الخط المستقيم

äÉã∏ãŸGh á°Sóæ¡dG
q üdG
ô°TÉ©dG ∞°
10
ÖdÉ£dG ÜÉàc
ƭÞÜÝÝ-ÞÜÝÜ
Low Resolution Copy

äÉã∏ãŸGh á°Sóæ¡dG
ô°TÉ©dG ∞°üdG
ÖdÉ£dG ÜÉàc 10
s oCG
á«æWƒdG ÒjÉ©ŸG ≈∏Y Ak ÉæH á∏°ù∏°ùdG √òg äóY
ájQƒ¡ª÷G ‘ »©eÉ÷G πÑb Ée ΩÉ©dG º«∏©àdG ègÉæŸ
.ájQƒ°ùdG á«Hô©dG
¢Uôa øeDu ƒJh ,á«JÉ«M ∞bGƒe á∏°ù∏°ùdG √òg ìô£J
ÒμØàdG äGQÉ¡e º∏q ©àŸG iód »ªæJh
q ,IÒãc º∏q ©J
º«≤dG ¬jód Ruõ©oJ Éªc á«JÉ«◊G äGQÉ¡ŸGh É«∏©dG
ÚH á«é¡æŸG §HGhôdG ºYóJh ,á«æWƒdGh á«YÉªàL’G
∫ƒM QƒëªàJ á∏°ù∏°ùdG √òg .iôNC’G á«°SGQódG OGƒŸG
q
.á«∏ª©dGh á«ægòdG ¬JGQób á«ªæJh º∏q ©àŸG
‫ ﻡ‬٢٠١١ - ٢٠١٠
‫ﺍﻟﻤﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻄﺒﺎﻋﺔ‬
Low Resolution Copy
‫ﺣﻘﻮﻕ ﺍﻟﺘﻮﺯﻳﻊ ﻓﻲ ﺍﻟﺠﻤﻬﻮﺭﻳﺔ ﺍﻟﻌﺮﺑﻴﺔ ﺍﻟﺴﻮﺭﻳﺔ‬
‫ﻣﺤﻔﻮﻇﺔ ﻟﻠﻤﺆﺳﺴﺔ ﺍﻟﻌﺎﻣﺔ ﻟﻠﻄﺒﺎﻋﺔ‬
‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻟﻠﻜﺘﺎﺏ‬

‫‪www.ugarit.sy‬‬
‫‪education@ugarit.sy‬‬
‫‪Low Resolution Copy‬‬

‫ﺍﻟﻤﺤﺘﻮﻳﺎﺕ‬
٥ Analytic Geometry ‫ﺍﻟﻮﺣﺪﺓ ﺍﻷﻭﻟﻰ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬
‫ﺩﺭﻭﺱ ﺍﻟﻮﺣﺪﺓ‬
٦ Coordinate Plane ‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﺗﻘﺴﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﺑﻨﺴﺒﺔ ﻣﻌﻴﻨﺔ‬

١٠ Dividing the Distance Between Two Points with a Given Ratio
١٣ Slope of a Straight Line ‫ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
٢٠ Equation of a Straight Line ‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
٢٩ Distance Between a Point and a Straight Line ‫ﺍﻟﺒﻌﺪ ﺑﻴﻦ ﻧﻘﻄﺔ ﻭﻣﺴﺘﻘﻴﻢ‬
٣١ Circle ‫ﺍﻟﺪﺍﺋﺮﺓ‬
٣٧ Proportion and Similarity ‫ﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻟﺘﺸﺎﺑﻪ‬
٤٤ Similar Triangles ‫ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
٥٠ Similarity in Right Triangles ‫ﺍﻟﺘﺸﺎﺑﻪ ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﻭﻣﺴﺎﺣﺘﻲ ﺷﻜﻠﻴﻦ ﻣﺘﺸﺎﺑﻬﻴﻦ‬
٥٧ Perimeters and Areas of Similar Figures
٥٨ Circles: Chords and Tangent Segments ‫ ﺍﻷﻭﺗﺎﺭ ﺍﻟﻤﺘﻘﺎﻃﻌﺔ ﻭﺍﻟﻤﻤﺎﺱ‬:‫ﺍﻟﺪﺍﺋﺮﺓ‬
٦١ Vectors (‫ﺍﻟﻤﺘﺠﻬﺎﺕ )ﺍﻷﺷﻌﺔ‬
٦٥ Trigonometry ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‬

Measure of Angle ‫ﺍﻟﺰﺍﻭﻳﺔ ﻭﻗﻴﺎﺳﻬﺎ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
٦٦ The Degree Measure and the Radian Measure
٧١ Circular Sector ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬
٧٣ Sine and Cosine Ratios ‫ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬:‫ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
Low Resolution Copy

‫‪٧٤‬‬ ‫‪Cosecant and Secant‬‬ ‫ﻣﻘﻠﻮﺑﺎﺕ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫‪٧٨‬‬ ‫)‪Tangent - Cotangent (Cot‬‬ ‫ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ -‬ﻣﻘﻠﻮﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪٨٢‬‬ ‫‪Circular Segment‬‬ ‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫‪٨٤‬‬ ‫‪Using Calculators‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬
‫‪٨٧‬‬ ‫‪Solving Right Triangles‬‬ ‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪٨٨‬‬ ‫‪Angles of Elevation and Depression‬‬ ‫ﺯﻭﺍﻳﺎ ﺍﻻﺭﺗﻔﺎﻉ ﻭﺍﻻﻧﺨﻔﺎﺽ‬
‫‪٩٠‬‬ ‫‪The Unit Circle‬‬ ‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
‫‪٩٢‬‬ ‫‪Relations Among Triangular Functions‬‬ ‫ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺑﻴﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫‪٩٧ Basic Relations Among Triangular Functions‬‬
‫‪١٠١ Three-Dimensional Geometry‬‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ‬

‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻭﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﺍﻟﻤﺴﺘﻮﻱ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫‪١٠٢‬‬ ‫‪Points, Lines and Planes in Space‬‬
‫ﺗﻮﺍﺯﻱ ﻭﺗﻌﺎﻣﺪ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫‪١٠٥‬‬ ‫‪Parallel and Perpendicular Lines and Planes in Space‬‬
‫‪١٠٩‬‬ ‫‪Prism and Cylinder‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ‪ :‬ﺍﻟﻤﻮﺷﻮﺭ ﻭﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫‪١١٣‬‬ ‫‪Pyramid and Cone‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ‪ :‬ﺍﻟﻬﺮﻡ ﻭﺍﻟﻤﺨﺮﻭﻁ‬
‫‪١١٨‬‬ ‫‪Sphere and Sections‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ‪ :‬ﺍﻟﻜﺮﺓ ﻭﺍﻟﻘﻄﻮﻉ‬

‫ﺍﻟﻮﺣﺪﺓ ‪١‬‬
‫‪Analytic Geometry‬‬ ‫ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬
‫ﻧﺸﺎﻁ ﺇﺛﺮﺍﺋﻲ‬
‫ﺩﻳﻜﺎﺭﺕ ﻭﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ )‪1596 - 1650‬ﻡ(‬
‫ﺭﻳﻨﻴﻪ ﺩﻳﻜﺎﺭﺕ ‪ Descartes‬ﺍﻟﺮﻳﺎﺿﻲ ﻭﺍﻟﻔﻴﻠﺴﻮﻑ‬
‫ﺍﻟﻤﻜﻮﻥ ﻣﻦ‬
‫ّ‬ ‫ﺍﻟﻔﺮﻧﺴﻲ‪ ،‬ﻫﻮ ﺍﻟﺬﻱ ﺍﺑﺘﻜﺮ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﻣﺤﻮﺭﻳﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ )ﺍﻟﺴﻴﻨﻲ ﻭﺍﻟﻌﻴﻨﻲ(‪ ،‬ﻭﺍﻟﺬﻱ‬
‫ﺑﻮﺍﺳﻄﺘﻪ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻛﻞ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺑﻌﺪﺩﻳﻦ‬
‫ﺣﻘﻴﻘﻴﻴﻦ )‪ .(x, y‬ﻭﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺎﻡ ﺍﻹﺣﺪﺍﺛﻲ ﺍﺳﺘﻄﺎﻉ‬
‫ﺧﻮﺍﺹ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻹﻗﻠﻴﺪﻳﺔ ﻛﻠﻬﺎ‪،‬‬
‫ّ‬ ‫ﺩﻳﻜﺎﺭﺕ ﺃﻥ ﻳﺜﺒﺖ ﺻﺤﺔ‬
‫ﻣﻌﺒﺮﺍ ً ﻋﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻭﺍﻟﻤﻨﺤﻨﻴﺎﺕ ﺑﻤﻌﺎﺩﻻﺕ ﺟﺒﺮﻳﺔ‬
‫ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﻣﺴﺎﺭﺍﺕ ﻟﻨﻘﻄﺔ ﻋﺎﻣﺔ ﺗﺘﺤﺮﻙ ﺑﺸﺮﻭﻁ ﺗﺤﻜﻢ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ )‪ .(x, y‬ﻭﻗﺪ ﻳﺴﺮﺕ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ﺍﻟﻜﺜﻴﺮ‬
‫ﻣﻦ ﺍﻟﻤﻌﺎﻟﺠﺎﺕ ﻓﻲ ﻓﺮﻭﻉ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻤﺨﺘﻠﻔﺔ‪ ،‬ﻛﻤﺎ‬
‫ﻛﺎﻧﺖ ﻣﻦ ﻋﻮﺍﻣﻞ ﺗﻄﻮﺭﻫﺎ ﻭﺍﻟﺘﻌﺎﻣﻞ ﺑﻴﻨﻬﺎ‪.‬‬
‫ﻭﻟﺪ ﺩﻳﻜﺎﺭﺕ ﻓﻲ ﺁﺫﺍﺭ ‪ 1596‬ﻣﻦ ﺃﺳﺮﺓ ﻓﺮﻧﺴﻴﺔ ﻋﺮﻳﻘﺔ‪،‬‬
‫ﻭﺗﻮﻓﻴﺖ ﻭﺍﻟﺪﺗﻪ ﺑﻌﺪ ﻭﻻﺩﺗﻪ ﺑﺒﻀﻌﺔ ﺃﻳﺎﻡ‪ .‬ﻧﺸﺄ ﻃﻔﻼ ً ﺿﻌﻴﻔﺎً‪،‬‬
‫ﺷﺎﺣﺒﺎً‪ ،‬ﻫﺎﺩﺋﺎً‪ ،‬ﻣﺤﺒّﺎً ﻟﻠﺪﺭﺍﺳﺔ ﻭﺍﻻﻃﻼﻉ‪ .‬ﺃﺭﺳﻠﻪ ﺃﺑﻮﻩ ﻓﻲ‬
‫ﺳﻦ ﺍﻟﻌﺎﺷﺮﺓ ﺇﻟﻰ ﻣﺪﺭﺳﺔ ﻫﻨﺮﻱ ﺍﻟﻜﺒﻴﺮ ﺍﻟﻤﻠﻜﻴﺔ‪ ،‬ﺩﺭﺱ‬
‫ﺑﻌﺪﻫﺎ ﺑﻨﻔﺴﻪ ﺍﻟﺠﺒﺮ ﻭﺍﻟﻬﻨﺪﺳﺔ‪ .‬ﻭﻓﻲ ﺳﻦ ﺍﻟﺜﺎﻣﻨﺔ ﻋﺸﺮﺓ‬
‫ﺃﺭﺳﻠﻪ ﺃﺑﻮﻩ ﻟﻴﺪﺭﺱ ﺍﻟﻘﺎﻧﻮﻥ‪ ،‬ﻭﻟﻜﻨﻪ ﺑﻌﺪ ﺃﻥ ﺣﺼﻞ ﻋﻠﻰ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﻫﺠﺮ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻠﻮﻡ ﺍﻷﺩﺑﻴﺔ ﻭﻛﺮﺱ ﻧﻔﺴﻪ‬
‫ﺛﻢ ﻋﺎﺩ‬‫ﻟﻠﺒﺤﺚ ﻋﻦ ﺫﺍﺗﻪ ﺍﻟﺘﻲ ﺍﻋﺘﺒﺮﻫﺎ "ﺍﻟﻜﺘﺎﺏ ﺍﻷﻋﻈﻢ"‪ّ .‬‬
‫ﺇﻟﻰ ﺩﺭﺍﺳﺔ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻜﺘﺸﻔﺎً ﻃﺮﻳﻘﺘﻪ ﺍﻟﺠﺪﻳﺪﺓ ﻟﺪﺭﺍﺳﺔ‬
‫ﺍﻟﻬﻨﺪﺳﺔ‪ .‬ﻭﺍﻛﺘﺸﻒ ﺩﻳﻜﺎﺭﺕ ﺃ ّﻥ ﻛﻞ ﺍﻟﻌﻠﻮﻡ ﻣﺘﺮﺍﺑﻄﺔ ﻓﻴﻤﺎ‬
‫ﺑﻴﻨﻬﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﺗﺘﺮﺍﺑﻂ ﺑﻬﺎ ﺍﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫ﻭﺍﻫﺘﻢ ﺩﻳﻜﺎﺭﺕ ﺃﻳﻀﺎً ﺑﺪﺭﺍﺳﺔ ﺍﻟﻄﺐ‪ ،‬ﻭﻋﻠﻰ ﻃﺮﻳﻘﺔ ﺍﻷﺷﻜﺎﻝ‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﻤﺠﺮﺩﺓ ﺍﺑﺘﻜﺮ ﺷﻜﻼ ً ﺍﻓﺘﺮﺍﺿﻴّﺎً ﻟﻤﺎ ﻳﻨﺒﻐﻲ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻋﻠﻴﻪ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺑﺎﻋﺘﺒﺎﺭﻩ ﻳﻌﻤﻞ ﻃﺒﻘﺎً ﻟﻘﻮﺍﻧﻴﻦ‬
‫ﻣﻀﺒﻮﻃﺔ‪ .‬ﻭﻛﺎﻥ ﺩﻳﻜﺎﺭﺕ ﻳﻬﺘﻢ ﺑﺎﻟﻔﻀﻴﻠﺔ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺮﻓﻴﻌﺔ‬
‫ﻛﻤﺎ ﻛﺎﻥ ﻣﺘﻮﺍﺿﻌﺎً ﻭﻣﺘﺴﺎﻣﺤﺎً‪ ،‬ﻳﺆﺛﺮ ﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻷﺿﻮﺍﺀ‬
‫ﻭﺍﻟﻤﺸﺎﺣﻨﺎﺕ‪ .‬ﻭﻛﺎﻥ ﺍﻟﻌﻠﻢ ﻭﺍﻟﻔﻜﺮ ﻫﻤﺎ ﻛﻞ ﻣﺎ ﻳﺸﻐﻞ ﻋﻘﻠﻪ‬
‫ﻭﻭﺟﺪﺍﻧﻪ‪ ،‬ﻭﻫﻮ ﺻﺎﺣﺐ ﺍﻟﻤﻘﻮﻟﺔ ﺍﻟﺸﻬﻴﺮﺓ "ﺃﻧﺎ ﺃﻓﻜﺮ ﺇﺫﻥ‬
‫ﺃﻧﺎ ﻣﻮﺟﻮﺩ"‪ .‬ﺗﻮﻓﻲ ﺩﻳﻜﺎﺭﺕ ﻓﻲ ﺍﻟﻌﺎﻡ ‪1650‬ﻡ ﻭﻟﻜﻦ ﻋﻤﻠﻪ‬
‫ﻭﻓﻜﺮﻩ ﺳﻴﻈﻼﻥ ﻧﻘﻄﺔ ﻣﻀﻴﺌﺔ ﻓﻲ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪٥‬‬
‫‪Coordinate Plane‬‬ ‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬

‫* ﺗﻌﻴﻴﻦ ﺍﻟﻨﻘﻂ ﻓﻲ‬
‫‪ -١‬ﻓﻲ ﺟﻤﻌﻴﺔ ﺍﻟﻨﺸﺎﻁ ﺍﻟﻔﻨﻲ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‪ ،‬ﻗﺎﻡ ﺭﺍﻣﻲ ﺑﺘﺼﻤﻴﻢ ﻣﺮﻛﺐ ﺷﺮﺍﻋﻲ ﻛﻤﺎ‬
‫ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬
‫ﺻﺤﺢ ﺍﻟﺨﻄﺄ‬
‫* ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬
‫ﺛﻢ ﱢ‬
‫ﺍﻛﺘﺐ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻂ ﺍﻟﻤﺒﻴّﻨﺔ ﺑﺎﻟﺸﻜﻞ‪ ،‬ﻭﻗﺎﺭﻥ ﻧﺘﺎﺋﺠﻚ ﺑﺎﻵﺗﻲ ّ‬
‫ﺇﻥ ﻭﺟﺪ‪:‬‬ ‫* ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬
‫)‪A(12, 3‬‬ ‫)‪B(10, 1‬‬ ‫* ﻧﻘﻄﺔ ﺍﻟﺘﻨﺼﻴﻒ‬
‫)‪D(3, 3‬‬ ‫)‪C(5, 1‬‬
‫)‪E(12, 5‬‬ ‫)‪F(3, 5‬‬
‫)‪K(8, 5‬‬ ‫)‪N(8, 3‬‬
‫)‪H(8, 11‬‬ ‫)‪G(8, 15‬‬
‫‪ -٢‬ﺭﺳﻤﺖ ﻟﻴﻨﺎ ﺷﻜﻼ ً ﻣﻤﺎﺛﻼ ً ﻭﺃﺭﺍﺩﺕ ﺃﻥ ﺗﻮﺟﺪ ﺃﻃﻮﺍﻝ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﻓﻲ‬
‫ﺍﻟﺸﻜﻞ ﺑﺪﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺴﻄﺮﺓ‪ .‬ﻻﺣﻈﺖ ﺃ ّﻥ ﻃﻮﻝ ﺃﻱ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺗﺴﺎﻭﻱ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻋﻨﺪ ﻃﺮﻓﻲ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‪ ،‬ﻓﻤﺜﻼ ً‪:‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪C(5, 1) ،B(10, 1‬‬
‫‪⎪ 5 - 10 ⎪ = ⎪ -5 ⎪ = 5‬‬
‫ﻻﺣﻆ ﺃ ّﻥ ‪⎪ -5 ⎪ = ⎪ 5 ⎪ = 5‬‬
‫‪ AD‬ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ )‪ A(12, 3‬ﻭ)‪D(3, 3‬‬
‫‪AD = ⎪ 12 - 3 ⎪ = 9‬‬
‫‪ KN‬ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ )‪ N(8, 3‬ﻭ)‪K(8, 5‬‬
‫‪KN = ⎪ 5 - 3 ⎪ = 2‬‬
‫ﺷﻜﻞ )‪(١‬‬
‫‪ KG‬ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ )‪ G(8, 15‬ﻭ)‪K(8, 5‬‬
‫‪KG = ⎪ 5 - 15 ⎪ = ⎪ - 10 ⎪ = 10‬‬
‫ﻣﻤﺎ ﺳﺒﻖ‪ ،‬ﻳﺘﺒﻴّﻦ ﺃﻧّﻪ‪:‬‬

‫‪ -٣‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺃﻓﻘﻴﺔ )ﻣﻮﺍﺯﻳﺔ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ( ﻭﻛﺎﻧﺖ ﺗﺼﻞ ﺑﻴﻦ‬
‫ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ (x2,y1) (x1,y1‬ﻓﺈﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺗﺴﺎﻭﻱ ⎪ ‪ ⎪ x2- x1‬ﻷ ّﻥ‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺩﺍﺋﻤﺎً ﻋﺪﺩ ﻣﻮﺟﺐ )ﺷﻜﻞ )‪.((١‬‬
‫‪ -٤‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺭﺃﺳﻴﺔ )ﻣﻮﺍﺯﻳﺔ ﻟﻤﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ( ﻭﻛﺎﻧﺖ ﺗﺼﻞ ﺑﻴﻦ‬
‫ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ (x1,y1‬ﻭ)‪ (x1,y2‬ﻓﺈﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺗﺴﺎﻭﻱ ⎪ ‪ ⎪ y2- y1‬ﻷ ّﻥ‬ ‫ﺷﻜﻞ )‪(٢‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺩﺍﺋﻤﺎً ﻣﻮﺟﺒﺔ ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻓﻲ ‪ KN ،KG‬ﻓﻲ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺴﺎﺑﻖ‪) .‬ﺷﻜﻞ‬
‫)‪.((٢‬‬
‫‪٦‬‬
‫ﺗﺪﺭﻳﺐ‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﺯﻭﺍﺝ ﺍﻟﻨﻘﻂ ﺍﻟﺘﺎﻟﻴﺔ ﻭﺗﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺑﺸﻜﻞ ﺑﻴﺎﻧﻲ‪:‬‬
‫)‪C(7, 4) ،D(3, 4‬‬ ‫)‪A(2, 5) ،B(10, 5‬‬
‫)‪G(-5, 3) ،H(-3, 3‬‬ ‫)‪E(-2, 5) ،F(7, 5‬‬
‫)‪L(2, 7) ،M(2, 3‬‬ ‫)‪I(8, 4) ،K(8, 7‬‬
‫ﻣﺴﺄﻟﺔ ﻟﻠﺘﻔﻜﻴﺮ‬
‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﺎﺋﻠﺔ‬
‫ﻓﻲ ﺗﺼﻤﻴﻢ ﺍﻟﻤﺮﻛﺐ ﺍﻟﺸﺮﺍﻋﻲ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪،EH ،GF ،CD ،AB‬‬
‫ﻣﺎﺋﻠﺔ‪ ،‬ﺃﻱ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺃﻓﻘﻴﺔ ﻭﻻ ﻋﻤﻮﺩﻳﺔ‪.‬‬
‫ﻭﺍﻟﻤﻄﻠﻮﺏ ﺃﻥ ﺗﺒﺤﺚ ﻋﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﻛﻞ ﻣﻨﻬﺎ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺃﺯﻭﺍﺝ‬
‫ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺤﺪﺩﺓ ﻟﻬﺎ‪.‬‬
‫ﻟﻨﺒﺪﺃ ﺑﺎﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪ EH‬ﺣﻴﺚ‪.E(12, 5) ،H(8, 11) :‬‬
‫ﻧﻼﺣﻆ ﺍﻵﺗﻲ‪:‬‬
‫‪ EH‬ﻭﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪.EHK‬‬
‫ﻹﻳﺠﺎﺩ ﻃﻮﻝ ‪ EH‬ﻻ ﺷﻚ ﺃ ّﻥ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﺗﺴﺎﻋﺪﻙ‪:‬‬
‫‪EH2 = (EK)2 + (KH)2‬‬
‫‪EH2 = (4)2 + (6)2 = 16+36‬‬
‫‪EH2 = 52‬‬
‫‪EH = 52 = 213‬‬
‫ﺑﺎﻟﻤﺜﻞ‪:‬‬
‫)‪GF = (KF) + (KG‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪GF = (5)2 + (10)2 = 125 = 55‬‬
‫ﺍﺑﺤﺚ ﺑﻨﻔﺴﻚ‬
‫‪AB = ....‬‬
‫‪CD = ....‬‬
‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪ AB‬ﺗﺼﻞ ﺑﻴﻦ ﺃﻱ ﻧﻘﻄﺘﻴﻦ‬
‫)‪B(x2,y2) ،A(x1,y1‬‬
‫ﻓﺈ ّﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ‪ A‬ﻭ‪:B‬‬
‫‪AB = (x2, y2)2 + (x1, y1)2‬‬
‫ﻟﻤﺎﺫﺍ؟ ﻓﻜّﺮ ﺟﻴﺪﺍً‬

‫ﺇﺣﺪﺍﺛﻴﺎ ﻧﻘﻄﺔ ‪ K‬ﻫﻤﺎ )‪ (x2, y1‬ﻟﻤﺎﺫﺍ؟‬
‫‪AK = ....‬‬
‫‪BK = ....‬‬
‫‪٧‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻟﻠﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ‪:AKB‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪AB = AK + BK‬‬
‫‪= (x2 - x1)2 + (y2 - y1)2‬‬
‫ﺇﺫﺍ ً ‪AB = ....‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﻟﺘﻜﻦ )‪B (12, 7), A (5, 3‬‬
‫‪2‬‬ ‫‪2‬‬
‫)‪AB = (12 - 5) + (7 - 3‬‬
‫‪AB = 49 + 16 = 65 . 8.06‬‬
‫‪ -١‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﺯﻭﺍﺝ ﺍﻟﻨﻘﻂ‪:‬‬
‫)ﺃ( )‪) (6, 4) ،(2, 1‬ﺏ( )‪(-7, 3)، (5, -1‬‬
‫‪ -٢‬ﻓﻲ ﺗﺼﻤﻴﻢ ﺭﺍﻣﻲ ﻟﻠﻤﺮﻛﺐ ﺍﻟﺸﺮﺍﻋﻲ ﺍﻟﺴﺎﺑﻖ ﻃﻠﺐ ﺑﻬﺎﺀ ﻣﻦ ﺭﺍﻣﻲ ﺇﻳﺠﺎﺩ ﻣﺤﻴﻂ‬
‫ﻛﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‪ .GKF ،HKE ،ABCD :‬ﻫﻞ ﻳﻤﻜﻨﻚ ﻣﺴﺎﻋﺪﺓ ﺭﺍﻣﻲ؟‬
‫‪ -٣‬ﻓﻲ ﺍﻟﺘﺼﻤﻴﻢ ﻧﻔﺴﻪ ﺣﺴﺒﺖ ﻟﻴﻨﺎ ﻣﺴﺎﺣﺔ ﻛﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ‪:‬‬
‫‪ .HEFG ،ABCD‬ﻫﻞ ﻳﻤﻜﻨﻚ ﻣﺴﺎﻋﺪﺓ ﻟﻴﻨﺎ؟‬
‫‪ -٤‬ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﺪﺍﺭﺱ ﺍﻟﺠﺪﻳﺪﺓ ﻳﺮﺗﻔﻊ ﺍﻟﻌﻠﻢ ﺍﻟﻌﺮﺑﻲ ﺍﻟﺴﻮﺭﻱ ﻋﻠﻰ ﺳﺎﺭﻳﺔ ﺗﻘﻊ ﻓﻲ ﻣﺮﻛﺰ‬
‫ﺍﻟﻤﺪﺭﺳﺔ‪ .‬ﻳﻘﻊ ﺻﻒ ﻛﺮﻳﻢ ﻓﻲ ﻧﻘﻄﺔ ﺗﺒﻌﺪ ‪ 5 m‬ﺷﺮﻕ ﺍﻟﺴﺎﺭﻳﺔ ﻭ‪ 7 m‬ﺟﻨﻮﺑﻬﺎ ﻭﺗﻘﻊ‬
‫ﺻﺎﻟﺔ ﺍﻟﺤﺎﺳﻮﺏ ﻓﻲ ﻧﻘﻄﺔ ﺗﺒﻌﺪ ‪ 3 m‬ﻏﺮﺏ ﺍﻟﺴﺎﺭﻳﺔ ﻭ‪ 3 m‬ﺷﻤﺎﻟﻬﺎ‪.‬‬
‫ﺍﻟﻤﻄﻠﻮﺏ‪:‬‬
‫)ﺃ( ﻣﺜﻞ ﻣﻮﺍﻗﻊ ﺍﻟﺴﺎﺭﻳﺔ ﻭﺍﻟﺼﻒ ﻭﺍﻟﺼﺎﻟﺔ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ ﺑﺎﻋﺘﺒﺎﺭ‬
‫ﺃ ّﻥ ﻣﻮﻗﻊ ﺳﺎﺭﻳﺔ ﺍﻟﻌﻠﻢ ﻫﻮ )‪.(0, 0‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺻﻒ ﻛﺮﻳﻢ ﻭﺻﺎﻟﺔ ﺍﻟﺤﺎﺳﻮﺏ‪.‬‬
‫ﺗﻤﺎﺭﻳﻦ‬
‫‪ -١‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻨﻘﻂ )‪ C (4, - 4) ، B (3, 0) ، A (1, 8‬ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ -٢‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻨﻘﻄﺔ )‪ M(9, 5‬ﻫﻲ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﺗﻤﺮ ﺑﺮﺅﻭﺱ ﺍﻟﻤﺜﻠﺚ ‪ABC‬‬
‫ﺣﻴﺚ )‪. C (4, 0) ، B (2, 6) ، A (2, 4‬‬
‫‪ -٣‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺜﻠﺚ ‪ LMN‬ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ )‪M (6, 4) ، N (7, 3) ، L (1, - 3‬‬
‫ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪ -٤‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ )‪C(-4, 3)، B(3, 2) ، A (- 5, - 4‬‬
‫ﻣﺘﺴﺎﻭﻱ ﺍﻟﺴﺎﻗﻴﻦ ﻭﺃﻭﺟﺪ ﻃﻮﻝ ﻗﺎﻋﺪﺗﻪ‪.‬‬
‫‪ -٥‬ﻳﺒﻴّﻦ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﻳﻤﻴﻦ ﺍﻟﺼﻔﺤﺔ ﺧﺮﻳﻄﺔ ﻟﺸﺎﺭﻋﻴﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ ‪ S2 ،S1‬ﻳﺘﻘﺎﻃﻌﺎﻥ‬
‫ﻓﻲ )‪ (O‬ﻓﺈﺫﺍ ﻛﺎﻥ ‪ l‬ﻳﻤﺜﻞ ﻃﺮﻳﻘﺎً ﻣﺎﺋﻼ ً ﻳﻠﺘﻘﻲ ﻣﻊ ﺍﻟﺸﺎﺭﻉ‬ ‫‪B‬‬ ‫‪5‬‬
‫‪ S‬ﺍﻷﻭﻝ ﻓﻲ ﻧﻘﻄﺔ ‪ A‬ﺣﻴﺚ ‪ OA = 12 Km‬ﻭﻳﻠﺘﻘﻲ ﻣﻊ‬

‫‪H‬‬
‫‪4‬‬
‫ﺍﻟﺸﺎﺭﻉ ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﻧﻘﻄﺔ ‪ B‬ﺣﻴﺚ‬

‫‪2‬‬
‫‪3‬‬
‫‪ .OB = 5 Km‬ﺃﻭﺟﺪ ﺑﻄﺮﻳﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻃﻮﻝ ‪. AB‬‬

‫‪2‬‬
‫‪1‬‬
‫ﻭﺇﺫﺍ ﺳﺎﺭ ﺷﺨﺺ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ O‬ﻋﻠﻰ ﻃﺮﻳﻖ ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬

‫‪0‬‬ ‫‪A‬‬
‫‪S‬‬
‫‪-1 o‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪10‬‬ ‫‪11‬‬ ‫‪12‬‬ ‫‪13‬‬
‫‪AB‬ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺣﺘﻰ ﻳﺼﻞ‬

‫‪-1‬‬ ‫‪1‬‬
‫‪-2‬‬
‫ﺇﻟﻰ ﺍﻟﺸﺎﺭﻉ )‪.(l‬‬ ‫‪٨‬‬

‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬
‫ﺗﻘﺴﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬
‫ﻧﻘﻄﺔ ﺍﻟﺘﻨﺼﻴﻒ‬
‫‪ AB‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺑﺤﻴﺚ )‪ B (10, 6) ، A (5, 3‬ﻭﺍﻟﻨﻘﻄﺔ ‪ C‬ﻫﻲ ﻓﻲ ﻣﻨﺘﺼﻒ‬
‫‪ . AB‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﻲ ‪.C‬‬
‫ﺍﻟﺤﻞ‬
‫ﻟﺘﻜﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻨﺼﻴﻒ ﻫﻲ ‪: C ^ x, yh‬‬
‫ﻧﻼﺣﻆ ﺃ ّﻥ ‪ x‬ﻳﻘﻊ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴّﻴﻦ ﺍﻟﺴﻴﻨﻴّﻴﻦ ﻟﻠﻨﻘﻄﺘﻴﻦ ‪.B ،A‬‬
‫‪ y‬ﻳﻘﻊ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴّﻴﻦ ﺍﻟﻌﻴﻨﻴّﻴﻦ ﻟﻠﻨﻘﻄﺘﻴﻦ ‪B ،A‬؛ ﺃﻱ ﺃﻥّ‪:‬‬
‫‪5 + 10‬‬ ‫‪15‬‬ ‫‪3+6‬‬ ‫‪9‬‬
‫=‪x‬‬ ‫‪2‬‬ ‫=‬ ‫‪2‬‬ ‫‪,‬‬ ‫‪y‬‬ ‫=‬ ‫‪2‬‬ ‫=‬ ‫‪2‬‬
‫ﺃﻱ ﺃ ّﻥ ﻧﻘﻄﺔ ﺍﻟﺘﻨﺼﻴﻒ ‪ C‬ﻫﻲ ‪. b 2 , 2 l‬‬

‫‪15 9‬‬
‫‪0‬‬
‫ﻭﺑﺼﻔﺔ ﻋﺎﻣﺔ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ AB‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺑﺤﻴﺚ )‪،B(x2, y2) ،A(x1, y1‬‬
‫ﻓﺈ ّﻥ ﻧﻘﻄﺔ ﺗﻨﺼﻴﻒ ‪ AB‬ﻫﻲ‪:‬‬
‫‪x1 + x 2‬‬ ‫‪y1 + y2 l‬‬
‫‪Cb‬‬ ‫‪2‬‬ ‫‪,‬‬ ‫‪2‬‬
‫‪ -١‬ﻓﻲ ﺍﻟﺨﺮﻳﻄﺔ ﺍﻟﻤﺒﻴّﻨﺔ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻳﻤﺜﻞ ﻓﻴﻬﺎ ﺍﻟﻜﻴﻠﻮﻣﺘﺮ ﺑﻮﺣﺪﺓ ﺍﻟﻤﺴﺎﻓﺎﺕ ﺑﻴﻦ‬
‫ﺍﻟﻤﺮﺑﻌﺎﺕ‪ .‬ﻛﺎﻧﺖ ﺳﻴﺎﺭﺓ ﻧﻘﻞ ﺗﺴﻴﺮ ﻓﻲ ﺍﻟﻄﺮﻳﻖ ﻣﺘﺠﻬﺔ ﺇﻟﻰ ﻣﺼﻨﻊ ﻣﻌﻴﻦ ﻭﻟﻜﻨﻬﺎ‬
‫ﺗﻮﻗﻔﺖ ﻓﻲ ﺍﻟﻄﺮﻳﻖ ﻟﺤﺪﻭﺙ ﻋﻄﻞ ﻓﻴﻬﺎ‪ .‬ﻃﻠﺐ ﺍﻟﺴﺎﺋﻖ ﺳﻴﺎﺭﺓ ﺍﻟﺴﺤﺐ ﻣﻦ‬
‫ﻣﺮﺁﺏ ﺍﻟﺘﺼﻠﻴﺢ ﻟﺘﺴﺤﺒﻬﺎ‪ .‬ﻳﻘﻊ ﺟﺴﺮ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻄﺮﻳﻖ ﺑﻴﻦ ﺍﻟﻤﺮﺁﺏ ﻭﺍﻟﺴﻴﺎﺭﺓ‬
‫ﺍﻟﻤﻌﻄﻠﺔ‪ .‬ﺍﻟﻤﻄﻠﻮﺏ‪:‬‬
‫)ﺃ( ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺠﺴﺮ ﻭﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﻤﻌﻄﻠﺔ‪.‬‬
‫ﺛﻢ ﺇﻟﻰ ﺍﻟﻤﺮﺁﺏ‪.‬‬
‫)ﺏ( ﺳﻴﺎﺭﺓ ﺍﻟﺴﺤﺐ ﺳﺤﺒﺖ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﻤﻌﻄﻠﺔ ﺇﻟﻰ ﺍﻟﻤﺼﻨﻊ ّ‬
‫ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺟﺮﻯ ﻓﻴﻬﺎ ﺳﺤﺐ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﻤﻌﻄﻠﺔ‪.‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﺗﻨﺼﻴﻒ ‪ AB‬ﺣﻴﺚ‪:‬‬
‫)ﺃ( )‪B(0, 7) ،A(2, 5‬‬
‫)ﺏ( )‪B(-5, 8)، A(3, 14‬‬
‫‪ -٣‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ (7, 7‬ﻫﻲ ﻧﻘﻄﺔ ﺗﻨﺼﻴﻒ ﺍﻟﻘﻄﻌﺔ ‪ AB‬ﺣﻴﺚ )‪،A(3, 11‬‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ﺍﻟﻨﻘﻄﺔ ‪.B‬‬
‫‪٩‬‬
‫ﺗﻘﺴﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﺑﻨﺴﺒﺔ ﻣﻌﻴﻨﺔ‬
‫‪Dividing the Distance Between Two Points‬‬
‫‪with a Given Ratio‬‬
‫ﺃﻭﻻ ً ‪ -‬ﺍﻟﺘﻘﺴﻴﻢ ﻣﻦ ﺍﻟﺪﺍﺧﻞ‬ ‫* ﺗﻘﺴﻴﻢ ﻗﻄﻊ ﻣﺴﺘﻘﻴﻤﺔ ﻣﻦ‬
‫ﻟﺘﻜﻦ ‪ AB‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺑﺤﻴﺚ )‪ B (10, 6) ، A (5, 4‬ﻭﺍﻟﻤﻄﻠﻮﺏ ﺗﻘﺴﻴﻢ ‪AB‬‬ ‫ﺍﻟﺪﺍﺧﻞ ﻭﻣﻦ ﺍﻟﺨﺎﺭﺝ‬
‫ﺑﻨﺴﺒﺔ ‪ .2:3‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ )ﻣﻦ ﺍﻟﺪﺍﺧﻞ(‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻟﺘﻜﻦ )‪ C (x, y‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬
‫ﻧﻼﺣﻆ ﺍﻵﺗﻲ‪:‬‬
‫ﻧﺘﺄﻣﻞ ﺍﻟﻨﻘﻄﺔ )‪ D(10, 4‬ﻣﻦ ﺍﻟﻤﺴﺘﻮﻱ‪ ،‬ﻋﻨﺪﺋ ٍﺬ ‪ BD = 2‬ﻭﺑﺘﻘﺴﻴﻤﻬﺎ ﺑﻨﺴﺒﺔ ‪2:3‬‬
‫ﻣﻦ ﺟﻬﺔ ‪D‬‬
‫ﻳﻜﻮﻥ ﻃﻮﻻ ﺍﻟﺠﺰﺃﻳﻦ ‪ 5 # 2 = 1.2 ، 5 # 2 = 0.8‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﺗﻜﻮﻥ‬
‫‪3‬‬ ‫‪2‬‬
‫ﻧﻘﻄﺔ ﺗﻘﺴﻴﻢ ‪ BD‬ﻫﻲ )‪.(10, 4.8‬‬
‫‪ AD = 5‬ﻭﺑﺘﻘﺴﻴﻤﻬﺎ ﺑﻨﺴﺒﺔ ‪ 2:3‬ﻣﻦ ﺟﻬﺔ ‪A‬‬
‫ﻳﻜﻮﻥ ﻃﻮﻻ ﺍﻟﺠﺰﺃﻳﻦ ‪ 5 # 5 = 3 ، 5 # 5 = 2‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﺗﻜﻮﻥ‬
‫‪3‬‬ ‫‪2‬‬
‫ﻧﻘﻄﺔ ﺗﻘﺴﻴﻢ ‪ AD‬ﻫﻲ )‪ (7, 4‬ﺑﺬﻟﻚ ﺗﻜﻮﻥ ﺍﻟﻨﻘﻄﺔ ‪ C‬ﻫﻲ )‪ (7, 4.8‬ﻭﻳﻨﺘﺞ ﻣﻦ‬
‫ﺫﻟﻚ ﺃ ّﻥ )‪ C(x, y‬ﺣﻴﺚ‪:‬‬

‫‪2 # 10 + 3 # 5 35‬‬
‫=‪x‬‬ ‫‪2+3‬‬ ‫‪= 5 =7‬‬
‫‪2 # 6 + 3 # 4 24‬‬
‫=‪y‬‬ ‫‪2+3‬‬ ‫‪= 5 = 4.8‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ AB‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺑﺤﻴﺚ )‪ B (x2 , y2 ) ، A (x1, y1‬ﻭﻳﺮﺍﺩ ﺗﻘﺴﻴﻤﻬﺎ ﻣﻦ‬
‫ﺟﻬﺔ ‪ A‬ﺑﻨﺴﺒﺔ ‪ m:n‬ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﻭﻛﺎﻧﺖ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ )‪ C (x, y‬ﻓﺈﻥ‪:‬‬
‫‪m + n ،x = m + n‬‬
‫‪my2 + ny1‬‬ ‫‪mx2 + nx1‬‬
‫=‪y‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﻄﺔ ﺗﻘﺴﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪، P (- 5, 3‬‬
‫)‪ U (7, - 4‬ﺑﻨﺴﺒﺔ ‪ 1:3‬ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﻟﺠﻬﺔ ‪.P‬‬
‫‪١٠‬‬
‫ﺍﻟﺤﻞ‬
‫ﻟﺘﻜﻦ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ )‪(x, y‬‬
‫‪1 # 7 + 3 # ]- 5g‬‬ ‫‪-8‬‬
‫=‪x‬‬ ‫‪3+1‬‬ ‫‪= 4 =- 2‬‬
‫‪1 # (- 4) + 3 # 3‬‬ ‫‪5‬‬

‫=‪y‬‬ ‫‪3+1‬‬ ‫=‬ ‫‪4 = 1.25‬‬
‫ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ ﻫﻲ )‪.(-2, 1.25‬‬
‫‪ -١‬ﻟﺘﻜﻦ )‪ A (3, - 4‬ﻭ )‪ . B (- 2, 3‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ﺍﻟﻨﻘﻂ ‪ C‬ﺑﻴﻦ ‪ A‬ﻭ‪ B‬ﺑﺤﻴﺚ‬
‫‪.BC = 2AC‬‬
‫ﺇﺭﺷﺎﺩ‪.AC:BC = 1:2 :‬‬
‫ﻗﺴﻢ ‪ AB‬ﺇﻟﻰ ﺃﺭﺑﻌﺔ ﺃﺟﺰﺍﺀ ﻣﺘﺴﺎﻭﻳﺔ ﻓﻲ ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺴﺎﺑﻖ ﻭﺃﻭﺟﺪ ﻧﻘﻂ ﺍﻟﺘﻘﺴﻴﻢ‪.‬‬
‫‪ -٢‬ﱢ‬
‫ﺛﺎﻧﻴﺎً ‪ -‬ﺍﻟﺘﻘﺴﻴﻢ ﻣﻦ ﺍﻟﺨﺎﺭﺝ‬
‫ﻟﺘﻜﻦ ﺍﻟﻨﻘﻄﺔ ‪ A^1, 2h‬ﻭﺍﻟﻨﻘﻄﺔ )‪.B(4, 8‬‬
‫ﻭﻳﺮﺍﺩ ﺗﻘﺴﻴﻢ ‪ AB‬ﻣﻦ ﺍﻟﺨﺎﺭﺝ ﻣﻦ ﺟﻬﺔ ‪ B‬ﻓﻲ ﻧﻘﻄﺔ ‪ C‬ﺑﻨﺴﺒﺔ ‪.4:1‬‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ‪.C‬‬
‫ﺍﻟﺤﻞ‬
‫ﻟﻴﻜﻦ ﺇﺣﺪﺍﺛﻴّﺎ ‪ C^ x, yh‬ﺣﻴﺚ ‪ C‬ﻋﻠﻰ ‪ ، AB‬ﻭ‪ C‬ﻟﻴﺴﺖ ﻋﻠﻰ ‪. AB‬‬
‫‪.AC:BC = 4:1‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃ ّﻥ ‪AB:BC = 3:1‬‬
‫ﺃﻱ ﺃ ّﻥ )‪ B(4, 8‬ﺗﻘﺴﻢ ‪ AC‬ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﺑﻨﺴﺒﺔ ‪3:1‬‬
‫ﺑﺘﻄﺒﻴﻖ ﻗﺎﻋﺪﺓ ﺍﻟﺘﻘﺴﻴﻢ ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﻧﺠﺪ ﺃﻥّ‪:‬‬
‫)‪(1‬‬
‫‪3x + 1 # 1 3x + 1‬‬
‫‪3+1 = 4 = 4‬‬
‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺠﺪ ﺃﻥّ‪ 3x + 1 = 16 :‬ﻭﻣﻨﻬﺎ ‪x = 5‬‬
‫)‪(2‬‬
‫‪3y + 2 # 1 3y + 2‬‬
‫‪3+1‬‬ ‫‪= 4 =8‬‬
‫ﻭﻣﻦ ﺫﻟﻚ ﻧﺠﺪ ﺃﻥّ‪ 3y + 2 = 32 :‬ﻭﻣﻨﻬﺎ ‪y = 10‬‬
‫ﺃﻱ ﺃ ّﻥ )‪ C(5, 10‬ﻭﻫﻲ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ ﻣﻦ ﺍﻟﺨﺎﺭﺝ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻧﻘﻄﺔ ﺍﻟﺘﻘﺴﻴﻢ ﻣﻦ ﺍﻟﺨﺎﺭﺝ ‪ C‬ﻣﺒﺎﺷﺮﺓ ﻛﺎﻵﺗﻲ‪:‬‬
‫‪4 # 4 - 1 # 1 16 - 1‬‬
‫=‪x‬‬ ‫‪= 3 =5‬‬
‫ﻭﻫﻲ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﺤﻞ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫‪4-1‬‬
‫‪4 # 8 - 1 # 2 32 - 2‬‬
‫=‪y‬‬ ‫=‬ ‫‪= 10‬‬
‫ﻭﻫﻲ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﺤﻞ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫‪4-1‬‬ ‫‪3‬‬
‫‪١١‬‬ ‫ﻓﺎﻟﻨﻘﻄﺔ )‪ C(5, 10‬ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪ A (x1 , y1‬ﻭ )‪B (x2 , y2‬‬
‫ﻓﺈ ّﻥ ﺍﻟﻨﻘﻄﺔ )‪ C(x, y‬ﺍﻟﺘﻲ ﺗﻘﺴﻢ ‪AB‬‬
‫ﻣﻦ ﺍﻟﺨﺎﺭﺝ ﺑﻨﺴﺒﺔ ‪ m:n‬ﻣﻦ ﺟﻬﺔ ‪ B‬ﺗﻜﻮﻥ‪:‬‬
‫‪mx2 - nx1‬‬
‫=‪x‬‬ ‫‪m-n‬‬
‫‪my2 - ny1‬‬
‫‪y = m-n‬‬
‫‪ -١‬ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﺗﻘﺴﻴﻢ ‪ AB‬ﻣﻦ ﺍﻟﺨﺎﺭﺝ ﺑﻨﺴﺒﺔ ‪ 3:2‬ﺣﻴﺚ‬
‫)‪.B(-2, 3) ،A(3, -4‬‬
‫‪ -٢‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﺎﻁ )‪ C(2, 4) ،B(1, 6) ،A(0, 8‬ﺗﻘﻊ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪،‬‬
‫ﺃﻭﺟﺪ‪:‬‬
‫)ﺃ( ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻘﺴﻢ ﺑﻬﺎ ‪ A‬ﺍﻟﻘﻄﻌﺔ ‪، BC‬‬
‫)ﺏ( ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻘﺴﻢ ﺑﻬﺎ ‪ B‬ﺍﻟﻘﻄﻌﺔ ‪، CA‬‬
‫)ﺟـ( ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻘﺴﻢ ﺑﻬﺎ ‪ C‬ﺍﻟﻘﻄﻌﺔ ‪، AB‬‬
‫ﻣﺒﻴﻨﺎً ﻧﻮﻉ ﺍﻟﺘﻘﻴﺴﻢ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪.‬‬
‫‪ -٣‬ﺃﻭﺟﺪ ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﺗﻘﺴﻤﺎﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ (-3, 4) ،(1, -1‬ﺇﻟﻰ‬
‫ﺛﻼﺛﺔ ﺃﻗﺴﺎﻡ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫‪ -٤‬ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﻣﺘﻮﺳﻄﺎﺕ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ ﺭﺅﻭﺳﻪ )‪(2, 5) ،(9, -3) ،(4, 7‬‬
‫‪ -٥‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪:‬‬
‫ﻗﻄﻌﺔ ﺃﺭﺽ ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﻋﻠﻤﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺛﻼﺛﺔ ﺭﺅﻭﺱ‬
‫ﻣﺘﺘﺎﻟﻴﺔ ﻣﻦ ﻗﻄﻌﺔ ﺍﻷﺭﺽ ﻭﻫﻲ )‪.C(11, 8) ،B(9, 5) ،A(3, 5‬‬
‫)ﺃ( ﻫﻞ ﻳﻤﻜﻨﻚ ﻣﺴﺎﻋﺪﺓ ﺻﺎﺣﺐ ﺍﻷﺭﺽ ﻓﻲ ﺗﺤﺪﻳﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺃﺱ‬
‫ﺍﻟﺮﺍﺑﻊ ‪D‬؟‬
‫)ﺏ( ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﺍﻷﺭﺽ‪.‬‬ ‫‪0‬‬
‫‪١٢‬‬
‫‪Slope of a Straight Line‬‬ ‫ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬
‫* ﺍﻻﻧﺤﺪﺍﺭ ﻭﺍﻟﻤﻴﻞ‬
‫* ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫ﻣﺪﺭﺝ ﻣﺨﺘﺒﺮ ﺍﻟﻌﻠﻮﻡ ﺑﺎﻟﻤﺪﺭﺳﺔ ﻗﺎﻡ ﺍﻟﻄﻼﺏ ﺑﻘﻴﺎﺱ ﺍﻻﺭﺗﻔﺎﻉ‬
‫‪ -١‬ﻟﻠﺘﻌﺮﻑ ﻋﻠﻰ ﺍﻧﺤﺪﺍﺭ ﱠ‬
‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻴﻞ‬ ‫ﻛﺎﻵﺗﻲ‪:‬‬
‫ﻲ‬ ‫ﻟﻠﻤﺪﺭﺝ ﻭﻗﻴﺎﺱ ﺍﻣﺘﺪﺍﺩﻩ ﺍﻷﻓﻘﻲ )‪ (d‬ﺣﻴﺚ ﻳﺤﺴﺐ ﺍﻻﻧﺤﺪﺍﺭ‬‫ﱠ‬ ‫)‪(h‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﺳﻲ ‪3‬‬
‫=‬ ‫ﺍﻻﻧﺤﺪﺍﺭ =‬
‫* ﻣﻴﻠﻲ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ‪5‬‬
‫* ﺍﻟﻤﺘﻮﺍﺯﻳﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ‬
‫ﻣﺘﻌﺎﻣﺪﻳﻦ‬ ‫‪) -٢‬ﺃ( ﺗﺮﻯ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﺻﻮﺭﺗﻴﻦ ﻓﻲ ﻛﻞ ﻣﻨﻬﻤﺎ ﺳﻴﺎﺭﺓ ﺗﺼﻌﺪ ﺍﻟﺘﻠﻴﻦ ‪ A‬ﺃﻭ ‪.B‬‬
‫ﺃﻱ ﻣﻦ ﺍﻟﺘﻠﻴﻦ ﻳﺒﺪﻭ ﺃﻛﺜﺮ ﺍﻧﺤﺪﺍﺭﺍ ً ﻣﻦ ﺍﻵﺧﺮ؟‬
‫)ﺏ( ﺃﻭﺟﺪ ﻧﺴﺒﺔ ﺍﻧﺤﺪﺍﺭ ﻛﻞ ﺗﻞ‪.‬‬
‫)ﺟـ( ﺃﻱ ﻣﻦ ﺍﻟﺘﻠﻴﻦ ﻧﺴﺒﺔ ﺍﻧﺤﺪﺍﺭﻩ ﺃﻛﺒﺮ؟‬
‫‪ -٣‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻣﺼﻄﻠﺢ ”ﻣﻴﻞ“ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻻﻧﺤﺪﺍﺭ‪.‬‬

‫ﻭﻳﺤﺴﺐ ﺑﺄﺧﺬ ﻧﻘﻄﺘﻴﻦ ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻭﺣﺴﺎﺏ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻤﻮﺩﻱ ﻭﺍﻟﺘﻐﻴﺮ ﺍﻷﻓﻘﻲ‬
‫ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻤﻮﺩﻱ‬
‫ﻓﻴﻬﻤﺎ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ‪ :‬ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ =‬
‫ﺍﻟﺘﻐﻴﺮ ﺍﻷﻓﻘﻲ‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﻻﺣﻆ ﻓﻲ ﺍﻟﺸﻜﻠﻴﻦ )‪:(2) ،(1‬‬
‫‪A‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺘﻴﻦ ﻋﻠﻰ ﻛﻞ ﻣﺴﺘﻘﻴﻢ ﻭﺣﺴﺎﺏ ﺍﻟﺘﻐﻴﺮ‪.‬‬
‫‪ -‬ﻣﻴﻞ )‪ (l‬ﻣﻮﺟﺐ ﺣﻴﺚ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﺘﺠﻪ ﺇﻟﻰ ﺃﻋﻠﻰ ﻓﻲ ﺍﻣﺘﺪﺍﺩﻩ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ‬
‫ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪ -‬ﻣﻴﻞ )‪ (k‬ﺳﺎﻟﺐ ﺣﻴﺚ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﺘﺠﻪ ﺇﻟﻰ ﺃﺳﻔﻞ ﻓﻲ ﺍﻣﺘﺪﺍﺩﻩ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ‬
‫ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﻛﻞ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ‪.l ،k‬‬
‫‪B‬‬
‫ﺍﻟﺤﻞ‬
‫‬
‫=‬ ‫ﻣﻴﻞ )‪= (l‬‬

‫‪2‬‬
‫‬ ‫‬
‫‬
‫‬ ‫‪5‬‬
‫)‪(١‬‬ ‫= ‪-5‬‬ ‫ﻣﻴﻞ )‪= (k‬‬
‫‬ ‫‬ ‫‬ ‫‬ ‫‬ ‫‬ ‫‬
‫‪3‬‬
‫)‪(k‬‬
‫‬
‫)‪(٢‬‬
‫‪١٣‬‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ‬
‫ﻳﺒﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺍﺭﺗﻔﺎﻉ ﻃﺎﺋﺮﺓ ﻣﻨﺬ ﺍﻟﻮﻗﺖ ﺍﻟﺘﻲ ﺗﻨﺰﻝ ﻓﻴﻪ ﻋﺠﻼﺗﻬﺎ‬
‫)‪ (t‬ﺑﺎﻟﺜﺎﻧﻴﺔ ﺣﺘﻰ ﺗﻬﺒﻂ ﺍﻟﻄﺎﺋﺮﺓ ﺗﻤﺎﻣﺎً ﻋﻠﻰ ﺍﻷﺭﺽ‪ .‬ﺃﻭﺟﺪ ﻣﻴﻞ ﺧﻂ ﺍﻟﻬﺒﻮﻁ‪.‬‬
‫ﺍﺷﺮﺡ ﻣﻌﻨﻰ ﺍﻟﻤﻴﻞ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪.‬‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻳﻌﻄﻲ ﻧﻤﻮﺫﺟﺎً ﻟﺨﻂ ﻫﺒﻮﻁ ﺍﻟﻄﺎﺋﺮﺓ‪.‬‬
‫ﺃﻭﺟﺪ ﺃﻱ ﻧﻘﻄﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻹﻳﺠﺎﺩ ﺍﻟﻤﻴﻞ‪.‬‬
‫ﺍﻟﻤﻴﻞ = ﺍﻟﺘﻐﻴﺮ ﺍﻟﻌﻤﻮﺩﻱ = ‪- 25 - 1000‬‬
‫‪3 = 120‬‬ ‫ﺍﻟﺘﻐﻴﺮ ﺍﻷﻓﻘﻲ‬
‫ﺃﻱ ﺃﻥّ‪:‬‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﺗﻬﺒﻂ ﺑﺴﺮﻋﺔ ‪ 25‬ﻣﺘﺮﺍ ً ﻛﻞ ‪ 3‬ﺛﻮﺍ ٍﻥ‪.‬‬
‫ﻓ ﱢﻜﺮ ﺟﻴﺪﺍً‬
‫ﺍﻓﺘﺮﺽ ﺃ ّﻥ ﺷﻜﻼ ً ﺑﻴﺎﻧﻴّﺎً ﻳﺒﻴّﻦ ﺧﻄّﺎً ﻣﺴﺘﻘﻴﻤﺎً ﻣﻴﻠﻪ ‪ 12‬ﻳﺪﻝ ﻋﻠﻰ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﺭﺗﻔﺎﻉ‬
‫ﻃﺎﺋﺮﺓ ﺑﺎﻟﻤﺘﺮ ﻭﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﺎﻧﻴﺔ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﻫﺬﺍ ﺍﻻﺭﺗﻔﺎﻉ‪ .‬ﻣﺎﺫﺍ ﻳﻌﻨﻲ‬
‫ﺍﻟﻤﻴﻞ ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ؟‬ ‫ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﺎﻧﻴﺔ‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻟﺤﺴﺎﺏ ﻣﻴﻞ ﺧﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬

‫ﻹﻳﺠﺎﺩ ﻣﻴﻞ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﺧﺬ ﺃﻱ ﻧﻘﻄﺘﻴﻦ ﺗﻨﺘﻤﻴﺎﻥ ﺇﻟﻴﻪ ﻣﺜﻞ )‪(x2, y2) ،(x1, y1‬‬
‫ﺣﻴﺚ‪ x2 ! x1 :‬ﺇﻥ ﻭﺟﺪﺗﺎ ﻓﻴﻜﻮﻥ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ )‪ (m‬ﻛﺎﻵﺗﻲ‪:‬‬ ‫(‬ ‫)‬
‫‪y2 - y1‬‬ ‫(‬ ‫)‬

‫‪m = x -x‬‬ ‫(‬ ‫)‬
‫ﻟﻤﺎﺫﺍ ﺍﻟﺸﺮﻁ‪ x1 ! x2 :‬؟‬

‫‪2‬‬ ‫‪1‬‬ ‫(‬ ‫)‬
‫‪0‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪ A(-2, 1‬ﻭ )‪. B (5, 7‬‬
‫ﺍﻟﺤﻞ‬
‫‪ m = x - x‬ﻣﻴﻞ ‪m = 5 - (- 2) = 7 : AB‬‬
‫‪7-1‬‬ ‫‪6‬‬ ‫‪y2 - y1‬‬
‫‪2‬‬ ‫‪1‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻷﻓﻘﻲ‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ‪ AB‬ﺣﻴﺚ )‪ . B (4, 2) ،A(1, 2‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬
‫ﺍﻟﺤﻞ‬
‫‪0‬‬
‫‪y2 - y1‬‬ ‫‪2-2‬‬

‫‪m = x2 - x1 = 4 - 1 = 0‬‬
‫ﺃﻱ ﺃ ّﻥ ﻣﻴﻞ ‪ AB‬ﻳﺴﺎﻭﻱ ﺻﻔﺮﺍ ً‪.‬‬
‫‪ -١‬ﻧﻼﺣﻆ ﺃﻥ‪ AB :‬ﺃﻓﻘﻲ‪ ،‬ﺃﻱ ﻳﻮﺍﺯﻱ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬ ‫‪//‬‬
‫‪ -٢‬ﻧﻼﺣﻆ ﺃﻥ‪ AB :‬ﺇﺣﺪﺍﺛﻴﻬﺎ ﺍﻟﻌﻴﻨﻲ ﺛﺎﺑﺖ ﻭﻳﺴﺎﻭﻱ ‪،2‬‬

‫ﻟﺬﻟﻚ ﻳﻘﺎﻝ ﺇ ّﻥ ﻣﻌﺎﺩﻟﺔ ‪ AB‬ﻫﻲ ‪.y = 2‬‬
‫‪١٤‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ ، CD‬ﺣﻴﺚ )‪ D(4, -1) ،C(4, 5‬ﻭﺍﻛﺘﺐ ﻣﺎ ﺗﻼﺣﻈﻪ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪y2 - y1 - 1 - 5 - 6‬‬
‫‪m = x2 - x1 = 4 - 4 = 0‬‬
‫ﻻ ﻳﻤﻜﻦ ﺣﺴﺎﺏ ﺍﻟﻤﻴﻞ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻟﺘﻌﺬﺭ ﻭﺟﻮﺩ ﻧﻘﻄﺘﻴﻦ ﺳﻴﻨﺎﺗﻬﻤﺎ ﻣﺨﺘﻠﻔﺔ‬
‫ﻳﻌﻨﻲ ﺫﻟﻚ ﺃ ّﻥ ﻣﻴﻞ ‪ CD‬ﻟﻴﺲ ﻣﻌﺮﻓﺎً )ﻷ ّﻥ ﺍﻟﻤﻘﺎﻡ = ﺻﻔﺮ(‪.‬‬
‫ﻭﻧﻼﺣﻆ ﺃﻥ‪:‬‬
‫‪ CD -١‬ﻣﺴﺘﻘﻴﻢ ﻋﻤﻮﺩﻱ ﺃﻱ ﻳﻮﺍﺯﻱ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫‪ -٢‬ﺟﻤﻴﻊ ﻧﻘﺎﻁ ‪ CD‬ﺇﺣﺪﺍﺛﻴﻬﺎ ﺍﻟﺴﻴﻨﻲ ﺛﺎﺑﺖ ﻳﺴﺎﻭﻱ ‪،4‬‬
‫‪ȝƾƶƸƯŽȚ‬‬
‫ﻟﺬﻟﻚ ﻳﻘﺎﻝ ﺇﻥ‪:‬‬
‫ﻣﻌﺎﺩﻟﺔ ‪ CD‬ﻫﻲ ‪.x = 4‬‬
‫ﺷﻜﻞ )‪(١‬‬ ‫ﺗﺪﺭﻳﺐ‬
‫‪ -١‬ﻓﻲ ﺷﻜﻞ )‪ (٢‬ﺃﻛﻤﻞ )ﻣﻮﺟﺐ ﺃﻭ ﺳﺎﻟﺐ(‪:‬‬
‫ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪... AB‬‬
‫ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪... CD‬‬
‫‪ -٢‬ﻓﻲ ﺷﻜﻞ )‪ (٣‬ﺃﻛﻤﻞ‪:‬‬
‫‪o‬‬
‫* ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪EF‬‬

‫ﺷﻜﻞ )‪(٢‬‬
‫ﻣﻴﻞ ‪... = EF‬‬
‫ﻣﻌﺎﺩﻟﺔ ‪ EF‬ﻫﻲ ‪...‬‬
‫* ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪: LN‬‬
‫‪y‬‬ ‫ﻣﻴﻞ ‪...= LN‬‬
‫‪F‬‬ ‫‪E‬‬
‫‪l‬‬
‫ﻣﻌﺎﺩﻟﺔ ‪ LN‬ﻫﻲ ‪...‬‬
‫‪2‬‬
‫‪-2‬‬ ‫‪-1‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4 x‬‬
‫ﻣﺜﺎﻝ )‪(٤‬‬
‫‪-1‬‬ ‫‪N‬‬
‫ﺍﺭﺳﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪ (1, 2‬ﻭﻣﻴﻠﻪ ﻳﺴﺎﻭﻱ ‪.- 2‬‬
‫‪3‬‬
‫ﺷﻜﻞ )‪(٣‬‬
‫ﺍﻟﺤﻞ‬
‫ﻋﻴّﻦ ﺍﻟﻨﻘﻄﺔ )‪ (1, 2‬ﻭﻟﺘﻜﻦ ‪) A‬ﺷﻜﻞ ‪.(٤‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﻴﻞ ‪ - 2‬ﻓﻲ ﺗﻌﻴﻴﻦ ﻧﻘﻄﺔ ﺃﺧﺮﻯ ﻭﻟﺘﻜﻦ ‪) B‬ﺷﻜﻞ ‪.(٥‬‬
‫‪3‬‬
‫ﺍﺭﺳﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ ‪ A‬ﻭ‪ B‬ﺗﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻄﻠﻮﺏ ‪. AB‬‬
‫ﻻﺣﻆ ﺃ ّﻥ ‪ -3‬ﻳﻌﻨﻲ ﺗﺤﺮﻛﺎً ﺇﻟﻰ ﺍﻷﺳﻔﻞ ‪ 3‬ﻭﺣﺪﺍﺕ‪ّ ،‬‬
‫ﺛﻢ ‪ 2‬ﻳﻌﻨﻲ ﺗﺤﺮﻛﺎً ﺇﻟﻰ‬
‫ﺍﻟﻴﻤﻴﻦ ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺗﻴﻦ ) ﺷﻜﻞ ‪.(٦‬‬
‫‪١٥‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬
‫ﺷﻜﻞ )‪(٦‬‬ ‫ﺷﻜﻞ )‪(٥‬‬ ‫ﺷﻜﻞ )‪(٤‬‬

