﻳﻨﺘﻘﻞ؟‬ ‫‪.10‬‬
‫‪ ،340 m/s‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﳍـﺎ ﺍﳌﻮﺟـﻲ ‪ 0.80 m‬ﻓـﲈ‬ ‫‪‬ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ ﺃﻛﱪ‬ ‫‪.11‬‬
‫ﺗﺮﺩﺩﻫﺎ؟‬ ‫ﻓﴪ ﺫﻟﻚ‪.‬‬‫ﻣﻨﻬﺎ ﰲ ﺍﻟﺴﻮﺍﺋﻞ ﻭﺃﻛﱪ ﻣﻨﻬﺎ ﰲ ﺍﻟﻐﺎﺯﺍﺕ ‪ .‬ﱢ‬
‫‪ ‬ﺍﴍﺡ ﺁﻟﻴﺔ ﺳﲈﻉ ﺍﻹﻧﺴﺎﻥ ﻟﺼﻮﺕ ﻋﺼﻔﻮﺭ‪.‬‬ ‫‪.15‬‬ ‫‪ ‬ﻛﻴـﻒ ﺗﺆﺛـﺮ ﺧﺼﺎﺋﺺ ﻭﺳـﻂ ﻣﺎ ﰲ‬ ‫‪.12‬‬
‫‪ ‬ﻳﻜﻮﻥ ﺗﺄﺛﲑ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﰲ ﴎﻋﺔ‬ ‫‪.16‬‬ ‫ﴎﻋﺔ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﺧﻼﻟﻪ؟‬
‫ﻛﺒﲑﺍ ﺟﺪﹼﹰ ﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺘﺄﺛﲑﻩ ﰲ ﴎﻋﺔ‬
‫ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ﹰ‬ ‫‪ ‬ﺑـﲔ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﲢـﺖ ﺍﻟﺴـﻤﻌﻴﺔ‬ ‫‪.13‬‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫ﺍﻟﺼﻮﺕ ﰲ ﺍﻟﺴﻮﺍﺋﻞ ﺃﻭ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‪ .‬ﱢ‬ ‫ﻭﺍﻟﺴـﻤﻌﻴﺔ ﻭﻓﻮﻕ ﺍﻟﺴـﻤﻌﻴﺔ ﻣﻦ ﺣﻴﺚ‪ :‬ﻣﺪ￯ ﺍﻟﱰﺩﺩ‪،‬‬
‫ﺍﻻﺳﺘﺨﺪﺍﻣﺎﺕ‪.‬‬

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

 ‫‪5-3‬‬
‫‪Resonance in air columns and strings‬‬
‫ﹸﻳﻌﺪﱡ ﺍﻟﻔﺎﺭﺍﰊ ﻣﻦ ﺃﺑﺮﺯ ﺍﻟﻌﻠﲈﺀ ﺍﳌﺴـﻠﻤﲔ ﺍﻟﺬﻳﻦ ﺩﺭﺳـﻮﺍ ﺍﻟﺼﻮﺕ ﻭﺍﳌﻮﺳﻴﻘﻰ‪ ،‬ﻓﻘﺪ‬
‫ﻣﻮﺳﻴﻘﺎﺭﺍ ﻣﺘﻤ ﱢﻴ ﹰﺰﺍ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺍﺧﱰﻉ ﺁﻟﺔ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻭﻫﻮ ﻣﻦ ﺃﺑﺮﺯ ﺍﻟﺬﻳﻦ ﻛﺘﺒﻮﺍ ﰲ‬
‫ﹰ‬ ‫ﻛﺎﻥ‬ ‫‪‬‬
‫ﺍﳌﻮﺳﻴﻘﻰ ﰲ ﺍﻟﻌﺎﱂ ﺍﻹﺳﻼﻣﻲ‪ ،‬ﻭﻗﺪ ﺃ ﹼﻟﻒ ﻓﻴﻬﺎ ﻋﺪﺓ ﻛﺘﺐ‪ ،‬ﺃﳘﻬﺎ "ﻛﺘﺎﺏ ﺍﳌﻮﺳﻴﻘﻰ‬ ‫‪28.7- 28.8‬‬
‫ﺍﻟﻜﺒـﲑ"‪ ،‬ﻭﻛﺘـﺐ ﻓﻴﻪ ﻋـﻦ ﺗﺎﺭﻳﺦ ﺍﳌﻮﺳـﻴﻘﻰ‪ ،‬ﻭﻋـﻦ ﺍﻟﻨﻈﺮﻳﺔ ﺍﳌﻮﺳـﻴﻘﻴﺔ‪ ،‬ﻭﺁﻻﺕ‬ ‫‪‬‬
‫ﺍﻟﻄـﺮﺏ‪ .‬ﻭﻗﺪ ﺃﺿﻔﻰ ﺍﻟﻔﺎﺭﺍﰊ ﻋﲆ ﺍﳌﻮﺳـﻴﻘﻰ ﻣﻌﻈـﻢ ﻣﻼﳏﻬﺎ ﰲ ﻋﴫﻩ‪ ،‬ﻭﻭﺿﻊ‬ ‫‪1.1- 1.3-4.1-4.2‬‬
‫ﻣﺌـﺎﺕ ﺍﳌﺼﻄﻠﺤﺎﺕ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﳌﻮﺳـﻴﻘﻴﺔ‪ ،‬ﻛﲈ ﺩﺭﺱ ﻓﻴﺰﻳـﺎﺀ ﺍﻟﺼﻮﺕ؛ ﻭﺑﺤﺚ ﰲ‬ ‫‪‬‬
‫ﻣﻔﺼ ﹴﻞ‪ ،‬ﻭﺑﺤﺚ‬ ‫ﹴ‬ ‫• ‪  ‬ﺑﲔ ﺍﳌﻮﺟـﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ ﻭﺍﳌﻮﺟﺎﺕ‬
‫ﺑﺸﻜﻞ ﹼ‬ ‫ﺍﻟﻨﻐﻤﺔ ﻭﺍﻟﺪﺭﺟﺔ‪ ،‬ﻭﻋﺮﺽ ﺍﻷﺻﻮﺍﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ ﻭﺍﻟﻨﻐﲈﺕ‬
‫ﺍﳌﺘﺤﺮﻛﺔ‪.‬‬
‫ﰲ ﺁﻻﺕ ﺍﻟﻄﺮﺏ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻭﺍﻟﻌﻮﺩ‪ ،‬ﻭﺍﻟﻄﻨﺒﻮﺭ ﺍﳋﺮﺍﺳﺎﲏ ﻭﺍﻟﺒﻐﺪﺍﺩﻱ‪.‬‬
‫‪ ‬ﻣﻌﻨﻰ ﻛﻞ ﻣﻦ ﻋﻘﺪﺓ ﺍﳌﻮﺟﺔ ﻭﺑﻄﻦ‬ ‫• ‪‬‬
‫‪Sourcesofsound‬‬ ‫ﺍﳌﻮﺟﺔ‪.‬‬
‫‪ ‬ﻇﺎﻫﺮﺓ ﺍﻟﺮﻧﲔ ﰲ ﺍﻷﻋﻤﺪﺓ ﺍﳍﻮﺍﺋﻴﺔ‬ ‫• ‪‬‬
‫ﻳﺼﺪﺭ ﺍﻟﺼﻮﺕ – ﻛﲈ ﺗﻌﻠﻢ ‪ -‬ﻋﻦ ﺍﻫﺘﺰﺍﺯ ﺍﻷﺟﺴـﺎﻡ؛ ﺇﺫ ﺗﺆﺩﻱ ﺍﻫﺘﺰﺍﺯﺍﺕ ﺍﳉﺴـﻢ‬
‫ﻭﺍﻷﻭﺗﺎﺭ ﺍﳌﻬﺘﺰﺓ‪.‬‬
‫ﺇﱃ ﲢﺮﻳـﻚ ﺍﳉﺰﻳﺌﺎﺕ ﺍﻟﺘﻲ ﺗﺘﺴـﺒﺐ ﰲ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑﺍﺕ ﴎﻳﻌﺔ ﰲ ﺿﻐﻂ ﺍﳍﻮﺍﺀ‪.‬‬ ‫• ‪ ‬ﺃﻥ ﺗﺮﺩﺩ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﻭﺻﻮﲥﺎ‬
‫ﻣﻜـﱪ ﺍﻟﺼـﻮﺕ ﻋﲆ ﳐـﺮﻭﻁ ﻣﺼﻤـﻢ ﻟﻴﻬﺘـﺰ ﺑﻮﺍﺳـﻄﺔ ﺍﻟﺘﻴﺎﺭﺍﺕ‬‫ﹼ‬ ‫ﹰ‬
‫ﻓﻤﺜـﻼ ﳛﺘـﻮﻱ‬ ‫ﻳﺮﺗﺒﻂ ﺑﺎﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ ،‬ﻭﻳﻮ ﹼﻟﺪ ﺳـﻄﺢ ﺍﳌﺨﺮﻭﻁ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘـﻲ ﺗﻨﺘﻘﻞ ﺇﱃ ﺃﺫﻧﻚ ﳑﺎ‬ ‫• ‪ ‬ﻛﻴﻒ ﺗﻮ ﹼﻟﺪ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ‪.‬‬
‫ﻳﺴﻤﺢ ﻟﻚ ﺑﺴﲈﻉ ﺍﳌﻮﺳﻴﻘﻰ ﻭﻏﲑﻫﺎ‪.‬‬
‫ﻭﻳﺼـﺪﺭ ﺍﻟﺼﻮﺕ ﺍﻟﺒﴩﻱ ﻋﻦ ﺍﻫﺘـﺰﺍﺯ ﺍﻷﻭﺗﺎﺭ ﺍﻟﺼﻮﺗﻴﺔ‪ ،‬ﻭﻫـﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺯﻭﺝ‬
‫‪‬‬
‫ﻣﺎﺭﺍ ﻋﱪ ﺍﳊﻨﺠﺮﺓ‪ ،‬ﻓﺘﺒﺪﺃ‬ ‫•‬ ‫• ﺍﻟﺮﻧﲔ‬
‫ﻣﻦ ﺍﻷﻏﺸﻴﺔ ﰲ ﺍﳊﻨﺠﺮﺓ‪ ،‬ﺣﻴﺚ ﻳﻨﺪﻓﻊ ﺍﳍﻮﺍﺀ ﻣﻦ ﺍﻟﺮﺋﺘﲔ ﹼﹰ‬
‫‪Resonance‬‬
‫• ﺍﳌﻮﺟﺔ ﺍﳌﻮﻗﻮﻓﺔ‬
‫ﺍﻷﻭﺗـﺎﺭ ﺍﻟﺼﻮﺗﻴﺔ ﰲ ﺍﻻﻫﺘـﺰﺍﺯ‪ .‬ﻭﻳﺘﻢ ﺍﻟﺘﺤﻜﻢ ﰲ ﺗﺮﺩﺩ ﺍﻻﻫﺘﺰﺍﺯ ﺑﻌﻀﻼﺕ ﺍﻟﺸـﺪ‬
‫•‬ ‫‪Standing wave‬‬
‫ﺍﳌﻮﺟﻮﺩﺓ ﻋﲆ ﺍﻷﻭﺗﺎﺭ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬
‫•‬ ‫‪Node‬‬ ‫• ﻋﻘﺪﺓ‬
‫ﺃﻣـﺎ ﰲ ﺍﻵﻻﺕ ﺍﻟﻮﺗﺮﻳـﺔ ﻓـﺈﻥ ﺍﻷﻭﺗﺎﺭ ﻫﻲ ﺍﻟﺘﻲ ﲥﺘﺰ؛ ﺇﺫ ﹸﻳﺴـ ﹼﺒﺐ ﴐﺏ ﺍﻷﻭﺗﺎﺭ ﺃﻭ‬ ‫•‬ ‫‪Antinode‬‬ ‫• ﺑﻄﻦ‬
‫ﺍﻫﺘﺰﺍﺯ ﺍﻷﻭﺗﺎﺭ‪ .‬ﻭﺗﺘﺼﻞ ﺍﻷﻭﺗﺎﺭ ﻋﺎﺩﺓ ﺑﻠﻮﺣﺔ‬
‫ﹶ‬ ‫ﺳﺤﺒﻬﺎ ﺃﻭ ﺍﺣﺘﻜﺎﻛﻬﺎ ﺑﻘﻮﺱ ﺍﻟﻮﺗﺮ‪،‬‬ ‫• ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ‬
‫•‬
‫ﺻﻮﺗﻴﺔ ﲥﺘﺰ ﻣﻊ ﺍﻷﻭﺗﺎﺭ‪ .‬ﻭﺗﺆﺩﻱ ﺍﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﻠﻮﺣﺔ ﺍﻟﺼﻮﺗﻴﺔ ﺇﱃ ﺇﺣﺪﺍﺙ ﺗﻐﻴﲑﺍﺕ‬ ‫‪Fundamental frequency‬‬
‫•‬ ‫‪Harmonics‬‬ ‫• ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ‬
‫ﰲ ﻗﻴﻤﺔ ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﺍﻟﺬﻱ ﻧﺸﻌﺮ ﺑﻪ ﺑﻮﺻﻔﻪ ﺻﻮﺗﹰﺎ‪.‬‬
‫• ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﺤﺮﻛﺔ‬
‫ﻭﺗﻌﻤﻞ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻵﻻﺕ ﺍﳌﻮﺳـﻴﻘﻴﺔ ﻋﲆ ﻇﺎﻫﺮﺓ ﺍﻟﺮﻧﲔ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻵﻻﺕ ﺍﳍﻮﺍﺋﻴﺔ‬ ‫•‬ ‫‪Travelling waves‬‬

‫ﻭﺍﻟﻮﺗﺮﻳﺔ‪ .‬ﻓﲈ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺮﻧﲔ؟ ﻭﻛﻴﻒ ﻳﻨﺸﺄ؟‬

‫ﻋﻤﻮ ﹰﻣـﺎ‪ ،‬ﳛـﺪﺙ ﺍﻟﺮﻧـﲔ ‪ Resonance‬ﻋﻨﺪﻣـﺎ ﺗﺆﺛـﺮ ﻗـﻮ￯ ﺻﻐـﲑﺓ ﰲ ﺟﺴـﻢ‬
‫ﻣﺘﺬﺑﺬﺏ ﺃﻭ ﻣﻬﺘﺰ ﰲ ﻓﱰﺍﺕ ﺯﻣﻨﻴﺔ ﻣﻨﺘﻈﻤﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺳﻌﺔ ﺍﻻﻫﺘﺰﺍﺯﺓ‬
‫ﺃﻭ ﺍﻟﺬﺑﺬﺑـﺔ‪ ،‬ﻭﺗﻜـﻮﻥ ﺍﻟﻔﱰﺓ ﺍﻟﺰﻣﻨﻴـﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺗﻄﺒﻴﻖ ﺍﻟﻘﻮﺓ ﻋﲆ ﺍﳉﺴـﻢ ﺍﳌﻬﺘﺰ‬
‫ﻣﺴﺎﻭﻳﺔ ﻟﻠﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺬﺑﺬﺑﺔ‪.‬‬
‫ﻣﺎ ﻣﺼﺪﺭ ﺃﻱ ﺻﻮﺕ؟‬
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    
Hand protection Eye safety Thermal safety Explosive

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

Electrical hazard Harmful / Irritant Biological hazards Flammable

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

‫ ﻭﺛ ﹼﺒﺖ ﻃﺮﻓـﻪ ﺍﻵﺧﺮ ﺑﻤﺼﺪﺭ ﻣﻬﺘﺰ؟ ﻋﻨﺪ‬،‫ﻣـﺎﺫﺍ ﳛـﺪﺙ ﺇﺫﺍ ﺛ ﹼﺒﺖ ﺃﺣﺪ ﻃﺮﰲ ﻭﺗﺮ ﰲ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ‬
 
 
 
  

Sharp objects
Hand safety
protection Poison safety
Eye safety Oxidizer
Thermal safety Corrosive
Explosive


Laser

 


beam hazard Hand protection
Electrical Lab. coat / Irritant
Harmful




Eye Ecological
safetyBiological
hazards

 

hazards Thermal Carcinogenic
safety Flammable Explosive
‫ ﺗﻨﻄﻠﻖ ﻣﻦ ﺍﳌﺼﺪﺭ‬،‫ﺍﻫﺘـﺰﺍﺯ ﺍﳌﺼـﺪﺭ ﺗﺘﻮﻟـﺪ ﰲ ﺍﻟﻮﺗﺮ ﻣﻮﺟﺎﺕ ﺗﺮﺩﺩﻫﺎ ﻳﺴـﺎﻭﻱ ﺗﺮﺩﺩ ﺍﳌﺼـﺪﺭ‬
   .1 ،‫ ﺛﻢ ﺗﺮﺗﺪ ﻋﻨﺪ ﻫـﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ ﺍﻟﺜﺎﺑﺘﺔ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ‬،‫ﻣﺘﺤﺮﻛـﺔ ﰲ ﺍﲡـﺎﻩ ﻃﺮﻓﻪ ﺍﻵﺧﺮ ﺍﻟﺜﺎﺑﺖ‬
‫ ﻭﺑﺘﻐﻴـﲑ ﺗﺮﺩﺩ ﺍﳌﺼﺪﺭ ﻳﺘﻐﲑ ﺗﺮﺩﺩ‬.‫ﻭﺗﻠﺘﻘـﻲ ﻣﻊ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﻘﺎﺩﻣﺔ ﻣﻦ ﺍﳌﺼﺪﺭ ﻓﺘﺘﺪﺍﺧﻞ ﻣﻌﻬﺎ‬
     

 
First aid Electrical hazard
Eye wash station Harmful / Irritant
Fire extinguisher Biological hazards
Radioactive safety Flammable

  


Sharp objects safety

First aid Poison safety
 
Eye wash station Oxidizer
 
Fire extinguisher Corrosive

Radioactive safety .2 ‫ ﻭﻋﻨﺪ ﺗﺮﺩﺩ ﻣﻌﲔ ﺗﺒﺪﻭ ﺍﳌﻮﺟﺔ ﺍﻟﻨﺎﲡﺔ ﻣﻦ ﺍﻟﺘﻘﺎﺀ ﺍﳌﻮﺟﺘﲔ ﺍﻟﺴﺎﻗﻄﺔ‬،‫ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﻮﻟﺪﺓ ﰲ ﺍﻟﻮﺗﺮ‬
     (‫ ﺗﺴـﻤﻰ ﺍﳌﻮﺟـﺔ ﺍﳌﻮﻗﻮﻓﺔ )ﺃﻭ ﺍﳌﺴـﺘﻘﺮﺓ‬،‫ﻭﺍﳌﻨﻌﻜﺴـﺔ ﺳـﺎﻛﻨﺔ ﺃﻭ ﻣﻮﻗﻮﻓـﺔ ﻭﺫﺍﺕ ﺳـﻌﺔ ﻛﺒﲑﺓ‬




     

‫؛ ﻭﻫـﻲ ﻣﻮﺟـﺔ ﻧﺎﲡـﺔ ﻋـﻦ ﺍﻟﺘﻘـﺎﺀ ﻣﻮﺟﺘﲔ ﳍـﲈ ﻧﻔﺲ ﺍﻟـﱰﺩﺩ ﻭﺍﻟﻄﻮﻝ‬Standing wave
Laser beam Sharp objects safetyLab. coat Ecological hazards
Poison safety Oxidizer Carcinogenic Corrosive

              .3


Laser beam

Lab. coat

Ecological hazards

Carcinogenic

‫ ﺍﻧﻈﺮ‬.180 ° ‫ ﺣﻴﺚ ﻓﺮﻕ ﺍﻟﻄـﻮﺭ ﺑﻴﻨﻬﲈ‬،‫ ﻭﺗﺘﺤﺮﻛﺎﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴـﲔ‬،‫ﺍﳌﻮﺟﻲ ﻭﺍﻟﺴـﻌﺔ‬

       (Stroboscope)
       ‫ ﺣﻴﺚ ﺇﺯﺍﺣﺎﲥﺎ ﺃﻭ ﺳـﻌﺎﺕ‬،‫ ﺗﻼﺣﻆ ﰲ ﺍﻟﺸـﻜﻞ ﺃﻥ ﻫﻨـﺎﻙ ﻧﻘﺎ ﹰﻃﺎ ﱂ ﺗﺘﺤﺮﻙ‬.5-14 ‫ﺍﻟﺸـﻜﻞ‬

 .Node (N) ‫ ﻭﺗﺴﻤﻰ ﻛﻞ ﻧﻘﻄﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﱂ ﺗﺘﺤﺮﻙ ﻣﻄﻠ ﹰﻘﺎ ﻋﻘﺪ‬،‫ﺍﻫﺘﺰﺍﺯﻫﺎ ﺻﻔﺮ‬
          .4 ‫ ﺃﻣﺎ ﺑﻘﻴـﺔ ﻧﻘﺎﻁ ﺍﻟﻮﺗـﺮ ﻓﺈﳖﺎ ﲥﺘﺰ‬.‫ ﻋﻨـﺪ ﻃـﺮﰲ ﺍﳊﺒﻞ‬5-14a ‫ﻭﺗﻜـﻮﻥ ﺍﻟﻌﻘﺪﺗـﺎﻥ ﰲ ﺍﻟﺸـﻜﻞ‬
        ‫ ﻭﺗﺴـﻤﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘـﻲ ﺗﻜﻮﻥ ﺇﺯﺍﺣﺘﻬﺎ ﺃﻭ ﺳـﻌﺔ ﺍﻫﺘﺰﺍﺯﻫﺎ ﻫﻲ ﺍﻷﻛﱪ‬،‫ﺑﺴـﻌﺎﺕ ﺍﻫﺘﺰﺍﺯ ﳐﺘﻠﻔﺔ‬
   ‫ ﻭﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ ﺍﻟﻌﻘﺪ‬.‫ ﻭﻳﻘـﻊ ﺍﻟﺒﻄﻦ ﺑـﲔ ﻋﻘﺪﺗﲔ ﻣﺘﺘﺎﻟﻴﺘﲔ‬،Antinode(A) ‫ﺑﻄﻨﹰـﺎ‬
     
.‫ﻭﺍﻟﺒﻄﻮﻥ ﻣﺘﺴﺎﻭﻳﺔ‬


 ‫ ﻭﻳﻈﻬـﺮ ﺍﻟﻮﺗﺮ‬،‫ﻭﺑﻤﻀﺎﻋﻔـﺔ ﺗـﺮﺩﺩ ﺍﻻﻫﺘـﺰﺍﺯ ﺗﺘﻮﻟـﺪ ﻋﻘـﺪﺓ ﺟﺪﻳـﺪﺓ ﻭﺑﻄـﻦ ﺟﺪﻳـﺪ ﰲ ﺍﻟﻮﺗـﺮ‬
3 .5 ‫ ﻛﲈ ﻫـﻮ ﻣﻮﺿﺢ ﰲ‬،‫ ﻭﻋﻨـﺪ ﺯﻳـﺎﺩﺓ ﺍﻟـﱰﺩﺩ ﺃﻛﺜﺮ ﺗﺘﻮﻟـﺪ ﻋﻘﺪ ﻭﺑﻄـﻮﻥ ﺃﻛﺜﺮ‬.‫ﻣﻬﺘـﺰﺍ ﰲ ﻗﺴـﻤﲔ‬
‫ﹼﹰ‬
  .6 .5-14c‫ ﻭ‬5-14b ‫ﺍﻟﺸﻜﻠﲔ‬
   .7 ‫ﻣﺎ ﺍﳌﻮﺟﺔ ﺍﳌﻮﻗﻮﻓﺔ؟‬
    


    5-14 

       

b
      
 

 c

29
    
Electrical hazard Harmful / Irritant Biological hazards Flammable

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

First aid Eye wash station Fire extinguisher Radioactive safety

‫ﻭﺗﻼﺣﻆ ﺃﻧﻪ ﺗﺘﻜﻮﻥ ﻣﻮﺟﺔ ﻣﻮﻗﻮﻓﺔ ﰲ ﺍﻟﻮﺗﺮ ﻋﻨﺪ ﺗﺮﺩﺩﺍﺕ ﻣﻌﻴﻨﺔ ﻟﻠﻤﺼﺪﺭ؛ ﻓﻌﻨﺪ ﺗﻮﻟﻴﺪ ﻣﻮﺟﺔ‬
‫ﺟﺪﻳﺪﺓ ﰲ ﺍﻟﻮﺗﺮ ﺗﺮﺩﺩﻫﺎ ﻭﺳﻌﺘﻬﺎ ﻭﴎﻋﺘﻬﺎ ﳑﺎﺛﻠﺔ ﻟﺘﻠﻚ ﺍﻟﺘﻲ ﻟﻠﻤﻮﺟﺔ ﺍﳌﻨﻌﻜﺴﺔ ﺗﺘﻜﻮﻥ ﻣﻮﺟﺔ‬ 
Sharp objects safety

Poison safety

Oxidizer

Corrosive

‫ ﻭ ﹸﻳﻌﺮﻑ ﺍﻟﺮﻧﲔ ﰲ‬.‫ ﻭﺗﹸﺴـﻤﻰ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺍﻟﺮﻧﲔ‬،‫ﺫﺍﺕ ﺳـﻌﺔ ﺍﻫﺘﺰﺍﺯ ﺃﻛﱪ ﻋﻨﺪ ﺗﻼﻗﻲ ﺍﳌﻮﺟﺘﲔ‬
 
‫ﺍﻷﻭﺗﺎﺭ ﺑﺄﻧﻪ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻘﻮﻳﺔ ﺍﻟﺼﻮﺕ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻫﺘﺰﺍﺯ ﺟﺴﻢ ﺑﺘﺄﺛﲑ ﺟﺴﻢ ﺁﺧﺮ ﻣﻬﺘﺰ ﻋﻨﺪﻣﺎ‬ 
Laser beam


Hand protection
Lab. coat


Eye Ecological
safety hazards


Thermal Carcinogenic
safety

Explosive

  .1
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﴐﺑﺖ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ‬ ‫ ﹰ‬.‫ ﳑﺎ ﻳﻌﻤﻞ ﻋﲆ ﺯﻳﺎﺩﺓ ﺳـﻌﺔ ﺍﻻﻫﺘﺰﺍﺯ‬،‫ﻳﺘﺴـﺎﻭ￯ ﺗﺮﺩﺩ ﺍﳉﺴﻤﲔ‬  
‫ ﻓﺴـﺘﻼﺣﻆ ﺃﻥ ﺍﻟﻮﺗـﺮ ﻳﺒﺪﺃ ﰲ ﺍﻻﻫﺘﺰﺍﺯ ﺇﺫﺍ‬،‫ﻭﻗﺮﺑﺘﻬﺎ ﻣﻦ ﻭﺗﺮ ﻣﺸـﺪﻭﺩ ﻣﺜ ﹼﺒﺖ ﺍﻟﻄﺮﻓﲔ‬ ‫ﺑﻤﻄﺮﻗﺔ ﱠ‬
   

       

Electrical hazard Harmful / Irritant Biological hazards Flammable

،‫ ﻭﺗﺒﺪﺃ ﺳﻌﺔ ﺍﻫﺘﺰﺍﺯ ﺍﻟﻮﺗﺮ ﺑﺎﻻﺯﺩﻳﺎﺩ‬،‫ﻭﺍﻓﻖ ﺗﺮﺩﺩ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﺃﺣﺪ ﺗﺮﺩﺩﺍﺕ ﺍﻟﻮﺗﺮ ﺍﻟﻄﺒﻴﻌﻴﺔ‬ 
.‫ ﺇﻥ ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﻭﺍﻟﻮﺗﺮ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‬:‫ﻭﻧﻘﻮﻝ‬
   

 .2 First aid Eye wash station Fire extinguisher Radioactive safety

          

‫ﻭﺗﻼﺣـﻆ ﺃﻧـﻪ ﻋﻨﺪﻣﺎ ﳞﺘﺰ ﻭﺗﺮ ﻣﺸـﺪﻭﺩ ﻛﻘﻄﻌـﺔ ﻭﺍﺣﺪﺓ ﻳﻜـﻮﻥ ﻟﻪ ﻋﻘﺪﺓ ﻋﻨـﺪ ﻛﻞ ﻃﺮﻑ ﻣﻦ‬ 
   

‫ ﺃﻥ ﺍﻟﻨﻤـﻂ ﺍﻷﻭﻝ ﻟﻼﻫﺘـﺰﺍﺯ ﻟـﻪ ﺑﻄﻦ ﻋﻨﺪ‬5-15 ‫ ﻭﺗﺴـﺘﻄﻴﻊ ﺃﻥ ﺗـﺮ￯ ﻣـﻦ ﺍﻟﺸـﻜﻞ‬.‫ﻃﺮﻓﻴـﻪ‬
Sharp objects safety Poison safety Oxidizer Corrosive

        .3

‫ ﻭﻫﻮ ﻳﺴـﺎﻭﻱ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺑﻄﻨﲔ‬،(½ λ) ‫ ﻭﻃﻮﻟﻪ ﻳﺴـﺎﻭﻱ ﻧﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬،‫ﺍﳌﻨﺘﺼﻒ‬          

Laser beam

Lab. coat

Ecological hazards

Carcinogenic

‫ ﻭﳛﺪﺙ ﺍﻟﺮﻧﲔ ﺍﻟﺘﺎﱄ‬.L = ½ λ ‫ ﻭﻋﻨﺪﻫـﺎ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬،‫ﻣﺘﺘﺎﻟﻴـﲔ ﺃﻭ ﻋﻘﺪﺗﲔ ﻣﺘﺘﺎﻟﻴﺘﲔ‬      
‫ ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺗﺘﻜﻮﻥ ﺍﳌﻮﺟﺔ‬.L = λ ‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻣﻄﺎﺑ ﹰﻘﺎ ﻟﻄﻮﻝ ﻣﻮﺟﻲ ﻭﺍﺣﺪ‬      
،‫ ﻭﻳﻈﻬﺮ ﺍﻟﺮﻧﲔ ﺍﻟﺜﺎﻟﺚ ﻋﻨﺪﻣﺎ ﺗﺘﻜﻮﻥ ﺛﻼﺛﺔ ﺑﻄﻮﻥ ﰲ ﺍﻟﻮﺗﺮ‬.‫ﺍﳌﻮﻗﻮﻓـﺔ ﻣﻦ ﺑﻄﻨـﲔ ﻭﺛﻼﺙ ﻋﻘﺪ‬     

‫ ﻭﺗﻈﻬـﺮ ﻣﻮﺟﺎﺕ ﻣﺴـﺘﻘﺮﺓ ﺇﺿﺎﻓﻴﺔ ﻋﻨﺪﻣﺎ ﻳﻜـﻮﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬.L = 3 λ/2 ‫ﻭﻋﻨﺪﻫـﺎ ﻳﻜـﻮﻥ‬
‫ ﺃﻱ ﺃﻧـﻪ ﻟﻜـﻲ ﺗﺘﻜـﻮﻥ ﻣﻮﺟﺎﺕ ﻣﻮﻗﻮﻓـﺔ ﰲ ﻭﺗﺮ ﳚﺐ ﺃﻥ‬.‫ ﻭﻫﻜـﺬﺍ‬،6λ/2 ،5λ/2، 4λ/2  
:‫ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻃﻮﻝ ﺍﳋﻴﻂ ﻭﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻛﲈ ﻳﲇ‬  .4
 
   
L = ½ λ, 2λ /2 = λ, 3λ/2, 4λ/2 = 2 λ, 5λ/2, … 
، L = nλ/2 ‫ﺃﻱ ﺃﻥ ﻃـﻮﻝ ﺍﻟﻮﺗـﺮ ﻳﺴـﺎﻭﻱ ﻣﻀﺎﻋﻔﺎﺕ ﺻﺤﻴﺤـﺔ ﻟﻨﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟـﻲ؛‬    .5
.‫ ﻭﻫﻮ ﻳﺴﺎﻭﻱ ﻋﺪﺩ ﺍﻟﺒﻄﻮﻥ‬، n = 1, 2, 3, 4, 5, … ‫ﺣﻴﺚ‬ 3
 .6
‫ ﺑﺘﻌﻮﻳـﺾ ﺍﻟﻄﻮﻝ‬،v = fλ ،‫ﻭﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺗـﺮﺩﺩﺍﺕ ﺍﻟﺮﻧـﲔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺔ ﺍﳌﻮﺟـﺔ‬
:‫ ﻓﺘﻜﻮﻥ ﺗﺮﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ‬.(λ = 2L/n ) ‫ﺍﳌﻮﺟﻲ ﻟﻠﻤﻮﺟﺎﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‬
fn = nv/2L, n = 1, 2, 3, …

λ1 = 2L
v
f1 = =
λ1
v
2L 5-15
  
λ2 = L      
v
f2 = = 2f1
L 

2L
λ 3= 3
3v
f3 = = 3f1
2L

30
 ‫ﺑﺘﻌﻮﻳـﺾ ﻗﻴﻤـﺔ ‪ n = 1‬ﻧﺤﺼـﻞ ﻋﲆ ﺃﻗﻞ ﺗـﺮﺩﺩ ﻳﻤﻜﻨﻪ ﺗﻜﻮﻳـﻦ ﻣﻮﺟﺎﺕ ﻣﻮﻗﻮﻓـﺔ ﰲ ﺍﻟﻮﺗﺮ‪،‬‬
‫‪ ،f1 = v/2L‬ﻭ ﹸﻳﺴـﻤﻰ ﺍﻟـﱰﺩﺩ ﺍﻷﺳـﺎﳼ ‪ .Fundamental frequency‬ﻭﺑﺘﻌﻮﻳـﺾ‬
‫ﻗﻴـﻢ ﺃﺧﺮ￯ ﻟــ ‪ n‬ﻧﺤﺼﻞ ﻋﲆ ﻗﻴﻢ ﺗﺮﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ ﺍﻷﺧﺮ￯‪ .‬ﻭﺗﹸﺴـﻤﻰ ﺗـﺮﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ ﻫﺬﻩ‬
‫ﺍﻟﻨﻐـﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ‪ ،Harmonics‬ﻭﻫـﻲ ﻣﻀﺎﻋﻔـﺎﺕ ﺻﺤﻴﺤﺔ ﻟﻠﱰﺩﺩ ﺍﻷﺳـﺎﳼ؛ ﺣﻴﺚ‬
‫ﺗﺴـﻤﻰ ‪ f1‬ﺍﻟﻨﻐﻤـﺔ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ﺍﻷﻭﱃ‪ ،‬ﻭ ‪ f2‬ﺍﻟﻨﻐﻤـﺔ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ﺍﻟﺜﺎﻧﻴـﺔ ﻭﻫﻜـﺬﺍ‪ .‬ﻭﺗﻼﺣﻆ ﺃﳖﺎ‬
‫ﺗﺴـﺎﻭﻱ ﻣﻀﺎﻋﻔﺎﺕ ﺻﺤﻴﺤﺔ ﻟﻠﻨﻐﻤﺔ ﺍﻷﻭﱃ‪ .fn = nf1 ،‬ﻭ ﹸﻳﻄﻠﻖ ﻋﲆ ﺍﻫﺘﺰﺍﺯ ﺍﳉﺴـﻢ ﺑﻤﺜﻞ‬
‫ﻫـﺬﻩ ﺍﻟـﱰﺩﺩﺍﺕ ﻣﺼﻄﻠﺢ ﺍﻟﺮﻧﲔ‪ .‬ﻭﺗﻼﺣـﻆ ﺃﻥ ﺩﺭﺟﺔ ﺍﻟﺼﻮﺕ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﱰﺩﺩ ﺍﻷﺳـﺎﳼ‬
‫ﻣﻨﺨﻔﻀـﺔ؛ ﻷﻥ ﺍﻟـﱰﺩﺩ ﻗﻠﻴﻞ‪ ،‬ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﻟﺼـﻮﺕ ﻏﻠﻴ ﹰﻈﺎ‪ .‬ﻭﺑﺎﻻﻧﺘﻘـﺎﻝ ﺇﱃ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ‬
‫ﺍﻷﺧﺮ￯ ﻳﺰﺩﺍﺩ ﺍﻟﱰﺩﺩ ﺗﺪﺭﳚ ﹼﹰﻴﺎ‪ ،‬ﻟﺬﺍ ﺗﺰﺩﺍﺩ ﺩﺭﺟﺔ ﺍﻟﺼﻮﺕ ﻭﻳﺼﺒﺢ ﺣﺎ ﹼﹰﺩﺍ‪.‬‬
‫ﻣﺎ ﺍﻟﻔـﺮﻕ ﺑﲔ ﺍﻟﱰﺩﺩ ﺍﻷﺳـﺎﳼ )ﺍﻟﻨﻐﻤـﺔ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ﺍﻷﻭﱃ( ﻭﺍﻟﻨﻐﲈﺕ‬
‫ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻷﺧﺮ￯؟‬

‫ﻭﺗﻌﺘﻤـﺪ ﴎﻋـﺔ ﺍﳌﻮﺟﺔ ﰲ ﺍﻟﻮﺗﺮ ﻋﲆ ﻗﻮﺓ ﺍﻟﺸـﺪ ﻓﻴـﻪ‪ ،‬ﻭﻋﲆ ﻛﺘﻠﺔ ﻭﺣﺪﺓ ﻃﻮﻟـﻪ‪ .‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻵﻟﺔ‬
‫ﺍﻟﻮﺗﺮﻳﺔ ﺗﹸﻀﺒﻂ ﺑﺘﻐﻴﲑ ﺷﺪ ﺃﻭﺗﺎﺭﻫﺎ‪ .‬ﻓﻜﻠﲈ ﻛﺎﻥ ﺍﻟﻮﺗﺮ ﻣﺸﺪﻭ ﹰﺩﺍ ﺃﻛﺜﺮ ﻛﺎﻧﺖ ﴎﻋﺔ ﺣﺮﻛﺔ ﺍﳌﻮﺟﺔ‬
‫ﺃﻛﱪ‪ ،‬ﻟﺬﺍ ﺗﺰﺩﺍﺩ ﻗﻴﻤﺔ ﺗﺮﺩﺩ ﻣﻮﺟﺎﺗﻪ ﺍﳌﻮﻗﻮﻓﺔ‪.‬‬
‫ﻭﺗﻮ ﱢﻟـﺪ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓـﺔ ﰲ ﺍﻷﻭﺗﺎﺭ ﻣﻮﺟـﺎﺕ ﻣﺘﺤﺮﻛـﺔ ‪ Travelling waves‬ﰲ ﺍﳍﻮﺍﺀ‬
‫ﺗﻨﺘﻘﻞ ﺇﱃ ﺁﺫﺍﻧﻨﺎ‪ ،‬ﻓﻨﺴﻤﻌﻬﺎ ﻋﲆ ﺷﻜﻞ ﻧﻐﲈﺕ ﻣﻮﺳﻴﻘﻴﺔ‪ .‬ﻭﻷﻥ ﻣﺴﺎﺣﺔ ﺍﳌﻘﻄﻊ ﺍﻟﻌﺮﴈ ﻟﻸﻭﺗﺎﺭ‬
‫ﲢﺮﻙ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﳍﻮﺍﺀ ﺣﲔ ﲥﺘﺰ؛ ﳑـﺎ ﻳﺘﻄﻠﺐ ﴐﻭﺭﺓ ﻭﺻﻞ ﺍﻷﻭﺗﺎﺭ ﺑﺼﻨﺪﻭﻕ‬ ‫ﻗﻠﻴﻠـﺔ‪ ،‬ﻓﺈﳖـﺎ ﱢ‬
‫ﺍﻟﺼﻮﺕ )ﺻﻨﺪﻭﻕ ﺍﻵﻟﺔ(؛ ﺍﻟﺘﻲ ﺗﻨﻘﻞ ﺍﻫﺘﺰﺍﺯﺍﲥﺎ ﺇﱃ ﺍﳍﻮﺍﺀ ﻣﻮ ﱢﻟﺪﺓ ﻣﻮﺟﺎﺕ ﺻﻮﺗﻴﺔ ﺃﻗﻮ￯‪.‬‬

‫‪2‬‬
‫‪ ‬ﱠ‬
‫ﺗﻜﻮﻧﺖ ﻣﻮﺟﺎﺕ ﻣﻮﻗﻮﻓﺔ ﰲ ﻭﺗﺮ ﻃﻮﻟﻪ ‪ ،8 m‬ﺇﺫﺍ ﻛﺎﻧﺖ ﴎﻋﺔ ﺍﳌﻮﺟﺎﺕ ﻓﻴﻪ ‪ ،30 m/s‬ﻓﺎﺣﺴﺐ‪:‬‬
‫‪ .b‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫‪ .a‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻷﻭﱃ‪.‬‬
‫‪ .c‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﳌﺮﺍﻓﻖ ﻟﻠﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫‪‬‬ ‫‪1‬‬

‫‪‬‬ ‫‪‬‬
‫? = ‪f1‬‬ ‫‪L =8 m‬‬
‫? = ‪f2‬‬ ‫‪v = 30 m/s‬‬
‫? = ‪λ2‬‬

‫‪31‬‬
 ‫‪‬‬ ‫‪2‬‬

‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻹﳚﺎﺩ ﺗﺮﺩﺩﺍﺕ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ‪fn = nv/2L‬‬

‫‪a. f1 = v/2L‬‬
‫)‪= (30 m/s)/(2 × 8.0 m‬‬ ‫‪v = 30 m/s ، L = 8.0 m‬‬
‫‪= 1.875 Hz‬‬

‫‪b. f2 = 2v/2L‬‬
‫)‪= (2 × 30 m/s)/(2 × 8.0 m‬‬ ‫‪v = 30 m/s ، L = 8.0 m‬‬
‫‪= 3.75 Hz‬‬

‫‪c. v = fλ‬‬
‫‪λ2 = v/f2‬‬
‫)‪= (30 m/s)/(3.75 Hz‬‬ ‫‪v = 30 m/s ،f2= 3.75 Hz‬‬
‫‪=8m‬‬
‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﱰﺩﺩ ﻫﻲ ‪ ،Hz‬ﻭﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻫﻲ ‪.m‬‬
‫‪ ‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺿﻌﻒ ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻷﻭﱃ‪.‬‬

‫‪3‬‬
‫ﹺ‬
‫‪‬ﻭﺗﺮ ﻣﺸﺪﻭﺩ ﻃﻮﻟﻪ ‪ ،80.0 cm‬ﹸﻭﺻﻞ ﺃﺣﺪ ﻃﺮﻓﻴﻪ ﺑﻤﺼﺪﺭ ﻣﻬﺘﺰ ﺗﺮﺩﺩﻩ ‪ ،125 Hz‬ﱠ‬
‫ﻓﺘﻜﻮﻧﺖ‬
‫ﻣﻮﺟﺔ ﻣﻮﻗﻮﻓﺔ ﻣﻦ ﺃﺭﺑﻌﺔ ﺑﻄﻮﻥ ﻓﻴﻪ‪ .‬ﺍﺣﺴﺐ‪:‬‬
‫‪ .b‬ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻟﻠﻮﺗﺮ‪.‬‬ ‫‪ .a‬ﴎﻋﺔ ﺍﳌﻮﺟﺎﺕ ﰲ ﺍﻟﻮﺗﺮ‪.‬‬
‫‪ .d‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫‪ .c‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬

‫‪‬‬ ‫‪1‬‬

‫‪‬‬ ‫‪‬‬
‫?=‪v‬‬ ‫‪L =0.80 m‬‬
‫? = ‪f1‬‬ ‫‪f = 125 Hz‬‬
‫? = ‪f2‬‬
‫? = ‪f3‬‬

‫‪32‬‬
 ‫‪‬‬ ‫‪2‬‬

‫ﺧﺎﺻﺎ ﺑﺎﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺮﺍﺑﻌﺔ؛ ‪ .n = 4‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‬

‫ﺑﲈ ﺃﻧﻪ ﺗﻜﻮﻥ ﺃﺭﺑﻌﺔ ﺑﻄﻮﻥ ﻓﻴﻜﻮﻥ ﻫﺬﺍ ﺍﻟﱰﺩﺩ ﹼﹰ‬
‫ﻹﳚﺎﺩ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﻭﺗﺮﺩﺩﺍﺕ ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ‪. fn = nv/2L‬‬
‫‪a. v = 2Lfn/n‬‬ ‫‪v‬‬
‫‪= 2(0.80 m)(125 Hz)/4‬‬ ‫‪L = 0.80 m ،f4 =125Hz ،n =4‬‬
‫‪= 50 m/s‬‬
‫‪b.f1 = v/2L‬‬
‫)‪= (50 m/s)/(2 × 0.80 m‬‬ ‫‪v = 50 m/s ، L = 0.80 m‬‬
‫‪= 31.25 Hz‬‬

‫‪c. f2 = 2v/2L‬‬
‫)‪= (2 × 50 m/s)/(2 × 0.80 m‬‬ ‫‪v = 50 m/s ، L = 0.80 m ،n =2‬‬
‫‪= 62.5 Hz‬‬
‫‪d. f3 = 3v/2L‬‬
‫)‪= (3 × 50 m/s)/(2 × 0.80 m‬‬ ‫‪v = 50 m/s ، L = 0.80 m ،n =3‬‬
‫‪= 93.75 Hz‬‬
‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﱰﺩﺩ ﻫﻲ ‪ ،Hz‬ﻭﺍﻟﴪﻋﺔ ﻫﻲ ‪.m/s‬‬
‫‪ ‬ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺿﻌﻒ ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻷﻭﱃ‪ ،‬ﻭﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ﺍﻟﺜﺎﻟﺜﺔ ﺛﻼﺛﺔ ﺃﺿﻌﺎﻑ‬
‫ﺍﻟﻨﻐﻤﺔ ﺍﻷﻭﱃ‪.‬‬

‫ﺗﻜﻮﻧـﺖ ﻣﻮﺟـﺔ ﻣﻮﻗﻮﻓـﺔ ﺗﺮﺩﺩﻫـﺎ ‪ 40 Hz‬ﰲ ﻭﺗﺮ ﻃﻮﻟـﻪ ‪ ،5.0 m‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﴎﻋـﺔ ﺍﳌﻮﺟﺎﺕ ﰲ ﺍﻟﻮﺗـﺮ ‪،50 m/s‬‬
‫ﱠ‬ ‫‪.17‬‬
‫ﻓﺎﺣﺴﺐ‪:‬‬
‫‪.a‬ﺭﺗﺒﺔ ﺍﻟﻨﻐﻤﺔ ﺍﳌﺘﻜﻮﻧﺔ‪.‬‬
‫‪.b‬ﻋﺪﺩ ﺍﻟﺒﻄﻮﻥ ﺍﳌﺘﻜﻮﻧﺔ‪.‬‬
‫‪.c‬ﺗﺮﺩﺩ ﺍﻟﺮﻧﲔ ﻟﻠﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻷﻭﱃ‪.‬‬
‫ﺃﻱ ﺍﻟﱰﺩﺩﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻳﻤﻜﻨﻬﺎ ﺗﻜﻮﻳﻦ ﻧﻐﲈﺕ ﺗﻮﺍﻓﻘﻴﺔ ﰲ ﺍﻟﻮﺗﺮ‪:‬‬
‫ﻭﺿﺢ ﹼ‬
‫ﻭﺗﺮ ﻃﻮﻟﻪ ‪ ،3 m‬ﻭﴎﻋﺔ ﺍﳌﻮﺟﺎﺕ ﻓﻴﻪ ‪ ،60 m/s‬ﱢ‬ ‫‪.18‬‬

‫‪15 Hz .a‬‬
‫‪20 Hz .b‬‬
‫‪40 Hz .c‬‬

‫‪33‬‬
    
Hand protection Eye safety Thermal safety Explosive

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

Electrical hazard Harmful / Irritant Biological hazards Flammable

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

Resonanceinaircolumns 
 
(‫ ﻓﺴﺘﺠﺪ ﺃﻥ ﺍﻫﺘﺰﺍﺯ ﺷﻔﺘﻴﻚ )ﻣﺼﺪﺭ ﺍﻟﺼﻮﺕ‬،‫ﺇﺫﺍ ﻧﻔﺨﺖ ﰲ ﺁﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ ﻧﺤﺎﺳﻴﺔ ﺃﻭ ﻗﺼﺒﻴﺔ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

‫ ﺑﻞ ﳚﺐ ﺃﻥ‬.‫ﺃﻭ ﺟـﺰﺀ ﺍﻵﻟﺔ ﻭﺣﺪﻩ ﺍﻟﺬﻱ ﻳﻮﺿﻊ ﺩﺍﺧـﻞ ﺍﻟﻔﻢ ﻻ ﻳﻮ ﹼﻟﺪ ﺻﻮﺗﹰﺎ ﺑﺄﻱ ﺩﺭﺟﺔ ﻛﺎﻧﺖ‬ 
Laser beam


Hand protection
Lab. coat


Eye Ecological
safety hazards


Thermal Carcinogenic
safety

Explosive

.‫ﻼ ﲠﺎ ﻟﻜﻲ ﺗﻨﺘﺞ ﺍﻟﺼﻮﺕ ﺍﳌﻮﺳﻴﻘﻲ‬ ‫ ﻣﺘﺼ ﹰ‬،‫ ﺍﻟﺬﻱ ﻫﻮ ﺟﺰﺀ ﻣﻦ ﺍﻵﻟﺔ‬،‫ﻳﻜﻮﻥ ﺍﻷﻧﺒﻮﺏ ﺍﻟﻄﻮﻳﻞ‬    
‫ ﺃﻭ ﺑﺮﻧﲔ ﻳﺘﻮﺍﻓﻖ ﻣﻊ ﺍﻫﺘﺰﺍﺯ‬،‫ﻋﻨﺪ ﺍﻟﻌﺰﻑ ﻋﲆ ﺍﻵﻟﺔ ﺳﻴﻬﺘﺰ ﺍﳍﻮﺍﺀ ﺩﺍﺧﻞ ﺍﻷﻧﺒﻮﺏ ﺑﺎﻟﱰﺩﺩ ﻧﻔﺴﻪ‬         
Electrical hazard

Harmful / Irritant

Biological hazards

Flammable

،‫ ﻭﳛﺪﱢ ﺩ ﻃـﻮﻝ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﺗﺮﺩﺩﺍﺕ ﺍﳍﻮﺍﺀ ﺍﳌﻬﺘﺰ ﺍﻟﺘﻲ ﺳـﺘﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‬.‫ﻣﻌﲔ ﻟﻠﺸـﻔﺎﻩ‬ 
   

‫ﰲ ﺣـﲔ ﻳـﺆﺩﻱ ﺗﻐﻴﲑ ﻃـﻮﻝ ﻋﻤﻮﺩ ﺍﳍـﻮﺍﺀ ﰲ ﺍﻟﻌﺪﻳﺪ ﻣـﻦ ﺍﻵﻻﺕ ﺍﳌﻮﺳـﻴﻘﻴﺔ ـ ﻭﻣﻨﻬﺎ ﺍﳌﺰﻣﺎﺭ‬   .1 First aid Eye wash station Fire extinguisher Radioactive safety


‫ ﹸﻳﺼﺪﺭ ﻟﺴﺎﻥ ﺍﳌﺰﻣﺎﺭ ﻟﻶﻟﺔ )ﺍﳉﺰﺀ‬.‫ﻭﺍﻟﺴﺎﻛﺴﻔﻮﻥ ﻭﺍﻟﱰﻭﻣﺒﻮﻥ ـ ﺇﱃ ﺗﻐﻴﲑ ﺩﺭﺟﺔ ﺻﻮﺕ ﺍﻵﻟﺔ‬ 
Sharp objects safety

Poison safety

Oxidizer

Corrosive

    .2

‫ ﻭﻳﻌﻤﻞ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﰲ ﺣﺎﻟﺔ ﺍﻟﺮﻧﲔ‬،‫ﳚﺎ ﻣﻦ ﺍﻟﱰﺩﺩﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ‬ ‫ﺍﻟﺬﻱ ﻳﻮﺿﻊ ﺩﺍﺧﻞ ﺍﻟﻔﻢ( ﻣﺰ ﹰ‬      
‫ ﻭﲢﻮﻳـﻞ ﺍﻷﺻﻮﺍﺕ ﺍﻟﻌﺸـﻮﺍﺋﻴﺔ ﺇﱃ‬،‫ﻋـﲆ ﺗﻀﺨﻴـﻢ ﻧﻐﻤﺔ ﻣﻔـﺮﺩﺓ ﻣﻦ ﳎﻤﻮﻋﺔ ﻣـﻦ ﺍﻟﱰﺩﺩﺍﺕ‬
   
Laser beam Lab. coat Ecological hazards Carcinogenic

        

.‫ﻣﻮﺳﻴﻘﻰ ﻣﻨﺘﻈﻤﺔ‬  
‫ ﻭﻭﺿﻌﺘﻬﺎ ﻓﻮﻕ ﺃﻧﺒﻮﺏ ﳎـﻮﻑ ﻓﺈﳖﺎ ﲢﺪﺙ ﺭﻧﻴﻨﹰﺎ‬،‫ﺇﺫﺍ ﻃﺮﻗـﺖ ﺷـﻮﻛﺔ ﺭﻧﺎﻧﺔ ﺑﻤﻄﺮﻗﺔ ﻣﻄﺎﻃﻴـﺔ‬    .3

‫ ﻭﺇﺫﺍ ﻭﺿﻌـﺖ ﺍﻷﻧﺒﻮﺏ ﰲ ﺍﳌـﺎﺀ ﺑﺤﻴﺚ ﺗﺼﺒﺢ‬،5-16 ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ‬ ‫ ﻛﲈ ﱢ‬،‫ﰲ ﻋﻤـﻮﺩ ﺍﳍـﻮﺍﺀ‬ 
‫ ﻭﺇﺫﺍ ﴐﺑﺖ‬.‫ ﻳﺘﻜﻮﻥ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻬﻮﺍﺀ‬،‫ﺇﺣﺪ￯ ﳖﺎﻳﺘﻲ ﺍﻷﻧﺒﻮﺏ ﺃﺳﻔﻞ ﺳﻄﺢ ﺍﳌﺎﺀ‬
‫ ﻭﺗﻢ ﺗﻐﻴﲑ ﻃﻮﻝ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﺑﺘﺤﺮﻳﻚ ﺍﻷﻧﺒﻮﺏ ﺇﱃ ﺃﻋﲆ ﺃﻭ‬،‫ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﺑﻤﻄﺮﻗﺔ ﻣﻄﺎﻃﻴﺔ‬  
‫ ﻭﻳﻜﻮﻥ ﺍﻟﺼﻮﺕ ﻋﺎﻟ ﹰﻴﺎ‬،‫ ﻓﺈﻥ ﺍﻟﺼﻮﺕ ﻳﺼﺒﺢ ﺃﻋﲆ ﺃﻭ ﺃﺧﻔﺾ ﻋﲆ ﺍﻟﺘﻨﺎﻭﺏ‬،‫ﺇﱃ ﺃﺳﻔﻞ ﰲ ﺍﳌﺎﺀ‬  .4
32
‫ ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﰲ‬،‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﰲ ﻭﺿﻊ ﺭﻧﲔ ﻣﻊ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬
 .5
.‫ ﻓﺈﻧﻪ ﻳﺆﺩﻱ ﺇﱃ ﺗﻘﻮﻳﺔ ﺻﻮﺕ ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬،‫ﺣﺎﻟﺔ ﺭﻧﲔ‬



5-16
  
    






34
 a b
   5-17 
          
    
         
      a  
      
 
b 
   

 

 


‫ﻛﻴـﻒ ﳛـﺪﺙ‬Standing pressure waves

‫ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻫﺘـﺰﺍﺯﺍﺕ ﻣﺮﺗﻔﻌﺔ ﻭﻣﻨﺨﻔﻀﺔ‬،‫ﺍﻟﺮﻧـﲔ؟ ﺗﻮ ﹼﻟﺪ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﻣﻮﺟﺎﺕ ﺻﻮﺗﻴـﺔ‬
‫ ﻭﻋﻨﺪﻣـﺎ ﺗﺼﻄﺪﻡ ﻫﺬﻩ‬.‫ ﻭﺗﺘﺤـﺮﻙ ﻫـﺬﻩ ﺍﳌﻮﺟﺎﺕ ﺇﱃ ﺃﺳـﻔﻞ ﻋﻤـﻮﺩ ﺍﳍﻮﺍﺀ ﺍﳌﻐﻠـﻖ‬،‫ﺍﻟﻀﻐـﻂ‬
‫ ﻓﺈﺫﺍ‬.5-17a ‫ ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ‬،‫ﺍﳌﻮﺟـﺎﺕ ﺑﺴـﻄﺢ ﺍﳌﺎﺀ ﺗﻨﻌﻜـﺲ ﻣﺮﺗﺪﺓ ﺇﱃ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬
‫ﻭﺻﻠﺖ ﻣﻮﺟﺎﺕ ﺍﻟﻀﻐﻂ ﺍﳌﺮﺗﻔﻊ ﺍﳌﻨﻌﻜﺴـﺔ ﺇﱃ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﰲ ﺍﻟﻠﺤﻈﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺗﻨﺘﺞ‬
‫ﺗﻘﻮﻱ ﺍﳌﻮﺟـﺔ ﺍﻟﺼﺎﺩﺭﺓ ﻋﻦ‬‫ ﻓﻌﻨﺪﻫـﺎ ﹼ‬،￯‫ﻓﻴﻬـﺎ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﻣﻮﺟـﺎﺕ ﺿﻐﻂ ﻣﺮﺗﻔـﻊ ﺃﺧﺮ‬
‫ ﻭﻫﺬﻩ ﺍﻟﺘﻘﻮﻳـﺔ ﺃﻭ ﺍﻟﺘﻌﺰﻳـﺰ ﻟﻠﻤﻮﺟﺎﺕ ﻳﻮ ﹼﻟﺪ‬.￯‫ﺍﻟﺸـﻮﻛﺔ ﻭﺍﳌﻮﺟﺔ ﺍﳌﻨﻌﻜﺴـﺔ ﺇﺣﺪﺍﳘﺎ ﺍﻷﺧـﺮ‬
.‫ ﻭﳛﺪﺙ ﺍﻟﺮﻧﲔ‬،‫ﻣﻮﺟﺔ ﻣﺴﺘﻘﺮﺓ‬
‫ ﻭﻳﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ ﻣﻊ ﻣﺼﺪﺭ‬،‫ﺃﻣﺎ ﺍﻟﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻔﺘﻮﺡ ﻓ ﹸﻴﻤ ﱠﺜﻞ ﺑﺄﻧﺒﻮﺏ ﻣﻔﺘﻮﺡ ﺍﻟﻄﺮﻓﲔ‬
.‫ ﻭﻳﻜﻮﻥ ﺿﻐﻂ ﺍﳌﻮﺟﺔ ﺍﳌﻨﻌﻜﺴـﺔ ﻣﻘﻠﻮ ﹰﺑﺎ‬.‫ﺻـﻮﺕ ﻋﻨﺪﻣﺎ ﺗﻨﻌﻜﺲ ﻣﻮﺟﺎﺗﻪ ﻣﻦ ﻃﺮﻑ ﻣﻔﺘﻮﺡ‬
‫ ﺇﺫﺍ ﻭﺻﻠـﺖ ﻣﻮﺟﺎﺕ ﺿﻐـﻂ ﻣﺮﺗﻔﻊ ﺇﱃ ﺍﻟﻄـﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻓﺴـﻮﻑ ﺗﺮﺗﺪ‬،‫ﻓﻌـﲆ ﺳـﺒﻴﻞ ﺍﳌﺜﺎﻝ‬
.5-17b ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ‬
‫ ﻛﲈ ﱢ‬،‫ﻣﻮﺟﺎﺕ ﺿﻐﻂ ﻣﻨﺨﻔﺾ‬
‫ ﻳﻤﻜﻦ ﲤﺜﻴـﻞ ﻣﻮﺟﺔ ﺻﻮﺗﻴﺔ ﻣﻮﻗﻮﻓﺔ ﰲ‬Resonance lengths
‫ ﻛﲈ ﻳﻤﻜﻦ ﺃﻥ ﹸﲤ ﱢﺜـﻞ ﺍﳌﻮﺟﺎﺕ ﺍﳉﻴﺒﻴﺔ ﺇﻣﺎ‬.5-18 ‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ‬ ‫ ﻛﲈ ﱢ‬،‫ﻋﻤـﻮﺩ ﺑﻤﻮﺟـﺔ ﺟﻴﺒﻴﺔ‬
‫ ﺇﻥ ﻟﻠﻤﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ ﻋﻘﺪﹰ ﺍ ﻭﺑﻄﻮﻧﹰﺎ؛ ﻭﻋﻠﻴﻪ ﻓﺈﻧﻪ‬.‫ﺗﻐﲑﺍﺕ ﺿﻐﻂ ﺍﳍﻮﺍﺀ ﻭﺇﻣﺎ ﺇﺯﺍﺣﺔ ﺟﺰﻳﺌﺎﺗﻪ‬
     5-18  

 



 
 



 

 

  

35  
 ‫‪‬‬ ‫‪‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪L‬‬ ‫‪L‬‬
‫‪‬‬
‫‪A‬‬
‫— =‪L‬‬ ‫‪1 λ‬‬
‫‪1‬‬
‫‪4‬‬
‫‪v‬‬
‫— = ‪f1‬‬
‫‪4L‬‬

‫‪B‬‬

‫‪A‬‬ ‫‪‬‬
‫— =‪L‬‬ ‫‪3 λ‬‬
‫‪3‬‬
‫‪4‬‬
‫‪f3 = 3v‬‬
‫‪— = 3f1‬‬
‫‪4L‬‬

‫‪B‬‬
‫‪‬‬
‫‪A‬‬ ‫‪‬‬
‫— =‪L‬‬ ‫‪5 λ‬‬
‫‪5‬‬
‫‪4‬‬
‫‪f5 = 5v‬‬
‫‪— = 5f1‬‬
‫‪4L‬‬

‫‪B‬‬

‫ﰲ ﺣﺎﻟـﺔ ﻭﺻﻒ ﺍﳌﻮﺟـﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ ﺑﺪﻻﻟﺔ ﺇﺯﺍﺣﺔ ﺟﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ‪ ،‬ﻓـﺈﻥ ﺍﻟﺒﻄﻮﻥ ﲤ ﱢﺜﻞ ﻣﻨﺎﻃﻖ‬
‫‪    5-19 ‬‬
‫ﻳﺘﻜﻮﻥ ﺑﻄﻦ ﺇﺯﺍﺣﺔ ﻋﻨﺪ ﺍﻟﻄﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻟﻸﻧﺒﻮﺏ؛ ﻷﻥ ﺟﺰﻳﺌﺎﺕ‬ ‫ﻭﺩﺍﺋﲈ ﻣﺎ ﱠ‬
‫ﺍﻹﺯﺍﺣـﺔ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﹰ‬
‫‪        ‬‬
‫ﺍﳍـﻮﺍﺀ ﺗﻜـﻮﻥ ﹸﺣ ﱠﺮﺓ ﺍﳊﺮﻛـﺔ ﺇﱃ ﺩﺍﺧﻞ ﺍﻷﻧﺒـﻮﺏ ﻭﺧﺎﺭﺟﻪ‪ ،‬ﺃﻣـﺎ ﺍﻟ ﹸﻌﻘﺪ ﻓﻬـﻲ ﻣﻨﺎﻃﻖ ﺍﻹﺯﺍﺣﺔ‬
‫‪ ‬‬
‫ﻭﺩﺍﺋـﲈ ﻣﺎ ﺗﺘﻜﻮﻥ ﻋﻘﺪﺓ ﺇﺯﺍﺣـﺔ ﻋﻨﺪ ﺍﻟﻄﺮﻑ ﺍﳌﻐﻠﻖ ﻟﻸﻧﺒـﻮﺏ؛ ﻭﺫﻟﻚ ﻷﻥ ﺟﺰﻳﺌﺎﺕ‬ ‫ﹰ‬ ‫ﺍﻟﻘﻠﻴﻠـﺔ‪،‬‬ ‫‪‬‬
‫ﺍﳍـﻮﺍﺀ ﻻ ﺗﻜـﻮﻥ ﹸﺣ ﱠـﺮﺓ ﺍﳊﺮﻛﺔ ﻫﻨـﺎﻙ‪ ،‬ﻭﻳﺘﺤﺮﻙ ﺍﳍـﻮﺍﺀ ﺩﺍﺧﻞ ﺍﻷﻧﺒﻮﺏ ﻋﲆ ﺷـﻜﻞ ﻣﻮﺟﺎﺕ‬ ‫‪a‬‬
‫ﻣﻮﻗﻮﻓـﺔ ﻣﺸـﻜ ﹰﱢﻼ ﻋﻘﺪﹰ ﺍ ﻭﺑﻄﻮﻧﹰﺎ‪ ،‬ﺍﻧﻈـﺮ ﺇﱃ ﺍﻟﺸـﻜﻠﲔ ‪ 5-19a‬ﻭ‪ .5-21a‬ﻭﺍﳌﻮﻗﻊ ﺍﳊﻘﻴﻘﻲ‬ ‫‪b‬‬
‫ﺻﻐﲑﺍ ﻣﻘﺎﺭﻧﺔ‬
‫ﹰ‬ ‫ﻟﻠﺒﻄﻦ ﻋﻨﺪ ﺍﻟﻄﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻳﻌﺘﻤﺪ ﻋﲆ ﻗﻄﺮ ﺍﻷﻧﺒﻮﺏ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻗﻄﺮ ﺍﻷﻧﺒﻮﺏ‬
‫ﺑﻄﻮﻟﻪ‪ ،‬ﻓﺈﻥ ﺍﻟﺒﻄﻦ ﻳﺘﻜﻮﻥ ﻗﺮﻳ ﹰﺒﺎ ﺟﺪﹼﹰ ﺍ ﻣﻦ ﺍﻟﻄﺮﻑ‪ ،‬ﻭﺳﻨﻔﱰﺽ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‪.‬‬
‫ﻟﺘﻐﲑﺍﺕ ﺿﻐﻂ ﺍﳍﻮﺍﺀ‪ ،‬ﺗﻜﻮﻥ ﺍﻟﻌﻘﺪ ﻫـﻲ ﻣﻨﺎﻃﻖ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ‬‫ﻭﰲ ﺣﺎﻟـﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴـﺎﲏ ﱡ‬
‫ﺍﳌﺘﻮﺳـﻂ‪ ،‬ﺃﻣﺎ ﻣﻨﺎﻃﻖ ﺍﻟﺒﻄﻮﻥ‪ ،‬ﻓﻴﺘﺬﺑﺬﺏ ﺍﻟﻀﻐﻂ ﻋﻨﺪﻫﺎ ﺑـﲔ ﻗﻴﻤﺘﹶﻴﻪ )ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯(‪،‬‬
‫ﺍﻧﻈﺮ ﺇﱃ ﺍﻟﺸﻜﻠﲔ ‪ 5-19b‬ﻭ‪.5-21b‬‬
‫ﺴـﺘﻌﻤﻞ‬
‫ﹶ‬ ‫‪ 5-20 ‬ﹸﻳ‬
‫ﺇﻥ ﺍﻟﻨﻬﺎﻳﺔ ﺍﳌﻔﺘﻮﺣﺔ ﻟﻸﻧﺒﻮﺏ ﻣﻔﺘﻮﺣﺔ ﻋﲆ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻀﻐﻂ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ﻗﻴـﺎﺱ ﺍﳌﺴـﺎﻓﺔ ﺑـﲔ ﺭﻧﻴﻨﹶـﲔ‬
‫ﹸﻳﻤ ﱠﺜﻞ ﺑﻌﻘﺪﺓ ﺣﻴﺚ ﻻ ﻳﺘﻐﲑ ﻭﻟﻜﻨﻪ ﻳﺒﻘﻰ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﻠﻀﻐﻂ ﺍﳉﻮﻱ ﺍﳋﺎﺭﺟﻲ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﻸﻧﺒﻮﺏ‬ ‫ﻣﺘﺘﺎﻟﻴـﲔ ﰲ ﺇﳚـﺎﺩ ﴎﻋـﺔ‬
‫ﻃﺮﻑ ﻣﻐﻠﻖ ﻓﺈﻥ ﺍﻟﻀﻐﻂ ﻋﻨﺪ ﻫﺬﺍ ﺍﻟﻄﺮﻑ ﻳﺘﻔﺎﻭﺕ ﻟﻴﻜﻮﻥ ﺃﻋﲆ ﻣﻦ ﺍﻟﻀﻐﻂ ﺍﳉﻮﻱ ﺃﻭ ﺃﻗﻞ؛‬ ‫ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ‪‬‬
‫ﻟﺬﺍ ﻓﺈﻧﻪ ﹸﻳﻤ ﱠﺜﻞ ﺑﺒﻄﻦ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫ﺗﻐﲑﺍﺕ ﺍﻟﻀﻐﻂ(‪ ،‬ﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺔ‬
‫ﻭﰲ ﻛﻠﺘـﺎ ﺍﳊﺎﻟﺘﲔ )ﻭﺻﻒ ﺍﳌﻮﺟـﺎﺕ ﺑﺪﻻﻟﺔ ﺍﻹﺯﺍﺣﺔ‪ ،‬ﺃﻭ ﱡ‬
‫‪LA‬‬
‫‪LB‬‬
‫ﺑﲔ ﺑﻄﻨﹶﲔ ﺃﻭ ﻋﻘﺪﺗﹶﲔ ﻣﺘﺘﺎﻟﻴﺘﹶﲔ ﻣﺴﺎﻭﻳ ﹰﺔ ﻟﻨﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪.‬‬
‫‪Resonance frequencies in closed‬‬
‫‪ air columns‬ﻳﻜـﻮﻥ ﻃـﻮﻝ ﺃﻗﴫ ﻋﻤﻮﺩ ﻫﻮﺍﺀ ﻟـﻪ ﺑﻄﻦ ﻋﻨﺪ ﺍﻟﻄﺮﻑ ﺍﳌﻐﻠـﻖ ﻭﻋﻘﺪﺓ ﻋﻨﺪ‬
‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ .5-19‬ﻭﻣـﻊ ﺯﻳﺎﺩﺓ ﺍﻟﱰﺩﺩ‬
‫ﺍﻟﻄـﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻣﺴـﺎﻭ ﹰﻳﺎ ﺭﺑﻊ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟﻲ ﻛﲈ ﱢ‬

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 a b 

  
     
L L

1 λ
L= — 1
2
v
f1 = —
2L


L = λ2
v = 2f
f2 = — 1
L



L= — 3 λ
3
2
f3 = 3v
— = 3f1
2L

‫ ﻟﺬﺍ ﺗﻜﻮﻥ‬.‫ﻳﻜـﻮﻥ ﻫﻨـﺎﻙ ﺃﻃﻮﺍﻝ ﺭﻧﲔ ﺇﺿﺎﻓﻴـﺔ ﻋﻨﺪ ﻓﱰﺍﺕ ﻣﺴـﺎﻭﻳﺔ ﻟﻨﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟـﻲ‬
    5-21 
‫ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ ﻣﻊ ﺍﻟﺸـﻮﻛﺔ‬،‫ ﻭﻫﻜﺬﺍ‬،7λ/4 ،5λ/4 ،3λ/4 ،λ/4 ‫ﺍﻷﻋﻤـﺪﺓ ﺍﻟﺘﻲ ﺃﻃﻮﺍﳍـﺎ‬

:‫ ﻭﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﺎﻣﺔ ﻟﱰﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ ﻫﻲ‬.‫ﺍﻟﺮﻧﺎﻧﺔ‬
  
      
   fn =nv/4L, n=1,3,5, ....
 a   ‫ﺴـﺘﻌﻤﻞ‬
‫ﹶ‬ ‫ ﻭ ﹸﻳ‬،‫ﺗﻜﻮﻥ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ ﺃﻃﻮﺍﻝ ﺍﻟﺮﻧﲔ ﺍﻹﺿﺎﻓﻴﺔ ﻣﺴـﺎﻭﻳ ﹰﺔ ﻟﻨﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
b ‫ﻳﺒﲔ‬
‫ ﻛﲈ ﱢ‬،‫ﻗﻴـﺎﺱ ﻫـﺬﻩ ﺍﳌﺴـﺎﻓﺔ ﺑـﲔ ﻛﻞ ﺭﻧﻴﻨﹶـﲔ ﻣﺘﺘﺎﻟﻴﲔ ﰲ ﺇﳚـﺎﺩ ﴎﻋﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍـﻮﺍﺀ‬
 ‫ ﻳﻤﻜﻨﻨﺎ ﺍﻟﺘﻮﺻﻞ ﺇﱃ ﺍﻟﻌﻼﻗﺔ ﺍ ﹸﳌﺴـﺘﺨﺪﻣﺔ ﳊﺴـﺎﺏ‬،5-20 ‫ ﻭﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﺸـﻜﻞ‬،4 ‫ﺍﳌﺜﺎﻝ‬
:‫ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ‬
LB – LA = (_1) λ
2
λ = 2(LB – LA)
 v = fλ = 2f (LB – LA)
  Resonance frequencies in open 
  ‫ ﻳﻜـﻮﻥ ﻃـﻮﻝ ﺃﻗـﴫ ﻋﻤـﻮﺩ ﻫﻮﺍﺀ ﳛﺘـﻮﻱ ﻋﲆ ﻋﻘﺪﺓ ﻋﻨـﺪ ﻛﻞ ﻣﻦ ﻃﺮﻓﻴﻪ‬air columns
  ‫ ﻭﻣﻊ ﺯﻳﺎﺩﺓ ﺍﻟـﱰﺩﺩ ﻳﻜﻮﻥ ﻫﻨﺎﻙ‬.5-21 ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ‬ ‫ ﻛـﲈ ﱢ‬،‫ﻣﺴـﺎﻭ ﹰﻳﺎ ﻧﺼـﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
   
  5000Hz2000 ‫ ﻟﺬﺍ ﺗﻜﻮﻥ ﺍﻷﻋﻤﺪﺓ ﺍﳍﻮﺍﺋﻴﺔ‬.‫ﺃﻃﻮﺍﻝ ﺭﻧﲔ ﺇﺿﺎﻓﻴﺔ ﻋﻨﺪ ﻓﱰﺍﺕ ﻣﺴﺎﻭﻳﺔ ﻟﻨﺼﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
   ‫ ﻭﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ‬.‫ ﻭﻫﻜﺬﺍ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ ﻣﻊ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬،3λ/2 ،λ ،λ/2 ‫ﺍﻟﺘـﻲ ﺃﻃﻮﺍﳍـﺎ‬
2000020  :‫ﺍﻟﻌﺎﻣﺔ ﻟﱰﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ ﰲ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻔﺘﻮﺡ ﻫﻲ‬
     Hz fn =nv/2L, n=1,2,3, ....
 45000Hz 
 ‫ ﻭﻛﺎﻧﺎ ﰲ ﺣﺎﻟﺔ‬،‫ ﻭﳍﲈ ﺍﻟﻄﻮﻝ ﻧﻔﺴـﻪ‬،‫ﻣﻔﺘﻮﺣﺎ ﻭﺍﻵﺧﺮ ﻣﻐﻠ ﹰﻘﺎ‬
‫ﹰ‬ ‫ﺇﺫﺍ ﺍﺳـﺘﻌﻤﻠﺖ ﻋﻤﻮﺩﻳﻦ ﺃﺣﺪﳘﺎ‬

100000Hz ‫ﺭﻧـﲔ ﻓـﺈﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﺼـﻮﺕ ﺍﻟﺮﻧﲔ ﰲ ﺍﻟﻌﻤـﻮﺩ ﺍﳌﻔﺘﻮﺡ ﻳﻜﻮﻥ ﻧﺼـﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
.‫ ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﻟـﱰﺩﺩ ﰲ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻔﺘﻮﺡ ﺿﻌﻔﻲ ﺍﻟـﱰﺩﺩ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻐﻠﻖ‬.‫ﺍﻟـﺬﻱ ﻟﻠﻌﻤـﻮﺩ ﺍﳌﻐﻠﻖ‬

37
‫ﻭﺗﻜـﻮﻥ ﺃﻃـﻮﺍﻝ ﺍﻟﺮﻧﲔ ﻟﻜﻼ ﺍﻟﻌﻤﻮﺩﻳـﻦ ﻣﻔﺼﻮﻟﺔ ﺑﻔﱰﺍﺕ ﻣﻘﺪﺍﺭﻫﺎ ﻧﺼـﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪.‬‬
‫ﳐﺼﺼﺔ‪ .‬ﻓﺈﺫﺍ‬
‫ﻋﻠﻮ ﺗﺮ ﹼﺩﺩﺍﺕ ﹼ‬
‫‪ Hearing resonance ‬ﹸﻳﺆﺩﻱ ﺍﻟﺮﻧﲔ ﺇﱃ ﺯﻳﺎﺩﺓ ﹼ‬
‫ﻳﺪﻭﻱ ﻭﺗﺴـﻤﻌﻪ ﻳﻜﻮﻥ ﺑﺴـﺒﺐ ﺍﻟﻨﻔﻖ ﺑﻮﺻﻔﻪ‬
‫ﴏﺧﺖ ﺩﺍﺧﻞ ﻧﻔﻖ ﻃﻮﻳﻞ ﻓﺈﻥ ﺍﻟﺼﻮﺕ ﺍﻟﺬﻱ ﹼ‬
‫ﺃﻧﺒﻮ ﹰﺑﺎ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‪ .‬ﻛﲈ ﺗﻌﻤﻞ ﺍﻟﺼﺪﻓﺔ ﰲ ﺍﻟﺸﻜﻞ ‪ 5-22‬ﻋﻤﻞ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‪.‬‬

‫‪  5-22 ‬‬

‫‪    ‬‬
‫‪        ‬‬
‫‪‬‬

‫‪4‬‬
‫‪ ‬ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ ﺑﱰﺩﺩ ‪ 392 Hz‬ﻣﻊ ﻋﻤﻮﺩ ﻣﻐﻠﻖ‪ ،‬ﹸﺳﻤﻊ ﺃﻋﲆ ﺻﻮﺕ‬
‫ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻃﻮﻝ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ‪ 21.0 cm‬ﻭ‪ ،65.3 cm‬ﻣﺎ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ؟ ﻭﻫﻞ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﰲ ﺍﻷﻧﺒﻮﺏ‬
‫ﺃﻛﱪ ﺃﻡ ﺃﻗﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﻐﺮﻓﺔ‪ ،‬ﻭﻫﻲ ‪20 °C‬؟ ﹼ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪‬‬ ‫‪1‬‬
‫ﺍﺭﺳﻢ ﺍﻟﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻐﻠﻖ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‪.‬‬
‫‪LA‬‬ ‫ﺣﺪﱢ ﺩ ﻃﻮﻝ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﳊﺎﻟﺘﻲ ﺍﻟﺮﻧﲔ‪.‬‬
‫‪LB‬‬ ‫‪‬‬ ‫‪‬‬
‫?=‪v‬‬ ‫‪f = 392 Hz‬‬
‫‪LA = 21.0 cm‬‬
‫‪LB = 65.3 cm‬‬
‫‪‬‬ ‫‪2‬‬

‫__ = ‪LB - LA‬‬

‫‪1‬‬
‫‪2‬‬
‫‪λ‬‬ ‫ﺣﻞ ﻹﳚﺎﺩ ﻃﻮﻝ ﺍﳌﻮﺟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫)‪λ= 2(LB - LA‬‬ ‫‪λ‬‬
‫)‪= 2(0.653 m - 0.210 m‬‬ ‫‪LB =0.653 m LA = 0.210 m‬‬
‫‪= 0.886 m‬‬

‫‪38‬‬
 ‫‪v‬‬
‫__ = ‪λ‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ﻹﳚﺎﺩ ﺍﻟﴪﻋﺔ‬
‫‪f‬‬
‫‪v=fλ‬‬ ‫‪v‬‬
‫‪f=392HZ λ=0.886m‬‬
‫)‪= (392 Hz)(0.886 m‬‬ ‫‪= 347 m/s‬‬
‫ﻼ ﻣﻦ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪ ،20 °C‬ﳑﺎ ﻳﺸـﲑ ﺇﱃ ﺃﻥ ﺩﺭﺟـﺔ ﺍﳊﺮﺍﺭﺓ ﺃﻋﲆ ﻗﻠﻴ ﹰ‬
‫ﻼ ﻣﻦ‬ ‫ﺍﻟﴪﻋـﺔ ﺃﻛـﱪ ﻗﻠﻴ ﹰ‬
‫ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻟﻠﻐﺮﻓﺔ‪.‬‬
‫‪‬‬ ‫‪3‬‬

‫‪ ‬ﻭﺣﺪﺍﺕ ﺍﳉﻮﺍﺏ ﺻﺤﻴﺤﺔ ‪.(Hz) (m) = (_s1)(m) = m/s‬‬

‫‪ ‬ﺍﻟﴪﻋﺔ ﺃﻛﱪ ﻗﻠﻴ ﹰ‬
‫ﻼ ﻣﻦ ‪ ،343 m/s‬ﺍﻟﺘﻲ ﻫﻲ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪20 °C‬‬

‫‪5‬‬
‫‪ ‬ﻳﺒﻠﻎ ﻃﻮﻝ ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻔﺘﻮﺡ ‪ ،1.8 m‬ﻭﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪.342 m/s‬‬
‫‪ .b‬ﺍﺣﺴﺐ ﺗﺮﺩﺩ ﺍﻟﻨﻐﻤﺔ ‪.f3‬‬ ‫‪ .a‬ﺍﺣﺴﺐ ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ‪.‬‬
‫‪ .c‬ﺃﻋﺪ ﺣﺴﺎﺑﺎﺕ ﺍﻟﻔﺮﻋﲔ ‪ a‬ﻭ‪ b‬ﺇﺫﺍ ﺃﻏﻠﻘﺖ ﺇﺣﺪ￯ ﳖﺎﻳﺘﻲ ﺍﻟﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ‪.‬‬
‫‪‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪‬‬
‫? = ‪f1 = ? f3‬‬ ‫ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻔﺘﻮﺡ‬ ‫‪L = 1.8 m‬‬
‫? = ‪f1 = ? f3‬‬ ‫ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻐﻠﻖ‬ ‫‪v = 342 m/s‬‬

‫‪‬‬ ‫‪2‬‬

‫ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻔﺘﻮﺡ ﻧﺴﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ … ‪ ،fn = nv/2L, n = 1, 2, 3,‬ﻭﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻐﻠﻖ ﻧﺴﺘﺨﺪﻡ‬
‫ﺍﳌﻌﺎﺩﻟﺔ … ‪. fn = nv/4L, n = 1, 3, 5,‬‬
‫‪a. f1 = nv/2L = 1×v/2L‬‬ ‫‪n = 1‬‬
‫)‪= (342 m/s)/(2 × 1.8 m‬‬ ‫‪v = 342 m/s ، L = 1.8 m‬‬
‫‪= 95 Hz‬‬
‫‪b. f3 = nv/2L = 3v/2L‬‬ ‫‪n = 3‬‬
‫)‪= 3(342 m/s)/(2 × 1.8 m‬‬ ‫‪v = 342 m/s ، L = 1.8 m‬‬
‫‪= 285 Hz‬‬
‫‪c. f1 = nv/4L = 1×v/4L‬‬ ‫‪n = 1‬‬
‫)‪= (342 m/s)/(4 × 1.8 m‬‬ ‫‪v = 342 m/s ، L = 1.8 m‬‬
‫‪= 47.5 Hz‬‬
‫‪f3= 3v/4L‬‬ ‫‪n = 3‬‬
‫)‪= (3 × 342 m/s)/(4 × 1.8 m‬‬ ‫‪v = 342 m/s ، L = 1.8 m‬‬
‫‪= 142.5 Hz‬‬
‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﱰﺩﺩ ﻫﻲ ‪ ،Hz‬ﻭﺍﻟﴪﻋﺔ ﻫﻲ ‪ ،m/s‬ﻭﺍﻟﻄﻮﻝ ﻫﻲ ‪.m‬‬
‫‪ ‬ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻔﺘﻮﺡ ﻳﺴﺎﻭﻱ ﺿﻌﻒ ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻟﻠﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻐﻠﻖ‪.‬‬

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‫ﺍﻟﺒﻮﻕ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻔﺘﻮﺡ ﺍﻟﻄﺮﻓﲔ‪ .‬ﺍﺣﺴـﺐ ﺗﺮﺩﺩ ﺃﻭﻝ ﺃﺭﺑﻊ ﻧﻐﲈﺕ‬ ‫‪.19‬‬
‫ﺗﻮﺍﻓﻘﻴـﺔ ﺗﺘﻜـﻮﻥ ﰲ ﺑـﻮﻕ ﻃﻮﻟـﻪ ‪ 40 cm‬ﺇﺫﺍ ﻛﺎﻧـﺖ ﴎﻋـﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍـﻮﺍﺀ‬
‫‪.336 m/s‬‬
‫ﺇﺫﺍ ﻭﺿﻌـﺖ ﺷـﻮﻛﺔ ﺭﻧﺎﻧـﺔ ﲥﺘـﺰ ﺑـﱰ ﹼﺩﺩ ‪ 440 Hz‬ﻓـﻮﻕ ﺃﻧﺒـﻮﺏ ﻣﻐﻠـﻖ‪ ،‬ﻓﺄﻭﺟﺪ‬ ‫‪.20‬‬
‫ﺍﻟﻔﻮﺍﺻﻞ ﺑﲔ ﺃﻭﺿﺎﻉ ﺍﻟﺮﻧﲔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳍﻮﺍﺀ ‪.20 °C‬‬
‫ﺍﺳـﺘﺨﺪﻣﺖ ﺷـﻮﻛﺔ ﺭﻧﺎﻧﺔ ﲥﺘﺰ ﺑـﱰﺩﺩ ‪ 440 Hz‬ﻣـﻊ ﻋﻤﻮﺩ ﺭﻧـﲔ ﻟﺘﺤﺪﻳﺪ ﴎﻋﺔ‬ ‫‪.21‬‬
‫ﺍﻟﺼـﻮﺕ ﰲ ﻏﺎﺯ ﺍﳍﻴﻠﻴﻮﻡ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻔﻮﺍﺻﻞ ﺑﲔ ﺃﻭﺿﺎﻉ ﺍﻟﺮﻧﲔ ‪ ،110 cm‬ﻓﲈ‬
‫ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﻏﺎﺯ ﺍﳍﻴﻠﻴﻮﻡ؟‬
‫ﺍﺳـﺘﺨﺪﻡ ﻃﺎﻟـﺐ ﻋﻤﻮﺩ ﻫـﻮﺍﺀ ﻋﻨﺪ ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ‪ ،27 °C‬ﻭﻭﺟـﺪ ﻓﻮﺍﺻﻞ ﺑﲔ‬ ‫‪.22‬‬
‫ﺃﻭﺿـﺎﻉ ﺍﻟﺮﻧـﲔ ﺑﻤﻘـﺪﺍﺭ ‪ .20.2 cm‬ﻣﺎ ﺗﺮ ﹼﺩﺩ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ؟ ﺍﺳـﺘﺨﺪﻡ ﴎﻋﺔ‬
‫ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪ 347 m/s‬ﻋﻨﺪ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ‪27 °C‬‬

‫‪40‬‬
 ‫‪5-3‬‬
‫‪ ‬ﻳﺒﻠـﻎ ﻃـﻮﻝ ﺃﻧﺒـﻮﺏ‬ ‫‪.27‬‬ ‫‪ ‬ﻣﺎ ﺍﻟﴚﺀ ﺍﳌﻬﺘﺰ ﺍﻟﺬﻱ ﻳﻨﺘﺞ ﺍﻷﺻﻮﺍﺕ‬ ‫‪.23‬‬
‫ﹸﺃﺭ ﹸﻏـﻦ ﻣﻐﻠـﻖ ‪ .2.40 m‬ﻣـﺎ ﺗـﺮﺩﺩ ﺍﻟﻨﻐﻤـﺔ ﺍﳌﻌﺰﻭﻓـﺔ‬ ‫ﰲ ﻛﻞ ﳑﹼﺎ ﻳﲇ؟‬
‫ﲠـﺬﺍ ﺍﻷﻧﺒـﻮﺏ؟ ﺍﻋﺘـﱪ ﺃﻥ ﴎﻋﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍﻮﺍﺀ‬ ‫‪ .a‬ﺍﻟﺼﻮﺕ ﺍﻟﺒﴩﻱ‬
‫‪.343 m/s‬‬
‫‪ .b‬ﺻﻮﺕ ﺍﳌﺬﻳﺎﻉ‬
‫‪ ‬ﺍﴐﺏ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ ﺑﻤﻄﺮﻗﺔ ﻣﻄﺎﻃﻴﺔ‪،‬‬ ‫‪.28‬‬
‫‪‬ﻳﺼـﺪﺭ ﻭﺗـﺮ ﻧﻐﻤـﺔ ﺣـﺎﺩﺓ ﺗﺮﺩﺩﻫﺎ‬ ‫‪.24‬‬
‫ﻭﺍﲪﻠﻬـﺎ ﺑﺤﻴﺚ ﻳﻜـﻮﻥ ﺫﺭﺍﻋﻚ ﳑـﺪﻭﺩﺓ‪ ،‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪ .370 Hz‬ﻣـﺎ ﺗـﺮﺩﺩﺍﺕ ﺍﻹﻳﻘﺎﻋـﺎﺕ ﺍﻟﺜﻼﺛﺔ ﺍﻟﻼﺣﻘﺔ‬
‫ﺑﻤﻘﺒﻀﻬـﺎ ﻋـﲆ ﻃﺎﻭﻟـﺔ‪ ،‬ﻭﺑـﺎﺏ‪ ،‬ﻭﺧﺰﺍﻧﺔ‪ ،‬ﻭﺃﺟﺴـﺎﻡ‬
‫ﺍﻟﻨﺎﲡﺔ ﲠﺬﻩ ﺍﻟﻨﻐﻤﺔ؟‬
‫ﺃﺧﺮ￯‪ .‬ﻣﺎ ﺍﻟﺬﻱ ﺗﺴﻤﻌﻪ؟ ﻭﳌﺎﺫﺍ؟‬
‫‪ ‬ﳌـﺎﺫﺍ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻷﻧﺒﻮﺏ‬ ‫‪.25‬‬
‫ﺍﳌﺼﻨـﻮﻉ ﻣﻨـﻪ ﺍﻟﺒـﻮﻕ ﺍﻟﻌـﺎﺩﻱ ﺃﻃـﻮﻝ ﻣﻨـﻪ ﻟﻸﻧﺒﻮﺏ‬
‫ﺍﻟﻘﻤﻌﻲ؟‬
‫‪ ‬ﻣﺎ ﺍﻟﻨﺴـﺒﺔ ﺑﲔ ﻃﻮﻝ‬ ‫‪.26‬‬
‫ﺍﻟﻌﻤـﻮﺩ ﺍﳌﻔﺘـﻮﺡ ﻭﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﺼـﻮﺕ ﻹﻧﺘﺎﺝ‬
‫ﺍﻟﺮﻧﲔ ﺍﻷﻭﻝ؟‬

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

 ‫ﺳﺮﻋﺔ اﻟﺼﻮت‬
‫ ﻓﺈﻥ ﺍﳍﻮﺍﺀ ﺩﺍﺧﻞ ﺍﻟﻌﻤـﻮﺩ ﳞﺘﺰ ﺑﺎﻟﱰﺩﺩ‬،‫ﺇﺫﺍ ﻭﺿﻌـﺖ ﺷـﻮﻛﺔ ﺭﻧﺎﻧﺔ ﲥﺘﺰ ﻓﻮﻕ ﻋﻤـﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻐﻠﻖ ﺑﻄﻮﻝ ﻣﻨﺎﺳـﺐ‬
‫ ﻓﺈﻧـﻪ ﻳﻤﻜﻦ ﺗﻐﻴﲑ ﻃﻮﻝ‬،‫ ﻭﺇﺫﺍ ﹸﻭﺿـﻊ ﺃﻧﺒﻮﺏ ﻣﻌﺪﲏ ﰲ ﳐﺒﺎﺭ ﻛﺒـﲑ ﳑﻠﻮﺀ ﺑﺎﳌﺎﺀ ﻭﻣﺪﺭﺝ‬.‫ ﻟﻠﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧـﺔ‬f ‫ﻧﻔﺴـﻪ‬
‫ ﻭﻳﻜﻮﻥ ﻃـﻮﻝ ﺃﻗﴫ ﻋﻤﻮﺩ ﻫﻮﺍﺀ ﳛﺪﺙ‬.‫ﻋﻤـﻮﺩ ﺍﳍـﻮﺍﺀ ﺩﺍﺧﻞ ﺍﻷﻧﺒﻮﺏ ﺍﳌﻌﺪﲏ ﻣﻦ ﺧـﻼﻝ ﺭﻓﻌﻪ ﺃﻭ ﺇﻧﺰﺍﻟﻪ ﰲ ﺍﳌﺎﺀ‬
‫ ﻭﻳﻮﺻﻒ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻋﻨﺪ‬،‫ ﻭ ﹸﻳﺼﺪﺭ ﻫـﺬﺍ ﺍﻟﺮﻧﲔ ﺃﻋﲆ ﺻﻮﺕ‬.‫ﺭﻧﻴﻨﹰـﺎ ﻋﻨﺪﻣﺎ ﻳﺴـﺎﻭﻱ ﻃﻮﻟﻪ ﺭﺑﻊ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
‫ ﻭﺳﺘﺤﺪﹼ ﺩ ﰲ ﻫﺬﺍ‬.‫ ﺍﳌﺴﺎﻓﺔ ﻣﻦ ﺳﻄﺢ ﺍﳌﺎﺀ ﺇﱃ ﺍﻟﻄﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻟﻠﻌﻤﻮﺩ‬L ‫ ﺣﻴﺚ ﲤ ﱢﺜﻞ‬، λ =4L ‫ﻫﺬﺍ ﺍﻟﺮﻧﲔ ﺑﺎﻟﻌﻼﻗﺔ‬
.‫ ﺛﻢ ﲢﺴﺐ ﴎﻋﺔ ﺍﻟﺼﻮﺕ‬، λ ‫ ﻟﻜﻲ ﲢﺴﺐ‬،L ‫ﺍﳌﺨﺘﱪ ﺍﻟﻄﻮﻝ‬

‫ﻛﻴﻒ ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﻌﲈﻝ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ ﻟﻜﻲ ﲢﺪﹼ ﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ؟‬

 
‫ﹺ‬
   

‫ ﻟﻠﺤﺼﻮﻝ‬ �
Hand protection Eye safety Thermal safety Explosive

.‫ﺍﳌﺪﺭﺝ ﺑﺎﳌﺎﺀ ﺇﱃ ﻓﻮﻫﺘﻪ ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫ ﻭﺍﻣﻸ ﺍﳌﺨﺒﺎﺭ ﹼ‬،‫ ﺍﺭﺗﺪ ﻧﻈﺎﺭﺓ ﻭﺍﻗﻴﺔ‬.1 
.‫ﻋﲆ ﻧﻘﺎﻁ ﺭﻧﲔ ﰲ ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻐﻠﻖ‬
.1 ‫ﻭﺳﺠﻠﻬﺎ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ،‫ ﻗﺲ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﻐﺮﻓﺔ‬.2
   

‫ﱢ‬
   
ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

.2 ‫ﻭﺳﺠﻞ ﺗﺮﺩﺩﻫﺎ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ،‫ ﺍﺧﱰ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ‬.3 .‫ ﻃﻮﻝ ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻐﻠﻖ ﰲ ﺣﺎﻟﺔ ﺭﻧﲔ‬ �
‫ﹼ‬  

FirstElectrical
aid hazard


Eye washHarmful
station/ Irritant


Fire extinguisher
Biological hazards


RadioactiveFlammable
safety

.‫ﺍﳌﺪﺭﺝ ﺍﳌﻤﻠﻮﺀ ﺑﺎﳌﺎﺀ‬

‫ ﺿﻊ ﺑﺤﺬﺭ ﺍﻷﻧﺒﻮﺏ ﺍﳌﻌﺪﲏ ﰲ ﺍﳌﺨﺒﺎﺭ ﹼ‬.4
.‫ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﺤﺪﱢ ﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ‬  �
 
 
 
 


‫ ﺛﻢ ﺍﴐﺏ ﺑﴪﻋﺔ ﻋﲆ ﺃﺣﺪ‬،‫ ﺃﻣﺴﻚ ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﻣﻦ ﻗﺎﻋﺪﲥﺎ‬.5

First aid
Sharp objects safety PoisonEye wash station
safety Fire extinguisher
Oxidizer Radioactive safety
Corrosive


‫ ﻭﻻ ﺗﴬﺏ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬.‫ﺫﺭﺍﻋﻴﻬـﺎ ﺑﻤﻄﺮﻗﺔ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ‬ 

Sharp
   

Hand protection
beamobjects safety Poison safety
  

Eye Ecological
safety Oxidizer
 

Thermal Carcinogenic
safety Corrosive Explosive

‫� ﺍﻣﺴﺢ ﻣﺒﺎﴍﺓ ﱠ‬
Laser Lab. coat hazards

‫ﺑﻄﺎﻭﻟﺔ ﺍﳌﺨﺘﱪ ﺃﻭ ﺃﻱ ﺳﻄﺢ ﹴ‬ .‫ﺃﻱ ﺳﻮﺍﺋﻞ ﻣﻨﺴﻜﺒﺔ‬

.‫ﻗﺎﺱ‬
.‫� ﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺰﺟﺎﺝ ﺑﺤﺬﺭ؛ ﻓﻬﻮ ﻫﺶ‬
     
Laser beam Electrical hazard Lab. coat Harmful / Irritant Biological hazardsCarcinogenic
Ecological hazards Flammable

‫ ﺃﻣﺴـﻚ ﺍﻟﺸـﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ ﺍﳌﻬﺘﺰﺓ ﻓﻮﻕ ﺍﻟﻄـﺮﻑ ﺍﳌﻔﺘﻮﺡ ﻟﻸﻧﺒﻮﺏ‬.6

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


‫ﺣﺮﻙ ﺍﻷﻧﺒـﻮﺏ ﺇﱃ ﺃﻋﲆ ﻭﺇﱃ‬
‫ﺗﻌـﲔ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﹼ‬
‫ ﻭﻋﻨﺪﻣﺎ ﱢ‬.‫ﻋﺎﻟ ﹰﻴـﺎ‬ ‫ﺛﻼﺙ ﺷﻮﻛﺎﺕ ﺭﻧﺎﻧﺔ ﳐﺘﻠﻔﺔ ﺍﻟﱰﺩﺩ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

‫ﺃﺳﻔﻞ ﻗﻠﻴ ﹰ‬
‫ ﺛﻢ ﻗﺲ ﺍﳌﺴﺎﻓﺔ ﻣﻦ ﺳﻄﺢ‬،‫ﻼ ﻟﺘﺤﺪﱢ ﺩ ﻧﻘﻄﺔ ﺍﻟﺮﻧﲔ ﲤﺎ ﹰﻣﺎ‬ 1000 mL ‫ﻣﺪﺭﺝ ﺳﻌﺘﻪ‬ ‫ﳐﺒﺎﺭ ﹼ‬
‫ﻣﺎﺀ‬
  

‫ﻭﺳـﺠﻞ ﻫﺬﻩ ﺍﳌﺴـﺎﻓﺔ ﰲ ﺟﺪﻭﻝ‬ ،‫ﺍﳌﺎﺀ ﺇﱃ ﺃﻋﲆ ﺍﻷﻧﺒﻮﺏ ﺍﳌﻌﺪﲏ‬



‫ﹼ‬
Laser beam Lab. coat Ecological hazards Carcinogenic

.2 ‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ﻣﻄﺮﻗﺔ ﺧﺎﺻﺔ ﺑﺎﻟﺸﻮﻛﺎﺕ ﺍﻟﺮﻧﺎﻧﺔ‬

‫ﻣﺴﻄﺮﺓ ﻣﱰﻳﺔ‬
.‫ ﻟﻠﺸﻮﻛﺘﲔ ﺍﻟﺮﻧﺎﻧﺘﲔ ﺍﻹﺿﺎﻓﻴﺘﲔ‬6‫ ﻭ‬5‫ ﻭ‬3 ‫ﻛﺮﺭ ﺍﳋﻄﻮﺍﺕ‬
‫ ﹼ‬.7 (‫ﻣﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ )ﻏﲑ ﺯﺋﺒﻘﻲ‬
.‫ﺍﳌﺪﺭﺝ ﻣﻦ ﺍﳌﺎﺀ‬
‫ ﺃﻓﺮﻍ ﺍﳌﺨﺒﺎﺭ ﹼ‬.8 3.5 cm ‫ ﻭﻗﻄﺮﻩ‬،40 cm ‫ﺃﻧﺒﻮﺏ ﻣﻌﺪﲏ ﻃﻮﻟﻪ‬

42
 ‫‪1‬‬

‫‪m/s‬‬ ‫‪°C‬‬

‫‪2‬‬
‫‪ m‬‬ ‫‪m‬‬ ‫‪Hz‬‬ ‫‪‬‬
‫‪ms‬‬
‫‪1‬‬
‫‪2‬‬
‫‪3‬‬

‫‪‬‬ ‫‪‬‬

‫‪ ‬ﲢﺪﺙ ﻧﻘﻄﺔ ﺍﻟﺮﻧﲔ ﺍﻷﻭﱃ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﻮﻝ ﻋﻤﻮﺩ‬ ‫‪ .1‬ﺍﺣﺴـﺐ ﺍﻟﴪﻋـﺔ ﺍﳌﻘﺒﻮﻟـﺔ ﻟﻠﺼـﻮﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﻌﻼﻗـﺔ ‪.1‬‬
‫ﺍﳍـﻮﺍﺀ ﻣﺴـﺎﻭ ﹰﻳﺎ ‪ . λ/4‬ﻣـﺎ ﺍﻟﻄﻮﻻﻥ ﺍﻟﻠﺬﺍﻥ ﳛـﺪﺙ ﻋﻨﺪﳘﺎ‬ ‫‪ ، v = 331 m/s + 0.60T‬ﺣﻴـﺚ ‪ v‬ﴎﻋـﺔ ﺍﻟﺼـﻮﺕ ﻋﻨـﺪ‬
‫ﺍﻟﺮﻧﻴﻨﺎﻥ ﺍﻟﻼﺣﻘﺎﻥ؟‬ ‫ﺩﺭﺟـﺔ ﺍﳊـﺮﺍﺭﺓ ‪ ،T‬ﻭ ‪ T‬ﺩﺭﺟـﺔ ﺣـﺮﺍﺭﺓ ﺍﳍـﻮﺍﺀ ﺑﺎﻟﺴﻠﺴـﻴﻮﺱ‪.‬‬
‫ﺳـﺠﻞ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻋﲆ ﺃﳖﺎ ﺍﻟﴪﻋﺔ ﺍﳌﻘﺒﻮﻟﺔ ﻟﻠﺼﻮﺕ ﰲ ﺟﺪﻭﻝ‬
‫ﱢ‬
‫‪‬ﻫﻞ ﻳﻤﻜﻦ ﺗﻌﻴﲔ ﻣﻮﻗﻊ ﺁﺧﺮ ﳊﺪﻭﺙ ﺍﻟﺮﻧﲔ‬ ‫‪.2‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ 1‬ﻟﻠﻤﺤﺎﻭﻻﺕ ﲨﻴﻌﻬﺎ‪.‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﺃﻧﺒﻮﺏ ﺃﻃﻮﻝ؟ ﱢ‬
‫‪ .2‬ﻷﻥ ﻧﻘﻄـﺔ ﺍﻟﺮﻧﲔ ﺍﻷﻭﱃ ﹸﻋ ﹼﻴﻨﺖ ﻋﻨﺪﻣـﺎ ﻛﺎﻥ ﺟﺰﺀ ﺍﻷﻧﺒﻮﺏ ﺍﻟﺬﻱ‬
‫‪‬‬ ‫ﻓـﻮﻕ ﺍﳌـﺎﺀ ﻳﺴـﺎﻭﻱ ﺭﺑﻊ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﻟـﺬﺍ ﺍﺳـﺘﺨﺪﻡ ﺍﻟﻄﻮﻝ‬
‫ﺍﳌﻘﻴـﺲ ﻟﻸﻧﺒـﻮﺏ ﰲ ﲢﺪﻳـﺪ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟـﻲ ﺍﳌﺤﺴـﻮﺏ ﻟﻜﻞ ﻛﻴﻒ ﻳﻤﻜﻦ ﺍﳊﺼﻮﻝ ﻋﲆ ﻧﺘﺎﺋﺞ ﺃﻛﺜﺮ ﺩﻗﺔ ﻟﴪﻋﺔ ﺍﻟﺼﻮﺕ؟‬
‫ﺳﺠﻞ ﺍﻷﻃﻮﺍﻝ ﺍﳌﻮﺟﻴﺔ ﺍﳌﺤﺴﻮﺑﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.2‬‬
‫ﳏﺎﻭﻟﺔ‪ .‬ﹼ‬
‫‪‬‬
‫‪ .3‬ﺍﴐﺏ ﻗﻴﻤﺘـﻲ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟـﻲ ﻭﺍﻟﱰﺩﺩ ﰲ ﺟـﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪،2‬‬
‫ﻓﴪ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺣﺠﻢ ﺃﻧﺎﺑﻴﺐ ﺍﻷﹸﺭﻏﻦ ﻭﺗﺮﺩﺩﺍﺕ ﺍﻟﺮﻧﲔ ﳍﺎ‪.‬‬
‫ﻭﺳـﺠﻞ ﺫﻟﻚ ﰲ ﺟﺪﻭﻝ ﹼ‬
‫ﹼ‬ ‫ﻟﺘﺤﺪﻳـﺪ ﺍﻟﴪﻋـﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﻠﺼﻮﺕ‪،‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ 2‬ﻟﻜﻞ ﳏﺎﻭﻟﺔ‪.‬‬
‫‪ .4‬ﺣﺪﹼ ﺩ ﺍﳋﻄﺄ ﺍﻟﻨﺴـﺒﻲ ﺑﲔ ﴎﻋـﺔ ﺍﻟﺼﻮﺕ ﺍﳌﻘﺒﻮﻟﺔ‬
‫ﻭﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﻜﻞ ﳏﺎﻭﻟﺔ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.2‬‬
‫‪¢Accepted value - Experimental value‬‬
‫‪‬‬ ‫______________________ = ‪%error‬‬
‫‪Accepted value‬‬
‫‪× 100%‬‬
‫‪obeikaneducation.com‬‬
‫‪¤‬ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ ‪ -‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪¤‬‬
‫‪100%‬‬ ‫×‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺒﻮﻟﺔ‬
‫ﺍﳋﻄﺄ ﺍﻟﻨﺴﺒﻲ =‬

‫‪43‬‬
 ‫‪‬‬

‫‪p‬‬
‫‪SoundWavesintheSun‬‬ ‫‪‬‬
‫‪  ‬ﺍﻫﺘﺰﺍﺯﺍﺕ ﺍﳌﻮﺟﺎﺕ ﰲ ﺍﻟﺸـﻤﺲ ﺑﺎﻟﺴـﻴﺰﻣﻮﻟﻮﺟﻴﺔ‬
‫ﺍﻟﺸﻤﺴـﻴﺔ )ﻋﻠﻢ ﺯﻻﺯﻝ ﺍﻟﺸـﻤﺲ(‪ ،‬ﺣﻴﺚ ﲢﺪﺙ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‬
‫‪‬‬ ‫ﻃﺒﻴﻌ ﹼﹰﻴـﺎ ﰲ ﺍﻟﺸـﻤﺲ‪ ،‬ﻭﻫـﻲ‪ :‬ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ )ﻣﻮﺟـﺎﺕ ‪،(p‬‬
‫‪‬‬ ‫ﻭﻣﻮﺟـﺎﺕ ﺍﳉﺎﺫﺑﻴـﺔ‪ ،‬ﻭﻣﻮﺟﺎﺕ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻟﺴـﻄﺤﻴﺔ‪ .‬ﻭﺗﺘﻜﻮﻥ ﻛﻞ‬
‫‪‬‬
‫‪‬‬ ‫ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ ﻣﻦ ﺟﺰﻳﺌﺎﺕ ﻣﻬﺘﺰﺓ‪ ،‬ﺳ ﹼﺒﺒﺘﻬﺎ ﻗﻮ￯ ﳐﺘﻠﻔﺔ‪.‬‬
‫‪p‬‬ ‫ﻭﺗﺴـﺒﺐ ﺍﺧﺘﻼﻓـﺎﺕ ﺍﻟﻀﻐـﻂ ﺍﻫﺘـﺰﺍﺯ ﺍﳉﺰﻳﺌـﺎﺕ ﰲ ﺍﳌﻮﺟـﺎﺕ‬
‫ﺍﻟﺼﻮﺗﻴﺔ‪ .‬ﺃﻣﺎ ﰲ ﺍﻟﺸـﻤﺲ ﻓﺘﻨﺘﻘـﻞ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﺧﻼﻝ ﻣﻨﻄﻘﺔ ﰲ ﺃﺛﻨـﺎﺀ ﺍﻟﻠﻴـﻞ‪ .‬ﻟﺬﺍ ﻓﻘﺪ ﺃﻃﻠﻘﺖ ﻭﻛﺎﻟﺔ ﻧﺎﺳـﺎ ﻋـﺎﻡ ‪1995‬ﻡ ﺍﳌﺮﺻﺪ‬
‫ﺍﳊﻤـﻞ ﺍﳊـﺮﺍﺭﻱ ﺍﻟﺘـﻲ ﺗﻘﻊ ﺃﺳـﻔﻞ ﺍﻟﺴـﻄﺢ ﻣﺒـﺎﴍﺓ‪ ،‬ﺃﻭ ﺃﺳـﻔﻞ ﺍﻟﺸـﻤﴘ )‪ .(SOHO‬ﻭﻫﻮ ﻗﻤﺮ ﺍﺻﻄﻨﺎﻋﻲ ﻳـﺪﻭﺭ ﺣﻮﻝ ﺍﻷﺭﺽ‪،‬‬
‫ﺍﻟﻔﻮﺗﻮﺳـﻔﲑ‪ .‬ﻭﻻ ﺗﻨﺘﻘـﻞ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﰲ ﺧﻂ ﻣﺴـﺘﻘﻴﻢ‪ ،‬ﻛﲈ ﻭﻳﺴﺘﻄﻴﻊ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺸﻤﺲ ﹰ‬
‫ﺩﺍﺋﲈ‪.‬‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺼﻮﺭﺓ‪.‬‬ ‫ﻫﻮ ﱠ‬
‫ﺗﹸﻘﺎﺱ ﺣﺮﻛﺔ ﺳﻄﺢ ﺍﻟﺸﻤﺲ ﻣﻦ ﺧﻼﻝ ﻣﺮﺍﻗﺒﺔ ﺍﻧﺰﻳﺎﺡ ﺩﻭﺑﻠﺮ ﰲ ﺿﻮﺀ‬
‫‪ ‬ﺗﺴـﺒﺐ ﻣﻮﺟـﺎﺕ ﺍﻟﺼـﻮﺕ ﰲ ﺍﻟﺸـﻤﺲ ﺍﻫﺘـﺰﺍﺯ ﺍﻟﺸـﻤﺲ‪ .‬ﻭﻳﻜﻮﻥ ﻟﻼﻫﺘﺰﺍﺯﺍﺕ ﺍﳌﻘﻴﺴﺔ ﺃﻧﲈﻁ ﻣﻌﻘﺪﺓ ﺗﺴﺎﻭﻱ ﳎﻤﻮﻉ‬
‫ﺍﻟﺴﻄﺢ ﰲ ﺍﻻﲡﺎﻩ ﺍﻟ ﹸﻘﻄﺮﻱ‪ ،‬ﻣﺜﻞ ﺍﻫﺘﺰﺍﺯ ﺟﺮﺱ ﻳﻘﺮﻉ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻳﻘﺮﻉ ﺍﳌﻮﺟـﺎﺕ ﺍﳌﻮﻗﻮﻓـﺔ ﻛﻠﻬـﺎ ﰲ ﺍﻟﺸـﻤﺲ‪ .‬ﻭﻳﻮﺟﺪ ﰲ ﺍﻟﺸـﻤﺲ ﻧﻐﲈﺕ‬
‫ﺍﳉـﺮﺱ ﺗﴬﺏ ﻣﻄﺮﻗﺔ ﺍﳉﺮﺱ ﰲ ﻣﻜﺎﻥ ﻭﺍﺣـﺪ‪ ،‬ﻭﺗﻨﺘﺞ ﻣﻮﺟﺎﺕ ﺗﻮﺍﻓﻘﻴـﺔ ﻛﺎﻟﻨﻐـﲈﺕ ﺍﻟﺘـﻲ ﺗﻈﻬﺮ ﻋﻨـﺪ ﺩﻕ ﺍﳉﺮﺱ‪ .‬ﻭﻳﻤﻜﻦ ﺣﺴـﺎﺏ‬
‫ﻣﻮﻗﻮﻓﺔ‪ .‬ﻭﻟﺴﻄﺢ ﺍﻟﺸﻤﺲ ﻣﻮﺟﺎﺕ ﻣﻮﻗﻮﻓﺔ‪ ،‬ﺭﻏﻢ ﺃﳖﺎ ﱂ ﺗﻨﺘﺞ ﻋﻦ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻭﺷﺪﲥﺎ ﰲ ﺍﻟﺸﻤﺲ ﺑﺎﻟﺘﺤﻠﻴﻞ ﺍﻟﺪﻗﻴﻖ‪.‬‬
‫ﺣﺪﺙ ﻭﺍﺣﺪ ﻛﺒﲑ‪ .‬ﻭﻳﻔﱰﺽ ﺍﻟﻌﻠﲈﺀ ﺑﺪﻻﹰ ﻣﻦ ﺫﻟﻚ ﺃﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ‬
‫ﺗﺰﻭﺩ ﺍﻫﺘﺰﺍﺯﺍﺕ ﻣﻮﺟﺎﺕ ﺍﻟﺸﻤﺲ ﺍﻟﻌﻠﲈﺀ ﺑﻤﻌﻠﻮﻣﺎﺕ ﺗﺘﻌﻠﻖ‬ ‫‪ ‬ﹼ‬
‫ﺍﻟﻌﻮﺍﺋـﻖ ﺍﻟﺼﻐـﲑﺓ ﰲ ﻣﻨﻄﻘﺔ ﺍﳊﻤـﻞ ﺍﳊﺮﺍﺭﻱ ﺑـﺪﺃﺕ ﻣﻨﻬﺎ ﻣﻌﻈﻢ‬
‫ﻛﻼ ﻣـﻦ ﺗﺮﻛﻴﺒﻬـﺎ ﻭﺩﺭﺟـﺔ ﺣﺮﺍﺭﲥﺎ‬‫ﺑﱰﻛﻴﺒﻬـﺎ ﺍﻟﺪﺍﺧـﲇ؛ ﻭﺫﻟـﻚ ﺃﻥ ﹼﹰ‬
‫ﻣﻮﺟـﺎﺕ ﺍﻟﺼﻮﺕ ﰲ ﺍﻟﺸـﻤﺲ‪ ،‬ﻣﺜﻞ ﺿﺠﻴﺞ ﺍﳌـﺎﺀ ﺍﳌﻐﲇ ﰲ ﻗﺪﺭ‪،‬‬
‫ﻭﻛﺜﺎﻓﺘﻬـﺎ ﻳﺆﺛـﺮ ﰲ ﺍﻧﺘﺸـﺎﺭ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ‪ .‬ﻭﻗﺪ ﻗﺪﹼ ﻣـﺖ ﻧﺘﺎﺋﺞ‬
‫ﺇﻻ ﺃﻥ ﺣﺠﻢ ﺍﻟﻔﻘﺎﻋﺔ ﺍﳌﺘﻜﻮﻧﺔ ﻋﻨﺪ ﺳﻄﺢ ﺍﻟﺸﻤﺲ ﻳﻔﻮﻕ ﻣﺴﺎﺣﺘﻲ‬
‫ﲢﻠﻴـﻞ ﺑﻴﺎﻧﺎﺕ ﺍﻟﻘﻤـﺮ ﺍﻻﺻﻄﻨﺎﻋـﻲ )‪ (SOHO‬ﺍﳌﺰﻳـﺪ ﻟﻔﻬﻢ ﻋﻤﻴﻖ‬
‫ﺍﳌﻐﺮﺏ ﻭﺍﻟﻌﺮﺍﻕ ﻣ ﹰﻌﺎ‪ ،‬ﻭﻳﺼﺪﺭ ﻋﻨﻬﺎ ﻣﻮﺟﺎﺕ ﺻﻮﺗﻴﺔ‪.‬‬
‫ﺣـﻮﻝ ﻣﻌﺪﻝ ﺩﻭﺭﺍﻥ ﺍﻟﺸـﻤﺲ ﻋﲆ ﺻﻮﺭﺓ ﺩﺍﻟـﺔ ﺭﻳﺎﺿﻴﺔ ﺗﻌﺘﻤﺪ ﻋﲆ‬
‫ﻣﻨﺨﻔﻀﺎ ﺟﺪﹼﹰ ﺍ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻨﺎ؛ ﺣﻴﺚ ﺧﻂ ﺍﻟﻌﺮﺽ ﻭﺍﻟﻌﻤﻖ‪ ،‬ﻭﻋﲆ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺸﻤﺲ ﻭﻛﺜﺎﻓﺘﻬﺎ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬ ‫ﹰ‬ ‫ﻭﻳﻜﻮﻥ ﺍﻟﺼﻮﺕ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍﻟﺸﻤﺲ‬
‫ﺇﻥ ﻣﺘﻮﺳـﻂ ﺍﻫﺘﺰﺍﺯ ﺍﳌﻮﺟﺎﺕ ﰲ ﺍﻟﺸـﻤﺲ ﻟﻪ ﺯﻣـﻦ ﺩﻭﺭﻱ ‪ ،5 min‬ﻭﺗﻘﺎﺭﻥ ﻫﺬﻩ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺎﳊﺴﺎﺑﺎﺕ ﺍﻟﻨﻈﺮﻳﺔ ﻟﺘﺤﺴﲔ ﻓﻬﻤﻨﺎ ﻟﻠﺸﻤﺲ‪.‬‬
‫ﻓﻴﻜﻮﻥ ﺗﺮﺩﺩﻫﺎ ‪.f = 0.003 Hz‬‬
‫‪‬‬
‫ﻳﻔﺮﻕ ﺍﻟﻌﻠﲈﺀ ﺑﲔ ﺣﺮﻛﺔ ﺳﻄﺢ ﺍﻟﺸﻤﺲ ﺍﻟﻨﺎﲨﺔ‬ ‫ﻭﻷﻧﻨﺎ ﻻ ﻧﺴـﺘﻄﻴﻊ ﺳـﲈﻉ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﺍﻟﺼﺎﺩﺭﺓ ﻣﻦ ﺍﻟﺸـﻤﺲ‪،‬‬
‫‪  ‬ﻛﻴﻒ ﹼ‬ ‫‪.1‬‬
‫ﻋﻦ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﻭﺣﺮﻛﺘﻪ ﺍﻟﻨﺎﲨﺔ ﻋﻦ ﺩﻭﺭﺍﻥ ﺍﻟﺸﻤﺲ؟‬ ‫ﻟﺘﻌﺮﻑ ﻣﻮﺟﺎﲥﺎ ﺍﻟﺼﻮﺗﻴﺔ‪.‬‬
‫ﻓﻘﺪ ﻗﺎﺱ ﺍﻟﻌﻠﲈﺀ ﺣﺮﻛﺔ ﺳـﻄﺢ ﺍﻟﺸﻤﺲ ﹼ‬
‫‪ ‬ﻫـﻞ ﻳﻤﻜـﻦ ﺃﻥ ﺗﻜـﻮﻥ ﻫﻨﺎﻙ ﻣﻮﺟـﺎﺕ ﺻﻮﺗﻴﺔ‬ ‫‪.2‬‬ ‫ﻭﳚﺐ ﻣﺮﺍﻗﺒﺔ ﺍﻟﺸـﻤﺲ ﻓﱰﺍﺕ ﺯﻣﻨﻴﺔ ﻃﻮﻳﻠﺔ؛ ﻷﻥ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‬
‫ﰲ ﻧﺠـﻢ ﺁﺧﺮ ﻣﺸـﺎﺑﻪ ﻟﻠﺸـﻤﺲ‪ ،‬ﻟﻜﻨﻪ ﳐﺘﻠـﻒ ﰲ ﺣﺠﻤﻪ‪ ،‬ﻭﳍﺬﻩ‬ ‫ﲢﺘﺎﺝ ﺇﱃ ﺳـﺎﻋﺘﲔ ﻟﻼﻧﺘﻘﺎﻝ ﻣﻦ ﺟﺎﻧﺐ ﺇﱃ ﺁﺧﺮ ﰲ ﺍﻟﺸـﻤﺲ‪ ،‬ﻭﻫﺬﺍ‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻧﻔﺴﻪ ﺍﻟﺬﻱ ﳌﻮﺟﺎﺕ ﺍﻟﺸﻤﺲ ﺍﻟﺼﻮﺗﻴﺔ؟‬ ‫ﳚﻌـﻞ ﺍﳌﺮﺍﻗﺒـﺔ ﻣـﻦ ﺍﻷﺭﺽ ﺻﻌﺒﺔ؛ ﻷﻧـﻪ ﻻ ﻳﻤﻜﻦ ﺭﺅﻳﺔ ﺍﻟﺸـﻤﺲ‬

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 ‫‪Waves‬‬ ‫‪‬‬ ‫** ‪5-1‬‬
‫‪‬‬ ‫‪‬‬
‫ﺗﻨﻘﻞ ﺍﳌﻮﺟﺔ ﺍﻟﻄﺎﻗﺔ ﺩﻭﻥ ﺃﻥ ﺗﻨﻘﻞ ﻣﺎﺩﺓ ﺍﻟﻮﺳﻂ‪.‬‬ ‫•‬ ‫ﺍﳌﻮﺟﺔ‬ ‫•‬
‫ﲢﺘـﺎﺝ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﺇﱃ ﻭﺳـﻂ ﻣﺎﺩﻱ ﻻﻧﺘﻘﺎﳍـﺎ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌﻮﺟﺎﺕ ﻣﺴـﺘﻌﺮﺿﺔ ﺃﻭ ﻃﻮﻟﻴﺔ‪ .‬ﺃﻣﺎ‬ ‫•‬ ‫ﺍﻟﻨﺒﻀﺔ ﺍﳌﻮﺟﻴﺔ‬ ‫•‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﻓﻼ ﲢﺘﺎﺝ ﺇﱃ ﻭﺳﻂ ﻣﺎﺩﻱ ﻻﻧﺘﻘﺎﳍﺎ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﺴﺘﻌﺮﺿﺔ ﻓﻘﻂ‪.‬‬ ‫ﺍﳌﻮﺟﺔ ﺍﳌﺴﺘﻌﺮﺿﺔ‬ ‫•‬
‫ﺗﹸﺴـﻤﻰ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﻘﱰﺏ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳـﻂ ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ ﺗﻀﺎﻏ ﹰﻄﺎ‪ ،‬ﰲ ﺣﲔ ﺗﹸﺴﻤﻰ ﺍﳌﻨﻄﻘﺔ‬ ‫•‬ ‫ﻗﻤﺔ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫ﹰ‬ ‫ﻗﺎﻉ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫ﲣﻠﺨﻼ‪.‬‬ ‫ﺍﻟﺘﻲ ﺗﺘﺒﺎﻋﺪ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ‬
‫ﺍﳌﻮﺟﺔ ﺍﻟﻄﻮﻟﻴﺔ‬ ‫•‬
‫ﺗﻜﻮﻥ ﺇﺯﺍﺣﺔ ﺍﻟﻮﺳـﻂ ﰲ ﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻌﺮﺿﺔ ﻣﺘﻌﺎﻣﺪﺓ ﻣـﻊ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﺍﳌﻮﺟﺔ‪ ،‬ﺃﻣـﺎ ﰲ ﺍﳌﻮﺟﺔ ﺍﻟﻄﻮﻟﻴﺔ ﻓﺘﻜﻮﻥ‬ ‫•‬
‫ﺗﻀﺎﻏﻂ‬ ‫•‬
‫ﺍﻹﺯﺍﺣﺔ ﻣﻮﺍﺯﻳﺔ ﻻﲡﺎﻩ ﺣﺮﻛﺔ ﺍﳌﻮﺟﺔ‪.‬‬ ‫ﲣﻠﺨﻞ‬ ‫•‬
‫ﺍﻟـﱰﺩﺩ ﻫـﻮ ﻋﺪﺩ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﹸﻳﺘﻤﻬﺎ ﺍﳉﺴـﻢ ﺍﳌﻬﺘﺰ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣـﺪﺓ‪ ،‬ﻭﻳﺮﺗﺒﻂ ﺑﺎﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‬ ‫•‬ ‫ﺇﺯﺍﺣﺔ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫‪f= 1/T‬‬ ‫ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﺍﻟﴪﻋﺔ‬ ‫•‬
‫ﺍﻟﺴﻌﺔ‬ ‫•‬
‫• ﺗﻌﺘﻤﺪ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻋﲆ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻳﻨﺘﻘﻞ ﻓﻴﻪ‪ ،‬ﻭﺗﻜﻮﻥ ﺃﻛﱪ ﻣﺎ ﻳﻤﻜﻦ ﰲ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻠﺒﺔ‪.‬‬
‫ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬ ‫•‬
‫• ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ ﺳـﻄﺢ ﲣﻴﲇ ﻳﺼﻞ ﺑﲔ ﲨﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﺴـﺎﻭﻳﺔ ﰲ ﺍﻟﻄﻮﺭ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﹸﻳﺮﺳـﻢ ﻋﲆ ﺷﻜﻞ ﺧﻂ ﻳﻤ ﹼﺜﻞ‬
‫ﻓﺮﻕ ﺍﻟﻄﻮﺭ‬ ‫•‬
‫ﻗﻤﺔ ﺍﳌﻮﺟﺔ‪.‬‬ ‫ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ‬ ‫•‬
‫ﺍﻟﱰﺩﺩ‬ ‫•‬
‫ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫‪Sound and hearing‬‬ ‫** ‪ 5-2‬‬
‫‪‬‬ ‫‪‬‬
‫• ﻳﺼﺪﺭ ﺍﻟﺼﻮﺕ ﻋﻦ ﺗﺬﺑﺬﺏ ﺟﺴﻢ ﰲ ﻭﺳﻂ ﻣﺎﺩﻱ‪.‬‬ ‫• ﺍﳌﻮﺟﺔ ﺍﻟﺼﻮﺗﻴﺔ‬
‫• ﻣﻌﻈﻢ ﺍﻷﺻﻮﺍﺕ ﻣﻮﺟﺎﺕ ﻣﻌﻘﺪﺓ ﺗﺘﻜﻮﻥ ﻣﻦ ﺃﻛﺜﺮ ﻣﻦ ﺗﺮﺩﺩ ﻭﺍﺣﺪ‪.‬‬ ‫• ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫• ﺗﻌﻤﻞ ﺍﻷﺫﻥ ﺍﻟﺒﴩﻳﺔ ﻋﻤﻞ ﻛﺎﺷﻒ ﺻﻮﺕ؛ ﺣﻴﺚ ﲢﻮﻝ ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺇﱃ ﺍﻫﺘﺰﺍﺯﺍﺕ ﺩﺍﺧﻞ ﺃﺟﺰﺍﺀ ﺍﻷﺫﻥ‪،‬‬ ‫ﻓﻮﻕ ﺍﻟﺴﻤﻌﻴﺔ‬
‫ﺛﻢ ﺇﱃ ﻧﺒﻀﺎﺕ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﻨﺘﻘﻞ ﻋﱪ ﺍﻟﻌﺼﺐ ﺍﻟﺴـﻤﻌﻲ ﺇﱃ ﺍﻟﺪﻣﺎﻍ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺘﺤﻠﻴﻞ ﺍﻹﺷـﺎﺭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫• ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ‬
‫ﻭﺇﺩﺭﺍﻛﻬﺎ ﻋﲆ ﺷﻜﻞ ﺃﺻﻮﺍﺕ‪.‬‬ ‫ﲢﺖ ﺍﻟﺴﻤﻌﻴﺔ‬

‫‪Resonance in air coloumns and strings‬‬ ‫‪ 5-3‬‬

‫‪‬‬ ‫‪‬‬
‫ﺗﺘﻜﻮﻥ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ ﻋﻨﺪ ﺍﻟﺘﻘﺎﺀ ﻣﻮﺟﺘﲔ ﳍﲈ ﻧﻔﺲ ﺍﻟﱰﺩﺩ ﻭﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻭﺍﻟﺴﻌﺔ ﻭﺗﺘﺤﺮﻛﺎﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ‪.‬‬ ‫•‬ ‫ﺍﻟﺮﻧﲔ‬ ‫•‬
‫ﻳﻤﻜﻦ ﺃﻥ ﳛﺼﻞ ﺭﻧﲔ ﻟﻌﻤﻮﺩ ﻫﻮﺍﺀ ﻣﻊ ﻣﺼﺪﺭ ﺻﻮﺕ‪ ،‬ﳑﺎ ﻳﺰﻳﺪ ﻣﻦ ﺳﻌﺔ ﺗﺮﺩﺩ ﺭﻧﻴﻨﻪ‪.‬‬ ‫•‬
‫ﺍﳌﻮﺟﺔ ﺍﳌﻮﻗﻮﻓﺔ‬ ‫•‬
‫ﻳﻜﻮﻥ ﻟﻠﻮﺗﺮ ﺍﳌﺜﺒﺖ ﻋﻘﺪﺓ ﻋﻨﺪ ﻛﻞ ﻃﺮﻑ‪ ،‬ﻭﳛﺪﺙ ﻟﻪ ﺭﻧﲔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ﻣﺴﺎﻭ ﹰﻳﺎ ‪،3λ/2 ،2λ/2 ،λ/2‬‬ ‫•‬
‫ﻋﻘﺪﺓ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫ﻭﻫﻜﺬﺍ‪ .‬ﻭﺗﻜﻮﻥ ﺗﺮﺩﺩﺍﺕ ﺭﻧﻴﻨﻪ ﻣﻀﺎﻋﻔﺎﺕ ﺻﺤﻴﺤﺔ ﻟﻠﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬
‫ﳛﺼـﻞ ﺭﻧـﲔ ﻷﻧﺒﻮﺏ ﻣﻐﻠـﻖ ﻋﻨﺪﻣﺎ ﻳﻜـﻮﻥ ﻃﻮﻟـﻪ ‪ ،5λ/4 ،3λ/4 ،λ/4‬ﻭﻫﻜـﺬﺍ‪ .‬ﻭﺗﻜﻮﻥ ﺗـﺮﺩﺩﺍﺕ ﺭﻧﻴﻨﻪ‬ ‫•‬ ‫ﺑﻄﻦ ﺍﳌﻮﺟﺔ‬ ‫•‬
‫ﻣﻀﺎﻋﻔﺎﺕ ﻓﺮﺩﻳﺔ ﻟﻠﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬ ‫ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ‬ ‫•‬
‫ﳛﺼـﻞ ﺭﻧﲔ ﻷﻧﺒﻮﺏ ﻣﻔﺘﻮﺡ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﻮﻟـﻪ ‪ ،3λ/2 ،2λ/2 ،λ/2‬ﻭﻫﻜﺬﺍ‪ ،‬ﻣﺜﻞ ﺍﻟﻮﺗﺮ ﺍﳌﺜﺒﺖ‪ .‬ﻭﺗﻜﻮﻥ‬ ‫•‬ ‫ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ‬ ‫•‬
‫ﺗﺮﺩﺩﺍﺕ ﺭﻧﻴﻨﻪ ﻣﻀﺎﻋﻔﺎﺕ ﺻﺤﻴﺤﺔ ﻟﻠﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬ ‫ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﺤﺮﻛﺔ‬ ‫•‬
‫ﺗﺮﺩﺩﺍﺕ ﻭﺷﺪﺓ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻌﻘﺪﺓ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺣﻨﺠﺮﺓ ﺷﺨﺺ ﲢﺪﱢ ﺩ ﻃﺎﺑﻊ ﺍﻟﺼﻮﺕ ﺍﻟﺬﻱ ﻳﻌﺪ ﺧﺎﺻﻴﺔ ﻟﻪ‪.‬‬ ‫•‬
‫ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﺑﺪﻻﻟﺔ ﺍﻟﺮﻧﲔ‪.‬‬ ‫•‬

‫‪45‬‬ ‫** ‪  ‬‬

‫ﰲ ﻣﺴـﺎﺣﺎﺕ ﳏﺪﹼ ﺩﺓ‪ ،‬ﻭﻳﺘﺤﺮﻙ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﻣﺴﺎﺣﺎﺕ‬ ‫ﻣﻼﺣﻈـﺔ‪ :‬ﺃﻳﻨﲈ ﻳﻠﺰﻡ ﺍﻋﺘﱪ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪343 m/s‬‬
‫ﺃﺧﺮ￯‪ .‬ﹺﺻﻒ ﻫﺬﻩ ﺍﳌﻨﺎﻃﻖ ﺑﺪﻻﻟﺔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ‪.‬‬ ‫ﻣﺎ ﱂ ﻳﺬﻛﺮ ﻏﲑ ﺫﻟﻚ‪.‬‬
‫ﻼ ﺃﺭﺑﻌﺔ ﺃﺟـﺰﺍﺀ ﺃﻭ ﺃﻗﺴـﺎﻡ ﻓﺈﻧﻚ‬ ‫ﺇﺫﺍ ﺍﻫﺘـﺰ ﺣﺒـﻞ ﻣﺸـ ﹼﻜ ﹰ‬ ‫‪.37‬‬ ‫‪‬‬
‫ﺗﺴـﺘﻄﻴﻊ ﺃﻥ ﺗﻠﻤـﺲ ﻋـﺪ ﹰﺩﺍ ﻣـﻦ ﺍﻟﻨﻘـﺎﻁ ﻋﻠﻴـﻪ ﺩﻭﻥ ﺃﻥ‬
‫ﹸﲢﺪﺙ ﺍﺿﻄﺮﺍ ﹰﺑﺎ ﰲ ﺣﺮﻛﺘﻪ‪ .‬ﹼﺑﲔ ﻋﺪﺩ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ‪.‬‬ ‫ﺃﻛﻤﻞ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺃﺩﻧﺎﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪.29‬‬
‫ﻭﺍﻟﺮﻣﻮﺯ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺍﻟﺴﻌﺔ‪ ،‬ﺍﻟﱰﺩﺩ‪.v ،λ ،T ،‬‬
‫ﻋﻨﺪ ﻗﻴﺎﺱ ﺯﻣﻦ ﺍﻟﺮﻛﺾ ﳌﺴﺎﻓﺔ ‪ 100 m‬ﻳﺒﺪﺃ ﺍﳌﺮﺍﻗﺒﻮﻥ‬ ‫* ‪.38‬‬
‫ﻋﻨﺪ ﺧﻂ ﺍﻟﻨﻬﺎﻳﺔ ﺗﺸﻐﻴﻞ ﺳﺎﻋﺎﺕ ﺍﻹﻳﻘﺎﻑ ﻟﺪﳞﻢ ﻋﻨﺪ‬ ‫‪‬‬

‫ﺭﺅﻳﺘﻬﻢ ﺩﺧﺎﻧﹰﺎ ﻳﺘﺼﺎﻋﺪ ﻣﻦ ﺍﳌﺴـﺪﺱ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﱃ‬

‫ﺑﺪﺀ ﺍﻟﺴـﺒﺎﻕ‪ ،‬ﻭﻟﻴﺲ ﻋﻨﺪ ﺳﲈﻋﻬﻢ ﺻﻮﺕ ﺍﻹﻃﻼﻕ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻓﴪ ﺫﻟﻚ‪ .‬ﻭﻣﺎ ﺍﻟﺬﻱ ﳛﺪﺙ ﻟﻘﻴﺎﺱ ﺯﻣﻦ ﺍﻟﺮﻛﺾ ﺇﺫﺍ‬ ‫ﹼ‬
‫ﺍﺑﺘﺪﺃ ﺍﻟﺘﻮﻗﻴﺖ ﻋﻨﺪ ﺳﲈﻉ ﺍﻟﺼﻮﺕ؟‬ ‫‪A‬‬ ‫‪f‬‬
‫* ‪ .39‬ﻣﺎ ﺍﻟﴬﻭﺭﻱ ﻟﺘﻮﻟﻴﺪ ﺍﻟﺼﻮﺕ ﻭﺍﻧﺘﻘﺎﻟﻪ؟‬
‫‪‬‬
‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺗﺮﺩﺩ ﺍﻟﺼﻮﺕ ﻭﺩﺭﺟﺘﻪ؟‬ ‫* ‪.40‬‬
‫ﻣـﺎ ﺍﻟﻔـﺮﻕ ﺑـﲔ ﺍﻟﺰﻣـﻦ ﺍﻟـﺪﻭﺭﻱ ﻭﺍﻟـﱰﺩﺩ؟ ﻭﻛﻴﻒ‬ ‫* ‪.30‬‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬
‫ﺗﻌﺪ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﻣﻮﺟﺎﺕ ﻃﻮﻟﻴﺔ‪ .‬ﱢ‬ ‫* ‪.41‬‬
‫ﻳﺮﺗﺒﻄﺎﻥ؟‬
‫ﻣﺘﻰ ﳛﺪﺙ ﺍﻟﺮﻧﲔ؟‬ ‫‪.42‬‬
‫ﻣـﺎ ﺍﻟﻄﺮﻕ ﺍﻟﻌﺎﻣﺔ ﻻﻧﺘﻘﺎﻝ ﺍﻟﻄﺎﻗـﺔ؟ ﹺ‬
‫ﺃﻋﻂ ﻣﺜﺎﻟﲔ ﻋﲆ‬ ‫* ‪.31‬‬
‫‪‬ﳌـﺎﺫﺍ ﻻ ﻳﻜـﻮﻥ ﺻـﻮﺕ ﻣﻌﻈـﻢ‬ ‫* ‪.43‬‬
‫ﻛﻞ ﻣﻨﻬﺎ‪.‬‬
‫ﺍﻵﻻﺕ ﺍﳌﻮﺳﻴﻘﻴﺔ ﻣﺜﻞ ﺻﻮﺕ ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ؟‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺍﻟﺮﺋﻴﺲ ﺑﲔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﻭﺍﳌﻮﺟﺎﺕ‬ ‫* ‪.32‬‬
‫‪‬‬
‫ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ؟‬
‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﺃﻣﺴـﻜﺖ ﻗﻀﻴ ﹰﺒـﺎ ﻓﻠﺰ ﹼﹰﻳﺎ ﻃﻮﻟـﻪ ‪،1 m‬‬ ‫* ‪.44‬‬
‫ﻭﴐﺑـﺖ ﺃﺣﺪ ﻃﺮﻓﻴﻪ ﺑﻤﻄﺮﻗﺔ‪ ،‬ﰲ ﺍﲡـﺎﻩ ﹴ‬ ‫ﻣﺎ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﱟ‬
‫ﻛﻞ ﻣﻦ‪ :‬ﺍﳌﻮﺟﺔ ﺍﳌﺴـﺘﻌﺮﺿﺔ‪ ،‬ﻭﺍﳌﻮﺟﺔ‬ ‫* ‪.33‬‬
‫ﻣﻮﺍﺯ ﻟﻄﻮﻟﻪ‬
‫ﺍﻟﻄﻮﻟﻴﺔ؟‬
‫ﺃﻭﻻﹰ‪ ،‬ﺛـﻢ ﰲ ﺍﲡﺎﻩ ﻳﺼﻨﻊ ﺯﺍﻭﻳـﺔ ﻗﺎﺋﻤﺔ ﻣﻊ ﻃﻮﻟﻪ ﺛﺎﻧ ﹰﻴﺎ‪.‬‬
‫ﺻﻒ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﻮ ﹼﻟﺪﺓ ﰲ ﺍﳊﺎﻟﺘﲔ‪.‬‬ ‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﻭ ﹼﻟـﺪﺕ ﻧﺒﻀـﺔ ﺧـﻼﻝ ﺣﺒـﻞ‪ ،‬ﻓﻜﻴﻒ‬ ‫* ‪.34‬‬

‫ﻣﺘﻜـﺮﺭ ﰲ‬ ‫ﺍﻓـﱰﺽ ﺃﻧـﻚ ﻏﻤﺴـﺖ ﺇﺻﺒﻌﻚ ﺑﺸـﻜﻞ‬ ‫* ‪.45‬‬ ‫ﺗﻘـﺎﺭﻥ ﻣﻮﺿﻊ ﻧﻘﻄﺔ ﻋﲆ ﺍﳊﺒﻞ ﻗﺒـﻞ ﻭﺻﻮﻝ ﺍﻟﻨﺒﻀﺔ‬
‫ﹼ‬
‫ﺣـﻮﺽ ﳑﻠـﻮﺀ ﺑﺎﳌـﺎﺀ ﻟﺘﻮﻟﻴﺪ ﻣﻮﺟـﺎﺕ ﺩﺍﺋﺮﻳـﺔ‪ ،‬ﻓﲈﺫﺍ‬ ‫ﺑﻤﻮﺿﻌﻬﺎ ﺑﻌﺪ ﻣﺮﻭﺭ ﺍﻟﻨﺒﻀﺔ؟‬
‫ﳛﺪﺙ ﻟﻄﻮﻝ ﺍﳌﻮﺟﺔ ﺇﺫﺍ ﺣﺮﻛﺖ ﺇﺻﺒﻌﻚ ﺑﴪﻋﺔ؟‬ ‫ﻣﺘـﻰ ﺗﻜﻮﻥ ﺍﻟﻨﻘﺎﻁ ﰲ ﻣﻮﺟﺔ ﰲ ﺍﻟﻄﻮﺭ ﻧﻔﺴـﻪ؟ ﻭﻣﺘﻰ‬ ‫* ‪.35‬‬
‫ﺃﻋـﻂ ﻣﺜﺎﻻﹰ ﻋﲆ‬‫ﹺ‬ ‫ﺗﻜـﻮﻥ ﰲ ﺣﺎﻟـﺔ ﺍﺧﺘﻼﻑ ﰲ ﺍﻟﻄﻮﺭ؟‬
‫ﺗﺰﺩﺍﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﺑﻤﻘﺪﺍﺭ ‪ 0.6 m/s‬ﻟﻜﻞ ﺩﺭﺟﺔ‬ ‫‪.46‬‬
‫ﺳﻠﺴـﻴﻮﺱ ﻋﻨﺪ ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺣـﺮﺍﺭﺓ ﺍﳍﻮﺍﺀ ﺑﻤﻘﺪﺍﺭ‬ ‫ﻛﻞ ﺣﺎﻟﺔ‪.‬‬
‫ﹴ‬
‫ﻟﺼﻮﺕ‬ ‫ﺩﺭﺟﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻜﻞ ﳑﺎ ﻳﲇ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﹸﺛ ﱢﺒﺘـﺖ ﴍﳛﺔ ﻓﻠﺰﻳﺔ ﺭﻗﻴﻘـﺔ ﻣﻦ ﻣﺮﻛﺰﻫـﺎ‪ ،‬ﻭﻧ ﹶﹸﺜﺮ ﻋﻠﻴﻬﺎ‬ ‫‪.36‬‬

‫ﻣﺎ ﻋﻨﺪ ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ؟‬ ‫ﺳـﻜﺮ‪ .‬ﻓـﺈﺫﺍ ﻧﻘﺮ ﻋﲆ ﻗـﻮﺱ ﺑﺎﻟﻘﺮﺏ ﻣﻨﻬـﺎ ﻓﺈﻥ ﺃﺣﺪ‬
‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬ ‫‪ .a‬ﺍﻟﱰﺩﺩ‬ ‫ﻃﺮﻓﻴﻬـﺎ ﻳﺒـﺪﺃ ﰲ ﺍﻻﻫﺘﺰﺍﺯ‪ ،‬ﻭﻳﺒﺪﺃ ﺍﻟﺴـﻜﺮ ﰲ ﺍﻟﺘﺠﻤﻊ‬
‫* ‪‬‬
‫‪46‬‬
‫‪ ‬ﻳﺮﺳـﻞ ﺳـﻮﻧﺎﺭ)ﺟﻬﺎﺯ ﻳﻜﺸـﻒ ﺍﳌﻮﺍﻗـﻊ‬ ‫‪.54‬‬ ‫*‬ ‫ﺇﺫﺍ ﺍﺯﺩﺍﺩﺕ ﺩﺭﺟـﺔ ﺍﻟﺼـﻮﺕ ﻓﲈ ﺍﻟﺘﻐـﲑ ﺍﻟﺬﻱ ﳛﺪﺙ‬ ‫‪.47‬‬ ‫*‬
‫ﲢـﺖ ﺳـﻄﺢ ﺍﳌـﺎﺀ ﻋـﻦ ﻃﺮﻳـﻖ ﺍﻟﺼـﺪ￯( ﰲ ﺍﳌـﺎﺀ‬ ‫ﻟﻜﻞ ﳑﺎ ﻳﲇ؟‬
‫ﺇﺷـﺎﺭﺓ ﺗﺮﺩﺩﻫـﺎ ‪ 1.00 ×106 Hz‬ﻭﻃﻮﳍـﺎ ﺍﳌﻮﺟـﻲ‬ ‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬ ‫‪ .a‬ﺍﻟﱰﺩﺩ‬
‫ﻳﺴﺎﻭﻱ ‪ .1.50 mm‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫‪ .d‬ﺳﻌﺔ ﺍﳌﻮﺟﺔ‬ ‫‪ .c‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ‬
‫‪ .a‬ﴎﻋﺔ ﺍﻹﺷﺎﺭﺓ ﰲ ﺍﳌﺎﺀ‪.‬‬ ‫ﺗﺰﺩﺍﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﺑﺎﺯﺩﻳﺎﺩ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪ .‬ﻫﻞ ﺗﺰﺩﺍﺩ‬ ‫‪.48‬‬
‫‪ .b‬ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻺﺷﺎﺭﺓ ﰲ ﺍﳌﺎﺀ‪.‬‬ ‫ﺩﺭﺟﺔ ﺻﻮﺕ ﻋﻤـﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻐﻠﻖ ﻋﻨﺪ ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ‬
‫ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻺﺷﺎﺭﺓ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬ ‫‪.c‬‬ ‫ﺣﺮﺍﺭﺓ ﺍﳍﻮﺍﺀ ﺃﻡ ﺗﻘﻞ؟ ﺍﻓﱰﺽ ﺃﻥ ﻃﻮﻝ ﺍﻷﻧﺒﻮﺏ ﻻ ﻳﺘﻐﲑ‪.‬‬

‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ‪ 5-23‬ﺍﻟﺬﻱ ﻳﺒﲔ ﻣﻮﺟﺔ ﻣﺴﺘﻌﺮﺿﺔ ﻟﻺﺟﺎﺑﺔ‬ ‫ﻳﻮ ﹼﻟﺪ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﻧﻐﻤﺔ ﻣﻌﻴﻨﺔ‪ ،‬ﻓﺈﺫﺍ ﹸﺃﺯﻳﻠﺖ ﺍﻟﺴـﺪﺍﺩﺓ‬ ‫‪.49‬‬

‫ﻋﻦ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪:‬‬ ‫ﻣﻔﺘﻮﺣﺎ‪ ،‬ﻓﻬـﻞ ﺗﺰﺩﺍﺩ ﺣﺪﹼ ﺓ‬

‫ﹰ‬ ‫ﻣﻦ ﳖﺎﻳﺘـﻪ ﺍﳌﻐﻠﻘﺔ ﻟﻴﺼﺒﺢ‬
‫ﺍﻟﺼﻮﺕ ﺃﻡ ﺗﻘﻞ؟‬
‫‪y‬‬
‫‪A‬‬ ‫‪C‬‬
‫ﺇﺫﺍ ﻃﺮﻗﺖ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ ﻭﻗﺮﺑﺘﻬﺎ ﻣﻦ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ ﺃﺧﺮ￯ ﳍﺎ‬ ‫‪.50‬‬
‫‪E‬‬ ‫ﺍﻟﱰﺩﺩ ﻧﻔﺴﻪ‪ ،‬ﻓﲈﺫﺍ ﳛﺪﺙ؟ ﻭﻣﺎﺫﺍ ﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ؟‬
‫‪x‬‬

‫‪B‬‬ ‫‪D‬‬ ‫‪F‬‬ ‫‪ .51‬ﻗﺎﺭﻥ ﺑﲔ ﺍﻟﻨﻐﻤﺘﲔ ﺍﻟﺘﻮﺍﻓﻘﻴﺘﲔ ﺍﻟﺜﺎﻟﺜﺔ ﻭﺍﻟﺮﺍﺑﻌﺔ ﻣﻦ ﺣﻴﺚ‪:‬‬

‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬ ‫‪ .a‬ﻣﻘﺪﺍﺭ ﺍﻟﱰﺩﺩ‬
‫‪5-23‬‬
‫‪ .d‬ﻋﺪﺩ ﺍﻟﺒﻄﻮﻥ ﺍﳌﺘﻜﻮﻧﺔ‬ ‫‪ .c‬ﺩﺭﺟﺔ ﺍﻟﺼﻮﺕ‬
‫ﺣﺪﱢ ﺩ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﻔﻘﺔ ﰲ ﺍﻟﻄﻮﺭ ﻋﲆ ﺍﻟﺸﻜﻞ‪.‬‬ ‫‪.55‬‬ ‫*‬ ‫‪ .e‬ﻋﺪﺩ ﺍﻟﻌﻘﺪ‬
‫ﺣﺪﱢ ﺩ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﻄﻮﺭ ﻋﲆ ﺍﻟﺸﻜﻞ‪.‬‬‫*‬ ‫‪.56‬‬
‫ﻗـﺎﺭﻥ ﺑﲔ ﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴـﺔ ﺍﻟﺴـﻤﻌﻴﺔ ﻭﺍﳌﻮﺟﺎﺕ‬ ‫*‬
‫ﻓﻮﻕ ﺍﻟﻄﻮﺭ‬
‫‪.52‬‬
‫* ‪ .57‬ﺇﺫﺍ ﻭ ﱠﻟﺪﺕ ﻣﻮﺟﺎﺕ ﻣﺴﺘﻌﺮﺿﺔ ﰲ ﺣﻮﺽ ﻣﺎﺀ ﺑﻐﻤﺲ‬
‫ﺍﻟﺼﻮﺗﻴـﺔ ﻓـﻮﻕ ﺍﻟﺴـﻤﻌﻴﺔ ﻭﺍﳌﻮﺟـﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺩﻭﻥ‬
‫ﺇﺻﺒﻌﻚ ﻓﻴﻪ ﺛﻼﺙ ﻣﺮﺍﺕ ﰲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﳌﺴـﺎﻓﺔ‬
‫ﺍﻟﺴﻤﻌﻴﺔ ﻣﻦ ﺣﻴﺚ‪:‬‬
‫ﺑﲔ ﻗﻤﻢ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﺘﺎﺑﻌﺔ ﺍﳌﺘﻮﻟﺪﺓ ‪ ،0.4 m‬ﻓﺎﺣﺴﺐ‬
‫ﻣﺎ ﻳﲇ ﻟﻠﻤﻮﺟﺎﺕ ﺍﳌﺘﻮﻟﺪﺓ‪:‬‬ ‫‪ .a‬ﻣﺪ￯ ﺗﺮﺩﺩ ﻛﻞ ﻣﻨﻬﺎ‬

‫‪ .b‬ﺗﺮﺩﺩﻫﺎ‬ ‫‪ .a‬ﻃﻮﳍﺎ ﺍﳌﻮﺟﻲ‬ ‫‪ .b‬ﻣﻘﺪﺭﺓ ﺍﻷﺫﻥ ﺍﻟﺒﴩﻳﺔ ﺍﻟﺴﻠﻴﻤﺔ ﻋﲆ ﺳﲈﻋﻬﺎ‬

‫‪ .d‬ﴎﻋﺘﻬﺎ‬ ‫‪ .c‬ﺯﻣﻨﻬﺎ ﺍﻟﺪﻭﺭﻱ‬ ‫‪ .c‬ﺍﺳﺘﺨﺪﺍﻡ ﻭﺍﺣﺪ ﻟﻜﻞ ﻣﻨﻬﺎ‬

‫‪‬‬
‫‪5-2‬‬
‫ﺇﺫﺍ ﺍﻧﺘﻘﻠﺖ ﻣﻮﺟﺔ ﺻﻮﺕ ﺗﺮ ﹼﺩﺩﻫﺎ ‪ 4700 Hz‬ﰲ ﻗﻀﻴﺐ‬ ‫‪5-1‬‬
‫‪.58‬‬ ‫*‬
‫ﻓﻮﻻﺫﻱ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﻟﺘﻀﺎﻏﻄـﺎﺕ ﺍﳌﺘﺘﺎﻟﻴﺔ‬ ‫ﺗﻨﺘﻘﻞ ﻣﻮﺟﺔ ﻣﺎﺀ ﰲ ﺑﺮﻛﺔ ﻣﺴﺎﻓﺔ ‪ 3.4 m‬ﰲ ‪ .1.8 s‬ﻓﺈﺫﺍ‬ ‫‪.53‬‬ ‫*‬
‫ﻫﻲ ‪ ،1.1 m‬ﻓﲈ ﴎﻋﺔ ﺍﳌﻮﺟﺔ؟‬ ‫ﻛﺎﻥ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻼﻫﺘﺰﺍﺯﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻳﺴـﺎﻭﻱ ‪،1.1 s‬‬
‫ﻓﺎﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪ .a‬ﴎﻋﺔ ﻣﻮﺟﺎﺕ ﺍﳌﺎﺀ‪.‬‬
‫‪47‬‬ ‫* ‪‬‬ ‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﳍﺬﻩ ﺍﳌﻮﺟﺎﺕ‪.‬‬
‫ﺧﻴﻂ ﺗﺘﺼﻞ ﺑﻪ ﺷﻮﻛﺔ ﺭﻧﺎﻧﺔ ﻣﻦ ﺃﺣﺪ ﻃﺮﻓﻴﻪ‪ ،‬ﻭﻃﺮﻓﻪ‬ ‫‪.65‬‬ ‫ﻳﻨﺘﻘﻞ ﺻﻮﺕ ﺗﺮﺩﺩﻩ ‪ 261.6 Hz‬ﺧﻼﻝ ﻣﺎﺀ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‬ ‫‪.59‬‬ ‫*‬
‫ﺍﻵﺧﺮ ﻣﺜﺒﺖ‪ .‬ﻭﻋﻨﺪ ﺗـﺮﺩﺩ ﻣﻘﺪﺍﺭﻩ ‪ ،5 Hz‬ﺗﻜﻮﻧﺖ‬ ‫‪ .25 °C‬ﺃﻭﺟﺪ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﺎﺀ‪،‬‬
‫ﰲ ﺍﳋﻴـﻂ ﻣﻮﺟـﺔ ﻣﻮﻗﻮﻓـﺔ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪.5-26‬‬ ‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﺎﺀ ‪.1493 m/s‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﲆ ﺍﻟﺮﺳﻢ ﺍﺣﺴﺐ‪:‬‬ ‫‪ ‬ﲢﺪﹼ ﺩ ﺑﻌﺾ ﺍﻟﻜﺎﻣﲑﺍﺕ ﹸﺑﻌﺪ ﺍﳉﺴﻢ‬ ‫‪.60‬‬ ‫*‬
‫‪ .a‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻟﺴﻌﺔ ﺍﳌﻮﺟﺔ ﺍﳌﺘﻜﻮﻧﺔ‪.‬‬ ‫ﻋﻦ ﻃﺮﻳﻖ ﺇﺭﺳﺎﻝ ﻣﻮﺟﺔ ﺻﻮﺕ ﻭﻗﻴﺎﺱ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﳛﺘﺎﺝ‬
‫‪ .b‬ﻋﺪﺩ ﺍﻟﻌﻘﺪ ﻭﻋﺪﺩ ﺍﻟﺒﻄﻮﻥ ﺍﳌﺘﻜﻮﻧﺔ‪.‬‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪.5-24‬‬‫ﺇﻟﻴﻪ ﺍﻟﺼﺪ￯ ﻟﻠﻌﻮﺩﺓ ﺇﱃ ﺍﻟﻜﺎﻣﲑﺍ‪ ،‬ﻛﲈ ﱢ‬
‫‪ .c‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻤﻮﺟﺔ ﺍﳌﺘﻜﻮﻧﺔ ﰲ ﺍﳋﻴﻂ‪.‬‬ ‫ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﲢﺘﺎﺝ ﺇﻟﻴﻪ ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ﺣﺘﻰ ﺗﻌﻮﺩ ﺇﱃ‬
‫‪ .d‬ﴎﻋﺔ ﺍﻧﺘﺸﺎﺭ ﺍﻷﻣﻮﺍﺝ ﰲ ﺍﳋﻴﻂ‪.‬‬ ‫ﺍﻟﻜﺎﻣﲑﺍ ﺇﺫﺍ ﻛﺎﻥ ﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻨﻬﺎ ﻳﺴﺎﻭﻱ ‪3.00 m‬؟‬

‫‪0.2m‬‬

‫‪4.0 m‬‬ ‫‪3.00m‬‬

‫‪5-26‬‬
‫‪5-24‬‬ ‫‪‬‬
‫ﻳﻤ ﹼﺜﻞ ﺍﻟﺸـﻜﻞ ‪ 5-27‬ﺍﻫﺘﺰﺍﺯﺍﺕ ﺃﺣﺪﺛﻬﺎ ﻣﺼﺪﺭ ﻋﻨﺪ‬ ‫* ‪.66‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟـﻲ ﳌﻮﺟﺎﺕ ﺻـﻮﺕ ﺗﺮﺩﺩﻫﺎ‬ ‫‪.61‬‬ ‫*‬
‫ﺍﻟﻨﻘﻄـﺔ ‪ A‬ﹼ‬
‫ﻓﺘﻜﻮﻧـﺖ ﻣﻮﺟﺎﺕ ﰲ ﺍﻟﻮﺳـﻂ ﺍﺳـﺘﻐﺮﻗﺖ‬ ‫‪ 2.40× 102 Hz‬ﰲ ﻣﺎﺀ ﻧﻘﻲ ﻫﻮ ‪ 6.20 m‬ﻓﲈ ﴎﻋﺔ‬
‫ﺛﺎﻧﻴﺘﲔ ﺣﺘﻰ ﺗﺼﻞ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ‪ ،B‬ﺃﺟﺐ ﻋﲈ ﻳﺄﰐ‪.‬‬ ‫ﺍﻟﺼﻮﺕ ﰲ ﻫﺬﺍ ﺍﳌﺎﺀ؟‬
‫‪‬ﺗﺴﺘﺨﺪﻡ ﻣﻮﺟﺎﺕ ﻓﻮﻕ ﺻﻮﺗﻴﺔ ﺑﱰ ﹼﺩﺩ‬ ‫‪.62‬‬ ‫*‬
‫‪ 4.25 MHz‬ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺻﻮﺭ ﻟﻠﺠﺴﻢ ﺍﻟﺒﴩﻱ‪.‬‬
‫ﺍﲡﺎﻩ ﺍﻻﻧﺘﺸﺎﺭ‬
‫ﻓـﺈﺫﺍ ﻛﺎﻧﺖ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳉﺴـﻢ ﳑﺎﺛﻠﺔ ﻟﴪﻋﺘﻪ‬
‫)‪y (cm‬‬

‫‪3‬‬
‫‪B‬‬ ‫ﰲ ﺍﳌﺎﺀ ﺍﳌﺎﻟﺢ ﻭﻫﻲ ‪ ،1.50 km/s‬ﻓﲈ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
‫‪A‬‬ ‫)‪x (cm‬‬

‫‪-3‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬
‫ﳌﻮﺟﺔ ﺿﻐﻂ ﺗﺮ ﹼﺩﺩﻫﺎ ‪ 4.25 MHz‬ﰲ ﺍﳉﺴﻢ؟‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺸﻜﻞ ‪ 5-25‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﲔ ﺍﻟﺘﺎﻟﻴﲔ‪.‬‬
‫‪5-27‬‬
‫‪A‬‬ ‫‪B‬‬

‫ﺍﻟﻀﻐﻂ‬
‫‪x‬‬

‫‪ .a‬ﻣﺎ ﻋﺪﺩ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﻜﻮﻧﺔ؟‬

‫‪ .b‬ﺍﺣﺴﺐ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺎﺕ )ﺃﻭ ﺍﳌﺼﺪﺭ(‪.‬‬
‫‪C‬‬ ‫‪D‬‬
‫‪y‬‬

‫‪ .c‬ﻣﺎ ﺳﻌﺔ ﺍﻻﻫﺘﺰﺍﺯ؟‬ ‫‪5-25‬‬

‫‪ .d‬ﺍﺣﺴﺐ ﴎﻋﺔ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺔ‪.‬‬ ‫ﻣﺎ ﻧﻮﻉ ﺍﳌﻮﺟﺔ ﺍﻟﺘﻲ ﻳﻤ ﹼﺜﻠﻬﺎ ﺍﻟﺸﻜﻞ؟‬ ‫‪.63‬‬ ‫*‬
‫ﺍﳌﻮﺿﺤﺔ‬
‫ﹼ‬ ‫ﻣﺎ ﺍﻟـﺬﻱ ﻳﻤ ﹼﺜﻠﻪ ﻛﻞ ﺣﺮﻑ ﻣﻦ ﺍﳊـﺮﻭﻑ‬ ‫‪.64‬‬ ‫*‬
‫ﻋﲆ ﺍﻟﺸﻜﻞ؟‬

‫* ‪‬‬
‫‪48‬‬
 ‫ﻣـﺎ ﻃﻮﻝ ﺃﻗـﴫ ﻋﻤﻮﺩ ﻫﻮﺍﺋـﻲ ﻣﻔﺘـﻮﺡ ﻟ ﹸ‬
‫ﻸﺭ ﹸﻏﻦ‬ ‫‪.a‬‬ ‫‪5-3‬‬
‫ﳛﺪﺙ ﻟﻪ ﺭﻧﲔ ﻋﻨﺪ ﻫﺬﺍ ﺍﻟﱰﺩﺩ؟‬
‫ﺭﺃﳼ ﳑﻠﻮﺀ ﺑﺎﳌﺎﺀ ﻭﻟـﻪ ﺻﻨﺒﻮﺭ ﻋﻨﺪ‬
‫ﹼ‬ ‫ﺃﻧﺒـﻮﺏ ﰲ ﻭﺿـﻊ‬ ‫‪.67‬‬
‫ﻛـﻢ ﻳﻜﻮﻥ ﺗـﺮﺩﺩ ﺃﺧﻔـﺾ ﻧﻐﻤـﺔ ﺇﺫﺍ ﻛﺎﻥ ﺃﻧﺒﻮﺏ‬ ‫‪.b‬‬
‫ﻗﺎﻋﺪﺗﻪ‪ ،‬ﻭﲥﺘﺰ ﺷـﻮﻛﺔ ﺭﻧﺎﻧﺔ ﻓﻮﻕ ﻃﺮﻓﻪ ﺍﻟﻌﻠﻮﻱ‪ .‬ﻓﺈﺫﺍ‬
‫ﺍﻷﹸﺭ ﹸﻏﻦ ﻧﻔﺴﻪ ﻣﻐﻠ ﹰﻘﺎ؟‬ ‫ﹸﺳﻤﻊ ﺭﻧﲔ ﻋﻨﺪ ﲣﻔﻴﺾ ﻣﺴﺘﻮ￯ ﺍﳌﺎﺀ ﰲ ﺍﻷﻧﺒﻮﺏ ﺑﻤﻘﺪﺍﺭ‬
‫ﺃﻧﺒـﻮﺏ ﻣﻔﺘـﻮﺡ ﺍﻟﻄﺮﻓـﲔ ﺗﺮﺩﺩﻩ ﺍﻷﺳـﺎﳼ ‪،65 Hz‬‬ ‫‪.75‬‬ ‫ﻭﺳﻤﻊ ﺭﻧﲔ ﻣﺮﺓ ﺃﺧﺮ￯ ﻋﻨﺪ ﲣﻔﻴﺾ ﻣﺴﺘﻮ￯‬ ‫‪ ،17 cm‬ﹸ‬
‫ﻋﻨﺪﻣـﺎ ﺗﻜﻮﻥ ﴎﻋﺔ ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪.331 m/s‬‬ ‫ﺍﳌـﺎﺀ ﻋﻦ ﻓﻮﻫﺔ ﺍﻷﻧﺒـﻮﺏ ﺑﻤﻘـﺪﺍﺭ ‪ ،49 cm‬ﻓﲈ ﺗﺮ ﹼﺩﺩ‬
‫ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬ ‫ﺍﻟﺸﻮﻛﺔ ﺍﻟﺮﻧﺎﻧﺔ؟‬
‫‪ .a‬ﻣﺎ ﻃﻮﻝ ﺍﻷﻧﺒﻮﺏ؟‬ ‫‪ ‬ﺍﻟﻘﻨﺎﺓ ﺍﻟﺴـﻤﻌﻴﺔ ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﱃ ﻃﺒﻠﺔ‬ ‫‪.68‬‬
‫‪ .b‬ﺍﺣﺴﺐ ﺗﺮﺩﺩ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻸﻧﺒﻮﺏ‪.‬‬ ‫ﺍﻷﺫﻥ ﻋﺒﺎﺭﺓ ﻋﻦ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﻃﻮﻟﻪ ‪ .3.0 cm‬ﺃﻭﺟﺪ‬
‫‪ .c‬ﻣﺎ ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﳍﺬﺍ ﺍﻷﻧﺒﻮﺏ ﺇﺫﺍ ﺃﺻﺒﺤﺖ ﴎﻋﺔ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﻷﻗﻞ ﺗﺮ ﹼﺩﺩ ﺭﻧﲔ‪ .‬ﺃﳘﻞ ﺗﺼﺤﻴﺢ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬
‫ﺍﻟﺼـﻮﺕ ﰲ ﺍﳍـﻮﺍﺀ ‪ 367 m/s‬ﻧﺘﻴﺠـﺔ ﺍﺭﺗﻔﺎﻉ ﺩﺭﺟﺔ‬ ‫ﺇﺫﺍ ﺃﺻـﺪﺭ ﺃﻧﺒﻮﺏ ﻣﻔﺘـﻮﺡ ﻧﻐﻤﺔ ﺗﺮ ﹼﺩﺩﻫﺎ ‪ 370 Hz‬ﻓﲈ‬ ‫‪.69‬‬
‫ﺣﺮﺍﺭﺓ ﺍﳍﻮﺍﺀ؟‬ ‫ﺗﺮ ﹼﺩﺩﺍﺕ ﺍﻹﻳﻘﺎﻋﺎﺕ ﺍﻟﺜﺎﲏ‪ ،‬ﻭﺍﻟﺜﺎﻟﺚ‪ ،‬ﻭﺍﻟﺮﺍﺑﻊ ﺍﳌﺼﺎﺣﺒﺔ‬
‫ﳍﺬﺍ ﺍﻟﱰ ﹼﺩﺩ؟‬
‫‪‬‬
‫ﺇﺫﺍ ﺃﺻـﺪﺭ ﺃﻧﺒﻮﺏ ﻣﻐﻠﻖ ﻧﻐﻤـﺔ ﺗﺮ ﹼﺩﺩﻫﺎ ‪ ،370 Hz‬ﻓﲈ‬ ‫‪.70‬‬
‫ﺃﻧﺒﻮﺏ ﹸﺃﺭ ﹸﻏﻦ ﻣﻔﺘﻮﺡ ﻃﻮﻟﻪ ‪ ،1.65 m‬ﻣﺎ ﻧﻐﻤﺔ ﺍﻟﱰﺩﺩ‬ ‫‪.76‬‬ ‫ﺗﺮ ﹼﺩﺩ ﺃﻗﻞ ﺛﻼﺛﺔ ﺇﻳﻘﺎﻋﺎﺕ ﹸﻳﻨﺘﺠﻬﺎ ﻫﺬﺍ ﺍﻷﻧﺒﻮﺏ؟‬
‫ﺍﻷﺳـﺎﳼ ﺍﻟﺘﻲ ﻳﻨﺘﺠﻬﺎ ﰲ ﺍﳍﻴﻠﻴﻮﻡ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬
‫‪  .71‬ﹸﺿﺒﻂ ﻭﺗﺮ ﻗﻴﺜـﺎﺭﺓ ﻃﻮﻟﻪ ‪65.0 cm‬‬
‫‪ 0 °C‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻴﻠﻴﻮﻡ ﻛﺎﻧﺖ‬
‫ﻟﻴﺼﺪﺭ ﺃﻗﻞ ﺗﺮ ﹼﺩﺩ‪ ،‬ﻭﻣﻘﺪﺍﺭﻩ ‪ .196 Hz‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪972 m/s‬؟‬
‫‪ .a‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ ﰲ ﺍﻟﻮﺗﺮ‪.‬‬
‫ﺣﺠـﺮﺍ ﰲ ﺑﺌـﺮ ﻋﻤﻘﻬـﺎ ‪ 122.5 m‬ﻛﲈ ﰲ‬
‫ﹰ‬ ‫ﺇﺫﺍ ﺃﻟﻘﻴـﺖ‬ ‫*‬
‫‪.77‬‬ ‫‪ .b‬ﺍﻟﱰﺩﺩﻳﻦ ﺍﻟﺘﺎﻟﻴﲔ ﻟﺮﻧﲔ ﻫﺬﺍ ﺍﻟﻮﺗﺮ‪.‬‬
‫ﺍﻟﺸﻜﻞ ‪ ،5-29‬ﻓﺒﻌﺪ ﻛﻢ ﺛﺎﻧﻴﺔ ﺗﺴﻤﻊ ﺻﻮﺕ ﺍﺭﺗﻄﺎﻡ‬
‫ﻳﻤ ﹼﺜﻞ ﺍﻟﺸﻜﻞ ‪ 5-28‬ﺃﻧﺒﻮ ﹰﺑﺎ ﺑﻼﺳﺘﻴﻜ ﹼﹰﻴﺎ ﹰ‬
‫ﳑﻮﺟﺎ ﻣﺮﻧﹰﺎ ﻃﻮﻟﻪ‬ ‫‪.72‬‬
‫ﺍﳊﺠـﺮ ﺑﻘﺎﻉ ﺍﻟﺒﺌـﺮ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﴎﻋـﺔ ﺍﻟﺼﻮﺕ ﰲ‬
‫‪ .0.85 m‬ﻭﻋﻨﺪﻣﺎ ﻳﺘﺄﺭﺟﺢ ﹸﻳﺼﺪﺭ ﻧﻐﻤﺔ ﺗﺮ ﹼﺩﺩﻫﺎ ﻳﲈﺛﻞ‬
‫ﺍﳍﻮﺍﺀ ‪343 m/s‬؟‬
‫ﺃﻗﻞ ﺗﺮ ﹼﺩﺩ ﹸﻳﺼﺪﺭﻩ ﺃﻧﺒﻮﺏ ﻣﻔﺘﻮﺡ ﻟﻪ ﺍﻟﻄﻮﻝ ﻧﻔﺴـﻪ‪ .‬ﻣﺎ‬
‫ﺗﺮ ﹼﺩﺩ ﺍﻟﻨﻐﻤﺔ؟‬
‫‪0.85 m‬‬

‫‪5-28‬‬ ‫‪‬‬
‫‪122.5 m‬‬
‫ﺇﺫﺍ ﺗﺄﺭﺟﺢ ﺍﻷﻧﺒﻮﺏ ﰲ ﺍﳌﺴـﺄﻟﺔ ﺍﻟﺴـﺎﺑﻘﺔ ﺑﴪﻋﺔ ﺃﻛﱪ‬ ‫‪.73‬‬
‫ﺼﺪﺭﺍ ﻧﻐﻤﺔ ﺩﺭﺟﺘﻬﺎ ﺃﻋﲆ‪ ،‬ﻓﲈ ﺍﻟﱰ ﹼﺩﺩ ﺍﳉﺪﻳﺪ؟‬
‫ﹸﻣ ﹰ‬
‫‪" ‬ﺇﻥ ﺃﺧﻔـﺾ ﻧﻐﻤﺔ ﰲ ﺍﻷﹸﺭ ﹸﻏﻦ ﻫﻲ‬ ‫‪.74‬‬
‫‪5-29‬‬ ‫‪‬‬ ‫‪ ،"16.4 Hz‬ﰲ ﺿﻮﺀ ﻣﺎ ﺳﺒﻖ ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪49‬‬ ‫* ‪‬‬
‫ﻭﺗﺮﺍﻥ ﻣﺸﺪﻭﺩﺍﻥ ﻣﺘﺠﺎﻭﺭﺍﻥ ﰲ ﺍﳍﻮﺍﺀ؛ ﺍﻷﻭﻝ ﳞﺘﺰ ﺑﱰﺩﺩ‬ ‫‪.81‬‬ ‫ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ ﻣﻔﺘﻮﺡ ﺍﻟﻄﺮﻓﲔ ﻃﻮﻟﻪ ‪ ،0.4 m‬ﻭﴎﻋﺔ‬ ‫‪.78‬‬
‫ﺃﻱ ﺍﻟﻮﺗﺮﻳﻦ‬
‫‪ ،200 Hz‬ﻭﺍﻟﺜﺎﲏ ﳞﺘﺰ ﺑﱰﺩﺩ ‪ .300 Hz‬ﱡ‬ ‫ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ ‪ ،333 m/s‬ﺍﺣﺴﺐ‪:‬‬
‫ﻓﴪ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﹸﻳﺼﺪﺭ ﺻﻮﺗﹰﺎ ﴎﻋﺘﻪ ﺃﻛﱪ ﺧﻼﻝ ﺍﳍﻮﺍﺀ؟ ﹼ‬ ‫‪ .a‬ﺍﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬
‫ﻣـﺎ ﺍﻟﺬﻱ ﻳﻤ ﱢﺜﻠﻪ ﺍﻟﻔﺮﻕ ﺑﲔ ﺗﺮﺩﺩ ﱢ‬
‫ﺃﻱ ﻧﻐﻤﺘﲔ ﺗﻮﺍﻓﻘﻴﺘﲔ‬ ‫‪.82‬‬ ‫‪ .b‬ﺍﻟﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﻣﺘﺘﺎﻟﻴﺘﲔ ﰲ‪:‬‬
‫‪ .a‬ﺍﻟﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻐﻠﻖ‪.‬‬ ‫‪‬‬
‫‪ .b‬ﺍﻟﻌﻤﻮﺩ ﺍﳍﻮﺍﺋﻲ ﺍﳌﻔﺘﻮﺡ‪.‬‬ ‫* ‪  .79‬ﱢ‬
‫ﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪5-2‬‬
‫ﻋﻨﺪ ﺍﻟﻌﺰﻑ ﺑﺎﻟﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻧﻔﺴﻪ ﻋﲆ ﺁﻟﺘﲔ ﻣﻮﺳﻴﻘﻴﺘﲔ‬ ‫‪.83‬‬ ‫ﺍﻷﻃﻮﺍﻝ ﺍﳌﻮﺟﻴﺔ ﳌﻮﺟﺎﺕ ﺻﻮﺗﻴﺔ ﺻﺎﺩﺭﺓ ﻋﻦ ﳎﻤﻮﻋﺔ‬
‫ﻓﺄﻱ ﳑﺎ ﻳﲇ ﻳﻜﻮﻥ ﻣﺘﺴﺎﻭ ﹰﻳﺎ ﺑﻴﻨﻬﲈ؟‬
‫ﻫﻮﺍﺋﻴﺘﲔ ﳐﺘﻠﻔﺘﲔ‪ ،‬ﹼ‬ ‫ﻣﻦ ﺍﻟﺸﻮﻛﺎﺕ ﺍﻟﺮﻧﺎﻧﺔ ﻋﻨﺪ ﺗﺮ ﹼﺩﺩﺍﺕ ﻣﻌ ﹼﻴﻨﺔ‪.‬‬
‫‪ .a‬ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬ ‫‪ .a‬ﻣ ﹼﺜـﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﻼﻗـﺔ ﺑﲔ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟـﻲ ﻭﺍﻟﱰ ﹼﺩﺩ‬
‫‪ .b‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻨﻐﻤﺔ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﻷﻭﱃ‪.‬‬ ‫)ﺍﳌﺘﻐـﲑ ﺍﳌﻀﺒﻮﻁ(‪ .‬ﻣـﺎ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘـﻲ ﻳﺒ ﹼﻴﻨﻬﺎ‬
‫‪ .c‬ﺍﻟﻨﻐﲈﺕ ﺍﻟﺘﻮﺍﻓﻘﻴﺔ ﺍﳌﺮﺍﻓﻘﺔ‪.‬‬ ‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ؟‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻟﺪﻳﻚ ﻋﺪﺓ ﺗﻮﺍﻓﻘﻴﺎﺕ ﻣﺘﺘﺎﻟﻴﺔ ﻟﻠﻨﻐﲈﺕ ﺍﻟﺘﻲ‬ ‫‪.84‬‬ ‫‪ .b‬ﻣ ﹼﺜـﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﻼﻗﺔ ﺑـﲔ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻭﻣﻘﻠﻮﺏ‬
‫ﺗﺼﺪﺭ ﻋﻦ ﺁﻟﺔ ﻫﻮﺍﺋﻴﺔ‪ ،‬ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﻣﻌﺮﻓﺔ ﺃﻥ ﻫﺬﻩ‬ ‫ﺍﻟﱰ ﹼﺩﺩ )‪ .(1/f‬ﻣﺎ ﻧﻮﻉ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﻳﺒ ﹼﻴﻨﻬﺎ ﺍﻟﺮﺳﻢ‬
‫ﻣﻔﺘﻮﺣﺎ؟‬
‫ﹰ‬ ‫ﺍﻵﻟﺔ ﲤ ﱢﺜﻞ ﻋﻤﻮ ﹰﺩﺍ ﻫﻮﺍﺋ ﹼﹰﻴﺎ ﻣﻐﻠ ﹰﻘﺎ ﺃﻭ ﻋﻤﻮ ﹰﺩﺍ ﻫﻮﺍﺋ ﹼﹰﻴﺎ‬ ‫ﺍﻟﺒﻴﺎﲏ؟ ﺣﺪﹼ ﺩ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﻣﻦ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫‪‬‬ ‫‪5-2‬‬

‫ﺍﺑﺤﺚ ﰲ ﺗﺮﻛﻴﺐ ﺁﻟﺔ ﻣﻮﺳﻴﻘﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻜﲈﻥ ﺃﻭ ﺍﻟﺒﻮﻕ‪.‬‬ ‫‪.85‬‬ ‫‪‬‬

‫ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﻳﻨﺒﻐﻲ ﺃﺧﺬﻫﺎ ﰲ ﺍﳊﺴﺒﺎﻥ ﺇﺿﺎﻓ ﹰﺔ ﺇﱃ‬ ‫‪Hz‬‬ ‫‪m‬‬
‫‪2.62‬‬
‫ﻃﻮﻝ ﺍﻷﻭﺗﺎﺭ ﺃﻭ ﻃـﻮﻝ ﺍﻷﻧﺒﻮﺏ؟ ﻭﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺁﻟﺔ‬ ‫‪131‬‬
‫‪147‬‬ ‫‪2.33‬‬
‫ﺫﺍﺕ ﻧﻮﻋﻴـﺔ ﺟﻴـﺪﺓ ﻭﺃﺧﺮ￯ ﺭﺩﻳﺌـﺔ؟ ﻭﻛﻴﻒ ﺗﹸﻔﺤﺺ‬
‫‪165‬‬ ‫‪2.08‬‬
‫ﺟﻮﺩﺓ ﺃﻧﻐﺎﻣﻬﲈ؟‬ ‫‪1.75‬‬
‫‪196‬‬

‫‪‬‬ ‫‪220‬‬ ‫‪1.56‬‬

‫‪247‬‬ ‫‪1.39‬‬
‫ﹸﻳﻨﻘﺮ ﻭﺗﺮ ﻗﻴﺜﺎﺭﺓ ﻃﻮﻟﻪ ‪ 60.0 cm‬ﰲ ﻣﻨﻄﻘﺔ ﺍﻟﻮﺳـﻂ‪،‬‬ ‫‪.86‬‬
‫ﻓﻴﻌـﺰﻑ ﻧﻐﻤﺔ ﺗﺮﺩﺩﻫـﺎ ‪ ،440 Hz‬ﻣﺎ ﴎﻋﺔ ﺍﳌﻮﺟﺎﺕ‬ ‫ﻳﻮﻟﺪ ﻣﺼﺪﺭ ﻣﻬﺘﺰ ﻣﻮﺟﺎﺕ ﻃﻮﳍﺎ ‪ 0.6 m‬ﰲ ﻭﺗﺮ ﻣﺸﺪﻭﺩ‪.‬‬ ‫‪.80‬‬
‫ﰲ ﺍﻟﻮﺗﺮ؟‬ ‫ﻭﺿﺢ ﻣﺎ ﳛﺪﺙ ﻟﻜﻞ ﻣﻦ‪:‬‬ ‫ﻋﻨﺪ ﻣﻀﺎﻋﻔﺔ ﺗﺮﺩﺩ ﺍﳌﺼﺪﺭ‪ ،‬ﱢ‬
‫‪ .a‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ‪.‬‬
‫‪ .b‬ﻃﻮﳍﺎ ﺍﳌﻮﺟﻲ‪.‬‬

