B I O L O G Y

. 1390 :
 ‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻴﻨﻴﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻲ‪ ،‬ﺗﺮﺑﻴﺔ‬
‫ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‬
‫ﺭﻳﺎﺳﺖ ﻋﻤﻮﻣﻲ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‬
‫ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﺑﻴﻮﻟﻮژﻯ‬
‫‪B i o l o g y‬‬
‫ﻫﻔﺘﻢ‬
‫ﺻﻨـــــﻒ‬
‫ﺳﺎﻝ ﭼﺎپ‪ 1390 :‬ﻫ ‪.‬ﺵ‪.‬‬
‫ﺍﻟﻒ‬
 ‫ﻣﺆﻟﻔﺎﻥ‪:‬‬
‫ﺩﻭﻛﺘﻮﺭ ﻣﺤﻤﺪﺻﺎﺑﺮ ﻋﻀﻮ ﺗﻴﻢ ﭘﺮﻭژﻩ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‪.‬‬
‫ﺳﺮ ﻣﺆﻟﻒ ﭘﺮﻭﻳﻦ »ﻗﺎﺭﻳﺰﺍﺩﻩ ﻟﻌﻠﻰ« ﻋﻀﻮ ﻋﻠﻤﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﺳﻴﺪ ﻣﻮﺟﻮﺩ ﺷﺎﻩ» ﺳﻴﺪﻯ« ﻋﻀﻮ ﺗﻴﻢ ﭘﺮﻭژﻩ ﺗﺎﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ‪.‬‬
‫ﻣﻌﺎﻭﻥ ﻣﺆﻟﻒ ﺣﺴﻨﻴﻪ»ﺗﺮﻳﻦ« ﻋﻀﻮ ﻋﻠﻤﻰ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﺍﺩﻳﺘﻮﺭﻋﻠﻤﻰ‪:‬‬
‫ﺣﻴﺎﺕ ﺍﷲ »ﻧﺎﺻﺮ« ﻋﻀﻮ ﺷﻮﺭﺍﻯ ﻋﻠﻤﻰ ﻭﺯﺍﺕ ﻣﻌﺎﺭﻑ ‪.‬‬
‫ﺍﺩﻳﺘﻮﺭ ﺯﺑﺎﻥ‪:‬‬
‫ﭘﻮﻫﻨﺪﻭﻯ ﻋﺒﺪﺍﻟﺮﺯﺍﻕ» ﺍﺳﻤﺮ« ﻋﻀﻮ ﺭﻳﺎﺳﺖ ﺗﺎﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‪.‬‬
‫ﻛﻤﻴﺘﺔ ﺗﺤﻘﻴﻖ ﻭ ﺗﺪﻗﻴﻖ‪:‬‬
‫ﭘﻮﻫﻨﻮﺍﻝ ﺩﻛﺘﻮﺭ ﻋﺒﺪﺍﻟﻬﺎﺩﻯ ﺳﺘﺎﻧﻜﺰﻯ ﺍﺳﺘﺎﺩ ﭘﻮﻫﻨﺘﻮﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ‪.‬‬
‫ﭘﻮﻫﻨﺪﻭﻯ ﻋﺒﺪﺍﻟﻘﺪﻭﺱ ﻧﺪﻳﻤﻰ ﺍﺳﺘﺎﺩ ﭘﻮﻫﻨﺘﻮﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ‪.‬‬
‫ﭘﻮﻫﻨﻤﻞ ﺍﺳﺪ ﺍﷲ ﻓﺮﻭﻍ ﺍﺳﺘﺎﺩ ﭘﻮﻫﻨﺘﻮﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ‪.‬‬
‫ﻛﻤﻴﺘﺔ ﺩﻳﻨﻰ‪ ،‬ﺳﻴﺎﺳﻰ ﻭ ﻓﺮﻫﻨﮕﻰ‪:‬‬
‫‪ -‬ﻣﻮﻟﻮﻯ ﻋﺒﺪﺍﻟﺼﺒﻮﺭ ﻋﺮﺑﻰ‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﻣﺤﻤﺪ ﻳﻮﺳﻒ ﻧﻴﺎﺯﻯ‬
‫‪ -‬ﺣﺒﻴﺐ ﺍﷲ ﺭﺍﺣﻞ ﻣﺸﺎﻭﺭ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﺩﺭ ﺭﻳﺎﺳﺖ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫‪ -‬ﻣﺤﻤﺪ ﺁﺻﻒ ﻧﻨﮓ ﺭﺋﻴﺲ ﺍﻃﻼﻋﺎﺕ ﻭ ﻧﺸﺮﺍﺕ ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ‪.‬‬
‫ﻛﻤﻴﺘﺔﻧﻈﺎﺭﺕ‪:‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺍﺳﺪﺍﷲ ﻣﺤﻘﻖ ﻣﻌﻴﻦ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪ ،‬ﺗﺮﺑﻴﻪ ﻣﻌﻠﻢ ﻭ ﻣﺮﻛﺰ ﺳﺎﻳﻨﺲ‪.‬‬
‫‪ -‬ﺩﻛﺘﻮﺭ ﺷﻴﺮ ﻋﻠﻰ ﻇﺮﻳﻔﻰ ﻣﺴﺆﻭﻝ ﭘﺮﻭژﻩ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ‪.‬‬
‫‪ -‬ﻣﻌﺎﻭﻥ ﺳﺮﻣﺆﻟﻒ ﻋﺒﺪﺍﻟﻈﺎﻫﺮ ﮔﻠﺴﺘﺎﻧﻰ ﺭﺋﻴﺲ ﻋﻤﻮﻣﻰ ﺍﻧﻜﺸﺎﻑ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻭ ﺗﺄﻟﻴﻒ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻃﺮﺡ ﻭ ﺩﻳﺰﺍﻳﻦ‪:‬‬
‫ﺣﻤﻴﺪ ﺍﷲ ﻏﻔﺎﺭﻯ ﻭ ﻣﺤﻤﺪ ﺍﺷﺮﻑ ﺍﻣﻴﻦ‬
‫ﺏ‬
‫ﺝ‬
 ‫ﺳﺮود ﻣﻠﯽ‬
‫دا ﻋﺰت د ﻫـــﺮ اﻓـــﻐﺎن دى‬
‫ﻫﺮ ﺑﭽﯽ ﻳ‪ ３‬ﻗﻬﺮﻣـــــﺎن دى‬
‫د ﺑـــــــﻠﻮ＇ــــﻮ د ازﺑﮑـــــﻮ‬
‫د ﺗــــــﺮﮐﻤﻨــــﻮ د ﺗﺎﺟﮑــــﻮ‬
‫ﭘـــﺎﻣﻴــﺮﻳﺎن‪ ،‬ﻧﻮرﺳﺘﺎﻧﻴــــﺎن‬
‫ﻫـــﻢ اﻳﻤـــﺎق‪ ،‬ﻫﻢ ﭘﺸـﻪ ‪４‬ﺎن‬
‫ﻟـــﮑــﻪ ﻟﻤــﺮ ﭘﺮ ﺷﻨﻪ آﺳﻤـﺎن‬
‫ﻟـــﮑـــﻪ زړه وي ﺟــﺎوﻳﺪان‬
‫واﻳﻮ اﷲ اﮐﺒﺮ واﻳﻮ اﷲ اﮐﺒﺮ‬
‫دا وﻃﻦ اﻓﻐﺎﻧﺴﺘـــﺎن دى‬
‫ﮐﻮر د ﺳﻮﻟ‪ ３‬ﮐﻮر د ﺗﻮرې‬
‫دا وﻃﻦ د ！ﻮﻟﻮ ﮐـﻮر دى‬
‫د ﭘ‪＋‬ﺘــــﻮن او ﻫﺰاره وو‬
‫ورﺳﺮه ﻋﺮب‪－ ،‬ﻮﺟــﺮ دي‬
‫ﺑﺮاﻫﻮي دي‪ ،‬ﻗﺰﻟﺒﺎش دي‬
‫دا ﻫﻴـــﻮاد ﺑﻪ ﺗﻞ ‪＄‬ﻠﻴ‪８‬ي‬
‫ﭘﻪ ﺳﻴﻨــﻪ ﮐ‪ ３‬د آﺳﻴـــﺎ ﺑﻪ‬
‫ﻧﻮم د ﺣﻖ ﻣﻮ دى رﻫﺒـــﺮ‬
‫ﺩ‬
 ‫ﺑﺴﻢ ﺍﷲ ﺍﻟﺮﺣﻤﻦ ﺍﻟﺮﺣﻴﻢ‬
‫ﭘﻴﺎﻡ ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ‬
‫ﻣﻌﻠﻤﺎﻥ ﻭ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ‪،‬‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﺍﺳﺎﺱ ﺍﻧﻜﺸﺎﻑ ﻭ ﺗﻮﺳﻌﺔ ﻫﺮ ﻛﺸﻮﺭ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ ،‬ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻳﻜﻰ ﺍﺯ ﻋﻨﺎﺻﺮ ﻣﻬﻢ‬
‫ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﻪ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﻣﻄﺎﺑﻖ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻣﻌﺎﺻﺮ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻭﺿﻊ ﻣﻰﮔﺮﺩﺩ‪ ،‬ﻭﺍﺿﺢ‬
‫ﺍﺳﺖ ﻛﻪ ﺍﻧﻜﺸﺎﻓﺎﺕ ﻋﻠﻤﻰ ﻭ ﻧﻴﺎﺯﻣﻨﺪﻯﻫﺎﻯ ﺟﺎﻣﻌﻪ ﻫﻤﻮﺍﺭﻩ ﺩﺭ ﺣﺎﻝ ﺗ ََﻄ ﱡﻮﺭ ﻣﻰﺑﺎﺷﺪ؛ ﺑﻨﺎ ًء ﻻﺯﻡ ﺍﺳﺖ ﻧﺼﺎﺏ‬
‫ﺗﻌﻠﻴﻤﻰ ﻧﻴﺰ ﺑﻪ ﺻﻮﺭﺕ ﻋﻠﻤﻰ ﻭ ﺩﻗﻴﻖ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪ .‬ﺍﻟﺒﺘﻪ ﻧﺒﺎﻳﺪ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺗﺎﺑﻊ ﺗﻐﻴﻴﺮﺍﺕ ﺳﻴﺎﺳﻰ‪،‬‬
‫ﻧﻈﺮﻳﺎﺕ ﻭ ﺗﻤﺎﻳﻼﺕ ﺍﺷﺨﺎﺹ ﮔﺮﺩﺩ‪.‬‬
‫ﻛﺘﺎﺑﻰ ﻛﻪ ﺍﻣﺮﻭﺯ ﺩﺭ ﺩﺳﺘﺮﺱ ﺷﻤﺎ ﻗﺮﺍﺭ ﺩﺍﺭﺩ ﺑﻨﺎﺑﺮ ﻫﻤﻴﻦ ﻣﺸﺨﺼﺎﺕ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪ ،‬ﻣﻮﺿﻮﻋﺎﺕ‬
‫ﻋﻠﻤﻰ ﻣﻔﻴﺪ ﺩﺭ ﺁﻥ ﺍﺿﺎﻓﻪ ﺷﺪﻩ‪ ،‬ﻓﻌﺎﻝ ﻧﮕﻪ ﺩﺍﺷﺘﻦ ﺷﺎﮔﺮﺩﺍﻥ ﺩﺭ ﻋﻤﻠﻴﺔ ﺗﺪﺭﻳﺲ ﺟﺰء ﭘﻼﻥ ﺗﺪﺭﻳﺲ ﮔﺮﺩﻳﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺍﻣﻴﺪﻭﺍﺭﻡ ﺗﺪﺭﻳﺲ ﺍﻳﻦ ﻛﺘﺎﺏ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺭﻭﺵﻫﺎﻯ ﺁﻣﻮﺯﺵ ﻓﻌﺎﻝ ﻣﻄﺎﺑﻖ ﺭﻫﻨﻤﻮﺩ ﻫﺎ ﻭ ﭘﻼﻥ ﺗﻌﻠﻴﻤﻰ ﺗﻌﻴﻴﻦ‬
‫ﺷﺪﻩ ﺻﻮﺭﺕ ﮔﻴﺮﺩ‪ ،‬ﻭ ﺍﻭﻟﻴﺎﻯ ﺷﺎﮔﺮﺩﺍﻥ ﻧﻴﺰ ﺩﺭ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﺑﺎ ﻛﻴﻔﻴﺖ ﺩﺧﺘﺮﺍﻥ ﻭ ﭘﺴﺮﺍﻥ ﺧﻮﺩ ﻫﻤﻜﺎﺭﻯ‬
‫ﻣﺘﺪﺍﻭﻡ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺗﺎ ﺍﻫﺪﺍﻑ ﻭ ﺁﺭﺯﻭﻫﺎﻯ ﻧﻈﺎﻡ ﻣﻌﺎﺭﻑ ﺑﺮﺁﻭﺭﺩﻩ ﮔﺮﺩﻳﺪﻩ‪ ،‬ﻧﺘﺎﻳﺞ ﻭ ﺩﺳﺖ ﺁﻭﺭﺩﻫﺎﻯ ﺧﻮﺑﻰ ﺑﺮﺍﻯ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻭ ﻛﺸﻮﺭ ﻣﺎ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺎﻭﺭ ﺩﺍﺭﻡ ﻛﻪ ﻣﻌﻠﻤﺎﻥ ﮔﺮﺍﻧﻘﺪﺭ ﻣﺎ ﺩﺭ ﺗﻄﺒﻴﻖ ﻣﺆﺛﺮ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﺴﺆﻭﻟﻴﺖ ﺧﻮﺩ ﺭﺍ ﺻﺎﺩﻗﺎﻧﻪ ﺍﺩﺍ ﻣﻰﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻭﺯﺍﺭﺕ ﻣﻌﺎﺭﻑ ﻫﻤﻮﺍﺭﻩ ﺗﻼﺵ ﻣﻰ ﻧﻤﺎﻳﺪ ﺗﺎ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﻣﻌﺎﺭﻑ ﻣﻄﺎﺑﻖ ﺍﺳﺎﺳﺎﺕ ﺩﻳﻦ ﻣﺒﻴﻦ ﺍﺳﻼﻡ‪ ،‬ﺣﺲ‬
‫ﻭﻃﻦ ﺩﻭﺳﺘﻰ ﻭ ﻣﻌﻴﺎﺭ ﻫﺎﻯ ﻋﻠﻤﻰ ﺑﺎ ﺩﺭ ﻧﻈﺮﺩﺍﺷﺖ ﻧﻴﺎﺯﻣﻨﺪﻯ ﻫﺎﻯ ﻣُﺒﺮﻡ ﺟﺎﻣﻌﺔ ﻣﺎ ﺍﻧﻜﺸﺎﻑ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻋﺮﺻﻪ ﺍﺯ ﺗﻤﺎﻡ ﺷﺨﺼﻴﺖﻫﺎﻯ ﻋﻠﻤﻰ ﻭ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺗﻌﻠﻴﻢ ﻭ ﺗﺮﺑﻴﺔ ﻛﺸﻮﺭ ﻭ ﺍﻭﻟﻴﺎﻯ ﻣﺤﺘﺮﻡ ﺷﺎﮔﺮﺩﺍﻥ‬
‫ﺗﻤﻨﺎ ﺩﺍﺭﻡ‪ ،‬ﺗﺎ ﺑﺎ ﺍﺭﺍﺋﺔ ﻧﻈﺮﻳﺎﺕ ﻭ ﭘﻴﺸﻨﻬﺎﺩﺍﺕ ﺳﺎﻟﻢ ﻭ ﻣﻔﻴﺪ ﺧﻮﻳﺶ ﻣﺆﻟﻔﺎﻥ ﻣﺎ ﺭﺍ ﺩﺭ ﺑﻬﺒﻮﺩ ﺑﻴﺸﺘﺮ ﺗﺄﻟﻴﻒ ﻛﺘﺐ‬
‫ﺩﺭﺳﻰ ﻳﺎﺭﻯ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﺯ ﻫﻤﺔ ﺩﺍﻧﺸﻤﻨﺪﺍﻧﻰ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺮﺗﻴﺐ ﺍﻳﻦ ﻛﺘﺎﺏ ﺳﻬﻢ ﮔﺮﻓﺘﻪ ﺍﻧﺪ‪ ،‬ﻭ ﺍﺯ ﻣﺆﺳﺴﺎﺕ ﻣﺤﺘﺮﻡ ﻣﻠﻰ ﻭ ﺑﻴﻦﺍﻟﻤﻠﻠﻰ‬
‫ﻭ ﺳﺎﻳﺮ ﻛﺸﻮﺭ ﻫﺎﻯ ﺩﻭﺳﺖ ﻛﻪ ﺩﺭ ﺗﻬﻴﻪ ﻭ ﺗﺪﻭﻳﻦ ﻧﺼﺎﺏ ﺗﻌﻠﻴﻤﻰ ﺟﺪﻳﺪ ﻭ ﻃﺒﻊ ﻭ ﺗﻮﺯﻳﻊ ﻛﺘﺐ ﺩﺭﺳﻰ‬
‫ﻫﻤﻜﺎﺭﻯ ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ ،‬ﺻﻤﻴﻤﺎﻧﻪ ﺍﻇﻬﺎﺭ ﺍﻣﺘﻨﺎﻥ ﻭ ﻗﺪﺭﺩﺍﻧﻰ ﻣﻰﻧﻤﺎﻳﻢ‪.‬‬
‫ﻭ ﻣﻦ ﺍﷲ ﺍﻟﺘﻮﻓﻴﻖ‬
‫ﻓﺎﺭﻭﻕ ﻭﺭﺩگ‬
‫ﻭﺯﻳﺮ ﻣﻌﺎﺭﻑ ﺟﻤﻬﻮﺭﻯ ﺍﺳﻼﻣﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﻫـ‬
 ‫ﻓﻬـــﺮﺳﺖ‬
‫‪1‬‬ ‫ﻓﺼﻞ ﺍﻭﻝ ﺣﺠﺮﻩ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ ﻭ ﻭﻇﻴﻔﻪ ﺣﺠﺮﻩ‬ ‫‪1‬‬
‫‪2‬‬ ‫ﺣﺠﺮﻩ‬ ‫‪2‬‬
‫‪3‬‬ ‫ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻭ ﺍﻧﻮﺍﻉ ﺁﻥ‬ ‫‪3‬‬
‫ﺻﻔﺎﺕ ﻭ ﻣﺸﺨﺼﺎﺕ ﺣﺠﺮﻩ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ ﺣﺠﺮﻩ ﻭ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺣﺠﺮﻩ ‪7_4‬‬
‫‪4‬‬
‫‪8‬‬ ‫ﻣﻘﺎﻳﺴﻪ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ‬
‫‪10_9‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﺍﻭﻝ ﻭ ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﺍﻭﻝ‬ ‫‪7‬‬
‫‪11‬‬ ‫ﻓﺼﻞ ﺩﻭﻡ ﺗﻨﻈﻴﻢ ﺣﺠﺮﻭﻱ‪ ،‬ﺳﻄﺢ ﺗﻨﻈﻴﻢ ﺩﺭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬ ‫‪8‬‬
‫‪14_12‬‬ ‫ﺍﻧﺴﺎﺝ ﻧﺒﺎﺗﻰ‪ ،‬ﺍﻧﺴﺎﺝ ﺣﻴﻮﺍﻧﻰ‬ ‫‪9‬‬
‫ﺍﻧﺴﺎﺝ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﺍﻋﻀﺎ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ ‪16_15‬‬ ‫‪10‬‬
‫‪18_17‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﺩﻭﻡ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﺩﻭﻡ‬ ‫‪11‬‬
‫‪19‬‬ ‫ﻓﺼﻞ ﺳﻮﻡ ﻋﻤﻠﻴﻪ ﻫﺎﻯ ﺣﺠﺮﻭﻯ‬ ‫‪12‬‬
‫‪22_20‬‬ ‫ﻋﻤﻠﻴﻪ ﺍﻧﺘﺸﺎﺭ‪ ،‬ﺁﺳﻤﻮﺳﺲ ﭼﻴﺴﺖ؟‬ ‫‪13‬‬
‫‪25_23‬‬ ‫ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﻳﺎ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ‪ ،‬ﺗﻨﻔﺲ ﺣﺠﺮﻭﻯ‬
‫‪28_27‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﺳﻮﻡ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﺳﻮﻡ‬
‫‪14‬‬
‫‪29‬‬ ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ ﺗﻜﺜﺮ ﺣﺠﺮﻩ‬ ‫‪15‬‬
‫‪30‬‬ ‫ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ‬ ‫‪16‬‬
‫‪33‬‬ ‫ﺍﻧﻘﺴﺎﻡ ﺗﻨﻘﻴﺼﻰ‬ ‫‪17‬‬
‫‪36_35‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬ ‫‪18‬‬
‫‪37‬‬ ‫ﻓﺼﻞ ﭘﻨﺠﻢ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‬ ‫‪19‬‬
‫‪38‬‬ ‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﻭ ﮔﺮﻭﭘﻬﺎﻯ ﺁﻧﻬﺎ‬ ‫‪20‬‬
‫‪48_40‬‬ ‫ﺳﺎﺧﺘﻤﺎﻥ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ )ﺭﻳﺸﻪ‪ ،‬ﺳﺎﻗﻪ ‪ ،‬ﺑﺮگ(‬
‫‪21‬‬
‫‪49‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﭘﻨﺠﻢ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫‪51‬‬ ‫ﻓﺼﻞ ﺷﺸﻢ ﺗﻜﺜﺮ ﻧﺒﺎﺗﺎﺕ‬
‫‪22‬‬
‫‪52‬‬ ‫ﺗﻜﺜﺮ ﺟﻨﺴﻰ ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬ ‫‪23‬‬
‫‪58_53‬‬ ‫ﺗﻜﺜﺮ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ‬ ‫‪24‬‬
‫‪59‬‬ ‫ﺗﻜﺜﺮ ﻏﻴﺮ ﺟﻨﺴﻰ‬ ‫‪25‬‬
‫‪60‬‬ ‫ﺍﻫﻤﻴﺖ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬ ‫‪27‬‬
‫‪62‬‬ ‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﻣﻌﻤﻮﻟﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬ ‫‪28‬‬
‫‪66_65‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﺷﺸﻢ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﺷﺸﻢ‬ ‫‪29‬‬
‫‪67‬‬ ‫ﻓﺼﻞ ﻫﻔﺘﻢ ﺍﻳﻜﺎﻟﻮژﻯ‬
‫‪30‬‬
‫‪69_68‬‬ ‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫‪72‬‬ ‫ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ‬ ‫‪33‬‬
‫‪76_75‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﻫﻔﺘﻢ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﻫﻔﺘﻢ‬ ‫‪33‬‬
‫‪77‬‬ ‫ﻓﺼﻞ ﻫﺸﺘﻢ ﺩﻭﺭﺍﻧﻬﺎ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬ ‫‪34‬‬
‫‪82_77‬‬ ‫ﺩﻭﺭﺍﻥ ﻫﺎ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬ ‫‪35‬‬
‫‪84_83‬‬ ‫ﺧﻼﺻﻪ ﻓﺼﻞ ﻫﺸﺘﻢ‪ ،‬ﺳﻮﺍﻟﻬﺎﻯ ﻓﺼﻞ ﻫﺸﺘﻢ‬ ‫‪36‬‬ ‫ﻭ‬
 ‫ﭘﻴﺸﮕﻔﺘﺎﺭ‬
‫ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺷﻤﺎ ﻫﺮ ﺭﻭﺯ ﺍﺯ ﻃﺮﻳﻖ ﺭﺍﺩﻳﻮ‪ ،‬ﺗﻠﻮﻳﺰﻳﻮﻥ‪ ،‬ﺭﻭﺯﻧﺎﻣﻪ ﻫﺎ ﻭ ﻣﺠﻼﺕ‬
‫ﺩﺭ ﻣﻮﺭﺩ ﺍﻣﺮﺍﺽ ﻣﺨﺘﻠﻒ؛ ﻣﺎﻧﻨﺪ‪ :‬ﺍﻧﻔﻠﻮﻧﺰﺍ‪ ،‬ﺍﻳﺪﺯ ﻭ ﻳﺎ ﺁﻟﻮﺩﮔﻰ ﻫﻮﺍﻯ ﺷﻬﺮ ﻫﺎ ﻭ ﺍﻧﻮﺍﻉ‬
‫ﺁﻟﻮﺩﮔﻰ ﻫﺎﻯ ﻣﺤﻴﻄﻰ‪ ،‬ﺍﺿﺮﺍﺭ ﻣﻮﺍﺩ ﻣﺨﺪﺭ‪ ،‬ﻓﻮﺍﻳﺪ ﻣﻴﻮﻩ ﻫﺎ ﻭ ﺳﺒﺰﻯ ﻫﺎ ﺑﺮﺍﻯ ﺻﺤﺖ‬
‫ﻭ ﺳﻼﻣﺘﻰ ﺍﻧﺴﺎﻧﻬﺎ ﻭ ﻏﻴﺮﻩ ﺧﺒﺮ ﻫﺎﻳﻰ ﺷﻨﻴﺪﻩ ﻭ ﻳﺎ ﺧﻮﺍﻧﺪﻩ ﺍﻳﺪ ﺷﺎﻳﺪ ﺑﻪ ﺳﻮﺍﻻﺗﻰ ﻣﺎﻧﻨﺪ‪:‬‬
‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﭼﺮﺍ ﻣﺮﻳﺾ ﻣﻴﺸﻮﻳﺪ ﻭ ﺑﻪ ﺩﺍﻛﺘﺮ ﻣﺮﺍﺟﻌﻪ ﻣﻴﻜﻨﻴﺪ؟ ﺑﻌﺪ ﺍﺯ ﮔﺬﺷﺖ ﭼﻨﺪ‬
‫ﻣﺎﻩ ﺩﺭ ﻧﻬﺎﻟﻰ ﻛﻪ ﻏﺮﺱ ﻧﻤﻮﺩﻩ ﺍﻳﺪ‪ ،‬ﭼﻪ ﺗﻐﻴﻴﺮﺍﺗﻰ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﻧﻤﺎﻳﻴﺪ؟ ﭼﺮﺍ ﺍﻭﻻﺩ ﻫﺎ‬
‫ﺑﻪ ﭘﺪﺭ ﻭ ﻣﺎﺩﺭ ﺷﺒﺎﻫﺖ ﻣﻴﺪﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ؟ ﻣﻮﺍﺟﻪ ﺷﻮﻳﺪ ﻛﻪ ﺑﻪ ﺳﻮﺍﻻﺕ ﻓﻮﻕ ﻭ ﺍﻣﺜﺎﻝ‬
‫ﺁﻧﻬﺎ ﻋﻠﻢ ﺑﻴﻮﻟﻮژﻯ ﺟﻮﺍﺏ ﻣﻴﺪﻫﺪ‪ .‬ﻋﻠﻤﻰ ﻛﻪ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻋﻤﻞ ﻣﺘﻘﺎﺑﻞ ﺁﻧﻬﺎ ﺭﺍ ﺑﺎ‬
‫ﻣﺤﻴﻂ ﺑﺮﺭﺳﻰ ﻣﻴﻨﻤﺎﻳﺪ ﺑﻪ ﻧﺎﻡ ﺑﻴﻮﻟﻮژﻯ ﻳﺎﺩ ﻣﻴﺸﻮﺩ‪ .‬ﺑﻴﻮﻟﻮژﻯ ﻳﻜﻰ ﺍﺯ ﺷﺎﺧﻪ ﻫﺎﻯ‬
‫ﻋﻠﻮﻡ ﻃﺒﻴﻌﻰ ﺍﺳﺖ‪ .‬ﻣﻄﺎﻟﻌﺔ ﺍﻳﻦ ﻋﻠﻢ ﻣﺎ ﺭﺍ ﺩﺭ ﺷﻨﺎﺧﺖ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ ﻭ ﺧﻮﺍﺹ ﺍﺟﺴﺎﻡ‬
‫ﺯﻧﺪﻩ ﻛﻤﻚ ﻛﺮﺩﻩ ﻭ ﺩﺭ ﺭﻋﺎﻳﺖ ﺣﻔﻆ ﺍﻟﺼﺤﺔ ﺷﺨﺼﻰ ﻭ ﻣﺤﻴﻄﻰ ﻭ ﺧﻮﺭﺩﻥ ﻏﺬﺍﻯ‬
‫ﻣﻨﺎﺳﺐ ﻛﻪ ﺳﺒﺐ ﺣﻔﻆ ﺻﺤﺖ ﻭ ﺳﻼﻣﺘﻰ ﻣﺎ ﻣﻴﺸﻮﺩ ﺭﻫﻨﻤﺎﻳﻰ ﻣﻴﻜﻨﺪ ﺗﺎ ﺧﻮﺩ ﻭ ﻣﺤﻴﻂ‬
‫ﻣﺎﺣﻮﻝ ﺧﻮﺩ ﺭﺍ ﺑﻬﺘﺮ ﺑﺸﻨﺎﺳﻴﻢ‪ .‬ﻛﺘﺎﺏ ﺑﻴﻮﻟﻮژﻯ ﻃﻮﺭﻯ ﻧﻮﺷﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺑﺮﺍﻯ‬
‫ﺷﻤﺎ ﺷﺎﮔﺮﺩﺍﻥ ﻋﺰﻳﺰ ﺩﻟﭽﺴﭗ ﻭ ﻗﺎﺑﻞ ﺩﺭﻙ ﺑﻮﺩﻩ ﻭ ﺷﻤﺎ ﺭﺍ ﺑﺮﺍﻯ ﺩﺍﻧﺴﺘﻦ ﺣﻘﺎﻳﻖ ﻭ‬
‫ﻣﻔﺎﻫﻴﻢ ﻛﻤﻚ ﻧﻤﺎﻳﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻛﺘﺎﺏ ﺍﺷﻜﺎﻝ‪ ،‬ﺟﺪﺍﻭﻝ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻭ ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻰ‬
‫ﺑﺮﺍﻯ ﻭﺿﺎﺣﺖ ﻭ ﺭﻭﺷﻦ ﺷﺪﻥ ﻫﺮﭼﻪ ﺑﻬﺘﺮ ﻣﻔﺎﻫﻴﻢ ﻭ ﻣﻮﺿﻮﻋﺎﺕ ﺍﺭﺍﺋﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﻪ ﺧﺎﻃﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ ﻛﻪ ﻋﻠﻢ ﺑﻴﻮﻟﻮژﻯ ﺑﺮ ﺍﺳﺎﺱ ﺗﺤﻘﻴﻖ‪ ،‬ﻣﺸﺎﻫﺪﻩ ﻭ ﺗﺠﺮﺑﻪ ﺍﺳﺘﻮﺍﺭ‬
‫ﺍﺳﺖ ﻭ ﻧﻤﻰ ﺗﻮﺍﻥ ﺗﻨﻬﺎ ﺑﺎ ﺣﻔﻆ ﻛﺮﺩﻥ ﻣﻄﺎﻟﺐ ﺑﺪﻭﻥ ﺩﺍﺷﺘﻦ ﻣﻬﺎﺭﺕ ﻫﺎﻯ ﻻﺯﻣﻪ ﺩﺭ ﺍﻧﺠﺎﻡ‬
‫ﻣﺸﺎﻫﺪﺍﺕ ﻭ ﺗﺠﺎﺭﺏ ﺁﻧﺮﺍ ﺁﻣﻮﺧﺖ‪ .‬ﺑﻨﺎﺑﺮﺍﻳﻦ ﺩﺭ ﻫﺮ ﻓﺼﻞ ﺍﻳﻦ ﻛﺘﺎﺏ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻳﻰ ﻣﺪ‬
‫ﻧﻈﺮ ﮔﺮﻓﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﺁﻧﻬﺎ ﺑﺎﻳﺪ ﻧﻜﺎﺕ ﺯﻳﺮ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻴﺪ‪:‬‬
‫ﺩﺭ ﺑﻌﻀﻰ ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﺑﺎ ﺗﻮﺟﻪ ﺑﻪ ﺩﺍﻧﺸﻰ ﻛﻪ ﺍﺯ ﻣﺘﻦ ﺩﺭﺱ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻭﺭﻳﺪ؛‬
‫ﺍﺯ ﺷﻤﺎ ﺧﻮﺍﺳﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺑﻪ ﻳﻚ ﻳﺎ ﭼﻨﺪ ﺳﺆﺍﻝ ﭘﺎﺳﺦ ﺩﻫﻴﺪ‪ .‬ﺩﺭ ﺑﻌﻀﻰ ﺩﻳﮕﺮ ﺍﺯ‬
‫ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﻣﻮﺿﻮﻋﻰ ﺑﺮﺍﻯ ﺑﺤﺚ ﺑﻴﻦ ﺷﻤﺎ ﻭ ﻫﻢ ﺻﻨﻔﺎﻥ ﺗﺎﻥ ﻣﻄﺮﺡ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺩﺭ‬
‫ﺯﻣﻴﻨﻪ ﺑﺎ ﻳﻜﺪﻳﮕﺮ ﺑﻪ ﺗﺒﺎﺩﻝ ﻧﻈﺮ ﺑﭙﺮﺩﺍﺯﻳﺪ ﻭ ﻧﺘﻴﺠﻪ ﺭﺍ ﺑﻪ ﺩﻳﮕﺮﺍﻥ ﺍﺭﺍﺋﻪ ﻧﻤﺎﻳﻴﺪ‪ .‬ﻳﻚ ﺗﻌﺪﺍﺩ‬
‫ﻓﻌﺎﻟﻴﺖ ﻫﺎ ﺑﺮ ﺍﺳﺎﺱ ﺩﺳﺘﻮﺭ ﺍﻟﻌﻤﻞ ﻫﺎ ﺑﺮﺍﻯ ﺷﻤﺎ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ ﺗﺎ ﻣﻄﺎﺑﻖ ﺁﻥ ﻋﻤﻞ‬
‫ﻧﻤﻮﺩﻩ ﺗﺠﺎﺭﺏ ﺭﺍ ﺍﻧﺠﺎﻡ ﺩﺍﺩﻩ ﻭ ﻧﺘﺎﻳﺞ ﺭﺍ ﺑﺮﺍﻯ ﻣﻌﻠﻢ ﻣﺤﺘﺮﻡ ﺧﻮﺩ ﮔﺰﺍﺭﺵ ﺩﻫﻴﺪ‪.‬‬
‫ﻛﺘﺎﺏ ﺑﻴﻮﻟﻮژﻯ ﺻﻨﻒ ﻫﻔﺘﻢ ﺩﺍﺭﺍﻯ ﻫﺸﺖ ﻓﺼﻞ ﺑﻮﺩﻩ ﻛﻪ ﺷﺎﻣﻞ ﻣﻔﺎﻫﻴﻢ ﻋﻤﺪﻩ ﭼﻮﻥ‬
‫ﺣﺠﺮﻩ‪ ،‬ﺗﻨﻈﻴﻢ ﺣﺠﺮﻭﻯ‪ ،‬ﻋﻤﻠﻴﻪ ﻫﺎﻯ ﺣﺠﺮﻭﻯ‪ ،‬ﺗﻜﺜﺮ ﺣﺠﺮﻩ‪ ،‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻢ ﺩﺍﺭ‪ ،‬ﺗﻜﺜﺮ‬
‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‪ ،‬ﺍﻳﻜﻮﻟﻮژﻯ ﻭ ﺩﻭﺭﺍﻥ ﻣﻮﺍﺩ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﻣﻴﺒﺎﺷﺪ‪ .‬ﺍﻣﻴﺪﻭﺍﺭﻳﻢ ﺩﺭ‬
‫ﻣﻮﺭﺩ ﻫﺮ ﻳﻚ ﺍﺯ ﻣﻔﺎﻫﻴﻢ ﻓﻮﻕ ﺑﺎ ﺟﺰﺋﻴﺎﺕ ﺁﻥ ﺁﮔﺎﻫﻰ ﺑﻴﺸﺘﺮ ﺣﺎﺻﻞ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺯ‬
 ‫ﻓﺼﻞ ﺍﻭﻝ‬
‫ﺣﺠﺮﻩ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻭ ﻭﻇﻴﻔﺔ ﺣﺠﺮﻩ‬
‫ﺩﺭ ﻣﻀﻤــﻮﻥ ﺳــﺎﻳﻨﺲ‪ ،‬ﺻﺤﺖ ﻭ ﻣﺤﻴﻂ ﺯﻳﺴــﺖ ﺻﻨــﻒ ﻫﺎﻯ ‪6-4‬‬
‫ﻣﻮﺿﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﻰ ﺭﺍﺟﻊ ﺑﻪ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ ﺁﻣﻮﺧﺘﻴﺪ ﻛﻪ ﻫﻤﺔ ﺁﻧﻬﺎ‬
‫ﺍﺯ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﻛﻮﭼﻜﻰ ﺑﻪ ﻧﺎﻡ ﺣﺠﺮﻩ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺯﻧــﺪﻩ ﻋﻤﻠﻴﻪ ﻫﺎﻯ ﺯﻧﺪﻩ ﮔﻰ ﺭﺍ ﺍﺟﺮﺍ ﻣــﻰ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺗﺎ ﺯﻧﺪﻩ ﺑﻤﺎﻧﻨﺪ‪ .‬ﺁﻧﻬﺎ‬
‫ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﺍ ﻣﻨﺤﻴﺚ ﻣﻨﺒﻊ ﺍﻧﺮژﻯ ﺑﺮﺍﻯ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ‬
‫ﺑﻪ ﻛﺎﺭ ﻣﻰ ﺑﺮﻧﺪ‪ ،‬ﻣﻮﺍﺩ ﺍﺿﺎﻓﻰ ﺭﺍ ﻃﺮﺡ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﻣﻨﺒﻬﺎﺕ ﻣﺤﻴﻄﻰ ﺍﺯ‬
‫ﺧﻮﺩ ﻋﻜﺲ ﺍﻟﻌﻤﻞ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﻨﺪ‪.‬‬
‫ﻫﻢ ﭼﻨﺎﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﺟﺪﻳﺪ ﺭﺍ ﺍﺯ ﻃﺮﻳﻖ ﺗﻜﺜﺮ ﺯﻭﺟﻰ ﻭ ﻏﻴﺮ ﺯﻭﺟﻰ‬
‫ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻭﺭﻧﺪ‪ .‬ﺗﻤﺎﻡ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺫﻛﺮ ﺷﺪﻩ‪ ،‬ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺣﻴﺎﺗﻰ‬
‫ﻳﻚ ﺣﺠﺮﻩ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻭ ﻭﻇﺎﻳﻒ ﻳﻚ ﺣﺠﺮﻩ ﭼﻴﺴﺖ؟ ﺩﺭ ﻣﻮﺭﺩ ﺍﻳﻦ ﺳﺆﺍﻝ ﺩﺭ ﻓﺼﻞ‬
‫ﻣﻮﺟﻮﺩ ﺧﻮﺍﻫﻴﺪ ﺁﻣﻮﺧﺖ ﻭ ﻧﻴﺰ ﺑﺎ ﻛﺸﻒ ﺣﺠﺮﻩ‪ ،‬ﺭﻭﻝ ﺳﺎﻳﻨﺲ ﺩﺍﻧﺎﻥ ﺩﺭ‬
‫ﻛﺸﻒ ﺣﺠﺮﻩ‪ ،‬ﻣﻴﻜﺮﻭﺳــﻜﻮپ ﻭ ﻃﺮﺯ ﺍﺳﺘﻔﺎﺩﻩ‪ ،‬ﺍﻗﺴﺎﻡ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻭ‬
‫ﺍﺟﺰﺍﻯ ﻋﻤﺪﺓ ﺣﺠﺮﻩ ﺁﺷﻨﺎﻳﻰ ﺣﺎﺻﻞ ﻧﻤﻮﺩﻩ ﻭ ﻗﺴﻤﺘﻬﺎﻯ ﻋﻤﺪﺓ ﺣﺠﺮﺓ‬
‫ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﺭﺍ ﺗﺮﺳــﻴﻢ ﻭ ﻣﻘﺎﻳﺴﻪ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺍﺷﻜﺎﻝ‬
‫ﺣﺠﺮﻩ ﺭﺍ ﺗﺸﺮﻳﺢ ﻧﻤﻮﺩﻩ‪ ،‬ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﺭﺍ ﻣﻘﺎﻳﺴﻪ ﺧﻮﺍﻫﻴﺪ‬
‫ﻧﻤﻮﺩ‪.‬‬
‫‪1‬‬
 ‫ﻛﺸﻒ ﺣﺠﺮﻩ‬
‫ﺩﺍﻧﺸــﻤﻨﺪﺍﻥ ﭼﮕﻮﻧﻪ ﺣﺠﺮﻩ ﺭﺍ ﻛﺸﻒ ﻛﺮﺩﻧﺪ ﻭ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺣﺠﺮﻩ ﺗﻮﺳﻂ‬
‫ﻛﻰ ﻛﺸﻒ ﺷﺪ؟‬
‫ﺳــﺎﻳﻨﺲ ﺩﺍﻧﻬﺎ ﻣﻮﺟﻮﺩﻳﺖ ﺣﺠﺮﻩ ﺭﺍ ﻭﻗﺘﻰ ﺷــﻨﺎﺧﺘﻨﺪ ﻛﻪ ﺩﺭ ﻗﺮﻥ ﻫﻔﺪﻫﻢ‬
‫ﻣﻴﻜﺮﻭﺳــﻜﻮپ ﺍﺧﺘﺮﺍﻉ ﺷــﺪ‪ .‬ﺭﺍﺑــﺮﺕ ﻫــﻮﻙ )‪ (Robert Hooke‬ﺑﺮﺍﻯ‬
‫ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺣﺠﺮﺍﺕ ﻛﺎﺭﻙ ﺭﺍ ﺩﺭ ﺳــﺎﻝ ‪ 1665‬ﺯﻳﺮ ﻣﻴﻜﺮﻭﺳــﻜﻮپ ﻣﺸﺎﻫﺪﻩ‬
‫ﻧﻤــﻮﺩ‪ .‬ﺍﻭ ﻭﺭﻗﻪ ﻫﺎﻯ ﻧﺎﺯﻙ ﻛﺎﺭﻙ ﺭﺍ ﺑﻪ ﺷــﻜﻞ ﺣﻔﺮﻩ ﻫﺎﻯ ﻛﻮﭼﻚ؛ ﻣﺎﻧﻨﺪ‪:‬‬
‫ﺧﺎﻧــﻪ ﻫﺎﻯ ﺯﻧﺒﻮﺭ ﺯﻳﺮ ﻣﻴﻜﺮﻭﺳــﻜﻮپ ﺩﻳﺪ ﻭ ﻫﺮﺣﻔــﺮﻩ ﺁﻧﺮﺍ ﺣﺠﺮﻩ )‪(Cell‬‬
‫ﻧﺎﻣﻴــﺪ‪ .‬ﺩﺭﺣﻘﻴﻘﺖ ﺁﻧﭽﻪ ﺭﺍ ﻛﻪ ﺭﺍﺑﺮﺕ ﻫﻮﻙ ﻣﺸــﺎﻫﺪﻩ ﻧﻤﻮﺩﻩ ﺑﻮﺩ‪ ،‬ﻋﺒﺎﺭﺕ‬
‫ﺍﺯﺣﺠﺮﺓ ﻣــﺮﺩﺓ ﻛﺎﺭﻙ ﺑﻮﺩﻩ ﻛﻪ ﻣﺤﺘﻮﻳﺎﺕ ﺩﺍﺧﻠﻰ ﺁﻥ ﺍﺯﺑﻴﻦ ﺭﻓﺘﻪ ﺑﻮﺩ‪ ،‬ﻭﻟﻰ‬
‫ﻛﻠﻤــﺔ ﺣﺠــﺮﻩ ﺭﺍ ﻛﻪ ﻭﻯ ﺑﻜﺎﺭ ﺑﺮﺩﻩ ﺑﻮﺩ ﺗﺎﻫﻨﻮﺯ ﻫﻢ ﺭﺍﻳﺞ ﺍﺳــﺖ‪ .‬ﻫﻢ ﭼﻨﺎﻥ‬
‫ﺭﺍﺑﺮﺕ ﻫﻮﻙ ﺣﺠﺮﺍﺕ ﺭﺍ ﺩﺭ ﺳــﺎﻗﻪ ﻭ ﺭﻳﺸﺔ ﻧﺒﺎﺗﺎﺕ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩ‪ ،‬ﺣﺠﺮﻩ ﺭﺍ‬
‫ﻛﻮﭼﻜﺘﺮﻳﻦ ﻭﺍﺣﺪ ﺳﺎﺧﺘﻤﺎﻧﻰ ﻭ ﻭﻇﻴﻔﻮﻯ ﺗﻌﺮﻳﻒ ﻛﺮﺩ‪ .‬ﺑﺪﻥ ﻣﺎ ﻭﺷﻤﺎ ﻭ ﻫﻤﻪ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﺩﻳﮕﺮ ﻧﻴﺰ ﺍﺯ ﻭﺍﺣﺪ ﻫﺎﻯ ﺑﺴﻴﺎﺭ ﻛﻮﭼﻜﻰ ﺑﻨﺎﻡ ﺣﺠﺮﻩ ﺳﺎﺧﺘﻪ‬
‫ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺑﻌــﺪﺍ ً ﺳــﻪ ﺳــﺎﻳﻨﺲ ﺩﺍﻥ ﺟﺮﻣﻨــﻰ ﺑــﻪ ﻧــﺎﻡ ﻣﺎﺗﻴــﺎﺱ ﺷــﻼﻳﺪﻥ‬
‫)‪ (MatthiasSchleiden‬ﻭ ﺗﻴﻮﺩﻭﺭﺷــﻮﺍﻥ )‪(Theodor Schwann‬‬
‫ﻭ ﺭﻭﺩﻟــﻒ ﻭﻳﺮﭼــﻮ )‪ (Rodolph Virchow‬ﺣﺠﺮﺍﺕ ﺯﻧــﺪﻩ ﺭﺍ ﻣﻄﺎﻟﻌﻪ‬
‫ﻧﻤﻮﺩﻧﺪ ﻭ ﻧﻈﺮﻳﺎﺕ ﺧﻮﺩ ﺭﺍ ﻃﻮﺭ ﺫﻳﻞ ﺑﻴﺎﻥ ﻛﺮﺩﻧﺪ‪:‬‬
‫‪
t‬ﺗﻤﺎﻡ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‪ ،‬ﺍﺯ ﻳﻚ ﻳﺎ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻩ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫‪
t‬ﺣﺠﺮﻩ ﻭﺍﺣﺪ ﺍﺳﺎﺳﻰ ﺳﺎﺧﺘﻤﺎﻧﻰ ﻭ ﻭﻇﻴﻔﻮﻯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫‪
t‬ﺗﻤﺎﻡ ﺣﺠﺮﺍﺕ ﺍﺯ ﺣﺠﺮﺍﺕ ﻗﺒﻠﻰ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﻨﺪ‪.‬‬
‫ﻣﺠﻤﻮﻉ ﺍﻳﻦ ﻧﻈﺮﻳﺎﺕ ﺭﺍ ﺑﻨﺎﻡ ﻧﻈﺮﻳﻪ ﺣﺠﺮﻭﻯ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-1‬ﺣﺠﺮﺍﺕ ﻛﺎﺭﻙ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‬
‫‪2‬‬
 ‫ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻭ ﺍﻧﻮﺍﻉ ﺁﻥ‬ ‫ﺍﻛﻮﻟﺮ‬
‫ﺗﻌــﺪﺍﺩﻯ ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺑﻜﺘﺮﻳــﺎ ﻫﺎ‪ ،‬ﺁﻣﻴﺐ ﻭ ﻏﻴﺮﻩ ﺍﺯ‬
‫ﺗﻴﻮﺏ‬
‫ﻧﮕﺎﻩ ﺟﺴــﺎﻣﺖ ﺑﺴﻴﺎﺭ ﺧﻮﺭﺩ ﻣﻰ ﺑﺎﺷﻨﺪ ﻛﻪ ﭼﺸﻢ ﺍﻧﺴﺎﻥ ﻗﺎﺑﻠﻴﺖ‬ ‫ﺑﺎﺯﻭ‬
‫ﺩﻳﺪ ﺁﻧﻬﺎ ﺭﺍ ﻧﺪﺍﺭﺩ‪ .‬ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﻧﻴﺰ ﺑﻪ ﭼﺸــﻢ ﺩﻳﺪﻩ‬
‫ﺍﻭﺑﺠﻜﺘﻴﻒ‬
‫ﻧﻤﻰ ﺷــﻮﻧﺪ ﻟﺬﺍ ﺩﺍﻧﺸﻤﻨﺪﺍﻥ ﺑﺮﺍﻯ ﺩﻳﺪﻥ ﻭ ﺩﺍﻧﺴﺘﻦ ﻗﺴﻤﺖ ﻫﺎﻯ‬
‫ﺳﺘﻴﺞ‬
‫ﻣﺨﺘﻠﻒ ﺣﺠﺮﺍﺕ ﺍﺯ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﮔﻴﺮﺍ‬
‫ﻣﻴﻜﺮﻭﺳﻜﻮپ ﺍﺯ ﺩﻭ ﻛﻠﻤﻪ ﻳﻮﻧﺎﻧﻰ ﻣﻴﻜﺮﻭﺱ )‪ (Micros‬ﺑﻪ ﻣﻌﻨﺎﻯ‬
‫ﻣﻨﺒﻊ ﻧﻮﺭﻯ‬
‫ﺧﻮﺭﺩ ﻭ ﺳﻜﻮﭘﻴﻦ )‪ (Skopien‬ﺑﻪ ﻣﻌﻨﺎﻯ ﺩﻳﺪ ﺑﻮﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﭘﻴﭻ ﻫﺎ ﺑﺮﺍﻯ‬
‫ﻣﻴﻜﺮﻭﺳﻜﻮپ ﺁﻟﻪ ﻳﻰ ﺍﺳﺖ ﻛﻪ ﻣﻮﺟﻮﺩﺍﺕ ﻛﻮﭼﻜﻰ ﺭﺍ ﻛﻪ ﺗﻮﺳﻂ‬ ‫ﻭﺿﺎﺣﺖ ﺗﺼﻮﻳﺮ‬
‫ﭼﺸﻢ ﺩﻳﺪﻩ ﻧﻤﻰ ﺗﻮﺍﻧﺪ‪ ،‬ﻗﺎﺑﻞ ﺩﻳﺪ ﻣﻰ ﺳﺎﺯﺩ‪ .‬ﻫﻤﭽﻨﺎﻥ ﺍﺯ ﺫﺭﻩ ﺑﻴﻦ‬ ‫ﭘﺎﻳﻪ‬
‫ﻫﺎ ﻧﻴﺰ ﺑﺮﺍﻯ ﺩﻳﺪﻥ ﺍﺷﻴﺎﻯ ﻛﻮﭼﻚ ﻛﺎﺭ ﮔﺮﻓﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﻣﻜﺎﺗﺐ ﺍﺯ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻫﺎﻯ ﻣﺮﻛﺐ ﻧﻮﺭﻯ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ‬
‫ﺷﻜﻞ)‪ (1-2‬ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻧﻮﺭﻯ ﻭ‬
‫ﺷﻮﺩ‪ ،‬ﻛﻪ ﺗﺎ ﺩﻭ ﻫﺰﺍﺭ ﺩﻓﻌﻪ ﺍﺷﻴﺎ ﺭﺍ ﺑﺰﺭگ ﻧﺸﺎﻥ ﻣﻴﺪﻫﺪ‪ .‬ﺍﻳﻦ ﻧﻮﻉ‬ ‫ﺍﺟﺰﺍﻯ ﺁﻥ‬
‫ﻣﻴﻜﺮﻭﺳﻜﻮﭘﻬﺎ ﺩﺍﺭﺍﻯ ﺩﻭ ﻳﺎ ﺑﻴﺸﺘﺮ ﺍﺯ ﺩﻭ ﻋﺪﺳﻴﻪ ﺍﻧﺪ‪.‬‬
‫ﺳﻮﻫﺎﻥ ﺑﺮﺍﻯ ﺩﻳﺪﻥ ﺍﺷﻴﺎ ﺗﻮﺳﻂ ﻣﻴﻜﺮﻭﺳﻜﻮپ‪ ،‬ﺑﺎﻳﺪ ﺷﻰ‬ ‫ﮔﻴﺮﺍ‬ ‫ﻗﻄﺮﻩ ﭼﻜﺎﻥ‬
‫ﻣﺮﺑﻮﻃﻪ ﺭﺍ ﺑﺎﻻﻯ ﺳﻼﻳﺪ ﻗﺮﺍﺭ ﺩﺍﺩ‪.‬‬ ‫ﭼﺎﻗﻮ‬
‫ﺑﺮﺍﻯ ﺗﻬﻴﻪ ﺳﻼﻳﺪ ﺑﻪ ﺳﺎﻣﺎﻥ ﻭ ﺁﻻﺗﻰ ﺿﺮﻭﺭﺕ ﺍﺳﺖ‬
‫ﻛﻪ ﺩﺭ ﺷﻜﻞ )‪ (1-3‬ﺁﻧﻬﺎ ﺭﺍ ﻣﻰ ﺑﻴﻨﻴﺪ‪.‬‬
‫ﺳﻼﻳﺪ‬
‫ﻛﻮﺭ ﺳﻼﻳﺪ‬
‫ﻗﻴﭽﻰ‬
‫ﺳﻮﺯﻥ‬
‫ﺷﻜﻞ )‪ (1-3‬ﺳﺎﻣﺎﻥ ﻭ ﺁﻻﺕ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ ﺑﺮﺍﻯ ﺗﻬﻴﺔ ﺳﻼﻳﺪ‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻰ‬
‫ﻣﻴﻜﺮﻭﺳﻜﻮپ ﺍﻟﻜﺘﺮﻭﻧﻲ‪ :‬ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺮﻛﺐ ﺑﺎ ﻋﺪﺳﻴﻪ ﺍﺑﺠﻜﺘﻴﻒ ‪ 100x‬ﻭ ﻋﺪﺳﻴﻪ ﭼﺸﻢ‬
‫)ﺍﻛﻮﻟﺮ( ‪ 10x‬ﻣﻰ ﺗﻮﺍﻧﺪ ﺷﻰ ﺭﺍ ﺑﻪ ﺑﺰﺭگ ﻧﻤﺎﺋﻰ ‪ 1000x‬ﻧﺸﺎﻥ ﺩﻫﺪ‪ .‬ﻭﻟﻰ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﺍﻟﻜﺘﺮﻭﻧﻰ‬
‫ﺩﺍﺭﺍﻯ ﻗﻮﻩ ﺑﺰﺭگ ﻧﻤﺎﺋﻰ ﺑﻴﺸﺘﺮ ﺍﺯ ‪) 250000‬ﺩﻭ ﺻﺪﻭ ﭘﻨﺠﺎ ﻫﺰﺍﺭ ﻣﺮﺗﺒﻪ( ﻣﻰ ﺑﺎﺷﻨﺪ؛ ﺑﻨﺎ ﺑﺮ ﺁﻥ ﻣﻰ‬
‫ﺗﻮﺍﻧﻴﺪ ﺗﻮﺳﻂ ﺁﻥ ﺣﺠﺮﻩ ﻭ ﺍﺟﺰﺍﻯ ﺁﻥ ﺭﺍ ﺑﻪ ﺻﻮﺭﺕ ﻣﻔﺼﻞ ﻭ ﺩﻗﻴﻖ ﻣﻄﺎﻟﻌﻪ ﻧﻤﺎﻳﻴﺪ‪.‬‬
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 ‫ﺻﻔﺎﺕ ﻭ ﻣﺸﺨﺼﺎﺕ ﺣﺠﺮﻩ‬
‫ﺑﻌﻀﻰ ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺁﻣﻴﺐ‪ ،‬ﺑﻜﺘﺮﻳﺎ ﻭ ﻏﻴﺮﻩ ﺍﺯ ﻳﻚ ﺣﺠﺮﻩ ﺳﺎﺧﺘﻪ‬
‫ﺷــﺪﻩ ﺍﻧﺪ‪ ،‬ﻛﻪ ﺑﻪ ﻧﺎﻡ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﻳﻚ ﺣﺠﺮﻭﻯ )‪(Unicellular‬‬
‫ﻳــﺎﺩ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﺟﺴــﻢ ﻋﺪﻩ ﻳــﻰ ﺍﺯ ﻣﻮﺟــﻮﺩﺍﺕ ﺍﺯ ﺍﺗﺤﺎﺩ‬
‫ﻣﻴﻠﻴﻮﻧﻬــﺎ ﺣﺠﺮﻩ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﻣﻮﺟﻮﺩﺍﺕ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻭﻯ‬
‫)‪ (Multicellular‬ﻳﺎﺩ ﻣﻰ ﮔﺮﺩﻧﺪ‪ .‬ﺑﺪﻥ ﺷــﻤﺎ ﻧﻴﺰ ﺍﺯ ﻣﻴﻠﻴﻮﻧﻬﺎ ﺣﺠﺮﻩ‬
‫ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺣﺠﺮﺍﺕ ﺗﻤﺎﻡ ﻓﻌﺎﻟﻴﺘﻬﺎﻯ ﺣﻴﺎﺗﻰ؛ ﺍﺯ ﻗﺒﻴﻞ‪ :‬ﺗﻐﺬﻳﻪ‪،‬‬
‫ﺗﻨﻔﺲ‪ ،‬ﺍﻃﺮﺍﺡ‪ ،‬ﺗﻜﺜﺮ ﻭ ﻏﻴﺮﻩ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻨﺪ‪.‬‬
‫ﺳــﺎﺧﺘﻤﺎﻥ ﺣﺠﺮﺍﺕ ﺑﺪﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻧﻈﺮ ﺑﻪ ﺍﻧﺠﺎﻡ ﻭﻇﺎﻳﻒ ﻭ ﻣﻮﻗﻌﻴﺖ‬
‫ﺁﻧﻬــﺎ ﻣﺨﺘﻠﻒ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺑﺎ ﺁﻥ ﻫﻢ ﺣﺠﺮﺍﺕ ﻫﻤﺔ ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﺍﺭﺍﻯ‬
‫ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻳﻰ ﻣﺎﻧﻨﺪ‪ :‬ﻫﺴﺘﻪ‪ ،‬ﺳﺎﻳﺘﻮﭘﻼﺯﻡ‪ ،‬ﻏﺸــﺎﻯ ﺣﺠﺮﻭﻯ ﻭ ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬
‫ﺑﺮﻋﻼﻭﻩ ﺍﺟﺰﺍﻯ ﻓﻮﻕ ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﻧﻴﺰ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻭﺍﻛﻴﻮﻝ‬
‫ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﺣﺠﺮﻩ‬
‫ﻛﻠﻮﺭﻭﭘﻼﺳﺖ‬ ‫ﺣﺠــﺮﺍﺕ ﺑﺎ ﻭﺟﻮﺩﻯ ﻛﻪ ﺍﺯ ﻧﻘﻄﻪ ﻧﻈﺮ ﺷــﻜﻞ‪،‬‬
‫ﺟﺴﺎﻣﺖ ﻭ ﺳــﺎﺧﺘﻤﺎﻥ ﺧﻮﺩ ﺍﺯ ﻫﻤﺪﻳﮕﺮ ﻓﺮﻕ‬
‫ﻣﻴﺘﻮﻛﺎﻧﺪﺭﻳﺎ‬
‫ﺯﻳﺎﺩﻯ ﺩﺍﺭﻧﺪ‪ ،‬ﻭﻟﻰ ﺑﺼﻮﺭﺕ ﻋﻤﻮﻡ ﻃﻮﺭﻳﻜﻪ ﻗﺒ ً‬
‫ﻼ‬
‫ﻫﺴﺘﻪ‬
‫ﻫﻢ ﺫﻛﺮ ﺷﺪ‪ ،‬ﺩﺍﺭﺍﻯ ﺍﺟﺰﺍﻯ ﺫﻳﻞ ﺍﻧﺪ‪:‬‬
‫ﺳﺎﻳﺘﻮﭘﻼﺯﻡ‬
‫‪ -‬ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ‪ ،‬ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﻭ ﻫﺴﺘﻪ‪.‬‬
‫ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﻫﻢ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﺩﻳـﻮﺍﺭ ﺣﺠﺮﻭﻯ‪ :‬ﺍﻳﻦ ﺳــﺎﺧﺘﻤﺎﻥ ﺩﺭ ﺣﺠﺮﺍﺕ‬