‫ﺗﻤﺎﺭﻳﻦ ﻭﻣﺴﺎﺋﻞ‬
‫‪ -١‬ﺃﻭﺟﺪ ﻣﻴﻞ ﻛﻞ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﺘﻲ ﺗﻤﺮ ﺑﺄﺯﻭﺍﺝ ﺍﻟﻨﻘﻂ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﺣﺎﻝ‬
‫ﻭﺟﻮﺩﻩ‪.‬‬
‫)ﺏ( )‪(-4, 3) ،(8, 3‬‬ ‫)ﺃ( )‪(1, 5) ،(-8, 0‬‬
‫)ﺩ( )‪(7, 4) ،(-1, 4‬‬ ‫)ﺟـ( )‪(4, 7) ،(4, 10‬‬
‫‪ -٢‬ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻭﺍﻟﻤﻴﻞ ﺍﻟﻤﺒﻴﻦ ﻣﻌﻬﺎ‪:‬‬
‫)ﺏ( )‪m = -2 ،(-2, 1‬‬ ‫)ﺃ( )‪m = 2 ،(3, 4‬‬
‫‪1‬‬
‫)ﺩ( )‪ m ،(-1, 5‬ﻏﻴﺮ ﻣﻌﺮﻑ‬ ‫)ﺟـ( )‪m = 0 ،(-5, -2‬‬
‫‪ -٣‬ﺑﻴﱢﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺼﻮﺍﺏ ﻭﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺨﻄﺄ ﻓﻲ ﺍﻵﺗﻲ‪:‬‬
‫)ﺃ( ﻛﻞ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻷﻓﻘﻴﺔ )ﺍﻟﻤﻮﺍﺯﻳﺔ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ( ﻟﻬﺎ ﺍﻟﻤﻴﻞ ﻧﻔﺴﻪ‪.‬‬
‫)ﺏ( ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻴﻠﻪ ‪ 1‬ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ )‪.(0, 0‬‬
‫)ﺟـ( ﻛﻞ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﺘﻲ ﺗﻤﺮ ﺑﺎﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‬
‫ﻳﻜﻮﻥ ﻣﻴﻠﻬﺎ ﺳﺎﻟﺒﺎً‪.‬‬
‫‪ -٤‬ﺃﻱ ﻣﻦ ﺛﻼﺛﻴﺎﺕ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﺎﻟﻴﺔ ﻳﻘﻊ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ؟‬
‫ﺇﺭﺷﺎﺩ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻴﻞ ‪ AB‬ﻳﺴﺎﻭﻱ ﻣﻴﻞ ‪ BC‬ﻓﺈﻥ ‪ C ،B ،A‬ﺗﻘﻊ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫)‪C(7, 7‬‬ ‫)ﺃ( )‪B(-1, 3) A(3, 5‬‬
‫)‪E(4, 1‬‬ ‫)ﺏ( )‪F(-1, 5) M(1, 2‬‬
‫)‪L(6, 4‬‬ ‫)‪G(3, 2‬‬ ‫)ﺟـ( )‪O(0, 0‬‬
‫ﺗﻌﺮﻳﻒ‪:‬‬ ‫‪y‬‬
‫ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ = ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ‬
‫ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﺃﻱ ﺃ ّﻥ ‪. m = tan i‬‬
‫‪120°‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬ ‫‪0‬‬ ‫‪x‬‬

‫ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 120º‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ‬
‫ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬ ‫‪y‬‬
‫ﺍﻟﺤﻞ‬
‫‪30°‬‬
‫‪m = tan 120c = - 3 . - 1, 732‬‬ ‫ﺍﻟﻤﻴﻞ‪:‬‬ ‫‪0‬‬ ‫‪x‬‬
‫ﻻﺣﻆ ﺃ ّﻥ ﺍﻟﻤﻴﻞ ﺳﺎﻟﺐ‪ .‬ﺗﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺑﺎﻟﺮﺳﻢ‪.‬‬
‫‪١٦‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 30º‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ‬
‫ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪y‬‬
‫‪A‬‬
‫‪1‬‬
‫= ‪m = tan 30c‬‬ ‫‪. 0.578‬‬
‫‪3‬‬
‫‪C‬‬ ‫ﻻﺣﻆ ﺃ ّﻥ ﺍﻟﻤﻴﻞ ﻣﻮﺟﺐ‪ .‬ﺗﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺑﺎﻟﺮﺳﻢ‪.‬‬
‫‪B‬‬
‫‪D‬‬
‫‪x‬‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﺍﻟﻤﺘﻮﺍﺯﻳﺎﻥ ‪Parallel Lines‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪CD // AB‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪ AB//CD‬ﻓﺈﻥ ّ‬
‫ﻛﻼ ً ﻣﻨﻬﻤﺎ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻟﻬﺎ ﺍﻟﻘﻴﺎﺱ ﻧﻔﺴﻪ ﻣﻊ ﺍﻻﺗﺠﺎﻩ‬
‫ﻓﺈﻥ ﻣﻴﻞ ‪CD = AB‬‬ ‫ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ‪ AB‬ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ i‬ﻓﺈ ّﻥ ‪ CD‬ﻳﺼﻨﻊ ﺃﻳﻀﺎً‬
‫ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ i‬ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪ ،‬ﻭﺣﻴﺚ ﺇ ّﻥ ﺍﻟﻤﻴﻞ ﻳﺴﺎﻭﻱ‬
‫‪ tan i‬ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪ ،‬ﺇﺫﺍ ً ‪m1 = m2‬‬
‫ﻭﺑﺎﻟﻌﻜﺲ ﺇﺫﺍ ﻛﺎﻥ ﻣﻴﻞ ‪ = AB‬ﻣﻴﻞ ‪، CD‬‬
‫ﻓﺈﻥ ‪. AB//CD‬‬
‫ﻣﺜﺎﻝ )‪(٣‬‬
‫ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ‪ AB‬ﻭ ‪ CD‬ﻣﺘﻮﺍﺯﻳﺎﻥ‪ ،‬ﺣﻴﺚ ‪ AB‬ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ‬
‫)‪ (2, 40) ،(0, 20‬ﻭ ‪ CD‬ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪.(3, 30) ،(1, 10‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﻴﻞ ‪m1 = x2 - x1 = 2 - 0 = 2 = 10 : AB‬‬
‫‪y2 - y1 40 - 20 20‬‬
‫ﻣﻴﻞ ‪m2 = x2 - x1 = 3 - 1 = 2 = 10 : CD‬‬

‫‪y2 - y1 30 - 10 20‬‬
‫ﺑﻤﺎ ﺃ ّﻥ ‪ m1 = m2‬ﺇﺫﺍ ً ‪. AB//CD‬‬

‫ﺛﻢ ﺗﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺑﺎﻟﺮﺳﻢ ﺑﻘﻴﺎﺱ ﺯﺍﻭﻳﺘﻲ ﺍﻟﻤﻴﻞ‪.‬‬
‫ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ّ‬
‫‪١٧‬‬
‫‪ -١‬ﺃﻳﻤﻦ )‪ (a‬ﻭﺑﺎﺳﻢ )‪ (b‬ﻋﺪّﺍﺀﺍﻥ ﻳﺘﺴﺎﺑﻘﺎﻥ‪ ،‬ﻭﺍﻟﺸﻜﻞ )‪ (٢‬ﺍﻟﺘﺎﻟﻲ ﻳﻤﺜﻞ ﺳﺮﻋﺔ ﻛﻞ‬
‫ﻣﻨﻬﻤﺎ‪:‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﻛﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫)ﺏ( ﻫﻞ ﻳﻌﺪﻭﺍﻥ ﺑﺎﻟﺴﺮﻋﺔ ﻧﻔﺴﻬﺎ؟‬
‫‪x‬‬
‫)ﺟـ( ﻣﻦ ﺍﻟﺬﻱ ﻳﺴﻴﺮ ﺑﺴﺮﻋﺔ ﺃﻛﺒﺮ؟‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪4‬‬
‫‪ -٢‬ﻳﺒﻴّﻦ ﺍﻟﺸﻜﻞ )‪ (1‬ﺗﻤﺜﻴﻼ ً ﻟﻠﺴﺒﺎﻕ ﺑﻴﻦ ﻋﺪّﺍﺀﺗﻴﻦ ﺳﻤﻴﺮﺓ )‪ (X‬ﻭﺻﻔﻴﺔ )‪.(Y‬‬ ‫‪y‬‬
‫‪3‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﻛﻞ ﻣﻨﻬﻤﺎ‪.‬‬ ‫‪2‬‬
‫)ﺏ( ﻣﺎ ﻋﻼﻗﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻤﻤﺜﻠﻴﻦ ﻟﻜﻞ ﻣﻨﻬﻤﺎ؟‬
‫‪1‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﺍﻟﻤﺘﻌﺎﻣﺪﺍﻥ ‪Perpendicular Lines‬‬
‫‪0 1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫ﺍﻟﺰﻣﻦ ‪4‬‬
‫ﻟﻴﻜﻦ ‪ BC ، AB‬ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪ ،‬ﺃﻱ ﺃ ّﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻨﻬﻤﺎ ﺯﺍﻭﻳﺔ ﻗﺎﺋﻤﺔ )‪.(90º‬‬
‫‪A‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻴﻠﻴﻬﻤﺎ ‪ m1 ،m2‬ﻛﺎﻵﺗﻲ‪:‬‬
‫ﺍﻟﺸﻜﻞ )‪(١‬‬
‫‪y‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪a‬‬
‫‪5‬‬
‫‪i1 = 90c + i2‬‬
‫‪C‬‬
‫)‪tan i1 = tan (90c + i2‬‬ ‫‪4‬‬ ‫‪b‬‬
‫‪3‬‬
‫‪B‬‬
‫‪tan i1 = - cot i2‬‬
‫‪2‬‬
‫‪1‬‬
‫‪-1‬‬
‫‪1‬‬ ‫= ‪tan i‬‬
‫‪0 1 2 3 4 5‬‬
‫‪tan i2‬‬
‫‪2‬‬ ‫ﺍﻟﺰﻣﻦ‬
‫‪x‬‬ ‫‪tan i # tan i2 =- 1‬‬ ‫ﺍﻟﺸﻜﻞ )‪(٢‬‬
‫ﺃﻱ ﺃﻥّ‪m1 # m2 =- 1 :‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ AB = CD‬ﻭﻛﺎﻥ ﻣﻴﻞ ‪ AB‬ﻫﻮ ‪m1‬‬

‫ﻭﻣﻴﻞ ‪ CD‬ﻫﻮ ‪m2‬‬
‫ﻓﺈ ّﻥ ‪.m1 m2 = -1‬‬
‫ﻭﺍﻟﻌﻜﺲ ﺇﺫﺍ ﻛﺎﻥ ﻣﻴﻞ ‪ ^ AB‬ﻣﻴﻞ ‪ CD‬ﻳﺴﺎﻭﻱ ‪ -1‬ﻛﺎﻥ ‪. AB = CD‬‬
‫ﻣﺜﺎﻝ )‪(٤‬‬
‫ﻳﻤﺮ ‪ AB‬ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪ ،(4, 5) ،(2, 1‬ﻭﻳﻤﺮ ‪ CD‬ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪.(6, 0) ،(4, 1‬‬
‫ﺃﺛﺒﺖ ﺃ ّﻥ ‪ AB‬ﻭ ‪ CD‬ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﻴﻞ ‪m1 = x2 - x1 = 4 - 2 = 2 = 2 : AB‬‬
‫‪y2 - y1‬‬ ‫‪5-1 4‬‬
‫ﻣﻴﻞ ‪m1 = x2 - x1 = 4 - 6 = - 2 = 2 : CD‬‬

‫‪y2 - y1 1 - 0‬‬ ‫‪1‬‬ ‫‪-1‬‬
‫‪1‬‬
‫‪m1 # m2 = 2 # b- 2 l =- 1‬‬
‫ﺇﺫﺍ ً ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬
‫‪١٨‬‬
‫ﺑﻴﱢﻦ ﺃﻱ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺮﺑﻊ ﻭﺃﻳﻬﺎ ﻣﺴﺘﻄﻴﻞ ﻣﺴﺘﺨﺪﻣﺎً ﻗﻮﺍﻧﻴﻦ ﺍﻟﻤﻴﻞ ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫ﻧﻘﻄﺘﻴﻦ‪.‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬

‫‪0‬‬ ‫‪x‬‬
‫‪0‬‬ ‫‪x‬‬
‫‪0‬‬ ‫‪x‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪ -١‬ﺑﻴﱢﻦ ﺃ ّﻥ ﺍﻟﻨﻘﻂ )‪ C(9, -8) ،B(11, 6) ،A(5, 4‬ﺭﺅﻭﺱ ﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻓﻲ ‪) A‬ﺑﻄﺮﻳﻘﺘﻴﻦ(‪.‬‬
‫‪ -٢‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻨﻘﻂ )‪ D(18, 3) ،C(6, 7) ،B(-2, 3) ،A(10, -1‬ﻫﻲ ﺭﺅﻭﺱ‬
‫ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬
‫‪ -٣‬ﺑﺮﻫﻦ ﺃ ّﻥ ﺍﻟﻨﻘﻂ )‪ D(14, -2) ،C(3, -7) ،B(5, -4) ،A(1, 2‬ﻫﻲ ﺭﺅﻭﺱ‬
‫ﻟﺸﻜﻞ ﺭﺑﺎﻋﻲ ﻗﻄﺮﺍﻩ ﻣﺘﻌﺎﻣﺪﺍﻥ ﻭﺃﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ‪.‬‬
‫‪١٩‬‬
‫‪Equation of a Straight Line‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻫﻲ ﻋﻼﻗﺔ ﺑﻴﻦ ﺇﺣﺪﺍﺛﻴﻲ ﺃﻱ ﻧﻘﻄﺔ ﺗﻨﺘﻤﻲ ﻟﻪ ﻭﺗﻜﻮﻥ ﻋﻠﻰ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫ﺍﻟﺼﻮﺭﺓ‪:‬‬ ‫* ﺻﻮﺭﺓ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ‬
‫‪ ax + by = c‬ﺣﻴﺚ ‪ a‬ﻭ‪ b‬ﻭ‪ c‬ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ‪R‬‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫ﺣﻴﺚ ‪ a‬ﻭ‪ b‬ﻻ ﻳﺴﺎﻭﻳﺎﻥ ﺍﻟﺼﻔﺮ ﻣﻌﺎً‪.‬‬ ‫* ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‪:‬‬
‫ﻓﻤﺜﻼ ً ﻛﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻤﺜﻞ ﺧﻄّﺎً ﻣﺴﺘﻘﻴﻤﺎً‪:‬‬ ‫‪ -‬ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﻤﻴﻞ‬
‫)ﺃ( ‪3x + 4y = 12‬‬ ‫‪ -‬ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﺠﺰﺀﻳﻦ‬
‫)ﺏ( ‪y = 6x - 2‬‬ ‫ﺍﻟﻠﺬﻳﻦ ﻳﻘﻄﻌﻬﻤﺎ ﻣﻦ‬
‫)ﺟـ( ‪y = 2x‬‬ ‫ﺍﻟﻤﺤﻮﺭﻳﻦ‬
‫)ﺩ( ‪y = 6‬‬
‫)ﻫـ( ‪x = 2‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪y‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪0‬‬ ‫‪x‬‬
‫‪0‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪x‬‬
‫‪0‬‬ ‫‪x‬‬
‫‪x=2‬‬ ‫‪y=6‬‬ ‫‪y=2x‬‬ ‫‪y = 6x-2‬‬ ‫‪3x + 4y = 12‬‬
‫ﺗﻌﻴﻴﻦ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬

‫ﺗﺘﻌﻴﻦ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺑﺘﻮﻓﺮ ﺷﺮﻃﻴﻦ ﻛﻤﺎ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﻭﻻ ً‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﻤﻴﻞ )‪ (m‬ﻭﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ )‪.(p‬‬
‫ﺗﻜﻮﻥ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪.y = mx + p‬‬
‫‪y‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻴﻠﻪ ‪ 3‬ﻭﻳﻘﻄﻊ ‪ 6‬ﻭﺣﺪﺍﺕ ﻣﻦ ﺍﻟﺠﺰﺀ‬
‫ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪y = mx + p :‬‬
‫‪o‬‬ ‫‪x‬‬
‫ﺇﺫﺍ ً ‪.y = 3x + 6‬‬
‫ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬
‫ﺍﺭﺳﻢ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻴﻠﻪ ‪ 4‬ﻭﻳﻘﻄﻊ ﻭﺣﺪﺗﻴﻦ ﻣﻦ ﺍﻟﺠﺰﺀ ﺍﻟﺴﺎﻟﺐ ﻟﻤﺤﻮﺭ‬
‫ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫‪٢٠‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺗﻄﺒﻴﻖ ﻣﻦ ﺍﻟﺒﻴﺌﺔ‬
‫ﻳﺘﻨﺎﻗﺺ ﺍﻧﺒﻌﺎﺙ ﺃﻛﺴﻴﺪ ﺍﻟﻜﺮﺑﻮﻥ ﺍﻷﺣﺎﺩﻱ ﺑﻤﻌﺪﻝ ‪ 2.6‬ﻣﻠﻴﻮﻥ ﻃﻦ ﺳﻨﻮﻳّﺎً‪ ،‬ﻓﺈﺫﺍ‬
‫ﻋﻠﻢ ﺃﻧﻪ ﻓﻲ ﺍﻟﻌﺎﻡ ‪ 1991‬ﻛﺎﻧﺖ ﻛﻤﻴﺔ ﺍﻻﻧﺒﻌﺎﺙ ﻣﻦ ﻫﺬﺍ ﺍﻟﻐﺎﺯ ‪ 79‬ﻣﻠﻴﻮﻥ ﻃﻦ‪،‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺼﻮﺭﺓ ‪ y = mx + p‬ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻛﻤﻴﺔ ﺍﻻﻧﺒﻌﺎﺙ ﺑﺎﻟﻄﻦ‬
‫)‪ (y‬ﻭﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺤﺪﺙ ﻓﻴﻪ ﺍﻻﻧﺒﻌﺎﺙ )‪ (x‬ﻣﻌﺘﺒﺮﺍ ً ﺃ ّﻥ ‪ x = 91‬ﺗﻌﺒّﺮ ﻋﻦ ﻋﺎﻡ‬
‫‪.1991‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻤﻄﻠﻮﺑﺔ‪y = mx + p :‬‬
‫‪) m = -2.6‬ﻟﺘﻨﺎﻗﺺ ﺍﻻﻧﺒﻌﺎﺙ(‬
‫‪y = -2.6x + p‬‬
‫ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ )‪ (91, 79‬ﻳﺤﻘﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﺇﺫﺍ ً )‪79 = p + 91 ^ (-2.6‬‬
‫‪p = 315.6‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ ‪y = -2.6x + 315.6‬‬
‫ﻭﻫﻲ ﺗﻤﺜّﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻛﻤﻴﺔ ﺍﻻﻧﺒﻌﺎﺙ ﻭﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﺣﺪﺙ ﻓﻴﻬﺎ‪.‬‬
‫‪) -١‬ﺃ( ﺍﺳﺘﺨﺪﻡ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻟﺘﻘﺪﻳﺮ ﺍﻻﻧﺒﻌﺎﺙ ﺳﻨﺔ ‪.1990‬‬
‫)ﺏ( ﻣﺎ ﻛﻤﻴﺔ ﺍﻻﻧﺒﻌﺎﺙ ﺳﻨﺔ ‪2000‬؟‬
‫‪ -٢‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻴﻠﻪ ‪ 3‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(4, -3‬‬
‫‪2‬‬
‫‪ -٣‬ﺿﻊ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ax + by = c‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪.y = mx + p‬‬
‫‪ -٤‬ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ ‪.3x + 4y + 5 = 0‬‬
‫ﺛﺎﻧﻴﺎً‬
‫‪y‬‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻣﻴﻠﻪ ‪ m‬ﻭﻧﻘﻄﺔ ﻋﻠﻴﻪ )‪(x1, y1‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ )‪y - y1 = m(x - x1‬‬
‫ﻣﺜﺎﻝ )‪(٣‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻴﻠﻪ ‪ 3‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(1, 4‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪y - y1 = m(x - x1) :‬‬
‫‪x‬‬ ‫)‪y - 4 = 3(x -1‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪y = 3x + 1 :‬‬
‫‪3x - y + 1 = 0‬‬
‫‪٢١‬‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ‬
‫ﺇﺫﺍ ﻋﻠّﻖ ﺟﺴﻢ ﺛﻘﻠﻪ ‪ 1 N‬ﻓﻲ ﻣﻴﺰﺍﻥ ﺯﻧﺒﺮﻛﻲ ﻓﺈﻧﻪ ﻳﺤﺪﺙ ﺍﺳﺘﻄﺎﻟﺔ )‪ (x‬ﺗﺴﺎﻭﻱ ‪0.4 cm‬‬
‫ﻓﻲ ﻃﻮﻝ ﺍﻟﺰﻧﺒﺮﻙ‪.‬‬
‫ﺍﻛﺘﺐ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺜﻘﻞ )‪ (y‬ﻭﺍﻻﺳﺘﻄﺎﻟﺔ )‪ (x‬ﻟﻠﻤﻴﺰﺍﻥ ﺍﻟﺰﻧﺒﺮﻛﻲ ﺇﺫﺍ ﻋﻠﻢ ﺃﻧﻪ ﻻ‬
‫ﺃﻱ ﺛﻘﻞ ﻓﻲ ﺍﻟﺰﻧﺒﺮﻙ‪.‬‬
‫ﺍﺳﺘﻄﺎﻟﺔ ﺇﺫﺍ ﻟﻢ ﻳﻌﻠﻖ ّ‬
‫ﺍﻟﺤﻞ‬
‫‪m= F = 1‬‬ ‫ﺛﺎﺑﺖ ﺍﻻﺳﺘﻄﺎﻟﺔ‬
‫‪L‬‬ ‫‪0.004‬‬
‫‪100 g‬‬
‫‪= 250 N/m‬‬

‫)‪y - y0 = m (x - x0‬‬
‫ﻟﻜﻦ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ )‪ (0،0‬ﻳﺤﻘﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬
‫ّ‬
‫ﻭﺑﻬﺬﺍ ﺗﻜﻮﻥ )‪y -0 = 250 (x - 0‬‬
‫ﻫﻲ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬ ‫‪y = 250 x‬‬
‫ﺛﺎﻟﺜﺎً‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪(x2, y2) ،(x1, y1‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻜﻮﻥ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪x - x1 = x2 - x1‬‬

‫‪y - y1‬‬ ‫‪y2 - y1‬‬
‫ﻣﺜﺎﻝ‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪.(-1, -2) ،(5, 4‬‬
‫ﺍﻟﺤﻞ‬
‫‪y - y1‬‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪y2 - y1 :‬‬
‫=‬
‫‪x - x1 x2 - x1‬‬
‫‪y - 4 -2 - 4‬‬
‫‪x - 5 = -1 - 5‬‬
‫‪y - 4 -6‬‬
‫‪x - 5 = -6‬‬
‫‪y-4=x-5‬‬
‫‪y=x-1‬‬
‫‪٢٢‬‬
‫ﻣﺜﺎﻝ‬
‫ﺭﺟﺎﻝ ﺍﻟﻤﻈﻼﺕ‬
‫ﻫﺒﻂ ﺟﻨﺪﻱ ﺍﻟﻤﻈﻼﺕ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 2.5 km‬ﻣﻦ ﺳﻄﺢ‬
‫ﺍﻷﺭﺽ‪ .‬ﻭﺑﻌﺪ ‪ 40‬ﺛﺎﻧﻴﺔ ﺃﺻﺒﺢ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪.1.5 km‬‬
‫ﻓﺈﺫﺍ ﻋﻠﻢ ﺃ ّﻥ ﻣﺴﺎﺭ ﻫﺒﻮﻃﻪ ﻛﺎﻥ ﻓﻲ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺎﺭ ﺍﻟﺘﻲ‬
‫ﺗﺒﻴّﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﺭﺗﻔﺎﻋﻪ )‪ (h‬ﺑﺎﻟﻜﻴﻠﻮﻣﺘﺮ ﻭﺯﻣﻦ ﺍﻟﻬﺒﻮﻁ )‪ (t‬ﺑﺎﻟﺜﺎﻧﻴﺔ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪A‬‬ ‫‪y - y1‬‬ ‫‪y2 - y1‬‬
‫‪x - x1 = x2 - x1‬‬
‫ﺍﻻﺭﺗﻔﺎﻉ )‪(km‬‬
‫‪y - 2.5 1.5 - 2.5‬‬

‫‪x‬‬ ‫‪= 40 - 0‬‬
‫‪B‬‬
‫‪y - 2.5 - 1‬‬
‫‪x‬‬ ‫‪= 40‬‬
‫ﻭﻣﻨﻬﺎ‬
‫‪80‬‬ ‫‪100‬‬
‫ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﺎﻧﻴﺔ‬ ‫‪-1‬‬
‫‪y = 40 x + 2.5‬‬
‫‪-1‬‬ ‫ﺃﻱ‬
‫‪h = 40 t + 2.5‬‬
‫ﺍﺣﺴﺐ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻗﻪ ﺟﻨﺪﻱ ﺍﻟﻤﻈﻼﺕ ﻟﻠﻬﺒﻮﻁ ﻣﻦ ﺍﻟﻄﺎﺋﺮﺓ ﺣﺘﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫ﺭﺍﺑﻌﺎً‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﺠﺰﺃﻳﻦ ﺍﻟﻠﺬﻳﻦ ﻳﻘﻄﻌﻬﻤﺎ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ‪:‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪y = mx + p‬‬
‫ﺍﻟﻤﻴﻞ ﻫﻮ ‪- a‬‬
‫‪p‬‬
‫ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬

‫‪y‬‬ ‫‪p‬‬
‫)‪B (0, p‬‬
‫‪y =- a x + p‬‬
‫‪p‬‬
‫ﻭﺑﺎﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ p‬ﻭﺑﺎﻟﺘﺒﺴﻴﻂ ﻧﺤﺼﻞ ﻋﻠﻰ ‪a + p = 1‬‬
‫‪x y‬‬
‫ﺣﻴﺚ ‪ a‬ﻫﻮ ﻃﻮﻝ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻭ‪ p‬ﻫﻮ ﻃﻮﻝ‬
‫)‪A (a, 0‬‬ ‫ﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫‪0‬‬ ‫‪a‬‬ ‫‪x‬‬
‫‪٢٣‬‬
‫ﻣﺜﺎﻝ)‪(١‬‬
‫ﻃﻮﻟﻲ ﺍﻟﺠﺰﺃﻳﻦ ﺍﻟﻤﻘﻄﻮﻋﻴﻦ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ ﺑﺎﻟﻤﺴﺘﻘﻴﻢ ‪3x + 4y = 12‬‬
‫ّ‬ ‫ﺃﻭﺟﺪ‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ‪3x + 4y = 12‬‬
‫ﺑﻘﺴﻤﺔ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ‪:12‬‬
‫‪x y‬‬
‫‪4+3=1‬‬
‫ﺇﺫﺍ ً ﻃﻮﻝ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻳﺴﺎﻭﻱ ‪4‬‬
‫ﻭﻃﻮﻝ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ ﻳﺴﺎﻭﻱ ‪.3‬‬
‫ﺣﻞ ﺁﺧﺮ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ ﻋﻨﺪ ‪x = 0‬‬
‫‪y=3‬‬ ‫ﺃﻱ‬ ‫‪4y = 12‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﻘﻄﻊ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻋﻨﺪ ‪y = 0‬‬
‫‪x=4‬‬ ‫ﺃﻱ‬ ‫‪3x = 12‬‬
‫ﺍﻟﺠﺰﺀﺍﻥ ﺍﻟﻤﻘﻄﻮﻋﺎﻥ ﻣﻦ ﻣﺤﻮﺭﻱ ﺍﻟﺴﻴﻨﺎﺕ ﻭﺍﻟﻌﻴﻨﺎﺕ ﻫﻤﺎ ‪ 3, 4‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻘﻄﻊ ﻣﻦ ﻣﺤﻮﺭﻱ ﺍﻟﺴﻴﻨﺎﺕ ﻭﺍﻟﻌﻴﻨﺎﺕ ﺟﺰﺀﻳﻦ‬
‫ﻃﻮﻟﻬﻤﺎ ‪ 8 ،6‬ﻭﺣﺪﺍﺕ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﻭﺟﺪ ﻧﻘﻄﺘﻴﻦ ﺗﻘﻌﺎﻥ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ ‪.3x - 5y + 1 = 0‬‬
‫ﺍﻟﺤﻞ‬
‫ﺑﻮﺿﻊ ‪ ،x = 0‬ﻧﺠﺪ ﺃﻥّ‪:‬‬
‫‪3 # 0 - 5y + 1 = 0‬‬
‫‪-5y = -1‬‬
‫) (‬
‫‪-1‬‬ ‫‪1‬‬
‫‪y = -5 = 5‬‬
‫ﺇﺫﺍ ً ﺇﺣﺪﻯ ﺍﻟﻨﻘﻂ ﻫﻲ ‪. 0, 1‬‬

‫‪5‬‬
‫ﻭﺑﻮﺿﻊ ‪ x = 1‬ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪3 # 1 - 5y + 1 = 0‬‬
‫‪-5y + 4 = 0‬‬
‫‪4‬‬
‫‪y=5‬‬
‫ﺇﺫﺍ ً ﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻫﻲ ‪.b1, 45 l‬‬
‫‪٢٤‬‬
‫ﻣﺜﺎﻝ)‪(٣‬‬
‫ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻣﻌﺎﺩﻟﺘﻪ ‪ 5x - 2y = 0‬ﻳﻤﺮ ﺑﻤﺒﺪﺃ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺑﻄﺮﻳﻘﺘﻴﻦ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﻟﻰ‪:‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪ y = 0‬ﻭ‪ x = 0‬ﻧﺠﺪ ﺃﻥّ‪:‬‬
‫ﺃﻱ ﺃ ّﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﺘﺤﻘﻖ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃ ّﻥ )‪ (0, 0‬ﺗﻨﺘﻤﻲ ﻟﻠﻤﺴﺘﻘﻴﻢ‪.‬‬

‫‪5#0-2#0 = 0‬‬
‫ﻣﻼﺣﻈﺔ‪ :‬ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ ،y = mx‬ﺗﻤﺜّﻞ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ‬

‫ﺑﻤﺒﺪﺃ ﺍﻹﺣﺪﺍﺛﻴّﺎﺕ‪.‬‬
‫ﻣﺜﺎﻝ )‪(٤‬‬
‫ﻟﻴﻜﻦ ‪ AB‬ﻣﻌﺎﺩﻟﺘﻪ ‪.x + 2y + 3 = 0‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ‪ AB‬ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(1, 2‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﻌﺎﺩﻟﺔ ‪.x + 2y + 3 = 0 AB‬‬
‫‪2y = -x -3‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪y =- 2 x - 2‬‬
‫ﺇﺫﺍ ً ﺍﻟﻤﻴﻞ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻴﻪ ﻫﻮ ‪) 2‬ﻷ ّﻥ ‪.b- 21 # m2 =- 1‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻣﻴﻠﻪ ﻭﻧﻘﻄﺔ ﻋﻠﻴﻪ )‪ (1, 2‬ﻫﻲ‪:‬‬
‫)‪y - y1 = m (x - x1‬‬
‫)‪y - 2 = 2 (x - 1‬‬
‫‪y - 2 = 2x - 2‬‬
‫‪y = 2x‬‬
‫‪٢٥‬‬
‫ﺍﻟﺤﻞ ﺁﺧﺮ‬
‫ﻟﺘﻜﻦ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻌﻤﻮﺩﻱ ‪y = mx + p‬‬
‫ﻭﻷ ّﻥ ‪) y = 2x + p‬ﺍﻟﻤﻴﻞ ﻣﻌﻠﻮﻡ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪( AB‬‬
‫ﻭﺣﻴﺚ ﺇﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻄﻠﻮﺏ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪(1, 2‬‬
‫‪2 = 2#1+p‬‬
‫ﺇﺫﺍ ً ‪p = 2 - 2 = 0‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﻫﻲ‪y = 2x + 0 :‬‬
‫ﺃﻱ ﺃ ّﻥ ‪y = 2x‬‬
‫ﻣﺜﺎﻝ )‪(٥‬‬
‫ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ‪ 3x + 5y = 6‬ﻭ‪ 3x + 5y = 2‬ﻣﺘﻮﺍﺯﻳﺎﻥ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪m2 =- 5 ، m1 =- 5‬‬
‫‪3‬‬ ‫‪3‬‬
‫ﺑﻤﺎ ﺃ ّﻥ ‪ m1 = m2‬ﺇﺫﺍ ً ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻮﺍﺯﻳﺎﻥ‪.‬‬
‫ﺃﻭﺟﺪ ﺷﺮﻁ ﺗﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ‪a1x + b1y + c1 = 0‬‬
‫‪a2x + b2y + c2 = 0‬‬
‫ﺇﺭﺷﺎﺩ‪ :‬ﺍﺑﺤﺚ ﻣﻴﻞ ﻛﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫‪ -١‬ﺍﻛﺘﺐ ﻣﺜﺎﻻ ً ﻟﻤﻌﺎﺩﻟﺘﻲ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻳﻜﻮﻧﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫‪ -٢‬ﺍﻛﺘﺐ ﻣﺜﺎﻻ ً ﻟﻤﻌﺎﺩﻟﺘﻲ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻳﻜﻮﻧﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫‪ -٣‬ﺍﻛﺘﺐ ﻣﺜﺎﻻ ً ﻟﻤﻌﺎﺩﻟﺘﻲ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻻ ﻳﻜﻮﻧﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻭﻻ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫‪ -٤‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ ﻭﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ ‪ x‬ﻭ‪.y‬‬
‫‪٢٦‬‬
‫‪) -١‬ﺃ( ﻛﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻜﻮﻥ ﻛﻞ ﻣﻨﻬﺎ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ y = 21 x - 5‬؟‬
‫)ﺏ( ﺍﺑﺤﺚ ﻛﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(0, -5‬‬
‫‪ -٢‬ﺫ ّﻛﺮ ﺃﺣﺪ ﺯﻣﻼﺋﻚ ﻓﻲ ﺍﻟﺼﻒ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﺘﻲ ﻣﻴﻠﻬﺎ ﻳﺴﺎﻭﻱ ﺻﻔﺮﺍ ً‬
‫ﻣﻌﺮﻑ(‪ .‬ﺍﺷﺮﺡ ﻟﻪ ﺧﻄﺄﻩ‪ .‬ﺍﺭﺳﻢ‬ ‫ﻫﻲ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﻟﻴﺲ ﻟﻬﺎ ﻣﻴﻞ )ﻣﻴﻠﻬﺎ ﻏﻴﺮ ﱠ‬
‫ﻣﺴﺘﻘﻴﻤﻴﻦ ﺃﺣﺪﻫﻤﺎ ﻣﻴﻠﻪ ﺻﻔﺮ ﻭﺍﻵﺧﺮ ﻟﻴﺲ ﻟﻪ ﻣﻴﻞ‪ .‬ﻫﻞ ﺗﻮﺟﺪ ﻋﻼﻗﺔ ﺑﻴﻦ ﻫﺬﻳﻦ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ؟ ﻣﺎ ﻫﻲ؟‬
‫‪ -٣‬ﺍﺭﺳﻢ ﺷﻜﻼ ً ﺳﺪﺍﺳﻴّﺎً ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﺮﺑﻌﺎﺕ ﺗﻜﻮﻥ ﺭﺅﻭﺳﻪ‪:‬‬
‫)‪F(-1, 3) ،E(0, 5) ،D(4, 5) ،C(5, 3) ،B(4, 2) ،A(0, 2‬‬
‫)ﺃ( ﺍﺑﺤﺚ ﻋﻦ ﺃﺯﻭﺍﺝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻮﺍﺯﻳﺔ ﻓﻴﻪ ‪ -‬ﻫﻞ ﺗﻮﺟﺪ ﺃﺿﻼﻉ ﻣﺘﺴﺎﻭﻳﺔ ﺍﻟﻄﻮﻝ؟‬
‫)ﺏ( ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺃﺿﻼﻉ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺪﺍﺳﻲ‪.‬‬
‫‪ AB -٤‬ﻣﺴﺘﻘﻴﻢ ﻣﻌﺎﺩﻟﺘﻪ‪.3x - 6y = 18 :‬‬
‫)ﺃ( ﺿﻊ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪.y = mx + p‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ KD‬ﻳﻮﺍﺯﻱ ‪ AB‬ﻭﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ‪.‬‬
‫)ﺟـ( ﻛﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ ﻭﻳﻮﺍﺯﻱ ‪ AB‬؟‬
‫)ﺩ( ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ‪ AB‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(1, 2‬‬
‫)ﻫـ( ﻛﻢ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ ﻭﻳﻜﻮﻥ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ‪ AB‬؟‬
‫‪ -٥‬ﻟﺘﻜﻦ ﻣﻌﺎﺩﻟﺔ ‪ AB‬ﻫﻲ ‪ .5x - y + 2 = 0‬ﺍﺧﺘﺮ ﻧﻘﻄﺔ ﺗﻘﻊ ﻋﻠﻰ ‪ AB‬ﻭﻟﺘﻜﻦ ‪.C‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ‪ AB‬ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ‪.C‬‬
‫‪ -٦‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ‪ adx + bdy + c = 0 ،ax + by + c = 0‬ﻣﺘﻮﺍﺯﻳﺎﻥ‬
‫ﺣﻴﺚ ‪ d‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻏﻴﺮ ﻣﻌﺪﻭﻡ‪.‬‬
‫‪ ABC -٧‬ﻣﺜﻠﺚ ﻓﻴﻪ )‪ BC ،B (8, 5) ،A (4, 3‬ﻳﻮﺍﺯﻱ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪AC ،‬‬
‫ﻳﻮﺍﺯﻱ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ‪ .‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ﻧﻘﻄﺔ ‪.C‬‬
‫‪ -٨‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ )‪:(٧‬‬
‫ﺃﺛﺒﺖ ﺃ ّﻥ ‪ 9 ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ C‬ﺑﻄﺮﻳﻘﺘﻴﻦ‪.‬‬
‫‪ ABC -٩‬ﻣﺜﻠﺚ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺅﻭﺳﻪ ﻫﻲ )‪،B(12, 5) ،A(8, 11‬‬
‫ﻧﺼﻒ ‪ AB‬ﻓﻲ ‪ AC ،E‬ﻓﻲ ‪ ،F‬ﻭﺍﻟﻤﻄﻠﻮﺏ‪:‬‬ ‫)‪ .C (3, 5‬ﱢ‬
‫)ﺃ( ﺇﻳﺠﺎﺩ ﺇﺣﺪﺍﺛﻴّﻲ ‪.F ،E‬‬
‫)ﺏ( ﺇﺛﺒﺎﺕ ﺃ ّﻥ ‪. EF // BC‬‬
‫‪A‬‬ ‫)ﺟـ( ﺇﺛﺒﺎﺕ ﺃ ّﻥ ‪. EF = 2 BC‬‬
‫‪F‬‬ ‫‪E‬‬
‫‪1‬‬
‫)ﺩ( ﺇﺛﺒﺎﺕ ﺃ ّﻥ ‪ AB‬ﻟﻴﺲ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ‪. BC‬‬
‫‪C‬‬ ‫‪B‬‬ ‫)ﻫـ( ﺇﺛﺒﺎﺕ ﺃ ّﻥ ‪.AB + BC > AC‬‬
‫‪ E‬ﻣﻨﺘﺼﻒ ‪AB‬‬
‫‪ -١٠‬ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻟﻜﺸﺎﻓﺔ ﻗﺎﻣﻮﺍ ﺑﺮﺣﻠﺔ ﻟﻌﺪﺓ ﺃﻳﺎﻡ ﻭﺃﺧﺬﻭﺍ ﻣﻌﻬﻢ ﻛﻤﻴﺔ ﻣﻦ ﺍﻟﻄﻌﺎﻡ‬
‫‪ F‬ﻣﻨﺘﺼﻒ ‪AC‬‬
‫ﺗﺰﻥ ‪.85 kgw‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ m + 5d - 85 = 0‬ﺗﺮﺑﻂ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻛﻤﻴﺔ ﺍﻟﻄﻌﺎﻡ ﺍﻟﻤﺘﺒﻘﻲ )‪ (m‬ﺑﻌﺪﺩ‬
‫ﺍﻷﻳﺎﻡ )‪.(d‬‬
‫‪٢٧‬‬
‫)ﺃ( ﺍﺭﺳﻢ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﺗﻤﺜّﻠﻪ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﺮﺑﻌﺎﺕ‪.‬‬
‫)ﺏ( ﻛﻢ ﻳﻮﻣﺎً ﺍﺳﺘﻐﺮﻗﺖ ﺍﻟﺮﺣﻠﺔ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃ ّﻥ ﺍﻟﺮﺣﻠﺔ ﺗﻨﺘﻬﻲ ﺑﺎﻧﺘﻬﺎﺀ ﻣﺎ ﻣﻌﻬﻢ ﻣﻦ ﻃﻌﺎﻡ؟‬
‫)ﺟـ( ﻣﺎ ﻣﻌﺪﻝ ﺍﻻﺳﺘﻬﻼﻙ ﺍﻟﻴﻮﻣﻲ ﻟﻠﻄﻌﺎﻡ؟‬
‫‪ -١١‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﻤﻨﺘﺼﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺤﺪﺩﺓ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪،(2, 3‬‬
‫)‪ (4, 1‬ﻭﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(5, 9‬‬
‫‪ -١٢‬ﺇﺫﺍ ﻛﺎﻥ ‪ C‬ﻣﻨﺘﺼﻒ ‪ AB‬ﺣﻴﺚ )‪ B(7, -5) ،A(-3, 1‬ﻓﺄﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ‪ AB‬ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ ‪.C‬‬
‫‪ -١٣‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺤﺪﻭﺩ ﺑﺎﻟﻤﺴﺘﻘﻴﻢ ‪ 2x + 5y = 10‬ﻭﻣﺤﻮﺭﻱ ﺍﻟﺴﻴﻨﺎﺕ‬
‫ﻭﺍﻟﻌﻴﻨﺎﺕ‪.‬‬
‫‪ -١٤‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻣﺴﺘﻘﻴﻢ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪ (-2, 4‬ﻭﻳﻘﻄﻊ ﻣﻦ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ‬
‫ﺟﺰﺀﻳﻦ ﻣﺠﻤﻮﻋﻬﻤﺎ ‪) .9‬ﻛﻢ ّ‬
‫ﺣﻼ ً ﻟﻠﻤﺴﺄﻟﺔ؟(‬
‫‪ -١٥‬ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ 2x - 3y = 18‬ﻳﻘﻄﻊ ﻣﺤﻮﺭﻱ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻓﻲ ﺍﻟﻨﻘﻄﺘﻴﻦ‬
‫‪ B ،A‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪(-7, 4‬‬
‫ﻭﻳﻘﺴﻢ ‪ AB‬ﺑﻨﺴﺒﺔ ‪ 2:1‬ﻣﻦ ﺍﻟﺪﺍﺧﻞ ﻟﺠﻬﺔ ‪.A‬‬
‫‪ -١٦‬ﻓﻲ ﺍﻟﺴﻴﺎﺣﺔ‪ :‬ﺇﺣﺪﻯ ﺷﺮﻛﺎﺕ ﺍﻟﺴﻴﺎﺣﺔ ﺗﺆﺟﺮ ﺳﻴﺎﺭﺍﺗﻬﺎ ﺑﺤﻴﺚ ﺗﺘﻘﺎﺿﻰ ‪ 30‬ﻟﻴﺮﺓ‬
‫ﺳﻮﺭﻳﺔ ﻟﻤﺴﺎﻓﺔ ‪ ،3 km‬ﻭﺗﺘﻘﺎﺿﻰ ‪ 90‬ﻟﻴﺮﺓ ﺳﻮﺭﻳﺔ ﻟﻤﺴﺎﻓﺔ ‪ ،13 km‬ﺃﻭﺟﺪ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ﺛﻢ ﺍﺭﺳﻢ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺍﻟﺨﻄﻴﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺘﻜﻠﻔﺔ )‪ (y‬ﻭﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ )‪ّ (x‬‬
‫ﻟﻬﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬
‫ﺗﻔﺴﺮ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﻌﻴﻨﺎﺕ؟‬
‫)ﺃ( ﻛﻴﻒ ّ‬
‫ﺗﻔﺴﺮ ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ؟‬
‫)ﺏ( ﻛﻴﻒ ّ‬
‫)ﺟـ( ﻫﻞ ﻫﻨﺎﻙ ﻣﻌﻨﻰ ﻟﻠﺠﺰﺀ ﺍﻟﻤﻘﻄﻮﻉ ﻣﻦ ﻣﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ؟‬
‫)ﺩ( ﺇﺫﺍ ﺍﺳﺘﺄﺟﺮ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ ﻫﺬﻩ ﺍﻟﺴﻴﺎﺭﺓ ﻣﻦ ﻣﻨﺰﻟﻪ ﺇﻟﻰ ﺍﻟﻤﻄﺎﺭ‬
‫)ﺍﻟﻤﺴﺎﻓﺔ = ‪ (30 km‬ﻓﻜﻢ ﻳﺪﻓﻊ ﺇﻳﺠﺎﺭﺍ ً ﻟﻬﺬﻩ ﺍﻟﺴﻴﺎﺭﺓ؟‬
‫‪٢٨‬‬
‫‪Distance Between a Point and a Straight Line‬‬ ‫ﺍﻟﺒﻌﺪ ﺑﻴﻦ ﻧﻘﻄﺔ ﻭﻣﺴﺘﻘﻴﻢ‬

‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪ M(x1, y1‬ﺣﻴﺚ ‪ M‬ﻻ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪l‬‬
‫* ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ‬ ‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ax + by + c = 0 : l‬‬
‫ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ‪ M‬ﻋﻠﻰ ‪ax1 + by1 + c : l‬‬
‫ﺍﻟﻤﻘﺎﻡ ﻣﻦ ﻧﻘﻄﺔ ﻋﻠﻰ‬
‫ﻣﺴﺘﻘﻴﻢ‬
‫=‪h‬‬
‫ﺣﻴﺚ |‪ |ax1 + by1 + c‬ﺗﻌﻨﻲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻤﻘﺪﺍﺭ ‪ax1 + by1 + c‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪a +b‬‬
‫•‬ ‫)‪M(x1, y1‬‬

‫‪0‬‬
‫=‪c‬‬
‫‪+‬‬
‫‪by‬‬
‫‪+‬‬
‫‪ax‬‬
‫ﻣﺜﺎﻝ‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ (10, 5‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪6x + 8y - 25 = 0‬‬
‫ﺍﻟﺤﻞ‬
‫ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ‪:‬‬
‫‪ax1 + by1 + c‬‬ ‫‪6 # 10 + 8 # 5 - 25‬‬
‫=‪h‬‬ ‫‪2‬‬ ‫‪2‬‬
‫=‬
‫‪a +b‬‬ ‫‪62 + 82‬‬
‫‪60 + 40 - 25‬‬ ‫‪75‬‬
‫=‬ ‫‪= 10 = 7.5‬‬
‫ﺇﺫﺍ ً ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ‪ 7.5‬ﻭﺣﺪﺓ ﻃﻮﻝ‪.‬‬
‫‪64 + 36‬‬
‫‪٢٩‬‬
‫‪ -١‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ (2, 5‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‪.‬‬
‫‪3x + 4y + 5 = 0‬‬
‫‪ -٢‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ C(-4, 1) ،B(2, 3) ،A(-1, 7‬ﻓﺄﻭﺟﺪ‪:‬‬
‫)ﺃ( ﻣﻌﺎﺩﻟﺔ ‪. BC‬‬
‫)ﺏ( ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ‪ A‬ﻋﻠﻰ ‪. BC‬‬
‫)ﺟـ ( ﻃﻮﻝ ‪. BC‬‬
‫)ﺩ( ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﻤﺜﻠﺚ ‪.ABC‬‬
‫‪ -٣‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ C(2, -3) ،B(-1, 3) ،A(3, -1‬ﻓﺄﻭﺟﺪ‪:‬‬
‫)ﺃ( ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ‪ A‬ﻋﻠﻰ ‪. BC‬‬
‫)ﺏ( ﻃﻮﻝ ‪. BC‬‬
‫)ﺟـ( ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ‪.ABC‬‬
‫‪ -٤‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪.E(4, 7) ،N(5, 2) ،M(-6, -8) ، L (9, - 5‬‬
‫)ﺃ( ﻣﺜﱢﻞ ﺍﻟﻨﻘﻂ ﻋﻠﻰ ﻭﺭﻗﺔ ﺭﺳﻢ ﺑﻴﺎﻧﻲ‪.‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻨﺎﺯﻝ ﻣﻦ ﻛﻞ ﻣﻦ ‪ N ،L‬ﻋﻠﻰ ‪. ME‬‬
‫‪ -٥‬ﺃﻭﺟﺪ ﺑُﻌﺪ ﺍﻟﻨﻘﻄﺔ )‪ (-1, 2‬ﻋﻦ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺔ )‪ (3, 4‬ﻭﻣﻴﻠﻪ‬
‫‪-3‬‬
‫‪. 4‬‬
‫‪ -٦‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻤﺮﺳﻮﻡ ﻣﻦ ﺍﻟﻨﻘﻄﺔ )‪ (0, 3‬ﻋﻠﻰ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﺎﺭ‬
‫ﺑﺎﻟﻨﻘﻄﺘﻴﻦ )‪.(-1, 0) ،(4, 5‬‬
‫‪ -٧‬ﻳﺮﻳﺪ ﺃﺣﻤﺪ ﺍﻟﺘﻮﺟﻪ ﻣﻦ ﻣﻨﺰﻟﻪ ﺇﻟﻰ ﺃﻗﺮﺏ ﻃﺮﻳﻖ‪ .‬ﻫﻨﺎﻙ ﻃﺮﻳﻘﺎﻥ ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ‪ :‬ﺍﻷﻭﻟﻰ‬
‫ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻣﻌﺎﺩﻟﺘﻪ‪ 2x - y + 1 = 0 :‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪(3, -2‬‬
‫ﻭﻣﻴﻠﻬﺎ )‪ .(-1‬ﺃﻱ ﻃﺮﻳﻖ ﻳﺨﺘﺎﺭ ﺃﺣﻤﺪ ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻣﻨﺰﻟﻪ )‪(4, 1‬؟‬
‫‪ -٨‬ﻳﺮﻳﺪ ﺑﺸﺎﺭ ﺃﻥ ﻳﻨﻘﻞ ﺍﻟﻤﺎﺀ ﻟﺮﻱ ﺣﺪﻳﻘﺘﻪ ﻣﻦ ﻣﺠﺮﻯ ﻧﻬﺮ ﻳﻘﻊ ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ‬
‫ﻣﻌﺎﺩﻟﺘﻪ‪ .2x - y + 3 = 0 :‬ﻣﺎ ﻃﻮﻝ ﺃﻗﺼﺮ ﺧﺮﻃﻮﻡ ﻣﻴﺎﻩ ﻳﻠﺰﻡ ﺇﺫﺍ ﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ‬
‫ﻧﻘﻄﺔ ﺗﺠﻤﻴﻊ ﺍﻟﻤﻴﺎﻩ ﻓﻲ ﺍﻟﺤﺪﻳﻘﺔ ﻫﻲ )‪(12, 3‬؟‬
‫* ﻓﻲ ﺍﻟﺮﺳﻢ ﺃﺩﻧﺎﻩ‪.‬‬
‫‪ -٩‬ﺃﻭﺟﺪ ﺍﻟﺒُﻌﺪ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺔ ‪ C‬ﻭﺍﻟﻤﺴﺘﻘﻴﻢ ‪AB‬‬
‫‪y‬‬
‫‪A‬‬
‫‪B‬‬ ‫‪C‬‬
‫‪0‬‬ ‫‪x‬‬
‫‪٣٠‬‬
‫‪Circle‬‬ ‫ﺍﻟﺪﺍﺋﺮﺓ‬
‫* ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻋﻨﺪﻙ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺤﺒﻞ ﻃﻮﻟﻬﺎ ‪ ،6 m‬ﻭﺃﺭﺩﺕ ﺃﻥ ﺗﺮﺳﻢ ﺩﺍﺋﺮﺓ ﻓﻲ ﻓﻨﺎﺀ‬
‫* ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﺍﻟﻤﺪﺭﺳﺔ ﻓﻤﺎﺫﺍ ﺗﻔﻌﻞ؟ ﻓﻜﺮ ﻣﻊ ﺯﻣﻼﺋﻚ‪.‬‬
‫* ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ‬
‫ﻫﺬﺍ ﺳﻴﻘﻮﺩﻧﺎ ﺇﻟﻰ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ‬
‫* ﺇﻳﺠﺎﺩ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ‬ ‫ﺍﻟﺪﺍﺋﺮﺓ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﻂ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻠﻰ ﺑُﻌﺪ ﺛﺎﺑﺖ‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬ ‫ﻣﻦ ﻧﻘﻄﺔ ﻣﻌﻠﻮﻣﺔ‪ ،‬ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻌﻠﻮﻣﺔ ﺗﺴﻤﻰ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﻭﺍﻟﺒﻌﺪ‬
‫ﺍﻟﺜﺎﺑﺖ ﻫﻮ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ )‪.(r‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪r‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ ﻣﺒﺪﺃ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬
‫‪ 5‬ﻭﺣﺪﺍﺕ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺇﺫﺍ ﻓﺮﺿﻨﺎ ﻧﻘﻄﺔ ﻣﺜﻞ )‪ A (x, y‬ﻋﻠﻰ ﺍﻟﺪﺍﺋﺮﺓ ﻓﺈﻥ )ﻭﺣﺪﺍﺕ( ‪.OA = r = 5‬‬
‫)‪A (x, y‬‬ ‫ﻭﺑﺘﻄﺒﻴﻖ ﻗﺎﻧﻮﻥ ﺍﻟﺒُﻌﺪ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﺗﻜﻮﻥ‪:‬‬
‫)‪(0, 0‬‬
‫‪(x - 0)2 + (y - 0)2 = (OA)2 = 25‬‬
‫‪o‬‬
‫‪r‬‬
‫‪x2 + y2 = 25‬‬
‫ﻭﻫﺬﻩ ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬
‫ﺟﻤﻠﺔ ﻣﻔﺘﻮﺣﺔ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪ A (x, y‬ﻧﻘﻄﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ )‪ (r‬ﻭﻣﺮﻛﺰﻫﺎ‬
‫)‪ ،O (0, 0‬ﺑﺮﻫﻦ ﺃ ّﻥ ﻣﻌﺎﺩﻟﺔ ﺗﻠﻚ ﺍﻟﺪﺍﺋﺮﺓ‪.x2 + y2 = r2 :‬‬
‫‪y‬‬ ‫ﺑﺸﻜﻞ ﻋﺎﻡ ﻷﻱ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ )‪M0(x0, y0‬‬
‫)‪A (x, y‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ )‪.(r‬‬
‫‪M0 (x0, y0) r‬‬
‫ﻓﺈﻥ‪:‬‬
‫‪ = (x2 - x1) + (y2 - y1) 2‬ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ‬
‫‪2‬‬
‫‪x‬‬
‫‪r = (x - x0) 2 + (y - y0) 2‬‬
‫‪(x - x0) 2 + ^ y - y0 h2 = r2‬‬
‫ﻭﻋﻠﻰ ﺫﻟﻚ ﺗﻜﻮﻥ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪ M0(x0, y0‬ﻭﻃﻮﻝ ﻧﺼﻒ‬
‫ﻗﻄﺮﻫﺎ )‪ (r‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﻤﺮﻛﺰ )‪ M0(x0, y0‬ﻭﻃﻮﻝ‬

‫‪(x - x0) 2 + (y - y0) 2 = r2‬‬
‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ )‪.(r‬‬

‫‪٣١‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪ (3, -2‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪.7‬‬
‫ﺍﻟﺤﻞ‬ ‫‪y‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. (x - x0) 2 + (y - y0) 2 = r2‬‬

‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ‪. (x - 3) 2 + (y + 2) 2 = 49‬‬
‫)‪(3, 4‬‬
‫‪4‬‬
‫‪3‬‬
‫ﻣﺜﺎﻝ )‪(٣‬‬ ‫‪2‬‬
‫‪1‬‬
‫ﺗﻜﻮﻥ ﺷﻜﻼ ً ﺩﺍﺋﺮﻳّﺎً ﻣﺮﻛﺰﻩ‬
‫ﻓﻲ ﺣﺪﻳﻘﺔ ﺍﻟﻨﺒﺎﺗﺎﺕ ﻭﺟﺪﺕ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻫﺎﺭ ّ‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪x‬‬
‫)‪ (3, 4‬ﺣﻴﺚ ﺇﻥ ﻛﻞ ﺯﻫﺮﺓ ﺗﺒﻌﺪ ‪ 4‬ﻭﺣﺪﺍﺕ ﻋﻦ ﺍﻟﻤﺮﻛﺰ‪ .‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ‬
‫ﺗﻨﻤﻮ ﺑﻬﺎ ﻣﺠﻤﻮﻋﺔ ﺍﻷﺯﻫﺎﺭ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪(x - x0) 2 + (y - y0) 2 = r2 :‬‬
‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ‪(x - 3) 2 + (y - 4) 2 = 16‬‬
‫ﺣﺎﻭﻝ ﺫﻟﻚ‪ :‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪ (5, -3‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬
‫‪ 5‬ﻭﺣﺪﺍﺕ‪.‬‬
‫ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‪ :‬ﻫﻞ ﻳﻤﻜﻦ ﻟﺪﺍﺋﺮﺓ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪-5‬؟ ﻓﺴﺮ‪.‬‬
‫ﻣﺜﺎﻝ )‪(٤‬‬ ‫‪y‬‬
‫ﺛﻢ‬
‫ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ ‪ّ (x + 6) + (y - 7) = 25‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺍﺭﺳﻢ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺑﻤﻘﺎﺭﻧﺔ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ‪:‬‬ ‫‪x‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪(x - x0) + (y - y0) = r‬‬
‫ﻧﺠﺪ ﺃ ّﻥ ‪r2 = 25‬‬
‫‪r = 5 ،y0 = 7 ،x0 = -6‬‬
‫ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ )‪ (-6, 7‬ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﻳﺴﺎﻭﻱ ‪ 5‬ﻭﺣﺪﺍﺕ‪.‬‬
‫‪٣٢‬‬
‫ﻣﺜﺎﻝ )‪(٥‬‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴّﺔ‬
‫ﺗﻄﺒﻴﻖ ﻣﻦ ﻣﻴﻜﺎﻧﻴﻚ ﺍﻟﺴﻴﺎﺭﺍﺕ‬
‫ﺿﺢ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺃﺭﺑﻌﺔ ﺗﺮﻭﺱ ﻓﻲ ﺳﻴﺎﺭﺓ‪ ،‬ﺍﻟﺘﺮﺱ ‪ B‬ﻳﺪﻭﺭ ‪ 8‬ﺩﻭﺭﺍﺕ ﻛﺎﻣﻠﺔ ﻋﻨﺪ ﺩﻭﺭﺓ‬ ‫ﻳﻮ ّ‬
‫ﺍﻟﺘﺮﺱ ‪ A‬ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﻟﺘﺮﺳﺎﻥ ‪ C‬ﻭ‪ B‬ﻳﺪﻭﺭﺍﻥ ﺣﻮﻝ ﻣﺤﻮﺭ ﻭﺍﺣﺪ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ 6 ،C‬ﻣﺮﺍﺕ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪،B‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ D‬ﻳﺴﺎﻭﻱ ‪ 3‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ ،C‬ﺃﻭﺟﺪ ﻣﺮﻛﺰ‬
‫‪1‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻟﺘﺮﻭﺱ ‪ D‬ﻭ‪ B‬ﻭ‪ C‬ﻭ‪ ،A‬ﻋﻠﻤﺎً ﺑﺄ ّﻥ‬
‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ B‬ﻳﺴﺎﻭﻱ ‪ 2‬ﻭﺣﺪﺓ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ A‬ﻳﺴﺎﻭﻱ‬
‫‪1‬‬
‫‪ 8‬ﻭﺣﺪﺍﺕ ﺃﻣﺜﺎﻝ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺘﺮﺱ ‪ .B‬ﺃﻭﺟﺪ ﺑﻨﻔﺴﻚ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺘﻲ‬
‫ﺗﻤﺜﻞ ﺍﻟﺘﺮﻭﺱ ‪ .D ،C ،B ،A‬ﻗﺎﺭﻥ ﻧﺘﺎﺋﺠﻚ ﺑﺎﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ‪.‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﻃﻮﻝ ‪r‬‬ ‫ﺍﻟﺘﺮﻭﺱ )‪M0 (x0, y0‬‬

‫‪4‬‬ ‫)‪(-4.5, 0‬‬ ‫‪A‬‬
‫‪2‬‬
‫‪b x + 9 l + y2 = 16‬‬
‫‪2‬‬
‫)‪(0, 0‬‬ ‫‪B‬‬

‫‪1‬‬ ‫‪1‬‬
‫‪x2 + y2 = 4‬‬ ‫‪2‬‬
‫‪x2 + y2 = 9‬‬ ‫‪3‬‬ ‫)‪(0, 0‬‬ ‫‪C‬‬
‫‪(x - 4) 2 + y2 = 1‬‬ ‫‪1‬‬ ‫)‪(4, 0‬‬ ‫‪D‬‬
‫‪ -١‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻤﻌﻄﺎﺓ ﺑﺎﻟﻤﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ‪:‬‬
‫)ﺃ( ﺍﻟﻤﺮﻛﺰ )‪ (0, 0‬ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪.10‬‬
‫)ﺏ( ﺍﻟﻤﺮﻛﺰ )‪ (-6, 10‬ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪.1‬‬
‫ﺃﻱ ﺩﺍﺋﺮﺓ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻤﻌﻄﺎﺓ ﺗﻤﺜﻞ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪(2, -3‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪4‬؟‬
‫)ﺏ( ‪(x - 2) + (y - 3) = 16‬‬
‫‪2‬‬ ‫‪2‬‬
‫)ﺃ( ‪(x - 2)2 + (y + 3)2 = 16‬‬
‫)ﺩ( ‪(x + 2)2 + (y + 3)2 = 16‬‬ ‫)ﺟـ( ‪(x - 2)2 + (y + 3)2 = 4‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ‪:‬‬
‫)ﺃ( ‪(x + 7)2 + (y - 5)2 = 16‬‬
‫‪٣٣‬‬ ‫)ﺏ( ‪(x - 0.3)2 + y2 = 0.04‬‬
‫‪-٣‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺘﻲ ﻳﻤﺜﻠﻬﺎ ﺍﻟﺮﺳﻢ ﺍﻟﻤﻌﻄﻰ‪:‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪ -٤‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪ (5, 4‬ﻭﺗﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(1, 0‬‬
‫‪ -٥‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻟﻤﺒﺪﺃ ﻭﺗﻤﺲ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪) 3x + 4y + 25 = 0‬ﺍﻟﻤﻤﺎﺱ ﻟﻠﺪﺍﺋﺮﺓ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﺍﻟﻤﺎﺭ‬
‫ﺑﻨﻘﻄﺔ ﺍﻟﺘﻤﺎﺱ(‪.‬‬
‫‪ -٦‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ ﺍﻟﻨﻘﻄﺔ )‪ (1, 5‬ﻭﺗﻤﺲ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪.5x - 12y + 3 = 0‬‬
‫‪General Form of the Equation of a Circle‬‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ‬