‫* ‪‬‬
‫‪50‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺗـﺮﺩﺩ ﺍﻟﻨﻐﻤـﺔ ﺍﻟﺘﻮﺍﻓﻘﻴـﺔ ﺍﻟﺜﺎﻟﺜـﺔ ﺍﻟﺼـﺎﺩﺭﺓ ﻋـﻦ‬ ‫‪.5‬‬ ‫‪‬‬
‫ﻭﺗـﺮ ﻣﺸـﺪﻭﺩ ﻳﺴـﺎﻭﻱ ‪ 200 Hz‬ﻭﴎﻋـﺔ ﺍﳌﻮﺟـﺎﺕ ﰲ‬
‫ﺍﻟﻮﺗﺮ ‪ ،150 m/s‬ﻓﲈ ﻃﻮﻝ ﺍﻟﻮﺗﺮ؟‬
‫‪‬‬
‫‪C‬‬ ‫‪A‬‬
‫ﺃﻱ ﺍﳋﻴﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻳﺼﻒ ﺍﳌﻮﺟﺔ ﺍﳌﻮﻗﻮﻓﺔ؟‬
‫ﹼ‬ ‫‪.1‬‬
‫‪1.125 m‬‬ ‫‪0.88 m‬‬

‫‪1.5 m‬‬ ‫‪D‬‬ ‫‪0.375 m‬‬ ‫‪B‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪A‬‬
‫ﻣﺎ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﱰﺩﺩ ﺍﻷﺳﺎﳼ ﻟﻮﺗﺮ ﳞﺘﺰ ﻃﻮﻟﻪ ‪L‬؟‬ ‫‪.6‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪B‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪C‬‬
‫‪2L‬‬ ‫‪C‬‬ ‫‪L/2‬‬ ‫‪A‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪D‬‬
‫‪3L‬‬ ‫‪D‬‬ ‫‪L‬‬ ‫‪B‬‬

‫ﻳﻨﺘﻘﻞ ﺍﻟﺼﻮﺕ ﻣﻦ ﻣﺼﺪﺭﻩ ﺇﱃ ﺍﻷﺫﻥ ﺑﺴﺒﺐ‪:‬‬ ‫* ‪.2‬‬

‫ﺍﻧﺘﺸﺎﺭﺍ ﰲ‪:‬‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ ﺃﴎﻉ‬ ‫‪.7‬‬ ‫*‬
‫‪ A‬ﺗﻐﲑ ﺿﻐﻂ ﺍﳍﻮﺍﺀ‪.‬‬
‫‪ A‬ﺍﳍﻴﺪﺭﻭﺟﲔ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.0°C‬‬
‫ﺍﻻﻫﺘﺰﺍﺯ ﰲ ﺍﻷﺳﻼﻙ ﺃﻭ ﺍﻷﻭﺗﺎﺭ‪.‬‬ ‫‪B‬‬
‫ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.0°C‬‬ ‫‪B‬‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬ ‫‪C‬‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.0°C‬‬ ‫‪C‬‬
‫ﺍﳌﻮﺟﺎﺕ ﲢﺖ ﺍﳊﻤﺮﺍﺀ‪.‬‬ ‫‪D‬‬
‫ﺍﳍﻮﺍﺀ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ‪.100°C‬‬ ‫‪D‬‬
‫ﻳﺴـﺘﻤﻊ ﺧﺎﻟـﺪ ﺇﱃ ﻣﻮﺳـﻴﻘﻰ ﻛﻼﺳـﻴﻜﻴﺔ ﻣـﻦ ﺍﻟﺴـﲈﻋﺎﺕ ﰲ ﺃﺛﻨـﺎﺀ‬ ‫* ‪.3‬‬
‫‪‬‬ ‫ﺳـﺒﺎﺣﺘﻪ ﰲ ﺑﺮﻛﺔ ﺳـﺒﺎﺣﺔ‪ .‬ﻓﻮﺻﻠﺖ ﺇﱃ ﺃﺫﻧﻴﻪ ﻧﻐﻤﺔ ﺑﱰﺩﺩ ‪327 Hz‬‬
‫ﻋﻨﺪﻣـﺎ ﻛﺎﻥ ﲢـﺖ ﺍﳌﺎﺀ‪ .‬ﻣﺎ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﺼﻮﺕ ﺍﻟﺬﻱ ﻳﺴـﻤﻌﻪ؟‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺗﻐﲑﺍﺕ ﺍﻟﻀﻐﻂ ﰲ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ ﻷﻧﺒﻮﺏ‬ ‫ﱢ‬ ‫‪.8‬‬
‫)ﺍﻓﱰﺽ ﴎﻋﺔ ﺍﻟﺼﻮﺕ ﰲ ﺍﳌﺎﺀ ‪.(1493 m/s‬‬
‫ﻣﻐﻠﻖ ﰲ ﺣﺎﻟـﺔ ﺍﻟﺮﻧﲔ ﺍﻷﻭﻝ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻃـﻮﻝ ﻋﻤﻮﺩ ﺍﳍﻮﺍﺀ‬
‫‪ 16.8 cm‬ﻭﺗﺮﺩﺩ ﺍﻟﺼﻮﺕ ‪ ،488 Hz‬ﻓﲈ ﴎﻋﺔ ﺍﻟﺼﻮﺕ؟‬ ‫‪2.19 × 10-1 m‬‬ ‫‪C‬‬ ‫‪2.19 nm‬‬ ‫‪A‬‬

‫‪4.57 m‬‬ ‫‪D‬‬ ‫‪4.88 × 10-5 m‬‬ ‫‪B‬‬

‫ﺗﺘﻮﺍﺻـﻞ ﺍﳊﻴﺘﺎﻥ ﻓﻴﲈ ﺑﻴﻨﻬﺎ ﺑﺄﺻﻮﺍﺕ ﻻ ﻧﺴـﺘﻄﻴﻊ ﺳـﲈﻋﻬﺎ؛‬ ‫* ‪.4‬‬

‫ﻭﺫﻟﻚ ﻷﻥ‬
‫‪L = 16.8 cm‬‬

‫‪ A‬ﴎﻋـﺔ ﻫﺬﻩ ﺍﻷﺻﻮﺍﺕ ﺃﻛﱪ ﻣﻦ ﺣﺪﻭﺩ ﻗﺪﺭﺗﻨﺎ ﻋﲆ‬

‫ﺳﲈﻋﻬﺎ‪.‬‬
‫‪ B‬ﺗﺮﺩﺩ ﻫـﺬﻩ ﺍﻷﺻﻮﺍﺕ ﺃﻛﱪ ﻣﻦ ﺣـﺪﻭﺩ ﻗﺪﺭﺗﻨﺎ ﻋﲆ‬
‫‪ ‬‬ ‫ﺳﲈﻋﻬﺎ‪.‬‬
‫‪ C‬ﴎﻋﺔ ﻫـﺬﻩ ﺍﻷﺻﻮﺍﺕ ﺃﻗﻞ ﻣﻦ ﺣﺪﻭﺩ ﻗﺪﺭﺗﻨﺎ ﻋﲆ‬
‫ﺩﻭﻥ ﺣﺴـﺎﺑﺎﺗﻚ ﻭﻣﻼﺣﻈﺎﺗـﻚ ﺣﻴﺜـﲈ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﹰﺎ‪.‬‬ ‫ﹼ‬
‫ﻭﺃﺟـﺮ ﺍﳊﺴـﺎﺑﺎﺕ ﻛﺘﺎﺑ ﹼﹰﻴـﺎ ﻻ ﺫﻫﻨ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺿـﻊ ﺧ ﹼﹰﻄﺎ ﲢﺖ‬ ‫ﺳﲈﻋﻬﺎ‪.‬‬
‫‪ D‬ﺗﺮﺩﺩ ﻫـﺬﻩ ﺍﻷﺻﻮﺍﺕ ﺃﻗﻞ ﻣﻦ ﺣـﺪﻭﺩ ﻗﺪﺭﺗﻨﺎ ﻋﲆ‬
‫ﺍﳊﻘﺎﺋﻖ ﺍﳌﻬﻤﺔ ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻷﺷﻜﺎﻝ‪ ،‬ﻭﺃﻋﺪ ﻗﺮﺍﺀﲥﺎ‪-‬‬
‫ﺳﲈﻋﻬﺎ‪.‬‬
‫ﻭﻻ ﲢﺎﻭﻝ ﺣﻔﻈﻬﺎ‪.‬‬

‫‪51‬‬ ‫* ‪‬‬
‫اﻟﻀﻮء واﻟﺒﺼﺮﻳﺎت‬ ‫‪‬‬
‫‪6‬‬
‫‪10AP.6  ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﹶﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻋﻦ ﺃﺳﻄﺢ ﳐﺘﻠﻔﺔ‪.‬‬ ‫ﺗ ﱡ‬ ‫•‬
‫ﹶﻌﺮﻑ ﺃﻧــﻮﺍﻉ ﺍﳌﺮﺍﻳـﺎ ﻭﺍﺳـﺘﺨﺪﺍﻣﺎﲥﺎ‪ ،‬ﻭﻭﺻﻒ‬ ‫ﺗ ﱡ‬ ‫•‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﺑﻄﺮﻳﻘﺔ ﺭﺳﻢ ﺍﻷﺷﻌﺔ‪.‬‬
‫ﱢ‬ ‫ﺍﻟﺼﻮﺭ‬
‫ﹶﻌـﺮﻑ ﻛﻴﻔﻴـﺔ ﺗﻐﲑ ﺍﲡـﺎﻩ ﺍﻟﻀـﻮﺀ ﻭﴎﻋﺘﻪ‬ ‫ﺗ ﱡ‬ ‫•‬
‫ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺧﻼﻝ ﻣﻮﺍﺩ ﳐﺘﻠﻔﺔ‪.‬‬
‫ﻣﻘﺎﺭﻧـﺔ ﺧﺼﺎﺋـﺺ ﺍﻟﻌﺪﺳـﺎﺕ ﺑﺎﻟﺼـﻮﺭ ﺍﻟﺘـﻲ‬ ‫•‬
‫ﹶﻌـﺮﻑ ﺗﻄﺒﻴﻘﺎﲥﺎ ﺍﳌﺨﺘﻠﻔﺔ‪ ،‬ﻭﻛﻴﻒ‬
‫ﺗﻜﻮﳖﺎ‪ ،‬ﻭﺗ ﱡ‬
‫ﹼ‬
‫ﲤﻜﹼﻨﻚ ﻋﺪﺳﺎﺕ ﻋﻴﻨﻴﻚ ﻣﻦ ﺍﻟﺮﺅﻳﺔ‪.‬‬
‫‪‬‬
‫ﻳﺘﺤـﺪﹼ ﺩ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟـﺬﻱ ﺗﺮﺍﻩ ﺑﻤﻌﺮﻓـﺔ ﻛﻴﻔﻴﺔ‬
‫ﺍﻧﻌـﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻋﻦ ﺳـﻄﺢ ﻣﺎ ﻧﺤـﻮ ﻋﻴﻨﻴﻚ‪.‬‬
‫ﻭﺗﻜﻮﻥ ﺻﻮﺭ ﻟﻸﺷـﻴﺎﺀ‬‫ﱡ‬ ‫ﻭﺗﻘـﻮﻡ ﻋﻤﻠﻴـﺔ ﺍﻟﺮﺅﻳﺔ‬
‫ﻋﲆ ﺃﺳـﺎﺱ ﻇﺎﻫﺮﰐ ﺍﻻﻧﻌﻜﺎﺱ ﻭﺍﻻﻧﻜﺴـﺎﺭ‪.‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﻧﺤﻮ ﺳﻄﺢ ﺑﺤﲑﺓ ﺗﺸﺎﻫﺪ ﺻﻮﺭﺓ‬
‫ﻟﻚ ﻣﻌﺘﺪﻟﺔ‪.‬‬
‫‪ ‬ﻳﻤﻜﻨﻚ ﻋﻨﺪ ﺍﻟﻨﻈﺮ ﺇﱃ ﺳﻄﺢ ﺑﺤﲑﺓ‬
‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺼﻮﺭﺓ‪،‬‬
‫ﻣﺸﺎﻫﺪﺓ ﻣﻨﻈﺮ ﳑﺎﺛﻞ ﻟﻠﻤﻨﻈﺮ ﱠ‬
‫ﺣﻴﺚ ﺗﺒﺪﻭ ﺻﻮﺭ ﺍﻷﺷـﺠﺎﺭ ﻭﺍﳉﺒـﺎﻝ ﰲ ﺍﻟﺒﺤﲑﺓ‬
‫ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳ ﹼﹰﻴﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻚ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﳌﺎﺫﺍ ﺗﺒـﺪﻭ ﺻﻮﺭﺗﻚ ﰲ ﺍﻟﺒﺤﲑﺓ ﻣﻌﺘﺪﻟـﺔ‪ ،‬ﰲ ﺣﲔ ﺗﺒﺪﻭ‬
‫ﺻﻮﺭﺓ ﺍﳉﺒﻞ ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳ ﹼﹰﻴ ﺎ؟‬

‫‪‬‬ ‫‪‬‬
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    
Hand protection Eye safety Thermal safety Explosive

6-1
Reflection and mirrors    
Hand protection Electrical hazard Eye safety
  

Harmful / IrritantThermal safety Biological hazards Explosive Flammable

      

 


Electrical hazard First aid Harmful / Irritant Eye wash station
Biological hazardsFire extinguisher Flammable Radioactive safety

‫ ﻣﺎ ﺍﳌﺴـﺎﺭ ﺍﻟﺬﻱ ﻳﺴـﻠﻜﻪ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﺍﻧﺘﻘﺎﻟﻪ ﰲ‬

29.1- 29.4
‫ﺍﳍﻮﺍﺀ؟‬
       


First aid Sharp objects safety
Eye wash station Poison safety Fire extinguisher Oxidizer Radioactive safety Corrosive

4.1- 4.2   

 
    
 



   


Hand protection Hand Sharp
protection
objectsEye safety
safety Eye safety
Laser beam Lab. Thermal
Thermal safety
Poison safety coat safety
OxidizerExplosive Explosive
Ecological hazards Corrosive Carcinogenic

‫ ﻣﺘﲈﺛﻠﺔ ﻭﻛﻞ ﻣﻨﻬﺎ‬،￯‫ﺃﺣـﴬ ﺛﻼﺙ ﻗﻄﻊ ﻣﻦ ﺍﻟﻜﺮﺗﻮﻥ ﺍﳌﻘـﻮ‬ .1

.‫ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﺴﲑ ﰲ ﺧﻄﻮﻁ ﻣﺴﺘﻘﻴﻤﺔ‬  •
‫ ﻭﺛ ﹼﺒﺘﻬﺎ ﻋﲆ ﺳـﻄﺢ ﻃﺎﻭﻟـﺔ ﺩﺍﻛﻨﺔ ﺍﻟﻠﻮﻥ‬،‫ﻣﺜﻘﻮﺑـﺔ ﻣﻦ ﻣﺮﻛﺰﻫﺎ‬
  
  
 

 

.‫ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬
 •
Electrical hazardElectrical hazard beam / IrritantHarmful / Irritant
Laser Harmful Lab.Biological
coat Biological
hazards hazards hazards
Ecological Flammable Flammable
Carcinogenic

.‫ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺍﻟﺜﻘﻮﺏ ﻋﲆ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‬

.‫ ﺑﲔ ﺍﻻﻧﻌﻜﺎﺱ ﺍﳌﻨﺘﻈﻢ ﻭﺍﻻﻧﻌﻜﺎﺱ ﻏﲑ ﺍﳌﻨﺘﻈﻢ‬ •
.‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ ﻭﺍﻟﻜﺮﻭﻳﺔ‬‫ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬ ‫ﻣﺼﺒﺎﺣـﺎ ﻳﺪﻭ ﹼﹰﻳـﺎ ﻋﲆ ﺃﺣـﺪ ﺟﺎﻧﺒـﻲ ﺍﻟﻘﻄـﻊ ﺍﻟﻜﺮﺗﻮﻧﻴﺔ‬
‫ﹰ‬ ‫ﺿـﻊ‬
       

 • .2
First aid First aid Eye wash stationEye wash stationFire extinguisherFire extinguisher Radioactive safety
Radioactive safety

.‫ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﻻﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ ﻭﺍﻟﻜﺮﻭﻳﺔ‬

 • .‫ ﻣﺮﺍﻋ ﹰﻴﺎ ﻣﺮﻭﺭ ﺃﺷﻌﺔ ﺍﳌﺼﺒﺎﺡ ﻣﻦ ﺧﻼﻝ ﺍﻟﺜﻘﻮﺏ‬،‫ﻭﺃﺿﺌﻪ‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ‬
‫ ﺑﲔ ﺧﺼﺎﺋﺺ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬ •
       
Sharp objects safetyPoison safety Poison safety
Sharp objects safety Oxidizer Oxidizer Corrosive Corrosive

‫ﺍﳌﺎﺭﺓ ﻣﻦ ﺛﻘﻮﺏ‬
‫ﻋﺘﹼﻢ ﺍﻟﻐﺮﻓﺔ ﻭﻻﺣﻆ ﻣﺴﺎﺭ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﹼ‬ .3
.‫ﻭﺍﳌﺤﺪﺑﺔ ﻭﺍﳌﻘﻌﺮﺓ‬
 .‫ﺍﻟﻘﻄﻊ‬

Laser beam

Laser beam
     
Lab. coat Lab. coat Ecological hazards
Ecological hazardsCarcinogenic Carcinogenic

‫• ﻧﻤﻮﺫﺝ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ‬ ‫ﺿﻊ ﻣﺮﺁﺓ ﰲ ﳖﺎﻳﺔ ﻣﺴـﺎﺭ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴـﺔ ﺍﻟﻨﺎﻓﺬﺓ ﻭﻻﺣﻆ‬ .4
• Ray model of light ‫ ﺍﺣﺬﺭ ﻣﻦ ﻋﻜﺲ ﺍﻟﺸﻌﺎﻉ‬:‫ ﲢﺬﻳﺮ‬.‫ﻣﺴـﺎﺭ ﺍﻷﺷـﻌﺔ ﺍﳌﻨﻌﻜﺴـﺔ‬
• Normal ‫ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‬ • .‫ﺍﻟﻀﻮﺋﻲ ﰲ ﺍﲡﺎﻩ ﻋﻴﻮﻥ ﺯﻣﻼﺋﻚ ﰲ ﺍﳌﺨﺘﱪ‬
• Angle of incidence ‫ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ‬ •
.‫ﺳﺠﻞ ﻣﻼﺣﻈﺎﺗﻚ‬
‫ﹼ‬ .5
• Angle of reflection ‫ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‬ •
• Object ‫ﺍﳉﺴﻢ‬ • 
• Image ‫ﺍﻟﺼﻮﺭﺓ‬ • ‫ ﹺ‬،‫ﺍﺭﺳـﻢ ﻣﺴﺎﺭ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﺎﺭﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﺜﻘﻮﺏ‬
‫ﻭﺻﻒ‬
• Concave mirror ‫ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ‬ • .‫ﺍﳌﺴﺎﺭ ﺍﻟﺬﻱ ﺳﻠﻜﺘﻪ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﻨﻌﻜﺴﺔ‬
• Converging mirror ‫ﳎﻤﻌﺔ‬‫ﻣﺮﺁﺓ ﱢ‬ •
• Focus ‫ﺍﻟﺒﺆﺭﺓ‬ • ‫ﻫﻞ ﻳﻤﻜﻨﻚ ﺭﺅﻳﺔ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﰲ ﺍﳍﻮﺍﺀ؟‬
• Focal length ‫ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‬ • ‫ﳌﺎﺫﺍ؟‬
• Convex mirror ‫ﻣﺮﺁﺓ ﳏﺪﺑﺔ‬ •
• Diverging mirror ‫ﻣﻔﺮﻗﺔ‬
‫ﻣﺮﺁﺓ ﱢ‬ •

‫ﺍﻟﻀـﻮﺀ ﻭﺍﻟﺼـﻮﺕ ﻭﺳـﻴﻠﺘﺎﻥ ﻧﺤﺼﻞ ﻋـﻦ ﻃﺮﻳﻘﻬﲈ ﻋﲆ‬

‫ ﻭﺍﻟﻀﻮﺀ ﻭﺳـﻴﻠﺔ ﺗﻮﻓﺮ ﺃﻛـﱪ ﳎﻤﻮﻋﺔ ﻣﺘﻨﻮﻋﺔ‬.‫ﺍﳌﻌﻠﻮﻣﺎﺕ‬
‫ﲢﺴـﺲ‬‫ﻣـﻦ ﺍﳌﻌﻠﻮﻣـﺎﺕ؛ ﺣﻴﺚ ﺗﺴـﺘﻄﻴﻊ ﺍﻟﻌﲔ ﺍﻟﺒﴩﻳﺔ ﹼ‬
‫ﺍﻟﺘﻐـﲑﺍﺕ ﺍﻟﺒﺴـﻴﻄﺔ ﺟـﺪﹼﹰ ﺍ ﰲ ﺣﺠـﻢ ﺍﳉﺴـﻢ ﻭﻣﻮﻗﻌـﻪ‬
‫ ﻛﲈ ﲤ ﹼﻴـﺰ ﺃﻋﻴﻨﻨﺎ ﰲ ﺍﻟﻌﺎﺩﺓ ﺑﲔ‬،‫ ﺇﺿﺎﻓﺔ ﺇﱃ ﻟﻮﻧﻪ‬،‫ﻭﺳـﻄﻮﻋﻪ‬
‫ ﻭﺗﺴﺘﻄﻴﻊ ﺃﺣﻴﺎﻧﹰﺎ ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ‬،‫ﺍﻟﻈﻼﻝ ﻭﺍﻷﺟﺴـﺎﻡ ﺍﻟﺼﻠﺒﺔ‬
.‫ﺍﻧﻌﻜﺎﺳﺎﺕ ﺍﻷﺟﺴﺎﻡ ﻭﺍﻷﺟﺴﺎﻡ ﻧﻔﺴﻬﺎ‬
53
‫ﻭﻳﺴـﲑ ﺍﻟﻀﻮﺀ ﰲ ﺧﻄﻮﻁ ﻣﺴـﺘﻘﻴﻤﺔ‪ ،‬ﻓﻜﻴﻒ ﺗﺜﺒﺖ ﺫﻟﻚ؟ ﻋﻨﺪﻣﺎ ﺗﺪﺧﻞ ﺣﺰﻣﺔ ﺿﻮﺋﻴﺔ ﺿﻴﻘﺔ‬ ‫‪a‬‬
‫ـ ﻣﺜـﻞ ﺿـﻮﺀ ﺍﳌﺼﺒﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺃﻭ ﺿﻮﺀ ﺍﻟﺸـﻤﺲ ـ ﻋﱪ ﺍﻟﻨﺎﻓﺬﺓ ﻓـﺈﻥ ﺩﻗﺎﺋﻖ ﺍﻟﻐﺒﺎﺭ ﺍﳌﻨﺘﴩﺓ‬
‫‪‬‬
‫ﰲ ﺍﳍﻮﺍﺀ ﲡﻌﻞ ﺍﻟﻀﻮ ﹶﺀ ﻣﺮﺋ ﹼﹰﻴﺎ‪ ،‬ﻭﺗﺮ￯ ﻣﺴﺎﺭ ﺍﻟﻀﻮﺀ ﻋﲆ ﺷﻜﻞ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻌﱰﺽ‬
‫ﺟﺴﲈ ﺃﻣﺎﻡ ﻋﻴﻨﻴﻚ‬
‫ﺟﺴـﻤﻚ ﺿﻮﺀ ﺍﻟﺸﻤﺲ ﺗﺮ￯ ﻫﻴﺌﺔ ﺟﺴﻤﻚ ﰲ ﺻﻮﺭﺓ ﻇﻞ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻀﻊ ﹰ‬
‫ﻭﺗﺘﺤﺮﻙ ﰲ ﺍﲡﺎﻫﻪ ﻓﺈﻧﻚ ﺗﺴـﲑ ﰲ ﻣﺴـﺎﺭ ﻣﺴـﺘﻘﻴﻢ‪ .‬ﻫﺬﻩ ﺍﻷﺷـﻴﺎﺀ ﲢﺪﺙ ﻓﻘـﻂ؛ ﻷﻥ ﺍﻟﻀﻮﺀ‬
‫ﻃﻮﺭﺕ ﻧـﲈﺫﺝ ﺗﺼﻒ ﺳـﻠﻮﻙ ﺍﻟﻀﻮﺀ‪ ،‬ﺍﻋﺘـﲈ ﹰﺩﺍ ﻋﲆ ﻫﺬﻩ‬ ‫ﻳﻨﺘﻘـﻞ ﰲ ﺧﻄـﻮﻁ ﻣﺴـﺘﻘﻴﻤﺔ‪ .‬ﻭﻗﺪ ﹼ‬ ‫‪b‬‬ ‫‪ ‬‬

‫ﺍﳌﺘﻌﻠﻘﺔ ﺑﻜﻴﻔﻴﺔ ﺍﻧﺘﻘﺎﻝ ﺍﻟﻀﻮﺀ‪.‬‬

‫ﺍﳌﻌﻠﻮﻣﺔ ‪‬‬

‫‪Raymodeloflight ‬‬
‫ﺍﻋﺘﻘﺪ ﺍﻟﻌﺎﱂ ﺇﺳﺤﻖ ﻧﻴﻮﺗﻦ ﺃﻥ ﺍﻟﻀﻮﺀ ﺳﻴﻞ ﻣﻦ ﺟﺴﻴﲈﺕ ﻣﺘﻨﺎﻫﻴﺔ ﰲ ﺍﻟﺼﻐﺮ ﻻ ﻳﻤﻜﻦ ﲣﻴﻠﻬﺎ‪،‬‬ ‫‪ ‬‬
‫ﺗﺘﺤﺮﻙ ﺑﴪﻋﺔ ﻛﺒﲑﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﺍﺳﻢ ﺟﺴﻴﲈﺕ ﺃﻭ ﻛﺮﻳﺎﺕ ﺿﻮﺋﻴﺔ ‪ .corpuscles‬ﻭﱂ‬
‫ﻳﺴﺘﻄﻊ ﻧﻤﻮﺫﺝ ﻧﻴﻮﺗﻦ ﺗﻔﺴﲑ ﺧﺼﺎﺋﺺ ﺍﻟﻀﻮﺀ ﲨﻴﻌﻬﺎ؛ ﺇﺫ ﺑ ﹼﻴﻨﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﺴﻠﻚ‬ ‫‪c‬‬
‫ﺃﻳﻀﺎ ﺳﻠﻮﻙ ﺍﳌﻮﺟﺎﺕ‪ .‬ﻭﰲ ﻧﻤﻮﺫﺝ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ‪ Ray model of light‬ﹸﻳﻤ ﱠﺜﻞ ﺍﻟﻀﻮﺀ‬ ‫ﹰ‬ ‫‪ ‬‬
‫ﺣﺎﺟﺰ‪ ،‬ﻛﲈ‬
‫ﹲ‬ ‫ﻋﲆ ﺷـﻜﻞ ﺷـﻌﺎﻉ ﻳﻨﺘﻘﻞ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻭﻳﺘﻐﲑ ﺍﲡﺎﻫﻪ ﻓﻘﻂ ﺇﺫﺍ ﺍﻋﱰﺽ ﻣﺴﺎﺭﻩ‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸـﻜﻞ ‪ .6-1‬ﻟﻘﺪ ﹸﻗﺪﹼ ﻡ ﻧﻤﻮﺫﺝ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﺑﻮﺻﻔﻪ ﻃﺮﻳﻘﺔ ﻟﺪﺭﺍﺳـﺔ ﻛﻴﻔﻴﺔ‬ ‫‪ ‬‬

‫ﺟﺴـﻴﲈ ﺃﻭ ﻣﻮﺟﺔ‪ .‬ﻭﺗﹸﺴـﻤﻰ ﺩﺭﺍﺳـﺔ‬

‫ﹰ‬ ‫ﺗﻔﺎﻋﻞ ﺍﻟﻀﻮﺀ ﻣﻊ ﺍﳌﺎﺩﺓ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﲈ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻀﻮﺀ‬
‫ﺍﻟﻀﻮﺀ ﲠﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺒﴫﻳﺎﺕ ﺃﻭ ﺍﻟﺒﴫﻳﺎﺕ ﺍﳍﻨﺪﺳﻴﺔ‪.‬‬

‫‪Reflectionfromplanemirrors ‬‬ ‫‪  6-1 ‬‬

‫‪        ‬‬
‫ﺍﻧﻌﻜﺎﺳـﺎ ﻟﺼـﻮﺭﺓ ﻭﺟﻬـﻪ ﰲ ﺍﻟﺒﺤـﲑﺍﺕ ﻭﺑـﺮﻙ ﺍﳌﻴـﺎﻩ ﺍﻟﺴــﺎﻛﻨﺔ‪.‬‬
‫ﹰ‬ ‫ﺷـﺎﻫﺪ ﺍﻹﻧﺴــﺎﻥ ﻣﻨـﺬ ﺍﻟﻘـﺪﻡ‬
‫‪   ‬‬
‫ﲤﻮﺟـﺎﺕ ﻋـﲆ ﺳـﻄﺢ ﺍﳌـﺎﺀ؛‬ ‫ﻭﺍﺿﺤـﺎ؛ ﺇ ﹾﺫ ﲢـﺪﺙ ﺃﺣﻴﺎﻧﹰـﺎ ﹼ‬
‫ﹰ‬ ‫ﺩﺍﺋـﲈ‬
‫ﻭﻻ ﻳﻜـﻮﻥ ﻫـﺬﺍ ﺍﻻﻧﻌـﻜﺎﺱ ﹰ‬
‫‪      a  ‬‬
‫ﺑﺴـﺒﺐ ﺣﺮﻛـﺔ ﺍﻟﺮﻳـﺎﺡ ﺃﻭ ﺣﺮﻛﺔ ﺍﻟﻘـﻮﺍﺭﺏ‪ ،‬ﳑﺎ ﳛـﻮﻝ ﺩﻭﻥ ﺣـﺪﻭﺙ ﺍﻧﻌﻜﺎﺱ ﻭﺍﺿـﺢ ﻟﻠﻀﻮﺀ‪.‬‬
‫‪‬‬
‫ﺳـﻄﺤﺎ ﺃﻣﻠﺲ ﻣﺼﻘـﻮﻻﹰ‪ ،‬ﻟﺬﺍ‬
‫ﹰ‬ ‫ﻋـﺮﻑ ﺍﳌﴫﻳـﻮﻥ ﻗﺒـﻞ ‪ 4000‬ﺳـﻨﺔ ﺗﻘﺮﻳ ﹰﺒـﺎ ﺃﻥ ﺍﻻﻧﻌﻜﺎﺱ ﻳﺘﻄﻠﺐ‬ ‫‪cb‬‬
‫ﺍﺳـﺘﺨﺪﻣﻮﺍ ﻣﺮﺍﻳـﺎ ﻓﻠﺰﻳﺔ ﻻﻣﻌﺔ ﻣﺼﻘﻮﻟﺔ ﻟﺮﺅﻳﺔ ﺻﻮﺭﻫﻢ‪ .‬ﻭﱂ ﻳﻜﻦ ﺑﺎﻹﻣـﻜﺎﻥ ﺭﺅﻳﺔ ﺍﻟﺼﻮﺭ ﺍﻟﻨﺎﲡﺔ‬
‫ﺑﻮﺿـﻮﺡ ﺣﺘﻰ ﻋﺎﻡ ‪ 1857‬ﻋﻨﺪﻣﺎ ﺍﻛﺘﺸـﻒ ﺍﻟﻌﺎﱂ ﺍﻟﻔﺮﻧﴘ ﺟﺎﻥ ﻓﻮﻛﻮﻟـﺖ ﻃﺮﻳﻘﺔ ﻟﻄﻼﺀ ﺍﻟﺰﺟﺎﺝ‬
‫ﺑﺎﻟﻔﻀـﺔ‪ .‬ﻓﺎﳌﺮﺍﻳـﺎ ﺍﳊﺪﻳﺜـﺔ ﹸﺻﻨﻌﺖ ﺑﺪﻗﺔ ﻣﺘﻨﺎﻫﻴﺔ ﻟﻜـﻲ ﺗﻜﻮﻥ ﺫﺍﺕ ﻣﻘﺪﺭﺓ ﻛﺒـﲑﺓ ﺟﺪﹼﹰ ﺍ ﻋﲆ ﻋﻜﺲ‬
‫ﺍﻟﻀـﻮﺀ‪ ،‬ﻭﺫﻟﻚ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﺒﺨﲑ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﺃﻭ ﺍﻟﻔﻀﺔ ﻋﲆ ﺯﺟﺎﺝ ﻣﺼﻘﻮﻝ ﺑﺪﺭﺟﺔ ﻛﺒﲑﺓ‪.‬‬
‫ﻭﺗﹸﻌـﺪ ﻧﻮﻋﻴﺔ ﺍﻟﺴـﻄﻮﺡ ﺍﻟﻌﺎﻛﺴـﺔ ﻣﻬﻤﺔ ﺟـﺪﹼﹰ ﺍ ﰲ ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻭﺍﻷﺟﻬـﺰﺓ ﺍﻟﺒﴫﻳﺔ‪،‬‬
‫ﻭﻣﻨﻬﺎ ﺍﻟﻠﻴﺰﺭ ﻭﺍﳌﻘﺮﺍﺏ )ﺍﻟﺘﻠﺴﻜﻮﺏ(‪.‬‬
‫ﻭﰲ ﺍﳊﻀـﺎﺭﺓ ﺍﻹﺳـﻼﻣﻴﺔ‪ ،‬ﻛﺎﻥ ﻟﻠﺤﺴـﻦ ﺑـﻦ ﺍﳍﻴﺜـﻢ ﺟﻬـﻮﺩ ﻛﺒﲑﺓ ﻻ ﻳﻤﻜـﻦ ﺇﻧﻜﺎﺭﻫـﺎ‪ ،‬ﻭﺑﺮﻉ ﰲ‬
‫ﻋـﺪﺓ ﳎـﺎﻻﺕ‪ ،‬ﻣﻨﻬﺎ ﺩﺭﺍﺳـﺎﺗﻪ ﰲ ﳎـﺎﻝ ﺍﻟﻀﻮﺀ‪ .‬ﻓﻘـﺪ ﺩﺭﺱ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻭﺍﻧﻜﺴـﺎﺭﻩ ﺑﺸـﻜﻞ‬
‫ﻣﻔﺼـﻞ‪ ،‬ﻭﺍﻛﺘﺸـﻒ ﻗﻮﺍﻧـﲔ ﺍﻻﻧﻌـﻜﺎﺱ ﻭﺍﻻﻧﻜﺴـﺎﺭ‪ ،‬ﻭﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺯﺍﻭﻳـﺔ ﺳـﻘﻮﻁ ﺍﻟﻀـﻮﺀ‬ ‫ﱠ‬
‫ﻭﺍﻧﻜﺴـﺎﺭﻩ‪ ،‬ﻛـﲈ ﻭﺻـﻒ ﺃﺟـﺰﺍﺀ ﺍﻟﻌـﲔ ﻭﻋﻤﻠﻴـﺔ ﺍﻟﺮﺅﻳﺔ ﺑﺸـﻜﻞ ﺩﻗﻴـﻖ ﻭﺳـﻠﻴﻢ ﻋﻠﻤ ﹼﹰﻴـﺎ‪ ،‬ﻭﺃﺑﻄﻞ‬
‫ﺍﻵﺭﺍﺀ ﺍﻟﺴـﺎﺋﺪﺓ ﺁﻧـﺬﺍﻙ ﻋـﻦ ﻛﻴﻔﻴـﺔ ﺣـﺪﻭﺙ ﺍﻟﺮﺅﻳـﺔ‪ ،‬ﻭﻏـﲑ ﺫﻟـﻚ ﻣـﻦ ﺍﻹﻧﺠـﺎﺯﺍﺕ ﺍﻟﻜﺒـﲑﺓ‪.‬‬

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 ‫‪‬‬ ‫‪Thelawofreflection‬‬ ‫‪‬‬
‫‪‬‬
‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻠﻀﻮﺀ ﺍﻟﺴﺎﻗﻂ ﻋﲆ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ؟ ﻋﻨﺪﻣﺎ ﺗﻀﻊ ﺍﻟﻜﺘﺎﺏ ﺑﻴﻨﻚ ﻭﺑﲔ ﻣﺼﺪﺭ ﺍﻟﻀﻮﺀ‬
‫‪‬‬
‫‪θr‬‬
‫‪θi‬‬
‫ﺟﺴﲈ‬
‫ﺟﺴـﲈ ﻏﲑ ﺷﻔﺎﻑ ﺃﻭ ﹰ‬
‫ﹰ‬ ‫ﺴـﻤﻰ‬
‫ﻓﻠﻦ ﺗﺮ￯ ﺃﻱ ﺿﻮﺀ ﻳﻨﻔﺬ ﻣﻦ ﺧﻼﻟﻪ‪ .‬ﺇﻥ ﻣﺜﻞ ﻫﺬﺍ ﺍﳉﺴـﻢ ﹸﻳ ﹼ‬
‫ﻣﻌﺘـﲈ؛ ﺇﺫ ﳛﺪﺙ ﺍﻣﺘﺼﺎﺹ ﳉﺰﺀ ﻣﻦ ﺍﻟﻀﻮﺀ ﺍﻟﺴـﺎﻗﻂ ﻋﲆ ﺍﻟﻜﺘـﺎﺏ‪ ،‬ﻭﻳﺘﺤﻮﻝ ﻫﺬﺍ ﺍﳉﺰﺀ ﺇﱃ‬
‫ﹰ‬
‫‪‬‬
‫‪‬‬
‫ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ‪ ،‬ﻛﲈ ﻳﻨﻌﻜﺲ ﺟﺰﺀ ﺁﺧﺮ ﻣﻦ ﺍﻟﻀﻮﺀ ﺍﻟﺴﺎﻗﻂ ﻋﲆ ﺍﻟﻜﺘﺎﺏ‪ .‬ﻭﻳﻌﺘﻤﺪ ﺳﻠﻮﻙ ﺍﻟﻀﻮﺀ‬
‫‪θr = θi‬‬
‫ﺍﳌﻨﻌﻜﺲ ﻋﲆ ﻃﺒﻴﻌﺔ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ‪ ،‬ﻭﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﺍﻟﻀﻮﺀ ﻋﲆ ﺍﻟﺴﻄﺢ‪.‬‬
‫‪    6-2 ‬‬ ‫ﺩﺭﺳـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﻨﺘﴩ ﻣﻮﺟﺔ ﰲ ﺑﻌﺪﻳﻦ ﻭﺗﺼﻄﺪﻡ ﺑﺤﺎﺟﺰ ﻓﺈﻥ ﺯﺍﻭﻳﺔ ﺳـﻘﻮﻃﻬﺎ ﻋﲆ‬
‫‪       ‬‬
‫ﺃﻳﻀﺎ ﻋﲆ ﻣﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ‪ .‬ﻓﻜﹼﺮ‬ ‫ﺍﳊﺎﺟﺰ ﺗﺴـﺎﻭﻱ ﺯﺍﻭﻳﺔ ﺍﻧﻌﻜﺎﺳـﻬﺎ‪ .‬ﻭﻳﻨﻄﺒﻖ ﻫﺬﺍ ﺍﻻﻧﻌﻜﺎﺱ ﹰ‬
‫‪‬‬
‫ﺍﻵﻥ ﻓﻴﲈ ﳛﺪﺙ ﻟﻜﺮﺓ ﺍﻟﺴـﻠﺔ ﻋﻨﺪﻣﺎ ﻳﺪﻓﻌﻬﺎ ﺍﻟﻼﻋﺐ ﺇﱃ ﺍﻷﺭﺽ ﻟﱰﺗﺪ ﺇﱃ ﺯﻣﻴﻠﻪ‪ .‬ﺳـﻴﻼﺣﻆ‬
‫ﻣﺮﺍﻗﺐ ﻳﺮﺍﻗﺐ ﺣﺮﻛﺔ ﺍﻟﻜﺮﺓ ﻣﻦ ﺃﻋﲆ ﺃﻥ ﺍﻟﻜﺮﺓ ﺗﺮﺗﺪ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﰲ ﺍﲡﺎﻩ ﺍﻟﻼﻋﺐ ﺍﻵﺧﺮ‪.‬‬
‫ﻭﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 6-2‬ﺳـﻘﻮﻁ‬ ‫ﻭﻳﻨﻌﻜﺲ ﺍﻟﻀﻮﺀ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﺗﺮﺗﺪ ﲠﺎ ﻛﺮﺓ ﺍﻟﺴـﻠﺔ‪ .‬ﱢ‬
‫• ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴـﺔ ﻭﺟﺒﻬـﺎﺕ‬ ‫ﹴ‬
‫ﻣﺴﺘﻮ ﻋﺎﻛﺲ‪ .‬ﻭﺗﻼﺣﻆ ﺃﻥ ﻫﻨﺎﻙ ﺧ ﹼﹰﻄﺎ ﻭﳘ ﹼﹰﻴﺎ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﺍﻟﺴﻄﺢ‬ ‫ﺷـﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﺳـﻄﺢ‬
‫ﺍﳌﻮﺟـﺔ ﻣﺮﺳـﻮﻣﺔ ﻭﻣﻮﺿﺤـﺔ‬ ‫ﺴـﻤﻰ ﻫﺬﺍ ﺍﳋﻂ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‬ ‫ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ ﺳـﻘﻮﻁ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻋﲆ ﺍﻟﺴﻄﺢ‪ ،‬ﻭ ﹸﻳ ﹼ‬
‫ﺑﺎﻟﻠﻮﻥ‪.‬‬ ‫‪ .Normal‬ﻭﻳﻘﻊ ﻛﻞ ﻣﻦ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﺴـﺎﻗﻂ ﻭﺍﻟﺸـﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻭﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ‬
‫• ﺍﳌﺮﺍﻳـﺎ ﻣﺮﺳـﻮﻣﺔ ﻭﻣﻮﺿﺤـﺔ‬ ‫ﺍﻟﻌﺎﻛﺲ ﻣﻦ ﻧﻘﻄﺔ ﺳﻘﻮﻁ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﰲ ﻣﺴﺘﻮ￯ ﻭﺍﺣﺪ ﻋﻤﻮﺩﻱ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ‪.‬‬
‫ﺑﺎﻟﻠﻮﻥ ‪‬‬ ‫ﻭﺗﹸﺴـﻤﻰ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﺴـﺎﻗﻂ ﻭﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ‬
‫ﻧﻘﻄﺔ ﺍﻟﺴـﻘﻮﻁ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪ .Angle of incidence‬ﺃﻣﺎ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ ‪Angle of‬‬
‫‪ ،reflection‬ﻓﻬـﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸـﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻭﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴـﻄﺢ‬
‫ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺴﻘﻮﻁ‪ .‬ﻭﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﻨﺘﴩ ﰲ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﹼﺇﻻ ﺃﻥ ﺍﻧﻌﻜﺎﺳﻪ‬
‫ﻳﻜﻮﻥ ﰲ ﻣﺴـﺘﻮ￯ ﻭﺍﺣﺪ؛ ﺃﻱ ﰲ ﺑﻌﺪﻳﻦ‪ .‬ﻭﺗﹸﻌﺮﻑ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺯﺍﻭﻳﺘﻲ ﺍﻟﺴـﻘﻮﻁ ﻭﺍﻻﻧﻌﻜﺎﺱ‬
‫ﺑﺎﺳﻢ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬

‫‪θr = θi‬‬ ‫ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬

‫ﺣﻴﺚ ﲤﺜﻞ ‪ θi‬ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ‪ ،‬ﻭ ‪ θr‬ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻣﻊ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ‬
‫ﺍﻟﺴﻘﻮﻁ ﺗﺴﺎﻭﻱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻣﻊ ﺍﻟﻌﻤﻮﺩ ﻧﻔﺴﻪ‪.‬‬
‫‪   6-3 ‬‬
‫‪ ‬‬ ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 6-3‬ﺟﺒﻬﺔ‬
‫ﻳﻤﻜﻦ ﺗﻔﺴـﲑ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳌﻮﺟﻲ ﻟﻠﻀﻮﺀ؛ ﺇﺫ ﱢ‬
‫‪‬‬ ‫‪‬‬
‫‪        ‬‬
‫‪       ‬‬
‫‪     ‬‬
‫‪‬‬ ‫‪θi θr‬‬ ‫‪‬‬
‫‪       ‬‬
‫‪    ‬‬
‫‪‬‬ ‫‪‬‬
‫‪55‬‬
 a b
   6-4
a
         
b 
    
c d     c

Hand protection

Eye safety

Thermal safety

Explosive

C17-05A-845813
         
Final

 
 
 


d     

  
ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

‫ ﻭﻋﻨﺪﻣﺎ ﺗﺼﻞ ﻛﻞ ﻧﻘﻄﺔ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﺟﺒﻬﺔ ﺍﳌﻮﺟﺔ‬،‫ﻣﻮﺟﺔ ﺍﻟﻀﻮﺀ ﺗﻘﱰﺏ ﻣﻦ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ‬

 
 
 

Sharp objects safety
First aid PoisonEye
safety
wash station Oxidizer
Fire extinguisher Corrosive
Radioactive safety



‫ ﻭﻷﻥ ﺍﻟﻨﻘﺎﻁ ﲨﻴﻌﻬﺎ‬.‫ﺇﱃ ﺍﻟﺴـﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻓﺈﳖﺎ ﺗﻨﻌﻜﺲ ﺑﺎﻟﺰﺍﻭﻳﺔ ﻧﻔﺴﻬﺎ ﻛﺎﻟﻨﻘﻄﺔ ﺍﻟﺴﺎﺑﻘﺔ ﳍﺎ‬ 
    
  
   


     .1

Sharp
Laser Hand protection
beamobjects safety Poison safety
Lab. coat Eye Ecological
safety Oxidizer
hazards Thermal Carcinogenic
safety Corrosive Explosive

C17-06A-845813
‫ ﻟﺬﺍ ﺗﻨﻌﻜﺲ ﺟﺒﻬﺔ‬،‫ﺳﺘﻘﻄﻊ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻜﻠﻴﺔ ﻧﻔﺴﻬﺎ ﺧﻼﻝ ﺍﻟﺰﻣﻦ ﻧﻔﺴﻪ‬Final
‫ﺗﻨﺘﴩ ﺑﺎﻟﴪﻋﺔ ﻧﻔﺴﻬﺎ ﻓﺈﳖﺎ‬         
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable

‫ ﻻﺣﻆ ﺃﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻀﻮﺀ‬.‫ﺍﳌﻮﺟﺔ ﻛﺎﻣﻠﺔ ﻋﻦ ﺍﻟﺴﻄﺢ ﺑﺰﺍﻭﻳﺔ ﻣﺴﺎﻭﻳﺔ ﻟﺰﺍﻭﻳﺔ ﺳﻘﻮﻃﻬﺎ‬ 
.‫ﻻ ﻳﺆﺛﺮ ﰲ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ؛ ﻓﺄﻟﻮﺍﻥ ﺍﻟﻀﻮﺀ ﺍﻷﲪﺮ ﻭﺍﻷﺧﴬ ﻭﺍﻷﺯﺭﻕ ﲨﻴﻌﻬﺎ ﺗﺘﺒﻊ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‬   .2
   
First aid Eye wash station Fire extinguisher Radioactive safety


‫ ﺗﺄﻣﻞ ﺣﺰﻣﺔ ﺍﻟﻀﻮﺀ‬Smooth and rough surfaces          .3

Sharp objects safety

Poison safety

Oxidizer

Corrosive

‫ ﻭﻻﺣﻆ ﺃﻥ ﲨﻴﻊ ﺍﻷﺷـﻌﺔ ﰲ ﺍﳊﺰﻣﺔ ﺍﻟﻀﻮﺋﻴﺔ ﻗﺪ ﺍﻧﻌﻜﺴﺖ ﻋﻦ‬6-4a ‫ﺍﻟﺴـﺎﻗﻄﺔ ﰲ ﺍﻟﺸـﻜﻞ‬    

Laser beam

Lab. coat

Ecological hazards

Carcinogenic

‫ ﻭﻫﺬﺍ ﳛﺪﺙ ﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﺃﻣﻠﺲ‬.6-4b ‫ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‬،‫ﺍﻟﺴـﻄﺢ ﻣﺘﻮﺍﺯﻳﺔ‬         

‫ﺍﻧﻌﻜﺎﺳﺎ‬
‫ﹰ‬ ‫ ﻳﺴ ﱢﺒﺐ‬،‫ ﻣﺜﻞ ﺍﳌﺮﺁﺓ‬،‫ ﻓﺎﻟﺴﻄﺢ ﺍﻷﻣﻠﺲ ﺃﻭ ﺍﳌﺼﻘﻮﻝ‬.‫ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻀﻮﺀ‬    .4
.‫ﺃﻳﻀﺎ‬
‫ﻣﻨﺘﻈﲈ؛ ﺃﻱ ﺃﻥ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺘﻲ ﺗﺴﻘﻂ ﻋﻠﻴﻪ ﻣﺘﻮﺍﺯﻳﺔ ﺗﻨﻌﻜﺲ ﻋﻨﻪ ﻣﺘﻮﺍﺯﻳﺔ ﹰ‬
‫ﹰ‬ 
   
‫ ﻭﻟﻜﻨﻪ ﰲ ﺍﻟﻮﺍﻗﻊ ﺧﺸﻦ‬،‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪﻣﺎ ﻳﺴـﻘﻂ ﺍﻟﻀﻮﺀ ﻋﲆ ﺳﻄﺢ ﻳﺒﺪﻭ ﺃﻣﻠﺲ ﻭﻣﺼﻘﻮﻻﹰ‬
  
‫ ﻣﺜﻞ ﺻﻔﺤﺔ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻭ ﺟﺪﺍﺭ ﺃﺑﻴﺾ؟ ﻫﻞ ﺳﻴﻨﻌﻜﺲ‬،‫ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻀﻮﺀ‬ 
‫ ﺣﺰﻣﺔ ﺿﻮﺋﻴﺔ ﺗﻨﻌﻜﺲ ﻋﻦ ﺻﻔﻴﺤﺔ ﻭﺭﻗﻴﺔ‬6-4c ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ﺗﻮﺿﺢ ﺫﻟﻚ؟ ﱢ‬
‫ﺍﻟﻀﻮﺀ؟ ﻭﻛﻴﻒ ﱢ‬  .5
‫ ﻭﻟﻜﻨﻬﺎ ﺍﻧﻌﻜﺴﺖ ﻏﲑ‬،‫ ﺣﻴﺚ ﺳﻘﻄﺖ ﺃﺷﻌﺔ ﺍﳊﺰﻣﺔ ﺍﻟﻀﻮﺋﻴﺔ ﲨﻴﻌﻬﺎ ﻣﺘﻮﺍﺯﻳﺔ‬،‫ﺧﺸﻨﺔ ﺍﻟﺴﻄﺢ‬      
           
.‫ﺍﻧﻌﻜﺎﺳﺎ ﻏﲑ ﻣﻨﺘﻈﻢ‬
‫ﹰ‬ ‫ﺗﻔﺮﻕ ﺍﻟﻀﻮﺀ ﻋﻦ ﺳﻄﺢ ﺧﺸﻦ‬ ‫ ﻭ ﹸﻳ ﹼ‬.6-4d ‫ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‬،‫ﻣﺘﻮﺍﺯﻳﺔ‬
‫ﺴﻤﻰ ﱡ‬    
‫ ﻓﻔﻲ ﺣﺎﻟﺔ ﺍﻟﺴﻄﺢ ﺍﳋﺸﻦ‬.‫ﻳﻨﻄﺒﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ ﻋﲆ ﻛﻞ ﻣﻦ ﺍﻟﺴﻄﺤﲔ ﺍﻷﻣﻠﺲ ﻭﺍﳋﺸﻦ‬ 
‫ ﻭﺗﻜﻮﻥ ﺍﻷﻋﻤﺪﺓ ﺍﳌﻘﺎﻣﺔ ﻋﲆ ﺍﻟﺴﻄﺢ‬،‫ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﻛﻞ ﺷﻌﺎﻉ ﻣﺴﺎﻭﻳﺔ ﻟﺰﺍﻭﻳﺔ ﺍﻧﻌﻜﺎﺳﻪ‬     .6
  
‫ﻋﻨﺪ ﻣﻮﺍﻗﻊ ﺳﻘﻮﻁ ﺍﻷﺷﻌﺔ ﻏﲑ ﻣﺘﻮﺍﺯﻳﺔ ﻋﲆ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺠﻬﺮﻱ؛ ﻟﺬﺍ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺷﻌﺔ‬     
‫ ﻭﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻻ ﻳﻤﻜﻦ ﺭﺅﻳﺔ‬.‫ﺍﳌﻨﻌﻜﺴـﺔ ﻣﺘﻮﺍﺯﻳﺔ؛ ﻷﻥ ﺍﻟﺴـﻄﺢ ﺍﳋﺸـﻦ ﺣﺎﻝ ﺩﻭﻥ ﺗﻮﺍﺯﳞﺎ‬ 
‫ ﺃﻣﺎ ﰲ‬.‫ﺗﻔﺮﻗﺖ ﰲ ﺍﲡﺎﻫﺎﺕ ﳐﺘﻠﻔﺔ‬
‫ﺣﺰﻣﺔ ﺍﻟﻀﻮﺀ ﺍﳌﻨﻌﻜﺴـﺔ؛ ﻷﻥ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﻨﻌﻜﺴـﺔ ﹼ‬ 
‫ﺣﺎﻟﺔ ﺍﻻﻧﻌﻜﺎﺱ ﺍﳌﻨﺘﻈﻢ ـ ﻛﲈ ﰲ ﺍﳌﺮﺁﺓ ـ ﻓﻴﻤﻜﻨﻚ ﺭﺅﻳﺔ ﻭﺟﻬﻚ؛ ﻷﻥ ﺍﻷﺷـﻌﺔ ﺍﻧﻌﻜﺴـﺖ ﻋﲆ‬      .7
‫ ﻓﻼ ﻳﻤﻜﻦ ﺍﲣﺎﺫ‬،‫ ﻭﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻛﻤﻴﺔ ﺍﻟﻀﻮﺀ ﺍﳌﻨﻌﻜﺴﺔ ﻋﻦ ﺍﻟﻮﺭﻗﺔ ﺃﻭ ﺍﳉﺪﺍﺭ‬.‫ﻫﻴﺌﺔ ﺣﺰﻣﺔ‬      
.‫ﻔﺮﻗﺎﻥ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ‬ ‫ﹼ‬
‫ﻛﻞ ﻣﻨﻬﲈ ﻣﺮﺁﺓ؛ ﻷﳖﲈ ﹸﻳ ﱢ‬

 .8
‫ﻫﻞ ﻳﻨﻄﺒﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ ﰲ ﺣﺎﻟﺔ ﺍﻻﻧﻌﻜﺎﺱ ﻏﲑ ﺍﳌﻨﺘﻈﻢ؟ ﱢ‬
.‫ﻭﺿﺢ ﺫﻟﻚ‬
56
 ‫‪1‬‬
‫‪ ‬ﺳﻘﻂ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﻣﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ ﺑﺰﺍﻭﻳﺔ ˚‪ 52.0‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ ،‬ﻓﺈﺫﺍ ﹸﺩ ﹼﻭﺭﺕ ﺍﳌﺮﺁﺓ ﺑﺰﺍﻭﻳﺔ‬
‫˚‪ 35.0‬ﺣﻮﻝ ﻧﻘﻄﺔ ﺳﻘﻮﻁ ﺍﻟﺸﻌﺎﻉ ﻋﲆ ﺳﻄﺤﻬﺎ ﺑﺤﻴﺚ ﻧﻘﺼﺖ ﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﺍﻟﺸﻌﺎﻉ‪ ،‬ﻭﻛﺎﻥ ﳏﻮﺭ ﺍﻟﺪﻭﺭﺍﻥ ﻣﺘﻌﺎﻣﺪﹰ ﺍ ﻣﻊ‬
‫ﻣﺴﺘﻮ￯ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻭﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ‪ ،‬ﻓﲈ ﺯﺍﻭﻳﺔ ﺩﻭﺭﺍﻥ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ؟‬
‫‪∆θ = 35.0°‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪θi, ‬‬ ‫ﻣ ﱢﺜﻞ ﺍﳊﺎﻟﺔ ﻗﺒﻞ ﺩﻭﺭﺍﻥ ﺍﳌﺮﺁﺓ‪.‬‬
‫˚‪θi,  =52.0‬‬ ‫‪θr, ‬‬
‫ﺍﺭﺳﻢ ﺷﻜ ﹰ‬
‫ﻼ ﺁﺧﺮ ﺑﺘﻄﺒﻴﻖ ﺯﺍﻭﻳﺔ ﺍﻟﺪﻭﺭﺍﻥ ﻋﲆ ﺍﳌﺮﺁﺓ‪.‬‬
‫‪‬‬
‫‪‬‬
‫˚‪θr, =52.0‬‬ ‫‪∆θ ‬‬
‫‪‬‬ ‫‪‬‬
‫? = ‪∆θr‬‬ ‫= ﺍﺑﺘﺪﺍﺋﻲ‪ = 35.0˚ θi,‬ﻣﺮﺁﺓ‪∆θ‬‬ ‫˚‪52.0‬‬

‫‪‬‬ ‫‪2‬‬

‫ﺩﻭﺭ ﺍﳌﺮﺁﺓ ﰲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪.‬‬

‫ﻟﺘﻘﻠﻴﻞ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ‪ ،‬ﱢ‬
‫ﻣﺮﺁﺓ‪ - ∆θ‬ﺍﺑﺘﺪﺍﺋﻲ ‪ = θi,‬ﳖﺎﺋﻲ ‪θi,‬‬
‫‪= 52.0° - 35.0°‬‬ ‫‪= 52.0˚ ‬ﺍﺑﺘﺪﺍﺋﻲ ‪ = 35.0˚, θ i,‬ﻣﺮﺁﺓ‪ ∆θ‬‬
‫ﰲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﺍﳉﺪﻳﺪ ‪= 17.0°‬‬
‫ﻃﺒﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬ ‫ﹼ‬
‫ﳖﺎﺋﻲ ‪ = θi,‬ﳖﺎﺋﻲ ‪θr,‬‬ ‫‪= 17.0° ‬ﳖﺎﺋﻲ‪θi,‬‬
‫˚‪= 17.0‬‬ ‫ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﺍﳉﺪﻳﺪ‬
‫˚‪∆θr = 52.0˚ + 35.0˚ - 17.0‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺩﺍﺭ ﲠﺎ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﻜﻠﲔ‬
‫˚‪= 70.0‬‬ ‫ﰲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻷﺻﻠﻴﺔ‬
‫‪‬‬ ‫‪3‬‬
‫ﻳﺘﺒﲔ ﺃﻥ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﺗﻘﻞ ﻋﻨﺪﻣﺎ ﺗﺪﻭﺭ ﺍﳌﺮﺁﺓ ﰲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ‬
‫‪ ‬ﺑﻤﻘﺎﺭﻧﺔ ﺍﻟﺮﺳﻤﲔ ﺍﻟﻨﻬﺎﺋﻲ ﻭﺍﻻﺑﺘﺪﺍﺋﻲ ﹼ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﰲ ﺍﲡﺎﻩ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ‪ .‬ﻭﻣﻦ ﺍﳌﻨﻄﻘﻲ ﺃﻥ ﻳﺪﻭﺭ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﰲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﹰ‬

‫ﻭﺿﺢ ﺫﻟﻚ‬ ‫ﻳﺘﺤﻮﻝ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﻧﻌﻜﺎﺱ ﻏﲑ ﻣﻨﺘﻈﻢ ﺇﱃ ﺍﻧﻌﻜﺎﺱ ﻣﻨﺘﻈﻢ‪ .‬ﱢ‬ ‫ﻋﻨﺪ ﺳﻜﺐ ﻛﻤﻴﺔ ﻣﺎﺀ ﻓﻮﻕ ﺳﻄﺢ ﺯﺟﺎﺝ ﺧﺸﻦ ﹼ‬ ‫‪.1‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ˚‪ ،42.0‬ﻓﲈ ﻣﻘﺪﺍﺭ ﻛﻞ ﳑﺎ ﻳﺄﰐ؟‬ ‫‪.2‬‬
‫‪ .a‬ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬
‫‪ .b‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻭﺍﳌﺮﺁﺓ‪.‬‬
‫‪ .c‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻭﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ‪.‬‬
‫ﺳـﻘﻄﺖ ﺣﺰﻣﺔ ﺿﻮﺀ ﻟﻴﺰﺭ ﻋﲆ ﺳـﻄﺢ ﻣﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ ﺑﺰﺍﻭﻳﺔ ˚‪ 38.0‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ .‬ﻓﺈﺫﺍ ﹸﺣ ﹼﺮﻙ ﺍﻟﻠﻴﺰﺭ ﺑﺤﻴﺚ ﺯﺍﺩﺕ‬ ‫‪.3‬‬
‫ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﺑﻤﻘﺪﺍﺭ ˚‪ ،13.0‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ ﺍﳉﺪﻳﺪﺓ؟‬
‫ﹸﻭﺿﻌﺖ ﻣﺮﺁﺗﺎﻥ ﻣﺴﺘﻮﻳﺘﺎﻥ ﺇﺣﺪﺍﳘﺎ ﻋﻤﻮﺩﻳﺔ ﻋﲆ ﺍﻷﺧﺮ￯‪ .‬ﻓﺈﺫﺍ ﹸﺃﺳﻘﻂ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﺇﺣﺪﺍﳘﺎ ﺑﺰﺍﻭﻳﺔ ˚‪ 30.0‬ﺑﺎﻟﻨﺴﺒﺔ‬ ‫‪.4‬‬
‫ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ ،‬ﻭﺍﻧﻌﻜﺲ ﰲ ﺍﲡﺎﻩ ﺍﳌﺮﺁﺓ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻋﻦ ﺍﳌﺮﺁﺓ ﺍﻟﺜﺎﻧﻴﺔ؟‬

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 ‫‪‬‬
‫‪Objectsandplanemirrorimages‬‬ ‫‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﺇﱃ ﻧﻔﺴـﻚ ﰲ ﻣﺮﺁﺓ ﻣﺴـﺘﻮﻳﺔ ﻓﺈﻥ ﻣﺎ ﺗﺸـﺎﻫﺪﻩ ﻫﻮ ﺻﻮﺭﺗﻚ ﻓﻴﻬﺎ‪ .‬ﻓﺎﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ‬
‫ﻣﻨﺘﻈﲈ‪ .‬ﻭﻟﻔﻬﻢ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ‬
‫ﹰ‬ ‫ﺍﻧﻌﻜﺎﺳﺎ‬
‫ﹰ‬ ‫ﻣﺴﺘﻮ ﺃﻣﻠﺲ )ﻣﺼﻘﻮﻝ( ﻳﻨﻌﻜﺲ ﻋﻨﻪ ﺍﻟﻀﻮﺀ‬ ‫ﹴ‬ ‫ﺳﻄﺢ‬
‫ﺍﳌﺘﻜﻮﻧﺔ‪ .‬ﻓﺎﳉﺴـﻢ ‪ Object‬ﻫﻮ ﻣﺼﺪﺭ‬ ‫ﹼ‬ ‫ﻋـﻦ ﺍﳌﺮﺍﻳﺎ ﳚﺐ ﺃﻥ ﻧﺤﺪﹼ ﺩ ﺍﳉﺴـﻢ ﻭﻧـﻮﻉ ﺍﻟﺼـﻮﺭﺓ‬
‫‪  6-5‬‬
‫ﻣﺼﺪﺭﺍ ﻣﻀﻴ ﹰﺌﺎ‬
‫ﹰ‬ ‫ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺘﻲ ﺳـﺘﹸﻌﻜﹶﺲ ﻋﻦ ﺳـﻄﺢ ﻣﺮﺁﺓ‪ ،‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﳉﺴﻢ‬
‫‪        ‬‬
‫ﻣﺼﺪﺭﺍ ﻣﺴﺘﻀﻴ ﹰﺌﺎ ﻣﺜﻞ ﺍﻟﺸﺎﺏ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪.6-5‬‬
‫ﹰ‬ ‫ﻣﺜﻞ ﺍﳌﺼﺒﺎﺡ‪ ،‬ﺃﻭ‬ ‫‪           ‬‬
‫‪     ‬‬
‫ﺍﻧﻌﻜﺎﺳﺎ‬
‫ﹰ‬ ‫ﺧﺬ ﻧﻘﻄﺔ ﻣﻔﺮﺩﺓ ﻋﲆ ﺍﻟﻄﺎﺋﺮ ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،6-6‬ﺗﻼﺣﻆ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﻨﻌﻜﺲ‬
‫‪     ‬‬
‫ﻏﲑ ﻣﻨﺘﻈﻢ ﻣﻦ ﹸﻋﺮﻑ ﺍﻟﻄﺎﺋﺮ ‪ -‬ﻧﻘﻄﺔ ﺍﳉﺴﻢ ‪ ،-‬ﻓﲈﺫﺍ ﳛﺪﺙ ﻟﻠﻀﻮﺀ ﺍﳌﻨﻌﻜﺲ؟ ﻳﺴﻘﻂ ﺍﻟﻀﻮﺀ‬ ‫‪‬‬
‫ﻣﻦ ﺍﻟﻄﺎﺋﺮ ﻋﲆ ﺍﳌﺮﺁﺓ ﻭﻳﻨﻌﻜﺲ‪ .‬ﻭﻣﺎﺫﺍ ﺳﻴﺸﺎﻫﺪ ﺍﻟﺼﺒﻲ؟ ﺳﻴﺼﻞ ﺑﻌﺾ ﺍﻟﻀﻮﺀ ﺍﳌﻨﻌﻜﺲ ﺇﱃ‬
‫ﻣﺴﺘﻘﻴﲈ‪ ،‬ﻟﺬﺍ ﺳﻴﺒﺪﻭ ﻟﻪ‬
‫ﹰ‬ ‫ﻣﺴﺎﺭﺍ‬
‫ﹰ‬ ‫ﻋﻴﻨﻲ ﺍﻟﺼﺒﻲ‪ .‬ﻭﻷﻥ ﺩﻣﺎﻏﻪ ﹸﻳﻌﺎﻟﺞ ﻫﺬﻩ ﺍﻷﺷﻌﺔ ﻭﻛﺄﳖﺎ ﺳﻠﻜﺖ‬
‫ﺃﻱ ﻛﺄﻧﻪ ﻗﺎﺩﻡ ﻣـﻦ ﻧﻘﻄﺔ ﺧﻠﻒ ﺍﳌﺮﺁﺓ‪ ،‬ﻭﺍﻟﺘﻲ‬
‫ﺃﻥ ﺍﻟﻀـﻮﺀ ﻳﺘﹼﺒﻊ ﺍﳋﻄﻮﻁ ﺍﳌﺘﻘﻄﻌﺔ ﻋﲆ ﺍﻟﺸـﻜﻞ؛ ﹾ‬
‫ﲤ ﱢﺜﻞ ﺻﻮﺭﺓ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﻭﺳـﲑ￯ ﺍﻟﺼﺒﻲ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-6‬ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﻘﺎﺩﻣـﺔ ﻣﻦ ﻧﻘﺎﻁ ﻣﺘﻌﺪﹼ ﺩﺓ ﻋﲆ ﺟﺴـﻢ‬
‫ﺍﻟﻄﺎﺋـﺮ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ‪ ،‬ﻭﺑﺬﻟﻚ ﺗﺘﺸـﻜﱠﻞ ﺻـﻮﺭﺓ ‪ Image‬ﺍﻟﻄﺎﺋﺮ ﻣﻦ ﺍﲢـﺎﺩ ﺻﻮﺭﺓ ﺍﻟﻨﻘﺎﻁ‬
‫ﺍﻟﻨﺎﲡـﺔ ﺑﻔﻌـﻞ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴـﺔ ﺍﳌﻨﻌﻜﺴـﺔ‪ ،‬ﻭﺗﻌﺪ‬ ‫‪ ‬‬ ‫‪‬‬
‫‪‬‬
‫ﺗﻜﻮﻧﺖ‬
‫ﻫـﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴـﺔ؛ ﻭﺫﻟﻚ ﻷﳖﺎ ﹼ‬ ‫‪‬‬
‫‪‬‬

‫ﻣـﻦ ﺍﻟﺘﻘﺎﺀ ﺍﻣﺘـﺪﺍﺩﺍﺕ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﻨﻌﻜﺴـﺔ‬

‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫ﺩﺍﺋﲈ ﻋﲆ ﺍﳉﺎﻧﺐ‬‫ﻋـﻦ ﺍﳌﺮﺁﺓ‪ .‬ﻭﺗﻘﻊ ﺍﻟﺼﻮﺭ ﺍﳋﻴﺎﻟﻴـﺔ ﹰ‬
‫ﺍﻵﺧـﺮ ﻣـﻦ ﺍﳌـﺮﺁﺓ )ﺧﻠﻒ ﺍﳌـﺮﺁﺓ(‪ ،‬ﻭﻫـﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﰲ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ‬
‫ﹼ‬ ‫ﺻﻮﺭ ﺍﻷﺟﺴـﺎﻡ ﺍﳊﻘﻴﻘﻴﺔ‬
‫ﺩﺍﺋـﲈ ﻫﻲ ﺻـﻮﺭ ﺧﻴﺎﻟﻴﺔ؛ ﻷﻧﻪ ﻻ ﻳﻤﻜـﻦ ﲨﻌﻬﺎ ﻋﲆ‬ ‫ﹰ‬ ‫‪‬‬

‫ﺣﺎﺟﺰ‪.‬‬

‫‪‬‬ ‫‪    6-6  ‬‬

‫‪Propertiesofpalnemirrorsimages‬‬ ‫‪  ‬‬
‫‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﺇﱃ ﻧﻔﺴـﻚ ﰲ ﻣﺮﺁﺓ ﻣﺴـﺘﻮﻳﺔ ﺗﺮ￯ ﺻﻮﺭﺗﻚ ﺗﻈﻬﺮ ﺧﻠﻒ ﺍﳌﺮﺁﺓ ﻭﻋﲆ ﹸﺑﻌﺪ ﻳﺴﺎﻭﻱ‬
‫ﹸﺑﻌﺪﻙ ﻋﻦ ﺍﳌﺮﺁﺓ‪ .‬ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺧﺘﺒﺎﺭ ﺫﻟﻚ؟ ﺿﻊ ﻣﺴﻄﺮﺓ ﺑﻴﻨﻚ ﻭﺑﲔ ﺍﳌﺮﺁﺓ‪ .‬ﺃﻳﻦ ﺳﺘﻼﻣﺲ‬
‫ﺃﻳﻀﺎ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺗﻜﻮﻥ ﰲ ﺍﲡﺎﻫﻚ ﻧﻔﺴـﻪ؛ ﺃﻱ ﻣﻌﺘﺪﻟﺔ‪ ،‬ﻭﺃﳖﺎ‬ ‫ﺍﳌﺴـﻄﺮﺓ ﺍﻟﺼﻮﺭﺓ؟ ﺳـﺘﻼﺣﻆ ﹰ‬
‫ﻣﺴﺎﻭ ﳊﺠﻢ ﺟﺴـﻤﻚ‪ ،‬ﻭﻫﺬﺍ ﻫﻮ ﻣﻨﺸﺄ ﺍﻟﺘﻌﺒﲑ ﺍﻟﻘﺎﺋﻞ‪" :‬ﺻﻮﺭﺓ‬‫ﹴ‬ ‫ﻣﻌﻜﻮﺳـﺔ ﺟﺎﻧﺒ ﹼﹰﻴﺎ‪ ،‬ﻭﺣﺠﻤﻬﺎ‬
‫ﲢﺮﻛـﺖ ﰲ ﺍﲡﺎﻩ ﺍﳌﺮﺁﺓ ﻓﺈﻥ ﺻﻮﺭﺗﻚ ﺳـﺘﺘﺤﺮﻙ ﰲ ﺍﲡـﺎﻩ ﺍﳌﺮﺁﺓ‪ ،‬ﻭﺇﺫﺍ‬‫ﻃﺒـﻖ ﺍﻷﺻـﻞ"‪ ،‬ﻭﺇﺫﺍ ﹼ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﲢﺮﻛﺖ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﺍﳌﺮﺁﺓ ﻓﺴﺘﺘﺤﺮﻙ ﺍﻟﺼﻮﺭﺓ ﻣﺒﺘﻌﺪﺓ ﻋﻦ ﺍﳌﺮﺁﺓ ﹰ‬
‫ﹼ‬

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6-7
 do di
O I
      1 P1

  ho hi
2

    
- θi P2

- θr


di=-do 
Hand protection

Eye safety

Thermal safety

Explosive

   

Hand protection Electrical hazard Eye safety
 
‫ﻳﻮﺿـﺢ ﺍﻟﻨﻤـﻮﺫﺝ ﺍﳍﻨـﺪﳼ ﰲ‬


Harmful / IrritantThermal safety Biological hazards Explosive
‫ ﱢ‬Image position and height
Flammable

‫ ﻭﻛﺬﻟﻚ ﺗﺴﺎﻭﻱ ﻃﻮﻝ ﺍﳉﺴﻢ ﻭﻃﻮﻝ‬،‫ ﺗﺴﺎﻭﻱ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻭ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ‬6-7 ‫ﺍﻟﺸﻜﻞ‬
 
Electrical hazard
  
First aid Harmful / Irritant Eye wash station
‫ ﻋﲆ ﺭﺃﺱ ﺍﻟﺸﻤﻌﺔ ﻳﺴﻘﻄﺎﻥ ﻋﲆ‬O ‫ﻭﻳﺘﺒﲔ ﺫﻟﻚ ﺑﺮﺳﻢ ﺷﻌﺎﻋﲔ ﺻﺎﺩﺭﻳﻦ ﻣﻦ ﺍﻟﻨﻘﻄﺔ‬
 
Biological hazardsFire extinguisher Flammable Radioactive safety
‫ ﹼ‬.‫ﺍﻟﺼﻮﺭﺓ‬
‫ ﻭﻳﺘﻘﺎﻃﻊ‬،‫ ﻭﻳﻨﻌﻜﺲ ﺍﻟﺸـﻌﺎﻋﺎﻥ ﻭﻓﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬.‫ ﻋﲆ ﺍﻟﱰﺗﻴﺐ‬P2 ،P1 ‫ﺍﳌﺮﺁﺓ ﰲ ﺍﻟﻨﻘﻄﺘﲔ‬
 
  
First aid Sharp objects safety

Eye wash station Poison safetyFire extinguisher
‫ ﺍﻟﺘﻲ ﲤ ﱢﺜﻞ‬I ‫ﺍﻣﺘـﺪﺍﺩﺍ ﺍﻧﻌﻜﺎﺳـﻴﻬﲈ ﺧﻠﻒ ﺍﳌـﺮﺁﺓ ﻋﲆ ﺃﳖﲈ ﺧﻄﻮﻁ ﺍﻟﺮﺅﻳـﺔ )ﺧﻂ ﻣﺘﻘﻄﻊ( ﰲ ﺍﻟﻨﻘﻄـﺔ‬
  
Oxidizer Radioactive safety

Corrosive

 ‫ ﻓﻴﻨﻌﻜﺲ ﻣﺮﺗﺪﹼﹰ ﺍ ﻋﲆ ﻧﻔﺴﻪ؛ ﺃﻱ‬،0˚‫ ﻳﺴﻘﻂ ﻋﲆ ﺍﳌﺮﺁﺓ ﺑﺰﺍﻭﻳﺔ ﺳﻘﻮﻁ‬1 ‫ ﻓﺎﻟﺸﻌﺎﻉ‬.O ‫ﺻﻮﺭﺓ ﺍﻟﻨﻘﻄﺔ‬
 
‫ ﻟﺬﺍ ﻳﺼﻨﻊ ﺧﻂ ﺍﻟﺮﺅﻳﺔ‬،‫ ﻓﻴﻨﻌﻜﺲ ﺑﺎﻟﺰﺍﻭﻳﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﺳﻘﻂ ﲠﺎ‬2 ‫ ﺃﻣﺎ ﺍﻟﺸـﻌﺎﻉ‬.‫ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﺍﳌﺮﺁﺓ‬


     

    
    

.1
Hand Sharp
protection Eye safety
objects safety Laser beam Poison safety Lab.Thermal
coat safety
Oxidizer Explosive
Ecological hazards Corrosive Carcinogenic

 .‫)ﺍﻻﻣﺘﺪﺍﺩ ﺍﳋﻠﻔﻲ( ﻣﻊ ﺍﳌﺮﺁﺓ ﺯﺍﻭﻳﺔ ﻣﺴﺎﻭﻳﺔ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻧﻔﺴﻪ ﻣﻊ ﺍﳌﺮﺁﺓ‬
‫ ﲤ ﹼﺜـﻼﻥ ﺿﻠﻌﲔ ﻣﺘﻘﺎﺑﻠﲔ ﰲ‬IP
¯¯ ،¯¯
OP1 ‫ﻭﻳﺒـﲔ ﺍﻟﻨﻤﻮﺫﺝ ﺍﳍﻨـﺪﳼ ﺃﻥ ﺍﻟﻘﻄﻌﺘﲔ ﺍﳌﺴـﺘﻘﻴﻤﺘﲔ‬ ‫ﱢ‬

 
 
 

      


Electrical hazard
Laser beam Harmful / Irritant
Lab. coat
.2
Biological hazards hazards
Ecological Flammable
Carcinogenic

1
50cm ‫ ﻭﺗﺴـﺎﻭﻱ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ‬،‫ ﹸﺑﻌﺪ ﺍﳉﺴـﻢ ﻋﻦ ﺍﳌﺮﺁﺓ‬do ‫ ﻭﲤ ﱢﺜﻞ‬.IP1P2 ،OP1P2 ‫ﻣﺜﻠﺜﲔ ﻣﺘﻄﺎﺑﻘﲔ‬
      .3 ‫ ﻭﺗﺴـﺎﻭﻱ ﻃﻮﻝ‬،‫ ﻓﺘﻤ ﹼﺜﻞ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ‬di ‫ ﺃﻣﺎ‬،‫ﺃﻳﻀﺎ ﻣﻮﻗﻊ ﺍﳉﺴـﻢ‬
‫ ﻛﲈ ﺗﹸﺴـﻤﻰ ﹰ‬،¯¯
   
First aid Eye wash station Fire extinguisher Radioactive safety

OP1
    
‫ ﻭﺑﺎﺳـﺘﺨﺪﺍﻡ ﺩﻻﻟﺔ ﻧﻈﺎﻡ ﺍﻹﺷـﺎﺭﺍﺕ ـ ﺣﻴﺚ ﺗﺸـﲑ‬.‫ ﻛﲈ ﺗﹸﺴـﻤﻰ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‬،¯¯ IP1 ‫ﺍﻟﻘﻄﻌﺔ‬


:‫ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﳌﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ ﺇﱃ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ـ ﺗﻜﻮﻥ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺻﺤﻴﺤﺔ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

  .4
       

Laser beam

Lab. coat

Ecological hazards

Carcinogenic
di = -do ‫ﹸﻜﻮﳖﺎ ﻣﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ‬
‫ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﺗ ﱢ‬
 
  ‫ ﻭﺇﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺐ ﺗﺪﻝ‬،‫ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ ﻳﺴﺎﻭﻱ ﺳﺎﻟﺐ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻨﻬﺎ‬
.‫ﻋﲆ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‬

      .5 ‫ ﹰ‬.‫ﻭﻹﳚﺎﺩ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻳﻤﻜﻨﻚ ﺭﺳـﻢ ﺷـﻌﺎﻋﲔ ﻣﻦ ﺍﳉﺴـﻢ‬
‫ﻓﻤﺜﻼ ﻳﻠﺘﻘﻲ ﺍﻣﺘﺪﺍﺩﺍ ﺍﻟﺸﻌﺎﻋﲔ‬
   ‫ ﰲ ﻧﻘﻄﺔ ﺧﻠﻒ ﺍﳌﺮﺁﺓ ﹼ‬،6-7 ‫ ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ‬،‫ﺍﻟﺼﺎﺩﺭﻳـﻦ ﻣـﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺸـﻤﻌﺔ‬
‫ﺗﻜـﻮﻥ ﻗﺎﻋﺪﺓ‬

‫ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ ﻭﻫﻨﺪﺳـﺔ‬- ‫ﺍﳌﺘﻜﻮﻧﺔ‬
‫ﹼ‬ hi ‫ ﻭﺳـﻴﻜﻮﻥ ﻃـﻮﻝ ﺍﻟﺼـﻮﺭﺓ‬.‫ﺍﻟﺼـﻮﺭﺓ‬
          .6
.ho ‫ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﻄﻮﻝ ﺍﳉﺴﻢ‬- ‫ﺗﻄﺎﺑﻖ ﺍﳌﺜﻠﺜﺎﺕ‬
 
hi = ho ‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ‬
‫ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬
.‫ﰲ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﻄﻮﻝ ﺍﳉﺴﻢ‬

59
 ‫‪‬‬ ‫‪‬‬ ‫‪ 6-8‬‬
‫‪   ‬‬
‫‪      ‬‬
‫‪     ‬‬
‫‪           ‬‬
‫‪       ‬‬
‫‪‬‬

‫‪‬‬

‫ﺻﻮﺭﺍ ﰲ ﺍﲡﺎﻩ ﺍﳉﺴـﻢ ﻧﻔﺴﻪ؛‬ ‫ﹰ‬ ‫ﹸﻜﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ‬

‫‪ Image orientation‬ﺗ ﹼ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﰲ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ‬
‫ﹼ‬ ‫ﺻﻮﺭﺍ ﻣﻌﺘﺪﻟﺔ‪ .‬ﻓﺈﺫﺍ ﻛﻨﺖ ﺗﻘﻒ ﻋﲆ ﻗﺪﻣﻴﻚ ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﹰ‬ ‫ﹸﻜﻮﻥ‬
‫ﺃﻱ ﺗ ﹼ‬
‫ﹾ‬
‫ﺃﻳﻀﺎ ﺑﻮﺿﻌﻴﺔ ﺍﻟﻮﻗﻮﻑ ﻋﲆ ﺍﻟﻴﺪﻳﻦ‪.‬‬ ‫ﺗﻈﻬﺮ ﻛﺬﻟﻚ‪ ،‬ﻭﺇﺫﺍ ﻛﻨﺖ ﺗﻘﻒ ﻋﲆ ﻳﺪﻳﻚ ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﹰ‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺁﺓ‪ .‬ﺗﺘ ﱠﺒﻊ ﺧﻄﻮﻁ ﺍﻷﺷﻌﺔ ﺍﳌﻮﺿﺤﺔ‬ ‫ﻏﲑ ﺃﻥ ﻫﻨﺎﻙ ﺍﺧﺘﻼ ﹰﻓﺎ ﺑﻴﻨﻚ ﻭﺑﲔ ﺻﻮﺭﺗﻚ ﺍﻟﺘﻲ ﹼ‬
‫ﰲ ﺍﻟﺸـﻜﻞ ‪ .6-8‬ﻓﺎﻷﺷـﻌﺔ ﺍﳌﻨﺘﴩﺓ ﻣﻦ ﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻟﻠﺸـﺨﺺ ﺗﺒﺪﻭ ﻛﺄﳖـﺎ ﺗﺘﺠﻤﻊ ﰲ ﺍﻟﻴﺪ‬
‫ﺃﻱ ﺗﻈﻬﺮ ﺍﻟﻴﺪ ﺍﻟﻴﴪ￯ ﻭﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻣﻌﻜﻮﺳـﺘﲔ ﰲ ﺍﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ‪ .‬ﻓﻠﲈﺫﺍ‬ ‫ﺍﻟﻴﴪ￯ ﻟﺼﻮﺭﺗﻪ؛ ﹾ‬
‫ﻻ ﺗﻨﻌﻜـﺲ ﻗﻤﺔ ﺍﳉﺴـﻢ ﻭﻗﺎﻋﺪﺗـﻪ؟ ﻫﺬﺍ ﻻ ﳛﺪﺙ؛ ﻷﻥ ﺍﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ ﰲ ﺍﳊﻘﻴﻘﺔ ﻻ ﺗﻌﻜﺲ‬
‫ﺍﳉﻬﺔ ﺍﻟﻴﴪ￯ ﻭﺍﻟﻴﻤﻨﻰ‪ ،‬ﺑﻞ ﺗﻌﻤﻞ ﺍﳌﺮﺁﺓ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-8‬ﻋﲆ ﻋﻜﺲ ﺻﻮﺭﺓ ﺍﻟﺸﺨﺺ ﻓﻘﻂ‬
‫ﺻﻮﺭﺍ ﻣﻌﻜﻮﺳﺔ ﺟﺎﻧﺒ ﹼﹰﻴﺎ‪.‬‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ‬
‫ﺑﺤﻴﺚ ﺗﻘﺎﺑﻠﻪ ﰲ ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ ﻟﻪ؛ ﺃﻱ ﺃﻥ ﺍﳌﺮﺁﺓ ﹼ‬
‫ﺑﺎﻟﺮﺟـﻮﻉ ﺇﱃ ﺻـﻮﺭﺓ ﺍﳉﺒﻞ ﰲ ﺑﺪﺍﻳﺔ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﺗﻼﺣﻆ ﺃﳖﺎ ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳـ ﹼﹰﻴﺎ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺼﻮﺭﺓ ﰲ‬
‫ﺍﳊﻘﻴﻘﺔ ﻣﻌﻜﻮﺳـﺔ ﺟﺎﻧﺒ ﹼﹰﻴﺎ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳉﺒﻞ ﺍﳊﻘﻴﻘﻲ؛ ﻓﻸﻥ ﺍﳌﺮﺁﺓ )ﺳـﻄﺢ ﺍﻟﺒﺤﲑﺓ( ﺗﻜﻮﻥ ﺃﻓﻘ ﹼﻴﺔ‬
‫ﻭﻟﻴﺴـﺖ ﺭﺃﺳـ ﹼﻴﺔ‪ ،‬ﻓﺈﻥ ﺍﳌﻨﻈﻮﺭ‪ ،‬ﺃﻭ ﺯﺍﻭﻳﺔ ﺍﻟﻨﻈـﺮ‪ ،‬ﲡﻌﻞ ﺍﻟﺼﻮﺭﺓ ﺗﺒﺪﻭ ﻣﻘﻠﻮﺑﺔ ﺭﺃﺳـ ﹼﹰﻴﺎ‪ .‬ﻭﻟﻔﻬﻢ‬
‫ﺩﻭﺭ ﻛﺘﺎﺑﻚ ﺑﺰﺍﻭﻳﺔ ﹾ‪ 90‬ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‪ ،‬ﻭﺍﻧﻈﺮ ﺇﱃ ﺍﻟﺸﻜﻞ ‪6-8‬‬ ‫ﺫﻟﻚ ﹼ‬
‫ﻣـﺮﺓ ﺃﺧﺮ￯‪ ،‬ﲡﺪ ﺃﻥ ﺍﻟﺸـﺨﺺ ﻳﻨﻈﺮ ﺇﱃ ﺃﺳـﻔﻞ‪ ،‬ﰲ ﺣﲔ ﺗﺒﺪﻭ ﺻﻮﺭﺗﻪ ﻛﺄﳖـﺎ ﺗﻨﻈﺮ ﺇﱃ ﺃﻋﲆ‪،‬‬
‫ﻛﺼﻮﺭﺓ ﺍﳉﺒﻞ ﲤﺎ ﹰﻣﺎ‪ .‬ﻓﺎﻟﴚﺀ ﺍﻟﻮﺣﻴﺪ ﺍﻟﺬﻱ ﺗﻐﲑ ﻫﻮ ﺍﳌﻨﻈﻮﺭ ﻓﻘﻂ‪.‬‬
‫‪    6-9 ‬‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ؟‬
‫ﻣﺎ ﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬ ‫‪‬‬

‫‪Applicationsofplanemirrors ‬‬
‫ﻟﻠﻤﺮﺍﻳـﺎ ﺍﳌﺴـﺘﻮﻳﺔ ﺍﺳـﺘﺨﺪﺍﻣﺎﺕ ﻛﺜﲑﺓ ﰲ ﺣﻴﺎﺗﻨـﺎ ﺍﻟﻴﻮﻣﻴﺔ؛ ﻓﺄﻧﺖ ﻳﻮﻣ ﹼﹰﻴﺎ ﺗﻨﻈـﺮ ﺇﱃ ﺻﻮﺭﺗﻚ ﰲ‬
‫ﳏﺎﻝ ﺍﳌﻼﺑﺲ ﻭﺻﺎﻟﻮﻧﺎﺕ‬‫ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ ﻟﱰﺗﻴﺐ ﻫﻨﺪﺍﻣﻚ ﺃﻭ ﲤﺸﻴﻂ ﺷﻌﺮﻙ‪ .‬ﻛﲈ ﺗﹸﺴﺘﺨﺪﻡ ﰲ ﹼ‬
‫ﺍﳊﻼﻗﺔ‪ .‬ﻭﻳﺴﺘﺨﺪﻣﻬﺎ ﻣﻬﻨﺪﺳﻮ ﺍﻟﺪﻳﻜﻮﺭ ﰲ ﺍﻟﻐﺮﻑ ﺍﻟﺼﻐﲑﺓ؛ ﻟﻜﻲ ﺗﺒﺪﻭ ﺃﻛﱪ‪ .‬ﻛﲈ ﻳﺴﺘﺨﺪﻣﻬﺎ‬
‫ﻃﺒﻴﺐ ﺍﻟﻌﻴﻮﻥ ﻋﻨﺪ ﻓﺤﺺ ﺍﻟﻨﻈﺮ ﻟﺰﻳﺎﺩﺓ ﺍﳌﺴﺎﻓﺔ؛ ﺣﻴﺚ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﺒﻴﺐ ﺇﺟﺮﺍﺀ ﻓﺤﺺ ﺍﻟﻨﻈﺮ‬
‫ﰲ ﻏﺮﻓﺔ ﻃﻮﳍﺎ ﺃﻗﻞ ﻣﻦ ‪ .6.0 m‬ﻭﺗﺴﺘﺨﺪﻡ ﰲ ﺻﻨﺎﻋﺔ ﺍﻟﱪﻳﺴﻜﻮﺏ ﻭﺍﻟﻜﺎﻟﻴﺪﻭﺳﻜﻮﺏ‪ .‬ﺍﻧﻈﺮ‬
‫ﺍﻟﺸﻜﻞ ‪.6-9‬‬
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     6-10 

Hand protection

Eye safety

Thermal safety

Explosive
‫ﻭﻻ ﺑـﺪﹼ ﺃﻧـﻚ ﻻﺣﻈـﺖ ﺃﻥ ﻛﻠﻤـﺔ ﺇﺳـﻌﺎﻑ‬
 

 
 
 

‫ﻳﺘﻢ ﻛﺘﺎﺑﺘﻬﺎ ﻋﲆ ﻣﻘﺪﻣﺔ ﺳـﻴﺎﺭﺍﺕ ﺍﻹﺳﻌﺎﻑ‬
‫ﺑﺸـﻜﻞ ﻣﻘﻠـﻮﺏ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﺼـﻮﺭ ﺍﻟﺘﻲ‬
ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive


‫ﺗﻜﻮﳖـﺎ ﺍﳌﺮﺍﻳـﺎ ﺍﳌﺴـﺘﻮﻳﺔ ﺗﻜـﻮﻥ ﻣﻌﻜﻮﺳـﺔ‬
‫ﱢ‬
 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

 

Sharp objects safety
First aid


PoisonEye
safety
wash station


Oxidizer
Fire extinguisher


Corrosive
Radioactive safety
‫ ﻓﻴﺘﻤﻜـﻦ ﺍﻟﺸـﺨﺺ ﺍﻟـﺬﻱ ﻳﺴـﲑ‬،‫ﺟﺎﻧﺒ ﹼﹰﻴـﺎ‬
  ‫ﺃﻣـﺎﻡ ﺳـﻴﺎﺭﺓ ﺍﻹﺳـﻌﺎﻑ ﻣـﻦ ﺭﺅﻳـﺔ ﻛﻠﻤـﺔ‬
.‫ﺍﻹﺳـﻌﺎﻑ ﰲ ﻣﺮﺁﺗـﻪ ﺑﺸـﻜﻞ ﻣﻌﺘـﺪﻝ‬

    
  
   


      .1

Sharp
Laser Hand protection
beamobjects safety Poison safety
Lab. coat Eye Ecological
safety Oxidizer
hazards Thermal Carcinogenic
safety Corrosive Explosive

 
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable .6-10 ‫ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ‬

‫ﺍﺫﻛﺮ ﺛﻼﺛﺔ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﻟﻠﻤﺮﺍﻳﺎ ﺍﳌﺴﺘﻮﻳﺔ؟‬
       .2
   
First aid Eye wash station Fire extinguisher Radioactive safety

   

Curvedmirrors 
   
Sharp objects safety Poison safety Oxidizer Corrosive

   

       
‫ﻋﻨﺪﻣـﺎ ﺗﻨﻈـﺮ ﺇﱃ ﺳـﻄﺢ ﻣﻠﻌﻘﺔ ﻻﻣﻌﺔ ﺗﻼﺣـﻆ ﺃﻥ ﺍﻧﻌﻜﺎﺱ ﺻﻮﺭﺗﻚ ﳜﺘﻠﻒ ﻋﻦ ﺍﻧﻌﻜﺎﺳـﻬﺎ‬
   
Laser beam Lab. coat Ecological hazards Carcinogenic

 
‫ﰲ ﻣﺮﺁﺓ ﻣﺴـﺘﻮﻳﺔ؛ ﺇﺫ ﺗﻌﻤﻞ ﺍﳌﻠﻌﻘﺔ ﻋﻤﻞ ﻣﺮﺁﺓ ﻛﺮﻭﻳﺔ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺃﺣﺪ ﺳـﻄﺤﻴﻬﺎ ﻣﻨﺤﻨ ﹰﻴﺎ ﺇﱃ‬
    .3
 ‫ ﻭﺗﻌﺘﻤﺪ ﺧﺼﺎﺋﺺ ﺍﳌﺮﺍﻳـﺎ ﺍﻟﻜﺮﻭﻳﺔ ﻭﺍﻟﺼﻮﺭ‬.‫ ﻭﺍﻟﺴـﻄﺢ ﺍﻵﺧﺮ ﻣﻨﺤﻨ ﹰﻴـﺎ ﺇﱃ ﺍﳋﺎﺭﺝ‬،‫ﺍﻟﺪﺍﺧﻞ‬
   .‫ﺗﻜﻮﳖﺎ ﻋﲆ ﺷﻜﻞ ﺍﳌﺮﺁﺓ ﻭﻣﻮﻗﻊ ﺍﳉﺴﻢ‬ ‫ﺍﻟﺘﻲ ﹼ‬

    .4 Concavemirrors   
      ‫ ﻭﺍﳌﺮﺁﺓ‬.‫ﻳﻌﻤﻞ ﺍﻟﺴـﻄﺢ ﺍﻟﺪﺍﺧﲇ ﻟﻠﻤﻠﻌﻘﺔ )ﺍﻟﺴـﻄﺢ ﺍﻟـﺬﻱ ﳛﻤﻞ ﺍﻟﻄﻌﺎﻡ( ﻋﻤﻞ ﻣـﺮﺁﺓ ﻣﻘﻌﺮﺓ‬
     ‫ ﻭﺗﻌﺘﻤـﺪ‬.‫ ﺣﻮﺍ ﹼﻓـﻪ ﻣﻨﺤﻨﻴـﺔ ﻧﺤـﻮ ﺍﳌﺸـﺎﻫﺪ‬،‫ ﺳـﻄﺢ ﻋﺎﻛـﺲ‬Concave mirror ‫ﺍﳌﻘﻌـﺮﺓ‬

‫ ﻛﻴﻒ ﺗﻌﻤﻞ ﺍﳌﺮﺁﺓ ﺍﻟﻜﺮﻭﻳﺔ‬6-11 ‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ ﱢ‬،‫ﺧﺼﺎﺋﺺ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﻋﲆ ﻣﺪ￯ ﺗﻘﻌﺮﻫﺎ‬
  .5
  ‫؛ ﻷﳖﺎ ﺗﻌﻤﻞ ﻋﲆ‬Converging mirror ‫ﺍﳌﺠﻤﻌـﺔ‬ ‫ﱢ‬ ‫ﻭﺗﺴـﻤﻰ ﺍﳌـﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﺍﳌﺮﺁﺓ‬
‫ ﹼ‬.‫ﺍﳌﻘﻌﺮﺓ‬

.‫ ﰲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‬-‫ﺑﻌﺪ ﺍﻧﻌﻜﺎﺳﻬﺎ ﻋﻨﻬﺎ‬- ‫ﲡﻤﻴﻊ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﻭﺍﳌﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‬

‫ﻭﻳﺒـﺪﻭ ﺷـﻜﻞ ﺍﳌـﺮﺁﺓ ﺍﻟﻜﺮﻭﻳـﺔ ﺍﳌﻘﻌﺮﺓ ﻛﺄﻧﻪ ﺟـﺰﺀ ﻣﺄﺧﻮﺫ ﻣﻦ ﻛـﺮﺓ ﺟﻮﻓﺎﺀ ﺳـﻄﺤﻬﺎ ﺍﻟﺪﺍﺧﲇ‬
      .6
‫ﺍﻟﺘﻜﻮﺭ‬
‫ﹼ‬ ‫( ﻭﻧﺼـﻒ ﻗﻄﺮ‬C) ‫ ﻭﻟﻠﻤﺮﺁﺓ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﻘﻌﺮﺓ ﺍﳌﺮﻛﺰ ﺍﳍﻨﺪﳼ ﻧﻔﺴـﻪ‬.‫ﻋﺎﻛـﺲ ﻟﻠﻀـﻮﺀ‬
    
        ‫ﻭﻳﺴﻤﻰ ﺍﳋﻂ ﺍﻟﺬﻱ ﳛﺘﻮﻱ ﻋﲆ ﺍﻟﻘﻄﻌﺔ ﺍﳌﺴﺘﻘﻴﻤﺔ‬ ‫ﹼ‬ .‫ﺍﳋﺎﺻﲔ ﺑﺎﻟﻜﺮﺓ ﺍﳌﺄﺧﻮﺫﺓ ﻣﻨﻬﺎ‬‫ﹼ‬ (r) ‫ﻧﻔﺴﻪ‬
 .‫ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ؛ ﻭﻫﻮ ﺧﻂ ﻣﺴـﺘﻘﻴﻢ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺳﻄﺢ ﺍﳌﺮﺁﺓ ﺍﻟﺬﻱ ﻳﻘﺴﻤﻬﺎ ﺇﱃ ﻧﺼﻔﲔ‬CM
 .7 .‫( ﻗﻄﺐ ﺍﳌﺮﺁﺓ؛ ﻭﻫﻲ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻣﻊ ﺳﻄﺢ ﺍﳌﺮﺁﺓ‬M) ‫ﻭﲤ ﱢﺜﻞ ﺍﻟﻨﻘﻄﺔ‬

   6-11 θi

 θr
 C F M
       f
r
 
F


61 
 
 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

‫ﻣﺎﺭﺓ ﺑﻨﻘﻄﺔ‬
‫ﺗﻮﺟﻪ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻤﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﻧﺤﻮ ﺍﻟﺸﻤﺲ ﺗﻨﻌﻜﺲ ﺍﻷﺷﻌﺔ ﲨﻴﻌﻬﺎ ﹼ‬ ‫ﻋﻨﺪﻣﺎ ﹼ‬  
  
 

‫ ﻭﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺑﺘﻘﺮﻳﺐ ﻭﺇﺑﻌﺎﺩ ﻗﻄﻌﺔ ﻭﺭﻕ ﺃﻣﺎﻡ ﺍﳌﺮﺁﺓ ﺣﺘﻰ ﲢﺼﻞ ﻋﲆ‬.‫ﻭﺍﺣﺪﺓ‬
 
Sharp objects safety
First aid PoisonEye
safety
wash station Oxidizer
Fire extinguisher Corrosive
Radioactive safety

 
‫ ﻭﺗﹸﺴـﻤﻰ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺒﺆﺭﺓ‬.‫ﺃﺻﻐﺮ ﻭﺃﻭﺿﺢ ﻧﻘﻄﺔ ﻷﺷـﻌﺔ ﺍﻟﺸـﻤﺲ ﺍﳌﻨﻌﻜﺴـﺔ ﻋﲆ ﺍﻟﻮﺭﻗﺔ‬ 

Sharp
Laser
   

Hand protection
beamobjects safety Poison safety
Lab. coat
 

Eye Ecological
safety Oxidizer
hazards
  

Thermal Carcinogenic
safety Corrosive Explosive

     .1

‫ ﺍﻷﺻﻠﻴـﺔ ﻟﻠﻤـﺮﺁﺓ؛ ﻭﻫـﻲ ﺍﻟﻨﻘﻄـﺔ ﺍﻟﺘـﻲ ﺗﺘﺠﻤﻊ ﻓﻴﻬﺎ ﺍﻧﻌﻜﺎﺳـﺎﺕ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ‬Focus V   
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable

‫ﻭﻧﻈﺮﺍ ﻟﻠﺒﻌﺪ ﺍﻟﻜﺒﲑ ﺑﲔ ﺍﻟﺸﻤﺲ‬

‫ ﹰ‬.‫ﺍﻟﺴﺎﻗﻄﺔ ﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﺑﻌﺪ ﺍﻧﻌﻜﺎﺳﻬﺎ ﻋﻦ ﺍﳌﺮﺁﺓ‬     
.‫ﻭﺍﻷﺭﺽ ﻓﺈﻥ ﲨﻴﻊ ﺍﻷﺷﻌﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺍﻷﺭﺽ ﺗﹸﻌﺪﹼ ﻣﺘﻮﺍﺯﻳﺔ‬ 
   
First aid Eye wash station Fire extinguisher Radioactive safety

    .2

6-11 ‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬
‫ ﱢ‬.‫ﻭﻋﻨﺪﻣﺎ ﻳﺴﻘﻂ ﺍﻟﺸﻌﺎﻉ ﻋﲆ ﻣﺮﺁﺓ ﻓﺈﻧﻪ ﻳﻨﻌﻜﺲ ﻭﻓﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬


    

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

.F ‫ ﻭﺗﻘﻄﻊ ﺍﳌﺤﻮﺭ ﰲ ﺍﻟﺒﺆﺭﺓ‬،‫ﺃﻥ ﺍﻷﺷﻌﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻣﻮﺍﺯﻳ ﹰﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﺗﻨﻌﻜﺲ ﻋﻦ ﺍﳌﺮﺁﺓ‬ 

Laser beam

Lab. coat

Ecological hazards

Carcinogenic

f ‫ ﺃﻣـﺎ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‬،M ‫ ﻭﺍﻟﻘﻄﺐ‬C ‫ ﰲ ﻣﻨﺘﺼﻒ ﺍﳌﺴـﺎﻓﺔ ﺑـﲔ ﻣﺮﻛﺰ ﺍﻟﺘﻜﻮﺭ‬F ‫ﻭﺗﻘـﻊ ﺍﻟﺒﺆﺭﺓ‬     .3
    
‫ ﻭﻳﻌﱪ ﻋﻨﻪ ﻋﲆ ﺍﻟﻨﺤﻮ‬،‫ ﻓﻴﻤﺜﻞ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﻗﻄﺐ ﺍﳌـﺮﺁﺓ ﻭﺑﺆﺭﲥﺎ ﺍﻷﺻﻠﻴﺔ‬،Focal length
  
.‫ ﻭﻳﻜﻮﻥ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻤﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﻣﻮﺟ ﹰﺒﺎ‬، f = __r2 :‫ﺍﻟﺘﺎﱄ‬ 
‫ﻭﺑـﺪﻻﹰ ﻣﻦ ﺭﺳـﻢ ﺍﻧﻌﻜﺎﺳـﺎﺕ ﺍﻷﺷـﻌﺔ ﻋﻦ ﺳـﻄﺢ ﺍﳌـﺮﺁﺓ ﻳﻤﻜﻦ ﲢﺪﻳـﺪ ﺧـﻂ ﺭﺃﳼ ﻟﺘﻤﺜﻴﻞ‬    
   
￯‫ ﻭ ﹸﻳﺴﻤﻰ ﻫﺬﺍ ﺍﳋﻂ ﺍﳌﺴﺘﻮ‬،‫ ﻭﻳﺘﻢ ﺭﺳـﻢ ﺍﻧﻌﻜﺎﺳـﺎﺕ ﺍﻷﺷـﻌﺔ ﻋﻨﻪ‬،‫ﺍﳌﺮﺁﺓ ﺑﺤﻴﺚ ﻳﻤﺮ ﺑﻘﻄﺒﻬﺎ‬ 
.6-11 ‫ ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ‬.‫ﺍﻷﺳﺎﳼ ﻟﻠﻤﺮﺁﺓ‬   .4
  
‫ﺑﺎﳌﺠﻤﻌﺔ؟‬
‫ﱢ‬ ‫ﻣﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ؟ ﻭﳌﺎﺫﺍ ﹸﺗﺴﻤﻰ‬

  .5
   
Graphicalmethodoffindingtheimage         
 
‫ ﻟﻴﺲ ﻷﻥ‬،‫ﹸﻳﻔﻴﺪﻧﺎ ﺭﺳﻢ ﻣﺴﺎﺭﺍﺕ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ ﻋﻦ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ﰲ ﲢﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‬          .6
.‫ﺃﻳﻀﺎ‬
‫ ﺑـﻞ ﻷﻥ ﺣﺠﻤﻬﺎ ﻭﻭﺿﻌﻬﺎ )ﺍﲡﺎﻫﻬـﺎ( ﻳﺘﻐﲑﺍﻥ ﹰ‬،‫ﻣﻮﻗـﻊ ﺍﻟﺼﻮﺭﺓ ﻫـﻮ ﺍﻟﺬﻱ ﻳﺘﻐﲑ ﻓﻘﻂ‬       
‫ﻭ ﹸﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﳐ ﹼﻄﻂ ﺍﻷﺷﻌﺔ ﻟﻠﻜﺸﻒ ﻋﻦ ﺧﺼﺎﺋﺺ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﺗ ﹼ‬
.‫ﹸﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ‬    
      
‫ ﻋﻤﻠﻴﺔ ﺗﻜﻮﻳﻦ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ؛ ﻭﻫﻲ ﺍﻟﺼـﻮﺭﺓ ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻘﺎﺀ‬6-12 ‫ﻭﻳﺒـﲔ ﺍﻟﺸـﻜﻞ‬ ‫ﱢ‬       
‫ﺣﺠﲈ ﻣﻦ‬
‫ﹰ‬ ‫ ﻭﺗﻼﺣﻆ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﻭﺃﻛﱪ‬.‫ ﻭﻳﻤﻜﻦ ﲨﻌﻬﺎ ﻋﲆ ﺣﺎﺟﺰ‬،‫ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ‬ 
‫ ﹸ‬.‫ﻭﺃﻥ ﺍﻷﺷﻌﺔ ﺗﻠﺘﻘﻲ ﻓﻌﻠ ﹼﹰﻴﺎ ﰲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺼﻮﺭﺓ‬
(I) ‫ﻭﲢﺪﱢ ﺩ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ‬ ‫ ﹼ‬،‫ﺍﳉﺴﻢ‬ 
‫ ﻭﻳﻤﻜﻨﻚ ﺭﺅﻳﺔ ﺍﻟﺼﻮﺭﺓ ﰲ ﺍﻟﻔﻀﺎﺀ ﻋﻨﺪﻣﺎ ﺗﹶﺴﻘﻂ ﺍﻷﺷﻌﺔ‬.‫ﻟﺸﻌﺎﻋﲔ ﻣﻨﻌﻜﺴﲔ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‬     .7

a b c
    .8
 
O O O
    
C F C F C F

2

2
 .9
2
I I I
1  1  1 
  

a 6-12
cb

62
 ‫‪a‬‬ ‫‪do‬‬ ‫‪b‬‬ ‫‪di‬‬
‫‪1‬‬
‫‪O1‬‬ ‫‪I1‬‬

‫‪2‬‬
‫‪2‬‬
‫‪‬‬ ‫‪F‬‬ ‫‪‬‬ ‫‪F‬‬
‫‪‬‬ ‫‪C‬‬ ‫‪‬‬ ‫‪C‬‬

‫‪1‬‬
‫‪O1‬‬
‫‪I1‬‬
‫‪di‬‬ ‫‪do‬‬
‫‪‬‬ ‫‪‬‬

‫‪6-13‬‬
‫‪   ‬‬ ‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪6-12b‬‬
‫ﹼ‬ ‫ﻛﻮﻧﺖ ﺍﻟﺼﻮﺭﺓ ﻋﲆ ﻋﻴﻨﻚ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪.6-12a‬‬
‫ﺍﳌﻨﻌﻜﺴﺔ ﺍﻟﺘﻲ ﱠ‬
‫‪    ‬‬ ‫ﺍﳌﻜﻮﻧﺔ ﻟﻠﺼﻮﺭﺓ‪،‬‬
‫ﺃﻧﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﻣﻮﻗﻊ ﻋﻴﻨﻚ ﰲ ﺍﳉﻬﺔ ﺍﻟﺘﻲ ﺗﺴﻘﻂ ﻋﻠﻴﻬﺎ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ ﹼ‬
‫‪(a)      ‬‬ ‫ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﺣﺎﺟﺰﺍ )ﺷﺎﺷﺔ( ﰲ ﻣﻮﻗﻊ ﹼ‬
‫ﹰ‬ ‫ﻭﻻ ﻳﻤﻜﻨﻚ ﺭﺅﻳﺔ ﺍﻟﺼﻮﺭﺓ ﻣﻦ ﺍﳋﻠﻒ‪ .‬ﻭﺇﺫﺍ ﻭﺿﻌﺖ‬
‫‪    ‬‬
‫ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺳﺘﻈﻬﺮ ﻋﲆ ﺍﳊﺎﺟﺰ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ ،6-12c‬ﻭﻫﺬﺍ ﻏﲑ ﳑﻜﻦ ﰲ ﺣﺎﻟﺔ ﺍﻟﺼﻮﺭ‬
‫‪       ‬‬
‫ﺍﳋﻴﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻘﺎﺀ ﺍﻣﺘﺪﺍﺩﺍﺕ ﺍﻷﺷـﻌﺔ ﺍﳌﻨﻌﻜﺴـﺔ‪ ،‬ﻭﻻﻳﻤﻜـﻦ ﲨﻌﻬﺎ ﻋﲆ ﺣﺎﺟﺰ‪.‬‬
‫‪   ‬‬
‫‪(b) C‬‬ ‫ﻭﻟﺘﺴـﻬﻴﻞ ﻓﻬﻢ ﻛﻴﻔﻴﺔ ﺳﻠﻮﻙ ﺍﻷﺷﻌﺔ ﻋﻨﺪ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺃﺟﺴﺎﻡ‬
‫ﺃﺣﺎﺩﻳﺔ ﺍﻟﺒﻌﺪ؛ ﺳﻬﻢ ﻣﺜﻼﹰ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .6-13a‬ﱢ‬
‫ﺗﻜﻮﻥ ﺍﳌﺮﺁﺓ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﻘﻌﺮﺓ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ‬
‫ﻭﻣﻘﻠﻮﺑـﺔ ﻭ ﹸﻣﺼ ﱠﻐﺮﺓ ﻟﻠﺠﺴـﻢ؛ ﺇﺫﺍ ﻛﺎﻥ ﺑﻌﺪ ﺍﳉﺴـﻢ ‪ do‬ﺃﻛﱪ ﻣﻦ ﺿﻌﻒ ﺍﻟﺒﻌـﺪ ﺍﻟﺒﺆﺭﻱ ‪ ،f‬ﺃﻣﺎ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﻭﺍﻗ ﹰﻌﺎ ﺑﲔ ﺍﻟﺒﺆﺭﺓ ‪ F‬ﻭﻣﺮﻛﺰ ﺍﻟﺘﻜﻮﺭ ‪ C‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-13b‬ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﺳﺘﻜﻮﻥ ﻣﻜﱪﺓ‪.‬‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ؟‬
‫ﻋﻼ ﹶﻡ ﺗﻌﺘﻤﺪ ﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬

‫ﺗﻜﻮﳖﺎ ﻣﺮﺁﺓ ﻣﻘﻌـﺮﺓ ﺇﱃ ﺻﻮﺭﺓ ﻣﻌﺘﺪﻟﺔ‬

‫ﻛﻴـﻒ ﻳﻤﻜﻦ ﲢﻮﻳﻞ ﺍﻟﺼﻮﺭﺓ ﺍﳊﻘﻴﻘﻴـﺔ ﻭﺍﳌﻘﻠﻮﺑﺔ ﺍﻟﺘﻲ ﹼ‬
‫ﻃﻮﺭ ﻋﺎﱂ ﺍﻟﻔﻠﻚ ﺍﻷﺳـﻜﺘﻠﻨﺪﻱ ﺟﻴﻤـﺲ ﺟﺮﳚﻮﺭﻱ ﰲ ﻋـﺎﻡ ‪ 1663‬ﺍﳌﻨﻈﺎﺭ‬ ‫ﻭﺣﻘﻴﻘﻴـﺔ؟ ﻟﻘـﺪ ﹼ‬
‫‪∂``∏```Ø`dG ™``e §````Hô`dG‬‬ ‫ﺍﳌﻌﺮﻭﻑ ﺑﺎﺳـﻤﻪ‪ ،‬ﻣﻨﻈﺎﺭ ﺟﺮﳚﻮﺭﻳﺎﻥ )ﺍﳌﻨﻈﺎﺭ ﺍﻟﻔﻠﻜﻲ(‪ ،‬ﺍﳌﺒﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-14‬ﳊﻞ ﻫﺬﻩ‬
‫ﻭﻳﺘﻜﻮﻥ ﻣﻨﻈﺎﺭﻩ ﻣﻦ ﻣﺮﺁﺗﲔ ﻣﻘﻌﺮﺗﲔ ﺇﺣﺪﺍﳘﺎ ﻛﺒﲑﺓ ﻭﺍﻷﺧﺮ￯ ﺻﻐﲑﺓ‪ .‬ﻭﺗﻘﻊ ﺍﳌﺮﺁﺓ‬ ‫ﱠ‬ ‫ﺍﳌﺸﻜﻠﺔ‪.‬‬
‫ﺍﻟﺼﻐﲑﺓ ﺧﻠﻒ ﺑﺆﺭﺓ ﺍﳌﺮﺁﺓ ﺍﻟﻜﺒﲑﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺴـﻘﻂ ﺍﻷﺷﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﻘﺎﺩﻣﺔ ﻣﻦ ﺟﺴﻢ ﺑﻌﻴﺪ‬
‫ﻋـﲆ ﺍﳌـﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﺍﻟﻜﺒﲑﺓ ﻓﺈﳖﺎ ﺗﻨﻌﻜـﺲ ﰲ ﺍﲡﺎﻩ ﺍﳌﺮﺁﺓ ﺍﻟﺼﻐﲑﺓ‪ ،‬ﺍﻟﺘـﻲ ﺗﻌﻜﺲ ﺑﺪﻭﺭﻫﺎ ﻫﺬﻩ‬
‫ﻣﻜﻮﻧﺔ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻭﻣﻌﺘﺪﻟﺔ ﲤﺎ ﹰﻣﺎ ﻛﺎﳉﺴﻢ‪.‬‬
‫ﺍﻷﺷﻌﺔ ﱢ‬

‫‪‬‬ ‫‪‬‬

‫‪ 6-14‬‬
‫‪ Gregorian‬‬

‫‪‬‬
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 ‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ‪.‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻃﺮﻳﻘﺔ ﺭﺳﻢ ﺍﻷﺷﻌﺔ ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﹼ‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻻﺳﱰﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﳊﻞ ﻣﺴﺎﺋﻞ ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ‪ .‬ﺍﺭﺟﻊ ﺇﱃ ﺍﻟﺸﻜﻞ ‪:6-13‬‬
‫‪ .1‬ﺍﺳﺘﺨﺪﻡ ﻭﺭﻗﺔ ﹸﻣﺴ ﹼﻄﺮﺓ ﺃﻭ ﻭﺭﻗﺔ ﺭﺳﻢ ﺑﻴﺎﲏ‪ ،‬ﻭﺍﺭﺳﻢ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻤﺮﺁﺓ ﻋﲆ ﺷﻜﻞ ﺧﻂ ﺃﻓﻘﻲ ﻣﻦ ﻳﺴﺎﺭ ﺍﻟﺼﻔﺤﺔ ﺇﱃ‬
‫ﻳﻤﻴﻨﻬﺎ‪ ،‬ﺗﺎﺭﻛﹰﺎ ﻣﺴﺎﻓﺔ ‪ 6‬ﺃﺳﻄﺮ ﻓﺎﺭﻏﺔ ﺃﻋﻼﻩ‪ ،‬ﻭ‪ 6‬ﺃﺳﻄﺮ ﻓﺎﺭﻏﺔ ﺃﺳﻔﻠﻪ‪.‬‬
‫ﻛﻼ ﻣﻦ ﺍﳉﺴﻢ‪ ،‬ﻭ ‪ ،C‬ﻭ‪ F‬ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬‫‪ .2‬ﺿﻊ ﻧﻘﺎ ﹰﻃﺎ ﺃﻭ ﻋﻼﻣﺎﺕ ﻋﲆ ﺍﳌﺤﻮﺭ ﲤ ﹼﺜﻞ ﹼﹰ‬
‫‪ .a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺮﺁﺓ ﻣﻘﻌﺮﺓ ﻭﺍﳉﺴـﻢ ﺧﻠﻒ ﻣﺮﻛﺰ ﺍﻟﺘﻜﻮﺭ ‪ C‬ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﳌﺮﺁﺓ‪ ،‬ﻓﻀﻊ ﺍﳌﺮﺁﺓ ﻋﻦ ﻳﻤﲔ ﺍﻟﺼﻔﺤﺔ‪ ،‬ﻭﺍﳉﺴـﻢ ﻋﻦ‬
‫ﻳﺴﺎﺭﻫﺎ‪ ،‬ﻭﺿﻊ ‪ C‬ﻭ‪ F‬ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫‪ .b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﳌﺮﺁﺓ ﻣﻘﻌﺮﺓ ﻭﺍﳉﺴـﻢ ﺑﲔ ‪ C‬ﻭ ‪ ،F‬ﻓﻀﻊ ﺍﳌﺮﺁﺓ ﻋﻦ ﻳﻤﲔ ﺍﻟﺼﻔﺤﺔ‪ ،‬ﻭ‪ C‬ﰲ ﻭﺳـﻄﻬﺎ‪ ،‬ﻭ‪ F‬ﰲ ﻣﻨﺘﺼﻒ ﺍﳌﺴـﺎﻓﺔ‬
‫ﺑﲔ ﺍﳌﺮﺁﺓ ﻭﻣﺮﻛﺰ ﺍﻟﺘﻜﻮﺭ ‪ ، C‬ﻭﺿﻊ ﺍﳉﺴﻢ ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫‪ .c‬ﻷﻱ ﻭﺿﻊ ﺁﺧﺮ‪ ،‬ﺿﻊ ﺍﳌﺮﺁﺓ ﰲ ﻭﺳـﻂ ﺍﻟﺼﻔﺤﺔ‪ ،‬ﻭﺿﻊ ﺍﳉﺴـﻢ ﺃﻭ ﺍﻟﺒﺆﺭﺓ ‪] F‬ﺃﳞﲈ ﺃﺑﻌﺪ ﻋﻦ ﺍﳌﺮﺁﺓ[ ﻋﻦ ﻳﺴﺎﺭ ﺍﻟﺼﻔﺤﺔ‪،‬‬
‫ﻭﺿﻊ ﺍﻵﺧﺮ ﺍﻷﻗﺮﺏ ﻭﻓﻖ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‪.‬‬
‫ﺳـﻄﺮﺍ‪ .‬ﹸﻳﻤ ﹼﺜﻞ ﻫﺬﺍ ﺍﳋﻂ ﺍﳌﺴـﺘﻮ￯‬
‫ﹰ‬ ‫ﺍﳌﻜـﻮﻥ ﻣﻦ ﺍﻻﺛﻨﻲ ﻋﴩ‬
‫ﹼ‬ ‫‪ .3‬ﺍﺭﺳـﻢ ﺧ ﹼﹰﻄـﺎ ﺭﺃﺳـ ﹼﹰﻴﺎ ﻟﺘﻤﺜﻴﻞ ﺍﳌﺮﺁﺓ‪ ،‬ﻳﻤـﺮ ﺑﻘﻄﺒﻬﺎ ﻭﰲ ﺍﻟﻔﺮﺍﻍ‬
‫ﺍﻷﺳﺎﳼ ﻟﻠﻤﺮﺁﺓ‪.‬‬
‫‪ .4‬ﺍﺭﺳﻢ ﺍﳉﺴﻢ ﻋﲆ ﻫﻴﺌﺔ ﺳﻬﻢ‪ ،‬ﻭﺍﻛﺘﺐ ﻋﲆ ﺭﺃﺳﻪ ‪ .O1‬ﻟﻠﻤﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ‪ ،‬ﳚﺐ ﺃﻻ ﻳﺰﻳﺪ ﻃﻮﻝ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻮﺍﻗﻌﺔ ﺃﻣﺎﻡ ‪ C‬ﻋﲆ‬
‫‪ 3‬ﺃﺳﻄﺮ‪ ،‬ﻭﺃ ﹼﻣﺎ ﻟﺴﺎﺋﺮ ﺍﻷﻭﺿﺎﻉ‪ ،‬ﻓﺎﺟﻌﻞ ﻃﻮﻝ ﺍﻷﺟﺴﺎﻡ ‪ 6‬ﺃﺳﻄﺮ‪ .‬ﺳﻴﻜﻮﻥ ﻣﻘﻴﺎﺱ ﺭﺳﻢ ﻃﻮﻝ ﺍﳉﺴﻢ ﳐﺘﻠ ﹰﻔﺎ ﻋﻦ ﻣﻘﻴﺎﺱ‬
‫ﺍﻟﺮﺳﻢ ﺍﳌﺴﺘﺨﺪﻡ ﻋﲆ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪.‬‬
‫ﻣﺎﺭﺍ ﺑﺎﻟﺒﺆﺭﺓ‪.‬‬
‫‪ .5‬ﺍﺭﺳﻢ ﺍﻟﺸﻌﺎﻉ ‪ 1‬ﺑﺼﻮﺭﺓ ﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪ ،‬ﺣﻴﺚ ﻳﻨﻌﻜﺲ ﻋﻦ ﺍﳌﺴﺘﻮ￯ ﺍﻷﺳﺎﳼ ﹼﹰ‬
‫ﻣﺎﺭﺍ ﺑﺎﻟﺒﺆﺭﺓ‪ .‬ﺳﻴﻨﻌﻜﺲ ﻫﺬﺍ ﺍﻟﺸﻌﺎﻉ ﻋﻦ ﺍﳌﺴﺘﻮ￯ ﺍﻷﺳﺎﳼ ﻣﻮﺍﺯ ﹰﻳﺎ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪.‬‬ ‫‪ .6‬ﺍﺭﺳﻢ ﺍﻟﺸﻌﺎﻉ ‪ 2‬ﹼﹰ‬
‫‪ .7‬ﺗﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﻋﻨﺪ ﻣﻮﻗﻊ ﺍﻟﺘﻘﺎﺀ ﺍﻟﺸـﻌﺎﻋﲔ ﺍﳌﻨﻌﻜﺴـﲔ ‪ 1‬ﻭ ‪ 2‬ﺃﻭ ﺍﻣﺘﺪﺍﺩﳞﲈ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﳑﺜﻠﺔ ﺑﺴـﻬﻢ ﻋﻤﻮﺩﻱ ﻣﻦ‬
‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﺇﱃ ‪) I1‬ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﺀ ﺍﻟﺸﻌﺎﻋﲔ ﺍﳌﻨﻌﻜﺴﲔ ﺃﻭ ﺍﻣﺘﺪﺍﺩﳞﲈ(‪.‬‬

‫‪Real images defects in concave ‬‬

‫‪ mirrors‬ﻋﻨﺪ ﺭﺳﻢ ﺍﻷﺷﻌﺔ ﰲ ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ ﻓﺈﻧﹼﻚ ﺗﻌﻜﺲ ﺍﻷﺷﻌﺔ ﻋﻦ ﺍﳌﺴﺘﻮ￯ ﺍﻷﺳﺎﳼ؛‬
‫ﻭﻫﻮ ﺍﳋﻂ ﺍﻟﺮﺃﳼ ﺍﻟﺬﻱ ﻳﻤ ﱢﺜﻞ ﺍﳌﺮﺁﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﻷﺷﻌﺔ ﰲ ﺣﻘﻴﻘﺔ ﺍﻷﻣﺮ ﺗﻨﻌﻜﺲ ﻋﻦ ﺍﳌﺮﺁﺓ ﻧﻔﺴﻬﺎ‪،‬‬
‫ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .6-15a‬ﻻﺣـﻆ ﺃﻥ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﻘﺮﻳﺒـﺔ ﻣﻦ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ )ﺍﻷﺷـﻌﺔ‬
‫ﻣﺎﺭﺓ ﺑﺎﻟﺒﺆﺭﺓ‪ .‬ﺃﻣﺎ ﺍﻷﺷﻌﺔ ﺍﻷﺧﺮ￯ ﻓﺘﻠﺘﻘﻲ ﰲ ﻧﻘﺎﻁ ﺃﻗﺮﺏ ﺇﱃ‬
‫ﺍﳌﺤﻮﺭﻳﺔ( ﻓﻘﻂ ﻫﻲ ﺍﻟﺘﻲ ﺗﻨﻌﻜﺲ ﱠ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﻧﺘﻴﺠﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻷﺷـﻌﺔ ﺍﻟﺘﻲ ﺗﺴـﻘﻂ ﻣﺘﻮﺍﺯﻳﺔ ﻋﲆ ﻣﺮﺁﺓ ﻛﺮﻭﻳﺔ‬
‫ﹼ‬ ‫ﺍﳌﺮﺁﺓ‪ .‬ﻟﺬﺍ ﹼ‬
‫ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﺗﻜﻮﺭ ﺻﻐﲑ‪ ،‬ﺳـﺘﻜﻮﻥ ﻋﲆ ﻫﻴﺌﺔ ﻗﺮﺹ‪ ،‬ﻭﻟﻴﺴﺖ ﻧﻘﻄﺔ‪.‬‬ ‫ﺫﺍﺕ ﻗﻄﺮ )ﺍﺭﺗﻔﺎﻉ( ﻛﺒﲑ ﻭﻧﺼﻒ ﻗﻄﺮ ﹼ‬
‫)ﺍﻟﺘﺸﻮﻩ( ﺍﻟﻜﺮﻭﻱ‪ ،‬ﻭﻫﻮ ﻣﺎ ﳚﻌﻞ ﺍﻟﺼﻮﺭﺓ ﺗﺒﺪﻭ ﻏﲑ ﻭﺍﺿﺤﺔ‪.‬‬‫ﹼ‬ ‫ﻭ ﹸﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻟﻌﻴﺐ ﺍﻟﺰﻭﻏﺎﻥ‬
‫ﻭﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﲆ ﺷـﻜﻞ ﻗﻄﻊ ﻣﻜﺎﻓﺊ ـ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-15b‬ـ ﻻ ﺗﻌﺎﲏ ﻣﻦ‬
‫ﻭﻧﻈﺮﺍ ﻻﺭﺗﻔـﺎﻉ ﺗﻜﻠﻔﺔ ﺗﺼﻨﻴﻊ ﺍﳌﺮﺍﻳـﺎ ﺍﻟﻜﺒﲑﺓ ﺍﻟﺘﻲ ﺗﺄﺧﺬ ﺷـﻜﻞ ﺍﻟﻘﻄﻊ‬
‫ﺍﻟﺰﻭﻏـﺎﻥ ﺍﻟﻜـﺮﻭﻱ‪ .‬ﹰ‬
‫ﺍﳌﻜﺎﻓﺊ ﲤﺎ ﹰﻣﺎ‪ ،‬ﻓﺈﻥ ﺃﻏﻠﺐ ﺍﻟﺘﻠﺴـﻜﻮﺑﺎﺕ ﺍﳉﺪﻳﺪﺓ ﺗﺴـﺘﻌﻤﻞ ﻣﺮﺍﻳﺎ ﻛﺮﻭﻳﺔ ﻭﻣﺮﺍﻳﺎ ﺛﺎﻧﻮﻳﺔ ﺻﻐﲑﺓ‬

‫‪64‬‬
 ‫‪a‬‬ ‫‪b‬‬

‫‪  6-15‬‬

‫‪ ‬‬
‫‪‬‬
‫‪ a   ‬‬
‫‪ ‬‬ ‫‪C‬‬ ‫‪F‬‬ ‫‪‬‬
‫‪F‬‬
‫‪ ‬‬
‫‪b ‬‬

‫ﻣﺼﻤﻤـﺔ ﻋـﲆ ﻫﻴﺌﺔ ﺧﺎﺻﺔ‪ ،‬ﺃﻭ ﻋﺪﺳـﺎﺕ ﺻﻐـﲑﺓ‪ ،‬ﻟﺘﺼﺤﻴـﺢ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜـﺮﻭﻱ‪ .‬ﻭﻳﻤﻜﻦ‬ ‫ﹼ‬
‫ﺗﻘﻠﻴﻞ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜﺮﻭﻱ ﻛﺬﻟﻚ ﺑﺘﻘﻠﻴﻞ ﻧﺴـﺒﺔ ﺍﺭﺗﻔﺎﻉ ﺍﳌﺮﺁﺓ‪ ،‬ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪،6-15a‬‬
‫‪‬‬ ‫ﺗﻜﻮﺭﻫﺎ‪ .‬ﻭﺗﹸﺴـﺘﺨﺪﻡ ﺍﳌﺮﺍﻳـﺎ ﺫﺍﺕ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻷﻗﻞ ﰲ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﻲ ﻻ‬
‫ﺇﱃ ﻣﻘﺪﺍﺭ ﻧﺼﻒ ﻗﻄﺮ ﹼ‬
‫‪‬‬ ‫ﲢﺘﺎﺝ ﺇﱃ ﺩﻗﺔ ﻋﺎﻟﻴﺔ‪.‬‬
‫‪HubbleTrouble‬‬
‫‪   ‬‬ ‫‪‬‬
‫‪   1990   ‬‬ ‫‪Virtualimageswithconcavemirrors‬‬
‫‪  ‬‬
‫‪    ‬‬ ‫ﻻﺣﻈـﺖ ﺃﻧﻪ ﻛ ﹼﻠﲈ ﺍﻗﱰﺏ ﺍﳉﺴـﻢ ﻣﻦ ﺑﺆﺭﺓ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ‪ F‬ﺍﺑﺘﻌـﺪﺕ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ‪ .‬ﻭﺇﺫﺍ‬
‫‪         ‬‬ ‫ﻭﺿﻊ ﺍﳉﺴﻢ ﰲ ﺍﻟﺒﺆﺭﺓ ﲤﺎ ﹰﻣﺎ ﻛﺎﻧﺖ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ ﲨﻴﻌﻬﺎ ﻣﺘﻮﺍﺯﻳﺔ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻻ ﺗﺘﻘﺎﻃﻊ‪ ،‬ﻟﺬﺍ‬
‫‪ ‬‬ ‫ﺗﻜﻮﻧﺖ ﰲ ﺍﳌﺎﻻﳖﺎﻳﺔ‪ ،‬ﻭﻻ ﺗﹸﺮ￯ ﺻﻮﺭﺓ ﻟﻠﺠﺴﻢ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ‪ .‬ﻣﺎﺫﺍ ﳛﺪﺙ‬ ‫ﻧﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﺼﻮﺭﺓ ﹼ‬
‫‪1993‬‬ ‫ﺇﺫﺍ ﺍﻗﱰﺏ ﺍﳉﺴﻢ ﻣﻦ ﺍﳌﺮﺁﺓ ﺃﻛﺜﺮ؟‬
‫‪COSTAR  ‬‬ ‫‪‬‬ ‫‪ ‬‬
‫ﺗﻘﺮﺏ ﻭﺟﻬﻚ ﻣﻦ ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ ﺃﻛﺜﺮ ﻓﺄﻛﺜﺮ؟ ﺗﻜﻮﻥ ﺻﻮﺭﺓ ﻭﺟﻬﻚ ﻣﻌﺘﺪﻟﺔ‬ ‫ﻣـﺎﺫﺍ ﺗﻼﺣـﻆ ﻋﻨﺪﻣﺎ ﹼ‬
‫‪      ‬‬
‫ﺗﻜـﻮﻥ ﺻﻮﺭ ﹰﺓ ﺧﻴﺎﻟﻴﺔ ﺇﺫﺍ ﻭﺿﻊ ﺍﳉﺴـﻢ ﺑﲔ ﺍﳌـﺮﺁﺓ ﻭﺍﻟﺒﺆﺭﺓ‪ ،‬ﻛﲈ‬ ‫ﻭﺧﻠـﻒ ﺍﳌـﺮﺁﺓ‪ .‬ﻓﺎﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﱢ‬
‫‪‬‬
‫ﻭﻣﻜﱪﺓ‬
‫ﹼ‬ ‫ﺍﳌﺘﻜﻮﻧﺔ ﰲ ﺍﳌـﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﻣﻌﺘﺪﻟﺔ‬
‫ﹼ‬ ‫ﰲ ﺍﻟﺸـﻜﻞ ‪.6-16a‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﻣﻘﺎﺭﻧـﺔ ﺑﺎﳉﺴـﻢ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺼﻮﺭﺓ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸـﻜﻞ ‪ .6-16b‬ﻭﻟﺘﺤﺪﻳـﺪ ﺻﻮﺭﺓ ﻧﻘﻄﺔ ﻣﻦ‬
‫‪  6-16‬‬
‫‪ ‬‬
‫ﻧﻘﺎﻁ ﺍﳉﺴـﻢ ﹸﻳﺮﺳـﻢ ﻣﺮﺓ ﺃﺧﺮ￯ ﺷـﻌﺎﻋﺎﻥ‪ ،‬ﻭﻛﲈ ﹸﺫﻛﺮ ﺳـﺎﺑ ﹰﻘﺎ ﹸﻳﺮﺳﻢ ﺍﻟﺸﻌﺎﻉ ‪ 1‬ﺳـﺎﻗ ﹰﻄﺎ ﺑﻤﻮﺍﺯﺍﺓ‬
‫‪ ‬‬ ‫‪‬‬ ‫‪ ‬‬ ‫ﻣﺎﺭﺍ ﺑﺎﻟﺒﺆﺭﺓ‪ .‬ﺃ ﹼﻣﺎ ﺍﻟﺸـﻌﺎﻉ ‪ 2‬ﹸﻓﲑﺳـﻢ ﻣﻦ ﻧﻘﻄﺔ ﻋﲆ ﺍﳉﺴﻢ ﻟﻴﺼﻞ ﺇﱃ‬ ‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻭﻳﻨﻌﻜﺲ ﹼﹰ‬
‫‪‬‬
‫‪  ‬‬ ‫‪  a ‬‬ ‫ﺍﳌﺮﺁﺓ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﺮ ﺍﻣﺘﺪﺍﺩ ﻫﺬﺍ ﺍﻟﺸﻌﺎﻉ ﰲ ﺍﻟﺒﺆﺭﺓ‪ ،‬ﻭﻳﻨﻌﻜﺲ ﻫﺬﺍ ﺍﻟﺸﻌﺎﻉ ﻣﻮﺍﺯ ﹰﻳﺎ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪.‬‬
‫‪   b‬‬ ‫ﻜﻮﻧﺎ ﺻﻮﺭﺓ‬ ‫ﺗﻼﺣﻆ ﺃﻥ ﺍﻟﺸﻌﺎﻋﲔ ‪ 1‬ﻭ‪ 2‬ﻳﺘﺸﺘﹼﺘﺎﻥ ﻋﻨﺪﻣﺎ ﻳﻨﻌﻜﺴﺎﻥ ﻋﻦ ﺍﳌﺮﺁﺓ‪ ،‬ﻟﺬﺍ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﹸﻳ ﹼ‬
‫‪‬‬ ‫‪ ‬‬ ‫ﻜﻮﻧﲔ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‪.‬‬ ‫ﺣﻘﻴﻘﻴﺔ‪ ،‬ﰲ ﺣﲔ ﻳﻠﺘﻘﻲ ﺍﻣﺘﺪﺍ ﹶﺩﺍ ﺍﻟﺸﻌﺎﻋﲔ ﺍﳌﻨﻌﻜﺴﲔ ﺧﻠﻒ ﺍﳌﺮﺁﺓ ﹸﻣ ﹼ‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ؟‬
‫ﻣﺎ ﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬
‫‪I1‬‬
‫‪a‬‬ ‫‪b‬‬
‫‪2‬‬

‫‪O1‬‬ ‫‪1‬‬

‫‪F‬‬
‫‪‬‬ ‫‪‬‬
‫‪do‬‬ ‫‪di‬‬

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


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

Convexmirrors   

 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

‫ ﻭﺇﺫﺍ ﻗﻠﺒﺖ ﺍﳌﻌﻠﻘﺔ ﻓﺈﻥ‬.‫ﻋﺮﻓﺖ ﺃﻥ ﺍﻟﺴـﻄﺢ ﺍﻟﺪﺍﺧﲇ ﳌﻠﻌﻘﺔ ﻣﺼﻘﻮﻟﺔ ﻳﻌﻤﻞ ﻋﻤﻞ ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ‬ 
Sharp objects safety
First aid

  

PoisonEye
safety
wash station


Oxidizer
Fire extinguisher


Corrosive
Radioactive safety

‫ ﺳـﻄﺢ‬Convex mirrors ‫ ﻭﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ‬.‫ﺍﻟﺴـﻄﺢ ﺍﳋﺎﺭﺟﻲ ﺳـﻴﻌﻤﻞ ﻋﻤﻞ ﻣﺮﺁﺓ ﳏﺪﺑﺔ‬ 
 

  
  
   


   .1
Sharp
Laser Hand protection
beamobjects safety Poison safety
Lab. coat Eye Ecological
safety Oxidizer
hazards Thermal Carcinogenic
safety Corrosive Explosive

￯‫ ﻣﺎﺫﺍ ﺗـﺮ￯ ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ ﺇﱃ ﻇﻬﺮ ﻣﻠﻌﻘﺔ؟ ﺳـﱰ‬.‫ﻋﺎﻛـﺲ ﺣﻮﺍﻓـﻪ ﻣﻨﺤﻨﻴﺔ ﺑﻌﻴﺪﹰ ﺍ ﻋﻦ ﺍﳌﺸـﺎﻫﺪ‬
V
.‫ﺻﻮﺭﺗﻚ ﻣﻌﺘﺪﻟﺔ ﻭﻣﺼﻐﺮﺓ‬
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable

 
‫ ﻓﺎﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ ﻋﻦ ﺍﳌﺮﺁﺓ‬.6-17 ‫ﻭﺧﺼﺎﺋﺺ ﺍﳌﺮﺁﺓ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﺤﺪﺑﺔ ﻣﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ‬ 
   
First aid Eye wash station Fire extinguisher Radioactive safety

 .2
‫ ﻭﺗﹸﺴـﻤﻰ ﺍﳌـﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ ﺍﳌﺮﺁﺓ‬.‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ‬
‫ ﻟـﺬﺍ ﱢ‬،‫ﺩﺍﺋﲈ‬
‫ﻔﺮﻗـﺔ ﹰ‬
‫ﺍﳌﺤﺪﺑـﺔ ﹸﻣ ﹼ‬  
   
Sharp objects safety Poison safety Oxidizer Corrosive

C ‫ ﻭﺗﻜﻮﻥ ﺍﻟﻨﻘﻄﺘﺎﻥ‬.‫؛ ﻷﳖﺎ ﺗﹸﻔﺮﻕ ﺍﻷﺷـﻌﺔ ﺍﻟﺴـﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ‬Diverging mirror ‫ﺍﳌﻔﺮﻗﺔ‬ ‫ﱢ‬ 
‫ ﺳـﺎﻟﺒﺘﲔ ﹰ‬di ،f ‫ ﻭﺳـﺘﻜﻮﻥ ﻗﻴﻤﺘـﺎ‬.‫ ﻭﺍﻗﻌﺘـﲔ ﺧﻠـﻒ ﺍﳌـﺮﺁﺓ‬F‫ﻭ‬
.‫ﺩﺍﺋـﲈ؛ ﻷﳖـﲈ ﺧﻠـﻒ ﺍﳌـﺮﺁﺓ‬
   
Laser beam Lab. coat Ecological hazards Carcinogenic

   .3


‫ ﻛﻴﻔﻴـﺔ ﹼ‬6-17 ‫ﻭﻳﺒـﲔ ﳐ ﹼﻄـﻂ ﺍﻷﺷـﻌﺔ ﰲ ﺍﻟﺸـﻜﻞ‬
‫ﺗﻜـﻮﻥ ﺍﻟﺼـﻮﺭﺓ ﺑﻮﺍﺳـﻄﺔ ﺍﳌـﺮﺁﺓ ﺍﻟﻜﺮﻭﻳـﺔ‬ ‫ﹼ‬     
‫ ﻓﻌﻨـﺪ ﺃﺧـﺬ ﺷـﻌﺎﻋﲔ ﻣـﻦ ﺍﻟﻌـﺪﺩ ﺍﻟﻼﳖﺎﺋـﻲ ﻣـﻦ ﺍﻷﺷـﻌﺔ ﺍﻟﺼـﺎﺩﺭﺓ ﻋﻦ ﺍﳉﺴـﻢ ﻓﺈﻥ‬،‫ﺍﳌﺤﺪﺑـﺔ‬    
‫ ﺑﺤﻴـﺚ ﹼ‬،‫ ﻭﻳﻨﻌﻜـﺲ ﻋﻨﻬـﺎ‬،‫ ﻳﺴـﻘﻂ ﻋـﲆ ﺍﳌـﺮﺁﺓ ﻣﻮﺍﺯ ﹰﻳـﺎ ﺍﳌﺤـﻮﺭ ﺍﻟﺮﺋﻴـﺲ‬1 ‫ﺍﻟﺸـﻌﺎﻉ‬
‫ﻳﻤـﺮ ﺍﻣﺘﺪﺍﺩ‬        
‫ ﻋﲆ ﺍﳌﺮﺁﺓ ﺑﺤﻴـﺚ ﹼ‬2 ‫ ﻭﻳﺴـﻘﻂ ﺍﻟﺸـﻌﺎﻉ‬. ‫ ﺧﻠﻒ ﺍﳌﺮﺁﺓ‬F ‫ﺍﻟﺸـﻌﺎﻉ ﺍﳌﻨﻌﻜـﺲ ﰲ ﺍﻟﺒﺆﺭﺓ‬
‫ﻳﻤﺮ ﺍﻣﺘﺪﺍﺩﻩ‬     
          
‫ ﻭﺍﻣﺘﺪﺍﺩ‬2 ‫ﻛﻞ ﻣـﻦ ﺍﳉـﺰﺀ ﺍﳌﻨﻌﻜـﺲ ﻣـﻦ ﺍﻟﺸـﻌﺎﻉ‬‫ ﳌـﺎﺫﺍ؟ ﺳـﻴﻜﻮﻥ ﹼ‬،‫ ﺧﻠـﻒ ﺍﳌـﺮﺁﺓ‬F ‫ﰲ ﺍﻟﺒـﺆﺭﺓ‬

،‫ﻭﺳـﻴﺘﻔﺮﻕ ﺍﻟﺸـﻌﺎﻋﺎﻥ ﺍﳌﻨﻌﻜﺴـﺎﻥ‬
‫ﹼ‬ ،‫ ﺍﳌﻨﻌﻜﺲ ﺧﻠﻒ ﺍﳌﺮﺁﺓ ﻣﻮﺍﺯﻳﲔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‬2 ‫ﺍﻟﺸـﻌﺎﻉ‬   .4
.‫ﻟﻴﻜﻮﻧﺎ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻭﻣﻌﺘﺪﻟﺔ ﻭﻣﺼﻐﺮﺓ ﻣﻘﺎﺭﻧﺔ ﺑﺎﳉﺴـﻢ‬
‫ﰲ ﺣـﲔ ﻳﻠﺘﻘـﻲ ﺍﻣﺘﺪﺍﺩﺍﳘﺎ ﺧﻠﻒ ﺍﳌﺮﺁﺓ ﹼ‬     
 
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ؟ ﻭﻫﻞ ﺗﺘﻐﲑ ﻫﺬﻩ ﺍﻟﺼﻔﺎﺕ‬
‫ﻣﺎ ﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﱢ‬  
‫ﺑﺘﻐﲑ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﺍﳌﺮﺁﺓ؟‬ 
        .5
1
       
O1         
 
2     .6
I1
    
       
F  
          
do di 
   .7
        
     


    .8
    6-17 
 .9

66
 ‫‪Usesofconvexmirrors‬‬ ‫‪‬‬
‫‪ Field of view‬ﻗﺪ ﻳﺒﺪﻭ ﺃﻥ ﺍﺳﺘﻌﲈﻻﺕ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ ﳏﺪﻭﺩﺓ ﺑﺴﺒﺐ ﺍﻟﺼﻮﺭ‬
‫ﺃﻥ ﻫﺬﻩ ﺍﳋﺎﺻﻴﺔ ﺟﻌﻠﺖ ﻟﻠﻤﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ ﺍﺳـﺘﺨﺪﺍﻣﺎﺕ‬ ‫ﺗﻜﻮﳖﺎ ﻟﻸﺟﺴـﺎﻡ‪ ،‬ﺇﻻ ﹼ‬
‫ﺍﳌﺼ ﹼﻐﺮﺓ ﺍﻟﺘﻲ ﹼ‬
‫ﺻﻮﺭﺍ ﻣﺼ ﹼﻐﺮﺓ ﻟﻸﺟﺴﺎﻡ ﺗﺆﺩﻱ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ ﺇﱃ ﺗﻮﺳﻴﻊ ﺍﳌﺴﺎﺣﺔ‪،‬‬
‫ﻋﻤﻠﻴﺔ؛ ﻓﻤﻦ ﺧﻼﻝ ﺗﻜﻮﻳﻨﻬﺎ ﹰ‬
‫ﺃﻭ ﳎﺎﻝ ﺍﻟﺮﺅﻳﺔ‪ ،‬ﺍﻟﺘﻲ ﻳﺮﺍﻫﺎ ﺍﳌﺮﺍﻗﺐ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .6-18‬ﻛﲈ ﺃﻥ ﻣﺮﻛﺰ ﳎﺎﻝ ﺍﻟﺮﺅﻳﺔ ﻣﺸﺎﻫﺪ ﻣﻦ‬
‫ﹴ‬
‫ﺑﻤﺸﻬﺪ‬ ‫ﻭﺍﺿﺤﺎ‬ ‫ﺃﻱ ﺯﺍﻭﻳﺔ ﻟﻠﻨﺎﻇﺮ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻤﺮﺁﺓ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻳﻜﻮﻥ ﳎﺎﻝ ﺍﻟﺮﺅﻳﺔ‬
‫ﹰ‬
‫ﻧﺤﻮ ﻭﺍﺳﻊ ﻋﲆ ﺟﻮﺍﻧﺐ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻟﻠﺮﺅﻳﺔ ﺍﳋﻠﻔﻴﺔ‪.‬‬ ‫ﺃﻭﺳـﻊ‪ .‬ﻟﺬﺍ ﺗﹸﺴـﺘﺨﺪﻡ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ ﻋﲆ ﹴ‬
‫‪   6-18‬‬ ‫ﻣﺎ ﺍﺳﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ؟‬
‫‪    ‬‬
‫‪‬‬
‫‪Usesofconcavemirrors‬‬ ‫‪‬‬
‫ﺗﻌﻤﻞ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ﻋﲆ ﲡﻤﻴﻊ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﻭﺍﳌﻮﺟﺎﺕ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ؛ ﺣﻴﺚ ﲡﻤﻊ‬
‫ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳـﺔ ﰲ ﺍﻟﺒﺆﺭﺓ‪ ،‬ﻟﺬﺍ ﻓﻘﺪ ﺗﻢ ﺍﻻﺳـﺘﻔﺎﺩﺓ ﻣﻦ ﻫﺬﻩ ﺍﳌﺮﺍﻳـﺎ ﰲ ﺻﻨﺎﻋﺔ ﺃﻃﺒﺎﻕ ﺍﻟﻘﻄﻊ‬
‫ﺍﳌﻜﺎﻓـﺊ – ﺍﻟﺘﻲ ﻋﲆ ﺷـﻜﻞ ﻣـﺮﺁﺓ ﻣﻘﻌﺮﺓ – ﻻﺳـﺘﻘﺒﺎﻝ ﺇﺷـﺎﺭﺍﺕ ﺍﻟﺘﻠﻔﺎﺯ ﻭﻣﻮﺟـﺎﺕ ﺍﻟﺮﺍﺩﻳﻮ‬
‫ﻣﻦ ﺍﻷﻗـﲈﺭ ﺍﻻﺻﻄﻨﺎﻋﻴﺔ‪ ،‬ﻭﰲ ﳏﻄﺎﺕ ﺍﻹﺭﺳـﺎﻝ ﻭﺍﻻﺳـﺘﻘﺒﺎﻝ ﺍﻹﺫﺍﻋـﻲ ﻭﺍﻟﺘﻠﻔﺰﻳﻮﲏ‪ ،‬ﺍﻧﻈﺮ‬
‫ﺍﻟﺸـﻜﻞ ‪ .6-19‬ﻛﲈ ﺍﺳـﺘﻔﻴﺪ ﻣﻨﻬﺎ ﰲ ﺍﻟﺘﺴﺨﲔ ﺍﻟﺸﻤﴘ ﰲ ﲡﻤﻴﻊ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺸﻤﺴﻴﺔ ﻟﺘﺴﺨﲔ‬
‫ﺍﳌﻴﺎﻩ‪ .‬ﻛﲈ ﺗﺴﺘﺨﺪﻡ ﰲ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﺘﻠﺴﻜﻮﺏ ﺍﻟﻔﻠﻜﻲ ﺍﻟﻌﺎﻛﺲ‪.‬‬
‫‪   6-19 ‬‬ ‫ﹴ‬
‫ﻣﺘـﻮﺍﺯ ﺇﺫﺍ ﹸﻭﺿﻊ ﻣﺼﺪﺭ ﺍﻟﻀـﻮﺀ ﰲ ﺑﺆﺭﲥﺎ‪ ،‬ﻓﻘﺪ‬ ‫ﻭﻷﻥ ﺍﳌﺮﺍﻳـﺎ ﺍﳌﻘﻌـﺮﺓ ﺗﻌﻜﺲ ﺍﻟﻀﻮﺀ ﺑﺸـﻜﻞ‬
‫‪‬‬ ‫ﺍﺳﺘﺨﺪﻣﺖ ﰲ ﺍﻟﻜﺸـﺎﻓﺎﺕ ﺍﻷﻣﺎﻣﻴﺔ ﻟﻠﺴﻴﺎﺭﺍﺕ ﻭﰲ ﺍﳌﺼﺎﺑﻴﺢ ﺍﻟﻴﺪﻭﻳﺔ‪ ،‬ﺣﻴﺚ ﺗﻌﻤﻞ ﻋﲆ ﻣﻨﻊ‬
‫ﺗﺸﺘﺖ ﺍﻟﻀﻮﺀ ﻭﺗﺮﻛﻴﺰﻩ ﺃﻣﺎﻡ ﺍﻟﺴﻴﺎﺭﺓ ﻣﻦ ﺧﻼﻝ ﻭﺿﻊ ﺍﳌﺼﺒﺎﺡ ﰲ ﺑﺆﺭﺓ ﺍﻟﻌﺎﻛﺲ‪.‬‬
‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ‬
‫ﻛﲈ ﺗﺴﺘﺨﺪﻡ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ﰲ ﺃﺛﻨﺎﺀ ﺍﳊﻼﻗﺔ ﺃﻭ ﻋﻨﺪ ﻃﺒﻴﺐ ﺍﻷﺳﻨﺎﻥ؛ ﺣﻴﺚ ﱢ‬
‫ﻣﻜﱪﺓ ﻭﻣﻌﺘﺪﻟﺔ ﻟﻠﺠﺴﻢ ﺍﳌﻮﺿﻮﻉ ﺑﲔ ﺍﳌﺮﺁﺓ ﻭﺑﺆﺭﲥﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-20‬‬

‫ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﻋﺎﻛﺴـﺎﺕ ﺍﻟﻜﺸـﺎﻓﺎﺕ ﺍﻷﻣﺎﻣﻴﺔ ﻟﻠﺴﻴﺎﺭﺍﺕ ﻋﲆ ﺷﻜﻞ ﻣﺮﺍﻳﺎ‬

‫ﻣﻘﻌﺮﺓ؟‬

‫‪    6-20 ‬‬

‫‪‬‬

‫‪67‬‬
 ‫‪6-1‬‬ ‫‪a‬‬
‫‪ ‬‬
‫‪do‬‬
‫‪‬‬ ‫‪m‬‬ ‫‪di‬‬ ‫‪do‬‬ ‫‪f‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪O1‬‬

‫‪2‬‬

‫ﺧﻴﺎﻟﻴﺔ‬ ‫ﺍﳊﺠﻢ ﻧﻔﺴﻪ‬ ‫‪) |di| = do‬ﺳﺎﻟﺐ(‬ ‫‪do > 0‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪F‬‬

‫‪‬‬ ‫‪C‬‬

‫‪do > r‬‬

‫ﺣﻘﻴﻘﻴﺔ‬ ‫ﻣﺼﻐﺮﺓ ﻭﻣﻘﻠﻮﺑﺔ‬ ‫‪r > di > f‬‬ ‫‪I1‬‬
‫‪di‬‬
‫‪6-21a‬‬ ‫‪‬‬

‫‪r > do > f‬‬

‫ﺣﻘﻴﻘﻴﺔ‬ ‫ﻣﻜﱪﺓ ﻭﻣﻘﻠﻮﺑﺔ‬ ‫‪di > r‬‬ ‫‪+‬‬ ‫‪‬‬
‫‪6-21b‬‬
‫‪b‬‬
‫‪f > do > 0‬‬
‫ﺧﻴﺎﻟﻴﺔ‬ ‫ﻣﻜﱪﺓ ﻭﻣﻌﺘﺪﻟﺔ‬ ‫‪) |di| > do‬ﺳﺎﻟﺐ(‬
‫‪do‬‬
‫‪O1‬‬
‫‪6-21c‬‬
‫‪F‬‬
‫‪|f|> |di| > 0‬‬ ‫‪do > 0‬‬
‫ﺧﻴﺎﻟﻴﺔ‬ ‫ﻣﺼﻐﺮﺓ ﻭﻣﻌﺘﺪﻟﺔ‬ ‫‪-‬‬
‫‪C‬‬
‫‪‬‬
‫)ﺳﺎﻟﺐ(‬ ‫‪6-21d‬‬

‫‪I1‬‬

‫‪di‬‬

‫‪Magnification‬‬
‫‪c‬‬
‫ﻣـﺮﺓ ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺃﻛﱪ ﻣﻦ ﺍﳉﺴـﻢ ﺃﻭ‬
‫ﻟﻠﻤﺮﺍﻳـﺎ ﺍﻟﻜﺮﻭﻳـﺔ ﺧﺎﺻﻴـﺔ ﺍﻟﺘﻜﺒـﲑ؛ ﻭ ﹸﻳﻘﺼﺪ ﺑﻪ ﻛﻢ ﹼ‬ ‫‪I1‬‬
‫‪2‬‬

‫ﺃﺻﻐﺮ ﻣﻨﻪ‪ .‬ﻭﺍﻟﺘﻜﺒﲑ ﻋﻤﻠ ﹼﹰﻴﺎ ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﻝ ﺍﳉﺴﻢ‪ ،‬ﻭ ﹸﻳﻜﺘﺐ ﻛﲈ ﻳﲇ‪:‬‬ ‫‪O1‬‬ ‫‪1‬‬

‫‪F‬‬
‫‪‬‬ ‫‪‬‬
‫‪h -d‬‬ ‫‪do‬‬ ‫‪di‬‬

‫‪m = ___i = ___i‬‬

‫‪ho‬‬ ‫‪do‬‬
‫ﺍﻟﺘﻜﺒﲑ‬
‫ﻌﺮﻑ ﺗﻜﺒﲑ ﻣﺮﺁﺓ ﻛﺮﻭﻳﺔ ﳉﺴﻢ ﻣﺎ ﻋﲆ ﺃﻧﻪ‪ :‬ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻃﻮﻝ ﺍﳉﺴﻢ‪.‬‬‫ﹸﻳ ﹼ‬ ‫‪d‬‬
‫ﻭﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺳﺎﻟﺐ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ ﻋﲆ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﺍﳌﺮﺁﺓ‪.‬‬ ‫‪1‬‬

‫‪O1‬‬

‫‪2‬‬
‫‪I1‬‬

‫‪Mirrorcomparison ‬‬ ‫‪‬‬

‫‪do‬‬ ‫‪di‬‬
‫‪‬‬
‫‪F‬‬

‫ﻳﻮﺿﺢ ﺍﳉـﺪﻭﻝ ‪ 6-1‬ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﺧﺼﺎﺋﺺ‬ ‫ﻛﻴـﻒ ﺗﻘﺎﺭﻥ ﺑﲔ ﺍﻷﻧـﻮﺍﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻣﻦ ﺍﳌﺮﺍﻳﺎ؟ ﱢ‬

‫ﺃﻧﻈﻤـﺔ ﻣﺮﺁﺓ ﹸﻣﻔﺮﺩﺓ )ﺃﺣﺎﺩﻳﺔ( ﻷﺟﺴـﺎﻡ ﻣﻮﺿﻮﻋﺔ ﻋﲆ ﺍﳌﺤـﻮﺭ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻤﺮﺁﺓ‪ .‬ﻭﺗﻼﺣﻆ ﻣﻦ‬
‫ﺩﺍﺋﲈ ﺧﻠﻒ ﺍﳌـﺮﺁﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬ ‫ﺩﺍﺋﲈ ﺳـﺎﻟﺐ؛ ﻷﳖﺎ ﺗﻘﻊ ﹰ‬‫ﺃﻥ ﹸﺑﻌـﺪ ﺍﻟﺼﻮﺭﺓ ﺍﳋﻴﺎﻟﻴﺔ ﹰ‬‫ﺍﳉـﺪﻭﻝ ﹼ‬ ‫‪          6-21 ‬‬
‫ﺍﻟﻘﻴﻤـﺔ ﺍﳌﻄﻠﻘـﺔ ﻟﻠﺘﻜﺒﲑ ﺑﲔ ﺻﻔﺮ ﻭ ‪ 1‬ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺃﺻﻐﺮ ﻣﻦ ﺍﳉﺴـﻢ‪ .‬ﻭﺍﻟﺘﻜﺒﲑ ﺍﻟﺴـﺎﻟﺐ‬ ‫‪   ‬‬
‫‪         ‬‬
‫ﺃﻳﻀـﺎ ﺃﻥ ﺍﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ ﻭﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ‬
‫ﻳﻌﻨـﻲ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠﺠﺴـﻢ‪ .‬ﻻﺣﻆ ﹰ‬
‫)‪   (a‬‬
‫ﻭﺻـﻮﺭﺍ ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﺻـﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ‬
‫ﹰ‬ ‫ﹸﻜـﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ‬
‫ﺻـﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ‪ ،‬ﰲ ﺣﲔ ﺗ ﹼ‬
‫ﹰ‬ ‫ﺩﺍﺋـﲈ‬
‫ﺗﻜﻮﻧـﺎﻥ ﹰ‬‫ﱢ‬ ‫‪ (b)‬‬
‫ﺍﻧﻌﻜﺎﺳـﺎ ﻭﺍﻗﻌ ﹼﹰﻴﺎ ﻟﻸﺷﻴﺎﺀ‪ ،‬ﺃ ﹼﻣﺎ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺤﺪﺑﺔ ﻓﺘﻌﻤﻞ ﻋﲆ ﺗﻮﺳﻴﻊ ﳎﺎﻝ‬
‫ﹰ‬ ‫ﻭﺗﻌﻄﻲ ﺍﳌﺮﺍﻳﺎ ﺍﳌﺴـﺘﻮﻳﺔ‬ ‫‪ (c) ‬‬
‫ﺍﻟﺮﺅﻳـﺔ‪ .‬ﻭﺗﻌﻤﻞ ﺍﳌـﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﻋﲆ ﺗﻜﻮﻳﻦ ﺻـﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻣﻜﱪﺓ ﻟﻠﺠﺴـﻢ ﺇﺫﺍ ﻛﺎﻥ ﻭﺍﻗ ﹰﻌﺎ ﺑﲔ‬ ‫‪      (d)   ‬‬
‫ﻟﺘﻜﻮﻥ‬
‫ﺗﻮﺿﺢ ﺍﳊـﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﹼ‬ ‫ﺍﳌـﺮﺁﺓ ﻭﺑﺆﺭﲥﺎ‪ .‬ﻭﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 6-21‬ﺭﺳـﻮ ﹰﻣﺎ ﲣﻄﻴﻄﻴـﺔ ﹼ‬ ‫‪ ‬‬
‫ﺍﻟﺼﻮﺭ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﺮﺍﻳﺎ ﺍﳌﻘﻌﺮﺓ ﻭﺍﳌﺤﺪﺑﺔ‪.‬‬ ‫‪‬‬

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 ‫‪6-1‬‬
‫‪ ‬ﺇﺫﺍ ﻛﻨـﺖ ﺗﻌﺮﻑ ﺍﻟﺒﻌـﺪ ﺍﻟﺒﺆﺭﻱ ﳌﺮﺁﺓ‬ ‫‪.10‬‬ ‫‪ ‬ﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﺳـﻄﺢ ﻣﺼﻘﻮﻝ‬ ‫‪.5‬‬
‫ﺟﺴـﲈ ﺑﺤﻴـﺚ ﺗﻜﻮﻥ‬ ‫ﹰ‬ ‫ﻣﻘﻌـﺮﺓ‪ ،‬ﻓﺄﻳـﻦ ﳚـﺐ ﺃﻥ ﺗﻀـﻊ‬ ‫ﻋﺎﻛﺲ ﺑﺰﺍﻭﻳﺔ ﺳـﻘﻮﻁ ﹾ‪ .80‬ﻣﺎ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ‬
‫ﻣﻜـﱪﺓ ﻭﻣﻌﺘﺪﻟـﺔ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠﺠﺴـﻢ؟ ﻭﻫﻞ‬ ‫ﹼ‬ ‫ﺻﻮﺭﺗـﻪ‬ ‫ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻣﻊ ﺳﻄﺢ ﺍﳌﺮﺁﺓ؟‬
‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﺃﻡ ﺧﻴﺎﻟﻴﺔ؟‬
‫‪ ‬ﺍﴍﺡ ﻛﻴﻒ ﹸﻳﻄ ﹼﺒﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‬ ‫‪.6‬‬
‫‪ ‬ﹸﻭﺿﻊ ﺟﺴﻢ ﻃﻮﻟﻪ ‪ 3.0 cm‬ﻋﲆ‬ ‫‪.11‬‬
‫ﰲ ﺣﺎﻟﺔ ﺍﻻﻧﻌﻜﺎﺱ ﻏﲑ ﺍﳌﻨﺘﻈﻢ‪.‬‬
‫ﻓﺘﻜﻮﻧﺖ ﻟﻪ ﺻﻮﺭﺓ‬ ‫ﹸﺑﻌـﺪ ‪ 22.0 cm‬ﻣﻦ ﻣـﺮﺁﺓ ﻣﻘﻌﺮﺓ‪ ،‬ﱠ‬
‫‪ ‬ﺻﻨﹼﻒ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺘﺎﻟﻴﺔ ﺇﱃ ﺳﻄﻮﺡ‬ ‫‪.7‬‬
‫ﻋـﲆ ﹸﺑﻌـﺪ ‪ 26.4 cm‬ﻣﻨﻬﺎ‪ .‬ﺍﺭﺳـﻢ ﳐ ﹼﻄ ﹰﻄـﺎ ﺑﻤﻘﻴﺎﺱ‬
‫ﻋﺎﻛﺴـﺔ ﻣﻨﺘﻈﻤـﺔ )ﻣﻠﺴـﺎﺀ( ﻭﺳـﻄﻮﺡ ﻋﺎﻛﺴـﺔ ﻏـﲑ‬
‫ﻳﺒﲔ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﳍﺎ‪ ،‬ﻭﺍﺣﺴﺐ‬ ‫ﺭﺳـﻢ ﻣﻨﺎﺳـﺐ ﱢ‬
‫ﻣﻨﺘﻈﻤـﺔ )ﺧﺸـﻨﺔ(‪ :‬ﻭﺭﻗﺔ‪ ،‬ﻣﻌـﺪﻥ ﻣﺼﻘـﻮﻝ‪ ،‬ﺯﺟﺎﺝ‬
‫ﻣﻘﺪﺍﺭ ﺍﻟﺘﻜﺒﲑ‪.‬‬
‫ﻧﺎﻓﺬﺓ‪ ،‬ﻣﻌﺪﻥ ﺧﺸﻦ‪ ،‬ﺇﺑﺮﻳﻖ ﺣﻠﻴﺐ ﺑﻼﺳﺘﻴﻜﻲ‪ ،‬ﺳﻄﺢ‬
‫‪ ‬ﹸﻭﺿﻊ ﺟﺴـﻢ ﻃﻮﻟـﻪ ‪ 4.0 cm‬ﻋﲆ‬ ‫‪‬‬ ‫‪.12‬‬
‫ﻣﺎﺀ ﺳﺎﻛﻦ‪ ،‬ﺯﺟﺎﺝ ﺧﺸﻦ )ﻣﺼﻨﻔﺮ(‪.‬‬
‫ﹸﺑﻌـﺪ ‪ 14.0 cm‬ﻣـﻦ ﻣـﺮﺁﺓ ﳏﺪﺑـﺔ ﹸﺑﻌﺪﻫـﺎ ﺍﻟﺒـﺆﺭﻱ‬
‫‪ .-12.0 cm‬ﺍﺭﺳـﻢ ﳐ ﹼﻄ ﹰﻄﺎ ﺑﻤﻘﻴﺎﺱ ﺭﺳـﻢ ﻣﻨﺎﺳﺐ‬ ‫‪ ‬ﻳﻘـﻒ ﻃﻔﻞ ﻃﻮﻟـﻪ ‪ 50 cm‬ﻋﲆ ﹸﺑﻌﺪ‬ ‫‪.8‬‬
‫ﻳﺒﲔ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﳍﺎ‪.‬‬ ‫‪ 3 m‬ﻣـﻦ ﻣﺮﺁﺓ ﻣﺴـﺘﻮﻳﺔ ﻭﻳﻨﻈـﺮ ﺇﱃ ﺻﻮﺭﺗـﻪ‪ .‬ﻣﺎ ﹸﺑﻌﺪ‬
‫ﺍﳌﺘﻜﻮﻧﺔ؟‬
‫ﹼ‬ ‫ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﳍﺎ؟ ﻭﻣﺎ ﻧﻮﻉ ﺍﻟﺼﻮﺭﺓ‬
‫‪ ‬ﹸﻭﺿـﻊ ﺟﺴـﻢ ﻃﻮﻟـﻪ ‪ 6.0 cm‬ﻋـﲆ ﹸﺑﻌـﺪ‬ ‫‪.13‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳـﻴﺎﺭﺓ ﺗﺘﺒﻊ ﺳـﻴﺎﺭﺓ ﺃﺧﺮ￯‬
‫‪‬‬ ‫‪.9‬‬
‫‪ 16.4 cm‬ﻣـﻦ ﻣـﺮﺁﺓ ﳏﺪﺑﺔ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﻃـﻮﻝ ﺍﻟﺼﻮﺭﺓ‬
‫ﻋـﲆ ﻃﺮﻳـﻖ ﺃﻓﻘﻴـﺔ‪ ،‬ﻭﻛﺎﻥ ﺍﻟﺰﺟـﺎﺝ ﺍﳋﻠﻔﻲ ﻟﻠﺴـﻴﺎﺭﺓ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ‪ ،2.8 cm‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬‫ﹼ‬
‫ﺍﻷﻣﺎﻣﻴـﺔ ﻳﻤﻴﻞ ﺑﺰﺍﻭﻳﺔ ﹾ‪ ،45‬ﻓﺎﺭﺳـﻢ ﳐ ﹼﻄ ﹰﻄﺎ ﻟﻸﺷـﻌﺔ‬
‫ﻭﺿﺢ ﻛﻴﻒ ﹸﻳﻤﻜﱢﻨﻚ ﺍﻻﻧﻌﻜﺎﺱ ﻏﲑ‬ ‫‪ ‬ﱢ‬ ‫‪.14‬‬
‫ﻳﺒـﲔ ﻣﻮﻗـﻊ ﺍﻟﺸـﻤﺲ ﺍﻟﺬﻱ ﳚﻌـﻞ ﺃﺷـﻌﺘﻬﺎ ﺗﻨﻌﻜﺲ‬ ‫ﱢ‬
‫ﺍﳌﻨﺘﻈﻢ ﻟﻠﻀﻮﺀ ﻋﻦ ﺟﺴـﻢ ﻣﻌﲔ ﻣﻦ ﺭﺅﻳﺔ ﺍﳉﺴﻢ ﻋﻨﺪ‬ ‫ﻋﻦ ﺍﻟﺰﺟﺎﺝ ﺍﳋﻠﻔﻲ ﻟﻠﺴـﻴﺎﺭﺓ ﺍﻷﻣﺎﻣﻴﺔ‪ ،‬ﰲ ﺍﲡﺎﻩ ﻋﻴﻨﻲ‬
‫ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ ﻣﻦ ﺃﻳﺔ ﺯﺍﻭﻳﺔ‪.‬‬ ‫ﺳﺎﺋﻖ ﺍﻟﺴﻴﺎﺭﺓ ﺍﳋﻠﻔﻴﺔ‪.‬‬

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 ‫‪Refraction and Dispersion 6-2‬‬
‫ﻳﻤﻜﻨﻚ ﺭﺅﻳﺔ ﺍﻧﻌﻜﺎﺱ ﺿﻮﺀ ﺍﻟﺸـﻤﺲ‬
‫ﻋـﻦ ﺍﳌـﺎﺀ ﻋﻨـﺪ ﺍﻟﻨﻈـﺮ ﺇﱃ ﺳـﻄﺢ ﺍﳌﺎﺀ‬ ‫‪‬‬
‫ﰲ ﺑﺮﻛـﺔ ﺳـﺒﺎﺣﺔ ﰲ ﻳـﻮﻡ ﺻﻴﻔـﻲ‪ .‬ﻛﲈ‬ ‫‪29.2- 29.5-29.6-29.7‬‬

‫ﻳﻤﻜﻨـﻚ ﺭﺅﻳـﺔ ﺍﻷﺟﺴـﺎﻡ ﺍﳌﻮﺟـﻮﺩﺓ‬ ‫‪‬‬

‫– ‪1.1 – 1.3 – 1.4 – 1.5 – 1.6‬‬
‫ﺩﺍﺧـﻞ ﺍﻟﱪﻛـﺔ؛ ﻷﻥ ﺟـﺰ ﹰﺀﺍ ﻣـﻦ ﺿﻮﺀ‬ ‫‪1.8 – 3.1 – 3.2 – 3.4 – 4.1 – 4.2‬‬
‫ﺍﻟﺸﻤﺲ ﻳﻤﺮ ﺇﱃ ﺩﺍﺧﻞ ﺍﳌﺎﺀ‪ ،‬ﻭﻳﻨﻌﻜﺲ‬ ‫‪‬‬
‫ﻋﻦ ﺍﻷﺟﺴـﺎﻡ‪ .‬ﻭﻋﻨﺪﻣﺎ ﲤﻌﻦ ﺍﻟﻨﻈﺮ ﰲ‬ ‫‪ ‬ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﻨﻜﴪ ﻋﻨـﺪ ﺍﻧﺘﻘﺎﻟﻪ ﻣﻦ‬
‫• ‪‬‬
‫‪6-22‬‬ ‫ﻭﺳـﻂ ﺷـﻔﺎﻑ ﺇﱃ ﻭﺳـﻂ ﺷـﻔﺎﻑ ﺁﺧﺮ‬
‫ﺍﻷﺟﺴﺎﻡ ﺍﳌﻮﺟﻮﺩﺓ ﺩﺍﺧﻞ ﺍﳌﺎﺀ ﺗﻼﺣﻆ ‪‬‬ ‫ﳐﺘﻠﻒ ﻋﻨﻪ ﰲ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﻀﻮﺋﻴﺔ‪.‬‬
‫ﻣﺸﻮﻫﺔ‪ .‬ﻓﻤﺜﻼﹰ‪ ،‬ﺗﺒﺪﻭ ﺍﻷﺷﻴﺎﺀ‬
‫ﺃﳖﺎ ﺗﺒﺪﻭ ﹼ‬ ‫• ‪ ‬ﻣﺴـﺎﺭﺍﺕ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﻋﻨﺪ‬
‫ﺍﻟﺘﻲ ﲢﺖ ﺳﻄﺢ ﺍﳌﺎﺀ ﺃﻗﺮﺏ ﻣﻦ ﺑﻌﺪﻫﺎ ﺍﳊﻘﻴﻘﻲ‪ ،‬ﻛﲈ ﺗﺒﺪﻭ ﹶﻗﺪ ﹶﻣﺎ ﺍﻟﺸﺨﺺ ﺍﻟﻮﺍﻗﻒ‬ ‫ﺍﻧﺘﻘﺎﳍﺎ ﺑﲔ ﻭﺳﻄﲔ ﺷﻔﺎﻓﲔ ﳐﺘﻠﻔﲔ‪.‬‬
‫ﰲ ﺍﻟﱪﻛـﺔ ﺃﳖـﲈ ﺗﺘﺤـﺮﻛﺎﻥ ﺇﱃ ﺍﳋﻠـﻒ ﻭﺇﱃ ﺍﻷﻣـﺎﻡ‪ ،‬ﻭﺗﺒﺪﻭ ﺍﳋﻄـﻮﻁ ﺍﻟﺘﻲ ﰲ ﻗﺎﻉ‬ ‫• ‪ ‬ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺣﻞ ﻣﺴﺎﺋﻞ ﺭﻳﺎﺿﻴﺔ‪.‬‬
‫• ‪ ‬ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻭﺳﻂ ﻣﺎ ﺑﺪﻻﻟﺔ‬
‫ﻳﻐﲑ ﺍﲡﺎﻫﻪ‬‫ﺍﻟﱪﻛـﺔ ﺗﺘﲈﻳﻞ ﻣـﻊ ﺣﺮﻛﺔ ﺍﳌﺎﺀ‪ .‬ﻭﲢﺪﺙ ﻫـﺬﻩ ﺍﻟﺘﺄﺛﲑﺍﺕ؛ ﻷﻥ ﺍﻟﻀـﻮﺀ ﹼ‬ ‫ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻓﻴﻪ‪.‬‬
‫ﻋﻨﺪ ﻣﺮﻭﺭﻩ ﻣﻦ ﺍﳌﺎﺀ ﺇﱃ ﺍﳍﻮﺍﺀ ﺃﻭ ﺍﻟﻌﻜﺲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-22‬‬ ‫‪‬ﻣﻔﻬﻮﻡ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‪.‬‬ ‫• ‪‬‬
‫‪ ‬ﻣﻔﻬﻮﻡ ﲢﻠﻴﻞ ﺍﻟﻀﻮﺀ‪.‬‬‫• ‪‬‬
‫ﻳﻨﺤﻨـﻲ ﻣﺴـﺎﺭ ﺍﻟﻀـﻮﺀ ﻋﻨـﺪ ﻋﺒﻮﺭﻩ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﻭﺳـﻄﲔ ﺷـﻔﺎﻓﲔ ﺑﺴـﺒﺐ‬ ‫‪‬ﺑﻌﺾ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﺍﻟﺒﴫﻳﺔ ﺍﳌﺒﻨﻴﺔ‬ ‫• ‪‬‬
‫ﺍﻻﻧﻜﺴـﺎﺭ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻣﻘﺪﺍﺭ ﺍﻻﻧﻜﺴـﺎﺭ ﻋﲆ ﺧﺼﺎﺋﺺ ﺍﻟﻮﺳﻄﲔ ﺍﻟﺸﻔﺎﻓﲔ‪ ،‬ﻭﻋﲆ‬ ‫ﻋﲆ ﺍﻻﻧﻜﺴـﺎﺭ ﻭﺍﻟﺘﺸـﺘﺖ ﻭﺍﻻﻧﻌﻜﺎﺱ‬
‫ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﻳﺴـﻘﻂ ﲠﺎ ﺍﻟﻀﻮﺀ ﻋﲆ ﺍﳊـﺪ ﺍﻟﻔﺎﺻﻞ‪ .‬ﻭﻳﺘﺤﺮﻙ ﺍﳊـﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ‬ ‫ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‪.‬‬
‫ﺃﻳﻀﺎ‪ ،‬ﻋﻨﺪ ﺍﻧﺘﻘﺎﻝ‬
‫ﺍﳍـﻮﺍﺀ ﻭﺍﳌﺎﺀ ﺇﱃ ﺃﻋﲆ ﻭﺇﱃ ﺃﺳـﻔﻞ‪ ،‬ﻭﻳﻤﻴﻞ ﺇﱃ ﺍﳋﻠﻒ ﻭﺍﻷﻣـﺎﻡ ﹰ‬ ‫‪‬‬
‫ﺍﳌﻮﺟﺎﺕ ﻋﲆ ﺳﻄﺢ ﺍﳌﺎﺀ‪ .‬ﻭﻳﻨﺤﺮﻑ ﻣﺴﺎﺭ ﺍﻟﻀﻮﺀ ﺍﳋﺎﺭﺝ ﻣﻦ ﺍﳌﺎﺀ ﻣﻊ ﺣﺮﻛﺔ ﺍﳊﺪ‬ ‫‪• Refraction‬‬ ‫• ﺍﻻﻧﻜﺴﺎﺭ‬
‫ﺍﻟﻔﺎﺻﻞ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﻇﻬﻮﺭ ﺍﻷﺟﺴﺎﻡ ﻣﺘﻤﻮﺟﺔ ﲢﺖ ﺳﻄﺢ ﺍﳌﺎﺀ‪.‬‬ ‫• ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‬
‫‪• Angle of refraction‬‬
‫‪‬‬ ‫• ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ‬
‫?‪What is refraction? and why it happens‬‬ ‫‪• Refractive index‬‬
‫ﻣﺎ ﺍﻟﺬﻱ ﳛﺪﺙ ﻋﻨﺪﻣﺎ ﺗﺴﻘﻂ ﺣﺰﻣﺔ ﺿﻮﺀ ﺑﺸﻜﻞ ﻣﺎﺋﻞ ﻋﲆ ﺳﻄﺢ ﻗﻄﻌﺔ ﺯﺟﺎﺝ؟‬ ‫• ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ‬
‫‪• Snell's law of refraction‬‬
‫ﺳـﻴﻨﺤﺮﻑ ﺍﻟﻀﻮﺀ ﻋﻦ ﻣﺴـﺎﺭﻩ ﻋﻨﺪ ﻋﺒﻮﺭﻩ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﳍﻮﺍﺀ ﻭﺍﻟﺰﺟﺎﺝ ﻛﲈ‬
‫‪• Critical angle‬‬ ‫• ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ‬
‫ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .6-23‬ﻭ ﹸﻳﺴﻤﻰ ﺍﻧﺤﺮﺍﻑ ﺍﻟﻀﻮﺀ ﻋﻦ ﻣﺴﺎﺭﻩ ﻋﻨﺪ ﺍﻧﺘﻘﺎﻟﻪ‬
‫• ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‬
‫ﻣﻦ ﻭﺳﻂ ﺷﻔﺎﻑ ﺇﱃ ﻭﺳﻂ ﺷﻔﺎﻑ ﺁﺧﺮ ﳐﺘﻠﻒ ﻋﻨﻪ ﰲ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻻﻧﻜﺴﺎﺭ‬ ‫‪• Total internal reflection‬‬
‫‪ .Refraction‬ﻭﻗـﺪ ﺩﺭﺱ ﻫـﺬﻩ ﺍﻟﻈﺎﻫـﺮﺓ ﺭﻳﻨﻴﻪ ﺩﻳﻜﺎﺭﺕ ﻭﻭﻳﻠﱪﻭﺭﺩ ﺳـﻨﻞ ﰲ‬ ‫‪• Dispersion‬‬ ‫• ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺯﻣﻦ ﻛﺒﻠﺮ ﻭﺟﺎﻟﻴﻠﻴﻮ‪.‬‬
‫‪ 6-23‬‬
‫‪a‬‬ ‫‪b‬‬
‫‪‬‬
‫‪θ2 < θ1‬‬
‫‪θ1‬‬ ‫‪θ1 = θ2‬‬ ‫‪‬‬
‫‪θ2 = θ1‬‬
‫‪θ2‬‬ ‫‪     ‬‬
‫‪θ1‬‬
‫‪θ2‬‬ ‫‪ a‬‬
‫‪b‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
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 ‫ﺗﺘﻌـﺮﻑ ﺯﺍﻭﻳﺘـﲔ ﳘـﺎ‪ :‬ﺯﺍﻭﻳـﺔ‬
‫ﹼ‬ ‫ﻭﳌﻨﺎﻗﺸـﺔ ﻧﺘﺎﺋـﺞ ﻫـﺬﻩ ﺍﻟﺪﺭﺍﺳـﺎﺕ ﻳﻨﺒﻐـﻲ ﻋﻠﻴـﻚ ﺃﻥ‬
‫ﺍﻟﺴـﻘﻮﻁ ‪ ،θ1‬ﻭﻫـﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼـﻮﺭﺓ ﺑﲔ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻭﺍﲡﺎﻩ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﺴـﺎﻗﻂ‪ ،‬ﻭﺯﺍﻭﻳﺔ‬
‫ﺍﻻﻧﻜﺴﺎﺭ ‪ ،Angle of refraction θ2‬ﻭﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻭﺍﲡﺎﻩ‬
‫ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻜﴪ‪.‬‬
‫ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﰲ ﺍﳍﻮﺍﺀ ﺃﻭ ﺍﻟﻔﺮﺍﻍ ﺑﴪﻋﺔ ‪ ،3 × 108 m/s‬ﻭﻳﻨﺘﻘﻞ ﰲ ﺍﻷﻭﺳﺎﻁ ﺍﻟﺸﻔﺎﻓﺔ ﺍﻷﺧﺮ￯‬
‫ﺑﴪﻋـﺔ ﺃﻗـﻞ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﴎﻋﺔ ﺍﻟﻀـﻮﺀ ﰲ ﺍﳍﻮﺍﺀ ﺃﻛﱪ ﻣﻨﻬـﺎ ﰲ ﺍﳌﺎﺀ‪ ،‬ﻭﴎﻋﺘﻪ ﰲ ﺍﳌـﺎﺀ ﺃﻛﱪ ﻣﻨﻬﺎ ﰲ‬
‫ﺍﻟﺰﺟﺎﺝ‪ .‬ﻭﺗﻜﻮﻥ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻮﺳﻂ ﺍﻟﺸﻔﺎﻑ ﺍﳌﺘﺠﺎﻧﺲ ﺛﺎﺑﺘﺔ‪ .‬ﻭﺗﹸﺴﻤﻰ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﴎﻋﺔ‬
‫ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻔﺮﺍﻍ ‪ c‬ﺇﱃ ﴎﻋﺘﻪ ﰲ ﺃﻱ ﻭﺳﻂ ﺁﺧﺮ ‪ v‬ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ‪Index of refraction‬‬
‫ﻟﺬﻟﻚ ﺍﻟﻮﺳﻂ‪ ،‬ﻭ ﹸﻳﺮﻣﺰ ﻟﻪ ﺑﺎﳊﺮﻑ ‪ ،n‬ﻭﻫﻮ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﳌﻮﺍﺩ ﺍﻟﺸﻔﺎﻓﺔ؛ ﺃﻱ ﺃﻥ‪:‬‬
‫‪c‬‬
‫‪v‬‬‫ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ‬
‫__ = ‪n‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻮﺳﻂ ﻳﺴﺎﻭﻱ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻔﺮﺍﻍ ﻣﻘﺴﻮﻣﺔ ﻋﲆ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻮﺳﻂ‪.‬‬

