





 
Original Title: 
Precalculus
 
Algebra 2
By:
John A. Carter, Ph. D 
Prof. Gilbert J. Cuevas 
Roger Day, Ph. D 
Carol E. Malloy, Ph. D 
Luajean Bryan
Berchie Holliday, Ed. D
Prof. Viken Hovsepian
Ruth M.Casey

CONSULTANTS
Mathematical Content
Prof. Viken Hovsepian
Grant A. Fraser, Ph.D
Arthur K. Wayman, Ph.D
Gifted and talented
Shelbi K. Cole
Mathematical Fluency
Robert M. Capraro
Reading and Writing
Releah Cossett Lent
Lynn T. Havens
Graphing Calculator
Ruth M. Casey
Jerry J. Cummins
Test Preperation
Christopher F. Black
Science/Physics
Jane Bray Nelson
Jim Nelson

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

‫‪           ‬‬
‫‪‬‬
‫ﻳﺴﺮﻧﺎ ﺃﻥ ﻧﻘﺪﱢ ﻡ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﻟﻤﺎﺩﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﺁﻣﻠﻴﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻜﻢ ﺍﻟﻤﺮﺷﺪ ﻓﻲ ﺗﺪﺭﻳﺲ‬
‫ﺍﻟﻤﺎﺩﺓ‪ ،‬ﻭﺍﻟﺪﺍﻋﻢ ﻓﻲ ﺗﻘﻮﻳﻢ ﺍﻟﻄﻼﺏ‪ ،‬ﺑﻤﺎ ﻳﺤﻘﻖ ﺍﻷﻫــﺪﺍﻑ ﺍﻟﻤﻨﺸﻮﺩﺓ ﻣﻦ ﺗﺪﺭﻳﺲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪.‬‬

‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫ﺗﻮﺿﺢ ﻫﺬﻩ ﺍﻟﻤﻘﺪﻣﺔ ﻛﻴﻔﻴﺔ ﺑﻨﺎﺀ ﺍﻟﺴﻠﺴﻠﺔ ﻋﻠﻤ ﹼﹰﻴﺎ ﻭﺗﺮﺑﻮ ﹼﹰﻳﺎ‪ ،‬ﻭﺗﹸﺒﺮﺯ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺤﻮﺭﻳﺔ ﺍﻟﺘﻲ ﻳﺮﻛﺰ ﻋﻠﻴﻬﺎ ﺍﻟﻤﻨﻬﺞ ﻓﻲ ﻫﺬﺍ ﺍﻟﺼﻒ‪،‬‬
‫ﻭﻓﻠﺴﻔﺔ ﺍﻟﺴﻠﺴﻠﺔ ﺍﻟﻤﺘﻮﺍﺯﻧﺔ ﺃﻓﻘ ﹼﹰﻴﺎ ﻭﺍﻟﻤﺘﺮﺍﺑﻄﺔ ﺭﺃﺳ ﹼﹰﻴﺎ‪ ،‬ﻭﺃﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﺘﱠﺒﻌﺔ ﻭﺍﻟﻤﺘﻨﻮﻋﺔ ﻓﻲ ﺍﻟﺪﻟﻴﻞ‪ ،‬ﻭﺃﻧﻮﺍﻉ ﺍﻟﺘﻘﻮﻳﻢ‪،‬‬
‫ﻭﺃﺩﻭﺍﺗﻪ ﺍﻟﻤﻘﺘﺮﺣﺔ‪ ،‬ﺍﻟﺘﻲ ﺗﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪.‬‬

‫‪ ‬‬
‫ﹴ‬
‫ﻋﺎﻣﺔ ﻋﻠﻴﻪ ﺗﺘﻀﻤﻦ ﻣﺨﻄ ﹰﻄﺎ ﻟﻠﺪﺭﻭﺱ ﻭﺃﻫﺪﺍﻓﻬﺎ‪،‬‬ ‫ﹴ‬
‫ﻧﻈﺮﺓ‬ ‫ﹴ‬
‫ﻭﺣﺪﺓ ﺑﺘﻘﺪﻳﻢ‬ ‫ﺍﻟﻤﻘﺮﺭ ﺇﻟﻰ ﻭﺣﺪﺍﺕ‪ ،‬ﻭﻳﺒﺪﺃ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﻓﻲ ﻛﻞ‬ ‫ﺗﻢ ﺗﻮﺯﻳﻊ‬
‫ﱠ‬ ‫ﱠ‬
‫ﻭﻣﺼﺎﺩﺭ ﺗﺪﺭﻳﺴﻬﺎ‪ ،‬ﻭﺍﻟﺨﻄﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﻘﺘﺮﺣﺔ ﻟﻠﺘﺪﺭﻳﺲ‪ ،‬ﺛﻢ ﻳﻘﺪﹼ ﻡ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﻟﻤﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ ﺧﻼﻝ ﺍﻟﺼﻒ ﻭﺍﻟﺼﻔﻮﻑ‬
‫ﺩﻋﻤﺎ ﻟﻠﻤﻌﻠﻢ ﻣﻦ ﺧﻼﻝ ﺻﻔﺤﺔ ﺍﺳﺘﻬﻼﻝ‬ ‫ﺍﻷﺧﺮ￯‪ .‬ﻛﻤﺎ ﻳﻘﺘﺮﺡ ﺍﻟﺪﻟﻴﻞ ﺁﻟﻴ ﹰﺔ ﻟﺘﻌﻠﻢ ﻣﻬﺎﺭﺍﺕ ﺍﻟﻮﺣﺪﺓ ﻣﻦ ﺧﻼﻝ ﻣﻬﺎﺭﺓ ﺍﻟﺪﺭﺍﺳﺔ‪ ،‬ﺛﻢ ﻳﻘﺪﻡ ﹰ‬
‫ﺍﻟﻮﺣﺪﺓ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻨﻬﺎ ﻓﻲ ﺗﻘﺪﻳﻢ ﻣﻮﺿﻮﻉ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﺛﻢ ﻳﻌﺮﺽ ﻣﺨﻄ ﹰﻄﺎ ﻟﻠﺘﻘﻮﻳﻢ ﺑﺄﻧﻮﺍﻋﻪ ﺍﻟﻤﺨﺘﻠﻔﺔ‬
‫ﻭﺃﺩﻭﺍﺗﻪ ﺍﻟﻤﺘﻌﺪﺩﺓ‪.‬‬

‫‪ ‬‬
‫ﹴ‬
‫ﺩﺭﺱ‪ ،‬ﻭﺑﻌﺪ‬ ‫ﹴ‬
‫ﻣﺘﻨﻮﻋﺔ‪ ،‬ﺗﺴﺎﻋﺪ ﺍﻟﻤﻌﻠﻢ ﻋﻠﻰ ﺗﺪﺭﻳﺲ ﻛﻞ‬ ‫ﹴ‬
‫ﺗﺪﺭﻳﺲ‬ ‫ﻳﻘﺪﹼ ﻡ ﺍﻟﺪﻟﻴﻞ ﺃﻧﺸﻄ ﹰﺔ ﻣﻘﺘﺮﺣ ﹰﺔ ﺗﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪ ،‬ﻭﺑﺄﺳﺎﻟﻴﺐ‬
‫ﹴ‬
‫ﻣﺤﺪﺩﺓ ﻫﻲ‪:‬‬ ‫ﹴ‬
‫ﺧﻄﻮﺍﺕ‬ ‫ﺫﻟﻚ ﻳﻌﺮﺽ ﺍﻟﺪﻟﻴﻞ ﺍﻟﺪﺭﺱ ﻓﻲ‬

‫‪ ‬ﻳﺒ ﱢﻴﻦ ﺗﺮﺍﺑﻂ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺮﺋﻴﺴﺔ ﻗﺒﻞ ﺍﻟﺪﺭﺱ ﻭﻓﻲ ﺃﺛﻨﺎﺋﻪ ﻭﺑﻌﺪﻩ‪.‬‬

‫ﻣﻘﺘﺮﺣﺎﺕ ﻟﻠﻤﻌﻠﻢ ﺣﻮﻝ ﻛﻴﻔﻴﺔ ﺗﺪﺭﻳﺲ ﺍﻟﺪﺭﺱ‪ ،‬ﺗﺘﻀﻤﻦ ﺃﺳﺌﻠﺔ ﺑﻨﺎﺀ ﺣﻮﺍﺭﻳ ﹰﺔ ﻭﺃﻧﺸﻄ ﹰﺔ ﻣﻘﺘﺮﺣ ﹰﺔ‪ ،‬ﻭ ﹸﻳﺒﺮﺯ ﺍﻟﻤﺤﺘﻮ￯ ﺍﻟﺮﻳﺎﺿﻲ‬ ‫ﹴ‬ ‫‪ ‬ﻳﻘﺪﹼ ﻡ‬
‫ﻟﻤﻮﺿﻮﻉ ﺍﻟﺪﺭﺱ‪ .‬ﻛﻤﺎ ﻳﻘﺪﹼ ﻡ ﺃﻣﺜﻠ ﹰﺔ ﺇﺿﺎﻓﻴ ﹰﺔ ﻟﻠﻤﻌﻠﻢ‪.‬‬
‫ﹴ‬
‫ﺗﺪﺭﻳﺒﺎﺕ ﻣﺘﻨﻮﻋ ﹰﺔ ﺗﺤﻘﻖ ﺃﻫﺪﺍﻑ ﺍﻟﺪﺭﺱ ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪ ‬ﻳﺘﻀﻤﻦ‬

‫ﻣﻘﺘﺮﺣﺎ ﻟﻠﻤﻌﻠﻢ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺇﺗﻘﺎﻧﻬﻢ ﺍﻟﻤﻬﺎﺭﺍﺕ‬

‫ﹰ‬ ‫‪ ‬ﻳﻘﺪﹼ ﻡ ﻣﻘﺘﺮﺣﺎﺕ ﻟﺘﻘﻮﻳﻢ ﺍﻟﺪﺭﺱ‪ ،‬ﻛﻤﺎ ﻳﺘﻀﻤﻦ‬
‫ﺍﻟﻤﻘﺪﹼ ﻣﺔ ﻓﻲ ﺍﻟﺪﺭﺱ‪.‬‬
‫ﻣﻔﺼﻠ ﹰﺔ ﻟﺒﻌﺾ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻟﺘﻤﺎﺭﻳﻦ‪.‬‬ ‫ﹴ‬
‫ﻛﻤﺎ ﻳﻘﺪﹼ ﻡ ﺍﻟﺪﻟﻴﻞ ﻓﻲ ﻛﻞ ﺩﺭﺱ ﺇﺟﺎﺑﺎﺕ ﹼ‬
‫‪ ‬‬
‫ﻭﺁﻟﻴﺎﺕ ﻟﻤﻌﺎﻟﺠﺔ ﺍﻷﺧﻄﺎﺀ ﻭﺍﻟﺼﻌﻮﺑﺎﺕ ﻟﺪ￯‬‫ﹴ‬ ‫ﺗﻘﺪﹼ ﻡ ﺍﻟﺴﻠﺴﻠﺔ ﺃﺳﺎﻟﻴﺐ ﻣﺘﻨﻮﻋ ﹰﺔ ﻟﺘﻘﻮﻳﻢ ﺍﻟﻄﻼﺏ )ﺍﻟﺘﺸﺨﻴﺼﻲ ﻭﺍﻟﺘﻜﻮﻳﻨﻲ ﻭﺍﻟﺨﺘﺎﻣﻲ(‪،‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺍﻟﻤﻘﺮﺭ‪،‬‬
‫ﱠ‬ ‫ﻭﻧﺤﻦ ﺇﺫ ﻧﻘﺪﹼ ﻡ ﻫﺬﺍ ﺍﻟﺪﻟﻴﻞ ﻟﺰﻣﻼﺋﻨﺎ ﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻟﻤﻌﻠﻤﺎﺕ‪ ،‬ﻟﻨﺄﻣﻞ ﺃﻥ ﻳﺤﻮﺫ ﺍﻫﺘﻤﺎﻣﻬﻢ‪ ،‬ﻭﻳﻠ ﱢﺒﻲ ﻣﺘﻄﻠﺒﺎﺗﻬﻢ ﻟﺘﺪﺭﻳﺲ ﻫﺬﺍ‬
‫ﻭﻳﺴﺎﻋﺪﻫﻢ ﻋﻠﻰ ﺃﺩﺍﺀ ﺭﺳﺎﻟﺘﻬﻢ‪.‬‬
‫‪‬‬
 
8A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 
8C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
8D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
8E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
9 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 
10  1
 -1
18 1
 -2
28 1
 -3
38 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
39  1
 -4
48  1
 -5
58  1
 -6
66 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
71 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
71A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


72A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 
72C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
72D . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
72E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
73 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2 
74 2  -1
79  2-1
80 2  -2
85  2
 -3
90   2-3
91 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
92  2  -4
98  2
 -5
104  2  -6
110 2-6
112 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
119 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
119A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


120A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 
120C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
120D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
120E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
121 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3 
122 3-1
123   3  -1
132 3  -2
138  3  -3
144  3  -4
151 3-4
152. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
153 3  -5
159   3 -6
166   3-7
173  3-8
179. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
185. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
185A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


186A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 
186C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
186D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
186E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
187 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4 
188  4  -1
193  4  -2
198  4  -3
202 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
203  4  -4
210 4-56
216 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
221 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
221A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


222A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 
222C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
222D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
222E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
223 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5 
224  5  -1
232 5  -2
240 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
241 5  -3
250  5  -4
253 5-4
255 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
259 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
259A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
 
260A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 
260C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
260D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
260E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
261 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 
262  6
 -1
270  6
 -2
278  6
 -3
284 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
285 6
 -4
291 6
 -5
296 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
301 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
301A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


302A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 
302C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
302D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
302E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
303 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 
304 7  -1
311 7  -2
320  7  -3
331 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
335 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
335A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 


336A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 
336C . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
336D. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
336E . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
337 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 
338   8 -1
347  8  -2
357  8-3
359  8  -3
365 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
366  8
 -4
374 8  -5
383  8  -6
390 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
395 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
395A . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 
  


 



 2  1
‫ﺇﻥ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﺍﻟﻘﻮﻱ ﺑﻴﻦ ﺍﻷﺳﺎﻟﻴﺐ ﺍﻟﺘﺪﺭﻳﺴﻴﺔ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ‬ ‫ﻳﻌﺪ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﻟﻠﻤﺤﺘﻮ￯ ﻋﻤﻠﻴ ﹰﺔ ﻣﻬﻤ ﹰﺔ ﺗﺴﺎﻋﺪ ﻃﻼﺑﻚ ﻋﻠﻰ ﺍﻟﺘﺤﻘﻖ ﻣﻦ‬
،‫ ﺇﺫ ﺗﻌﻤﻞ ﺍﻟﻤﻔﺮﺩﺍﺕ‬،‫ﺴﻬﻞ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﻟﻰ ﻣﺮﺣﻠﺔ‬ ‫ﹸﻳ ﱢ‬ ‫ ﻭﻫﺬﺍ ﻳﻤﻨﺤﻚ‬.‫ ﻭﺗﺘﺎﺑﻌﻪ ﻣﻦ ﻣﺴﺘﻮ￯ ﺇﻟﻰ ﺁﺧﺮ‬،￯‫ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺪﻗﻴﻖ ﻟﻠﻤﺤﺘﻮ‬
‫ﻭﺍﻟﺘﻘﻨﻴﺎﺕ ﻭﺍﻟﻮﺳﺎﺋﻞ ﺍﻟﺤﺴﻴﺔ ﻭﺧﻄﺔ ﺍﻟﺪﺭﺱ ﻭﺍﻟﻤﻌﺎﻟﺠﺔ ﻋﻠﻰ ﺍﻟﺘﻘﻠﻴﻞ ﻣﻦ‬ ،‫ﺍﻟﺜﻘﺔ ﺑﺄﻥ ﺍﻟﻤﺤﺘﻮ￯ ﻳﺘﻢ ﺗﻘﺪﻳﻤﻪ ﻭﺗﻌﺰﻳﺰﻩ ﻭﺗﻘﻮﻳﻤﻪ ﻓﻲ ﺍﻷﻭﻗﺎﺕ ﺍﻟﻤﻨﺎﺳﺒﺔ‬
‫ﻋﻮﺍﻣﻞ ﺍﻟﺼﻌﻮﺑﺔ ﻭﺍﻟﺘﺸﻮﻳﺶ ﺍﻟﺘﻲ ﻳﻮﺍﺟﻬﻬﺎ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﻋﻨﺪﻣﺎ ﻳﻨﺘﻘﻠﻮﻥ ﻋﺒﺮ‬ ‫ﻣﻤﺎ ﻳﻤﻜﹼﻨﻚ ﻣﻦ‬‫ ﱠ‬،‫ﺍﻟﻤﺒﺮﺭ‬
‫ﻛﻤﺎ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺳﺪﱢ ﺍﻟﺜﻐﺮﺍﺕ ﻭﺗﺠﻨﱡﺐ ﺍﻟﺘﻜﺮﺍﺭ ﻏﻴﺮ ﹼ‬
.‫ﺍﻟﺼﻔﻮﻑ ﺍﻟﻤﺨﺘﻠﻔﺔ‬ .‫ﺗﻮﺟﻴﻪ ﺗﺪﺭﻳﺴﻚ ﻭﺗﻜﻴﻴﻔﻪ ﻟﻴﺘﻼﺀﻡ ﻣﻊ ﺣﺎﺟﺎﺕ ﺍﻟﻄﻼﺏ‬

 3
،‫ﺻﻒ ﻵﺧﺮ‬‫ﱟ‬ ‫ﺗﺸﺘﻤﻞ ﺻﻔﺤﺎﺕ ﺍﻟﺴﻠﺴﻠﺔ ﻋﻠﻰ ﺗﺼﺎﻣﻴﻢ ﺑﺼﺮﻳﺔ ﻣﺘﺴﻘﺔ ﻣﻦ‬
‫ﹴ‬
‫ ﻛﻤﺎ ﺗﺰﺩﺍﺩ‬،‫ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻻﻧﺘﻘﺎﻝ ﻣﻦ ﻣﺮﺣﻠﺔ ﺇﻟﻰ ﺃﺧﺮ￯ ﺑﺴﻼﺳﺔ‬
‫ﺩﺍﻓﻌﻴﺘﻬﻢ ﻟﻠﺘﻌﻠﻢ ﻭﺍﻟﻨﺠﺎﺡ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ‬
.‫ﻣﺄﻟﻮﻓ ﹰﺔ ﻟﺪﻳﻬﻢ‬

21cm 21cm

 



 

 


 


 








 

27.5cm

 






20171438
2017 1438


1438 20171438

 T1
 
 3  1
‫ﹴ‬
‫ ﻭﺧﻄ ﹰﻄﺎ ﻋﻼﺟﻴ ﹰﺔ‬،‫ﺗﻘﻮﻳﻤﺎﺕ ﺗﺸﺨﻴﺼﻴ ﹰﺔ ﻭﺗﻜﻮﻳﻨﻴ ﹰﺔ ﻭﺧﺘﺎﻣﻴ ﹰﺔ‬ ‫ﺗﺘﻀﻤﻦ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ‬ ‫ ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﻄﻼﺏ ﻓﻲ‬،‫ﺗﺮﺍﻋﻲ ﺍﻟﺴﻠﺴﻠﺔ ﺍﻟﺨﺮﺍﺋﻂ ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ ﻭﺗﻄﻮﺭﻫﺎ‬
.‫ﻭﺇﺛﺮﺍﺋﻴ ﹰﺔ‬ .‫ﺭﻳﺎﺿﻴﺎﺕ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ‬

 4  2
:‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ ﺧﻄﺔ ﻋﻼﺟﻴﺔ ﺫﺍﺕ ﺛﻼﺛﺔ ﻣﺴﺘﻮﻳﺎﺕ‬ ‫ﺗﻢ ﺗﻄﻮﻳﺮ ﺍﻟﺴﻠﺴﻠﺔ ﺑﺤﻴﺚ ﺗﺮﻛﺰ ﻋﻠﻰ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻭﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﻳﻮﺍﺟﻪ‬
.‫ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺎﺕ ﻓﻴﻬﺎ؛ ﻣﺜﻞ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﻓﻲ ﻛﻞ ﻣﺴﺘﻮ￯ ﺻﻔﻲ‬
‫ ﺗﺤﺪﺩ ﺑﺪﺍﺋﻞ ﻣﺘﻨﻮﻋﺔ ﻓﻲ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ‬ 1
.‫ﻟﺘﺪﺭﻳﺲ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﻓﻖ ﺃﻧﻤﺎﻁ ﺍﻟﺘﻌﻠﻢ ﺍﻟﻤﺨﺘﻠﻔﺔ‬

‫ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻤﻌﻠﻤﻮﻥ ﺇﺭﺷﺎﺩﺍﺕ‬ 2

.‫ﻋﻼﺟﻴﺔ ﻭﻣﻮﺍﺩ ﻣﺴﺎﻧﺪﺓ‬

‫ ﻭﻣﻔﺮﺩﺍﺕ‬،‫ ﺗﻮﻓﺮ ﺇﺭﺷﺎﺩﺍﺕ ﻟﻠﺘﺪﺭﻳﺲ‬ 3

.‫ ﻭﺧﻄ ﹰﻄﺎ ﻋﻼﺟﻴﺔ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻟﻨﺠﺎﺡ‬،‫ﺩﺍﻋﻤﺔ‬

 5
‫ ﺑﻄﺮﻕ ﺗﻌﻠﻴﻢ ﺇﺿﺎﻓﻴﺔ؛‬،‫ﻟﻴﻄﻮﺭ ﺃﺩﺍﺀﻩ ﻣﻬﻨ ﹼﹰﻴﺎ‬
‫ﻓﺮﺻﺎ ﻋﺪﻳﺪﺓ ﻟﻠﻤﻌﻠﻢ ﹼ‬
‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ ﹰ‬
‫ ﺍﻟﻤﻮﺍﻗﻊ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻤﺘﺮﺍﺑﻄﺔ ﺗﺮﺍﺑﻄـﹰﺎ‬،‫ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻤﺤﻮﺳﺒﺔ‬،‫ ﺍﻟﻔﻴﺪﻳﻮ‬:‫ﻣﺜﻞ‬
‫ﹰ‬
.‫ﻣﺘﻜﺎﻣﻼ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺇﻟﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‬ ‫ﺭﺃﺳ ﹼﹰﻴﺎ‬

21cm
21cm 21cm

  





  

 
 

 
 
   
 

  

 










 
 

 
27.5cm

 
27.5cm



  
  
  
 
 
 







20171438
20171438

 1438 

1438 20171438

T2 
 

‫ﺗﺴﺎﻋﺪ ﺍﻟﺒﺤﻮﺙ ﺍﻟﻤﺴﺘﻤﺮﺓ ﻣﻊ ﺍﻟﻄﻼﺏ ﻭﺍﻟﻤﻌﻠﻤﻴﻦ ﻭﺍﻷﻛﺎﺩﻳﻤﻴﻴﻦ ﻭﺍﻟﺨﺒﺮﺍﺀ ﻋﻠﻰ ﺑﻨﺎﺀ ﺟﻤﻴﻊ ﺑﺮﺍﻣﺞ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬
‫ﻗﻮﻳﺔ ﹴ‬
.‫ﻣﺘﻴﻨﺔ‬ ‫ﺲ ﹴ‬‫ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺇﻟﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ ﻋﻠﻰ ﹸﺃ ﹸﺳ ﹴ‬

 2

 •
 


•
 •



 1




 • 











 •

    




 •
 •


2017 1438


















  

    







20171438




1438











   





2017 1438

 3
1438



  •
 •
 •
 •

 T3
 ‫‪‬‬
‫‪‬‬

‫ﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ ﻋﻠﻰ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﻣﺎ ﻳﺘﻌﻠﻤﻪ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻤﺪﺭﺳﺔ‬

‫ﺍﻟﺜﺎﻧﻮﻳﺔ‪ ،‬ﻭﻣﺎ ﹸﻳﺘﻮ ﱠﻗﻊ ﻣﻨﻬﻢ ﺃﻥ ﻳﻌﺮﻓﻮﻩ ﻋﻨﺪ ﺑﺪﺀ ﺩﺭﺍﺳﺘﻬﻢ ﺍﻟﺠﺎﻣﻌﻴﺔ‪.‬‬

‫‪‬‬

‫• ‪  ‬ﺇﻥ ﻛﺘﺐ ﺍﻟﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ‬ ‫ﺇﻥ ﺍﻟﻤﻨﻬﺞ ﺍﻟﻘﻮﻱ ﻟﻠﻤﺪﺍﺭﺱ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﺆﺷﺮ ﺟﻴﺪ ﻋﻠﻰ ﺍﻻﺳﺘﻌﺪﺍﺩ‬
‫ﻣﺘﱠﺴﻘﺔ ﻣﻊ ﻣﻌﺎﻳﻴﺮ ﻋﺎﻟﻤﻴﺔ ﺩﻗﻴﻘﺔ ﺗﺸﻤﻞ ﻣﻌﺎﻳﻴﺮ ‪ NCTM‬ﻟﻠﺮﻳﺎﺿﻴﺎﺕ‬ ‫ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ )‪ .(Adelman 2006‬ﻓﺎﻟﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ‬
‫ﺍﻟﻤﺪﺭﺳﻴﺔ ﻭﻏﻴﺮﻫﺎ‪.‬‬ ‫ﻛﺘﺐ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻤﻌﺪﺓ ﻟﻠﻤﺮﺣﻠﺔ ﺍﻟﺜﺎﻧﻮﻳﺔ ﻣﻦ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ‬
‫ﻳﻜﻮﻧﻮﻥ ﺃﻛﺜﺮ ﺍﺳﺘﻌﺪﺍ ﹰﺩﺍ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﻣﻦ ﺍﻟﺬﻳﻦ ﻟﻢ ﻳﺪﺭﺳﻮﻫﺎ‬
‫• ‪  ‬ﺗﺸﻤﻞ ﻣﻬﺎﺭﺍﺕ ﻣﺜﻞ‪ ،‬ﺍﻻﺳﺘﻴﻌﺎﺏ ﺍﻟﻘﺮﺍﺋﻲ‪ ،‬ﻭﺇﺩﺍﺭﺓ‬ ‫)‪.(Abraham & Crrech 2002‬‬
‫ﺍﻟﻮﻗﺖ‪ ،‬ﻭﺗﺴﺠﻴﻞ ﺍﻟﻤﻼﺣﻈﺎﺕ‪ ... ،‬ﺇﻟﺦ‪ .‬ﻭﺗﻮﻓﺮ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ‬
‫ﻓﺮﺻﺎ ﻟﺘﻨﻤﻴﺔ ﻫﺬﻩ ﺍﻟﻤﻬﺎﺭﺍﺕ ﻣﻦ ﺧﻼﻝ ﺇﺭﺷﺎﺩﺍﺕ ﻗﺮﺍﺀﺓ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬‫ﹰ‬ ‫ﻃﻮﺭﻫﺎ‪:‬‬
‫ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺑﻌﺾ ﻣﻨﺎﺣﻲ ﺍﻻﺳﺘﻌﺪﺍﺩ ﻟﻠﺪﺭﺍﺳﺔ ﺍﻟﺠﺎﻣﻌﻴﺔ ﺍﻟﺘﻲ ﱠ‬
‫ﻭﺭﻭﺍﺑﻂ ﺍﻟﻤﻔﺮﺩﺍﺕ‪ ،‬ﻭﺩﻟﻴﻞ ﺍﻟﺘﻮﻗﻊ ﻭﻏﻴﺮﻫﺎ‪.‬‬ ‫‪David Conley at the University of Oregon‬‬

‫‪‬‬ ‫• ‪  ‬ﻭﻫﻲ ﻣﻬﺎﺭﺍﺕ ﺿﺮﻭﺭﻳﺔ ﻟﺘﻌﻠﻢ ﺍﻟﻤﺤﺘﻮ￯‬

‫‪‬‬ ‫ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺠﺎﻣﻌﻲ‪ ،‬ﻭﺗﺸﻤﻞ‪ :‬ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻨﺎﻗﺪ‪ ،‬ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ‪،‬‬
‫ﺍﻟﺘﺒﺮﻳﺮ‪ ،‬ﻭﺗﺘﺎﺡ ﻓﻲ ﻛﻞ ﻳﻮﻡ ﻟﻠﻄﻼﺏ ﺍﻟﺬﻳﻦ ﻳﺪﺭﺳﻮﻥ ﻫﺬﻩ ﺍﻟﺴﻠﺴﻠﺔ‬
‫ﻟﻢ ﺗﻌﺪ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﻋﺎﻟﻢ ﺍﻟﺘﻘﻨﻴﺔ ﺍﻟﻤﻌﺎﺻﺮ ﻣﻘﺘﺼﺮ ﹰﺓ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬
‫ﻓﺮﺹ ﻟﺘﻨﻤﻴﺔ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻌﻠﻴﺎ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺨﺎﺻﺔ‬
‫ﹲ‬
‫ﺍﻟﺬﻳﻦ ﻳﻠﺘﺤﻘﻮﻥ ﺑﺎﻟﺠﺎﻣﻌﺎﺕ‪ ،‬ﻓﻘﺪ ﺃﻇﻬﺮﺕ ﺇﺣﺪ￯ ﺍﻟﺪﺭﺍﺳﺎﺕ ﺃﻥ‬
‫ﺑﺬﻟﻚ‪.‬‬
‫ﺍﻟﺒﺮﺍﻣﺞ ﺍﻟﺘﺪﺭﻳﺒﻴﺔ ﺍﻟﺘﻲ ﻳﺨﻀﻊ ﻟﻬﺎ ﺷﺨﺺ ﻳﺮﻳﺪ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻋﻤﻞ‬
‫ﺗﺘﻄﻠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻫﺬﺍ ﺍﻟﺸﺨﺺ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﻣﻌﻴﻦ ﻣﻦ ﺍﻟﺘﻌﻠﻴﻢ ﻓﻲ‬
‫ﺍﻟﺠﺒﺮ ﻭﺍﻟﻬﻨﺪﺳﺔ ﻭﺗﺤﻠﻴﻞ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻭﺍﻹﺣﺼﺎﺀ ﻳﻤﺎﺛﻞ ﻣﺴﺘﻮ￯ ﺍﻟﻄﺎﻟﺐ‬
‫ﺍﻟﺬﻱ ﻳﻠﺘﺤﻖ ﺑﺎﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﺠﺎﻣﻌﺔ؛ ﺣﺘﻰ ﻳﻨﺠﺢ ﻓﻲ ﻋﻤﻠﻪ‪.‬‬

‫‪T4‬‬ ‫‪‬‬
 ‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪  ‬‬

‫• ﺍﺳﺘﻘﺼﺎﺀ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺑﻨﺎﺀ ﻓﻬﻢ ﺇﺩﺭﺍﻛﻲ‪.‬‬

‫• ﺗﻄﻮﻳﺮ ﻣﻬﺎﺭﺍﺕ ﺇﺟﺮﺍﺋﻴﺔ ﻭﺣﺴﺎﺑﻴﺔ ﻭﺗﻌﺰﻳﺰﻫﺎ ﻭﺇﺗﻘﺎﻧﻬﺎ‪.‬‬
‫• ﺗﻄﺒﻴﻖ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻓﻲ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬

‫‪ ‬‬
‫‪  ‬‬

‫‪     ‬‬

‫ﻣﻦ ‪‬‬ ‫ﺍﻟﺰ ﹶ‬ ‫ﻳﺒﻴ ﹸﻦ ﱠ‬ ‫ﺍﻟﻤﺠﺎ ﹺﻭ ﹸﺭ ﱢ‬ ‫ﹸ‬

‫ﺍﻟﺠﺪﻭﻝ ﹸ‬ ‫‪   ‬‬
‫‪‬‬
‫‪‬‬ ‫ﹺ‬
‫ﺍﻟﻤﺪﺭﺳﻴﺔ‬ ‫ﺴﻦ ﻓﻲ ﹶﺣ ﱢﻞ ﻭﺍﺟﺒﺎﺗﹺ ﹺﻪ‬‫ﺍﻟﺬﻱ ﻣﻜ ﹶﺜ ﹸﻪ ﹶﺣ ﹲ‬
‫‪‬ﻳﺴﺘﻌﻤﻞ ـ‪‬ﻗﻄﻊ ﻋﺪﱟ‬
‫‪ ‬‬
‫‪٤٠‬‬ ‫ﺍﻷﺣﺪ‬ ‫ﻠﻲ ﺍﻟﺬﻱ ﻣﻜ ﹶﺜ ﹸﻪ‬ ‫ﺍﻟﺰﻣﻦ ﹸ‬
‫ﺍﻟﻜ ﱠ‬ ‫ﹶ‬ ‫ﹺ‬
‫ﺃﻭﺟﺪ‬ ‫ﹺ‬
‫ﺑﺎﻟﺪﻗﺎﺋﻖ‪.‬‬ ‫ﺑﻠﻮﻧﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ﻟﺘﻤﺜﻴﻞ ﺟﻤﻞ ﺍﻟﺠﻤﻊ‪ .‬ﻭ ﹸﻳﻌﺪﱡ ﻫﺬﺍ‬
‫‪٦٠‬‬ ‫ﺍﻹﺛﻨﻴﻦ‬ ‫ﺣﺴﻦ‪.‬‬
‫ﹲ‬ ‫ﹴ‬
‫ﻣﻌﺎﺩﻻﺕ‬ ‫ﺃﺳﺎﺳﺎ ﻟﻠﻔﻬﻢ ﻭﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺣﻞ‬ ‫ﺍﻟﻨﺸﺎﻁ‬
‫‪٤٠‬‬ ‫ﺍﻟﻤﺪﺭﺳﻴﺔ ﺍﻟﺜﻼﺛﺎﺀ‬
‫ﹺ‬ ‫ﺣﺴﻦ ‪ ٤٠‬ﺩﻗﻴﻘ ﹰﺔ ﻓﻲ ﹶﺣ ﱢﻞ ﻭﺍﺟﺒﺎﺗﹺ ﹺﻪ‬
‫ﹰ‬
‫‪٦٠‬‬ ‫ﺍﻷﺭﺑﻌﺎﺀ‬
‫ﹲ‬ ‫ﹶ‬
‫ﻣﻜﺚ‬
‫ﹴ‬
‫ﺟﺒﺮﻳﺔ‪.‬‬
‫‪.‬‬ ‫ﹺ‬
‫ﻳﻮﻣﻴﻦ‬ ‫ﻓﻲ‬ ‫ﻋ ﹶﻠﻰ ﻣﺪﺍ ﹺﺭ ‪ ٣‬ﺃﻳﺎﻡﹴ‪ ،‬ﹶﻭ ‪ ٦٠‬ﺩﻗﻴﻘ ﹰ‬
‫ﺔ‬
‫‪٤٠‬‬ ‫ﺍﻟﺨﻤﻴﺲ‬
‫‪٢ × ٦٠ + ٣ × ٤٠‬‬
‫↓‬ ‫↓‬ ‫↓‬ ‫↓‬
‫ﻋﺪﺩ‬ ‫ﻋﺪﺩ‬ ‫ﻋﺪﺩ‬ ‫ﻋﺪﺩ‬
‫ﺍﻷﻳﺎﻡ‬ ‫ﺍﻟﺪﻗﺎﺋﻖ‬ ‫ﺍﻷﻳﺎﻡ‬ ‫ﺍﻟﺪﻗﺎﺋﻖ‬

‫ﺯ = ‪٢ × ٦٠ + ٣ × ٤٠‬‬

‫ﺍﺿﺮﺏ ‪ ٤٠‬ﻓﻲ ‪ ٣‬ﹶﻭ ‪ ٦٠‬ﻓﻲ ‪٢‬‬

‫ﹾ‬ ‫‪١٢٠‬‬ ‫ﺯ = ‪+ ١٢٠‬‬

‫ﺍﺟﻤﻊ ‪ ١٢٠‬ﹶﻭ ‪١٢٠‬‬

‫ﹾ‬ ‫‪٢٤٠‬‬ ‫ﺯ=‬
‫ﺣﺴﻦ ‪ ٣٦٠‬ﺩﻗﻴﻘ ﹰﺔ‪.‬‬
‫ﹲ‬ ‫ﹶ‬
‫ﻣﻜﺚ‬ ‫ﺇﺫﻥﹾ‬ ‫‪                    ‬‬
‫‪  ‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪  ‬‬
‫ﹶﺃ ﹾﺳ ﹶﺘ ﹾﻌ ﹺﻤ ﹸﻞ ﹶﺣ ﹶﻘ ﹺﺎﺋ ﹶﻖ ﹶﺟ ﹾﻤ ﹺﻊ ﺍ ﹾﻟ ﹶﻌﺪﹶ ﹺﺩ ﹶﻭ ﹶﻧ ﹾﻔ ﹺﺴ ﹺﻪ؛ ﹺﻷﹶ ﹶﺗ ﹶﻌ ﱠﻠ ﹶﻢ ﹶﺣ ﹶﻘ ﹶ‬
‫ﺎﺋﻖ ﹸﺃ ﹾﺧ ﹶﺮ￯‪ .‬ﺇﹺ ﹶﺫﺍ ﻋ ﹶﹶﺮ ﹾﻓ ﹸﺖ ﹶﺃ ﱠﻥ‬ ‫‪  ‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ،١٢ = ٦ + ٦‬ﹶﻓ ﹸﻴ ﹾﻤ ﹺﻜﻨﹸﻨﻲ ﹶﺃ ﹾﻥ ﹶﺃ ﹺﺟﺪﹶ ﻧﹶﺎﺗﹺ ﹶﺞ ﹶﺟ ﹾﻤ ﹺﻊ ‪.٥ + ٦ ، ٧ + ٦‬‬
‫‪‬‬
‫‪     ‬‬
‫‪  ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪       ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪    ‬‬
‫‪   ‬‬
‫‪ ‬‬

‫ﺍﺟﻤﻊ ‪٣٠‬‬
‫ﹾ‬ ‫ﺍﺿﺮﺏ ﺍﻟﻘﻴﻤ ﹶﺔ ﺍﻟﻤﺪﺧﻠ ﹶﺔ ﻓﻲ ‪ ٨‬ﺛﻢ‬
‫ﹺ‬ ‫‪11= ٥ + ٦‬‬ ‫‪13= ٧ + ٦‬‬ ‫‪1 =٦+٦‬‬
‫ﺍﻟﺘﻜﻠﻔﺔ‬
‫ﻣﻦ ﺧﺒﺮﺍﺗﻬﻢ ﻓﻲ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻷﻛﻮﺍﺏ‬
‫ﻋﺪﺩ‬
‫‪‬ﻭﻛﺬﻟﻚ ﻳﺴﺘﻔﻴﺪﻭﻥ‬ ‫ﻭﺣﺎ ﹺﻣ ﹾﻨ ﹸﻪ ‪١‬‬
‫ﺍ ﹾﻟ ﹶﻌﺪﹶ ﹸﺩ ﹶﻭ ﹶﻧﻔ ﹸﹾﺴ ﹸﻪ ﹶﻣ ﹾﻄ ﹸﺮ ﹰ‬ ‫ﺍ ﹾﻟ ﹶﻌﺪﹶ ﹸﺩ ﹶﻭ ﹶﻧﻔ ﹸﹾﺴ ﹸﻪ ﹸﻣ ﹶﻀﺎﻓﹰﺎ ﺇﹺ ﹶﻟ ﹾﻴ ﹺﻪ ‪١‬‬ ‫ﺍ ﹾﻟ ﹶﻌﺪﹶ ﹸﺩ ﹶﻭ ﹶﻧﻔ ﹸﹾﺴ ﹸﻪ‬

‫ﻭﻗﻄﻊ ﺍﻟﻌﺪ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ‪،‬‬

‫ﺍﻟﺴﺎﻋﺎﺕ‬

‫ﻭﺣﻠﻬﺎ‪.‬‬
‫‪‬‬

‫‪7‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪3‬‬

‫‪.....................‬‬ ‫‪‬‬
‫‪‬‬
‫‪.....................‬‬
‫‪T5‬‬
‫‪.....................‬‬ ‫‪.....................‬‬

‫‪.....................‬‬ ‫‪‬‬ ‫‪.....................‬‬ ‫‪‬‬

 ‫ﻓﻤﺜﻼ ﺑﻔﺮﺽ ﺃﻥ ‪،u = x 2‬‬‫ﺃﺣﻴﺎﻧﺎﹰﺎﺎ ﺃﻥ ﺗﻜﺘﺐ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ ﻓﻴﻬﺎ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ ، au 2 + bu + c‬ﹰ‬
‫ﺗﺴﺘﻄﻴﻊ ﺃﺣﻴﺎ ﹰﻧ‬
‫ﻳﻤﻜﻨﻚ ﻛﺘﺎﺑﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ‪ x 4 + 12x 2 + 32‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ (x 2)2 + 12(x 2) + 32‬ﺃﻭ ‪. u 2 + 12u + 32‬‬
‫ﻭﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﺍﻟﺠﺪﻳﺪﺓ ﻫﺬﻩ ﺗﻜﺎﻓﺊ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻣﻜﺘﻮﺑﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‬
‫ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪a,b,c a≠0au 2+bu+c  ‬‬
‫‪x ‬‬
‫‪x u ‬‬
‫‪12x 6 + 8x 3 + 1 = 3(2x 3)2 + 4(2x 3) + 1‬‬ ‫‪‬‬

‫‪‬‬ ‫‪5 ‬‬

‫‪‬‬
‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺇﻥ ﺃﻣﻜﻦ ﺫﻟﻚ‪:‬‬
‫‪ ‬‬
‫‪150n 8 + 40n 4 - 15 (a‬‬ ‫‪‬‬
‫ﺍﺑﺤﺚ ﻋﻦ ﻋﺎﻣﻠﻴﻦ ﻟﻠﻌﺪﺩ ‪ 150‬؛ ﺃﺣﺪﻫﻤﺎ ﻣﺮﺑﻊ ﻛﺎﻣﻞ‪ ،‬ﻭﻋﻦ ﻋﺎﻣﻠﻴﻦ ﻟﻠﻌﺪﺩ ‪40‬؛ ﺃﺣﺪﻫﻤﺎ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻷﺣﺪ ﻋﺎﻣﻠﻲ ﺍﻟﻌﺪﺩ ‪.150‬‬ ‫‪‬‬
‫‪150 = 6×25, 40 = 8×5‬‬ ‫‪150n 8 + 40n 4 - 15 = 6×25n 8 + 8×5n 4 - 15‬‬ ‫‪‬‬
‫‪25n8 = (5n 4)2‬‬ ‫‪= 6(5n 4)2 + 8(5n 4) - 15‬‬
‫‪u‬‬
‫‪‬‬
‫‪y 8 + 12y 3 + 8 (b‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﻻ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ؛ ﻷﻥ ‪.y 8 ≠ (y 3)2‬‬
‫‪‬‬ ‫✓‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪8x 4 + 12x 2 + 18 (5B‬‬ ‫‪x 4 + 5x + 6 (5A‬‬ ‫‪‬‬
‫‪‬‬
‫ﻳﻤﻜﻨﻚ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻟﺤﻞ ﻣﻌﺎﺩﻻﺕ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ ﺫﺍﺕ ﺩﺭﺟﺎﺕ ﺃﻛﺒﺮ ﻣﻦ‬
‫ﺍﻟﺪﺭﺟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪6 ‬‬ ‫‪-‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.18 x 4 - 21x 2 + 3 = 0 :‬‬
‫‪‬‬ ‫‪18x 4 - 21x 2 + 3 = 0‬‬
‫‪١-‬‬ ‫ﺱ‬
‫‪18x4 = 2(3x2)2‬‬ ‫‪2(3x 2)2 - 7(3x 2) + 3 = 0‬‬
‫‪u = 3x2‬‬ ‫‪2u 2 - 7u + 3 = 0‬‬
‫‪‬‬ ‫‪(2u - 1)(u - 3) = 0‬‬
‫‪‬‬ ‫‪u=3‬‬ ‫ﺃﻭ‬ ‫_= ‪u‬‬
‫‪1‬‬
‫‪2‬‬
‫‪ 3x2‬‬
‫‪u‬‬ ‫‪3x 2 = 3‬‬ ‫_ = ‪3x 2‬‬
‫‪1‬‬