‫ﻋﻠﻤﻨﺎ ﻣﻤﺎ ﺳﺒﻖ ﺃ ّﻥ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﻣﺮﻛﺰﻫﺎ )‪ M0 (x0, y0‬ﻭﻃﻮﻝ ﻧﺼﻒ‬
‫ﻗﻄﺮﻫﺎ ‪ r‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪(1) (x - x0)2 + (y - y0)2 = r2‬‬
‫ﻭﺑﺎﻟﺘﺤﻠﻴﻞ ﺗﺼﺒﺢ‪:‬‬
‫‪x + y - 2x0x - 2y0y + x0 + y02 - r2 = 0‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﻛﻞ ﻣﻦ ‪ r‬ﻭ ‪ y0‬ﻭ ‪ x0‬ﺛﻮﺍﺑﺖ‪.‬‬

‫ﺍﻟﻤﻘﺪﺍﺭ ‪ x02 + y02 - r2‬ﻳﺴﺎﻭﻱ ﻣﻘﺪﺍﺭﺍ ً ﺛﺎﺑﺘﺎً‪.‬‬
‫ﺑﻮﺿﻊ ‪ l‬ﺑﺪﻻ ً ﻣﻦ )‪ k ،(- x0‬ﺑﺪﻻ ً ﻣﻦ )‪ b ،(- y0‬ﺑﺪﻻ ً ﻣﻦ ‪x02 + y02 - r2‬‬
‫ﺗﺼﺒﺢ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ )‪ (l‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪x2 + y2 + 2lx + 2ky + b = 0‬‬
‫ﻭﻫﺬﻩ ﻫﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺣﻴﺚ ‪ l, k, b‬ﺛﻮﺍﺑﺖ ﻭﻧﻼﺣﻆ ﻋﻠﻰ‬
‫ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﺎ ﻳﻠﻲ‪:‬‬
‫ﺃﻭﻻ ً ‪ -‬ﺃﻧّﻬﺎ ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ‪.y, x‬‬
‫ﺛﺎﻧﻴﺎً ‪ -‬ﺃ ّﻥ ﻣﻌﺎﻣﻞ ‪ x2‬ﻳﺴﺎﻭﻱ ﻣﻌﺎﻣﻞ ‪ y2‬ﻳﺴﺎﻭﻱ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﺛﺎﻟﺜﺎً ‪ -‬ﺃﻧﻬﺎ ﺧﺎﻟﻴﺔ ﻣﻦ ﺍﻟﺤﺪ ﺍﻟﺬﻱ ﻳﺤﺘﻮﻱ ﻋﻠﻰ ‪.x y‬‬
‫‪٣٤‬‬
‫ﻣﺜﺎﻝ‬
‫ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪:‬‬
‫‪x2 + y2 - 2x - 6y - 15 = 0‬‬
‫ﺍﻟﺤﻞ‬
‫ﻧﺤﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬ ‫ّ‬
‫‪(x - d) + (y - e) = r2‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﻧﻜﻤﻞ ﺍﻟﻤﺮﺑﻊ ﻛﺎﻵﺗﻲ‪:‬‬

‫‪x - 2x + y2 - 6y - 15 = 0‬‬
‫‪2‬‬
‫‪(x - 1)2 - 1 + (y - 3)2 - 9 - 15 = 0‬‬

‫‪(x - 1)2 + (y - 3)2 = 25‬‬
‫ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪(x - d) + (y - e)2 = r2‬‬
‫‪2‬‬
‫ﺍﻟﻤﺮﻛﺰ )‪ (1, 3‬ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﻳﺴﺎﻭﻱ ‪.5‬‬

‫‪Centre and Radius‬‬ ‫ﺇﻳﺠﺎﺩ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻌﺎﻣﺔ‬
‫ﺳﺒﻖ ﺃﻥ ﺃﺛﺒﺘﻨﺎ ﺃ ّﻥ ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻫﻲ‪:‬‬
‫‪x2 + y2 + 2lx + 2ky + b = 0‬‬
‫ﻭﺳﻨﺜﺒﺖ ﺍﻵﻥ ﺃ ّﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪x2 + y2 + 2lx + 2ky + b = 0‬‬
‫ﺛﻢ ﻧﺒﺤﺚ ﻋﻦ ﻣﺮﻛﺰﻫﺎ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻤﺜﻞ ﺩﺍﺋﺮﺓ ّ‬
‫ﻧﺤﺎﻭﻝ ﺃﻥ ﻧﻀﻊ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪(x - d)2 + (y - e)2 = r2‬‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﻤﺜﺎﻝ‪:‬‬
‫‪x2 + y2 + 2lx + 2ky + b = 0‬‬
‫‪x2 + 2lx + y2 + 2ky + b = 0‬‬
‫‪(x + l)2 - l 2 + (y + k)2 - k2 + b = 0‬‬
‫‪(x + l)2 + (y + k)2 = l 2 + k2 - b‬‬
‫ﻭﻫﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪(x - d) + (y - e)2 = r2‬‬
‫‪2‬‬
‫ﺍﻟﻤﺮﻛﺰ )‪r = l2 + k2 - b ،(-l , -k‬‬

‫ﺑﺸﺮﻁ ‪l2 + k2 - b H 0‬‬
‫ﻣﻼﺣﻈﺔ‪:‬‬
‫)‪ (١‬ﺇﺫﺍ ﻛﺎﻥ ‪l + k - b = 0‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﻓﺎﻟﺪﺍﺋﺮﺓ ﺗﺆﻭﻝ ﺇﻟﻰ ﻧﻘﻄﺔ‪.‬‬

‫)‪ (٢‬ﺇﺫﺍ ﻛﺎﻥ ‪ :l 2 + k2 - b < 0‬ﻻ ﺗﻮﺟﺪ ﺩﺍﺋﺮﺓ ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫)‪ (٣‬ﺇﺫﺍ ﻛﺎﻥ ‪ l 2 + k2 - b > 0‬ﻓﺎﻟﺪﺍﺋﺮﺓ ﺣﻘﻴﻘﻴﺔ‪.‬‬
‫‪٣٥‬‬
‫ﻣﺜﺎﻝ‬
‫ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪:‬‬
‫‪x2 + y2 - 6x - 2y - 15 = 0‬‬
‫ﺍﻟﺤﻞ‬
‫‪(x - 3)2 -9 + (y - 1)2 - 1 - 15 = 0‬‬
‫‪(x - 3)2 + (y - 1)2 = 25‬‬
‫ﺍﻟﻤﺮﻛﺰ )‪(3, 1‬‬
‫=‪r‬‬ ‫‪9 + 1 - (- 15) = 25 = 5‬‬
‫ﺃﻭﺟﺪ ﻣﺮﻛﺰ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻭﻧﻮﻉ ﺍﻟﺪﻭﺍﺋﺮ )ﺣﻘﻴﻘﻴﺔ ‪ -‬ﺗﺆﻭﻝ ﻟﻨﻘﻄﺔ(‪:‬‬
‫‪x2 + y2 + 4x - 2y - 5 = 0 -١‬‬
‫‪x2 + y2 + x + 3y + 10 = 0 -٢‬‬
‫‪3x2 + 3y2 - 12x - 18y + 39 = 0 -٣‬‬
‫‪ -٤‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ a‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻣﺮﻛﺰﻫﺎ‬
‫‪ 2x + (a - 1)y + ax - 1 = 0‬ﺗﻤﺜﻞ ﺩﺍﺋﺮﺓ ّ‬
‫‪2‬‬ ‫‪2‬‬
‫ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬

‫‪ -٥‬ﺑﻴﱢﻦ ﺃﻳّﺎً ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺗﻤﺜﻞ ﺩﺍﺋﺮﺓ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻛﺬﻟﻚ ﺑﻴﱢﻦ ﺍﻟﺴﺒﺐ‪:‬‬
‫)ﺃ( ‪(x - 1)2 + (y + 2)2 = 9‬‬
‫)ﺏ( ‪3x2 + 2y2 + 5x + 8y + 9 = 0‬‬
‫)ﺟـ( ‪x2 + (y - 3)2 = 9‬‬
‫)ﺩ( ‪x2 + y2 + 6x - 8y + 100 = 0‬‬
‫)ﻫـ( ‪x2 + y2 + 2x + 4y + 5 = 0‬‬
‫‪٣٦‬‬
‫‪Proportion and Similarity‬‬ ‫ﺍﻟﺘﻨﺎﺳﺐ ﻭﺍﻟﺘﺸﺎﺑﻪ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﺗﻤﻬﻴﺪ‬
‫* ﺍﻟﺘﺸﺎﺑﻪ‬ ‫ﺩﺭﺳﻨﺎ ﻓﻴﻤﺎ ﺳﺒﻖ ﻣﻔﻬﻮﻡ ﺗﻄﺎﺑﻖ ﺍﻟﻤﺜﻠﺜﺎﺕ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻀﻠﻌﺎﺕ ﻳﻜﻮﻥ ﺍﻟﻤﻀﻠﻌﺎﻥ‬
‫* ﺗﺸﺎﺑﻪ ﺍﻟﻤﻀﻠﻌﺎﺕ‬ ‫ﻣﺘﻄﺎﺑﻘﻴﻦ ﺇﺫﺍ ﻛﺎﻥ‪:‬‬
‫‪ -١‬ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻬﻤﺎ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫* ﻣﻘﻴﺎﺱ ﺭﺳﻢ ﻣﻌﻴّﻦ‬
‫‪ -٢‬ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻫﻤﺎ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫* ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪:‬‬
‫ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴﺔ‬ ‫ﺍﻟﻤﻀﻠﻌﺎﻥ ‪ EFGH ،ABCD‬ﻣﺘﻄﺎﺑﻘﺎﻥ ﻓﺘﻜﻮﻥ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ‪ = X‬ﻣﺴﺎﺣﺔ ﺳﻄﺢ ‪Y‬‬
‫‪E‬‬ ‫‪F‬‬ ‫‪A‬‬ ‫‪B‬‬
‫‪H‬‬ ‫‪Y‬‬ ‫‪D‬‬ ‫‪X‬‬
‫‪G‬‬ ‫‪C‬‬
‫ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﻳﻘﺎﻝ ﻟﺸﻜﻠﻴﻦ ﻫﻨﺪﺳﻴﻴﻦ ﺇﻧﻬﻤﺎ ﻣﺘﺸﺎﺑﻬﺎﻥ ﺇﺫﺍ ﻛﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻬﻴﺌﺔ ﻧﻔﺴﻬﺎ ﻭﻛﺎﻥ ﺃﺣﺪﻫﻤﺎ‬
‫ﺗﻜﺒﻴﺮﺍ ً ﺃﻭ ﺗﺼﻐﻴﺮﺍ ً ﻟﻶﺧﺮ‪.‬‬
‫ﺃﺳﺌﻠﺔ ﻟﻠﺘﻔﻜﻴﺮ‬
‫ﻓ ﱢﻜﺮ ﻭﺃﺟﺐ‬
‫ﻫﻞ‪:‬ﻛﻞ ﻣﺮﺑﻌﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ؟‬
‫ﻛﻞ ﻣﺜﻠﺜﻴﻦ ﻣﺘﺴﺎﻭﻳﻲ ﺍﻷﺿﻼﻉ ﻣﺘﺸﺎﺑﻬﺎﻥ؟‬
‫ﻛﻞ ﻣﺜﻠﺜﻴﻦ ﻣﺘﺴﺎﻭﻳﻲ ﺍﻟﺴﺎﻗﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ؟‬
‫ﻛﻞ ﺩﺍﺋﺮﺗﻴﻦ ﻣﺘﺸﺎﺑﻬﺘﺎﻥ؟‬
‫ﻛﻞ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ﻣﺘﺸﺎﺑﻬﺔ؟‬
‫‪D‬‬
‫‪A‬‬
‫ﺑﺼﻔﺔ ﻋﺎﻣﺔ‬
‫‪B‬‬ ‫ﻳﻘﺎﻝ ﻟﻤﻀﻠﻌﻴﻦ )ﻟﻬﻤﺎ ﻋﺪﺩ ﺍﻷﺿﻼﻉ ﻧﻔﺴﻪ( ﺇﻧﻬﻤﺎ ﻣﺘﺸﺎﺑﻬﺎﻥ ﺇﺫﺍ ﺗﺤﻘﻖ ﺍﻟﺸﺮﻃﺎﻥ‬
‫ﺍﻟﺘﺎﻟﻴﺎﻥ ﻣﻌﺎً‪:‬‬
‫‪X‬‬
‫‪C‬‬ ‫‪ -١‬ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻫﻤﺎ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻣﺘﺴﺎﻭﻳﺔ‪.‬‬
‫‪L‬‬
‫‪ -٢‬ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻬﻤﺎ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻣﺘﻨﺎﺳﺒﺔ‪.‬‬
‫‪Y‬‬ ‫ﻭﺗﺴﻤﻰ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻟﻲ ﺃﻱ ﺿﻠﻌﻴﻦ ﻣﺘﻘﺎﺑﻠﻴﻦ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‪.‬‬ ‫ّ‬
‫‪Z‬‬
‫‪٣٧‬‬
‫ﺃﻛﻤﻞ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻀﻠﻌﺎﻥ ‪ XYZL ،ABCD‬ﻣﺘﺸﺎﺑﻬﻴﻦ ﻓﺈﻥ‪:‬‬
‫‪W = ... ، ZV = ... -١‬‬
‫‪X‬‬
‫‪Y‬‬‫‪W = ... ، LV = ...‬‬
‫‪AB = BC = ... = DA -٢‬‬

‫‪XY‬‬ ‫‪YZ ZL‬‬ ‫‪...‬‬
‫ﺃﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪ -١‬ﻫﻞ ﺟﻤﻴﻊ ﺍﻟﻤﻀﻠﻌﺎﺕ ﺍﻟﻤﻨﺘﻈﻤﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﻋﺪﺩ ﺍﻷﺿﻼﻉ ﻧﻔﺴﻪ ﻣﺘﺸﺎﺑﻬﺔ؟‬
‫‪ -٢‬ﺇﺫﺍ ﻧﻈﺮﺕ ﺇﻟﻰ ﺻﻮﺭﺗﻚ )ﺍﻟﻔﻮﺗﻮﻏﺮﺍﻓﻴﺔ(‪ ،‬ﻫﻞ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻝ ﺫﺭﺍﻋﻚ ﺇﻟﻰ ﻃﻮﻝ‬
‫ﺟﺴﻤﻚ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺗﺴﺎﻭﻱ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ؟‬
‫‪ -٣‬ﻫﻞ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺃﻱ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻲ ﻣﺴﺘﻄﻴﻞ ﺗﺴﺎﻭﻱ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺿﻠﻌﻴﻦ‬
‫ﻣﺘﺠﺎﻭﺭﻳﻦ ﻣﻨﺎﻇﺮﻳﻦ ﻟﻬﻤﺎ ﻓﻲ ﻣﺴﺘﻄﻴﻞ ﺁﺧﺮ؟‬
‫ﻣﺜﺎﻝ‬
‫ﺗﺄﻣﻞ ﺍﻟﻤﺜﻠﺜﻴﻦ ‪.EFG ،ABC‬‬
‫ﻫﻞ ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺸﺎﺑﻬﺎﻥ؟‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﺍﻛﺘﺐ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‪.‬‬
‫ﺇﺫﺍ ﻟﻢ ﻳﻜﻮﻧﺎ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﺍﺷﺮﺡ ﺍﻟﺴﺒﺐ‪.‬‬
‫‪E‬‬
‫‪A‬‬
‫‪20‬‬
‫‪16‬‬ ‫‪12‬‬ ‫‪15‬‬
‫‪G‬‬ ‫‪24‬‬ ‫‪F‬‬ ‫‪B‬‬ ‫‪18‬‬ ‫‪C‬‬

‫ﺍﻟﺤﻞ‬
‫ﻣﻦ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻓﻲ ﺍﻟﺸﻜﻞ‪:‬‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﻣﺘﻄﺎﺑﻘﺔ )‪(1‬‬
‫ﺑﻤﻘﺎﺭﻧﺔ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻧﺠﺪ ﺃﻥّ‪:‬‬
‫‪GE = 20 = 4 ، FG = 24 = 4 ، EF = 16 = 4‬‬
‫‪CA‬‬ ‫‪15‬‬ ‫‪3 BC‬‬ ‫‪18‬‬ ‫‪3 AB 12 3‬‬
‫‪AB‬‬ ‫‪BC‬‬ ‫‪CA‬‬ ‫‪3‬‬ ‫ﺃﻱ ﺃﻥّ‪:‬‬

‫‪EF = FG = GE = 4‬‬
‫ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻘﺎﺑﻠﺔ ﻣﺘﻨﺎﺳﺒﺔ )‪(2‬‬

‫ﻣﻦ )‪ (2) ،(1‬ﻳﺘﺒﻴّﻦ ﺃ ّﻥ‬
‫‪)  EFG ~  ABC‬ﺍﻟﺮﻣﺰ ~ ﻳﻌﻨﻲ ﻳﺸﺎﺑﻪ(‪ ،‬ﻭﺃ ّﻥ ﻧﺴﺒﺔ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺚ ‪ABC‬‬
‫ﺇﻟﻰ ﺍﻟﻤﺜﻠﺚ ‪ EFG‬ﻫﻲ ‪. 3‬‬
‫‪4‬‬
‫ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ‪ :‬ﺇﻥ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ﺗﻘﺎﺭﻥ ﺑﻴﻦ ﻗﻴﺎﺳﻴﻦ ﺑﺎﻟﻮﺣﺪﺍﺕ ﻧﻔﺴﻬﺎ‪.‬‬
‫‪٣٨‬‬
‫ﻳُﺴﺘﺨﺪﻡ ﺍﻟﺘﻨﺎﺳﺐ ﻓﻲ ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ‪ ،‬ﻭﻣﻦ ﺃﻫﻤﻬﺎ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ﺍﻟﺬﻱ ﻳﺴﺘﺨﺪﻡ ﻓﻲ‬
‫ﻋﻤﻞ ﺧﺮﺍﺋﻂ ﻭﺭﺳﻮﻡ ﻫﻨﺪﺳﻴﺔ ﺑﻤﻘﺎﻳﻴﺲ ﻣﺼﻐﺮﺓ ﻟﻸﺷﻜﺎﻝ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﻨﺴﺒﺔ‬
‫ﺛﺎﺑﺘﺔ ﺑﻴﻦ ﺍﻷﺑﻌﺎﺩ ﻓﻲ ﺍﻟﺸﻜﻞ ﻭﺍﻷﺑﻌﺎﺩ ﻓﻲ ﺍﻟﺤﻘﻴﻘﺔ‪:‬‬
‫ﺍﻟﻄﻮﻝ ﻓﻲ ﺍﻟﺮﺳﻢ‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ =‬
‫ﺍﻟﻄﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ‬
‫ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ﺗﻘﺎﺭﻥ ﺑﻴﻦ ﺃﺑﻌﺎﺩ ﻟﻬﺎ ﺍﻟﻮﺣﺪﺓ ﻧﻔﺴﻬﺎ‪ ،‬ﻓﺈﻥ ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺑﻮﺣﺪﺍﺕ ﻣﺨﺘﻠﻔﺔ ﻓﻤﺜﻼ ً ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ‪ 1 cm‬ﻟﻜﻞ ‪ 100 m‬ﺃﻭ‬
‫‪ 1 cm‬ﻟﻜﻞ ‪ ...1 km‬ﻭﻫﻜﺬﺍ‪.‬‬
‫ﻣﺎ ﺍﻷﺑﻌﺎﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻐﺮﻓﺔ ﺍﻟﻨﻮﻡ ﺍﻟﻤﺒﻴﻨﺔ ﻓﻲ ﺍﻟﺮﺳﻢ ﺍﻟﻬﻨﺪﺳﻲ ﻹﺣﺪﻯ ﺍﻟﺸﻘﻖ‬
‫ﺍﻟﺴﻜﻨﻴﺔ؟‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺴﻄﺮﺓ ﻟﻘﻴﺎﺱ ﺍﻷﺑﻌﺎﺩ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﻭﺑﻔﺮﺽ ﺃﻥّ‪:‬‬
‫ﻃﻮﻝ ﻏﺮﻓﺔ ﺍﻟﻨﻮﻡ ﻓﻲ ﺍﻟﺮﺳﻢ‪2.5 cm :‬‬
‫ﻋﺮﺽ ﺍﻟﻐﺮﻓﺔ ﻓﻲ ﺍﻟﺮﺳﻢ‪1.5 cm :‬‬
‫ﻹﻳﺠﺎﺩ ﺍﻟﻄﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻐﺮﻓﺔ ﺍﻟﻨﻮﻡ‪:‬‬
‫‪1‬‬ ‫ﺍﻟﻄﻮﻝ ﻓﻲ ﺍﻟﺮﺳﻢ‬
‫=‬
‫ﻏﺮﻓﺔ‬ ‫ﺍﻟﻄﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ ‪200‬‬
‫ﺍﻟﻨﻮﻡ‬ ‫ﻏﺮﻓﺔ‬ ‫‪1‬‬ ‫‪2.5‬‬
‫ﺍﻟﺠﻠﻮﺱ‬ ‫‪200 = x‬‬
‫ﻃﻮﻝ ﺍﻟﻐﺮﻓﺔ = ‪5 m‬‬ ‫‪x # 1 = 200 # 2.5‬‬
‫ﺣﻤﺎﻡ ﻣﻄﺒﺦ‬ ‫ﻭﻹﻳﺠﺎﺩ ﻋﺮﺽ ﺍﻟﻐﺮﻓﺔ ﺍﻟﺤﻘﻴﻘﻲ‪:‬‬
‫‪1 cm :2 m‬‬
‫ﻣﻘﻴﺎﺱ ﺍﻟﺮﺳﻢ ‪1 cm : 2 m‬‬
‫‪ y m = 1.5 ^ 2‬ﻋﺮﺽ ﺍﻟﻐﺮﻓﺔ = ‪3 m‬‬
‫‪y = 1.5 cm‬‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﻣﻌﻤﺎﺭﻳﺔ‬
‫ﺍﺣﺴﺐ ﺃﺑﻌﺎﺩ ﻛﻞ ﻣﻦ ﻏﺮﻓﺔ ﺍﻟﺠﻠﻮﺱ ﻭﺍﻟﺸﻘﺔ ﺑﺄﻛﻤﻠﻬﺎ ﺑﺤﺴﺐ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﻤﺒﻴّﻨﺔ‬
‫ﺑﺎﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ‪.‬‬
‫‪The Golden Rectangle‬‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ‬
‫ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ ﻫﻮ ﻣﺴﺘﻄﻴﻞ ﻳﻤﻜﻦ ﺗﻘﺴﻴﻤﻪ ﺇﻟﻰ ﻣﺮﺑﻊ ﻭﻣﺴﺘﻄﻴﻞ ﻳﺸﺎﺑﻪ ﺍﻟﻤﺴﺘﻄﻴﻞ‬
‫ﺍﻷﺻﻠﻲ‪ .‬ﺑﺸﺮﻁ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ﺃﺻﻐﺮ ﻣﻦ ﺿﻌﻔﻲ ﻋﺮﺿﻪ‬
‫ﻓﻤﺜﻼ ً‪ :‬ﺇﺫﺍ ﻗﺴﻢ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ ABCD‬ﺇﻟﻰ ﺍﻟﻤﺮﺑﻊ ‪ ،AEFD‬ﻭﺍﻟﻤﺴﺘﻄﻴﻞ ‪ EBCF‬ﺍﻟﺬﻱ‬
‫‪D‬‬ ‫‪F‬‬ ‫‪C‬‬ ‫ﻳﺸﺎﺑﻪ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ ABCD‬ﻋﻨﺪﺋ ٍﺬ ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ ABCD‬ﺫﻫﺒﻴّﺎً‪.‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪x-1‬‬
‫‪A‬‬ ‫‪E‬‬ ‫‪B‬‬
‫‪٣٩‬‬
‫‪The Golden Ratio‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴّﺔ‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴّﺔ ﻫﻲ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻝ ﻭﻋﺮﺽ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ‪.‬‬
‫ﻭﻹﻳﺠﺎﺩ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴّﺔ‪:‬‬
‫ﻧﻔﺘﺮﺽ ﺃ ّﻥ ﻃﻮﻝ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ ‪ x = ABCD‬ﻭﺃ ّﻥ ﻋﺮﺿﻪ = ‪ ،1‬ﻣﻦ ﺗﺸﺎﺑﻪ‬
‫ﺍﻟﻤﺴﺘﻄﻴﻠﻴﻦ ‪ ABCD‬ﻭ‪ EBCF‬ﻧﺠﺪ ﺃﻥ‪:‬‬
‫‪AB‬‬ ‫‪BC‬‬
‫‪BC‬‬ ‫=‬ ‫‪CF‬‬
‫‪) 1 = x - 1‬ﺍﻟﻤﻘﺎﻡ ⬆ ‪(0‬‬

‫‪x‬‬ ‫‪1‬‬
‫‪x(x - 1) = 1 ^ 1‬‬
‫ﻭﺑﺤﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻧﺠﺪ ﺃﻥّ‪:‬‬ ‫‪x2 - x - 1 = 0‬‬
‫‪ x = 2‬ﻭﻳﺮﻓﺾ ﺍﻟﺤﻞ‬
‫‪1- 5‬‬ ‫‪1+ 5‬‬
‫=‪x‬‬ ‫‪2‬‬
‫‪1+ 5‬‬
‫=‪x‬‬ ‫‪b 1, 6‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴّﺔ ﻫﻲ ‪ 1.6:1‬ﺗﻘﺮﻳﺒﺎً‪.‬‬
‫‪2‬‬
‫ﺗﻔﻜﻴﺮ ﺗﺄﻣﻠﻲ‬
‫‪ x = 2‬ﻫﻨﺎ؟‬ ‫ﻟﻤﺎﺫﺍ ﺭﻓﻀﻨﺎ ﺍﻟﺤﻞ‬
‫‪1- 5‬‬
‫‪ -‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻣﺴﺘﻄﻴﻞ ﺫﻫﺒﻲ ﻳﻜﻮﻥ ﻋﺮﺿﻪ ‪.3 cm‬‬
‫‪ -‬ﺃﻭﺟﺪ ﻋﺮﺽ ﻣﺴﺘﻄﻴﻞ ﺫﻫﺒﻲ ﻳﻜﻮﻥ ﻃﻮﻟﻪ ‪.5 cm‬‬
‫ﻳﻌﺘﺒﺮ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ ﺇﻃﺎﺭﺍً ﻣﺮﻳﺤﺎً ﻭﻣﻤﺘﻌﺎً ﻟﻌﻴﻦ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﻭﻗﺪ ﻇﻬﺮ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﻋﻤﺎﻝ‬
‫ﺍﻟﻤﻌﻤﺎﺭﻳﺔ ﻭﺍﻟﻔﻨﻴﺔ ﻣﻦ ﻗﺪﻳﻢ ﺍﻟﺰﻣﻦ‪ .‬ﻭﻗﺪ ﺃﺛﺎﺭ ﺍﻧﺘﺒﺎﻩ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﻔﻨﺎﻧﻴﻦ ﻭﻣﻦ ﺑﻴﻨﻬﻢ ﺍﻟﻔﻨﺎﻥ ﺍﻟﺸﻬﻴﺮ‬
‫ﻟﻴﻮﻧﺎﺭﺩﻭ ﺩﺍ ﻓﻴﻨﺸﻲ )‪1519 - 1452‬ﻡ( ﺍﻟﺬﻱ ﻭﺿﻊ ﻛﺘﺎﺑ ًﺎ ﻋﻦ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ‪ :‬ﻳﺘﻜﺮﺭ ﻇﻬﻮﺭ‬
‫ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ ﻭﺍﻟﻨﺴﺒﺔ ﺍﻟﺬﻫﺒﻴﺔ ﻓﻲ ﺍﻟﻄﺒﻴﻌﺔ ﻭﻓﻲ ﺗﻨﺎﺳﺒﺎﺕ ﺑﻌﺾ ﺃﺟﺰﺍﺀ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ‪.‬‬
‫‪٤٠‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ b = 4‬ﻓﺄﻱ ﻣﻦ ﺍﻵﺗﻲ ﻳﻜﻮﻥ ﺻﺤﻴﺤﺎً‪ ،‬ﺍﺷﺮﺡ ﺍﻟﺴﺒﺐ‪.‬‬
‫‪a‬‬ ‫‪3‬‬
‫)‪3a = 4b (٢‬‬ ‫)‪4a = 3b (١‬‬

‫)‪a = 3 (٤‬‬ ‫)‪3 = 4 (٣‬‬
‫‪b 4‬‬ ‫‪a‬‬ ‫‪b‬‬
‫)‪a = 3 (٦‬‬ ‫)‪b = 4 (٥‬‬

‫‪a+b‬‬ ‫‪7‬‬ ‫‪a+b 3+4‬‬
‫‪a 6 0.75‬‬
‫)‪b = 8 = 1 (٨‬‬ ‫)‪3 = 4 (٧‬‬
‫‪a+3 b+4‬‬
‫ﻧﻤﺎﺫﺝ‬
‫ﻣﻦ ﺍﻷﺑﺮﺍﺝ ﺍﻟﺸﻬﻴﺮﺓ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﺑﺮﺝ ﺑﻴﺰﺍ ﻓﻲ ﺇﻳﻄﺎﻟﻴﺎ‪ ،‬ﻭﻫﻮ ﺑﺮﺝ ﻣﺎﺋﻞ ﻳﺒﻠﻎ‬
‫ﻃﻮﻟﻪ ﺣﻮﺍﻟﻰ ‪ 180‬ﻗﺪﻣﺎً )ﺣﻮﺍﻟﻰ ‪ (54 m‬ﻭﺍﺭﺗﻔﺎﻉ ﺇﺣﺪﻯ ﺻﻮﺭﻩ ﻋﻠﻰ‬
‫ﺑﻄﺎﻗﺔ ﺗﺬﻛﺎﺭﻳﺔ ﻃﻮﻟﻬﺎ ‪ 15 cm‬ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺒﺮﺝ ﻓﻴﻬﺎ ‪ .8 cm‬ﺃﻭﺟﺪ‬
‫ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ﻟﻠﻄﻮﻝ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺇﻟﻰ ﺍﻟﻄﻮﻝ ﺍﻟﺤﻘﻴﻘﻲ ﻟﻠﺒﺮﺝ‪.‬‬
‫ﺗﻤﺎﺭﻳﻦ ﻫﻨﺪﺳﻴﺔ‬
‫ﺃﻭﻻ ً ‪ -‬ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻷﺷﻜﺎﻝ ﺍﻵﺗﻴﺔ‪ :‬ﺍﺑﺤﺚ ﺗﺸﺎﺑﻪ ﺍﻟﻤﻀﻠﻌﻴﻦ‪ .‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﻤﻀﻠﻌﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﺍﻛﺘﺐ ﻣﻨﻄﻮﻕ ﺍﻟﺘﺸﺎﺑﻪ ﻭﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‪ .‬ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ‬
‫ﺍﻟﻤﻀﻠﻌﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﺍﺷﺮﺡ ﺍﻟﺴﺒﺐ‪.‬‬
‫)‪(١‬‬
‫)‪(٢‬‬
‫)‪(٣‬‬
‫)‪(٤‬‬
‫‪٤١‬‬
‫ﺛﺎﻧﻴﺎً ‪ -‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻀﻠﻌﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﺍﺣﺴﺐ ‪ Z ،Y ،X‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)‪(٥‬‬
‫)‪(٦‬‬
‫ﺭﻳﺎﺿﺔ ﻋﻘﻠﻴﺔ‬
‫ﺑﻄﺎﻗﺔ ﻋﻠﻰ ﺷﻜﻞ ﻣﺴﺘﻄﻴﻞ ‪ 8 ^ 4‬ﻣﻦ ﺍﻟﺴﻨﺘﻴﻤﺘﺮﺍﺕ‪ .‬ﺃﺭﺍﺩ ﻣﺤﻞ ﺗﺼﻮﻳﺮ ﺗﻜﺒﻴﺮﻫﺎ‬
‫ﺑﺤﻴﺚ ﻳﺼﺒﺢ ﻋﺮﺿﻬﺎ ‪ .36 cm‬ﻣﺎ ﺃﻛﺒﺮ ﺃﺑﻌﺎﺩ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﻤﻜﺒﺮﺓ؟ )ﺍﺳﺘﻌﻦ ﺑﺎﻟﺮﺳﻢ‪(.‬‬
‫ﻧﺸﺎﻁ ﻋﻤﻠﻲ ﻣﻔﺘﻮﺡ‬

‫ﻗﺲ ﺃﺑﻌﺎﺩ ﺃﻭﺟﻪ ﺑﻌﺾ ﺍﻟﺼﻨﺎﺩﻳﻖ ﻓﻲ ﻣﻨﺰﻟﻚ ﻣﺜﻞ ﻋﻠﺐ ﺑﺴﻜﻮﻳﺖ ﺃﻭ ﻣﻌﻠﺒﺎﺕ ﻋﺼﻴﺮ‬
‫ﻭﺻﻨﺎﺩﻳﻖ ﻣﺴﺤﻮﻕ ﺻﺎﺑﻮﻥ ﺍﻟﻐﺴﻴﻞ‪ .‬ﺃﻱ ﻣﻦ ﺃﻭﺟﻪ ﺗﻠﻚ ﺍﻟﺼﻨﺎﺩﻳﻖ ﺃﻗﺮﺏ ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫ﻟﻠﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ؟‬
‫ﻫﻨﺪﺳﺔ ﺇﺣﺪﺍﺛﻴﺔ‬
‫‪ ABC‬ﻣﺜﻠﺚ ﺭﺅﻭﺳﻪ ﻫﻲ )‪.C(4, 6) ،B(2, 6) ،A(2, 3‬‬
‫‪ T DEF‬ﻳﺸﺎﺑﻪ ‪ T ABC‬ﺣﻴﺚ )‪ .F(x, y) ،E(6, 24) ،D(6, 9‬ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻲ‬
‫ﻧﻘﻄﺔ ‪.F‬‬
‫ﺍﺳﺘﺨﺪﺍﻡ ﺁﻟﺔ ﺣﺎﺳﺒﺔ‬

‫ﻟﻮﺣﺔ ﻣﻔﺎﺗﻴﺢ ﻛﻬﺮﺑﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﻣﺴﺘﻄﻴﻞ ﺫﻫﺒﻲ ﻃﻮﻟﻪ ﺣﻮﺍﻟﻰ ‪ .114 mm‬ﺍﺣﺴﺐ‬
‫ﻋﺮﺽ ﻫﺬﻩ ﺍﻟﻠﻮﺣﺔ ﻣﻘﺮﺑﺎً ﻷﻗﺮﺏ ‪.mm‬‬
‫ﺗﺠﺮﺑﺔ ﻋﻤﻠﻴﺔ‬
‫ﺍﺭﺳﻢ ﻋﻠﻰ ﺻﻔﺤﺔ ﺑﻴﻀﺎﺀ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻟﺴﻨﺘﻴﻤﺘﺮﺍﺕ‪:‬‬
‫) ‪10 ^ 16 ( C‬‬ ‫) ‪10 ^ 6 ( B‬‬ ‫)‪8 ^ 6 (A‬‬
‫ﺍﻋﺮﺽ ﻫﺬﻩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻋﻠﻰ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻗﺎﺭﺏ ﻭﺍﻷﺻﺪﻗﺎﺀ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﺃﻥ ﻳﺨﺘﺎﺭﻭﺍ ﺃﻓﻀﻞ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ‪ A‬ﺃﻭ ‪ B‬ﺃﻭ ‪ .C‬ﺍﺑﺤﺚ ﻧﺴﺒﺔ ﺍﻷﺷﺨﺎﺹ ﺍﻟﺬﻳﻦ‬
‫ﻳﺨﺘﺎﺭﻭﻥ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ )‪.(C‬‬
‫‪٤٢‬‬
‫ﺍﺧﺘﺒﺮ ﻧﻔﺴﻚ‬
‫ﺃﻱ ﻣﻦ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻳﻜﻮﻥ ﻣﺸﺎﺑﻬﺎً ﻟﻠﻤﺴﺘﻄﻴﻞ ‪EFGH‬؟‬
‫‪E‬‬ ‫‪F‬‬
‫‪C‬‬ ‫‪A‬‬
‫‪B‬‬
‫‪H‬‬ ‫‪G‬‬
‫)‪ A (١‬ﻓﻘﻂ )‪ B (٢‬ﻓﻘﻂ )‪ A (٣‬ﻭ‪ A (٤) B‬ﻭ‪ A (٥) C‬ﻭ‪ B‬ﻭ‪C‬‬
‫‪٤٣‬‬
‫‪Similar Triangles‬‬ ‫ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫ﺍﺭﺳﻢ ﻣﺜﻠﺜﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻓﻲ ﻛﻞ ﻣﻨﻬﻤﺎ ﺯﺍﻭﻳﺘﺎﻥ ﻗﻴﺎﺳﻬﻤﺎ ‪،60° ،50°‬‬
‫* ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫)ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ(‪.‬‬
‫* ﺗﻄﺎﺑﻖ ﺯﺍﻭﻳﺘﻴﻦ‬
‫ﺃﻭﺟﺪ ﺑﺎﻟﻘﻴﺎﺱ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻛﻞ ﻣﻨﻬﺎ ﻷﻗﺮﺏ ‪.mm‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻟﻲ ﻛﻞ ﺿﻠﻌﻴﻦ ﻣﺘﻘﺎﺑﻠﻴﻦ‪.‬‬ ‫* ﺗﻄﺎﺑﻖ ﺯﺍﻭﻳﺔ ﺑﻴﻦ‬
‫)‪ (١‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﻣﻦ ﻫﺬﻳﻦ ﺍﻟﻤﺜﻠﺜﻴﻦ؟‬ ‫ﺿﻠﻌﻴﻦ ﻣﺘﻨﺎﺳﺒﻴﻦ‬
‫)‪ (٢‬ﻗﺎﺭﻥ ﻧﺘﺎﺋﺠﻚ ﻣﻊ ﻧﺘﺎﺋﺞ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻷﺧﺮﻯ‪.‬‬ ‫* ﺗﻨﺎﺳﺐ ﺃﻃﻮﺍﻝ‬
‫ﺍﻷﺿﻼﻉ ﺍﻟﺜﻼﺛﺔ‬
‫ﺛﻢ ﺃﻛﻤﻞ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺧﻤّﻦ ّ‬ ‫‪C‬‬
‫ﺇﺫﺍ ﺗﻄﺎﺑﻘﺖ ﺯﺍﻭﻳﺘﺎﻥ ﻓﻲ ﻣﺜﻠﺚ ﻣﻊ ﺯﺍﻭﻳﺘﻴﻦ ﻓﻲ ﻣﺜﻠﺚ ﺁﺧﺮ )ﺃﻱ ﺗﺴﺎﻭﻯ ﻗﻴﺎﺱ ﻛﻞ‬
‫ﻣﻨﻬﺎ ﺑﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﻣﻨﺎﻇﺮﺓ ﻟﻬﺎ(‪ ،‬ﻛﺎﻥ ﺍﻟﻤﺜﻠﺜﺎﻥ‪...‬‬
‫‪A‬‬ ‫‪60°‬‬ ‫‪50°‬‬
‫‪0°‬‬ ‫‪B‬‬
‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬ ‫’‪C‬‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺛﻼﺙ ﻃﺮﻕ ﺗﺒﻴﻦ ﺑﻬﺎ ﺗﺸﺎﺑﻪ ﻣﺜﻠﺜﻴﻦ‪ .‬ﻓﻲ ﺍﻟﻨﺸﺎﻁ‬
‫ﺍﻟﺘﻌﺎﻭﻧﻲ ﺍﻟﺴﺎﺑﻖ ﺍﻛﺘﺸﻒ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺇﺫﺍ ﺗﻄﺎﺑﻘﺖ ﺯﺍﻭﻳﺘﺎﻥ ﻓﻲ ﻣﺜﻠﺚ ﻣﻊ ﺯﺍﻭﻳﺘﻴﻦ ﻓﻲ ﻣﺜﻠﺚ ﺁﺧﺮ ﻛﺎﻥ ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪.‬‬ ‫’‪A‬‬ ‫‪60°‬‬ ‫‪50°‬‬
‫’‪B‬‬
‫‪A’B’C’ ~ ABC‬‬
‫ﻭﺳﻨﺘﻘﺒﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ ﺑﺪﻭﻥ ﺑﺮﻫﺎﻥ ﻻﺳﺘﺨﺪﺍﻣﻬﺎ ﻓﻲ ﺇﺛﺒﺎﺕ ﻧﻈﺮﻳﺎﺕ ﺃﺧﺮﻯ ﻓﻲ ﺍﻟﺘﺸﺎﺑﻪ‪.‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﺍﺷﺮﺡ ﻟﻤﺎﺫﺍ ﻳﺘﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﻥ ﺍﻟﻠّﺬﺍﻥ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫‪L‬‬ ‫ﺍﻛﺘﺐ ﻋﺒﺎﺭﺓ ﺗﺸﺎﺑﻪ‪.‬‬
‫‪X‬‬ ‫‪ XZY‬ﻟﻤﺎﺫﺍ؟‬ ‫‪\ = KZL‬‬ ‫\‬
‫‪70°‬‬
‫‪70°‬‬
‫‪Z‬‬
‫\‬
‫‪\ = LKZ‬‬
‫‪YXZ‬‬
‫‪K‬‬
‫‪TXYZ + TKLZ‬‬
‫‪Y‬‬
‫ﺍﻟﻘﻴﺎﺱ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮ‬

‫ﻓﻲ ﺑﻌﺾ ﺍﻟﺤﺎﻻﺕ ﻳﺼﻌﺐ ﻗﻴﺎﺱ ﻣﺴﺎﻓﺔ ﺃﻭ ﺍﺭﺗﻔﺎﻉ ﻣﻌﻴﻦ ﻣﺒﺎﺷﺮﺓ‪ ،‬ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻹﻳﺠﺎﺩ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ ﻣﺒﺎﺷﺮﺓ‪ .‬ﺇﺣﺪﻯ‬
‫ﺍﻟﻄﺮﻕ ﺗﺴﺘﺨﺪﻡ ﺧﺎﺻﻴﺔ ﺍﻧﻌﻜﺎﺱ ﺍﻟﻀﻮﺀ ﻓﻲ ﺍﻟﻤﺮﺁﺓ ﺍﻟﻤﺴﺘﻮﻳﺔ؛ ﻓﻜﻤﺎ ﺗﻌﺮﻑ ﻓﻲ‬
‫ﺍﻟﻔﻴﺰﻳﺎﺀ ﻓﺈﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ = ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬
‫‪٤٤‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﺭﺍﺩ ﺣﺴﺎﻡ ﺃﻥ ﻳﻌﺮﻑ ﺍﺭﺗﻔﺎﻉ ﺃﺣﺪ ﺍﻷﺑﺮﺍﺝ‪ .‬ﻭﺿﻊ ﻣﺮﺁﺓ ﻋﻠﻰ ﻣﺴﺎﻓﺔ ‪ 15 m‬ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﺮﺝ‪،‬‬
‫ﺛﻢ ﺗﺤﺮﻙ ﺇﻟﻰ ﺍﻟﺨﻠﻒ ﺣﺘﻰ ﺍﺳﺘﻄﺎﻉ ﺃﻥ ﻳﺮﻯ ﻗﻤﺔ ﺍﻟﺒﺮﺝ ﻓﻲ ﻭﺳﻂ ﺍﻟﻤﺮﺁﺓ‪ .‬ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﻛﺎﻥ‬
‫ّ‬
‫ﺣﺴﺎﻡ ﻗﺪ ﺗﺤﺮﻙ ﺑﻌﻴﺪﺍً ﻋﻦ ﺍﻟﻤﺮﺁﺓ ﺑﻤﺴﺎﻓﺔ ‪ 2.5 m‬ﻭﻛﺎﻧﺖ ﻋﻴﻨﺎﻩ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 1.5 m‬ﻓﻮﻕ‬
‫ﺍﻷﺭﺽ؛ ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻗﺪﻣﺎﻩ ﻭﺍﻟﻤﺮﺁﺓ ﻭﻗﺎﻋﺪﺓ ﺍﻟﺒﺮﺝ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺮﺝ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪ TMKL + TMBC‬ﻟﻤﺎﺫﺍ؟‬
‫‪ BC = MB‬ﺗﺘﻨﺎﺳﺐ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ‬
‫‪KL‬‬ ‫‪MK‬‬
‫‪2.5x = 1.5 ^ 15‬‬

‫‪1.5 2.5‬‬
‫‪x = 15‬‬
‫‪15 # 15‬‬
‫=‪x‬‬
‫‪25‬‬
‫‪ x = 9‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺮﺝ ﻫﻮ ‪.9 m‬‬
‫‪ -١‬ﻹﻳﺠﺎﺩ ﺍﺭﺗﻔﺎﻉ ﺑﺮﺝ ﻣﻄﺎﻓﺊ‪ ،‬ﻭﺿﻊ ﺍﻟﺮﻗﻴﺐ ﻋﺜﻤﺎﻥ ﻣﺮﺁﺓ ﻋﻠﻰ ﺍﻷﺭﺽ ﻋﻠﻰ ﺑﻌﺪ‬
‫‪ 12 m‬ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﺮﺝ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻛﺎﻥ ﻋﺜﻤﺎﻥ ﻋﻠﻰ ﺑﻌﺪ ‪ 1.2 m‬ﻣﻦ ﺍﻟﻤﺮﺁﺓ ﺍﺳﺘﻄﺎﻉ ﺃﻥ‬
‫‪x‬‬ ‫ﻳﺮﻯ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺮﺝ؛ ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﻋﻴﻦ ﺍﻟﺮﻗﻴﺐ ﻋﻦ ﺍﻷﺭﺽ ‪ 1.8 m‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪،‬‬
‫‪180 cm‬‬
‫ﺍﺣﺴﺐ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺮﺝ‪.‬‬
‫‪3m‬‬ ‫‪120 cm‬‬ ‫‪ -٢‬ﻳﺒﻠﻎ ﻃﻮﻝ ﻇﻞ ﻋﻤﻮﺩ ﻣﺼﺒﺎﺡ ‪ 3 m‬ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﻳﻜﻮﻥ ﻓﻴﻪ ﻃﻮﻝ ﻇﻞ ﺍﻷﺳﺘﺎﺫ‬
‫ﻣﺴﻌﻮﺩ ‪120 cm‬؛ ﻓﺈﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻣﺴﻌﻮﺩ ‪ ،180 cm‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ‪.‬‬
‫ﻧﻈﺮﻳﺔ‪ :‬ﺇﺫﺍ ﺗﻄﺎﺑﻘﺖ ﺯﺍﻭﻳﺔ ﻓﻲ ﺃﺣﺪ ﻣﺜﻠﺜﻴﻦ ﻣﻊ ﺯﺍﻭﻳﺔ ﻓﻲ ﻣﺜﻠﺚ ﺁﺧﺮ‪ ،‬ﻭﺗﻨﺎﺳﺐ ﺿﻠﻌﺎ ﻫﺎﺗﻴﻦ‬
‫ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‪ ،‬ﻛﺎﻥ ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪.‬‬
‫‪M‬‬
‫)‪(1‬‬ ‫ﺍﻟﻤﻌﻄﻴﺎﺕ‪MK = ML ، A = M :‬‬

‫‪A‬‬ ‫‪AB‬‬ ‫‪AC W X‬‬
‫‪x‬‬ ‫‪y‬‬
‫‪٤٥‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪K‬‬ ‫‪L‬‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﺛﺒﺎﺕ ﺃﻥّ‪:‬‬
‫‪TABC + TMKL‬‬
‫ﺍﻟﺒﺮﻫﺎﻥ‪:‬‬
‫ﺍﻟﻌﻤﻞ‪ :‬ﻧﺄﺧﺬ ‪ x ! MK‬ﺣﻴﺚ ‪AB = MX‬‬
‫ﻭﻧﺮﺳﻢ ‪KL // XY‬‬
‫‪XY // KL‬‬
‫‪. MXY‬‬
‫‪\ = ... ، MYX‬‬
‫‪\ = ...‬‬
‫ﻣﻤﺎ ﺳﺒﻖ‬
‫‪ TMXY + TMKL‬ﻣﺘﺸﺎﺑﻬﺎﻥ‬
‫‪) MK‬ﺧﻮﺍﺹ ﺍﻟﺘﻨﺎﺳﺐ(‬
‫ﻣﻦ )‪ML = AC (1‬‬
‫‪AB‬‬
‫ﻣﻦ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﻴﻦ ‪MXY, MKL‬‬

‫‪MX‬‬ ‫‪MY‬‬
‫‪MK = ML‬‬
‫‪) TABC + TMXY‬ﻧﺘﻴﺠﺔ(‬ ‫)‪(2‬‬
‫‪TABC , TMXY‬‬
‫‪MK‬‬ ‫‪MX‬‬
‫‪ML = MY‬‬
‫ﻣﻦ )‪= MY :(٢) ،(١‬‬

‫‪AB‬‬ ‫‪MX‬‬
‫‪AC‬‬
‫‪) TABC + TMKL‬ﻧﺘﻴﺠﺔ(‬ ‫ﻟﻜﻦ ‪ MX = AB‬ﻭﻣﻨﻪ ﻳﻨﺘﺞ ‪MY = AC‬‬
‫‪TMXY ` TMKL‬‬
‫ﻭﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫‪C‬‬ ‫‪A‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﺑﺮﻫﻦ ﺃ ّﻥ‬
‫‪6‬‬ ‫‪4‬‬
‫‪AC // DE‬‬
‫‪B‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ‪. AC‬‬

‫‪12‬‬ ‫‪18‬‬
‫‪E‬‬ ‫‪D‬‬ ‫ﺇﺭﺷﺎﺩ‪ :‬ﺃﺛﺒﺖ ﺃ ّﻥ ﺍﻟﻤﺜﻠﺜﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ‪.‬‬

‫ﻧﻈﺮﻳﺔ )ﺗﻌﻄﻰ ﺑﺪﻭﻥ ﺑﺮﻫﺎﻥ(‬
‫‪15‬‬
‫ﺇﺫﺍ ﺗﻨﺎﺳﺒﺖ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﻓﻲ ﻣﺜﻠﺜﻴﻦ ﻓﺈﻧﻬﻤﺎ ﻳﺘﺸﺎﺑﻬﺎﻥ‪.‬‬

‫‪M‬‬ ‫‪ TMKL ، TABC‬ﻓﻴﻬﻤﺎ‬
‫‪A‬‬ ‫‪AB‬‬ ‫‪BC‬‬ ‫‪CA‬‬
‫‪MK = KL = LM‬‬
‫ﻋﻨﺪﺋ ٍﺬ‬
‫‪TABC + TMKL‬‬
‫‪B‬‬ ‫‪C K‬‬ ‫‪L‬‬ ‫‪BW = KX ، AW = M‬‬
‫‪Y ، CW = LV‬‬
‫‪X‬‬
‫ﻣﺜﺎﻝ‬
‫‪7‬‬ ‫‪6.3‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪،‬‬
‫ﺃﻭﻻ ً ‪ -‬ﺃﺛﺒﺖ ﺃﻥّ‪:‬‬
‫‪F‬‬ ‫‪E‬‬
‫‪10.5‬‬ ‫)ﺃ( ‪TXEF + TXYZ‬‬
‫‪3‬‬ ‫‪2.7‬‬ ‫)ﺏ( ‪EF // YZ‬‬
‫ﺛﺎﻧﻴﺎً ‪ -‬ﺃﻭﺟﺪ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﺍﻟﻤﺜﻠﺜﻴﻦ‪ .‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟؟‬
‫‪Z‬‬ ‫‪15‬‬ ‫‪Y‬‬
‫‪٤٦‬‬
‫ﺍﻟﺤﻞ‬
‫‪ . XY‬ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬ ‫ﺃﻭﻻ ً ‪ -‬ﺃﻭﺟﺪ ‪، XZ ، YZ‬‬
‫‪XE XF EF‬‬
‫‪T...... + T......‬‬
‫ﻭﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ )‪(١‬‬
‫ﻣﻦ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﻴﻦ‪\ = ...... :‬‬
‫‪XEF‬‬
‫ﻭﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ )‪(٢‬‬
‫ﻣﺤﻴﻂ ‪...... TXEF‬‬
‫‪ = ...... = TXYZ‬ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬ ‫ﺛﺎﻧﻴﺎً ‪-‬‬
‫ﻣﺤﻴﻂ‬
‫ﺗﻌﻠﻢ ﺫﺍﺗﻲ‬
‫‪ -١‬ﺍﺫﻛﺮ ﺃﻱ ﺍﻟﺤﺎﻻﺕ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﻭﺃﻳﻬﺎ ﻻ ﻳﻜﻮﻧﺎﻥ ﻓﻴﻬﺎ‬
‫ﻣﺘﺸﺎﺑﻬﻴﻦ‪ ،‬ﻭﻓﻲ ﺣﺎﻟﺔ ﺍﻟﺘﺸﺎﺑﻪ ﺍﺫﻛﺮ ﺍﻟﻤﺴﻠﻤﺔ ﺃﻭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺜﺒﺖ ﺗﺸﺎﺑﻬﻬﻤﺎ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫)ﻭ(‬ ‫)ﻫـ(‬ ‫)ﺩ(‬
‫ﻫﻨﺪﺳﺔ ﺇﻧﺸﺎﺋﻴﺔ )ﻋﻤﻠﻴﺔ(‬

‫‪ -٢‬ﺍﺭﺳﻢ ﻣﺜﻠﺜﺎً ‪ .ABC‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺴﻄﺮﺓ ﻭﺍﻟﻔﺮﺟﺎﺭ ﻹﻧﺸﺎﺀ ﺍﻟﻤﺜﻠﺚ ‪ MKL‬ﺑﺤﻴﺚ‬
‫ﻳﻜﻮﻥ ‪ TABC + TMKL‬ﻭﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ‪.3:1‬‬
‫‪ -٣‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﻗﻴﻤﺔ ‪ x‬ﺗﺴﺎﻭﻱ‪:‬‬
‫)ﺩ( ‪7‬‬ ‫)ﺟـ( ‪6.75‬‬ ‫)ﺏ( ‪6‬‬ ‫)ﺃ( ‪3‬‬
‫‪16‬‬
‫‪) - ٤‬ﺃ( ﻫﻞ ﻛﻞ ﻣﺜﻠﺜﻴﻦ ﻣﺘﺴﺎﻭﻳﻲ ﺍﻟﺴﺎﻗﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ؟ ﺍﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫)ﺏ( ﻫﻞ ﻛﻞ ﻣﺜﻠﺜﻴﻦ ﻗﺎﺋﻤﻴﻦ ﻭﻣﺘﺴﺎﻭﻳﻲ ﺍﻟﺴﺎﻗﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ؟ ﺍﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻟﺠﺒﺮ‬
‫‪ - ٥‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻵﺗﻲ‪:‬‬
‫)ﺏ(‬ ‫)ﺃ(‬
‫)ﺟـ(‬
‫‪٤٧‬‬
‫‪ -٦‬ﺍﺫﻛﺮ ﺍﻟﻤﺴﻠﻤﺔ ﺃﻭ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﻓﻲ ﺍﻟﺒﺮﻫﻨﺔ ﻋﻠﻰ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﻴﻦ ﻓﻲ ﻛﻞ‬
‫ﻣﻦ )ﺃ( ﻭ)ﺏ(‪.‬‬
‫)ﺏ(‬
‫)ﺃ(‬
‫‪9‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪12‬‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻃﻮﻝ ‪. CD‬‬

‫‪ -٧‬ﺍﺷﺮﺡ ﺳﺒﺐ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﻴﻦ ﻓﻲ ﺷﻜﻞ )‪ّ (١‬‬
‫‪ -٨‬ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ ﺍﻹﺟﺎﺑﺔ‪ :‬ﺍﺫﻛﺮ ﺷﻴﺌﺎً ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﻗﻴﺎﺳﻪ ﻣﺒﺎﺷﺮﺓ‪ّ ،‬‬
‫ﺛﻢ ﺻﻒ ﻛﻴﻒ‬
‫ﺷﻜﻞ )‪(١‬‬
‫ﻳﻤﻜﻨﻚ ﻗﻴﺎﺳﻪ ﺑﻄﺮﻳﻘﺔ ﻏﻴﺮ ﻣﺒﺎﺷﺮﺓ‪.‬‬
‫‪ -٩‬ﺍﻟﻘﻴﺎﺱ ﻏﻴﺮ ﺍﻟﻤﺒﺎﺷﺮ‪ :‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ‪ x‬ﻓﻲ ﻛﻞ ﻣﻦ‬
‫ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)ﺏ(‬ ‫)ﺃ(‬
‫‪9m‬‬
‫‪4m‬‬
‫‪82.3 m‬‬ ‫‪x‬‬ ‫‪8m‬‬
‫‪82.3 m‬‬ ‫‪100.6 m‬‬

‫‪6m‬‬ ‫‪6m‬‬
‫)ﺩ(‬ ‫)ﺟـ(‬
‫ﻣﺮﺁﺓ‬
‫‪) -١٠‬ﺃ( ﻣﺎ ﺍﺳﻢ ﺍﻟﺸﻜﻞ ‪ABCD‬؟‬
‫)ﺏ( ﺃﻱ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻓﻲ ﺍﻟﺸﻜﻞ ﻣﺘﺸﺎﺑﻬﺔ؟ ﺍﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪A‬‬ ‫‪B‬‬
‫‪F‬‬
‫‪D‬‬ ‫‪C‬‬ ‫‪ -١١‬ﺭﻳﺎﺿﺔ ﻋﻘﻠﻴﺔ‬
‫ﺗﻄﺮﺡ ﻋﺼﺎً ّ‬
‫ﻇﻼ ً ﻃﻮﻟﻪ ‪ 30 cm‬ﻓﻲ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻄﺮﺡ‬
‫ﻓﻴﻪ ﺷﺠﺮﺓ ﻣﺠﺎﻭﺭﺓ ّ‬
‫ﻇﻼ ً ﻃﻮﻟﻪ ‪ .4.5 cm‬ﻣﺎ ﻃﻮﻝ ﺍﻟﺸﺠﺮﺓ؟ ﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﻫﻨﺎﻙ ﺇﺟﺎﺑﺔ‪،‬‬
‫ﺃﺿﻒ ﻣﻌﻠﻮﻣﺔ ﺗﺴﺎﻋﺪﻙ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ‪.‬‬
‫‪٤٨‬‬
‫‪ -١٢‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪:‬‬
‫‪C z‬‬ ‫‪F‬‬ ‫)ﺃ( ﺍﻛﺘﺐ ﻋﺒﺎﺭﺗﻴﻦ ﻋﻦ ﺍﻟﺘﺸﺎﺑﻪ ﻟﺰﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻣﻦ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻤﺒﻴﻨﺔ ﻓﻲ‬
‫‪6‬‬ ‫‪y‬‬ ‫‪A‬‬
‫‪E‬‬ ‫‪4‬‬
‫ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫‪12‬‬ ‫‪l‬‬
‫‪x‬‬ ‫)ﺏ( ﺃﻭﺟﺪ ﻗﻴﻢ ‪.z ،y ،x‬‬
‫‪12‬‬ ‫‪D‬‬
‫‪B‬‬ ‫‪A‬‬
‫‪C‬‬ ‫‪B‬‬ ‫ﺑﺮﻫﻦ ﻋﻠﻰ ﺻﺤﺔ ﺍﻵﺗﻲ‪:‬‬
‫‪ -١٣‬ﺍﻟﻤﻌﻄﻴﺎﺕ‪DE // BC :‬‬
‫‪E‬‬ ‫‪D‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﺛﺒﺎﺕ ﺃﻥّ‪TABC + TADE :‬‬
‫‪ -١٤‬ﺍﻟﻤﻌﻄﻴﺎﺕ‪LO ^ OK = MO ^ ON :‬‬
‫‪N‬‬ ‫‪L‬‬
‫‪o‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﺛﺒﺎﺕ ﺃﻥّ‪T LOM + T KON :‬‬
‫‪K‬‬ ‫‪M‬‬
‫‪) -١٥‬ﺃ( ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺜﻠﺜﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﻣﺴﺎﺣﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫)ﺟـ( ﻓﻜّﺮ‪ :‬ﻫﻞ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻨﺘﺎﺝ ﺃ ّﻥ ﺍﻟﻤﺜﻠﺜﻴﻦ ﺍﻟﻠﺬﻳﻦ ﻟﻬﻤﺎ ﺍﻟﻤﺤﻴﻂ ﻧﻔﺴﻪ‬
‫ﻭﺍﻟﻤﺴﺎﺣﺔ ﻧﻔﺴﻬﺎ ﻳﻜﻮﻧﺎﻥ ﻣﺘﺸﺎﺑﻬﻴﻦ؟ ﺍﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺗﺤﻘﻖ ﻣﻦ ﻗﺪﺭﺍﺗﻚ‬
‫‪ -١‬ﺃﻭﺟﺪ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻋﻠﻤﺎً ﺑﺄ ّﻥ ﺍﻟﻤﻀﻠﻌﻴﻦ ﻣﺘﺸﺎﺑﻬﺎﻥ‪.‬‬
‫‪8‬‬
‫‪x‬‬
‫‪6‬‬ ‫‪16‬‬
‫‪ -٢‬ﺑﻔﺮﺽ ﺃ ّﻥ ﺷﺨﺼﺎً ﻃﻮﻟﻪ ‪ 180 cm‬ﻳﻘﻒ ﺑﺤﻴﺚ ﺃ ّﻥ ﻧﻘﻄﺔ ﻃﺮﻑ ﻇﻠﻪ ﺗﻨﻄﺒﻖ ﻋﻠﻰ‬
‫ﻧﻘﻄﺔ ﻃﺮﻑ ﻇﻞ ﺷﺠﺮﺓ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺸﺨﺺ‬
‫ﻳﺒﻌﺪ ‪ 120 cm‬ﻋﻦ ﻃﺮﻓﻲ ﺍﻟﻈﻠﻴﻦ ﻭﻋﻠﻰ‬
‫ﺑﻌﺪ ‪ 7.2 m‬ﻣﻦ ﺍﻟﺸﺠﺮﺓ‪ ،‬ﺃﻭﺟﺪ ﻃﻮﻝ‬
‫ﺍﻟﺸﺠﺮﺓ‪.‬‬
‫‪ -٣‬ﺳﺆﺍﻝ ﻣﻔﺘﻮﺡ ﺍﻹﺟﺎﺑﺔ‪:‬‬
‫ﺍﺭﺳﻢ ﺷﻜﻼ ً ﺗﻘﺮﻳﺒﻴّﺎً ﻟﺸﻜﻠﻴﻦ ﻣﺘﺸﺎﺑﻬﻴﻦ‬
‫ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ﺑﻴﻨﻬﻤﺎ ‪.2:3‬‬
‫‪ -٤‬ﺍﻛﺘﺐ ﻓﻘﺮﺓ ﺗﺸﺮﺡ ﻓﻴﻬﺎ ﻟﻤﺎﺫﺍ ﻳﺘﺸﺎﺑﻪ‬
‫ﺍﻟﻤﺜﻠﺜﺎﻥ ﻣﺘﺴﺎﻭﻳﺎ ﺍﻟﺴﺎﻗﻴﻦ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬
‫ﺯﺍﻭﻳﺘﺎ ﺭﺃﺳﻴﻬﻤﺎ ﻣﺘﻄﺎﺑﻘﺘﻴﻦ‪.‬‬
‫‪٤٩‬‬
‫‪Similarity in Right Triangles‬‬ ‫ﺍﻟﺘﺸﺎﺑﻪ ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﺷﺘﺮﻙ ﻣﻊ ﺃﺣﺪ ﺯﻣﻼﺋﻚ ﻓﻲ ﺍﻵﺗﻲ‪:‬‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫• ﺃﺣﻀﺮ ﻗﻄﻌﺔ ﻭﺭﻕ ﻣﺴﺘﻄﻴﻠﺔ ﺍﻟﺸﻜﻞ‪ .‬ﺍﺭﺳﻢ ﻗﻄﺮﺍ ً ﻟﻠﻤﺴﺘﻄﻴﻞ‪ .‬ﺍﻗﻄﻊ ﺍﻟﻮﺭﻗﺔ‬ ‫* ﺧﺼﺎﺋﺺ ﺍﻟﻌﻤﻮﺩ‬
‫ﻛﻤﺎ ﺑﺎﻟﺸﻜﻞ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﻣﺜﻠﺜﻴﻦ ﻗﺎﺋﻤﻲ ﺍﻟﺰﺍﻭﻳﺔ ﻣﺘﻄﺎﺑﻘﻴﻦ‪.‬‬ ‫ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ‬
‫• ﺧﺬ ﺃﺣﺪ ﺍﻟﻤﺜﻠﺜﻴﻦ‪ .‬ﺍﻗﻄﻊ ﺍﻟﻤﺜﻠﺚ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﻣﺜﻠﺜﻴﻦ‬ ‫ﺍﻟﻘﺎﺋﻤﺔ ﺇﻟﻰ ﺍﻟﻮﺗﺮ ﻓﻲ‬
‫ﻗﺎﺋﻤﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺻﻐﻴﺮﻳﻦ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬ ‫ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪A‬‬ ‫• ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺰﺍﻭﻳﺎ ‪ A, B, C‬ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﺜﻼﺛﺔ‪.‬‬ ‫* ﺧﺼﺎﺋﺺ ﺍﻟﻤﻨﺼﻔﺎﺕ‬
‫‪2‬‬ ‫• ﺃﻛﻤﻞ ﺍﻟﻌﺒﺎﺭﺓ ﻓﻴﻤﺎ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺘﺸﺎﺑﻪ‪:‬‬ ‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﺰﻭﺍﻳﺎ‬
‫ﺍﻟﻤﺜﻠﺚ‬
‫‪1‬‬ ‫‪3‬‬ ‫* ﺧﺼﺎﺋﺺ ﺍﻟﺨﻂ‬
‫‪TABC + T...... + T......‬‬
‫‪B‬‬ ‫‪A‬‬ ‫‪C‬‬
‫‪A‬‬
‫‪5 7‬‬ ‫ﻧﻈﺮﻳﺔ )‪:(A‬‬ ‫ﺍﻟﻤﻮﺍﺯﻱ ﻷﻱ ﺿﻠﻊ‬
‫ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻤﺮﺳﻮﻡ ﻣﻦ ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻮﺗﺮ ﻓﻲ‬ ‫ﻓﻲ ﺍﻟﻤﺜﻠﺚ‬
‫‪B 4 6‬‬ ‫‪8‬‬ ‫‪9‬‬
‫‪CB‬‬ ‫ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻳﻘﺴﻢ ﺍﻟﻤﺜﻠﺚ ﺇﻟﻰ ﻣﺜﻠﺜﻴﻦ ﻣﺘﺸﺎﺑﻬﻴﻦ ﻭﻛﻞ ‪C‬‬
‫‪A‬‬ ‫ﻣﻨﻬﻤﺎ ﻳﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺚ ﺍﻷﺻﻠﻲ‪.‬‬
‫‪ ABC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪AD = BC ،A‬‬
‫‪TABC + TCAD + TDBA‬‬
‫‪B‬‬ ‫‪C‬‬
‫‪D‬‬ ‫ﻧﺘﺎﺋﺞ ﻟﻨﻈﺮﻳﺔ ﺗﺸﺎﺑﻪ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﺜﻼﺛﺔ‪:‬‬
‫ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻤﺮﺳﻮﻡ ﻣﻦ ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻳﺴﺎﻭﻱ‬
‫ﺍﻟﻮﺳﻂ ﺍﻟﻬﻨﺪﺳﻲ ﻟﻄﻮﻟﻲ ﺍﻟﻘﻄﻌﺘﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﺘﻴﻦ ﺍﻟﻠﺘﻴﻦ ﻳﻨﻘﺴﻢ ﺇﻟﻴﻬﻤﺎ ﺍﻟﻮﺗﺮ ﺑﻬﺬﺍ ﺍﻟﻌﻤﻮﺩ‪ .‬ﻭﻫﺬﺍ‬
‫ﻳﻌﻨﻲ ﺃﻥّ ‪.AD = DC ^ DB‬‬
‫ﺍﻟﻤﻌﻄﻴﺎﺕ‪ ABC :‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪. AD = BC ،A‬‬
‫‪A‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ‪ :‬ﺇﺛﺒﺎﺕ ﺃﻥ ‪AD = BD # DC‬‬
‫ﺍﻟﺒﺮﻫﺎﻥ‪TABD + TCAD :‬‬
‫‪AB‬‬ ‫‪BD‬‬ ‫‪AD‬‬
‫‪(AD)2 = BD ^ CD‬‬
‫‪CA = AD = CD‬‬
‫‪B‬‬ ‫‪C‬‬ ‫ﺇﺫﺍ ً ‪AD = BD # CD‬‬