‫ﺷﻜﻞ )‪ (1-4‬ﻳﻚ ﺣﺠﺮﻩ ﻧﺒﺎﺗﻰ ﺑﺎ ﺍﺟﺰﺍﻯ ﺁﻥ‬
‫ﻧﺒﺎﺗﺎﺕ ﺩﻳﺪﻩ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﺿﺨﻴﻢ ﻭ ﻣﺴﺘﺤﻜﻢ‬
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 ‫ﺑﻮﺩﻩ ﻭ ﺑﻴﺸﺘﺮ ﺍﺯ ﺳﻠﻮﻟﻮﺯ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻃﻮﺭﻳﻜﻪ ﺩﺭ ﺷﻜﻞ )‪ (1-4‬ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﺩ‪ ،‬ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﺩﻭﺭﺍﺩﻭﺭ ﺣﺠﺮﻩ‬
‫ﻧﺒﺎﺗﻰ ﺭﺍ ﺍﺣﺎﻃﻪ ﻧﻤﻮﺩﻩ‪ ،‬ﻭ ﺑﻪ ﺣﺠﺮﻩ ﺷــﻜﻞ ﺛﺎﺑﺖ ﻣﻰ ﺑﺨﺸــﺪ‪ .‬ﻫﻤﭽﻨﺎﻥ‬
‫ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﻣﺎﻧﻊ ﻋﺒﻮﺭ ﻣﻴﻜﺮﻭﺏ ﻫﺎ ﺑﻪ ﺩﺍﺧﻞ ﺣﺠﺮﻩ ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﺩﻳﻮﺍﺭ‬
‫ﺣﺠﺮﻭﻯ ﺩﺭ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪.‬‬
‫ﻏﺸـﺎﻯ ﺣﺠﺮﻭﻯ‪ :‬ﺑﻪ ﻧﺎﻡ ﻏﺸــﺎﻯ ﭘﻼﺯﻣﺎﻳﻰ ﻫﻢ ﻳﺎﺩ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﺍﻃﺮﺍﻑ‬
‫ﺣﺠﺮﻩ ﺭﺍﻣﻰ ﭘﻮﺷــﺎﻧﺪ‪ .‬ﺍﻳﻦ ﻏﺸــﺎ ﺩﺍﺭﺍﻯ ﺩﻭ ﻃﺒﻘﻪ ﻭ ﺳﻮﺭﺍﺥ ﻫﺎ ﺑﻮﺩﻩ ﻛﻪ ﺩﺭ‬
‫ﺩﺍﺧﻞ ﺷــﺪﻥ ﻭ ﺧﺎﺭﺝ ﺷﺪﻥ ﻣﻮﺍﺩ ﺑﻪ ﺣﺠﺮﻩ ﺭﻭﻝ ﻣﻬﻢ ﺩﺍﺭﺩ‪ .‬ﺁﺏ‪ ،‬ﺁﻛﺴﻴﺠﻦ‬
‫ﻭ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﺍ ﺑﻪ ﺣﺠﺮﻩ ﺭﺍﻩ ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺩﺍﺧﻞ ﺷﻮﺩ ﻭ ﻣﻮﺍﺩ ﺍﺿﺎﻓﻰ ﭼﻮﻥ‬
‫ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﺍﺯ ﻏﺸﺎﻯ ﭘﻼﺯﻣﺎﻳﻰ ﻋﺒﻮﺭ ﻧﻤﻮﺩﻩ‪ ،‬ﺧﺎﺭﺝ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺳـﺎﻳﺘﻮﭘﻼﺯﻡ‪ :‬ﻣﺎﺩﻩ ﻳﻰ ﺷــﻔﺎﻑ ﻧﻴﻤﻪ ﻣﺎﻳﻊ ﺍﺳــﺖ ﻛﻪ ﻏﻠﻈﺖ ﺁﻥ ﺩﺭ‬
‫ﺣﺠﺮﺍﺕ ﻣﺨﺘﻠﻒ ﻓﺮﻕ ﻣﻰ ﻛﻨﺪ‪ .‬ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﺩﺭﺧﺎﺭﺝ ﻫﺴﺘﻪ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‬
‫ﻭ ﻗﺴــﻤﺖ ﺯﻳﺎﺩ ﺣﺠﺮﻩ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ .‬ﺗﺮﻛﻴﺐ ﺍﺻﻠﻰ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ‬
‫ﺁﺏ‪ ،‬ﻣﻨﺮﺍﻟﻬﺎ ﻭ ﭘﺮﻭﺗﻴﻦ ﻫﺎﻯ ﺣﻞ ﺷــﺪﻩ ﺩﺭ ﺁﺏ ﺍﺳﺖ‪ ،‬ﻫﻤﭽﻨﺎﻥ ﺷﺒﻜﻪ‬
‫ﺍﻯ ﺍﺯ ﺭﺷﺘﻪ ﻫﺎ ﻭ ﻟﻮﻟﻪ ﻫﺎﻯ ﭘﺮﻭﺗﻴﻨﻰ ﻧﻴﺰ ﺩﺭ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﻭﺟﻮﺩ ﺩﺍﺭﺩﻛﻪ‬
‫ﺍﺳﻜﻠﻴﺖ ﺣﺠﺮﻩ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ .‬ﻭﻇﻴﻔﻪ ﺍﺳﻜﻠﻴﺖ ﺣﺠﺮﻩ ﺍﺳﺘﺤﻜﺎﻡ‬
‫ﺑﺨﺸــﻴﺪﻥ ﺑﻪ ﺣﺠﺮﻩ ﺍﺳــﺖ‪ .‬ﺩﺭ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﻛﻮﭼﻜﻰ‬
‫ﻣﻮﺟﻮﺩ ﺍﺳــﺖ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﺍﻋﻀﺎﭼﻪ ﻳﺎ ﺍﺭﮔﺎﻧــﻞ )‪ (Organelle‬ﺣﺠﺮﻩ‬
‫ﻳﺎﺩ ﺷﺪﻩ ﻭ ﺩﺍﺭﺍﻯ ﻭﻇﺎﻳﻒ ﻣﺨﺘﻠﻔﻰ ﻣﻰ ﺑﺎﺷﻨﺪ‪ ،‬ﻛﻪ ﺑﺮﺧﻰ ﺍﺯ ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ‬
‫ﺷﻜﻞ )‪ (1-4‬ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺑﺒﻴﻨﻴﺪ‪.‬‬
‫ﻫﺴﺘﻪ‪ :‬ﺑﺰﺭﮔﺘﺮﻳﻦ ﻭ ﻣﻬﻢ ﺗﺮﻳﻦ ﺟﺰء ﺣﺠﺮﻩ ﺑﻮﺩﻩ ﻛﻪ ﻣﻌﻤﻮﻻً ﺩﺍﺭﺍﻯ ﺷﻜﻞ‬
‫ﻛﺮﻭﻯ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺩﻭﺭﺍﺩﻭﺭ ﻫﺴــﺘﻪ ﺭﺍ ﻳﻚ ﻏﺸﺎﻯ ﺩﻭ ﻃﺒﻘﻪ ﺍﻯ ﻛﻪ ﺩﺍﺭﺍﻯ‬
‫ﺳﻮﺭﺍﺧﻬﺎﺳﺖ‪ ،‬ﺍﺣﺎﻃﻪ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﻮﺟﻮﺩﺍﺗﻰ ﺭﺍ ﻛﻪ ﺣﺠﺮﺍﺕ ﺁﻧﻬﺎ ﻫﺴــﺘﺔ ﺣﻘﻴﻘﻰ ﺩﺍﺭﻧﺪ ﻳﻮﻛﺎﺭﻳﻮﺗﺎ ﻣﻰ‬
‫ﻧﺎﻣﻨــﺪ‪ .‬ﻳﻮ ﺩﺭ ﻻﺗﻴﻦ ﺑﻪ ﻣﻌﻨﺎﻯ ﺣﻘﻴﻘﻲ ﻭ ﻛﺎﺭﻳﻮﻥ ﺑﻪ ﻣﻌﻨﺎﻯ ﻫﺴــﺘﻪ‬
‫ﺍﺳــﺖ‪ .‬ﺩﺭ ﺑﻌﻀﻰ ﺣﺠﺮﺍﺕ ﻫﺴﺘﺔ ﺣﻘﻴﻘﻰ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﻣﻮﺟﻮﺩﺍﺗﻰ ﻛﻪ‬
‫ﺣﺠﺮﺍﺕ ﺁﻧﻬﺎ ﻫﺴﺘﺔ ﺣﻘﻴﻘﻰ ﻧﺪﺍﺭﺩ‪ ،‬ﭘﺮﻭﻛﺎﺭﻳﻮﺗﺎ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﭘﺮﻭ‬
‫ﺑﻪ ﻣﻌﻨﺎﻯ ﺍﺑﺘﺪﺍﻳﻰ ﻭ ﻛﺎﺭﻳﻮﻥ ﺑﻪ ﻣﻌﻨﺎﻯ ﻫﺴﺘﻪ ﺍﺳﺖ‪ .‬ﻏﺸﺎﻯ ﻫﺴﺘﻮﻯ‬
‫ﺩﺭ ﻋﺒﻮﺭ ﻭ ﻣﺮﻭﺭ ﻣﻮﺍﺩ ﺑﻴﻦ ﻫﺴﺘﻪ ﻭ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﻛﻤﻚ ﻣﻰ ﻛﻨﺪ‪ .‬ﻫﺴﺘﻪ‬
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 ‫ﺗﻨﻈﻴﻢ ﻓﻌﺎﻟﻴﺘﻬﺎ ﻭ ﻛﻨﺘﺮﻭﻝ ﺣﺠﺮﻩ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﺩﺍﺧﻞ ﻫﺴﺘﻪ‬
‫ﺭﺷﺘﻪ ﻫﺎﻯ ﻧﺎﺯﻛﻰ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﻛﺮﻭﻣﺎﺗﻴﻦ ﻳﺎﺩ ﻣﻰ ﺷﻮﻧﺪ‪ ،‬ﻭ‬
‫ﻛﺮﻭﻣﺎﺗﻴﻦ ﺩﺭ ﺟﺮﻳﺎﻥ ﺗﻘﺴــﻴﻤﺎﺕ ﺣﺠﺮﻭﻯ ﺑﻪ ﻛﺮﻭﻣﻮﺯﻭﻡ ﺗﺒﺪﻳﻞ ﻣﻰ‬
‫ﺷﻮﺩ‪ .‬ﻛﺮﻭﻣﻮﺯﻭﻡ ﺍﺯ ﭘﺮﻭﺗﻴﻦ ﻭ ‪ DNA‬ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﻓﻌﺎﻟﻴﺖ‬
‫ﻫــﺎﻯ ﺣﺠﺮﻩ ﺭﺍ ﻛﻨﺘﺮﻭﻝ ﻣﻰ ﻛﻨــﺪ‪ DNA .‬ﻣﻮﺍﺩ ﺍﺭﺛﻰ ﺣﺠﺮﺍﺕ ﻣﻰ‬
‫ﺑﺎﺷــﺪ‪ .‬ﺩﺭ ﻣﻮﺭﺩ ‪ DNA‬ﺩﺭ ﺻﻨﻮﻑ ﺑﺎﻻﺗﺮ ﻣﻌﻠﻮﻣﺎﺕ ﻣﻔﺼﻞ ﺩﺍﺩﻩ ﻣﻰ‬
‫ﺷﻮﺩ‪ .‬ﻛﺮﻭﻣﻮﺯﻭﻡ ﺭﺍ ﺩﺭ ﺷﻜﻞ )‪ (1-5‬ﻣﻼﺣﻈﻪ ﻣﻰ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺍﺭﮔﺎﻧﻞ ﻫﺎﻯ ﺩﻳﮕﺮ ﺣﺠﺮﻩ‬
‫ﺍﻳﻦ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎ ﺩﺭ ﺩﺍﺧﻞ ﺳــﺎﻳﺘﻮﭘﻼﺯﻡ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺷﺘﻪ ﻛﻪ ﺑﻪ ﻃﻮﺭ‬
‫ﺧﻼﺻﻪ ﺗﺸﺮﻳﺢ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺳــﺎﻳﺘﻮﭘﻼﺯﻡ ﺳــﺎﺧﺘﻤﺎﻧﻰ ﺍﺳــﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﺍﻧﺮژﻯ ﺑﺮﺍﻯ ﻓﻌﺎﻟﻴﺖ‬
‫ﻫــﺎﻯ ﻣﺨﺘﻠﻒ ﺣﺠﺮﻩ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﺍﺭﮔﺎﻧﻞ ﺣﺠﺮﻩ ﻋﺒﺎﺭﺕ ﺍﺯ‬
‫ﻣﻴﺘﻮﻛﺎﻧﺪﺭﻳﺎ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺫﺧﻴﺮﻩ ﻣﻮﺍﺩ ﺿــﺮﻭﺭﻯ ﻭ ﻓﺎﺿﻠﻪ ﺭﺍ ﺩﺭ ﺣﺠﺮﻩ ﻭﺍﻛﻴﻮﻝ ﻫﺎ ﺑﻪ ﺩﻭﺵ ﺩﺍﺭﻧﺪ‬
‫ﻛﻪ ﻣﻮﺍﺩ ﺭﺍ ﺑﻪ ﺷﻜﻞ ﻣﺎﻳﻊ ﺩﺭ ﺧﻮﺩ ﺫﺧﻴﺮﻩ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﺣﺠﺮﻩ ﺑﺮﻋﻼﻭﻩ ﺍﺭﮔﺎﻧﻞ ﻫﺎﻯ ﺫﻛﺮﺷﺪﻩ ﺩﺍﺭﺍﻯ ﺳﺎﺧﺘﻤﺎﻧﻬﺎﻯ‬
‫ﺗﻴﻮﺏ ﻣﺎﻧﻨﺪ ﺍﺳــﺖ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﺍﻧﺪﻭﭘﻼﺯﻣﻴﻚ ﺭﻳﺘﻴﻜﻮﻟﻮﻡ ﻳﺎﺩ ﺷﺪﻩ ﻭ‬
‫ﻣﻮﺍﺩ ﺭﺍ ﺑﻪ ﻗﺴــﻤﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺣﺠﺮﻩ ﻭ ﺧﺎﺭﺝ ﺍﺯ ﺣﺠﺮﻩ ﺍﻧﺘﻘﺎﻝ‬
‫ﺑﺎﺯﻭﻯ ﻛﻮﭼﻚ‬
‫ﻣﻰ ﺩﻫﻨﺪ‪ .‬ﺳﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﺩﻳﮕﺮ ﻣﺜﻞ ﺳﻨﺘﺮﻳﻮﻝ ﻧﻴﺰ ﺩﺭ ﻭﻗﺖ ﺗﻘﺴﻴﻢ‬
‫ﺳﻨﺘﺮﻭﻣﻴﺮ‬ ‫ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﺭﻭﻝ ﻣﻬﻤﻰ ﺭﺍ ﺑﺎﺯﻯ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻰ‬
‫ﺳﺎﺧﺘﻤﺎﻧﻬﺎﻳﻰ ﻛﻪ ﺑﻨﺎﻡ ﭘﻼﺳﺘﻴﺪ ﻫﺎ ﻳﺎﺩ ﻣﻰ ﺷﻮﻧﺪ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻛﻪ‬
‫ﺩﺭ ﺳﺎﺧﺘﻦ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﻭﻝ ﺍﺳﺎﺳﻰ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺷﻜﻞ ﻭ ﺑﺰﺭﮔﻰ ﺣﺠﺮﻩ ﺍﺯ ﭼﮕﻮﻧﻪ ﮔﻰ ﻭﻇﻴﻔﺔ ﺁﻥ ﻧﻤﺎﻳﻨﺪﮔﻰ ﻣﻰ‬
‫ﻛﻨﺪ‪ .‬ﺣﺠﺮﺍﺕ ﺩﺍﺭﺍﻯ ﺍﺷــﻜﺎﻝ ﻭ ﺑﺰﺭﮔﻰ ﻣﺨﺘﻠﻒ ﺍﻧﺪ‪ :‬ﺑﻴﻀﻮﻯ‪،‬‬
‫ﺑﺎﺯﻭﻯ ﺩﺭﺍﺯ‬
‫ﻣﺪﻭﺭ‪ ،‬ﻣﻜﻌﺒﻰ‪ ،‬ﺍﺳــﺘﻮﺍﻧﻪ ﺍﻯ ﻭ ﺗﻌﺪﺍﺩﻯ ﻫﻢ ﻣﺴﻄﺢ ﻭ ﻋﺪﻩ ﻳﻰ‬
‫ﺳﺘﺎﺭﻩ ﻣﺎﻧﻨﺪ ﺍﻧﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-5‬ﻛﺮﻭﻣﻮﺯﻭﻡ‬
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 ‫ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﺣﺠﺮﺍﺕ‬
‫ﺑﻪ ﺍﺷﻜﺎﻝ ﺣﺠﺮﺍﺕ ﺫﻳﻞ ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪ .‬ﭼﻪ ﺗﻔﺎﻭﺕ ﻫﺎ ﻭ ﭼﻪ ﺷﺒﺎﻫﺘﻬﺎ ﻳﻰ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻣﻰ ﻛﻨﻴﺪ؟‬
‫ﺗﺨﻢ ﻣﺮﻍ‬ ‫ﺣﺠﺮﻩ ﻋﻀﻼﺕ ﺻﺎﻑ‬
‫ﺗﺨﻤﻪ‬ ‫ﺣﺠﺮﺓ ﻋﺼﺒﻰ‬
‫ﺷﻜﻞ)‪ (1-6‬ﺍﻧﻮﺍﻉ ﺣﺠﺮﺍﺕ‬
‫ﺳﭙﺮﻡ‬
‫ﺣﺠﺮﺓ ﺧﺰﻩ ﻳﺎ ﻣﻮﺱ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ -1‬ﻣﺸﺎﻫﺪﻩ ﺣﺠﺮﺍﺕ ﺑﺸﺮﻭﻯ ﺩﻫﻦ‬
‫ﺑــﺎ ﻳــﻚ ﭼﻮﺑﻚ ﭘﺎﻙ ﻣﺨﺎﻁ ﺩﻫﻦ ﺗﺎﻥ ﺭﺍ ﺗﺨﺮﻳﺶ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺑﻪ ﺭﻭﻯ ﺳــﻼﻳﺪ ﻳﻚ‬
‫ﻗﻄﺮﻩ ﺁﺏ ﭘﺎﻙ ﺍﻧﺪﺍﺧﺘﻪ ﻭ ﻣﺨﺎﻁ ﺟﻤﻊ ﻛﺮﺩﻩ ﺭﺍ ﺭﻭﻯ ﺳﻼﻳﺪ ﺑﺎ ﺁﺏ ﻣﺬﻛﻮﺭ ﻣﺨﻠﻮﻁ‬
‫ﻛﻨﻴﺪ‪ .‬ﺑﻌﺪﺍ ً ﻳﻚ ﻗﻄﺮﻩ ﻣﺤﻠﻮﻝ ﺁﻳﻮﺩﻳﻦ ﺑﺮ ﻣﺨﻠﻮﻁ ﻋﻼﻭﻩ ﻛﺮﺩﻩ ﻭ ﺳﭙﺲ ﻛﻮﺭﺳﻼﻳﺪ‬
‫ﺭﺍ ﺑﺎﻻﻯ ﺁﻥ ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﺳﻼﻳﺪ ﺗﻬﻴﻪ ﺷﺪﻩ ﺭﺍ ﺗﺤﺖ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (1-7‬ﮔﺮﻓﺘﻦ ﺣﺠﺮﺍﺕ ﺍﺯ ﺩﺍﺧﻞ ﻛﻮﻣﻪ‬ ‫ﺷﻜﻞ ﺣﺠﺮﺍﺕ ﻣﺨﺎﻁ ﺩﻫﻦ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻳﺘﺎﻥ ﺗﺮﺳﻴﻢ ﻛﻨﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫‪ -2‬ﻣﺸـﺎﻫﺪﺓ ﺣﺠﺮﺍﺕ ﭘﺮﺩﺓ ﭘﻴﺎﺯ‪ :‬ﺑﻪ ﻭﺍﺳــﻄﻪ ﭼﺎﻗﻮ ﻳﺎ ﭘﻞ ﺭﻳﺶ ﻳﻚ ﭘﺮﺩﺓ ﺑﺴﻴﺎﺭ ﻧﺎﺯﻙ ﭘﻴﺎﺯ ﺭﺍ ﺟﺪﺍ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﻳﻦ ﭘﺮﺩﻩ ﺭﺍ ﺑﺮﻭﻯ ﺳــﻼﻳﺪ ﻫﻤﻮﺍﺭ ﻧﻤﻮﺩﻩ ﻭ ﺑﺎﻻﻯ ﺁﻥ ﻳﻚ ﻗﻄﺮﻩ ﺁﺏ ﺑﻴﻨﺪﺍﺯﻳﺪ‪ .‬ﻛﻮﺷــﺶ ﻛﻨﻴﺪ ﻛﻪ ﭘﺮﺩﻩ ﻧﺎﺯﻙ‬
‫ﭘﻴﺎﺯ ﭼﻤﻠﻚ ﻧﺸﻮﺩ‪ .‬ﻛﻮﺭﺳﻼﻳﺪ ﺭﺍ ﺑﺎﻻﻯ ﺁﻥ ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﺳﻼﻳﺪ ﺭﺍ ﺭﻭﻯ ﺳﺘﻴﺞ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﮔﺬﺍﺷﺘﻪ ﺍﻭﻻً ﺗﺤﺖ‬
‫ﺍﻭﺑﺠﻜﺘﻴﻒ ‪) 10x‬ﻗﻮﺓ ﻛﻮﭼﻚ( ﻭ ﺑﻌﺪ ﺍﻭﺑﺠﻜﺘﻴﻒ ‪) 40x‬ﻗﻮﺓ ﺑﺰﺭﮔﺘﺮ( ﻣﺸﺎﻫﺪﻩ ﻛﻨﻴﺪ‪ .‬ﺑﻌﺪﺍ ً ﻳﻚ ﻗﻄﺮﻩ ﻣﺤﻠﻮﻝ‬
‫ﺁﻳﻮﺩﻳﻦ ﺑﺎﻻﻯ ﺳﻼﻳﺪ ﻋﻼﻭﻩ ﻧﻤﻮﺩﻩ‪ ،‬ﺗﺼﻮﻳﺮﻯ ﺭﺍ ﻛﻪ ﺯﻳﺮ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻳﺪ‪ ،‬ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ‬
‫ﺭﺳﻢ ﻛﻨﻴﺪ‪ .‬ﺷﻤﺎ ﺣﺠﺮﺍﺕ ﭘﻴﺎﺯ ﻭ ﻛﻮﻣﻪ ﺍﻧﺴﺎﻥ ﺭﺍ ﺗﺤﺖ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻮﺩﻳﺪ‪ ،‬ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﺍﺷﻜﺎﻝ‬
‫ﻭ ﺁﻣﻮﺧﺘﻪ ﻫﺎﻯ ﺧﻮﻳﺶ ﺗﻔﺎﻭﺕ ﻫﺎﻯ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﺭﺍ ﺑﻴﺎﻥ ﺩﺍﺭﻳﺪ؟‬
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 ‫ﻣﻘﺎﻳﺴﺔ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ‬
‫ﺁﻳﺎ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﺭﺍ ﺑﺎ ﻫﻢ ﻣﻘﺎﻳﺴــﻪ ﻧﻤﻮﺩﻩ ﺍﻳﺪ؟ ﺁﻳﺎ ﺣﺠﺮﺍﺕ‬
‫ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ ﺍﺯ ﻧﮕﺎﻩ ﺳﺎﺧﺘﻤﺎﻥ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﻓﺮﻕ ﺩﺍﺭﻧﺪ ﻳﺎ ﻧﻪ؟ ﺑﺎﺗﻮﺟﻪ‬
‫ﺑﻪ ﺷﻜﻞ ‪ 1-8‬ﺑﺎﻳﺪ ﻣﺘﺬﻛﺮ ﺷﺪﻛﻪ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻰ ﺩﺍﺭﺍﻯ ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ‬
‫ﺿﺨﻴﻢ ﻭ ﻣﺴﺘﺤﻜﻢ ﺑﻮﺩﻩ ﻛﻪ ﺩﺭﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﺩﻳﺪﻩ ﻧﻤﻰ ﺷﻮﺩ‪.‬‬
‫ﻛﻠﻮﺭﻭﭘﻼﺳﺖ‬
‫ﺳﺎﻳﺘﻮﭘﻼﺯﻡ‬
‫ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ‬
‫ﻣﻴﺘﻮﻛﺎﻧﺪﺭﻳﺎ‬
‫ﻫﺴﺘﻪ‬
‫ﻭﺍﻛﻴﻮﻝ‬
‫ﺍﻟﻒ – ﺣﺠﺮﻩ ﺣﻴﻮﺍﻧﻲ‬
‫ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ‬
‫ﺏ – ﺣﺠﺮﻩ ﻧﺒﺎﺗﻲ‬ ‫)‪ (1- 8‬ﺷﻜﻞ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﻭ ﻧﺒﺎﺗﻰ‬
‫ﺟﺴــﺎﻣﺖ ﻭﺍﻛﻴﻮﻟﻬﺎ ﺩﺭﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﺧﻮﺭﺩ‪ ،‬ﻭﻟﻰ ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻰ‬
‫ﺑﺰﺭﮔﺘﺮ ﺍﺳــﺖ ﻭ ﻧﺴــﺒﺘﺎً ﻗﺴــﻤﺖ ﺯﻳﺎﺩ ﻓﻀﺎﻯ ﺩﺍﺧﻠﻰ ﺣﺠﺮﻩ ﺭﺍ ﺍﺷﻐﺎﻝ‬
‫ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﺧﺎﺻﻰ ﺩﺭ ﺗﻘﺴــﻴﻢ ﺷــﺪﻥ ﺣﺠﺮﺓ ﺣﻴﻮﺍﻧﻰ ﺭﻭﻝ ﺩﺍﺭﺩ ﻛﻪ ﺩﺭ‬
‫ﻓﺼﻞ ﻣﺮﺑﻮﻃﻪ ﺁﻧﺮﺍ ﻣﻄﺎﻟﻌﻪ ﺧﻮﺍﻫﻴﺪ ﻧﻤﻮﺩ‪ ،‬ﻭﻟﻰ ﺩﺭﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﺎﺕ ﻋﺎﻟﻰ ﺍﺻ ً‬
‫ﻼ‬
‫ﺍﻳﻦ ﺳــﺎﺧﺘﻤﺎﻥ ﻫﺎ ﻭﺟﻮﺩ ﻧﺪﺍﺭﺩ‪ .‬ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﻣﺨﺘﻠــﻒ ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻰ‬
‫ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻛﻪ ﻣﻬﻤﺘﺮﻳﻦ ﺁﻥ ﻛﻠﻮﺭﻭﭘﻼﺳــﺖ ﺑﻮﺩﻩ ﻛﻪ ﺩﺍﺭﺍﻯ ﻣﺎﺩﺓ ﺳﺒﺰ ﺭﻧﮓ‬
‫ﻛﻠﻮﺭﻭﻓﻴﻞ ﻣﻰ ﺑﺎﺷــﺪ ﻭ ﺩﺭ ﺳــﺎﺧﺘﻦ ﻏﺬﺍﻯ ﺣﺠﺮﻩ ﻧﺒﺎﺗﻰ ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ‬
‫ﻣﻰ ﮔﻴﺮﺩ‪ ،‬ﻛﻠﻮﺭﻭﭘﻼﺳﺖ ﺩﺭﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﺩﻳﺪﻩ ﻧﻤﻰ ﺷﻮﺩ‪.‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺍﻭﻝ‬
‫ﺭﺍﺑﺮﺕ ﻫﻮﻙ ﺑﺮﺍﻯ ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺣﺠﺮﺍﺕ ﻛﺎﺭﻙ ﺭﺍ ﺩﺭ ﺳــﺎﻝ ‪ 1665‬ﺯﻳﺮ ﻣﻴﻜﺮﻭﺳــﻜﻮپ ﻣﺸﺎﻫﺪﻩ‬
‫ﻧﻤﻮﺩ‪.‬‬
‫ﻣﻴﻜﺮﻭﺳــﻜﻮﭘﻰ ﻛﻪ ﺭﺍﺑﺮﺕ ﻫﻮﻙ ﺳﺎﺧﺖ‪ ،‬ﺧﻴﻠﻰ ﺳﺎﺩﻩ ﺑﻮﺩ‪ .‬ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻫﺎﻯ ﺍﻣﺮﻭﺯﻯ ﺑﺴﻴﺎﺭ‬
‫ﻣﻐﻠﻖ ﻭ ﺩﺍﺭﺍﻯ ﺑﺰﺭگ ﻧﻤﺎﻳﻰ ﻫﺎﻯ ﺧﻴﻠﻰ ﺑﻠﻨﺪ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺣﺠﺮﻩ ﻭﺍﺣﺪ ﺳﺎﺧﺘﻤﺎﻧﻰ ﻭ ﻭﻇﻴﻔﻮﻯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺍﺟــﺰﺍﻯ ﻋﻤــﺪﺓ ﺣﺠﺮﻩ‪ ،‬ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ ﻏﺸــﺎﻯ ﺣﺠﺮﻭﻯ )ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺑﺮﻋــﻼﻭﻩ ﺩﻳﻮﺍﺭﺣﺠﺮﻭﻯ(‪،‬‬
‫ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﻭ ﻫﺴﺘﻪ‪.‬‬
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 ‫ﺳﻮﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺍﻭﻝ‬
‫‪ -1‬ﺣﺠﺮﻩ ﺭﺍ ﺗﻌﺮﻳﻒ ﻛﻨﻴﺪ‪.‬‬
‫‪ -2‬ﻓﺮﻕ ﺑﻴﻦ ﺣﺠﺮﻩ ﻧﺒﺎﺗﻰ ﻭ ﺣﻴﻮﺍﻧﻰ ﺩﺭ ﭼﻴﺴﺖ؟‬
‫‪ -3‬ﻳﻚ ﺣﺠﺮﺓ ﻧﺒﺎﺗﻰ ﺭﺍ ﺭﺳﻢ ﻭ ﻧﺎﻣﮕﺬﺍﺭﻯ ﻛﻨﻴﺪ‪.‬‬
‫‪ -4‬ﭘﺮﻭﻛﺎﺭﻳﻮﺕ ﻭ ﻳﻮﻛﺎﺭﻳﻮﺕ ﻫﺎ ﭼﻪ ﻧﻮﻉ ﺣﺠﺮﺍﺕ ﻣﻰ ﺑﺎﺷﻨﺪ؟‬
‫‪ -5‬ﺍﺟﺰﺍﻯ ﺗﺸﻜﻴﻞ ﺩﻫﻨﺪﺓ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻛﺪﺍﻡ ﻫﺎ ﺍﻧﺪ؟‬
‫‪ -6‬ﺍﻭﻟﻴﻦ ﺑﺎﺭ ﺣﺠﺮﻩ ﺗﻮﺳﻂ ﻛﺪﺍﻡ ﺷﺨﺺ ﺩﻳﺪﻩ ﺷﺪ؟‬
‫‪ -7‬ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﺗﻨﻬﺎ ﺩﺭ ﺣﺠﺮﺍﺕ ‪ ----------‬ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪.‬‬
‫‪ -8‬ﺣﺠﺮﻩ ﻳﻮﻛﺎﺭﻳﻮﺗﺎ ‪ ------------‬ﺩﺍﺭﺩ‪.‬‬
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 ‫ﻓﺼﻞ دوم‬
‫ﺗﻨﻈﻴﻢ ﺣﺠﺮﻭﻱ‬
‫ﺩﺭ ﻓﺼﻞ ﺍﻭﻝ ﺩﺭ ﻣﻮﺭﺩ ﺣﺠﺮﻩ ﻭ ﺍﺟﺰﺍﻯ ﺩﺍﺧﻠﻰ ﺁﻥ ﺁﻣﻮﺧﺘﻴﺪ ﻭ ﻓﻬﻤﻴﺪﻳﺪ‬
‫ﻛﻪ ﻫﺮ ﺣﺠﺮﻩ ﺑﺴــﻴﺎﺭﻯ ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﻫــﺎ ﺭﺍ ﺍﺟﺮﺍ ﻣﻰ ﻛﻨﺪ‪ .‬ﻣﺜﻞ ﺗﻐﺬﻳﻪ‪،‬‬
‫ﺗﻨﻔﺲ‪ ،‬ﺗﻜﺜﺮ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺩﺭ ﻳﻚ ﺩﺭﺧﺖ‪ ،‬ﺩﺭ ﺟﺴــﻢ ﺁﻫﻮ ﻭ ﺑﺪﻥ ﺷﻤﺎ ﺗﻌﺪﺍﺩﻯ ﺯﻳﺎﺩﻯ ﺣﺠﺮﺍﺕ‬
‫ﻭﺟــﻮﺩ ﺩﺍﺭﻧــﺪ‪ .‬ﻫﺮ ﻳﻚ ﺍﺯ ﺍﻳــﻦ ﺣﺠﺮﺍﺕ ﻓﻌﺎﻟﻴﺖ ﻫــﺎﻯ ﻻﺯﻡ ﺭﺍ ﺑﺮﺍﻯ‬
‫ﺍﺩﺍﻣﺔ ﺣﻴﺎﺕ ﺧــﻮﺩ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻨﺪ‪ .‬ﺩﺭ ﻋﻴﻦ ﺣﺎﻝ ﺣﺠﺮﺍﺕ ﺑﺪﻥ ﺍﻳﻦ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻪ ﺷــﻜﻞ ﮔﺮﻭپ ﻫﺎﻯ ﻣﺨﺘﻠــﻒ ﺑﺎ ﻫﻢ ﻫﻤﻜﺎﺭﻯ ﻣﻰ‬
‫ﻛﻨﻨﺪ‪ ،‬ﺗﺎ ﺁﻧﻬﺎ ﺑﻪ ﺣﻴﺎﺕ ﺧﻮﺩ ﺍﺩﺍﻣﻪ ﺩﻫﻨﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺷــﻤﺎ ﺑﺎ ﺍﻧﻮﺍﻉ ﺣﺠﺮﺍﺕ ﺩﺭ ﺑﺪﻥ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ ﻭ ﻧﻴﺰ‬
‫ﺳﻄﻮﺡ ﺗﻨﻈﻴﻢ ﺣﺠﺮﺍﺕ ﺗﺎ ﺗﺸﻜﻴﻞ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺁﺷﻨﺎ ﻣﻰ ﺷﻮﻳﺪ‪.‬‬
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 ‫ﺳﻄﺢ ﺗﻨﻈﻴﻢ ﺩﺭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻣﻮﺟــﻮﺩﺍﺕ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻭﻯ ﺑﺮﻋﻜﺲ ﻣﻮﺟــﻮﺩﺍﺕ ﻳﻚ ﺣﺠﺮﻭﻯ ﺑﺮﺍﻯ‬
‫ﺍﻧﺠﺎﻡ ﺩﺍﺩﻥ ﻭﻇﺎﻳﻒ ﺧﻮﺩ ﺳــﻄﻮﺡ ﻋﺎﻟﻰ ﺗﻨﻈﻴﻢ )ﻧﺴﺞ‪ ،‬ﻋﻀﻮ‪ ،‬ﺳﻴﺴﺘﻢ(‬
‫ﺭﺍ ﺑﻮﺟﻮﺩ ﺁﻭﺭﺩﻩ ﺍﻧﺪ‪ ،‬ﻛﻪ ﻫﺮ ﻳﻚ ﻭﻇﺎﻳﻒ ﺧﺎﺻﻰ ﺭﺍ ﺍﺟﺮﺍ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺍﻧﺴﺎﺝ‪:‬‬
‫ﺍﺷﻜﺎﻝ ﻣﺨﺘﻠﻒ ﺍﺯ ﺍﻧﺴــﺎﺝ ﻧﺒﺎﺗﻰ ﻭ ﺍﻧﺴﺎﺝ ﺣﻴﻮﺍﻧﻰ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪ .‬ﻃﻮﺭﻯ‬
‫ﻼ ﻣﺘﺬﻛﺮ ﺷــﺪﻳﻢ ﺗﻤﺎﻡ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﺯ ﻳﻚ ﻳﺎ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻩ‬ ‫ﻛﻪ ﻗﺒ ً‬
‫ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪ .‬ﻣﺠﻤﻮﻉ ﺣﺠﺮﺍﺕ ﻣﺸﺎﺑﻪ ﻛﻪ ﻳﻚ ﻭﻇﻴﻔﻪ ﻣﺸﺨﺺ ﺭﺍ‬
‫ﺍﺟﺮﺍ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﻧﺴــﺞ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷــﻮﺩ‪ .‬ﻫﺮ ﻧﺴﺞ ﻣﺮﻛﺐ ﺍﺯ ﺣﺠﺮﺍﺗﻰ‬
‫ﺍﺳﺖ ﻛﻪ ﺩﺍﺭﺍﻯ ﺟﺴﺎﻣﺖ ﻭ ﺷﻜﻞ ﺧﺎﺹ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺍﻧﺴﺎﺝ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ‬
‫ﻳﻌﻨﻰ ﺍﻧﺴﺎﺝ ﻧﺒﺎﺗﻰ ﻭ ﺍﻧﺴﺎﺝ ﺣﻴﻮﺍﻧﻰ ﺗﻘﺴﻴﻢ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﺍﻧﺴﺎﺝ ﻧﺒﺎﺗﻰ‬
‫ﻫﻤــﺎﻥ ﻃﻮﺭﻯ ﻛﻪ ﺍﺯ ﻧﺎﻡ ﺍﻳﻦ ﺍﻧﺴــﺎﺝ ﻣﻌﻠﻮﻡ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﺍﻳﻦ ﺍﻧﺴــﺎﺝ ﺩﺭ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻧﺒﺎﺗﺎﺕ ﺭﻭﻝ ﺍﺳﺎﺳﻰ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﺍﻧﺴــﺎﺝ ﻧﻈﺮ ﺑﻪ ﻣﻮﻗﻌﻴﺖ ﻭ ﻭﻇﻴﻔﻪ ﺑﻪ ﺩﺳــﺘﻪ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺗﻘﺴــﻴﻢ‬
‫ﺷــﺪﻩ ﺍﻧﺪ‪ .‬ﺍﻧﺴﺎﺝ ﺑﺸــﺮﻭﻯ )‪ ،(Epidermis‬ﺍﻧﺴﺎﺝ ﺍﺳﺎﺳﻰ )‪Ground‬‬
‫‪ (tissues‬ﻭ ﺍﻧﺴﺎﺝ ﻭ ﻋﺎﻳﻰ ﻳﺎ ﺍﻧﺘﻘﺎﻟﻰ )‪.(Vascular tissues‬‬
‫ﺍﻧﺴﺎﺝ ﻭﻋﺎﻳﻰ‬
‫ﺍﻧﺴﺎﺝ ﺍﺳﺎﺳﻰ‬
‫ﺍﻧﺴﺎﺝ ﺑﺸﺮﻭﻯ‬
‫ﺏ( ﺭﻳﺸﻪ‬ ‫ﺍﻟﻒ( ﺳﺎﻗﻪ‬
‫ﺷﻜﻞ )‪ (2-1‬ﻣﻘﺎﻳﺴﻪ ﻣﻘﻄﻊ ﺳﺎﻗﻪ ﻭ ﺭﻳﺸﻪ‬
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 ‫‪ -1‬ﺍﻧﺴـﺎﺝ ﺑﺸﺮﻭﻯ ﻳﺎ ﺍﭘﻰ ﺩﺭﻣﺲ‪ :‬ﺍﻧﺴﺎﺝ ﻣﺤﺎﻓﻈﻮﻯ ﻫﺴﺘﻨﺪ ﻛﻪ ﺩﺭ‬
‫ﺳــﻄﺢ ﺧﺎﺭﺟﻰ ﺍﻋﻀﺎﻯ ﻧﺒﺎﺗﻰ ﻣﺎﻧﻨﺪ ﺑﺮگ ﻫﺎ ﻭ ﺳﺎﻗﻪ ﻫﺎ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ ﻭ ﺍﺯ‬
‫ﻋﻮﺍﻣﻞ ﻭ ﺧﻄﺮﺍﺕ ﺧﺎﺭﺟﻰ ﺁﻧﻬﺎ ﺭﺍ ﺣﻔﺎﻇﺖ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫‪ -2‬ﺍﻧﺴﺎﺝ ﺍﺳﺎﺳﻰ ‪ :‬ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ‪:‬‬
‫‪ -‬ﺍﻧﺴﺎﺝ ﭘﺎﺭﺍﻧﺸﻴﻤﺎ )‪ :(Parenchyma‬ﺍﻧﺴﺎﺝ ﭘﺎﺭﺍﻧﺸﻴﻤﺎ ﺩﺭ ﻗﺴﻤﺖ‬
‫ﺍﻋﻀﺎﻯ ﺩﺍﺧﻠﻰ ﻧﺒﺎﺗﺎﺕ ﻭﺟﻮﺩ ﺩﺍﺷــﺘﻪ ﻭ ﺍﺯ ﺍﻧﺴﺎﺝ ﺍﺻﻠﻰ ﻭ ﻓﻌﺎﻝ ﻧﺒﺎﺗﺎﺕ ﺑﻪ‬
‫ﺷﻤﺎﺭ ﻣﻰ ﺭﻭﻧﺪ‪ .‬ﺣﺠﺮﺍﺗﻰ ﻛﻪ ﻧﺴﺞ ﭘﺎﺭﺍﻧﺸﻴﻤﺎ ﺭﺍ ﻣﻰ ﺳﺎﺯﻧﺪ ﺩﻳﻮﺍﺭ ﺳﻠﻮﻟﻮﺯﻯ‬
‫ﻭ ﺑﺴﻴﺎﺭ ﻧﺎﺯﻙ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻧﺴﺎﺝ ﭘﺎﺭﺍﻧﺸﻴﻤﺎﻳﻰ ﺩﺭ ﻫﻤﻪ ﻗﺴﻤﺖ ﻫﺎﻯ ﻧﺒﺎﺕ ﺩﻳﺪﻩ‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ -‬ﺍﻧﺴﺎﺝ ﻛﻮﻟﻨﺸﻴﻤﺎ )‪ :(Collenchyma‬ﺣﺠﺮﺍﺕ ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﻣﺸﺎﺑﻪ‬
‫ﺣﺠﺮﺍﺕ ﭘﺎﺭﺍﻧﺸﻴﻤﺎ ﺑﻮﺩﻩ‪ ،‬ﺍﻣﺎ ﺩﻳﻮﺍﺭ ﺣﺠﺮﻭﻯ ﺁﻧﻬﺎ ﺿﺨﻴﻤﺘﺮ ﻣﻰ ﺑﺎﺷﺪ‪ ،‬ﻛﻪ‬
‫ﻗﺴــﻤﺖ ﻫﺎﻯ ﻧﻤﻮﻳﻰ ﻭ ﺟﻮﺍﻥ ﻧﺒﺎﺕ ﺭﺍ ﺗﻘﻮﻳــﺖ ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﺁﻧﻬﺎ ﻗﺎﺑﻠﻴﺖ‬
‫ﺍﻧﻌﻄﺎﻑ ﭘﺬﻳﺮﻯ ﻣﻰ ﺩﻫﺪ‪.‬‬
‫‪ -‬ﺍﻧﺴـﺎﺝ ﺳﻜﻠﺮﻧﺸـﻴﻤﺎ )‪ :(Sclerenchyma‬ﺍﻧﺴﺎﺝ ﺳﻜﻠﺮﻧﺸﻴﻤﺎ‬
‫ﺳــﺨﺖ ﻭ ﺑﺴــﻴﺎﺭ ﻣﺤﻜﻢ ﺍﻧﺪ‪ .‬ﺟﺪﺍﺭ ﺣﺠﺮﺍﺕ ﺍﻳﻦ ﺍﻧﺴــﺎﺝ ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ‬
‫ﺿﺨﻴﻢ ﻣﻰ ﺷﻮﺩ ﻭ ﺣﺠﺮﻩ ﻣﻰ ﻣﻴﺮﺩ‪ .‬ﭘﻮﺵ ﺩﺍﻧﻪ ﻫﺎﻯ ﻟﻮﺑﻴﺎ‪ ،‬ﺫﺭﺍﺕ ﺳﺨﺖ‬
‫ﺩﺭ ﮔﻮﺷﺖ ﻣﻴﻮﻩ ﻧﺎﻙ ﻭ ﭘﻮﺳﺖ ﺳﺨﺖ ﭼﺎﺭﻣﻐﺰ ﺍﺯ ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﻣﻰ ﺑﺎﺷﻨﺪ‪،‬‬
‫ﻛﻪ ﺑﺎﻋﺚ ﺳﺨﺘﻰ ﺁﻧﻬﺎ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫‪ -3‬ﺍﻧﺴـﺎﺝ ﻭﻋﺎﻳﻰ)ﺍﻧﺴـﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ(‪ :‬ﻋﺒﺎﺭﺕ ﺍﺯ ﺯﺍﻳﻠﻢ )‪ (Xylem‬ﻭ‬
‫ﻓﻠﻮﻳﻢ )‪ (Phloem‬ﺍﻧﺪ‪ .‬ﻛﻪ ﺯﺍﻳﻠﻢ ﺁﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ ﺭﺍ ﺍﺯ ﺭﻳﺸﻪ ﺑﻪ ﺳﺎﻗﻪ‬
‫ﻭ ﺑــﺮگ ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﺩﻫﺪ‪ ،‬ﺩﺭ ﺣﺎﻟﻴﻜﻪ ﻓﻠﻮﻳﻢ ﺷــﻴﺮﺓ ﭘﺨﺘﻪ ﺭﺍ ﺍﺯ ﺑﺮگ ﺑﻪ‬
‫ﻗﺴﻤﺖ ﻫﺎﻯ ﺩﻳﮕﺮ ﻧﺒﺎﺕ ﻣﻰ ﺭﺳﺎﻧﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳﻚ ﺩﺍﻧﺔ ﻟﻮﺑﻴﺎ ﺭﺍ ﻛﺎﺷﺘﻪ ﻭ ﺑﻌﺪ ﺍﺯ ﻧﻤﻮ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﭘﻞ ﺭﻳﺶ ﻣﻘﻄﻊ ﺑﺴﻴﺎﺭ ﻧﺎﺯﻙ ﺍﺯ ﺭﻳﺸﻪ‪ ،‬ﺳﺎﻗﻪ ﻭ ﺑﺮگ ﺁﻥ ﺗﻬﻴﻪ‬
‫ﻛﻨﻴﺪ‪ .‬ﻣﻘﻄﻊ ﺭﺍ ﺑﺎﻻﻯ ﺳﻼﻳﺪ ﮔﺬﺍﺷﺘﻪ ﻭ ﻳﻚ ﻗﻄﺮﻩ ﺁﺏ ﺭﺍ ﺑﻪ ﺁﻥ ﻋﻼﻭﻩ ﻛﻨﻴﺪ ﻭ ﺑﺎﻻﻯ ﺁﻥ ﻛﻮﺭﺳﻼﻳﺪ ﮔﺬﺍﺷﺘﻪ ﺳﭙﺲ‬
‫ﺳﻼﻳﺪ ﻫﺎﻯ ﺗﻬﻴﻪ ﺷﺪﻩ ﺭﺍ ﺗﺤﺖ ﻗﻮﻩ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺸﺎﻫﺪﻩ ﻧﻤﻮﺩﻩ ﻭ ﺍﻧﺴﺎﺝ ﻧﺒﺎﺗﻰ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻳﺘﺎﻥ‬
‫ﺭﺳﻢ ﻭ ﻧﺎﻣﮕﺬﺍﺭﻯ ﻧﻤﺎﻳﻴﺪ‪.‬‬
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 ‫ﺍﻧﺴﺎﺝ ﺣﻴﻮﺍﻧﻰ‬
‫ﺍﻧﺴﺎﺟﻰ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺳﺎﺧﺘﻤﺎﻥ ﺑﺪﻥ ﺣﻴﻮﺍﻧﺎﺕ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﺍﻧﺴﺎﺝ ﭼﻨﺪ ﻃﺒﻘﻪ ﺍﻯ‬ ‫ﺍﻧﺴﺎﺝ ﺣﻴﻮﺍﻧﻰ ﺑﻪ ﭼﻬﺎﺭ ﺩﺳﺘﺔ ﺫﻳﻞ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺍﻧﺪ‪:‬‬
‫‪ -1‬ﺍﻧﺴـﺎﺝ ﺑﺸـﺮﻭﻯ )‪ :(Epithelial tissues‬ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﺳﻄﺢ‬
‫ﺧﺎﺭﺟﻰ ﺟﻠﺪ ﻭ ﺳــﻄﺢ ﺩﺍﺧﻠــﻰ ﺭﮔﻬﺎﻯ ﺧﻮﻥ‪ ،‬ﻛﺎﻧــﺎﻝ ﻫﺎﺿﻤﻪ )ﻣﺮﻯ‬
‫ﻣﻌﺪﻩ ﻭﺭﻭﺩﻩ ﻫﺎ( ﻭﻛﺎﻧﺎﻝ ﺍﻃﺮﺍﺣﻴﻪ )ﻧﻞ ﺍﺩﺭﺍﺭ ﻭ ﻏﻴﺮﻩ( ﺭﺍ ﭘﻮﺷﺎﻧﻴﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﻣﺜﺎﻝ ﻫﺎﻳﻰ ﺍﺯ ﻭﻇﺎﻳﻒ ﺍﻧﺴــﺎﺝ ﺑﺸﺮﻭﻯ ﻣﺤﺎﻓﻈﺖ ﺍﻋﻀﺎﻯ ﺩﺍﺧﻠﻰ ﺑﺪﻥ ﻭ‬
‫ﺩﻓﻊ ﻣﻮﺍﺩ ﻓﺎﺿﻠﻪ ﺑﻪ ﺷﻜﻞ ﺍﺩﺭﺍﺭ ﻭ ﻋﺮﻕ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺍﻧﺴﺎﺝ ﺑﺸﺮﻭﻯ ﺍﺯ ﻳﻚ‬
‫ﻳﺎ ﭼﻨﺪﻳﻦ ﻃﺒﻘﻪ ﺣﺠﺮﺍﺕ ﺗﺸﻜﻴﻞ ﮔﺮﺩﻳﺪﻩ ﺍﺳﺖ‪.‬‬
‫‪ -2‬ﺍﻧﺴـﺎﺝ ﻋﻀﻼﺗـﻰ )‪ :(Muscular tissues‬ﺍﻳــﻦ ﺍﻧﺴــﺎﺝ ﺍﺯ‬
‫ﺣﺠﺮﺍﺕ ﻃﻮﻳﻞ ﺍﺳــﺘﻮﺍﻧﻪ ﺍﻯ ﻭ ﻳﺎ ﺩﻭﻙ ﻣﺎﻧﻨﺪ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﻭ ﺑﺼﻮﺭﺕ‬
‫ﻋﻤﻮﻡ ﺳــﻪ ﻧﻮﻉ ﺍﻧﺪ‪ :‬ﺍﻧﺴﺎﺝ ﻋﻀﻼﺗﻰ ﻟﺸﻢ‪ ،‬ﺍﻧﺴــﺎﺝ ﻋﻀﻼﺗﻰ ﻣﺨﻄﻂ ﻭ‬
‫ﺍﻧﺴــﺎﺝ ﻋﻀﻼﺗﻰ ﻗﻠﺐ‪ .‬ﺷﻜﻞ )‪ (2-3‬ﺍﻧﻮﺍﻉ ﺍﻧﺴﺎﺝ ﻋﻀﻼﺗﻰ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ‬
‫ﺩﻫﺪ‪.‬‬
‫ﺍﻧﺴﺎﺝ ﻳﻚ ﻃﺒﻘﻪ ﺍﻯ‬
‫ﺷﻜﻞ)‪ (2-2‬ﺍﻧﻮﺍﻉ ﺍﻧﺴﺎﺝ ﺑﺸﺮﻭﻯ‬
‫ﻧﺴﺞ ﻋﻀﻠﻰ ﻗﻠﺐ‬
‫ﻧﺴﺞ ﻋﻀﻠﻰ ﻣﺨﻄﻂ‬
‫ﺷﻜﻞ )‪ (2-3‬ﺍﻧﻮﺍﻉ ﺍﻧﺴﺎﺝ ﻋﻀﻼﺗﻰ‬ ‫ﻧﺴﺞ ﻋﻀﻠﻰ ﻟﺸﻢ‬
‫ﻋﻀﻠﻪ‬ ‫ﻧﺴﺞ ﺍﺭﺗﺒﺎﻃﻰ‬
‫‪ -3‬ﺍﻧﺴﺎﺝ ﺍﺭﺗﺒﺎﻃﻰ )‪ :(Connective tissues‬ﻭﻇﻴﻔﺔ ﺍﺻﻠﻰ‬
‫ﺍﻳﻦ ﺍﻧﺴــﺎﺝ ﺑﺮﻗﺮﺍﺭ ﻧﻤﻮﺩﻥ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﺍﻧﺴــﺎﺝ ﺩﻳﮕﺮ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﻫﺎ‬
‫ﺍﻧــﻮﺍﻉ ﺯﻳﺎﺩ ﺩﺍﺭﻧﺪ‪ ،‬ﻳﻚ ﻭﻇﻴﻔﺔ ﺍﻧﺴــﺎﺝ ﺍﺭﺗﺒﺎﻃﻰ ﻭﺻﻞ ﻧﻤﻮﺩﻥ ﺟﻠﺪ‬
‫ﺍﺳﺘﺨﻮﺍﻥ‬
‫ﺑﻪ ﻋﻀﻠﻪ ﻭ ﻋﻀﻠﻪ ﺑﻪ ﺍﺳــﺘﺨﻮﺍﻧﻬﺎ ﻭ ﻳﺎ ﻏﻀﺮﻭﻓﻬﺎ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻏﻀﺮﻭﻑ‬
‫ﺷﻜﻞ )‪ (2-4‬ﺍﻧﺴﺎﺝ ﺍﺭﺗﺒﺎﻃﻰ‬
‫ﻋﻀﻼﺕ ﺑﺎ ﺍﺳﺘﺨﻮﺍﻧﻬﺎ‬ ‫ﺍﺳﺘﺨﻮﺍﻥ ﻭ ﺧﻮﻥ‪ ،‬ﺍﻧﺴﺎﺝ ﺍﺭﺗﺒﺎﻃﻰ ﺍﻧﺪ‪.‬‬
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 ‫‪ -4‬ﺍﻧﺴﺎﺝ ﻋﺼﺒﻲ )‪ :(Nervous tissues‬ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﺍﺯ ﺣﺠﺮﺍﺕ‬
‫ﺧﺎﺻﻰ ﺑﻨﺎﻡ ﻧﻴﻮﺭﻭﻥ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ ،‬ﻛﻪ ﻭﻇﻴﻔﻪ ﺍﻧﺘﻘﺎﻝ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺭﺍ ﺍﺯ ﻣﺤﻴﻂ ﺑﻪ ﺩﻣﺎﻍ ﻭ ﺑﺮﻋﻜﺲ ﺁﻥ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻧﺴــﺎﺝ ﻋﺼﺒﻰ‬
‫ﺑﻴﻦ ﺳﻴﺴﺘﻢ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺍﻧﺴﺎﻥ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺍﺭﺗﺒﺎﻁ ﻭ ﻫﻤﺎﻫﻨﮕﻰ‬
‫ﺑﺮﻗﺮﺍﺭ ﻣﻰ ﻛﻨﺪ‪ .‬ﻧﺴــﺞ ﻋﺼﺒﻰ ﺑﺮﺍﻯ ﻣﺎ ﺗﻮﺍﻥ ﻓﻜﺮ ﻛﺮﺩﻥ ﻭ ﻳﺎﺩ ﮔﺮﻓﺘﻦ‬
‫ﺭﺍ ﻣﻰ ﺩﻫﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‪:‬‬
‫ﺳﻼﻳﺪ ﻫﺎﻯ ﺗﻬﻴﻪ ﺷﺪﺓ ﺍﻧﺴﺎﺝ ﻋﻀﻼﺕ‪ ،‬ﺍﺳﺘﺨﻮﺍﻥ ﻭﺧﻮﻥ ﺭﺍ ﺗﺤﺖ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻭ ﺁﻥ ﻫﺎ ﺭﺍ‬
‫ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺧﻮﺩ ﺭﺳﻢ ﻭ ﻧﺎﻣﮕﺬﺍﺭﻯ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﻧﺴﺎﺝ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﻳﻜﺠﺎ ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ‬
‫ﺳــﺎﺧﺘﻤﺎﻧﻰ ﻛﻪ ﺩﺭ ﺁﻥ ﺩﻭ ﻳﺎ ﺯﻳﺎﺩﺗﺮ ﺍﺯ ﺍﻧﻮﺍﻉ ﺍﻧﺴــﺎﺝ ﺑﺎ ﻫﻢ‪ ،‬ﻳﻜﺠﺎ ﻛﺎﺭ‬
‫ﻧﻤﻮﺩﻩ ﻭ ﻳﻚ ﻭﻇﻴﻔﺔ ﻣﻌﻴﻦ ﻭ ﻣﺸﺨﺺ ﺭﺍ ﺍﺟﺮﺍ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ ،‬ﺑﻨﺎﻡ ﻋﻀﻮ‬
‫ﻳﺎﺩ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺑﻄﻮﺭ ﻣﺜﺎﻝ ﻗﻠﺐ ﺷــﻤﺎ ﻳﻚ ﻋﻀﻮ ﺍﺳــﺖ ﻛﻪ ﺍﺯ ﺍﻧﺴــﺎﺝ‬
‫ﻋﻀﻼﺕ ﻗﻠﺒﻰ‪ ،‬ﺍﻧﺴــﺎﺝ ﺍﺭﺗﺒﺎﻃﻰ ﻭ ﻋﺼﺒﻰ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺍﺧﻞ‬
‫ﻗﻠﺐ ﺭﺍ ﻧﺴﺞ ﺑﺸﺮﻭﻯ ﭘﻮﺷﺎﻧﻴﺪﻩ ﺍﺳﺖ‪ .‬ﺗﻤﺎﻡ ﺍﻳﻦ ﺍﻧﺴﺎﺝ ﻳﻜﺠﺎ ﻛﺎﺭ ﻧﻤﻮﺩﻩ‬
‫ﻭ ﻭﻇﻴﻔﺔ ﻣﻬﻢ ﭘﻤــﭗ ﻧﻤﻮﺩﻥ ﺧﻮﻥ ﺭﺍ ﺍﺟﺮﺍ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻳﻚ ﻋﻀﻮ ﺩﻳﮕﺮ‬
‫ﻣﻌﺪﻩ ﺍﺳــﺖ ﻛﻪ ﺍﺯ ﺍﻗﺴــﺎﻡ ﻣﺨﺘﻠﻒ ﺍﻧﺴﺎﺝ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻧﺴﺎﺝ‬
‫ﻋﻀﻼﺗــﻰ ﺑﺮﺍﻯ ﺣﺮﻛﺖ ﻏــﺬﺍ ﺩﺭ ﻣﻌﺪﻩ ﻣﻬﻢ ﺍﻧﺪ‪ .‬ﺍﻧﺴــﺎﺝ ﺧﺎﺻﻰ ﻣﻮﺍﺩ‬
‫ﻛﻴﻤﻴﺎﻭﻯ ﺭﺍ ﻣﻰ ﺳﺎﺯﻧﺪ‪ ،‬ﻛﻪ ﺩﺭ ﻫﻀﻢ ﻏﺬﺍ ﻛﻤﻚ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻫﻢ ﭼﻨﺎﻥ‬
‫ﺟﮕﺮ ﻳﻚ ﻋﻀﻮ ﺍﺳــﺖ ﻛﻪ ﺍﺯ ﺍﻧﺴﺎﺝ ﻣﺨﺘﻠﻒ ﺳــﺎﺧﺘﻪ ﺷﺪﻩ ﻭ ﺑﺴﻴﺎﺭﻯ‬
‫ﺍﺯ ﺗﻌﺎﻣــﻼﺕ ﺣﻴﺎﺗﻰ ﺩﺭ ﺁﻥ ﺻــﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ ،‬ﻛﻪ ﺑﻨﺎﻡ ﻓﺎﺑﺮﻳﻜﻪ ﻭﺟﻮﺩ‬
‫ﻫﻢ ﻳﺎﺩ ﻣﻰ ﺷــﻮﺩ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻫﻢ ﺍﻧﺴــﺎﺝ ﻣﺨﺘﻠﻔﻰ ﺩﺍﺭﻧﺪ ﻛﻪ ﺑﺎ ﻫﻢ ﺩﻳﮕﺮ‬