‫ﺍﻟﺮﺳﻢ ﻟﹺﺘ ﹸﹶﺤ ﱠﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ :‬ﺱ ‪.٥ = ٢ +‬‬

‫‪2‬‬
‫‪3‬‬ ‫‪x2 = 1‬‬ ‫_ = ‪x2‬‬
‫‪1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﻛﻮﺍﺏ ﻭﻗﻄﻊ ﺍﻟﻌﺪ ﺃﻭ ﱠ‬
‫‪TECH ‬‬ ‫‪TECH‬‬
‫‪6‬‬ ‫‪TECH‬‬
‫_‪x = ±‬‬
‫‪√6‬‬
‫‪‬‬ ‫‪x = ±1‬‬
‫‪6‬‬ ‫‪+‬‬
‫_ ‪6‬‬
‫_‪. -‬‬
‫√‬ ‫‪6‬‬‫√‬
‫‪,‬‬ ‫ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻫﻲ‪,1, -1 :‬‬ ‫‪+‬‬ ‫‪x‬‬
‫‪6‬‬ ‫‪6‬‬
‫ﻧﻤﻮﺫﺝ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪‬‬ ‫✓‬
‫‪8x 4 + 10x 2 - 12 = 0 (6B‬‬ ‫‪4x 4 - 8x 2 + 3 = 0 (6A‬‬
‫‪3‬‬ ‫)‪٢ +checkmark‬‬
‫‪(place‬‬ ‫‪3‬ﺱ‬ ‫)‪(place checkmark‬‬
‫‪3‬‬ ‫)‪(place checkmark‬‬

‫‪ 1 52‬‬

‫‪+‬‬ ‫‪+‬‬ ‫‪+‬‬
‫ﺍﺣﺬﻑ ﺍﻟﻌﺪﺩ ﻧﻔﺴﻪ ﻣﻦ ﻗﻄﻊ ﺍﻟﻌﺪ ﻣﻦ ﱢ‬
‫ﻛﻞ ﻃﺮﻑ‬ ‫‪+‬‬ ‫‪+‬‬ ‫=‬ ‫‪+‬‬
‫ﺑﺤﻴﺚ ﻳﺼﺒﺢ ﺍﻟﻜﻮﺏ ﻭﺣﺪﻩ ﻓﻲ ﻃﺮﻑ‬ ‫‪+‬‬

‫ﺛﻢ ﻳﺴﺘﻤﺮ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺒﻄﺎﻗﺎﺕ؛‬ ‫‪٢-٥‬‬

‫‪+‬‬
‫=‬ ‫ﺱ‪٢-٢+‬‬

‫ﻻﺳﺘﻜﺸﺎﻑ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺨﻄﻮﺍﺕ‪،‬‬

‫‪+‬‬ ‫=‬
‫ﻋﺪﺩ ﻗﻄﻊ ﺍﻟﻌﺪ ﺍﻟﻤﺘﺒﻘﱢﻴﺔ ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ﺗﻤﺜﱢﻞ‬
‫ﻗﻴﻤﺔ ﺱ‬ ‫‪+‬‬

‫ﻃﻮﺭﻭﻫﺎ ﻓﻲ ﻣﻌﻤﻞ ﺍﻟﺠﺒﺮ‬

‫ﻭﻳﻄﺒﻘﻮﻥ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺘﻲ ﱠ‬
‫‪٣‬‬ ‫=‬ ‫ﺱ‬

‫ﱡ‬
‫ﻓﺎﻟﺤﻞ ﺻﺤﻴﺢ‪.‬‬ ‫ﺇﺫﻥ ﺱ = ‪ ،٣‬ﻭﺑﻤﺎ ﺃﻥﱠ ‪،٥ = ٢ + ٣‬‬

‫ﺇﻟﻰ ﺭﻣﻮﺯ ﺟﺒﺮﻳﺔ‪.‬‬ ‫ﺍﻟﺮﺳﻢ ﻟﹺﺘ ﹸﹶﺤ ﱠﻞ ﱠ‬

‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺏ( ‪ = ٥‬ﺱ ‪ ٤ +‬ﺟـ( ‪ + ١ = ٤‬ﺱ ﺩ( ‪ + ٢ = ٢‬ﺱ‬
‫ﹾ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﻛﻮﺍﺏ ﻭﻗﻄﻊ ﺍﻟﻌﺪ ﺃﻭ ﱠ‬
‫ﺃ( ﺱ ‪٤ = ٤ +‬‬

‫‪‬‬

‫‪‬ﻳﻨﺘﻘﻞ ‪ ‬ﺧﻼﻝ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﺠﺒﺮ‪ ،‬ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﻛﻮﺍﺏ ﻭﻗﻄﻊ ﺍﻟﻌﺪ ﺇﻟﻰ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻤﺎﺫﺝ‬
‫ﹴ‬
‫ﻣﻌﺎﺩﻻﺕ ﺑﺴﻴﻄ ﹰﺔ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺭﻣﻮﺯ‬ ‫ﻭﻳﺤﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻼﺣﻘﺔ‬‫ﹼ‬ ‫ﺟﺒﺮﻳﺔ ﺃﻛﺜﺮ ﺗﺠﺮﻳﺪﹰ ﺍ‪،‬‬
‫ﺟﺒﺮﻳﺔ‪.‬‬

‫‪‬‬
‫ﻗﻮﺓ ﺍﻟﻤﻘﺎﺑﻠﺔ ﺑﻴﻦ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻤﺮﻏﻮﺏ ﻓﻴﻬﺎ ﻭﺍﻟﻨﺠﺎﺡ ﻓﻲ ﺍﻟﺠﺒﺮ‪.‬‬
‫ﺗﻢ ﻭﺻﻔﻪ ﹼ‬
‫ﻳﻮﺿﺢ ﺍﻟﺘﺴﻠﺴﻞ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﺬﻱ ﱠ‬
‫‪ ‬ﹼ‬
‫ﻭﺗﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﺘﻄﻮﻳﺮﻳﺔ ﻋﻠﻰ ﺗﺠﻨﱡﺐ ﻭﺟﻮﺩ ﻓﺠﻮﺍﺕ ﺃﻭ ﺗﺪﺍﺧﻼﺕ ﺑﻴﻦ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﺼﻔﻮﻑ‪ ،‬ﻭﺗﺆﻛﹼﺪ‬
‫ﺗﻢ ﺗﻄﻮﻳﺮﻩ ﻓﻲ ﺻﻔﻮﻑ ﺳﺎﺑﻘﺔ‪ ،‬ﻭﻳﺴﺘﻌﻤﻞ‬ ‫ﺻﻒ ﻭﻣﻬﺎﺭﺍﺗﻪ ﻣﺒﻨ ﱠﻴﺔ ﻋﻠﻰ ﺃﺳﺎﺱ ﻗﻮﻱ ﱠ‬
‫ﱟ‬ ‫ﻋﻠﻰ ﹼ‬
‫ﺃﻥ ﻣﻔﺎﻫﻴﻢ ﻛﻞ‬
‫ﺍﻟﻤﻨﺤﻰ ﻧﻔﺴﻪ ﻋﺒﺮ ﺍﻟﻤﺴﺎﺭﺍﺕ ﺟﻤﻴﻌﻬﺎ ﺍﺑﺘﺪﺍ ﹰﺀ ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﻭﺣﺘﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‪.‬‬

‫‪T6‬‬ ‫‪‬‬
 ‫‪‬‬

‫‪‬‬
‫• ‪‬‬
‫• ‪‬‬
‫• ‪‬‬

‫‪‬‬
‫ﹴ‬
‫ﺑﺨﻄﻂ ﻣﻼﺋﻤﺔ ﻟﺤﻞ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﻭﻣﻬﺎﺭﺍﺕ ﻭﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻴﻬﺎ ﺧﻼﻝ ﺍﻟﺼﻔﻮﻑ؛ ﺇﺫ ﻳﺘﻮﺍﻓﺮ ﻟﻬﻢ ﻓﺮﺹ ﻣﺴﺘﻤﺮﺓ ﻟﺘﻄﺒﻴﻖ ﻣﻬﺎﺭﺍﺕ‬ ‫ﺗﺰﻭﺩ ﺍﻟﺴﻠﺴﻠﺔ ﺍﻟﻄﻼﺏ‬
‫ﹼ‬
‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﻭﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﺒﺼﺮﻱ‪ ،‬ﻭﺍﻻﺳﺘﺪﻻﻝ ﺍﻟﻤﻨﻄﻘﻲ‪ ،‬ﻭﺍﻟﺤﺲ ﺍﻟﻌﺪﺩﻱ‪ ،‬ﻭﺍﻟﺠﺒﺮ‪.‬‬

‫‪‬‬
‫‪‬‬
‫ﺗﺴﺎﻋﺪ ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﻄﻼﺏ ﻋﻠﻰ‬ ‫_ = )‪g(x‬‬
‫‪2‬‬
‫‪(22‬‬
‫‪3x 3‬‬
‫‪x +x-4‬‬
‫ﺍﻛﺘﺐ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪،‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﺇﻥ ﺃﻣﻜﻦ‪1, 2 :‬‬

‫ﺗﻌﻠﻢ ﻃﺮﺍﺋﻖ ﻣﺨﺘﻠﻔﺔ ﻟﻤﻮﺍﺟﻬﺔ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﻜﻼﻣﻴﺔ‪.‬‬

‫‪g(-2) (a‬‬
‫‪x < -13 (2‬‬ ‫‪x > 50 (1‬‬
‫‪g(5x) (b‬‬
‫‪{-3, -2, -1, …} (4‬‬ ‫‪x ≤ -4 (3‬‬
‫‪g(8 - 4b) (c‬‬
‫‪ x < -19 (6‬ﺃﻭ ‪x > 21‬‬ ‫‪-31 < x ≤ 64 (5‬‬

‫√ ‪g(m) = 3 +‬‬

‫‪m 2 - 4 (23‬‬ ‫‪ x ≤ -45 (8‬ﺃﻭ ‪x > 86‬‬ ‫‪ x ≤ 61 (7‬ﺃﻭ ‪x ≥ 67‬‬
‫‪g(-2) (a‬‬ ‫‪ (9‬ﺍﻟﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻌﺪﺩ ‪x ≥ 32 (10 5‬‬
‫‪g(3m) (b‬‬
‫‪g(4m - 2) (c‬‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪3 :‬‬
‫ﻞ ﺭﻗﻢ ﺍﻟﺤﺴﺎﺏ ﻓﻲ ﺍﻟﺒﻨﻚ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﻳﻤﺜﹼﻞ‬
‫ﻞ‬
‫ﻳﻤﺜﻞ‬ ‫‪ (11‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ ‪ x‬ﻳﻤﺜﱢﻞ‬
‫ﻳﻤﺜﻞ‬
‫‪t(x) = 5 √6‬‬
‫‬‫‪x 2 (24‬‬
‫ﺍﻟﺮﺻﻴﺪ ﻓﻲ ﺍﻟﺤﺴﺎﺏ‪.‬‬
‫‪t(-4) (a‬‬
‫‪t(2x) (b‬‬ ‫‪x‬‬ ‫‪0.01‬‬ ‫‪0.04‬‬ ‫‪0.04‬‬ ‫‪0.07‬‬ ‫‪0.08‬‬ ‫‪0.09‬‬ ‫‪(12‬‬
‫‪y‬‬
‫‪t(7 + n) (c‬‬ ‫‪423‬‬ ‫‪449‬‬ ‫‪451‬‬ ‫‪466‬‬ ‫‪478‬‬ ‫‪482‬‬

‫‪x2‬‬ ‫‪= y + 2 (14‬‬ ‫‪_1 = y (13‬‬

‫‪x‬‬
‫‪‬‬ ‫ﺪﺭﺕ ﻣﺒﻴﻌﺎﺕ ﺷﺮﻛﺔ‬
‫‪  (25‬ﻗﹸﺪﺭﺕ‬
‫ﻗﺪﺭﺕ‬ ‫‪_x = y - 6 (16‬‬ ‫‪√48y‬‬
‫‪ = x (15‬‬
‫‪ ‬‬ ‫ﻟﻠﺴﻴﺎﺭﺍﺕ ﺧﻼﻝ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬ ‫‪y‬‬

‫‪‬‬ ‫‪ ، f (t) = 24t 2 - 93t + 78‬ﺣﻴﺚ‬ ‫‪y‬‬ ‫‪(18‬‬ ‫‪y‬‬ ‫‪(17‬‬

‫‪‬‬ ‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﻣﺪ￯‬ ‫‪(52‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﻨﻮﺍﺕ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻤﺒﻴﻌﺎﺕ‬
‫‪.nN‬‬‫ﺍﻟﺪﺍﻟﺔ ‪ ، f (x) = x n‬ﺣﻴﺚ ‪N‬‬
‫‪3‬‬ ‫‪2‬‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ﻣﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪n‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧ ﹼﻴ‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔﹼﺔﺔ ﻟﺘﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪f (x) = x‬‬ ‫‪  (a‬‬ ‫‪14‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫ﺩﺍﺋﻤﺎ‪:‬‬
‫ﺎ‪:‬‬ ‫ﺩﺍﺋﻤ‬
‫‪ (64‬ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬ ‫ﺑﻴﺎﻧﻴﺎﹼﹰﺎﺎ ﻟﻘﻴﻢ ‪ n‬ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪.6‬‬ ‫ﺑﻴﺎﻧ ﹼﹰﻴ‬
‫‪74‬‬ ‫‪4‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪. f (1‬‬
‫‪ A‬ﺍﻟﺪﺍﻟﺔ ﻻ ﺗﻤﺜﻞ ﻋﻼﻗﺔ‪.‬‬ ‫‪219‬‬ ‫‪5‬‬
‫‪ (b‬ﺃﻭﺟﺪ )‪. f (5‬‬
‫‪ B‬ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﻋﻼﻗﺔ‪.‬‬ ‫‪ (c‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻘﺎﻋﺪﺓ )‪ f (t‬ﺃﻛﺜﺮ ﺩﻗﺔ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺃﻡ ﻓﻲ‬
‫‪ C‬ﻛﻞ ﻋﻼﻗﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‪.‬‬ ‫ﺍﻟﺴﻨﺔ ﺍﻷﺧﻴﺮﺓ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪4 :‬‬
‫‪ D‬ﺍﻟﻌﻼﻗﺔ ﻻ ﺗﻜﻮﻥ ﺩﺍﻟﺔ‪.‬‬ ‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪5 :‬‬ ‫‪g(x) = 2x 2 + 18x - 14 (19‬‬
‫__ = )‪g(x‬‬ ‫_ = )‪f (x‬‬
‫‪x+1‬‬ ‫‪8x + 12‬‬
‫‪ ‬ﺗﻨﺒﺄ ﺑﻤﺪ￯ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﻣ ﱠﺜ‬
‫ﱠﻠﺘﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪،a‬‬
‫ﻣﺜﻠﺘﻬﺎ‬ ‫‪  (b‬‬ ‫‪(27‬‬ ‫‪(26‬‬ ‫‪g(9) (a‬‬
‫‪x 2 - 3x - 40‬‬ ‫‪x 2 + 5x + 4‬‬
‫ﺃﻱﱞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤﺜﻞ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪ (65‬ﱞ‬ ‫ﻭﺍﻋﺮﺿﻪ ﻓﻲ ﺟﺪﻭﻝ ﻳﺘﻀﻤﻦ ﻗﻴﻢ ‪ ، n‬ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﺮﺗﺒﻂ ﺑﻜﻞ ﻣﻨﻬﺎ‪.‬‬ ‫‪g(3x) (b‬‬
‫‪h(x) = √6‬‬
‫‬
‫‪- x 2 (29‬‬ ‫= )‪g(a‬‬ ‫‪√1‬‬
‫‪+ a 2 (28‬‬
‫_ = )‪h (x‬‬
‫√‬
‫‪2x - 3‬‬ ‫ﹼﹰﺎ‪.‬‬
‫ﺎ‪.‬‬
‫ﺯﻭﺟﻴﺎ‪.‬‬ ‫ﻦ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪n‬‬
‫ﺧﻤﻦ‬
‫ﺧﻤ‬ ‫‪  (c‬‬
‫‪ ‬ﹼ‬ ‫‪g(1 + 5m) (c‬‬
‫‪x-5‬‬
‫ﻦ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬
‫ﹼﹰﺎ‪.‬‬
‫ﻓﺮﺩﻳﺎ‪.‬‬ ‫ﺧﻤﻦ‬
‫ﺧﻤ‬ ‫‪  (d‬‬
‫‪ ‬ﹼ‬ ‫_ = )‪f (x‬‬
‫‪2‬‬
‫_‪+‬‬
‫‪4‬‬
‫‪(31‬‬ ‫_ = )‪f (a‬‬ ‫‪5a‬‬
‫‪(30‬‬
‫‪x‬‬ ‫‪x+1‬‬
‫‪x≠5‬‬ ‫‪A‬‬ ‫‪√4a‬‬
‫‬‫‪−1‬‬ ‫‪3y 3 - 6y + 9 (20‬‬
‫‪h(y) = -3‬‬

‫_≥‪x‬‬
‫‪3‬‬
‫‪B‬‬
‫‪‬‬ ‫‪h(4) (a‬‬
‫‪2‬‬ ‫‪  (32‬ﻳﻌﻄﻰ ﺯﻣﻦ ﺍﻟﺪﻭﺭﺓ ‪ T‬ﻟﺒﻨﺪﻭﻝ ﺳﺎﻋﺔ‬ ‫‪h(-2y) (b‬‬
‫‪  (53‬ﺃﺭﺍﺩ ﹼ‬
‫ﻛﻞ ﻣﻦ ﻋﺒﺪ ﺍﻟﻠﻪ ﻭﺳﻠﻤﺎﻥ ﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫_≥‪x‬‬
‫‪3‬‬ ‫_‬
‫‪,x≠5‬‬
‫‪2‬‬
‫‪C‬‬
‫_ = )‪ . f (x‬ﻓﻘﺎﻝ ﻋﺒﺪ ﺍﻟﻠﻪ‪ :‬ﺇﻥ ﺍﻟﻤﺠﺎﻝ ﻫﻮ‬
‫‪2‬‬
‫‪x2 - 4‬‬
‫ ‪ ،T = 2π‬ﺣﻴﺚ  ﻃﻮﻝ‬ ‫‬
‫‪√9.8‬‬
‫ﺑﺎﻟﺼﻴﻐﺔ‬ ‫‪h(5b + 3) (c‬‬

‫_≠‪x‬‬
‫‪3‬‬ ‫ﻞ ‪ T‬ﺩﺍﻟﺔ ﻓﻲ ؟ ﺇﺫﺍ ﻛﺎﻧﺖ‬‫ﺍﻟﺒﻨﺪﻭﻝ‪ ،‬ﻓﻬﻞ ﺗﻤ ﹼﺜ‬
‫ﺗﻤﺜﻞ‬
‫‪D‬‬ ‫)∞ ‪ .(-∞, -2) ∪ (2,‬ﻓﻲ ﺣﻴﻦ ﻗﺎﻝ ﺳﻠﻤﺎﻥ‪ :‬ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﻫﻮ‬ ‫‪‬‬
‫‪2‬‬ ‫_ = )‪f t‬‬
‫(‪f‬‬ ‫‪4t + 11‬‬
‫‪(21‬‬
‫}‪ . {x | x ≠ -2, x ≠ 2, x ∈ R‬ﻓﺄﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﹼﺑﺮﺭ‬ ‫ﻓﺒﻴﻦ‬
‫ﻦ‬ ‫ﻛﺬﻟﻚ ﻓﺤﺪﱢﱢ ﺩ ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﺩﺍﻟﺔ ﻓﺒ ﱢﻴ‬ ‫‪2‬‬ ‫‪3t + 5t + 1‬‬
‫‪f (-6) (a‬‬
‫ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﻟﺴﺒﺐ‪5  .‬‬
‫‪f (4t) (b‬‬
‫__ = )‪ ff((x‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻞ‬
‫‪1‬‬
‫‪ (54‬ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬ ‫‪T‬‬
‫)‪(x + 3)(x + 1)(x - 5‬‬ ‫‪f (3 - 2 a) (c‬‬
‫ﻣﻦ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﻭﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪ .‬ﺃﻱ ﺍﻟﻄﺮﻳﻘﺘﻴﻦ ﺗﻔﻀﻞ؟‬
‫ﻭﻟﻤﺎﺫﺍ؟‬
‫‪15‬‬ ‫‪‬‬ ‫‪1 - 1‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ G(x‬ﺩﺍﻟﺔ ﻓﻴﻬﺎ ‪G(1) = 1 , G(2) = 2 , G(3) = 3‬‬
‫‪‬‬ ‫‪(55‬‬
‫‪G(x - 2) G(x - 1) + 1‬‬
‫ﻭ __ = )‪ G(x + 1‬ﻟﻜﻞ ‪ ، x ≥ 3‬ﻓﺄﻭﺟﺪ)‪(6‬‬
‫)‪.G(6‬‬
‫))‪G((x‬‬
‫ﺍﻟﻤﻌﺮﻓﺔ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ X‬ﺇﻟﻰ‬
‫ﱠ‬ ‫ﺃﻱﱡ ﺍﻟﺠﻤﻞ ﺍﻵﺗﻴﺔ ﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪ ‬ﱡ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ Y‬ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﺃﻳﻬﺎ ﺧﺎﻃﺌﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‪ ،‬ﻓﺄﻋﺪ ﻛﺘﺎﺑﺘﻬﺎ‬
‫ﻟﺘﺼﺒﺢ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ (56‬ﻳﺮﺗﺒﻂ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ‪ Y‬ﺑﻌﻨﺼﺮ ﻭﺍﺣﺪ ﻣﻦ ‪. X‬‬
‫‪ (57‬ﻻ ﻳﺮﺗﺒﻂ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ‪ X‬ﺑﺎﻟﻌﻨﺼﺮ ﻧﻔﺴﻪ ﻣﻦ ‪. Y‬‬
‫‪ (58‬ﻻ ﻳﺮﺗﺒﻂ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ‪ Y‬ﺑﺎﻟﻌﻨﺼﺮ ﻧﻔﺴﻪ ﻣﻦ ‪. X‬‬

‫‪‬‬
‫ﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺧﻼﻝ‪:‬‬ ‫‪ ‬ﹼ‬
‫ﻭﺿﺢ‬
‫ﻭﺿ‬
‫ﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻤﺠﺎﻝ ﻭﻋﻨﺎﺻﺮ ﺍﻟﻤﺪ￯‪.‬‬‫ﺗﺒﻴ‬
‫‪ (59‬ﺟﻤﻠﺔ ﻟﻔﻈﻴﺔ ﹼ‬
‫ﺗﺒﻴﻦ‬
‫‪ (60‬ﻣﺠﻤﻮﻋﺔ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ‪.‬‬
‫‪ (61‬ﺟﺪﻭﻝ ﻗﻴﻢ‪.‬‬

‫ﺗﺘﻄﻠﺐ ﻫﺬﻩ ﺍﻟﻤﺴﺎﺋﻞ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻬﺎﺭﺍﺕ ﺍﻟﺘﻔﻜﻴﺮ ﺍﻟﻌﻠﻴﺎ‬

‫‪ (62‬ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ ‪.‬‬
‫‪ (63‬ﻣﻌﺎﺩﻟﺔ‪.‬‬

‫‪17‬‬ ‫‪‬‬ ‫‪1 - 1‬‬

‫)ﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻭﺍﻟﺘﺮﻛﻴﺐ‪ ، ... ،‬ﺇﻟﺦ(‪.‬‬

‫‪‬‬ ‫‪T7‬‬
 ‫‪‬‬
‫ﺗﺴﺎﻋﺪ ﻣﺴﺎﺋﻞ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﱡ‬
‫ﺗﺼﻮﺭ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺗﻌﻤﻴﻖ ﺍﻟﻔﻬﻢ‪،‬‬
‫ﻭﺗﺘﻀﻤﻦ‪ :‬ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻠﻔﻈﻴﺔ ﻭﺍﻟﻌﺪﺩﻳﺔ ﻭﺍﻟﺠﺒﺮﻳﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺠﺪﺍﻭﻝ ‪ ...‬ﺇﻟﺦ‪.‬‬

‫ﺻﻒ‬
‫ﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬ ‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﻭﹶﹶ ﹺﺻ‬
‫ﺑﻴﺎﻧﻴﺎﺎ ﹼﹰ‬
‫ﻞ ﺑﻴﺎﻧ ﹼﹰﻴ‬
‫ﺑﻴﺎﻧﻴ‬ ‫‪ ‬ﻣ ﹼﺜ‬
‫ﻣﺜﻞ‬ ‫ﺍﺳﺘﻌﻤﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻟﺘﺤﺪﻳﺪ ﻗﻴﻤﺔ ﺃﻭ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ‬
‫ﻋﺪﺩﻳﺎ‪.‬‬
‫ﺎ‪.‬‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳ‬ ‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺣﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪g(x) = x 5 - 20x 4 + 2x 3 - 5 (35‬‬

‫‪y‬‬ ‫‪(30‬‬ ‫‪(29‬‬

‫‪12‬‬
‫_ = )‪f (x‬‬
‫‪2‬‬
‫‪16x‬‬
‫‪2‬‬
‫‪(36‬‬
‫‪x + 15x‬‬ ‫‪8‬‬
‫_= ‪x‬‬
‫)‪h(x‬‬
‫)‪x‬‬ ‫‪15‬‬
‫‪4‬‬ ‫‪11x 2‬‬

‫ﺻﻐﻴﺮﺍ ﺑﺎﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﺼﺎﻥ‬

‫ﺻﻐﻴﺮ‬
‫ﹰ‬ ‫ﺗﺠﺎﺭﻳﺎﺎ‬
‫ﺗﺠﺎﺭﻳ‬
‫ﹼﹰ‬ ‫ﻣﺸﺮﻭﻋﺎﺎ‬
‫ﻣﺸﺮﻭﻋ‬
‫ﹰ‬ ‫‪  (37‬ﺑﺪﺃ ﺣﻤﺪ‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12x‬‬
‫‪12x‬‬ ‫‪−4‬‬
‫ﻭﺑﻴﻌﻬﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ ‪ 9‬ﺩﺭﺍﻫﻢ‬ ‫‪−4‬‬
‫ﻭﺗﻜﻠﻔﺔ ﺍﻟﻤﻌﺪﺍﺕ ﺍﻟﻼﺯﻣﺔ ‪ 12000‬ﺩﺭﻫﻢ‪ .‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫ﻣﻌﺪﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ ﻋﻠﻰ‬

‫ﻦ ﻣﻌﺪﹼ‬ ‫ﺗﺒﻴ‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﹼ‬
‫ﺗﺒﻴﻦ‬ ‫ﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻣﺘﻨﺎﻇﺮﺗﻴﻦ ﻋﻠﻰ ﻣﻮﺟﺘﻲ ﺿﻮﺀ‬
‫ﺴﻤﻰ‬‫ﺴﻤ‬
‫ﺗﺴﻤ‬
‫‪  (31‬ﹸﺗ ﹼ‬
‫ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻓﻲ ﻋﺪﺩ ﺍﻟﻘﻤﺼﺎﻥ ﺍﻟﻤﻨﺘﺠﺔ ‪.n‬‬ ‫ﺴﻤﻰ ﻋﺪﺩ ﺍﻟﻤﻮﺟﺎﺕ‬
‫ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﺑﻄﻮﻝ ﺍﻟﻤﻮﺟﻪ ‪) λ‬ﻭﻳﻘﺮﺃ ﻻﻣﺪﺍ(‪ ،‬ﻭ ﹸﻳﺴﻤﻰ‬
‫ﺍﻟﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﺗﻤﺮ ﺑﻨﻘﻄﺔ ﺧﻼﻝ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ ﺑﺎﻟﺘﺮﺩﺩ ‪. f‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪‬‬
‫‪ (c‬ﺇﺫﺍ ﺍﺳﺘﻤﺮ ﺍﺯﺩﻳﺎﺩ ﻋﺪﺩ ﺍﻟﻘﻤﺼﺎﻥ ﺍﻟﻤﻨﺘﺠﺔ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻓﻜﻢ ﺳﻴﺼﺒﺢ‬
‫ﻣﻌﺪﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ؟‬

‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬ ‫‪(38‬‬

‫‪‬‬
‫‪ax 3 + b‬‬
‫(‪ ، f‬ﺣﻴﺚ ‪ a‬ﻭ ‪ c‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﻻ‬‫ﺍﻓﺘﺮﺽ ﺃﻥ _ = )‪f(x‬‬
‫‪cx 3 + d‬‬
‫ﻳﺴﺎﻭﻳﺎﻥ ﺍﻟﺼﻔﺮ‪ ،‬ﻭ ‪ b‬ﻭ ‪ d‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ‪.‬‬ ‫_ = )‪ f (λ‬ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ ﻭﺍﻟﺘﺮﺩﺩ ‪ ،‬ﺣﻴﺚ ‪c‬‬
‫‪c‬‬
‫ﻭﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪λ‬‬
‫ﺳﺮﻋﺔ ﺍﻟﻀﻮﺀ ﻭﻣﻘﺪﺍﺭﻫﺎ ‪.2.99 · 10 8 m/s‬‬
‫‪ ‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ c = 1‬ﻭ ﺍﺧﺘﺮ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ‬‫‪  (a‬‬
‫ﻟﻘﻴﻢ ‪ . a, b, d‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻭﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪:‬‬ ‫ﺑﻴﺎﻧﻴﺎﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫ﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴ‬
‫ﺑﻴﺎﻧﻴ‬ ‫‪ (a‬ﻣ ﹼﺜ‬
‫ﻣﺜﻞ‬

‫‪c=1‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﻭﻋﺰﺯ‬

‫‪a‬‬ ‫‪b‬‬ ‫‪d‬‬ ‫)‪lim f (x‬‬
‫∞→‪x‬‬
‫)‪lim f ( x‬‬
‫∞‪x→-‬‬
‫ﻋﺪﺩﻳﻳ‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰ‬
‫ﻋﺪﺩﻳﺎ‪.‬‬
‫ﺎ‪.‬‬

‫ﻓﻌﻴﻦ‬
‫ﻦ ﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪.‬‬‫‪ (c‬ﻫﻞ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ؟ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺠﻮﺍﺏ ﻻ‪ ،‬ﻓﻌ ﹼﻴ‬

‫‪ ‬ﺍﺧﺘﺮ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻟﻜﻞ ﻣﺘﻐﻴﺮ‪،‬‬

‫‪  (b‬‬ ‫ﺎ‪ ،‬ﺛﻢ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺑﻴﺎﻧﻴﺎ‪،‬‬ ‫ﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴ‬ ‫‪ ‬ﻣﺜﱢﻞ‬
‫ﻣﺜﻞ‬
‫ﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ ‪ ، a > c‬ﻭﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ ‪ ، a < c‬ﻭﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ‬ ‫ﻣﺘﺼﻠﺔ ﺃﻡ ﻻ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺣﺪﺩ ﻧﻘﺎﻃﻪ‪.‬‬
‫ﹰ‬
‫ﺟﺪﻭﻻ ﻛﻤﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪.a‬‬ ‫ﻭﻛﻮﻥ‬
‫‪ . a = c‬ﺛﻢ ﺍﻛﺘﺐ ﻛﻞ ﺩﺍﻟﺔ‪ ،‬ﱢ‬ ‫ﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﺇﻥ ﻭﺟﺪﺕ‪.‬‬ ‫ﺛﻢ ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﹼﹼﻦ‬
‫ﻭﻋﻴﻦ‬ ‫ﹼ‬
‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫_ = )‪f x‬‬
‫‪ax + b‬‬
‫(‪ f‬ﻋﻨﺪﻣﺎ‬ ‫ﺧﻤﻦ‬
‫ﻦ ﻗﻴﻤﺔ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬ ‫ﺧﻤ‬ ‫‪  (c‬‬
‫‪‬‬
‫‪ ‬ﹼ‬ ‫__ = )‪f (x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪cx 3 + d‬‬ ‫‪(32‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ∞‪ -‬ﻭﻣﻦ ∞‪. +‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x - 4x + x + 6‬‬

‫‪4x 2 + 11x - 3‬‬

‫__ = )‪h(x‬‬ ‫‪(33‬‬
‫‪‬‬ ‫‪2‬‬
‫‪x + 3x - 18‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪x 3 - 5x 2 - 26x + 120‬‬
‫__ = )‪h(x‬‬ ‫‪(34‬‬
‫‪TI - nspire‬‬ ‫‪2‬‬
‫‪x + x - 12‬‬

‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI - nspire‬ﻟﻤﻘﺎﺭﻧﺔ ﺩﺍﻟﺔ ﺑﻤﻌﻜﻮﺳﻬﺎ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬ ‫‪ 1‬‬ ‫‪36‬‬

‫‪ ‬‬ ‫‪1 ‬‬

‫ﺑﻴﺎﻧﻴﺎ‪.‬‬
‫ﺎ‪.‬‬‫ﻞ ﺍﻟﺪﺍﻟﺔ‪ f (x) = {(1, 2), (2, 4), (3, 6), (4, 8), (5, 10), (6, 12)} :‬ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴ‬
‫ﻣﺜﹼﻞ‬
‫ﻣﺜﻞ‬
‫‪‬‬
‫‪.‬‬ ‫ﺍﻓﺘﺢ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬ ‫•‬
‫ﻓﻴﻈﻬﺮ ﺟﺪﻭﻝ ﺇﻟﻜﺘﺮﻭﻧﻲ‪.‬‬ ‫‪ ،‬ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫• ﻣﻦ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻈﺎﻫﺮﺓ ﺍﺧﺘﺮ‬
‫ﺍﻟﺮﻣﺰ ‪l2‬‬ ‫‪ ،‬ﻭﺍﻛﺘﺐ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ‬ ‫ﺍﻟﺮﻣﺰ ‪ l1‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫• ﺍﻛﺘﺐ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ‬
‫‪.‬‬ ‫ﺛﻢ ﺍﺿﻐﻂ‬
‫ﺃﺩﺧﻞ ﻗﻴﻢ ‪ x‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪ l1‬ﺑﺎﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﻗﻴﻢ ‪ y‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪.l2‬‬ ‫•‬
‫ﻓﻴﻈﻬﺮ ﺃﻣﺎﻣﻚ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ‪،‬‬ ‫‪ ،‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﻭﺍﺧﺘﺮ ﻣﻦ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻈﺎﻫﺮﺓ‬ ‫ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫•‬
‫‪ ،‬ﻓﺘﻈﻬﺮ ﺷﺎﺷﺔ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺎ ﺃﺳﻔﻠﻪ ﺇﺷﺎﺭﺓ ﻟﻘﻴﻢ ‪. x, y‬‬
‫ﺗﺘﻀﻤﻦ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛ ﹼﹰﻴ‬
‫ﻣﺮ ﹰﺓ ﺛﺎﻧﻴ ﹰﺔ‬
‫ﹼ‬ ‫ﻭﺍﺧﺘﺮ ‪ l1‬ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻨﺪ ‪ x‬ﺛﻢ ﺗﺤﺮﻙ ﺑﺎﻟﺴﻬﻢ ﻋﻨﺪ ‪ ، y‬ﺛﻢ ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫•‬
‫‪.‬‬ ‫ﻭﺍﺧﺘﺮ ‪ ، l2‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪.‬‬ ‫‪ ،‬ﺛﻢ ﺃﻋﺪ ﺍﻟﺨﻄﻮﺓ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺧﺘﻴﺎﺭ ‪ l2‬ﻋﻨﺪ ‪ ، x‬ﻭ‪ l1‬ﻋﻨﺪ ‪ y‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﺍﺿﻐﻂ‬ ‫•‬
‫‪.‬‬ ‫‪ ،‬ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﺪﺍﻟﺔ ‪ f1(x) = x‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﻭﻣﻨﻬﺎ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﺛﻢ ﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﺍﺿﻐﻂ‬ ‫•‬
‫‪.‬‬ ‫ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﻭﻣﻨﻬﺎ‬ ‫ﻹﻇﻬﺎﺭ ﺍﻟﺸﻜﻞ ﹰ‬
‫ﻛﺎﻣﻼ ﺍﺿﻐﻂ‬ ‫•‬

‫‪ ‬‬ ‫‪1 ‬‬

‫_‬
‫(‪ f‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ‪ g(x) = 3x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﺑﻴﺎﻧﻴﺎ‪.‬‬ ‫ﻞ ﺍﻟﺪﺍﻟﺔ ‪f x) = 3x‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﻓﻲ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪:‬‬
‫ﻣﺜﹼﻞ‬
‫ﻣﺜﻞ‬
‫‪‬‬
‫ﺗﻮﻓﺮ ﻫﺬﻩ ﺍﻟﻤﻌﺎﻣﻞ ﻟﻠﻄﻼﺏ ﻓﺮﺻ ﹰﺔ ﻟﻔﻬﻢ‬
‫ﺎ‪ ،‬ﺍﺭﺳﻢ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = x‬ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬ ‫ﺛﻢ ﻛﺘﺎﺑﺔ ﺍﻟﺪﺍﻟﺘﻴﻦ ‪ f1(x) = x, f2(x) = 3x, f3(x) = _3‬ﻛﻤﺎ ﹼ‬
‫ﻣﺮ ﺳﺎﺑﻘﹰﺎ‪،‬‬
‫ﺳﺎﺑﻘﺎ‪،‬‬ ‫‪x‬‬

‫ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ،y = x‬ﻓﻴﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﺛﻢ ﺍﺧﺘﺮ‬

‫‪f x) = 2x + 1 (3‬‬
‫(‪f‬‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪f x) = x - 3 (2‬‬
‫(‪f‬‬
‫ﺑﻴﺎﻧﻴﺎﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺔ )‪ ، f (x‬ﻭﻣﻌﻜﻮﺳﻬﺎ )‪ ، g(x‬ﻭ )‪ [ f ◦ g ] (x‬ﻓﻲ ﱟ‬ ‫ﻞ ﺑﻴﺎﻧ ﹼﹰﻴ‬
‫ﺑﻴﺎﻧﻴ‬ ‫‪‬ﻣ ﹼﺜ‬
‫ﻣﺜﻞ‬
‫‪f x) = 5x (1‬‬
‫(‪f‬‬ ‫ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪f x) = x2 - 3 (6‬‬
‫(‪f‬‬ ‫‪f x) = x2 (5‬‬
‫(‪f‬‬ ‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪1‬‬
‫‪x + 3 (4‬‬
‫‪2‬‬
‫‪ (7‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻌﻜﻮﺳﻬﺎ ؟‬
‫(‪ f‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ )‪ g(x‬؟‬
‫ﻷﻱ ﺩﺍﻟﺔ )‪f x‬‬
‫‪  (8‬ﻣﺎﺫﺍ ﻳﺴﺎﻭﻱ )‪ [( f ◦ g )](x‬ﱢ‬
‫‪79 ‬‬ ‫‪2-1‬‬

‫‪T8‬‬ ‫‪‬‬
 ‫‪‬‬

‫‪‬‬
‫ﺻﺮﻳﺤﺎ ﺫﺍ ﻣﻌﻨﻰ ﻟﻤﺪ￯ ﺗﻘﺪﻡ ﺍﻟﻄﻼﺏ ﻓﻲ ﺑﻨﻴﺔ ﺍﻟﻤﻨﻬﺞ ﻭﻓﻲ ﺍﻟﻤﻮﺍﺩ‬
‫ﹰ‬ ‫ﺗﻘﻮﻳﻤﺎ‬
‫ﹰ‬ ‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ‬
‫ﺍﻟﻤﺴﺎﻧﺪﺓ ﺍﻟﺘﻲ ﻳﺴﺘﻌﻴﻦ ﺑﻬﺎ ﺍﻟﻤﻌﻠﻢ‪.‬‬
‫‪‬‬
‫‪‬‬

‫‪1‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪‬‬

‫‪2‬‬ ‫‪‬‬

‫‪‬‬
‫‪ (quadratic formula) ‬‬
‫‪ax 2 + bx + c = 0‬‬
‫√ ‪-b ±‬‬
‫__ = ‪a ≠ 0   x‬‬
‫‪b 2 -4 a c‬‬
‫‪2a‬‬
‫‪1‬‬

‫‪‬‬

‫‪x ≤ -2 (2‬‬

‫‪x > 1 (4‬‬

‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻵﺗﻴﺔ ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ‪:‬‬
‫‪1‬‬
‫‪x > -3 (1‬‬

‫‪x ≤ -5 (3‬‬
‫ﻞ‬
‫ﹼﻞ‬
‫‪‬‬

‫ﻗﻮﻡ ﻣﻌﺮﻓﺔ ﻃﻼﺑﻚ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻌﺎﻡ ﺍﻟﺪﺭﺍﺳﻲ‪،‬‬

‫‪1‬‬
‫‪   ‬ﱢ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﺸﺨﻴﺼﻴﺔ ﻭﺍﺧﺘﺒﺎﺭﺍﺕ ﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺘﻮ￯‪،‬‬
‫‪‬‬
‫‪-4 < x (6‬‬ ‫‪7 ≥ x (5‬‬

‫ﺣﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪:y‬‬ ‫ﹼ‬

‫ﻭﺳﻮﻑ ﻳﺴﺎﻋﺪﻙ ﻫﺬﺍ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺪ￯ ﺣﺎﺟﺔ ﻃﻼﺑﻚ ﻟﻤﻮﺍﺩ‬