‫‪D‬‬
‫‪٥٠‬‬
‫ﻧﺘﻴﺠﺔ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ AD = CB ،A‬ﻓﺈﻥ‬
‫)‪ AB (١‬ﻫﻮ ﺍﻟﻮﺳﻂ ﺍﻟﻬﻨﺪﺳﻲ ﺑﻴﻦ ‪BC ،BD‬‬
‫)‪ AC (٢‬ﻫﻮ ﺍﻟﻮﺳﻂ ﺍﻟﻬﻨﺪﺳﻲ ﺑﻴﻦ ‪CB ،CD‬‬
‫)‪TCBA + TABD (١‬‬
‫ﺇﺫﺍ ً ‪CB = BA‬‬

‫‪AB BD‬‬
‫ﻭﻣﻨﻬﺎ ‪(AB)2 = CB ^ BD‬‬

‫‪ AB‬ﻭﺳﻂ ﻫﻨﺪﺳﻲ ﺑﻴﻦ ‪BD ،BC‬‬
‫)‪TACD + TBCA (٢‬‬
‫ﺇﺫﺍ ً ‪BC = CA‬‬

‫‪AC CD‬‬
‫ﻭﻣﻨﻬﺎ ‪(AC)2 = BC ^ CD‬‬

‫‪ AC‬ﻭﺳﻂ ﻫﻨﺪﺳﻲ ﺑﻴﻦ ‪.CD ،CB‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫ﺃﻭﺟﺪ ‪ y ،x‬ﺑﺤﺴﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬
‫‪x‬‬
‫‪y‬‬ ‫ﺍﻟﺤﻞ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﻧﺘﺎﺋﺞ ﺍﻟﻨﻈﺮﻳﺔ‬
‫‪x2 = 5 ^ 9‬‬
‫‪5‬‬ ‫‪4‬‬
‫‪y2 = 4 ^ 5‬‬
‫=‪x‬‬ ‫‪45 = 3 5‬‬
‫‪y = 20 = 2 5‬‬
‫‪4‬‬
‫ﺃﻭﺟﺪ ﻣﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ‪ y ،x‬ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪.‬‬
‫‪x‬‬ ‫‪y‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫‪12‬‬
‫ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﺤﺪﺍﺋﻖ ﺍﻟﻌﺎﻣﺔ ﺍﻟﺘﻲ ﺗﻘﻴﻤﻬﺎ ﺍﻟﺪﻭﻟﺔ ﻟﻠﺘﺮﻭﻳﺢ ﻋﻦ ﺍﻟﻤﻮﺍﻃﻨﻴﻦ ﻋﻠﻰ ﺷﺎﻃﺊ‬
‫ﺍﻟﻼﺫﻗﻴﺔ‪ ،‬ﻳﺒﻠﻎ ﻃﻮﻝ ﺍﻟﻤﻤﺮ ﺍﻟﻤﺮﺻﻮﻑ ﺩﺍﺧﻞ ﺍﻟﺤﺪﻳﻘﺔ ﺣﺘﻰ ﺍﻟﻤﻘﺼﻒ ‪،300 m‬‬
‫ﻭﻃﻮﻝ ﺍﻟﻤﻤﺮ ﺣﺘﻰ ﻗﻔﺺ ﺍﻟﻄﻴﻮﺭ ‪ ،400 m‬ﻭﺍﻟﻤﻤﺮﺍﻥ ﻳﺘﻘﺎﺑﻼﻥ ﻓﻲ ﺯﺍﻭﻳﺔ ﻗﺎﺋﻤﺔ ﻛﻤﺎ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ )‪ (١‬ﺃﻣﺎﻡ ﻣﻮﻗﻒ ﺍﻟﺴﻴﺎﺭﺍﺕ‪.‬‬
‫ﺳﺎﺭﺕ ﻣﻴﺮﻧﺎ ﻣﻦ ﻣﻮﻗﻒ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻋﻠﻰ ﻣﺴﺎﺭ ﻣﺴﺘﻘﻴﻢ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﺸﺎﻃﺊ‬
‫ﺣﺘﻰ ﻭﺻﻠﺖ ﺇﻟﻰ ﺍﻟﺸﺎﻃﺊ‪ .‬ﻣﺎ ﻋﺪﺩ ﺍﻷﻣﺘﺎﺭ ﺍﻟﺘﻲ ﺗﺴﻴﺮﻫﺎ ﻣﻴﺮﻧﺎ ﻣﻦ ﻣﻜﺎﻧﻬﺎ ﻟﺘﺸﺘﺮﻱ‬
‫ﺳﻨﺪﻭﻳﺸﺎﺕ ﻣﻦ ﺍﻟﻤﻘﺼﻒ؟‬
‫‪٥١‬‬
‫ﺍﻟﺤﻞ‬
‫‪ TABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪A‬‬
‫ﺑﺘﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‬
‫‪BC2 = (300)2 + (400)2‬‬
‫ﺍﻟﻤﻘﺼﻒ‬ ‫‪BC2 = 250 000‬‬
‫‪BC = 500 m‬‬
‫ﻣﻮﻗﻒ ﺍﻟﺴﻴﺎﺭﺍﺕ‬ ‫ﺑﺘﻄﺒﻴﻖ ﻧﺘﺎﺋﺞ ﺍﻟﺘﺸﺎﺑﻪ‬
‫‪AC2 = CD ^ CB‬‬
‫‪(300) 2 = CD # 500‬‬
‫‪300 # 300‬‬
‫= ‪CD‬‬ ‫‪= 180‬‬
‫ﺃﻱ ﺃ ّﻥ ﻣﻴﺮﻧﺎ ﺗﺴﻴﺮ ‪180 m‬‬
‫‪500‬‬
‫ﻗﻔﺺ ﺍﻟﻄﻴﻮﺭ‬
‫ﻟﺘﺼﻞ ﺇﻟﻰ ﺍﻟﻤﻘﺼﻒ‪.‬‬
‫ﺷﻜﻞ )‪(١‬‬
‫ﻓﻜﺮ ﺑﻄﺮﻳﻘﺔ ﺃﺧﺮﻯ‬
‫ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ‪ AD‬ﻣﻦ ﻣﻮﻗﻒ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺇﻟﻰ ﺍﻟﺸﺎﻃﺊ ﺑﻄﺮﻳﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ‪.‬‬
‫‪D‬‬
‫‪A‬‬ ‫ﺗﻤﺎﺭﻳﻦ‬
‫ﺍﻋﺘﻤﺪ ﻋﻠﻰ ﻧﻔﺴﻚ ﻓﻲ ﺍﻟﺤﻞ‪:‬‬
‫‪C‬‬ ‫‪ -١‬ﺃﻛﻤﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺸﻜﻞ‪.TABC + T... + T... :‬‬
‫‪B‬‬
‫‪ -٢‬ﺃﻛﻤﻞ ﺍﻟﺘﻨﺎﺳﺒﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻣﺴﺘﻌﻴﻨﺎً ﺑﺎﻟﺸﻜﻞ‪:‬‬
‫)ﺏ( ‪c = ...‬‬ ‫)ﺃ( ‪c ...‬‬

‫‪a‬‬ ‫‪z‬‬ ‫‪a‬‬ ‫‪y‬‬
‫‪b‬‬ ‫‪a‬‬
‫=‬
‫‪z‬‬
‫‪x‬‬ ‫‪y‬‬
‫)ﺩ( ‪...‬‬ ‫)ﺟـ( ‪...‬‬
‫‪...‬‬ ‫‪z‬‬ ‫‪y‬‬ ‫‪a‬‬
‫‪c‬‬ ‫‪z‬‬ ‫=‬ ‫‪z‬‬ ‫=‬
‫‪ -٣‬ﺍﺣﺴﺐ ‪ x‬ﺑﺄﺑﺴﻂ ﺻﻮﺭﺓ ﺑﺤﺴﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻓﻲ ﻛﻞ ﺷﻜﻞ‪:‬‬
‫‪x‬‬ ‫‪x‬‬
‫‪x‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪) -٤‬ﺃ( ﺇﺫﺍ ﻛﺎﻥ ‪ z‬ﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﺇﻟﻰ ﺍﻟﻮﺗﺮ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻟﺬﻱ ﻳﻘﺴﻢ ﺍﻟﻮﺗﺮ ﺇﻟﻰ ﻗﻄﻌﺘﻴﻦ ﻃﻮﻟﻬﻤﺎ ‪ .8 cm ،2 cm‬ﺃﻭﺟﺪ ‪.z‬‬
‫)ﺏ( ﺍﺳﺘﺨﺪﻡ ﻗﻴﻤﺔ ‪ z‬ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻭﺍﻟﻄﻮﻟﻴﻦ ‪ 8 cm ،2 cm‬ﻓﻲ ﺭﺳﻢ ﺍﻟﻤﺜﻠﺚ‬
‫ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺪﻗﺔ‪.‬‬
‫‪٥٢‬‬
‫‪ -٥‬ﻫﻨﺪﺳﺔ ﺇﺣﺪﺍﺛﻴﺔ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ CD‬ﻫﻮ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ‪ ،ABC‬ﻭﻛﺎﻧﺖ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻂ‪ B ،D ،A ،‬ﻫﻲ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ )‪،(4, 2‬‬
‫)‪ ،(4 ،15) ،(4, 6‬ﺃﻭﺟﺪ ﻛﻞ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻟﻠﻨﻘﻄﺔ ‪.C‬‬
‫‪ -٦‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﻋﻠﻰ ﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﻳﻘﺴﻢ ﺍﻟﻮﺗﺮ ﺇﻟﻰ ﻗﻄﻌﺘﻴﻦ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻟﻴﻬﻤﺎ ‪ ،1:2‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻃﻮﻟﻲ ﺍﻟﻀﻠﻌﻴﻦ ﺍﻵﺧﺮﻳﻦ‬ ‫ﺍﻟﻌﻤﻮﺩ ﻳﺴﺎﻭﻱ ‪ ، 4 2‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ّ‬
‫ﻟﻠﻤﺜﻠﺚ‪.‬‬
‫‪ -٧‬ﻫﻨﺪﺳﺔ ﻣﺪﻧﻴﺔ‬
‫ﺍﻟﺨﺮﻳﻄﺔ ﺍﻟﺘﻲ ﻓﻲ ﺍﻟﺸﻜﻞ ﺗﺒﻴّﻦ ﻣﺤﻄﺔ ﺧﺪﻣﺔ ﺳﻴﺎﺭﺍﺕ ﻳﺮﺍﺩ ﺇﻗﺎﻣﺘﻬﺎ ﻋﻠﻰ ﺍﻟﻄﺮﻳﻖ‬
‫ﺍﻟﺴﺮﻳﻊ ﻋﻨﺪ ﺗﻘﺎﻃﻊ ﻣﻊ ﻃﺮﻳﻖ ﺟﺎﻧﺒﻲ ﻳﺆﺩﻱ ﺇﻟﻰ ﻣﺪﻳﻨﺔ ﺍﻟﺰﻫﻮﺭ‪ .‬ﻛﻢ ﻳﻨﺒﻐﻲ ﺃﻥ ﺗﺒﻌﺪ‬
‫ﺍﻟﻤﺤﻄﺔ ﻋﻦ ﺍﻟﻤﺪﻳﻨﺔ ‪ B‬ﺇﺫﺍ ﺃﺭﻳﺪ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻄﺮﻳﻖ ﻣﻦ ﻣﺪﻳﻨﺔ ﺍﻟﺰﻫﻮﺭ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ‬
‫ﺍﻟﻄﺮﻳﻖ ﺍﻟﺴﺮﻳﻊ ﺑﻔﺮﺽ ‪ AC = CB‬؟‬
‫‪ -٨‬ﺃﻭﺟﺪ ﻗﻴﻢ ‪ z ،y ،x‬ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)ﺏ(‬ ‫)ﺃ(‬
‫ﺍﻟﻄ‬
‫ﺮﻳﻖ‬
‫‪6‬‬
‫ﻣﺤﻄﺔ‬
‫ﺍﻟﺴ‬
‫‪z‬‬
‫ﺮﻳﻊ‬
‫‪30‬‬
‫‪9‬‬
‫‪6‬‬
‫ﻣﺪﻳﻨﺔ‬ ‫‪z‬‬
‫ﺍﻟﺰﻫﻮﺭ‬
‫)ﺩ(‬ ‫)ﺟـ(‬
‫‪A‬‬
‫‪D‬‬
‫‪ -٩‬ﺃﺛﺒﺖ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻣﻦ ﻧﻈﺮﻳﺔ )‪.(A‬‬

‫‪B‬‬ ‫‪C‬‬
‫‪ TABC -١٠‬ﻣﺜﻠﺚ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻩ ‪ 30°‬ﻭ‪ 60°‬ﻭ‪ .90°‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺃﻗﺼﺮ ﺿﻠﻊ‬
‫ﻓﻴﻪ ﻳﺴﺎﻭﻱ ‪ ،10 cm‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﺇﻟﻰ ﺍﻟﻮﺗﺮ‪.‬‬
‫ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‪ :‬ﺗﻌﺘﻘﺪ ﺍﻟﻄﺎﻟﺒﺔ ﺯﻛﻴﺔ ﺃﻧﻬﺎ ﺍﻛﺘﺸﻔﺖ ﻧﺘﻴﺠﺔ ﺟﺪﻳﺪﺓ ﻟﻨﻈﺮﻳﺎﺕ ﺍﻟﺘﺸﺎﺑﻪ ﻭﻫﻲ‪:‬‬
‫ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻟﻲ ﺿﻠﻌﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻳﺴﺎﻭﻱ ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻓﻲ‬
‫ﺿﺢ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‬ ‫ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﺴﺎﻗﻂ ﻣﻦ ﺭﺃﺱ ﺍﻟﻘﺎﺋﻤﺔ ﺇﻟﻰ ﺍﻟﻮﺗﺮ‪ .‬ﺍﺭﺳﻢ ﺷﻜﻼ ً ﻳﻮ ّ‬
‫ﻭﺍﻛﺘﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ‪.‬‬
‫ﻭﺍﻟﻤﻄﻠﻮﺏ‪ :‬ﻫﻞ ﻧﺘﻴﺠﺔ ﺯﻛﻴﺔ ﺻﺤﻴﺤﺔ؟ ﺍﺷﺮﺡ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪٥٣‬‬
‫ﻧﻈﺮﻳﺔ‪:‬‬
‫ﺇﺫﺍ ﻭﺍﺯﻯ ﻣﺴﺘﻘﻴﻢ ﺃﺣﺪ ﺃﺿﻼﻉ ﻣﺜﻠﺚ‪ ،‬ﻭﻗﻄﻊ ﺿﻠﻌﻴﻪ ﺍﻵﺧﺮﻳﻦ‪ ،‬ﻓﺈﻧﻪ ﻳﻘﺴﻢ ﺿﻠﻌﻲ ﺍﻟﻤﺜﻠﺚ ﺇﻟﻰ‬
‫ﺃﺟﺰﺍﺀ ﻣﺘﻨﺎﺳﺒﺔ‪.‬‬
‫ﺍﻟﻤﻌﻄﻴﺎﺕ‪ ABC :‬ﻣﺜﻠﺚ‪. BC // XY ،‬‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﺛﺒﺎﺗﻪ‪:‬‬
‫‪AX AY‬‬
‫‪XB = YC‬‬
‫‪A‬‬ ‫‪XY // BC‬‬
‫‪) TACB + TAYX‬ﻟﻤﺎﺫﺍ؟(‬
‫‪X‬‬ ‫‪Y‬‬
‫‪AC‬‬ ‫‪AB‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪AY‬‬ ‫=‬ ‫‪AX‬‬
‫‪AY + YC‬‬ ‫‪AX + XB‬‬
‫‪AY‬‬ ‫=‬ ‫‪AX‬‬
‫‪YC‬‬ ‫‪XB‬‬
‫‪1 + AY = 1 + AX‬‬
‫‪YC‬‬ ‫‪XB‬‬
‫‪AY = AX‬‬
‫‪ AX‬ﻭﻫﺬﺍ ﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬ ‫‪AY‬‬
‫‪XB = YC‬‬
‫ﺍﺳﺘﺨﺪﻡ ﻧﻈﺮﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻮﺍﺯﻱ ﺍﻟﺴﺎﺑﻘﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﺍﻵﺗﻲ‪:‬‬
‫)ﺏ(‬ ‫)ﺃ(‬
‫ﻧﺘﻴﺠﺔ‬
‫ﺇﺫﺍ ﻗﻄﻊ ﻣﺴﺘﻘﻴﻤﺎﻥ ﺛﻼﺛﺔ ﻣﺴﺘﻘﻴﻤﺎﺕ ﻣﺘﻮﺍﺯﻳﺔ ﻓﺈﻥ ﺍﻷﺟﺰﺍﺀ ﺍﻟﻤﻘﻄﻮﻋﺔ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﺍﻟﻘﺎﻃﻌﻴﻦ‬ ‫’‪A‬‬
‫ﺗﻜﻮﻥ ﻣﺘﻨﺎﺳﺒﺔ‪.‬‬ ‫’‪B‬‬ ‫‪A‬‬
‫’‪C‬‬ ‫‪B‬‬
‫ﺃﻱ ﺃﻥّ '‪BC = B'C‬‬ ‫‪C‬‬
‫'‪AB A'B‬‬
‫ﺣﺎﻭﻝ ﺃﻥ ﺗﺜﺒﺖ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﺑﻨﻔﺴﻚ‪.‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻧﻈﺮﻳﺔ ﻃﺎﻟﻴﺲ‪.‬‬
‫‪٥٤‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫‪60‬‬ ‫‪45‬‬ ‫ﺗﺼﻤﻴﻢ ﺃﻧﻤﺎﻁ ﻟﺸﺮﺍﻉ ﻣﺮﻛﺐ‬
‫‪45‬‬
‫‪x‬‬ ‫‪y‬‬
‫ﺛﻢ ﻳﺮﺳﻤﻮﻥ‬‫ﻳﺴﺘﺨﺪﻡ ﺻﻨّﺎﻉ ﺍﻟﺸﺮﺍﻉ ﺍﻟﺤﺎﺳﻮﺏ ﻟﺘﻜﻮﻳﻦ ﻧﻤﻂ ﻟﻜﻞ ﺷﺮﺍﻉ ﻳﺼﻨﻌﻮﻧﻪ‪ّ ،‬‬
‫‪90‬‬ ‫‪45‬‬ ‫ﻣﺨﻄﻄﺎً ﻟﻪ ﺑﺎﻟﻄﺒﺎﺷﻴﺮ ﻋﻠﻰ ﺍﻷﺭﺿﻴﺔ ﺍﻟﺘﻲ ﻳﻘﺼﻮﻧﻪ ﻋﻠﻴﻬﺎ‪ .‬ﺑﻌﺪ ﺃﻥ ﻳﻘﻄﻌﻮﺍ ﺇﻃﺎﺭﺍﺕ‬
‫ﺍﻟﺸﺮﺍﻉ ﻳﺤﻴﻜﻮﻧﻬﺎ ﻣﻌﺎً ﻟﺘﻜﻮﻳﻦ ﺍﻟﺸﺮﺍﻉ ﻛﺎﻣﻼ ً‪ .‬ﺍﻟﺨﻄﻮﻁ ﺍﻟﻤﺤﺎﻛﺔ ﺗﻜﻮﻥ ﻣﺘﻮﺍﺯﻳﺔ‬
‫‪60‬‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ .‬ﺑﻤﺎ ﺃ ّﻥ ﺍﻷﺑﻌﺎﺩ ﺑﺎﻟﺴﻨﺘﻴﻤﺘﺮ‪ ،‬ﺃﻭﺟﺪ ‪.y ،x‬‬
‫‪45‬‬
‫‪45‬‬ ‫ﺍﻟﺤﻞ‬
‫‪60 45‬‬
‫)ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺴﺎﺑﻘﺔ( ‪X = 45 ،X = 60‬‬
‫‪45 # 90‬‬
‫ً‬ ‫ﺍ‬ ‫ﺇﺫ‬ ‫‪90‬‬ ‫‪y‬‬
‫‪y‬‬ ‫=‪y‬‬ ‫=‬ ‫‪67‬‬ ‫‪.‬‬‫‪5‬‬ ‫‪cm‬‬ ‫=‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﺤﺎﺳﻮﺏ ﻓﻲ ﺗﺼﻤﻴﻢ ﺍﻟﺸﺮﺍﻉ ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ ﻣﺘﺎﺣﺎً ﻟﻚ‪.‬‬
‫‪16.5‬‬
‫‪60‬‬ ‫‪60 45‬‬
‫‪15‬‬ ‫‪25‬‬ ‫ﺗﺪﺭﻳﺐ‬

‫‪x‬‬ ‫ﺃﻭﺟﺪ ‪ y ،x‬ﺑﺤﺴﺐ ﺍﻷﺑﻌﺎﺩ ﺍﻟﻤﺒﻴّﻨﺔ ﻓﻲ ﺷﻜﻞ )‪.(١‬‬
‫‪30‬‬
‫ﺷﻜﻞ )‪(١‬‬ ‫‪ -١‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪.x‬‬

‫)ﺏ(‬ ‫)ﺃ(‬
‫‪4x + 8‬‬ ‫‪4x‬‬
‫‪6x - 10‬‬ ‫‪5x‬‬
‫‪ - ٢‬ﺗﻔﻜﻴﺮ ﻣﻨﻄﻘﻲ‬
‫)ﺃ( ﺍﻛﺘﺐ ﻋﻜﺲ ﻧﻈﺮﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻮﺍﺯﻱ ﻷﺣﺪ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ‪.‬‬
‫ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻭﺍﻟﻤﻄﻠﻮﺏ ﻭﺧﻄﺔ ﻟﻠﺒﺮﻫﺎﻥ‪.‬‬
‫ﺿﺢ ﻋﻜﺲ ﺍﻟﻨﻈﺮﻳﺔ‪ّ ،‬‬ ‫)ﺏ( ﺍﺭﺳﻢ ﺷﻜﻼ ً ﻳﻮ ّ‬
‫‪ - ٣‬ﺍﺳﺘﺨﺪﻡ ﻋﻜﺲ ﻧﻈﺮﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻤﻮﺍﺯﻱ ﻷﺣﺪ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﻟﺘﺤﺪﻳﺪ ﻣﺎ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﺍﻟﻤﻠﻮﻧﺎﻥ ﺑﺎﻟﻠﻮﻥ ﺍﻷﺣﻤﺮ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫)ﺩ(‬
‫‪٥٥‬‬
‫‪ -٤‬ﺍﺗﺼﺎﻝ‬
‫ﺻﻒ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺒﻴّﻦ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺑﻘﻌﺔ ﺍﻟﺰﻳﺖ ﺑﻘﻴﺎﺱ ﻏﻴﺮ‬
‫ﻣﺒﺎﺷﺮ‪ .‬ﻣﺎ ﺍﻷﻃﻮﺍﻝ ﺍﻷﺧﺮﻯ ﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻗﻴﺎﺳﻬﺎ؟‬
‫‪B‬‬ ‫‪D‬‬
‫‪A‬‬
‫‪C‬‬
‫‪E‬‬
‫‪ -٥‬ﻓﻲ ﻣﺸﺮﻭﻋﺎﺕ ﺍﻟﺸﺒﺎﺏ ﺍﻓﺘﺘﺢ ﺳﻌﻴﺪ ﻣﺤﻞ ﺳﻨﺪﻭﻳﺸﺎﺕ ﻋﻠﻰ ﺃﺣﺪ ﺍﻟﺸﻮﺍﻃﺊ‬
‫ﺍﻟﺴﺎﺣﻠﻴﺔ‪ .‬ﺻﻤﻢ ﺳﻌﻴﺪ‪ ،‬ﻭﻫﻮ ﺧﺮﻳﺞ ﻣﺪﺭﺳﺔ ﻓﻨﻴﺔ‪ ،‬ﺍﻟﻤﺤﻞ ﻋﻠﻰ ﺷﻜﻞ ﺯﺟﺎﺟﺔ ﺣﻠﻴﺐ‬
‫ﺿﺨﻤﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ 12 m‬ﻭﻣﺤﻴﻂ ﻗﺎﻋﺪﺗﻬﺎ ‪ .18 m‬ﻣﺎ ﻣﺤﻴﻂ ﻗﺎﻋﺪﺓ ﺯﺟﺎﺟﺔ ﻋﺼﻴﺮ ﺗﺸﺎﺑﻪ‬
‫ﺍﻟﻤﺤﻞ ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ‪24 cm‬؟‬
‫‪٥٦‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﻭﻣﺴﺎﺣﺘﻲ ﺷﻜﻠﻴﻦ ﻣﺘﺸﺎﺑﻬﻴﻦ‬
‫‪Perimeters and Areas of Similar Figures‬‬
‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺤﻴﻄﺎﺕ‬ ‫ﺍﻟﻤﺜﻠﺜﺎﻥ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻣﺘﺸﺎﺑﻬﺎﻥ‪ ،‬ﻛﺬﻟﻚ ﺷﺒﻬﻲ ﺍﻟﻤﻨﺤﺮﻑ‪ .‬ﺃﻭﺟﺪ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﺍﻷﺷﻜﺎﻝ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ‬ ‫ﺛﻢ ﺑﻴّﻦ ﺍﻟﻤﺴﺎﺣﺘﻴﻦ ﻟﻜﻞ ﺷﻜﻞ‪.‬‬
‫ﺑﻴﻦ ﺍﻟﻤﺤﻴﻄﻴﻦ ّ‬
‫ﻭﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺴﺎﺣﺎﺕ‬
‫)ﺃ( ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﺍﻟﻤﺜﻠﺜﻴﻦ‪24 = 2 :‬‬
‫‪12‬‬ ‫‪1‬‬
‫ﺍﻷﺷﻜﺎﻝ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ‬
‫ﻭﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫‪1‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺴﺎﺣﺘﻲ ﺍﻟﻤﺜﻠﺜﻴﻦ = ‪2 # 3 # 4 = 6 = 1 = b 1 l‬‬
‫‪2‬‬
‫‪1‬‬ ‫‪24 4‬‬ ‫‪2‬‬

‫‪#6#8‬‬
‫‪2‬‬
‫ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ = ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺃﻱ ﺿﻠﻌﻴﻦ ﻣﺘﻨﺎﻇﺮﻳﻦ = ‪6 = 2‬‬

‫‪3‬‬ ‫‪1‬‬
‫‪10‬‬ ‫‪6‬‬ ‫)ﺏ( ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﺷﺒﻬﻲ ﺍﻟﻤﻨﺤﺮﻑ‪:‬‬

‫‪5‬‬
‫‪3‬‬
‫‪4‬‬
‫‪8‬‬
‫‪6 + 18 + 20 44 4 2‬‬
‫‪9 + 27 + 30 = 66 = 6 = 3‬‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺴﺎﺣﺘﻲ ﺷﺒﻬﻲ ﺍﻟﻤﻨﺤﺮﻑ‪:‬‬
‫‪12 # 8‬‬ ‫‪8‬‬ ‫‪4 b 2 l2‬‬
‫‪9‬‬ ‫‪18 # 12 = 18 = 9 = 3‬‬
‫‪6‬‬ ‫‪15‬‬ ‫‪15‬‬
‫‪12‬‬
‫‪10‬‬
‫‪8 8‬‬
‫‪10‬‬
‫‪12‬‬ ‫ﻳﻼﺣﻆ ﺃ ّﻥ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪:‬‬
‫‪6‬‬ ‫‪6 6‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺍﻟﻤﺤﻴﻄﻴﻦ = ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﺍﻟﻤﺴﺎﺣﺘﻴﻦ = ﻣﺮﺑﻊ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‬
‫ﻧﻈﺮﻳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺤﻴﻄﺎﺕ ﻭﻣﺴﺎﺣﺎﺕ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ‬

‫ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ ﻷﻱ ﺷﻜﻠﻴﻦ ﻣﺘﺸﺎﺑﻬﻴﻦ ﻫﻲ ‪ a:b‬ﻓﺈﻥ‪:‬‬
‫)‪ (١‬ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺤﻴﻄﻲ ﺍﻟﺸﻜﻠﻴﻦ ﺗﺴﺎﻭﻱ ‪ a:b‬ﻭﻫﻲ ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‪.‬‬
‫)‪ (٢‬ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻣﺴﺎﺣﺘﻲ ﺍﻟﺸﻜﻠﻴﻦ ﺍﻟﻤﺘﺸﺎﺑﻬﻴﻦ ﺗﺴﺎﻭﻱ ‪ a2:b2‬ﻭﻫﻲ ﻣﺮﺑﻊ‬
‫ﻧﺴﺒﺔ ﺍﻟﺘﺸﺎﺑﻪ‪.‬‬
‫‪٥٧‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ‪ :‬ﺍﻷﻭﺗﺎﺭ ﺍﻟﻤﺘﻘﺎﻃﻌﺔ ﻭﺍﻟﻤﻤﺎﺱ‬
‫‪Circles: Chords and Tangent Segments‬‬
‫ﻧﻈﺮﻳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻭﺗﺮﻳﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ ﻓﻲ ﺩﺍﺋﺮﺓ‪:‬‬
‫* ﺍﻷﻭﺗﺎﺭ ﺍﻟﻤﺘﻘﺎﻃﻌﺔ‬
‫ﺇﺫﺍ ﺗﻘﺎﻃﻊ ﻭﺗﺮﺍﻥ ﺩﺍﺧﻞ ﺩﺍﺋﺮﺓ ﻓﺈﻥ ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻟﻲ ﺟﺰﺃﻱ ﺃﺣﺪ ﺍﻟﻮﺗﺮﻳﻦ ﻳﺴﺎﻭﻱ ﻧﺎﺗﺞ‬
‫* ﺍﻟﻤﻤﺎﺱ‬
‫ﺿﺮﺏ ﻃﻮﻟﻲ ﺟﺰﺃﻱ ﺍﻟﻮﺗﺮ ﺍﻵﺧﺮ‪.‬‬
‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻭﺗﺮﻳﻦ‬
‫‪a^b=c^d‬‬
‫ﻣﺘﻘﺎﻃﻌﻴﻦ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪A‬‬
‫‪C‬‬ ‫ﺑﺮﻫﺎﻥ ﺍﻟﻨﻈﺮﻳﺔ‪:‬‬ ‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ‬
‫‪a‬‬ ‫ﺍﻟﻤﻌﻄﻴﺎﺕ‪ AB ، CD :‬ﻭﺗﺮﺍﻥ ﻣﺘﻘﺎﻃﻌﺎﻥ ﻋﻨﺪ ﻧﻘﻄﺔ ‪.M‬‬ ‫ﺍﻟﻤﻤﺎﺱ ﻭﻃﻮﻝ‬
‫‪c‬‬
‫ﺍﻟﻘﺎﻃﻌﺔ‬
‫‪M‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﺛﺒﺎﺗﻪ‪AM ^ MB = CM ^ MD :‬‬
‫‪d‬‬ ‫‪b‬‬
‫‪B‬‬ ‫ﺍﻟﺒﺮﻫﺎﻥ‪:‬‬
‫‪D‬‬ ‫ﻧﺮﺳﻢ ‪BD ، AC‬‬
‫\ ﻟﻠﺘﻘﺎﺑﻞ ﺑﺎﻟﺮﺃﺱ‬ ‫\‬
‫‪AMC = DMB‬‬
‫‪ B‬ﺯﺍﻭﻳﺘﺎﻥ ﻣﺤﻴﻄﻴﺘﺎﻥ ﻣﺮﺳﻮﻣﺘﺎﻥ ﻋﻠﻰ ﺍﻟﻘﻮﺱ ﻧﻔﺴﻪ ‪،AD‬‬
‫‪V,C‬‬ ‫‪W‬‬
‫ﺇﺫﺍ ً‪ AMC DMB :‬ﻟﺘﺴﺎﻭﻱ ﺯﺍﻭﻳﺘﻴﻦ‪،‬‬
‫ﺇﺫﺍ ً‪DM = BM :‬‬
‫‪ A‬ﺗﻨﺎﺳﺐ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ ﻓﻲ ﺍﻟﻤﺜﻠﺜﻴﻦ ﺍﻟﻤﺘﺸﺎﺑﻬﻴﻦ‬ ‫‪M‬‬ ‫‪MC‬‬
‫‪ AM # MB = CM # MD‬ﻭﻫﻮ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬
‫ﻧﺘﺎﺋﺞ‬
‫ﻧﺘﻴﺠﺔ )‪(١‬‬
‫ﺇﺫﺍ ﺭﺳﻢ ﻗﺎﻃﻌﺎﻥ ﻣﻦ ﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺩﺍﺋﺮﺓ‪ ،‬ﻓﺈﻥ ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻝ ﺃﺣﺪ ﺍﻟﻘﺎﻃﻌﻴﻦ‬
‫ﻓﻲ ﻃﻮﻝ ﺟﺰﺋﻪ ﺍﻟﺨﺎﺭﺟﻲ ﻳﺴﺎﻭﻱ ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻝ ﺍﻟﻘﺎﻃﻊ ﺍﻵﺧﺮ ﻓﻲ ﺟﺰﺋﻪ‬ ‫‪B‬‬ ‫‪M‬‬
‫ﺍﻟﺨﺎﺭﺟﻲ‪.‬‬
‫‪A‬‬
‫‪C‬‬
‫‪MA × MB = MC × MD‬‬
‫‪D‬‬
‫ﻧﺘﻴﺠﺔ )‪(٢‬‬
‫ﺇﺫﺍ ﺭﺳﻢ ﻣﻦ ﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺩﺍﺋﺮﺓ ﻗﺎﻃﻊ ﻭﻣﻤﺎﺱ ﻓﺈﻥ ﻧﺎﺗﺞ ﺿﺮﺏ ﻃﻮﻝ ﺍﻟﻘﺎﻃﻊ‬ ‫‪T‬‬
‫ﻓﻲ ﻃﻮﻝ ﺟﺰﺋﻪ ﺍﻟﺨﺎﺭﺟﻲ ﻳﺴﺎﻭﻱ ﻣﺮﺑﻊ ﻃﻮﻝ ﺍﻟﻤﻤﺎﺱ‬ ‫‪M‬‬
‫‪MA # MB = MT2‬‬ ‫‪A‬‬
‫‪B‬‬
‫‪٥٨‬‬
‫ﻣﺜﺎﻝ‬
‫ﺃُﻧﺸﺊ ﺟﺴﺮ ﻟﻌﺒﻮﺭ ﺍﻟﻤﺸﺎﺓ ﻋﻠﻰ ﺃﺣﺪ ﺍﻷﻧﻬﺎﺭ‪ ،‬ﻭﻛﺎﻥ ﻗﻮﺱ ﻫﺬﺍ ﺍﻟﺠﺴﺮ ﻋﻠﻰ ﺷﻜﻞ‬
‫‪m‬‬ ‫ﻗﻮﺱ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﺑﺤﻴﺚ ﻛﺎﻥ ﺍﻟﺠﺴﺮ ﻭﺗﺮﺍ ً ﻓﻲ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ ﻭﻃﻮﻟﻪ ‪ .90 m‬ﻓﺈﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﻌﻤﻮﺩ ﺍﻟﻘﺎﺋﻢ ﻣﻦ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺗﺮ ﺍﺭﺗﻔﺎﻋﻪ ‪ 21 m‬ﺍﺭﺳﻢ ﺷﻜﻼ ً‬
‫ﺗﻘﺮﻳﺒﻴّﺎً ﻟﻬﺬﺍ ﺍﻟﺘﺼﻤﻴﻢ‪ .‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﻦ ﺗﻘﺎﻃﻊ ﺍﻟﻘﻄﺮ ﻭﺍﻟﻮﺗﺮ ﻧﺠﺪ ﺃﻥّ‪:‬‬
‫‪x ^ 21 = 45 ^ 45‬‬
‫‪45 # 45‬‬
‫=‪x‬‬ ‫‪= 96.43‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻄﺮ = ‪21 + 96.43‬‬
‫‪21‬‬
‫= ‪117.43 m‬‬
‫ﺗﺴﺎﺀﻝ ﻭﻓﻜّﺮ‪:‬‬
‫‪m‬‬
‫ﻟﻤﺎﺫﺍ ﺍﻋﺘﺒﺮ ﺍﻟﻮﺗﺮ ﺍﻟﺬﻱ ﻳﺤﺘﻮﻱ ‪) 21 m‬ﻛﺠﺰﺀ ﻣﻨﻪ(‬
‫ﻗﻄﺮ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ؟‬
‫‪ -١‬ﺍﺳﺘﺨﺪﻡ ﺍﻟﺤﺎﺳﺒﺔ ﺃﻭ ﺍﻟﻮﺭﻗﺔ ﻭﺍﻟﻘﻠﻢ ﺃﻭ ﺍﻟﺤﺴﺎﺏ ﺍﻟﻌﻘﻠﻲ‬
‫ﻓﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ ،y ،x‬ﻓﻲ ﻛ ّﻞ ﻣﻦ ﺍﻵﺗﻲ‪:‬‬
‫)ﺩ(‬ ‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪2‬‬ ‫‪x‬‬
‫‪3‬‬ ‫‪y‬‬ ‫‪11‬‬ ‫‪8‬‬ ‫‪20‬‬
‫‪6‬‬ ‫‪8‬‬ ‫‪5‬‬ ‫‪8‬‬
‫‪x‬‬ ‫‪16‬‬ ‫‪y‬‬ ‫‪4‬‬
‫‪8‬‬ ‫‪x 6‬‬
‫‪ - ٢‬ﺍﻟﺠﻴﻮﻟﻮﺟﻴﺎ‬
‫ﻓﻲ ﺇﺣﺪﻯ ﺍﻟﻤﻨﺎﻃﻖ ﺍﻟﺴﺎﺣﻠﻴﺔ ﺗﻮﺟﺪ ﻃﺒﻘﺔ ﺃﺭﺿﻴﺔ ﻋﻠﻰ ﺷﻜﻞ ﻗﻮﺱ ﻃﺒﻴﻌﻲ‪.‬‬
‫ﻭﻗﺪ ﻭﺟﺪ ﺍﻟﺠﻴﻮﻟﻮﺟﻴﻮﻥ ﺃﻧﻪ ﻗﻮﺱ ﺩﺍﺋﺮﺓ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‪ .‬ﺃﻭﺟﺪ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫‪ -٣‬ﺃﺛﺒﺖ ﻧﻈﺮﻳﺔ ﺍﻟﻘﺎﻃﻌﻴﻦ ﻣﻦ ﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺩﺍﺋﺮﺓ‪.‬‬

‫‪ -٤‬ﺃﺛﺒﺖ ﻧﻈﺮﻳﺔ ﺍﻟﻘﺎﻃﻊ ﻭﺍﻟﻤﻤﺎﺱ ﻣﻦ ﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺩﺍﺋﺮﺓ‪.‬‬
‫‪٥٩‬‬
‫‪ -٥‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻵﺗﻲ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪13‬‬ ‫‪8‬‬
‫‪5‬‬ ‫‪6‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪M‬‬ ‫‪M‬‬ ‫‪M‬‬
‫‪15‬‬
‫‪25‬‬
‫‪o‬‬ ‫‪A‬‬
‫‪ -٦‬ﺍﻧﻈﺮ )ﺍﻟﺸﻜﻞ ‪ AB (٦‬ﻣﻤﺎﺱ ﻟﻠﺪﺍﺋﺮﺓ ‪ O‬ﻋﻨﺪ ﻧﻘﻄﺔ ‪ . AB = BC ،A‬ﻓﺈﺫﺍ‬ ‫‪E‬‬ ‫‪B‬‬

‫‪C‬‬
‫ﻛﺎﻥ ‪ LC = 7 ، BL = 1 ،AB = BE‬ﻓﺈﻥ ‪AE = ......‬‬
‫‪L‬‬
‫‪D‬‬
‫)ﺩ( ﻻ ﺷﻲﺀ ﻣﻤﺎ ﺳﺒﻖ‬ ‫)ﺟـ( ‪3‬‬
‫‪41‬‬
‫)ﺏ( ‪2‬‬
‫‪31‬‬
‫)ﺃ( ‪2‬‬ ‫)ﺍﻟﺸﻜﻞ ‪(٦‬‬
‫‪ -٧‬ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﻔﻀﺎﺀ‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃ ّﻥ ﺧﻂ ﺍﻟﺒﺼﺮ ﻣﻦ ﺟﺴﻢ ﻓﻮﻕ ﻛﻮﻛﺐ ﺇﻟﻰ ﺃﻓﻖ ﺍﻟﻜﻮﻛﺐ ﻳﻜﻮﻥ‬
‫ﺧﻄّﺎً ﻣﻤﺎﺳﻴّﺎً‪ .‬ﻭ“ﺟﺎﻟﻴﻠﻴﻮ“ ﺳﻔﻴﻨﺔ ﻓﻀﺎﺀ ﺗﺪﻭﺭ ﺑﺎﺭﺗﻔﺎﻉ ‪ 133 300‬ﻣﻴﻞ‬ ‫ﺳﻔﻴﻨﺔ ﺍﻟﻔﻀﺎﺀ‬
‫ﻣﻦ ﺍﻟﻤﺸﺘﺮﻱ‪ .‬ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﺍﻟﺴﻔﻴﻨﺔ ”ﺟﺎﻟﻴﻠﻴﻮ“ ﺇﻟﻰ ﺃﻓﻖ ﻛﻮﻛﺐ‬ ‫”ﺟﺎﻟﻴﻠﻴﻮ“‬
‫ﻴﻠﻴﻮ“‬
‫ﺍﻟﻤﺸﺘﺮﻱ‪ ،‬ﻋﻠﻤﺎً ﺑﺄ ّﻥ ﻗﻄﺮ ﺍﻟﻤﺸﺘﺮﻱ ﻳﺴﺎﻭﻱ ‪ 88 700‬ﻣﻴﻞ‪.‬‬ ‫ﺧﻂ ﺃﻓﻖ ﻓﻮﻕ ﻛﻮﻛﺐ‬
‫ﺇﺭﺷﺎﺩ‪ :‬ﺍﺳﺘﺨﺪﻡ ﻧﻈﺮﻳﺔ ﺍﻟﻤﻤﺎﺱ ﻭﺍﻟﻘﺎﻃﻊ‪.‬‬ ‫ﺍﻟﻤﺸﺘﺮﻱ ﻣﻦ ﺧﻂ‬
‫ﺑﺼﺮ ﺳﻔﻴﻨﺔ ﺍﻟﻔﻀﺎﺀ‬
‫‪) -٨‬ﺃ( ﻛﺮﺓ ﻣﺴﺎﺣﺔ ﺳﻄﺤﻬﺎ ‪ ،154 cm2‬ﺍﺣﺴﺐ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‪.‬‬
‫)ﺏ( ﻣﺎ ﻃﻮﻝ ﺃﺻﻐﺮ ﺻﻨﺪﻭﻕ ﻳﻤﻜﻦ ﺃﻥ ﻳﺤﺘﻮﻱ ﻫﺬﻩ ﺍﻟﻜﺮﺓ؟‬
‫ﺇﺭﺷﺎﺩ‪ :‬ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﻜﺮﺓ ‪.4 rR2‬‬
‫‪C‬‬
‫‪ -٩‬ﻳﺼﻤﻢ ﻣﻬﻨﺪﺳﻮ ﺍﻟﻄﻴﺮﺍﻥ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻭﻳﺒﻨﻮﻥ ﻛﻞ ﺃﻧﻮﺍﻉ ﻣﺮﻛﺒﺎﺕ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﺍﺑﺘﺪﺍﺀ ﻣﻦ‬
‫ﻣﻜﻮﻛﺎﺕ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺘﻲ ﺗﻄﻴﺮ ﻭﺗﻌﻮﺩ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﻣﻨﺨﻔﺾ ﻭﺣﺘﻰ ﺍﻟﻤﺮﻛﺒﺎﺕ ﺍﻟﺘﻲ‬
‫ﺗﻄﻴﺮ ﺑﻴﻦ ﺍﻟﻜﻮﺍﻛﺐ‪ .‬ﻛﺜﻴﺮ ﻣﻦ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻴﺮﺍﻥ‬
‫ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺗﺘﻀﻤﻦ ﺇﺭﺳﺎﻝ ﺇﺷﺎﺭﺍﺕ ﺇﻟﻰ‬
‫ﺍﻟﺘﻠﻔﺰﻳﻮﻧﺎﺕ ﻭﺃﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﻮﺏ ﻭﺍﻟﺘﻴﻠﻔﻮﻧﺎﺕ‬
‫ﻭﻏﻴﺮ ﺫﻟﻚ ﻣﻦ ﺃﺟﻬﺰﺓ ﺍﻻﺳﺘﻘﺒﺎﻝ ﺣﻮﻝ ﺍﻟﻌﺎﻟﻢ‪.‬‬
‫ﺟﺰﺀ ﺳﻄﺢ ﺍﻷﺭﺽ ﺍﻟﺬﻱ ﻳﻤﻜﻨﻪ ﺍﻻﺗﺼﺎﻝ‬ ‫‪B‬‬ ‫‪A‬‬
‫ﻣﻊ ﻗﻤﺮ ﺻﻨﺎﻋﻲ ﺗﺰﺩﺍﺩ ﻣﺴﺎﺣﺘﻪ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩ‬ ‫‪E‬‬
‫ﺍﺭﺗﻔﺎﻉ ﻣﺪﺍﺭ ﺍﻟﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ‪ .‬ﺍﻟﺸﻜﻞ ﺇﻟﻰ‬
‫ﺍﻟﻴﻤﻴﻦ ﻳﺒﻴّﻦ ﻗﻤﺮﺍ ً ﺻﻨﺎﻋﻴّﺎً ﻳﺮﺗﻔﻊ ‪ 12 000‬ﻣﻴﻞ‬
‫ﻓﻮﻕ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﻧﺼﻒ ﻗﻄﺮﻩ ﺣﻮﺍﻟﻰ ‪ 3960‬ﻣﻴﻼ ً‪ .‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ‪AB‬‬ ‫ﺍﻷﺭﺽ‬
‫‪ ، AEC‬ﻭﺫﻟﻚ‬
‫‪ ، AEB‬ﻭﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ ﻳﺴﺎﻭﻱ ﺿﻌﻔﻲ ﻗﻴﺎﺱ ‪%‬‬
‫ﻣﻦ ﺧﻼﻝ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ‪%‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‪.‬‬

‫‪٦٠‬‬
‫‪Vectors‬‬ ‫ﺍﻟﻤﺘﺠﻬﺎﺕ )ﺍﻷﺷﻌﺔ(‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﺗﻨﻘﺴﻢ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻋﻠﻰ ﻭﺟﻪ ﺍﻟﺘﺤﺪﻳﺪ ﺇﻟﻰ ﻧﻮﻋﻴﻦ‬
‫* ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬ ‫ﺃﻭﻻ ً ‪ -‬ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻌﻴّﻦ ﺗﻌﻴﻴﻨﺎً ﺗﺎﻣّﺎً ﺑﻌﺪﺩ ﺣﻘﻴﻘﻲ‬
‫ﺍﻟﻤﻮﺟﻬﺔ‬ ‫ﻫﻮ ﻣﻘﺪﺍﺭ ﺍﻟﻜﻤﻴﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻄﻮﻝ ﻭﺍﻟﺰﻣﻦ ﻭﺍﻟﻜﺘﻠﺔ ﻭﺍﻟﺤﺠﻢ ﻭﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‪.‬‬
‫* ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ‬ ‫ﺛﺎﻧﻴﺎً ‪ -‬ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﻤﺘﺠﻬﺔ‪ :‬ﻭﻫﻲ ﺍﻟﻜﻤﻴﺎﺕ ﺍﻟﺘﻲ ﺗﺘﻌﻴّﻦ ﺑﺎﻟﻤﻘﺪﺍﺭ ﻭﺍﻻﺗﺠﺎﻩ‪ ،‬ﻭﻣﻦ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ‬ ‫ﺃﻣﺜﻠﺘﻬﺎ ﺍﻟﺴﺮﻋﺔ ﻭﺍﻹﺯﺍﺣﺔ )ﺍﻻﻧﺴﺤﺎﺏ( ﻭﺍﻟﻌﺠﻠﺔ )ﺍﻟﺘﺴﺎﺭﻉ(‪.‬‬
‫* ﺟﻤﻊ ﻭﻃﺮﺡ‬ ‫ﻭﺳﻨﺪﺭﺱ ﺍﻟﻤﺘﺠﻬﺎﺕ ﻛﻤﻔﻬﻮﻡ ﺭﻳﺎﺿﻲ‪.‬‬
‫ﺍﻟﻤﺘﺠﻬﺎﺕ‬ ‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬
‫* ﺍﻟﻀﺮﺏ ﺍﻟﻘﻴﺎﺳﻲ‬ ‫ﺩﺭﺳﻨﺎ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﻣﻔﻬﻮﻡ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺑﺄﻧﻪ ﻣﺠﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻦ ﺍﻟﺨﻂ‬
‫ﻟﻤﺘﺠﻬﻴﻦ‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻢ‪.‬‬
‫* ﻃﻮﻳﻠﺔ ﺍﻟﻤﺘﺠﻪ‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪ AB‬ﻫﻲ ﺍﻟﻤﺠﻤﻮﻋﺔ ﺍﻟﺘﻲ ﻋﻨﺎﺻﺮﻫﺎ‬
‫ﺍﻟﻨﻘﻄﺘﺎﻥ ‪ A‬ﻭ‪ B‬ﻭﺟﻤﻴﻊ ﻧﻘﺎﻁ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ AB‬ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ‪ A‬ﻭ‪.B‬‬
‫‪AB‬‬
‫‪B‬‬ ‫ﻭﻧﻼﺣﻆ ﺃ ّﻥ ‪. AB 1 AB‬‬
‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ‬

‫‪AB‬‬
‫‪A‬‬
‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ ﻣﻦ ‪ A‬ﺇﻟﻰ ‪ ،B‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ ‪ ، AB‬ﻭﻫﻲ ﻗﻄﻌﺔ‬

‫‪B‬‬
‫ﻣﺴﺘﻘﻴﻤﺔ ﺗﺒﺪﺃ ﻣﻦ ‪ A‬ﻭﺗﻨﺘﻬﻲ ﻋﻨﺪ ‪.B‬‬

‫‪AB‬‬
‫‪B‬‬
‫ﱠ‬
‫ﺗﺘﺤﺪﺩ ﺗﻤﺎﻣﺎً ﺑﺎﻵﺗﻲ‪:‬‬ ‫ﻭﻋﻠﻰ ﺫﻟﻚ ﻓﺎﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ‬
‫‪ - ٣‬ﺍﻻﺗﺠﺎﻩ‬ ‫‪ - ٢‬ﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪ - ١‬ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ‬
‫‪A‬‬ ‫‪BA‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ‬

‫‪A‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ ﻫﻮ ﺍﻟﺒﻌﺪ ﺑﻴﻦ ﻧﻘﻄﺔ ﺍﻟﺒﺪﺍﻳﺔ ﻭﻧﻘﻄﺔ ﺍﻟﻨﻬﺎﻳﺔ‬
‫ﻭﻳﻌﺒﺮ ﻋﻨﻪ ﺑﻌﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ )‪ OA (١‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻣﻮﺟﻬﺔ ﻟﻬﺎ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ )‪ ،(O‬ﻭﻧﻘﻄﺔ‬
‫‪30°‬‬
‫‪2 cm‬‬
‫ﻧﻬﺎﻳﺔ )‪ ،(A‬ﻃﻮﻟﻬﺎ ‪ 2 cm‬ﻭﺗﺼﻨﻊ ﺯﺍﻭﻳﺔ ‪ 30°‬ﺷﻤﺎﻝ ﺍﻟﺸﺮﻕ‪.‬‬
‫ﺗﻜﺎﻓﺆ ﻗﻄﻌﺘﻴﻦ ﻣﺴﺘﻘﻴﻤﺘﻴﻦ ﻣﻮﺟﻬﺘﻴﻦ‬

‫ﺷﻜﻞ )‪(١‬‬ ‫ﻳﻘﺎﻝ ﻟﻘﻄﻌﺘﻴﻦ ﻣﺴﺘﻘﻴﻤﺘﻴﻦ ﻣﻮﺟﻬﺘﻴﻦ ﺇﻧﻬﻤﺎ ﻣﺘﻜﺎﻓﺌﺘﺎﻥ ﺇﺫﺍ ﻛﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻄﻮﻝ‬
‫ﻭﺍﻻﺗﺠﺎﻩ ﻧﻔﺴﻬﻤﺎ‪.‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪ ABCD :‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﻓﺈﻥ ‪ BC ، AD‬ﻗﻄﻌﺘﺎﻥ‬
‫ﻣﺴﺘﻘﻴﻤﺘﺎﻥ ﻣﻮﺟﻬﺘﺎﻥ ﻣﺘﻜﺎﻓﺌﺘﺎﻥ‪.‬‬
‫ﺃﻛﻤﻞ‪...... DC ، AB :‬‬
‫‪...... CD ، BA‬‬
‫‪D‬‬ ‫‪A‬‬
‫‪C‬‬ ‫‪B‬‬ ‫‪ ...... ،......‬ﻗﻄﻌﺘﺎﻥ ﻣﺴﺘﻘﻴﻤﺘﺎﻥ ﻣﻮﺟﻬﺘﺎﻥ ﻣﺘﻜﺎﻓﺌﺘﺎﻥ‪.‬‬
‫‪٦١‬‬
‫ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ (O) ، A (x, y‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻓﺈﻥ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬ ‫‪y‬‬
‫ﺍﻟﻤﻮﺟﻬﺔ ‪ OA‬ﺗﺴﻤﻰ ﻣﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ ﻟﻠﻨﻘﻄﺔ )‪ (A‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ ‪ A‬ﺃﻭ‬ ‫‪A‬‬
‫)‪) A (x, y‬ﺍﻟﺸﻜﻞ )‪.((١‬‬
‫‪x‬‬
‫ﻧﻼﺣﻆ ﺃ ّﻥ ﻛﻞ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻣﻮﺟﻬﺔ ﻣﻜﺎﻓﺌﺔ ﻟﻤﺘﺠﻪ ﺍﻟﻤﻮﺿﻊ ‪ A‬ﻳﻤﻜﻦ‬ ‫‪o‬‬
‫ﺍﻋﺘﺒﺎﺭﻫﺎ ﺗﻤﺜﻴﻼ ً ﻫﻨﺪﺳﻴّﺎً ﻟﻠﻤﺘﺠﻪ ﻧﻔﺴﻪ )‪) A (x, y‬ﺷﻜﻞ )‪.((٢‬‬
‫ﺗﻌﺮﻳﻒ )‪(١‬‬ ‫ﺷﻜﻞ )‪(١‬‬

‫ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ‪:‬‬
‫ﻳﺮﻣﺰ ﻟﻠﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ ﺑﺎﻟﺮﻣﺰ )‪ ، O (0, 0‬ﺣﻴﺚ‪:‬‬
‫ﻟﻜﻞ ﻣﺘﺠﻪ ‪ A‬ﻳﻜﻮﻥ‪A + O = O + A = A :‬‬ ‫‪y‬‬ ‫‪A‬‬
‫ﺗﻌﺮﻳﻒ )‪(٢‬‬
‫ﺇﺫﺍ ﻛﺎﻥ )‪ ، B(x2, y2) ، A (x1, y1‬ﻓﺈ ّﻥ‬ ‫‪x‬‬
‫)‪ (A + B) (x1 + x2 , y1 + y2‬ﻣﺠﻤﻮﻉ ﻣﺘﺠﻬﻴﻦ ﻫﻮ ﻣﺘﺠﻪ‪.‬‬ ‫‪o‬‬
‫ﺗﻌﺮﻳﻒ )‪(٣‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ )‪، K ! ، A (x, y‬‬ ‫ﺷﻜﻞ )‪(٢‬‬
‫ﻓﺈﻥ ‪ KA‬ﻫﻮﺷﻌﺎﻉ ﺟﺪﻳﺪ ‪ B‬ﺣﻴﺚ )‪B (Kx, Ky‬‬
‫ﻧﺎﺗﺞ ﺿﺮﺏ ﻣﺘﺠﻪ ﻓﻲ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪ K‬ﻫﻮ ﻣﺘﺠﻪ‪.‬‬
‫ﺗﻌﺮﻳﻒ )‪(٤‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪ BA‬ﺗﻤﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪ L‬ﻓﺈﻥ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬
‫‪ AB‬ﺗﻤﺜﻞ ﺍﻟﻤﺘﺠﻪ ‪-L‬‬ ‫‪-L‬‬
‫‪B‬‬
‫ﻭﻋﻠﻰ ﺫﻟﻚ ‪AB =- BA‬‬

‫‪) AB + BA = O‬ﺣﻴﺚ ‪ O‬ﻫﻮ ﺍﻟﻤﺘﺠﻪ ﺍﻟﺼﻔﺮﻱ(‬ ‫‪A‬‬
‫‪٦٢‬‬
‫‪C‬‬ ‫‪Adding vectors‬‬ ‫ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ‬
‫‪AB + $‬‬
‫‪$‬‬
‫‪BC = $‬‬ ‫‪AC‬‬
‫ﺛﻢ ﻣﻦ ‪ B‬ﺇﻟﻰ ‪ .C‬ﻓﺈﻥ‬
‫ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺫﻟﻚ ﺑﺈﺯﺍﺣﺘﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﻣﻦ ‪ A‬ﺇﻟﻰ ‪ّ B‬‬
‫ﺍﻟﻨﺎﺗﺞ )ﺍﻟﻤﺤﺼﻠﺔ( ﻳﻜﺎﻓﺊ ﺇﺯﺍﺣﺔ ﻭﺣﻴﺪﺓ ﻣﻦ ‪ A‬ﺇﻟﻰ ‪.C‬‬
‫ﻣﻼﺣﻈﺔ‬
‫‪B‬‬ ‫‪) AB + BC = BC + $‬ﺧﺎﺻﻴﺔ ﺍﻹﺑﺪﺍﻝ ﻓﻲ ﺟﻤﻊ ﺍﻟﻤﺘﺠﻬﺎﺕ(‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪AB‬‬
‫‪A‬‬ ‫ﻣﺜﺎﻝ‪ ABCD :‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﻓﺈﻥ‪:‬‬
‫‪AB + $‬‬
‫‪$‬‬
‫‪BC = $‬‬ ‫‪AC‬‬
‫ﺃﻛﻤﻞ‬
‫‪D‬‬ ‫‪C‬‬
‫‪$‬‬
‫‪AB + BC = ......‬‬
‫‪$‬‬
‫‪CB + $‬‬
‫‪$‬‬
‫‪BA = ......‬‬
‫‪A‬‬ ‫‪O‬‬ ‫‪$‬‬
‫‪CD + DA = ......‬‬
‫‪$‬‬
‫‪B‬‬ ‫‪AO + $‬‬