‫ﺑﻪ ﻗﺴــﻢ ﻳﻚ ﻋﻀﻮ ﻋﻤﻞ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺑﺮگ ﻳﻚ ﻋﻀﻮ ﻧﺒﺎﺕ ﺍﺳــﺖ ﻛﻪ‬
‫ﺩﺭ ﺁﻥ ﺍﻧﺴﺎﺝ ﺍﭘﻰ ﺩﺭﻣﺲ ﻭﻇﻴﻔﻪ ﻣﺤﺎﻓﻈﺖ‪ ،‬ﺍﻧﺴﺎﺝ ﭘﺎﺭﺍﻧﺸﻴﻤﻰ ﻭﻇﻴﻔﻪ‬
‫ﻏﺬﺍ ﺳﺎﺯﻯ ﻭ ﺍﻧﺴﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ ﺑﺮﺍﻯ ﺍﻧﺘﻘﺎﻝ ﺁﺏ ﻭ ﺷﻴﺮﻩ ﭘﺨﺘﻪ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ‬
‫ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
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 ‫ﻧﺴﺞ‬
‫ﺍﻋﻀﺎ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ‬
‫ﮔﺮﻭﭘﻰ ﺍﺯ ﺍﻋﻀﺎ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻧﻤﻮﺩﻩ ﻭ ﺳﻴﺴـﺘﻢ ﺭﺍ‬
‫ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﺩ‪ .‬ﻫﺮ ﺳﻴﺴﺘﻢ ﻳﻚ ﻭﻇﻴﻔﻪ ﺧﺎﺹ ﺭﺍ ﺩﺭ‬
‫ﻭﺟﻮﺩ ﺍﺟﺮﺍ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﺑﻄﻮﺭ ﻣﺜﺎﻝ ﺳﻴﺴﺘﻢ ﻫﺎﺿﻤﻪ ﻛﻪ‬
‫ﺍﺯ ﭼﻨــﺪ ﻋﻀﻮ ﻣﺜﻞ ﺩﻫﻦ‪ ،‬ﻣﺮﻯ‪ ،‬ﻣﻌــﺪﻩ‪ ،‬ﺭﻭﺩﻩ ﻭ ﻏﻴﺮﻩ‬
‫ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻳﺎ ﺍﺭﮔﺎﻧﻴﺰﻡ‬ ‫ﺷــﻜﻞ )‪ (2-5‬ﺳﻄﻮﺡ‬
‫ﻣﺨﺘﻠﻒ ﺗﻨﻈﻴﻢ ﺣﺠﺮﻭﻯ‬
‫ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﻭﻇﻴﻔﺔ ﺗﺒﺪﻳﻞ ﻛﺮﺩﻥ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ‬
‫ﺭﺍ ﺑــﻪ ﭘﺎﺭﭼﻪ ﻫﺎﻯ ﻛﻮﭼﻚ ﺟﻬﺖ ﻫﻀﻢ ﻧﻤﻮﺩﻥ ﺑﻌﻬﺪﻩ ﺩﺍﺭﻧﺪ‪ ،‬ﺗﺎ ﻗﺴــﻤﺘﻬﺎﻯ‬
‫ﻣﺨﺘﻠــﻒ ﺑﺪﻥ ﺑﺮﺍﻯ ﺣﺼﻮﻝ ﺍﻧﺮژﻯ ﻭ ﻣﺎﺩﻩ ﺍﺯ ﺁﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻛﺮﺩﻩ ﺑﺘﻮﺍﻧﺪ‪ .‬ﺩﺭ‬
‫ﻳﻚ ﺳﻴﺴﺘﻢ ﻫﺮ ﻋﻀﻮ ﻭﻇﻴﻔﻪ ﺟﺪﺍﮔﺎﻧﻪ ﺩﺍﺭﺩ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻫﻢ ﺩﺍﺭﺍﻯ ﺳﻴﺴﺘﻢ ﻫﺎﻯ‬
‫ﻣﺨﺘﻠﻒ ﻣﻰ ﺑﺎﺷــﻨﺪ؛ ﻣﺜﻞ ﺳﻴﺴﺘﻢ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﻛﻪ ﺍﻋﻀﺎﻯ ﺁﻥ ﺷﺎﻣﻞ ﺭﻳﺸﻪ‬
‫ﺳﺎﻗﻪ ﻭ ﺑﺮگ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺳــﻄﻮﺡ ﻣﺨﺘﻠﻒ ﺗﻨﻈﻴﻢ ﺣﺠﺮﺍﺕ ﺑﺮﺍﻯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﭼﻪ ﻓﻮﺍﻳﺪ ﺭﺍ ﺑﻪ ﻫﻤﺮﺍﻩ ﺧﻮﺩ ﺩﺍﺭﺩ؟ ﻫﺮ ﺷــﺎﮔﺮﺩ‬
‫ﻋﻠﺖ ﻫﺎ ﺭﺍ ﻳﺎﻓﺘﻪ ﺩﺭ ﺻﻨﻒ ﺭﻭﻯ ﺁﻥ ﺑﺤﺚ ﻛﻨﺪ‪.‬‬
‫ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ )‪(Organism‬‬
‫ﻃﻮﺭﻯ ﻛﻪ ﺩﺭ ﺑﺎﻻ ﺫﻛﺮ ﻧﻤﻮﺩﻳﻢ ﺣﺠﺮﺍﺕ ﺩﺭ ﺳــﻄﻮﺡ ﺑﻠﻨﺪﺗﺮ ﺳﺎﺧﺘﻤﺎﻧﻰ‬
‫ﺗﻨﻈﻴﻢ ﺷﺪﻩ ﺍﻧﺪ ﻛﻪ ﺑﺼﻮﺭﺕ ﻣﺸﺘﺮﻙ ﺑﺮﺍﻯ ﺑﻘﺎﻯ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺑﺎ ﻫﻢ ﻛﺎﺭ‬
‫ﻣــﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﺑﻄﻮﺭ ﻣﺜﺎﻝ ﺍﮔــﺮ ﺣﺠﺮﺍﺗﻰ ﺭﺍ ﻛﻪ ﺩﺭ ﺩﻫﻦ ﻣﺎ ﻣﻮﺟﻮﺩ ﺍﻧﺪ ﺩﺭ‬
‫ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪ ،‬ﺍﻳﻦ ﺣﺠﺮﺍﺕ ﺍﻧﺴﺎﺝ ﻣﺨﺘﻠﻒ ﺭﺍ ﺳﺎﺧﺘﻪ ﺍﻧﺪ ﻭ ﺍﻧﺴﺎﺝ ﻣﺠﻤﻮﻋﺎً‬
‫ﺳﻴﺴﺘﻢ ﺟﺮﻳﺎﻥ ﺧﻮﻥ‬
‫ﻳــﻚ ﻋﻀﻮ ﺭﺍ ﺑﻮﺟﻮﺩ ﻣــﻰ ﺁﻭﺭﺩ ﻛﻪ ﻣﺎ ﺁﻧﺮﺍ ﺩﻫﻦ ﻣﻰ ﻧﺎﻣﻴﻢ‪.‬‬
‫ﺩﻫﻦ ﺑﺎ ﺍﻋﻀﺎﻯ ﺩﻳﮕﺮﻯ ﻣﺜﻞ ﻣﻌﺪﻩ ﻭ ﺭﻭﺩﻩ ﻫﺎ ﻳﻚ ﺳﻴﺴﺘﻢ‬
‫ﻫﻀﻤﻰ ﺭﺍ ﺗﺸــﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ .‬ﺍﻣﺎ ﺍﻳﻦ ﺳﻴﺴﺘﻢ ﺑﺪﻭﻥ ﻛﻤﻚ‬
‫ﺳﻴﺴﺘﻢ ﻫﺎﻯ ﺩﻳﮕﺮ ﻣﺜﻞ ﺳﻴﺴﺘﻢ ﺗﻨﻔﺴﻰ ﻭ ﺳﻴﺴﺘﻢ ﺩﻭﺭﺍﻥ‬
‫ﺧــﻮﻥ ﻧﻤﻰ ﺗﻮﺍﻧــﺪ ﻭﻇﺎﻳﻒ ﺧﻮﺩ ﺭﺍ ﭘﻴﺶ ﺑﺒــﺮﺩ‪ .‬ﻭﻗﺘﻰ ﻛﻪ‬
‫ﺗﻤﺎﻡ ﺳﻴﺴﺘﻢ ﻫﺎ ﻳﻜﺠﺎ ﻛﺎﺭ ﻛﻨﻨﺪ ﺯﻧﺪﻩ ﻣﺎﻧﺪﻥ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ‬
‫ﺭﺍ ﻣﻤﻜﻦ ﻣﻰ ﺳــﺎﺯﺩ ﻭﻟﻰ ﺍﮔﺮ ﻳﻜﻰ ﺍﺯ ﺍﻳﻦ ﺳﻴﺴــﺘﻢ ﻫﺎ ﻛﺎﺭ‬
‫ﻧﻜﻨﺪ‪ ،‬ﺳﻴﺴﺘﻢ ﻫﺎﻯ ﺩﻳﮕﺮ ﻫﻢ ﻭﻇﺎﻳﻒ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﭘﻴﺶ ﺑﺮﺩﻩ‬
‫ﺳﻴﺴﺘﻢ ﺍﻃﺮﺍﺣﻴﻪ‬ ‫ﺳﻴﺴﺘﻢ ﻫﺎﺿﻤﻪ‬ ‫ﻧﻤﻰ ﺗﻮﺍﻧﻨﺪ ﻭ ﺩﻳﺮ ﻳﺎ ﺯﻭﺩ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﻣﻰ ﻣﻴﺮﺩ‪.‬‬
‫ﺷﻜﻞ )‪ (2-6‬ﺳﻴﺴﺘﻤﻬﺎﻯ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺍﻧﺴﺎﻥ‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺩﻭﻡ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻭﻯ ﺍﺯ ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩ ﺣﺠﺮﺍﺕ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﺣﺠﺮﺍﺕ ﻣﺸﺎﺑﻪ ﻛﻪ ﺑﺎ ﻫﻢ ﻳﻚ ﻭﻇﻴﻔﻪ ﻣﺸﺨﺺ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻨﺪ ﻧﺴﺞ ﻧﺎﻣﻴﺪﻩ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﺍﻧﺴﺎﺝ ﻣﺨﺘﻠﻒ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻛﺮﺩﻩ ﻭ ﻳﻚ ﻋﻀﻮ ﺭﺍ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﮔﺮﻭﭘﻰ ﺍﺯ ﺍﻋﻀﺎ ﻛﻪ ﺑﺮﺍﻯ ﺍﻧﺠﺎﻡ ﻳﻚ ﻭﻇﻴﻔﻪ ﻳﻜﺠﺎ ﻛﺎﺭ ﻣﻰ ﻛﻨﻨﺪ ﺳﻴﺴﺘﻢ ﺭﺍ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﭼﻨﺪ ﺳﻴﺴﺘﻢ ﺑﺎﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻛﺮﺩﻩ‪ ،‬ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺭﺍ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﺗﻨﻈﻴﻢ ﻳﻚ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺭﺍ ﻣﻰ ﺗﻮﺍﻥ ﺑﺼﻮﺭﺕ ﺧﻼﺻﻪ ﻃﻮﺭ ﺫﻳﻞ ﺍﺭﺍﺋﻪ ﻛﺮﺩ‪:‬‬
‫ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ‬ ‫ﺳﻴﺴﺘﻢ ﻫﺎ‬ ‫ﺍﻋﻀﺎ‬ ‫ﺍﻧﺴﺎﺝ‬ ‫ﺣﺠﺮﺍﺕ‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺩﻭﻡ‬
‫‪ -1‬ﻋﻀﻮ ﺭﺍ ﺗﻌﺮﻳﻒ ﻛﺮﺩﻩ ﻳﻚ ﻣﺜﺎﻝ ﺑﮕﻮﻳﻴﺪ‪.‬‬
‫‪ -2‬ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﻳﻚ ﺣﺠﺮﻭﻯ ﺑﺎ ﭼﻨﺪﻳﻦ ﺣﺠﺮﻭﻯ ﭼﻪ ﺗﻔﺎﻭﺕ ﻫﺎﻱ ﺩﺍﺭﻧﺪ؟‬
‫‪ -3‬ﻧﺴﺞ ﺭﺍ ﺗﻌﺮﻳﻒ ﻧﻤﻮﺩﻩ‪ ،‬ﺍﻧﺴﺎﺝ ﻧﺒﺎﺗﻰ ﻭ ﺣﻴﻮﺍﻧﻰ ﺭﺍ ﺻﺮﻑ ﻧﺎﻡ ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﻴﺪ‪.‬‬
‫‪ ............... -4‬ﻳﻚ ﻣﻮﺟﻮﺩ ﻳﻚ ﺣﺠﺮﻭﻯ ﺍﺳﺖ‪.‬‬
‫ﺝ( ﺑﺎﻛﺘﺮﻳﺎ‬ ‫ﺏ( ﻣﻮﺵ‬ ‫ﺍﻟﻒ( ﺩﺭﺧﺖ‬
‫‪ -5‬ﮔﺮﻭﭘﻰ ﺍﺯ ﺍﻋﻀﺎ ﺑﺎ ﻫﻢ ﻳﻜﺠﺎ ﻛﺎﺭ ﻧﻤﻮﺩﻩ ‪ ...............‬ﺭﺍ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﺩ‪.‬‬
‫ﺩ( ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ‬ ‫ﺝ(ﺳﻴﺴﺘﻢ‬ ‫ﺏ( ﻋﻀﻮ‬ ‫ﺍﻟﻒ( ﻧﺴﺞ‬
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 ‫ﻓﺼﻞ ﺳﻮﻡ‬
‫ﻋﻤﻠﻴﻪ ﻫﺎﻯ ﺣﺠﺮﻭﻯ‬
‫ﺩﺭ ﺩﺭﻭﺱ ﮔﺬﺷــﺘﻪ ﺷﻤﺎ ﺩﺭﺑﺎﺭﺓ ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ ﻣﻌﻠﻮﻣﺎﺕ ﺣﺎﺻﻞ‬
‫ﻛﺮﺩﻳﺪ‪ ،‬ﻛﻪ ﻏﺸــﺎﻯ ﺣﺠﺮﻭﻯ ﺭﺍﻩ ﻋﺒﻮﺭ ﻭ ﻣﺮﻭﺭ ﻣﻮﺍﺩ ﺍﺳــﺖ‪ .‬ﺑﻌﻀﻰ‬
‫ﻣﻮﺍﺩ ﺑﻪ ﺁﺳﺎﻧﻰ ﺍﺯ ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ ﻣﻰ ﮔﺬﺭﻧﺪ‪ ،‬ﺑﻌﻀﻰ ﺑﻪ ﺁﻫﺴﺘﻪﮔﻰ‬
‫ﻭ ﺳﺨﺘﻰ ﻭ ﺑﻌﻀﻰ ﻫﻴﭻ ﻋﺒﻮﺭ ﻛﺮﺩﻩ ﻧﻤﻰ ﺗﻮﺍﻧﻨﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻣﻰ ﺗﻮﺍﻧﻨﺪ‬
‫ﺍﺯ ﻣﻮﺍﺩﻯ ﻛﻪ ﻭﺍﺭﺩ ﺣﺠﺮﺓ ﺁﻥ ﻫﺎ ﻣﻰ ﺷﻮﺩ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﻮﺭ ﺁﻓﺘﺎﺏ‬
‫ﻏﺬﺍ ﺑﺴــﺎﺯﻧﺪ‪ .‬ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﺮﺍﻯ ﺯﻧﺪﻩ ﻣﺎﻧﺪﻥ ﺿﺮﻭﺭﺕ ﺑﻪ ﺍﻧﺮژﻯ‬
‫ﺩﺍﺭﻧــﺪ‪ ،‬ﻛﻪ ﺍﻳﻦ ﺍﻧﺮژﻯ ﺭﺍ ﺍﺯ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺑﻪ ﺩﺳــﺖ ﻣﻰ ﺁﻭﺭﻧﺪ‪ .‬ﺩﺭ‬
‫ﺍﻳﻦ ﻓﺼﻞ ﺷــﻤﺎ ﻋﻼﻭﻩ ﺑﺮ ﺁﻣﻮﺧﺘﻦ ﺭﺍﻩ ﻫﺎﻯ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﺍﺯ ﺣﺠﺮﻩ‪،‬‬
‫ﺑــﺎ ﺩﻭ ﻋﻤﻠﻴﺔ ﻣﻬﻢ ﺣﺠﺮﺍﺕ ﺑﻪ ﻧﺎﻡ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﻭ ﺗﻨﻔﺲ ﺁﺷــﻨﺎ‬
‫ﻣﻰ ﺷﻮﻳﺪ‪.‬‬
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 ‫ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﺣﺠﺮﻭﻯ‬
‫ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﺑﻪ ﺣﺠﺮﺍﺕ ﺩﻭ ﻋﻤﻠﻴﻪ ﺧﻴﻠﻰ ﻣﻬﻢ ﻣﻮﺟﻮﺩ ﺍﺳــﺖ‪ ،‬ﻛﻪ ﻋﺒﺎﺭﺕ ﺍﺯ ﺍﻧﺘﺸـﺎﺭ ﻭ ﺍﺳـﻤﻮﺱ‬
‫ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻲ‬
‫ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﺩﺭ ﺣﺠﺮﻩ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺍﺳــﺖ‪ ،‬ﻳﻜﻰ ﺍﻧﺘﻘﺎﻝ ﻓﻌﺎﻝ ﻛﻪ ﺩﺭ ﺁﻥ ﺣﺠﺮﻩ ﺍﻧﺮژﻯ ﻣﺼﺮﻑ‬
‫ﻣــﻰ ﻛﻨﺪ ﻭ ﺩﻳﮕﺮ ﺍﻧﺘﻘــﺎﻝ ﻏﻴﺮ ﻓﻌﺎﻝ ﻛﻪ ﺩﺭ ﺁﻥ ﺣﺠﺮﻩ ﺍﻧﺮژﻯ ﻣﺼﺮﻑ ﻧﻨﻤﻮﺩﻩ ﻭ ﻣﻮﺍﺩ ﺗﻨﻬﺎ ﺍﺯ‬
‫ﻳﻚ ﻗﺴــﻤﺖ ﺩﺍﺭﺍﻯ ﻏﻠﻈﺖ ﺯﻳﺎﺩ ﺑﻪ ﻳﻚ ﻗﺴﻤﺖ ﺩﺍﺭﺍﻯ ﻏﻠﻈﺖ ﻛﻢ ﺣﺮﻛﺖ ﻣﻰ ﻛﻨﺪ‪ .‬ﺍﻧﺘﺸﺎﺭ‬
‫ﻭ ﺍﺳﻤﻮﺱ ﻣﺜﺎﻟﻬﺎﻯ ﺍﻧﺘﻘﺎﻝ ﻏﻴﺮ ﻓﻌﺎﻝ ﻫﺴﺘﻨﺪ‪.‬‬
‫‪ -1‬ﻋﻤﻠﻴﻪ ﺍﻧﺘﺸﺎﺭ )‪(Diffusion‬‬
‫ﻋﻤﻠﻴﺔ ﺍﻧﺘﺸﺎﺭ ﭼﻴﺴﺖ؟ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﮔﺎﺯﺍﺕ ﻭ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﻣﺎﻳﻌﺎﺕ ﻫﻤﻴﺸﻪ ﺩﺭ ﺣﺎﻝ‬
‫ﺣﺮﻛﺖ ﻣﻰ ﺑﺎﺷــﻨﺪ‪ .‬ﻃﻮﺭ ﻣﺜﺎﻝ ﺍﮔﺮ ﻳﻚ ﮔﻴﻼﺱ ﺭﺍ ﭘﺮ ﺍﺯ ﺁﺏ ﻧﻤﻮﺩﻩ ﻭ ﺗﻮﺳﻂ ﻗﻄﺮﻩ‬
‫ﭼﻜﺎﻥ ﻳﻚ ﻗﻄﺮﻩ ﺭﻧﮓ ﺩﺭ ﺁﻥ ﺑﻴﻨﺪﺍﺯﻳﻢ ﺑﻪ ﻧﻈﺮ ﺷﻤﺎ ﭼﻪ ﺍﺗﻔﺎﻗﻰ ﺭﺥ ﺧﻮﺍﻫﺪ ﺩﺍﺩ؟‬
‫ﺷﻜﻞ)‪ (3-1‬ﻋﻤﻠﻴﺔ ﺍﻧﺘﺸﺎﺭ ﺩﺭ ﺁﺏ‬
‫ﻣﻄﺎﺑﻖ ﺷــﻜﻞ ﺑﺎﻻ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﺭﻧﮓ ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ ﺗﻤﺎﻡ ﺁﺏ ﺭﺍ ﺭﻧﮕﻴﻦ ﻣﻰ ﻛﻨﺪ‪،‬‬
‫ﺑﺎﻻﺧﺮﻩ ﻭﻗﺘﻰ ﻣﻰ ﺭﺳﺪ ﻛﻪ ﺗﻤﺎﻡ ﺁﺏ ﺑﻪ ﻳﻚ ﺭﻧﮓ ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻋﻤﻞ ﻳﻌﻨﻰ‬
‫ﺍﻧﺘﻘﺎﻝ ﻣﻮﺍﺩ ﺍﺯ ﻳﻚ ﻧﻘﻄﺔ ﻛﻪ ﻏﻠﻈﺖ ﺯﻳﺎﺩ ﺩﺍﺭﺩ‪ ،‬ﺑﻪ ﻗﺴــﻤﺘﻰ ﻛﻪ ﻏﻠﻈﺖ ﺁﻥ ﻛﻤﺘﺮ‬
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 ‫ﺍﺳﺖ‪ ،‬ﺍﻧﺘﺸﺎﺭ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﻋﻤﻞ ﺍﻧﺘﺸــﺎﺭ ﺩﺭ ﺩﺍﺧﻞ ﺣﺠﺮﺍﺕ ﻧﻴﺰ ﺍﺗﻔﺎﻕ ﻣﻰ ﺍﻓﺘﺪ‪ .‬ﺑﺮﺍﻯ ﺣﺠﺮﻩ ﻋﻤﻠﻴﺔ ﺍﻧﺘﺸــﺎﺭ‬
‫ﺑﺴــﻴﺎﺭ ﺍﻫﻤﻴﺖ ﺩﺍﺭﺩ ﺯﻳﺮﺍ ﺗﺒﺎﺩﻟﻪ ﮔﺎﺯﺍﺕ ﺍﻛﺴــﻴﺠﻦ )‪ (O2‬ﻭ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ‬
‫)‪ (CO2‬ﺗﻮﺳﻂ ﻋﻤﻠﻴﺔ ﺍﻧﺘﺸﺎﺭ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﻣﻌﻠﻢ ﺩﺭ ﻳﻚ ﻛﻨﺞ ﻣﻘﺪﺍﺭ ﻋﻄﺮ ﺭﺍ ﺩﺭ ﻫﻮﺍ ﺭﻫﺎ ﻣﻰ ﻛﻨﺪ ﺑﻌﺪ ﺍﺯ ﻳﻚ ﻳﺎ ﺩﻭ ﺩﻗﻴﻘﻪ ﺗﻤﺎﻡ ﺷﺎﮔﺮﺩﺍﻥ ﺑﻮﻯ ﻋﻄﺮ ﺭﺍ ﺍﺣﺴﺎﺱ ﺧﻮﺍﻫﻨﺪ‬
‫ﻛﺮﺩ‪ ،‬ﻋﻠﺖ ﺁﻥ ﭼﻴﺴﺖ؟‬
‫ﻏﺸﺎﻯ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﻭ ﻋﺒﻮﺭ ﺁﺏ ﺍﺯ ﺁﻥ‬
‫ﻣﻮﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺁﺏ‪ ،‬ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﻭ ﺁﻛﺴﻴﺠﻦ ﺑﻪ ﺳﺒﺐ ﻛﻮﭼﻚ‬
‫ﺑﻮﺩﻥ ﺑﻪ ﺳﺎﺩﻩ ﮔﻰ ﺍﺯ ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ ﻋﺒﻮﺭ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻏﺸﺎﻯ ﺣﺠﺮﻭﻯ‬
‫ﻛﻨﺘﺮﻭﻝ ﻛﺎﻣﻞ ﺑﺮ ﺩﺍﺧﻞ ﻭ ﺧﺎﺭﺝ ﺷــﺪﻥ ﻣــﻮﺍﺩ ﺑﻪ ﺣﺠﺮﻩ ﺭﺍ ﺩﺍﺭﺩ‪ ،‬ﺯﻳﺮﺍ‬
‫ﻏﺸــﺎﻯ ﺣﺠﺮﻭﻯ ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻳﻚ ﭘﺮﺩﺓ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﺍﺳــﺖ‪.‬‬
‫ﭘﺮﺩﻩ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﭘﺮﺩﻩ ﺍﻯ ﺍﺳــﺖ‪ ،‬ﻛﻪ ﺑﻌﻀﻰ ﻣﻮﺍﺩ ﺍﺯ ﺁﻥ ﮔﺬﺷــﺘﻪ‬
‫ﻣــﻰ ﺗﻮﺍﻧﻨﺪ‪ ،‬ﺣﺎﻝ ﺁﻥ ﻛﻪ ﻣﻮﺍﺩ ﺩﻳﮕﺮ ﻗﺎﺑﻠﻴﺖ ﻋﺒﻮﺭ ﺍﺯ ﺁﻥ ﺭﺍ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺍﮔﺮ‬
‫ﭼﻨﻴــﻦ ﻧﻤﻰ ﺑﻮﺩ‪ ،‬ﻣﻤﻜﻦ ﺑﻮﺩ ﻫﺮ ﻣﺎﺩﻩ ﺍﻯ ﻛﻪ ﺣﺘﻰ ﺑﺮﺍﻯ ﺣﺠﺮﻩ ﺯﻳﺎﻥ‬ ‫ﺷﻜﻞ)ﺍﻟﻒ( ﻧﺒﺎﺕ ﭘﮋﻣﺮﺩﻩ‬
‫ﺁﻭﺭ ﻫﻢ ﻣــﻰ ﺑﻮﺩ‪ ،‬ﺍﺯ ﺧﺎﺭﺝ ﺣﺠﺮﻩ ﻭﺍﺭﺩ ﺁﻥ ﻣﻰ ﮔﺮﺩﻳﺪ ﻭ ﺑﺮ ﻋﻜﺲ ﺁﻥ‬
‫ﻣﻮﺍﺩ ﺿﺮﻭﺭﻯ ﺍﺯ ﺩﺍﺧﻞ ﺑﻪ ﺧﺎﺭﺝ ﺣﺠﺮﻩ ﺍﻧﺘﺸــﺎﺭ ﻣﻰ ﻳﺎﻓﺖ‪ .‬ﮔﺎﻫﻰ ﻓﻜﺮ‬
‫ﻛﺮﺩﻩ ﺍﻳﺪ ﻛﻪ ﻭﻗﺘﻰ ﻳﻚ ﻧﺒﺎﺕ ﭘﮋﻣﺮﺩﻩ ﺭﺍ ﺩﺭ ﺁﺏ ﺑﮕﺬﺍﺭﻳﺪ ﺩﻭﺑﺎﺭﻩ ﺗﺎﺯﻩ ﻭ‬
‫ﺷﺎﺩﺍﺏ ﻣﻰ ﺷﻮﺩ‪ .‬ﭼﺮﺍ؟‬
‫ﺩﺭ ﺷــﻜﻞ )‪ ،3-2‬ﺍﻟﻒ( ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﻧﺒﺎﺕ ﭘﮋﻣﺮﺩﻩ ﺁﺏ ﺧﻮﺩ ﺭﺍ ﺍﺯ‬
‫ﺩﺳــﺖ ﺩﺍﺩﻩ ﺍﺳﺖ ﻟﺬﺍ ﺑﺮگ ﻫﺎﻳﺶ ﭼﻤﻠﻚ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺷﻜﻞ )ﺏ(‬
‫ﻣﻰ ﺑﻴﻨﻴﺪ‪ ،‬ﺑﻌﺪ ﺍﺯ ﺁﻥ ﻛﻪ ﺑﻪ ﻧﺒﺎﺕ ﻣﺬﻛﻮﺭ ﺩﻭﺑﺎﺭﻩ ﺁﺏ ﺩﺍﺩﻩ ﺷﺪ‪ ،‬ﺣﺠﺮﺍﺕ‬
‫ﺷﻜﻞ)ﺏ( ﻧﺒﺎﺕ ﺷﺎﺩﺍﺏ‬
‫ﺁﻥ ﺁﺏ ﻛﺎﻓﻰ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩﻩ ﻭ ﺗﺎﺯﻩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ)‪ (3-2‬ﺍﺛﺮ ﺁﺏ ﺑﺎﻻﻯ ﺷﺎﺩﺍﺑﻰ‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﭼﻨﺪ ﺩﺍﻧﻪ ﻛﺸــﻤﺶ ﺭﺍ ﺩﺭ ﻳﻚ ﻇﺮﻑ ﭘﺮ ﺍﺯ ﺁﺏ ﺑﻴﻨﺪﺍﺯﻳﺪ ﻭ ﺑﻌﺪ ﺍﺯ ‪ 24‬ﺳــﺎﻋﺖ ﺁﻥ ﻫﺎ ﺭﺍ ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﻨﻮﻳﺴﻴﺪ ﻛﻪ‬
‫ﭼﺮﺍ ﻛﺸﻤﺶ ﻫﺎ ﻣﺘﻮﺭﻡ ﺷﺪﻩ ﻳﺎ ﭘﻨﺪﻳﺪﻩ ﺍﻧﺪ؟‬
‫ﺍﺳﻤﻮﺳﺲ )‪ (Osmosis‬ﭼﻴﺴﺖ؟‬
‫ﺍﻧﺘﺸــﺎﺭ ﺁﺏ ﺍﺯ ﻳﻚ ﭘــﺮﺩﺓ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﺍﺯ ﻳﻚ ﻣﺤﻴﻂ ﻛــﻪ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺁﺏ ﺁﻥ‬
‫ﺑﻴﺸــﺘﺮ ﺍﺳــﺖ ﺑﻪ ﻳﻚ ﻣﺤﻴﻂ ﻛﻪ ﻣﺎﻟﻜﻴﻮﻝ ﻫﺎﻯ ﺁﺏ ﺁﻥ ﻛﻤﺘﺮ ﺍﺳﺖ‪ ،‬ﺍﺳﻤﻮﺳﺲ ﻣﻰ‬
‫ﮔﻮﻳﻨﺪ‪ .‬ﺍﺳﻤﻮﺳــﺲ ﺣﺎﻟﺖ ﺧﺎﺻﻰ ﺍﺯ ﺍﻧﺘﺸﺎﺭ ﺍﺳــﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﺣﺮﻛﺖ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ‬
‫ﺁﺏ‪ ،‬ﺍﺯ ﺑﻴﻦ ﻳﻚ ﭘﺮﺩﺓ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﺑﻪ ﻳﻚ ﻃﺮﻑ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺁﺏ ﺧﺎﻟﺺ‬
‫ﺗﺮﺍﻛﻢ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﺁﺏ ‪ 40٪‬ﺍﺳــﺖ‪ .‬ﺍﮔﺮ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﻣﻮﺍﺩ ﺩﻳﮕﺮ ﻣﺎﻧﻨﺪ ﺷــﻜﺮ ﺩﺭ ﺁﺏ‬
‫ﺣﻞ ﺷــﻮﻧﺪ ﺩﻳﮕﺮ ﺗﺮﺍﻛﻢ ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﺁﺏ ﻛﻤﺘﺮ ﻣﻰ ﺷﻮﺩ ﻳﻌﻨﻰ ﻓﻀﺎﻯ ﻛﻤﺘﺮﻯ ﺑﺮﺍﻯ‬
‫ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ ﺁﺏ ﺑﺎﻗﻰ ﻣﻰ ﻣﺎﻧﺪ‪.‬‬
‫ﺑﻪ ﺷــﻜﻞ ‪ 3-3‬ﺗﻮﺟﻪ ﻛﻨﻴﺪ‪ .‬ﺍﮔــﺮ ﺁﺏ ﺧﺎﻟﺺ ﻭ ﻣﺤﻠﻮﻝ ﺷــﻜﺮ ﺩﺭ ﺗﻤﺎﺱ ﺑﺎ ﻳﻜﺪﻳﮕﺮ‬
‫ﺁﺏ‬ ‫ﭘﺮﺩﺓ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ‬ ‫ﺷﻜﺮ‬ ‫ﻗــﺮﺍﺭ ﺑﮕﻴﺮﻧﺪ ﻭ ﺗﻮﺳــﻂ ﻳﻚ‬
‫ﭘــﺮﺩﺓ ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﺍﺯ ﻫﻢ‬
‫ﺟــﺪﺍ ﺑﺎﺷــﻨﺪ‪ ،‬ﻣﺎﻟﻴﻜﻮﻟﻬﺎﻯ‬
‫ﺁﺏ ﺑﻪ ﺳــﻤﺖ ﻣﺤﻠﻮﻝ ﺷﻜﺮ‬
‫ﻛــﻪ ﺩﺭ ﺁﻥ ﻏﻠﻈــﺖ ﺁﺏ ﻛﻢ‬
‫ﺍﺳــﺖ‪ ،‬ﺣﺮﻛﺖ ﻣﻰ ﻛﻨﺪ‪ .‬ﺍﻣﺎ‬
‫ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﺷﻜﺮ ﺑﻪ ﺳﺒﺐ‬
‫ﺑﺰﺭﮔﻰ ﺷــﺎﻥ ﺍﺯ ﺍﻳــﻦ ﭘﺮﺩﻩ‬
‫ﻋﺒﻮﺭ ﻛﺮﺩﻩ ﻧﻤﻰ ﺗﻮﺍﻧﻨﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (3-3‬ﺣﺮﻛﺖ ﺁﺏ ﺍﺯ ﻗﺴﻤﺖ ﺁﺏ ﺧﺎﻟﺺ ﺑﻪ ﻃﺮﻑ ﻣﺤﻠﻮﻝ ﺷﻜﺮ‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳﻚ ﺩﺍﻧﻪ ﺗﺨﻢ ﺧﺎﻡ ﻣﺮﻍ ﺭﺍ ﮔﺮﻓﺘﻪ ﺩﺭ ﻳﻚ ﻇﺮﻑ )ﭘﺘﺮﻱ ﺩﻳﺶ( ﻳﻚ ﻣﻘﺪﺍﺭ ﺳــﺮﻛﻪ ﻋﻼﻭﻩ ﻛﻨﻴﺪ ﻭ ﻗﺴــﻤﺖ ﻗﺎﻋﺪﺓ ﺗﺨﻢ‬
‫ﺭﺍ ﺑﻪ ﺭﻭﻱ ﺁﻥ ﺑﮕﺬﺍﺭﻳﺪ ﺗﺎ ﻗﺸﺮ ﺳﺨﺖ ﺁﻥ ﻧﺮﻡ ﺷﻮﺩ ﻭ ﻏﺸﺎﻱ ﺩﺍﺧﻞ ﺁﻥ ﺑﺪﻭﻥ ﺁﺳﻴﺐ ﺑﺎﻗﻲ ﺑﻤﺎﻧﺪ‪ ،‬ﻫﻢ ﭼﻨﺎﻥ ﺑﺮﺍﻯ ﺟﺪﺍ‬
‫ﻧﻤﻮﺩﻥ ﻗﺸﺮ ﺳﺨﺖ ﻳﺎ ﭘﻮﺳﺖ ﺗﺨﻢ ﻣﻲ ﺗﻮﺍﻥ ﻗﺎﻋﺪﺓ ﺗﺨﻢ ﺭﺍ ﺑﺎ ﻟﺒﺔ ﻗﺎﺷﻖ ﺁﻫﺴﺘﻪ ﺿﺮﺑﻪ ﺯﺩﻩ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻧﺎﺧﻦ ﺍﻧﮕﺸﺖ‬
‫ﭼﻨﺪ ﺗﻜﻪ ﺍﺯ ﭘﻮﺳﺖ ﺗﺨﻢ ﺭﺍ ﺟﺪﺍ ﻧﻤﺎﻳﻴﺪ‪ .‬ﺩﻗﺖ ﻛﻨﻴﺪ ﺗﺎ ﻏﺸﺎﻯ ﻧﺎﺯﻙ ﺯﻳﺮ ﭘﻮﺳﺖ ﺳﻮﺭﺍﺥ ﻧﺸﻮﺩ‪ .‬ﺑﻌﺪﺍ ً ﺩﺭ ﻇﺮﻑ ﻛﻮﭼﻚ‬
‫ﺩﻳﮕﺮ ﺁﺏ ﺧﺎﻟﺺ ﺍﻧﺪﺍﺧﺘﻪ‪ ،‬ﻗﺴﻤﺖ ﻗﺎﻋﺪﺓ ﺗﺨﻢ ﺭﺍ ﻛﻪ ﻗﺸﺮ ﺳﺨﺖ ﺁﻥ ﺳﻮﺭﺍﺥ ﻳﺎ ﺳﺎﻳﻴﺪﻩ ﺷﺪﻩ ﺍﺳﺖ ﺩﺭ ﻇﺮﻑ ﻃﻮﺭﻱ‬
‫ﻗﺮﺍﺭ ﺩﻫﻴﺪ ﻛﻪ ﻏﺮﻕ ﺁﺏ ﻧﺸــﻮﺩ ﻭ ﺻﺮﻑ ﻫﻤﺎﻥ ﻗﺴــﻤﺖ ﺳﺎﻳﻴﺪﻩ ﺷﺪﻩ ﺑﺎ ﺁﺏ ﺗﻤﺎﺱ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻗﺴﻤﺖ ﺩﻳﮕﺮ ﺗﺨﻢ ﺭﺍ‬
‫ﻛﻪ ﻧﻮﻙ ﺗﻴﺰ ﺍﺳــﺖ‪ ،‬ﺑﻪ ﺍﺣﺘﻴﺎﻁ ﻛﺎﻣﻞ ﺳــﻮﺭﺍﺥ ﻛﻨﻴﺪ ﻭ ﻳﻚ ﻣﻴﻠﺔ ﺷﻴﺸﻪ ﻳﻰ ﻳﺎ ﻧﻴﭽﺔ ﻗﻠﻢ ﺧﻮﺩﻛﺎﺭ ﺭﺍ ﺩﺭ ﺁﻥ ﻓﺮﻭ ﺑﺒﺮﻳﺪ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﮔﺬﺷﺖ ﻳﻚ ﺷﺒﺎﻧﻪ ﺭﻭﺯ ﻣﺸﺎﻫﺪﻩ ﻛﻨﻴﺪ ﻭ ﻧﺘﻴﺠﺔ ﻣﺸﺎﻫﺪﺍﺕ ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ ‪.‬‬
‫ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻲ ﻳﺎﻓﻮﺗﻮﺳﻨﺘﻴﺰ )‪(Photosynthesis‬‬
‫ﺷــﻤﺎ ﮔﺎﻫﻲ ﻓﻜﺮﻛﺮﺩﻩ ﺍﻳﺪ ﻛﻪ ﺣﻴﻮﺍﻧﺎﺕ ﻏــﺬﺍﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻛﺠﺎ‬
‫ﺑﻪ ﺩﺳــﺖ ﻣﻲ ﺁﻭﺭﻧﺪ؟ ﺗﻤﺎﻡ ﺣﻴﻮﺍﻧﺎﺕ ﺑﻪ ﻃﻮﺭ ﻣﺴــﺘﻘﻴﻢ ﻳﺎ ﻏﻴﺮ ﻣﺴــﺘﻘﻴﻢ‬
‫ﻏﺬﺍ ﻭ ﺍﻧﺮژﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﻣﻲ ﮔﻴﺮﻧﺪ‪ .‬ﺩﺭ ﺭﻳﺸﻪ ﺳﺎﻗﻪ‪،‬‬
‫ﺑﺮگ‪ ،‬ﻣﻴﻮﻩ ﻭ ﺩﺍﻧﻪ ﻫﺎﻱ ﻧﺒﺎﺗﺎﺕ‪ ،‬ﻏﺬﺍ ﻫﺎﻳﻲ ﻛﻪ ﺩﺍﺭﺍﻱ ﺍﻧﺮژﻱ ﻫﺴﺘﻨﺪ ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﻧــﺪ‪ .‬ﺑﻪ ﻧﻈﺮ ﺷــﻤﺎ ﻧﺒﺎﺗﺎﺕ ﻏﺬﺍ ﻭ ﺍﻧﺮژﻱ ﻣﻮﺭﺩ ﺿــﺮﻭﺭﺕ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﭼﻪ‬
‫ﻣﻲ ﮔﻴﺮﻧﺪ؟‬
‫ﻧﺒﺎﺗﺎﺕ ﺍﻧﺮژﻱ ﻣــﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﺁﻓﺘﺎﺏ ﻣﻲ ﮔﻴﺮﻧﺪ ﻭ ﺍﻧﺮژﻱ ﻧﻮﺭ ﺁﻓﺘﺎﺏ‬
‫ﺭﺍ ﺑــﻪ ﺍﻧﺮژﻱ ﻛﻴﻤﻴﺎﻭﻱ ﺗﺒﺪﻳﻞ ﻣﻲ ﻛﻨﻨﺪ‪ .‬ﺗﺒﺪﻳﻞ ﺍﻧﺮژﻱ ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﺑﻪ ﺍﻧﺮژﻱ‬
‫ﻛﻴﻤﻴﺎﻭﻱ ﺭﺍ ﻛﻪ ﺗﻮﺳــﻂ ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺍﻧﺠﺎﻡ ﻣﻲ ﺷﻮﺩ‪ ،‬ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﻳﺎ ﺗﺮﻛﻴﺐ‬
‫ﺿﻴﺎﻳﻲ ﻣﻲ ﻧﺎﻣﻨﺪ‪ .‬ﻛﻠﻮﺭﻭﭘﻼﺳﺖ ﻣﺤﻞ ﺍﻧﺠﺎﻡ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﺎﺕ‬
‫ﺍﺳــﺖ‪ .‬ﺍﮔــﺮ ﻧﺒﺎﺗــﺎﺕ‬
‫ﻭﺟﻮﺩ ﻧﻤﻲ ﺩﺍﺷــﺘﻨﺪ‪،‬‬
‫ﻫﻴــﭻ ﺣﻴﻮﺍﻧــﻲ ﻫــﻢ‬
‫ﻭﺟﻮﺩ ﻧﻤﻲ ﺩﺍﺷﺖ‪ .‬ﺯﻳﺮﺍ‬
‫ﻫﻤﻪ ﻏﺬﺍﻫﺎﻱ ﻣﻮﺟﻮﺩ‬ ‫ﺁﻛﺴﻴﺠﻦ‬
‫ﺩﺭ ﺟﻬــﺎﻥ ﻣﺤﺼﻮﻝ‬
‫ﻧﺒﺎﺗﺎﺕ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (3-4‬ﻋﻤﻠﻴﻪ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺩﺭ ﻧﺒﺎﺕ‬
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 ‫ﻧﺒﺎﺗﺎﺕ ﺑﺎ ﺍﺳﺘﻔﺎﺩﻩ ﺍﺯ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ‪ ،‬ﻏﺬﺍ ﺭﺍ ﺍﺯ ﻛﺪﺍﻡ ﻣﻮﺍﺩ ﻣﻲ ﺳﺎﺯﻧﺪ؟‬
‫ﻧﺒﺎﺗــﺎﺕ ﺑﺮﺍﻱ ﺗﻮﻟﻴﺪ ﻏﺬﺍ‪ ،‬ﺑﻪ ﺩﻭ ﻣﺎﺩﺓ ﻛﻴﻤﻴﺎﻭﻱ ﺿﺮﻭﺭﺕ ﺩﺍﺭﻧﺪ‪ ،‬ﻳﻜﻲ ﺍﺯ‬
‫ﺁﻧﻬﺎ ﺁﺏ ﺍﺳــﺖ ﻛﻪ ﺁﻥ ﺭﺍ ﺗﻮﺳــﻂ ﺭﻳﺸــﻪ ﺍﺯ ﺧﺎﻙ ﺟﺬﺏ ﻣﻲ ﻛﻨﻨﺪ ﻭ‬
‫ﺩﻳﮕــﺮﻱ ﻛﺎﺭﺑﻦ ﺩﺍﻱ ﺍﻛﺴــﺎﻳﺪ ﻛﻪ ﺁﻥ ﺭﺍ ﺍﺯ ﻫﻮﺍ ﻣــﻲ ﮔﻴﺮﻧﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﺑﻪ‬
‫ﺍﻧــﺮژﻱ ﺁﻓﺘﺎﺏ ﻫﻢ ﺍﺣﺘﻴــﺎﺝ ﺩﺍﺭﻧﺪ‪ ،‬ﺯﻳﺮﺍ ﺍﻳﻦ ﺍﻧــﺮژﻱ ﺑﺎﻋﺚ ﺗﻌﺎﻣﻞ ﺑﻴﻦ‬
‫ﺁﺏ ﻭ ﻛﺎﺭﺑﻦ ﺩﺍﻱ ﺍﻛﺴــﺎﻳﺪ ﻣﻲ ﺷــﻮﺩ‪ .‬ﻟﻬﺬﺍ ﻋﻤﻠﻴﻪ ﺍﻯ ﻛﻪ ﺗﻮﺳــﻂ ﺁﻥ‬
‫ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺍﺯ ﻣﻮﺍﺩ ﺧﺎﻡ ﻳﻌﻨﻲ ﺁﺏ ﻭ ﻛﺎﺭﺑﻦ ﺩﺍﻱ ﺍﻛﺴﺎﻳﺪ ﺩﺭ ﻣﻮﺟﻮﺩﻳﺖ‬
‫ﻛﻠﻮﺭﻭﻓﻴﻞ ﻭ ﻧﻮﺭ ﺁﻓﺘﺎﺏ‪ ،‬ﻣﻮﺍﺩ ﭘﺨﺘﻪ ﻳﺎ ﺷــﻴﺮﻩ ﻣﻲ ﺳــﺎﺯﻧﺪ‪ ،‬ﺑﻨﺎﻡ ﺗﺮﻛﻴﺐ‬
‫ﺿﻴﺎﻳﻲ ﻳﺎﺩ ﻣﻲ ﺷــﻮﺩ‪ .‬ﻣﺤﺼﻮﻻﺕ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ‪ ،‬ﮔﻠﻮﻛﻮﺯ ﻭ ﺁﻛﺴــﻴﺠﻦ‬
‫ﺍﺳﺖ‪ ،‬ﺑﻨﺎﺑﺮ ﺍﻳﻦ ﻣﻌﺎﺩﻟﻪ ﺁﻧﺮﺍ ﻣﻲ ﺗﻮﺍﻥ ﺑﻪ ﺷﻜﻞ ﺫﻳﻞ ﻧﻮﺷﺖ‪:‬‬
‫ﻧﻮﺭ ﺁﻓﺘﺎﺏ‬
‫ﻛﺎﺭﺑﻦ ﺩﺍﻱ ﺍﻛﺴﺎﻳﺪ ‪ +‬ﺁﺏ‬ ‫ﮔﻠﻮﻛﻮﺯ‪ +‬ﺁﻛﺴﻴﺠﻦ‬
‫ﻛﻠﻮﺭﻭﻓﻴﻞ‬
‫ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﻧﻪ ﺗﻨﻬﺎ ﺑﺮﺍﻯ ﺧﻮﺩ ﻏﺬﺍ ﻣﻰ ﺳﺎﺯﻧﺪ‪ ،‬ﺑﻠﻜﻪ‬
‫ﺑﺮﺍﻯ ﺳــﺎﻳﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻛﻪ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺗﻐﺬﻳﻪ ﻣﻰ ﻧﻤﺎﻳﻨﺪ ﻧﻴﺰ ﻏﺬﺍ ﻭ‬
‫ﺍﻛﺴﻴﺠﻦ‪ ،‬ﻛﻪ ﻳﻚ ﻣﺎﺩﻩ ﻣﻬﻢ ﺣﻴﺎﺗﻰ ﺍﺳﺖ‪ ،‬ﺗﻮﻟﻴﺪ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺩﺭ ﻛﺪﺍﻡ ﻗﺴــﻤﺖ ﻧﺒﺎﺕ ﺍﺟﺮﺍ ﻣﻲ ﺷــﻮﺩ؟‬
‫ﺷــﻤﺎ ﺩﻳﺪﻩ ﺍﻳﺪ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﺍﻛﺜﺮﺍ ً ﺳﺒﺰ ﺭﻧﮓ ﺍﻧﺪ‪ .‬ﺭﻧﮓ ﺳﺒﺰ ﺁﻧﻬﺎ ﺑﻪ ﺩﻟﻴﻞ‬
‫ﻣﻮﺟﻮﺩﻳﺖ ﻛﻠﻮﺭﻭﻓﻴﻞ ﺩﺭ ﺁﻧﻬﺎ ﺍﺳــﺖ‪ .‬ﻛﻠﻮﺭﻭﻓﻴﻞ‪ ،‬ﻣﺎﺩﻩ ﺑﺴﻴﺎﺭ ﻣﻬﻢ ﺑﻮﺩﻩ‬
‫ﻭ ﺑﺪﻭﻥ ﻛﻠﻮﺭﻭﻓﻴﻞ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺍﻧﺠﺎﻡ ﻧﻤﻰ ﺷﻮﺩ‪ .‬ﻛﻠﻮﺭﻭﻓﻴﻞ ﺍﻧﺮژﻱ‬
‫ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﺭﺍ ﺟﺬﺏ ﻣﻲ ﻛﻨﺪ‪ .‬ﻛﻠﻮﺭﻭﻓﻴﻞ ﺩﺭ ﺩﺍﺧﻞ ﻛﻠﻮﺭﻭﭘﻼﺳﺖ ﻫﺎ ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﺩ ﻛﻪ ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻲ ﻳﺎﻓﺖ ﻣﻲ ﺷــﻮﻧﺪ‪ .‬ﻗﺴﻤﺖ ﻫﺎﻱ ﺳﺒﺰ ﻧﺒﺎﺗﺎﺕ‬
‫ﺩﺍﺭﺍﻱ ﺍﻳﻦ ﻣﺎﺩﻩ ﺑﻮﺩﻩ ﻭ ﺣﺠﺮﺍﺕ ﺭﻳﺸﻪ ﻛﻠﻮﺭﻭﻓﻴﻞ ﻧﺪﺍﺭﻧﺪ‪.‬‬
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‫ﺷﺎﺧﺔ ﺑﺮﮔﺪﺍﺭ ﺩﺭ ﻗﻴﻒ ﺑﺎ ﺗﺎﺑﺶ ﻧﻮﺭ‬ ‫ﺭﻳﺸﻪ ﺩﺭ ﻗﻴﻒ ﺑﺎ ﺗﺎﺑﺶ ﻧﻮﺭ‬ ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺷﺎﺧﺔ ﺑﺮﮔﺪﺍﺭ ﺩﺭ ﻗﻴﻒ ﺑﺪﻭﻥ ﻧﻮﺭ‬
‫ﺁﻳﺎ ﺩﺭﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳﻨﺘﻴﺰﺁﻛﺴــﻴﺠﻦ ﺗﻮﻟﻴﺪ‬
‫ﻣﻲ ﺷﻮﺩ؟‬
‫ﭼﻨﺪ ﺷــﺎﺧﭽﻪ ﺍﺯ ﻳﻚ ﻧﺒــﺎﺕ ﺁﺑﺰﻱ ﺭﺍ ﺩﺭ‬
‫ﻳﻚ ﻇــﺮﻑ ﭘــﺮ ﺍﺯ ﺁﺏ‪ ،‬ﺩﺭ ﺯﻳﺮ ﻳﻚ ﻗﻴﻒ‬
‫ﭘﺎﻳــﻪ ﻛﻮﺗﺎﻩ ﻗﺮﺍﺭ ﺩﻫﻴﺪ ﻭ ﺑﻌﺪ ﻳﻚ ﺗﺴــﺖ‬
‫ﺗﻴﻮپ ﭘﺮ ﺍﺯ ﺁﺏ ﺭﺍ ﺳﺮﭼﭙﻪ ﺭﻭﻱ ﭘﺎﻳﻪ ﻗﻴﻒ‬
‫ﺷﻜﻞ)‪ (3-5‬ﺗﻮﻟﻴﺪ ﺍﻛﺴﻴﺠﻦ ﺩﺭ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ‬ ‫ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﻗﻴﻒ ﺑﺎﻳﺪﻛﻤﻲ ﺑﺎﻻﺗﺮ ﺍﺯ ﺳــﻄﺢ‬
‫ﻇــﺮﻑ ﻗﺮﺍﺭﮔﻴﺮﺩ ﺗﺎ ﺁﺏ ﺩﺭ ﺯﻳﺮ ﺁﻥ ﺟﺮﻳﺎﻥ‬
‫ﻛﻨﺪ‪ .‬ﺳﭙﺲ ﻇﺮﻑ ﺭﺍ ﺩﺭ ﻣﻌﺮﺽ ﺷﻌﺎﻉ ﺁﻓﺘﺎﺏ ﻗﺮﺍﺭ ﺩﻫﻴﺪ‪ .‬ﺑﻪ ﺯﻭﺩﻱ ﻣﺸﺎﻫﺪﻩ ﺧﻮﺍﻫﻴﺪﻛﺮﺩ‪ ،‬ﻛﻪ ﺣﺒﺎﺑﻬﺎﻱ ﮔﺎﺯ ﺍﺯ ﻧﺒﺎﺕ‬
‫ﺧﺎﺭﺝ ﺷــﺪﻩ ﻭ ﺩﺭ ﻗﺴــﻤﺖ ﺑﺎﻻﻳﻲ ﺗﺴﺖ ﺗﻴﻮﺏ ﺟﻤﻊ ﻣﻲ ﺷﻮﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﺁﻧﻜﻪ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﻛﺎﻓﻲ ﮔﺎﺯ ﺟﻤﻊ ﺷﺪ‪ ،‬ﺗﺴﺖ ﺗﻴﻮﺏ‬
‫ﺭﺍ ﺑﺮﺩﺍﺭﻳﺪ ﻭ ﻳﻚ ﭼﻮﺑﻚ ﮔﻮﮔﺮﺩ ﻧﻴﻤﻪ ﺍﻓﺮﻭﺧﺘﻪ ﺭﺍ ﺩﺭ ﺁﻥ ﺩﺍﺧﻞ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﺒﻴﻨﻴﺪ ﭼﻪ ﻭﺍﻗﻊ ﻣﻰ ﺷﻮﺩ؟ ﺍﮔﺮ ﺍﻳﻦ ﻧﺒﺎﺕ ﺩﺭ‬
‫ﺗﺎﺭﻳﻜﻲ ﻗﺮﺍﺭ ﺑﮕﻴﺮﺩ‪ ،‬ﺣﺒﺎﺏ ﻫﺎﻯ ﮔﺎﺯ ﺗﻮﻟﻴﺪ ﻧﻤﻲ ﺷﻮﺩ‪ .‬ﺍﮔﺮ ﺑﻪ ﺟﺎﻯ ﺷﺎﺧﭽﻪ ﺳﺒﺰ‪ ،‬ﺭﻳﺸﻪ ﺩﺭ ﻇﺮﻑ ﻣﺬﻛﻮﺭ ﺍﻧﺪﺍﺧﺘﻪ ﺷﻮﺩ‬
‫ﺑﺎ ﻭﺟﻮﺩ ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﺣﺒﺎﺏ ﻫﺎ ﺗﻮﻟﻴﺪ ﻧﻤﻲ ﺷﻮﺩ‪ .‬ﺍﺯ ﻓﻌﺎﻟﻴﺖ ﺑﺎﻻ ﭼﻪ ﻧﺘﻴﺠﻪ ﻣﻰ ﮔﻴﺮﻳﺪ؟‬
‫ﺗﻨﻔﺲ ﺣﺠﺮﻭﻯ‬
‫ﺁﻳﺎ ﻓﻜﺮﻛﺮﺩﻩ ﺍﻳﺪﻛﻪ ﻫﻤﻪ ﺣﺠﺮﺍﺕ ﺯﻧﺪﻩ ﺗﻨﻔﺲ ﻣﻲ ﻛﻨﻨﺪ؟‬
‫ﺑﻪ ﺷﻜﻞ)‪ (3-6‬ﺗﻮﺟﻪ ﻛﻨﻴﺪ ﺍﻳﻦ ﺍﺷﺨﺎﺹ ﺍﻧﺮژﻱ ﻻﺯﻡ ﺑﺮﺍﻱ ﻛﺎﺭ ﻛﺮﺩﻥ‬
‫ﺭﺍ‪ ،‬ﺍﺯﭼﻪ ﺗﺄﻣﻴﻦ ﻣﻲ ﻛﻨﻨﺪ؟‬
‫ﺍﻳﻨﻬــﺎ ﺍﻧﺮژﻱ ﻣــﻮﺭﺩ ﺿﺮﻭﺭﺕ ﺧــﻮﺩ ﺭﺍ ﺍﺯ ﺗﻨﻔﺲ ﺣﺠﺮﻭﻯ ﺑﻪ ﺩﺳــﺖ‬
‫ﻣﻲ ﺁﻭﺭﻧــﺪ‪ .‬ﻃﻮﺭﻯ ﻛﻪ ﺩﺭ ﻓﺼﻞ ﺍﻭﻝ ﻣﻄﺎﻟﻌــﻪ ﻧﻤﻮﺩﻳﺪ‪ ،‬ﻣﻴﺘﻮﻛﺎﻧﺪﺭﻳﺎ ﺑﺎ‬
‫ﺍﺳــﺘﻔﺎﺩﻩ ﺍﺯ ﺍﻛﺴﻴﺠﻦ‪ ،‬ﺍﻧﺮژﻯ ﺫﺧﻴﺮﻩ ﺷﺪﻩ ﺩﺭ ﻣﻮﺍﺩﻏﺬﺍﻳﻲ )ﮔﻠﻮﻛﻮﺯ( ﺭﺍ‬
‫ﺁﺯﺍﺩ ﻣــﻰ ﻛﻨﺪ‪ .‬ﻋﻤﻠﻴﺔ ﻛﻴﻤﻴﺎﻭﻱ ﻛﻪ ﺍﻧــﺮژﻱ ﻣﻮﺟﻮﺩ ﺩﺭﮔﻠﻮﻛﻮﺯ ﺭﺍ ﺁﺯﺍﺩ‬
‫ﻣﻲ ﻛﻨﺪ‪ ،‬ﺗﻨﻔﺲ ﺣﺠﺮﻩ ﻧﺎﻣﻴﺪﻩ ﻣﻲ ﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﺍﻧﺮژﻯ ﺁﺯﺍﺩ ﺷﺪﻩ ﺍﺯ ﻣﻮﺍﺩ‬
‫ﻏﺬﺍﻳﻲ‪ ،‬ﺑﺮﺍﻯ ﺗﻤﺎﻡ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺑﻜﺎﺭ ﻣﻰ ﺭﻭﺩ‪.‬‬
‫ﺗﻨﻔﺲ ﺣﺠﺮﻩ ﺭﺍ ﺗﻮﺳﻂ ﻣﻌﺎﺩﻟﺔ ﺫﻳﻞ ﻣﻲ ﺗﻮﺍﻥ ﻧﻮﺷﺖ‪:‬‬
‫ﺁﻛﺴــﻴﺠﻦ ‪ +‬ﮔﻠﻮﻛــﻮﺯ‬ ‫ﺍﻧﺮژﻯ‪+‬ﻛﺎﺭﺑــﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ‪ +‬ﺁﺏ‬
‫ﺣﺠــﺮﺍﺕ ﺯﻧﺪﻩ ﺍﻋﻢ ﺍﺯ ﻧﺒﺎﺕ ﻭ ﺣﻴﻮﺍﻥ ﺑــﺮﺍﻱ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺣﻴﺎﺗﻰ ﻣﺜﻞ‬ ‫ﺷﻜﻞ)‪ (3-6‬ﺩﻭ ﺷﺨﺺ ﺩﺭ ﺣﺎﻟﺖ‬
‫ﻓﻌﺎﻟﻴﺖ ﺑﺪﻧﻰ‬
‫ﺣﺮﻛــﺖ‪ ،‬ﺗﻨﻔﺲ‪ ،‬ﺗﻜﺜــﺮ ﻭ ﻏﻴﺮﻩ ﺑﻪ ﺍﻧﺮژﻯ ﺿــﺮﻭﺭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺍﮔﺮ ﺣﺠﺮﻩ‬
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 ‫ﻧﺘﻮﺍﻧﺪ ﺍﻧﺮژﻱ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﺁﻭﺭﺩ‪ ،‬ﻣﻲ ﻣﻴﺮﺩ‪ .‬ﺣﺠﺮﺍﺕ‪ ،‬ﺍﻧﺮژﻱ‬
‫ﻻﺯﻡ ﺭﺍ ﺍﺯﮔﻠﻮﻛﻮﺯ ﺑﻪ ﺩﺳﺖ ﻣﻲ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﻫﻤــﺔ ﺣﺠﺮﺍﺕ ﺯﻧﺪﻩ ﺑﺮﺍﻯ ﺑﻘﺎﻯ ﺯﻧﺪﻩ ﮔــﻰ ﺑﺎﻳﺪ ﺗﻨﻔﺲ ﺣﺠﺮﻭﻱ ﺭﺍ ﺍﻧﺠﺎﻡ‬
‫ﺩﻫﻨﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﻣﻮﺟﻮﺩﻳﺖ ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﻭ ﺗﻨﻔﺲ‪ ،‬ﻫﺮ‬
‫ﺩﻭ ﺭﺍ ﺍﺟﺮﺍ ﻧﻤﻮﺩﻩ ﻭ ﺩﺭ ﻋﺪﻡ ﻣﻮﺟﻮﺩﻳﺖ ﻧﻮﺭ )ﺷﺐ( ﺗﻨﻬﺎ ﺗﻨﻔﺲ ﻣﻲ ﻛﻨﻨﺪ‪.‬‬
‫ﻇﺮﻑ )‪(1‬‬
‫ﭘﺮﻳﺴــﺘﻠﻲ ﺩﺭ ﻗﺮﻥ ﻫﺠﺪﻫﻢ ﺗﺠﺮﺑﻪ ﺧﻴﻠﻰ ﺩﻟﭽﺴــﭗ ﺭﺍ ﺍﺟﺮﺍ ﻧﻤﻮﺩ )ﺷﻜﻞ‬
‫‪ .(3-7‬ﻭﻱ ﻣﻮﺷــﻰ ﺭﺍ ﺩﺭ ﻇــﺮﻑ ﺷﻴﺸــﻪ ﺍﻱ ﻛﻪ ﻫﻮﺍ ﺑﻪ ﺁﻥ ﺩﺍﺧﻞ ﺷــﺪﻩ‬
‫ﻧﻤﻲ ﺗﻮﺍﻧﺴــﺖ‪ ،‬ﻗﺮﺍﺭ ﺩﺍﺩ ﻭ ﻣﺸــﺎﻫﺪﻩ ﻧﻤﻮﺩ ﻛﻪ ﻣﻮﺵ ﺑﻌﺪ ﺍﺯ ﮔﺬﺷﺖ ﭼﻨﺪ‬
‫ﺳــﺎﻋﺖ ﺟﺎﻥ ﺩﺍﺩ )ﻇﺮﻑ‪ .(1‬ﺳﭙﺲ ﻳﻚ ﻧﺒﺎﺕ ﻧﻌﻨﺎﻉ ﺭﺍ ﺗﺤﺖ ﻋﻴﻦ ﺷﺮﺍﻳﻂ‬
‫ﻇﺮﻑ )‪(2‬‬ ‫ﮔﺬﺍﺷﺖ‪ ،‬ﻧﺒﺎﺕ ﻧﻪ ﺗﻨﻬﺎ ﺯﻧﺪﻩ ﻣﺎﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻧﻤﻮ ﻫﻢ ﻛﺮﺩ )ﻇﺮﻑ‪ .(2‬ﭘﺮﻳﺴﺘﻠﻰ‬
‫ﺩﺭ ﻳﻚ ﻇﺮﻑ ﺩﻳﮕﺮ ﻧﻌﻨﺎﻉ ﻭ ﻣﻮﺵ ﺭﺍ ﺗﺤﺖ ﺷــﺮﺍﻳﻂ ﻣﺘﺬﻛﺮﻩ ﮔﺬﺍﺷﺖ ﻭﻯ‬
‫ﺑﻌﺪ ﺍﺯ ﻫﺸﺖ ﺭﻭﺯ ﺩﻳﺪ ﻛﻪ ﻣﻮﺵ ﻭ ﻧﻌﻨﺎﻉ ﻫﺮ ﺩﻭ ﺯﻧﺪﻩ ﻣﺎﻧﺪﻧﺪ ﻭ ﻧﻌﻨﺎﻉ ﻧﻤﻮ‬
‫ﻫﻢ ﻛﺮﺩﻩ ﺍﺳﺖ )ﻇﺮﻑ‪.(3‬‬
‫ﭘﺮﻳﺴــﺘﻠﻲ ﺍﺯ ﺗﺠﺮﺑﺔ ﺧﻮﺩ ﺑﻪ ﺍﻳﻦ ﻧﺘﻴﺠﻪ ﺭﺳــﻴﺪ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﻫﻮﺍ ﺭﺍ ﺧﻮﺑﺘﺮ‬
‫ﻇﺮﻑ )‪(3‬‬
‫ﺷﻜﻞ)‪ (3-7‬ﺗﺎﺛﻴﺮ ﻓﻮﺗﻮ ﺳﻨﺘﻴﺰ ﻭ‬ ‫ﻭﺣﻴﻮﺍﻧﺎﺕ ﻫﻮﺍ ﺭﺍ ﻛﺜﻴﻒ ﻳﺎ ﺑﺪﺗﺮ ﻣﻲ ﺳﺎﺯﻧﺪ‪.‬‬
‫ﺗﻨﻔﺲ ﺑﺎﻻﻯ ﺯﻧﺪﻩﮔﻰ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﭼــﺮﺍ ﻧﺒﺎﺕ ﺗﻮﺍﻧﺴــﺖ ﻛﻪ ﻫﻢ ﺑﻪ ﺻﻮﺭﺕ ﺗﻨﻬﺎﻳﻲ ﻭ ﻫﻢ ﻳﻜﺠﺎ ﺑــﺎ ﻣﻮﺵ ﺑﻪ ﺯﻧﺪﮔﻰ ﺍﺩﺍﻣﻪ ﺑﺪﻫﺪ‪ ،‬ﺣﺎﻝ ﺁﻧﻜﻪ ﻣﻮﺵ ﺗﻨﻬﺎ ﺑﺎ ﻧﺒﺎﺕ‬
‫ﻳﻜﺠﺎ ﺩﺭ ﻇﺮﻑ ﻣﻲ ﺗﻮﺍﻧﺴــﺖ ﺯﻧﺪﻩ ﺑﻤﺎﻧﺪ‪ .‬ﺍﻫﻤﻴﺖ ﺍﻳﻦ ﺗﺠﺮﺑﻪ ﺑﺮﺍﻯ ﺯﻧﺪﻩ ﮔﻰ ﭼﻴﺴــﺖ؟ ﺩﺭ ﺑﺎﺭﺓ ﻧﺘﺎﻳﺞ ﺗﺠﺮﺑﻪ ﭘﺮﻳﺴﺘﻠﻰ ﺑﻴﻦ‬
‫ﺧﻮﺩ ﻣﺬﺍﻛﺮﻩ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺁﺯﺍﺩ ﻛﺮﺩﻥ ﺍﻧﺮژﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﺑﺎﺩﺍﻡ ﺯﻣﻴﻨﻲ )ﻣﻤﭙﻠﻲ(‬
‫‪ -1‬ﺩﺭ ﻳﻚ ﺗﺴــﺖ ﺗﻴﻮﺏ ﻣﻘﺪﺍﺭﻱ ﺁﺏ ﺳــﺮﺩ ﺑﺮﻳﺰﻳﺪ ﻭ ﺩﺭﺟﻪ ﺣﺮﺍﺭﺕ ﺁﻥ ﺭﺍ ﺍﻧﺪﺍﺯﻩ ﻧﻤﺎﻳﻴﺪ‪ ،‬ﺗﺴــﺖ ﺗﻴﻮﺏ ﺭﺍ ﺗﻮﺳﻂ ﮔﻴﺮﺍ‬
‫ﺑﻪ ﭘﺎﻳﻪ ﻭﺻﻞ ﻛﻨﻴﺪ‪.‬‬
‫‪ -2‬ﻳﻚ ﺩﺍﻧﻪ ﻣﻐﺰ ﺑﺎﺩﺍﻡ ﻳﺎ ﻣﻤﭙﻠﻲ ﺭﺍ ﺩﺭ ﺳﻮﺯﻥ‪ ،‬ﺩﺳﺘﻪ ﭼﻮﺑﻲ ﻳﺎ ﺳﻮﺯﻥ ﺗﺴﻠﻴﺦ ﻓﺮﻭ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -3‬ﻣﻐﺰ ﺑﺎﺩﺍﻡ ﺭﺍ ﺷﻌﻠﻪ ﻭﺭﺳﺎﺧﺘﻪ ﺩﺭ ﻗﺴﻤﺖ ﺯﻳﺮﻳﻦ ﺗﺴﺖ ﺗﻴﻮﺏ ﻧﮕﻬﺪﺍﺭﻳﺪ ﺗﺎ ﻭﻗﺘﻴﻜﻪ ﻣﻐﺰ ﺑﺎﺩﺍﻡ ﺑﻪ ﻛﻠﻲ ﺑﺴﻮﺯﺩ‪.‬‬