‫‪(slope) ‬‬ ‫‪y + 4x = -5 (8‬‬ ‫‪y - 3x = 2 (7‬‬
‫‪x y‬‬ ‫‪2‬‬
‫‪y + 5 = -3x (10‬‬ ‫‪2x - y 2 = 7 (9‬‬

‫ﻭﻣﺼﺎﺩﺭ ﺗﻌﻠﻢ ﺇﺿﺎﻓﻴﺔ؛ ﻟﻴﻜﻮﻧﻮﺍ ﻗﺎﺩﺭﻳﻦ ﻋﻠﻰ ﺍﻟﻤﻮﺍﺀﻣﺔ ﻣﻊ ﻣﻌﺎﻳﻴﺮ‬

‫‪y 3 - 9 = 11x (12‬‬ ‫‪9 + y 3 = -x (11‬‬

‫‪(polynomial in one variable) ‬‬ ‫ﻳﺴﺘﻌﻤﻞ ﺻﺎﻧﻊ ﺣﻠﻮ￯ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ 12D = n‬ﻟﺤﺴﺎﺏ ﺍﻟﻌﺪﺩ‬‫ﹸ‬ ‫‪ (13‬‬
‫ﺍﻟﻜﻠﻲ ﺍﻟﻤﺒﻴﻊ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯؛ ﺣﻴﺚ ‪ D‬ﻋﺪﺩ ﻋﺒﻮﺍﺕ ﺍﻟﺤﻠﻮ￯‪،‬‬

‫ﻣﺴﺘﻮ￯ ﺍﻟﺼﻒ‪.‬‬
‫‪‬‬
‫ﻭ ‪ n‬ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯ ﺍﻟﺘﻲ ﺗﻢ ﺑﻴﻌﻬﺎ‪ .‬ﻛﻢ ﻋﺒﻮﺓ ﻣﻦ‬
‫‪a n x n + a n – 1 x n - 1 +…+ a 2 x 2 + a 1 x + a 0‬‬ ‫ﺍﻟﺤﻠﻮ￯ ﺗﻢ ﺑﻴﻌﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺒﻴﻌﺔ ‪ 312‬ﻗﻄﻌﺔ؟‬
‫‪ a n ≠ 0 a 0 , a 1 , a 2 , … , a n – 1 , a n‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻟﻠﻤﺘﻐﻴﺮ ﺑﺠﺎﻧﺒﻬﺎ‪:‬‬
‫ﺪ‬
‫‪n‬‬

‫ﻗﻮﻡ ﺍﻟﻤﻌﺎﺭﻑ ﺍﻟﺴﺎﺑﻘﺔ‬

‫‪  ‬ﱢ‬
‫‪2b + 7, b = -3 (15‬‬ ‫‪3y - 4, y = 2 (14‬‬

‫‪5z - 2z 2 + 1, z = 5x (17 x 2 + 2x - 3, x = -4a (16‬‬

‫ﻟﻄﻼﺑﻚ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﻮﺣﺪﺓ ﺃﻭ ﺍﻟﺪﺭﺱ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﺼﺎﺩﺭﺍﻟﻤﻮﺟﻮﺩﺓ‬

‫‪(rational function) ‬‬ ‫‪2 + 3p 2, p = -5 + 2n (19‬‬ ‫‪-4c 2 + 7, c = 7a 2 (18‬‬

‫_ = )‪a(x), b(x) f (x‬‬

‫)‪a(x‬‬
‫)‪b(x‬‬
‫‪‬‬ ‫‪ C = _59 (F‬ﻟﻠﺘﺤﻮﻳﻞ‬ ‫ﹸ‬
‫ﹸﺴﺘﻌﻤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪( - 32‬‬
‫ﺴﺘﻌﻤﻞ‬
‫ﺗﺴﺘﻌﻤﻞ‬ ‫‪ (20‬‬
‫‪b(x) ≠ 0‬‬ ‫ﺑﻴﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻲ ﻭﺍﻟﺴﻴﻠﻴﺰﻱ؛ ﺣﻴﺚ ﺗﻤﺜﻞ‬
‫ﹼﻞ‬
‫ﺗﻤﺜﻞ‬

‫ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ ﺃﻭ ﺩﻟﻴﻞ ﺍﻟﻤﻌﻠﻢ ﺃﻭ ﺃﻱ ﻣﺼﺎﺩﺭ ﺃﺧﺮ￯ ﺗﺮﺍﻫﺎ‬

‫‪ C‬ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‪ ،‬ﻭ ‪ F‬ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬
‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ‪ ، 73°F‬ﻓﺄﻭﺟﺪ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ‬
‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫‪(nth root) ‬‬
‫‪ (n) ‬‬
‫‪n‬‬
‫‪ √111‬‬
‫‪ ‬‬

‫‪‬‬ ‫‪‬‬
‫‪n‬‬
‫√‬
‫‪81‬‬
‫‪‬‬

‫‪9‬‬ ‫‪ 1‬‬

‫‪‬‬ ‫‪T9‬‬
 
1-31-1

‫ ﻭﺍﻷﺻﻔﺎﺭ ﱟ‬y ‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ‬

1-2 :‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ 1-1 : x ‫ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ‬y ‫ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬

2
f (x) = 5 - √x
 (10 f (x) = x 3 - 16x (9 x y (2 7 = 21 (1
3x + 7y
-1 -1
1 3
، y ‫ ﻭﺍﻟﻤﺤﻮﺭ‬، x ‫ﺍﺧﺘﺒﺮ ﺗﻤﺎﺛﻞ ﻛﻞﱟ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ 3 7
1-2 .‫ﻭ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬ 5 11

xy = 4 (12 x 2 + y 2 = 9 (11 7 15




y (4 y (3
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫ ﱢ‬. x = 5 ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺔ ﻋﻨﺪ‬ 8 8
1-3 .‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‬ 4 4 ،‫ﺍﻛﺘﺐ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‬
f (x) = √x 
2 - 36 (13 1, 2 :‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﺇﻥ ﺃﻣﻜﻦ‬
−8 −4 O 4 8x −8 −4 O 4 8x
f (x) = _ x 2 (14
−4 −4
13 (2 x > 50 (1
x+5
1, …} (4 x ≤ -4 (3
−8 −8
19 (6 -31 < x ≤ 64 (5
‫ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﻛﻞﱟ‬
‫ ﺛﻢ ﻋﺰﱢﱢ ﺯ ﺇﺟﺎﺑﺘﻚ‬.‫ﻛﻞ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺍﻵﺗﻴﻴﻦ‬ 45 (8 x ≥ 67 ‫ ﺃﻭ‬x ≤ 61 (7
1-3 .‫ﻋﺪﺩﻳﺎ‬
.‫ﻋﺪﺩﻳﹼﹰﺎ‬
.‫ﺎ‬ ‫ﹼﹰ‬ 32 (10 5 ‫( ﺍﻟﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻌﺪﺩ‬9
(15  x2 , x < 2
1-1 . f (2) ‫ ﻓﺄﻭﺟﺪ‬، f ((x)) =  ‫( ﺇﺫﺍ ﻛﺎﻧﺖ‬5
2
3 ‫ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‬y ‫ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
،‫ﻞ ﺭﻗﻢ ﺍﻟﺤﺴﺎﺏ ﻓﻲ ﺍﻟﺒﻨﻚ‬
‫ ﻳﻤﺜﱢﻞ‬x ‫( ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‬11
‫ﻳﻤﺜﻞ‬

  (6
.‫ﺍﻟﺮﺻﻴﺪ ﻓﻲ ﺍﻟﺤﺴﺎﺏ‬

‫ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻃﻼﺑﻚ‬ 

‫ﻗﺒﻞ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
x 0.01 0.04 0.04 0.07 0.08 0.09 (12
0.25x-7 1-1 yh 423 449 451 466 478 482

(a 2 (14 _1 = y (13
x

   

 (b

‫ﻳﺤ ﱢﻘﻘﻮﻥ ﺗﻘﺪ ﹰﻣﺎ ﻣﻨﺎﺳ ﹰﺒﺎ ﻓﻲ ﻛﻞ ﺩﺭﺱ ﺃﺛﻨﺎﺀ ﺗﻌﻠﻤﻬﻢ ﺃﻡ‬
6 (16 √48y
 = x (15
 
41  10  
  (18 y (17
10 - 17  1-1 41  1-3
11 
1-1 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
41  11 
 • 1-2 :‫ﻳﺄﺗﻲ‬

‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻵﺗﻴﺔ ﻟﺘﻨﻮﻳﻊ ﺍﻟﺘﺪﺭﻳﺲ‬،‫ﻻ‬

41  13  4 x O x
     (7
43  13 
  
43  13  x)
x
x y 48   14 

:‫ﻭﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
48  20  x
48  20  4 :‫ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‬
1-2
48  21 
g(x) = 2x 2 + 18x - 14 (19
48  21 
g(9) (a
48  23 
48  23 
g(3x) (b

49  28  38 g(1 + 5m) (c


49  28 
1-3 h(y) = -33y 3 - 6y + 9 (20

 
49  28  f (x) • h(4) (a
49  28  c x
 h(-2y) (b
50  28   L cx
51  28   • h(5b + 3) (c

‫• ﺑﺪﺍﺋﻞ ﺗﻨﻮﻳﻊ ﺍﻟﺘﻌﻠﻴﻢ‬ ‫ﺗﺪﺭﺏ ﻭﺣﻞ ﺍﻟﻤﺴﺎﺋﻞ‬ •

52    
31  1-4  f t) = _
f( 4t + 11
(21
59  2 3t + 5t + 1
1-2
(32    f (-6) (a
5  •
38    • f (4t) (b

‫• ﺍﻟﺨﻄﻮﺓ ﺍﻟﺮﺍﺑﻌﺔ )ﺍﻟﺘﻘﻮﻳﻢ( ﻓﻲ‬ ‫ﺍﻛﺘﺸﻒ ﺍﻟﺨﻄﺄ‬ •

38     f (3 - 2 a) (c
38   •
__
f (x ) - f (x )

2 1
m sec = x -x
2 1

‫ﺧﻄﺔ ﺍﻟﺘﺪﺭﻳﺲ‬ ‫ﺍﻛﺘﺐ‬

،‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‬،‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺟﻤﻠﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻃﺌﺔ‬
 

•
1-5
.‫ﻓﺎﺳﺘﺒﺪﻝ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﺣﺘﻰ ﺗﺼﺒﺢ ﺻﺤﻴﺤﺔ‬
  
.‫ﺗﻌﻴﻦ ﺍﻟﺪﺍﻟﺔ ﻟﻜﻞ ﻋﻨﺼﺮ ﻓﻲ ﻣﺠﺎﻟﻬﺎ ﻋﻨﺼﺮﹰﺍ ﻭﺍﺣﺪﹰﺍ ﻓﻘﻂ ﻓﻲ ﻣﺪﺍﻫﺎ‬ (1   
،‫ ﺣﻮﻝ ﺍﻟﻨﻘﻄﺔ‬180° ‫ﺍﻟﻤﻨﺤﻨﻴﺎﺕ ﺍﻟﻤﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﻳﻤﻜﻦ ﺗﺪﻭﻳﺮﻫﺎ‬ (2
1-6 

‫• ﻣﻌﺎﻟﺠﺔ ﺍﻷﺧﻄﺎﺀ‬ ‫ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺣﺪﺓ‬

.‫ﻓﺘﺒﺪﻭ ﻛﺄﻧﻬﺎ ﻟﻢ ﺗﺘﻐﻴﺮ‬

•
    
.‫ﻟﻠﺪﺍﻟﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻧﻘﻄﺔ ﺗﻤﺎﺛﻞ‬ (3

.‫ﻻ ﻳﺘﻀﻤﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﺼﻠﺔ ﻓﺠﻮﺓﹰ ﺃﻭ ﺍﻧﻘﻄﺎﻋﹰﺎ‬ (4
. y ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ (5

‫ﺩﻟﻴﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻤﺮﺍﺟﻌﺔ‬

.‫ ﺗﺴﻤﻰ ﺩﺍﻟﺔﹰ ﻣﺘﻨﺎﻗﺼﺔﹰ‬x ‫ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻗﺺ ﻗﻴﻤﻬﺎ ﻣﻊ ﺗﺰﺍﻳﺪ ﻗﻴﻢ‬f (x) ‫ﺍﻟﺪﺍﻟﺔ‬ (6

•
.‫ﺗﺘﻀﻤﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻟﺪﺍﻟﺔ ﻗﻴﻤﹰﺎ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔﹰ ﺃﻭ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔﹰ‬ (7
.‫ﺍﻧﺴﺤﺎﺏ ﺍﻟﻤﻨﺤﻨﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﺻﻮﺭﺓ ﻣﺮﺁﺓ ﻟﻠﻤﻨﺤﻨﻰ ﺍﻷﺻﻠﻲ ﺣﻮﻝ ﻣﺴﺘﻘﻴﻢ‬ (8

 1 66

3


:[-2, 6] ‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ :x ‫ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ‬y ‫ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
y (2 x = y 2 - 5 (1
x + 3 (13
f (x) = √ f (x) = -x 4 + 3x (12 8
y= √
x 2 + 3 (3


4

‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ‬ −8 −4 O 4 8x

.‫ ﻭﺣﺪﺓ‬0.5 ‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺇﻟﻰ ﺃﻗﺮﺏ‬ −4

−8
y (15 y (14

‫ ﺩﺭﺍﻫﻢ ﻣﻘﺎﺑﻞ ﻛﻞ‬3 ‫ ﻳﺘﻘﺎﺿﻰ ﻣﻮﻗﻒ ﻟﻠﺴﻴﺎﺭﺍﺕ ﻣﺒﻠﻎ‬ (4

O x
‫ ﻓﺈﺫﺍ ﺯﺍﺩﺕ ﺍﻟﻤﺪﺓ ﻋﻦ‬،‫ﺟﺰﺀ ﻣﻦ ﺍﻟﺴﺎﻋﺔ ﻷﻭﻝ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‬ ‫ﺳﺎﻋﺔ ﺃﻭ ﹴ‬
.‫ﺩﺭﻫﻤﺎﺎ ﻋﻦ ﺍﻟﻤﺪﺓ ﻛﻠﻬﺎ‬
‫ﺩﺭﻫﻤ‬
‫ﹰ‬ 15 ‫ ﻓﺈﻧﻪ ﻳﺘﻘﺎﺿﻰ‬،‫ﺍﻟﺜﻼﺙ ﺳﺎﻋﺎﺕ‬
O x
.‫ ﻣﻦ ﺍﻟﺴﺎﻋﺎﺕ‬x ‫ﻞ ﺗﻜﻠﻔﺔ ﻭﻗﻮﻑ ﺳﻴﺎﺭﺓ ﻣﺪﺓ‬
‫ ﺗﻤﺜﹼﻞ‬c(x) ‫( ﺍﻛﺘﺐ ﺩﺍﻟﺔ‬a
‫ﺗﻤﺜﻞ‬
.c(2.5) ‫( ﺃﻭﺟﺪ‬b
‫ﻭﻗـﺪﱢ ﺭ‬
‫ﱢ‬ ،‫ ﺃﻋـﻼﻩ‬14 ‫( ﺍﺳـﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴـﻞ ﺍﻟﺒﻴﺎﻧـﻲ ﻟﻠﺪﺍﻟـﺔ ﻓـﻲ ﺍﻟﺴـﺆﺍﻝ‬16 .‫ ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬،c(x) ‫ﻦ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻴﻦ‬
‫( ﹼﻦ‬c
‫ ﺍﻟﺘـﻲ ﻳﻜـﻮﻥ ﻟﻠﺪﺍﻟـﺔ ﻋﻨﺪﻫـﺎ ﻗﻴﻤـﺔ ﻗﺼـﻮ￯ ﻣﻘﺮﺑـﺔ ﺇﻟـﻰ ﺃﻗـﺮﺏ‬x ‫ﻗﻴﻤـﺔ‬

‫ﻗﻮﻡ ﻣﺪ￯ ﻧﺠﺎﺡ ﻃﻼﺑﻚ ﻓﻲ ﺗﻌﻠﻢ‬ ‫ ﱢ‬ 

‫ ﱢﻦ‬،‫ ﻭﺣﺪﺓ‬0.5
.‫ﻦ ﻧﻮﻋﻬﺎ‬
‫ﻭﺑﻴﻦ‬
:‫ﺣﺪﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻟﻤﻤﺜﻠﺘﻴﻦ ﺃﺩﻧﺎﻩ ﻭﻣﺪﺍﻫﺎ‬

8
y ‫ ﺃﻱ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‬ (17 y (6 y (5
8 8
‫ﻠﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ؟‬
‫ﻳﻤﺜﹼﻠﻬﺎ‬
‫ﻳﻤﺜﻠﻬﺎ‬
4 4 4

:‫ﻣﻔﺎﻫﻴﻢ ﻛﻞ ﻭﺣﺪﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺎ ﻳﺄﺗﻲ‬

f (x) = |x - 4| - 3 A
−8 −4 O 4 8x −8 −4 O 4 8x −8 −4 O 4 8x
−4 f (x) = |x - 4| + 3 B −4 −4

−8 f (x) = |x + 4| - 3 C −8 −8

f (x) = |x + 4| + 3 D

‫ ﺛﻢ ﻣﺜﱢﻞ‬، g(x) = -( x + 3) 3 ‫ ﻟﻠﺪﺍﻟﺔ‬f (x)(‫ﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬

‫ﻣﺜﻞ‬
‫ﻞ‬ ‫( ﱢﻦ‬18
‫ﻋﻴﻦ‬
.‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬g(x
.‫ﺑﻴﺎﻧﻴﺎ‬
.‫ﹼﹰﺎ‬ (xx)) ‫ﺍﻟﺪﺍﻟﺔ‬
(x
: ‫ ﻭﺍﻷﺻﻔﺎﺭ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬y ‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ‬

 
f (x) = x 3 + 4x 2 + 3x (8 f (x) = 4x 2 - 8x - 12 (7
‫ ﻓﺄﻭﺟﺪ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ‬، g(x) = x 2 - 36 , f (x) = x - 6 ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬
.‫ ﺛﻢ ﺃﻭﺟﺪ ﻣﺠﺎﻟﻬﺎ‬،‫ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ ‫ ؟‬x ‫ ﺃﻱ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻵﺗﻴﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ (9
[ g ◦ f ](x) (20 (g)
_f (x) (19 y = |x| C -x 2 - yx = 2 A

‫• ﻣﻌﺎﻟﺠﺔ ﺍﻷﺧﻄﺎﺀ‬ ‫• ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬

C ‫ﺗﺴﺘﻌﻤﻞ ﻣﻌﻈﻢ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬  (21 -y 2 = -4x D x 3y = 8 B
‫ ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ‬.‫ﻟﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‬
. F = _95 C + 32 ‫ ﻫﻲ‬F ‫ ﻭﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ‬C ‫ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬ ‫ﹰ‬
‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬، x = 3 ‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬
. F ‫ ﻛﺪﺍﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬C ‫( ﺍﻛﺘﺐ‬a .‫ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‬،‫ ﻗﻔﺰﻱ‬،‫ ﻻ ﻧﻬﺎﺋﻲ‬:‫ ﻓﺤﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‬،‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‬
 2x , x < 3
. C = [ f ◦ g](F ) ‫ ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬g ‫ ﻭ‬f ‫( ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ‬b f (x) =  (10
9-x , x≥3
f (x) = _
x-3
(11
x2 - 9

71  1

T10 
 ‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪M‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪M‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬ ‫‪1‬‬ ‫ﺩﻋﻤﺎ ﻭﺍﺳ ﹰﻌﺎ ﻳﺮﺍﻋﻲ ﺍﻟﻔﺮﻭﻕ ﺍﻟﻔﺮﺩﻳﺔ ﺑﻴﻦ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ ﹰ‬
‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺃﻭ ﺛﻼﺛﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺇﻋﺪﺍﺩ ﺧﻄﺔ‬ ‫ﹼ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺧﺘﻴﺎﺭ ﻣﻨﺎﻃﻖ ﺳﻴﺎﺣﻴﺔ ﻟﺰﻳﺎﺭﺗﻬﺎ ﻓﻲ ﺭﺣﻠﺔ‬

‫ﺣﻴﺚ ﻳﺤﺘﻮﻱ ﻛﻞ ﻭﺣﺪﺓ ﻭﻛﻞ ﺩﺭﺱ ﻋﻠﻰ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺍﺣﺘﻴﺎﺟﺎﺕ ﻃﻼﺑﻚ ﻭﺗﻠﺒﻴﺘﻬﺎ‪.‬‬
‫ﻷﺣﺪ ﺩﺭﻭﺱ ﺍﻟﻮﺣﺪﺓ ‪ 2‬ﻳﻌﺎﻟﺞ ﻣﻔﻬﻮ ﹰﻣﺎ ﺭﻳﺎﺿﻴﹼﹰﺎ ﻳﻌﺪﹼ ﺗﺤﺪﱢ ﻳﹰﺎ ﻟﻬﻢ‪ .‬ﻳﺘﻀﻤﻦ ﻣﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻣﺪﺭﺳﻴﺔ‪ .‬ﻭﺃﻋﻄﻬﻢ ﻭﻗﺘﹰﺎ ﺑﻴﻦ ‪ 5-10‬ﺩﻗﺎﺋﻖ ﻟﻜﺘﺎﺑﺔ ﻣﺨﻄﻂ ﻟﻠﺮﺣﻠﺔ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻌﻴﻴﻦ‬
‫ﺩﻭﺍﻝ ﺗﺮﺗﺒﻂ ﺑﻜﻞ ﻧﺸﺎﻁ ﺧﻼﻝ ﺍﻟﺮﺣﻠﺔ؛ ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﺍﻗﺘﺮﺣﻮﺍ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻧﺎﺑﻴﺐ ﻟﻠﺘﻨﻔﺲ‬
‫ﻭﺃﻓﻜﺎﺭﺍ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ‪.‬‬
‫ﹰ‬ ‫• ﻣﻘﺪﻣﺔ ﻟﻠﻤﻔﻬﻮﻡ ﺗﺘﻀﻤﻦ ﺭﺅﻳﺔ‬ ‫ﺗﺤﺖ ﺍﻟﻤﺎﺀ‪ ،‬ﻓﺈﻥ ﺗﻜﻠﻔﺔ ﻫﺬﻩ ﺍﻷﻧﺎﺑﻴﺐ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻬﺎ ﻋﻠﻰ ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪.‬‬
‫• ﻋﺪﺓ ﺃﻣﺜﻠﺔ ﺗﺆﺩﻱ ﺇﻟﻰ ﻣﻌﺎﻟﺠﺔ ﺍﻟﻤﻔﻬﻮﻡ ﺑﺼﻮﺭﺓ ﺷﺎﻣﻠﺔ‪.‬‬ ‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻌﻴﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺟﺒﺮﻳﹼﹰﺎ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧﻴﹼﹰﺎ‪.‬‬

‫ﻛﻤﺎ ﺃﻥ ﺗﻨﻮﻳﻊ ﺍﻟﺘﻌﻠﻴﻢ ﻳﻠﺒﻲ ﺣﺎﺟﺎﺕ ﺍﻟﻔﺌﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ‪:‬‬

‫• ﻟﻌﺒﺔ ﺃﻭ ﻧﺸﺎﻃﹰﺎ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ ﻟﻠﻘﻴﺎﻡ ﺑﺄﻟﻌﺎﺏ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻷﺷﻜﺎﻝ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ‬
‫ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻛﺘﺎﺑﺔ ﺃﺭﺑﻊ ﺩﻭﺍﻝ ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﻨﻬﺎ ﻋﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻭﺍﻟﻀﺮﺏ‬
‫ﻭﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ﺑﻄﺎﻗﺎﺕ ﻣﺮﻗﻤﺔ‪ .‬ﻭﻛﺬﻟﻚ ﻛﺘﺎﺑﺔ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺃﺻﻔﺎﺭﻫﺎ‪ ،‬ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬

‫ﺍﻟﻄﻼﺏ ﺿﻤﻦ ﻣﺴﺘﻮ￯ ﺍﻟﻤﺒﺘﺪﺉ‪.‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ .‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ .‬ﺍﺟﻤﻊ‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺛﻢ ﺍﺧﻠﻄﻬﺎ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‪ .‬ﺛﻢ ﺗﺨﺘﺎﺭ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻄﺎﻗﺔ ﻋﺸﻮﺍﺋﻴﹼﹰﺎ‪ ،‬ﻳﺤﺎﻭﻝ‬
‫ﺍﻟﻄﻼﺏ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻤﺴﺎﺋﻞ ﺟﻤﻴﻌﻬﺎ ﻗﺒﻞ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﻌﻠﻢ ﺑﺘﻌﻠﻴﻖ ﺍﻷﺷﻜﺎﻝ ﻋﻠﻰ‬ ‫‪E‬‬
‫ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬

‫‪E‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪ M‬ﺍﻟﻄﻼﺏ ﺿﻤﻦ ﻣﺴﺘﻮ￯ ﺍﻟﻤﺘﻘﻦ‪.‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪ .‬ﺛﻢ ﺍﻛﺘﺐ ﺛﻼﺙ ﺩﻭﺍﻝ ﺃﻭ ﺃﻛﺜﺮ ﻋﻠﻰ‬
‫ﺍﻟﺴﺒﻮﺭﺓ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻦ ﺑﻴﻨﻬﺎ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻭﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ‬
‫ﻃﺎﻟﺐ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻧﻔﺴﻬﺎ ﻣﺮﺗﻴﻦ ‪ ،‬ﺛﻢ ﻭﺿﻊ ﺇﺣﺪ￯ ﺍﻟﻨﺴﺨﺘﻴﻦ ﻓﻮﻕ ﺍﻷﺧﺮ￯؛ ﻟﻴﺨﺘﺒﺮ‬
‫ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻭ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻗﻠﺐ‬
‫ﺍﻟﻨﺴﺨﺔ ﺍﻟﻌﻠﻮﻳﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ‬

‫‪‬‬
‫ﺯﻭﺟﻴﺔ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻋﺎﺩﺓ ﺍﻟﺸﻜﻠﻴﻦ ﺇﻟﻰ ﻭﺿﻌﻬﻤﺎ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺗﺪﻭﻳﺮ ﺍﻟﻨﺴﺨﺔ‬
‫ﺍﻟﻌﻠﻮﻳﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻟﻠﺘﺄﻛﺪ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻓﻌﻨﺪﺋﺬﹴ‬
‫ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬

‫ﺗﻢ ﺗﺼﻨﻴﻔﻬﺎ‬
‫‪ ‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺼﺎﺩﺭ ﻭﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﱠ‬
‫‪y‬‬ ‫‪y‬‬
‫)‪(x, y‬‬

‫)‪(-x, y‬‬ ‫)‪(x, y‬‬

‫‪O‬‬ ‫‪x‬‬

‫ﻟﻠﻄﻼﺏ ﺿﻤﻦ ﻣﺴﺘﻮ￯ ﺍﻟﻤﺘﻘﻦ‪ ،‬ﻣﻊ ﺍﻟﻄﻼﺏ ﺫﻭﻱ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺘﻌﻠﻴﻤﻲ ﺍﻟﻤﺘﻘﺪﻡ‪.‬‬
‫‪O‬‬ ‫‪x‬‬ ‫)‪(-x, -y‬‬

‫‪8D‬‬ ‫‪ 1‬‬

‫‪‬‬ ‫‪ 3‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ = )‪g(x‬‬

‫‪2‬‬
‫‪3x 3‬‬
‫‪(22‬‬
‫‪x +x-4‬‬

‫‪g(-2) (a‬‬
‫‪‬‬
‫ﺍﻛﺘﺐ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪،‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﺇﻥ ﺃﻣﻜﻦ‪ (1-10 1, 2 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ ‬‬

‫ﺗﻢ ﺗﻨﻮﻳﻊ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻜﻞ ﺩﺭﺱ ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ‪:‬‬

‫‪x < -13 (2‬‬ ‫‪x > 50 (1‬‬

‫ﱠ‬
‫‪g(5x) (b‬‬
‫‪{-3, -2, -1, …} (4‬‬ ‫‪x ≤ -4 (3‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-35‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪g(8 - 4b) (c‬‬
‫‪ x < -19 (6‬ﺃﻭ ‪x > 21‬‬ ‫‪-31 < x ≤ 64 (5‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫√ ‪g(m) = 3 +‬‬
‫‪m 2 - 4 (23‬‬ ‫‪ x ≤ -45 (8‬ﺃﻭ ‪x > 86‬‬ ‫‪ x ≤ 61 (7‬ﺃﻭ ‪x ≥ 67‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫‪3 g(-2) (a‬‬ ‫‪ (9‬ﺍﻟﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻌﺪﺩ ‪x ≥ 32 (10 5‬‬

‫ﻣﺒﺘﺪﺉ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫‪9m 2 - 4 g(3m) (b‬‬
‫√ ‪3 +‬‬

‫‪E‬‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪3 + 4 √m‬‬

‫‬
‫‪2‬‬
‫‪-m‬‬
‫‪g(4m - 2) (c‬‬

‫√ ‪t(x) = 5‬‬

‫‪6x 2 (24‬‬
‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪3 :‬‬
‫‪ (11‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ ‪ x‬ﻳﻤﺜﱢﻞ ﺭﻗﻢ ﺍﻟﺤﺴﺎﺏ ﻓﻲ ﺍﻟﺒﻨﻚ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﻳﻤﺜﹼﻞ‬
‫ﺍﻟﺮﺻﻴﺪ ﻓﻲ ﺍﻟﺤﺴﺎﺏ‪ .‬ﺩﺍﻟﺔ‬
‫‪‬‬ ‫‪20 √6‬‬‫‪ t(-4) (a‬‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬
‫‪10|x| √6 t(2x) (b‬‬ ‫‪x‬‬ ‫‪(12‬‬

‫ﻣﺘﻘﺪﻡ‬
‫‪0.01‬‬ ‫‪0.04‬‬ ‫‪0.04‬‬ ‫‪0.07‬‬ ‫‪0.08‬‬ ‫‪0.09‬‬
‫‪ ‬ﺇﺫﺍ ﺍﺣﺘﺎﺝ ﺍﻟﻄﻼﺏ‬

‫‪D‬‬
‫‪ t(7 + n) (c‬‬ ‫‪y‬‬ ‫‪423‬‬ ‫‪449‬‬ ‫‪451‬‬ ‫‪466‬‬ ‫‪478‬‬ ‫‪482‬‬
‫‪5|7 + n| √6‬‬
‫ﺇﻟﻰ ﻣﺴﺎﻋﺪﺓ ﻟﺤﻞ ﺍﻟﻤﺴﺄﻟﺔ ‪ ،9‬ﻓﺎﻛﺘﺐ‬ ‫ﺩﺍﻟﺔ‬ ‫‪x 2 = y + 2 (14‬‬ ‫‪ _x1 = y‬ﺩﺍﻟﺔ‬ ‫‪(13‬‬
‫‪  (25‬ﻗﹸﺪﺭﺕ ﻣﺒﻴﻌﺎﺕ ﺷﺮﻛﺔ‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪‬‬ ‫‪ _xy = y - 6‬ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪(16‬‬ ‫‪ √48y‬ﺩﺍﻟﺔ‬
‫‪ = x‬‬ ‫‪(15‬‬
‫‪ ‬‬ ‫ﻟﻠﺴﻴﺎﺭﺍﺕ ﺧﻼﻝ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‪5(1), 5(2), 5(3), ….‬‬ ‫‪‬‬ ‫‪ ، f (t) = 24t 2 - 93t + 78‬ﺣﻴﺚ‬ ‫‪y‬‬ ‫‪(18‬‬ ‫‪y‬‬ ‫‪(17‬‬

‫‪ M‬ﻣﺘﻘﻦ‬
‫‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﻨﻮﺍﺕ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻤﺒﻴﻌﺎﺕ‬
‫ﻳﻮﺿﺢ ﻫﺬﺍ ﺃﻥ ‪ n‬ﻫﻲ … ‪1, 2, 3,‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪3‬‬ ‫‪2‬‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ﻣﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪14‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪74‬‬ ‫‪4‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪ 9 . f (1‬ﻣﻼﻳﻴﻦ‬
‫‪219‬‬ ‫‪5‬‬
‫‪‬‬ ‫‪ (b‬ﺃﻭﺟﺪ )‪ 213 . f (5‬ﻣﻠﻴﻮﻧﹰﺎ‬
‫‪ (c‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻘﺎﻋﺪﺓ )‪ f (t‬ﺃﻛﺜﺮ ﺩﻗﺔ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺃﻡ ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬
‫‪{ x | x > 50, x ∈ R}; (50, ∞) (1‬‬ ‫ﺍﻟﺴﻨﺔ ﺍﻷﺧﻴﺮﺓ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪4 :‬‬
‫‪{ x | x < -13, x ∈ R}; (2‬‬ ‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (26 -31 5 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪g(x) = 2x 2 + 18x - 14 (19‬‬
‫)‪(-∞,-13‬‬ ‫__ = )‪g(x‬‬ ‫‪(27‬‬
‫‪x+1‬‬
‫_ = )‪f (x‬‬
‫‪8x + 12‬‬
‫‪(26‬‬ ‫‪310 g(9) (a‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪x - 3x - 40‬‬ ‫‪x + 5x + 4‬‬
‫‪{ x | x ≤ -4, x ∈ R}; (-∞, -4 ] (3‬‬ ‫‪18x 2 + 54x - 14 g(3x) (b‬‬
‫√ = )‪h(x‬‬
‫‪6 - x 2 (29‬‬ ‫= )‪g(a‬‬ ‫√‬
‫‪1 + a 2 (28‬‬
‫‪50m 2 + 110m + 6 g(1 + 5m) (c‬‬
‫‪{ x | x ≥ -3 , x ∈ Z } (4‬‬ ‫_ = )‪f (x‬‬
‫‪2‬‬
‫_‪+‬‬
‫‪4‬‬
‫‪(31‬‬ ‫_ = )‪f (a‬‬ ‫‪5a‬‬
‫‪(30‬‬
‫‪x‬‬ ‫‪x+1‬‬ ‫√‬
‫‪4a − 1‬‬ ‫‪3y 3 - 6y + 9 (20‬‬
‫‪h(y) = -3‬‬
‫‪{ x | -31 < x ≤ 64, x ∈ R}; (5‬‬
‫‪-207 h(4) (a‬‬
‫] ‪(-31, 64‬‬ ‫‪  (32‬ﻳﻌﻄﻰ ﺯﻣﻦ ﺍﻟﺪﻭﺭﺓ ‪ T‬ﻟﺒﻨﺪﻭﻝ ﺳﺎﻋﺔ‬ ‫‪24y 3 + 12y + 9 h(-2y) (b‬‬
‫‪ x > 21, x ∈ R};(6‬ﺃﻭ ‪{ x | x < -19‬‬ ‫ ‪ ،T = 2π‬ﺣﻴﺚ  ﻃﻮﻝ‬ ‫_‬
‫‪√9.8‬‬
‫‬
‫ﺑﺎﻟﺼﻴﻐﺔ‬ ‫‪-375b 3 - 675b 2 - 435b - 90 h(5b + 3) (c‬‬
‫)∞ ‪(-∞, -19)  (21,‬‬ ‫ﺍﻟﺒﻨﺪﻭﻝ‪ ،‬ﻓﻬﻞ ﺗﻤﺜﹼﻞ ‪ T‬ﺩﺍﻟﺔ ﻓﻲ ؟ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ = )‪f t‬‬
‫‪4t + 11‬‬
‫‪ x ≥ 67, x ∈ R}; (7‬ﺃﻭ ‪{ x | x ≤ 61‬‬
‫(‪f‬‬ ‫‪(21‬‬
‫ﻛﺬﻟﻚ ﻓﺤﺪﱢ ﺩ ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﺩﺍﻟﺔ ﻓﺒﻴﱢﻦ‬ ‫‪2‬‬ ‫‪3t + 5t + 1‬‬
‫‪= 0,‬‬ ‫‪f (-6) (a‬‬
‫)∞ ‪(-∞, 61]  [ 67,‬‬ ‫ﺍﻟﺴﺒﺐ‪ 5  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪f (4t) (b‬‬
‫‪T ‬‬
‫‪f (3 - 2 a) (c‬‬
‫‪ x > 86, x ∈ R}; (8‬ﺃﻭ ‪{ x | x ≤ -45‬‬
‫)∞ ‪(-∞, -45 ]  (86,‬‬
‫‪15‬‬ ‫‪‬‬ ‫‪1 - 1 ‬‬
‫‪{x | x = 5n, n ∈ N} (9‬‬
‫‪{ x | x ≥ 32, x ∈ R}; [32, ∞) (10‬‬
‫(‪ f‬ﺃﻛﺜﺮ ﺩﻗﺔ‬
‫‪(25c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﻥ ﺍﻟﻘﺎﻋﺪﺓ )‪f t‬‬
‫ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﺧﻴﺮﺓ‪ ،‬ﻭﺍﻟﺘﻲ ﺣﻘﻘﺖ ﺃﻋﻠﻰ‬ ‫‪‬‬
‫ﻣﺒﻴﻌﺎﺕ‪ ،‬ﺣﻴﺚ ﺇﻥ ‪ 213‬ﻗﺮﻳﺒﺔ ﺑﻨﺴﺒﺔ ‪3%‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﻦ ‪219‬؛ ﺑﻴﻨﻤﺎ ‪ 9‬ﺃﻛﺒﺮ ﺑﻨﺴﺒﺔ ‪ 800%‬ﻣﻦ ‪1‬‬ ‫‪56–65، 54، 53،1–35‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪ (32‬ﻧﻌﻢ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﻟﻜﻞ ﻗﻴﻤﺔ‬
‫‪) 1–37‬ﻓﺮﺩﻱ(‪) 41–47، 38–40،‬ﻓﺮﺩﻱ(‪56–65 ،52–54 ،50 ،49 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫ﻟﻠﻄﻮﻝ )‪ (l‬ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻟﻠﺰﻣﻦ‬
‫)‪ .(T‬ﻭﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‪.[0, ∞) :‬‬ ‫‪36–65‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪15‬‬ ‫‪‬‬ ‫‪1 - 1‬‬

‫‪‬‬ ‫‪T11‬‬
 


  

‫ﹸﻳﻘﺪﱠ ﻡ ﻓﻲ ﻛﻞ ﻭﺣﺪﺓ ﻣﻦ ﻭﺣﺪﺍﺕ ﻛﺘﺎﺏ ﺍﻟﻤﻌﻠﻢ ﻟﻤﺨﺘﻠﻒ ﺍﻟﺼﻔﻮﻑ ﻣﺪﺧﻞ‬

1  ✓
(91

(9)


.‫ﺷﺎﻣﻞ ﻟﻠﻤﻌﺎﻟﺠﺔ‬  

  ✓
  
 



!
4


.‫ﺗﺘﻀﻤﻦ ﻛﻞ ﻭﺣﺪﺓ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﻠﺘﺸﺨﻴﺺ ﻭﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻤﻌﺎﻟﺠﺔ‬

(38) (38)
(8) (66 -70)

  ✓
(71)

(71)

.‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﺠﻤﻮﻋﺎﺕ ﺃﺳﺌﻠﺔ‬

(8)

.‫ ﻭﺑﺪﺍﺋﻞ ﺗﻨﻮﻳﻊ ﺍﻟﺘﻌﻠﻴﻢ‬،‫ﺍﺳﺘﻌﻤﺎﻝ ﺩﻟﻴﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻤﺮﺍﺟﻌﺔ‬ 2

1
1
 
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬

‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ؛ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬  (quadratic formula)  ‫ﻣﺜﹼﻞ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻵﺗﻴﺔ ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ‬
1
ax 2 + bx + c = 0
‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ x ≤ -2 (2 x > -3 (1

‫ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ‬،“‫ ﻓﻘﻢ‬... ‫ﺍﻟﻌﺒﺎﺭﺓ ” ﺇﺫﺍ‬

√
2
a ≠ 0   x = __
-b ± b -4 a c x > 1 (4 x ≤ -5 (3
2a  1 8C
،‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬ 
-4 < x (6 7 ≥ x (5
.‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬1-6)
.￯‫ﻭﺍﻗﺘﺮﺍﺡ ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬ ‫ﺣﻞ ﹼﹰ‬
:y ‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬ ‫ﹼ‬
(slope)  y + 4x = -5 (8 y - 3x = 2 (7
y = -5 - 4x y = 2 + 3x
 x y y 2 + 5 = -3x (10 2x - y 2 = 7 (9

y = ± √-3x −5 
y = ± √2x −7
 y 3 - 9 = 11x (12 9 + y 3 = -x (11
 1 3
y = √11x

+9 
y = √-x
3
−9


25%


(polynomial in one variable)  ‫ ﻟﺤﺴﺎﺏ ﺍﻟﻌﺪﺩ‬12D = n ‫ﻳﺴﺘﻌﻤﻞ ﺻﺎﻧﻊ ﺣﻠﻮ￯ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﹸ‬  (13
 ،￯‫ ﻋﺪﺩ ﻋﺒﻮﺍﺕ ﺍﻟﺤﻠﻮ‬D ‫ﺍﻟﻜﻠﻲ ﺍﻟﻤﺒﻴﻊ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯؛ ﺣﻴﺚ‬
 ‫ ﻛﻢ ﻋﺒﻮﺓ ﻣﻦ‬.‫ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯ ﺍﻟﺘﻲ ﺗﻢ ﺑﻴﻌﻬﺎ‬n ‫ﻭ‬
a n x n + a n – 1 x n - 1 +…+ a 2 x 2 + a 1 x + a 0 ‫ ﻗﻄﻌﺔ؟‬312 ‫ﺍﻟﺤﻠﻮ￯ ﺗﻢ ﺑﻴﻌﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺒﻴﻌﺔ‬
 a n ≠ 0 a 0 , a 1 , a 2 , … , a n – 1 , a n ‫ ﻋﺒﻮﺓ‬26 ‫؛‬D = 12 _ n

 :‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻟﻠﻤﺘﻐﻴﺮ ﺑﺠﺎﻧﺒﻬﺎ‬
 n
 1 2b + 7, b = -3 (15 2 3y - 4, y = 2 (14

‫ﻳﻘﺪﻡ ﻣﺨﻄﻂ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻗﺘﺮﺍﺣﺎﺕ ﻟﻄﺮﺍﺋﻖ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺍﻟﻄﻼﺏ ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ‬

 5z - 2z 2 + 1, z = 5x (17 x 2 + 2x - 3, x = -4a (16
 2 -50x 2 + 25x + 1 16a 2 - 8a - 3
(rational function)  2 + 3p 2, p = -5 + 2n (19 -4c 2 + 7, c = 7a 2 (18
12n 2 - 60n + 77 -196a 4 + 7
a(x), b(x) f (x) = _
  a(x)
 ‫ ﻟﻠﺘﺤﻮﻳﻞ‬C = _95 (F ‫ﹸ‬