‫‪$‬‬
‫‪OD = ......‬‬
‫‪CB + BO = ......‬‬
‫‪$‬‬ ‫‪$‬‬
‫ﻣﻼﺣﻈﺔ ﻫﺎﻣﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‬

‫‪AB + $‬‬
‫‪$‬‬
‫‪BC = $‬‬ ‫‪AC‬‬
‫‪BC = $‬‬
‫‪$‬‬
‫ﻟﻜﻦ ‪AD‬‬
‫‪AB + AD = AC‬‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪AB + $‬‬
‫‪$‬‬
‫‪AD = 2A‬‬ ‫‪$‬‬
‫‪O‬‬
‫‪A‬‬
‫‪z‬‬ ‫‪x‬‬
‫‪ $‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺃﺛﺒﺖ ﺃ ّﻥ‬
‫‪CA، $‬‬
‫‪BC، $‬‬
‫‪ ABC‬ﻣﺜﻠﺚ‪ z ،y ، x ،‬ﻣﻨﺘﺼﻔﺎﺕ ‪AB‬‬
‫‪C‬‬ ‫‪y‬‬ ‫‪B‬‬ ‫‪AB + $‬‬
‫‪$‬‬
‫‪AC = 2A‬‬‫‪$‬‬
‫‪Y‬‬
‫ﺛﻢ ﺃﻛﻤﻞ‬
‫ّ‬
‫‪AB + BC = ......‬‬
‫‪$‬‬ ‫‪$‬‬
‫‪CA + $‬‬
‫‪$‬‬
‫‪AB = ......‬‬
‫ﺍﻟﺤﻞ‬
‫ﺃﻛﻤﻞ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺍﻟﺬﻱ ﺑﻪ ﺛﻼﺛﺔ ﺭﺅﻭﺱ ﻫﻲ ‪ C ،B ،A‬ﻭﺍﺳﺘﻌﻦ‬
‫ﺑﺎﻟﻤﻼﺣﻈﺔ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﺣﻞ ﺁﺧﺮ‬
‫‪،(1) $‬‬‫‪AB = $‬‬ ‫‪AY + $‬‬‫‪YB‬‬
‫‪(2) AC = AY + YC‬‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪AB + AC = AY + YB + $‬‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪AY + $‬‬ ‫‪YC‬‬ ‫ﺑﺎﻟﺠﻤﻊ‬
‫‪= AY + AY + YB + YC‬‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪= 2A‬‬‫‪$‬‬
‫‪Y +$‬‬ ‫‪YB + (-Y‬‬ ‫‪$‬‬
‫)‪B‬‬
‫‪= 2AY + O‬‬
‫‪$‬‬ ‫"‬
‫‪٦٣‬‬ ‫‪= 2A‬‬‫‪$‬‬

‫‪Y‬‬
‫ﻃﺮﺡ ﺍﻟﻤﺘﺠﻬﻴﻦ‬
‫‪AB + $‬‬
‫‪BC + $‬‬
‫‪CA = O‬‬
‫‪C‬‬
‫‪$‬‬ ‫"‬
‫‪AB + $‬‬
‫‪$‬‬
‫‪CA + $‬‬
‫‪BC = O‬‬
‫"‬
‫‪AB + $‬‬
‫‪$‬‬
‫‪CA + $‬‬
‫‪BC + $‬‬
‫‪CB = O‬‬
‫"‬
‫‪+$‬‬‫‪BC‬‬
‫‪AB + (-AC) = CB‬‬
‫‪$‬‬ ‫‪$‬‬ ‫‪$‬‬
‫‪A‬‬ ‫‪B‬‬
‫‪AB -AC = $‬‬
‫‪$ $‬‬
‫‪CB‬‬
‫‪AB + $‬‬
‫‪BC + $‬‬
‫‪$‬‬
‫‪CA = O‬‬
‫"‬
‫)‪ (١‬ﺃﺛﺒﺖ ﺃﻥّ‪:‬‬
‫)‪ (٢‬ﺃﺛﺒﺖ ﺃﻥّ‪AB + BC+ CD + DE + EA = O :‬‬
‫‪$‬‬ ‫‪$ $‬‬ ‫‪$‬‬ ‫‪$‬‬ ‫"‬
‫‪$‬‬
‫‪DA - $‬‬
‫‪BC = $‬‬
‫‪DB + $‬‬
‫)‪ (٣‬ﺃﺛﺒﺖ ﺃﻥّ‪AC :‬‬
‫ﺍﻟﺠﺪﺍﺀ ﺍﻟﺴﻠﻤﻲ ﻟﻤﺘﺠﻬﻴﻦ )‪(Scalar product‬‬

‫‪ A‬ﻳﻌﺮﻑ‬ ‫" ﻓﺈ ّﻥ ﻧﺎﺗﺞ ﺍﻟﺠﺪﺍﺀ ﺍﻟﺴﻠﻤﻲ ﻟﻠﻤﺘﺠﻬﻴﻦ ‪، B‬‬
‫" "‬
‫‪B (x2, y2) ،A‬‬
‫"‬
‫ﺇﺫﺍ ﻛﺎﻥ )‪(x1, y1‬‬
‫ﺑﺄﻧﻪ ﺍﻟﻌﺪﺩ ﺍﻟﺤﻘﻴﻘﻲ ‪ x1 x2 + y1 y2‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪ A B‬ﺃﻱ ﺃ ّﻥ‬
‫"‬ ‫"‬
‫‪A‬‬
‫"‬
‫‪B = x1x2 + y1y2‬‬
‫"‬
‫ﻃﻮﻳﻠﺔ ﺍﻟﻤﺘﺠﻪ ‪(Norm) A‬‬

‫‪A‬‬
‫"‬
‫ﺇﺫﺍ ﻛﺎﻥ )‪(x, y‬‬
‫‪ A‬ﻫﻮ‪:‬‬
‫"‬
‫‪ A‬ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ ‬
‫"‬
‫ﻓﺈﻥ ﻃﻮﻳﻠﺔ‬
‫‪A‬‬
‫"‬
‫‪ = A‬‬
‫"‬
‫‪A‬‬
‫"‬
‫‪= x2 + y2‬‬
‫ﻣﺜﺎﻝ‬
‫‪A‬‬
‫"‬
‫)‪(3, 4‬‬
‫‪ A = 16 + 9 = 25 = 5‬‬
‫"‬
‫ﺑﻮﺟﻪ ﻋﺎﻡ ﻧﻼﺣﻆ ﺃ ّﻥ ﻃﻮﻳﻠﺔ ﺍﻟﻤﺘﺠﻪ ﺗﻤﺜّﻞ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻤﻮﺟﻬﺔ‪.‬‬
‫ﻣﻦ ﺗﻌﺮﻳﻒ ﺍﻟﻤﺘﺠﻪ ﻧﻼﺣﻆ ﺃﻥّ‪:‬‬
‫‪A‬‬‫"‬
‫)‪ 0 (١‬‬
‫‪A‬‬
‫"‬
‫‪=O‬‬
‫"‬
‫‪ A‬ﻓﻘﻂ ﻭﺇﺫﺍ ﻛﺎﻥ‬
‫"‬
‫)‪ = 0 (٢‬‬
‫‪٦٤‬‬
‫ﺍﻟﻮﺣﺪﺓ ‪٢‬‬
‫‪Trigonometry‬‬ ‫ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫ﻧﺸﺎﻁ ﺇﺛﺮﺍﺋﻲ‬
‫ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻫﻮ ﺃﺣﺪ ﻓﺮﻭﻉ ﻋﻠﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﻫﺬﺍ‬
‫ﺍﻟﻔﺮﻉ ﻛﻤﺎ ﻫﻮ ﻭﺍﺿﺢ ﻣﻦ ﺍﺳﻤﻪ ﻳﺘﻌﻠﻖ ﺑﺎﻟﺤﺴﺎﺑﺎﺕ‬
‫ﺍﻟﺨﺎﺻﺔ ﺑﺎﻟﻤﺜﻠﺚ ﻣﻦ ﺣﻴﺚ ﺯﻭﺍﻳﺎﻩ ﻭﺃﺿﻼﻋﻪ‪.‬‬
‫ﻭﻗﺪ ﻧﺸﺄ ﻫﺬﺍ ﺍﻟﻌﻠﻢ ﻣﻨﺬ ﺯﻣﻦ ﺑﻌﻴﺪ‪ ،‬ﻭﻟﻢ ﻳﻨﺸﺄ ﻛﻌﻠﻢ‬
‫ﻣﺴﺘﻘﻞ ﺑﺬﺍﺗﻪ‪ ،‬ﻭﻟﻜﻨﻪ ﻛﺎﻥ ﺿﻤﻦ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻘﺪﻳﻤﺔ‪،‬‬
‫ﺧﺎﺻﺔ ﻣﺎ ﻳﺘﻌﻠﻖ ﻣﻨﻬﺎ ﺑﻌﻠﻢ ﺍﻟﻔﻠﻚ ﺍﻟﺬﻱ ﺍﻫﺘﻢ ﺑﻪ ﺍﻹﻧﺴﺎﻥ‬
‫ﺍﻟﻘﺪﻳﻢ ﻧﺘﻴﺠﺔ ﻟﻤﺎ ﻳﺘﺄﻣﻠﻪ ﻭﻳﺮﺍﻩ ﻓﻲ ﺍﻟﻜﻮﻥ ﻣﻦ ﺷﻤﺲ ﻭﻗﻤﺮ‬
‫ﻭﻛﻮﺍﻛﺐ ﻭﺣﺮﻛﺔ‪.‬‬
‫ﻭﻳﺬﻛﺮ ﺑﻌﺾ ﺍﻟﻤﺆﺭﺧﻴﻦ ﺃﻥ ﺍﻟﺮﻳﺎﺿﻲ ﺍﻟﻌﺮﺑﻲ ﻧﺼﻴﺮ ﺍﻟﺪﻳﻦ‬
‫ﻓﺼﻞ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻋﻦ ﺍﻟﻔﻠﻚ‪،‬‬ ‫ﺍﻟﻄﻮﺳﻲ ﻫﻮ ﺃﻭﻝ ﻣﻦ ّ‬
‫ﻛﻤﺎ ﻳﺬﻛﺮ ﺍﻟﻤﺆﺭﺧﻮﻥ ﺃﻥ ﻃﺎﻟﻴﺲ )‪ 600‬ﻗﺒﻞ ﺍﻟﻤﻴﻼﺩ(‬
‫ﺗﻄﺮﻕ ﺇﻟﻰ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻤﻜﻦ ﻣﻦ ﻗﻴﺎﺱ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻃﻮﻝ ﻋﺼﺎ ﺭﺃﺳﻴﺔ‬
‫ﻭﻃﻮﻝ ﻇﻠﻬﺎ ﻭﺑﻴﻦ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ ﻭﻃﻮﻝ ﻇﻠﻪ ﻓﻲ ﺍﻟﻮﻗﺖ‬
‫ﻧﻔﺴﻪ‪.‬‬
‫ﻭﻟﻘﺪ ﻛﺎﻥ ﻟﺤﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻧﺼﻴﺒﻪ ﻣﻦ ﺍﻫﺘﻤﺎﻣﺎﺕ‬
‫ﺍﻟﻌﺮﺏ‪ .‬ﻭﻳﺬﻛﺮ ﺃ ّﻥ ﺍﺻﻄﻼﺡ »ﺍﻟﻈﻞ« ﻗﺪ ﻭﺻﻔﻪ ﺍﻟﻌﺎﻟﻢ‬
‫ﺍﻟﻌﺮﺑﻲ ﺃﺑﻮ ﺍﻟﻮﻓﺎ ﺍﻟﺒﻮﺯﺟﺎﻧﻲ ﻓﻲ ﺍﻟﻘﺮﻥ ﺍﻟﻌﺎﺷﺮ ﺍﻟﻤﻴﻼﺩﻱ‪.‬‬
‫ﺗﺘﻜﻮﻥ‬
‫ّ‬ ‫ﻭﻫﺬﺍ ﺍﻻﺻﻄﻼﺡ ﻣﺄﺧﻮﺫ ﻣﻦ ﻇﻼﻝ ﺍﻷﺟﺴﺎﻡ‪ ،‬ﺍﻟﺘﻲ‬
‫ﻧﺘﻴﺠﺔ ﺳﻴﺮ ﺍﻟﻀﻮﺀ ﺍﻟﻤﻨﺒﻌﺚ ﻣﻦ ﺍﻟﺸﻤﺲ ﻓﻲ ﺧﻄﻮﻁ‬
‫ﻣﺴﺘﻘﻴﻤﺔ‪.‬‬
‫‪٦٥‬‬
‫‪Measure of Angle‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﻭﻗﻴﺎﺳﻬﺎ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
‫‪The Degree Measure and the Radian Measure‬‬
‫‪Angle‬‬ ‫ﺃﻭﻻ ً ‪ -‬ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫ﻋﺮﻓﻨﺎ ﻓﻲ ﻣﺮﺣﻠﺔ ﺍﻟﺘﻌﻠﻴﻢ ﺍﻷﺳﺎﺳﻲ ﺃﻥ ﺍﻟﺰﺍﻭﻳﺔ ﻫﻲ ﺍﻟﺘﻘﺎﺀ ﺷﻌﺎﻋﻴﻦ ﻟﻬﻤﺎ ﻧﻘﻄﺔ ﺑﺪﺍﻳﺔ‬ ‫* ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ‬
‫ﻭﺍﺣﺪﺓ ﺗﺴﻤﻰ »ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ«‪ ،‬ﻭﺍﻟﺸﻌﺎﻋﺎﻥ ﻫﻤﺎ ﺿﻠﻌﺎ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬ ‫* ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺴﺎﻟﺒﺔ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻫﻮ ﺍﻟﻨﻘﻄﺔ ‪ O‬ﻭﺿﻠﻌﺎ ﺍﻟﺰﺍﻭﻳﺔ ﻫﻤﺎ ‪ OA‬ﻭ ‪OB‬‬ ‫* ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪) AOB‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ( ﺃﻭ ‪) _OA, OBi‬ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﻭﻧﺮﻣﺰ ﻟﻠﺰﺍﻭﻳﺔ ﺑﺄﺣﺪ ﺍﻟﺮﻣﺰﻳﻦ ‪%‬‬
‫ﺍﻟﻤﻮﺟﻬﺔ(‪.‬‬
‫)‪ (OA, OB‬ﻳﺤﺪﺩﺍﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺴﺎﻟﺐ ﺃﻭ‬
‫‪B‬‬ ‫ﺍﻟﻤﻮﺟﺐ‪.‬‬
‫ﻭﻧﺴﻤﻲ ‪ OA‬ﺍﻟﻀﻠﻊ ﺍﻷﺳﺎﺳﻲ ﺃﻭ ﺍﻻﺑﺘﺪﺍﺋﻲ ﻟﻠﺰﺍﻭﻳﺔ‪،‬‬
‫‪O‬‬ ‫‪ OB‬ﺍﻟﻀﻠﻊ ﺍﻟﻨﻬﺎﺋﻲ ﻟﻬﺎ‪.‬‬
‫‪ A‬ﺷﻜﻞ )‪(١‬‬ ‫ﻭﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻀﻠﻊ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻲ ‪ OA‬ﻓﻲ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ‬
‫‪O‬‬ ‫ﺍﻟﺴﻴﻨﺎﺕ ﻭﺭﺃﺳﻬﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪y‬‬
‫‪A‬‬ ‫ﻭﻟﻠﺘﺒﺴﻴﻂ ﻓﺈﻧﻨﺎ ﻧﺼﻒ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺑﺄﻧﻪ ﻳﻤﺜﻞ‬
‫ﺷﻜﻞ )‪(٢‬‬ ‫ﺯﺍﻭﻳﺔ ‪.O‬‬
‫ﺣﻴﺚ ‪ OB ، OA‬ﺷﻌﺎﻋﺎﻥ‪.‬‬ ‫‪B‬‬
‫‪B‬‬
‫ﻣﻼﺣﻈﺔ‬ ‫‪x‬‬
‫‪O‬‬
‫ﻧﻼﺣﻆ ﺃﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺗﻜﻮﻥ ﻣﻮﺟﺒﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﻀﻠﻊ ﺍﻻﺑﺘﺪﺍﺋﻲ ‪ OA‬ﺇﻟﻰ‬ ‫‪A‬‬
‫ﺍﻟﻀﻠﻊ ﺍﻟﻨﻬﺎﺋﻲ ‪ OB‬ﺿﺪ ﺍﺗﺠﺎﻩ ﻋﻘﺮﺏ ﺍﻟﺴﺎﻋﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ .(١‬ﻭﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ‪ OA‬ﺇﻟﻰ ‪ OB‬ﻣﻊ ﺍﺗﺠﺎﻩ ﻋﻘﺮﺏ ﺍﻟﺴﺎﻋﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ )‪.(٢‬‬
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺗﻮﺟﺪ ﻭﺣﺪﺍﺕ ﻗﻴﺎﺱ ﻣﺨﺘﻠﻔﺔ ﻟﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺃﻫﻤﻬﺎ ﻭﺃﻛﺜﺮﻫﺎ ﺷﻴﻮﻋﺎً ﻭﺍﺣﺪﺗﺎﻥ ﻫﻤﺎ‪:‬‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻭﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‪.‬‬
‫‪٦٦‬‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫‪The Degree Measure‬‬ ‫ﺛﺎﻧﻴﺎً ‪ -‬ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ‬
‫* ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ‬ ‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ﺗﻘﺴﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﺇﻟﻰ ‪ 360‬ﻗﺴﻤﺎً ﻣﺘﺴﺎﻭﻳﺎً‪ ،‬ﻗﻴﺎﺱ‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﺪﺭﺟﺔ‬ ‫ﻛﻞ ﻣﻨﻬﺎ ﻳﺴﻤﻰ ﺩﺭﺟﺔ‪ .‬ﻭﻗﺪ ﺍﺗﺨﺬﺕ ﻫﺬﻩ ﺍﻟﺪﺭﺟﺔ ﻭﺣﺪﺓ ﻟﻘﻴﺎﺱ ﺍﻟﺰﻭﺍﻳﺎ ﻓﻲ ﻫﺬﺍ‬
‫ﺍﻟﺘﻘﺪﻳﺮ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )‪.(°‬‬
‫* ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺗﺴﺎﻭﻱ ‪.90°‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻮﺱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺗﺴﺎﻭﻱ ‪.180°‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻘﻴﺎﺳﻴﻦ‬ ‫ﺃﺟﺰﺍﺀ ﺍﻟﺪﺭﺟﺔ‬
‫ﺍﻟﺪﺍﺋﺮﻱ ﻭﺍﻟﺴﺘﻴﻨﻲ‬ ‫‪ 60‬ﻣﻦ ﺍﻟﺪﺭﺟﺔ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )'(‪.‬‬‫‪1‬‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻭﺗﺴﺎﻭﻱ‬
‫‪ 60‬ﻣﻦ ﺍﻟﺪﻗﻴﻘﺔ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )"(‪.‬‬
‫‪1‬‬
‫ﻭﺍﻟﺜﺎﻧﻴﺔ ﻭﺗﺴﺎﻭﻱ‬
‫ﻓﻤﺜﻼ ً ﺳﻨﻜﺘﺐ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ ‪ 75‬ﺩﺭﺟﺔ‪ 45 ،‬ﺩﻗﻴﻘﺔ‪ 15 ،‬ﺛﺎﻧﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫ﺍﻟﺘﺎﻟﻴﺔ "‪.75° 45' 15‬‬
‫ﺗﻘﺴﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺇﻟﻰ ‪ 100‬ﺟﺰﺀ ﻣﺘﺴﺎ ٍﻭ ﻛﻞ ﻣﻨﻬﺎ ﻳﺴﻤﻰ »ﺟﺮﺍﺩ«‪.‬‬
‫ﻣﺜﺎﻝ‬
‫ﺍﻛﺘﺐ ‪ 87‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪7‬‬
‫‪8‬‬ ‫ﻗﺎﺋﻤﺔ‬ ‫=‬
‫‪7‬‬
‫‪8‬‬ ‫‪#‬‬ ‫‪90‬‬ ‫‪c‬‬ ‫=‬ ‫‪b78 3 l c‬‬
‫‪4‬‬
‫‪ = 4 # 60 = 45‬ﺩﺭﺟﺔ ‪4‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪l‬‬ ‫‪l‬‬
‫ﺃﻱ ﺃﻥ‪ = 78° 45' :‬ﻗﺎﺋﻤﺔ ‪8‬‬

‫‪7‬‬
‫‪ 32‬ﻗﺎﺋﻤﺔ‪ 0.625 ،‬ﻗﺎﺋﻤﺔ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ‪.‬‬‫‪7‬‬
‫‪ -١‬ﺍﻛﺘﺐ‬
‫‪ 16‬ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ‪،‬‬
‫‪1‬‬
‫‪ -٢‬ﺯﺍﻭﻳﺘﺎﻥ ﻣﺠﻤﻮﻉ ﻗﻴﺎﺳﻬﻤﺎ '‪ 148° 17‬ﻭﺍﻟﻔﺮﻕ ﺑﻴﻦ ﻗﻴﺎﺳﻬﻤﺎ‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻟﻜ ّﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫‪ -٣‬ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎ ﻣﺜﻠﺚ ﻫﻲ ‪ 6:13:5‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻛﻞ ﺯﺍﻭﻳﺔ ﺑﺎﻟﻘﻴﺎﺱ‬
‫ﺍﻟﺴﺘﻴﻨﻲ‪.‬‬
‫‪٦٧‬‬
‫‪The Radian Measure‬‬ ‫ﺛﺎﻟﺜﺎً ‪ -‬ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
‫ﻳﻌﺘﻤﺪ ﻫﺬﺍ ﺍﻟﻘﻴﺎﺱ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﻓﻲ‬
‫ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﺍﻟﺬﻱ ﺗﺤﺼﺮﻩ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻭﻋﻠﻰ‬
‫‪N‬‬
‫‪B‬‬ ‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫‪D‬‬
‫‪O‬‬
‫ﺗﻤﻬﻴﺪ‪ :‬ﺣﻘﻴﻘﺔ ﻫﻨﺪﺳﻴﺔ‬
‫‪C‬‬ ‫‪A‬‬ ‫‪M‬‬
‫ﻓﻲ ﺍﻟﺪﻭﺍﺋﺮ ﻣﺘﺤﺪﺓ ﺍﻟﻤﺮﻛﺰ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻝ‬
‫ﻗﻮﺱ ﺃﻱ ﺯﺍﻭﻳﺔ ﻣﺮﻛﺰﻳﺔ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫ﺩﺍﺋﺮﺗﻬﺎ ﺍﻟﻤﻨﺎﻇﺮﺓ ﺗﺴﺎﻭﻱ ﻣﻘﺪﺍﺭﺍ ً ﺛﺎﺑﺘﺎً ﻳﺘﻮﻗﻒ‬
‫ﻋﻠﻰ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺗﺤﺼﺮ ﻫﺬﺍ ﺍﻟﻘﻮﺱ‪.‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫‪M‬‬
‫‪២N A២B ២‬‬ ‫‪CD‬‬
‫ﺣﻴﺚ ‪OM = OA = OC‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ ﺗﺤﺼﺮﻩ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‬
‫= ﻣﻘﺪﺍﺭﺍ ً ﺛﺎﺑﺘﺎً‬ ‫ﺃﻱ ﺃ ّﻥ‬
‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﻭﻫﺬﺍ ﻳﻌﺘﺒﺮ ﺃﺳﻠﻮﺑﺎً ﺁﺧﺮ ﻟﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻳﺴﻤﻰ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻟﻠﺰﺍﻭﻳﺔ‪.‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
‫ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻟﺰﺍﻭﻳﺔ ﻣﺮﻛﺰﻳﺔ ﻓﻲ ﺩﺍﺋﺮﺓ‪:‬‬
‫ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ ﺗﺤﺼﺮﻩ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪.⍀‬‬
‫ﻓﺈﺫﺍ ﺭﻣﺰﻧﺎ ﻟﻄﻮﻝ ﺍﻟﻘﻮﺱ ﺑﺎﻟﺮﻣﺰ )‪ (l‬ﻭﻟﻄﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﺑﺎﻟﺮﻣﺰ )‪(r‬‬
‫ﻓﺈﻥ ‪ ⍀ = r‬ﻭﻣﻨﻬﺎ ‪.l = ⍀r‬‬
‫‪l‬‬
‫ﺗﺴﻤﻰ ﻭﺣﺪﺓ ﻗﻴﺎﺱ ﺍﻟﺰﻭﺍﻳﺎ ﻟﻬﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻨﺼﻒ ﻗﻄﺮﻳﺔ ﻭﺗﻌﺮﻑ‬
‫ﻛﻤﺎ ﻳﻠﻲ‪:‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻨﺼﻒ ﻗﻄﺮﻳﺔ‬
‫ﻫﻲ ﺯﺍﻭﻳﺔ ﻣﺮﻛﺰﻳﺔ ﻓﻲ ﺩﺍﺋﺮﺓ ﺗﺤﺼﺮ ﻗﻮﺳﺎً ﻃﻮﻟﻪ ﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﻭﻫﻲ ﻭﺣﺪﺓ ﺍﻟﻘﻴﺎﺱ ﻓﻲ ﻧﻈﺎﻡ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻭﻳﺮﻣﺰ ﺇﻟﻴﻬﺎ‬
‫ﺑﺎﻟﺮﻣﺰ ‪ .Rad‬ﻣﻼﺣﻈﺔ‪ Rad :‬ﻫﻲ ﺍﺧﺘﺼﺎﺭ ﻟﻜﻠﻤﺔ ‪.radian‬‬
‫‪٦٨‬‬
‫ﺭﺍﺑﻌﺎً ‪ -‬ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻘﻴﺎﺳﻴﻦ ﺍﻟﺪﺍﺋﺮﻱ ﻭﺍﻟﺴﺘﻴﻨﻲ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ ﻳﺴﺎﻭﻱ ﺍﻟﻮﺣﺪﺓ )ﺗﺴﻤﻰ ﺍﻟﺪﺍﺋﺮﺓ ﻫﻨﺎ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ( ﻓﺈﻥ‪:‬‬
‫‪ -١‬ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ )ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ( ﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻗﻮﺳﻬﺎ‪.‬‬
‫‪ -٢‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ ﺍﻟﺴﺘﻴﻨﻲ ﻳﺴﺎﻭﻱ ‪ 360°‬ﻳﻜﻮﻥ ﻃﻮﻝ ﻗﻮﺳﻬﺎ ‪2rr‬‬
‫ﺃﻱ ﻗﻴﺎﺳﻬﺎ ﺍﻟﺪﺍﺋﺮﻱ ﻳﺴﺎﻭﻱ ‪.2r‬‬
‫‪ 360°‬ﻳﻌﺎﺩﻝ ‪ 2r‬ﻭﻣﻨﻬﺎ ‪ 180°‬ﻳﻌﺎﺩﻝ ‪. r‬‬
‫‪1 radian = r - 57.2957c‬‬
‫‪180c‬‬
‫‪- 57c17l 45m‬‬

‫‪r‬‬
‫‪1c = 180 b 0.0175 radian‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻨﺎ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺍﻟﺪﺍﺋﺮﻱ ‪ ⍀ radians‬ﻭﻗﻴﺎﺳﻬﺎ ﺑﺎﻟﺘﻘﺪﻳﺮ ﺍﻟﺴﺘﻴﻨﻲ ‪ x‬ﻓﺈﻥ‪:‬‬
‫‪ r = 180c‬ﺃﻭ ‪xc = X # r ، X = 180c xc‬‬
‫‪180c‬‬ ‫‪r‬‬ ‫‪X‬‬ ‫‪xc‬‬
‫ﺃﻣﺜﻠﺔ‬
‫‪ -١‬ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،5 radians‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻟﻬﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﻷﻗﺮﺏ ﺩﻗﻴﻘﺔ‪.‬‬
‫‪180c‬‬
‫‪5 radians = 5 # r = 286.48c = 286c29l‬‬ ‫ﺍﻟﺤﻞ‬
‫‪ -٢‬ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،75°‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻟﻬﺎ‪.‬‬

‫‪r‬‬
‫‪X = 180c # xc‬‬ ‫ﺍﻟﺤﻞ‬
‫‪r‬‬
‫‪= 180c # 75c = 1.309 radians‬‬
‫‪ -١‬ﺃﻭﺟﺪ ﺑﺪﻻﻟﺔ ‪ r‬ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺗﻬﺎ‪:‬‬
‫)ﺩ( ‪175o‬‬ ‫)ﺟـ( ‪225o‬‬ ‫)ﺏ( ‪200o‬‬ ‫)ﺃ( ‪40o‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ‪:‬‬
‫)ﺃ( ‪) 8 r‬ﺏ( ‪) 0.75 radians‬ﺟـ( ‪) 3.35 radians‬ﺩ( ‪3.41 radians‬‬
‫‪5‬‬
‫‪ -٣‬ﺯﺍﻭﻳﺔ ﻣﺮﻛﺰﻳﺔ ‪ ⍀‬ﻓﻲ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ r‬ﺗﺤﺼﺮ ﻗﻮﺳﺎً ﻃﻮﻟﻪ ‪،l‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪:‬‬
‫)ﺃ( ‪r = 7 cm ،⍀ = 41 π‬‬
‫)ﺏ( ‪r = 24 cm ،⍀ = 120°‬‬
‫‪٦٩‬‬
‫ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ ﺑﺼﻮﺭﺓ ﺃﺳﻬﻞ ﻭﺃﺳﺮﻉ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ‪.‬‬
‫ﺃﻣﺜﻠﺔ‬
‫‪ -١‬ﺍﺳﺘﺨﺪﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻟﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺍﻟﺪﺍﺋﺮﻱ‬
‫‪.5 radians‬‬
‫ﺍﻟﺤﻞ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ x‬ﻫﻮ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺴﺘﻴﻨﻲ ﻓﺈﻥّ‪:‬‬
‫‪180c‬‬
‫‪x = r #5‬‬
‫ﺗﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻵﺗﻲ ﺍﺑﺘﺪﺍﺀ ﻣﻦ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫„ ‚ ‪5 × 180 ÷ r = INV‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ "‪.286° 28’ 44.03‬‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﺨﺘﻠﻒ ﻫﺬﺍ ﺍﻟﺒﺮﻧﺎﻣﺞ ﺣﺴﺐ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬
‫‪ -٢‬ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ "‪85° 18’ 23‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ ﻟﻬﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﻣﻘﺮﺑﺎً ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺭﻗﻤﻴﻦ ﻋﺸﺮﻳﻴﻦ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ ⍀‬ﻫﻮ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‬
‫‪⍀ = 180°‬‬ ‫ﻓﺈﻥ ‪π · x‬‬
‫ﺗﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻵﺗﻲ ﻣﻦ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫‪85 ‚ „ 18 ‚ „ 23 × r ÷ 180‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ‪1.488877359‬‬
‫‪ -٣‬ﻣﺜﺎﻝ ﻣﻦ ﺍﻟﻔﻀﺎﺀ‪ :‬ﻗﻤﺮ ﺻﻨﺎﻋﻲ ﻟﻠﺒﺚ ﺍﻟﺘﻠﻔﺰﻳﻮﻧﻲ ﻳﺪﻭﺭ ﻓﻲ ﺷﻜﻞ ﺩﺍﺋﺮﻱ ﺣﻮﻝ‬
‫ﺍﻷﺭﺽ ﻓﻲ ﺯﻣﻦ ﻗﺪﺭﻩ ‪ 3‬ﺳﺎﻋﺎﺕ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺭﺽ ﺣﻮﺍﻟﻰ‬
‫‪ ،6400 km‬ﻭﺑﻌﺪ ﺍﻟﻘﻤﺮ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ‪ ،2600 km‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ‬
‫ﻳﻘﻄﻌﻬﺎ ﺍﻟﻘﻤﺮ ﺧﻼﻝ ﺳﺎﻋﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻧﻔﺘﺮﺽ ﺃﻥ ‪ l‬ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﺍﻟﻘﻤﺮ ﻓﻲ ﺳﺎﻋﺔ‪.‬‬
‫ﺑﻌﺪ ﺍﻟﻘﻤﺮ ﻋﻦ ﻣﺮﻛﺰ ﺍﻷﺭﺽ ‪6400 + 2600 = 9000 km‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺘﻘﺪﻳﺮ ﺍﻟﺪﺍﺋﺮﻱ ﺍﻟﻤﻌﺎﺩﻝ ﻟـ ‪ 31‬ﺍﻟﺪﻭﺭﺓ‪:‬‬
‫‪1 2‬‬
‫‪2r # 3 = 3 r‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﺍﻟﻘﻤﺮ‪l = rX = AB = 23 r # 9000 :‬‬
‫‪%‬‬
‫‪= 18 849.5559‬‬
‫‪٧٠‬‬
‫‪Circular Sector‬‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﺗﻌﺮﻳﻒ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬

‫* ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬ ‫ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ ﻫﻮ ﺟﺰﺀ ﻣﻦ ﺳﻄﺢ ﺍﻟﺪﺍﺋﺮﺓ ﻣﺤﺪﻭﺩ ﺑﻨﺼﻔﻲ ﻗﻄﺮﻳﻦ‬
‫* ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‬ ‫ﻭﻗﻮﺱ‪.‬‬
‫ﺍﻟﺪﺍﺋﺮﻱ‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪:‬‬
‫ﻧﺼﻔﺎ ﺍﻟﻘﻄﺮﻳﻦ ‪ OB ، OA‬ﻳﻘﺴﻤﺎﻥ ﺍﻟﺪﺍﺋﺮﺓ ﺇﻟﻰ ﻗﻄﺎﻋﻴﻦ ﺩﺍﺋﺮﻳﻴﻦ‪ .‬ﺍﻟﻘﻄﺎﻉ‬
‫ﺍﻷﺻﻐﺮ ‪ OACB‬ﺯﺍﻭﻳﺘﻪ ﺍﻟﻤﺮﻛﺰﻳﺔ ‪ ،⍀ radians‬ﻭﺍﻟﻘﻄﺎﻉ ﺍﻷﻛﺒﺮ ‪OANB‬‬
‫‪N‬‬ ‫ﺯﺍﻭﻳﺘﻪ ﺍﻟﻤﺮﻛﺰﻳﺔ ‪. 2r - X‬‬
‫ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ‬ ‫ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬
‫‪O‬‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻷﺻﻐﺮ ﻓﻲ ﺍﻟﺸﻜﻠﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫ﻗﻄﺎﻉ‬
‫ﺩﺍﺋﺮﻱ‬
‫‪B‬‬ ‫‪A‬‬
‫‪C‬‬ ‫‪5 cm‬‬
‫‪7 cm‬‬
‫‪r‬‬
‫‪2‬‬ ‫‪r‬‬
‫‪4‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ = ‪2 lr‬‬
‫‪1‬‬
‫ﺣﻴﺚ ‪ l‬ﻃﻮﻝ ﻗﻮﺱ ﺍﻟﻘﻄﺎﻉ‪ r ،‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ‪.‬‬
‫ﻟﻜﻦ ‪ l = ⍀r‬ﺣﻴﺚ ‪ :⍀‬ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ = ‪S = 21 Xr2‬‬
‫ﺃﺳﺌﻠﺔ ﻟﻠﺘﻔﻜﻴﺮ‬
‫ﻫﻞ ﺗﻌﺘﺒﺮ ﺍﻟﺪﺍﺋﺮﺓ ﻗﻄﺎﻋﺎً ﺩﺍﺋﺮﻳّﺎً؟‬
‫ﻫﻞ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻘﻮﺍﻧﻴﻦ ﺍﻟﺴﺎﺑﻘﺔ؟‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ ﺍﻟﺬﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ ‪ 10 cm‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ‬
‫ﺍﻵﺗﻴﺔ‪:‬‬
‫)ﺏ( ‪X = 4‬‬ ‫)ﺃ( ‪X = 6‬‬
‫‪r‬‬ ‫‪r‬‬
‫)ﻫـ( ‪X = 2r‬‬ ‫)ﺩ( ‪X = r‬‬ ‫)ﺟـ( ‪X = 3‬‬

‫‪r‬‬
‫ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‬
‫‪1 2‬‬
‫=‬ ‫=‬
‫ﻧﺘﻴﺠﺔ‪ :‬ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪X‬‬ ‫‪2‬‬ ‫‪Xr‬‬
‫‪٧١‬‬ ‫‪2r‬‬ ‫‪rr‬‬ ‫‪2‬‬

‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‬
‫= ‪ 2Xr‬ﻭﻣﻨﻬﺎ‬ ‫ﺃﻱ ﺃﻥ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ‪ = S‬ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ^ ‪2r‬‬
‫‪X‬‬
‫ﺃﻣﺜﻠﺔ ﻣﺤﻠﻮﻟﺔ‬
‫‪ -١‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ ﺍﻟﺬﻱ ﻃﻮﻝ ﻗﻮﺳﻪ ‪ 4 cm‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫ﺩﺍﺋﺮﺗﻪ ‪.10 cm‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‪:‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪2 lr = 2 # 4 # 10 = 20 cm‬‬
‫‪2‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﺯﺍﻭﻳﺘﻪ ﺍﻟﻤﺮﻛﺰﻳﺔ ‪ 70°‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ‬
‫‪.18 cm‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ‪:‬‬
‫‪1 2 1‬‬ ‫‪70‬‬ ‫‪2‬‬
‫‪2 Xr = 2 # 180 # r^ 18h‬‬
‫‪= 197.9203 cm2‬‬
‫‪ -٣‬ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ ‪ 7.5 cm‬ﻭﻃﻮﻝ ﻗﻮﺳﻪ ‪ ،6 cm‬ﺍﺣﺴﺐ‬
‫ﻣﺤﻴﻄﻪ ﻭﻣﺴﺎﺣﺘﻪ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫ﻣﺤﻴﻂ ﺍﻟﻘﻄﺎﻉ = ‪ 2r + l‬ﺣﻴﺚ ‪ l‬ﻃﻮﻝ ﺍﻟﻘﻮﺱ‬
‫‪= 2 # 7.5 + 6 = 21 cm‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ = ‪......‬‬
‫‪ -١‬ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻃﻮﻝ ﻗﻮﺳﻪ ‪ 13.6 cm‬ﻭﻃﻮﻝ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ ‪ ،16 cm‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ‪.‬‬
‫‪ -٢‬ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ ‪ 20 cm‬ﻭﺯﺍﻭﻳﺔ ﺭﺃﺳﻪ ‪ ،100°‬ﺃﻭﺟﺪ‬
‫ﻣﺴﺎﺣﺘﻪ‪.‬‬
‫‪ -٣‬ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻣﺤﻴﻄﻪ ‪ 53 cm‬ﻭﻃﻮﻝ ﻗﻮﺳﻪ ‪ ،6.2 cm‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ‪.‬‬
‫‪ -٤‬ﺣﻮﺽ ﺯﻫﻮﺭ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻣﺤﻴﻄﻪ ‪ 48 cm‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫ﺩﺍﺋﺮﺗﻪ ‪ ،7.8 cm‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ‪.‬‬
‫‪ -٥‬ﻗﻄﺎﻉ ﺩﺍﺋﺮﻱ ﻣﺴﺎﺣﺘﻪ ‪ 85 cm2‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ ‪ ،10 cm‬ﺍﺣﺴﺐ‬
‫ﻃﻮﻝ ﻗﻮﺳﻪ‪.‬‬
‫‪٧٢‬‬
‫ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‪:‬‬
‫‪Sine and Cosine Ratios‬‬ ‫ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻟﺰﺍﻭﻳﺔ ﺣﺎﺩﺓ‬
‫* ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ‬
‫* ﺟﻴﺐ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻠﺰﺍﻭﻳﺔ ‪ A‬ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫* ﺍﻟﻤﺠﺎﻭﺭ ﻭﺍﻟﻤﻘﺎﺑﻞ‬
‫ﻭﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )‪.(sin‬‬
‫ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺤﺎﺩﺓ ﻓﻲ‬
‫ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪B‬‬ ‫ﺃﻱ ﺃﻥ ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ = ﺍﻟﻤﻘﺎﺑﻞ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪ :‬ﺍﻟﻮﺗﺮ‬
‫ﻣﻘﺎﺑﻞ ‪X‬‬
‫‪ BC‬ﻣﻘﺎﺑﻞ ‪W‬‬
‫‪A‬‬
‫‪A‬‬ ‫‪C‬‬ ‫= ‪sin A‬‬ ‫‪A‬‬
‫ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ‪= AB :A‬‬
‫ﻣﺠﺎﻭﺭ ‪X‬‬ ‫ﺍﻟﻮﺗﺮ‬
‫ﻣﻘﺎﺑﻞ ‪V‬‬
‫‪A‬‬
‫‪A‬‬
‫= ‪sin B‬‬ ‫‪= AC‬‬‫ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ‪AB :B‬‬
‫‪B‬‬
‫‪5‬‬ ‫‪3‬‬ ‫ﺍﻟﻮﺗﺮ‬
‫‪C‬‬ ‫‪B‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪:‬‬

‫‪4‬‬ ‫‪BC‬‬ ‫‪4‬‬ ‫‪AB 3‬‬
‫‪sin A = AC = 5 , sin C = AC = 5‬‬
‫ﺟﻴﺐ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻫﻮ ﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭﺓ ﻟﻠﺰﺍﻭﻳﺔ ﻭﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ‬
‫ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻭﻳﺮﻣﺰ ﻟﻬﺎ ﺑﺎﻟﺮﻣﺰ )‪.(cos‬‬
‫ﻣﺠﺎﻭﺭ ‪W‬‬
‫‪cos C = C‬‬ ‫=‬ ‫ﺟﻴﺐ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ ‪AC :C‬‬
‫‪BC‬‬
‫ﺍﻟﻮﺗﺮ‬
‫ﻣﺠﺎﻭﺭ ‪X‬‬
‫‪cos A = A‬‬ ‫=‬ ‫ﺟﻴﺐ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ ‪AC :A‬‬
‫‪AB‬‬
‫‪A‬‬ ‫ﺍﻟﻮﺗﺮ‬
‫ﻣﺜﺎﻝ‬
‫‪ T ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ ،B‬ﺃﻭﺟﺪ ّ‬
‫ﻛﻼ ً ﻣﻦ‪:‬‬
‫‪.cos C, sin C, cos A, AC‬‬
‫‪B‬‬
‫‪C‬‬ ‫ﺍﻟﺤﻞ‬
‫ﻣﻦ ﺗﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪:‬‬
‫‪AC = 17 cm‬‬
‫‪C‬‬ ‫‪A‬‬
‫ﻣﺠﺎﻭﺭ ‪V‬‬
‫= ‪cos A‬‬ ‫ﺍﻟﻮﺗﺮ‬ ‫‪= 15‬‬
‫‪17‬‬
‫‪8‬‬
‫‪C‬‬
‫ﻣﻘﺎﺑﻞ ‪V‬‬
‫= ‪sin C‬‬ ‫ﺍﻟﻮﺗﺮ‬ ‫‪= 15‬‬
‫‪17‬‬
‫‪B‬‬
‫‪A‬‬ ‫‪C‬‬
‫ﻣﺠﺎﻭﺭ ‪V‬‬ ‫‪8‬‬
‫= ‪cos C‬‬ ‫‪= 17‬‬
‫‪15‬‬
‫ﺍﻟﻮﺗﺮ‬
‫‪٧٣‬‬
‫ﻣﻘﻠﻮﺑﺎﺕ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫)‪Cosecant (cosec) and Secant (sec‬‬
‫‪1‬‬ ‫* ﻗﺎﻃﻊ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻣﻘﻠﻮﺏ ‪ sin A‬ﻫﻮ ‪ sin A‬ﻭﻳﺴﻤﻰ ﻗﺎﻃﻊ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ ‪ A‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪.cosec A‬‬
‫* ﻗﺎﻃﻊ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪1‬‬
‫‪cosec A = sin A & cosec A × sin A = 1‬‬
‫‪1‬‬
‫ﻣﻘﻠﻮﺏ ‪ cos A‬ﻫﻮ ‪ cos A‬ﻭﻳﺴﻤﻰ ﻗﺎﻃﻊ ﺯﺍﻭﻳﺔ ‪ A‬ﻭﻳﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪.sec A‬‬
‫‪1‬‬
‫‪sec A = cos A‬‬
‫‪1‬‬
‫‪sec A = cos A & sec A × cos A = 1‬‬
‫‪A‬‬ ‫ﻣﺜﺎﻝ )‪(١‬‬
‫‪5‬‬ ‫‪3‬‬ ‫ﺃﻭﺟﺪ ‪ sec C‬ﻭ‪ cosec C‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪C‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪4‬‬ ‫‪B‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺮﺳﻮﻡ‪cosec C = 3 ،sec C = 4 :‬‬
‫‪ ⌬ABC‬ﻣﺜﻠﺚ ﻓﻴﻪ ‪.AC = 25 cm ،BC = 24 cm ،AB = 7 cm‬‬
‫ﺃﺛﺒﺖ ﺃﻥ ‪ ⌬ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ‪cosec A ،sec A ،cos A ،sin A‬‬
‫‪.cosec C ،sec C ،cos C ،sin C‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ‬ ‫ﻋﻄﺎﺭﺩ‬
‫ﺍﻟﻌﺎﻟﻢ ﺍﻟﻔﻠﻜﻲ ﺍﻟﺒﻮﻟﻨﺪﻱ ﻧﻴﻘﻮﻻ ﻛﻮﺑﺮﻧﻴﻜﻮﺱ )‪ (1543 - 1473‬ﺍﺑﺘﻜﺮ ﻃﺮﻳﻘﺔ‬ ‫‪x‬‬
‫ﻟﺤﺴﺎﺏ ﻣﺪﺍﺭ ﺃﺣﺪ ﺍﻟﻜﻮﺍﻛﺐ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ ﺍﻟﺸﻤﺲ ﻋﻦ ﺍﻷﺭﺽ ﻭﻫﻮ ﻛﻮﻛﺐ ﻋﻄﺎﺭﺩ‪.‬‬ ‫‪l‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪A = 22.3°‬‬ ‫ﺍﻷﺭﺽ‬ ‫ﺍﻟﺸﻤﺲ‬
‫ﺃﻭﺟﺪ ﺑُﻌﺪ ﻛﻮﻛﺐ ﻋﻄﺎﺭﺩ ﻋﻦ ﺍﻟﺸﻤﺲ ﻋﻠﻤﺎً ﺃﻥّ‪:‬‬
‫ﺑُﻌﺪ ﺍﻷﺭﺽ ﻋﻦ ﺍﻟﺸﻤﺲ = ﻭﺣﺪﺓ ﺍﻟﻔﻠﻚ ‪.AU‬‬
‫‪ AU‬ﻫﻲ ﻣﺘﻮﺳﻂ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻷﺭﺽ ﻭﺍﻟﺸﻤﺲ ﻭﺗﻘﺪﺭ ﺑﺤﻮﺍﻟﻰ ‪ 150‬ﻣﻠﻴﻮﻥ‬
‫ﻛﻴﻠﻮﻣﺘﺮ ﺗﻘﺮﻳﺒﺎً‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪) sin 22.3° = x = x‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ(‬
‫‪1‬‬
‫ﺑﻌﺪ ﻋﻄﺎﺭﺩ ﻋﻦ ﺍﻟﺸﻤﺲ = ‪x = 83.0 UA‬‬
‫‪l‬‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺘﻄﺒﻴﻖ ﺍﻟﺴﺎﺑﻖ ﺃﻭﺟﺪ ﺑﻌﺪ‬
‫ﻛﻮﻛﺐ ﺍﻟﺰﻫﺮﺓ ﻋﻦ ﺍﻟﺸﻤﺲ ﻋﻠﻤﺎً ﺃ ّﻥ ‪.A = 4.61°‬‬
‫‪٧٤‬‬
‫‪A‬‬ ‫ﻣﺜﺎﻝ )‪(٣‬‬
‫‪10‬‬ ‫‪x‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ‬
‫ﺃﻭﺟﺪ ‪ x‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪C‬‬
‫‪B‬‬ ‫ﺍﻟﺤﻞ‬
‫‪0‬‬
‫‪43‬‬
‫‪x‬‬
‫‪sin 43° = 10‬‬
‫‪x = 10 × sin 43°‬‬
‫ﺗﺴﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻛﺎﻵﺗﻲ‪:‬‬
‫= ‪10 × sin 43‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ‪ 6.819983‬ﻭﺗﺴﺎﻭﻱ ‪ 6.8‬ﺗﻘﺮﻳﺒﺎً‪.‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫‪5‬‬ ‫‪x‬‬
‫‪10‬‬ ‫‪12‬‬
‫‪x‬‬
‫‪58o‬‬ ‫‪36o‬‬ ‫‪21o‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬

‫‪x‬‬
‫ﻣﻌﻜﻮﺱ ﺍﻟﺠﻴﺐ ﻭﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬

‫‪ -١‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺍﺣﺴﺐ ‪ LV‬ﻷﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪2.5‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﺠﻴﺐ ﺍﻟﺘﻤﺎﻡ‪.‬‬ ‫‪cos L = 4‬‬
‫‪5‬‬
‫ﺗﺒﺴﻴﻂ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‪.‬‬ ‫‪cos L = 8‬‬
‫‪5‬‬
‫‪ cos-1 8 = LV‬ﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻟﻠـ ‪.cos‬‬
‫‪cos-1 (5 ÷ 8) = 51.317813‬‬
‫‪N‬‬ ‫‪LV 51°‬‬
‫‪ N‬ﻷﻗﺮﺏ ﺩﺭﺟﺔ‬ ‫‪ -٢‬ﺍﺣﺴﺐ ‪W‬‬
‫‪2.5‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺠﻴﺐ‬ ‫‪sin N = 4‬‬
‫‪5‬‬
‫‪4‬‬
‫ﺗﺒﺴﻴﻂ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‪.‬‬ ‫‪sin N = 8‬‬
‫‪5‬‬
‫‪L‬‬ ‫‪2.5‬‬ ‫‪M‬‬ ‫‪ sin-1 8 = N‬ﻣﻌﻜﻮﺱ ﺟﻴﺐ ﻟﻠـ ‪.sin‬‬ ‫‪W‬‬
‫‪sin-1 (5 ÷ 8) = 38.682187‬‬
‫‪W 39°‬‬
‫‪N‬‬
‫‪٧٥‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻷﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪10‬‬
‫‪5.8‬‬ ‫‪25‬‬ ‫‪6.5‬‬
‫‪3‬‬
‫‪x°‬‬
‫‪x°‬‬
‫‪27‬‬ ‫‪x°‬‬
‫‪50°‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺴﻄﺮﺓ ﻓﻲ ﻗﻴﺎﺱ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺒﻴّﻨﺔ ﻓﻲ‬ ‫‪90°‬‬
‫ﺍﻟﺸﻜﻞ )ﻷﻗﺮﺏ ﻣﻠﻠﻴﻤﺘﺮ( ﻋﻠﻤﺎً ﺃ ّﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻟﻜﻞ ﻣﻦ ﺍﻟﻤﺜﻠﺜﺎﺕ = ‪.10 cm‬‬
‫ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺘﺎﻟﻲ )ﺑﺪﻭﻥ ﺍﺳﺘﺨﺪﺍﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ(‪.‬‬

‫‪10 cm‬‬
‫‪ -٣‬ﺍﺭﺳﻢ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﺮﺑﻌﺎﺕ ﺍﻟﻨﻘﺎﻁ )‪(x ,sin x‬‬
‫‪cos x‬‬ ‫‪sin x‬‬ ‫‪x‬‬ ‫ﺣﻴﺚ ‪.0° < x < 90°‬‬
‫‪10°‬‬ ‫‪ -٤‬ﺻﻞ ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ‪.‬‬
‫‪20°‬‬ ‫‪ -٥‬ﺍﺭﺳﻢ ﻋﻠﻰ ﻭﺭﻗﺔ ﺍﻟﻤﺮﺑﻌﺎﺕ ﻧﻔﺴﻬﺎ‬ ‫‪10°‬‬
‫ﺍﻟﻨﻘﺎﻁ )‪.(x, cos x‬‬
‫‪30°‬‬
‫‪ -٦‬ﺻﻞ ﺑﻴﻦ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ‪.‬‬
‫‪40°‬‬
‫‪ -٧‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫‪50°‬‬
‫‪60°‬‬
‫‪70°‬‬
‫‪80°‬‬
‫ﺗﺪﺭﻳﺒﺎﺕ‬
‫‪ -١‬ﺍﺣﺴﺐ ‪.cos M ،sin M‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬

‫‪7‬‬
‫‪M‬‬ ‫‪N‬‬ ‫‪N‬‬ ‫‪M M‬‬ ‫‪25‬‬
‫‪2 3‬‬
‫‪L‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪7‬‬ ‫‪24‬‬ ‫‪7‬‬
‫‪7 2‬‬
‫‪N‬‬
‫‪L‬‬ ‫‪L‬‬
‫ﺗﻄﺒﻴﻖ ﺣﻴﺎﺗﻲ‬
‫‪ -٢‬ﺃﻃﻮﻝ ﺳﻠﻢ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺘﺤﺮﻙ ﻓﻲ ﺍﻟﻌﺎﻟﻢ ﻣﻮﺟﻮﺩ ﻓﻲ ﺇﺣﺪﻯ ﻣﺤﻄﺎﺕ ﻣﺘﺮﻭ‬
‫ﺍﻷﻧﻔﺎﻕ ﻓﻲ ﺭﻭﺳﻴﺎ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﻗﻤﺔ ﺍﻟﺴﻠﻢ ﻋﻦ ﻗﺎﻋﺪﺗﻪ ‪ 6.3 m‬ﻭﻛﺎﻥ ﺍﻟﺴﻠﻢ‬
‫ﻳﻤﻴﻞ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،10.4°‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺴﻠﻢ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﺘﺮ‪.‬‬
‫‪٧٦‬‬
‫‪ -٣‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻷﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ( ‪x‬‬
‫‪20‬‬ ‫‪56°‬‬
‫‪30° x‬‬ ‫‪41°‬‬ ‫‪10‬‬
‫‪x‬‬
‫)ﻭ(‬
‫‪11‬‬
‫‪5‬‬
‫)ﻫـ(‬ ‫)ﺩ( ‪15‬‬
‫‪14‬‬ ‫‪8 x°‬‬
‫‪5‬‬ ‫‪9‬‬
‫‪x°‬‬
‫)ﻁ(‬ ‫)ﺣـ(‬ ‫)ﺯ(‬

‫‪x°‬‬
‫‪15‬‬ ‫‪28°‬‬
‫‪x 62° 50‬‬ ‫‪70° x‬‬
‫‪37‬‬ ‫‪10‬‬
‫‪x°‬‬
‫‪ ⌬ABCD -٤‬ﻓﻴﻪ ‪BV 90°‬‬
‫(‬
‫ﻓﺈﻥ ‪ cos 2 - C‬ﻳﺴﺎﻭﻱ ﺇﺣﺪﻯ ﺍﻹﺟﺎﺑﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫‪π‬‬
‫)‬
‫‪AC‬‬ ‫‪AB‬‬ ‫‪AB‬‬ ‫‪BC‬‬ ‫‪BC‬‬
‫)ﻫـ( ‪AB‬‬ ‫)ﺩ( ‪AC‬‬ ‫)ﺟـ( ‪BC‬‬ ‫)ﺏ( ‪AB‬‬ ‫)ﺃ( ‪AC‬‬
‫‪ -٥‬ﺗﻄﺒﻴﻖ ﻓﻲ ﺍﻟﺰﺭﺍﻋﺔ‬
‫ﻳﺒﻠﻎ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﻗﺎﻋﺪﺓ ﻣﺨﺰﻥ ﻏﻼﻝ ‪،15 m‬‬
‫‪x‬‬
‫‪22°‬‬
‫ﻭﻣﻴﻞ ﺍﻟﻐﻄﺎﺀ ﻋﻠﻰ ﺍﻷﻓﻖ ‪ 22°‬ﻭﻃﻮﻝ‬
‫‪1m‬‬ ‫ﻗﻄﺮ ﺍﻟﻐﻄﺎﺀ ﻳﺰﻳﺪ ﻣﺘﺮﺍ ً ﻭﺍﺣﺪﺍ ً ﻣﻦ ﺍﻟﺠﺎﻧﺒﻴﻦ‬
‫ﻋﻦ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﺍﺣﺴﺐ ﻗﻴﻤﺔ ‪.x‬‬
‫‪15 m‬‬
‫‪ -٦‬ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬
‫ﺍﺧﺘﺮ ﺛﻼﺙ ﻗﻴﻢ ﻟﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ x‬ﺗﻘﻊ ﺑﻴﻦ ‪ 0°‬ﻭ‪.90°‬‬
‫ﺍﺣﺴﺐ ﻗﻴﻤﺔ ‪ sin2 x + cos2 x‬ﻋﻨﺪ ﻛﻞ ﻗﻴﻤﺔ ﺍﺧﺘﺮﺗﻬﺎ‪ .‬ﺃﺛﺒﺖ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ‬
‫ﻷﻱ ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪. x‬‬
‫‪ -٧‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ‪ ZV‬ﻭﺍﻟﻄﻮﻝ ‪ x‬ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫)ﺩ(‬ ‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫ﻣﺮﺍﺟﻌﺔ ﻋﺎﻣﺔ‬
‫ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﻤﺠﻬﻮﻝ ﻓﻲ ﻛﻞ ﺷﻜﻞ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫)ﺩ( ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ‪ABCD‬‬ ‫)ﺟـ( ﺍﻟﻤﻌﻴﻦ ‪XYZL‬‬ ‫)ﺏ( ﺍﻟﻤﺴﺘﻄﻴﻞ ‪KLMN‬‬ ‫)ﺃ( ﺍﻟﻄﺎﺋﺮﺓ ﺍﻟﻮﺭﻗﻴﺔ‬
‫‪L‬‬
‫‪A‬‬ ‫‪B‬‬ ‫‪N‬‬ ‫‪K‬‬ ‫‪L‬‬ ‫‪Z‬‬
‫‪X‬‬
‫‪Z‬‬
‫‪Y‬‬
‫‪D‬‬ ‫‪C‬‬ ‫‪M‬‬ ‫‪L‬‬
‫‪X‬‬
‫‪٧٧‬‬ ‫‪Y‬‬
‫)‪Tangent - Cotangent (cot‬‬ ‫ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ -‬ﻣﻘﻠﻮﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪Tangent‬‬ ‫ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬

‫ﻋﻤﻞ ﺗﻌﺎﻭﻧﻲ‬ ‫* ﻣﺎ ﻫﻮ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫* ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺇﺫﺍ‬
‫ﺳﻨﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬ ‫ﻋُ ِﻠ َﻢ ﻇﻠﻬﺎ‬
‫)‪.(10°, 20°, 30°, ...80°‬‬
‫* ﻣﻘﻠﻮﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻳﺮﺳﻢ ﻛﻞ ﻃﺎﻟﺐ ﻓﻲ ﻣﺠﻤﻮﻋﺘﻪ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ B‬ﻭﻳﺨﺘﺎﺭ ﺇﺣﺪﻯ‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﻣﻦ ﺍﻟﻤﺜﻠﺚ ﺑﺤﻴﺚ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ﺍﻟﺰﻭﺍﻳﺎ‪ .‬ﻳﺤﺴﺐ ﻛﻞ ﻃﺎﻟﺐ ﺃﻃﻮﺍﻝ‬
‫ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﻤﺴﻄﺮﺓ ﻷﻗﺮﺏ ﻣﻠﻠﻴﻤﺘﺮ‪ ،‬ﻭﻳﺴﺘﺨﺪﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ ﻓﻲ‬
‫ﺣﺴﺎﺏ ﺍﻟﻨﺴﺐ‪.‬‬
‫ﻣﻘﺎﺑﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ C‬ﻷﻗﺮﺏ ﺭﻗﻤﻴﻦ ﻋﺸﺮﻳﻴﻦ‪.‬‬
‫ﻣﺠﺎﻭﺭ ‪C‬‬
‫ﺳﻨﺴﻤﻲ ﻣﻘﺎﺑﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ C‬ﺑﻈﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ C‬ﻭﻧﺮﻣﺰ ﻟﻪ ﺑﺎﻟﺮﻣﺰ ‪.tan C‬‬
‫ﻣﺠﺎﻭﺭ ‪C‬‬
‫ﻗﺎﺭﻥ ﺑﻴﻦ ‪ tan 30°‬ﻭ‪ tan 20°‬ﻭ‪ .tan 10°‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ؟‬
‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪C‬‬
‫ﻳﺴﻤﻰ ﺑﻈﻞ‬ ‫ﻣﻦ ﺍﻟﻌﻤﻞ ﺍﻟﺘﻌﺎﻭﻧﻲ ﺍﻟﺴﺎﺑﻖ ﻳﺘﺒﻴّﻦ ﺃ ّﻥ‬
‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ ‪C‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ‪ C‬ﻭﻳﻜﺘﺐ ‪.tan C‬‬
‫‪C‬‬ ‫ﻣﺜﺎﻝ )‪(١‬‬
‫‪5‬‬ ‫‪3‬‬ ‫ﺍﻛﺘﺐ ﻇﻞ ﺯﺍﻭﻳﺔ ‪ CW‬ﻭ ‪. AW‬‬

‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪AB 4‬‬
‫‪ = BC = 3‬ﺍﻟﻤﺠﺎﻭﺭ = ‪tan C‬‬
‫‪A‬‬
‫‪B‬‬
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪BC 3‬‬
‫‪4‬‬
‫‪ = AB = 4‬ﺍﻟﻤﺠﺎﻭﺭ = ‪tan A‬‬
‫{‬ ‫}‬
‫ﺗﻄﺒﻴﻖ ﻟﻠﺘﻔﻜﻴﺮ‬ ‫‪A‬‬
‫‪5‬‬ ‫‪20‬‬
‫‪x‬‬
‫‪AB AC CB‬‬ ‫‪3‬‬ ‫‪12‬‬
‫‪ C‬ﺍﺳﺘﻌﻦ ﺑﺎﻟﻤﺜﻠﺜﻴﻦ ﺍﻟﻤﺠﺎﻭﺭﻳﻦ ﺷﻜﻞ )‪ (١‬ﻹﺛﺒﺎﺕ ﺃﻥّ‪XY = XZ = ZY :‬‬ ‫‪B z 16‬‬
‫ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬ ‫‪4‬‬ ‫‪y‬‬
‫ﻫﻞ ﻳﻨﻄﺒﻖ ﻫﺬﺍ ﻋﻠﻰ ﺍﻟﻤﺜﻠﺜﻴﻦ ﻓﻲ ﺷﻜﻞ )‪ (٢‬ﺍﻟﻤﺠﺎﻭﺭ؟‬ ‫ﺷﻜﻞ )‪(١‬‬
‫‪F‬‬
‫ﻫﻞ ‪tan x = tan A‬؟‬ ‫‪C‬‬
‫ﻫﻞ ﻫﺬﺍ ﺻﺤﻴﺢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻨﺴﺐ ‪sin x, sin A, cos x, cos A‬؟‬
‫‪A‬‬ ‫‪B E‬‬
‫ﺷﻜﻞ )‪(٢‬‬
‫‪٧٨‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺃﺭﺍﺩ ﺃﺣﺪ ﺍﻟﺠﻮﺍﻟﺔ ﻗﻴﺎﺱ ﻋﺮﺽ ﻭﺍ ٍﺩ ﻳﻘﻊ‬
‫ﺑﻴﻦ ﺟﺒﻠﻴﻦ‪ ،‬ﻓﻮﻗﻒ ﻋﻠﻰ ﻗﻤﺔ ﺃﺣﺪ ﺍﻟﺠﺒﻠﻴﻦ‬
‫ﻭﺣﺪّﺩ ﻋﻼﻣﺔ ﻣﻤﻴﺰﺓ ﻋﻠﻰ ﻗﻤﺔ ﺍﻟﺠﺒﻞ‬
‫ﺛﻢ ﺍﺗﺒﻊ ﺍﻵﺗﻲ‪:‬‬
‫ﺍﻵﺧﺮ ّ‬
‫‪ -١‬ﻭﺿﻊ ﻣﺆﺷﺮ ﺍﻟﺒﻮﺻﻠﺔ ﺑﺎﺗﺠﺎﻩ ﺍﻟﻌﻼﻣﺔ‬
‫ﱠ‬
‫ﻭﺣﺪﺩ ﻗﺮﺍﺀﺓ ﺍﻟﻤﺆﺷﺮ‪.‬‬ ‫ﺍﻟﻤﻤﻴﺰﺓ‬
‫ﺛﻢ ﺳﺎﺭ ﻣﺴﺎﻓﺔ ‪50 m‬‬ ‫‪ -٢‬ﺍﺳﺘﺪﺍﺭ ‪ّ 90°‬‬
‫ﻋﻠﻰ ﺧﻂ ﻣﺴﺘﻘﻴﻢ ﻣﻮﺍ ٍﺯ ﻟﺤﺎﻓﺔ ﺍﻟﺠﺒﻞ‬
‫ﺍﻵﺧﺮ‪.‬‬
‫‪ -٣‬ﻭﺿﻊ ﻣﺆﺷﺮ ﺍﻟﺒﻮﺻﻠﺔ ﻣﺮﺓ ﺛﺎﻧﻴﺔ ﻓﻲ ﺍﺗﺠﺎﻩ‬
‫ﺍﻟﻌﻼﻣﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻭﺣﺪّﺩ ﻗﺮﺍﺀﺓ ﺍﻟﻤﺆﺷﺮ‪.‬‬
‫‪ -٤‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻗﺮﺍﺀﺗﻲ ﺍﻟﻤﺆﺷﺮ ﻭﺟﺪ ﺃ ّﻥ ‪V‬‬
‫‪A‬‬
‫‪A‬‬ ‫‪.= 86°‬‬
‫ﺍﺳﺘﺨﺪﻡ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ﺣﺴﺎﺏ ﻋﺮﺽ‬
‫ﺍﻟﻮﺍﺩﻱ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺑﺪﺃ ﻋﻨﺪﻫﺎ ﺍﻟﻘﻴﺎﺱ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪x‬‬
‫‪ tan 86° = 50‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪x = 50 × tan 86°‬‬
‫ﺗﺴﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪:‬‬
‫‪50 × tan 86 = 715.03331‬‬
‫ﺇﺫﺍ ً ﻋﺮﺽ ﺍﻟﻮﺍﺩﻱ ﻳﻜﻮﻥ ‪ 715 m‬ﺗﻘﺮﻳﺒﺎً‪.‬‬
‫ﻓﻜﺮ ﻭﺣﺎﻭﻝ‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪10‬‬
‫‪54o‬‬ ‫‪0.1‬‬
‫‪2.5‬‬
‫‪x‬‬
‫‪57o‬‬ ‫‪33o‬‬
‫ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺇﺫﺍ ﻋُ ِﻠ َﻢ ﻇﻠﻬﺎ‬

‫‪o‬‬
‫‪28‬‬
‫‪ ⌬XYZ‬ﻭﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ‪.x‬‬

‫‪Z‬‬ ‫‪6‬‬
‫‪tan x = 8 = 0.75‬‬
‫ﻹﻳﺠﺎﺩ ‪ x‬ﺗﺴﺘﺨﺪﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ‪.‬‬
‫‪6‬‬ ‫‪10‬‬
‫)‪tan x = 0.75 Vx = tan-1(0.75‬‬

‫‪Y‬‬ ‫‪X‬‬ ‫ﺣﻴﺚ ‪ tan-1‬ﺗﻌﻨﻲ ﻣﻌﻜﻮﺱ ﺍﻟﻈﻞ‪.‬‬
‫‪x‬‬
‫‪8‬‬
‫‪tan-10.75 = 36.86989765‬‬
‫‪٧٩‬‬ ‫⬙‪Vx = 36° 52⬘ 11‬‬

‫‪L‬‬ ‫‪100‬‬ ‫‪X‬‬
‫ﺃﻭﺟﺪ ‪ LV‬ﻷﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪41‬‬
‫ﻣﺜﺎﻝ )‪(٣‬‬
‫‪Y‬‬
‫ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ‬
‫ﺍﺣﺴﺐ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺤﺎﺩﺓ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ y = 3x + 2‬ﻣﻊ‬
‫ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫‪ 3‬ﺍﻟﻤﻘﺎﺑﻞ‬
‫‪tan‬‬ ‫‪K‬‬ ‫=‬
‫‪5 y‬‬ ‫‪ 1‬ﺍﻟﻤﺠﺎﻭﺭ‬
‫‪= =3‬‬
‫‪ K‬ﻭ ‪tan- 1 3 = 71.56051‬‬ ‫‪W = tan- 1 3‬‬
‫‪4‬‬ ‫‪y = 3x + 2‬‬
‫‪W - 71c K‬‬
‫‪W = 71c 33l 54m‬‬
‫‪3‬‬
‫‪K‬‬
‫ﻣﻘﺎﺑﻞ‬ ‫ﻭﻧﻼﺣﻆ ﺃﻥ ﻣﻌﺎﻣﻞ ‪ x‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﻋﻠﻰ‬
‫‪2 K‬‬ ‫ﺍﻟﺼﻮﺭﺓ ‪ y = ax + b‬ﻫﻮ ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‪،‬‬
‫ﻣﺠﺎﻭﺭ‬ ‫ﻭﻛﻤﺎ ﻋﻠﻤﺖ ﺳﺎﺑﻘﺎً ﻓﺈ ّﻥ ﻣﻴﻞ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪1‬‬ ‫ﻫﻮ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪x‬‬ ‫ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ﺍﻟﺴﻴﻨﺎﺕ‪.‬‬
‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ‬
‫ﺍﻟﺴﻴﻨﺎﺕ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ‪:‬‬
‫‪y = 6x - 1‬‬ ‫‪1‬‬
‫‪y = 2 x+6‬‬
‫ﺗﺪﺭﻳﺒﺎﺕ‬
‫‪ -١‬ﺍﻛﺘﺐ ‪ tan B‬ﻭ‪ tan A‬ﻋﻠﻰ ﺷﻜﻞ ﻧﺴﺒﺔ‪.‬‬
‫)ﺩ(‬ ‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬
‫‪A‬‬ ‫‪B‬‬ ‫‪B‬‬ ‫‪C‬‬
‫‪C‬‬ ‫‪3‬‬ ‫‪B‬‬ ‫‪1‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪A‬‬ ‫‪2‬‬
‫‪A‬‬ ‫‪15‬‬
‫‪C‬‬ ‫‪C‬‬ ‫‪3‬‬ ‫‪A‬‬ ‫‪B‬‬
‫‪10‬‬
‫‪ -٢‬ﺍﻛﺘﺐ ﺍﻟﻤﺠﻬﻮﻝ ﻷﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫‪tan 2c = Y ، tan 34c = 20 ، tanY = 3.5 ، tanY° = 90‬‬
‫‪4‬‬ ‫‪Y‬‬
‫‪٨٠‬‬
‫‪Cotangent‬‬ ‫ﻣﻘﻠﻮﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻣﻘﻠﻮﺏ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ‪ = tan1 A‬ﻇﻞ ﺗﻤﺎﻡ ﺍﻟﺰﺍﻭﻳﺔ ﻭﻳﻜﺘﺐ ‪.cot A‬‬
‫‪A‬‬ ‫ﺍﻟﻤﻘﺎﺑﻞ‬
‫‪AB‬‬
‫= ‪cot A‬‬
‫ﺍﻟﻤﺠﺎﻭﺭ‬
‫‪cot A = BC‬‬
‫ﻭﻳﻜﻮﻥ ‪. cot A = tan1 A‬‬

‫‪C‬‬ ‫‪B‬‬ ‫‪tan A # cot A = 1‬‬
‫ﻣﺜﺎﻝ )‪(١‬‬
‫‪A‬‬ ‫ﺃﻭﺟﺪ ‪ cot C‬ﻭ‪.tan C‬‬
‫‪13‬‬
‫‪5‬‬
‫ﺍﻟﺤﻞ‬
‫‪cot C = 5 ، tan C = 12‬‬
‫‪12‬‬ ‫‪5‬‬
‫‪C‬‬ ‫‪12‬‬ ‫‪B‬‬
‫ﺗﺪﺭﻳﺐ ‪١‬‬
‫‪ ABC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ B‬ﻓﻴﻪ ‪. BC = 24 cm ،AB = 7 cm‬‬

‫ﺃﻭﺟﺪ‪ sin A :‬ﻭ‪ cos A‬ﻭ‪ sec A‬ﻭ‪ cosec A‬ﻭ‪ tan C‬ﻭ‪ Cot C‬ﻭ‪.AC‬‬
‫ﺗﺪﺭﻳﺐ ‪٢‬‬
‫‪ ABC‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ C‬ﻓﻴﻪ‪:‬‬

‫‪ BC = 8cm‬ﻭ ‪AC = 10 cm‬‬
‫ﺃ( ‪ tan B‬ﻭ ‪ ،cos A‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ؟‬
‫ﺏ( ‪ cos A‬ﻭ ‪ ،sin B‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ؟‬
‫ﺟـ( ‪ cos B‬ﻭ‪ ،sin A‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ؟‬
‫ﺗﺪﺭﻳﺐ ‪٣‬‬
‫ﻓﻲ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ B‬ﺇﺫﺍ ﻛﺎﻥ ‪13‬‬

‫‪، cos C = 12‬‬
‫‪ tan C‬ﻭ‪ sec C‬ﻭ‪.cot C‬‬
‫‪٨١‬‬
‫‪Circular Segment‬‬ ‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﻫﻲ ﺟﺰﺀ ﻣﻦ ﺳﻄﺢ ﺍﻟﺪﺍﺋﺮﺓ ﻣﺤﺪﻭﺩ ﺑﻘﻮﺱ ﻓﻴﻬﺎ ﻭﻭﺗﺮ‪.‬‬ ‫* ﻣﺎ ﻫﻲ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫* ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ‬
‫ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ‬
‫ﻧﻮﺟﺪ ﺃﻭﻻ ً ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﺎﻉ ﺍﻟﺪﺍﺋﺮﻱ ﻭﻧﻄﺮﺡ ﻣﻨﻬﺎ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ‪.‬‬

‫ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ = )‪2 r (X - sin X‬‬
‫‪1 2‬‬
‫‪O‬‬
‫‪r‬‬ ‫‪r‬‬
‫ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ‬
‫‪⍀‬‬ ‫ﺣﻴﺚ ‪ ⍀‬ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ )‪.(radians‬‬
‫‪B‬‬ ‫‪A‬‬
‫ﻣﺜﺎﻝ‬
‫ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ ﺯﺍﻭﻳﺘﻬﺎ ﺍﻟﻤﺮﻛﺰﻳﺔ ‪ 60°‬ﻭﻃﻮﻝ‬
‫ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻬﺎ ‪.10 cm‬‬
‫ﺍﻟﺤﻞ‬ ‫ﺗﺬﻛﻴﺮ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ‪A = 2 r2 ^ X - sin Xh :‬‬
‫‪1‬‬
‫* ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺗﺴﺎﻭﻱ‪:‬‬
‫ﺍﻟﻘﺎﻋﺪﺓ × ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﻧﺤﻮﻝ ‪ 60°‬ﺇﻟﻰ ﺍﻟﻘﻴﺎﺱ ﺍﻟﺪﺍﺋﺮﻱ‪.‬‬
‫ّ‬ ‫‪2‬‬
‫‪r‬‬
‫‪60c = 60 # 180 - 1.0472‬‬
‫ﻧﻮﺟﺪ ‪ sin 60°‬ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪sin 60c - 0.866 :‬‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ‪A = 2 r2 ^ X - sin Xh‬‬

‫‪1‬‬
‫‪1‬‬
‫?‪= 2 # 100 51.0472 - 0.8666‬‬
‫‪= 9.03 cm2‬‬
‫‪٨٢‬‬
‫‪ -١‬ﺣﻮﺽ ﺯﻫﻮﺭ ﺩﺍﺋﺮﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻩ ‪ .6 m‬ﺭﺳﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺤﻮﺽ ﻭﺗﺮ ﻃﻮﻟﻪ‬
‫‪ .6 m‬ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺼﻐﺮﻯ‪.‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻬﺎ ‪ 10 m‬ﻭﺯﺍﻭﻳﺘﻬﺎ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
‫‪.70°‬‬
‫‪ -٣‬ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ ﻃﻮﻝ ﻭﺗﺮﻫﺎ ‪ 24 cm‬ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻬﺎ ‪ .16 cm‬ﺍﺣﺴﺐ‬
‫ﻣﺴﺎﺣﺘﻬﺎ‪.‬‬
‫‪ -٤‬ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﻮﺭﻕ ﻋﻠﻰ ﺷﻜﻞ ﻗﻄﻌﺔ ﺩﺍﺋﺮﻳﺔ ﻃﻮﻝ ﻗﻮﺳﻬﺎ ‪ 80 cm‬ﻭﻃﻮﻝ ﻧﺼﻒ‬
‫ﻗﻄﺮ ﺩﺍﺋﺮﺗﻬﺎ ‪ .16 cm‬ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﺍﻟﻮﺭﻕ‪.‬‬
‫‪ -٥‬ﺣﻮﺽ ﻟﻠﺰﺭﻉ ﻋﻠﻰ ﺷﻜﻞ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ،4 m‬ﻭﻗﺪ ﻗ ُ ﱢﺴﻢ ﺇﻟﻰ‬
‫ﺃﺭﺑﻌﺔ ﺃﺟﺰﺍﺀ ﺑﻮﺍﺳﻄﺔ ﻣﺜﻠﺚ ﻣﺘﺴﺎﻭﻱ ﺍﻷﺿﻼﻉ ﺗﻘﻊ ﺭﺅﻭﺳﻪ ﻋﻠﻰ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﺍﺣﺴﺐ‬
‫ﻣﺴﺎﺣﺔ ﺇﺣﺪﻯ ﺍﻟﻘﻄﻊ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﻟﺼﻐﺮﻯ‪.‬‬
‫‪ -٦‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﻟﺘﻲ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻬﺎ ‪ 20 cm‬ﻭﺍﺭﺗﻔﺎﻋﻬﺎ‬
‫‪.10 cm‬‬
‫‪ ABC -٧‬ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ B‬ﻓﻴﻪ ‪.BC = 40 cm ،AB = 30 cm‬‬

‫ﺭﺳﻤﺖ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ‪ B‬ﻭﺗﻤﺲ ‪ AC‬ﻓﻲ ‪ D‬ﻭﺗﻘﻄﻊ ‪ BC‬ﻓﻲ ‪ .E‬ﺍﺣﺴﺐ‬
‫ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ‪ ، DC ، EC‬ﻭﺍﻟﻘﻮﺱ ﺍﻷﺻﻐﺮ ‪.ED‬‬
‫‪ -٨‬ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ،20 cm‬ﺭﺳﻢ ﻓﻴﻬﺎ ﺍﻟﻮﺗﺮ ‪ AB‬ﻳﺒﻌﺪ ‪ 10 cm‬ﻋﻦ‬
‫ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ‪ .‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻘﻄﻌﺔ ﺍﻟﺼﻐﺮﻯ ﺍﻟﺘﻲ ﻳﺤﺪﻫﺎ ﺍﻟﻮﺗﺮ ‪. AB‬‬
‫‪٨٣‬‬
‫‪Using Calculators‬‬ ‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬
‫ﺃﻭﻻ ﹰ ‪ -‬ﳝﻜﻦ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﳊﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺍﳉﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻟﻈﻞ ﻣﺒﺎﺷﺮﺓ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫ﻷﻱ ﺯﺍﻭﻳﺔ‪ .‬ﻭﺗﻮﺟﺪ ﺛﻼﺛﺔ ﻣﻔﺎﺗﻴﺢ ﻟﺘﻌﻴﲔ ﻗﻴﻢ‪:‬‬ ‫* ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
‫‪sin‬‬ ‫‪cos‬‬ ‫‪tan‬‬ ‫ﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺍﻳﺎ ﻋﻠﻰ ﺍﻵﻟﺔ‬
‫ﺍﻟﺤﺎﺳﺒﺔ‬
‫ﻣﺜﺎﻝ )‪(١‬‬ ‫* ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ﺇﺫﺍ‬
‫ﺃﻭﺟﺪ ‪.tan 56° ،cos 72° ،sin 43°‬‬ ‫ﻛﺎﻧﺖ ﺇﺣﺪﻯ ﺩﻭﺍﻟﻬﺎ‬
‫ﻣﻌﺮﻭﻓﺔ‬
‫ﺍﻟﺤﻞ‬
‫ﻹﻳﺠﺎﺩ ‪ sin 43°‬ﻳﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﻟﻲ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪:‬‬
‫‪4 3 sin‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ‪0.68199836‬‬
‫ﻭﻫﺬﺍ ﻳﻌﻄﻲ ‪sin 43c - 0.681998‬‬
‫ﻣﺜﺎﻝ )‪(٢‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ’‪.sin 45° 43‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻭﻟﻰ‬
‫ﻧﺤﻮﻝ ﺍﻟﺪﻗﺎﺋﻖ ﺇﻟﻰ ﻛﺴﺮ ﻋﺸﺮﻱ ﻣﻦ ﺍﻟﺪﺭﺟﺎﺕ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ‬
‫‪ّ -١‬‬
‫‪43‬‬ ‫÷‬ ‫‪60‬‬ ‫ﺍﻟﺘﺎﻟﻲ‪= :‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪.0.7166666 :‬‬
‫‪ -٢‬ﻧﻜﻤﻞ ﻛﺘﺎﺑﺔ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‬
‫ﻓﻴﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻌﺪﺩ ‪.45.7166666‬‬
‫‪ -٣‬ﻧﻮﺟﺪ ﻗﻴﻤﺔ ‪ sin‬ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ ‪ sin‬ﻭﺑﺎﻟﺘﺎﻟﻲ‬
‫‪.sin 45º 43’ = 0.715895864‬‬
‫‪٨٤‬‬
‫ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻓﻲ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﻤﻔﺘﺎﺡ „ ‚ ‪ ،‬ﻳﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﻟﻲ ﻣﻦ‬
‫ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪4 5 ‚ „ 4 3 ‚ „ sin :‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪ 0.715895864 :‬ﻛﻤﺎ ﺳﺒﻖ‪.‬‬
‫ﺗﺪﺭﻳﺐ ‪١‬‬
‫ﺃﻭﺟﺪ‪tan 58°39', tan58°, cos 75°28', cos 75°, si 37°25'°:‬‬
‫ﺛﺎﻧﻴﺎً ‪ -‬ﻹﻳﺠﺎﺩ ‪ cot ،cosec ،sec‬ﻷﻱ ﺯﺍﻭﻳﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻧﺘﺒﻊ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﻛﻤﺎ ﻓﻲ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻣﺜﺎﻝ )‪(٣‬‬
‫ﺃﻭﺟﺪ‪.cosec 45° 43’ :‬‬
‫ﺍﻟﺤﻞ‬
‫ﺃﻭﺟﺪ‪ sin 45° 43’ :‬ﻛﻤﺎ ﻓﻲ ﻣﺜﺎﻝ )‪.(٢‬‬
‫ﻓﻴﻜﻮﻥ ‪.sin 45° 43’ = 0.715895864‬‬
‫ﻋﻠﻤﻨﺎ ﺳﺎﺑﻘﺎً ﺃ ّﻥ ‪ cosec‬ﻫﻮ ﻣﻘﻠﻮﺏ ‪ sin‬ﻟﻠﺰﺍﻭﻳﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﻟﺬﻟﻚ‪:‬‬
‫‪1‬‬
‫‪cosec 45c 43l = 0.715895864‬‬
‫ﺍﺳﺘﺨﺪﻡ ﻣﻔﺘﺎﺡ ‪ 1x‬ﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺍﻹﺟﺎﺑﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ ﺃﻻ ﻭﻫﻲ ‪.1.396851204‬‬

‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻛﺎﻟﺘﺎﻟﻲ‪INV 1x 0.7158959864 :‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻌﺪﺩ ﺍﻟﻤﻄﻠﻮﺏ ﻭﻫﻮ ‪.1.396851204‬‬
‫ﻃﺮﻳﻘﺔ ﺃﺧﺮﻯ ﻣﺒﺎﺷﺮﺓ‬
‫‪45 ‚ „ 43 ‚ „ sin INV 1x‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪ 1.396851204 :‬ﻛﻤﺎ ﺳﺒﻖ‪.‬‬
‫ﺗﺪﺭﻳﺐ ‪٢‬‬
‫ﺃﻭﺟﺪ‪cot 35° 22' ،sec 49° 29' ، cosec 75° 32' :‬‬
‫‪٨٥‬‬
‫ﻟﻺﻃﻼﻉ‬
‫ﺛﺎﻟﺜﺎً ‪ -‬ﺗﺴﺘﺨﺪﻡ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻷﻱ ﻣﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﻣﻌﻠﻮﻡ ﻗﻴﻤﺔ ﺇﺣﺪﻯ ﻧﺴﺒﻪ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫‪ sin-1‬ﻭﻫﺬﺍ ﻳﻌﻄﻲ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﻣﻌﻠﻮﻡ ﺟﻴﺒﻬﺎ‪.‬‬
‫‪ cos-1‬ﻭﻫﺬﺍ ﻳﻌﻄﻲ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﻣﻌﻠﻮﻡ ﺟﻴﺐ ﺗﻤﺎﻣﻬﺎ‪.‬‬
‫‪ tan-1‬ﻭﻫﺬﺍ ﻳﻌﻄﻲ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﻣﻌﻠﻮﻡ ﻇﻠﻬﺎ‪.‬‬
‫ﻣﺜﺎﻝ )‪(٤‬‬
‫‪ W‬ﺇﺫﺍ ﻋﻠﻢ ﺃ ّﻥ ‪ sin A = 0.71589‬ﺣﻴﺚ ‪0‬‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻵﻟﺔ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪A‬‬
‫‪.0< x < 90°‬‬
‫ﺍﻟﺤﻞ‬
‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺑﺎﻟﺘﺮﺗﻴﺐ ﺍﻟﺘﺎﻟﻲ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺍﻟﻰ ﺍﻟﻴﻤﻴﻦ‪:‬‬
‫„ ‚ ‪0 . 7 1 5 8 9 sin-1‬‬
‫ﻳﻈﻬﺮ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ‪.45° 42’ 58" :‬‬
‫ﺇﺫﺍ ً "‪A = 45° 42’ 58‬‬
‫‪.W‬‬
‫ﺗﺪﺭﻳﺐ ‪٣‬‬
‫‪ V‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﺣﻴﺚ‪:0 < x < 90°‬‬ ‫ﺃﻭﺟﺪ ‪x‬‬
‫)ﺃ( ‪sin x = 0.5‬‬
‫)ﺏ( ‪cos x = 0.7‬‬
‫)ﺟـ( ‪tan x = 0.5734‬‬
‫)ﺩ( ‪cos x = 0.8427‬‬
‫)ﻫـ( ‪tan x = 3.3325‬‬
‫‪٨٦‬‬
‫‪Solving Right Triangles‬‬ ‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﻧﻌﻠﻢ ﺃ ّﻥ ﻟﻠﻤﺜﻠﺚ ﺳﺘﺔ ﻋﻨﺎﺻﺮ ﻫﻲ ﺃﺿﻼﻋﻪ ﺍﻟﺜﻼﺛﺔ ﻭﺯﻭﺍﻳﺎﻩ ﺍﻟﺜﻼﺙ‪.‬‬
‫* ﺇﻳﺠﺎﺩ ﻛﻞ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬ ‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ ﻋﻨﺎﺻﺮﻩ ﺍﻟﺴﺘﺔ‪.‬‬
‫ﺍﻟﺤﺎﺩﺗﻴﻦ ﻋﻠﻰ ﺍﻵﻟﺔ‬ ‫ﺗﺪﺭﻳﺐ‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﻓﻲ ﺍﻟﻤﺜﻠﺚ‬
‫‪C‬‬ ‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ B‬ﺇﺫﺍ ﻋﻠﻢ ﺃﻥ‪:‬‬
‫ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪BC = 6 cm ، AB = 8 cm‬‬
‫‪6 cm‬‬
‫* ﺇﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ‬ ‫ﺍﻟﺤﻞ‬
‫ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪AC = 10 cm‬‬
‫‪A‬‬ ‫‪B‬‬
‫ﺑﻮﺍﺳﻄﺔ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫‪8 cm‬‬
‫‪6 3‬‬
‫‪tan A = 8 = 4 = 0.75‬‬
‫ﺍﺳﺘﺨﺪﻡ ﺣﺎﺳﺒﺔ ﺍﻟﺠﻴﺐ ﻹﻳﺠﺎﺩ ‪W‬‬
‫‪A‬‬
‫‪W =...‬‬
‫‪A‬‬
‫‪CW =...‬‬
‫‪ -١‬ﺣﻞ ﺍﻟﻤﺜﻠﺚ ‪ ABC‬ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ C‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪.‬‬
‫‪B‬‬‫)ﺃ( ‪V = 25c ،AB = 40 cm‬‬
‫)ﺏ( ‪AC = 12 cm ،BC = 15 cm‬‬
‫)ﺟـ( ‪V = 57c ،AC = 15 cm‬‬
‫‪B‬‬
‫ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‪ :‬ﻫﻞ ﻳﻤﻜﻦ ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﻴﻪ ﺍﻷﺧﺮﻳﻴﻦ؟‬
‫ﻋﻠّﻞ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ -٢‬ﻳﺴﺘﻨﺪ ﺍﻟﺴﻠﻢ ‪ AB‬ﺍﻟﺬﻱ ﻃﻮﻟﻪ ‪ 5.4 m‬ﺑﻄﺮﻓﻪ ‪ A‬ﻋﻠﻰ ﺣﺎﺋﻂ ﺭﺃﺳﻲ‪ ،‬ﻭﺑﻄﺮﻓﻪ ‪B‬‬
‫ﻋﻠﻰ ﺃﺭﺽ ﺃﻓﻘﻴﺔ ‪ -‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﺮﻑ ‪ B‬ﻳﺒﻌﺪ ﻣﺘﺮﻳﻦ ﻋﻦ ﺍﻟﺤﺎﺋﻂ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺴﻠﻢ ﻣﻊ ﺍﻷﻓﻖ‪.‬‬
‫‪ -٣‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ‪ ABCD‬ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ ‪.DE‬‬
‫‪D‬‬ ‫‪A‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬
‫)ﺟـ( ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪25 cm‬‬
‫‪65°‬‬ ‫ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ‪ D‬ﻋﻠﻰ ‪. AB‬‬
‫‪C‬‬ ‫‪E‬‬ ‫‪35 cm‬‬ ‫‪B‬‬ ‫)ﺩ( ﺃﻭﺟﺪ ﻃﻮﻝ ‪. BD‬‬
‫‪٨٧‬‬
‫ﺯﻭﺍﻳﺎ ﺍﻻﺭﺗﻔﺎﻉ ﻭﺍﻻﻧﺨﻔﺎﺽ ‪Angles of Elevation and Depression‬‬
‫‪ -١‬ﺇﺫﺍ ﺭﺻﺪ ﺷﺨﺺ ‪ C‬ﻧﻘﻄﺔ ‪ A‬ﺃﻋﻠﻰ ﻣﻦ ﻣﺴﺘﻮﻯ ﻧﻈﺮﻩ ﺍﻷﻓﻘﻲ ‪ CB‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫‪ CA‬ﻭ ‪ CB‬ﺗﺴﻤﻰ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ‪ A‬ﻋﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﻟﻨﻈﺮ ﺍﻟﺸﺨﺺ ‪.C‬‬ ‫* ﺗﺤﺪﻳﺪ ﻣﻔﻬﻮﻡ ﺯﻭﺍﻳﺎ‬
‫‪ -٢‬ﻭﺇﺫﺍ ﺭﺻﺪ ﺷﺨﺺ ‪ C‬ﻧﻘﻄﺔ ‪ D‬ﺃﺳﻔﻞ ﻣﻦ ﻣﺴﺘﻮﻯ ﻧﻈﺮﻩ ﺍﻷﻓﻘﻲ ‪ CB‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ﻭﺍﻻﻧﺨﻔﺎﺽ‬
‫‪ CD‬ﻭ ‪ CB‬ﺗﺴﻤﻰ ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ‪ D‬ﻋﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﻟﻨﻈﺮ ﺍﻟﺸﺨﺺ ‪C‬‬ ‫* ﺍﺳﺘﺨﺪﻡ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ‬
‫)ﺷﻜﻞ ‪.(١‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﻭﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬
‫ﻟﺘﺤﺪﻳﺪ ﺯﻭﺍﻳﺎ ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ A‬ﺷﺨﺼﺎً ﻣﻮﺟﻮﺩﺍ ً ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﻛﺎﻥ ‪ B‬ﺷﺨﺼﺎً ﻣﻮﺟﻮﺩﺍ ً ﻓﻲ‬ ‫‪A‬‬
‫ﺑﺎﻟﻮﻥ ﻣﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺷﻜﻞ )‪ ،(٢‬ﻭﻧﻈﺮ ﻛﻞ ﻣﻨﻬﻤﺎ ﻟﻶﺧﺮ ﻓﻲ ﺍﻟﻠﺤﻈﺔ‬

‫ﻧﻔﺴﻬﺎ ﻓﺈﻥّ‪:‬‬
‫‪ AW‬ﻫﻲ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ‪ B‬ﻋﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﻟﻨﻈﺮ ‪.A‬‬
‫‪ BV‬ﻫﻲ ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ‪ A‬ﻋﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﻟﻨﻈﺮ ‪.B‬‬
‫‪B‬‬
‫ﻭﻧﻼﺣﻆ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﺃﻥّ‪:‬‬

‫‪B‬‬
‫ﺯﺍﻭﻳﺔ ﺍﻻﺭﺗﻔﺎﻉ ‪ = A‬ﺯﺍﻭﻳﺔ ﺍﻻﻧﺨﻔﺎﺽ ‪.B‬‬ ‫‪D‬‬

‫ﺷﻜﻞ )‪(١‬‬
‫ﻣﺜﺎﻝ‬
‫ﻗﻤﺔ ﺍﻟﺘﻞ‬
‫ﺍﻟﻜﺸﺎﻑ‬ ‫ﺳ ﱢﻢ ﻛﻞ ﺯﺍﻭﻳﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪:‬‬
‫)ﺃ( ﻋﻨﺪ ﻗﻤﺔ ﺍﻟﺘﻞ ‪A‬‬
‫)ﺏ( ﻋﻨﺪ ﺍﻟﻜﺸﺎﻑ ‪B‬‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﻨﻈﺮ ﺍﻷﻓﻘﻲ‬
‫)ﺟـ( ﻋﻨﺪ ﺍﻟﻜﻮﺥ ‪C‬‬ ‫ﺯﺍﻭﻳ‬
‫ﺎ‬ ‫ﻔ‬ ‫ﺔ ﺍﻧﺨ‬
‫ﺽ‬
‫ﺍﻟﻜﻮﺥ‬ ‫ﺗﻄﺒﻴﻖ‬
‫ﻟﻘﻴﺎﺱ ﻃﻮﻝ ﺇﺣﺪﻯ ﺍﻟﻤﺴﻼﺕ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺘﺎﺣﻒ‪،‬‬ ‫ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ‬
‫ﻗﺎﻡ ﻣﺮﺷﺪ ﺳﻴﺎﺣﻲ ﺑﺮﺻﺪ ﻗﻤﺔ ﺍﻟﻤﺴﻠﺔ ﻣﻦ ﺳﻄﺢ‬ ‫ﻣﺴﺘﻮﻯ ﺍﻟﻨﻈﺮ ﺍﻷﻓﻘﻲ‬
‫ﺍﻷﺭﺽ ﻓﻮﺟﺪ ﺃ ّﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ‪.48°‬‬
‫ﺍﻟﻤﺴﻠﺔ‬
‫ﺷﻜﻞ )‪(٢‬‬
‫‪x‬‬
‫‪48°‬‬ ‫‪18‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺮﺷﺪ ﻳﺒﻌﺪ ﻋﻦ ﻗﺎﻋﺪﺓ ﺍﻟﻤﺴﻠﺔ ﻣﺴﺎﻓﺔ‬
‫‪ ،18 m‬ﺍﺣﺴﺐ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺴﻠﺔ‪.‬‬
‫ﺍﻟﺤﻞ‬
‫‪x‬‬
‫‪tan 48c = 18‬‬
‫‪x = 18 # tan 48c‬‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺴﻠﺔ = ‪... m‬‬
‫‪٨٨‬‬
‫ﻓﻲ ﺍﻟﻄﻴﺮﺍﻥ‬
‫ﺇﺫﺍ ﻛﻨﺖ ﺗﺴﻜﻦ ﺑﺎﻟﻘﺮﺏ ﻣﻦ ﻣﻄﺎﺭ ﺩﻣﺸﻖ ﺍﻟﺪﻭﻟﻲ ﻭﺷﺎﻫﺪﺕ ﻃﺎﺋﺮﺓ ﻭﻗﻤﺖ ﺑﺮﺻﺪ‬
‫ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻋﻬﺎ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﺘﻮﻗﻊ ﺍﻟﻬﺒﻮﻁ ﻋﻨﺪﻫﺎ ﻓﻜﺎﻧﺖ ‪ ،32°‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪﺋ ٍﺬ ‪ ،1 000 m‬ﺍﺣﺴﺐ ﺑﻌﺪ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﻣﻜﺎﻥ‬
‫‪x‬‬ ‫‪1000cm‬‬
‫ﺍﻟﻬﺒﻮﻁ‪.‬‬
‫ﻣﻜﺎﻥ‬
‫ﺍﻟﻬﺒﻮﻁ‬ ‫‪32°‬‬ ‫ﺍﻟﺤﻞ‬
‫‪8cm‬‬
‫‪1000‬‬
‫= ‪sin 32c‬‬ ‫‪x‬‬
‫‪1000‬‬
‫‪x = sin 32‬‬
‫ﺑﻌﺪ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﻣﻜﺎﻥ ﺍﻟﻬﺒﻮﻁ ﻫﻮ ‪... m‬‬
‫‪ -١‬ﻗﺎﻡ ﺷﺨﺺ ﺑﻘﻴﺎﺱ ﺍﺭﺗﻔﺎﻉ ﻗﻤﺔ ﻣﺌﺬﻧﺔ‬
‫ﻣﻦ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﺍﻟﻤﺎﺭ‬
‫ﺑﻘﺎﻋﺪﺓ ﺍﻟﻤﺌﺬﻧﺔ ﻭﺗﺒﻌﺪ ﻋﻦ ﺍﻟﻘﺎﻋﺪﺓ ﻣﺴﺎﻓﺔ ‪ ،30 m‬ﻓﻮﺟﺪ ﺃﻧﻬﺎ ‪ .38°‬ﺍﺣﺴﺐ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺌﺬﻧﺔ‪.‬‬
‫‪ -٢‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻇﻞ ﻧﺨﻠﺔ ﻋﻦ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﺍﻟﻤﺎﺭ ﺑﻘﺎﻋﺪﺗﻬﺎ ‪ 6 m‬ﻓﻲ ﺍﻟﻠﺤﻈﺔ‬
‫ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻓﻴﻬﺎ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺸﻤﺲ ‪ ،40°‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻨﺨﻠﺔ‪.‬‬
‫‪ -٣‬ﺗﻤﺜﺎﻝ ﺍﺭﺗﻔﺎﻋﻪ ‪ ،8.4 m‬ﺭﺻﺪﺕ ﻗﻤﺘﻪ ﻣﻦ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻓﻘﻲ ﺍﻟﻤﺎﺭ‬
‫ﺑﻘﺎﻋﺪﺗﻪ ﻭﺗﺒﻌﺪ ﻋﻨﻬﺎ ‪ ،42 m‬ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻗﻤﺔ ﺍﻟﺘﻤﺜﺎﻝ‪.‬‬
‫‪ -٤‬ﻗﺎﺱ ﺟﻨﺪﻱ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻃﺎﺋﺮﺓ ﻓﻲ ﻟﺤﻈﺔ ﻣﺎ ﻓﻮﺟﺪﻫﺎ ‪ .52°‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﺠﻨﺪﻱ‬
‫ﻓﻲ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﻋﻠﻰ ﺑﻌﺪ ﻛﻴﻠﻮﻣﺘﺮﻳﻦ ﻣﻦ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻄﺎﺋﺮﺓ‪ ،‬ﻓﻤﺎ ﺑُﻌﺪ‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﺍﻟﺠﻨﺪﻱ؟‬
‫‪ -٥‬ﻣﻦ ﻗﻤﺔ ﻓﻨﺎﺭ ﺍﺭﺗﻔﺎﻋﻪ ‪ 90 m‬ﻓﻮﻕ ﺳﻄﺢ ﺍﻟﺒﺤﺮ ﺷﺎﻫﺪ ﺭﺟﻞ ﺳﻔﻴﻨﺔ ﻓﻮﺟﺪ ﺃ ّﻥ ﺯﺍﻭﻳﺔ‬
‫ﺍﻧﺨﻔﺎﺿﻬﺎ ‪ ،38°‬ﻓﻤﺎ ﺑﻌﺪ ﺍﻟﺴﻔﻴﻨﺔ ﻋﻦ ﻗﺎﻋﺪﺓ ﺍﻟﻔﻨﺎﺭ؟‬
‫‪ -٦‬ﻣﺒﻨﻰ ﺍﺭﺗﻔﺎﻋﻪ ‪ 207 m‬ﻳﺒﻌﺪ ﻋﻦ ﻣﺒﻨﻰ ﺁﺧﺮ ‪ ،51 m‬ﻭﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ﻗﻤﺔ ﺍﻟﻤﺒﻨﻰ‬
‫ﺍﻷﺻﻐﺮ ﻣﻦ ﺃﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺒﻨﻰ ﺍﻷﻛﺒﺮ ﻫﻲ ‪ .15°‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺒﻨﻰ ﺍﻷﺻﻐﺮ‪.‬‬
‫‪٨٩‬‬
‫‪The Unit Circle‬‬ ‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
‫ﺩﻋﻨﺎ ﱢ‬
‫ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
‫ﻫﻲ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﺍﻟﻮﺣﺪﺓ )ﻭﻟﺘﻜﻦ ‪ 1 cm‬ﻣﺜﻼ ً( ﻭﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬ ‫* ﻣﻔﻬﻮﻡ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
‫)‪ (0, 0‬ﻓﻲ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬ ‫* ﺇﺷﺎﺭﺍﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﺳﻮﻑ ﻧﻌﻴﺪ ﺗﻌﺮﻳﻒ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﻓﻴﻤﺎ ﻳﻠﻲ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﺍﺋﺮﺓ‬
‫ﺍﻟﻮﺣﺪﺓ‪:‬‬
‫ﻟﺘﻜﻦ ‪ E‬ﺯﺍﻭﻳﺔ ﻓﻲ ﻭﺿﻌﻬﺎ ﺍﻟﻘﻴﺎﺳﻲ ﺣﻴﺚ ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻫﻮ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪،‬‬
‫‪ OA‬ﺿﻠﻌﻬﺎ ﺍﻻﺑﺘﺪﺍﺋﻲ ﻭ ‪ OB‬ﺿﻠﻌﻬﺎ ﺍﻟﻨﻬﺎﺋﻲ‪.‬‬
‫ﻭﻟﻴﻜﻦ )‪ (x, y‬ﺇﺣﺪﺍﺛﻴّﻲ ﺍﻟﻨﻘﻄﺔ ‪ B‬ﻓﺘﻜﻮﻥ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻛﺎﻵﺗﻲ‪:‬‬
‫‪sin E = y‬‬
‫‪cos E = x‬‬
‫ﺣﻴﺚ ‪ ≠ x‬ﺻﻔﺮ‬
‫‪y‬‬
‫‪tan E = x‬‬
‫ﻣﺜﺎﻝ‬
‫ﻟﺘﻜﻦ ‪ O‬ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﻟﺘﻜﻦ ﺍﻟﺰﺍﻭﻳﺔ ‪ E‬ﻓﻲ ﻭﺿﻌﻬﺎ ﺍﻟﻘﻴﺎﺳﻲ ﺑﺤﻴﺚ ﺗﻨﺘﻤﻲ ﺍﻟﻨﻘﻄﺔ‬ ‫‪y‬‬
‫‪ B‬ﺇﻟﻰ ﺍﻟﺪﺍﺋﺮﺓ‪ .B (0.6, 0.8) ،‬ﺃﻭﺟﺪ ‪ sin E‬ﻭ‪ cos E‬ﻭ‪.tan E‬‬
‫‪B‬‬
‫ﺍﻟﺤﻞ‬ ‫‪E‬‬
‫‪CA x‬‬
‫‪sin E = 0.8 ،cos E = 0.6‬‬
‫‪o‬‬
‫‪y 0.8 4‬‬
‫‪tan E = x = 0.6 = 3‬‬
‫‪٩٠‬‬
‫ﺟﺪﻭﻝ ﺇﺷﺎﺭﺍﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ‬
‫‪tan‬‬ ‫‪cos‬‬ ‫‪sin‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ‪E‬‬
‫‪y‬‬
‫)‪A (1, 0‬‬
‫‪o‬‬ ‫‪B x‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫‪0‬‬
‫‪y‬‬ ‫)‪B (x, y‬‬

‫‪+‬‬ ‫‪+‬‬ ‫‪+‬‬
‫‪r‬‬
‫‪01E1 2‬‬
‫‪o‬‬ ‫‪A‬‬
‫‪x‬‬ ‫)ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ(‬
‫)‪y B (0, 1‬‬
‫‪o‬‬
‫‪A‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪r‬‬
‫‪x‬‬ ‫‪2‬‬
‫‪B (x, y) y‬‬

‫‪A‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪+‬‬
‫‪r‬‬
‫‪o‬‬ ‫‪x‬‬ ‫‪2 1E1r‬‬
‫)ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ(‬
‫‪y‬‬
‫)‪B (-1, 0‬‬
‫‪o‬‬
‫‪A‬‬
‫‪x‬‬
‫‪0‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪r‬‬
‫‪y‬‬
‫‪A‬‬
‫‪+‬‬ ‫‪-‬‬ ‫‪-‬‬
‫‪3r‬‬
‫‪o‬‬ ‫‪x‬‬
‫‪r1E1 2‬‬
‫)‪B (x, y‬‬ ‫)ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ(‬
‫‪y‬‬
‫‪A‬‬
‫‪x‬‬
‫‪o‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬ ‫‪0‬‬ ‫‪-1‬‬
‫‪3r‬‬
‫‪2‬‬
‫)‪B (0,-1‬‬
‫‪y‬‬
‫‪3r‬‬
‫‪o‬‬ ‫‪A x‬‬ ‫‪-‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪2 1 E 1 2r‬‬
‫)‪B (x, y‬‬
‫)ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ(‬
‫‪y‬‬
‫‪o‬‬ ‫‪A x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪0‬‬
‫‪B‬‬
‫‪2r‬‬
‫‪٩١‬‬
‫ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
Relations Among Triangular Functions
y r - E ، E ‫ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻷﻱ ﺯﺍﻭﻳﺘﻴﻦ ﻗﻴﺎﺳﺎﻫﻤﺎ‬- ً ‫ﺃﻭﻻ‬
ّ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬
(-x, y)
(x, y) :‫ﻧﻼﺣﻆ ﺃﻥ‬ ‫* ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﺪﻭﺍﻝ‬
E ‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ‬
E E
sin (r - E) = sin E
cos (r - E) =- cos E
( 2 - E) ‫ﻭﻟﻠﺰﺍﻭﻳﺔ‬
r
x tan (r - E) =- tan E
( r - E) ‫ﻭﻟﻠﺰﺍﻭﻳﺔ‬
tan 120° ،cos 120° ،sin 120° ‫ ﻹﻳﺠﺎﺩ‬:ً ‫ﻓﻤﺜﻼ‬ ( r + E) ‫ﻭﻟﻠﺰﺍﻭﻳﺔ‬
(2r - E) ‫ﻭﻟﻠﺰﺍﻭﻳﺔ‬
3 ‫ﺗﺬﻛﻴﺮ‬
‫ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ‬
sin 120c = sin (180c - 60c) = sin 60c = 2
1
cos 120c = cos (180c - 60c) =- cos 60c =- 2 a
r 1
tan 120c = tan (180c - 60c) =- tan 60c =- 3 sin 3 = 2
a = 2
١ ‫ﺗﺪﺭﻳﺐ‬ r
a 3
3
cos 6 = 2
:‫ﺃﻭﺟﺪ‬
a = 2
tan 150° ،cos 150° ،sin 150° -١
a 3
tan 135° ،cos 135° ،sin 135° -٢
r 3
sin 3 = 2 a = 2
١ ‫ﻣﻼﺣﻈﺔ‬ a
:‫ ﻳﻜﻮﻥ‬- E ،E ‫ﻷﻱ ﺯﺍﻭﻳﺘﻴﻦ‬
r 2 1
cos 3 = a = 2
y sin (-E) = - sin E

30°
(x, y) cos (-E) = cos E r
tan (-E) = - tan E

a
E
6
a
:ً ‫ﻓﻤﺜﻼ‬
a 3 r
-E x 90° 3 60°
2
2
sin (-30°) = - sin 30° r
(-x, y) cos (-30°) = cos 30°

2
r a
tan (-60°) = -tan 60°
sin 4 =
٢ ‫ﺗﺪﺭﻳﺐ‬
a 2
1 2
= =
ّ ‫ﺃﻭﺟﺪ‬
.tan (-30°) ،cos (-60°) ،sin (-60°) :‫ﻛﻼ ً ﻣﻦ‬
2 2
٢ ‫ﻣﻼﺣﻈﺔ‬
r a
cos 4 =
a 2
sin (2π + E) = sin E 1 2
cos ( 2π + E ) = cos E
= = 2
2
tan ( 2π + E ) = tan E A r a r B
tan 440° = tan 80° :ً ‫ﻓﻤﺜﻼ‬

2 4
cos 400° = cos 40°

a
r
sin 390° = sin 30° 4
D C
٩٢
Low Resolution Copy
y ٣ ‫ﺗﺪﺭﻳﺐ‬
(x, y)
cos 420° :‫ﻛﻼ ً ﻣﻦ‬ ّ ‫ﺃﻭﺟﺪ‬
E sin 420°
r+E
tan 420°
E x
π + E ‫ ﻭ‬E ‫ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺘﻴﻦ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﻫﻤﺎ‬- ً‫ﺛﺎﻧﻴﺎ‬
:ّ‫ﻧﻼﺣﻆ ﺃﻥ‬
(-x, -y) sin (π + E ) = -sin E
cos (π + E ) = -cos E
tan (π + E) = tan E
:tan 210° ،cos 210° ،sin 210° ‫ ﻹﻳﺠﺎﺩ‬:ً ‫ﻓﻤﺜﻼ‬
sin 210° = sin (180° + 30°) = - sin 30° = - 21
cos 210° = cos (180° + 30°) = - cos 30° = - 23
tan 210° = tan (180° + 30°) = tan 30° = 1

y
3
(x, y) ٤ ‫ﺗﺪﺭﻳﺐ‬
E cos 225° :‫ﻛﻼ ً ﻣﻦ‬ ّ ‫ﺃﻭﺟﺪ‬
sin 225°
2r - E
+
- x
tan 225°
2π - E‫ ﻭ‬E ‫ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﺰﺍﻭﻳﺘﻴﻦ ﻗﻴﺎﺳﺎﻫﻤﺎ‬- ‫ﺛﺎﻟﺜ ًﺎ‬
(x,-y)
:ّ‫ﻧﻼﺣﻆ ﺃﻥ‬
sin (2π - E) = -sin E
‫ﺗﺬﻛﺮ‬ cos (2π - E) = cos E
sin (2π + E) = sin E tan (2π - E) = -tan E
cos (2π + E) = cos E :tan 315° ،cos 315° ،sin 315° ‫ ﻹﻳﺠﺎﺩ ﻛﻞ ﻣﻦ‬:ً ‫ﻓﻤﺜﻼ‬
tan (2π + E) = tan E
sin 315° = sin (360° - 45°) = -sin 45° = - 1
2
cos 315° = sin (360° - 45°) = cos 45° = 1
2
tan 315° = tan (360° - 45°) = -tan 45° = -1
٩٣
Low Resolution Copy
‫ﺗﺪﺭﻳﺐ ‪٥‬‬
‫ﺃﻭﺟﺪ‪.tan 330° ،cos 330° ،sin 330° :‬‬
‫‪ -١‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻛﻞ ﺯﺍﻭﻳﺔ ‪ E‬ﺗﻘﻊ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ @0, 2r6‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥّ‪:‬‬
‫)ﺃ( ‪) cos E = -0.5734‬ﺏ( ‪tan E = -0.8743‬‬
‫)ﺟـ( ‪) sin E = -0.5334‬ﺩ( ‪tan E =- 4‬‬
‫‪5‬‬
‫)ﻫـ( ‪tan E = 5‬‬

‫‪- 12‬‬
‫‪ -٢‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ‪ E‬ﻛﻞ ﺯﺍﻭﻳﺔ ﻋﻠﻤﺎً ﺑﺄﻧّﻬﺎ ﺗﻘﻊ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ @0, 2r6‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥّ‪:‬‬
‫)ﺏ( ‪cos E = - 23‬‬ ‫)ﺃ( ‪sin E = -0.5‬‬
‫)ﺩ( ‪cot E = 1‬‬ ‫)ﺟـ( ‪tan E = - 3‬‬ ‫‪y‬‬
‫)ﻭ( ‪sin E = - 1‬‬ ‫)ﻫـ( ‪cosec E = -2‬‬ ‫‪C‬‬
‫‪DE‬‬
‫ﻣﻼﺣﻈﺔ ‪٣‬‬
‫‪2‬‬
‫‪B‬‬
‫‪sin ( r‬‬
‫‪2 - E) = cos E‬‬
‫‪r‬‬
‫‪E‬‬ ‫‪x‬‬
‫‪o x‬‬ ‫‪A‬‬
‫‪cos ( 2 - E) = y sin E = y‬‬
‫‪2 - E) = sin E‬‬

‫‪cos ( r‬‬
‫‪r‬‬
‫‪cos ( 2 - E) = sin E‬‬
‫‪2 - E) = cot E‬‬

‫‪tan ( r‬‬ ‫‪r‬‬
‫‪sin b 2 - El = x, cos E = x‬‬
‫ﻣﺜﺎﻝ‬ ‫ﻧﻼﺣﻆ ﺃﻥ‪AB = CD :‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪ 0°< x < 90°‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﻟـ ‪ x‬ﻟﻴﻜﻮﻥ ّ‬
‫ﺣﻼ ً ﻟﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺇﺫﺍ ً‪n E = cos b 2 - El :‬‬
‫‪r‬‬
‫‪cos (x - 17) c = sin 47c‬‬
‫ﺍﻟﺤﻞ‬
‫‪x - 17c + 47c = 90c‬‬
‫‪x = ...‬‬
‫ﺗﻤﺎﺭﻳﻦ‬ ‫‪B‬‬
‫‪o‬‬
‫‪-١‬ﺑﺎﻋﺘﺒﺎﺭ )‪ (O‬ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪.‬‬ ‫‪30‬‬
‫‪A‬‬
‫ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴّﻲ ﻧﻘﻄﺔ ‪ B‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ ﻣﺴﺘﺨﺪﻣﺎً ﺧﻮﺍﺹ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫)ﺟـ( ‪E = 120°‬‬ ‫)ﺏ( ‪E = 45°‬‬ ‫)ﺃ( ‪E = 30°‬‬
‫)ﻭ( ‪E = 210°‬‬ ‫)ﻫـ( ‪E = 135°‬‬ ‫)ﺩ( ‪E = 150°‬‬
‫)ﺣـ( ‪E = 315°‬‬ ‫)ﺯ( ‪E = 225°‬‬ ‫‪B‬‬
‫‪o‬‬ ‫‪45‬‬
‫‪A‬‬
‫‪ - ٢‬ﺗﻔﻜﻴﺮ ﻧﺎﻗﺪ‬
‫ﺑﺎﺳﺘﺨﺪﺍﻡ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻭﺧﻮﺍﺹ ﺍﻟﻤﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬
‫‪ sin2 E + cos2 E‬ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪E= r‬‬
‫‪3‬‬ ‫)ﺏ(‬ ‫‪E‬‬ ‫=‬ ‫)ﺃ( ‪6‬‬
‫‪r‬‬
‫‪٩٤‬‬
E = 2r
3 (‫ )ﺩ‬E = 4 (‫)ﺟـ‬
r
‫ﻣﺎﺫﺍ ﺗﻼﺣﻆ؟‬
2 ‫ ﺣﻴﺚ‬x ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬- ٣

: x d D0, r :
r r r r r
tan2 4 - cos2 3 = sin x tan 4 cos 4 tan 3
:‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬- ٤
2 2
bsin r + cos r l - bcos r - sin r l
3 6 6 3
:ّ‫ ﺃﺛﺒﺖ ﺃﻥ‬- ٥

2r r r
sin 3 = 2 sin 3 cos 3
2
:ّ‫ ﺃﺛﺒﺖ ﺃﻥ‬- ٦
bsin r + cos r l - 1 = sin r
2 2
:ّ‫ ﺃﺛﺒﺖ ﺃﻥ‬- ٧

r r
1 + tan2 4 = sec2 4
:‫ ﺃﻛﻤﻞ ﻣﺎ ﻳﺄﺗﻲ ﻟﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺣﺎﺩﺓ‬- ٨

sin 48° = cos ... (‫)ﺃ‬
cosec 75° = sec... (‫)ﺏ‬
tan 47° = cot... (‫)ﺟـ‬
cos 25° = sin ... (‫)ﺩ‬
ّ ‫ ﻟﻴﻜﻮﻥ‬x ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬،0 < x < 90° ‫ ﺇﺫﺍ ﻛﺎﻥ‬- ٩

:‫ﺣﻼ ً ﻟﻤﺎ ﻳﺄﺗﻲ‬
cosec (x + 27°) = sec (5x - 17°) (‫)ﺃ‬
cot (x + 80°) = tan (90° + 2x) (‫)ﺏ‬
sin (x + 30°) = cos (3x + 10°) (‫)ﺟـ‬
٩٥
Low Resolution Copy
‫ﺍﻟﻌﻼﻗﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﺑﻴﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
Basic Relations Among Triangular Functions
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ :B (x, y) ‫ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺇﺣﺪﺍﺛﻴّﺎﺕ‬AOB
\ ‫ﻓﻲ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
sin EW ‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬
2
cos2 EW ‫ﻭ‬
V
B(cos V sin E)
E, V
tan2 EW ‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬ y cot XE =

cos EV
، tan XE =
sin EV
sec2 EW ‫ﻭ‬
sin EV cos EV
B sin2 EV + cos2 EV = 1 - ١
cot2 EW ‫* ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬
cosec2 EW ‫ﻭ‬ E A :cos2 EW ‫ﺑﺎﻟﻘﺴﻤﺔ ﻋﻠﻰ‬
o x
sin2 EV
2V
+1 =
1
-٢
cos E cos2 EV
tan2 EW + 1 = sec2 EW
(١) ‫ ﻓﻲ‬sin 2 E
W ‫ﺍﻗﺴﻢ ﻋﻠﻰ‬
cot2 EW + 1 = cosec2 EW ‫ ﻓﻴﻜﻮﻥ‬- ٣
:‫ﺑﺴﻂ ﻣﺎ ﻳﺄﺗﻲ‬
W cosec EW ^ tan EW ‚ sec EW ^ cot
E
1 sinEV 1
cosec EV # tan EV = # = = sec EV
sinE cosE cos EV
V V
.sec EW ^ cot EW ‫ﺃﻛﻤﻞ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‬
(١) ‫ﻣﺜﺎﻝ‬
:‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺴﺎﻭﺍﺓ‬
(sin AW - cosc AW ) = 1 - 2 sin AW cos AW
2
‫ﺍﻟﺤﻞ‬
W - cosA)
(sinA W 2 = sin2 AY - 2sinA
W cosA
W + cos2 A
W
W + cos2 A
= sin2 A W - 2sinA
W cos AW
W cos A
= 1 - 2sin A W
(٢) ‫ﻣﺜﺎﻝ‬
:‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺴﺎﻭﺍﺓ‬
(sin AW + cos AW )(tan AW + cot AW ) = sec AW + cosec AW
‫ﺍﻟﺤﻞ‬
(sin A
W + cos A
W ) (tan W
A + cot A
W) =
٩٦
Low Resolution Copy
(sin W
A + cos W
A) d
sinA W cosA
W
+ n=
W W
cosA sinA
(sin A
W + cos W
A)d
W + cos2 A
sin2 A W
n
cosA W sinA
W
W + cosA
sinA W 1 1
= + W + cosec A
= secA W
W W W W
cosA sinA cosA sinA
:‫ﺿﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬

tan AW cos AW sin AW -١
# sec AW -٢
tan AW
sin AW
1 + cos2 AW cosec2 AW -٣
-٤
Y
tan Acos A W
Y
sin A
sec2 AW - 1 -٥
(sin AW + cos AW )2 -٦
= sec2 EV -٧
tan2 XE
2 V
cosec E
tan2 EV
-٨
1 - sec2 EV
:‫ﺑﺮﻫﻦ ﻋﻠﻰ ﺻﺤﺔ ﺍﻟﻤﺘﺴﺎﻭﻳﺎﺕ‬
tan2 EW - sin2 EW = tan2 EW sin2 EW -٩
EV -١٠
cos EV V
= tan Esin
cot2 EV
cos2 EW + tan2 EW cos2 EW = 1-١١
sin EV
=
1 - cos EV
-١٢
1 + cos EV sin XE
= 1 -١٣
sin EV cos EV
+
cosec XE sec EV
V = tanEV sin EV -١٤
V (1 - cosE)
(1 + secE)
‫ﺗﻤﺎﺭﻳﻦ ﻋﺎﻣﺔ‬
:‫ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ‬C ‫ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ‬ABC ‫ ﺣﻞ ﺍﻟﻤﺜﻠﺚ‬-١
AC = 15 cm ،BC = 17 cm (‫)ﺏ‬ V = 70c ،AB = 60 cm (‫)ﺃ‬
B
BV = 47c ،AC = 20 cm (‫ )ﺩ‬BC = 8 cm ،AB = 20 cm (‫)ﺟـ‬
AC = 20 cm ، BV = 50c (‫)ﻫـ‬
٩٧
Low Resolution Copy
‫‪ -٢‬ﺣﻮﺽ ﺯﻫﻮﺭ ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﻃﻮﻝ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻴﻪ ‪ 35 m‬ﻭ‪.25 m‬‬
‫ﻭﻫﻤﺎ ﻳﺤﺼﺮﺍﻥ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪.75°‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﺤﻮﺽ‪.‬‬
‫)ﺏ( ﺇﺫﺍ ﺯﺭﻋﺖ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ‪ DEC‬ﺑﺎﻟﻮﺭﺩ‪ ،‬ﻭﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺒﺎﻗﻴﺔ ﺑﺎﻟﻔﻞ‪ ،‬ﺃﻭﺟﺪ‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﺰﺭﻭﻋﺔ ﺑﺎﻟﻔﻞ‪.‬‬
‫‪ ABCD -٣‬ﻣﺴﺘﻄﻴﻞ ﻓﻴﻪ ‪ ،AB = 10 cm‬ﺍﻟﻘﻄﺮ ‪ BD‬ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 35°‬ﻣﻊ‬
‫‪ . BA‬ﺍﺣﺴﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ‪.‬‬
‫‪ ABC -٤‬ﻣﺜﻠﺚ ﻣﺘﺴﺎﻭﻱ ﺍﻟﺴﺎﻗﻴﻦ ﻃﻮﻝ ﻗﺎﻋﺪﺗﻪ ‪ BC‬ﻳﺴﺎﻭﻱ ‪ ،12 cm‬ﻭﺍﺭﺗﻔﺎﻋﻪ‬
‫ﺍﻟﻤﺘﻌﻠﻖ ﺑﺎﻟﻘﺎﻋﺪﺓ ﻳﺴﺎﻭﻱ ‪ .25 cm‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻛﻞ ﻣﻦ ﺳﺎﻗﻴﻪ ﻭﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻩ‬
‫ﺍﻟﺜﻼﺙ‪.‬‬
‫‪ -٥‬ﻣﻦ ﻧﻘﻄﺔ ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ ﺗﺒﻌﺪ ‪ 100 m‬ﻋﻦ ﻗﺎﻋﺪﺓ ﻣﺌﺬﻧﺔ‪ ،‬ﻭﺟﺪ ﺃ ّﻥ ﻗﻴﺎﺱ‬
‫ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻗﻤﺔ ﺍﻟﻤﺌﺬﻧﺔ ‪ .15°‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﻗﻤﺔ ﺍﻟﻤﺌﺬﻧﺔ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪ -٦‬ﻣﻦ ﺍﻟﺒﻴﺌﺔ‪ :‬ﺑﻴﻨﻤﺎ ﻛﺎﻥ ﺃﺣﺪ ﻣﻬﻨﺪﺳﻲ ﺍﻟﺰﺭﺍﻋﺔ ﻳﺤﻠّﻖ ﺑﻄﺎﺋﺮﺓ ﻋﻤﻮﺩﻳﺔ ﻟﺮﺵ ﺍﻟﻤﺒﻴﺪﺍﺕ‬
‫ﺷﺎﻫﺪ ﻣﻮﻗﻌﺎً ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪﻣﺎ ﻛﺎﻧﺖ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪،1500 m‬‬
‫ﻭﻭﺟﺪ ﺃ ّﻥ ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ﺍﻟﻤﻮﻗﻊ ‪ .20°‬ﺍﺣﺴﺐ ﺑُﻌﺪ ﺍﻟﻤﻮﻗﻊ ﻋﻦ ﺍﻟﻄﺎﺋﺮﺓ ﻋﻨﺪﺋ ٍﺬ‪.‬‬
‫‪ -٧‬ﻣﻦ ﻧﻘﻄﺔ ﻋﻠﻰ ﺳﻄﺢ ﺍﻷﺭﺽ ﻭﺟﺪ ﺃﺣﻤﺪ ﺃﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻃﺎﺋﺮﺗﻪ ﺍﻟﻮﺭﻗﻴﺔ‬
‫ﻳﺴﺎﻭﻱ ‪ .46°‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺎﺋﺮﺓ ﻣﺮﺑﻮﻃﺔ ﺑﺨﻴﻂ ﻃﻮﻟﻪ ‪ ،85 m‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ‬
‫ﺍﻟﻄﺎﺋﺮﺓ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻷﻗﺮﺏ ﻣﺘﺮ‪.‬‬
‫‪ -٨‬ﺃﺭﺍﺩ ﺭﺍﻣﻲ ﻗﻴﺎﺱ ﻋﺮﺽ ﻧﻬﺮ ﻓﻮﻗﻒ ﻋﻠﻰ ﺳﻄﺢ ﻣﻨﺰﻟﻪ ﺍﻟﺬﻱ ﻳﺮﺗﻔﻊ ‪ 60 m‬ﻋﻦ‬
‫ﺳﻄﺢ ﺍﻟﻨﻬﺮ‪ ،‬ﻭﻭﺟﺪ ﺃ ّﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ﻗﺎﺭﺏ ﻋﻠﻰ ﺍﻟﻀﻔﺔ ﺍﻟﺒﻌﻴﺪﺓ ﻳﺴﺎﻭﻱ‬
‫‪ 25°‬ﻭﺃﻥ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ﻗﺎﺭﺏ ﺁﺧﺮ ﻋﻠﻰ ﺍﻟﻀﻔﺔ ﺍﻟﻘﺮﻳﺒﺔ ﻳﺴﺎﻭﻱ ‪ .45°‬ﺇﺫﺍ‬
‫ﺿﺢ ﻫﺬﻩ‬ ‫ﻋﻠﻢ ﺃ ّﻥ ﺍﻟﻘﺎﺭﺑﻴﻦ ﻭﻗﺎﻋﺪﺓ ﺍﻟﻤﻨﺰﻝ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ‪ ،‬ﺍﺭﺳﻢ ﺷﻜﻼ ً ﻳﻮ ّ‬
‫ﺛﻢ ﺃﻭﺟﺪ ﻋﺮﺽ ﺍﻟﻨﻬﺮ‪.‬‬‫ﺍﻟﻤﺴﺄﻟﺔ ّ‬
‫‪ -٩‬ﻛﺎﻥ ﻛﺮﻳﻢ ﻳﺮﺍﻗﺐ ﺍﻟﺬﻳﻦ ﻳﺴﺒﺤﻮﻥ ﻓﻲ ﺍﻟﺒﺤﺮ ﻣﻦ ﻧﻘﻄﺔ ﺗﺮﺗﻔﻊ ‪ 30 m‬ﻋﻦ ﺳﻄﺢ‬
‫ﺍﻟﺒﺤﺮ‪ ،‬ﻓﺸﺎﻫﺪ ﺷﺨﺼﺎً ﻣﺘﻌﺜﺮﺍ ً ﻓﻲ ﺍﻟﺴﺒﺎﺣﺔ ﻳﻜﺎﺩ ﻳﻐﺮﻕ‪ .‬ﻓﺮﺻﺪ ﻣﻮﻗﻌﻪ ﻭﺗﺒﻴّﻦ ﺃ ّﻥ‬
‫ﺯﺍﻭﻳﺔ ﺍﻧﺨﻔﺎﺽ ﺍﻟﺸﺨﺺ ‪ ،37°‬ﻭﺃﻋﻄﻰ ﺇﺷﺎﺭﺓ ﺳﺮﻳﻌﺔ ﻟﺮﺟﻞ ﺍﻹﻧﻘﺎﺫ ﻟﻴﺴﺒﺢ ﻧﺤﻮ‬
‫ﻫﺬﺍ ﺍﻟﺸﺨﺺ‪ .‬ﺃﻭﺟﺪ ﺃﻗﺼﺮ ﻣﺴﺎﻓﺔ ﻳﻘﻄﻌﻬﺎ ﺭﺟﻞ ﺍﻹﻧﻘﺎﺫ ﻟﻴﺼﻞ ﺇﻟﻰ ﺍﻟﺸﺨﺺ‬
‫ﺍﻟﺬﻱ ﻳﻜﺎﺩ ﻳﻐﺮﻕ‪ ،‬ﻋﻠﻤﺎً ﺃﻧﻪ ﻳﺒﺪﺃ ﻣﻦ ﻧﻘﻄﺔ ﺃﺳﻔﻞ ﺑﺮﺝ ﺍﻟﻤﺮﺍﻗﺒﺔ‪.‬‬
‫‪٩٨‬‬
‫ﺍﻟﻮﺣﺪﺓ ‪٣‬‬
‫‪Three-Dimensional Geometry‬‬ ‫ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ‬
‫ﺃﺿﻒ ﺇﻟﻰ ﻣﻌﻠﻮﻣﺎﺗﻚ‬
‫ﺍﻷﺷﻜﺎﻝ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‬
‫ﻛﻞ ﻣﺎ ﺗﻠﻤﺴﻪ ﺃﻭ ﺗﺮﺍﻩ‪ ،‬ﻣﻦ ﺍﻟﻮﺭﻗﺔ ﺇﻟﻰ ﺍﻟﻘﻠﻢ‪ ،‬ﻣﻦ ﺍﻟﺒﻴﺖ ﺇﻟﻰ‬
‫ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﻣﻦ ﺍﻟﻤﺪﻳﻨﺔ ﺇﻟﻰ ﺍﻟﻜﻮﻛﺐ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ‬
‫ﻣﺴﺘ ٍﻮ ﻭﺍﺣﺪ‪ .‬ﻛﻞ ﻣﺎ ﻳﻮﺟﺪ ﻓﻲ ﺍﻟﻄﺒﻴﻌﺔ ﻟﻪ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﻭﺩﺭﺍﺳﺔ‬
‫ﺍﻷﺑﻌﺎﺩ ﺍﻟﺜﻼﺛﻴﺔ ﺗﺴﻤﻰ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ )ﻫﻨﺪﺳﺔ ﺍﻟﻔﻀﺎﺀ(‪.‬‬
‫ﺻﻮﺭﺓ ﻣﺴﺘ ٍﻮ‬ ‫ﺻﻮﺭﺓ ﻣﺴﺘﻘﻴﻢ‬