‫‪ -4‬ﭘﺲ ﺍﺯ ﺧﺎﻣﻮﺵ ﺷﺪﻥ ﺷﻌﻠﻪ ﺑﺎﺩﺍﻡ‪ ،‬ﺑﻼﻓﺎﺻﻠﻪ ﺩﺭﺟﻪ ﺣﺮﺍﺭﺕ ﺁﺏ ﺗﺴﺖ ﺗﻴﻮﺏ ﺭﺍ ﺍﻧﺪﺍﺯﻩ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺑﻪ ﺳﺆﺍﻻﺕ ﺫﻳﻞ ﭘﺎﺳﺦ ﺩﻫﻴﺪ‪:‬‬
‫ﻭﻗﺘﻲ ﻣﻐﺰ ﺑﺎﺩﺍﻡ ﺯﻣﻴﻨﻲ ﺩﺭﺣﺎﻝ ﺳﻮﺧﺘﻦ ﺍﺳﺖ ﭼﻪ ﺗﻌﺎﻣﻞ ﻛﻴﻤﻴﺎﻭﻱ ﺭﺥ ﻣﻲ ﺩﻫﺪ؟‬
‫ﺁﻳﺎ ﻫﻤﺔ ﺍﻧﺮژﻱ ﻣﻮﺟﻮﺩ ﺩﺭ ﻣﻐﺰ ﺑﺎﺩﺍﻡ ﺯﻣﻴﻨﻲ ﺑﻪ ﺁﺏ ﻣﻨﺘﻘﻞ ﻣﻲ ﮔﺮﺩﺩ؟‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﺳﻮﻡ‬
‫ﺍﻧﺘﺸﺎﺭ‪ :‬ﺣﺮﻛﺖ ﻣﺎﻟﻴﻜﻮﻟﻬﺎ ﺍﺯ ﻣﺤﻴﻂ ﻏﻠﻴﻆ ﺑﻪ ﻣﺤﻴﻂ ﺭﻗﻴﻖ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺍﺳﻤﻮﺳﺲ‪ :‬ﺍﻧﺘﺸﺎﺭ ﺁﺏ ﺍﺯ ﻳﻚ ﻏﺸﺎء ﻧﻴﻤﻪ ﻗﺎﺑﻞ ﻧﻔﻮﺫ ﺍﺯﻳﻚ ﻣﺤﻴﻄﻲ ﻛﻪ ﻏﻠﻈﺖ ﺁﺏ ﺁﻥ ﺯﻳﺎﺩ‬
‫ﺑﺎﺷﺪ ﺑﻪ ﻳﻚ ﻣﺤﻴﻄﻲ ﻛﻪ ﻏﻠﻈﺖ ﺁﺏ ﺁﻥ ﻛﻢ ﺍﺳﺖ‪.‬‬
‫ﻓﻮﺗﻮﺳﻨﺘﻴﺰ‪ :‬ﻣﻌﺎﺩﻟﻪ ﺫﻳﻞ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺭﺍ ﻭﺍﺿﺢ ﻣﻰ ﺳﺎﺯﺩ‪:‬‬
‫ﻧﻮﺭ ﺁﻓﺘﺎﺏ‬
‫ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ‪ +‬ﺁﺏ‬ ‫ﮔﻠﻮﻛﻮﺯ ‪ +‬ﺍﻛﺴﻴﺠﻦ‬
‫ﻛﻠﻮﺭﻭﻓﻴﻞ‬
‫⎯ ‪6 H 2O + 6CO2‬‬
‫‪⎯→ 6O2 + C6 H12 O6‬‬
‫ﺗﻨﻔﺲ ﺣﺠﺮﻩ ﺭﺍ ﺗﻮﺳﻂ ﻣﻌﺎﺩﻟﻪ ﺫﻳﻞ ﻣﻲ ﺗﻮﺍﻥ ﻧﻮﺷﺖ‪:‬‬
‫ﺍﻛﺴﻴﺠﻦ ‪ +‬ﮔﻠﻮﻛﻮﺯ‬ ‫ﺍﻧﺮژﻯ ‪ +‬ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ‪ +‬ﺁﺏ‬
‫⎯ ‪C6 H12O6 + 6O2‬‬
‫‪⎯→ 6 H 2O + 6CO2 + E‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺳﻮﻡ‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺗﺸﺮﻳﺢ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -1‬ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺭﺍ ﺗﻌﺮﻳﻒ ﻛﻨﻴﺪ ﻭ ﻣﻌﺎﺩﻟﺔ ﺁﻥ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫‪ -2‬ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﻧﺮژﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯﻛﺪﺍﻡ ﻣﻨﺒﻊ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻭﺭﻧﺪ؟‬
‫‪ -3‬ﭼﺮﺍ ﺑﻪ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﻣﻰ ﮔﻮﻳﻴﻢ؟‬
‫‪ -4‬ﻣﻮﺍﺩ ﺧﺎﻡ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺑﺮﺍﻯ ﻋﻤﻞ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﭼﻴﺴﺖ؟‬
‫‪ -5‬ﺗﻨﻔﺲ ﺣﺠﺮﻭﻯ ﺭﺍ ﺗﻌﺮﻳﻒ ﻛﻨﻴﺪ‪.‬‬
‫‪ -6‬ﺍﺳﻤﻮﺳﺲ ﻛﺪﺍﻡ ﻋﻤﻞ ﺍﺳﺖ؟‬
‫ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﻴﺪ‪.‬‬
‫‪-7‬ﭼﺮﺍ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟‬
‫ﺍﻟﻒ‪ -‬ﭼﻮﻥ ﻧﺒﺎﺗﺎﺕ ﻛﻠﻮﺭﻭﻓﻴﻞ ﺩﺍﺭﻧﺪ‬
‫ﺏ‪ -‬ﭼﻮﻥ ﻧﺒﺎﺗﺎﺕ ﺳﺎﻗﻪ ﺩﺍﺭﻧﺪ‬
‫ﺝ‪ -‬ﭼﻮﻥ ﻧﺒﺎﺗﺎﺕ ﺭﻳﺸﻪ ﺩﺍﺭﻧﺪ‬
‫ﺩ‪ -‬ﭼﻮﻥ ﺣﻴﻮﺍﻧﺎﺕ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﻣﻰ ﺧﻮﺭﻧﺪ‬
‫‪ -8‬ﺍﻧﺘﺸﺎﺭ‪ ،‬ﺣﺮﻛﺖ ﻣﻮﺍﺩ ﺍﺯ ﻣﺤﻴﻂ ‪ ................................‬ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺍﻟﻒ‪ -‬ﻏﻠﻴﻆ ﺑﻪ ﻏﻠﻴﻆ‬
‫ﺏ‪ -‬ﺭﻗﻴﻖ ﺑﻪ ﻏﻠﻴﻆ‬
‫ﺝ‪ -‬ﻏﻠﻴﻆ ﺑﻪ ﺭﻗﻴﻖ‬
‫ﺩ‪ -‬ﺭﻗﻴﻖ ﺑﻪ ﺭﻗﻴﻖ‬
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 ‫ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
‫ﺗﻜﺜﺮ ﺣﺠﺮﻩ‬
‫ﻼ ﮔﻔﺘﻪ ﺷــﺪ ﺣﺠﺮﻩ ﻋﻼﻭﻩ ﺑــﺮ ﺍﻳﻦ ﻛﻪ ﻭﺍﺣﺪ ﻭﻇﻴﻔﻮﻯ ﻭ‬ ‫ﻃﻮﺭﻯ ﻛﻪ ﻗﺒ ً‬
‫ﺳــﺎﺧﺘﻤﺎﻧﻰ ﻣﻮﺟﻮﺩﺍﺕ ﺣﻴﻪ ﺍﺳــﺖ‪ ،‬ﻭﺍﺣﺪ ﺗﻜﺜﺮﻯ ﻧﻴﺰ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﺗﻤﺎﻡ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﺯ ﺣﺠﺮﺓ ﻣﺎﻗﺒﻞ ﻳﻌﻨﻰ ﺍﺯ ﺣﺠﺮﻩ ﻣﺎﺩﺭﻯ ﺧﻮﺩ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﺍﻧﻘﺴــﺎﻡ ﺣﺠﺮﻭﻯ ﻳﻜﻰ ﺍﺯ ﭘﺪﻳﺪﻩ ﻫﺎﻯ ﺑﻴﻮﻟﻮژﻳﻜﻰ ﺍﺳــﺖ ﻛﻪ‬
‫ﺑﻪ ﺍﺛﺮ ﺁﻥ ﺣﺠﺮﺍﺕ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺗﻘﺴــﻴﻤﺎﺕ ﺣﺠﺮﻭﻯ ﭼﮕﻮﻧﻪ‬
‫ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻭ ﻧﺘﻴﺠﻪ ﺁﻥ ﭼﻴﺴــﺖ؟ ﺣﺠﺮﺍﺕ ﻗﺎﺑﻠﻴﺖ ﻧﻤﻮ‪ ،‬ﺭﺷﺪ ﻭ‬
‫ﺗﻘﺴﻴﻢ ﺷﺪﻥ ﺭﺍ ﺩﺍﺭﻧﺪ ﻭ ﺗﻜﺜﺮ ﺣﺠﺮﺍﺕ ﺗﻮﺳﻂ ﺗﻘﺴﻴﻢ ﺣﺠﺮﻭﻯ ﺻﻮﺭﺕ‬
‫ﻣــﻰ ﮔﻴﺮﺩ ﻛﻪ ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﺯ ﻳــﻚ ﺣﺠﺮﺓ ﻭﺍﺣﺪ‪ ،‬ﻣﻮﺟﻮﺩ ﺯﻧﺪﺓ ﺑﺰﺭﮔﻰ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ ،‬ﻫﻤﭽﻨﺎﻥ ﺯﺧﻢ ﻫﺎﻯ ﻭﺟﻮﺩ‪ ،‬ﻫﻢ ﺩﺭ ﻧﺘﻴﺠﻪ ﺗﻜﺜﺮ ﺣﺠﺮﺍﺕ‬
‫ﺩﻭﺑﺎﺭﻩ ﺍﻟﺘﻴﺎﻡ ﻣﻰ ﻳﺎﺑﻨﺪ‪ .‬ﺑﺪﻭﻥ ﺗﻜﺜﺮ ﺣﺠﺮﺍﺕ ﺗﻮﻟﻴﺪ ﻣﺜﻞ ﻣﻤﻜﻦ ﻧﻴﺴﺖ؛‬
‫ﺯﻳﺮﺍ ﺩﺭ ﻧﺘﻴﺠﺔ ﻫﻤﻴﻦ ﺗﻜﺜﺮ ﺣﺠﺮﺍﺕ ﺍﺳﺖ‪ ،‬ﻛﻪ ﺍﺯ ﻭﺍﻟﺪﻳﻦ ﺍﻭﻻﺩ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻣﻰ ﺁﻳﺪ ﻭ ﺑﻘﺎﻯ ﻧﺴﻞ ﻣﻤﻜﻦ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺷــﻤﺎ ﺑﺎ ﺍﻧﻮﺍﻉ ﺍﻧﻘﺴــﺎﻡ ﺣﺠﺮﻭﻯ ﻭ ﻓﺮﻕ ﺑﻴﻦ ﻣﻴﺘﻮﺳﺲ ﻭ‬
‫ﻣﻴﻮﺳﺲ ﺁﺷﻨﺎ ﻣﻰ ﺷﻮﻳﺪ‪.‬‬
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 ‫ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ‬
‫ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺍﻧﺪ‪:‬‬
‫‪ -1‬ﺍﻧﻘﺴﺎﻡ ﻣﺴﺘﻘﻴﻢ ﻳﺎ ﺁﻣﻴﺘﻮﺳﺲ‬
‫‪ -2‬ﺍﻧﻘﺴﺎﻡ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ )ﻣﻴﺘﻮﺳﺲ ﻭ ﻣﻴﻮﺳﺲ‬
‫ﻳﺎ ﺍﻧﻘﺴﺎﻡ ﺗﻨﻘﻴﺼﻲ(‬
‫ﺍﻧﻘﺴﺎﻡ ﻣﺴﺘﻘﻴﻢ ﺁﻣﻴﺘﻮﺳﺲ )‪:(Amitosis‬‬
‫ﺷــﻜﻞ )‪ (4-1‬ﺗﻘﺴــﻴﻤﺎﺕ ﺣﺠــﺮﻩ ﺭﺍ ﺑﻪ ﺷــﻜﻞ‬
‫ﻣﺴــﺘﻘﻴﻢ ﻳﺎ ﺁﻣﻴﺘﻮﺳــﺲ ﻧﺸــﺎﻥ ﻣﻰ ﺩﻫﺪ‪ .‬ﺍﻳﻦ‬
‫ﺗﻘﺴــﻴﻤﺎﺕ ﺍﻛﺜــﺮﺍ ً ﺩﺭ ﺑﻌﻀﻰ ﺍﺯ ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻣﺜــﻞ ﺑﻜﺘﺮﻳﺎ ﺑﻪ ﻣﺸــﺎﻫﺪﻩ ﻣﻰ ﺭﺳــﺪ‪ .‬ﻃﻮﺭﻯ ﻛﻪ‬
‫ﺩﻳﺪﻩ ﻣﻰ ﺷــﻮﺩ ﺍﻭﻝ ﺑﻜﺘﺮﻳﺎ ﻃﻮﻳﻞ ﺷــﺪﻩ‪ ،‬ﺳﭙﺲ‬
‫ﻳــﻚ ﻓﺮﻭﺭﻓﺘﮕﻰ ﺩﺭ ﺁﻥ ﭘﺪﻳﺪ ﻣﻰ ﺁﻳﺪ ﻭ ﺣﺠﺮﻩ ﺑﻪ‬
‫ﺩﻭ ﺣﺼﻪ ﺗﻘﺴﻴﻢ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
‫ﺷﻜﻞ)‪ (4-1‬ﺍﻧﻘﺴﺎﻡ ﻣﺴﺘﻘﻴﻢ ﺩﺭ ﺑﻜﺘﺮﻳﺎ‬
‫ﺍﻧﻘﺴﺎﻡ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺍﺳﺖ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﻣﻴﺘﻮﺳﺲ )‪(Mitosis‬‬
‫ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ ﺍﺑﺘﺪﺍ ﻫﺴﺘﻪ ﻭ ﺑﻌﺪ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ ﺗﻘﺴﻴﻢ ﻣﻰ ﺷﻮﺩ‪ .‬ﺩﺭ‬
‫ﻧﺘﻴﺠــﻪ ﺍﺯ ﻳﻚ ﺣﺠﺮﺓ ﻣﺎﺩﺭﻯ ﺩﻭ ﺣﺠــﺮﺓ ﺩﺧﺘﺮﻯ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ .‬ﺣﺠﺮﺍﺕ ﻧﻮ‬
‫ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﻳﺎ ﺣﺠﺮﺍﺕ ﺩﺧﺘﺮﻯ ﺩﺍﺭﺍﻯ ﻋﻴﻦ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎﻳﻰ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ‬
‫ﺩﺭ ﺣﺠﺮﺓ ﻣﺎﺩﺭﻯ ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﻫﺴﺘﻪ ﻗﺒﻞ ﺍﺯ ﺗﻘﺴﻴﻢ ﺷﺪﻥ ﻳﻚ‬
‫ﺳﻠﺴــﻠﻪ ﻣﺮﺍﺣﻞ ﻣﺨﺘﻠﻒ ﻭ ﭘﻴﭽﻴﺪﻩ ﺭﺍ ﻃﻰ ﻣﻰ ﻛﻨﺪ ﻛﻪ ﻋﺒﺎﺭﺕ ﺍﺯ ﭼﻬﺎﺭ ﻣﺮﺣﻠﻪ‬
‫ﺫﻳﻞ ﻣﻰ ﺑﺎﺷﺪ‪:‬‬
‫‪ -4‬ﺗﻴﻠﻮﻓﻴﺰ‬ ‫‪ -3‬ﺁﻧﺎﻓﻴﺰ‬ ‫‪ -2‬ﻣﻴﺘﺎﻓﻴﺰ‬ ‫‪ -1‬ﭘﺮﻭﻓﻴﺰ‬
‫ﺑﺎﻳﺪ ﺧﺎﻃﺮ ﻧﺸــﺎﻥ ﻛﺮﺩ ﻛﻪ ﻗﺒﻞ ﺍﺯ ﺷﺮﻭﻉ ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ‪ ،‬ﺣﺠﺮﻩ ﻣﺮﺣﻠﻪ ﺁﻣﺎﺩﮔﻰ‬
‫ﺭﺍ ﻣــﻰ ﭘﻴﻤﺎﻳﺪ ﻛﻪ ﺍﻳﻦ ﺣﺎﻟﺖ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺍﻧﺘﺮﻓﻴﺰ )‪ (Interphase‬ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺩﺭ‬
‫ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺣﺠﺮﻩ ﺑﻪ ﺣﺪ ﺁﺧﺮ ﻧﻤﻮﻯ ﺧﻮﺩ ﻣﻰ ﺭﺳﺪ ﻭ ﺁﻣﺎﺩﺓ ﺍﻧﻘﺴﺎﻡ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
‫‪ -1‬ﭘﺮﻭﻓﻴﺰ )‪ : (prophase‬ﺍﻧﻘﺴــﺎﻡ ﻣﻴﺘﻮﺳــﺲ ﺍﺯ ﻣﺮﺣﻠﻪ ﭘﺮﻭﻓﻴﺰ ﺷــﺮﻭﻉ ﻣﻲ‬
‫ﮔــﺮﺩﺩ‪ .‬ﺩﺭ ﺍﻳــﻦ ﻣﺮﺣﻠﻪ ﺣﺠﺮﻩ ﺍﺯ ﺣﺎﻟــﺖ ﺁﻣﺎﺩﻩ ﮔﻲ ﻳﺎ ﺍﻧﺘﺮﻓﻴﺰ ﺧﺎﺭﺝ ﻣﻲ ﺷــﻮﺩ ﻭ‬
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‫ﺗﻐﻴﻴﺮﺍﺗﻲ ﺩﺭ ﻫﺴــﺘﺔ ﺁﻥ ﺭﻭﻧﻤﺎ ﻣﻲ ﮔﺮﺩﺩ‪ .‬ﻃﻮﺭﻱ ﻛﻪ ﺍﺑﺘﺪﺍ ﺭﺷﺘﻪ ﻫﺎﻱ ﺷﺒﻜﻪ‬
‫ﻛﺮﻭﻣﺎﺗﻴﻦ ﺿﺨﻴﻢ ﺷــﺪﻩ ﺑﻪ ﻛﺮﻭﻣﻮﺯﻭﻣــﻲ ﻛﻪ ﻭﻇﻴﻔﻪ ﺍﻧﺘﻘﺎﻝ ﺧﻮﺍﺹ ﺍﺭﺛﻲ‬
‫ﺭﺍﺑــﻪ ﻋﻬــﺪﻩ ﺩﺍﺭﺩ‪ ،‬ﺗﺒﺪﻳﻞ ﻣﻲ ﺷــﻮﺩ‪ .‬ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺍﺯ ﺩﻭ ﺑﺎﺯﻭ ﺗﺸــﻜﻴﻞ‬
‫ﺷــﺪﻩ ﺍﻧﺪ‪ .‬ﺑﺎﺯﻭﻫﺎ ﺗﻮﺳﻂ ﺳــﻨﺘﺮﻭﻣﻴﺮ)‪ (Centromere‬ﺑﺎﻫﻢ ﻭﺻﻞ ﺍﻧﺪ‪.‬‬
‫ﺩﺭ ﻣﺮﺣﻠﺔ ﭘﺮﻭﻓﻴﺰ ﺩﺭ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻲ‪ ،‬ﺳــﻨﺘﺮﻳﻮﻝ ﻛﻪ ﺟﺴﻢ ﺍﺳﺘﻮﺍﻧﻪ ﺍﻯ‬
‫ﺷــﻜﻞ ﺍﺳﺖ‪ ،‬ﺑﻪ ﺩﻭ ﺣﺼﻪ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺑﻪ ﻃﺮﻑ ﺩﻭ ﻗﻄﺐ ﺣﺠﺮﻩ ﺣﺮﻛﺖ‬
‫ﻣﻲ ﻛﻨﺪ‪ .‬ﺳــﻨﺘﺮﻳﻮﻝ ﻫﺎ ﺩﺭ ﭘﻬﻠﻮﻯ ﻫﺴﺘﻪ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺟﺪﺍﺭ‬
‫ﻫﺴﺘﻮﻱ ﺑﻪ ﺗﺪﺭﻳﺞ ﺍﺯ ﺑﻴﻦ ﻣﻰ ﺭﻭﺩ ‪.‬‬
‫‪ -2‬ﻣﻴﺘﺎﻓﻴﺰ )‪ : (Metaphase‬ﺑﺎ ﺍﺯﺑﻴﻦ ﺭﻓﺘﻦ ﺟﺪﺍﺭ ﻫﺴــﺘﻮﻱ ﺩﺭ ﻣﺮﺣﻠﺔ‬
‫ﭘﺮﻭﻓﻴﺰ ﻛﺮﻭﻣﻮﺯﻭﻣﻬﺎ ﺁﺯﺍﺩ ﺷــﺪﻩ‪ ،‬ﺩﺭ ﻣﻨﻄﻘﺔ ﺍﺳﺘﻮﺍﻳﻲ ﺣﺠﺮﻩ ﻗﺮﺍﺭ ﻣﻲ ﮔﻴﺮﻧﺪ‪.‬‬
‫ﻃــﻮﺭﻱ ﻛﻪ ﺩﺭ ﺷــﻜﻞ )‪ (4-2‬ﺩﻳﺪﻩ ﻣﻲ ﺷــﻮﺩ ﻫﺮ ﻛﺮﻭﻣــﻮﺯﻭﻡ ﺩﺭ ﻧﻘﺎﻁ‬
‫ﺳﻨﺘﺮﻭﻣﻴﺮ ﺑﺎ ﺭﺷﺘﻪ ﻫﺎﻱ ﺩﻭﻙ ﻣﺎﻧﻨﺪ ﻭﺻﻞ ﻣﻲ ﮔﺮﺩﺩ‪.‬‬
‫‪ -3‬ﺁﻧﺎﻓﻴﺰ )‪ : (Anaphase‬ﺁﻧﺎﻓﻴﺰ ﻣﺮﺣﻠﻪ ﺳﻮﻡ ﺗﻘﺴﻴﻤﺎﺕ ﻏﻴﺮ ﻣﺴﺘﻘﻴﻢ‬
‫ﻣﻴﺘﻮﺳﺲ ﺍﺳﺖ‪ .‬ﻃﻮﺭﻱ ﻛﻪ ﺩﺭ ﺷــﻜﻞ )‪ (4-2‬ﻣﻲ ﺑﻴﻨﻴﺪ ﻛﺮﻭﻣﻮﺯﻭﻣﻬﺎﻳﻲ‬
‫ﻛﻪ ﺩﺭ ﻣﺮﺣﻠﻪ ﻣﻴﺘﺎﻓﻴﺰ ﺑﻪ ﺭﺷﺘﻪ ﻫﺎﻱ ﺩﻭﻙ ﻣﺎﻧﻨﺪ ﻭﺻﻞ ﺍﻧﺪ‪ ،‬ﺑﻪ ﺩﻭ ﻃﺮﻑ‬
‫ﻗﻄﺐ ﺣﺠﺮﻩ ﺣﺮﻛﺖ ﻣﻲ ﻧﻤﺎﻳﻨﺪ ﻭ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫‪ -4‬ﺗﻴﻠﻮﻓﻴﺰ )‪ : (Telophase‬ﺗﻴﻠﻮﻓﻴﺰ ﻣﺮﺣﻠﺔ ﺁﺧﺮﻱ ﺗﻘﺴــﻴﻤﺎﺕ ﻏﻴﺮ‬
‫ﻣﺴــﺘﻘﻴﻢ ﺣﺠﺮﻩ ﺍﺳــﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﻛﺮﻭﻣﻮﺯﻭﻣﻬﺎ ﺑﻪ ﻗﻄﺒﻬﺎﻱ ﺣﺠﺮﻩ‬
‫ﺭﺳﻴﺪﻩ ﻭ ﺍﻃﺮﺍﻑ ﺷﺎﻥ ﺭﺍ ﻏﺸﺎﻱ ﻫﺴﺘﻮﻱ ﺍﺣﺎﻃﻪ ﻣﻲ ﻧﻤﺎﻳﺪ‪ .‬ﻛﺮﻭﻣﻮﺯﻭﻣﻬﺎ ﻧﻴﺰ‬
‫ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺷﻜﻞ ﺭﺷﺘﻪ ﻫﺎﻱ ﺷﺒﻜﻪ ﻛﺮﻭﻣﺎﺗﻴﻦ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﻧﺪ‪ .‬ﻫﻤﭽﻨﺎﻥ‬
‫ﺭﺷﺘﻪ ﻫﺎﻱ ﺩﻭﻙ ﻣﺎﻧﻨﺪ ﻧﻴﺰ ﺍﺯ ﺑﻴﻦ ﻣﻰ ﺭﻭﺩ‪ .‬ﺩﺭ ﺧﺘﻢ ﺍﻳﻦ ﻣﺮﺣﻠﻪ ﺳﺎﻳﺘﻮﭘﻼﺯﻡ‬
‫ﺣﺠﺮﻩ ﻧﻴﺰ ﺑﻪ ﺩﻭ ﺣﺼﻪ ﺗﻘﺴﻴﻢ ﻣﻲ ﺷﻮﺩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺍﺯ ﻳﻚ ﺣﺠﺮﺓ ﻣﺎﺩﺭﻯ‬
‫ﺩﻭ ﺣﺠــﺮﺓ ﺟﺪﻳﺪ ﻛﻪ ﻫﺮ ﻛﺪﺍﻡ ﺩﺍﺭﺍﻱ ﻋﻴﻦ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻣﻬﺎ ﺍﺳــﺖ‪ ،‬ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻲ ﺁﻳﺪ‪.‬‬
‫ﺩﺭﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ ﺑﻌﺪ ﺍﺯﻣﺮﺣﻠﺔ ﺗﻴﻠﻮﻓﻴﺰ ﺩﺭ ﻭﺳﻂ ﺣﺠﺮﻩ ﻳﻚ ﻓﺮﻭﺭﻓﺘﮕﻰ‬
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 ‫ﺑــﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ ﻭ ﺣﺠﺮﻩ ﺑﻪ ﺩﻭ ﺣﺼﻪ ﺗﻘﺴــﻴﻢ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺩﺭﺣﺠــﺮﺍﺕ ﻧﺒﺎﺗﻰ‬
‫ﻓﺮﻭﺭﻓﺘﮕﻰ ﺑﻪ ﻭﺟﻮﺩ ﻧﻴﺎﻣﺪﻩ؛ ﺑﻠﻜﻪ ﻋﻮﺽ ﺁﻥ ﺩﺭ ﻭﺳــﻂ ﺣﺠﺮﻩ ﻳﻚ ﺩﻳﻮﺍﺭﺣﺠﺮﻭﻯ‬
‫ﺑﻮﺟــﻮﺩ ﻣﻰ ﺁﻳﺪ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﺣﺠﺮﻩ ﺑﻪ ﺩﻭ ﺣﺼﻪ ﺗﻘﺴــﻴﻢ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬
‫ﺳﻨﺘﺮﻳﻮﻝ ﻫﺎ ﻣﻮﺟﻮﺩ ﻧﻤﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﭘﺮﻭﻓﻴﺰ‬ ‫ﻣﻴﺘﺎﻓﻴﺰ‬ ‫ﺁﻧﺎﻓﻴﺰ‬ ‫ﺗﻴﻠﻮﻓﻴﺰ‬
‫ﺷﻜﻞ)‪ (4-2‬ﻋﻤﻠﻴﻪ ﻣﻴﺘﻮﺳﺲ ﺩﺭ ﺣﺠﺮﺍﺕ ﺣﻴﻮﺍﻧﻰ‬
‫ﺷﻜﻞ)‪ (4-3‬ﻣﺮﺣﻠﻪ ﺗﻴﻠﻮﻓﻴﺰ ﺩﺭ ﺣﺠﺮﺍﺕ ﻧﺒﺎﺗﻰ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳﻚ ﺳــﻼﻳﺪ ﺗﻬﻴﻪ ﺷﺪﺓ ﺭﻳﺸﻪ ﭘﻴﺎﺯ ﻳﺎ ﺳﻼﻳﺪ ﺁﻣﺎﺩﻩ ﺷﺪﺓ ﺩﻳﮕﺮﻯ ﺭﺍ ﺯ ﻳﺮ ﻣﻴﻜﺮﻭﺳﻜﻮپ ﻣﻄﺎﻟﻌﻪ ﻧﻤﻮﺩﻩ‪ ،‬ﻣﺮﺍﺣﻞ ﻣﺨﺘﻠﻒ‬
‫ﻣﻴﺘﻮﺳﺲ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ ﺭﺳﻢ ﻧﻤﺎﻳﻴﺪ‪.‬‬
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 ‫ﺍﻫﻤﻴﺖ ﻣﻴﺘﻮﺳﺲ‬
‫ﻋﻤﻠﻴﻪ ﻣﻴﺘﻮﺳﺲ ﺑﺮﺍﻯ ﻧﺸــﻮ ﻭ ﻧﻤﻮ ﺭﻭﻝ ﺍﺳﺎﺳﻰ ﺩﺍﺭﺩ‪ .‬ﺭﻭﺯﺍﻧﻪ ﻣﻴﻠﻴﻮﻥ‬
‫ﻫــﺎ ﺣﺠﺮﺓ ﺟﺴــﻢ ﻣﺎ ﻭ ﺷــﻤﺎ ﺍﺯ ﺑﻴﻦ ﻣﻰ ﺭﻭﺩ‪ ،‬ﺣﺠــﺮﺍﺕ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻪ‬
‫ﺗﻮﺳــﻂ ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﺩﻭﺑﺎﺭﻩ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷــﻮﺩ‪ .‬ﻫﻤﭽﻨﺎﻥ ﺣﺠﺮﺍﺕ ﺧﻮﻥ‬
‫ﺭﻭﺯﻣﺮﻩ ﺍﺯ ﺑﻴﻦ ﻣﻰ ﺭﻭﻧﺪ ﻭ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﻨﺪ‪ .‬ﻧﻤﻮﻯ ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺯﻧﺪﻩ ﺗﻮﺳــﻂ ﺗﻘﺴــﻴﻢ ﺣﺠﺮﻭﻯ ﻣﻴﺘﻮﺳــﺲ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺗﻨﻬﺎ ﺍﺯ‬
‫ﺍﻳﻦ ﺭﺍﻩ ﻣﻤﻜﻦ ﺍﺳﺖ ﺍﺯ ﻳﻚ ﻃﻔﻞ‪ ،‬ﺍﻧﺴﺎﻥ ﺑﺎﻟﻎ ﻭ ﺍﺯ ﻳﻚ ﻧﻬﺎﻝ ﻛﻮﭼﻚ‪،‬‬
‫ﺩﺭﺧﺖ ﺑﺰﺭﮔﻰ ﺑﻪ ﻭﺟﻮﺩ ﺁﻳﺪ‪ .‬ﺍﮔﺮ ﭘﻮﺳﺖ ﻭﺟﻮﺩ ﺧﻮﺩ ﺭﺍ ﺩﺭ ﻧﻈﺮ ﺑﮕﻴﺮﻳﻢ‪،‬‬
‫ﺣﺠــﺮﺍﺕ ﺑﺎﻻﻳﻰ ﻣﻰ ﻣﻴﺮﻧﺪ ﻭ ﺟﺎﻯ ﺣﺠــﺮﺍﺕ ﺍﺯ ﺑﻴﻦ ﺭﻓﺘﻪ ﺭﺍ ﺣﺠﺮﺍﺕ‬
‫ﺟﺪﻳﺪﻯ ﻛﻪ ﺗﻮﺳﻂ ﻋﻤﻠﻴﻪ ﻣﻴﺘﻮﺳﺲ ﺍﺯ ﺩﺍﺧﻞ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷﻮﺩ‪ ،‬ﺩﻭﺑﺎﺭﻩ‬
‫ﺍﺷﻐﺎﻝ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺍﮔﺮ ﺩﺳــﺖ ﺧﻮﺩ ﺭﺍ ﺗﻮﺳﻂ ﭼﺎﻗﻮ ﺯﺧﻤﻰ ﻧﻤﻮﺩﻩ ﺑﺎﺷــﻴﺪ‪ ،‬ﺷﺎﻳﺪ ﺑﻌﺪ ﺍﺯ ﮔﺬﺷﺖ ﭼﻨﺪ ﺭﻭﺯ ﺍﻟﺘﻴﺎﻡ ﻳﺎﻓﺘﻪ ﺑﺎﺷﺪ‪ .‬ﻛﺪﺍﻡ ﻋﻤﻠﻴﻪ‬
‫ﺑﺎﻋﺚ ﺗﺮﻣﻴﻢ ﺩﻭﺑﺎﺭﻩ ﺍﻧﺴﺎﺝ ﺗﺨﺮﻳﺐ ﺷﺪﺓ ﺩﺳﺖ ﺷﻤﺎ ﺷﺪ؟‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺑﻴﺎﻳﻴﺪ ﻣﺪﻝ ﻛﺮﻭﻣﻮﺯﻭﻡ ﺑﺴﺎﺯﻳﻢ‬
‫ﻣﻮﺍﺩ ﻣﻮﺭﺩ ﺿﺮﻭﺭﺕ‪ :‬ﺳﻴﻢ ﻫﺎﻯ ﺑﺮﻕ ﺑﻪ ﺭﻧﮓ ﻫﺎﻯ ﻣﺨﺘﻠﻒ‪ ،‬ﻣﻬﺮﻩ‪ ،‬ﻛﺎﻏﺬ ﻟﻴﺒﻞ ﻭ ﭼﺎﻗﻮ‪.‬‬
‫ﻃﺮﺯﺍﻟﻌﻤﻞ‪ :‬ﺷﺎﮔﺮﺩﺍﻥ ﺩﻭ ﺗﻮﺗﻪ ﺳﻴﻢ ﺑﺮﻕ ﺑﻪ ﺭﻧﮕﻬﺎﻯ ﻣﺨﺘﻠﻒ ﺭﺍ ﮔﺮﻓﺘﻪ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﺍﻧﺪﺍﺯﻩ ﻫﺎﻯ ﻣﺴﺎﻭﻯ ﻗﻄﻊ ﻧﻤﻮﺩﻩ )ﺩﺭ ﺍﺛﻨﺎﻯ‬
‫ﻗﻄﻊ ﻧﻤﻮﺩﻥ ﺗﻮﺳﻂ ﭼﺎﻗﻮ ﺍﺯ ﺍﺣﺘﻴﺎﻁ ﻛﺎﺭ ﮔﺮﻓﺘﻪ ﺷﻮﺩ( ﺍﺯ ﺁﻥ ﻣﻄﺎﺑﻖ ﺷﻜﻞ )‪ (1-5‬ﻣﺮﺑﻮﻁ ﻓﺼﻞ ﺍﻭﻝ ﺳﻴﻢ ﻫﺎ ﺭﺍ ﺗﻮﺳﻂ ﻣﻬﺮﻩ ﻭ‬
‫ﺗﺎﺭ ﭘﻴﻮﻧﺪ ﺩﺍﺩﻩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﺑﺴﺎﺯﻧﺪ‪ ،‬ﺳﭙﺲ ﻟﻴﺒﻞ ﻫﺎ ﺭﺍ ﻧﻤﺮﻩ ﮔﺬﺍﺭﻯ ﻧﻤﻮﺩﻩ ﺑﺎﻻﻯ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻧﺼﺐ ﻛﻨﻨﺪ‪ .‬ﺑﺮﺍﻯ ﻧﺸﺎﻥ ﺩﺍﺩﻥ ﻋﻤﻠﻴﻪ‬
‫ﻣﻴﺘﻮﺳﺲ ﺍﻗ ً‬
‫ﻼ ﺑﺎﻳﺪ ﺩﻭ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻣﻮﺟﻮﺩ ﺑﺎﺷﺪ‪ .‬ﻣﻬﺮﻩ ﺩﺭ ﺑﻴﻦ ﺩﻭ ﺗﺎﺭ ﺑﺎ ﺳﻨﺘﺮﻭﻣﻴﺮ ﻗﺎﺑﻞ ﻣﻘﺎﻳﺴﻪ ﺍﺳﺖ‪.‬‬
‫ﺏ‪ :‬ﺍﻧﻘﺴﺎﻡ ﺗﻨﻘﻴﺼﻰ )‪(Meiosis‬‬
‫ﻃﻮﺭﻯ ﻛﻪ ﺷﻤﺎ ﻗﺒ ً‬
‫ﻼ ﺩﺭ ﻋﻤﻠﻴﺔ ﻣﻴﺘﻮﺳﺲ ﺧﻮﺍﻧﺪﻳﺪ‪ ،‬ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﻳﻚ ﺟﺰء‬
‫ﻣﻬﻢ ﻫﺴــﺘﻪ ﺍﻧﺪ ﻛﻪ ﺩﺭ ﻭﻗﺖ ﺗﻘﺴﻴﻢ ﻫﻤﺎﻥ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﺍﺯ ﻳﻚ ﺣﺠﺮﻩ‬
‫ﺑﻪ ﺣﺠﺮﺓ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻰ ﺷــﻮﺩ؛ ﺍﻣﺎ ﺗﻘﺴــﻴﻢ ﺣﺠﺮﻭﻯ ﺩﻳﮕﺮﻯ ﻫﻢ ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﺩ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺗﻘﺴــﻴﻢ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﺪﻳﺪ ﻧﺼﻒ ﻣﻰ‬
‫ﮔﺮﺩﺩ‪ .‬ﺍﻳﻦ ﺗﻘﺴــﻴﻢ ﺣﺠﺮﻭﻯ ﺑﻨﺎﻡ ﻣﻴﻮﺳﺲ ﻳﺎﺩ ﻣﻰ ﺷﻮﺩ‪ .‬ﻟﻔﻆ ﻣﻴﻮﺳﺲ ﺑﻪ‬
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 ‫ﻣﻌﻨﻰ ﺗﻨﻘﻴﺺ ﻳﺎ ﻛﺎﻫﺶ ﺍﺳﺖ‪ .‬ﻣﻴﻮﺳﺲ ﻳﻚ ﻋﻤﻠﻴﺔ ﻛﺎﻫﺶ ﻛﺮﻭﻣﻮﺯﻭﻣﻰ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺍﻧﻘﺴﺎﻡ‬
‫ﺣﺠﺮﻭﻯ ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﻨﺴﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﺍﺯ ﻳﻚ ﺣﺠﺮﺓ ﻣﺎﺩﺭﻯ ﭼﻬﺎﺭ‬
‫ﺣﺠــﺮﺓ ﺩﺧﺘﺮﻯ ﺑﻪ ﻭﺟﻮﺩ ﻣــﻰ ﺁﻳﺪ‪ .‬ﺣﺠﺮﺍﺕ ﺟﺪﻳﺪ ﺩﺍﺭﺍﻯ ﻧﺼﻒ ﺗﻌــﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎﻯ‬
‫ﺣﺠﺮﺍﺕ ﻣﺎﺩﺭﻯ ﻣﻰ ﺑﺎﺷــﻨﺪ‪ .‬ﻋﻤﻠﻴﻪ ﻣﻴﻮﺳــﺲ ﺩﺭ ﺩﻭ ﻣﺮﺣﻠﻪ ﺗﻜﻤﻴﻞ ﻣﻰ ﺷﻮﺩ‪ .‬ﻣﻴﻮﺳﺲ‬
‫ﺍﻭﻟﻰ ﻭ ﻣﻴﻮﺳﺲ ﺩﻭﻣﻰ ﻛﻪ ﻳﻜﻰ ﺑﻌﺪ ﺩﻳﮕﺮﻯ ﺍﻧﺠﺎﻡ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺍﻟﻒ( ﻣﻴﻮﺳﺲ ﺍﻭﻝ‬
‫ﺏ( ﻣﻴﻮﺳﺲ ﺩﻭﻡ‬
‫ﺷﻜﻞ)‪ (4-4‬ﻋﻤﻠﻴﻪ ﻣﻴﻮﺳﺲ ﺭﺍ‬
‫ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‬
‫ﺍﻫﻤﻴﺖ ﻋﻤﻠﻴﻪ ﻣﻴﻮﺳﺲ‬
‫ﻋﻤﻠﻴﺔ ﻣﻴﻮﺳــﺲ ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﻨﺴــﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﺍﺯ ﺍﻫﻤﻴــﺖ ﺯﻳﺎﺩ ﺑﺮﺧﻮﺭﺩﺍﺭ‬
‫ﺍﺳــﺖ‪ .‬ﺩﺭ ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﻧﺼﻒ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﻛﻪ ﺑﻌﺪ ﺍﺯ ﺍﻟﻘﺎﺡ )ﺗﺮﻛﻴﺐ‬
‫ﺣﺠﺮﺍﺕ ﺟﻨﺴﻰ ﻣﺬﻛﺮ ﻭ ﻣﻮﻧﺚ( ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻫﻤﺎﻥ ﺗﻌﺪﺍﺩ ﺍﻭﻟﻰ ﻣﻰ ﺭﺳﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﺻﻮﺭﺕ‬
‫ﺗﻌــﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺩﺭ ﻫﺮ ﻧﻮﻉ ﻣﺴــﺎﻭﻯ ﻣﻰ ﻣﺎﻧــﺪ ﻭ ﺧﺼﻮﺻﻴﺎﺕ ﻫﺮ ﻧﻮﻉ ﺣﻔﻆ ﻣﻰ‬
‫ﺷﻮﺩ‪ .‬ﺑﻪ ﻃﻮﺭ ﻣﺜﺎﻝ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎﻯ ﺍﻧﺴﺎﻥ ‪ 46‬ﻋﺪﺩ ﻳﺎ ‪ 23‬ﺟﻮﺭﻩ ﻣﻰ ﺑﺎﺷﺪ‪ ،‬ﻛﻪ‬
‫ﺍﻳﻦ ﺗﻌﺪﺍﺩ ﺑﺮﺍﻯ ﻫﻤﻴﺸــﻪ ﻣﺴﺎﻭﻯ ﻣﻰ ﻣﺎﻧﺪ‪ .‬ﺍﮔﺮ ﺍﻳﻦ ﻃﻮﺭ ﻧﻤﻰ ﺑﻮﺩ‪ ،‬ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ‬
‫ﻫﺎ ﺩﺭ ﻫﺮ ﻧﺴﻞ ﺩﻭ ﺑﺮﺍﺑﺮ ﺷﺪﻩ‪ ،‬ﺑﺎﻻﺧﺮﻩ ﺩﺭ ﻧﺴﻞ ﻫﺎﻯ ﺁﻳﻨﺪﻩ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺑﻪ ﻻ‬
‫ﻳﺘﻨﺎﻫﻰ ﻣﻰ ﺭﺳﻴﺪ‪ ،‬ﻛﻪ ﺍﻳﻦ ﻛﺎﺭ ﻧﺎﻣﻤﻜﻦ ﺍﺳﺖ‪ .‬ﻋﻤﻠﻴﻪ ﻣﻴﻮﺳﺲ ﻳﻚ ﻋﻤﻠﻴﻪ ﺑﺴﻴﺎﺭ ﻣﻬﻢ‬
‫ﺑﺮﺍﻯ ﺗﻮﻟﻴﺪ ﻧﺴﻞ ﻭ ﺑﻘﺎﻯ ﻧﻮﻉ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺩﺭ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ ﻋﺎﻟﻰ ﺍﺳﺖ‪.‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
‫ﺗﻜﺜﺮ ﻳﻜﻰ ﺍﺯ ﺧﻮﺍﺹ ﻋﻤﺪﺓ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﺮﺍﻯ ﺑﻘﺎﻯ ﻧﺴــﻞ ﺍﺳــﺖ‪ .‬ﺗﻜﺜﺮ ﺑﻪ ﻣﻌﻨﺎﻱ ﺍﺯﺩﻳﺎﺩ‬
‫ﻧﺴﻞ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻮﺩﻩ ﻭ ﺗﻤﺎﻡ ﺣﺠﺮﺍﺕ ﺯﻧﺪﻩ ﺗﻮﺳﻂ ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ ﺗﻜﺜﺮ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺁﻣﻴﺘﻮﺳــﺲ ﻳﺎ ﺍﻧﻘﺴﺎﻡ ﻣﺴﺘﻘﻴﻢ ‪ :‬ﺩﺭ ﺍﻳﻦ ﺍﻧﻘﺴــﺎﻡ ﻳﻚ ﺣﺠﺮﻩ ﻣﺴﺘﻘﻴﻤﺎً ﺑﻪ ﺩﻭ ﺣﺠﺮﻩ ﺗﻘﺴﻴﻢ‬
‫ﻣﻰ ﺷﻮﺩ ‪.‬‬
‫ﻣﻴﺘﻮﺳــﺲ ﻳﺎ ﺗﻜﺜﺮ ﻏﻴﺮ ﻣﺴــﺘﻘﻴﻢ ‪ :‬ﻛﻪ ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﺴﻤﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻭ ﭼﻬﺎﺭ ﻣﺮﺣﻠﻪ‬
‫ﺩﺍﺭﺩ‪ :‬ﭘﺮﻭﻓﻴــﺰ ‪ ،‬ﻣﻴﺘﺎﻓﻴــﺰ ‪ ،‬ﺁﻧﺎﻓﻴﺰ ﻭ ﺗﻴﻠﻮﻓﻴﺰ ‪ .‬ﺩﺭ ﺍﻳﻦ ﺗﻜﺜﺮ ﺣﺠــﺮﺍﺕ‪ ،‬ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻣﻬــﺎ ﺛﺎﺑﺖ‬
‫ﻣﻰ ﻣﺎﻧﺪ‪.‬‬
‫ﻣﻴﻮﺳﺲ ﻳﺎ ﺗﻨﻘﻴﺺ ﻛﺮﻭﻣﻮﺯﻭﻣﻰ ‪ :‬ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﻨﺴﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺍﺯ ﻳﻚ ﺣﺠﺮﻩ ﭼﻬﺎﺭ‬
‫ﺣﺠــﺮﻩ ﺟﺪﻳﺪ ﺑﻪ ﻣﻴﺎﻥ ﻣﻰ ﺁﻳﺪ ﻭ ﻫﺮ ﺣﺠــﺮﻩ ﺟﺪﻳﺪ ﺗﻌﺪﺍﺩ ﻧﺼﻒ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎﻯ ﺣﺠﺮﻩ ﻣﺎﺩﺭﻯ‬
‫ﺭﺍ ﺩﺍﺭﺍ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﭼﻬﺎﺭﻡ‬
‫‪ -1‬ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﭼﺮﺍ ﺗﻜﺜﺮ ﻣﻰ ﻛﻨﻨﺪ؟‬
‫‪ -2‬ﺗﻜﺜﺮ ﺑﻪ ﭼﻨﺪ ﺷﻜﻞ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟‬
‫‪ -3‬ﻋﻤﻠﻴﺔ ﻣﻴﻮﺳﺲ ﺩﺭ ﻛﺪﺍﻡ ﻧﻮﻉ ﺣﺠﺮﺍﺕ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟‬
‫‪ -4‬ﻋﻤﻠﻴﺔ ﻣﻴﺘﻮﺳﺲ ﺩﺭ ﻛﺪﺍﻡ ﻧﻮﻉ ﺣﺠﺮﺍﺕ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟‬
‫‪ -5‬ﻓﺮﻕ ﺑﻴﻦ ﻋﻤﻠﻴﺔ ﻣﻴﻮﺳﺲ ﻭﻣﻴﺘﻮﺳﺲ ﭼﻴﺴﺖ؟ ﻭﺍﺿﺢ ﺳﺎﺯﻳﺪ‪.‬‬
‫ﺟﻤﻠــﻪ ﻫــﺎﻱ ﺫﻳﻞ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺧﻮﺍﻧﺪﻩ ﻭ ﺩﺭ ﻣﻘﺎﺑــﻞ ﺻﺤﻴﺢ ﺣﺮﻑ )ﺹ( ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺟﻤﻠﻪ ﻏﻠﻂ‬
‫ﺣﺮﻑ )ﻍ( ﺑﻨﻮﻳﺴﻴﺪ‪:‬‬
‫‪ -6‬ﻋﻤﻠﻴﺔ ﻣﻴﺘﻮﺳﺲ ﺩﺭ ﺣﺠﺮﺍﺕ ﺟﺴﻤﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪( ) .‬‬
‫‪ -7‬ﺩﺭ ﻋﻤﻠﻴﺔ ﻣﻴﻮﺳﺲ ﺗﻌﺪﺍﺩ ﻛﺮﻭﻣﻮﺯﻭﻡ ﻫﺎ ﺩﺭﺣﺠﺮﺍﺕ ﻧﻮ )ﺩﺧﺘﺮﻯ( ﺛﺎﺑﺖ ﻣﻰ ﻣﺎﻧﺪ‪( ).‬‬
‫‪ -8‬ﻣﺮﺣﻠﺔ ﺍﻧﺘﺮﻓﻴﺰ ﻣﺮﺣﻠﺔ ﺁﻣﺎﺩﻩ ﮔﻰ ﺣﺠﺮﻩ ﻣﻰ ﺑﺎﺷﺪ‪( ).‬‬
‫‪ -9‬ﻋﻤﻠﻴﺔ ﻣﻴﺘﻮﺳﺲ ﺩﺭﺣﺠﺮﺍﺕ ﺟﻨﺴﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪( ) .‬‬
‫‪ -10‬ﻋﻤﻠﻴﺔ ﻣﻴﻮﺳــﺲ ﺩﺭ ﺩﻭ ﻣﺮﺣﻠﻪ ﺗﻜﻤﻴﻞ ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﻋﺒﺎﺭﺕ ﺍﺯ ﻣﻴﻮﺳﺲ ﺍﻭﻟﻰ ﻭ ﻣﻴﻮﺳﺲ‬
‫ﺩﻭﻣﻰ ﻣﻰ ﺑﺎﺷﺪ‪( ) .‬‬
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 ‫ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‬
‫ﺁﻳﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﻏﺬﺍ ﺍﺯ ﭼﻪ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻳﺪ؟ ﺁﻳﺎ ﻓﻜﺮﻛﺮﺩﻩ ﺍﻳﺪ ﻛﻪ‬
‫ﺩﺭ ﺟﻬﺎﻥ ﭼﻨﺪ ﻧﻮﻉ ﻧﺒﺎﺕ ﻭﺟﻮﺩ ﺩﺍﺭﺩ؟‬
‫ﺯﻧﺪﻩ ﮔﻰ ﺍﻧﺴــﺎﻥ ﻭ ﺣﻴﻮﺍﻥ ﻭﺍﺑﺴﺘﻪ ﺑﻪ ﻧﺒﺎﺗﺎﺕ ﺍﺳﺖ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻋﻼﻭﻩ ﺑﺮ‬
‫ﺍﻳﻨﻜﻪ ﻏﺬﺍﻯ ﻣﺎ ﺭﺍ ﺗﺸــﻜﻴﻞ ﻣﻰ ﺩﻫﻨﺪ‪ ،‬ﺑﺮﺍﻯ ﻣﻘﺎﺻﺪ ﻣﺨﺘﻠﻒ ﺩﻳﮕﺮﻯ‬
‫ﻧﻴﺰ ﺑﻪ ﻛﺎﺭ ﻣﻰ ﺭﻭﻧﺪ‪ .‬ﺍﺯ ﭼﻮﺏ ﻧﻪ ﺗﻨﻬﺎ ﺩﺭ ﺳﺎﺧﺘﻦ ﺧﺎﻧﻪ ﻫﺎ ﻭ ﺗﻌﻤﻴﺮﺍﺕ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ‪ ،‬ﺑﻠﻜﻪ ﺑﻪ ﺣﻴﺚ ﻣﺎﺩﺓ ﺳﻮﺧﺖ ﻭ ﺳﺎﺧﺘﻦ ﻛﺎﻏﺬ ﻣﻮﺭﺩ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﻃﺒﻰ ﺩﺭ ﺳﺎﺧﺘﻦ ﺩﻭﺍ ﻫﺎﻯ ﻣﺨﺘﻠﻒ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ‪ .‬ﻧﺒﺎﺗﺎﺕ ﺩﺍﺭﺍﻯ ﺍﻧﻮﺍﻉ ﻣﺨﺘﻠﻒ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺷﻤﺎ ﺑﺎ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‪ ،‬ﻗﺴﻤﺘﻬﺎﻯ ﻋﻤﺪﺓ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬
‫ﻭ ﻭﻇﺎﻳﻒ ﻫﺮ ﻗﺴــﻤﺖ ﻧﺒﺎﺕ ﺁﺷﻨﺎ ﺷﺪﻩ ﻭ ﺭﺍﺟﻊ ﺑﻪ ﺗﺨﻢ ﻫﺎﻯ ﻧﺒﺎﺗﺎﺕ‬
‫ﻳﻚ ﻣﺸــﻴﻤﻪ ﻭ ﺩﻭ ﻣﺸــﻴﻤﻪ ﻭ ﻣﻮﺍﺩ ﺗﺸــﻜﻴﻞ ﺩﻫﻨﺪﺓ ﺁﻥ ﻣﻌﻠﻮﻣﺎﺕ‬
‫ﺣﺎﺻﻞ ﺧﻮﺍﻫﻴﺪ ﻛﺮﺩ‪.‬‬ ‫‪37‬‬
 ‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﻭ ﮔﺮﻭپ ﻫﺎﻯ ﺁﻧﻬﺎ‪:‬‬
‫ﺷﻜﻞ ‪ 5-1‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪ .‬ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺩﺍﺭﺍﻯ ﺭﻳﺸﻪ‪ ،‬ﺳﺎﻗﻪ ﻭ ﺑﺮگ ﺑﻮﺩﻩ‬
‫ﻭ ﺗﻮﻟﻴﺪ ﺩﺍﻧﻪ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺑﻪ ﺩﻭ ﮔﺮﻭپ ﻋﻤﺪﻩ ﺗﻘﺴــﻴﻢ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ‬
‫ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻛﻪ ﺩﺍﻧﻪ ﻫﺎﻯ ﺷﺎﻥ ﺑﺮﻫﻨﻪ ﺑﻮﺩﻩ ﻭ ﺗﻮﻟﻴﺪ ﮔﻞ ﻧﻤﻰ ﻛﻨﻨﺪ ﻭ ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﻛﻪ‬
‫ﺩﺍﻧﻪ ﻳﺎ ﺗﺨﻢ ﺷﺎﻥ ﺩﺭ ﻣﻴﺎﻥ ﺳﺎﺧﺘﻤﺎﻧﻰ ﺑﻪ ﻧﺎﻡ ﻣﻴﻮﻩ ﺟﺎ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳﻨﻜﻪ ﺗﺨﻢ ﻫﺎﻯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ‬
‫ﺗﻮﺳﻂ ﮔﻠﻬﺎ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﻨﺪ ﺍﻳﻨﻬﺎ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﻧﻴﺰ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (5-1‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‬ ‫ﺏ( ﻇﺎﻫﺮﺍﻟﺒﺬﺭ‬ ‫ﺍﻟﻒ( ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ‬
‫ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑﻪ ﺩﻭ ﺩﺳﺘﻪ ﺫﻳﻞ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺍﻧﺪ‪:‬‬
‫ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸـﻴﻤﻪ‪ :‬ﻛﻪ ﺩﺍﻧﻪ ﻫﺎﻯ ﺷــﺎﻥ ﺍﺯ ﻳﻚ ﭘﻠﻪ ﺳﺎﺧﺘﻪ ﺷﺪﻩ؛‬
‫ﻣﺜﻞ‪ :‬ﮔﻨﺪﻡ‪ ،‬ﺟﻮ ﻭ ﺟﻮﺍﺭﻯ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﺩﻭ ﻣﺸـﻴﻤﻪ‪ :‬ﺩﺍﻧﻪ ﻫﺎﻯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﺩﻭ ﭘﻠﻪ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ؛‬
‫ﻣﺎﻧﻨﺪ‪ :‬ﻟﻮﺑﻴﺎ‪ ،‬ﻧﺨﻮﺩ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺑﺮﺍﻯ ﺍﻳﻨﻜﻪ ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸــﻴﻤﻪ ﻭ ﺩﻭﻣﺸــﻴﻤﻪ ﺭﺍ ﺧﻮﺏ ﺗﺮ ﺑﺸﻨﺎﺳﻴﻢ‪،‬‬
‫ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺍﺟﺮﺍ ﻣﻰ ﻛﻨﻴﻢ‪:‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﭼﻨﺪ ﺩﺍﻧﻪ ﺗﺨﻢ ﻧﺒﺎﺕ ﻳﻚ ﻣﺸﻴﻤﻪ )ﮔﻨﺪﻡ( ﻭ ﺩﻭ ﻣﺸﻴﻤﻪ )ﻟﻮﺑﻴﺎ( ﺭﺍ ﺩﺭ ﻳﻚ ﮔﻴﻼﺱ ﺍﻧﺪﺍﺧﺘﻪ ﺑﺎﻻﻯ ﺁﻥ ﻗﺪﺭﻯ ﺁﺏ ﻋﻼﻭﻩ‬
‫ﻛﻨﻴﺪ‪ .‬ﺑﻪ ﻣﺪﺕ ‪ 24‬ﺳﺎﻋﺖ ﺑﻪ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﻣﻨﺎﺳﺐ )‪ 25 - 20‬ﺩﺭﺟﻪ ﺳﺎﻧﺘﻰ ﮔﺮﻳﺪ( ﺑﮕﺬﺍﺭﻳﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺗﺨﻢ ﻫﺎ ﺭﺍ‬
‫ﺑﻴﻦ ﻳﻚ ﭘﺎﺭﭼﻪ ﺗﻜﻪ ﻳﺎ ﻛﺎﻏﺬ ﻣﺮﻃﻮﺏ ﮔﺬﺍﺷــﺘﻪ )ﻛﺎﻏﺬ ﻳﺎ ﺗﻜﻪ ﺑﺎﻳﺪ ﺧﺸــﻚ ﻧﺸﻮﺩ( ﻣﺸﺎﻫﺪﻩ ﻧﻤﺎﻳﻴﺪ ﻭ ﻧﺘﺎﻳﺞ ﻣﺸﺎﻫﺪﺍﺕ‬
‫ﺧﻮﺩ ﺭﺍ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺍﻛﻨﻮﻥ ﺳــﺎﺧﺘﻤﺎﻥ ﺗﺨﻢ ﻧﺒﺎﺕ ﻳﻚ ﻣﺸــﻴﻤﻪ ﻭ ﺩﻭ ﻣﺸــﻴﻤﻪ ﺭﺍ ﺩﺭﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ ﺭﺳــﻢ ﻧﻤﻮﺩﻩ ‪ ،‬ﺁﻧﭽﻪ ﺭﺍ ﻛﻪ ﻣﺸﺎﻫﺪﻩ‬
‫ﻧﻤﻮﺩﻳﺪ ﺭﻭﻯ ﺭﺳﻢ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬
‫ﺳﺎﺯﻳﺪ‪.‬‬
‫ﻭﺍﺿﺢ ﺯﻳ‬
‫ﻣﺸﻴﻤﻪ ﻳﻰ ﺭﺭﺍ ﻭ ﺢ‬
‫ﺩﻭ ﻴ‬‫ﻳﻰ ﻭ ﻭ‬
‫ﻣﺸﻴﻤﻪ ﻳﻰ‬
‫ﺗﺨﻤﻬﺎﻯ ﺒﻧﺒﺎﺗﺎﺕ ﻳﻳﻚ ﻴ‬
‫ـ ﻓﺮﻕ ﺑﻴﻦ ﻬ ﻯ‬
‫ﺏ‪ -‬ﺟﻮﺍﺭﻯ‬
‫ﺍﻟﻒ‪-‬ﻟﻮﺑﻴﺎ‬
‫ﺷﻜﻞ )‪(5-2‬ﺟﻮﺍﻧﻪ ﺯﺩﻥ ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬
‫ﺁﻳﺎﻓﻜﺮﻛﺮﺩﻩ ﺍﻳﺪ ﻛﻪ ﺗﺨﻢ ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﭼﻪ ﺳــﺎﺧﺘﻪ ﺷــﺪﻩ ﺍﺳــﺖ ؟ ﺗﺨﻢ‬