‫ﻭﺑﲈ ﺃﻥ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﻭﺳـﻂ ﺷـﻔﺎﻑ ﻣﺘﺠﺎﻧﺲ ﲣﺘﻠﻒ ﻋﻦ ﴎﻋﺘﻪ ﰲ ﺍﻷﻭﺳـﺎﻁ ﺍﻟﺸـﻔﺎﻓﺔ‬
‫ﺧﺎﺻﺎ ﺑﻪ‪ .‬ﻟـﺬﺍ ﻓﺈﻥ ﺍﻟﻀﻮﺀ ﻳﻨﻜﴪ ﻋﻨﺪ‬
‫ﺍﻷﺧﺮ￯‪ ،‬ﻓﺈﻥ ﻟﻜﻞ ﻭﺳـﻂ ﻣﺘﺠﺎﻧﺲ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﹼﹰ‬
‫ﺍﻧﺘﻘﺎﻟﻪ ﺑﲔ ﻭﺳﻄﲔ ﺷﻔﺎﻓﲔ ﳐﺘﻠﻔﲔ ﺑﺴﺒﺐ ﺍﺧﺘﻼﻑ ﴎﻋﺘﻪ ﻓﻴﻬﲈ‪.‬‬
‫ﻭﺗﻼﺣـﻆ ﻣـﻦ ﺗﻌﺮﻳﻒ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ ﺃﻧﻪ ﺑﺪﻭﻥ ﻭﺣـﺪﺍﺕ‪ ،‬ﻭﺃﻥ ﺃﻗﻞ ﻗﻴﻤـﺔ ﻟﻪ ﻫﻲ ﻣﻌﺎﻣﻞ‬
‫ﺍﻻﻧﻜﺴﺎﺭ ﻟﻠﻔﺮﺍﻍ ﺃﻭ ﺍﳍﻮﺍﺀ ﻭﻫﻲ ‪1‬؛ ﻷﻥ ‪.v = c‬‬
‫ﻭﻻ ﻳﺘﻐﲑ ﺗﺮﺩﺩ ﺍﻟﻀﻮﺀ ‪ f‬ﻋﻨﺪﻣﺎ ﻳﻌﱪ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﻭﺳـﻄﲔ ﺷـﻔﺎﻓﲔ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﻋﺪﺩ‬
‫ﺍﻻﻫﺘـﺰﺍﺯﺍﺕ ﻟـﻜﻞ ﺛﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﻫﻲ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﲣـﺮﺝ ﻣﻨﻪ ﻭﺗﻨﺘﻘﻞ ﺧﻼﻝ‬
‫‪62‬‬ ‫ﻭﺳـﻂ ﺍﻻﻧﻜﺴـﺎﺭ‪ .‬ﻟـﺬﺍ ﳚﺐ ﺃﻥ ﻳﻘﻞ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻀـﻮﺀ ‪ λ‬ﻋﻨﺪﻣﺎ ﺗﻘـﻞ ﴎﻋﺔ ﺍﻟﻀﻮﺀ؛‬
‫ﻣﻌﺎﻣﻼﺕ ﺍﻻﻧﻜﺴﺎﺭ ﻟﻠﻀﻮﺀ‬ ‫ﻓﻴﻜﻮﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻟﻠﻀﻮﺀ ﰲ ﺃﻱ ﻭﺳﻂ ﺃﻗﴫ ﻣﻨﻪ ﰲ ﺍﻟﻔﺮﺍﻍ‪.‬‬
‫ﺍﻷﺻﻔﺮ‬ ‫ﻣﺎ ﺍﻻﻧﻜﺴﺎﺭ؟ ﻭﻣﺎ ﺳﺒﺐ ﺣﺪﻭﺛﻪ؟‬
‫)ﰲ ﺍﻟﻔﺮﺍﻍ ‪( λ=589 nm‬‬
‫‪n‬‬ ‫ﺍﻟﻮﺳﻂ‬ ‫‪Snell’slawofrefraction ‬‬
‫‪1.00‬‬ ‫ﺍﻟﻔﺮﺍﻍ‬ ‫ﻭﺟـﺪ ﺳـﻨﻞ ﰲ ﻋﺎﻡ ‪ 1621‬ﺃﻧـﻪ ﻋﻨﺪ ﻣﺮﻭﺭ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﳍﻮﺍﺀ ﺇﱃ ﻭﺳـﻂ ﺷـﻔﺎﻑ ﻓﺈﻥ ﺟﻴﺐ‬
‫‪1.0003‬‬ ‫ﺍﳍﻮﺍﺀ‬ ‫ﻛﻞ ﺯﺍﻭﻳـﺔ ﻳﺮﺗﺒـﻂ ﺑﺎﳌﻌﺎﺩﻟﺔ ‪ ،n = sin θ1/ sin θ2‬ﻭﺗﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ ‪ n‬ﻳﻜﻮﻥ‬
‫‪1.33‬‬ ‫ﺍﳌﺎﺀ‬ ‫ﻭﻳﺒﲔ ﺍﳉـﺪﻭﻝ ‪ 6-2‬ﻣﻌﺎﻣﻼﺕ‬ ‫ﻣﻘـﺪﺍﺭﺍ ﺛﺎﺑﺘﹰﺎ ﻳﻌﺘﻤـﺪ ﻋﲆ ﺍﳌﺎﺩﺓ‪ ،‬ﻭﻻ ﻳﻌﺘﻤﺪ ﻋـﲆ ﺍﻟﺰﻭﺍﻳﺎ‪ .‬ﱢ‬
‫ﹰ‬
‫ﺍﻧﻜﺴـﺎﺭ ﺑﻌﺾ ﺍﳌﻮﺍﺩ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻌﻤﻴﻢ ﻣﻌﺎﺩﻟﺔ ﺳـﻨﻞ ﻋﻨﺪﻣﺎ ﻳﻤﺮ ﺍﻟﻀـﻮﺀ ﺧﻼﻝ ﺣﺪﱟ ﻓﺎﺻﻞﹴ‬
‫‪1.36‬‬ ‫ﺍﻹﻳﺜﺎﻧﻮﻝ‬
‫ﺑﲔ ﺃﻱ ﻣﺎﺩﺗﲔ ﺷـﻔﺎﻓﺘﲔ ﳐﺘﻠﻔﺘﲔ‪ .‬ﻭﺗﹸﻌﺮﻑ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻌﺎﻣﺔ ﺑﻘﺎﻧﻮﻥ ﺳـﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ‬
‫‪1.52‬‬ ‫ﺯﺟﺎﺝ ﺍﻟﻌﺪﺳﺎﺕ‬
‫‪.Snell's law of refraction‬‬
‫‪1.54‬‬ ‫ﺍﻟﻜﻮﺍﺭﺗﺰ‬
‫‪1.62‬‬ ‫ﺍﻟﺼﻮﺍﲏ‬
‫ﹼ‬ ‫ﺍﻟﺰﺟﺎﺝ‬ ‫‪n1 sin θ1= n2 sin θ2‬‬ ‫ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ‬
‫‪2.42‬‬ ‫ﺍﻷﳌﺎﺱ‬ ‫ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﻟﻮﺳﻂ ﺍﻷﻭﻝ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ‬
‫ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻮﺳﻂ ﺍﻟﺜﺎﲏ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪.‬‬

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‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 6-23‬ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﻗﻄﻌﺔ ﺯﺟﺎﺝ ﺳﻄﻮﺣﻬﺎ ﻣﺘﻮﺍﺯﻳﺔ‪،‬‬ ‫ﱢ‬
‫ﻣﺜـﻞ ﺯﺟـﺎﺝ ﺍﻟﻨﺎﻓﺬﺓ‪ ،‬ﺣﻴﺚ ﻳﻨﻜﴪ ﺍﻟﻀﻮﺀ ﻣﺮﺗﲔ؛ ﻣﺮﺓ ﻋﻨﺪ ﺩﺧﻮﻟـﻪ ﺇﱃ ﺍﻟﺰﺟﺎﺝ‪ ،‬ﻭﻣﺮﺓ ﺃﺧﺮ￯ ﻋﻨﺪ ﺧﺮﻭﺟﻪ‬
‫ﻣﻨـﻪ‪ .‬ﻭﻋﻨﺪﻣـﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍﻟﺰﺟﺎﺝ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺘﻘﻞ ﻣﻦ ﻣﺎﺩﺓ ﺫﺍﺕ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻗﻠﻴﻞ ﺇﱃ ﻣﺎﺩﺓ‬
‫ﺃﻱ ﺃﻥ ‪ .n1 < n2‬ﻭﻟﻜﻲ ﺗﻜﻮﻥ ﺍﳌﻌﺎﺩﻟﺔ ﻣﺘﺴـﺎﻭﻳﺔ ﺍﻟﻄﺮﻓـﲔ ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﻣﻌﺎﻣـﻞ ﺍﻧﻜﺴـﺎﺭﻫﺎ ﺃﻛـﱪ؛ ﹾ‬
‫ﺃﻱ ﺃﻥ ﺣﺰﻣﺔ ﺍﻟﻀﻮﺀ ﺗﻨﺤﺮﻑ ﻣﻘﱰﺑﺔ ﻣﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ‪.‬‬ ‫‪sin θ1> sin θ2‬؛ ﹾ‬
‫ﻭﳛـﺪﺙ ﺍﻟﻌﻜـﺲ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﻟﺰﺟـﺎﺝ ﺇﱃ ﺍﳍﻮﺍﺀ‪ ،‬ﺣﻴﺚ ﻳﻤﺮ ﻣﻦ ﻣﺎﺩﺓ ﺫﺍﺕ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ‬
‫ﺃﻱ ﺃﻥ ‪ . n1 > n2‬ﻭﰲ ﻫـﺬﻩ ﺍﳊـﺎﻟﺔ ﺗﻜـﻮﻥ ‪ sin θ'1< sin θ'2‬؛‬
‫ﻛﺒﲑ ﺇﱃ ﻣﺎﺩﺓ ﻣﻌـﺎﻣـﻞ ﺍﻧﻜﺴﺎﺭﻫﺎ ﺃﻗـﻞ؛ ﹾ‬
‫ﺃﻳﻀﺎ ﺃﻥ ﺍﲡﺎﻩ ﺍﻟﺸـﻌﺎﻉ ﻋﻨﺪ ﺧﺮﻭﺟﻪ ﻣﻦ ﺍﻟﺰﺟﺎﺝ‬
‫ﺃﻱ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﻨﺤﺮﻑ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ .‬ﻻﺣﻆ ﹰ‬
‫ﹾ‬
‫ﻫﻮ ﻧﻔﺴﻪ ﻛﲈ ﻛﺎﻥ ﻗﺒﻞ ﺃﻥ ﻳﺴﻘﻂ ﻋﲆ ﺍﻟﺰﺟﺎﺝ‪ ،‬ﻭﻟﻜﻨﻪ ﺍﻧﺰﺍﺡ ﻋﻦ ﻣﻮﺿﻌﻪ ﺍﻷﺻﲇ‪.‬‬
‫ﺻﻔﺮﺍ ﻓﺈﻥ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻳﻨﻔﺬ ﺇﱃ ﺍﻟﻮﺳـﻂ ﺍﻟﺜﺎﲏ ﺩﻭﻥ ﺃﻥ ﳛﺪﺙ ﻟﻪ‬
‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺳـﻘﻮﻁ ﺍﻟﻀﻮﺀ ﹰ‬
‫ﺍﻧﻜﺴﺎﺭ‪.‬‬
‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻠﻀﻮﺀ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﻣﻦ ﻭﺳﻂ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﻛﺒﲑ ﺇﱃ ﻭﺳﻂ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻗﻞ؟‬

‫‪2‬‬
‫‪ ‬ﺗﺴﻘﻂ ﺣﺰﻣﺔ ﺿﻮﺀ ﻣﻦ ﺍﳍﻮﺍﺀ ﻋﲆ ﻗﻄﻌﺔ ﻣﻦ ﺯﺟﺎﺝ ﺍﻟﻌﺪﺳﺎﺕ ﺑﺰﺍﻭﻳﺔ ‪ .30.0°‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ؟‬
‫‪‬‬ ‫‪1‬‬
‫‪θ2‬‬
‫‪θ1‬‬
‫ﻣ ﹼﺜﻞ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﳍﻮﺍﺀ ﻭﺯﺟﺎﺝ ﺍﻟﻌﺪﺳﺎﺕ‪.‬‬
‫‪n1‬‬ ‫‪n2‬‬ ‫ﺍﺭﺳﻢ ﳐ ﹼﻄﻂ ﺍﻷﺷﻌﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪ ‬‬

‫‪‬‬
‫? = ‪θ2‬‬ ‫‪θ1 = 30.0° ،n1 = 1.00 ،n2 = 1.52‬‬

‫‪‬‬ ‫‪2‬‬

‫‪n1 sin θ1 = n2 sin θ2‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﻹﳚﺎﺩ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪:‬‬
‫‪n1‬‬
‫) (‬
‫__ =‪sin θ2‬‬
‫‪n sin θ1‬‬ ‫‪2‬‬

‫‪n‬‬
‫__ ( ( ‪θ =sin‬‬
‫‪2‬‬ ‫) ‪n )sin θ‬‬
‫‪-1‬‬ ‫‪1‬‬
‫‪1‬‬
‫‪2‬‬

‫____ ( (‬ ‫)‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ‪n1 = 1.00 ،n2 = 1.52 ،θ1 = 30.0°‬‬

‫) ‪1.52‬‬
‫‪=sin-1‬‬ ‫‪1.00 sin 30.0 °‬‬ ‫‪=19.2°‬‬

‫‪‬‬ ‫‪3‬‬
‫ﻌﱪ ﻋﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫‪ ‬ﹸﻳ ﱠ‬
‫‪ ‬ﺇﻥ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ ‪ n 2‬ﺃﻛﱪ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ ‪ ،n 1‬ﻟﺬﺍ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ ‪ θ 2‬ﺃﻗﻞ ﻣﻦ‬
‫ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪. θ1‬‬

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 ‫‪ .15‬ﹸﺃﺳﻘﻄﺖ ﺣﺰﻣﺔ ﻟﻴﺰﺭ ﰲ ﺍﳍﻮﺍﺀ ﻋﲆ ﺇﻳﺜﺎﻧﻮﻝ ﺑﺰﺍﻭﻳﺔ ‪ .37.0°‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ؟ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻹﻳﺜﺎﻧﻮﻝ ‪1.36‬‬
‫ﻳﻨﺘﻘﻞ ﺿﻮﺀ ﰲ ﺍﳍﻮﺍﺀ ﺇﱃ ﺩﺍﺧﻞ ﺍﳌﺎﺀ ﺑﺰﺍﻭﻳﺔ ‪ 30.0°‬ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ .‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴـﺎﺭ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬ ‫‪.16‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺀ ‪.1.33‬‬
‫ﻏﻤـﺮ ﻗﺎﻟـﺐ ﻣﻦ ﻣﺎﺩﺓ ﻏﲑ ﻣﻌﺮﻭﻓﺔ ﰲ ﺍﳌﺎﺀ‪ .‬ﹸﺃﺳـﻘﻂ ﻋﻠﻴﻪ ﺿـﻮﺀ ﺑﺰﺍﻭﻳﺔ ‪ ،31°‬ﻓﻜﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴـﺎﺭﻩ ﰲ ﺍﻟﻘﺎﻟﺐ ‪ .27 °‬ﻣﺎ‬ ‫‪.17‬‬
‫ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ ﻟﻠﲈﺩﺓ ﺍﳌﺼﻨﻮﻉ ﻣﻨﻬﺎ ﺍﻟﻘﺎﻟﺐ؟‬

‫‪ Actual and apparent depth‬ﻳﻨﻜﴪ ﺍﻟﻀﻮﺀ ﻋﻨﺪ‬

‫ﺍﻧﺘﻘﺎﻟـﻪ ﻣـﻦ ﺍﳌﺎﺀ ﺇﱃ ﺍﳍﻮﺍﺀ‪ ،‬ﻟﺬﺍ ﺗﺒﺪﻭ ﺍﻷﺟﺴـﺎﻡ ﺍﳌﻐﻤـﻮﺭﺓ ﲢﺖ ﺍﳌﺎﺀ ﻋﻨﺪ ﻣﻮﺍﻗـﻊ ﻏﲑ ﺣﻘﻴﻘﻴﺔ‬
‫ﻧﺘﻴﺠـﺔ ﺍﻻﻧﻜﺴـﺎﺭ‪ ،‬ﺣﻴـﺚ ﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻷﺟﺴـﺎﻡ ﻋﲆ ﹸﺑﻌﺪ ﻇﺎﻫـﺮﻱ ﺃﻗﻞ ﻣﻦ ﹸﺑﻌﺪﻫـﺎ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﻭﳌﻌﺮﻓـﺔ ﻛﻴـﻒ ﳛﺪﺙ ﺫﻟﻚ ﺍﻧﻈـﺮ ﺇﱃ ﺍﻟﺸـﻜﻞ ‪ ،6-24‬ﺍﻟﺬﻱ ﻳﻮﺿﺢ ﻛﻴﻒ ﻳﺮ￯ ﺍﻟﺸـﺨﺺ‬
‫ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 6-24a‬ﺃﻥ ﺍﻟﻀﻮﺀ ﺍﳌﻨﻌﻜﺲ ﻋﻦ ﺍﻟﺴﻤﻜﺔ ﻳﻨﺘﻘﻞ‬ ‫ﻭﺍﻟﺴﻤﻜﺔ ﻛﻞ ﻣﻨﻬﲈ ﺍﻵﺧﺮ‪ .‬ﱢ‬
‫ﺧـﻼﻝ ﺍﳌﺎﺀ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻳﺴـﻘﻂ ﻋﲆ ﺍﳊﺪ ﺍﻟﻔﺎﺻـﻞ ﺑﲔ ﺍﳌﺎﺀ ﻭﺍﳍﻮﺍﺀ ﻳﻨﻜـﴪ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﺍﻟﻌﻤﻮﺩ‬
‫ﺍﳌﻘﺎﻡ؛ ﻷﻥ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﳌﺎﺀ ﺃﻛﱪ‪ .‬ﻭﻳﺮ￯ ﺍﻟﺸﺨﺺ ﺍﻟﺴﻤﻜﺔ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻮﺍﺻﻞ‬
‫ﺇﱃ ﻋﻴﻨﻴﻪ‪ ،‬ﻟﺬﺍ ﻓﺈﻧﻪ ﻳﺮ￯ ﺍﻟﺴﻤﻜﺔ ﻋﲆ ﹸﺑﻌﺪ ﺃﻗﻞ ﻣﻦ ﹸﺑﻌﺪﻫﺎ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﺸﻜﻞ ‪ 6-24b‬ﹼ‬
‫ﻓﻴﻮﺿﺢ ﻛﻴﻒ ﺗﺮ￯ ﺍﻟﺴﻤﻜﺔ ﺍﻟﺸﺨﺺ ﻋﲆ ﹸﺑﻌﺪ ﺃﻛﱪ ﻣﻦ ﹸﺑﻌﺪﻩ ﺍﳊﻘﻴﻘﻲ؛‬
‫ﺣﻴﺚ ﺗﻨﻜﴪ ﺍﻷﺷـﻌﺔ ﺍﳌﻨﻌﻜﺴـﺔ ﻋﻦ ﺍﻟﺸـﺨﺺ ﻋﻨﺪﻣﺎ ﺗﺴـﻘﻂ ﻋﲆ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﳍﻮﺍﺀ‬
‫ﻭﺍﳌﺎﺀ ﻣﻘﱰﺑﺔ ﻣﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ .‬ﻭﺗﺮ￯ ﺍﻟﺴـﻤﻜﺔ ﺍﻟﺸـﺨﺺ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻮﺍﺻﻞ ﺇﱃ‬
‫ﻋﻴﻨﻴﻬﺎ‪ ،‬ﻭﻳﺒﺪﻭ ﳍﺎ ﻋﲆ ﹸﺑﻌﺪ ﺃﻛﱪ ﻣﻦ ﹸﺑﻌﺪﻩ ﺍﳊﻘﻴﻘﻲ‪.‬‬
‫ﳌﺎﺫﺍ ﻧﺮ￯ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺘﻲ ﰲ ﺍﳌﺎﺀ ﻋﲆ ﹸﺑﻌﺪ ﺃﻗﻞ ﻣﻦ ﹸﺑﻌﺪﻫﺎ ﺍﳊﻘﻴﻘﻲ؟‬

‫‪    6-24  ‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪         ‬‬
‫‪        ‬‬
‫‪‬‬
‫‪     ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪73‬‬
 ‫‪    6-25  ‬‬
‫ﺍﻟﻐﺮﻭﺏ‬ ‫ﺍﻟﴩﻭﻕ‬
‫ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‬ ‫‪        ‬‬
‫‪‬‬

‫ﺧﻂ ﺍﻷﻓﻖ‬ ‫ﺧﻂ ﺍﻷﻓﻖ‬

‫‪a‬‬ ‫‪‬‬
‫‪θ2‬‬

‫‪‬‬ ‫‪n2‬‬
‫‪‬‬ ‫‪n1‬‬
‫‪Why we see the sun's image ‬‬
‫?‪ before sunrise and after sunset‬ﻧﺮ￯ ﻗﺮﺹ ﺍﻟﺸـﻤﺲ ﻗﺒﻞ ﴍﻭﻕ ﺍﻟﺸـﻤﺲ‪،‬‬
‫‪θ1‬‬

‫ﻛﲈ ﺃﻧﻨﺎ ﻧﺮﺍﻩ ﺑﻌﺪ ﻏﻴﺎﲠﺎ؛ ﻭﺫﻟﻚ ﺑﺴـﺒﺐ ﺍﻧﻜﺴـﺎﺭ ﺃﺷـﻌﺔ ﺍﻟﺸـﻤﺲ ﰲ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‪ .‬ﻳﻮﺿﺢ‬
‫ﺍﻟﺸـﻜﻞ ‪ 6-25‬ﻛﻴﻔﻴﺔ ﺍﻧﻜﺴـﺎﺭ ﺃﺷـﻌﺔ ﺍﻟﺸـﻤﺲ ﰲ ﻃﺒﻘﺎﺕ ﺍﻟﻐﻼﻑ ﺍﳉـﻮﻱ‪ ،‬ﺣﻴﺚ ﲣﺘﻠﻒ‬ ‫‪A‬‬
‫ﻛﺜﺎﻓﺔ ﻃﺒﻘﺎﺕ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‪ ،‬ﻭﺑﺎﻟﺘﺎﱄ ﲣﺘﻠﻒ ﻣﻌﺎﻣﻼﺕ ﺍﻧﻜﺴﺎﺭﻫﺎ؛ ﺣﻴﺚ ﺗﺰﺩﺍﺩ ﻣﻌﺎﻣﻼﺕ‬
‫ﺍﻧﻜﺴﺎﺭ ﻃﺒﻘﺎﺕ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﺑﺎﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺃﻋﲆ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﺇﱃ ﺃﺳﻔﻠﻪ‪ .‬ﻭﺗﺒ ﹰﻌﺎ‬
‫‪b‬‬
‫ﻟﺬﻟـﻚ ﺗﻨﻜﴪ ﺃﺷـﻌﺔ ﺍﻟﺸـﻤﺲ ﰲ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﻣﻘﱰﺑـﺔ ﻣﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘـﺎﻡ‪ .‬ﻭﻋﻨﺪ ﻭﺻﻮﻝ‬
‫ﺍﻷﺷـﻌﺔ ﺍﳌﻨﻜﴪﺓ ﺇﱃ ﻋﲔ ﺍﳌﺸﺎﻫﺪ‪ ،‬ﻓﺈﻧﻪ ﻳﺮ￯ ﺍﻟﺸﻤﺲ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻮﺍﺻﻞ ﺇﱃ ﻋﻴﻨﻪ‪،‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻟـﺬﺍ ﻳﺮ￯ ﺍﻟﺸـﻤﺲ ﰲ ﻣﻮﻗـﻊ ﻇﺎﻫﺮﻱ ﺃﻋﲆ ﻣﻦ ﻣﻮﻗﻌﻬـﺎ ﺍﳊﻘﻴﻘﻲ‪ ،‬ﺃﻱ ﺃﻥ ﺍﻟﺸـﻤﺲ ﺗﺮ￯ ﻗﺒﻞ‬ ‫‪‬‬
‫ﴍﻭﻗﻬﺎ‪ .‬ﻭﺑﺎﳌﺜﻞ ﳛﺪﺙ ﻭﻗﺖ ﺍﻟﻐﺮﻭﺏ‪.‬‬ ‫‪θc‬‬

‫‪Totalinternalreflection‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﺇﱃ ﻭﺳﻂ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻗﻞ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ ﺃﻛﱪ ﻣﻦ ﺯﺍﻭﻳﺔ‬ ‫‪B‬‬

‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ .6-26a‬ﻭﻣﻊ ﺯﻳﺎﺩﺓ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﺗﺰﺩﺍﺩ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪ ،‬ﻭﻋﻨﺪ‬
‫ﺍﻟﺴﻘﻮﻁ‪ ،‬ﻛﲈ ﱢ‬
‫ﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﻣﻌﻴﻨﺔ ﺗﹸﺴﻤﻰ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ‪ Critical angle θc‬ﻳﻨﻜﴪ ﺍﻟﺸﻌﺎﻉ ﻋﲆ ﺍﻣﺘﺪﺍﺩ‬ ‫‪c‬‬

‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪.6-26b‬‬ ‫ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﻟﻮﺳﻄﲔ‪ ،‬ﻭﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ ‪ ،90.0°‬ﻛﲈ ﱢ‬
‫‪‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﺼﺒﺢ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﰲ ﺍﻟﻮﺳﻂ ﺍﻷﻛﱪ ﻛﺜﺎﻓﺔ ﺿﻮﺋﻴﺔ )ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ( ﺃﻛﱪ ﻣﻦ‬
‫‪‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ‪ ،‬ﻳﺮﺗﺪﹼ ﺍﻟﻀﻮﺀ ﻋﻦ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺇﱃ ﻭﺳﻂ ﺍﻟﺴﻘﻮﻁ ﻧﻔﺴﻪ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ‬ ‫‪θi‬‬ ‫‪θr‬‬

‫ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ ‪ Total internal reflection‬ﻭﺃﻫﻢ ﻣﺎ ﻳﻤﻴﺰ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ‬ ‫‪θr = θi‬‬ ‫‪‬‬
‫ﺍﻟﺪﺍﺧﲇ ﻫﻮ ﺃﻥ ﺍﻟﻀﻮﺀ ﻳﻨﻌﻜﺲ ﺑﺼﻮﺭﺓ ﻛﺎﻣﻠﺔ ﺇﱃ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻛﱪ‪ ،‬ﻛﲈ‬
‫‪Ray 3‬‬

‫‪C‬‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ .6-26c‬ﻭﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﻹﳚﺎﺩ ﻣﻌﺎﺩﻟﺔ ﻟﻠﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ﻷﻱ‬ ‫ﱢ‬
‫ﺣﺪ ﻓﺎﺻﻞ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﻌﻮﻳﺾ ‪ θ1 = θc‬ﻭ ˚‪.θ2 =90.0‬‬ ‫‪A      6-26  ‬‬
‫‪a  ‬‬
‫‪C18-04A-845813‬‬
‫‪n2‬‬
‫___= ‪sin θc‬‬
‫‪n‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ﻟﻼﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‬ ‫‪Final‬‬
‫‪ ‬‬ ‫‪B ‬‬
‫‪1‬‬
‫‪     ‬‬
‫ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ﻳﺴـﺎﻭﻱ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻭﺳـﻂ ﺍﻻﻧﻜﺴـﺎﺭ ﻣﻘﺴـﻮ ﹰﻣﺎ ﻋﲆ ﻣﻌﺎﻣﻞ‬ ‫‪  b  ‬‬
‫ﺍﻧﻜﺴﺎﺭ ﻭﺳﻂ ﺍﻟﺴﻘﻮﻁ‪.‬‬ ‫‪ ‬‬
‫‪C     ‬‬
‫‪c‬‬

‫‪74‬‬
 
 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

     6-27  n2 

 

Sharp objects safety
First aid


PoisonEye
safety
wash station


Oxidizer
Fire extinguisher


Corrosive
Radioactive safety
    n1 > n2
 


Sharp
Laser
   

Hand protection
beamobjects safety Poison safety
Lab. coat

    .1

 

Eye Ecological
safety Oxidizer
hazards
  

Thermal Carcinogenic
safety Corrosive Explosive
       
n1 

      
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable

     

‫ ﺍﻓﱰﺽ ﺃﻧﻚ ﺗﻐﻮﺹ ﰲ ﺑﺮﻛﺔ‬.‫ﻳـﺆﺩﻱ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ ﺇﱃ ﺑﻌﺾ ﺍﻟﺘﺄﺛـﲑﺍﺕ ﺍﻟﻐﺮﻳﺒﺔ‬
    

‫ﺍﻧﻌﻜﺎﺳـﺎ ﻣﻘﻠﻮ ﹰﺑﺎ ﳉﺴـﻢ ﺁﺧﺮ ﻗﺮﻳﺐ‬ ￯‫ ﻓﺈﻧﻚ ﻗﺪ ﺗﺮ‬،‫ ﻭﺗﻨﻈﺮ ﺇﱃ ﺃﻋﲆ ﺳـﻄﺢ ﺍﳌـﺎﺀ‬،‫ﻣﺎﺀ ﺳـﺎﻛﻦ‬
First aid Eye wash station Fire extinguisher Radioactive safety

90°0° ‫ﹰ‬
.‫ﺍﻧﻌﻜﺎﺳﺎ ﻟﻘﺎﻉ ﺍﻟﱪﻛﺔ ﻧﻔﺴﻬﺎ؛ ﺇﺫ ﻳﻌﻤﻞ ﺳﻄﺢ ﺍﳌﺎﺀ ﻋﻤﻞ ﺍﳌﺮﺁﺓ‬
‫ﹰ‬ ￯‫ ﺃﻭ ﻗﺪ ﺗﺮ‬،‫ﻣﻮﺟﻮﺩ ﺃﺳﻔﻞ ﺍﳌﺎﺀ‬
   
Sharp objects safety Poison safety Oxidizer Corrosive

    

 .2
   

Laser beam

Lab. coat

Ecological hazards

Carcinogenic
.‫ﻭﻛﺬﻟﻚ ﻋﻨﺪﻣﺎ ﺗﻘﻒ ﺑﺠﺎﻧﺐ ﺑﺮﻛﺔ ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺃﻻ ﺗﺮ￯ ﺍﻷﺷـﻴﺎﺀ ﺍﳌﻮﺟﻮﺩﺓ ﺃﺳـﻔﻞ ﺳﻄﺢ ﺍﳌﺎﺀ‬
 1    ‫ ﻓﺈﻧﻚ‬،‫ﻓﻌﻨﺪﻣﺎ ﻳﺴﺒﺢ ﺷﺨﺺ ﲢﺖ ﺍﳌﺎﺀ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺍﻟﺴﻄﺢ ﻭﰲ ﺍﳉﻬﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻚ ﻣﻦ ﺍﻟﱪﻛﺔ‬
 .‫ ﻟﲑﺗﺪ ﺇﱃ ﺩﺍﺧﻞ ﺍﻟﱪﻛﺔ‬،‫ﻗﺪ ﻻ ﺗﺮﺍﻩ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻀﻮﺀ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺟﺴﻤﻪ ﻳﻨﻌﻜﺲ ﺇﱃ ﺍﻷﺳﻔﻞ‬

     .3 ‫ﺗﻌﺪ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻀﻮﺋﻴﺔ ﺃﻭ ﺍﻟﺒﴫﻳﺔ ﺗﻄﺒﻴ ﹰﻘﺎ ﺗﻘﻨ ﹼﹰﻴﺎ ﹼﹰ‬ Optical fibers
‫ﻣﻬﲈ‬
     ‫ ﻭﻫﻲ ﺃﻧﺎﺑﻴﺐ ﺯﺟﺎﺟﻴﺔ ﺃﻭ ﺑﻼﺳـﺘﻴﻜﻴﺔ ﺗﹸﺼﻨﻊ ﻣﻦ ﻣﻮﺍﺩ ﺷـﻔﺎﻓﺔ‬.‫ﻟﻼﻧﻌـﻜﺎﺱ ﺍﻟـﻜﲇ ﺍﻟﺪﺍﺧﲇ‬
     ‫ ﻭﺗﻜـﻮﻥ ﺭﻓﻴﻌﺔ ﺟﺪﹼﹰ ﺍ‬،‫ﺫﺍﺕ ﻣﻌﺎﻣـﻞ ﺍﻧﻜﺴـﺎﺭ ﺃﻛـﱪ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻣﺎﺩﺓ ﻏـﻼﻑ ﺍﻟﻠﻴﻒ‬
         ‫ﺩﺍﺋﲈ‬‫ﺑﺤﻴـﺚ ﻳﺴـﻘﻂ ﺍﻟﻀﻮﺀ ﺍﻟﺬﻱ ﻳﻨﺘﻘـﻞ ﺧﻼﻝ ﺍﻟﻠﻴﻒ ﺍﻟﻀﻮﺋﻲ ﻋﲆ ﺍﻟﺴـﻄﺢ ﺍﻟﺪﺍﺧـﲇ ﻟﻪ ﹰ‬
     ‫ﺍﻧﻌﻜﺎﺳﺎ ﻛﻠ ﹼﹰﻴﺎ ﺩﺍﺧﻠ ﹼﹰﻴﺎ ﻓﻼ ﻳﻨﻔﺬ ﺃﻱ ﺟﺰﺀ‬
‫ﹰ‬ ‫ ﻟﺬﺍ ﻳﻨﻌﻜﺲ ﺍﻟﻀﻮﺀ‬،‫ﺑﺰﺍﻭﻳﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ‬
 ‫ ﻭﻟﺬﻟﻚ ﳛﺎﻓﻆ ﺍﻟﻀﻮﺀ ﻋﲆ ﺷﺪﺗﻪ ﻋﲆ ﻃﻮﻝ‬.6-27 ‫ﻣﻨﻪ ﺧﻼﻝ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ‬
  .4 ‫ﻣﺘﻌﺮﺝ‬‫ ﻭﲠﺬﺍ ﻳﻤﻜﻦ ﻧﻘﻞ ﺍﻟﻀﻮﺀ ﺑﺸـﻜﻞ ﱢ‬،‫ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻤﺘﺪﻫﺎ ﺍﻟﻠﻴﻒ ﺍﻟﺒﴫﻱ ﻣﻬﲈ ﺑﻠﻐﺖ‬
    
.‫ﺇﱃ ﺃﻣﺎﻛﻦ ﻻ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻀﻮﺀ ﺍﻟﺬﻱ ﻳﺴﲑ ﰲ ﺧﻄﻮﻁ ﻣﺴﺘﻘﻴﻤﺔ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ‬
  90°
   ‫ﻭﻗـﺪ ﺗـﻢ ﺍﻻﺳـﺘﻔﺎﺩﺓ ﻣـﻦ ﻫـﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﳎـﺎﻝ ﺍﻟﻄـﺐ ﰲ ﺍﳌﻨﺎﻇﲑ ﺍﻟﻄﺒﻴـﺔ ﺍﻟﺘﻲ ﺗﺴـﺘﺨﺪﻡ ﰲ‬
θc ‫ ﻛﲈ ﺗﻢ ﺍﻻﺳـﺘﻔﺎﺩﺓ ﻣﻦ‬.‫ﺇﺟـﺮﺍﺀ ﺍﻟﻌﻤﻠﻴـﺎﺕ ﺍﳉﺮﺍﺣﻴـﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻭﺭﺅﻳﺔ ﺃﺟﺰﺍﺀ ﺍﳉﺴـﻢ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
 .5 ‫ﺑﺪﻻ ﻣﻦ ﺍﻟﻄﺮﻕ‬‫ﻫـﺬﻩ ﺍﻟﺘﻘﻨﻴﺔ ﰲ ﳎﺎﻻﺕ ﺍﻻﺗﺼﺎﻻﺕ ﺍﻟﺴـﻠﻜﻴﺔ ﻭﻧﻘﻞ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﻭﺍﻹﻧﱰﻧﺖ ﹰ‬
  θc
‫ ﺣﻴﺚ ﲤﺘﺎﺯ ﺗﻘﻨﻴﺔ‬،‫ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﰲ ﻧﻘﻠﻬﺎ ﺑﻮﺍﺳـﻄﺔ ﺍﻟﺘﻴـﺎﺭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺃﻭ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻼﺳـﻠﻜﻴﺔ‬
 ‫ﹰ‬
‫ﻓﻤﺜـﻼ ﻳﻤﻜﻨﻬﺎ ﻧﻘﻞ ﻋﺪﺩ‬ ‫ﺍﻷﻟﻴـﺎﻑ ﺍﻟﻀﻮﺋﻴﺔ ﺑﴪﻋﺔ ﻧﻘﻞ ﺍﻹﺷـﺎﺭﺍﺕ ﺍﻟﻀﻮﺋﻴﺔ ﻭﺑﻜﻔﺎﺀﺓ ﺃﻋﲆ؛‬
        .6 ‫ﻛﺒﲑ ﺟﺪﹼﹰ ﺍ ﻣﻦ ﺍﳌﻜﺎﳌﺎﺕ ﺍﳍﺎﺗﻔﻴﺔ ﻭﺇﺷـﺎﺭﺍﺕ ﺍﳊﺎﺳـﻮﺏ ﳌﺴـﺎﻓﺎﺕ ﺑﻌﻴﺪﺓ ﻣـﻦ ﺩﻭﻥ ﺍﳊﺎﺟﺔ ﺇﱃ‬

.‫ﳏﻄﺎﺕ ﺗﻘﻮﻳﺔ‬
    .7
   ‫ﻣﺎ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻀﻮﺋﻴﺔ؟ ﻭﻣﺎ ﻣﺒﺪﺃ ﻋﻤﻠﻬﺎ؟‬
      
        .6-28a ‫ﺍﳌﺒﲔ ﰲ ﺍﻟﺸﻜﻞ‬ ‫ ﺗﺮ￯ ﺃﺣﻴﺎﻧﹰﺎ ﰲ ﻳﻮﻡ ﺻﻴﻔﻲ ﺣﺎﺭ ﺗﺄﺛﲑ ﺍﻟﴪﺍﺏ ﱠ‬M  irages
 ،‫ﻓﻌﻨﺪﻣﺎ ﺗﻘﻮﺩ ﺳﻴﺎﺭﺗﻚ ﻋﲆ ﻃﺮﻳﻖ ﺗﺮ￯ ﻣﺎ ﻳﺒﺪﻭ ﻛﺄﻧﻪ ﺍﻧﻌﻜﺎﺱ ﻟﻠﺴﻴﺎﺭﺓ ﺍﻟﻘﺎﺩﻣﺔ ﰲ ﺑﺮﻛﺔ ﻣﺎﺀ‬
 .8 ‫ ﳌﺎﺫﺍ؟ﻳﺘﻜﻮﻥ ﺍﻟﴪﺍﺏ ﻧﺘﻴﺠﺔ ﺗﺴـﺨﲔ ﺍﻟﺸـﻤﺲ ﻟﻠﻄﺮﻳﻖ؛‬،‫ﻭﲣﺘﻔﻲ ﺍﻟﱪﻛﺔ ﻋﻨﺪﻣﺎ ﺗﺼﻞ ﺇﻟﻴﻬﺎ‬

  ‫ ﻭﺗﻨﺘـﺞ ﻃﺒﻘﺔ ﺣﺮﺍﺭﻳﺔ ﻣﻦ ﺍﳍﻮﺍﺀ ﺗﺆﺩﻱ ﺇﱃ ﺍﻧﺤﺮﺍﻑ‬،‫ﹸﺴـﺨﻦ ﺍﻟﻄﺮﻳﻖ ﺍﳊﺎﺭﺓ ﺍﳍﻮﺍﺀ ﻓﻮﻗﻬﺎ‬ ‫ﺇﺫ ﺗ ﱢ‬
θc ‫ﺍﻟﻀـﻮﺀ ﺍﳌﻨﺘﻘـﻞ ﰲ ﺍﲡﺎﻩ ﺍﻟﻄﺮﻳﻖ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋﲆ؛ ﳑﺎ ﳚﻌﻞ ﺍﻟﻀﻮﺀ ﻳﺒﺪﻭ ﻗﺎﺩ ﹰﻣﺎ ﻣﻦ ﺍﻧﻌﻜﺎﺱ‬
.6-28b ‫ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‬،‫ﰲ ﺑﺮﻛﺔ‬

75
a
‫ ﻛﻴﻒ ﳛﺪﺙ‬6-28c ‫ﻭﻳﺒﲔ ﺍﻟﺸـﻜﻞ‬ ‫ﱢ‬      6-28
‫ ﻫﺬﺍ؛ ﻓﻌﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﻣﻦ ﺟﺴـﻢ‬    a 
‫ ﻓﺈﻥ‬،‫ ﺑﻌﻴـﺪ ﺇﱃ ﺃﺳـﻔﻞ ﻧﺤـﻮ ﺍﻟﻄﺮﻳـﻖ‬b
   
Hand protection Eye safety Thermal safety Explosive

b
n   ‫ ﻣﻌﺎﻣـﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﳍـﻮﺍﺀ ﻳﻘﻞ ﺑﺴـﺒﺐ‬c


ElectricalHand
hazard
protection


Harmful / Irritant
Eye safety


BiologicalThermal
hazardssafety


Flammable
Explosive

 
n ‫ﺳـﺨﻮﻧﺔ ﺍﳍـﻮﺍﺀ ﺍﻟﻘﺮﻳـﺐ ﻣﻦ ﺳـﻄﺢ‬
‫ ﻭﻳﻜـﻮﻥ ﺗﻐﲑ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬،‫ﺍﻷﺭﺽ‬
 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

c

‫ ﻭﰲ ﺍﻟﴪﺍﺏ ﺗﻨﺘﻘﻞ ﺟﺒﻬﺎﺕ‬.‫ﺗﺪﺭﳚ ﹼﹰﻴﺎ‬  

Sharp objects safety
First aid


PoisonEye
safety
wash station


Oxidizer
Fire extinguisher


Corrosive
Radioactive safety

 ‫ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺳـﻄﺢ ﺍﻷﺭﺽ‬ 


    
  
   



،‫ ﺃﴎﻉ ﻣـﻦ ﺗﻠـﻚ ﺍﻟﺘـﻲ ﰲ ﺍﻷﻋـﲆ‬ .1

Sharp
Laser Hand protection
beamobjects safety Poison safety
Lab. coat Eye Ecological
safety Oxidizer
hazards Thermal Carcinogenic
safety Corrosive Explosive




‫ﹸﺴـﻤﻰ‬
‫ ﻭﲢﺪﺙ ﻇﺎﻫﺮﺓ ﻣﺸـﺎﲠﺔ ﺗ ﹼ‬.‫ﳑـﺎ ﻳـﺆﺩﻱ ﺇﱃ ﺍﻧﺤﺮﺍﻑ ﺟﺒﻬﺎﺕ ﺍﳌﻮﺟﺎﺕ ﺗﺪﺭﳚ ﹼﹰﻴﺎ ﺇﱃ ﺃﻋﲆ‬
     
Laser beam Electrical hazard Lab. coat Ecological hazards
Harmful / Irritant Biological hazardsCarcinogenic Flammable


‫ ﺣﻴـﺚ ﹸﻳﺒﻘﻲ ﺍﳌﺎﺀ‬،‫ ﺍﻟـﴪﺍﺏ ﺍﻟﻘﻄﺒﻲ؛ ﻋﻨﺪﻣـﺎ ﻳﺒﺪﻭ ﺍﻧﻌﻜﺎﺱ ﻗﺎﺭﺏ ﺑﻌﻴﺪ ﻓﻮﻕ ﺍﻟﻘﺎﺭﺏ ﻧﻔﺴـﻪ‬         .2 
First aid

Eye wash station

Fire extinguisher

Radioactive safety

.‫ ﺍﳍﻮﺍﺀ ﺍﻟﻘﺮﻳﺐ ﻣﻦ ﺳﻄﺤﻪ ﺑﺎﺭ ﹰﺩﺍ‬

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


Dispersionoflight                  .3 
Laser beam

Lab. coat

Ecological hazards

Carcinogenic

‫ ﻭﺗﻌﺮﻑ‬.‫ ﺗﺘﺤﺪﹼ ﺩ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﻭﺳﻂ ﻣﺎ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻔﺎﻋﻼﺕ ﺑﲔ ﺍﻟﻀﻮﺀ ﻭﺫﺭﺍﺕ ﺍﻟﻮﺳﻂ‬   

￯‫ﻣﻦ ﺩﺭﺍﺳـﺘﻚ ﺍﻟﺴـﺎﺑﻘﺔ ﺃﻥ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ ﻭﺍﻟﻀﻐﻂ ﻳﺮﺗﺒﻄﺎﻥ ﺑﻄﺎﻗﺔ ﺍﳉﺴـﻴﲈﺕ ﻋﲆ ﺍﳌﺴـﺘﻮ‬
         .4
‫ ﻭﻳﺘﻐﲑ ﺗﺒ ﹰﻌﺎ ﻟﺬﻟﻚ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ ﻟﻠﻮﺳﻂ ﺍﻟﻐﺎﺯﻱ ﻗﻠﻴ ﹰ‬،‫ ﻟﺬﺍ ﺗﺘﻐﲑ ﴎﻋﺔ ﺍﻟﻀﻮﺀ‬،‫ ﺍﻟﺬﺭﻱ‬
‫ﻼ‬
‫ ﻓﺈﻥ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻭﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ ﳜﺘﻠﻔﺎﻥ‬،‫ ﻭﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‬.‫ﺗﻐﲑ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‬ ‫ﻣﻊ ﹼ‬ 

.‫ﻟﻸﻃﻮﺍﻝ ﺍﳌﻮﺟﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﰲ ﺍﻟﻮﺳﻂ ﻧﻔﺴﻪ‬

‫ ﻛﲈ‬،‫ ﻳﺘﺤﻠـﻞ ﺍﻟﻀـﻮﺀ ﺍﻷﺑﻴـﺾ ﺇﱃ ﻃﻴﻒ ﻣـﻦ ﺍﻷﻟﻮﺍﻥ ﻋﻨـﺪ ﻣﺮﻭﺭﻩ ﺧـﻼﻝ ﻣﻨﺸـﻮﺭ ﺯﺟﺎﺟﻲ‬ .5
‫ ﻭﺇﺫﺍ ﻧﻈﺮﺕ‬.Dispersion ‫ ﺣﻴﺚ ﺗﹸﺴـﻤﻰ ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﺘﺤﻠﻴـﻞ‬،6-29a ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ‬ ‫ﱢ‬ 
‫ ﻓﺴـﺘﻼﺣﻆ ﺃﻥ ﺍﻟﻠﻮﻥ ﺍﻟﺒﻨﻔﺴﺠﻲ ﻳﻨﻜﴪ ﺃﻛﺜﺮ ﻣﻦ‬،‫ ﺑﺪﻗﺔ ﺇﱃ ﺍﻟﻀﻮﺀ ﺍﻟﺬﻱ ﻳﻤﺮ ﺧﻼﻝ ﺍﳌﻨﺸـﻮﺭ‬     .6

‫؛ ﻭﻫﺬﺍ ﳛﺪﺙ ﻷﻥ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﺍﻟﺒﻨﻔﺴﺠﻲ ﺧﻼﻝ‬6-29b ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ﱢ‬ ‫ﻛﲈ‬ ،‫ﺍﻷﲪﺮ‬ ‫ﺍﻟﻠﻮﻥ‬          .7
‫ﺍﻟﺰﺟـﺎﺝ ﺃﻗـﻞ ﻣﻦ ﴎﻋـﺔ ﺍﻟﻀﻮﺀ ﺍﻷﲪﺮ؛ ﺣﻴـﺚ ﺇﻥ ﺗﺮ ﹼﺩﺩ ﺍﻟﻀﻮﺀ ﺍﻟﺒﻨﻔﺴـﺠﻲ ﺃﻛـﱪ ﻣﻦ ﺗﺮﺩﺩ‬ 
‫ ﻭﻫﺬﺍ ﻳﺆﺩﻱ ﺇﱃ ﺟﻌﻞ‬،‫ ﳑﺎ ﳚﻌﻠﻪ ﻳﺘﻔﺎﻋـﻞ ﺑﺼﻮﺭﺓ ﳐﺘﻠﻔﺔ ﻣﻊ ﺫﺭﺍﺕ ﺍﻟﺰﺟـﺎﺝ‬،‫ ﺍﻟﻀـﻮﺀ ﺍﻷﲪﺮ‬       .8
.‫ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺰﺟﺎﺝ ﻟﻠﻀﻮﺀ ﺍﻟﺒﻨﻔﺴﺠﻲ ﺃﻛﱪ ﻣﻨﻪ ﻟﻠﻀﻮﺀ ﺍﻷﲪﺮ‬

‫ﳌﺎﺫﺍ ﳛﺪﺙ ﲢﻠﻴﻞ ﻟﻠﻀﻮﺀ ﺍﻷﺑﻴﺾ ﻋﻨﺪ ﻣﺮﻭﺭﻩ ﺧﻼﻝ ﻣﻨﺸﻮﺭ ﺯﺟﺎﺟﻲ؟‬      .9
4
a b

    6-29 

          


  a  
 
     

 b

76
 ‫‪∂``∏```Ø`dG ™``e §````Hô`dG‬‬ ‫ﻭﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺒﴫﻳﺔ ﻋﲆ ﺍﻻﻧﻜﺴﺎﺭ ﻭﺍﻟﺘﺸﺘﺖ ﻭﺍﻟﺘﺤﻠﻴﻞ‪:‬‬
‫‪ Red lunar eclipse of the moon‬ﻳﺮﺟـﻊ ﺍﻟﻠـﻮﻥ ﺍﻷﲪـﺮ‬
‫‪    6-30 ‬‬
‫ﻟﻠﻘﻤﺮ ﺧﻼﻝ ﻣﺮﺣﻠﺔ ﺧﺴـﻮﻓﻪ ﺇﱃ ﺍﻻﻧﻜﺴﺎﺭ؛ ﺇﺫ ﳛﺪﺙ ﺧﺴﻮﻑ ﺍﻟﻘﻤﺮ ﻋﻨﺪﻣﺎ ﲢﺠﺐ ﺍﻷﺭﺽ‬
‫‪  ‬‬
‫‪        ‬‬ ‫ﻣﻌﺘﲈ ﲤﺎ ﹰﻣـﺎ‪ ،‬ﻭﻟﻜﻦ ﻣﺎ‬
‫ﺿـﻮﺀ ﺍﻟﺸـﻤﺲ ﻋﻦ ﺍﻟﻘﻤـﺮ‪ .‬ﻭﻧﺘﻴﺠﺔ ﳍﺬﺍ‪ ،‬ﻗـﺪ ﺗﺘﻮﻗﻊ ﺃﻥ ﻳﺼﺒـﺢ ﺍﻟﻘﻤﺮ ﹰ‬
‫‪‬‬ ‫ﳛـﺪﺙ ﻫﻮ ﺃﻥ ﺍﻟﻀـﻮﺀ ﻳﻨﻜﴪ ﺧﻼﻝ ﺍﻟﻐـﻼﻑ ﺍﳉﻮﻱ ﻟﻸﺭﺽ‪ ،‬ﻭﻳﻨﺤـﺮﻑ ﺣﻮﻝ ﺍﻷﺭﺽ ﰲ‬
‫ﺍﲡﺎﻩ ﺍﻟﻘﻤﺮ‪ .‬ﻭﻷﻥ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ ﻟﻸﺭﺽ ﻳﺸﺘﹼﺖ ﻣﻌﻈﻢ ﺍﻟﻀﻮﺀ ﺍﻷﺯﺭﻕ ﻭﺍﻷﺧﴬ؛ ﻟﺬﺍ ﻳﻨﲑ‬
‫ﺍﻟﻠـﻮﻥ ﺍﻷﲪﺮ ﺃﻏﻠﺐ ﺍﻟﻘﻤﺮ‪ .‬ﻭﺑﲈ ﺃﻥ ﺍﻟﻘﻤﺮ ﻳﻌﻜﺲ ﻣﻌﻈﻢ ﺃﻟﻮﺍﻥ ﺍﻟﻀﻮﺀ ﺑﺎﻟﺪﺭﺟﺔ ﻧﻔﺴـﻬﺎ‪ ،‬ﻓﺈﻧﻪ‬
‫ﻳﻌﻜﺲ ﺍﻟﻀﻮﺀ ﺍﻷﲪﺮ ﺇﱃ ﺍﻷﺭﺽ‪ ،‬ﻓﻴﻈﻬﺮ ﺍﻟﻘﻤﺮ ﺑﺎﻟﻠﻮﻥ ﺍﻷﲪﺮ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-30‬‬
‫‪ Rainbow‬ﺍﳌﻨﺸﻮﺭ ﻟﻴﺲ ﺍﻟﻮﺳﻴﻠﺔ ﺍﻟﻮﺣﻴﺪﺓ ﻟﺘﺤﻠﻴﻞ ﺍﻟﻀﻮﺀ ﺍﻷﺑﻴﺾ ﺇﱃ ﺃﻟﻮﺍﻧﻪ‪،‬‬
‫ﻓﻘـﻮﺱ ﺍﳌﻄـﺮ ﻃﻴﻒ ﻳﺘﺸـﻜﹼﻞ ﻋﻨﺪﻣﺎ ﻳﺘﺤﻠـﻞ ﺿﻮﺀ ﺍﻟﺸـﻤﺲ ﺑﻔﻌﻞ ﻗﻄﺮﺍﺕ ﺍﳌـﺎﺀ ﰲ ﺍﻟﻐﻼﻑ‬
‫ﺍﳉﻮﻱ‪ .‬ﻭﻳﻨﻜﴪ ﺿﻮﺀ ﺍﻟﺸـﻤﺲ ﺍﻟﺴـﺎﻗﻂ ﻋﲆ ﻗﻄـﺮﺍﺕ ﺍﳌﺎﺀ‪ ،‬ﺣﻴﺚ ﻳﻨﻜـﴪ ﻛﻞ ﻟﻮﻥ ﺑﺰﺍﻭﻳﺔ‬
‫ﺍﻧﻜﺴﺎﺭ ﳐﺘﻠﻔﺔ ﻗﻠﻴﻼﹰ؛ ﺑﺴﺒﺐ ﺍﺧﺘﻼﻑ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺀ ﻷﻟﻮﺍﻥ ﺍﻟﻀﻮﺀ ﺍﻷﺑﻴﺾ‪ ،‬ﻓﻴﺤﺪﺙ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .6-31a‬ﻭﳛﺪﺙ ﺍﻧﻌﻜﺎﺱ ﺩﺍﺧﲇ ﻟﺒﻌﺾ ﺍﻟﻀﻮﺀ‬ ‫ﲢﻠﻴﻞ ﺍﻟﻀﻮﺀ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫‪    6-31‬‬ ‫ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﳋﻠﻔﻲ ﻟﻠﻘﻄﺮﺓ‪ .‬ﻭﻋﻨﺪ ﺧﺮﻭﺝ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﻟﻘﻄﺮﺓ ﳛﺪﺙ ﻟﻪ ﺍﻧﻜﺴﺎﺭ ﻣﺮﺓ ﺃﺧﺮ￯‪.‬‬
‫‪ ‬‬ ‫ﻭﻋـﲆ ﺍﻟﺮﻏـﻢ ﻣﻦ ﺃﻥ ﻛﻞ ﻗﻄـﺮﺓ ﺗﻨﺘﺞ ﻃﻴ ﹰﻔـﺎ ﻛﺎﻣـ ﹰ‬
‫ﻼ ﺇﻻ ﺃﻥ ﺍﳌﺮﺍﻗﺐ ﺍﳌﻮﺟﻮﺩ ﺑﲔ ﺍﻟﺸـﻤﺲ ﻭﺍﳌﻄﺮ‬
‫‪         ‬‬ ‫ﺳـﲑ￯ ﻣـﻦ ﻛﻞ ﻗﻄﺮﺓ ﻃﻮﻻﹰ ﻣﻮﺟ ﹼﹰﻴﺎ ﻣﻌﻴﻨﹰﺎ ﻟﻠﻀﻮﺀ ﻓﻘﻂ؛ ﺣﻴـﺚ ﻳﻌﺘﻤﺪ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻋﲆ ﺍﳌﻮﺍﻗﻊ‬
‫‪‬‬
‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ .6-31b‬ﻭﺳﻴﻈﻬﺮ ﻃﻴﻒ ﻛﺎﻣﻞ؛ ﻷﻧﻪ‬ ‫ﺍﻟﻨﺴـﺒﻴﺔ ﻟﻠﺸـﻤﺲ‪ ،‬ﻭﺍﻟﻘﻄﺮﺓ‪ ،‬ﻭﺍﳌﺮﺍﻗﺐ‪ ،‬ﻛﲈ ﱢ‬
‫‪   a ‬‬
‫ﻳﻮﺟﺪ ﺍﻟﻜﺜﲑ ﻣﻦ ﺍﻟﻘﻄﺮﺍﺕ ﰲ ﺍﻟﺴﲈﺀ‪ .‬ﻭﺳﺘﺼﻨﻊ ﺍﻟﻘﻄﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻌﻜﺲ ﺍﻟﻀﻮﺀ ﺍﻷﲪﺮ ﺯﺍﻭﻳﺔ ‪42°‬‬
‫‪      ‬‬
‫‪b‬‬ ‫ﺑﺎﻟﻨﺴﺒﺔ ﻷﺷﻌﺔ ﺍﻟﺸﻤﺲ؛ ﰲ ﺣﲔ ﺗﺼﻨﻊ ﺍﻟﻘﻄﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻌﻜﺲ ﺍﻟﻀﻮﺀ ﺍﻷﺯﺭﻕ ﺯﺍﻭﻳﺔ ‪.40 °‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪‬‬

‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪77‬‬
     6-32  
       

     
    
     
      

Hand protection
 
Eye safety

Thermal safety

Explosive


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

 

Sharp objects safety
First aid

PoisonEye


safety
wash station


Oxidizer
Fire extinguisher


Corrosive
Radioactive safety

    


Hand protection Laser
 
beamobjectsEye
Sharp safety


Hand protection
safety

Thermal safety
Poison safety
Lab. coat


Eye Ecological
safety
 
OxidizerExplosive
hazards
 

Thermal Carcinogenic
safety Corrosive Explosive

      .1



Electrical hazard


Laser Harmful

 
/ Irritant hazard Lab.Biological
beam Electrical

  
hazards/ Irritant
coat Harmful Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable


‫ ﻭﻳﻘﻊ ﻗﻮﺱ ﺍﳌﻄﺮ ﺍﻟﺜﺎﲏ ﺧﺎﺭﺝ‬.6-32 ‫ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ‬،‫ﻗﺪ ﺗﺮ￯ ﺃﺣﻴﺎﻧﹰﺎ ﻗﻮﺱ ﻣﻄﺮ ﺛﺎﻧ ﹰﻴﺎ ﺑﺎﻫﺘﹰﺎ‬ 
First aid


Eye wash station
First aid


Fire extinguisher
Eye wash station


Radioactive
Firesafety
extinguisher

Radioactive safety

     .2

‫ ﻭﻳﻨﺘﺞ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ ﺑﺴـﺒﺐ ﺍﻧﻌﻜﺎﺱ‬.‫ ﻭﻟﻪ ﺗﺮﺗﻴـﺐ ﺃﻟﻮﺍﻥ ﻣﻌﻜـﻮﺱ‬،‫ ﻛـﲈ ﻳﻜـﻮﻥ ﺑﺎﻫﺘﹰﺎ‬،‫ﺍﻷﻭﻝ‬          

Sharp objects safety


Poison safety


Oxidizer


Corrosive 

‫ ﻭﻟﻜﻦ‬،‫ ﻭﻗﺪ ﻳﻈﻬﺮ ﻗﻮﺱ ﻣﻄﺮ ﺛﺎﻟﺚ ﺧﺎﺭﺝ ﺍﻻﺛﻨﲔ‬.‫ﺃﺷـﻌﺔ ﺍﻟﻀﻮﺀ ﻣﺮﺗﲔ ﰲ ﺩﺍﺧﻞ ﻗﻄﺮﺓ ﺍﳌﺎﺀ‬
Sharp objects safety Poison safety Oxidizer Corrosive


‫ ﻣﺎ ﺗﻮﻗﻌﻚ ﺣـﻮﻝ ﻋﺪﺩ ﻣﺮﺍﺕ ﺍﻧﻌـﻜﺎﺱ ﺍﻟﻀﻮﺀ ﰲ ﻗﻄـﺮﺓ ﺍﳌﺎﺀ ﻭﺗﺮﺗﻴﺐ‬.‫ﺑﺼـﻮﺭﺓ ﻧـﺎﺩﺭﺓ ﺟﺪﹼﹰ ﺍ‬
   
Laser beam 
Lab. coat Ecological
hazards 
Carcinogenic 

     Laser beam Lab. coat Ecological hazards Carcinogenic

.3
‫ﻇﻬﻮﺭ ﺍﻷﻟﻮﺍﻥ ﻟﻘﻮﺱ ﺍﳌﻄﺮ ﺍﻟﺜﺎﻟﺚ؟‬     
 
 
‫ﺗﻜﻮﻥ ﻗﻮﺱ ﺍﳌﻄﺮ؟‬
‫ﻣﺎ ﺳﺒﺐ ﹼ‬

‫ﺗﻈﻬﺮ ﺍﻟﺴﲈﺀ ﺧﻼﻝ ﺍﻟﻨﻬﺎﺭ ﺑﺎﻟﻠﻮﻥ ﺍﻷﺯﺭﻕ؛ ﻭﺫﻟﻚ ﺑﺴﺒﺐ‬Color of the sky     .4
‫ﺗﺸـﺘﺖ ﺿﻮﺀ ﺍﻟﺸﻤﺲ ﺧﻼﻝ ﻣﺮﻭﺭﻩ ﺑﺎﻟﻐﻼﻑ ﺍﳉﻮﻱ ﻟﻸﺭﺽ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﺟﺰﻳﺌﺎﺕ ﺍﳍﻮﺍﺀ‬ 

‫ ﻋﲆ‬- ‫ ﻣﺜﻞ ﺍﻟﻐﺒﺎﺭ ﻭﺍﻟﺪﺧﺎﻥ ﻭﺍﻷﺗﺮﺑﺔ ﻭﻗﻄﺮﺍﺕ ﺍﳌﺎﺀ‬- ‫ﻭﺍﳉﺴﻴﲈﺕ ﺍﻟﻌﺎﻟﻘﺔ ﰲ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‬   .5
‫ﺗﺸـﺘﻴﺖ ﺍﻟﻀﻮﺀ ﺍﻷﺯﺭﻕ ﺫﻱ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﻷﻗﴫ ﺑﻤﻘﺪﺍﺭ ﺃﻛﱪ ﻣﻦ ﺗﺸـﺘﻴﺘﻬﺎ ﻟﻠﻀﻮﺀ ﺍﻷﲪﺮ‬ 

‫ﺫﻱ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﻷﻛﱪ؛ ﻭﺫﻟﻚ ﻷﻥ ﺗﺸـﺘﺖ ﺍﻟﻀﻮﺀ ﻳﺘﻨﺎﺳـﺐ ﻋﻜﺴـ ﹼﹰﻴﺎ ﻣﻊ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‬
‫ ﻓﻤﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ ﺫﺍﺕ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﻟﻘﺼﲑ – ﻭﻫﻲ ﺍﻟﺒﻨﻔﺴـﺠﻲ ﻭﺍﻟﻨﻴﲇ‬.‫ﳌﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ‬

  6-33 

   
        


78
 ‫ﻭﺍﻷﺯﺭﻕ – ﺗﺸـﺘﱠﺘﺖ ﺑﻤﻘـﺪﺍﺭ ﺃﻛﱪ ﻣﻦ ﺗﺸـﺘﺖ ﻣﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ‬
‫ﺫﺍﺕ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﺍﻟﻜﺒﲑ‪ ،‬ﻭﻫﻲ ﺍﻟﱪﺗﻘﺎﱄ ﻭﺍﻷﺻﻔﺮ ﻭﺍﻷﲪﺮ‪،‬‬
‫ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-33‬‬
‫ﺃﻣﺎ ﺧﻼﻝ ﻭﻗﺘﻲ ﺍﻟﴩﻭﻕ ﻭﺍﻟﻐﺮﻭﺏ‪ ،‬ﻓﺈﻥ ﺍﻟﻀﻮﺀ ﻳﻨﺘﻘﻞ ﻣﺴـﺎﻓﺔ‬
‫ﺃﻃـﻮﻝ ﺧﻼﻝ ﺍﻟﻐـﻼﻑ ﺍﳉﻮﻱ‪ ،‬ﳑـﺎ ﻳﻌﻤﻞ ﻋﲆ ﺗﺸـﺘﺖ ﺍﻟﻀﻮﺀ‬
‫ﺍﻷﺯﺭﻕ ﺑﻤﻘـﺪﺍﺭ ﻛﺒـﲑ ﺑﺤﻴﺚ ﻻ ﻳﺼـﻞ ﺇﻟﻴﻨﺎ‪ ،‬ﻟﺬﺍ ﺗﻈﻬﺮ ﺍﻟﺴـﲈﺀ‬
‫ﺑﺎﻟﻠـﻮﻥ ﺍﻷﺻﻔـﺮ ﺇﺫﺍ ﻛﺎﻥ ﺍﳍـﻮﺍﺀ ﻧﻈﻴ ﹰﻔﺎ ﻭﻻ ﺗﻮﺟﺪ ﺑـﻪ ﱢ‬
‫ﻣﻠﻮﺛﺎﺕ‪.‬‬
‫ﻣﻠﻮ ﹰﺛﺎ ﺑﺠﺴـﻴﲈﺕ ﺩﻗﻴﻘـﺔ ﻣﻦ ﹼ‬
‫ﻣﻠﻮﺛﺎﺕ ﻃﺒﻴﻌﻴﺔ‬ ‫ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳍﻮﺍﺀ ﹼ‬
‫‪  6-34‬‬ ‫ﺃﻭ ﺻﻨﺎﻋﻴﺔ‪ ،‬ﻓﺘﻈﻬﺮ ﺍﻟﺴﲈﺀ ﺑﺎﻟﻠﻮﻥ ﺍﻷﲪﺮ‪ .‬ﻭﺗﻈﻬﺮ ﺍﻟﺴﲈﺀ ﺑﺎﻟﻠﻮﻥ‬
‫‪‬‬ ‫ﺍﻟﱪﺗﻘـﺎﱄ ﺧﻼﻝ ﺍﻟـﴩﻭﻕ ﻭﺍﻟﻐـﺮﻭﺏ ﻋﻨﺪ ﻣﺸـﺎﻫﺪﲥﺎ ﻓﻮﻕ ﺍﻟﺒﺤـﺎﺭ ﺃﻭ ﺍﳌﺤﻴﻄـﺎﺕ؛ ﻭﺫﻟﻚ‬
‫ﻟﻮﺟﻮﺩ ﺟﺴﻴﲈﺕ ﺍﳌﻠﺢ ﰲ ﺍﳍﻮﺍﺀ ﻓﻮﻗﻬﺎ‪ ،‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-34‬‬
‫ﳌﺎﺫﺍ ﻳﻈﻬﺮ ﻟﻮﻥ ﺍﻟﺴـﲈﺀ ﺧﻼﻝ ﺍﻟﻨﻬﺎﺭ ﺑﻠﻮﻥ ﳐﺘﻠﻒ ﻋﻨﻪ ﰲ ﺃﺛﻨﺎﺀ ﺍﻟﴩﻭﻕ‬
‫ﻭﺍﻟﻐﺮﻭﺏ؟‬

‫‪6-2‬‬
‫‪ ‬ﻣـﺎ ﴎﻋـﺔ ﺍﻟﻀـﻮﺀ ﰲ ﺍﻟﻜﻠﻮﺭﻭﻓﻮﺭﻡ‬ ‫‪.22‬‬ ‫‪‬ﻋﻨﺪ ﻧﻔﺎﺫ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﳌﺎﺀ ﺇﱃ ﺳـﺎﺋﻞ‬ ‫‪.18‬‬
‫)‪(n=1.51‬؟‬ ‫ﻣﻌﲔ‪ ،‬ﻓﺈﻧﻪ ﻳﻨﺤـﺮﻑ ﻣﻘﱰ ﹰﺑﺎ ﻣﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ ،‬ﻭﻟﻜﻦ‬
‫‪  .23‬ﺗﻌﱪ ﺣﺰﻣﺔ ﺿﻮﺋﻴﺔ ﺍﳌﺎﺀ )‪(n=1.33‬‬ ‫ﻋﻨـﺪ ﻧﻔـﺎﺫ ﺍﻟﻀﻮﺀ ﻣﻦ ﺯﺟﺎﺝ ﺍﻟﻌﺪﺳـﺎﺕ ﺇﱃ ﺍﻟﺴـﺎﺋﻞ‬
‫ﺇﱃ ﺩﺍﺧـﻞ ﺍﻟﺒـﻮﱄ ﺇﻳﺜﻴﻠـﲔ )‪ .(n=1.50‬ﻓـﺈﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻧﻔﺴـﻪ‪ ،‬ﻓﺈﻧـﻪ ﻳﻨﺤـﺮﻑ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋـﻦ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘـﺎﻡ‪ .‬ﻣﺎ‬
‫‪ ،θi=57.5°‬ﻓـﲈ ﻗﻴـﺎﺱ ﺯﺍﻭﻳـﺔ ﺍﻻﻧﻜﺴـﺎﺭ ﰲ ﺍﻟﺒـﻮﱄ‬ ‫ﺍﻟﺬﻱ ﺗﺴﺘﻨﺘﺠﻪ ﻋﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺴﺎﺋﻞ؟‬
‫ﺇﻳﺜﻴﻠﲔ؟‬ ‫‪ ‬ﺳـﻘﻂ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ﰲ ﺍﳍﻮﺍﺀ ﺑﺰﺍﻭﻳﺔ‬ ‫‪.19‬‬
‫‪ ‬ﻫﻞ ﻫﻨـﺎﻙ ﺯﺍﻭﻳﺔ ﺣﺮﺟـﺔ ﻟﻠﻀﻮﺀ‬ ‫‪.24‬‬ ‫‪ 30.0°‬ﻋﲆ ﻗﺎﻟﺐ ﻣﻦ ﻣﺎﺩﺓ ﻏﲑ ﻣﻌﺮﻭﻓﺔ‪ ،‬ﻓﺎﻧﻜﴪ ﻓﻴﻬﺎ‬
‫ﺍﳌﻨﺘﻘـﻞ ﻣـﻦ ﺍﻟﺰﺟـﺎﺝ ﺇﱃ ﺍﳌـﺎﺀ‪ ،‬ﻭﻟﻠﻀـﻮﺀ ﺍﳌﻨﺘﻘﻞ ﻣﻦ‬ ‫ﺑﺰﺍﻭﻳﺔ ‪ .20.0°‬ﻣﺎ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺩﺓ؟‬
‫ﺍﳌـﺎﺀ ﺇﱃ ﺍﻟﺰﺟـﺎﺝ؟ )ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﻟﺰﺟﺎﺝ ‪،1.52‬‬ ‫‪‬ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ‬ ‫‪.20‬‬
‫ﻭﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺀ ‪.(1.33‬‬ ‫ﺃﻗـﻞ ﻣـﻦ ‪1‬؟ ﻭﻣـﺎ ﺍﻟـﺬﻱ ﻳﻌﻨﻴﻪ ﻫـﺬﺍ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﴪﻋﺔ‬
‫‪ ‬ﳌﺎﺫﺍ ﺗﺴﺘﻄﻴﻊ ﺭﺅﻳﺔ ﺻﻮﺭﺓ ﺍﻟﺸﻤﺲ ﻓﻮﻕ ﺍﻷﻓﻖ‬ ‫‪.25‬‬ ‫ﺍﻟﻀﻮﺀ ﰲ ﺫﻟﻚ ﺍﻟﻮﺳﻂ؟‬
‫ﲤﺎ ﹰﻣﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺸﻤﺲ ﻧﻔﺴﻬﺎ ﻗﺪ ﻏﺎﺑﺖ ﻓﻌﻼﹰ؟‬ ‫‪ ‬ﺇﺫﺍ ﺗﻮﺍﻓـﺮ ﻟﺪﻳﻚ ﺍﻟﻜﻮﺍﺭﺗﺰ‬ ‫‪.21‬‬
‫ﺃﻱ ﺍﲡﺎﻩ ﺗﺴـﺘﻄﻴﻊ ﺭﺅﻳﺔ ﻗﻮﺱ ﺍﳌﻄﺮ‬
‫‪‬ﰲ ﱢ‬ ‫‪.26‬‬ ‫ﻭﺯﺟـﺎﺝ ﺍﻟﻌﺪﺳـﺎﺕ ﻟﺘﺼﻨـﻊ ﻟﻴ ﹰﻔـﺎ ﺿﻮﺋ ﹼﹰﻴـﺎ‪ ،‬ﹼ‬
‫ﻓﺄﳞـﲈ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﰲ ﻣﺴﺎﺀ ﻳﻮﻡ ﻣﺎﻃﺮ؟ ﹼ‬ ‫ﺗﺴـﺘﺨﺪﻡ ﻟﻄﺒﻘﺔ ﺍﻟﻐـﻼﻑ؟ ﻭﳌﺎﺫﺍ؟ )ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ‬
‫ﺍﻟﻜﻮﺍﺭﺗﺰ ‪ ،1.54‬ﻭﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﺯﺟﺎﺝ ﺍﻟﻌﺪﺳﺎﺕ‬
‫‪.(1.52‬‬

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

 ‫‪Lenses and vision correction6-3‬‬

‫ﻳﻜﻮﻥ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻄﺒﻴﻌﺔ ﲨﻴﻼﹰ؛ ﺇﺫ ﻳﻨﺘﺞ ﻋﻨﻪ ﻗﻮﺱ ﺍﳌﻄﺮ ﻭﺍﳋﺴﻮﻑ ﺍﻷﲪﺮ‬
‫‪‬‬
‫ﻟﻠﻘﻤـﺮ‪ .‬ﻭﻫﻨﺎﻙ ﻓﻮﺍﺋـﺪ ﻛﺜﲑﺓ ﻟﻼﻧﻜﺴـﺎﺭ ﰲ ﺣﻴﺎﺗﻨﺎ؛ ﻓﻘﺪ ﻛﺘـﺐ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ ﺍﻟﻔﺮﻧﴘ‬
‫‪29.3- 29.8‬‬
‫ﺑﺮﻧـﺎﺭﺩ ﺃﻭﻑ ﺟﻮﺭﺩﻭﻥ ﻋﺎﻡ ‪ 1303‬ﺣﻮﻝ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﺳـﺎﺕ ﻟﺘﺼﺤﻴﺢ ﺍﻟﻨﻈﺮ‪.‬‬
‫‪‬‬
‫ﻭﺍﺳـﺘﺨﺪﻡ ﺟﺎﻟﻴﻠﻴـﻮ ﻋـﺎﻡ ‪ 1610‬ﻋﺪﺳـﺘﲔ؛ ﻟﺼﻨـﻊ ﺍﻟﺘﻠﺴـﻜﻮﺏ ﺍﻟﺬﻱ ﺍﻛﺘﺸـﻒ‬
‫– ‪1.1 – 1.3 – 1.8 – 2.1 – 2.3‬‬
‫ﺑﻮﺍﺳـﻄﺘﻪ ﺃﻗﲈﺭ ﺍﳌﺸـﱰﻱ‪ .‬ﻭﺍﺳـﺘﹸﺨﺪﻣﺖ ﺍﻟﻌﺪﺳـﺎﺕ ﻣﻨﺬ ﺯﻣﻦ ﺟﺎﻟﻴﻠﻴﻮ ﰲ ﺃﺟﻬﺰﺓ‬
‫‪3.4 – 4.1 – 4.2‬‬
‫ﻋﺪﻳـﺪﺓ‪ ،‬ﻣﻨﻬـﺎ ﺍﳌﻴﻜﺮﻭﺳـﻜﻮﺑﺎﺕ ﻭﺁﻻﺕ ﺍﻟﺘﺼﻮﻳﺮ‪ .‬ﻭﻗـﺪ ﺗﻜﻮﻥ ﺍﻟﻌﺪﺳـﺎﺕ ﺃﻛﺜﺮ‬
‫‪‬‬
‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﺒﴫﻳﺔ ﻓﺎﺋﺪﺓ‪.‬‬
‫• ‪ ‬ﻛﻴـﻒ ﺗﺘﻜـﻮﻥ ﺍﻟﺼـﻮﺭ ﺍﳊﻘﻴﻘﻴـﺔ‬
‫‪Typesoflenses‬‬ ‫‪‬‬ ‫ﻭﺍﳋﻴﺎﻟﻴـﺔ ﺑﻮﺍﺳـﻄﺔ ﻋﺪﺳـﺎﺕ ﳏﺪﺑـﺔ‬
‫ﻭﻣﻘﻌﺮﺓ ﻣﻔﺮﺩﺓ ﻋﲆ ﺍﻟﱰﺗﻴﺐ‪.‬‬
‫ﺍﻟﻌﺪﺳـﺔ‪ Lens‬ﻗﻄﻌﺔ ﻣﻦ ﻣﺎﺩﺓ ﺷـﻔﺎﻓﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﺰﺟﺎﺝ ﺃﻭ ﺍﻟﺒﻼﺳﺘﻴﻚ‪ ،‬ﺗﹸﺴﺘﺨﺪﻡ ﰲ‬
‫ﺍﳌﺘﻜﻮﻧـﺔ ﺑﻮﺍﺳـﻄﺔ‬
‫ﹼ‬ ‫‪ ‬ﻣﻮﻗـﻊ ﺍﻟﺼـﻮﺭ‬
‫• ‪‬‬
‫ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﺃﻭ ﺗﻔﺮﻳﻘﻪ ﻭﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺃﻱ ﺳﻄﺢ ﻣﻦ ﺳﻄﺤﻲ‬ ‫ﺍﻟﻌﺪﺳﺎﺕ ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﳍﻨﺪﺳﻴﺔ‪.‬‬
‫ﺍﻟﻌﺪﺳـﺔ ﻣﻨﺤﻨ ﹰﻴﺎ ﺃﻭ ﻣﺴـﺘﻮ ﹰﻳﺎ‪ .‬ﻭﻗﺪ ﺗﻜﻮﻥ ﺍﻟﻌﺪﺳﺎﺕ ﺃﺳﻄﻮﺍﻧﻴﺔ ﺍﻟﺸﻜﻞ؛ ﻭﻫﻲ ﺗﻠﻚ‬ ‫‪‬ﻛﻴﻒ ﻳﻤﻜﻦ ﺗﻘﻠﻴﻞ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟ ﹼﻠﻮﲏ‪.‬‬‫• ‪‬‬
‫ﺍﻟﺘﻲ ﺗﺸـﻜﱢﻞ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺃﺳـﻄﻮﺍﻧﺔ ﺷـﻔﺎﻓﺔ‪ ،‬ﻭﻗﺪ ﺗﻜﻮﻥ ﳏﺪﺑﺔ ﺃﻭ ﻣﻘﻌﺮﺓ‪ .‬ﻭﲤﺘﺎﺯ ﻫﺬﻩ‬ ‫•‪ ‬ﻛﻴﻒ ﹸﲡ ﱢﻤﻊ ﺍﻟﻌﲔ ﺍﻟﻀﻮﺀ ﹼ‬
‫ﻟﺘﻜﻮﻥ ﺍﻟﺼﻮﺭ‪.‬‬
‫ﲡﻤﻊ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﳏﻮﺭﻫﺎ؛ ﺣﻴﺚ‬‫ﺍﻟﻌﺪﺳـﺎﺕ ﺑﺄﳖﺎ ﱢ‬ ‫‪ ‬ﺍﳌﻘﺼـﻮﺩ ﺑـﻜﻞ ﻣﻦ‪ :‬ﻗـﴫ ﺍﻟﻨﻈﺮ‬ ‫• ‪‬‬
‫ﺇﻥ ﳍﺎ ﺧ ﹼﹰﻄﺎ ﺑﺆﺭ ﹼﹰﻳﺎ ﻣﻮﺍﺯ ﹰﻳﺎ ﳌﺤﻮﺭ ﺍﻟﻌﺪﺳﺔ ﻭﻟﻴﺲ ﻧﻘﻄﺔ ﺑﺆﺭﻳﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﺸﻜﻞ ‪.6-35‬‬ ‫ﹸﺼﺤﺢ ﻋﺪﺳـﺎﺕ‬ ‫ﻭﻃﻮﻝ ﺍﻟﻨﻈﺮ‪ ،‬ﻭﻛﻴﻒ ﺗ ﱢ‬
‫ﺍﻟﻨﻈﺎﺭﺍﺕ ﻫﺬﻩ ﺍﻟﻌﻴﻮﺏ‪.‬‬
‫ﺍﻧﺘﺸـﺎﺭﺍ ﻫﻮ ﺍﻟﻌﺪﺳـﺎﺕ ﺍﻟﻜﺮﻭﻳـﺔ؛ ﻭﻫﻲ ﺗﻠـﻚ ﺍﳌﺼﻨﻮﻋﺔ‬
‫ﹰ‬ ‫ﻭﺍﻟﻨـﻮﻉ ﺍﻵﺧـﺮ ﺍﻷﻛﺜـﺮ‬
‫•‪ ‬ﺍﻷﻧﻈﻤـﺔ ﺍﻟﺒﴫﻳـﺔ ﰲ ﺑﻌـﺾ‬
‫ﻣﻦ ﻣﺎﺩﺓ ﺷـﻔﺎﻓﺔ ﳏﺼﻮﺭﺓ ﺑﲔ ﺳـﻄﺤﲔ ﻛﺮﻭﻳﲔ‪ ،‬ﻭﻣﻦ ﺃﺷـﻜﺎﳍﺎ‪ :‬ﳏﺪﺑﺔ ﺍﻟﻮﺟﻬﲔ‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﻟﺒﴫﻳﺔ ﺍﻟﺸﺎﺋﻌﺔ‪.‬‬
‫)ﳏﺪﺑﺔ(‪ ،‬ﻭﻣﺴـﺘﻮﻳﺔ ﳏﺪﺑﺔ‪ ،‬ﻭﳏﺪﺑﺔ ﻣﻘﻌﺮﺓ )ﻫﻼﻟﻴﺔ(‪ ،‬ﻭﻣﻘﻌﺮﺓ ﺍﻟﻮﺟﻬﲔ )ﻣﻘﻌﺮﺓ(‪،‬‬ ‫‪‬‬
‫ﻭﻣﺴﺘﻮﻳﺔ ﻣﻘﻌﺮﺓ‪ .‬ﻭﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻌﺪﺳﺎﺕ ﻟﻪ ﺑﺆﺭﺓ‪ ،‬ﺣﻴﺚ ﹸﲡ ﱢﻤﻊ ﺑﻌﻀﻬﺎ ﺍﻷﺷﻌﺔ‬
‫‪• Lens‬‬ ‫• ﺍﻟﻌﺪﺳﺔ‬
‫ﺍﳌﺘﻮﺍﺯﻳـﺔ ﺍﻟﺴـﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﰲ ﻧﻘﻄﺔ ﻭﺍﺣـﺪﺓ )ﺍﻟﺒﺆﺭﺓ(‪ ،‬ﻭﺑﻌﻀﻬـﺎ ﺍﻵﺧﺮ ﳛﺮﻑ ﻫﺬﻩ‬ ‫‪• Convex lens‬‬ ‫• ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ‬
‫ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺑﺤﻴﺚ ﺗﺒـﺪﻭ ﺧﺎﺭﺟﺔ ﻣﻦ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ )ﺍﻟﺒﺆﺭﺓ(‪ .‬ﻭﺳـﻨﺪﺭﺱ ﻫﻨﺎ‬ ‫ﺍﳌﺠﻤﻌﺔ ‪• Converging lens‬‬
‫ﱢ‬ ‫• ﺍﻟﻌﺪﺳﺔ‬
‫ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ‪.‬‬ ‫‪• Principal axis‬‬ ‫• ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‬
‫‪• Concave lens‬‬ ‫• ﺍﻟﻌﺪﺳﺔ ﺍﳌﻘﻌﺮﺓ‬
‫‪• Diverging lens‬‬ ‫ﺍﳌﻔﺮﻗﺔ‬
‫• ﺍﻟﻌﺪﺳﺔ ﱢ‬
‫‪• Magnification‬‬ ‫• ﺍﻟﺘﻜﺒﲑ‬
‫‪• Real image‬‬ ‫• ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ‬
‫‪• Virtual image‬‬ ‫• ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‬
‫‪• Inverted‬‬ ‫• ﻣﻘﻠﻮﺏ‬

‫‪   6-35‬‬

‫‪‬‬

‫‪80‬‬
     6-36  a
  
      a
   

b
Hand protection Eye safety Thermal safety Explosive


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

 

b
 
 
 

Sharp objects safety
First aid PoisonEye
safety
wash station Oxidizer
Fire extinguisher Corrosive
Radioactive safety


   
   
  
    

Hand protection Laser beamobjectsEye
Sharp safety
Hand protection
safety Thermal safety
Poison safety
Lab. coat Eye Ecological
safety OxidizerExplosive
hazards Thermal Carcinogenic
safety Corrosive Explosive

   .1



Electrical hazard


Laser Harmful

 
/ Irritant hazard Lab.Biological
beam Electrical

  
hazards/ Irritant
coat Harmful Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable

  .2


First aid


Eye wash station
First aid


Fire extinguisher
Eye wash station


Radioactive
Firesafety
extinguisher

Radioactive safety

     

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

     

Sharp objects safety Poison safety Oxidizer Corrosive

     


Laser beam


Lab. coat

Ecological
hazards


Carcinogenic 
‫؛ ﻷﳖـﺎ ﺃﻛﺜﺮ‬Convex lens ‫ ﻋﺪﺳـﺔ ﳏﺪﺑـﺔ‬6-36a ‫ﹸﺴـﻤﻰ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺘـﻲ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ﻭﺗ ﹼ‬
Converging ‫ﺍﳌﺠﻤﻌـﺔ‬ ‫ﺃﻳﻀﺎ ﺍﻟﻌﺪﺳـﺔ‬
‫ﹸﺴـﻤﻰ ﹰ‬‫ ﻭﺗ ﹼ‬،‫ﺳـﻤﻜﹰﺎ ﻋﻨﺪ ﺍﻟﻮﺳـﻂ ﳑﺎ ﻋﻨﺪ ﺍﻷﻃﺮﺍﻑ‬
Laser beam Lab. coat Ecological hazards Carcinogenic

 ‫ﱢ‬
       .3 ‫ﹴ‬
‫ﺑـﲈﺩﺓ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭﻫﺎ ﺃﻗﻞ ﻣـﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻣﺎﺩﺓ‬ ‫؛ ﻭﺫﻟـﻚ ﻷﳖـﺎ ﻋﻨﺪﻣـﺎ ﹸﲢـﺎﻁ‬lens
   ‫ ﻓﺈﳖﺎ ﺗﻌﻤﻞ ﻋﲆ ﲡﻤﻴﻊ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﻣﺘﻮﺍﺯﻳﺔ ﻭﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ‬،‫ﺍﻟﻌﺪﺳـﺔ‬

     .4 ‫ ﻭﺗ ﹼ‬.‫ ﰲ ﻧﻘﻄـﺔ ﻭﺍﺣـﺪﺓ ﺑﻌـﺪ ﺍﻧﻜﺴـﺎﺭﻫﺎ‬Principal axis ‫ﺍﻟﺮﺋﻴـﺲ‬
‫ﹸﺴـﻤﻰ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺘﻲ ﰲ‬
 ‫ﺃﺩﻕ ﹼ‬
‫ﻭﺃﺭﻕ ﻋﻨﺪ ﺍﻟﻮﺳـﻂ ﳑﺎ ﻋﻨﺪ‬ ‫؛ ﻷﳖﺎ ﹼ‬Concave lens ‫ ﻋﺪﺳـﺔ ﻣﻘﻌﺮﺓ‬6-36b ‫ﺍﻟﺸـﻜﻞ‬

      ‫؛ ﻭﺫﻟﻚ ﻷﳖﺎ ﻋﻨﺪﻣﺎ ﹸﲢﺎﻁ ﺑﲈﺩﺓ‬Diverging lens ‫ﺍﳌﻔﺮﻗﺔ‬ ‫ﺃﻳﻀﺎ ﺍﻟﻌﺪﺳﺔ ﱢ‬ ‫ﹸﺴﻤﻰ ﹰ‬
‫ ﻭﺗ ﹼ‬،‫ﺍﻟﻄﺮﻓﲔ‬
     ‫ ﻓﺈﳖﺎ ﺗﻌﻤﻞ ﻋﲆ ﺗﻔﺮﻳﻖ ﺃﺷﻌﺔ ﺍﻟﻀﻮﺀ‬،‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻫﺎ ﺃﻗﻞ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻌﺪﺳﺔ‬
 .‫ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﻣﺘﻮﺍﺯﻳﺔ ﺑﻌﺪ ﺍﻧﻜﺴﺎﺭﻫﺎ‬
 

   ‫ ﻭﻳﻤﻜﻨﻚ ﺍﻟﺘﻨﺒﺆ ﺑﻤﺴـﺎﺭ‬.‫ﻋﻨﺪﻣﺎ ﻳﻤﺮ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﻋﺪﺳـﺔ ﳛﺪﺙ ﺍﻻﻧﻜﺴـﺎﺭ ﻋﻨﺪ ﺳـﻄﺤﻴﻬﺎ‬
 ‫ ﻭﻟﺘﺴـﻬﻴﻞ ﻣﺜﻞ ﻫﺬﻩ‬.‫ﺍﻷﺷـﻌﺔ ﺍﳌـﺎﺭﺓ ﺧﻼﻝ ﺍﻟﻌﺪﺳـﺎﺕ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺳـﻨﻞ ﻭﺍﳍﻨﺪﺳـﺔ‬
 ‫ ﻳﻤﺮ ﰲ‬،‫ﺴﻤﻰ ﺍﳌﺴـﺘﻮ￯ ﺍﻷﺳﺎﳼ‬ ‫ﺍﳌﺴـﺎﺋﻞ ﺍﻓﱰﺽ ﺃﻥ ﺍﻻﻧﻜﺴـﺎﺭ ﳛﺪﺙ ﻛﺎﻣ ﹰ‬
‫ﻼ ﰲ ﻣﺴـﺘﻮ￯ ﹸﻳ ﹼ‬
       .5 ‫ ﻭﺍﻟﺬﻱ ﺳﻴﻄﺒﻖ ﻋﲆ‬،‫ﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﻘﺮﻳﺐ ﻧﻤﻮﺫﺝ ﺍﻟﻌﺪﺳﺔ ﺍﻟﺮﻗﻴﻘﺔ‬‫ ﻭ ﹸﻳ ﹼ‬.‫ﻣﺮﻛﺰ ﺍﻟﻌﺪﺳﺔ ﻭﻃﺮﻓﻴﻬﺎ‬
     .‫ﺍﻟﻌﺪﺳﺎﺕ ﲨﻴﻌﻬﺎ ﺍﻟﺘﻲ ﺗﺪﺭﺳﻬﺎ ﰲ ﻫﺬﺍ ﺍﻟﻘﺴﻢ‬

  .6 ‫ﺍﳌﻘﻌﺮﺓ؟‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﻋﻤﻞ ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ ﻭﺍﻟﻌﺪﺳﺔ ﹼ‬

    .7 ،Magnification ،m ‫ ﻟﻠﻌﺪﺳﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻜﺒﲑ‬Magnification 
        ‫ ﻭﺍﻟﺘﻜﺒﲑ ﻋﻤﻠ ﹼﹰﻴﺎ ﻫﻮ ﺍﻟﻨﺴـﺒﺔ‬.‫ﻣﺮﺓ ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺃﻛﱪ ﻣﻦ ﺍﳉﺴـﻢ ﺃﻭ ﺃﺻﻐﺮ ﻣﻨﻪ‬ ‫ﻭ ﹸﻳﻘﺼﺪ ﺑﻪ ﻛﻢ ﹼ‬
     ‫ ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻫﻨﺪﺳـﺔ ﺗﻄﺎﺑﻖ ﺍﳌﺜﻠﺜـﺎﺕ ﻟﻜﺘﺎﺑﺔ ﻫﺬﻩ‬.‫ﺑـﲔ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﻝ ﺍﳉﺴـﻢ‬
 .‫ﻛﻞ ﻣﻦ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻭ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ‬‫ﺍﻟﻨﺴﺒﺔ ﺑﺪﻻﻟﺔ ﱟ‬

81
 ‫‪6-3‬‬ ‫‪a‬‬

‫‪‬‬

‫‪‬‬ ‫‪m‬‬ ‫‪di‬‬ ‫‪do‬‬ ‫‪f‬‬ ‫‪‬‬

‫‪do>2 f‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2f>di>f‬‬
‫‪6-37a‬‬

‫‪2 f >do>f‬‬
‫‪‬‬ ‫‪‬‬ ‫‪di>2f‬‬ ‫‪+‬‬ ‫‪‬‬
‫‪6-37b‬‬

‫‪|di|>do‬‬ ‫‪f >do>0‬‬

‫‪‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪‬‬
‫‪6-37c‬‬ ‫ﺍﻟﺸﻌﺎﻉ ‪1‬‬

‫‪‬‬ ‫‪‬‬
‫‪|f |>|di|> 0‬‬ ‫‪do>0‬‬ ‫‪-‬‬ ‫‪‬‬ ‫‪2F‬‬ ‫‪F‬‬
‫ﺍﻟﺸﻌﺎﻉ ‪2‬‬ ‫‪F‬‬ ‫‪2F‬‬

‫‪‬‬ ‫‪6-37d‬‬

‫‪h -d‬‬
‫‪m = ___i = ___i‬‬
‫‪ho‬‬ ‫‪do‬‬
‫ﺍﻟﺘﻜﺒﲑ‬ ‫‪c‬‬

‫ﻌﺮﻑ ﺗﻜﺒﲑ ﻋﺪﺳﺔ ﻛﺮﻭﻳﺔ ﳉﺴﻢ ﻣﺎ ﻋﲆ ﺃﻧﻪ‪ :‬ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻃﻮﻝ ﺍﳉﺴﻢ‪.‬‬
‫ﹸﻳ ﹼ‬ ‫‪2‬‬
‫ﻭﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺳﺎﻟﺐ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﻟﻌﺪﺳﺔ ﻋﲆ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫‪F‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪F‬‬

‫ﻭﻳﺒﲔ ﺍﳉﺪﻭﻝ ‪6-3‬‬

‫ﻣﻦ ﺍﳌﻬﻢ ﺍﺳﺘﺨﺪﺍﻡ ﻧﻈﺎﻡ ﺇﺷﺎﺭﺍﺕ ﻣﻨﺎﺳﺐ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻜﺒﲑ‪ .‬ﱢ‬
‫‪‬‬
‫‪do‬‬

‫ﺍﳌﺘﻜﻮﻧﺔ ﺑﻮﺍﺳﻄﺔ ﻋﺪﺳﺎﺕ ﳏﺪﺑﺔ ﻭﻣﻘﻌﺮﺓ‬ ‫ﹼ‬ ‫ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺍﻟﺘﻜﺒﲑ‪ ،‬ﻭﻧﻮﻉ ﺍﻟﺼﻮﺭﺓ‬ ‫‪di‬‬

‫ﻣﻔﺮﺩﺓ ﻋﻨﺪ ﻭﺿﻊ ﺍﳉﺴﻢ ﰲ ﻣﻮﺍﻗﻊ ﻣﺘﻌﺪﺩﺓ ‪ do‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺪﺳﺔ‪ .‬ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 6-37‬ﺭﺳﻮ ﹰﻣﺎ‬
‫ﲣﻄﻴـﻄﻴﺔ ﺗﻮﺿﺢ ﺍﳊﺎﻻﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﺘﻜﻮﻥ ﺍﻟﺼﻮﺭ ﰲ ﺍﻟﻌﺪﺳـﺎﺕ ﺍﳌﺤﺪﺑﺔ ﻭﺍﳌﻘﻌﺮﺓ‪ .‬ﻭﻻﺣﻆ‬
‫‪d‬‬
‫ﺍﻟﺘﺸـﺎﺑﻪ ﺑﲔ ﻫﺬﺍ ﺍﳉـﺪﻭﻝ ﻭﺍﳉﺪﻭﻝ ‪ 6-1‬ﺍﳋـﺎﺹ ﺑﺎﳌﺮﺍﻳﺎ‪ .‬ﻭﻛﲈ ﰲ ﺍﳌﺮﺍﻳﺎ‪ ،‬ﻓﺈﻥ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ‬
‫ﺍﳌﺴـﺘﻮ￯ ﺍﻷﺳﺎﳼ ﻟﻠﻌﺪﺳـﺔ ﻭﺍﻟﺒﺆﺭﺓ ﻫﻲ ﺍﻟﺒﻌﺪ ﺍﻟﺒﻮﺭﻱ ‪ .f‬ﻭﻳﻌﺘﻤﺪ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻋﲆ ﺷﻜﻞ‬
‫ﺍﻟﻌﺪﺳـﺔ ﻭﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﻣﺎﺩﲥﺎ‪ .‬ﻭﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺒﺆﺭﻳﺔ ﻭﺃﺑﻌﺎﺩ ﺍﻟﺼﻮﺭﺓ ﺳﺎﻟﺒﺔ‪.‬‬
‫ﻛﲈ ﻳﻤﻜﻦ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﺪﺳﺎﺕ ﺗﻜﻮﻳﻦ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ‪Real image‬؛ ﻭﻫﻲ ﺍﻟﺘﻲ ﺗﺘﻜﻮﻥ ﻣﻦ‬
‫ﺍﻟﺘﻘﺎﺀ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻜﴪﺓ ﺍﳋﺎﺭﺟﺔ ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪ ،‬ﻭﻳﻤﻜﻦ ﲨﻌﻬﺎ ﻋﲆ ﺳﺘﺎﺭ‪ ،‬ﻭﻳﻜﻮﻥ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ‬
‫‪          6-37 ‬‬
‫ﺗﻜﻮﻥ ﺻـﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ‪ ،Virtual image‬ﻭﻫﻲ ﺍﻟﺘـﻲ ﹼ‬
‫ﺗﺘﻜﻮﻥ ﻣﻦ ﺍﻟﺘﻘﺎﺀ‬ ‫ﻣﻮﺟ ﹰﺒـﺎ‪ .‬ﻛﲈ ﻳﻤﻜﻦ ﱡ‬
‫‪   ‬‬
‫ﺍﻣﺘﺪﺍﺩﺍﺕ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﻨﻜﴪﺓ ﺍﳋﺎﺭﺟﺔ ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪ ،‬ﻭﻻ ﻳﻤﻜﻦ ﲨﻌﻬﺎ ﻋﲆ ﺳﺘﺎﺭ‪.‬‬
‫‪        ‬‬
‫ﺩﺍﺋﲈ ﰲ ﺍﳉﺎﻧﺐ ﻧﻔﺴـﻪ ﺍﳌﻮﺟﻮﺩ ﻓﻴﻪ ﺍﳉﺴـﻢ‪ ،‬ﳑﺎ ﻳﻌﻨﻲ ﺃﻥ‬
‫ﺗﻜـﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﳋﻴﺎﻟﻴﺔ ﻟﻠﻌﺪﺳـﺎﺕ ﹰ‬ ‫‪(a)‬‬
‫ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﺳﺎﻟﺐ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺃﺻﻐﺮ ﻣﻦ ﺍﳉﺴﻢ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﺘﻜﺒﲑ‬ ‫‪ (b)   ‬‬
‫ﺑـﲔ ﺻﻔـﺮ ﻭﻭﺍﺣﺪ‪ .‬ﰲ ﺣﲔ ﲤ ﹼﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﺘﻜﺒﲑ ﺍﻟﺘـﻲ ﺗﻜﻮﻥ ﺃﻛﱪ ﻣﻦ ﻭﺍﺣﺪ‪ ،‬ﺍﻟﺼﻮﺭ‬ ‫‪(c)‬‬
‫ﺍﻷﻛﱪ ﻣﻦ ﺍﻷﺟﺴـﺎﻡ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻜﺒﲑ ﺍﻟﺴـﺎﻟﺐ ﻓﻴﻌﻨﻲ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ‪ Inverted‬ﺑﺎﻟﻨﺴـﺒﺔ‬ ‫‪(d)‬‬
‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ ﻓﻘﻂ‪ ،‬ﰲ ﺣﲔ ﺗﻨﺘﺞ ﺍﻟﻌﺪﺳـﺔ‬
‫ﹰ‬ ‫ﺃﻳﻀﺎ ﺃﻥ ﺍﻟﻌﺪﺳـﺔ ﺍﳌﻘﻌﺮﺓ ﺗﻨﺘـﺞ‬
‫ﻟﻠﺠﺴـﻢ‪ .‬ﻻﺣﻆ ﹰ‬ ‫‪ ‬‬
‫‪‬‬
‫ﺻﻮﺭﺍ ﺣﻘﻴﻘﻴﺔ ﺃﻭ ﺧﻴﺎﻟﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﳌﺤﺪﺑﺔ‬
‫ﻣﺎ ﺍﻟﻔﺮﻭﻕ ﺑﲔ ﺍﻟﺼﻮﺭ ﺍﳊﻘﻴﻘﻴﺔ ﻭﺍﻟﺼﻮﺭ ﺍﳋﻴﺎﻟﻴﺔ؟‬
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  6-38
a b 
 a

Hand protection

Eye safety

Thermal safety

Explosive


b


ElectricalHand
hazard
protection


Harmful / Irritant
Eye safety


BiologicalThermal
hazardssafety


Flammable
Explosive



 

FirstElectrical
aid hazard


Eye washHarmful
station/ Irritant


Fire extinguisher
Biological hazards


RadioactiveFlammable
safety
F

 
  
 
 

Sharp objects safety
First aid PoisonEye
safety
wash station Oxidizer
Fire extinguisher Corrosive
Radioactive safety





   
   
  
    

Hand protection Laser beamobjectsEye safety Thermal safety OxidizerExplosive

      .1

Sharp Hand protection
safety Poison safety
Lab. coat Eye Ecological
safety hazards Thermal Carcinogenic
safety Corrosive Explosive


Convexlensesandrealimages
 
 
  
  
Electrical hazard Laser Harmful / Irritant hazard Lab.Biological
beam Electrical hazards/ Irritant
coat Harmful Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable


  

First aid
   .2


Eye wash station
First aid


Fire extinguisher
Eye wash station


Radioactive
Firesafety
extinguisher

Radioactive safety

‫ ـ ﺑﺘﻜﻮﻳﻦ ﺻﻮﺭﺓ ﻟﻠﺸﻤﺲ‬6-38a ‫ﻳﻤﻜﻦ ﺇﺷـﻌﺎﻝ ﻭﺭﻗﺔ ﺃﻭ ﺃﻟﻴﺎﻑ ﺧﺸـﺒﻴﺔ ـ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ‬

     
0cm

Sharp objects safety


Poison safety
Sharp objects safety


Oxidizer
Poison safety


Corrosive
Oxidizer

Corrosive
‫ ﺗﺬﻛـﺮ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳـﺘﻚ ﺍﻟﺴـﺎﺑﻘﺔ ﺃﻥ ﺃﺷـﻌﺔ ﺍﻟﺸـﻤﺲ ﺗﺼـﻞ ﺇﱃ ﺍﻷﺭﺽ ﺑﺼﻮﺭﺓ‬.‫ﻋﻠﻴﻬـﺎ‬
    .3 .‫ ﻟﻠﻌﺪﺳﺔ‬F ‫ﻭﺗﺘﺠﻤﻊ ﺍﻷﺷـﻌﺔ ﺑﻌﺪ ﺍﻧﻜﺴـﺎﺭﻫﺎ ﺑﻮﺍﺳـﻄﺔ ﺍﻟﻌﺪﺳـﺔ ﻋﻨﺪ ﺍﻟﺒﺆﺭﺓ‬
‫ﹼ‬ .‫ﻣﺘﻮﺍﺯﻳﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
       ‫ ﻭﺇﺫﺍ‬،‫ ﻭﺍﺣﺪﺓ ﰲ ﻛﻞ ﺟﺎﻧﺐ ﻣﻦ ﺟﻮﺍﻧﺐ ﺍﻟﻌﺪﺳـﺔ‬،‫ﻳﺒﲔ ﻧﻘﻄﺘﲔ ﺑﺆﺭﻳﺘﲔ‬ ‫ ﱢ‬6-38b ‫ﻭﺍﻟﺸـﻜﻞ‬
   
Laser beam 
Lab. coat Ecological
hazards 
Carcinogenic 
Laser beam Lab. coat Ecological hazards Carcinogenic

    

 .‫ ﻓﺈﳖﺎ ﺳﺘﻌﻤﻞ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‬،‫ﺩﻭﺭﺕ ﺍﻟﻌﺪﺳﺔ ﺣﻮﻝ ﻧﻔﺴﻬﺎ‬ ‫ﹼ‬
  .4 ،6-39 ‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ ﱠ‬،‫ ﻭﻓ ﹰﻘـﺎ ﳌﺨ ﹼﻄﻂ ﺍﻷﺷـﻌﺔ‬Ray diagram 
 
 ‫ﺳـﺘﺤﺘﺎﺝ ﺇﱃ ﺍﺳـﺘﺨﺪﺍﻡ ﺷـﻌﺎﻋﲔ ﻓﻘـﻂ ﻟﺘﺤﺪﻳـﺪ ﻣﻮﻗﻊ ﺻﻮﺭﺓ ﻧﻘﻄـﺔ ﻋﲆ ﺟﺴـﻢ؛ ﺇﺫ ﻳﻜﻮﻥ‬
     .5 .‫ ﰲ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﻟﻠﻌﺪﺳـﺔ‬F ‫ﻣـﺎﺭﺍ ﺑﺎﻟﻨﻘﻄﺔ‬
‫ ﻭﻳﻨﻜﴪ ﹼﹰ‬،‫ ﻣﻮﺍﺯ ﹰﻳـﺎ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴـﺲ‬1 ‫ﺍﻟﺸـﻌﺎﻉ‬
      ‫ ﻭﻳﻜﻮﻥ ﻣﺴـﺎﺭﻩ ﺑﻌﺪ ﺍﻻﻧﻜﺴـﺎﺭ ﻣﻮﺍﺯ ﹰﻳﺎ‬،‫ ﰲ ﻃﺮﻳﻘﻪ ﺇﱃ ﺍﻟﻌﺪﺳـﺔ‬F ‫ ﺑﺎﻟﻨﻘﻄـﺔ‬2 ‫ﻭﻳﻤـﺮ ﺍﻟﺸـﻌﺎﻉ‬
  ‫ﹼ‬
 ‫ﹴ‬
.‫ ﻓﻴﺤﺪﹼ ﺩﺍﻥ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‬، F ‫ ﺣﻴﺚ ﻳﺘﻘﺎﻃﻊ ﺍﻟﺸـﻌﺎﻋﺎﻥ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﺎ ﺑﻌﺪ‬،‫ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‬
         .6
    ‫ﻭﺗﺘﻘﺎﻃﻊ ﺍﻷﺷﻌﺔ ﺍﳌﺨﺘﺎﺭﺓ ﻣﻦ ﻧﻘﺎﻁ ﺃﺧﺮ￯ ﻋﲆ ﺍﳉﺴﻢ ﻋﻨﺪ ﻧﻘﺎﻁ ﳑﺎﺛﻠﺔ ﻟﺘﻜﻮﻳﻦ ﺍﻟﺼﻮﺭﺓ ﻋﲆ‬
  .‫ ﻻﺣﻆ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻭﻣﻘﻠﻮﺑﺔ ﻭﻣﺼﻐﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺴﻢ‬.‫ﻧﺤﻮ ﻛﺎﻣﻞ‬ ‫ﹴ‬
        .7
     ‫ ﻟﺘﻌﻴﲔ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ ﳉﺴﻢ ﻳﻜﻮﻥ ﻗﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﻌﺪﺳﺔ ﺃﻛﺜﺮ‬6-39 ‫ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﻜﻞ‬
‫ ﻓﺈﺫﺍ ﹸﻋ ﹺﻜﺲ ﺍﲡﺎﻩ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻜﴪ ﻓﺈﻧﻪ ﺳﻴﺘﺒﻊ ﻣﺴﺎﺭﻩ ﺍﻷﺻﲇ ﰲ‬.‫ﻣﻦ ﺍﳉﺴﻢ ﺍﻟﺬﻱ ﰲ ﺍﻟﺸﻜﻞ‬
        
  
 
        
          
 
       .8
  

     .9

     6-39
 .10
       

83
 ‫‪‬‬ ‫‪1‬‬ ‫‪   6-40‬‬
‫‪  ‬‬
‫‪2‬‬ ‫‪ ‬‬
‫‪F‬‬ ‫‪2F‬‬ ‫‪‬‬
‫‪2F‬‬ ‫‪F‬‬

‫‪‬‬

‫ﺍﻻﲡﺎﻩ ﺍﳌﻌﺎﻛﺲ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻳﻤﻜﻦ ﺗﺒﺎﺩﻝ ﺍﳌﻮﺍﻗﻊ ﺑﲔ ﺍﳉﺴﻢ ﻭﺍﻟﺼﻮﺭﺓ ﺑﺘﻐﻴﲑ ﺍﲡﺎﻩ ﺍﻷﺷﻌﺔ‪.‬‬
‫ﺃﻣـﺎ ﺇﺫﺍ ﹸﻭﺿـﻊ ﺍﳉﺴـﻢ ﻋﲆ ﹸﺑﻌﺪ ﻳﺴـﺎﻭﻱ ﺿﻌﻒ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻣﻦ ﺍﻟﻌﺪﺳـﺔ ﻋﻨـﺪ ﻧﻘﻄﺔ ‪،2F‬‬
‫ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،6-40‬ﻓـﺈﻥ ﺍﻟﺼﻮﺭﺓ ﺗﺘﻜﻮﻥ ﻋﻨـﺪ ‪ ،2F‬ﻭﻳﻜﻮﻥ ﻟﻠﺼﻮﺭﺓ ﻭﺍﳉﺴـﻢ ﺍﻟﺒﻌﺪﺍﻥ‬
‫ﻧﻔﺴـﺎﳘﺎ ﺑﺴـﺒﺐ ﺍﻟﺘﲈﺛﻞ‪ .‬ﻟﺬﺍ ﺗﺴـﺘﻄﻴﻊ ﺍﺳـﺘﻨﺘﺎﺝ ﺃﻧـﻪ ﺇﺫﺍ ﻛﺎﻥ ﹸﺑﻌﺪ ﺍﳉﺴـﻢ ﻋﻦ ﺍﻟﻌﺪﺳـﺔ ﺃﻛﱪ‬
‫ﻣـﻦ ﺿﻌـﻒ ﺍﻟﺒﻌـﺪ ﺍﻟﺒـﺆﺭﻱ ﻟﻠﻌﺪﺳـﺔ ﻓﺴـﺘﻜﻮﻥ ﺍﻟﺼـﻮﺭﺓ ﻣﺼ ﱠﻐـﺮﺓ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﺑـﲔ‬
‫‪ F‬ﻭ‪ ،2F‬ﻓﺴﺘﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﹼ‬
‫ﻣﻜﱪﺓ‪.‬‬
‫‪3‬‬
‫‪ ‬ﻭﺿﻊ ﺟﺴﻢ ﻋﲆ ﹸﺑﻌﺪ ‪ 32.0 cm‬ﻣﻦ ﻋﺪﺳﺔ ﳏﺪﺑﺔ ﺑﻌﺪﻫﺎ ﺍﻟﺒﺆﺭﻱ ‪ ،8.0 cm‬ﻓﺘﻜﻮﻧﺖ ﻟﻪ ﺻﻮﺭﺓ‬
‫ﻋﲆ ﹸﺑﻌﺪ ‪. 11.0 cm‬‬
‫‪ .a‬ﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬
‫‪‬‬ ‫‪1‬‬ ‫‪ .b‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﳉﺴﻢ ‪ ،3.0 cm‬ﻓﲈ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ؟‬
‫‪di‬‬
‫‪ .c‬ﻣﺎ ﺍﲡﺎﻩ ﺍﻟﺼﻮﺭﺓ؟‬
‫‪ho‬‬ ‫‪2‬‬
‫‪‬‬ ‫‪1‬‬
‫‪F‬‬ ‫‪2F‬‬
‫‪F‬‬
‫ﻭﻋﲔ ﻣﻮﻗﻊ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﳉﺴﻢ ﻭﺍﻟﻌﺪﺳﺔ‪.‬‬ ‫ﻣ ﹼﺜﻞ ﺍﳊﺎﻟﺔ‪ ،‬ﹼ‬
‫‪2F‬‬ ‫‪hi‬‬
‫ﺍﺭﺳﻢ ﺍﻟﺸﻌﺎﻋﲔ ﺍﻷﺳﺎﺳﻴﲔ‪.‬‬
‫‪‬‬
‫‪do‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫? = ‪hi‬‬ ‫‪do = 32.0 cm ،ho = 3.0 cm‬‬
‫‪di = 11.0 cm ،f = 8.0 cm‬‬

‫‪‬‬ ‫‪2‬‬
‫‪h‬‬ ‫‪-d‬‬
‫‪m = ___i = ____i‬‬ ‫‪ .a‬ﺍﺳﺘﺨﺪﻡ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻜﺒﲑ‪.‬‬
‫‪ho‬‬ ‫‪do‬‬
‫‪-11.0 cm‬‬
‫________ =‬
‫‪do=32.0cmdi=11.0cm‬‬
‫‪32.0 cm‬‬

‫‪=- 0.34‬‬ ‫ﺍﻹﺷـﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﺗﻌﻨﻲ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺴﻢ‪ ،‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟﻠﺘﻜﺒﲑ ﺃﻗﻞ ﻣﻦ‬
‫ﻭﺍﺣﺪ؛ ﺃﻱ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﺼ ﱠﻐﺮﺓ‪.‬‬

‫‪84‬‬
 ‫‪ .b‬ﺍﺳﺘﺨﺪﻡ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺘﻜﺒﲑ ﻭﺣﻞ ﻹﳚﺎﺩ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫‪h‬‬ ‫‪-d‬‬
‫‪m = ___i = ____i‬‬
‫‪ho‬‬ ‫‪do‬‬
‫‪-d h‬‬
‫_____ = ‪hi‬‬
‫‪i o‬‬
‫‪do‬‬
‫‪d = 11 cm ،ho = 3.0 cm ،do = 32.0 cm‬‬
‫‪-(11‬‬ ‫)‪cm)(3.0 cm‬‬
‫_______________ =‬
‫‪32.0 cm‬‬ ‫‪i‬‬

‫)ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ‪=-1.0 cm (1.0 cm‬‬

‫‪ .c‬ﺇﻥ ﺍﻹﺷﺎﺭﺓ ﺍﻟﺴﺎﻟﺒﺔ ﰲ ﺍﻟﻔﺮﻉ ‪ b‬ﺗﻌﻨﻲ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ‪.‬‬
‫‪‬‬ ‫‪3‬‬

‫‪ ‬ﺍﻷﺑﻌﺎﺩ ﻛﻠﻬﺎ ﺑﺎﻟﺴﻨﺘﻤﱰ ‪.cm‬‬

‫ﺃﻱ ﻣﻘﻠﻮﺑﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺴﻢ‪،‬‬
‫‪ ‬ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻣﻮﺟﺐ )ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ(‪ ،‬ﺃ ﹼﻣﺎ ﻃﻮﳍﺎ ﻓﺴﺎﻟﺐ؛ ﹾ‬
‫ﳑﺎ ﻳﺪﻝ ﻋﲆ ﺃﻥ ﺍﻟﻌﺪﺳﺔ ﳏﺪﺑﺔ‪.‬‬

‫ﺗﻜﻮﻥ ﳉﺴـﻢ ﻣﻮﺟﻮﺩ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻋﺪﺳـﺔ ﳏﺪﺑﺔ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴـﺔ ﻣﻘﻠﻮﺑﺔ ﻃﻮﳍﺎ‬ ‫ﱠ‬ ‫‪.27‬‬
‫‪ 1.8 cm‬ﻋﲆ ﹸﺑﻌﺪ ‪ 10.4 cm‬ﻣﻨﻬﺎ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﺍﻟﻌﺪﺳﺔ ‪2.0 ×101 cm‬‬
‫ﻓﲈ ﻃﻮﻝ ﺍﳉﺴﻢ؟ ﻭﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬
‫‪ ‬‬ ‫‪ 6-41‬‬
‫‪      ‬‬ ‫ﻓﺘﻜﻮﻧﺖ ﻟﻪ ﺻﻮﺭﺓ‬
‫ﻭﺿﻊ ﺟﺴﻢ ﻋﻦ ﻳﺴﺎﺭ ﻋﺪﺳﺔ ﳏﺪﺑﺔ ﺑﻌﺪﻫﺎ ﺍﻟﺒﺆﺭﻱ ‪ ،25 mm‬ﹼ‬ ‫‪.28‬‬

‫‪    ‬‬ ‫ﺣﺠﻤﻬﺎ ﻳﺴﺎﻭﻱ ﺣﺠﻢ ﺍﳉﺴﻢ‪ .‬ﻣﺎ ﹸﺑﻌﺪ ﻛﻞ ﻣﻦ ﺍﳉﺴﻢ ﻭﺍﻟﺼﻮﺭﺓ؟‬
‫‪  ‬‬
‫‪   ‬‬
‫‪    ‬‬ ‫‪‬‬
‫‪‬‬
‫‪  ‬‬ ‫‪Convexlensesandvirtualimages‬‬
‫‪  ‬‬
‫‪ ‬‬ ‫ﺗﺘﻜﻮﻥ‬
‫ﻋﻨﺪﻣﺎ ﻳﻮﺿﻊ ﺟﺴﻢ ﰲ ﺑﺆﺭﺓ ﻋﺪﺳﺔ ﳏﺪﺑﺔ‪ ،‬ﻓﺈﻥ ﺍﻷﺷﻌﺔ ﺳﺘﻨﻜﴪ ﰲ ﺣﺰﻣﺔ ﻣﺘﻮﺍﺯﻳﺔ ﻭﻻ ﹼ‬
‫ﺻﻮﺭﺓ ﻟﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻘﱰﺏ ﺍﳉﺴﻢ ﻣﻦ ﺍﳌﺴﺘﻮ￯ ﺍﻷﺳﺎﳼ ﻟﻠﻌﺪﺳﺔ ﺗﻨﺤﺮﻑ ﺍﻷﺷﻌﺔ ﻭﺗﺘﺸﺘﹼﺖ‬
‫ﰲ ﺍﲡـﺎﻩ ﺍﳉﺎﻧـﺐ ﺍﳌﻌﺎﻛﺲ ﻟﻠﻌﺪﺳـﺔ‪ ،‬ﻭﺗﻈﻬﺮ ﻫﺬﻩ ﺍﻷﺷـﻌﺔ‬
‫‪2‬‬
‫ﻟﻠﺸﺎﻫﺪ ﻛﺄﳖﺎ ﻗﺎﺩﻣﺔ ﻣﻦ ﺑﻘﻌﺔ ﰲ ﺟﺎﻧﺐ ﺍﻟﻌﺪﺳﺔ ﻧﻔﺴﻪ ﺍﻟﺬﻱ‬
‫‪F‬‬ ‫‪1‬‬
‫ﻭﻣﻜﱪﺓ‪.‬‬
‫ﹼ‬ ‫ﻓﻴﻪ ﺍﳉﺴﻢ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‪ ،‬ﻭﻣﻌﺘﺪﻟﺔ‬
‫‪‬‬
‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 6-41‬ﻛﻴﻒ ﱢ‬
‫ﺗﻜﻮﻥ ﺍﻟﻌﺪﺳـﺔ ﺍﳌﺤﺪﹼ ﺑﺔ ﺻﻮﺭﺓ‬
‫‪‬‬ ‫‪F‬‬
‫‪‬‬
‫‪do‬‬
‫ﱠ‬
‫‪di‬‬
‫ﺧﻴﺎﻟﻴـﺔ‪ .‬ﻓﻌﻨﺪﻣـﺎ ﻳﻜـﻮﻥ ﺍﳉﺴـﻢ ﺑـﲔ ‪ F‬ﻭﺍﻟﻌﺪﺳـﺔ ﻳﺼـﻞ‬
‫ﺍﻟﺸـﻌﺎﻉ ‪ 1‬ﺇﱃ ﺍﻟﻌﺪﺳـﺔ ﻣﻮﺍﺯ ﹰﻳـﺎ ﺍﳌﺤـﻮﺭ ﺍﻟﺮﺋﻴـﺲ‪ ،‬ﻭﻳﻨﻜﴪ‬

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‫ﻣـﺎﺭﺍ ﺑﺎﻟﺒـﺆﺭﺓ ‪ .F‬ﺃ ﹼﻣﺎ ﺍﻟﺸـﻌﺎﻉ ‪ 2‬ﻓﻴﻨﺘﻘـﻞ ﻣﻦ ﻗﻤﺔ ﺍﳉﺴـﻢ‪ ،‬ﻭﰲ ﺍﲡﺎﻩ ﳑﺎﺛـﻞ ﺇﱃ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ‬
‫ﹼﹰ‬
‫ﻭﻳﺒـﲔ ﺍﳋﻂ ﺍﳌﺘﻘﻄﻊ ﻣﻦ‬
‫ﻳﺴـﻠﻜﻪ ﺇﺫﺍ ﺑـﺪﺃ ﻣﻦ ‪ F‬ﰲ ﺟﺎﻧﺐ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻓﻴﻪ ﺍﳉﺴـﻢ‪ .‬ﹼ‬
‫‪ F‬ﺇﱃ ﺍﳉﺴـﻢ ﻛﻴﻒ ﺗﺮﺳـﻢ ﺍﻟﺸـﻌﺎﻉ ‪ ،2‬ﺣﻴﺚ ﳜﺮﺝ ﺍﻟﺸﻌﺎﻉ ‪ 2‬ﻣﻦ ﺍﻟﻌﺪﺳـﺔ ﻣﻮﺍﺯ ﹰﻳﺎ ﻟﻠﻤﺤﻮﺭ‬
‫ﺍﻟﺮﺋﻴﺲ‪ .‬ﻭﻳﺘﺒﺎﻋﺪ ﺍﻟﺸﻌﺎﻋﺎﻥ ‪ 1‬ﻭ ‪ 2‬ﻋﻨﺪﻣﺎ ﳜﺮﺟﺎﻥ ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪ .‬ﻟﺬﺍ ﻻ ﻳﻤﻜﻦ ﺗﻜﻮﻳﻦ ﺻﻮﺭﺓ‬
‫ﺣﻘﻴﻘﻴﺔ‪ .‬ﺇﻥ ﺭﺳـﻢ ﺍﻻﻣﺘﺪﺍﺩ ﺍﳋﻠﻔﻲ ﻟﻠﺸـﻌﺎﻋﲔ ﺍﳌﻨﻜﴪﻳﻦ ﻟﺘﻌﻴﲔ ﻣﻜﺎﻥ ﺗﻘﺎﻃﻌﻬﲈ ﺍﻟﻈﺎﻫﺮﻱ‬
‫ﳛـﺪﹼ ﺩ ﻣﻮﺿﻊ ﺍﻟﺼﻮﺭﺓ ﺍﳋﻴﺎﻟﻴﺔ‪ ،‬ﻭﻳﻜﻮﻥ ﻣﻮﺿﻌﻬﺎ ﰲ ﺟﺎﻧﺐ ﺍﻟﻌﺪﺳـﺔ ﻧﻔﺴـﻪ ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻓﻴﻪ‬
‫ﺗﺘﻜﻮﻥ ﺑﻔﻌﻞ ﺍﻟﻀﻮﺀ‬
‫ﻭﻣﻜﱪﺓ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﺼﻮﺭﺓ ﺍﳊﻘﻴﻘﻴﺔ ﹼ‬
‫ﹼ‬ ‫ﺍﳉﺴـﻢ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻌﺘﺪﻟﺔ‬
‫ﻳﻤﺮ ﺧﻼﻝ ﺍﻟﻌﺪﺳﺔ‪ ،‬ﻭﻟﻜﻦ ﺑﺈﻣﻜﺎﻧﻚ ﲢﺪﻳﺪ ﺍﻟﺼﻮﺭﺓ ﺍﳋﻴﺎﻟﻴﺔ ﺑﺮﺳﻢ ﺍﻣﺘﺪﺍﺩﺍﺕ ﺍﻷﺷﻌﺔ‬ ‫ﺍﻟﺬﻱ ﹼ‬
‫ﻓﻌﻼ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺪﺳﺔ‪.‬‬ ‫ﲤﺮ ﹰ‬‫ﺍﻟﺘﻲ ﻻ ﹼ‬
‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ؟‬
‫ﺗﻜﻮﻥ ﹰ‬
‫ﺻﻮﺭﺍ ﺣﻘﻴﻘﻴﺔ؟ ﻭﻣﺘﻰ ﱢ‬
‫ﺗﻜﻮﻥ ﺍﻟﻌﺪﺳﺎﺕ ﺍﳌﺤﺪﺑﺔ ﹰ‬
‫ﻣﺘﻰ ﱢ‬

‫ﻭﺿﻌـﺖ ﺻﺤﻴﻔـﺔ ﻋـﲆ ﹸﺑﻌـﺪ ‪ 6.0 cm‬ﻣـﻦ ﻋﺪﺳـﺔ ﳏﺪﺑـﺔ ﺑﻌﺪﻫـﺎ ﺍﻟﺒـﺆﺭﻱ‬ ‫‪.29‬‬
‫ﻓﺘﻜﻮﻧـﺖ ﺻـﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻋﲆ ﹸﺑﻌﺪ ‪ .8.6 cm‬ﺍﺭﺳـﻢ ﳐﻄﻂ ﺍﻷﺷـﻌﺔ‬
‫‪ ،20.0 cm‬ﱠ‬
‫ﻟﺘﺤﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺍﺣﺴﺐ ﺗﻜﺒﲑﻫﺎ‪.‬‬
‫ﻜﱪﺓ‬
‫ﺇﺫﺍ ﻭﺿﻌﺖ ﻋﻤﻠﺔ ﻣﻌﺪﻧﻴﺔ ﻗﻄﺮﻫﺎ ‪ 2.0 cm‬ﻋﲆ ﹸﺑﻌﺪ ‪ 3.4 cm‬ﻣﻦ ﻋﺪﺳـﺔ ﹸﻣ ﱢ‬ ‫‪.30‬‬
‫ﺑﻌﺪﻫﺎ ﺍﻟﺒﺆﺭﻱ ‪ ،12.0 cm‬ﻓﺘﻜﻮﻧﺖ ﳍﺎ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻋﲆ ﹸﺑﻌﺪ ‪ ،4.7 cm‬ﻓﺄﻭﺟﺪ‬
‫ﻗﻄﺮ ﺍﻟﺼﻮﺭﺓ‪.‬‬

‫‪Concave lenses‬‬ ‫‪‬‬

‫ﺗﻜﻮﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﻌﺪﺳﺔ‬
‫ﻳﺒﲔ ﻛﻴﻒ ﹼ‬ ‫ﺗﻔﺮﻕ ﺍﻟﻌﺪﺳـﺔ ﺍﳌﻘﻌﺮﺓ ﺍﻷﺷـﻌﺔ ﻛ ﹼﻠﻬﺎ‪ .‬ﻭﺍﻟﺸـﻜﻞ ‪ 6-42‬ﹼ‬ ‫ﹼ‬
‫ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‪ ،‬ﺣﻴﺚ ﻳﺼﻞ ﺍﻟﺸﻌﺎﻉ ‪ 1‬ﺇﱃ ﺍﻟﻌﺪﺳﺔ ﻣﻮﺍﺯ ﹰﻳﺎ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪ .‬ﻭﳜﺮﺝ ﻣﻦ ﺍﻟﻌﺪﺳﺔ‬
‫ﻴﺼﻞ ﺇﱃ ﺍﻟﻌﺪﺳﺔ ﻛﲈ ﻟﻮ ﻛﺎﻥ ﺳﻴﻤﺮ‬ ‫ﻋﲆ ﺷـﻜﻞ ﺷـﻌﺎﻉ ﻳﻤﺮ ﺍﻣﺘﺪﺍﺩﻩ ﰲ ﺍﻟﺒﺆﺭﺓ‪ .‬ﺃﻣﺎ ﺍﻟﺸﻌﺎﻉ ‪ 2‬ﹶﻓ ﹺ‬
‫ﹼ‬
‫ﺧـﻼﻝ ﺍﻟﺒـﺆﺭﺓ ﰲ ﺍﳉﺎﻧﺐ ﺍﳌﻌﺎﻛﺲ‪ ،‬ﻭﻳﺒﺘﻌﺪ ﻋﻦ ﺍﻟﻌﺪﺳـﺔ ﻣﻮﺍﺯ ﹰﻳﺎ ﺍﳌﺤـﻮﺭ ﺍﻟﺮﺋﻴﺲ‪ .‬ﻭﺗﺘﻘﺎﻃﻊ‬
‫ﺍﻻﻣﺘﺪﺍﺩﺍﺕ ﺍﳋﻠﻔﻴﺔ ﻟﻠﺸـﻌﺎﻋﲔ ‪ 1‬ﻭ ‪ 2‬ﰲ ﺍﳉﺎﻧﺐ ﻧﻔﺴﻪ ﻣﻦ ﺍﻟﻌﺪﺳﺔ ﺍﻟﺬﻱ ﻳﻮﺟﺪ ﻓﻴﻪ ﺍﳉﺴﻢ‪.‬‬
‫ﺗﻜﻮﻥ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‪ .‬ﻭﻳﻜﻮﻥ ﻣﻮﺿﻊ ﺍﻟﺼﻮﺭﺓ‬ ‫ﻭﻷﻥ ﺍﻷﺷﻌﺔ ﲣﺮﺝ ﻣﻦ ﺍﻟﻌﺪﺳﺔ ﻣﺘﺒﺎﻋﺪﺓ‪ ،‬ﻓﺈﳖﺎ ﹼ‬

‫‪ 6-42‬‬
‫‪     ‬‬
‫‪‬‬

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 ‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻈﻬﺮ ﻋﻨﺪﻫﺎ ﺃﻥ ﺍﻷﺷـﻌﺔ ﲣﺮﺝ ﻣﻦ ﺍﻟﻌﺪﺳـﺔ ﻣﺘﺒﺎﻋﺪﺓ ﻣﻨﻬﺎ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ‬
‫ﺃﻳﻀﺎ ﻣﻌﺘﺪﻟﺔ ﻭﺃﺻﻐﺮ ﻣﻦ ﺍﳉﺴﻢ )ﻣﺼ ﹼﻐﺮﺓ(‪ .‬ﻭﻫﺬﺍ ﺻﺤﻴﺢ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ‬ ‫ﹰ‬
‫ﺍﻟﻌﺪﺳﺔ‪ ،‬ﻛﲈ ﻳﻜﻮﻥ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﺪﺳﺔ ﺍﳌﻘﻌﺮﺓ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬

‫‪Defects of spherical lenses‬‬ ‫‪‬‬

‫ﺗﻜﻮﻥ ﺻﻮﺭﺓ ﻛﺎﻣﻠﺔ ﻋﻨﺪ ﻣﻮﺍﺿﻊ ﳏﺪﹼ ﺩﺓ‪ .‬ﻭﰲ ﺍﻟﻮﺍﻗﻊ‪،‬‬ ‫ﺩﺭﺳﺖ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﻘﺴﻢ ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﺘﻲ ﱢ‬
‫ﻓﺈﻥ ﻟﻠﻌﺪﺳﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ ﻋﻴﻮ ﹰﺑﺎ ﺟﻮﻫﺮﻳﺔ ـ ﻣﺜﻞ ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ ـ ﻳﻨﺠﻢ ﻋﻨﻬﺎ ﻣﺸﻜﻼﺕ ﰲ ﻭﺿﻮﺡ‬
‫ﺍﻟﺼﻮﺭﺓ ﻭﺃﻟﻮﺍﳖﺎ؛ ﺣﻴﺚ ﺗﻮﺍﺟﻪ ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ ﺗﺸ ﹼﺘﺘﹰﺎ )ﺯﻭﻏﺎﻧﹰﺎ( ﻣﺘﻌ ﱢﻠ ﹰﻘﺎ ﺑﺘﺼﻤﻴﻤﻬﺎ ﺍﻟﻜﺮﻭﻱ‪،‬‬
‫ﻣﺜﻞ ﺍﳌﺮﺍﻳﺎ ﲤﺎ ﹰﻣﺎ‪ .‬ﻭﺇﺿﺎﻓﺔ ﺇﱃ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﺗﺸﺘﹼﺖ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﺍﻟﻌﺪﺳﺔ ﺍﻟﻜﺮﻭﻳﺔ ﻳﺴ ﹼﺒﺐ ﺯﻭﻏﺎﻧﹰﺎ ﻻ‬
‫ﺗﺴ ﹼﺒﺒﻪ ﺍﳌﺮﺍﻳﺎ‪.‬‬
‫‪ Spherical aberration‬ﻳﻘﱰﺡ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻱ ﺍﺳـﺘﺨﺪﻣﺘﻪ ﻟﺮﺳـﻢ‬
‫ﺗﺘﺠﻤﻊ ﰲ ﺍﳌﻮﺿﻊ ﻧﻔﺴﻪ‪،‬‬ ‫ﹼ‬ ‫ﺍﻷﺷـﻌﺔ ﺧﻼﻝ ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ ﺃﻥ ﺍﻷﺷﻌﺔ ﺍﻟﺘﻲ ﺗﺴﻘﻂ ﻣﺘﻮﺍﺯﻳﺔ‬
‫ﺗﺘﺠﻤﻊ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﺘﻲ ﲤﺮ ﺧﻼﻝ ﺃﻃﺮﺍﻑ ﺍﻟﻌﺪﺳـﺔ‬ ‫ﹼ‬ ‫ﻭﻫـﺬﺍ ﳎﺮﺩ ﺗﻘﺮﻳﺐ‪ .‬ﻭﰲ ﺍﳊﻘﻴﻘﺔ‪،‬‬
‫ﺗﺘﺠﻤﻊ ﻓﻴﻬﺎ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳـﺔ ﻭﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ‬ ‫ﹼ‬ ‫ﺍﻟﻜﺮﻭﻳـﺔ ﰲ ﻣﻮﺍﺿـﻊ ﳐﺘﻠﻔﺔ ﻋﻦ ﺍﳌﻮﺍﺿـﻊ ﺍﻟﺘﻲ‬
‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪ .‬ﻭ ﹸﻳﺴـﻤﻰ ﻋﺪﻡ ﻗﺪﺭﺓ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﻜﺮﻭﻳﺔ ﻋﲆ ﲡﻤﻴﻊ ﺍﻷﺷـﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﲨﻴﻌﻬﺎ‬
‫‪   6-43 ‬‬ ‫ﰲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜﺮﻭﻱ‪ ،‬ﻭﺳـﺒﺒﻪ ﺍﺗﺴـﺎﻉ ﺳﻄﺢ ﺍﻟﻌﺪﺳﺔ‪ .‬ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪6-43‬‬
‫‪        ‬‬ ‫ﺍﻟﺰﻭﻏـﺎﻥ ﺍﻟﻜـﺮﻭﻱ‪ .‬ﻭﻳﻌﺎﻟـﺞ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜـﺮﻭﻱ ﺑﻤﺮﺍﻋـﺎﺓ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺘﻲ‬
‫‪ ‬‬ ‫ﺗﺴﻘﻂ ﻋﲆ ﺍﻟﻌﺪﺳﺔ ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‪ ،‬ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻌﺪﺳﺎﺕ ﰲ ﺍﻷﺩﻭﺍﺕ‬
‫‪          ‬‬ ‫ﺍﻟﻌﺎﻟﻴﺔ ﺍﻟﺪﻗﺔ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﺨﺪﻡ ﻏﺎﻟ ﹰﺒﺎ ﲬﺲ ﻋﺪﺳﺎﺕ ﺃﻭ ﺃﻛﺜﺮ ﻟﺘﻜﻮﻳﻦ ﺻﻮﺭ ﻭﺍﺿﺤﺔ ﻭﺩﻗﻴﻘﺔ‪.‬‬
‫‪ ‬‬ ‫‪ Chromatic aberration ‬ﻫﻨﺎﻙ ﻋﻴﺐ ﺁﺧﺮ ﰲ ﺍﻟﻌﺪﺳـﺎﺕ ﻻ ﻳﻮﺟﺪ ﰲ‬
‫‪       ‬‬ ‫ﺍﳌﺮﺍﻳﺎ‪ .‬ﻓﺎﻟﻌﺪﺳـﺔ ﻣﺜﻞ ﺍﳌﻨﺸـﻮﺭ‪ ،‬ﺗﻨﻜﴪ ﻓﻴﻬﺎ ﺍﻷﻃﻮﺍﻝ ﺍﳌﻮﺟﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻀﻮﺀ ﺑﺰﻭﺍﻳﺎ ﳐﺘﻠﻔﺔ‪،‬‬
‫‪‬‬
‫ﻳﺘﺠﻤﻊ ﺍﻟﻀـﻮﺀ ﺃﻭ ﻳﺘﻔﺮﻕ ﻋﻨﺪ ﻣﺮﻭﺭﻩ ﺧﻼﻝ ﺍﻟﻌﺪﺳـﺔ‬ ‫ﹼ‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ .6-44a‬ﻭﻟﺬﻟـﻚ‬ ‫ﻛـﲈ ﱢ‬
‫ﻭﺧﺼﻮﺻﺎ ﺑﺎﻟﻘـﺮﺏ ﻣﻦ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻭﻳﻈﻬﺮ ﺍﳉﺴـﻢ ﻋﻨﺪ‬ ‫ﹰ‬ ‫ﺍﳌﺤﺪﺑـﺔ ﺃﻭ ﺍﳌﻘﻌـﺮﺓ ﻋﲆ ﺍﻟﱰﺗﻴـﺐ‪،‬‬
‫ﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟ ﹼﻠﻮﲏ‪.‬‬ ‫ﺍﻟﻨﻈﺮ ﺇﻟﻴﻪ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﺪﺳﺔ ﳏﺎ ﹰﻃﺎ ﺑﺎﻷﻟﻮﺍﻥ‪ .‬ﻭ ﹸﻳ ﹼ‬
‫ﺩﺍﺋﲈ ﻋﻨﺪﻣﺎ ﺗﺴﺘﺨﺪﻡ ﻋﺪﺳﺔ ﻣﻔﺮﺩﺓ‪ .‬ﻭﻳﻤﻜﻦ ﲣﻔﻴﺾ ﺃﺛﺮ ﻫﺬﺍ ﺍﻟﻌﻴﺐ‬
‫ﻭﳛﺪﺙ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻠﻮﲏ ﹰ‬
‫ﻣﻜﻮﻥ ﻣﻦ ﻋﺪﺳﺘﲔ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻛﻌﺪﺳﺔ ﳏﺪﺑﺔ‬ ‫ﻛﺜﲑﺍ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻌﺪﺳﺎﺕ ﹼ‬
‫ﺍﻟﻼﻟﻮﻧﻴﺔ؛ ﻭﻫﻲ ﻧﻈﺎﻡ ﱠ‬ ‫ﹰ‬

‫‪‬‬ ‫‪‬‬
‫‪  6-44  ‬‬
‫‪       ‬‬
‫‪        ‬‬
‫‪    ‬‬
‫‪  a‬‬
‫‪   ‬‬
‫‪      ‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪‬‬
‫‪b‬‬ ‫‪‬‬

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‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 6-44b‬ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﱰﻛﻴﺐ‬ ‫ﻣﻊ ﻋﺪﺳـﺔ ﻣﻘﻌﺮﺓ‪ ،‬ﳍﲈ ﻣﻌﺎﻣﻼ ﺍﻧﻜﺴـﺎﺭ ﳐﺘﻠﻔﺎﻥ‪ .‬ﱢ‬
‫ﻟﻠﻌﺪﺳـﺎﺕ‪ .‬ﻓﻜﻠﺘﺎ ﺍﻟﻌﺪﺳﺘﲔ ﰲ ﺍﻟﺸﻜﻞ ﺗﺸﺘﹼﺖ ﺍﻟﻀﻮﺀ‪ ،‬ﻭﻟﻜﻦ ﺍﻟﺘﺸﺘﹼﺖ ﺍﻟﺬﻱ ﺗﹸﺴ ﱢﺒﺒﻪ ﺍﻟﻌﺪﺳﺔ‬
‫ﻭﳜﺘﺎﺭ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻌﺪﺳﺔ‬ ‫ﺍﳌﺤﺪﺑﺔ ﻳﻠﻐﻴﻪ ﺗﻘﺮﻳ ﹰﺒﺎ ﺍﻟﺘﺸـﺘﹼﺖ ﺍﻟﺬﻱ ﺗﹸﺴـ ﱢﺒﺒﻪ ﺍﻟﻌﺪﺳـﺔ ﺍﳌﻘﻌﺮﺓ‪ .‬ﹸ‬
‫ﺍﳌﻜﻮﻥ ﻣﻦ ﺍﻟﻌﺪﺳﺎﺕ ﺇﱃ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ‪.‬‬ ‫ﺍﳌﺤﺪﺑﺔ ﻋﲆ ﺃﻥ ﻳﺆﺩﻱ ﺍﻟﻨﻈﺎﻡ ﹼ‬
‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜﺮﻭﻱ ﻭﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻠﻮﲏ؟‬

‫‪Application of lenses‬‬ ‫‪‬‬

‫ﺇﻥ ﺍﳋﺼﺎﺋـﺺ ﺍﻟﺘـﻲ ﺗﻌ ﹼﻠﻤﺘﻬـﺎ ﺣﻮﻝ ﺍﻧﻜﺴـﺎﺭ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﺍﻟﻌﺪﺳـﺎﺕ ﺗﺴـﺘﺨﺪﻡ ﰲ ﺃﻏﻠﺐ‬
‫ﺍﻵﻻﺕ ﺍﻟﺒﴫﻳـﺔ‪ .‬ﻭﺗﺴـﺘﺨﺪﻡ ﰲ ﺣـﺎﻻﺕ ﻋﺪﻳﺪﺓ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﺪﺳـﺎﺕ ﻭﺍﳌﺮﺍﻳـﺎ ﻟﺘﻜﻮﻳﻦ‬
‫‪‬‬
‫ﺻﻮﺭﺓ ﻭﺍﺿﺤﺔ ﻷﺟﺴﺎﻡ ﺻﻐﲑﺓ ﺃﻭ ﺑﻌﻴﺪﺓ؛ ﺇﺫ ﳛﺘﻮﻱ ﻛﻞ ﻣﻦ ﺍﳌﻨﻈﺎﺭ ﺍﻟﻔﻠﻜﻲ )ﺍﻟﺘﻠﺴﻜﻮﺏ(‪،‬‬
‫ﻭﺍﳌﻨﻈﺎﺭ‪ ،‬ﻭﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ‪ ،‬ﻭﺍﳌﺠﻬﺮ )ﺍﳌﻴﻜﺮﻭﺳﻜﻮﺏ(‪ ،‬ﻭﺣﺘﻰ ﺍﻟﻌﲔ ـ ﻋﲆ ﻋﺪﺳﺎﺕ‪.‬‬ ‫‪   ‬‬
‫‪   ‬‬
‫‪Lensesineyes‬‬ ‫‪‬‬ ‫‪         ‬‬
‫‪‬‬
‫ﻣـﻦ ﺑﺪﻳﻊ ﺻﻨﻊ ﺍﳋﺎﻟﻖ ‪-‬ﻋﺰ ﻭﺟﻞ‪ -‬ﺧﻠﻖ ﺍﻟﻌﲔ ﺍﻟﺒﴩﻳﺔ‪ ،‬ﻭﻫﻲ ﺃﺩﺍﺓ ﺑﴫﻳﺔ‪ ،‬ﳑﻠﻮﺀﺓ ﺑﺴـﺎﺋﻞ‪.‬‬ ‫‪    ‬‬
‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ .6-45‬ﻭﻳﻨﺘﻘﻞ ﺍﻟﻀـﻮﺀ ﺍﳌﻨﺒﻌﺚ ﺃﻭ‬ ‫ﻭﻫـﻲ ﻋـﲆ ﻫﻴﺌﺔ ﻭﻋﺎﺀ ﻛـﺮﻭﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ﻛـﲈ ﱢ‬ ‫‪    ‬‬
‫ﺍﳌﻨﻌﻜﺲ ﻋﻦ ﺍﳉﺴـﻢ ﺇﱃ ﺩﺍﺧﻞ ﺍﻟﻌﲔ ﺧﻼﻝ ﺍﻟﻘﺮﻧﻴﺔ‪ ،‬ﺛﻢ ﻳﻤﺮ ﺍﻟﻀﻮﺀ ﺑﻌﺪﻫﺎ ﺧﻼﻝ ﺍﻟﻌﺪﺳـﺔ‪،‬‬ ‫‪         ‬‬
‫‪    ‬‬
‫ﻣﺘﺨﺼﺼﺔ ﰲ ﺍﻟﺸـﺒﻜﻴﺔ‬‫ﹼ‬ ‫ﻭﻳﺘﺠﻤـﻊ ﻋﲆ ﺍﻟﺸـﺒﻜﻴﺔ ﺍﳌﻮﺟـﻮﺩﺓ ﰲ ﻣﺆﺧﺮﺓ ﺍﻟﻌـﲔ‪ .‬ﻭﲤﺘﺺ ﺧﻼﻳﺎ‬ ‫ﹼ‬ ‫‪‬‬
‫ﺍﻟﻀﻮﺀ‪ ،‬ﻭﺗﺮﺳﻞ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﳌﺘﻌ ﹼﻠﻘﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻌﺼﺐ ﺍﻟﺒﴫﻱ ﺇﱃ ﺍﻟﺪﻣﺎﻍ‪.‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪Focusing images ‬ﻗـﺪ ﺗﻌﺘﻘﺪ ـ ﺑﺴـﺒﺐ ﺍﻟﺘﺴـﻤﻴﺔ ـ ﺃﻥ ﻋﺪﺳـﺔ ﺍﻟﻌﲔ ﻫﻲ‬
‫ﻳﺘﺠﻤﻊ ﺍﻟﻀـﻮﺀ ﺍﻟﺪﺍﺧﻞ ﺇﱃ‬
‫ﹼ‬ ‫ﺍﳌﺴـﺆﻭﻟﺔ ﻋـﻦ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﻋﲆ ﺍﻟﺸـﺒﻜﻴﺔ‪ .‬ﻭﻟﻜـﻦ ﰲ ﺍﳊﻘﻴﻘﺔ‪،‬‬
‫ﺃﺳﺎﺳـﺎ ﺑﻮﺍﺳـﻄﺔ ﺍﻟﻘﺮﻧﻴﺔ؛ ﻷﻥ ﺍﻟﻔـﺮﻕ ﺑﲔ ﻣﻌﺎﻣﲇ ﺍﻧﻜﺴـﺎﺭ ﺍﳍﻮﺍﺀ ﻭﻣـﺎﺩﺓ ﺍﻟﻘﺮﻧﻴﺔ ﻛﺒﲑ‬
‫ﺍﻟﻌـﲔ ﹰ‬
‫ﻧﺴـﺒ ﹼﹰﻴﺎ‪ .‬ﺃﻣﺎ ﺍﻟﻌﺪﺳـﺔ ﻓﻬﻲ ﺍﳌﺴـﺆﻭﻟﺔ ﻋﻦ ﺍﻟﺘﺠﻤﻴﻊ ﺍﻟﺪﻗﻴﻖ ﺍﻟﺬﻱ ﻳﺴـﻤﺢ ﻟﻚ ﺑﺮﺅﻳﺔ ﺍﻷﺟﺴـﺎﻡ‬ ‫‪‬‬
‫ﺍﻟﺒﻌﻴﺪﺓ ﻭﺍﻟﻘﺮﻳﺒﺔ ﺑﻮﺿﻮﺡ ﺗﺎﻡ‪ .‬ﻭﺗﺴﺘﻄﻴﻊ ﺍﻟﻌﻀﻼﺕ ﺍﳌﺤﻴﻄﺔ ﺑﺎﻟﻌﲔ ﻣﻦ ﺧﻼﻝ ﻋﻤﻠﻴﺔ ﺗﹸﺴﻤﻰ‬
‫ﻳﻐﲑ ﻣﻦ ﺷـﻜﻠﻬﺎ‪ ،‬ﻓﻴﺆﺩﻱ ﺑﺪﻭﺭﻩ ﺇﱃ ﺗﻐﻴﲑ‬ ‫ﺍﻟﺘﻜ ﹼﻴﻒ ﺃﻥ ﲡﻌﻞ ﺍﻟﻌﺪﺳـﺔ ﺗﻨﻘﺒﺾ ﺃﻭ ﺗﻨﺒﺴـﻂ‪ ،‬ﳑﺎ ﹼ‬

‫‪‬‬
‫‪‬‬

‫‪  6-45‬‬

‫‪‬‬
‫‪   ‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪88‬‬
 
 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 


‫ ﻓﻌﻨﺪﻣـﺎ ﺗﺮﲣﻲ ﺍﻟﻌﻀﻼﺕ ﺗﱰﻛﱠـﺰ ﺻﻮﺭﺓ ﺍﳉﺴـﻢ ﺍﻟﺒﻌﻴﺪ ﻋﲆ‬.‫ﺍﻟﺒﻌـﺪ ﺍﻟﺒـﺆﺭﻱ ﻟﻌﺪﺳـﺔ ﺍﻟﻌﲔ‬
FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety


Hand protection


EyeSharp
safetyobjects safety
  
First aid


PoisonEye
Thermal safety safety


wash station ExplosiveOxidizer
Fire extinguisher


Corrosive
Radioactive safety
‫ ﳑﺎ ﻳﺴﻤﺢ ﻟﺼﻮﺭ ﺍﻷﺟﺴﺎﻡ‬،‫ ﻭﻋﻨﺪﻣﺎ ﺗﻨﻘﺒﺾ ﺍﻟﻌﻀﻼﺕ ﻳﻘﻞ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﺪﺳﺔ‬.‫ﺍﻟﺸﺒﻜﻴﺔ‬
 
  

 
  
  

    
.‫ﺍﻟﻘﺮﻳﺒﺔ ﺑﺎﻟﺘﺠﻤﻊ ﻋﲆ ﺍﻟﺸﺒﻜﻴﺔ‬
    .1

Electrical hazard Hand protection
Harmful / Irritant
Laser beamobjectsEye
Sharp safety
Hand protection
Biological
safety hazards Thermal safety
Poison safety
Lab. coat Eye Ecological
safety
Flammable OxidizerExplosive
hazards Thermal Carcinogenic
safety Corrosive Explosive

 ‫ﹸﻜﻮﻥ ﻋﻴﻮﻥ‬
‫ ﻻ ﺗ ﱢ‬Nearsightedness and farsightedness
      
.‫ﺗﺘﻜﻮﻥ ﺍﻟﺼﻮﺭ ﺇﻣﺎ ﺃﻣﺎﻡ ﺍﻟﺸﺒﻜﻴﺔ ﻭﺇﻣﺎ ﺧﻠﻔﻬﺎ‬
‫ﺻﻮﺭﺍ ﻭﺍﺿﺤﺔ ﻋﲆ ﺍﻟﺸـﺒﻜﻴﺔ؛ ﺇﺫ ﹼ‬
‫ﹰ‬ ‫ﺑﻌﺾ ﺍﻟﻨﺎﺱ‬
 
 
 
 
 
 
  
First aid Electrical
Eyehazard
wash station Laser Harmful / Irritant
beam Fire hazard Lab.Biological
extinguisher hazards/ Irritant
coat Radioactive safety Flammable

 
Electrical Harmful Ecological hazards
Biological hazardsCarcinogenic Flammable

   

  

First Poison
aid safety


  
Eye wash station



Fire extinguisher

Radioactive

Firesafety
 ‫ﻓﺘﺼﺒﺢ ﻫﻨﺎﻙ ﺣﺎﺟﺔ ﺇﱃ ﺍﻟﻌﺪﺳـﺎﺕ ﺍﳋﺎﺭﺟﻴﺔ ﻋﲆ ﻫﻴﺌﺔ ﻧﻈﺎﺭﺍﺕ ﺃﻭ ﻋﺪﺳﺎﺕ ﻻﺻﻘﺔ؛ ﻟﻀﺒﻂ‬

Sharp objects safety Oxidizer
First aid EyeCorrosive
wash station extinguisher Radioactive safety

 .2 

‫؛‬Nearsightedness ‫ ﺣﺎﻟﺔ ﻗﴫ ﺍﻟﻨﻈﺮ‬6-46a ‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ ﱢ‬.‫ﺍﻟﺼﻮﺭ ﻟﺘﻘﻊ ﻋﲆ ﺍﻟﺸﺒﻜﻴﺔ‬
‫ ﳑﺎ ﻻ‬،‫ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﲔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺃﻗﻞ ﻣﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﲔ ﺍﻟﺴﻠﻴﻤﺔ‬
  
 

 

Sharp objectsLab.
safety Poison safety 
Oxidizer Corrosive 

 
Laser beam coat Ecological
Sharp hazards
objects safety Carcinogenic
Poison safety Oxidizer Corrosive



Laser beam


Lab. coat
Laser beam

Ecological
hazards
Lab. coat


Carcinogenic
Ecological hazards

Carcinogenic
‫ ﻭﺗﹸﺴﺘﺨﺪﻡ ﻋﺪﺳﺎﺕ‬.‫ ﻓﺘﺘﻜﻮﻥ ﺍﻟﺼﻮﺭ ﺃﻣﺎﻡ ﺍﻟﺸﺒﻜﻴﺔ‬،‫ﻳﻤﻜﱢﻨﻬﺎ ﻣﻦ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﻋﲆ ﺍﻟﺸـﺒﻜﻴﺔ‬
      .3
‫ ﻟـﺬﺍ ﻳﺆﺩﻱ ﺫﻟﻚ ﺇﱃ ﺯﻳﺎﺩﺓ‬،6-46c ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ‬ ‫ﻣﻘﻌـﺮﺓ ﻟﺘﺼﺤﻴﺢ ﺫﻟﻚ ﺑﺘﻔﺮﻳﻖ ﺍﻟﻀﻮﺀ ﻛﲈ ﱢ‬
   5 cm 
 .‫ ﻭﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭ ﻋﲆ ﺍﻟﺸﺒﻜﻴﺔ‬،‫ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭ ﻋﻦ ﺍﻟﻌﺪﺳﺔ‬
12 V100 W   ‫؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‬Farsightedness ‫ ﺣﺎﻟﺔ ﻃﻮﻝ ﺍﻟﻨﻈﺮ‬6-46b ‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ﱢ‬

    .4 ،‫ ﻓﺘﺘﺸﻜﹼﻞ ﺍﻟﺼﻮﺭ ﺧﻠﻒ ﺍﻟﺸﺒﻜﻴﺔ‬،‫ﻟﻠﻌﲔ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﻟﻠﻌﲔ ﺍﻟﺴﻠﻴﻤﺔ‬
   ‫ ﺣﻴﺚ ﺗﺰﺩﺍﺩ ﺻﻼﺑﺔ ﻋﺪﺳﺎﺕ‬،‫ ﻋﺎ ﹰﻣﺎ‬45 ‫ﺃﻳﻀﺎ ﻟﻸﺷﺨـﺎﺹ ﻓـﻮﻕ ﻋﻤﺮ‬ ‫ﻭﲢﺪﺙ ﺣـﺎﻟﺔ ﳑﺎﺛـﻠﺔ ﹰ‬
     ‫ ﻭﻻ ﺗﺴـﺘﻄﻴﻊ ﺍﻟﻌﻀﻼﺕ ﺗﻘﺼﲑ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ ﺇﱃ ﺍﳊـﺪﹼ ﺍﻟﺬﻱ ﻳﻜﻔﻲ ﻟﺘﻜﻮﻳﻦ ﺻﻮﺭ‬،‫ﺍﻟﻌﻴﻨـﲔ‬
 
   .5 ‫ﺗﻜﻮﻥ‬
‫ ﻭﺗﹸﺴﺘﺨﺪﻡ ﻋﺪﺳـﺎﺕ ﳏﺪﺑﺔ ﻟﺘﺼﺤﻴﺢ ﻫﺬﺍ ﺍﻟﻌﻴﺐ؛ ﺇﺫ ﱢ‬.‫ﺍﻷﺟﺴـﺎﻡ ﺍﻟﻘﺮﻳﺒﺔ ﻋﲆ ﺍﻟﺸﺒﻜﻴﺔ‬
   ‫ ﻓﺘﺼﺒﺢ ﺍﻟﺼﻮﺭ‬،6-46d ‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ‬ ‫ ﻛﲈ ﱢ‬،‫ﺻـﻮﺭﺍ ﺧﻴﺎﻟﻴـﺔ ﺃﺑﻌﺪ ﻋﻦ ﺍﻟﻌﲔ ﻣﻦ ﺃﺟﺴـﺎﻣﻬﺎ‬
‫ﹰ‬
 
  ‫ ﻭﻣﻦ ﹶﺛﻢ ﹼ‬،‫ﻋﻨﺪﺋﺬ ﻫﻲ ﺍﻷﺟﺴﺎﻡ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻌﺪﺳﺔ ﺍﻟﻌﲔ‬
.‫ﺗﺘﻜﻮﻥ ﻋﲆ ﺍﻟﺸﺒﻜﻴﺔ‬
     ‫ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﲔ ﻗﴫ ﺍﻟﻨﻈﺮ ﻭﻃﻮﻝ ﺍﻟﻨﻈﺮ؟ ﻭﻛﻴﻒ ﹸﻳﻌﺎﻟﺞ ﹼ‬
‫ﻛﻞ ﻣﻨﻬﲈ؟‬
 
         .6
    
      
   a b
     
 

   


      .7
   5  c d

      .8
   6 

      .9
  65    6-46
 c    a 
d
 b 
89
 ‫‪‬‬ ‫ﻋﻨﺪﻣـﺎ ﻳﺪﺧﻞ ﺍﻟﻀـﻮﺀ ﺇﱃ ﺍﻟﻌﲔ ﻓﺈﻧﻪ ﻳﻮﺍﺟـﻪ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﳍـﻮﺍﺀ ﻭﺍﻟﻘﺮﻧﻴﺔ‪ .‬ﻓﺈﺫﺍ‬
‫‪ ‬‬
‫ﺩﺧﻞ ﺷﻌﺎﻉ ﺿﻮﺀ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﳍﻮﺍﺀ ﻭﺍﻟﻘﺮﻧﻴﺔ ﻟﻌﲔ ﺷﺨﺺ ﺑﺰﺍﻭﻳﺔ ‪ 30°‬ﺑﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‪ ،‬ﻭﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻘﺮﻧﻴﺔ ‪ 1.4‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﺄﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪30.0‬‬‫‪O‬‬ ‫‪ .1‬ﺍﺳﺘﺨﺪﻡ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﳊﺴﺎﺏ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪.‬‬
‫‪θ2‬‬ ‫‪ .2‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ ﻳﺴﺒﺢ ﺃﺳﻔﻞ ﺍﳌﺎﺀ؟‬
‫‪ .3‬ﺃﳞﲈ ﺃﻛﱪ‪ :‬ﺍﻻﻧﻜﺴـﺎﺭ ﰲ ﺍﳍﻮﺍﺀ ﺃﻡ ﰲ ﺍﳌﺎﺀ؟ ﻭﻫﻞ ﻳﻌﻨﻲ ﻫﺬﺍ ﺃﻥ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺘﻲ ﲢﺖ‬
‫ﺍﳌﺎﺀ ﺗﺒﺪﻭ ﺃﻗﺮﺏ ﺃﻡ ﺃﺑﻌﺪ ﳑﺎ ﻟﻮ ﻛﺎﻧﺖ ﰲ ﺍﳍﻮﺍﺀ؟‬
‫‪ .4‬ﻟـﻮ ﺃﺭﺩﺕ ﺃﻥ ﺗﻜـﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴـﺎﺭ ﻟﺸـﻌﺎﻉ ﺍﻟﻀـﻮﺀ ﰲ ﺍﳌﺎﺀ ﻣﺴـﺎﻭﻳﺔ ﳍﺎ ﻛﲈ ﰲ‬
‫ﺍﳍﻮﺍﺀ‪ ،‬ﻓﻜﻢ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﺍﳉﺪﻳﺪﺓ؟‬

‫‪C18-21A-845813‬‬
‫‪Final‬‬
‫‪ ‬‬
‫‪Refractingtelescopes‬‬
‫ﻭﻳﺒﲔ‬
‫ﻳﺴﺘﺨﺪﻡ ﺍﳌﻨﻈﺎﺭ ﺍﻟﻔﻠﻜﻲ ﺍﻟﻜﺎﴎ ﺍﻟﻌﺪﺳﺎﺕ ﻟﺘﻘﺮﻳﺐ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺒﻌﻴﺪﺓ ﻭﺗﻜﺒﲑ ﺻﻮﺭﻫﺎ‪ .‬ﱢ‬
‫ﺍﻟﺸـﻜﻞ ‪ 6-47‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺒﴫﻱ ﻟﻠﻤﻨﻈﺎﺭ ﺍﻟﻜﺒﻠﺮﻱ؛ ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻀﻮﺀ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍﻟﻨﺠﻮﻡ‬
‫ﻭﺍﻷﺟﺴـﺎﻡ ﺍﻟﻔﻠﻜﻴﺔ ﺍﻷﺧﺮ￯ ﻋﺎﺩﺓ ﺑﻌﻴـﺪﹰ ﺍ ﺟﺪﹼﹰ ﺍ؛ ﻟﺬﺍ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻷﺷـﻌﺔ ﻣﺘﻮﺍﺯﻳﺔ‪ .‬ﻭﺗﺪﺧﻞ‬
‫ﻭﺗﺘﺠﻤﻊ ﺑﻮﺻﻔﻬﺎ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻋﻨﺪ ﺑﺆﺭﺓ‬
‫ﹼ‬ ‫ﺃﺷـﻌﺔ ﺍﻟﻀﻮﺀ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﻌﺪﺳﺔ ﺍﻟﺸـﻴﺌﻴﺔ ﺍﳌﺤﺪﺑﺔ‪،‬‬
‫ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺸـﻴﺌﻴﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺴـﻢ‪ .‬ﺛﻢ ﺗﺼﺒﺢ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺑﻤﻨﺰﻟﺔ‬
‫ﺍﳉﺴﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ ﺍﳌﺤﺪﺑﺔ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ ﻣﻮﺿﻮﻋﺔ ﺑﺤﻴﺚ ﺗﻘﻊ ﺑﺆﺭﺓ‬
‫ﺗﺘﻜﻮﻥ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻣﻌﺘﺪﻟﺔ‬
‫ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺸﻴﺌﻴﺔ ﺑﲔ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﻌﻴﻨﻴﺔ ﻭﺑﺆﺭﲥﺎ‪ .‬ﻭﺫﻟﻚ ﻳﻌﻨﻲ ﺃﻧﻪ ﹼ‬
‫ﻭﺃﻛﱪ ﻣﻦ ﺍﻟﺼﻮﺭﺓ ﺍﻷﻭﱃ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ‪ .‬ﻭﻷﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻷﻭﱃ ﻛﺎﻧﺖ ﻣﻘﻠﻮﺑﺔ ﻓﺈﻥ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺗﺒﻘﻰ ﻣﻘﻠﻮﺑﺔ‪ .‬ﻭﻳﻌﺪﹼ ﺍﻧﻌﻜﺎﺱ ﺍﻟﺼﻮﺭﺓ ﻣﻘﺒﻮﻻﹰ ﳌﺸﺎﻫﺪﺓ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻔﻠﻜﻴﺔ‪.‬‬
‫ﺩﺍﺋـﲈ‪ .‬ﻭﺗﻌﻤـﻞ ﳎﻤﻮﻋﺔ ﺍﻟﻌﺪﺳـﺎﺕ‬ ‫ﻭﺗﺴـﺘﺨﺪﻡ ﻋﺪﺳـﺎﺕ ﻋﻴﻨﻴـﺔ ﳏﺪﺑـﺔ ﻻﻟﻮﻧﻴـﺔ ﰲ ﺍﳌﻨﻈـﺎﺭ ﹰ‬
‫ﻫـﺬﻩ ﻋـﲆ ﺇﺯﺍﻟﺔ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺤﻴﻄـﺔ‪ ،‬ﺃﻭ ﺍﻟﺘﺨ ﹼﻠﺺ ﻣـﻦ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟ ﹼﻠﻮﲏ ﺍﳌﺘﺸـﻜﹼﻞ ﻣﻊ ﺍﻟﺼﻮﺭﺓ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪     6-47‬‬
‫‪     ‬‬
‫‪‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪90‬‬
    
Hand protection Eye safety Thermal safety Explosive


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive


    



  
FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

 

Sharp objects safety
First aid


PoisonEye
safety
wash station



Oxidizer
Fire extinguisher


Corrosive
Radioactive safety

   

   
  
    

Hand protection Laser beamobjectsEye
Sharp safety
Hand protection
safety Thermal safety
Poison safety
Lab. coat Eye Ecological
safety OxidizerExplosive
hazards Thermal Carcinogenic
safety Corrosive Explosive

      .1 

        

Electrical hazard


Laser Harmful

 
/ Irritant hazard Lab.Biological
beam Electrical

  
hazards/ Irritant
coat Harmful Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable


      .2

First aid


Eye wash station
First aid


Fire extinguisher
Eye wash station


Radioactive
Firesafety
extinguisher

Radioactive safety

        

  

Sharp objects safety


Poison safety
Sharp objects safety


Oxidizer
Poison safety


Corrosive
Oxidizer

Corrosive
6-48 
1 
 

Laser beam


Lab. coat

Ecological
hazards


Carcinogenic 

Binoculars 
Laser beam Lab. coat Ecological hazards Carcinogenic

  
     .3
6-48 ‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ‬
‫ ﱢ‬.‫ﻣﻜﱪﺓ ﻟﻸﺟﺴﺎﻡ ﺍﻟﺒﻌﻴﺪﺓ‬
‫ﺻﻮﺭﺍ ﹼ‬
‫ﻳﻜﻮﻥ ﺍﳌﻨﻈﺎﺭ ـ ﻣﺜﻞ ﺍﳌﻨﻈﺎﺭ ﺍﻟﻔﻠﻜﻲ ﺍﻟﻜﺎﴎـ ﹰ‬
‫ﱢ‬
       
 ‫ﺻﻐﲑﺍ ؛ ﺣﻴﺚ ﻳﺪﺧﻞ ﺍﻟﻀﻮﺀ‬ ‫ﹰ‬ ‫ ﻭﻳﺸﺒﻪ ﻛﻞ ﺟﺎﻧﺐ ﻣﻦ ﺍﳌﻨﻈﺎﺭ ﺗﻠﺴﻜﻮ ﹰﺑﺎ‬.‫ﺗﺼﻤﻴﲈ ﳌﻨﻈﺎﺭ ﻧﻤﻮﺫﺟﻲ‬
‫ﹰ‬
       .4 ‫ ﺛﻢ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﺧﻼﻝ ﻣﻨﺸﻮﺭﻳﻦ ﹶﻳﺴﺘﺨﺪﻣﺎﻥ‬،‫ ﻓﺘﻜﻮﻥ ﺻﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ‬،‫ﺍﻟﻌﺪﺳﺔ ﺍﻟﺸﻴﺌﻴﺔ ﺍﳌﺤﺪﹼ ﺑﺔ‬

    ‫ ﺣﻴﺚ ﻳﺮ￯ ﺍﳌﺸﺎﻫﺪ ﺻﻮﺭﺓ ﻣﻌﺘﺪﻟﺔ‬،￯‫ﻇﺎﻫﺮﺓ ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ ﻟﻴﻘﻠﺒﺎ ﺍﻟﺼﻮﺭﺓ ﻣﺮﺓ ﺃﺧﺮ‬
    ‫ ﻭﻳﺆﺩﻱ ﺍﳌﻨﺸﻮﺭﺍﻥ ﻛﺬﻟﻚ ﺇﱃ ﺇﻃﺎﻟﺔ ﻣﺴﺎﺭ ﺍﻧﺘﻘﺎﻝ ﺍﻟﻀﻮﺀ ﻭﺗﻮﺟﻴﻬﻪ ﺇﱃ ﺍﻟﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ‬.‫ﻟﻠﺠﺴﻢ‬
 ‫ ﻓﺈﻥ‬،‫ﺗﺰﻭﺩﻙ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﻋﻴﻨﻴﻚ ﺑﺈﺣﺴـﺎﺱ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﻴﺔ ﻭﺍﻟﻌﻤﻖ‬ ‫ ﻭﻛﲈ ﱢ‬.‫ﻟﻠﻤﻨﻈﺎﺭ‬
         .5
         ‫ﳛﺴﻦ ﻣﻦ ﺍﻟﺮﺅﻳﺔ‬
‫ ﳑﹼﺎ ﹼ‬،‫ﺍﳌﻨﺸـﻮﺭﻳﻦ ﻳﺆﺩﻳﺎﻥ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﳌﺴﺎﻓﺔ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺍﻟﻌﺪﺳـﺘﲔ ﺍﻟﺸﻴﺌﻴﺘﲔ‬
        .‫ﺍﻟﺜﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ ﻟﻠﺠﺴﻢ ﺍﻟﺒﻌﻴﺪ ﻋﻦ ﺍﳌﻨﻈﺎﺭ‬

 Cameras 

  .‫ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺒﴫﻱ ﺍﳌﺴﺘﺨﺪﻡ ﰲ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ﺍﻟﻌﺎﻛﺴﺔ ﺫﺍﺕ ﺍﻟﻌﺪﺳﺔ ﺍﳌﻔﺮﺩﺓ‬6-49a ‫ﻳﺒﲔ ﺍﻟﺸﻜﻞ‬ ‫ﱢ‬
 ‫ ﻭﻳﻌﻤﻞ ﻧﻈﺎﻡ ﺍﻟﻌﺪﺳﺔ‬.‫ ﻓﺈﻧﻪ ﻳﻤﺮ ﺧﻼﻝ ﻋﺪﺳﺔ ﻻﻟﻮﻧﻴﺔ‬،‫ﻓﻌﻨﺪﻣﺎ ﻳﺪﺧﻞ ﺍﻟﻀﻮﺀ ﺇﱃ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ‬
      .6 ‫ﻭﻳﻜﻮﻥ ﺻﻮﺭﺓ‬
‫ﹼ‬ ،‫ ﺑﻄﺮﻳﻘﺔ ﺗﹸﺸـﺒﻪ ﺇﱃ ﺣﺪ ﻛﺒﲑ ﻋﻤﻞ ﻋﺪﺳـﺔ ﳏﺪﺑﺔ ﻣﻔﺮﺩﺓ‬،‫ﻫﺬﺍ ﻋﲆ ﻛﴪ ﺍﻟﻀﻮﺀ‬
54 ‫ ﺍﻟﺬﻱ ﻳﺆﺩﻱ ﺑﺪﻭﺭﻩ‬،‫ ﻭﺗﻨﻌﻜﺲ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺇﱃ ﺃﻋﲆ ﰲ ﺍﲡﺎﻩ ﺍﳌﻨﺸﻮﺭ‬.‫ﻣﻘﻠﻮﺑﺔ ﻋﲆ ﺍﳌﺮﺁﺓ ﺍﻟﻌﺎﻛﺴﺔ‬
      .7
   
          a   b

         .8

  
   
   


 

 

 6-49
 
91
ba
‫ﺇﱃ ﻋﻜﺲ ﺍﻟﻀﻮﺀ ﻭﺗﻮﺟﻴﻬﻪ ﺇﱃ ﻋﲔ ﺍﳌﺸﺎﻫﺪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﳛﻤﻞ ﺍﻟﺸﺨﺺ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ﻻﻟﺘﻘﺎﻁ‬
‫ﺻﻮﺭﺓ ﻓﺈﻧﻪ ﻳﻀﻐﻂ ﺯﺭ ﺍﻟﻐﺎﻟﻖ‪ ،‬ﺍﻟﺬﻱ ﻳﺮﻓﻊ ﺍﳌﺮﺁﺓ ﻓﱰﺓ ﻭﺟﻴﺰﺓ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .6-49b‬ﻭﺑﺪﻝ‬
‫ﻟﻴﻜﻮﻥ ﺻﻮﺭﺓ ﻋﲆ ﺍﻟﻔﻴﻠﻢ‪.‬‬
‫ﺃﻥ ﻳﺘﺠﻪ ﺍﻟﻀﻮﺀ ﺇﱃ ﺍﳌﻨﺸﻮﺭ ﻓﺈﻧﻪ ﻳﻨﺘﻘﻞ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﹼ‬

‫‪Microscopes‬‬ ‫‪‬‬
‫ﻟﻠﻤﺠﻬﺮ ﻋﺪﺳـﺘﺎﻥ ﳏﺪﺑﺘﺎﻥ ﻣﺜﻞ ﺍﳌﻨﻈﺎﺭ ﺍﻟﻔﻠﻜﻲ‪ ،‬ﺇﺣﺪﺍﳘﺎ ﺷﻴﺌﻴﺔ ﻭﺍﻷﺧﺮ￯ ﻋﻴﻨﻴﺔ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ‬
‫ﻭﻳﺒﲔ ﺍﻟﺸﻜﻞ ‪ 6-50‬ﺍﻟﻨﻈﺎﻡ ﺍﻟﺒﴫﻱ ﺍﳌﺴﺘﺨﺪﻡ ﰲ‬ ‫ﺍﳌﺠﻬﺮ ﰲ ﻣﺸـﺎﻫﺪﺓ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﺼﻐﲑﺓ‪ .‬ﱢ‬
‫ﺗﻜﻮﺭﻫﺎ‪،‬‬ ‫ﺍﳌﺠﻬﺮ ﺍﳌﺮﻛﹼﺐ‪ ،‬ﺣﻴﺚ ﻳﻮﺿﻊ ﺍﳉﺴـﻢ ﰲ ﻣﻨﻄﻘﺔ ﺑﲔ ﺑﺆﺭﺓ ﺍﻟﻌﺪﺳـﺔ ﺍﻟﺸـﻴﺌﻴﺔ ﻭﻣﺮﻛﺰ ﹼ‬
‫ﻭﻣﻜﱪﺓ‪ .‬ﺛﻢ ﺗﺼﺒﺢ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﺑﻤﺜﺎﺑﺔ ﺟﺴﻢ ﻟﻠﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ؛‬‫ﹼ‬ ‫ﻓﺘﺘﻜﻮﻥ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻣﻘﻠﻮﺑﺔ‬
‫ﹼ‬
‫ﻭﻣﻜﱪﺓ‬
‫ﹼ‬ ‫ﻓﺘﺘﻜﻮﻥ ﻟﻪ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻣﻌﺘﺪﻟﺔ‬
‫ﹼ‬ ‫ﺇﺫ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳉﺴـﻢ ﺑﲔ ﺍﻟﻌﺪﺳﺔ ﺍﻟﻌﻴﻨﻴﺔ ﻭﺑﺆﺭﲥﺎ‪،‬‬
‫ﻣﻜﱪﺓ ﺟﺪﹼﹰ ﺍ‪.‬‬
‫ﻛﻮﻧﺘﻬﺎ ﺍﻟﻌﺪﺳﺔ ﺍﻟﺸﻴﺌﻴﺔ‪ .‬ﻟﺬﺍ ﻳﺮ￯ ﺍﳌﺸﺎﻫﺪ ﺻﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﱠ‬‫ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬

‫‪‬‬ ‫‪ 6-50‬‬

‫‪     ‬‬
‫‪‬‬

‫‪‬‬

‫‪ ‬‬

‫‪‬‬

‫‪‬‬

‫‪92‬‬
 ‫‪6-3‬‬
‫‪ ‬ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍ ﹸﳌ ﹶ‬
‫ﺸـﺎﻫﺪ ﹸﺓ ﰲ ﺍﻟﺘﻠﺴﻜﻮﺏ‬ ‫‪.37‬‬ ‫ﺍﳌﻜﱪﺓ ﻋـﺎﺩﺓ ﻟﺘﻜﻮﻳﻦ‬
‫‪‬ﺗﹸﺴـﺘﺨﺪﻡ ﺍﻟﻌﺪﺳـﺎﺕ ﹼ‬ ‫‪.31‬‬
‫ﻣﻘﻠﻮﺑﺔ؟‬ ‫ﺃﻳﻀـﺎ ﻳﻤﻜﻦ ﺃﻥ‬
‫ﺻـﻮﺭ ﺃﻛﱪ ﻣـﻦ ﺍﻷﺟﺴـﺎﻡ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﹰ‬
‫‪ ‬ﻣﺎ ﺍﳌﺰﺍﻳﺎ ﺍﻟﺜﻼﺙ ﻻﺳﺘﺨﺪﺍﻡ ﺍﳌﻨﺸﻮﺭﻳﻦ ﰲ ﺍﳌﻨﻈﺎﺭ؟‬ ‫‪.38‬‬ ‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﺻﻮﺭﺍ ﺃﺻﻐﺮ ﻣﻦ ﺍﻷﺟﺴﺎﻡ‪ .‬ﹼ‬
‫ﹰ‬ ‫ﺗﻜﻮﻥ‬
‫ﹼ‬
‫‪ ‬ﺍﻓـﱰﺽ ﺃﻧﻚ ﺭﻛﱠﺰﺕ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ ﺍﻟﺘﻲ‬ ‫‪.39‬‬ ‫‪ .32‬ﻭﺿﻊ ﺟﺴـﻢ ﻃﻮﻟـﻪ ‪3.0 cm‬‬
‫ﻟﺪﻳﻚ ﻋﲆ ﺷـﺨﺺ ﻳﺒﻌﺪ ‪ ،2 m‬ﺛﻢ ﺃﺭﺩﺕ ﺃﻥ ﺗﹸﺮﻛﱢﺰﻫﺎ‬ ‫ﻋـﲆ ﹸﺑﻌﺪ ‪ 2.0 cm‬ﻣﻦ ﻋﺪﺳـﺔ ﳏﺪﺑـﺔ ﺑﻌﺪﻫﺎ ﺍﻟﺒﺆﺭﻱ‬
‫ﻳﺘﻌـﲔ ﻋﻠﻴﻚ ﺃﻥ‬
‫ﻋـﲆ ﺷـﺠﺮﺓ ﺃﺑﻌﺪ ﻣـﻦ ﺫﻟﻚ‪ ،‬ﻓﻬـﻞ ﱠ‬ ‫‪ .6.0 cm‬ﺍﺭﺳـﻢ ﳐ ﹼﻄـﻂ ﺍﻷﺷـﻌﺔ ﻟﺘﺤﺪﻳـﺪ ﻣﻮﻗـﻊ‬
‫ﲢﺮﻙ ﺍﻟﻌﺪﺳﺔ ﻗﺮﻳ ﹰﺒﺎ ﻣﻦ ﺍﻟﻔﻴﻠﻢ ﺃﻡ ﺑﻌﻴﺪﹰ ﺍ ﻋﻨﻪ؟‬ ‫ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﳍﺎ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﺳـﻤﺤﺖ ﻟﻀﻮﺀ ﺃﺑﻴـﺾ ﺑﺎﳌﺮﻭﺭ‬ ‫‪.40‬‬ ‫ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 6-51‬ﺍﳌﻘﻄﻊ ﺍﻟﻌﺮﴈ‬
‫‪ ‬ﹼ‬ ‫‪.33‬‬

‫ﻣﻦ ﺧﻼﻝ ﻋﺪﺳـﺔ ﳏﺪﺑﺔ ﺇﱃ ﺷﺎﺷﺔ‪ ،‬ﻭﺿﺒﻄﺖ ﺍﳌﺴﺎﻓﺔ‬ ‫ﺃﻱ ﻫﺬﻩ ﺍﻟﻌﺪﺳﺎﺕ‪:‬‬
‫ﻷﺭﺑﻊ ﻋﺪﺳﺎﺕ ﺭﻗﻴﻘﺔ‪ .‬ﹼ‬
‫ﻟﺘﺠﻤﻊ ﺍﻟﻠﻮﻥ ﺍﻷﲪﺮ‪ ،‬ﻓﻔﻲ ﺃﻱ‬
‫ﹼ‬ ‫ﺑﲔ ﺍﻟﺸﺎﺷـﺔ ﻭﺍﻟﻌﺪﺳﺔ‬ ‫‪ . a‬ﳏﺪﺑﺔ )ﻻ ﹼﻣﺔ(؟‬
‫ﺠﻤﻊ ﺍﻟﻀﻮﺀ ﺍﻷﺯﺭﻕ؟‬‫ﲢﺮﻙ ﺍﻟﺸﺎﺷﺔ ﻟﺘ ﹸ ﱢ‬
‫ﺍﲡﺎﻩ ﳚﺐ ﺃﻥ ﹼ‬ ‫)ﻣﻔﺮﻗﺔ(؟‬
‫‪ . b‬ﻣﻘﻌﺮﺓ ﹼ‬
‫‪ ‬ﺗﺘﻜﻮﻥ ﻋﺪﺳـﺔ ﻫﻮﺍﺋﻴﺔ ﻣـﻦ ﻏﻄﺎﺀﻱ‬ ‫‪.41‬‬
‫ﺳـﺎﻋﺘﲔ ﺯﺟﺎﺟﻴﲔ‪ ،‬ﻣﻮﺿﻮﻋﺔ ﰲ ﺧﺰﺍﻥ ﻣﺎﺀ‪ .‬ﺍﻧﺴـﺦ‬
‫ﺍﻟﺸـﻜﻞ ‪ 6-52‬ﰲ ﺩﻓﱰﻙ‪ ،‬ﻭﺍﺭﺳﻢ ﺗﺄﺛﲑ ﻫﺬﻩ ﺍﻟﻌﺪﺳﺔ‬
‫ﰲ ﺃﺷﻌﺔ ﺍﻟﻀﻮﺀ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪‬‬
‫‪6-51‬‬ ‫‪‬‬
‫‪C18-17A-845813‬‬
‫ﺍﻟﺒﺴـﻴﻄﺔ ﻛﻠﻬﺎ ﺯﻭﻏﺎﻥ‬ ‫ﻟﻠﻌﺪﺳـﺎﺕ‬ ‫‪‬‬ ‫‪.34‬‬
‫‪‬‬ ‫‪‬‬ ‫‪Final‬‬
‫ﻓﴪ ﺫﻟﻚ‪ .‬ﳌـﺎﺫﺍ ﻻ ﺗﺮ￯ ﻫﺬﺍ ﺍﻷﺛﺮ ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ‬ ‫ﻟﻮﲏ‪ .‬ﱢ‬
‫ﺧﻼﻝ ﺍﳌﻴﻜﺮﻭﺳﻜﻮﺏ )ﺍﳌﺠﻬﺮ(؟‬
‫‪‬‬ ‫ﻓـﴪ ﳌـﺎﺫﺍ ﺗﹸﻌـﺪﹼ ﺍﻟﻘﺮﻧﻴـﺔ ﻋﻨـﴫ ﺍﻟﺘﺠﻤﻴـﻊ‬
‫‪ ‬ﹼ‬ ‫‪.35‬‬
‫‪6-52‬‬ ‫‪‬‬ ‫ﺍﻟﺮﺋﻴﺲ ﻟﻸﺷﻌﺔ ﰲ ﺍﻟﻌﲔ؟‬
‫ﺃﻱ ﺍﻟﻌﺪﺳـﺎﺕ ﺍﳌﺤﺪﺑـﺔ ﺃﻡ ﺍﳌﻘﻌـﺮﺓ‬
‫‪ ‬ﹼ‬ ‫‪.36‬‬
‫ﻳﻨﺒﻐـﻲ ﺃﻥ ﻳﺴـﺘﺨﺪﻣﻬﺎ ﺍﻟﺸـﺨﺺ ﺍﳌﺼـﺎﺏ ﺑﻘـﴫ‬
‫ﺍﻟﻨﻈﺮ؟ ﻭﺃﳞﺎ ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﺴﺘﺨﺪﻣﻬﺎ ﺍﻟﺸﺨﺺ ﺍﳌﺼﺎﺏ‬
‫ﺑﻄﻮﻝ ﺍﻟﻨﻈﺮ؟‬

‫‪C18-18A-845813‬‬ ‫‪2nd proof‬‬

‫‪93‬‬
 ‫ﻛﻴﻒ ﻳﻨﺤﺮف اﻟﻀﻮء؟‬
n1 ‫ ﺍﻟﺘﻲ ﲢﺪﺙ ﻟﻠﻀﻮﺀ ﻋﻨﺪ ﺍﻧﺘﻘﺎﻟﻪ ﻣﻦ ﻭﺳﻂ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ‬θ2 ‫ﻳﺼﻒ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‬
n1 sin θ1 = n2 sin θ2 :‫ ﺣﻴﺚ‬،n2 ‫ﺇﱃ ﻭﺳﻂ ﺷﻔﺎﻑ ﺁﺧﺮ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ‬

‫ ﻭﺣﻴﺚ ﺇﻥ ﴎﻋﺔ ﺍﻟﻀـﻮﺀ ﰲ ﺍﳍﻮﺍﺀ ﻣﻘﺎﺭﺑﺔ ﻟﴪﻋﺘـﻪ ﰲ ﺍﻟﻔﺮﺍﻍ ﻓﺈﻧﻪ ﻳﻤﻜﻦ‬،1 ‫ﺇﻥ ﻣﻌﺎﻣـﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﻟﻔﺮﺍﻍ ﻳﺴـﺎﻭﻱ‬
‫ ﻭﺣﻴﺜﲈ ﻛﺎﻥ ﺍﳍﻮﺍﺀ ﻫﻮ ﻭﺳـﻂ ﺍﻟﺴﻘﻮﻁ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠﻀﻮﺀ ﻓﺈﻥ ﻗﺎﻧﻮﻥ ﺳﻨﻞ‬.1 ‫ﺍﻋﺘﺒﺎﺭ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ ﺍﳍﻮﺍﺀ ﻳﺴـﺎﻭﻱ‬
n2 = sin θ1/sin θ2 :‫ﺒﺴﻂ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻟﺘﺎﱄ‬‫ﹸﻳ ﹼ‬
‫ ﺛﻢ ﲢﺴﺐ ﻣﻌﺎﻣﻞ‬،‫ﺳﺘﻘﻴﺲ ﰲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻀﻮﺀ ﰲ ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﺯﺟﺎﺟﻲ ﻟﺰﻭﺍﻳﺎ ﺳﻘﻮﻁ ﳐﺘﻠﻔﺔ‬
.‫ﺍﻧﻜﺴﺎﺭ ﺍﻟﺰﺟﺎﺝ‬

‫ ﺃﻡ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺩﺓ ﺛﺎﺑﺖ؟‬،‫ﻫﻞ ﻳﺘﻐﲑ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻣﺎﺩﺓ ﺑﺘﻐﲑ ﺯﺍﻭﻳﺔ ﺳﻘﻮﻁ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ‬

 

‫ ﻭﺍﺳﺘﺨﺪﻡ‬،‫ ﺿﻊ ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴﺘﻄﻴﻼﺕ ﺍﻟﺰﺟﺎﺟﻲ ﰲ ﻭﺳﻂ ﺍﻟﻮﺭﻗﺔ‬.1 ‫ ﳐ ﹼﻄﻂ ﺍﻷﺷـﻌﺔ ﻟﻨﻤﻮﺫﺝ ﺍﻧﻜﺴـﺎﺭ ﺍﻟﻀﻮﺀ ﻋﻨﺪ ﺍﻧﺘﻘﺎﻟﻪ‬ �

Hand protection

Eye safety

Thermal safety

Explosive

.‫ﻣﻦ ﺍﳍﻮﺍﺀ ﺇﱃ ﺍﻟﺰﺟﺎﺝ‬

‫ ﺛﻢ ﺍﺭﻓﻊ‬،‫ﻗﻠﻢ ﺍﻟﺮﺻﺎﺹ ﻟﺘﺤﺪﻳﺪ ﺍﳊﺪﻭﺩ ﺍﳋﺎﺭﺟﻴﺔ ﻟﻪ ﻋﲆ ﺍﻟﻮﺭﻗﺔ‬
.‫ﻣﻘﺪﺍﺭﺍ ﺛﺎﺑﺘﹰﺎ ﺃﻡ ﻻ‬ ‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ ﻟﻠﲈﺩﺓ‬ �

 
 
 


‫ﹰ‬
ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

.‫ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴﺘﻄﻴﻼﺕ ﺍﻟﺰﺟﺎﺟﻲ ﻋﻨﻬﺎ‬

‫ ﻣﻦ ﺧﻼﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻧﻜﺴـﺎﺭ‬ �
 

FirstElectrical
aid hazard


Eye washHarmful
station/ Irritant


Fire extinguisher
Biological hazards


RadioactiveFlammable
safety

90° ‫ﻋﲔ ﻧﻘﻄﺔ ﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ‬

‫ ﹼ‬،‫ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻨﻘﻠﺔ ﻭﻗﻠﻢ ﺍﻟﺮﺻﺎﺹ‬.2 .‫ﻋﻤﻠﻴﺔ ﻋﻜﺴﻴﺔ ﺃﻡ ﻏﲑ ﻋﻜﺴﻴﺔ‬
‫ ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻋﻦ ﻳﺴـﺎﺭ‬،‫ﻣـﻊ ﺍﳉﺎﻧـﺐ ﺍﻟﻄﻮﻳﻞ ﻟﻠﺤـﺪ ﺍﳋﺎﺭﺟﻲ‬
 
 
 
 

Sharp objects safety
First aid PoisonEye
safety
wash station Oxidizer
Fire extinguisher Corrosive
Radioactive safety

،A ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ‬
‫ﺍﳉﺎﻧـﺐ ﺍﻟﻌﻠﻮﻱ ﻟﻠﺨﻂ ﺍﳋﺎﺭﺟﻲ ﻛﲈ ﻫﻮ ﱠ‬  
Hand protection Laser
 
  
beamobjectsEye
Sharp safety


Hand protection
safety

Thermal safety
Poison safety
Lab. coat


Eye Ecological
safety
 
OxidizerExplosive
hazards Thermal Carcinogenic
safety Corrosive

 

Explosive

‫ﻭﺳﻢ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻋﲆ ﺟﺎﻧﺐ ﺍﳋﻂ ﺍﳋﺎﺭﺟﻲ‬ ‫ ﱢ‬.N1 ‫ﻭﺍﺭﺳﻢ ﺍﻟﻨﻘﻄﺔ‬ ‫� ﺗﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﻀﻮﺋﻲ ﻣﻄﻔﺄ ﻗﺒﻞ ﻭﺻﻠﻪ ﺑﺎﻟﻜﻬﺮﺑﺎﺀ‬
.‫ﻭﺑﻌﺪ ﻓﺼﻠﻪ‬
 
 
  
  

‫ ﺛﻢ ﺍﺭﺳـﻢ ﺧ ﹼﹰﻄﺎ ﻣﺘﻘ ﹼﻄ ﹰﻌﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ‬.B ‫ﻋﻨـﺪ ﻣﺮﻛﺰ ﺍﳌﻨﻘﻠﺔ ﺑﺎﻟﻨﻘﻄﺔ‬

Electrical hazard Laser Harmful / Irritant hazard Lab.Biological
beam Electrical hazards/ Irritant
coat Harmful Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable

.‫� ﺗﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺪﺑﺎﺑﻴﺲ ﺑﺤﺬﺭ؛ ﻟﻜﻴﻼ ﲡﺮﺣﻚ‬

‫ ﻳﻤ ﹼﺜـﻞ ﻫـﺬﺍ ﺍﻟﻌﻤـﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺳـﻄﺢ ﺍﻟﻠﻮﺡ‬.B ‫ ﺇﱃ ﺍﻟﻨﻘﻄـﺔ‬N1
‫� ﺗﻌﺎﻣـﻞ ﻣـﻊ ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴـﺘﻄﻴﻼﺕ ﺍﻟﺰﺟﺎﺟﻲ ﺑﺤـﺬﺭ؛ ﻟﻜﻴﻼ‬
 
 
 
 
First aid Eye wash station
First aid Fire extinguisher
Eye wash station Radioactive
Firesafety
extinguisher Radioactive safety

‫ ﺍﺳـﺘﻤﺮ ﺑﺮﺳـﻢ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘـﺎﻡ ﺇﱃ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﻣﻦ‬.‫ﺍﻟﺰﺟﺎﺟﻲ‬ 

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

‫ﻭﺳـﻢ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻤﺮ ﲠـﺎ ﺑﺎﳉﺎﻧﺐ ﺍﻵﺧﺮ ﻣﻦ‬

‫ﱢ‬ ،‫ﺍﳋﻂ ﺍﳋﺎﺭﺟﻲ‬
.N2 ‫ﺍﳋﻂ ﺍﳋﺎﺭﺟﻲ ﺑﺎﻟﻨﻘﻄﺔ‬
   


Laser beam 
Lab. coat Ecological
hazards 
Carcinogenic 
Laser beam Lab. coat Ecological hazards Carcinogenic

N1
A
θ1

‫ ﺩﺑﻮﺳﺎﻥ‬،‫ ﻣﻨﻘﻠﺔ‬،‫ ﻣﺴﻄﺮﺓ ﻣﱰﻳﺔ‬،‫ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ ﺯﺟﺎﺟﻲ‬
B
،‫ ﺻﻨﺪﻭﻕ ﺿﻮﺋﻲ‬،‫ ﻗﻠﻢ ﺭﺻﺎﺹ‬،‫ ﻭﺭﻗﺔ ﺑﻴﻀﺎﺀ‬،‫ﻣﺴـﺘﻘﻴﲈﻥ‬
.‫ﺃﻗﻼﻡ ﺗﻠﻮﻳﻦ‬
θ2

N2 θ 2'
A
N 2'
D
94
 ‫‪‬‬
‫‪θ­2‬‬ ‫‪θ2‬‬ ‫‪θ1‬‬ ‫‪‬‬
‫‪n2‬‬ ‫‪sin θ2‬‬ ‫‪sin θ1‬‬
‫)‪(°‬‬ ‫)‪(°‬‬ ‫)‪(°‬‬
‫‪30‬‬ ‫‪1‬‬
‫‪2‬‬
‫‪3‬‬
‫‪4‬‬
‫‪5‬‬
‫‪6‬‬

‫‪‬‬ ‫ﻭﺳـﻤﻬﺎ ‪،A‬‬

‫ﱢ‬ ‫ﻋـﲔ ﻧﻘﻄـﺔ ﺗﺼﻨـﻊ ﺯﺍﻭﻳـﺔ ‪ 30°‬ﻣـﻊ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘـﺎﻡ‪،‬‬‫‪ .3‬ﹼ‬
‫ﻣﺴـﺘﻘﻴﲈ ﺑﲔ‬
‫ﹰ‬ ‫ﻭﺍﺭﺳـﻢ ﻣﺴـﺘﺨﺪ ﹰﻣﺎ ﺍﳌﺴـﻄﺮﺓ ﻭﻗﻠـﻢ ﺍﻟﺘﻠﻮﻳـﻦ ﺧ ﹼﹰﻄﺎ‬
‫‪ ‬ﻗﺎﺭﻥ ﺑﲔ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴـﺎﺭ ﻟﻠﺰﺟﺎﺝ ﻟﻜﻞ‬ ‫‪.1‬‬ ‫ﺍﻟﻨﻘﻄﺘﲔ ‪ A‬ﻭ‪.B‬‬
‫ﳏﺎﻭﻟﺔ‪ .‬ﻫﻞ ﻫﻨﺎﻙ ﺗﻮﺍﻓﻖ ﺑﻴﻨﻬﺎ؟ ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫‪ .4‬ﺃﻋـﺪ ﺍﻟﻠـﻮﺡ ﺍﻟﺰﺟﺎﺟـﻲ ﺇﱃ ﻣﻜﺎﻧـﻪ ﺩﺍﺧﻞ ﺍﳌﺨﻄﻂ ﻋـﲆ ﺍﻟﻮﺭﻗﺔ‪،‬‬
‫‪ ‬ﻗﺎﺭﻥ ﺑـﲔ ﻗﻴﻢ ‪ θ1‬ﻭ‪ θ'2‬ﻟـﻜﻞ ﳏﺎﻭﻟﺔ‪ .‬ﻫﻞ‬ ‫‪.2‬‬
‫ﺛـﻢ ﺃﺳـﻘﻂ ﺷـﻌﺎ ﹰﻋﺎ ﺿﻮﺋ ﹼﹰﻴـﺎ ﻣـﻦ ﺍﻟﺼﻨـﺪﻭﻕ ﺍﻟﻀﻮﺋـﻲ ﺑﺤﻴـﺚ‬
‫ﻫﻨـﺎﻙ ﻋﻼﻗـﺔ ﺑﻴﻨﻬـﲈ؟ ﻭﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻋﻼﻗـﺔ‪ ،‬ﻓﻌﻼﻡ ﻳﺪﻝ‬
‫ﻳﻨﻄﺒﻖ ﺍﻟﺸـﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻋﲆ ﺍﳋﻂ ‪ ،AB‬ﻭﺍﺳـﺘﺨﺪﻡ ﺍﻟﺪﺑﻮﺳـﲔ‬
‫ﺫﻟﻚ؟‬
‫ﻟﺘﺤﺪﻳﺪ ﻧﻘﻄﺘﲔ )‪ C‬ﻭ‪ (D‬ﰲ ﻣﺴـﺎﺭ ﺍﻟﺸـﻌﺎﻉ ﺍﳋﺎﺭﺝ ﻣﻦ ﻣﺘﻮﺍﺯﻱ‬
‫‪‬‬ ‫ﺍﳌﺴـﺘﻄﻴﻼﺕ‪ ،‬ﻭﺍﺳـﺘﺨﺪﻡ ﺍﳌﺴـﻄﺮﺓ ﻭﻗﻠﻢ ﺍﻟﺘﻠﻮﻳﻦ ﺍﻟﺴﺎﺑﻖ ﻧﻔﺴﻪ‬
‫ﻟﺘﺼـﻞ ﺑـﲔ ﺍﻟﻨﻘﻄﺘـﲔ‪ ،‬ﻭﺗﻜﻤـﻞ ﺍﳋـﻂ ﺣﺘـﻰ ﻳﺘﻼﻗﻰ ﻣـﻊ ﺍﳊﺪ‬
‫ﻣـﺎﺫﺍ ﳛﺪﺙ ﻟـﻮ ﹸﺃﺟﺮﻳﺖ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺃﺳـﻔﻞ ﺍﳌـﺎﺀ؟ ﻗﺎﺭﻥ‬ ‫‪.1‬‬
‫ﺃﻳﻀﺎ ﺑﲔ ﺍﻟﻨﻘﻄﺘﲔ ‪B‬ﻭ‪.C‬‬
‫ﺍﳋﺎﺭﺟﻲ ﳌﺘﻮﺍﺯﻱ ﺍﳌﺴﺘﻄﻴﻼﺕ‪ ،‬ﻭﻟﺘﺼﻞ ﹰ‬
‫ﺍﻟﻨﺘﺎﺋـﺞ ﺍﻟﺘـﻲ ﲢﺼـﻞ ﻋﻠﻴﻬـﺎ ﰲ ﺣـﺎﻝ ﺣـﺪﻭﺙ ﺫﻟـﻚ ﻣﻊ‬
‫ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫‪ .5‬ﺍﺭﺳـﻢ ﺧ ﹼﹰﻄﺎ ﻣﺘﻘﻄ ﹰﻌﺎ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋـﲆ ﺍﳊﺪ ﺍﳋﺎﺭﺟﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪،C‬‬
‫ﻭﺳﻢ ﺍﻟﻨﻘﻄﺔ ﻋﲆ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ‪.N'2‬‬
‫ﱢ‬
‫ﻣـﺎ ﺍﻟـﺬﻱ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﻔﻌﻠﻪ ﳉﻌـﻞ ﻗﻴﺎﺳـﺎﺗﻚ ﻟﻠﺰﻭﺍﻳﺎ ﺃﻛﺜﺮ‬ ‫‪.2‬‬
‫ﻭﺳـﺠﻞ ﻫـﺬﻩ ﺍﻟﺰﺍﻭﻳـﺔ ﰲ‬
‫ﹼ‬ ‫‪ .6‬ﹺﻗـﺲ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻨﻘﻠـﺔ ﺍﻟﺰﺍﻭﻳـﺔ ‪،θ2‬‬
‫ﺩﻗﺔ؟‬
‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺰﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪.30°‬‬
‫‪‬‬
‫ﻭﺳـﺠﻞ ﻫـﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﰲ‬
‫ﹼ‬ ‫‪ .7‬ﹺﻗـﺲ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﳌﻨﻘﻠـﺔ ﺍﻟﺰﺍﻭﻳـﺔ ‪،θ'2‬‬
‫ﻳﻌـﺎﲏ ﺍﻟﺸـﻌﺎﻉ ﺍﳋـﺎﺭﺝ ﻣـﻦ ﻣﺘـﻮﺍﺯﻱ ﺍﳌﺴـﺘﻄﻴﻼﺕ ﺍﻟﺰﺟﺎﺟﻲ‬
‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺰﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪.30°‬‬
‫ﻣـﻦ ﺇﺯﺍﺣﺔ ﺟﺎﻧﺒﻴﺔ ﰲ ﻣﺴـﺎﺭﻩ ﺑﻌﺪ ﻋﺒﻮﺭﻩ ﻣﺘﻮﺍﺯﻱ ﺍﳌﺴـﺘﻄﻴﻼﺕ‬
‫ﺍﻟﺰﺟﺎﺟـﻲ‪ ،‬ﻓﻬﻞ ﻫـﺬﺍ ﻳﻌﻨﻲ ﺃﻧـﻚ ﺇﺫﺍ ﻧﻈﺮﺕ ﻣﻦ ﺯﺟـﺎﺝ ﻧﺎﻓﺬﺓ‬ ‫ﻛـﺮﺭ ﺍﳋﻄﻮﺍﺕ ﻣـﻦ ‪ 3‬ﺇﱃ ‪ 7‬ﳋﻤﺲ ﺯﻭﺍﻳﺎ ﺃﺧـﺮ￯ ﻣﻦ ﺍﺧﺘﻴﺎﺭﻙ‪،‬‬ ‫‪ .8‬ﹼ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻓﺴﱰ￯ ﺍﻷﺷﻴﺎﺀ ﻣﺰﺍﺣﺔ ﺟﺎﻧﺒ ﹼﹰﻴﺎ؟ ﱢ‬ ‫ﻭﺳـﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ ﰲ‬
‫ﹼ‬ ‫ﻭﺍﺳـﺘﺨﺪﻡ ﻗﻠـﻢ ﺗﻠﻮﻳﻦ ﳐﺘﻠ ﹰﻔﺎ ﻟـﻜﻞ ﳏﺎﻭﻟﺔ‪.‬‬
‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬

‫‪‬‬
‫‪  .1‬ﺍﺣﺴـﺐ ‪ sin θ1‬ﻭ‪ sin θ2‬ﻟـﻜﻞ ﳏﺎﻭﻟـﺔ‪،‬‬
‫‪‬‬
‫‪obeikaneducation.com‬‬
‫ﻭﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
‫ﹼ‬
‫ﻭﺳﺠﻞ ﺍﻟﻨﺘﺎﺋﺞ ﰲ‬
‫ﹼ‬ ‫‪ .2‬ﺍﺣﺴـﺐ ‪ n2‬ﻟﻜﻞ ﳏﺎﻭﻟﺔ‪.‬‬
‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‪.‬‬
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Adaptive Optical Systems



 






 

96
 ‫‪Reflection and mirrors‬‬ ‫‪‬‬ ‫‪6-1‬‬
‫‪‬‬ ‫‪‬‬
‫ﻭﻓﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ‪ ،‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻣﻊ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ‬ ‫•‬ ‫ﻧﻤﻮﺫﺝ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ‬ ‫•‬
‫ﻧﻘﻄﺔ ﺍﻟﺴﻘﻮﻁ ﺗﺴﺎﻭﻱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻣﻊ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﻧﻔﺴﻬﺎ‪.‬‬ ‫ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ‬ ‫•‬
‫ﹸﻳﻄ ﱠﺒﻖ ﻗﺎﻧﻮﻥ ﺍﻻﻧﻌﻜﺎﺱ ﻋﲆ ﺍﻟﺴـﻄﻮﺡ ﺍﳋﺸﻨﺔ ﻭﺍﻟﺴـﻄﻮﺡ ﺍﳌﺼﻘﻮﻟﺔ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ‬ ‫•‬
‫ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ‬ ‫•‬
‫ﺍﳋﺸﻦ ﰲ ﺍﲡﺎﻫﺎﺕ ﻛﺜﲑﺓ ﳐﺘﻠﻔﺔ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻷﺷﻌﺔ ﺍﻟﺴﺎﻗﻄﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺗﻨﻌﻜﺲ ﻣﺸﺘﹼﺘﺔ‪.‬‬
‫ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‬ ‫•‬
‫ﺩﺍﺋﲈ‪ ،‬ﻭﺣﺠﻤﻬﺎ ﻳﺴـﺎﻭﻱ ﺣﺠﻢ ﺍﳉﺴـﻢ ﻧﻔﺴـﻪ‪ ،‬ﻭﳍﺎ ﺍﲡﺎﻩ ﺍﳉﺴﻢ‬ ‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺁﺓ ﺍﳌﺴـﺘﻮﻳﺔ ﺧﻴﺎﻟ ﹼﻴﺔ ﹰ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬ ‫•‬
‫ﺍﳉﺴﻢ‬ ‫•‬
‫ﻧﻔﺴﻪ‪ ،‬ﻭﺑﻌﺪﻫﺎ ﻋﻦ ﺍﳌﺮﺁﺓ ﻳﺴﺎﻭﻱ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﺍﳌﺮﺁﺓ‪.‬‬
‫ﺍﻟﺼﻮﺭﺓ‬ ‫•‬
‫ﺗﻜﻮﳖﺎ ﻣﺮﺁﺓ ﻛﺮﻭ ﹼﻳﺔ ﻣﻦ ﺧﻼﻝ ﺭﺳﻢ ﺷﻌﺎﻋﲔ ﻣﻦ ﻧﻘﻄﺔ ﻋﲆ ﺍﳉﺴﻢ ﺇﱃ ﺍﳌﺮﺁﺓ‪،‬‬ ‫ﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬ ‫•‬
‫ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ‬ ‫•‬
‫ﻭﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﺸﻌﺎﻋﲔ ﺍﳌﻨﻌﻜﺴﲔ ﺃﻭ ﺍﻣﺘﺪﺍﺩﳞﲈ ﻫﻲ ﺻﻮﺭﺓ ﻧﻘﻄﺔ ﺍﳉﺴﻢ‪.‬‬
‫ﹸﻌﱪ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻭ ﹸﺑﻌﺪ ﺍﳉﺴﻢ‪ ،‬ﺃﻭ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻭﻃﻮﻝ ﺍﳉﺴﻢ ﻋﻦ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ ﰲ ﺍﳌﺮﺁﺓ‪.‬‬ ‫ﳎﻤﻌﺔ‬‫ﻣﺮﺁﺓ ﱢ‬ ‫•‬
‫ﺗ ﹼ‬ ‫•‬
‫ﹸﻜﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻭﻣﻘﻠﻮﺑﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﺃﻛﱪ ﻣﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‪.‬‬ ‫ﺗ ﱢ‬ ‫•‬ ‫ﺍﻟﺒﺆﺭﺓ‬ ‫•‬
‫ﹸﻜﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻭﻣﻌﺘﺪﻟﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﺃﻗﻞ ﻣﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‪.‬‬ ‫ﺗ ﹼ‬ ‫•‬ ‫ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‬ ‫•‬
‫ﺩﺍﺋﲈ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻭﻣﻌﺘﺪﻟﺔ ﻭﻣﺼﻐﺮﺓ‪.‬‬ ‫ﹸﻜﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ ﹰ‬
‫ﺗ ﹼ‬ ‫•‬ ‫ﻣﺮﺁﺓ ﳏﺪﺑﺔ‬ ‫•‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﳌﺮﺍﻳﺎ ﰲ ﳎﻤﻮﻋﺎﺕ ﺃﻭ ﺿﻤﻦ ﺗﺮﺍﻛﻴﺐ ﻹﻧﺘﺎﺝ ﺻﻮﺭ ﺑﺄﺣﺠﺎﻡ ﻭﺃﻭﺿﺎﻉ ﻭﻣﻮﺍﻗﻊ ﳐﺘﻠﻔﺔ ﺑﺤﺴﺐ‬ ‫•‬ ‫ﻣﻔﺮﻗﺔ‬
‫ﻣﺮﺁﺓ ﱢ‬ ‫•‬
‫ﺍﳊﺎﺟﺔ ﺃﻭ ﺍﻟﺮﻏﺒﺔ‪ .‬ﻭ ﹸﻳﻌﺪﹼ ﺍﻟﺘﻠﺴﻜﻮﺏ ﺍﻻﺳﺘﺨﺪﺍﻡ ﺍﻷﻛﺜﺮ ﺷﻴﻮ ﹰﻋﺎ ﳌﺜﻞ ﻫﺬﻩ ﺍﻟﱰﺍﻛﻴﺐ‪.‬‬
‫‪Refraction and dispersion‬‬ ‫‪ 6-2‬‬
‫‪‬‬ ‫‪‬‬
‫ﻳﻨﺤﺮﻑ ﻣﺴﺎﺭ ﺍﻟﻀﻮﺀ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﻣﻦ ﻭﺳﻂ ﺫﻱ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ‪ n1‬ﺇﱃ ﻭﺳﻂ ﺁﺧﺮ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﳐﺘﻠﻒ ‪.n2‬‬ ‫•‬ ‫ﺍﻻﻧﻜﺴﺎﺭ‬ ‫•‬
‫ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‬ ‫•‬
‫ﺃﻱ ﻭﺳﻂ ﺁﺧﺮ ﺗﺴﺎﻭﻱ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻮﺳﻂ ‪.n‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻔﺮﺍﻍ ‪ c‬ﺇﱃ ﴎﻋﺘﻪ ﰲ ﹼ‬ ‫•‬
‫ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ‬ ‫•‬
‫ﻳﻨﺺ ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ ﻋﲆ ﺃﻥ ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻮﺳﻂ ﺍﻷﻭﻝ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ‬ ‫•‬
‫ﻗﺎﻧﻮﻥ ﺳﻨﻞ ﰲ ﺍﻻﻧﻜﺴﺎﺭ‬ ‫•‬
‫ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻮﺳﻂ ﺍﻟﺜﺎﲏ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪.‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ‬ ‫•‬
‫ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ ﺍﻟﻀﻮﺀ ﻣﻦ ﻭﺳﻂ ﻟﻮﺳﻂ ﺁﺧﺮ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻗﻞ ﻭﺑﺰﺍﻭﻳﺔ ﺳﻘﻮﻁ ﺃﻛﱪ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ‪،θc‬‬ ‫•‬ ‫ﺍﻻﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‬ ‫•‬
‫ﺍﻧﻌﻜﺎﺳﺎ ﻛﻠ ﹼﹰﻴﺎ ﺩﺍﺧﻠ ﹼﹰﻴﺎ ﰲ ﺍﻟﻮﺳﻂ ﻧﻔﺴﻪ ﺍﻟﺬﻱ ﻫﻮ ﻓﻴﻪ‪ ،‬ﻭﻻ ﻳﻨﻔﺬ ﺇﱃ ﺍﻟﻮﺳﻂ ﺍﻵﺧﺮ‪.‬‬
‫ﹰ‬ ‫ﻓﺈﻥ ﺍﻟﻀﻮﺀ ﻳﻨﻌﻜﺲ‬ ‫ﺍﻟﺘﺤﻠﻴﻞ‬ ‫•‬
‫‪Lenses and vision correction‬‬ ‫‪ 6-3‬‬
‫‪‬‬ ‫‪‬‬
‫ﻌﺮﻑ ﺍﻟﺘﻜﺒﲑ ‪ m‬ﻟﻠﺼﻮﺭﺓ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻋﺪﺳﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﹸﻋ ﹼﺮﻑ ﲠﺎ ﺍﻟﺘﻜﺒﲑ ﻟﻠﺼﻮﺭﺓ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻣﺮﺁﺓ‪.‬‬ ‫ﺍﻟﻌﺪﺳﺔ‬ ‫•‬
‫ﹸﻳ ﱠ‬ ‫•‬
‫ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ‬ ‫•‬
‫ﹸﻜﻮﻥ ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ ﺍﳌﻔﺮﺩﺓ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻣﻘﻠﻮﺑﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﺃﻛﱪ ﻣﻦ ﺍﻟﺒﻌﺪ ﺍﻟﺒﺆﺭﻱ‪ ،‬ﻭﺗﻜﻮﻥ‬ ‫ﺗ ﱢ‬ ‫•‬
‫ﺍﳌﺠﻤﻌﺔ‬
‫ﱢ‬ ‫ﺍﻟﻌﺪﺳﺔ‬ ‫•‬
‫ﻣﻜﱪﺓ ﻭﻓ ﹰﻘﺎ ﻟﺒﻌﺪ ﺍﳉﺴﻢ‪.‬‬
‫ﺍﻟﺼﻮﺭﺓ ﻣﺼ ﹼﻐﺮﺓ ﺃﻭ ﹼ‬ ‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ‬ ‫•‬
‫ﻭﻣﻜﱪﺓ ﻋﻨﺪﻣﺎ ﻳﻮﺿﻊ ﺍﳉﺴﻢ ﺑﲔ ﺍﻟﻌﺪﺳﺔ ﻭﺍﻟﺒﺆﺭﺓ‪.‬‬ ‫ﹼ‬ ‫ﹸﻜﻮﻥ ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ ﺍﳌﻔﺮﺩﺓ ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ ﻣﻌﺘﺪﻟﺔ‬
‫ﺗ ﱢ‬ ‫•‬ ‫ﺍﻟﻌﺪﺳﺔ ﺍﳌﻘﻌﺮﺓ‬ ‫•‬
‫ﺩﺍﺋﲈ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﻌﺘﺪﻟﺔ ﻭﻣﺼ ﹼﻐﺮﺓ‪.‬‬ ‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ ﹰ‬
‫ﹰ‬ ‫ﹸﻜﻮﻥ ﺍﻟﻌﺪﺳﺔ ﺍﳌﻘﻌﺮﺓ‬
‫ﺗ ﱢ‬ ‫•‬ ‫ﺍﳌﻔﺮﻗﺔ‬
‫ﺍﻟﻌﺪﺳﺔ ﱢ‬ ‫•‬
‫ﻟﻮﲏ‪ ،‬ﻭﲨﻴﻊ ﺍﻟﻌﺪﺳﺎﺕ ﺍﻟﺘﻲ ﳍﺎ ﺳﻄﻮﺡ ﻛﺮﻭﻳﺔ ﳍﺎ ﺯﻭﻏﺎﻥ ﻛﺮﻭﻱ‪.‬‬ ‫ﲨﻴﻊ ﺍﻟﻌﺪﺳﺎﺕ ﳍﺎ ﺯﻭﻏﺎﻥ ﹼ‬ ‫•‬ ‫ﺍﻟﺘﻜﺒﲑ‬ ‫•‬
‫ﹸﻳﻌﺪﹼ ﺍﻟﻔﺮﻕ ﺑﲔ ﻣﻌﺎﻣﲇ ﺍﻧﻜﺴﺎﺭ ﺍﳍﻮﺍﺀ ﻭﺍﻟﻘﺮﻧﻴﺔ ﺍﳌﺴﺆﻭﻝ ﺍﻟﺮﺋﻴﺲ ﻋﻦ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻌﲔ‪.‬‬ ‫•‬ ‫ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ‬ ‫•‬
‫ﺗﺴﺘﺨﺪﻡ ﺍﻵﻻﺕ ﺍﻟﺒﴫﻳﺔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻌﺪﺳﺎﺕ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺻﻮﺭ ﻭﺍﺿﺤﺔ ﻟﻸﺟﺴﺎﻡ ﺍﻟﺼﻐﲑﺓ ﺃﻭ ﺍﻟﺒﻌﻴﺪﺓ‪.‬‬ ‫•‬ ‫ﺻﻮﺭﺓ ﺧﻴﺎﻟﻴﺔ‬ ‫•‬
‫ﻣﻘﻠﻮﺏ‬ ‫•‬

‫‪97‬‬
 ‫ﳐﺼﺼﺔ‬
‫ﳌﺎﺫﺍ ﺗﹸﺴـﺘﺨﺪﻡ ﺍﳌﺮﺍﻳـﺎ ﺍﳌﺤﺪﹼ ﺑﺔ ﻋﲆ ﺃﳖﺎ ﻣﺮﺍﻳﺎ ﹼ‬ ‫‪.52‬‬ ‫‪‬‬
‫ﻟﻠﻨﻈﺮ ﺇﱃ ﺍﳋﻠﻒ؟‬ ‫ﺃﻛﻤﻞ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺃﺩﻧﺎﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪.42‬‬
‫ﳌﺎﺫﺍ ﻳﺴﺘﺤﻴﻞ ﺗﻜﻮﻳﻦ ﺻﻮﺭ ﺣﻘﻴﻘﻴﺔ ﺑﺎﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ؟‬ ‫‪.53‬‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻣﻘﻠﻮﺑﺔ‪ ،‬ﻣﻜﱪﺓ‪ ،‬ﻣﺼ ﹼﻐﺮﺓ‪ ،‬ﺧﻴﺎﻟﻴﺔ‪.‬‬
‫ﻗﺎﺭﻥ ﺯﺍﻭﻳﺔ ﺍﻟﺴـﻘﻮﻁ ﺑﺰﺍﻭﻳﺔ ﺍﻻﻧﻜﺴـﺎﺭ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ‬ ‫‪.54‬‬
‫‪‬‬
‫ﺷﻌﺎﻉ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﻟﺰﺟﺎﺝ ﺇﱃ ﺍﳍﻮﺍﺀ ﺑﺰﺍﻭﻳﺔ ﻻ ﺗﺴﺎﻭﻱ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﹰ‬ ‫‪‬‬ ‫‪‬‬

‫ﺃﻥ ﺍﻟﻀﻮﺀ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﺍﻟﺸـﻤﺲ ﻳﻨﻜﴪ‬ ‫ﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﹼ‬ ‫‪.55‬‬

‫‪‬‬ ‫‪‬‬
‫ﺍﳉﻮﻱ ﻟـﻸﺭﺽ‪ ،‬ﹼﺇﻻ ﹼ‬
‫ﺃﻥ‬ ‫ﹼ‬ ‫ﰲ ﺃﺛﻨـﺎﺀ ﻣـﺮﻭﺭﻩ ﰲ ﺍﻟﻐﻼﻑ‬
‫ﺍﻟﻀﻮﺀ ﻻ ﻳﺘﺤ ﹼﻠﻞ ﺇﱃ ﻃﻴﻔﻪ‪ .‬ﻓﺈﻻ ﹶﻡ ﻳﺸـﲑ ﻫﺬﺍ ﺑﺎﻟﻨﺴـﺒﺔ‬ ‫‪‬‬ ‫‪‬‬

‫ﻟﴪﻋﺎﺕ ﺍﻷﻟﻮﺍﻥ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻀﻮﺀ ﺍﳌﻨﺘﻘﻠﺔ ﰲ ﺍﳍﻮﺍﺀ؟‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬
‫ﻓﴪ ﳌﺎﺫﺍ ﻳﺒﺪﻭ ﺍﻟﻘﻤﺮ ﺃﲪﺮ ﺍﻟﻠﻮﻥ ﰲ ﺃﺛﻨﺎﺀ ﺍﳋﺴﻮﻑ؟‬
‫ﹼ‬ ‫‪.56‬‬

‫ﻣـﺎ ﺍﻟﻌﺎﻣﻞ ﺍﻟـﺬﻱ ﳛﺪﹼ ﺩ ﻣﻮﻗـﻊ ﺍﻟﺒﺆﺭﺓ ﻟﻠﻌﺪﺳـﺔ‪ ،‬ﻏﲑ‬ ‫‪.57‬‬ ‫‪‬‬
‫ﺗﻘﻮﺱ ﺳﻄﺢ ﺍﻟﻌﺪﺳﺔ؟‬ ‫ﹼ‬ ‫ﻛﻴﻒ ﳜﺘﻠﻒ ﺍﻻﻧﻌﻜﺎﺱ ﺍﳌﻨﺘﻈﻢ ﻋﻦ ﺍﻻﻧﻌﻜﺎﺱ ﻏﲑ ﺍﳌﻨﺘﻈﻢ؟‬ ‫‪.43‬‬
‫ﻋﻨـﺪ ﻋـﺮﺽ ﺻـﻮﺭﺓ ﺑﺂﻟﺔ ﻋـﺮﺽ ﺍﻷﻓﻼﻡ ﻋﲆ ﺷﺎﺷـﺔ‪،‬‬ ‫‪.58‬‬
‫ﻣﺎﺫﺍ ﹸﻳﻘﺼﺪ ﺑﺎﻟﻌﺒﺎﺭﺓ "ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ"؟‬ ‫‪.44‬‬
‫ﱠ‬
‫ﻓـﺈﻥ ﺍﻟﻔﻴﻠﻢ ﻳﻮﺿﻊ ﺑﲔ ‪ F‬ﻭ ‪ 2F‬ﻟﻌﺪﺳـﺔ ﱢ‬
‫ﳎﻤﻌﺔ‪ .‬ﻭ ﹸﻳﻨﺘﺞ‬
‫ﺗﻜﻮﳖﺎ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ؟‬
‫ﺃﻳﻦ ﺗﻘﻊ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬ ‫‪.45‬‬
‫ﻫﺬﺍ ﺍﻟﱰﺗﻴﺐ ﺻﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ‪ ،‬ﻓﻠﲈﺫﺍ ﻳﻈﻬﺮ ﻣﺸـﻬﺪ ﺍﻟﻔﻴﻠﻢ‬
‫ﺻﻒ ﺧﺼﺎﺋﺺ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﻮﻳﺔ ﻭﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ‬ ‫‪.46‬‬
‫ﻣﻌﺘﺪﻻﹰ ﻋﻨﺪﻣﺎ ﻳﻌﺮﺽ ﺍﻟﻔﻴﻠﻢ؟‬
‫ﺗﻜﻮﳖﺎ‪.‬‬
‫ﱢ‬
‫ﻭﺿـﺢ ﳌـﺎﺫﺍ ﺗﺴـﺘﺨﺪﻡ ﺍﻵﻻﺕ ﺍﻟﺒﴫﻳـﺔ ﺍﻟﺪﻗﻴﻘـﺔ‬
‫ﹼ‬ ‫‪.59‬‬
‫ﺍﻟﻌﺪﺳﺎﺕ ﹼ‬ ‫ﺎﺳـﺎ ﺟـﺪﹼﹰ ﺍ‬
‫ﺣﺴ ﹰ‬
‫ﻓﻴﻠـﲈ ﻓﻮﺗﻮﺟﺮﺍﻓ ﹼﹰﻴـﺎ ﹼ‬
‫ﻳﻌﺘﻘـﺪ ﻃﺎﻟـﺐ ﺃﻥ ﹰ‬ ‫‪.47‬‬
‫ﺍﻟﻼﻟﻮﻧﻴﺔ‪.‬‬
‫ﻳﻤﻜﻨـﻪ ﺍﻟﻜﺸـﻒ ﻋـﻦ ﺍﻟﺼـﻮﺭﺓ ﺍﳋﻴﺎﻟﻴـﺔ‪ ،‬ﻓﻮﺿـﻊ‬
‫ﻣـﺎ ﺍﳊﺎﻟـﺔ ﺍﻟﺘﻲ ﻳﻜـﻮﻥ ﻋﻨﺪﻫـﺎ ﺍﻟﺒﻌﺪ ﺍﻟﺒـﺆﺭﻱ ﻟﻠﻌﲔ‬ ‫‪.60‬‬
‫ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﳋﻴﺎﻟﻴﺔ‪ .‬ﻫﻞ‬ ‫ﺍﻟﻄﺎﻟﺐ ﺍﻟﻔﻴﻠﻢ ﰲ ﻣﻮﻗﻊ ﹼ‬
‫ﻗﺼـﲑﺍ ﺟـﺪﹼﹰ ﺍ ﺑﺤﻴـﺚ ﻻ ﻳﻤﻜﻨـﻪ ﲡﻤﻴـﻊ ﺍﻟﻀـﻮﺀ ﻋﲆ‬
‫ﹰ‬ ‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬‫ﻳﻨﺠﺢ ﻫﺬﺍ ﺍﻹﺟﺮﺍﺀ؟ ﹼ‬
‫ﺍﻟﺸﺒﻜﻴﺔ؟‬
‫ﻛﻴﻒ ﺗﺜﺒﺖ ﻟﺸﺨﺺ ﺃﻥ ﺻﻮﺭﺓ ﻣﺎ ﻫﻲ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ؟‬ ‫‪.48‬‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﺑﺎﻟﻌﺪﺳﺔ ﺍﻟﺸﻴﺌﻴﺔ ﰲ ﺍﳌﻨﻈﺎﺭ‬
‫ﹼ‬ ‫ﻣﺎ ﻃﺒﻴﻌﺔ ﺍﻟﺼﻮﺭﺓ‬ ‫‪.61‬‬
‫ﻣـﺎ ﺍﳋﻠﻞ ﺃﻭ ﺍﻟﻌﻴﺐ ﺍﳌﻮﺟﻮﺩ ﰲ ﲨﻴـﻊ ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ‬ ‫‪.49‬‬
‫ﺍﻟﻔﻠﻜﻲ ﺍﻟﻜﺎﴎ؟‬
‫ﺍﳌﻘﻌﺮﺓ؟ ﻭﻣﺎ ﺳﺒﺒﻪ؟‬
‫ﳌـﺎﺫﺍ ﺗﻌﺪ ﺯﻳﺎﺩﺓ ﺍﳌﺴـﺎﻓﺔ ﺑﲔ ﺍﻟﻌﺪﺳـﺘﲔ ﺍﻟﺸـﻴﺌﻴﺘﲔ ﰲ‬ ‫‪.62‬‬
‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻧﺼﻒ ﹸﻗﻄﺮ ﺗﻜﻮﺭ ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ ﻭﺑﻌﺪﻫﺎ‬ ‫‪.50‬‬
‫ﺃﻣﺮﺍ ﻧﺎﻓ ﹰﻌﺎ؟‬
‫ﺍﳌﻨﻈﺎﺭ ﹰ‬
‫ﺍﻟﺒﺆﺭﻱ؟‬
‫ﻣﺎ ﺍﻟﻐﺮﺽ ﻣﻦ ﺍﳌﺮﺁﺓ ﺍﻟﻌﺎﻛﺴﺔ ﰲ ﺁﻟﺔ ﺍﻟﺘﺼﻮﻳﺮ؟‬ ‫‪.63‬‬
‫ﺇﺫﺍ ﻋﺮﻓﺖ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻭ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻦ ﻣﺮﺁﺓ ﻛﺮﻭﻳﺔ‪،‬‬ ‫‪.51‬‬
‫ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﺗﻜﺒﲑ ﻫﺬﻩ ﺍﳌﺮﺁﺓ؟‬

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‫ﻛﻮﻧﺘﻬﺎ ﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ‬
‫ﺻﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘـﻲ ﹼ‬ ‫‪.71‬‬ ‫‪‬‬
‫ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ‪.6-54‬‬
‫ﹼ‬ ‫ﹸﻔـﺮﻕ ﺍﻟﻄﺮﻳـﻖ ﺍﳉﺎﻓـﺔ ﺍﻟﻀـﻮﺀ‬ ‫‪   ‬ﺗ ﱢ‬ ‫‪.64‬‬
‫ﺑﻤﻘـﺪﺍﺭ ﺃﻛـﱪ ﻣـﻦ ﺍﻟﻄﺮﻳـﻖ ﺍﳌﺒﺘ ﹼﻠـﺔ‪ .‬ﺑﺎﻻﻋﺘـﲈﺩ ﻋـﲆ‬
‫ﺍﻟﺸـﻜﻞ ‪ ،6-53‬ﺍﴍﺡ ﳌﺎﺫﺍ ﺗﺒﺪﻭ ﺍﻟﻄﺮﻳﻖ ﺍﳌﺒﺘ ﹼﻠﺔ ﺃﻛﺜﺮ‬
‫ﺳﻮﺍ ﹰﺩﺍ ﻣﻦ ﺍﻟﻄﺮﻳﻖ ﺍﳉﺎﻓﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺴﺎﺋﻖ؟‬

‫‪‬‬

‫‪6-54‬‬ ‫‪‬‬

‫‪ ‬ﹸﻳﻜﺘﺐ ﻋﲆ ﻣﺮﺍﻳﺎ‬ ‫‪.72‬‬

‫ﺍﻟﺴـﻴﺎﺭﺓ ﺍﳉﺎﻧﺒﻴـﺔ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺍﻟﻨﻈـﺮ ﺇﱃ ﺍﳋﻠـﻒ‬
‫‪‬‬
‫ﺍﻟﺘﺤﺬﻳـﺮ ﺍﻟﺘﺎﱄ‪" :‬ﺍﻷﺟﺴـﺎﻡ ﰲ ﺍﳌﺮﺁﺓ ﺃﻗـﺮﺏ ﳑﺎ ﺗﺒﺪﻭ‬
‫ﻭﺑﻢ ﲤﺘﺎﺯ ﻋﻦ ﻏﲑﻫﺎ؟‬
‫ﻋﻠﻴﻪ"‪ .‬ﻣﺎ ﻧﻮﻉ ﻫﺬﻩ ﺍﳌﺮﺍﻳﺎ؟ ﹶ‬ ‫‪6-53‬‬ ‫‪‬‬
‫ﺃﻱ ﺍﳌﺎﺩﺗـﲔ‪ ،A :‬ﺃﻡ ‪ ،B‬ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-55‬ﳍﺎ ﻣﻌﺎﻣﻞ‬
‫ﱡ‬ ‫‪.73‬‬
‫‪‬ﳌـﺎﺫﺍ ﹸﻳﻔﻀـﻞ ﺃﻥ ﺗﻜـﻮﻥ ﺻﻔﺤﺎﺕ‬ ‫‪.65‬‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﺍﻧﻜﺴﺎﺭ ﺃﻛﱪ؟ ﹼ‬ ‫ﺍﻟﻜﺘﺎﺏ ﺧﺸﻨﺔ ﻋﲆ ﺃﻥ ﺗﻜﻮﻥ ﻣﻠﺴﺎﺀ ﻭﻣﺼﻘﻮﻟﺔ؟‬
‫ﺗﻜﻮﳖﺎ ﻣﺮﺁﺓ‬
‫ﺍﺫﻛـﺮ ﺍﻟﺼﻔﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻠﺼـﻮﺭﺓ ﺍﻟﺘﻲ ﹼ‬ ‫‪.66‬‬
‫ﺗﻜﻮﺭﻫﺎ‪،‬‬
‫ﻣﻘﻌﺮﺓ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﺴـﻢ ﻣﻮﺿﻮ ﹰﻋﺎ ﻋﻨﺪ ﻣﺮﻛﺰ ﹼ‬
‫ﻭﺣﺪﹼ ﺩ ﻣﻮﻗﻌﻬﺎ‪.‬‬
‫ﺗﻜـﻮﺭ ﻣـﺮﺁﺓ ﻣﻘﻌﺮﺓ‪،‬‬
‫ﺇﺫﺍ ﻭﺿـﻊ ﺟﺴـﻢ ﺧﻠـﻒ ﻣﺮﻛﺰ ﹼ‬ ‫‪.67‬‬
‫ﻓﺤﺪﹼ ﺩ ﻣﻮﻗﻊ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻭﺍﺫﻛﺮ ﺻﻔﺎﲥﺎ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﺍﺣﺘﺠـﺖ ﺇﱃ ﻣـﺮﺁﺓ‬
‫‪A‬‬ ‫‪B‬‬
‫‪.68‬‬
‫‪6-55‬‬ ‫‪‬‬
‫ﺻـﻮﺭﺍ ﺫﺍﺕ‬
‫ﹰ‬ ‫ﻳﻜﻮﻥ‬
‫ﻣﻘﻌـﺮﺓ ﻛﺒﲑﺓ ﻟﺼﻨـﻊ ﺗﻠﺴـﻜﻮﺏ ﹼ‬
‫ﻛﻴـﻒ ﻳﺘﻐﲑ ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟـﺔ ﻣﻊ ﺯﻳﺎﺩﺓ ﻣﻌﺎﻣﻞ‬ ‫‪.74‬‬
‫ﺟﻮﺩﺓ ﻋﺎﻟﻴﺔ ﻓﻬﻞ ﺗﺴـﺘﺨﺪﻡ ﻣـﺮﺁﺓ ﻛﺮﻭﻳﺔ ﺃﻡ ﻣﺮﺁﺓ ﻗﻄﻊ‬
‫ﺍﻻﻧﻜﺴﺎﺭ؟‬ ‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﻣﻜﺎﻓﺊ؟ ﹼ‬
‫‪ ‬ﳌـﺎﺫﺍ ﻻ ﺗﺴـﺘﻄﻴﻊ ﺭﺅﻳـﺔ ﻗـﻮﺱ ﺍﳌﻄﺮ ﰲ‬ ‫‪.75‬‬ ‫ﻣﺎ ﺍﻟـﴩﻭﻁ ﺍﻟﻼﺯﻡ ﺗﻮﺍﻓﺮﻫﺎ ﻟﺘﻜﻮﻳـﻦ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ‬ ‫‪.69‬‬
‫ﺍﻟﺴـﲈﺀ ﺟﻨﻮ ﹰﺑـﺎ ﺇﺫﺍ ﻛﻨـﺖ ﰲ ﻧﺼـﻒ ﺍﻟﻜـﺮﺓ ﺍﻷﺭﺿﻴﺔ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﺮﺁﺓ ﻛﺮﻭﻳﺔ ﻣﻘﻌﺮﺓ؟‬
‫ﺍﻟﺸﲈﱄ؟ ﻭﺇﺫﺍ ﻛﻨﺖ ﰲ ﻧﺼﻒ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ ﺍﳉﻨﻮﰊ‬ ‫ﻣـﺎ ﺍﻟﴩﻭﻁ ﺍﻟﻼﺯﻡ ﺗﻮﺍﻓﺮﻫـﺎ ﻟﺘﻜﻮﻳﻦ ﺻﻮﺭﺓ ﻣﺼﻐﺮﺓ‬ ‫‪.70‬‬
‫ﺃﻱ ﺍﲡﺎﻩ ﳚﺐ ﺃﻥ ﺗﻨﻈﺮ ﻟﱰ￯ ﻗﻮﺱ ﺍﳌﻄﺮ؟‬ ‫ﻓﺈﱃ ﱢ‬ ‫ﺑﻤﺮﺁﺓ ﻛﺮﻭﻳﺔ ﳏﺪﺑﺔ ﺃﻭ ﻣﻘﻌﺮﺓ؟‬
‫‪99‬‬
 ‫ﻣﻜﱪﺓ ﳌﺸﺎﻫﺪﺓ ﺟﺴﻢ ﺻﻐﲑ‬ ‫ﻳﺴﺘﺨﺪﻡ ﺳ ﹼﺒﺎﺡ ﻋﺪﺳـﺔ ﱢ‬ ‫‪.76‬‬
‫ﹸﻜﱪ ﺍﳉﺴـﻢ‬
‫ﰲ ﻗﺎﻉ ﺑﺮﻛﺔ ﺳـﺒﺎﺣﺔ‪ ،‬ﻭﺍﻛﺘﺸـﻒ ﺃﳖﺎ ﻻ ﺗ ﱢ‬
‫ﺍﳌﻜﱪﺓ ﰲ‬
‫ﻓﴪ ﳌـﺎﺫﺍ ﻻ ﺗﻌﻤﻞ ﺍﻟﻌﺪﺳـﺔ ﹼ‬ ‫ﺑﺸـﻜﻞ ﺟﻴﺪ‪ ،‬ﹼ‬
‫ﺍﳌﺎﺀ ﻛﲈ ﻛﺎﻧﺖ ﺗﻌﻤﻞ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫ﳌـﺎﺫﺍ ﻳﻜـﻮﻥ ﻫﻨﺎﻟﻚ ﺯﻭﻏﺎﻥ ﻟﻮﲏ ﻟﻠﻀـﻮﺀ ﺍﳌﺎﺭ ﺧﻼﻝ‬ ‫‪.77‬‬
‫ﻋﺪﺳـﺔ‪ ،‬ﰲ ﺣﲔ ﻻ ﻳﻜﻮﻥ ﻟﻠﻀﻮﺀ ﺍﻟﺬﻱ ﻳﻨﻌﻜﺲ ﻋﻦ‬
‫ﻣﺮﺁﺓ ﺯﻭﻏﺎﻥ ﻟﻮﲏ؟‬
‫‪6-56‬‬ ‫‪‬‬ ‫ﺻﻐﲑﺍ ﻋﻨﺪﻣﺎ ﺗﺘﻌﺮﺽ ﻟﻀﻮﺀ ﺍﻟﺸﻤﺲ‬
‫ﹰ‬ ‫ﻳﻜﻮﻥ ﺑﺆﺑﺆ ﺍﻟﻌﻴﻨﲔ‬ ‫‪.78‬‬

‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 6-57‬ﻣﺮﺁﺗﲔ ﻣﺴـﺘﻮﻳﺘﲔ ﻣﺘﺠﺎﻭﺭﺗﲔ‬ ‫ﱢ‬ ‫‪.83‬‬ ‫ﻭﺿﺢ ﳌﺎﺫﺍ‬

‫ﺍﻟﺴﺎﻃﻊ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺘﻌﺮﺽ ﻟﻀﻮﺀ ﺃﺧﻔﺖ‪ ،‬ﹼ‬
‫ﺑﻴﻨﻬـﲈ ﺯﺍﻭﻳـﺔ ﹾ‪ ،90‬ﻓـﺈﺫﺍ ﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿﻮﺋـﻲ ﻋـﲆ‬ ‫ﺗﺴﺘﻄﻴﻊ ﻋﻴﻨﺎﻙ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﺑﺸﻜﻞ ﺃﻓﻀﻞ ﰲ ﺍﻟﻀﻮﺀ‬
‫ﺇﺣﺪﺍﳘﺎ ﺑﺰﺍﻭﻳﺔ ﺳﻘﻮﻁ ﹾ‪ ،30‬ﻓﺄﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬ ‫ﺍﻟﺴﺎﻃﻊ؟‬
‫‪ .a‬ﻣﺎ ﺯﺍﻭﻳﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﺸﻌﺎﻉ ﻋﻦ ﺍﳌﺮﺁﺓ ﺍﻷﺧﺮ￯؟‬ ‫‪‬‬
‫‪ .b‬ﺍﻟﱪﻳﺴـﻜﻮﺏ ﺍﻟﻌﺎﻛـﺲ ﻫﻮ ﺃﺩﺍﺓ ﺗﻌﻜﺲ ﺍﻷﺷـﻌﺔ‬
‫‪6-1‬‬
‫ﹴ‬
‫ﻭﻣﻮﺍﺯ ﻻﲡﺎﻩ ﺍﻷﺷـﻌﺔ‬ ‫ﺍﻟﻀﻮﺋﻴـﺔ ﰲ ﺍﲡﺎﻩ ﻣﻌﺎﻛﺲ‬
‫ﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿﻮﺋـﻲ ﺑﺰﺍﻭﻳـﺔ ﹾ‪ 38‬ﻣﻊ ﺍﻟﻌﻤـﻮﺩ ﺍﳌﻘﺎﻡ‬ ‫‪.79‬‬
‫ﺍﻟﻀﻮﺋﻴـﺔ ﺍﻟﺴـﺎﻗﻄﺔ‪ .‬ﺍﺭﺳـﻢ ﳐ ﹼﻄ ﹰﻄـﺎ ﱢ‬
‫ﻳﺒـﲔ ﺯﺍﻭﻳﺔ‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﺴـﻘﻮﻁ‪ .‬ﻣﺎ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺸﻌﺎﻉ‬
‫ﺍﻟﺴـﻘﻮﻁ ﻋﲆ ﺇﺣﺪ￯ ﺍﳌﺮﺁﺗﲔ ﺑﺤﻴﺚ ﻳﻌﻤﻞ ﻧﻈﺎﻡ‬
‫ﺍﳌﻨﻌﻜﺲ ﻣﻊ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ؟‬
‫ﺍﳌﺮﺁﺗﲔ ﻋﻤﻞ ﻋﺎﻛﺲ‪.‬‬
‫ﺇﺫﺍ ﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿﻮﺋﻲ ﺑﺰﺍﻭﻳﺔ ﹾ‪ 53‬ﻣﻊ ﺳﻄﺢ ﺍﳌﺮﺁﺓ؛‬ ‫‪.80‬‬
‫ﻓﺄﻭﺟﺪ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪ .a‬ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬
‫‪ .b‬ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻭﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ‪.‬‬
‫˚‪30‬‬ ‫ﺍﺭﺳﻢ ﳐ ﹼﻄﻂ ﺃﺷﻌﺔ ﳌﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ ﱢ‬
‫ﺗﺒﲔ ﻓﻴﻪ ﺃﻧﻪ ﺇﺫﺍ ﺃﺭﺩﺕ‬ ‫‪.81‬‬
‫ﺭﺅﻳﺔ ﻧﻔﺴﻚ ﻣﻦ ﻗﺪﻣﻴﻚ ﺣﺘﻰ ﻗﻤﺔ ﺭﺃﺳﻚ ﻓﻴﺠﺐ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﳌﺮﺁﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻋﲆ ﺍﻷﻗﻞ ﻳﺴﺎﻭﻱ ﻧﺼﻒ‬
‫‪6-57‬‬ ‫‪‬‬
‫ﻃﻮﻟﻚ‪.‬‬
‫ﻭﺿﻌـﺖ ﻣﺮﺁﺗـﺎﻥ ﻣﺴـﺘﻮﻳﺘﺎﻥ ﺑﺤﻴـﺚ ﻛﺎﻧـﺖ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﹺ‬ ‫‪.84‬‬
‫‪ ‬ﺃﺭﺍﺩ ﻃﺎﻟـﺐ ﺃﻥ ﻳﻠﺘﻘـﻂ ﺻـﻮﺭﺓ‬ ‫‪.82‬‬
‫ﺑﻴﻨﻬـﲈ ﹾ‪ .45‬ﻓﺈﺫﺍ ﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿﻮﺋﻲ ﻋـﲆ ﺇﺣﺪﺍﳘﺎ‬ ‫ﻟﺼﻮﺭﺗﻪ ﰲ ﻣﺮﺁﺓ ﻣﺴـﺘﻮﻳﺔ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .6-56‬ﻓﺈﺫﺍ‬
‫ﺑﺰﺍﻭﻳـﺔ ﺳـﻘﻮﻁ ﹾ‪ 30‬ﻭﺍﻧﻌﻜـﺲ ﻋـﻦ ﺍﳌـﺮﺁﺓ ﺍﻟﺜﺎﻧﻴـﺔ‪،‬‬ ‫ﺃﻱ‬
‫ﻛﺎﻧﺖ ﺍﻟﻜﺎﻣﲑﺍ ﻋﲆ ﺑﻌﺪ ‪ 1.2 m‬ﺃﻣﺎﻡ ﺍﳌﺮﺁﺓ‪ ،‬ﻓﻌﲆ ﱢ‬
‫ﻓﺎﺣﺴﺐ ﺯﺍﻭﻳﺔ ﺍﻧﻌﻜﺎﺳﻪ ﻋﻦ ﺍﳌﺮﺁﺓ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫ﹸﺑﻌﺪ ﳚﺐ ﺃﻥ ﻳﺮﻛﹼﺰ ﻋﺪﺳﺔ ﺍﻟﻜﺎﻣﲑﺍ ﻻﻟﺘﻘﺎﻁ ﺍﻟﺼﻮﺭﺓ؟‬

‫‪100‬‬
 ‫ﻳﺴﻘﻂ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﺯﺟﺎﺝ ﻣﺴ ﱠﻄﺢ ﻷﺣﺪ ﺟﻮﺍﻧﺐ‬ ‫‪.89‬‬ ‫‪ ‬ﻳﻘﻒ ﻃﺎﻟـﺐ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻣـﺮﺁﺓ ﳏﺪﺑﺔ‬ ‫‪.85‬‬
‫ﺣﻮﺽ ﺳﻤﻚ‪ ،‬ﺑﺰﺍﻭﻳﺔ ﻣﻘﺪﺍﺭﻫﺎ ˚‪ 40.0‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ‬ ‫ﰲ ﺑﻴـﺖ ﺍﻷﻟﻌـﺎﺏ‪ ،‬ﻓﻼﺣﻆ ﺃﻥ ﺻﻮﺭﺗـﻪ ﺗﻈﻬﺮ ﺑﻄﻮﻝ‬
‫ﺍﳌﻘﺎﻡ‪ .‬ﻓﺈﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺰﺟﺎﺝ ‪،n =1.50‬‬ ‫‪ .0.60 m‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺗﻜﺒﲑ ﺍﳌﺮﺁﺓ ‪ ،__31‬ﻓﲈ ﻃﻮﻝ ﺍﻟﻄﺎﻟﺐ؟‬
‫ﻓﺎﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫ﺍﳌﺘﻜﻮﻧﺔ ﻟﻠﺠﺴـﻢ ﰲ ﺍﻟﺸـﻜﻞ ‪،6-58‬‬ ‫ﹼ‬ ‫ﺻﻒ ﺍﻟﺼﻮﺭﺓ‬ ‫‪.86‬‬

‫‪ .a‬ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﺰﺟﺎﺝ‪.‬‬ ‫ﻣﺒﻴﻨﹰﺎ ﻫﻞ ﻫـﻲ ﺣﻘﻴﻘﻴﺔ ﺃﻡ ﺧﻴﺎﻟﻴﺔ‪ ،‬ﻣﻘﻠﻮﺑﺔ ﺃﻡ ﻣﻌﺘﺪﻟﺔ؟‬
‫ﻭﻫﻞ ﻫﻲ ﺃﻗﴫ ﻣﻦ ﺍﳉﺴﻢ ﺃﻡ ﺃﻃﻮﻝ ﻣﻨﻪ؟‬
‫‪ .b‬ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴﺎﺭ ﺍﻟﻀﻮﺀ ﰲ ﺍﳌﺎﺀ‪.‬‬
‫ﺍﺭﺟﻊ ﺇﱃ ﺍﳉﺪﻭﻝ ‪ ،6-2‬ﻭﺍﺳـﺘﺨﺪﻡ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭ‬ ‫‪.90‬‬
‫ﺍﻷﳌﺎﺱ ﳊﺴﺎﺏ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﻓﻴﻪ‪.‬‬
‫ﺍﺭﺟـﻊ ﺇﱃ ﺍﳉـﺪﻭﻝ ‪ ،6-2‬ﻭﺃﻭﺟـﺪ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﳊﺮﺟﺔ‬ ‫‪.91‬‬
‫‪C‬‬ ‫‪F‬‬

‫ﻟﻸﳌﺎﺱ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫‪ ‬ﺍﺳﺘﺨﺪﻣﺖ ﺻﻔﻴﺤﺔ ﺳﻤﻴﻜﺔ ﻣﻦ ﺍﻟﺒﻼﺳﺘﻴﻚ‬ ‫‪.92‬‬ ‫‪6-58‬‬ ‫‪‬‬
‫‪ ،n =1.500‬ﰲ ﺻﻨﻊ ﺣﻮﺽ ﺳـﻤﻚ‪ ،‬ﻓﺈﺫﺍ ﺍﻧﻌﻜﺲ‬
‫ﺿﻮﺀ ﻋﻦ ﺳﻤﻜﺔ ﻣﻮﺟﻮﺩﺓ ﰲ ﺍﳌﺎﺀ ﻭﺳﻘﻂ ﻋﲆ ﺻﻔﻴﺤﺔ‬ ‫‪ ‬ﹸﲨﻊ ﺍﻟﻀﻮﺀ ﺍﻟﻘﺎﺩﻡ ﻣﻦ ﻧﺠﻢ ﺑﻮﺍﺳﻄﺔ ﻣﺮﺁﺓ‬ ‫‪.87‬‬

‫ﺍﻟﺒﻼﺳﺘﻴﻚ ﺑﺰﺍﻭﻳﺔ ˚‪ ،35.0‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺳﻴﺨﺮﺝ‬ ‫ﻣﻘﻌﺮﺓ‪ .‬ﻣﺎ ﹸﺑﻌﺪ ﺻﻮﺭﺓ ﺍﻟﻨﺠﻢ ﻋﻦ ﺍﳌﺮﺁﺓ ﺇﺫﺍ ﻛﺎﻥ ﻧﺼﻒ‬
‫ﻓﻴﻬﺎ ﺍﻟﻀﻮﺀ ﺇﱃ ﺍﳍﻮﺍﺀ؟‬ ‫ﺗﻜﻮﺭ ﺍﳌﺮﺁﺓ ‪150 cm‬؟‬‫ﻗﻄﺮ ﹼ‬
‫‪6-2‬‬
‫‪ ‬ﻭﺿـﻊ ﻣﺼـﺪﺭ ﺿـﻮﺀ ﰲ‬ ‫‪.93‬‬
‫ﻗـﺎﻉ ﺣﻮﺽ ﺳـﺒﺎﺣﺔ ﻋﲆ ﻋﻤـﻖ ‪ 2.0 m‬ﻣﻦ ﺳـﻄﺢ‬ ‫ﻳﻨﺘﻘـﻞ ﺷـﻌﺎﻉ ﺿـﻮﺀ ﻣﻦ ﺍﳍﻮﺍﺀ ﺇﱃ ﺳـﺎﺋﻞ ﻣـﺎ‪ ،‬ﻛﲈ ﰲ‬ ‫‪.88‬‬

‫ﺍﳌـﺎﺀ‪ ،‬ﻭﻳﺒﻌـﺪ ﻋـﻦ ﻃـﺮﻑ ﺍﳊـﻮﺽ ‪ 1.5 m‬ﻛـﲈ ﰲ‬ ‫ﺍﻟﺸـﻜﻞ ‪ ،6-59‬ﺣﻴﺚ ﻳﺴـﻘﻂ ﺍﻟﺸـﻌﺎﻉ ﻋﲆ ﺍﻟﺴﺎﺋﻞ‬
‫ﺑﺰﺍﻭﻳﺔ ˚‪ ،30.0‬ﻭﻳﻨﻜﴪ ﺑﺰﺍﻭﻳﺔ ˚‪.22.0‬‬
‫ﺍﻟﺸﻜﻞ ‪ .6-60‬ﻭﻛﺎﻥ ﺍﳊﻮﺽ ﳑﻠﻮ ﹰﺀﺍ ﺑﺎﳌﺎﺀ ﺇﱃ ﻗﻤﺘﻪ‪.‬‬
‫‪ .a‬ﺍﺣﺴﺐ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺴﺎﺋﻞ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻥ ﺳﻨﻞ‪.‬‬
‫‪ .a‬ﻣـﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﻟﺘﻲ ﻳﺼﻞ ﻓﻴﻬـﺎ ﺍﻟﻀﻮﺀ ﻃﺮﻑ‬
‫ﺧﺎﺭﺟﺎ ﻣﻦ ﺍﳌﺎﺀ؟‬
‫ﹰ‬ ‫ﺍﳌﺴﺒﺢ‬ ‫‪ .b‬ﻗﺎﺭﻥ ﻣﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ ﺍﻟﺬﻱ ﺣﺴﺒﺘﻪ ﺑﺎﻟﻘﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ‬
‫ﰲ ﺍﳉﺪﻭﻝ ‪ ،5-1‬ﻭﻣﺎﺫﺍ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺴﺎﺋﻞ؟‬
‫‪ .b‬ﻫﻞ ﺗـﺆﺩﻱ ﺭﺅﻳﺔ ﺍﻟﻀﻮﺀ ﲠـﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﺇﱃ ﻇﻬﻮﺭﻩ‬
‫ﺑﺸﻜﻞ ﺃﻋﻤﻖ ﺃﻡ ﺃﻗﻞ ﻋﻤ ﹰﻘﺎ ﳑﺎ ﻫﻮ ﻋﻠﻴﻪ ﰲ ﺍﻟﻮﺍﻗﻊ؟‬

‫‪2m‬‬

‫‪1.5 m‬‬
‫‪6-59‬‬ ‫‪‬‬

‫‪6-60‬‬ ‫‪‬‬
‫‪101‬‬
 ‫ﺍﻟﺸﻌﺎﻉ ‪1‬‬ ‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﴎﻋـﺔ ﺍﻟﻀـﻮﺀ ﰲ ﺑﻼﺳـﺘﻴﻚ ﺷـﻔﺎﻑ‬ ‫‪.94‬‬
‫ﺍﳉﺴﻢ‬
‫ﺍﻟﺸﻌﺎﻉ‪2‬‬
‫‪ .1.90× 10 8 m/s‬ﻭﺳـﻘﻂ ﺷـﻌﺎﻉ ﺿـﻮﺀ ﻋـﲆ‬
‫‪2F‬‬ ‫‪F‬‬ ‫‪F‬‬ ‫‪2F‬‬ ‫ﺍﻟﺒﻼﺳـﺘﻴﻚ ﺑﺰﺍﻭﻳـﺔ ˚‪ ،22.0‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ‬
‫ﻳﻨﻜﴪ ﲠﺎ ﺍﻟﺸﻌﺎﻉ؟‬

‫‪6-61‬‬
‫‪6-3‬‬
‫ﻭﺿﻊ ﺟﺴـﻢ ﻃﻮﻟﻪ ‪ 3.0 cm‬ﻋـﲆ ﹸﺑﻌﺪ ‪ 15 cm‬ﺃﻣﺎﻡ‬ ‫‪.95‬‬
‫‪‬‬ ‫ﻓﺘﻜﻮﻧﺖ ﻟﻪ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻋﲆ ﹸﺑﻌﺪ ‪10 cm‬‬
‫ﻋﺪﺳﺔ‪ ،‬ﹼ‬
‫ﺳﻘﻂ ﺷﻌﺎﻉ ﺿﻮﺋﻲ ﻋﲆ ﻣﺮﺁﺓ ﻣﺴﺘﻮﻳﺔ ﺑﺰﺍﻭﻳﺔ ﹾ‪ ،28‬ﻓﺈﺫﺍ‬ ‫‪.99‬‬ ‫ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫ﹸﺣ ﹼـﺮﻙ ﻣﺼﺪﺭ ﺍﻟﻀـﻮﺀ ﺑﺤﻴﺚ ﺯﺍﺩﺕ ﺯﺍﻭﻳﺔ ﺍﻟﺴـﻘﻮﻁ‬
‫ﻣﺎ ﻧﻮﻉ ﺍﻟﻌﺪﺳﺔ؟‬ ‫‪.a‬‬
‫ﺑﻤﻘﺪﺍﺭ ﹾ‪ ،34‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ ﺍﳉﺪﻳﺪﺓ؟‬
‫ﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬ ‫‪.b‬‬
‫ﺍﻧﺴﺦ ﺍﻟﺸﻜﻞ ‪ 6-62‬ﺇﱃ ﺩﻓﱰﻙ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﺃﺷﻌﺔ ﻋﲆ‬ ‫‪.100‬‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﻭﻣﻮﻗﻌﻬﺎ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﺸﻜﻞ ﻟﺘﺤﺪﻳﺪ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ‬ ‫ﻣﺎ ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ؟‬ ‫‪.c‬‬

‫ﻭﺿﻊ ﺟﺴـﻢ ﻋﲆ ﹸﺑﻌـﺪ ‪ 7.5 cm‬ﺃﻣﺎﻡ ﻋﺪﺳـﺔ ﹸﺑﻌﺪﻫﺎ‬ ‫‪.96‬‬

‫ﺍﻟﺒـﺆﺭﻱ ‪ ،-15.0 cm‬ﻭﻋﻨـﺪ ﺍﻟﻨﻈـﺮ ﻣـﻦ ﺧـﻼﻝ‬
‫‪3.0 cm‬‬
‫‪F‬‬ ‫ﺍﻟﻌﺪﺳـﺔ ﺷـﻮﻫﺪ ﻟﻪ ﺻﻮﺭﺓ ﻃﻮﳍـﺎ ‪ 2.0 cm‬ﻋﲆ ﹸﺑﻌﺪ‬
‫‪8.0 cm‬‬ ‫‪4.0 cm‬‬
‫‪ 5.0 cm‬ﻣﻦ ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫ﻣﺎ ﻧﻮﻉ ﺍﻟﻌﺪﺳﺔ؟‬ ‫‪.a‬‬

‫ﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬ ‫‪.b‬‬

‫‪6-62‬‬ ‫‪‬‬
‫ﻣﺎ ﻃﻮﻝ ﺍﳉﺴﻢ؟‬ ‫‪.c‬‬
‫ﲢـﺮﻙ ﺍﳉﺴـﻢ ﰲ ﺍﻟﺸـﻜﻞ ‪ 6-63‬ﻣـﻦ ﺍﳌﻮﻗـﻊ ‪ 1‬ﺇﱃ‬
‫ﹼ‬ ‫‪.101‬‬
‫ﺍﳌﻮﻗﻊ ‪ .2‬ﺍﻧﺴـﺦ ﺍﻟﺸـﻜﻞ ﺇﱃ ﺩﻓﱰﻙ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﺃﺷﻌﺔ‬ ‫ﻭﺿﻊ ﺟﺴـﻢ ﻋﲆ ﹸﺑﻌـﺪ ‪ 10 cm‬ﺃﻣﺎﻡ ﻋﺪﺳـﺔ ﳏﺪﺑﺔ‪،‬‬ ‫‪.97‬‬

‫ﺗﺘﻐﲑ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﺗﺒﲔ ﻛﻴﻒ ﱠ‬ ‫ﱢ‬ ‫ﻣﻜﱪﺓ ﺑﻤﻘﺪﺍﺭ ﺃﺭﺑﻊ ﻣﺮﺍﺕ‪ .‬ﻣﺎ ﹸﺑﻌﺪ‬
‫ﻓﺘﻜﻮﻥ ﻟﻪ ﺻـﻮﺭﺓ ﹼ‬
‫ﹼ‬
‫ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﻟﻌﺪﺳﺔ؟‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﻟﻠﺠﺴـﻢ ﰲ ﺍﻟﺸـﻜﻞ ‪،6-61‬‬‫ﹼ‬ ‫ﹺﺻﻒ ﺍﻟﺼﻮﺭﺓ‬ ‫‪.98‬‬
‫‪1‬‬ ‫ﻣﻦ ﺧﻼﻝ ﺭﺳﻢ ﳐﻄﻂ ﺍﻷﺷﻌﺔ‪ ،‬ﺛﻢ ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪C‬‬ ‫‪2‬‬ ‫‪F‬‬

‫‪1.0 m‬‬
‫ﻫﻞ ﺍﻟﺼﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﺃﻡ ﺧﻴﺎﻟﻴﺔ؟‬ ‫‪.a‬‬

‫ﻫﻞ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﺃﻡ ﻣﻌﺘﺪﻟﺔ؟‬

‫‪1.5 m‬‬
‫‪.b‬‬
‫‪2.0 m‬‬

‫ﻫﻞ ﺍﻟﺼﻮﺭﺓ ﺃﻗﴫ ﻣﻦ ﺍﳉﺴﻢ ﺃﻡ ﺃﻃﻮﻝ ﻣﻨﻪ؟‬

‫‪2.5 m‬‬
‫‪.c‬‬
‫‪6-63‬‬ ‫‪‬‬
‫‪102‬‬
 ‫ﺃﻭﺟـﺪ ﴎﻋـﺔ ﺍﻟﻀـﻮﺀ ﰲ ﺣﺠـﺮ ﺛﺎﻟـﺚ ﺃﻭﻛﺴـﻴﺪ‬ ‫‪.105‬‬ ‫ﻭﺿﻊ ﺟﺴﻢ ﻃﻮﻟﻪ ‪ 2.4 cm‬ﻋﲆ ﹸﺑﻌﺪ ‪ 30.0 cm‬ﺃﻣﺎﻡ‬ ‫‪.102‬‬
‫ﺍﻷﻧﺘﻴﻤـﻮﲏ )‪ ،(antimony trioxide‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫ﻓﺘﻜﻮﻧﺖ ﻟﻪ ﺻﻮﺭﺓ ﺣﻘﻴﻘﻴﺔ ﻃﻮﳍﺎ ‪.1.8 cm‬‬
‫ﻣﺮﺁﺓ‪ ،‬ﱠ‬
‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ‪.2.35‬‬ ‫ﻣﺎ ﻧﻮﻉ ﺍﳌﺮﺁﺓ؟‬ ‫‪.a‬‬
‫‪‬‬ ‫ﺍﺭﺳﻢ ﳐﻄﻂ ﺍﻷﺷﻌﺔ ﻟﻠﻤﺴﺄﻟﺔ‪.‬‬ ‫‪.b‬‬
‫‪  .106‬ﺗﺘﺪﺣﺮﺝ ﺍﻟﻜﺮﺓ ﰲ ﺍﻟﺸـﻜﻞ ‪6-65‬‬ ‫ﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬ ‫‪.c‬‬
‫ﻳﺘﻐﲑ‬
‫ﺑﺒـﻂﺀ ﺇﱃ ﺍﻟﻴﻤﲔ ﻧﺤﻮ ﻣﺮﺁﺓ ﻣﻘ ﱠﻌﺮﺓ‪ .‬ﺻﻒ ﻛﻴﻒ ﹼ‬
‫ﻣﺎ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ ﺍﳌﺮﺁﺓ؟‬ ‫‪.d‬‬
‫ﺣﺠﻢ ﺻﻮﺭﺓ ﺍﻟﻜﺮﺓ ﰲ ﺃﺛﻨﺎﺀ ﺗﺪﺣﺮﺟﻬﺎ ﻧﺤﻮ ﺍﳌﺮﺁﺓ‪.‬‬
‫‪ ‬ﻳﻨﻌﻜـﺲ ﺿﻮﺀ ﺍﻟﺸـﻤﺲ ﻣـﻦ ﻗﺎﻉ‬ ‫‪.103‬‬
‫ﻭﻳﻮﺿﺢ‬
‫ﹼ‬ ‫ﺣﻮﺽ ﺳﻤﻚ ﻭﻳﻨﺘﴩ ﰲ ﲨﻴﻊ ﺍﻻﲡﺎﻫﺎﺕ‪.‬‬
‫‪C‬‬ ‫‪F‬‬ ‫ﺍﻟﺸـﻜﻞ ‪ 6-64‬ﺷـﻌﺎﻋﲔ ﻣﻦ ﻫﺬﻩ ﺍﻷﺷﻌﺔ ﺍﳌﻨﻌﻜﺴﺔ‬
‫ﻣـﻦ ﻧﻘﻄـﺔ ﰲ ﻗـﺎﻉ ﺍﳊـﻮﺽ ﻳﻨﺘﻘـﻼﻥ ﺇﱃ ﺍﻟﺴـﻄﺢ‪،‬‬
‫ﻓﺘﻨﻜـﴪ ﺍﻷﺷـﻌﺔ ﰲ ﺍﳍﻮﺍﺀ ﻛﲈ ﻫـﻮ ﻣﺒـﲔ‪ .‬ﹼ‬
‫ﺇﻥ ﺍﻣﺘﺪﺍﺩ‬
‫‪6-65‬‬ ‫‪‬‬ ‫ﺍﳋـﻂ ﺍﻷﲪـﺮ ﺍﳌﺘﻘﻄﻊ ﺇﱃ ﺍﳋﻠﻒ‪ ،‬ﻣﻦ ﺷـﻌﺎﻉ ﺍﻟﻀﻮﺀ‬
‫‪‬ﻭﺿﻊ ﺟﺴـﻢ ﻋﲆ ﹸﺑﻌﺪ ‪22 cm‬‬
‫ﹸ‬ ‫‪.107‬‬ ‫ﺍﳌﻨﻜـﴪ ﻫـﻮ ﺧـﻂ ﺍﻟﻨﻈﺮ ﺍﻟـﺬﻱ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﺸـﻌﺎﻉ‬
‫ﻣـﻦ ﻣـﺮﺁﺓ ﻣﻘﻌﺮﺓ‪ ،‬ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،6-66‬ﻣـﺎ ﺍﻟﺒﻌﺪ‬ ‫ﺍﻟﺮﺃﳼ ﻋﻨﺪ ﺍﳌﻮﻗﻊ ﺍﻟﺬﻱ ﺳـﲑ￯ ﻓﻴﻪ ﺍﳌﺸـﺎﻫﺪ ﺻﻮﺭﺓ‬
‫ﺍﻟﺒﺆﺭﻱ ﻟﻠﻤﺮﺁﺓ؟‬ ‫ﻗﺎﻉ ﺍﳊﻮﺽ‪.‬‬
‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺸﻌﺎﻉ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬ ‫‪.a‬‬

‫ﺃﻱ ﻋﻤﻖ ﺳـﻴﺒﺪﻭ ﻗﺎﻉ ﺍﳊـﻮﺽ ﻋﻨﺪﻣﺎ ﺗﻨﻈﺮ‬‫ﻋـﲆ ﹼ‬ ‫‪.b‬‬

‫ﺇﱃ ﺍﳌـﺎﺀ؟ ﺍﻗﺴـﻢ ﺍﻟﻌﻤـﻖ ﺍﻟﻈﺎﻫـﺮﻱ ﻋـﲆ ﺍﻟﻌﻤﻖ‬
‫ﺍﳊﻘﻴﻘﻲ ﻭﻗﺎﺭﻥ ﻫﺬﻩ ﺍﻟﻨﺴﺒﺔ ﺑﻤﻌﺎﻣﻞ ﺍﻻﻧﻜﺴﺎﺭ‪.‬‬
‫‪22 cm‬‬

‫‪θ2‬‬
‫‪6-66‬‬ ‫‪‬‬

‫‪‬ﻫﻞ ﻳﻜﻮﻥ ﺍﻟﺰﻭﻏﺎﻥ ﺍﻟﻜﺮﻭﻱ ﻟﻠﻤﺮﺁﺓ‬ ‫‪.108‬‬

‫ﺃﻗـﻞ ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻋﻬﺎ ﺃﻛﱪ ﻣﻦ ﻧﺼﻒ ﻗﻄﺮ ﺗﻜﻮﺭﻫﺎ‪،‬‬ ‫‪12 cm‬‬

‫ﺗﻜﻮﺭﻫﺎ؟‬
‫ﺃﻡ ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻋﻬـﺎ ﺃﻗـﻞ ﻣﻦ ﻧﺼﻒ ﻗﻄـﺮ ﹼ‬ ‫˚‪5.0‬‬

‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﹼ‬

‫‪6-64‬‬ ‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ﻟﻘﺎﻟـﺐ ﺯﺟﺎﺟﻲ ˚‪،45.0‬‬ ‫‪.104‬‬
‫ﻓﲈ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ؟‬

‫‪103‬‬
‫‪  ‬ﻋﻨﺪﻣـﺎ ﺗﺴـﺘﺨﺪﻡ ﺍﻟﺘﻜﺒـﲑ‬ ‫‪.112‬‬ ‫‪ ‬ﻳﺴـﺘﺨﺪﻡ ﺗﺮﺗﻴـﺐ ﺑـﴫﻱ ﰲ‬ ‫‪.109‬‬
‫ﺍﻷﻗـﴡ ﰲ ﺍﳌﺠﻬﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﺼﻮﺭﺓ ﺗﻜـﻮﻥ ﻣﻌﺘﻤﺔ ﺃﻛﺜﺮ‬ ‫ﺑﻌﺾ ﺍﻟﺘﻠﺴﻜﻮﺑﺎﺕ ﹸﻳﺴـﻤﻰ )ﺗﺮﻛﻴﺰ ﻛﺎﺳﻴﺠﺮﻳﻦ( ﻛﲈ‬
‫ﻣﻨﻬـﺎ ﰲ ﺣﺎﻟـﺔ ﺍﻟﺘﻜﺒﲑ ﺍﻷﻗﻞ‪ .‬ﻣﺎ ﺍﻷﺳـﺒﺎﺏ ﺍﳌﺤﺘﻤﻠﺔ‬ ‫ﰲ ﺍﻟﺸـﻜﻞ ‪ .6-67‬ﻭﻳﺴﺘﺨﺪﻡ ﻫﺬﺍ ﺍﻟﺘﻠﺴﻜﻮﺏ ﻣﺮﺁﺓ‬
‫ﻟﺘﻜـﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺍﳌﻌﺘﻤﺔ؟ ﻭﻣـﺎ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﺗﻔﻌﻠﻪ‬
‫ﹼ‬ ‫ﳏﺪﺑـﺔ ﺛﺎﻧﻮﻳـﺔ ﺗﻮﺿﻊ ﺑﲔ ﺍﳌـﺮﺁﺓ ﺍﻻﺑﺘﺪﺍﺋﻴـﺔ ﻭﺑﺆﺭﲥﺎ‪.‬‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﺻﻮﺭﺓ ﺃﻭﺿﺢ؟‬ ‫ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺗﻌﻜﺲ ﺍﳌﺮﺍﻳﺎ ﺍﻷﺷﻌﺔ؛ ﻷﳖﺎ ﻣﻄﻠﻴﺔ ﺑﺎﻟﻔﻠﺰﺍﺕ‪ .‬ﺍﺑﺤﺚ‬ ‫‪.113‬‬
‫‪F‬‬
‫ﰲ ﻭﺍﺣﺪ ﳑﺎ ﻳﺄﰐ‪ ،‬ﻭﺍﻛﺘﺐ ﱠ‬
‫ﻣﻠﺨ ﹰﺼﺎ ﺣﻮﻟﻪ‪:‬‬ ‫‪‬‬ ‫‪‬‬
‫‪6-67‬‬ ‫‪‬‬
‫‪ .a‬ﺍﻷﻧـﻮﺍﻉ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﻄﻼﺀ ﺍﳌﺴـﺘﺨﺪﻡ‪ ،‬ﻭﻣﺰﺍﻳﺎ ﻛﻞ‬
‫ﻧﻮﻉ ﻭﺳﻠﺒﻴﺎﺗﻪ‪.‬‬ ‫ﺻﻮﺭﺍ ﺧﻴﺎﻟﻴﺔ ﻓﻘﻂ‪.‬‬
‫ﹰ‬ ‫ﺗﻜـﻮﻥ ﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ ﺍﳌﻔـﺮﺩﺓ‬
‫ﱢ‬ ‫‪.a‬‬
‫‪ .b‬ﺻﻘـﻞ ﺍﻷﻟﻮﻣﻨﻴـﻮﻡ ﺑﺪﺭﺟـﺔ ﺩﻗﻴﻘﺔ ﻣـﻦ ﺍﻟﻨﻌﻮﻣﺔ‪،‬‬ ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﳌـﺮﺁﺓ ﰲ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻦ‬ ‫ﺍﴍﺡ ﻛﻴـﻒ ﹼ‬
‫ﺑﺤﻴﺚ ﻻ ﲢﺘﺎﺝ ﺇﱃ ﺯﺟﺎﺝ ﻟﻌﻤﻞ ﻣﺮﺁﺓ‪.‬‬ ‫ﺻﻮﺭﺍ ﺣﻘﻴﻘﻴﺔ؟‬
‫ﹰ‬ ‫ﺍﳌﺮﺍﻳﺎ‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﰲ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻣﻌﺘﺪﻟﺔ ﺃﻡ ﻣﻘﻠﻮﺑﺔ؟‬
‫ﻫﻞ ﺍﻟﺼﻮﺭ ﹼ‬ ‫‪.b‬‬
‫ﺍﺑﺤـﺚ ﰲ ﻧﻈـﺎﻡ ﺍﻟﻌﺪﺳـﺎﺕ ﺍﳌﺴـﺘﺨﺪﻡ ﰲ ﺍﻵﻻﺕ‬ ‫‪.114‬‬
‫ﻭﻣﺎ ﻋﻼﻗﺔ ﺫﻟﻚ ﺑﻌﺪﺩ ﻣﺮﺍﺕ ﺗﻘﺎﻃﻊ ﺍﻷﺷﻌﺔ؟‬
‫ﺍﻟﺒﴫﻳـﺔ‪ ،‬ﻭﻣﻨﻬﺎ ﺟﻬﺎﺯ ﻋﺮﺽ ﺍﻟﺸـﻔﺎﻓﻴﺎﺕ ﺃﻭ ﺁﻻﺕ‬
‫ﻋﺮﺿﺎ‬
‫ﻭﺣـﴬ ﹰ‬
‫ﱢ‬ ‫ﺍﻟﺘﺼﻮﻳـﺮ ﺍﳋﺎﺻـﺔ ﺃﻭ ﺍﻟﺘﻠﺴـﻜﻮﺏ‪،‬‬ ‫‪  .110‬ﻳﻨﺘﻘﻞ ﺿـﻮﺀ ﺃﺑﻴﺾ ﰲ ﻫﻮﺍﺀ‬
‫ﺗﻜﻮﻥ ﻫﺬﻩ‬
‫ﺗﺒﲔ ﻣﻦ ﺧﻼﻟﻪ ﻛﻴـﻒ ﹼ‬ ‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭﻩ ‪ ،1.0003‬ﻭﻳﺪﺧﻞ ﴍﳛﺔ ﺯﺟﺎﺟﻴﺔ‬
‫ﺗﺼﻮﻳﺮ ﹼﹰﻳـﺎ ﻟﻠﺼـﻒ ﱢ‬
‫ﺍﻵﻻﺕ ﺍﻟﺼﻮﺭ‪.‬‬ ‫ﺑﺰﺍﻭﻳـﺔ ﺳـﻘﻮﻁ ‪ .45°‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺎﻣـﻞ ﺍﻧﻜﺴـﺎﺭ‬
‫ﺍﻟﺰﺟﺎﺝ ﺍﻟﺼﻮﺍﲏ ﺍﻟﻜﺜﻴﻒ ﻳﺴـﺎﻭﻱ ‪ 1.7708‬ﻟﻠﻀﻮﺀ‬
‫‪‬‬
‫ﺍﻷﺯﺭﻕ‪ ،‬ﻭﻳﺴـﺎﻭﻱ ‪ 1.7273‬ﻟﻠﻀـﻮﺀ ﺍﻷﲪـﺮ‪ ،‬ﻓـﲈ‬
‫ﻣﺎ ﴎﻋﺔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺘﻮ ﱢﻟﺪﺓ ﰲ ﻭﺗﺮ ﻃﻮﻟﻪ ‪،60.0 cm‬‬ ‫‪.115‬‬ ‫ﻣﻘﺪﺍﺭ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴـﺎﺭ )ﺍﻟﺘﺸﺘﺖ( ﺍﻟﺘﻲ ﻳﻨﺤﴫ ﻓﻴﻬﺎ‬
‫ﺇﺫﺍ ﻧﹸﻘـﺮ ﰲ ﻣﻨﻄﻘـﺔ ﺍﻟﻮﺳـﻂ ﻓﺄﺻـﺪﺭ ﻧﻐﻤـﺔ ﺗﺮ ﹼﺩﺩﻫـﺎ‬ ‫ﻋﻠـﲈ ﺑـﺄﻥ ﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟـﻲ ﻟﻠﻀﻮﺀ‬
‫ﺍﻟﻄﻴـﻒ ﺍﳌﺮﺋـﻲ؟ ﹰ‬
‫‪440 Hz‬؟‬ ‫ﺍﻷﺯﺭﻕ ‪ ،435.8 nm‬ﻭﺍﻟﻄـﻮﻝ ﺍﳌﻮﺟـﻲ ﻟﻠﻀـﻮﺀ‬
‫ﺍﻷﲪﺮ ‪.643.8 nm‬‬
‫‪ ‬ﺃﻭﺟـﺪ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﳊﺮﺟﺔ ﻟﻠﺠﻠﻴﺪ ﺍﻟـﺬﻱ ﻣﻌﺎﻣﻞ‬ ‫‪.111‬‬
‫ﺍﻧﻜﺴـﺎﺭﻩ ‪ .1.31‬ﰲ ﺍﳌﻨﺎﻃـﻖ ﺍﻟﺒﺎﺭﺩﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻫﻞ ﺗﻜﻮﻥ‬
‫ﺃﺳﻼﻙ ﺍﻷﻟﻴﺎﻑ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﺼﻨﻮﻋﺔ ﻣﻦ ﺍﳉﻠﻴﺪ ﺃﻓﻀﻞ‬
‫ﻣﻦ ﺗﻠﻚ ﺍﳌﺼﻨﻮﻋـﺔ ﻣﻦ ﺍﻟﺰﺟﺎﺝ ﳊﻔﻆ ﺍﻟﻀﻮﺀ ﺩﺍﺧﻞ‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﺍﻟﺴﻠﻚ؟ ﱢ‬

‫‪104‬‬
 ‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻷﳌـﺎﺱ ‪،1.24 × 108 m/s‬‬ ‫‪.5‬‬ ‫‪‬‬
‫ﻓﲈ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﻷﳌﺎﺱ؟‬
‫‪‬‬
‫‪1.24‬‬ ‫‪C‬‬ ‫‪0.0422‬‬ ‫‪A‬‬
‫ﺗﻜﻮﻥ ﻟﻪ ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ ﺻﻮﺭﺓ‬
‫ﺃﻳﻦ ﳚﺐ ﻭﺿﻊ ﺟﺴـﻢ ﺑﺤﻴﺚ ﱢ‬ ‫‪.1‬‬
‫‪2.42‬‬ ‫‪D‬‬ ‫‪0.413‬‬ ‫‪B‬‬
‫ﻣﺼ ﹼﻐﺮﺓ؟‬

‫‪ .6‬ﻣﺎ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ ﻟﻼﻧﻌﻜﺎﺱ ﺍﻟﻜﲇ ﺍﻟﺪﺍﺧﲇ‪ ،‬ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻞ‬ ‫ﰲ ﺑﺆﺭﺓ ﺍﳌﺮﺁﺓ‬ ‫‪A‬‬

‫ﺍﻟﻀـﻮﺀ ﻣﻦ ﺯﺟـﺎﺝ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴـﺎﺭﻩ ‪ 1.52‬ﺇﱃ ﺍﳌـﺎﺀ ﺍﻟﺬﻱ‬ ‫ﺑﲔ ﺍﻟﺒﺆﺭﺓ ﻭﺍﳌﺮﺁﺓ‬ ‫‪B‬‬

‫ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ‪1.33‬؟‬ ‫ﺍﻟﺘﻜﻮﺭ‬

‫ﹼ‬ ‫ﺑﲔ ﺍﻟﺒﺆﺭﺓ ﻭﻣﺮﻛﺰ‬ ‫‪C‬‬

‫˚‪48.8‬‬ ‫‪C‬‬ ‫˚‪29.0‬‬ ‫‪A‬‬ ‫ﺍﻟﺘﻜﻮﺭ‬

‫ﹼ‬ ‫ﺧﻠﻒ ﻣﺮﻛﺰ‬ ‫‪D‬‬

‫˚‪61.0‬‬ ‫‪D‬‬ ‫˚‪41.2‬‬ ‫‪B‬‬

‫ﻻ ﺗﺘﺠﻤـﻊ ﺍﻣﺘـﺪﺍﺩﺍﺕ ﺍﻷﺷـﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺑﺪﻗـﺔ ﰲ ﺍﻟﺒﺆﺭﺓ ﰲ‬ ‫‪.2‬‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﻭﻫﺬﻩ ﺍﳌﺸﻜﻠﺔ ﲢﺪﺙ ﰲ‪:‬‬
‫ﺍﳌﺘﻜﻮﻧﺔ ﻣﻦ ﻋﺪﺳﺔ ﳏﺪﺑﺔ ﻋﻨﺪﻣﺎ ﹸﻳﻐ ﱠﻄﻰ‬
‫ﹼ‬ ‫‪ .7‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻠﺼﻮﺭﺓ‬
‫ﻧﺼﻔﻬﺎ؟‬ ‫ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ ﲨﻴﻌﻬﺎ‬ ‫‪A‬‬

‫ﻣﺮﺍﻳﺎ ﺍﻟﻘﻄﻊ ﺍﳌﻜﺎﻓﺊ ﲨﻴﻌﻬﺎ‬ ‫‪B‬‬

‫ﺗﺼﺒﺢ ﺍﻟﺼﻮﺭﺓ ﺿﺒﺎﺑﻴﺔ‬ ‫‪C‬‬ ‫ﲣﺘﻔﻲ ﻧﺼﻒ ﺍﻟﺼﻮﺭﺓ‬ ‫‪A‬‬
‫ﺍﳌﺮﺍﻳﺎ ﺍﻟﻜﺮﻭﻳﺔ ﺍﳌﻌﻴﺒﺔ ﻓﻘﻂ‬ ‫‪C‬‬
‫ﺗﻨﻌﻜﺲ ﺍﻟﺼﻮﺭﺓ‬ ‫‪D‬‬ ‫ﺗﻌﺘﻢ ﺍﻟﺼﻮﺭﺓ‬ ‫‪B‬‬
‫ﻣﺮﺍﻳﺎ ﺍﻟﻘﻄﻊ ﺍﳌﻜﺎﻓﺊ ﺍﳌﻌﻴﺒﺔ ﻓﻘﻂ‬ ‫‪D‬‬

‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﺰﺍﻭﻳـﺔ ﺍﳊﺮﺟـﺔ ﻟﻼﻧﻌـﻜﺎﺱ ﺍﻟـﻜﲇ ﺍﻟﺪﺍﺧـﲇ‬ ‫‪.8‬‬
‫ﻋﻨـﺪ ﺍﳊـﺪﹼ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﻷﳌﺎﺱ ﻭﺍﳍـﻮﺍﺀ ˚‪ ،24.4‬ﻓﲈ ﺯﺍﻭﻳﺔ‬ ‫‪F‬‬

‫ﺍﻻﻧﻜﺴـﺎﺭ ﰲ ﺍﳍـﻮﺍﺀ ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺳـﻘﻮﻁ ﺍﻟﺸـﻌﺎﻉ ﻋﲆ‬

‫ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ˚‪20‬؟‬
‫ﹴ‬ ‫ﻓﺘﻜﻮﻧﺖ‬
‫ﻋﺪﺳـﺔ ﺻـﻮﺭ ﹲﺓ ﺗﺒﻌـﺪ‬ ‫ﻳﺘﻜـﻮﻥ ﳉﺴـﻢ ﻳﺒﻌـﺪ ‪ 6.98 cm‬ﻋـﻦ‬
‫ﹼ‬ ‫‪.9‬‬ ‫ﹸﻭﺿﻌﺖ ﻛﺄﺱ ﻋﲆ ﹸﺑﻌﺪ ‪ 17 cm‬ﻣﻦ ﻣﺮﺁﺓ ﻣﻘﻌﺮﺓ‪ ،‬ﹼ‬ ‫‪.3‬‬
‫‪ 2.95 cm‬ﻋـﻦ ﺍﻟﻌﺪﺳـﺔ ﰲ ﺍﳉﺎﻧـﺐ ﻧﻔﺴـﻪ‪ .‬ﺣـﺪﹼ ﺩ ﻧـﻮﻉ‬ ‫ﳍـﺎ ﺻﻮﺭﺓ ﻋﲆ ﹸﺑﻌﺪ ‪ 34 cm‬ﺃﻣﺎﻡ ﺍﳌﺮﺁﺓ‪ .‬ﻣﺎ ﺗﻜﺒﲑ ﺍﻟﺼﻮﺭﺓ؟‬
‫ﻭﻭﺿﺢ ﻛﻴﻒ ﻋﺮﻓﺖ ﺫﻟﻚ‪.‬‬‫ﺍﻟﻌﺪﺳﺔ‪ ،‬ﹼ‬ ‫ﻭﻣﺎ ﺍﲡﺎﻫﻬﺎ؟‬
‫‪) ،2.0‬ﻣﻘﻠﻮﺑﺔ(‬ ‫‪C‬‬ ‫‪) ،0.5‬ﻣﻘﻠﻮﺑﺔ(‬ ‫‪A‬‬

‫‪) ،2.0‬ﻣﻌﺘﺪﻟﺔ(‬ ‫‪D‬‬ ‫‪) ،0.5‬ﻣﻌﺘﺪﻟﺔ(‬ ‫‪B‬‬

‫‪ ‬‬
‫‪ .4‬ﹸﻭ ﱢﺟﻪ ﺷـﻌﺎﻉ ﻣﻦ ﻣﺼﺒﺎﺡ ﻳﺪﻭﻱ ﻋﲆ ﺑﺮﻛﺔ ﺳﺒﺎﺣﺔ ﰲ ﺍﻟﻈﻼﻡ‬
‫ﺩﻭﻥ ﺣﺴـﺎﺑﺎﺗﻚ ﻭﻣﻼﺣﻈﺎﺗـﻚ ﺣﻴﺜـﲈ ﻛﺎﻥ ﺫﻟﻚ ﳑﻜﻨﹰﺎ‪.‬‬ ‫ﹼ‬ ‫ﺑﺰﺍﻭﻳﺔ ‪ 46°‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺳﻄﺢ ﺍﳌﺎﺀ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ‬
‫ﻭﺃﺟـﺮ ﺍﳊﺴـﺎﺑﺎﺕ ﻛﺘﺎﺑ ﹼﹰﻴـﺎ ﻻ ﺫﻫﻨ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺿـﻊ ﺧ ﹼﹰﻄﺎ ﲢﺖ‬ ‫ﺯﺍﻭﻳﺔ ﺍﻧﻜﺴﺎﺭ ﺍﻟﺸﻌﺎﻉ ﰲ ﺍﳌﺎﺀ؟ )ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﺍﳌﺎﺀ ‪(1.33‬‬
‫ﺍﳊﻘﺎﺋﻖ ﺍﳌﻬﻤﺔ ﰲ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻷﺷـﻜﺎﻝ‪ ،‬ﻭﺃﻋﺪ ﻗﺮﺍﺀﲥﺎ‪،‬‬
‫ﻭﻻ ﲢﺎﻭﻝ ﺣﻔﻈﻬﺎ‪.‬‬ ‫˚‪33‬‬ ‫‪C‬‬ ‫˚‪18‬‬ ‫‪A‬‬

‫˚‪44‬‬ ‫‪D‬‬ ‫˚‪30‬‬ ‫‪B‬‬

‫‪105‬‬
 ‫‪‬‬
‫‪7‬‬
‫اﻟﻜﻬﺮﺑﺎء‬
‫‪10AP.7 -10AP.6  ‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﻭﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫•‬
‫ﺗﻌﺮﻑ ﻛﻴﻔﻴﺔ ﺷﺤﻦ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻌﺎﺯﻟﺔ‪.‬‬ ‫ﱡ‬ ‫•‬
‫ﺗﻌـﺮﻑ ﻛﻴﻔﻴـﺔ ﺗﺄﺛـﲑ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ‬ ‫ﱡ‬ ‫•‬
‫ﺍﻟﺸﺤﻨﺎﺕ‪.‬‬
‫ﺗﻮﺿﻴـﺢ ﺍﳌﻘﺼـﻮﺩ ﺑـﻜﻞ ﻣـﻦ‪ :‬ﺍﳌﺠـﺎﻝ‬ ‫•‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻓـﺮﻕ‬
‫ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﺣﺴـﺎﺏ ﻣﻘـﺪﺍﺭ ﻛﻞ ﻣـﻦ‪ :‬ﺷـﺪﺓ ﺍﻟﺘﻴـﺎﺭ‬ ‫•‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻓـﺮﻕ ﺍﳉﻬـﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ‬
‫ﻧﻘﻄﺘﲔ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫‪‬‬
‫ﺗﺘﺤﻜـﻢ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴـﺎﻛﻨﺔ ﰲ ﻋﻤـﻞ ﻛﺜﲑ ﻣﻦ‬
‫ﺍﻷﺟﻬـﺰﺓ‪ ،‬ﻭﻣﻨﻬـﺎ ﺁﻟـﺔ ﺍﻟﻄﺒﺎﻋـﺔ ﻭﺁﻟـﺔ ﺗﺼﻮﻳﺮ‬
‫ﺁﺛﺎﺭﺍ ﺳـﻠﺒﻴﺔ ﻋﲆ‬
‫ﺍﻷﻭﺭﺍﻕ‪ ،‬ﻭﻣـﻊ ﺫﻟـﻚ ﻓﺈﻥ ﳍﺎ ﹰ‬
‫ﺑﻌﺾ ﺍﳌﻜﻮﻧﺎﺕ ﺍﻹﻟﻜﱰﻭﻧﻴﺔ ﻷﺟﻬﺰﺓ ﺃﺧﺮ￯‪.‬‬
‫ﻭ ﹸﻳﻌﺪﹼ ‪ ‬ﹰ‬
‫ﻣﺜﺎﻻ ﻋﲆ ﺗﻔﺮﻳﻎ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ‪،‬‬
‫ﻭﻫـﻮ ﻣﺸـﺎﺑﻪ ﻟﺘﻜـﻮﻥ ﺍﻟـﴩﺍﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‬
‫ﺍﻟﺼﻐـﲑﺓ ﺍﻟﺘﻲ ﲢﺲ ﲠـﺎ ﻋﻨﺪﻣﺎ ﺗﻠﻤﺲ ﻣﻘﺒﺾ‬
‫ﺍﻟﺒﺎﺏ ﺍﻟﻔﻠﺰﻱ ﰲ ﻳﻮ ﹴﻡ ﺟﺎﻑ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻣﺎ ﺃﺳﺒﺎﺏ ﺗ ﺮﺍﻛﻢ ﺍﻟﺸﺤﻨﺎﺕ ﻋﲆ ﺍﻟﺴﺤﺐ ﺍﻟﺮﻋﺪﻳﺔ؟‬
‫ﻭﻛﻴﻒ ﳛﺪﺙ ﺗﻔ ﺮﻳﻐﻬﺎ ﻋﲆ ﺷﻜﻞ ﺑﺮﻕ؟‬

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

‫‪106‬‬
 ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫‪7-1‬‬
‫‪Electrostatics‬‬ ‫‪‬‬
‫‪Electrical hazard‬‬
‫‪‬‬
‫‪Harmful / Irritant‬‬
‫‪‬‬
‫‪Biological hazards‬‬
‫‪‬‬
‫‪Flammable‬‬

‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫‪‬‬ ‫‪ ‬ﻛﻴﻒ ﻳﺘﺄﺛﺮ ﺟﺴـﻢ ﻣﺸﺤﻮﻥ ﺑﺘﻔﺎﻋﻠﻪ ﻋﻦ ﹸﺑﻌﺪ ﻣﻊ‬

‫‪30.2- 30.3‬‬ ‫ﺃﺟﺴﺎﻡ ﺃﺧﺮ￯ ﻣﺸﺤﻮﻧﺔ؟‬ ‫‪‬‬
‫‪Sharp objects safety‬‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫‪‬‬
‫• ‪ ‬ﻛﻴﻔﻴﺔ ﺷﺤﻦ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻌﺎﺯﻟﺔ ﺑﺎﻟﻜﻬﺮﺑﺎﺀ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪Hand protection‬‬ ‫‪Eye safety‬‬
‫‪Laser beam‬‬ ‫‪Lab. Thermal‬‬
‫‪coat safety‬‬ ‫‪Explosive‬‬
‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫• ‪ ‬ﺍﻟﻜﺸﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﳌﻌﺮﻓﺔ ﻧﻮﻉ ﺷﺤﻨﺔ ﺟﺴﻢ‪.‬‬ ‫‪ .1‬ﺍﻧﻔﺦ ﺑﺎﻟﻮﻧﲔ‪ ،‬ﺛﻢ ﺍﺭﺑﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﲈ ﺑﺨﻴﻂ ﻃﻮﻟﻪ ‪. _21 m‬‬
‫• ‪ ‬ﻛﻴﻔﻴـﺔ ﺗﻮﺯﻳـﻊ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻋـﲆ‬
‫ﺍﺩﻟـﻚ ﺃﺣـﺪ ﺍﻟﺒﺎﻟﻮﻧﲔ ﺑﺜﻮﺑﻚ ‪ 5-8‬ﻣﺮﺍﺕ ﺣﺘﻰ ﺗﺸـﺤﻨﻪ‪ ،‬ﺛﻢ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪.2‬‬
‫‪‬‬

‫ﺍﳌﻮﺻﻼﺕ ﺍﳌﺸﺤﻮﻧﺔ‪.‬‬
‫‪Electrical hazard‬‬ ‫‪Harmful / Irritant‬‬ ‫‪Biological hazards‬‬ ‫‪Flammable‬‬

‫• ‪ ‬ﻛﻴﻒ ﻳﺆﺛﺮ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻟﺸﺤﻨﺎﺕ‪.‬‬ ‫ﻋ ﹼﻠﻘـﻪ ﰲ ﺧﺰﺍﻧـﺔ ﺃﻭ ﻃﺎﻭﻟـﺔ ﺃﻭ ﻏﲑﳘﺎ ﻣﻦ ﻭﺳـﺎﺋﻞ ﺍﻟﺘﻌﻠﻴﻖ‪،‬‬
‫ﻣﺴﺘﻌﻤﻼ ﴍﻳ ﹰﻄﺎ ﻻﺻ ﹰﻘﺎ ﻟﺘﺜﺒﻴﺖ ﻃﺮﻑ ﺍﳋﻴﻂ‪.‬‬
‫ﹰ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬
‫‪First aid‬‬ ‫‪Eye wash station‬‬ ‫‪Fire extinguisher‬‬ ‫‪Radioactive safety‬‬

‫•‬ ‫‪Charge‬‬ ‫ﺷﺤﻨﺔ‬ ‫•‬ ‫ﺍﺩﻟـﻚ ﺍﻟﺒﺎﻟﻮﻥ ﺍﻟﺜﺎﲏ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ‪ ،‬ﺛﻢ ﻋ ﹼﻠﻘﻪ ﺑﺎﻟﻘﺮﺏ ﻣﻦ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪.3‬‬
‫ﻛﻬﺮﺑﺎﺀ ﺳﻜﻮﻧﻴﺔ‬ ‫•‬ ‫ﺍﻟﺒﺎﻟﻮﻥ ﺍﻷﻭﻝ‪.‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫•‬ ‫‪Electrostatics‬‬
‫•‬ ‫‪Coulomb‬‬ ‫ﻛﻮﻟﻮﻡ‬ ‫•‬ ‫‪ ‬ﻗﺮﺏ ﺍﻟﺒﺎﻟﻮﻥ ﺍﻟﺜﺎﲏ ﺇﱃ ﺍﻟﺒﺎﻟﻮﻥ ﺍﻷﻭﻝ ﺑﺒﻂﺀ‪ ،‬ﹺ‬
‫ﻒ‬
‫ﻭﺻ ﹾ‬ ‫ﹼ‬ ‫‪.4‬‬
‫ﺛﻨﺎﺋﻲ ﺍﻟﻘﻄﺐ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫•‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫•‬ ‫‪Electric dipole‬‬

‫ﺳـﻠﻮﻙ ﺍﻟﺒﺎﻟﻮﻧﲔ‪ .‬ﺃﻟﺼﻖ ﻃﺮﻑ ﺧﻴﻂ ﺍﻟﺒﺎﻟـﻮﻥ ﺍﻟﺜﺎﲏ ﺑﺤﻴﺚ‬
‫•‬ ‫‪Electric field‬‬ ‫• ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﻳﺼﺒﺢ ﻣﻌ ﹼﻠ ﹰﻘﺎ ﺑﺠﺎﻧﺐ ﺍﻟﺒﺎﻟﻮﻥ ﺍﻷﻭﻝ‪.‬‬
‫• ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫‪ ‬ﹼﻗﺮﺏ ﻳﺪﻙ ﻣﻦ ﺍﻟﺒﺎﻟﻮﻧﲔ ﺍﳌﺸﺤﻮﻧﲔ‪ .‬ﻣﺎﺫﺍ ﳛﺪﺙ؟‬ ‫‪.5‬‬
‫•‬ ‫‪Electric field lines‬‬
‫‪‬‬
‫ﺃﺟـﺮ￯ ﺍﻟﻌﺎﱂ ﺑﻨﻴﺎﻣـﲔ ﻓﺮﺍﻧﻜﻠﻦ ﻋـﺎﻡ ‪ 1752‬ﻡ ﲡﺮﺑﺔ ﻋﲆ‬
‫ﺗﻘـﺮﺏ ﺃﺣـﺪ ﺍﻟﺒﺎﻟﻮﻧﲔ ﺇﱃ ﺍﻵﺧـﺮ؟ ﻭﻣﺎﺫﺍ‬
‫ﻣـﺎﺫﺍ ﺗﻼﺣـﻆ ﻋﻨﺪﻣﺎ ﹼ‬
‫ﻣﻔﺘﺎﺣﺎ ﻓﻠﺰﻳـﹼﹰﺎ ﰲ ﳖﺎﻳﺔ ﺍﳋﻴﻂ ﺍﳌﺘﺼﻞ‬
‫ﹰ‬ ‫ﻃﺎﺋﺮﺓ ﻭﺭﻗﻴﺔ‪ ،‬ﻭﺭﺑﻂ‬
‫ﺗﻘﺮﺏ ﻳﺪﻙ ﺇﱃ ﺍﻟﺒﺎﻟﻮﻧﲔ؟‬
‫ﳛﺪﺙ ﻋﻨﺪﻣﺎ ﹼ‬
‫ﲠﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺍﻗﱰﺑـﺖ ﻋﺎﺻﻔﺔ ﺭﻋﺪﻳﺔ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺓ ﺍﻟﻮﺭﻗﻴﺔ‬
‫ﻻﺣـﻆ ﺃﻥ ﺃﻟﻴـﺎﻑ ﺍﳋﻴـﻂ ﺍﻟﺮﺧـﻮﺓ ﻗـﺪ ﺍﻧﺘﺼﺒـﺖ ﻭﺗﻨﺎﻓﺮ‬ ‫‪‬ﺍﺫﻛﺮ ﺟﺴﻤﲔ ﺁﺧﺮﻳﻦ )ﻏﲑ ﺍﻟﺒﺎﻟﻮﻧﲔ( ﻳﺆﺛﺮ ﻛﻞ‬
‫ﺑﻌﻀﻬـﺎ ﻣﻊ ﺑﻌـﺾ‪ .‬ﻭﻋﻨﺪﻣـﺎ ﻗـﺮﺏ ﺇﺻﺒﻌﻪ ﻣـﻦ ﺍﳌﻔﺘﺎﺡ‬ ‫ﻣﻨﻬﲈ ﰲ ﺍﻵﺧﺮ ﺑﻘﻮﺓ ﻋﻦ ﹸﺑﻌﺪ‪.‬‬
‫ﻻﺣـﻆ ﺣـﺪﻭﺙ ﴍﺍﺭﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺑـﲔ ﺍﳌﻔﺘـﺎﺡ ﻭﺇﺻﺒﻌﻪ‬
‫ﻛﺎﺩﺕ ﺃﻥ ﺗﺼﻌﻘـﻪ‪ .‬ﻭﺍﻧﻄﻠﻘـﺖ ﺑﻌـﺪ ﺫﻟـﻚ ﺳﻠﺴـﻠﺔ ﻣـﻦ‬
‫ﺍﻟﺒﺤـﻮﺙ ﻭﺍﻟﺘﺠﺎﺭﺏ ﰲ ﳎـﺎﻝ ﺍﻟﻜﻬﺮﺑـﺎﺀ‪ ،‬ﺧﺎﺻﺔ ﺑﻌﺪﻣﺎ‬
‫ﺃﻇﻬـﺮﺕ ﲡﺮﺑﺔ ﻓﺮﺍﻧﻜﻠﲔ ﺃﻥ ﺍﻟﱪﻕ ﻳﺸـﺒﻪ ﺍﻟـﴩﺭ ﺍﻟﻨﺎﺟﻢ‬
‫ﻋـﻦ ﺍﻻﺣﺘـﻜﺎﻙ‪ .‬ﻭﺗﺴـﻤﻰ ﺍﻟﺘﺄﺛـﲑﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﻟﺘﻲ‬
‫ﺗﺘﻮﻟﺪ ﲠﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ‪.‬‬
‫ﺳﺘﺴـﺘﻘﴢ ﰲ ﻫـﺬﻩ ﺍﻟﻮﺣـﺪﺓ ﺍﻟﻜﻬﺮﺑـﺎﺀ ﺍﻟﺴـﺎﻛﻨﺔ‪ ،‬ﻭﻫﻲ‬
‫ﹴ‬
‫ﺳـﻄﺢ‬ ‫ﺩﺭﺍﺳـﺔ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﻟﺘﻲ ﺗﱰﺍﻛﻢ ﻋﲆ‬
‫ﻣﺎ‪ ،‬ﻛﲈ ﺳﺘﺴـﺘﻘﴢ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺘﻴﺎﺭﻳـﺔ ﻛﺘﻠﻚ ﺍﳌﺘﻮﻟﺪﺓ ﻣﻦ‬
‫ﺍﻟﺒﻄﺎﺭﻳﺎﺕ ﻭﻏﲑﻫﺎ‪.‬‬
‫‪107‬‬
 ‫‪Electriccharge‬‬
‫ﺩﺭﺳـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻥ ﺍﳌـﺎﺩﺓ ﺗﺘﻜﻮﻥ ﻣـﻦ ﺫﺭﺍﺕ‪ ،‬ﻭﺃﻥ ﺍﻟـﺬﺭﺓ ﺗﻜـﻮﻥ ﻣﺘﻌﺎﺩﻟﺔ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴـﺎ ﰲ ﺍﳊﺎﻟﺔ‬
‫ﺍﻟﻄﺒﻴﻌﻴﺔ؛ ﺃﻱ ﺃﻥ ﻋﺪﺩ ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﻮﺟﺒﺔ )ﺍﻟﱪﻭﺗﻮﻧﺎﺕ( ﻓﻴﻬﺎ ﻳﺴﺎﻭﻱ ﻋﺪﺩ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﺴﺎﻟﺒﺔ‬
‫)ﺍﻹﻟﻜﱰﻭﻧـﺎﺕ(‪ .‬ﻭﺗﻜﺘﺴـﺐ ﺍﻟﺬﺭﺓ ﺷـﺤﻨﺔ ‪ Charge‬ﺇﺫﺍ ﻓﻘﺪﺕ ﺃﻭ ﺍﻛﺘﺴـﺒﺖ ﺇﻟﻜﱰﻭﻧﺎﺕ‬
‫ﺳـﺎﻟﺒﺔ‪ ،‬ﻭﺃﻥ ﺍﳌـﺎﺩﺓ ﺍﻟﻌﺎﺯﻟﺔ ﻣﺜﻞ ﺍﻟﺒﻼﺳـﺘﻴﻚ ﻭﺍﻟﺰﺟﺎﺝ ﺗﺸـﺤﻦ ﺑﺎﻟﻜﻬﺮﺑﺎﺀ ﻋﻨـﺪ ﺩﻟﻜﻬﺎ ﺑﻤﻮﺍﺩ‬
‫ﺃﺧﺮ￯ ﻛﺎﳊﺮﻳﺮ ﻭﺍﻟﺼﻮﻑ‪ ،‬ﻓﺪﻟﻚ ﺳـﺎﻕ ﻣﻦ ﺍﻟﺒﻼﺳـﺘﻴﻚ ﺑﺎﻟﺼﻮﻑ ﻳﻜﺴﺒﻬﺎ ﺷﺤﻨﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‬
‫ﺳـﺎﻟﺒﺔ‪ ،‬ﺑﻴﻨـﲈ ﻳﺼﺒﺢ ﺍﻟﺼـﻮﻑ ﻣﻮﺟﺐ ﺍﻟﺸـﺤﻨﺔ‪ .‬ﻛﲈ ﺃﻥ ﺩﻟـﻚ ﺍﻟﺰﺟﺎﺝ ﺑﺎﳊﺮﻳﺮ ﻳﻮﻟﺪ ﺷـﺤﻨﺔ‬
‫ﻣﻮﺟﺒﺔ ﻋﲆ ﺍﻟﺰﺟﺎﺝ‪ ،‬ﺑﻴﻨﲈ ﺗﺘﻮﻟﺪ ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ ﻋﲆ ﺍﳊﺮﻳﺮ‪.‬‬
‫ﻳﺴﺘﺨﺪﻡ ﺟﻬﺎﺯ ﺍﻟﻔﺎﻥ ﺩﻱ ﺟﺮﺍﻑ ﻟﺘﻮﻟﻴﺪ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ؛ ﺣﻴﺚ ﺗﺘﻮﻟﺪ ﺷﺤﻨﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻣﻮﺟﺒﺔ ﻋﲆ ﻛﺮﺗﻪ ﺍﻟﻔﻠﺰﻳﺔ )ﺍﻟﻘﺒﺔ( ﻋﻨﺪ ﺗﺸﻐﻴﻠﻪ‪ .‬ﻭﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺷﺤﻦ ﻛﺮﺗﻪ ﻧﻘﺮﺏ ﻣﻨﻬﺎ ﺇﱃ ﻣﺴﺎﻓﺔ‬
‫ﻭﻣﻴﻀﺎ ( ﺗﻨﻄﻠﻖ ﻣﻦ ﻛﺮﺓ ﺍﳉﻬﺎﺯ )ﻗﺒﺘﻪ(‬
‫ﹰ‬ ‫ﻛﺎﻓﻴﺔ ﻛﺮﺓ ﻓﻠﺰﻳﺔ ﺻﻐﲑﺓ ﻣﺘﻌﺎﺩﻟﺔ‪ ،‬ﻓﺴﻨﺸـﺎﻫﺪ ﴍﺍﺭﺓ )‬ ‫‪7-1‬‬
‫ﰲ ﺍﲡﺎﻩ ﺍﻟﻜﺮﺓ ﺍﻷﺧﺮ￯ ﻻﺣﻆ ﺍﻟﺸﻜﻞ ‪ .7-1‬ﻭﻫﺬﺍ ﺩﻟﻴﻞ ﻋﲆ ﺃﻥ ﻛﺮﺓ ﺍﳉﻬﺎﺯ ﻛﺎﻧﺖ ﻣﺸﺤﻮﻧﺔ‪.‬‬ ‫‪‬‬
‫ﻟﻜﻦ ﻣﺎ ﺗﻠﻚ ﺍﻟﴩﺍﺭﺓ ﺍﻟﺘﻲ ﺍﻧﻄﻠﻘﺖ ﻣﻦ ﻛﺮﺓ ﺍﳉﻬﺎﺯ ﺇﱃ ﺍﻟﻜﺮﺓ ﺍﻟﺼﻐﲑﺓ؟ ﻭﻛﻴﻒ ﺗﻢ ﺷﺤﻨﻬﺎ؟‬
‫ﺇﻥ ﻫـﺬﻩ ﺍﻟﴩﺍﺭﺓ ﻋﺒﺎﺭﺓ ﻋﻦ ﺷـﺤﻨﺎﺕ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﻮﻟﺪﺕ ﻋﲆ ﻛـﺮﺓ ﺍﳉﻬﺎﺯ ﻧﺘﻴﺠﺔ ﳊﺮﻛﺔ ﺍﳉﺰﺀ‬
‫ﺍﻷﺳﻔﻞ ﻣﻨﻪ‪ ،‬ﺛﻢ ﻋﻤﻞ ﺍﳊﺰﺍﻡ ﺍﳌﺘﺤﺮﻙ ﻋﲆ ﻧﻘﻞ ﺗﻠﻚ ﺍﻟﺸﺤﻨﺎﺕ ﺇﱃ ﺍﻟﻜﺮﺓ ﻓﺴﻜﻨﺖ ﻋﻠﻴﻬﺎ‪ .‬ﺇﻥ‬
‫ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﻮﻟﺪﺕ ﺑﺎﻟﻄﺮﻕ ﺍﻟﺴﺎﺑﻘﺔ ﻋﲆ ﺍﻟﺼﻮﻑ ﺃﻭ ﺍﻟﺒﻼﺳﺘﻴﻚ ﺃﻭ ﻋﲆ ﻛﺮﺓ‬
‫ﺍﻟﻔﺎﻥ ﺩﻱ ﺟﺮﺍﻑ ﺃﻭ ﻏﲑﻫﺎ ﺗﺴﻤﻰ ﻛﻬﺮﺑﺎﺀ ﺳﻜﻮﻧﻴﺔ ‪.Electrostatics‬‬
‫‪ Charged Objects ‬ﻫـﻞ ﻻﺣﻈﺖ ﺍﻧﺠﺬﺍﺏ ﺷـﻌﺮﻙ ﻧﺤﻮ ﺍﳌﺸـﻂ‬
‫ﺃﻳﻀﺎ ﺍﻟﺘﺼﺎﻕ ﺍﳉـﻮﺍﺭﺏ ﺃﺣﻴﺎﻧﹰﺎ ﺑﻌﻀﻬﺎ ﺑﺒﻌﺾ‬
‫ﻋﻨﺪ ﲤﺸـﻴﻄﻪ ﰲ ﻳﻮﻡ ﺟـﺎﻑ؟ ﻟﻌﻠﻚ ﻻﺣﻈﺖ ﹰ‬
‫ﻋﻨـﺪ ﺇﺧﺮﺍﺟﻬﺎ ﻣﻦ ﳎ ﹼﻔﻔﺔ ﺍﳌﻼﺑﺲ‪ .‬ﻭﻟﻌﻠـﻚ ﻻﺣﻈﺖ ﻛﺬﻟﻚ ﺍﻧﺠﺬﺍﺏ ﻗﺼﺎﺻﺎﺕ ﺍﻟﻮﺭﻕ ﺇﱃ‬
‫ﺍﳌﺴـﻄﺮﺓ ﺍﻟﺒﻼﺳﺘﻴﻜﻴﺔ ﺍﳌﺪﻟﻮﻛﺔ ﺑﺎﻟﺼﻮﻑ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .7-2‬ﻣﻦ ﺍﳌﺆﻛﺪ ﻭﺟﻮﺩ ﻗﻮﺓ ﺟﺪﻳﺪﺓ‬
‫ﺳﺒﺒﺖ ﺍﻧﺠﺬﺍﺏ ﻫﺬﻩ ﺍﻷﺟﺴﺎﻡ )ﺍﻟﺸﻌﺮ‪ ،‬ﺍﳉﻮﺍﺭﺏ‪ ،‬ﻗﺼﺎﺻﺎﺕ ﺍﻟﻮﺭﻕ(‪ ،‬ﻭﺃﻥ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﺃﻛﱪ‬
‫ﻣﻦ ﻗﻮﺓ ﺟﺬﺏ ﺍﻷﺭﺽ ﺑﺪﻟﻴﻞ ﺃﳖﺎ ﺗﻐﻠﺒﺖ ﻋﻠﻴﻬﺎ ﻭﺳﺒﺒﺖ ﺗﺴﺎﺭﻉ ﻗﺼﺎﺻﺎﺕ ﺍﻟﻮﺭﻕ ﺇﱃ ﺃﻋﲆ‪.‬‬
‫ﻭﻫﻨـﺎﻙ ﺍﺧﺘﻼﻓﺎﺕ ﺃﺧﺮ￯ ﺑـﲔ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺟﺬﺑﺖ ﺍﻟﻘﺼﺎﺻﺎﺕ ﻧﺤﻮ ﺍﳌﺴـﻄﺮﺓ ﻭﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ‬
‫ﺍﻷﺭﺿﻴﺔ؛ ﻓﻘﺼﺎﺻﺎﺕ ﺍﻟﻮﺭﻕ ﻻ ﺗﻨﺠﺬﺏ ﺇﱃ ﺍﳌﺴﻄﺮﺓ ﺇﻻ ﺑﻌﺪ ﺩﻟﻚ ﺍﳌﺴﻄﺮﺓ‪ ،‬ﻛﲈ ﺃﻥ ﺍﳌﺴﻄﺮﺓ‬ ‫‪ 7-2‬‬
‫ﺗﻔﻘـﺪ ﺧﺎﺻﻴـﺔ ﺍﳉﺬﺏ ﻫﺬﻩ ﺑﻌﺪ ﻓﱰﺓ ﻗﺼـﲑﺓ‪ .‬ﺃﻣﺎ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴـﺔ ﻓﻼ ﲢﺘﺎﺝ ﺇﱃ ﺩﻟﻚ‬ ‫‪‬‬
‫‪   ‬‬
‫‪   ‬‬
‫‪    ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬

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 ‫ﺣﺘـﻰ ﺗﺘﻮ ﹼﻟـﺪ‪ ،‬ﻛﲈ ﺃﳖﺎ ﻻ ﺗﻔﻘﺪ ﺧﺎﺻﻴﺔ ﺍﳉﺬﺏ‪ .‬ﻟﻘﺪ ﻻﺣﻆ ﻗﺪﻣـﺎﺀ ﺍﻹﻏﺮﻳﻖ ﹰ‬
‫ﺁﺛﺎﺭﺍ ﳑﺎﺛﻠﺔ ﻟﺘﺄﺛﲑ‬
‫ﺍﳌﺴﻄﺮﺓ ﺍﳌﺪﻟﻮﻛﺔ ﻋﻨﺪﻣﺎ ﺩﻟﻜﻮﺍ ﺍﻟﻌﻨﱪ )ﺍﻟﻜﻬﺮﻣﺎﻥ(‪) .‬ﻭﺍﻟﻜﻠﻤﺔ ﺍﻟﻴﻮﻧﺎﻧﻴﺔ ﺍﻟﺘﻲ ﺗﻜﺎﻓﺊ ﻋﻨﱪ ﻫﻲ‬
‫ﻭﺗﺴـﻤﻰ ﺍﻷﺟﺴﺎﻡ ﺍﻟﺘﻲ ﺗﺒﺪﻱ‬
‫ﹼ‬ ‫ﹸﺴـﻤﻰ ﺧﺎﺻﻴﺔ ﺍﳉﺬﺏ ﻫﺬﻩ ﺍﻵﻥ ﺍﻟﻜﻬﺮﺑﺎﺀ‪.‬‬ ‫"ﺇﻟﻜﱰﻭﻥ" (‪ ،‬ﻭﺗ ﹼ‬
‫ﺗﻔﺎﻋ ﹰ‬
‫ﻼ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ ﺑﻌﺪ ﺍﻟﺪﻟﻚ ﺍﻷﺟﺴﺎ ﹶﻡ ﺍﳌﺸﺤﻮﻧﺔ‪.‬‬
‫ﻭﻟﻜـﻦ ﻛﻴـﻒ ﺗﺘﻔﺎﻋـﻞ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌـﺾ؟ ﻟﻺﺟﺎﺑﺔ ﻋـﲆ ﺫﻟﻚ ﺿﻊ‬
‫ﻋـﺪ ﹰﺩﺍ ﻣﻦ ﺍﻷﻃﺒﺎﻕ ﺍﳌﺼﻨﻮﻋﺔ ﻣﻦ ﻭﺭﻕ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﺑﻌﻀﻬﺎ ﻓﻮﻕ ﺑﻌﺾ ﻋﲆ ﺳـﻄﺢ ﻗﺒﺔ ﺟﻬﺎﺯ‬
‫ﺍﻟﻔﺎﻧﺪﻱ ﺟﺮﺍﻑ‪ ،‬ﺛﻢ ﺷـﻐﻞ ﺍﳉﻬﺎﺯ‪ ،‬ﻭﺍﻧﺘﻈﺮ ﻓﱰﺓ ﺑﺴﻴﻄﺔ ﻣﻦ ﺍﻟﺰﻣﻦ‪ ،‬ﺳﺘﻼﺣﻆ ﺗﻄﺎﻳﺮ ﺍﻷﻃﺒﺎﻕ‬
‫ﺗﺘﺎﺑ ﹰﻌﺎ ﻋﻦ ﺍﻟﻘﺒﺔ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ 7-3‬ﻭﻫﺬﺍ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﺘﻢ ﺇﻻ ﺑﻮﺟﻮﺩ ﻗﻮﺓ ﺃﺩﺕ ﺇﱃ ﺗﻨﺎﻓﺮﻫﺎ‪.‬‬
‫ﻭﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺗﻠﻚ ﺍﻷﻃﺒﺎﻕ ﻧﻼﺣﻆ ﺃﳖﺎ ﻛﺎﻧﺖ ﻣﻼﻣﺴﺔ ﻟﻠﻘﺒﺔ‪ ،‬ﺃﻱ ﺃﳖﺎ ﺍﻛﺘﺴﺒﺖ ﻧﻮﻉ ﺍﻟﺸﺤﻨﺔ‬
‫ﻧﻔﺴـﻪ ﻟﻠﻘﺒﺔ؛ ﻟﺬﺍ ﻓﺈﻥ ﺗﻠﻚ ﺍﻟﻘﻮﺓ ﻧﺎﲡﺔ ﻋﻦ ﺗﻨﺎﻓﺮ ﺑﲔ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺘﺸـﺎﲠﺔ‪ .‬ﺃﻱ ﺃﻥ‬
‫ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﺘﺸـﺎﲠﺔ ﺗﺘﻨﺎﻓﺮ‪ .‬ﺃﻣﺎ ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻓﻨﺴﺘﻨﺘﺞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﺎ ﻣﻦ ﺧﻼﻝ ﺗﻘﺮﻳﺐ‬
‫ﺳـﺎﻕ ﺯﺟﺎﺟﻲ ﻣﺪﻟﻮﻙ ﺑﺎﳊﺮﻳﺮ) ﻣﻮﺟﺐ ﺍﻟﺸـﺤﻨﺔ( ﻣﻦ ﺳـﺎﻕ ﺑﻼﺳـﺘﻴﻜﻲ ﻣﺪﻟﻮﻙ ﺑﺎﻟﺼﻮﻑ‬
‫)ﺳـﺎﻟﺒﺔ ﺍﻟﺸﺤﻨﺔ( ﻣﻌﻠﻖ ﻣﻦ ﻣﻨﺘﺼﻔﻪ ﺑﺨﻴﻂ ﻋﺎﺯﻝ‪ ،‬ﻧﻼﺣﻆ ﺃﳖﲈ ﻳﺘﺠﺎﺫﺑﺎﻥ‪ .‬ﺃﻱ ﺃﻥ ﺍﻟﺸﺤﻨﺎﺕ‬
‫ﺍﳌﺨﺘﻠﻔـﺔ ﺗﺘﺠـﺎﺫﺏ‪ .‬ﻭﻗـﻮﺓ ﺍﻟﺘﺠـﺎﺫﺏ ﻭﺍﻟﺘﻨﺎﻓﺮ ﺑـﲔ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺸـﺒﻪ ﻗﻮﺓ ﺟﺬﺏ‬
‫ﺍﻷﺭﺽ ﻟﻸﺟﺴﺎﻡ ﻣﻦ ﺣﻴﺚ ﺗﺄﺛﲑ ﺑﻌﻀﻬﺎ ﰲ ﺑﻌﺾ ﺑﻘﻮﺓ ﻋﻦ ﹸﺑﻌﺪ ﺩﻭﻥ ﺗﻼﻣﺲ‪.‬‬
‫ﻭﻗـﺪ ﺍﺻﻄﻠـﺢ ﻋﲆ ﺗﺴـﻤﻴﺔ ﺍﳌﻨﻈﻮﻣـﺔ ﺍﳌﻜﻮﻧﺔ ﻣﻦ ﺟﺴـﻤﲔ ﻣﻨﻔﺼﻠﲔ ﻣﺸـﺤﻮﻧﲔ ﺑﺸـﺤﻨﺘﲔ‬
‫ﻛﻬﺮﺑﺎﺋﻴﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﰲ ﺍﳌﻘﺪﺍﺭ ﻭﳐﺘﻠﻔﺘﲔ ﰲ ﺍﻟﻨﻮﻉ ﻭﻳﺆﺛﺮ ﻛﻞ ﻣﻨﻬﲈ ﰲ ﺍﻵﺧﺮ‪ ،‬ﺛﻨﺎﺋﻲ ﺍﻟﻘﻄﺐ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪.Electric dipole‬‬
‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﻜﻮﻧﻴﺔ؟‬

‫‪ 7-3‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪‬‬

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 ‫‪ ‬‬ ‫‪a‬‬

‫‪Forces on charged objects‬‬

‫ﻳﻤﻜﻦ ﺗﻮﺿﻴﺢ ﺍﻟﻘﻮ￯ ﺍﻟﺘﻲ ﺳﺒﺒﺖ ﺗﻨﺎﻓﺮ ﺍﻷﻃﺒﺎﻕ ﺍﳌﻮﺿﻮﻋﺔ ﻓﻮﻕ ﻗﺒﺔ ﺍﻟﻔﺎﻧﺪﻱ ﺟﺮﺍﻑ ﺃﻭ ﺍﻟﺘﻲ‬
‫ﺟﺬﺑﺖ ﺍﻟﻜﺮﺓ ﺍﻟﺰﺟﺎﺟﻴﺔ ﺇﱃ ﺍﳌﺴـﻄﺮﺓ ﺍﻟﺒﻼﺳـﺘﻴﻜﻴﺔ ﻣﻦ ﺧﻼﻝ ﺗﻌﻠﻴﻖ ﻗﻀﻴﺐ ﻣﻄﺎﻃﻲ ﺻﻠﺐ‬
‫ﺫﻱ ﺷـﺤﻨﺔ ﺳﺎﻟﺒﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﺪﻭﺭ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .7-4‬ﺇﺫﺍ ﹼﻗﺮﺑﺖ ﻗﻀﻴ ﹰﺒﺎ‬
‫ﺁﺧﺮ ﺫﺍ ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ ﻣﻦ ﺍﻟﻘﻀﻴﺐ ﺍﳌﻌ ﹼﻠﻖ ﻓﺴﻮﻑ ﻳﺪﻭﺭ ﺍﻟﻘﻀﻴﺐ ﺍﳌﻌ ﹼﻠﻖ ﻣﺒﺘﻌﺪﹰ ﺍ؛ ﺣﻴﺚ ﺗﺘﻨﺎﻓﺮ‬
‫ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﺴـﺎﻟﺒﺔ ﻋﲆ ﺍﻟﻘﻀﻴﺒـﲔ‪ .‬ﻭﻟﻴﺲ ﻣﻦ ﺍﻟﴬﻭﺭﻱ ﺃﻥ ﳛـﺪﺙ ﺗﻼﻣﺲ ﺑﲔ ﺍﻟﻘﻀﻴﺒﲔ‬ ‫‪b‬‬

‫ﺣﺘﻰ ﻳﻈﻬﺮ ﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ؛ ﻓﻬﺬﻩ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺴـﻤﻰ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺆﺛﺮ ﻋﻦ ﹸﺑﻌﺪ‪ .‬ﻭﺇﺫﺍ ﻋ ﹼﻠﻘﺖ‬
‫ﻗﻀﻴ ﹰﺒﺎ ﺯﺟﺎﺟ ﹼﹰﻴﺎ ﻣﺸﺤﻮﻧﹰﺎ ﺑﺸﺤﻨﺔ ﻣﻮﺟﺒﺔ‪ ،‬ﺛﻢ ﻗﺮ ﹼﺑﺖ ﺇﻟﻴﻪ ﻗﻀﻴ ﹰﺒﺎ ﺯﺟﺎﺟ ﹼﹰﻴﺎ ﺁﺧﺮ ﻣﺸﺤﻮﻧﹰﺎ ﺑﺸﺤﻨﺔ‬
‫ﺃﻳﻀﺎ ﻓﺴﻴﺘﻨﺎﻓﺮ ﺍﻟﻘﻀﻴﺒﺎﻥ‪ .‬ﺃﻣﺎ ﺇﺫﺍ ﹼﻗﺮﺑﺖ ﻗﻀﻴ ﹰﺒﺎ ﻣﺸﺤﻮﻧﹰﺎ ﺑﺸﺤﻨﺔ ﺳﺎﻟﺒﺔ ﺇﱃ ﻗﻀﻴﺐ ﺁﺧﺮ‬ ‫ﻣﻮﺟﺒﺔ ﹰ‬
‫ﻣﺸـﺤﻮﻥ ﺑﺸـﺤﻨﺔ ﻣﻮﺟﺒﺔ ﻓﺴﻴﺠﺬﺏ ﻛﻞ ﻣﻨﻬﲈ ﺍﻵﺧﺮ‪ ،‬ﻭﺳـﻴﺪﻭﺭ ﺍﻟﻘﻀﻴﺐ ﺍﳌﻌ ﹼﻠﻖ ﻣﻘﱰ ﹰﺑﺎ ﻣﻦ‬
‫ﺍﻟﻘﻀﻴﺐ ﺍﻵﺧﺮ‪.‬‬
‫‪c‬‬
‫ﻳﻤﻜﻦ ﺗﻠﺨﻴﺺ ﻣﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﻣﻦ ﺧﻼﻝ ﺍﳌﺸـﺎﻫﺪﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻭﺳﻠﻮﻙ ﺍﻟﻘﻀﺒﺎﻥ ﺍﳌﺸﺤﻮﻧﺔ‬
‫ﻛﲈ ﻳﺄﰐ‪:‬‬
‫• ﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ :‬ﻣﻮﺟﺒﺔ ﻭﺳﺎﻟﺒﺔ‪.‬‬
‫• ﺗﺆﺛﺮ ﺍﻟﺸﺤﻨﺎﺕ ﺑﻌﻀﻬﺎ ﻓﻲ ﺑﻌﺾ ﺑﻘﻮ￯ ﻋﻦ ﹸﺑﻌﺪ‪.‬‬
‫• ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ ﺗﺘﻨﺎﻓﺮ‪ ،‬ﻭﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ ﺗﺘﺠﺎﺫﺏ‪.‬‬
‫ﻻ ﻳﻌـﺪ ﺗﻨﺎﻓـﺮ ﺍﻷﻃﺒـﺎﻕ ﺃﻭ ﺍﻧﺠـﺬﺍﺏ ﺍﻟﻜـﺮﺓ ﺍﻟﺰﺟﺎﺟﻴﺔ ﺇﱃ ﺍﳌﺴـﻄﺮﺓ ﻭﻻ ﺍﻟﻘﻀﻴـﺐ ﺍﳌﻌ ﹼﻠﻖ ﰲ‬ ‫‪7-4‬‬
‫ﻭﻋﻮﺿﺎ ﻋﻦ‬
‫ﹰ‬ ‫ﺍﳍـﻮﺍﺀ ﻃﺮﻳﻘـﺔ ﺩﻗﻴﻘﺔ ﺃﻭ ﻣﻼﺋﻤﺔ ﻟﺘﺤﺪﻳـﺪ ﻧﻮﻉ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﻣﻘﺪﺍﺭﻫـﺎ‪.‬‬ ‫‪  ‬‬
‫ﻓﻠﺰﻳﺔ )ﺃﻭ ﻗﺮﺹ ﻓﻠﺰﻱ(‬ ‫ﻳﺴﻤﻰ ﹼ‬
‫ﺍﻟﻜﺸـﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻳﱰﻛﹼﺐ ﻣﻦ ﻛﺮﺓ ﹼ‬ ‫ﺫﻟﻚ ﻳﺴـﺘﺨﺪﻡ ﺟﻬﺎﺯ ﹼ‬ ‫‪‬‬
‫ﺗﺴـﻤﻴﺎﻥ ﺍﻟﻮﺭﻗﺘﲔ‪ .‬ﻭﻳﺒﲔ‬
‫ﹼ‬ ‫ﹸﻣﺜ ﹼﺒﺘﺔ ﻋﲆ ﺳـﺎﻕ ﻓﻠﺰﻳﺔ ﻣﺘﺼﻠﺔ ﺑﻘﻄﻌﺘﲔ ﻓﻠﺰﻳﺘﲔ ﺧﻔﻴﻔﺘﲔ ﺭﻗﻴﻘﺘﲔ‪،‬‬
‫ﹰ‬
‫ﻣﺘﻌﺎﺩﻻ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻮﺭﻗﺘﲔ ﻣﻌ ﹼﻠﻘﺘﺎﻥ ﺑﺼﻮﺭﺓ ﺣﺮﺓ ﺩﺍﺧﻞ ﺇﻧﺎﺀ‬ ‫ﻛﺸﺎ ﹰﻓﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‬
‫ﺍﻟﺸﻜﻞ ‪ 7-5‬ﹼ‬
‫ﺯﺟﺎﺟﻲ ﺷﻔﺎﻑ ﻣﻐﻠﻖ؛ ﻭﺫﻟﻚ ﻟﻠﺤﺪ ﻣﻦ ﺗﺄﺛﲑ ﺗﻴﺎﺭﺍﺕ ﺍﳍﻮﺍﺀ‪.‬‬
‫‪‬‬

‫‪‬‬

‫‪ ‬‬ ‫‪7-5‬‬

‫‪‬‬
‫‪ ‬‬
‫‪   ‬‬
‫‪    ‬‬
‫‪‬‬

‫‪110‬‬
 ‫‪-‬‬‫‪---‬‬
‫‪- --‬‬
‫‪-‬‬
‫‪-‬‬
‫‪--‬‬ ‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬
‫‪a‬‬
‫‪ 7-6‬‬
‫‪‬‬
‫‪  a ‬‬
‫‪---‬‬ ‫‪--- --‬‬ ‫‪--‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪+ + +‬‬ ‫‪+ + + -‬‬‫‪- -‬‬
‫‪      ‬‬ ‫‪b‬‬ ‫‪-‬‬
‫‪- --‬‬
‫‪-‬‬
‫‪- -- -‬‬
‫‪- -‬‬
‫‪- -‬‬
‫‪+ +‬‬ ‫‪c‬‬ ‫‪+ +‬‬ ‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬‫‪-‬‬ ‫‪-‬‬
‫‪--‬‬ ‫‪-‬‬
‫‪--‬‬ ‫‪--‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪--‬‬ ‫‪--‬‬

‫‪   ‬‬

‫‪  b ‬‬
‫‪      ‬‬
‫‪--‬‬ ‫‪--‬‬
‫‪       ‬‬
‫‪-‬‬
‫‪--‬‬
‫‪- -‬‬
‫‪- -‬‬
‫‪-‬‬
‫‪-‬‬
‫‪--‬‬
‫‪- -‬‬
‫‪- -‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪- -‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪- -‬‬
‫‪-‬‬
‫‪-‬‬
‫‪-‬‬
‫‪--‬‬
‫‪--‬‬
‫‪--‬‬
‫‪--‬‬
‫‪--‬‬ ‫‪--‬‬

‫‪c‬‬

‫‪Charging by conduction‬ﻋﻨﺪﻣـﺎ ﻳﻠﻤـﺲ ﻗﻀﻴـﺐ ﻣﺸـﺤﻮﻥ‬

‫ﺑﺸﺤﻨﺔ ﺳﺎﻟﺒﺔ ﺍﻟﻜﺮﺓ ﺍﻟﻔﻠﺰﻳﺔ ﻟﻠﻜﺸﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺗﻨﺘﻘﻞ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻨﻪ ﺇﱃ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﺗﺘﻮﺯﻉ‬
‫ﻫﺬﻩ ﺍﻟﺸـﺤﻨﺎﺕ ﻋﲆ ﺳـﻄﺢ ﺍﻟﻔﻠﺰ‪ .‬ﻭﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،7-6a‬ﺗﺸـﺤﻦ ﺍﻟﻮﺭﻗﺘﺎﻥ‬
‫ﺑﺸـﺤﻨﺎﺕ ﺳـﺎﻟﺒﺔ‪ ،‬ﻟﺬﺍ ﻓﺈﳖﲈ ﺗﺘﻨﺎﻓـﺮﺍﻥ ﻭﺗﻨﻔﺮﺟﺎﻥ‪ ،‬ﻭﻳﺼﺒﺢ ﺍﻟﻜﺸـﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﺸـﺤﻮﻧﹰﺎ‪.‬‬
‫ﺟﺴﲈ ﺁﺧﺮ ﻣﺸﺤﻮﻧﹰﺎ ﺍﻟﺸﺤ ﹶﻦ ﺑﺎﻟﺘﻮﺻﻴﻞ‪ .‬ﻛﲈ ﺗﻨﻔﺮﺝ‬
‫ﺴﻤﻰ ﺷﺤﻦ ﺍﳉﺴﻢ ﺍﳌﺘﻌﺎﺩﻝ ﺑﻤﻼﻣﺴﺘﻪ ﹰ‬ ‫ﻭ ﹸﻳ ﹼ‬
‫ﺃﻳﻀﺎ ﻋﻨﺪ ﺷﺤﻦ ﺍﻟﻜﺸﺎﻑ ﺑﺸﺤﻨﺎﺕ ﻣﻮﺟﺒﺔ‪ ،‬ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ ﺇﺫﻥ ﻣﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ‬ ‫ﺍﻟﻮﺭﻗﺘﺎﻥ ﹰ‬
‫ﺍﻟﻜﺸﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﺸﺤﻮﻧﹰﺎ ﺑﺸﺤﻨﺔ ﻣﻮﺟﺒﺔ ﺃﻡ ﺳﺎﻟﺒﺔ؟ ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﻧﻮﻉ ﺍﻟﺸﺤﻨﺔ ﺑﻤﻼﺣﻈﺔ‬ ‫ﹼ‬
‫ﻭﺭﻗﺘﻲ ﺍﻟﻜﺸﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺸﺤﻮﻥ ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﻗﻀﻴﺐ ﻣﺸﺤﻮﻥ ﺑﺸﺤﻨﺔ ﻣﻌﻠﻮﻣﺔ ﻣﻦ ﻛﺮﺗﻪ‬
‫ﺩﻭﻥ ﻣﻼﻣﺴـﺘﻪ ﳍﺎ؛ ﺇﺫ ﻳﺰﺩﺍﺩ ﺍﻧﻔﺮﺍﺝ ﺍﻟﻮﺭﻗﺘﲔ ﺃﻛﺜﺮ ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﺟﺴـﻢ ﺷﺤﻨﺘﻪ ﻣﺸﺎﲠﺔ ﻟﺸﺤﻨﺔ‬
‫‪  7-7‬‬ ‫ﺍﻟﻜﺸﺎﻑ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ ،7-6b‬ﻭﺳﻴﻘﻞ ﺍﻧﻔﺮﺍﺝ ﺍﻟﻮﺭﻗﺘﲔ ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺤﻨﺔ ﺍﻟﻜﺸﺎﻑ ﳐﺎﻟﻔﺔ‬ ‫ﹼ‬
‫‪     ‬‬ ‫ﻘﺮﺏ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪.7-6c‬‬ ‫ﻟﺸﺤﻨﺔ ﺍﳉﺴﻢ ﺍ ﹸﳌ ﹼ‬
‫‪   ‬‬ ‫‪Charging by induction ‬ﺍﻓـﱰﺽ ﺃﻥ ﻛﺮﺗـﲔ ﻓﻠﺰﻳﺘـﲔ ﻣﺘﲈﺛﻠﺘـﲔ‬
‫‪     a‬‬
‫ﻣﺘﻌﺎﺩﻟﺘـﲔ )ﻋـﺪﺩ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳌﻮﺟﺒـﺔ ﻳﺴـﺎﻭﻱ ﻋـﺪﺩ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﺴـﺎﻟﺒﺔ(‪ ،‬ﻭﻣﻌﺰﻭﻟﺘﲔ ﻗﺪ‬
‫‪   b ‬‬
‫ﺗﻼﻣﺴـﺘﺎ‪ ،‬ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .7-7a‬ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﻗﻀﻴﺐ ﻣﺸﺤﻮﻥ ﺑﺸـﺤﻨﺔ ﺳﺎﻟﺒﺔ ﺇﱃ ﺇﺣﺪﺍﳘﺎ‪،‬‬
‫‪         ‬‬
‫‪c     ‬‬ ‫ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،7-7b‬ﺗﻨﺘﻘﻞ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣـﻦ ﺍﻟﻜﺮﺓ ﺍﻷﻭﱃ ﺇﱃ ﺍﻟﻜـﺮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﺒﻌﻴﺪﺓ ﻋﻦ‬
‫‪    ‬‬ ‫ﺍﻟﻘﻀﻴـﺐ؛ ﺑﺴـﺒﺐ ﻗـﻮﺓ ﺍﻟﺘﻨﺎﻓﺮ ﻣﻊ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﺴـﺎﻟﺒﺔ ﺍﻟﺘﻲ ﻋـﲆ ﺍﻟﻘﻀﻴﺐ‪ ،‬ﻭﺗﺼﺒﺢ ﺳـﺎﻟﺒﺔ‬
‫‪     ‬‬ ‫ﺍﻟﺸـﺤﻨﺔ‪ ،‬ﰲ ﺣﲔ ﺗﺼﺒﺢ ﺍﻟﻜﺮﺓ ﺍﻷﻭﱃ )ﺍﻷﻗﺮﺏ ﺇﱃ ﺍﻟﻘﻀﻴﺐ( ﻣﻮﺟﺒﺔ ﺍﻟﺸـﺤﻨﺔ‪ .‬ﻭﺇﺫﺍ ﹸﻓﺼﻠﺖ‬
‫‪‬‬ ‫ﺍﻟﻜﺮﺗـﺎﻥ ﺇﺣﺪﺍﳘـﺎ ﻋﻦ ﺍﻷﺧـﺮ￯ ﻭﺍﻟﻘﻀﻴﺐ ﻗﺮﻳﺐ ﻓﺈﳖﲈ ﺳﺘﹸﺸـﺤﻨﺎﻥ ﺑﺸـﺤﻨﺘﲔ ﻣﺘﺴـﺎﻭﻳﺘﲔ‬
‫‪-‬‬ ‫‪-- -‬‬
‫‪a‬‬ ‫‪b - ---- -- --‬‬ ‫‪c‬‬
‫‪- -‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪+ + +‬‬ ‫‪-+-‬‬ ‫‪- -‬‬ ‫‪+‬‬
‫‪+‬‬ ‫‪--++ --+‬‬ ‫‪+‬‬ ‫‪+‬‬‫‪+‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪-‬‬
‫‪++‬‬
‫‪+‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪+-- -- -- -‬‬
‫‪+- -‬‬ ‫‪+‬‬
‫‪+-- -- - + -+-‬‬ ‫‪+ ++ + +- - -‬‬ ‫‪++ ++‬‬ ‫‪+--‬‬
‫‪+‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪+‬‬ ‫‪-- - - -‬‬ ‫‪+‬‬ ‫‪+‬‬‫‪-‬‬
‫‪-‬‬ ‫‪-- - - -‬‬
‫‪- +‬‬ ‫‪-++‬‬ ‫‪- + +--+‬‬ ‫‪+ ++‬‬ ‫‪+‬‬ ‫‪- -‬‬ ‫‪++ ++‬‬ ‫‪--‬‬

‫‪111‬‬
‫ﻣﻘﺪﺍﺭﺍ ﻭﳐﺘﻠﻔﺘﲔ ﻧﻮ ﹰﻋﺎ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .7-7c‬ﻭﺗﺴـﻤﻰ ﻋﻤﻠﻴﺔ ﺷـﺤﻦ ﺍﳉﺴـﻢ‬
‫ﹰ‬
‫ﺩﻭﻥ ﻣﻼﻣﺴﺘﻪ ﺍﻟﺸﺤﻦ ﺑﺎﳊﺚ‪.‬‬
‫‪ The unit of charge: the coulomb‬ﻳﺼﻌﺐ‬
‫ﻗﻴـﺎﺱ ﻛﻤﻴﺔ ﺍﻟﺸـﺤﻨﺔ ﻋﲆ ﺟﺴـﻢ ﻣﺒـﺎﴍﺓ‪ .‬ﻭﻗﺪ ﺑ ﹼﻴﻨﺖ ﲡـﺎﺭﺏ ﻛﻮﻟﻮﻡ ﺃﻧﻪ ﻳﻤﻜـﻦ ﺭﺑﻂ ﻛﻤﻴﺔ‬
‫ﺍﻟﺸـﺤﻨﺔ ﺑﺎﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻟﺬﺍ ﲤ ﱠﻜﻦ ﻛﻮﻟﻮﻡ ﻣﻦ ﺗﻌﺮﻳﻒ ﻛﻤﻴﺔ ﻣﻌﻴﺎﺭﻳﺔ ﺃﻭ ﻗﻴﺎﺳـﻴﺔ ﻟﻠﺸـﺤﻨﺔ‬
‫ﻭﺳـﻤﻴﺖ ﻫـﺬﻩ ﺍﻟﻮﺣﺪﺓ ﺍﳌﻌﻴﺎﺭﻳﺔ ﻟﻠﺸـﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ‬
‫ﹼ‬ ‫ﺑﺪﻻﻟـﺔ ﻣﻘـﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﻮ ﹼﻟﺪﻫﺎ‪.‬‬
‫ﺍﻟﻨﻈـﺎﻡ ﺍﻟﻌﺎﳌـﻲ ﻟﻠﻮﺣـﺪﺍﺕ ‪ SI‬ﺍﻟﻜﻮﻟـﻮﻡ ‪ .C‬ﻭﻳﻌـﺮﻑ ﺍﻟﻜﻮﻟـﻮﻡ ‪ coulomb‬ﺑﺄﻧـﻪ ﻣﻘـﺪﺍﺭ‬
‫ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺘـﻲ ﺇﺫﺍ ﻭﺿﻌـﺖ ﻋﲆ ﺑﻌـﺪ ‪ 1m‬ﰲ ﺍﻟﻔﺮﺍﻍ ﺃﻭ ﺍﳍـﻮﺍﺀ ﻣﻦ ﺃﺧﺮ￯ ﳑﺎﺛﻠـﺔ ﳍﺎ ﻟﺘﺄﺛﺮﺕ‬
‫ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ .9×109N‬ﻭﺍﻟﻜﻮﻟﻮﻡ ﺍﻟﻮﺍﺣﺪ ﻳﺴـﺎﻭﻱ ﻣﻘﺪﺍﺭ ﺷﺤﻨﺔ ‪ 6.24×1018‬ﺇﻟﻜﱰﻭﻥ‬
‫ﻭﻳﺴـﻤﻰ ﻣﻘﺪﺍﺭ‬
‫ﹼ‬ ‫ﺃﻭ ﺑﺮﻭﺗـﻮﻥ‪ ،‬ﻭﻣﻘﺪﺍﺭ ﺷـﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻥ ﺍﳌﻔﺮﺩ ﺗﺴـﺎﻭﻱ ‪،1.6×10-19 C‬‬
‫ﺷـﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻥ ﺍﻟﺸﺤﻨﺔ ﺍﻷﺳﺎﺳـﻴﺔ‪ .‬ﻭﻳﻤﻜﻦ ﻟﻠﺼﺎﻋﻘﺔ ﺃﻥ ﲢﻤﻞ ﺷﺤﻨﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 5 C‬ﺇﱃ‬
‫‪ .25 C‬ﻭﺣﺘﻰ ﺍﳌﻮﺍﺩ ﺍﻟﺼﻐﲑﺓ ‪-‬ﻭﻣﻨﻬﺎ ﻗﻄﻌﺔ ﺍﻟﻌﻤﻠﺔ ﺍﳌﻌﺪﻧﻴﺔ‪ -‬ﲢﺘﻮﻱ ﻋﲆ ﺷـﺤﻨﺔ ﺳـﺎﻟﺒﺔ ﻗﺪ‬
‫ﺗﺼـﻞ ﺇﱃ ‪ ،106 C‬ﻭﻫـﺬﺍ ﺍﳌﻘـﺪﺍﺭ ﺍﳍﺎﺋﻞ ﻣﻦ ﻛﻤﻴﺔ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺴـﺎﻟﺒﺔ ﻻ ﻳﻮﻟﺪ ﻗـﻮ￯ ﻛﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻮﺍﺯﻥ ﺑﻜﻤﻴﺔ ﺷـﺤﻨﺔ ﻣﻮﺟﺒﺔ ﻣﺴﺎﻭﻳﺔ ﻟﻪ‪ .‬ﺃﻣﺎ ﺇﺫﺍ‬
‫ﺗﺆﺛﺮ ﻋﲆ ﺍﻷﺟﺴـﺎﻡ ﺍﻷﺧﺮ￯؛ ﻷﻧﻪ ﹸﻣﻌﺎ ﹶﺩﻝ ﻭ ﹸﻣ ﹶ‬
‫ﻛﺎﻧﺖ ﺍﻟﺸـﺤﻨﺎﺕ ﻏﲑ ﻣﺘﻌﺎﺩﻟﺔ ﻓﺴـﺘﺘﻮﻟﺪ ﻗﻮ￯ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺣﺘﻰ ﻟﻮ ﻛﺎﻧﺖ ﺍﻟﺸـﺤﻨﺔ ﺻﻐﲑﺓ‪،‬‬
‫ﻣﺜﻼ‪ ،‬ﻓﺈﳖﺎ ﻳﻤﻜﻦ ﺃﻥ ﺗﻮ ﹼﻟﺪ ﻗﻮ￯ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻛﺒﲑﺓ‪.‬‬ ‫‪ 10-9 C‬ﹰ‬
‫‪Applications of electrostatic forces‬ﻟﻠﻘﻮ￯‬
‫ﻼ ﺗﺴـﺘﻄﻴﻊ‬ ‫ﺍﻟﻜﻬﺮﻭﺳـﻜﻮﻧﻴﺔ ﺍﳌﺆﺛـﺮﺓ ﻋـﲆ ﺍﳉﺴـﻴﲈﺕ ﺍﻟﻜﺜﲑ ﻣـﻦ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﰲ ﺍﳊﻴﺎﺓ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻫـﺬﻩ ﺍﻟﻘﻮ￯ ﲡﻤﻴﻊ ﺍﻟﺴـﻨﺎﺝ )ﺍﻟﺴـﻮﺍﺩ ﺍﻟﻨﺎﺗـﺞ ﻋﻦ ﺍﻟﺪﺧﺎﻥ( ﻣـﻦ ﺍﳌﺪﺍﺧﻦ ﻛﲈ ﻫـﻮ ﻣﻮﺿﺢ ﰲ‬
‫ﺍﻟﺸـﻜﻞ ‪ ،7-8‬ﳑـﺎ ﳛﺪﱡ ﻣـﻦ ﺗﻠﻮﺙ ﺍﳍﻮﺍﺀ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ ﺷـﺤﻦ ﻗﻄﺮﺍﺕ ﺍﻟﻄـﻼﺀ ﺍﻟﺼﻐﲑﺓ ﺟﺪﹼﹰ ﺍ‬
‫ﺑﺎﳊﺚ‪ ،‬ﻭﺍﺳـﺘﻌﲈﳍﺎ ﻟﻄﻼﺀ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻭﻏﲑﻫﺎ ﺑﻨﺴـﻖ ﻣﻮﺣﺪ ﻋﲆ ﻛﺎﻓﺔ ﺍﻷﺟﺰﺍﺀ ﺍﳌﻄﻠﻴﺔ )ﻃﻼ ﹰﺀ‬
‫ﻣﻨﺘﻈـﲈ ﻟﻴﺲ ﻓﻴﻪ ﻃﺒﻘﺎﺕ ﻭﻻ ﺇﻋﻮﺟﺎﺝ(‪ .‬ﻭﺗﺴـﺘﺨﺪﻡ ﺁﻻﺕ ﺍﻟﺘﺼﻮﻳـﺮ ﺍﻟﻔﻮﺗﻮﺟﺮﺍﰲ ﺍﻟﻜﻬﺮﺑﺎﺀ‬ ‫ﹰ‬
‫ﺍﻟﺴـﻜﻮﻧﻴﺔ ﻟﻮﺿﻊ ﺍﳊﱪ ﺍﻷﺳـﻮﺩ ﻋﲆ ﺍﻟﻮﺭﻕ‪ ،‬ﺑﺤﻴﺚ ﻳﺘﻢ ﻧﺴـﺦ ﺻﻮﺭﺓ ﻃﺒﻖ ﺍﻷﺻﻞ ﻟﻠﻮﺛﻴﻘﺔ‬
‫ﻼ ﲡﻤﻊ‬ ‫ﺃﺛـﺎﺭﺍ ﺳـﻠﺒﻴﺔ‪ ،‬ﻓﻤﺜ ﹰ‬
‫ﺍﻷﺻﻠﻴـﺔ‪ .‬ﻟﻜـﻦ ﰲ ﺍﳌﻘﺎﺑـﻞ ﻳﻜﻮﻥ ﻟﺘﺠﻤﻊ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﺴـﻜﻮﻧﻴﺔ ﹰ‬
‫ﺷـﺤﻨﺎﺕ ﺳـﻜﻮﻧﻴﺔ ﻋﲆ ﻓﻴﻠﻢ ﻗﺪ ﻳﻜﻮﻥ ﺳـﺒ ﹰﺒﺎ ﰲ ﺟﺬﺏ ﺍﻟﻐﺒﺎﺭ ﺇﻟﻴﻪ ﳑﺎ ﻳﺴـﺒﺐ ﺗﻠﻔﻪ‪ ،‬ﻛﲈ ﻳﻤﻜﻦ‬
‫ﺗﺼﻤـﻢ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﰲ ﻫﺬﻩ‬ ‫ﺃﻥ ﺗﺘﻌﻄـﻞ ﻣﻌـﺪﺍﺕ ﺇﻟﻜﱰﻭﻧﻴﺔ ﻋﻨﺪ ﺗﻔﺮﻳﻎ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺴـﺎﻛﻨﺔ؛ ﻟﺬﺍ ﹼ‬
‫ﺍﳊﺎﻻﺕ ﻟﺘﺠﻨﹼﺐ ﺗﺮﺍﻛﻢ ﺍﻟﺸﺤﻨﺔ ﺍﻟﺴﻜﻮﻧﻴﺔ‪ ،‬ﻭﺇﺯﺍﻟﺔ ﺃﻱ ﺷﺤﻨﺔ ﻗﺪ ﺗﱰﺍﻛﻢ ﺑﻄﺮﻳﻘﺔ ﺁﻣﻨﺔ‪.‬‬
‫‪    7-8 ‬‬
‫ﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ؟ ﻭﻣﺎ ﺗﻌﺮﻳﻔﻬﺎ؟‬ ‫‪   ‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪   ‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪‬‬

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

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

Electrical hazard Harmful / Irritant Biological hazards Flammable


First aid

Eye wash station

Fire extinguisher

Radioactive safety
Theelectricfield

 
Hand protection 
Sharp objects safety

Eye safety 
Poison safety

Thermal 
safety
Oxidizer
‫ ﻣﺎ ﺍﻟﺬﻱ ﺳـ ﱠﺒﺐ ﺍﻧﺠﺬﺍﺏ ﺍﻟﻜﺮﺓ ﻗﺒﻴﻞ ﻣﻼﻣﺴﺘﻬﺎ‬،‫ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﲡﺮﺑﺔ ﺗﺄﺭﺟﺢ ﻛﺮﺓ ﺗﻨﺲ ﺍﻟﻄﺎﻭﻟﺔ‬

Explosive

Corrosive

‫ﻟﻠﺼﻔﻴﺤـﺔ؟ ﻭﻣﺎ ﺍﻟـﺬﻱ ﺟﻌﻞ ﺍﻟﻜﺮﺓ ﺗﺴـﺘﻤﺮ ﰲ ﺣﺮﻛﺘﻬﺎ ﺑﲔ ﺍﻟﺼﻔﻴﺤﺘﲔ؟ ﻋﻨـﺪ ﺍﻗﱰﺍﺏ ﺍﻟﻜﺮﺓ‬
‫ﻣـﻦ ﺇﺣﺪ￯ ﺍﻟﺼﻔﻴﺤﺘﲔ ﹸﺃﻋﻴﺪ ﺗﺮﺗﻴﺐ ﺷـﺤﻨﺎﲥﺎ ﺑﺤﻴﺚ ﲡﻤﻌﺖ ﺷـﺤﻨﺎﺕ ﳐﺎﻟﻔﺔ ﻟﺸـﺤﻨﺔ ﺗﻠﻚ‬
  
  
  
  
Hand protection Hand
Eye safety
protection 
Thermal
Eye safety
Laser beam safety Lab.Thermal Explosive
coat safety  Explosive
Ecological hazards 
Carcinogenic
Electrical hazard Harmful / Irritant Biological hazards Flammable

      .1

           

Electrical hazard 

Harmful / Irritant
Electrical hazard


Biological hazards
Harmful / Irritant


Flammable
Biological hazards Flammable
‫ ﻭﲡﻤﻌﺖ ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﺸﺎﲠﺔ ﻟﺸﺤﻨﺔ ﺍﻟﺼﻔﻴﺤﺔ ﻋﲆ‬،‫ﺍﻟﺼﻔﻴﺤﺔ ﻋﲆ ﻃﺮﻑ ﺍﻟﻜﺮﺓ ﺍﻷﻗﺮﺏ ﺇﻟﻴﻬﺎ‬


‫ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺼﻔﻴﺤﺘﲔ ﺃﺛﺮﺕ ﰲ ﺍﳊﻴﺰ ﺍﳌﻮﺟﻮﺩ ﺑﻴﻨﻬﲈ‬،‫ﻃﺮﻓﻬﺎ ﺍﻷﺑﻌﺪ‬
   

 First aid Eye wash station Fire extinguisher Radioactive safety

‫ ﻭﻫﺬﺍ ﺍﻟﺘﺄﺛﲑ ﻧﻔﺴﻪ ﻫﻮ ﺍﻟﺬﻱ ﻳﺴﺒﺐ ﻗﻮ￯ ﺍﻟﺘﺠﺎﺫﺏ‬،‫ﺑﺤﻴﺚ ﺗﺆﺛﺮ ﻛﻞ ﺷﺤﻨﺔ ﰲ ﺍﳊﻴﺰ ﺍﳌﺤﻴﻂ ﲠﺎ‬
   

 
First aid 
First aid
 station
Eye wash 
Fire extinguisher
Eye wash station
.2
Radioactive safety

Fire extinguisher

Radioactive safety

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

      ‫ ﻭﻫﻮ ﻣﺎ ﻳﻄﻠﻖ ﻋﻠﻴﻪ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬،‫ﻭﺍﻟﺘﻨﺎﻓﺮ ﺑﲔ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻸﺟﺴﺎﻡ ﺍﳌﺸﺤﻮﻧﺔ‬
Sharp objects safety Poison safety Oxidizer Corrosive

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

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

    

‫ ﻓﺎﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬.‫ ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ ﺍﻟﺼﻔﻴﺤﺘﲔ ﻫﻮ ﺍﻟﺬﻱ ﹶﺷ ﹶﺤﻦ ﺍﻟﻜﺮﺓ‬.‫ﻟﻠﺸـﺤﻨﺎﺕ‬
Sharp objects safety Poison safety Oxidizer Corrosive

     

‫ﺗﻮﻟﺪ ﺣﻮﳍﺎ ﹰ‬
Laser beam Lab. coat Ecological hazards Carcinogenic

‫ ﺑﺄﻧﻪ‬Electric field ‫ ﻭﻳﻌﺮﻑ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬.‫ﳎﺎﻻ ﻳﻤﺘﺪ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﳌﺤﻴﻄﺔ ﲠﺎ‬

   
Laser beam Lab. coat Ecological hazards Carcinogenic
   
Laser beam Lab. coat Ecological hazards Carcinogenic

 
    .3 ￯‫ﺍﳊﻴﺰ ﺍﳌﺤﻴﻂ ﺑﺎﻟﺸـﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻓﻴﻪ ﺗﺄﺛﲑ ﺗﻠﻚ ﺍﻟﺸـﺤﻨﺔ ﰲ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻷﺧﺮ‬
        ‫ ﺣﻴﺚ ﻳﻌﺘﻤﺪ ﻣﻘﺪﺍﺭﻫﺎ‬،‫ ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ ﳍﺎ ﻣﻘﺪﺍﺭ ﻭﺍﲡﺎﻩ ﳏﺪﺩﺍﻥ‬.‫ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻪ‬
 ‫ ﻭﻳﻜﻮﻥ ﺍﲡﺎﻫﻬﺎ ﰲ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ‬،‫ﻋﲆ ﻣﻘﺪﺍﺭ ﺍﻟﺸﺤﻨﺔ ﺍﻟﺘﻲ ﺳﺒﺒﺖ ﺍﳌﺠﺎﻝ‬
    .4 ‫ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﻓﻴﻬﺎ‬F ‫ ﻟﻠﺸﺤﻨﺔ ﺑﺪﻻﻟﺔ ﺍﻟﻘﻮﺓ‬E ‫ ﻭﻳﻘﺎﺱ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬.‫ﺍﳌﺠﺎﻝ ﰲ ﺷﺤﻨﺔ ﻣﻮﺟﺒﺔ‬
             .‫ ﻣﻮﺿﻮﻋﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‬q ‫ﺍﳌﺠﺎﻝ ﰲ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﺻﻐﲑﺓ ﺟﺪﹰ ﺍ‬


 .5
‫ ﻭﺍﻓﱰﺽ ﺃﻧﻚ ﻭﺿﻌﺖ‬.q ‫ﺟﺴﲈ ﻣﺸﺤﻮﻧﹰﺎ ﺑﺸﺤﻨﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﻳﻮﺿﺢ ﹰ‬ ‫ ﺍﻟﺬﻱ ﹼ‬7-9 ‫ﻻﺣﻆ ﺍﻟﺸﻜﻞ‬
‫ ﺍﳌﺆﺛﺮﺓ‬F ‫ ﺛﻢ ﺣﺴـﺒﺖ ﺍﻟﻘﻮﺓ‬،‫ﻣﺜﻼ‬ ‫ ﹰ‬A ‫ ﻭﻟﺘﻜﻦ ﺍﻟﻨﻘﻄﺔ‬،‫ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺍﳌﻮﺟﺒﺔ ﰲ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ‬