‫ ﻭﺗﺴﺎﻋﺪﻙ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺸﺮﻃﻴﺔ‬،‫ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ "ﺍﻟﺘﻬﻴﺌﺔ" ﻓﻲ ﺑﺪﺍﻳﺔ ﻛﻞ ﻭﺣﺪﺓ‬

50%



b(x) ( - 32) ‫ﹸﺴﺘﻌﻤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ ﺗ‬ (20
b(x) ≠ 0 ‫ﺑﻴﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻲ ﻭﺍﻟﺴﻴﻠﻴﺰﻱ؛ ﺣﻴﺚ ﺗﻤﺜﹼﻞ‬
 ‫ ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬،‫ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ‬F ‫ ﻭ‬،‫ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬C
‫ ﻓﺄﻭﺟﺪ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ‬، 73°F ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‬
22.8°C .‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬

.‫ﺍﻟﺘﻲ ﻳﺘﻀﻤﻨﻬﺎ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﺬﻱ ﺗﺴﺘﻌﻤﻠﻪ‬

 (nth root) 
  (n) 
n
 √111
 

  

n
(1 √
81

-4 -2 0
(2

-6 -4 -2 0 2 4 6
(3
9  1 
 
1-31-1
-8 -6 -4 -2 0 2 4
(4 
 1
D E
1-2 ‫ ﻭﺍﻷﺻﻔﺎﺭ ﱟ‬y ‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ‬
:‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬ 1-1 : x ‫ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ‬y ‫ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
-4 -2 0 2 4
‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‬ f (x) = 5 - x
√ (10 f (x) = x 3 - 16x (9 ‫ﺩﺍﻟﺔ‬ (2 ‫ﺩﺍﻟﺔ‬ 7 = 21 (1
3x + 7y 1-31-1
x y
(5 .‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻮﺣﺪﺓ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬
-2 0 2 4 6 8 10
-1
1
-1
3
 
، y ‫ ﻭﺍﻟﻤﺤﻮﺭ‬، x ‫ﺍﺧﺘﺒﺮ ﺗﻤﺎﺛﻞ ﻛﻞﱟ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬
(6 .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬11-12 1-2 .‫ﻭ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
3 7
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺣﺪﺓ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬
5 11

xy = 4 (12 x 2 + y 2 = 9 (11 7 15 ‫ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻸﺳﺌﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺠﻴﺒﻮﺍ‬

-6 -4 -2 0 2 4 6
‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬.‫ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‬
.‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﻛﻞ ﺳﺆﺍﻝ‬
y (4 y (3
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫ ﱢ‬. x = 5 ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺔ ﻋﻨﺪ‬ 8 8
1-3 .‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‬
f (x) = √x 
2 - 36 (13
4 4

−8 −4 O 4 8x −8 −4 O 4 8x
f (x) = _ x 2 (14
x+5 −4 −4 ‫ ﺍﻟﺰﻣﻦ‬:‫ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬، [ 0, 6.35 ] (6b
−8 −8 ‫ ﻭﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ‬،‫ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺳﺎﻟﺒﹰﺎ‬
‫ﺩﺍﻟﺔ‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ .‫ﻻ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺳﺎﻟﺒﹰﺎ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬
9 1 1 ‫ ﺛﻢ ﻋﺰﱢ ﺯ ﺇﺟﺎﺑﺘﻚ‬.‫ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﻛﻞﱟ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺍﻵﺗﻴﻴﻦ‬
.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬15-16 1-3 .‫ﻋﺪﺩﻳﹼﹰﺎ‬ ، [0, ∞) :‫ﺍﻟﻤﺠﺎﻝ‬ (7
y (16 y (15  x2 , x < 2 [0, ∞) :￯‫ﻭﺍﻟﻤﺪ‬
8 f x) = 1 + 5
f( 1-1 . f (2) ‫ ﻓﺄﻭﺟﺪ‬، f (x) =  ‫( ﺇﺫﺍ ﻛﺎﻧﺖ‬5
x
2  x , x≥2 ، {x|x ∈R} :‫ﺍﻟﻤﺠﺎﻝ‬ (8
{y|y ∈Z} :￯‫ﻭﺍﻟﻤﺪ‬
. 0, 4, -4 :‫ ﺍﻷﺻﻔﺎﺭ‬، 0 :y ‫ﺍﻟﻤﻘﻄﻊ‬ (9
‫ ﻳﻌﻄﻰ ﺍﺭﺗﻔﺎﻉ ﻛﺮﺓ ﻗﺪﻡ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪ ﺿﺮﺑﻬﺎ ﻣﻦ‬ (6
‫ ﺣﻴﺚ‬، h(t) = -8 t 2 + 50t + 5 ‫ﻗﺒﻞ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﺑﺎﻟﺪﺍﻟﺔ‬ . 25:‫ ﺍﻷﺻﻔﺎﺭ‬، 5 :y ‫ﺍﻟﻤﻘﻄﻊ‬ (10
y=-10x3+11x2-0.25x-7 1-1 .‫ ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‬t ‫ ﻭ‬،‫ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ‬h ، y ‫ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬، x ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ (11
‫ ﹴ‬3 ‫( ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﻌﺪ‬a
83 ft .‫ﺛﻮﺍﻥ‬
.‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
.‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬.‫( ﻣﺎ ﻣﺠﺎﻝ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬b
.‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬


(12
‫ ﻣﺎ ﻧﻮﻉ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﻓﻲ‬ (17 .x=5 ‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
D 1-3 ‫ ؟‬x = 1.5 ‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻋﻨﺪ‬
‫ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬:‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‬ (13

x_2
-
-2.25
y ‫ ﺃﺩﻧﺎﻩ ﻹﻳﺠﺎﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ ﻓﻲ ﻛﻞ ﻣﻤﺎ‬h ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ . x = 5 ‫ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬:‫ﻣﺘﺼﻠﺔ‬ (14
f x) =
f( x -1.5 ,
x ≠ 1.5 .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬7-10 1-2 :‫ﻳﺄﺗﻲ‬ ‫ ﻋﻨﺪﻣﺎ‬2.5 ‫ﻭﺗﻘﺘﺮﺏ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻣﻦ‬
1.5 , x = 1.5
y (8 y
(7
‫ ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛‬5 ‫ ﻣﻦ‬x ‫ﺗﻘﺘﺮﺏ‬

‫ﻓﺮﺻﺎ ﻣﺘﻌﺪﺩﺓ ﻟﻠﺘﻘﻮﻳﻢ ﺍﻟﺘﻜﻮﻳﻨﻲ ﻓﻲ ﻛﻞ ﻭﺣﺪﺓ؛ ﻟﻴﺤﺪﺩ ﺍﻟﻤﻌﻠﻢ‬

‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ ﹰ‬
O x
.f (5) = 2.5
h(x) h(x)

O x O x :‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‬ (15

‫ ﻗﻔﺰﻱ‬C ‫ ﻏﻴﺮ ﻣﻌﺮﻑ‬A
‫ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‬D ‫ ﻻﻧﻬﺎﺋﻲ‬B
‫ ﻋﻨﺪﻣﺎ‬f (x) → - ∞

.‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻫﻨﺎﻙ ﺿﺮﻭﺭﺓ ﻟﻠﻤﻌﺎﻟﺠﺔ ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﻟﻄﻼﺏ ﺃﻡ ﻻ‬
‫ ﻋﻨﺪﻣﺎ‬f (x) →∞, x → ∞
. x → -∞
:‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‬ (16
 1  38 f (x) →5 ، x → ∞ ‫ ﻋﻨﺪﻣﺎ‬f (x) → 5
. x →-∞ ‫ﻋﻨﺪﻣﺎ‬


 
 2  1

 5 0 % 

1-3

 1 - 1  
 2 5 % 







‫ﺷﺎﻣﻼ ﻭﻣﺨﻄ ﹰﻄﺎ ﻟﻠﻤﻌﺎﻟﺠﺔ؛ ﻟﺘﺤﺴﻴﻦ ﻣﺴﺘﻮﻳﺎﺕ‬

‫ﹰ‬ ‫ﺍﺧﺘﺒﺎﺭﺍ‬
‫ﹰ‬ ‫ﺗﻮﻓﺮ ﺍﻟﺴﻠﺴﻠﺔ‬
.‫ﺍﻟﻄﻼﺏ‬  1 38

T12 
 


‫ ﻭﺑﺪﺍﺋﻞ‬،‫ ﻭﺇﻋﺎﺩﺓ ﺍﻟﺘﻌﻠﻴﻢ ﻭﺍﻟﺒﻨﺎﺀ‬،‫ﺗﺘﻤ ﹼﻴﺰ ﺍﻟﺴﻠﺴﻠﺔ ﺑﺄﻧﻬﺎ ﻧﻤﻮﺫﺝ ﺗﻌﻠﻴﻢ ﻗﻮﻱ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﺑﺪﺍﺋﻞ ﺗﻨﻮﻳﻊ ﺍﻟﺘﻌﻠﻴﻢ‬
،‫ ﻛﻤﺎ ﻳﺸﺘﻤﻞ ﻋﻠﻰ ﻧﺸﺎﻃﺎﺕ ﻗﺒﻠﻴﺔ ﻣﺘﻘﺪﻣﺔ‬،‫ﺗﻌﺮﻑ ﻣﺴﺘﻮﻳﺎﺕ ﺍﻟﻄﻼﺏ‬ ‫ ﻭﺇﺭﺷﺎﺩﺍﺕ ﻟﻠﻤﻌﻠﻢ ﺗﺴﺎﻋﺪﻩ ﻋﻠﻰ ﹼ‬،‫ﻟﻠﺘﻮﺳﻊ‬
.‫ﻭﺗﻘﻮﻳﻢ ﻣﺼﺎﺣﺐ ﻟﻠﺘﻌﻠﻴﻢ‬

 



9

1-6 1-5 1-4 1-3 1-2  1 -1

      

  

‫ﻳﺴﺎﻋﺪﻙ ﻣﺨﻄﻂ ﺍﻟﻮﺣﺪﺓ ﻋﻠﻰ ﺍﻟﺘﺨﻄﻴﻂ‬

•
•
• • • • • 
•    
  y •
  • 
• • 

‫ ﻣﻦ ﺧﻼﻝ ﺗﻮﺿﻴﺢ ﺍﻷﻫﺪﺍﻑ‬،‫ﻟﻠﺘﻌﻠﻴﻢ‬

  

      

‫ ﻭﺍﻟﺘﻐﻄﻴﺔ‬،‫ﻭﺍﻟﺨﻄﺔ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﻤﻘﺘﺮﺣﺔ‬

    
    
    
 



.‫ﺍﻟﺸﺎﻣﻠﺔ ﻟﻸﻓﻜﺎﺭ ﺍﻟﻤﺤﻮﺭﻳﺔ‬ 64

 
56

M D E (9) •
36


M D E (8) •
26


M D E (7) •
17


M D E (6) •



M D E (11) • M D E (10) •
44, 47 32, 33, 35 21, 23 , 27 12, 17 
60, 61, 63, 64  51, 53, 56
  ✓
  
38
79 •

 M   D   E 

8B  1  1 8A


 


 1-1 1 
.‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻨﻬﺎ‬ 
‫ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﻤﺠﺎﻝ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺃﻭ ﺭﻣﺰ‬ .‫• ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺎﺕ ﺟﺰﺋﻴﺔ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ‬
‫ ﻭﺍﻟﻤﺠﺎﻝ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﻭﺻﻔﻪ ﺑﺎﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻗﺪ‬.‫ﺍﻟﻔﺘﺮﺓ‬ .‫• ﺗﻤﺜﻴﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺑﻴﺎﻧﻴﹼﹰﺎ‬
‫ ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ‬، R ‫ﻳﻜﻮﻥ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
.‫• ﺩﺭﺍﺳﺔ ﺃﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺗﻤﺜﻴﻼﺗﻬﺎ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
.N ‫ ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ‬، Z
‫ ( ﻭﺍﻟﻘﻴﻢ‬y ) ‫• ﺗﻌﻴﻴﻦ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻨﺤﻨﻴﺎﺕ ﻣﺜﻞ ﺍﻟﻤﻘﺎﻃﻊ‬
.‫ﺍﻟﻘﺼﻮ￯ ﻭﺍﻷﺻﻔﺎﺭ‬

 1-2

‫ﻳﹸﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﺃﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺧﺼﺎﺋﺺ ﻣﻬﻤﺔ ﺗﺘﻀﻤﻦ‬
:‫ﻣﺎ ﻳﺄﺗﻲ‬
1 


.‫ ﻣﺠﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﺄﺧﺬﻫﺎ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‬:‫• ﺍﻟﻤﺠﺎﻝ‬
.‫ ﻭﺍﻷﺻﻔﺎﺭ ﻟﻬﺎ‬y ‫• ﺗﻌﻴﻴﻦ ﺩﻭﺍﻝ ﻭﺗﺤﺪﻳﺪ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻭﺍﻟﻤﻘﺎﻃﻊ‬
.‫ ﻣﺠﻤﻮﻋﺔ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ‬:￯‫• ﺍﻟﻤﺪ‬
‫• ﺩﺭﺍﺳﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﻨﻬﺎﻳﺎﺕ ﻭﺍﻟﻘﻴﻢ‬
. y ‫ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪﻫﺎ ﺍﻟﻤﺤﻮﺭ‬/ ‫ ﺍﻟﻨﻘﻄﺔ‬: y ‫• ﺍﻟﻤﻘﻄﻊ‬
.‫ﺍﻟﻘﺼﻮ￯ ﻟﺪﺍﻟﺔ‬
. x ‫ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪﻫﺎ ﺍﻟﻤﺤﻮﺭ‬/ ‫ ﺍﻟﻨﻘﻄﺔ‬:‫• ﺍﻷﺻﻔﺎﺭ‬
.‫• ﺣﺴﺎﺏ ﻣﻌﺪﻻﺕ ﺍﻟﺘﻐﻴﺮ ﻟﺪﻭﺍﻝ ﻏﻴﺮ ﺧﻄﻴﺔ‬
. y ‫ ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬: ‫• ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ‬

،‫ﹸﺑﻨﻴﺖ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺪﺭﺍﺳﻴﺔ ﻋﻠﻰ ﺍﻟﻤﻔﺎﻫﻴﻢ ﻭﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻟﻠﺼﻒ ﺍﻟﻤﻌﻨﻲ‬

.‫• ﺗﻌﻴﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‬
.‫ ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬:‫• ﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ‬
‫• ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻭﺗﻌﻴﻴﻦ ﺩﺍﻟﺔ ﺍﻟﺘﺮﻛﻴﺐ ﻭﺇﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ‬
‫ ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﺇﺫﺍ ﻃﹸﻮﻱ ﺟﺰﺁ ﺍﻟﻤﻨﺤﻨﻰ ﺣﻮﻟﻪ ﻓﺈﻧﻬﻤﺎ‬:‫• ﻣﺤﻮﺭ ﺍﻟﺘﻤﺎﺛﻞ‬ .‫ﺍﻟﻌﻜﺴﻴﺔ‬
.‫ﻳﺘﻄﺎﺑﻘﺎﻥ ﺗﻤﺎ ﹰﻣﺎ‬

.‫ﻭﺗﺆﺳﺲ ﻟﻤﻮﺍﺿﻴﻊ ﻣﺴﺘﻘﺒﻠﻴﺔ‬

‫ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺇﺫﺍ ﺩﺍﺭ ﺍﻟﻤﻨﺤﻨﻰ ﺣﻮﻟﻬﺎ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬:‫• ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺛﻞ‬
.‫ ﻳﻈﻬﺮ ﺍﻟﻤﻨﺤﻨﻰ ﻭﻛﺄﻧﻪ ﻟﻢ ﻳﺘﻐﻴﺮ‬180°
1 

.‫• ﺩﺭﺍﺳﺔ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻋﻨﺪ ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
.‫• ﺩﺭﺍﺳﺔ ﺍﺧﺘﻼﻑ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻋﻨﺪﻣﺎ ﺗﺘﺤﺮﻙ ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬

 1 8E

 T13
 ‫‪‬‬
‫ﻧ ﹼﻈﻢ ﺗﻌﻠﻴﻤﻚ ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ‪ :‬ﺍﻟﺘﺮﻛﻴﺰ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ‪،‬‬
‫‪‬‬
‫‪‬‬
‫‪Analyzing Graphs of Functions and Relations‬‬
‫‪‬‬ ‫‪1 -2‬‬
‫‪‬‬

‫ﻭﻋﻤﻠﻴﺔ ﺍﻟﺘﺪﺭﻳﺲ ﻧﻔﺴﻬﺎ‪ ،‬ﻭﻣﺴﺎﻋﺪﺓ ﻃﻼﺑﻚ ﻣﻦ ﺧﻼﻝ‬

‫‪1 ‬‬
‫‪1 ‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫ﺗﹸﻮﻟﻲ ﻣﻌﻈﻢ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﺃﻫﻤﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻟﻠﻘﻄﺎﻉ ﺍﻟﺼﺤﻲ‪،‬‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫‪2 ‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﻤﺨﺼﺼﺔ ﻟﻪ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻭﻳﻨﻌﻜﺲ‬
‫‪{(-2, 9), (4, -1), (-7, 9), (7, 0)} (2‬‬ ‫‪{(-9, 10), (1, -3), (8, -5)} (1‬‬
‫‪3 ‬‬
‫ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ‬ ‫ﻣﺨﺼﺼﺎﺕ ﺍﻟﺼﺤﺔ )ﺑﻤﻠﻴﺎﺭﺍﺕ ﺍﻟﺪﺭﺍﻫﻢ( ﻓﻲ‬ ‫‪‬‬
‫‪{(3, 0), (5, 4), (7,‬‬ ‫( })‪8), (9, 12), (11, 16‬‬ ‫‪{(1,‬‬ ‫‪5), (2, 6), (3,‬‬ ‫‪7), (4, 8), (5,‬‬ ‫( })‪9‬‬ ‫ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ) ‪ ( 2009 - 2016‬ﻡ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬ ‫‪‬‬ ‫■‬
‫‪‬‬
‫‪1‬‬
‫‪ 3‬‬ ‫‪{(-‬‬ ‫‪3, 1), (-5, 8)} (1‬‬
‫‪1, 4), (9, -7), (0, 7)} (2‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪1-2‬‬

‫ﺍﻟﺘﺪﺭﻳﺐ‪ ،‬ﻭﺍﻟﺘﻘﻮﻳﻢ ﻟﻤﺎ ﺗﻌﻠﻤﻮﻩ‪.‬‬

‫( ‪{(0, 3), (4, 5),‬‬ ‫‪f (x) = -0.0015x 4 + 0.0145x 3 + 0.3079x 2 -0.5654x + 14.07 , 1≤x≤8‬‬
‫‪2‬‬ ‫‪±‬‬ ‫‪4 ‬‬
‫‪  y ‬‬ ‫ﺗﻌﻴﻴﻦ ﺍﻟﺪﻭﺍﻝ ﻭﺇﻳﺠﺎﺩ ﻗﻴﻤﻬﺎ‪.‬‬
‫‪ (5–6‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺣﻴﺚ ﺗﻤﺜﻞ ‪ x‬ﺭﻗﻢ ﺍﻟﺴﻨﺔ ﻣﻨﺬ ﻋﺎﻡ ‪2008‬ﻡ ‪ .‬ﻭﻳﺴﺎﻋﺪﻙ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ‬ ‫‪‬‬
‫✓ ‪‬‬
‫■‬

‫ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﺍﻟﺤﻴﺎﺗﻲ‪.‬‬ ‫‪ ‬‬ ‫‪1-2‬‬

‫‪ (7–16‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 - 2 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‪،‬‬
‫‪y‬‬
‫‪‬ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ‬
‫‪ ‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫))‪(x, f (x‬‬ ‫✓‬ ‫ﻭﺇﻳﺠﺎﺩ ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﻣﺪﺍﻫﺎ‪ ،‬ﻭﻣﻘﻄﻌﻬﺎ ‪y‬‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ))‪ ، (x, f (x‬ﺣﻴﺚ ‪ x‬ﺃﺣﺪ ﻋﻨﺎﺻﺮ ﻣﺠﺎﻝ ‪ . f‬ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ ﻓﺈﻥ‬ ‫‪‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ ‫)‪y = f (x‬‬
‫)‪f (1‬‬ ‫)‪f (x‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻫﻮ ﻣﻨﺤﻨﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪ .y = f (x‬ﻭﻣﻦ ﺛﻢ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ‬ ‫‪zeros‬‬
‫ﻭﺃﺻﻔﺎﺭﻫﺎ‪.‬‬
‫ﺍﻟﻤﻄﻠﻘﺔ ﻟﻘﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻣﺴﺎﻭﻳ ﹰﺔ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻮﺍﺻﻞ ﻣﻦ ﻧﻘﻄﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪x‬‬ ‫ﺍﺳﺘﻜﺸﺎﻑ ﺗﻤﺎﺛﻞ ﻣﻨﺤﻨﻴﺎﺕ ﺍﻟﺪﻭﺍﻝ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫‪-2‬‬ ‫‪O‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪x‬‬
‫ﺇﻟﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫)‪f (-2‬‬
‫‪‬‬ ‫‪roots‬‬ ‫ﻭﺗﺤﺪﻳﺪ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ‬
‫‪3‬‬
‫ﹸ‬
‫ﹸﺴﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﻳ‬ ‫‪‬‬
‫ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫‪line symmetry‬‬
‫‪‬‬

‫‪‬‬
‫‪1-2‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪1‬‬
‫‪f –1(x) = – _ x (5‬‬ ‫ﺍﺳﺘﻜﺸﺎﻑ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬
‫‪1‬‬ ‫‪point symmetry‬‬
‫‪3‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺪﺍﻟﺔ ‪f‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﻭﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫‪y‬‬ ‫ﻧﻌﻢ‬ ‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟" ﻟﻺﺟﺎﺑﺔ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪even function‬‬
‫))‪f (xx‬‬ ‫‪ (a‬ﻗﺪﹼ ﺭ ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ ‪ 2014‬ﻡ ‪ ،‬ﺛﻢ ﺗﺤﻘﱠﻖ ﻣﻦ‬ ‫‪‬‬

‫‪‬‬
‫‪odd function‬‬
‫)‪y = f (x‬‬ ‫ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮﻳﹼﹰﺎ‪.‬‬
‫‪30‬‬
‫ﺍﻟﺴﻨﺔ ‪ 2014‬ﻡ ﻫﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ ﺑﻌﺪ ‪ 2008‬ﻡ ‪،‬‬
‫‪O‬‬ ‫ﻟﺬﺍ ﺗﹸﻘﺪﱠ ﺭ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ‪ x = 6‬ﺑﹺـ ‪ 23‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ‪،‬‬

‫ﻳﻮﺿﺢ ﺍﻟﺘﺮﺍﺑﻂ ﺍﻟﺮﺃﺳﻲ ﻓﻲ ﺑﺪﺍﻳﺔ ﻛﻞ ﺩﺭﺱ ﺍﻷﻫﺪﺍﻑ‬

‫‪x‬‬

‫)‪f -1(x‬‬
‫)‪x‬‬
‫‪20‬‬
‫‪3 ‬‬
‫‪2014‬ﻡ ﻫﻲ ‪‬‬ ‫ﻭﻋﻠﻴﻪ ﺗﻜﻮﻥ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ‬ ‫‪ 2‬‬
‫‪ 23‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ ﺗﻘﺮﻳﺒﹰﺎ‪.‬‬
‫‪‬‬
‫‪Price/ L‬‬

‫‪Purchase‬‬ ‫‪10‬‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫ﻭﻟﻠﺘﺤﻘﱡﻖ ﻣﻦ ﺫﻟﻚ ﺟﺒﺮﻳﹼﹰﺎ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ )‪f (6‬‬
‫‪‬‬
‫‪Gallons‬‬ ‫‪----‬‬

‫‪‬ﺑﺎﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪PREMIUM‬‬ ‫‪REGULAR‬‬

‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ )‪ c(l‬ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺳﻌﺮ ‪ l‬ﻣﻦ ﻟﺘﺮﺍﺕ ﺍﻟﺒﻨﺰﻳﻦ ‪c (l) = 1.75 l‬‬
‫‪g–1(x) = _ (6‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪x+6‬‬ ‫‪0.00‬‬ ‫‪1.75‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬
‫‪f (6) = -0٫0015(6) 4 + 0.0145(6) 3 +‬‬
‫‪4‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺳﻌﺮ ﺍﻟﻮﻗﻮﺩ ﺍﻟﻤﺴﺘﻬﻠﻚ ﻓﻲ ﺍﻟﻜﻴﻠﻮ ﻣﺘﺮ ﺍﻟﻮﺍﺣﺪ‪،‬‬ ‫‪2008‬‬

‫ﺍﻟﺘﻲ ﺗﺆﺩﻱ ﺇﻟﻰ ﻣﺤﺘﻮ￯ ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ ﻭﺍﻷﻫﺪﺍﻑ‬

‫‪y‬‬ ‫ﻣﺴﺘﻌﻤﻼﹰ ﻓﻜﺮﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪P (k ) ≈ 0.15 K .‬‬
‫‪0.3079(6) 2 - 0.5654(6) + 14.07 ≈ 22.95‬‬
‫‪‬‬
‫ﹰ‬
‫ﻣﻌﻘﻮﻻ‪.‬‬ ‫ﻟﺬﺍ ﻳﹸﻌﺪﱡ ﺍﻟﺘﻘﺮﻳﺐ ‪ 23‬ﻣﻠﻴﺎﺭﹰ ﺍ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫• ﻣﺎ ﻧﻮﻉ ﺍﻟﺪﺍﻟﺔ )‪f(x‬؟‬
‫))‪g -1(xx‬‬ ‫‪  (27‬ﻳﹸﻌﺒﺮ ﻋﻦ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﻟﺪﺍﻟﺔ ‪.A = π r 2‬‬ ‫‪ (b‬ﻗﺪﹼ ﺭ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻓﻴﻬﺎ ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ‪ 15‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ‪ ،‬ﺛﻢ ﺗﺤﻘﱠﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮﻳﹼﹰﺎ‪.‬‬
‫‪_Aπ‬‬ ‫ﻳﹸﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺗﻜﻮﻥ ‪ 15‬ﻣﻠﻴﺎﺭﹰ ﺍ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ x‬ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ، 3‬ﻟﺬﺍ ﺗﻜﻮﻥ‬
‫ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬
‫=‪r‬‬ ‫√‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﺍﻟﻤﺨﺼﺼﺎﺕ ‪ 15‬ﻣﻠﻴﺎﺭﹰ ﺍ ﻓﻲ ﺳﻨﺔ ‪ 2011‬ﻡ ‪ .‬ﻭﻟﻠﺘﺤﻘﻖ ﺟﺒﺮﻳﹼﹰﺎ ﺃﻭﺟﺪ )‪. f (3‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻜﻮﺱ ﻹﻳﺠﺎﺩ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﻣﺴﺎﺣﺘﻬﺎ ‪ 3.39 cm .36cm2‬ﺗﻘﺮﻳﺒﹰﺎ‬ ‫• ﻣﺎﺫﺍ ﺗﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ )‪f(1‬؟‬

‫ﺍﻟﺘﻲ ﺗﺘﺒﻌﻪ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺄﺗﻲ ﻓﻲ ﺇﻃﺎﺭ ﻭﺛﻴﻘﺔ ﺍﻟﻤﺪ￯ ﻭﺍﻟﺘﺘﺎﺑﻊ‬

‫‪f 3) = -0.0015(3) 4 + 0.0145(3) 3 + 0.3079(3) 2 - 0.5654(3) + 14.07≈15.4149‬‬
‫(‪f‬‬
‫))‪g (xx‬‬ ‫ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ ‪2010‬ﻡ ﺑﻤﻠﻴﺎﺭﺍﺕ‬
‫ﻟﺬﺍ ﺗﻌﺪ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ‪2011‬ﻡ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫ﺍﻟﺪﺭﺍﻫﻢ‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪18‬‬

‫ﻣﻦ ﺍﻟﺼﻒ ﺍﻷﻭﻝ ﺇﻟﻰ ﺍﻟﺼﻒ ﺍﻟﺜﺎﻧﻲ ﻋﺸﺮ‪.‬‬

‫‪‬‬

‫‪77‬‬ ‫‪ 2-1‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪36–38 33–34 9–25‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬

‫‪‬‬
‫‪36–38 32–34 27–30 9–25‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪27–38‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫ﻳﺤﺘﻮﻱ ﻛﻞ ﺩﺭﺱ ﻋﻠﻰ ﺃﺳﺌﻠﺔ ﺍﻟﺒﻨﺎﺀ ﻟﺘﺴﺘﻌﻤﻠﻬﺎ ﻓﻲ‬

‫‪ 1‬‬ ‫‪18‬‬

‫ﻣﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﻘﺼﺎﺀ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﺋﻴﺴﺔ‬

‫‪77‬‬ ‫‪‬‬ ‫‪2 - 1 ‬‬

‫ﻟﻠﺪﺭﺱ ﻭﻓﻬﻤﻬﺎ‪.‬‬

‫‪‬‬
‫ﹴ‬
‫ﻟﻤﺜﺎﻝ ﻓﻲ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‪.‬‬ ‫ﺍﻧﻌﻜﺎﺳﺎ‬ ‫ﻳﻌﺪﱡ ﻛﻞ ﻣﺜﺎﻝ ﺇﺿﺎﻓﻲ‬
‫ﹰ‬

‫‪‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ‬

‫ﺑﻤﺎ ﺃﻥ ﻣﻌﻈﻢ ﺍﻟﺼﻔﻮﻑ ﺗﺸﻤﻞ ﻃﻼ ﹰﺑﺎ ﺫﻭﻱ ﻗﺪﺭﺍﺕ ﻣﺨﺘﻠﻔﺔ‪،‬‬

‫‪y‬‬ ‫‪(11‬‬ ‫‪y‬‬ ‫‪(10‬‬
‫‪ ‬‬ ‫‪16‬‬ ‫)‪f x‬‬
‫(‪f‬‬ ‫‪x =-x 5 + 4x 4 - 4x 3‬‬ ‫ﻭﺣﺪﺓ‪ .‬ﺛﻢ ﻋﺰﹼﺯ‬ ‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‪،‬‬
‫‪8‬‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩﻳﹼﹰﺎ‪1 :‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-24‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪(1‬‬
‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6 x‬‬
‫‪−8‬‬

‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬

‫ﻓﺈﻥ ﺑﺪﺍﺋﻞ ﺗﻨﻮﻳﻊ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻳﺴﻤﺢ ﻟﻚ ﺑﺘﻌﺪﻳﻞ ﺃﺳﺌﻠﺔ‬

‫)‪f (x‬‬
‫‪x =-0.5x 4 + 2.5x 3 +x 2 - 6.5‬‬
‫)‪x‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻣﻘﺮﺑﺔ ﺇﻟﻰ‬
‫ﻭﺣﺪﺩ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪3‬‬
‫‪2x + 3‬‬

‫‪ 4‬‬ ‫‪ ‬ﻣﺜﻞ ﺑﻴﺎﻧﻴﹼﹰﺎ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﱟ‬ ‫‪ :‬ﻓﻲ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪ 18‬ﻭﹶ ‪،29‬‬

‫ﺍﻟﻮﺍﺟﺐ ﺍﻟﻤﻨﺰﻟﻲ‪.‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪.‬‬
‫‪ (49‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، q ≠ n‬ﻓﺄﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪A. CD‬‬
‫ﻣﺘﺼﻠﺔ ‪ (42-48‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻗﺪ ﻳﺤﺎﻭﻝ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺑﻤﺘﻐﻴﺮ‬ ‫‪(3‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺻﻒ‬ ‫‪(42‬‬
‫_= ‪x‬‬
‫‪x-2‬‬
‫ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ؛ ﻟﺬﺍ ﺫﻛﹼﺮﻫﻢ ﺑﺄﻥ ﺍﺳﺘﻌﻤﺎﻝ‬
‫)‪x‬‬
‫‪y‬‬ ‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪(-∞, 4‬‬ ‫‪x‬‬
‫ﻛﻴﻔﻴﺔ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺩﺭﺱ ﺍﻟﻴﻮﻡ ﻭﺍﻟﺪﺭﺱ ﺍﻟﻼﺣﻖ‬ ‫‪C‬‬
‫ﺛﺎﺑﺘﺔ ﻋﻠﻰ ]‪[4, 8‬‬
‫)‪(q, q 2‬‬
‫ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻮﻳﺾ‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﺣﻮﻝ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺘﺤﻮﻳﻼﺕ‬ ‫ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )∞ ‪(8,‬‬ ‫‪f (x) = 0.008x 5 -‬‬
‫‪f (5) = 3‬‬ ‫ﻳﻘﻠﻞ ﻋﺪﺩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‪.‬‬ ‫‪√x‬‬ ‫‪, x≥0‬‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫‪D‬‬ ‫)‪f (x‬‬
‫= ‪x‬‬
‫)‪x‬‬
‫‪√-x , x < 0‬‬ ‫‪−8‬‬
‫)‪(n, n 2‬‬ ‫‪f (x) = 0.025x 5 - 0.1x 4 + 0.57x 3 + 1.2x 2 - 3.5x - 2 (17‬‬
‫‪ (43‬ﻟﻬﺎ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪x = -2‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪(-∞, -2‬‬ ‫‪  (18‬ﺃﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )∞ ‪(-2,‬‬ ‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺳﻄﻮﺍﻧﺔ‬ ‫‪  (5‬ﻳﻌﻄﻰ ﺍﺭﺗﻔﺎﻉ ﻛﺮﺓ ﺳﻠﺔ )‪ f (t‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻓﻲ ﺍﻟﺮﻣﻴﺔ‬
‫‪2‬‬
‫‪q +q‬‬
‫_‬ ‫‪C‬‬ ‫‪q+n A‬‬
‫‪f (-6) = -6‬‬ ‫‪‬‬ ‫‪h‬‬ ‫ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫ﺍﻟﺤﺮﺓ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، f (t) = -64.4t 2 + 48.3t + 5‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ‬
‫‪2‬‬
‫‪n -n‬‬ ‫‪ f  (44‬ﺩﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻟﻬﺎ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪ x = c‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ؛ ﻟﻴﻜﻮﻥ ﺣﺠﻤﻬﺎ ﺃﻛﺒﺮ‬ ‫ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﻭ )‪ f (t‬ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ‪2 .‬‬
‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪،(-∞, -0.5) ،‬‬ ‫‪(1‬‬
‫‪r‬‬
‫ﻋﻨﺪﻣﺎ ‪ . x > c‬ﹺﺻﻒ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ x‬ﻟﺘﻘﺘﺮﺏ ﻣﻦ ‪. c‬‬

‫‪‬‬
‫_‬‫‪1‬‬
‫‪D‬‬
‫‪q+n‬‬
‫‪ (50‬ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ‪ y = x 3 + 2x 2 - 4x - 6‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ‪ ،‬ﻭﻗﻴﻤﺔ‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‪C .‬‬
‫‪ A‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -0.7‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 2‬‬
‫‪q-n B‬‬
‫ﻣﺎ ﻳﻤﻜﻦ )ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫‪ (a‬ﹶﻣﺜﱢﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧﻴﹼﹰﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻭﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪،(-0.5, 1‬‬
‫‪‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﹼ‬ ‫‪ 20.5π‬‬ ‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ( ‪4 .‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺗﻘﺮﻳﺒﻴﺔ ﻷﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﺗﺼﻞ ﺇﻟﻴﻪ ﺍﻟﻜﺮﺓ‪.‬‬
‫‪   (45‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ g‬ﺩﺍﻟﺔ ﻣﺘﺼﻠﺔ‪ ،‬ﻭﻛﺎﻥ ‪ g(a) = 8‬ﻭ ‪، g(b) = -4‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(1,‬‬ ‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ = ‪ 2.6‬ﺑﻮﺻﺔ‪ ،‬ﺍﻻﺭﺗﻔﺎﻉ = ‪ 2.6‬ﺑﻮﺻﺔ‬
‫ﺛﻢ ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩﻳﹼﹰﺎ‪14 ft .‬‬
‫ﹺ‬
‫ﻓﺄﻋﻂ ﻭﺻﻔﹰﺎ ﻟﻘﻴﻤﺔ )‪ g(c‬ﺣﻴﺚ ‪ .a < c < b‬ﻭﺑﺮﱢ ﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪،(-∞, 2.5) ،‬‬ ‫‪(2‬‬ ‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻜﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪5 .‬‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﻋﻨﺪﻫﺎ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻘﺮﺑﺔ ﺇﻟﻰ‬‫ﻗﺪﹼ ﺭ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﱟ‬
‫‪   (46‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = sin x‬ﺑﻴﺎﻧﻴﹼﹰﺎ‪،‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(2.5,‬‬ ‫‪2‬‬
‫‪28 g(x) = 3 x - 8 x + 2 , [4, 8] (19‬‬
‫ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺑﻴﱢﻦ ﻧﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯‪ ،‬ﺛﻢ‬
‫ﺛﻢ ﺻﻒ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ‪.‬‬ ‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ،(-∞, 0‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬ ‫‪(3‬‬ ‫( ‪4430 f‬‬ ‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻋﺰﹼﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩﻳﹼﹰﺎ‪2 .‬‬

‫ﺗﻮﻓﺮ ﻧﺸﺎﻃﺎﺕ ﺍﻟﺘﻘﻮﻳﻢ ﺍﻟﺘﻜﻮﻳﻨﻲ ﻃﺮﺍﺋﻖ ﺑﺪﻳﻠﺔ ﻟﺘﺤﺪﻳﺪ‬

‫‪ B‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -0.7‬‬ ‫(‪ (b, f‬ﺇﺫﺍ‬ ‫‪  (47‬ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ ))‪f a‬‬
‫(‪f b)) , (a, f‬‬ ‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(0,‬‬ ‫= )‪-309 f (x‬‬ ‫‪(6‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -2‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻛﺎﻧﺖ )‪ f (x‬ﺛﺎﺑﺘﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ .(a, b‬ﹼ‬ ‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(-∞,‬‬ ‫‪(4‬‬ ‫‪-2550 h(x‬‬
‫‪2x 2‬‬

‫‪ C‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -2‬‬ ‫‪  (48‬ﺻﻒ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‬ ‫‪(5a‬‬ ‫‪2‬‬ ‫‪4x‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 0.7‬‬ ‫ﺃﻭ ﺛﺎﺑﺘﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ‪.‬‬ ‫‪2‬‬
‫‪f(t)= - 64.4t + 48.3 t + 5‬‬
‫‪y‬‬
‫‪ D‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 2‬‬

‫ﺍﺳﺘﻴﻌﺎﺏ ﺍﻟﻄﻼﺏ ﻓﻲ ﻧﻬﺎﻳﺔ ﻛﻞ ﺩﺭﺱ؛ ﻣﺜﻞ‪:‬‬

‫‪16‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 0.7‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ﻟﻜﻞ ﺷﻬﺮ ﻓﻲ‬
‫‪12‬‬ ‫‪(8‬‬

‫‪8‬‬ ‫‪ ، f (x‬ﺣﻴﺚ ‪ x‬ﺗﻤﺜﹼﻞ ﺭﻗﻢ‬

‫ﻓﺄﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ‬
‫‪4‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ :‬ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪6 .‬‬
‫‪2‬‬ ‫‪4x‬‬

‫‪x‬‬ ‫‪−800‬‬ ‫‪−40‬‬

‫• ‪ ‬ﻳﺮﺑﻂ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻓﻲ ﺍﻟﺪﺭﺱ‬

‫‪O‬‬ ‫‪0.2 0.4 0.6 0.8‬‬ ‫‪ (b‬ﻣﻦ ﻳﻮﻟﻴﻮ ﺇﻟﻰ ﺃﻛﺘﻮﺑﺮ‪-2.18 .‬‬ ‫‪ (a‬ﻣﻦ ﺃﺑﺮﻳﻞ ﺇﻟﻰ ﻣﺎﻳﻮ‪2.18 .‬‬ ‫‪f (x) = x 6 - 20x 4 + 3x 3‬‬ ‫)‪f (x‬‬
‫‪x =-x 5 + 10x 3‬‬
‫)‪x‬‬

‫‪45‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫ﺍﻟﺤﺎﻟﻲ ﺑﻤﺎ ﺗﻌﻠﻤﻮﻩ ﺳﺎﺑ ﹰﻘﺎ‪.‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪49–50 ،42–44 ،1–24‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪) 1–25‬ﻓﺮﺩﻱ(‪) 31–41 ،26–29 ،‬ﻓﺮﺩﻱ(‪47–50 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬

‫ﻳﺨﻤﻦ ﺍﻟﻄﻼﺏ ﻛﻴﻔﻴﺔ ﺍﺭﺗﺒﺎﻁ ﺍﻟﺪﺭﺱ‬‫• ‪ ‬ﹼ‬

‫‪26–50‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬
‫‪47‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫ﺍﻟﺤﺎﻟﻲ ﺑﺎﻟﺪﺭﺱ ﺍﻟﺘﺎﻟﻲ‪.‬‬

‫‪M‬‬ ‫‪‬‬
‫‪  ‬ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻤﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﺍﻟﻨﻘﻄﺘﺎﻥ ﺍﻟﻠﺘﺎﻥ ﺗﺤﺪﺩﺍﻥ ﺍﻟﻘﺎﻃﻊ ﻗﺮﺑﹰﺎ ﻛﺎﻓﻴﹼﹰﺎ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‬
‫ﺍﻟﻤﺤﻠﻴﺔ؟ ﻭﻣﺎ ﻋﻼﻗﺔ ﺍﻟﻘﺎﻃﻊ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻣﻊ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ؟‬
‫ﻳﻘﺘﺮﺏ ﺍﻟﻘﺎﻃﻊ ﻣﻦ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﻳﻘﺘﺮﺏ ﻣﻴﻠﻪ ﻣﻦ ‪ .0‬ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ﺍﻟﻘﺎﻃﻊ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﻗﺮﺑﹰﺎ‬
‫‪45‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

‫• ‪ ‬ﻳﺬﻛﺮ ﺍﻟﻄﻼﺏ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‬

‫ﻣﻤﺎﺳﺎ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﹼﹰ‬ ‫ﻛﺎﻓﻴﹼﹰﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﺼﺒﺢ‬

‫ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬ ‫‪47‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

‫• ‪ ‬ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﹸﻳﺠﻴﺒﻮﺍ‬

‫ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﻤﻄﻠﻮﺏ‪ ،‬ﻭﻳﺴ ﹼﻠﻤﻮﺍ ﺍﻹﺟﺎﺑﺔ ﻟﻠﻤﻌﻠﻢ ﻗﺒﻞ‬
‫ﻣﻐﺎﺩﺭﺓ ﺍﻟﺼﻒ‪.‬‬

‫‪T14‬‬ ‫‪‬‬
 


9

1-4 1-3 1-2  1 -1

    

  

• •  • • 

 
 
 
• •
 
 
y  •
• 



    

 
 
 



 
 
 