‫ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﻭ ﻣﻮﺍﺩ ﻏﻴﺮ ﻋﻀﻮﻯ ﺳــﺎﺧﺘﻪ ﺷــﺪﻩ ﺍﺳﺖ‪ .‬ﻣﻮﺍﺩ‬
‫ﻋﻀﻮﻯ ﺷﺎﻣﻞ ﻣﻮﺍﺩ ﻧﺸﺎﻳﺴﺘﻪ ﻳﻰ‪ ،‬ﻣﻮﺍﺩ ﭘﺮﻭﺗﻴﻨﻰ ﻭ ﺗﻴﻠﻬﺎ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻣﻮﺍﺩ‬
‫ﻏﻴﺮ ﻋﻀﻮﻯ ﺷﺎﻣﻞ ﻧﻤﻚ ﻫﺎﻯ ﻣﻌﺪﻧﻰ ﻭ ﺁﺏ ﺍﺳﺖ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳــﻚ ﻣﻘــﺪﺍﺭ ﺁﺭﺩ ﮔﻨــﺪﻡ ﺭﺍ ﺧﻤﻴــﺮ ﻛــﺮﺩﻩ ﻭ ﺩﺭ ﻳــﻚ ﺗﻜﻪ ﻣﻠﻤــﻞ ﺍﻧﺪﺍﺧﺘــﻪ ﻣﺤﻜﻢ ﺑﺒﻨﺪﻳــﺪ‪ .‬ﺑﻌﺪ ﺗﻜــﻪ ﺧﻤﻴﺮﺩﺍﺭ‬
‫ﺭﺍ ﺩﺭ ﻳــﻚ ﮔﻴــﻼﺱ ﺁﺏ ﺷــﻮﺭ ﺑﺪﻫﻴــﺪ‪ ،‬ﺭﻧــﮓ ﺁﺏ ﮔﻴــﻼﺱ ﺗﻐﻴﻴــﺮ ﻛــﺮﺩﻩ ﺭﻧــﮓ ﺗﺒﺎﺷــﻴﺮﻯ ﺭﺍ ﺑــﻪ ﺧــﻮﺩ ﻣــﻰ‬
‫ﮔﻴــﺮﺩ‪ .‬ﺍﮔــﺮ ﺩﺭ ﻗﺴــﻤﺖ ﺑﻴﺮﻭﻧــﻰ ﺗﻜــﻪ ﻣﻠﻤــﻞ ﺩﻗــﺖ ﻛﻨﻴــﺪ ﻳــﻚ ﻭﺭﻗﻪ ﺑﺴــﻴﺎﺭ ﻧــﺎﺯﻙ ﻭ ﭼﺴــﭙﻨﺎﻙ ﺗﺸــﻜﻴﻞ‬
‫ﻣﻰ ﮔﺮﺩﺩ ﻛﻪ ﭘﺮﻭﺗﻴﻦ ﺩﺭ ﺁﻥ ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪ .‬ﺗﻜﻪ ﻣﻠﻤﻞ ﺭﺍ ﺍﺯ ﮔﻴﻼﺱ ﺑﻴﺮﻭﻥ ﻛﺸﻴﺪﻩ ﻭ ﭼﻨﺪ ﻗﻄﺮﻩ ﺍﺯ ﺁﺏ ﺗﺒﺎﺷﻴﺮﻯ ﺭﻧﮓ‬
‫ﮔﻴﻼﺱ ﺭﺍ ﺩﺭ ﻳﻚ ﻧﻞ ﺍﻣﺘﺤﺎﻧﻰ ﺑﻴﻨﺪﺍﺯﻳﺪ ﻭ ﺑﺎﻻﻯ ﺁﻥ ﭼﻨﺪ ﻗﻄﺮﻩ ﻣﺤﻠﻮﻝ ﺁﻳﻮﺩﻳﻦ ﻋﻼﻭﻩ ﻛﻨﻴﺪ‪ ،‬ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﺭﻧﮓ‬
‫ﺗﺒﺎﺷﻴﺮﻯ ﺑﻪ ﺭﻧﮓ ﺁﺑﻰ ﺗﺒﺪﻳﻞ ﻣﻰ ﺷﻮﺩ‪ .‬ﺑﮕﻮﻳﻴﺪ ﻋﻠﺖ ﺁﻥ ﭼﻴﺴﺖ؟‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺻﺪ ﮔﺮﺍﻡ ﮔﻨﺪﻡ ﺧﺸــﻚ ﺭﺍ ﺩﺭ ﻳﻚ ﻧﻞ ﺍﻣﺘﺤﺎﻧﻰ ﺍﻧﺪﺍﺧﺘﻪ‪ .‬ﺍﻳﻦ ﮔﻨﺪﻡ ﺭﺍ ﺣﺮﺍﺭﺕ ﺩﻫﻴﺪ ‪ .‬ﻣﺘﻮﺟﻪ ﺑﺎﺷــﻴﺪ ﻛﻪ ﺩﺍﻧﻪ ﻫﺎﻯ‬
‫ﮔﻨﺪﻡ ﻧﺴﻮﺯﺩ ! ﺑﻌﺪ ﺍﺯ ﺣﺮﺍﺭﺕ ﺩﺍﺩﻥ‪ ،‬ﮔﻨﺪﻡ ﺭﺍ ﻭﺯﻥ ﻧﻤﺎﻳﻴﺪ ﻭ ﺑﺒﻴﻨﻴﺪ ﻛﻪ ﺩﺭ ﻭﺯﻥ ﺁﻥ ﺗﻐﻴﻴﺮ ﺁﻣﺪﻩ ﺍﺳﺖ ﻳﺎ ﻧﻪ ‪ .‬ﻋﻠﺖ ﺁﻥ‬
‫ﭼﻴﺴﺖ؟‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‬
‫ﺷــﻤﺎ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺭﺍ ﺩﻳﺪﻩ ﺍﻳﺪ ﻭ ﻗﺴﻤﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺁﻧﺮﺍ ﺍﺯ ﺩﺭﻭﺱ‬
‫ﺩﻭﺭﻩ ﺍﺑﺘﺪﺍﻳﻰ ﻣﻰ ﺷﻨﺎﺳــﻴﺪ ﻭ ﻣﻲ ﺩﺍﻧﻴﺪ ﻛﻪ ﻳﻚ ﻧﺒﺎﺕ ﺍﺯ ﺳــﻪ ﻗﺴﻤﺖ‬
‫ﺍﺳﺎﺳﻰ ﺑﻪ ﻧﺎﻡ ﺭﻳﺸﻪ‪ ،‬ﺳﺎﻗﻪ ﻭ ﺑﺮگ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﺳﺖ ‪.‬‬
‫ﺭﻳﺸﻪ‬
‫ﺁﻥ ﻗﺴﻤﺖ ﻧﺒﺎﺕ ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺧﺎﻙ ﻓﺮﻭ ﻣﻰ ﺭﻭﺩ‪ .‬ﻭﻇﺎﻳﻒ ﺁﻥ ﻋﺒﺎﺭﺕ‬
‫ﺍﺯ ﺍﺳﺘﻮﺍﺭ ﻧﮕﻬﺪﺍﺷــﺘﻦ ﻧﺒﺎﺕ ﺑﻪ ﺭﻭﻯ ﺯﻣﻴﻦ‪ ،‬ﺟﺬﺏ ﺁﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ‬
‫ﺍﺯ ﺧﺎﻙ ﻭ ﺍﻧﺘﻘﺎﻝ ﺁﻧﻬﺎ ﺑﻪ ﺳﺎﻗﻪ ﻭ ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﻧﺒﺎﺗﺎﺕ ﻭﻇﻴﻔﻪ ﺫﺧﻴﺮﻭﻯ‬
‫ﻣــﻮﺍﺩ ﻏﺬﺍﻳﻰ ﻋﻀﻮﻯ ﻣﺜﻞ ﮔﻠﻮﻛﻮﺯ ﻭ ﻧﺸﺎﻳﺴــﺘﻪ ﺭﺍ ﺩﺍﺭﺩ‪ .‬ﺍﮔﺮ ﭼﻨﺪ ﺩﺍﻧﻪ‬
‫ﺗﺨﻢ ﻧﺨﻮﺩ ﺭﺍ ﺩﺭ ﻇﺮﻓﻰ ﻛﻪ ﺩﺍﺭﺍﻯ ﺧﺎﻙ ﻣﺮﻃﻮﺏ ﺑﺎﺷﺪ‪ ،‬ﺑﻜﺎﺭﻳﺪ‪ ،‬ﺗﺨﻤﻬﺎ‬
‫ﺁﺏ ﺭﺍ ﺍﺯ ﺧــﺎﻙ ﻣﺮﻃﻮﺏ ﺟــﺬﺏ ﻛﺮﺩﻩ‪ ،‬ﺩﺭ ﻣﺪﺕ ﭼﻨﺪ ﺭﻭﺯ ﻣﻰ ﭘﻨﺪﻧﺪ‪.‬‬
‫ﺑﺎﻻﺧﺮﻩ ﺑﻌﺪ ﺍﺯ ﭘﺎﺭﻩ ﺷــﺪﻥ ﭘﻮﺳــﺖ ﺗﺨﻢ‪ ،‬ﺍﺯ ﻧﻄﻔﺔ ﺁﻥ ﺳﺎﺧﺘﻤﺎﻥ ﻣﻴﻠﻪ‬
‫ﻣﺎﻧﻨﺪ ﺳــﻔﻴﺪ ﺭﻧﮓ ﻣﻰ ﺑﺮ ﺁﻳﺪ ﻛﻪ ﺑﻪ ﻧﺎﻡ ﺭﻳﺸﺔ ﺍﻭﻟﻰ ﻳﺎ ﺍﺻﻠﻰ ﻧﺒﺎﺕ ﻳﺎﺩ‬
‫ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﺍﻳﻦ ﺭﻳﺸﻪ ﺑﻌﺪ ﺍﺯ ﮔﺬﺷﺖ ﭼﻨﺪ ﺭﻭﺯ ﺗﻮﺳﻂ ﺣﺠﺮﺍﺕ ﻧﻤﻮﻳﻰ‬
‫ﻛﻪ ﺩﺭ ﻧﻮﻙ ﺭﻳﺸــﻪ ﻗــﺮﺍﺭ ﺩﺍﺭﺩ ﺑﻪ ﻃﻮﻝ ﺧﻮﺩ ﺍﻓــﺰﻭﺩﻩ ﻭ ﺩﺭ ﺧﺎﻙ ﻓﺮﻭ‬
‫ﻣﻰ ﺭﻭﺩ‪ .‬ﺑﻌﺪﺍ ً ﺭﻳﺸــﻪ ﻫﺎﻯ ﺧﻮﺭﺩ ﺍﺯ ﺍﻃﺮﺍﻑ ﺭﻳﺸــﻪ ﺍﺻﻠﻰ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ‬
‫ﺁﻳﻨﺪ ﻛﻪ ﺁﻧﻬﺎ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺭﻳﺸﻪ ﻫﺎﻯ ﻓﺮﻋﻰ ﻳﺎ ﺛﺎﻧﻮﻯ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻣﺠﻤــﻮﻉ ﺭﻳﺸــﻪ ﺍﺻﻠــﻰ ﻭ ﻓﺮﻋــﻰ ﺭﺍ ﺑــﻪ ﻧــﺎﻡ ﺳﻴﺴــﺘﻢ ﺭﻳﺸــﻪ ﻳــﺎﺩ‬
‫ﻣﻰ ﻛﻨﻨﺪ ﻛﻪ ﺍﺯﻧﻘﻄﻪ ﻧﻈﺮ ﺷــﻜﻞ ﺩﻭ ﻧﻮﻉ ﺍﺳﺖ‪ :‬ﺳﻴﺴﺘﻢ ﺭﻳﺸﻪ ﻳﻰ ﺭﺍﺳﺖ‬
‫ﻭ ﭘﺎﺷــﺎﻥ‪ .‬ﺩﺭ ﺳﻴﺴﺘﻢ ﺭﻳﺸﻪ ﻳﻰ ﺭﺍﺳــﺖ‪ ،‬ﺭﻳﺸﻪ ﺍﺻﻠﻰ ﺍﺯ ﺭﻳﺸﻪ ﻫﺎﻯ ﺩﻳﮕﺮ‬
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 ‫ﺿﺨﻴﻢ ﺗﺮ ﺑﻮﺩﻩ ‪ ،‬ﺣﺎﻝ ﺁﻥ ﻛﻪ ﺩﺭ ﺳﻴﺴﺘﻢ ﺭﻳﺸﻪ ﭘﺎﺷﺎﻥ ﺭﻳﺸﻪ ﻫﺎﻯ ﺍﺻﻠﻰ‬
‫ﻭ ﻓﺮﻋــﻰ ﺍﺯ ﻫﻤﺪﻳﮕﺮ ﻓﺮﻕ ﺷــﺪﻩ ﻧﻤﻲﺗﻮﺍﻧﻨﺪ‪ .‬ﺑﻌﻀﻰ ﺍﺯ ﺭﻳﺸــﻪ ﻫﺎ ﻭﻇﻴﻔﺔ‬
‫ﺫﺧﻴﺮﻭﻯ ﺭﺍ ﺩﺍﺭﺍ ﻣﻰ ﺑﺎﺷﻨﺪ؛ ﻣﺜﻞ‪ :‬ﺯﺭﺩﻙ‪ ،‬ﺷﻠﻐﻢ‪ ،‬ﻣﻠﻰ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺭﻳﺸﻪ ﭘﺎﺷﺎﻥ‬ ‫ﺭﻳﺸﻪ ﺭﺍﺳﺖ‬ ‫ﺭﻳﺸﻪ ﺫﺧﻴﺮﻭﻯ‬
‫ﺷﻜﻞ)‪ (5-3‬ﺍﻗﺴﺎﻡ ﺭﻳﺸﻪ‬
‫{‬
‫ﻗﺴـﻤﺘﻬﺎﻯ ﻣﺨﺘﻠﻒ ﺭﻳﺸـﻪ‪:‬‬
‫ﺍﮔــﺮ ﻣﻘﻄﻊ ﻃﻮﻟﻰ ﺭﻳﺸــﺔ ﻳﻚ‬ ‫ﻗﺴﻤﺖ ﺗﻤﺎﻳﺰ ﺣﺠﺮﺍﺕ‬
‫ﻧﺒﺎﺕ ﺟــﻮﺍﻥ ﺭﺍ ﻣﺸــﺎﻫﺪﻩ ﻛﻨﻴﺪ‬
‫ﺑﺨﺶ ﻫــﺎﻯ ﺫﻳﻞ ﺭﺍ ﺩﺭ ﺁﻥ ﺩﻳﺪﻩ‬
‫{‬
‫ﻣﻰ ﺗﻮﺍﻧﻴﺪ‪:‬‬
‫ﻛﻼﮔﻚ ﺭﻳﺸـﻪ‪ :‬ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﻋﻤــﻮﻡ ﺩﺍﺭﺍﻯ ﺷــﻜﻞ ﻣﺨﺮﻭﻃﻰ‬
‫ﻗﺴﻤﺖ ﺩﺭﺍﺯﺷﺪﻥ ﺣﺠﺮﺍﺕ‬
‫ﻛﻼﻩ ﻣﺎﻧﻨﺪ ﺑــﻮﺩﻩ ﻭ ﺑﻪ ﺭﻧﮓ ﺯﺭﺩ‬
‫ﻳﺎ ﻧﺼــﻮﺍﺭﻯ ﺩﻳﺪﻩ ﻣﻰ ﺷــﻮﺩ ﻛﻪ‬
‫ﻭﻇﻴﻔــﺔ ﻣﺤﺎﻓﻈــﻮﻯ ﺣﺠــﺮﺍﺕ‬
‫ﻧﻤﻮﻳﻰ ﺭﺍ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﺩ ‪.‬‬
‫{‬
‫ﻗﺴﻤﺖ ﺗﻘﺴﻴﻢ ﺣﺠﺮﺍﺕ‬
‫ﻛﻼﮔﻚ‬
‫ﺷﻜﻞ )‪ (5-4‬ﻗﺴﻤﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺭﻳﺸﻪ‪.‬‬
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 ‫ﭘﻨﺪﻙ ﺍﻧﺘﻬﺎﻳﻰ‬ ‫ﻗﺴـﻤﺖ ﻧﻤﻮﻳﻰ‪ :‬ﺍﺯ ﺣﺠﺮﺍﺕ ﻧﻤﻮﻳﻰ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺣﺠﺮﺍﺕ ﺟﺪﻳﺪ‬
‫ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺭﻳﺸﻪ ﺗﻮﺳﻂ ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﻭﻯ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﻨﺪ‪.‬‬
‫ﻗﺴﻤﺖ ﻃﻮﻟﻰ‪ :‬ﺣﺠﺮﺍﺕ ﺍﻳﻦ ﻗﺴﻤﺖ ﺩﺭ ﺍﺛﺮ ﺍﻧﻘﺴﺎﻡ ﺣﺠﺮﺍﺕ ﻧﻤﻮﻳﻰ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﻨﺪ ﻭ ﺳﺒﺐ ﻃﻮﻳﻞ ﺷﺪﻥ ﺭﻳﺸﻪ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﭘﻨﺪﻙ ﺟﺎﻧﺒﻰ‬
‫ﻗﺴـﻤﺖ ﺗﻤﺎﻳﺰ ﺣﺠﺮﺍﺕ ‪ :‬ﻛﻪ ﺍﻧﺴــﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ )ﺯﺍﻳﻠﻢ ﻭ ﻓﻠﻮﻳﻢ( ﺩﺭ ﺁﻥ‬
‫ﺩﻳﺪﻩ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻦ ﺑﺨﺶ ﺭﻳﺸــﻪ ﻣﻮﻳﻜﻬﺎ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪﻛﻪ ﻭﻇﻴﻔﺔ‬
‫ﺁﻥ ﻫﺎ ﺟﺬﺏ ﺁﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ ﺍﺳﺖ ‪.‬‬
‫ﺳﺎﻗﻪ‬
‫ﺳــﺎﻗﻪ ﺁﻥ ﻗﺴﻤﺖ ﻧﺒﺎﺕ ﺍﺳﺖ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﺭﻳﺸــﻪ‪ ،‬ﺑﺎﻻﻯ ﺯﻣﻴﻦ ﻧﻤﻮ ﻛﺮﺩﻩ ﻭ‬
‫ﺩﺍﺭﺍﻯ ﭘﻨﺪﻛﻬﺎ ﻭ ﺑﺮگ ﻫﺎ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺳــﺎﻗﻪ ﻫﺎ ﺍﻛﺜﺮﺍ ً ﺑﻪ ﺻﻮﺭﺕ ﺭﺍﺳــﺖ‬
‫ﻫﻮﺍﻳﻰ ﻧﻤﻮ ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﻭﻟﻰ ﺑﻌﻀﻰ ﺳﺎﻗﻪ ﻫﺎ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪ ،‬ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺍﻓﻘﻰ ﺩﺭ ﺯﻳﺮ ﺧﺎﻙ ﻭ ﻳﺎ ﺭﻭﻯ ﺧﺎﻙ ﻧﻤﻮ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻭﻇﺎﻳﻒ ﻣﻬﻢ ﺳـﺎﻗﻪ‪ :‬ﺍﻧﺘﻘــﺎﻝ ﺁﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ ﺍﺯ ﺭﻳﺸــﻪ ﺑﻪ ﺑﺮگ‪،‬‬
‫ﺍﻧﺘﻘﺎﻝ ﻏﺬﺍﻯ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺯ ﺑﺮگ ﺑﻪ ﻗﺴﻤﺖ ﻫﺎﻯ ﺩﻳﮕﺮ ﻧﺒﺎﺕ ﻭ ﺍﺳﺘﻮﺍﺭ‬
‫ﻧﮕﻬﺪﺍﺷــﺘﻦ ﺑﺮگ‪ ،‬ﮔﻞ ﻭ ﻣﻴﻮﻩ ﺍﺯ ﻭﻇﺎﻳﻒ ﺳﺎﻗﻪ ﺍﺳﺖ‪ .‬ﺩﺭ ﺑﻌﻀﻰ ﻧﺒﺎﺗﺎﺕ‬
‫ﺳــﺎﻗﻪ ﻫﺎ ﻭﻇﻴﻔﻪ ﺫﺧﻴﺮﻩ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺭﺍ ﻫــﻢ ﺑﻪ ﻋﻬﺪﻩ ﺩﺍﺭﺩ‪ .‬ﻭﻗﺘﻰ ﻛﻪ‬
‫ﺳــﺎﻗﻪ ﻧﻤﻮ ﻣﻰ ﻛﻨﺪ‪ ،‬ﺑﻌﺪ ﺍﺯ ﻣﺪﺗﻰ ﺑــﺎﻻﻯ ﺁﻥ ﺑﺮﺁﻣﺪﻩ ﮔﻰ ﻫﺎﻳﻰ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻣﻰ ﺁﻳﺪ‪ ،‬ﻛﻪ ﺑﻪ ﻧﺎﻡ ﮔﺮﻩ ﻳﺎﺩ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﮔﺮﻩ ﻫﺎ ﻋﺒﺎﺭﺕ ﺍﺯ ﺳﺎﺧﺘﻤﺎﻥ ﻫﺎﻳﻰ‬
‫ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﺍﺯ ﺁﻧﻬﺎ ﺑﺮﮔﻬﺎ ﻭ ﭘﻨﺪﻛﻬﺎ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷﻮﺩ‪ .‬ﭘﻨﺪﻛﻬﺎ ﺍﺯ ﻭﺭﻗﻪ ﻫﺎﻯ‬
‫ﻧﺎﺯﻙ ﻭ ﺑﻪ ﻫﻢ ﭼﺴــﭙﻴﺪﻩ ﺍﻯ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﻧﺪ ﻛﻪ ﺑﻌﺪ ﺍﺯ ﻧﻤﻮ ﺍﺯ ﻫﻢ ﺩﻳﮕﺮ‬
‫ﺟﺪﺍ ﺷﺪﻩ ﻭ ﺑﻪ ﺑﺮگ ﻳﺎ ﮔﻞ ﺗﺒﺪﻳﻞ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﭘﻨﺪﻛﻬﺎ ﺩﻭﻧﻮﻉ ﺍﻧﺪ‪:‬‬
‫ﺷﻜﻞ)‪ (5-5‬ﭘﻨﺪﻛﻬﺎﻯ ﺳﺎﻗﻪ‬
‫ﭘﻨﺪﻛﻬـﺎﻯ ﻧﻤﻮﻳﻰ ﻛﻪ ﺩﺭ ﻧﻮﻙ ﺳــﺎﻗﻪ ﻣﻰ ﺭﻭﻳﻨــﺪ ﻭ ﺑﻪ ﻧﺎﻡ ﭘﻨﺪﻛﻬﺎﻯ‬
‫ﺍﻧﺘﻬﺎﻳﻰ ﻳﺎﺩ ﻣﻰ ﺷــﻮﺩ ﻭ ﻭﻇﻴﻔﺔ ﻧﻤﻮﻯ ﻃﻮﻟﻰ ﺳــﺎﻗﻪ ﺭﺍ ﺑﻪ ﺩﻭﺵ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﭘﻨﺪﻛﻬﺎﻯ ﺟﺎﻧﺒﻰ ﻛﻪ ﺩﺭ ﺍﻃﺮﺍﻑ ﺳﺎﻗﻪ ﻣﻰ ﺭﻭﻳﻨﺪ ﻭ ﺷﺎﺧﭽﻪ‪ ،‬ﺑﺮگ‪ ،‬ﮔﻞ‬
‫ﻭ ﻣﻴﻮﻩ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
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 ‫ﺍﻗﺴﺎﻡ ﺳﺎﻗﻪ‬
‫ﺳــﺎﻗﻪ ﻫﺎ ﺍﻗﺴﺎﻡ ﺯﻳﺎﺩﻯ ﺩﺍﺭﻧﺪ‪ .‬ﺳﺎﻗﻪ ﻫﺎﻯ ﺭﺍﺳﺖ؛ ﻣﺎﻧﻨﺪ‪ :‬ﮔﻨﺪﻡ‪ ،‬ﭼﻬﺎﺭﻣﻐﺰ‪،‬‬
‫ﺳــﻴﺐ ﻭ ﻏﻴﺮﻩ‪ .‬ﺳــﺎﻗﻪ ﻫﺎﻯ ﺧﺰﻧﺪﻩ ﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﺍﻓﻘﻰ ﺑﺮ ﺭﻭﻯ ﺯﻣﻴﻦ ﻧﻤﻮ‬
‫ﻣﻰﻛﻨﻨﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﺗﻮﺕ ﺯﻣﻴﻨﻰ‪ ،‬ﻛﺪﻭ ﻭ ﻏﻴﺮﻩ‪ .‬ﺳــﺎﻗﻪ ﻫﺎﻯ ﭘﻴﭽﺎﻥ ﻛﻪ ﺑﻪ ﺩﻭﺭ‬
‫ﺍﺟﺴــﺎﻡ ﻧﺰﺩﻳﻚ ﺧﻮﺩ ﻣﻰ ﭘﻴﭽﻨﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﻋﺸﻖ ﭘﻴﭽﺎﻥ ﻭ ﻏﻴﺮﻩ‪ .‬ﺳﺎﻗﻪ ﻫﺎﻯ‬
‫ﺯﻳﺮ ﺯﻣﻴﻨﻰ ﻛﻪ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺩﺭ ﺁﻥ ﺫﺧﻴﺮﻩ ﻣﻰ ﺷﻮﺩ؛ ﻣﺎﻧﻨﺪ‪ :‬ﻛﭽﺎﻟﻮ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺝ( ﺳﺎﻗﻪ ﺯﻳﺮﺯﻣﻴﻨﻰ ﻛﭽﺎﻟﻮ‬ ‫ﺏ( ﺳﺎﻗﻪ ﺧﺰﻧﺪﻩ ﺗﻮﺕ ﺯﻣﻴﻨﻰ‬ ‫ﺍﻟﻒ( ﺳﺎﻗﻪ ﭘﻴﭽﺎﻥ ﻟﻮﺑﻴﺎ‬
‫ﺷﻜﻞ ) ‪ ( 5-6‬ﺍﻗﺴﺎﻡ ﺳﺎﻗﻪ‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﺳﺎﻗﺔ ﻧﺒﺎﺗﺎﺕ ﭼﻮﺑﻰ‬
‫ﻫــﺮﮔﺎﻩ ﻣﻘﻄــﻊ ﻋﺮﺿﺎﻧﻰ ﺳــﺎﻗﺔ ﻳﻚ ﻧﺒــﺎﺕ ﭼﻮﺑﻰ ﺭﺍ ﻛﻪ ﭼﻨﺪ ﺳــﺎﻝ‬
‫ﻋﻤــﺮ ﺩﺍﺷــﺘﻪ ﺑﺎﺷــﺪ‪ ،‬ﻣﺸــﺎﻫﺪﻩ ﻧﻤﺎﻳﻴــﺪ‪ ،‬ﺍﻳــﻦ ﻗﺴــﻤﺘﻬﺎ ﺭﺍ ﺩﺭ ﺁﻥ‬
‫ﻣــﻰ ﺑﻴﻨﻴﺪ‪ :‬ﻗﺴــﻤﺖ ﭘﻮﺳـﺖ ﻛﻪ ﺍﺯ ﺩﻭ ﻗﺴــﻤﺖ ﺩﺍﺧﻠــﻰ ﻭ ﺧﺎﺭﺟﻰ‬
‫ﺳﺎﺧﺘﻪ ﺷــﺪﻩ ﺍﺳﺖ‪ .‬ﻗﺴــﻤﺖ ﺧﺎﺭﺟﻰ ﺁﻥ ﺿﺨﻴﻢ ﻭ ﺳــﺨﺖ ﺑﻮﺩﻩ‪ ،‬ﺍﺯ‬
‫ﺣﺠﺮﺍﺕ ﻣﺮﺩﻩ ﺳــﺎﺧﺘﻪ ﺷــﺪﻩ ﺍﺳــﺖ ﻛﻪ ﻧﺒﺎﺕ ﺭﺍ ﺍﺯ ﺿﺎﻳﻊ ﺷﺪﻥ ﺁﺏ‪،‬‬
‫ﺩﺍﺧﻞ ﺷــﺪﻥ ﻣﻴﻜﺮﻭﺑﻬﺎ ﻭ ﺯﺧﻤﻰ ﺷــﺪﻥ ﻣﺤﺎﻓﻈﺖ ﻣﻰ ﻛﻨﺪ‪ .‬ﻗﺴــﻤﺖ‬
‫ﺩﺍﺧﻠﻰ ﭘﻮﺳــﺖ ﺑﻪ ﻧﺎﻡ ﻛﺎﺭﺗﻜﺲ ﻳﺎﺩ ﮔﺮﺩﻳــﺪﻩ‪ ،‬ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﺍ ﺫﺧﻴﺮﻩ‬
‫ﻣﻰ ﻛﻨــﺪ‪ .‬ﺑﻪ ﻃــﺮﻑ ﺩﺍﺧﻞ ﻛﺎﺭﺗﻜﺲ ﻓﻠﻮﻳﻢ ﻣﻮﻗﻌﻴــﺖ ﺩﺍﺭﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﺁﻥ‬
‫ﻧﺴﺞ ﻛﺎﻣﺒﻴﻮﻡ ﻭﺍﻗﻊ ﺑﻮﺩﻩ‪ ،‬ﺑﻪ ﻃﺮﻑ ﺩﺍﺧﻞ ﻛﺎﻣﺒﻴﻮﻡ ﺯﺍﻳﻠﻢ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺭﺩ‪.‬‬
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 ‫ﻃﺒﻘــﻪ ﻛﺎﻣﺒﻴﻮﻡ ﺑﻪ ﻃﺮﻑ ﺧﺎﺭﺝ‪ ،‬ﻓﻠﻮﻳﻢ ﺭﺍ ﻣﻰ ﺳــﺎﺯﺩ ﻛــﻪ ﻭﻇﻴﻔﻪ ﺍﻧﺘﻘﺎﻝ‬
‫ﻣــﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﺍ ﺑﻪ ﺗﻤﺎﻡ ﺣﺼﺺ ﻧﺒﺎﺕ ﺑــﻪ ﺩﻭﺵ ﺩﺍﺭﺩ‪ .‬ﻭ ﺑﻪ ﻃﺮﻑ ﺩﺍﺧﻞ‪،‬‬
‫ﺯﺍﻳﻠــﻢ ﺭﺍ ﺗﻮﻟﻴــﺪ ﻣﻰ ﻛﻨﺪ ﻭ ﺑﺎﻋﺚ ﺿﺨﻴﻢ ﺷــﺪﻥ ﻳﺎ ﻧﻤﻮﻯ ﻋﺮﺿﻰ ﺳــﺎﻗﻪ‬
‫ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﻗﺴـﻤﺖ ﭼﻮﺏ‪ :‬ﺩﺍﺭﺍﻯ ﺍﻧﺴــﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ ﺯﺍﻳﻠﻢ ﺑﻮﺩﻩ ﻛﻪ ﺁﺏ ﻭ ﻧﻤﻜﻬﺎﻯ‬
‫ﻣﻌﺪﻧﻰ ﺭﺍ ﺍﺯ ﺭﻳﺸﻪ ﺑﻪ ﺗﻤﺎﻡ ﻗﺴﻤﺘﻬﺎﻯ ﻧﺒﺎﺕ ﻣﻰ ﺭﺳﺎﻧﺪ‪.‬‬
‫ﻗﺴﻤﺖ ﻣﻐﺰ‪ :‬ﻗﺴﻤﺖ ﻣﺮﻛﺰﻯ ﺳﺎﻗﻪ ﺭﺍﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ .‬ﺍﻳﻦ ﻗﺴﻤﺖ ﺭﺍ‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺟﻮﺍﻥ ﺑﻪ ﺧﻮﺑﻰ ﺩﻳﺪﻩ ﻣﻰ ﺗﻮﺍﻧﻴﻢ‪ .‬ﻣﻐﺰ ﺩﺍﺭﺍﻯ ﺣﺠﺮﺍﺕ ﺑﺰﺭگ‬
‫ﺍﺳﺖ ﻛﻪ ﺩﺭ ﺁﻥ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺫﺧﻴﺮﻩ ﻣﻰ ﮔﺮﺩﺩ‪.‬‬
‫ﭘﻮﺳﺖ‬
‫ﺷﻜﻞ‪ (5-7).‬ﻣﻘﻄﻊ ﻃﻮﻟﻰ ﻭ ﻋﺮﺿﻰ ﻳﻚ ﺳﺎﻗﻪ ﭼﻮﺑﻰ‬
‫ﻛﺎﺭﺗﻜﺲ‬
‫ﻓﻠﻮﻳﻢ‬
‫ﻛﺎﻣﺒﻴﻮﻡ‬
‫ﺯﺍﻳﻠﻢ‬
‫ﭼﻄﻮﺭﻧﺒﺎﺗﺎﺕ ﺑﺰﺭگ ﻣﻰ ﺷﻮﻧﺪ؟‬
‫ﺍﮔﺮ ﺳــﺎﻗﺔ ﻳﻚ ﻧﺒــﺎﺕ ﺭﺍ ﺩﺭ ﻓﺼﻞ ﺑﻬﺎﺭ ﻧﺸــﺎﻧﻰ ﻛﻨﻴﺪ ﻭ ﺁﻧــﺮﺍ ﺩﺭ ﺁﺧﺮ‬
‫ﻓﺼﻞ ﺧﺰﺍﻥ ﺑﺒﻴﻨﻴﺪ‪ ،‬ﺧﻮﺍﻫﻴﺪ ﺩﻳﺪﻛﻪ ﻧﺒﺎﺕ ﻣﺬﻛﻮﺭ ﺑﻠﻨﺪ ﺷــﺪﻩ ﺍﺳﺖ‪ .‬ﺁﻳﺎ‬
‫ﻣﻰ ﺩﺍﻧﻴﺪ ﭼﺮﺍ؟‬
‫ﺑﻠﻨﺪ ﺷــﺪﻥ ﺳــﺎﻗﻪ ﺑــﻪ ﻧــﺎﻡ ﻧﻤﻮﻱ ﻃﻮﻟﻰ ﺳــﺎﻗﻪ ﻳــﺎﺩ ﻣﻰ ﺷــﻮﺩ ﻛﻪ‬
‫ﺗﻮﺳــﻂ ﺗﻜﺜﺮ ﺣﺠــﺮﺍﺕ ﭘﻨــﺪﻙ ﻧﻤﻮﻳﻰ ﻛــﻪ ﺩﺭ ﻧﻮﻙ ﺳــﺎﻗﻪ ﻣﻮﻗﻌﻴﺖ‬
‫ﺩﺍﺭﻧــﺪ‪ ،‬ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺍﮔﺮ ﭘﻨﺪﻙ ﻧﻮﻙ ﺳــﺎﻗﺔ ﺍﺻﻠــﻰ ﻗﻄﻊ ﮔﺮﺩﺩ‪،‬‬
‫ﭘﻨﺪﻛﻬــﺎﻯ ﺟﺎﻧﺒﻰ ﺷــﺮﻭﻉ ﺑﻪ ﻓﻌﺎﻟﻴــﺖ ﻧﻤﻮﺩﻩ ﻭ ﺷــﺎﺧﻪ ﻫﺎﻯ ﺟﺪﻳﺪﻯ‬
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 ‫ﻣــﻰ ﺳــﺎﺯﻧﺪ ﻭ ﺩﺭﺧــﺖ ﺑﻪ ﺻــﻮﺭﺕ ﺟﺎﻧﺒــﻰ ﺯﻳﺎﺩﺗــﺮ ﻧﻤﻮ ﻣــﻰ ﻛﻨﺪ‪.‬‬
‫ﺧﺎﻃــﺮ ﻧﺸــﺎﻥ ﺑﺎﻳﺪ ﻛﺮﺩ ﻛــﻪ ﻧﺒﺎﺗﺎﺕ ﻧﻪ ﺗﻨﻬــﺎ ﻃﻮﻻً ﻧﻤﻮﻛــﺮﺩﻩ ﻭ ﺑﻠﻨﺪ‬
‫ﻣﻰ ﺷــﻮﻧﺪ‪ ،‬ﺑﻠﻜﻪ ﻋﺮﺿﺎً ﻧﻴﺰ ﻧﻤﻮ ﻛﺮﺩﻩ ﻭ ﺑﺰﺭگ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﺑﺰﺭﮔﻰ ﻋﺮﺽ‬
‫ﻼ ﮔﻔﺘﻴﻢ ﺍﺯ ﺍﺛﺮ ﺗﻜﺜﺮﺣﻠﻘﺔ ﻛﺎﻣﺒﻴﻮﻡ )ﻃﺒﻘﻪ ﺣﺠﺮﺍﺕ‬ ‫ﺳﺎﻗﻪ ﻃﻮﺭﻱ ﻛﻪ ﻗﺒ ً‬
‫ﺯﻧﺪﻩ( ﺩﺭ ﺳــﺎﻗﻪ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻧﺴﺞ ﻛﺎﻣﺒﻴﻮﻡ ﻫﻤﻴﺸﻪ ﺩﺭ ﺣﺎﻟﺖ ﺗﻜﺜﺮ ﺍﺳﺖ‬
‫ﻭ ﺍﻳﻦ ﺗﻜﺜﺮﺳﺒﺐ ﻣﻰ ﺷﻮﺩ ﻛﻪ ﻗﻄﺮ ﺳﺎﻗﻪ ﺯﻳﺎﺩ ﺷﻮﺩ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻲ‬
‫ﺁﻳﺎ ﻣﻰ ﺗﻮﺍﻧﻴﺪ ﺳﻦ ﻭ ﺳﺎﻝ ﻳﻚ ﻧﺒﺎﺕ )ﺩﺭﺧﺖ ﺗﻮﺕ( ﺭﺍ ﺗﻌﻴﻴﻦ ﻛﻨﻴﺪ؟‬
‫ﺍﮔﺮ ﺗﻨﺔ ﺍﺭﻩ ﺷــﺪﺓ ﺩﺭﺧﺖ ﺗﻮﺕ ﺭﺍ ﺑﻪ ﺩﻗﺖ ﺑﺒﻴﻨﻴﺪ‪ ،‬ﺩﺭ ﺁﻥ ﺣﻠﻘﻪﻫﺎﻳﻰ ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﻧﺪ‪ ،‬ﻛﻪ ﻫﺮ‬
‫ﺣﻠﻘﻪ ﺍﺯ ﻳﻚ ﻗﺴﻤﺖ ﻛﻮﭼﻚ ﻭ ﺗﺎﺭﻳﻚ )ﺣﻠﻘﻪ ﺗﺎﺑﺴﺘﺎﻧﻰ( ﻭ ﻳﻚ ﻗﺴﻤﺖ ﺑﺰﺭگ ﻭ ﺭﻭﺷﻦ )ﺣﻠﻘﻪ‬
‫ﺑﻬﺎﺭﻯ( ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺍﻳﻦ ﺣﻠﻘﻪ ﻫﺎ ﺗﻮﺳﻂ ﻓﻌﺎﻟﻴﺖ ﺣﺠﺮﺍﺕ ﻛﺎﻣﺒﻴﻮﻡ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﻭ‬
‫ﺑﺎﻋﺚ ﻧﻤﻮﻯ ﻋﺮﺿﻰ ﻧﺒﺎﺕ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺍﻳﻦ ﺣﻠﻘﻪ ﻫﺎ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﺣﻠﻘﻪ ﻫﺎﻯ ﺳﺎﻻﻧﻪ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺣﻠﻘﻪ ﻫﺎﻯ ﺳــﺎﻻﻧﻪ ﺍﺯ ﻧﻈﺮ ﺑﺰﺭﮔﻰ ﻣﺨﺘﻠﻒ ﺍﻧﺪ ﻭ ﻣﺮﺑﻮﻁ ﺑﻪ ﺑﺎﺭﻧﺪﻩﮔﻰ ﻫﻤﺎﻥ ﺳــﺎﻝ ﺍﺳﺖ‪ .‬ﻫﺮ‬
‫ﻗﺪﺭ ﺑﺎﺭﻧﺪﻩ ﮔﻰ ﺩﺭ ﻫﻤﺎﻥ ﺳﺎﻝ ﺯﻳﺎﺩ ﺑﺎﺷﺪ‪ ،‬ﺣﻠﻘﻪ ﺑﺰﺭﮔﺘﺮ ﻣﻰ ﺑﺎﺷﺪ‪ .‬ﻣﻰ ﺗﻮﺍﻥ ﺍﺯ ﺭﻭﻯ ﺣﺴﺎﺏ‬
‫ﻛﺮﺩﻥ ﺣﻠﻘﻪ ﻫﺎﻯ ﺳﺎﻻﻧﻪ‪ ،‬ﺳﻦ ﻭ ﺳﺎﻝ ﺩﺭﺧﺖ ﺭﺍ ﻣﻌﻠﻮﻡ ﻛﺮﺩ‪.‬‬
‫ﺑﺮگ‬
‫ﻋﻀــﻮ ﺳــﺒﺰ ﺭﻧﮓ ﻧﺒﺎﺕ ﺍﺳــﺖ ﻛﻪ ﺑﺮ ﺭﻭﻯ ﺳــﺎﻗﻪ ﻫﺎ ﻣــﻰ ﺭﻭﻳﺪ‪ .‬ﺑﺮگ‬
‫ﺑﻪ ﺳــﺒﺐ ﺩﺍﺷــﺘﻦ ﻣﺎﺩﻩ ﺳــﺒﺰ ﺭﻧﮓ )ﻛﻠﻮﺭﻭﻓﻴــﻞ( ﻣﻬﻤﺘﺮﻳــﻦ ﻭﻇﻴﻔﻪ‬
‫ﺭﺍ ﻛﻪ ﺳــﺎﺧﺘﻦ ﻏﺬﺍ ﺍﺳــﺖ‪ ،‬ﺑــﻪ ﻋﻬــﺪﻩ ﺩﺍﺭﺩ‪ .‬ﺍﺯ ﺍﻳﻨﻜﻪ ﻏــﺬﺍﻯ ﻧﺒﺎﺗﺎﺕ‬
‫ﺩﺭ ﺑﺮﮔﻬــﺎ ﺳــﺎﺧﺘﻪ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﺑــﺮگ ﺭﺍ ﻓﺎﺑﺮﻳﻜﻪ ﻏﺬﺍ ﺳــﺎﺯﻯ ﻧﺒﺎﺕ ﻳﺎﺩ‬
‫ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﺷﻜﺎﻝ ﻣﺨﺘﻠﻒ ﺑﺮگ‬
‫ﺑﺮﮔﻬﺎﻯ ﻧﺒﺎﺗﺎﺕ ﻣﺨﺘﻠﻒ؛ ﻣﺎﻧﻨﺪ‪ :‬ﮔﺸــﻨﻴﺰ‪ ،‬ﻛﺪﻭ‪ ،‬ﺟﻮﺍﺭﻯ‪ ،‬ﮔﻨﺪﻡ‪ ،‬ﻧﺎﺟﻮ ﻭ‬
‫ﻏﻴﺮﻩ‪ ،‬ﺑﻪ ﺗﺮﺗﻴﺐ ﺩﺍﺭﺍﻯ ﺟﺴﺎﻣﺖ ﻫﺎﻯ ﺧﻮﺭﺩ‪ ،‬ﺑﺰﺭگ‪ ،‬ﺩﺭﺍﺯ ﻭ ﺳﻮﺯﻧﻰ ﺍﻧﺪ‪.‬‬
‫ﺑﺮﮔﻬﺎ ﺍﺯ ﻧﮕﺎﻩ ﺳــﺎﺧﺘﻤﺎﻥ ﺧﺎﺭﺟﻰ‪ ،‬ﺍﻛﺜﺮﺍ ً ﺍﺯ ﺩﻭ ﻗﺴﻤﺖ ﺗﻴﻐﻪ ﻭ ﺩﻣﺒﺮگ‬
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 ‫ﺗﺸــﻜﻴﻞ ﺷــﺪﻩ ﺍﻧﺪ‪ ،‬ﺗﻴﻐﻪ ﺑﺮگ ﻳﻚ ﺻﻔﺤﻪ ﻫﻤﻮﺍﺭ ﺳﺒﺰ ﺭﻧﮓ ﻭ ﺩﻣﺒﺮگ ﻣﻴﻠﺔ ﺑﺎﺭﻳﻜﻰ‬
‫ﺍﺳﺖ ﻛﻪ ﺗﻴﻐﻪ ﺑﺮگ ﺭﺍ ﺑﻪ ﺳﺎﻗﻪ ﻭﺻﻞ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺑﺮگ ﺑﻌﻀﻰ ﻧﺒﺎﺗﺎﺕ ﺑﺪﻭﻥ ﺩﻣﺒﺮگ )ﺩﻧﺒﺎﻟﻪ( ﺑﻮﺩﻩ ﻛﻪ ﺩﺭ ﺍﻳﻦ ﺻﻮﺭﺕ ﺑﺮگ ﻣﺴــﺘﻘﻴﻤﺎً‬
‫ﺑﻪ ﺳﺎﻗﻪ ﻭﺻﻞ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﺯ ﺻﺤــﻦ ﻣﻜﺘــﺐ ﻭ ﻳﺎ ﻣﺤﻴﻂ ﻧﺰﺩﻳﻚ ﺗﺎﻥ ﺑﺮﮔﻬﺎﻯ ﻧﺒﺎﺗﺎﺕ ﻣﺨﺘﻠﻒ ﺭﺍ ﺟﻤــﻊ ﺁﻭﺭﻯ ﻛﺮﺩﻩ‪ ،‬ﺑﺮﮔﻬﺎﻯ ﺩﻧﺒﺎﻟﻪ ﺩﺍﺭ ﻭ ﺑﺪﻭﻥ‬
‫ﺩﻧﺒﺎﻟﻪ ﺭﺍ ﺍﺯ ﻫﻢ ﺟﺪﺍ ﻛﻨﻴﺪ ﻭ ﺑﻨﻮﻳﺴﻴﺪ ﻛﻪ ﻫﺮ ﻳﻜﻰ ﺍﺯ ﺑﺮگ ﻫﺎ ﻣﺮﺑﻮﻁ ﻛﺪﺍﻡ ﻧﺒﺎﺕ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺳﺎﺧﺘﻤﺎﻥ ﺑﺮگ‬
‫ﺍﭘﻰ ﺩﺭﻣﺲ )‪ (Epidermis‬ﺩﻭ ﻃﺮﻑ ﺑﺮگ ﺭﺍ ﻣﻰ ﭘﻮﺷــﺎﻧﺪ‪ .‬ﺍﭘﻰ ﺩﺭﻣﺲ ﺑﺎﻻﻳﻰ ﺗﻮﺳــﻂ‬
‫ﻳﻚ ﻗﺸﺮ ﻧﺎﺯﻙ ﺑﻪ ﻧﺎﻡ ﻛﻮﺗﻴﻜﻮﻻ ﭘﻮﺷﻴﺪﻩ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺩﺭ ﺯﻳﺮ ﺍﭘﻰ ﺩﺭﻣﺲ ﺑﺎﻻﻳﻲ ﺍﻧﺴﺎﺟﻰ ﺑﻪ‬
‫ﻧﺎﻡ ﻛﺘﺎﺭﻩ )‪ (Palisade‬ﻭ ﺍﺳﻔﻨﺠﻰ ﻣﻮﺟﻮﺩ ﺍﻧﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﻛﻠﻮﺭﻭﭘﻼﺳﺖ ﻫﺎ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺍﻳﻦ ﺩﻭ ﻧﻮﻉ ﻧﺴــﺞ ﺑﻪ ﻧﺎﻡ ﻣﻴﺰﻭﻓﻴﻞ )‪ (Mesophyll‬ﻫﻢ ﻳﺎﺩ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﺩﺭ ﺑﻴﻦ ﻣﻴﺰﻭﻓﻴﻞ‪،‬‬
‫ﺍﻧﺴﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ ﺯﺍﻳﻠﻢ ﻭ ﻓﻠﻮﻳﻢ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪ .‬ﺍﭘﻰ ﺩﺭﻣﺲ ﻃﺮﻑ ﭘﺎﻳﻴﻨﻰ ﺑﺮگ ﻫﻢ ﻳﻚ ﻃﺒﻘﻪ ﻳﻰ‬
‫ﺑﻮﺩﻩ ﻭ ﺩﺭ ﺁﻥ ﺳــﻮﺭﺍﺥ ﻫﺎﻳﻰ ﺑﻪ ﻧﺎﻡ ﺳــﺘﻮﻣﺎﺗﺎ )‪ (Stomata‬ﺑﺮﺍﻯ ﺗﺒﺎﺩﻟﻪ ﮔﺎﺯﺍﺕ ﻭ ﻛﻨﺘﺮﻭﻝ‬
‫ﺑﺨﺎﺭﺍﺕ ﺁﺏ ﻣﻮﻗﻌﻴﺖ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺍﭘﻰ ﺩﺭﻣﺲ ﺑﺎﻻﻳﻰ‬
‫{‬
‫ﺍﻧﺴﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ‬
‫{‬ ‫ﺍﻧﺴﺎﺝ ﻛﺘﺎﺭﻩ‬
‫‪46‬‬

‫ﺍﭘﻰ ﺩﺭﻣﺲ ﭘﺎﻳﻴﻨﻰ‬

‫ﺳﻮﺭﺍﺥ‬

‫{‬
‫ﺷﻜﻞ )‪ (5-8‬ﺳﺎﺧﺘﻤﺎﻥ ﺩﺍﺧﻠﻰ ﺑﺮگ‬

‫ﺍﻧﺴﺎﺝ ﺍﺳﻔﻨﺠﻰ‬
 ‫ﺭﮔﺒﻨﺪﻯ ﺑﺮگ‬
‫ﺍﮔﺮ ﻳﻚ ﺗﻴﻐــﻪ ﺑﺮگ ﺭﺍ ﺍﺯ ﻧﺰﺩﻳﻚ ﺑﺒﻴﻨﻴﺪ‪ ،‬ﺭﮔﻬﺎﻯ ﺯﻳﺎﺩﻯ ﺩﺭ ﺁﻥ ﺩﻳﺪﻩ‬
‫ﻣﻰ ﺷــﻮﻧﺪ ﻛﻪ ﺑﺮﮔﻬﺎ ﺭﺍ ﺍﺳــﺘﻮﺍﺭ ﻧﮕﻪ ﺩﺍﺷﺘﻪ‪ ،‬ﺁﺏ ﻭ ﻧﻤﻜﻬﺎﻯ ﻣﻌﺪﻧﻰ ﺭﺍ‬
‫ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﺩﻫﻨﺪ‪ .‬ﻋﻼﻭﺗﺎً ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﺭﺍ ﺑﻪ ﺳــﺎﻗﻪ ﻭ ﺩﻳﮕﺮ ﻗﺴــﻤﺘﻬﺎﻯ‬
‫ﻧﺒﺎﺕ ﻣﻰ ﺭﺳﺎﻧﻨﺪ‪ .‬ﺩﺭ ﺍﻛﺜﺮ ﺑﺮﮔﻬﺎﻯ ﻧﺒﺎﺗﺎﺕ ﺩﻭ ﻗﺴﻢ ﺭﮔﺒﺮگ ﺩﻳﺪﻩ ﻣﻰ‬
‫ﺷــﻮﺩ‪ :‬ﺭﮔﺒﺮگ ﺍﺻﻠﻰ ﻭ ﺭﮔﺒﺮگ ﻓﺮﻋــﻰ‪ .‬ﺭﮔﺒﺮگ ﺍﺻﻠﻰ ﺑﺰﺭگ ﺑﻮﺩﻩ ﻭ‬
‫ﺩﺭ ﻭﺳــﻂ ﺑﺮگ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺭﮔﺒﺮگ ﻓﺮﻋﻰ ﺍﺯ ﺭﮔﺒﺮگ ﺍﺻﻠﻰ ﻣﻨﺸــﺎ‬
‫ﮔﺮﻓﺘﻪ ﻭ ﺑﻪ ﺷﻜﻞ ﺷﺎﺧﻪ ﻫﺎ ﺩﺭ ﺗﻤﺎﻣﻰ ﻗﺴﻤﺖ ﻫﺎﻯ ﺑﺮگ ﺗﻘﺴﻴﻢ ﺷﺪﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻣﺨﺘﻠﻒ ﺩﻭ ﻧﻮﻉ ﺭﮔﺒﻨﺪﻯ ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﻧﺪ‪:‬‬
‫ﺭﮔﺒﻨـﺪﻯ ﻣﻮﺍﺯﻯ‪ :‬ﻛﻪ ﺩﺭ ﺁﻥ ﺭﮔﺒﺮگ ﻫﺎﻯ ﻓﺮﻋﻰ ﺑﺎ ﻫﻢ ﺩﻳﮕﺮ ﻣﻮﺍﺯﻯ‬
‫ﻣﻰ ﺑﺎﺷﻨﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﮔﻨﺪﻡ‪ ،‬ﺟﻮﺍﺭﻯ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺭﮔﺒﻨﺪﻯ ﺟﺎﻝ ﻣﺎﻧﻨﺪ‪ :‬ﺩﺭ ﺍﻳﻦ ﻧﻮﻉ ﺭﮔﺒﻨﺪﻯ ﺭﮔﺒﺮﮔﻬﺎﻯ ﻓﺮﻋﻰ ﺍﺯ ﺭگ‬
‫ﺍﺻﻠﻰ ﺟﺪﺍ ﮔﺮﺩﻳﺪﻩ ﻭ ﺑﻪ ﺷﻜﻞ ﺟﺎﻝ ﺩﻳﺪﻩ ﻣﻰ ﺷﻮﻧﺪ ﻭ ﺑﻪ ﺩﻭ ﺷﻜﻞ ﻣﻰ‬
‫ﺑﺎﺷﺪ‪ ،‬ﻳﻜﻰ ﺑﻪ ﺷﻜﻞ ﭘﺮ ﻣﺎﻧﻨﺪ ﻣﺜﻞ ﺑﺮگ ﺗﻮﺕ ﻭ ﺳﻴﺐ ﻭ ﺩﻳﮕﺮﻯ ﭘﻨﺠﻪ‬
‫ﻣﺎﻧﻨﺪ ﻣﺜﻞ ﺑﺮگ ﻫﺎﻯ ﭼﻨﺎﺭ ﻭ ﺗﺎﻙ‪.‬‬
‫ﺍﻟﻒ( ﺭﮔﺒﻨﺪﻯ ﻣﻮﺍﺯﻯ‬
‫ﺏ ‪ -‬ﺭﮔﺒﻨﺪﻯ ﺟﺎﻝ ﻣﺎﻧﻨﺪ‬
‫ﺷﻜﻞ)‪ (5-9‬ﺭﮔﺒﻨﺪﻯ ﺑﺮﮔﻬﺎ‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺑﺮگ ﻫﺎﻯ ﻧﺒﺎﺗﺎﺕ ﻣﺨﺘﻠﻒ ﺭﺍ ﺑﻪ ﺍﺳــﺎﺱ ﺭﮔﺒﻨﺪﻯ ﺍﻧﺘﺨﺎﺏ ﻧﻤﻮﺩﻩ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﺑﻴﻦ ﺩﻭ ﻛﺎﻏﺬ ﺧﺸــﻚ ﻧﻤﺎﻳﻴﺪ‪ ،‬ﺗﺎ ﭼﻤﻠﻚ‬
‫ﻧﺸﻮﻧﺪ‪ ،‬ﺁﻧﻬﺎ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﺧﻮﺩ ﺑﭽﺴﭙﺎﻧﻴﺪ ﻭ ﻧﺎﻡ ﻧﺒﺎﺕ ﺭﺍ ﺑﺎ ﻧﻮﻉ ﺭﮔﺒﻨﺪﻯ ﺁﻥ ﺩﺭ ﺯﻳﺮ ﺑﺮگ ﺑﻨﻮﻳﺴﻴﺪ‪.‬‬
‫ﺑﺮﮔﻬﺎﻯ ﺳﺎﺩﻩ ﻭ ﻣﺮﻛﺐ‬
‫ﺑﺮﮔﻬﺎ ﺍﺯ ﻧﮕﺎﻩ ﺗﻌﺪﺍﺩ ﺗﻴﻐﻪ ﺑﻪ ﺩﻭ ﺩﺳــﺘﻪ ﺗﻘﺴــﻴﻢ ﺷﺪﻩ ﺍﻧﺪ‪ :‬ﺑﺮﮔﻬﺎﻯ ﺳﺎﺩﻩ ﻭ ﺑﺮﮔﻬﺎﻯ ﻣﺮﻛﺐ‪.‬‬
‫ﺑﺮگ ﻫﺎﻯ ﺳﺎﺩﻩ ﻋﺒﺎﺭﺕ ﺍﺯ ﺑﺮﮔﻬﺎﻳﻰ ﺍﺳﺖ ﻛﻪ ﻳﻚ ﺗﻴﻐﻪ ﻭﺍﺣﺪ ﺩﺭ ﺩﻣﺒﺮگ ﺁﻧﻬﺎ ﻭﺻﻞ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺮﮔﻬﺎﻳﻰ ﻛﻪ ﺩﺭ ﺁﻧﻬﺎ ﭼﻨﺪ ﺗﻴﻐﻪ ﺑﻪ ﻳﻚ ﺩﻣﺒﺮگ ﻭﺻﻞ ﺑﺎﺷــﺪ‪ ،‬ﺑﺮگ ﻣﺮﻛﺐ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ؛‬
‫ﻣﺎﻧﻨﺪ‪ :‬ﺑﺮﮔﻬﺎﻯ ﻋﻜﺎﺳﻰ‪ ،‬ﮔﻼﺏ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺗﺮﺗﻴـﺐ ﺑﺮﮔﻬﺎ ﺑﺮ ﺭﻭﻯ ﺳـﺎﻗﻪ‪ :‬ﻫﺮﮔﺎﻩ ﺑﺎﻻﻯ ﻫﺮﮔﺮﻩ ﺳــﺎﻗﻪ ﻳﻚ ﺑﺮگ ﻭﺻﻞ ﺑﺎﺷــﺪ ﺁﻧﺮﺍ‬
‫ﺑﺮﮔﻬﺎﻯ ﻣﺘﻨﺎﻭﺏ ﻣﻰ ﮔﻮﻳﻨﺪ؛ ﻣﺎﻧﻨﺪ‪ :‬ﺑﺮگ ﺗﻮﺕ‪ .‬ﻫﺮﮔﺎﻩ ﺑﺎﻻﻯ ﻫﺮ ﮔﺮﻩ ﺳﺎﻗﻪ ﺩﻭ ﺑﺮگ ﻣﻘﺎﺑﻞ‬
‫ﻫﻤﺪﻳﮕــﺮ ﻭﺻﻞ ﺑﺎﺷــﻨﺪ ﺁﻧﺮﺍ ﺑﺮﮔﻬﺎﻯ ﻣﺘﻘﺎﺑﻞ ﻣﻰ ﮔﻮﻳﻨﺪ؛ ﻣﺎﻧﻨــﺪ‪ :‬ﺑﺮگ ﻧﻌﻨﺎ‪ .‬ﻫﺮﮔﺎﻩ ﺑﺎﻻﻯ‬
‫ﻫﺮﮔﺮﻩ ﺳﺎﻗﻪ ﭼﻨﺪﻳﻦ ﺑﺮگ ﻭﺻﻞ ﺑﺎﺷﺪ ﺁﻧﺮﺍ ﺑﺮﮔﻬﺎﻯ ﻏﻨﭽﻪ ﻳﻰ ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺩﻣﺒﺮگ‬
‫ﺳﺎﻗﻪ‬
‫ﺏ( ﺑﺮگ ﻣﺮﻛﺐ‬ ‫ﺍﻟﻒ( ﺑﺮگ ﺳﺎﺩﻩ‬
‫ﺷﻜﻞ)‪ (5-10‬ﺑﺮگ ﻫﺎﻯ ﺳﺎﺩﻩ ﻭ ﻣﺮﻛﺐ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺍﺷﻜﺎﻝ ﺑﺮﮔﻬﺎﻯ ﺳﺎﺩﻩ ﻭ ﻣﺮﻛﺐ ﻭ ﺗﺮﺗﻴﺐ ﺑﺮﮔﻬﺎ ﺑﻪ ﺭﻭﻯ ﺳﺎﻗﻪ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺧﻮﺩ ﺭﺳﻢ ﻧﻤﻮﺩﻩ‪ ،‬ﻧﺎﻣﮕﺬﺍﺭﻯ ﻛﻨﻴﺪ‪.‬‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺑﻪ ﺩﻭ ﮔﺮﻭپ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻭ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﺗﻘﺴــﻴﻢ ﺷــﺪﻩ ﺍﻧﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ‬
‫ﺗﻮﻟﻴﺪ ﮔﻞ ﻭ ﻣﻴﻮﻩ ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﻛﻪ ﺑﻪ ﻧﺎﻡ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﻫﻢ ﻳﺎﺩ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑﻪ ﺩﻭ ﮔﺮﻭپ ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸــﻴﻤﻪ ﻳﺎ ﻳﻚ ﭘﻠﻪ ﻳﻰ ﻭ ﻧﺒﺎﺗﺎﺕ ﺩﻭ ﻣﺸــﻴﻤﻪ ﻳﺎ ﺩﻭ ﭘﻠﻪ‬
‫ﻳﻰ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺍﺯ ﺳﻪ ﻗﺴﻤﺖ )ﺭﻳﺸﻪ‪ ،‬ﺳﺎﻗﻪ ﻭ ﺑﺮگ( ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﻧﺪ‪.‬‬
‫ﺭﻳﺸﻪ ﻧﺒﺎﺕ ﺭﺍ ﺩﺭ ﺯﻣﻴﻦ ﺍﺳﺘﻮﺍﺭ ﻧﮕﻪ ﻣﻰ ﺩﺍﺭﺩ‪ ،‬ﺁﺏ ﻭ ﻧﻤﻜﻬﺎﻯ ﻣﻌﺪﻧﻰ ﺭﺍ ﺟﺬﺏ ﻭ ﺑﻪ ﺩﻳﮕﺮ ﺣﺼﺺ‬
‫ﻧﺒﺎﺗﺎﺕ ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﺩﻫﺪ‪ .‬ﺭﻳﺸﻪ ﻫﺎ ﺑﻪ ﻗﺴﻢ ﺭﺍﺳﺖ ﻭ ﭘﺎﺷﺎﻥ ﻣﻮﺟﻮﺩ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺳﺎﻗﻪ ﺭﺍﻩ ﻋﺒﻮﺭ ﻭ ﻣﺮﻭﺭ ﻣﻮﺍﺩ ﻏﺬﺍ ﻳﻰ‪ ،‬ﺁﺏ ﻭ ﻧﻤﻜﻬﺎﻯ ﻣﻌﺪﻧﻰ ﺑﻴﻦ ﺑﺮگ ﻭ ﺭﻳﺸﻪ ﺍﺳﺖ‪ .‬ﻭﻇﻴﻔﻪ ﻣﻬﻢ‬
‫ﺩﻳﮕﺮ ﺁﻥ ﺍﺳﺘﻮﺍﺭ ﻧﮕﻬﺪﺍﺷﺘﻦ ﻧﺒﺎﺕ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺑﺮگ ﻋﻀﻮ ﺳــﺒﺰ ﻧﺒﺎﺕ ﺍﺳــﺖ ﻛﻪ ﺑﺮ ﺭﻭﻯ ﺳﺎﻗﻪ ﻣﻰ ﺭﻭﻳﺪ‪ .‬ﺩﺭ ﺑﺮگ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﺑﺮگ ﻓﺎﺑﺮﻳﻜﻪ ﻏﺬﺍ ﺳﺎﺯﻯ ﻧﺒﺎﺕ ﺍﺳﺖ‪.‬‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﭘﻨﺠﻢ‬
‫ﺟﻮﺍﺏ ﺩﺭﺳﺖ ﺭﺍ ﺍﻧﺘﺨﺎﺏ ﻛﻨﻴﺪ‪.‬‬
‫‪ -1‬ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸﻴﻤﻪ ﺍﺯ ﺟﻤﻠﻪ ﻧﺒﺎﺗﺎﺕ ‪ .........................‬ﺑﺸﻤﺎﺭﻣﻰ ﺭﻭﻧﺪ‪.‬‬
‫ﺏ( ﻧﺒﺎﺗﺎﺕ ﺫﺭﻩ ﺑﻴﻨﻰ‬ ‫ﺍﻟﻒ( ﻧﺒﺎﺗﺎﺕ ﺍﺑﺘﺪﺍﻳﻰ‬
‫ﺩ ( ﻧﺒﺎﺗﺎﺕ ﺑﺪﻭﻥ ﮔﻞ‬ ‫ﺝ( ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬
‫‪ -2‬ﻟﻮﺑﻴﺎ‪ ،‬ﻧﺨﻮﺩ‪ ،‬ﺳﻴﺐ ﻭ ﺯﺭﺩﺁﻟﻮ ﺍﺯ ﺟﻤﻠﻪ ﻧﺒﺎﺗﺎﺕ ‪ ....................‬ﺑﺸﻤﺎﺭ ﻣﻰ ﺭﻭﻧﺪ‪.‬‬
‫ﺏ( ﺩﻭ ﻣﺸﻴﻤﻪ‬ ‫ﺍﻟﻒ( ﻳﻚ ﻣﺸﻴﻤﻪ‬
‫ﺩ( ﻫﻴﭽﻜﺪﺍﻡ‬ ‫ﺝ ( ﺑﺪﻭﻥ ﮔﻞ‬
‫‪ -3‬ﻳﻜﻰ ﺍﺯﻭﻇﺎﻳﻒ ﻣﻬﻢ ﺭﻳﺸﻪ ‪ .......................‬ﺍﺳﺖ‪.‬‬
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 ‫ﺏ( ﻓﻮﺗﻮﺳﻨﺘﻴﺰ‬ ‫ﺍﻟﻒ( ﺟﺬﺏ ﺁﻛﺴﻴﺠﻦ ﻫﻮﺍ‬
‫ﺩ( ﻫﻴﭽﻜﺪﺍﻡ‬ ‫ﺝ ( ﺟﺬﺏ ﺁﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ‬
‫‪ -4‬ﺳﺎﻗﻪ ﺧﺰﻧﺪﻩ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ‪ ...................‬ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪.‬‬
‫ﺏ( ﭼﻨﺎﺭ‬ ‫ﺍﻟﻒ( ﺗﻮﺕ ﺯﻣﻴﻨﻰ ﻭ ﻛﺪﻭ‬
‫ﺩ( ﻫﻴﭽﻜﺪﺍﻡ‬ ‫ﺝ ( ﮔﻨﺪﻡ ﻭ ﭘﻴﺎﺯ‬
‫‪ -5‬ﺑﺮگ ﺭﺍ‪ ........................‬ﻧﻴﺰ ﻳﺎﺩ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺏ( ﻓﺎﺑﺮﻳﻜﻪ ﻏﺬﺍ ﺳﺎﺯﻯ ﻧﺒﺎﺕ‬ ‫ﺍﻟﻒ( ﻣﻨﺒﻊ ﺍﻧﺮژﻯ‬
‫ﺩ( ﻫﻴﭽﻜﺪﺍﻡ‬ ‫ﺝ ( ﺫﺧﻴﺮﻩ ﮔﺎﻩ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ‬
‫ﺟﻤﻼﺕ ﺫﻳﻞ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ ﺑﻨﻮﻳﺴﻴﺪ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺟﻤﻠﺔ ﺻﺤﻴﺢ ﻋﻼﻣﺖ )ﺹ(‬
‫ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺟﻤﻠﺔ ﻏﻠﻂ ﻋﻼﻣﺖ )ﻍ( ﺭﺍﺑﮕﺬﺍﺭﻳﺪ‪.‬‬
‫‪ -6‬ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸﻴﻤﻪ ﻭ ﺩﻭ ﻣﺸﻴﻤﻪ ﺍﺯ ﺟﻤﻠﺔ ﻧﺒﺎﺗﺎﺕ ﺑﺪﻭﻥ ﺗﺨﻢ ﺍﻧﺪ‪( ).‬‬
‫(‬ ‫‪ -7‬ﺭﻳﺸﻪ ﺩﺍﺭﺍﻯ ﺍﻧﺴﺎﺝ ﺍﻧﺘﻘﺎﻟﻰ )ﺯﺍﻳﻠﻢ ﻭﻓﻠﻮﻳﻢ( ﻣﻰ ﺑﺎﺷﺪ‪) .‬‬
‫‪ -8‬ﻛﺪﻭ ﻭ ﺗﻮﺕ ﺯﻣﻴﻨﻰ ﺩﺍﺭﺍﻯ ﺳﺎﻗﺔ ﭘﻴﭽﺎﻥ ﺍﺳﺖ‪( ) .‬‬
‫‪ -9‬ﻛﭽﺎﻟﻮ ﺳﺎﻗﺔ ﺯﻳﺮ ﺯﻣﻴﻨﻰ ﺍﺳﺖ‪( ) .‬‬
‫‪ -10‬ﺑﺮﮔﻬﺎﻯ ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﻟﺤﺎﻅ ﺳﺎﺧﺘﻤﺎﻥ ﺧﺎﺭﺟﻰ ﺑﺎ ﻫﻤﺪﻳﮕﺮ ﺷﺒﻴﻪ ﺍﻧﺪ‪( ) .‬‬
‫‪ -11‬ﮔﻞ ﻳﻚ ﻋﻀﻮ ﻧﺒﺎﺕ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻣﻴﻮﻩ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪( ) .‬‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺗﺸﺮﻳﺢ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -12‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺭﺍ ﺗﻌﺮﻳﻒ ﻛﻨﻴﺪ‪.‬‬
‫‪ -13‬ﻓﺮﻕ ﺑﻴﻦ ﻧﺒﺎﺗﺎﺕ ﻳﻚ ﻣﺸﻴﻤﻪ ﻭ ﺩﻭ ﻣﺸﻴﻤﻪ ﺩﺭ ﭼﻴﺴﺖ؟‬
‫‪ -14‬ﺗﺨﻢ ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﻛﺪﺍﻡ ﻣﻮﺍﺩ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ؟ ﺑﺎ ﻣﺜﺎﻝ ﻭﺍﺿﺢ ﺳﺎﺯﻳﺪ‪.‬‬
‫‪ -15‬ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺍﺯ ﻛﺪﺍﻡ ﺍﺟﺰﺍ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﺍﻧﺪ؟‬