‫؛ ﺃﻱ ﺃﻧﻪ ﺇﺫﺍ‬q' ‫ ﺳـﺘﻼﺣﻆ ﺃﻥ ﻫـﺬﻩ ﺍﻟﻘﻮﺓ ﺗﺘﻨﺎﺳـﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻣﻘﺪﺍﺭ ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒـﺎﺭ‬.‫ﻓﻴﻬـﺎ‬
  .6
‫ ﻭﺇﺫﺍ‬.‫ﺗﻀﺎﻋﻔﺖ ﺍﻟﺸﺤﻨﺔ ﻓﺴﺘﺘﻀﺎﻋﻒ ﺍﻟﻘﻮﺓ ﻛﺬﻟﻚ؛ ﻟﺬﺍ ﺗﺒﻘﻰ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﻟﻘﻮﺓ ﻭﺍﻟﺸﺤﻨﺔ ﺛﺎﺑﺘﺔ‬

‫ ﻭﻫﺬﻩ ﺍﻟﻜﻤﻴﺔ‬.F/q' ‫ ﻓﺴـﺘﺤﺼﻞ ﻋﲆ ﻛﻤﻴﺔ ﻣﺘﺠﻬﺔ‬q' ‫ ﻋﲆ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ‬F ‫ﻗﺴـﻤﺖ ﺍﻟﻘﻮﺓ‬
          .7
 ‫ ﻭﺍﳌﺴـﺎﻓﺔ ﺑﲔ‬F ‫ ﻭﺇﻧﲈ ﺗﻌﺘﻤﺪ ﻓﻘﻂ ﻋﲆ ﻛﻞ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ‬،‫ﻻ ﺗﻌﺘﻤـﺪ ﻋﲆ ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒـﺎﺭ‬
     .8 ‫ﻭﻳﻌﱪ ﻋﻦ ﺷﺪﺓ ﺍﳌﺠﺎﻝ‬ ‫ ﹼ‬.‫ ﻭﺍﻟﺘﻲ ﹸﻋ ﹼﺮﻓﺖ ﺳﺎﺑ ﹰﻘﺎ ﺑﺎﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬A ‫ﺍﻟﺸﺤﻨﺔ ﻭﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ‬
  

E q'
A 
q
 +
q'
   7-9  q'
     E E
   


113
 ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪A‬؛ ﺃﻱ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﲤﺜﻞ ﻣﻮﻗﻊ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ‪ ،‬ﺑﺎﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪‬‬
‫• ﺧﻄﻮﻁ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺎﻟﻠﻮﻥ‬
‫‪E= F‬‬
‫__‬
‫'‬
‫ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫‪q‬‬ ‫ﺍﻟﻨﻴﻠﻲ‪.‬‬
‫ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺗﺴﺎﻭﻱ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻣﻘﺪﺍﺭ ﺗﻠﻚ‬ ‫• ﺍﻟﺸﺤﻨﺔ ﺍﻟﻤﻮﺟﺒﺔ ﺑﺎﻟﻠﻮﻥ ﺍﻷﺣﻤﺮ‪.‬‬
‫ﺍﻟﺸﺤﻨﺔ‪.‬‬ ‫• ﺍﻟﺸﺤﻨﺔ ﺍﻟﺴﺎﻟﺒﺔ ﺑﺎﻟﻠﻮﻥ ﺍﻷﺯﺭﻕ‪.‬‬

‫ﻭﻳﻜﻮﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﻧﻔﺲ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ‪ .‬ﻭﺗﻘﺎﺱ‬
‫ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ﻧﻴﻮﺗﻦ‪/‬ﻛﻮﻟﻮﻡ )‪.(N/C‬‬
‫ﻳﻤﻜﻦ ﺗﻜﻮﻳﻦ ﺻﻮﺭﺓ ﻟﻠﻤﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺎﺳـﺘﻌﲈﻝ ﺍﻷﺳـﻬﻢ ﻟﺘﻤﺜﻴـﻞ ﻣﺘﺠﻬﺎﺕ ﺍﳌﺠﺎﻝ ﻋﻨﺪ‬
‫ﻣﻮﺍﻗﻊ ﳐﺘﻠﻔﺔ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪7-9‬؛ ﺣﻴﺚ ﻳﺪﻝ ﻃﻮﻝ ﺍﻟﺴـﻬﻢ ﻋﲆ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﺑﻴﻨﲈ ﻳﺪﻝ ﺍﲡﺎﻩ ﺍﻟﺴـﻬﻢ ﻋﲆ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ‪ .‬ﻭﻹﳚﺎﺩ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻨﺎﺷـﺊ ﻋﻦ‬
‫ﺷـﺤﻨﺘﲔ ﻋﻨﺪ ﹴ‬
‫ﻧﻘﻄﺔ ﻳﺘﻢ ﺇﳚﺎﺩ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻨﺎﺷـﺊ ﻋﻦ ﻛﻞ ﺷﺤﻨﺔ ﻋﲆ ﺍﻧﻔﺮﺍﺩ ﻋﻨﺪ ﺗﻠﻚ‬
‫ﻣﺘﺠﻬﺎ‪ .‬ﻭﺗﺴﺘﺨﺪﻡ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻟﺮﺳﻢ ﺍﳌﺠﺎﻝ ﺍﻟﻨﺎﺷﺊ‬
‫ﹰ‬ ‫ﺍﻟﻨﻘﻄﺔ‪ ،‬ﺛﻢ ﹸﳚﻤﻊ ﻫﺬﺍﻥ ﺍﳌﺠﺎﻻﻥ ﲨ ﹰﻌﺎ‬
‫ﲡﻤﻊ ﻟﻠﺸـﺤﻨﺎﺕ‪ .‬ﻭﻳﻮﺿﺢ ﺍﳉﺪﻭﻝ ‪ 7-1‬ﻗﻴﻢ ﺍﳌﺠـﺎﻻﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺜﺎﻟﻴﺔ ﺍﻟﻨﺎﲡﺔ‬ ‫ﻋـﻦ ﺃﻱ ﹼ‬
‫ﻋﻦ ﲡﻤﻌﺎﺕ ﻣﻌﻴﻨﺔ ﻟﻠﺸﺤﻨﺎﺕ‪.‬‬
‫ﻭﺍﻟﺴﺆﺍﻝ ﻫﻨﺎ ﳌﺎﺫﺍ ﳚﺐ ﻗﻴﺎﺱ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﺻﻐﲑﺓ ﺟﺪﹰ ﺍ؟‬
‫ﺃﻳﻀﺎ ﺑﻘﻮﺓ ﰲ ﺍﻟﺸـﺤﻨﺔ ‪ .q‬ﻭﻣﻦ ﺍﳌﻬﻢ ﹼﺃﻻ ﺗﺆﺩﻱ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﲠﺎ‬
‫ﻷﻥ ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺗﺆﺛﺮ ﹰ‬
‫ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺇﱃ ﺇﻋﺎﺩﺓ ﺗﻮﺯﻳﻊ ﺷﺤﻨﺎﺕ ﺍﳌﻮﺻﻞ‪ ،‬ﳑﺎ ﻳﺴ ﹼﺒﺐ ﲢﺮﻙ ﺍﻟﺸﺤﻨﺔ ‪ q‬ﺇﱃ ﻣﻮﻗﻊ ﺁﺧﺮ‬
‫ﺗﻐﲑ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺬﻱ‬ ‫ﺗﻐﲑ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ '‪ ،q‬ﻭﻣﻦ ﹶﺛﻢ ﹼ‬
‫ﻋﻠﻴﻪ‪ ،‬ﻓﻴﺆﺩﻱ ﺫﻟﻚ ﺇﱃ ﹼ‬
‫ﻳﺘﻢ ﻗﻴﺎﺳـﻪ‪ .‬ﻟﺬﺍ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﺻﻐﲑﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﺇﳘﺎﻝ ﺗﺄﺛﲑﻫﺎ ﰲ‬
‫ﺍﻟﺸﺤﻨﺔ ‪.q‬‬
‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ؟ ﻭﻛﻴﻒ ﳛﺴﺐ؟‬

‫‪7-1‬‬
‫‪‬‬
‫‪N/C‬‬ ‫‪‬‬
‫‪1×103‬‬ ‫‪‬‬
‫‪1×105‬‬ ‫‪‬‬
‫‪3×106‬‬ ‫‪‬‬
‫‪3×1011‬‬ ‫‪‬‬

‫‪114‬‬
 ‫‪1‬‬
‫‪  ‬ﹺﻗﻴﺲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺍﳍﻮﺍﺀ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،3.0×10-6 C‬ﻓﺘﺄﺛﺮﺕ ﻫﺬﻩ‬
‫ﺍﻟﺸﺤﻨﺔ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0.12 N‬ﰲ ﺍﲡﺎﻩ ﻳﻤﻴﻞ ﺑﺰﺍﻭﻳﺔ ‪ 15°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪ .‬ﻣﺎ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﻣﻮﻗﻊ ﺷﺤﻨﺔ‬
‫ﺍﻻﺧﺘﺒﺎﺭ؟ ﻭﻣﺎ ﺍﲡﺎﻫﻪ؟‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬

‫ﺍﺭﺳﻢ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ '‪.q‬‬

‫ﺣﺪﹼ ﺩ ﻧﻈﺎﻡ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻋﲆ ﺃﻥ ﻳﻜﻮﻥ ﻣﺮﻛﺰﻩ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬
‫ﺍﺭﺳﻢ ﻣﺘﺠﻪ ﺍﻟﻘﻮﺓ ﺑﺰﺍﻭﻳﺔ ‪ 15°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪F‬‬ ‫?=‪E‬‬ ‫‪q' = +3.0×10-6 C‬‬
‫'‪q‬‬ ‫‪15°‬‬
‫‪‬‬ ‫ﺑﺰﺍﻭﻳﺔ ‪ 15°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪F = 0.12 N ،‬‬

‫‪‬‬ ‫‪2‬‬
‫‪F‬‬
‫__ =‪E‬‬
‫'‪q‬‬
‫‪0.12 N‬‬
‫_________ =‬
‫‪3.0× 10‬‬‫‪-6‬‬
‫‪C‬‬ ‫‪F=0.12Nq'=3.0× 106C‬‬

‫‪= 4.0× 104 N/C‬‬

‫ﺇﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪.‬‬
‫ﻭﻳﻤﻴﻞ ﺑﺰﺍﻭﻳﺔ ‪ 15°‬ﺷﲈﻝ ﺍﻟﴩﻕ‪E = 4.0×104 N/C ،‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪.N/C‬‬
‫‪ ‬ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﰲ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﻧﻔﺴﻪ؛ ﻷﻥ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ‪.‬‬
‫‪ ‬ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺗﺘﻔﻖ ﻣﻊ ﺍﻟﻘﻴﻢ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﳉﺪﻭﻝ ‪.7-1‬‬

‫ﻳﺆﺛـﺮ ﳎـﺎﻝ ﻛﻬﺮﺑﺎﺋـﻲ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 2.0×10-4 N‬ﰲ ﺷـﺤﻨﺔ ﺍﺧﺘﺒـﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ .5.0×10-6 C‬ﻣﺎ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ‬ ‫‪.1‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﻣﻮﻗﻊ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ؟‬
‫ﹸﻭ ﹺﺿﻌﺖ ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 2.0×10-8 C‬ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻓﺘﺄﺛﺮﺕ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0.060 N‬ﰲ ﺍﲡﺎﻩ ﺍﻟﻴﻤﲔ‪ .‬ﻣﺎ ﺷﺪﺓ‬ ‫‪.2‬‬
‫ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﻣﻮﻗﻊ ﺍﻟﺸﺤﻨﺔ؟ ﻭﻣﺎ ﺍﲡﺎﻫﻪ؟‬
‫ﹸﻭ ﹺﺿﻌﺖ ﺷﺤﻨﺔ ﻣﻮﺟﺒﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 3.0×10-7 C‬ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ ﺷﺪﺗﻪ ‪ 27 N/C‬ﻳﺘﺠﻪ ﺇﱃ ﺍﳉﻨﻮﺏ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ‬ ‫‪.3‬‬
‫ﰲ ﺍﻟﺸﺤﻨﺔ؟‬
‫ﹸﻭ ﹺﺿﻌـﺖ ﻛـﺮﺓ ﺑﻴﻠﺴـﺎﻥ ﻭﺯﳖـــــﺎ ‪ 2.1×10-3 N‬ﰲ ﳎـــــﺎﻝ ﻛﻬﺮﺑﺎﺋــــﻲ ﺷـﺪﺗــــﻪ ‪ ،6.5×104 N/C‬ﻳﺘﺠﻪ ﺭﺃﺳـ ﹼﹰﻴﺎ ﺇﱃ‬ ‫‪.4‬‬
‫ﺃﺳـﻔﻞ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺘﻲ ﳚـﺐ ﺃﻥ ﺗﻮﺿﻊ ﻋﲆ ﺍﻟﻜﺮﺓ ﻭﻣﺎ ﻧﻮﻋﻬـﺎ‪ ،‬ﺑﺤﻴﺚ ﹺ‬
‫ﺗﻮﺍﺯﻥ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻬﺎ ﻗﻮﺓ‬
‫ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﻭﺗﺒﻘﻰ ﺍﻟﻜﺮﺓ ﻣﻌ ﹼﻠﻘﺔ ﰲ ﺍﳌﺠﺎﻝ؟‬

‫‪115‬‬
    7-10
a b     
a    
     
b

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

Hand protection Eye safety Thermal safety Explosive


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

 
 
 
 

FirstElectrical
aid hazard Eye washHarmful
station/ Irritant Fire extinguisher
Biological hazards RadioactiveFlammable
safety

Representation of the electric field  


Hand protection

EyeSharp
  

safetyobjects safety
First aid


PoisonEye
Thermal safety safety


wash station ExplosiveOxidizer
Fire extinguisher


Corrosive
Radioactive safety

‫ ﻭﻫﻲ‬.Electric field lines ‫ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬7-10 ‫ﹸﻳﻤﺜﻞ ﺍﻟﺮﺳﻢ ﰲ ﺍﻟﺸﻜﻞ‬

.‫ﺧﻄﻮﻁ ﻭﳘﻴﺔ ﺗﺴـﺘﺨﺪﻡ ﻟﺘﻤﺜﻴﻞ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﺍﻟﺘﻌﺒﲑ ﻋﻨﻪ ﻣﻦ ﺣﻴﺚ ﺍﻟﺸـﺪﺓ ﻭﺍﻻﲡﺎﻩ‬
 
  

  
 
  

    

Electrical hazard Hand protection
Harmful / Irritant
Laser beamobjectsEye
Sharp safety
Hand protection
Biological
safety hazards Thermal safety
Poison safety
Lab. coat Eye Ecological
safety
Flammable OxidizerExplosive
hazards Thermal Carcinogenic
safety Corrosive Explosive

      .1

‫ﻓﻴﻜـﻮﻥ ﺍﲡـﺎﻩ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﻫﻮ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﳌﺠﺎﻝ ﰲ ﺷـﺤﻨﺔ‬      

First aid


Electrical
Eyehazard


wash station Laser Harmful / Irritant
beam Fire

 
 

hazard Lab.Biological
extinguisher
Electrical

  
hazards/ Irritant
coat Radioactive
Harmful safety Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable

‫ﻭﺗﺸـﲑ ﺍﳌﺴـﺎﻓﺎﺕ ﺍﻟﻔﺎﺻﻠﺔ ﺑﲔ ﺧﻄـﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺇﱃ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ‬.‫ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ‬ 
  
 

   

 
 
First Poison
aid safety Eye wash station Fire extinguisher Radioactive
Firesafety

  
Sharp objects safety Oxidizer EyeCorrosive

.2
First aid wash station extinguisher Radioactive safety

‫ ﻭﻛﻠﲈ ﻛﺎﻧﺖ‬،￯‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ؛ ﻓﻜﻠـﲈ ﻛﺎﻧﺖ ﻫﺬﻩ ﺍﳋﻄﻮﻁ ﻣﺘﻘﺎﺭﺑﺔ ﻛﺎﻥ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺃﻗﻮ‬
             
‫ ﻭﻋﲆ ﺫﻟﻚ ﻓﺈﻥ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺗﻘﻞ ﻛﻠﲈ‬،‫ﺍﳋﻄـﻮﻁ ﻣﺘﺒﺎﻋـﺪﺓ ﻛﺎﻥ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺃﺿﻌـﻒ‬
  
 

 
 

Sharp objectsLab.
safety Poison safety 
Oxidizer Corrosive 
Laser beam coat Ecological
Sharp hazards
objects safety Carcinogenic
Poison safety Oxidizer Corrosive

 KMnO
‫ ﺇﻻ‬،‫ ﻭﻗـﺪ ﹸﻣ ﹼﺜﻠﺖ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﻫﻨﺎ ﰲ ﹸﺑﻌﺪﻳﻦ‬.‫ﺍﺑﺘﻌﺪﻧـﺎ ﻋﻦ ﺍﻟﺸـﺤﻨﺔ ﻭﺗﺰﺩﺍﺩ ﻛﻠﲈ ﺍﻗﱰﺑﻨﺎ ﻣﻨﻬﺎ‬
4

    CuSO   

Laser beam

4


Lab. coat
Laser beam

Ecological
hazards
Lab. coat


Carcinogenic
Ecological hazards

Carcinogenic

.‫ ﺗﻨﺘﴩ ﰲ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ‬- ‫ ﰲ ﺍﳊﻘﻴﻘﺔ‬- ‫ﺃﳖﺎ‬ 

‫ﻳﻜـﻮﻥ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻮﺿﻮﻋﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺷـﺤﻨﺔ‬          .3
        
‫ ﻟﺬﺍ ﺗﻨﺘـﴩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺷـﻌﺎﻋ ﹼﹰﻴﺎ ﺇﱃ ﺍﳋﺎﺭﺝ ﻛﲈ‬.‫( ﻋـﲆ ﺍﳋـﻂ ﰲ ﺍﲡﺎﻩ ﺍﳋﺎﺭﺝ‬+) ‫ﻣﻮﺟﺒـﺔ‬
    
‫ ﺃﻣﺎ ﺍﲡـﺎﻩ ﺍﻟﻘﻮﺓ‬.‫ ﻣﺜﻞ ﺃﺳـﻼﻙ ﻋﺠﻼﺕ ﺍﻟﺪﺭﺍﺟـﺔ ﺍﳍﻮﺍﺋﻴﺔ‬7–10a ‫ﻣﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ﻫـﻮ ﹼ‬ 
‫( ﻓﻬﻮ‬-) ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺷـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻮﺿﻮﻋﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺷـﺤﻨﺔ ﺳـﺎﻟﺒﺔ‬        .4
‫( ﻋﲆ ﺍﳋﻂ ﰲ ﺍﲡﺎﻩ ﺍﻟﺪﺍﺧﻞ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ‬-) ‫ﺍﲡﺎﻩ ﺍﳋﻂ ﺍﳌﻘﱰﺏ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺴـﺎﻟﺒﺔ‬  MnO -  4

.7–10b ‫ﺍﻟﺸﻜﻞ‬  Cu +

2

،‫ ﻭﳘﻴـﺔ ﻻ ﻭﺟـﻮﺩ ﳍـﺎ ﰲ ﺍﻟﻮﺍﻗـﻊ‬Electric field lines ‫ﻭﺧﻄـﻮﻁ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‬ 
‫ﻧﻤﻮﺫﺟﺎ ﻟﺘﻮﺿﻴﺢ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺣﻮﻝ ﺷـﺤﻨﺔ ﺃﻭ ﺑﲔ ﺷـﺤﻨﺎﺕ‬ ‫ﹰ‬ ‫ﻭﺇﻧﲈ ﺗﺴـﺘﺨﺪﻡ ﺑﻮﺻﻔﻬﺎ‬  .5
‫ ﻭﺗﻜـﻮﻥ ﺧﺎﺭﺟﺔ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﻮﺟﺒﺔ ﻭﺩﺍﺧﻠﺔ ﺇﱃ ﺍﻟﺸـﺤﻨﺔ‬،‫ ﻭﻫـﻲ ﻏﲑ ﻣﺘﻘﺎﻃﻌﺔ‬.‫ﻛﻬﺮﺑﺎﺋﻴـﺔ‬ MnO - 4

Cu +
2

‫ ﺑﻴﻨﲈ ﺗﻘـﻞ ﻛﺜﺎﻓﺘﻬﺎ ﻛﻠﲈ‬،‫ ﻭﺗﻜـﻮﻥ ﻛﺜﺎﻓﺘﻬـﺎ ﺃﻛﱪ ﻛﻠﲈ ﺍﻗﱰﺑﻨـﺎ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬،‫ﺍﻟﺴـﺎﻟﺒﺔ‬
 .6
‫ ﻭﻟﺘﺤﺪﻳﺪ ﻭﺗﻮﺿﻴﺢ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﺑﺬﻭﺭ ﺑﻌﺾ‬.‫ﺍﺑﺘﻌﺪﻧـﺎ ﻋﻨﻬﺎ‬
MnO -
،‫ﺍﻷﻋﺸﺎﺏ؛ ﺣﻴﺚ ﺗﻮﺿﻊ ﺑﺬﻭﺭ ﺑﻌﺾ ﺍﻷﻋﺸﺎﺏ ﻛﺎﻟﻜﺘﺎﻥ ﰲ ﻃﺒﻖ ﺑﱰﻱ ﳛﻮﻱ ﺯﻳﺖ ﺍﳋﺮﻭﻉ‬
4

Cu +
2

‫ ﻭﺗﻮﺻﻼﻥ ﺑﺄﺳـﻼﻙ ﺗﻮﺻﻴﻞ ﺇﱃ ﻣﺼﺪﺭ‬،‫ﺛـﻢ ﺗﻮﺿﻊ ﻗﻄﻌﺘﺎﻥ ﻣﻦ ﻭﺭﻕ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﰲ ﺍﻟﺰﻳﺖ‬

‫ ﺳـﻨﻼﺣﻆ ﺃﻥ ﺍﻟﺒﺬﻭﺭ ﻗﺪ ﺗﺮﺗﺒﺖ ﻋﲆ ﺷـﻜﻞ‬،‫ﻗـﺪﺭﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺃﻭ ﻣﻮﻟﺪ ﺍﻟﴩﺭ ﰲ ﻭﻻﻋﺔ ﻏﺎﺯ‬

116
‫‪    7-11 ‬‬
‫‪‬‬ ‫‪E‬‬
‫‪‬‬
‫‪‬‬
‫‪P‬‬

‫‪+‬‬

‫‪E‬‬
‫ﺧﻄـﻮﻁ‪ ،‬ﻭﻫـﺬﻩ ﺍﳋﻄﻮﻁ ﲤﺜـﻞ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ؛ ﺣﻴﺚ ﻋﻤﻞ ﺍﳌﺠﺎﻝ ﻋﲆ ﺷـﺤﻦ ﺍﻟﺒﺬﻭﺭ‬
‫ﻓﺄﺻﺒﺤـﺖ ﻣﺘﺄﻳﻨـﺔ‪ ،‬ﻭﺃﺧﺬﺕ ﺷـﻜﻞ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﺍﻟـﺬﻱ ﻳﻜﻮﻥ ﻋﲆ ﺷـﻜﻞ ﺧﻄﻮﻁ‬
‫ﻭﺩﺍﺧﻼ ﰲ‪P‬ﺍﲡﺎﻩ ﺍﻟﺸﺤﻨﺔ ﺍﻟﺴﺎﻟﺒﺔ‪ .‬ﺃﻣﺎ‬
‫ﹰ‬ ‫ﺧﺎﺭﺟﺎ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﻮﺟﺒﺔ‬
‫ﹰ‬ ‫ﻣﺴـﺘﻘﻴﻤﺔ ﺣﻮﻝ ﺍﻟﺸـﺤﻨﺔ‬
‫ﰲ ﺣﺎﻟـﺔ ﺛﻨﺎﺋـﻲ ﺍﻟﻘﻄﺐ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﺘﻈﻬﺮ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻨﺤﻨﻴﺔ ﻏﲑ ﻣﺘﻘﺎﻃﻌﺔ‪،‬‬
‫ﺍﻟﺸﻜﻞ ‪ ،7–11‬ﻭﻳﻜﻮﻥ ﺍﲡﺎﻩ‬ ‫ﲣﺮﺝ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﻮﺟﺒﺔ ﻭﺗﺪﺧﻞ ﺇﱃ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻛﲈ ﰲ‪+‬‬
‫ﳑﺎﺳﺎ ﻟﻠﺨﻂ ﻋﻨﺪﻫﺎ‪ .‬ﺃﻣﺎ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻟﺸﺤﻨﺘﲔ‬ ‫ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﹼﹰ‬
‫‪ A‬ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ ،7–12‬ﻭﺍﻟﻨﻘﻄﺔ ‪ A‬ﺗﺴﻤﻰ‬ ‫ﻣﺘﺴﺎﻭﻳﺘﲔ ﰲ ﺍﳌﻘﺪﺍﺭ ﻭﻣﺘﺸﺎﲠﺘﲔ ﰲ ﺍﻟﻨﻮﻉ ﻓﺘﻜﻮﻥ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﻧﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ‪ ،‬ﻭﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﳏﺼﻠﺔ ﺍﳌﺠﺎﻻﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺴـﺎﻭﻱ ﹰ‬
‫ﻭﺇﺫﺍ ﻭﺿﻌﺖ ﺷﺤﻨﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻓﺈﳖﺎ ﻻ ﺗﺘﺄﺛﺮ ﺑﻘﻮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﻣﺎ ﺧﺼﺎﺋﺺ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ؟‬

‫‪  7-12‬‬

‫‪       ‬‬
‫‪‬‬

‫‪A‬‬

‫‪117‬‬
 ‫‪7-1‬‬
‫ﻣﺼﺪﺭ ﻗﺪﺭﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻭﺻﻞ ﻣﻊ ﺻﻔﻴﺤﺘﲔ ﻓﺄﺻﺒﺤﺖ‬ ‫‪.10‬‬ ‫‪ ‬ﹸﻳﺸﺤﻦ ﻗﻀﻴﺐ ﻣﻄﺎﻁ ﺑﺸﺤﻨﺔ ﺳﺎﻟﺒﺔ‬ ‫‪.5‬‬
‫ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺑﻴﻨﻬـﲈ ‪، 2.00 × 104 N/C‬‬ ‫ﻋﻨـﺪ ﺩﻟﻜـﻪ ﺑﺎﻟﺼﻮﻑ‪ .‬ﻣﺎ ﻧـﻮﻉ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﺘﻜﻮﻧﺔ ﻋﲆ‬
‫ﹴ‬
‫ﻣﺘﺴـﺎﻭ ﻋﻨﺪ ﲨﻴﻊ‬ ‫ﻋﻠـﲈ ﺑﺄﻥ ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﹰ‬ ‫ﺍﻟﺼﻮﻑ؟ ﻭﳌﺎﺫﺍ؟‬
‫ﺍﻟﻨﻘﺎﻁ ﺑﲔ ﺍﻟﺼﻔﻴﺤﺘﲔ‪.‬‬ ‫‪ ‬ﺍﻓﱰﺽ ﺃﻧـﻚ ﻋ ﹼﻠﻘﺖ ﻗﻀﻴ ﹰﺒـﺎ ﻓﻠﺰ ﹼﹰﻳﺎ‬ ‫‪.6‬‬
‫‪ .a‬ﻣﺎ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺇﻟﻜﱰﻭﻥ ﻣﻮﺿﻮﻉ‬ ‫ﻃﻮﻳﻼ ﺑﺨﻴﻮﻁ ﺣﺮﻳﺮ ﺑﺤﻴﺚ ﺃﺻﺒﺢ ﺍﻟﻘﻀﻴﺐ ﻣﻌﺰﻭﻻﹰ‪،‬‬ ‫ﹰ‬
‫ﺑﻴﻨﻬﲈ؟‬ ‫ﺛﻢ ﻻﻣﺴـﺖ ﺃﺣـﺪ ﻃـﺮﰲ ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠـﺰﻱ ﺑﻘﻀﻴﺐ‬
‫‪ .b‬ﺇﺫﺍ ﻭﺿﻌﺖ ﻛﺮﺓ ﻣﻦ ﻣـﺎﺩﺓ ﻣﻌﺰﻭﻟﺔ ﺑﻴﻨﻬﲈ ﻭﺗﺄﺛﺮﺕ‬ ‫ﺯﺟﺎﺟﻲ ﻣﺸـﺤﻮﻥ ﻟﻔﱰﺓ ﻗﺼﲑﺓ‪ .‬ﹺﺻ ﹾﻒ ﻛﻴﻒ ﹸﻳﺸﺤﻦ‬
‫ﺑﻘﻮﺓ ‪ 4 × 10-4N‬ﻓﲈ ﺷﺤﻨﺘﻬﺎ؟‬ ‫ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠﺰﻱ‪ ،‬ﻭﺣﺪﺩ ﻧﻮﻉ ﺍﻟﺸﺤﻨﺎﺕ ﻋﻠﻴﻪ‪.‬‬
‫ﻋﻠﲈ ﺑﺄﻥ ﺷﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻥ ‪.1.6 × 10-19 C‬‬‫ﹰ‬ ‫‪ ‬ﺍﻓـﱰﺽ ﺃﻧﻪ ﻃﻠﺐ ﺇﻟﻴﻚ‬ ‫‪.7‬‬

‫ﺍﺭﺳﻢ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺣﻮﻝ‪:‬‬ ‫‪.11‬‬ ‫ﻗﻴـﺎﺱ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﰲ ﻣـﻜﺎﻥ ﺃﻭ ﻓﻀﺎﺀ ﻣﻌﲔ‪،‬‬
‫‪ .a‬ﺷﺤﻨﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻮﺟﺒﺔ‪.‬‬ ‫ﻓﻜﻴﻒ ﺗﺴﺘﻜﺸـﻒ ﻭﺟـﻮﺩ ﺍﳌﺠـﺎﻝ ﻋﻨﺪ ﻧﻘﻄـﺔ ﻣﻌﻴﻨﺔ‬
‫ﰲ ﺫﻟﻚ ﺍﻟﻔﻀﺎﺀ؟ ﻭﻛﻴﻒ ﲢﺪﹼ ﺩ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ؟ ﻭﻛﻴﻒ‬
‫‪ .b‬ﺷﺤﻨﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺳﺎﻟﺒﺔ‪.‬‬ ‫ﲣﺘـﺎﺭ ﻣﻘـﺪﺍﺭ ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒـﺎﺭ؟ ﻭﻛﻴﻒ ﲢـﺪﱢ ﺩ ﺍﲡﺎﻩ‬
‫‪  ‬ﺍﻓـﱰﺽ ﺃﻥ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﻌﻠﻮﻳـﺔ ﰲ‬ ‫‪.12‬‬ ‫ﺍﳌﺠﺎﻝ؟‬
‫ﺍﻟﺸـﻜﻞ ‪ 7-13‬ﻫﻲ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺿﻮﻋﺔ ﰲ ﺫﻟﻚ‬ ‫‪ ‬ﺗﺆﺛﺮ ﻗـﻮﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫‪.8‬‬
‫ﺍﳌﻜﺎﻥ؛ ﻟﻘﻴﺎﺱ ﳏﺼﻠﺔ ﺍﳌﺠﺎﻝ ﺍﻟﻨﺎﺷـﺊ ﻋﻦ ﺍﻟﺸﺤﻨﺘﲔ‬ ‫‪ 1.50×10-3 N‬ﰲ ﺍﲡـﺎﻩ ﺍﻟـﴩﻕ ﰲ ﺷـﺤﻨﺔ ﺍﺧﺘﺒـﺎﺭ‬
‫ﺍﻟﺴـﺎﻟﺒﺘﲔ‪ .‬ﻫﻞ ﺍﻟﺸـﺤﻨﺔ ﺻﻐﲑﺓ ﺑﺪﺭﺟﺔ ﻛﺎﻓﻴﺔ ﻟﻠﻘﻴﺎﻡ‬ ‫ﻣﻮﺟﺒـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،2.40×10-8 C‬ﺃﻭﺟـﺪ ﺍﳌﺠـﺎﻝ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺑﻌﻤﻠﻴﺔ ﺍﻟﻘﻴﺎﺱ ﺑﺪﻗﺔ؟ ﹼ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﻣﻮﻗﻊ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ‪.‬‬
‫‪ ‬ﻛﻴﻒ ﳜﺘﻠـﻒ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫‪.9‬‬
‫‪ E‬ﻋﻨﺪ ﻣﻮﺿﻊ ﺷـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻋـﻦ ﺍﻟﻘﻮﺓ ‪ F‬ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫ﻫﺬﻩ ﺍﻟﺸﺤﻨﺔ؟‬

‫ﺍﻟﺸﻜﻞ ‪7-13‬‬

‫‪www.obeikaneducation.com‬‬ ‫‪ 118‬‬

 ‫‪7-2‬‬
‫‪Potential difference and electric current‬‬

‫‪Energy and electric‬‬

‫‪‬‬
‫‪potential‬‬
‫‪31.1- 31.2‬‬
‫‪‬‬ ‫ﻣﻮﺿﺢ ﰲ‬
‫ﺗﺬﻛﹼـﺮ ﺍﻟﺘﻐـﲑ ﰲ ﻃﺎﻗـﺔ ﻭﺿـﻊ ﺍﳉﺎﺫﺑﻴـﺔ ﻟﻜـﺮﺓ ﻋﻨـﺪ ﺭﻓﻌﻬﺎ‪ ،‬ﻛـﲈ ﻫـﻮ ﹼ‬
‫‪1.1- 1.2-4.1- 4.2‬‬ ‫__‪ g= F‬ﻳﺘﺠﻪ ﻧﺤﻮ‬ ‫ﺍﻟﺸـﻜﻞ ‪ .7–14‬ﺇﻥ ﹼﹰ‬
‫ﻛﻼ ﻣـﻦ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴـﺔ ‪ F‬ﻭﳎﺎﻝ ﺍﳉﺎﺫﺑﻴـﺔ ‪m‬‬

‫‪‬‬ ‫ﹰ‬
‫ﺷـﻐﻼ‬ ‫ﺍﻷﺭﺽ‪ .‬ﻓﺈﺫﺍ ﺭﻓﻌﺖ ﻛﺮﺓ ﰲ ﺍﲡﺎﻩ ﻣﻌﺎﻛﺲ ﻻﲡﺎﻩ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﻓﺈﻧﻚ ﺗﺒﺬﻝ‬
‫• ‪ ‬ﺍﳌﻘﺼﻮﺩ ﺑﻜﻞ ﻣﻦ‪ :‬ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﻋﻠﻴﻬﺎ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﻃﺎﻗﺔ ﻭﺿﻌﻬﺎ‪.‬‬
‫ﻭﺍﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻟﻜﻮﻟﻮﻡ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﳊﺎﻟﺔ ﳑﺎﺛﻠﺔ ﳊﺎﻟﺔ ﺷﺤﻨﺘﲔ ﳐﺘﻠﻔﺘﲔ ﰲ ﺍﻟﻨﻮﻉ؛ ﺣﻴﺚ ﲡﺬﺏ ﻛﻞ ﻣﻨﻬﲈ ﺍﻷﺧﺮ￯‪،‬‬
‫• ‪ ‬ﻣﻘﺪﺍﺭ ﺍﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺘﺪﻓﻘﺔ‬
‫ﺷﻐﻼ ﻟﺴﺤﺐ ﺇﺣﺪ￯ ﺍﻟﺸﺤﻨﺘﲔ ﻭﺇﺑﻌﺎﺩﻫﺎ ﻋﻦ ﺍﻷﺧﺮ￯‪ .‬ﻭﻋﻨﺪﻣﺎ‬ ‫ﻟﺬﺍ ﳚﺐ ﺃﻥ ﺗﺒﺬﻝ ﹰ‬
‫ﰲ ﻣﻮﺻﻞ ﺧﻼﻝ ﻓﱰﺓ ﺯﻣﻨﻴﺔ ﳏﺪﺩﺓ‪.‬‬
‫ﻛﻼ ﻣﻦ‪ :‬ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ‬ ‫• ‪ ‬ﹼﹰ‬ ‫ﺗﺒﺬﻝ ﺫﻟﻚ ﺍﻟﺸﻐﻞ ﺗﻜﻮﻥ ﻗﺪ ﻧﻘﻠﺖ ﻃﺎﻗﺔ ﺇﱃ ﺍﻟﺸﺤﻨﺔ‪ ،‬ﺣﻴﺚ ﲣﺘﺰﻥ ﻫﺬﻩ ﺍﻟﻄﺎﻗﺔ ﻓﻴﻬﺎ‬
‫ﻧﻘﻄﺘﲔ‪ ،‬ﻭﺍﻟﻔﻮﻟﺖ‪.‬‬ ‫ﻋﲆ ﺷـﻜﻞ ﻃﺎﻗﺔ ﻭﺿﻊ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻛﻠﲈ ﺯﺍﺩ ﻣﻘﺪﺍﺭ ﺍﻟﺸـﺤﻨﺔ ﻛﺎﻧﺖ ﺍﻟﺰﻳﺎﺩﺓ ﰲ ﻃﺎﻗﺔ‬
‫• ‪ ‬ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫ﻭﺿﻌﻬﺎ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ ¶Ep‬ﺃﻛﱪ‪.‬‬
‫‪‬‬ ‫ﻋـﲆ ﺍﻟﺮﻏـﻢ ﻣﻦ ﺍﻋﺘـﲈﺩ ﺍﻟﻘـﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺷـﺤﻨﺔ ﺍﻻﺧﺘﺒـﺎﺭ '‪ q‬ﻋﲆ‬
‫• ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﻣﻘﺪﺍﺭﻫـﺎ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﻣﻮﻗﻌﻬـﺎ ﻻ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻪ؛ ﺣﻴﺚ ﺇﻥ ﺍﳌﺠﺎﻝ‬
‫•‬ ‫ﻌﺮﻑ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪F‬‬
‫__ = ‪ E‬ﻫﻮ ﺍﻟﻘﻮﺓ ﻟﻜﻞ ﻭﺣﺪﺓ ﺷﺤﻨﺔ‪ .‬ﻭ ﹸﻳ ﹼ‬
‫‪Electric current‬‬
‫•‬ ‫‪Ampere‬‬ ‫• ﺍﻷﻣﺒﲑ‬ ‫‪ Electric potential difference‬ﺑـﲔ ﻧﻘﻄﺘﲔ ‪ ¶V‬ﺑﺄﻧﻪ ﺍﻟﺸـﻐﻞ ﺍﳌﺒﺬﻭﻝ‬
‫'‪q‬‬

‫•‬ ‫‪Ammeter‬‬ ‫• ﺍﻷﻣﻴﱰ‬

‫ﻣﻮﺟﺒﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻣﻘﺪﺍﺭ‬‫ﻛﺮﺓ‬
‫ﻟﺘﺤﺮﻳﻚ ﺷـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ‬
‫• ﻓﺮﻕ ﺍﳉﻬﺪ‬ ‫ﺯﻳـﺎﺩﺓ ﰲ ﻃـﺎﻗـﺔ‬
‫ﺍﻟﺸﺤﻨﺔ‪.‬ﺍﻟﺘﺠﺎﺫﺑﻴﺔ‬
‫ﺍﻟﻮﺿﻊ‬ ‫ﺗﻠﻚ‬
‫•‬ ‫‪Electric potential difference‬‬ ‫‪g‬‬

‫•‬ ‫‪volt‬‬ ‫• ﻓﻮﻟﺖ‬ ‫'‪Wq‬‬

‫•‬ ‫‪Voltmeter‬‬ ‫• ﻓﻮﻟﺘﻤﻴﱰ‬ ‫____ =‪¶V‬‬
‫'‪q‬‬
‫ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﺍﻟﻔﺮﻕ ﰲ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻫﻮ ﺍﻟﻨﺴـﺒﺔ ﺑﲔ ﺍﻟﺸـﻐﻞ ﺍﻟﻼﺯﻡ ﻟﺘﺤﺮﻳﻚ ﺷﺤﻨﺔ ﻭﻣﻘﺪﺍﺭ‬
‫ﺗﻠﻚ ﺍﻟﺸﺤﻨﺔ‪.‬‬

‫‪a‬‬ ‫ﻛﺮﺓ‬ ‫‪b‬‬

‫‪ 7-14‬‬ ‫ﺯﻳـﺎﺩﺓ ﰲ ﻃـﺎﻗـﺔ‬ ‫‪+‬‬ ‫‪B‬‬ ‫ﺯﻳـﺎﺩﺓ ﰲ ﻃـﺎﻗـﺔ‬
‫ﺍﻟﻮﺿﻊ ﺍﻟﺘﺠﺎﺫﺑﻴﺔ‬ ‫ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪ ‬‬ ‫‪g‬‬ ‫‪E‬‬

‫‪         ‬‬ ‫‪+‬‬ ‫‪A‬‬

‫‪  a ‬‬
‫‪b ‬‬
‫‪-‬‬
‫‪  ‬‬
‫‪‬‬

‫‪119‬‬ ‫‪+‬‬ ‫‪B‬‬ ‫ﺯﻳـﺎﺩﺓ ﰲ ﻃـﺎﻗـﺔ‬

‫ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪E‬‬ ‫‪C21-07A-845813‬‬
‫‪Final‬‬
‫‪+‬‬ ‫‪A‬‬
‫ﻭﻳﺴﻤﻰ ﺍﳉﻮﻝ ﺍﻟﻮﺍﺣﺪ ﻟﻜﻞ ﻛﻮﻟﻮﻡ‬
‫ﹼ‬ ‫ﻭﻳﻘﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ﺟﻮﻝ ﻟﻜﻞ ﻛﻮﻟﻮﻡ‪،‬‬
‫‪0‬‬
‫‪10‬‬
‫‪0‬‬ ‫‪0‬‬
‫‪10‬‬
‫‪0‬‬

‫ﻭﻳﻌﱪ ﻋﻨﻪ ﺑﺎﻟﺮﻣﻮﺯ ‪ .V = J/C‬ﻭﻳﺴـﺘﺨﺪﻡ ﺟﻬـﺎﺯ ﺍﻟﻔﻮﻟﺘﻤﻴﱰ ‪Voltmeter‬‬

‫ﺍﻟﻔﻮﻟـﺖ ‪ ،volt‬ﱠ‬
‫‪10‬‬ ‫‪10‬‬

‫‪-5‬‬

‫‪-5‬‬
‫‪A‬‬ ‫‪V‬‬
‫ﻛﺎﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 7–15‬ﻟﻘﻴﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻧﻘﻄﺘﲔ‪.‬‬
‫ﹼ‬

‫‪Electric current‬‬
‫ﻣﻮﺻﻞ ﺁﺧﺮ ﻏﲑ ﻣﺸـﺤﻮﻥ‬ ‫ﻣﻮﺻﻞ ﻣﺸـﺤﻮﻥ ﺇﱃ ﹼ‬ ‫ﻻﺣﻈـﺖ ﺃﻥ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻗـﺪ ﺗﻨﺘﻘﻞ ﻣﻦ ﹼ‬
‫ﻛـﲈ ﰲ ﺍﻧﺘﻘـﺎﻝ ﺍﻟﺸـﺤﻨﺎﺕ ﻣﻦ ﻛـﺮﺓ ﺍﻟﻔﺎﻥ ﺩﻱ ﺟـﺮﺍﻑ ﺇﱃ ﺍﻟﻜﺮﺓ ﺍﻟﺼﻐـﲑﺓ ﺍﻟﺘﻲ ﻗﺮﺑﺖ ﻣﻨﻬـﺎ‪ .‬ﺇﻥ ﻫﺬﺍ‬
‫ﺗﻴﺎﺭﺍ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‪ .‬ﻭﺗﻘﺴـﻢ ﺍﳌﻮﺍﺩ ﻣﻦ ﺣﻴﺚ ﺗﻮﺻﻴﻠﻬﺎ ﻟﻠﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺇﱃ‬
‫ﺍﻻﻧﺘﻘﺎﻝ ﻟﻠﺸـﺤﻨﺎﺕ ﻳﺴـﻤﻰ ﹰ‬ ‫‪  7-15‬‬
‫ﻣﻮﺍﺩ ﻣﻮﺻﻠﺔ ﻭﻣﻮﺍﺩ ﻋﺎﺯﻟﺔ ﻭﻣﻮﺍﺩ ﺷﺒﻪ ﻣﻮﺻﻠﺔ‪ .‬ﻓﺎﳌﻮﺍﺩ ﺍﳌﻮﺻﻠﺔ ﲢﻮﻱ ﺷﺤﻨﺎﺕ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺣﺮﺓ ﺍﳊﺮﻛﺔ‬ ‫‪   ‬‬
‫ﺃﻛﺜﺮ ﻣﻦ ﺳـﻮﺍﻫﺎ ﻣﻦ ﺍﳌﻮﺍﺩ‪ ،‬ﻭﻫﺬﻩ ﺍﻟﺸـﺤﻨﺎﺕ ﺗﺘﺤﺮﻙ ﰲ ﺍﳌﻮﺻﻞ ﺣﺮﻛﺔ ﻋﺸـﻮﺍﺋﻴﺔ‪ ،‬ﻭﺇﺫﺍ ﺗﺄﺛﺮﺕ ﻫﺬﻩ‬ ‫‪‬‬

‫ﺍﻟﺸـﺤﻨﺎﺕ ﺑﻘﻮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻧﺎﺷـﺌﺔ ﻋﻦ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻓﺈﳖﺎ ﺗﺘﺤﺮﻙ ﲨﻴ ﹰﻌﺎ ﰲ ﺍﲡﺎﻩ ﳏﺪﺩ‪ ،‬ﻭﺍﻟﺸـﺤﻨﺎﺕ‬
‫ﺍﳊﺮﺓ ﰲ ﺍﳌﻮﺻﻼﺕ ﺍﻟﻔﻠﺰﻳﺔ ﻫﻲ ﺇﻟﻜﱰﻭﻧﺎﺕ ﺳﺎﻟﺒﺔ‪ ،‬ﺑﻴﻨﲈ ﰲ ﺍﳌﺤﺎﻟﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ )ﺍﳌﻮﺻﻠﺔ ﻟﻠﻜﻬﺮﺑﺎﺀ(‬
‫ﻣﺜـﻼ( ﺑﻤﺼﺪﺭ ﻗﺪﺭﺓ‬ ‫ﻫـﻲ ﺃﻳﻮﻧﺎﺕ ﻣﻮﺟﺒﺔ ﻭﺳـﺎﻟﺒﺔ‪ .‬ﻭﺇﺫﺍ ﹸﻭ ﱢﺻﻞ ﻃﺮﻓﺎ ﻣﻮﺻﻞ ﻓﻠﺰﻱ )ﺳـﻠﻚ ﻧﺤﺎﳼ ﹰ‬
‫ﳎﺎﻻ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ ﻳﻨﺸﺄ ﺧﻼﻝ ﺍﻟﺴﻠﻚ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺗﺘﺤﺮﻙ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ‬ ‫ﻣﺜﻼ( ﻓﺈﻥ ﹰ‬
‫ﻛﻬﺮﺑﺎﺋﻴﺔ )ﺑﻄﺎﺭﻳﺔ ﹰ‬
‫ﺗﻴﺎﺭﺍ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ‬
‫)ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳊﺮﺓ( ﺑﺘﺄﺛﲑ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺍﲡﺎﻩ ﻳﻌﺎﻛﺲ ﺍﲡﺎﻫﻪ‪ ،‬ﻭﻋﻨﺪﻫﺎ ﻧﻘﻮﻝ ﺇﻥ ﹰ‬
‫ﻗﺪ ﴎ￯ ﰲ ﺍﻟﺴـﻠﻚ‪ .‬ﻭﻳﺴـﻤﻰ ﻣﻌﺪﻝ ﺗﺪﻓﻖ ﺍﻟﺸـﺤﻨﺎﺕ ﰲ ﻣﻘﻄﻊ ﺍﳌﻮﺻﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺰﻣﻦ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬
‫‪ Electric current‬ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ .‬ﻭﺗﻘـﺎﺱ ﺷـﺪﺓ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣـﺪﺓ ﺍﻷﻣﺒﲑ ‪Ampere‬‬
‫ﻭﻳﺴـﺘﺨﺪﻡ ﻟﻘﻴﺎﺳـﻪ ﺟﻬﺎﺯ ﺍﻷﻣﻴﱰ ‪ ،Ammeter‬ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .7–16‬ﻣﻦ ﻫﻨﺎ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ‬
‫ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺑﺄﻧـﻪ ﺗﺪﻓـﻖ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ .‬ﻭﰲ ﺍﻟﺪﻭﺍﺋـﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺗﺘﺪﻓﻖ ﺍﻟﺸـﺤﻨﺎﺕ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘـﻲ ﻳﻜﻮﻥ ﺟﻬﺪﻫﺎ ﺃﻋﲆ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﺟﻬﺪﻫﺎ ﺃﻗﻞ‪ ،‬ﻭﻳﺴـﺘﻤﺮ ﺗﺪﻓﻖ‬
‫ﺍﻟﺸﺤﻨﺎﺕ ﺑﲔ ﺍﻟﻨﻘﻄﺘﲔ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﺟﻮﺩ ﻓﺮﻕ ﺟﻬﺪ ﺑﲔ ﻗﻄﺒﻲ ﺍﳌﺼﺪﺭ‪.‬‬

‫ﻭﻳﻤﻜﻦ ﺭﺅﻳﺔ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺘﺤﺮﻛﺔ ﺃﺣﻴﺎﻧﹰﺎ ﻛﲈ ﰲ ﺣﺮﻛﺔ ﺍﻷﻳﻮﻧﺎﺕ ﺍﳌﻠﻮﻧﺔ‪ .‬ﻭﻳﻤﻜﻦ‬
‫ﺃﺣﻴﺎﻧﹰـﺎ ﺳـﲈﻉ ﺻﻮﲥﺎ ﻛﲈ ﰲ ﺻﻮﺕ ﺍﻟﻔﺮﻗﻌـﺔ ﺍﳌﺼﺎﺣﺐ ﻟﻠﺘﻔﺮﻳﻎ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﺃﻭ ﺍﺳـﺘﻨﺘﺎﺝ ﺃﺛﺮ‬
‫ﻣﺮﻭﺭﻫﺎ ﻛﲈ ﰲ ﺇﺿﺎﺀﺓ ﺍﳌﺼﺎﺑﻴﺢ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﺇﺿﺎﺀﺓ ﺍﻟﺸﺎﺷﺔ‪.‬‬

‫‪10‬‬ ‫‪10‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬

‫‪10‬‬ ‫‪10‬‬
‫‪-5‬‬

‫‪-5‬‬

‫‪A‬‬ ‫‪V‬‬
‫‪    7-16 ‬‬
‫‪       ‬‬
‫‪‬‬

‫‪120‬‬
 ‫ﺃﻣﺎ ﺍﳌﻮﺍﺩ ﺍﻟﻌﺎﺯﻟﺔ ﻣﺜﻞ ﺍﳋﺸـﺐ ﻭﺍﻟﺒﻼﺳـﺘﻴﻚ ﻓﺘﺘﻤﻴﺰ ﺑﻤﻘﺎﻭﻣﺔ ﻛﺒﲑﺓ ﻹﻣﺮﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﺧﻼﳍـﺎ‪ .‬ﻟﻜﻦ ﺃﺷـﺒﺎﻩ ﺍﳌﻮﺻﻼﺕ ﻣﺜﻞ ﺍﻟﺴـﻠﻴﻜﻮﻥ ﻓﻬﻲ ﻣـﻮﺍﺩ ﺻﻠﺒﺔ ﻣﻘﺎﻭﻣﺘﻬﺎ ﺗﻘـﻊ ﺑﲔ ﺍﳌﻮﺍﺩ‬
‫ﺍﳌﻮﺻﻠـﺔ ﻭﺍﳌـﻮﺍﺩ ﺍﻟﻌﺎﺯﻟـﺔ‪ ،‬ﻭﻳﺘـﻢ ﺍﻟﺘﺤﻜـﻢ ﰲ ﻣﻮﺻﻠﻴﺘﻬـﺎ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺈﺿﺎﻓﺔ ﻋﻨـﺎﴏ ﻣﻌﻴﻨﺔ‬
‫ﺇﻟﻴﻬـﺎ ﻛﺸـﻮﺍﺋﺐ‪ .‬ﻭﺗﺴـﺘﺨﺪﻡ ﺃﺷـﺒﺎﻩ ﺍﳌﻮﺻـﻼﺕ ﰲ ﺻﻨﺎﻋـﺔ ﺍﳋﻼﻳـﺎ ﻭﺍﻷﻟـﻮﺍﺡ ﺍﻟﺸﻤﺴـﻴﺔ‬
‫ﻭﺍﻟﱰﺍﻧﺰﺳﺘﻮﺭﺍﺕ ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﳌﺘﻜﺎﻣﻠﺔ‪ .‬ﻭﺳﺘﺘﻌﺮﻑ ﺍﳌﺰﻳﺪ ﻋﻨﻬﺎ ﰲ ﺻﻔﻮﻑ ﻻﺣﻘﺔ ﺇﻥ ﺷﺎﺀ ﺍﷲ‪.‬‬

‫‪ Producing electric current‬ﺩﺭﺳـﺖ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻥ ﺣﺮﻛﺔ‬

‫ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﺘﻤﺮ ﰲ ﻣﻮﺻﻞ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﺟﻮﺩ ﻓﺮﻕ ﺟﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ‪ ،‬ﺣﻴﺚ ﺗﻨﺘﻘﻞ‬
‫ﺍﻟﺸﺤﻨﺎﺕ ﻣﻦ ﺍﳉﻬﺪ ﺍﻷﻋﲆ ﺇﱃ ﺍﳉﻬﺪ ﺍﻷﻗﻞ‪.‬‬
‫ﻟﺬ ﻓﺈﻧﻪ ﻻﺳـﺘﻤﺮﺍﺭ ﺗﺪﻓﻖ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻧﺤﺘﺎﺝ ﺇﱃ ﺍﳌﺤﺎﻓﻈﺔ ﻋﲆ ﻭﺟﻮﺩ ﻓﺮﻕ ﺍﳉﻬﺪ ‪ .‬ﻓﻜﻴﻒ‬
‫ﻳﺘﻢ ﺫﻟﻚ؟ ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 7–17a‬ﻟﻮﺣﲔ ﻣﻮﺻﻠﲔ ‪ A‬ﻭ‪ ،B‬ﺗﻢ ﺗﻮﺻﻴﻠﻬﲈ ﺑﺴﻠﻚ ﻣﻮﺻﻞ ‪.C‬‬
‫ﻭﻳﺴـﻤﻰ‬
‫ﹼ‬ ‫ﻭﻷﻥ ﺟﻬﺪ ‪ B‬ﺃﻛﱪ ﻣﻦ ﺟﻬﺪ ‪ A‬ﻓﺈﻥ ﺍﻟﺸـﺤﻨﺎﺕ ﺗﺘﺪﻓﻖ ﻣﻦ ‪ B‬ﺇﱃ ‪ A‬ﻋﱪ ﺍﻟﺴـﻠﻚ ‪.C‬‬
‫ﺗﺪﻓـﻖ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳌﻮﺟﺒـﺔ ﺍﻟﺘﻴـﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪.‬ﻭﻟﻜﻦ ﴎﻋﺎﻥ ﻣـﺎ ﻳﺘﻮﻗﻒ ﺗﺪﻓﻖ ﺍﻟﺸـﺤﻨﺎﺕ‬
‫)ﴎﻳﺎﻥ ﺍﻟﺘﻴﺎﺭ( ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ ‪ A‬ﻭ‪ B‬ﻭ ‪ C‬ﹰ‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﻳﻤﻜﻨﻚ ﺍﳌﺤﺎﻓﻈﺔ‬
‫ﺃﻭ ﺍﻹﺑﻘﺎﺀ ﻋﲆ ﻭﺟﻮﺩ ﻓﺮﻕ ﺟﻬﺪ ﻛﻬﺮﺑﺎﺋﻲ ﺑﲔ ‪ A‬ﻭ‪ B‬ﻋﻦ ﻃﺮﻳﻖ ﺿﺦ ﺟﺴـﻴﲈﺕ ﻣﺸـﺤﻮﻧﺔ ﻣﻦ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.7–17b‬‬ ‫ﺍﻟﻠﻮﺡ ‪ A‬ﻟﺘﻌﻮﺩ ﺇﱃ ﺍﻟﻠﻮﺡ ‪ ،B‬ﻛﲈ ﻫﻮ ﹼ‬

‫ﻭﻷﻥ ﺍﳌﻀﺨﺔ )ﻣﺼﺪﺭ ﺍﳉﻬﺪ( ﺗﻌﻤﻞ ﻋﲆ ﺯﻳﺎﺩﺓ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺸﺤﻨﺎﺕ‪ ،‬ﻓﺈﳖﺎ ﲢﺘﺎﺝ‬
‫ﺇﱃ ﻣﺼﺪﺭ ﻃﺎﻗﺔ ﺧﺎﺭﺟﻲ ﺣﺘﻰ ﺗﻌﻤﻞ‪ .‬ﻭﳍﺬﻩ‪ B‬ﺍﻟﻄﺎﻗﺔ ﻣﺼﺎﺩﺭ ﻣﺘﻨﻮﻋﺔ؛ ﹰ‬
‫ﻓﻤﺜﻼ ﺗﻌﺪ ﺍﳋﻠﻴﺔ ﺍﻟﻔﻮﻟﺘﻴﺔ‪،‬‬
‫ﺃﻭ ﺍﳋﻠﻴـﺔ ﺍﳉﻠﻔﺎﻧﻴـﺔ )ﺍﻟﺒﻄﺎﺭﻳﺔ ﺍﳉﺎﻓﺔ ﺍﻟﺸـﺎﺋﻌﺔ(‪ ،‬ﺃﺣﺪ ﻫـﺬﻩ ﺍﳌﺼﺎﺩﺭ ﺍﳌﺄﻟﻮﻓـﺔ؛ ﺇﺫ ﺗﻘﻮﻡ ﺑﺘﺤﻮﻳﻞ‬
‫ﺍﻟﻄﺎﻗـﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴـﺔ ﺩﺍﺧﻠﻬﺎ ﺇﱃ ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ .‬ﻭﻋﻨﺪ ﻭﺻﻞ ﻋﺪﺓ ﺧﻼﻳﺎ ﺟﻠﻔﺎﻧﻴﺔ ﻣ ﹰﻌﺎ ﻳﺘﺸـﻜﻞ ﻣﺎ‬
‫ﻟﻠﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻫﻮ ﺍﳋﻠﻴﺔ ﺍﻟﻔﻮﻟﺘﻴﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺃﻭ ﺍﳋﻠﻴﺔ‬
‫‪C‬‬
‫ﻣﺼﺪﺭ ﺁﺧﺮ‬ ‫ﻳﺴﻤﻰ ﺍﻟﺒﻄﺎﺭﻳﺔ‪ .‬ﻭﻫﻨﺎﻙ‬
‫‪‬‬

‫ﺍﻟﺸﻤﺴﻴﺔ‪ ،‬ﺣﻴﺚ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﳋﻠﻴﺔ ﻋﲆ ﲢﻮﻳﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‪.‬‬

‫ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﺎﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ؟ ﻭﻛﻴﻒ ﻳﻘﺎﺱ؟‬

‫‪          7-17 ‬‬ ‫‪A‬‬
‫‪    ‬‬ ‫‪    ‬‬ ‫‪‬‬
‫‪    ‬‬ ‫‪a‬‬ ‫‪b‬‬

‫‪ a ‬‬ ‫‪B‬‬ ‫‪B‬‬

‫‪    ‬‬

‫‪        ‬‬ ‫‪‬‬
‫‪C‬‬ ‫‪‬‬ ‫‪C‬‬
‫‪b‬‬ ‫‪‬‬
‫‪      ‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪A‬‬ ‫‪A‬‬
‫‪        ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪121‬‬ ‫‪B‬‬

‫‪‬‬
‫‪C‬‬
‫‪ Energy in electric circuits    ‬ﻻﺣﻈـﺖ ﺃﻥ‬
‫ﺍﻟﺸـﺤﻨﺎﺕ ﺗﺘﺤـﺮﻙ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ 7–17b‬ﰲ ﻣﺴـﺎﺭ ﻣﻐﻠﻖ‪ ،‬ﺑﺤﻴﺚ ﺗﺘﺤـﺮﻙ ﰲ ﺩﻭﺭﺓ ﺗﺒﺪﺃ‬
‫ﻣـﻦ ﺍﻟﺒﻄﺎﺭﻳﺔ )ﺍﳌﻀﺨﺔ(‪ ،‬ﺛﻢ ﺗﺼﻞ ﺇﱃ ﺍﻟﻠـﻮﺡ ‪ B‬ﻣﻦ ﺧﻼﻝ ﺍﳌﻮﺻﻞ ‪ ،C‬ﻭﺗﺼﻞ ﺑﻌﺪ ﺫﻟﻚ ﺇﱃ‬
‫ﺍﻟـﻠﻮﺡ ‪ A‬ﻟﺘﻌﻮﺩ ﺇﱃ ﺍﳌﻀﺨﺔ ﻣﺮﺓ ﺃﺧﺮ￯‪ .‬ﻭﺗﺴـﻤﻰ ﺃﻱ ﺣﻠﻘﺔ ﻣﻐﻠﻘﺔ ﺃﻭ ﻣﺴـﺎﺭ ﻣﻮﺻﻞ ﻳﺴﻤﺢ‬
‫ﺑﺘﺪﻓـﻖ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺪﺍﺋـﺮ ﹶﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ .‬ﻭﲢﺘـﻮﻱ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻋﲆ ﺑﻄﺎﺭﻳﺔ‬
‫)ﻣﻀﺨﺔ ﻟﻠﺸـﺤﻨﺎﺕ(‪ ،‬ﺗﻌﻤﻞ ﻋﲆ ﺯﻳﺎﺩﺓ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺸـﺤﻨﺎﺕ ﺍﳌﺘﺪﻓﻘﺔ ﻣﻦ ‪A‬‬
‫ﺃﻳﻀﺎ ﻋﲆ ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﻘﻠﻞ ﻣﻦ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺸـﺤﻨﺎﺕ‬ ‫ﺇﱃ ‪ ،B‬ﻛـﲈ ﲢﺘﻮﻱ ﹰ‬
‫ﺍﳌﺘﺪﻓﻘـﺔ ﻣـﻦ ‪ B‬ﺇﱃ ‪ .A‬ﻭﺗﺘﺤﻮﻝ ﻋﺎﺩﺓ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﺘﻲ ﺗﻔﻘﺪﻫﺎ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳌﺘﺤﺮﻛﺔ )‪(qV‬‬
‫ﻼ ﻳﻌﻤﻞ ﺍﳌﺤﺮﻙ ﻋـﲆ ﲢﻮﻳﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫ﻋـﱪ ﺍﳌﻘﺎﻭﻣﺔ ﺇﱃ ﺃﺷـﻜﺎﻝ ﺃﺧﺮ￯ ﻟﻠﻄﺎﻗﺔ‪ .‬ﻓﻤﺜ ﹰ‬
‫ﻭﳛﻮﻝ ﺍﳌﺼﺒﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ )ﻣﻘﺎﻭﻣـﺔ( ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺿﻮﺋﻴﺔ‬ ‫ﺇﱃ ﻃﺎﻗـﺔ ﺣﺮﻛﻴﺔ‪ ،‬ﹼ‬
‫ﻭﲢﻮﻝ ﺍﳌﺪﻓﺄﺓ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ‪.‬‬ ‫ﻭﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ‪ ،‬ﹼ‬
‫ﺗﻴﺎﺭﺍ ﻛﻬﺮﺑﺎﺋﻴﹼﹰﺎ‪.‬‬
‫ﻓﺪﻭﺭ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻫﻮ ﺗﺰﻭﻳﺪ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﻄﺎﻗﺔ ﲤﻜﻨﻬﺎ ﻣﻦ ﺍﻟﺘﺪﻓﻖ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﻣﺸﻜﻠﺔ ﹰ‬
‫ﻭﺗﺮﺳﻢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺒﺴﻴﻄﺔ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ . 7–18‬ﻻﺣﻆ ﺃﻥ ﺍﻷﻣﻴﱰ )‪ (A‬ﻳﻮﺻﻞ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﻣﻦ‬
‫ﺩﻭﻥ ﻭﺟﻮﺩ ﺗﻔﺮﻉ ﰲ ﺃﺳﻼﻙ ﺍﻟﺘﻮﺻﻴﻞ‪ ،‬ﺑﻴﻨﲈ ﻳﻠﺰﻡ ﻟﺘﻮﺻﻴﻞ ﺍﻟﻔﻮﻟﺘﻤﻴﱰ )‪ (V‬ﺗﻔﺮﻉ ﰲ ﺃﺳﻼﻙ ﺍﻟﺘﻮﺻﻴﻞ‪.‬‬

‫‪V‬‬
‫ﭬﻮﻟﺘﻤﻴﺘﺮ‬
‫‪I‬‬

‫‪  7-18 ‬‬

‫‪I‬‬ ‫ﻣﻘﺎﻭﻣﺔ‬ ‫‪       ‬‬
‫‪+‬‬ ‫‪   ‬‬
‫ﺑﻄﺎﺭﻳﺔ‬ ‫‪A‬‬ ‫ﺃﻣﻴﺘﺮ‬ ‫‪‬‬
‫‪-‬‬
‫‪I‬‬

‫ﻣﻔﺘﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ‬

‫‪122‬‬
 ‫‪ Conservation of charge‬ﺍﻟﺸﺤﻨﺎﺕ ﻻ ﺗﻔﻨﻰ ﻭﻻ ﺗﺴﺘﺤﺪﺙ‪ ،‬ﻭﻟﻜﻦ‬
‫ﻳﻤﻜﻦ ﻓﺼﻠﻬﺎ؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠﺸـﺤﻨﺔ ‪ -‬ﻋﺪﺩ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﺍﻟﺴـﺎﻟﺒﺔ ﻭﺍﻷﻳﻮﻧﺎﺕ ﺍﳌﻮﺟﺒﺔ‬
‫‪ -‬ﰲ ﺍﻟﺪﺍﺋـﺮﺓ ﻻ ﺗﺘﻐـﲑ‪ .‬ﻓﺈﺫﺍ ﺗﺪﻓﻖ ﻛﻮﻟﻮﻡ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺧﻼﻝ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ ﰲ‬
‫ﺟﺰﺀ ﻣﻦ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﻐﻠﻘﺔ ﻓﺴـﻴﺘﺪﻓﻖ ﺍﳌﻘﺪﺍﺭ ﻧﻔﺴـﻪ ﻣﻦ ﺍﻟﺸـﺤﻨﺎﺕ ﰲ ﲨﻴﻊ ﺃﺟﺰﺍﺀ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﻧﻔﺴﻬﺎ ﺇﺫﺍ ﱂ ﻳﻜﻦ ﲠﺎ ﺗﻔﺮﻋﺎﺕ‪،‬ﺃﻣﺎ ﺇﺫﺍ ﺗﻔﺮﻋﺖ ﺗﻮﺻﻴﻼﲥﺎ ﻓﺴﻴﻜﻮﻥ ﺍﳌﺠﻤﻮﻉ ﺍﻟﻜﲇ ﻟﻠﺸﺤﻨﺎﺕ‬
‫ﺍﳌﺘﺪﻓﻘﺔ ﻋﱪ ﺍﻷﻓﺮﻉ ﲨﻴﻌﻬﺎ ﻣﺴـﺎﻭ ﹰﻳﺎ ﻟﻠﺸـﺤﻨﺎﺕ ﺍﳌﺘﺪﻓﻘﺔ ﻣﻦ ﺍﳌﺼﺪﺭ‪ .‬ﻟﺬﺍ ﺗﻜﻮﻥ ﻛﻤﻴﺔ ﺍﻟﺸﺤﻨﺔ‬
‫ﺃﻳﻀﺎ؛ ﺣﻴـﺚ ﺇﻥ ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ ¶E‬ﻳﺴـﺎﻭﻱ‬
‫ﳏﻔﻮﻇـﺔ‪ .‬ﻛـﲈ ﺗﻜﻮﻥ ﺍﻟﻄﺎﻗـﺔ ﳏﻔﻮﻇﺔ ﹰ‬
‫‪ .qV‬ﻭﻷﻥ ‪ q‬ﳏﻔﻮﻇﺔ ﻓﺈﻥ ﺍﻟﺘﻐﲑ ﺍﻟﻜﲇ ﰲ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﻟﻠﺸﺤﻨﺎﺕ ﺍﻟﺘﻲ ﲢﺮﻛﺖ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻳﺴﺎﻭﻱ ﹰ‬

‫‪7-2‬‬
‫‪ ‬ﻳﻮﺻﻞ ﺍﻷﻣﻴﱰ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺒﺎﴍﺓ‬ ‫‪.16‬‬ ‫ﺭﺳـﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﻟﺪﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‬
‫ﹰ‬ ‫‪ ‬ﺍﺭﺳـﻢ‬ ‫‪.13‬‬
‫ﺩﻭﻥ ﺗﻔـﺮﻉ )ﻋﲆ ﺍﻟﺘﻮﺍﱄ(‪ ،‬ﺑﻴﻨـﲈ ﻟﻮﺻﻞ ﺍﻟـﻔﻮﻟﺘﻤﻴﱰ ﻓﻴﻬﺎ‬ ‫ﲢﺘﻮﻱ ﻋـﲆ ﺑﻄﺎﺭﻳﺔ ﻭﻣﺼﺒـﺎﺡ ﻛﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﺗﺄﻛﺪ ﻣﻦ ﺃﻥ‬
‫ﻳﻠﺰﻡ ﺗﻔﺮﻉ ﰲ ﺍﻟﺪﺍﺋﺮﺓ )ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ(‪ .‬ﳌﺎﺫﺍ؟‬ ‫ﺍﳌﺼﺒﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺳﻴﴤﺀ ﰲ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﻳﻤﻜﻦ ﻟﺒﻄﺎﺭﻳﺔ ﺳـﻴﺎﺭﺓ ﺟﻬﺪﻫﺎ ‪ 12 V‬ﻭﻣﺸﺤﻮﻧﺔ ﲤﺎ ﹰﻣﺎ‬ ‫‪.14‬‬
‫ﺃﻥ ﲣﺘـﺰﻥ ﺷـﺤﻨﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ .1.44×106 C‬ﻣﺎ ﻣﻘﺪﺍﺭ‬
‫ﺍﻟﺸـﻐﻞ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ ﺗﺒﺬﻟﻪ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻗﺒﻞ ﺃﻥ ﲢﺘﺎﺝ‬
‫ﺇﱃ ﺇﻋﺎﺩﺓ ﺷﺤﻨﻬﺎ؟‬
‫ﻳﺘﺤﺮﻙ ﺇﻟﻜﱰﻭﻥ ﻋﱪ ﺃﻧﺒﻮﺏ ﺍﻷﺷﻌﺔ ﺍﳌﻬﺒﻄﻴﺔ ﻟﺘﻠﻔﺎﺯ‪،‬‬ ‫‪.15‬‬
‫ﺑﻔـﺮﻕ ﺟﻬـﺪ ﻣﻘـﺪﺍﺭﻩ ‪ .18000 V‬ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺸـﻐﻞ‬
‫ﺍﳌﺒﺬﻭﻝ ﻋﲆ ﺍﻹﻟﻜﱰﻭﻥ؟‬

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 ‫‪7-3‬‬
‫‪Resistance and the Electromotive force‬‬

‫‪‬‬
‫‪‬‬
‫‪Resistance and Ohm’s law‬‬ ‫‪31.3- 31.4‬‬

‫ﻳﻤـﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍﳌﻐﻠﻘﺔ‪ ،‬ﻟﻜﻦ ﺇﺫﺍ ﺗﻢ ﺍﺳـﺘﺒﺪﺍﻝ ﺟﺰﺀ ﻣﻦ‬ ‫‪‬‬
‫‪1.1- 1.3 -1.4- 3.1-3.2- 3.4-4.1‬‬
‫ﺳﻠﻚ ﺍﻟﺘﻮﺻﻴﻞ ﺑﺴﻠﻚ ﺑﻼﺳﺘﻴﻜﻲ )ﻧﺎﻳﻠﻮﻥ( ﻟﻦ ﻳﻤﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺗﻠﻚ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﻏﺎﻟ ﹰﺒﺎ؛ ﻓﺒﻌﺾ ﺍﳌﻮﺍﺩ ‪ -‬ﻭﻣﻨﻬﺎ ﺍﻟﺒﻼﺳـﺘﻴﻚ ﻭﺍﳋﺸـﺐ ﻭﻏﲑﻫـﺎ ‪ -‬ﲤﺎﻧﻊ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ‬
‫‪‬‬
‫ﻛﻼ ﻣـﻦ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‬ ‫• ‪ ‬ﹼﹰ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ )ﺍﻟﺸـﺤﻨﺎﺕ( ﺧﻼﳍـﺎ‪ ،‬ﻭﺧﺎﺻﻴﺔ ﺗﻠﻚ ﺍﳌـﻮﺍﺩ ﺍﻟﺘﻲ ﲢﺪﺩ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‬
‫ﻭﺍﻷﻭﻡ‪.‬‬
‫ﺗﺴﻤﻰ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ ،Resistance‬ﻭﻫﻲ‬ ‫ﺍﻟﺬﻱ ﻳﻤﺮ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﹼ‬ ‫• ‪ ‬ﺑـﲔ ﺍﻟﻔﻠـﺰﺍﺕ ﻭﺍﻟﻼﻓﻠـﺰﺍﺕ ﻣﻦ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﳌﺎﺩﺓ ﳌﺮﻭﺭ ﺍﻟﺸﺤﻨﺎﺕ ﺧﻼﳍﺎ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﻗﻴﺎﺱ ﺍﳌﻘﺎﻭﻣﺔ ﺑﺘﻄﺒﻴﻖ ﻓﺮﻕ ﺟﻬﺪ‬ ‫ﺣﻴﺚ ﺍﻟﺘﻮﺻﻴﻞ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﻭﺗﻌﺮﻑ ﺍﳌﻘﺎﻭﻣﺔ ‪R‬‬‫ﻋﲆ ﻃﺮﰲ ﺍﳌﻮﺻﻞ‪ ،‬ﺛﻢ ﻗﺴﻤﺔ ﻓﺮﻕ ﺍﳉﻬﺪ ﻋﲆ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ‪ ،‬ﹼ‬ ‫ﻛﻼ ﻣـﻦ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‬ ‫• ‪ ‬ﹼﹰ‬
‫ﺑﺄﳖﺎ ﻧﺴﺒﺔ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪ V‬ﺇﱃ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪.I‬‬ ‫ﻭﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫• ‪ ‬ﺑـﲔ ﺗﻮﺻﻴـﻞ ﺍﻟﺘـﻮﺍﱄ ﻭﺗﻮﺻﻴﻞ‬
‫‪V‬‬
‫__ = ‪R‬‬
‫‪I‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ‬ ‫ﺍﻟﺘﻮﺍﺯﻱ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺗﺴﺎﻭﻱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‪.‬‬ ‫‪‬‬
‫‪• Resistance‬‬ ‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫ﻭﻳﻌـﺮﻑ ﺍﻷﻭﻡ ﺍﻟﻮﺍﺣﺪ )‪(1 Ω‬‬ ‫ﺗﹸﻘـﺎﺱ ﻣﻘﺎﻭﻣﺔ ﻣﻮﺻﻞ ‪ R‬ﺑﻮﺣـﺪﺓ ﺍﻷﻭﻡ ‪،Ohm‬‬ ‫‪• Ohm‬‬ ‫ﺍﻷﻭﻡ‬ ‫•‬
‫ﹼ‬
‫‪• Ohm's law‬‬ ‫ﻗﺎﻧﻮﻥ ﺃﻭﻡ‬ ‫•‬
‫ﺑﺄﻧـﻪ ﻣﻘﺎﻭﻣﺔ ﻣﻮﺻﻞ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﺷـﺪﺗﻪ ‪ 1 A‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ‬
‫‪• Ohmic‬‬ ‫ﻣﻮﺻﻼﺕ ﺃﻭﻣﻴﺔ‬ ‫•‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 7-19‬ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺑﺴـﻴﻄﺔ ﺗﺘﻜـﻮﻥ ﻣﻦ ﻣﺼﺪﺭ ﻗﺪﺭﺓ‪،‬‬ ‫ﹼ‬ ‫‪.1 V‬‬ ‫ﻣﻮﺻﻼﺕ ﻏﲑ ﺃﻭﻣﻴﺔ ‪• Non - ohmic‬‬ ‫•‬
‫ﻭﻣﻘﺎﻭﻣـﺔ‪ ،‬ﻭﺟﻬـﺎﺯ ﺃﻣﻴﱰ )ﻟﻘﻴﺎﺱ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ( ﻭﺻﻠﺖ ﻣ ﹰﻌـﺎ ﺩﻭﻥ ﺗﻔﺮﻉ‪ .‬ﻭﻳﻤﻜﻦ‬ ‫‪• Power‬‬ ‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫__ = ‪ R‬ﻛﲈ ﻳﲇ‪:‬‬ ‫‪V‬‬
‫‪I‬‬
‫ﺣﺴﺎﺏ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺗﻠﻚ ﺍﻟﺪﺍﺋﺮﺓ ﻣﻦ ﺍﻟﻌﻼﻗﺔ‬ ‫‪• joule‬‬ ‫ﺍﳉﻮﻝ‬ ‫•‬
‫‪• watt‬‬ ‫ﺍﻟﻮﺍﻁ‬ ‫•‬
‫‪• Series circuit‬‬ ‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﱄ‬ ‫•‬
‫‪12 V‬‬
‫‪• Parallel circuit‬‬ ‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﺯﻱ‬ ‫•‬
‫‪V‬‬ ‫‪12 V‬‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫=‪I‬‬ ‫=‬
‫‪R‬‬ ‫‪3Ω‬‬
‫‪• Electromotive force‬‬
‫‪=4A‬‬
‫‪• Open circuit‬‬ ‫• ﺩﺍﺋﺮﺓ ﻣﻔﺘﻮﺣﺔ‬
‫‪• Short circuit‬‬ ‫• ﺩﺍﺋﺮﺓ ﻗﴫ‬
‫‪3Ω‬‬ ‫‪4A‬‬
‫‪1  1 Ω    7-19 ‬‬
‫‪4A VA‬‬
‫‪  3Ω    ‬‬
‫‪12V‬‬

‫‪124‬‬
 ‫ﻭﻗﺪ ﹸﺳ ﹼﻤﻴﺖ ﻭﺣﺪﺓ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻷﻭﻡ ﻧﺴﺒﺔ ﺇﱃ ﺍﻟﻌﺎﱂ ﺍﻷﳌﺎﲏ ﺟﻮﺭﺝ ﺳﻴﻤﻮﻥ ﺃﻭﻡ‪ ،‬ﺍﻟﺬﻱ ﻭﺟﺪ ﺃﻥ‬
‫‪‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﻣﻮﺻﻞ ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ ﺛﺎﺑﺘﺔ ﻋﻨﺪ ﺛﺒﺎﺕ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪،‬‬
‫‪‬‬ ‫ﻭﻫﺬﺍ ﻳﺴـﻤﻰ ﻗﺎﻧـﻮﻥ ﺃﻭﻡ ‪ .Ohm's law‬ﻭﻻ ﺗﺘﻐﲑ ﻣﻘﺎﻭﻣﺔ ﻣﻌﻈـﻢ ﺍﳌﻮﺻﻼﺕ ﺑﺘﻐﲑ ﻣﻘﺪﺍﺭ‬
‫‪‬‬
‫‪140Ω100W‬‬ ‫ﺃﻭ ﺍﲡـﺎﻩ ﺍﳉﻬـﺪ ﺍ ﹸﳌﻄ ﹼﺒﻖ ﻋﻠﻴﻬﺎ‪ .‬ﻭ ﹸﻳﻘﺎﻝ ﻋﻦ ﺍﳌﻮﺻﻞ ﺇﻧﻪ ﹸﳛ ﹼﻘﻖ ﻗﺎﻧـﻮﻥ ﺃﻭﻡ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻘﺎﻭﻣﺘﻪ ﻻ‬
‫‪  ‬‬ ‫ﺗﻌﺘﻤﺪ ﻋﲆ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ‪.‬‬
‫‪  ‬‬ ‫ﻭﲢ ﹼﻘـﻖ ﻣﻌﻈﻢ ﺍﳌﻮﺻـﻼﺕ ﺍﻟﻔﻠﺰﻳﺔ ﻗﺎﻧـﻮﻥ ﺃﻭﻡ ﺿﻤﻦ ﺣﺪﻭﺩ ﻣﻌﻴﻨﺔ ﻟﻔﺮﻭﻕ ﺍﳉﻬﺪ‪ ،‬ﻭﺗﺴـﻤﻰ‬ ‫ﹸ‬
‫‪     10 Ω  ‬‬
‫‪    ‬‬ ‫ﻣﻮﺻﻼﺕ ﺃﻭﻣﻴﺔ ‪ ،Ohmic‬ﺇﻻ ﺃﻥ ﻫﻨﺎﻙ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻮﺻﻼﺕ ﻭﺍﻷﺩﻭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻻ ﹸﲢ ﹼﻘﻖ‬
‫‪    ‬‬ ‫ﻗﺎﻧﻮﻥ ﺃﻭﻡ‪ ،‬ﻭﺗﺴﻤﻰ ﻣﻮﺻﻼﺕ ﻏﲑ ﺃﻭﻣﻴﺔ ‪ .Non - ohmic‬ﻭﻣﻨﻬﺎ ﺍﳌﺬﻳﺎﻉ ﻭﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‪،‬‬
‫‪ ‬‬ ‫ﺃﻳﻀﺎ ﻣﻘﺎﻭﻣﺔ ﺗﻌﺘﻤﺪ ﻋﲆ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‪ ،‬ﻛﲈ ﺃﻧﻪ ﻻ ﹸﳛ ﹼﻘﻖ ﻗﺎﻧﻮﻥ‬
‫ﻭﺣﺘﻰ ﺍﳌﺼﺒﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻟﻪ ﹰ‬
‫ﺃﻭﻡ‪ .‬ﻭﺗﻌﺘﻤـﺪ ﻣﻘﺎﻭﻣـﺔ ﺗﻠﻚ ﺍﳌﻮﺻﻼﺕ ﻋﲆ ﻃﻮﻝ ﺍﳌﻮﺻﻞ ﻭﻣﺴـﺎﺣﺔ ﻣﻘﻄﻌﻪ ﺍﻟﻌﺮﴈ ﻭﻧﻮﻉ‬
‫ﻣﺎﺩﺗﻪ ﺇﺿﺎﻓﺔ ﺇﱃ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺗﻪ‪ .‬ﻭﻗﺪ ﺗﻮﺻﻞ ﺍﻟﻌﻠﲈﺀ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺠﺎﺭﺏ ﺇﱃ ﺃﻥ ﻣﻘﺎﻭﻣﺔ ﺍﳌﻮﺻﻞ‬
‫ﺗﺘﻨﺎﺳﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﻃﻮﻟﻪ ‪ ¹‬ﻭﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﻣﺴﺎﺣﺔ ﻣﻘﻄﻌﻪ ‪ ،A‬ﻭﺗﻢ ﺭﺑﻂ ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪¹‬‬
‫__ ‪R =ρ‬‬
‫‪A‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺗﺴﺎﻭﻱ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻨﻮﻋﻴﺔ ﻣﴬﻭﺑﺔ ﰲ ﻃﻮﻝ ﺍﳌﻮﺻﻞ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﻣﺴﺎﺣﺔ ﺍﳌﻘﻄﻊ‪.‬‬

‫ﺣﻴﺚ ﺗﺮﻣﺰ ‪ ρ‬ﺇﱃ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻨﻮﻋﻴﺔ ﻟﻠﲈﺩﺓ‪ ،‬ﻭﻫﻲ ﺛﺎﺑﺘﺔ ﻟﻠﲈﺩﺓ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻨﺪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﳏﺪﺩﺓ‪.‬‬
‫ﻭﺗﻌـﺮﻑ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﻟﻨﻮﻋﻴﺔ ﻟﻠﲈﺩﺓ ﺑﺄﳖﺎ ﻣﻘﺎﻭﻣـﺔ ﻣﻮﺻﻞ ﻃﻮﻟﻪ ‪ 1 m‬ﻭﻣﺴـﺎﺣﺔ ﻣﻘﻄﻌﻪ ‪.1 m2‬‬
‫ﻭﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪.Ω.m‬‬
‫ﺇﻥ ﻣﻘﺎﻭﻣـﺔ ﺍﻷﺳـﻼﻙ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﰲ ﺗﻮﺻﻴﻞ ﺍﻷﺟﻬـﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺗﻜﻮﻥ ﻣﻨﺨﻔﻀـﺔ‪ .‬ﻓﻤﻘﺎﻭﻣﺔ‬
‫ﺳـﻠﻚ ﻃﻮﻟﻪ ‪ 1 m‬ﻣﻦ ﺍﻟﻨﻮﻉ ﺍﳌﺴﺘﺨﺪﻡ ﻋﺎﺩ ﹰﺓ ﰲ ﳐﺘﱪﺍﺕ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺗﺴﺎﻭﻱ ‪ ،0.03 Ω‬ﺃﻣﺎ ﺍﻷﺳﻼﻙ‬
‫ﺍﳌﺴﺘﺨﺪﻣﺔ ﰲ ﺍﻟﺘﻤﺪﻳﺪﺍﺕ ﺍﳌﻨﺰﻟﻴﺔ ﻓﺘﻜﻮﻥ ﻣﻘﺎﻭﻣﺘﻬﺎ ﺃﻗﻞ ﻣﻦ ﺫﻟﻚ ﻭﺗﺴﺎﻭﻱ ‪ 0.004 Ω‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ‬
‫ﻣﱰ ﻣﻦ ﻃﻮﳍﺎ‪ .‬ﻭﻷﻥ ﻣﻘﺎﻭﻣﺔ ﻫﺬﻩ ﺍﻷﺳﻼﻙ ﻗﻠﻴﻠﺔ ﺟﺪﹼﹰ ﺍ ﻓﺈﻧﻪ ﻻ ﳛﺪﺙ ‪ -‬ﻏﺎﻟ ﹰﺒﺎ ‪ -‬ﻧﻘﺼﺎﻥ ﺃﻭ ﻫﺒﻮﻁ‬
‫ﻟﻠﺠﻬﺪ ﺧﻼﳍﺎ‪ .‬ﻭﻳﻤﻜﻦ ﺻﻨﻊ ﺍﳌﻘﺎﻭﻣﺎﺕ ﻣﻦ ﺍﳉﺮﺍﻓﻴﺖ ﺃﻭ ﺑﺎﺳﺘﻌﲈﻝ ﺃﺳﻼﻙ ﻃﻮﻳﻠﺔ ﻭﺭﻓﻴﻌﺔ‪.‬‬
‫ﻭﻫﻨـﺎﻙ ﻃﺮﻳﻘﺘـﺎﻥ ﻟﻠﺘﺤﻜﻢ ﰲ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ؛ ﺣﻴـﺚ ﻳﻤﻜﻦ ﺍﻟﺘﺤﻜﻢ ﰲ‬
‫ﻭﻳﻮﺿﺢ‬
‫ﹼ‬ ‫__= ‪. I‬‬
‫‪R‬‬
‫‪V‬‬
‫ﺷـﺪﺓ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪ I‬ﻋﻦ ﻃﺮﻳﻖ ﺗﻐﻴـﲑ ‪ V‬ﺃﻭ ‪ R‬ﺃﻭ ﻛﻠﻴﻬﲈ؛ ﻭﺫﻟـﻚ ﻷﻥ‬
‫ﺍﻟﺸﻜﻞ ‪ 7–20a‬ﺩﺍﺋﺮﺓ ﺑﺴﻴﻄﺔ؛ ﻓﻌﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ V‬ﺗﺴﺎﻭﻱ ‪ ،6 V‬ﻭ ‪ R‬ﺗﺴﺎﻭﻱ ‪ 30 Ω‬ﻳﻜﻮﻥ ﻣﻘﺪﺍﺭ‬
‫ﺍﻟﺘﻴﺎﺭ ‪ .0.2 A‬ﺃﻣﺎ ﺇﺫﺍ ﹼ‬
‫ﻗﻞ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍ ﹸﳌﻄ ﹼﺒﻖ ﻋﲆ ﺍﳌﻘﺎﻭﻣﺔ ﺇﱃ ﺍﻟﻨﺼﻒ ﻓﺴﻮﻑ ﺗﻘﻞ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬
‫‪a‬‬ ‫‪AA‬‬ ‫‪b‬‬ ‫‪AA‬‬ ‫‪A‬‬
‫‪0.2‬‬
‫‪0.2 AA‬‬ ‫‪0.1‬‬
‫‪0.1 AA‬‬ ‫‪0.‬‬
‫‪0.‬‬
‫‪7-20‬‬
‫‪+‬‬
‫‪+‬‬ ‫‪+‬‬
‫‪+‬‬ ‫‪+‬‬
‫‪+‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪   ‬‬ ‫‪66 VV‬‬ ‫‪30‬‬
‫‪30 Ω‬‬
‫‪Ω‬‬ ‫‪33 VV‬‬ ‫‪30‬‬
‫‪30 Ω‬‬
‫‪Ω‬‬ ‫‪66 VV‬‬
‫‪      a ‬‬ ‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬
‫‪-‬‬ ‫‪-‬‬
‫‪-‬‬

‫‪b‬‬
‫‪II‬‬ ‫‪II‬‬ ‫‪II‬‬

‫‪125‬‬
 ‫ﺃﻳﻀﺎ‪ .‬ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 7–20b‬ﺃﻥ ﺍﳉﻬﺪ ﺍ ﹸﳌﻄ ﹼﺒﻖ ﻋﲆ ﻃﺮﰲ ﺍﳌﻘﺎﻭﻣﺔ ﹼ‬
‫ﻗﻞ‬ ‫ﺍﳌﺎﺭ ﻓﻴﻪ ﺇﱃ ﺍﻟﻨﺼﻒ ﹰ‬
‫ﻣﻦ ‪ 6 V‬ﺇﱃ ‪3 V‬؛ ﻭﺫﻟﻚ ﻟﺘﻘﻠﻴﻞ ﺍﻟﺘﻴﺎﺭ ﻟﻴﺼﺒﺢ ‪ .0.1 A‬ﻭﺗﹸﺴـﺘﺨﺪﻡ ﺍﳌﻘﺎﻭﻣﺎﺕ ﻋﺎﺩ ﹰﺓ ﻟﻠﺘﺤﻜﻢ‬
‫ﰲ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﰲ ﺃﺟﺰﺍﺀ ﻣﻨﻬﺎ‪ .‬ﻓﻴﻤﻜﻦ ﺗﻌﺪﻳﻞ ﴎﻋﺔ ﳏﺮﻙ ﻣﻦ ﺩﻭﺭﺍﻥ‬
‫ﻗﺼﲑﺍ )ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺻﻐﲑﺓ(‪ ،‬ﻟﻴﺼﺒﺢ ﺩﻭﺭﺍﻧﻪ‬
‫ﹰ‬ ‫ﴎﻳﻊ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺴﻠﻚ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺑﻄﻴ ﹰﺌﺎ ﻋﻨﺪ ﺯﻳﺎﺩﺓ ﻃﻮﻝ ﺍﻟﺴـﻠﻚ ﰲ ﺍﻟﺪﺍﺋﺮﺓ )ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻛﺒﲑﺓ(‪ .‬ﻭﻫﻨﺎﻙ ﺃﻣﺜﻠﺔ ﺃﺧﺮ￯ ﻋﲆ‬
‫ﺍﺳـﺘﺨﺪﺍﻡ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﳌﺘﻐﲑﺓ ﻟﻠﺘﺤﻜﻢ ﰲ ﻣﺴـﺘﻮﻳﺎﺕ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ ﺍﻟﺘﻠﻔﺎﺯ ﻭﺿﺒﻄﻬﺎ‪،‬‬
‫ﻣﺜـﻞ ﺍﻟﺘﺤﻜـﻢ ﰲ ﺍﻟﺼﻮﺕ ﻭﺩﺭﺟﺔ ﺳـﻄﻮﻉ ﺍﻟﺼـﻮﺭﺓ ﻭﺗﺒﺎﻳﻨﻬﺎ ﻭﺍﻷﻟﻮﺍﻥ‪ ،‬ﻭﺗﻌـﺪﹼ ﲨﻴﻊ ﺃﺩﻭﺍﺕ‬
‫ﺍﻟﻀﺒﻂ ﻫﺬﻩ ﻣﻘﺎﻭﻣﺎﺕ ﻣﺘﻐﲑﺓ‪.‬‬
‫‪ The human body  ‬ﻳﻌﻤـﻞ ﺟﺴـﻢ ﺍﻹﻧﺴـﺎﻥ ﺑﻮﺻﻔـﻪ ﻣﻘﺎﻭﻣـﺔ‬
‫ﻛﺎﻑ ﳉﻌـﻞ ﺍﻟﺘﻴـﺎﺭﺍﺕ‬ ‫ﻣﺘﻐـﲑﺓ؛ ﺣﻴـﺚ ﺗﻜـﻮﻥ ﻣﻘﺎﻭﻣـﺔ ﺍﳉﻠـﺪ ﺍﳉـﺎﻑ ﻛﺒـﲑﺓ ﺑﻘـﺪﺭ ﹴ‬ ‫‪AÉ```«`MC’G ™``e §``HôdG‬‬

‫ﺍﻟﻨﺎﲡـﺔ ﻋـﻦ ﺍﳉﻬـﻮﺩ ﺍﻟﺼﻐـﲑﺓ ﻭﺍﳌﻌﺘﺪﻟـﺔ ﺿﻌﻴﻔـﺔ‪ .‬ﺃﻣـﺎ ﺇﺫﺍ ﺃﺻﺒـﺢ ﺍﳉﻠـﺪ ﺭﻃ ﹰﺒـﺎ ﻓﺴـﺘﻜﻮﻥ‬
‫ﻣﻘﺎﻭﻣﺘـﻪ ﺃﻗـﻞ‪ .‬ﻭﻗـﺪ ﻳﺮﺗﻔـﻊ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺍﻟﻨﺎﺗـﺞ ﻋـﻦ ﻫـﺬﻩ ﺍﳉﻬـﻮﺩ ﺇﱃ ﻣﺴـﺘﻮﻳﺎﺕ‬
‫ﺧﻄـﺮﺓ‪ .‬ﻭﻳﻤﻜـﻦ ﺍﻹﺣﺴـﺎﺱ ﺑﺘﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﺻﻐـﲑ ﻳﺼـﻞ ﻣﻘـﺪﺍﺭﻩ ﺇﱃ ﻗﻴﻤـﺔ ﻗﺮﻳﺒـﺔ ﻣـﻦ‬
‫‪ 1 mA‬ﰲ ﺻـﻮﺭﺓ ﺻﺪﻣـﺔ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺧﻔﻴﻔﺔ‪ .‬ﺃﻣـﺎ ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻣﻘﺎﺩﻳﺮﻫـﺎ ﻗﺮﻳﺒﺔ ﻣﻦ ‪15 mA‬‬
‫ﻓﻘـﺪ ﺗـﺆﺩﻱ ﺇﱃ ﻓﻘﺪﺍﻥ ﺍﻟﺴـﻴﻄﺮﺓ ﻋﲆ ﺍﻟﻌﻀـﻼﺕ‪ .‬ﰲ ﺣﲔ ﺃﻥ ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﺘـﻲ ﻣﻘﺎﺩﻳﺮﻫﺎ ﻗﺮﻳﺒﺔ‬
‫ﻣﻦ ‪ 100 mA‬ﻗﺪ ﺗﺆﺩﻱ ﺇﱃ ﺍﳌﻮﺕ‪.‬‬
‫ﻗﺎﺭﻥ ﺑﲔ ﺍﳌﻮﺻﻼﺕ ﺍﻷﻭﻣﻴﺔ ﻭﺍﳌﻮﺻﻼﺕ ﻏﲑ ﺍﻷﻭﻣﻴﺔ‪.‬‬

‫‪2‬‬
‫‪‬ﺳﻠﻚ ﻣﻮﺻﻞ ﻃﻮﻟﻪ ‪ 1.8 m‬ﻭﻣﺴﺎﺣﺔ ﻣﻘﻄﻌﻪ ‪ 0.3 mm2‬ﻣﺼﻨﻮﻉ ﻣﻦ ﻣﺎﺩﺓ ﻣﻘﺎﻭﻣﺘﻬﺎ ﺍﻟﻨﻮﻋﻴﺔ ﺗﺴﺎﻭﻱ‬
‫‪ .5 ×10-6 Ω.m‬ﺍﺣﺴﺐ ﻣﻘﺎﻭﻣﺔ ﺍﻟﺴﻠﻚ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫‪‬‬ ‫‪1‬‬

‫‪‬‬ ‫‪‬‬
‫?=‪R‬‬ ‫‪¹= 1.8 m‬‬
‫‪A = 0.3 ×10-6 m2‬‬
‫‪ρ = 5 ×10-6 Ω.m‬‬
‫‪‬‬ ‫‪2‬‬
‫‪¹‬‬
‫__ ‪R =ρ‬‬
‫‪A‬‬
‫ﺗﺴﺘﺨﺪﻡ ﻋﻼﻗﺔ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻨﻮﻋﻴﺔ‪.‬‬
‫‪5 × 10 Ω.m × 1.8 m‬‬
‫‪-6‬‬
‫‪ρ  A¹‬‬
‫_____________ = ‪R‬‬ ‫‪= 30 Ω‬‬
‫‪0.3 × 10-6 m2‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﺗﻢ ﻗﻴﺎﺱ ﺍﳌﻘﺎﻭﻣﺔ ﺑﻮﺣﺪﺓ ‪.Ω‬‬
‫‪ ‬ﻣﺴﺎﺣﺔ ﻣﻘﻄﻊ ﺍﳌﻮﺻﻞ ﺻﻐﲑﺓ ﺟﺪﹰ ﺍ ﻓﻤﻦ ﺍﳌﻨﻄﻖ ﺃﻥ ﺗﻜﻮﻥ ﻣﻘﺎﻭﻣﺘﻪ ﻛﺒﲑﺓ‪.‬‬

‫‪126‬‬
 ‫‪3‬‬
‫‪  ‬ﻭﺻﻠﺖ ﺑﻄﺎﺭﻳﺔ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻴﻬﺎ ‪ 30.0 V‬ﺑﻤﻘﺎﻭﻣﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ .10.0 Ω‬ﻣﺎ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ‬
‫ﺍﻟﺪﺍﺋﺮﺓ؟‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬
‫ﺍﺭﺳﻢ ﺩﺍﺋﺮﺓ ﲢﺘﻮﻱ ﻋﲆ ﺑﻄﺎﺭﻳﺔ ﻭﺃﻣﻴﱰ ﻭﻣﻘﺎﻭﻡ‪.‬‬
‫‪V‬‬ ‫‪I‬‬
‫ﻭﺿﺢ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪.‬‬ ‫ﹼ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪R‬‬
‫?=‪I‬‬ ‫‪R = 10.0 Ω‬‬ ‫‪V = 30.0 V‬‬

‫‪‬‬ ‫‪2‬‬
‫‪C22-09A-845813‬‬
‫‪3nd Proof‬‬ ‫ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ‪ I = V/R‬ﻹﳚﺎﺩ ﺍﻟﺘﻴﺎﺭ‪:‬‬
‫‪V‬‬
‫__ = ‪I‬‬
‫‪R‬‬
‫‪R =10.0 Ω ،V = 30.0 V ‬‬
‫‪30.0 V‬‬
‫______ =‬
‫‪10.0 Ω‬‬
‫‪= 3.00 A‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﹸﻳﻘﺎﺱ ﺍﻟﺘﻴﺎﺭ ﺑﻮﺣﺪﺓ ﺍﻷﻣﺒﲑ ‪.A‬‬
‫‪ ‬ﺍﳉﻬﺪ ﻛﺒﲑ ﻭﺍﳌﻘﺎﻭﻣﺔ ﻗﻠﻴﻠﺔ؛ ﻟﺬﺍ ﻳﻜﻮﻥ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ‪ 3.00 A‬ﻣﻨﻄﻘ ﹼﹰﻴﺎ‪.‬‬

‫ﺍﻓﱰﺽ ﰲ ﻫﺬﻩ ﺍﳌﺴﺎﺋﻞ ﲨﻴﻌﻬﺎ ﺃﻥ ﺟﻬﺪ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻭﻣﻘﺎﻭﻣﺎﺕ ﺍﳌﺼﺎﺑﻴﺢ ﺛﺎﺑﺘﺔ‪ ،‬ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‪.‬‬
‫ﺇﺫﺍ ﹸﻭﺻـﻞ ﳏـﺮﻙ ﺑﻤﺼـﺪﺭ ﺟﻬـﺪ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﻘﺎﻭﻣﺔ ﺍﳌﺤـﺮﻙ ﰲ ﺃﺛﻨﺎﺀ ﺗﺸـﻐﻴﻠﻪ ‪ ،33 Ω‬ﻭﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌـﺎﺭ ﰲ ﺗﻠﻚ ﺍﻟﺪﺍﺋﺮﺓ‬ ‫‪.17‬‬
‫‪ ،3.8 A‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺟﻬﺪ ﺍﳌﺼﺪﺭ؟‬
‫ﺍﳌﺠﺲ؟‬
‫ﹼ‬ ‫ﳎﺲ ﻋﻨﺪ ﺗﺸﻐﻴﻠﻪ ﺑﺒﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ .3.0 V‬ﻣﺎ ﻣﻘﺪﺍﺭ ﻣﻘﺎﻭﻣﺔ ﺩﺍﺋﺮﺓ ﺟﻬﺎﺯ‬ ‫ﻳﻤﺮ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 2.0×10-4 A‬ﰲ ﹼ‬ ‫‪.18‬‬
‫ﺍﺣﺴﺐ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻨﻮﻋﻴﺔ ﳌﺎﺩﺓ ﺳﻠﻚ ﻃﻮﻟﻪ ‪ 2m‬ﻭﻣﺴﺎﺣﺔ ﻣﻘﻄﻌﻪ ‪ 0.3mm2‬ﻭﻣﻘﺎﻭﻣﺘﻪ ‪.8 Ω‬‬ ‫‪.19‬‬
‫ﺳـﻠﻚ ﻣﻮﺻـﻞ ﻧﺼﻒ ﻗﻄﺮ ﻣﻘﻄﻌـﻪ ‪ 1.0 mm‬ﻭﻣﻘﺎﻭﻣﺘﻪ ﺍﻟﻨﻮﻋﻴـﺔ ‪ ،1.5×10-6 Ω.m‬ﻛﻢ ﳚـﺐ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ﻟﺘﺼﺒﺢ‬ ‫‪.20‬‬
‫ﻣﻘﺎﻭﻣﺘﻪ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪20 Ω‬؟‬

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 ‫‪‬‬
‫‪Electrical power and energy‬‬ ‫‪‬‬
‫ﻋﻨـﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﺃﺷـﻜﺎﻝ ﺃﺧﺮ￯ ﻣﻦ‬
‫ﻟﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ‬
‫ﺍﻟﻄﺎﻗﺔ ﺑﺤﺴـﺐ ﻧﻮﻉ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﻭﻳﺴـﻤﻰ ﺍﳌﻌﺪﻝ ﺍﻟﺰﻣﻨـﻲ ﹼ‬
‫ﻣـﻦ ﺷـﻜﻞ ﺇﱃ ﺁﺧـﺮ ﺍﻟﻘـﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ‪Power‬؛ ﺃﻱ ﺃﻥ‪ ،P = E/t :‬ﺣﻴﺚ ﹸﲤ ﹼﺜـﻞ ‪ P‬ﺍﻟﻘﺪﺭﺓ‬
‫ﲢﻮﻟﺖ ﺧﻼﻟـﻪ ﺍﻟﻄﺎﻗﺔ ﺑﻮﺣﺪﺓ ‪ .s‬ﻭﺗﹸﻘﺎﺱ‬ ‫ﺤﻮﻟﺔ‪ ،‬ﻭ‪ t‬ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﹼ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ ،‬ﻭ ‪ E‬ﺍﻟﻄﺎﻗـﺔ ﺍ ﹸﳌ ﹼ‬
‫ﺍﳌﺤﻮﻟـﺔ ﺑﻮﺣـﺪﺓ ﺍﳉـﻮﻝ )‪ .joule (J‬ﺃﻣﺎ ﺍﻟﻘـﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻓﺘﻜﻮﻥ ﻭﺣﺪﺓ ﻗﻴﺎﺳـﻬﺎ‬ ‫ﹼ‬ ‫ﺍﻟﻄﺎﻗـﺔ‬
‫ﺑﺤﺴـﺐ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ ﻟﻠﻮﺣﺪﺍﺕ ‪ ،J/s‬ﻭﺗﺴﻤﻰ ﺍﻟﻮﺍﻁ ‪ ،watt‬ﻭﻳﺮﻣﺰ ﳍﺎ ﺑﺎﻟﺮﻣﺰ ‪ .W‬ﻭ ﹸﻳﻌﺮﻑ‬
‫ﺣﻮﻝ ﻣﻮ ﹼﻟﺪ‬
‫ﲢﻮﻝ ﻃﺎﻗﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 1 J‬ﺧﻼﻝ ﺛﺎﻧﻴـﺔ ﻭﺍﺣﺪﺓ‪ .‬ﻓﺈﺫﺍ ﹼ‬ ‫‪ 1 W‬ﺑﺄﻧـﻪ ﻗﺪﺭﺓ ﺁﻟـﺔ ﺃﻭ ﺟﻬﺎﺯ ﹼ‬
‫ﹴ‬
‫ﻓﻌﻨﺪﺋﺬ ﻳﻤﻜﻨﻨﺎ ﺍﻟﻘﻮﻝ ﺇﻥ ﺍﳌﻮﻟﺪ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ ‪ 1 J‬ﻣﻦ ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﰲ ﻛﻞ ﺛﺎﻧﻴﺔ‬
‫ﳛﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺑﻤﻌﺪﻝ ‪ 1 J/s‬ﺃﻭ ‪ .1 W‬ﻭﺗﻌﺘﻤﺪ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﳛﻤﻠﻬﺎ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﲆ ﻛﻤﻴﺔ‬ ‫ﹼ‬
‫ﺃﻳﻀﺎ ﻋﲆ ﻓﺮﻕ ﺍﳉﻬﺪ ‪ V‬ﺑﲔ ﻃﺮﰲ ﺍﳌﺴـﺎﺭ ﺍﻟﺬﻱ ﻳﺘﺤﺮﻙ ﻓﻴﻪ‬ ‫ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳌﻨﻘﻮﻟﺔ ‪ ،q‬ﻛﲈ ﺗﻌﺘﻤﺪ ﹰ‬
‫ﺍﻟﺘﻴﺎﺭ؛ ﺃﻱ ﺃﻥ‪:‬‬
‫‪E = qV‬‬

‫ﻭﺣﻴﺚ ﺇﻥ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬

‫‪I = q/t‬‬

‫ﺃﻱ ﺃﻥ‪ .q = It :‬ﻭﺑﺘﻌﻮﻳﺾ ﻗﻴﻤﺔ ‪ q‬ﰲ ﺍﻟﻌﻼﻗﺔ ‪ E = qV‬ﻧﺠﺪ ﺃﻥ‪:‬‬

‫‪E = ItV‬‬

‫ﻭﺑﻘﺴﻤﺔ ﻃﺮﰲ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ‪:t‬‬

‫__‬
‫___ ‪E‬‬
‫‪= ItV‬‬
‫‪t‬‬ ‫‪t‬‬

‫‪P = IV‬‬ ‫ﺃﻱ ﺃﻥ‪:‬‬

‫ﻭﻫﺬﻩ ﻫﻲ ﺍﻟﺼﻮﺭﺓ ﺍﳌﺄﻟﻮﻓﺔ ﳌﻌﺎﺩﻟﺔ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺇﱃ ﺟﻬﺎﺯ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬

‫‪P = IV‬‬ ‫ﺍﻟﻘﺪﺭﺓ‬

‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﺎﻭﻱ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﴬﻭﺑﺔ ﰲ ﻓﺮﻕ ﺍﳉﻬﺪ‪.‬‬

‫ﻣﺎ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ؟ ﻭﻣﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺳﻬﺎ؟‬

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 ‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﻗﺎﻧﻮﻡ ﺃﻭﻡ )‪ (V = IR‬ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻋﺪﺓ ﺻﻮﺭ ﳌﻌﺎﺩﻟﺔ ﺍﻟﻘﺪﺭﺓ‪ ،‬ﻛﲈ ﻳﲇ‪:‬‬
‫‪P = IV‬‬

‫‪= IV = I (IR) = I2R‬‬

‫__( = ‪= IV‬‬
‫‪V‬‬
‫‪R‬‬
‫)‬‫‪V‬‬ ‫=‬ ‫__‬
‫‪V2‬‬
‫‪R‬‬
‫‪ H‬ﻋﻨـﺪ ﻣـﺮﻭﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﻣﻘﺎﻭﻣـﺔ ﻓﺈﳖـﺎ‬ ‫‪ eating resistance‬‬
‫ﺗﺴـﺨﻦ؛ ﻭﺫﻟﻚ ﺑﺴـﺒﺐ ﺗﺼﺎﺩﻡ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻊ ﺫﺭﺍﲥﺎ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﻋﲆ‬
‫ﺯﻳـﺎﺩﺓ ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ ﻟﻠـﺬﺭﺍﺕ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣـﺮﺍﺭﺓ ﺍﳌﻘﺎﻭﻣﺔ‪ .‬ﻟﻘﺪ ﹸﺻ ﹼﻤﻤﺖ‬
‫ﻛﻞ ﻣـﻦ ﺍﳌﺪﻓﺄﺓ ﺍﳊﺮﺍﺭﻳﺔ ﻭﺻﻔﻴﺤﺔ ﺍﻟﺘﺴـﺨﲔ ﻭﺃﺳـﻼﻙ ﺍﻟﺘﺴـﺨﲔ ﰲ ﳎ ﹼﻔﻒ ﺍﻟﺸـﻌﺮ ﹼ‬
‫ﻟﺘﺤﻮﻝ‬
‫ﺍﻟﻄﺎﻗـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﺟﻬﺰﺓ ﺍﳌﻨﺰﻟﻴﺔ‪ ،‬ﻭﻣﻨﻬﺎ‬
‫ﺍﳌﻮﺿﺤــﺔ ﰲ ﺍﻟﺸﻜﻞ ‪ ،7-21‬ﺗﻌﻤﻞ ﻋﻤﻞ ﻣﻘﺎﻭﻣﺎﺕ ﻋﻨﺪ ﺗﻮﺻﻴﻠﻬﺎ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬ ‫ﹼ‬
‫ﺤﻮﻟﺔ ﺇﱃ ﺃﺷﻜﺎﻝ‬‫ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻣﻌﺎﺩﻻﺕ ﺍﻟﻘﺪﺭﺓ ﺍﻟﺴﺎﺑﻘﺔ ﳊﺴـﺎﺏ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍ ﹸﳌ ﱠ‬
‫ﺤﻮﻟﺔ ﺇﱃ ﻃﺎﻗـﺔ ﺣﺮﺍﺭﻳﺔ ﰲ‬ ‫ﻼ ﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺍ ﹸﳌ ﱠ‬
‫ﺃﺧـﺮ￯ ﻣـﻦ ﺍﻟﻄﺎﻗﺔ‪ ،‬ﻓﻤﺜـ ﹰ‬
‫ﻣﺴـﺨﻦ ﻣﻐﻤـﻮﺭ ﰲ ﺍﳌﺎﺀ ﺃﻭ ﻣﻘﺎﻭﻣﺔ ﺻﻔﻴﺤﺔ ﺗﺴـﺨﲔ ﺧﻼﻝ ﻓﱰﺓ ﺯﻣﻨﻴـﺔ ‪ t‬ﻣﻦ ﻣﺮﻭﺭ‬ ‫ﱢ‬ ‫ﻣﻘﺎﻭﻣـﺔ‬
‫ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﻴﻬﺎ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫‪E = Pt‬‬

‫ﻭﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻠﻴﺔ ﺍ ﹸﳌ ﹼ‬

‫ﺤﻮﻟﺔ ﺑﺼﻴﻎ ﳐﺘﻠﻔﺔ ﻛﲈ ﻳﲇ‪:‬‬

‫‪E = Pt‬‬
‫‪E = I2 Rt‬‬ ‫ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﺍﺭﻳﺔ‬
‫)‪(R‬‬
‫‪E = __ t‬‬
‫‪V2‬‬

‫ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﺍﺭﻳﺔ ﺗﺴﺎﻭﻱ ﺍﻟﻘﺪﺭﺓ ﺍﳌﺴﺘﻬﻠﻜﺔ ﻣﴬﻭﺑﺔ ﰲ ﺍﻟﺰﻣﻦ‪ ،‬ﻛﲈ ﺃﳖﺎ ﺗﺴﺎﻭﻱ ﻣﺮﺑﻊ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‬
‫ﻣﴬﻭ ﹰﺑﺎ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺰﻣﻦ‪ ،‬ﻭﺗﺴﺎﻭﻱ ﻣﺮﺑﻊ ﺍﳉﻬﺪ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺍﳌﻘﺎﻭﻣﺔ‪ ،‬ﻭﻣﴬﻭ ﹰﺑﺎ ﰲ ﺍﻟﺰﻣﻦ‪.‬‬

‫‪ 7-21‬‬
‫‪  ‬‬
‫‪   ‬‬
‫‪‬‬

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 ‫‪2‬‬
‫‪ ‬ﻭ ﹼﻟﺪﺕ ﺑﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ 6.0 V‬ﹰ‬
‫ﺗﻴﺎﺭﺍ ﺷﺪﺗﻪ ‪ 0.50 A‬ﰲ ﳏﺮﻙ ﻛﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﻭﺻﻠﻪ ﺑﻄﺮﻓﻴﻬﺎ‪.‬‬
‫ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪ .a‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻮﺍﺻﻠﺔ ﺇﱃ ﺍﳌﺤﺮﻙ‪.‬‬
‫‪ .b‬ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺇﱃ ﺍﳌﺤﺮﻙ‪ ،‬ﺇﺫﺍ ﺗﻢ ﺗﺸﻐﻴﻠﻪ ﻣﺪﺓ ‪.5.0 min‬‬
‫‪‬‬ ‫‪1‬‬

‫‪‬‬ ‫ﺍﺭﺳﻢ ﺩﺍﺋﺮﺓ ﺗﺒﲔ ﻓﻴﻬﺎ ﺍﻟﻄﺮﻑ ﺍﳌﻮﺟﺐ ﻟﺒﻄﺎﺭﻳﺔ ﻣﻮﺻﻮﻟﺔ ﺑﻤﺤﺮﻙ‪،‬‬
‫‪I‬‬
‫ﻭﺍﻟﺴﻠﻚ ﺍﻟﺮﺍﺟﻊ ﻣﻦ ﺍﳌﺤﺮﻙ ﻣﻮﺻﻮﻝ ﺑﺎﻟﻄﺮﻑ ﺍﻟﺴﺎﻟﺐ ﻟﻠﺒﻄﺎﺭﻳﺔ‪.‬‬
‫‪V‬‬ ‫‪I‬‬
‫ﻭﺿﺢ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪.‬‬
‫ﹼ‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫?=‪P‬‬ ‫‪V = 6.0 V‬‬
‫?=‪E‬‬ ‫‪I = 0.50 A‬‬
‫‪t = 5.0 min‬‬

‫‪‬‬ ‫‪2‬‬

‫‪ .a‬ﺍﺳﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ‪ P = IV‬ﻹﳚﺎﺩ ﺍﻟﻘﺪﺭﺓ‪.‬‬

‫‪P= IV‬‬

‫)‪= (0.50 A)(6.0 V‬‬ ‫‪V=6.0VI=0.50A‬‬

‫‪= 3.0 W‬‬

‫‪ .b‬ﺗﻌﻠﻤﺖ ﺳﺎﺑ ﹰﻘﺎ ﺃﻥ ‪ .P = E/t‬ﺣﻞ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟـ ‪ E‬ﻹﳚﺎﺩ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﻮﺍﺻﻠﺔ ﺇﱃ ﺍﳌﺤﺮﻙ‪.‬‬

‫‪E = Pt‬‬

‫_____()‪= (3.0 W)(5.0 min‬‬

‫) ‪1 min‬‬
‫‪60 s‬‬
‫‪t=5.0minP=3.0W‬‬

‫‪= 9.0×102 J‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﺗﻢ ﻗﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﺑﺎﻟﻮﺍﻁ‪ ،‬ﻭﺍﻟﻄﺎﻗﺔ ﺑﺎﳉﻮﻝ‪.‬‬

‫‪ ‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﻭﻓﺮﻕ ﺍﳉﻬﺪ ﺻﻐﲑﺍﻥ ﻧﺴﺒ ﹼﹰﻴﺎ؛ ﻟﺬﺍ ﻳﻜﻮﻥ ﺍﳌﻘﺪﺍﺭ ﺍﻟﺼﻐﲑ ﻟﻠﻘﺪﺭﺓ ﻣﻨﻄﻘ ﹼﹰﻴﺎ‪.‬‬

‫‪130‬‬
 ‫‪5‬‬
‫‪  Heating a resistance‬ﻋﻨـﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﻣﻘﺎﻭﻣﺔ ﻓﺈﳖﺎ‬
‫ﺳﺨﺎﻥ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺎﻭﻣﺘﻪ ‪ 10.0 Ω‬ﻋﲆ ﻓﺮﻕ ﺟﻬﺪ ﻣﻘﺪﺍﺭﻩ ‪ .120.0 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫‪‬ﻳﻌﻤﻞ ﹼ‬
‫ﺗﺴـﺨﻦ؛ ﻭﺫﻟﻚ ﺑﺴـﺒﺐ ﺗﺼﺎﺩﻡ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻣﻊ ﺫﺭﺍﲥﺎ؛ ﺣﻴﺚ ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺘﺼﺎﺩﻣﺎﺕ ﻋﲆ‬
‫‪ .b‬ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﺍﺭﻳﺔ ﺍﻟﺘﻲ ﻳﻨﺘﺠﻬﺎ ﺍﻟﺴﺨﺎﻥ ﺧﻼﻝ ‪.10.0 s‬‬ ‫‪ .a‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﺘﻲ ﻳﺴﺘﻬﻠﻜﻬﺎ ﺍﻟﺴﺨﺎﻥ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﺯﻳﺎﺩﺓ ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ ﻟﻠﺬﺭﺍﺕ‪ ،‬ﻭﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﳌﻘﺎﻭﻣﺔ‪ .‬ﻟﻘﺪ ﹸﺻ ﹼﻤﻤﺖ ﻛﻞ‬
‫‪I‬‬
‫ﺍﻟﺘﺴـﺨﲔ ﻭﺃﺳﻼﻙ ﺍﻟﺘﺴـﺨﲔ ﰲ ﳎ ﹼﻔﻒ ﺍﻟﺸﻌﺮ ﹼ‬
‫ﻟﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ‬ ‫‪‬‬
‫ﻭﺻﻔﻴﺤﺔ‬‫‪‬‬
‫ﺍﳌﺪﻓﺄﺓ ﺍﳊﺮﺍﺭﻳﺔ‬
‫‪1‬‬
‫ﻣﻦ‬
‫ﺣﺮﺍﺭﻳﺔ‪ .‬ﻫﺬﻩ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﻭﻏﲑﻫﺎ ﻣﻦ ﺍﻷﺟﻬـﺰﺓ ﺍﳌﻨﺰﻟﻴــــﺔ ‪ -‬ﻛﺘﻠـﻚ‬ ‫ﺍﳊﺎﻟﺔ‪.‬‬
‫ﺍﺭﺳﻢﻃﺎﻗـﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺇﱃ‬
‫ﻋﲔ ﺍﻟﻌﻨﺎﴏ ﺍﳌﻌﻠﻮﻣﺔ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﻭﻫﻲ ﻣﺼﺪﺭ ﺟﻬﺪ‬
‫ﺍﳌﻮﺿﺤــﺔ ﹼﰲ ﺍﻟﺸﻜﻞ ‪ - 7–21‬ﺗﻌﻤﻞ ﻋﻤﻞ ﻣﻘﺎﻭﻣﺎﺕ ﻋﻨﺪ ﺗﻮﺻﻴﻠﻬﺎ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬ ‫ﹼ‬
‫‪120.0 V‬‬ ‫‪10.0 Ω‬‬ ‫ﻣﻘﺪﺍﺭﻩ ‪ ،120.0 V‬ﻭﻣﻘﺎﻭﻣﺔ ‪10.0 Ω‬‬
‫ﻟﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ ﻣﻦ ﺷـﻜﻞ‬ ‫‪ E‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﳌﻌﺪﻝ ﺍﻟﺰﻣﻨﻲ‬
‫‪‬‬ ‫‪ lectric‬‬ ‫‪power‬‬
‫‪‬‬
‫ﻭﻣﻦ ﺛـﻢ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ‬ ‫ﺣﺮﺍﺭﻳﺔ‪P =،‬‬
‫?‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺇﱃ ﻃﺎﻗﺔ‬
‫‪R =10‬‬ ‫ﺍﻟﻄﺎﻗﺔ‬ ‫ﺇﱃ ﺁﺧـﺮ‪ ،‬ﺣﻴﺚ ﺗﺘﺤـﻮﻝ‬
‫‪.0 Ω‬‬
‫‪I‬‬
‫ﻗﻤﺔ ﻣﻮﻗﺪ‬‫ﺻﻔﻴﺤﺔ ﺗﺴـﺨﲔ ﰲ ﹼ‬ ‫ﺃﻭ = ‪E‬‬
‫ﻣﻐﻤـﻮﺭﺍ ﰲ ﺍﳌـﺎﺀ‪? ،‬‬
‫ﹰ‬ ‫‪ 120‬ﹸﻣ = ﱢ‬
‫ﺴـﺨ‪V‬ﻨﹰﺎ‬ ‫ﺍﳌﻘﺎﻭﻣﺔ‬
‫ﺍﳌﻘﺎﻭﻣـﺔ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻧﺖ‪.0 V‬‬
‫ﺍﳊﺮﺍﺭﺓ ﺇﱃ ﺍﳌﺎﺀ ﺍﻟﺒﺎﺭﺩ ﺑﴪﻋـﺔ ﺗﻜﻮﻥ ﻛﺎﻓﻴﺔ ﻹﻳﺼﺎﻟﻪ ﺇﱃ ﺩﺭﺟﺔ‬ ‫‪t = 10‬‬ ‫ﺗﺘﺪﻓﻖ‬
‫ﻣﺜﻼ ﻓﺴـﻮﻑ‪.0 s‬‬ ‫ﻛﻬﺮﺑﺎﺋـﻲ ﹰ‬
‫‪‬ﺍﺳﺘﻬﻼﻙ ﺍﻟﻘﺪﺭﺓ ﺑﻤﻌﺪﻝ ﻣﻨﺘﻈﻢ ﻓﺈﻥ ﺍﻟﻄﺎﻗﺔ ﺍﳌﺘﺤﻮﻟﺔ ﺇﱃ‬
‫ﺍﻟﻐﻠﻴﺎﻥ ﰲ‪ ‬ﺩﻗﺎﺋﻖ ﻗﻠﻴﻠﺔ‪ .‬ﻭﺇﺫﺍ ﺍﺳﺘﻤﺮ‬
‫‪2‬‬
‫‪C22-13A-845813‬‬ ‫ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ ﺑﻌﺪ ﻓﱰﺓ ﺯﻣﻨﻴﺔ ‪ t‬ﺳﺘﺴﺎﻭﻱ‪:‬‬
‫‪Final‬‬ ‫‪ .a‬ﻷﻥ ﻣﻘﺪﺍﺭﻱ ‪ R‬ﻭ ‪ V‬ﻣﻌﻠﻮﻣﺎﻥ ﻓﺈﻧﻨﺎ ﻧﺴﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ‪.P = V2/R‬‬
‫‪(120.0 V)2‬‬ ‫‪E = Pt‬‬
‫‪P = ________ = 1.44 kW‬‬
‫‪10.0 Ω‬‬
‫‪V=120.0VR=10.0Ω‬‬
‫‪P = I 2R‬‬ ‫ﻭﻷﻥ‬
‫ﺍﻟﻄﺎﻗﺔ‪:‬‬ ‫ﻹﳚﺎﺩ‬ ‫ﺣﻞ‬ ‫‪.‬‬‫‪b‬‬
‫‪V2‬‬
‫__ = ‪P‬‬
‫‪R‬‬
‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪E = Pt‬‬ ‫‪t=10.0sP=1.44kW‬‬
‫ﺍﳌﻌﺎﺩﻻﺕ= )‪= (1.44 kW) (10.0 s‬‬
‫ﻓﺈﻥ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﺳﻴﺘﻢ ﲢﻮﻳﻠﻬﺎ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﲑ ﻋﻨﻬﺎ‪ ،‬ﻛﲈ ﰲ ‪14.4 kJ‬‬

‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬‬
‫‪3‬‬
‫‪ ‬ﺗﻘﺎﺱ ﺍﻟﻘﺪﺭﺓ ﺑﻮﺣﺪﺓ ﺍﻟﻮﺍﻁ‪ ،‬ﻭﺍﻟﻄﺎﻗﺔ ﺑﻮﺣﺪﺓ ﺍﳉﻮﻝ‪.‬‬
‫‪ ‬ﺍﻟﻘﺪﺭﺓ ﰲ ﺣﺪﻭﺩ‪ ، 102×102×10-1 =103:‬ﻟﺬﻟﻚ ﻓﺈﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻨﺎﺗﺞ ﺑﺎﻟﻜﻴﻠﻮﻭﺍﻁ ﻣﻨﻄﻘﻲ‪.‬‬
‫ﺃﻣﺎ ﺍﻟﻄﺎﻗﺔ ﻓﻬﻲ ﰲ ﺣﺪﻭﺩ‪ ،103×101=104 :‬ﻟﺬﺍ ﻓﺈﻥ ﺍﳌﻘﺪﺍﺭ ‪ 10000‬ﺟﻮﻝ ﻣﻨﻄﻘﻲ )ﺣﺴﺐ ﻣﻌﻄﻴﺎﺕ ﺍﻟﺴﺆﺍﻝ(‪.‬‬

‫ﻣﺮ ﺗﻴﺎﺭ ﺷﺪﺗﻪ ‪ 0.50 A‬ﰲ ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ ‪ ،125 V‬ﻓﲈ ﺍﳌﻌﺪﻝ ﺍﻟﺰﻣﻨﻲ ﻟﺘﺤﻮﻳﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﺇﺫﺍ ﹼ‬ ‫‪.21‬‬
‫ﺇﱃ ﻃﺎﻗﺔ ﺿﻮﺋﻴﺔ؟ ﺍﻓﱰﺽ ﺃﻥ ﻛﻔﺎﺀﺓ ﺍﳌﺼﺒﺎﺡ ‪.100%‬‬
‫ﺗ ﹶﹶﻮ ﹼﻟﺪ ﺗﻴﺎﺭ ﺷﺪﺗﻪ ‪ 2.0 A‬ﰲ ﻣﺼﺒﺎﺡ ﻣﺘﺼﻞ ﺑﺒﻄﺎﺭﻳﺔ ﺳﻴﺎﺭﺓ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﺪﺭﺓ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﳌﺼﺒﺎﺡ ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ‬ ‫‪.22‬‬
‫ﻃﺮﻓﻴﻪ ‪12 V‬؟‬
‫ﻣﺎ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﻣﺼﺒﺎﺡ ﻗﺪﺭﺗﻪ ‪ 150 W‬ﻣﺘﺼﻞ ﺑﻤﺼﺪﺭ ﻓﺮﻕ ﺟﻬﺪﻩ ‪220 V‬؟‬ ‫‪.23‬‬

‫ﻳﻤﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷـﺪﺗﻪ ‪ 210 A‬ﰲ ﺟﻬﺎﺯ ﺑﺪﺀ ﺗﺸـﻐﻴﻞ ﺍﻟﺴـﻴﺎﺭﺓ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻲ ﺍﻟﺒﻄﺎﺭﻳﺔ ‪ 12 V‬ﻓﲈ ﻣﻘﺪﺍﺭ‬
‫ﹼ‬ ‫‪.24‬‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﱃ ﺟﻬﺎﺯ ﺑﺪﺀ ﺍﻟﺘﺸﻐﻴﻞ ﺧﻼﻝ ‪10.0 s‬؟‬
‫ﻣﺼـﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﻛﹸﺘﺐ ﻋﻠﻴﻪ ‪ .0.90 W‬ﺇﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ ‪ 3.0 V‬ﻓﲈ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ؟‬ ‫‪.25‬‬

‫ﺳﺘﺤﻮﳍﺎ ﻋﻨﺪﻣﺎ‬
‫ﹼ‬ ‫ﲢـﻮﻝ ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﻃﺎﻗـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 2.2×103 J‬ﻋﻨﺪﻣﺎ ﺗﹸﺸ ﹼﻐﻞ ﺛﻼﺙ ﺩﻗﺎﺋﻖ‪ .‬ﺣﺪﹼ ﺩ ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ‬
‫ﱢ‬ ‫‪.26‬‬
‫ﺗﺸﻐﻞ ﻣﺪﺓ ﺳﺎﻋﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪131‬‬
 ‫ﺗﻴﺎﺭﺍ ﺷﺪﺗﻪ ‪ 0.50 A‬ﻋﻨﺪ ﺗﻮﺻﻴﻠﻪ ﺑﻤﺼﺪﺭ ﺟﻬﺪ ﻣﻘﺪﺍﺭﻩ ‪ .120 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫ﻳﺴﺤﺐ ﻣﺼﺒﺎﺡ ﹰ‬ ‫‪.27‬‬
‫‪.b‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﳌﺼﺒﺎﺡ‪.‬‬ ‫‪ .a‬ﻣﻘﺎﻭﻣﺔ ﺍﳌﺼﺒﺎﺡ‪.‬‬
‫ﻭﺻﻞ ﻣﺼﺒﺎﺡ ﻛﹸﺘﺐ ﻋﻠﻴﻪ ‪ 75 W‬ﺑﻤﺼﺪﺭ ﺟﻬﺪ ‪ ،125 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫ﹺ‬ ‫‪.28‬‬
‫‪ .b‬ﻣﻘﺎﻭﻣﺔ ﺍﳌﺼﺒﺎﺡ‪.‬‬ ‫‪ .a‬ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﺼﺒﺎﺡ‪.‬‬
‫ﰲ ﺍﳌﺴﺄﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺇﺫﺍ ﹸﺃﺿﻴﻔﺖ ﻣﻘﺎﻭﻣﺔ ﻟﻠﻤﺼﺒﺎﺡ ﻟﺘﻘﻠﻴﻞ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ ﺇﱃ ﻧﺼﻒ ﻗﻴﻤﺘﻪ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻓﲈ ﻣﻘﺪﺍﺭ ﻛﻞ ﻣﻦ‪:‬‬ ‫‪.29‬‬
‫‪ .a‬ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﺍﳌﺼﺒﺎﺡ‪.b .‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺘﻲ ﹸﺃﺿﻴﻔﺖ ﺇﱃ ﺍﻟﺪﺍﺋﺮﺓ‪.c .‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﳌﺼﺒﺎﺡ‪.‬‬
‫ﺳﺨﺎﻥ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺎﻭﻣﺘﻪ ‪ 15 Ω‬ﻋﲆ ﻓﺮﻕ ﺟﻬﺪ ﻣﻘﺪﺍﺭﻩ ‪ .120 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫ﻳﻌﻤﻞ ﹼ‬ ‫‪.30‬‬
‫‪ .b‬ﺍﻟﻄﺎﻗﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﻟﺴﺨﺎﻥ ﺧﻼﻝ ‪.30.0 s‬‬ ‫‪ .a‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴﺨﺎﻥ‪.‬‬
‫‪ .c‬ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﺍﺭﻳﺔ ﺍﻟﻨﺎﲡﺔ ﰲ ﻫﺬﻩ ﺍﳌﺪﺓ‪.‬‬
‫ﺇﺫﺍ ﹸﻭ ﹺﺻﻠﺖ ﻣﻘﺎﻭﻣﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 39 Ω‬ﺑﺒﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ 45 V‬ﻓﺎﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫‪.31‬‬
‫‪ .a‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪ .b.‬ﺍﻟﻄﺎﻗﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ﺧﻼﻝ ‪.5.0 min‬‬

‫‪‬‬
‫‪Series and parallel circuits‬‬
‫‪A‬‬
‫ﻳﻤﻜـﻦ ﺍﻋﺘﺒﺎﺭ ﻧﻤـﻮﺫﺝ ﺗﻔﺮﻳﻎ ﺍﳌﺎﺀ ﻣﻦ ﺧﺰﺍﻥ ﻋﻠﻮﻱ ﺇﱃ ﺧﺰﺍﻥ ﺳـﻔﲇ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪7-22‬‬
‫ﻧﻤﻮﺫﺟﺎ ﻟﺘﻮﺿﻴﺢ ﺍﻟﺘﻮﺻﻴﻼﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ ﺩﺍﺋﺮﺓ ﻣﻐﻠﻘﺔ‪ .‬ﺣﻴﺚ ﻳﻨﺤﺪﺭ ﻣﺎﺀ ﺍﳋﺰﺍﻥ ﺍﻟﻌﻠﻮﻱ‬ ‫ﹰ‬
‫‪ A‬ﻧﺤﻮ ﺍﳋﺰﺍﻥ ﺍﻟﺴـﻔﲇ ‪ ،B‬ﻭﻳﻜﻮﻥ ﺍﻟﺘﻐﲑ ﰲ ﺍﻻﺭﺗﻔﺎﻉ ﻋﻨﺪ ﺟﺮﻳﺎﻥ ﺍﳌﺎﺀ ﻫﻮ ﻧﻔﺴﻪ ﺑﻐﺾ ﺍﻟﻨﻈﺮ‬
‫ﻋـﻦ ﺍﳌﺴـﺎﺭ ﺍﻟﺬﻱ ﻳﺴـﻠﻜﻪ ﻣﺎﺀ ﺍﳋـﺰﺍﻥ ‪ ، A‬ﺣﻴﺚ ﻳﻨﺤﺪﺭ ﺟـﺰﺀ ﻣﻦ ﻣﺎﺋﻪ ﰲ ﻣـﴪﺍﺕ ﳐﺘﻠﻔﺔ‪.‬‬
‫‪B‬‬
‫ﻭﺑﻐـﺾ ﺍﻟﻨﻈـﺮ ﻋﻦ ﻋﺪﺩ ﺍﳌﺴـﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻳﻨﺤـﺪﺭ ﻓﻴﻬﺎ ﺍﳌﺎﺀ ﻓـﺈﻥ ﺍﻟﻜﻤﻴﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻠـﲈﺀ ﺍﳌﺘﺪﻓﻖ‬
‫ﻟﻠﺨﺰﺍﻥ ﺍﻟﺴـﻔﲇ ﺗﺒﻘﻰ ﺛﺎﺑﺘﺔ‪ .‬ﺇﻥ ﺍﳌﺴـﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻨﺤﺪﺭﻫﺎ ﻣﺴـﺎﺭ ﺍﳋﺰﺍﻥ ‪ A‬ﻣﺸﺎﲠﺔ ﻟﻔﺮﻕ ﺍﳉﻬﺪ‬ ‫‪7-22‬‬
‫ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻛﻤﻴﺔ ﺍﳌﺎﺀ ﺍﳌﺘﺪﻓﻖ ﻣﺸـﺎﲠﺔ ﻟﻠﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪،‬‬ ‫‪ ‬‬
‫ﻭﺍﳌﺴـﺎﺭﺍﺕ ﺍﻟﻀﻴﻘﺔ ﺍﻟﺘﻲ ﺗﻌﻴﻖ ﺣﺮﻛﺔ ﺍﳌﺎﺀ ﻣﺸـﺎﲠﺔ ﻟﻠﻤﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ .‬ﺍﺭﺟﻊ ﺇﱃ ﻧﻤﻮﺫﺝ‬ ‫‪  A  ‬‬
‫ﺍﳋﺰﺍﻥ ﰲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻚ ﻟﻠﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻛﻠﲈ ﺩﻋﺖ ﺍﳊﺎﺟﺔ ﺇﱃ ﺫﻟﻚ‪.‬‬ ‫‪B‬‬
‫‪ Series circuits‬ﹶ‪‬ﻭ ﹶﺻﻞ ﺛﻼﺛﺔ ﻃـﻼﺏ ﻣﺼﺒﺎﺣﲔ ﻣﺘﲈﺛﻠﲔ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .7-23‬ﻭﻗﺒﻞ ﺇﻏﻼﻗﻬﻢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻃﻠﺐ‬
‫ﺑﻄﺮﰲ ﺑﻄﺎﺭﻳﺔ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﺇﻟﻴﻬﻢ ﺍﳌﻌﻠﻢ ﺗﻮﻗﻊ ﻣﺪ￯ ﺳﻄﻮﻉ ﺍﳌﺼﺒﺎﺣﲔ‪.‬‬
‫ﻳﻌﻠﻢ ﻛﻞ ﻃﺎﻟﺐ ﻣﻨﻬﻢ ﺃﻥ ﺳﻄﻮﻉ ﻣﺼﺒﺎﺡ ﻣﺎ ﻳﻌﺘﻤﺪ ﻋﲆ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ‪ ،‬ﻓﺘﻮﻗﻊ ﺍﻟﻄﺎﻟﺐ‬
‫‪-‬‬
‫‪+‬‬

‫ﺍﻷﻭﻝ ﺃﻥ ﺍﳌﺼﺒـﺎﺡ ﺍﻷﻗـﺮﺏ ﺇﱃ ﺍﻟﻘﻄـﺐ ﺍﳌﻮﺟـﺐ )‪ (+‬ﻟﻠﺒﻄﺎﺭﻳـﺔ ﻫﻮ ﻓﻘﻂ ﺍﻟﺬﻱ ﺳـﻴﴤﺀ؛‬

‫ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﺘﻴﺎﺭ ﺳ ﹸﻴﺴﺘﻬﻠﻚ ﲨﻴﻌﻪ ﻋﲆ ﺷﻜﻞ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ ﻭﺿﻮﺋﻴﺔ‪ .‬ﻭﺗﻮﻗﻊ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﲏ‬
‫ﺃﻥ ﺍﳌﺼﺒﺎﺡ ﺍﻷﻭﻝ ﺳﻴﺴﺘﻬﻠﻚ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺍﻟﺘﻴﺎﺭ‪ ،‬ﻭﺃﻥ ﺍﳌﺼﺒﺎﺡ ﺍﻟﺜﺎﲏ ﺳﻴﺘﻮﻫﺞ‪ ،‬ﻭﻟﻜﻦ ﺑﺴﻄﻮﻉ‬ ‫‪ 7-23‬‬
‫‪ C23-01A-845813‬‬
‫‪     ‬‬
‫‪Final‬‬
‫‪‬‬

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   
 
  
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety Explosive

‫ ﺃﻣﺎ ﺍﻟﻄﺎﻟﺐ ﺍﻟﺜﺎﻟﺚ ﻓﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﺳﻄﻮ ﹶﻋﺎ ﺍﳌﺼﺒﺎﺣﲔ ﻣﺘﺴﺎﻭﻳﲔ؛‬.‫ﺃﻗﻞ ﻣﻦ ﺍﳌﺼﺒﺎﺡ ﺍﻷﻭﻝ‬
  
 
  
First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable

‫ ﻭﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﺘﻲ ﲣﺮﺝ ﻣﻦ ﺍﳌﺼﺒﺎﺡ ﺍﻷﻭﻝ ﻻ ﲡﺪ ﳍﺎ‬،‫ﻷﻥ ﺍﻟﺘﻴﺎﺭ ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﺪﻓﻖ ﻟﻠﺸﺤﻨﺎﺕ‬

    
 

  

‫ ﻭﺃﺿﺎﻑ ﺍﻟﻄﺎﻟﺐ‬.‫ﺃﻱ ﻣﻨﻔﺬ ﺁﺧﺮ ﻟﻠﺤﺮﻛﺔ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﻻ ﻣﻦ ﺧﻼﻝ ﺍﳌﺼﺒﺎﺡ ﺍﻟﺜﺎﲏ‬
Sharp objects safety Eye safety
Hand protection Poison safety Thermal safety
First aidOxidizer Explosive Corrosive
Eye wash station Fire extinguisher Radioactive safety

 
  
 
  

  


.‫ﻛﻞ ﻣﻦ ﺍﳌﺼﺒﺎﺣﲔ ﻓﺈﻥ ﺳﻄﻮﻋﻴﻬﲈ ﺳﻴﻜﻮﻧﺎﻥ ﻣﺘﺴﺎﻭﻳﲔ‬
 
‫ ﻷﻥ ﺍﻟﺘﻴﺎﺭ ﻧﻔﺴـﻪ ﺳـﻴﻤﺮ ﰲ ﱟ‬:‫ﺍﻟﺜﺎﻟﺚ‬
  
‫ﻛﻴﻒ ﺗﺘﻮﻗﻊ ﺃﻧﺖ ﺃﻥ ﻳﻜﻮﻥ ﺳﻄﻮﻉ ﺍﳌﺼﺒﺎﺣﲔ؟‬
Hand protection Eye safety
Electrical hazard Laser beam Harmful / Irritant ThermalBiological
Lab. coat safety
Sharphazards
Ecological
objects Explosive
safety hazards Flammable Carcinogenic
Poison safety Oxidizer Corrosive

   

          


Electrical hazard
First aid


Harmful Eye
/ Irritant
wash station

BiologicalFire


hazards
extinguisher
Laser beam


Flammable
Radioactive Lab.
safety
coat
‫ ﻭﺗﺬﻛﺮﺕ ﻣﺎ ﺩﺭﺳـﺘﻪ ﻋﻦ ﻗﺎﻧﻮﻥ ﺣﻔﻆ‬،‫ﺇﺫﺍ ﺭﺟﻌـﺖ ﺇﱃ ﺗﺪﻓـﻖ ﺍﳌـﺎﺀ ﰲ ﻧﻤﻮﺫﺝ ﺗﻔﺮﻳﻎ ﺍﳋـﺰﺍﻥ‬

Ecological hazards

Carcinogenic

  ‫ ﺗﺴﺎﻭﻱ ﺍﳌﺠﻤﻮﻉ ﺍﻟﻜﲇ ﰲ‬A ‫ﺍﻟﻄﺎﻗﺔ ﻓﺴـﻮﻑ ﺗﺴﺘﻨﺘﺞ ﺃﻥ ﺍﳌﺠﻤﻮﻉ ﺍﻟﻜﲇ ﻟﻄﺎﻗﺔ ﺍﳌﺎﺀ ﰲ ﺧﺰﺍﻥ‬
    .1

First

 
aid objects safety
Sharp


Eye wash station
Poison safety


Fire extinguisher
Oxidizer


Radioactive safety
Corrosive
‫ ﻣﻬﲈ ﺍﺧﺘﻠﻒ ﺣﺠﻢ ﻭﺷـﻜﻞ ﺍﳌﺴـﺎﺭﺍﺕ ﺍﻟﺘﻲ ﻳﺴـﻠﻜﻬﺎ‬A ‫ ﻋﻨﺪ ﺍﻛﺘﲈﻝ ﺗﻔﺮﻳﻎ ﺍﳋﺰﺍﻥ‬B ‫ﺍﳋﺰﺍﻥ‬
 ‫ ﻭﺍﻵﻥ ﺇﺫﺍ ﻗﺎﺭﻧﺖ ﻧﻤـﻮﺫﺝ ﺍﳋﺰﺍﻥ ﺑﺎﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻓﺴـﺘﺪﺭﻙ‬.‫ﺍﳌـﺎﺀ ﺍﳌﻨﻘﻮﻝ ﺑـﲔ ﺍﳋﺰﺍﻧﲔ‬
 
Sharp objectsLaser

 
safetybeam


Poison safety
Lab. coat


Oxidizer
Ecological hazards


Corrosive
Carcinogenic
‫ ﺗﺬ ﹸﻛﺮ ﳑﹼﺎ ﺗﻌﻠﻤﺘﻪ ﺳـﺎﺑ ﹰﻘﺎ ﺃﻥ ﺍﻟﺸـﺤﻨﺔ ﻻ ﺗﻔﻨﻰ‬.‫ﺃﻥ ﺗﻮﻗـﻊ ﺍﻟﻄﺎﻟـﺐ ﺍﻟﺜﺎﻟﺚ ﻫﻮ ﺍﻟﺘﻮﻗﻊ ﺍﻟﺼﺤﻴﺢ‬
  .2 ،‫ ﻭﻫﻲ ﻻ ﺗﻔﻨﻰ‬،‫ﻣﺴـﺎﺭﺍ ﻭﺍﺣﺪﹰ ﺍ ﻓﻘﻂ ﺗﺴـﻠﻜﻪ ﰲ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﹰ‬ ‫ ﻭﻷﻥ ﻟﻠﺸـﺤﻨﺔ‬.‫ﻭﻻ ﺗﺴـﺘﺤﺪﺙ‬
     

Laser beam

Lab. coat

Ecological hazards

Carcinogenic ‫ﻓﺈﻧﻪ ﳚﺐ ﺃﻥ ﺗﻜﻮﻥ ﻛﻤﻴﺔ ﺍﻟﺸـﺤﻨﺔ ﺍﻟﺘﻲ ﺗﺪﺧﻞ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺴﺎﻭﻳﺔ ﻟﻠﻜﻤﻴﺔ ﺍﻟﺘﻲ ﲣﺮﺝ‬
‫ ﻓﺈﺫﺍ ﹸﻭ ﹺﺻﻠﺖ ﺛﻼﺛﺔ‬.‫ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﻟﺪﺍﺋﺮﺓ‬
     
 ‫ﻣﻨﻬﺎ؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺘﻴﺎﺭ ﻳﻜﻮﻥ ﻫﻮ ﻧﻔﺴﻪ ﰲ ﹼ‬
    .3 ‫ ﻓﺈﻥ ﻗـﺮﺍﺀﺍﺕ ﺍﻷﺟﻬﺰﺓ ﲨﻴﻌﻬﺎ‬،7-24 ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ ﻛﲈ ﻫﻮ ﹼ‬،‫ﺃﺟﻬـﺰﺓ ﺃﻣﻴـﱰ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‬
 ‫ﻛﻞ ﺟﺰﺀ ﻣﻦ ﺃﺟﺰﺍﺋﻬﺎ‬ ‫ﻭﺗﺴـﻤﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻳﻤﺮ ﺍﻟﺘﻴﺎﺭ ﻧﻔﺴﻪ ﰲ ﱢ‬
‫ﹼ‬ .‫ﺳـﺘﻜﻮﻥ ﻣﺘﺴـﺎﻭﻳﺔ‬
   .Series circuit ‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﱄ‬

‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻴـﺎﺭ ﻣﺘﺴـﺎﻭ ﹰﻳﺎ ﰲ ﺃﺟـﺰﺍﺀ ﺍﻟﺪﺍﺋـﺮﺓ ﲨﻴﻌﻬـﺎ ﻓـﲈ ﺍﻟـﺬﻱ ﻳﺴـﺘﻬﻠﻜﻪ ﺍﳌﺼﺒـﺎﺡ ﻹﻧﺘـﺎﺝ‬
 ‫ﻟﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ‬
‫ﺍﻟﻄﺎﻗـﺔ ﺍﳊﺮﺍﺭﻳﺔ ﻭﺍﻟﻀﻮﺋﻴـﺔ؟ ﺗﺬﻛﹼﺮ ﺃﻥ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻫﻲ ﺍﳌﻌـﺪﻝ ﺍﻟﺰﻣﻨﻲ ﱡ‬
‫ﺗﻮﻗﻊ‬ .4 ‫ ﻟﺬﺍ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ ﻓﺮﻕ ﰲ ﺍﳉﻬـﺪ ﺃﻭ ﻫﺒﻮﻁ ﰲ ﺍﳉﻬﺪ‬.P = IV ‫ﻭﲤ ﹼﺜـﻞ ﺑﺎﻟﻌﻼﻗـﺔ‬ ‫ ﹸ‬،‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‬
 ‫ ﻭﻷﻥ‬.‫ﺳـﺘﺘﺤﻮﻝ ﻣﻦ ﺷـﻜﻞ ﺇﱃ ﺁﺧﺮ ﻣﻦ ﺃﺷـﻜﺎﻝ ﺍﻟﻄﺎﻗﺔ‬ ‫ﻋﱪ ﺍﳌﺼﺒﺎﺡ ﻓﺈﻥ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﹼ‬
    
 
 ‫ ﻭﺍﻟﺬﻱ‬،‫ ﻓﺈﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﻫﺬﻩ ﺍﳌﻘﺎﻭﻣﺔ‬،R = V/I ‫ﺗﻌﺮﻑ ﺑﺎﻟﻌﻼﻗﺔ‬ ‫ﻣﻘﺎﻭﻣﺔ ﺍﳌﺼﺒﺎﺡ ﹼ‬
‫ﺍﺧﺘﺒﺮ‬ .5 .V = IR ‫ﺃﻳﻀﺎ ﺍﳍﺒﻮﻁ ﰲ ﺍﳉﻬﺪ ﻳﺴﺎﻭﻱ‬ ‫ﻳﺴﻤﻰ ﹰ‬‫ﹼ‬
 Current and resistance in a series circuit


‫ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﻧﻤﻮﺫﺝ ﺍﳋﺰﺍﻥ ﻭﺭﺑﻄﻪ ﺑﲈ ﺩﺭﺳـﺘﻪ ﺳـﺎﺑ ﹰﻘﺎ ﻋﻦ ﺣﻔﻆ ﺍﻟﻄﺎﻗـﺔ ﻓﺈﻥ ﺍﳌﺠﻤﻮﻉ ﺍﻟﻜﲇ‬
‫ﻟﻠﻬﺒﻮﻃـﺎﺕ ﰲ ﺍﳌﺴـﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔـﺔ ﻟﻠـﲈﺀ ﻣـﻦ ﺍﳋـﺰﺍﻥ ﺍﻟﻌﻠﻮﻱ ﺇﱃ ﺍﳋﺰﺍﻥ ﺍﻟﺴـﻔﲇ ﻳﺴـﺎﻭﻱ‬
‫ﺍﳍﺒﻮﻁ ﺍﻟﻜﲇ ﻟﻠﲈﺀ ﺑﲔ ﺍﳋﺰﺍﻧﲔ ﻭﻫﺬﺍ ﻳﺸـﺒﻪ ﺍﳍﺒﻮﻁ ﰲ ﺍﳉﻬﺪ ﰲ ﺍﳌﺴـﺎﺭﺍﺕ ﺍﳌﺨﺘﻠﻔﺔ ﻟﻠﺘﻴﺎﺭ ﰲ‬
‫ﺃﻱ ﻣﺼﺪﺭ‬ ‫ ﻭﻋﲆ ﺫﻟﻚ ﺗﻜﻮﻥ ﺍﻟﺰﻳـﺎﺩﺓ ﰲ ﺍﳉﻬــﺪ ﺍﻟـﺬﻱ ﻳﻮ ﹼﻓﺮﻩ ﺍﳌﻮﻟﺪ ﺃﻭ ﹼ‬.‫ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
RA

+
V
،B ‫ ﻭ‬A ‫ ﻣﺴـﺎﻭﻳ ﹰﺔ ﳎﻤـﻮﻉ ﺍﳍﺒﻮﻁ )ﺍﻟﻨﻘﺼﺎﻥ( ﰲ ﻓﺮﻕ ﺍﳉﻬـﺪ ﰲ ﻛﻼ ﺍﳌﺼﺒﺎﺣﲔ‬،V‫ﻃﺎﻗﺔ ﻣﺼﺪﺭ‬
-
V‫ = ﻣﺼﺪﺭ‬VA + VB :‫ﻭﻳﻤﻜﻦ ﲤﺜﻴﻠﻬﺎ ﺑﺎﳌﻌﺎﺩﻟﺔ‬
RB
‫ ﺍﴐﺏ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ‬،‫ﻭﻹﳚـﺎﺩ ﺍﳍﺒﻮﻁ ﰲ ﺍﳉﻬـﺪ ﻋﱪ ﻣﻘﺎﻭﻣﺔ‬
:‫ ﻭﻷﻥ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻼ ﺍﳌﺼﺒﺎﺣﲔ ﻫﻮ ﻧﻔﺴﻪ ﻓﺈﻥ‬.‫ﻣﻘﺪﺍﺭ ﺗﻠﻚ ﺍﳌﻘﺎﻭﻣﺔ‬
     7-24 
       :‫ ﻟﺬﺍ ﻳﻜﻮﻥ‬،VB = IRB‫ ﻭ‬VA = IRA
 .V‫ = ﻣﺼﺪﺭ‬I(RA + RB) ‫ ﺃﻭ‬V‫ = ﻣﺼﺪﺭ‬IRA + IRB
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 ‫ﻭﻳﻤﻜﻦ ﺇﳚﺎﺩ ﺍﻟﺘﻴﺎﺭ ﻣﻦ ﺧﻼﻝ ﺍﳌﻌﺎﺩﻟﺔ‪:‬‬
‫‪‬‬
‫ﻣﺼﺪﺭ‪V‬‬
‫_______ = ‪I‬‬
‫‪RA + RB‬‬ ‫‪‬‬
‫ﻳﻤﻜـﻦ ﺗﻌﻤﻴﻢ ﺍﻟﻔﻜﺮﺓ ﻧﻔﺴـﻬﺎ ﻟﺘﺸـﻤﻞ ﺃﻱ ﻋﺪﺩ ﻣﻦ ﺍﳌﻘﺎﻭﻣـﺎﺕ ﺍﳌﺘﺼﻠﺔ ﻋﲆ ﺍﻟﺘـﻮﺍﱄ‪ ،‬ﻭﻟﻴﺲ‬ ‫‪  ‬‬
‫‪    ‬‬
‫ﻣﻘﺎﻭﻣﺘـﲔ ﻓﻘـﻂ‪ .‬ﻭﺳـﻴﻤﺮ ﺍﻟﺘﻴﺎﺭ ﻧﻔﺴـﻪ ﰲ ﻫﺬﻩ ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺇﺫﺍ ﻭﺿﻌﻨﺎ ﻓﻴﻬـﺎ ﻣﻘﺎﻭﻣﺔ‬
‫‪         ‬‬
‫ﻭﺍﺣﺪﺓ ‪ R‬ﺗﺴـﺎﻭﻱ ﳎﻤﻮﻉ ﻣﻘﺎﻭﻣﺘﻲ ﺍﳌﺼﺒﺎﺣﲔ‪ ،‬ﻭﺗﺴـﻤﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ‬ ‫‪ ‬‬
‫ﻟﻠﺪﺍﺋـﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ .‬ﺇﺫﻥ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﳌﻜﺎﻓﺌـﺔ ﳌﺠﻤﻮﻋـﺔ ﻣﻘﺎﻭﻣﺎﺕ ﻣﻮﺻﻮﻟﺔ ﻋـﲆ ﺍﻟﺘﻮﺍﱄ ﻫﻲ‬ ‫‪        ‬‬
‫ﻌﱪ ﻋﻨﻬﺎ ﺑﺎﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﳎﻤﻮﻉ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﳌﻔﺮﺩﺓ‪ ،‬ﻭ ﹸﻳ ﹼ‬ ‫‪1V   ‬‬
‫‪   ‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﳌﺠﻤﻮﻋﺔ ﻣﻘﺎﻭﻣﺎﺕ ﻣﻮﺻﻮﻟﺔ ﻋﲆ ﺍﻟﺘﻮﺍﱄ …‪R = RA + RB +‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﳌﺠﻤﻮﻋﺔ ﻣﻘﺎﻭﻣﺎﺕ ﻣﺘﺼﻠﺔ ﻋﲆ ﺍﻟﺘﻮﺍﱄ ﺗﺴﺎﻭﻱ ﳎﻤﻮﻉ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﳌﻔﺮﺩﺓ‪.‬‬

‫ﻻﺣﻆﺃﻥ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔﰲﺣﺎﻟﺔ ﺍﻟﺘﻮﺻﻴﻞﻋﲆ ﺍﻟﺘﻮﺍﱄﺗﻜﻮﻥﺃﻛﱪﻣﻦﺃﻱﻣﻘﺎﻭﻣﺔﻣﻔﺮﺩﺓ‪،‬ﻟﺬﺍﺇﺫﺍﱂ‬

‫ﻳﺘﻐﲑ ﺟﻬﺪ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻓﺈﻥ ﺇﺿﺎﻓﺔ ﺃﺟﻬﺰﺓ ﺟﺪﻳﺪﺓ ﻋﲆ ﺍﻟﺘﻮﺍﱄ ﺳﺘﻘﻠﻞ ﻣﻦ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﻭﳊﺴﺎﺏ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﰲ ﺩﺍﺋﺮﺓ ﹴ‬
‫ﺗﻮﺍﻝ ﻧﺤﺴﺐ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﺃﻭﻻﹰ‪ ،‬ﺛﻢ ﻧﺴﺘﺨﺪﻡ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺼﺪﺭ‪V‬‬
‫____ =‪I‬‬ ‫ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫‪R‬‬
‫ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﱄ ﻳﺴﺎﻭﻱ ﻓﺮﻕ ﺟﻬﺪ ﺍﳌﺼﺪﺭ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ‪.‬‬

‫ﹴ‬
‫ﺗـﻮﺍﻝ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺑﺒﻄﺎﺭﻳـﺔ ﺟﻬﺪﻫﺎ ‪ .90 V‬ﻣﺎ ﻣﻘـﺪﺍﺭ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ‬ ‫ﻭﺻﻠـﺖ ﺍﳌﻘﺎﻭﻣـﺎﺕ ‪ 5 Ω‬ﻭ‪ 15 Ω‬ﻭ‪ 10 Ω‬ﰲ ﺩﺍﺋـﺮﺓ‬ ‫ﹺ‬ ‫‪.32‬‬
‫ﻟﻠﺪﺍﺋﺮﺓ؟ ﻭﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻬﺎ؟‬
‫ﻭﺻﻠﺖ ﺑﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ 9 V‬ﺑﺜﻼﺙ ﻣﻘﺎﻭﻣﺎﺕ ﻣﻮﺻﻮﻟﺔ ﻋﲆ ﺍﻟﺘﻮﺍﱄ ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ .‬ﺇﺫﺍ ﺯﺍﺩ ﻣﻘﺪﺍﺭ ﺇﺣﺪ￯ ﺍﳌﻘﺎﻭﻣﺎﺕ‬ ‫ﹺ‬ ‫‪.33‬‬
‫ﻓﺄﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫‪ .a‬ﻛﻴﻒ ﺗﺘﻐﲑ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ؟‬
‫‪ .b‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻠﺘﻴﺎﺭ؟‬
‫‪ .c‬ﻫﻞ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻱ ﺗﻐﲑ ﰲ ﺟﻬﺪ ﺍﻟﺒﻄﺎﺭﻳﺔ؟‬

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‫‪7-25‬‬
‫‪        ‬‬
‫‪  ‬‬
‫‪     ‬‬ ‫‪RC‬‬ ‫‪RB‬‬ ‫‪RA‬‬
‫‪A‬‬

‫‪‬‬

‫ﺍﳌﻮﺿﺤﺔ ﰲ‬‫‪ Parallel circuits‬ﺍﻧﻈـﺮ ﺇﱃ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﹼ‬

‫ﺍﻟﺸﻜﻞ ‪ .7-25‬ﻣﺎ ﻋﺪﺩ ﻣﺴﺎﺭﺍﺕ ﺍﻟﺘﻴﺎﺭ ﻓﻴﻬﺎ؟ ﻳﻤﻜﻦ ﺃﻥ ﻳﻤﺮ ﺍﻟﺘﻴﺎﺭ ﺍﳋﺎﺭﺝ ﻣﻦ ﺍﳌﻮ ﹼﻟﺪ ﰲ ﺃﻱ‬
‫ﻭﺗﺴـﻤﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﲢﺘﻮﻱ ﻋﲆ ﻣﺴـﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ ﻟﻠﺘﻴﺎﺭ‬ ‫ﹼ‬ ‫ﻣﻦ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﻟﺜﻼﺙ‪.‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﺯﻱ ‪ .Parallel circuits‬ﻓﺎﳌﻘﺎﻭﻣﺎﺕ ﺍﻟﺜﻼﺙ ﰲ ﺍﻟﺸـﻜﻞ ﻣﻮﺻﻮﻟﺔ‬
‫ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ؛ ﺣﻴﺚ ﻳﺘﺼﻞ ﻃﺮﻓﺎ ﻛﻞ ﻣﺴﺎﺭ ﺑﻄﺮﰲ ﺍﳌﺴﺎﺭ ﺍﻵﺧﺮ‪ .‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﻧﻤﻮﺫﺝ ﺍﳋﺰﺍﻥ‬
‫ﺑﻌﺪﹼ ﺓ ﻣﺴـﺎﺭﺍﺕ ﳐﺘﻠﻔﺔ ﺗﺸـﺒﻪ ﺗﺪﻓﻖ ﺍﳌﺎﺀ ﻣﻦ‬ ‫ﺗﻼﺣﻆ ﺃﻥ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﻮﺿﺤﺔ ﹺ‬

‫ﺍﳋـﺰﺍﻥ ‪ A‬ﰲ ﻋـﺪﺓ ﺃﻧﺎﺑﻴﺐ‪ ،‬ﺣﻴـﺚ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﺪﻓﻖ ﺍﳌﺎﺀ ﰲ ﺑﻌـﺾ ﺍﻷﻧﺎﺑﻴﺐ ﹰ‬
‫ﻛﺒﲑﺍ‪ ،‬ﻭﰲ‬
‫ﺑﻌﻀﻬـﺎ ﺍﻵﺧـﺮ ﺃﻗﻞ‪ ،‬ﻭﻟﻜﻦ ﻳﻈﻞ ﺍﻟﺘﺪﻓﻖ ﺍﻟﻜﲇ ﻣﺴـﺎﻭ ﹰﻳﺎ ﳎﻤﻮﻉ ﺍﻟﺘﺪﻓﱡﻘـﺎﺕ ﰲ ﻛﻞ ﺍﻷﻧﺎﺑﻴﺐ‪.‬‬
‫‪     7-26 ‬‬ ‫ﳎﻤﻮﻉ ﺍﻟﺘﻴـﺎﺭﺍﺕ ﺍﻟﺘﻲ ﲤﺮ‬
‫ﹶ‬ ‫ﻭﺑﺎﳌﺜـﻞ ﻳﻜـﻮﻥ ﺍﻟﺘﻴﺎﺭ ﺍﻟـﻜﲇ ﰲ ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﺯﻱ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺴـﺎﻭ ﹰﻳﺎ‬
‫‪‬‬ ‫ﰲ ﻛﻞ ﺍﳌﺴـﺎﺭﺍﺕ‪ ،‬ﻣﻊ ﺗﺴـﺎﻭﻱ ﻓﺮﻕ ﺍﳉﻬﺪ ﰲ ﲨﻴﻊ ﺍﳌﺴﺎﺭﺍﺕ ﻭﺍﻟﺬﻱ ﻳﺴﺎﻭﻱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ‬
‫‪‬‬ ‫ﻃﺮﰲ ﺍﳌﺼﺪﺭ‪.‬‬
‫ﺍﳌﺎﺭ ﰲ ﻛﻞ‬ ‫ﹴ‬
‫ﺗـﻮﺍﺯ ﻛﻬﺮﺑﺎﺋﻴﺔ؟ ﺗﻌﺘﻤﺪ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﹼ‬ ‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴـﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻣﻘﺎﻭﻣﺔ ﰲ ﺩﺍﺋﺮﺓ‬
‫‪120 V‬‬ ‫ﻣﺜﻼ ﻳﻜﻮﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﻛﻞ ﻣﻘﺎﻭﻣﺔ‬ ‫ﻓﺮﻉ ﻋﲆ ﻣﻘﺪﺍﺭ ﻣﻘﺎﻭﻣﺘﻪ‪ .‬ﻓﻔﻲ ﺍﻟﺸﻜﻞ ‪ 7-26‬ﹰ‬
‫‪38 A A‬‬ ‫‪ ،120 V‬ﻭﻳﻌﻄـﻰ ﺍﻟﺘﻴـﺎﺭ ﺍﳌـﺎﺭ ﰲ ﻛﻞ ﻣﻘﺎﻭﻣـﺔ ﺑﺎﻟﻌﻼﻗﺔ ‪ ،I = V/R‬ﻭﺑﺎﳌﺜﻞ ﻳﻤﻜﻨﻚ ﺣﺴـﺎﺏ‬
‫‪24 Ω‬‬ ‫‪5A‬‬ ‫ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ‪ 24 Ω‬ﻛﲈ ﻳﲇ‪ ،I = (120 V)/(24 Ω) = 5.0 A :‬ﺛﻢ ﲢﺴـﺐ ﺍﻟﺘﻴﺎﺭ‬
‫‪A‬‬
‫ﺍﳌـﺎﺭ ﰲ ﻛﻞ ﻣـﻦ ﺍﳌﻘﺎﻭﻣﺘـﲔ ﺍﻷﺧﺮﻳﲔ‪ .‬ﻭﻳﻜـﻮﻥ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ ﺍﳌـﺎﺭ ﰲ ﺍﳌﻮ ﹼﻟﺪ ﻣﺴـﺎﻭ ﹰﻳﺎ ﳎﻤﻮﻉ‬
‫‪120 V‬‬
‫‪V‬‬ ‫ﺍﻟﺘﻴﺎﺭﺍﺕ ﰲ ﺍﳌﺴﺎﺭﺍﺕ ﺍﻟﺜﻼﺛﺔ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪.38 A‬‬
‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪ ﻓﺼﻞ ﺍﳌﻘﺎﻭﻣﺔ ‪ 6 Ω‬ﻣﻦ ﺍﻟﺪﺍﺋﺮﺓ؟ ﻭﻫﻞ ﺗﺘﻐﲑ ﻗﻴﻤﺔ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ‪24 Ω‬؟‬
‫‪9Ω‬‬ ‫‪13 A‬‬
‫‪A‬‬

‫‪120 V‬‬ ‫ﺗﻌﺘﻤﺪ ﻗﻴﻤﺔ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﻓﻘﻂ ﻋﲆ ﻣﻘﺪﺍﺭ ﺍﳌﻘﺎﻭﻣﺔ ﻭﻋﲆ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻬﺎ‪ .‬ﻭﻷﻥ ﺃ ﹼﹰﻳﺎ ﻣﻨﻬﲈ‬
‫ﱂ ﻳﺘﻐـﲑ ﻓـﺈﻥ ﺍﻟﺘﻴﺎﺭ ﻳﺒﻘﻰ ﺛﺎﺑﺘﹰﺎ ﻭﻻ ﻳﺘﻐﲑ‪ .‬ﻭﻳﻨﻄﺒﻖ ﺫﻟﻚ ﻋﲆ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺬﻱ ﻳﻤﺮ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ‪9 Ω‬؛‬
‫‪V‬‬

‫‪20 A‬‬
‫‪6Ω‬‬
‫‪A‬‬ ‫ﺃﻱ ﺃﻥ ﻓـﺮﻭﻉ ﺩﺍﺋﺮﺓ ﺍﻟﺘـﻮﺍﺯﻱ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻻ ﻳﻌﺘﻤﺪ ﺑﻌﻀﻬﺎ ﻋﲆ ﺑﻌﺾ‪ .‬ﺃﻣﺎ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ ﺍﳌﺎﺭ ﰲ‬
‫‪120 V‬‬ ‫ﺍﳌﻮ ﹼﻟـﺪ ﻓﻴﺘﻐﲑ ﻋﻨﺪ ﻓﺼﻞ ﺃﻱ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﻟﺜﻼﺙ‪ ،‬ﻓﻌﻨﺪ ﻓﺼﻞ ﺍﳌﻘﺎﻭﻣﺔ ‪ 6 Ω‬ﻳﺼﺒﺢ ﳎﻤﻮﻉ‬
‫ﺍﻟﺘﻴﺎﺭﻳﻦ ﰲ ﺍﳌﺴﺎﺭﻳﻦ ‪.18 A‬‬
‫‪V‬‬

‫‪C23-08A-845813‬‬
‫‪135‬‬ ‫‪Final‬‬
   
 
 
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety

‫ ﻛﻴـﻒ ﻳﻤﻜـﻦ‬R  esistance in a parallel circuit    

 
 

‫ﺇﳚـﺎﺩ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﺪﺍﺋﺮﺓ ﹴ‬

First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazard

‫ﺗﻮﺍﺯ ﻛﻬﺮﺑﺎﺋﻴـﺔ؟ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ ﺍﳌـﺎﺭ ﰲ ﺍﳌﻮ ﹼﻟﺪ ﹼ‬

‫ﺍﳌﻮﺿﺢ ﰲ‬
‫ ﻟـﺬﺍ ﻓـﺈﻥ ﻗﻴﻤﺔ ﺍﳌﻘﺎﻭﻣﺔ ﺍ ﹸﳌﻔـﺮﺩﺓ ﺍﻟﺘﻲ ﻳﻤﺮ ﻓﻴﻬـﺎ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ‬،38 A ‫ ﻳﺴـﺎﻭﻱ‬7-26 ‫ﺍﻟﺸـﻜﻞ‬ 
   
Sharp objects safety Eye safety
Hand protection


Poison safety Thermal safety

First aidOxidizer

Explosive

Corrosive
Eye wash station

Fire extinguishe

:‫ ﻫﻲ‬120 V ‫ ﻋﻨﺪ ﺗﻮﺻﻴﻠﻬﺎ ﺑﻔﺮﻕ ﺟﻬﺪ ﻣﻘﺪﺍﺭﻩ‬38 A

R = __
V  
  
 
  

  
 

        


Hand protection Eye safety
Electrical hazard Laser beam Harmful / Irritant ThermalBiological
Lab. coat safety
Sharphazards
Ecological
objects Explosive
safety hazards Flammable Carcinogenic
Poison safety Oxidizer

I

=_____
120 V
38 A        .1

 
  
 
 
Electrical hazard
First aid Harmful Eye
/ Irritant
wash station BiologicalFire
hazards
extinguisher
Laser beam Flammable
Radioactive Lab.
safety
coat Ecological hazar

= 3.2 Ω       

  
 
  
 
 


‫ﻻﺣـﻆ ﺃﻥ ﻫـﺬﻩ ﺍﳌﻘﺎﻭﻣﺔ ﺗﻜﻮﻥ ﺃﻗـﻞ ﻣﻦ ﺃﻱ ﻣﻘﺎﻭﻣﺔ ﻣـﻦ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﻟﺜـﻼﺙ ﺍﳌﻮﺻﻮﻟﺔ ﻋﲆ‬
First aid objects safety
Sharp Eye wash station
Poison safety Fire extinguisher
Oxidizer Radioactive safety
Corrosive

  

‫ ﻓﺘﻮﺻﻴﻞ ﻣﻘﺎﻭﻣﺘﲔ ﺃﻭ ﺃﻛﺜﺮ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﻳﻘ ﹼﻠـﻞ ﹰ‬.‫ﺍﻟﺘـﻮﺍﺯﻱ‬
‫ﺩﺍﺋﲈ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﻠﺪﺍﺋﺮﺓ؛‬ 
 
  
 
 


‫ ﻭﻫﺬﺍ ﻳﺰﻳﺪ‬،‫ﻣﺴﺎﺭﺍ ﺟﺪﻳﺪﹰ ﺍ ﻟﻠﺘﻴﺎﺭ‬ ‫ﻭﺫﻟﻚ ﻷﻥ ﻛﻞ ﻣﻘﺎﻭﻣﺔ ﺟﺪﻳﺪﺓ ﺗﻮﺻﻞ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﺗﹸﻀﻴﻒ‬
Sharp objectsLaser
safetybeam Poison safety
Lab. coat Oxidizer
Ecological hazards Corrosive
Carcinogenic

‫ﹰ‬  .2
.‫ﻣﻦ ﻗﻴﻤﺔ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ ﻣﻊ ﺑﻘﺎﺀ ﻓﺮﻕ ﺍﳉﻬﺪ ﺛﺎﺑﺘﹰﺎ‬       .3

Laser beam

Lab. coat

Ecological hazards

Carcinogenic

‫ﹴ‬
‫ ﻻﺣﻆ ﹰ‬،‫ﺗـﻮﺍﺯ‬
‫ﺃﻭﻻ ﺃﻥ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﲇ ﰲ ﺍﻟﺪﺍﺋـﺮﺓ ﻫﻮ ﳎﻤﻮﻉ‬ ‫ﳊﺴـﺎﺏ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﳌﻜﺎﻓﺌـﺔ ﻟﺪﺍﺋﺮﺓ‬
   
     
‫ ﻫـﻲ ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﳌﺎﺭﺓ ﰲ ﺍﻟﻔـﺮﻭﻉ‬IC ‫ ﻭ‬IB ‫ ﻭ‬IA ‫ ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺘﻴﺎﺭﺍﺕ‬،‫ﺍﻟﺘﻴـﺎﺭﺍﺕ ﰲ ﻛﻞ ﺍﻟﻔـﺮﻭﻉ‬ 
:‫ ﻫﻮ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ ﻓﺈﻥ‬I‫ﻭ‬  .4
I = IA + IB + IC 
‫ ﻟﺬﺍ ﻳﻤﻜﻦ ﺇﳚﺎﺩ‬،‫ﺃﻱ ﻣﻘﺎﻭﻣﺔ ﻓﺴـﻴﻜﻮﻥ ﻫﻮ ﻧﻔﺴـﻪ ﰲ ﻛﻞ ﺍﳌﻘﺎﻭﻣﺎﺕ‬‫ﺃﻣﺎ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﹼ‬    .5
:‫ ﺑﺎﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‬RA ‫ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﻘﺎﻭﻣﺔ‬ 
  .6
IA = __
V
R A 
:‫ﻭﺑﻨﺎ ﹰﺀ ﻋﲆ ﺫﻟﻚ ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﳎﻤﻮﻉ ﺍﻟﺘﻴﺎﺭﺍﺕ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﻛﲈ ﻳﲇ‬
__
R = V + __
V __
RA +V
V __
RB RC

‫ ﻧﻮﺟـﺪ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌـﺔ ﻟﻠﻤﻘﺎﻭﻣﺎﺕ ﺍﻟﺜـﻼﺙ ﺍﳌﺘﺼﻠﺔ ﻋﲆ‬،V ‫ﻭﺑﻘﺴـﻤﺔ ﻃـﺮﰲ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ‬
.‫ﺍﻟﺘﻮﺍﺯﻱ‬

‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﳌﺠﻤﻮﻋﺔ ﻣﻘﺎﻭﻣﺎﺕ ﻣﻮﺻﻮﻟﺔ ﻣ ﹰﻌﺎ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ‬

__1 = __
R
+ 1 +___
1 ___
RA
1
......
RB RC

.‫ﻣﻘﻠﻮﺏ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻳﺴﺎﻭﻱ ﳎﻤﻮﻉ ﻣﻘﻠﻮﺏ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﳌﻔﺮﺩﺓ‬

‫ﻷﻱ ﻋﺪﺩ ﻣـﻦ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﳌﻮﺻﻮﻟﺔ‬

‫ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﳌﻌﺎﺩﻟـﺔ ﻹﳚﺎﺩ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﹼ‬
.‫ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ‬

136
 ‫ﺑﺎﻟﺮﺟـﻮﻉ ﺇﱃ ﻣـﺎ ﺩﺭﺳـﺘﻪ ﻋـﻦ ﺗﻮﺻﻴـﻞ ﺍﳌﻘﺎﻭﻣـﺎﺕ‪ ،‬ﻭﺑﺎﻋﺘﺒـﺎﺭ ﺃﺟﻬـﺰﺓ ﺍﻟﻘﻴـﺎﺱ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪V‬‬
‫ﻳﻘﻴﺲ‪12‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﺈﻧﻪ ﳚﺐ ﺗﻮﺻﻴﻠﻪ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻣﻘﺎﻭﻣﺎﺕ‪ ،‬ﻭﺃﻥ ﺍﻷﻣﻴﱰ ‪V‬‬
‫‪I‬‬
‫ﺩﺍﺋـﲈ ﻋﲆ ﺍﻟﺘﻮﺍﱄ‪ .‬ﺃﻣﺎ ﺍﻟﻔﻮﻟﺘﻤﻴﱰ ﻭﺍﻟﺬﻱ ﻳﺴـﺘﺨﺪﻡ ﻟﻘﻴﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻧﻘﻄﺘﲔ ﻓﻴﺠﺐ ﺃﻥ‬ ‫ﹰ‬
‫ﺍﻟﺸﻜﻞ ‪.7-27‬‬
‫‪I‬‬
‫ﻛﲈ‪3‬ﰲ‬
‫‪Ω‬‬
‫ﻳﻮﺻﻞ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﻣﻌﻬﲈ‬
‫ﺗﻮﺻﻴﻞ ﺍﳌﻘﺎﻭﻣﺎﺕ ﻋﲆ ﺍﻟﺘﻮﺍﱄ ﻭﺗﻮﺻﻴﻠﻬﺎ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﰲ‬ ‫ﻗﺎﺭﻥ ﺑﲔ‬
‫‪+‬‬
‫‪12 V‬‬

‫ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﻦ ﺣﻴﺚ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﻭﻓﺮﻕ ﺍﳉﻬﺪ ﻭﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ‪.‬‬

‫‪-‬‬
‫‪I‬‬
‫‪a‬‬ ‫‪V‬‬
‫‪b‬‬
‫‪12 V‬‬
‫‪ 7-27‬‬ ‫‪I‬‬
‫‪3Ω‬‬
‫‪      ‬‬ ‫‪+‬‬
‫‪12 V‬‬ ‫‪4A‬‬ ‫‪A‬‬
‫‪b  a‬‬ ‫‪I‬‬ ‫‪3Ω‬‬ ‫‪-‬‬
‫‪+‬‬
‫‪‬‬ ‫‪I‬‬
‫‪12 V‬‬
‫‪-‬‬
‫‪I‬‬

‫‪C22-12A-845813‬‬
‫‪Final‬‬
‫‪6‬‬
‫‪3Ω‬‬

‫ﺍﳌﻘﺎﻭﻣﺎﺕ‪12‬ﺍﻟﺜﻼﺙ ﺍﻟﺘﺎﻟﻴﺔ‪ 60.0 Ω :‬ﻭ‪ 30.0 Ω‬ﻭ‪20.0 Ω‬‬ ‫ﹺ‬

‫ﻭﺻﻠﺖ‬
‫‪+‬‬
‫‪‬‬
‫‪V‬‬ ‫‪4 A A ‬‬
‫ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﺑﺒﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ ، 90.0 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬
‫‪-‬‬
‫‪I‬‬
‫‪ .a‬ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻓﺮﻉ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫‪ .b‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﻠﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫‪A‬‬
‫‪IA‬‬ ‫‪IB‬‬ ‫‪IC‬‬ ‫‪C22-12A-845813‬‬ ‫‪ .c‬ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺒﻄﺎﺭﻳﺔ‪.‬‬
‫‪A‬‬ ‫‪A‬‬ ‫‪A‬‬ ‫‪Final‬‬
‫‪+‬‬ ‫‪‬‬ ‫‪1‬‬
‫ﺭﺳﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﻟﻠﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﺍﺭﺳﻢ ﹰ‬
‫‪90.0 V‬‬
‫‪-‬‬
‫‪60.0 Ω‬‬ ‫‪30.0 Ω‬‬ ‫‪20.0 Ω‬‬
‫ﺿﻤﻦ ﺭﺳﻤﻚ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﻣﻴﱰﺍﺕ ﻟﺘﺒﲔ ﺃﻳﻦ‬ ‫ﱢ‬
‫ﺗﻮﺻﻠﻬﺎ ﻟﺘﻘﻴﺲ ﺍﻟﺘﻴﺎﺭﺍﺕ ﲨﻴﻌﻬﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪C23-09A-845813‬‬ ‫?= ‪IA‬‬ ‫?=‪I‬‬ ‫‪RA=60٫0 Ω‬‬ ‫‪RC=20٫0 Ω‬‬
‫‪Final‬‬
‫?= ‪IB‬‬ ‫?=‪R‬‬ ‫‪RB=30.0 Ω‬‬ ‫‪V=90.0 V‬‬
‫?= ‪IC‬‬