‫)ﺫﺍﺕ ﺑﻌﺪﻳﻦ(‬ ‫)ﺫﺍﺕ ﺑﻌﺪ ﻭﺍﺣﺪ(‬
‫ﻳﻤﻜﻦ ﺗﻮﺯﻳﻊ ﺍﻷﺷﻜﺎﻝ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﺑﻌﺪﺍﻥ ﺃﻭ ﺛﻼﺛﺔ‬
‫ﺃﺑﻌﺎﺩ ﻓﻲ ﺍﻷﻣﺜﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﺃﺷﻜﺎﻝ ﺫﺍﺕ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ‬ ‫ﺃﺷﻜﺎﻝ ﺫﺍﺕ ﺑﻌﺪﻳﻦ‬
‫‪Three-Dimensional‬‬ ‫‪Two-Dimensional‬‬
‫‪Figures‬‬ ‫‪Figures‬‬
‫ﻣﺘﻌﺪﺩ ﺍﻟﻮﺟﻮﻩ )ﺃﻭ ﻛﺜﻴﺮ ﺍﻟﺴﻄﻮﺡ(‬ ‫ﻣﻀﻠﻊ‬
‫ﺭﺑﺎﻋﻲ‬ ‫ﻣﺜﻠﺚ‬
‫ﻣﻮﺷﻮﺭ‬ ‫ﻫﺮﻡ‬ ‫‪Quadrilateral‬‬ ‫‪Triangle‬‬
‫‪Prism‬‬ ‫‪Pyramid‬‬
‫ﻣﺴﻄﺤﺎﺕ ﻣﻨﺤﻨﻴﺔ‬ ‫ﻣﻨﺤﻨﻴﺎﺕ‬
‫ﺩﺍﺋﺮﺓ‬ ‫ﻗﻄﻊ ﻧﺎﻗﺺ )ﺑﻴﻀﻮﻱ(‬

‫ﻣﺨﺮﻭﻁ‬ ‫ﻛﺮﺓ‬ ‫‪Circle‬‬ ‫‪Ellipse‬‬
‫‪Cone‬‬ ‫‪Sphere‬‬
‫ﺃﺳﻄﻮﺍﻧﺔ‬
‫‪Cylinder‬‬
‫ﻓﻲ ﻣﺪﺧﻞ ﺍﻟﻔﻨﺎﺩﻕ ﺍﻟﻜﺒﺮﻯ ﻳﻤﻜﻨﻚ ﺃﻥ ﺗﺮﻯ ﺑﺎﺑﺎً ﻣﺆﻟﻔﺎً ﻣﻦ‬

‫ﻋﺪﺓ ﻟﻮﺣﺎﺕ ﺯﺟﺎﺟﻴﺔ ﺗﺪﻭﺭ ﺑﺎﻟﺪﻓﻊ ﺣﻮﻝ ﻣﺤﻮﺭ ﻭﺍﺣﺪ‪.‬‬
‫ﺇﻧﻬﺎ ﺗﻌﻄﻴﻨﺎ ﻓﻜﺮﺓ ﻋﻦ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪.‬‬
‫‪٩٩‬‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻭﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﺍﻟﻤﺴﺘﻮﻱ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫‪Points, Lines and Planes in Space‬‬
‫ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺳﻮﻑ ﺗﺘﻌﻠﻢ ﺃﻫﻢ ﻣﻴﺰﺍﺕ ﺍﻷﺷﻜﺎﻝ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‪ :‬ﻛﻴﻒ ﻧﺮﺳﻤﻬﺎ‪،‬‬
‫* ﻣﻴﺰﺍﺕ ﺍﻷﺷﻜﺎﻝ ﺛﻼﺛﻴﺔ‬
‫ﺛﻢ ﺳﻮﻑ ﺗﺘﻌﺮﻑ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻷﺷﻜﺎﻝ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺫﺍﺕ ﺍﻟﺒﻌﺪﻳﻦ‪.‬‬ ‫ﺍﻷﺑﻌﺎﺩ‬
‫ﻛﻴﻒ ﻧﺴﺘﺨﺪﻣﻬﺎ‪ّ ،‬‬
‫ﺑﻤﺎ ﺃﻧﻚ ﻗﺪ ﺍﻛﺘﺴﺒﺖ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻟﻨﻘﺎﻁ ﻭﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻗﺒﻞ ﺩﺭﺍﺳﺔ ﺍﻟﻤﺴﻠﻤﺎﺕ‬ ‫* ﺍﻟﻤﺴﻠﻤﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺔ ﺣﻮﻟﻬﺎ‪ ،‬ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﺪﻳﻚ ﺃﻓﻜﺎﺭ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‪.‬‬ ‫ﻟﻠﻨﻘﻄﺔ ﻭﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫ﺇ ّﻥ ﻣﻌﻈﻢ ﺍﻷﺷﻜﺎﻝ ﺍﻟﺘﻲ ﺳﺒﻖ ﺃﻥ ﺩﺭﺳﺘﻬﺎ ﻛﺎﻧﺖ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻭﺍﺣﺪ‪ .‬ﻳﻤﻜﻨﻚ‬ ‫ﻭﺍﻟﻤﺴﺘﻮﻱ‬
‫ﺍﻟﺘﻔﻜﻴﺮ ﺑﺎﻟﻤﺴﺘﻮﻱ ﻛﻤﺴﻄﺢ ﻟﻴﺲ ﻟﻪ ﺳﻤﺎﻛﺔ‪ ،‬ﻭﻟﻴﺲ ﻟﻪ ﺣﺪﻭﺩ‪ ،‬ﻛﺄﻥ ﺗﺘﺨﻴﻞ ﻭﺟﻪ‬ ‫* ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬
‫ﺍﻟﻄﺎﻭﻟﺔ ﻳﻤﺘﺪ ﻓﻲ ﻛﻞ ﺍﻻﺗﺠﺎﻫﺎﺕ ﺇﻟﻰ ﻣﺎ ﻻ ﻧﻬﺎﻳﺔ‪.‬‬
‫ﻓﻲ ﺍﻟﻮﺍﻗﻊ ﺇﻧﻨﺎ ﻧﺮﺳﻢ ﺍﻟﻤﺴﺘﻮﻱ ﻋﻠﻰ ﺻﻔﺤﺔ ﺍﻟﺪﻓﺘﺮ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﺘﻲ ﻧﺮﺳﻢ ﺑﻬﺎ‬
‫ﻭﺟﻪ ﺍﻟﻄﺎﻭﻟﺔ‪.‬‬
‫ﺇﻧﻨﺎ ﻧﺮﻣﺰ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺑﺤﺮﻑ ﻭﺍﺣﺪ ﻣﺜﻼ ً )‪ (P‬ﻭﻧﺴﺘﻌﻤﻞ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﻤﻨﻘﻄﺔ‬ ‫‪A‬‬ ‫)ﺃ( ‪B‬‬
‫ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺟﺰﺀ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﻳﻜﻮﻥ ﺧﻠﻒ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﺬﻱ ﻧﺮﺳﻤﻪ )ﺍﻟﻘﺴﻢ ﻏﻴﺮ‬
‫ﺍﻟﻤﺮﺋﻲ ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ(‪.‬‬
‫‪P‬‬
‫‪L‬‬
‫‪B‬‬
‫)ﺏ(‬
‫ﻣﺴﺘﻘﻴﻢ )‪ (L‬ﻳﻠﺘﻘﻲ ﻣﺴﺘﻮﻳﺎً‬ ‫ﺭﺳﻢ ﻟﻮﺟﻪ ﺍﻟﻄﺎﻭﻟﺔ‬ ‫ﻃﺎﻭﻟﺔ‬

‫)‪ (P‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ‪.B‬‬ ‫‪ A - ١‬ﻫﻲ ﻧﻘﻄﺔ ﻋﻠﻰ‬
‫ﺍﻟﻤﺴﺘﻮﻱ ﻭﻟﻴﺴﺖ‬
‫ﺍﻟﻤﺴﻠﻤﺎﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﻟﻠﻨﻘﻄﺔ ﻭﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﺍﻟﻤﺴﺘﻮﻱ‬ ‫ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪Point - Line - Plane Postulate‬‬ ‫‪ B - ٢‬ﻫﻲ ﻧﻘﻄﺔ ﻓﻲ‬
‫)ﺃ( ﻳﻤﺮ ﻣﺴﺘﻘﻴﻢ ﻭﺍﺣﺪ ﻓﻘﻂ ﺑﻨﻘﻄﺘﻴﻦ‪.‬‬ ‫ﺍﻟﻔﻀﺎﺀ ﻭﻟﻴﺴﺖ ﻣﻮﺟﻮﺩﺓ‬
‫)ﺏ( ‪ - ١‬ﻟﻨﺄﺧﺬ ﻣﺴﺘﻘﻴﻤﺎً ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‪ ،‬ﻳﻮﺟﺪ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‬ ‫ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‬
‫ﻟﻴﺴﺖ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‪.‬‬ ‫)ﺟـ(‬
‫‪ - ٢‬ﻟﻨﺄﺧﺬ ﻣﺴﺘﻮﻳﺎً ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻳﻮﺟﺪ ﻋﻠﻰ ﺍﻷﻗﻞ‪ ،‬ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻟﻴﺴﺖ‬ ‫‪A‬‬ ‫‪B‬‬
‫ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‪.‬‬
‫‪P‬‬
‫)ﺟـ( ﺇﺫﺍ ﺃﺧﺬﺕ ﻧﻘﻄﺘﻴﻦ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ ﻓﺈﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﻣﻦ ﻫﺎﺗﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ‬
‫ﻳﺼﺒﺢ ﺑﺄﻛﻤﻠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‪.‬‬ ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ AB‬ﻣﻮﺟﻮﺩ‬
‫)ﺩ( ﺗﻌﻴﻴﻦ ﺍﻟﻤﺴﺘﻮﻱ‪ :‬ﺛﻼﺙ ﻧﻘﺎﻁ ﻟﻴﺴﺖ ﻋﻠﻰ ﺍﺳﺘﻘﺎﻣﺔ ﻭﺍﺣﺪﺓ ﺗﻌﻴّﻦ ﻣﺴﺘﻮﻳﺎً ﻭﺍﺣﺪﺍ ً‬ ‫ﺑﻜﺎﻣﻠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ‬
‫ﻓﻘﻂ‪.‬‬
‫)ﺩ(‬
‫‪A‬‬ ‫‪B‬‬
‫‪C‬‬
‫‪١٠٠‬‬
‫ﻟﻨﺄﺧﺬ ﻣﺜﻼ ً ﻣﻘﻌﺪﺍ ً ﺃﻭ ﻛﺮﺳﻴّﺎً ﺑﺜﻼﺙ ﺃﺭﺟﻞ ﻭﻧﻀﻌﻪ ﻋﻠﻰ ﺍﻷﺭﺽ ﻓﺈﻧﻨﺎ ﻧﻼﺣﻆ ﺃﻧﻪ‬
‫ﻳﻘﻒ ﺑﺪﻭﻥ ﺍﻫﺘﺰﺍﺯ‪.‬‬
‫ﻭﻟﻜﻦ ﺇﺫﺍ ﺃﺧﺬﻧﺎ ﻣﻘﻌﺪﺍ ً ﺃﻭ ﻛﺮﺳﻴّﺎً ﺑﺄﺭﺑﻊ ﺃﺭﺟﻞ ﻭﻭﺿﻌﻨﺎﻩ ﻋﻠﻰ ﺍﻷﺭﺽ ﻓﺈﻧﻨﺎ ﻧﻼﺣﻆ‬
‫‪H‬‬
‫‪G‬‬ ‫ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻋﺪﻡ ﺛﺒﺎﺕ ﺍﻷﺭﺟﻞ ﺍﻷﺭﺑﻊ ﻋﻠﻰ ﺍﻷﺭﺽ‪.‬‬
‫ﺇﺫﺍ ً ﻧﺴﺘﺨﻠﺺ ﺃﻥ‪:‬‬
‫‪E‬‬
‫‪F‬‬
‫ﺻﻮﺭﺓ ﻛﺮﺳﻲ ﺑﺄﺭﺑﻊ ﺃﺭﺟﻞ‬ ‫‪ -١‬ﻛﻞ ﻣﺜﻠﺚ ﻳﻌﻴّﻦ ﻣﺴﺘﻮﻳﺎً ﻭﺍﺣﺪﺍ ً ﻓﻘﻂ‪.‬‬
‫‪ -٢‬ﻛﻞ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ ﻳﻌﻴّﻨﺎﻥ ﻣﺴﺘﻮﻳﺎً ﻭﺍﺣﺪﺍ ً‪.‬‬
‫‪ -٣‬ﻛﻞ ﻣﺴﺘﻘﻴﻢ ﻭﻧﻘﻄﺔ ﺧﺎﺭﺝ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﻌﻴّﻨﺎﻥ ﻣﺴﺘﻮﻳﺎً ﻭﺍﺣﺪﺍ ً‪.‬‬
‫‪٣‬‬
‫‪A‬‬ ‫‪C‬‬
‫‪B‬‬ ‫‪١‬‬
‫ﺻﻮﺭﺓ ﻛﺮﺳﻲ ﺑﺜﻼﺙ ﺃﺭﺟﻞ‬
‫‪٢‬‬
‫‪Intersecting Planes‬‬ ‫ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‬

‫ﻣﻦ ﻣﺴﺘﻘﻴﻢ ﻭﺍﺣﺪ ﻳﻤﻜﻦ ﺃﻥ ﻳﻤﺮ ﻋﺪﺩ ﻏﻴﺮ ﻧﻬﺎﺋﻲ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ‪ .‬ﻓﻜﺮ ﻓﻲ ﺑﺎﺏ‬
‫ﻣﻔﺘﻮﺡ ﻓﻲ ﺃﻭﺿﺎﻉ ﻣﺨﺘﻠﻔﺔ‪ .‬ﺗﻤﺜﻞ ﻛﻞ ﻭﺿﻌﻴﺔ ﻣﻦ ﻭﺍﺟﻬﺔ ﺍﻟﺒﺎﺏ ﻣﺴﺘﻮﻳﺎً ﻳﻤﺮ ﻋﺒﺮ‬
‫ﺧﻂ ﻭﻫﻤﻲ ﺗﺤﺪّﺩﻩ ﻣﻔﺼﻼﺕ ﺍﻟﺒﺎﺏ‪.‬‬
‫ﺃﻱ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻟﻬﻤﺎ ﻧﻘﻄﺔ ﻣﺸﺘﺮﻛﺔ ﻳﺴﻤﻴﺎﻥ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ‪.‬‬
‫‪A‬‬
‫‪B‬‬ ‫ﻫـ ‪ -‬ﺇﺫﺍ ﻛﺎﻥ ﻟﻤﺴﺘﻮﻳﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻧﻘﻄﺔ ﻣﺸﺘﺮﻛﺔ ﻛﺎﻥ ﺗﻘﺎﻃﻌﻬﻤﺎ ﻣﺴﺘﻘﻴﻤﺎً ﻭﺍﺣﺪﺍ ً‪.‬‬
‫‪P‬‬ ‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻟﻴﺲ ﻟﻬﺎ ﺳﻤﺎﻛﺔ‪ ،‬ﻧﺴﺘﻨﺘﺞ ﻣﻦ ﻓﺮﺿﻴﺔ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ ﺃﻧّﻪ‬
‫‪Q‬‬ ‫ﻟﻴﺲ ﻟﻠﻤﺴﺘﻮﻳﺎﺕ ﺳﻤﺎﻛﺔ ﻭﺃ ّﻥ ﻟﻬﺎ ﺍﻣﺘﺪﺍﺩﺍﺕ ﺇﻟﻰ ﻣﺎ ﻻ ﻧﻬﺎﻳﺔ ﺣﺘﻰ ﻟﻮ ﻟﻢ ﻳﻜﻦ‬
‫ﺑﺈﻣﻜﺎﻧﻨﺎ ﺭﺳﻤﻬﺎ‪.‬‬
‫ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ ‪ P‬ﻭ‪Q‬‬
‫‪P + Q = AB‬‬
‫‪١٠١‬‬
‫ﻋﻴّﻦ ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ‪ ١‬ﺇﻟﻰ ‪ ٤‬ﺑُﻌﺪﻳﻦ ﺃﻭ ﺛﻼﺛﺔ ﺃﺑﻌﺎﺩ ﺗﻜﻮﻥ ﺍﻣﺘﺪﺍﺩﺍﺕ ﻟﺒُﻌﺪ ﻭﺍﺣﺪ ﺃﻭ‬
‫ﻟﺒُﻌﺪﻳﻦ ﻣﺜﺎﻝ‪ :‬ﻳﻜﻮﻥ ﺍﻣﺘﺪﺍﺩ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ ﻣﺴﺘﻮﻳﺎً‪.‬‬
‫‪ -١‬ﻣﺴﺘﻘﻴﻢ‬
‫‪ -٢‬ﻣﻀﻠﻊ‬
‫‪ -٣‬ﻧﻘﺎﻁ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻢ ﻭﺍﺣﺪ‬
‫‪ -٤‬ﻣﺴﺘﻘﻴﻤﺎﺕ ﻣﺘﻌﺎﻣﺪﺓ‬
‫‪ -٥‬ﺍﺭﺳﻢ ﻣﺴﺘﻮﻳﺎً ﻛﻤﺎ ﺗﺮﺍﻩ ﻣﻦ ﺍﻷﻋﻠﻰ‪.‬‬
‫‪ -٦‬ﺍﺭﺳﻢ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ‪.‬‬
‫‪) -٧‬ﺃ( ﻣﺘﻰ ﺗﺴﺘﻄﻴﻊ ﻃﺎﻭﻟﺔ ﺻﻐﻴﺮﺓ ﺛﻼﺛﻴﺔ ﺍﻷﺭﺟﻞ‪ ،‬ﺃﻥ ﺗﻘﻒ ﺛﺎﺑﺘﺔ ﻋﻠﻰ ﺍﻷﺭﺽ؟‬
‫)ﺏ( ﻣﺘﻰ ﻳﺴﺘﻄﻴﻊ ﻛﺮﺳﻲ ﺭﺑﺎﻋﻲ ﺍﻷﺭﺟﻞ‪ ،‬ﺃﻥ ﻳﻘﻒ ﺑﺜﺒﺎﺕ؟‬
‫)ﺟـ( ﻓﻲ ﺃﻱ ﺟﺰﺀ ﻣﻦ ﻣﺴﻠﻤﺎﺕ ﺍﻟﻨﻘﻄﺔ ﻭﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﺍﻟﻤﺴﺘﻮﻱ ﻳﻤﻜﻦ ﺍﻹﺟﺎﺑﺔ‬
‫ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻟﺴﺎﺑﻘﻴﻦ؟‬
‫ﺗﻄﺒﻴﻘﺎﺕ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﺿﺢ ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ‪ ٨‬ﺇﻟﻰ ‪ ١١‬ﺃﻱ ﺻﻮﺭﺓ ﻳﻤﻜﻨﻬﺎ ﺃﻥ ﺗﻜﻮﻥ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻣﺴﺘ ٍﻮ‬ ‫ﻭ ّ‬
‫ﻭﺍﺣﺪ ﻓﻘﻂ‪.‬‬
‫‪ -٨‬ﻣﺴﺘﻘﻴﻢ ﻭﻧﻘﻄﺔ ﻻ ﺗﻘﻊ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ‬
‫‪ -٩‬ﻣﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻘﺎﻃﻌﺎﻥ‬
‫‪ -١٠‬ﺛﻼﺙ ﻧﻘﺎﻁ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻢ ﻭﺍﺣﺪ‬
‫‪ -١١‬ﺃﻱ ﻣﺜﻠﺚ‬
‫‪ -١٢‬ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ ﻧﻤﻮﺫﺟﺎً ﺃﻓﻀﻞ ﻟﻠﻤﺴﺘﻮﻱ ﻣﻦ ﺍﻟﺠﺰﺀ ﺍﻷﻋﻠﻰ‬
‫ﻟﻠﻄﺎﻭﻟﺔ ﺑﻜﺎﻣﻠﻪ؟‬
‫‪١٠٢‬‬
‫ﺗﻮﺍﺯﻱ ﻭﺗﻌﺎﻣﺪ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫‪Parallel and Perpendicular Lines and Planes in Space‬‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﻧﻈﺮﻳّﺎً ﺟﻤﻴﻊ ﺍﻟﻤﻌﻄﻴﺎﺕ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺫﺍﺕ ﺍﻟﺒﻌﺪﻳﻦ ﻟﻬﺎ ﺍﻣﺘﺪﺍﺩﺍﺕ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺛﻼﺛﻴﺔ‬
‫* ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫ﻧﺘﻌﺮﻑ ﺍﻟﺘﻮﺍﺯﻱ ﻭﺍﻟﺘﻌﺎﻣﺪ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺛﻼﺛﻴﺔ ﺍﻷﺑﻌﺎﺩ‪.‬‬
‫ﺍﻷﺑﻌﺎﺩ‪ .‬ﻟﺬﺍ ﻓﺈﻧﻨﺎ ﺳﻮﻑ ّ‬
‫ﻭﺍﻟﻤﺴﺘﻮﻱ‬
‫* ﺍﻟﺘﻌﺎﻣﺪ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫)ﺃ( ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﻜﻮﻧﺔ ﺑﻴﻦ ﻣﺴﺘﻘﻴﻢ ﻭﻣﺴﺘ ٍﻮ‬
‫ﻭﺍﻟﻤﺴﺘﻮﻱ‬ ‫‪Angles Formed by a Line and a Plane‬‬
‫* ﺍﻟﺘﻮﺍﺯﻱ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ‬ ‫ﻟﻨﺄﺧﺬ ﺍﻟﻤﺴﺘﻮﻱ )‪ .(P‬ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ d‬ﻳﻘﻄﻊ )‪ (P‬ﺑﻨﻘﻄﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻫﻲ ‪ .A‬ﺇﺫﺍ ﻗﻄﻌﻪ‬
‫ﺍﻟﻔﺮﺍﻏﻴﺔ‬ ‫ﺑﻨﻘﻄﺘﻴﻦ ﻳﺼﺒﺢ ﺑﻜﺎﻣﻠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ )ﻣﺴﻠﻤﺔ ﺟـ(‪.‬‬
‫‪M‬‬ ‫ﺇ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﺆﻟﻒ ﻣﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﻓﻲ‬
‫* ﺍﻟﺰﻭﺍﻳﺎ ﺫﺍﺕ ﺍﻷﻭﺟﻪ‬ ‫‪D‬‬ ‫ﺍﻟﻤﺴﺘﻮﻱ ﺯﻭﺍﻳﺎ ﻛﺜﻴﺮﺓ ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪MAB :‬‬
‫‪C‬‬
‫‪W‬‬
‫‪A‬‬ ‫‪ MAD‬ﻭﻟﻜﻦ ﺗﺤﺪﻳﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ‬ ‫‪ MAC‬ﻭ ‪W‬‬ ‫ﻭ ‪W‬‬
‫‪B‬‬ ‫ﻳﺆﻟﻔﻬﺎ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻫﻲ ﺃﺻﻐﺮ ﺯﺍﻭﻳﺔ‬
‫‪P‬‬
‫)‪(d‬‬ ‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻫﺎ‪.‬‬
‫ﻋﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺇ ّﻥ ﺍﻧﺤﻨﺎﺀ ﺑﺮﺝ ﺑﻴﺰﺍ )‪ (Pisa‬ﻓﻲ‬
‫ﺇﻳﻄﺎﻟﻴﺎ ﻳﺆﻟّﻒ ﻣﻊ ﻣﺴﺘﻮﻱ ﺍﻷﺭﺽ ﺯﺍﻭﻳﺔ ﺗﻘﺎﺭﺏ ‪) 85°‬ﺍﻧﻈﺮ ﺍﻟﺼﻮﺭﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪(.‬‬
‫ﻭﻟﻜﻦ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺯﻭﺍﻳﺎ ﺃﺧﺮﻯ ﺑﻴﻦ ﺍﻟﺒﺮﺝ ﻭﻣﺴﺘﻮﻱ ﺍﻷﺭﺽ ﺗﺘﺮﺍﻭﺡ ﺑﻴﻦ‬
‫‪ 85°‬ﻭ‪ .95°‬ﻓﻲ ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ ﻳﻮﺟﺪ ﻣﺴﺘﻘﻴﻢ ﻓﻲ ﻣﺴﺘﻮﻱ ﺍﻷﺭﺽ ﻳﻜﻮﻥ ﻣﻊ ﺍﻟﺒﺮﺝ‬
‫ﺯﺍﻭﻳﺔ ﺗﺴﺎﻭﻱ ‪ 90°‬ﻭﻟﻜﻦ ﻻ ﻳﻤﻜﻦ ﺍﻟﻘﻮﻝ ﺇ ّﻥ ﺍﻟﺒﺮﺝ ﻫﻮ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻷﺭﺽ‪.‬‬
‫)ﺏ( ﺗﺤﺪﻳﺪ ﻣﺎﻫﻴﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻱ‬

‫‪t‬‬
‫ﺇ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ t‬ﺍﻟﺬﻱ ﻳﻘﻄﻊ ﻣﺴﺘﻮﻳﺎً )‪ (P‬ﺑﻨﻘﻄﺔ ‪ A‬ﻫﻮ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻮﻱ‬
‫‪l‬‬ ‫‪P‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺟﻤﻴﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻮﻱ‪.‬‬
‫‪A m‬‬
‫ﺑﻤﺎ ﺃﻧﻪ ﻻ ﻳﻤﻜﻨﻨﺎ ﺃﻥ ﻧﺒﺮﻫﻦ ﺃ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻫﻮ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺑﺈﺛﺒﺎﺕ ﺗﻌﺎﻣﺪﻩ‬
‫ﻣﻊ ﺟﻤﻴﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻴﻪ ﻷ ّﻥ ﻋﺪﺩﻫﺎ ﻏﻴﺮ ﻧﻬﺎﺋﻲ‪ ،‬ﻟﺬﺍ ﻳﻤﻜﻦ ﺻﻴﺎﻏﺔ‬
‫ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻧﻈﺮﻳﺔ ﺍﻟﺘﻌﺎﻣﺪ ﺑﻴﻦ ﻣﺴﺘﻘﻴﻢ ﻭﻣﺴﺘ ٍﻮ‬

‫‪Line-Plane Perpendicularity Theorem‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻨﺎ ﻣﺴﺘﻘﻴﻢ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ ﻓﻲ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻌﻬﻤﺎ‪ ،‬ﻓﺈ ّﻥ‬
‫ﻫﺬﺍ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻳﺼﺒﺢ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﺬﻱ ﻳﺤﻮﻱ ﻫﺬﻳﻦ ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ‪.‬‬
‫‪١٠٣‬‬
‫ﻣﺜﺎﻝ‬
‫ﻟﻨﻔﺮﺽ ﺃﻧﻚ ﺗﺮﻳﺪ ﻏﺮﺯ ﺳﺎﺭﻳﺔ ﻋﻤﻮﺩﻳﺔ‬
‫ﻋﻠﻰ ﺍﻷﺭﺽ‪ ،‬ﻓﻤﺎ ﻋﻠﻴﻚ ﺳﻮﻯ ﺭﺳﻢ‬
‫ﻣﺴﺘﻘﻴﻤﻴﻦ ﻣﺘﻘﺎﻃﻌﻴﻦ ﻋﻠﻰ ﺍﻷﺭﺽ‪ ،‬ﻭﻣﻦ‬
‫ﺛﻢ ﺩﻕ ﺍﻟﺴﺎﺭﻳﺔ ﺑﺸﻜﻞ ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬ ‫ّ‬
‫ﺍﻟﻤﺴﺘﻘﻴﻤﻴﻦ ﻓﻲ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻌﻬﻤﺎ‪.‬‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﻣﻼﺣﻈﺔ‪:‬‬
‫)‪ MH = P (١‬ﻓﺘﻜﻮﻥ ﺃﺻﻐﺮ ﺯﺍﻭﻳﺔ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ d‬ﻭﺍﻟﻤﺴﺘﻮﻱ )‪ (P‬ﻫﻲ ‪W‬‬
‫‪. MOH‬‬
‫‪ MOH‬ﻫﻲ ﺯﺍﻭﻳﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻱ‪.‬‬
‫‪W‬‬
‫‪M‬‬
‫‪o‬‬
‫‪P‬‬ ‫‪H‬‬
‫)‪(d‬‬
‫)‪ (٢‬ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ‪ d1‬ﻭ‪ d2‬ﻣﺘﻌﺎﻣﺪﻳﻦ ﺇﺫﺍ ﺃﻧﺸﺄﻧﺎ ﻣﻦ ﺃﻱ ﻧﻘﻄﺔ ‪ A‬ﺧﻄّﺎً ﻣﻮﺍﺯﻳﺎً ﻟـ‬
‫‪ d1‬ﻭﺁﺧﺮ ﻣﻮﺍﺯﻳﺎً ﻟـ ‪ d2‬ﻭﻛﺎﻥ ﻫﺬﺍﻥ ﺍﻟﺨﻄّﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻨﻔﻲ ﺍﻟﻤﺴﺘﻮﻱ‬
‫‪d1‬‬ ‫ﺍﻟﺬﻱ ﻳﺸﻜﻼﻧﻪ‪.‬‬
‫‪A‬‬
‫‪d2‬‬
‫‪Parallel Planes‬‬ ‫)ﺟـ( ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﻤﺘﻮﺍﺯﻳﺔ‬
‫‪ -١‬ﻳﻜﻮﻥ ﻣﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ ﺇﺫﺍ ﻭﻗﻌﺎ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻭﺍﺣﺪ‪ ،‬ﻭﻻ ﻳﺘﻘﺎﻃﻌﺎﻥ ﻣﻬﻤﺎ ﺍﻣﺘﺪﺍ‪.‬‬
‫ﺇﺫﺍ ً ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﺍﻟﻤﺘﻮﺍﺯﻳﺎﻥ ﻳﺸﻜﻼﻥ ﻣﺴﺘﻮﻳﺎً ﻭﺍﺣﺪﺍ ً ﻓﻘﻂ‪.‬‬
‫‪ -٢‬ﻳﻜﻮﻥ ﻣﺴﺘﻘﻴﻢ ﻣﻮﺍﺯﻳﺎً ﻟﻤﺴﺘ ٍﻮ ﺗﻤﺎﻣﺎً ﺇﺫﺍ ﻛﺎﻥ ﻻ ﻳﺘﻘﺎﻃﻊ ﻣﻌﻪ ﺃﺑﺪﺍ ً‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﺒُﻌﺪ‬
‫ﺑﻴﻨﻬﻤﺎ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ﺃﻱ ﻧﻘﻄﺔ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻱ‪ .‬ﺍﻟﺒُﻌﺪ‬
‫ﺑﻴﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ l‬ﻭﺍﻟﻤﺴﺘﻮﻱ )‪ (P‬ﻫﻮ ‪.BH‬‬
‫‪ -٣‬ﻳﻜﻮﻥ ﻣﺴﺘﻮﻳﺎﻥ ﻣﺘﻮﺍﺯﻳﻴﻦ ﺗﻤﺎﻣﺎً ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﺑﻴﻨﻬﻤﺎ ﺃﻱ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﻭﺍﻟﺒُﻌﺪ ﺑﻴﻨﻬﻤﺎ‬
‫ﻫﻮ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ ﻭﺍﻟﻤﺮﺳﻮﻣﺔ ﻣﻦ ﺃﻱ ﻧﻘﻄﺔ ﻓﻲ ﺃﺣﺪﻫﻤﺎ‬
‫ﺇﻟﻰ ﺍﻵﺧﺮ‪ AB .‬ﻫﻮ ﺍﻟﺒُﻌﺪ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ )‪ (P‬ﻭ)‪.(Q‬‬
‫‪١٠٤‬‬
‫‪A‬‬
‫‪l‬‬ ‫‪P‬‬
‫‪H‬‬
‫‪l‬‬ ‫‪B‬‬ ‫‪B‬‬

‫‪P‬‬ ‫‪P‬‬ ‫‪P‬‬ ‫‪Q‬‬
‫‪Dihedral Angles‬‬ ‫)ﺩ( ﺍﻟﺰﻭﺍﻳﺎ ﺫﺍﺕ ﺍﻷﻭﺟﻪ‬

‫ﻋﻨﺪﻣﺎ ﻳﺘﻘﺎﻃﻊ ﻣﺴﺘﻮﻳﺎﻥ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻧﺤﺼﻞ ﻋﻠﻰ ﺃﺭﺑﻊ ﺯﻭﺍﻳﺎ ﺫﻭﺍﺕ ﺃﻭﺟﻪ‪ ،‬ﻧﺴﺘﻄﻴﻊ‬
‫ﻗﻴﺎﺳﻬﺎ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﺍﻟﺘﺎﻟﻲ‪:‬‬
‫ﺛﻢ ﻧﺄﺧﺬ ﻧﻘﻄﺔ ‪ A‬ﻣﻦ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.l‬‬ ‫ﻧﺮﺳﻢ ﻣﺴﺘﻮﻳﻴﻦ ﻳﺘﻘﺎﻃﻌﺎﻥ ﻓﻲ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ّ ،l‬‬
‫ﺑﻌﺪ ﺫﻟﻚ ﻧﺮﺳﻢ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﻣﺴﺘﻘﻴﻤﺎً ﻋﻤﻮﺩﻳّﺎً ‪ m‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ l‬ﻣﻮﺟﻮﺩﺍ ً ﺑﻜﺎﻣﻠﻪ‬
‫ﺛﻢ ﻧﺮﺳﻢ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﻣﺴﺘﻘﻴﻤﺎً ﻋﻤﻮﺩﻳّﺎً ‪ n‬ﻋﻠﻰ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪l‬‬ ‫ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ )‪ّ ،(P‬‬
‫ﻣﻮﺟﻮﺩﺍ ً ﺑﻜﺎﻣﻠﻪ ﻓﻲ ﺍﻟﻤﺴﺘﻮﻱ )‪.(Q‬‬
‫ﻓﻴﻜﻮﻥ ﻟﺪﻳﻨﺎ ﺃﺭﺑﻊ ﺯﻭﺍﻳﺎ ﺗﺘﻘﺎﻃﻊ ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪ .A‬ﻫﺬﻩ ﺍﻟﺰﻭﺍﻳﺎ ﻳﻤﻜﻦ ﻗﻴﺎﺳﻬﺎ‪.‬‬
‫‪l‬‬
‫‪A‬‬
‫‪P‬‬ ‫‪m‬‬
‫‪n‬‬
‫‪Q‬‬
‫‪Perpendicular Planes‬‬ ‫)ﻫـ( ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﺍﻟﻤﺘﻌﺎﻣﺪﺓ‬

‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ‪:‬‬
‫ﺇﺫﺍ ﺣﺼﻞ ﺃ ّﻥ ‪ m = n‬ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻮﻱ )‪ (P‬ﻣﺘﻌﺎﻣﺪﺍ ً ﻣﻊ ﺍﻟﻤﺴﺘﻮﻱ )‪.(Q‬‬
‫‪١٠٥‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ‪ ١‬ﺇﻟﻰ ‪ ٣‬ﺍﺭﺳﻢ‪:‬‬
‫‪ -١‬ﻣﺴﺘﻘﻴﻤﺎً ﻳﻘﻄﻊ ﻣﺴﺘﻮﻳﺎً ﺑﺰﺍﻭﻳﺔ ﺗﺴﺎﻭﻱ ‪.30°‬‬
‫‪ -٢‬ﻣﺴﺘﻘﻴﻤﺎً ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﻣﺴﺘ ٍﻮ‪.‬‬
‫‪ -٣‬ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ‪.‬‬
‫‪) -٤‬ﺃ( ﺻﺢ ﺃﻡ ﺧﻄﺄ‪ :‬ﺿﻠﻊ ﻣﻦ ﺑﺮﺝ ﺑﻴﺰﺍ ﺍﻟﻤﺎﺋﻞ ﻫﻮ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ﺍﻷﺭﺽ‪.‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ ﺳﻮﺍﺀ ﻛﺎﻧﺖ ﺑﺎﻟﻨﻔﻲ ﺃﻭ ﺑﺎﻹﻳﺠﺎﺏ‪.‬‬ ‫)ﺏ( ﱢ‬
‫‪ -٥‬ﺣﺴﺐ ﻣﺎ ﻭﺭﺩ ﻓﻲ ‪ ،٤‬ﻣﺘﻰ ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻱ؟‬
‫‪ -٦‬ﺇ ّﻥ ﺍﻟﺤﺎﺋﻄﻴﻦ ﺍﻟﻤﺘﻘﺎﺑﻠﻴﻦ ﻓﻲ ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﻫﻤﺎ ﺗﻤﺜﻴﻞ ﻟﻤﺴﺘﻮﻳﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫ﻛﻴﻒ ﺗﻘﻴﺲ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ؟‬
‫‪ -٧‬ﺍﺭﺳﻢ ﺯﺍﻭﻳﺔ ﺫﺍﺕ ﺃﻭﺟﻪ ﻗﻴﺎﺳﻬﺎ ‪.120°‬‬
‫ﻓﻲ ﺍﻟﻤﺴﺎﺋﻞ ﻣﻦ ‪ ٨‬ﺇﻟﻰ ‪ ١٠‬ﻟﻨﻨﻈﺮ ﺇﻟﻰ ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﻓﻲ ﻛﻞ ﺍﻻﺗﺠﺎﻫﺎﺕ ﻭﻧﺤﺎﻭﻝ ﺍﻹﺟﺎﺑﺔ‪:‬‬
‫‪ -٨‬ﺩﻝ ﺇﻟﻰ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻓﻲ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‪.‬‬
‫‪ -٩‬ﻋﻴﱢﻦ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻛﻞ ﻣﻨﻬﺎ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺍﺛﻨﻴﻦ ﺁﺧﺮﻳﻦ‪.‬‬
‫‪ -١٠‬ﱢ‬
‫ﺣﺪﺩ ﻣﺴﺘﻘﻴﻤﺎً ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﻣﺴﺘ ٍﻮ‪.‬‬
‫‪ -١١‬ﻋﻴﱢﻦ ﻣﺴﺘﻘﻴﻤﺎﺕ ﻭﻣﺴﺘﻮﻳﺎﺕ ﻣﺘﻘﺎﻃﻌﺔ ﻭﻣﺘﻮﺍﺯﻳﺔ ﻭﻣﺘﻌﺎﻣﺪﺓ ﻭﻋﻴﱢﻦ ﺍﻟﺒُﻌﺪ ﺑﻴﻦ‬
‫ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫‪ -١٢‬ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻤﺴﺘﻮﻳﺔ ﺇﺫﺍ ﻛﺎﻥ ﻣﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻌﺎﻣﺪﻳﻦ ﻣﻊ ﻣﺴﺘﻘﻴﻢ ﺛﺎﻟﺚ ﻓﺈﻧﻬﻤﺎ‬
‫ﻣﺘﻮﺍﺯﻳﺎﻥ‪ .‬ﻫﻞ ﻳﺼﺢ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ؟‬
‫‪١٠٦‬‬
‫‪Prism and Cylinder‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ‪ :‬ﺍﻟﻤﻮﺷﻮﺭ ﻭﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬ ‫ﻣﻘﺪﻣﺔ‬

‫* ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‬ ‫ﺍﻟﻤﻀﻠّﻊ‬
‫* ﺍﻷﺳﻄﻮﺍﻧﺔ‬ ‫ﻫﻮ ﺷﻜﻞ ﻫﻨﺪﺳﻲ ﻳﺘﺄﻟﻒ ﻣﻦ ﻋﺪﺓ ﻗﻄﻊ ﻣﺴﺘﻘﻴﻤﺔ ﻣﺘﺘﺎﺑﻌﺔ ﻣﻘﻔﻠﺔ ﻭﺗﻜﻮﻥ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻭﺍﺣﺪ‪.‬‬
‫* ﺍﻟﻤﻮﺷﻮﺭ‬
‫ﻣﻨﻄﻘﺔ ﺍﻟﻤﻀﻠّﻊ‬
‫ﻫﻲ ﺍﻟﺠﺰﺀ ﻣﻦ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻤﻮﺟﻮﺩ ﺩﺍﺧﻞ ﺍﻟﻤﻀﻠّﻊ‪.‬‬
‫ﺍﻧﻈﺮ ﺇﻟﻰ ﺍﻟﺼﻮﺭﺗﻴﻦ‪.‬‬
‫‪Po‬‬
‫‪lyg‬‬
‫‪ona‬‬ ‫ﻣﻨﻄﻘﺔ‬
‫‪lR‬‬ ‫‪Polygon‬‬ ‫ﺍﻟﻤﻀﻠّﻊ‬
‫‪egi‬‬ ‫ﺍﻟﻤﻀﻠّﻊ‬
‫‪on‬‬
‫‪Cuboid‬‬ ‫ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‬

‫ﺗﻌﺮﻳﻒ‪ :‬ﻫﻮ ﻣﺠﺴﻢ ﺳﺪﺍﺳﻲ ﺍﻟﻮﺟﻮﻩ‪ ،‬ﻭﺟﻮﻫﻪ ﻣﺴﺘﻄﻴﻼﺕ‪.‬‬
‫ﻣﺘﻮﺍﺯﻱ ﻣﺴﺘﻄﻴﻼﺕ‬
‫ﻣﻤﻴﺰﺍﺕ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‬

‫• ﺇﻥ ﺍﻻﺛﻨﺘﻲ ﻋﺸﺮﺓ ﻗﻄﻌﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻣﺜﻞ ‪، AE ، AB‬‬
‫‪A‬‬ ‫‪E‬‬
‫‪F‬‬
‫‪ ... AD‬ﻫﻲ ﺃﺿﻼﻉ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ .‬ﻭﻛﻞ ﺿﻠﻊ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﻭﺟﻬﻴﻦ‬
‫ﻣﺘﻘﺎﺑﻠﻴﻦ ﻣﺜﻞ ‪ GC‬ﻫﻮ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ‪ ABCD‬ﻭ‪.EFGH‬‬
‫‪D‬‬
‫‪B‬‬
‫• ﺗﻘﺎﻃﻊ ﻧﻘﺎﻁ ﺍﻷﺿﻼﻉ ﺗﺴﻤﻰ ﺭﺅﻭﺱ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻣﺜﻞ ‪... D ،C ،B ،A‬‬
‫‪H‬‬
‫ﻭﻋﺪﺩﻫﺎ ﺛﻤﺎﻧﻴﺔ‪.‬‬
‫‪C‬‬ ‫‪G‬‬
‫‪١٠٧‬‬
‫ﻓﻲ ﻛﻞ ﺭﺃﺱ ﻣﻦ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺗﺘﻘﺎﻃﻊ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎﺕ ﻭﻛﻞ ﻣﺴﺘ ٍﻮ‬ ‫•‬
‫ﻣﻨﻬﺎ ﻫﻮ ﻣﺘﻌﺎﻣﺪ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻳﻴﻦ ﺍﻵﺧﺮﻳﻦ‪.‬‬
‫ﺍﻟﻤﻜﻌﺐ ﻫﻮ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﻓﺎﻷﻭﺟﻪ ﺟﻤﻴﻌﻬﺎ ﻫﻲ‬ ‫•‬
‫ﻣﺮﺑﻌﺎﺕ‪.‬‬
‫ﻏﺮﻓﺔ ﺍﻟﺼﻒ ﺗﻌﻄﻴﻨﺎ ﻓﻜﺮﺓ ﻛﺎﻣﻠﺔ ﻋﻦ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪.‬‬ ‫•‬
‫‪Cylinder‬‬ ‫ﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫ﺗﻌﺮﻳﻒ‪ :‬ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﻴﻦ ﺩﺍﺋﺮﺓ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻭﺻﻮﺭﺗﻬﺎ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‬
‫ﻧﺘﻴﺠﺔ ﺍﻻﻧﺴﺤﺎﺏ ﺑﺎﺗﺠﺎﻩ ﺛﺎﺑﺖ ﺇﻟﻰ ﻣﺴﺘ ٍﻮ ﺁﺧﺮ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻷﻭﻝ‪.‬‬
‫‪Cylinder‬‬
‫ﺃﺳﻄﻮﺍﻧﺔ‬
‫* ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﺣﺼﻞ ﻟﻬﺎ ﺍﻧﺴﺤﺎﺏ ﺑﺎﺗﺠﺎﻩ ﺛﺎﺑﺖ‪ .‬ﺃﺻﺒﺤﺖ‬
‫ﺻﻮﺭﺗﻬﺎ ﻓﻲ ﺍﻷﻋﻠﻰ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻣﺘﻮﺍﺯ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻱ )‪.(P‬‬
‫* ﺍﻟﻤﻨﻄﻘﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻭﺻﻮﺭﺗﻬﺎ ﺑﻌﺪ ﺍﻻﻧﺴﺤﺎﺏ ﻣﺘﻄﺎﺑﻘﺘﺎﻥ ﻭﺗﺴﻤﻴﺎﻥ‬
‫ﻗﺎﻋﺪﺗﻲ ﺍﻷﺳﻄﻮﺍﻧﺔ‪ .‬ﺍﻟﻘﺎﻋﺪﺗﺎﻥ ﻣﻮﺟﻮﺩﺗﺎﻥ ﺩﺍﺋﻤﺎً ﻓﻲ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ ﻭﺍﻟﺒﺎﻗﻲ ﻣﻦ‬
‫ﺍﻟﺴﻄﺢ ﺍﻷﺳﻄﻮﺍﻧﻲ ﻫﻮ ﺍﻟﺴﻄﺢ ﺍﻟﺠﺎﻧﺒﻲ‪.‬‬
‫* ﺗﺘﺸﻜﻞ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ ﻟﻼﺳﻄﻮﺍﻧﺔ ﻣﻦ ﻣﺴﺎﺣﺘﻲ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻭﻣﺴﺎﺣﺔ ﺍﻟﺴﻄﺢ‬
‫ﺍﻟﺠﺎﻧﺒﻲ‪.‬‬
‫* ﺍﻻﺭﺗﻔﺎﻉ ﻫﻮ ﺍﻟﺒُﻌﺪ ﺍﻟﻤﻮﺟﻮﺩ ﺑﻴﻦ ﻣﺴﺘﻮﻳﻲ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﺍﻟﻤﺘﻮﺍﺯﻳﺘﻴﻦ‪.‬‬
‫‪Prism‬‬ ‫ﺍﻟﻤﻮﺷﻮﺭ‪:‬‬
‫ﺗﻌﺮﻳﻒ‪ :‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺑﻴﻦ ﻣﻀﻠﻊ ﻭﺻﻮﺭﺗﻪ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻧﺘﻴﺠﺔ‬
‫ﺍﻹﻧﺴﺤﺎﺏ ﺑﺎﺗﺠﺎﻩ ﺛﺎﺑﺖ ﺍﻟﻰ ﻣﺴﺘ ٍﻮ ﺁﺧﺮ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻯ ﺍﻻﻭﻝ‪.‬‬
‫‪Pentagonal Prism‬‬
‫ﻣﻮﺷﻮﺭ ﺧﻤﺎﺳﻲ‬
‫‪١٠٨‬‬
‫ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺨﻤﺎﺳﻴﺔ ﺍﻷﺿﻼﻉ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﺣﺼﻞ ﻟﻬﺎ ﺍﻧﺴﺤﺎﺏ ﺑﺎﺗﺠﺎﻩ ﺛﺎﺑﺖ‪.‬‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﺃﺻﺒﺤﺖ ﺻﻮﺭﺗﻬﺎ ﻓﻲ ﺍﻷﻋﻠﻰ ﻣﻮﺟﻮﺩﺓ ﻓﻲ ﻣﺴﺘ ٍﻮ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﺍﻟﻤﺴﺘﻮﻯ )‪.(P‬‬
‫ﺩﺍﺋﻤﺎ ﻓﻲ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫* ﻗﺎﻋﺪﺗﺎ ﺍﻟﻤﻮﺷﻮﺭ ﻣﻮﺟﻮﺩﺗﺎﻥ ً‬
‫* ﺗﺘﺸﻜﻞ ﻣﺴﺎﺣﺔ ﺍﻟﻤﻮﺷﻮﺭ ﻣﻦ ﻣﺴﺎﺣﺔ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻭﻣﺴﺎﺣﺔ ﺍﻟﺴﻄﻮﺡ ﺍﻟﺠﺎﻧﺒﻴﺔ‪.‬‬
‫* ﺍﻻﺭﺗﻔﺎﻉ ﻫﻮ ﺍﻟﺒﻌﺪ ﺍﻟﻤﻮﺟﻮﺩ ﺑﻴﻦ ﻣﺴﺘﻮﻳﻲ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‪.‬‬
‫ﻗﺎﻋﺪﺓ‬
‫ﻻﺣﻆ ﺃﻧّﻪ ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ ﺗﺘﻐﻴﺮ ﺻﻮﺭ ﺍﻷﺷﻜﺎﻝ ﺃﺣﻴﺎﻧﺎً ﻋﻨﺪﻣﺎ ﻧﺮﺳﻤﻬﺎ ﻓﻲ‬
‫ﺃﺳﻄﻮﺍﻧﺔ ﻗﺎﺋﻤﺔ‬ ‫ﻣﺴﺘ ٍﻮ‪ .‬ﻓﺎﻟﺪﺍﺋﺮﺓ ﻣﺜﻼ ً ﻧﺮﺳﻤﻬﺎ ﺑﺸﻜﻞ ﺑﻴﻀﻮﻱ )‪ .(oval‬ﻭﻛﺤﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﺍﻟﻤﻀﻠﻊ‬
‫ﻧﺮﺳﻢ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺃﻭ ﺍﻟﻤﺮﺑﻊ ﻋﻠﻰ ﺷﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬
‫ﺗﻢ ﺑﻪ ﺍﻻﻧﺴﺤﺎﺏ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻓﻴﻜﻮﻥ‬ ‫‪ -‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺬﻱ ّ‬
‫ﻟﺪﻳﻨﺎ ﺃﺳﻄﻮﺍﻧﺔ ﻗﺎﺋﻤﺔ ﺃﻭ ﻣﻮﺷﻮﺭ ﻗﺎﺋﻢ‪ .‬ﻭﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﺍﻻﺗﺠﺎﻩ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﻣﺴﺘﻮﻳﻲ‬
‫ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻓﻴﻜﻮﻥ ﻟﺪﻳﻨﺎ ﺃﺳﻄﻮﺍﻧﺔ ﻣﺎﺋﻠﺔ ﺃﻭ ﻣﻮﺷﻮﺭ ﻣﺎﺋﻞ‪.‬‬
‫ﺗﺴﻤﻰ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺍﻟﻀﻠﻊ ﺍﻟﺠﺎﻧﺒﻲ ﻟﻠﻤﻮﺷﻮﺭ ﺍﻟﻤﺎﺋﻞ ﺃﻭ ﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫ﺍﻟﻤﺎﺋﻠﺔ‪ ،‬ﻭﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ ﺑﺰﺍﻭﻳﺔ ﺍﻻﻧﺤﻨﺎﺀ‪.‬‬
‫‪ -‬ﻳﺴﻤﻰ ﺍﻟﻤﻮﺷﻮﺭ ﻋﺎﺩﺓ ﺑﺤﺴﺐ ﺷﻜﻞ ﻗﺎﻋﺪﺗﻴﻪ‪ :‬ﻓﻴﻘﺎﻝ ﻣﻮﺷﻮﺭ ﺛﻼﺛﻲ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺃﺳﻄﻮﺍﻧﺔ ﻣﺎﺋﻠﺔ‬ ‫ﻗﺎﻋﺪﺗﺎﻩ ﻣﺜﻠﺜﺘﻴﻦ‪ .‬ﻭﻳﻘﺎﻝ ﻣﻮﺷﻮﺭ ﺭﺑﺎﻋﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﻗﺎﻋﺪﺗﻴﻪ ﺭﺑﺎﻋﻴﺔ ﺍﻷﺿﻼﻉ‪.‬‬
‫ﻭﻳﻘﺎﻝ ﻣﻮﺷﻮﺭ ﺧﻤﺎﺳﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﻗﺎﻋﺪﺗﻴﻪ ﺧﻤﺎﺳﻴﺔ ﺍﻷﺿﻼﻉ‪.‬‬
‫‪ -‬ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺑﻴﻦ ﺭﺃﺳﻴﻦ ﻣﺘﻘﺎﺑﻠﻴﻦ ﻓﻲ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﺗﺴﻤﻰﺿﻠﻌﺎً‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﺟﺎﻧﺒﻴﺎً )ﺣﺮﻓﺎً(‪ .‬ﻭﺍﻟﺴﻄﺢ ﺍﻟﺬﻱ ﻳﺮﺑﻂ ﺑﻴﻦ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻳﺴﻤﻰ ﺍﻟﻮﺟﻪ ﺍﻟﺠﺎﻧﺒﻲ‪.‬‬
‫ﺿﻠﻊ ﺟﺎﻧﺒﻲ‬
‫)ﺣﺮﻑ(‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺮﻯ ﻓﻲ ﻣﺤﻴﻄﻚ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻷﺳﻄﻮﺍﻧﻴﺔ ﻣﺜﻞ ﺍﻟﺒﺮﻣﻴﻞ‪ ،‬ﻗﻠﻢ‬
‫ﻭﺟﻪ ﺟﺎﻧﺒﻲ‬ ‫ﺍﻟﺮﺻﺎﺹ )ﺑﺪﻭﻥ ﻣﻤﺤﺎﺓ(‪ ،‬ﻋﻠﺒﺔ ﺍﻟﺤﻠﻴﺐ ﺍﻟﻤﺠﻔﻒ‪ ...‬ﺇﻟﺦ‪.‬‬
‫ﻗﺎﻋﺪﺓ‬
‫ﻣﻮﺷﻮﺭ ﺛﻼﺛﻲ ﻗﺎﺋﻢ‬
‫‪) -١‬ﺃ( ﺍﺭﺳﻢ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﻣﺮﺑﻊ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫)ﺏ( ﺍﺭﺳﻢ ﻣﻮﺷﻮﺭﺍ ً ﻗﺎﻋﺪﺗﻪ ﺳﺪﺍﺳﻲ ﻣﻨﺘﻈﻢ‪.‬‬
‫‪ -٢‬ﻓﻲ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪:‬‬
‫ﺗﺴﻤﻰ ‪ ....‬ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪.‬‬
‫)ﺃ( ﺍﻟﻘﻄﻌﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺑﻴﻦ ﺭﺃﺳﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ّ‬
‫)ﺏ( ﻛﻢ ﻋﺪﺩ ﺍﻷﻭﺟﻪ ﺍﻟﺠﺎﻧﺒﻴﺔ؟‬
‫)ﺟـ( ﻛﻢ ﻋﺪﺩ ﺍﻷﻭﺟﻪ ﺍﻹﺟﻤﺎﻟﻲ؟‬
‫)ﺩ( ﻛﻢ ﻋﺪﺩ ﺍﻷﺿﻼﻉ ﺍﻟﺠﺎﻧﺒﻴﺔ )ﺍﻷﺣﺮﻑ(؟‬
‫)ﻫـ( ﻛﻢ ﻋﺪﺩ ﺍﻷﺿﻼﻉ ﺍﻹﺟﻤﺎﻟﻲ؟‬
‫‪١٠٩‬‬
‫‪ =-٣‬ﻓﻲ ﻣﺘﻮﺍﺯﻱ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ ﺍﻟﻤﻮﺟﻮﺩ ﺇﻟﻰ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪:‬‬
‫‪A‬‬ ‫‪B‬‬ ‫)ﺃ( ﺍﺫﻛﺮ ﻭﺟﻬﻴﻦ ﻓﻲ ﻣﺴﺘﻮﻳﻴﻦ ﻣﺘﻮﺍﺯﻳﻴﻦ‪.‬‬
‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ ‪ AB = 7‬ﱢ‬
‫ﺣﺪﺩ ﺟﻤﻴﻊ‬
‫‪C‬‬ ‫ﺍﻷﺿﻼﻉ ﺍﻟﺘﻲ ﻃﻮﻟﻬﺎ ‪.7‬‬
‫‪D‬‬ ‫ﺣﺪﺩ ﺍﺳﻢ ﺍﻟﻤﺠﺴﻢ ﺍﻷﺳﻄﻮﺍﻧﻲ ﺍﻟﺬﻱ‪:‬‬ ‫‪ -٤‬ﱢ‬
‫‪G‬‬ ‫‪H‬‬
‫)ﺃ( ﻗﺎﻋﺪﺗﻪ ﺳﺪﺍﺳﻴﺔ ﺍﻷﺿﻼﻉ‪.‬‬
‫)ﺏ( ﻟﻪ ﻗﺎﻋﺪﺓ ﺩﺍﺋﺮﻳﺔ‪.‬‬
‫‪F‬‬ ‫‪E‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ‪ ٥‬ﺇﻟﻰ ‪ ٨‬ﺍﺭﺳﻢ ﺍﻟﺸﻜﻞ ﺣﺴﺐ ﺍﻟﻤﻮﺍﺻﻔﺎﺕ‪:‬‬
‫‪ -٥‬ﻣﻮﺷﻮﺭ ﺛﻼﺛﻲ ﻗﺎﺋﻢ‪.‬‬
‫‪ -٦‬ﻣﻮﺷﻮﺭ ﺛﻤﺎﻧﻲ ﻣﻨﺘﻈﻢ‪.‬‬
‫‪ -٧‬ﺃﺳﻄﻮﺍﻧﺔ ﻗﺎﺋﻤﺔ‪.‬‬
‫‪ -٨‬ﺃﺳﻄﻮﺍﻧﺔ ﻣﺼﻤﺘﺔ ﻣﺎﺋﻠﺔ‪.‬‬
‫ﺣﺪﺩ ﻧﻮﻉ ﻛﻞ ﻣﺠﺴﻢ‪:‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪ ١٠ ،٩‬ﱢ‬
‫‪ -٩‬ﻗﺮﺹ ﻣﺪﻣﺞ )‪ ، (CD‬ﺗﺠﺎﻫﻞ ﺃﻧﻪ ﻣﺜﻘﻮﺏ ﻓﻲ ﺍﻟﻮﺳﻂ‪.‬‬
‫‪ -١٠‬ﻗﻠﻢ ﺭﺻﺎﺹ ﺑﺪﻭﻥ ﻣﻤﺤﺎﺓ‪.‬‬
‫‪ -١١‬ﺍﺭﺳﻢ ﻣﻮﺷﻮﺭﺍ ً ﺛﻼﺛﻴّﺎً ﺑﺰﺍﻭﻳﺔ ﺍﻧﺤﻨﺎﺀ ﺗﻌﺎﺩﻝ ‪.30°‬‬
‫‪ -١٢‬ﺍﺭﺳﻢ ﻣﻮﺷﻮﺭﺍ ً ﺧﻤﺎﺳﻴّﺎً ﺑﺰﺍﻭﻳﺔ ﺍﻧﺤﻨﺎﺀ ﺗﻌﺎﺩﻝ ‪.40°‬‬
‫‪ -١٣‬ﻓﻲ ﺍﻟﻄﺒﻴﻌﺔ‪ :‬ﺗﺸﻜﻞ ﻛﻞ ﺧﻠﻴﺔ ﻣﻦ ﺃﻗﺮﺍﺹ ﺍﻟﻌﺴﻞ ﻣﻮﺷﻮﺭﺍ ً ﺳﺪﺍﺳﻴّﺎً ﻗﺎﺋﻤﺎً‪ .‬ﻟﻤﺎﺫﺍ‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻨﺤﻞ ﻫﺬﺍ ﺍﻟﺸﻜﻞ؟‬
‫‪١١٠‬‬
‫‪Pyramid and Cone‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ‪ :‬ﺍﻟﻬﺮﻡ ﻭﺍﻟﻤﺨﺮﻭﻁ‬
‫* ﺗﻌﺮﻳﻒ ﺍﻟﻬﺮﻡ ﻭﺍﻟﻤﺨﺮﻭﻁ‬
‫‪Pyramid‬‬ ‫ﺍﻟﻬﺮﻡ‬
‫* ﻣﻤﻴﺰﺍﺕ ﺍﻟﻬﺮﻡ‬
‫ﺑﻨﻴﺖ ﺍﻷﻫﺮﺍﻣﺎﺕ ﻣﻨﺬ ﺍﻟﻘﺪﻡ‬
‫* ﻣﻤﻴﺰﺍﺕ ﺍﻟﻤﺨﺮﻭﻁ‬
‫ﻓﻲ ﺃﻣﺎﻛﻦ ﻣﺘﻌﺪﺩﺓ ﻣﻦ ﺍﻟﻌﺎﻟﻢ‬
‫ﻛﻤﻌﺎﺑﺪ ﻭﻣﻘﺎﺑﺮ‪ .‬ﻭﺇﺣﺪﻯ‬
‫ﻋﺠﺎﺋﺐ ﺍﻟﺪﻧﻴﺎ ﻫﻲ ﻣﺠﻤﻮﻋﺔ‬
‫ﺃﻫﺮﺍﻣﺎﺕ ﺍﻟﺠﻴﺰﺓ ﻓﻲ ﻣﺼﺮ‪،‬‬
‫ﻭﻗﺪ ﺑﻨﻴﺖ ﺃﻗﺪﻣﻬﺎ ﻣﺎ ﺑﻴﻦ‬
‫‪ 2800‬ﻭ‪ 2600‬ﻗﺒﻞ ﺍﻟﻤﻴﻼﺩ‪.‬‬
‫ﻭﻫﺬﻩ ﺍﻷﻫﺮﺍﻣﺎﺕ ﻫﻲ ﺃﻣﺜﻠﺔ‬
‫ﻋﻦ ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ‪.‬‬
‫ﺍﻟﺮﺃﺱ‬
‫ﺃﻣﺎ ﺳﻄﺤﻬﺎ ﺍﻟﺠﺎﻧﺒﻲ ﻭﻗﺎﻋﺪﺗﻬﺎ‬
‫ﻓﺘﺴﻤﻰ ﺍﻟﺴﻄﺢ ﺍﻟﻤﺨﺮﻭﻃﻲ‪.‬‬
‫ﻟﻨﺄﺧﺬ ﻗﺎﻋﺪﺓ ﻭﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﻻ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﻘﺎﻋﺪﺓ )ﺍﻟﺮﺃﺱ(‪ .‬ﻳﻜﻮﻥ ﺍﻟﻤﺠﺴﻢ‬
‫ﺍﻟﻤﺨﺮﻭﻃﻲ ﻋﻨﺪﺋ ٍﺬ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺘﻮﺍﺟﺪﺓ ﻋﻠﻰ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ‬
‫ﺍﻟﻘﺎﻋﺪﺓ‬ ‫ﺗﺠﻤﻊ ﻣﺎ ﺑﻴﻦ ﺍﻟﺮﺃﺱ ﻭﻛﺎﻓﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﺗﻌﺮﻳﻒ‬
‫ﺍﻟﺴﻄﺢ ﺍﻟﻤﺨﺮﻭﻃﻲ‬ ‫ﺍﻟﻬﺮﻡ ﻫﻮ ﻣﺠﺴﻢ ﻣﺨﺮﻭﻃﻲ ﻗﺎﻋﺪﺗﻪ ﻣﻀﻠﻊ‪.‬‬
‫ﺷﻜﻞ )‪(١‬‬ ‫ﺍﻟﻤﺨﺮﻭﻁ ﻫﻮ ﻣﺠﺴﻢ ﻣﺨﺮﻭﻃﻲ ﻗﺎﻋﺪﺗﻪ ﺩﺍﺋﺮﺓ‪.‬‬
‫‪S‬‬ ‫ﻣﺜﻼ ً‪ :‬ﻛﻞ ﻣﻦ ﺃﻫﺮﺍﻣﺎﺕ ﻣﺼﺮ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻠﻰ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬
‫ﺍﻟﺘﻲ ﺗﺼﻞ ﻧﻘﺎﻁ ﺍﻟﻘﺎﻋﺪﺓ ﺑﺎﻟﺮﺃﺱ‪.‬‬
‫ﺃﺟﺰﺍﺀ ﺍﻟﻬﺮﻡ‬
‫‪ -١‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺍﻟﺮﺃﺱ )‪ (vertex‬ﺑﺮﺅﻭﺱ ﺍﻟﻘﺎﻋﺪﺓ ﺗﺴﻤﻰ ﺍﻷﺿﻼﻉ‬
‫ﺍﻟﺠﺎﻧﺒﻴﺔ ﻟﻠﻬﺮﻡ )‪ (lateral edges‬ﻣﺜﻞ ‪) ، SA ، SB‬ﺷﻜﻞ ‪.(٢‬‬
‫‪ -٢‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺒﺎﻗﻴﺔ ﻫﻲ ﺃﺿﻼﻉ ﺍﻟﻘﺎﻋﺪﺓ ) ‪.(... ، AB ، BC‬‬
‫‪ -٣‬ﻛﻞ ﺍﻟﺴﻄﻮﺡ ﻣﺎ ﻋﺪﺍ ﺍﻟﻘﺎﻋﺪﺓ ﻫﻲ ﻣﺜﻠﺜﺎﺕ ﻭﺗﺪﻋﻰ ﺍﻟﻮﺟﻮﻩ ﺍﻟﺠﺎﻧﺒﻴﺔ‬
‫‪A‬‬ ‫‪D‬‬ ‫)‪.(... SBC ،SAB‬‬
‫‪B‬‬ ‫‪C‬‬
‫ﺷﻜﻞ )‪(٢‬‬
‫‪١١١‬‬
‫ﺃﻧﻮﺍﻉ ﺍﻟﻬﺮﻡ‬
‫• ﻳ ﱡﺼﻨﱠﻒ ﺍﻟﻬﺮﻡ ﺑﺤﺴﺐ ﻗﺎﻋﺪﺗﻪ‪ :‬ﺍﻟﻬﺮﻡ ﺍﻟﺜﻼﺛﻲ ﻗﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺷﻜﻞ ﻣﺜﻠﺚ ﻭﺍﻟﻬﺮﻡ‬
‫ﺍﻟﺮﺑﺎﻋﻲ ﻗﺎﻋﺪﺗﻪ ﻋﻠﻰ ﺷﻜﻞ ﺭﺑﺎﻋﻲ‪ ،‬ﻣﺜﻼ ً‪ :‬ﻣﺮﺑﻊ‪ ،‬ﻣﺴﺘﻄﻴﻞ‪...‬‬
‫• ﺍﻟﻬﺮﻡ ﺍﻟﺨﻤﺎﺳﻲ ﻗﺎﻋﺪﺗﻪ ﺧﻤﺎﺳﻴﺔ ﺍﻷﺿﻼﻉ‪...‬‬
‫• ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ﺭﺃﺱ ﺍﻟﻬﺮﻡ ﺇﻟﻰ ﻣﺴﺘﻮﻱ ﺍﻟﻘﺎﻋﺪﺓ‬
‫ﺗﻤﺮ ﻓﻲ ﻧﻘﻄﺔ ﻣﺮﻛﺰﻫﺎ‪ ،‬ﻳﻜﻮﻥ ﺍﻟﻬﺮﻡ ﻫﺮﻣﺎً ﻗﺎﺋﻤﺎً‪.‬‬
‫• ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻘﺎﻋﺪﺓ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﺃﻧﻮﺍﻉ ﻣﺘﻌﺪﺩﺓ ﺍﻷﺿﻼﻉ ﻛﺎﻟﻤﺜﻠﺚ‬
‫ﺍﻟﻤﺘﺴﺎﻭﻱ ﺍﻷﺿﻼﻉ ﺃﻭ ﺍﻟﻤﺮﺑﻊ ‪ ...‬ﻭﻛﺎﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻣﻦ ﺭﺃﺱ ﺍﻟﻬﺮﻡ‬
‫ﺇﻟﻰ ﻣﺴﺘﻮﻱ ﺍﻟﻘﺎﻋﺪﺓ ﻳﻤﺮ ﻓﻲ ﻧﻘﻄﺔ ﺍﻟﻤﺮﻛﺰ ﻟﻬﺬﻩ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻴﻜﻮﻥ ﻟﺪﻳﻨﺎ ﻫﺮﻡ‬
‫ﻗﺎﺋﻢ ﻣﻨﺘﻈﻢ‪.‬‬
‫• ﺃﻣﺎ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻓﻴﻜﻮﻥ ﺍﻟﻬﺮﻡ ﻣﺎﺋﻼ ً‪.‬‬
‫• ﺇ ّﻥ ﺟﻤﻴﻊ ﺃﻫﺮﺍﻣﺎﺕ ﻣﺼﺮ ﻫﻲ ﻗﺎﺋﻤﺔ ﻭﻣﻨﺘﻈﻤﺔ ﻭﻗﻮﺍﻋﺪﻫﺎ ﻣﺮﺑﻌﺔ‪.‬‬
‫ﻧﺸﺎﻁ‬
‫ﺍﺭﺳﻢ ﻫﺮﻣﺎً ﻗﺎﺋﻤﺎً ﺑﺎﺳﺘﺨﺪﺍﻡ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﻤﺒﻴّﻨﺔ ﺃﺩﻧﺎﻩ ﻟﻬﺮﻡ ﻗﺎﺋﻢ ﻣﻨﺘﻈﻢ ﻗﺎﻋﺪﺗﻪ ﻣﺮﺑﻌﺔ‪.‬‬
‫ﺍﻟﺨﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ‬ ‫ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ‬
‫‪S‬‬
‫‪A‬‬ ‫‪D‬‬
‫‪A‬‬ ‫‪D‬‬
‫‪O‬‬ ‫‪B‬‬ ‫‪C‬‬
‫‪B‬‬ ‫‪C‬‬ ‫ﻳﺮﺳﻢ ﺍﻟﻤﺮﺑﻊ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﻫﺮﻡ ﻗﺎﺋﻢ ﻣﻨﺘﻈﻢ ﻗﺎﻋﺪﺗﻪ‬ ‫ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‬
‫ﻣﺮﺑﻌﺔ‬
‫)‪SO = (ABCD‬‬
‫‪Cone‬‬ ‫ﺍﻟﻤﺨﺮﻭﻁ‬
‫ﺍﻟﻤﺨﺮﻭﻁ ﻣﺸﺎﺑﻪ ﻟﻠﻬﺮﻡ ﻣﻊ ﻓﺮﻕ ﻭﺍﺣﺪ ﻫﻮ ﺃ ّﻥ ﻗﺎﻋﺪﺗﻪ ﺩﺍﺋﺮﺓ‪.‬‬
‫ﺇ ّﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﻳﻤﺮ ﻣﻦ ﺍﻟﺮﺃﺱ ﺇﻟﻰ ﻧﻘﻄﺔ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﻳﺴﻤﻰ ﻣﺤﻮﺭ ﺍﻟﻤﺨﺮﻭﻁ‬
‫)‪.(axis‬‬
‫ﺭﺃﺱ‬ ‫ﺭﺃﺱ‬
‫ﺿﻠﻊ ﺟﺎﻧﺒﻲ‬
‫ﻗﺎﻋﺪﺓ‬ ‫ﺍﻟﻤﺤﻮﺭ‬ ‫ﺍﻟﻤﺤﻮﺭ‬