‫‪ -16‬ﻭﻇﺎﻳﻒ ﻣﻬﻢ ﺭﻳﺸﻪ ﺭﺍ ﺑﻴﺎﻥ ﻛﻨﻴﺪ‪.‬‬
‫‪ -17‬ﺭﻳﺸﻪ ﻫﺎﻯ ﺍﺻﻠﻰ ﻭ ﻓﺮﻋﻰ ﺍﺯ ﻫﻢ ﭼﻪ ﻓﺮﻕ ﺩﺍﺭﻧﺪ؟‬
‫‪ -18‬ﻭﻇﺎﻳﻒ ﻣﻬﻢ ﺳﺎﻗﻪ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻛﺪﺍﻣﻬﺎ ﺍﺳﺖ؟‬
‫‪ -19‬ﺑﺮگ ﭼﻪ ﻭﻇﻴﻔﻪ ﻳﻰ ﺩﺍﺭﺩ؟‬
‫‪ -20‬ﺍﻧﻮﺍﻉ ﺭﮔﺒﻨﺪﻯ ﺭﺍ ﺑﺎ ﻣﺜﺎﻝ ﻭﺍﺿﺢ ﺳﺎﺯﻳﺪ‪.‬‬
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 ‫ﻓﺼﻞ ﺷﺸﻢ‬
‫ﺗﻜﺜﺮ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻢ ﺩﺍﺭ‬
‫ﻧﺒﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺍﺯ ﺟﻤﻠﻪ ﻣﻮﻓﻘﺘﺮﻳﻦ ﻧﺒﺎﺗﺎﺕ ﻣﺤﺴــﻮﺏ ﻣﻰ ﺷﻮﻧﺪ ﻛﻪ ﺩﺭ‬
‫ﺁﺏ‪ ،‬ﺧﺸﻜﻪ ﻭ ﻛﻮﻩ ﻫﺎﻯ ﺑﻠﻨﺪ ﻳﻌﻨﻰ ﺩﺭ ﻫﺮ ﻧﻮﻉ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﻧﻤﻮ ﻣﻰ‬
‫ﻧﻤﺎﻳﻨﺪ‪ .‬ﻋﻠﺖ ﻣﻮﻓﻘﻴﺖ ﺍﻳﻨﻬﺎ ﺗﻮﺍﻓﻖ ﺑﺎ ﻣﺤﻴﻂ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﻭ ﺷــﺮﺍﻳﻂ‬
‫ﮔﻮﻧﺎﮔﻮﻥ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺩﺭ ﺍﻳــﻦ ﺗﻮﺍﻓﻖ‪ ،‬ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ‬
‫ﺧﺎﺹ ﺑﺮﺍﻯ ﺗﻜﺜﺮ ﻧﺒﺎﺗــﺎﺕ ﻭﺗﻮﻟﻴﺪﺍﺕ ﺁﻧﻬﺎ ﺭﻭﻝ ﻋﻤﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﺗﺨﻤﻬﺎﻯ‬
‫ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﺩﺭ ﺷــﺮﺍﻳﻂ ﻧﺎﻣﺴﺎﻋﺪ ﺳﺎﻟﻬﺎ ﻳﺎ ﺣﺘﻰ ﻗﺮﻧﻬﺎ ﺯﻧﺪﻩ‬
‫ﺑﻤﺎﻧﻨﺪ ﻭ ﻭﻗﺘﻴﻜﻪ ﺷــﺮﺍﻳﻂ ﺑﺮﺍﻯ ﺷﺎﻥ ﻣﺴﺎﻋﺪ ﺷﺪ‪ ،‬ﺩﻭﺑﺎﺭﻩ ﻧﻤﻮ ﻧﻤﺎﻳﻨﺪ‪،‬‬
‫ﺑﻪ ﺍﻳﻨﺼﻮﺭﺕ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﻗﺎﺩﺭ ﺍﻧﺪ ﺩﺭ ﻣﻘﺎﺑﻞ ﺧﺸﻜﺴــﺎﻟﻰ ﻫﺎﻯ ﭼﻨﺪﻳﻦ‬
‫ﺳــﺎﻟﻪ ﻣﻘﺎﻭﻣﺖ ﻧﻤﻮﺩﻩ ﻭ ﺑﻌﺪ ﺍﺯ ﺁﻥ ﺑﻪ ﺗﻮﻟﻴﺪ ﻧﺴﻞ ﺍﺩﺍﻣﻪ ﺩﻫﻨﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ‬
‫ﺗﺨﻤﺪﺍﺭ ﺑﺮﺍﻯ ﺯﻧﺪﻩ ﮔﻰ ﺍﻧﺴﺎﻥ ﻭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﻳﮕﺮ ﺧﻴﻠﻰ ﻣﻬﻢ ﺍﻧﺪ‪.‬‬
‫ﺯﻳﺮﺍ ﺑﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺍﺯ ﺁﻧﻬﺎ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻴﻢ‪ ،‬ﺯﻳﺮ ﺳﺎﻳﻪ ﺷﺎﻥ‬
‫ﻣﻰ ﻧﺸﻴﻨﻴﻢ‪ ،‬ﺍﻛﺴﻴﺠﻦ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺗﻮﺳﻂ ﺁﻧﻬﺎ ﺭﺍ ﺗﻨﻔﺲ ﻭ ﺍﺯ ﭼﻮﺑﻬﺎﻯ‬
‫ﺷﺎﻥ ﺑﺮﺍﻯ ﺗﻌﻤﻴﺮ ﺧﺎﻧﻪ ﻫﺎ ﻭ ﺳﻮﺧﺖ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻴﻢ‪ ،‬ﺑﺎ ﻣﻄﺎﻟﻌﻪ ﺍﻳﻦ‬
‫ﻓﺼﻞ ﺑﺎ ﺍﻋﻀﺎﻯ ﺗﻜﺜﺮﻯ ﻧﺒﺎﺗﺎﺕ‪ ،‬ﺳﺎﺧﺘﻤﺎﻥ ﮔﻞ ﻭ ﺍﻫﻤﻴﺖ ﺗﻜﺜﺮ ﻧﺒﺎﺗﺎﺕ‬
‫ﺁﺷــﻨﺎ ﻣﻰ ﺷــﻮﻳﺪ ﻭ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﻣﻌﻤﻮﻟﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺭﺍ ﺷﻨﺎﺧﺘﻪ ﻭ‬
‫ﺍﻫﻤﻴﺖ ﺷﺎﻥ ﺭﺍ ﺩﺭ ﺯﻧﺪﻩ ﮔﻰ ﺭﻭﺯﻣﺮﻩ ﺑﻴﺎﻥ ﻧﻤﻮﺩﻩ ﻣﻰ ﺗﻮﺍﻧﻴﺪ‪.‬‬
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 ‫ﺗﻜﺜﺮ ﺟﻨﺴﻰ ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬
‫ﺍﺯ ﻣﺸــﺨﺼﺎﺕ ﻣﻬــﻢ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ‬
‫ﺧﺎﺹ ﺗﻜﺜﺮﻯ ﻣﺬﻛﺮ ﻭ ﻣﻮﻧﺚ ﺩﺭ ﺁﻧﻬﺎ ﺍﺳﺖ‪ .‬ﺣﺠﺮﺍﺕ ﺗﻜﺜﺮﻯ ﺑﻪ ﺧﻮﺑﻰ‬
‫ﺩﺭ ﺍﻳﻦ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎ ﺣﻔﻆ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﺣﺠﺮﺓ ﺗﻜﺜــﺮﻯ ﻣﺬﻛﺮ ﺩﺭ ﺍﻳﻦ‬
‫ﻧﺒﺎﺗــﺎﺕ ﺑﻪ ﻭﺳــﻴﻠﺔ ﺁﺏ‪ ،‬ﺑــﺎﺩ ﻭ ﺍﻧﻮﺍﻉ ﺣﻴﻮﺍﻧﺎﺕ ﺍﺯ ﻳــﻚ ﻧﺒﺎﺕ ﺑﻪ ﻧﺒﺎﺕ‬
‫ﺩﻳﮕﺮ‪ ،‬ﻣﻨﺘﻘﻞ ﻣﻰ ﺷﻮﺩ ﻭ ﭘﺲ ﺍﺯ ﺭﺳﻴﺪﻥ ﺑﻪ ﺳﺎﺧﺘﻤﺎﻥ ﺗﻜﺜﺮﻯ ﻣﻮﻧﺚ‬
‫ﺑﺎ ﺣﺠﺮﻩ ﺟﻨﺴــﻰ ﻣﻮﻧﺚ ﻳﻜﺠﺎ ﺷــﺪﻩ‪ ،‬ﺗﺨﻢ ﺍﻟﻘﺎﺡ ﺷــﺪﻩ )ﺯﺍﻳﮕﻮﺕ( ﺭﺍ‬
‫ﺗﺸــﻜﻴﻞ ﻣﻰ ﺩﻫــﺪ‪ .‬ﺯﺍﻳﮕﻮﺕ ﺩﺭﻭﻥ ﺗﺨﻢ ﻳﺎ ﺩﺍﻧﻪ ﻗــﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﺩﺭ ﻓﺼﻞ‬
‫ﻗﺒــﻞ ﺧﻮﺍﻧﺪﻳﺪ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺑﻪ ﺩﻭ ﮔﺮﻭپ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻭ ﻣﺨﻔﻰ‬
‫ﺍﻟﺒﺬﺭ ﺗﻘﺴﻴﻢ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﺍﻳﻦ ﺩﻭ ﮔﺮﻭپ ﺍﺯ ﻧﻘﻄﻪ ﻧﻈﺮ ﺗﻜﺜﺮ ﺍﺯ ﻫﻤﺪﻳﮕﺮ‬
‫ﻓــﺮﻕ ﺩﺍﺭﻧﺪ‪ .‬ﻣﻬﻤﺘﺮﻳﻦ ﻓﺮﻕ ﺍﻳﻦ ﺩﻭ ﮔﺮﻭپ ﺍﻳﻦ ﺍﺳــﺖ ﻛﻪ ﺩﺭ ﻧﺒﺎﺗﺎﺕ‬
‫ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﮔﻞ ﻭ ﻣﻴﻮﻩ ﺗﺸﻜﻴﻞ ﻧﻤﻰ ﺷﻮﺩ‪ .‬ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ ﮔﻞ ﻭ ﻣﻴﻮﻩ‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﺑﻪ ﺣﻔﻆ ﺯﺍﻳﮕﻮﺕ ﻭ ﺍﻧﺘﺸــﺎﺭ ﺁﻥ ﺑﻪ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ‬
‫ﻛﻤﻚ ﻛﺮﺩﻩ ﻭ ﺳــﺒﺐ ﺷﺪﻩ ﺍﺳــﺖ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﻣﺬﻛﻮﺭ ﺩﺭ ﺳﺮﺍﺳﺮ ﻛﺮﺓ‬
‫ﺯﻣﻴﻦ ﮔﺴــﺘﺮﺩﻩ ﺷﻮﻧﺪ‪ ،‬ﺑﻪ ﻗﺴــﻤﻰ ﻛﻪ ﺍﻣﺮﻭﺯ ﺑﻴﺸﺘﺮﻳﻦ ﺗﻌﺪﺍﺩ ﻧﺒﺎﺗﺎﺕ‬
‫ﺭﻭﻯ ﻛﺮﺓ ﺯﻣﻴﻦ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﻨﺪ‪.‬‬
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 ‫ﺗﻜﺜﺮ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮﺍﻟﺒﺬﺭ)‪(Gymnosperm‬‬
‫ﺑﻪ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮﺍﻟﺒﺬﺭ ﻣﺨﺮﻭﻃﻴﺎﻥ ﻫﻢ ﮔﻔﺘﻪ ﻣﻰ ﺷــﻮﺩ؛ ﺯﻳﺮﺍ ﻏﻮﺯﻩ ﻫﺎﻯ‬
‫ﻣﺨﺮﻭﻃﻰ ﺷــﻜﻞ ﺩﺍﺭﻧﺪ‪ .‬ﺗﺨــﻢ ﻫﺎﻯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﺳــﺎﺧﺘﻤﺎﻥ ﻣﻴﻮﻩ‬
‫ﺍﺣﺎﻃﻪ ﻧﺸﺪﻩ ﺍﺳﺖ ‪ .‬ﺍﺯ ﺍﻳﻦ ﻟﺤﺎﻅ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﺑﻪ ﻧﺎﻡ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻳﺎ‬
‫ﺟﻤﻨﻮﺳﭙﺮﻡ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻧﺒﺎﺕ ﻇﺎﻫﺮﺍﻟﺒﺪﺯ‬ ‫ﻏﻮﺯﺓ ﻣﺬﻛﺮ‬
‫ﻏﻮﺯﺓ ﭘﺨﺘﻪ‬
‫ﮔﺮﺩﻩ‬
‫ﻏﻮﺯﺓ ﻣﺆﻧﺚ‬ ‫ﻧﺒﺎﺕ ﺟﻮﺍﻥ‬
‫ﺷﻜﻞ)‪ (6-1‬ﺩﻭﺭﺍﻥ ﺣﻴﺎﺕ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ‬
‫ﺍﮔﺮ ﺑﻪ ﺩﻭﺭﺍﻥ ﺣﻴﺎﺕ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻧﻈﺮ ﺍﻧﺪﺍﺧﺘﻪ ﺷﻮﺩ‪ ،‬ﺍﻳﻨﻬﺎ ﺩﻭ ﻧﻮﻉ‬
‫ﻏــﻮﺯﻩ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻏﻮﺯﻩ ﻫﺎﻯ ﻛﻮﭼﻚ ﻭ ﻏﻮﺯﻩ ﻫﺎﻯ ﺑﺰﺭگ‪ .‬ﻏﻮﺯﻩ‬
‫ﻫﺎﻯ ﻛﻮﭼﻚ ﺩﺍﺭﺍﻯ ﻓﻠﺲ ﻫﺎﻯ ﻧﺎﺯﻙ ﻭ ﻛﺎﻏﺬ ﻣﺎﻧﻨﺪ ﺍﻧﺪ‪ ،‬ﻭ ﺳﺎﺧﺘﻤﺎﻧﻬﺎﻯ‬
‫ﻣﺬﻛﺮ ﺟﻨﺴــﻰ ﺭﺍ ﺩﺍﺭﺍ ﺑﻮﺩﻩ ﻭ ﮔﺮﺩﻩ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﮔﺮﺩﻩ ﻫﺎ ﺩﺍﻧﻪ ﻫﺎﻯ‬
‫ﻛﻮﭼﻜﻰ ﺍﻧﺪ ﻛﻪ ﺳﭙﺮﻡ ﻳﺎ ﻫﻤﺎﻥ ﺣﺠﺮﻩ ﺟﻨﺴﻰ ﻣﺬﻛﺮ ﺩﺭ ﺑﻴﻦ ﺁﻥ ﻧﻤﻮ ﻣﻰ‬
‫ﻛﻨﺪ‪ .‬ﻏﻮﺯﻩ ﻫﺎﻯ ﻛﻮﭼﻚ ﺩﺭ ﻓﺼﻞ ﺑﻬﺎﺭ ﺑﺎﺯ ﺷﺪﻩ ﻭ ﮔﺮﺩﻩ ﻫﺎﻯ ﺧﻮﺩ ﺭﺍ ﻣﻰ‬
‫ﺍﻓﺸــﺎﻧﻨﺪ‪ .‬ﺍﻳﻦ ﮔﺮﺩﻩ ﻫﺎ ﺗﻮﺳﻂ ﺑﺎﺩ ﭘﺮﺍﮔﻨﺪﻩ ﺷﺪﻩ ﻭ ﺑﻪ ﻏﻮﺯﻩ ﻫﺎﻯ ﺑﺰﺭگ‬
‫ﻛﻪ ﻓﻠﺲ ﻫﺎﻯ ﺳﺨﺖ ﻭ ﭼﻮﺑﻰ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻓﻠﺲ ﻫﺎﻯ ﺍﻳﻦ‬
‫ﻏﻮﺯﻩ ﻫﺎ ﺣﺠﺮﺍﺕ ﺟﻨﺴﻰ ﻣﻮﻧﺚ ﻳﺎ ﺣﺠﺮﻩ ﺗﺨﻤﻰ ﺭﺍ ﺩﺍﺭﺍ ﻫﺴﺘﻨﺪ‪ .‬ﺣﺠﺮﻩ‬
‫ﺗﺨﻤﻰ ﺩﺭ ﺳــﺎﺧﺘﻤﺎﻧﻰ ﺑﻪ ﻧﺎﻡ ﺗﺨﻤﻪ ﺟﺎﻯ ﮔﺮﻓﺘﻪ ﺍﺳﺖ‪ .‬ﺳﭙﺮﻡ ﻫﺎ ﺑﻌﺪ ﺍﺯ‬
‫ﺩﺍﺧﻞ ﺷــﺪﻥ ﺑﻪ ﺗﺨﻤﻪ‪ ،‬ﺁﻧﺮﺍ ﺍﻟﻘﺎﺡ ﻧﻤــﻮﺩﻩ ﻭ ﺯﺍﻳﮕﻮﺕ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫ﭘﺲ ﺍﺯ ﺁﻥ ﺗﺨﻤﻪ ﻧﻤﻮ ﻣﻰ ﻛﻨﺪ ﻭ ﺗﺨﻢ )ﺩﺍﻧﻪ( ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻭﺭﺩ ﻛﻪ ﺩﺭ‬
‫ﺑﻴﻦ ﻓﻠﺲ ﻫﺎﻯ ﭼﻮﺑﻰ ﻏﻮﺯﻩ ﻫﺎﻯ ﻣﻮﻧﺚ ﻧﮕﻬﺪﺍﺭﻯ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﻭﻗﺘﻰ ﻛﻪ‬
‫ﺗﺨﻢ ﻫﺎ ﭘﺨﺘﻪ ﺷﻮﻧﺪ‪ ،‬ﻏﻮﺯﻩ ﻫﺎ ﺧﺸﻚ ﺷﺪﻩ‪ ،‬ﻓﻠﺲ ﻫﺎ ﺑﺎﺯ ﻭ ﺗﺨﻢ ﻫﺎ ﺑﺎﻻﻯ‬
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 ‫ﺯﻣﻴﻦ ﻣﻰ ﺍﻓﺘﻨﺪ‪ .‬ﺍﮔﺮ ﺷﺮﺍﻳﻂ ﻣﺴﺎﻋﺪ ﺑﺎﺷﺪ‪ ،‬ﺍﺯ ﻫﺮ ﺗﺨﻢ ﻳﻚ ﻧﺒﺎﺕ‬
‫ﺟﻮﺍﻥ ﻧﻤﻮ ﻣﻰ ﻛﻨﺪ‪ .‬ﺳــﺎﺣﻪ ﺍﻧﺘﺸﺎﺭ ﻧﺒﺎﺗﺎﺕ ﺟﻤﻨﻮﺳﭙﺮﻡ ﻧﺴﺒﺘﺎً‬
‫ﻣﺤﺪﻭﺩ ﺍﺳــﺖ‪ ،‬ﺑﺎ ﻭﺟﻮﺩ ﺁﻥ ﺩﺭ ﻗﺴــﻤﺖ ﻫــﺎﻯ ﻣﺨﺘﻠﻒ ﺭﻭﻯ‬
‫ﺯﻣﻴﻦ ﻣﺜﻞ ﻣﻨﺎﻃﻖ ﻛﻮﻫﻰ‪ ،‬ﺩﺷــﺘﻰ ﺣﺘﻰ ﺑﻪ ﺻﻮﺭﺕ ﺍﺳﺘﺜﻨﺎﻳﻰ‬
‫ﺩﺭ ﺁﺑﻬﺎ ﻫﻢ ﭘﻴﺪﺍ ﻣﻴﺸﻮﻧﺪ‪ .‬ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺟﻨﮕﻼﺕ ﻣﺨﺮﻭﻃﻴﺎﻥ‬
‫ﺩﺭ ﻛﻨﺮ ﻭ ﭘﻜﺘﻴﺎ ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ )ﺍﻧﺠﻴﻮﺳﭙﺮﻡ ‪(Angiosperm‬‬
‫ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ‪ ،‬ﮔﻠﻬﺎ ﻭ ﻣﻴﻮﻩ ﻫﺎ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻫﻤﺔ ﻣﺤﺼﻮﻻﺕ‬
‫ﺯﺭﺍﻋﺘﻰ‪ ،‬ﺑﺎﻏﺪﺍﺭﻯ ﻭ ﮔﻠﺨﺎﻧﻪ ﻳﻰ ﺍﺯ ﺟﻤﻠﺔ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺍﻧﺪ‪ .‬ﺗﺨﻢ‬
‫ﻫﺎﻯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﺑﻴﻦ ﻗﺴﻤﺘﻰ ﺍﺯ ﺳﺎﺧﺘﻤﺎﻥ ﺗﻜﺜﺮﻯ ﻣﺆﻧﺚ‬
‫ﺑﻨﺎﻡ ﺗﺨﻤﺪﺍﻥ ﻣﺨﻔﻰ ﺍﻧﺪ‪ ،‬ﺍﺯ ﺍﻳﻦ ﺳــﺒﺐ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﺑﻪ ﻧﺎﻡ‬
‫ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﻫﻢ ﻳﺎﺩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﮔﻞ‬
‫ﮔﻞ ﺳﺎﺧﺘﻤﺎﻥ ﺗﻜﺜﺮﻯ ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﺍﺳﺖ‪ .‬ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩﻯ‬
‫ﺍﺯ ﮔﻠﻬﺎ ﻳﻚ ﻗﺴﻤﺖ ﻣﺬﻛﺮ ﻭ ﻳﻚ ﻗﺴﻤﺖ ﻣﻮﻧﺚ ﺩﺍﺭﻧﺪ‪ .‬ﻗﺴﻤﺖ‬
‫ﻣﺬﻛﺮ ﮔﻞ‪ ،‬ﮔﺮﺩﻩ ﻭ ﻗﺴﻤﺖ ﻣﻮﻧﺚ ﺁﻥ ﺗﺨﻤﻪ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﺪ‪.‬‬
‫ﺍﻧﺘﻘﺎﻝ ﮔﺮﺩﻩ ﺗﻮﺳــﻂ ﺑﺎﺩ‪ ،‬ﺣﺸﺮﺍﺕ ﻭ ﻳﺎ ﺣﻴﻮﺍﻧﺎﺕ ﺩﻳﮕﺮ ﺻﻮﺭﺕ‬
‫ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺗﻌﺪﺍﺩ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺩﺭ ﺟﻬﺎﻥ ﻧﺴﺒﺖ ﺑﻪ ﻧﺒﺎﺗﺎﺕ ﺑﻰ‬
‫ﺷﻜﻞ)‪ (6-2‬ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬ ‫ﮔﻞ ﺯﻳــﺎﺩ ﺍﺳــﺖ‪ .‬ﺯﻳﺮﺍ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑــﺎ ﻣﺤﻴﻂ ﻫﺎﻯ ﻣﺨﺘﻠﻔﻰ‬
‫ﺗﻮﺍﻓﻖ ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ .‬ﺑﺎ ﻭﺟﻮﺩ ﺁﻧﻜﻪ ﺗﻌﺪﺍﺩ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺯﻳﺎﺩ ﺍﺳﺖ؛ ﺍﻣﺎ ﺍﮔﺮ ﺷﻤﺎ‬
‫ﺩﺭ ﺟﻨــﮕﻞ ﻗــﺪﻡ ﺑﺰﻧﻴﺪ‪ ،‬ﺗﻌﺪﺍﺩ ﺯﻳﺎﺩﻯ ﮔﻞ ﺭﺍ ﻧﺨﻮﺍﻫﻴــﺪ ﺩﻳﺪ‪ ،‬ﺯﻳﺮﺍ ﺍﻳﻦ ﮔﻠﻬﺎ‬
‫ﻛﻮﭼﻚ ﺑﻮﺩﻩ ﻭ ﺑﻪ ﻧﻈﺮ ﻧﻤﻰ ﺁﻳﻨﺪ‪ .‬ﺑﻌﻀﻰ ﺍﺯ ﺩﺭﺧﺖ ﻫﺎ‪ ،‬ﺳﺒﺰﻳﺠﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ‬
‫ﻛﻮﭼــﻚ ﻣﺜﺎﻝ ﺍﻳﻦ ﻧﻮﻉ ﻧﺒﺎﺗﺎﺕ ﺍﻧﺪ‪ .‬ﺷــﻤﺎ ﺩﺭ ﻳــﻚ ﻣﺰﺭﻋﻪ ﻗﺪﻡ ﻣﻰ ﺯﻧﻴﺪ‪ ،‬ﺑﺎ‬
‫ﻭﺟــﻮﺩﻯ ﻛﻪ ﺗﻤﺎﻡ ﻋﻠﻒ ﻫــﺎ ﮔﻞ ﺩﺍﺭﻧﺪ؛ ﺍﻣﺎ ﺍﻳﻦ ﮔﻞ ﻫﺎ ﺩﻳﺪﻩ ﻧﻤﻰ ﺷــﻮﻧﺪ‪.‬‬
‫ﺩﻟﻴﻠﺶ ﺍﻳﻨﺴﺖ ﻛﻪ ﮔﻠﻬﺎ ﺗﻨﻬﺎ ﺩﺭ ﻳﻚ ﻓﺼﻞ ﺧﺎﺹ ﻣﻮﺟﻮﺩ ﻣﻰ ﺑﺎﺷﻨﺪ؛ ﻣﺜ ً‬
‫ﻼ‬
‫ﺍﻛﺜﺮ ﻧﺒﺎﺗﺎﺕ ﺟﻨﮕﻞ ﻫﺎ ﺗﻨﻬﺎ ﺩﺭ ﺑﻬﺎﺭ ﮔﻞ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
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 ‫ﺳﺎﺧﺘﻤﺎﻥ ﮔﻞ‬
‫ﮔﻞ ﺍﺯ ﭼﻬﺎﺭ ﻗﺴــﻤﺖ ﺗﺸﻜﻴﻞ ﺷﺪﻩ ﻛﻪ ﺩﻭ ﺳﺎﺧﺘﻤﺎﻥ ﺁﻥ ﺑﻨﺎﻡ ﺳﺘﺎﻣﻦ‬
‫ﻭ ﭘﺴــﺘﻞ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﺗﻜﺜﺮﻯ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﺗﻮﻟﻴﺪ ﺗﺨﻢ ﺭﻭﻝ ﺩﺍﺭﺩ‪ ،‬ﺩﺭ‬
‫ﺣﺎﻟﻰ ﻛﻪ ﻛﺎﺳﺒﺮگ ﻭ ﻳﺎ ﮔﻠﺒﺮگ )ﺗﺎﺳﺒﺮگ( ﺩﺭ ﻣﺤﺎﻓﻈﺔ ﺳﺎﺧﺘﻤﺎﻧﻬﺎﻯ‬
‫ﺩﺍﺧﻠﻰ ﮔﻞ ﻭ ﺟﻠﺐ ﻧﻤﻮﺩﻥ ﺣﻴﻮﺍﻧﺎﺕ ﮔﺮﺩﻩ ﺍﻓﺸــﺎﻥ ﻛﻤﻚ ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪.‬‬
‫ﺗﻤﺎﻡ ﻗﺴﻤﺘﻬﺎﻯ ﮔﻞ ﺭﻭﻯ ﻧﻬﻨﺞ ﻗﺮﺍﺭ ﺩﺍﺭﺩ‪ .‬ﻧﻬﻨﺞ ﺩﺭ ﻭﺍﻗﻊ ﻗﺴﻤﺖ ﭘﻬﻦ‬
‫ﺷﺪﻩ ﺳﺎﻗﻪ ﮔﻞ ﺍﺳﺖ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﻗﺴﻤﺖ ﻫﺎﻯ ﮔﻞ ﺭﺍ ﺷﺮﺡ ﻣﻰ ﺩﻫﻴﻢ‪:‬‬
‫‪ -1‬ﻛﺎﺳـﺒﺮﮔﻬﺎ ﻳﺎ ﺳﻴﭙﻞ) ‪ :(Sepal‬ﻛﻪ ﻗﺴﻤﺖ ﺧﺎﺭﺟﻰ ﻳﻚ ﮔﻞ ﺭﺍ‬
‫ﺗﺸﻜﻴﻞ ﺩﺍﺩﻩ‪ ،‬ﺑﻪ ﻣﺠﻤﻮﻉ ﺍﻳﻦ ﺑﺮﮔﻬﺎ ﻛﺎﺳﻪ ﮔﻞ )‪ (Calyx‬ﻣﻰ ﮔﻮﻳﻨﺪ‬
‫ﻛﻪ ﻏﻨﭽﻪ ﮔﻞ ﺭﺍ ﺍﺯ ﺣﺸــﺮﺍﺕ ﻣﻀﺮﻩ ﻭ ﺧﺸــﻚ ﺷﺪﻥ ﻣﺤﺎﻓﻈﻪ ﻧﻤﻮﺩﻩ‪،‬‬
‫ﺑﺼﻮﺭﺕ ﻋﺎﺩﻯ ﺭﻧﮓ ﺳــﺒﺰ ﺭﺍ ﺩﺍﺭﺍ ﻣﻰ ﺑﺎﺷــﺪ؛ ﺍﻣﺎ ﻣﻰ ﺗﻮﺍﻧﺪ ﺑﻌﻀﺎً ﺭﻧﮕﻪ‬
‫ﻫﻢ ﺑﺎﺷﻨﺪ‪.‬‬
‫‪ -2‬ﮔﻠﺒﺮﮔﻬﺎ ﻳﺎ ﭘﻴﺘـﻞ) ‪ :(Petal‬ﻛﻪ ﺍﻛﺜﺮﺍ ً ﺭﻧﮕﻪ ﺑﻮﺩﻩ ﻭ ﺩﺍﺭﺍﻯ ﺑﻮﻯ‬
‫ﻭ ﺷﻴﺮﻩ ﻫﺴــﺘﻨﺪ‪ .‬ﻭﻇﻴﻔﻪ ﺁﻧﻬﺎ ﺟﺬﺏ ﺣﻴﻮﺍﻧﺎﺕ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻥ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺍﻳﻦ ﺑﺮﮔﻬﺎ ﺑــﺎ ﻫﻢ ﺟﺎﻡ ﮔﻞ )‪ Corolla‬ﻛﻮﺭﻭﻻ( ﺭﺍ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻭﺭﻧﺪ‪.‬‬
‫ﺩﺭ ﺑﺴﻴﺎﺭﻯ ﺍﺯ ﮔﻠﻬﺎ ﺍﻳﻦ ﺳﺎﺧﺘﻤﺎﻥ ﺻﻔﺤﻪ ﻳﻰ ﺭﺍ ﺑﺮﺍﻯ ﻧﺸﺴﺘﻦ ﺣﺸﺮﺍﺕ‬
‫ﮔﺮﺩﻩ ﺍﻓﺸﺎﻥ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ ،‬ﺗﺎ ﻏﺬﺍﻯ ﺧﻮﺩ ﺭﺍ ﺑﺪﺳﺖ ﺁﻭﺭﻧﺪ‪ ،‬ﮔﻠﺒﺮﮔﻬﺎ‬
‫ﺷــﻜﻠﻬﺎ ﻭ ﺭﻧﮕﻬﺎﻯ ﻣﺘﻔﺎﻭﺗــﻰ ﺩﺍﺭﻧﺪ ﻛﻪ ﺑﺮﺍﻯ ﺣﻴﻮﺍﻧﺎﺕ ﮔﺮﺩﻩ ﺍﻓﺸــﺎﻥ‬
‫ﺩﻟﭽﺴﭗ ﺑﻮﺩﻩ ﻭ ﺳﺒﺐ ﺟﺬﺏ ﺁﻧﻬﺎ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫‪-3‬ﺁﻟﺔ ﺗﺬﻛﻴﺮ ﻳﺎ ﺳﺘﻤﻦ) ‪ :(Stamen‬ﺍﺯ ﺑﺴﺎﻙ ﻳﺎ ﺍﻧﺘﺮ )‪(Anther‬‬
‫ﻭ ﻣﻴﻠﻪ ﻳﺎ ﻓﻠﻤﻨﺖ )‪ (Filament‬ﺗﺸﻜﻴﻞ ﻳﺎﻓﺘﻪ ﺍﺳﺖ‪.‬ﮔﺮﺩﻩ ﻫﺎﻯ ﮔﻞ‬
‫ﺩﺭ ﺑﺴــﺎﻙ )ﻛﻴﺴﺔ ﮔﺮﺩﻩ( ﺗﺸﻜﻴﻞ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﻣﻴﻠﻪ ﺑﺴﺎﻙ ﺭﺍ ﺑﻪ ﻧﻬﻨﺞ‬
‫ﻭﺻﻞ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﻭﻗﺘﻲ ﻛﻪ ﮔﺮﺩﻩ ﺩﺭ ﺑﻴﻦ ﺑﺴــﺎﻙ ﭘﺨﺘﻪ ﺷــﻮﺩ‪ ،‬ﺑﺴﺎﻙ‬
‫ﻛﻔﻴﺪﻩ ﻭ ﮔﺮﺩﻩ ﻫﺎ ﺍﺯ ﺁﻥ ﺁﺯﺍﺩ ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫‪ -4‬ﺁﻟﺔ ﺗﺄﻧﻴﺚ ﻳﺎ ﭘﺴـﺘﻞ) ‪ :(Pistil‬ﻗﺴــﻤﺖ ﺩﺍﺧﻠﻰ ﮔﻞ ﺑﻮﺩﻩ ﻛﻪ‬
‫ﺗﺨﻤﻪ ﺭﺍ ﺗﻮﻟﻴﺪ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﺩﺭ ﺑﺎﻻﻯ ﺁﻥ ﻳﻚ ﺳﺎﺧﺘﻤﺎﻥ ﭼﺴﭙﻨﺎﻙ ﺑﻨﺎﻡ‬
‫ﻛﻼﻟـﻪ ﻳﺎ ﺳـﺘﮕﻤﺎ )‪ (Stigma‬ﻣﻮﻗﻌﻴﺖ ﺩﺍﺭﺩ‪ .‬ﮔﺮﺩﻩ ﺩﺭ ﺑﺎﻻﻯ ﻛﻼﻟﻪ‬
‫ﺟﺎﻯ ﮔﺮﻓﺘﻪ ﻭ ﻧﻤﻮ ﻣﻰ ﻛﻨﺪ ﻭ ﺗﻴﻮﺏ ﮔﺮﺩﻩ ﺭﺍ ﻣﻰ ﺳﺎﺯﺩ ﻛﻪ ﻭﺍﺭﺩ ﮔﺮﺩﻧﻪ‬
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 ‫ﻣﻰ ﺷﻮﺩ‪ .‬ﮔﺮﺩﻧﻪ ﻳﺎ ﺳﺘﺎﻳﻞ )‪ (style‬ﻳﻚ ﺳﺎﺧﻤﺎﻥ ﻣﻴﻠﻪ ﻳﻰ ﺑﻮﺩﻩ ﻛﻪ‬
‫ﻛﻼﻟﻪ ﺭﺍ ﺑﻪ ﺗﺨﻤﺪﺍﻥ ﻭﺻﻞ ﻣﻰ ﺳــﺎﺯﺩ‪ .‬ﮔﺮﺩﻩ ﺍﺯ ﺗﻴﻮﺏ ﮔﺮﺩﻧﻪ ﻣﻰ ﮔﺬﺭﺩ‬
‫ﻭ ﺣﺠﺮﻩ ﺟﻨﺴــﻰ ﻧﺮ ﺭﺍ ﺑﻪ ﺗﺨﻤﺪﺍﻥ ﻣﻰ ﺭﺳــﺎﻧﺪ‪ .‬ﺗﺨﻤﻪ )‪ (Ovule‬ﺩﺭ‬
‫ﺑﻴﻦ ﺗﺨﻤﺪﺍﻥ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﺩﺭ ﺩﺍﺧﻞ ﺁﻥ ﺣﺠﺮﻩ ﺗﺨﻤﻰ ﻣﻮﺟﻮﺩ ﺍﺳــﺖ‪.‬‬
‫ﻫﻤﺎﻥ ﻃﻮﺭ ﻛﻪ ﻗﺒ ً‬
‫ﻼ ﮔﻔﺘﻪ ﺷﺪ ﺍﺯ ﺍﻟﻘﺎﺡ ﺣﺠﺮﻩ ﺗﺨﻤﻰ ﺑﺎ ﺳﭙﺮﻡ‪ ،‬ﺗﺨﻢ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫ﮔﻠﺒﺮگ‬
‫ﺑﺴﺎﻙ ﺳﺘﻤﻦ‬
‫ﻣﻴﻠﻪ‬
‫ﭘﺴﺘﻞ ﻛﻼﻟﻪ‬
‫ﮔﺮﺩﻧﻪ‬
‫ﺗﺨﻤﺪﺍﻥ‬
‫ﻧﻬﻨﺞ‬ ‫ﻛﺎﺳﺒﺮگ‬
‫ﺷﻜﻞ)‪ (6-3‬ﺳﺎﺧﺘﻤﺎﻥ ﮔﻞ‬
‫ﻣﻴﻮﻩ‬
‫ﻭﻗﺘﻴﻜــﻪ ﺗﺨﻤﻪ ﺗﺒﺪﻳﻞ ﺑﻪ ﺗﺨﻢ ﻳﺎﺩﺍﻧﻪ ﻣﻰ ﺷــﻮﺩ‪ ،‬ﺗﺨﻤﺪﺍﻥ ﺗﺒﺪﻳﻞ ﺑﻪ‬
‫ﻣﻴــﻮﻩ ﻣﻴﮕﺮﺩﺩ‪ ،‬ﻛﻪ ﺩﺍﻧﻪ ﻫﺎ ﺗﺎ ﻭﻗﺖ ﭘﺨﺘﻪ ﺷــﺪﻥ ﺩﺭ ﺁﻥ ﻗﺮﺍﺭ ﻣﻴﮕﻴﺮﻧﺪ‪.‬‬
‫ﺑﻌﻀﻰ ﻣﻴﻮﻩ ﻫﺎ ﺁﺑﺪﺍﺭ ﻭ ﮔﻮﺷﺘﻰ ﻣﻰ ﺷﻮﻧﺪ‪ .‬ﺳﻴﺐ‪ ،‬ﻧﺎﻙ‪ ،‬ﺁﻟﻮﺑﺎﻟﻮ‪ ،‬ﺯﺭﺩﺍﻟﻮ‪،‬‬
‫ﺷــﻔﺘﺎﻟﻮ ﻭ ‪ ...‬ﺍﺯ ﺍﻳﻦ ﻗﺴــﻢ ﻣﻴﻮﻩ ﻫﺎ ﻣﻰ ﺑﺎﺷﻨﺪ‪ .‬ﺑﻌﻀﻰ ﺍﺯ ﻣﻴﻮﻩ ﻫﺎ ﺁﺑﺪﺍﺭ‬
‫ﻧﺒﻮﺩﻩ ﻭ ﺧﺸﻚ ﻫﺴﺘﻨﺪ‪ .‬ﭼﺎﺭﻣﻐﺰ‪ ،‬ﺑﺎﺩﺍﻡ‪ ،‬ﭘﻠﻰ ﺑﺎﺏ ﻣﺜﺎﻟﻬﺎﻳﻰ ﺍﺯ ﺍﻳﻦ ﻗﺴﻢ‬
‫ﻣﻴﻮﻩ ﻫﺎ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻲ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ‬
‫ﻃــﻮﺭﻯ ﻛﻪ ﻣﻰ ﺩﺍﻧﻴﻢ ﻧﺒﺎﺗﺎﺕ ﻧﻤــﻰ ﺗﻮﺍﻧﻨﺪ ﺍﺯ ﻳﻚ ﺟﺎ ﺑﻪ ﺟﺎﻯ ﺩﻳﮕﺮﻯ‬
‫ﺣﺮﻛﺖ ﻛﻨﻨﺪ ﻭ ﺩﺭ ﻳﻚ ﺟﺎ ﺳــﺎﻛﻦ ﻫﺴــﺘﻨﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﺳﺒﺐ ﺑﺮﺍﻯ ﺍﻳﻨﻜﻪ‬
‫ﻋﻤﻠﻴﻪ ﺍﻟﻘﺎﺡ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺑﺘﻮﺍﻧﺪ‪ ،‬ﺑﺎﻳﺪ ﺣﺠﺮﺍﺕ ﺟﻨﺴــﻰ ﻣﺬﻛﺮ ﺗﻮﺳﻂ‬
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‫ﻋﻮﺍﻣــﻞ ﺩﻳﮕﺮ ﺑﻪ ﺣﺠﺮﺍﺕ ﺟﻨﺴــﻰ ﻣﻮﻧﺚ ﺍﻧﺘﻘــﺎﻝ ﻧﻤﺎﻳﻨﺪ ﻭﻗﺘﻰ ﮔﺮﺩﻩ ﻫﺎ‬
‫ﭘﺨﺘﻪ ﺷﺪﻧﺪ ﺑﺴﺎﻙ ﻛﻔﻴﺪﻩ ﻭ ﮔﺮﺩﻩ ﻫﺎ ﺭﻫﺎ ﻣﻰ ﺷﻮﻧﺪ ﮔﺮﺩﻩ ﻫﺎ ﺗﻮﺳﻂ ﺑﺎﺩ‬
‫ﻳﺎ ﺣﻴﻮﺍﻧﺎﺕ ﺭﻭﻯ ﻛﻼﻟﻪ ﻗﺮﺍﺭ ﻣﻴﮕﻴﺮﻧﺪ ﻛﻪ ﺑﻪ ﺍﻳﻦ ﻋﻤﻠﻴﻪ ﮔﺮﺩﻩ ﺍﻓﺸـﺎﻧﻰ‬
‫ﻣﻰ ﮔﻮﻳﻨﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﮔﺮﺩﻩ ﺍﻓﺸــﺎﻧﻰ ﻋﻤﻠﻴــﻪ ﺍﻟﻘﺎﺡ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻋﻤﻠﻴﻪ‬
‫ﮔﺮﺩﻩ ﺍﻓﺸــﺎﻧﻰ ﻭ ﺍﻟﻘﺎﺡ ﺩﻭ ﻋﻤﻠﻴﺔ ﺟﺪﺍﮔﺎﻧﻪ ﺍﻧﺪ ﻛﻪ ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﭼﻨﺪ ﻣﺎﻩ ﺑﺎ‬
‫ﻫﻢ ﻓﺎﺻﻠﻪ ﺩﺍﺷﺘﻪ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺑﻌــﺪ ﺍﺯ ﺍﻟﻘﺎﺡ ﺯﺍﻳﮕﻮﺕ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻳﺪ ﻛﻪ ﺑﻌﺪﺍ ً ﺍﻳﻦ ﺯﺍﻳﮕﻮﺕ ﺑﻪ ﻳﻚ ﻧﺒﺎﺕ‬
‫ﺟﺪﻳﺪ ﺗﺒﺪﻳﻞ ﻣﻰ ﺷــﻮﺩ‪ .‬ﻳﻌﻨﻰ ﺩﺭ ﺣﻴﺎﺕ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺍﺯ ﻧﺒﺎﺕ ﺗﺨﻢ ﻭ‬
‫ﺍﺯ ﺗﺨﻢ ﺩﻭﺑﺎﺭﻩ ﻧﺒﺎﺕ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ‬
‫‪a‬‬ ‫ﺗﺨﻢ ﺍﻟﻘﺎﺡ ﺷﺪﻩ‬ ‫‪b‬‬
‫ﮔﻞ ﺩﺭ ﻧﺒﺎﺕ ﺑﺎﻟﻎ‬
‫ﮔﻠﺒﺮگ ﻭ ﻛﺎﺳﺒﺮگ ﻣﻰ ﺍﻓﺘﺪ‬
‫ﺗﺨﻢ‬
‫‪c‬‬
‫‪e‬‬
‫ﭘﻠﻰ ﭘﺨﺘﻪ‬ ‫‪d‬‬
‫ﺷﻜﻞ)‪ (6-4‬ﺩﻭﺭﺍﻥ ﺣﻴﺎﺕ ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ‬
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 ‫ﺍﻗﺴﺎﻡ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ‬
‫ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺧﻮﺩﻯ‪ :‬ﻛﻪ ﺗﺨﻢ ﻫﺎﻯ ﻳﻚ ﻧﺒﺎﺕ ﺗﻮﺳﻂ ﮔﺮﺩﻩ ﻫﺎﻯ ﻫﻤﺎﻥ ﻧﺒﺎﺕ ﺍﻟﻘﺎﺡ‬
‫ﻣﻰ ﺷﻮﻧﺪ‪.‬‬
‫ﮔﺮﺩﻩ ﺍﻓﺸـﺎﻧﻰ ﻣﺘﻘﺎﺑﻞ‪ :‬ﻛﻪ ﮔﺮﺩﻩ ﺍﺯ ﺁﻟﺔ ﺗﺬﻛﻴﺮ ﻳﻚ ﻧﺒﺎﺕ ﺑﻪ ﺁﻟﺔ ﺗﺄﻧﻴﺚ ﻧﺒﺎﺕ‬
‫ﻫﻤﻨﻮﻉ ﺁﻥ ﺍﻧﺘﻘﺎﻝ ﻣﻰ ﻳﺎﺑﺪ ﻭ ﻋﻤﻠﻴﺔ ﺍﻟﻘﺎﺡ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﮔﺮﺩﻩ ﺍﻓﺸـﺎﻧﻰ ﻣﺼﻨﻮﻋﻰ‪ :‬ﺍﻳﻦ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺩﺭ ﻭﻗﺘﻰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ ﻛﻪ‬
‫ﺑﺨﻮﺍﻫﻴﻢ ﻧﺴــﻞ ﺧﻮﺑﻰ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﺑﺪﺳــﺖ ﺁﻭﺭﻳﻢ‪ .‬ﺍﻳﻦ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺑﻪ ﺩﺳﺖ‬
‫ﺍﻧﺴــﺎﻥ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴــﺮﺩ‪ .‬ﺑﺎﻏﺒﺎﻧﺎﻥ ﺑﺮﺍﻯ ﺑﻪ ﺩﺳــﺖ ﺁﻭﺭﺩﻥ ﺣﺎﺻﻼﺕ ﺧﻮﺩﺏ‬
‫ﻣﻌﻤﻮﻻً ﺍﻳﻦ ﻛﺎﺭ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﻨﺪ‪.‬‬
‫ﻋﻮﺍﻣﻞ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻲ‬
‫ﺑﺎﺩ‪ :‬ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺁﻧﻬﺎ ﺗﻮﺳﻂ ﺑﺎﺩ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ ،‬ﺑﺼﻮﺭﺕ ﻋﺎﺩﻯ‬
‫ﮔﻠﻬــﺎﻯ ﻣﻘﺒﻮﻝ ﻧﺪﺍﺭﻧــﺪ‪ .‬ﻣﺜﺎﻟﻬﺎﻯ ﺍﻳﻦ ﻧﻮﻉ ﻧﺒﺎﺗﺎﺕ ﻏﻠﻪ ﺟــﺎﺕ‪ ،‬ﻧﺒﺎﺗﺎﺕ ﺑﻮﺗﻪ ﻳﻰ‬
‫ﻭ ﺑﻠــﻮﻁ ﺍﻧــﺪ‪ .‬ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺑﻪ ﻣﻘﺪﺍﺭ ﺯﻳﺎﺩ ﮔﺮﺩﻩ ﺗﻮﻟﻴــﺪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﮔﻞ ﻫﺎﻯ ﺍﻳﻦ‬
‫ﻧﺒﺎﺗﺎﺕ ﺍﻛﺜﺮﺍ ً ﺭﻧﮓ‪ ،‬ﺑﻮﻯ ﻭ ﺷﻴﺮﻩ ﻧﺪﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺍﻳﻦ ﻟﺤﺎﻅ ﻧﻤﻰ ﺗﻮﺍﻧﻨﺪ ﺣﺸﺮﺍﺕ ﻭ ﻳﺎ‬
‫ﺣﻴﻮﺍﻧﺎﺕ ﻛﻮﭼﻚ ﺩﻳﮕﺮ ﺭﺍ ﺟﻠﺐ ﻧﻤﺎﻳﻨﺪ‪ .‬ﻫﻢ ﭼﻨﺎﻥ ﮔﺮﺩﻩ ﻫﺎﻯ ﺍﻳﻨﻬﺎ ﺧﺸــﻚ ﻭ‬
‫ﺳﺒﻚ ﺍﻧﺪ‪ ،‬ﻛﻪ ﺍﻧﺘﻘﺎﻝ ﺁﻧﻬﺎ ﺗﻮﺳﻂ ﺑﺎﺩ ﺁﺳﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﻧﺎﻗﻠﻴﻦ ﺯﻧﺪﻩ ‪ :‬ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﮔﺮﺩﻩ ﺍﻓﺸــﺎﻧﻰ ﺁﻧﻬﺎ ﺗﻮﺳﻂ ﻧﺎﻗﻠﻴﻦ ﺯﻧﺪﻩ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪،‬‬
‫ﻣﻌﻤﻮﻻً ﮔﻞ ﻫﺎﻯ ﻣﻘﺒﻮﻝ ﻭ ﻫﻢ ﭼﻨﺎﻥ ﺑﻮﻯ ﺧﻮﺵ ﻭ ﺷﻴﺮﻩ ﺩﺍﺭﻧﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (6-5‬ﺣﺸﺮﺍﺕ ﻧﺎﻗﻞ ﮔﺮﺩﻩ‬
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‫ﺳــﺎﻳﻨﺲ ﺩﺍﻧﺎﻥ ﻛﺸﻒ ﻧﻤﻮﺩﻩ ﺍﻧﺪ ﻛﻪ ﺯﻧﺒﻮﺭ ﻫﺎ ﺭﻧﮕﻬﺎ ﻭ ﺑﻮﻫﺎﻯ ﻣﺨﺘﻠﻒ‬
‫ﻭ ﻣــﻮﺍﺩ ﻗﻨﺪﻯ ﺭﺍ ﺗﺸــﺨﻴﺺ ﻧﻤﻮﺩﻩ ﻣــﻰ ﺗﻮﺍﻧﻨﺪ‪ .‬ﺯﻧﺒــﻮﺭ ﻫﺎ ﻭﻗﺘﻰ ﻛﻪ‬
‫ﻣﻰ ﺧﻮﺍﻫﻨﺪ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺷــﻴﺮﻩ ﺑﺮﺳﺎﻧﻨﺪ‪ ،‬ﺗﻮﺳــﻂ ﻭﺟﻮﺩ ﺧﻮﺩ ﮔﺮﺩﻩ ﺭﺍ‬
‫ﺑﻪ ﺳــﺎﺧﺘﻤﺎﻧﻬﺎﻯ ﺟﻨﺴــﻰ ﻣﻮﻧﺚ ﺍﻧﺘﻘﺎﻝ ﻣﻴﺪﻫﻨﺪ‪ .‬ﻫــﻢ ﭼﻨﺎﻥ ﺑﻌﻀﻰ‬
‫ﭘﺮﻧﺪﮔﺎﻥ ﻭ ﺷﺐ ﭘﺮﻛﻬﺎﻯ ﭼﺮﻣﻰ ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﮔﺮﺩﻩ ﻫﺎ ﺭﺍ ﺍﺯ ﮔﻠﻰ ﺑﻪ ﮔﻞ‬
‫ﺩﻳﮕﺮ ﺍﻧﺘﻘﺎﻝ ﺩﻫﻨﺪ‪.‬‬
‫ﺷﻜﻞ )‪ (6-6‬ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺗﻮﺳﻂ ﺧﻔﺎﺵ ﻭ ﭘﺮﻧﺪﻩ ﺷﻴﺮﻩ ﺧﻮﺍﺭ‬
‫ﺗﻜﺜﺮ ﻏﻴﺮ ﺟﻨﺴﻰ‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑﺮ ﻋﻼﻭﺓ ﺗﻜﺜﺮ ﺟﻨﺴــﻰ‪ ،‬ﺗﻜﺜﺮ ﻏﻴﺮ ﺟﻨﺴــﻰ ﻧﻴﺰ ﺻﻮﺭﺕ‬
‫ﻣﻴﮕﻴﺮﺩ ﻣﺎﻧﻨﺪ‪:‬‬
‫ﻗﻠﻤﻪ ﻧﻤﻮﺩﻥ‪ :‬ﻗﻠﻤﻪ ﻗﺴــﻤﺘﻰ ﺍﺯ ﺑﺮگ ﻳﺎ ﺳﺎﻗﺔ ﻧﺒﺎﺕ ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻧﺒﺎﺕ‬
‫ﻣــﺎﺩﺭﻯ ﻗﻄﻊ ﻣــﻰ ﮔﺮﺩﺩ ﻭ ﺩﺭ ﺧﺎﻙ ﻳﺎ ﺁﺏ ﻗــﺮﺍﺭ ﻣﻴﮕﻴﺮﺩ‪ .‬ﺩﺭ ﺍﻧﺘﻬﺎﻯ‬
‫ﻗﻠﻤﻪ‪ ،‬ﺭﻳﺸــﻪ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷــﻮﺩ ﻭ ﻧﺒﺎﺕ ﺟﺪﻳﺪﻯ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ .‬ﺍﮔﺮ‬
‫ﻗﻠﻤﻪ ﺩﺭ ﺁﺏ ﺑﺎﺷــﺪ ﺑﻌﺪ ﺍﺯ ﺗﺸــﻜﻴﻞ ﺷﺪﻥ ﺭﻳﺸــﻪ‪ ،‬ﺁﻧﺮﺍ ﺩﺭ ﺧﺎﻙ ﻣﻰ‬
‫ﻛﺎﺭﻧﺪ‪.‬‬
‫ﭘﻴﻮﻧـﺪ ﻧﻤﻮﺩﻥ‪ :‬ﺩﺭ ﺍﻳﻦ ﻃﺮﻳﻘﻪ ﻳﻚ ﻗﺴــﻤﺖ ﻧﺒﺎﺕ ﺑﺎﻻﻯ ﻧﺒﺎﺕ ﺩﻳﮕﺮ‬
‫ﮔﺬﺍﺷﺘﻪ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﻳﻦ ﻃﺮﻳﻘﻪ ﺩﺭ ﺑﺎﻏﺪﺍﺭﻯ ﺧﻴﻠﻰ ﻣﻌﻤﻮﻝ ﺍﺳﺖ‪ .‬ﻣﺜﺎﻝ‬
‫ﺧﻮﺏ ﺁﻥ ﺳــﻴﺐ ﻣﻰ ﺑﺎﺷﺪ ﻛﻪ ﺑﻪ ﻛﻤﻚ ﭘﻴﻮﻧﺪ ﻧﻤﻮﺩﻥ ﻣﻰ ﺗﻮﺍﻥ ﻧﺴﻞ‬
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 ‫ﻫﺎﻳﻰ ﺍﺯ ﺳــﻴﺐ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩ ﻛﻪ ﻛﻴﻔﻴﺖ ﺧﻮﺏ ﺩﺍﺷــﺘﻪ ﻭ ﺣﺎﺻﻞ‬
‫ﺯﻳﺎﺩ ﺑﺪﻫﺪ‪.‬‬
‫ﺟﻮﺍﻧـﻪ ﺯﺩﻥ‪ :‬ﺍﻳﻦ ﻧﻮﻉ ﺗﻜﺜﺮ ﺍﺯ ﺟﻮﺍﻧﻪ ﻫﺎﻯ ﻧﺒﺎﺗﺎﺕ ﺑﻮﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ .‬ﺑﻪ‬
‫ﻃــﻮﺭ ﻣﺜﺎﻝ ﻣﻰ ﺗــﻮﺍﻥ ﺍﻳﻦ ﻧﻮﻉ ﺗﻜﺜﺮ ﺭﺍ ﺩﺭ ﻛﭽﺎﻟﻮ ﻣﺸــﺎﻫﺪﻩ ﻧﻤﻮﺩ ﻛﻪ‬
‫ﺟﻮﺍﻧــﻪ ﻫﺎﻯ ﺍﻳﻦ ﻧﺒﺎﺕ ﺭﺍ ﺩﺭ ﺯﻣﻴﻦ ﻏﺮﺱ ﻧﻤﻮﺩﻩ ﺍﺯ ﺁﻥ ﻧﺒﺎﺕ ﺟﺪﻳﺪ ﺑﻪ‬
‫ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪.‬‬
‫ﺷــﻜﻞ)‪ (6-7‬ﭘﻴﻮﻧــﺪ‬
‫ﻧﻤﻮﺩﻥ ﻧﺒﺎﺗﺎﺕ‬
‫ﺍﻫﻤﻴﺖ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬
‫ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑﻪ ﻣﻘﺎﺻﺪ ﻣﺨﺘﻠﻒ ﻣﻮﺭﺩ ﺍﺳــﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﻧﺪ؛ ﻣﺜ ً‬
‫ﻼ‪:‬‬
‫ﻧﺎﺭﻧﺞ ﻭ ﺑﺎﺩﻧﺠﺎﻥ ﺭﻭﻣﻰ ﺧﻮﺭﺩﻩ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﻧﺎﻧﻰ ﺭﺍ ﻛﻪ ﻣﺎ ﻣﻰ ﺧﻮﺭﻳﻢ‪،‬‬
‫ﻧﻴﺰ‪ ،‬ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ‪ .‬ﺍﮔﺮ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﻧﺒﺎﺷــﻨﺪ‪ ،‬ﻣﻴﻮﻩ ﻫﺎ‪،‬‬
‫ﺳﺒﺰﻳﺠﺎﺕ ﻭ ﻧﺎﻥ ﺑﺮﺍﻯ ﺧﻮﺭﺩﻥ ﻫﻢ ﻧﺨﻮﺍﻫﻴﻢ ﺩﺍﺷﺖ‪.‬‬
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 ‫ﺍﮔﺮ ﻧﺒﺎﺗﺎﺕ ﻧﻤﻰ ﺑﻮﺩ‪ ،‬ﮔﻮﺷــﺖ ﻫــﻢ ﻧﻤﻰ ﺑﻮﺩ؛ ﺯﻳﺮﺍ ﺩﺭ ﻋﺪﻡ ﻣﻮﺟﻮﺩﻳﺖ‬
‫ﻧﺒﺎﺗــﺎﺕ ﺣﻴﻮﺍﻧــﺎﺕ ﻫﻢ ﻧﻤﻰ ﺑﻮﺩﻧــﺪ‪ .‬ﺍﻛﺜﺮ ﺣﻴﻮﺍﻧﺎﺕ ﺍﺯ ﺑــﺮگ‪ ،‬ﺗﺨﻢ ﻭ‬
‫ﻗﺴــﻤﺖ ﻫﺎﻯ ﺩﻳﮕﺮ ﻧﺒﺎﺗﺎﺕ ﺑﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺯﻧﺒﻮﺭ ﻫﺎﻳﻰ ﻣﺜﻞ ﺯﻧﺒﻮﺭ ﻋﺴﻞ ﺍﺯ ﺷﻴﺮﺓ ﮔﻞ ﻫﺎ ﻋﺴﻞ ﻣﻰ ﺳﺎﺯﻧﺪ‪ ،‬ﻛﻪ ﻧﻪ‬
‫ﺗﻨﻬﺎ ﺑﺮﺍﻯ ﺁﻧﻬﺎ ﺑﻠﻜﻪ ﺑﺮﺍﻯ ﻣﺎ ﺍﻧﺴﺎﻧﻬﺎ ﺑﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺧﻮﺵ ﻣﺰﻩ‪،‬‬
‫ﻣﻮﺭﺩ ﺍﺳﺘﻔﺎﺩﻩ ﻗﺮﺍﺭ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﺑﻪ ﻳﺎﺩ ﺑﻴﺎﻭﺭﻳﺪﻛﻪ ﻧﺒﺎﺗﺎﺕ‪ ،‬ﻏﺬﺍ ﺭﺍ ﺗﻮﺳــﻂ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺗﻬﻴﻪ ﻣﻰ ﻧﻤﺎﻳﺪ‪.‬‬
‫ﻧﺒﺎﺗــﺎﺕ ﮔﻠﺪﺍﺭ ﺩﺭ ﺗﻮﻟﻴﺪ ﺁﻛﺴــﻴﺠﻦ ﺭﻭﻝ ﻋﻤﺪﻩ ﺩﺍﺭﻧﺪ‪ .‬ﺑﺮﻋﻜﺲ ﻛﺎﺭﺑﻦ‬
‫ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﺗﻮﻟﻴﺪ ﺷﺪﻩ ﺩﺭ ﻧﺘﻴﺠﺔ ﻋﻤﻠﻴﺔ ﺗﻨﻔﺲ ﺑﺮﺍﻯ ﺗﻬﻴﻪ ﻏﺬﺍ ﺩﺭ‬
‫ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺑﻪ ﻛﺎﺭ ﻣﻲ ﺭﻭﺩ‪ .‬ﻫﻤﭽﻨــﺎﻥ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﺑﺮﺍﻯ‬
‫ﻣﻘﺎﺻﺪ ﺯﻳﻨﺘﻰ ﻭ ﻃﺒﻰ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻛﺪﺍﻡ ﻳﻚ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺷــﻜﻞ ﺫﻳﻞ ﺭﺍ ﻣﻰ ﺧﻮﺭﻳﺪ؟ ﺍﺯ ﺍﻳﻦ ﻣﺤﺼﻮﻻﺕ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ ﻛﺪﺍﻡ ﺷــﺎﻥ ﺩﺭ ﻣﺤﻴﻂ ﺗﺎﻥ ﻳﺎﻓﺖ ﻣﻰ‬
‫ﺷــﻮﻧﺪ؟ ﻛﺪﺍﻡ ﻗﺴــﻢ ﻧﺒﺎﺗﺎﺕ ﺩﻳﮕﺮ ﺭﺍ ﻣﻰ ﺧﻮﺭﻳﺪ؟ ﺩﺭ ﺯﻧﺪﻩ ﮔﻰ ﺭﻭﺯﻣﺮﻩ ﭼﻪ ﻧﻮﻉ ﺍﺳﺘﻔﺎﺩﻩ ﻫﺎﻯ ﺩﻳﮕﺮ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺑﻪ ﻋﻤﻞ‬
‫ﻣﻰ ﺁﻭﺭﻳﺪ؟‬
‫ﺷﻜﻞ)‪ (6-8‬ﻣﺤﺼﻮﻻﺕ ﻧﺒﺎﺗﺎﺕ ﮔﻠﺪﺍﺭ‬
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 ‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﻣﻌﻤﻮﻟﻰ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ‬
‫ﻫﻤﺔ ﻣﺎ ﻣﻰ ﺩﺍﻧﻴﻢ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﺯﻧﺪﻩ ﮔﻰ ﺍﻧﺴــﺎﻥ ﻫﺎ ﻭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ‬
‫ﺩﻳﮕﺮ ﺍﻫﻤﻴﺖ ﺍﺳﺎﺳــﻰ ﺩﺍﺷﺘﻪ ﻭ ﺯﻧﺪﻩ ﮔﻰ ﻣﺎ ﻣﺮﻫﻮﻥ ﻣﻮﺟﻮﺩﻳﺖ ﻧﺒﺎﺗﺎﺕ‬
‫ﺍﺳــﺖ‪ .‬ﮔﻔﺘﻴﻢ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﺑﺮ ﻋﻼﻭﺓ ﺗﺄﻣﻴﻦ ﻏﺬﺍ ﻭ ﭘﻮﺷــﺎﻙ‪ ،‬ﺍﻛﺴــﻴﺠﻦ‬
‫ﻻﺯﻡ ﺭﺍ ﺑﺮﺍﻯ ﺗﻨﻔﺲ ﻣﺎ ﻧﻴﺰ ﻓﺮﺍﻫﻢ ﻣﻰ ﺳــﺎﺯﻧﺪ‪ .‬ﻫﻢ ﭼﻨﺎﻥ ﻣﻮﺍﺩ ﺳــﻮﺧﺖ‬
‫ﻓﻮﺳــﻴﻠﻰ ﻣﺜﻞ ﻧﻔﺖ‪ ،‬ﮔﺎﺯ ﻭ ﺯﻏﺎﻝ ﺳــﻨﮓ ﻧﺘﻴﺠﺔ ﺗﻐﻴﻴــﺮﺍﺕ ﻧﺒﺎﺗﺎﺗﻰ ﺍﻧﺪ‬
‫ﻛﻪ ﺩﺭ ﺯﻣﺎﻧﻪ ﻫﺎﻯ ﺑﺴــﻴﺎﺭ ﻗﺪﻳﻢ ﺯﻧﺪﻩ ﮔﻰ ﺩﺍﺷــﺘﻨﺪ‪ .‬ﻣﺎ ﺩﺭ ﺍﻳﻦ ﺟﺎ ﺗﻨﻬﺎ‬
‫ﺑﻪ ﺗﺸــﺮﻳﺢ ﻧﺒﺎﺗﺎﺕ ﻣﺤﻠﻰ ﺍﻓﻐﺎﻧﺴــﺘﺎﻥ ﻭ ﺍﻫﻤﻴﺖ ﺍﻗﺘﺼﺎﺩﻯ ﺁﻥ ﺍﻛﺘﻔﺎ ﻣﻰ‬
‫ﻛﻨﻴﻢ‪.‬‬
‫ﻣﻤﻠﻜﺖ ﻋﺰﻳﺰ ﻣﺎ ﺍﻓﻐﺎﻧﺴــﺘﺎﻥ ﻳﻚ ﻣﻤﻠﻜﺖ ﺯﺭﺍﻋﺘﻰ ﺑﻮﺩﻩ‪ 85%،‬ﻣﺮﺩﻡ ﺁﻥ‬
‫ﺑﻪ ﺯﺭﺍﻋﺖ ﻣﺸﻐﻮﻝ ﺍﻧﺪ ﻛﻪ ﺍﺯ ﺍﻳﻦ ﺑﺎﺑﺖ ﺯﺍﺭﻋﻴﻦ ﻫﻢ ﺍﺣﺘﻴﺎﺟﺎﺕ ﺯﻧﺪﻩ ﮔﻰ‬
‫ﺧﻮﺩ ﻭ ﻫﻢ ﻧﻴﺎﺯﻣﻨﺪﻳﻬﺎﻯ ﺧﻮﺭﺍﻛﻰ ﺭﺍ ﺑﺮﺍﻯ ﻣﺮﺩﻡ ﺍﻓﻐﺎﻧﺴــﺘﺎﻥ ﺗﺎﻣﻴﻦ ﻣﻰ‬
‫ﻧﻤﺎﻳﻨﺪ‪ .‬ﺍﻛﺜﺮ ﻧﺒﺎﺗﺎﺕ ﻣﺮﻭﺟﻪ ﺗﺎﺭﻳﺦ ﻃﻮﻻﻧﻰ ﺩﺍﺷﺘﻪ؛ ﺍﻣﺎ ﻣﻌﻠﻮﻣﺎﺕ ﺗﺎﺭﻳﺨﻰ‬
‫ﺩﺭ ﺑﺎﺭﺓ ﺁﻧﻬﺎ ﻛﻤﺘﺮ ﺩﺭ ﺩﺳﺖ ﺍﺳﺖ‪ .‬ﻣﻤﻜﻦ ﺍﺳﺖ ﻛﻪ ﺷﺮﻭﻉ ﻛﺸﺖ ﻭ ﻛﺎﺭ‬
‫ﻧﺒﺎﺗﺎﺕ ﻣﺮﻭﺟﻪ ﺫﺭﻳﻌﺔ ﺍﻧﺴــﺎﻧﻬﺎ‪ ،‬ﺩﺭ ﺍﺛﻨﺎﻯ ﺟﻤﻊ ﺁﻭﺭﻯ ﻧﺒﺎﺗﺎﺕ ﻭﺣﺸﻰ ﻭ‬