‫‪‬‬ ‫‪2‬‬

‫ﻷﻥ ﺍﳉﻬﺪ ﻋﲆ ﹼ‬
‫ﻛﻞ ﻣﻘﺎﻭﻣﺔ ﻳﻜﻮﻥ ﻫﻮ ﻧﻔﺴﻪ ﳉﻤﻴﻊ ﺍﳌﻘﺎﻭﻣﺎﺕ‪ ،‬ﻟﺬﺍ ﻧﺴﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ‪ I = __VR‬ﰲ ﻛﻞ ﻓﺮﻉ‪.‬‬ ‫‪.a‬‬

‫__ = ‪IA‬‬
‫‪V‬‬
‫_____ =‬
‫‪90.0 V‬‬
‫‪= 1.50 A‬‬ ‫‪RA = 60.0 Ω،V = 90.0 V‬‬
‫‪RA‬‬ ‫‪60.0 Ω‬‬

‫__ = ‪IB‬‬
‫‪V‬‬
‫_____ =‬
‫‪90.0 V‬‬
‫‪= 3.00 A‬‬ ‫‪RB = 30.0 Ω،V = 90.0 V‬‬
‫‪RB‬‬ ‫‪30.0 Ω‬‬

‫__ = ‪IC‬‬
‫‪V‬‬
‫_____ =‬
‫‪90.0 V‬‬
‫‪= 4.50 A‬‬ ‫‪RC = 20.0 Ω،V = 90.0 V‬‬
‫‪RC‬‬ ‫‪20.0 Ω‬‬

‫‪137‬‬
 ‫ﺍﺳﺘﺨﺪﻡ ﻣﻌﺎﺩﻟﺔ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﺪﻭﺍﺋﺮ ﺍﻟﺘﻮﺍﺯﻱ‪.‬‬ ‫‪.b‬‬

‫__‬
‫‪1‬‬
‫__ =‬
‫‪1‬‬
‫__ ‪+‬‬
‫‪1‬‬
‫__ ‪+‬‬
‫‪1‬‬
‫‪R‬‬ ‫‪RA‬‬ ‫‪RB‬‬ ‫‪RC‬‬
‫‪‬‬
‫_____ =‬
‫‪1‬‬
‫_____ ‪+‬‬
‫‪1‬‬
‫_____ ‪+‬‬
‫‪1‬‬
‫_____ =‬
‫‪1‬‬
‫‪60.0 Ω‬‬ ‫‪30.0 Ω‬‬ ‫‪20.0 Ω‬‬ ‫‪10.0 Ω‬‬
‫‪RA=60.0 Ω ،RB=30.0 Ω ، RC= 20.0 Ω‬‬
‫‪R=10.0 Ω‬‬

‫ﻹﳚﺎﺩ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﲇ )ﻭﻫﻮ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﺑﺎﻟﺒﻄﺎﺭﻳﺔ(‪.‬‬ ‫__ = ‪I‬‬

‫‪V‬‬
‫‪R‬‬
‫ﺍﺳﺘﺨﺪﻡ‬ ‫‪.c‬‬

‫__ = ‪I‬‬
‫‪V‬‬
‫‪R‬‬

‫_____ =‬
‫‪90.0 V‬‬
‫‪=9.00 A‬‬ ‫‪R=10.0Ω،V=90.0V‬‬
‫‪10.0 Ω‬‬

‫‪‬‬ ‫‪3‬‬

‫‪‬ﺗﻢ ﻗﻴﺎﺱ ﺍﻟﺘﻴﺎﺭ ﺑﻮﺣﺪﺓ ﺍﻷﻣﺒﲑ‪ ،‬ﻭﺍﳌﻘﺎﻭﻣﺔ ﺑﻮﺣﺪﺓ ﺍﻷﻭﻡ‪.‬‬

‫‪‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﺃﻗﻞ ﻣﻦ ﺃﻱ ﻣﻘﺎﻭﻣﺔ ﻣﻔﺮﺩﺓ‪ ،‬ﻭﺍﻟﺘﻴﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ‪ I‬ﻳﺴﺎﻭﻱ ﳎﻤﻮﻉ ﺍﻟﺘﻴﺎﺭﺍﺕ‬
‫ﺍﳌﺎﺭﺓ ﰲ ﻛﻞ ﺍﳌﻘﺎﻭﻣﺎﺕ ‪.I = I + I + I‬‬
‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬

‫ﻭﺻﻠـﺖ ﺛـﻼﺙ ﻣﻘﺎﻭﻣـﺎﺕ ﻣﻘﺎﺩﻳﺮﻫـﺎ ‪ 120.0 Ω‬ﻭ ‪ 60.0 Ω‬ﻭ‪ 40.0 Ω‬ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﻣﻊ ﺑﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ ،12.0 V‬ﺍﺣﺴـﺐ‬ ‫ﹺ‬ ‫‪.34‬‬
‫ﻣﻘﺪﺍﺭ ﻛﻞ ﻣﻦ‪:‬‬
‫‪ .a‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﺯﻱ‪.‬‬
‫‪ .b‬ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻜﲇ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫‪ .c‬ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻣﻘﺎﻭﻣﺔ‪.‬‬
‫ﺇﺫﺍ ﺃﺭﺩﻧـﺎ ﺧﻔـﺾ ﻣﻘﺎﻭﻣـﺔ ﻓﺮﻉ ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣـﻦ ‪ 150 Ω‬ﺇﱃ ‪ 93 Ω‬ﻓﻴﺠﺐ ﺇﺿﺎﻓﺔ ﻣﻘﺎﻭﻣـﺔ ﺇﱃ ﻫﺬﺍ ﺍﻟﻔﺮﻉ‪ .‬ﻣﺎ ﻣﻘﺪﺍﺭ‬ ‫‪.35‬‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺘﻲ ﳚﺐ ﺇﺿﺎﻓﺘﻬﺎ؟ ﻭﻛﻴﻒ ﻳﺘﻢ ﺗﻮﺻﻴﻠﻬﺎ؟‬
‫ﹸﻭﺻﻠـﺖ ﻣﻘﺎﻭﻣـﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 12 Ω‬ﻭﻗﺪﺭﲥﺎ ‪ 2 W‬ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﺑﻤﻘﺎﻭﻣـﺔ ﺃﺧﺮ￯ ﻣﻘﺪﺍﺭﻫﺎ ‪ 6.0 Ω‬ﻭﻗﺪﺭﲥﺎ ‪ .4 W‬ﻣﺎ ﺃﻗﴡ‬ ‫‪.36‬‬
‫ﻓﺮﻕ ﺟﻬﺪ ﺗﺘﺤﻤﻠﻪ ﺍﳌﻘﺎﻭﻣﺘﺎﻥ؟ ﻭﺃﻱ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺘﲔ ﺗﺼﻞ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻻﺳﺘﻬﻼﻙ ﺍﻟﻄﺎﻗﺔ ﺃﻭﻻﹰ ﻋﻨﺪ ﺍﳉﻬﺪ ﻧﻔﺴﻪ؟‬

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 ‫‪Electromotive force‬‬
‫ﻋﻠﻤـﺖ ﺃﻥ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺗﺪﻓﻖ ﻟﻠﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﱪ ﻣﻮﺻـﻞ‪ ،‬ﻭﻻ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩ‬
‫ﻓﺮﻕ ﺟﻬﺪ ﺑﲔ ﻧﻘﻄﺘﲔ ﺣﺘﻰ ﺗﺘﺪﻓﻖ ﻫﺬﻩ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﻴﻨﻬﲈ‪ .‬ﺣﻴﺚ ﺗﺘﺪﻓﻖ ﺍﻟﺸﺤﻨﺎﺕ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻣـﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺟﻬﺪﻫﺎ ﺃﻋﲆ ﺇﱃ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺟﻬﺪﻫـﺎ ﺃﻗﻞ؛ ﻟﺬﺍ ﻻ ﺑﺪ ﻣﻦ ﻭﺟﻮﺩ‬
‫ﻣﺜﻼ( ﻹﺣﺪﺍﺙ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﳌﻄﻠﻮﺏ‪ .‬ﻭﺣﺘﻰ ﻳﻜﺘﻤﻞ ﻣﺴـﺎﺭ‬ ‫ﻣﺼﺪﺭ ﻗـﺪﺭﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ )ﺑﻄﺎﺭﻳﺔ ﹰ‬
‫ﺍﻟﺸـﺤﻨﺎﺕ ﰲ ﺍﳌﺴـﺎﺭ ﺍﳌﻐﻠـﻖ )ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻐﻠﻘﺔ( ﻓﻼ ﺑـﺪ ﻟﻠﺸـﺤﻨﺎﺕ ﺃﻥ ﺗﺘﺤﺮﻙ ﺩﺍﺧﻞ‬
‫ﺍﻟﺒﻄﺎﺭﻳـﺔ‪ ،‬ﻭﻫـﺬﺍ ﻻ ﻳﺘﻢ ﺇﻻ ﺑﻮﺟﻮﺩ ﺍﻟﺒﻄﺎﺭﻳـﺔ ﺍﻟﺘﻲ ﺗﻨﺘﺞ ﻃﺎﻗﺔ ﺗﺪﻓﻊ ﺗﻠﻚ ﺍﻟﺸـﺤﻨﺎﺕ ﺩﺍﺧﻞ‬
‫ﺍﻟﺒﻄﺎﺭﻳﺔ )ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺴـﺎﻟﺐ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﳌﻮﺟﺐ ﳍﺎ( ﻭﺧﺎﺭﺟﻬﺎ )ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﳌﻮﺟﺐ ﺇﱃ‬
‫ﺍﻟﻘﻄﺐ ﺍﻟﺴﺎﻟﺐ ﳍﺎ( ﻟﺘﺘﺤﺮﻙ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ ﺍﳌﺴﺎﺭ ﺍﳌﻐﻠﻖ؛ ﺃﻱ ﺃﻥ ﻋﻤﻠﻬﺎ ﻳﺸﺒﻪ ﺇﱃ‬
‫ﺣﺪ ﻣﺎ ﻋﻤﻞ ﺍﳌﻀﺨﺔ ﺍﻟﺘﻲ ﺗﺮﻓﻊ ﺍﳌﺎﺀ ﻣﻦ ﺍﳌﻜﺎﻥ ﺍﳌﻨﺨﻔﺾ ﺇﱃ ﺍﳌﻜﺎﻥ ﺍﳌﺮﺗﻔﻊ‪ .‬ﻭﻳﻌﺮﻑ ﺍﻟﺸﻐﻞ‬
‫ﺍﻟﺬﻱ ﻳﺒﺬﻟﻪ ﻣﺼﺪﺭ ﺍﻟﻘﺪﺭﺓ ﰲ ﻧﻘﻞ ﻭﺣﺪﺓ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﳌﻮﺟﺒﺔ ﺩﺍﺧﻠﻪ ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺴـﺎﻟﺐ ﺇﱃ‬
‫ﺍﻟﻘﻄﺐ ﺍﳌﻮﺟﺐ‪ ،‬ﻭﻣﻦ ﺍﻟﻘﻄﺐ ﺍﳌﻮﺟﺐ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﻟﺴـﺎﻟﺐ ﺧﺎﺭﺝ ﺍﳌﺼﺪﺭ ﺑـ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ )‪ Electromotive force (emf‬ﻟﻠﻤﺼﺪﺭ‪ .‬ﺃﻱ ﺃﻥ ‪:‬‬
‫‪ emf (Ɛ) = W / Q‬ﻭﻟﻠﻌﻠـﻢ ﻓـﺈﻥ ﺍﻟﻘـﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻴﺴـﺖ ﻗـﻮﺓ‪ ،‬ﻭﺇﻧﲈ ﻫﻲ ﻓﺮﻕ‬
‫ﺟﻬـﺪ‪ ،‬ﻭﺗﻘﺎﺱ ﺑﻮﺣـﺪﺓ ﺍﻟﻔﻮﻟﺖ )‪ ،(V‬ﻓﻌﻨﺪﻣـﺎ ﻧﻘﻮﻝ ﺇﻥ ﺍﻟﻘـﻮﺓ ﺍﻟﺪﺍﻓﻌـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﺒﻄﺎﺭﻳﺔ‬
‫‪r‬‬
‫ﺗﺴـﺎﻭﻱ ‪ 6V‬ﻓﻬـﺬﺍ ﻳﻌﻨـﻲ ﺃﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻴﻬﺎ ﻳﺴـﺎﻭﻱ ‪ .6V‬ﻟﻜـﻦ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻛﺄﻱ ﻣﺎﺩﺓ‬
‫‪R‬‬
‫ﺃﺧـﺮ￯ ﳍـﺎ ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻭﺗﺴـﻤﻰ ﻣﻘﺎﻭﻣـﺔ ﺩﺍﺧﻠﻴﺔ ﻟﻠﺒﻄﺎﺭﻳـﺔ ﻳﺮﻣﺰ ﳍﺎ ﺑﺎﻟﺮﻣـﺰ ‪ r‬ﻭﺗﻌﺘﻤﺪ‬
‫ﻋـﲆ ﻣﻜﻮﻧﺎﲥـﺎ‪ ،‬ﻭﰲ ﺍﳊﺴـﺎﺑﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻻ ﺑـﺪ ﺃﻥ ﺗﺆﺧﺬ ﻫﺬﻩ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬
‫ﺭﺳﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﺗﻈﻬﺮ ﻓﻴﻪ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﺒﻄﺎﺭﻳﺔ ‪،r‬‬‫ﰲ ﺍﳊﺴـﺒﺎﻥ‪ .‬ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 7-28‬ﹰ‬
‫ﻭﺍﳌﻘﺎﻭﻣﺔ ﺍﳋﺎﺭﺟﻴﺔ ‪ R‬ﺍﳌﻮﺻﻮﻟﺔ ﻣﻊ ﺍﻟﺒﻄﺎﺭﻳﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺃﺛﺮ ﻫﺬﻩ ﺍﳌﻘﺎﻭﻣﺔ ﺑﺘﻮﺻﻴﻞ‬
‫‪    7-28 ‬‬ ‫ﺍﻟﺒﻄﺎﺭﻳـﺔ ﻣﻊ ﻣﻘﺎﻭﻣﺔ ﺃﻛﱪ ﺑﻜﺜﲑ ﻣﻦ ﻣﻘﺎﻭﻣﺘﻬـﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ؛ ﺣﻴﺚ ﺍﻟﺘﻮﺻﻴﻞ ﻋﲆ‬
‫‪r  ‬‬ ‫ﺍﻟﺘـﻮﺍﺯﻱ ﻳﻘﻠـﻞ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻠﻴﺔ‪ ،‬ﻭﻋﻨﺪﻫـﺎ ﻳﻤﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻣﺜﺎﻟﻴـﺔ ﺗﻘﺮﻳ ﹰﺒﺎ )ﺍﻟﺒﻄﺎﺭﻳﺔ‬
‫‪ R‬‬ ‫ﺻﻔﺮﺍ(‪ ،‬ﻭﻳﻤﻜﻦ ﻣﻼﺣﻈﺔ ﺗﺄﺛﲑ ﻭﺟـﻮﺩ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ‬ ‫ﺍﳌﺜﺎﻟﻴـﺔ ﺗﻜﻮﻥ ﻣﻘﺎﻭﻣﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴـﺔ ﹰ‬
‫‪‬‬ ‫ﻟﻠﺒﻄﺎﺭﻳﺔ ﻋﻨﺪ ﳊﻈﺔ ﺗﺸـﻐﻴﻞ ﺳـﻴﺎﺭﺓ ﻣﻀﺎﺀﺓ ﺍﳌﺼﺎﺑﻴﺢ‪ ،‬ﺣﻴﺚ ﻧﻼﺣﻆ ﺧﻔﻮﺗﹰﺎ ﰲ ﺇﺿﺎﺀﲥﺎ ﻋﻨﺪ‬
‫ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ ﻗﺒﻞ ﺃﻥ ﺗﻌﻮﺩ ﺍﻹﺿﺎﺀﺓ ﺇﱃ ﻣﺎ ﻛﺎﻧﺖ ﻋﻠﻴﻪ‪ .‬ﻣﻦ ﻫﻨﺎ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻟﻠﺒﻄﺎﺭﻳﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺔ‪:‬‬
‫‪Ɛ = I (R +r) = V +Ir‬‬
‫ﻭﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺻﻴﺎﻏﺔ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﺘﺼﺒﺢ ﻛﲈ ﻳﲇ‪:‬‬

‫‪V = Ɛ -Ir‬‬
‫ﺣﻴﺚ ‪ r‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﻤﺼﺪﺭ‪ ،‬ﺑﻴﻨﲈ ‪ R‬ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻠﻴﺔ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﳋﺎﺭﺟﻴﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ‬
‫‪ V‬ﲤﺜـﻞ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﲇ ﺧﺎﺭﺝ ﺍﻟﺒﻄﺎﺭﻳـﺔ‪ ،‬ﺑﻴﻨﲈ ‪ Ir‬ﲤﺜﻞ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﺪﺍﺧﲇ )ﺑﲔ ﻗﻄﺒﻴﻬﺎ(‪،‬‬
‫ﺻﻔـﺮﺍ‪ ،‬ﻭﺑﺬﻟﻚ ﻓﺈﻥ ‪Ɛ = Ir‬‬
‫ﹰ‬ ‫ﻭﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﺪﺍﺋـﺮﺓ ﻣﻔﺘﻮﺣـﺔ ‪ Open circuit‬ﻓﺈﻥ ‪ V‬ﺗﺼﺒﺢ‬
‫ﺍﻭ ‪ .I = Ɛ /r‬ﻣـﻦ ﻫﻨـﺎ ﻳﻤﻜـﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺄﳖـﺎ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻲ‬
‫ﺍﻟﺒﻄﺎﺭﻳﺔ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺪﺍﺋﺮﺓ ﻣﻔﺘﻮﺣﺔ‪.‬‬
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‫‪ S hort circuit ‬ﲢـﺪﺙ ﺩﺍﺋـﺮﺓ ﺍﻟﻘـﴫ ‪ Short circuit‬ﰲ ﺍﻟﺪﺍﺋـﺮﺓ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ ،‬ﻋﻨﺪﻣـﺎ ﺗﺼﺒـﺢ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻠﻴﺔ ﺻﻐﲑﺓ ﺟـﺪﹼﹰ ﺍ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﺘﻴﺎﺭ ﺍﳌـﺎﺭ ﻓﻴﻬﺎ ﻛﺒﲑ ﺟﺪﹼﹰ ﺍ‪.‬‬
‫ﻓﻌﻨـﺪ ﺗﻮﺻﻴـﻞ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺟﻬـﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﺗﻘﻞ ﺍﳌﻘﺎﻭﻣـﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﻠﺪﺍﺋﺮﺓ‬
‫ﺟﻬﺎﺯﺍ ﻣﻨﻬﺎ‪ ،‬ﳑﺎ ﻳـﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻷﺳـﻼﻙ‪ ،‬ﻭﻗﺪ‬ ‫ﹰ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺃﻛﺜـﺮ ﻛﻠﲈ ﺷـ ﹼﻐﻠﻨﺎ‬
‫ﹸﻳﻨﺘﺞ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﺍﻹﺿﺎﰲ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ ﻛﺎﻓﻴﺔ ﻟﺼﻬﺮ ﺍﳌﺎﺩﺓ ﺍﻟﻌﺎﺯﻟﺔ ﻟﻸﺳﻼﻙ‪ ،‬ﻓﻴﺆﺩﻱ ﺫﻟﻚ ﺇﱃ‬
‫ﺗﻼﻣﺲ ﺍﻷﺳﻼﻙ ﻭﺣﺪﻭﺙ ﺩﺍﺋﺮﺓ ﻗﴫ ﻭﻗﺪ ﹸﲢﺪﺙ ﺣﺮﻳ ﹰﻘﺎ‪.‬‬
‫ﺗﻌﻤـﻞ ﺍﳌﻨﺼﻬـﺮﺍﺕ ﻭﺍﻟﻘﻮﺍﻃـﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺑﻮﺻﻔﻬﺎ ﺃﺩﻭﺍﺕ ﲪﺎﻳﺔ ﻭﺳـﻼﻣﺔ ﻋـﲆ ﻣﻨﻊ ﻣﺮﻭﺭ‬
‫ﺗﻴـﺎﺭﺍﺕ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺯﺍﺋـﺪﺓ ﰲ ﺍﻟﺪﻭﺍﺋـﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻧﺎﺗـﺞ ﻋـﻦ ﺗﺸـﻐﻴﻞ ﻋـﺪﺩ ﻣـﻦ ﺍﻷﺟﻬـﺰﺓ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﻋـﲆ ﺍﳌﻘﺒـﺲ ﻧﻔﺴـﻪ ﺃﻭ ﻋﻨﺪ ﺣﺪﻭﺙ ﺩﺍﺋـﺮﺓ ﻗﴫ ﰲ ﺃﺣـﺪ ﺍﻷﺟﻬـﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﻳﻤﺮ ﻓﻴﻬـﺎ ﺗﻴﺎﺭ ﻛﺒﲑ‬
‫ﻭﺍﳌﻨﺼﻬـﺮ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﻋﺒـﺎﺭﺓ ﻋﻦ ﻗﻄﻌﺔ ﻗﺼـﲑﺓ ﻣﻦ ﻓﻠﺰ ﺗﻨﺼﻬـﺮ ﻋﻨﺪﻣﺎ ﹼ‬
‫ﺍﻟﺸـﻜﻞ ‪ .7-29a‬ﻭﺳـﻤﻚ ﻫﺬﻩ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻔﻠﺰﻳﺔ ﹸﳛـﺪﹼ ﺩﻩ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟـﻼﺯﻡ ﻟﻌﻤﻞ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﺮ ﻓﻴﻬـﺎ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺄﻣﺎﻥ ﺩﻭﻥ ﺃﻥ ﻳـﺆﺩﻱ ﺇﱃ ﺗﻠﻔﻬﺎ‪ .‬ﻭﺇﺫﺍ ﻣﺮ ﺗﻴﺎﺭ‬
‫ﺃﻛـﱪ ﻣـﻦ ﺍﻟﺘﻴﺎﺭ ﺍﻟـﺬﻱ ﺗﺘﺤﻤﻠـﻪ ﺍﻟﺪﺍﺋﺮﺓ ﺗﻨﺼﻬﺮ ﻫـﺬﻩ ﺍﻟﻘﻄﻌﺔ ﻭﺗﻘﻄـﻊ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻦ‬
‫ﺍﻟﺪﺍﺋـﺮﺓ‪ ،‬ﻭﺗﺼﺒـﺢ ﺍﻟﺪﺍﺋـﺮﺓ ﻣﻔﺘﻮﺣﺔ )ﻻ ﻳﻤﺮ ﻓﻴﻬـﺎ ﺗﻴﺎﺭ(‪ .‬ﻭﻫـﺬﺍ ﻳﺆﺩﻱ ﺇﱃ ﲪﺎﻳـﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻣﻦ‬
‫ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ ‪ 7-29b‬ﻗﺎﻃﻊ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻫﻮ ﻣﻔﺘﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﺁﱄ ﻳﻌﻤﻞ‬ ‫ﺍﻟﺘﻠﻒ‪ .‬ﹼ‬
‫ﻋـﲆ ﻓﺘـﺢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﻨﺪﻣﺎ ﻳﺘﺠﺎﻭﺯ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻬﺎ ﺍﻟﻘﻴﻤﺔ ﺍﳌﺴـﻤﻮﺡ ﲠﺎ؛ ﻷﻥ‬
‫ﻛﺒﲑﺍ ﻗـﺪ ﻳﺆﺩﻱ ﺇﱃ ﺣﺮﺍﺋﻖ ﺃﻭ ﺃﴐﺍﺭ ﺃﺧﺮ￯‪.‬‬ ‫ﺧﻄﺮﺍ ﹰ‬
‫ﻣـﺮﻭﺭ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﻳﺸـﻜﻞ ﹰ‬
‫ﻟﺬﺍ ﻳﻌﻤﻞ ﺍﻟﻘﺎﻃﻊ ﻋﲆ ﻓﺘﺢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺇﻳﻘﺎﻑ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ‪.‬‬

‫‪a‬‬

‫‪‬‬
‫‪b‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪a7-29‬‬
‫‪‬‬ ‫‪‬‬ ‫‪b‬‬
‫‪‬‬ ‫‪‬‬

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 ‫‪7‬‬
‫ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﻳﺔ ﻟﺒﻄﺎﺭﻳﺔ ‪ 24 V‬ﻭﻣﻘﺎﻭﻣﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪ 0.5 Ω‬ﻭﺻﻞ ﻗﻄﺒﺎﻫﺎ ﺑﻤﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،5.5 Ω‬ﺍﺣﺴﺐ‪:‬‬
‫‪ .a‬ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫‪ .b‬ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻲ ﺍﻟﺒﻄﺎﺭﻳﺔ‪.‬‬

‫‪‬‬ ‫‪1‬‬
‫ﺣﺪﺩ ﺍﳌﺘﻐﲑﺍﺕ ‪ emf‬ﻭ‪ r‬ﻭ ‪R‬‬
‫‪‬‬ ‫‪‬‬
‫?= ‪1‬‬ ‫‪emf = 24 V‬‬
‫? = ﺑﻄﺎﺭﻳﺔ‪V‬‬ ‫‪r = 0.5 Ω‬‬
‫‪R = 5.5 Ω‬‬

‫‪‬‬ ‫‪2‬‬

‫)‪Ɛ = I (R + r‬‬ ‫‪.a‬‬

‫)‪24 V = I A (5.5Ω + 0.5 Ω‬‬

‫‪I = 24 V/6 Ω‬‬

‫‪=4A‬‬
‫‪V=IR‬‬ ‫‪.b‬‬
‫= ﺑﻄﺎﺭﻳﺔ‪V‬‬ ‫‪4 A × 5.5 Ω‬‬

‫‪= 22 V‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﳚﺐ ﺃﻥ ﻳﻘﺎﺱ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ‪ A‬ﻭﻓﺮﻕ ﺍﳉﻬﺪ ﺑﻮﺣﺪﺓ ‪ .V‬ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﺍﳌﻌﻄﻴﺎﺕ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﴐﺑﻨﺎ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻨﺎﲡﺔ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﻜﻠﻴﺔ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﻓﺴﻴﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ‪،24 V‬‬
‫ﻭﻫﻮﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ .‬ﻭﻛﺬﻟﻚ ﻓﺈﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻗﻄﺒﻲ ﺍﻟﺒﻄﺎﺭﻳﺔ ﻳﺴﺎﻭﻱ ﺍﻟﻔﺮﻕ ﺑﲔ ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﳍﺒﻮﻁ ﰲ ﺍﳉﻬﺪ )ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺪﺍﺧﻠﻴﺔ(‪ .‬ﻭﻫﺬﺍ ﻳﺘﻔﻖ ﻣﻊ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻄﺎﺓ‪.‬‬

‫ﻭﺻﻠـﺖ ﻣﻘﺎﻭﻣﺘـﺎﻥ ﻛﻬﺮﺑﺎﺋﻴﺘـﺎﻥ ﻣﻘﺪﺍﺭﺍﳘـﺎ ‪ 3 Ω‬ﻭ ‪ 2.5 Ω‬ﻋـﲆ ﺍﻟﺘـﻮﺍﱄ‪ ،‬ﺛﻢ ﻭﺻﻞ ﻃﺮﻓﺎﳘـﺎ ﻣﻊ ﺑﻄﺎﺭﻳﺔ ﻗﻮﲥـﺎ ﺍﻟﺪﺍﻓﻌﺔ‬ ‫‪.37‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ 12 V‬ﻭﻣﻘﺎﻭﻣﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪ 0.5 Ω‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺘﲔ‪.‬‬
‫ﻣﻘﺎﻭﻣﺘﺎﻥ ﻛﻬﺮﺑﺎﺋﻴﺘﺎﻥ ﻣﻘﺪﺍﺭﺍﳘﺎ ‪ 3 Ω‬ﻭ ‪ 6 Ω‬ﻭﺻﻠﺘﺎ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ‪ ،‬ﺛﻢ ﻭﺻﻞ ﻃﺮﻓﺎﳘﺎ ﻣﻊ ﺑﻄﺎﺭﻳﺔ ﻗﻮﲥﺎ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫‪.38‬‬
‫‪ 24 V‬ﻭﻣﻘﺎﻭﻣﺘﻬﺎ ﺍﻟﺪﺍﺧﻠﻴﺔ ‪ 0.4 Ω‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺘﲔ‪.‬‬

‫‪141‬‬
 ‫‪7-3‬‬
‫ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﳌﻌﻠﻮﻣﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﰲ ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻖ‪،‬‬ ‫‪.e‬‬ ‫‪‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﱃ ﺍﻟﺸﻜﻞ ‪ 7-30‬ﻭﺑﺎﻓﱰﺍﺽ‬ ‫‪.39‬‬
‫ﻫﻞ ﺍﳌﺼﺒﺎﺣﺎﻥ ‪ 2‬ﻭ‪ 3‬ﻣﺘﲈﺛﻼﻥ؟‬ ‫ﺃﻥ ﲨﻴﻊ ﺍﳌﺼﺎﺑﻴﺢ ﰲ ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺘﲈﺛﻠﺔ ﻟﻠﻔﺮﻭﻉ‬
‫ﻫـﻞ ﻫﻨـﺎﻙ ﻃﺮﻳﻘـﺔ ﳉﻌـﻞ ﺍﳌﺼﺎﺑﻴـﺢ ﺍﻟﺜﻼﺛـﺔ ﰲ‬ ‫‪.f‬‬ ‫‪ a, b, c‬ﺃﺟﺐ ﻋﲈ ﻳﲇ‪:‬‬
‫ﺍﻟﺸـﻜﻞ ﺗﹸﴤﺀ ﺑﺎﻟﺸﺪﺓ ﻧﻔﺴﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺼﺒﺎﺣﺎﻥ‬ ‫‪A‬‬
‫‪B‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ 2‬ﻭ‪ 3‬ﻣﺘﲈﺛﻠﲔ؟ ﹼ‬ ‫‪I3‬‬ ‫‪A I1‬‬ ‫‪I2 A‬‬

‫‪ ‬ﻳﺪﱠ ﻋﻲ ﻃﺎﺭﻕ ﺃﻥ ﺍﳌﻘﺎﻭﻣﺔ ﺳـﺘﺰﺩﺍﺩ‬ ‫‪.40‬‬

‫‪A‬‬
‫‪1‬‬ ‫‪2‬‬
‫ﺑﺰﻳـﺎﺩﺓ ﻓـﺮﻕ ﺍﳉﻬـﺪ؛ ﻭﺫﻟـﻚ ﻷﻥ ‪ . R = V/I‬ﻓﻬـﻞ ﻣﺎ‬ ‫‪+‬‬
‫‪V‬‬ ‫‪C‬‬

‫ﻳﺪﻋﻴﻪ ﻃﺎﺭﻕ ﺻﺤﻴﺢ؟ ﻓﴪ ﺫﻟﻚ‪.‬‬ ‫‪-‬‬ ‫‪3‬‬

‫‪ ‬ﺇﺫﺍ ﺃﺭﺩﺕ ﻗﻴﺎﺱ ﻣﻘﺎﻭﻣﺔ ﺳﻠﻚ ﻃﻮﻳﻞ‬ ‫‪.41‬‬ ‫ﺍﻟﺸﻜﻞ ‪7-30‬‬

‫ﻓﺒﲔ ﻛﻴﻒ ﺗﺮﻛﹼﺐ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺑﻄﺎﺭﻳﺔ ﻭﻓﻮﻟﺘﻤﱰ‬
‫ﹼ‬ ‫ﻗﺎﺭﻥ ﺑﲔ ﺳﻄﻮﻉ ﺍﳌﺼﺎﺑﻴﺢ‪.‬‬ ‫‪.a‬‬
‫ﻭﺃﻣﻴﱰ ﻭﺍﻟﺴﻠﻚ ﺍﻟﺬﻱ ﺗﺮﻳﺪ ﻗﻴﺎﺱ ﻣﻘﺎﻭﻣﺘﻪ‪ .‬ﺣﺪﹼ ﺩ ﻣﺎ ﺍﻟﺬﻱ‬ ‫‪C23-19A-845813‬‬
‫‪ I3=1.7 Final‬ﻓـﲈ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‬
‫‪ .b‬ﺇﺫﺍ ﻛﺎﻥ ‪ I1=1.1 A‬ﻭ ‪A‬‬
‫ﻭﺑﲔ ﻛﻴﻒ ﲢﺴﺐ ﺍﳌﻘﺎﻭﻣﺔ‪.‬‬ ‫ﺳﺘﻘﻴﺴﻪ‪ .‬ﹼ‬ ‫ﺍﳌﺎﺭ ﰲ ﺍﳌﺼﺒﺎﺡ ‪2‬؟‬
‫‪ ‬ﺗﺘﺼﻞ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﻣﻘﺎﻭﻣﺘﻬﺎ ‪ 12 Ω‬ﺑﺒﻄﺎﺭﻳﺔ‬ ‫‪.42‬‬ ‫ﻭﻭ ﹺﺻﻠـﺖ‬ ‫ﹺ‬
‫ﺇﺫﺍ ﹸﻓﺼـﻞ ﺍﻟﺴـﻠﻚ ﻋﻨـﺪ ﺍﻟﻨﻘﻄـﺔ ‪ ،C‬ﹸ‬ ‫‪.c‬‬
‫ﺟﻬﺪﻫـﺎ ‪ .12 V‬ﺣﺪﹼ ﺩ ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻘـﺪﺭﺓ ﺇﺫﺍ ﻗ ﹼﻠﺖ ﺍﳌﻘﺎﻭﻣﺔ‬ ‫ﻣﻘﺎﻭﻣـﺔ ﺻﻐـﲑﺓ ﻋﲆ ﺍﻟﺘـﻮﺍﱄ ﺑﺎﳌﺼﺒﺎﺣـﲔ ‪ 2‬ﻭ‪3‬‬
‫ﺇﱃ ‪9.0 Ω‬؟‬ ‫ﻓﲈﺫﺍ ﳛﺪﺙ ﻟﺴﻄﻮﻉ ﻛﻞ ﻣﻨﻬﲈ؟‬
‫‪ ‬ﻧﻘﻮﻝ ﺇﻥ ﺍﻟﻘﺪﺭﺓ ﺗﺴـﺘﻬﻠﻚ ﻭﺗﹸﺴـﺘﻨﻔﺪ ﰲ‬ ‫‪.43‬‬
‫ﺇﺫﺍ ﺗﻢ ﺍﺳﺘﺒﺪﺍﻝ ﺑﻌﺾ ﺍﳌﺼﺎﺑﻴﺢ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﺃﺟﺐ ﻋﻦ ﺍﻟﺘﺎﱄ‪:‬‬
‫ﻣﻘﺎﻭﻣﺔ‪ .‬ﻭﺍﻻﺳﺘﻨﻔﺎﺩ ﻳﻌﻨﻲ ﺍﻻﺳـﺘﺨﺪﺍﻡ‪ ،‬ﺃﻭ ﺍﻟﻀﻴﺎﻉ‪ .‬ﻓﲈ‬ ‫‪ .d‬ﻋﻨﺪ ﻭﺻـﻞ ﻓﻮﻟﺘﻤﱰ ﺑﲔ ﻃـﺮﰲ ﺍﳌﺼﺒﺎﺡ ‪ 2‬ﻛﺎﻧﺖ‬
‫)ﺍﻻﺳﺘﺨﺪﺍﻡ( ﻋﻨﺪ ﻣﺮﻭﺭ ﺷﺤﻨﺎﺕ ﰲ ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ؟‬ ‫ﻗﺮﺍﺀﺗـﻪ ‪ ،3.8 V‬ﻭﻋﻨـﺪ ﻭﺻـﻞ ﻓﻮﻟﺘﻤـﱰ ﺁﺧﺮ ﺑﲔ‬
‫ﻃـﺮﰲ ﺍﳌﺼﺒﺎﺡ ‪ 3‬ﻛﺎﻧﺖ ﻗﺮﺍﺀﺗـﻪ ‪ .4.2 V‬ﻣﺎ ﻣﻘﺪﺍﺭ‬
‫ﺟﻬﺪ ﺍﻟﺒﻄﺎﺭﻳﺔ؟‬

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 Spacecraft and Static Electricity 


 

 

 

PCU


 
 



143
 
‫ ﻓﺎﳉﻬﺪ ﻫﻮ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﺬﻱ‬.‫ﺩﺭﺳﺖ ﰲ ﻫﺬﺍ ﺍﻟﻔﺼﻞ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴﺎﺭ ﻭﺍﳌﻘﺎﻭﻣﺔ ﰲ ﺩﻭﺍﺋﺮ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺑﺴﻴﻄﺔ‬
‫ ﻭﺳـﺘﺠﻤﻊ ﰲ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ‬.‫ ﰲ ﺣﲔ ﲢﺪﹼ ﺩ ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺬﻱ ﻳﻤﺮ ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﻓﺮﻕ ﺟﻬﺪ‬،‫ﻳﺪﻓـﻊ ﺍﻟﺘﻴـﺎﺭ ﺧﻼﻝ ﺍﻟﺪﺍﺋﺮﺓ‬
.‫ ﻭﻛﺬﻟﻚ ﺑﲔ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ‬،‫ ﻭﺗﻌﺪ ﺭﺳﻮ ﹰﻣﺎ ﺑﻴﺎﻧ ﹼﻴﺔ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴﺎﺭ‬،‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬

‫ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴﺎﺭ؟ ﻭﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ؟‬

‫ ﻭﺃﺭﺑﻌﺔ ﺣﻮﺍﻣﻞ‬،1.5 V ‫ ﺟﻬﺪ ﻛﻞ ﻣﻨﻬﺎ‬D ‫ﺃﺭﺑﻊ ﺑﻄﺎﺭﻳﺎﺕ ﻣﻦ ﻧﻮﻉ‬ .SI ‫ ﺍﻟﺘﻴﺎﺭ ﻭﻓ ﹰﻘﺎ ﻟﻠﻨﻈﺎﻡ ﺍﻟﺪﻭﱄ‬�
‫ ﻭﻣﻘﺎﻭﻣـﺔ‬،10 kΩ ‫ ﻭﻣﻘﺎﻭﻣـﺔ‬،500 µA ‫ ﻭﺃﻣﻴـﱰ‬،‫ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻣﻘﺎﻭﻣﺔ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻟﻠﺒﻄﺎﺭﻳـﺎﺕ‬�
‫ ﻭﲬﺴـﺔ ﺃﺳﻼﻙ‬،40 kΩ‫ ﻭﻣﻘﺎﻭﻣﺔ‬،30 kΩ ‫ ﻭﻣﻘﺎﻭﻣﺔ‬،20 kΩ .‫ﺍﻟﻜﲇ ﺍﳌﺎﺭ ﻓﻴﻬﺎ‬
.‫ﻣﺰﻭﺩﺓ ﺑﻤﺸﺎﺑﻚ ﻓﻢ ﺍﻟﺘﻤﺴﺎﺡ‬
‫ﹼ‬ ‫ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﳉﻬـﺪ ﻭﺍﻟﺘﻴـﺎﺭ ﺍﻟـﻜﲇ ﺍﳌـﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ‬�    

.‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
Hand protection Eye safety Thermal safety Explosive

‫ ﻟﺘﺒﲔ ﺍﻟﻌﻼﻗـﺔ ﺑﲔ ﺍﻟﺘﻴﺎﺭ‬ �


 
 
 

ElectricalHand
hazard
protection Harmful / Irritant
Eye safety BiologicalThermal
hazardssafety Flammable
Explosive

A .‫ ﻭﺑﲔ ﺍﻟﺘﻴﺎﺭ ﻭﺍﳉﻬﺪ‬،‫ﻭﺍﳌﻘﺎﻭﻣﺔ‬  


FirstElectrical
aid


Eye washHarmful
station/ Irritant


Fire extinguisher


RadioactiveFlammable
safety
hazard Biological hazards

.‫ ﺿﻊ ﺍﻟﺒﻄﺎﺭﻳﺔ ﰲ ﺣﺎﻣﻠﻬﺎ‬.1
‫ ﻭﺃﻣﻴﱰ‬،10 kΩ ‫ ﻭﻣﻘﺎﻭﻣـﺔ‬،‫ ﺭﻛﹼﺐ ﺩﺍﺋـﺮﺓ ﲢﺘﻮﻱ ﻋﲆ ﺑﻄﺎﺭﻳﺔ‬.2
    
 
 
 

Hand protection EyeSharp
safetyobjects safety
First aid PoisonEye
Thermal safety safety
wash station ExplosiveOxidizer
Fire extinguisher Corrosive
Radioactive safety

.500 µA 
Electrical hazard


Hand protection
Harmful / Irritant
 

  

beamobjectsEye safety


Hand protection
Biological hazards

Thermal safety



Eye Ecological
safety
Flammable
   

OxidizerExplosive
Thermal Carcinogenic
safety Corrosive Explosive

 �
LaserSharp safety Poison safety
Lab. coat hazards

‫ ﻋﲆ ﺃﻥ‬،1‫ﺩﻭﻥ ﻣﻘﺪﺍﺭﻱ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬ ‫ ﹼ‬.3

 �
 
 
 
 
 
 
  
First aid Electrical
Eyehazard
wash station Laser Harmful / Irritant
beam Fire hazard Lab.Biological
extinguisher
Electrical hazards/ Irritant
coat Radioactive
Harmful safety Flammable
Ecological hazards
Biological hazardsCarcinogenic Flammable

‫ ﺃﻣـﺎ ﻟﻌﻤﻮﺩ ﺍﻟﺘﻴﺎﺭ‬،‫ﺗـﺪﻭﻥ ﻣﻘﺪﺍﺭ ﺍﳌﻘﺎﻭﻣـﺔ ﰲ ﻋﻤﻮﺩ ﺍﳌﻘﺎﻭﻣﺔ‬

‫ﹼ‬
.‫ﻓﺎﺳﺘﺨﺪﻡ ﻗﺮﺍﺀﺓ ﺍﻷﻣﻴﱰ‬
  
 

   

 
 
Sharp objects safety First Poison
aid safety Eye wash station
Oxidizer
First aid Fire extinguisher
EyeCorrosive
wash station Radioactive
Firesafety
extinguisher Radioactive safety

.10 kΩ ‫ﺑﺪﻻ ﻣﻦ ﺍﳌﻘﺎﻭﻣﺔ‬‫ ﹰ‬20 kΩ ‫ ﺿﻊ ﺍﳌﻘﺎﻭﻣﺔ‬.4 

Laser beam
 

Sharp objectsLab.
safety
coat

Poison


safety
Ecological
Sharp hazards
objects safety



OxidizerCarcinogenic
Poison safety


Corrosive
Oxidizer

Corrosive

.1 ‫ﺩﻭﻥ ﻣﻘﺪﺍﺭﻱ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬‫ ﹼ‬.5

‫ﺑﺪﻻ ﻣﻦ‬‫ ﹰ‬30 kΩ ‫ ﻋﲆ ﺃﻥ ﺗﻀﻊ ﺍﳌﻘﺎﻭﻣﺔ‬،5‫ ﻭ‬4 ‫ﻛﺮﺭ ﺍﳋﻄﻮﺗﲔ‬
   
 Ecological 

‫ ﹼ‬.6
Laser beam Lab. coat hazards Carcinogenic 
Laser beam Lab. coat Ecological hazards Carcinogenic

.20 kΩ ‫ﺍﳌﻘﺎﻭﻣﺔ‬
‫ﺑﺪﻻ ﻣﻦ‬ ‫ ﹰ‬40 kΩ ‫ ﻋﲆ ﺃﻥ ﺗﻀﻊ ﺍﳌﻘﺎﻭﻣﺔ‬،5‫ ﻭ‬4 ‫ﻛﺮﺭ ﺍﳋﻄﻮﺗﲔ‬ ‫ ﹼ‬.7
.30 kΩ ‫ﺍﳌﻘﺎﻭﻣﺔ‬
B ‫ﺍﳉﺰﺀ‬

‫ ﺛﻢ ﲢﻘﻖ ﻣﻦ‬،2 ‫ﺃﻋﺪ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﺋـﺮﺓ ﺍﻟﺘﻲ ﺭﻛﹼﺒﺘﻬﺎ ﰲ ﺍﳋﻄﻮﺓ‬ .8

‫ﻭﺩﻭﻥ ﻣﻘﺪﺍﺭﻱ ﺍﳉﻬـﺪ ﻭﺍﻟﺘﻴﺎﺭ ﰲ‬
‫ ﹼ‬،‫ﻣـﺮﻭﺭ ﺍﻟﺘﻴـﺎﺭ ﰲ ﺍﻟﺪﺍﺋـﺮﺓ‬
.2 ‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ‬
144
 ‫ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪2‬‬ ‫‪1‬‬
‫‪µA‬‬ ‫‪kΩ‬‬ ‫‪V‬‬ ‫‪µA‬‬ ‫‪kΩ‬‬ ‫‪V‬‬
‫‪10‬‬ ‫‪1.5‬‬

‫‪10‬‬ ‫‪1.5‬‬

‫‪10‬‬ ‫‪1.5‬‬

‫‪10‬‬ ‫‪1.5‬‬

‫ﻛﻴـﻒ ﻳﻤﻜﻨﻚ ﻭﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑـﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴﺎﺭ ﺑﺎﻟﻨﻈﺮ ﺇﱃ‬ ‫‪.3‬‬ ‫ﻭﺩﻭﻥ‬
‫ﺃﺿـﻒ ﺑﻄﺎﺭﻳـﺔ ﺛﺎﻧﻴـﺔ ﺟﻬﺪﻫـﺎ ‪ 1.5 V‬ﺇﱃ ﺍﻟﺪﺍﺋـﺮﺓ‪ ،‬ﹼ‬ ‫‪.9‬‬
‫ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﻟﺜﺎﲏ ﺍﻟﺬﻱ ﺃﻧﺸﺄﺗﻪ؟‬ ‫ﻣﻘـﺪﺍﺭﻱ ﺍﳉﻬـﺪ ﻭﺍﻟﺘﻴـﺎﺭ ﰲ ﺟـﺪﻭﻝ ﺍﻟﺒﻴﺎﻧـﺎﺕ ‪ .2‬ﻋﻨﺪﻣـﺎ‬
‫ﳌﺎﺫﺍ ﺍﻓﱰﺿﺖ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴﺎﺭ؟‬ ‫‪.4‬‬ ‫ﺩﻭﻥ ﳎﻤـﻮﻉ ﺟﻬـﻮﺩ‬ ‫ﺗﺴـﺘﻌﻤﻞ ﺃﻛﺜـﺮ ﻣـﻦ ﺑﻄﺎﺭﻳـﺔ ﻭﺍﺣـﺪﺓ ﹼ‬
‫ﺍﻟﺒﻄﺎﺭﻳﺎﺕ ﺑﻮﺻﻔﻬﺎ ﻗﻴﻤﺔ ﻟﻠﺠﻬﺪ ﰲ ﺟﺪﻭﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪.2‬‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪ 9‬ﻣﻊ ﺛﻼﺙ ﺑﻄﺎﺭﻳﺎﺕ ﺟﻬﺪ ﹼ‬
‫ﻛﻞ ﻣﻨﻬﺎ ‪.1.5 V‬‬ ‫‪ .10‬ﹼ‬
‫ﻣﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺬﻱ ﻳﻤـﺮ ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺇﺫﺍ‬ ‫‪.1‬‬
‫ﻛﺮﺭ ﺍﳋﻄﻮﺓ ‪ 9‬ﻣﻊ ﺃﺭﺑﻊ ﺑﻄﺎﺭﻳﺎﺕ ﺟﻬﺪ ﹼ‬
‫ﻛﻞ ﻣﻨﻬﺎ ‪.1.5 V‬‬ ‫‪ .11‬ﹼ‬
‫ﻛﺎﻥ ﺍﳉﻬـﺪ ‪ 3.0 V‬ﻭﺍﳌﻘﺎﻭﻣـﺔ ‪20 kΩ‬؟ ﻛﻴـﻒ ﺣـﺪﹼ ﺩﺕ ﻫﺬﺍ‬
‫ﺍﻟﺘﻴﺎﺭ؟‬
‫ﺑﺎﻻﺳـﺘﻌﺎﻧﺔ ﺑﺒﻴﺎﻧﺎﺗـﻚ ﺍﻟﺘـﻲ ﺣﺼﻠـﺖ ﻋﻠﻴﻬـﺎ ﰲ ﺍﻟﺘﺠﺮﺑـﺔ‪،‬‬ ‫‪.2‬‬ ‫ﻣﺘﻐﲑﺍ‬
‫ﹰ‬ ‫‪  ‬ﺍﺭﺳـﻢ ﺍﻟﺘﻴﺎﺭ ﺑﻮﺻﻔﻪ‬ ‫‪.1‬‬
‫ﻫـﻞ ﻳﻤﻜﻨﻚ ﺍﺷـﺘﻘﺎﻕ ﻋﻼﻗﺔ ﺑﲔ ﺍﳉﻬﺪ ﻭﺍﻟﺘﻴـﺎﺭ ﻭﺍﳌﻘﺎﻭﻣﺔ؟‬ ‫ﻣﻘﺎﺑﻞ ﺍﳌﻘﺎﻭﻣﺔ‪ ،‬ﻋﲆ ﺃﻥ ﺗﻀﻊ ﺍﳌﻘﺎﻭﻣﺔ ﻋﲆ ﺍﳌﺤﻮﺭ ‪ ،x‬ﻭﺍﻟﺘﻴﺎﺭ‬
‫ﻣﺴـﺎﻋﺪﺓ‪ :‬ﺍﻧﻈﺮ ﺇﱃ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺑـﲔ ﺍﻟﺘﻴﺎﺭ ﻭﻓﺮﻕ ﺍﳉﻬﺪ‪،‬‬ ‫ﻋﲆ ﺍﳌﺤﻮﺭ ‪.y‬‬
‫ﻭﺍﻓﱰﺽ ﺃﳖﺎ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﲤﺮ ﰲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫ﻣﺘﻐﲑﺍ‬
‫ﹰ‬ ‫‪   ‬ﺍﺭﺳـﻢ ﺍﻟﺘﻴﺎﺭ ﺑﻮﺻﻔﻪ‬ ‫‪.2‬‬

‫ﻛﻴﻒ ﺗﺘﻔﻖ ﺑﻴﺎﻧﺎﺗﻚ ﻣﻊ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪.3‬‬ ‫ﻣﻘﺎﺑـﻞ ﺍﳉﻬـﺪ‪ ،‬ﻋﲆ ﺃﻥ ﺗﻀـﻊ ﺍﳉﻬﺪ ﻋﲆ ﺍﳌﺤـﻮﺭ ‪ ،x‬ﻭﺍﻟﺘﻴﺎﺭ‬
‫ﻋﲆ ﺍﳌﺤﻮﺭ ‪.y‬‬
‫‪  ‬ﻣـﺎ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﻟﺘـﻲ ﺗﺆﺛـﺮ ﰲ ﺍﻟﺘﻴـﺎﺭ ﰲ ﺍﳉﺰﺀ ‪A‬‬ ‫‪.3‬‬
‫ﺇﺿﺎﻓـﺔ ﺇﱃ ﻗﻴﻢ ﺍﳌﻘﺎﻭﻣﺎﺕ؟ ﻭﻛﻴـﻒ ﻳﻤﻜﻦ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺗﺄﺛﲑ‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬ ‫ﻫﺬﻩ ﺍﻟﻌﻮﺍﻣﻞ؟‬
‫‪‬‬ ‫‪  ‬ﻣﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﳉﺰﺀ ‪ B‬ﺇﺿﺎﻓﺔ‬ ‫‪.4‬‬
‫‪www.obeikaneducation.com ‬‬
‫ﺇﱃ ﺍﻟﺒﻄﺎﺭﻳﺎﺕ ﺍﳌﻀﺎﻓﺔ؟ ﻭﻛﻴﻒ ﻳﻤﻜﻦ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ ﺗﺄﺛﲑ ﻫﺬﻩ‬
‫ﺍﻟﻌﻮﺍﻣﻞ؟‬

‫ﹺﺻـﻒ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ ﺑﺎﻟﻨﻈﺮ ﺇﱃ ﺍﻟﺮﺳـﻢ ﺍﻟﺒﻴﺎﲏ‬ ‫‪.1‬‬

‫ﺍﻷﻭﻝ ﺍﻟﺬﻱ ﺃﻧﺸﺄﺗﻪ؟‬
‫ﳌﺎﺫﺍ ﺍﻓﱰﺿﺖ ﻭﺟﻮﺩ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺍﳌﻘﺎﻭﻣﺔ ﻭﺍﻟﺘﻴﺎﺭ؟‬ ‫‪.2‬‬

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 ‫‪Electrostatics‬‬ ‫‪‬‬ ‫‪7-1‬‬

‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ ﺩﺭﺍﺳﺔ ﻟﻠﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﹸﲢﺘﺠﺰ ﰲ ﻣﻜﺎﻥ ﻣﺎ‪.‬‬ ‫•‬ ‫• ﺷﺤﻨﺔ‬
‫ﻳﺴـﺘﺨﺪﻡ ﺟﻬـﺎﺯ ﺍﻟﻔـﺎﻥ ﺩﻱ ﺟﺮﺍﻑ ﻟﺘﻮﻟﻴـﺪ ﺍﻟﺸـﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ‪ ،‬ﺑﻴﻨﲈ ﻳﺴـﺘﺨﺪﻡ ﺍﻟﻜﺸـﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫•‬
‫ﻟﻠﻜﺸﻒ ﻋﻦ ﻧﻮﻉ ﺷﺤﻨﺔ ﺍﳉﺴﻢ‪ ،‬ﻭﲤﻴﻴﺰ ﺍﻷﺟﺴﺎﻡ ﺍﳌﺸﺤﻮﻧﺔ ﻋﻦ ﻏﲑ ﺍﳌﺸﺤﻮﻧﺔ‪.‬‬ ‫• ﻛﻬﺮﺑﺎﺀ ﺳﺎﻛﻨﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻃﺮﻕ ﺍﻟﺪﻟﻚ ﻭﺍﻟﺘﻮﺻﻴﻞ ﻭﺍﳊﺚ ﻟﺸﺤﻦ ﺍﻷﺟﺴﺎﻡ‪.‬‬ ‫•‬ ‫• ﺛﻨﺎﺋﻲ ﺍﻟﻘﻄﺐ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺘﺸﺎﲠﺔ ﺗﺘﻨﺎﻓﺮ‪ ،‬ﺑﻴﻨﲈ ﺗﺘﺠﺎﺫﺏ ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﺨﺘﻠﻔﺔ‪.‬‬ ‫•‬
‫• ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﺗﻘﺎﺱ ﺷﺤﻨﺔ ﺍﳉﺴﻢ ﺑﻮﺣﺪﺓ ﺍﻟﻜﻮﻟﻮﻡ ‪.C‬‬ ‫•‬
‫ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻫﻮ ﺍﳊﻴﺰ ﺍﳌﺤﻴﻂ ﺑﺎﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﻳﻈﻬﺮ ﻓﻴﻪ ﺗﺄﺛﲑﻫﺎ‪.‬‬ ‫•‬ ‫• ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﳘﻴﺔ ﻭﻏﲑ ﻣﺘﻘﺎﻃﻌﺔ‪ ،‬ﻭﲣﺮﺝ ﻣﻦ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﻮﺟﺒﺔ ﻭﺗﺪﺧﻞ ﻟﻠﺸـﺤﻨﺔ ﺍﻟﺴﺎﻟﺒﺔ‪،‬‬ ‫•‬
‫ﻭﺗﺰﺩﺍﺩ ﻛﺜﺎﻓﺘﻬﺎ ﺑﺰﻳﺎﺩﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﺗﻘﺎﺱ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ‪.N/C‬‬ ‫•‬
‫‪Potential difference and electrtic current‬‬ ‫‪ 7-2‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻧﺘﻘﺎﻝ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬ ‫•‬ ‫ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫•‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﻳﺴﺘﻤﺮ ﺗﺪﻓﻖ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ﺣﺘﻰ ﻳﺼﺒﺢ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﻴﻨﻬﲈ ﹰ‬ ‫•‬ ‫ﺍﻷﻣﺒﲑ‬ ‫•‬
‫ﻳﻘﺎﺱ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ﺍﻷﻣﺒﲑ‪ ،‬ﺑﻴﻨﲈ ﻳﻘﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺣﺪﺓ ﺍﻟﻔﻮﻟﺖ‪.‬‬ ‫•‬ ‫ﺍﻷﻣﻴﱰ‬ ‫•‬
‫ﻳﺴﺘﺨﺪﻡ ﺟﻬﺎﺯ ﺍﻷﻣﻴﱰ ﻟﻘﻴﺎﺱ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﺑﻴﻨﲈ ﻳﺴﺘﺨﺪﻡ ﺍﻟﻔﻮﻟﺘﻤﱰ ﻟﻘﻴﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫•‬ ‫ﻓﺮﻕ ﺍﳉﻬﺪ‬ ‫•‬
‫ﻓﻮﻟﺖ‬ ‫•‬
‫ﻣﺼﺪﺭﺍ ﻟﻠﻘﺪﺭﺓ ﻭﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﺴﺎﺭ ﻣﻐﻠﻖ ﳛﻮﻱ‬ ‫•‬
‫ﻓﻮﻟﺘﻤﻴﱰ‬ ‫•‬
‫ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﺪﻝ ﺗﺪﻓﻖ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ ﻣﻮﺻﻞ ﻭﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻷﻣﺒﲑ ‪.A‬‬ ‫•‬
‫‪Resistance and electronotive force‬‬ ‫‪ 7-3‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﳋﺎﺻﻴﺔ ﺍﻟﺘﻲ ﲢﺪﺩ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺬﻱ ﺳﻴﻤﺮ ﰲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﻤﻰ ﻣﻘﺎﻭﻣﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ‪.‬‬ ‫•‬ ‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫ﺍﳌﻘﺎﻭﻣﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﺎﻭﻱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‪.‬‬ ‫•‬ ‫ﺍﻷﻭﻡ‬ ‫•‬
‫ﻗﺎﻧﻮﻥ ﺃﻭﻡ‬ ‫•‬
‫ﻳﻨﺺ ﻗﺎﻧﻮﻥ ﺃﻭﻡ ﻋﲆ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ ﻃﺮﰲ ﻣﻮﺻﻞ ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ ﺛﺎﺑﺘﺔ‪.‬‬ ‫•‬
‫ﻣﻮﺻﻼﺕ ﺃﻭﻣﻴﺔ‬ ‫•‬
‫ﻣﻌﻈﻢ ﺍﳌﻮﺻﻼﺕ ﺍﻟﻔﻠﺰﻳﺔ ﲢﻘﻖ ﻗﺎﻧﻮﻥ ﺃﻭﻡ ﺿﻤﻦ ﺣﺪﻭﺩ ﻣﻌﻴﻨﺔ ﻭﺗﺴﻤﻰ ﻣﻮﺻﻼﺕ ﺃﻭﻣﻴﺔ‪.‬‬ ‫•‬ ‫ﻣﻮﺻﻼﺕ ﻏﲑ ﺃﻭﻣﻴﺔ‬ ‫•‬
‫ﺍﳌﻮﺻﻼﺕ ﺍﻟﺘﻲ ﻻ ﲢﻘﻖ ﻗﺎﻧﻮﻥ ﺃﻭﻡ ﺗﺴﻤﻰ ﻣﻮﺻﻼﺕ ﻏﲑ ﺃﻭﻣﻴﺔ‪.‬‬ ‫•‬ ‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﺴﺎﻭﻱ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﴬﻭﺑﺔ ﰲ ﻓﺮﻕ ﺍﳉﻬﺪ‪ ،‬ﻭﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﻮﺍﻁ ‪.W‬‬ ‫•‬ ‫ﺍﳉﻮﻝ‬ ‫•‬
‫ﺍﻟﻮﺍﻁ‬ ‫•‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﺍﺭﻳﺔ ﺗﺴﺎﻭﻱ ﺍﻟﻘﺪﺭﺓ ﺍﳌﺴﺘﻬﻠﻜﺔ ﻣﴬﻭﺑﺔ ﰲ ﺍﻟﺰﻣﻦ‪.‬‬ ‫•‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﱄ‬ ‫•‬
‫ﰲ ﺍﻟﺘﻮﺻﻴﻞ ﻋﲆ ﺍﻟﺘﻮﺍﱄ ﻟﻠﻤﻘﺎﻭﻣﺎﺕ ﻳﻜﻮﻥ ﺍﻟﺘﻴﺎﺭ ﺛﺎﺑﺘﹰﺎ‪ ،‬ﻭﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﺗﺴﺎﻭﻱ ﳎﻤﻮﻉ ﺍﳌﻘﺎﻭﻣﺎﺕ‪ ،‬ﺑﻴﻨﲈ‬ ‫•‬ ‫ﺩﺍﺋﺮﺓ ﺍﻟﺘﻮﺍﺯﻱ‬ ‫•‬
‫ﻋﻨﺪ ﺗﻮﺻﻴﻠﻬﺎ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ ﻓﺈﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﻳﻜﻮﻥ ﺛﺎﺑﺘﹰﺎ‪ ،‬ﻭﻳﻜﻮﻥ ﻣﻘﻠﻮﺏ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻣﺴﺎﻭ ﹰﻳﺎ ﳌﺠﻤﻮﻉ‬ ‫ﺍﻟﻘﻮﺓ ﺍﻟﺪﺍﻓﻌﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬ ‫•‬
‫ﻣﻘﻠﻮﺏ ﺍﳌﻘﺎﻭﻣﺎﺕ‪.‬‬ ‫ﺩﺍﺋﺮﺓ ﻣﻔﺘﻮﺣﺔ‬ ‫•‬
‫ﺩﺍﺋﺮﺓ ﻗﴫ‬ ‫•‬

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‫ﻛﻴﻒ ﻳﺘﻢ ﺍﻹﺷـﺎﺭﺓ ﻟﺸـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻦ ﺧﻼﻝ‬ ‫‪.50‬‬ ‫‪‬‬
‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ؟‬ ‫ﺃﻛﻤﻞ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪.44‬‬
‫ﻣـﺎ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﻃﺎﻗـﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ؟ ﻭﻣﺎ ﻭﺣﺪﺓ‬ ‫‪.51‬‬ ‫ﺍﻟﺘﺎﻟﻴـﺔ‪ :‬ﺍﻧﺠـﺬﺍﺏ ﻗﺼﺎﺻـﺎﺕ ﻭﺭﻗﻴـﺔ ﺇﱃ ﻣﺴـﻄﺮﺓ‬
‫ﻗﻴـﺎﺱ ﻓـﺮﻕ ﺍﳉﻬـﺪ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻓﹾـﻖ ﺍﻟﻨﻈـﺎﻡ ﺍﻟﺪﻭﱄ‬ ‫ﺑﻼﺳـﺘﻴﻜﻴﺔ ﻣﺪﻟﻮﻛـﺔ ﺑﺎﻟﺼﻮﻑ‪ ،‬ﺍﻟﺴـﺎﻛﻨﺔ‪ ،‬ﺍﳌﻮﻟﺪﺍﺕ‬
‫ﻟﻠﻮﺣﺪﺍﺕ ‪SI‬؟‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﻋﺮﻑ ﺍﻟﻔﻮﻟﺖ ﺑﺪﻻﻟﺔ ﺍﻟﺘﻐﲑ ﰲ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﹼ‬ ‫‪.52‬‬ ‫‪‬‬

‫ﻟﺸﺤﻨﺔ ﺗﺘﺤﺮﻙ ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫‪‬‬

‫ﳌﺎﺫﺍ ﻳﻔﻘﺪ ﺍﳉﺴﻢ ﺍﳌﺸﺤﻮﻥ ﺷﺤﻨﺘﻪ ﻋﻨﺪ ﻭﺻﻠﻪ ﺑﺎﻷﺭﺽ؟‬ ‫‪.53‬‬

‫‪‬‬
‫‪  ‬ﳌـﺎﺫﺍ ﺗﻮﺿـﻊ ﺍﻷﺟـﺰﺍﺀ ﺍﻟﺪﻗﻴﻘـﺔ‬ ‫‪.54‬‬ ‫‪‬‬ ‫‪‬‬
‫ﰲ ﺍﻷﺟﻬـﺰﺓ ﺍﻹﻟﻜﱰﻭﻧﻴـﺔ ‪ -‬ﻛﺘﻠـﻚ ﺍﳌﻮﺿﺤـﺔ ﰲ‬
‫‪‬‬
‫ﺍﻟﺸـﻜﻞ ‪ -7–31‬ﺩﺍﺧﻞ ﺻﻨﺪﻭﻕ ﻓﻠﺰﻱ ﻣﻮﺿﻮﻉ ﺩﺍﺧﻞ‬
‫‪‬‬ ‫‪‬‬
‫ﺻﻨﺪﻭﻕ ﺁﺧﺮ ﺑﻼﺳﺘﻴﻜﻲ؟‬
‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫ﻣﺸـﻄﺖ ﺷـﻌﺮﻙ ﰲ ﻳـﻮﻡ ﺟﺎﻑ ﻓﺴـﻮﻑ ﹸﻳﺸـﺤﻦ‬ ‫ﺇﺫﺍ ﹼ‬ ‫‪.45‬‬
‫ﺍﳌﺸـﻂ ﺑﺸـﺤﻨﺔ ﻣﻮﺟﺒﺔ‪ .‬ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﻳﺒﻘﻰ ﺷـﻌﺮﻙ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﹰ‬
‫ﻣﺘﻌﺎﺩﻻ؟ ﹼ‬
‫ﺍﻟﺸﻜﻞ ‪7-31‬‬
‫‪ ‬ﻋﻨﺪﻣﺎ ﻧﺨﺮﺝ ﺍﳉـﻮﺍﺭﺏ ﻣﻦ ﳎ ﹼﻔﻔﺔ‬
‫‪‬‬ ‫‪.46‬‬
‫ﺍﺭﺟﻊ ﺇﱃ ﺍﻟﺸﻜﻞ ‪ 7-32‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ‪.55-58‬‬
‫ﺍﳌﻼﺑـﺲ ﺗﻜـﻮﻥ ﺃﺣﻴﺎﻧﹰـﺎ ﻣﻠﺘﺼﻘـﺔ ﺑﻤﻼﺑـﺲ ﺃﺧﺮ￯‪.‬‬
‫ﳌﺎﺫﺍ؟‬
‫‪4‬‬

‫ﻣﺎ ﺍﳋﺎﺻﻴﺘﺎﻥ ﺍﻟﻠﺘﺎﻥ ﳚﺐ ﺃﻥ ﺗﻜﻮﻧﺎ ﻟﺸﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ؟‬ ‫‪.47‬‬

‫‪+‬‬ ‫‪3‬‬
‫‪-‬‬
‫‪1‬‬ ‫ﻛﻴﻒ ﳛﺪﹼ ﺩ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ؟‬ ‫‪.48‬‬
‫ﺍﺭﺳـﻢ ﺑﻌـﺾ ﺧﻄـﻮﻁ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﱟ‬
‫ﻟـﻜﻞ ﻣـﻦ‬ ‫‪.49‬‬
‫‪2‬‬ ‫ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫‪7-32‬‬
‫ﺷﺤﻨﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﰲ ﺍﳌﻘﺪﺍﺭ ﻭﻣﺘﲈﺛﻠﺘﲔ ﰲ ﺍﻟﻨﻮﻉ‪.‬‬ ‫‪.a‬‬

‫ﻛﻴﻒ ﳚﺐ ﻭﺻﻞ ﻓﻮﻟﺘﻤﱰ ﰲ ﺍﻟﺸﻜﻞ ﻟﻘﻴﺎﺱ ﺟﻬﺪ ﺍﳌﺤﺮﻙ؟‬ ‫‪.55‬‬ ‫ﺷﺤﻨﺘﲔ ﳐﺘﻠﻔﺘﲔ ﰲ ﺍﻟﻨﻮﻉ ﻭﳍﲈ ﺍﳌﻘﺪﺍﺭ ﻧﻔﺴﻪ‪.‬‬ ‫‪.b‬‬

‫ﻛﻴﻒ ﳚﺐ ﻭﺻﻞ ﺃﻣﻴﱰ ﰲ ﺍﻟﺸﻜﻞ ﻟﻘﻴﺎﺱ ﺗﻴﺎﺭ ﺍﳌﺤﺮﻙ؟‬ ‫‪.56‬‬ ‫ﻟﻮﺣﲔ ﻣﺘﻮﺍﺯﻳﲔ ﳐﺘﻠﻔﲔ ﰲ ﺍﻟﺸﺤﻨﺔ‪.‬‬ ‫‪.c‬‬

‫‪147‬‬
 ‫ﻛﺸـﺎﻑ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺸـﺤﻮﻥ‬‫ﻭﺿﺢ ﻣﺎ ﳛﺪﺙ ﻟﻮﺭﻗﺘﻲ ﹼ‬ ‫ﹼ‬ ‫‪.66‬‬ ‫ﻣﺎ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ ﰲ ﺍﳌﺤﺮﻙ؟‬ ‫‪.57‬‬
‫ﺑﺸـﺤﻨﺔ ﻣﻮﺟﺒـﺔ ﻋﻨـﺪ ﺗﻘﺮﻳـﺐ ﻗﻀﻴـﺐ ﻣﺸـﺤﻮﻥ‬
‫ﻣﺎ ﺭﻗﻢ ﺍﻷﺩﺍﺓ ﺍﻟﺘﻲ‪:‬‬ ‫‪.58‬‬
‫ﺑﺎﻟﺸـﺤﻨﺎﺕ ﺍﻟﺘﺎﻟﻴـﺔ ﺇﻟﻴـﻪ‪ ،‬ﻣـﻊ ﻣﺮﺍﻋـﺎﺓ ﻋـﺪﻡ ﳌـﺲ‬
‫ﲢﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ؟‬
‫‪ .a‬ﹼ‬
‫ﻟﻠﻜﺸﺎﻑ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪:‬‬‫ﺍﻟﻘﻀﻴﺐ ﹼ‬
‫ﲢﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﻛﻬﺮﺑﺎﺋﻴﺔ؟‬‫‪ .b‬ﹼ‬
‫‪ .a‬ﺷﺤﻨﺔ ﻣﻮﺟﺒﺔ‪.‬‬
‫‪ .c‬ﺗﻌﻤﻞ ﻋﲆ ﻓﺘﺢ ﺍﻟﺪﺍﺋﺮﺓ ﻭﺇﻏﻼﻗﻬﺎ؟‬
‫‪ .b‬ﺷﺤﻨﺔ ﺳﺎﻟﺒﺔ‪.‬‬
‫‪ .d‬ﲢﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﺍﺭﻳﺔ؟‪‬‬
‫ﻣﺎﺫﺍ ﳛﺪﺙ ﻟﻄﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﳉﺴـﻴﻢ ﻣﺸـﺤﻮﻥ‬ ‫‪.67‬‬
‫ﻣﻮﺟـﻮﺩ ﺩﺍﺧـﻞ ﳎـﺎﻝ ﻛﻬﺮﺑﺎﺋـﻲ ﻋﻨﺪﻣـﺎ ﹸﻳﻄﻠﻖ ﺍﳉﺴـﻴﻢ‬ ‫ﲢﻮﻻﺕ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﲢﺪﺙ ﰲ ﺍﻷﺩﻭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺻﻒ ﹼ‬ ‫‪.59‬‬
‫ﻟﻴﺼﺒﺢ ﹸﺣ ﱠﺮ ﺍﳊﺮﻛﺔ؟‬ ‫ﻣﺘﻮﻫﺞ‪.‬‬
‫‪ .a‬ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﹼ‬
‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 7–33‬ﺛـﻼﺙ ﻛـﺮﺍﺕ ﻣﺸـﺤﻮﻧﺔ ﺑﺎﳌﻘﺪﺍﺭ‬ ‫ﹼ‬ ‫‪.68‬‬ ‫‪ .b‬ﳎ ﹼﻔﻔﺔ ﻣﻼﺑﺲ‪.‬‬
‫ﺍﳌﻮﺿﺤـﺔ ﰲ ﺍﻟﺸــﻜﻞ‪ .‬ﺍﻟﻜـﺮﺗﺎﻥ‬
‫ﻧﻔﺴــﻪ‪ .‬ﺑﺎﻟﺸـﺤﻨﺎﺕ ﹼ‬ ‫ﻣﺰﻭﺩ ﺑﺴﺎﻋﺔ‪.‬‬
‫‪ .c‬ﻣﺬﻳﺎﻉ ﺭﻗﻤﻲ ﹼ‬
‫‪ y‬ﻭ‪ z‬ﺛﺎﺑﺘﺘـﺎﻥ ﰲ ﻣﻜﺎﻧﻴﻬـﲈ‪ ،‬ﻭﺍﻟﻜــﺮﺓ ‪ x‬ﺣـﺮﺓ ﺍﳊﺮﻛـﺔ‪.‬‬ ‫ﻋﻨـﺪ ﻋﻤﻞ ﺩﺍﺋﺮﺓ ﻗـﴫ ﻟﺒﻄﺎﺭﻳﺔ ﺑﻮﺻﻞ ﻃﺮﰲ ﺳـﻠﻚ‬ ‫‪.60‬‬
‫ﻭﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻜـﺮﺓ ‪ x‬ﻭﻛﻞ ﻣﻦ ﺍﻟﻜﺮﺗﲔ ‪ y‬ﻭ‪ z‬ﰲ ﺍﻟﺒﺪﺍﻳﺔ‬ ‫ﻧﺤﺎﳼ ﺑﻘﻄﺒﻲ ﺍﻟﺒﻄﺎﺭﻳﺔ ﺗﺮﺗﻔﻊ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺓ ﺍﻟﺴﻠﻚ‪.‬‬
‫ﻣﺘﺴـﺎﻭﻳﺔ‪ .‬ﺣﺪﹼ ﺩ ﺍﳌﺴـﺎﺭ ﺍﻟﺬﻱ ﺳﺘﺒﺪﺃ ﺍﻟﻜﺮﺓ ‪ x‬ﰲ ﺳﻠﻮﻛﻪ‪،‬‬ ‫ﻓﴪ ﳌﺎﺫﺍ ﳛﺪﺙ ﺫﻟﻚ‪.‬‬‫ﹼ‬
‫ﻣﻔﱰﺿﺎ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﺃﻱ ﻗﻮ￯ ﺃﺧﺮ￯ ﺗﺆﺛﺮ ﰲ ﺍﻟﻜﺮﺍﺕ‪.‬‬ ‫ﹰ‬ ‫ﺍﺷـﺘﻖ ﻭﺣـﺪﺓ ﺍﻟﻘـﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﺪﻻﻟـﺔ ﺍﻟﻮﺣﺪﺍﺕ‬
‫ﹼ‬ ‫‪.61‬‬
‫ﺍﻷﺳﺎﺳﻴﺔ ‪.MKS‬‬
‫‪‬‬
‫‪+‬‬
‫ﻓﻴﻢ ﲣﺘﻠﻒ ﺷـﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻥ ﻋﻦ ﺷﺤﻨﺔ ﺍﻟﱪﻭﺗﻮﻥ؟‬ ‫‪.62‬‬
‫ﻭﻓﻴﻢ ﺗﺘﺸﺎﲠﺎﻥ؟‬
‫ﹰ‬
‫ﻣﻮﺻﻼ ﺃﻡ‬ ‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺃﻥ ﲢﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺟﺴﻢ ﻣﺎ‬ ‫‪.63‬‬

‫‪+‬‬ ‫‪- z‬‬ ‫ﻻ‪ ،‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻀﻴﺐ ﻣﺸﺤﻮﻥ ﹼ‬

‫ﻭﻛﺸﺎﻑ ﻛﻬﺮﺑﺎﺋﻲ؟‬
‫ﺍﻟﺸﻜﻞ ‪7-33‬‬ ‫ﹸﻗ ﹼﺮﺏ ﻗﻀﻴﺐ ﻣﺸﺤﻮﻥ ﺇﱃ ﳎﻤﻮﻋﺔ ﻛﺮﺍﺕ ﺑﻼﺳﺘﻴﻜﻴﺔ‬ ‫‪.64‬‬
‫‪ ‬ﻳﻌﻤـﻞ ﻣﺼﺒﺎﺣـﺎﻥ ﻛﻬﺮﺑﺎﺋﻴﺎﻥ‬ ‫‪.69‬‬ ‫ﺻﻐﲑﺓ ﺟﺪﹼﹰ ﺍ‪ ،‬ﻓﺎﻧﺠﺬﺑﺖ ﺑﻌﺾ ﺍﻟﻜﺮﺍﺕ ﺇﱃ ﺍﻟﻘﻀﻴﺐ‪،‬‬
‫ﰲ ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺟﻬﺪﻫـﺎ ‪ .120 V‬ﺇﺫﺍ ﻛﺎﻧـﺖ ﻗﺪﺭﺓ‬ ‫ﺇﻻ ﺃﳖـﺎ ﳊﻈﺔ ﻣﻼﻣﺴـﺘﻬﺎ ﻟﻠﻘﻀﻴـﺐ ﺍﻧﺪﻓﻌﺖ ﻣﺒﺘﻌﺪﺓ‬
‫ﺃﺣﺪﳘـﺎ ‪ 50 W‬ﻭﺍﻵﺧـﺮ ‪ ،100 W‬ﹼ‬
‫ﻓـﺄﻱ ﺍﳌﺼﺒﺎﺣـﲔ‬ ‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫ﻋﻨﻪ ﰲ ﺍﲡﺎﻫﺎﺕ ﳐﺘﻠﻔﺔ‪ .‬ﹼ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻣﻘﺎﻭﻣﺘﻪ ﺃﻛﱪ؟ ﹼ‬ ‫‪ ‬ﳛﺪﺙ ﺍﻟـﱪﻕ ﻋـﺎﺩﺓ ﻋﻨﺪﻣﺎ ﺗﻨﺘﻘﻞ ﺍﻟﺸـﺤﻨﺎﺕ‬ ‫‪.65‬‬
‫‪ ‬ﻭﺟﺪﺕ ﺳـﺎﺭﺓ ﺃﺩﺍﺓ ﺗﹸﺸـﺒﻪ ﻣﻘﺎﻭﻣﺔ‪ .‬ﻋﻨﺪﻣﺎ‬ ‫‪.70‬‬ ‫ﺍﻟﺴـﺎﻟﺒﺔ ﰲ ﺍﻟﻐﻴـﻮﻡ ﺇﱃ ﺍﻷﺭﺽ‪ .‬ﻓـﺈﺫﺍ ﻛﺎﻥ ﺳـﻄﺢ‬
‫ﻭﺻﻠـﺖ ﻫـﺬﻩ ﺍﻷﺩﺍﺓ ﺑﺒﻄﺎﺭﻳـﺔ ﺟﻬﺪﻫـﺎ ‪ 1.5 V‬ﱠ‬
‫ﻣـﺮ‬ ‫ﺍﻷﺭﺽ ﻣﺘﻌﺎﺩﻻﹰ ﻓﲈ ﺍﻟﺬﻱ ﻳﻮﻓﺮ ﻗﻮﺓ ﺍﳉﺬﺏ ﺍﳌﺴﺆﻭﻟﺔ‬
‫ﻓﻴﻬـﺎ ﺗﻴـﺎﺭ ﻣﻘـﺪﺍﺭﻩ ‪ 45×10-6 A‬ﻓﻘـﻂ‪ ،‬ﻭﻟﻜﻦ ﻋﻨﺪﻣﺎ‬ ‫ﻋﻦ ﺳﺤﺐ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﻧﺤﻮ ﺍﻷﺭﺽ؟‬

‫‪148‬‬
‫‪ .76‬ﻭﺿﻌﺖ ﺷـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪6.0×10-6 C‬‬ ‫ﺍﺳﺘﺨﺪﻣﺖ ﺑﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ 3.0 V‬ﻣﺮ ﻓﻴﻬﺎ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ‬
‫ﻣﻮﺿﺢ ﰲ‬‫ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ ﺷـﺪﺗﻪ ‪ ،50.0 N/C‬ﻛﲈ ﻫﻮ ﹼ‬ ‫‪ ، 25×10-3 A‬ﻓﻬـﻞ ﲢ ﹼﻘـﻖ ﻫـﺬﻩ ﺍﻷﺩﺍﺓ ﻗﺎﻧـﻮﻥ ﺃﻭﻡ؟‬
‫ﺍﻟﺸﻜﻞ ‪ .7–35‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺷﺤﻨﺔ ﺍﻻﺧﺘﺒﺎﺭ؟‬ ‫‪ .71‬ﺇﺫﺍ ﹸﻏ ﹼ‬
‫ـﲑ ﻣﻮﻗـﻊ ﺍﻷﻣﻴـﱰ ﺍﳌﺒـﲔ ﰲ ﺍﻟﺸـﻜﻞ ‪7–20a‬‬

‫‪q = 6.0 ×10-6 C‬‬ ‫ﻟ ﹸﻴﺼﺒـﺢ ﺃﺳـﻔﻞ ﺍﻟﺸـﻜﻞ‪ ،‬ﻓﻬﻞ ﺗﺒﻘـﻰ ﻗـﺮﺍﺀﺓ ﺍﻷﻣﻴﱰ‬
‫ﻭﺿﺢ ﺫﻟﻚ‪.‬‬‫ﻧﻔﺴﻬﺎ؟ ﹼ‬
‫‪‬‬
‫‪ ‬ﺇﺫﺍ ﻧﻘﻠـﺖ ﺻﺎﻋﻘﺔ ﺑﺮﻕ ﻗﻮﻳﺔ ﺷـﺤﻨﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫‪.72‬‬
‫‪E = 50.0 N/C‬‬ ‫‪ 25 C‬ﺇﱃ ﺍﻷﺭﺽ‪ ،‬ﻓﲈ ﻋﺪﺩ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﺍﳌﻨﻘﻮﻟﺔ؟‬
‫ﺍﻟﺸﻜﻞ ‪7-35‬‬ ‫ﺷـﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻥ ﺗﺴـﺎﻭﻱ ‪ ،-1.60×10-19 C‬ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ‬
‫ﻳﻤـﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺪﺍﺭﻩ ‪ 0.50 A‬ﰲ ﻣﺼﺒﺎﺡ ﻣﺘﺼﻞ‬ ‫‪.77‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺣﻴﺚ ﻳﻠﺰﻡ‪.‬‬
‫ﺑﻤﺼﺪﺭ ﺟﻬﺪﻩ ‪ ،120 V‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ‪:‬‬ ‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺷـﺤﻨﺔ ﺍﺧﺘﺒـﺎﺭ ﺇﺫﺍ ﺗﻌﺮﺿﺖ ﻟﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫‪.73‬‬
‫‪ .a‬ﺍﻟﻘﺪﺭﺓ ﺍﻟﻮﺍﺻﻠﺔ‪.‬‬ ‫‪ 1.4×10-8 N‬ﻋﻨـﺪ ﻧﻘﻄـﺔ ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻓﻴﻬﺎ‬
‫‪ .b‬ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﲢﻮﻳﻠﻬﺎ ﺧﻼﻝ ‪.5.0 min‬‬ ‫‪ 5.0×10-4 N/C‬؟‬
‫‪ ‬ﹸﻭ ﹺﺻﻠـﺖ ﳎ ﹼﻔﻔـﺔ ﻣﻼﺑـﺲ ﻗﺪﺭﲥﺎ‬ ‫‪.78‬‬ ‫ﻳﻮﺿـﺢ ﺍﻟﺸـﻜﻞ ‪ 7–34‬ﺷـﺤﻨﺔ ﻣﻮﺟﺒـﺔ ﻣﻘﺪﺍﺭﻫـﺎ‬ ‫ﹼ‬ ‫‪.74‬‬
‫‪ 4200 W‬ﺑﺪﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴـﺔ ﺟﻬﺪﻫﺎ ‪ ،220 V‬ﺍﺣﺴـﺐ‬ ‫‪ ،1.0×10 C‬ﺗﺘﻌﺮﺽ ﻟﻘﻮﺓ ‪ ،0.30 N‬ﻋﻨﺪ ﻭﺿﻌﻬﺎ ﻋﻨﺪ‬ ‫‪-5‬‬

‫ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻬﺎ‪.‬‬ ‫ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ‪ .‬ﻣﺎ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ؟‬
‫ﺍﺭﺟﻊ ﺇﱃ ﺍﻟﺸﻜﻞ ‪ 7-36‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪.79‬‬
‫‪ .a‬ﻣﺎ ﻗﺮﺍﺀﺓ ﺍﻷﻣﻴﱰ؟‬
‫‪ .b‬ﻣﺎ ﻗﺮﺍﺀﺓ ﺍﻟﻔﻮﻟﺘﻤﱰ؟‬
‫‪ .c‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻮﺍﺻﻠﺔ ﺇﱃ ﺍﳌﻘﺎﻭﻣﺔ؟‬
‫‪x‬‬ ‫‪-5‬‬

‫‪ .d‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺇﱃ ﺍﳌﻘﺎﻭﻣﺔ ﻛﻞ ﺳﺎﻋﺔ؟‬

‫‪A‬‬
‫ﺍﻟﺸﻜﻞ ‪7-34‬‬

‫‪‬‬ ‫ﺍﺭﺳﻢ ﺑﺪﻗﺔ ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫‪.75‬‬

‫‪27 V‬‬ ‫‪18 Ω‬‬ ‫‪V‬‬
‫‪‬‬
‫‪ .a‬ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺷﺤﻨﺔ ﻣﻘﺪﺍﺭﻫﺎ‬
‫‪I‬‬ ‫‪.+1.0 µC‬‬
‫‪ .b‬ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺷﺤﻨﺔ ‪+2.0 µC‬‬
‫‪7-36 ‬‬
‫)ﺍﺟﻌﻞ ﻋﺪﺩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﻣﺘﻨﺎﺳ ﹰﺒﺎ ﻣﻊ ﺍﻟﺘﻐﲑ ﰲ‬
‫‪‬ﺇﺫﺍ ﹺ‬
‫ﻭﺻـﻞ ﻣﺼﺒﺎﺡ ﻳـﺪﻭﻱ ﺑﻔﺮﻕ‬ ‫‪.80‬‬
‫ﻣﻘﺪﺍﺭ ﺍﻟﺸﺤﻨﺔ(‪.‬‬
‫‪149‬‬
‫‪ ‬ﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺗﺼﻤﻴـﻢ ﻗﻀﻴﺐ ﻣﺎﻧﻌﺔ‬ ‫‪.85‬‬ ‫ﻓﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪:1.5 A‬‬‫ﺟﻬﺪ ‪ ،3.0 V‬ﹼ‬
‫ﺍﻟﺼـﻮﺍﻋﻖ ﻟﻴﻮﺻﻞ ﺍﻟﺸﺤﻨﺎﺕ ﺑﺄﻣﺎﻥ ﺇﱃ ﺍﻷﺭﺽ‪ ،‬ﺇﻻ ﺃﻥ‬ ‫‪ .a‬ﻓﲈ ﻣﻌﺪﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺴﺘﻬﻠﻜﺔ ﰲ ﺍﳌﺼﺒﺎﺡ؟‬
‫ﻫﺪﻓﻪ ﺍﻟﺮﺋﻴﺲ ﻫﻮ ﻣﻨـﻊ ﴐﺑﺔ ﺍﻟﺼﺎﻋﻘﺔ ﰲ ﺍﳌﻘﺎﻡ ﺍﻷﻭﻝ‪،‬‬ ‫‪ .b‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗـﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﳛﻮﳍﺎ ﺍﳌﺼﺒﺎﺡ‬
‫ﻓﻜﻴﻒ ﺗﺆﺩﻱ ﻣﺎﻧﻌـﺔ ﺍﻟﺼﻮﺍﻋﻖ ﻫﺬﺍ ﺍﳍﺪﻑ؟‬ ‫ﺧﻼﻝ ‪11 min‬؟‬
‫‪ ‬ﺗـﱰﺍﻭﺡ ﺃﺣﺠﺎﻡ ﻣﻘﺎﻭﻣـﺔ ﻣﻘﺪﺍﺭﻫﺎ‬ ‫ﹴ‬
‫ﺗـﻮﺍﻝ ﻛﻬﺮﺑﺎﺋﻴﺔ ﲢﻮﻱ‬ ‫ﺭﺳـﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﻟﺪﺍﺋـﺮﺓ‬ ‫ﺍﺭﺳـﻢ‬
‫‪.86‬‬ ‫ﹰ‬ ‫‪.81‬‬
‫‪ 10 Ω‬ﺑﲔ ﺭﺃﺱ ﺩﺑﻮﺱ ﻭﻭﻋﺎﺀ ﺣﺴﺎﺀ‪ .‬ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﻣﻘﺎﻭﻣـﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،16 Ω‬ﻭﺑﻄﺎﺭﻳﺔ‪ ،‬ﻣـﻊ ﺃﻣﻴﱰ ﻗﺮﺍﺀﺗﻪ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻄﺮﻑ ﺍﳌﻮﺟﺐ ﻟﻠﺒﻄﺎﺭﻳﺔ ﻭﺟﻬﺪﻫﺎ‪،‬‬ ‫‪ ،1.75 A‬ﺣﺪﹼ ﺩ ﹼﹰ‬
‫‪‬‬
‫ﻭﺍﻟﻄﺮﻑ ﺍﳌﻮﺟﺐ ﻟﻸﻣﻴﱰ‪ ،‬ﻭﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪.‬‬
‫‪ ‬ﺍﺑﺤﺚ ﰲ ﺍﻷﺟﻬـﺰﺓ ﺍﳌﺨﺘﻠﻔﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ‬ ‫‪.87‬‬
‫ﻳﻤـﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻘـﺪﺍﺭﻩ ‪ 66 mA‬ﰲ ﻣﺼﺒﺎﺡ ﻋﻨﺪ‬ ‫‪.82‬‬
‫ﺗﺴـﺘﺨﺪﻡ ﰲ ﺍﻟﻘﺮﻧﲔ ﺍﻟﺴـﺎﺑﻊ ﻋـﴩ ﻭﺍﻟﺜﺎﻣﻦ ﻋﴩ ﰲ‬
‫ﺗﻮﺻﻴﻠـﻪ ﺑﺒﻄﺎﺭﻳـﺔ ﺟﻬﺪﻫـﺎ ‪ ،6.0 V‬ﻭﻳﻤـﺮ ﻓﻴـﻪ ﺗﻴـﺎﺭ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻜﻬﺮﺑﺎﺀ ﺍﻟﺴﺎﻛﻨﺔ‪ .‬ﻗﺪ ﺗﺘﻄﺮﻕ ﻣﺜ ﹰ‬
‫ﻼ ﺇﱃ ﻗﺎﺭﻭﺭﺓ‬
‫ﻣﻘـﺪﺍﺭﻩ ‪ 75 mA‬ﻋﻨـﺪ ﺍﺳـﺘﺨﺪﻡ ﺑﻄﺎﺭﻳـﺔ ﺟﻬﺪﻫـﺎ‬
‫ﺗﻘﺮﻳﺮﺍ ﻳﺒﲔ ﻛﻴﻒ ﺗﻢ‬
‫ﹰ‬ ‫ﻟﻴﺪﻥ ﻭﺁﻟﺔ ﻭﻳﻤﺸﻮﺭﺳﺖ‪ .‬ﺍﻛﺘﺐ‬
‫‪ ،9.0 V‬ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺑﻨﺎﺅﳘﺎ‪ ،‬ﻭﻣﺒﺪﺃ ﻋﻤﻞ ﻛﻞ ﻣﻨﻬﲈ‪.‬‬
‫‪ .a‬ﻫﻞ ﳛ ﹼﻘﻖ ﺍﳌﺼﺒﺎﺡ ﻗﺎﻧﻮﻥ ﺃﻭﻡ؟‬
‫ﺗﺘﻤـﺪﺩ ﺍﳌـﺎﺩﺓ ﻋﻨﺪ ﺗﺴـﺨﻴﻨﻬﺎ‪ .‬ﺍﺑﺤـﺚ ﰲ ﺍﻟﻌﻼﻗﺔ ﺑﲔ‬ ‫‪.88‬‬
‫‪ .b‬ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﺪﺭﺓ ﺍﳌﺴـﺘﻨﻔﺪﺓ ﰲ ﺍﳌﺼﺒـﺎﺡ ﻋﻨـﺪ‬
‫ﺍﻟﺘﻤﺪﺩ ﺍﳊﺮﺍﺭﻱ ﻭﺃﺳﻼﻙ ﺍﻟﺘﻮﺻﻴﻞ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻨﻘﻞ‬ ‫ﺗﻮﺻﻴﻠﻪ ﺑﺒﻄﺎﺭﻳﺔ ‪6.0 V‬؟‬
‫ﺍﳉﻬﺪ ﺍﻟﻌﺎﱄ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫ﹺ‬
‫‪ .83‬ﻭﺻﻠﺖ ﻣﻘﺎﻭﻣﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 6.0 Ω‬ﺑﺒﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪15 V‬‬
‫ﻳﺒﲔ ﺍﻟﺮﺳـﻢ ﺃﺩﻧﺎﻩ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﺑﺴـﻴﻄﺔ ﲢﺘﻮﻱ ﻋﲆ‬ ‫‪.89‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ؟‬ ‫‪.a‬‬
‫ﻣﻮ ﹼﻟﺪ ‪ ،DC‬ﻭﻣﻘﺎﻭﻣﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﳌﻘﺎﻭﻣﺔ ﰲ ﺍﻟﺮﺳـﻢ‬
‫ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻄﺎﻗـﺔ ﺍﳊﺮﺍﺭﻳــــﺔ ﺍﻟﻨﺎﲡـــﺔ ﺧﻼﻝ‬ ‫‪.b‬‬
‫ﲤﺜـﻞ ﹸﳎ ﹼﻔﻒ ﺷـﻌﺮ ﻣﻘﺎﻭﻣﺘـﻪ ‪ 8.5 Ω‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‬
‫ﺍﳌـﺎﺭ ﰲ ﺍﻟﺪﺍﺋﺮﺓ؟ ﻭﻣـﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺘﻲ ﻳﺴـﺘﻬﻠﻜﻬﺎ‬ ‫‪10.0 min‬؟‬
‫ﳎﻔﻒ ﺍﻟﺸﻌﺮ ﺇﺫﺍ ﺗﻢ ﺗﺸﻐﻴﻠﻪ ‪2.5 min‬؟‬ ‫‪ ‬ﺗﺒﻠﻎ ﻣﻘﺎﻭﻣﺔ ﻣﺼﺒـﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ‬ ‫‪.84‬‬
‫ﻣﺘﻮﻫـﺞ ‪ 10.0 Ω‬ﻗﺒـﻞ ﺇﻧﺎﺭﺗﻪ‪ ،‬ﻭﺗﹸﺼﺒـﺢ ‪ 40.0 Ω‬ﻋﻨﺪ‬ ‫ﹼ‬
‫ﺇﻧﺎﺭﺗـﻪ ﺑﺘﻮﺻﻴﻠـﻪ ﺑﻤﺼـﺪﺭ ﺟﻬـﺪ ‪ .120 V‬ﺃﺟﺐ ﻋﻦ‬
‫‪DC ‬‬ ‫‪120 V‬‬ ‫ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪ .a‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺬﻱ ﻳﻤﺮ ﰲ ﺍﳌﺼﺒﺎﺡ ﻋﻨﺪ ﺇﻧﺎﺭﺗﻪ؟‬
‫‪I‬‬
‫‪ .b‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺬﻱ ﻳﻤﺮ ﰲ ﺍﳌﺼﺒﺎﺡ ﳊﻈﺔ ﺇﻧﺎﺭﺗﻪ‬
‫)ﺍﻟﺘﻴﺎﺭ ﺍﻟﻠﺤﻈﻲ(؟‬
‫ﺴﺘﻬﻠﻚ ﺍﳌﺼﺒﺎﺡ ﺃﻛﱪ ﻗﺪﺭﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ؟‬‫‪ .c‬ﻣﺘﻰ ﻳ ﹺ‬
‫ﹶ‬

‫‪‬‬
‫‪150‬‬
 ‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﻠﺪﺍﺋﺮﺓ؟‬ ‫‪.5‬‬ ‫‪‬‬
‫‪21.4 Ω C‬‬ ‫‪8.42 Ω A‬‬
‫‪‬‬
‫‪52.0 Ω D‬‬ ‫‪10.7 Ω B‬‬
‫ﻣﺎ ﻋﺪﺩ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﺍﳌﻨﺘﻘﻠﺔ ﻣﻦ ﹼ‬
‫ﻛﺸﺎﻑ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺸﺤﻮﻥ‬ ‫‪.1‬‬
‫ﺇﺫﺍ ﻭﺻﻞ ﻣﺼﺒﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ ﻗﺪﺭﺗﻪ ‪ 100 W‬ﺑﺴﻠﻚ ﻛﻬﺮﺑﺎﺋﻲ‬ ‫‪.6‬‬ ‫ﺑﺸﺤﻨﺔ ﻣﻮﺟﺒﺔ ﺇﺫﺍ ﻛﺎﻥ ﺻﺎﰲ ﺷﺤﻨﺘﻪ ‪7.5×10 C‬؟‬
‫‪-11‬‬

‫ﻓـﺮﻕ ﺍﳉﻬـﺪ ﺑـﲔ ﻃﺮﻓﻴـﻪ ‪ 120 V‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴـﺎﺭ ﺍﳌﺎﺭ ﰲ‬ ‫‪ 7.5×10-11 A‬ﺇﻟﻜﱰﻭﻥ‬
‫ﺍﳌﺼﺒﺎﺡ؟‬ ‫‪ 2.1×10-9 B‬ﺇﻟﻜﱰﻭﻥ‬
‫‪1.2 A C‬‬ ‫‪0.8 A A‬‬ ‫‪ 1.2×108 C‬ﺇﻟﻜﱰﻭﻥ‬
‫‪D‬‬ ‫‪B‬‬
‫‪2A‬‬ ‫‪1A‬‬ ‫‪ 4.7×108 D‬ﺇﻟﻜﱰﻭﻥ‬
‫ﻳﻤﺮ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 2.0 A‬ﰲ ﺩﺍﺋﺮﺓ ﲢﺘﻮﻱ ﻋﲆ ﳏﺮﻙ ﻣﻘﺎﻭﻣﺘﻪ‬ ‫ﹼ‬ ‫‪.7‬‬ ‫ﺗﺴـﻤﻰ ﻋﻤﻠﻴﺔ ﺷـﺤﻦ ﺟﺴـﻢ ﻣﺘﻌﺎﺩﻝ ﻋﻦ ﻃﺮﻳﻖ ﻣﻼﻣﺴـﺘﻪ‬ ‫‪.2‬‬
‫‪ ،12 Ω‬ﻣـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻄﺎﻗـﺔ ﺍ ﹸﳌ ﹼ‬
‫ﺤﻮﻟـﺔ ﺇﺫﺍ ﺗﻢ ﺗﺸـﻐﻴﻞ ﺍﳌﺤﺮﻙ‬ ‫ﺑﺠﺴﻢ ﻣﺸﺤﻮﻥ‪:‬‬
‫ﺩﻗﻴﻘﺔ ﻭﺍﺣﺪﺓ؟‬ ‫‪ C‬ﺍﻟﺘﺄﺭﻳﺾ‬ ‫‪ A‬ﺍﻟﺘﻮﺻﻴﻞ‬
‫‪2.9×103 J C‬‬ ‫‪4.8×101 J A‬‬
‫‪1.7×105 J D‬‬ ‫‪2.0×101 J B‬‬ ‫ﺍﻟﺘﻔﺮﻳﻎ‬ ‫‪D‬‬ ‫ﺍﳊﺚ‬ ‫‪B‬‬

‫ﻣــﺮ ﺗﻴـﺎﺭ ﻣﻘـﺪﺍﺭﻩ ‪ 5.00 mA‬ﰲ ﻣﻘﺎﻭﻣـﺔ ﻣﻘﺪﺍﺭﻫـﺎ‬ ‫ﳌﺎﺫﺍ ﻳﻘﺎﺱ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﺸـﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﺻﻐﲑﺓ ﻓﻘﻂ؟‬
‫ﺇﺫﺍ ﹼ‬
‫‪.3‬‬
‫‪.8‬‬
‫‪ 50.0 Ω‬ﰲ ﺩﺍﺋـﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻮﺻﻮﻟﺔ ﻣﻊ ﺑﻄﺎﺭﻳﺔ ﻓﲈ ﻣﻘﺪﺍﺭ‬ ‫‪ A‬ﺣﺘﻰ ﻻ ﺗﹸﺸﺘﹼﺖ ﺍﻟﺸﺤﻨﺔ ﺍﳌﺠﺎﻝ‪.‬‬
‫ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺴﺘﻨﻔﺪﺓ ﰲ ﺍﻟﺪﺍﺋﺮﺓ؟‬ ‫‪ B‬ﻷﻥ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﺼﻐﲑﺓ ﺑﻄﻴﺌﺔ ﺍﳊﺮﻛﺔ‪.‬‬
‫‪1.25×10-3 W C 1.00×10-2 W A‬‬ ‫‪ C‬ﺣﺘﻰ ﻻ ﻳﺆﺩﻱ ﻣﻘﺪﺍﺭﻫﺎ ﺇﱃ ﺩﻓﻊ ﺍﻟﺸﺤﻨﺔ ﺍﳌﺮﺍﺩ ﻗﻴﺎﺳﻬﺎ‬
‫‪2.50×10-3 W D 1.00×10-3 W B‬‬ ‫ﺟﺎﻧ ﹰﺒﺎ‪.‬‬
‫ﺩﺍﺋﲈ ﺑﻮﺻﻔﻪ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ‪،‬‬‫‪ D‬ﻷﻥ ﺍﻹﻟﻜﱰﻭﻥ ﻳﺴﺘﺨﺪﻡ ﹰ‬
‫‪‬‬ ‫ﻭﺷﺤﻨﺔ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﺻﻐﲑﺓ‪.‬‬
‫ﲢﺘﻮﻱ ﺩﺍﺋﺮﺓ ﹴ‬
‫ﺗﻮﺍﻝ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻋﲆ ﺑﻄﺎﺭﻳﺔ ﺟﻬﺪﻫﺎ ‪ 8.0 V‬ﻭﺃﺭﺑﻊ‬ ‫‪.9‬‬ ‫‪ .4‬ﺇﺫﺍ ﺗﺄﺛﺮﺕ ﺷـﺤﻨﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ 2.1×10-9 C‬ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬
‫ﻣﻘــﺎﻭﻣــﺎﺕ‪ R1= 4.0 Ω :‬ﻭ‪ R2 = 8.0 Ω‬ﻭ‪R3 = 13.0 Ω‬‬ ‫‪ ،14 N‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺆﺛﺮ؟‬
‫ﻭ‪ .R4 = 15.0 Ω‬ﺍﺣﺴـﺐ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ‬ ‫‪0.15×10-9 N/C A‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﻭﺍﻟﻘﺪﺭﺓ ﺍﳌﺴﺘﻨﻔﺪﺓ ﰲ ﺍﳌﻘﺎﻭﻣﺎﺕ؟‬ ‫‪6.7×10-9 N/C B‬‬
‫‪29×10-9 N/C C‬‬
‫‪6.7×109 N/C D‬‬
‫ﺍﺳـﺘﺨﺪﻡ ﺍﻟﺮﺳﻢ ﺍﻟﺘﺨﻄﻴﻄﻲ ﺃﺩﻧﺎﻩ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ‪.5‬‬
‫‪RA‬‬

‫ﻗـﺪ ﺗﺮﻏﺐ ﰲ ﲣ ﱢﻄـﻲ ﺍﳌﺴـﺎﺋﻞ ﺍﻟﺼﻌﺒﺔ ﻭﺗﻌـﻮﺩ ﺇﻟﻴﻬﺎ‬

‫‪12.0 Ω‬‬
‫ﻻﺣ ﹰﻘﺎ‪ .‬ﺇﻥ ﺇﺟﺎﺑﺘﻚ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺴﻬﻠﺔ ﻗﺪ ﺗﺴﺎﻋﺪﻙ‬ ‫‪60.0 V‬‬
‫‪RB‬‬ ‫‪RC‬‬

‫‪25.0 Ω‬‬ ‫‪15.0 Ω‬‬

‫ﻋﲆ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﻲ ﲣﻄﻴﺘﻬﺎ‪.‬‬

‫‪151‬‬
‫اﻟﻜﻬﺮوﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬ ‫‪‬‬
‫‪Electromagnetism‬‬ ‫‪8‬‬
‫‪10AP.7 -10AP.6  ‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﺘﻤﻴﻴﺰ ﺑﲔ ﺍﳌـﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﻭﺍﳌﻮﺍﺩ‬ ‫•‬
‫ﺍﻷﺧﺮ￯‪.‬‬
‫ﺍﻟﺘﻌﺮﻑ ﻋﲆ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﲣﻄﻴﻄﻪ‪.‬‬ ‫•‬
‫ﺍﺳـﺘﻨﺘﺎﺝ ﺃﻥ ﻣـﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﻣﻮﺻﻞ‬ ‫•‬
‫ﻳﻮ ﱢﻟﺪ ﳎﺎﻻﹰ ﻣﻐﻨﺎﻃﻴﺴ ﹼﹰﻴﺎ ﺣﻮﻟﻪ‪.‬‬
‫ﺍﺳـﺘﻨﺘﺎﺝ ﺃﻥ ﺣﺮﻛـﺔ ﻣﻮﺻـﻞ ﻳﴪﻱ ﻓﻴـﻪ ﺗﻴﺎﺭ‬ ‫•‬
‫ﻛﻬﺮﺑﺎﺋﻲ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋـﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺗﻮﻟﺪ‬
‫ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺗﻜﻮﻥ ﻋﻤﻮﺩﻳﺔ ﻋﲆ ﻛﻞ ﻣﻨﻬﲈ‪.‬‬
‫ﺣﺴﺎﺏ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫•‬
‫‪‬‬
‫ﺗﺸـﻜﹼﻞ ﺍﻟﻌﻼﻗـﺔ ﺑـﲔ ﺍﳌﺠـﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ‬
‫ﻭﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑــﺎﺋﻲ ﺣﺠـــﺮ ﺍﻷﺳﺎﺱ ﻟﻸﺭﻛﺎﻥ‬
‫ﺍﻟﺜﻼﺛﺔ ﺍﻟﺘﻲ ﺗﻘﻮﻡ ﻋﻠﻴﻬـﺎ ﺍﻟﺘﻘﻨﻴﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴــﺔ‪:‬‬
‫ﺍﳌﻮﻟـــﺪﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪،‬‬
‫ﻭﺍﳌﺤﻮﻻﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪.‬‬
‫ﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺗﹸﺆ ﱢﺩﻱ ﺍﳌﺤﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫ﻣﻬﲈ ﰲ ﳎﺎﻻﺕ ﺍﳊﻴﺎﺓ ﻛﺎﻓﺔ‪ ،‬ﻭﺃﺳـﻬﻤﺖ ﰲ‬ ‫ﺩﻭﺭﺍ ﹼﹰ‬
‫ﹰ‬
‫ﺗﻄﻮﻳﺮ ﺍﻟﺼﻨﺎﻋﺔ ﻭﺍﻟﺘﻘﺪﻡ ﰲ ﻛﻞ ﺍﳌﺠﺎﻻﺕ‪ ،‬ﻭﺗﻌﻤﻞ‬
‫ﻋﲆ ﲢﻮﻳﻞ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﻛﻴﺔ ﰲ‬
‫ﻭﺟﻮﺩ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬

‫ﱢ‬
‫ﻓﻜﺮ ◀‬
‫ﻛﻴﻒ ﺗﻌﻤﻞ ﺍﳌﺤـﺮﻛﺎﺕ ﺍﻟﻜﻬ ﺮﺑﺎﺋﻴﺔ ﻋﲆ ﲢﻮﻳﻞ‬
‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬ ﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ ﺣﺮﻛﻴﺔ؟‬

‫‪‬‬ ‫‪‬‬
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Magnetism8-1

 
‫ ﻣﺎ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﰲ ﺟﺴﻢ ﳑﻐﻨﻂ ﻣﻮﺿﻮﻉ‬ 
   
Hand protection Eye safety Thermal safety Explosive

30.4 - 30.5 - 30.6 

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

 ‫ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ؟‬

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

1.2 - 3.4 - 4.2 - 4.1  

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

  


 

 
 

Laser beam Lab. coat Hand protection
HandEcological
protection hazards Eye safety
Eye safety
Carcinogenic ThermalThermal
safety safety Explosive
Explosive

 ‫ﺿـﻊ ﺃﻣﺎﻣـﻚ ﻗﻀﻴ ﹰﺒﺎ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﺃﻓﻘ ﹼﹰﻴـﺎ ﻋﲆ ﺃﻥ ﻳﻜـﻮﻥ ﻗﻄﺒﻪ‬


Electrical hazard hazard
Electrical


HarmfulHarmful
/ Irritant/ Irritant


Biological hazardshazards
Biological


Flammable
Flammable

.1
(‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﻣﻦ ﻣﻮﺍﺩ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ )ﻓﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫ﹰ‬ ‫• ﻳﺼﻨﻊ‬
.‫ﺍﻟﺸﲈﱄ ﻧﺤﻮ ﺍﻟﻴﺴﺎﺭ‬
 
  
 
 

First aidFirst aid Eye wash
Eyestation
wash station Fire extinguisher
Fire extinguisher Radioactive safety safety
Radioactive

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

.‫• ﻳﺘﻌﺮﻑ ﺧﺼﺎﺋﺺ ﺍﳌﻐﻨﺎﻃﻴﺲ‬ ‫ﺃﻳﻀﺎ ﻋﻦ ﻳﺴـﺎﺭ ﺍﻟﻘﻀﻴﺐ‬

‫ﺿﻊ ﻗﻀﻴ ﹰﺒﺎ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﺁﺧﺮ ﺃﻓﻘ ﹼﹰﻴﺎ ﹰ‬ .2
 
  
 
 

Laser beam
Laser beam Lab. coat
Lab. coat Ecological hazardshazards
Ecological Carcinogenic
Carcinogenic

‫• ﻳﺼـﻒ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﻛﻮﻧﻪ ﹰ‬

،‫ﳎﺎﻻ ﻟﻠﻘﻮﺓ‬ ‫ﻣﺘﺎﺣﺎ ﻭﺿﻊ‬
‫ ﺑﺤﻴـﺚ ﻳﻜﻮﻥ ﹰ‬،‫ ﻣﻨﻪ‬5.0 cm ‫ﺍﻷﻭﻝ ﻭﻋـﲆ ﹸﺑﻌﺪ‬
.‫ﻭﻳﻌﱪ ﻋﻨﻪ ﺑﺨﻄﻮﻁ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‬ ‫ ﻋﲆ ﺃﻥ ﻳﻜـﻮﻥ ﻗﻄﺒﻪ‬،‫ﺑﻮﺻﻠـﺔ ﺑﲔ ﺍﻟﻘﻀﻴﺒـﲔ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﲔ‬
.‫• ﻳﻌﺮﻑ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ .‫ﺃﻳﻀﺎ‬
‫ﺍﻟﺸﲈﱄ ﻧﺤﻮ ﺍﻟﻴﺴﺎﺭ ﹰ‬
.‫• ﻳﻔﴪ ﻗﺎﺑﻠﻴﺔ ﺍﳌﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﻟﻠﺘﻤﻐﻨﻂ‬ ‫ ﻭﲢﻘﻖ ﻣﻦ‬،‫ﺷـﻜﻼ ﺗﻮﺿﻴﺤ ﹼﹰﻴﺎ ﳌـﺎ ﻗﻤﺖ ﺑﻪ ﻋﲆ ﻭﺭﻗـﺔ‬ ‫ﹰ‬ ‫ﺍﺭﺳـﻢ‬ .3
 .‫ﲢﺪﻳﺪ ﺍﻷﻗﻄﺎﺏ ﻋﻠﻴﻪ‬
• Magnetic pole ‫• ﻗﻄﺐ ﻣﻐﻨﺎﻃﻴﴘ‬ ‫ ﻭﺍﺭﺳـﻢ ﺍﻻﲡﺎﻩ‬،‫ﺿـﻊ ﺍﻟﺒﻮﺻﻠـﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺃﺣـﺪ ﺍﻟﻘﻄﺒﲔ‬ .4
‫• ﺍﳌﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬ .‫ﺍﻟﺬﻱ ﻳﺸﲑ ﺇﻟﻴﻪ ﺳﻬﻤﻬﺎ‬
• Ferromagnetic materials
‫ﺍﺳـﺘﻤﺮ ﰲ ﺗﻐﻴﲑ ﻣﻮﺿـﻊ ﺍﻟﺒﻮﺻﻠﺔ ﻧﺤﻮ ﺍﻟﻘﻄـﺐ ﺍﻵﺧﺮ ﻋﺪﺓ‬ .5
• Magnetic field ‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ •
‫ ﻭﰲ ﻛﻞ ﻣﺮﺓ ﺍﺭﺳـﻢ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﻟﻴﻪ ﺍﻟﺴـﻬﻢ‬،‫ﻣﺮﺍﺕ‬
• Magnetic field lines ‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ •
• Magnetic dipole ‫ﺛﻨﺎﺋﻴﺔ ﺍﻟﻘﻄﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ • .‫ﺳﻬﲈ‬
‫ ﹰ‬15-20 ‫ﺣﺘﻰ ﲢﺼﻞ ﻋﲆ‬
• Neutral point ‫ﻧﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ‬ • ‫ ﻋـﲆ ﺃﻥ ﻳﻜـﻮﻥ ﺍﻟﻘﻄﺒـﺎﻥ ﺍﻟﺸـﲈﻟﻴﺎﻥ‬3 - 5 ‫ﻛـﺮﺭ ﺍﳋﻄـﻮﺍﺕ‬
‫ﹼ‬ .6
• Magnetic flux ‫ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ • .‫ﻣﺘﻘﺎﺑﻠﲔ ﰲ ﻫﺬﻩ ﺍﳌﺮﺓ‬
• Magnetic flux density ‫ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ • 
2000 ‫ﹸﻋﺮﻓﺖ ﺍﳌﻐﺎﻧﻂ ﻭﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻣﻨﺬ ﺃﻛﺜﺮ ﻣﻦ‬ ‫ﻣﺎ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﻟﻴﻪ ﺍﻟﻄﺮﻑ ﺍﻷﲪﺮ ﻹﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﻋﺎﺩﺓ؟‬
‫ ﻭﺍﺳﺘﺨﺪﻡ ﺍﻟﺒﺤﺎﺭﺓ ﺍﻟﺼﻴﻨﻴﻮﻥ ﺍﳌﻐﺎﻧﻂ ﰲ ﺻﻮﺭﺓ‬.‫ﺳﻨﺔ ﻣﻀﺖ‬ ‫ﻭﻣﺎ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺒﺘﻌﺪ ﻋﻨﻪ؟ ﻭﳌﺎﺫﺍ ﻗﺪ ﻻ ﺗﺸـﲑ ﺑﻌﺾ ﺍﻷﺳـﻬﻢ‬
‫ ﻭﺩﺭﺱ ﺍﻟﻌﻠﲈﺀ‬.‫ ﺳـﻨﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬900 ‫ﺑﻮﺻﻼﺕ ﻣﻼﺣﻴﺔ ﻗﺒﻞ‬ ‫ﺇﱃ ﺃﻱ ﺍﻻﲡﺎﻫﲔ ﰲ ﺍﻟﺴﺆﺍﻟﲔ؟‬
‫ﻣﻨﺬ ﺍﻟﻘﺪﻡ ﻭﰲ ﺃﻧﺤﺎﺀ ﺍﻟﻌﺎﱂ ﻛﺎﻓﺔ ﺍﻟﺼﺨﻮﺭ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ‬ ‫ ﺍﳌﺨﻄﻂ ﺍﻟﺬﻱ ﺣﺼﻠﺖ ﻋﻠﻴﻪ ﺑﻌﺪ ﺭﺳﻤﻚ ﻟﻸﺳﻬﻢ‬
.‫ﺗﺴﻤﻰ ﻣﻐﺎﻧﻂ ﻃﺒﻴﻌﻴﺔ‬ ‫ ﳎﺎﻝ ﺍﳉﺎﺫﺑﻴﺔ‬:‫ ﺗﺬﻛﺮ ﺍﳌﻘﺼﻮﺩ ﺑﻜﻞ ﻣﻦ‬.‫ﻳﺴﻤﻰ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﻭﻟﻠﻤﻐﺎﻧﻂ ﺍﻟﻴﻮﻡ ﺃﳘﻴﺔ ﻣﺘﻨﺎﻣﻴﺔ ﰲ ﺣﻴﺎﺗﻨﺎ ﺍﻟﻴﻮﻣﻴﺔ؛ ﻓﺎﳌﻮﻟﺪﺍﺕ‬ .‫ﻭﻋﺮﻑ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ ﹼ‬،‫ ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬،‫ﺍﻷﺭﺿﻴﺔ‬
‫ ﻭﺃﺟﻬﺰﺓ‬،‫ ﻭﺍﳌﺤـﺮﻛﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺒﺴـﻴﻄﺔ‬،‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
،‫ ﻭﺃﺟﻬﺰﺓ ﺍﻟﻌﺮﺽ ﺍﻟﺘﻲ ﺗﻌﻤﻞ ﺑﺎﻷﺷـﻌﺔ ﺍﳌﻬﺒﻄﻴﺔ‬،‫ﺍﻟﺘﻠﻔﺎﺯ‬
‫ ﻭﻣﺸـﻐﻼﺕ ﺍﻷﻗـﺮﺍﺹ ﺍﻟﺼﻠﺒـﺔ‬،‫ﻭﺃﴍﻃـﺔ ﺍﻟﺘﺴـﺠﻴﻞ‬
‫ ﲨﻴﻌﻬـﺎ ﺗﻌﺘﻤﺪ ﻋﲆ‬،‫ﺍﳌﻮﺟـﻮﺩﺓ ﺩﺍﺧﻞ ﺃﺟﻬﺰﺓ ﺍﳊﺎﺳـﻮﺏ‬
.‫ﺍﻵﺛﺎﺭ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻟﻠﺘﻴﺎﺭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
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 ‫‪‬‬
‫‪General properties of magnets‬‬
‫ﺇﺫﺍ ﻛﻨﺖ ﻗﺪ ﺍﺳﺘﺨﺪﻣﺖ ﺍﻟﺒﻮﺻﻠﺔ ﻳﻮ ﹰﻣﺎ ﻣﺎ‪ ،‬ﺃﻭ ﺍﻟﺘﻘﻄﺖ ﺍﻟﺪﺑﺎﺑﻴﺲ ﺃﻭ ﻣﺸﺎﺑﻚ ﺍﻟﻮﺭﻕ ﺑﺎﳌﻐﻨﺎﻃﻴﺲ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻭﺫﻟﻚ ﺑﻠﻒ‬
‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ ﹰ‬
‫ﹰ‬ ‫ﻓﻘﺪ ﻻﺣﻈﺖ ﺑﻌﺾ ﺍﻵﺛﺎﺭ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‪ .‬ﻭﻟﺮﺑﲈ ﺻﻨﻌﺖ‬
‫ﺳﻠﻚ ﻣﻌﺰﻭﻝ ﺣﻮﻝ ﻣﺴﲈﺭ‪ ،‬ﺛﻢ ﻭﺻﻠﺖ ﻃﺮﰲ ﺍﻟﺴﻠﻚ ﺑﺒﻄﺎﺭﻳﺔ‪ .‬ﻭﻟﺪﺭﺍﺳﺔ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺑﺼﻮﺭﺓ‬
‫ﺃﻓﻀﻞ ﻳﻤﻜﻨﻚ ﺍﻟﺘﺠﺮﻳﺐ ﺑﺎﳌﻐﺎﻧﻂ‪ ،‬ﻛﺘﻠﻚ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ‪.8-1‬‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .8-2a‬ﺇﺫﺍ ﺍﺳﺘﺨﺪﻣﺖ ﻗﻀﻴ ﹰﺒﺎ ﻣﻐﻨﺎﻃﻴﺴ ﹼﹰﻴﺎ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﺑﺨﻴﻂ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﹰ‬ ‫ﻋ ﹼﻠﻖ‬
‫ﺍﲡﺎﻫﺎ‬‫ﻓﻌﻠﻴﻚ ﺗﻌﻠﻴﻘﻪ ﺑﺴـﻠﻚ ﻳﻨﺘﻬﻲ ﺑﺨﻄﺎﻓﲔ ﻟﺘﺠﻌﻠﻪ ﺃﻓﻘ ﹼﹰﻴﺎ‪ .‬ﻋﻨﺪﻣﺎ ﻳﺴـﺘﻘﺮ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻳﺘﺨﺬ ﹰ‬
‫ﺣـﺮﻙ ﺍﳌﻐﻨﺎﻃﻴـﺲ ﺑﺤﻴـﺚ ﻳﺸـﲑ ﺇﱃ ﺍﲡـﺎﻩ ﳐﺘﻠﻒ ﺛـﻢ ﺍﺗﺮﻛـﻪ‪ .‬ﻫﻞ ﺍﺳـﺘﻘﺮ ﺍﻟﻘﻀﻴﺐ‬ ‫ﻣﻌﻴﻨﹰـﺎ‪ .‬ﹼ‬
‫‪    8-1‬ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﺍﻻﲡﺎﻩ ﺍﻷﻭﻝ ﻧﻔﺴﻪ؟ ﺇﺫﺍ ﺣﺪﺙ ﺫﻟﻚ ﻓﺈﱃ ﺃﻱ ﺍﲡﺎﻩ ﻳﺸﲑ؟‬
‫‪     ‬‬
‫ﺳـﺘﺠﺪ ﺃﻥ ﺍﻟﻘﻀﻴـﺐ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻗﺪ ﺍﺳـﺘﻘﺮ ﰲ ﺍﲡﺎﻩ ﺷـﲈﻝ ‪ -‬ﺟﻨﻮﺏ‪ .‬ﺍﻛﺘﺐ ﺍﳊـﺮﻑ ‪ N‬ﻋﻨﺪ‬
‫‪‬‬
‫ﺍﻟﻄﺮﻑ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﱃ ﺍﲡﺎﻩ ﺍﻟﺸـﲈﻝ ﺑﻮﺻﻔﻪ ﻣﺮﺟ ﹰﻌﺎ ﻭﻳﺴـﻤﻰ ﻗﻄ ﹰﺒﺎ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ‪Magnetic‬‬
‫‪ .pole‬ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺴـﺘﻨﺘﺞ ﻣﻦ ﺧﻼﻝ ﻫﺬﻩ ﺍﻟﺘﺠﺮﺑﺔ ﺍﻟﺒﺴﻴﻄﺔ ﺃﻥ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻟﻪ ﻗﻄﺒﺎﻥ ﻣﺘﻤﻴﺰﺍﻥ‬
‫ﻣﺘﻌﺎﻛﺴـﺎﻥ‪ :‬ﺃﺣﺪﳘﺎ ﺍﻟﻘﻄﺐ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﺍﻟﺸـﲈﻝ‪ ،‬ﻭﻳﺴـﻤﻰ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ‪ ،‬ﻭﺍﻵﺧﺮ ﺍﻟﻘﻄﺐ‬
‫ﺍﻟﺒﺎﺣـﺚ ﻋـﻦ ﺍﳉﻨﻮﺏ‪ ،‬ﻭﻳﺴـﻤﻰ ﺍﻟﻘﻄـﺐ ﺍﳉﻨﻮﰊ‪ ،‬ﻭﻫـﺬﺍ ﻳﺴـﻤﻰ ﺛﻨﺎﺋﻴﺔ ﺍﻟﻘﻄـﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫‪ .Magnetic dipole‬ﻭﺍﻟﺒﻮﺻﻠﺔ ﻟﻴﺴﺖ ﺃﻛﺜﺮ ﻣﻦ ﻣﻐﻨﺎﻃﻴﺲ ﺻﻐﲑ ﺣﺮ ﺍﻟﺪﻭﺭﺍﻥ‪.‬‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﺁﺧﺮ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ‪ ،‬ﻭﺣﺪﺩ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﻟﻪ ﻛﲈ ﻓﻌﻠـﺖ ﻣﻊ ﺍﳌﻐﻨﺎﻃﻴﺲ‬
‫ﹰ‬ ‫ﻋ ﹼﻠﻖ‬
‫ﺍﻷﻭﻝ‪ .‬ﻭﻻﺣﻆ ﺗﻔﺎﻋﻞ ﺍﳌﻐﻨﺎﻃﻴﺴـﲔ؛ ﻭﺫﻟـﻚ ﺑﺘﻘﺮﻳﺐ ﺃﺣﺪﳘﺎ ﺇﱃ ﺍﻵﺧﺮ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ‬
‫ﺍﻟﺸﻜﻞ ‪ .8-2b‬ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﺍﻟﻘﻄﺒﲔ ﺍﻟﺸﲈﻟﻴﲔ ﺃﺣﺪﳘﺎ ﺇﱃ ﺍﻵﺧﺮ؟ ﺣﺎﻭﻝ ﺫﻟﻚ‬
‫ﻭﺃﺧﲑﺍ ﻣﺎﺫﺍ ﳛﺪﺙ ﻋﻨﺪ ﺗﻘﺮﻳﺐ ﺍﻟﻘﻄﺒﲔ ﺍﳌﺨﺘﻠﻔﲔ ﺃﺣﺪﳘﺎ ﺇﱃ ﺍﻵﺧﺮ؟‬
‫ﹰ‬ ‫ﻣﻊ ﺍﻷﻗﻄﺎﺏ ﺍﳉﻨﻮﺑﻴﺔ‪.‬‬
‫ﻟﻌﻠﻚ ﻻﺣﻈﺖ ﺃﻥ ﺍﻟﻘﻄﺒﲔ ﺍﻟﺸـﲈﻟﻴﲔ ﻳﺘﻨﺎﻓﺮﺍﻥ ﻭﻛﺬﻟﻚ ﺍﳉﻨﻮﺑﻴﺎﻥ‪ .‬ﻭﻟﻌﻠﻚ ﻻﺣﻈﺖ ﻛﺬﻟﻚ‬
‫ﺃﻥ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ ﻷﺣﺪﳘﺎ ﺍﻧﺠﺬﺏ ﻧﺤﻮ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﻶﺧﺮ؛ ﺃﻱ ﺃﻥ ﺍﻷﻗﻄﺎﺏ ﺍﳌﺘﺸﺎﲠﺔ‬
‫ﺗﺘﻨﺎﻓـﺮ ﻭﺍﻷﻗﻄﺎﺏ ﺍﳌﺨﺘﻠﻔﺔ ﺗﺘﺠـﺎﺫﺏ‪ .‬ﻭﻣﻦ ﺍﳋﺼﺎﺋﺺ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻤﻐﺎﻧـﻂ ﺃﻥ ﳍﺎ ﲨﻴ ﹰﻌﺎ ﻗﻄﺒﲔ‬
‫ﳐﺘﻠﻔﲔ‪ .‬ﻭﺇﺫﺍ ﻗﺴﻤﺖ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻧﺼﻔﲔ ﻓﺴﻴﻨﺘﺞ ﻣﻐﻨﺎﻃﻴﺴﺎﻥ ﺟﺪﻳﺪﺍﻥ‪ ،‬ﻛﻞ ﻣﻨﻬﲈ ﻟﻪ ﻗﻄﺒﺎﻥ‪.‬‬
‫‪  ‬ﻭﻗـﺪ ﺣـﺎﻭﻝ ﺍﻟﻌﻠﲈﺀ ﻛـﴪ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻟﻴﻔﺼﻠـﻮﺍ ﺍﻟﻘﻄﺒﲔ ﺃﺣﺪﳘﺎ ﻋﻦ ﺍﻵﺧـﺮ ﻟﻠﺤﺼﻮﻝ ﻋﲆ‬
‫‪‬‬ ‫‪   8-2 ‬‬
‫‪      ‬‬
‫‪a‬‬
‫‪       ‬‬
‫‪    ‬‬
‫‪ a‬‬
‫‪       ‬‬
‫‪b‬‬
‫‪ ‬‬
‫‪b‬‬

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   8-3 
        

    
 
      
    
         

   

.‫ ﺇﻻ ﺃﻥ ﺃﺣﺪﹰ ﺍ ﱂ ﻳﻨﺠﺢ ﰲ ﺫﻟﻚ ﺣﺘﻰ ﻋﲆ ﺍﳌﺴﺘﻮ￯ ﺍﳌﺠﻬﺮﻱ‬،‫ﻗﻄﺐ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻔﺮﺩ‬


Hand protection Eye safety Thermal safety Explosive

  

 
  
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety

‫ ﺟﻨﻮﺏ ﻓﺴﻮﻑ ﻳﻈﻬﺮ ﻟﻨﺎ ﺃﻥ ﺍﻷﺭﺽ ﻧﻔﺴﻬﺎ‬- ‫ﺩﺍﺋﲈ ﰲ ﺍﲡﺎﻩ ﺷﲈﻝ‬

Thermal safety Explosive

‫ﻭﺇﺫﺍ ﻋﻠﻤﻨﺎ ﺃﻥ ﺍﳌﻐﺎﻧﻂ ﺗﻨﺘﻈﻢ ﹰ‬

‫ ﻭﺍﻟﻘﻄﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ‬،‫ ﻭﻷﻥ ﺍﻷﻗﻄﺎﺏ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺗﺘﺠـﺎﺫﺏ‬.‫ﻣﻐﻨﺎﻃﻴﺲ ﻋﻤـﻼﻕ‬
  
 
  
First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable


‫ﺍﻟﺸـﲈﱄ ﻹﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﻳﺸـﲑ ﻧﺤﻮ ﺍﻟﺸـﲈﻝ؛ ﻟﺬﺍ ﳚﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻘﻄـﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳉﻨﻮﰊ‬
  
 
  
Sharp objects safety Poison safety First aidOxidizer Corrosive
Eye wash station Fire extinguisher Radioactive safety


Hand protection

 
Eye safety
Laser beam

Thermal safety
Lab. coat

 


Ecological
Sharp objects


Explosive
safety hazards Carcinogenic
Poison safety

‫ﻛﻴـﻒ ﺗﺆﺛﺮ ﺍﳌﻐﺎﻧﻂ ﰲ ﺍﳌـﻮﺍﺩ ﺍﻷﺧﺮ￯؟‬.‫ﻟـﻸﺭﺽ ﺑﺎﻟﻘـﺮﺏ ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﺍﳉﻐﺮﺍﰲ ﳍﺎ‬

Oxidizer

Corrosive

             .1

   
‫ ﻭﻣﻨﻬﺎ ﺍﳌﺴﺎﻣﲑ‬،‫ﻋﺮﻓﺖ ﻣﻨﺬ ﻃﻔﻮﻟﺘﻚ ﺃﻥ ﺍﳌﻐﺎﻧﻂ ﲡﺬﺏ ﻣﻐﺎﻧﻂ ﺃﺧﺮ￯ ﻭﺑﻌﺾ ﺍﻷﺟﺴﺎﻡ ﺍﻟﻘﺮﻳﺒﺔ‬
 

   

Electrical hazard Harmful / Irritant Biological hazards Laser beam Flammable Lab. coat Ecological hazards Carcinogenic

       


First aid

Eye wash station

Fire extinguisher

Radioactive safety
‫ ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﺟﺴـﺎﻡ ﺍﻟﻔﻠﺰﻳﺔ ﺍﻷﺧﺮ￯ ﻭﺍﳌﻮﺍﺩ ﺍﳌﺼﻨﻮﻋﺔ ﻣﻦ‬،‫ﻭﺍﻟﺪﺑﺎﺑﻴﺲ ﻭﻣﺸـﺎﺑﻚ ﺍﻟﻮﺭﻕ‬
             
   
‫ ﻭﻣـﻦ‬.Ferromagnetic materials ‫ﻫـﺬﻩ ﺍﻷﺩﻭﺍﺕ ﺗﺴـﻤﻰ ﻣـﻮﺍﺩ ﻓﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ‬
‫ ﻭﺧﻼ ﹰﻓﺎ ﻟﻠﺘﻔﺎﻋﻞ ﺑﲔ ﻣﻐﻨﺎﻃﻴﺴﲔ ﻓﺈﻥ ﺃﻱ ﻃﺮﻑ‬.‫ﺃﻛﺜﺮﻫﺎ ﺷﻴﻮ ﹰﻋﺎ ﺍﳊﺪﻳﺪ ﻭﺍﻟﻨﻴﻜﻞ ﻭﺍﻟﻜﻮﺑﻠﺖ‬
Sharp objects safety Poison safety Oxidizer Corrosive

 
 ‫ ﺇﺫﺍ ﻻﻣﺲ‬،‫ﺃﻭﻻ‬‫ ﻓﻜﻴﻒ ﺗﻔﴪ ﻫﺬﺍ ﺍﻟﺴـﻠﻮﻙ؟ ﹰ‬.‫ﻟﻠﻤﻐﻨﺎﻃﻴـﺲ ﳚـﺬﺏ ﺃﻱ ﻃﺮﻑ ﻟﻘﻄﻌﺔ ﺣﺪﻳﺪ‬
   
Laser beam Lab. coat Ecological hazards Carcinogenic

  .2 ،‫ﻣﻐﻨﺎﻃﻴﺴﺎ‬
‫ﹰ‬ ‫ ﺛﻢ ﻻﻣﺲ ﺍﳌﺴﲈﺭ ﻗﻄﻊ ﺣﺪﻳﺪ ﺻﻐﲑﺓ ﻓﺴﻴﺼﺒﺢ ﺍﳌﺴﲈﺭ ﻧﻔﺴﻪ‬،‫ﻣﺴـﲈﺭﺍ‬
‫ﹰ‬ ‫ﺍﳌﻐﻨﺎﻃﻴﺲ‬
 
‫ ﻭﻳﻌﺘﻤﺪ‬.‫ﻣﻐﻨﺎﻃﻴﺴـﺎ‬
‫ﹰ‬ ‫ ﻓﺎﳌﻐﻨﺎﻃﻴﺲ ﻳﻤﻐﻨﻂ ﺍﳌﺴـﲈﺭ ﻟﻴﺼﺒﺢ‬.8-3 ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ﻛﲈ ﻫﻮ ﹼ‬
     
     ‫ ﻭﺇﺫﺍ ﺃﺑﻌﺪﺕ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻓﺴـﻴﻔﻘﺪ ﺍﳌﺴـﲈﺭ ﺑﻌﺾ‬.‫ﺍﲡﺎﻩ ﻗﻄﺒﻴﺔ ﺍﳌﺴـﲈﺭ ﻋـﲆ ﻗﻄﺒﻴﺔ ﺍﳌﻐﻨﺎﻃﻴﺲ‬
 .￯‫ ﻭﻟﻦ ﻳﻄﻮﻝ ﺟﺬﺑﻪ ﻟﻸﺟﺴﺎﻡ ﺍﻟﻔﻠﺰﻳﺔ ﺍﻷﺧﺮ‬،‫ﻣﻐﻨﺎﻃﻴﺴﻴﺘﻪ‬
   .3 ‫ ﻭﻭﺿﻌﺖ ﻗﻄﻌﺔ ﻣﻦ ﺍﳊﺪﻳﺪ ﺍﳌﻄﺎﻭﻉ )ﺣﺪﻳﺪ‬،8–3 ‫ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ‬ ‫ﻛﺮﺭﺕ ﺍﻟﺘﺠﺮﺑﺔ ﹼ‬‫ﻭﺇﺫﺍ ﹼ‬
 ‫ﳛﺘﻮﻱ ﻋﲆ ﺍﻟﻘﻠﻴﻞ ﻣﻦ ﺍﻟﻜﺮﺑﻮﻥ( ﹰ‬
‫ ﻓﺴـﺘﻼﺣﻆ ﺃﻥ ﺍﳊﺪﻳﺪ ﺍﳌﻄﺎﻭﻉ ﻳﻔﻘﺪ ﻛﻞ‬،‫ﺑﺪﻻ ﻣﻦ ﺍﳌﺴـﲈﺭ‬
 
‫ﺟﺎﺫﺑﻴﺘﻪ ﻟﻸﺟﺴﺎﻡ ﺍﻟﻔﻠﺰﻳﺔ ﺍﻷﺧﺮ￯ ﻣﺒﺎﴍﺓ ﻋﻨﺪ ﺇﺑﻌﺎﺩ ﺍﳌﻐﻨﺎﻃﻴﺲ؛ ﻭﺫﻟﻚ ﻷﻥ ﺍﳊﺪﻳﺪ ﺍﳌﻄﺎﻭﻉ‬
‫ ﺃﻣﺎ ﺍﳌﺴـﲈﺭ ﻓﻴﺤﺘﻮﻱ ﻋﲆ ﻓﻠﺰﺍﺕ ﺃﺧﺮ￯ )ﻣﻮﺍﺩ ﻓﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ( ﺗﺘﻴﺢ ﻟﻪ‬.‫ﻣﻐﻨﺎﻃﻴﺲ ﻣﺆﻗﺖ‬
.‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺒﻌﺾ ﻣﻐﻨﺎﻃﻴﺴﻴﺘﻪ ﻋﻨﺪ ﺇﺑﻌﺎﺩ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﺪﺍﺋﻢ‬
‫ ﺗﺘﻮﻟـﺪ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﻐﻨﺎﻃﻴـﺲ ﺍﻟﺪﺍﺋـﻢ‬ Permanent magnet 
‫ ﻭﺑﺴﺒﺐ ﺍﻟﱰﻛﻴﺐ ﺍﳌﺠﻬﺮﻱ ﻟﻠﲈﺩﺓ ﺍﻟﺘﻲ‬.‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﺗﻮﻟﺪﺕ ﲠﺎ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺴﲈﺭ‬
 ‫ ﹸﻳﺼﻨـﻊ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﳌﻐﺎﻧﻂ‬.‫ﻳﺘﻜﻮﻥ ﻣﻨﻬﺎ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻓﺈﻥ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺴـﺘﺤﺜﺔ ﺗﺼﺒﺢ ﺩﺍﺋﻤﺔ‬
          .4 ‫ ﻭﻫﻨﺎﻙ‬.‫ﺍﻟﺪﺍﺋﻤﺔ ﻣﻦ ﺳـﺒﻴﻜﺔ ﺣﺪﻳـﺪ ﲢﺘﻮﻱ ﻋﲆ ﺧﻠﻴﻂ ﻣﻦ ﺍﻷﻟﻮﻣﻨﻴﻮﻡ ﻭﺍﻟﻨﻴـﻜﻞ ﻭﺍﻟﻜﻮﺑﺎﻟﺖ‬
   ‫ ﺗﻨﺘﺞ‬- ‫ ﻭﻣﻨﻬـﺎ ﺍﻟﻨﻴﻮﺩﻳﻤﻴﻮﻡ ﻭﺍﳉﺎﺩﻭﻟﻴﻨﻴﻮﻡ‬- ‫ﳎﻤﻮﻋـﺔ ﻣﺘﻨﻮﻋﺔ ﻣﻦ ﺍﻟﻌﻨﺎﴏ ﺍﻷﺭﺿﻴﺔ ﺍﻟﻨﺎﺩﺭﺓ‬

 
.‫ﻣﻐﺎﻧﻂ ﺩﺍﺋﻤﺔ ﻗﻮﻳﺔ ﺟﺪﹼﹰ ﺍ ﻣﻘﺎﺭﻧﺔ ﺑﺄﺣﺠﺎﻣﻬﺎ‬
‫ﻣﺎ ﺍﳌﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ؟ ﺍﺫﻛﺮ ﹰ‬
.‫ﻣﺜﺎﻻ ﻋﻠﻴﻬﺎ‬
155
 ‫‪a‬‬ ‫‪b‬‬ ‫‪8-4‬‬
‫‪    ‬‬
‫‪   ‬‬
‫‪a‬‬
‫‪ ‬‬
‫‪      ‬‬
‫‪b‬‬

‫‪‬‬
‫‪Magnetic fields around permanent magnets‬‬
‫ﻋﻨﺪﻣـﺎ ﲡـﺮﻱ ﲡﺮﺑﺔ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﻣﻐﻨﺎﻃﻴﺴـﲔ ﺗﻼﺣﻆ ﺃﻥ ﺍﻟﻘـﻮ￯ ﺑﻴﻨﻬﲈ ‪ -‬ﺳـﻮﺍﺀ ﺃﻛﺎﻧﺖ ﻗﻮﺓ‬
‫ﲡـﺎﺫﺏ ﺃﻭ ﺗﻨﺎﻓـﺮ ‪ -‬ﲢـﺪﺙ ﺣﺘﻰ ﻗﺒـﻞ ﺗﻼﻣﺴـﻬﲈ‪ .‬ﻭﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴـﻬﺎ ﺍﻟﺘﻲ ﻭﺻﻔـﺖ ﲠﺎ ﻗﻮﺓ‬
‫ﺍﳉﺎﺫﺑﻴـﺔ ﻭﺍﻟﻘـﻮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻣﻦ ﺧﻼﻝ ﳎـﺎﻝ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻭﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ ،‬ﻳﻤﻜﻦ‬
‫ﻭﺻﻒ ﺍﻟﻘﻮ￯ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻣﻦ ﺧﻼﻝ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺘﻮﻟﺪﺓ ﺣﻮﻝ ﺍﳌﻐﻨﺎﻃﻴﺲ‪ .‬ﻭﻫﺬﺍ‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪ Magnetic field‬ﻳﻮﺟﺪ ﰲ ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﻓﻴﻬﺎ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﻳﻤﻜـﻦ ﲤﺜﻴﻞ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﻮﺟﻮﺩ ﺣﻮﻝ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺑـﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ؛ ﻓﻜﻞ‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﺑﺎﳊـﺚ‪ .‬ﻭﺗﺪﻭﺭ ﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ ﺣﺘﻰ ﺗﺼﺒﺢ‬
‫ﹰ‬ ‫ﻗﻄﻌﺔ ﺻﻐﲑﺓ ﻣﻦ ﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ ﺗﺼﺒﺢ‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ‪ 8-4a‬ﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ‬‫ﹼ‬ ‫ﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻣﺜﻞ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﲤﺎ ﹰﻣﺎ‪.‬‬
‫ﰲ ﳏﻠـﻮﻝ ﺍﳉﻠﻴﴪﻭﻝ‪ ،‬ﻭﻫﻲ ﲢﻴـﻂ ﺑﺎﻟﻘﻀﻴﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ .‬ﻭﻳﻤﻜـﻦ ﻣﻼﺣﻈﺔ ﺻﻮﺭﺓ ﺛﻼﺛﻴﺔ‬
‫ﺭﺳـﲈ ﺛﻨﺎﺋﻲ ﺍﻷﺑﻌﺎﺩ‬
‫ﹰ‬ ‫ﺍﻷﺑﻌـﺎﺩ ﻟﻠﻤﺠﺎﻝ‪ .‬ﻭﰲ ﺍﻟﺸـﻜﻞ ‪ 8-4b‬ﺗﺮﺗﺒﺖ ﺑـﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ‪ ،‬ﻭﺃﻋﻄﺖ‬
‫ﻟﻠﻤﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻭﻳﺴﺎﻋﺪﻙ ﺫﻟﻚ ﻋﲆ ﺗﺼﻮﺭ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ .‬ﻭﻳﻤﻜﻦ ﻟﱪﺍﺩﺓ‬
‫ﻳﺘﺸﻮﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺘﺄﺛﲑ ﺟﺴﻢ ﻣﺎ‪.‬‬ ‫ﺃﻳﻀﺎ ﻛﻴﻒ ﹼ‬‫ﺍﳊﺪﻳﺪ ﺃﻥ ﺗﹸﻈﻬﺮ ﹰ‬
‫‪ Magnetic field lines ‬ﻻﺣـﻆ ﺃﻥ ﺧﻄـﻮﻁ ﺍﳌﺠـﺎﻝ‬
‫ﺍﳌﻐﻨﺎﻃﻴـﴘ ‪ Magnetic field lines‬ﺗﺸـﺒﻪ ﺧﻄـﻮﻁ ﺍﳌﺠـﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﰲ ﺃﳖـﺎ ﻭﳘﻴﺔ‪،‬‬
‫ﻭﺗﺰﻭﺩﻧﺎ ﺑﻤﻘﻴﺎﺱ ﻟﺸـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬‫ﻭﻫﻲ ﺗﺴـﺘﺨﺪﻡ ﻟﺘﺴـﺎﻋﺪﻧﺎ ﻋﲆ ﺗﺼﻮﺭ ﺍﳌﺠﺎﻝ‪ ،‬ﱢ‬
‫ﻭﻳﺴـﻤﻰ ﻋﺪﺩ ﺧﻄـﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺘﻲ ﲣـﱰﻕ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﺍﻟﺴـﻄﺢ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﹼ‬
‫‪ .Magnetic flux‬ﻭﺍﻟﺘﺪﻓـﻖ ﻋـﱪ ﻭﺣـﺪﺓ ﺍﳌﺴـﺎﺣﺔ ﻳﺘﻨﺎﺳـﺐ ﻃﺮﺩ ﹼﹰﻳـﺎ ﻣـﻊ ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ‪ .‬ﻭﻛﲈ ﺗﻼﺣﻆ ﰲ ﺍﻟﺸﻜﻞ ‪ 8–4‬ﻓﺈﻥ ﻣﻌﻈﻢ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻣﺮﻛﹼﺰ ﻋﻨﺪ ﺍﻟﻘﻄﺒﲔ؛‬
‫ﺣﻴـﺚ ﻳﻜـﻮﻥ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋﻨﺪﳘـﺎ ﺃﻛﱪ ﻣـﺎ ﻳﻤﻜﻦ‪ .‬ﺃﻣـﺎ ﻛﺜﺎﻓـﺔ ﺍﻟﺘﺪﻓـﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫‪ Magnetic flux density‬ﻓﺘﻌـﺮﻑ ﺑﺄﳖـﺎ ﻋـﺪﺩ ﺧﻄـﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻟﺘﻲ ﲡﺘﺎﺯ‬
‫ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻭﺣﺪﺓ ﺍﳌﺴﺎﺣﺎﺕ ﻣﻦ ﺍﻟﺴﻄﺢ‪ ،‬ﻭﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺗﺴﻼ )‪.(T‬‬
‫ﻌـﺮﻑ ﺍﲡـﺎﻩ ﺧﻂ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺄﻧـﻪ ﺍﻻﲡﺎﻩ ﺍﻟﺬﻱ ﻳﺸـﲑ ﺇﻟﻴﻪ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﻹﺑﺮﺓ‬
‫ﻭ ﹸﻳ ﹼ‬
‫ﺍﻟﺒﻮﺻﻠﺔ ﻋﻨﺪ ﻭﺿﻌﻬﺎ ﰲ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ .‬ﻭﳛﺪﺩ ﺍﲡﺎﻩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺤﻴﺚ‬

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

  

 
  
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety Explosive

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

 
  
First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable

 
Sharp objects safety

Poison safety


First aidOxidizer


Corrosive
Eye wash station

Fire extinguisher

Radioactive safety


   
  
  


 
  
Hand protection
Hand protection Laser beam Eye safety
Eye safety ThermalThermal
Lab. coat safety safety
Sharp Ecological
objects Explosive
Explosive
safety hazards Carcinogenic
Poison safety Oxidizer Corrosive

      

  
.1

   


   
ElectricalElectrical
hazard hazard HarmfulHarmful
/ Irritant/ Irritant Biological
Biological hazardshazards
Laser beam
Flammable
Flammable Lab. coat Ecological hazards Carcinogenic

  

 
First aid
First aid


Eye wash station
Eye wash station


.2
Fire extinguisher
Fire extinguisher

Radioactive
 safety
Radioactive safety


  safety
Sharp objects
Sharp objects safety


Poison safety
Poison safety


Oxidizer
Oxidizer


Corrosive
Corrosive

       

.3



  beam
Laser 
Lab. coat 
Ecological hazards 
Carcinogenic
Laser beam Lab. coat Ecological hazards Carcinogenic

     8-5

 .4 
      
   ‫ ﻛﲈ ﻫﻮ‬،‫ﺗﻜـﻮﻥ ﺧﺎﺭﺟـﺔ ﻣـﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴـﺲ ﻭﺩﺍﺧﻠـﺔ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ ﻟـﻪ‬

‫ ﻣﺎﺫﺍ ﳛﺪﺙ ﺩﺍﺧـﻞ ﺍﳌﻐﻨﺎﻃﻴﺲ؟ ﻻ ﺗﻮﺟﺪ ﺃﻗﻄـﺎﺏ ﻣﻔﺮﺩﺓ ﺗﻨﺘﻬﻲ‬.8-5 ‫ﻣﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ‬ ‫ﹼ‬

      .5
       ‫ﺩﺍﺋﲈ‬
‫ﻓﻴﻬـﺎ ﺃﻭ ﺗﺒﺪﺃ ﻣﻨﻬﺎ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ؛ ﻟﺬﺍ ﻓﻬﻲ ﺗﻜﻤﻞ ﺩﻭﺭﲥﺎ ﺩﺍﺧﻞ ﺍﳌﻐﻨﺎﻃﻴﺲ ﹰ‬
   ‫ ﻣﺎ ﻧﻮﻉ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‬.‫ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﺘﺸﻜﹼﻞ ﺣﻠﻘﺎﺕ ﻣﻘﻔﻠﺔ‬
 ‫ﺍﳌﺘﻜﻮﻧﺔ ﺑﻮﺍﺳـﻄﺔ ﺃﺯﻭﺍﺝ ﻣﻦ ﺍﻟﻘﻀﺒﺎﻥ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ؟ ﻳﻤﻜﻦ ﻣﺸـﺎﻫﺪﺓ ﻫﺬﻩ ﺍﳌﺠﺎﻻﺕ ﺑﻮﺿﻊ‬
 ‫ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺑﲔ‬8-6a ‫ ﻳﺒﲔ ﺍﻟﺸﻜﻞ‬.‫ﻭﺭﺵ ﺑﺮﺍﺩﺓ ﺣﺪﻳﺪ ﻋﻠﻴﻬﺎ‬ ‫ ﹼ‬،‫ﻣﻐﻨﺎﻃﻴﺴﲔ ﺃﺳﻔﻞ ﻭﺭﻗﺔ‬
   .6
‫ﻳﻜﻮﻧﺎﻥ ﹰ‬
‫ ﻛﲈ ﻫﻮ‬،‫ﳎﺎﻻ‬ ‫ ﻭﰲ ﺍﳌﻘﺎﺑﻞ ﺇﺫﺍ ﻭﺿﻊ ﻗﻄﺒﺎﻥ ﳐﺘﻠﻔﺎﻥ ﻣﺘﻘﺎﺭﺑﺎﻥ ﻓﺈﳖﲈ ﹼ‬.‫ﻗﻄﺒﲔ ﻣﺘﺸـﺎﲠﲔ‬
     
   ‫ ﻭﺗﺒﲔ ﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ ﺃﻥ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺑﲔ ﻗﻄﺒﲔ ﳐﺘﻠﻔﲔ ﺗﺘﺠﻪ‬.8-6b ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ‬
 .‫ﻣﺒﺎﴍﺓ ﻣﻦ ﺃﺣﺪ ﺍﳌﻐﻨﺎﻃﻴﺴﲔ ﻟﺘﺼﻞ ﺇﱃ ﺍﻵﺧﺮ‬
 .7
‫ ﺗﺴـﻤﻰ ﺍﻟﻨﻘﻄـﺔ ﺍﻟﺘـﻲ ﻳﻨﻌـﺪﻡ ﻋﻨﺪﻫـﺎ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ‬Neutral point 
          
     ‫؛ ﻓﻌﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺗﻜﻮﻥ ﳏﺼﻠﺔ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﹰ‬Neutral point ‫ﻧﻘﻄـﺔ ﺍﻟﺘﻌـﺎﺩﻝ‬
،‫ﺻﻔﺮﺍ‬
         ‫ﻭﺇﺫﺍ ﻭﺿﻊ ﺟﺴﻢ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻓﺈﻧﻪ ﻻ ﻳﺘﺄﺛﺮ ﺑﺄﻱ ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ؛ ﺃﻱ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻭﺷﺪﺓ‬


a b
           .8

  .9


  .10
    
  
 a      8-6

   b

157
 B 8-7

S N N S
B  
   
Hand protection Eye safety Thermal safety Explosive

‫ ﻣﻮﻗﻊ ﺗﻠـﻚ ﺍﻟﻨﻘﻄﺔ ﺑﲔ ﻗﻄﺒﲔ‬8-7 ‫ ﻭﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ‬،‫ﺻﻔﺮﺍ‬

‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋﻨﺪﻫﺎ ﺗﺴـﺎﻭﻱ ﹰ‬
  
 
  
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety Explosive

.‫ﻣﻐﻨﺎﻃﻴﺴﻴﲔ ﻣﺘﺸﺎﲠﲔ‬
  
 
  
First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable


Forces on objects
  
 
  
Sharp objects safety Poison safety First aidOxidizer Corrosive
Eye wash station Fire extinguisher Radioactive safety

‫ﺃﺧـﺮ￯؛ ﻓﺎﳌﺠﺎﻝ‬
N ‫ﺑﻘـﻮ￯ ﰲ ﻣﻐﺎﻧﻂ‬ S ‫ﺍﳌﺠـﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ‬S ‫ ﺗﺆﺛـﺮ‬in magnetic
N fields 

Hand protection
Hand protection Laser beam
 


Eye safety
Eye safety



ThermalThermal
Lab. coat safety safety
Sharp
 



Ecological
objects


Explosive
Explosive
safety hazards Carcinogenic
Poison safety

Oxidizer

Corrosive

      .1

‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﳌﻐﻨﺎﻃﻴﺲ ﻳﺪﻓﻊ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﳌﻐﻨﺎﻃﻴﺲ ﺁﺧﺮ ﺑﻌﻴﺪﹰ ﺍ‬ 

ElectricalElectrical
hazard hazard


HarmfulHarmful
/ Irritant/ Irritant


Biological 
hazardshazards



Flammable  


Biological Laser beam Flammable Lab. coat Ecological hazards Carcinogenic

‫ ﻭﺍﻟﻘﻮ￯ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﳌﺠﺎﻝ ﻧﻔﺴـﻪ ﻭﺍﳌﺆﺛـﺮﺓ ﰲ ﻗﻄﺐ ﺟﻨﻮﰊ ﳌﻐﻨﺎﻃﻴﺲ‬،‫ﰲ ﺍﲡـﺎﻩ ﺧﻂ ﺍﳌﺠﺎﻝ‬
   .2
   
 
First aid 
Eye wash station 
Fire extinguisher Radioactive
 safety
First aid Eye wash station Fire extinguisher Radioactive safety

‫ ﻭﰲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻓﺈﻥ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﺜﺎﲏ ﳛﺎﻭﻝ ﺃﻥ‬.‫ﺁﺧﺮ ﲡﺬﺑﻪ ﰲ ﻋﻜﺲ ﺍﲡﺎﻩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ‬ 

  safety
Sharp objects 

Poison safety


Oxidizer


Corrosive

.‫ ﻛﲈ ﰲ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ‬،‫ﻳﺼﻄﻒ ﺃﻭ ﻳﱰﺗﺐ ﻣﻊ ﺍﳌﺠﺎﻝ‬

Sharp objects safety Poison safety Oxidizer Corrosive

 
  beam
Laser
Laser beam


Lab. coat
Lab. coat


.3
Ecological hazards
Ecological hazards


Carcinogenic
Carcinogenic

‫ﻋﻨﺪﻣـﺎ ﺗﻮﺿـﻊ ﻋﻴﻨـﺔ ﻣﺼﻨﻮﻋﺔ ﻣـﻦ ﺍﳊﺪﻳـﺪ ﺃﻭ ﺍﻟﻜﻮﺑﺎﻟـﺖ ﺃﻭ ﺍﻟﻨﻴﻜﻞ ﰲ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬  .4
،‫ ﻭﺗﺘﻤﻐﻨﻂ ﺑﺎﳊﺚ‬،‫ﳌﻐﻨﺎﻃﻴـﺲ ﺩﺍﺋـﻢ ﺗﺼﺒﺢ ﺧﻄﻮﻁ ﺍﳌﺠـﺎﻝ ﻣﺮﻛﺰﺓ ﺃﻛﺜﺮ ﺧـﻼﻝ ﻫﺬﻩ ﺍﻟﻌﻴﻨـﺔ‬ 
‫ﻭﺗﺒـﺪﻭ ﺧﻄـﻮﻁ ﺍﳌﺠﺎﻝ ﻛﺄﳖـﺎ ﲣﺮﺝ ﻣﻦ ﺍﻟﻘﻄـﺐ ﺍﻟﺸـﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﻭﺗﺪﺧـﻞ ﺃﺣﺪ ﻃﺮﰲ‬ 
‫ﺗﺘﺠﺎﺫﺏ ﻃﺮﻑ ﺍﻟﻌﻴﻨﺔ ﺍﻟﻘﺮﻳﺐ‬ ‫ﺍﳌﺨﺘﻠﻔﺔ‬
‫ﻭﻟﺬﻟﻚ ﻳﻜﻮﻥ‬ ،‫ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔﻟﻠﻌﻴﻨﺔ‬
‫ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‬ ‫ﺍﻷﻗﻄﺎﺏ‬
‫ ﺛﻢ ﲣﺮﺝ ﻣﻦ‬،‫ ﻭﲤﺮ ﺧﻼﳍﺎ‬،‫ﺍﻟﻌﻴﻨﺔ‬      .5
.‫ ﻓﺘﻨﺠﺬﺏ ﺍﻟﻌﻴﻨﺔ ﻧﺤﻮ ﺍﳌﻐﻨﺎﻃﻴﺲ‬،‫ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﻗﻄ ﹰﺒﺎ ﺟﻨﻮﺑ ﹼﹰﻴﺎ‬ 
Comparing between electric
 .6
‫ﻳﺆﺛﺮ ﺑﻘﻮﺓ ﻭﻟﻪ‬
N ‫ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
S ‫ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ‬N ‫ ﱞ‬and magnetic
‫ﻛﻞ ﻣـﻦ‬ C fields
  .7
        
‫ ﻳﻮﺿﺢ ﺑﻌﺾ‬8-1 ‫ ﺍﳉﺪﻭﻝ‬.‫ ﻭﻳﻮﺟﺪ ﺃﻭﺟﻪ ﺷـﺒﻪ ﻭﺃﻭﺟﻪ ﺍﺧﺘـﻼﻑ ﺑﻴﻨﻬﲈ‬،‫ﺧﺼﺎﺋﺺ ﳏﺪﺩﺓ‬ 
.‫ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻨﻬﲈ‬
8-1
 
 
 

  
 

 
 
 
 

‫ﻛﻴﻒ ﲣﻄﻂ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﳌﻐﻨﺎﻃﻴﺲ؟‬

158
 ‫‪8-1‬‬
‫‪ ‬ﺍﺫﻛﺮ ﺧﺼﺎﺋﺺ ﺧﻄﻮﻁ‬ ‫‪.8‬‬ ‫‪ ‬ﺇﺫﺍ ﲪﻠﺖ ﻗﻀﻴﺒﲔ ﻣﻐﻨﺎﻃﻴﺴـﻴﲔ‬ ‫‪.1‬‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫ﻋـﲆ ﺭﺍﺣﺘـﻲ ﻳﺪﻳﻚ‪ ،‬ﺛـﻢ ﻗﺮﺑـﺖ ﻳﺪﻳـﻚ ﺇﺣﺪﺍﳘﺎ ﺇﱃ‬
‫‪  ‬ﻗـﺎﺭﻥ ﺑـﲔ ﺍﳌـﻮﺍﺩ‬ ‫‪.9‬‬ ‫ﺗﻨﺎﻓـﺮﺍ ﺃﻡ ﲡﺎﺫ ﹰﺑﺎ ﰲ ﻛﻞ‬
‫ﹰ‬ ‫ﺍﻷﺧـﺮ￯ ﻓﻬﻞ ﺳـﺘﻜﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﻭﺍﳌﻮﺍﺩ ﻏﲑ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﻣﻦ‬ ‫ﻣﻦ ﺍﳊﺎﻟﺘﲔ ﺍﻵﺗﻴﺘﲔ؟‬
‫ﺣﻴﺚ ﺍﻧﺠﺬﺍﲠﺎ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫‪ .a‬ﺗﻘﺮﻳﺐ ﺍﻟﻘﻄﺒﲔ ﺍﻟﺸﲈﻟﻴﲔ ﺃﺣﺪﳘﺎ ﺇﱃ ﺍﻵﺧﺮ‪.‬‬
‫‪‬ﻳﺒﲔ ﺍﻟﺸـﻜﻞ ‪ 8-8‬ﲬﺴـﺔ ﻣﻐﺎﻧﻂ ﰲ‬ ‫‪.10‬‬
‫‪ .b‬ﺗﻘﺮﻳﺐ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ‪.‬‬
‫ﺻﻮﺭﺓ ﺃﻗـﺮﺍﺹ ﻣﺜﻘﻮﺑﺔ ﺑﻌﻀﻬﺎ ﻓﻮﻕ ﺑﻌﺾ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ‬ ‫ﻣﺴـﲈﺭﺍ‪ ،‬ﻭﳚﺬﺏ‬
‫ﹰ‬ ‫‪ ‬ﳚﺬﺏ ﻣﻐﻨﺎﻃﻴﺲ‬ ‫‪.2‬‬
‫ﻣﺘﺠﻬـﺎ ﺇﱃ ﺃﻋﲆ‬
‫ﹰ‬ ‫ﺍﻟﻘﻄـﺐ ﺍﻟﺸـﲈﱄ ﻟﻠﻘـﺮﺹ ﺍﻟﻌﻠـﻮﻱ‬ ‫ﻣﻮﺿﺢ ﰲ‬
‫ﺍﳌﺴـﲈﺭ ﺑـﺪﻭﺭﻩ ﻗﻄ ﹰﻌـﺎ ﺻﻐـﲑﺓ‪ ،‬ﻛـﲈ ﻫـﻮ ﹼ‬
‫ﻓـﲈ ﻧـﻮﻉ ﺍﻟﻘﻄﺐ ﺍﻟﺬﻱ ﻳﻜـﻮﻥ ﻧﺤﻮ ﺍﻷﻋـﲆ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ‬ ‫ﺍﻟﺸـﻜﻞ ‪ .8-3‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‬
‫ﺍﳌﻐﺎﻧﻂ ﺍﻷﺧﺮ￯؟‬ ‫ﻣﻮﺿﺢ ﻓﺄﻱ ﻃﺮﰲ ﺍﳌﺴـﲈﺭ‬
‫ﺍﻟﺪﺍﺋـﻢ ﻋﻦ ﺍﻟﻴﻤﲔ ﻛﲈ ﻫﻮ ﹼ‬
‫ﻳﻤﺜﻞ ﻗﻄ ﹰﺒﺎ ﺟﻨﻮﺑ ﹼﹰﻴﺎ؟‬
‫‪ ‬ﳌﺎﺫﺍ ﺗﻜﻮﻥ ﻗﺮﺍﺀﺓ ﺍﻟﺒﻮﺻﻠﺔ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻏﲑ‬ ‫‪.3‬‬
‫ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ؟‬
‫‪ ‬ﻣﺎ ﺍﳌﻘﺼﻮﺩ ﺑﻨﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ؟‬ ‫‪.4‬‬
‫ﹰ‬
‫ﺷـﻜﻼ ﺗﻮﺿﻴﺤ ﹼﹰﻴﺎ ﻳﺒـﲔ ﺧﻄﻮﻁ‬ ‫‪ ‬ﺍﺭﺳـﻢ‬ ‫‪.5‬‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﲔ ﻗﻄﺒﲔ‪:‬‬
‫‪ .a‬ﻣﺘﺸﺎﲠﲔ ﳌﻐﻨﺎﻃﻴﺴﲔ‪.‬‬
‫‪ .b‬ﳐﺘﻠﻔﲔ ﳌﻐﻨﺎﻃﻴﺴﲔ‪.‬‬
‫‪ ‬ﻗـﺎﺭﻥ ﺑـﲔ‬ ‫‪.6‬‬
‫‪8-8‬‬ ‫ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫‪ ‬ﻣـﺎ ﺍﳌﻘﺼـﻮﺩ ﺑﻜﻞ ﻣـﻦ ﺍﻟﺘﺪﻓﻖ‬ ‫‪.7‬‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ؟‬

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

 ‫‪8-2‬‬
‫‪Magnetic fields caused by electric current‬‬
‫‪‬‬
‫‪‬‬
‫‪Magnetic field around wire carrying an‬‬
‫‪30.7- 30.8‬‬
‫‪electric current‬‬ ‫‪ ‬‬
‫ﺃﺟﺮ￯ ﺍﻟﻔﻴﺰﻳﺎﺋﻲ ﺍﻟﺪﻧﲈﺭﻛﻲ ﻫﺎﻧﺰ ﻛﺮﻳﺴـﺘﻴﺎﻥ ﺃﻭﺭﺳـﺘﺪ ﻋـﺎﻡ ‪1820‬ﻡ ﲡﺎﺭﺏ ﻋﲆ‬ ‫‪3.4- 1.2-4.1- 4.2‬‬
‫ﺍﻟﺘﻴﺎﺭﺍﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﳌﺎﺭﺓ ﰲ ﺍﻷﺳﻼﻙ ﺍﳌﻮﺻﻠﺔ ﻟﻠﻜﻬﺮﺑﺎﺀ‪ ،‬ﻓﻮﺿﻊ ﺳﻠﻜﹰﺎ ﻓﻮﻕ ﳏﻮﺭ‬ ‫‪‬‬
‫ﺑﻮﺻﻠﺔ ﺻﻐﲑﺓ‪ ،‬ﻭﺃﻭﺻﻞ ﳖﺎﻳﺘﻲ ﺍﻟﺴﻠﻚ ﺑﺪﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻐﻠﻘﺔ‪ ،‬ﻭﻛﺎﻥ ﻳﺘﻮﻗﻊ ﺃﻥ‬ ‫• ﻳﺴـﺘﻨﺘﺞ ﺃﻥ ﻣـﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺴـﺘﻤﺮ ﰲ‬
‫ﻣﻮﺻﻞ ﻳﻮ ﱢﻟﺪ ﹰ‬
‫ﳎﺎﻻ ﻣﻐﻨﺎﻃﻴﺴ ﹼﹰﻴﺎ ﺣﻮﻟﻪ‪.‬‬
‫ﺑﺪﻻ ﻣﻦ ﺫﻟﻚ‬ ‫ﺗﺸﲑ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﺇﱃ ﺍﲡﺎﻩ ﺍﻟﺴﻠﻚ ﺃﻭ ﺍﲡﺎﻩ ﴎﻳﺎﻥ ﺍﻟﺘﻴﺎﺭ ﻓﻴﻪ‪ ،‬ﻟﻜﻦ ﹰ‬
‫• ﻳﻌـﺪﺩ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﻟﺘـﻲ ﻳﻌﺘﻤـﺪ ﻋﻠﻴﻬـﺎ ﺍﳌﺠـﺎﻝ‬
‫ﺗﻌﺠﺐ ﻟﺮﺅﻳﺔ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﺗﺪﻭﺭ ﻟﺘﺼﺒﺢ ﰲ ﺍﲡﺎﻩ ﻋﻤﻮﺩﻱ ﻋﲆ ﺍﻟﺴـﻠﻚ‪ ،‬ﻛﲈ ﻫﻮ‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺳﻠﻚ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .8-9‬ﻭﺍﺗﻀﺢ ﻣﻦ ﺍﻟﺘﺠﺎﺭﺏ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﻨﻌﻜﺲ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﰲ‬ ‫ﹼ‬ ‫• ﻳﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﺃﻳﻀﺎ؛ ﺃﻱ ﺃﻥ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫ﺍﻟﺴـﻠﻚ ﻓﺈﻥ ﺍﲡﺎﻩ ﺍﻧﺤﺮﺍﻑ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﻳﻨﻌﻜﺲ ﹰ‬ ‫ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﳌﻮﺻﻞ‪.‬‬
‫ﻗﻄﺒﻲ ﻣﻐﻨﺎﻃﻴﺲ ﺍﻟﺒﻮﺻﻠﺔ ﻛﺎﻧﺖ ﻣﺘﻌﺎﻣﺪﺓ ﻣﻊ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺩﺍﺧﻞ ﺍﻟﺴـﻠﻚ‪ .‬ﻭﻭﺟﺪ‬ ‫• ﻳﺮﺳـﻢ ﺧﻄـﻮﻁ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻟﻨﺎﲡﺔ‬
‫ﺃﻳﻀﺎ ﺃﻧﻪ ﻟﻮ ﱂ ﻳﻜﻦ ﻫﻨﺎﻙ ﺗﻴﺎﺭ ﰲ ﺍﻟﺴﻠﻚ ﳌﺎ ﻛﺎﻥ ﻫﻨﺎﻙ ﻗﻮ￯ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﺃﻭﺭﺳﺘﺪ ﹰ‬ ‫ﻣـﻦ ﻣﺮﻭﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﻛﻞ ﻣﻦ‪ :‬ﺳـﻠﻚ‬
‫‪‬‬ ‫ﻣﺴﺘﻘﻴﻢ ﻭﻣﻠﻒ ﺩﺍﺋﺮﻱ ﻭﻣﻠﻒ ﻟﻮﻟﺒﻲ‪.‬‬
‫‪+‬‬
‫• ﻳﺴـﺘﻨﺘﺞ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﻟﺘـﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺷـﺪﺓ‬
‫‪-‬‬

‫‪‬‬ ‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻟﻨﺎﺗـﺞ ﻋﻦ ﻣـﺮﻭﺭ ﺗﻴﺎﺭ‬

‫ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﻣﻠﻒ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬
‫‪‬‬
‫•‬ ‫‪Solenoid‬‬ ‫• ﻣﻠﻒ ﻟﻮﻟﺒﻲ )ﺣﻠﺰﻭﲏ(‬
‫‪8-9‬‬ ‫• ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫‪C24-02A-845813‬‬ ‫•‬ ‫‪Electromagnetism‬‬
‫ﺗﻴﺎﺭﺍ ﻳﻜﻮﻥ‬
‫ﺇﺫﺍ ﺍﻧﺤﺮﻓـﺖ ﺇﺑـﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﻋﻨﺪ ﻭﺿﻌﻬﺎ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺳـﻠﻚ ﳛﻤـﻞ ﹰ‬ ‫• ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ‬
‫ﺫﻟـﻚ ﻧﺎ ﹰﲡـﺎ ﻋـﻦ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻭ ﱠﻟـﺪﻩ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ‪ ،‬ﻭﻣﻦ ﻫﻨﺎ ﺳـﻤﻴﺖ‬ ‫•‬ ‫‪Second right hand rule‬‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﻨﺎﺷـﺌﺔ ﻋﻦ ﺗﻮﻟﺪ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺣـﻮﻝ ﻣﻮﺻﻞ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ‪ .Electromagnetism‬ﻭﻳﻤﻜﻨـﻚ ﺑﺴـﻬﻮﻟﺔ ﻣﻼﺣﻈـﺔ‬
‫ﺗﻴﺎﺭﺍ ﻋﻦ ﻃﺮﻳﻖ ﺇﻧﻔﺎﺫ ﺳـﻠﻚ ﺭﺃﺳ ﹼﹰﻴﺎ ﺧﻼﻝ‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺳـﻠﻚ ﳛﻤﻞ ﹰ‬
‫ﻗﻄﻌـﺔ ﻛﺮﺗﻮﻥ ﺃﻓﻘﻴـﺔ‪ ،‬ﹼ‬
‫ﻭﺭﺵ ﺑـﺮﺍﺩﺓ ﺣﺪﻳﺪ ﻋﻠﻴﻬـﺎ‪ .‬ﻓﻌﻨﺪ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﻟﺴـﻠﻚ‬
‫ﺳـﺘﻼﺣﻆ ﺃﻥ ﺑﺮﺍﺩﺓ ﺍﳊﺪﻳﺪ ﺗﱰﺗﺐ ﻭﺗﺸـﻜﻞ ﻧﻤ ﹰﻄﺎ ﰲ ﺻﻮﺭﺓ ﺩﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ ﺍﳌﺮﻛﺰ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.8-10‬‬ ‫ﺣﻮﻝ ﺍﻟﺴﻠﻚ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﺗﺸـﲑ ﺍﳋﻄﻮﻁ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺇﱃ ﺃﻥ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺍﻟﺴـﻠﻚ ﺍﻟﻄﻮﻳﻞ‬ ‫‪ 8-10‬‬
‫ﺍﻟﺬﻱ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺗﺸﻜﻞ ﺣﻠﻘﺎﺕ ﻣﻐﻠﻘﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺗﺸﻜﻞ‬ ‫‪ ‬‬
‫‪‬‬
‫ﹸ‬
‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺣﻠﻘﺎﺕ ﻣﻐﻠﻘﺔ ﺣﻮﻝ ﺍﳌﻐﺎﻧﻂ ﺍﻟﺪﺍﺋﻤﺔ‪ .‬ﻭﺗﺘﻨﺎﺳـﺐ‬ ‫ﲠـﺎ‬ ‫‪‬‬
‫‪160‬‬
 ‫‪a‬‬ ‫‪I‬‬ ‫‪I‬‬
‫‪b‬‬ ‫‪‬‬
‫‪  8-11‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪     ‬‬
‫‪a  ‬‬
‫‪      ‬‬ ‫‪‬‬
‫‪     ‬‬ ‫‪‬‬
‫‪b‬‬
‫ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺘﻮﻟﺪ ﺣﻮﻝ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ‬
‫ﺍﻟﺴـﻠﻚ‪ ،‬ﻭﻋﻜﺴـ ﹼﹰﻴﺎ ﻣﻊ ﺍﻟﺒﻌﺪ ﻋﻨـﻪ؛ ﺃﻱ ﺃﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺍﻟﺴـﻠﻚ ﺗﻌﺘﻤﺪ ﻋﲆ‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﻜﲇ ﳋﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺘﻲ ﲡﺘﺎﺯ ﻣﺴﺎﺣﺔ ﻣﺎ؛ ﻟﺬﺍ ﻓﺈﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﺗـﺰﺩﺍﺩ ﺑﺰﻳـﺎﺩﺓ ﺗﻘﺎﺭﺏ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ؛ ﺃﻱ ﺃﳖﺎ ﺗﺰﺩﺍﺩ ﻛﻠﲈ ﺍﻗﱰﺑﻨﺎ ﻣﻦ ﺍﻟﺴـﻠﻚ ﺍﻟﺬﻱ‬
‫ﻳﻤـﺮ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻭﺗﻘـﻞ ﺑﺰﻳﺎﺩﺓ ﺍﻟﺒﻌﺪ ﻋﻨـﻪ‪ .‬ﻭﺗﺒﲔ ﺍﻟﺒﻮﺻﻠـﺔ ﺍﲡﺎﻩ ﺧﻄـﻮﻁ ﺍﳌﺠﺎﻝ‪ .‬ﻭﺇﺫﺍ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.8-11a‬‬ ‫ﺃﻳﻀﺎ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﻋﻜﺲ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﻓﺴﺘﻌﻜﺲ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﺍﲡﺎﻫﻬﺎ ﹰ‬
‫ﺗﹸﺴـﺘﺨﺪﻡ ﺍﻟﻘﺎﻋـﺪﺓ ﺍﻷﻭﱃ ﻟﻠﻴـﺪ ﺍﻟﻴﻤﻨـﻰ ﰲ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺍﲡﺎﻩ‬
‫ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪ .‬ﲣﻴﻞ ﺃﻧﻚ ﲤﺴﻚ ﺑﻴﺪﻙ ﺍﻟﻴﻤﻨﻰ ﻗﻄﻌﺔ ﻣﻦ ﺳﻠﻚ ﻣﻌﺰﻭﻝ‪ .‬ﺍﺟﻌﻞ ﺇﲠﺎﻣﻚ‬
‫‪‬‬ ‫ﰲ ﺍﲡـﺎﻩ ﺍﻟﺘﻴـﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪ .‬ﺳﺘﺸـﲑ ﺃﺻﺎﺑﻌﻚ ﺍﻟﺘﻲ ﺗـﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺴـﻠﻚ ﺇﱃ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ‬
‫‪  ‬‬ ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪.8-11b‬‬ ‫ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫‪ ‬‬
‫‪‬‬ ‫‪Calculating‬‬
‫‪230 V‬‬ ‫‪the magnetic field produced by current through straight wire‬‬
‫‪156 A‬‬ ‫ﻻﺣﻈﻨـﺎ ﺃﻥ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﻣﻮﺻﻞ ﻳﻮ ﱢﻟﺪ ﹰ‬
‫ﳎﺎﻻ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﺣﻮﻝ ﺍﳌﻮﺻﻞ ﻭﺃﻃﻠﻖ ﻋﲆ‬
‫‪11300 kg‬‬
‫ﻫﺬﻩ ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ‪ .‬ﻓﺈﺫﺍ ﴎ￯ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺴـﺘﻤﺮ ﰲ ﺳـﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻓﺈﻥ ﹰ‬
‫ﳎﺎﻻ‬
‫ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﻳﺘﻮ ﱠﻟـﺪ ﺣﻮﻟﻪ‪ ،‬ﻭﻳﻜﻮﻥ ﻫﺬﺍ ﺍﳌﺠﺎﻝ ﻋﲆ ﺷـﻜﻞ ﺩﻭﺍﺋﺮ ﻣﻐﻠﻘﺔ ﺣﻮﻝ ﺍﻟﺴـﻠﻚ ﻭﻣﺮﻛﺰﻫﺎ‬
‫ﺍﻟﺴـﻠﻚ ﻧﻔﺴـﻪ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﺃﻱ ﻧﻘﻄﺔ ﰲ ﺍﲡﺎﻩ ﺍﳌﲈﺱ ﻟﻠﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﲤﺜﻞ‬
‫ﺧـﻂ ﺍﳌﺠـﺎﻝ‪ ،‬ﻭﺃﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓـﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺗﻘـﻞ ﻛﻠﲈ ﺍﺑﺘﻌﺪﻧﺎ ﻋﻨـﻪ‪ ،‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﻨﺘﺎﺝ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﻧﻔﺴﻬﺎ ﺇﺫﺍ ﻭﺿﻌﻨﺎ ﻋﺪﺓ ﺑﻮﺻﻼﺕ ﻋﲆ ﺃﺑﻌﺎﺩ ﳐﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺴﻠﻚ‪ ،‬ﺣﻴﺚ ﺳﻨﻼﺣﻆ ﺃﻥ ﺍﻧﺤﺮﺍﻑ ﺇﺑﺮﺓ‬
‫ﺍﻟﺒﻮﺻﻠﺔ ﺍﻷﻗﺮﺏ ﺇﱃ ﺍﻟﺴﻠﻚ ﻫﻮ ﺍﻷﻛﱪ‪ ،‬ﺑﻴﻨﲈ ﻳﻘﻞ ﺍﻧﺤﺮﺍﻑ ﺍﻹﺑﺮ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻟﻠﺒﻮﺻﻼﺕ ﺑﺰﻳﺎﺩﺓ‬
‫ﺍﻟﺒﻌﺪ ﻋﻦ ﺍﻟﺴـﻠﻚ‪ .‬ﻭﻗﺪ ﺃﺛﺒﺘﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻥ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺎﻟﻘﺮﺏ‬
‫ﻣﻦ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺗﺘﻨﺎﺳﺐ ﻋﻜﺴ ﹼﹰﻴﺎ ﻣﻊ ﺑﻌﺪ ﺍﻟﻨﻘﻄﺔ ﻋﻦ ﺍﻟﺴﻠﻚ؛ ﺃﻱ ﺃﻥ‪:‬‬
‫‪ B α 1/r‬ﺣﻴﺚ ﺇﻥ ‪ B‬ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭ ‪ r‬ﺍﻟﺒﻌﺪ ﺍﻟﻌﻤﻮﺩﻱ ﺑﲔ ﺍﻟﺴﻠﻚ ﻭﺍﻟﻨﻘﻄﺔ ﺍﳌﺮﺍﺩ‬
‫ﺣﺴـﺎﺏ ﺍﳌﺠﺎﻝ ﻋﻨﺪﻫـﺎ‪ .‬ﻭﻛﺬﻟﻚ ﺃﺛﺒﺘﺖ ﺍﻟﺘﺠﺎﺭﺏ ﺍﻟﻌﻤﻠﻴﺔ ﺃﻥ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ‬
‫ﺍﻟﻨﻘﻄﺔ ﻧﻔﺴـﻬﺎ ﺗﺰﺩﺍﺩ ﺑﺰﻳﺎﺩﺓ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ )‪ (I‬ﺍﳌﺎﺭ ﰲ ﺍﻟﺴـﻠﻚ؛ ﺃﻱ ﺃﻥ ‪ . B α I‬ﻣﻦ‬
‫ﺫﻟﻚ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ‪ B α I/r‬ﺃﻱ ﺃﻥ‪:‬‬
‫‪µ I‬‬
‫____= ‪B‬‬
‫˚‬
‫‪2πr‬‬
‫‪µ‬‬
‫___ ﺛﺎﺑـﺖ ﺍﻟﺘﻨﺎﺳـﺐ ﺃﻣﺎ ˚‪ µ‬ﻓﻴﺴـﻤﻰ ﺍﻟﻨﻔﺎﺫﻳﺔ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻭﻣﻘـﺪﺍﺭﻩ ﰲ ﺍﻟﻔﺮﺍﻍ‬
‫ﺣﻴـﺚ ﺇﻥ ˚‬
‫‪2π‬‬
‫‪161‬‬ ‫ﻳﺴﺎﻭﻱ ‪4π × 10-7 T.m/A‬‬
‫ﻭﺇﺫﺍ ﻣـﺮ ﺍﻟﺘﻴـﺎﺭ ﰲ ﺳـﻠﻜﲔ ﻣﺘﻮﺍﺯﻳـﲔ ﻣﺘﻘﺎﺭﺑـﲔ ﻓﺈﻥ ﺃﻱ ﻧﻘﻄـﺔ ﺑﻴﻨﻬﲈ ﺃﻭ ﺑﺎﻟﻘـﺮﺏ ﻣﻨﻬﲈ ﰲ ﺍﳋﺎﺭﺝ ﺳـﺘﺘﺄﺛﺮ‬
‫ﺑﻤﺠﺎﻟﲔ ﻣﻐﻨﺎﻃﻴﺴﻴﲔ )ﳎﺎﻝ ﻋﻦ ﻛﻞ ﺳﻠﻚ(‪ ،‬ﻭﲢﺴﺐ ﳏﺼﻠﺔ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺑﺠﻤﻊ‬
‫ﺍﳌﺠﺎﻟـﲔ ﺍﲡﺎﻫ ﹼﹰﻴـﺎ‪ ،‬ﺣﻴﺚ ﹸﳚﻤﻊ ﺍﳌﺠﺎﻻﻥ ﺇﺫﺍ ﻛﺎﻧﺎ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣـﺪ ﻭﻳﻄﺮﺣﺎﻥ ﻣﻦ ﺑﻌﻀﻬﲈ ﺇﺫﺍ ﻛﺎﻧﺎ ﰲ ﺍﲡﺎﻫﲔ‬
‫ﻣﺘﻌﺎﻛﺴﲔ‪.‬‬
‫ﻣﺎ ﺧﺼﺎﺋﺺ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ‬
‫ﻛﻬﺮﺑﺎﺋﻲ؟‬