‫ﻣﺨﺮﻭﻁ ﻗﺎﺋﻢ‬ ‫ﻣﺨﺮﻭﻁ ﻣﺎﺋﻞ‬
‫‪Right Cone‬‬ ‫‪Oblique Cone‬‬
‫‪١١٢‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺤﻮﺭ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﺬﻱ ﻳﺤﻮﻱ ﺍﻟﺪﺍﺋﺮﺓ ﻓﻴﻜﻮﻥ ﻟﺪﻳﻨﺎ ﻣﺨﺮﻭﻁ‬
‫ﻗﺎﺋﻢ‪ ،‬ﺃﻣﺎ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺒﺎﻗﻴﺔ ﻓﻴﻜﻮﻥ ﺍﻟﻤﺨﺮﻭﻁ ﻣﺎﺋﻼ ً‪.‬‬
‫ﺍﻟﺴﻄﺢ ﻓﻲ ﺍﻟﻤﺨﺮﻭﻁ ﺍﻟﺬﻱ ﻫﻮ ﻏﻴﺮ ﺳﻄﺢ ﺍﻟﻘﺎﻋﺪﺓ ﻳﺴﻤﻰ ﺍﻟﺴﻄﺢ ﺍﻟﺠﺎﻧﺒﻲ‬
‫)‪ .(lateral face‬ﺇ ّﻥ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﺭﺃﺱ ﺍﻟﻤﺨﺮﻭﻁ ﺑﺄﻱ ﻧﻘﻄﺔ ﻋﻠﻰ‬
‫ﺗﺴﻤﻰ ﻣﻮﻟّﺪﺍ ً ﻟﻠﻤﺨﺮﻭﻁ )‪.(lateral edge‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ ّ‬
‫ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻬﺮﻡ‬
‫‪ -١‬ﺇ ّﻥ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ﺭﺃﺱ ﺍﻟﻬﺮﻡ ﺇﻟﻰ ﻣﺴﺘﻮﻱ ﺍﻟﻘﺎﻋﺪﺓ ﺗﺴﻤﻰ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ ﻭﻫﻲ ‪ SH‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪.١‬‬
‫‪ -٢‬ﻛﻞ ﻭﺟﻪ ﺟﺎﻧﺒﻲ ﻣﻦ ﺍﻟﻬﺮﻡ ﻫﻮ ﻣﺜﻠﺚ ﻳﻤﺮ ﺑﺮﺃﺱ ﺍﻟﻬﺮﻡ‪ .‬ﻭﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬
‫ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ﺭﺃﺱ ﺍﻟﻬﺮﻡ ﺇﻟﻰ ﺃﻱ ﺿﻠﻊ ﻣﻦ ﺍﻟﻘﺎﻋﺪﺓ ﻳﺴﻤﻰ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ‬
‫)‪ (Slant height‬ﻓﻲ ﺍﻟﻬﺮﻡ‪ ،‬ﻣﺜﻼ ً ‪) SF‬ﺷﻜﻞ ‪.(١‬‬
‫‪ -٣‬ﺇ ّﻥ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ ﻫﻮ ﺃﻛﺒﺮ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ‪.‬‬
‫‪ -٤‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻬﺮﻡ ﻗﺎﺋﻤﺎً ﻭﻣﻨﺘﻈﻤﺎً ﻓﻴﻜﻮﻥ ﺍﺭﺗﻔﺎﻋﻪ ﻫﻮ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺘﻲ‬
‫ﺗﺼﻞ ﺭﺃﺱ ﺍﻟﻬﺮﻡ ﺑﻤﺮﻛﺰ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﻭﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﻻﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﺠﺎﻧﺒﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ‬
‫)ﺷﻜﻞ ‪.(٢‬‬
‫ﺍﺭﺗﻔﺎﻋﺎﺕ ﺍﻟﻤﺨﺮﻭﻁ‬
‫ﺇ ّﻥ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻣﻦ ﺭﺃﺱ ﺍﻟﻤﺨﺮﻭﻁ ﺇﻟﻰ ﻣﺴﺘﻮﻱ‬
‫ﺍﻟﻘﺎﻋﺪﺓ ﻫﻮ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺨﺮﻭﻁ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺨﺮﻭﻁ ﻗﺎﺋﻤﺎً ﻓﺈ ّﻥ ﺍﺭﺗﻔﺎﻋﻪ ﻳﻤﺮ ﻓﻲ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﻭﻳﻜﻮﻥ ﺍﻻﺭﺗﻔﺎﻉ ﻫﻮ‬
‫‪S‬‬
‫‪ SO‬ﻭﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﺠﺎﻧﺒﻲ ﻫﻮ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ )ﺷﻜﻞ ‪.(٣‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺨﺮﻭﻁ ﻣﺎﺋﻼ ً ﻓﺈ ّﻥ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻌﻤﻮﺩﻳﺔ ﻻ ﺗﻤﺮ ﻓﻲ ﺍﻟﻤﺮﻛﺰ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ‬
‫ﺣﺮﻑ‬
‫ﺷﻜﻞ ‪) ٤‬ﺃ( ﻭ)ﺏ(‪.‬‬
‫‪A‬‬
‫‪D‬‬
‫‪H‬‬ ‫‪S‬‬ ‫‪S‬‬ ‫‪S‬‬
‫‪B‬‬
‫ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ‬
‫‪F‬‬ ‫‪C‬‬
‫ﺷﻜﻞ )‪(١‬‬
‫‪S‬‬
‫‪A‬‬
‫‪O‬‬ ‫‪D‬‬ ‫‪O‬‬ ‫‪H‬‬ ‫‪O‬‬ ‫‪H‬‬ ‫‪O‬‬
‫‪ C‬ﻫﺮﻡ ﻣﻨﺘﻈﻢ ﻣﺮﺑﻊ ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪B‬‬
‫ﻣﺨﺮﻭﻁ ﻣﺎﺋﻞ‬ ‫ﻣﺨﺮﻭﻁ ﻣﺎﺋﻞ‬ ‫ﻣﺨﺮﻭﻁ ﻗﺎﺋﻢ‬

‫)‪SO ⊥ (ABCD‬‬
‫ﺷﻜﻞ )‪(٢‬‬
‫ﺷﻜﻞ ‪) ٤‬ﺏ(‬ ‫ﺷﻜﻞ ‪) ٤‬ﺃ(‬ ‫ﺷﻜﻞ ‪٣‬‬
‫‪١١٣‬‬
‫ﻣﺜﺎﻝ‬
‫ﻟﻨﺄﺧﺬ ﻫﺮﻣﺎً ﻣﻨﺘﻈﻤﺎً ﻗﺎﺋﻤﺎً ﺳﺪﺍﺳﻲ ﺍﻟﻘﺎﻋﺪﺓ ﻭﻟﻴﻜﻦ ﺍﻻﺭﺗﻔﺎﻉ ‪ .SH = 12‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪S‬‬
‫‪ ،TH = 7‬ﺍﺣﺴﺐ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ ‪.ST‬‬
‫ﺍﻟﺤﻞ‬
‫ﺇ ّﻥ ﺍﻟﻤﺜﻠﺚ ‪ SHT‬ﻫﻮ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ‪ H‬ﺇﺫﺍ ً ﺑﺤﺴﺐ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻧﻜﺘﺐ‪:‬‬
‫‪H‬‬
‫‪ST2 = SH2 + HT2‬‬ ‫‪T‬‬
‫‪ST2 = 122 + 72‬‬
‫‪ST2 = 193‬‬
‫‪ST = 193 . 13.9 units‬‬
‫‪) 13.9‬ﻭﺣﺪﺓ ﻃﻮﻝ(‬
‫‪A‬‬ ‫‪ -١‬ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻫﺮﻡ ﻣﺮﺑﻊ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﻋﻴﱢﻦ‪:‬‬
‫)ﺃ( ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪B‬‬ ‫‪C‬‬ ‫)ﺏ( ﺍﻟﺮﺃﺱ‬
‫‪E‬‬ ‫)ﺟـ( ﺍﻷﺿﻼﻉ ﺍﻟﺠﺎﻧﺒﻴﺔ‬
‫)ﺩ( ﺍﻷﻭﺟﻪ ﺍﻟﺠﺎﻧﺒﻴﺔ‬
‫‪D‬‬ ‫)ﻫـ( ﺃﺿﻼﻉ ﺍﻟﻘﺎﻋﺪﺓ‬
‫‪ -٢‬ﺍﻟﺮﺳﻢ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻣﺨﺮﻭﻁ ﻗﺎﻋﺪﺗﻪ ﺩﺍﺋﺮﺓ ﻟﻬﺎ ﻧﻘﻄﺔ ﺍﺭﺗﻜﺎﺯ ‪O‬‬
‫ﻭ ‪ MO‬ﻫﻲ ﻋﻤﻮﺩﻳﺔ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫)ﺃ( ﺃﻱ ﻧﻮﻉ ﻣﻦ ﺍﻟﻤﺴﻄﺢ ﻟﺪﻳﻨﺎ ﻓﻲ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ؟‬
‫‪N‬‬ ‫ﺣﺪﺩ ﻣﺤﻮﺭ ﺍﻟﺼﻮﺭﺓ‪.‬‬ ‫)ﺏ( ﱢ‬
‫)ﺟـ( ﻋﻴﱢﻦ ﺿﻠﻌﺎً ﺟﺎﻧﺒﻴّﺎً‪.‬‬
‫‪O‬‬ ‫‪M‬‬ ‫ﺣﺪﺩ ﺍﺳﻢ ﺍﻟﺮﺃﺱ‪.‬‬ ‫)ﺩ( ﱢ‬
‫)ﻫـ( ﻋﻴﱢﻦ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫‪L‬‬ ‫ﻋﺮﻑ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ‪.‬‬ ‫)ﻭ( ﱢ‬
‫)ﺯ( ﻋﻴﱢﻦ ﺍﺭﺗﻔﺎﻋﺎً ﺟﺎﻧﺒﻴّﺎً‪.‬‬
‫‪P‬‬ ‫‪ -٣‬ﺍﺭﺳﻢ ﻣﺨﺮﻭﻃﺎً ﻗﺎﻋﺪﺗﻪ ﺩﺍﺋﺮﺓ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪.2 cm‬‬
‫‪ -٤‬ﻟﻨﺄﺧﺬ ﻫﺮﻣﺎً ﻗﺎﺋﻤﺎً ﻣﻨﺘﻈﻤﺎً ﻗﺎﻋﺪﺗﻪ ﺧﻤﺎﺳﻴﺔ ﺍﻷﺿﻼﻉ‬
‫ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﻭﻟﺘﻜﻦ ‪RQ = 4 ،PQ = 10‬‬
‫)ﺃ( ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ‪.‬‬
‫)ﺏ( ﺃﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ‪.‬‬
‫‪R‬‬ ‫‪Q‬‬
‫‪١١٤‬‬
‫‪ -٥‬ﻟﻨﺄﺧﺬ ﻫﺮﻣﺎً ﻗﺎﺋﻤﺎً ﻣﻨﺘﻈﻤﺎً ﻣﺮﺑﻊ ﺍﻟﻘﺎﻋﺪﺓ‪ .‬ﺭﺗﱢﺐ ﺍﻷﻃﻮﺍﻝ ﺍﻟﺘﺎﻟﻴﺔ ﻣﻦ ﺍﻷﺻﻐﺮ ﺇﻟﻰ‬
‫ﺍﻷﻛﺒﺮ‪:‬‬
‫)ﺃ( ﺍﻟﻀﻠﻊ ﺍﻟﺠﺎﻧﺒﻲ‬
‫)ﺏ( ﺍﺭﺗﻔﺎﻉ ﺍﻟﻬﺮﻡ‬
‫)ﺟـ( ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺠﺎﻧﺒﻲ‬
‫‪ -٦‬ﻟﻨﺄﺧﺬ ﻫﺮﻣﺎً ﻗﺎﻋﺪﺗﻪ ﺳﺪﺍﺳﻴﺔ ﺍﻷﺿﻼﻉ‪:‬‬
‫)ﺃ( ﻣﺎ ﻋﺪﺩ ﺃﻭﺟﻬﻪ ﺍﻟﺠﺎﻧﺒﻴﺔ؟‬
‫)ﺏ( ﻣﺎ ﻋﺪﺩ ﺃﻭﺟﻬﻪ؟‬
‫)ﺟـ( ﻣﺎ ﻋﺪﺩ ﺃﺿﻼﻋﻪ ﺍﻟﺠﺎﻧﺒﻴﺔ؟‬
‫)ﺩ( ﻣﺎ ﻋﺪﺩ ﺃﺿﻼﻋﻪ؟‬
‫‪ -٧‬ﺍﻟﻘﺒﻌﺔ ﺍﻟﺼﻴﻨﻴﺔ ﺷﻜﻠﻬﺎ ﻣﺨﺮﻭﻃﻲ‪ .‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻘﺎﻋﺪﺓ ‪ 33 cm‬ﻭﺍﺭﺗﻔﺎﻋﻬﺎ‬
‫‪.17 cm‬‬
‫)ﺃ( ﺍﺣﺴﺐ ﺃﻱ ﺍﺭﺗﻔﺎﻉ ﺟﺎﻧﺒﻲ‪.‬‬
‫)ﺏ( ﺍﺣﺴﺐ ﻣﺤﻴﻂ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫‪١١٥‬‬
‫‪Sphere and Sections‬‬ ‫ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻜﺮﻭﻳﺔ‪ :‬ﺍﻟﻜﺮﺓ ﻭﺍﻟﻘﻄﻮﻉ‬
‫ﻓﻲ ﺍﻟﺘﺎﺭﻳﺦ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬

‫ﺍﺳﺘﻨﺘﺞ ﻋﻠﻤﺎﺀ ﺍﻟﻔﻠﻚ ﺍﻟﻴﻮﻧﺎﻧﻴﻮﻥ‬ ‫* ﺧﺼﺎﺋﺺ ﺍﻟﻜﺮﺓ‬
‫ﺍﻟﻘﺪﺍﻣﻰ ﺃ ّﻥ ﺍﻷﺭﺽ ﻛﺮﻭﻳﺔ ﺍﻟﺸﻜﻞ‪.‬‬ ‫* ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺼﻐﺮﻯ‬
‫ﻭﻗﺪ ﺑﻨﻮﺍ ﺍﻋﺘﻘﺎﺩﻫﻢ ﻫﺬﺍ ﻋﻠﻰ ﺃ ّﻥ‬ ‫ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﺒﺮﻯ‬
‫ﺍﻷﺭﺽ ﺗﻌﻜﺲ ّ‬
‫ﻇﻼ ً ﺩﺍﺋﺮﻳّﺎً ﻋﻠﻰ ﺍﻟﻘﻤﺮ‬ ‫* ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺴﺘﻮﻳﺔ‬
‫ﺃﺛﻨﺎﺀ ﺧﺴﻮﻓﻪ‪ .‬ﻭﻟﻜﻦ ﻓﻲ ﺍﻟﻘﺮﻭﻥ‬
‫ﺍﻟﻮﺳﻄﻰ ﻭﺑﺪﺍﻳﺔ ﻋﺼﺮ ﺍﻟﻨﻬﻀﺔ ﻛﺎﻥ‬
‫ﺍﻷﻭﺭﻭﺑﻴﻮﻥ ﻳﻌﺘﻘﺪﻭﻥ ﺃ ّﻥ ﺍﻷﺭﺽ‬
‫ﻣﺴﻄﺤﺔ‪ ،‬ﻭﻇ ّﻞ ﻫﺬﺍ ﺍﻻﻋﺘﻘﺎﺩ ﺳﺎﺋﺪﺍ ً‬
‫ﺣﺘﻰ ﺳﻨﺔ ‪ 1522‬ﻡ ﻋﻨﺪﻣﺎ ﻗﺎﻡ ﺍﻟﺒﺤﺎﺭ ﺍﻟﺒﺮﺗﻐﺎﻟﻲ ﻣﺎﺟﻼﻥ ﺑﺪﻭﺭﺓ ﻛﺎﻣﻠﺔ ﺣﻮﻝ ﺍﻷﺭﺽ‪.‬‬
‫ﻭﻛﺎﻥ ﺍﻹﺛﺒﺎﺕ ﺃ ّﻥ ﺍﻷﺭﺽ ﻛﺮﻭﻳﺔ ﺍﻟﺸﻜﻞ‪.‬‬
‫ﺗﻌﺮﻳﻒ‬
‫ﺍﻟﻜﺮﺓ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻨﻘﺎﻁ ﻓﻲ ﺍﻟﻔﻀﺎﺀ ﺍﻟﺘﻲ ﺗﺒﻌﺪ ﻣﺴﺎﻓﺔ ﺛﺎﺑﺘﺔ ﻣﻦ ﻧﻘﻄﺔ ﺛﺎﺑﺘﺔ‪.‬‬
‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺜﺎﺑﺘﺔ ﺗﺴﻤﻰ‪ :‬ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺜﺎﺑﺘﺔ ﺗﺴﻤﻰ‪ :‬ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﺍﻟﻜﺮﺓ ﺍﻟﻤﺼﻤﺘﺔ ﻧﺮﺳﻤﻬﺎ ﻣﻈﻠﻠﺔ )ﺷﻜﻞ ‪ (١‬ﻣﺜﺎﻝ ﻋﻠﻰ ﺫﻟﻚ‪:‬‬

‫ﺍﻟﺒﺮﺗﻘﺎﻟﺔ‪ ،‬ﺍﻟﻜﺮﺓ ﺍﻟﺤﺪﻳﺪﻳﺔ ‪...‬‬
‫ﺍﻟﻜﺮﺓ ﺍﻟﻔﺎﺭﻏﺔ ﻣﻦ ﺍﻟﺪﺍﺧﻞ )ﺍﻟﻤﺴﻄﺢ ﺍﻟﺨﺎﺭﺟﻲ( ﻧﺮﺳﻢ ﻓﻘﻂ ﺧﻄّﺎً ﺩﺍﺋﺮﻳّﺎً )ﺷﻜﻞ ‪(٢‬‬
‫ﻣﺜﺎﻝ ﻋﻠﻰ ﺫﻟﻚ‪ :‬ﻛﺮﺓ ﺍﻟﺴﻠﺔ‪ ،‬ﻛﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻓﻘﺎﻋﺔ ﺍﻟﺼﺎﺑﻮﻥ ‪ ...‬ﺇﻟﺦ‬
‫• ﺇ ّﻥ ﺍﻟﻤﺼﻄﻠﺤﺎﺕ ﻭﺍﻷﺳﻤﺎﺀ ﺍﻟﺘﻲ ﺗﺴﺘﺨﺪﻡ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ ﻫﻲ ﻧﻔﺴﻬﺎ ﻓﻲ ﺍﻟﻜﺮﺓ‪.‬‬
‫‪ -‬ﺍﻟﻨﻘﻄﺔ ‪ O‬ﻫﻲ ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ‪.‬‬
‫‪ OA -‬ﻫﻮ ﻧﺼﻒ ﻗﻄﺮ‪.‬‬
‫‪ OB -‬ﻫﻮ ﻧﺼﻒ ﻗﻄﺮ‪.‬‬
‫‪ -‬ﺍﻟﻘﻄﻌﺔ ﺍﻟﺘﻲ ﺗﺼﻞ ﻧﻘﻄﺘﻴﻦ ﻣﻦ ﺍﻟﻜﺮﺓ ﻭﺗﻤﺮ ﻓﻲ ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ ﺗﺴﻤﻰ ﻗﻄﺮ ﺍﻟﻜﺮﺓ‪:‬‬
‫‪. CD‬‬
‫‪B‬‬ ‫ﺷﻜﻞ )‪(١‬‬
‫‪C‬‬ ‫‪D‬‬
‫‪O‬‬
‫‪A‬‬
‫ﺷﻜﻞ )‪(٢‬‬
‫‪١١٦‬‬
‫ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺼﻐﺮﻯ ﻭﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﺒﺮﻯ )ﻋﻠﻰ ﺍﻟﻜﺮﺓ(‬
‫‪Small Circles and Great Circles‬‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻘﺎﻃﻊ ﻣﺴﺘ ٍﻮ ﻣﻊ ﺍﻟﻜﺮﺓ ﻳﻤﻜﻦ ﺃﻥ ﻧﺤﺼﻞ ﻋﻠﻰ ﺇﺣﺪﻯ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫)ﺃ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻘﺎﻃﻊ ﺑﻴﻦ ﺍﻟﻤﺴﺘﻮﻱ ﻭﺍﻟﻜﺮﺓ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﻋﻨﺪﻫﺎ ﻳﻜﻮﻥ ﺍﻟﻤﺴﺘﻮﻱ‬
‫ﻓﻲ ﺣﺎﻟﺔ ﺗﻤﺎﺱ ﻣﻊ ﺍﻟﻜﺮﺓ‪ .‬ﻭﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺗﺴﺎﻭﻱ‬
‫ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ )ﺷﻜﻞ ‪.(١‬‬
‫ﻣﺎﺭ ﺑﻤﺮﻛﺰﻫﺎ ﻧﺤﺼﻞ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﻣﺸﺘﺮﻛﺔ‬ ‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻘﺎﻃﻊ ﺩﺍﺧﻞ ﺍﻟﻜﺮﺓ ﻭﻏﻴﺮ ﱟ‬
‫ﻧﻘﻄﺔ ﺷﻜﻞ )‪(١‬‬ ‫ﺑﻴﻦ ﺍﻟﻜﺮﺓ ﻭﺍﻟﻤﺴﺘﻮﻱ‪ .‬ﻭﻫﻲ ﺇﺣﺪﻯ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺼﻐﺮﻯ ﻓﻲ ﺍﻟﻜﺮﺓ‪ ،‬ﻭﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ‬
‫ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺍﻟﻤﺴﺘﻮﻱ ﺗﻜﻮﻥ ﺃﺻﻐﺮ ﻣﻦ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ )ﺷﻜﻞ ‪.(٢‬‬
‫)ﺟـ( ﻋﻨﺪﻣﺎ ﻳﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﻜﺮﺓ ﻣﺮﻭﺭﺍ ً ﺑﻤﺮﻛﺰﻫﺎ ‪ O‬ﻧﺤﺼﻞ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﻓﻲ ﺍﻟﻜﺮﺓ‬
‫ﺗﺴﻤﻰ ﺇﺣﺪﻯ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﺒﺮﻯ‪ ،‬ﺇﺫ ﺇ ّﻥ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻫﻮ ﻧﻔﺴﻪ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﻭﻣﺮﻛﺰﻫﺎ ﻫﻮ ﻣﺮﻛﺰ ﺍﻟﻜﺮﺓ )ﺷﻜﻞ ‪ .(٣‬ﻭﺗﻘﺴﻢ ﻫﺬﻩ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﺒﺮﻯ ﺍﻟﻜﺮﺓ ﺇﻟﻰ‬
‫ﺟﺰﺃﻳﻦ ﻣﺘﺴﺎﻭﻳﻴﻦ ﻳﺴﻤﻰ ﻛﻞ ﻣﻨﻬﻤﺎ ﻧﺼﻒ ﻛﺮﺓ‪.‬‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺼﻐﺮﻯ‬ ‫ﺗﻌﺮﻳﻒ‬
‫ﺷﻜﻞ )‪(٢‬‬ ‫ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ )ﺍﻟﻤﻘﻄﻊ(‪ :‬ﻫﻮ ﺷﻜﻞ ﺫﻭ ﺑﻌﺪﻳﻦ ﻳﻨﺘﺞ ﻋﻦ ﺗﻘﺎﻃﻊ ﺷﻜﻞ ﺛﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ‬
‫ﻣﻊ ﻣﺴﺘ ٍﻮ‪.‬‬
‫ﻳﺴﺘﺨﺪﻡ ﻋﻠﻤﺎﺀ ﺍﻷﺣﻴﺎﺀ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻦ ﺍﻟﺠﺴﻢ ﻟﺪﺭﺍﺳﺔ ﺍﻷﻋﻀﺎﺀ ﻭﺍﻟﺪﻡ‪.‬‬

‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﻘﻄﻮﻉ ﺭﻗﻴﻘﺔ ﺣﺘﻰ ﻳﺘﻤﻜﻦ ﺍﻟﻀﻮﺀ ﻣﻦ ﺍﺧﺘﺮﺍﻗﻬﺎ‪ .‬ﻭﻳﺴﺘﺨﺪﻡ ﺍﻷﻃﺒﺎﺀ‬
‫ﺁﻻﺕ ﺗﺼﻮﻳﺮ ﻣﺘﻄﻮﺭﺓ ﻷﺧﺬ ﺻﻮﺭ ﺃﺷﻌﺔ ﻟﻘﻄﻮﻉ ﻣﺴﺘﻮﻳﺔ ﻣﻦ ﺟﺴﻢ ﺍﻹﻧﺴﺎﻥ ﻭﺫﻟﻚ‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﺒﺮﻯ‬ ‫ﻷﻏﺮﺍﺽ ﺗﺸﺨﻴﺼﻴﺔ )ﺗﺼﻮﻳﺮ ﻣﻘﻄﻌﻲ(‪.‬‬
‫ﺷﻜﻞ )‪(٣‬‬
‫ﻓﻲ ﺍﻟﻬﻨﺪﺳﺔ ﻳﺒﺮﺯ ﺃﻣﺎﻣﻨﺎ ﺳﺆﺍﻻﻥ ﺣﻮﻝ ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺴﺘﻮﻳﺔ‪:‬‬
‫)ﺃ( ﻣﺎ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻟﺸﻜﻞ ﻣﺎ؟‬
‫)ﺏ( ﻛﻴﻒ ﻧﺮﺳﻢ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ؟‬
‫ﻟﻘﺪ ﺳﺒﻖ ﻭﺃﺟﺒﻨﺎ ﻋﻦ ﻫﺬﻩ ﺍﻷﺳﺌﻠﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻜﺮﺓ‪.‬‬

‫ﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﻮﺷﻮﺭ )ﺷﻜﻞ ﺃ( ﺃﻭ ﺍﻷﺳﻄﻮﺍﻧﺔ )ﺷﻜﻞ ﺏ( ﻓﺈ ّﻥ ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺴﺘﻮﻳﺔ‬
‫ﺗﺨﺘﻠﻒ ﺣﺴﺐ ﻭﺿﻌﻴﺔ ﺍﻟﻤﺴﺘﻮﻱ ﻭﺗﻘﺎﻃﻌﻪ ﻣﻊ ﺍﻟﻤﺠﺴﻢ‪.‬‬
‫ﺷﻜﻞ ﺃ‬
‫)ﺃ( ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻮﺍﺯﻳﺎً ﻟﻠﻘﺎﻋﺪﺓ‪.‬‬
‫)ﺏ( ﺇﺫﺍ ﻛﺎﻥ ﻣﺎﺋﻼ ً ﻭﻻ ﻳﻘﻄﻊ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‪.‬‬
‫)ﺟـ( ﺇﺫﺍ ﻛﺎﻥ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﺍﻟﻘﺎﻋﺪﺓ‪.‬‬
‫ﺇﺫﺍ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﺠﺴﻢ ﻭﻛﺎﻥ ﻣﺘﻮﺍﺯﻳﺎً ﻣﻊ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ ﻓﺈ ّﻥ ﺍﻟﻘﻄﻊ ﻫﻮ ﺳﻄﺢ‬
‫ﻳﻄﺎﺑﻖ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‪.‬‬
‫ﺷﻜﻞ ﺏ‬
‫ﻣﺴﺘ ٍﻮ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺸﻜﻠﻴﻦ ﺃ‪ ،‬ﺏ‬
‫‪١١٧‬‬
‫ﻟﻨﻔﺘﺮﺽ ﺃﻥ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻏﻴﺮ ﻣﻮﺍ ٍﺯ ﻟﻠﻘﺎﻋﺪﺓ ﻭﻻ ﻳﺘﻘﺎﻃﻊ ﻣﻌﻬﺎ‪:‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﻮﺷﻮﺭ‪ :‬ﻳﻜﻮﻥ ﺍﻟﻘﻄﻊ ﺳﻄﺤﺎً ﻣﻀﻠﻌﺎً ﻟﻪ ﻋﺪﺩ ﺃﺿﻼﻉ ﺍﻟﻘﺎﻋﺪﺓ ﻧﻔﺴﻪ‬
‫ﻭﻟﻜﻨﻪ ﻻ ﻳﺴﺎﻭﻳﻪ‪) .‬ﺷﻜﻞ ﺟـ(‪.‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻷﺳﻄﻮﺍﻧﺔ‪ :‬ﻳﻜﻮﻥ ﺍﻟﻘﻄﻊ ﺳﻄﺢ ﻗﻄﻊ ﻧﺎﻗﺺ )ﺷﻜﻞ ﺩ(‪.‬‬
‫ﺷﻜﻞ ﺩ‬
‫ﺍﻟﻤﺴﺘﻮﻱ ﻏﻴﺮ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﺍﻟﻘﺎﻋﺪﺗﻴﻦ‬ ‫ﺷﻜﻞ ﺟـ‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺸﻜﻠﻴﻦ ﺟـ ﻭﺩ‬
‫ﻋﻨﺪﻣﺎ ﻳﺘﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﺠﺴﻢ ﻣﺮﻭﺭﺍ ً ﺑﺎﻟﺠﻮﺍﻧﺐ ﻭﺍﻟﻘﺎﻋﺪﺓ ﻳﻜﻮﻥ ﻟﺪﻳﻨﺎ ﻋﺪﺓ‬
‫ﺣﺎﻻﺕ‪.‬‬
‫ﻣﺜﺎﻝ‬
‫ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻷﺳﻄﻮﺍﻧﺔ ﻋﻤﻮﺩﻳّﺎً ﻋﻠﻰ ﻗﺎﻋﺪﺗﻬﺎ ﻳﻌﻄﻲ ﺳﻄﺤﺎً ﻣﺴﺘﻄﻴﻼ ً )ﺷﻜﻞ ﻫـ(‪.‬‬
‫ﻧﺸﺎﻁ ‪١‬‬
‫ﺛﻢ ﺍﺭﺳﻢ ﺗﻘﺎﻃﻊ‬
‫ﺭﺍﺟﻊ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻣﻊ ﺍﻟﻤﻮﺷﻮﺭ ﻓﻲ ﺍﻟﺼﻮﺭ ﺍﻟﺴﺎﺑﻘﺔ‪ّ .‬‬
‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻣﻊ ﻣﻮﺷﻮﺭ ﺭﺑﺎﻋﻲ ﺍﻟﻘﺎﻋﺪﺓ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺜﻼﺙ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫ﺷﻜﻞ ﻫـ‬
‫ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ‬
‫ﻧﺸﺎﻁ ‪٢‬‬ ‫ﺍﻷﺳﻄﻮﺍﻧﺔ‬
‫ﺛﻢ ﺍﺭﺳﻢ ﺗﻘﺎﻃﻊ‬

‫ﺭﺍﺟﻊ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻣﻊ ﺍﻷﺳﻄﻮﺍﻧﺔ ﻓﻲ ﺍﻟﺼﻮﺭ ﺍﻟﺴﺎﺑﻘﺔ‪ّ .‬‬
‫ﺍﻟﻤﺴﺘﻮﻳﺎﺕ ﻣﻊ ﺃﺳﻄﻮﺍﻧﺔ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺜﻼﺙ‪.‬‬
‫ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺴﺘﻮﻳﺔ ﻟﻠﻬﺮﻡ ﻭﺍﻟﻤﺨﺮﻭﻁ ‪Plane Sections of Pyramids and Cones‬‬

‫ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻬﺮﻡ ﻭﺍﻟﻤﺨﺮﻭﻁ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻮﺍﺯﻳﺎً ﻟﻠﻘﺎﻋﺪﺓ ﻓﺈ ّﻥ ﺍﻟﻘﻄﻊ‬
‫ﺍﻟﻤﺴﺘﻮﻱ ﻫﻮ ﺷﻜﻞ ﻣﺸﺎﺑﻪ ﻟﻠﻘﺎﻋﺪﺓ )ﺷﻜﻞ ‪(١‬‬
‫ﺷﻜﻞ )‪(١‬‬
‫‪١١٨‬‬
‫‪Conic Sections‬‬ ‫ﻗﻄﻮﻉ ﺍﻟﻤﺨﺮﻭﻁ‬
‫ﻟﻮ ﻧﻈﺮﻧﺎ ﺇﻟﻰ ﺍﻟﺼﻮﺭ ﺃﺩﻧﺎﻩ ﻧﺠﺪ ﺇﻟﻰ ﺃﻗﺼﻰ ﺍﻟﻴﺴﺎﺭ ﻣﺨﺮﻭﻃﻴﻦ ﻗﺎﺋﻤﻴﻦ ﻟﻬﻤﺎ ﻣﺤﻮﺭ‬
‫ﻭﺍﺣﺪ‪ .‬ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﻄﺢ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺗﻘﺎﻃﻊ ﻣﺴﺘ ٍﻮ ﻣﻊ ﻣﺨﺮﻭﻁ ﻳﺴﻤﻰ ﻗﻄﻊ ﺍﻟﻤﺨﺮﻭﻁ‪.‬‬
‫ﻗﻄﻊ ﻧﺎﻗﺺ ﺍﻟﻤﺴﺘﻮﻱ ﻏﻴﺮ ﺩﺍﺋﺮﺓ ﺍﻟﻤﺴﺘﻮﻱ‬ ‫ﻗﻄﻊ ﻣﻜﺎﻓﺊ‬ ‫ﻗﻄﻊ ﺯﺍﺋﺪ‬
‫ﺍﻟﻤﺴﺘﻮﻱ ﻳﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﺘﻮﺍ ٍﺯ ﻣﻊ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﻋﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ‬
‫ﺍﻟﻀﻠﻊ‬ ‫ﺍﻟﻤﺨﺮﻭﻃﻴﻦ‬
‫‪Circle‬‬ ‫‪Ellipse‬‬ ‫‪Parabola‬‬ ‫‪Hyperbola‬‬
‫ﻳﺼﻒ ﻗﻄﻊ ﺍﻟﻤﺨﺮﻭﻁ ﻣﺪﺍﺭ ﺍﻟﻜﻮﺍﻛﺐ‪ ،‬ﻭﻣﺴﺎﺭ ﺍﻟﻜﺮﺍﺕ ﻭﺍﻷﺳﻬﻢ ﺍﻟﻨﺎﺭﻳﺔ‪ .‬ﻟﻠﻌﺪﺳﺎﺕ‬
‫ﻭﺍﻟﻌﺎﻛﺴﺎﺕ ﺍﻟﻀﻮﺋﻴﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﻫﺬﺍ ﺍﻟﺸﻜﻞ ﻣﻴﺰﺍﺕ ﺃﺳﺎﺳﻴﺔ ﺗﺴﺘﺨﺪﻡ‬
‫ﻓﻲ ﻣﺠﺎﻻﺕ ﺍﻟﻤﻼﺣﺔ ﺑﻌﻴﺪﺓ ﺍﻟﻤﺪﻯ ﻭﺍﻟﺘﻠﺴﻜﻮﺏ ﻭﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻷﻣﺎﻣﻴﺔ‬
‫ﻭﺍﻟﺼﺤﻮﻥ ﺍﻟﻼﻗﻄﺔ ﻭﺍﻟﻤﺼﺎﺑﻴﺢ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﻭﺍﻷﻧﻮﺍﺭ ﺍﻟﻤﺘﻘﻄﻌﺔ‪.‬‬
‫ﻋﺮﻑ ﺍﻟﻜﺮﺓ‪.‬‬‫‪ -١‬ﱢ‬
‫‪ -٢‬ﻛﻴﻒ ﱢ‬
‫ﺗﺤﺪﺩ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺗﻌﺮﻳﻔﻲ ﺍﻟﻜﺮﺓ ﻭﺍﻟﺪﺍﺋﺮﺓ؟‬
‫‪ -٣‬ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻜﺮﺓ ﻫﻮ ﺇﻣّﺎ ﻧﻘﻄﺔ ﺃﻭ ﻫﻮ‪...‬‬
‫‪ -٤‬ﺧﻴﺎﺭﺍﺕ ﻣﺘﻌﺪﺩﺓ‪ :‬ﺇﺫﺍ ﺍﻋﺘﺒﺮﻧﺎ ﺃ ّﻥ ﺍﻷﺭﺽ ﻛﺮﻭﻳﺔ‪ ،‬ﺇﺫﺍ ً ﺧﻂ ﺍﻻﺳﺘﻮﺍﺀ ﻫﻮ‬
‫)ﺃ( ﻗﻄﺮ‬
‫)ﺏ( ﺩﺍﺋﺮﺓ ﺻﻐﺮﻯ‬
‫)ﺟـ( ﺩﺍﺋﺮﺓ ﻛﺒﺮﻯ‬
‫)ﺩ( ﻭﺗﺮ‬
‫ﻋﺮﻑ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ‪.‬‬ ‫‪ّ -٥‬‬
‫‪) -٦‬ﺃ( ﺍﺭﺳﻢ ﻫﺮﻣﺎً ﺫﺍ ﻗﺎﻋﺪﺓ ﻣﺮﺑﻌﺔ ّ‬
‫ﺛﻢ ﺍﻗﻄﻌﻪ ﺑﻤﺴﺘ ٍﻮ ﻣﻮﺍ ٍﺯ ﻟﻠﻘﺎﻋﺪﺓ‪.‬‬
‫)ﺏ( ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﻘﺎﻋﺪﺓ ﻭﺍﻟﻘﻄﻊ ﺍﻟﺬﻱ ﺣﺼﻠﺖ ﻋﻠﻴﻪ‪.‬‬
‫‪) -٧‬ﺃ( ﺍﺫﻛﺮ ﺍﺳﻢ ﺃﺭﺑﻌﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ‪.‬‬
‫)ﺏ( ﺍﺫﻛﺮ ﺛﻼﺙ ﺣﺎﻻﺕ ﺗﺴﺘﺨﺪﻡ ﻓﻴﻬﺎ ﺍﻟﻘﻄﻮﻉ ﺍﻟﻤﺨﺮﻭﻃﻴﺔ‪.‬‬
‫‪١١٩‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺎﺭﻳﻦ ﻣﻦ ‪ ٨‬ﺇﻟﻰ ‪ ١٠‬ﺍﻧﺴﺦ ﺍﻟﺼﻮﺭ ﺍﻟﻤﺒﻴّﻨﺔ ﺃﺩﻧﺎﻩ‪.‬‬
‫)ﺃ( ﺍﺭﺳﻢ ﻗﻄﻌﺎً ﻟﻠﻤﺴﺘﻮﻱ ﺍﻟﻤﻮﺍﺯﻱ ﻟﻠﻘﺎﻋﺪﺓ )ﺍﻟﻘﻮﺍﻋﺪ(‪.‬‬
‫)ﺏ( ﺍﺭﺳﻢ ﻗﻄﻌﺎً ﻟﻠﻤﺴﺘﻮﻱ ﻏﻴﺮ ﺍﻟﻤﻮﺍﺯﻱ ﻟﻠﻘﺎﻋﺪﺓ ﻭﺍﻟﺬﻱ ﻻ ﻳﺘﻘﺎﻃﻊ ﻣﻌﻬﺎ‪.‬‬
‫)ﺟـ( ﱢ‬
‫ﺣﺪﺩ ﺃﺳﻤﺎﺀ ﻛﻞ ﻗﻄﻊ ﺗﺤﺼﻞ ﻋﻠﻴﻪ‪.‬‬
‫‪- ١٠‬‬ ‫‪-٩‬‬ ‫‪-٨‬‬
‫ﻣﺨﺮﻭﻁ ﻗﺎﺋﻢ‬ ‫ﻫﺮﻡ ﺳﺪﺍﺳﻲ‬ ‫ﺻﻨﺪﻭﻕ‬
‫‪ -١١‬ﺇﻥ ﻗﻄﻊ ﺑﺮﺗﻘﺎﻟﺔ ﺑﻮﺍﺳﻄﺔ ﺳﻜﻴﻦ ﺇﻟﻰ ﻗﺴﻤﻴﻦ‪ ،‬ﻳﻌﻄﻴﻨﺎ ﻓﻜﺮﺓ ﻋﻦ ﺗﻘﺎﻃﻊ‬
‫ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﺠﺴﻢ ﺍﻟﻜﺮﻭﻱ‪ .‬ﺻﻒ ﻗﻄﻊ ﺍﻟﻤﺴﺘﻮﻱ ﺍﻟﺬﻱ ﻧﺤﺼﻞ ﻋﻠﻴﻪ‪.‬‬
‫ﻓﻲ ﺍﻟﺘﻤﺮﻳﻨﻴﻦ ‪ ١٢‬ﻭ‪ ،١٣‬ﺍﺧﺘﺮ ﺷﻜﻼ ً ﻫﻨﺪﺳﻴّﺎً ﺛﻼﺛﻲ ﺍﻷﺑﻌﺎﺩ ﻳﺸﺒﻪ ﺍﻷﺷﻴﺎﺀ‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ .‬ﻣﻴﱢﺰ ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻤﻔﺮﻏﺔ ﻣﻦ ﺍﻟﻤﺠﺴﻤﺎﺕ ﺍﻟﻤﺼﻤﺘﺔ‪.‬‬
‫‪ -١٢‬ﻛﺮﺓ ﺍﻟﻄﺎﻭﻟﺔ‪.‬‬
‫‪ -١٣‬ﺛﻤﺮﺓ ﺍﻟﺨﻮﺥ‪.‬‬
‫ﺍﺳﺘﻜﺸﻒ‬
‫‪) -١٤‬ﺃ( ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﻜﻌﺐ ﺳﺪﺍﺳﻲ ﺍﻷﺿﻼﻉ‪.‬‬
‫ﺍﺭﺳﻢ ﻣﻜﻌﺒﺎً ﺃﻭ ﺍﺻﻨﻊ ﻧﻤﻮﺫﺟﺎً ﻟﺘﺒﺮﻫﻦ ﺇﻣﻜﺎﻧﻴﺔ ﺫﻟﻚ‪.‬‬
‫)ﺏ( ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﻜﻌﺐ ﺧﻤﺎﺳﻲ ﺍﻷﺿﻼﻉ؟‬
‫)ﺟـ( ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﻜﻌﺐ ﻣﺜﻠﺜﺎً؟‬
‫)ﺩ( ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﻳﺸﻜﻞ ﻛﻞ ﺗﻘﺎﻃﻊ ﺍﻟﻤﺴﺘﻮﻱ ﻣﻊ ﺍﻟﻤﻜﻌﺐ ﺭﺑﺎﻋﻴّﺎً‬
‫ﻏﻴﺮ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ؟‬
‫‪١٢٠‬‬
q üdG
ô°TÉ©dG ∞°
10
ÖdÉ£dG ÜÉàc
žŰƫřƹ
Ú Ú ƾƸƟ .şźǀŨƧ ƮĴƬƘţ ƅźƟ ƲƯŒţƹ
¬ŠÚǀſŚſǃř šřŹŚƸưƫř ŻżƘţ Ú ¬ŠÚǀƯƺƿ ŠÚǀţŚǀů ƞƣřƺƯ šŚÚǀƋŚƿźƫř
ĵ ŠƬƀƬſ ŭźƐţ
šřŹŚƸƯƹ ƾŝŚŤƨƫřƹ
Ú ƾƸƠ
Ú Ƅƫř
Ú źǀŞƘÚŤƫř ƾÙ × ţŹŚƸƯ ƾÚưƴţƹ ¬ŠſŶƴƸƫřƹ ¬źŞŬƫř ŠſřŹŶƫ ŠÚƿŻƺƸŬƫřƹ ¬ƪŗŚƀưƫř ƪÚ ůƹ ¬ƽŵŶƘƫř
Ú
żÚƠŰţ ŠƨſŚưŤƯ ŠƬƯŚƃ ŠƟŚƤŧ ƲƯ řŌżū
Ô ƱƺƨŤƟ ƻźųǃř ŠÚǀſřŹŶƫř Úŵřƺưƫř ƖƯ ƪƯŚƨŤţ ƾƷƹ .šŚĳǀƋŚƿźƫř ĵ ƾƟ źǀƨƠŤƫř
.ŠƟźƘưƫř Ŝů
Ú ƼƬƗ ƮƸƘŬÚ Ƅţƹ ƮƸţřŹŶƣ ƝǈŤųř ƼƬƗ ŸǀƯǈŤƫř
Ž.Ʃ âÜ :źƘƀƫř
Low Resolution Copy

الخط المستقيم

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

الخط المستقيم

Uploaded by

Copyright:

Available Formats

äÉã∏ãŸGh á°Sóæ¡dG

Low Resolution Copy

‫ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺩ ﺍﻟﺘﻔﺎﻋﻠﻴﺔ ﻟﻠﻜﺘﺎﺏ‬

‫‪Low Resolution Copy‬‬

‫ﺗﻘﺴﻴﻢ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﺑﻨﺴﺒﺔ ﻣﻌﻴﻨﺔ‬

٦٥ Trigonometry ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻧﻴﺔ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‬

Low Resolution Copy

‫‪١٠١ Three-Dimensional Geometry‬‬ ‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﺜﺎﻟﺜﺔ ﺍﻟﻬﻨﺪﺳﺔ ﺍﻟﻔﺮﺍﻏﻴﺔ‬

‫‪Low Resolution Copy‬‬

‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬ ‫ﺳﻮﻑ ﺗﺘﻌﻠﻢ‬

‫ﻣﻤﺎ ﺳﺒﻖ‪ ،‬ﻳﺘﺒﻴّﻦ ﺃﻧّﻪ‪:‬‬

‫‪GF = (5)2 + (10)2 = 125 = 55‬‬

‫ﻟﻤﺎﺫﺍ؟ ﻓﻜّﺮ ﺟﻴﺪﺍً‬

‫‪ S‬ﺍﻷﻭﻝ ﻓﻲ ﻧﻘﻄﺔ ‪ A‬ﺣﻴﺚ ‪ OA = 12 Km‬ﻭﻳﻠﺘﻘﻲ ﻣﻊ‬

‫ﺍﻟﺸﺎﺭﻉ ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﻧﻘﻄﺔ ‪ B‬ﺣﻴﺚ‬

‫‪ .OB = 5 Km‬ﺃﻭﺟﺪ ﺑﻄﺮﻳﻘﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻃﻮﻝ ‪. AB‬‬

‫ﻭﺇﺫﺍ ﺳﺎﺭ ﺷﺨﺺ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ O‬ﻋﻠﻰ ﻃﺮﻳﻖ ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬

‫‪AB‬ﺍﺣﺴﺐ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﺣﺘﻰ ﻳﺼﻞ‬

‫ﺇﻟﻰ ﺍﻟﺸﺎﺭﻉ )‪.(l‬‬ ‫‪٨‬‬

‫ﺃﻱ ﺃ ّﻥ ﻧﻘﻄﺔ ﺍﻟﺘﻨﺼﻴﻒ ‪ C‬ﻫﻲ ‪. b 2 , 2 l‬‬

‫ﺫﻟﻚ ﺃ ّﻥ )‪ C(x, y‬ﺣﻴﺚ‪:‬‬

‫‪1 # (- 4) + 3 # 3‬‬ ‫‪5‬‬

‫‪١١‬‬ ‫ﻓﺎﻟﻨﻘﻄﺔ )‪ C(5, 10‬ﻫﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬

‫‪ -٣‬ﻳﺴﺘﺨﺪﻡ ﺍﻟﺮﻳﺎﺿﻴﻮﻥ ﻣﺼﻄﻠﺢ ”ﻣﻴﻞ“ ﻟﻠﺘﻌﺒﻴﺮ ﻋﻦ ﺍﻻﻧﺤﺪﺍﺭ‪.‬‬

‫=‬ ‫ﻣﻴﻞ )‪= (l‬‬

‫ﺍﺳﺘﺨﺪﺍﻡ ﺍﻹﺣﺪﺍﺛﻴﺎﺕ ﻟﺤﺴﺎﺏ ﻣﻴﻞ ﺧﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬

‫‪y2 - y1‬‬ ‫(‬ ‫)‬

‫ﻟﻤﺎﺫﺍ ﺍﻟﺸﺮﻁ‪ x1 ! x2 :‬؟‬

‫‪y2 - y1‬‬ ‫‪2-2‬‬

‫‪ -٢‬ﻧﻼﺣﻆ ﺃﻥ‪ AB :‬ﺇﺣﺪﺍﺛﻴﻬﺎ ﺍﻟﻌﻴﻨﻲ ﺛﺎﺑﺖ ﻭﻳﺴﺎﻭﻱ ‪،2‬‬

‫* ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺴﺘﻘﻴﻢ ‪EF‬‬

‫ﺷﻜﻞ )‪(٦‬‬ ‫ﺷﻜﻞ )‪(٥‬‬ ‫ﺷﻜﻞ )‪(٤‬‬

‫ﻣﺜﺎﻝ )‪(١‬‬ ‫‪0‬‬ ‫‪x‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪CD // AB‬‬

‫ﻣﻴﻞ ‪m2 = x2 - x1 = 3 - 1 = 2 = 10 : CD‬‬

‫ﺑﻤﺎ ﺃ ّﻥ ‪ m1 = m2‬ﺇﺫﺍ ً ‪. AB//CD‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪ AB = CD‬ﻭﻛﺎﻥ ﻣﻴﻞ ‪ AB‬ﻫﻮ ‪m1‬‬

‫ﻣﻴﻞ ‪m1 = x2 - x1 = 4 - 6 = - 2 = 2 : CD‬‬

‫ﺇﺫﺍ ً ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﻣﺘﻌﺎﻣﺪﺍﻥ‪.‬‬

‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬

‫)ﺟـ(‬ ‫)ﺏ(‬ ‫)ﺃ(‬

‫ﺗﻌﻴﻴﻦ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺨﻂ ﺍﻟﻤﺴﺘﻘﻴﻢ‬

‫‪= 250 N/m‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻜﻮﻥ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪x - x1 = x2 - x1‬‬

‫‪y - 2.5 1.5 - 2.5‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪y = mx + p‬‬

‫ﺗﻜﺘﺐ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬

‫ﺇﺫﺍ ً ﺇﺣﺪﻯ ﺍﻟﻨﻘﻂ ﻫﻲ ‪. 0, 1‬‬

‫ﺃﻱ ﺃ ّﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﺘﺤﻘﻖ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃ ّﻥ )‪ (0, 0‬ﺗﻨﺘﻤﻲ ﻟﻠﻤﺴﺘﻘﻴﻢ‪.‬‬

‫ﻣﻼﺣﻈﺔ‪ :‬ﻣﻌﺎﺩﻟﺔ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺘﻲ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ ،y = mx‬ﺗﻤﺜّﻞ ﻣﺴﺘﻘﻴﻤﺎً ﻳﻤﺮ‬

‫ﺩﻋﻨﺎ ﻧﻔﻜﺮ ﻭﻧﺘﻨﺎﻗﺶ‬

‫•‬ ‫)‪M(x1, y1‬‬

‫ﻭﺗﺴﻤﻰ ﻫﺬﻩ ﺍﻟﺼﻮﺭﺓ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺍﻟﻤﺮﻛﺰ )‪ M0(x0, y0‬ﻭﻃﻮﻝ‬

‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ )‪.(r‬‬

‫ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. (x - x0) 2 + (y - y0) 2 = r2‬‬

‫ﻣﺜﺎﻝ )‪(٣‬‬ ‫‪2‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﻃﻮﻝ ‪r‬‬ ‫ﺍﻟﺘﺮﻭﺱ )‪M0 (x0, y0‬‬

‫)‪(0, 0‬‬ ‫‪B‬‬

‫‪General Form of the Equation of a Circle‬‬ ‫ﺍﻟﺼﻮﺭﺓ ﺍﻟﻌﺎﻣﺔ ﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ‬

‫ﻛﻞ ﻣﻦ ‪ r‬ﻭ ‪ y0‬ﻭ ‪ x0‬ﺛﻮﺍﺑﺖ‪.‬‬

‫ﻧﻜﻤﻞ ﺍﻟﻤﺮﺑﻊ ﻛﺎﻵﺗﻲ‪:‬‬

‫‪(x - 1)2 - 1 + (y - 3)2 - 9 - 15 = 0‬‬

‫ﺍﻟﻤﺮﻛﺰ )‪ (1, 3‬ﻭﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﻳﺴﺎﻭﻱ ‪.5‬‬

‫ﺍﻟﻤﺮﻛﺰ )‪r = l2 + k2 - b ،(-l , -k‬‬