‫ﻛﺸــﺖ ﻛﺮﺩﻥ ﺩﻭﺑﺎﺭﺓ ﺁﻧﻬﺎ ﺻﻮﺭﺕ ﮔﺮﻓﺘﻪ ﺑﺎﺷــﺪ‪ .‬ﺷﻮﺍﻫﺪ ﺗﺎﺭﻳﺨﻰ ﻧﺸﺎﻥ‬
‫ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺑﻌﻀﻰ ﺍﺯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﻣﺜﻞ ﮔﻨﺪﻡ ﺩﺭ ﻣﻤﻠﻜﺖ ﻣﺎ ﺍﺯ ﺷــﻜﻞ‬
‫ﻭﺣﺸﻰ ﺑﻪ ﺷﻜﻞ ﺍﻫﻠﻰ ﺗﻐﻴﻴﺮ ﻧﻤﻮﺩﻩ ﺍﻧﺪ‪ .‬ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﻴﺪﺍ‬
‫ﻣﻰ ﺷﻮﺩ‪ ،‬ﺑﻪ ﮔﺮﻭﭘﻬﺎﻯ ﺫﻳﻞ ﺗﻘﺴﻴﻢ ﻣﻰ ﺷﻮﻧﺪ‪:‬‬
‫ﻏﻠـﻪ ﺟﺎﺕ‪ :‬ﺍﺯ ﻟﺤــﺎﻅ ﺗﺮﻭﻳﺞ ﻭ ﺣﺎﺻﻼﺕ ﺍﺯ ﺟﻤﻠــﻪ ﻣﻬﻤﺘﺮﻳﻦ ﻧﺒﺎﺗﺎﺕ‬
‫ﻣﺮﻭﺟﻪ ﺩﺭ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰ ﺭﻭﻧﺪ ﻛﻪ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺍﺳﺎﺳﻰ ﻣﺮﺩﻡ‬
‫ﻣﺎ ﺭﺍ ﺗﺸــﻜﻴﻞ ﻣﻰ ﻧﻤﺎﻳﻨﺪ ﻭ ﺩﺍﺭﺍﻯ ﻣﻮﺍﺩ ﻧﺸﺎﻳﺴــﺘﻪ ﻭ ﭘﺮﻭﺗﻴﻦ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻧﺒﺎﺗــﺎﺕ ﻣﻬﻢ ﺍﻳﻦ ﮔﺮﻭپ ﻋﺒﺎﺭﺕ ﺍﺯ ﮔﻨﺪﻡ‪ ،‬ﺑﺮﻧــﺞ‪ ،‬ﺟﻮ‪ ،‬ﺟﻮﺍﺭﻯ‪ ،‬ﺟﻮﺩﺭ‪،‬‬
‫ﺍﺭﺯﻥ ﻭ ﻏﻴﺮﻩ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺣﺒﻮﺑـﺎﺕ ﻳﺎ ﭘﻠﻰ ﺑﺎﺏ‪ :‬ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﻫﻢ ﺍﺯ ﺟﻤﻠﺔ ﻗﺪﻳﻤﻰ ﺗﺮﻳﻦ ﻧﺒﺎﺗﺎﺕ‬
‫ﻣﺮﻭﺟــﻪ ﺩﺭ ﻣﻤﻠﻜﺖ ﻣﺎ ﺑﻮﺩﻩ‪ ،‬ﺩﺍﻧﻪ ﻫﺎﻯ ﺍﻳﻦ ﺩﺳــﺘﻪ ﻧﺒﺎﺗﺎﺕ ﻣﻘﺪﺍﺭ ﺯﻳﺎﺩ‬
‫ﭘﺮﻭﺗﻴﻦ ﻭ ﺑﻌﻀﻰ ﺷﺎﻥ ﻣﻘﺪﺍﺭ ﺯﻳﺎﺩ ﺷﺤﻢ ﻫﻢ ﺩﺍﺭﻧﺪ‪ .‬ﺍﺯ ﺟﻤﻠﺔ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ‬
‫ﻣﻰ ﺗﻮﺍﻥ ﻧﺨﻮﺩ‪ ،‬ﻟﻮﺑﻴﺎ‪ ،‬ﺑﺎﻗﻠﻰ‪ ،‬ﻣﻤﭙﻠﻰ ﻭ ﻣﺸﻨﮓ ﺭﺍ ﻧﺎﻡ ﺑﺮﺩ‪.‬‬
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 ‫ﻧﺒﺎﺗﺎﺕ ﺻﻨﻌﺘﻰ‪ :‬ﺗﺤﺖ ﺍﻳﻦ ﮔﺮﻭپ ﻧﺒﺎﺗﺎﺕ ﻣﺨﺘﻠﻒ ﺷﺎﻣﻞ ﻣﻰ ﺷﻮﻧﺪ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﻧﺒﺎﺗﺎﺗﻴﻜﻪ ﺍﺯ ﺁﻧﻬﺎ ﻗﻨﺪ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻳﺪ ﻣﺜﻞ ﻟﺒﻠﺒﻮ ﻭ ﻧﻴﺸﻜﺮ‪.‬‬
‫ﺏ‪ :‬ﻧﺒﺎﺗﺎﺗﻴﻜﻪ ﺍﺯ ﺁﻧﻬﺎ ﻣﻨﺴﻮﺟﺎﺕ ﺳﺎﺧﺘﻪ ﻣﻰ ﺷﻮﺩ ﻣﺜﻞ ﭘﻨﺒﻪ‪.‬‬
‫ﺝ‪ :‬ﻧﺒﺎﺗﺎﺗﻴﻜﻪ ﺍﺯ ﺁﻧﻬﺎ ﺷــﺤﻤﻴﺎﺕ ﻳﺎ ﺭﻭﻏﻦ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻳﺪ ﻣﺜﻞ ﺁﻓﺘﺎﺏ‬
‫ﭘﺮﺳﺖ‪ ،‬ﺯﻳﺘﻮﻥ‪ ،‬ﺷﺮﺷﻢ‪ ،‬ﭘﻨﺒﻪ ﺩﺍﻧﻪ ﻭ ﻏﻴﺮﻩ‪ .‬ﻧﺒﺎﺗﺎﺗﻰ ﻣﺜﻞ ﭼﺎﺭﻣﻐﺰ‪ ،‬ﺑﺎﺩﺍﻡ‪،‬‬
‫ﭘﺴﺘﻪ ﻭ ﻣﻤﭙﻠﻰ ﻫﻢ ﺑﻪ ﺻﻮﺭﺕ ﻣﻴﻮﺓ ﺧﺸﻚ ﺧﻮﺭﺩﻩ ﻣﻰ ﺷﻮﻧﺪ ﻭ ﻫﻢ ﺍﺯ‬
‫ﺩﺍﻧﻪ ﻫﺎﻯ ﺷﺎﻥ ﺭﻭﻏﻦ ﺣﺎﺻﻞ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﻣﻴـﻮﻩ ﺟﺎﺕ ﻭ ﺳـﺒﺰﻳﺠﺎﺕ‪ :‬ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﭘﻬﻠــﻮﻯ ﺍﻫﻤﻴﺖ ﻏﺬﺍﻳﻰ‬
‫ﺑﻴﺸﺘﺮ ﺍﻫﻤﻴﺖ ﺻﺤﻰ ﺩﺍﺭﻧﺪ ﻛﻪ ﺩﺍﺭﺍﻯ ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ‪ ،‬ﺍﻧﺰﺍﻳﻢ ﻫﺎ ﻭ ﻣﻨﺮﺍﻟﻬﺎ‬
‫ﻫﺴﺘﻨﺪ‪.‬‬
‫ﺍﻭﻝ‪ -‬ﻣﻴـﻮﻩ ﺟﺎﺕ‪ :‬ﺍﻗﺴــﺎﻡ ﻣﺨﺘﻠﻒ ﺁﻥ ﺩﺍﺭﺍﻯ ﻣﻘــﺪﺍﺭ ﻛﻢ ﭘﺮﻭﺗﻴﻦ ﻭ‬
‫ﺷــﺤﻤﻴﺎﺕ ﻭ ﻣﻘﺪﺍﺭ ﻛﺎﻓﻰ ﻛﺎﺭﺑﻮﻫﺎﻳﺪﺭﻳﺖ ﻣﻰ ﺑﺎﺷﻨﺪ‪ .‬ﻫﻢ ﭼﻨﺎﻥ ﺩﺍﺭﺍﻯ‬
‫ﻭﻳﺘﺎﻣﻴﻦ ﻫﺎ ﻭ ﻣﻨﺮﺍﻟﻬﺎﻯ ﻣﺨﺘﻠﻒ ﻣﻰ ﺑﺎﺷﻨﺪ‪ .‬ﺍﻳﻨﻬﺎ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ‪:‬‬
‫ﺍﻟﻒ‪ -‬ﺧﺎﻧﺪﺍﻥ ﺳـﺘﺮﻭﺱ‪ :‬ﺍﺯ ﺟﻤﻠﻪ ﻣﻴﻮﻩ ﻫﺎﻯ ﺧﺎﻧﺪﺍﻥ ﺳﺘﺮﻭﺱ ﻟﻴﻤﻮ‪،‬‬
‫ﻣﺎﻟﺘﻪ‪ ،‬ﻛﻴﻨﻮ‪ ،‬ﺗﺮﻧﺞ‪ ،‬ﭼﻜﻮﺗﺮﻩ ﻭ ﻏﻴﺮﻩ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺩﺭ ﻛﺸــﻮﺭ ﻣﺎ ﺩﺭ ﻭﻻﻳﺖ‬
‫ﻧﻨﮕﺮﻫــﺎﺭ‪ ،‬ﻓﺎﺭﻡ ﻫﺎﻯ ﺳــﺘﺮﻭﺱ ﻣﻮﺟﻮﺩ ﺑﻮﺩﻩ ﻛﻪ ﺑﺮ ﻋﻼﻭﻩ ﺍﺳــﺘﻔﺎﺩﻩ ﺩﺭ‬
‫ﺩﺍﺧﻞ ﻣﻤﻠﻜﺖ‪ ،‬ﻣﻰ ﺗﻮﺍﻧﺪ ﺑﻪ ﻣﻤﺎﻟﻚ ﺩﻳﮕﺮ ﻧﻴﺰ ﺻﺎﺩﺭ ﺷﻮﺩ‪.‬‬
‫ﺏ‪ -‬ﺍﻧﺠﻴﺮ‪ :‬ﺟﺎﻯ ﺍﺻﻠﻰ ﺍﻳﻦ ﻧﺒﺎﺕ ﻣﻨﺎﻃﻖ ﺳــﺎﺣﻠﻰ ﻣﺪﻳﺘﺮﺍﻧﻪ ﺍﺳــﺖ‪ .‬ﺩﺭ‬
‫ﺍﻓﻐﺎﻧﺴــﺘﺎﻥ ﺩﺭ ﺗﺎﺷــﻘﺮﻏﺎﻥ‪ ،‬ﺗﮕﺎﺏ‪ ،‬ﻧﺠﺮﺍﺏ ﻭ ﻫﻢ ﭼﻨﺎﻥ ﺩﺭ ﺑﻌﻀﻰ ﻗﺴﻤﺖ‬
‫ﻫﺎﻯ ﺩﻳﮕﺮﻯ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﻴﺪﺍ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﻧﺠﻴﺮ ﺗﺎﺯﻩ ﻭ ﺧﺸﻚ ﻣﻰ ﺗﻮﺍﻧﺪ ﻳﻚ‬
‫ﻗﻠﻢ ﺻﺎﺩﺭﺍﺗﻰ ﺧﻮﺏ ﺑﺎﺷﺪ ﺑﺸﺮﻃﻰ ﻛﻪ ﺑﻪ ﺁﻥ ﺗﻮﺟﻪ ﺷﻮﺩ‪.‬‬
‫ﺝ‪ -‬ﺍﻧﮕﻮﺭ‪ :‬ﺗﺎﻛﻬﺎﻯ ﺍﻧﮕﻮﺭ ﺩﺭ ﻗﺴﻤﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﺧﺼﻮﺻﺎً‬
‫ﺩﺭ ﻛﻮﻫﺪﺍﻣﻦ ﻣﺮﺑﻮﻁ ﻭﻻﻳﺖ ﻛﺎﺑﻞ‪ ،‬ﻭﻻﻳﺖ ﭘﺮﻭﺍﻥ‪ ،‬ﻗﻨﺪﻫﺎﺭ‪ ،‬ﻏﺰﻧﻰ‪ ،‬ﻫﺮﺍﺕ‬
‫ﻭ ﻭﻻﻳﺖ ﻫﺎﻯ ﺩﻳﮕﺮ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﻴﺪﺍ ﻣﻰ ﺷﻮﺩ ﻭ ﺍﺯ ﺍﻗﻼﻡ ﻣﻬﻢ ﺻﺎﺩﺭﺍﺗﻰ‬
‫ﻛﺸﻮﺭ ﻣﻰ ﺑﺎﺷﺪﻛﻪ ﺑﻪ ﺻﻮﺭﺕ ﺗﺎﺯﻩ ﻭ ﺧﺸﻚ ﺑﺸﻜﻞ ﻛﺸﻤﺶ ﺑﻪ ﺧﺎﺭﺝ‬
‫ﺻﺎﺩﺭ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺩ‪ -‬ﺍﻧﺎﺭ‪ :‬ﺍﻳﻦ ﻣﻴﻮﻩ ﻫﻢ ﺩﺭ ﻗﺴــﻤﺖ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﭘﻴﺪﺍ ﻣﻰ‬
‫ﺷﻮﺩ؛ ﺍﻣﺎ ﺍﻧﺎﺭ ﻗﻨﺪﻫﺎﺭ‪ ،‬ﺗﮕﺎﺏ ﻭ ﻓﺮﺍﻩ ﺧﻴﻠﻰ ﻣﺸﻬﻮﺭ ﺍﻧﺪ‪.‬‬
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 ‫ﻩ‪ -‬ﺗﻮﺕ‪ :‬ﺩﺭﺧﺖ ﻫﺎﻯ ﺗﻮﺕ ﺩﺭ ﻗﺴــﻤﺖ ﻫــﺎﻯ ﺯﻳﺎﺩ ﻣﻤﻠﻜﺖ ﻣﺎ ﻣﻮﺟﻮﺩ‬
‫ﺍﺳﺖ ﻛﻪ ﺍﺯ ﻣﻴﻮﺓ ﺁﻥ ﺑﻪ ﺻﻮﺭﺕ ﺗﺎﺯﻩ ﻭ ﺧﺸﻚ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺍﺯ ﺑﺮگ‬
‫ﺁﻥ ﺑــﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﻛــﺮﻡ ﻫﺎﻯ ﺍﺑﺮﻳﺸــﻢ ﻛﺎﺭ ﻣﻴﮕﻴﺮﻧﺪ‪ .‬ﺍﻣﺮﻭﺯ ﺍﻳﻦ‬
‫ﺻﻨﻌﺖ ﺗﻨﻬﺎ ﺩﺭ ﻗﺴﻤﺖ ﻫﺎﻯ ﻣﺤﺪﻭﺩ ﺍﻓﻐﺎﻧﺴﺘﺎﻥ ﻣﺜﻞ ﻫﺮﺍﺕ ﺭﻭﺍﺝ ﺩﺍﺭﺩ‪.‬‬
‫ﺩﻭﻡ – ﺳـﺒﺰﻳﺠﺎﺕ‪ :‬ﺑﻪ ﺍﺳــﺘﺜﻨﺎﻯ ﻣﻴﻮﻩ ﺟﺎﺕ ﻭ ﻏﻠﻪ ﺟﺎﺕ‪ ،‬ﺩﻳﮕﺮ ﺗﻤﺎﻡ‬
‫ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﻧﺒﺎﺗﻰ ﻛﻪ ﺍﻧﺴــﺎﻧﻬﺎ ﺍﺯ ﺁﻧﻬﺎ ﺑﻪ ﺷــﻜﻞ ﺧﺎﻡ ﻭ ﻳﺎ ﭘﺨﺘﻪ ﺍﺳﺘﻔﺎﺩﻩ‬
‫ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﺍﺯ ﺟﻤﻠﻪ ﺳﺒﺰﻳﺠﺎﺕ ﻣﺤﺴﻮﺏ ﻣﻰ ﮔﺮﺩﻧﺪ‪.‬‬
‫ﺳﺒﺰﻳﺠﺎﺕ ﺑﻪ ﺍﺳﺎﺱ ﺍﺳﺘﻌﻤﺎﻝ ﺁﻥ ﺑﻪ ﺳﻪ ﮔﺮﻭپ ﺫﻳﻞ ﺗﻘﺴﻢ ﻣﻰﺷﻮﻧﺪ‪:‬‬
‫ﺍﻟﻒ‪ :‬ﺳــﺒﺰﻳﺠﺎﺗﻰ ﻛﻪ ﺍﺯ ﺑﺮﮔﻬﺎﻯ ﺁﻥ ﺑﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ‬
‫ﺷﻮﻧﺪ ﻣﺎﻧﻨﺪ‪ :‬ﭘﺎﻟﻚ‪ ،‬ﻛﺎﻫﻮ ﻭ ﻛﺮﻡ‪.‬‬
‫ﺏ‪ :‬ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﺍﺯ ﺳــﺎﻗﻪ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ ﻣﺎﻧﻨﺪ‪ :‬ﺭﻭﺍﺵ‪ ،‬ﻧﻴﺸﻜﺮ‪ ،‬ﻛﭽﺎﻟﻮ‬
‫ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺝ‪ :‬ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﺍﺯ ﺭﻳﺸــﻪ ﺁﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ ﺷــﻮﺩ ﻣﺎﻧﻨﺪ‪ :‬ﺯﺭﺩﻙ‪ ،‬ﺷﻠﻐﻢ‪،‬‬
‫ﻣﻠﻰ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﻃﺒﻰ‪ :‬ﺍﺯ ﺍﻳﻦ ﻧﺒﺎﺗﺎﺕ ﺍﻛﺜﺮﺍ ً ﺩﺭ ﻃﺒﺎﺑﺖ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ ﺷــﻮﺩ‪ .‬ﻛﻪ‬
‫ﻣﺜﺎﻝ ﻫﺎﻯ ﺷــﺎﻥ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ ﺟﻮﺍﻧﻰ ﺑﺎﺩﻳﺎﻥ‪ ،‬ﺧﺎﻛﺸــﻴﺮ‪ ،‬ﮔﻞ ﺧﻄﻤﻰ‪،‬‬
‫ﺍﺳﻔﺮﺯﻩ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻧﺒﺎﺗﺎﺕ ﻣﺤﻴﻂ ﺗﺎﻥ ﺭﺍ ﺟﻤﻊ ﻧﻤﻮﺩﻩ ﺑﮕﻮﻳﻴﺪ ﺑﻪ ﻛﺪﺍﻡ ﮔﺮﻭپ ﺗﻌﻠﻖ ﺩﺍﺭﻧﺪ ﻭ ﻧﺒﺎﺗﺎﺗﻰ ﻛﻪ ﺩﺭ ﺑﺎﻻ ﺫﻛﺮ ﻧﺸــﺪﻩ ﻭ ﺩﺭ ﻣﺤﻴﻂ‬
‫ﺗﺎﻥ ﻳﺎﻓﺖ ﻣﻰ ﺷﻮﺩ ﺩﺭ ﺻﻨﻒ ﺑﺎ ﻣﻌﻠﻢ ﺗﺎﻥ ﺩﺭ ﺑﺎﺭﺓ ﺁﻥ ﻣﺬﺍﻛﺮﻩ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﭼﺮﺍ ﺩﺍﻛﺘﺮ ﻫﺎ ﻫﻤﻴﺸﻪ ﺗﻮﺻﻴﻪ ﻣﻰ ﻛﻨﻨﺪ ﻛﻪ ﺳﺒﺰﻳﺠﺎﺕ ﺯﻳﺎﺩ ﺑﺨﻮﺭﻳﺪ؟‬
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 ‫ﺧــﻼﺻﺔ ﻓﺼﻞ ﺷﺸﻢ‬
‫ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺑﻪ ﺩﻭ ﮔﺮﻭپ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻭ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﺗﻘﺴــﻴﻢ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ‬
‫ﺍﻟﺒﺬﺭ ﺗﺨﻢ ﺑﺮﻫﻨﻪ ﺑﻮﺩﻩ ﻭ ﺍﻧﺘﻘﺎﻝ ﮔﺮﺩﻩ ﺗﻮﺳــﻂ ﺑﺎﺩ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؛ ﺍﻣﺎ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ‬
‫ﺗﺨﻢ ﺩﺭ ﻣﻴﻮﻩ ﺍﺣﺎﻃﻪ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﺍﻳﻨﻬﺎ ﺩﺍﺭﺍﻯ ﮔﻞ ﻫﺎ ﺑﺎ ﺷــﻴﺮﻩ ﻭ ﺭﻧﮓ ﻫﺎﻯ ﻣﺮﻏﻮﺏ ﻣﻰ ﺑﺎﺷــﻨﺪ‪،‬‬
‫ﺣﻴﻮﺍﻧﺎﺕ ﺭﺍ ﺟﺬﺏ ﻧﻤﻮﺩﻩ ﻭ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺍﻛﺜﺮﺍ ً ﺗﻮﺳﻂ ﺣﻴﻮﺍﻧﺎﺕ ﻛﻮﭼﻚ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪.‬‬
‫ﻣﻴﻮﻩ ﺩﺭ ﺑﻴﻦ ﮔﻠﻬﺎ ﺍﻧﻜﺸــﺎﻑ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﮔﻞ ﻫﺎ ﺑﺼﻮﺭﺕ ﻋﺎﺩﻯ ﺍﺯ ﭼﻬﺎﺭ ﻗﺴــﻤﺖ ﻛﺎﺳــﺒﺮﮔﻬﺎ‪،‬‬
‫ﺗﺎﺳﺒﺮﮔﻬﺎ‪ ،‬ﺳﺘﺎﻣﻦ ﻳﺎ ﺁﻟﻪ ﺗﺬﻛﻴﺮ ﻭ ﭘﺴﺘﻞ ﻳﺎ ﺁﻟﻪ ﺗﺄﻧﻴﺚ ﺳﺎﺧﺘﻪ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺩﺭ ﭘﻬﻠﻮﻯ ﺗﻜﺜﺮ ﺟﻨﺴﻰ‪ ،‬ﺗﻜﺜﺮ ﻏﻴﺮ ﺟﻨﺴﻰ ﻫﻢ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻛﻪ ﺑﻄﻮﺭ ﻣﺜﺎﻝ‬
‫ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﺍﺯ ﻗﻠﻤﻪ ﻧﻤﻮﺩﻥ‪ ،‬ﭘﻴﻮﻧﺪ ﻧﻤﻮﺩﻥ ﻭ ﺟﻮﺍﻧﻪ ﺯﺩﻥ ﻧﺎﻡ ﺑﺮﺩ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﻣﺤﻠﻰ ﺍﻓﻐﺎﻧﺴــﺘﺎﻥ ﻛﻪ ﺭﻭﻝ ﻋﻤﺪﻩ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﻣﺎ ﺩﺍﺷــﺘﻪ ﻭ ﻫــﻢ ﺑﻪ ﺣﻴﺚ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ‬
‫ﺍﺳﺎﺳــﻰ ﺍﻧﺴــﺎﻧﻬﺎ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻫﻢ ﺑﺮﺍﻯ ﺻﺤﺖ ﺍﻫﻤﻴﺖ ﺩﺍﺭﻧﺪ ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ ﻏﻠﻪ ﺟﺎﺕ‪ ،‬ﺣﺒﻮﺑﺎﺕ‪،‬‬
‫ﻧﺒﺎﺗﺎﺕ ﺻﻨﻌﺘﻰ‪ ،‬ﻣﻴﻮﻩ ﺟﺎﺕ‪ ،‬ﺳﺒﺰﻳﺠﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ ﻃﺒﻰ‪.‬‬
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 ‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﺷﺸﻢ‬
‫‪ -1‬ﻓﺮﻕ ﻫﺎﻯ ﻋﻤﻮﻣﻰ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﻭ ﻣﺨﻔﻰ ﺍﻟﺒﺬﺭ ﺭﺍ ﻧﺎﻡ ﺑﮕﻴﺮﻳﺪ‪.‬‬
‫‪ -2‬ﭼﺮﺍ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﻇﺎﻫﺮ ﺍﻟﺒﺬﺭ ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺗﻮﺳﻂ ﺣﻴﻮﺍﻧﺎﺕ ﺻﻮﺭﺕ ﻧﻤﻰ ﮔﻴﺮﺩ؟‬
‫‪ -3‬ﻋﻠﺖ ﺍﻳﻨﻜﻪ ﻧﺒﺎﺗﺎﺕ ﺗﺨﻤﺪﺍﺭ ﺩﺭ ﻣﺤﻴﻂ ﻫﺎﻯ ﻣﺨﺘﻠﻒ ﭘﻴﺪﺍ ﻣﻰ ﺷﻮﻧﺪ ﭼﻴﺴﺖ؟‬
‫‪ -4‬ﮔﺮﺩﻩ ﺍﻓﺸﺎﻧﻰ ﺩﺭ ﻧﺒﺎﺗﺎﺕ ﺟﻤﻨﻮﺳﭙﺮﻡ ﭼﻪ ﻃﻮﺭ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟‬
‫‪ -5‬ﺷﻤﺎ ﺑﺮﻋﻼﻭﻩ ﻧﺒﺎﺗﺎﺕ ﺫﻛﺮﺷﺪﻩ ﻛﺪﺍﻡ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﺩﺭ ﻣﺤﻞ ﺗﺎﻥ ﻣﻰ ﺷﻨﺎﺳﻴﺪ؟ ﺫﻛﺮ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫‪ -6‬ﻧﺒﺎﺗﺎﺕ ﺑﺮﻋﻼﻭﻩ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺩﺭ ﺍﻗﺘﺼﺎﺩ ﻣﺎ ﭼﻪ ﻧﻘﺸﻰ ﺩﺍﺭﻧﺪ؟‬
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 ‫ﻓﺼﻞ ﻫﻔﺘﻢ‬
‫ﺍﻳﻜﺎﻟﻮژﻯ‬
‫ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻪ ﺗﻨﻬﺎﻳﻰ ﺯﻧﺪﻩ ﮔــﻰ ﻛﺮﺩﻩ ﻧﻤﻰ ﺗﻮﺍﻧﻨﺪ‪ .‬ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺯﻧﺪﻩ ﺑﺎ ﻫﻢ ﻭ ﺑﺎ ﻣﺤﻴﻂ ﺷــﺎﻥ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺍﻧﺪ‪ .‬ﺑﻌﻀﻰ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻏﺬﺍﻯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﻳﮕﺮ ﺍﻧﺪ‪.‬‬
‫ﺑﻴــﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧــﺪﻩ )ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ( ﻭ ﻣﻮﺟــﻮﺩﺍﺕ ﻏﻴﺮ ﺯﻧﺪﻩ‬
‫)ﻣﺤﻴــﻂ( ﺍﺭﺗﺒﺎﻁ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ ،‬ﻋﻠﻤﻰ ﻛﻪ ﺭﻭﺍﺑﻂ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻭ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﺷﺎﻥ ﺭﺍ ﺑﺮﺭﺳﻰ ﻭ ﻣﻮﺭﺩ ﻣﻄﺎﻟﻌﻪ ﻗﺮﺍﺭ ﻣﻰ ﺩﻫﺪ‪ ،‬ﺑﻨﺎﻡ‬
‫ﺍﻳﻜﺎﻟﻮژﻯ )‪ (Ecology‬ﻳﺎﺩ ﻣﻴﺸــﻮﺩ‪ .‬ﺍﻳﻜﺎﻟــﻮژﻯ ﺍﺯ ﺩﻭ ﻛﻠﻤﻪ ﻳﻮﻧﺎﻧﻰ‬
‫ﺗﺮﻛﻴﺐ ﺷــﺪﻩ ﺍﺳﺖ‪ Oikos :‬ﺑﻪ ﻣﻌﻨﺎﻯ ﻣﺤﻞ ﺑﻮﺩ ﻭ ﺑﺎﺵ ﻳﺎ ﻣﺤﻴﻂ‬
‫ﺯﻳﺴﺖ ﻭ ‪ Logos‬ﺑﻪ ﻣﻌﻨﺎﻯ ﻣﻄﺎﻟﻌﻪ ﻛﺮﺩﻥ ﻭ ﺁﮔﺎﻫﻰ ﻳﺎﻓﺘﻦ‪.‬‬
‫ﺑــﺎ ﻣﻄﺎﻟﻌﺔ ﺍﻳﻦ ﻓﺼﻞ ﺷــﻤﺎ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ‪ ،‬ﻋﻮﺍﻣﻞ ﻳــﺎ ﻓﻜﺘﻮﺭ ﻫﺎﻯ‬
‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﻭ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻓﻜﺘﻮﺭ ﻫﺎﻯ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮ ﺯﻧﺪﺓ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﺭﺍ ﻣﻰ ﺷﻨﺎﺳﻴﺪ ﻭ ﺗﻌﺮﻳﻒ ﻛﺮﺩﻩ ﻣﻰ ﺗﻮﺍﻧﻴﺪ‪.‬‬
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 ‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ)‪(Ecosystem‬‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (7-1‬ﺗﻮﺟــﻪ ﻛﻨﻴﺪ‪ .‬ﻳﻚ ﻣﺤﻴﻂ ﺁﺑﻰ ﺭﺍ ﻣﻰ ﺑﻴﻨﻴﺪ ﻛــﻪ ﺩﺭ ﺁﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ‬
‫ﻧﺒﺎﺗــﺎﺕ‪ ،‬ﺍﻟﺠــﻰ‪ ،‬ﺑﻘﻪ ﻫــﺎ‪ ،‬ﻣﺎﻫﻰ ﻫﺎ‪ ،‬ﺣﻠﺰﻭﻧﻬــﺎ ﻭ ﺩﻳﮕﺮ ﻣﻮﺟﻮﺩﺍﺕ ﻛﻮﭼﻚ ﺯﻧــﺪﻩ ﮔﻰ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﻫﻤﭽﻨﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﻏﻴﺮ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺭﻳﮓ‪ ،‬ﺳــﻨﮕﭽﻞ ﻫﺎ ﻭ ﺳــﻨﮓ ﻫﺎﺩﻳﺪﻩ ﻣﻰ ﺷﻮﻧﺪ ﻛﻪ ﺑﺎﻻﻯ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﻳﻦ ﻣﺤﻴﻂ ﺗﺎﺛﻴﺮ ﺩﺍﺭﻧﺪ‪ .‬ﺷــﻜﻞ )‪ (7-1‬ﺩﺭ ﻭﺍﻗﻊ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺭﺍ ﻧﺸﺎﻥ ﻣﻰ‬
‫ﺩﻫــﺪ‪ .‬ﻣﻮﺟــﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮﻩ ﺯﻧﺪﺓ ﺍﻳﻦ ﺣﻮﺽ ﺑﺎ ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ‪ .‬ﻣﺠﻤﻮﻋﺔ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ‬
‫ﻏﻴﺮ ﺯﻧﺪﻩ ﻳﻚ ﻣﺤﻴﻂ ﻛﻪ ﺑﺎ ﻫﻢ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺍﻧﺪ‪ ،‬ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﮔﻔﺘﻪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺷﻜﻞ)‪ (7-1‬ﻧﻤﻮﻧﻪ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺁﺑﻰ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻣﻮﺟﻮﺩﺍﺗﻰ ﻛﻪ ﺩﺭ ﺷﻜﻞ )‪ (7-1‬ﻣﻰ ﺗﻮﺍﻧﻨﺪ ﻏﺬﺍ ﺑﺴﺎﺯﻧﺪ‪ ،‬ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪.‬‬
‫ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﻣﺨﺘﻠﻒ ﺑﺎ ﻫﻢ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺷﺘﻪ ﻭ ﺑﺎ ﻫﻢ ﺯﻧﺪﻩ ﮔﻰ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻪ ﺩﻭ ﻧﻮﻉ ﺍﺳﺖ‪:‬‬
‫‪ -1‬ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺧﺸﻜﻪ ﻣﺎﻧﻨﺪ ﺟﻨﮕﻞ‪ ،‬ﺩﺷﺖ‪ ،‬ﻛﻮﻩ ﻫﺎ ﻭ ﻏﻴﺮﻩ‪. ...‬‬
‫‪ -2‬ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺁﺑﻲ ﻛﻪ ﻣﺜﺎﻝ ﺁﻥ‪ :‬ﺟﻬﻴﻞ ﻫﺎﻱ ﻃﺒﻴﻌﻲ ﻭ ﻣﺼﻨﻮﻋﻲ‪ ،‬ﺩﺭﻳﺎ ﻫﺎ‪ ،‬ﺑﺤﺮﻫﺎ ﻭ ﻏﻴﺮﻩ ﺍﺳﺖ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭ ﻳﻚ ﮔﻮﺷﺔ ﻣﻜﺘﺐ ﻳﺎ ﺧﺎﻧﺔ ﺗﺎﻥ ﻳﻚ ﺣﻮﺽ ﺧﻮﺭﺩ ﺑﺴﺎﺯﻳﺪ ﻛﻪ ﺑﻪ ﺍﻧﺪﺍﺯﺓ ﻻﺯﻡ ﺁﺏ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺩﺭ ﺑﻴﻦ ﺣﻮﺽ‬
‫ﺳﻨﮓ‪ ،‬ﺭﻳﮓ ﻭ ﺳﻨﮓ ﭼﻞ ﺑﻴﻨﺪﺍﺯﻳﺪ‪ .‬ﺑﻌﺪﺍ ً ﻳﻚ ﺍﻧﺪﺍﺯﻩ ﺟﺎﻣﻨﻚ ﺑﻘﻪ ﻭ ﻛﻤﻰ ﻧﺒﺎﺗﺎﺕ ﺁﺑﻰ ﺩﺭ ﺣﻮﺽ ﺑﻴﻨﺪﺍﺯﻳﺪ‪ .‬ﺩﺭ ﺑﻴﻦ‬
‫ﺁﺏ ﺣﻮﺽ ﻣﺎﻫﻰ ﻫﺎﻯ ﺧﻮﺭﺩ ﻭ ﭼﻨﺪ ﺑﻘﻪ ﺭﻫﺎ ﻛﻨﻴﺪ‪ .‬ﺗﻐﻴﻴﺮﺍﺕ ﺩﺍﺧﻞ ﺣﻮﺽ ﺭﺍ ﺭﻭﺯﺍﻧﻪ ﻣﺸﺎﻫﺪﻩ ﻛﺮﺩﻩ ﻭ ﻧﺘﻴﺠﺔ ﺁﻥ ﺭﺍ‬
‫ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻳﺘﺎﻥ ﺩﺭﺝ ﻧﻤﺎﻳﻴﺪ‪.‬‬
‫ﺍﻳﻦ ﺩﺭ ﺣﻘﻴﻘﺖ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺧﻮﺭﺩ ﺍﺳﺖ‪ ،‬ﻛﻪ ﺷﻤﺎ ﺁﻥ ﺭﺍ ﺗﻬﻴﻪ ﻧﻤﻮﺩﻳﺪ‪.‬‬
‫‪ -‬ﻣﻮﺟﻮﺩﺍﺕ ﺩﺭ ﺣﻮﺽ ﺑﺎ ﻫﻢ ﭼﻪ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ؟‬
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 ‫ﻋﻮﺍﻣﻞ ﻳﺎ ﻓﻜﺘﻮﺭ ﻫﺎﻯ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﻼ ﻣﺘﺬﻛﺮ ﺷــﺪﻳﻢ ﻛﻪ ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻣﺤﻴﻂ ﻓﺰﻳﻜﻰ ﺷﺎﻥ ﻳﻌﻨﻰ‬ ‫ﻗﺒ ً‬
‫ﻣــﻮﺍﺩ ﻏﻴــﺮ ﺯﻧﺪﻩ ﺍﺭﺗﺒﺎﻁ ﻭﺟﻮﺩ ﺩﺍﺭﺩ ﻭ ﻳﻜﻰ ﺑﺎﻻﻯ ﺩﻳﮕﺮﻯ ﺍﺛــﺮ ﻣﻰ ﮔﺬﺍﺭﻧﺪ‪ .‬ﺗﻤﺎﻡ ﺍﻳﻦ ﺗﻌﺎﻣﻼﺕ‬
‫ﻭ ﺗﺄﺛﻴﺮﺍﺕ ﺑﻨﺎﻡ ﻋﻮﺍﻣﻞ ﻳﺎ ﻓﻜﺘﻮﺭ ﻫﺎ ﻳﺎﺩ ﻣﻰ ﺷــﻮﻧﺪ‪ .‬ﺑﺼﻮﺭﺕ ﻋﻤﻮﻡ ﺍﻳﻦ ﻓﻜﺘﻮﺭ ﻫﺎ ﺑﻪ ﺩﻭ ﮔﺮﻭپ‬
‫ﻋﻤﺪﻩ ﺗﻘﺴﻴﻢ ﺷﺪﻩ ﺍﺳﺖ‪:‬‬
‫‪ -1‬ﻋﻮﺍﻣﻞ ﻓﺰﻳﻜﻰ ﻳﺎ ﻏﻴﺮ ﺯﻧﺪﻩ‪.‬‬
‫‪ -2‬ﻋﻮﺍﻣﻞ ﺑﻴﻮﻟﻮژﻳﻜﻰ ﻳﺎ ﺯﻧﺪﻩ‪.‬‬
‫ﺍﻟﻒ ‪ :‬ﻋﻮﺍﻣﻞ ﻓﺰﻳﻜﻲ ﻳﺎ ﻏﻴﺮ ﺯﻧﺪﻩ‬
‫ﻋﺒﺎﺭﺕ ﺍﻧﺪ ﺍﺯ ﻧﻮﺭ‪ ،‬ﺁﺏ‪ ،‬ﺣﺮﺍﺭﺕ‪ ،‬ﻫﻮﺍ‪ ،‬ﺧﺎﻙ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫‪ -1‬ﻧﻮﺭ‪ :‬ﻳﮕﺎﻧﻪ ﻣﻨﺒﻊ ﺍﻧﺮژﻯ ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﺍﺳــﺖ ﻛﻪ ﺍﺳﺎﺱ ﺍﻧﺮژﻯ ﺣﻴﺎﺗﻰ ﺭﺍ ﺗﺸﻜﻴﻞ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺗﻮﺳﻂ ﻋﻤﻠﻴﺔ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﺍﻧﺮژﻯ ﻧﻮﺭﻯ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ‬
‫ﻛﻴﻤﻴﺎﻭﻯ ﻣﺒﺪﻝ ﻣﻰ ﺳــﺎﺯﻧﺪ‪ .‬ﻣﻮﺍﺩ ﻛﻴﻤﻴﺎﻭﻯ ﺗﻮﻟﻴﺪ ﺷــﺪﻩ ﺑﻪ ﺷﻜﻞ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺍﺯ ﻳﻚ ﻣﻮﺟﻮﺩ‬
‫ﺯﻧﺪﻩ ﺑﻪ ﻣﻮﺟﻮﺩ ﺯﻧﺪﺓ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻰ ﺷــﻮﺩ ﻭ ﺑﺮﺍﻯ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺣﻴﺎﺗﻰ ﺍﺯ ﺁﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ‬
‫ﮔﺮﺩﺩ‪.‬‬
‫‪ -2‬ﺣﺮﺍﺭﺕ‪ :‬ﺣﺮﺍﺭﺕ ﻧﻴﺰ ﻳﻚ ﻓﻜﺘﻮﺭ ﻣﻬﻢ ﻭ ﺗﺄﺛﻴﺮ ﻛﻨﻨﺪﻩ ﺑﺮ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻣﻰ ﺑﺎﺷــﺪ‪ ،‬ﺣﺮﺍﺭﺕ‬
‫ﻼ‪ :‬ﺣﻴﻮﺍﻧﺎﺕ ﺧﻮﻧﺴﺮﺩ ﺩﺭ ﻓﺼﻞ ﺯﻣﺴﺘﺎﻥ ﻭ ﻫﻮﺍﻯ ﺳﺮﺩ‬ ‫ﺗﺄﺛﻴﺮ ﺧﺎﺹ ﺑﺮ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﺍﺭﺩ؛ ﻣﺜ ً‬
‫ﺑﻪ ﺧﻮﺍﺏ ﺯﻣﺴﺘﺎﻧﻰ ﻣﻰ ﺭﻭﻧﺪ‪ .‬ﻫﻤﭽﻨﺎﻥ ﺩﺭﺟﺔ ﺣﺮﺍﺭﺕ ﺑﺎﻻﻯ ﺭﺷﺪ ﻭ ﻧﻤﻮﻯ ﺩﺍﻧﻪ ﻫﺎﻯ ﻧﺒﺎﺗﻰ ﻧﻴﺰ‬
‫ﺗﺄﺛﻴﺮ ﻣﻬﻢ ﺩﺍﺭﺩ‪.‬‬
‫‪ -3‬ﺁﺏ‪ :‬ﺁﺏ ﻓﻜﺘﻮﺭ ﻋﻤﺪﺓ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺑﻮﺩﻩ‪ ،‬ﺑﺪﻭﻥ ﺁﺏ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻪ ﺣﻴﺎﺕ ﺧﻮﺩ ﺍﺩﺍﻣﻪ‬
‫ﺩﺍﺩﻩ ﻧﻤــﻰ ﺗﻮﺍﻧﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺁﺏ ﺍﻳﺴــﺘﺎﺩﻩ‪ ،‬ﺩﺭﻳﺎ ﻫﺎ‪ ،‬ﺟﻬﻴﻞ ﻫﺎ ﻭ ﺑﺤﺮ ﻫﺎ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺁﺑﻰ ﺭﺍ‬
‫ﺗﺸﻜﻴﻞ ﻧﻤﻮﺩﻩ ﺍﻧﺪ؛‬
‫‪ -4‬ﻫﻮﺍ‪ :‬ﮔﺎﺯ ﻫﺎ ﻳﻚ ﺟﺰ ﻋﻤﺪﻩ ﻭ ﻣﻬﻢ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺍﻧﺪ؛ ﻣﺜ ً‬
‫ﻼ‪ :‬ﮔﺎﺯ ﺍﺗﻤﻮﺳﻔﻴﺮ ﻣﺎﻧﻨﺪ ﻛﺎﺭﺑﻦ ﺩﺍﻯ‬
‫ﺍﻛﺴــﺎﻳﺪ ﺑﺮﺍﻯ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﺿﺮﻭﺭﻯ ﺍﺳــﺖ‪ .‬ﺁﻛﺴــﻴﺠﻦ ﺑﺮﺍﻯ ﺗﻨﻔﺲ ﻭ ﺗﻮﻟﻴﺪ ﺍﻧﺮژﻯ ﺣﺘﻤﻰ‬
‫ﺍﺳﺖ‪ .‬ﺑﺪﻭﻥ ﺍﻛﺴﻴﺠﻦ ﺯﻧﺪﻩ ﮔﻰ ﻛﺮﺩﻥ ﻣﻤﻜﻦ ﻧﻴﺴﺖ‪ ،‬ﺑﺎﺩ ﻫﺎﻯ ﺍﺗﻤﻮﺳﻔﻴﺮ ﺍﺳﺖ ﻛﻪ ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺗﺨﻢ ﻫﺎﻯ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﺍﺯ ﻳﻚ ﺟﺎ ﺑﻪ ﺟﺎﻯ ﺩﻳﮕﺮ ﻣﻨﺘﻘﻞ ﻣﻰ ﺳﺎﺯﻧﺪ‪.‬‬
‫‪ -5‬ﺧـﺎﻙ‪ :‬ﺟﺰء ﻋﻤﺪﺓ ﻋﻮﺍﻣﻞ ﻓﺰﻳﻜﻰ ﻳﺎ ﻏﻴﺮ ﺯﻧﺪﺓ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺑــﻮﺩﻩ ﻭ ﺩﺭ ﺣﻘﻴﻘﺖ ﻣﺤﻴﻂ‬
‫ﻓﺰﻳﻜﻰ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﻰ ﺑﺎﺷــﺪ‪ .‬ﻫﻢ ﭼﻨﻴﻦ ﺑﺴﻴﺎﺭﻯ ﺣﻴﻮﺍﻧﺎﺕ ﺩﺭ ﺧﺎﻙ ﻻﻧﻪ ﻣﻰ ﺳﺎﺯﻧﺪ ﻭ ﺍﺯ‬
‫ﻧﺒﺎﺗﺎﺗﻰ ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ ﻛﻪ ﺩﺭ ﺧﺎﻙ ﻣﻰ ﺭﻭﻳﻨﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﺳــﺒﺰ‪ ،‬ﻣﻮﺍﺩ ﺧﺎﻡ ﻣﺎﻧﻨﺪ ﺁﺏ ﻭ ﻣﻨﺮﺍﻝ‬
‫ﻫﺎ ﺭﺍ ﺗﻮﺳﻂ ﺭﻳﺸﻪ ﺍﺯ ﺧﺎﻙ ﺟﺬﺏ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
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 ‫ﺏ‪ -‬ﻋﻮﺍﻣﻞ ﺯﻧﺪﻩ ﻳﺎ ﺑﻴﻮﻟﻮژﻳﻜﻲ‬
‫ﻋﺒﺎﺭﺕ ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺗﻰ ﺍﻧﺪ ﻛﻪ ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺩﺧﻴﻞ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺷﺎﻣﻞ ﻳﻜﻰ ﺍﺯ ﮔﺮﻭپ ﻫﺎﻯ ﺫﻳﻞ ﻣﻰ ﺑﺎﺷﻨﺪ‪:‬‬
‫‪ -1‬ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ‪ :‬ﻧﺒﺎﺗﺎﺕ ﺳــﺒﺰ ﺍﻧﺪ ﻛﻪ ﻏﺬﺍﻯ ﺧﻮﺩ ﺭﺍ ﺗﻮﺳــﻂ ﻋﻤﻠﻴﻪ ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﻣﻰ‬
‫ﺳﺎﺯﻧﺪ‪ .‬ﻧﺒﺎﺗﺎﺕ ﻣﻮﺍﺩ ﺧﺎﻡ ﻭ ﻣﻮﺍﺩ ﺿﺮﻭﺭﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻣﺤﻴﻂ ﻣﻰ ﮔﻴﺮﻧﺪ؛ ﻣﺜ ً‬
‫ﻼ‪ :‬ﺁﺏ ﻭ ﻣﻨﺮﺍﻝ ﻫﺎ ﺭﺍ ﺍﺯ‬
‫ﺧﺎﻙ ﺗﻮﺳﻂ ﺭﻳﺸﻪ ﺟﺬﺏ ﻧﻤﻮﺩﻩ ﻭ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﻫﻮﺍ ﺭﺍ ﺍﺯ ﺭﺍﻩ ﺑﺮگ ﻣﻰ ﮔﻴﺮﻧﺪ ﻭ ﺩﺭ ﻋﻤﻠﻴﺔ‬
‫ﺗﺮﻛﻴﺐ ﺿﻴﺎﻳﻰ ﺍﻧﺮژﻯ ﻧﻮﺭﻯ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ ﻛﻴﻤﻴﺎﻭﻯ ﻳﺎ ﻣﻮﺍﺩ ﭘﺨﺘﻪ ﻣﺒﺪﻝ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫‪ -2‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ‪ :‬ﻣﻮﺟﻮﺩﺍﺗﻰ ﺯﻧﺪﻩ ﻫﺴــﺘﻨﺪ ﻛﻪ ﻏــﺬﺍﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﻳﺎ ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﻛﻮﭼﻚ ﻣﻰ ﮔﻴﺮﻧﺪ‪ ،‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺑﻪ ﺳﻪ ﻧﻮﻉ ﺍﻧﺪ‪:‬‬
‫ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻭﻟﻲ )ﻋﻠﻒ ﺧﻮﺭﺍﻥ(‪ :‬ﺍﻳﻦ ﮔﺮﻭپ ﻣﻮﺟﻮﺩﺍﺕ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺗﻐﺬﻳﻪ ﻣﻴﻜﻨﻨﺪ؛‬
‫ﻣﺎﻧﻨﺪ‪ :‬ﺧﺮﮔﻮﺵ ﻭ ﮔﺎﻭ ﻛﻪ ﻣﺜﺎﻟﻬﺎﻳﻰ ﺍﺯ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻭﻟﻰ ﻫﺴﺘﻨﺪ‪.‬‬
‫ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺩﻭﻣﻲ‪ :‬ﺍﻳﻦ ﮔﺮﻭپ ﻣﻮﺟﻮﺩﺍﺕ ﺍﺯ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻭﻟﻰ ﻳﺎ ﻋﻠﻒ ﺧﻮﺍﺭﺍﻥ‬
‫ﻼ ﺭﻭﺑﺎﻩ ﻛﻪ ﺍﺯ ﺧﺮﮔﻮﺵ ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﺪ‪ .‬ﺧﺮﮔﻮﺵ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﺍﻭﻟﻰ ﺍﺳﺖ‬ ‫ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ؛ ﻣﺜ ً‬
‫ﻭ ﺭﻭﺑﺎﻩ ﻣﺼﺮﻑ ﻛﻨﻨﺪﺓ ﺩﻭﻣﻰ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﻫﻤﻪ ﭼﻴﺰ ﺧﻮﺍﺭﺍﻥ‪ :‬ﺍﻳﻦ ﮔﺮﻭپ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺩﻩ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ؛ ﻣﺎﻧﻨﺪ‪:‬‬
‫ﻣﺮﻍ ﺧﺎﻧﻪ ﮔﻰ ﻛﻪ ﻫﻢ ﮔﻮﺷﺖ‪ ،‬ﺣﺸﺮﺍﺕ ﻭ ﻫﻢ ﻧﺒﺎﺗﺎﺕ ﺭﺍ ﻣﻰ ﺧﻮﺭﺩ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (7-2‬ﺗﻮﺟــﻪ ﻛﻨﻴﺪ‪ .‬ﭼﻪ ﺍﺭﺗﺒﺎﻃﻰ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﺭ ﺍﻳﻦ ﺷــﻜﻞ‬
‫ﻣﻰ ﺑﻴﻨﻴﺪ؟ ﻛﺪﺍﻡ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﻭ ﻛﺪﺍﻡ ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﻩ ﺍﺳﺖ؟ ﺍﮔﺮ ﻧﺒﺎﺕ ﻧﺒﺎﺷﺪ‪ .‬ﺑﺎﺯ‬
‫ﺯﻧﺪﻩ ﻣﻰ ﻣﺎﻧﺪ؟‬
‫ﺷﻜﻞ )‪ (7-2‬ﺍﺭﺗﺒﺎﻁ ﻏﺬﺍﻳﻲ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫‪ -3‬ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ‪ :‬ﺍﻳﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺍﻧﺮژﻯ ﺧﻮﺩ ﺭﺍ ﺍﺯ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﮔﻨﺪﻳﺪﻩ ﺑﺪﺳــﺖ ﻣﻰ‬
‫ﺁﻭﺭﻧﺪ‪ .‬ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻣﺎﻟﻴﻜﻮﻝ ﻫﺎﻯ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﻣﺮﺩﻩ ﺭﺍ ﺗﻮﺳﻂ ﻋﻤﻞ ﻛﻴﻤﻴﺎﻭﻯ ﭘﺎﺭﭼﻪ‬
‫ﻧﻤﻮﺩﻩ ﻭ ﺑﻪ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﺳــﺎﺩﺓ ﺩﻳﮕﺮﻯ ﻣﺒﺪﻝ ﻣﻰ ﺳــﺎﺯﻧﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﭘﺎﺭﭼﻪ ﺷﺪﻥ‪ ،‬ﻛﺎﺭﺑﻦ ﺩﺍﻯ‬
‫ﺍﻛﺴــﺎﻳﺪ ﺁﻥ ﺑﻪ ﻫﻮﺍ ﻭ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﺁﻥ ﺑﻪ ﺯﻣﻴﻦ ﺑﺎﻗﻰ ﻣﻰ ﻣﺎﻧﺪ ﻛﻪ ﺑﻌﺪﺍ ً ﻧﺒﺎﺗﺎﺕ ﺩﻭﺑﺎﺭﻩ ﺍﺯ ﺁﻥ‬
‫ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺑﻜﺘﺮﻳﺎ ﻣﺜﺎﻟﻰ ﺍﺯ ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
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 ‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺍﮔﺮ ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻧﺒﺎﺷﻨﺪ ﭼﻪ ﺣﺎﺩﺛﻪ ﻳﻰ ﺭﺥ ﻣﻰ ﺩﻫﺪ ﻭ ﭼﻪ ﺗﺄﺛﻴﺮﻯ ﺑﺎﻻﻯ ﺯﻧﺪﻩ ﮔﻰ ﻣﺎ ﺍﻧﺴﺎﻧﻬﺎ ﺧﻮﺍﻫﺪ ﺩﺍﺷﺖ؟‬
‫ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻓﻜﺘﻮﺭ ﻫﺎﻯ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮ ﺯﻧﺪﻩ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﺷــﻤﺎ ﻣﻰ ﺩﺍﻧﻴﺪ ﻛﻪ ﺩﺭ ﻣﺤﻴﻂ ﻣﺎﺣﻮﻝ ﺗﺎﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ )ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ( ﻭ ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﻏﻴﺮ ﺯﻧﺪﻩ )ﺁﺏ‪ ،‬ﺧﺎﻙ‪ ،‬ﻫﻮﺍ ﻭ ﻏﻴﺮﻩ( ﻭﺟﻮﺩ ﺩﺍﺭﻧﺪ ﻭ ﺑﻴﻦ ﺍﻳﺸــﺎﻥ ﺑﻪ ﺷــﻜﻞ ﺩﻭﺍﻣﺪﺍﺭ ﺗﺒﺎﺩﻟﻪ ﻣﻮﺍﺩ‬
‫ﺻــﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ‪ .‬ﺑﺮ ﻋﻼﻭﻩ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﻛﻪ ﺑﻴﻦ ﺧﻮﺩ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ ﺑﺎ ﺍﺷــﻴﺎﻯ ﻏﻴﺮ ﺯﻧﺪﻩ‬
‫ﻣﺎﻧﻨــﺪ ﺁﺏ‪ ،‬ﻫــﻮﺍ‪ ،‬ﻧﻮﺭ ﻭ ﺧﺎﻙ ﻧﻴﺰ ﺍﺭﺗﺒﺎﻁ ﺩﺍﺭﻧﺪ‪ ،‬ﺍﻳﻦ ﺍﺭﺗﺒﺎﻁ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ ﺁﻭﺭﺩﻩ‬
‫ﺍﺳﺖ‪.‬‬
‫ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ‬
‫ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺍﺯ ﺍﻳﻦ ﺳﺒﺐ ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﻩ ﺑﻪ ﺷﻤﺎﺭ ﻣﻰ ﺭﻭﻧﺪ ﻛﻪ ﺍﺯ ﻣﻮﺍﺩ ﻏﻴﺮﻩ ﺯﻧﺪﻩ‪ ،‬ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ‬