‫‪1‬‬
‫‪ ‬ﺳﻠﻚ ﻣﻮﺻﻞ ﻣﺴﺘﻘﻴﻢ ﻋﻤﻮﺩﻱ ﻋﲆ‬
‫ﻣﺴﺘﻮ￯ ﺍﻟﺼﻔﺤﺔ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷﺪﺗﻪ ‪ 20A‬ﻣﻦ ﺃﺳﻔﻞ ﺇﱃ ﺃﻋﲆ‪ ،‬ﻣﺎ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﺒﻌﺪ‬
‫‪ 10 cm‬ﺷﲈﻝ ﺍﻟﺴﻠﻚ؟ ﻭﻣﺎ ﺍﲡﺎﻫﻪ؟‬
‫‪‬‬ ‫‪1‬‬
‫ﺍﺭﺳﻢ ﳐﻄ ﹰﻄﺎ ﻳﻤﺜﻞ ﺍﻟﺴﻠﻚ‪ ،‬ﻭﺣﺪﺩ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﻠﻴﻪ‪.‬‬
‫ﺣﺪﺩ ﺍﻟﻨﻘﻄﺔ ﺍﳌﺮﺍﺩ ﺣﺴﺎﺏ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪﻫﺎ‪.‬‬
‫ﳑﺎﺳﺎ ﻟﻠﺪﺍﺋﺮﺓ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪.‬‬
‫ﺍﺭﺳﻢ ﺩﺍﺋﺮﺓ ﲤﺜﻞ ﺃﺣﺪ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﹼﹰ‬
‫‪‬‬ ‫‪‬‬
‫?? =‪B‬‬ ‫ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ‪I= 20 A‬‬
‫ﺑﻌﺪ ﺍﻟﻨﻘﻄﺔ ﻋﻦ ﺍﻟﺴﻠﻚ ‪r= 10 cm‬‬

‫‪‬‬ ‫‪2‬‬
‫‪µ I‬‬
‫___ = ‪B‬‬
‫˚‬
‫‪2πr‬‬
‫)‪B = (4π × 10-7 T.m/A) (20A)/2π (10×10-2m‬‬
‫‪r= 10cmI=20A‬‬
‫‪= 4 ×10-5 T‬‬

‫ﺑﺘﻄﺒﻴﻖ ﻗﺎﻋﺪﺓ ﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻭﺭﺳﻢ ﺍﳌﲈﺱ ﻟﻠﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﲤﺜﻞ ﺍﳌﺠﺎﻝ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻳﻜﻮﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﻋﻨﺪﻫﺎ ﰲ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ‪.‬‬
‫‪‬‬ ‫‪3‬‬
‫ﺇﺫﺍ ﴐﺑﻨﺎ ﺍﳉﻮﺍﺏ ﰲ ‪ 2 πr‬ﺳﻴﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ﻫﻮ ﺍﻟﻨﺎﺗﺞ ﻧﻔﺴﻪ ﻋﻦ ﴐﺏ ˚‪ µ‬ﰲ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‪.‬‬
‫ﺑﺘﻄﺒﻴﻖ ﻗﺎﻋﺪﺓ ﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻭﺭﺳﻢ ﺍﳌﲈﺱ‪ ،‬ﻧﺠﺪ ﺃﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ ﻫﻮ ﺍﲡﺎﻩ ﺍﻟﻐﺮﺏ‪.‬‬

‫ﺳﻠﻜﺎﻥ ﻣﺴﺘﻘﻴﲈﻥ ﻃﻮﻳﻼﻥ ﻋﻤﻮﺩﻳﺎﻥ ﻋﲆ ﻣﺴﺘﻮ￯ ﺍﻟﺼﻔﺤﺔ‪ ،‬ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ ‪ ،12cm‬ﻭﳛﻤﻼﻥ ﺗﻴﺎﺭﻳﻦ ‪ 4A‬ﻭ ‪ 8A‬ﰲ ﺍﻻﲡﺎﻩ‬ ‫‪.11‬‬
‫ﻧﻔﺴﻪ‪ .‬ﺍﺣﺴﺐ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﻊ ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ‪.‬‬
‫ﰲ ﺍﻟﺴـﺆﺍﻝ ﺍﻟﺴـﺎﺑﻖ ﺇﺫﺍ ﻋﻜﺲ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ‪ 4A‬ﻭﺑﻘﻴﺎ ﻋﲆ ﺍﻟﺒﻌﺪ ﻧﻔﺴـﻪ ﺃﺣﺪﳘﺎ ﻣﻦ ﺍﻵﺧﺮ‪ ،‬ﻓﺎﺣﺴـﺐ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫‪.12‬‬
‫ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﻊ ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ‪.‬‬

‫‪162‬‬
 ‫‪ Magnetic field near a coil‬ﻳﻮ ﹼﻟـﺪ ﺍﻟﺘﻴـﺎﺭ‬
‫ﳎﺎﻻ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﺣﻮﻝ ﲨﻴﻊ ﺃﺟﺰﺍﺀ ﺍﳊﻠﻘـﺔ‪ .‬ﻭﻋﻨﺪ ﺗﻄﺒﻴﻖ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺍﳌـﺎﺭ ﰲ ﺣﻠﻘﺔ ﺳـﻠﻜﻴﺔ ﹰ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﻭﱃ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻋﲆ ﺃﻱ ﺟﺰﺀ ﻣﻦ ﺃﺟﺰﺍﺀ ﺍﳊﻠﻘﺔ ﺍﻟﺴـﻠﻜﻴﺔ ﺳـﺘﺠﺪ ﺃﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ‬
‫ﺩﺍﺋﲈ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ‪ .‬ﻓﻔﻲ ﺍﻟﺸـﻜﻞ ‪ 8-12a‬ﻳﻜﻮﻥ ﺍﲡﺎﻩ‬ ‫ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺩﺍﺧـﻞ ﺍﳊﻠﻘـﺔ ﻳﻜﻮﻥ ﹰ‬
‫ﺧﺎﺭﺟﺎ ﻣﻦ ﺍﻟﺼﻔﺤﺔ‪ ،‬ﺃﻣﺎ ﺍﲡﺎﻩ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺧﺎﺭﺝ‬ ‫ﹰ‬ ‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ ﺍﳊﻠﻘـﺔ‬
‫ﻟﻒ ﺍﻟﺴـﻠﻚ ﻋﺪﺓ ﻟﻔﺎﺕ ﻟﺘﻜﻮﻳﻦ ﻣﻠﻒ ﻟﻮﻟﺒﻲ‬ ‫ﺩﺍﺧﻼ ﺇﱃ ﺍﻟﺼﻔﺤﺔ‪ .‬ﻭﻋﻨﺪ ﱢ‬‫ﹰ‬ ‫ﺩﺍﺋﲈ‬
‫ﺍﳊﻠﻘﺔ ﻓﻴﻜﻮﻥ ﹰ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،8-12b‬ﺛـﻢ ﲤﺮﻳﺮ ﺗﻴـﺎﺭ ﰲ ﺍﳌﻠﻒ‪،‬‬ ‫)ﺣﻠـﺰﻭﲏ( ‪ ،Solenoid‬ﻛـﲈ ﻫـﻮ ﹼ‬
‫ﻓﺴﻴﻜﻮﻥ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺣﻮﻝ ﲨﻴﻊ ﺍﻟﻠﻔﺎﺕ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪ .‬ﻭﻳﻜﻮﻥ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ‬
‫ﺍﳌﻠـﻒ ﺍﻟﻠﻮﻟﺒﻲ ﻣﺴـﺎﻭ ﹰﻳﺎ ﳌﺠﻤﻮﻉ ﺍﳌﺠﺎﻻﺕ ﺍﻟﻨﺎﲡـﺔ ﻋﻦ ﻟﻔﺎﺗﻪ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳـﴪﻱ ﺗﻴﺎﺭ ﰲ ﻣﻠﻒ‬
‫ﺳـﻠﻜﻲ ﻳﺼﺒـﺢ ﳍﺬﺍ ﺍﳌﻠﻒ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻳﺸـﺒﻪ ﺍﳌﺠﺎﻝ ﺍﻟﻨﺎﺗﺞ ﻋـﻦ ﻣﻐﻨﺎﻃﻴﺲ ﺩﺍﺋﻢ‪ .‬ﻭﻋﻨﺪ‬
‫ﺗﻘﺮﻳـﺐ ﺍﳌﻠـﻒ ﺍﻟﺬﻱ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻦ ﻣﻐﻨﺎﻃﻴﺲ ﻣﻌ ﹼﻠﻖ ﻓﺈﻥ ﺃﺣﺪ ﻃﺮﰲ ﺍﳌﻠﻒ ﺳـﻴﺘﻨﺎﻓﺮ ﻣﻊ‬
‫ﻣﻐﻨﺎﻃﻴﺴﺎ‬
‫ﹰ‬ ‫ﺍﻟﻘﻄﺐ ﺍﳌﲈﺛﻞ ﻟﻪ ﻣﻦ ﺍﳌﻐﻨﺎﻃﻴﺲ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﻠﻒ ﺍﻟﺬﻱ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻳﻤ ﹼﺜﻞ‬
‫ﻣﻠﻒ ﻳﺴﻤﻰ‬ ‫ﻟﻪ ﻗﻄﺒﺎﻥ‪ ،‬ﺷـﲈﱄ ﻭﺟﻨﻮﰊ‪ .‬ﻭﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﺬﻱ ﻳﻨﺸﺄ ﻋﻦ ﴎﻳﺎﻥ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﱟ‬
‫ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪ .‬ﻭﺗﺘﻨﺎﺳـﺐ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﰲ ﻣﻠﻒ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺷـﺪﺓ‬
‫ﺍﻟﺘﻴـﺎﺭ ﺍﳌـﺎﺭ ﻓﻴﻪ ﻭﻣﻊ ﻋﺪﺩ ﻟﻔﺎﺗﻪ؛ ﺫﻟﻚ ﻷﻥ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻟ ﹼﻠﻔﺎﺕ ﻣﺘﺴـﺎﻭﻳﺔ‪ ،‬ﻭﺗﻜﻮﻥ‬
‫ﻫـﺬﻩ ﺍﳌﺠﺎﻻﺕ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ؛ ﻟﺬﺍ ﻓﺈﻥ ﻛﺜﺎﻓﺔ ﺍﻟﺘﺪﻓـﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺗﺰﺩﺍﺩ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺍﳌﻠﻒ‬
‫ﻭﺗﻘﻞ ﺑﺰﻳﺎﺩﺓ ﺍﻟﺒﻌﺪ ﻋﻨﻪ‪.‬‬
‫ﺃﻳﻀـﺎ ﻋﻦ ﻃﺮﻳﻖ ﻭﺿﻊ ﻗﻀﻴـﺐ ﺣﺪﻳﺪﻱ )ﻗﻠﺐ (‬ ‫ﹸﻳﻤﻜـﻦ ﺯﻳـﺎﺩﺓ ﻗﻮﺓ ﺍﳌﻐﻨﺎﻃﻴـﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﹰ‬
‫ﺩﺍﺧـﻞ ﺍﳌﻠﻒ؛ ﺣﻴﺚ ﻳﺪﻋﻢ ﻫﺬﺍ ﺍﻟﻘﻠﺐ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﻳﻘﻮﻳﻪ‪ .‬ﻓﻴﻌﻤﻞ ﺍﻟﻘﻠﺐ ﻋﲆ ﺯﻳﺎﺩﺓ‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ؛ ﻷﻥ ﳎﺎﻝ ﺍﳌﻠﻒ ﺍﻟﻠﻮﻟﺒﻲ ﻳﻮ ﹼﻟﺪ ﹰ‬
‫ﳎﺎﻻ ﻣﻐﻨﺎﻃﻴﺴ ﹼﹰﻴﺎ ﻣﺆﻗﺘﹰﺎ ﰲ ﺍﻟﻘﻠﺐ‪ ،‬ﲤﺎ ﹰﻣﺎ ﻛﲈ‬
‫‪   8-12‬‬
‫ﻳﻌﻤﻞ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﺪﺍﺋﻢ ﻋﻨﺪ ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﻗﻄﻌﺔ ﺣﺪﻳﺪ‪.‬‬
‫‪ ‬‬
‫‪    ‬‬ ‫ﻭﺗﺴﺘﺨﺪﻡ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ ‪ Second right hand rule‬ﰲ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ‬
‫‪     a‬‬ ‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻣﻐﻨﺎﻃﻴﺲ ﻛﻬﺮﺑﺎﺋﻲ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﲡﺎﻩ ﴎﻳﺎﻥ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪ .‬ﲣﻴﻞ‬
‫‪     ‬‬ ‫ﺩﻭﺭﺕ ﺃﺻﺎﺑﻌﻚ ﺣﻮﻝ ﺍﳊﻠﻘﺎﺕ ﰲ ﺍﲡﺎﻩ ﴎﻳﺎﻥ‬ ‫ﹰ‬
‫ﻣﻌﺰﻭﻻ‪ ،‬ﻓﺈﺫﺍ ﹼ‬ ‫ﺃﻧﻚ ﲤﺴﻚ ﺑﻴﺪﻙ ﺍﻟﻴﻤﻨﻰ ﻣﻠ ﹼﹰﻔﺎ‬
‫‪b‬‬ ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،8-12‬ﻓﺴﻴﺸـﲑ ﺇﲠﺎﻣـﻚ ﻧﺤﻮ ﺍﻟﻘﻄﺐ‬ ‫ﺍﻟﺘﻴـﺎﺭ ﺍﻻﺻﻄﻼﺣـﻲ‪ ،‬ﻛـﲈ ﻫﻮ ﹼ‬
‫ﺍﻟﺸﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫‪a‬‬ ‫‪b‬‬

‫‪‬‬
‫‪I‬‬

‫‪I‬‬ ‫‪I‬‬
‫‪N‬‬ ‫‪I‬‬
‫‪S‬‬

‫‪I‬‬ ‫‪I‬‬

‫‪163‬‬
‫‪-‬‬ ‫‪+‬‬
 ‫‪‬‬
‫‪Using electromagnet‬‬
‫‪ Electric bell‬ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﺍﳌﻬﻤﺔ ﻋﲆ ﺍﳌﻐﺎﻧﻂ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ؛ ﺣﻴﺚ‬
‫ﺇﻥ ﻣـﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﰲ ﻣﻠﻔﻪ ﻳﻮﻟﺪ ﹰ‬
‫ﳎﺎﻻ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﻳﺴـﺘﻤﺮ ﻭﺟﻮﺩﻩ ﺑﺎﺳـﺘﻤﺮﺍﺭ ﻣﺮﻭﺭ‬
‫ﺍﻟﺘﻴـﺎﺭ ﰲ ﺍﳌﻠﻒ‪ ،‬ﻭﻫﺬﺍ ﺍﳌﺠﺎﻝ ﳚﺬﺏ ﻣﻄﺮﻗﺔ ﺍﳉـﺮﺱ ﺛﻢ ﻳﻔﻠﺘﻬﺎ ﻋﻨﺪﻣﺎ ﺗﹸﻔﺘﺢ ﺩﺍﺋﺮﺓ ﺍﳌﻠﻒ ﻭﻻ‬
‫ﻳﴪﻱ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺩﺍﺋﺮﺗﻪ‪ .‬ﻭﺑﺎﺳﺘﻤﺮﺍﺭ ﺇﻏﻼﻕ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﻓﺘﺤﻬﺎ ﻳﺴﺘﻤﺮ ﺟﺬﺏ‬
‫ﺍﳌﻄﺮﻗـﺔ ﻟﺘـﴬﺏ ﻗﻄﻌﺔ ﻣﻦ ﺍﳊﺪﻳﺪ ﺛﻢ ﺇﻓﻼﲥﺎ‪ .‬ﺍﺭﺟﻊ ﺇﱃ ﺍﳌﺮﺍﺟﻊ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺷـﺒﻜﺔ ﺍﻹﻧﱰﻧﺖ‬
‫ﻭﺍﲨـﻊ ﺍﳌﻌﻠﻮﻣـﺎﺕ ﺍﻟﴬﻭﺭﻳﺔ ﻟﺼﻨﺎﻋﺔ ﺟـﺮﺱ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﺛﻢ ﺗﻌﺎﻭﻥ ﻣـﻊ ﺯﻣﻼﺋﻚ ﰲ ﺍﻟﺼﻒ‬
‫ﺗﻘﺮﻳﺮﺍ ﻳﺒﲔ ﺍﳌﻮﺍﺩ ﺍﳌﺴـﺘﺨﺪﻣﺔ ﻭﺧﻄﻮﺍﺕ ﺍﻟﻌﻤﻞ‬‫ﹰ‬ ‫ﻟﺼﻨﺎﻋـﺔ ﻭﺗﺮﻛﻴﺐ ﺟﺮﺱ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﺍﻛﺘﺐ‬
‫ﻭﺗﻘﺮﻳﺮﺍ ﻋﻠﻤ ﹼﹰﻴﺎ ﻳﻮﺿﺢ ﻣﺒﺪﺃ ﺍﻟﻌﻤﻞ‪ ،‬ﺛﻢ ﹶﻗﺪﱢ ﻣﻪ ﻣﻊ ﻧﻤﻮﺫﺝ ﺍﳉﺮﺱ ﺇﱃ ﻣﻌﻠﻤﻚ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ‬
‫ﹰ‬
‫ﰲ ﺍﻟﺸﻜﻞ ‪.8-13‬‬
‫ﻣﺎ ﺧﺼﺎﺋﺺ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻣﻠﻒ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ‬
‫ﻛﻬﺮﺑﺎﺋﻲ؟‬

‫‪    8-13  ‬‬

‫‪‬‬

‫‪164‬‬
 ‫‪8-2‬‬
‫‪‬ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳـﻚ ﺑﻜـﺮﺓ ﺳـﻠﻚ‬ ‫‪.16‬‬ ‫‪‬‬ ‫‪.13‬‬
‫ﻭﻗﻀﻴـﺐ ﺯﺟﺎﺟـﻲ ﻭﻗﻀﻴـﺐ ﺣﺪﻳـﺪﻱ ﻭﺁﺧـﺮ ﻣـﻦ‬ ‫‪ ‬ﻳـﴪﻱ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‪ ،‬ﻓﺄﻱ ﻗﻀﻴﺐ ﺗﺴـﺘﺨﺪﻡ ﻟﻌﻤﻞ ﻣﻐﻨﺎﻃﻴﺲ‬ ‫ﻃﻮﻳﻞ ﻣﻦ ﺍﻟﺸﲈﻝ ﺇﱃ ﺍﳉﻨﻮﺏ‪ .‬ﺃﺟﺐ ﻋﲈ ﻳﺄﰐ‪:‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻛﻬﺮﺑﺎﺋﻲ ﳚﺬﺏ ﻗﻄ ﹰﻌﺎ ﻓﻮﻻﺫﻳﺔ؟ ﹼ‬ ‫‪ .a‬ﻋﻨﺪ ﻭﺿﻊ ﺑﻮﺻﻠﺔ ﻓﻮﻕ ﺍﻟﺴﻠﻚ ﻟﻮﺣﻆ ﺃﻥ ﻗﻄﺒﻬﺎ‬
‫ﻳﻌﻤﻞ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻮﺍﺭﺩ ﰲ ﺍﳌﺴﺄﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ‬ ‫‪.17‬‬ ‫ﺍﻟﺸﲈﱄ ﺍﲡﻪ ﴍ ﹰﻗﺎ‪ .‬ﻣﺎ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﻟﺴﻠﻚ؟‬
‫ﺟﻴـﺪﹰ ﺍ‪ ،‬ﻓـﺈﺫﺍ ﺃﺭﺩﺕ ﺃﻥ ﲡﻌـﻞ ﻗﻮﺗـﻪ ﻗﺎﺑﻠـﺔ ﻟﻠﺘﻌﺪﻳـﻞ‬ ‫‪ .b‬ﺇﱃ ﺃﻱ ﺍﲡـﺎﻩ ﺗﺸـﲑ ﺇﺑـﺮﺓ ﺍﻟﺒﻮﺻﻠـﺔ ﺇﺫﺍ ﻭﺿﻌـﺖ‬
‫ﻭﺍﻟﻀﺒﻂ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻘﺎﻭﻣﺔ ﻣﺘﻐﲑﺓ ﻓﻬﻞ ﺫﻟﻚ ﳑﻜﻦ؟‬ ‫ﺃﺳﻔﻞ ﺍﻟﺴﻠﻚ؟‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﹼ‬ ‫‪ ‬ﻣﺎ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫‪.14‬‬

‫‪ ‬ﺟﺰﺀ ﻣﻦ ﺳـﻠﻚ ﻣﻮﺻﻞ‬ ‫‪.18‬‬ ‫ﻋـﲆ ﺑﻌﺪ ‪ 1 cm‬ﻣﻦ ﺳـﻠﻚ ﻳـﴪ￯ ﻓﻴﻪ ﺗﻴـﺎﺭ‪ ،‬ﻣﻘﺎﺭﻧﺔ‬
‫ﻳـﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷـﺪﺗﻪ ‪ 25 A‬ﻣﻦ ﺃﺳـﻔﻞ ﺇﱃ‬ ‫ﺑﻜﻞ ﳑﺎ ﻳﺄﰐ؟‬
‫ﺃﻋﲆ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﻣﺴـﺘﻮ￯ ﻭﺭﻗﺔ ﺃﻓﻘﻴﺔ‪ .‬ﺍﺣﺴﺐ ﺷﺪﺓ‬ ‫‪ .a‬ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋـﲆ ﺑﻌـﺪ ‪ 2 cm‬ﻣﻦ‬
‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋﻨـﺪ ﻧﻘﻄـﺔ ﺗﻘﻊ ﺇﱃ ﺍﻟـﴩﻕ ﻣﻨﻪ‬ ‫ﺍﻟﺴﻠﻚ‪.‬‬
‫ﻭﺗﺒﻌﺪ ﻋﻨﻪ ‪.5 cm‬‬ ‫‪ .b‬ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋـﲆ ﺑﻌـﺪ ‪ 3 cm‬ﻣﻦ‬
‫‪‬ﺳـﻠﻜﺎﻥ ﺃﻓﻘﻴﺎﻥ ﻭﺿـﻊ ﺃﺣﺪﳘﺎ ﻋﲆ‬ ‫‪.19‬‬
‫ﺍﻟﺴﻠﻚ‪.‬‬
‫ﺑﻌـﺪ ‪ 20 cm‬ﻣﻦ ﺍﻵﺧﺮ ﰲ ﺍﻟﻔـﺮﺍﻍ‪ ،‬ﹸﻣ ﱢﺮﺭ ﻓﻴﻬﲈ ﺗﻴﺎﺭﺍﻥ‬ ‫ﺑﻠﻒ‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﹼ‬
‫ﹰ‬ ‫‪ ‬ﺻﻨﻊ ﻃﺎﻟﺐ‬ ‫‪.15‬‬

‫ﻛﻬﺮﺑﺎﺋﻴﺎﻥ ﻣﻘﺪﺍﺭ ﻛﻞ ﻣﻨﻬﲈ ‪ 10 A‬ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪.‬‬ ‫ﺳﻠﻚ ﺣﻮﻝ ﻣﺴﲈﺭ‪ ،‬ﺛﻢ ﻭﺻﻞ ﻃﺮﰲ ﺍﻟﺴﻠﻚ ﺑﺒﻄﺎﺭﻳﺔ‪،‬‬
‫‪ .a‬ﺍﺣﺴـﺐ ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋﻨـﺪ ﻧﻘﻄـﺔ‬ ‫ﺃﻱ ﻃﺮﰲ ﺍﳌﺴـﲈﺭ‬ ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .8-14‬ﹼ‬ ‫ﻛﲈ ﻫﻮ ﹼ‬
‫ﺗﻨﺼـﻒ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ‪ .‬ﻣﺎﺫﺍ ﺗﺴـﻤﻰ ﻫـﺬﻩ ﺍﻟﻨﻘﻄﺔ؟‬ ‫)ﺍﳌﺪﺑﺐ ﺃﻡ ﺍﳌﺴﻄﺢ( ﺳﻴﻜﻮﻥ ﻗﻄ ﹰﺒﺎ ﺷﲈﻟ ﹼﹰﻴﺎ؟‬
‫ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﻣﻦ ﻫﺬﻩ ﺍﳌﺴﺄﻟﺔ؟‬
‫‪ .b‬ﺇﺫﺍ ﻋﻜـﺲ ﺍﲡﺎﻩ ﺍﻟﺘﻴـﺎﺭ ﰲ ﺃﺣﺪﳘـﺎ‪ ،‬ﻓﻜﻢ ﺗﺼﺒﺢ‬
‫ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ؟‬
‫‪-‬‬ ‫‪+‬‬

‫‪8-14‬‬
‫‪C24-06A-845813‬‬

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

 ‫‪Magneticforce8-3‬‬

‫ﺑﻴﻨـﲈ ﻛﺎﻥ ﺃﻣﺒـﲑ ﻳﺪﺭﺱ ﺳـﻠﻮﻙ ﺍﳌﻐﺎﻧﻂ ﻻﺣـﻆ ﺃﻥ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﻳﻮﻟﺪ ﳎﺎﻻﹰ‬
‫ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ ﻣﺸﺎ ﹰﲠﺎ ﻟﻠﻤﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻣﻐﻨﺎﻃﻴﺲ ﺩﺍﺋﻢ‪ .‬ﻭﻷﻥ ﺍﳌﺠﺎﻝ‬ ‫‪‬‬
‫ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻳﺆﺛﺮ ﺑﻘﻮﺓ ﰲ ﺍﳌﻐﺎﻧﻂ ﺍﻟﺪﺍﺋﻤﺔ ﻓﻘﺪ ﺍﻓﱰﺽ ﺃﻣﺒﲑ ﺃﻧﻪ ﺗﻮﺟﺪ ﻗﻮﺓ ﺗﺆﺛﺮ ﰲ‬ ‫‪30.8- 30.9‬‬

‫ﺍﻟﺴﻠﻚ ﺍﻟﺬﻱ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻋﻨﺪ ﻭﺿﻌﻪ ﰲ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪‬‬
‫‪1.1- 1.4 -1.3-1.5- 3.1-3.3- 3.4-‬‬
‫‪ ‬‬ ‫‪4.2- 4.1‬‬

‫‪Forces on currents in magnetic fields‬‬ ‫‪‬‬

‫• ‪ ‬ﺃﻥ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻳﺆﺛﺮ ﺑﻘﻮﺓ‬
‫ﻳﻤﻜﻦ ﺗﻮﺿﻴﺢ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴـﻪ ﺗﻴﺎﺭ ﻭﺿﻊ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪،‬‬ ‫ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﰲ ﻣﻮﺻـﻞ ﻳـﴪﻱ ﻓﻴـﻪ ﺗﻴـﺎﺭ‬
‫ﺍﻟﺘﻲ ﺗﺴـﻤﻰ ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ‪ Electromagnatic force‬ﺑﺎﺳﺘﻌﲈﻝ‬ ‫ﻛﻬﺮﺑﺎﺋﻲ ﻳﻮﺿﻊ ﻓﻴﻪ‪.‬‬
‫ﺍﳌﻮﺿـﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ .8-15‬ﻓﺎﻟﺒﻄﺎﺭﻳـﺔ ﺗﻮ ﹼﻟﺪ ﹰ‬
‫ﺗﻴـﺎﺭﺍ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴﺎ ﻳﴪﻱ ﰲ‬ ‫ﺍﻟﱰﺗﻴـﺐ ﹼ‬ ‫• ‪ ‬ﻣﺴـﺎﺋﻞ ﺗﻄﺒﻴﻘﻴـﺔ ﻋـﲆ ﺍﻟﻘـﻮﺓ‬
‫ﺍﻟﺴـﻠﻚ ﺍﳌﻮﺿﻮﻉ ﺑﲔ ﻗﻀﻴﺒﲔ ﻣﻐﻨﺎﻃﻴﺴـﻴﲔ‪ .‬ﺗﺬﻛـﺮ ﺃﻥ ﺍﲡﺎﻩ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﺑﲔ ﺍﳌﻐﻨﺎﻃﻴﺴـﲔ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸـﲈﱄ ﻷﺣﺪﳘﺎ ﺇﱃ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ ﻟﻶﺧﺮ‪.‬‬ ‫• ‪ ‬ﺍﻷﻣﺒـﲑ ﺑﺎﻻﻋﺘـﲈﺩ ﻋـﲆ ﺍﻟﻘـﻮﺓ‬
‫ﻭﻋﻨﺪﻣـﺎ ﻳـﴪﻱ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻟﺴـﻠﻚ ﺗﺘﻮﻟﺪ ﻗﻮﺓ ﺗﺆﺛﺮ ﻓﻴـﻪ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﲡﺎﻩ ﺗﻠﻚ‬ ‫ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺳـﻠﻜﲔ ﻣﺘﻮﺍﺯﻳﲔ‬
‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸـﻜﻞ ‪ ،8-15a‬ﺃﻭ ﻧﺤﻮ ﺍﻷﻋﲆ‪ ،‬ﻛﲈ‬ ‫ﺍﻟﻘـﻮﺓ ﻧﺤﻮ ﺍﻷﺳـﻔﻞ‪ ،‬ﻛﲈ ﻫـﻮ ﹼ‬ ‫ﻳﻤﺮ ﻓﻴﻬﲈ ﺗﻴﺎﺭﺍﻥ‪.‬‬
‫• ‪ ‬ﺃﻣﺜﻠﺔ ﻋﲆ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﰲ ﺍﻟﺸـﻜﻞ ‪ ،8-15b‬ﻭﺫﻟـﻚ ﻳﻌﺘﻤـﺪ ﻋﲆ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴـﻠﻚ‪ .‬ﺍﻛﺘﺸـﻒ‬
‫ﻣﺎﻳﻜﻞ ﻓﺎﺭﺍﺩﺍﻱ ﺃﻥ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ﺗﻜﻮﻥ ﻋﻤﻮﺩﻳﺔ ﻋﲆ ﺍﲡﺎﻩ ﻛﻞ ﻣﻦ ﺍﻟﺘﻴﺎﺭ‬
‫‪‬‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫• ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫•‬ ‫‪Electromagnetic force‬‬
‫‪‬‬ ‫• ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ‬
‫‪Determining the direction of the megnetic force acting on a wire‬‬ ‫•‬ ‫‪The third right- hand rule‬‬
‫‪ in a megnetic field‬ﱂ ﻳﻜﻦ ﻭﺻﻒ ﻓﺎﺭﺍﺩﺍﻱ ﻻﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ﺍﻟﺬﻱ‬ ‫•‬ ‫‪Ampere‬‬ ‫• ﺃﻣﺒﲑ‬
‫ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻭﺻ ﹰﻔﺎ ﻛﺎﻓ ﹰﻴﺎ؛ ﻷﻥ ﺍﻟﻘﻮﺓ ﻗﺪ ﺗﻜﻮﻥ ﺇﱃ ﺃﻋﲆ ﺃﻭ ﺇﱃ ﺃﺳﻔﻞ‪ .‬ﻭﻳﻤﻜﻦ ﲢﺪﻳﺪ‬
‫ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻭﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺑﺎﺳﺘﺨﺪﺍﻡ‬

‫‪  8-15‬‬

‫‪  ‬‬
‫‪F‬‬ ‫‪ ‬‬
‫‪N‬‬

‫‪N‬‬

‫‪a‬‬ ‫‪b‬‬ ‫‪F‬‬ ‫‪     ‬‬

‫‪I‬‬ ‫‪I‬‬ ‫‪  b a‬‬
‫‪S‬‬

‫‪S‬‬

‫‪‬‬

‫‪166‬‬
 ‫‪F‬‬ ‫‪B‬‬
‫‪F‬‬

‫‪B‬‬ ‫‪I‬‬
‫‪    8-16  ‬‬ ‫‪I‬‬
‫‪     ‬‬
‫‪      ‬‬
‫‪‬‬

‫ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ‪8-16‬؛‬‫ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ ‪ ،The third right -hand rule‬ﹼ‬
‫ﺣﻴﺚ ﻳﻤ ﱢﺜﻞ ﺍﻟﺮﻣﺰ ‪ B‬ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻭﳛﺪﹼ ﺩ ﺍﲡﺎﻫﻪ ﺑﻮﺍﺳﻄﺔ ﳎﻤﻮﻋﺔ ﺃﺳﻬﻢ‪ .‬ﻭﻻﺳﺘﺨﺪﺍﻡ‬
‫ﺍﻟﻘﺎﻋـﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ ﺍﺟﻌﻞ ﺃﺻﺎﺑﻊ ﻳﺪﻙ ﺍﻟﻴﻤﻨـﻰ ﰲ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻭﺍﺟﻌﻞ‬
‫ﺇﲠﺎﻣﻚ ﻳﺸﲑ ﺇﱃ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ ﰲ ﺍﻟﺴﻠﻚ‪ ،‬ﻓﻴﻜﻮﻥ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ﰲ‬
‫ﺍﲡﺎﻩ ﺍﻟﻌﻤﻮﺩﻱ ﻋﲆ ﺑﺎﻃﻦ ﺍﻟﻜﻒ ﻧﺤﻮ ﺍﳋﺎﺭﺝ‪ .‬ﻭﻟﺮﺳﻢ ﺍﻷﺳﻬﻢ ﺍﳌﺘﺠﻬﺔ ﺇﱃ ﺩﺍﺧﻞ ﺍﻟﻮﺭﻗﺔ ﺃﻭ‬
‫ﺧﺎﺭﺟﻬﺎ ﻳﺴﺘﺨﺪﻡ ﺍﻟﺮﻣﺰ )×( ﻟﻺﺷﺎﺭﺓ ﺇﱃ ﺃﻥ ﺍﻟﺴﻬﻢ ﺩﺍﺧﻞ ﰲ ﺍﻟﻮﺭﻗﺔ‪ ،‬ﻭﺍﻟﺮﻣﺰ )•( ﻟﻺﺷﺎﺭﺓ‬
‫ﺇﱃ ﺃﻧﻪ ﺧﺎﺭﺝ ﻣﻦ ﺍﻟﻮﺭﻗﺔ‪.‬‬
‫ﻛﻴﻒ ﲢﺪﺩ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻚ ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ‬
‫ﻣﻐﻨﺎﻃﻴﴘ؟‬

‫‪Force on a wire resulting from ‬‬

‫‪ a megnetic field‬ﻳﻤﻜﻦ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ‬
‫ﻋﻨﺪ ﻭﺿﻌﻪ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ؛ ﺣﻴﺚ ﺩﻟﺖ ﺍﻟﺘﺠﺎﺭﺏ ﻋﲆ ﺃﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ‬
‫ﻛﻞ ﻣﻦ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪ ،B‬ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ ،I‬ﻭﻃﻮﻝ‬‫ﰲ ﺍﻟﺴـﻠﻚ ‪ F‬ﻳﺘﻨﺎﺳـﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﱟ‬
‫ﺍﻟﺴـﻠﻚ ‪ L‬ﺍﳌﻮﺿـﻮﻉ ﺩﺍﺧﻞ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﻌﻼﻗـﺔ ﺑﲔ ﻫﺬﻩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﻷﺭﺑﻌﺔ‬
‫ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫‪θ‬‬
‫‪I‬‬ ‫‪B‬‬ ‫ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ‪F = ILB‬‬
‫ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻣﻮﺿﻮﻉ ﰲ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺗﺴـﺎﻭﻱ ﺣﺎﺻﻞ‬
‫ﴐﺏ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﰲ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﻭﻃﻮﻝ ﺍﻟﺴﻠﻚ‪.‬‬
‫ﺗﹸﻘﺎﺱ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪ B‬ﺑﻮﺣﺪﺓ ﺗﺴﻼ ‪T‬؛ ﻭﻫﻲ ﺗﺴﺎﻭﻱ ‪.1 N/A.m‬‬
‫‪θ8-17‬‬ ‫ﻻﺣﻆ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻏﲑ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺍﻟﺴﻠﻚ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ 8-17‬ﻓﺴﻴﻈﻬﺮ‬
‫‪    ‬‬ ‫ﺍﳌﻌﺎﻣـﻞ ‪ sin θ‬ﰲ ﺍﳌﻌﺎﺩﻟـﺔ ﺍﻟﺴـﺎﺑﻘﺔ ﻟﺘﺼﺒﺢ ﻛﲈ ﻳـﺄﰐ‪ .F=ILB sin θ :‬ﻓﺈﺫﺍ ﺃﺻﺒﺢ ﺍﻟﺴـﻠﻚ‬
‫‪‬‬ ‫ﻣﻮﺍﺯ ﹰﻳـﺎ ﻟﻠﻤﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺗﺼﺒﺢ ◦‪ ،θ = 0‬ﻭﺳـﺘﺆﻭﻝ ﺍﻟﻘﻮﺓ ﺇﱃ ﺍﻟﺼﻔـﺮ‪ .‬ﺃﻣﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ◦‪ θ=90‬ﻓﺴﺘﺼﺒﺢ ﺍﳌﻌﺎﺩﻟﺔ ﻣﺮﺓ ﺃﺧﺮ￯ ﻋﲆ ﺍﻟﺼﻮﺭﺓ ﺍﻵﺗﻴﺔ‪.F=ILB :‬‬

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 ‫‪2‬‬
‫‪ ‬ﻳﴪﻱ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷﺪﺗﻪ ‪ 5.0 A‬ﰲ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻣﻮﺿﻮﻉ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‬
‫ﻣﻨﺘﻈﻢ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺰﺀ ﻃﻮﻟﻪ ‪ 0.10 m‬ﻣﻦ ﺍﻟﺴﻠﻚ ﺗﺴﺎﻭﻱ ‪ 0.20 N‬ﻓﺎﺣﺴﺐ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪.B‬‬
‫‪‬‬ ‫‪1‬‬

‫‪I‬‬ ‫ﺭﺳﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﻟﻠﺴﻠﻚ‪ ،‬ﻣﺒﻴﻨﹰﺎ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﻮﺍﺳﻄﺔ ﺳﻬﻢ‪،‬‬
‫ﺍﺭﺳﻢ ﹰ‬
‫ﻭﺍﺭﺳﻢ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪ B‬ﻭﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ‪.F‬‬
‫‪B‬‬

‫ﺣﺪﹼ ﺩ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ‪.‬‬
‫‪L‬‬ ‫ﻭﺍﻋﻠﻢ ﺃﻥ ﺍﻟﺴﻠﻚ ﻭﺍﳌﺠﺎﻝ ﻭﺍﻟﻘﻮﺓ ﲨﻴﻌﻬﺎ ﻣﺘﻌﺎﻣﺪﺓ ﺑﻌﻀﻬﺎ ﻋﲆ ﺑﻌﺾ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪F‬‬ ‫?=‪B‬‬ ‫‪I = 5.0 A‬‬ ‫‪L = 0.10 m‬‬
‫‪F = 0.20 N‬‬

‫‪‬‬ ‫‪2‬‬
‫‪C24-11A-845813‬‬
‫‪Final‬‬
‫ﺇﻥ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ‪ B‬ﻣﻨﺘﻈﻢ‪ ،‬ﻭﻷﻥ ‪ I‬ﻭ‪ B‬ﻣﺘﻌﺎﻣﺪﺍﻥ ﻓﺈﻥ‪:‬‬
‫‪F = ILB‬‬

‫__ = ‪B‬‬
‫‪F‬‬
‫‪IL‬‬
‫_________ = ‪B‬‬
‫‪0.20 N‬‬
‫)‪(5.0 A)(0.10 m‬‬
‫‪F=0.20NI=5.0AL = 0.10 m‬‬

‫‪= 0.40 N/A.m‬‬

‫‪= 0.40 T‬‬ ‫‪F 0.40TB‬ﻭ‪I‬‬

‫‪‬‬ ‫‪3‬‬
‫‪‬ﻧﻌﻢ‪ ،‬ﺍﳌﺠﺎﻝ ﻣﻘﻴﺲ ﺑﻮﺣﺪﺓ ﺗﺴﻼ ‪ ،T‬ﻭﻫﻲ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺼﺤﻴﺤﺔ ﻟﻠﻤﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫ﻛﺒﲑﺍ‪ ،‬ﻭﻫﺬﺍ ﻣﻨﻄﻘﻲ‪.‬‬
‫‪‬ﻧﻌﻢ‪ ،‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﻭﺍﻟﻄﻮﻝ ﳚﻌﻼﻥ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﹰ‬

‫ﻣﺎ ﺍﺳﻢ ﺍﻟﻘﺎﻋﺪﺓ ﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ؟‬ ‫‪.20‬‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﳚﺐ ﻣﻌﺮﻓﺘﻪ ﻻﺳﺘﺨﺪﺍﻡ ﻫﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﻳﴪﻱ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 8.0 A‬ﰲ ﺳﻠﻚ ﻃﻮﻟﻪ ‪ ،0.50 m‬ﻣﻮﺿﻮﻉ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ ‪ .0.40 T‬ﻣﺎ ﻣﻘﺪﺍﺭ‬ ‫‪.21‬‬
‫ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ؟‬
‫ﺳﻠﻚ ﻃﻮﻟﻪ ‪ 75 cm‬ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 6.0 A‬ﻣﻮﺿﻮﻉ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ‪ ،‬ﻓﺘﺄﺛﺮ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪.0.60 N‬‬ ‫‪.22‬‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺆﺛﺮ؟‬
‫ﺳـﻠﻚ ﻧﺤـﺎﳼ ﻃﻮﻟﻪ ‪ ،40.0 cm‬ﻭﻭﺯﻧﻪ ‪ .0.35 N‬ﻣﻮﺿﻮﻉ ﺃﻓﻘ ﹼﹰﻴﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴـﻠﻚ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ ،6.0 A‬ﻓﲈ ﻣﻘﺪﺍﺭ‬ ‫‪.23‬‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﺆﺛﺮ ﻓﻴﻪ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻛﺎﻓ ﹰﻴﺎ ﳌﻮﺍﺯﻧﺔ ﻗﻮﺓ ﺍﳉﺎﺫﺑﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ )ﻭﺯﻥ ﺍﻟﺴﻠﻚ(؟‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﺬﻱ ﳚﺐ ﺃﻥ ﻳﴪﻱ ﰲ ﺳﻠﻚ ﻃﻮﻟﻪ ‪ 10.0 cm‬ﻭﻣﻮﺿﻮﻉ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ ‪0.49 T‬‬ ‫‪.24‬‬
‫ﻟﻴﺘﺄﺛﺮ ﺑﻘﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪0.38 N‬؟‬

‫‪168‬‬
 
a b  
 

 8-18 

  a   

          
b

Hand protection

Eye safety

Thermal safety

Explosive

  

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


Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety Explosive




  
 
  

‫ﻳﺴـﺘﺨﺪﻡ ﻣﻴـﺰﺍﻥ ﺍﻟﻘـﻮﺓ ﺍﳊﺴـﺎﺱ‬Sensitive top-panbalance 

First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable


‫ﻟﻘﻴﺎﺱ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ‬
    
 

  
Sharp objects safety Eye safety
Hand protection Poison safety Thermal safety
First aidOxidizer Explosive Corrosive
Eye wash station Fire extinguisher Radioactive safety


 
  
 
  

  

  
‫ ﻭﻳﻌﻤـﻞ ﻫـﺬﺍ ﺍﳌﻴﺰﺍﻥ ﻋﲆ ﻣﺒﺪﺃ ﺗﻮﻟﺪ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺣـﻮﻝ ﺍﳌﻮﺻﻞ ﺍﻟﺬﻱ ﻳﻤﺮ‬.‫ﻣﻐﻨﺎﻃﻴـﴘ‬
 .1
Hand protection Eye safety
Electrical hazard Laser beam Harmful / Irritant ThermalBiological
Lab. coat safety
Sharphazards
Ecological
objects Explosive
safety hazards Flammable Carcinogenic
Poison safety Oxidizer Corrosive



 
  
 
  
‫ ﻭﻳﺘﻜﻮﻥ‬.‫ ﻳﺆﺛﺮ ﺑﻘﻮﺓ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﻋﲆ ﺍﻷﻗﻄﺎﺏ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﻟﻘﺮﻳﺒـﺔ ﻣﻨﻪ‬،‫ﻓﻴـﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‬
‫ ﻣﻦ ﺳـﻠﻚ ﺳـﻤﻴﻚ ﻣﺴـﺘﻘﻴﻢ ﻳﻤﺮ ﺑﲔ ﻗﻄﺒﻲ ﻣﻐﻨﺎﻃﻴﺲ‬8-18a ‫ﻫﺬﺍ ﺍﳌﻴﺰﺍﻥ ﻛﲈ ﰲ ﺍﻟﺸـﻜﻞ‬
Electrical hazard
First aid Harmful Eye
/ Irritant
wash station BiologicalFire
hazards
extinguisher
Laser beam Flammable
Radioactive Lab.
safety
coat Ecological hazards Carcinogenic


‫ ﻭﻋﻨﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻟﺴـﻠﻚ ﺗﺘﻮﻟﺪ ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ‬.‫ﻣﻮﺿﻮﻉ ﻓﻮﻕ ﻣﻴﺰﺍﻥ ﺣﺴـﺎﺱ‬
 
  
 
 

First aid objects safety
Sharp Eye wash station
Poison safety Fire extinguisher
Oxidizer Radioactive safety
Corrosive

   .2
 8-18a

 

Sharp objectsLaser

safetybeam


Poison safety
Lab. coat


Oxidizer
Ecological hazards


Corrosive
Carcinogenic ‫ ﻭﻫﺬﻩ‬،‫ ﳑﺎ ﻳﺴـﺒﺐ ﺯﻳﺎﺩﺓ ﰲ ﻗـﺮﺍﺀﺓ ﺍﳌﻴﺰﺍﻥ‬،‫ﺗﺪﻓـﻊ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻟﻸﺳـﻔﻞ ﻓﻴﺆﺛﺮ ﺑﻘـﻮﺓ ﰲ ﺍﳌﻴﺰﺍﻥ‬

   
.‫ﺍﻟﺰﻳـﺎﺩﺓ ﺗﻌـﺎﺩﻝ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻚ ﻧﺘﻴﺠﺔ ﻟﻮﺿﻌﻪ ﰲ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬

Laser beam Lab. coat Ecological hazards Carcinogenic

‫ ﺣﻴﺚ ﻳﺘﺄﺛﺮ ﺍﻟﺴـﻠﻚ‬،8-18b ‫ﻭﻳﻤﻜـﻦ ﻗﻴـﺎﺱ ﺗﻠﻚ ﺍﻟﻘـﻮﺓ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮ￯ ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ‬
 .3
‫ ﻭﻟﻜﻲ ﻳﻌﻮﺩ ﺍﻟﺴـﻠﻚ ﺇﱃ ﻭﺿﻊ ﺍﻻﺗﺰﺍﻥ‬،‫ﺍﳌﻮﺿﻮﻉ ﰲ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﻘﻮﺓ ﺗﺮﻓﻌﻪ ﺇﱃ ﺃﻋﲆ‬

 ‫ ﺛﻢ ﻧﺰﻥ ﻫﺬﻩ ﺍﻟﻘﻄﻊ ﻓﻴﻜﻮﻥ ﻭﺯﳖﺎ‬.‫ﻧﻌﻠﻖ ﻋﻠﻴﻪ ﻗﻄ ﹰﻌﺎ ﻣﻦ ﺍﻟﺼﻠﺼﺎﻝ ﺃﻭ ﻣﻮﺍﺩ ﺃﺧﺮ￯ ﺣﺘﻰ ﻳﺘﺰﻥ‬
‫ﹰ‬
‫ﻣﻌﺎﺩﻻ ﻟﻠﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻚ ﺍﻟﺬﻱ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻭﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ‬
     .4
    .‫ﻣﻐﻨﺎﻃﻴﴘ‬
    ‫ ﺑﻌـﺪ‬M
 utual force between two parallel wires

‫ﻓـﱰﺓ ﻭﺟﻴﺰﺓ ﻣﻦ ﺇﻋﻼﻥ ﺃﻭﺭﺳـﺘﺪ ﻋﻦ ﺍﻛﺘﺸـﺎﻓﻪ ﺍﻟﺬﻱ ﻳﻨﺺ ﻋﲆ ﺃﻥ ﺍﲡـﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
          .5
‫ ﺍﺳـﺘﻄﺎﻉ ﺃﻣﺒﲑ‬،‫ﺍﻟﻨﺎﺷـﺊ ﻋﻦ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ ﰲ ﺳـﻠﻚ ﻳﻜﻮﻥ ﻣﺘﻌﺎﻣﺪﹰ ﺍ ﻣﻊ ﺍﲡﺎﻩ ﴎﻳﺎﻥ ﺍﻟﺘﻴﺎﺭ ﻓﻴﻪ‬
   
 ‫ﻳﻮﺿﺢ‬
‫ ﹼ‬.￯‫ﺃﻥ ﻳﺒﲔ ﺃﻥ ﺍﻷﺳﻼﻙ ﺍﻟﺘﻲ ﻳﴪﻱ ﻓﻴﻬﺎ ﺗﻴﺎﺭﺍﺕ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻳﺆﺛﺮ ﺑﻌﻀﻬﺎ ﰲ ﺑﻌﺾ ﺑﻘﻮ‬
‫ ﺣﻴﺚ ﳛﺪﹼ ﺩ ﻫﺬﺍ ﺍﻻﲡﺎﻩ‬،‫ﻛﻞ ﻣﻦ ﺍﻟﺴـﻠﻜﲔ‬ ‫ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﱟ‬8-19a ‫ﺍﻟﺸـﻜﻞ‬

‫ﻛﻞ ﻣﻦ‬
‫ ﻭﺑﺘﻄﺒﻴـﻖ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴـﺪ ﺍﻟﻴﻤﻨﻰ ﻋﲆ ﱟ‬.‫ﺑﺎﺳـﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻋـﺪﺓ ﺍﻷﻭﱃ ﻟﻠﻴﺪ ﺍﻟﻴﻤﻨﻰ‬
    .6
.‫ﺍﻟﺴﻠﻜﲔ‬
 
 
- - - +


   8-19

          
  
I I I I
 + + + -

169
    
Hand protection Eye safety Thermal safety Explosive

  

 
  
Electrical hazard Harmful / Irritant Biological hazards
Hand protection Flammable
Eye safety Thermal safety Explosive

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

 
  
First aid Eye wash station ElectricalFire extinguisher
hazard HarmfulRadioactive
/ Irritant safety Biological hazards Flammable

    

 

  
Sharp objects safety Eye safety
Hand protection Poison safety Thermal safety
First aidOxidizer Explosive Corrosive
Eye wash station Fire extinguisher Radioactive safety


 
  
 
  

  

  

     .1

Hand protection Eye safety
Electrical hazard Laser beam Harmful / Irritant ThermalBiological
Lab. coat safety
Sharphazards
Ecological
objects Explosive
safety hazards Flammable Carcinogenic
Poison safety Oxidizer Corrosive




Electrical hazard
First aid


Harmful Eye
/ Irritant
wash station

BiologicalFire


hazards
extinguisher
Laser beam


Flammable
Radioactive Lab.
safety
coat

Ecological hazards

Carcinogenic


    

15cm
    
First aid objects safety
Sharp Eye wash station
Poison safety Fire extinguisher
Oxidizer Radioactive safety
Corrosive

(a)  .2
 
  
 
 


(b)
Sharp objectsLaser
safetybeam Poison safety
Lab. coat Oxidizer
Ecological hazards Corrosive
Carcinogenic

  

a8-20 
   

       

Laser beam Lab. coat Ecological hazards Carcinogenic

b 
 .3

‫ ﻭﺑﺬﻟﻚ ﲢﺪﺩ ﺣﺎﻟﺔ‬،‫ﻳﺘﻢ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻛﻞ ﻣﻦ ﺍﻟﺴﻠﻜﲔ ﰲ ﺍﻵﺧﺮ‬
10A
‫ ﻛﻴﻒ ﻳﺘﺠﺎﺫﺏ ﺍﻟﺴـﻠﻜﺎﻥ ﻋﻨﺪ ﻣﺮﻭﺭ‬8-20a ‫ ﻭﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ‬.‫ﺍﻟﺘﺠﺎﺫﺏ ﺃﻭ ﺍﻟﺘﻨﺎﻓﺮ ﺑﻴﻨﻬﲈ‬
‫ ﺍﳊﺎﻟﺔ ﺍﳌﻌﺎﻛﺴـﺔ؛‬8-20b ‫ ﺑﻴﻨﲈ ﻳﻮﺿﺢ ﺍﻟﺸـﻜﻞ‬،‫ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ ﻟﻜﻞ ﻣﻨﻬﲈ‬
.‫ﻓﻌﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺘﻴﺎﺭﺍﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ ﺗﻨﺸﺄ ﻗﻮﺓ ﺗﻨﺎﻓﺮ ﺑﻴﻨﻬﲈ‬
‫ﻭﻋﻨﺪﻣـﺎ ﻳﻤـﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺳـﻠﻜﲔ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻳﺆﺛﺮ ﻛﻞ ﻣﻨﻬﲈ ﰲ ﺍﻵﺧﺮ ﺑﻘﻮﺓ ﻣﺴـﺎﻭﻳﺔ ﰲ‬
‫ ﻓﻴﺘﺤﺮﻙ ﻛﻞ‬،(‫ﺍﳌﻘﺪﺍﺭ ﻭﻣﻌﺎﻛﺴـﺔ ﰲ ﺍﻻﲡﺎﻩ ﻟﻠﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﻟﺴـﻠﻚ ﺍﻵﺧﺮ )ﻗﻮﺓ ﻣﺘﺒﺎﺩﻟﺔ‬  .4
‫؛ ﺣﻴﺚ ﻳﺆﺛﺮ‬8-20b ‫ ﻭﺍﻟﺸـﻜﻞ‬8-20a ‫ ﻻﺣﻆ ﺍﻟﺸـﻜﻞ‬.‫ﻣﻨﻬـﲈ ﰲ ﺍﲡـﺎﻩ ﻣﻌﺎﻛﺲ ﻟﻶﺧـﺮ‬ 
:‫ ﻭﺗﻜﻮﻥ‬،F21 ‫ ﺑﻴﻨﲈ ﻳﺆﺛﺮ ﺍﻟﺜﺎﲏ ﰲ ﺍﻷﻭﻝ ﺑﻘﻮﺓ‬،F12 ‫ﺍﻷﻭﻝ ﰲ ﺍﻟﺜﺎﲏ ﺑﻘﻮﺓ‬ 
   .5

.‫ ﺑﺤﺴﺐ ﻗﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﺍﻟﺜﺎﻟﺚ‬F12 = -F21 
‫ ﻋﲆ‬1 m ‫ﻛﻞ ﻣﻦ ﺳـﻠﻜﲔ ﻃﻮﻝ ﻛﻞ ﻣﻨﻬﲈ‬ ‫ﻭﻳﻤﻜﻦ ﺣﺴـﺎﺏ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﱞ‬  
  .6
:‫ ﻣﻦ ﺑﻌﻀﻬﲈ ﰲ ﺍﻟﻔﺮﺍﻍ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﺎﻟﻴﺔ‬1m ‫ﺍﻵﺧﺮ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻧﺎﻥ ﻋﲆ ﺑﻌﺪ‬ 
  
     .7
µ ° I 1 I 2L
F = _______
2πr
:‫ﺣﻴﺚ ﺇﻥ‬ 
 
 .8
µ ° = 4π × 10-7 T.m/A

:‫ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﰲ ﺍﻟﻘﺎﻧﻮﻥ‬ 
4π × 10-7 T.m/A ×(1 A) ×(1 A) ×(1 m)
F = _________________________ = 2 × 10-7 N 6  .9
2π ×(1 m)
    .10
‫ ﺑﺄﻧﻪ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﹼ‬Ampere ‫ﻭﻣـﻦ ﻫـﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻳﻤﻜـﻦ ﺗﻌﺮﻳﻒ ﺍﻷﻣﺒـﲑ‬
‫ﺍﳌﺎﺭ ﰲ‬
87
‫ ﻃﻮﻝ ﱟ‬،‫ﺳﻠﻜﲔ ﻣﺘﻮﺍﺯﻳﲔ‬
‫ ﺑﺤﻴﺚ ﺗﻨﺘﺞ ﻗﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ‬،(1m) ‫ ﻭﺍﳌﺴﺎﻓﺔ ﺑﻴﻨﻬﲈ‬،(1m) ‫ﻛﻞ ﻣﻨﻬﲈ‬
  .11
.2 × 10-7 N


170
 ‫‪3‬‬
‫‪ ‬ﺳﻠﻜﺎﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ ‪2.0 cm‬‬
‫ﻳﴪﻱ ﻓﻴﻬﲈ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺪﺍﺭﻩ ‪ 10.0 A‬ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‪ .‬ﺍﺣﺴﺐ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻛﻞ ﺳﻠﻚ ﰲ ﻭﺣﺪﺓ‬
‫ﺍﻷﻃﻮﺍﻝ ﻣﻦ ﺍﻵﺧﺮ‪.‬‬
‫‪‬‬ ‫‪1‬‬
‫ﺭﺳﲈ ﲣﻄﻴﻄ ﹼﹰﻴﺎ ﻟﻠﺴﻠﻜﲔ ﻭﺣﺪﺩ ﻋﻠﻴﻬﲈ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﰲ ﻛﻞ ﻣﻨﻬﲈ‪،‬‬
‫ﺍﺭﺳﻢ ﹰ‬
‫ﻭﺣﺪﺩ ﻋﻠﻴﻬﲈ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻣﻦ ﻛﻞ ﻣﻨﻬﲈ ﻋﻨﺪ ﺍﻵﺧﺮ‪ ،‬ﺛﻢ ﺣﺪﺩ‬
‫ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻛﻞ ﻣﻦ ﺍﻟﺴﻠﻜﲔ ﰲ ﺍﻵﺧﺮ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫?=‪F‬‬ ‫‪r = 2.0 cm‬‬ ‫‪I1=I2 = 10.0 A‬‬
‫‪µ = 4π × 10-7 T.m /A‬‬
‫‪°‬‬
‫)‪(a‬‬ ‫‪L=1m‬‬

‫‪‬‬ ‫‪2‬‬

‫ﻳﺆﺛﺮ ﻛﻞ ﻣﻦ ﺍﻟﺴﻠﻜﲔ ﰲ ﻭﺣﺪﺓ ﺍﻷﻃﻮﺍﻝ ﻣﻦ ﺍﻟﺴﻠﻚ ﺍﻵﺧﺮ ﺑﻘﻮﺗﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﰲ ﺍﳌﻘﺪﺍﺭ ﻭﻣﺘﻌﺎﻛﺴﺘﲔ ﰲ‬
‫ﺍﻻﲡﺎﻩ‪.‬‬
‫‪µ‬‬ ‫‪I1 I2 L‬‬
‫______ = ‪F‬‬
‫‪°‬‬
‫‪2πr‬‬
‫‪4π × 10-7 × 10.0A × 10.0 A × 1m‬‬
‫__________________________ = ‪F‬‬
‫‪2π × 2.0 × 10 m‬‬
‫‪-2‬‬

‫‪F = 1.0×10-3 N‬‬

‫ﻭﺑﲈ ﺃﻥ ﺍﻟﺘﻴﺎﺭﻳﻦ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﺑﻴﻨﻬﲈ ﻗﻮﺓ ﲡﺎﺫﺏ‪.‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﻧﻌﻢ‪ ،‬ﺍﻟﻘﻮﺓ ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪.N‬‬
‫‪‬ﻧﻌﻢ؛ ﻷﻥ ﺍﻟﻘﻮﺓ ﺑﻴﻨﻬﲈ ﻗﻮﺓ ﲡﺎﺫﺏ؛ ﺣﻴﺚ ﺇﻥ ﺍﻟﺘﻴﺎﺭﻳﻦ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ ﻭﻣﻘﺪﺍﺭﳘﺎ ﻣﻨﻄﻘﻲ‬
‫ﺑﺴﺒﺐ ﺻﻐﺮ ﻗﻴﻤﺔ ﺍﻟﺜﺎﺑﺖ‪.‬‬

‫ﺧﺎﺭﺟﺎ ﻣﻦ‬
‫ﹰ‬ ‫ﺳـﻠﻜﺎﻥ ﻃﻮﻳﻼﻥ ﻣﺴـﺘﻘﻴﲈﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ ﻋﲆ ﺑﻌـﺪ ‪ ،10.0 cm‬ﻳﴪﻱ ﰲ ﺍﻷﻭﻝ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘـﺪﺍﺭﻩ ‪5.0 A‬‬ ‫‪.25‬‬
‫ﹰ‬
‫ﺩﺍﺧﻼ ﻟﻠﺼﻔﺤﺔ‪ .‬ﺍﺣﺴـﺐ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻨﺼﻒ ﺍﳌﺴـﺎﻓﺔ‬ ‫ﺍﻟﺼﻔﺤـﺔ‪ ،‬ﺑﻴﻨـﲈ ﻳـﴪﻱ ﰲ ﺍﻵﺧﺮ ﺗﻴﺎﺭ ‪7.0 A‬‬
‫ﺑﻴﻨﻬﲈ‪.‬‬
‫ﰲ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺍﺣﺴﺐ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻛﻞ ﺳﻠﻚ ﰲ ﻭﺣﺪﺓ ﺍﻷﻃﻮﺍﻝ ﻣﻦ ﺍﻟﺴﻠﻚ ﺍﻵﺧﺮ‪.‬‬ ‫‪.26‬‬

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 ‫ﻣﻐﻨﺎﻃﻴﺲ‬
‫ﳏﻮﺭ ﺩﻭﺭﺍﻥ‬
‫‪   8-21‬‬
‫‪        ‬‬
‫ﺣﻠﻘﺔ ﺩﺍﺋﺮﻳﺔ‬
‫ﻣﻘﺴﻮﻣﺔ‬ ‫‪     ‬‬
‫‪‬‬
‫‪360◦‬‬
‫ﻓﺮﺷﺎﺓ‬

‫ﳏﻮﺭ ﺩﻭﺭﺍﻥ‬

‫‪ E lectric motors‬ﳛﻮﻝ ﺍﳌﺤﺮﻙ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﻃﺎﻗﺔ‬

‫ﻣﻴﻜﺎﻧﻴﻜﻴـﺔ )ﺩﻭﺭﺍﻧﻴﺔ(‪ ،‬ﻭﻳﻌﺘﻤﺪ ﻣﺒﺪﺃ ﻋﻤﻞ ﺍﳌﺤﺮﻙ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻋﲆ ﻋﺰﻡ ﺍﻻﺯﺩﻭﺍﺝ ﺍﻟﻨﺎﺗﺞ ﻋﻦ‬
‫ﺟﺎﻧﺒﻲ ﻣﻠﻒ ﹸﺃﺳـﻄﻮﺍﲏ ﻳﻤﺮ ﺑﻪ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﻣﻮﺿﻮﻉ ﺑﲔ‬‫ﹶ‬ ‫ﺍﻟﻘـﻮ￯ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫ﻗﻄ ﹶﺒـﻲ ﻣﻐﻨﺎﻃﻴﺲ‪ ،‬ﻓﻌﻨـﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺴـﺘﻤﺮ ﰲ ﺍﳌﻠﻒ‪ ،‬ﺗﻨﺘﺞ ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﺗﺪﻓﻊ‬
‫ﺃﺣـﺪ ﺟﺎﻧ ﹶﺒﻲ ﺍﳌﻠﻒ ﺇﱃ ﺃﻋﲆ‪ ،‬ﻭﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﺗﺪﻓﻊ ﺍﳉﺎﻧﺐ ﺍﻵﺧﺮ ﺇﱃ ﺃﺳـﻔﻞ‪ ،‬ﻓﻴﺒﺪﺃ ﺍﳌﻠﻒ‬
‫ﹴ‬
‫ﻭﺣﻴﻨﺌﺬ ﻳﺘﻮﻗﻒ ﺍﳌﻠـﻒ ﻋﻦ ﺍﻟﺪﻭﺭﺍﻥ؛ ﻷﻥ‬ ‫ﰲ ﺍﻟـﺪﻭﺭﺍﻥ ﺣﺘـﻰ ﻳﺼﺒﺢ ﺍﳌﻠـﻒ ﰲ ﻭﺿﻊ ﺭﺃﳼ‪،‬‬
‫ﺍﻟﻘـﻮ￯ ﺍﳌﺆﺛـﺮﺓ ﻓﻴﻪ ﺗﺒﻘﻰ ﺇﱃ ﺃﻋﲆ ﻭﺇﱃ ﺃﺳـﻔﻞ )ﺃﻱ ﻣﻮﺍﺯﻳ ﹰﺔ ﳌﺴـﺘﻮ￯ ﺍﳌﻠـﻒ(‪ ،‬ﻭﺑﺬﻟﻚ ﻳﻜﻮﻥ‬
‫ﹴ‬
‫ﺩﻭﺭﺓ؛ ﺃﻱ ﻗﻄﻊ ﺯﺍﻭﻳ ﹰﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ ،180°‬ﺛﻢ ﺗﻮ ﱠﻗﻒ ﻋﻦ ﺍﻟﺪﻭﺭﺍﻥ‪.‬‬ ‫ﺍﳌﻠﻒ ﻗﺪ ﺃﻛﻤﻞ ﻧﺼﻒ‬
‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﻟﺴـﲈﺡ ﻟﻠﻤﻠـﻒ ﺑﻤﻮﺍﺻﻠﺔ ﺍﻟﺪﻭﺭﺍﻥ ﰲ ﻧﻔﺲ ﺍﻻﲡﺎﻩ؟ ﳚـﺐ ﺃﻥ ﻳﻨﻌﻜﺲ ﺍﻟﺘﻴﺎﺭ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﳌﻠﻒ ﻋﻨﺪﻣﺎ ﹸﻳﻜﻤﻞ ﻧﺼﻒ ﺩﻭﺭﺓ )ﻳﺼﺒﺢ ﰲ ﻭﺿﻊ ﺭﺃﳼ(‪ ،‬ﻭﻫﺬﺍ ﺍﻻﻧﻌﻜﺎﺱ‬
‫ﻳﺴﻤﺢ ﻟﻠﻤﻠﻒ ﺑﻤﻮﺍﺻﻠﺔ ﺍﻟﺪﻭﺭﺍﻥ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪ ،‬ﻭﻟﻌﻜﺲ ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﳚﺐ ﺗﻮﺻﻴﻞ ﹶ‬
‫ﻃﺮﰲ‬
‫ﺍﳌﻠﻒ ﺑﲈ ﻳﺴﻤﻰ ﺍﻟﻌﺎﻛﺲ‪ ،‬ﻭﻫﻮ ﺣﻠﻘﺔ ﻓﻠﺰﻳﺔ ﻣﺸﻘﻮﻗﺔ )ﻧﺼﻔﻲ ﺣﻠﻘﺔ ﺃﻭ ﺃﺳﻄﻮﺍﻧﺔ( ﻳﺘﻼﻣﺴﺎﻥ ﻣﻊ‬
‫ﻓﺮﺷﺎﺗﲔ ﻣﻦ ﺍﻟﻜﺮﺑﻮﻥ ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ ،8-21‬ﻭﻋﻨﺪ ﺩﻭﺭﺍﻥ ﺍﳌﻠﻒ ﻳﺪﻭﺭ ﺍﻟﻌﺎﻛﺲ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻭﻳﺆ ﱢﺩﻱ ﺇﱃ ﻋﻜﺲ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﻠﻒ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﲡﺎﻩ ﺍﻟﻘﻮ￯ ﺍﳌﺆﺛﺮﺓ ﰲ ﺟﺎﻧ ﹶﺒﻲ ﺍﳌﻠﻒ‪،‬‬
‫ﹰ‬
‫ﻓﻴﻮﺍﺻﻞ ﺍﻟﺪﻭﺭﺍﻥ ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪ ،‬ﻭﺗﺘﻜﺮﺭ ﺍﻟﻌﻤﻠﻴﺔ ﻛﻞ ﻧﺼﻒ ﺩﻭﺭﺓ‪.‬ﹴ‬

‫ﻋﲆ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺍﻟﺸﻜﻞ ‪ 8-21‬ﳏﺪﺩ ﺑﻤﻠﻒ ﺃﺳﻄﻮﺍﲏ ﻣﻜﻮﻥ ﻣﻦ ﻟﻔﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺇﻻ ﺃﻥ ﺍﳌﺤﺮﻙ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬
‫ﻳﺘﻜﻮﻥ ﻣﻦ ﻟﻔﺎﺕ ﻋﺪﻳﺪﺓ ﺗﺜﺒﺖ ﻋﲆ ﳏﻮﺭ ﺩﻭﺭﺍﻥ‪ ،‬ﻭﺗﺴﻤﻰ ﺍﳌﻠﻒ ﺫﺍ ﺍﻟﻘﻠﺐ ﺍﳊﺪﻳﺪﻱ‪ .‬ﻭﺍﻟﻘﻮﺓ ﺍﻟﻜﻠﻴﺔ‬
‫ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ ﺗﺘﻨﺎﺳﺐ ﻃـﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ‪nILB‬؛ ﺣﻴﺚ ﲤﺜـﻞ ‪ n‬ﻋﺪﺩ ﻟﻔﺎﺕ ﺍﳌﻠﻒ‪ ،‬ﻭ‪ B‬ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪،‬‬
‫ﻭﻳﻤﺜﻞ ﺍﻟﺮﻣﺰ ‪ I‬ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬـﺮﺑﺎﺋﻲ‪ ،‬ﺑﻴﻨﲈ ﲤﺜﻞ ‪ L‬ﻃﻮﻝ ﺍﻟﺴﻠﻚ ﰲ ﻛﻞ ﻟﻔﺔ ﺗﺘﺤﺮﻙ ﰲ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫ﻭﻳﺘـﻢ ﺇﻧﺘﺎﺝ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺇﻣﺎ ﺑﻤﻐﻨﺎﻃﻴﺲ ﺩﺍﺋﻢ‪ ،‬ﻭﺇﻣﺎ ﺑﻤﻐﻨﺎﻃﻴﺲ ﻛﻬﺮﺑﺎﺋﻲ‪ .‬ﻭﻳﺘﻢ ﺍﻟﺘﺤﻜﻢ ﰲ‬
‫ﺍﻟﻌﺰﻡ ﺍﳌﺆﺛﺮ ﰲ ﺍﳌﻠﻒ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺍﻟﺘﺤﻜﻢ ﰲ ﴎﻋﺔ ﺍﳌﺤﺮﻙ‪ ،‬ﺑﺘﻐﻴﲑ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﳌﺤﺮﻙ‪.‬‬

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 ‫‪8-3‬‬
‫‪‬ﻣﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺬﻱ‬ ‫‪.31‬‬ ‫‪ ‬ﲣﻴـﻞ ﺃﻥ ﺳـﻠﻜﹰﺎ ﻳﻤﺘـﺪ ﴍﻕ ‪-‬‬ ‫‪.27‬‬
‫ﻳﴪﻱ ﰲ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻃﻮﻟـﻪ ‪ 4.8 cm‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻏـﺮﺏ ﻣﺘﻌﺎﻣـﺪﹰ ﺍ ﻣـﻊ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻷﺭﴈ‪،‬‬
‫ﺃﻗـﴡ ﻗـﻮﺓ ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﺗﺆﺛـﺮ ﻓﻴـﻪ ‪ 0.0800 N‬ﻋﻨﺪ‬ ‫ﻭﻳـﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﺇﱃ ﺍﻟﴩﻕ‪ ،‬ﻓﲈ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫ﻭﺿﻌﻪ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻘﺪﺍﺭﻩ ‪ 0.0800 T‬؟‬ ‫ﺍﻟﺴﻠﻚ؟‬
‫‪   ‬ﺇﺫﺍ ﻛﺎﻧـﺖ ﺃﻗـﴡ ﻗـﻮﺓ‬ ‫‪.32‬‬ ‫‪ ‬ﻋﻨﺪﻣﺎ ﻳﺘﻌﺎﻣﺪ ﻣﺴـﺘﻮ￯ ﻣﻠﻒ‬ ‫‪.28‬‬
‫ﻣﻐﻨﺎﻃﻴﺴـﻴﺔ ﺗﺆﺛـﺮ ﰲ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻃﻮﻟـﻪ ‪1m‬‬ ‫ﺍﳌﺤـﺮﻙ ﻣﻊ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻻ ﺗﻨﺘـﺞ ﺍﻟﻘﻮ￯ ﻋﺰ ﹰﻣﺎ‬
‫ﻳـﴪﻱ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻘﺪﺍﺭﻩ ‪ 8.75 A‬ﺗﺴـﺎﻭﻱ‬ ‫ﻭﺿﺢ‬ ‫ﻋﲆ ﺍﳌﻠﻒ‪ ،‬ﻓﻬﻞ ﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﳌﻠﻒ ﻻ ﻳﺪﻭﺭ؟ ﹼ‬
‫‪ ،0.04 N‬ﻓﲈ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﳌﻮﺿﻮﻉ ﻓﻴﻪ‬ ‫ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻫﺬﺍ ﺍﻟﺴﻠﻚ؟‬ ‫‪ ‬ﺳـﻠﻜﺎﻥ ﻣﺘﻮﺍﺯﻳـﺎﻥ ﺍﻟﺒﻌـﺪ ﺑﻴﻨﻬﲈ‬ ‫‪.29‬‬
‫ﻫﻞ ﻳﻤﻜﻦ ﱠﺃﻻ ﻳﺘﺄﺛﺮ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻳﴪﻱ ﻓﻴﻪ‬ ‫‪.33‬‬ ‫‪ 12.0 cm‬ﻳـﴪﻱ ﰲ ﻛﻞ ﻣﻨﻬﲈ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘﺪﺍﺭﻩ‬
‫ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻮﺿﻮﻉ ﰲ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺑﺄﻱ ﻗﻮﺓ‬ ‫‪ 6 A‬ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‪:‬‬
‫ﻓﴪ ﺫﻟﻚ‪.‬‬
‫ﻣﻐﻨﺎﻃﻴﺴﻴﺔ؟ ﹼ‬ ‫‪.a‬ﺍﺣﺴﺐ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﻛﻞ‬
‫‪ ‬ﻛﻴـﻒ ﻳﻤﻜﻨـﻚ ﻣﻌﺮﻓـﺔ ﺃﻥ ﺍﻟﻘﻮﺗـﲔ‬ ‫‪.34‬‬ ‫ﻣﻨﻬﲈ ﰲ ﻭﺣﺪﺓ ﺍﻷﻃﻮﺍﻝ ﻣﻦ ﺍﻟﺴﻠﻚ ﺍﻵﺧﺮ‪.‬‬
‫ﺑﲔ ﺳـﻠﻜﲔ ﻣﺘﻮﺍﺯﻳـﲔ ﻳﻤﺮ ﻓﻴﻬﲈ ﺗﻴـﺎﺭﺍﻥ ﻧﺎﲡﺘﺎﻥ ﻋﻦ‬ ‫‪.b‬ﺍﺣﺴـﺐ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﻘﻊ‬
‫ﺍﳉـﺬﺏ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺑﻴﻨﻬﲈ ﻭﻟﻴﺴـﺘﺎ ﻧﺎﲡﺘـﲔ ﻋﻦ ﻗﻮﺓ‬ ‫ﰲ ﻣﻨﺘﺼﻒ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ‪.‬‬
‫ﺇﻟﻜﱰﻭﺳﺘﺎﺗﻴﻜﻴﺔ؟‬ ‫‪.c‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﻣﻦ ﺍﻟﻔﺮﻉ ﺍﻟﺴﺎﺑﻖ؟‬
‫‪ ‬ﻳـﴪﻱ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻘـﺪﺍﺭﻩ‬ ‫‪.30‬‬
‫‪ 24 A‬ﰲ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳـﻞ‪ ،‬ﻭﺗﺆﺛﺮ ﻛﻞ ﻭﺣﺪﺓ‬
‫ﺃﻃﻮﺍﻝ ﻣﻨﻪ ﺑﻘﻮﺓ ‪ 8.8 × 10-6 N‬ﰲ ﻛﻞ ﻭﺣﺪﺓ ﺃﻃﻮﺍﻝ‬
‫ﻣﻦ ﺳـﻠﻚ ﺁﺧﺮ ﹴ‬
‫ﻣﻮﺍﺯ ﻟﻪ ﻭﻋـﲆ ﺑﻌﺪ ‪ 7.0 cm‬ﻣﻨﻪ‪ .‬ﻣﺎ‬
‫ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴﻠﻚ ﺍﻟﺜﺎﲏ؟‬

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

‫‪‬‬
‫‪‬‬
‫ﺑﻠـﻒ ﺳـﻠﻚ ﻣﻮﺻـﻞ ﻟﻠﻜﻬﺮﺑـﺎﺀ ﻭﻣﻌـﺰﻭﻝ ﻋـﺪﺓ ﻟﻔﺎﺕ ﺣـﻮﻝ ﺃﻧﺒﻮﺏ ﺃﺳـﻄﻮﺍﲏ ﺍﻟﺸـﻜﻞ‬ ‫ﹼ‬ ‫ﹸﻳﺼﻨـﻊ ﺍﳌﻠـﻒ ﺍﻟﻠﻮﻟﺒـﻲ‬
‫ﻣـﻦ ﻣـﺎﺩﺓ ﻓﲑﻭﻣﻐﻨﺎﻃﻴﺴـﻴﺔ‪ .‬ﻭﻋﻨـﺪ ﻣـﺮﻭﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺴـﺘﻤﺮ ﰲ ﻟﻔﺎﺕ ﺍﻟﺴـﻠﻚ ﹶﻳﻨﺸـﺄ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ ﺩﺍﺧﻞ‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﻛﻬﺮﺑﺎﺋ ﹼﹰﻴـﺎ‪ .‬ﻭﰲ ﻫﺬﻩ‬
‫ﹰ‬ ‫ﺍﳌﻠـﻒ ﻭﺣﻮﻟـﻪ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳـﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﻠـﻒ ﰲ ﺍﻟﺪﻭﺍﺋـﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴـﺔ ﺃﻭ ﺑﻮﺻﻔﻪ‬
‫ﺍﻟﺘﺠﺮﺑـﺔ ﺳﺘﻜﺘﺸـﻒ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﳌﺆﺛـﺮﺓ ﰲ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻣـﺮﻭﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺍﳌﻠـﻒ‪ ،‬ﻭﻛﻴﻒ‬
‫ﳎـﺲ ﻗﻴـﺎﺱ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫ﳜﺘﻠـﻒ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺩﺍﺧـﻞ ﺍﳌﻠـﻒ ﻋﻨـﻪ ﺧﺎﺭﺟـﻪ‪ ،‬ﻭﺫﻟـﻚ ﺑﺎﺳـﺘﺨﺪﺍﻡ ﹼ‬

‫ﹴ‬
‫ﻗﺎﻋﺪﺓ ﻣـﻦ ﺍﳋﺸـﺐ ﺃﻭ ﺍﻟﻔ ﱢﻠﲔ‬ ‫ـﺖ ﻣﻠ ﹼﹰﻔـﺎ ﻃﻮﻟﻪ ‪ 1m‬ﻋـﲆ‬
‫‪ .1‬ﺛ ﱢﺒ ﹾ‬ ‫� ﳛﺪﱢ ﺩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺷﺊ ﻋﻦ ﱟ‬
‫ﻣﻠﻒ‪،‬‬
‫ﹴ‬ ‫ﹴ‬
‫ﺑﺎﺳـﺘﺨﺪﺍﻡ ﴍﻳـﻂ ﻻﺻـﻖ‪ ،‬ﺑﺤﻴﺚ ﺗﻜـﻮﻥ ﺍﳌﺴـﺎﻓﺎﺕ ﺑﲔ‬ ‫ﺍﳌﺎﺭ ﻓﻴﻪ‪.‬‬
‫ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﱢ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫� ﳛﺪﱢ ﺩ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺷﺊ ﻋﻦ ﱟ‬

‫‪Hand protection‬‬ ‫‪Eye safety‬‬ ‫‪Thermal safety‬‬ ‫‪Explosive‬‬

‫ﺍﻟ ﱠﻠﻔﺎﺕ ‪ 1cm‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﻣﻠﻒ‪،‬‬

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

‫‪ .2‬ﹺﺻ ﹾـﻞ ﳖﺎﻳﺘﹶـﻲ ﺍﳌﻠـﻒ ﺑﺒﺎﻗـﻲ ﺍﻷﺟﻬـﺰﺓ ﻭﺍﻷﺩﻭﺍﺕ ﺍﳋﺎﺻـﺔ‬ ‫ﻳﻮﺿﺢ ﻛﻴﻒ ﲣﺘﻠﻒ ﺷـﺪﺓ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ ﺍﳌﻠﻒ‬ ‫� ﱢ‬
‫‪‬‬
‫‪First aid‬‬
‫‪‬‬
‫‪Eye wash station‬‬
‫‪‬‬
‫‪Fire extinguisher‬‬
‫‪‬‬
‫‪Radioactive safety‬‬

‫ﺑﺎﻟﺘﺠﺮﺑﺔ ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ )ﻻ ﺗﺴﺘﻌﻦ ﺑﺄﻣﻴﱰ ﺧﺎﺭﺟﻲ ﺇﺫﺍ‬ ‫ﻭﺧﺎﺭﺟﻪ ﻋﻨﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻓﻴﻪ‪.‬‬
‫ﻛﺎﻥ ﻣﺼﺪﺭ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﻪ ﺃﻣﻴﱰ(‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Sharp objects safety‬‬ ‫‪Poison safety‬‬ ‫‪Oxidizer‬‬ ‫‪Corrosive‬‬

‫‪ .3‬ﹺﺻ ﹾﻞ ﹺﳎ ﱠﺲ ﻗﻴـﺎﺱ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﻘـﺎﺭﺉ ﺍﻟﺒﻴﺎﻧﺎﺕ‪ ،‬ﺛﻢ‬

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

‫ﺠﺲ‪ ،‬ﺛـﻢ ﺍﺿﺒﻂ ﻣﻘﺪﺍﺭ‬ ‫ﹺ‬

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

‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺑﻮﺣـﺪﺓ ‪ ،mT‬ﻭﺗﺄﻛـﺪ ﻣـﻦ ﻋﻤﻠﻪ ﻗﺒﻞ‬ ‫‪‬‬

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

‫ﺇﺟﺮﺍﺀ ﺍﻟﺘﺠﺮﺑﺔ‪.‬‬ ‫‪‬‬

‫‪Sharp objects safety‬‬
‫ﹺﳎ ﹼﺲ ﻗﻴﺎﺱ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ )ﻣﺴﺘﺸﻌﺮ(‬
‫‪‬‬
‫‪Poison safety‬‬
‫‪‬‬
‫‪Oxidizer‬‬
‫‪‬‬
‫‪Corrosive‬‬

‫‪ .4‬ﹶﺃﻏﻠﻖ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻣﻊ ﺿﺒﻂ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬ ‫ﻣﻠﻒ ﺣﻠﺰﻭﲏ )ﻟﻮﻟﺒﻲ( ﻣﻦ ﺳﻠﻚ ﻣﻌﺰﻭﻝ‬
‫ﺠﺲ ﺑﲔ ﺍﻟ ﹼﻠﻔـﺎﺕ ﻋﻨﺪ ﻣﻨﺘﺼﻒ‬ ‫ﹺ‬ ‫ﻣﻔﺘﺎﺡ ﻛﻬﺮﺑﺎﺋﻲ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻋـﲆ ‪ ،2A‬ﺛﻢ ﻗـﻢ ﺑﻮﺿﻊ ﺍﳌ ﱠ‬

‫‪‬‬
‫‪Laser beam‬‬ ‫‪Lab. coat‬‬ ‫‪Ecological hazards‬‬ ‫‪Carcinogenic‬‬

‫ﺍﳌﻠﻒ‪.‬‬ ‫ﻣﺴﻄﺮﺓ ﻣﱰﻳﺔ‬

‫ﺃﺳﻼﻙ ﺗﻮﺻﻴﻞ‬
‫ﻛﺒـﲑ؛ ﻟﺬﺍ ﺃﻏﻠﻖ‬
‫)ﺳـﻴﻤﺮ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﹲ‬
‫ﹼ‬ ‫ﲢﺬﻳـﺮ‪:‬‬
‫ﺃﻟﻮﺍﺡ ﻛﺮﺗﻮﻥ‬
‫ﺍﳌﻔﺘـﺎﺡ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﻷﺧـﺬ ﺍﻟﻘـﺮﺍﺀﺍﺕ‪ ،‬ﻭﻣﺸـﺎﻫﺪﺓ ﺍﻟﻨﺘﺎﺋﺞ‬
‫ﺃﻣﻴﱰ‬
‫ﻓﻘﻂ‪ ،‬ﺛﻢ ﺍﻓﺘﺢ ﺍﻟﺪﺍﺋﺮﺓ ﺑﻌﺪ ﺫﻟﻚ ﻣﺒﺎﴍﺓﹰ(‪.‬‬
‫ﻣﺼﺪﺭ ﻗﺪﺭﺓ ﻛﻬﺮﺑﺎﺋﻲ ‪DC‬‬
‫ﴍﻳﻂ ﻻﺻﻖ‬

‫‪174‬‬
‫ﺍﺭﺳـﻢ ﺑﻴﺎﻧ ﹼﹰﻴـﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﳌﺘﻮ ﹼﻟﺪ‬ ‫ﹴ‬
‫ﻣﺮﺍﺕ‪،‬‬ ‫ﻏﲑ ﻣﻘﺪﺍﺭ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﳌﻠﻒ ﻋﺪﺓ‬
‫‪.3‬‬ ‫‪ .5‬ﱢ‬
‫ﻣﻦ ﻣﻠـﻒ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﻋـﺪﺩ ﺍﻟ ﹼﻠﻔﺎﺕ ﰲ ﻭﺣﺪﺓ‬ ‫ﻭﺳﺠﻞ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﰲ ﻛﻞ ﻣﺮﺓ‪.‬ﹴ‬
‫ﱢ‬
‫ﺍﻷﻃﻮﺍﻝ؟‬
‫ﻳﻤـﺮ ﻓﻴﻪ ﺗﻴﺎﺭ‬ ‫‪ .6‬ﺛ ﱢﺒ ﹾﺖ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌﺎﺭ ﰲ ﺍﳌﻠﻒ ﻋﻨﺪ ‪ ،2A‬ﻭﻃﻮﻝ‬
‫ﳌﻠﻒ ﱡ‬‫ﻛﻴـﻒ ﺗﺰﻳﺪ ﻣﻦ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﱟ‬ ‫‪.4‬‬ ‫ﹴ‬
‫ﻛﻬﺮﺑﺎﺋﻲ؟‬ ‫ﻣﺮﺍﺕ‪،‬‬ ‫ﺍﳌﻠـﻒ ﻋﻨـﺪ ‪ ،1m‬ﺛـﻢ ﱢ‬
‫ﻏﲑ ﻋﺪﺩ ﻟﻔـﺎﺕ ﺍﳌﻠﻒ ﻋـﺪﺓ‬
‫ﻭﺳﺠﻞ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﰲ ﻛﻞ ﻣﺮﺓ‪.‬ﹴ‬
‫ﱢ‬

‫ﻫﻞ ﺗﻮﺟـﺪ ﻋﻮﺍﻣﻞ ﺃﺧﺮ￯ ﻳﻌﺘﻤﺪ ﻋﻠﻴﻬـﺎ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫‪.1‬‬

‫ﻟﻠﻤﻠﻒ؟‬
‫ﺇﺫﺍ ﺃﺭﺩﺕ ﺯﻳـﺎﺩﺓ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﳌﻐﻨﺎﻃﻴـﺲ ﻛﻬﺮﺑﺎﺋﻲ‪،‬‬ ‫‪.2‬‬
‫ﻓﺄﻱ ﺍﻟﻄﺮﻕ ﺗﺘﹼﺒﻊ ﻭﺗﻜﻮﻥ ﺃﻛﺜﺮ ﺳﻬﻮﻟﺔ ﻣﻦ ﻏﲑﻫﺎ؟‬
‫ﹼ‬

‫ﳎﺲ ﻗﻴـﺎﺱ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬

‫ﻛﻴـﻒ ﻳﻤﻜﻨﻚ ﺍﺳـﺘﺨﺪﺍﻡ ﹼ‬ ‫‪.1‬‬
‫‪ .7‬ﹶﺛ ﱢﺒـﺖ ﺷـﺪﺓ ﺍﻟﺘﻴـﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﳌـﺎﺭ ﰲ ﺍﳌﻠﻒ ﻋﻨـﺪ ‪ ،2A‬ﺛﻢ‬
‫ﻟﺘﺤﺪﻳـﺪ ﻧﻘﻄـﺔ ﺍﻟﺘﻌﺎﺩﻝ ﺑﲔ ﺳـﻠﻜﲔ ﻣﺴـﺘﻘﻴﻤﲔ ﻳﻤـﺮ ﻓﻴﻬﲈ‬
‫ﹶﺳ ﱢﺠﻞ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ ﺍﳌﻠﻒ ﺗﺎﺭﺓﹰ‪ ،‬ﻭﺧﺎﺭﺟﻪ‬
‫ﺗﻴﺎﺭﺍﻥ ﻛﻬﺮﺑﺎﺋﻴﺎﻥ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ؟‬
‫ﺗﺎﺭ ﹰﺓ ﺃﺧﺮ￯‪.‬‬
‫ﺍﺫﻛـﺮ ﺑﻌﺾ ﺍﺳـﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﰲ ﺍﳊﻴﺎﺓ‬ ‫‪.2‬‬
‫ﺍﻟﻴﻮﻣﻴﺔ‪.‬‬ ‫‪.8‬‬

‫ﻟﺘﻐﲑ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‬

‫ﻫﻞ ﻳﺘﻐﲑ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺗﺒ ﹰﻌﺎ ﱡ‬ ‫‪.1‬‬
‫ﺍﳌﺎﺭ ﰲ ﺍﳌﻠﻒ؟‬
‫‪‬‬ ‫اﻟﻔﻴﺰﻳﺎء‬
‫ﺑﺘﻐﲑ ﻋـﺪﺩ ﺍﻟ ﱠﻠﻔﺎﺕ ﰲ‬
‫ﻛﻴـﻒ ﺗﺘﻐﲑ ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﱡ‬ ‫‪.2‬‬
‫‪‬‬
‫‪www.obeikaneducation.com‬‬ ‫ﻭﺣﺪﺓ ﺍﻷﻃﻮﺍﻝ؟‬
‫ﻗﺎﺭﻥ ﺑﲔ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ ﺍﳌﻠﻒ ﻭﺧﺎﺭﺟﻪ؟‬ ‫‪.3‬‬

‫ﻣـﻦ ﺧـﻼﻝ ﲡﺮﺑﺘﻚ‪ ،‬ﻣـﺎ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﺘـﻲ ﺗﻌﺘﻤﺪ ﻋﻠﻴﻬﺎ ﺷـﺪﺓ‬ ‫‪.1‬‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﳌﻠﻒ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ؟‬
‫ﻣﻠﻒ‪،‬‬
‫ﻣـﺎ ﺍﻟﻌﻼﻗﺔ ﺑﲔ ﺯﻳﺎﺩﺓ ﺷـﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﺍﳌﺎﺭ ﰲ ﱟ‬ ‫‪.2‬‬
‫ﻭﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺘﻮ ﹼﻟﺪ ﺣﻮﻟﻪ؟‬

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‫ﳎﺴﺎ ﻳﻌﻤﻞ ﻭﻓﻖ ﺗﺄﺛﲑ ﻫﻮﻝ‪ .‬ﻭﲢﺘﻮﻱ‬
‫ﻃﻮﺭ ﺍﳌﻬﻨﺪﺳﻮﻥ ﹼﹰ‬
‫‪ ‬ﹼ‬ ‫‪The Hall Effect‬‬
‫ﻫﺬﻩ ﺍﻷﺟﻬﺰﺓ ﺍﻟﺼﻐﲑﺓ ﺍﻟﺒﻼﺳـﺘﻴﻜﻴﺔ ﻭﺍﻟﺴﻮﺩﺍﺀ ﻋﲆ ﻃﺒﻘﺔ ﺭﻗﻴﻘﺔ ﻣﻦ‬
‫‪ ‬ﻭﻣﻨﻬﺎ ﺍﻧﺤﺮﺍﻑ ﺍﳉﺴـﻴﲈﺕ ﺍﳌﺸـﺤﻮﻧﺔ‬
‫ﺍﻟﺴـﻠﻴﻜﻮﻥ ﻣـﻊ ﺃﺳـﻼﻙ ﻣﻮﺻﻮﻟﺔ ﲠﺎ‪ ،‬ﻛـﲈ ﰲ ﺍﻟﺮﺳـﻢ ﺍﻟﺘﺨﻄﻴﻄﻲ‪.‬‬
‫ﺑﻮﺍﺳـﻄﺔ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻗﺎﺩﺕ ﺇﱃ ﺛﻮﺭﺓ ﰲ ﻛﻴﻔﻴﺔ ﻗﻴﺎﺱ‬
‫ﻭﺗﺮﺗﺒﻂ ﺃﺳﻼﻙ ﻓﻮﻟﺘﻴﺔ ﻫﻮﻝ ﺑﻤﻀﺨﻢ ﺻﻐﲑ ﺑﺤﻴﺚ ﻳﻤﻜﻦ ﻷﺟﻬﺰﺓ‬
‫ﺣﺮﻛﺔ ﺍﻷﺷﻴﺎﺀ‪ ،‬ﻭﻣﻨﻬﺎ ﺩﻭﺍﻟﻴﺐ ﺍﻟﺪﺭﺍﺟﺔ ﺍﳍﻮﺍﺋﻴﺔ‪ ،‬ﻭﺣﺮﻛﺔ ﻋﻤﻮﺩ‬
‫ﺃﺧﺮ￯ ﺃﻥ ﺗﻜﺘﺸﻔﻬﺎ ﻭﺗﺴﺘﺸﻌﺮﻫﺎ‪.‬‬
‫ﺍﻟﻜﺮﻧﻚ ﰲ ﺍﻟﺴـﻴﺎﺭﺓ؛ ﻓﺠﻤﻴﻌﻬـﺎ ﺗﺒﺪﺃ ﻋﻨﺪ ﻣﺮﻭﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﺇﺫﺍ ﲢـﺮﻙ ﻣﻐﻨﺎﻃﻴـﺲ ﺩﺍﺋﻢ ﺑﺎﻟﻘﺮﺏ ﻣـﻦ ﺍﳌﺠﺲ ﺍﻟـﺬﻱ ﻳﻌﻤﻞ ﻭﻓﻖ‬
‫ﺧﻼﻝ ﻣﻮﺻﻞ ﻋﺮﻳﺾ ﻭﻣﺴﻄﺢ ﰲ ﻭﺟﻮﺩ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬
‫ﺗﺄﺛﲑ ﻫﻮﻝ ﻓﺴـﻮﻑ ﺗﺰﺩﺍﺩ ﺍﻟﻔﻮﻟﺘﻴﺔ ﺍﳋﺎﺭﺟﺔ ﻣﻦ ﺍﳌﻀﺨﻢ‪ ،‬ﻟﺬﺍ ﻳﻤﻜﻦ‬
‫‪‬‬ ‫‪‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﻫﺬﺍ ﺍﳌﺠﺲ ﻟﻠﻜﺸﻒ ﻋﻦ ﻣﺪ￯ ﻗﺮﺏ ﺍﳌﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫‪+‬‬
‫‪-‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬ ‫‪+‬‬
‫‪-‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﺗﻜـﻮﻥ ﺧﻄﻮﻁ ﺍﻟﻘـﻮ￯ ﻟﻠﻤﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻣﺘﻌﺎﻣﺪﺓ ﻣﻊ ﺳـﻄﺢ‬
‫‪‬‬ ‫ﺍﻟﴩﻳـﻂ ﺍﻟﻌﺮﻳﺾ‪ ،‬ﻭﻫـﺬﺍ ﳚﻌﻞ ﺍﻹﻟﻜﱰﻭﻧﺎﺕ ﺍﳌﺘﺪﻓﻘـﺔ ﺗﱰﻛﹼﺰ ﻋﻨﺪ‬
‫‪‬‬
‫ﺟﺎﻧـﺐ ﻭﺍﺣﺪ ﻣـﻦ ﺍﻟﴩﻳﻂ‪ .‬ﻭﻫـﺬﺍ ﻳـﺆﺩﻱ ﺇﱃ ﺃﻥ ﺗﻨﺘـﺞ ﻓﻮﻟﺘﻴﺔ ﺑﲔ‬
‫‪ ‬ﻳﺴـﺘﺨﺪﻡ ﻣﻘﻴﺎﺱ ﺍﻟﴪﻋﺔ ﰲ ﺍﻟﺪﺭﺍﺟﺔ ﺍﳍﻮﺍﺋﻴﺔ‬
‫ﻃـﺮﰲ ﻋﺮﺽ ﺍﻟﴩﻳﻂ ﺗﺴـﻤﻰ ﻓﻮﻟﺘﻴﺔ ﻫـﻮﻝ‪ ،‬ﻳﻌﺘﻤـﺪ ﻣﻘﺪﺍﺭﻫﺎ ﻋﲆ‬
‫ﺩﺍﺋـﲈ ﹸﻳﺮﺑﻂ ﻣﻊ ﺍﻟـﺪﻭﻻﺏ ﺍﻷﻣﺎﻣـﻲ‪ .‬ﻭﰲ ﻛﻞ ﺩﻭﺭﺓ‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ ﹰ‬
‫ﹰ‬
‫ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫ﻟﻠـﺪﻭﻻﺏ ﻳﻘـﱰﺏ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻣﻦ ﺍﳌﺠﺲ‪ .‬ﻭﲢـﴡ ﺍﻟﻨﺒﻀﺎﺕ‬
‫ﺃﻳﻀﺎ‬
‫ﺍﻟﻨﺎﲡﺔ‪ ،‬ﻛﲈ ﻳﺘﻢ ﺣﺴﺎﺏ ﺯﻣﻨﻬﺎ‪ .‬ﻭﺗﹸﺴﺘﺨﺪﻡ ﻫﺬﻩ ﺍﳌﺠﺴﺎﺕ ﹰ‬ ‫ﺍﻛﺘﺸـﻒ ﺍﻟﻌـﺎﱂ ﺇﺩﻭﻳـﻦ ﻫﻮﻝ ﻫـﺬﺍ ﺍﻟﺘﺄﺛـﲑ ﻋـﺎﻡ ‪1879‬ﻡ‪ .‬ﻭﰲ‬

‫ﰲ ﺗﻮﻗﻴﺖ ﺇﻧﺘﺎﺝ ﺍﻟﴩﺍﺭﺓ ﰲ ﳏﺮﻛﺎﺕ ﺍﻟﺴﻴﺎﺭﺍﺕ؛ ﻓﻌﻨﺪﻣﺎ ﻳﺘﺤﺮﻙ‬ ‫ﺍﻵﻭﻧﺔ ﺍﻷﺧﲑﺓ ﻓﻘﻂ ﺍﻛﺘﺸـﻔﺖ ﺍﻷﳘﻴﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻭﺍﻟﺼﻨﺎﻋﻴﺔ ﳍﺬﻩ‬
‫ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﳌﺜﺒﺖ ﻋﲆ ﻋﻤﻮﺩ ﺍﻟﻜﺮﻧﻚ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺍﳌﺠﺲ ﺗﻨﺘﺞ‬ ‫ﺍﻟﻈﺎﻫﺮﺓ؛ ﻷﻥ ﻓﻮﻟﺘﻴﺔ ﻫﻮﻝ ﰲ ﺍﻷﴍﻃﺔ ﺍﻟﻔﻠﺰﻳﺔ ﺍﻟﺘﻘﻠﻴﺪﻳﺔ ﻛﺎﻧﺖ‬
‫ﻓﻮﺭﺍ ﴍﺍﺭﺓ ﺍﻻﺷﺘﻌﺎﻝ‪.‬‬
‫ﻧﺒﻀﺔ ﺟﻬﺪ‪ ،‬ﻓﻴﻄﻠﻖ ﻧﻈﺎﻡ ﺍﻹﺷﻌﺎﻝ ﹰ‬ ‫ﺻﻐـﲑﺓ‪ .‬ﺃﻣﺎ ﺍﻵﻥ ﻓﺎﻟﻄﺒﻘﺎﺕ ﺍﻟﺮﻗﻴﻘﺔ ﺟﺪﹼﹰ ﺍ ﻣﻦ ﺍﻟﺴـﻠﻴﻜﻮﻥ ﺷـﺒﻪ‬
‫ﺍﳌﻮﺻﻞ ﺗﻨﺘﺞ ﻓﻮﻟﺘﻴﺔ ﻫﻮﻝ ﻛﺒﲑﺓ ﻭﻻ ﻳﺴﺘﻬﺎﻥ ﲠﺎ‪.‬‬
‫‪‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺄﺛﲑ ﻫﻮﻝ ﻟﻠﻜﺸﻒ ﻋﻦ ﻣﻮﺻﻠﻴﺔ ﺃﻧﻮﺍﻉ ﳐﺘﻠﻔﺔ‬
‫‪ ‬ﳌـﺎﺫﺍ ﻳﻮﺿـﻊ ﻗﻄ ﹶﺒﺎ ﻓﻮﻟﺘﻴـﺔ ﻫﻮﻝ ﺑﺤﻴـﺚ ﻳﻜﻮﻧﺎﻥ‬ ‫‪.1‬‬
‫ﺗﺰﻭﺩﻧﺎ ﺇﺷـﺎﺭﺓ ﻓﻮﻟﺘﻴﺔ ﺗﺄﺛـﲑ ﻫﻮﻝ ﺑﻤﻌﻠﻮﻣﺎﺕ‬
‫ﻣـﻦ ﺍﳌﻮﺍﺩ؛ ﺣﻴﺚ ﱢ‬
‫ﻣﺘﻘﺎﺑﻠـﲔ؟ ﻭﻣـﺎﺫﺍ ﳛـﺪﺙ ﺇﺫﺍ ﱂ ﻳﻮﺿﻌـﺎ ﻛﺬﻟـﻚ؟‬
‫‪ ‬ﻫﻞ ﻳﻤﻜﻦ ﳌﺠﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻗﻮﻱ ﻳﺆﺛﺮ‬ ‫‪.2‬‬ ‫ﻭﻳﺰﻭﺩﻧـﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﻔﻮﻟﺘﻴـﺔ‬
‫ﱢ‬ ‫ﻋـﻦ ﺇﺷـﺎﺭﺓ ﺍﻟﺸـﺤﻨﺔ ﺍﳌﺘﺤﺮﻛـﺔ‪،‬‬
‫ﰲ ﴍﻳـﻂ ﻓﻠـﺰﻱ ﻣﻮﺻـﻞ ﺃﻥ ﻳﻐـﲑ ﻣﻦ ﻣﻘﺎﻭﻣـﺔ ﺫﻟﻚ‬ ‫ﺑﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻣﻘﺪﺍﺭ ﻛﺜﺎﻓﺔ ﺍﻟﺸﺤﻨﺔ ﻭﴎﻋﺘﻬﺎ‪.‬‬
‫ﺍﻟﴩﻳﻂ ﺑﺴﺒﺐ ﺗﺄﺛﲑ ﻫﻮﻝ؟‬

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 ‫‪Magnetism:‬‬ ‫‪8–1‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻷﻗﻄﺎﺏ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺘﺸﺎﲠﺔ ﺗﺘﻨﺎﻓﺮ‪ ،‬ﻭﺍﻷﻗﻄﺎﺏ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺨﺘﻠﻔﺔ ﺗﺘﺠﺎﺫﺏ‪.‬‬ ‫•‬ ‫ﻗﻄﺐ ﻣﻐﻨﺎﻃﻴﴘ‬ ‫•‬
‫ﲣﺮﺝ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻣﻦ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﻭﺗﺪﺧﻞ ﰲ ﻗﻄﺒﻪ ﺍﳉﻨﻮﰊ‪.‬‬ ‫•‬ ‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫•‬
‫ﺩﺍﺋﲈ ﺣﻠﻘﺎﺕ ﻣﻘﻔﻠﺔ‪.‬‬
‫ﺗﺸﻜﻞ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﹰ‬ ‫•‬ ‫ﺍﻟﺘﺪﻓﻖ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫•‬
‫ﻳﻮﺟﺪ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺃﻱ ﻣﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫•‬ ‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫•‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺗﻨﺠﺬﺏ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﺑﻘﻮﺓ ﻛﺒﲑﺓ‪.‬‬ ‫•‬ ‫ﻧﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ‬ ‫•‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻨﻌﺪﻡ ﻋﻨﺪﻫﺎ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺗﺴﻤﻰ ﻧﻘﻄﺔ ﺍﻟﺘﻌﺎﺩﻝ‪.‬‬ ‫•‬ ‫ﺍﳌﻮﺍﺩ ﺍﻟﻔﲑﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬ ‫•‬
‫ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﳘﻴﺔ ﻭﻏﲑ ﻣﺘﻘﺎﻃﻌﺔ‪.‬‬ ‫•‬

‫‪Magnetic fields caused by electric current‬‬ ‫‪‬‬ ‫‪8-2‬‬

‫‪‬‬ ‫‪‬‬
‫ﺗﻘﺎﺱ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﻮﺣﺪﺓ ﺍﻟﺘﺴﻼ‪.‬‬ ‫•‬ ‫• ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻟﻠﻴﺪ‬
‫ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻳﻜﻮﻥ ﻋﲆ ﺷﻜﻞ ﺩﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ‬ ‫•‬ ‫ﺍﻟﻴﻤﻨﻰ‬
‫ﺍﳌﺮﻛﺰ ﻭﻣﺮﻛﺰﻫﺎ ﺍﻟﺴﻠﻚ ﻧﻔﺴﻪ‪ .‬ﻭﺗﺰﺩﺍﺩ ﻛﺜﺎﻓﺘﻬﺎ ﻛﻠﲈ ﺍﻗﱰﺑﻨﺎ ﻣﻦ ﺍﻟﺴﻠﻚ‪.‬‬ ‫• ﻣﻠﻒ ﻟﻮﻟﺒﻲ )ﺣﻠﺰﻭﲏ(‬
‫ﺗﺴـﺘﺨﺪﻡ ﻗﺎﻋﺪﺓ ﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﴎﻳﺎﻥ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺳـﻠﻚ‬ ‫•‬ ‫• ﻣﻐﻨﺎﻃﻴﺲ ﻛﻬﺮﺑﺎﺋﻲ‬
‫ﻣﺴﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ‪.‬‬
‫ﳛﺴـﺐ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻦ‬ ‫•‬
‫‪µ I‬‬
‫___= ‪B‬‬ ‫ﺍﻟﻌﻼﻗﺔ‪˚ :‬‬
‫‪2πr‬‬
‫• ﺍﳉﺮﺱ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻣﻦ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﻋﲆ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬

‫‪Magnetic force:‬‬ ‫‪8–3‬‬

‫• ﻋﻨـﺪ ﻭﺿﻊ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﰲ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻓﺈﻧﻪ ﻳﺘﺄﺛﺮ ﺑﻘﻮﺓ ﻋﻤﻮﺩﻳﺔ ﻋـﲆ ﺍﲡﺎﻩ ﻛﻞ ﻣﻦ ﺍﳌﺠﺎﻝ‬ ‫• ﺍﻟﻘﻮﺓ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫ﻭﺍﻟﺴﻠﻚ‪.‬‬ ‫• ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴﺪ‬
‫• ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻠﻚ ﻳـﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺗﺘﻨﺎﺳـﺐ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣـﻊ ﻛﻞ ﻣﻦ ﻣﻘﺪﺍﺭ‬ ‫ﺍﻟﻴﻤﻨﻰ‬
‫‪F = ILB‬‬ ‫ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴﻠﻚ ﻭﻃﻮﻟﻪ ﻭﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫• ﳛﺘـﻮﻱ ﺍﳌﺤـﺮﻙ ﺍﻟﻜﻬﺮﺑﺎﺋـﻲ ﻋـﲆ ﻣﻠـﻒ ﺳـﻠﻜﻲ ﻣﻮﺿـﻮﻉ ﰲ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ‪ ،‬ﻭﻋﻨﺪﻣـﺎ ﻳﻤـﺮ‬
‫ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﻫـﺬﺍ ﺍﳌﻠـﻒ ﻳـﺪﻭﺭ ﺑﺘﺄﺛـﲑ ﺍﻟﻘـﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛـﺮﺓ ﻓﻴـﻪ‪ .‬ﻭﻹﻛـﲈﻝ ﺩﻭﺭﺓ‬
‫ﻳﻐـﲑ ﺍﲡـﺎﻩ ﺍﻟﺘﻴـﺎﺭ ﰲ ﺍﳌﻠـﻒ ﻛﻞ ﻧﺼـﻒ ﺩﻭﺭﺓ ﰲ ﺃﺛﻨـﺎﺀ ﺩﻭﺭﺍﻧـﻪ‪.‬‬ ‫ﻛﺎﻣﻠـﺔ ‪ 360‬ﻳﺴـﺘﺨﺪﻡ ﻋﺎﻛـﺲ ﹼ‬
‫◦‬

‫• ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺳﻠﻜﲔ ﻣﺘﻮﺍﺯﻳﲔ ﻳﻤﺮ ﰲ ﻛﻞ ﻣﻨﻬﲈ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺗﻜﻮﻥ ﲡﺎﺫ ﹰﺑﺎ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﻭﺗﻨﺎﻓﺮﺍ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺘﻴﺎﺭﺍﻥ ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ‪ .‬ﻭﺗﻌﺘﻤﺪ ﻋﲆ ﺍﻟﻄﻮﻝ ﺍﳌﺸﱰﻙ‬
‫ﹰ‬ ‫ﺍﻟﺘﻴﺎﺭﺍﻥ ﰲ ﺍﲡﺎﻩ ﻭﺍﺣﺪ‬
‫ﺍﳌﺎﺭ ﰲ ﻛﻞ ﻣﻨﻬﲈ ﻭﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ‪.‬‬
‫ﺑﻴﻨﻬﲈ ﻭﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﹼ‬

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‫ﺻﻐﲑﺍ‬
‫ﹰ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ‬
‫ﹰ‬ ‫ﻛﻞ ﺇﻟﻜﱰﻭﻥ ﰲ ﻗﻄﻌﺔ ﺣﺪﻳﺪ ﻳﺸـﺒﻪ‬ ‫‪.44‬‬ ‫‪‬‬
‫ﻣﻐﻨﺎﻃﻴﺴـﺎ‪.‬‬
‫ﹰ‬ ‫ﺟـﺪﹼﹰ ﺍ‪ ،‬ﺇﻻ ﺃﻥ ﻗﻄﻌـﺔ ﺍﳊﺪﻳﺪ ﻗﺪ ﻻ ﺗﻜﻮﻥ‬ ‫ﺃﻛﻤﻞ ﺧﺮﻳﻄﺔ ﺍﳌﻔﺎﻫﻴﻢ ﺃﺩﻧﺎﻩ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﳌﺼﻄﻠﺤﺎﺕ‬ ‫‪.35‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﳌﺎﺫﺍ؟ ﹼ‬ ‫ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﻗﺎﻋﺪﺓ ﺍﻟﻴﺪ ﺍﻟﻴﻤﻨﻰ‪.F=ILB ،‬‬
‫ﺻﻒ ﻛﻴﻔﻴﺔ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻋـﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻟﻠﻴـﺪ ﺍﻟﻴﻤﻨﻰ‬ ‫‪.45‬‬
‫ﻟﺘﺤﺪﻳـﺪ ﺍﲡـﺎﻩ ﺍﻟﻘـﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳـﻠﻚ‬ ‫‪‬‬
‫‪‬‬
‫ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪‬‬
‫ﻣـﺮ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻛﺒﲑ ﰲ ﺳـﻠﻚ ﻓﺠـﺄﺓ‪ ،‬ﻭﻣﻊ ﺫﻟﻚ‬ ‫‪.46‬‬ ‫‪ ‬‬
‫‪‬‬
‫ﱂ ﻳﺘﺄﺛـﺮ ﺑـﺄﻱ ﻗـﻮﺓ‪ ،‬ﻓﻬﻞ ﺗﺴـﺘﻨﺘﺞ ﺃﻧـﻪ ﻻ ﻳﻮﺟﺪ ﳎﺎﻝ‬ ‫‪‬‬
‫‪‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻣﻐﻨﺎﻃﻴﴘ ﰲ ﻣﻮﻗﻊ ﺍﻟﺴﻠﻚ؟ ﹼ‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﻗﺎﺭﻥ ﺑﲔ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻭﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫‪.47‬‬

‫‪‬‬
‫ﹸﺃ ﹺ‬
‫ﺧﻔـﻲ ﻣﻐﻨﺎﻃﻴـﺲ ﺻﻐـﲑ ﰲ ﻣﻮﻗـﻊ ﳏـﺪﹼ ﺩ ﺩﺍﺧـﻞ‬ ‫‪.48‬‬
‫‪‬‬
‫ﻛـﺮﺓ ﺗﻨـﺲ‪ .‬ﺻﻒ ﲡﺮﺑـﺔ ﻳﻤﻜﻨﻚ ﻣﻦ ﺧﻼﳍـﺎ ﲢﺪﻳﺪ‬ ‫ﺍﻛﺘﺐ ﻗﺎﻋﺪﺓ ﺍﻟﺘﻨﺎﻓﺮ ﻭﺍﻟﺘﺠﺎﺫﺏ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪.36‬‬

‫ﻣﻮﻗـﻊ ﻛﻞ ﻣـﻦ ﺍﻟﻘﻄـﺐ ﺍﻟﺸـﲈﱄ ﻭﺍﻟﻘﻄـﺐ ﺍﳉﻨـﻮﰊ‬ ‫ﺻﻒ ﻛﻴﻒ ﳜﺘﻠﻒ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺍﻟﺪﺍﺋﻢ ﻋﻦ ﺍﳌﻐﻨﺎﻃﻴﺲ‬ ‫‪.37‬‬
‫ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪.‬‬ ‫ﺍﳌﺆﻗﺖ‪.‬‬
‫ﺍﻧﺠﺬﺑﺖ ﻗﻄﻌﺔ ﻓﻠﺰﻳﺔ ﺇﱃ ﺃﺣﺪ ﻗﻄﺒﻲ ﻣﻐﻨﺎﻃﻴﺲ ﻛﺒﲑ‪.‬‬ ‫‪.49‬‬ ‫ﺳﻢ ﺍﻟﻌﻨﺎﴏ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺜﻼﺛﺔ ﺍﻷﻛﺜﺮ ﺷﻴﻮ ﹰﻋﺎ‪.‬‬
‫ﱢ‬ ‫‪.38‬‬
‫ﺻـﻒ ﻛﻴـﻒ ﻳﻤﻜﻨﻚ ﻣﻌﺮﻓـﺔ ﻣـﺎ ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﻘﻄﻌﺔ‬ ‫ﻭﺑـﲔ ﺧﻄـﻮﻁ‬
‫ﺻﻐـﲑﺍ‪ ،‬ﹼ‬
‫ﹰ‬ ‫ﺍﺭﺳـﻢ ﻗﻀﻴ ﹰﺒـﺎ ﻣﻐﻨﺎﻃﻴﺴـ ﹼﹰﻴﺎ‬ ‫‪.39‬‬
‫ﺩﺍﺋﲈ؟‬
‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﹰ‬
‫ﹰ‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﻣﺆﻗﺘﹰﺎ ﺃﻡ‬
‫ﹰ‬ ‫ﺍﻟﻔﻠﺰﻳﺔ‬ ‫ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻟﺘـﻲ ﺗﻈﻬـﺮ ﺣﻮﻟﻪ‪ ،‬ﻭﺍﺳـﺘﺨﺪﻡ‬
‫ﻫﻞ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﲠﺎ ﺍﻷﺭﺽ ﰲ ﺍﻹﺑﺮﺓ‬ ‫‪.50‬‬ ‫ﺍﻷﺳﻬﻢ ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ‪.‬‬
‫ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ ﻟﻠﺒﻮﺻﻠﺔ ﺃﻗﻞ ﺃﻭ ﺗﺴﺎﻭﻱ ﺃﻭ ﺃﻛﱪ ﻣﻦ ﺍﻟﻘﻮﺓ‬ ‫ﺍﺭﺳـﻢ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑـﲔ ﻗﻄﺒﲔ ﻣﻐﻨﺎﻃﻴﺴـﻴﲔ‬ ‫‪.40‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺍﻟﺘﻲ ﺗﺆﺛﺮ ﲠﺎ ﺇﺑﺮﺓ ﺍﻟﺒﻮﺻﻠﺔ ﰲ ﺍﻷﺭﺽ؟ ﹼ‬ ‫ﻣﺘﺸﺎﲠﲔ ﻭﺑﲔ ﻗﻄﺒﲔ ﻣﻐﻨﺎﻃﻴﺴﻴﲔ ﳐﺘﻠﻔﲔ‪.‬‬
‫‪ ‬ﺍﻓﱰﺽ ﺃﻧﻚ ﲥﺖ ﰲ ﻏﺎﺑﺔ‪ ،‬ﻟﻜﻨﻚ ﲢﻤﻞ ﺑﻮﺻﻠﺔ‪،‬‬ ‫‪.51‬‬ ‫ﻣﻐﻨﺎﻃﻴﺴﺎ ﺟﺰﺃﻳﻦ ﻓﻬﻞ ﲢﺼﻞ ﻋﲆ ﻗﻄﺒﲔ‬
‫ﹰ‬ ‫ﺇﺫﺍ ﻛﴪﺕ‬ ‫‪.41‬‬
‫ﻭﻟﺴﻮﺀ ﺍﳊﻆ ﻛﺎﻥ ﺍﻟﻠﻮﻥ ﺍﻷﲪﺮ ﺍﳌﺤﺪﺩ ﻟﻠﻘﻄﺐ ﺍﻟﺸﲈﱄ‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻣﻨﻔﺼﻠﲔ ﺷﲈﱄ ﻭﺟﻨﻮﰊ؟ ﹼ‬
‫ﻏﲑ ﻭﺍﺿﺢ‪ ،‬ﻭﻛﺎﻥ ﻣﻌﻚ ﻣﺼﺒﺎﺡ ﻳﺪﻭﻱ ﻭﺑﻄﺎﺭﻳﺔ ﻭﺳﻠﻚ‪.‬‬ ‫ﺻـﻒ ﻛﻴﻔﻴﺔ ﺍﺳـﺘﺨﺪﺍﻡ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻷﻭﱃ ﻟﻠﻴـﺪ ﺍﻟﻴﻤﻨﻰ‬ ‫‪.42‬‬
‫ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﲢﺪﻳﺪ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ ﻟﻠﺒﻮﺻﻠﺔ؟‬ ‫ﻟﺘﺤﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﺳﻠﻚ ﻣﺴﺘﻘﻴﻢ‬
‫ﺳـﻠﻚ ﻣﻮﺿﻮﻉ ﻋﲆ ﻃﻮﻝ ﻃﺎﻭﻟﺔ ﺍﳌﺨﺘﱪ‪ ،‬ﻳﴪﻱ ﻓﻴﻪ‬ ‫‪.52‬‬ ‫ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﺗﻴﺎﺭ‪ .‬ﺻـﻒ ﻃﺮﻳﻘﺘﲔ ﻋﲆ ﺍﻷﻗـﻞ ﻳﻤﻜﻨﻚ ﲠﲈ ﲢﺪﻳﺪ‬ ‫ﻣـﺮ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﺳـﻠﻚ ﻋـﲆ ﺷـﻜﻞ ﻣﻠـﻒ‬
‫ﺇﺫﺍ ﹼ‬ ‫‪.43‬‬
‫ﺍﲡﺎﻩ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ‪.‬‬ ‫ﻟﻮﻟﺒﻲ )ﺣﻠﺰﻭﲏ( ﻓﺎﺭﺳﻢ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﺍﳌﺘﻮﻟﺪﺓ ﻧﺘﻴﺠﺔ ﻟﺬﻟﻚ‪.‬‬
‫‪178‬‬
 ‫ﺍﺭﺟﻊ ﺇﱃ ﺍﻟﺸﻜﻞ ‪ 8-24‬ﻟﻺﺟﺎﺑﺔ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪.58‬‬ ‫ﰲ ﺃﻱ ﺍﲡـﺎﻩ ﺑﺎﻟﻨﺴـﺒﺔ ﻟﻠﻤﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﻳﻤﻜﻨﻚ‬ ‫‪.53‬‬

‫ﺃﻳﻦ ﻳﻘﻊ ﺍﻟﻘﻄﺒﺎﻥ؟‬ ‫‪.a‬‬ ‫ﺇﻣـﺮﺍﺭ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﰲ ﺳـﻠﻚ ﺑﺤﻴﺚ ﺗﻜـﻮﻥ ﺍﻟﻘﻮﺓ‬
‫ﺃﻳﻦ ﻳﻘﻊ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ؟‬ ‫‪.b‬‬
‫ﺻﻔﺮﺍ؟‬
‫ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ ﺻﻐﲑﺓ ﺟﺪﹼﹰ ﺍ ﺃﻭ ﹰ‬
‫ﺃﻳﻦ ﻳﻘﻊ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ؟‬ ‫‪.c‬‬
‫ﺳﻠﻜﺎﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ ﻳﴪﻱ ﻓﻴﻬﲈ ﺗﻴﺎﺭﺍﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ‪.‬‬ ‫‪.54‬‬
‫‪ .a‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻴـﺎﺭﺍﻥ ﻣﺘﻌﺎﻛﺴـﲔ ﻓﺄﻳـﻦ ﻳﻜﻮﻥ ﺍﳌﺠﺎﻝ‬
‫ﻳﻤﺜﻞ ﺍﻟﺸـﻜﻞ ‪ 8-25‬ﺍﺳـﺘﺠﺎﺑﺔ ﺍﻟﺒﻮﺻﻠﺔ ﰲ ﻣﻮﻗﻌﲔ‬ ‫‪.59‬‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺍﻟﺴـﻠﻜﲔ ﺃﻛﱪ ﻣﻦ ﺍﳌﺠﺎﻝ‬
‫ﳐﺘﻠﻔـﲔ ﺑﺎﻟﻘـﺮﺏ ﻣﻦ ﻣﻐﻨﺎﻃﻴـﺲ‪ .‬ﺃﻳﻦ ﻳﻘـﻊ ﺍﻟﻘﻄﺐ‬
‫ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺃﻱ ﻣﻨﻬﲈ ﻣﻨﻔﺮ ﹰﺩﺍ؟‬
‫ﺍﳉﻨﻮﰊ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ؟‬
‫‪ .b‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻴـﺎﺭﺍﻥ ﰲ ﺍﻻﲡـﺎﻩ ﻧﻔﺴـﻪ ﻓﺄﻳـﻦ ﻳﻜـﻮﻥ‬
‫ﺻﻔﺮﺍ؟‬
‫ﺍﳌﺠﺎﻝ ﺍﻟﻜﲇ ﹰ‬
‫ﺷﻜﻼ ﺗﻮﺿﺢ‬ ‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﻄﺒﲔ ﻣﻐﻨﺎﻃﻴﺴـﻴﲔ ﺍﺭﺳﻢ ﹰ‬ ‫‪.55‬‬
‫ﺭﺳـﲈ‬
‫ﹰ‬ ‫ﻣـﻦ ﺧﻼﻟﻪ ﻧﻘﻄـﺔ ﺍﻟﺘﻌﺎﺩﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻣﺘﻀﻤﻨﹰﺎ‬
‫ﺍﻟﺸﻜﻞ ‪8-25‬‬
‫ﳋﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﻴﻨﻬﲈ‪.‬‬
‫‪‬‬ ‫ﻣـﺎﺫﺍ ﳛﺪﺙ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﺍﳌﻌﻠـﻖ ﺑﺎﳋﻴﻂ ﻋﻨﺪ ﺗﻘﺮﻳﺐ‬ ‫‪.56‬‬
‫‪8-1‬‬ ‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 8-22‬ﻣﻨﻪ؟‬
‫ﺍﳌﻐﻨﺎﻃﻴﺲ ﹼ‬
‫ﺳـﻠﻚ ﻃﻮﻟـﻪ ‪ 1.50 m‬ﻳـﴪﻱ ﻓﻴـﻪ ﺗﻴـﺎﺭ ﻣﻘـﺪﺍﺭﻩ‬ ‫‪.60‬‬
‫‪ ،10.0 A‬ﻭﺿـﻊ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ‪،‬‬
‫ﻓﻜﺎﻧﺖ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛـﺮﺓ ﻓﻴﻪ ‪ .0.60 N‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺆﺛﺮ ﻓﻴﻪ؟‬ ‫ﺍﻟﺸﻜﻞ ‪8-22‬‬
‫ﻣﻮﺿﺢ ﰲ‬
‫ﻳﴪﻱ ﺗﻴﺎﺭ ﺍﺻﻄﻼﺣﻲ ﰲ ﺳـﻠﻚ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬ ‫‪.61‬‬
‫ﻣـﺎﺫﺍ ﳛﺪﺙ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ ﺍﳌﻌﻠـﻖ ﺑﺎﳋﻴﻂ ﻋﻨﺪ ﺗﻘﺮﻳﺐ‬ ‫‪.57‬‬
‫ﺍﻟﺸـﻜﻞ ‪ .8-26‬ﺍﺭﺳﻢ ﻗﻄﻌﺔ ﺍﻟﺴـﻠﻚ ﰲ ﺩﻓﱰﻙ‪ ،‬ﺛﻢ‬ ‫ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 8-23‬ﻣﻨﻪ؟‬
‫ﺍﳌﻐﻨﺎﻃﻴﺲ ﹼ‬
‫ﺍﺭﺳـﻢ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺷﺊ ﻋﻦ ﻣﺮﻭﺭ‬
‫ﺍﻟﺘﻴﺎﺭ ﰲ ﺍﻟﺴﻠﻚ‪.‬‬

‫‪I‬‬

‫ﺍﻟﺸﻜﻞ ‪8-23‬‬
‫‪1‬‬

‫ﺍﻟﺸﻜﻞ ‪8-26‬‬
‫‪4‬‬ ‫‪2‬‬
‫‪C24-28A-845813‬ﰲ ﺍﻟﺸـﻜﻞ ‪8-27‬‬
‫‪ .62‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻴـﺎﺭ ﺍﻻﺻﻄﻼﺣـﻲ‬ ‫‪3‬‬
‫‪Final‬‬
‫ﺧﺎﺭﺟﺎ ﻣﻦ ﻣﺴﺘﻮ￯ ﺍﻟﻮﺭﻗﺔ ﻓﺎﺭﺳﻢ ﺍﻟﺸﻜﻞ ﰲ ﺩﻓﱰﻙ‪،‬‬
‫ﹰ‬
‫ﺍﻟﺸﻜﻞ ‪8-24‬‬
‫‪179‬‬
‫‪8-2‬‬ ‫ﺛﻢ ﺍﺭﺳـﻢ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺷﺊ ﻋﻦ ﻣﺮﻭﺭ ﺍﻟﺘﻴﺎﺭ‬
‫‪‬‬ ‫ﰲ ﺍﻟﺴﻠﻚ‪.‬‬
‫ﺳـﻠﻚ ﻃﻮﻟـﻪ ‪ ،0.50 m‬ﻳـﴪﻱ ﻓﻴـﻪ ﺗﻴـﺎﺭ ﻣﻘـﺪﺍﺭﻩ‬ ‫‪.65‬‬
‫‪ ،8.0 A‬ﻭﺿـﻊ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ‪،‬‬
‫ﻓﻜﺎﻧﺖ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛـﺮﺓ ﻓﻴﻪ ‪ .0.40 N‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﺠﺎﻝ‬ ‫ﺍﻟﺸﻜﻞ ‪8-27‬‬
‫ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺆﺛﺮ ﻓﻴﻪ؟‬
‫ﻳﺒـﲔ ﺍﻟﺸـﻜﻞ ‪ 8-28‬ﻃـﺮﻑ ﻣﻐﻨﺎﻃﻴـﺲ ﻛﻬﺮﺑﺎﺋـﻲ‬ ‫‪.63‬‬
‫‪8-3‬‬ ‫ﻳﴪﻱ ﺧﻼﻟﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬
‫ﻳﴪﻱ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 5.0 A‬ﰲ ﺳﻠﻚ ﻃﻮﻟﻪ ‪،0.80 m‬‬ ‫‪.66‬‬ ‫‪ .a‬ﻣﺎ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺩﺍﺧﻞ ﺍﳊﻠﻘﺎﺕ؟‬
‫ﻭﺿـﻊ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ ﻣﻘﺪﺍﺭﻩ ‪.0.60 T‬‬ ‫‪ .b‬ﻣﺎ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺧﺎﺭﺝ ﺍﳊﻠﻘﺎﺕ؟‬
‫ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ؟‬
‫ﻳـﴪﻱ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 6.0 A‬ﰲ ﺳـﻠﻚ ﻃﻮﻟﻪ ‪،25 cm‬‬ ‫‪.67‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺴﻠﻚ ﻣﻮﺿﻮ ﹰﻋﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ‬
‫ﻣﻘـﺪﺍﺭﻩ ‪ 0.30 T‬ﻋﻤﻮﺩ ﹼﹰﻳـﺎ ﻋﻠﻴـﻪ‪ ،‬ﻓـﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ‬
‫‪I‬‬
‫ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ؟‬
‫ﻳﴪﻱ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 4.5 A‬ﰲ ﺳـﻠﻚ ﻃﻮﻟﻪ ‪،35 cm‬‬ ‫‪.68‬‬ ‫ﺍﻟﺸﻜﻞ ‪8-28‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺴﻠﻚ ﻣﻮﺿﻮ ﹰﻋﺎ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻘﺪﺍﺭﻩ‬ ‫‪ ‬ﻗﻴﺴﺖ ﻗﻮ￯ ﺍﻟﺘﻨﺎﻓﺮ ﺑﲔ ﻣﻐﻨﺎﻃﻴﺴﲔ‬ ‫‪.64‬‬
‫‪ 0.53 T‬ﻭﻣﻮﺍﺯ ﹰﻳـﺎ ﻟـﻪ‪ ،‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﻓﻴﻪ؟‬ ‫ﺧﺰﻓﻴـﲔ‪ ،‬ﻭﻭﺟـﺪ ﺃﳖـﺎ ﺗﻌﺘﻤﺪ ﻋـﲆ ﺍﳌﺴـﺎﻓﺔ‪ ،‬ﻛﲈ ﻫﻮ‬
‫ﺳـﻠﻚ ﻃﻮﻟـﻪ ‪ 625 m‬ﻣﺘﻌﺎﻣـﺪ ﻣﻊ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‬ ‫‪.69‬‬ ‫ﻣﻮﺿﺢ ﰲ ﺍﳉﺪﻭﻝ ‪.8-2‬‬ ‫ﹼ‬
‫ﻣﻘـﺪﺍﺭﻩ ‪ ،0.40 T‬ﺗﺄﺛـﺮ ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ ‪ ،1.8 N‬ﻣـﺎ‬ ‫‪ .a‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻘﻮﺓ ﻛﺪﺍﻟﺔ ﻣﻊ ﺍﳌﺴﺎﻓﺔ‪.‬‬
‫ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﻓﻴﻪ؟‬ ‫‪ .b‬ﻫﻞ ﲣﻀﻊ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻟﻘﺎﻧﻮﻥ ﺍﻟﱰﺑﻴﻊ ﺍﻟﻌﻜﴘ؟‬
‫ﻳﺆﺛـﺮ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴـﴘ ﺍﻷﺭﴈ ﺑﻘـﻮﺓ ﻣﻘﺪﺍﺭﻫـﺎ‬ ‫‪.70‬‬ ‫ﺍﳉﺪﻭﻝ ‪8–2‬‬
‫‪ 0.12 N‬ﰲ ﺳـﻠﻚ ﻋﻤـﻮﺩﻱ ﻋﻠﻴﻪ ﻃﻮﻟـﻪ ‪.0.80 m‬‬ ‫)‪F (N‬‬ ‫ﺍﻟﻘﻮﺓ‬ ‫ﺍﳌﺴﺎﻓﺔ )‪d (cm‬‬
‫‪3.93‬‬ ‫‪1.0‬‬
‫ﻣﺎ ﻣﻘـﺪﺍﺭ ﺍﻟﺘﻴـﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴـﻠﻚ؟ ﺍﺳـﺘﻌﻤﻞ ﺍﳌﻘﺪﺍﺭ‬ ‫‪0.40‬‬ ‫‪1.2‬‬
‫‪ 5.0×10-5 T‬ﻟﻠﻤﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻟﻸﺭﺽ‪.‬‬ ‫‪0.13‬‬ ‫‪1.4‬‬
‫‪0.057‬‬ ‫‪1.6‬‬
‫ﺇﺫﺍ ﻛﺎﻧـﺖ ﺍﻟﻘـﻮﺓ ﺍﻟﺘـﻲ ﻳﺆﺛـﺮ ﲠـﺎ ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ‬ ‫‪.71‬‬ ‫‪0.030‬‬ ‫‪1.8‬‬
‫‪0.018‬‬ ‫‪2.0‬‬
‫ﻣﻘـﺪﺍﺭﻩ ‪ 0.80 T‬ﰲ ﺳـﻠﻚ ﻳـﴪﻱ ﻓﻴـﻪ ﺗﻴـﺎﺭ‬ ‫‪0.011‬‬ ‫‪2.2‬‬
‫‪ 7.5 A‬ﻣﺘﻌﺎﻣﺪ ﻣﻌﻪ ﺗﺴﺎﻭﻱ ‪ ،3.6 N‬ﻓﲈ ﻃﻮﻝ ﺍﻟﺴﻠﻚ؟‬ ‫‪0.0076‬‬ ‫‪2.4‬‬
‫‪0.0053‬‬ ‫‪2.6‬‬
‫‪0.0038‬‬ ‫‪2.8‬‬
‫‪0.0028‬‬ ‫‪3.0‬‬

‫‪180‬‬
 ‫ﻣﻔﺘﻮﺣﺎ‪.‬‬
‫ﹰ‬ ‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﳌﻔﺘﺎﺡ‬ ‫‪.a‬‬ ‫ﺳﻠﻚ ﻟﻨﻘﻞ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ‬ ‫‪.72‬‬
‫ﻋﻨﺪ ﺇﻏﻼﻕ ﺍﳌﻔﺘﺎﺡ‪.‬‬ ‫‪.b‬‬ ‫‪ 225 A‬ﻣـﻦ ﺍﻟـﴩﻕ ﺇﱃ ﺍﻟﻐﺮﺏ‪ ،‬ﻭﻫﻮ ﹴ‬
‫ﻣﻮﺍﺯ ﻟﺴـﻄﺢ‬
‫ﻋﻨﺪ ﺇﻏﻼﻕ ﺍﳌﻔﺘﺎﺡ ﻭﻋﻜﺲ ﺍﻟﺒﻄﺎﺭﻳﺔ‪.‬‬ ‫‪.c‬‬ ‫ﺍﻷﺭﺽ‪.‬‬
‫ﻋﻨﺪ ﺇﻏﻼﻕ ﺍﳌﻔﺘﺎﺡ ﻭﺗﺒﺪﻳﻞ ﺍﻟﺴﻠﻚ ﺑﻘﻄﻌﺔ ﳐﺘﻠﻔﺔ‬ ‫‪.d‬‬ ‫‪ .a‬ﻣﺎ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻳﺆﺛﺮ ﲠﺎ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻷﺭﴈ‬
‫ﻣﻘﺎﻭﻣﺘﻬﺎ ‪5.5 Ω‬‬ ‫ﰲ ﻛﻞ ﻣﱰ ﻣﻨﻪ؟ ﺍﺳﺘﻌﻤﻞ‪:‬‬
‫ﺍﺣﺴـﺐ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻟﻜﻞ ﻭﺣﺪﺓ ﻃﻮﻝ‬ ‫‪.75‬‬ ‫‪= 5.0 x 10-5 T‬ﺃﺭﺽ ‪B‬‬
‫ﻣـﻦ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻳـﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﺷـﺪﺗﻪ‬ ‫ﻣﺎ ﺍﲡﺎﻩ ﻫﺬﻩ ﺍﻟﻘﻮﺓ؟‬ ‫‪.b‬‬
‫‪ 11 A‬ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺷﺪﺗﻪ ‪.0.77 T‬‬ ‫ﺗﹸﺮ￯‪ ،‬ﻫﻞ ﺗﻌﺪﹼ ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻣﻬﻤﺔ ﰲ ﺗﺼﻤﻴﻢ ﺍﻟﱪﺝ‬ ‫‪.c‬‬
‫ﺍﺣﺴـﺐ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻟﻮﺣـﺪﺓ ﺍﻷﻃﻮﺍﻝ‬ ‫‪.76‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺍﳊﺎﻣﻞ ﻟﻠﺴﻠﻚ؟ ﹼ‬
‫ﺍﳌﺘﺒﺎﺩﻟﺔ ﺑﲔ ﺳـﻠﻜﲔ ﻣﺴـﺘﻘﻴﻤﲔ ﻃﻮﻳﻠﲔ ﻭﻣﺘﻮﺍﺯﻳﲔ‬ ‫ﻳـﴪﻱ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﰲ ﺣﻠﻘــﺔ ﺳـﻠﻜﻴﺔ ﻣﻐﻤﻮﺭﺓ‬ ‫‪.73‬‬
‫ﻳﴪﻱ ﻓﻴﻬﲈ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷﺪﺗﻪ ‪ 7 A‬ﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴﻪ‬ ‫ﰲ ﳎــﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ ﻣﻨﺘﻈﻢ ﻗــﻮﻱ ﺩﺍﺧـﻞ ﻏﺮﻓﺔ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﲈ ‪.4 cm‬‬ ‫ﺍﻓﱰﺽ ﺃﻧـﻚ ﺃﺩﺭﺕ ﺍﳊﻠﻘﺔ ﺑﺤﻴﺚ ﱂ ﻳﻌﺪ ﻫﻨﺎﻙ ﺃﻱ‬
‫ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳـﻞ ﻋﻤـﻮﺩﻱ ﻋـﲆ ﻣﺴـﺘﻮ￯‬ ‫‪.77‬‬ ‫ﻣﻴـﻞ ﳍﺎ ﻟﻠـﺪﻭﺭﺍﻥ ﻧﺘﻴﺠﺔ ﻟﻠﻤﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪ ،‬ﻓﲈ‬
‫ﺍﻟﺼﻔﺤـﺔ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﻘـﺪﺍﺭﻩ ‪ 8 A‬ﻣﻦ‬ ‫ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﻣﺴﺘﻮ￯ ﺍﳊﻠﻘﺔ؟‬
‫ﺃﻋﲆ ﺇﱃ ﺃﺳﻔﻞ‪ .‬ﺍﺣﺴﺐ ﺷﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ‬
‫‪‬‬
‫ﻧﻘﻄـﺔ ﺗﺒﻌﺪ ﻋﻨـﻪ ‪ 1 cm‬ﰲ ﺍﲡﺎﻩ ﺍﻟﻴﻤـﲔ‪ .‬ﻫﻞ ﲣﺘﻠﻒ‬
‫ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﺒﻌﺪ ﻋﻦ ﺍﻟﺴﻠﻚ‬ ‫ﻭﺿﻊ ﺳـﻠﻚ ﻧﺤـﺎﳼ ﻣﻬﻤـﻞ ﺍﳌﻘﺎﻭﻣـﺔ ﰲ ﺍﳊﻴﺰ ﺑﲔ‬ ‫‪.74‬‬

‫ﻣﺴﺎﻓﺔ ‪ 1 cm‬ﰲ ﺍﲡﺎﻩ ﺍﻟﻴﺴﺎﺭ؟ ﻭﺿﺢ ﺫﻟﻚ‪.‬‬ ‫ﻣﻐﻨﺎﻃﻴﺴـﲔ‪ ،‬ﻛـﲈ ﰲ ﺍﻟﺸـﻜﻞ ‪ .8–29‬ﻓـﺈﺫﺍ ﻛﺎﻥ‬
‫ﻣﻘﺘﴫﺍ ﻋﲆ ﻫـﺬﺍ ﺍﳊﻴﺰ‪،‬‬
‫ﹰ‬ ‫ﻭﺟـﻮﺩ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﰲ ﺳـﲈﻋﺔ‬ ‫‪.78‬‬
‫ﻭﻛﺎﻥ ﻣﻘـﺪﺍﺭﻩ ‪ 1.9 T‬ﻓﺄﻭﺟـﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫ﻋــﺪﺩ ﻟـﻔــﺎﺕ ﻣﻠﻔﻬـﺎ ‪ 250‬ﻟﻔـﺔ ﻳﺴـﺎﻭﻱ ‪،0.15 T‬‬
‫ﺍﻟﺴﻠﻚ‪ ،‬ﻭﺍﲡﺎﻫﻬﺎ ﰲ ﻛﻞ ﻣﻦ ﺍﳊﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻭﻗﻄـﺮ ﺍﳌﻠـﻒ ‪ ،2.5 cm‬ﻓﲈ ﻣﻘـﺪﺍﺭ ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ‬
‫‪5.5 Ω‬‬
‫ﺍﳌﻠـﻒ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻘﺎﻭﻣﺘـﻪ ‪ ،8.0 Ω‬ﻭﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ‬ ‫‪7.5 cm‬‬
‫ﻃﺮﻓﻴﻪ ‪15 V‬؟‬ ‫‪N‬‬
‫‪ .79‬ﻳـﴪﻱ ﺗﻴﺎﺭ ﻣﻘـﺪﺍﺭﻩ ‪ 15 A‬ﰲ ﺳـﻠﻚ ﻃﻮﻟﻪ ‪25 cm‬‬ ‫‪S‬‬
‫ﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻨﺘﻈﻢ ﻣﻘﺪﺍﺭﻩ ‪.0.85 T‬‬
‫ﻓـﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻚ ﺗﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‬
‫‪24 V‬‬
‫‪ ،F=ILB sin θ‬ﻓﺎﺣﺴـﺐ ﺍﻟﻘـﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻚ‬
‫ﻋﻨﺪﻣﺎ ﻳﺼﻨﻊ ﻣﻊ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪0°.c‬‬ ‫‪45°.b‬‬ ‫‪90°.a‬‬
‫ﺍﻟﺸﻜﻞ ‪8-29‬‬

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 ‫‪‬‬ ‫‪‬‬
‫ﻣﻠﺨﺼﺎ‬
‫ﹰ‬ ‫ﺍﺑﺤـﺚ ﰲ ﺍﳌﻐﺎﻧﻂ ﺍﻟﻔﺎﺋﻘﺔ ﺍﻟﺘﻮﺻﻴﻞ‪ ،‬ﻭﺍﻛﺘﺐ‬ ‫‪.82‬‬ ‫‪‬ﻣﺎﺫﺍ ﳛﺪﺙ ﺇﺫﺍ ﻣـﺮ ﺗﻴﺎﺭ ﺧﻼﻝ ﻧﺎﺑﺾ‬ ‫‪.80‬‬
‫ﻣـﻦ ﺻﻔﺤـﺔ ﻭﺍﺣـﺪﺓ ﻟﻼﺳـﺘﺨﺪﺍﻣﺎﺕ ﺍﳌﺤﺘﻤﻠﺔ ﳍﺬﻩ‬ ‫ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 8-30‬ﻭﻛﺎﻧﺖ ﳖﺎﻳﺔ‬ ‫ﺭﺃﳼ‪ ،‬ﻛﲈ ﻫﻮ ﹼ‬
‫ﺍﳌﻐﺎﻧـﻂ‪ .‬ﻭﺗﺄﻛـﺪ ﻣـﻦ ﻭﺻـﻒ ﺃﻱ ﻋﻘﺒـﺎﺕ ﺗﻘـﻒ ﰲ‬ ‫ﺍﻟﻨﺎﺑﺾ ﻣﻮﺿﻮﻋﺔ ﺩﺍﺧﻞ ﻛﺄﺱ ﳑﻠﻮﺀﺓ ﺑﺎﻟﺰﺋﺒﻖ؟ ﻭﳌﺎﺫﺍ؟‬
‫ﻃﺮﻳﻖ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﻌﻤﻠﻴﺔ ﳍﺬﻩ ﺍﳌﻐﺎﻧﻂ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫ﻭﺻﻠـﺖ ﺛﻼﺙ ﻣﻘﺎﻭﻣﺎﺕ ﻣﻘﺪﺍﺭ ﻛﻞ ﻣﻨﻬﺎ ‪ 55 Ω‬ﻋﲆ‬ ‫‪.83‬‬
‫ﺍﻟﺘﻮﺍﺯﻱ‪ ،‬ﺛﻢ ﻭﺻﻠﺖ ﺍﳌﻘﺎﻭﻣﺎﺕ ﺍﻟﺴـﺎﺑﻘﺔ ﻋﲆ ﺍﻟﺘﻮﺍﱄ‬
‫ﺑﻤﻘﺎﻭﻣﺘـﲔ ﺗﺘﺼـﻼﻥ ﻋﲆ ﺍﻟﺘـﻮﺍﱄ‪ ،‬ﻣﻘـﺪﺍﺭ ﻛﻞ ﻣﻨﻬﲈ‬ ‫‪‬‬
‫‪ ،55 Ω‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﳌﻘﺎﻭﻣﺔ ﺍﳌﻜﺎﻓﺌﺔ ﻟﻠﻤﺠﻤﻮﻋﺔ؟‬
‫ﺍﻟﺸﻜﻞ ‪8-30‬‬

‫‪ ‬ﺳﻠﻜﺎﻥ ﻣﺴﺘﻘﻴﲈﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ ﻣﻮﺿﻮﻋﺎﻥ‬ ‫‪.81‬‬

‫ﰲ ﺍﻟﻔـﺮﺍﻍ ﺑﺤﻴﺚ ﻳﺒﻌﺪﺍﻥ ﺃﺣﺪﳘﺎ ﻋﻦ ﺍﻵﺧﺮ ‪20cm‬‬
‫‪ .‬ﺇﺫﺍ ﻣـﺮ ﰲ ﺍﻷﻭﻝ ﺗﻴـﺎﺭ ﻛﻬﺮﺑﺎﺋـﻲ ﻣﻘـﺪﺍﺭﻩ ‪10 A‬‬
‫ﻭﰲ ﺍﻟﺜـﺎﲏ ﺗﻴـﺎﺭ ﻣﻘـﺪﺍﺭﻩ ‪ 4A‬ﰲ ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴـﲔ‬
‫ﻓﺎﺣﺴـﺐ ﳏﺼﻠﺔ ﺍﳌﺠـﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﻋﻨﺪ ﻧﻘﻄﺔ‬
‫ﺑﻴﻨﻬـﲈ ﻋﲆ ﹸﺑﻌـﺪ ‪ 4cm‬ﻣﻦ ﺍﻟﺴـﻠﻚ ﺍﻷﻭﻝ‪ .‬ﻭﺍﺭﺳـﻢ‬
‫ﹰ‬
‫ﺷـﻜﻼ ﺗﻮﺿﻴﺤ ﹼﹰﻴﺎ ﻳﺒـﲔ ﺍﲡﺎﻫﺎﺕ ﻣﻔﱰﺿـﺔ ﻟﻠﺘﻴﺎﺭﺍﺕ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﰲ ﺍﻷﺳﻼﻙ ﻭﺍﲡﺎﻩ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﳌﻄﻠﻮﺏ ﺣﺴـﺎﺏ ﺍﳌﺠﺎﻻﺕ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‬
‫ﻋﻨﺪﻫﺎ‪.‬‬

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‫ﺃﻱ ﺍﻟﻌﻮﺍﻣـﻞ ﺍﻟﺘﺎﻟﻴـﺔ ﻻ ﻳﺆﺛـﺮ ﰲ ﻣﻘـﺪﺍﺭ ﺍﳌﺠـﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﳌﻠﻒ‬ ‫‪.5‬‬ ‫‪‬‬
‫ﻟﻮﻟﺒﻲ؟‬
‫‪ C‬ﻣﺴﺎﺣﺔ ﻣﻘﻄﻊ ﺍﻟﺴﻠﻚ‬ ‫‪ A‬ﻋﺪﺩ ﺍﻟﻠﻔﺎﺕ‬
‫‪‬‬
‫‪ D‬ﻧﻮﻉ ﻗﻠﺐ ﺍﳌﻠﻒ‬ ‫‪ B‬ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ‬ ‫ﻳـﴪﻱ ﺗﻴﺎﺭ ﻣﻘﺪﺍﺭﻩ ‪ 7.2 A‬ﰲ ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻣﻮﺿﻮﻉ ﰲ‬ ‫‪.1‬‬
‫ﳎـﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ ﻣﻨﺘﻈـﻢ ‪ 8.9×10-3 T‬ﻭﻋﻤـﻮﺩﻱ ﻋﻠﻴﻪ‪.‬‬
‫ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺍﳌﺘﻌﻠﻘﺔ ﺑﺎﻷﻗﻄﺎﺏ ﺍﳌﻐﻨﺎﻃﻴﺴـﻴﺔ ﺍﳌﻔﺮﺩﺓ‬ ‫‪.6‬‬
‫ﻣـﺎ ﻃﻮﻝ ﺟﺰﺀ ﺍﻟﺴـﻠﻚ ﺍﳌﻮﺟﻮﺩ ﰲ ﺍﳌﺠﺎﻝ ﺍﻟـﺬﻱ ﻳﺘﺄﺛﺮ ﺑﻘﻮﺓ‬
‫ﺻﺤﻴﺤﺔ؟‬
‫ﻣﻘﺪﺍﺭﻫﺎ ‪2.1 N‬؟‬
‫‪ A‬ﺍﻟﻘﻄﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﻔﺮﺩ ﻗﻄﺐ ﺍﻓﱰﺍﴈ ﺷﲈﱄ ﻣﻔﺮﺩ‬
‫‪1.3×10-1 m‬‬ ‫‪C‬‬ ‫‪2.6×10-3 m‬‬ ‫‪A‬‬
‫‪ B‬ﺍﺳﺘﺨﺪﻣﻬﺎ ﻋﻠﲈﺀ ﺍﻟﺒﺤﺚ ﰲ ﺗﻄﺒﻴﻘﺎﺕ ﺍﻟﺘﺸﺨﻴﺺ ﺍﻟﻄﺒﻲ ﺍﻟﺪﺍﺧﲇ‬ ‫‪3.3×10 m‬‬‫‪1‬‬
‫‪D‬‬ ‫‪3.1×10‬‬ ‫‪-2‬‬
‫‪m‬‬ ‫‪B‬‬
‫‪ C‬ﺍﻟﻘﻄﺐ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﻔﺮﺩ ﻗﻄﺐ ﺍﻓﱰﺍﴈ ﺟﻨﻮﰊ ﻣﻔﺮﺩ‬
‫ﺍﻓـﱰﺽ ﺃﻥ ﺟﺰ ﹰﺀﺍ ﻃﻮﻟﻪ ‪ 19 cm‬ﻣﻦ ﺳـﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ‬ ‫‪.2‬‬
‫‪ D‬ﻏﲑ ﻣﻮﺟﻮﺩﺓ‬ ‫ﻣﺘﻌﺎﻣـﺪ ﻣﻊ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴـﴘ ﻣﻘـﺪﺍﺭﻩ ‪ ،4.1 T‬ﻭﻳﺘﺄﺛﺮ ﺑﻘﻮﺓ‬
‫ﺷـﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻋﻨﺪ ﻧﻘﻄﺔ ﺗﺒﻌﺪ ﻣﺴﺎﻓﺔ ‪ 0.2m‬ﻋﻦ‬ ‫‪.7‬‬ ‫ﻣﻘﺪﺍﺭﻫﺎ ‪ ،7.6 mN‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﳌﺎﺭ ﰲ ﺍﻟﺴﻠﻚ؟‬
‫ﺳـﻠﻚ ﻣﺴـﺘﻘﻴﻢ ﻭﻃﻮﻳﻞ ﻳﻤﺮ ﻓﻴـﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﺷـﺪﺗﻪ ‪6A‬‬ ‫‪1.0×10-2 A C‬‬ ‫‪3.4×10- A A‬‬ ‫‪7‬‬

‫ﺗﺴﺎﻭﻱ‪:‬‬ ‫‪9.8 A‬‬ ‫‪D‬‬ ‫‪9.8×10-3 A‬‬ ‫‪B‬‬

‫‪60×10-7 N A‬‬ ‫ﺍﻟﺸـﻜﻞ ﺃﺩﻧﺎﻩ ﻳﻤﺜﻞ ﻣﻘﻄ ﹰﻌﺎ ﻣﻦ ﺳـﻠﻜﲔ ﻃﻮﻳﻠـﲔ ﻣﺘﻮﺍﺯﻳﲔ‬ ‫‪.3‬‬
‫‪60×10+7 N‬‬ ‫‪B‬‬ ‫ﻳﻤﺮ ﻓﻴﻬﲈ ﺍﻟﺘﻴﺎﺭ ﻧﻔﺴـﻪ ﻭﰲ ﺍﻻﲡﺎﻩ ﻧﻔﺴـﻪ‪ .‬ﺃﻳـﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ‬
‫‪6×10-7 N‬‬ ‫‪C‬‬ ‫ﻳﺘﻮﻗﻊ ﺃﻥ ﺗﻜﻮﻥ ﻧﻘﻄﺔ ﺗﻌﺎﺩﻝ؟‬
‫‪6×10+7 N‬‬ ‫‪D‬‬
‫‪C‬‬ ‫‪A‬‬
‫‪3‬‬ ‫‪1‬‬

‫‪‬‬ ‫‪4‬‬ ‫‪D‬‬ ‫‪2‬‬ ‫‪B‬‬

‫ﹸﻭ ﹺﺻﻞ ﺳـﻠﻚ ﺑﺒﻄﺎﺭﻳﺔ ﺟﻬﺪﻫـﺎ ‪ 5.8 V‬ﰲ ﺩﺍﺋﺮﺓ ﲢﺘﻮﻱ ﻋﲆ‬ ‫‪.8‬‬
‫‪I‬‬ ‫‪.4‬‬
‫ﻣﻘﺎﻭﻣـﺔ ﻣﻘﺪﺍﺭﻫـﺎ ‪ .18 Ω‬ﻓـﺈﺫﺍ ﻛﺎﻥ ‪ 14 cm‬ﻣـﻦ ﺍﻟﺴـﻠﻚ‬ ‫‪.3‬‬
‫ﺩﺍﺧﻞ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﻣﻘﺪﺍﺭﻩ ‪ ،0.85 T‬ﻭﻛﺎﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻘﻮﺓ‬ ‫‪.1‬‬
‫ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴـﻠﻚ ﺗﺴﺎﻭﻱ ‪ ،22 mN‬ﻓﲈ ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺑﲔ‬ ‫‪.2‬‬
‫ﺍﻟﺴـﻠﻚ ﻭﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﳌﺆﺛـﺮ‪ ،‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﻌﻼﻗﺔ‬ ‫‪I‬‬

‫ﺍﳋﺎﺻﺔ ﺑﺎﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺍﻟﺴﻠﻚ ﻫﻲ ‪F=ILB sin θ‬؟‬ ‫ﺃﻛﱪ ﻗﻮﺓ ﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺗﺆﺛﺮ ﰲ ﺟﺰﺀ ﻣﻦ ﺳﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ‬ ‫‪.4‬‬
‫ﻛﻬﺮﺑﺎﺋﻲ ﻭﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺗﻜﻮﻥ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﺍﻟﺴﻠﻚ‪:‬‬
‫‪‬‬ ‫‪ A‬ﻣﻮﺍﺯ ﹰﻳﺎ ﻻﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬
‫ﺧـﺎﺻـﺎ ﺃﻭ ﺍﻣﺘﺤﺎﻧﹰـﺎ‪ ،‬ﺇﻧﲈ ﺍﻷﻫﻢ‬
‫ﹼﹰ‬ ‫ﺍﺧﺘﺒـﺎﺭﺍ‬
‫ﹰ‬ ‫ﻻ ﳞـﻢ ﻛـﻢ ﻣـﺮﺓ ﺃ ﹼﺩﻳﺖ‬
‫ﹰ‬
‫ﻣﺎﺋﻼ ﺑﺰﺍﻭﻳﺔ ‪ 30°‬ﻋﻦ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫‪B‬‬
‫ﺃﻥ ﺗﻘـﺮﺃ ﺍﻟﺘﻮﺟﻴﻬـﺎﺕ ﺃﻭ ﺍﻟﺘﻌﻠﻴـﲈﺕ ﺍﻟﺘـﻲ ﺗﺰﻭﺩ ﲠـﺎ ﰲ ﺑﺪﺍﻳﺔ ﻛﻞ‬
‫ﻣﺎﺋﻼ ﺑﺰﺍﻭﻳﺔ ‪ 60°‬ﻋﻦ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫ﹰ‬ ‫‪C‬‬
‫ﺟـﺰﺀ؛ ﻓﻬـﻲ ﻻ ﺗﺴـﺘﻐﺮﻕ ﺳـﻮ￯ ﳊﻈـﺎﺕ‪ ،‬ﺇﻻ ﺃﳖـﺎ ﹸﲢـﻮﻝ ﺩﻭﻥ‬
‫ﺍﺭﺗﻜﺎﺏ ﺃﺧﻄﺎﺀ ﺑﺴﻴﻄﺔ ﻗﺪ ﲡﻌﻠﻚ ﺗﺆﺩﻱ ﺍﻻﺧﺘﺒﺎﺭ ﺑﺼﻮﺭﺓ ﺳﻴﺌﺔ‪.‬‬ ‫ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﲆ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‬ ‫‪D‬‬

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

 •
 •
 •

184
 ‫‪‬‬
‫‪ .I‬ﺍﻟﺮﻣﻮﺯ ‪symbols‬‬
‫‪‬‬

‫ﺍﻟﺘﻐﲑ ﰲ ﺍﻟﻜﻤﻴﺔ‬
‫ﺯﺍﺋﺪ ﺃﻭ ﻧﺎﻗﺺ ﺍﻟﻜﻤﻴﺔ‬
‫ﻣﴬﻭﺑـﺔ ﰲ‬
‫ﻳﺘﻨﺎﺳﺐ ﻣﻊ‬
‫ﻳﺴﺎﻭﻱ‬
‫ﻣﻘﺴﻮﻣﺔ ﻋﲆ‬ ‫ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺴﺎﻭﻱ‬
‫ﻳﻄﺎﺑﻖ‬
‫ﺍﳉﺬﺭ ﺍﻟﱰﺑﻴﻌﻲ ﻟـ‬ ‫ﺃﻗﻞ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ﻟـ‬ ‫ﺃﻛﱪ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬
‫ﻟﻮﻏﺎﺭﻳﺘﻢ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫ﺃﻗﻞ ﺟﺪﹼﹰ ﺍ ﻣﻦ‬
‫ﺇﱃ ﺍﻷﺳﺎﺱ‬
‫ﻳﻌﺮﻑ ﻛـ‬

‫‪ .II‬ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Measurement and Significant Digits‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺗﻌﺪ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻟﻐﺔ ﺍﻟﻔﻴﺰﻳﺎﺀ؛ ﻓﺒﺎﺳﺘﻌﲈﻝ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻳﺴﺘﻄﻴﻊ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻮﻥ‬
‫ﻭﺻﻒ ﺍﻟﻌﻼﻗﺎﺕ ﺑﲔ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻋﻦ ﻃﺮﻳﻖ ﺍﳌﻌﺎﺩﻻﺕ‪ .‬ﻭﻳﺮﺗﺒﻂ ﻛﻞ ﻗﻴﺎﺱ ﻣﻊ ﺭﻣﺰ ﻣﻌﲔ ﰲ‬
‫ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ‪ ،‬ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺮﻣﻮﺯ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬

‫ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Significant Digits‬‬

‫ﻭﲤﺜﻞ ﺑﺄﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻌﱪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﻋﻦ ﺍﻟﺪﻗﺔ ﰲ ﺍﻟﻘﻴﺎﺱ‪ .‬ﻭﺗﻌﺪ‬ ‫ﺇﻥ ﲨﻴﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺗﻘﺮﻳﺒﻴﺔ ﹸ‬
‫ﻣﻘﻴﺎﺳﺎ ﻟﻠﻘﻴﻤﺔ ﺍﳊﻘﻴﻘﻴﺔ‪ .‬ﻭﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻘﻴﺎﺱ ﻋﲆ ﺍﻟﻮﺣﺪﺓ ﺍﻟﺼﻐﺮ￯ ﰲ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺪﻗﺔ‬
‫ﻭﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻷﺑﻌﺪ ﺇﱃ ﺍﻟﻴﻤﲔ ﰲ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ ﻣﻘﺪﱠ ﹰﺭﺍ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﻣﺎ ﺍﻟﺮﻗﻢ ﺍﳌﻘﺪﱠ ﺭ ﻟﻜﻞ ﻣﻦ ﻣﺴﻄﺮﺓ ﺍﻟﻘﻴﺎﺱ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻭﺍﳌﺴﺘﺨﺪﻣﺔ ﻟﻘﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠﺰﻱ؟‬
‫ﺑﺎﺳﺘﻌﲈﻝ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﻔﻠﻴﺔ ﻧﺠﺪ ﺃﻥ ﻃﻮﻝ ﺍﻟﻘﻀﻴﺐ ﺍﻟﻔﻠﺰﻱ ﺑﲔ ‪ 9 cm‬ﻭ ‪ 10 cm‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻴﺎﺱ ﺳﻮﻑ‬
‫ﻳﻘﺪﱠ ﺭ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻋﴩﻱ ﻣﻦ ﺍﻟﺴﻨﺘﻤﱰ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻘﻴﺲ ﻳﻘﻊ ﲤﺎ ﹰﻣﺎ ﻋﻨﺪ ‪ 9 cm‬ﺃﻭ ‪ 10 cm‬ﻓﺈﻧﻪ ﳚﺐ‬
‫ﻋﻠﻴﻚ ﺗﺴﺠﻴﻞ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ ‪ 9.0 cm‬ﺃﻭ ‪.10.0 cm‬‬
‫ﺃﻣﺎ ﻋﻨﺪ ﺍﺳﺘﻌﲈﻝ ﺃﺩﺍﺓ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻌﻠﻴﺎ ﻓﺈﻥ ﻧﺘﻴﺠﺔ ﺍﻟﻘﻴﺎﺱ ﺗﻘﻊ ﺑﲔ ‪ 9.5 cm‬ﻭ ‪ ،9.6 cm‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻴﺎﺱ ﺳﻮﻑ‬
‫ﻳﻘﺪﺭ ﺇﱃ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﺌﻮﻱ ﻣﻦ ﺍﻟﺴﻨﺘﻤﱰ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻘﻴﺲ ﻳﻘﻊ ﲤﺎ ﹰﻣﺎ ﻋﻨﺪ ‪ 9.5 cm‬ﺃﻭ ‪ 9.6 cm‬ﻓﻴﺠﺐ‬
‫ﻋﻠﻴﻚ ﺗﺴﺠﻴﻞ ﺍﻟﻘﻴﺎﺱ ‪ 9.50 cm‬ﺃﻭ ‪9.60 cm‬‬

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‫‪‬‬
‫ﻛﻞ ﺍﻷﺭﻗﺎﻡ ﻏﲑ ﺍﻟﺼﻔﺮﻳﺔ ﰲ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ .‬ﻭﺑﻌﺾ ﺍﻷﺻﻔﺎﺭ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﻟﻴﺴﺖ ﻣﻌﻨﻮﻳﺔ‪ ،‬ﻭﻛﻞ ﺍﻷﺭﻗﺎﻡ‬
‫ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺣﺘﻰ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﻣﻦ ﺍﻟﻴﻤﲔ ﻭﺍﳌﺘﻀﻤﻨﺔ ﺍﻟﺮﻗﻢ ﺍﻷﻭﻝ ﻏﲑ ﺍﻟﺼﻔﺮﻱ ﺗﻌﺪ ﺃﺭﻗﺎ ﹰﻣﺎ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﲢﺪﻳﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬
‫‪ .1‬ﺍﻷﺭﻗﺎﻡ ﻏﲑ ﺍﻟﺼﻔﺮﻳﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .2‬ﺍﻷﺻﻔﺎﺭ ﺍﻷﺧﲑﺓ ﺑﻌﺪ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .3‬ﺍﻷﺻﻔﺎﺭ ﺑﲔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .4‬ﺍﻷﺻﻔﺎﺭ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ ﲠﺪﻑ ﺣﺠﺰ ﻣﻨﺎﺯﻝ ﻓﻘﻂ ﻫﻲ ﺃﺭﻗﺎﻡ ﻟﻴﺴﺖ ﻣﻌﻨﻮﻳﺔ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺣﺪﹼ ﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪2‬‬ ‫‪ 5.0 g‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪2‬‬ ‫‪ 14.90 g‬ﻳﺘﻀﻤﻦ ﺃﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪2‬ﻭ‪4‬‬ ‫‪ 0.0‬ﻳﺘﻀﻤﻦ ﹰ‬
‫ﺭﻗﲈ ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﻮﺍﻋﺪ ‪1‬ﻭ‪2‬ﻭ‪3‬‬ ‫‪ 300.00 mm‬ﻳﺘﻀﻤﻦ ﲬﺴﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪3‬‬ ‫‪ 5.06 s‬ﻳﺘﻀﻤﻦ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪3‬‬ ‫‪ 304 s‬ﻳﺘﻀﻤﻦ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﻮﺍﻋﺪ ‪1‬ﻭ‪2‬ﻭ‪4‬‬ ‫‪ 0.0060 mm‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ )‪ 6‬ﻭﺍﻟﺼﻔﺮ ﺍﻷﺧﲑ(‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺗﲔ ‪1‬ﻭ‪4‬‬ ‫‪ 140 mm‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ) ‪1‬ﻭ‪ 4‬ﻓﻘﻂ(‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .1‬ﺣﺪﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪12.007 kg .d‬‬ ‫‪1405 m .a‬‬
‫‪5.8×106 kg .e‬‬ ‫‪2.50 km .b‬‬
‫‪3.03×10-5 ml .f‬‬ ‫‪0.0034 m .c‬‬

‫ﻫﻨﺎﻙ ﺣﺎﻟﺘﺎﻥ ﺗﻌﺪ ﺍﻷﻋﺪﺍﺩ ﻓﻴﻬﲈ ﺩﻗﻴﻘﺔ‪:‬‬

‫‪ .1‬ﺍﻷﺭﻗﺎﻡ ﺍﳊﺴﺎﺑﻴﺔ‪ ،‬ﻭﻫﻲ ﺗﺘﻀﻤﻦ ﻋﺪ ﹰﺩﺍ ﻻ ﹼﹰ‬
‫ﳖﺎﺋﻴﺎ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬
‫‪ .2‬ﻣﻌﺎﻣﻼﺕ ﺍﻟﺘﺤﻮﻳﻞ‪ ،‬ﻭﻫﻲ ﺗﺘﻀﻤﻦ ﻋﺪ ﹰﺩﺍ ﻻ ﹼﹰ‬
‫ﳖﺎﺋﻴﺎ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬

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‫ﺍﻟﺘﻘﺮﻳﺐ ‪Rounding‬‬
‫‪‬‬

‫ﻳﻤﻜﻦ ﺗﻘﺮﻳﺐ ﺍﻟﻌﺪﺩ ﺇﱃ ﺧﺎﻧﺔ )ﻣﻨﺰﻟﺔ( ﻣﻌﻴﻨﺔ )ﻣﺜﻞ ﺍﳌﻨﺰﻟﺔ ﺍﳌﺌﻮﻳﺔ ﺃﻭ ﺍﻟﻌﴩﻳﺔ( ﺃﻭ ﺇﱃ ﻋﺪﺩ ﻣﻌﲔ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻭﺣﺘﻰ‬
‫ﺗﻘﻮﻡ ﺑﺬﻟﻚ ﺣﺪﹼ ﺩ ﺍﳌﻨﺰﻟﺔ ﺍﳌﺮﺍﺩ ﺗﻘﺮﻳﺒﻬﺎ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ .1‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﺃﻗﻞ ﻣﻦ ‪ 5‬ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻃﻪ ﻫﻮ ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪،‬‬
‫ﺍﳌﻘﺮﺏ ﺩﻭﻥ ﺗﻐﻴﲑ‪.‬‬
‫ﻭﻳﺒﻘﻰ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﹼ‬

‫‪ .2‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﺃﻛﱪ ﻣﻦ ‪ 5‬ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻃﻪ ﻫﻮ ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪،‬‬
‫ﺍﳌﻘﺮﺏ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻳﺰﻳﺪ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﹼ‬

‫ﻣﺘﺒﻮﻋﺎ ﺑﺮﻗﻢ ﻏﲑ ﺻﻔﺮﻱ ﻓﺈﻧﻪ ﻳﺘﻢ ﺇﺳﻘﺎﻁ ﺫﻟﻚ ﺍﻟﺮﻗﻢ‬

‫ﹰ‬ ‫‪ .3‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻌﺪﺩ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﻫﻮ ‪5‬‬
‫ﺍﳌﻘﺮﺏ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﺍﻷﺭﻗﺎﻡ ﺍﻷﺧﺮ￯ ﺍﻟﺘﻲ ﺗﻠﻴﻪ‪ ،‬ﻭﻳﺰﻳﺪ ﺍﻟﺮﻗﻢ ﺍﻷﺧﲑ ﰲ ﺍﻟﻌﺪﺩ ﱠ‬

‫ﻭﻣﺘﺒﻮﻋﺎ ﺑﺎﻟﺼﻔﺮ‪ ،‬ﺃﻭ ﻻ ﻳﺘﺒﻌﻪ ﺃﻱ ﺃﺭﻗﺎﻡ‬

‫ﹰ‬ ‫‪ .4‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺮﻗﻢ ﺍﻟﻮﺍﻗﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﺮﻗﻢ ﺍﳌﻌﻨﻮﻱ ﺍﻷﺧﲑ ﺍﳌﺮﺍﺩ ﺍﻟﺘﻘﺮﻳﺐ ﺇﻟﻴﻪ ﻳﺴﺎﻭﻱ ‪5‬‬
‫ﺯﻭﺟﻴﺎ ﻓﻼ ﺗﺰﺩﻩ‪.‬‬
‫ﹼﹰ‬ ‫ﺃﺧﺮ￯ ﻓﺎﻧﻈﺮ ﺇﱃ ﺍﻟﺮﻗﻢ ﺍﳌﻌﻨﻮﻱ ﺍﻷﺧﲑ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻓﺮﺩ ﹼﹰﻳﺎ ﻓﺰﺩﻩ ﺑﻤﻘﺪﺍﺭ ﻭﺍﺣﺪ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ‬

‫ﺍﳌﻌﲔ ﺇﱃ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬ ‫ﺃﻣﺜﻠﺔ‪ :‬ﹼ‬

‫ﻗﺮﺏ ﺍﻷﺭﻗﺎﻡ ﺍﻵﺗﻴﺔ ﻟﻠﻌﺪﺩ ﹼ‬
‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪1‬‬ ‫‪ 8.7645‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪8.76‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪2‬‬ ‫‪ 8.7676‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪8.77‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪3‬‬ ‫‪ 8.7519‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻳﻨﺘﺞ ‪8.8‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪4‬‬ ‫‪ 92.350‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪92.4‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﻘﺎﻋﺪﺓ ‪4‬‬ ‫‪ 92.25‬ﺗﻘﺮﻳﺒﻪ ﺇﱃ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ ﻳﻨﺘﺞ ‪92.2‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .2‬ﹼ‬
‫ﻗﺮﺏ ﻛﻞ ﺭﻗﻢ ﺇﱃ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﳌﺘﻀﻤﻨﺔ ﺑﲔ ﺍﻷﻗﻮﺍﺱ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪(1) 0.0034 m .c‬‬ ‫‪(2)1405 m .a‬‬
‫‪(3)12.007 kg .d‬‬ ‫‪(2) 2.50 km .b‬‬

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‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺑﺎﺳﺘﻌﲈﻝ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ‪Operations with Significant Digits‬‬

‫‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﺴﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻧ ﹼﻔﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﳊﺴﺎﺑﻴﺔ ﺑﺄﻛﱪ ﻗﺪﺭ ﻣﻦ ﺍﻟﺪﻗﺔ ﺍﻟﺘﻲ ﺗﺴﻤﺢ ﲠﺎ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ‪ ،‬ﺛﻢ ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ‬
‫ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪ .‬ﻳﻌﺘﻤﺪ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻨﺘﻴﺠﺔ ﻋﲆ ﺍﻟﻘﻴﺎﺳﺎﺕ ﻭﻋﲆ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﲡﺮﳞﺎ‪.‬‬

‫ﺍﳉﻤﻊ ﻭﺍﻟﻄﺮﺡ ‪Addition and subtraction‬‬

‫ﻭﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﺩﻗﻴﻘﺔ ﺑﲔ ﺍﻟﻘﻴﺎﺳﺎﺕ‪ ،‬ﻭﻫﻮ ﺍﻟﻌﺪﺩ ﺍﻷﺻﻐﺮ ﻣﻦ‬
‫ﺍﻧﻈﺮ ﺇﱃ ﺍﻷﺭﻗﺎﻡ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪ ،‬ﹼ‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﻟﻮﺍﻗﻌﺔ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﲨﻊ ﺍﻷﻋﺪﺍﺩ ‪ 4.1 m ، 1.456 m‬ﻭ ‪20.3 m‬‬
‫ﺍﻟﻘﻴﻢ ﺍﻷﻗﻞ ﺩﻗﺔ ﻫﻲ ‪ 4.1 m‬ﻭ ‪20.3 m‬؛ ﻷﻥ ﻛﻠﺘﻴﻬﲈ ﺗﺘﻀﻤﻦ ﹰ‬
‫ﺭﻗﲈ ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ ﻓﻘﻂ ﻳﻘﻊ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ‪.‬‬
‫‪1.456 m‬‬
‫‪4.1 m‬‬
‫ﺍﲨﻊ ﺍﻷﻋﺪﺍﺩ‬
‫‪+20.3 m‬‬

‫‪25.856 m‬‬
‫ﻭﰲ ﺍﻟﻨﺘﻴﺠﺔ ﺗﻜﻮﻥ ﺩﻗﺔ ﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺍﳉﻤﻊ ﻫﻲ ﺩﻗﺔ ﺍﻟﺮﻗﻢ ﺍ ﹸﳌﻀﺎﻑ ﺍﻷﻗﻞ ﺩﻗﺔ‪.‬‬
‫‪25.9m‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﱪ￯‬

‫ﺍﻟﴬﺏ ﻭ ﺍﻟﻘﺴﻤﺔ ‪Multiplication and division‬‬

‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‬
‫ﺣﺪﺩ ﻋﺪﺩ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﻛﻞ ﻋﻤﻠﻴﺔ ﻗﻴﺎﺱ‪ .‬ﻭﻧﻔﺬ ﺍﻟﻌﻤﻠﻴﺔ ﺍﳊﺴﺎﺑﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻓﻴﻬﺎ ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﺘﻠﻚ ﺍﳌﻮﺟﻮﺩﺓ ﰲ ﻗﻴﻤﺔ ﺍﻟﻘﻴﺎﺱ ﺫﻱ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻷﻗﻞ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﻜﻤﻴﺘﲔ ‪ 20.1 m‬ﻭ ‪3.6 m‬‬
‫‪(20.1 m)(3.6 m)=72.36 m2‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﺪﻗﻴﻘﺔ ﻫﻲ ‪ 3.6 m‬ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪ .‬ﻭﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ ﳚﺐ ﺃﻥ ﻳﺘﻀﻤﻦ ﻓﻘﻂ ﻋﺪﺩ‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﰲ ﺍﻟﻌﺪﺩ ﺫﻱ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺍﻷﻗﻞ‪.‬‬
‫‪72 m‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‬
‫ﹼ‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪:‬‬ ‫‪ .3‬ﹼ‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺎﺑﲑ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻵﺗﻴﺔ‬
‫‪45 g - 8.3 g .b‬‬ ‫‪2.33 km + 3.4 km + 5.012 km .a‬‬
‫‪54 m ÷ 6.5 s .d‬‬ ‫‪3.40 cm × 7.125 cm .c‬‬

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‫‪‬‬

‫ﺍﳌﺠﺎﻣﻴﻊ ‪Combination‬‬
‫ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﳊﺴﺎﺑﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﻋﻤﻠﻴﺎﺕ ﺍﳉﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻭﺍﻟﴬﺏ ﻭﺍﻟﻘﺴﻤﺔ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ‪/‬ﻋﻤﻠﻴﺔ‬
‫ﺍﻟﻘﺴﻤﺔ‪.‬‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪1‬‬
‫‪d=19 m + (25.0 m/s)(2.50 s) +‬‬ ‫‪(-10.0 m/s2)(2.50)2‬‬
‫‪2‬‬
‫‪= 5.0 × 101 m‬‬
‫ﺍﳌﻘﺪﺍﺭ ‪ 19 m‬ﻳﺘﻀﻤﻦ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪ ،‬ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻟﻨﺘﻴﺠﺔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬

‫‪) = 70.0 m - 10.0 m‬ﺍﳌﻴﻞ( ‪m‬‬

‫‪29 s - 11 s‬‬
‫=‬ ‫‪3.3 m/s‬‬

‫‪ 29 s‬ﻭ ‪ 11 s‬ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﻨﻬﲈ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪ ،‬ﻟﺬﻟﻚ ﳚﺐ ﺃﻥ ﺗﺘﻀﻤﻦ ﺍﻹﺟﺎﺑﺔ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ ﻓﻘﻂ‪.‬‬

‫ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳋﻄﻮﺍﺕ ‪Multistep Calculation‬‬