36 26 17 

    
M D E (9) • M D E (8) • M D E (7) • M D E (6) •

44, 47 32, 33, 35 21, 23 , 27 12, 17 

  ✓

38

 M   D   E 

 1 8A


1 -6 1-5
 

•  •

•  •

 




64 56

 
M D E (11) • M D E (10) •

60, 61, 63, 64  51, 53, 56

 
79 •

8B  1
 
 
1  ✓
(91

(9)

 
  ✓
  
 

!
4

(38) (38)
(8) (66 -70)

  ✓
(71)

(71)
(8)

 1 8C
 ‫‪‬‬
‫‪M‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪M‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬ ‫‪1‬‬

‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺃﻭ ﺛﻼﺛﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺇﻋﺪﺍﺩ ﺧﻄﺔ‬
‫ﻷﺣﺪ ﺩﺭﻭﺱ ﺍﻟﻮﺣﺪﺓ ‪ 2‬ﻳﻌﺎﻟﺞ ﻣﻔﻬﻮ ﹰﻣﺎ ﺭﻳﺎﺿ ﹼﹰﻴﺎ ﻳﻌﺪﹼ ﺗﺤﺪﱢ ﹰﻳﺎ ﻟﻬﻢ‪ .‬ﻳﺘﻀﻤﻦ ﻣﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻭﺃﻓﻜﺎﺭﺍ ﻻﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻘﻨﻴﺎﺕ‪.‬‬
‫ﹰ‬ ‫• ﻣﻘﺪﻣﺔ ﻟﻠﻤﻔﻬﻮﻡ ﺗﺘﻀﻤﻦ ﺭﺅﻳﺔ‬
‫• ﻋﺪﺓ ﺃﻣﺜﻠﺔ ﺗﺆﺩﻱ ﺇﻟﻰ ﻣﻌﺎﻟﺠﺔ ﺍﻟﻤﻔﻬﻮﻡ ﺑﺼﻮﺭﺓ ﺷﺎﻣﻠﺔ‪.‬‬
‫• ﻟﻌﺒﺔ ﺃﻭ ﻧﺸﺎ ﹰﻃﺎ‪.‬‬
‫ﹼ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺧﺘﻴﺎﺭ ﻣﻨﺎﻃﻖ ﺳﻴﺎﺣﻴﺔ ﻟﺰﻳﺎﺭﺗﻬﺎ ﻓﻲ ﺭﺣﻠﺔ‬
‫ﻣﺪﺭﺳﻴﺔ‪ .‬ﻭﺃﻋﻄﻬﻢ ﻭﻗﺘﹰﺎ ﺑﻴﻦ ‪ 5-10‬ﺩﻗﺎﺋﻖ ﻟﻜﺘﺎﺑﺔ ﻣﺨﻄﻂ ﻟﻠﺮﺣﻠﺔ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻌﻴﻴﻦ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﺍﻗﺘﺮﺣﻮﺍ ﺍﺳﺘﻌﻤﺎﻝ ﺃﻧﺎﺑﻴﺐ ﻟﻠﺘﻨﻔﺲ‬‫ﺩﻭﺍﻝ ﺗﺮﺗﺒﻂ ﺑﻜﻞ ﻧﺸﺎﻁ ﺧﻼﻝ ﺍﻟﺮﺣﻠﺔ؛ ﹰ‬
‫ﺗﺤﺖ ﺍﻟﻤﺎﺀ‪ ،‬ﻓﺈﻥ ﺗﻜﻠﻔﺔ ﻫﺬﻩ ﺍﻷﻧﺎﺑﻴﺐ ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻬﺎ ﻋﻠﻰ ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪.‬‬
‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻌﻴﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺟﺒﺮ ﹼﹰﻳﺎ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ ﻟﻠﻘﻴﺎﻡ ﺑﺄﻟﻌﺎﺏ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﺍﻷﺷﻜﺎﻝ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ‬
‫ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻛﺘﺎﺑﺔ ﺃﺭﺑﻊ ﺩﻭﺍﻝ ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﻨﻬﺎ ﻋﻤﻠﻴﺎﺕ‪ :‬ﺍﻟﺠﻤﻊ ﻭﺍﻟﻄﺮﺡ ﻭﺍﻟﻀﺮﺏ‬
‫ﻭﺍﻟﻘﺴﻤﺔ ﻋﻠﻰ ﺑﻄﺎﻗﺎﺕ ﻣﺮﻗﻤﺔ‪ .‬ﻭﻛﺬﻟﻚ ﻛﺘﺎﺑﺔ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺃﺻﻔﺎﺭﻫﺎ‪ ،‬ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ .‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ .‬ﺍﺟﻤﻊ‬
‫ﺍﻟﺒﻄﺎﻗﺎﺕ ﺛﻢ ﺍﺧﻠﻄﻬﺎ ﺑﺸﻜﻞ ﻋﺸﻮﺍﺋﻲ‪ .‬ﺛﻢ ﺗﺨﺘﺎﺭ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺑﻄﺎﻗﺔ ﻋﺸﻮﺍﺋ ﹼﹰﻴﺎ‪ ،‬ﻳﺤﺎﻭﻝ‬
‫ﺍﻟﻄﻼﺏ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﻤﺴﺎﺋﻞ ﺟﻤﻴﻌﻬﺎ ﻗﺒﻞ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﻌﻠﻢ ﺑﺘﻌﻠﻴﻖ ﺍﻷﺷﻜﺎﻝ ﻋﻠﻰ‬
‫ﺍﻟﺴﺒﻮﺭﺓ‪.‬‬

‫‪E‬‬ ‫‪‬‬ ‫‪2‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪ .‬ﺛﻢ ﺍﻛﺘﺐ ﺛﻼﺙ ﺩﻭﺍﻝ ﺃﻭ ﺃﻛﺜﺮ ﻋﻠﻰ‬
‫ﺍﻟﺴﺒﻮﺭﺓ ﻋﻠﻰ ﺃﻥ ﻳﻜﻮﻥ ﻣﻦ ﺑﻴﻨﻬﺎ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻭﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ ﻋﻠﻰ ﺍﻷﻗﻞ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ‬
‫ﻃﺎﻟﺐ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻧﻔﺴﻬﺎ ﻣﺮﺗﻴﻦ ‪ ،‬ﺛﻢ ﻭﺿﻊ ﺇﺣﺪ￯ ﺍﻟﻨﺴﺨﺘﻴﻦ ﻓﻮﻕ ﺍﻷﺧﺮ￯؛ ﻟﻴﺨﺘﺒﺮ‬
‫ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻭ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻗﻠﺐ‬
‫ﺍﻟﻨﺴﺨﺔ ﺍﻟﻌﻠﻮﻳﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﺯﻭﺟﻴﺔ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻋﺎﺩﺓ ﺍﻟﺸﻜﻠﻴﻦ ﺇﻟﻰ ﻭﺿﻌﻬﻤﺎ ﺍﻷﺻﻠﻲ‪ ،‬ﻭﺗﺪﻭﻳﺮ ﺍﻟﻨﺴﺨﺔ‬
‫ﺍﻟﻌﻠﻮﻳﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻟﻠﺘﺄﻛﺪ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻓﻌﻨﺪﺋﺬﹴ‬
‫ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪y‬‬
‫)‪(x, y‬‬

‫)‪(-x, y‬‬ ‫)‪(x, y‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫)‪(-x, -y‬‬

‫‪8D‬‬ ‫‪ 1‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 1-1‬‬
‫‪‬‬ ‫‪1 ‬‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺟﺰﺋﻴﺔ ﻣﻨﻬﺎ‪.‬‬ ‫‪‬‬
‫ﻳﻤﻜﻦ ﻭﺻﻒ ﺍﻟﻤﺠﺎﻝ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺃﻭ ﺭﻣﺰ‬ ‫• ﺗﻌﻴﻴﻦ ﻣﺠﻤﻮﻋﺎﺕ ﺟﺰﺋﻴﺔ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻷﻋﺪﺍﺩ‪.‬‬
‫ﺍﻟﻔﺘﺮﺓ‪ .‬ﻭﺍﻟﻤﺠﺎﻝ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﻭﺻﻔﻪ ﺑﺎﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻗﺪ‬ ‫• ﺗﻤﺜﻴﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﻳﻜﻮﻥ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ‪ ، R‬ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ‬
‫• ﺩﺭﺍﺳﺔ ﺃﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺗﻤﺜﻴﻼﺗﻬﺎ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪ ، Z‬ﺃﻭ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻄﺒﻴﻌﻴﺔ ‪.N‬‬
‫• ﺗﻌﻴﻴﻦ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﻤﻨﺤﻨﻴﺎﺕ ﻣﺜﻞ ﺍﻟﻤﻘﺎﻃﻊ ) ‪ ( y‬ﻭﺍﻟﻘﻴﻢ‬
‫ﺍﻟﻘﺼﻮ￯ ﻭﺍﻷﺻﻔﺎﺭ‪.‬‬
‫‪‬‬
‫‪ 1-2‬‬
‫‪‬‬
‫ﹸﻳﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﺃﻭ ﺍﻟﻌﻼﻗﺎﺕ ﺧﺼﺎﺋﺺ ﻣﻬﻤﺔ ﺗﺘﻀﻤﻦ‬
‫ﻣﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪1 ‬‬
‫• ﺍﻟﻤﺠﺎﻝ‪ :‬ﻣﺠﻤﻮﻋﺔ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﺄﺧﺬﻫﺎ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‪.‬‬
‫• ﺗﻌﻴﻴﻦ ﺩﻭﺍﻝ ﻭﺗﺤﺪﻳﺪ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻭﺍﻟﻤﻘﺎﻃﻊ ‪ y‬ﻭﺍﻷﺻﻔﺎﺭ ﻟﻬﺎ‪.‬‬
‫• ﺍﻟﻤﺪ￯‪ :‬ﻣﺠﻤﻮﻋﺔ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ‪.‬‬
‫• ﺩﺭﺍﺳﺔ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﻨﻬﺎﻳﺎﺕ ﻭﺍﻟﻘﻴﻢ‬
‫• ﺍﻟﻤﻘﻄﻊ ‪ : y‬ﺍﻟﻨﻘﻄﺔ ‪ /‬ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪﻫﺎ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫ﺍﻟﻘﺼﻮ￯ ﻟﺪﺍﻟﺔ‪.‬‬
‫• ﺍﻷﺻﻔﺎﺭ‪ :‬ﺍﻟﻨﻘﻄﺔ ‪ /‬ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪﻫﺎ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫• ﺣﺴﺎﺏ ﻣﻌﺪﻻﺕ ﺍﻟﺘﻐﻴﺮ ﻟﺪﻭﺍﻝ ﻏﻴﺮ ﺧﻄﻴﺔ‪.‬‬
‫• ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ‪ :‬ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫• ﺗﻌﻴﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫• ﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ‪ :‬ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫• ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻭﺗﻌﻴﻴﻦ ﺩﺍﻟﺔ ﺍﻟﺘﺮﻛﻴﺐ ﻭﺇﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ‬
‫• ﻣﺤﻮﺭ ﺍﻟﺘﻤﺎﺛﻞ‪ :‬ﺍﻟﻤﺴﺘﻘﻴﻢ ﺍﻟﺬﻱ ﺇﺫﺍ ﹸﻃﻮﻱ ﺟﺰﺁ ﺍﻟﻤﻨﺤﻨﻰ ﺣﻮﻟﻪ ﻓﺈﻧﻬﻤﺎ‬ ‫ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫ﻳﺘﻄﺎﺑﻘﺎﻥ ﺗﻤﺎ ﹰﻣﺎ‪.‬‬
‫• ﻧﻘﻄﺔ ﺍﻟﺘﻤﺎﺛﻞ‪ :‬ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺇﺫﺍ ﺩﺍﺭ ﺍﻟﻤﻨﺤﻨﻰ ﺣﻮﻟﻬﺎ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬
‫‪ 180°‬ﻳﻈﻬﺮ ﺍﻟﻤﻨﺤﻨﻰ ﻭﻛﺄﻧﻪ ﻟﻢ ﻳﺘﻐﻴﺮ‪.‬‬
‫‪1 ‬‬
‫‪‬‬
‫• ﺩﺭﺍﺳﺔ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻋﻨﺪ ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫• ﺩﺭﺍﺳﺔ ﺍﺧﺘﻼﻑ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻋﻨﺪﻣﺎ ﺗﺘﺤﺮﻙ ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪.‬‬

‫‪ 1‬‬ ‫‪8E‬‬

‫‪‬‬
‫‪ 1-5‬‬
‫‪‬‬ ‫‪ 1-3‬‬
‫‪‬‬
‫ﻳﻤﻜﻦ ﺗﺤﻮﻳﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﺑﺴﺤﺒﻬﺎ ﺇﻟﻰ ﺍﻷﻋﻠﻰ ﺃﻭ ﺇﻟﻰ‬ ‫ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ﻫﻲ ﻗﻴﻤﺔ ‪ y‬ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ‪ x‬ﻋﻦ ﺍﻟﻴﻤﻴﻦ ﻭﺍﻟﻴﺴﺎﺭ ﻣﻦ ﻗﻴﻤﺔ‬
‫ﺍﻷﺳﻔﻞ‪ ،‬ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺻﻮﺭﺓ ﺍﻟﺪﺍﻟﺔ‬ ‫ﻣﺤﺪﺩﺓ‪ .‬ﻭﺗﺰﻭﺩﻧﺎ ﺍﻟﻨﻬﺎﻳﺎﺕ ﺑﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﻟﺸﻜﻞ ﺍﻵﺗﻲ‬
‫ﺑﺎﻻﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺗﻮﺳﻊ ﺍﻟﺪﺍﻟﺔ ﺃﻭ ﺗﻀ ﹼﻴﻘﻬﺎ‪ .‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺪﺍﻟﺔ‬ ‫ﻳﻮﺿﺢ ﺃﻧﻤﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪ ، g(x) = a f [(bx + c)] + d‬ﺗﻤﺜﻞ ‪ a‬ﺍﻟﺘﻮﺳﻊ ﺃﻭ ﺍﻟﺘﻀﻴﻖ ﺍﻟﺮﺃﺳﻲ‪ ،‬ﻭﺗﻤﺜﻞ‬ ‫‪y‬‬
‫‪ b‬ﺍﻟﺘﻀﻴﻖ ﺃﻭ ﺍﻟﺘﻮﺳﻊ ﺍﻷﻓﻘﻲ‪ ،‬ﻛﻤﺎ ﺗﻤﺜﻞ ‪ c‬ﺍﻻﻧﺴﺤﺎﺏ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﺃﻭ ﺇﻟﻰ‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻭﺗﻤﺜﻞ ‪ d‬ﺍﻻﻧﺴﺤﺎﺏ ﺇﻟﻰ ﺍﻷﻋﻠﻰ ﺃﻭ ﺇﻟﻰ ﺍﻷﺳﻔﻞ‪ ،‬ﻭﺗﺤﺪﺩ ﺇﺷﺎﺭﺓ ‪a‬‬ ‫‪‬‬
‫‪O‬‬
‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻳﻨﻌﻜﺲ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺃﻡ ﻻ‪.‬‬ ‫‪x‬‬

‫ﻭﺗﺘﻀﻤﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻟﺜﺎﺑﺘﺔ‪،‬‬ ‫‪‬‬
‫ﺍﻟﻤﺤﺎﻳﺪﺓ‪ ،‬ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪ ،‬ﺍﻟﺘﻜﻌﺒﻴﺔ‪ ،‬ﺩﺍﻟﺔ ﺍﻟﻤﻘﻠﻮﺏ‪ ،‬ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻭﺃﻛﺒﺮ ﻋﺪﺩ‬ ‫‪‬‬
‫ﺻﺤﻴﺢ‪.‬‬
‫• ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ‪ :‬ﺗﻘﺘﺮﺏ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪.‬‬
‫• ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﻔﺰﻱ‪ :‬ﺗﺨﺘﻠﻒ ﺍﻟﻨﻬﺎﻳﺔ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻋﻨﻬﺎ ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪.‬‬
‫• ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪ :‬ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﺪﺍ ﻧﻘﺎﻁ ﻣﺤﺪﺩﺓ‪.‬‬

‫‪ 1-6‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪1-4‬‬
‫ﺗﹸﺠﺮ￯ ﻋﻤﻠﻴﺎﺕ ﺣﺴﺎﺑﻴﺔ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻋﻠﻰ ﺍﻷﻋﺪﺍﺩ ‪ ،‬ﺣﻴﺚ‬ ‫ﻳﻮﻓﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻃﺮﻳﻘﺔ ﺳﺮﻳﻌﺔ ﻟﻔﻬﻢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺘﻐﻴﺮﺍﺕ ﻣﺨﺘﻠﻔﺔ‪،‬‬
‫ﻳﻤﻜﻦ ﺟﻤﻊ ﺍﻟﺪﻭﺍﻝ ﻭﻃﺮﺣﻬﺎ ﻭﺿﺮﺑﻬﺎ‪ .‬ﻭﻳﻤﻜﻦ ﻗﺴﻤﺔ ﺍﻟﺪﻭﺍﻝ ﺷﺮﻳﻄﺔ ﹼﺃﻻ‬ ‫ﻭﻫﺬﺍ ﻳﺘﻀﻤﻦ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ‪ ،‬ﻭﻋﻨﺪ‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻤﻘﺎﻡ ﹰ‬ ‫ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﺗﺘﻐﻴﺮ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ﻣﻦ ﺗﺰﺍﻳﺪ ﺇﻟﻰ ﺗﻨﺎﻗﺺ ﺃﻭ ﻣﻦ‬
‫ﻛﻤﺎ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺗﺮﻛﻴﺐ ﺍﻟﺪﻭﺍﻝ‪ ،‬ﺣﻴﺚ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻌﻨﺎﺻﺮ ﻣﻦ ﻣﺪ￯‬
‫ﺗﻨﺎﻗﺺ ﺇﻟﻰ ﺗﺰﺍﻳﺪ‪.‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﻭﻟﻰ ) ﻗﻴﻢ ‪ ( y‬ﻛﻌﻨﺎﺻﺮ ﻟﻤﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ ) ﻗﻴﻢ ‪( x‬؛ ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ‬
‫ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺫﻟﻚ‪ ،‬ﻓﺈﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻫﻮ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ‬
‫ﻛﺎﻥ‪:‬‬
‫ﺍﻟﻤﺎﺭ ﺑﻬﻤﺎ‪.‬‬
‫‪ f (x) = 2x + 1, g(x) = x - 1‬ﻓﺈﻥ‪:‬‬
‫‪.[ f ◦ g ](x) = f (g(x)) = 2(x - 1) + 1 = 2x - 1‬‬

‫‪8F‬‬ ‫‪ 1‬‬

 ‫‪‬‬
‫‪Analyzing Functions‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬
‫‪  ‬‬
‫‪‬‬
‫‪ ،‬‬
‫‪‬‬
‫‪ 1‬‬
‫‪‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ ﺩﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀﺓ ﺳﺮﻳﻌﺔ‪ ،‬ﺛﻢ ﻗﺮﺍﺀﺓ ﻣﺘﺄﻧﻴﺔ‪،‬‬ ‫ﱢ‬
‫ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﺘﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ‬
‫ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻣﺎ ﺻﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻭﺫﻟﻚ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪ 1‬‬
‫‪‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻹﻳﺠﺎﺩ ﻗﻴﻢ‬
‫■‬
‫ﺍﻟﺪﻭﺍﻝ‪.‬‬
‫■‬ ‫• ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺧﺘﻴﺎﺭ ﺩﺍﻟﺔ ﻣﻦ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ؛‬
‫ﹰ‬
‫ﻓﻤﺜﻼ‪ ،‬ﻳﻬﺘﻢ ﺍﻟﻄﻼﺏ ﺑﻜﺮﺓ ﺍﻟﻘﺪﻡ‪ ،‬ﻟﺬﺍ‬
‫■‬
‫ﺑﺈﻣﻜﺎﻧﻬﻢ ﺭﺻﺪ ﻋﺪﺩ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻲ‬
‫ﹸﺳ ﱢﺠﻠﺖ ﻋﺒﺮ ﺍﻟﺰﻣﻦ ﺧﻼﻝ ﻣﻮﺳﻢ ﻛﺮﻭﻱ‪.‬‬
‫• ﻋﻨﺪﻣﺎ ﻳﻘﺮﺭ ﺍﻟﻄﻼﺏ ﻣﺎﻫﻴﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ‬
‫ﺳﻮﻑ ﻳﻜﺘﺒﻮﻧﻬﺎ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺟﻤﻊ‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻼﺯﻣﺔ ﻟﻜﺘﺎﺑﺔ ﻗﺎﻋﺪﺗﻬﺎ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻭﺗﺤﺪﻳﺪ‬
‫ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻣﺪﺍﻫﺎ‪ ،‬ﻗﻴﻤﻬﺎ ﺍﻟﻘﺼﻮ￯‪ ،‬ﻣﻘﻄﻊ‬
‫ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻟﻬﺎ ‪ ،‬ﻭﺃﺻﻔﺎﺭﻫﺎ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﻧﻲ ﺍﻟﻌﻤﻠﻴﺔ ﻟﻬﺬﻩ ﺍﻟﻘﻴﻢ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫‪ ‬ﻗﺪﱢ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻮﺣﺪﺓ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺗﻌﺮﻳﻒ‪ :‬ﺗﻌﺮﻑ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﻦ ﻣﺠﻤﻮﻋﺔ ‪A‬‬
‫ﺇﻟﻰ ﻣﺠﻤﻮﻋﺔ ‪ B‬ﻋﻠﻰ ﺃﻧﻬﺎ ﻋﻼﻗﺔ ﺗﺮﺑﻂ ﻛﻞ‬
‫ﻋﻨﺼﺮ ‪ x‬ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺑﻌﻨﺼﺮ ﻭﺍﺣﺪ‬
‫ﻓﻘﻂ ‪ y‬ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪.B‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻟﻌﻼﻗﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‬
‫ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺇﻟﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪.B‬‬
‫ﺳﺆﺍﻝ‪ :‬ﻣﺘﻰ ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫‪ A‬ﺇﻟﻰ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ؟ ﻋﻨﺪﻣﺎ‬
‫ﻳﻜﻮﻥ ﻟﻜﻞ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ A‬ﺻﻮﺭﺓ‬
‫ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪. B‬‬
‫‪8‬‬ ‫‪A‬‬ ‫‪B‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪3‬‬ ‫‪9‬‬
‫‪ 1‬‬ ‫‪8‬‬
 1
1
 
‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬

‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ؛ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬  (quadratic formula)  ‫ﻣﺜﹼﻞ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻵﺗﻴﺔ ﻋﻠﻰ ﺧﻂ ﺍﻷﻋﺪﺍﺩ‬
1
ax 2 + bx + c = 0
‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ x ≤ -2 (2 x > -3 (1

‫ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ‬،“‫ ﻓﻘﻢ‬... ‫ﺍﻟﻌﺒﺎﺭﺓ ” ﺇﺫﺍ‬ -b ± √

a ≠ 0   x = __
b 2 -4 a c
2a
x > 1 (4 x ≤ -5 (3

،‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬ 

-4 < x (6 7 ≥ x (5
.‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬1-6)
.￯‫ﻭﺍﻗﺘﺮﺍﺡ ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬ ‫ﺣﻞ ﹼﹰ‬
:y ‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬ ‫ﹼ‬
(slope)  y + 4x = -5 (8 y - 3x = 2 (7
y = -5 - 4x y = 2 + 3x
 x y y 2 + 5 = -3x (10 2x - y 2 = 7 (9

y = ± √-3x −5 
y = ± √2x −7
 y 3 - 9 = 11x (12 9 + y 3 = -x (11
 1 y = √
3
11x + 9
3

y = √-x −9
(polynomial in one variable)  ‫ ﻟﺤﺴﺎﺏ ﺍﻟﻌﺪﺩ‬12D = n ‫ﻳﺴﺘﻌﻤﻞ ﺻﺎﻧﻊ ﺣﻠﻮ￯ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﹸ‬  (13
  ،￯‫ ﻋﺪﺩ ﻋﺒﻮﺍﺕ ﺍﻟﺤﻠﻮ‬D ‫ﺍﻟﻜﻠﻲ ﺍﻟﻤﺒﻴﻊ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯؛ ﺣﻴﺚ‬
 25%  ‫ ﻛﻢ ﻋﺒﻮﺓ ﻣﻦ‬.‫ ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ ﻣﻦ ﻗﻄﻊ ﺍﻟﺤﻠﻮ￯ ﺍﻟﺘﻲ ﺗﻢ ﺑﻴﻌﻬﺎ‬n ‫ﻭ‬
a n x n + a n – 1 x n - 1 +…+ a 2 x 2 + a 1 x + a 0

 a n ≠ 0 a 0 , a 1 , a 2 , … , a n – 1 , a n ‫ ﻋﺒﻮﺓ‬26 ‫؛‬D = 12 _
‫ ﻗﻄﻌﺔ؟‬312 ‫ﺍﻟﺤﻠﻮ￯ ﺗﻢ ﺑﻴﻌﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻘﻄﻊ ﺍﻟﻤﺒﻴﻌﺔ‬
n






 50%





:‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﻋﻨﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻟﻠﻤﺘﻐﻴﺮ ﺑﺠﺎﻧﺒﻬﺎ‬
 n
1 2b + 7, b = -3 (15 2 3y - 4, y = 2 (14
2 2
5z - 2z + 1, z = 5x (17 x + 2x - 3, x = -4a (16
2 -50x 2 + 25x + 1
2
16a 2 - 8a - 3
(rational function)  2 + 3p , p = -5 + 2n (19 -4c 2 + 7, c = 7a 2 (18
12n 2 - 60n + 77 -196a 4 + 7
a(x), b(x) f (x) = _
 a(x)

b(x) ‫ ﻟﻠﺘﺤﻮﻳﻞ‬C = _59 (F ‫ﹸ‬
( - 32) ‫ﹸﺴﺘﻌﻤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ ﺗ‬ (20
b(x) ≠ 0 ‫ﺑﻴﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﺑﺎﻟﻘﻴﺎﺱ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻲ ﻭﺍﻟﺴﻴﻠﻴﺰﻱ؛ ﺣﻴﺚ ﺗﻤ ﹼﺜﻞ‬
 ‫ ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬،‫ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ‬F ‫ ﻭ‬،‫ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬C
‫ ﻓﺄﻭﺟﺪ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ‬، 73°F ‫ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‬
22.8°C .‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
(nth root) 
 (n) 
n
 √111
 

  

n
(1 √
81

-4 -2 0
(2

-6 -4 -2 0 2 4 6
9  1 
(3

-8 -6 -4 -2 0 2 4
(4
D E 
-4 -2 0 2 4
‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‬
(5 .‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻮﺣﺪﺓ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬
-2 0 2 4 6 8 10
(6

-6 -4 -2 0 2 4 6

9 1 1
 ‫‪‬‬
‫‪‬‬
‫‪Functions‬‬
‫‪‬‬ ‫‪1 -1‬‬
‫ﺗﺘﻀﻤﻦ ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻷﺣﺪﺍﺙ ﻓﻲ ﺣﻴﺎﺗﻨﺎ ﻛﻤﻴﺘﻴﻦ ﻣﺮﺗﺒﻄﺘﻴﻦ ﻣ ﹰﻌﺎ؛ ﻓﻘﻴﻤﺔ ﻓﺎﺗﻮﺭﺓ‬
‫ﻣﺜﻼ ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻛﻤﻴﺔ ﺍﻻﺳﺘﻬﻼﻙ؛ ﻟﺬﺍ ﻳﻤﻜﻨﻚ ﺗﺨﻔﻴﺾ ﻗﻴﻤﺔ ﻓﺎﺗﻮﺭﺓ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺀ ﹰ‬
‫‪ ‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﻣﻨﺰﻟﻜﻢ ﻭﺍﻻﺑﺘﻌﺎﺩ ﻋﻦ ﺍﻹﺳﺮﺍﻑ ﺍﻟﻤﻨﻬﻲ ﻋﻨﻪ ﺑﺘﺮﺷﻴﺪ ﺍﻻﺳﺘﻬﻼﻙ‪.‬‬

‫ﹸ‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻮﺻﻒ ﻛﻤﻴﺎﺕ ﻣﺜﻞ‬ ‫‪‬‬ ‫‪ ‬‬ ‫■‬
‫‪‬‬
‫ﺍﻟﻨﻘﻮﺩ‪ ،‬ﻭﺍﻟﺰﻣﻦ ﻭﺍﻟﻤﺴﺎﻓﺔ‪ ،‬ﻭﺗﺤﺘﻮﻱ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ‪ R‬ﻋﻠﻰ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﺠﺰﺋﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪‬‬
‫‪1-1‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪ ‬‬
‫‪ ‬‬
‫■‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻭﺭﻣﻮﺯﻫﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪R ‬‬ ‫‪1-1‬‬
‫_ ‪7‬‬
‫_ ‪0.125, −‬‬ ‫…‪, 2 = 0.666‬‬ ‫‪‬‬ ‫‪Q‬‬
‫‪Q‬‬ ‫ﻭﺻﻒ ﻣﺠﻤﻮﻋﺎﺕ ﺟﺰﺋﻴﺔ ﻣﻦ ﻣﺠﻤﻮﻋﺔ‬
‫‪8 3‬‬ ‫‪Z‬‬ ‫‪‬‬
‫…‪ = 1.73205‬‬
‫‪π , √3‬‬ ‫‪‬‬ ‫‪I‬‬ ‫‪W‬‬ ‫‪I‬‬ ‫‪setbuilder notation‬‬ ‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫ﺗﻌﺮﻑ ﺍﻟﺪﻭﺍﻝ ﻭﺣﺴﺎﺏ ﻗﻴﻤﻬﺎ ﻭﺇﻳﺠﺎﺩ‬
‫‪N‬‬
‫‪−5, 17, −23, 8‬‬ ‫‪‬‬ ‫‪Z‬‬ ‫‪‬‬
‫‪interval notation‬‬
‫ﹼ‬
‫…‪0, 1, 2, 3‬‬ ‫‪‬‬ ‫‪W‬‬ ‫‪‬‬ ‫ﻣﺠﺎﻻﺗﻬﺎ‪.‬‬
‫…‪1, 2, 3, 4‬‬ ‫‪‬‬ ‫‪N‬‬ ‫‪function‬‬ ‫‪1-1‬‬
‫‪‬‬
‫ﻳﻤﻜﻨﻚ ﻭﺻﻒ ﻫﺬﻩ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﻭﻣﺠﻤﻮﻋﺎﺕ ﺟﺰﺋﻴﺔ ﺃﺧﺮ￯ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ؛‬ ‫‪function notation‬‬ ‫ﺗﻌﻴﻴﻦ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻘﻄﻌﻬﺎ ‪ y‬ﻭﺃﺻﻔﺎﺭﻫﺎ‪.‬‬
‫ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺧﺼﺎﺋﺺ ﺍﻷﻋﺪﺍﺩ ﺿﻤﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻟﺘﻌﺮﻳﻔﻬﺎ‪“|” .‬‬ ‫ﹸ‬ ‫ﺇﺫ‬ ‫‪‬‬
‫‪“∈”‬‬ ‫‪independent variable‬‬
‫‪‬‬
‫}‪{x | −3 ≤ x ≤ 16, x ∈ Z‬‬
‫‪dependent variable‬‬
‫‪‬‬
‫‪…x‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫‪piecewise-defined‬‬
‫‪defined function‬‬
‫‪…‬‬ ‫‪‬‬
‫‪ 2‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻷﻋﺪﺍﺩ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪:‬‬
‫‪‬‬
‫‪{8, 9, 10, 11, …} (a‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫ﺗﺘﻜﻮﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻜﻠﻴﺔ ﺍﻷﻛﺒﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ‪.8‬‬
‫‪8x x‬‬ ‫}‪{x | x ≥ 8, x ∈ W‬‬ ‫‪‬‬
‫‪x ‬‬
‫ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ ﻣﺘﻐﻴﺮﻳﻦ ﻳﻌﻄﻲ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ‬ ‫ﹺ‬ ‫•‬
‫‪x < 7 (b‬‬
‫ﺗﺘﻜﻮﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻞ ﻋﻦ ‪.7‬‬ ‫ﺃﺣﺪﻫﻤﺎ ﺯﻳﺎﺩﺓ ﻓﻲ ﺍﻵﺧﺮ‪.‬‬
‫}‪{x | x < 7, x ∈ R‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺯﻳﺎﺩﺓ ﻃﻮﻝ ﺃﺭﺽ ﺍﻟﻐﺮﻓﺔ‬
‫‪-2 < x < 7 (c‬‬
‫ﻳﻌﻄﻲ ﺯﻳﺎﺩﺓ ﻓﻲ ﻣﺴﺎﺣﺘﻬﺎ‪.‬‬
‫ﺗﺘﻜﻮﻥ ﺍﻟﻤﺠﻤﻮﻋﺔ ﻣﻦ ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﺗﺰﻳﺪ ﻋﻠﻰ ‪ -2‬ﻭﺗﻘﻞ ﻋﻦ ‪.7‬‬
‫}‪{x | -2 < x <7, x ∈ R‬‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ ﻣﺘﻐﻴﺮﻳﻦ ﺗﻌﻄﻲ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ‬ ‫ﹺ‬
‫ﺃﻋﻂ ﹰ‬ ‫•‬
‫‪‬‬ ‫ﺃﺣﺪﻫﻤﺎ ﻧﻘﺼﺎﻧﹰﺎ ﻓﻲ ﺍﻵﺧﺮ‪.‬‬
‫‪-1 ≤ x ≤ 5 (1C‬‬ ‫‪x ≤ −3 (1B‬‬ ‫‪{1, 2, 3, 4, 5, ….} (1A‬‬
‫}‪{x | -1 ≤ x ≤ 5, x  R‬‬ ‫}‪{x | x ≤ -3, x  R‬‬ ‫‪W‬‬
‫}‪{x | x ≥ 1, x  W‬‬ ‫ﻧﻘﺼﺎ‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺯﻳﺎﺩﺓ ﺍﻟﺘﻜﺎﻟﻴﻒ ﺗﻌﻄﻲ ﹰ‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪10‬‬ ‫ﻓﻲ ﺍﻷﺭﺑﺎﺡ‪.‬‬
‫• ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﻌﻄﻲ ﺍﻟﺰﻳﺎﺩﺓ ﻓﻲ ﺃﺣﺪ‬
‫ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ﺯﻳﺎﺩﺓ ﻭﻧﻘﺼﺎﻧﹰﺎ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮ‬
‫ﺍﻵﺧﺮ؟ ﻧﻌﻢ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺝ‬
‫ﻟﺘﻐﻄﻴﺔ ﺍﻟﻄﻠﺐ ﻓﻲ ﺍﻟﺴﻮﻕ ﻳﺰﻳﺪ ﺍﻟﺮﺑﺢ‪ ،‬ﻟﻜﻦ‬
‫ﺯﻳﺎﺩﺓ ﺍﻹﻧﺘﺎﺝ ﺃﻛﺜﺮ ﻣﻦ ﻃﻠﺐ ﺍﻟﺴﻮﻕ ﻳﺆﺩﻱ‬
‫ﺇﻟﻰ ﻧﻘﺼﺎﻥ ﺍﻟﺮﺑﺢ ‪.‬‬

‫‪ 1‬‬ ‫‪10‬‬


‫‪‬‬
‫‪‬‬
‫‪ 1 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ‬
‫ﺍﻷﻋﺪﺍﺩ ﺑﺎﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪.‬‬
‫‪ 2 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ‬
‫ﺍﻷﻋﺪﺍﺩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ‪.‬‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪‬‬
‫ﻛﻼ ﻣﻦ ﻣﺠﻤﻮﻋﺎﺕ ﺍﻷﻋﺪﺍﺩ‬ ‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ‬
‫ﻟﻠﻤﺠﻤﻮﻋﺔ‪.‬‬
‫‪. {2, 3, 4, 5, 6, 7} (a‬‬
‫} ‪{x | 2 ≤ x ≤ 7, x ∈ W‬‬
‫‪. x > -17 (b‬‬
‫}‪{x | x > -17, x ∈ R‬‬
‫‪ (c‬ﻣﻀﺎﻋﻔﺎﺕ ﺍﻟﻌﺪﺩ ‪ 7‬ﺟﻤﻴﻌﻬﺎ‪.‬‬
‫} ‪{x | x = 7n , n ∈ Z‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻵﺗﻴﺔ‬ ‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ‪:‬‬
‫‪-2 ≤ x ≤ 12 (a‬‬
‫] ‪[ -2, 12‬‬
‫‪(-4, ∞) x > -4 (b‬‬
‫‪ x < 3 (c‬ﺃﻭ ‪x ≥ 54‬‬
‫)‪[54, ∞) ∪ ( -∞, 3‬‬
‫‪11‬‬ ‫‪‬‬ ‫‪1 - 1‬‬
‫ﹸﺴﺘﻌﻤﻞ ﺭﻣﻮﺯ ﺍﻟﻔﺘﺮﺍﺕ ﻟﻮﺻﻒ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻟﺠﺰﺋﻴﺔ ﻣﻦ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻓ ﹸﻴﺴﺘﻌﻤﻞ ﺍﻟﺮﻣﺰﺍﻥ ” ] “ ﺃﻭ ” [ “‬ ‫ﹸ‬ ‫ﺗ‬ ‫‪‬‬
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ ﺍﻟﺮﻣﺰﺍﻥ ” ) “ ﺃﻭ ” ( “ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﻋﺪﻡ ﺍﻧﺘﻤﺎﺀ ﻃﺮﻑ ﺍﻟﻔﺘﺮﺓ ﺇﻟﻴﻬﺎ‪.‬‬ ‫ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺍﻧﺘﻤﺎﺀ ﻃﺮﻑ ﺍﻟﻔﺘﺮﺓ ﺇﻟﻴﻬﺎ‪ ،‬ﺑﻴﻨﻤﺎ ﹸﻳ‬
‫ﺃﻣﺎ ﺍﻟﺮﻣﺰﺍﻥ ”∞‪ “-‬ﺃﻭ ”∞“ ﻓ ﹸﻴﺴﺘﻌﻤﻼﻥ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥ ﺍﻟﻔﺘﺮﺓ ﻏﻴﺮ ﻣﺤﺪﻭﺩﺓ‪.‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫)∞ ‪[a,‬‬ ‫‪x≥a‬‬ ‫]‪[a, b‬‬ ‫‪a≤x≤b‬‬
‫]‪(−∞, a‬‬ ‫‪x≤a‬‬ ‫)‪(a, b‬‬ ‫‪a<x<b‬‬
‫)∞ ‪(a,‬‬ ‫‪x>a‬‬ ‫)‪[a, b‬‬ ‫‪a≤x<b‬‬
‫)‪(−∞, a‬‬ ‫‪x<a‬‬ ‫]‪(a, b‬‬ ‫‪a<x≤b‬‬
‫)∞ ‪(−∞,‬‬ ‫∞ < ‪−∞ < x‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺍﻛﺘﺐ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ‪:‬‬ ‫‪‬‬
‫]‪(−8, 16‬‬ ‫‪−8 < x ≤ 16 (a‬‬ ‫‪∩∪‬‬
‫‪ “∪” ‬‬
‫)‪(−∞, 11‬‬ ‫‪x < 11 (b‬‬ ‫‪ ‬‬
‫‪‬‬
‫)∞ ‪(−∞, −16] ∪ (5,‬‬ ‫‪ x ≤ −16 (c‬ﺃﻭ ‪x > 5‬‬ ‫‪‬‬
‫‪ “∩” ‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫)∞ ‪(-∞, -2) ∪ (9,‬‬
‫‪1‬‬ ‫‪ x > 9 (2C‬ﺃﻭ ‪x < −2‬‬ ‫‪[-3, ∞) a ≥ −3 (2B [-4, -1) −4 ≤ y < −1 (2A‬‬
‫‪ ‬ﺗﺬﻛﱠﺮ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﻫﻲ ﻗﺎﻋﺪﺓ ﺗﺮﺑﻂ ﻋﻨﺎﺻﺮ ﻣﺠﻤﻮﻋﺔ ﻣﺜﻞ ‪) A‬ﺍﻟﻤﺪﺧﻼﺕ( ﻣﻊ ﻋﻨﺎﺻﺮ ﻣﻦ ﻣﺠﻤﻮﻋﺔ‬
‫ﻣﺜﻞ ‪) B‬ﺍﻟﻤﺨﺮﺟﺎﺕ(‪ ،‬ﺣﻴﺚ ﺗﹸﺴﻤﻰ ‪ A‬ﻣﺠﺎﻝ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ B‬ﻓﺘﺘﻀﻤﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻤﺪ￯ ﺟﻤﻴﻌﻬﺎ‪ ،‬ﻭﻫﻨﺎﻙ ﺃﺭﺑﻊ‬
‫ﻃﺮﻕ ﻟﺘﻤﺜﻴﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﺠﻤﻮﻋﺘﻴﻦ ﻣﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻫﻲ‪:‬‬
‫‪y‬‬
‫‪   (3‬ﺗﺤﺪﻳﺪ ﻧﻘﺎﻁ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬ ‫‪   (1‬ﺟﻤﻠﺔ ﺗﺼﻒ ﻛﻴﻔﻴﺔ ﺍﺭﺗﺒﺎﻁ ﻋﻨﺎﺻﺮ ﺍﻟﻤﺠﺎﻝ‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﺗﻤ ﹼﺜﻞ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‪.‬‬ ‫ﺑﻌﻨﺎﺻﺮ ﺍﻟﻤﺪ￯‪.‬‬
‫ﻣﺜﻼ‪ :‬ﻳﺮﺗﺒﻂ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﺑﺎﻟﻌﻨﺼﺮ ﺍﻟﺬﻱ‬ ‫ﹰ‬
‫‪O‬‬ ‫‪x‬‬
‫ﻳﺰﻳﺪ ﻋﻠﻴﻪ ﻗﻴﻤ ﹰﺔ ﺑﻤﻘﺪﺍﺭ ‪ 2‬ﻣﻦ ﺍﻟﻤﺪ￯‪.‬‬
‫‪   (2‬ﺟﺪﻭﻝ ﻣﻦ ﺍﻟﻘﻴﻢ ﺃﻭ ﻣﺨﻄﻂ ﺳﻬﻤﻲ ﺃﻭ‬
‫‪   (4‬ﻣﻌﺎﺩﻟﺔ ﺟﺒﺮﻳﺔ ﺗﺮﺑﻂ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ‪x , y‬‬
‫ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‪ .‬ﹰ‬
‫ﻣﺜﻼ‪y = x + 2 :‬‬ ‫ﻋﻨﺼﺮﺍ ﻣﻦ‬
‫ﹰ‬ ‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﺗﺮﺑﻂ‬
‫ﺍﻟﻤﺠﺎﻝ )ﻗﻴﻤﺔ ‪ (x‬ﺑﻌﻨﺼﺮ ﻣﻦ ﺍﻟﻤﺪ￯ )ﻗﻴﻤﺔ ‪.(y‬‬
‫ﹰ‬
‫ﻣﺜﻼ‪{(0, 2), (1, 3), (2, 4), (3, 5)}:‬‬
‫‪2‬‬
‫ﺃﻣﺎ ﺍﻟﺪﺍﻟﺔ ﻓﻬﻲ ﺣﺎﻟﺔ ﺧﺎﺻﺔ ﻣﻦ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪AxBAf ‬‬
‫‪‬‬
‫‪By‬‬ ‫‪D‬‬
‫‪ ‬‬
‫‪A‬‬ ‫‪B‬‬ ‫‪BA‬‬ ‫‪‬‬ ‫‪ R‬‬
‫‪‬‬ ‫}‪D = {1, 2, 3, 4‬‬
‫‪1‬‬
‫‪2‬‬
‫‪6‬‬
‫‪7‬‬ ‫‪A‬‬ ‫} ‪R = {6, 8, 9‬‬
‫‪3‬‬ ‫‪8‬‬
‫‪4‬‬ ‫‪9‬‬
‫‪{1, 2, 3, 4} =‬‬
‫‪B‬‬
‫‪{6, 8, 9} =‬‬
‫‪11‬‬ ‫‪‬‬ ‫‪1 - 1 ‬‬
‫‪‬‬
‫‪ ‬ﹸﻳﺴﺘﻌﻤﻞ ﺍﻟﺮﻣﺰﺍﻥ ")" ﺃﻭ "(" ﻋﻨﺪﻣﺎ ﻻ ﻳﻜﻮﻥ‬
‫ﻃﺮﻑ ﺍﻟﻔﺘﺮﺓ ﺇﺣﺪ￯ ﻧﻘﺎﻃﻬﺎ‪ ،‬ﻓﻲ ﺣﻴﻦ ﹸﻳﺴﺘﻌﻤﻞ ﺍﻟﺮﻣﺰﺍﻥ‬
‫"]" ﺃﻭ "[" ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﺮﻑ ﺍﻟﻔﺘﺮﺓ ﺇﺣﺪ￯ ﻧﻘﺎﻃﻬﺎ‪.‬‬
‫ﻻﺣﻆ ﺃﻥ )‪ [a,a‬ﻭ )‪ (a, a‬ﻭ ] ‪ (a, a‬ﺗﻤ ﹼﺜﻞ ﺍﻟﻤﺠﻤﻮﻋﺔ‬
‫ﺍﻟﺨﺎﻟﻴﺔ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﻤﺜﻞ ] ‪ [ a, a‬ﺍﻟﻤﺠﻤﻮﻋﺔ }‪. {a‬‬
 ‫ﻛﻤﺎ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺃﻧﻬﺎ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﺍﻟﺘﻲ ﻻ ﻳﺘﺴﺎﻭ￯ ﻓﻴﻬﺎ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﺰﻭﺟﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ‪،‬‬
‫ﻭﻫﻨﺪﺳ ﹼﹰﻴﺎ ﻻ ﻳﻤﻜﻦ ﻟﻨﻘﻄﺘﻴﻦ ﻣﻦ ﻧﻘﺎﻁ ﺍﻟﺪﺍﻟﺔ ﺃﻥ ﺗﻘﻌﺎ ﻋﻠﻰ ﻣﺴﺘﻘﻴﻢ ﺭﺃﺳﻲ ﻭﺍﺣﺪ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ‪.‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪x‬‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ‬ ‫‪3‬‬
‫‪y‬‬
‫‪‬‬ ‫‪    ‬‬
‫ﻛﺎﻧﺖ ‪ y‬ﺗﻤ ﱢﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪:‬‬
‫‪y‬‬
‫‪         ‬‬ ‫‪‬‬
‫‪         ‬‬ ‫‪x‬‬ ‫‪y‬‬
‫‪ (a‬ﺗﻤﺜﻞ ﻗﻴﻢ ﺍﻟﻤﺪﺧﻼﺕ ‪ x‬ﻃﻮﻝ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬ ‫‪-2‬‬ ‫‪-4‬‬
‫‪3‬‬ ‫‪-1‬‬ ‫ﺍﻟﻄﺎﻟﺐ ﺑﺎﻟﺒﻮﺻﺎﺕ‪ ،‬ﻭﻗﻴﻢ‬
‫‪3‬‬ ‫‪4‬‬
‫ﺍﻟﻤﺨﺮﺟﺎﺕ ‪ y‬ﻋﺪﺩ ﺍﻟﻜﺘﺐ ﺍﻟﺘﻲ‬
‫‪5‬‬ ‫‪6‬‬

‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪7‬‬ ‫‪9‬‬ ‫ﻳﻤﺘﻠﻜﻬﺎ ﺍﻟﻄﺎﻟﺐ‪.‬‬

‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ؛ ﻷﻧﻪ ﺭﺑﻤﺎ ﺗﺮﺗﺒﻂ ﺃﻛﺜﺮ‬
‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹼ‬
‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤ ﱢﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪:‬‬
‫‪ (a‬ﹼ‬
‫ﻣﻦ ﻗﻴﻤﺔ ﻟـ ‪ y‬ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ‪.x‬‬
‫ﺗﻤﺜﻞ ﻗﻴﻢ ‪ x‬ﺭﻗﻢ ﺍﻟﻄﺎﻟﺐ‪ ،‬ﻭﻗﻴﻢ ‪ y‬ﺩﺭﺟﺘﻪ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻔﻴﺰﻳﺎﺀ‪.‬‬
‫ﺗﺮﺗﺒﻂ ﻛﻞ ﻗﻴﻤﺔ ﻟـ ‪ x‬ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻟـ ‪ y‬؛ ﺇﺫ ﻻ ﻳﻤﻜﻦ ﻟﻠﻄﺎﻟﺐ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺩﺭﺟﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻓﻲ ﺍﺧﺘﺒﺎﺭ ﻭﺍﺣﺪ؛‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(b‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪. x‬‬
‫‪1‬‬ ‫‪0‬‬
‫‪y‬‬ ‫‪(c‬‬ ‫‪(b‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪8‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪‬‬
‫‪4‬‬ ‫‪-8‬‬ ‫‪-5‬‬
‫‪y‬‬ ‫‪4‬‬ ‫‪-2‬‬
‫‪-5‬‬ ‫‪-4‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪2‬‬
‫‪8x‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬
‫‪−4‬‬
‫‪4‬‬ ‫‪0‬‬ ‫‪-3‬‬ ‫‪x y ‬‬
‫‪ ‬‬
‫‪9‬‬ ‫‪-3‬‬
‫‪3‬‬ ‫‪-2‬‬
‫‪y ‬‬
‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ؛ ﻷﻥ ﺍﻟﻘﻴﻤﺘﻴﻦ ‪2, -2‬‬
‫‪−8‬‬ ‫‪6‬‬ ‫‪-3‬‬
‫‪x‬‬
‫‪3b‬‬
‫ﺑﻤﺎ ﺃﻧﻪ ﻳﻮﺟﺪ ﺧﻂ ﺭﺃﺳﻲ ﻣﺜﻞ‪ x = 4 :‬ﻳﻘﻄﻊ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﺗﺮﺗﺒﻂ ﻛﻞ ﻗﻴﻤﺔ ﻟـ ‪ x‬ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻟـ ‪ ، y‬ﻭﻋﻠﻴﻪ‬ ‫ﻣﻦ ‪ y‬ﺗﺮﺗﺒﻄﺎﻥ ﺑﺎﻟﻘﻴﻤﺔ ‪ 4‬ﻣﻦ ‪. x‬‬
‫ﻓﺈﻥ ‪ y‬ﻻ ﺗﻤ ﹼﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪. x‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺃﻛﺜﺮ ﻣﻦ ﻧﻘﻄﺔ ‪ ،‬ﹼ‬ ‫ﻓﺈﻥ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪. x‬‬
‫‪y‬‬ ‫‪(c‬‬
‫‪y 2 − 2x = 5 (d‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﹺـ ‪.y‬‬
‫ﻛﻲ ﺗﺤﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤ ﹼﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ ، x‬ﹼ‬
‫‪‬‬ ‫‪y 2 − 2x = 5‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ 2 x ‬‬ ‫‪y 2 = 5 + 2x‬‬
‫‪‬‬ ‫‪y = ± √5‬‬
‫‬
‫‪+ 2x‬‬

‫‪ y‬ﻻ ﺗﻤ ﹼﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬؛ ﻷﻥ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ‪ x‬ﺍﻷﻛﺒﺮ ﻣﻦ ‪ -2.5‬ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺘﻴﻦ ﻟﹺـ ‪، y‬‬ ‫‪y = x2‬‬ ‫‪3‬‬
‫ﺇﺣﺪﺍﻫﺎ ﻣﻮﺟﺒﺔ ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺳﺎﻟﺒﺔ‪.‬‬
‫‪‬‬ ‫ﺩﺍﻟﺔ؛ ﻷﻥ ﺃﻱ ﺧﻂ ﺭﺃﺳﻲ ﻳﻘﻄﻊ‬
‫‪ (3A‬ﺗﻤ ﹼﺜﻞ ﻗﻴﻢ ‪ x‬ﻛﻤﻴﺔ ﺍﻻﺳﺘﻬﻼﻙ ﺍﻟﺸﻬﺮﻱ ﻷﺳﺮﺓ ﻣﻦ ﺍﻟﻜﻬﺮﺑﺎﺀ‪ ،‬ﺃﻣﺎ ﻗﻴﻢ ‪ y‬ﻓﺘﻤ ﹼﺜﻞ ﺍﻟﻤﺒﻠﻎ ﺍﻟﻤﺴﺘﺤﻖ ﻣﻘﺎﺑﻞ ﺍﻻﺳﺘﻬﻼﻙ‪ .‬ﺩﺍﻟﺔ‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ‬
‫‪ 3y + 6x = 18 (3D‬ﺩﺍﻟﺔ‬ ‫‪8‬‬
‫‪y‬‬ ‫‪(3C‬‬ ‫‪x‬‬ ‫‪y (3B‬‬ ‫ﻓﻘﻂ ‪.‬‬
‫‪4‬‬
‫‪-6‬‬ ‫‪-7‬‬
‫‪x = 3 y 2 (d‬‬
‫‪2‬‬ ‫‪3‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ؛ ﻷﻧﻪ ﻋﻨﺪ ﺣﻞ‬
‫‪−4‬‬ ‫‪5‬‬ ‫‪9‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪ y‬ﻧﺠﺪ ﺃﻥ‬
‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪9‬‬ ‫‪22‬‬
‫ﻛﻞ ﻗﻴﻤﺔ ﻟـ ‪ x‬ﺃﻛﺒﺮ ﻣﻦ ﺍﻟﺼﻔﺮ‬
‫‪−8‬‬
‫ﺩﺍﻟﺔ‬
‫ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺘﻴﻦ ﻟـ ‪y‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪12‬‬

‫‪D‬‬ ‫‪E‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﺴﻤﻴﺔ ﺛﻼﺛﺔ ﺃﺷﻴﺎﺀ ﻟﻜﻞ ﻣﻨﻬﺎ ﻭﺟﻪ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﻣﺮﺑﻊ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺪﻭﻳﻦ ﻣﻌﻠﻮﻣﺎﺕ ﻋﻦ ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻤﺮﺑﻊ ﻭﻣﺴﺎﺣﺘﻪ‪ .‬ﺛﻢ ﺍﻧﻘﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻭﺗﺤﺪﱠ‬
‫ﺍﻟﻄﻼﺏ ﺑﺎﻟﺒﺤﺚ ﻋﻦ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻤﺮﺑﻊ ﻭﻣﺴﺎﺣﺘﻪ‪A(s) = s 2 .‬‬

‫‪ 1‬‬ ‫‪12‬‬

 ‫ﺴﺘﻌﻤﻞ )‪ f (x‬ﺭﻣ ﹰﺰﺍ ﻟﻠﺪﺍﻟﺔ ‪ ،‬ﻭ ﹸﻳﻘﺮﺃ ) ‪ f‬ﺍﻟـ ‪ ( x‬ﻭﻳﻌﻨﻲ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻋﻨﺪ ‪ . x‬ﻭﺑﻤﺎ ﺃﻥ )‪ f (x‬ﺗﻤ ﹼﺜﻞ ﻗﻴﻤﺔ ‪ y‬ﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺔ ‪، x‬‬
‫ﹸ‬ ‫ﹸﻳ‬
‫‪‬‬ ‫ﻓﺈﻧﻨﺎ ﻧﻜﺘﺐ‪. y = f (x) :‬‬
‫‪‬‬ ‫‪‬‬
‫‪ 3 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻲ‬ ‫‪f (x) = −6x‬‬ ‫‪y = −6x‬‬

‫ﻣﺘﻐﻴﺮﹰﺮﹰ ﺍ ﺗﺎﺑ ﹰﻌﺎ‪.‬‬

‫ﻣﺘﻐﻴﻴ‬ ‫ﹼﹰ‬
‫ﻣﺴﺘﻘﻼ‪ .‬ﻭﻳﻤﺜﻞ ﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﻗﻴﻢ ﺍﻟﻤﺪ￯ ﻭﻳﺴﻤﻰ ﻣﺘﻐ ﹼ‬ ‫ﻳﻤ ﹼﺜﻞ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ ﻭﻳﺴﻤﻰ ﻣﺘﻐ ﹼ‬
‫ﻣﺘﻐﻴﺮﹰﺮﹰ ﺍ‬
‫ﻣﺘﻐﻴﻴ‬
‫ﺗﻤﺜﻞ ﱠ‬
‫ﺩﻭﺍﻝ‪.‬‬
‫‪ 4 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻂ‬ ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﻣﻌﻄﺎﺓ‪.‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪ ، f (x) = x 2 + 8x – 24‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫‪ 5 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫‪f (6) (a‬‬
‫ﻋﻮﺽ ‪ 6‬ﻣﻜﺎﻥ ‪ x‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ ‪. f (x) = x + 8x − 24‬‬
‫‪2‬‬
‫ﻹﻳﺠﺎﺩ )‪ ، f (6‬ﹼ‬
‫‪ 6 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﺍﻟﺔ ﻣﺘﻌﺪﺩﺓ‬ ‫‪‬‬ ‫‪f (x) = x 2 + 8x − 24‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﻋﻨﺪ ﻧﻘﻂ ﻣﻌﻄﺎﺓ‪.‬‬ ‫‪x 6‬‬ ‫‪f (6) = (6) 2 + 8(6) − 24‬‬
‫‪ ‬‬ ‫‪= 36 + 48 − 24‬‬

‫‪‬‬ ‫‪ ‬‬ ‫‪= 60‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪، f (x) = x 2 - 2 x - 8‬‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪-5 f (3) (a‬‬
‫‪9d 2 + 6 d - 8 f (-3 d) (b‬‬
‫‪2‬‬
‫‪4 a - 8 a - 5 f (2 a - 1) (c‬‬
‫ﺣﺪﱢ ﺩ ﻣﺠﺎﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪f (−4x) (b‬‬
‫‪f (x)) = x 2 + 8x − 24‬‬
‫‪4‬‬
‫‪‬‬
‫‪x−4x‬‬ ‫‪f (-4x) = (-4x) 2 + 8(-4x) − 24‬‬ ‫‪( 1707 – 1783 ) ‬‬
‫‪ ‬‬ ‫‪= 16 x 2 − 32 x − 24‬‬
‫‪‬‬
‫‪ 800‬‬
‫‪f (x)‬‬
‫‪f (5c + 4) (c‬‬
‫‪‬‬ ‫‪f (x) = x 2 + 8x − 24‬‬
‫‪x 5c + 4‬‬ ‫‪f (5c + 4) = (5c + 4) 2 + 8(5c + 4) − 24‬‬
‫‪= 25c 2 + 40c + 16 + 40c + 32 − 24‬‬
‫‪5‬‬
‫‪8(5c + 4)(5c + 4) 2‬‬

‫‪ ‬‬ ‫‪= 25c 2 + 80c + 24‬‬

‫‪x - 1 (a‬‬
‫‪g(x) = √4‬‬ ‫‪‬‬
‫‪ ،f (x) = 2 2x + 3‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ _‬
‫‪D =  x x ≥ _1 , x ∈ R ‬‬
‫‪‬‬ ‫‪‬‬
‫‪x − 2x + 1‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫__‬
‫‪-6a + 19‬‬ ‫__‬
‫‪12x + 3‬‬
‫_‬
‫)∞ ‪D =  _ ,‬‬
‫‪f (−3a + 8) (4C‬‬ ‫‪f (6x) (4B‬‬ ‫‪f (12) (4A‬‬
‫‪1‬‬
‫‪4‬‬
‫ﺃﻭ‬ ‫‪9a 2 - 42a + 49‬‬ ‫‪36x 2 - 12x + 1‬‬
‫‪27‬‬
‫‪121‬‬
‫‪2‬‬
‫_ = )‪h(t‬‬
‫‪3t‬‬
‫‪2‬‬
‫‪(b‬‬ ‫ﺻﻔﺮﺍ ﺃﻭ ﺗﺠﻌﻞ‬
‫ﺇﺫﺍ ﻟﻢ ﻳﺬﻛﺮ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻓﺈﻧﻪ ﻳﻜﻮﻥ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻣﻊ ﺍﺳﺘﺜﻨﺎﺀ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻣﻘﺎﻡ ﺍﻟﻜﺴﺮ ﹰ‬ ‫‪‬‬
‫‪t -1‬‬
‫ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻋﺪ ﹰﺩﺍ ﺳﺎﻟ ﹰﺒﺎ ﺇﺫﺍ ﻛﺎﻥ ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬ ‫‪‬‬
‫} ‪D = { t | t ≠ ±1, t ∈ R‬‬ ‫‪‬‬
‫ﺃﻭ‬ ‫‪ ‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪5a‬‬
‫‪‬‬
‫)∞ ‪D = (-∞, -1) ∪(-1, 1) ∪(1,‬‬ ‫ﺣﺪﱢ ﺩ ﻣﺠﺎﻝ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬ ‫}‪D = R - {0, 7‬‬

‫_ = )‪f (x‬‬
‫‪2+x‬‬
‫‪(a‬‬
‫‪f (x) = __ (c‬‬
‫‪x-5‬‬ ‫‪x 2 - 7x‬‬
‫‪7‬‬
‫_‬‫‪2+x‬‬ ‫‪‬‬
‫‬
‫‪√2‬‬ ‫‪x-3‬‬ ‫ﺻﻔﺮﺍ‪ ،‬ﻭﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ، x - 7x = 0‬ﻓﺈﻥ ﺍﻟﻘﻴﻢ ﺍﻟﻤﺴﺘﺜﻨﺎﺓ‬
‫‪2‬‬
‫ﻣﻌﺮﻓﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻘﺎﻡ ﹰ‬
‫ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ‪ x 2 - 7x‬ﻏﻴﺮ ﹼ‬
‫‪‬‬
‫‪D =  x x > _3 , x ∈ R ‬‬ ‫ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻫﻲ ‪ x = 0‬ﻭ ‪ ،x = 7‬ﻭﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻋﺪﺍ ‪x = 0‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﻭ ‪ ، x = 7‬ﺃﻱ }‪ D = {x | x ≠ 0, x ≠ 7, x ∈ R‬ﺃﻭ )∞ ‪.D = (-∞, 0) ∪(0, 7) ∪(7,‬‬ ‫‪‬‬
‫_(=‪D‬‬
‫‪3‬‬
‫)∞ ‪,‬‬ ‫ﺃﻭ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪t - 5 (b‬‬
‫√ = )‪g(t‬‬
‫‬
‫‪f (x) = √x‬‬ ‫‪-5‬‬
‫‪- 5 ‬‬
‫‪g(t) = √t‬‬
‫ﺑﻤﺎ ﺃﻥ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﻌﺪﺩ ﺍﻟﺴﺎﻟﺐ ﻏﻴﺮ ﻣﻌﺮﻑ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ‪ t - 5 ≥ 0‬؛ ﺃﻱ ﺃﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ g‬ﻫﻮ‬
‫‪‬‬
‫ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻷﻛﺒﺮ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ‪ 5‬ﺃﻱ ﺃﻥ }‪ D = {x | x ≥ 5, x ∈ R‬ﺃﻭ )∞ ‪.D = [5,‬‬

‫‪13‬‬ ‫‪‬‬ ‫‪1 - 1 ‬‬

‫‪13‬‬ ‫‪‬‬ ‫‪1 - 1‬‬

‫}‪ {x|x ≠ -4, x ≠ -3, x ∈ R‬ﺃﻭ )∞ ‪5A) (-∞, -4) ∪ (-4, -3) ∪ (-3,‬‬
‫= )‪h(x‬‬ ‫_‬
‫‪1‬‬
‫‪(c‬‬
‫}‪ x ≥ 2, x ∈ R‬ﺃﻭ ‪ {x|x ≤ -2‬ﺃﻭ)∞ ‪5B) (-∞, -2] ∪ [2,‬‬ ‫√‬
‫‪x2 - 9‬‬
‫‪‬‬
‫ﻣﻌﺮﻓﺔ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻘﺎﻡ ﻣ ﹼﻌﺮ ﹰﻓﺎ‪ ،‬ﻭﻗﻴﻤﺘﻪ ﻻ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﺻﻔﺮﺍ‪ ،‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻬﺎ ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ‬ ‫ﺗﻜﻮﻥ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﹼ‬
‫‪ ، √x‬ﻭﻳﻜﻮﻥ ﻣﺠﺎﻝ )‪h (x‬‬ ‫ﻳﻜﻮﻥ ‪ ، x 2 - 9 > 0‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ‪ x 2 > 9‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ‪|x| > 3‬؛ ﻷﻥ|‪2 = |x‬‬
‫‪ ‬ﺗﺒ ﹼﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﻌﺪﺩﺓ‬ ‫‪6‬‬
‫ﻫﻮ }‪ x > 3, x ∈ R‬ﺃﻭ ‪ D = {x|x < -3‬ﺃﻭ )∞ ‪.D = (- ∞, -3) ∪ (3,‬‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﻣﻌﺪﻝ ﺳﻌﺮ ﺍﻟﻤﺘﺮ ﺍﻟﻤﺮﺑﻊ‬
‫}‪{x|x > -3, x ∈ R‬ﺃﻭ)∞ ‪(-3,‬‬ ‫‪‬‬ ‫ﺍﻟﻮﺍﺣﺪ ﺑﺎﻟﺪﺭﻫﻢ ﻣﻦ ﺍﻷﺭﺍﺿﻲ‬
‫_ = )‪g(x‬‬
‫‪8x‬‬
‫‪(5C‬‬ ‫‪a 2 - 4 (5B‬‬
‫√ = )‪h(a‬‬ ‫__ = )‪f (x‬‬‫‪5x - 2‬‬
‫‪(5A‬‬
‫‪√2x‬‬
‫‬‫‪+6‬‬ ‫‪2‬‬
‫‪x + 7x + 12‬‬ ‫ﺍﻟﺘﺠﺎﺭﻳﺔ ﺑﺪﻻﻟﺔ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻜﻠﻴﺔ‬
‫ﹼ‬
‫ﻟﻸﺭﺽ ‪. a‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ‪.‬‬ ‫ﹸﺴﻤﻰ ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﻭﺍﻝ‬
‫ﹸﻌﺮﻑ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ ﺑﻘﺎﻋﺪﺗﻴﻦ ﺃﻭ ﺃﻛﺜﺮ ﻭﻋﻠﻰ ﻓﺘﺮﺍﺕ ﻣﺨﺘﻠﻔﺔ ‪ ،‬ﻭﺗ ﹼ‬
‫ﺗ ﱠ‬
‫__ ‪‬‬
‫‪a - 1000‬‬
‫‪‬‬ ‫‪6‬‬ ‫‪+ 75 ,‬‬

‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺃﻛﺒﺮ ﻣﻌﺪﻝ ﻟﻄﻮﻝ ﺍﻟﻄﻔﻞ )‪ h(x‬ﺑﺎﻟﺒﻮﺻﺔ‪ ،‬ﻭﺃﻛﺒﺮ ﻃﻮﻝ ﻟﻮﺍﻟﺪﻳﻪ ‪ x‬ﺑﺎﻟﺒﻮﺻﺔ ﻣﻌﻄﺎﺓ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‬ ‫‪40‬‬
‫‪1000 ≤ a < 2600‬‬
‫)‪ -(a - 2600‬‬
‫‪__ + 110 ,‬‬
‫‪ 1.6x - 41.6 , 63 < x < 66‬‬
‫‪h(x) =  3x - 132 , 66 ≤ x ≤ 68‬‬
‫‪ 2x - 66 , x > 68‬‬
‫= )‪p(a‬‬
‫‪‬‬ ‫‪100‬‬
‫‪2600 ≤ a < 4000‬‬
‫‬
‫__‬
‫‪a - 4000‬‬
‫ﻓﺄﻭﺟﺪ ﺃﻛﺒﺮ ﻣﻌﺪﻝ ﻟﻄﻮﻝ ﺍﻟﻄﻔﻞ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ‪:‬‬
‫‪67 (a‬‬
‫‬ ‫‪25‬‬
‫‪+ 98 ,‬‬

‫‪‬‬ ‫‪a ≥ 4000‬‬

‫ﺑﻤﺎ ﺃﻥ ‪ 67‬ﻭﺍﻗﻌﺔ ﺑﻴﻦ ‪ 66‬ﻭ ‪ ، 68‬ﻓﺈﻧﻨﺎ ﻧﺴﺘﻌﻤﻞ ﺍﻟﻘﺎﻋﺪﺓ ‪ h(x) = 3 x - 132‬ﻹﻳﺠﺎﺩ )‪.h(67‬‬
‫‪66 ≤ x ≤ 68‬‬ ‫‪h(x)) = 3x - 132‬‬
‫‪x67‬‬ ‫‪h(67) = 3(67) - 132‬‬
‫‪‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺳﻌﺮ ﺍﻟﻤﺘﺮ ﺍﻟﻤﺮﺑﻊ‬
‫‪ ‬‬ ‫‪= 201 - 132 = 69‬‬ ‫ﺍﻟﻮﺍﺣﺪ ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻹﺟﺎﺑﺔ ﻓﺈﻥ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﺒﻠﻎ ﺃﻛﺒﺮ ﻃﻮﻝ ﻟﻮﺍﻟﺪﻳﻪ ‪ 67‬ﺑﻮﺻﺔ‪ ،‬ﻳﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻌﺪﻝ ﻣﻤﻜﻦ ﻟﻄﻮﻟﻪ‬
‫‪ 69‬ﺑﻮﺻﺔ‪.‬‬
‫‪ (a‬ﻣﺴﺎﺣﺔ ﺍﻷﺭﺽ ‪ 4000‬ﻣﺘﺮ‬
‫ﺩﺭﻫﻤﺎ‬
‫ﹰ‬ ‫ﻣﺮﺑﻊ‪98 .‬‬
‫‪72 (b‬‬
‫‪ (b‬ﻣﺴﺎﺣﺔ ﺍﻷﺭﺽ ‪ 3200‬ﻣﺘﺮ ﻣﺮﺑﻊ‪.‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ 72‬ﺃﻛﺒﺮ ﻣﻦ ‪ ،68‬ﻓﺈﻧﻨﺎ ﻧﺴﺘﻌﻤﻞ ﺍﻟﻘﺎﻋﺪﺓ ‪ h(x) = 2x - 66‬ﻻﻳﺠﺎﺩ )‪. h(72‬‬
‫‪x > 68 ‬‬ ‫‪h(x) = 2 x - 66‬‬
‫‪ 104‬ﺩﺭﻫﻢ‬
‫‪x72‬‬ ‫‪h(72) = 2(72) - 66‬‬
‫‪ ‬‬ ‫‪= 144 - 66 = 78‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻫﺬﻩ ﺍﻹﺟﺎﺑﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻄﻔﻞ ﺍﻟﺬﻱ ﻳﺒﻠﻎ ﺃﻛﺒﺮ ﻃﻮﻝ ﻟﻮﺍﻟﺪﻳﻪ ‪ 72‬ﺑﻮﺻﺔ‪ ،‬ﻳﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻌﺪﻝ ﻣﻤﻜﻦ ﻟﻄﻮﻟﻪ‬
‫‪ 78‬ﺑﻮﺻﺔ‪.‬‬

‫‪‬‬
‫‪  (6‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﻣﺮﻛﺒﺔ )‪ v(t‬ﺑﺎﻟﻤﻴﻞ ﻟﻜﻞ ﺳﺎﻋﺔ ﺗﹸﻌ ﹶﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻵﺗﻴﺔ‪ ،‬ﺣﻴﺚ‬
‫ﺍﻟﺰﻣﻦ ‪ t‬ﺑﺎﻟﺜﻮﺍﻧﻲ‪:‬‬
‫‪‬‬
‫‪‬‬ ‫‪4t‬‬ ‫‪,‬‬ ‫‪0 ≤ t ≤ 15‬‬ ‫‪‬‬
‫‪v (t) = ‬‬ ‫‪60‬‬ ‫‪,‬‬ ‫‪15 < t < 240‬‬ ‫‪‬‬
‫‪ -6 t + 1500‬‬ ‫‪,‬‬ ‫‪240 ≤ t ≤ 250‬‬ ‫‪‬‬
‫‪ ‬‬
‫ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬
‫‪‬‬
‫‪30 mi/h v(245) (6C‬‬ ‫‪60 mi/h v(15) (6B‬‬ ‫‪20 mi/h v(5) (6A‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪14‬‬

‫‪ 1‬‬ ‫‪14‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ = )‪g(x‬‬
‫‪2‬‬
‫‪3x 3‬‬
‫‪(22‬‬
‫‪x +x-4‬‬
‫ﺍﻛﺘﺐ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪،‬‬
‫ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﺇﻥ ﺃﻣﻜﻦ‪ (1-10 1, 2 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪g(-2) (a‬‬
‫‪ ‬‬ ‫‪g(5x) (b‬‬
‫‪x < -13 (2‬‬ ‫‪x > 50 (1‬‬
‫‪{-3, -2, -1, …} (4‬‬ ‫‪x ≤ -4 (3‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-35‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪g(8 - 4b) (c‬‬
‫‪ x < -19 (6‬ﺃﻭ ‪x > 21‬‬ ‫‪-31 < x ≤ 64 (5‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪g(m) = 3 +‬‬ ‫√‬
‫‪2‬‬
‫‪m - 4 (23‬‬ ‫‪ x ≤ -45 (8‬ﺃﻭ ‪x > 86‬‬ ‫‪ x ≤ 61 (7‬ﺃﻭ ‪x ≥ 67‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ ‫‪3 g(-2) (a‬‬ ‫‪ (9‬ﺍﻟﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﻤﻮﺟﺒﺔ ﻟﻠﻌﺪﺩ ‪x ≥ 32 (10 5‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫‪9m 2 - 4 g(3m) (b‬‬
‫√ ‪3 +‬‬
‫‪g(4m - 2) (c‬‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪3 :‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫√ ‪3 + 4‬‬
‫‪m2 - m‬‬
‫‪ (11‬ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ ‪ x‬ﻳﻤ ﱢﺜﻞ ﺭﻗﻢ ﺍﻟﺤﺴﺎﺏ ﻓﻲ ﺍﻟﺒﻨﻚ‪ ،‬ﻭﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﻳﻤ ﹼﺜﻞ‬
‫√ ‪t(x) = 5‬‬
‫‪6x 2 (24‬‬
‫ﺍﻟﺮﺻﻴﺪ ﻓﻲ ﺍﻟﺤﺴﺎﺏ‪ .‬ﺩﺍﻟﺔ‬
‫‪‬‬ ‫‪ t(-4) (a‬‬
‫‪20 √6‬‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬
‫‪10|x| √6 t(2x) (b‬‬ ‫‪x‬‬ ‫‪0.01‬‬ ‫‪0.04‬‬ ‫‪0.04‬‬ ‫‪0.07‬‬ ‫‪0.08‬‬ ‫‪0.09‬‬ ‫‪(12‬‬
‫‪ ‬ﺇﺫﺍ ﺍﺣﺘﺎﺝ ﺍﻟﻄﻼﺏ‬ ‫‪ t(7 + n) (c‬‬
‫‪5|7 + n| √6‬‬ ‫‪y‬‬ ‫‪423‬‬ ‫‪449‬‬ ‫‪451‬‬ ‫‪466‬‬ ‫‪478‬‬ ‫‪482‬‬

‫ﺇﻟﻰ ﻣﺴﺎﻋﺪﺓ ﻟﺤﻞ ﺍﻟﻤﺴﺄﻟﺔ ‪ ،9‬ﻓﺎﻛﺘﺐ‬ ‫ﺩﺍﻟﺔ‬ ‫‪x 2 = y + 2 (14‬‬ ‫‪ _1x = y‬ﺩﺍﻟﺔ‬ ‫‪(13‬‬
‫‪  (25‬ﹸﻗﺪﺭﺕ ﻣﺒﻴﻌﺎﺕ ﺷﺮﻛﺔ‬
‫ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪‬‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪_x = y - 6 (16‬‬ ‫√ ﺩﺍﻟﺔ‬
‫‪48y = x‬‬ ‫‪(15‬‬
‫‪ ‬‬ ‫ﻟﻠﺴﻴﺎﺭﺍﺕ ﺧﻼﻝ ﺧﻤﺲ ﺳﻨﻮﺍﺕ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬ ‫‪y‬‬
‫‪5(1), 5(2), 5(3), ….‬‬ ‫‪‬‬ ‫‪ ، f (t) = 24t 2 - 93t + 78‬ﺣﻴﺚ‬ ‫‪y‬‬ ‫‪(18‬‬ ‫‪y‬‬ ‫‪(17‬‬
‫‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺴﻨﻮﺍﺕ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻤﺒﻴﻌﺎﺕ‬
‫ﻳﻮﺿﺢ ﻫﺬﺍ ﺃﻥ ‪ n‬ﻫﻲ … ‪1, 2, 3,‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪3‬‬ ‫‪2‬‬ ‫ﺍﻟﻔﻌﻠﻴﺔ ﻣﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪14‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪74‬‬ ‫‪4‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪ 9 . f (1‬ﻣﻼﻳﻴﻦ‬
‫‪219‬‬ ‫‪5‬‬
‫‪‬‬ ‫‪ (b‬ﺃﻭﺟﺪ )‪ 213 . f (5‬ﻣﻠﻴﻮﻧﹰﺎ‬
‫‪ (c‬ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﺍﻟﻘﺎﻋﺪﺓ )‪ f (t‬ﺃﻛﺜﺮ ﺩﻗﺔ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﺃﻡ ﻓﻲ‬ ‫ﺩﺍﻟﺔ‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬
‫‪{ x | x > 50, x ∈ R}; (50, ∞) (1‬‬ ‫ﺍﻟﺴﻨﺔ ﺍﻷﺧﻴﺮﺓ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪4 :‬‬
‫‪{ x | x < -13, x ∈ R}; (2‬‬ ‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (26 -31 5 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪g(x) = 2x 2 + 18x - 14 (19‬‬
‫)‪(-∞,-13‬‬ ‫__ = )‪g(x‬‬
‫‪x+1‬‬
‫‪(27‬‬ ‫_ = )‪f (x‬‬
‫‪8x + 12‬‬
‫‪(26‬‬ ‫‪310 g(9) (a‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪x - 3x - 40‬‬ ‫‪x + 5x + 4‬‬
‫‪{ x | x ≤ -4, x ∈ R}; (-∞, -4 ] (3‬‬ ‫‪18x + 54x - 14 g(3x) (b‬‬
‫‪2‬‬
‫√ = )‪h(x‬‬
‫‪6 - x 2 (29‬‬ ‫= )‪g(a‬‬ ‫√‬
‫‪1 + a 2 (28‬‬
‫‪50m + 110m + 6 g(1 + 5m) (c‬‬
‫‪2‬‬
‫‪{ x | x ≥ -3 , x ∈ Z } (4‬‬ ‫_ = )‪f (x‬‬
‫‪2‬‬
‫_‪+‬‬
‫‪4‬‬
‫‪(31‬‬ ‫_ = )‪f (a‬‬ ‫‪5a‬‬
‫‪(30‬‬
‫‪x‬‬ ‫‪x+1‬‬ ‫√‬
‫‪4a − 1‬‬ ‫‪3y 3 - 6y + 9 (20‬‬
‫‪h(y) = -3‬‬
‫‪{ x | -31 < x ≤ 64, x ∈ R}; (5‬‬
‫‪-207 h(4) (a‬‬
‫] ‪(-31, 64‬‬ ‫‪  (32‬ﻳﻌﻄﻰ ﺯﻣﻦ ﺍﻟﺪﻭﺭﺓ ‪ T‬ﻟﺒﻨﺪﻭﻝ ﺳﺎﻋﺔ‬ ‫‪24y 3 + 12y + 9 h(-2y) (b‬‬
‫‪ x > 21, x ∈ R};(6‬ﺃﻭ ‪{ x | x < -19‬‬ ‫_ ‪ ،T = 2π‬ﺣﻴﺚ  ﻃﻮﻝ‬ ‫‪√9.8‬‬
‫‬
‫‬
‫ﺑﺎﻟﺼﻴﻐﺔ‬ ‫‪-375b 3 - 675b 2 - 435b - 90 h(5b + 3) (c‬‬
‫)∞ ‪(-∞, -19)
(21,‬‬ ‫ﺍﻟﺒﻨﺪﻭﻝ‪ ،‬ﻓﻬﻞ ﺗﻤ ﹼﺜﻞ ‪ T‬ﺩﺍﻟﺔ ﻓﻲ ؟ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ = )‪f t‬‬
‫‪4t + 11‬‬
‫‪ x ≥ 67, x ∈ R}; (7‬ﺃﻭ ‪{ x | x ≤ 61‬‬
‫(‪f‬‬ ‫‪(21‬‬
‫ﻛﺬﻟﻚ ﻓﺤﺪﱢ ﺩ ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻟﻢ ﺗﻜﻦ ﺩﺍﻟﺔ ﻓﺒ ﱢﻴﻦ‬ ‫‪2‬‬ ‫‪3t + 5t + 1‬‬
‫‪= 0,‬‬ ‫‪f (-6) (a‬‬
‫)∞ ‪(-∞, 61]
[ 67,‬‬ ‫ﺍﻟﺴﺒﺐ‪ 5  .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪f (4t) (b‬‬
‫‪T ‬‬
‫‪f (3 - 2 a) (c‬‬
‫‪ x > 86, x ∈ R}; (8‬ﺃﻭ ‪{ x | x ≤ -45‬‬
‫)∞ ‪(-∞, -45 ]
(86,‬‬
‫‪15‬‬ ‫‪‬‬ ‫‪1 - 1 ‬‬
‫‪{x | x = 5n, n ∈ N} (9‬‬
‫‪{ x | x ≥ 32, x ∈ R}; [32, ∞) (10‬‬
‫(‪ f‬ﺃﻛﺜﺮ ﺩﻗﺔ‬
‫‪(25c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﻥ ﺍﻟﻘﺎﻋﺪﺓ )‪f t‬‬
‫ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻷﺧﻴﺮﺓ‪ ،‬ﻭﺍﻟﺘﻲ ﺣﻘﻘﺖ ﺃﻋﻠﻰ‬ ‫‪‬‬
‫ﻣﺒﻴﻌﺎﺕ‪ ،‬ﺣﻴﺚ ﺇﻥ ‪ 213‬ﻗﺮﻳﺒﺔ ﺑﻨﺴﺒﺔ ‪3%‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﻦ ‪219‬؛ ﺑﻴﻨﻤﺎ ‪ 9‬ﺃﻛﺒﺮ ﺑﻨﺴﺒﺔ ‪ 800%‬ﻣﻦ ‪1‬‬ ‫‪56–65، 54، 53،1–35‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪ (32‬ﻧﻌﻢ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﻟﻜﻞ ﻗﻴﻤﺔ‬
‫‪) 1–37‬ﻓﺮﺩﻱ(‪) 41–47، 38–40،‬ﻓﺮﺩﻱ(‪56–65 ،52–54 ،50 ،49 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫ﻟﻠﻄﻮﻝ )‪ (l‬ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻟﻠﺰﻣﻦ‬
‫)‪ .(T‬ﻭﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‪.[0, ∞) :‬‬ ‫‪36–65‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪15‬‬ ‫‪‬‬ ‫‪1 - 1‬‬

 ‫‪  (39‬ﻳﻤ ﹼﺜﻞ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﺩﺍﺋﺮﺓ ﻣﺴﺎﺣﺘﻬﺎ ‪ A‬ﻭﻣﺤﻴﻄﻬﺎ ‪.C‬‬ ‫ﺃﻭﺟﺪ )‪ f (-5‬ﹶﻭ )‪ f (12‬ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪6  :‬‬