‫ﻣــﻮﺭﺩ ﺿﺮﻭﺭﺕ ﺧﻮﺩ ﺭﺍ ﻣﻰ ﺳــﺎﺯﻧﺪ‪ .‬ﺣﻴﻮﺍﻧﺎﺕ ﺍﺯ ﺟﻤﻠﺔ ﻣﺼــﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻧﺪ ﻛﻪ ﺍﺯ ﻧﺒﺎﺗﺎﺕ‬
‫ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺑﻌﻀﻰ ﺣﻴﻮﺍﻧﺎﺕ ﺍﺯ ﺣﻴﻮﺍﻧﺎﺕ ﺩﻳﮕﺮ ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺮگ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‪ ،‬ﺟﺴــﺪ ﺁﻧﻬﺎ ﺗﻮﺳــﻂ ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﭘﻮﺳــﻴﺪﻩ ﺷــﺪﻩ‪ ،‬ﭘﺎﺭﭼﻪ ﻣﻰ ﺷﻮﺩ ﻭ‬
‫ﻗﺴــﻤﺘﻰ ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺩ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺧﺎﻙ ﻋﻼﻭﻩ ﻣﻰ ﮔﺮﺩﺩ ﻭ ﻧﺒﺎﺗﺎﺕ ﺍﺯ ﺁﻥ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺩﺭ‬
‫ﺣﻘﻴﻘﺖ ﻣﻮﺍﺩ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮﻩ ﺯﻧﺪﻩ ﺑﻪ ﺷﻜﻞ ﻳﻚ ﺩﻭﺭﺍﻥ ﺟﺮﻳﺎﻥ‬
‫ﻣﻰ ﻧﻤﺎﻳﻨﺪ‪ .‬ﭘﺲ ﮔﻔﺘﻪ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﻛﻪ ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮﻩ ﺯﻧﺪﻩ‬
‫ﻫﻤﻴﺸﻪ ﺗﺒﺎﺩﻟﻪ ﺻﻮﺭﺕ ﻣﻴﮕﻴﺮﺩ‪.‬‬
‫ﻣﻌﻠﻮﻣﺎﺕ ﺍﺿﺎﻓﻲ‬
‫ﺑﻌﻀــﻰ ﺍﺯ ﻣﻮﺍﺩﻯ ﻛﻪ ﺩﺭ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﻭﺍﺭﺩ ﻣﻰ ﺷــﻮﻧﺪ‪ ،‬ﺧﻴﻠﻰ ﺧﻄﺮﻧﺎﻙ ﺍﻧﺪ‪ .‬ﻳﻚ ﻣﺜﺎﻝ ﺍﻳﻦ‬
‫ﻣﻮﺍﺩ ﭘﻮﺩﺭ ﺣﺸﺮﻩ ﻛﺶ ‪ DDT‬ﺍﺳﺖ‪ ،‬ﻛﻪ ﺑﺴﻴﺎﺭ ﺧﻄﺮﻧﺎﻙ ﺍﺳﺖ ﻭ ﺑﺎﻋﺚ ﻣﺮگ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻣﻰ ﺷــﻮﺩ‪ DDT .‬ﺑﺮﺍﻯ ﻣﺪﺕ ﺯﻳﺎﺩﻯ ﺩﺭ ﻃﺒﻴﻌﺖ ﻭ ﺩﺭ ﺑﺪﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﺎﻗﻰ ﻣﻰ ﻣﺎﻧﺪ‪.‬‬
‫ﺍﮔﺮ ﺍﻳﻦ ﻣﻮﺍﺩ ﺩﺍﺧﻞ ﺁﺏ ﮔﺮﺩﺩ ﻣﻰ ﺗﻮﺍﻧﺪ ﺩﺍﺧﻞ ﻭﺟﻮﺩ ﻣﺎﻫﻰ ﻫﺎ ﺷﺪﻩ ﻭ ﺍﺯ ﺭﺍﻩ ﺧﻮﺭﺩﻥ ﮔﻮﺷﺖ‬
‫ﻣﺎﻫﻰ ﺩﺍﺧﻞ ﻭﺟﻮﺩ ﺍﻧﺴﺎﻥ ﺷﻮﺩ ﻛﻪ ﺑﺮﺍﻯ ﺍﻧﺴﺎﻥ ﻣﻀﺮ ﺍﺳﺖ‪ .‬ﺍﺯ ﺍﻳﻦ ﺳﺒﺐ ﺍﺳﺘﻌﻤﺎﻝ ‪ DDT‬ﺩﺭ‬
‫ﺗﻤﺎﻡ ﺟﻬﺎﻥ ﻣﻤﻨﻮﻉ ﻗﺮﺍﺭ ﺩﺍﺩﻩ ﺷﺪﻩ ﺍﺳﺖ‪.‬‬
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‫ﻫﻤﺎﻥ ﻃﻮﺭﻯ ﻛﻪ ﮔﻔﺘﻪ ﺷﺪ ﺑﻌﻀﻰ ﺣﻴﻮﺍﻧﺎﺕ ﺍﺯ ﻧﺒﺎﺗﺎﺕ ﻭ ﺑﻌﻀﻰ ﺩﻳﮕﺮ ﺍﺯ ﺣﻴﻮﺍﻧﺎﺕ ﺗﻐﺬﻳﻪ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺑﻪ ﺷــﻜﻞ )‪ (7-3‬ﻧﮕﺎﻩ ﻛﻨﻴﺪ‪ .‬ﺧﺮﮔﻮﺵ ﻳﻚ ﺣﻴﻮﺍﻥ ﻧﺒﺎﺕ ﺧﻮﺍﺭ ﺍﺳــﺖ ﻭ ﺑﺎ ﺧﻮﺭﺩﻥ ﻧﺒﺎﺗﺎﺗﻰ ﻣﺎﻧﻨﺪ‬
‫ﺯﺭﺩﻙ ﻭ ﻛﺮﻡ‪ ،‬ﺍﻧﺮژﻯ ﻣﻮﺭﺩ ﻧﻴﺎﺯﺩ ﺧﻮﺩ ﺭﺍ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻭﺭﺩ‪ .‬ﺭﻭﺑﺎﻩ ﺣﻴﻮﺍﻥ ﮔﻮﺷﺘﺨﻮﺍﺭﻯ ﺍﺳﺖ ﻛﻪ‬
‫ﺣﻴﻮﺍﻧﺎﺕ ﻛﻮﭼﻜﻰ ﻣﺎﻧﻨﺪ ﺧﺮﮔﻮﺵ ﺭﺍ ﺷــﻜﺎﺭ ﻣﻰ ﻛﻨﺪ ﻭ ﺑﺎ ﺧﻮﺭﺩﻥ ﺁﻧﻬﺎ ﺍﻧﺮژﻯ ﻻﺯﻡ ﺭﺍ ﺑﺮﺍﻯ ﺯﻧﺪﻩ‬
‫ﮔﻰ ﺑﻪ ﺩﺳﺖ ﻣﻰ ﺁﻭﺭﺩ‪.‬‬
‫ﺷﻜﻞ)‪ (7-3‬ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ‬
‫ﺁﻧﭽــﻪ ﺩﺭ ﺷــﻜﻞ )‪ (7-3‬ﻣﻰ ﺑﻴﻨﻴﺪ ﻳﻚ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﺳــﺎﺩﻩ ﺍﺳــﺖ‪ ،‬ﻛﻪ ﺍﺭﺗﺒﺎﻁ‬
‫ﻏﺬﺍﻳﻰ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺭﺍ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻧﺸــﺎﻥ ﻣﻰ ﺩﻫﺪ‪ .‬ﺩﺭ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ‬
‫ﻫــﺮ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺭﺍ ﻳﻚ ﺣﻠﻘﻪ ﺍﺯ ﺯﻧﺠﻴــﺮ ﺩﺭ ﻧﻈﺮ ﻣﻰ ﮔﻴﺮﻧﺪ‪ .‬ﺍﻛﻨﻮﻥ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ‬
‫ﺭﺍ ﺩﺭ ﻧﻈــﺮ ﺑﮕﻴﺮﻳــﺪ ﻛﻪ ﺩﺭ ﺁﻥ ﻳﻚ ﻧﺒﺎﺕ ﻣﺎﻧﻨﺪ ﺗﺮﺑﻮﺯ ﻭ ﺩﻭ ﺣﻴﻮﺍﻥ ﻣﺎﻧﻨﺪ ﻣﺮﻍ ﺧﺎﻧﻪ‬
‫ﮔﻰ ﻭ ﺭﻭﺑﺎﻩ ﻭﺟﻮﺩ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ‪ .‬ﺭﻭﺑﺎﻩ ﺍﺯ ﻣﺮﻍ ﺧﺎﻧﮕﻰ ﻭ ﻣﺮﻍ ﺧﺎﻧﮕﻰ ﺍﺯ ﺗﺮﺑﻮﺯ ﺗﻐﺬﻳﻪ‬
‫ﻣﻴﻜﻨﻨﺪ‪ .‬ﻣﻼﺣﻈﻪ ﻛﻨﻴﺪ ﻛﻪ ﺭﻭﺑﺎﻩ ﺩﺭ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﻣﺜﺎﻝ ﺷــﻜﻞ )‪ (7-3‬ﻫﻢ ﻭﺟﻮﺩ‬
‫ﺩﺍﺭﺩ‪ .‬ﻣﻄﺎﻟﻌﺔ ﺯﻧﺠﻴﺮ ﻫﺎﻯ ﻏﺬﺍﻳﻰ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ ﻛﻪ ﺑﻴﻦ ﺣﻠﻘﻪ ﻫﺎﻯ ﻳﻚ ﺯﻧﺠﻴﺮ ﺑﺎ‬
‫ﺯﻧﺠﻴﺮ ﺩﻳﮕﺮ ﺍﺭﺗﺒﺎﻁ ﻭﺟﻮﺩ ﺩﺍﺭﺩ‪ .‬ﻳﻌﻨﻰ ﺑﻌﻀﻰ ﺍﺯ ﺣﻠﻘﻪ ﻫﺎ ﺩﺭ ﺯﻧﺠﻴﺮ ﻫﺎﻯ ﻣﺘﻔﺎﻭﺕ‪،‬‬
‫ﻳﻜﺴﺎﻥ ﻫﺴﺘﻨﺪ‪ .‬ﺑﻪ ﺍﻳﻦ ﻧﻮﻉ ﺍﺭﺗﺒﺎﻁ‪ ،‬ﺷﺒﻜﻪ ﻏﺬﺍﻳﻰ ﻣﻰ ﮔﻮﻳﻨﺪ‪ .‬ﺷﻜﻞ )‪(7-4‬‬
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 ‫ﺷﻜﻞ )‪ (7-4‬ﺍﺭﺗﺒﺎﻁ ﻏﺬﺍﻳﻰ ﺑﻴﻦ ﺟﺎﻧﺪﺍﺭﺍﻥ‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺩﺭ ﺻﻨﻒ ﺧﻮﺩ ﮔﺮﻭپ ﻫﺎﻯ ﺳــﻪ ﻧﻔﺮﻯ ﺑﺴــﺎﺯﻳﺪ‪ .‬ﻫﺮ ﮔﺮﻭپ ﺩﻭ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﭼﻬﺎﺭ ﺣﻠﻘﻪ ﻳﻰ ﺑﺴﺎﺯﺩ ﻭ ﭘﻴﺸﺮﻭﻯ ﺻﻨﻒ‬
‫ﺑﺨﻮﺍﻧﺪ‪ .‬ﺑﺒﻴﻨﻴﺪ ﻛﺪﺍﻡ ﺣﻴﻮﺍﻧﺎﺕ ﺩﺭ ﺯﻧﺠﻴﺮ ﻫﺎﻯ ﮔﺮﻭﭘﻬﺎﻯ ﻣﺨﺘﻠﻒ ﺑﺎ ﻫﻢ ﻣﺸــﺘﺮﻙ ﺍﻧﺪ‪ .‬ﺍﻳﻦ ﻓﻌﺎﻟﻴﺖ ﺑﺮﺍﻯ ﻣﺎ ﭼﻪ ﻧﺸــﺎﻥ‬
‫ﻣﻰ ﺩﻫﺪ؟‬
‫ﺧﻼﺻﺔ ﻓﺼﻞ ﻫﻔﺘﻢ‬
‫ﺍﻳﻜﺎﻟﻮژﻯ ﻣﻄﺎﻟﻌﺔ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﺷﺎﻥ ﺍﺳﺖ‪.‬‬
‫ﺑﻪ ﻣﺠﻤﻮﻋﺔ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻭ ﻏﻴﺮ ﺯﻧﺪﺓ ﻳﻚ ﻣﺤﻴﻂ ﻛﻪ ﺑﻪ ﻫﻢ ﺩﺭ ﺍﺭﺗﺒﺎﻁ ﺍﻧﺪ‪ ،‬ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ‬
‫ﻣﻰ ﮔﻮﻳﻨﺪ‪.‬‬
‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺍﺯ ﻧﮕﺎﻩ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﺑﻪ ﺩﻭ ﻗﺴﻢ ﺍﺳﺖ‪:‬‬
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 ‫ﺍﻟﻒ‪ -‬ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺧﺸﻜﻪ‪ :‬ﻣﺎﻧﻨﺪ ﺟﻨﮕﻞ‪ ،‬ﺩﺷﺖ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺏ‪ -‬ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺁﺑﻰ ﻣﺎﻧﻨﺪ ﺁﺏ ﺍﻳﺴﺘﺎﺩﻩ‪ ،‬ﺟﻬﻴﻞ‪ ،‬ﺩﺭﻳﺎ‪ ،‬ﺑﺤﺮ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﻋﻮﺍﻣﻞ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻪ ﺩﻭ ﻗﺴﻢ ﺍﺳﺖ‪:‬‬
‫ﺍﻟﻒ ‪ -‬ﻋﻮﺍﻣﻞ ﻓﺰﻳﻜﻰ ﻳﺎ ﻏﻴﺮ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ‪ :‬ﻧﻮﺭ‪ ،‬ﺁﺏ‪ ،‬ﺧﺎﻙ‪ ،‬ﺣﺮﺍﺭﺕ‪ ،‬ﻫﻮﺍ ﻭ ﻏﻴﺮﻩ‪.‬‬
‫ﺏ ‪ -‬ﻋﻮﺍﻣﻞ ﺑﻴﺎﻟﻮژﻳﻜﻰ ﻳﺎ ﺯﻧﺪﻩ ﻣﺎﻧﻨﺪ ﺣﻴﻮﺍﻧﺎﺕ ﻭ ﻧﺒﺎﺗﺎﺕ‪.‬‬
‫ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﻳﺎ ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻧﺮژﻯ ﻧﻮﺭﻯ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ ﻛﻴﻤﻴﺎﻭﻯ ﻣﺒﺪﻝ ﻣﻰ ﺳﺎﺯﻧﺪ‪.‬‬
‫ﺣﻴﻮﺍﻧﺎﺕ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﺑﻪ ﺳﻪ ﻧﻮﻉ ﺍﻧﺪ‪:‬‬
‫ﺍﻟﻒ ‪ -‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﻭﻟﻰ ﻳﺎ ﻋﻠﻒ ﺧﻮﺍﺭﺍﻥ‪.‬‬
‫ﺏ ‪ -‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺩﻭﻣﻰ ﻳﺎ ﮔﻮﺷﺖ ﺧﻮﺍﺭﺍﻥ‪.‬‬
‫ﺝ ‪ -‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺳﻮﻣﻰ ﻳﺎ ﻫﻤﻪ ﭼﻴﺰﺧﻮﺍﺭﺍﻥ‪.‬‬
‫ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﺯ ﻋﻮﺍﻣﻞ ﺯﻧﺪﻩ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺍﻧﺪ‪ ،‬ﻛﻪ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﺭﺍ ﺗﺠﺰﻳﻪ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﻫﻔﺘﻢ‬
‫‪ -1‬ﻛﻠﻤﺎﺕ ﺫﻳﻞ ﺭﺍ ﺗﻌﺮﻳﻒ ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫ﺍﻟﻒ( ﺍﻳﻜﺎﻟﻮژﻯ‬
‫ﺏ( ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﺝ( ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩ ﮔﺎﻥ‬
‫ﺩ( ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ‬
‫‪ -2‬ﺍﺯ ﻧﮕﺎﻩ ﻣﺤﻴﻂ ﺯﻳﺴﺖ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻪ ﭼﻨﺪ ﻧﻮﻉ ﺍﺳﺖ؟‬
‫‪ -3‬ﭘﻨﺞ ﻋﺎﻣﻞ ﻓﺰﻳﻜﻰ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺭﺍ ﻧﺎﻡ ﺑﺒﺮﻳﺪ‪.‬‬
‫‪ -4‬ﺍﺟﺰﺍﻯ ﺗﺸﻜﻴﻞ ﺩﻫﻨﺪﺓ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﻛﺪﺍﻡ ﻫﺎ ﺍﺳﺖ؟‬
‫‪ -5‬ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺗﺮﺳﻴﻢ ﻧﻤﺎﻳﻴﺪ ﻭ ﺍﺟﺰﺍﻯ ﺁﻥ ﺭﺍ ﻣﺸﺨﺺ ﻛﻨﻴﺪ‪.‬‬
‫ﺟﻤﻠﻪ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ ﻳﺎﺩﺩﺍﺷـﺖ ﻧﻤﻮﺩﻩ‪ ،‬ﺩﺭ ﻣﻘﺎﺑﻞ ﺻﺤﻴﺢ ﻋﻼﻣﻪ‬
‫»ﺹ« ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﻏﻠﻂ ﻋﻼﻣﻪ »ﻍ« ﻧﻮﺷﺘﻪ ﻛﻨﻴﺪ‪:‬‬
‫‪ -6‬ﺣﻴﻮﺍﻧﺎﺕ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﻏﺬﺍﻯ ﺧﻮﺩ ﺭﺍ ﻣﻰ ﺳﺎﺯﻧﺪ‪( ).‬‬
‫‪ -7‬ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺩﺭ ﺳﻄﺢ ﺍﻭﻝ ﻗﺮﺍﺭ ﺩﺍﺭﻧﺪ‪( ).‬‬
‫‪ -8‬ﺩﺭ ﻳــﻚ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺍﺭﺗﺒﺎﻁ ﺑﻴﻦ ﻓﻜﺘﻮﺭ ﻫﺎﻯ ﻓﺰﻳﻜﻰ ﻳﺎ ﻏﻴــﺮ ﺯﻧﺪﻩ ﻭ ﻓﻜﺘﻮﺭ ﻫﺎﻯ ﺯﻧﺪﻩ‬
‫ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪( ) .‬‬
‫‪ -9‬ﺍﻭﻟﻴﻦ ﺣﻠﻘﺔ ﻫﺮ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﻳﻚ ﻣﻮﺟﻮﺩﻯ ﺍﺳﺖ ﻛﻪ ﻋﻤﻠﻴﺔ ﻓﻮﺗﻮﺳﻨﺘﻴﺰ ﺭﺍ ﺍﻧﺠﺎﻡ ﻣﻰ ﺩﻫﺪ‪.‬‬
‫) (‬
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 ‫ﻓﺼﻞ ﻫﺸﺘﻢ‬
‫ﺩﻭﺭﺍﻥ ﻫﺎ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ‪ ،‬ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﺗﻮﺳﻂ ﻧﺒﺎﺗﺎﺕ ﺳﺒﺰ ﺟﺬﺏ ﺷﺪﻩ ﻭ‬
‫ﺑﻪ ﺷﻜﻞ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺩﺭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺫﺧﻴﺮﻩ ﻣﻰ ﮔﺮﺩﺩ‪ .‬ﻣﻮﺟﻮﺩﺍﺕ‬
‫ﺯﻧﺪﻩ ﻋﻼﻭﻩ ﺑﺮ ﺍﻧﺮژﻯ ﺑﺮﺍﻯ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺣﻴﺎﺗﻰ ﺧﻮﺩ ﺑﻪ ﻣﻮﺍﺩ ﻛﻴﻤﻴﺎﻭﻯ‬
‫ﻣﺎﻧﻨــﺪ ﺁﺏ‪ ،‬ﻧﻤﻚ ﻫﺎ‪ ،‬ﺍﻛﺴــﻴﺠﻦ ﻭ ﻏﻴﺮﻩ ﻧﻴﺰ ﺿﺮﻭﺭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻦ ﻣﻮﺍﺩ‬
‫ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺩﻭﺭﺍﻥ ﻣﻰ ﻛﻨﻨﺪ ﻃﻮﺭﻯ ﻛﻪ ﺍﺯ ﻣﺤﻴﻂ ﺑﻪ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ‬
‫ﻭ ﺍﺯ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻣﺤﻴﻂ ﺑﺮ ﻣﻰ ﮔﺮﺩﻧﺪ‪ .‬ﺩﺭ ﺍﻳﻦ ﻓﺼﻞ ﺷــﻤﺎ‬
‫ﺑﺎ ﺍﻧﺘﻘﺎﻝ ﺍﻧﺮژﻯ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‪ ،‬ﺩﻭﺭﺍﻥ ﺁﺏ ﻭ ﻛﺎﺭﺑﻦ ﻭ ﺍﻫﻤﻴﺖ ﺩﻭﺭﺍﻥ‬
‫ﺁﻧﻬﺎ ﺩﺭ ﻃﺒﻴﻌﺖ ﺁﺷﻨﺎ ﻣﻰ ﺷﻮﻳﺪ‪.‬‬
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 ‫ﺍﻧﺘﻘﺎﻝ ﺍﻧﺮژﻯ‬
‫ﺩﺭ ﺷــﻜﻞ )‪ (8-1‬ﭼﻪ ﻣﻰ ﺑﻴﻨﻴﺪ؟ ﺩﺭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﻧﺘﻘﺎﻝ ﺍﻧﺮژﻯ ﺑﻪ ﭼﻪ‬
‫ﻗﺴــﻢ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؟ ﻋﻨﺎﺻﺮﻛﻴﻤﻴﺎﻭﻯ ﭼﻪ ﻧﻘــﺶ ﺭﺍ ﺩﺭ ﺍﻧﺘﻘﺎﻝ ﺍﻧﺮژﻯ‬
‫ﺑﺎﺯﻯ ﻣﻰ ﻛﻨﻨﺪ؟ ﻋﻨﺎﺻﺮ ﭼﻪ ﻗﺴﻢ ﺩﺭ ﻳﻚ ﺍﻳﻜﻮ ﺳﻴﺴﺘﻢ ﺩﻭﺭﺍﻥ ﻣﻰ ﻛﻨﻨﺪ؟‬
‫ﺍﮔﺮ ﺷــﻤﺎ ﻳﻚ ﺳــﻴﺐ ﺭﺍ ﺍﺯ ﺩﺭﺧﺖ ﺑﻜﻨﻴﺪ ﻭ ﺑﺨﻮﺭﻳﺪ‪ ،‬ﺩﺭ ﺣﻘﻴﻘﺖ ﺷﻤﺎ‬
‫ﻣﻮﺍﺩﻯ ﺭﺍ ﻣﺜﻞ ﻛﺎﺭﺑﻦ‪ ،‬ﻧﺎﻳﺘﺮﻭﺟﻦ‪ ،‬ﺁﻫﻦ ﻭﻣﻮﺍﺩ ﺩﻳﮕﺮﻯ ﺭﺍ ﻛﻪ ﺩﺭﺧﺖ ﺩﺭ‬
‫ﺗﻮﻟﻴﺪ ﺳــﻴﺐ ﺑﻪ ﻛﺎﺭ ﺑﺮﺩﻩ ﺍﺳﺖ‪ ،‬ﺍﺳــﺘﻔﺎﺩﻩ ﻧﻤﻮﺩﻳﺪ‪ .‬ﺩﺭ ﺣﻘﻴﻘﺖ ﺳﻴﺐ‬
‫ﺩﺍﺭﺍﻯ ﺍﻧﺮژﻯ ﺍﺳــﺖ ﻛﻪ ﺑﻪ ﻛﻤﻚ ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﺩﺭ ﺑﺮگ ﺩﺭﺧﺖ ﺳﻴﺐ‬
‫ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳــﺖ‪ .‬ﻣﻮﺍﺩ ﺩﺍﺧﻞ ﺩﺭ ﺳــﻴﺐ ﺩﻳﺮ ﻳﺎ ﺯﻭﺩ ﺍﺯ ﺑﺪﻥ ﺷــﻤﺎ‬
‫ﺩﻭﺑﺎﺭﻩ ﺩﺍﺧﻞ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺑﻪ ﺍﻳﻦ ﺗﺮﺗﻴﺐ ﻣﻮﺍﺩ ﻭ ﺍﻧﺮژﻯ ﺩﺭ‬
‫ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺣﺮﻛﺖ ﻣﻰ ﻛﻨﻨﺪ‪.‬‬
‫ﺷﻜﻞ)‪ (8-1‬ﺩﻭﺭﺍﻥ ﻣﻮﺍﺩ ﺩﺭ ﻃﺒﻴﻌﺖ‬
‫ﺑﺰﺭﮔﺘﺮﻳﻦ ﻣﻨﺒﻊ ﺍﻧﺮژﻯ‪ ،‬ﻧﻮﺭ ﺁﻓﺘﺎﺏ ﺍﺳــﺖ‪ ،‬ﺗﻮﻟﻴﺪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺍﺯ ﻃﺮﻳﻖ‬
‫ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﻭ ﻣﻮﺍﺩ ﻣﻌﺪﻧﻰ ﺭﺍ ﺑﻪ ﺍﻧﺮژﻯ ﻛﻴﻤﻴﺎﻭﻯ ﺗﺒﺪﻳﻞ‬
‫ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺍﻳــﻦ ﺍﻧﺮژﻯ ﻛﻴﻤﻴﺎﻭﻯ ﺩﺭ ﻣﻮﺍﺩ ﻋﻀﻮﻯ ﻣﺎﻧﻨﺪ ﻗﻨﺪﻫﺎ ﺫﺧﻴﺮﻩ‬
‫ﻣﻰ ﺷــﻮﺩ‪ .‬ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩ ﮔﺎﻥ‪ ،‬ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ ﺭﺍ ﺑﺮﺍﻯ ﺧﻮﺩ ﺗﻮﻟﻴﺪ ﻣﻰ ﻛﻨﻨﺪ‪،‬‬
‫ﻛــﻪ ﻣﺼﺮﻑ ﻛﻨﻨﺪﮔﺎﻥ ﻧﻴﺰ ﺍﺯ ﺍﻳﻦ ﻣﻮﺍﺩ ﺗﻐﺬﻳﻪ ﻣــﻰ ﻛﻨﻨﺪ‪ .‬ﻫﻨﮕﺎﻣﻰ ﻛﻪ‬
‫ﺩﺭ ﻳﻚ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻳﻚ ﻣﻮﺟﻮﺩ ﺯﻧﺪﻩ ﺍﺯ ﻣﻮﺟــﻮﺩ ﺯﻧﺪﻩ ﺩﻳﮕﺮ ﺗﻐﺬﻳﻪ‬
‫ﻼ‪ :‬ﻫﻨﮕﺎﻣﻰ ﻛﻪ ﺣﻴﻮﺍﻥ ﻧﺒﺎﺕ‬ ‫ﻣﻰ ﻛﻨﺪ‪ ،‬ﺍﻧﺮژﻯ ﻫﻢ ﻣﻨﺘﻘﻞ ﻣﻰ ﺷــﻮﺩ؛ ﻣﺜ ً‬
‫ﺧﻮﺍﺭ ﻣﺎﻧﻨﺪ ﻣﻮﺵ‪ ،‬ﮔﻨﺪﻡ ﻣﻰ ﺧﻮﺭﺩ ﻭ ﻳﺎ ﻳﻚ ﮔﻮﺷــﺘﺨﻮﺍﺭ ﻣﺎﻧﻨﺪ ﮔﺮﺑﻪ‪،‬‬
‫ﻣﻮﺵ ﺭﺍ ﻣﻰ ﺧﻮﺭﺩ‪ ،‬ﺩﺭ ﻭﺍﻗﻊ ﺍﻧﺮژﻯ ﻣﻮﺭﺩ ﻧﻴﺎﺯ ﺧﻮﺩ ﺭﺍ ﺑﺪﺳﺖ ﻣﻰ ﺁﻭﺭﺩ‪.‬‬
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 ‫ﺑﺎﺯ‬
‫ﻋﻠﻒ‬ ‫ﭘﺮﻧﺪﻩ ﻛﻮﭼﻚ‬
‫ﻣﻠﺦ‬
‫ﺷﻜﻞ)‪ (8-2‬ﺿﺎﻳﻊ ﺷﺪﻥ ﺍﻧﺮژﻯ‬
‫ﺗﻮﺟــﻪ ﻛﻨﻴﺪ ﻛﻪ ﻫﻤﻪ ﺍﻧﺮژﻯ ﻛﻪ ﻳــﻚ ﺣﻠﻘﻪ ﺍﺯ ﺯﻧﺠﻴﺮ ﻏﺬﺍﻳﻰ ﺩﺍﺭﺩ‪ ،‬ﺑﻪ‬
‫ﻼ‪ :‬ﻫﻤﻪ ﺍﻧﺮژﻯ ﻛﻪ ﻧﺒــﺎﺕ ﮔﻨﺪﻡ ﺍﺯ ﺁﻓﺘﺎﺏ‬‫ﺣﻠﻘﻪ ﺑﻌﺪﻯ ﻧﻤﻰ ﺭﺳــﺪ؛ ﻣﺜ ً‬
‫ﮔﺮﻓﺘﻪ ﺍﺳــﺖ ﺩﺭ ﺩﺍﻧﻪ ﻫﺎﻯ ﮔﻨﺪﻡ ﺫﺧﻴﺮﻩ ﻧﻤﻰ ﺷــﻮﺩ؛ ﺑﻠﻜﻪ ﻗﺴــﻤﺘﻰ‬
‫ﺍﺯ ﺁﻥ ﺻــﺮﻑ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺣﻴﺎﺗﻰ ﺧﻮﺩ ﻧﺒﺎﺕ ﮔﻨﺪﻡ ﺷــﺪﻩ ﺍﺳــﺖ‪ .‬ﺑﻪ‬
‫ﻫﻤﻴﻦ ﻗﺴــﻢ ﻫﻤﻪ ﺍﻧﺮژﻯ ﻛﻪ ﻣﻮﺵ ﺍﺯ ﮔﻨﺪﻡ ﺑﺪﺳــﺖ ﺁﻭﺭﺩﻩ ﺍﺳــﺖ ﺑﻪ‬
‫ﮔﺮﺑﻪ ﻧﻤﻰ ﺭﺳــﺪ‪ ،‬ﺯﻳﺮﺍ ﻣﻘﺪﺍﺭﻯ ﺍﺯ ﺍﻳﻦ ﺍﻧﺮژﻯ ﺻﺮﻑ ﻓﻌﺎﻟﻴﺖ ﻫﺎﻯ ﺑﺪﻧﻰ‬
‫ﺁﻥ ﺷﺪﻩ ﻳﺎ ﺍﻳﻨﻜﻪ ﺑﻪ ﺻﻮﺭﺕ ﺣﺮﺍﺭﺕ ﺑﻪ ﻓﻀﺎ ﺍﻧﺘﻘﺎﻝ ﺷﺪﻩ ﺍﺳﺖ‪ .‬ﺷﻜﻞ‬
‫)‪ (8-2‬ﺍﻧﺘﻘﺎﻝ ﻭ ﻛﻢ ﺷﺪﻥ ﺍﻧﺮژﻯ ﻭ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻰ ﺭﺍ ﺍﺯ ﻳﻚ ﺣﻠﻘﻪ ﺯﻧﺠﻴﺮ‬
‫ﻏﺬﺍﻳﻰ ﺑﻪ ﺣﻠﻘﻪ ﺩﻳﮕﺮ ﻧﺸﺎﻥ ﻣﻰ ﺩﻫﺪ‪.‬‬
‫ﻓﻌﺎﻟﻴﺖ‬
‫ﺑﻪ ﺍﺳﺎﺱ ﺷﻜﻞ )‪ (8 -2‬ﺩﺭ ﻣﺤﻴﻂ ﺗﺎﻥ‪ ،‬ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩ‪ ،‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﺓ ﺍﻭﻟﻰ ﻭ ﻫﻤﻪ ﭼﻴﺰ ﺧﻮﺍﺭﺍﻥ ﺭﺍ ﺗﻌﻴﻴﻦ ﻛﻨﻴﺪ‪.‬‬
‫ﺩﻭﺭﺍﻥ ﻣﻮﺍﺩ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﻫﻤﻪ ﭼﻴــﺰ ﺧﻮﺍﺭﺍﻥ‪ ،‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﺩﻭﻣــﻰ‪ ،‬ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ‬
‫ﺍﻭﻟﻰ ﻭ ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩﮔﺎﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﻧﺪ ﻛﻪ ﺑﺮﺍﻯ ﻧﺸﻮ‪ ،‬ﻧﻤﻮ ﻭ ﻓﻌﺎﻟﻴﺖ‬
‫ﻫــﺎﻯ ﺣﻴﺎﺗﻰ ﺑﻪ ﻣﻮﺍﺩ ﻭ ﻋﻨﺎﺻﺮ ﻛﻴﻤﻴﺎﻭﻯ ﺿــﺮﻭﺭﺕ ﺩﺍﺭﻧﺪ‪ .‬ﺍﻳﻨﻬﺎ ﻣﻮﺍﺩ ﺭﺍ‬
‫ﺍﺯ ﻣﺤﻴﻂ ﺧﻮﺩ ﻣﻰﮔﻴﺮﻧﺪ ﻛﻪ ﻳﻚ ﻗﺴــﻤﺖ ﺁﻥ ﺟﺰء ﺑﺪﻥ ﺁﻥ ﻫﺎ ﻣﻰﺷﻮﺩ‪.‬‬
‫ﺑﻌﺪ ﺍﺯ ﻣﺮگ ﺍﻳﻦ ﻣﻮﺍﺩ ﻛﻴﻤﻴﺎﻭﻯ ﭘﺎﺭﭼﻪ ﺷــﺪﻩ ﻭ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻣﺤﻴﻂ ﺩﺍﺧﻞ‬
‫ﻣﻰﮔﺮﺩﻧــﺪ‪ ،‬ﺗﺎ ﺩﻭﺑﺎﺭﻩ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﺓ ﺩﻳﮕﺮ ﺍﺯ ﺁﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻛﻨﻨﺪ‪ .‬ﭘﺲ‬
‫ﮔﻔﺘــﻪ ﻣﻰ ﺗﻮﺍﻧﻴﻢ ﻛﻪ ﻳﻚ ﻣﻘﺪﺍﺭ ﻣــﻮﺍﺩ ﻳﺎ ﻋﻨﺎﺻﺮ ﻛﻴﻤﻴﺎﻭﻯ ﺩﺭ ﻳﻚ ﻭﻗﺖ‬
‫ﺟﺰء ﺑﺪﻥ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻮﺩﻩ ﻭ ﺩﺭ ﻭﻗﺖ ﺩﻳﮕﺮ ﺟﺰء ﻣﺤﻴﻂ ﻣﻰ ﺑﺎﺷﻨﺪ‪.‬‬
‫ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ‬
‫ﺩﺭﺷﻜﻞ )‪ (8-3‬ﭼﻪ ﻣﻲﺑﻴﻨﻴﺪ؟ ﺍﮔﺮﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ ﻭﺟﻮﺩ ﻧﻤﻲﺩﺍﺷﺖ ﭼﻪ‬
‫ﺣﺎﻟﺖ ﺑﻮﺟﻮﺩ ﻣﻲﺁﻣﺪ؟ ﺁﻳﺎ ﺁﺏ ﺑﺤﺮ ﻫﺎ ﺑﻪ ﻣﺮﻭﺭ ﺯﻣﺎﻥ ﻣﺼﺮﻑ ﺷــﺪﻩ ﻭ ﺍﺯ‬
‫ﺑﻴﻦ ﻣﻲﺭﻭﺩ ﻭ ﻳﺎ ﺩﺭ ﻃﺒﻴﻌﺖ ﺩﻭﺭﺍﻥ ﻣﻲﻛﻨﺪ؟‬
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 ‫ﺑﺎﺭﺵ‬
‫ﺗﻌﺮﻕ ﺁﺏ‬
‫ﺗﺒﺨﻴﺮ ﺁﺏ‬
‫ﺑﺤﺮ‬
‫ﺟﻬﻴﻞ‬
‫ﺁﺏ ﺯﻳﺮﺯﻣﻴﻨﻰ‬
‫ﺷﻜﻞ)‪ (8-3‬ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ‬
‫ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﻣﺜﺎﻝ ﺳﺎﺩﺓ ﺍﻧﺘﻘﺎﻝ ﻳﺎ ﺩﻭﺭﺍﻥ ﻣﻮﺍﺩ ﺩﺭ ﻃﺒﻴﻌﺖ‪ ،‬ﺩﻭﺭﺍﻥ‬
‫ﺁﺏ ﺍﺳــﺖ ﻛﻪ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﻫﻤﻴﺸــﻪ ﺑﺮﺍﻱ ﻓﻌﺎﻟﻴــﺖ ﻫﺎﻱ ﺣﻴﺎﺗﻲ‬
‫ﺧﻮﺩ ﺍﺯ ﺁﻥ ﺍﺳــﺘﻔﺎﺩﻩ ﻣﻰ ﻛﻨﻨﺪ‪ .‬ﺍﻟﺒﺘﻪ ﺗﺄﺛﻴﺮ ﺁﺏ ﺑﺎﻻﻯ ﻣﻮﺟﻮﺩﺍﺕ ﻳﻚ‬
‫ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺍﺯ ﻫﻤﻪ ﻣﻬﻤﺘﺮ ﺍﺳﺖ‪.‬‬
‫ﺗﻘﺮﻳﺒﺎً ‪ % 70‬ﺳــﻄﺢ ﻛﺮﻩ ﺯﻣﻴﻦ ﺭﺍ ﺁﺏ ﮔﺮﻓﺘﻪ ﺍﺳــﺖ‪ .‬ﺗﻮﺳﻂ ﺣﺮﺍﺭﺕ‬
‫ﺁﻓﺘﺎﺏ ﻭ ﺟﺮﻳﺎﻥ ﻫﻮﺍ ﺁﺏ ﺍﺯ ﺳــﻄﺢ ﺍﺑﺤــﺎﺭ‪ ،‬ﺩﺭﻳﺎ ﻫﺎ ﻭ ﺟﻬﻴﻞ ﻫﺎ ﺗﺒﺨﻴﺮ‬
‫ﻣﻲ ﺷــﻮﺩ‪ .‬ﺁﺏ ﺗﺒﺨﻴﺮ ﺷــﺪﻩ )ﺑﺨﺎﺭﺍﺕ ﺁﺏ( ﺩﺭ ﻗﺴﻤﺖ ﻫﺎﻱ ﺑﺎﻻ ﻫﻮﺍﻯ‬
‫ﺍﺑﺮﻱ ﺭﺍ ﺗﺸــﻜﻴﻞ ﻣﻲ ﺩﻫﺪ‪ .‬ﺯﻣﺎﻧﻴﻜﻪ ﺍﻳﻦ ﺍﺑﺮ ﻫﺎ ﺑﻪ ﺳــﺎﺣﻪ ﻫﺎﻱ ﺳــﺮﺩ‬
‫ﺑﺮﺳــﺪ ﺩﺭ ﻧﺘﻴﺠﻪ ﺑﻪ ﻗﻄﺮﺍﺕ ﺁﺏ ﻣﺒﺪﻝ ﻣﻲ ﺷــﻮﻧﺪ ﻛﻪ ﺑﻪ ﺷﻜﻞ ﺑﺎﺭﺍﻥ‬
‫ﺑﻪ ﺯﻣﻴﻦ ﻓﺮﻭﺩ ﻣﻲ ﺁﻳﺪ‪ .‬ﺍﮔﺮ ﺑﺨﺎﺭﺍﺕ ﺑﻪ ﻳﻚ ﺳــﺎﺣﺔ ﺯﻳﺎﺩ ﺳــﺮﺩ ﺑﺮﺳﺪ‪،‬‬
‫ﺑﻪ ﺷــﻜﻞ ﺑﺮﻑ ﻭ ژﺍﻟﻪ ﺑﻪ ﺯﻣﻴﻦ ﻣﻲ ﺁﻳﻨﺪ‪ .‬ﻳﻚ ﺍﻧﺪﺍﺯﺓ ﺍﻳﻦ ﺁﺏ ﺩﺭ ﺯﻣﻴﻦ‬
‫ﺟﺬﺏ ﻣﻲ ﺷﻮﺩ ﻭ ﺁﺏ ﺯﻳﺮﺯﻣﻴﻨﻰ ﺭﺍ ﺗﺸﻜﻴﻞ ﻣﻰ ﺩﻫﺪ‪ .‬ﻗﺴﻤﺖ ﺯﻳﺎﺩ ﺁﺏ‬
‫ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺩﺭﻳﺎ ﻭ ﺑﺤﺮ ﻣﻲ ﺭﻭﺩ‪ .‬ﻫﻤﭽﻨﻴﻦ ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‬
‫ﻼ‪ :‬ﻗﺴﻤﺖ ﺯﻳﺎﺩ ﺁﺏ ﺗﻮﺳﻂ ﺭﻳﺸﻪ ﻫﺎﻯ ﻧﺒﺎﺗﺎﺕ‬ ‫ﻧﻴﺰ ﺻﻮﺭﺕ ﻣﻰ ﮔﻴﺮﺩ؛ ﻣﺜ ً‬
‫ﺟﺬﺏ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺁﺑﻲ ﻛﻪ ﺗﻮﺳــﻂ ﻧﺒﺎﺗﺎﺕ ﺟﺬﺏ ﺷــﺪﻩ ﻳﻚ ﻣﻘﺪﺍﺭﺁﻥ‬
‫ﺗﻮﺳﻂ ﻋﻤﻠﻴﻪ ﺗﻌﺮﻕ )‪ (Transpiration‬ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻫﻮﺍ ﻣﻲ ﺭﻭﺩ‪ .‬ﺁﺏ‬
‫ﺍﺯ ﺑﺪﻥ ﺍﻧﺴــﺎﻧﻬﺎ ﻭ ﺣﻴﻮﺍﻧﺎﺕ ﺩﻳﮕﺮ ﺗﻮﺳــﻂ ﺗﻨﻔﺲ‪ ،‬ﺍﺩﺭﺍﺭ ﻭ ﺗﺠﺰﻳﻪ ﺷﺪﻥ‬
‫ﺑــﺪﻥ ﺑﻌﺪ ﺍﺯ ﻣﺮﺩﻥ ﺩﻭﺑﺎﺭﻩ ﺑــﻪ ﻣﺤﻴﻂ ﺑﺮ ﻣﻰ ﮔﺮﺩﺩ ﻛﻪ ﺑﺎ ﺑﺨﺎﺭﺍﺕ ﺩﻳﮕﺮ‬
‫ﻳﻜﺠﺎ ﺷــﺪﻩ ﺍﺑﺮ ﻫﺎ ﺭﺍ ﻣﻲ ﺳﺎﺯﺩ‪ .‬ﻟﻬﺬﺍ ﺑﻪ ﻃﻮﺭ ﻃﺒﻴﻌﻰ ﺁﺏ ﺟﻬﻴﻞ ﻳﺎ ﺁﺏ‬
‫ﺑﺤﺮ ﻫﺎ ﺑﻴﻦ ﻫﻮﺍ ﻭ ﺯﻣﻴﻦ ﻳﻚ ﮔﺮﺩﺵ ﻭ ﺩﻭﺭﺍﻥ ﺭﺍ ﻃﻲ ﻣﻲ ﻛﻨﺪ‪ .‬ﻛﻪ ﺍﻳﻦ‬
‫ﮔﺮﺩﺵ ﺭﺍ ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ ﻣﻰ ﻧﺎﻣﻨﺪ‪.‬‬
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 ‫ﻓﻌﺎﻟﻴﺖ‬
‫ﻳﻚ ﻇﺮﻑ ﺳﺮ ﺑﺴﺘﻪ ﺭﺍ ﻛﻪ ﻛﻤﻲ ﺁﺏ ﺩﺍﺷﺘﻪ ﺑﺎﺷﺪ ﺑﺎﻻﻱ ﺁﺗﺶ ﮔﺬﺍﺷﺘﻪ ﺣﺮﺍﺭﺕ ﺑﺪﻫﻴﺪ ﺗﺎ ﻛﻪ ﺁﺏ ﺑﻪ ﺟﻮﺵ ﺑﻴﺎﻳﺪ‪ .‬ﺑﻌﺪ‬
‫ﺍﺯ ﺁﻥ ﺑﺎﻻﻱ ﻗﺴــﻤﺖ ﺧﺎﺭﺟﻲ ﺳــﺮﭘﻮﺵ ﻇﺮﻑ‪ ،‬ﻛﻤﻲ ﺁﺏ ﻳﺦ ﺑﻴﻨﺪﺍﺯﻳﺪ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺪﺗﻰ ﺳﺮﭘﻮﺵ ﺭﺍ ﺑﺎﻻ ﻛﻨﻴﺪ‪ ،‬ﺧﻮﺍﻫﻴﺪ‬
‫ﺩﻳﺪ ﻛﻪ ﺩﺭ ﻗﺴــﻤﺖ ﺩﺍﺧﻠﻲ ﺳــﺮﭘﻮﺵ ﻗﻄﺮﺍﺕ ﺁﺏ ﺗﺸــﻜﻴﻞ ﺷــﺪﻩ ﻧﺘﻴﺠﻪ ﻣﻲ ﮔﻴﺮﻳﻢ ﻛﻪ ﺁﺏ ﺗﻮﺳﻂ ﺣﺮﺍﺭﺕ ﺑﻪ ﺑﺨﺎﺭ‬
‫ﺗﺒﺪﻳﻞ ﺷــﺪﻩ ﺍﺳــﺖ ﻭ ﺯﻣﺎﻧﻴﻜﻪ ﺑﺨﺎﺭﺍﺕ ﺗﻮﺳﻂ ﺁﺏ ﺳﺮﺩ ﺷــﺪ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﻗﻄﺮﺍﺕ ﺁﺏ ﺗﺒﺪﻳﻞ ﻣﻲ ﺷﻮﺩ‪ .‬ﺩﺭ ﺣﻘﻴﻘﺖ ﺁﺏ‬
‫ﻇﺮﻑ ﻳﻚ ﺩﻭﺭﺍﻥ ﺭﺍ ﻃﻲ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪.‬‬
‫ﻧﺘﻴﺠﻪ ﻳﻰ ﺭﺍﻛﻪ ﺍﺯ ﺍﻧﺠﺎﻡ ﻓﻌﺎﻟﻴﺖ ﺑﺪﺳﺖ ﺁﻭﺭﺩﻳﺪ ﺑﺎ ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ ﻣﻘﺎﻳﺴﻪ ﻛﻨﻴﺪ‪.‬‬
‫ﺍﻫﻤﻴﺖ ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ‬
‫ﺁﻳــﺎ ﺁﺏ ﺑﺎﻻﻱ ﺯﻧﺪﻩ ﮔﻲ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺗﺄﺛﻴﺮ ﺩﺍﺭﺩ؟ ﺍﮔﺮ ﺍﻧﺴــﺎﻥ ﭼﻨﺪ‬
‫ﻭﻗﺘﻰ ﺁﺏ ﻧﻪ ﻧﻮﺷــﺪ ﭼﻪ ﻣﻰ ﺷــﻮﺩ؟ ﺍﮔﺮ ﺑﻪ ﻧﺒﺎﺗﺎﺕ ﭼﻨﺪ ﺭﻭﺯ ﺁﺏ ﺩﺍﺩﻩ‬
‫ﻧﺸﻮﺩ ﭼﻪ ﺣﺎﺩﺛﻪ ﺭﺥ ﻣﻲ ﺩﻫﺪ؟‬
‫ﻃــﻮﺭﻱ ﻛﻪ ﺩﺭ ﻓﺼﻞ ﻋﻤﻠﻴﻪ ﻫﺎﻯ ﺣﺠــﺮﻭﻯ ﺧﻮﺍﻧﺪﻳﺪ‪ ،‬ﺍﮔﺮ ﺑﺮﺍﻯ ﻧﺒﺎﺕ‬
‫ﭼﻨــﺪ ﻭﻗﺘﻰ ﺁﺏ ﻧﺮﺳــﺪ‪ ،‬ﺑﺮﮔﻬﺎﻯ ﻧﺒﺎﺕ ﺍﻭﻝ ﭘﮋﻣﺮﺩﻩ ﺷــﺪﻩ‪ ،‬ﺑﻌﺪ ﺍﺯ ﺁﻥ‬
‫ﺧﺸﻚ ﻣﻰ ﺷﻮﺩ ﻭ ﺩﺭ ﻧﺘﻴﺠﻪ ﻧﺒﺎﺕ ﺍﺯ ﺑﻴﻦ ﻣﻰ ﺭﻭﺩ‪.‬‬
‫ﺁﺏ ﻣﺎﻳﻊ ﺯﻧﺪﻩ ﮔﻲ ﺍﺳــﺖ‪ .‬ﻣﺎ ﻭ ﺷــﻤﺎ ﻫﻢ ﺑﺮﺍﻱ ﺩﻭﺍﻡ ﺯﻧﺪﻩ ﮔﻲ ﺧﻮﺩ ﺑﻪ‬
‫ﺁﺏ ﺿﺮﻭﺭﺕ ﺩﺍﺭﻳﻢ‪ .‬ﺁﺏ ﻣﻌﻤﻮﻟﺘﺮﻳﻦ ‪ ،‬ﻣﻔﻴﺪ ﺗﺮﻳﻦ ﻭ ﺍﺯ ﺑﺴﻴﺎﺭﻯ ﺟﻬﺎﺕ‪،‬‬
‫ﻋﺠﻴﺐ ﺗﺮﻳﻦ ﻣﺎﻳﻊ ﺍﺳــﺖ‪ .‬ﺍﻳﻦ ﻣﺎﻳﻊ ﭼﺸــﻤﻪ ﻫﺎ ﻭ ﺩﺭﻳﺎﻫﺎ ﺭﺍ ﺑﻪ ﻭﺟﻮﺩ‬
‫ﻣﻰ ﺁﻭﺭﺩ ﻭ ﺑﻪ ﺻﻮﺭﺕ ﺑﺎﺭﺍﻥ‪ ،‬ژﺍﻟﻪ ﻭ ﺑﺮﻑ ﺑﺮ ﺯﻣﻴﻦ ﻣﻰ ﺭﻳﺰﺩ‪.‬‬
‫ﺣﺠــﺮﺍﺕ ﻣﺨﺘﻠﻒ ﺑﺪﻥ ﺗﻘﺮﻳﺒﺎً ‪ 95% –65%‬ﺁﺏ ﺩﺍﺭﻧﺪ‪ .‬ﺁﺏ ﻳﻚ ﻣﺤﻠﻞ‬
‫ﺧﻮﺏ ﺍﺳــﺖ‪ .‬ﺍﻛﺜﺮ ﻣﻮﺍﺩ ﺩﺭ ﺁﺏ ﻣﻨﺤﻞ ﻣﻲ ﺷــﻮﻧﺪ‪ .‬ﺍﺳــﺎﺱ ﺯﺭﺍﻋﺖ ﺭﺍ‬
‫ﺁﺏ ﺗﺸــﻜﻴﻞ ﻧﻤﻮﺩﻩ ﺍﺳﺖ‪ .‬ﺁﻥ ﻣﻨﺎﻃﻘﻲ ﻛﻪ ﺁﺏ ﻛﻢ ﺩﺍﺭﺩ ﻳﺎ ﺑﺎﺭﺍﻥ ﻧﻤﻲ‬
‫ﺑﺎﺭﺩ‪ ،‬ﺩﺭ ﺁﻥ ﺟﺎ ﺧﺸﻜﺴﺎﻟﻲ ﺑﻪ ﻭﺟﻮﺩ ﻣﻰ ﺁﻳﺪ ﻛﻪ ﺑﺎﻻﻱ ﺯﻧﺪﻩ ﮔﻲ ﺗﻤﺎﻡ‬
‫ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺗﺄﺛﻴﺮ ﺯﻳﺎﺩ ﻣﻨﻔﻰ ﻭﺍﺭﺩ ﻣﻰ ﻧﻤﺎﻳﺪ‪ .‬ﺁﺏ ﺩﺭ ﺻﻨﻌﺖ ﻧﻘﺶ‬
‫ﻣﻬﻢ ﺩﺍﺭﺩ؛ ﻣﺜ ً‬
‫ﻼ‪ :‬ﺑﺎ ﺍﺳــﺘﻔﺎﺩﻩ ﺍﺯ ﺁﺏ ﺑﺮﻕ ﺗﻮﻟﻴﺪ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺁﺳﻴﺎﺏ ﺁﺑﻲ‬
‫ﺗﻮﺳــﻂ ﻗﺪﺭﺕ ﺁﺏ‪ ،‬ﮔﻨﺪﻡ ﻭ ﺟﻮﺍﺭﻯ ﺭﺍ ﺁﺭﺩ ﻣﻰ ﻛﻨﺪ‪ .‬ﺁﺏ ﻫﻤﭽﻨﻴﻦ ﺩﺭ‬
‫ﻓﺎﺑﺮﻳﻜﺎﺕ ﻣﺨﺘﻠﻒ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺩﺭ ﻛﺪﺍﻡ ﻣﻮﺍﺭﺩ ﺩﻳﮕﺮ ﺍﺯ ﺁﺏ ﺍﺳﺘﻔﺎﺩﻩ ﻣﻰ ﺷﻮﺩ؟ ﻫﺮ ﺷﺎﮔﺮﺩ ﺩﻭ ﻣﺜﺎﻝ ﺭﺍ ﺩﺭ ﺻﻨﻒ ﺫﻛﺮ ﻧﻤﺎﻳﺪ‪.‬‬
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‫ﻣﻮﺟﻮﺩﻳﺖ ﻫﻮﺍ ﺩﺭ ﺍﻳﻜﻮﺳﻴﺴــﺘﻢ ﺿﺮﻭﺭﻯ ﺍﺳــﺖ‪ .‬ﮔﺎﺯﻫﺎﻯ ﻣﺨﺘﻠﻔــﻰ ﺩﺭ ﻫﻮﺍ ﺑﺮﺍﻯ ﺯﻧﺪﻩ‬
‫ﮔــﻰ ﻣﻬــﻢ ﺍﻧﺪ‪ .‬ﻛﺎﺭﺑﻨﻰ ﻛــﻪ ﺩﺭ ﺗﺮﻛﻴﺐ ﮔﺎﺯ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﻣﻮﺟﻮﺩ ﺍﺳــﺖ‪ ،‬ﺑﺎ ﺁﺏ‬
‫ﻳﻜﺠﺎ ﻭ ﻋﻤﻠﻴﻪ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺭﺍ ﺑﻪ ﭘﻴﺶ ﻣﻰ ﺑﺮﺩ‪ .‬ﻛﺎﺭﺑﻦ ﺩﺭ ﻋﻤﻠﻴﻪ ﻓﻮﺗﻮﺳــﻨﺘﻴﺰ ﺑﻪ ﺷﻜﻞ‬
‫ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﻣﻮﺟﻮﺩ ﺩﺭ ﻫﻮﺍ ﺑﻪ ﺗﻮﻟﻴﺪﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻛﻠﻮﺭﻭﻓﻴﻞ ﺩﺍﺭ ﺩﺍﺧﻞ ﺷــﺪﻩ ﻭ ﺍﺯ‬
‫ﺁﻧﺠﺎ ﺗﻮﺳــﻂ ﻣﻮﺍﺩ ﻏﺬﺍﻳﻲ‪ ،‬ﺩﺍﺧﻞ ﻭﺟﻮﺩ ﻣﺼﺮﻑ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺩﺭ ﻭﻗﺖ ﺗﻨﻔﺲ ﻳﻚ‬
‫ﻣﻘﺪﺍﺭ ﺁﻥ ﺩﻭﺑﺎﺭﻩ ﺑﻪ ﺍﺗﻤﻮﺳــﻔﻴﺮ ﺁﺯﺍﺩ ﻣﻰ ﺷﻮﺩ‪ .‬ﺑﻌﺪ ﺍﺯ ﻣﺮگ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ‪ ،‬ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ‬
‫ﮔﺎﻥ ﺑــﺪﻥ ﺁﻥ ﻫﺎ ﺭﺍ ﺗﺠﺰﻳــﻪ ﻣﻰ ﻛﻨﻨﺪ ﻭ ﻛﺎﺭﺑﻦ ﻣﻮﺟﻮﺩ ﺩﺭ ﺑﺪﻥ ﺁﻧﻬﺎ ﺑﻪ ﺷــﻜﻞ ﻛﺎﺭﺑﻦ ﺩﺍﻯ‬
‫ﺍﻛﺴــﺎﻳﺪ ﺁﺯﺍﺩ ﻭ ﺩﻭﺑﺎﺭﻩ ﺩﺍﺧﻞ ﺩﻭﺭﺍﻥ ﻣﻰ ﺷــﻮﺩ‪ .‬ﺩﺭ ﺗﺎﺭﻳﺦ ﺯﻣﻴﻦ ﻳﻚ ﻧﻮﻉ ﻣﻮﺍﺯﻧﻪ ﺑﻴﻦ ﺗﻮﻟﻴﺪ‬
‫ﻭ ﻣﺼــﺮﻑ ﻛﺎﺭﺑﻦ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﺑﻮﺩ ﻛﻪ ﻣﻘﺪﺍﺭ ﻛﺎﺭﺑﻦ ﻭ ﮔﺎﺯ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪ ﺑﻪ ﺻﻮﺭﺕ‬
‫ﺗﻘﺮﻳﺒــﺎً ﺛﺎﺑــﺖ ﺩﺭ ﻫــﻮﺍ ﻣﻮﺟﻮﺩ ﺑﻮﺩ‪ .‬ﺍﻳﻦ ﻣﻮﺍﺯﻧــﻪ ﺩﺭ ﭼﻨﺪ ﺩﻫﻪ ﺍﺧﻴﺮ ﺑﺮﻫﻢ ﺧﻮﺭﺩﻩ ﺍﺳــﺖ‪.‬‬
‫ﺗﻮﺳــﻂ ﺳﻮﺧﺘﺎﻧﺪﻥ ﺗﻴﻞ ﻭ ﺫﻏﺎﻝ ﺳﻨﮓ‪ ،‬ﭼﻮﺏ ﻫﺎﻯ ﺟﻨﮕﻼﺕ‪ ،‬ﺩﻭﺩ ﻓﺎﺑﺮﻳﻜﻪ ﻫﺎ ﻭ ﻣﻮﺗﺮ ﻣﻘﺪﺍﺭ‬
‫ﺯﻳــﺎﺩ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴــﺎﻳﺪﻱ ﺭﺍ ﻛﻪ ﺍﺯ ﺯﻣﺎﻧﻪ ﻫﺎﻯ ﺯﻳﺎﺩﻯ ﺩﺭ ﺯﻣﻴــﻦ ﺫﺧﻴﺮﻩ ﺑﻮﺩ‪ ،‬ﺩﻭﺑﺎﺭﻩ ﺑﻪ‬
‫ﺍﺗﻤﻮﺳــﻔﻴﺮ ﺁﺯﺍﺩ ﻛﺮﺩﻩ ﺍﺳــﺖ‪ .‬ﺍﻳﻦ ﺣﺎﻟﺖ‪ ،‬ﻣﻘﺪﺍﺭ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﺭﺍ ﺩﺭ ﻫﻮﺍ ﺯﻳﺎﺩ ﺳﺎﺧﺘﻪ‬
‫ﻭ ﺑﺎﻋﺚ ﺑﻮﺟــﻮﺩ ﺁﻭﺭﺩﻥ ﺣﺎﺩﺛﻪ ﻳﻰ ﺑﻪ ﻧﺎﻡ ﮔﺎﺯﻫﺎﻯ ﮔﻠﺨﺎﻧﻪ ﻳﻰ‬
‫)‪ (Green House‬ﺷﺪﻩ ﺍﺳﺖ ﻛﻪ ﺷﻤﺎ ﺩﺭ ﺻﻨﻒ ﻫﺎﻯ ﺁﻳﻨﺪﻩ‬
‫ﺁﻧﺮﺍ ﻣﻄﺎﻟﻌــﻪ ﺧﻮﺍﻫﻴﺪ ﻧﻤﻮﺩ‪ .‬ﺩﺭ ﺍﻳﻨﺠﺎ ﺗﻨﻬﺎ ﻫﻤﻴﻦ ﻗﺪﺭ ﮔﻔﺘﻪ‬
‫ﻣﻰ ﺷــﻮﺩ ﻛﻪ ﺩﺭ ﻧﺘﻴﺠﺔ ﺍﻳﻦ ﺣﺎﺩﺛﻪ ﺣﺮﺍﺭﺕ ﺯﻣﻴﻦ ﺑﻠﻨﺪ ﺭﻓﺘﻪ‪،‬‬
‫ﺗﻐﻴﻴــﺮﺍﺕ ﺍﻗﻠﻴﻤﻰ ﻭ ﺗﻐﻴﻴــﺮﺍﺕ ﺩﺭ ﻣﻨﺎﻃﻘﻰ ﻛﻪ ﻧﺒﺎﺗﺎﺕ ﺩﺭ ﺁﻥ‬
‫ﻧﻤﻮ ﻣﻰ ﻛﻨﻨﺪ‪ ،‬ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻩ ﺍﺳــﺖ‪ .‬ﻳﺨﭽﺎﻝ ﻫﺎﻯ ﻗﻄﺒﻰ ﺁﺏ‬
‫ﺷــﺪﻩ ﻭ ﺳــﻄﺢ ﺁﺏ ﺩﺭ ﺑﺤﺮﻫﺎ ﺑﻠﻨﺪ ﻣﻰ ﺭﻭﺩ‪ .‬ﺩﺭ ﻧﺘﻴﺠﻪ ﺗﻌﺪﺍﺩ‬
‫ﺯﻳــﺎﺩﻯ ﺍﺯ ﺍﻧﻮﺍﻉ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺍﺯ ﺑﻴﻦ ﺧﻮﺍﻫﻨﺪ ﺭﻓﺖ ﻭ ﺑﺮﺍﻯ‬
‫ﺯﻧﺪﻩ ﮔﻰ ﺍﻧﺴــﺎﻧﻬﺎﻯ ﺭﻭﻯ ﻛﺮﺓ ﺯﻣﻴﻦ ﺍﻣــﻜﺎﻥ ﺑﻪ ﻭﺟﻮﺩ ﺁﻣﺪﻥ‬
‫ﺣﻮﺍﺩﺙ ﻏﻴﺮ ﻣﻨﺘﻈﺮﻩ ﻣﻮﺟﻮﺩ ﺍﺳﺖ‪.‬‬
‫ﺷﻜﻞ)‪ (8-4‬ﺩﻭﺭﺍﻥ ﻛﺎﺭﺑﻦ ﺩﺭ ﻃﺒﻴﻌﺖ‬
‫ﻓﻜﺮ ﻛﻨﻴﺪ‬
‫ﺍﮔﺮ ﺩﺭ ﻳﻚ ﺍﺗﺎﻗﻲ ﻛﻪ ﻛﻠﻜﻴﻦ ﻫﺎﻯ ﺁﻥ ﺩﺍﺭﺍﻯ ﺷﻴﺸﻪ ﻫﺎﻯ ﺑﺰﺭگ ﺑﻮﺩﻩ ﻭ ﻳﺎ ﺩﺭ ﻳﻚ ﻣﻮﺗﺮﻱ ﻛﻪ ﺷﻴﺸﻪ ﻫﺎﻯ ﺁﻥ ﺑﺴﺘﻪ ﺑﺎﺷﺪ‪،‬‬
‫ﺁﻓﺘﺎﺏ ﺑﺘﺎﺑﺪ‪ ،‬ﺑﻪ ﺯﻭﺩﻯ ﻫﻮﺍﻯ ﺁﻥ ﮔﺮﻡ ﻣﻰ ﺷﻮﺩ‪ .‬ﭼﺮﺍ؟‬
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 ‫ﺧﻼﺻﺔ ﻓﺼﻞ ﻫﺸﺘﻢ‬
‫ﺩﺭ ﻃﺒﻴﻌﺖ‪ ،‬ﻣﻮﺍﺩ ﺍﺯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻪ ﻣﺤﻴﻂ ﻭ ﺍﺯ ﻣﺤﻴﻂ ﺑﻪ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺩﺭﺣﺎﻟﺖ ﺩﻭﺭﺍﻥ‬
‫ﺍﻧﺪ‪.‬‬
‫ﻭﺟﻮﺩ ﻫﺮ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﺑﻪ ﺍﻧﺮژﻯ ﺁﻓﺘﺎﺏ ﻭﻣﻨﺒﻊ ﺁﺏ ﻭﺍﺑﺴﺘﻪ ﻣﻰ ﺑﺎﺷﺪ‪.‬‬
‫ﺣﺮﻛــﺖ ﻋﻨﺎﺻــﺮ ﻭ ﻣﻮﺍﺩ ﻣﺨﺘﻠﻒ ﺭﺍ ﺍﺯ ﻣﺤﻴﻂ ﺑﻪ ﺑﺪﻥ ﺯﻧــﺪﻩ ﺟﺎﻧﻬﺎ ﻭ ﺧﺮﻭﺝ ﺩﻭﺑﺎﺭﻩ ﺁﻥ ﺍﺯ ﺑﺪﻥ‬
‫ﺁﻧﻬﺎ ﺑﻪ ﻣﺤﻴﻂ ﺭﺍ ﻛﻪ ﻫﻤﻴﺸﻪ ﺩﺭ ﺣﺎﻝ ﺗﻜﺮﺍﺭ ﺍﺳﺖ‪ ،‬ﺩﻭﺭﺍﻥ ﻣﻰ ﮔﻮﻳﻨﺪ؛ ﻣﺎﻧﻨﺪ ﺩﻭﺭﺍﻥ ﺁﺏ ﻛﻪ ﻣﺎﺩﻩ‬
‫ﺣﻴﺎﺕ ﺑﺨﺶ ﺩﺭ ﻃﺒﻴﻌﺖ ﺍﺳﺖ‪.‬‬
‫ﺩﺭ ﺣﺎﺩﺛﻪ ﮔﺎﺯ ﻫﺎﻯ ﮔﻠﺨﺎﻧﻪ ﻳﻰ ﺣﺮﺍﺭﺕ ﺯﻣﻴﻦ ﺑﻠﻨﺪ ﻣﻰ ﺷﻮﺩ‪.‬‬
‫ﺳﺆﺍﻝ ﻫﺎﻯ ﻓﺼﻞ ﻫﺸﺘﻢ‬
‫ﺟﻤﻠﻪ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺩﺭ ﻛﺘﺎﺑﭽﻪ ﻫﺎﻯ ﺗﺎﻥ ﺑﻨﻮﻳﺴـﻴﺪ ﻭ ﺩﺭ ﻣﻘﺎﺑﻞ ﺻﺤﻴﺢ ﻋﻼﻣﻪ »ﺹ« ﻭ‬
‫ﺩﺭ ﻣﻘﺎﺑﻞ ﻏﻠﻂ »ﻍ« ﻧﻮﺷﺘﻪ ﻛﻨﻴﺪ‪:‬‬
‫(‬ ‫‪ -1‬ﻧﺒﺎﺗﺎﺕ ﻫﻤﻪ ﺍﻧﺮژﻯ ﻧﻮﺭ ﺧﻮﺭﺷﻴﺪ ﺭﺍ ﻛﻪ ﺩﺭﻳﺎﻓﺖ ﻛﺮﺩﻩ ﺍﻧﺪ‪ ،‬ﺫﺧﻴﺮﻩ ﻣﻰ ﻛﻨﻨﺪ‪) .‬‬
‫(‬ ‫‪ -2‬ﻗﺴﻤﺘﻰ ﺍﺯ ﻛﺎﺭﺑﻦ ﺍﺯ ﻋﻤﻞ ﺗﺠﺰﻳﻪ ﻛﻨﻨﺪﻩ ﮔﺎﻥ ﻭﺍﺭﺩ ﺍﻳﻜﻮﺳﻴﺴﺘﻢ ﻣﻰ ﺷﻮﺩ‪) .‬‬
‫(‬ ‫‪ -3‬ﺍﻓﺰﺍﻳﺶ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﺑﺎﻋﺚ ﮔﺮﻡ ﺷﺪﻥ ﺯﻣﻴﻦ ﻣﻰ ﺷﻮﺩ‪) .‬‬
‫ﺳﻮﺍﻝ ﻫﺎﻯ ﺫﻳﻞ ﺭﺍ ﺗﺸﺮﻳﺢ ﻧﻤﺎﻳﻴﺪ‪:‬‬
‫‪ -4‬ﺩﻭﺭﺍﻥ ﺁﺏ ﺩﺭ ﻃﺒﻴﻌﺖ ﺭﺍ ﺑﺎ ﻳﻚ ﺷﻜﻞ ﻧﺸﺎﻥ ﺩﻫﻴﺪ‪.‬‬
‫‪ -5‬ﺍﻓﺰﺍﻳﺶ ﻛﺎﺭﺑﻦ ﺩﺍﻯ ﺍﻛﺴﺎﻳﺪ ﭼﻪ ﺗﺄﺛﻴﺮﻯ ﺑﺎﻻﻯ ﻃﺒﻴﻌﺖ ﺩﺍﺭﺩ؟‬
‫‪ -6‬ﺍﻫﻤﻴﺖ ﺩﻭﺭﺍﻥ ﻛﺎﺭﺑﻦ ﺭﺍ ﺑﺮﺍﻯ ﻣﻮﺟﻮﺩﺍﺕ ﺯﻧﺪﻩ ﺑﻴﺎﻥ ﻧﻤﺎﻳﻴﺪ‪.‬‬
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