‫ﻻ ﹸﲡ ﹺﺮ ﻋﻤﻠﻴﺔ ﺗﻘﺮﻳﺐ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ ﺧﻼﻝ ﺇﺟﺮﺍﺀ ﺍﳊﺴﺎﺑﺎﺕ ﺍﳌﺘﻌﺪﺩﺓ ﺍﳋﻄﻮﺍﺕ‪ .‬ﻭﺑﺪ ﹰ‬
‫ﻻ ﻣﻦ ﺫﻟﻚ ﻗﻢ ﺑﺎﻟﺘﻘﺮﻳﺐ ﺇﱃ ﺍﻟﻌﺪﺩ‬
‫ﺗﻘﺮﺏ ﺍﳉﻮﺍﺏ‬
‫ﺍﳌﻌﻘﻮﻝ ﻣﻦ ﺍﳌﻨﺎﺯﻝ ﺍﻟﻌﴩﻳﺔ‪ ،‬ﺑﴩﻁ ﺃﻻ ﺗﻔﻘﺪ ﺩﻗﺔ ﺇﺟﺎﺑﺘﻚ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺼﻞ ﺇﱃ ﺍﳋﻄﻮﺓ ﺍﻟﻨﻬﺎﺋﻴﺔ ﰲ ﺍﳊﻞ ﻋﻠﻴﻚ ﺃﻥ ﹼ‬
‫ﺇﱃ ﺍﻟﻌﺪﺩ ﺍﻟﺼﺤﻴﺢ ﻣﻦ ﺍﻷﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬

‫=‪F‬‬ ‫‪(24 N)2 + (36 N)2‬‬ ‫ﻣﺜﺎﻝ‪:‬‬

‫=‬ ‫‪576 N2 + 1296 N2‬‬ ‫ﻻ ﲡﺮ ﺍﻟﺘﻘﺮﻳﺐ ﺇﱃ ‪ 580N2‬ﻭ ‪1300N2‬‬
‫=‬ ‫‪1872 N2‬‬ ‫ﻻ ﲡﺮ ﺍﻟﺘﻘﺮﻳﺐ ﺇﱃ ‪1800N2‬‬
‫‪= 43 N‬‬ ‫ﻧﻘﺮﺏ ﺇﱃ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ ،‬ﻫﻨﺎ ﳚﺐ ﺃﻥ ﹼ‬

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 ‫‪‬‬

‫‪ .III‬ﺍﻟﻜﺴﻮﺭ ﻭﺍﻟﻨﺴﺐ ﻭﺍﳌﻌﺪﻻﺕ ﻭﺍﻟﺘﻨﺎﺳﺐ ‪Fractions٫ Ratios٫ Rates٫ and Proportions‬‬

‫‪‬‬
‫ﺍﻟﻜﺴﻮﺭ ‪Fractions‬‬
‫ﻭﻳﻌﱪ ﺍﻟﻜﴪ ﹰ‬
‫ﺃﻳﻀﺎ ﻋﻦ ﺍﻟﻨﺴﺒﺔ‪.‬‬ ‫ﻳﻘﺼﺪ ﺑﺎﻟﻜﴪ ﺟﺰﺀ ﻣﻦ ﺍﻟﻜﻞ ﺃﻭ ﺟﺰﺀ ﻣﻦ ﳎﻤﻮﻋﺔ‪ .‬ﹼ‬
‫ﻭﻳﺘﻜﻮﻥ ﺍﻟﻜﴪ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺧﻂ ﺍﻟﻘﺴﻤﺔ ﻭﺍﳌﻘﺎﻡ‪.‬‬‫ﹼ‬
‫____ ﻋﺪﺩ ﺍﻷﺟﺰﺍﺀ ﺍﻟﻤﺨﺘﺎﺭﺓ‬ ‫ﺍﻟﺒﺴﻂ‬
‫_____________‬ ‫=‬
‫ﺍﻟﻜﻠﻲ‬
‫ﹼ‬ ‫ﻋﺪﺩ ﺍﻷﺟﺰﺍﺀ‬ ‫ﺍﻟﻤﻘﺎﻡ‬
‫ﺍﻟﺘﺒﺴﻴﻂ ﻣﻦ ﺍﻟﺴﻬﻞ ﺃﺣﻴﺎ ﹰﻧﺎ ﺗﺒﺴﻴﻂ ﺍﻟﺘﻌﺒﲑ ﺍﻟﺮﻳﺎﴈ ﻗﺒﻞ ﻋﻤﻠﻴﺔ ﺗﻌﻮﻳﺾ ﻗﻴﻢ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﻌﻠﻮﻣﺔ‪ ،‬ﹸ‬
‫ﻭﲣﺘﴫ ﻏﺎﻟ ﹰﺒﺎ ﺍﳌﺘﻐﲑﺍﺕ ﻣﻦ‬
‫ﺍﻟﺘﻌﺒﲑ ﺍﻟﺮﻳﺎﴈ‪.‬‬
‫‪pn‬‬
‫ﺑﺴﻂ ‪pw‬‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫___‬

‫) ( ) ( = ) _(‬
‫‪pn‬‬ ‫‪p‬‬
‫__‬ ‫‪n‬‬
‫__‬ ‫ﺍﻓﺼﻞ ﺍﳌﺘﻐﲑ ‪ P‬ﰲ ﺍﻟﺒﺴﻂ ﻭﺍﳌﻘﺎﻡ‪ ،‬ﻭﺟﺰﱢ ﺉ ﺍﻟﻜﴪ ﺇﱃ ﺣﺎﺻﻞ ﴐﺏ ﻛﴪﻳﻦ‪.‬‬
‫) () (=‬
‫‪pw‬‬ ‫‪p‬‬ ‫‪w‬‬

‫‪1‬‬
‫‪n‬‬
‫__‬
‫‪w‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪( pp ) =1‬‬
‫__‬

‫‪n‬‬
‫__ =‬
‫‪w‬‬
‫ﻋﻤﻠﻴﺘﺎ ﺍﻟﴬﺏ ﻭﺍﻟﻘﺴﻤﺔ ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﴐﺏ ﺍﻟﻜﺴﻮﺭ ﺍﴐﺏ ﺍﻟﻘﻴﻢ ﺍﳌﻤﺜﻠﺔ ﻟﻠﺒﺴﻂ‪ ،‬ﻭﺍﴐﺏ ﺍﻟﻘﻴﻢ ﺍﳌﻤﺜﻠﺔ ﻟﻠﻤﻘﺎﻡ‪.‬‬
‫__ ﰲ ﺍﻟﻜﴪ ‪. __t‬‬ ‫‪s‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﻜﴪ ‪a‬‬
‫) () (‬
‫‪__s‬‬
‫‪a‬‬
‫‪st‬‬
‫__ = ‪__t‬‬
‫‪b‬‬ ‫‪ab‬‬
‫‪b‬‬
‫ﻧ ﹼﻔﺬ ﻋﻤﻠﻴﺔ ﴐﺏ ﺍﻟﻘﻴﻢ ﰲ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻘﻴﻢ ﰲ ﺍﳌﻘﺎﻡ‬
‫ﻭﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺍﻟﻜﺴﻮﺭ ﺍﴐﺏ ﺍﻟﻜﴪ ﺍﻷﻭﻝ ﰲ ﻣﻘﻠﻮﺏ ﺍﻟﻜﴪ ﺍﻟﺜﺎﲏ‪ .‬ﻭﻹﳚﺎﺩ ﻣﻘﻠﻮﺏ ﺍﻟﻜﴪ‪ ،‬ﺍﻋﻜﺲ ﺍﻟﻜﴪ ﺑﺤﻴﺚ‬
‫ﳛﻞ ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﳌﻘﺎﻡ ﻣﻜﺎﻥ ﺍﻵﺧﺮ‪.‬‬
‫__ ﻋﲆ ﺍﻟﻜﴪ ‪. __t‬‬ ‫‪s‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ ﻟﻠﻜﴪ ‪a‬‬
‫‪a‬‬ ‫‪b‬‬
‫) () (‬
‫‪__s ÷ __t = __s‬‬
‫‪a‬‬
‫‪b‬‬
‫__‬
‫‪t‬‬
‫‪b‬‬
‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﻜﴪ ﺍﻷﻭﻝ ﰲ ﻣﻘﻠﻮﺏ ﺍﻟﻜﴪ ﺍﻟﺜﺎﲏ‪.‬‬
‫‪sb‬‬
‫__ =‬
‫‪at‬‬ ‫ﺍﴐﺏ ﺍﻟﻘﻴﻢ ﰲ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻘﻴﻢ ﰲ ﺍﳌﻘﺎﻡ‪.‬‬
‫ﻻ ﰲ ﺻﻮﺭﺓ ﻛﴪﻳﻦ ﳍﲈ ﻣﻘﺎﻡ ﻣﺸﱰﻙ‪ ،‬ﺃﻱ ﺍﳌﻘﺎﻡ ﻧﻔﺴﻪ‪.‬‬ ‫ﻋﻤﻠﻴﺘﺎ ﺍﳉﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﲨﻊ ﺃﻭ ﻃﺮﺡ ﻛﴪﻳﻦ ﺍﻛﺘﺒﻬﲈ ﺃﻭ ﹰ‬
‫ﻭﻹﳚﺎﺩ ﺍﳌﻘﺎﻡ ﺍﳌﺸﱰﻙ ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﴐﺏ ﻣﻘﺎﻡ ﻛﻞ ﻣﻦ ﺍﻟﻜﴪﻳﻦ‪ ،‬ﺛﻢ ﺍﲨﻊ ﺑﺴﻄﻲ ﻛﻞ ﻣﻨﻬﲈ ﺃﻭ ﺍﻃﺮﺣﻬﲈ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﳌﻘﺎﻡ‬
‫ﺍﳌﺸﱰﻙ‪.‬‬
‫__ ‪.‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﲨﻊ ‪a‬‬
‫__ ﻭ ‪2‬‬
‫‪1‬‬

‫) () ( ) () (‬
‫‪b‬‬
‫__ ‪1 +‬‬
‫__‬ ‫__ = ‪2‬‬
‫‪1‬‬ ‫‪b‬‬
‫__‬ ‫‪+ __2b‬‬ ‫‪a‬‬
‫__‬ ‫ﺍﴐﺏ ﹼ‬
‫ﻛﻞ ﻛﴪ ﰲ ﻛﴪ ﻳﺴﺎﻭﻱ ‪.1‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪a‬‬
‫‪b‬‬ ‫‪2a‬‬ ‫ﻛﻼ ﻣﻦ ﻗﻴﻢ ﺍﻟﺒﺴﻂ ﹼﹰ‬
‫ﺍﴐﺏ ﹼﹰ‬
‫__ =‬
‫‪ab‬‬
‫__ ‪+‬‬
‫‪ab‬‬
‫ﻭﻛﻼ ﻣﻦ ﻗﻴﻢ ﺍﳌﻘﺎﻡ‪.‬‬
‫‪b+2a‬‬
‫____ =‬
‫‪ab‬‬
‫ﻛﴪﺍ ﻣﻔﺮ ﹰﺩﺍ ﻣﻘﺎﻣﻪ ﺍﳌﻘﺎﻡ ﺍﳌﺸﱰﻙ‪.‬‬
‫ﺍﻛﺘﺐ ﹰ‬
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‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪‬‬

‫‪ .4‬ﻧ ﹼﻔﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻹﺟﺎﺑﺔ ﰲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪.‬‬

‫) () (‬
‫__ ‪1‬‬
‫__‬ ‫‪3‬‬
‫‪y x .c‬‬
‫_ ‪y‬‬
‫__‬ ‫‪+ x .a‬‬
‫‪3‬‬
‫‪1‬‬

‫‪2a‬‬
‫___ ÷ ‪1‬‬
‫__‬ ‫‪.d‬‬ ‫‪a‬‬
‫___ ‪3 -‬‬
‫__‬ ‫‪.b‬‬
‫‪2‬‬ ‫‪5‬‬ ‫‪b‬‬ ‫‪2b‬‬

‫ﺍﻟﻨﺴﺐ ‪Ratios‬‬
‫ﲤﺜﻞ ﺍﻟﻨﺴﺐ ﻋﻤﻠﻴﺔ ﻣﻘﺎﺭﻧﺔ ﺑﲔ ﻋﺪﺩﻳﻦ ﺑﺎﺳﺘﻌﲈﻝ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ‪ .‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﻨﺴﺐ ﺑﻌﺪﺓ ﻃﺮﺍﺋﻖ ﳐﺘﻠﻔﺔ‪ ،‬ﻓﺎﻟﻨﺴﺒﺔ‬
‫ﺑﲔ ﺍﻟﻌﺪﺩﻳﻦ ‪ 2‬ﻭ‪ 3‬ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﺑﺄﺭﺑﻊ ﻃﺮﺍﺋﻖ ﳐﺘﻠﻔﺔ‪ 2 :‬ﺇﱃ ‪ 3‬ﺃﻭ ‪ 2‬ﻋﲆ ‪ 3‬ﺃﻭ ‪ 3:2‬ﺃﻭ ‪2‬‬
‫__ ‪.‬‬
‫‪3‬‬
‫ﺍﳌﻌﺪﹼ ﻻﺕ ‪Rates‬‬
‫ﺍﳌﻌﺪﻝ ﻧﺴﺒﺔ ﺗﻘﺎﺭﻥ ﺑﲔ ﻛﻤﻴﺘﲔ ﳍﲈ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﳐﺘﻠﻔﺔ‪ .‬ﺇﻥ ﻣﻌﺪﻝ ﺍﻟﻮﺣﺪﺓ ﻫﻮ ﺍﳌﻌﺪﻝ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺗﺒﺴﻴﻄﻪ ﺑﺤﻴﺚ ﻳﺴﺎﻭﻱ‬
‫ﺍﳌﻘﺎﻡ ﺍﻟﺮﻗﻢ ‪.1‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ‪ 98km‬ﰲ ‪ 2.0‬ﺳﺎﻋﺔ ﻛﻤﻌﺪﻝ ﻭﺣﺪﺓ‪.‬‬
‫‪ 2.0‬ﺳﺎﻋﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﺍﻟﻨﺴﺒﺔ ‪98km‬‬
‫______‬ ‫‪ 98km‬ﰲ‬
‫______‬
‫‪2.0h‬‬
‫) ‪( 2.0 ) ( kmh‬‬
‫____ = ‪98km‬‬
‫‪98‬‬ ‫____‬
‫‪2.0h‬‬
‫ﺟﺰﱢ ﺉ ﺍﻟﻜﴪ ﺇﱃ ﺣﺎﺻﻞ ﴐﺏ ﺍﻟﻜﴪ ﺍﻟﻌﺪﺩﻱ ﺑﻜﴪ ﺍﻟﻮﺣﺪﺍﺕ‬

‫) ‪= (49) ( km‬‬
‫____‬ ‫ﺑﺴﻂ ﺍﻟﻜﴪ ﺍﻟﻌﺪﺩﻱ‬
‫ﹼ‬
‫‪h‬‬
‫‪ km/h‬ﺃﻭ ‪= 49 km per h‬‬
‫__ ‪a‬‬
‫‪c‬‬
‫ﺍﻟﺘﻨﺎﺳﺒﺎﺕ ‪ Proportions‬ﺍﻟﺘﻨﺎﺳﺐ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﺎﺩﻟﺔ ﺗﻨﺺ ﻋﲆ ﺃﻥ ﺍﻟﻨﺴﺒﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﺎﻥ‪ ، = :‬ﺑﴩﻁ ﺃﻥ ‪ d‬ﻭ ‪ b‬ﻻ ﺗﺴﺎﻭﻳﺎﻥ ﹰ‬
‫ﺻﻔﺮﺍ‪.‬‬ ‫__‬
‫‪d b‬‬
‫ﲑﺍ ﻭﺍﺣﺪﹰ ﺍ‪ .‬ﻭﻳﻤﻜﻨﻚ ﺣﻞ ﻋﻼﻗﺔ ﺍﻟﺘﻨﺎﺳﺐ ﻹﳚﺎﺩ ﻗﻴﻤﺔ‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﻟﺘﻨﺎﺳﺒﺎﺕ ﳊﻞ ﻣﺴﺎﺋﻞ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻭﻣﺘﻐ ﹰ‬
‫ﺍﳌﺘﻐﲑ‪ .‬ﻭﳊﻞ ﺍﻟﺘﻨﺎﺳﺐ ﺍﺳﺘﻌﻤﻞ ﺍﻟﴬﺏ ﺍﻟﺘﺒﺎﺩﱄ‪.‬‬
‫__ = ‪c‬‬
‫__ ﺑﺎﻟﻨﺴﺒﺔﺇﱃ ﺍﳌﺘﻐﲑ ‪.a‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﺘﻨﺎﺳﺐ ‪a‬‬
‫‪d‬‬ ‫‪b‬‬
‫__ = ‪c‬‬
‫__‬ ‫‪a‬‬
‫ﺑﺈﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﴬﺏ ﺍﻟﺘﺒﺎﺩﱄ ﻟﻠﺘﻨﺎﺳﺐ‬
‫‪d‬‬ ‫‪b‬‬
‫‪ad = bc‬‬ ‫ﺍﻛﺘﺐ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﺍﻟﴬﺏ ﺍﻟﺘﺒﺎﺩﱄ‬
‫‪bc‬‬
‫___ = ‪a‬‬ ‫ﺣﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﳌﺘﻐﲑ ‪a‬‬
‫‪d‬‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .5‬ﺣﻞ ﺍﻟﺘﻨﺎﺳﺒﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪s‬‬
‫___‬ ‫‪36‬‬
‫‪16 = 12 .c‬‬
‫___‬ ‫__ = ‪2‬‬
‫__‬ ‫‪4 .a‬‬
‫‪3‬‬ ‫‪x‬‬
‫‪2.5 .d‬‬
‫____ = ‪7.5‬‬
‫____‬ ‫‪n‬‬ ‫‪13 .b‬‬
‫___ = ___‬
‫‪w‬‬ ‫‪5.0‬‬ ‫‪75 15‬‬
‫‪191‬‬
 ‫‪‬‬

‫‪‬‬
‫‪ .IV‬ﺍﻷﺳﺲ ﻭﺍﻟﻘﻮ￯ ﻭﺍﳉﺬﻭﺭ ﻭﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ‪Exponents٫ Powers٫ Roots٫ and Absolute value‬‬
‫ﺍﻷﺳﺲ ‪Exponents‬‬
‫ﺍﻷﺱ ﻋﺒﺎﺭﺓ ﻋﻦ ﻋﺪﺩ ﳜﱪﻙ ﺑﻌﺪﺩ ﺍﳌﺮﺍﺕ ﺍﻟﺘﻲ ﺍﺳﺘﻌﻤﻞ ﻓﻴﻬﺎ ﺍﻷﺳﺎﺱ ‪ a‬ﹰ‬
‫ﻋﺎﻣﻼ‪ ،‬ﻭﻳﻜﺘﺐ ﺍﻷﺱ ﻋﲆ ﺻﻴﻐﺔ ﺭﻣﺰ ﻋﻠﻮﻱ‪ .‬ﻓﻔﻲ‬
‫ﺍﳊﺪ ‪ ،an‬ﻳﻤﺜﻞ ﺍﻟﺮﻣﺰ ‪ a‬ﺍﻷﺳﺎﺱ ﻭﻳﻤﺜﻞ ﺍﻟﺮﻣﺰ ‪ n‬ﺍﻷﺱ‪.‬‬
‫ﻭﻳﺴﻤﻰ ﺍﳌﻘﺪﺍﺭ ‪ an‬ﺍﻟﻘﻮﺓ ﺍﻟﻨﻮﻧﻴﺔ ﻟﻠﺮﻗﻢ ‪ a‬ﺃﻭ ﺃﻥ ﺍﻟﺮﻗﻢ ‪ a‬ﻣﺮﻓﻮﻉ ﻟﻠﻘﻮﺓ ‪.n‬‬
‫ﺍﻷﺱ‬

‫‪an‬‬
‫ﺍﻷﺳﺎﺱ‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺇﻥ ﺍﻟﺮﻣﺰ ﺍﻟﺴﻔﻠﻲ ﻻ ﻳﻤﺜﻞ ﺍﻷﺱ‪ ،‬ﻭﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﻤﺜﻞ ﺍﻟﺮﻣﺰ ﺍﻟﺴﻔﻠﻲ ﹰ‬
‫ﺗﻌﺒﻴﺮﺍ ﺁﺧﺮ ﻟﻠﻤﺘﻐﻴﺮ‪.‬‬
‫ﻓﻤﺜﻼ ‪ v0‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻟﺘﻌﺒﺮ ﻋﻦ ﺍﻟﺴﺮﻋﺔ ﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪ ،0‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﺮﻣﺰ ﺍﻟﺴﻔﻠﻲ ﻳﻌﺪ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮ‪.‬‬
‫ﺍﻷﺱ ﺍﻟﻤﻮﺟﺐ ﻷﻱ ﺭﻗﻢ ﻏﻴﺮ ﺻﻔﺮﻱ ‪ ، a‬ﻭﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ‪، n‬‬
‫) ‪an = ( a1 ) ( a2 ) ( a3 ) … ( an‬‬
‫ﺑﺴﻂ ﺍﻟﺤﺪﻭﺩ ﺍﻷﺳﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪104 = (10) (10) (10) (10) = 10,000‬‬
‫‪23 = (2) (2) (2) = 8‬‬
‫ﺍﻷﺱ ﺍﻟﺼﻔﺮﻱ ﻷﻱ ﺭﻗﻢ ‪ a‬ﻏﻴﺮ ﺻﻔﺮﻱ‪،‬‬
‫‪a0 = 1‬‬
‫ﺑﺴﻂ ﺍﻟﺤﺪﻭﺩ ﺍﻷﺳﻴﺔ ﺍﻟﺼﻔﺮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪20 = 1‬‬
‫‪130 = 1‬‬
‫ﺍﻷﺱ ﺍﻟﺴﺎﻟﺐ ﻷﻱ ﺭﻗﻢ ‪ a‬ﻏﻴﺮ ﺻﻔﺮﻱ‪ ،‬ﻭﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ‪، n‬‬
‫‪1‬‬
‫___ =‪a–n‬‬
‫‪an‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ﺍﻟﺤﺪﻭﺩ ﺍﻷﺳﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ ﺍﻵﺗﻴﺔ ﻓﻲ ﺻﻮﺭﺓ ﻛﺴﻮﺭ‪.‬‬
‫‪1 =1‬‬
‫__ = ‪2–2‬‬ ‫_‬ ‫‪1 =1‬‬
‫__ = ‪2–1‬‬ ‫_‬
‫‪2‬‬
‫‪2‬‬
‫‪4‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪2‬‬

‫‪192‬‬
 ‫‪‬‬
‫‪‬‬

‫ﺍﳉﺬﻭﺭ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻭﺍﳉﺬﻭﺭ ﺍﻟﺘﻜﻌﻴﺒﻴﺔ ‪Square and Cube Roots‬‬

‫ﻭﻳﻌﺒﺮ ﺍﻟﺮﻣﺰ ﺍﻟﺠﺬﺭﻱ ‪ ، √Â‬ﻋﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪ .‬ﻭﻳﻤﻜﻦ‬‫ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﺮﻗﻢ ﻳﺴﺎﻭﻱ ﺃﺣﺪ ﻣﻌﺎﻣﻠﻴﻪ ﺍﻻﺛﻨﻴﻦ ﺍﻟﻤﺘﺴﺎﻭﻳﻴﻦ‪ .‬ﹼ‬
‫ﺃﻥ ﻳﻌﺒﺮ ﻋﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﺎﻷﺱ ‪1‬‬
‫__ ﻛﻤﺎ ﻓﻲ ‪ . √Âb = b 2‬ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬ ‫ﹸ ﹼ‬
‫‪1‬‬
‫__‬

‫‪2‬‬
‫ﺑﺴﻂ ﺣﺪﻭﺩ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺃﻣﺜﻠﺔ‪ :‬ﹼ‬
‫‪√Â‬‬
‫= ‪a2‬‬‫‪√ÂÂÂ‬‬
‫‪(a) (a) = a‬‬
‫‪Â = √(3) (3) = 3‬‬
‫‪√9‬‬ ‫‪ÂÂÂ‬‬

‫‪√Â‬‬
‫= ‪64‬‬ ‫‪(8.0) (8.0) = 8.0‬‬
‫‪√ÂÂÂÂÂ‬‬ ‫ﺻﻔﺮﺍ ﻋﻦ ﻳﻤﲔ ﺍﻟﻔﺎﺻﻠﺔ ﺍﻟﻌﴩﻳﺔ؛ ﻭﺫﻟﻚ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬
‫ﺗﺘﻀﻤﻦ ﺍﻹﺟﺎﺑﺔ ﹰ‬
‫‪38.44 = 6.200‬‬
‫‪√ÂÂÂ‬‬ ‫ﺿﻊ ﺻﻔﺮﻳﻦ ﻋﻦ ﻳﻤﲔ ﺇﺟﺎﺑﺔ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺃﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪.‬‬
‫‪39 =6.244997 = 6.2‬‬
‫‪√Â‬‬ ‫ﻗﺮﺏ ﺇﺟﺎﺑﺔ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻟﻺﺑﻘﺎﺀ ﻋﲆ ﺭﻗﻤﲔ ﻣﻌﻨﻮﻳﲔ‪.‬‬
‫ﹼ‬
‫√ ﺃﻱ ﺍﺳﺘﻌﲈﻝ ﺍﻟﺮﻗﻢ ‪ ،3‬ﻋﻦ ﺍﳉﺬﺭ‬
‫‪3‬‬
‫ﺃﻣﺎ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﻟﻠﺮﻗﻢ ﻓﻴﻤﺜﻞ ﺃﺣﺪ ﻣﻌﺎﻣﻼﺗﻪ ﺍﻟﺜﻼﺛﺔ ﺍﳌﺘﺴﺎﻭﻳﺔ‪ .‬ﻭﻳﻌﱪ ﺍﻟﺮﻣﺰ ﺍﳉﺬﺭﻱ ‪Â‬‬
‫‪_1‬‬ ‫ﺃﻳﻀﺎ ﰲ ﺻﻮﺭﺓ ﺃﺱ ‪1‬‬
‫__ ﻛﲈ ﰲ ‪. √b =b3‬‬
‫‪3‬‬
‫ﺍﻟﺘﻜﻌﻴﺒﻲ‪ .‬ﻛﲈ ﻳﻤﻜﻦ ﲤﺜﻴﻞ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﹰ‬
‫‪3‬‬
‫ﺑﺴﻂ ﺣﺪﻭﺩ ﺍﳉﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪(5.00)(5.00)(5.00) = 5.00‬‬
‫‪3‬‬
‫‪√ÂÂ‬‬
‫= ‪125‬‬ ‫‪√ÂÂÂÂÂÂÂ‬‬
‫‪3‬‬

‫‪3‬‬
‫‪√ÂÂÂ‬‬
‫‪39.304 = 3.4000‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .6‬ﺃﻭﺟﺪ ﻧﺎﺗﺞ ﻛﻞ ﺟﺬﺭ‪ ،‬ﺛﻢ ﹼ‬
‫ﻗﺮﺏ ﺍﻹﺟﺎﺑﺔ ﺇﱃ ﺃﻗﺮﺏ ﻣﺌﺔ‪.‬‬
‫‪676 .c‬‬
‫‪√ÂÂ‬‬ ‫‪22 .a‬‬
‫‪√Â‬‬

‫‪3‬‬
‫√‬ ‫‪ÂÂÂ‬‬
‫‪46.656‬‬ ‫‪.d‬‬ ‫‪3‬‬
‫√‬ ‫‪ÂÂ‬‬
‫‪729‬‬ ‫‪.b‬‬

‫‪ .7‬ﹼ‬
‫ﺑﺴﻂ ﺍﳉﺬﻭﺭ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺩﻭﻥ ﺍﺳﺘﻌﲈﻝ ﺍﻟﺮﻣﺰ ﺍﳉﺬﺭﻱ‪:‬‬
‫‪√ÂÂ‬‬
‫‪9t6‬‬ ‫‪.b‬‬ ‫‪√ÂÂÂ‬‬
‫‪16a2b4‬‬ ‫‪.a‬‬
‫‪ .8‬ﺍﻛﺘﺐ ﺍﳉﺬﻭﺭ ﺍﻵﺗﻴﺔ ﰲ ﺍﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ‪:‬‬
‫‪1‬‬
‫___‬
‫‪√a‬‬
‫‪Â‬‬
‫‪.b‬‬ ‫‪√Â‬‬
‫‪n3‬‬ ‫‪.a‬‬

‫‪193‬‬
 ‫‪‬‬

‫‪‬‬
‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ‪Operations With Exponents‬‬
‫ﻹﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﻓﺈﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ a‬ﻭ ‪ b‬ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻧﺎ ﺃﺭﻗﺎ ﹰﻣﺎ ﺃﻭ ﻣﺘﻐﻴﺮﺍﺕ‪.‬‬
‫ﺿﺮﺏ ﺍﻟﻘﻮ￯‪ :‬ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺣﺪﻭﺩ ﻟﻬﺎ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ‪ ،‬ﺍﺟﻤﻊ ﺍﻷﺳﺲ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪(am) (an) = am+n‬‬
‫ﻗﺴﻤﺔ ﺍﻟﻘﻮ￯‪ :‬ﻹﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺣﺪﻭﺩ ﻟﻬﺎ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ‪ ،‬ﺍﻃﺮﺡ ﺍﻷﺳﺲ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪am/an = am–n‬‬
‫ﺍﻟﻘﻮﺓ ﻣﺮﻓﻮﻋﺔ ﻟﻘﻮﺓ‪ :‬ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﻗﻮﺓ ﻣﺮﻓﻮﻋﺔ ﻟﻘﻮﺓ‪ ،‬ﺍﺳﺘﺨﺪﻡ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﻭﺍﺿﺮﺏ ﺍﻷﺳﺲ ﺑﻌﻀﻬﺎ ﻓﻲ ﺑﻌﺾ‪ ،‬ﻛﻤﺎ ﻫﻮ‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﺎﻟﻴﺔ‪(am)n = a mn :‬‬
‫ﻭﻗﺴﻢ ﺃﺱ ﺍﻟﻘﻮﺓ ﻋﻠﻰ ﺃﺱ ﺍﻟﺠﺬﺭ‪ ،‬ﻛﻤﺎ ﻫﻮ‬ ‫ﺍﻟﺠﺬﺭ ﻣﺮﻓﻮﻉ ﻟﻘﻮﺓ‪ :‬ﻹﻳﺠﺎﺩ ﻧﺎﺗﺞ ﺟﺬﺭ ﻣﺮﻓﻮﻉ ﻟﻘﻮﺓ‪ ،‬ﺍﺳﺘﺨﺪﻡ ﺍﻷﺳﺎﺱ ﻧﻔﺴﻪ ﹼ‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺎﻟﻴﺔ‪am = am/n :‬‬
‫‪n‬‬
‫√‬ ‫‪Â‬‬
‫ﺍﻟﻘﻮﺓ ﻟﺤﺎﺻﻞ ﺍﻟﻀﺮﺏ‪ :‬ﻹﻳﺠﺎﺩ ﺍﻟﻘﻮﺓ ﻟﺤﺎﺻﻞ ﺍﻟﻀﺮﺏ ‪ a‬ﻭ ‪ ، b‬ﺍﺭﻓﻊ ﻛﻠﻴﻬﻤﺎ ﻟﻠﻘﻮﺓ ﻧﻔﺴﻬﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ ﹰ‬
‫ﻣﻌﺎ‪،‬‬
‫ﻛﻤﺎ ﻓﻲ ‪(ab)n = anbn‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ‪.‬‬ ‫‪ .9‬ﺍﻛﺘﺐ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﻜﺎﻓﺌﺔ‬
‫‪x2 √x .d‬‬ ‫‪(d2n)2 .c‬‬ ‫‪√tÂ3 .b‬‬ ‫‪x2 t / x3 .a‬‬
‫‪m ÂÂ‬‬ ‫_‬
‫ﺑﺴﻂ ‪q m‬‬
‫√‬ ‫‪ .10‬ﹼ‬
‫___‬ ‫‪2qv‬‬

‫ﺍﻟﻘﻴﻤﺔ ﺍﳌﻄﻠﻘﺔ ‪Absolute Value‬‬

‫ﺇﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺮﻗﻢ ‪ n‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻴﻤﺘﻪ ﺑﻐﺾ ﺍﻟﻨﻈﺮ ﻋﻦ ﺇﺷﺎﺭﺗﻪ‪ .‬ﻭﺗﻜﺘﺐ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺮﻗﻢ ‪ n‬ﻓﻲ ﺻﻮﺭﺓ |‪ .|n‬ﻭﻷﻥ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﺃﻛﺒﺮ ﻣﻦ ﺻﻔﺮ ﺃﻭ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﺍﻟﻤﻘﺎﺩﻳﺮ ﻻ ﺗﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ﺍﻟﺼﻔﺮ ﻓﺈﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻤﻄﻠﻘﺔ ﹰ‬
‫ﺃﻣﺜﻠﺔ‪:‬‬
‫‪ 3‬ﻭﺣﺪﺍﺕ‬ ‫‪ 3‬ﻭﺣﺪﺍﺕ‬
‫‪|3| = 3‬‬
‫‪|– 3| = 3‬‬ ‫‪-4 -3‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪ .V‬ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ‪Scientific Notation‬‬
‫ﺇﻥ ﺍﻟﺮﻗﻢ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ‪ a×10n‬ﻣﻜﺘﻮﺏ ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ؛ ﺣﻴﺚ ‪ ،1≤ a ≤10‬ﻭﺍﻟﺮﻗﻢ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ .‬ﺍﻷﺳﺎﺱ ‪ 10‬ﻣﺮﻓﻮﻉ‬
‫ﻟﻠﻘﻮﺓ ‪ n‬ﻭﺍﻟﺤﺪ ‪ a‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﻗﻞ ﻣﻦ ‪.10‬‬
‫ﺍﻟﻘﻮﺓ‬

‫‪a×10n‬‬
‫ﺍﳊﺪ‬ ‫ﺍﻷﺳﺎﺱ‪10‬‬
‫‪194‬‬
 ‫‪‬‬
‫‪‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻮﻥ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﻣﻊ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻋﻠﻰ ‪ 10‬ﺃﻭ ﺍﻷﻗﻞ ﻣﻦ ‪ 1‬ﻟﻠﺘﻌﺒﻴﺮ‬
‫ﻼ ﺗﻜﺘﺐ ﻛﺘﻠﺔ ﺍﻟﺒﺮﻭﺗﻮﻥ ﻓﻲ ﺻﻮﺭﺓ ‪ ،6.73 × 10-28 kg‬ﻭﺗﻜﺘﺐ ﻛﺜﺎﻓﺔ ﺍﻟﻤﺎﺀ ﻓﻲ ﺻﻮﺭﺓ‬ ‫ﻋﻨﻬﺎ‪ ،‬ﻭﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻨﻬﺎ‪ ،‬ﻭﺣﺴﺎﺑﻬﺎ‪ .‬ﻓﻤﺜ ﹰ‬
‫‪ 1.000×103 kg/m3‬ﻭﻫﺬﺍ ﻳﻮﺿﺢ ﺍﺳﺘﻌﻤﺎﻝ ﻗﻮﺍﻋﺪ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ؛ ﺣﻴﺚ ﻳﺴﺎﻭﻱ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ‪ 1000‬ﺗﻤﺎ ﹰﻣﺎ‪ ،‬ﻭﺫﻟﻚ‬
‫ﻷﺭﺑﻌﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‪ .‬ﻭﻟﺬﻟﻚ ﻓﻌﻨﺪ ﻛﺘﺎﺑﺔ ﻛﺜﺎﻓﺔ ﺍﻟﻤﺎﺀ ﻓﻲ ﺻﻮﺭﺓ ‪ 1000 kg/m3‬ﺳﻮﻑ ﻳﺸﻴﺮ ﺫﻟﻚ ﺇﻟﻰ ﺃﻥ ﺍﻟﺮﻗﻢ ﻳﺘﻀﻤﻦ‬
‫ﺭﻗﻤﺎ ﻣﻌﻨﻮ ﹼﹰﻳﺎ ﻭﺍﺣﺪﹰ ﺍ‪ ،‬ﻭﻫﺬﺍ ﻏﻴﺮ ﺻﺤﻴﺢ‪ .‬ﻟﻘﺪ ﺳﺎﻋﺪﺕ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﻴﻦ ﻋﻠﻰ ﺍﻟﺤﻔﺎﻅ ﻋﻠﻰ ﺍﻟﻤﺴﺎﺭ ﺍﻟﺪﻗﻴﻖ ﻟﻸﺭﻗﺎﻡ‬‫ﹰ‬
‫ﺍﻟﻤﻌﻨﻮﻳﺔ‪.‬‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﻟﻜﺒﲑﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﺍﳌﻮﺟﺒﺔ ‪Large Numbers - Using Positive Exponents‬‬
‫ﺇﻥ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﻟﻠﻘﻮﺓ ‪ 10‬ﺗﺸﺒﻪ ﺗﻤﺎ ﹰﻣﺎ ﻋﻤﻠﻴﺔ ﺗﺤﺮﻳﻚ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻟﻨﻔﺲ ﻋﺪﺩ ﺍﻟﻤﻨﺎﺯﻝ ﺇﻟﻰ ﻳﺴﺎﺭ ﺍﻟﻌﺪﺩ )ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ‬
‫ﻻ ﻗﻴﻤﺔ ﺍﻟﺤﺪ ‪،a‬‬ ‫ﺳﺎﻟﺒﺔ( ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ )ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮﺓ ﻣﻮﺟﺒﺔ(‪ .‬ﻭﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﺮﻗﻢ ﺍﻟﻜﺒﻴﺮ ﻓﻲ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺣﺪﺩ ﺃﻭ ﹰ‬
‫‪ ،1≤ a <10‬ﺛﻢ ﻋﺪ ﺍﻟﻤﻨﺎﺯﻝ ﺍﻟﻌﺸﺮﻳﺔ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺤﺪ ‪ a‬ﺣﺘﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ﺍﻟﻌﺪﺩ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻌﺪﺩ‬
‫ﺑﻮﺻﻔﻪ ﻗﻮﺓ ﻟﻠﺮﻗﻢ ‪ .10‬ﻭﺗﺒﻴﻦ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺪﻻﻟﺔ ﺍﻟﻌﻠﻤﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ‪ e‬ﻟﻸﺳﺲ ﻛﻤﺎ ﻓﻲ ‪ 2.4 e+11=2.4×1011‬ﻭﺑﻌﺾ‬
‫ﺍﻵﻻﺕ ﺍﻟﺤﺎﺳﺒﺔ ﺗﺴﺘﺨﺪﻡ ‪ E‬ﻟﺘﺒﻴﺎﻥ ﺍﻷﺱ ﺃﻭ ﻳﻮﺟﺪ ﻏﺎﻟ ﹰﺒﺎ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻣﻮﺿﻊ ﻣﺨﺼﺺ‪ ،‬ﺣﻴﺚ ﺗﻈﻬﺮ ﺃﺭﻗﺎﻡ ﺫﺍﺕ ﺃﺣﺠﺎﻡ‬
‫ﻧﺴﺒﻴﺎ ﻟﺘﻤﺜﻞ ﺍﻷﺳﺲ ﻓﻲ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬
‫ﺻﻐﻴﺮﺓ ﹼﹰ‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ‪ 7‚530‚000‬ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﻗﻴﻤﺔ ‪ a‬ﻫﻲ ‪ ) 7.53‬ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻋﻦ ﻳﻤﻴﻦ ﺃﻭﻝ ﺭﻗﻢ ﻏﻴﺮ ﺻﻔﺮﻱ (‪ ،‬ﻟﺬﻟﻚ ﺳﻴﻜﻮﻥ ﺍﻟﺸﻜﻞ ﻓﻲ ﺻﻮﺭﺓ ‪.7.53×10‬‬
‫‪n‬‬

‫‪7‚530‚000 = 7.53×106‬‬ ‫ﻫﻨﺎﻙ ﺳﺘﺔ ﻣﻨﺎﺯﻝ ﻋﴩﻳﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﻫﻲ ‪6‬‬

‫ﺃﺻﻔﺎﺭﺍ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﻳﻤﻴﻦ ﺍﻟﺮﻗﻢ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺓ‬

‫ﹰ‬ ‫ﺍﻟﻤﻌﺒﺮ ﻋﻨﻪ ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ ﺍﻛﺘﺐ ﻗﻴﻤﺔ ‪ ،a‬ﻭﺿﻊ‬
‫ﱠ‬ ‫ﻟﻜﺘﺎﺑﺔ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻘﻴﺎﺳﻴﺔ ﻟﻠﺮﻗﻢ‬
‫ﻭﺣﺮﻙ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻟﻠﺮﻗﻢ ‪ a‬ﻋﺪﺓ ﻣﻨﺎﺯﻝ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﹼ‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ﺍﻟﺮﻗﻢ ﺍﻟﺘﺎﻟﻲ ﻓﻲ ﺻﻮﺭﺗﻪ ﺍﻟﻘﻴﺎﺳﻴﺔ‪:‬‬
‫‪2.389×105 = 2.38900×105 = 238‚900‬‬

‫‪195‬‬
 ‫‪‬‬

‫‪‬‬
‫ﺍﻷﺭﻗﺎﻡ ﺍﻟﺼﻐﻴﺮﺓ‪ ،‬ﻭﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﺍﻟﺴﺎﻟﺒﺔ ‪Small Numbers-Using Negative Exponents‬‬
‫ﻻ ﻗﻴﻤﺔ ‪ ، 1 ≤ a < 10 ، a‬ﺛﻢ ﺍﺣﺴﺐ ﻋﺪﺩ ﺍﻟﻤﻨﺎﺯﻝ ﺍﻟﻌﺸﺮﻳﺔ ﻣﺒﺘﺪﺋﹰﺎ ﻣﻦ‬‫ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺼﻐﻴﺮﺓ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﺣﺪﺩ ﺃﻭ ﹰ‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻟﻠﺮﻗﻢ ‪ a‬ﺣﺘﻰ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ﺍﻟﺮﻗﻢ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺫﻟﻚ ﺍﻟﻌﺪﺩ ﻗﻮ ﹰﺓ ﻟﻸﺳﺎﺱ ‪ . 10‬ﺇﻥ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺍﻟﺮﻗﻢ ﻓﻲ ﻗﻮﺓ ﺳﺎﻟﺒﺔ ﻣﻤﺎﺛﻞ ﺗﻤﺎ ﹰﻣﺎ ﻟﻌﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ﺫﻟﻚ ﺍﻟﺮﻗﻢ‬
‫ﻣﻊ ﺍﻟﻘﻮﺓ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻟﻤﺮﺍﻓﻘﺔ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻛﺘﺐ ‪ 0.000000285‬ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫ﺇﻥ ﻗﻴﻤﺔ ‪ a‬ﻫﻲ ‪) 2.85‬ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﺗﻘﻊ ﻋﻦ ﻳﻤﻴﻦ ﺍﻟﺮﻗﻢ ﺍﻷﻭﻝ ﻏﻴﺮ ﺍﻟﺼﻔﺮﻱ( ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﺸﻜﻞ ﺳﻴﻜﻮﻥ ﻓﻲ ﺻﻮﺭﺓ ‪.2.85×10n‬‬
‫‪0.000000285 = 2.85×10-7‬‬ ‫ﺗﻮﺟﺪ ﺳﺒﻌﺔ ﻣﻨﺎﺯﻝ ﻋﴩﻳﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺍﻟﻘﻮﺓ ﻫﻲ‪– 7‬‬
‫ﻭﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻷﺭﻗﺎﻡ ﺍﻟﺼﻐﻴﺮﺓ ﺑﺼﻮﺭﺗﻬﺎ ﺍﻟﻘﻴﺎﺳﻴﺔ‪ ،‬ﺍﻛﺘﺐ ﻗﻴﻤﺔ ﺍﻟﺮﻗﻢ ‪ ،a‬ﻭﻗﻢ ﺑﺈﺿﺎﻓﺔ ﺃﺻﻔﺎﺭ ﺇﺿﺎﻓﻴﺔ ﻋﻦ ﻳﺴﺎﺭ ﺍﻟﺮﻗﻢ ‪.a‬‬
‫ﻭﺣﺮﻙ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻌﺸﺮﻳﺔ ﻓﻲ ‪ a‬ﻋﺪﺓ ﻣﻨﺎﺯﻝ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﺓ ﹼ‬
‫‪1.6 × 10-4 = 00001.6 × 10-4 = 0.00016‬‬ ‫ﻣﺜﺎﻝ‪:‬‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .11‬ﻋ ﹼﺒﺮ ﻋﻦ ﻛﻞ ﺭﻗﻢ ﺑﺪﻻﻟﺘﻪ ﺍﻟﻌﻠﻤﻴﺔ‪:‬‬
‫‪0.000020.b‬‬ ‫‪456‚000‚000 .a‬‬
‫‪ .12‬ﻋ ﹼﺒﺮ ﻋﻦ ﻛﻞ ﺭﻗﻢ ﺑﺼﻮﺭﺗﻪ ﺍﻟﻘﻴﺎﺳﻴﺔ‪.‬‬
‫‪9.7 × 1010 .b‬‬ ‫‪3.03 × 10-7 .a‬‬

‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ‪Operations with Scientific Notation‬‬

‫ﺍﳌﻌﱪ ﻋﻨﻬﺎ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻧﺴﺘﺨﺪﻡ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ‪.‬‬
‫ﻹﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻸﺭﻗﺎﻡ ﹼ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﻋﻤﻠﻴﺔ ﺿﺮﺏ ﺍﻟﺤﺪﻭﺩ‪ ،‬ﺛﻢ ﺍﺟﻤﻊ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪.10‬‬
‫)‪(4.0×10-8) (1.2×105) = (4.0×1.2) (10-8 ×105‬‬ ‫ﺟﻤﻊ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻷﺭﻗﺎﻡ ﺫﺍﺕ ﺍﻷﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫) ‪= (4.8) (10– 8+5‬‬ ‫ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻟﺤﺪﻭﺩ‬
‫)‪= (4.8) (10– 3‬‬ ‫ﺍﺟﻤﻊ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪10‬‬
‫‪= 4.8×10– 3‬‬ ‫ﺃﻋﺪ ﺻﻴﺎﻏﺔ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﻘﺴﻤﺔ ﻗﻢ ﺑﺈﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻤﺜﻠﺔ ﻟﻠﻘﻮﺍﻋﺪ‪ ،‬ﺛﻢ ﺍﻃﺮﺡ ﺃﺳﺲ ﺍﻷﺳﺎﺱ ‪.10‬‬
‫ﺑﺴﻂ‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫_____ = ‪9.60×10‬‬
‫‪7‬‬
‫_________‬
‫‪1.60×103‬‬ ‫‪1.60‬‬
‫(‬
‫____ × ‪9.60‬‬
‫‪10‬‬‫) ( )‬
‫‪103‬‬
‫‪7‬‬
‫ﺟﻤﻊ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻷﺭﻗﺎﻡ ﺫﺍﺕ ﺍﻷﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫‪= 6.00 × 107–3‬‬ ‫ﻗﺴﻢ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻃﺮﺡ ﺍﻟﻘﻮﺱ ﻟﻸﺳﺎﺱ ‪10‬‬ ‫ﹼ‬
‫‪= 6.00 × 104‬‬
‫‪196‬‬
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‫‪‬‬

‫ﻋﻤﻠﻴﺘﺎ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﺇﻥ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﺠﻤﻊ ﻭﻋﻤﻠﻴﺔ ﺍﻟﻄﺮﺡ ﻟﻸﺭﻗﺎﻡ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ ﻫﻲ ﻋﻤﻠﻴﺔ ﺗﺤﺪﱟ ﺃﻛﺒﺮ؛ ﻷﻥ ﻗﻮ￯ ﺍﻷﺳﺎﺱ‬
‫‪ 10‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﻤﺎﺛﻠﺔ ﻟﻜﻲ ﺗﺴﺘﻄﻴﻊ ﺟﻤﻊ ﺃﻭ ﻃﺮﺡ ﺍﻷﺭﻗﺎﻡ‪ .‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺃﺣﺪ ﺗﻠﻚ ﺍﻷﺭﻗﺎﻡ ﻗﺪ ﻳﺤﺘﺎﺝ ﺇﻟﻰ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺘﻪ‬
‫ﺑﺪﻻﻟﺔ ﻗﻮﺓ ﻣﺨﺘﻠﻔﺔ ﻟﻸﺳﺎﺱ ‪ ،10‬ﺇﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻮ￯ ﻟﻸﺳﺎﺱ ‪ 10‬ﻣﺘﺴﺎﻭﻳﺔ ﻓﺎﺳﺘﻌﻤﻞ ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻟﻸﻋﺪﺍﺩ‪.‬‬
‫ﺑﺴﻂ‬‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪(3.2×105) + (4.8×105) = (3.2+4.8) ×105‬‬ ‫ﲨﻊ ﺍﳊﺪﻭﺩ‬
‫ﹼ‬
‫‪= 8.0×105‬‬ ‫ﺍﲨﻊ ﺍﳊﺪﻭﺩ‬
‫ﺑﺴﻂ‬
‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫)‪(3.2×105) + (4.8×104) = (3.2×105)+ (0.48×105‬‬ ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ‪ 4.8×104‬ﰲ ﺻﻮﺭﺓ ‪0.48×105‬‬
‫‪= (3.2+0.48) ×105‬‬ ‫ﲨﻊ ﺍﳊﺪﻭﺩ‬ ‫ﹼ‬
‫‪= 3.68×105‬‬ ‫ﺍﲨﻊ ﺍﳊﺪﻭﺩ‬
‫‪= 3.7×105‬‬ ‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﻗﺎﻋﺪﺓ ﺍﳉﻤﻊ ‪ /‬ﺍﻟﻄﺮﺡ ﻟﻸﺭﻗﺎﻡ ﺍﳌﻌﻨﻮﻳﺔ‪.‬‬ ‫ﻗﺮﺏ ﺍﻟﻨﺘﻴﺠﺔ‬
‫ﹼ‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .13‬ﺍﺣﺴﺐ ﻧﺘﻴﺠﺔ ﻛﻞ ﻣﻦ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺘﺎﻟﻴﺔ‪ ،‬ﹼ‬
‫ﻭﻋﺒﺮ ﻋﻦ ﺍﻟﻨﺘﻴﺠﺔ ﺑﺪﻻﻟﺘﻬﺎ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬
‫‪(2.4×103) + (8.0×104) .b‬‬ ‫‪(5.2×10-4) (4.0×108) .a‬‬

‫‪ .VI‬ﺍﳌﻌﺎﺩﻻﺕ ‪Equations‬‬
‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ‪Order of Operations‬‬
‫ﻳﻔﺴﺮ ﻛﻞ ﺷﺨﺺ‬ ‫ﺍﺗﻔﻖ ﺍﻟﻌﻠﻤﺎﺀ ﻭﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻋﻠﻰ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﺨﻄﻮﺍﺕ ﺃﻭ ﺍﻟﻘﻮﺍﻋﺪ‪ ،‬ﺗﺴﻤﻰ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ ،‬ﻟﺬﻟﻚ ﹼ‬
‫ﺍﻟﺮﻣﻮﺯ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‪ .‬ﺍﺗﹼﺒﻊ ﻫﺬﻩ ﺍﻟﺨﻄﻮﺍﺕ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻋﻨﺪﻣﺎ ﺗﺮﻳﺪ ﺗﻘﺪﻳﺮ ﻧﺘﻴﺠﺔ ﺗﻌﺒﻴﺮ ﺭﻳﺎﺿﻲ ﺃﻭ ﻋﻨﺪ ﺍﺳﺘﺨﺪﺍﻡ‬
‫ﺻﻴﻐﺔ ﺭﻳﺎﺿﻴﺔ ﻣﻌﻴﻨﺔ‪.‬‬
‫‪ .1‬ﹼ‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺎﺑﻴﺮ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺩﺍﺧﻞ ﺍﻟﺮﻣﻮﺯ ﺍﻟﺘﺠﻤﻴﻌﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻘﻮﺳﻴﻦ ) (‪ ،‬ﻭﺍﻟﻘﻮﺳﻴﻦ ﺍﻟﻤﻌﻘﻮﻓﻴﻦ ] [‪ ،‬ﻭﺍﻷﻗﻮﺍﺱ ﺍﻟﻤﺰﺩﻭﺟﺔ } {‪،‬‬
‫ﻭﺃﻋﻤﺪﺓ ﺍﻟﻜﺴﺮ‪.‬‬
‫‪ .2‬ﻗﺪﹼ ﺭ ﻗﻴﻤﺔ ﺟﻤﻴﻊ ﺍﻟﻘﻮ￯ ﻭﺍﻟﺠﺬﻭﺭ‪.‬‬
‫‪ .3‬ﻧ ﹼﻔﺬ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻀﺮﺏ ﻭ ‪ /‬ﺃﻭ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻘﺴﻤﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪ .4‬ﻧ ﹼﻔﺬ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﺠﻤﻊ ﻭ ‪ /‬ﺃﻭ ﺟﻤﻴﻊ ﻋﻤﻠﻴﺎﺕ ﺍﻟﻄﺮﺡ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﺑﺴﻂ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺘﺎﻟﻲ‪:‬‬‫ﻣﺜﺎﻝ‪ :‬ﹼ‬
‫‪4+3 (4–1)– 23 = 4+3 (3) – 23‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺨﻄﻮﺓ ‪1‬‬
‫‪=4+3 (3) – 8‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺨﻄﻮﺓ ‪2‬‬
‫‪=4+9–8‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺨﻄﻮﺓ ‪3‬‬
‫‪=5‬‬ ‫ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺨﻄﻮﺓ ‪4‬‬

‫‪197‬‬
 ‫‪‬‬

‫‪‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻳﻮﺿﺢ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺧﻄﻮﺓ ﺧﻄﻮﺓ‪ .‬ﻓﻌﻨﺪ ﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻻ ﺗﺠﺮ ﻋﻤﻠﻴﺔ ﺍﻟﺘﻘﺮﻳﺐ ﻟﻠﺮﻗﻢ ﺍﻟﺼﺤﻴﺢ ﻟﻸﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ ﺇﻻ ﺑﻌﺪ ﺣﺴﺎﺏ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ‪ .‬ﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺤﺴﺎﺑﺎﺕ ﺍﻟﺘﻲ‬
‫ﺗﺘﻀﻤﻦ ﺗﻌﺎﺑﻴﺮ ﺭﻳﺎﺿﻴﺔ ﻓﻲ ﺍﻟﺒﺴﻂ ﻭﺗﻌﺎﺑﻴﺮ ﺭﻳﺎﺿﻴﺔ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﻋﻠﻴﻚ ﻣﻌﺎﻣﻠﺔ ﻛﻞ ﻣﻦ ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﺑﻮﺻﻔﻬﻤﺎ ﻣﺠﻤﻮﻋﺘﻴﻦ‬
‫ﻣﻨﻔﺼﻠﺘﻴﻦ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻧﺘﻴﺠﺔ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻗﺒﻞ ﺃﻥ ﺗﺠﺮﻱ ﻋﻤﻠﻴﺔ ﻗﺴﻤﺔ ﺍﻟﺒﺴﻂ ﻋﻠﻰ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﻗﺎﻋﺪﺓ ﺍﻟﻀﺮﺏ ‪/‬‬
‫ﺍﻟﻘﺴﻤﺔ ﺗﺴﺘﺨﺪﻡ ﻟﺤﺴﺎﺏ ﺍﻟﺮﻗﻢ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻸﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‪.‬‬
‫ﺣﻞ ﺍﳌﻌﺎﺩﻻﺕ ‪Solving Equations‬‬
‫ﻃﺒﻖ ﺧﺎﺻﻴﺔ‬‫ﺻﺤﻴﺤﺎ‪ .‬ﻭﻋﻨﺪ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﹼ‬ ‫ﹰ‬ ‫ﺭﻳﺎﺿﻴﺎ‬
‫ﹼﹰ‬ ‫ﺗﻌﺒﻴﺮﺍ‬
‫ﺇﻥ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺬﻱ ﻳﺠﻌﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﹰ‬
‫ﺍﻟﺘﻮﺯﻳﻊ ﻭﺧﺼﺎﺋﺺ ﺍﻟﺘﻜﺎﻓﺆ‪ ،‬ﻭﺇﺫﺍ ﻃﺒﻘﺖ ﺃ ﹼﹰﻳﺎ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﻤﺘﻜﺎﻓﺌﺎﺕ ﻓﻲ ﺃﺣﺪ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻭﺟﺐ ﺃﻥ ﺗﻄﺒﻖ ﺍﻟﺨﺼﺎﺋﺺ‬
‫ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪.‬‬
‫ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻷﻱ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ‪ c ، b ، a‬ﻳﻜﻮﻥ‪:‬‬
‫‪a (b+c) =ab+ac‬‬ ‫‪a (b–c) =ab–ac‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ ﻟﺘﻔﻜﻴﻚ ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫)‪3 (x + 2) = 3 x + (3) (2‬‬
‫‪=3x+6‬‬
‫ﺧﺎﺻﻴﺘﺎ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻟﻠﻤﺘﻜﺎﻓﺌﺎﺕ ﺇﺫﺍ ﺗﺴﺎﻭﺕ ﻛﻤﻴﺘﺎﻥ ﻭﺃﺿﻴﻒ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﺃﻭ ﻃﺮﺡ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﻣﻦ ﻛﻠﻴﻬﻤﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﻜﻤﻴﺎﺕ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻣﺘﺴﺎﻭﻳﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﺠﻤﻊ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪x – 3 = 7‬‬
‫‪x–3 = 7‬‬
‫‪x–3+3=7+3‬‬
‫‪x=10‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﻄﺮﺡ‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪t + 2 = -5‬‬
‫‪t+2=–5‬‬
‫‪t+2–2=–5–2‬‬
‫‪t=–7‬‬
‫ﺧﺎﺻﻴﺘﺎ ﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ﻟﻠﻤﺘﻜﺎﻓﺌﺎﺕ ﺇﺫﺍ ﺿﺮﺑﺖ ﺃﻭ ﻗﺴﻤﺖ ﻛﻤﻴﺘﻴﻦ ﻣﺘﺴﺎﻭﻳﺘﻴﻦ ﻓﻲ‪/‬ﻋﻠﻰ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ‪ ،‬ﻓﺴﺘﻜﻮﻥ ﺍﻟﻜﻤﻴﺎﺕ‬
‫ﺍﻟﻨﺎﺗﺠﺔ ﻣﺘﺴﺎﻭﻳﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫‪ac=bc‬‬
‫‪a‬‬
‫__‬ ‫‪b‬‬
‫__‬
‫‪c = c , for c ≠ 0‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺧﺎﺻﻴﺔ ﺍﻟﻀﺮﺏ‬ ‫‪1‬‬
‫__‬ ‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪a = 3‬‬
‫‪4‬‬
‫‪1a=3‬‬
‫__‬
‫‪4‬‬
‫) ‪(__14 a ) ( 4 ) = 3 ( 4‬‬
‫‪a = 12‬‬
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‫‪‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 6 n = 18‬ﻣﺴﺘﺨﺪ ﹰﻣﺎ ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ‬

‫‪6 n = 18‬‬
‫‪6n‬‬
‫___‬ ‫‪18‬‬
‫__‬
‫‪6‬‬
‫=‬ ‫‪6‬‬
‫‪n=3‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 2 t + 8 = 5 t – 4‬ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪t‬‬
‫‪2t+8=5t–4‬‬
‫‪8+4=5t–2t‬‬
‫‪12 = 3 t‬‬
‫‪4=t‬‬
‫ﻓﺼﻞ ﺍﳌﺘﻐﲑ ‪Isolating aVariable‬‬
‫ﺃﻱ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺫﻟﻚ ﺍﻟﻤﺘﻐﻴﺮ‪ -‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﺭﺗﺒﺎﻁ‬ ‫ﺍﻓﺘﺮﺽ ﻣﻌﺎﺩﻟﺔ ﺗﺘﻀﻤﻦ ﺃﻛﺜﺮ ﻣﻦ ﻣﺘﻐﻴﺮ‪ ،‬ﻟﻔﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ‪ -‬ﹾ‬
‫ﻣﻜﺎﻓﺌﺔ ﺑﺤﻴﺚ ﻳﺘﻀﻤﻦ ﺃﺣﺪ ﻃﺮﻓﻴﻬﺎ ﺍﻟﻤﺘﻐﻴﺮ ﻓﻘﻂ ﺑﻤﻌﺎﻣﻞ ﻳﺴﺎﻭﻱ ‪.1‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻓﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ ‪ ) P‬ﺍﻟﻀﻐﻂ ( ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﻗﺎﻧﻮﻥ ﺍﻟﻐﺎﺯ ﺍﻟﻤﺜﺎﻟﻲ‪.‬‬
‫‪PV=nRT‬‬
‫‪PV‬‬
‫___‬
‫‪V‬‬
‫‪nRT‬‬
‫____ =‬
‫‪V‬‬
‫ﻗﺴﻢ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ‪V‬‬
‫ﹼ‬
‫‪V‬‬
‫__ ( ‪P‬‬
‫‪V‬‬
‫‪nRT‬‬
‫____ = )‬
‫‪V‬‬
‫__ (‬
‫‪V‬‬
‫‪V‬‬
‫ﺟﻤﻊ )‬
‫ﹼ‬
‫‪P= V‬‬‫‪nRT‬‬
‫____‬ ‫‪V=1‬‬
‫__‬
‫‪V‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .14‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪.x‬‬
‫‪c .d‬‬ ‫‪2 + 3 x = 17 .a‬‬
‫‪b+x‬‬
‫____ = ‪a‬‬
‫‪2x+3‬‬
‫_____ = ‪6‬‬
‫‪x‬‬ ‫‪.e‬‬ ‫‪x – 4 = 2 – 3x .b‬‬
‫‪ax + bx + c = d .f‬‬ ‫‪x+4‬‬
‫____ = ‪t – 1‬‬
‫‪3‬‬
‫‪.c‬‬

‫ﺧﺎﺻﻴﺔ ﺍﳉﺬﺭ ﺍﻟﱰﺑﻴﻌﻲ ‪Square Root Property‬‬

‫‪.a=±‬‬ ‫‪√n‬‬
‫‪Â‬‬ ‫ﺣﻘﻴﻘﻴﺎ‪ n > 0 ،‬ﻭ ‪ ، a2 = n‬ﻓﺈﻥ‬
‫ﹼﹰ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ‪ a‬ﻭ ‪ n‬ﻋﺪ ﹰﺩﺍ‬

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‫‪‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪ v‬ﻓﻲ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻧﻲ ﻟﻨﻴﻮﺗﻦ ﻟﻘﻤﺮ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﻷﺭﺽ‪.‬‬
‫‪GmEm‬‬
‫______ = ‪mv2‬‬
‫____‬
‫‪r‬‬ ‫‪r2‬‬
‫‪rGmEm‬‬
‫______ = ‪mv2‬‬
‫____‬
‫‪r‬‬ ‫‪r2‬‬
‫ﺍﺿﺮﺏ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻛﻠﻴﻬﻤﺎ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮ ‪r‬‬
‫‪Gm m‬‬ ‫‪r =1‬‬
‫______ = ‪mv2‬‬
‫‪r‬‬
‫‪E‬‬ ‫__‬
‫‪r‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ‬
‫‪GmEm‬‬
‫______ = ‪mv2‬‬
‫____‬
‫‪m‬‬ ‫‪rm‬‬ ‫ﻗﺴﻢ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ‪. m‬‬
‫ﹼ‬
‫‪Gm‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪m = 1‬‬
‫____ = ‪v2‬‬
‫‪r‬‬
‫‪E‬‬ ‫___‬
‫‪m‬‬
‫‪v2 = ±‬‬
‫‪√Â‬‬ ‫‪√ÂÂ‬‬
‫_‬
‫‪Gm‬‬
‫‪r‬‬
‫‪E‬‬
‫ﺿﻊ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻋﻠﻰ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫_√ = ‪v‬‬
‫‪ÂÂ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﺴﺮﻋﺔ‪.‬‬
‫‪Gm‬‬ ‫‪E‬‬
‫‪r‬‬

‫ﻋﻨﺪﻣﺎ ﺗﺴﺘﻌﻤﻞ ﺧﺎﺻﻴﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻣﻦ ﺍﻟﻤﻬﻢ ﺍﻻﻧﺘﺒﺎﻩ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺬﻱ ﺳﺘﻘﻮﻡ ﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻴﻪ؛ ﻷﻧﻨﺎ ﻗﻤﻨﺎ ﺑﺤﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﺴﺮﻋﺔ ‪ ،v‬ﻟﺬﻟﻚ ﻟﻢ ﻳﻜﻦ ﻣﻦ ﺍﻟﻤﻨﻄﻖ ﺃﻥ ﻧﺴﺘﻌﻤﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻟﻠﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪ ،‬ﻭﺃﻧﺖ ﺗﺤﺘﺎﺝ‬
‫ﻼ ﻋﻨﺪﻣﺎ ﺗﺴﺘﻌﻤﻞ ﺧﺎﺻﻴﺔ‬ ‫ﺃﻳﻀﺎ ﺇﻟﻰ ﺍﻷﺧﺬ ﻓﻲ ﺍﻟﺤﺴﺒﺎﻥ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﺎﻟﺒﺔ ﺃﻭ ﺍﻟﻤﻮﺟﺒﺔ ﺳﺘﻌﻄﻴﻚ ﺍﻟﺤﻞ ﺍﻟﺼﺤﻴﺢ‪ .‬ﻓﻤﺜ ﹰ‬ ‫ﹰ‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪ t‬ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﺎﻟﺒﺔ ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺰﻣﻨﻴﺔ ﻗﺒﻞ ﺑﺪﺀ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺘﻲ ﺗﺪﺭﺳﻬﺎ‪.‬‬
‫ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Equations‬‬
‫ﻣﺮﻓﻮﻋﺎ‬
‫ﹰ‬ ‫ﻣﺘﻐﻴﺮﺍ ﻭﺍﺣﺪﹰ ﺍ‬
‫ﹰ‬ ‫ﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻌﺎﻡ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ‪ ، ax2 + bx + c = 0‬ﺣﻴﺚ ‪ ،a ≠ 0‬ﻭﺗﺘﻀﻤﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫ﻣﺮﻓﻮﻋﺎ ﻟﻸﺱ ‪ . 1‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺗﻘﺪﻳﺮ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺑﺎﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﹰ‬ ‫ﻟﻠﻘﻮﺓ )ﺍﻷﺱ( ‪ 2‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ﻧﻔﺴﻪ‬
‫ﺑﻴﺎﻧﻴﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ b = 0‬ﻓﺈﻥ ﺍﻟﺤﺪ ‪ x‬ﻏﻴﺮ ﻣﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ .‬ﻭﻳﻤﻜﻦ ﺣﻞ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺮﺍﺳﻤﺔ ﹼﹰ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﻔﺼﻞ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺮﺑﻊ‪ ،‬ﺛﻢ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻜﻞ ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺧﺎﺻﻴﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪.‬‬
‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Formula‬‬
‫ﺇﻥ ﺣﻠﻮﻝ ﺃﻱ ﻣﻌﺎﺩﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ ،‬ﻟﺬﻟﻚ ﻓﺈﻥ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪،ax 2 + bx + c = 0‬‬
‫ﺣﻴﺚ ‪ ،a ≠ 0‬ﺗﻌﻄﻰ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬

‫__ = ‪x‬‬
‫‪-b ± b -4ac‬‬
‫‪√ÂÂÂÂ‬‬
‫‪2‬‬

‫‪2a‬‬

‫ﻭﻛﻤﺎ ﻓﻲ ﺣﺎﻟﺔ ﺧﺎﺻﻴﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪ ،‬ﻣﻦ ﺍﻟﻤﻬﻢ ﺍﻷﺧﺬ ﻓﻲ ﺍﻟﺤﺴﺒﺎﻥ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺣﻠﻮﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺗﻌﻄﻴﻚ ﺍﻟﺤﻞ‬
‫ﺍﻟﺼﺤﻴﺢ ﻟﻠﻤﺴﺄﻟﺔ ﺍﻟﺘﻲ ﺑﺼﺪﺩ ﺣ ﹼﻠﻬﺎ‪ .‬ﻓﻌﺎﺩ ﹰﺓ ﹸﻳﻤﻜﻨﻚ ﺇﻫﻤﺎﻝ ﺃﺣﺪ ﺍﻟﺤﻠﻮﻝ ﻷﻧﻪ ﺣﻞ ﻏﻴﺮ ﺣﻘﻴﻘﻲ‪ .‬ﺗﺘﻄﻠﺐ ﺣﺮﻛﺔ ﺍﻟﻤﻘﺬﻭﻑ ﻏﺎﻟ ﹰﺒﺎ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻋﻨﺪ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ ،‬ﻟﺬﻟﻚ ﺣﺎﻓﻆ ﻋﻠﻰ ﻭﺍﻗﻌﻴﺔ ﺍﻟﺤﻞ ﻓﻲ ﺫﻫﻨﻚ ﻋﻨﺪ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬

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‫‪‬‬

‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .15‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪.x‬‬
‫‪4x2 – 19 = 17 .a‬‬
‫‪12 – 3x2 = – 9 .b‬‬
‫‪x2 – 2x – 24 = 0 .c‬‬
‫‪24x2 – 14x – 6 = 0 .d‬‬

‫ﺣﺴﺎﺑﺎﺕ ﺍﻟﻮﺣﺪﺍﺕ ‪Dimensional Calculations‬‬

‫ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﺍﻟﺤﺴﺎﺑﺎﺕ ﻋﻠﻴﻚ ﺃﻥ ﺗﺮﻓﻖ ﻭﺣﺪﺓ ﻛﻞ ﻗﻴﺎﺱ ﻣﻜﺘﻮﺑﺔ ﻓﻲ ﺍﻟﺤﺴﺎﺑﺎﺕ‪ ،‬ﻭﺟﻤﻴﻊ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻢ ﻓﻲ ﺻﻮﺭﺓ ﺃﻋﺪﺍﺩ‬
‫ﹸﺗﺠﺮ￯ ﹰ‬
‫ﺃﻳﻀﺎ ﻣﺮﻓﻘﺔ ﺑﻮﺣﺪﺍﺗﻬﺎ‪.‬‬
‫ﹰ‬
‫ﺳﻘﻮﻃﺎ‬ ‫∆‪2‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺇﻥ ﻣﻌﺎﺩﻟﺔ ﺗﺴﺎﺭﻉ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪ a‬ﻳﻌﻄﻰ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ ‪ .a = _____2‬ﻓﺈﺫﺍ ﺳﻘﻂ ﺟﺴﻢ‬
‫‪x‬‬
‫‪∆t‬‬
‫ﺣﺮﺍ ﻋﻠﻰ ﺍﻟﻘﻤﺮ ﻣﺴﺎﻓﺔ ‪ 20.5 m‬ﺧﻼﻝ ‪ 5.00 s‬ﻓﺄﻭﺟﺪ ﺍﻟﺘﺴﺎﺭﻉ ‪ a‬ﻋﻠﻰ ﺳﻄﺢ ﺍﻟﻘﻤﺮ‪.‬‬ ‫ﹼﹰ‬
‫ﻳﻘﺎﺱ ﺍﻟﺘﺴﺎﺭﻉ ﺑﻮﺣﺪﺓ ‪.m/s‬‬
‫‪2‬‬

‫‪2∆x‬‬
‫‪a = _____2‬‬
‫‪∆t‬‬
‫)‪2(20.5 m‬‬
‫__________ = ‪a‬‬ ‫ﺍﻟﻌﺪﺩ ‪ 2‬ﻋﺪﺩ ﺩﻗﻴﻖ‪ ،‬ﻟﺬﻟﻚ ﻟﻦ ﻳﺆﺛﺮ ﻓﻲ ﺣﺴﺎﺏ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‬
‫‪(5.00 s)2‬‬

‫_=‪a‬‬
‫‪1.64 m‬‬
‫‪2‬‬
‫ﻣﺜﻞ‬ ‫ﻭﻗﺮﺏ ﺣﺘﻰ ﺛﻼﺛﺔ ﺃﺭﻗﺎﻡ ﻣﻌﻨﻮﻳﺔ‬
‫ﺍﺣﺴﺐ ﹼ‬
‫‪s‬‬
‫ﺃﻭ ﻣﺜﻞ ‪a = 1.64 m/s 2‬‬
‫ﺗﺤﻮﻳﻞ ﺍﻟﻮﺣﺪﺓ ﺍﺳﺘﻌﻤﻞ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳﻞ ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺇﻟﻰ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺃﺧﺮ￯ ﻣﻦ ﺍﻟﻨﻮﻉ ﻧﻔﺴﻪ‪ ،‬ﻣﻦ ﻭﺣﺪﺓ‬
‫ﺍﻟﺪﻗﺎﺋﻖ ﻣﺜ ﹰ‬
‫ﻼ ﺇﻟﻰ ﻭﺣﺪﺓ ﺍﻟﺜﻮﺍﻧﻲ‪ ،‬ﻭﻫﺬﺍ ﻳﻜﺎﻓﺊ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﻓﻲ ﺍﻟﻌﺪﺩ ‪. 1‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺃﻭﺟﺪ ‪ ∆ x‬ﻋﻨﺪﻣﺎ ‪ v0=67 m/s‬ﻭ ‪. ∆ t = 5.0 min‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪∆ x = v0 ∆ t‬‬
‫‪60 s = 1‬‬
‫______‬
‫‪1 min‬‬
‫‪∆x = v0 ∆ t‬‬
‫‪67 m‬‬
‫_____ = ‪∆x‬‬
‫‪s‬‬ ‫) ‪( 5.0 1min ) ( 160mins‬‬
‫________‬ ‫______‬ ‫ﺍﺿﺮﺏ ﻓﻲ ﻣﻌﺎﻣﻞ ﺍﻟﺘﺤﻮﻳﻞ ) ‪( 160mins‬‬
‫______‬

‫‪∆x = 20100 m = 2.0×104 m‬‬ ‫ﻗﺮﺏ ﺇﻟﻰ ﺭﻗﻤﻴﻦ ﻣﻌﻨﻮﻳﻴﻦ‪ .‬ﺇﻥ ﺍﻟﻌﺪﺩﻳﻦ‬ ‫ﺍﺣﺴﺐ ﺛﻢ ﹼ‬
‫‪ 60 s‬ﻭ ‪ 1 min‬ﻣﻀﺒﻮﻃﺎﻥ ﻭﺩﻗﻴﻘﺎﻥ‪ ،‬ﻟﺬﻟﻚ ﻟﻦ ﻳﺆﺛﺮﺍ ﻓﻲ‬
‫ﺣﺴﺎﺏ ﺍﻷﺭﻗﺎﻡ ﺍﻟﻤﻌﻨﻮﻳﺔ‪.‬‬

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 ‫‪‬‬

‫‪‬‬
‫ﻣﺴﺎﺋﻞ ﺗﺪﺭﻳﺒﻴﺔ‬
‫‪ .16‬ﺑﺴﻂ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪4.0×102 m‬‬
‫___________ = ‪∆t‬‬
‫‪16 m/s‬‬ ‫ﹼ‬
‫‪ .17‬ﺍﺣﺴﺐ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﺠﻬﺔ ﻟﻘﻄﻌﺔ ﻗﺮﻣﻴﺪ ﺳﺎﻗﻄﺔ ﺑﻌﺪ ﻣﻀﻲ ‪ ، 5.0 s‬ﺍﺳﺘﻌﻤﻞ‬
‫‪ a = - 9.80 m / s2‬ﻭ ‪.v = a ∆ t‬‬

‫‪ .18‬ﺃﻭﺟﺪ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻟﺤﺪﻭﺩ‪( 321scm ) ( 160mins ) ( 601hmin ) ( 1001 mcm ) :‬‬
‫______‬ ‫______‬ ‫_______‬ ‫________‬

‫ﹼ‬
‫ﺳﺠﻞ ﺍﻷﻟﻌﺎﺏ ﺍﻷﻭﻟﻤﺒﻴﺔ ﺗﻢ ﻗﻄﻊ ﺍﻟﻤﺴﺎﻓﺔ ‪ 100.00 m‬ﺧﻼﻝ ‪ .9.87 s‬ﻣﺎ ﺍﻟﺴﺮﻋﺔ‬ ‫‪ .19‬ﻓﻲ‬
‫ﺑﻮﺣﺪﺓ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ ﻟﻜﻞ ﺳﺎﻋﺔ؟‬

‫ﲢﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ‪Dimensional Analysis‬‬

‫ﻳﻌﺪﹼ ﺗﺤﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ ﻃﺮﻳﻘﺔ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺠﺒﺮﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻮﺣﺪﺍﺕ‪ ،‬ﻭﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻳﺴﺘﻌﻤﻞ ﻻﺧﺘﺒﺎﺭ ﺻﺤﺔ ﻭﺣﺪﺍﺕ‬
‫ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻭﺻﺤﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ‪ ،‬ﻣﻦ ﺩﻭﻥ ﺇﻋﺎﺩﺓ ﺗﻨﻔﻴﺬ ﺍﻟﺤﺴﺎﺑﺎﺕ ﺑﺼﻮﺭﺓ ﻛﺎﻣﻠﺔ‪.‬‬
‫ﻣﺜﺎﻝ ﻓﻴﺰﻳﺎﺋﻲ ﺗﺤﻘﻖ ﻣﻦ ﺃﻥ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﻟﻠﻤﻌﺎﺩﻟﺔ ‪ df = di+vit+ __12 at2‬ﻭﺣﺪﺗﻬﺎ ‪.m‬‬

‫ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪m‬‬ ‫‪di‬‬

‫ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪s‬‬ ‫‪t‬‬
‫ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪m/s‬‬ ‫‪vi‬‬
‫ﺗﻘﺎﺱ ﺑﻮﺣﺪﺓ ‪m/s2‬‬ ‫‪a‬‬
‫__‪m )(s)+‬‬
‫__(‪df = m+‬‬
‫‪s‬‬
‫__( ‪1‬‬
‫‪2 2‬‬
‫‪m )(s)2‬‬
‫‪s‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ﻭﺣﺪﺍﺕ ﻛﻞ ﻣﺘﻐﻴﺮ‬
‫__()‪= m+(m)(_ss )+__12 (m‬‬
‫‪s‬‬
‫)‪2‬‬
‫‪2‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻌﻴﺔ‬ ‫ﺑﺴﻂ ﺍﻟﻜﺴﻮﺭ‬
‫ﹼ‬
‫‪s‬‬
‫)‪= m+(m)(1)+ __12 (m)(1‬‬ ‫ﺑﺎﻟﺘﻌﻮﻳﺾ ‪s/s =1،s2/s2 = 1‬‬

‫‪= m+m+__21 m‬‬ ‫ﺟﻤﻴﻊ ﺍﻟﺤﺪﻭﺩ ﺃﻋﻄﺖ ﺍﻟﻮﺣﺪﺓ ‪ m‬ﻟﺬﻟﻚ ﻓﺈﻥ ‪ df‬ﺑﻮﺣﺪﺓ ‪m‬‬
‫ﻭﻳﻄﺒﻖ ﻓﻘﻂ ﻷﻱ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻌﺪﺩﻳﺔ ﺍﻟﺘﻲ ﻳﺘﻢ ﺗﻌﻮﻳﻀﻬﺎ ﺑﺪ ﹰ‬
‫ﻻ‬ ‫ﹼ‬ ‫ﻳﻄﺒﻖ ﺍﻟﻤﻌﺎﻣﻞ ‪ __12‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻋﻼﻩ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻮﺣﺪﺍﺕ‪،‬‬
‫ﻻ ﹼ‬
‫ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ .‬ﻭﻣﻦ ﺍﻟﺴﻬﻞ ﺇﺯﺍﻟﺔ ﺍﻟﻤﻌﺎﻣﻼﺕ ﺍﻟﺮﻗﻤﻴﺔ ﻣﺜﻞ ﺍﻟﺮﻗﻢ ‪ __2‬ﻋﻨﺪﻣﺎ ﺗﺒﺪﺃ ﺑﺈﺟﺮﺍﺀ ﺗﺤﻠﻴﻞ ﺍﻟﻮﺣﺪﺍﺕ‪.‬‬
‫‪1‬‬

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‫‪‬‬

‫‪ .VI‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﻼﻗﺎﺕ ‪Graphs of Relations‬‬

‫ﺍﳌﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ )ﺍﻟﺪﻳﻜﺎﺭﰐ( ‪The Coordinate Plane‬‬
‫ﻣﺪﺭﺟﲔ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻳﻄﻠﻖ ﻋﲆ ﻛﻞ ﻣﻨﻬﲈ ﺍﺳـﻢ ﺍﳌﺤﻮﺭ‪ ،‬ﻭﻳﺴـﻤﻰ ﺧـﻂ ﺍﻷﻋﺪﺍﺩ ﺍﻷﻓﻘﻲ ﺍﳌﺤﻮﺭ‬
‫ﺗﻌـﲔ ﺍﻟﻨﻘﺎﻁ ﺑﺎﻟﻨﺴـﺒﺔ ﺇﱃ ﺧﻄﲔ ﹼ‬
‫ﺍﻟﺴـﻴﻨﻲ )‪ .(x‬ﺃﻣﺎ ﺧﻂ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻌﻤﻮﺩﻱ ﻓﻴﺴـﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ )‪ .(y‬ﻭﻳﻤﺜﻞ ﺍﳌﺤﻮﺭ ﺍﻟﺴـﻴﻨﻲ ﻋﺎﺩﺓ ﺍﳌﺘﻐﲑ ﺍﳌﺴـﺘﻘﻞ )ﺍﻟﻌﺎﻣﻞ‬
‫ﻐـﲑ ﺃﻭ ﹸﻳﻌـﺪﱠ ﻝ ﺧﻼﻝ ﺍﻟﺘﺠﺮﺑﺔ(‪ ،‬ﻓﻴـﲈ ﻳﻤﺜﻞ ﺍﳌﺤﻮﺭ ﺍﻟﻌﻤﻮﺩﻱ ﺍﳌﺘﻐـﲑ ﺍﻟﺘﺎﺑﻊ )ﺍﻟﻌﺎﻣﻞ ﺍﻟﺬﻱ ﻳﻌﺘﻤﺪ ﻋﲆ ﺍﳌﺘﻐﲑ ﺍﳌﺴـﺘﻘﻞ(‪،‬‬
‫ﺍﻟـﺬﻱ ﹸﻳ ﱠ‬
‫ﺩﺍﺋﲈ ﻗﻴﻤﺔ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑـﻊ )‪ (x‬ﹰ‬
‫ﺃﻭﻻ ﰲ ﺍﻟﺰﻭﺝ ﺍﳌﺮﺗﺐ‬ ‫ﺃﻳﻀﺎ ﺍﻟـﺰﻭﺝ ﺍﳌﺮﺗﺐ‪ .‬ﻭ ﹶﺗﺮﺩ ﹰ‬
‫ﺑﺤﻴـﺚ ﹸﲤﺜﹼـﻞ ﺍﻟﻨﻘﻄﺔ ﺑﺈﺣﺪﺍﺛﻴﲔ )‪ (x،y‬ﻳﺴـﻤﻴﺎﻥ ﹰ‬
‫ﺍﻟﺬﻱ ﻳﻤﺜﻞ )‪ (0,0‬ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﺘﻘﺎﻃﻊ ﻋﻨﺪﻫﺎ ﺍﳌﺤﻮﺭﺍﻥ‪.‬‬

‫ﻳﺴـﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻟﻌﻤﻮﺩﻱ‬ ‫ﻳﺴـﻤﻰ ﺍﻟﻨﻈـﺎﻡ ﺍﻹﺣﺪﺍﺛـﻲ‬

‫ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ )‪(y‬‬ ‫ﺍﳌﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﹰ‬
‫ﺃﻳﻀﺎ‬

‫ﺗﺴﻤﻰ ﻛﻞ ﻧﻘﻄﺔ ﺍﻟﺰﻭﺝ ﺍﳌﺮﺗﺐ‬

‫ﻧﻘﻄـﺔ ﺍﻷﺻـﻞ ﻋﻨـﺪ )‪(0,0‬‬

‫ﻭﻫـﻲ ﺍﻟﻨﻘﻄـﺔ ﺍﻟﺘـﻲ ﻳﺘﻘﺎﻃـﻊ‬ ‫ﻳﺴﻤﻰ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ ﺍﳌﺤﻮﺭ‬
‫ﻋﻨﺪﻫﺎ ﺍﳌﺤﻮﺭﺍﻥ‬ ‫ﺍﻟﺴﻴﻨﻲ )‪(x‬‬

‫ﺍﺳﺘﻌﲈﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺮﻳﺎﺿﻴﺔ ‪Grahping Data to Determine Relationships‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﳋﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ ﻟﻌﻤﻞ ﺭﺳﻮﻡ ﺑﻴﺎﻧﻴﺔ‪:‬‬
‫‪ .1‬ﺍﺭﺳﻢ ﳏﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫ﻣﺴﺘﻌﻤﻼ ﺃﺳﲈﺀ ﺍﳌﺘﻐﲑﺍﺕ‪.‬‬ ‫ﹰ‬ ‫ﻭﻋﲔ ﳏﻮﺭ ﻛﻞ ﻣﻨﻬﲈ‬
‫‪ .2‬ﺣﺪﹼ ﺩ ﺍﳌﺘﻐﲑﺍﺕ ﺍﳌﺴﺘﻘﻠﺔ ﻭﺍﳌﺘﻐﲑﺍﺕ ﺍﻟﺘﺎﺑﻌﺔ‪ ،‬ﹼ‬
‫ﻋﲔ ﻣﺪ￯ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﻜﻞ ﻣﺘﻐﲑ‪ ،‬ﻟﺘﺤﺪﻳﺪ ﺍﳌﻘﻴﺎﺱ ﺍﳌﻨﺎﺳﺐ ﻟﻜﻞ ﳏﻮﺭ‪ ،‬ﺛﻢ ﺣﺪﹼ ﺩ ﻭﺭ ﱢﻗﻢ ﺍﳌﻘﺎﻳﻴﺲ‪.‬‬ ‫‪ .3‬ﹼ‬
‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﻋﲔ ﻛﻞ ﻧﻘﻄﺔ ﹼﹰ‬
‫‪ .4‬ﹼ‬
‫‪ .5‬ﻋﻨﺪﻣﺎ ﺗﺒﺪﻭ ﻟﻚ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻗﻌﺔ ﻋﲆ ﺧﻂ ﻣﺴـﺘﻘﻴﻢ ﻭﺍﺣﺪ ﺍﺭﺳـﻢ ﺍﳋﻂ ﺍﻷﻛﺜﺮ ﻣﻼﺀﻣﺔ ﺧﻼﻝ ﳎﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻻ ﺗﻘﻊ‬
‫ﺑﺴـﻴﻄﺎ‪ ،‬ﺑﺤﻴﺚ ﻳﻤﺮ ﺑﺄﻛﱪ ﻋﺪﺩ ﳑﻜﻦ ﻣﻦ ﺍﻟﻨﻘﺎﻁ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻻ ﻳﺒﺪﻭ ﻫﻨﺎﻙ ﺃﻱ ﻣﻴﻞ‬ ‫ﹰ‬ ‫ﺑﻴﺎﻧﻴﺎ‬
‫ﺍﻟﻨﻘﺎﻁ ﻋﲆ ﺧﻂ ﻭﺍﺣﺪ ﺍﺭﺳـﻢ ﻣﻨﺤﻨﻰ ﹼﹰ‬
‫ﻻﲡﺎﻩ ﻣﻌﲔ ﻓﻼ ﺗﺮﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ ﺃﻭ ﻣﻨﺤﻨﹰﻰ‪.‬‬
‫‪‬‬ ‫‪ .6‬ﺍﻛﺘﺐ ﻋﻨﻮﺍ ﹰﻧﺎ ﻳﺼﻒ ﺑﻮﺿﻮﺡ ﻣﺎ ﻳﻤﺜﻠﻪ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺩﻭﻻﺭ‬ ‫‪398‬‬ ‫‪1500‬‬ ‫ﺍﻟﻔﻨﺪﻕ )ﺍﻹﻗﺎﻣﺔ(‬
‫‪225‬‬ ‫‪850‬‬ ‫ﺍﻟﻮﺟﺒﺎﺕ‬
‫‪178‬‬ ‫‪670‬‬ ‫ﺍﻟﱰﻓﻴﻪ‬
‫‪58‬‬ ‫‪220‬‬ ‫ﺍﳌﻮﺍﺻﻼﺕ‬

‫‪203‬‬ ‫ﺭﻳﺎﻝ ﻗﻄﺮﻱ‬

 ‫‪‬‬

‫‪‬‬
‫ﺍﻻﺳﺘﻴﻔﺎﺀ ﻭﺍﻻﺳﺘﻘﺮﺍﺀ ‪Interpolating and Extrapolating‬‬

‫ﺗﺴﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻴﻔﺎﺀ ﰲ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺗﻘﻊ ﺑﲔ ﻗﻴﻤﺘﲔ ﻣﻌﻠﻮﻣﺘﲔ ﻋﲆ ﺍﳋﻂ ﺍﳌﻤﺜﻞ ﻟﻌﻼﻗﺔ ﻣﺎ‪ ،‬ﰲ ﺣﲔ ﺃﻥ ﻋﻤﻠﻴﺔ ﺗﻘﺪﻳﺮ ﻗﻴﻤﺔ‬
‫ﺗﻘﻊ ﺧﺎﺭﺝ ﻣﺪ￯ ﺍﻟﻘﻴﻢ ﺍﳌﻌﻠﻮﻣﺔ ﺗﺴﻤﻰ ﺍﻻﺳﺘﻘﺮﺍﺀ‪ .‬ﺇﻥ ﻣﻌﺎﺩﻟﺔ ﺍﳋﻂ ﺍﳌﻤﺜﻞ ﻟﻌﻼﻗﺔ ﻣﺎ ﺗﺴﺎﻋﺪﻙ ﰲ ﻋﻤﻠﻴﺘﻲ ﺍﻻﺳﺘﻴﻔﺎﺀ ﻭﺍﻻﺳﺘﻘﺮﺍﺀ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺴﺘﻌﻴﻨﹰﺎ ﺑﺎﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﺳﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺍﻻﺳﺘﻴﻔﺎﺀ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﹼ‬

‫)ﺍﻟﺴ ﹾﻌﺮ( ﺍﳌﻘﺎﺑﻠﺔ ﻟـ ‪ 500‬ﺭﻳﺎﻝ‪.‬‬

‫ﻣﺴﺘﻤﺮﺍ ﻳﺼﻞ ﺑﻴﻨﻬﲈ‪.‬‬

‫ﹼﹰ‬ ‫ﺣﺪﺩ ﻧﻘﻄﺘﲔ ﻋﲆ ﻛﻞ ﻣﻦ ﺟﺎﻧﺒﻲ ﺍﻟﻘﻴﻤﺔ ‪ 400) 500‬ﺭﻳﺎﻝ‪ 600 ،‬ﺭﻳﺎﻝ(‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ‬

‫ﻣﺘﻘﻄﻌﺎ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ 500‬ﺭﻳﺎﻝ(‬

‫ﹰ‬ ‫ﺍﺭﺳﻢ ﺍﻵﻥ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺍﻟﺪﻭﻻﺭ‬ ‫ﺍﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ ﻭﺍﻟﺮﻳﺎﻝ ﺍﻟﻘﻄﺮﻱ‬
‫‪500‬‬ ‫ﻋﲆ ﺍﳌﺤﻮﺭ ﺍﻷﻓﻘﻲ ﺣﺘﻰ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳋﻂ ﺍﳌﺮﺳﻮﻡ‪ ،‬ﺛﻢ‬
‫ﺍﺭﺳﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﹼﹰ‬
‫‪450‬‬
‫ﺃﻓﻘﻴﺎ ﻳﺼﻞ ﺇﱃ‬
‫ﻣﺘﻘﻄﻌﺎ ﹼﹰ‬
‫ﹰ‬ ‫ﺧﻄﺎ‬
‫‪‬‬

‫‪400‬‬
‫‪350‬‬
‫‪300‬‬ ‫ﺍﳌﺤﻮﺭ ﺍﻟﺮﺃﳼ‪ .‬ﺳﻮﻑ ﲡﺪ ﺃﻧﻪ ﻳﺘﻘﺎﻃﻊ ﻣﻌﻪ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬

‫‪250‬‬
‫‪200‬‬
‫‪150‬‬
‫ﺩﻭﻻﺭﺍ‪.‬‬
‫ﹰ‬ ‫‪ 131‬ﺃﻭ ‪132‬‬
‫‪100‬‬
‫‪50‬‬ ‫ﻣﺜﺎﻝ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺍﻻﺳﺘﻘﺮﺍﺀ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻤﺔ ﺍﳌﻘﺎﺑﻠﺔ‬
‫‪0‬‬
‫‪0‬‬ ‫‪200‬‬ ‫‪400‬‬ ‫‪600‬‬ ‫‪800‬‬ ‫‪1000‬‬ ‫‪1200‬‬ ‫‪1400‬‬ ‫‪1600‬‬

‫ﺭﻳﺎﻝ ﻗﻄﺮﻱ‬ ‫ﻟـ ‪ 1100‬ﺭﻳﺎﻝ‪.‬‬

‫ﻣﺘﻘﻄﻌﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ 1100‬ﺭﻳﺎﻝ( ﻋﲆ ﺍﳌﺤﻮﺭ‬

‫ﹰ‬ ‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺃﻓﻘﻴﺎ‪ .‬ﺳﺘﺠﺪ‬
‫ﻣﺘﻘﻄﻌﺎ ﹼﹰ‬
‫ﹰ‬ ‫ﺍﻷﻓﻘﻲ ﺣﺘﻰ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳋﻂ ﺍﳌﺴﺘﻤﺮ ﺍﻟﺬﻱ ﺭﺳﻤﺘﻪ ﰲ ﺍﳌﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ‪ ،‬ﺛﻢ ﺍﺭﺳﻢ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ ﹼﹰ‬
‫ﺧﻄﺎ‬
‫ﺩﻭﻻﺭﺍ‪.‬‬
‫ﹰ‬ ‫ﺃﻧﻪ ﻳﺘﻘﺎﻃﻊ ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻟﺮﺃﳼ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪290‬‬
‫ﺗﻔﺴﲑ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﳋﻄﻲ ‪Interpreting Line Graph‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﺍﳋﻄﻲ ﺍﻟﻌﻼﻗﺔ ﺍﳋﻄﻴﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ‪ .‬ﻭﻫﻨﺎﻙ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺮﺳﻮﻡ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺍﳋﻄﻴﺔ ﺍﻟﺘﻲ ﺗﺼﻒ ﺍﳊﺮﻛﺔ‬
‫ﺗﺴﺘﺨﺪﻡ ﻋﺎﺩﺓ ﰲ ﺍﻟﻔﻴﺰﻳﺎﺀ‪.‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫‪ .a‬ﻳﻮﺿﺢ ﺍﻟﺮﺳﻢ ﺍﻟﺒﻴﺎﲏ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ﻣﺘﻐﲑﺓ ﺑﲔ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ(‪.‬‬
‫ﺍﳌﻮﻗﻊ‬

‫ﺣﺮﻛﺔ ﺇﱃ ﺍﻷﻣﺎﻡ‬
‫ﺑﴪﻋﺔ‬ ‫ﻳﺘﺤﺮﻙ ﻋﺎﺋﺪﹰ ﺍ‬
‫ﺣﺮﻛﺔ ﺇﱃ ﺍﻷﻣﺎﻡ‬
‫ﰲ ﺍﲡﺎﻩ ﻧﻘﻄﺔ‬
‫ﺑﺒﻂﺀ‬
‫ﺍﻷﺻﻞ‬
‫ﺍﻟﺒﻘﺎﺀ ﰲ ﺍﳌﻮﻗﻊ‬

‫ﺍﻟﺰﻣﻦ‬
‫‪204‬‬
 ‫‪‬‬
‫‪‬‬

‫‪ .b‬ﻳﻮﺿﺢ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻋﻼﻗﺔ ﺧﻄﻴﺔ ﺛﺎﺑﺘﺔ ﺑﲔ ﻣﺘﻐﲑﻳﻦ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ(‬

‫ﴎﻋﺔ ﻣﺘﺠﻬﺔ ﻣﻨﺘﻈﻤﺔ‬

‫ﺍﳌﻮﻗﻊ‬

‫ﺍﻟﺰﻣﻦ‬

‫ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ‪Linear Equation‬‬

‫ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ﺑﺎﻟﺸﻜﻞ‪ ،y = mx + b :‬ﺣﻴﺚ ‪ b‬ﻭ ‪ m‬ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ‪ ،‬ﻭ)‪ (m‬ﻳﻤﺜﻞ ﻣﻴﻞ ﺍﳋﻂ‪ ،‬ﻭ)‪ (b‬ﻳﻤﺜﻞ‬
‫ﺍﻟﺘﻘﺎﻃﻊ ﺍﻟﺼﺎﺩﻱ؛ ﻭﻫﻲ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻊ ﺍﳌﺤﻮﺭ ﺍﻟﺼﺎﺩﻱ‪.‬‬
‫ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‬ ‫ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ‬

‫‪y = mx + b‬‬

‫ﺍﳌﻴﻞ‬ ‫ﺍﻟﺘﻘﺎﻃﻊ ﺍﻟﺼﺎﺩﻱ‬

‫ﺑﻴﺎﻧﻴﺎ ﻗﻢ ﺑﺎﺧﺘﻴﺎﺭ ﺛﻼﺙ ﻗﻴﻢ ﻟﻠﻤﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ )ﻳﻠﺰﻡ ﻧﻘﻄﺘﺎﻥ ﻓﻘﻂ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻟﺜﺔ‬
‫ﲤﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ﺍﳋﻄﻴﺔ ﺑﺨﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻭﻟﺘﻤﺜﻴﻠﻬﺎ ﹼﹰ‬
‫ﻋﲔ ﺯﻭﺟﲔ ﻣﺮﺗﺒﲔ )‪ ،(x , y‬ﻭﺍﺭﺳﻢ ﺃﻓﻀﻞ ﺧﻂ ﻳﻤﺮ‬
‫ﺗﺴﺘﺨﺪﻡ ﻹﺟﺮﺍﺀ ﺍﺧﺘﺒﺎﺭ(‪ .‬ﺍﺣﺴﺐ ﺍﻟﻘﻴﻢ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﻤﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ‪ ،‬ﺛﻢ ﹼ‬
‫ﺑﺠﻤﻴﻊ ﺍﻟﻨﻘﺎﻁ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺜﹼﻞ ﹼﹰ‬

‫ﺑﻴﺎﻧﻴﺎ ﺍﳌﻌﺎﺩﻟﺔ‬
‫‪y =-( 1 ) x + 3‬‬
‫‪2‬‬
‫ﲤﺜﻴﻞ ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬
‫ﺍﺣﺴﺐ ﺛﻼﺛﺔ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ ﻟﻠﺤﺼﻮﻝ ﻋﲆ ﻧﻘﺎﻁ ﻟﺘﻌﻴﻴﻨﻬﺎ‪.‬‬

‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫‪x‬‬ ‫‪y‬‬
‫‪0‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪6‬‬ ‫‪0‬‬

‫‪205‬‬
 ‫‪‬‬

‫ﺍﳌﻴﻞ ‪Slope‬‬

‫‪‬‬
‫ﻣﻴﻞ ﺍﳋﻂ ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﻟﺘﻐﲑ ﰲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺼﺎﺩﻳﺔ‪ ،‬ﻭﺍﻟﺘﻐﲑ ﰲ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺴﻴﻨﻴﺔ‪ ،‬ﺃﻭ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﺍﻟﺘﻐﲑ ﺍﻟﻌﻤﻮﺩﻱ‬
‫)ﺍﳌﻘﺎﺑﻞ( ﻭﺍﻟﺘﻐﲑ ﺍﻷﻓﻘﻲ )ﺍﳌﺠﺎﻭﺭ(‪ .‬ﻭﻫﺬﺍ ﺍﻟﺮﻗﻢ ﳜﱪﻙ ﺑﻜﻴﻔﻴﺔ ﺍﻧﺤﺪﺍﺭ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﻭﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﹰ‬
‫ﺭﻗﲈ ﻣﻮﺟ ﹰﺒﺎ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬
‫ﻭﻹﳚﺎﺩ ﻣﻴﻞ ﺍﳋﻂ ﻗﻢ ﺑﺎﺧﺘﻴﺎﺭ ﻧﻘﻄﺘﲔ)‪ (x2 ، y2‬ﻭ )‪ ، (x1 ، y1‬ﺛﻢ ﺍﺣﺴﺐ ﺍﻻﺧﺘﻼﻑ )ﺍﻟﻔﺮﻕ( ﺑﲔ ﺍﻹﺣﺪﺍﺛﻴﲔ ﺍﻟﺴﻴﻨﻴﲔ ‪،∆x = x2-x1‬‬
‫ﻭﺍﻻﺧﺘﻼﻑ )ﺍﻟﻔﺮﻕ( ﺑﲔ ﺍﻹﺣﺪﺍﺛﻴﲔ ﺍﻟﺼﺎﺩﻳﲔ )‪ ،∆y = (y2-y1‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺑﲔ ‪ ∆y‬ﻭ ‪. ∆x‬‬

‫‪y‬‬

‫‪y2‬‬ ‫)‪(x2 , y2‬‬

‫‪y‬‬
‫‪y1‬‬ ‫)‪(x1 , y1‬‬ ‫‪y‬‬ ‫‪y -y‬‬
‫=‪m‬‬ ‫‪= x2-x1‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪1‬‬
‫‪x1‬‬ ‫‪x2‬‬ ‫‪x‬‬

‫‪x‬‬

‫ﺍﻟﺘﻐﲑ ﺍﻟﻄﺮﺩﻱ ‪Direct variation‬‬

‫ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ﺛﺎﺑﺖﹴ ﻏﲑ ﺻﻔﺮﻱ ‪ ،m‬ﺑﺤﻴﺚ ﻛﺎﻧﺖ ‪ ،y = mx‬ﻓﺈﻥ ‪ y‬ﺗﺘﻐﲑ ﻃﺮﺩ ﹼﹰﻳﺎ ﺑﺘﻐﲑ ‪x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﻳﺰﺩﺍﺩ‬
‫ﹴ‬
‫ﻋﻨﺪﺋﺬ ﺇﻥ ﺍﳌﺘﻐﲑﻳﻦ ‪ x‬ﻭ ‪ y‬ﻳﺘﻨﺎﺳﺒﺎﻥ ﺗﻨﺎﺳ ﹰﺒﺎ ﻃﺮﺩ ﹼﹰﻳﺎ‪ .‬ﻭﻫﺬﻩ ﻣﻌﺎﺩﻟﺔ ﺧﻄﻴﺔ‬ ‫ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ‪ x‬ﻓﺈﻥ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ‪ y‬ﻳﺰﺩﺍﺩ ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻭﻳﻘﺎﻝ‬
‫ﻋﲆ ﺍﻟﺼﻮﺭﺓ ‪ ، y = mx+b‬ﺣﻴﺚ ﻗﻴﻤﺔ ‪ b‬ﺻﻔﺮ‪ ،‬ﻭﻳﻤﺮ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ ﻣﻦ ﺧﻼﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ )‪. (0,0‬‬
‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻘﻮﺓ ﺍﳌﻌﻴﺪﺓ )ﺍ ﹸﳌﺮﺟﻌﺔ( ﻟﻠﻨﺎﺑﺾ ﺍﳌﺜﺎﱄ ‪ ، F = -kx‬ﺣﻴﺚ ‪ F‬ﺍﻟﻘﻮﺓ ﺍ ﹸﳌﺮﺟﻌﺔ ﻭ ‪ k‬ﺛﺎﺑﺖ‬
‫ﺍﻟﻨﺎﺑﺾ ﻭ ‪ x‬ﺍﺳﺘﻄﺎﻟﺔ ﺍﻟﻨﺎﺑﺾ‪ ،‬ﺗﺘﻐﲑ ﺍﻟﻘﻮﺓ ﺍﳌﺮﺟﻌﺔ ﻟﻠﻨﺎﺑﺾ ﻃﺮﺩ ﹼﹰﻳﺎ ﻣﻊ ﺗﻐﲑ ﺍﺳﺘﻄﺎﻟﺘﻪ؛ ﻭﻟﺬﻟﻚ ﺗﺰﺩﺍﺩ ﺍﻟﻘﻮﺓ ﺍﳌﺮﺟﻌﺔ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ‬
‫ﺍﺳﺘﻄﺎﻟﺔ ﺍﻟﻨﺎﺑﺾ‪.‬‬

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‫ﺍﻟﺘﻐﲑ ﺍﻟﻌﻜﴘ ‪Inverse Variation‬‬

‫‪‬‬

‫ﻋﻜﺴﻴﺎ ﺑﺘﻐﲑ ‪ x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬

‫ﹼﹰ‬ ‫ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺍﳌﻌﺎﺩﻟﺔ ﻋﲆ ﺛﺎﺑﺖ ﻏﲑ ﺻﻔﺮﻱ ‪ ،m‬ﺑﺤﻴﺚ ﻛﺎﻧﺖ ‪ ، y=m/x‬ﻓﺈﻥ ‪ y‬ﺗﺘﻐﲑ‬
‫ﻋﻜﺴﻴﺎ‪ .‬ﻭﻫﺬﻩ ﻟﻴﺴﺖ‬
‫ﹼﹰ‬ ‫ﻳﺰﺩﺍﺩ ﺍﳌﺘﻐﲑ ﺍﳌﺴﺘﻘﻞ ‪ x‬ﻓﺈﻥ ﺍﳌﺘﻐﲑ ﺍﻟﺘﺎﺑﻊ ‪ y‬ﻳﺘﻨﺎﻗﺺ‪ ،‬ﻭﻳﻘﺎﻝ ﻋﻨﺪﺋﺬ ﺇﻥ ﺍﳌﺘﻐﲑﻳﻦ ‪ x‬ﻭ ‪ y‬ﻳﺘﻨﺎﺳﺒﺎﻥ ﺗﻨﺎﺳ ﹰﺒﺎ‬
‫ﻣﻌﺎﺩﻟﺔ ﺧﻄﻴﺔ؛ ﻷﳖﺎ ﺗﺸﺘﻤﻞ ﻋﲆ ﺣﺎﺻﻞ ﴐﺏ ﻣﺘﻐﲑﻳﻦ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻌﻼﻗﺔ ﺍﻟﺘﻨﺎﺳﺐ ﺍﻟﻌﻜﴘ ﻋﺒﺎﺭﺓ ﻋﻦ ﻗﻄﻊ ﺯﺍﺋﺪ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻋﲆ ﺍﻟﺸﻜﻞ‪:‬‬
‫‪xy = m‬‬
‫‪1‬‬
‫‪y =m x‬‬
‫‪m‬‬
‫= ‪y‬‬
‫‪x‬‬

‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﻣﺜﺎﻝ‪ :‬ﻣ ﱢﺜﻞ ﺍﳌﻌﺎﺩﻟﺔ ‪xy = 90‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﺘﻐﲑ ﺍﻟﻌﻜﴘ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫‪x‬‬ ‫‪y‬‬
‫‪-10‬‬ ‫‪-9‬‬
‫‪-6‬‬ ‫‪-15‬‬
‫‪-3‬‬ ‫‪-30‬‬
‫‪-2‬‬ ‫‪-45‬‬
‫‪2‬‬ ‫‪45‬‬
‫‪3‬‬ ‫‪30‬‬
‫‪6‬‬ ‫‪15‬‬
‫‪10‬‬ ‫‪9‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﰲ ﻣﻌﺎﺩﻟﺔ ﴎﻋﺔ ﺍﳌﻮﺟﺔ ‪ λ = v‬؛ ﺣﻴﺚ ‪ λ‬ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﻭ ‪ f‬ﺍﻟﱰﺩﺩ‪ ،‬ﻭ ‪ v‬ﴎﻋﺔ ﺍﳌﻮﺟﺔ‪،‬‬
‫‪f‬‬
‫ﻋﻜﺴﻴﺎ ﻣﻊ ﺍﻟﱰﺩﺩ؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻪ ﻛﻠﲈ ﺍﺯﺩﺍﺩ ﺗﺮﺩﺩ ﺍﳌﻮﺟﺔ ﺗﻨﺎﻗﺺ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ‪ ،‬ﺃﻣﺎ ‪ v‬ﻓﺘﺒﻘﻰ‬
‫ﹼﹰ‬ ‫ﻧﺠﺪ ﺃﻥ ﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻳﺘﻨﺎﺳﺐ‬
‫ﻗﻴﻤﺘﻬﺎ ﺛﺎﺑﺘﺔ‪.‬‬

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‫‪‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ‪Quadratic Graph‬‬
‫ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻌﻼﻗﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻫﻲ‪:‬‬
‫‪y= ax2 + bx + c‬‬
‫ﺣﻴﺚ ‪a ≠ 0‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻌﻼﻗﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻳﻜﻮﻥ ﰲ ﺻﻮﺭﺓ ﻗﻄﻊ ﻣﻜﺎﻓﺊ‪ ،‬ﻭﻳﻌﺘﻤﺪ ﺍﲡﺎﻩ ﻓﺘﺤﺔ ﻫﺬﺍ ﺍﻟﻘﻄﻊ ﻋﲆ ﻣﻌﺎﻣﻞ ﻣﺮﺑﻊ ﺍﳌﺘﻐﲑ‬
‫ﺍﳌﺴﺘﻘﻞ)‪ ،(a‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻮﺟ ﹰﺒﺎ ﺃﻭ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬

‫ﻣﺜﺎﻝ‪ :‬ﻣﺜﹼﻞ ﹼﹰ‬

‫ﺑﻴﺎﻧﻴﺎ ﺍﳌﻌﺎﺩﻟﺔ ‪. y= - x2 + 4x - 1‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫‪x‬‬ ‫‪y‬‬
‫‪-1‬‬ ‫‪-6‬‬
‫‪0‬‬ ‫‪-1‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪4‬‬ ‫‪-1‬‬
‫‪5‬‬ ‫‪-6‬‬

‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻨﺤﻨﻰ )ﺍﳌﻮﻗﻊ ‪ -‬ﺍﻟﺰﻣﻦ( ﻋﲆ ﺷﻜﻞ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻟﱰﺑﻴﻌﻴﺔ ﻓﻬﺬﺍ ﻳﻌﻨﻲ‬
‫ﺃﻥ ﺍﳉﺴﻢ ﻳﺘﺤﺮﻙ ﺑﺘﺴﺎﺭﻉ ﻣﻨﺘﻈﻢ‪.‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻠﻤﻌﺎﺩﻟﺔ‬ ‫ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ‬

‫ﺍﻟﱰﺑﻴﻌﻴﺔ ﻟﻠﺘﺴﺎﺭﻉ ﺍﳌﻨﺘﻈﻢ‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬ ‫ﺍﻟﺰﻣﻦ )‪(s‬‬
‫‪3‬‬ ‫‪1‬‬
‫‪6‬‬ ‫‪2‬‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫‪11‬‬ ‫‪3‬‬
‫‪18‬‬ ‫‪4‬‬

‫ﺍﻟﺰﻣﻦ )‪(s‬‬

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

(Geometry and Trigonometry) ‫ ﻋﻠﻢ ﺍﳍﻨﺪﺳﺔ ﻭﺍﳌﺜﻠﺜﺎﺕ‬.VIII

(Volume) ‫ ﻭﺍﳊﺠﻢ‬،(Area) ‫ ﻭﺍﳌﺴﺎﺣﺔ‬،(Perimeter) ‫ﺍﳌﺤﻴﻂ‬

   

   

‫ﺍﳌﺮﺑﻊ‬
A=a2 P = 4a
a ‫ﺍﻟﻀﻠﻊ‬

‫ﺍﻟﻤﺴﺘﻄﻴﻞ‬
A = lw P = 2l + 2w I ‫ﺍﻟﻄﻮﻝ‬
w ‫ﺍﻟﻌﺮﺽ‬

‫ﺍﳌﺜﻠﺚ‬
1
A = ( ) bh
2
b ‫ﺍﻟﻘﺎﻋﺪﺓ‬
h ‫ﺍﻻﺭﺗﻔﺎﻉ‬

‫ﺍﳌﻜﻌﺐ‬
V=a3 SA = 6a 2
a ‫ﺍﻟﻀﻠﻊ‬

‫ﺍﻟﺪﺍﺋﺮﺓ‬
A = πr2 C = 2πr
r ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬

‫ﺍﻷﺳﻄﻮﺍﻧﺔ‬
V = πr 2h SA = 2πrh+2πr 2 r ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬
h ‫ﺍﻻﺭﺗﻔﺎﻉ‬

‫ﺍﻟﻜﺮﺓ‬
V = (4 )πr 3 SA = 4πr 2
3 r ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬

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‫ﺍﺭﺗﺒﺎﻁ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻊ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﺑﺤﺚ ﰲ ﻣﺴﺎﺋﻞ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﺘﻲ ﺩﺭﺳﺘﻬﺎ ﻋﻦ ﺃﺷﻜﺎﻝ ﻫﻨﺪﺳﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ ﺃﻭ‬

‫‪‬‬
‫ﺫﺍﺕ ﺑﻌﺪﻳﻦ‪ .‬ﻳﻤﻜﻦ ﺃﻥ ﲤﺜﻞ ﺍﻷﺷﻜﺎﻝ ﺫﺍﺕ ﺍﻟﺒﻌﺪﻳﻦ ﺍﻟﴪﻋﺔ ﺍﳌﺘﺠﻬﺔ ﺃﻭ ﻣﺘﺠﻬﺎﺕ ﺍﳌﻮﻗﻊ‪.‬‬

‫ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ ‪Area Under a Graph‬‬

‫ﻗﺴﻢ ﺍﳌﺴﺎﺣﺔ ﺇﱃ ﻋﺪﺓ ﺃﺟﺰﺍﺀ ﺃﺻﻐﺮ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻛﻞ ﺟﺰﺀ‬ ‫ﳊﺴﺎﺏ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﱢ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺼﻴﻎ ﺍﻟﺮﻳﺎﺿﻴﺔ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺴﺎﺑﻖ‪ .‬ﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﲢﺖ ﺍﳋﻂ ﺍﻟﺒﻴﺎﲏ‪ ،‬ﻗﺴﻢ ﺍﳌﺴﺎﺣﺔ ﺇﱃ‬‫ﹰ‬
‫ﻣﺴﺘﻄﻴﻞ ﻭﻣﺜﻠﺚ‪ ،‬ﻛﲈ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ .a‬ﻭﻹﳚﺎﺩ ﺍﳌﺴﺎﺣﺔ ﲢﺖ ﺍﳌﻨﺤﻨﻰ ﺍﺭﺳﻢ ﻋﺪﺓ ﻣﺴﺘﻄﻴﻼﺕ ﻣﻦ ﺍﳌﺤﻮﺭ ﺍﻟﺴﻴﻨﻲ‬
‫ﻛﲈ ﰲ ﺍﻟﺸﻜﻞ ‪ .b‬ﺇﻥ ﺭﺳﻢ ﻣﺴﺘﻄﻴﻼﺕ ﺃﻛﺜﺮ ﺫﺍﺕ ﻗﺎﻋﺪﺓ ﺃﺻﻐﺮ ﲤﻨﺤﻨﺎ ﺩﻗﺔ ﺃﻛﺜﺮ ﰲ ﺣﺴﺎﺏ ﺍﳌﺴﺎﺣﺔ ﺍﳌﻄﻠﻮﺑﺔ‪.‬‬

‫‪a‬‬ ‫‪b‬‬
‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫ﺍﳌﻮﻗﻊ )‪(m‬‬

‫ﺍﻟﺰﻣﻦ )‪(s‬‬ ‫ﺍﻟﺰﻣﻦ )‪(s‬‬

‫ﺍﳌﺴﺎﺣﺔ ﺍﻹﲨﺎﻟﻴﺔ ﺗﺴﺎﻭﻱ‪:‬‬ ‫ﺍﳌﺴﺎﺣﺔ ﺍﻹﲨﺎﻟﻴﺔ ﺗﺴﺎﻭﻱ‬

‫ﻣﺴﺎﺣﺔ ﺍﳌﺴﺘﻄﻴﻞ ‪ +‬ﻣﺴﺎﺣﺔ ﺍﳌﺜﻠﺚ‬ ‫ﺍﳌﺴﺎﺣﺔ‪ + 1‬ﺍﳌﺴﺎﺣﺔ ‪ + 2‬ﺍﳌﺴﺎﺣﺔ ‪... + 3‬‬

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‫ﺍﳌﺜﻠﺜﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ‪Right Triangles‬‬

‫‪‬‬

‫ﻭﺗﺮ‬ ‫ﺗﻨﺺ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻋﲆ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻥ ‪ b‬ﻭ ‪ a‬ﻳﻤﺜﻼﻥ ﻗﻴﺎﳼ ﺿﻠﻌﻲ ﺍﳌﺜﻠﺚ‬
‫‪c‬‬
‫‪ a‬ﺿﻠﻊ‬ ‫ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻭﻛﺎﻧﺖ ‪ c‬ﲤﺜﻞ ﻗﻴﺎﺱ ﺍﻟﻮﺗﺮ ﻓﺈﻥ ‪c2 = a2 + b2‬‬
‫ﻭﳊﺴﺎﺏ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﺍﺳﺘﻌﻤﻞ ﺧﺎﺻﻴﺔ ﺍﳉﺬﺭ ﺍﻟﱰﺑﻴﻌﻲ‪ .‬ﻭﻷﻥ ﺍﳌﺴﺎﻓﺔ ﻣﻮﺟﺒﺔ‬
‫‪b‬‬ ‫ﻓﺈﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺴﺎﻟﺒﺔ ﻟﻠﻤﺴﺎﺣﺔ ﻟﻴﺲ ﳍﺎ ﻣﻌﻨﻰ‪.‬‬
‫ﺿﻠﻊ‬
‫‪c = √ÂÂÂ‬‬
‫‪a2 + b2‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺍﺣﺴﺐ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ‪ c‬ﰲ ﺍﳌﺜﻠﺚ ﺣﻴﺚ ‪ a = 4 cm‬ﻭ ‪b = 3 cm‬‬

‫‪c = √ÂÂÂ‬‬
‫‪a2 + b2‬‬

‫‪= √ÂÂÂÂÂÂÂ‬‬
‫‪(4 cm)2+(3 cm)2‬‬

‫‪= √ÂÂÂÂÂÂ‬‬
‫‪16 cm2+9 cm2‬‬

‫‪= √ÂÂÂ‬‬
‫‪25 cm2‬‬

‫‪= 5 cm‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺯﻭﺍﻳﺎ ﺍﳌﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﹾ‪ ، 45‬ﹾ‪ ،45‬ﹾ‪ 90‬ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬
‫ﻳﺴﺎﻭﻱ ‪ √Â2‬ﻣﴬﻭ ﹰﺑﺎ ﰲ ﻃﻮﻝ ﺿﻠﻊ ﺍﳌﺜﻠﺚ‪.‬‬
‫‪(2 )x‬‬
‫‪x‬‬

‫‪x‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺯﻭﺍﻳﺎ ﺍﳌﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﹾ‪ ،90‬ﹾ‪ ،60‬ﹾ‪ 30‬ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻳﺴﺎﻭﻱ‬
‫ﺿﻌﻒ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻷﺻﻐﺮ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻷﻃﻮﻝ ﻳﺴﺎﻭﻱ ‪ √Â3‬ﻣﴬﻭ ﹰﺑﺎ ﰲ‬
‫‪2x‬‬ ‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻷﺻﻐﺮ‪.‬‬
‫‪x‬‬

‫‪(3 )x‬‬

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‫ﺍﻟﻨﺴﺐ ﺍﳌﺜﻠﺜﻴﺔ ‪Trigonometric Ratios‬‬

‫‪‬‬
‫ﺷﻴﻮﻋﺎ ﻫﻲ ﺍﳉﻴﺐ ‪ ،sin θ‬ﻭﺍﳉﺘﺎ‬
‫ﹰ‬ ‫ﺍﻟﻨﺴﺐ ﺍﳌﺜﻠﺜﻴﺔ ﻋﺒﺎﺭﺓ ﻋﻦ ﻧﺴﺐ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﳌﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻭﺍﻟﻨﺴﺐ ﺍﳌﺜﻠﺜﻴﺔ ﺍﻷﻛﺜﺮ‬
‫‪ cos θ‬ﻭﺍﻟﻈﻞ ‪ .tan θ‬ﻭﻻﺧﺘﺼﺎﺭ ﻫﺬﻩ ﺍﻟﻨﺴﺐ ﺗﻌﻠﻢ ﺍﻻﺧﺘﺼﺎﺭﺍﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪ .SOH-CAH-TOA‬ﺣﻴﺚ ﺗﺮﻣﺰ ‪SOH‬‬
‫ﺇﱃ ﺟﻴﺐ‪ ،‬ﻣﻘﺎﺑﻞ‪ ،‬ﺍﻟﻮﺗﺮ‪ ،‬ﰲ ﺣﲔ ﺗﺮﻣﺰ ‪ CAH‬ﺇﱃ ﺟﻴﺐ ﲤﺎﻡ‪ ،‬ﳎﺎﻭﺭ‪ ،‬ﺍﻟﻮﺗﺮ‪ .‬ﺃﻣﺎ ‪ TOA‬ﻓﱰﻣﺰ ﺇﱃ ﻇﻞ ﲤﺎﻡ‪ ،‬ﻣﻘﺎﺑﻞ‪ ،‬ﺍﳌﺠﺎﻭﺭ‪.‬‬

‫ﺍﻟﺮﻣﻮﺯ‬ ‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﺬﺍﻛﺮﺓ‬ ‫ﺍﻟﺘﻌﺎﺑﲑ‬

‫‪sin θ = _ac‬‬
‫= ‪sin θ‬‬
‫ﺍﳌﻘﺎﺑﻞ‬ ‫ﻳﺸﲑ ﺍﻟـ ‪ sin‬ﺇﱃ ﻧﺴﺒﺔ ﺍﳌﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ﺇﱃ‬
‫ﺍﻟﻮﺗﺮ‬ ‫ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬
‫‪cos θ = __bc‬‬
‫= ‪cos θ‬‬
‫ﺍﳌﺠﺎﻭﺭ‬ ‫ﻳﺸﲑ ﺍﻟـ ‪ cos‬ﺇﱃ ﻧﺴﺒﺔ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﳌﺠﺎﻭﺭ‬
‫ﺍﻟﻮﺗﺮ‬ ‫ﻟﻠﺰﺍﻭﻳﺔ ﺇﱃ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‪.‬‬
‫‪tan θ = __ab‬‬
‫= ‪tan θ‬‬
‫ﺍﳌﻘﺎﺑﻞ‬ ‫ﻳﺸﲑ ﺍﻟـ ‪ tan‬ﺇﱃ ﻧﺴﺒﺔ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﳌﻘﺎﺑﻞ‬
‫ﺍﳌﺠﺎﻭﺭ‬ ‫ﻟﻠﺰﺍﻭﻳﺔ ﺇﱃ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﳌﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ‬

‫ﻣﺜﺎﻝ‪ :‬ﰲ ﺍﳌﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪ .ABC‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، c =5 cm ، b = 4 cm ، a =3 cm‬ﻓﺄﻭﺟﺪ ﹼﹰ‬

‫ﻛﻼ ﻣﻦ ‪ cos θ‬ﻭ ‪sin θ‬‬
‫‪3 cm‬‬
‫____= ‪sin θ‬‬
‫‪5 cm‬‬
‫‪=0.6‬‬
‫‪4 cm‬‬
‫____= ‪cos θ‬‬
‫‪5 cm‬‬
‫‪=0.8‬‬

‫‪c‬‬

‫ﻣﺜﺎﻝ‪ :‬ﰲ ﺍﳌﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪ ،ABC‬ﺇﺫﺍ ﻛﺎﻧﺖ ﹾ‪ ،c = 20.0 cm ، θ = 30.0‬ﻓﺄﻭﺟﺪ ‪ a‬ﻭ ‪. b‬‬
‫‪a‬‬
‫_______‬ ‫‪b‬‬
‫‪ = 20.0‬ﹾ‪sin 30.0‬‬ ‫‪cm‬‬
‫_______ = ﹾ‪cos 30.0‬‬
‫‪20.0 cm‬‬
‫‪ ) =10.0 cm‬ﹾ‪a =(20.0 cm)(sin 30.0‬‬
‫‪ ) =17.3 cm‬ﹾ‪b =(20.0 cm)(cos 30.0‬‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻭﻗﺎﻧﻮﻥ ﺍﳉﻴﺐ ‪Law of Cosines and Law of Sines‬‬
‫ﻳﻤﻨﺤﻚ ﻗﺎﻧﻮﻧﺎ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻭﺍﳉﻴﺐ ﺍﻟﻘﺪﺭﺓ ﻋﲆ ﺣﺴﺎﺏ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﻭﺍﻟﺰﻭﺍﻳﺎ ﰲ ﺃﻱ ﻣﺜﻠﺚ‪.‬‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻳﺸﺒﻪ ﻗﺎﻧﻮﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻣﺎ ﻋﺪﺍ ﺍﳊﺪ ﺍﻷﺧﲑ‪ .‬ﻭﲤﺜﻞ ‪ θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﻀﻠﻊ ‪ .c‬ﻓﺈﺫﺍ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﹰ‬ ‫ﻛﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ˚‪ θ= 90‬ﻓﺈﻥ ﺟﺘﺎ ‪ 0 = θ‬ﻭﺍﳊﺪ ﺍﻷﺧﲑ ﻳﺴﺎﻭﻱ‬

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 ‫‪‬‬

‫ﻭﺇﺫﺍ ﻛﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺃﻛﱪ ﻣﻦ ﹾ‪ 90‬ﻓﺈﻥ ﺟﺘﺎ ‪ θ‬ﹸﻳﺼﺒﺢ ﻋﺒﺎﺭﺓ ﻋﻦ ﺭﻗﻢ ﺳﺎﻟﺐ‪.‬‬
‫‪‬‬

‫‪c2 = a2 + b2 - 2ab cos θ‬‬

‫ﻣﺜﺎﻝ‪ :‬ﺍﺣﺴﺐ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﺜﺎﻟﺚ ﻟﻠﻤﺜﻠﺚ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪.θ = 110.0 ° ، b = 12.0 cm ، a =10.0 cm‬‬

‫‪θ‬‬

‫‪a‬‬

‫‪c2 = a2 + b2 - 2ab cos θ‬‬

‫‪c = √ÂÂÂÂÂÂÂÂ‬‬
‫‪a2 + b2 - 2ab cos θ‬‬

‫=‬ ‫‪√ÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂ‬‬
‫) ﹾ‪(10.0 cm)2 +(12.0 cm)2 - 2(10.0 cm)(12.0 cm)(cos 110.0‬‬

‫=‬ ‫‪√ÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂÂ‬‬
‫) ﹾ‪1.00 × 102 cm2 + 144 cm2 - (2.40×102 cm2)(cos 110.0‬‬

‫‪= 18.1 cm‬‬

‫ﻗﺎﻧﻮﻥ ﺍﳉﻴﺐ ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻌﺎﺩﻟﺔ ﹼ‬

‫ﻣﻜﻮﻧﺔ ﻣﻦ ﺛﻼﺛﺔ ﻧﺴﺐ؛ ﺣﻴﺚ ‪ a ،b ،c‬ﺍﻷﺿﻼﻉ ﺍﳌﻘﺎﺑﻠﺔ ﻟﻠﺰﻭﺍﻳﺎ ‪ A ،B ،C‬ﺑﺎﻟﱰﺗﻴﺐ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﳉﻴﺐ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﲔ ﻭﺃﻱ ﻣﻦ ﺍﻷﺿﻼﻉ ﺍﻟﺜﻼﺛﺔ ﻟﻠﻤﺜﻠﺚ ﻣﻌﻠﻮﻣﺔ‪.‬‬
‫‪sin A‬‬
‫_____‬
‫‪a‬‬ ‫_____ =‬ ‫‪= sinc C‬‬
‫_____ ‪sin B‬‬
‫‪b‬‬
‫ﻣﺜﺎﻝ‪ :‬ﰲ ﺍﳌﺜﻠﺚ ‪ ABC‬ﺇﺫﺍ ﻛﺎﻥ ˚‪ ،c = 4.6 cm ،a = 4.0 cm ، C = 60.0‬ﻓﺎﺣﺴﺐ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪.A‬‬
‫‪sin A‬‬
‫_____‬ ‫‪sin C‬‬
‫‪a‬‬ ‫_____=‬
‫‪c‬‬
‫‪a sinC‬‬
‫______ = ‪sin A‬‬
‫‪c‬‬
‫) ﹾ‪(4.0 cm) (sin 60.0‬‬
‫__________________ =‬
‫‪4.6 cm‬‬
‫‪= 0.75‬‬ ‫‪a‬‬

‫‪A = 49°‬‬

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 ‫‪‬‬

‫ﻣﻌﻜﻮﺱ ﺍﳉﻴﺐ‪ ،‬ﻭﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﲈﻡ‪ ،‬ﻭﻣﻌﻜﻮﺱ ﺍﻟﻈﻞ ‪Inverses of Sine‚ Cosine‚ and Tangent‬‬

‫‪‬‬
‫ﺇﻥ ﻣﻌﻜﻮﺱ ﻛﻞ ﻣﻦ ﺍﳉﻴﺐ‪ ،‬ﻭﺟﻴﺐ ﺍﻟﺘﲈﻡ‪ ،‬ﻭﻇﻞ ﺍﻟﺘﲈﻡ ﻳﻤﻨﺤﻚ ﺍﻟﻘﺪﺭﺓ ﻋﲆ ﻋﻜﺲ ﺍﻗﱰﺍﻧﺎﺕ ﺍﳉﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﲈﻡ ﻭﻇﻞ‬
‫ﺍﻟﺘﲈﻡ‪ ،‬ﻭﻣﻦ ﺛﻢ ﺇﳚﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻭﺍﻻﻗﱰﺍﻧﺎﺕ ﺍﳌﺜﻠﺜﻴﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﻋﲆ ﺍﻟﻨﺤﻮ ﺍﻵﰐ‪:‬‬
‫ﺍﳌﻌﻜﻮﺱ‬ ‫ﺍﻻﻗﱰﺍﻥ ﺍﳌﺜﻠﺜﻲ‬
‫‪ x =sin y‬ﺃﻭ ﻣﻌﻜﻮﺱ ‪x =sin y‬‬ ‫‪-1‬‬
‫‪y =sin x‬‬
‫‪ x =cos-1 y‬ﺃﻭ ﻣﻌﻜﻮﺱ ‪x =cos y‬‬ ‫‪y =cos x‬‬
‫‪ x =tan-1 y‬ﺃﻭ ﻣﻌﻜﻮﺱ ‪x =tan y‬‬ ‫‪y =tan x‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﲏ ﻟﻼﻗﱰﺍﻧﺎﺕ ﺍﳌﺜﻠﺜﻴﺔ ‪Graphs of Trigonometric Functions‬‬

‫ﻛﻼ ﻣﻦ ﺍﻗﱰﺍﻥ ﺍﳉﻴﺐ‪ y = sin x ،‬ﻭ ﺍﻗﱰﺍﻥ ﺟﻴﺐ ﺍﻟﺘﲈﻡ‪ y = cos x ،‬ﻫﻲ ﺍﻗﱰﺍﻧﺎﺕ ﺩﻭﺭﻳﺔ‪ .‬ﻭﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻜﻞ‬‫ﺇﻥ ﹼﹰ‬
‫ﺍﻗﱰﺍﻥ ﻳﺴﺎﻭﻱ ‪ ،2π‬ﻭﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ x‬ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ ،‬ﺃﻣﺎ ﻗﻴﻤﺔ ‪ y‬ﻓﺘﻜﻮﻥ ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﺑﲔ ‪ -1‬ﻭ ‪.1‬‬
‫‪y = sin x‬‬
‫‪1‬‬

‫‪-2π‬‬ ‫‪-π‬‬ ‫‪π‬‬ ‫‪2π‬‬

‫‪-1‬‬

‫‪y = cos x‬‬ ‫‪1‬‬

‫‪-2π‬‬ ‫‪-π‬‬ ‫‪π‬‬ ‫‪2π‬‬

‫‪-1‬‬

‫‪214‬‬
 

1 in = 2.54 cm 1kg = 6.02 × 1026 u 1 atm = 101 kPa
1 mi = 1.61 km 1 oz ↔ 28.4 g 1 cal = 4.184 J
1 kg ↔ 2.21 lb 1ev = 1.60 × 10-19 J
1 gal = 3.79 L 1 lb = 4.45 N 1kWh = 3.60 MJ
1 m = 264 gal
3
1 atm = 14.7 lb/in 2
1 hp = 746 W
1atm = 1.01 × 10 N/m
5 2
1 mol= 6.022 × 1023




  

10-15 f femto
10-12 p pico
10-9 n nano
10-6 µ micro
10-3 m milli
10-2 c centi
10-1 d deci
101 da dica
102 h hecto
103 k kilo
106 M mega
109 G giga

1012 T tera

1015 P peta

215
 
SI
SI    
m/s 2
m/s 2
‫ﺍﻟﺘﺴﺎﺭﻉ‬
m 2
m 2
‫ﺍﳌﺴﺎﺣﺔ‬
kg/m 3
kg/m3 ‫ﺍﻟﻜﺜﺎﻓﺔ‬
N.m kg.m2/s2 J joule ‫ ﺍﻟﻄﺎﻗﺔ‬،‫ﺍﻟﺸﻐﻞ‬
kg.m/s2 N newton ‫ﺍﻟﻘﻮﺓ‬
J/s kg.m /s 2 3
W watt ‫ﺍﻟﻘﺪﺭﺓ‬
N/m 2
kg/m.s 2
Pa pascal ‫ﺍﻟﻀﻐﻂ‬
m/s m/s ‫ﺍﻟﴪﻋﺔ‬
m 3
m3 ‫ﺍﳊﺠﻢ‬


 
 m/s gcm3 

2.702 ‫ﺃﻟﻮﻣﻨﻴﻮﻡ‬
(0˚C) ‫ﻫﻮﺍﺀ‬ 331
8.642 ‫ﻛﺎﺩﻣﻴﻮﻡ‬
(20˚C) ‫ﻫﻮﺍﺀ‬ 343 8.92 ‫ﻧﺤﺎﺱ‬
5.35 ‫ﺟﺮﻣﺎﻧﻴﻮﻡ‬
(0˚C) ‫ﻫﻴﻠﻴﻮﻡ‬ 972
19.31 ‫ﺫﻫﺐ‬
8.99×10-5 ‫ﻫﻴﺪﺭﻭﺟﲔ‬
(0˚C) ‫ﻫﻴﺪﺭﻭﺟﲔ‬ 1286
7.30 ‫ﺇﻧﺪﻳﻮﻡ‬
(25˚C) ‫ﻣﺎﺀ‬ 1493 7.86 ‫ﺣﺪﻳﺪ‬
11.34 ‫ﺭﺻﺎﺹ‬
(0˚C) ‫ﻣﺎﺀ ﺍﻟﺒﺤﺮ‬ 1533 13.546 ‫ﺯﺋﺒﻖ‬
1.429×10-3 ‫ﺃﻛﺴﺠﲔ‬
‫ﻣﻄﺎﻁ‬ 1600
2.33 ‫ﺳﻠﻴﻜﻮﻥ‬
10.5 ‫ﻓﻀﺔ‬
(25˚C) ‫ﻧﺤﺎﺱ‬ 3560
1.000 (4˚C) ‫ﻣﺎﺀ‬
(25˚C) ‫ﺣﺪﻳﺪ‬ 5130 7.14 ‫ﺧﺎﺭﺻﲔ‬

‫ﺯﺟﺎﺝ ﺍﻟﺘﻨﻮﺭ‬ 5640

‫ﺃﳌﺎﺱ‬ 12000

216
 ‫‪‬‬

‫‪‬‬
‫‪‬‬
‫ﹸﺑﻌﺪ ﺍﳌﻮﺟﺔ ﺃﻭ ﺃﻱ ﺟﺰﺀ ﻣﻨﻬﺎ ﻋﻦ ﺍﳌﺼﺪﺭ ﺍﻟﺬﻱ ﻭ ﹼﻟﺪﻫﺎ‪.‬‬
‫‪Displacement‬‬
‫ﻭﺣﺪﺓ ﺩﻭﻟﻴﺔ ﻟﻘﻴﺎﺱ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫‪Ampere ‬‬
‫ﺟﻬﺎﺯ ﹸﻳﺴﺘﺨﺪﻡ ﻟﻘﻴﺎﺱ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﻭﻳﻮﺻﻞ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻋﲆ ﺍﻟﺘﻮﺍﱄ‪.‬‬ ‫‪Ammeter ‬‬
‫ﳛﺪﺙ ﻋﻨﺪﻣﺎ ﻳﺴﻘﻂ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﰲ ﻭﺳﻂ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﻛﺒﲑ ﻋﲆ ﺍﳊﺪ ﺍﻟﻔﺎﺻﻞ ﺑﻴﻨﻪ‬ ‫‪‬‬
‫ﻭﺑﲔ ﻭﺳﻂ ﺁﺧﺮ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻗﻞ ﺑﺰﺍﻭﻳﺔ ﺃﻛﱪ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ﺍﳊﺮﺟﺔ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺍﻧﻌﻜﺎﺱ‬ ‫‪Total internal‬‬
‫ﺍﻟﻀﻮﺀ ﲨﻴﻌﻪ ﻭﺍﺭﺗﺪﺍﺩﻩ ﺇﱃ ﺍﻟﻮﺳﻂ ﺍﻟﺬﻱ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻩ ﺃﻛﱪ‪.‬‬ ‫‪reflection‬‬

‫ﺍﻧﺤﺮﺍﻑ ﺍﻟﻀﻮﺀ ﻋﻦ ﻣﺴﺎﺭﻩ ﻋﻨﺪ ﺍﻧﺘﻘﺎﻟﻪ ﻣﻦ ﻭﺳﻂ ﺷﻔﺎﻑ ﺇﱃ ﻭﺳﻂ ﺷﻔﺎﻑ ﺁﺧﺮ ﳐﺘﻠﻒ ﻋﻨﻪ‬ ‫‪Refraction ‬‬
‫ﰲ ﺍﻟﻜﺜﺎﻓﺔ ﺍﻟﻀﻮﺋﻴﺔ‪.‬‬
‫ﻣﻘﺎﻭﻣﺔ ﻣﻮﺻﻞ ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﺷﺪﺗﻪ ‪ 1A‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻪ ‪.1V‬‬ ‫‪Ohm ‬‬

‫‪‬‬
‫‪‬‬

‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﺘﺠﻤﻊ ﻓﻴﻬﺎ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺴﺎﻗﻄﺔ ﺑﺼﻮﺭﺓ ﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﺑﻌﺪ ﺃﻥ‬ ‫‪Focus ‬‬
‫ﺗﻨﻌﻜﺲ ﻋﻦ‪/‬ﺗﻨﻜﴪ ﰲ ﺍﳌﺮﺁﺓ‪/‬ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺇﺯﺍﺣﺘﻬﺎ ﺃﻭ ﺳﻌﺔ ﺍﻫﺘﺰﺍﺯﻫﺎ ﻫﻲ‬
‫ﻧﻘﻄﺔ ﺃﻭ ﻣﻨﻄﻘﺔ ﹼ‬ ‫‪Antinode ‬‬
‫ﺍﻷﻛﱪ‪.‬‬
‫‪‬‬
‫ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﻗﻄﺐ ﺍﳌﺮﺁﺓ ﻭﺑﺆﺭﲥﺎ ﺍﻷﺻﻠﻴﺔ‪.‬‬
‫‪Focal length‬‬

‫‪‬‬
‫ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﺘﺒﺎﻋﺪ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻋﻦ ﺑﻌﺾ ﰲ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ‪.‬‬ ‫‪Rarefaction ‬‬
‫‪‬‬
‫ﻋﺪﺩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺘﻲ ﲣﱰﻕ ﺍﻟﺴﻄﺢ‪.‬‬
‫‪Magnetic flux‬‬
‫ﺘﻤﻬﺎ ﺍﳉﺴﻢ ﺍﳌﻬﺘﺰ ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﻭ ﹸﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ ﻫﺮﺗﺰ‬
‫ﻋﺪﺩ ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﹸﻳ ﹼ‬ ‫‪Frequency‬‬
‫)‪.(Hz‬‬
‫‪‬‬
‫ﺃﻗﻞ ﺗﺮﺩﺩ ﻳﻤﻜﻨﻪ ﺗﻜﻮﻳﻦ ﻣﻮﺟﺎﺕ ﻣﻮﻗﻮﻓﺔ ﰲ ﻭﺗﺮ ﺃﻭ ﻋﻤﻮﺩ ﻫﻮﺍﺋﻲ‪.‬‬ ‫‪Fundamental‬‬
‫‪frequency‬‬
‫‪217‬‬
 ‫‪‬‬
‫ﻓﺼﻞ ﺍﻟﻀﻮﺀ ﺍﻷﺑﻴﺾ ﻭﲢﻠﻴﻠﻪ ﺇﱃ ﺃﻟﻮﺍﻥ ﺍﻟﻄﻴﻒ ﺑﺎﺳﺘﺨﺪﺍﻡ ﻣﻨﺸﻮﺭ ﺯﺟﺎﺟﻲ ﺃﻭ ﻗﻄﺮﺍﺕ ﺍﳌﺎﺀ‬ ‫‪Dispersion ‬‬
‫ﰲ ﺍﻟﻐﻼﻑ ﺍﳉﻮﻱ‪.‬‬
‫ﺍﳌﻨﻄﻘﺔ ﺍﻟﺘﻲ ﺗﺘﻘﺎﺭﺏ ﻓﻴﻬﺎ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﺑﻌﻀﻬﺎ ﻣﻦ ﺑﻌﺾ ﰲ ﺍﳌﻮﺟﺎﺕ ﺍﻟﻄﻮﻟﻴﺔ‪.‬‬ ‫‪Compression ‬‬
‫ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﺃﻛﱪ ﻣﻦ ﺍﳉﺴﻢ ﺃﻭ ﺃﺻﻐﺮ ﻣﻨﻪ‪ .‬ﻭﻫﻮ ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﻗﺴﻤﺔ‬ ‫ﹸﻳﻘﺼﺪ ﺑﻪ ﹶﻛﻢ ﻣﺮﺓ ﹸ‬ ‫‪Magnification ‬‬
‫ﻃﻮﻝ ﺍﻟﺼﻮﺭﺓ ﻋﲆ ﻃﻮﻝ ﺍﳉﺴﻢ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﹰ‬
‫ﺃﻳﻀﺎ ﺣﺎﺻﻞ ﻗﺴﻤﺔ ﺳﺎﻟﺐ ﹸﺑﻌﺪ ﺍﻟﺼﻮﺭﺓ ﻋﻦ‬
‫ﺍﻟﻌﺪﺳﺔ‪/‬ﺍﳌﺮﺁﺓ ﻋﲆ ﹸﺑﻌﺪ ﺍﳉﺴﻢ ﻋﻨﻬﺎ‪.‬‬

‫‪‬‬
‫ﻣﻜﻮﻧﺔ ﻣﻦ ﺷﺤﻨﺘﲔ ﻛﻬﺮﺑﺎﺋﻴﺘﲔ ﻣﺘﺴﺎﻭﻳﺘﲔ ﰲ ﺍﳌﻘﺪﺍﺭ ﻭﳐﺘﻠﻔﺘﲔ ﰲ ﺍﻟﻨﻮﻉ ﻭﺗﺆﺛﺮ ﻛﻞ‬
‫ﻣﻨﻈﻮﻣﺔ ﱠ‬ ‫‪‬‬
‫ﻣﻨﻬﲈ ﰲ ﺍﻷﺧﺮ￯‪.‬‬ ‫‪Electric dipole‬‬

‫‪‬‬
‫ﺗﻌﻨﻲ ﺃﻥ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻣﺴﺘﻘﻄﺐ؛ ﺃﻱ ﻟﻪ ﻗﻄﺒﺎﻥ ﻣﺘﻤﻴﺰﺍﻥ ﻣﺘﻌﺎﻛﺴﺎﻥ‪ :‬ﺃﺣﺪﳘﺎ ﺍﻟﺒﺎﺣﺚ ﻋﻦ‬
‫‪Magnetic ‬‬
‫ﺍﻟﺸﲈﻝ ﻭﻳﺴﻤﻰ ﺍﻟﻘﻄﺐ ﺍﻟﺸﲈﱄ‪ ،‬ﻭﺍﻵﺧﺮ ﺍﻟﺒﺎﺣﺚ ﻋﻦ ﺍﳉﻨﻮﺏ ﻭﻳﺴﻤﻰ ﺍﻟﻘﻄﺐ ﺍﳉﻨﻮﰊ‪.‬‬ ‫‪dipole‬‬

‫‪‬‬

‫‪‬‬
‫ﺳﻄﺢ ﲣﻴﲇ ﻳﺼﻞ ﺑﲔ ﲨﻴﻊ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﺴﺎﻭﻳﺔ ﰲ ﺍﻟﻄﻮﺭ‪ ،‬ﻭﻋﺎﺩﺓ ﻣﺎ ﹸﻳﺮﺳﻢ ﻋﲆ ﺷﻜﻞ ﺧﻂ ﻳﻤﺜﹼﻞ‬ ‫‪‬‬
‫ﻗﻤﺔ ﺍﳌﻮﺟﺔ‪.‬‬ ‫‪Wavefront‬‬
‫ﺫﺍﺗﻴﺎ ﺃﻭ ﹸﻣﻀﺎﺀ‪.‬‬
‫ﻣﺼﺪﺭ ﺃﺷﻌﺔ ﺿﻮﺋﻴﺔ ﻣﴤﺀ ﹼﹰ‬ ‫‪Object‬‬

‫‪‬‬
‫‪ ‬ﺧﻄﻮﻁ ﻭﳘﻴﺔ ﹸﺗﺴﺘﺨﺪﻡ ﻟﺘﻤﺜﻴﻞ ﺍﳌﺠﺎﻝ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻔﻌﲇ ﺃﻭ ﺍﻟﻮﺳﻂ ﺍﳌﺤﻴﻂ ﺑﺎﻟﺸﺤﻨﺔ‪.‬‬
‫‪Electric field lines‬‬
‫‪‬‬
‫ﻭﺗﺰﻭﺩﻧﺎ‬
‫ﹼ‬ ‫ﺗﺼﻮﺭ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﻟﻠﻤﻐﻨﺎﻃﻴﺲ‪،‬‬
‫ﹼ‬ ‫ﺧﻄﻮﻁ ﻭﳘﻴﺔ ﹸﺗﺴﺘﺨﺪﻡ ﻟﺘﺴﺎﻋﺪﻧﺎ ﻋﲆ‬
‫‪‬‬
‫ﺑﻤﻘﻴﺎﺱ ﻟﺸﺪﺓ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪Magnetic field lines‬‬

‫‪‬‬
‫‪‬‬
‫ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﲢﺘﻮﻱ ﻋﲆ ﻣﺴﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ ﻟﻠﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ‪.‬‬
‫‪Parallel circuit‬‬

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 ‫‪‬‬
‫ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻳﺘﻢ ﺗﻮﺻﻴﻞ ﺃﺟﺰﺍﺋﻬﺎ ﰲ ﻣﺴﺎﺭ ﻭﺍﺣﺪ ﺑﺤﻴﺚ ﻳﻤﺮ ﺍﻟﺘﻴﺎﺭ ﻧﻔﺴﻪ ﰲ ﻛﻞ ﺟﺰﺀ ﻣﻦ‬ ‫‪‬‬
‫ﺃﺟﺰﺍﺋﻬﺎ‪.‬‬ ‫‪Series circuit‬‬

‫ﲑﺍ ﺟﺪﹼﹰ ﺍ‪.‬‬

‫ﺍﳌﺎﺭ ﻓﻴﻬﺎ ﻛﺒ ﹰ‬
‫ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ ﻣﻘﺎﻭﻣﺘﻬﺎ ﺻﻐﲑﺓ ﺟﺪﹼﹰ ﺍ؛ ﳑﺎ ﳚﻌﻞ ﺍﻟﺘﻴﺎﺭ ﹼ‬ ‫‪‬‬
‫‪Short circuit‬‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﻓﻴﻬﺎ ﹰ‬ ‫‪‬‬
‫‪Open circuit‬‬

‫‪‬‬
‫ﻇﺎﻫﺮﺓ ﲢﺪﺙ ﻋﻨﺪﻣﺎ ﻳﺘﻮﺍﻓﻖ ﺗﺮﺩﺩ ﺟﺴﻢ ﻣﻬﺘﺰ ﻣﻊ ﺃﺣﺪ ﺍﻟﱰﺩﺩﺍﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﳉﺴﻢ ﺁﺧﺮ ﻗﺮﻳﺐ‬ ‫‪‬‬
‫ﻣﻨﻪ‪ ،‬ﳑﺎ ﻳﺆﺩﻱ ﺇﱃ ﺯﻳﺎﺩﺓ ﺳﻌﺔ ﺍﻻﻫﺘﺰﺍﺯ‪.‬‬ ‫‪Resonance‬‬

‫‪‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻌﻜﺲ ﻭﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ‬ ‫‪‬‬
‫ﺍﻟﺴﻘﻮﻁ‪.‬‬ ‫‪Angle of reflection‬‬

‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻭﺍﲡﺎﻩ ﺍﻟﺸﻌﺎﻉ ﺍﳌﻨﻜﴪ‪.‬‬ ‫‪‬‬

‫‪‬‬

‫‪Angle of refraction‬‬
‫ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺘﻲ ﻳﻨﻜﴪ ﻋﻨﺪﻫﺎ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻋﲆ ﺍﻣﺘﺪﺍﺩ ﺍﳊﺪﹼ ﺍﻟﻔﺎﺻﻞ ﺑﲔ ﺍﻟﻮﺳﻄﲔ‪.‬‬ ‫‪‬‬
‫‪Critical angle‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﳌﺤﺼﻮﺭﺓ ﺑﲔ ﺍﻟﺸﻌﺎﻉ ﺍﻟﺴﺎﻗﻂ ﻭﺍﻟﻌﻤﻮﺩ ﺍﳌﻘﺎﻡ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ‬ ‫‪‬‬
‫ﺍﻟﺴﻘﻮﻁ‪.‬‬ ‫‪Angle of incidence‬‬

‫ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﳛﺘﺎﺝ ﺇﻟﻴﻪ ﺍﳉﺴﻢ ﺍﳌﻬﺘﺰ ﺣﺘﻰ ﻳﻜﻤﻞ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ‪ ،‬ﻭ ﹸﻳﻘﺎﺱ ﺑﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ )‪.(s‬‬ ‫‪Period ‬‬

‫‪‬‬
‫ﺇﺯﺍﺣﺔ ﻗﻤﺔ ﺍﳌﻮﺟﺔ ‪ Δd‬ﰲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪.‬‬ ‫‪Speed ‬‬
‫ﺍﻹﺯﺍﺣﺔ ﺍﻟﻘﺼﻮ￯ ﻟﻠﻤﻮﺟﺔ ﻋﻦ ﻣﻮﺿﻊ ﺳﻜﻮﳖﺎ ﺃﻭ ﺍﺗﺰﺍﳖﺎ‪ ،‬ﻭﻳﺮﻣﺰ ﳍﺎ ﺑﺎﳊﺮﻑ ‪A.‬‬ ‫‪Amplitude‬‬

‫‪‬‬
‫ﺍﻟﺬﺭﺍﺕ ﻭﺍﻷﺟﺴﺎﻡ ﻋﻨﺪﻣﺎ ﹶﺗﻔﻘﺪ ﺃﻭ ﺗﻜﺘﺴﺐ ﺇﻟﻜﱰﻭﻧﺎﺕ‪.‬‬
‫ﺧﺎﺻﻴﺔ ﺗﻜﺘﺴﺒﻬﺎ ﹼ‬ ‫‪Charge‬‬

‫ﻣﻌﺪﻝ ﻋﺒﻮﺭ ﺍﻟﺸﺤﻨﺎﺕ ﰲ ﻣﻘﻄﻊ ﺍﳌﻮﺻﻞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﱃ ﺍﻟﺰﻣﻦ‪.‬‬ ‫‪‬‬

‫‪Electric current‬‬

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 ‫‪‬‬
‫‪‬‬
‫ﺍﲢﺎﺩ ﺻﻮﺭ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻨﺎﲡﺔ ﺑﻔﻌﻞ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ ﺍﳌﻨﻌﻜﺴﺔ ﻋﻦ ﺍﳌﺮﺁﺓ ﻟﻠﺠﺴﻢ‪.‬‬ ‫‪Image‬‬ ‫‪‬‬
‫‪‬‬
‫ﲡﻤﻊ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﻧﺘﻴﺠﺔ ﹼ‬
‫ﺻﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﻣﺼﻐﺮﺓ ﺃﻭ ﻣﻜﱪﺓ‪ ،‬ﹼ‬ ‫‪Real image‬‬
‫ﻭﺗﺘﻜﻮﻥ ﻋﺎﺩﺓ ﰲ ﺍﳉﻬﺔ ﺍﳌﻌﺎﻛﺴﺔ ﻟﻠﻤﺮﺁﺓ ﻣﻦ‬
‫ﹼ‬ ‫ﺍﳌﺘﻜﻮﻧﺔ ﻣﻦ ﺗﺒﺎﻋﺪ ﺍﻷﺷﻌﺔ ﺍﻟﻀﻮﺋﻴﺔ‪،‬‬
‫ﹼ‬ ‫ﺍﻟﺼﻮﺭﺓ‬ ‫‪‬‬
‫ﺍﳉﺴﻢ )ﺃﻭ ﰲ ﺟﻬﺔ ﺍﳉﺴﻢ ﻧﻔﺴﻪ ﰲ ﺣﺎﻟﺔ ﺍﻟﻌﺪﺳﺎﺕ(‪.‬‬ ‫‪Virtual image‬‬

‫‪‬‬
‫‪‬‬
‫ﻳﺘﻜﺮﺭ ﻓﻴﻬﺎ ﻧﻤﻂ ﺍﳌﻮﺟﺔ ﻧﻔﺴﻪ‪.‬‬
‫ﺃﻗﴫ ﻣﺴﺎﻓﺔ ﺑﲔ ﺃﻱ ﻧﻘﻄﺘﲔ ﹼ‬ ‫‪Wavelength‬‬

‫‪‬‬
‫ﻗﻄﻌﺔ ﻣﻦ ﻣﺎﺩﺓ ﺷﻔﺎﻓﺔ ‪ -‬ﺍﻟﺰﺟﺎﺝ ﺃﻭ ﺍﻟﺒﻼﺳﺘﻴﻚ ﹰ‬
‫ﻣﺜﻼ ‪ -‬ﹸﺗﺴﺘﺨﺪﻡ ﰲ ﲡﻤﻴﻊ ﺍﻟﻀﻮﺀ ﺃﻭ ﺗﻔﺮﻳﻘﻪ‬ ‫‪Lens‬‬
‫ﻭﺗﻜﻮﻳﻦ ﺍﻟﺼﻮﺭ‪.‬‬

‫‪‬‬
‫ﺍﻟﻌﺪﺳﺔ ﺍﳌﺤﺪﺑﺔ‪ ،‬ﻭﺳﻤﻴﺖ ﺑﺬﻟﻚ ﻷﳖﺎ ﲡﻌﻞ ﺍﻷﺷﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﻣﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ‬ ‫‪ ‬‬
‫ﺗﺘﺠﻤﻊ ﰲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﺑﻌﺪ ﺍﻧﻜﺴﺎﺭﻫﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﳏﺎﻃﺔ ﺑﲈﺩﺓ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻫﺎ‬ ‫ﹼ‬ ‫ﺍﻟﺮﺋﻴﺲ‬ ‫‪Converging lens‬‬
‫ﺃﻗﻞ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫ﺻﻮﺭﺍ ﻣﺼﻐﹼ ﺮﺓ‪/‬ﻣﻜﱪﺓ‬
‫ﹰ‬ ‫ﻭﺗﻜﻮﻥ‬
‫ﹼ‬ ‫ﳎﻤﻌﺔ‪ ،‬ﺳﻤﻴﻜﺔ ﰲ ﻭﺳﻄﻬﺎ ﻭﺃﻗﻞ ﹸﺳ ﹰ‬
‫ﻤﻜﺎ ﻋﻨﺪ ﺃﻃﺮﺍﻓﻬﺎ‪.‬‬ ‫ﻋﺪﺳﺔ ﹼ‬ ‫‪‬‬
‫ﻭﻣﻘﻠﻮﺑﺔ ﻭﺣﻘﻴﻘﻴﺔ‪ ،‬ﺃﻭ ﻣﻜﱪﺓ ﻭﻣﻌﺘﺪﻟﺔ ﻭﺧﻴﺎﻟﻴﺔ ﻟﻠﺠﺴﻢ‪.‬‬ ‫‪Convex lens‬‬

‫ﻔﺮﻕ ﺍﻷﺷﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻴﻬﺎ ﺑﻌﺪ ﺍﻧﻜﺴﺎﺭﻫﺎ‬‫ﺍﻟﻌﺪﺳﺔ ﺍﳌﻘﻌﺮﺓ‪ ،‬ﻭﺳﻤﻴﺖ ﺑﺬﻟﻚ ﻷﳖﺎ ﹸﺗ ﱢ‬ ‫‪‬‬
‫‪‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﳏﺎﻃﺔ ﺑﲈﺩﺓ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭﻫﺎ ﺃﻗﻞ ﻣﻦ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻣﺎﺩﺓ ﺍﻟﻌﺪﺳﺔ‪.‬‬ ‫‪Diverging lens‬‬
‫ﺻﻮﺭﺍ ﻣﺼﻐﱠ ﺮﺓ ﻭﻣﻌﺘﺪﻟﺔ ﻭﺧﻴﺎﻟﻴﺔ‬
‫ﹰ‬ ‫ﻭﺗﻜﻮﻥ‬
‫ﹼ‬ ‫ﹰ‬
‫ﺳﻤﻜﺎ ﻣﻦ ﺃﻃﺮﺍﻓﻬﺎ‪.‬‬ ‫ﻣﻔﺮﻗﺔ‪ ،‬ﻭﺳﻄﻬﺎ ﺃﻗﻞ‬
‫ﻋﺪﺳﺔ ﹼ‬ ‫‪ ‬‬
‫ﻟﻠﺠﺴﻢ‪.‬‬ ‫‪Concave lens‬‬

‫ﺗﺘﻜﻮﻥ ﰲ ﺣﺎﻟﺔ ﺍﳌﻮﺟﺎﺕ ﺍﳌﻮﻗﻮﻓﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﺇﺯﺍﺣﺘﻬﺎ ﺃﻭ ﺳﻌﺔ‬

‫ﹼ‬ ‫ﻧﻘﻄﺔ ﺃﻭ ﻣﻨﻄﻘﺔ ﻻ ﺗﺘﺤﺮﻙ‬ ‫‪‬‬
‫ﺍﻫﺘﺰﺍﺯﻫﺎ ﺻﻔﺮ‪.‬‬ ‫‪Node‬‬

‫ﹼ‬ ‫‪‬‬
‫ﺧﻂ ﻭﳘﻲ ﻋﻤﻮﺩﻱ ﻋﲆ ﺍﻟﺴﻄﺢ ﺍﻟﻌﺎﻛﺲ ﻋﻨﺪ ﻧﻘﻄﺔ ﺳﻘﻮﻁ ﺍﻟﺸﻌﺎﻉ ﺍﻟﻀﻮﺋﻲ ﻋﲆ ﺍﻟﺴﻄﺢ‪.‬‬ ‫‪Normal ray‬‬

‫‪220‬‬
 ‫‪‬‬
‫‪‬‬
‫ﺍﻟﺸﻐﻞ ﺍﳌﺒﺬﻭﻝ ﻟﺘﺤﺮﻳﻚ ﺷﺤﻨﺔ ﺍﺧﺘﺒﺎﺭ ﻣﻮﺟﺒﺔ ﺑﲔ ﻧﻘﻄﺘﲔ ﰲ ﳎﺎﻝ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻣﻘﺴﻮ ﹰﻣﺎ ﻋﲆ‬ ‫‪Potential‬‬
‫ﻣﻘﺪﺍﺭ ﺗﻠﻚ ﺍﻟﺸﺤﻨﺔ‪.‬‬ ‫‪difference‬‬

‫ﺍﻟﺘﻌﺒﲑ ﻋﻦ ﺍﺧﺘﻼﻑ ﺍﻟﻄﻮﺭ ﺑﲔ ﻧﻘﻄﺘﲔ ﺃﻭ ﺟﺴﻴﻤﲔ ﺃﻭ ﻣﻮﺟﺘﲔ ﺑﻘﻴﺎﺱ ﻣﻘﺪﺍﺭ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ‬ ‫‪‬‬
‫ﻳﺴﺒﻖ ﺃﻭ ﻳﺘﺄﺧﺮ ﲠﺎ ﺃﺣﺪﳘﺎ ﺍﻵﺧﺮ‪.‬‬ ‫‪Phase difference‬‬

‫ﻭﺣﺪﺓ ﺩﻭﻟﻴﺔ ﻟﻘﻴﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ ﻧﻘﻄﺘﲔ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﺟﻮﻝ ﻭﺍﺣﺪ ﻟﻜﻞ ﻛﻮﻟﻮﻡ‪.‬‬ ‫‪Volt ‬‬

‫ﺟﻬﺎﺯ ﹸﻳﺴﺘﺨﺪﻡ ﻟﻘﻴﺎﺱ ﻓﺮﻕ ﺍﳉﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺑﲔ ﻧﻘﻄﺘﲔ ﰲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﻳﻮﺻﻞ ﰲ‬ ‫‪Voltmeter ‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﻋﲆ ﺍﻟﺘﻮﺍﺯﻱ‪.‬‬

‫‪‬‬
‫ﺃﺩﻧﻰ ﻧﻘﻄﺔ ﻳﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻻﺿﻄﺮﺍﺏ ﺍﳌﻮﺟﻲ ﰲ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺴﺘﻌﺮﺿﺔ‪.‬‬ ‫‪Trough ‬‬
‫ﻗﺎﻋﺪﺓ ﹸﺗﺴﺘﺨﺪﻡ ﰲ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﻣﻮﺿﻮﻉ ﰲ‬ ‫‪‬‬
‫ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪The third ‬‬
‫‪right- hand rule‬‬
‫‪‬‬

‫ﻗﺎﻋﺪﺓ ﺗﺴﺘﺨﺪﻡ ﰲ ﲢﺪﻳﺪ ﺍﲡﺎﻩ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﻣﻐﻨﺎﻃﻴﺲ ﻛﻬﺮﺑﺎﺋﻲ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫‪‬‬
‫ﻻﲡﺎﻩ ﴎﻳﺎﻥ ﺍﻟﺘﻴﺎﺭ ﺍﻻﺻﻄﻼﺣﻲ‪.‬‬ ‫‪Second ‬‬
‫‪right- hand rule‬‬
‫ﺍﳌﺎﺭ ﻓﻴﻪ ﺛﺎﺑﺘﺔ ﻋﻨﺪ ﺛﺒﺎﺕ ﺩﺭﺟﺔ ﺍﳊﺮﺍﺭﺓ‪.‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﻓﺮﻕ ﺍﳉﻬﺪ ﺑﲔ ﻃﺮﰲ ﻣﻮﺻﻞ ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﹼ‬ ‫‪Ohm’s law ‬‬
‫ﻳﻨﺺ ﻋﲆ ﺃﻥ ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻭﺳﻂ ﺍﻟﺴﻘﻮﻁ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ﻳﺴﺎﻭﻱ‬ ‫‪‬‬
‫‪‬‬
‫ﺣﺎﺻﻞ ﴐﺏ ﻣﻌﺎﻣﻞ ﺍﻧﻜﺴﺎﺭ ﻭﺳﻂ ﺍﻻﻧﻜﺴﺎﺭ ﰲ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ‪.‬‬ ‫‪Snell’s law of‬‬
‫‪refraction‬‬
‫ﻟﺘﺤﻮﻝ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺇﱃ ﺷﻜﻞ ﺁﺧﺮ ﻣﻦ ﺃﺷﻜﺎﻝ ﺍﻟﻄﺎﻗﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﳌﻌﺪﱠ ﻝ ﺍﻟﺰﻣﻨﻲ‬ ‫‪‬‬
‫‪Power‬‬
‫ﺟﻨﻮﺑﻴﺎ‪.‬‬
‫ﹼﹰ‬ ‫ﺷﲈﻟﻴﺎ ﻭﺇﻣﺎ‬
‫ﹼﹰ‬ ‫ﺃﺣﺪ ﻃﺮﰲ ﺍﳌﻐﻨﺎﻃﻴﺲ ﻭﻳﻜﻮﻥ ﺇﻣﺎ‬ ‫‪‬‬
‫‪Magnetic pole‬‬
‫ﺃﻋﲆ ﻧﻘﻄﺔ ﻳﺼﻞ ﺇﻟﻴﻬﺎ ﺍﻻﺿﻄﺮﺍﺏ ﺍﳌﻮﺟﻲ ﰲ ﺍﳌﻮﺟﺎﺕ ﺍﳌﺴﺘﻌﺮﺿﺔ‪.‬‬ ‫‪Crest ‬‬
‫‪ ‬ﺍﳌﻌﺪﻝ ﺍﻟﺰﻣﻨﻲ ﻟﻠﻄﺎﻗﺔ ﺍﻟﺘﻲ ﻳﺒﺬﳍﺎ ﻣﺼﺪﺭ ﺍﻟﻘﺪﺭﺓ ﰲ ﻧﻘﻞ ﻭﺣﺪﺓ ﺍﻟﺸﺤﻨﺎﺕ ﺍﳌﻮﺟﺒﺔ ﺩﺍﺧﻠﻪ ﻣﻦ‬
‫ﻗﻄﺒﻪ ﺍﻟﺴﺎﻟﺐ ﺇﱃ ﻗﻄﺒﻪ ﺍﳌﻮﺟﺐ‪.‬‬ ‫‪Electromotive‬‬
‫‪force‬‬

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 ‫‪‬‬
‫ﺍﻟﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﰲ ﺳﻠﻚ ﻳﴪﻱ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪ ،‬ﻭﻣﻮﺿﻮﻉ ﰲ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ‪.‬‬ ‫‪‬‬
‫‪Electromagnatic‬‬
‫‪force‬‬

‫‪‬‬
‫‪ ‬ﻋﺪﺩ ﺧﻄﻮﻁ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ ﺍﻟﺘﻲ ﲡﺘﺎﺯ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻭﺣﺪﺓ ﺍﳌﺴﺎﺣﺎﺕ ﻣﻦ ﺍﻟﺴﻄﺢ‪.‬‬
‫‪Magnetic flux‬‬
‫‪density‬‬
‫ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺘﻲ ﺗﱰﺍﻛﻢ ﻋﲆ ﺳﻄﺢ ﻣﺎ‪.‬‬ ‫‪‬‬
‫‪Electrostatics‬‬
‫ﺍﻟﻈﺎﻫﺮﺓ ﺍﻟﻨﺎﺷﺌﺔ ﻋﻦ ﺗﻮ ﹼﻟﺪ ﳎﺎﻝ ﻣﻐﻨﺎﻃﻴﴘ ﺣﻮﻝ ﻣﻮﺻﻞ ﹼ‬
‫ﻳﻤﺮ ﻓﻴﻪ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‪.‬‬ ‫‪‬‬
‫‪Electromagnetism‬‬
‫ﻣﻘﺪﺍﺭ ﺍﻟﺸﺤﻨﺔ ﺍﻟﺘﻲ ﺇﺫﺍ ﻭﺿﻌﺖ ﻋﲆ ﹸﺑﻌﺪ ‪ 1m‬ﻣﻦ ﺃﺧﺮ￯ ﳑﺎﺛﻠﺔ ﳍﺎ ﰲ ﺍﻟﻔﺮﺍﻍ ﻟﺘﺄﺛﺮﺕ ﺑﻘﻮﺓ‬ ‫‪Coulomb ‬‬
‫‪.9×109N‬‬

‫‪‬‬

‫‪‬‬
‫ﺍﳊﻴﺰ ﺍﳌﺤﻴﻂ ﺑﺎﻟﺸﺤﻨﺔ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﻓﻴﻪ ﺗﺄﺛﲑ ﺗﻠﻚ ﺍﻟﺸﺤﻨﺔ ﰲ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻷﺧﺮ￯‬
‫ﹼ‬ ‫‪‬‬
‫‪ Electric field‬ﺍﳌﻮﺟﻮﺩﺓ ﻓﻴﻪ‪.‬‬
‫ﺍﳊﻴﺰ ﺍﳌﺤﻴﻂ ﺑﺎﳌﻐﻨﺎﻃﻴﺲ ﻭﺗﻈﻬﺮ ﻓﻴﻪ ﺁﺛﺎﺭ ﻗﻮﺗﻪ ﺍﳌﻐﻨﺎﻃﻴﺴﻴﺔ‪.‬‬
‫ﹼ‬ ‫‪‬‬
‫‪Magnetic field‬‬
‫ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺳﻄﺢ ﺍﳌﺮﺁﺓ ﻳﻘﺴﻤﻬﺎ ﺇﱃ ﻧﺼﻔﲔ‪ ،‬ﺃﻭ ﺍﻣﺘﺪﺍﺩ ﺍﳋﻂ ﺍﻟﻮﺍﺻﻞ ﺑﲔ ﺑﺆﺭﰐ‬ ‫‪‬‬
‫‪ Principal axis‬ﺍﻟﻌﺪﺳﺔ‪.‬‬
‫ﺍﳌﺮﺁﺓ ﺍﳌﻘﻌﺮﺓ‪ ،‬ﻭﺳﻤﻴﺖ ﺑﺬﻟﻚ ﻷﳖﺎ ﹸﲡ ﱢﻤﻊ ﺍﻷﺷﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﻭﺍﳌﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ‪-‬ﺑﻌﺪ‬ ‫‪ ‬‬
‫‪ Converging mirror‬ﺍﻧﻌﻜﺎﺳﻬﺎ ﻋﻨﻬﺎ‪ -‬ﰲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﺻﻮﺭﺍ ﻣﻌﺘﺪﻟﺔ ﻭﻣﺼﻐﹼ ﺮﺓ ﻭﺧﻴﺎﻟﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﻭﺗﻜﻮﻥ‬
‫ﹼ‬ ‫ﺳﻄﺢ ﻋﺎﻛﺲ ﺣﻮﺍ ﹼﻓﻪ ﻣﻨﺤﻨﻴﺔ ﺍﳌﺸﺎﻫﺪ‪،‬‬ ‫‪‬‬
‫‪Convex mirror‬‬
‫ﺍﳌﺮﺁﺓ ﺍﳌﺤﺪﺑﺔ‪ ،‬ﻭﺳﻤﻴﺖ ﺑﺬﻟﻚ ﻷﳖﺎ ﹸﺗ ﱢ‬
‫ﻔﺮﻕ ﺍﻷﺷﻌﺔ ﺍﳌﺘﻮﺍﺯﻳﺔ ﻭﺍﳌﻮﺍﺯﻳﺔ ﻟﻠﻤﺤﻮﺭ ﺍﻟﺮﺋﻴﺲ ﺑﻌﺪ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ Diverging mirror‬ﺍﻧﻌﻜﺎﺳﻬﺎ ﻋﻨﻬﺎ‪.‬‬
‫‪‬‬
‫ﺻﻮﺭﺍ ﻣﻌﺘﺪﻟﺔ ﺧﻴﺎﻟﻴﺔ ﺃﻭ ﻣﻘﻠﻮﺑﺔ ﻭﺣﻘﻴﻘﻴﺔ‪.‬‬
‫ﹰ‬ ‫ﻭﺗﻜﻮﻥ‬
‫ﹼ‬ ‫ﺳﻄﺢ ﻋﺎﻛﺲ ﺣﻮﺍ ﹼﻓﻪ ﻣﻨﺤﻨﻴﺔ ﺍﳌﺸﺎﻫﺪ‪،‬‬
‫‪Concave mirror‬‬

‫‪222‬‬
 ‫‪‬‬
‫‪‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﲔ ﴎﻋﺔ ﺍﻟﻀﻮﺀ ﰲ ﺍﻟﻔﺮﺍﻍ ﺇﱃ ﴎﻋﺘﻪ ﰲ ﻭﺳﻂ ﻣﺎ‪.‬‬
‫‪Refractive index‬‬
‫ﺳﻴﻤﺮ‬
‫ﹼ‬ ‫ﻣﻘﺎﻭﻣﺔ ﺍﳌﺎﺩﺓ ﳌﺮﻭﺭ ﺍﻟﺸﺤﻨﺎﺕ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺧﻼﳍﺎ‪ ،‬ﻭﲢﺪﺩ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺬﻱ‬ ‫‪‬‬
‫ﻓﻴﻬﺎ‪.‬‬ ‫‪Resistance‬‬

‫ﺭﺃﺳﻴﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺠﺴﻢ‪ ،‬ﻭﻫﻲ ﻣﻦ ﺻﻔﺎﺕ ﺍﻟﺼﻮﺭ ﺍﳊﻘﻴﻘﻴﺔ‪.‬‬

‫ﹸﻳﻘﺼﺪ ﺑﻪ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺼﻮﺭﺓ ﻣﻘﻠﻮﺑﺔ ﹼﹰ‬ ‫‪Inverted ‬‬

‫ﻣﻜﻮﻥ ﻣﻦ ﻋﺪﹼ ﺓ ﻟ ﹼﻔﺎﺕ‪.‬‬ ‫‪‬‬

‫ﻣﻠﻒ ﻃﻮﻳﻞ ﱠ‬ ‫‪Solenoid‬‬
‫‪‬‬
‫ﺍﳌﻮﺍﺩ ﺍﻟﺘﻲ ﺗﻨﺠﺬﺏ ﺇﱃ ﺍﳌﻐﻨﺎﻃﻴﺲ ﺑﺴﻬﻮﻟﺔ‪ ،‬ﻭﻣﻦ ﺃﺷﻬﺮﻫﺎ ﺍﳊﺪﻳﺪ ﻭﺍﻟﻨﻴﻜﻞ ﻭﺍﻟﻜﻮﺑﻠﺖ‪.‬‬ ‫‪Ferromagnetic‬‬
‫‪materials‬‬
‫‪‬‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﻳﻘﻞ ﺗﺮﺩﺩﻫﺎ ﻋﻦ ‪.20 Hz‬‬
‫‪Infrasound ‬‬
‫ﺍ‪‬‬
‫ﺍﳌﻮﺟﺎﺕ ﺍﻟﺼﻮﺗﻴﺔ ﺍﻟﺘﻲ ﻳﺰﻳﺪ ﺗﺮﺩﺩﻫﺎ ﻋﻦ ‪.20000 Hz‬‬
‫‪Ultrasound‬‬
‫‪‬‬
‫ﺍﻟﻮﺟﺎﺕ ﺍﻟﻨﺎﲡﺔ ﻋﻦ ﻣﺼﺪﺭ ﻣﻬﺘﺰ ﻭﺍﻟﺘﻲ ﺗﻨﺘﻘﻞ ﰲ ﺍﳍﻮﺍﺀ ﺇﱃ ﺁﺫﺍﻧﻨﺎ‪.‬‬
‫‪Travelling waves‬‬

‫ﺍﺿﻄﺮﺍﺏ ﳛﻤﻞ ﺍﻟﻄﺎﻗﺔ ﺧﻼﻝ ﺍﳌﺎﺩﺓ )ﺍﻟﻮﺳﻂ ﺍﳌﺎﺩﻱ( ﺃﻭ ﺍﻟﻔﺮﺍﻍ‪ ،‬ﻭﻳﻨﻘﻠﻬﺎ ﻣﻦ ﻣﻜﺎﻥ ﺇﱃ ﺁﺧﺮ‪.‬‬ ‫‪Wave‬‬
‫‪‬‬

‫‪Sound ‬‬
‫ﺍﻧﺘﻘﺎﻝ ﺍﻻﻫﺘﺰﺍﺯﺕ )ﺗﻐﲑﺍﺕ ﺍﻟﻀﻐﻂ( ﺧﻼﻝ ﻣﺎﺩﺓ‪.‬‬
‫‪wave‬‬
‫‪‬‬
‫ﺍﳌﻮﺟﺔ ﺍﻟﺘﻲ ﲥﺘﺰ ﻓﻴﻬﺎ ﺟﺴﻴﲈﺕ ﺍﻟﻮﺳﻂ ﺑﺸﻜﻞﹴ ﻣﻮﺍ ﹴﺯ ﻻﲡﺎﻩ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺔ‪.‬‬
‫‪Longitudinal wave‬‬
‫‪‬‬
‫ﲥﺘﺰ ﻓﻴﻬﺎ ﺟﺴﻴﲈﺕ ﺍﻟﻮﺳﻂ ﺍﻟﻨﺎﻗﻞ ﻋﻤﻮﺩ ﹼﻳ ﹰﺔ ﻋﲆ ﺍﲡﺎﻩ ﺍﻧﺘﺸﺎﺭ ﺍﳌﻮﺟﺔ‪.‬‬
‫ﺍﳌﻮﺟﺔ ﺍﻟﺘﻲ ﹼ‬
‫‪Transverse wave‬‬
‫ﻣﻮﺟﺔ ﻧﺎﲡﺔ ﻋﻦ ﺍﻟﺘﻘﺎﺀ ﻣﻮﺟﺘﲔ ﳍﲈ ﻧﻔﺲ ﺍﻟﱰﺩﺩ ﻭﺍﻟﻄﻮﻝ ﺍﳌﻮﺟﻲ ﻭﺍﻟﺴﻌﺔ‪ ،‬ﻭﺗﺘﺤﺮﻛﺎﻥ ﰲ‬ ‫‪‬‬
‫ﺍﲡﺎﻫﲔ ﻣﺘﻌﺎﻛﺴﲔ‪ ،‬ﺣﻴﺚ ﻓﺮﻕ ﺍﻟﻄﻮﺭ ﺑﻴﻨﻬﲈ ˚‪.180‬‬ ‫‪Standing wave‬‬

‫ﻣﻮﺻﻼﺕ ﲢﻘﻖ ﻗﺎﻧﻮﻥ ﺃﻭﻡ ﺿﻤﻦ ﺣﺪﻭﺩ ﻣﻌﻴﻨﺔ ﻟﻔﺮﻕ ﺍﳉﻬﺪ‪.‬‬ ‫‪Ohmic ‬‬

‫‪‬‬
‫ﻣﻮﺻﻼﺕ ﻻ ﲢﻘﻖ ﻗﺎﻧﻮﻥ ﺃﻭﻡ‪.‬‬
‫‪Non – ohmic‬‬

‫‪223‬‬
 ‫‪‬‬
‫‪‬‬
‫‪Wave‬‬
‫ﴐﺑﺔ ﻣﻔﺮﺩﺓ ﺃﻭ ﺍﺿﻄﺮﺍﺏ ﻳﻨﺘﻘﻞ ﺧﻼﻝ ﺍﻟﻮﺳﻂ‪.‬‬
‫‪pulse‬‬
‫‪‬‬
‫ﻣﻀﺎﻋﻔﺎﺕ ﺻﺤﻴﺤﺔ ﻟﻠﱰﺩﺩ ﺍﻷﺳﺎﳼ‪.‬‬ ‫‪Harmonics‬‬

‫‪Neutral ‬‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻨﻌﺪﻡ ﻋﻨﺪﻫﺎ ﺍﳌﺠﺎﻝ ﺍﳌﻐﻨﺎﻃﻴﴘ‪.‬‬
‫‪point‬‬
‫ﺷﻌﺎﻋﺎ ﻳﻨﺘﻘﻞ ﰲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻭﻳﺘﻐﲑ ﺍﲡﺎﻫﻪ ﻓﻘﻂ ﻋﻨﺪ‬
‫ﹰ‬ ‫ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺬﻱ ﹸﻳﻤﺜﹼﻞ ﺍﻟﻀﻮﺀ ﺑﻮﺻﻔﻪ‬ ‫‪‬‬
‫ﻭﺿﻊ ﺣﺎﺟﺰ ﰲ ﻣﺴﺎﺭﻩ‪.‬‬ ‫‪Ray model of light‬‬

‫‪‬‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺪﻭﻟﻴﺔ ﻟﻘﻴﺎﺱ ﺍﻟﻘﺪﺭﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺗﻌﺎﺩﻝ ﺟﻮﻝ ﻭﺍﺣﺪ ﻟﻜﻞ ﺛﺎﻧﻴﺔ )‪.(J/s‬‬ ‫‪Watt‬‬

‫‪‬‬

‫‪224‬‬
 
  
 
 



 



 





 


Original Title
Glencoe Science
PHYSICS
PRINCIPLES AND PROBLEMS

By

Paul W. Zitzewitz Todd George Elliott

David G. Haase Kathleen A. Harper

Michael R. Herzog Jane Bray Nelson

Jim Nelson Charles A. Schuler

Margaret K. Zorn


 2016 -  1437
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