‫‪C‬‬ ‫‪ -4x + 3 , x < 3‬‬ ‫‪‬‬

‫‪23; 433 f (x) = ‬‬ ‫‪-x 3‬‬ ‫‪,‬‬ ‫‪3≤x≤8‬‬ ‫‪(33‬‬
‫‪A‬‬ ‫‪ 3x 2 + 1‬‬ ‫‪,‬‬ ‫‪x>8‬‬ ‫‪ ‬ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻘﺎﻋﺪﺗﻴﻦ‬
‫‪2‬‬
‫_‬ ‫ﺃﺳﺎﺳﻴﺘﻴﻦ ﺗﺘﻌﻠﻘﺎﻥ ﺑﺎﻟﻤﺴﺎﺋﻞ ‪26-31‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﺍﻟﻤﺴﺎﺣﺔ ﻛﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺤﻴﻂ‪A(c) = C .‬‬ ‫‪‬‬
‫‪4π‬‬ ‫
‬
‫‪-15 , x < -5‬‬
‫ﻭﻫﻤﺎ‪:‬‬
‫‪ (b‬ﺃﻭﺟﺪ )‪ A(4), A(0.5‬ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪1.27, 0.02 .‬‬ ‫_ ‪1; 8‬‬
‫‪1‬‬ ‫‪f (x) = ‬‬ ‫√‬
‫‪x + 6 , -5 ≤ x ≤ 10‬‬ ‫‪(34‬‬
‫‪6‬‬
‫‪ (c‬ﻣﺎ ﺗﺄﺛﻴﺮ ﺯﻳﺎﺩﺓ ﺍﻟﻤﺤﻴﻂ ﻓﻲ ﺍﻟﻤﺴﺎﺣﺔ؟ ﻛﻠﻤﺎ ﺯﺍﺩ ﺍﻟﻤﺤﻴﻂ‬ ‫
‬
‫‪‬‬ ‫‪_2 + 8 , x > 10‬‬ ‫ﺻﻔﺮﺍ‪.‬‬
‫‪ (1‬ﻻ ﻳﺠﻮﺯ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﻘﺎﻡ ﹰ‬
‫‪x‬‬
‫ﺯﺍﺩﺕ ﺍﻟﻤﺴﺎﺣﺔ‪.‬‬
‫‪ (2‬ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ ﻟﻠﺠﺬﺭ‬
‫‪  (40‬ﺗﺘﻨﺎﻗﺺ ﻗﻴﻤﺔ ﺃﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﻮﺏ ﺑﻌﺪ ﺷﺮﺍﺋﻬﺎ ﻣﻊ ﻣﺮﻭﺭ‬ ‫‪  (35‬ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪ T (x‬ﺃﺩﻧﺎﻩ ﺍﻟﺮﺑﺢ )ﺑﺎﻟﺪﺭﺍﻫﻢ( ﺍﻟﺬﻱ ﺗﻜﺴﺒﻪ ﺷﺮﻛﺔ‬
‫ﹸ‬
‫ﹸﺴﺘﻌﻤﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺨﻄﻴﺔ ﻟﺘﻤﺜﻴﻞ ﻫﺬﺍ ﺍﻟﺘﻨﺎﻗﺺ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺍﻟﺰﻣﻦ‪ .‬ﻭﺗ‬ ‫ﺗﻮﺯﻳﻊ ﻷﺟﻬﺰﺓ ﻫﺎﺗﻒ‪:‬‬ ‫ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻌﺪﺩ ﺳﺎﻟﺐ‪.‬‬
‫‪ v(t) = 1800 – 30 t‬ﺗﻤﺜﹼﻞ ﻗﻴﻤﺔ ﺣﺎﺳﻮﺏ ﺑﺎﻟﺪﺭﻫﻢ‪ ،‬ﺑﻌﺪ ‪ t‬ﺷﻬﺮ ﻣﻦ‬ ‫‪‬‬ ‫‪2.1x‬‬ ‫‪, 0 < x ≤ 7000‬‬
‫ﻓﺤﺪﺩ ﻣﺠﺎﻝ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﺷﺮﺍﺀﻩ‪ .‬ﱢ‬ ‫
‬
‫‪T(x) = ‬‬ ‫‪500 + 2.4x‬‬ ‫‪, 7000 < x ≤ 20000‬‬
‫} ‪D = {t | 0 ≤ t ≤ 60, t ∈ N‬‬ ‫
‬
‫‪‬‬ ‫‪800 + 3x‬‬ ‫‪, 20000 < x ≤ 80000‬‬ ‫‪ ‬‬
‫‪ ،‬ﺣﻴﺚ ‪ h ≠ 0‬ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ __‬
‫‪f (a) , f (a + h)) ,‬‬
‫)‪f (a + h) - f (a‬‬ ‫ﺣﻴﺚ ‪ x‬ﹼ‬
‫ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻤﻮﺯﱠ ﻋﺔ‪ ،‬ﻓﺄﻭﺟﺪ‪:‬‬
‫‪ (41-48‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪h‬‬
‫)‪. T(7000) , T(10000) , T(50000‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﻤﺴﺄﻟﺘﻴﻦ ‪ 50‬ﹶﻭ ‪،51‬‬
‫= )‪f (x‬‬ ‫‪√x‬‬
‫‬ ‫‪(42‬‬ ‫‪f (x) = -5 (41‬‬ ‫‪14700 , 24500 , 150800‬‬ ‫ﻳﻤﻜﻦ ﺍﻟﻜﺸﻒ ﻋﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ ﱠ‬
‫ﺩﻭﺍﻝ‬
‫‪f (x) = x 2 - 6x + 8 (44‬‬ ‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪(43‬‬ ‫ﻣﻌﺘﻤﺪﹰ ﺍ ﻋﻠﻰ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ ‪ ،‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻛﻞ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻵﺗﻴﻴﻦ‬
‫ﺑﺴﺮﻋﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﻌﻴﻴﻦ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ ﻟﻠﻌﻼﻗﺔ‪ ،‬ﻟﺬﺍ‬
‫‪x+4‬‬
‫‪ (36 , 37‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﹼ‬
‫ﻳﻤﺜﻞ ﺩﺍﻟﺔ ﺃﻡ ﻻ‪ ،‬ﱢ‬ ‫ﻓﺈﻧﻪ ﻻ ﺣﺎﺟﺔ ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﻋﻼﻗﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪f (x) = x 3 + 9 (46‬‬ ‫‪f (x) = −14x + 6 (45‬‬
‫‪y‬‬ ‫‪(37‬‬ ‫‪y‬‬ ‫‪(36‬‬
‫‪8‬‬
‫‪f (x) = x 3 (48‬‬ ‫‪f (x) = 5x 2 (47‬‬
‫‪4‬‬

‫‪  (49‬ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﻮﻃﻨﻴﺔ ﻳﺘﻢ ﺻﻨﻊ ﺃﻏﻠﻔﺔ ﺑﺮﻳﺪﻳﺔ ﻣﺘﻔﺎﻭﺗﺔ‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪‬‬
‫ﺍﻷﺑﻌﺎﺩ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻧﺴﺒﺔ ﻃﻮﻝ ﺍﻟﻐﻼﻑ ﺇﻟﻰ ﻋﺮﺿﻪ ﻣﻦ ‪ 1.3‬ﺇﻟﻰ‬ ‫‪ (36‬ﺩﺍﻟﺔ‪ ،‬ﻻ ﻳﻘﻄﻊ ﺃﻱ ﺧﻂ ﺭﺃﺳﻲ ﺍﻟﻤﻨﺤﻨﻰ ﺃﻛﺜﺮ ﻣﻦ‬
‫‪−4‬‬

‫‪ ،2.5‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺃﺻﻐﺮ ﻗﻴﻤﺔ ﻟﻄﻮﻝ ﺍﻷﻏﻠﻔﺔ ﺍﻟﻤﻨﺘﺠﺔ ‪ ، 5 in‬ﻭﺃﻛﺒﺮ ﻗﻴﻤﺔ‬ ‫‪−8‬‬
‫ﻣﺮﺓ ‪.‬‬
‫‪ ، 11_12 in‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪(a,b :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (37‬ﻟﻴﺴﺖ ﺩﺍﻟﺔ؛ ﻷﻥ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ )ﺍﻟﻤﺤﻮﺭ ‪ (y‬ﻳﻘﻄﻊ‬
‫‪  (38‬ﺗﺘﻜﻮﻥ ﻣﺴﺎﺑﻘﺔ ﺭﻳﺎﺿﻴﺔ ﻣﻦ ﺛﻼﺙ ﻣﺮﺍﺣﻞ‪ :‬ﺳﺒﺎﺣﺔ‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻨﻘﻄﺘﻴﻦ‬
‫ﻣﺴﺎﻓﺔ ‪ ، 0.4 mi‬ﻭﻗﻴﺎﺩﺓ ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋﻴﺔ ﻣﺴﺎﻓﺔ ‪ ، 5 mi‬ﻭﺟﺮﻱ ﻣﺴﺎﻓﺔ‬
‫‪‬‬
‫‪ . 2.6 mi‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﻋﺰﺍﻡ ﻓﻲ ﻛﻞ ﻣﺮﺣﻠﺔ ﻣﻦ ﺍﻟﻤﺮﺍﺣﻞ‬ ‫)‪. (0, -4) , (0, 0‬‬
‫ﺍﻟﺜﻼﺙ ﻛﻤﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪:‬‬ ‫‪‬‬ ‫‪4t , 0 ≤ t ≤ 0.1 (38a‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫= )‪D(t‬‬ ‫‪‬‬ ‫‪20t - 1.6 , 0.1 < t ≤ 0.35‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻐﻼﻑ ‪ A‬ﻛﺪﺍﻟﺔ ﻓﻲ ﻃﻮﻟﻪ  ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺴﺒﺔ ﻃﻮﻝ‬ ‫‪4 mi/ h‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪6t + 3.32 , 0.35 < t ≤ 0.78‬‬
‫ﺍﻟﻐﻼﻑ ﺇﻟﻰ ﻋﺮﺿﻪ ‪ ، 1.8‬ﺛﻢ ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫‪20 mi/ h‬‬ ‫‪‬‬
‫‪‬‬ ‫‪-5 , -5 , 0 (41‬‬
‫‪ (b‬ﺍﻛﺘﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻐﻼﻑ ‪ A‬ﻛﺪﺍﻟﺔ ﻓﻲ ﻋﺮﺿﻪ ‪ ، h‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺴﺒﺔ‬ ‫‪6 mi/ h‬‬

‫ﻃﻮﻝ ﺍﻟﻐﻼﻑ ﺇﻟﻰ ﻋﺮﺿﻪ ‪ ، 2.1‬ﺛﻢ ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪.‬‬

‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ ﺗﻤ ﹼﺜﻞ ﺍﻟﻤﺴﺎﻓﺔ ‪ D‬ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﻋﺰﺍﻡ‬ ‫‪√a , √a‬‬
‫‪+h ,‬‬ ‫__‬
‫‪√a‬‬
‫‪+ h - √a‬‬
‫‪(42‬‬
‫‪ (c‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺍﻟﻐﻼﻑ ﻋﻨﺪ ﺃﻛﺒﺮ ﻃﻮﻝ ﻣﻤﻜﻦ ﻟﻪ ‪ ،‬ﻭﺃﻛﺒﺮ ﻧﺴﺒﺔ ﺑﻴﻦ‬ ‫‪h‬‬
‫ﻃﻮﻟﻪ ﻭﻋﺮﺿﻪ‪52.9 in 2 .‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ‪ t‬ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﺇﺫﺍ ﻟﺰﻡ ﺫﻟﻚ‪.‬‬
‫ﺑﺪﻻﻟﺔ ﺍﻟﺰﻣﻦ ‪ .t‬ﱢ‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_‬
‫‪ (b‬ﺣﺪﱢ ﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪[0, 0.78] .‬‬ ‫__ ‪,‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪(43‬‬
‫‪a+4‬‬ ‫‪a+h+4‬‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪ .‬ﱢﺑﺮﺭ‬
‫ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫____‬
‫‪, 2‬‬
‫‪-1‬‬
‫‪ (50, 51‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪a + a h + 8 a + 4 h + 16‬‬
‫‪x = y 3 (51‬‬ ‫‪x = |y| (50‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪16‬‬

‫‪a 2 - 6 a + 8, a 2 + 2ah + h 2 - 6a - 6h + 8, 2a - 6 + h (44‬‬

‫‪-14 a + 6, -14 a - 14 h + 6, -14 (45‬‬

‫‪a 3 + 9 , a 3 + 3 a 2 h + 3 a h 2 + h 3 + 9, 3 a 2 + 3 a h + h 2 (46‬‬

‫‪5 a 2 , 5 a 2 + 10 a h + 5 h 2 , 10 a + 5 h (47‬‬

‫‪a 3 , a 3 + 3 a 2 h + 3 ah 2 + h 3 , 3 a 2 + 3 a h + h 2 (48‬‬

‫_ = )‪A(ℓ‬‬
‫‪ℓ‬‬ ‫‪2‬‬
‫‪; [5,11.5] (49a‬‬
‫‪1.8‬‬
‫‪A(h) = 2.1h 2, [2.4, 5.5] (49b‬‬

‫‪ 1‬‬ ‫‪16‬‬

 ‫‪‬‬ ‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﻣﺪ￯‬ ‫‪(52‬‬
‫‪ (a – d‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪.‬‬ ‫‪N‬‬
‫‪nN‬‬ ‫ﺣﻴﺚ‬ ‫‪،‬‬ ‫‪f‬‬ ‫)‪(x‬‬ ‫=‬ ‫‪x‬‬ ‫‪n‬‬
‫ﺍﻟﺪﺍﻟﺔ‬
‫‪‬‬ ‫‪   (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ ﻟﺘﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪f (x) = x n‬‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 52‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫ﺩﺍﺋﻤﺎ‪B :‬‬
‫‪ (64‬ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬ ‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻟﻘﻴﻢ ‪ n‬ﺍﻟﺼﺤﻴﺤﺔ ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪.6‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺠﺪﺍﻭﻝ‪ ،‬ﻭﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠﻔﻈﻲ‬ ‫‪ A‬ﺍﻟﺪﺍﻟﺔ ﻻ ﺗﻤﺜﻞ ﻋﻼﻗﺔ‪.‬‬
‫ﻻﺳﺘﻘﺼﺎﺀ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫‪ B‬ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﻋﻼﻗﺔ‪.‬‬

‫‪ C‬ﻛﻞ ﻋﻼﻗﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‪.‬‬

‫‪ D‬ﺍﻟﻌﻼﻗﺔ ﻻ ﺗﻜﻮﻥ ﺩﺍﻟﺔ‪.‬‬

‫‪‬‬
‫‪   (b‬ﺗﻨﺒﺄ ﺑﻤﺪ￯ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﻣ ﱠﺜﻠﺘﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪،a‬‬
‫‪ ‬ﺇﺟﺎﺑﺔ ﻋﺒﺪﺍﻟﻠﻪ‬ ‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤﺜﻞ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪C :‬‬
‫‪ (65‬ﱞ‬ ‫ﻭﺍﻋﺮﺿﻪ ﻓﻲ ﺟﺪﻭﻝ ﻳﺘﻀﻤﻦ ﻗﻴﻢ ‪ ، n‬ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﺮﺗﺒﻂ ﺑﻜﻞ ﻣﻨﻬﺎ‪.‬‬
‫ﻋﻠﻰ ﺍﻟﺴﺆﺍﻝ ‪ 53‬ﺃﻏﻔﻠﺖ ﻋﻨﺎﺻﺮ ﻣﻦ‬ ‫_ = )‪h (x‬‬
‫√‬
‫‪2x - 3‬‬
‫‪x-5‬‬
‫ﺧﻤﻦ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬
‫‪   (c‬ﹼ‬
‫ﺍﻟﻤﺠﺎﻝ‪ .‬ﻟﺬﺍ ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻥ ﻗﻴﻢ ‪x‬‬ ‫ﺧﻤﻦ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﻓﺮﺩ ﹼﹰﻳﺎ‪.‬‬
‫‪   (d‬ﹼ‬
‫‪x≠5‬‬ ‫‪A‬‬
‫ﺍﻟﺘﻲ ﻻ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻲ‬ ‫‪‬‬
‫_≥‪x‬‬
‫‪3‬‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻤﻘﺎﻡ ﹰ‬ ‫‪2‬‬
‫‪B‬‬
‫‪  (53‬ﺃﺭﺍﺩ ﹼ‬
‫ﻛﻞ ﻣﻦ ﻋﺒﺪ ﺍﻟﻠﻪ ﻭﺳﻠﻤﺎﻥ ﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫_≥‪x‬‬
‫‪3‬‬
‫‪,x≠5‬‬ ‫‪C‬‬
‫‪2‬‬ ‫_ = )‪ . f (x‬ﻓﻘﺎﻝ ﻋﺒﺪ ﺍﻟﻠﻪ‪ :‬ﺇﻥ ﺍﻟﻤﺠﺎﻝ ﻫﻮ‬
‫‪2‬‬
‫‪x2 - 4‬‬
‫_≠‪x‬‬
‫‪3‬‬
‫‪D‬‬ ‫)∞ ‪ .(-∞, -2) ∪ (2,‬ﻓﻲ ﺣﻴﻦ ﻗﺎﻝ ﺳﻠﻤﺎﻥ‪ :‬ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﻫﻮ‬
‫‪2‬‬
‫‪ 4‬‬ ‫}‪ . {x | x ≠ -2, x ≠ 2, x ∈ R‬ﻓﺄﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﹼﺑﺮﺭ‬
‫ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ‬
‫__ = )‪f(x‬‬
‫(‪ f‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻞ‬ ‫‪1‬‬
‫‪ (54‬ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫__ = )‪f x‬‬
‫(‪f‬‬ ‫‪-4x‬‬
‫ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫)‪(x + 3)(x + 1)(x - 5‬‬
‫‪√x‬‬
‫‪2‬‬
‫‪-1‬‬ ‫ﻣﻦ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﻭﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪ .‬ﺃﻱ ﺍﻟﻄﺮﻳﻘﺘﻴﻦ ﺗﻔﻀﻞ؟‬
‫)‪. f(3‬‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪f‬‬
‫ﻭﻟﻤﺎﺫﺍ؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪-3 √2‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ G(x‬ﺩﺍﻟﺔ ﻓﻴﻬﺎ ‪G(1) = 1 , G(2) = 2 , G(3) = 3‬‬
‫‪‬‬ ‫‪(55‬‬
‫)‪_4 .G(6‬‬ ‫‪G(x - 2) G(x - 1) + 1‬‬
‫ﻭ __ = )‪ G(x + 1‬ﻟﻜﻞ ‪ ، x ≥ 3‬ﻓﺄﻭﺟﺪ)‪(6‬‬
‫))‪G((x‬‬
‫‪7‬‬
‫‪‬‬ ‫ﺍﻟﻤﻌﺮﻓﺔ ﻣﻦ ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ X‬ﺇﻟﻰ‬
‫ﱠ‬ ‫ﺃﻱ ﺍﻟﺠﻤﻞ ﺍﻵﺗﻴﺔ ﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪ ‬ﱡ‬
‫ﺍﻟﻤﺠﻤﻮﻋﺔ ‪ Y‬ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ ،‬ﻭﺃﻳﻬﺎ ﺧﺎﻃﺌﺔ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‪ ،‬ﻓﺄﻋﺪ ﻛﺘﺎﺑﺘﻬﺎ‬
‫ﻟﺘﺼﺒﺢ ﺻﺤﻴﺤﺔ‪.‬‬
‫‪ (56‬ﺧﻄﺄ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻟﻴﺲ ﺑﺎﻟﻀﺮﻭﺭﺓ‬ ‫ﻳﺮﺗﺒﻂ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ‪ Y‬ﺑﻌﻨﺼﺮ ﻭﺍﺣﺪ ﻣﻦ ‪ . X‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(56‬‬
‫ﺍﺭﺗﺒﺎﻁ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ‪ Y‬ﺑﻌﻨﺼﺮ‬ ‫ﻻ ﻳﺮﺗﺒﻂ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ‪ X‬ﺑﺎﻟﻌﻨﺼﺮ ﻧﻔﺴﻪ ﻣﻦ ‪ . Y‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪(57‬‬
‫ﻣﺨﺘﻠﻒ ﻣﻦ ‪. X‬‬ ‫ﻻ ﻳﺮﺗﺒﻂ ﻋﻨﺼﺮﺍﻥ ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ‪ Y‬ﺑﺎﻟﻌﻨﺼﺮ ﻧﻔﺴﻪ ﻣﻦ ‪ . X‬ﺻﺤﻴﺤﺔ‬ ‫‪(58‬‬
‫‪ (57‬ﺧﻄﺄ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﻜﻦ ﻟﻌﻨﺼﺮﻳﻦ ﺃﻭ‬
‫‪ ‬ﹼ‬
‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺧﻼﻝ‪:‬‬
‫ﺃﻛﺜﺮ ﻣﻦ ‪ X‬ﺍﻻﺭﺗﺒﺎﻁ ﺑﺎﻟﻌﻨﺼﺮ ﻧﻔﺴﻪ‬
‫ﺗﺒﻴﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻋﻨﺎﺻﺮ ﺍﻟﻤﺠﺎﻝ ﻭﻋﻨﺎﺻﺮ ﺍﻟﻤﺪ￯‪.‬‬
‫‪ (59‬ﺟﻤﻠﺔ ﻟﻔﻈﻴﺔ ﹼ‬
‫ﻣﻦ ‪.Y‬‬
‫ﻣﺠﻤﻮﻋﺔ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ‪ (59-63 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪(60‬‬
‫‪ (61‬ﺟﺪﻭﻝ ﻗﻴﻢ‪.‬‬
‫‪ (62‬ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ ‪.‬‬
‫‪ (63‬ﻣﻌﺎﺩﻟﺔ‪.‬‬

‫‪17‬‬ ‫‪‬‬ ‫‪1 - 1 ‬‬

‫‪M‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﻣﺜﺎﻟﻴﻦ ﻋﻠﻰ ﺩﺍﻟﺘﻴﻦ ﻣﺠﺎﻝ ﹼ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﻫﻮ‬ ‫‪‬‬
‫)∞ ‪.(-∞, -3)
(-3, 1)
(1,‬‬
‫__ = )‪.f(x‬‬
‫‪2‬‬
‫‪1‬‬
‫__ = )‪, g(x‬‬
‫‪2‬‬
‫‪x-4‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪:‬‬
‫‪x + 2x - 3‬‬ ‫‪x + 2x - 3‬‬

‫‪17‬‬ ‫‪‬‬ ‫‪1 - 1‬‬

 ‫‪‬‬

‫‪1 - 1‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(6)‬‬

‫‪‬‬ ‫‪1-1‬‬

‫ﺍﻛﺘﺐ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ‪ ،‬ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻔﺘﺮﺓ ﺇﻥ ﺃﻣﻜﻦ‪:‬‬
‫‪-6.5 < x ≤ 3 (2‬‬ ‫‪{…, -2, -1, 0, 1, 2} (1‬‬
‫]‪{x | -6.5 < x ≤ 3, x ∈ R}; (-6.5, 3‬‬ ‫}  ∈ ‪{x | x ≤ 2, x‬‬

‫‪ x < 0 (4‬ﺃﻭ ‪x > 8‬‬ ‫‪x < 3 (3‬‬

‫;}‪ x > 8, x ∈ R‬ﺃﻭ ‪{x | x < 0‬‬ ‫)‪{x | x < 3, x ∈ R }, (-∞ , 3‬‬
‫)∞ ‪(-∞, 0) ∪ (8,‬‬
‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪:‬‬
‫ﺗﻤﺜﻞ ‪ x‬ﺭﻗﻢ ﻟﻮﺣﺔ ﺍﻟﺴﻴﺎﺭﺓ‪ ،‬ﻭ ‪ y‬ﺳﻨﺔ ﺻﻨﻊ ﺍﻟﺴﻴﺎﺭﺓ‪ .‬ﺩﺍﻟﺔ‬ ‫‪(5‬‬

‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪y‬‬ ‫‪(7‬‬ ‫ﺩﺍﻟﺔ‬ ‫‪8‬‬

‫‪y‬‬ ‫‪(6‬‬
‫‪4‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−88‬‬

‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪x = 5( y - 1)2 (9‬‬ ‫ﺩﺍﻟﺔ‬ ‫‪-x + y = 3x (8‬‬

‫‪ ‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪f (a) = -33 √a‬‬

‫‪2‬‬
‫‪+ 9 (11‬‬ ‫‪h(x) = x 2 - 8x + 1 (10‬‬
‫‪-15 f (4) (a‬‬ ‫‪10 h(-1) (a‬‬

‫‪a 2 + 1 f (3 a) (b‬‬
‫√ ‪-9‬‬ ‫‪4x - 16 x + 1 h (2 x) (b‬‬
‫‪2‬‬

‫‪a 2 + 2 a + 10 f (a + 1) (c‬‬
‫√ ‪-3‬‬ ‫‪x 2 + 8 x + 1 h (x + 8) (c‬‬

‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬

‫_ = )‪h(t‬‬
‫‪2‬‬
‫}‪{t | t ≠ -3, t ∈ R‬‬ ‫‪2t - 6‬‬
‫‪(13‬‬ ‫_ ‪{x | x ≤ -‬‬ ‫‪, x ∈ R} g(x) = √-‬‬
‫‬
‫‪3 x - 2 (12‬‬
‫‪t2 + 6t + 9‬‬ ‫‪3‬‬

‫‪ 3 x 2 + 16 , x < - 2‬‬

‫= )‪64; 3 f (x‬‬ ‫‪‬‬

‫‪‬‬
‫‬
‫‪√x‬‬ ‫‪- 2 , -2 < x ≤ 11‬‬
‫‪-75 , x > 11‬‬
‫ﺃﻭﺟﺪ )‪ f (-4‬ﻭ )‪ f (11‬ﻟﻠﺪﺍﻟﺔ‬ ‫‪(14‬‬

‫‪6‬‬

‫‪ 1‬‬ ‫‪17 A‬‬










































17 B  1
 ‫‪‬‬
‫‪‬‬
‫‪Analyzing Graphs of Functions and Relations‬‬
‫‪‬‬ ‫‪1 -2‬‬
‫ﺗﹸﻮﻟﻲ ﻣﻌﻈﻢ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﺃﻫﻤﻴﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻟﻠﻘﻄﺎﻉ ﺍﻟﺼﺤﻲ‪،‬‬
‫‪‬‬
‫‪‬‬ ‫‪ 1‬‬
‫ﻭﻳﻨﻌﻜﺲ ﺫﻟﻚ ﻋﻠﻰ ﺍﻟﻤﻴﺰﺍﻧﻴﺔ ﺍﻟﻤﺨﺼﺼﺔ ﻟﻪ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬
‫ﻣﺨﺼﺼﺎﺕ ﺍﻟﺼﺤﺔ )ﺑﻤﻠﻴﺎﺭﺍﺕ ﺍﻟﺪﺭﺍﻫﻢ( ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺪﻭﻝ‬
‫ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ) ‪ ( 2009 - 2016‬ﻡ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬ ‫‪‬‬ ‫■‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪1-2‬‬
‫‪f (x) = -0.0015x 4 + 0.0145x 3 + 0.3079x 2 -0.5654x + 14.07 , 1≤x≤8‬‬ ‫‪  y ‬‬ ‫ﺗﻌﻴﻴﻦ ﺍﻟﺪﻭﺍﻝ ﻭﺇﻳﺠﺎﺩ ﻗﻴﻤﻬﺎ‪.‬‬
‫ﺣﻴﺚ ﺗﻤﺜﻞ ‪ x‬ﺭﻗﻢ ﺍﻟﺴﻨﺔ ﻣﻨﺬ ﻋﺎﻡ ‪2008‬ﻡ ‪ .‬ﻭﻳﺴﺎﻋﺪﻙ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ‬ ‫‪‬‬ ‫■‬

‫ﻫﺬﺍ ﺍﻟﻤﻮﻗﻒ ﺍﻟﺤﻴﺎﺗﻲ‪.‬‬ ‫‪ ‬‬ ‫‪1-2‬‬

‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‪،‬‬
‫‪y‬‬
‫‪ ‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ‬
‫))‪(x, f (x‬‬ ‫ﻭﺇﻳﺠﺎﺩ ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﻣﺪﺍﻫﺎ‪ ،‬ﻭﻣﻘﻄﻌﻬﺎ ‪y‬‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ))‪ ، (x, f (x‬ﺣﻴﺚ ‪ x‬ﺃﺣﺪ ﻋﻨﺎﺻﺮ ﻣﺠﺎﻝ ‪ . f‬ﻭﺑﻤﻌﻨﻰ ﺁﺧﺮ ﻓﺈﻥ‬ ‫‪‬‬
‫)‪y = f ( x‬‬
‫)‪f (1‬‬ ‫)‪f (x‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻫﻮ ﻣﻨﺤﻨﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ )‪ .y = f (x‬ﻭﻣﻦ ﺛﻢ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ‬ ‫‪zeros‬‬
‫ﻭﺃﺻﻔﺎﺭﻫﺎ‪.‬‬
‫ﺍﻟﻤﻄﻠﻘﺔ ﻟﻘﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻣﺴﺎﻭﻳ ﹰﺔ ﻃﻮﻝ ﺍﻟﻌﻤﻮﺩ ﺍﻟﻮﺍﺻﻞ ﻣﻦ ﻧﻘﻄﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪x‬‬ ‫ﺍﺳﺘﻜﺸﺎﻑ ﺗﻤﺎﺛﻞ ﻣﻨﺤﻨﻴﺎﺕ ﺍﻟﺪﻭﺍﻝ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫‪-2‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫ﺇﻟﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫)‪f (-2‬‬ ‫‪roots‬‬ ‫ﻭﺗﺤﺪﻳﺪ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ‬
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻓﻲ ﻛﺜﻴﺮ ﻣﻦ ﺍﻷﺣﻴﺎﻥ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫ﹸﻳ‬ ‫‪‬‬
‫ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫‪line symmetry‬‬
‫‪‬‬ ‫‪1-2‬‬
‫‪‬‬ ‫‪1‬‬
‫‪point symmetry‬‬ ‫ﺍﺳﺘﻜﺸﺎﻑ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺪﺍﻟﺔ ‪f‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﻭﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟" ﻟﻺﺟﺎﺑﺔ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪even function‬‬

‫‪ (a‬ﻗﺪﹼ ﺭ ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ ‪ 2014‬ﻡ ‪ ،‬ﺛﻢ ﺗﺤ ﱠﻘﻖ ﻣﻦ‬ ‫‪‬‬

‫‪‬‬

‫‪odd function‬‬
‫)‪y = f (x‬‬ ‫ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫‪30‬‬
‫ﺍﻟﺴﻨﺔ ‪ 2014‬ﻡ ﻫﻲ ﺍﻟﺴﻨﺔ ﺍﻟﺴﺎﺩﺳﺔ ﺑﻌﺪ ‪ 2008‬ﻡ ‪،‬‬
‫ﻟﺬﺍ ﺗﹸﻘﺪﱠ ﺭ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ‪ x = 6‬ﺑﹺـ ‪ 23‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ‪،‬‬
‫‪20‬‬
‫ﻭﻋﻠﻴﻪ ﺗﻜﻮﻥ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ ‪2014‬ﻡ ﻫﻲ‬ ‫‪ 2‬‬
‫‪10‬‬
‫‪ 23‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﻭﻟﻠﺘﺤ ﱡﻘﻖ ﻣﻦ ﺫﻟﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ )‪f (6‬‬
‫ﺑﺎﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪‬‬
‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬
‫‪f (6) = -0٫0015(6) 4 + 0.0145(6) 3 +‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫‪2008‬‬
‫‪0.3079(6) 2 - 0.5654(6) + 14.07 ≈ 22.95‬‬
‫‪‬‬
‫ﹰ‬
‫ﻣﻌﻘﻮﻻ‪.‬‬ ‫ﻣﻠﻴﺎﺭﺍ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﻟﺬﺍ ﹸﻳﻌﺪﱡ ﺍﻟﺘﻘﺮﻳﺐ ‪ 23‬ﹰ‬
‫• ﻣﺎ ﻧﻮﻉ ﺍﻟﺪﺍﻟﺔ )‪f(x‬؟‬
‫ﺟﺒﺮﻳﺎ‪.‬‬
‫ﹼﹰ‬ ‫‪ (b‬ﻗﺪﹼ ﺭ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻓﻴﻬﺎ ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ‪ 15‬ﻣﻠﻴﺎﺭ ﺩﺭﻫﻢ‪ ،‬ﺛﻢ ﺗﺤﻘﱠﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ‬
‫ﻣﻠﻴﺎﺭﺍ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ x‬ﻗﺮﻳﺒﺔ ﻣﻦ ﺍﻟﻌﺪﺩ ‪ ، 3‬ﻟﺬﺍ ﺗﻜﻮﻥ‬
‫ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬
‫ﹸﻳﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺗﻜﻮﻥ ‪ 15‬ﹰ‬
‫ﻣﻠﻴﺎﺭﺍ ﻓﻲ ﺳﻨﺔ ‪ 2011‬ﻡ ‪ .‬ﻭﻟﻠﺘﺤﻘﻖ ﺟﺒﺮ ﹼﹰﻳﺎ ﺃﻭﺟﺪ )‪. f (3‬‬
‫ﺍﻟﻤﺨﺼﺼﺎﺕ ‪ 15‬ﹰ‬ ‫• ﻣﺎﺫﺍ ﺗﻤﺜﻞ ﺍﻟﻘﻴﻤﺔ )‪f(1‬؟‬
‫‪f 3) = -0.0015(3) 4 + 0.0145(3) 3 + 0.3079(3) 2 - 0.5654(3) + 14.07≈15.4149‬‬
‫(‪f‬‬
‫ﻗﻴﻤﺔ ﺍﻟﻤﺨﺼﺼﺎﺕ ﺳﻨﺔ ‪2010‬ﻡ ﺑﻤﻠﻴﺎﺭﺍﺕ‬
‫ﻟﺬﺍ ﺗﻌﺪ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ‪2011‬ﻡ ﻣﻌﻘﻮﻟﺔ‪.‬‬
‫ﺍﻟﺪﺭﺍﻫﻢ‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪18‬‬

‫‪ 1‬‬ ‫‪18‬‬

 ‫‪‬‬
‫‪ ‬‬ ‫ﺗﻘﺪﻳﺮﺍ‬
‫ﹰ‬ ‫= )‪v (d‬‬ ‫‪0.002d 4‬‬
‫‪-‬‬ ‫‪+‬‬ ‫‪0.11d 3‬‬ ‫‪  (1‬ﺗﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‪- 8.6d + 31, 0 ≤ d ≤ 20 :‬‬
‫‪1.77d 2‬‬
‫ﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺃﺣﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻓﻲ ﺍﻟﺴﻮﻕ ﺍﻟﻤﺤﻠﻴﺔ؛ ﺣﻴﺚ )‪ v(d‬ﻗﻴﻤﺔ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﺑﻤﻼﻳﻴﻦ ﺍﻟﺪﺭﺍﻫﻢ ﻓﻲ‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫ﺍﻟﺴﻨﺔ ‪.d‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪42‬‬

‫‪‬‬
‫‪36‬‬
‫‪‬‬ ‫‪30‬‬
‫‪24‬‬
‫‪ 1 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪18‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫‪12‬‬
‫‪6‬‬

‫‪ 2 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ‬ ‫‪0‬‬

‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8 10 12 14 16 18 20‬‬

‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫‪‬‬

‫‪ (1A‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ﻓﻲ ﺍﻟﺴﻨﺔ ﺍﻟﻌﺎﺷﺮﺓ‪ .‬ﺛﻢ ﺗﺤ ﹼﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫‪ 32 (1A‬ﻣﻠﻴﻮﻥ ﺩﺭﻫﻢ‬
‫‪ 3 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻟﺪﺍﻟﺔ ﻣﻦ‬
‫‪ (1B‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺘﻲ ﺑﻠﻐﺖ ﻓﻴﻬﺎ ﻗﻴﻤﺔ ﺍﻻﺳﺘﺜﻤﺎﺭﺍﺕ ‪ 30‬ﻣﻠﻴﻮﻥ ﺩﺭﻫﻢ‪ .‬ﺛﻢ ﺗﺤ ﹼﻘﻖ ﻣﻦ‬ ‫‪ (1B‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﻨﺘﻴﻦ ﺍﻟﺘﺎﺳﻌﺔ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ‪.‬‬
‫ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫ﻭﺍﻟﺨﺎﻣﺴﺔ ﻋﺸﺮﺓ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ 4 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺃﺻﻔﺎﺭ ﺩﺍﻟﺔ ﻣﻦ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫ﻻ ﻳﻘﺘﺼﺮ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺗﻘﺪﻳﺮ ﻗﻴﻤﻬﺎ‪ ،‬ﺇﺫ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻪ ﻹﻳﺠﺎﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ‪ .‬ﺣﻴﺚ ﹸﻳﻌﺪﱡ‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻣﻤﺘﺪﹼﹰ ﺍ ﻣﻦ ﻃﺮﻓﻴﻪ ﺇﻻ ﺇﺫﺍ ﹸﺣﺪﱢ ﺩ ﺑﻨﻘﻄﺔ ﺃﻭ ﺩﺍﺋﺮﺓ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬

‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻭﻣﺪﺍﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺃﺭﺑﺎﺡ‬
‫‪y‬‬
‫‪1‬‬ ‫‪4‬‬
‫‪  ‬‬
‫‪‬‬
‫ﺍﻟﻤﺠﺎﻝ‪:‬‬ ‫‪x, y‬‬
‫ﺷﺮﻛﺔ ﻛﺒﺮ￯ ﻭﺗﻜﻠﻔﺔ ﺍﻟﺘﺴﻮﻳﻖ ‪ x‬ﻣﻘﺪﹼ ﺭﺓ‬ ‫‪‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫• ﺗﺪﻝ ﺍﻟﻨﻘﻄﺔ ﻋﻨﺪ )‪ (-8, -10‬ﻋﻠﻰ ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﻳﺒﺪﺃ ﻋﻨﺪ ‪. x = -8‬‬ ‫‪‬‬
‫ﺑﻤﺌﺎﺕ ﺍﻵﻻﻑ ﻣﻦ ﺍﻟﺪﺭﺍﻫﻢ ﻣﻌﻄﺎ ﹰﺓ‬ ‫‪−4‬‬ ‫‪f (x) = x 4 - 20x 3‬‬
‫)‪y = f ( x‬‬ ‫• ﺗﺪﻝ ﺍﻟﺪﺍﺋﺮﺓ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ (-4, 4‬ﻋﻠﻰ ﺃﻥ ‪ x = -4‬ﻟﻴﺴﺖ ﻓﻲ ﻣﺠﺎﻝ ‪. f‬‬
‫ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‪‬‬
‫‪−8‬‬
‫• ﻳﺪﻝ ﺍﻟﺴﻬﻢ ﻋﻠﻰ ﺍﻟﺠﻬﺔ ﺍﻟﻴﻤﻨﻰ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻠﻰ ﺍﺳﺘﻤﺮﺍﺭﻳﺔ ﺍﻟﻤﻨﺤﻨﻰ ﻣﻦ ﺍﻟﻴﻤﻴﻦ‬
‫ﹼ‬
‫(‪ f‬ﻭﻣﻤﺜﻠﺔ‬ ‫‪2‬‬
‫‪f x) = -5x + 50x‬‬ ‫ﺩﻭﻥ ﺣﺪﻭﺩ )ﺩﻭﻥ ﺗﻮﻗﻒ(‪.‬‬
‫ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺑﺎﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺄﺟﺐ ﹼ‬ ‫ﻣﻤﺎ ﺳﺒﻖ ﻳﻜﻮﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻫﻮ )∞ ‪ . [-8, -4) ∪ (-4,‬ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻳﻜﻮﻥ ﺍﻟﻤﺠﺎﻝ‬
‫ﻫﻮ }‪. {x | -8 ≤ x, x ≠ -4, x  R‬‬
‫‪y‬‬ ‫= )‪f (x‬‬ ‫‪5x 2 + 50x‬‬
‫ﺍﻟﻤﺪ￯‪:‬‬
‫‪100‬‬
‫ﺇﻥ ﺃﻗﻞ ﻗﻴﻤﺔ ﻟﻠﺪﺍﻟﺔ ﻫﻲ )‪ f (-8‬ﺃﻭ ‪ ، -10‬ﻭﺗﺰﺩﺍﺩ ﻗﻴﻢ )‪ f (x‬ﺑﻼ ﺣﺪﻭﺩ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ ، x‬ﻟﺬﺍ ﻓﺈﻥ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻫﻮ‬
‫‪‬ﻣﺌﺎﺕ ﺍﻵﻻﻑ‪‬‬

‫)∞ ‪. [-10,‬‬
‫‪‬‬

‫‪50‬‬

‫‪0‬‬ ‫‪D = [-4, 2) ∪ (2, ∞) (2B‬‬

‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10 x‬‬ ‫} ‪D = (-∞, -2) ∪ { 6‬‬ ‫‪‬‬
‫‪‬ﻣﺌﺎﺕ ﺍﻵﻻﻑ‪‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(2B‬‬ ‫‪y‬‬ ‫‪(2A‬‬
‫‪8‬‬
‫‪ (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫‪4‬‬ ‫)‪y = g (x‬‬
‫‪4‬‬
‫)‪y = g (x‬‬

‫ﻟﺘﻘﺪﻳﺮ ﺭﺑﺢ ﺍﻟﺸﺮﻛﺔ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫ﺍﻟﺘﻜﻠﻔﺔ ‪ 300000‬ﺩﺭﻫﻢ‪ .‬ﻭﺗﺤﻘﻖ‬
‫‪−4‬‬
‫‪D = [-2, 6) (2A‬‬ ‫‪−4‬‬
‫‪−8‬‬
‫ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫]‪R = [0, 4‬‬

‫‪ 10500000‬ﺩﺭﻫﻢ‬
‫‪19‬‬ ‫‪‬‬ ‫‪1 - 2 ‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﻟﺘﻘﺪﻳﺮ ﺍﻟﺘﻜﻠﻔﺔ ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﺮﺑﺢ ‪ 12500000‬ﺩﺭﻫﻢ‪.‬‬
‫ﻭﺗﺤﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫‪ 500000‬ﺩﺭﻫﻢ‬

‫‪19‬‬ ‫‪‬‬ ‫‪1 - 2‬‬

‫ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﺘﻘﺎﻃﻊ ﻋﻨﺪﻫﺎ ﺍﻟﻤﻨﺤﻨﻰ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺃﻭ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﺗﺴﻤﻰ ﺍﻟﻤﻘﻄﻊ ﻣﻦ ﺫﻟﻚ ﺍﻟﻤﺤﻮﺭ‪ .‬ﻭﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ‬
‫ﺍﻟﻤﻘﻄﻊ ‪ x‬ﺑﺘﻌﻮﻳﺾ ‪ y = 0‬ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﺑﺎﻟﺘﻌﻮﻳﺾ ﻋﻦ ‪ x = 0‬ﻓﻲ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻓﺈﻧﻪ ﻟﻴﺲ ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ ﻣﻘﻄﻊ ‪ ،x‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻣﻘﻄﻊ ‪ x‬ﻭﺍﺣﺪ ﺃﻭ ﺃﻛﺜﺮ‪ ،‬ﻭﺃﻣﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻘﻄﻊ‬ ‫‪‬‬
‫‪ y‬ﻓﺈﻥ ﻟﻠﺪﺍﻟﺔ ﻣﻘﻄﻊ ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻛﺜﺮ‪.‬‬

‫‪y‬‬
‫ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻭﻣﺪﺍﻫﺎ‬ ‫‪2‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ‪.‬‬
‫‪y ‬‬
‫‪y‬‬
‫‪O‬‬ ‫‪x‬‬
‫)‪f x‬‬
‫(‪y = f‬‬
‫‪x‬‬

‫‪O‬‬ ‫‪x‬‬
‫)‪. f(0‬‬
‫ﻭﻹﻳﺠﺎﺩ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﺟﺒﺮ ﹼﹰﻳﺎ‪ ،‬ﻓﺈﻧﻨﺎ ﻧﻮﺟﺪ ‪f‬‬

‫‪y‬‬ ‫‪3‬‬ ‫‪‬‬

‫ﺟﺒﺮﻳﺎﺎﺎ‪:‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺃﺩﻧﺎﻩ‪ ،‬ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺗﻘﺮﻳﺒﻴﺔ ﻟﻠﻤﻘﻄﻊ ‪ ،y‬ﺛﻢ ﺃﻭﺟﺪﻩ ﺟﺒﺮ ﹼﹰﻳ‬ ‫‪‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪(-∞, 3 ] :‬‬
‫‪(b‬‬ ‫‪(a‬‬ ‫‪x ,y‬‬
‫ﺍﻟﻤﺪ￯‪(-∞, 2 ] :‬‬
‫‪y‬‬ ‫‪y‬‬
‫= )‪f (x‬‬ ‫__‬
‫‪2x 3 + 4‬‬ ‫‪‬‬

‫‪g (x) =|x - 5|- 1‬‬

‫‪3‬‬ ‫‪x , y‬‬
‫‪ ‬‬
‫ﱟ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ‬ ‫‪3‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫‪3a‬‬
‫ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺃﺩﻧﺎﻩ؛ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪4‬‬
‫‪y‬‬ ‫ﺗﻘﺮﻳﺒﻴﺔ ﻟﻠﻤﻘﻄﻊ ‪ ،y‬ﺛﻢ ﺃﻭﺟﺪﻩ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪y‬‬ ‫‪(a‬‬
‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪-4 -3 -2 -1O 1 2 3 4 x‬‬

‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺃﻥ)‪ g(x‬ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ‬ ‫(‪ f‬ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪y‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺃﻥ )‪f x‬‬
‫‪ y‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ ، (0, 4‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻤﻘﻄﻊ ‪y‬‬ ‫ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ ) ‪ (0, 1_13‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﺍﻟﻤﻘﻄﻊ‬ ‫‪O‬‬ ‫‪x‬‬
‫ﻫﻮ ‪. 4‬‬
‫‪ y‬ﻫﻮ ‪ 1_13‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪f (x) = x 2‬‬ ‫‪4x + 4‬‬

‫‪ ‬‬ ‫‪ ‬‬

‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ )‪.g(0‬‬ ‫)‪. f(0‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪f‬‬ ‫‪4‬‬
‫‪3‬‬
‫‪g(0) = |0 - 5| - 1 = 4‬‬ ‫_ = _ = )‪f 0‬‬ ‫_‪= 1‬‬
‫‪-2(0) + 4‬‬ ‫‪4‬‬ ‫‪1‬‬
‫(‪f‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪y‬‬ ‫‪(b‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ ‪. 4‬‬ ‫‪‬‬
‫‪g(x) = x + 2‬‬ ‫‪3‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ ‪ _43‬ﺃﻭ ‪. 1 _13‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪y‬‬ ‫‪(3B‬‬ ‫‪y‬‬ ‫‪(3A‬‬ ‫‪ ‬‬
‫‪8‬‬ ‫‪12‬‬ ‫‪‬‬
‫‪ x‬‬
‫‪4‬‬ ‫‪8‬‬
‫= ) ‪h(x‬‬ ‫‪√x 2 + 6‬‬ ‫‪‬‬
‫‪4‬‬ ‫‪y‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪f (x) = x 3 + x 2 - 6x + 4‬‬
‫‪‬‬
‫‪−4‬‬
‫‪−4‬‬ ‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪‬‬ ‫‪-1‬‬
‫√‬ ‫‪‬‬
‫‪−8‬‬ ‫‪6‬‬ ‫‪−4‬‬ ‫‪4‬‬
‫‪y x‬‬

‫ﺗﹸﺴﻤﻰ ﺍﻟﻤﻘﺎﻃﻊ ‪ x‬ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻭﺗﹸﺴﻤﻰ ﺣﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺍﻓﻘﺔ ﻟﻠﺪﺍﻟﺔ ﺟﺬﻭﺭ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ .‬ﻭﻹﻳﺠﺎﺩ ﺃﺻﻔﺎﺭ‬
‫ﺩﺍﻟﺔ ‪ ، f‬ﻓﺈﻧﻨﺎ ﻧﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f (x)= 0‬ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‪.‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪20‬‬

‫‪‬‬
‫ﻛﺒﻴﺮﺍ ﻣﻦ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻋﻦ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪.‬‬
‫ﻛﻤﺎ ﹰ‬‫‪ ‬ﹸﻳﻌﻄﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺠﺒﺮﻱ ﻟﻠﺪﻭﺍﻝ ﹼﹰ‬
‫• ﻳﻘﺪﻡ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻣﻌﻠﻮﻣﺎﺕ ﺳﻬﻠﺔ ﻋﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ‪ ،‬ﻭﺍﻟﻘﻴﻢ ﺍﻟﺼﻐﺮ￯‪ ،‬ﻭﺃﺻﻔﺎﺭ ﺍﻟﺪﻭﺍﻝ‪ ،‬ﻭﺍﻟﻤﻘﺎﻃﻊ ‪.y‬‬
‫• ﺗﻌﻄﻲ ﺍﻟﺼﻴﻐﺔ ﺍﻟﺠﺒﺮﻳﺔ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﺪﺍﻟﺔ‪.‬‬

‫‪ 1‬‬ ‫‪20‬‬

  4 
 y f (x) = 2x 2 + x - 15 ‫ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬،‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‬
−8 −4 O 4 8x .‫ ﺛﻢ ﺃﻭﺟﺪ ﻫﺬﻩ ﺍﻷﺻﻔﺎﺭ ﺟﺒﺮ ﹼﹰﻳﺎ‬،‫ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺗﻘﺮﻳﺒ ﹼﻴﺔ ﻷﺻﻔﺎﺭﻫﺎ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ 4 −4

‫ ؛ ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺗﻘﺮﻳﺒﻴﺔ‬f(
f x) = x 3 - x −8
.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬2.5 ‫ ﹶﻭ‬-3 ‫ ﻫﻤﺎ‬x ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻣﻘﻄﻌﻲ ﺍﻟﻤﺤﻮﺭ‬
‫ ﺛﻢ ﺃﻭﺟﺪ ﻫﺬﻩ ﺍﻷﺻﻔﺎﺭ‬،‫ﻷﺻﻔﺎﺭﻫﺎ‬ −12 2.5 ‫ ﹶﻭ‬-3 ‫ ﻫﻤﺎ‬f ‫ﻟﺬﺍ ﻓﺈﻥ ﺻﻔﺮﻱ ﺍﻟﺪﺍﻟﺔ‬
f (x) = 2 x 2 + x-
- 15

-1, 0, 1 .‫ﺟﺒﺮ ﹼﹰﻳﺎ‬  

f(x) = 0 2x 2 + x - 15 = 0
y
  (2x - 5)(x + 3) = 0
 x+3=0 ‫ﺃﻭ‬ 2x - 5 = 0
f (x) = x 3 x
 x = -3 ‫ﺃﻭ‬ x = 2.5
O x . f ‫ ﻭﻫﻤﺎ ﺻﻔﺮﺍ ﺍﻟﺪﺍﻟﺔ‬2.5 ‫ ﹶﻭ‬-3 ‫ ﻫﻤﺎ‬2x + x - 15 = 0 ‫ﺃﻱ ﺃﻥ ﺟﺬﺭﻱ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
2


y (4B y (4A
8
h(t) = √4t + 1
4

−4 −2 O 2 4x

  _
−4 f (x) = 3 x 3 - 10x 2 + 8x
O x
-1
4
−8 _
0, 4 , 2
 3

‫ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ ﺣﻴﺚ ﻳﻤﻜﻦ ﻃﻲ ﺍﻟﺸﻜﻞ ﻋﻠﻰ‬، ‫ ﺍﻟﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻣﺴﺘﻘﻴﻢ‬:‫ ﻳﻮﺟﺪ ﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﻟﺘﻤﺎﺛﻞ‬
‫ ﺣﻮﻝ ﺍﻟﻨﻘﻄﺔ‬180° ‫ ﻭ ﺍﻟﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺃﻱ ﺇﺫﺍ ﺗﻢ ﺗﺪﻭﻳﺮ ﺍﻟﺸﻜﻞ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬، ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﻟﻴﻨﻄﺒﻖ ﻧﺼﻔﺎ ﺍﻟﻤﻨﺤﻨﻰ ﺗﻤﺎ ﹰﻣﺎ‬
‫ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬،‫ﻟﻠﺪﺍﻟﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﻬﺎ‬ :‫ ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺗﻠﺨﻴﺺ ﻷﻫﻢ ﺃﻧﻮﺍﻉ ﺍﻟﺘﻤﺎﺛﻞ‬.‫ﻓﺈﻧﻪ ﻻ ﻳﺘﻐﻴﺮ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺣﺎﻓﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻟﻤﺪﹼ ﻛﻼ ﺍﻟﻤﺤﻮﺭﻳﻦ ؛‬
  
.‫ﻟﺘﺴﻬﻴﻞ ﻋﻤﻠﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺑﺪﻗﺔ‬

   x
y   
y-y
(x, y)
  y
   x  
  
O x
 (x,
x y)
x,
(x, -y) 
 (x,x -y) 
x,

x -x y 
 
   y 
(-x, y) (x, y) x y)  
x,
(x,

x
 

O

 (-x,
x,
x y)

x -x y
(x, y)

 
 y-y  
 x y) 
x,
(x,
O x
 
(-x, -y) 
 (-x,
x -y)
x,

21  1 - 2 

D E 
‫ ﺛﻢ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻋﻦ ﻣﺘﻐﻴﺮﺍﺕ ﻣﺴﺘﻘﻠﺔ ﻭﻏﻴﺮ ﻣﺴﺘﻘﻠﺔ ﺿﻤﻦ ﺍﻫﺘﻤﺎﻣﺎﺗﻬﻢ‬
.‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻭﺻﻒ ﻫﺬﻩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻭﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻜﻮﻧﺔ ﻣﻨﻬﺎ ﻭﻣﺪﺍﻫﺎ‬
‫ ﻭﻻﺣﻆ ﺃﻥ ﺍﻟﻤﺠﺎﻝ ﺍﻟﺬﻱ ﻓﻴﻪ ﺃﻋﺪﺍﺩ ﺳﺎﻟﺒﺔ ﻣﻨﺎﺳﺐ ﻟﺪﺭﺟﺎﺕ‬.‫ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﺣﺼﻠﻮﺍ ﻋﻠﻴﻬﺎ‬
.‫ ﻭﻟﻜﻨﻪ ﻏﻴﺮ ﻣﻨﺎﺳﺐ ﻟﻠﺰﻣﻦ ﺍﻟﻤﺤﺪﺩ ﻹﺟﺮﺍﺀ ﻣﺒﺎﺭﺍﺓ‬،‫ﺍﻟﺤﺮﺍﺭﺓ‬

21  1 - 2
 ‫‪‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ y‬ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪ ،‬ﺛﻢ ﺗﺤ ﱠﻘﻖ ﻣﻨﻬﺎ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪x - y 2 = 1 (a‬‬
‫‪‬‬ ‫‪ 5 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺧﺘﺒﺎﺭ ﺗﻤﺎﺛﻞ ﻣﻨﺤﻨﻴﺎﺕ‬
‫‪8‬‬ ‫‪x - y2 = 1‬‬
‫‪4‬‬ ‫‪ ‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺣﻮﻝ ﻣﺴﺘﻘﻴﻢ ﻭﺣﻮﻝ ﻧﻘﻄﺔ‪.‬‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪x‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬؛ ﻷﻧﻪ ﻟﻜﻞ ﻧﻘﻄﺔ‬ ‫‪ 6 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﺩﺍﻟﺔ ﻣﻦ ﺣﻴﺚ‬
‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪.‬‬
‫)‪ (x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻘﻄﺔ )‪ (x, -y‬ﺗﻘﻊ ﹰ‬
‫‪−4‬‬
‫ﻛﻮﻧﻬﺎ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬
‫‪−8‬‬
‫‪ ‬‬
‫ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻭﺟﻮﺩ ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪: x‬‬
‫‪‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪10‬‬ ‫‪10‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱟ‬

‫‪y‬‬
‫ﻟﻜﻞ ﻣﻦ‬
‫‪1‬‬ ‫‪-1‬‬ ‫‪2‬‬ ‫‪-2‬‬ ‫‪3‬‬ ‫‪-3‬‬
‫)‪(x, y‬‬ ‫)‪(2, 1‬‬ ‫)‪(2, -1‬‬ ‫)‪(5, 2‬‬ ‫)‪(5, -2‬‬ ‫)‪(10, 3‬‬ ‫)‪(10, -3‬‬
‫‪5‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ؛ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻤﺎﺛﻞ‬
‫‪ ‬‬ ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ y‬ﻭﻧﻘﻄﺔ‬
‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ x - (-y) 2 = 1‬ﺗﻜﺎﻓﺊ ‪ ،x - y 2 = 1‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫ﺛﻢ‬
‫ﻭﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ ﱠ‬ ‫ﺍﻷﺻﻞ‪ .‬ﱢ‬
‫ﺗﺤﻘﻖ ﻣﻨﻬﺎ ﺟﺒﺮ ﹼﹰﻳﺎ‪:‬‬
‫‪y‬‬ ‫‪x y = 4 (b‬‬
‫‪8‬‬
‫‪xy = 4‬‬ ‫‪y‬‬ ‫‪(a‬‬
‫‪4‬‬ ‫‪ ‬‬
‫‪-8 - 4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻷﻧﻪ ﻟﻜﻞ ﻧﻘﻄﺔ‬
‫‪-4‬‬ ‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪.‬‬
‫)‪ (x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﻘﻄﺔ )‪ (-x, -y‬ﺗﻘﻊ ﹰ‬
‫‪-8‬‬
‫‪ ‬‬ ‫‪y = x2 + 2‬‬
‫ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ ﻭﺟﻮﺩ ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪:‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪x‬‬ ‫‪-8‬‬ ‫‪-2‬‬ ‫‪-0.5‬‬ ‫‪0.5‬‬ ‫‪2‬‬ ‫‪8‬‬

‫‪y‬‬ ‫‪-0.5‬‬ ‫‪-2‬‬ ‫‪-8‬‬ ‫‪8‬‬ ‫‪2‬‬ ‫‪0.5‬‬
‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻣﺤﻮﺭ ‪y‬‬
‫)‪(x, y‬‬ ‫‪y‬‬
‫)‪(-8, -0.5‬‬ ‫)‪(-2, -2‬‬ ‫)‪(-0.5, -8‬‬ ‫)‪(0.5, 8‬‬ ‫)‪(2, 2‬‬ ‫)‪(8, 0.5‬‬ ‫‪(b‬‬

‫‪ ‬‬ ‫‪4‬‬

‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ (-x)(-y) = 4‬ﺗﻜﺎﻓﺊ ‪ ،xy = 4‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪x‬‬
‫‪‬‬ ‫‪−4‬‬
‫= ‪xy‬‬ ‫‪6‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪y‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪(5B .‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(5A‬‬ ‫‪−8‬‬
‫‪8‬‬ ‫‪y = -x + 6‬‬‫‪2‬‬
‫‪x 2 + y 2 = 25‬‬
‫‪4‬‬
‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫‪4‬‬

‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−4‬‬ ‫‪−4‬‬

‫‪−8‬‬ ‫‪−8‬‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪22‬‬

‫‪‬‬
‫‪ (5B‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬ ‫‪ (5A‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬
‫ﺍﻟﻤﺤﻮﺭ ‪ x‬؛ ﻷﻥ ﻟﻜﻞ ﻧﻘﻄﺔ )‪ (x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﺗﻘﻊ‬ ‫ﺍﻟﻤﺤﻮﺭ ‪ y‬؛ ﻷﻥ ﻟﻜﻞ ﻧﻘﻄﺔ )‪ (x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﺗﻘﻊ‬
‫ﺍﻟﻨﻘﻄﺔ )‪ (x, -y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ ﻧﻔﺴﻪ‪ .‬ﻭﻫﻮ ﻣﺘﻤﺎﺛﻞ‬ ‫ﺍﻟﻨﻘﻄﺔ )‪ (-x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ ﻧﻔﺴﻪ‪.‬‬
‫ﺃﻳﻀﺎ؛ ﻷﻥ ﻟﻜﻞ ﻧﻘﻄﺔ )‪ (x, y‬ﻋﻠﻰ‬
‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﹰ‬ ‫ﺍﻟﺘﺤﻘﻖ ﻋﺪﺩ ﹼﹰﻳﺎ‪:‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ )‪ (-x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ ﻧﻔﺴﻪ‪.‬‬ ‫ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ ﻭﺟﻮﺩ ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪: y‬‬
‫ﻭﻫﻮ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻷﻥ ﻟﻜﻞ ﻧﻘﻄﺔ‬ ‫‪x‬‬ ‫‪2‬‬ ‫‪-2‬‬ ‫‪3‬‬ ‫‪-3‬‬
‫)‪ (x, y‬ﻋﻠﻰ ﺍﻟﻤﻨﺤﻨﻰ‪ ،‬ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ )‪ (-x, -y‬ﻋﻠﻰ‬ ‫‪y‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪-3‬‬ ‫‪-3‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻧﻔﺴﻪ‪ .‬ﻭﻳﻤﻜﻦ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‬ ‫)‪(x , y‬‬ ‫)‪(2 , 2‬‬ ‫)‪(-2 , 2) (3 , -3) (-3, -3‬‬
‫ﻭﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬
‫ﺍﻟﺘﺤﻘﻖ ﺟﺒﺮ ﹼﹰﻳﺎ‪:‬‬
‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = - (-x) + 6‬ﺗﻜﺎﻓﻲﺀ‬
‫‪2‬‬

‫‪ ، y = - x 2 + 6‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬

‫ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫‪ 1‬‬ ‫‪22‬‬
 ‫‪(6A‬‬
‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﻤﺎﺛﻞ ﻣﻨﺤﻨﻴﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻓﻘﻂ ﺃﻭ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻓﻘﻂ؛ ﻭﻟﻬﺬﻳﻦ ﺍﻟﻨﻮﻋﻴﻦ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﺳﻤﺎﻥ‬
‫ﺧﺎﺻﺎﻥ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ‬ ‫‪6‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺛﻢ ﺣ ﹼﻠﻞ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﱠ‬ ‫‪f (-x) = f (x) fx‬‬ ‫‪ y‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‬
‫ﻣﻨﺤﻨﺎﻫﺎ ﻟﺘﺤﺪﹼ ﺩ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ‬
‫‪f (-x) = -f‬‬
‫‪- (x) fx‬‬ ‫‪‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﻷﻧﻬﺎ ﻣﺘﻤﺎﺛﻠﺔ‬
‫ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪ .‬ﺛﻢ‬ ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫ﺗﺤ ﹼﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫(‪، f‬‬
‫= )‪f -x‬‬ ‫_‬ ‫‪2‬‬
‫_=‬ ‫‪2‬‬
‫(‪= f‬‬
‫)‪f x‬‬
‫‪‬‬ ‫‪6‬‬ ‫‪‬‬ ‫‪(-x) 2‬‬ ‫‪x2‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻭ ﻓﺮﺩﻳﺔ ﻓﺼﻒ ﺗﻤﺎﺛﻞ‬ ‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ؛‬
‫ﺛﻢ ﺣ ﹼﻠﻞ ﻣﻨﺤﻨﺎﻫﺎ ﻟﺘﺤﺪﹼ ﺩ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﱠ‬
‫ﻣﻨﺤﻨﺎﻫﺎ‪:‬‬ ‫ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪ .‬ﺛﻢ ﺗﺤ ﹼﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫ﻷﻥ )‪f(-x) = f(x‬‬
‫‪2‬‬
‫‪f x) = x - 4x + 4 (a‬‬
‫(‪f‬‬ ‫‪f (x) = x 3 - 2x (a‬‬ ‫‪(6B‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻟﺬﺍ ﻓﻬﻲ‬
‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺟﺒﺮ ﹼﹰﻳﺎ ﻧﺠﺪ‪:‬‬
‫‪x-x‬‬ ‫)‪f (-x) = (-x) 3 - 2(-x‬‬

‫‪ ‬‬ ‫‪= -x 3 + 2x‬‬

‫‪‬‬ ‫)‪= -(x 3 - 2x‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‬

‫‪2‬‬
‫‪f -x) = (-x) - 4(-x) + 4‬‬
‫(‪f‬‬ ‫‪3‬‬
‫‪f (x) = x - 2 x‬‬ ‫)‪- (x‬‬
‫‪= -f‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ‬
‫‪. f (-x) = -f‬‬
‫ﺃﻱ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ؛ ﻷﻥ )‪- (x‬‬
‫ﻓﺮﺩﻳﺔ؛ ﻷﻧﻬﺎ ﻏﻴﺮ ﻣﺘﻤﺎﺛﻠﺔ‬
‫‪= x 2 + 4x + 4‬‬
‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ،y‬ﻭﻏﻴﺮ‬
‫ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ‬ ‫‪f (x) = x 4 + 2 (b‬‬
‫ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫ﻓﺮﺩﻳﺔ‪.‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ،y‬ﻟﺬﺍ ﻓﻬﻲ‬ ‫(‪، f‬‬
‫‪f -x) = 4 √-x‬‬ ‫‬
‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺟﺒﺮ ﹼﹰﻳﺎ ﻧﺠﺪ‪:‬‬ ‫‪f x) = -4‬‬
‫(‪f‬‬
‫(‪-f‬‬ ‫‪√x‬‬
‫‬
‫‪f x) = x 2 - 4 (b‬‬
‫(‪f‬‬
‫‪x-x‬‬ ‫‪f (-x) = (-x) 4 + 2‬‬ ‫ﺇﺫﻥ )‪f x‬‬
‫(‪f -x) ≠ f‬‬
‫(‪f‬‬
‫‪ ‬‬ ‫‪= x4 + 2‬‬ ‫(‪f‬‬ ‫ﻭﻛﺬﻟﻚ )‪f(x‬‬
‫‪f -x) ≠ -f‬‬
‫(‪-f‬‬
‫‪f(x) = x 4 + 2‬‬ ‫)‪= f (x‬‬ ‫ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ‬
‫ﺃﻱ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ؛ ﻷﻥ )‪.f (-x) = f (x‬‬ ‫ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‪.‬‬

‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪f (x) = x 3 - 0.5 x 2 - 3x (c‬‬ ‫‪‬‬

‫= )‪f -x‬‬
‫(‪f‬‬ ‫‪(-x) 2‬‬ ‫‪-4‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻭﻟﻴﺴﺖ‬ ‫‪‬‬
‫‪2‬‬ ‫‪‬‬
‫‪=x -4‬‬ ‫ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺟﺒﺮ ﹼﹰﻳﺎ ﻧﺠﺪ‪:‬‬ ‫‪‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﻭﻣﻨﺤﻨﺎﻫﺎ ﻣﺘﻤﺎﺛﻞ‬ ‫)‪x-x f (-x) = (-x) 3 - 0.5(-x) 2 - 3(-x‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪.y‬‬ ‫‪ ‬‬ ‫‪= -x 3 - 0.5x 2 + 3x‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪f x) = x 3 - 3x 2 - x + 3 (c‬‬
‫(‪f‬‬ ‫‪، -f‬‬
‫ﻭﺑﻤﺎ ﺃﻥ ‪- (x) = -x 3 + 0.5 x 2 + 3x‬‬
‫‪f (-x) ≠ -f‬؛‬
‫ﻓﺈﻥ )‪ ، f (-x) ≠ f (x‬ﻭﻛﺬﻟﻚ )‪- (x‬‬
‫ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‪.‬‬
‫‪ (6C‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬
‫‪h(x) = x - 2x + x (6C‬‬
‫‪5‬‬ ‫‪3‬‬
‫‪ (6B‬‬
‫‪g(x) = 4 √x‬‬ ‫_ = )‪f (x‬‬
‫‪2‬‬
‫‪2‬‬
‫‪(6A‬‬
‫‪x‬‬

‫‪23‬‬ ‫‪‬‬ ‫‪1 - 2 ‬‬

‫‪f (-x) = (-x) 3 -‬‬

‫‪3 (-x) 2 - (-x)+ 3‬‬
‫‪= x 3 - 3x 2 + x + 3‬‬ ‫‪M‬‬ ‫‪‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻟﻴﺴﺖ‬
‫ﺳﻤﺎﻋﺎﺕ ﻛﺎﻟﺘﻲ ﻳﺴﺘﻌﻤﻠﻬﺎ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻻﺳﺘﻤﺎﻉ ﺇﻟﻰ ﺿﺮﺑﺎﺕ ﻗﻠﻮﺑﻬﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ﹼ‬
‫ﻓﺮﺩﻳﺔ‪.‬‬
‫ﺍﻷﻃﺒﺎﺀ‪ .‬ﺇﻥ ﺍﻟﻘﻠﺐ ﻳﻨﺒﺾ ﺑﺎﺳﺘﻤﺮﺍﺭ ﻭﺗﻜﻮﻥ ﻧﺒﻀﺎﺗﻪ ﻣﺘﻨﺎﺳﻘﺔ ﺑﻴﻦ ﺍﻧﻘﺒﺎﺽ ﺍﻷﺫﻳﻨﻴﻦ ﻭﺍﻟ ﹸﺒﻄﻴﻨﻴﻦ ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﺗﻤﺜﻴﻞ ﺫﻟﻚ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪ ،‬ﻭﻭﺻﻒ ﺍﻟﺘﻤﺎﺛﻞ )ﺇﻥ ﻭﺟﺪ( ‪ ،‬ﻭﻫﻞ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ‪.‬‬
‫‪‬‬
‫‪(6C‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ؛ ﻷﻧﻬﺎ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ‬
‫ﺍﻷﺻﻞ‪.‬‬

‫‪، h(-x) = (-x) 5 - 2 (-x) 3 + (-x) = -x 5 + 2x 3 - x‬‬

‫ﺇﺫﻥ )‪h(-x) = -h(x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‪.‬‬

‫‪23‬‬ ‫‪‬‬ ‫‪1 - 2‬‬

 ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ h‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻹﻳﺠﺎﺩ ﻛﻞ ﻣﻦ ﻣﺠﺎﻝ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ؛ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﻬﺎ ﺍﻟﻤﻄﻠﻮﺑﺔ ‪ ،‬ﺛﻢ ﺗﺤ ﹼﻘﻖ‬ ‫‪ 3‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ‪ (6-9 2 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻭﻗﺮﺏ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﺇﺫﺍ ﻟﺰﻡ ﺫﻟﻚ‪:‬‬ ‫ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪ .‬ﱢ‬
‫‪y‬‬ ‫‪(7‬‬ ‫‪y‬‬ ‫‪(6‬‬ ‫‪1‬‬ ‫‪ ‬‬
‫‪(2‬‬ ‫‪(1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1–30‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪y‬‬ ‫‪y‬‬
‫)‪y = h ( x‬‬
‫‪g(x) =|x|+ 2‬‬ ‫‪44‬‬ ‫‪g (x) = -5 √x + 50‬‬
‫)‪y = h ( x‬‬
‫‪8‬‬ ‫‪36‬‬ ‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪O‬‬ ‫‪x‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪4‬‬ ‫‪28‬‬ ‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪20‬‬ ‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪O‬‬ ‫‪8‬‬ ‫‪16‬‬ ‫‪24‬‬ ‫‪32x‬‬
‫‪y‬‬ ‫‪(9‬‬ ‫‪y‬‬ ‫‪(8‬‬

‫)‪y = h ( x‬‬
‫)‪h ( x‬‬ ‫‪g(0) (c g(-3) (b g(-8) (a‬‬
‫‪2‬‬ ‫‪5‬‬ ‫‪10‬‬
‫‪g(19) (c g(12) (b‬‬
‫‪28.21‬‬ ‫‪32.68‬‬
‫‪g(6) (a‬‬
‫‪37.75‬‬
‫‪‬‬
‫‪(4‬‬ ‫‪(3‬‬
‫‪ ‬ﻋﻨﺪﻣﺎ ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪y‬‬ ‫‪y‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫_ = )‪f (x‬‬
‫‪x-1‬‬
‫‪8‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪،1–4‬‬
‫‪x‬‬
‫ﺫﻛﹼﺮﻫﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺴﻄﺮﺓ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ‬
‫‪4‬‬

‫‪  (10‬ﹸﺃﺟﺮﻳﺖ ﺍﺧﺘﺒﺎﺭﺍﺕ ﻋﻠﻰ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻔﻴﺰﻳﺎﺋﻴﺔ ﻟﻌﻴﻨﺎﺕ ﻣﻦ‬

‫‪O‬‬ ‫‪x‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬
‫‪−4‬‬
‫‪4‬‬ ‫‪8x‬‬
‫ﺇﺟﺎﺑﺎﺕ ﺩﻗﻴﻘﺔ‪.‬‬
‫ﺃﺭﺑﻊ ﻗﻄﻊ ﻣﻌﺪﻧﻴﺔ‪ ،‬ﺣﻴﺚ ﹸﺃﺧﻀﻌﺖ ﻟﺪﺭﺟﺎﺕ ﺣﺮﺍﺭﺓ ﺳﻴﻠﻴﺰﻳﺔ ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫= )‪P (x‬‬
‫‪−3 , x < 2‬‬

‫ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺨﺰﱠ ﻧﺔ ﺃﻭﺍﻟﻤﻤﺘﺼﺔ ﻓﻲ ﺍﻟﻌﻴﻨﺔ ﺧﻼﻝ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻘﺎﺳﺔ‬

‫‪x−1 ,x≥2‬‬
‫‪‬‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪ :‬‬
‫ﺑﺎﻟﺠﻮﻝ ) ‪ ( J‬ﻛﻤﺎ ﻫﻮ ﹼ‬ ‫‪f (1) (c f (0.5) (b f (-3) (a‬‬ ‫‪P(9) (c‬‬ ‫‪P(2) (b P(-6) (a‬‬
‫‪2‬‬ ‫‪0‬‬ ‫‪-1‬‬ ‫‪4‬‬ ‫_‬ ‫‪8‬‬ ‫‪1‬‬ ‫‪-3‬‬
‫‪3‬‬ ‫‪ (6‬ﺍﻟﻤﺠﺎﻝ‪،{x | x ∈ R} :‬‬
‫‪  (5‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻤﻴﺔ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺤﻼﺓ ﻓﻲ ﻣﺤﻄﺔ ﻟﺘﺤﻠﻴﺔ ﻣﻴﺎﻩ ﺍﻟﺒﺤﺮ‬
‫‪‬‬
‫)ﺑﻤﻼﻳﻴﻦ ﺍﻟﻤﺘﺮﺍﺕ ﺍﻟﻤﻜﻌﺒﺔ( ﻓﻲ ﺍﻟﻔﺘﺮﺓ ) ‪2013‬ﻡ ‪2007 -‬ﻡ ( ﻣﻌﻄﺎﺓ‬ ‫ﺍﻟﻤﺪ￯‪[ -3, ∞) :‬‬
‫‪2.5‬‬
‫ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪‬‬ ‫‪ (7‬ﺍﻟﻤﺠﺎﻝ‪،(-4 , 4 ] :‬‬
‫‪ J‬‬

‫‪2.0‬‬
‫‪f x) = 0.0509 x 4 - 0.3395x 3 - 2.28x 2 + 25.35x + 88.27‬‬
‫(‪f‬‬
‫ﺍﻟﻤﺪ￯‪[ -1 , 6 ] :‬‬
‫‪1.5‬‬
‫‪‬‬
‫‪1.0‬‬
‫‪‬‬ ‫ﺣﻴﺚ ﺗﻤﺜﻞ ‪ x‬ﺭﻗﻢ ﺍﻟﺴﻨﺔ ﻣﻨﺬ ﻋﺎﻡ ‪ 2006‬ﻡ ‪1 .‬‬
‫‪0.5‬‬
‫‪‬‬
‫‪0.0‬‬
‫‪-150 -100 -50‬‬ ‫‪0‬‬ ‫‪50‬‬ ‫‪100‬‬ ‫‪150‬‬
‫‪‬‬ ‫‪ (8‬ﺍﻟﻤﺠﺎﻝ‪،[-5 , ∞) :‬‬
‫‪(°c)‬‬ ‫ﺍﻟﻤﺪ￯‪[ -2 , ∞) :‬‬
‫‪150‬‬
‫‪‬‬

‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻜﻞ ﺩﺍﻟﺔ‪ (a – b .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (9‬ﺍﻟﻤﺠﺎﻝ‪، (-∞ , 7 ] :‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺨﺰﻧﺔ ﻓﻲ ﻛﻞ ﻣﻌﺪﻥ ﻋﻨﺪ‬ ‫‪100‬‬
‫ﺍﻟﻤﺪ￯‪{-1 }
(1, ∞) :‬‬
‫ﺍﻟﺼﻔﺮ ﺍﻟﺴﻴﻠﻴﺰﻱ‪.‬‬
‫‪50‬‬ ‫‪ (10a‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻨﺤﺎﺱ ‪:‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ؛ ﻹﻳﺠﺎﺩ ﻣﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪، y‬‬ ‫‪{x | -150 ≤ x ≤ 150, x ∈ R},‬‬
‫ﻭﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﺟﺒﺮ ﹼﹰﻳﺎ‪3, 4 :‬‬
‫)‪ (11-14‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪0‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬ ‫‪7‬‬ ‫‪8‬‬ ‫}‪{y | y = 1.75‬؛‬
‫‪(12‬‬ ‫‪(11‬‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‪:‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪2006‬‬

‫‪ (a‬ﻗﺪﹼ ﺭ ﻛﻤﻴﺔ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺤﻼﺓ ﻓﻲ ﺳﻨﺔ ‪ 2011‬ﻡ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫‪{x | -150 ≤ x ≤ 150, x ∈ R},‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪ 145 .‬ﻣﻠﻴﻮﻥ ﻣﺘﺮ ﻣﻜﻌﺐ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪f (x) = √x - 1‬‬ ‫}‪{y | 0.6 ≤ y ≤ 1.5, y ∈ R‬؛‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﺟﺎﺑﺘﻚ‬
‫‪ (b‬ﺃﻭﺟﺪ ﻛﻤﻴﺔ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺤﻼﺓ ﻓﻲ ﺳﻨﺔ ‪ 2011‬ﻡ ﺟﺒﺮ ﹼﹰﻳﺎ ﱢ‬
‫‪f x) = 2x - x - 3x‬‬
‫(‪f‬‬ ‫‪3‬‬ ‫‪2‬‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ 147.4 .‬ﻣﻠﻴﻮﻥ ﻣﺘﺮ ﻣﻜﻌﺐ‬
‫ﺍﻟﺰﻧﻚ‪:‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ (c‬ﻗﺪﹼ ﺭ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﻛﻤﻴﺔ ﺍﻟﻤﻴﺎﻩ ﺍﻟﻤﺤﻼﺓ ﻓﻴﻬﺎ ‪ 130‬ﻣﻠﻴﻮﻥ ﻣﺘﺮ‬
‫‪{x | -150 ≤ x ≤ 150, x ∈ R},‬‬
‫ﻣﻜﻌﺐ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪2008 .‬ﻡ‬ ‫}‪{y | 0.5 ≤ y ≤ 1.25, y ∈ R‬؛‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪24‬‬
‫ﺍﻟﻔﻮﻻﺫ‪:‬‬
‫‪{x | -150 ≤ x ≤ 150, x ∈ R},‬‬
‫}‪{y | 0.2 ≤ y ≤ 1.75, y ∈ R‬‬
‫‪‬‬
‫‪ (10b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻨﺤﺎﺱ ≈ ‪ 1.75‬ﺟﻮﻝ‪،‬‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻷﻟﻮﻣﻨﻴﻮﻡ‪ 1.2 ≈ :‬ﺟﻮﻝ‪ ،‬ﺍﻟﺰﻧﻚ ≈‬
‫‪56–70 ،50–54 ،1–30‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫‪ 0.5‬ﺟﻮﻝ‪ ،‬ﺍﻟﻔﻮﻻﺫ ≈ ‪ 1.5‬ﺟﻮﻝ‪.‬‬
‫‪) 1–31‬ﻓﺮﺩﻱ(‪) 35–39 ،32–34 ،‬ﻓﺮﺩﻱ(‪56–70 ،50–54 ،41–43 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪31–70‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 1‬‬ ‫‪24‬‬

 ‫ﺍﻟﺒﻴﺎﻧﻴﺔﺔ ﱢ‬
‫ﻟﺘﻤﺜﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﻟﺘﻤﺜﻞ‬ ‫ﺍﻟﺒﻴﺎﻧﻴ‬
‫ﹼ‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫‪y‬‬ ‫‪(14‬‬ ‫‪y‬‬ ‫‪(13‬‬
‫‪‬‬ ‫ﺑﻴﺎﻧﻴﺎﺎﺎ‪ ،‬ﺛﻢ ﺣ ﹼﻠ‬
‫ﺣﻠﻞ ﻣﻨﺤﻨﺎﻫﺎ ﻟﺘﺤﺪﱢﱢ‬
‫ﻟﺘﺤﺪﺩ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬ ‫ﺣﻠﻞ‬ ‫ﺑﻴﺎﻧﻴ‬
‫ﹼﹰ‬ ‫‪f (x) = √x‬‬
‫‪3‬‬

‫ﺯﻭﺟﻴﺔﺔ ﺃﻭ ﻓﺮﺩﻳﺔ ﻓﺼﻒ ﺗﻤﺎﺛﻞ‬

‫ﺯﻭﺟﻴ‬
‫ﹼ‬ ‫ﺍﻟﺪﺍﻟﺔ‬ ‫ﻛﺎﻧﺖ‬ ‫ﻭﺍﺫﺍ‬ ‫ﺟﺒﺮﻳﺎ‪.‬‬
‫ﺎ‪.‬‬ ‫ﺟﺒﺮﻳ‬
‫ﻳ‬
‫ﹼﹰ‬ ‫ﺟﺒﺮ‬ ‫ﺇﺟﺎﺑﺘﻚ‬ ‫ﻣﻦ‬ ‫ﻖ‬ ‫ﹼ‬
‫ﺗﺤﻘﻖ‬
‫ﺗﺤﻘ‬ ‫ﺛﻢ‬
‫‪ (15‬ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ‪ ، 2‬ﺻﻔﺮﺍ ﺍﻟﺪﺍﻟﺔ‬ ‫ﻣﻨﺤﻨﺎﻫﺎ‪ ( 25-30 6 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﻫﻤﺎ ‪ -2‬ﹶﻭ ‪1‬‬ ‫‪f x) = -2x 3 + 5x - 4 (26‬‬
‫(‪f‬‬ ‫‪f x) = x 2 + 6x + 10 (25‬‬
‫(‪f‬‬

‫‪3‬‬ ‫‪h(x) = |8 - 2x| (28‬‬ ‫√ = )‪g(x‬‬

‫‪x + 6 (27‬‬ ‫‪x) = 6x 2‬‬
‫)‪f(x‬‬ ‫‪x‬‬ ‫‪2‬‬
‫‪0 = x -3x + 2‬‬
‫_ = )‪g(x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪(30‬‬ ‫‪f x) = |x 3| (29‬‬
‫(‪f‬‬
‫)‪0 = (x + 2)(x - 1)(x - 1‬‬ ‫‪x+1‬‬ ‫‪y‬‬ ‫‪(16‬‬ ‫‪y‬‬ ‫‪(15‬‬
‫‪x+2=0‬‬ ‫‪ x - 1 = 0‬ﺃﻭ‬ ‫‪ (31‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﻬﺎ ﺍﻟﻤﻄﻠﻮﺑﺔ‪:‬‬
‫‪ x = 1‬ﺃﻭ ‪x = -2‬‬ ‫‪8‬‬
‫‪y‬‬
‫)‪f ( x‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪4‬‬
‫‪ (16‬ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ ‪ ; 6‬ﺻﻔﺮﺍ ﺍﻟﺪﺍﻟﺔ‬ ‫‪O‬‬ ‫‪x‬‬

‫ﻫﻤﺎ ‪ -3‬ﹶﻭ ‪-2‬‬

‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪f (x) = x2 + 5x + 6‬‬
‫‪−4‬‬ ‫‪f (x) = x3 - 3x + 2‬‬
‫‪2‬‬
‫‪0 = x + 5x + 6‬‬ ‫‪−8‬‬ ‫‪ (15, 16‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫)‪0 = (x + 2)(x + 3‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬
‫‪f (2) (c‬‬ ‫‪f (-4) (b‬‬ ‫‪f (-2) (a‬‬ ‫ﻖ ﻣﻨﻬﺎ‬ ‫ﻋﺪﺩﻳﺎﺎﺎ‪ ،‬ﺛﻢ ﹼ‬
‫ﺗﺤﻘﻖ‬
‫ﺗﺤﻘ‬ ‫ﻋﺪﺩﻳﻳ‬
‫ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰ‬
‫ﻭﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﱢ‬
‫‪ ، x‬ﻤﺤﻮﺭ‬
‫‪ x + 3 = 0‬ﺃﻭ ‪x + 2 = 0‬‬ ‫‪6‬‬ ‫‪-5‬‬ ‫‪-2‬‬
‫ﺟﺒﺮﻳﺎﺎ‪ (17-24 5 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺟﺒﺮﻳﺎ‬
‫ﹼﹰ‬
‫‪ x = -3‬ﺃﻭ ‪x = -2‬‬ ‫‪  (32‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺃﺟﻬﺰﺓ ﺍﻟﺘﺒﺮﻳﺪ ﺍﻟﺘﻲ ﺑﺎﻋﻬﺎ ﻣﺤﻞ ﻟﻸﺟﻬﺰﺓ‬ ‫‪y‬‬ ‫‪(18‬‬ ‫‪y‬‬ ‫‪(17‬‬
‫ﻣﻘﺪﺭﺍ ﺑﺎﻵﻻﻑ ﺧﻼﻝ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪2012‬ﻡ ﺇﻟﻰ ‪2016‬ﻡ ﹸﻳﻌﻄﻰ‬
‫ﹰ‬ ‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‬
‫‪ (32a‬ﺍﻟﻤﺠﺎﻝ‪{x | 0 ≤ x ≤ 4, x ∈ W} :‬‬ ‫ﺑﺎﻟﺪﺍﻟﺔ ‪ ، h(x) = 0.5x 2 + 0.5x + 1.2‬ﺣﻴﺚ ‪ x‬ﺭﻗﻢ ﺍﻟﺴﻨﺔ ﻣﻨﺬ‬
‫ﺍﻟﻤﺪ￯‪:‬‬ ‫‪ (32a-d‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ 2012‬ﻡ ‪.‬‬
‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬

‫}‪{ y | 1200 ≤ y ≤ 11200, y ∈ R‬‬ ‫‪‬‬

‫‪‬‬ ‫‪x 2 + 4y 2 = 16‬‬
‫‪x = y2 - 3‬‬
‫‪ (32b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ 4500 :‬ﺟﻬﺎﺯ‪.‬‬
‫‪‬‬

‫‪12‬‬ ‫‪y‬‬ ‫‪(20‬‬ ‫‪y‬‬ ‫‪(19‬‬

‫ﻭﺟﺒﺮ ﹼﹰﻳﺎ‪ 4200 :‬ﺟﻬﺎﺯ‪.‬‬ ‫‪10‬‬
‫‪8‬‬
‫‪x = -y‬‬
‫‪6‬‬
‫‪ (32c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ ، 1100 :‬ﻭﺟﺒﺮ ﹼﹰﻳﺎ‪. 1200 :‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫ﻭﻳﻤﺜﻞ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻋﺪﺩ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻤﺒﻴﻌﺔ‬

‫‪2‬‬
‫‪0‬‬
‫‪9x 2 - 25y 2 = 1‬‬
‫ﺳﻨﺔ ‪ 1422‬ﻫـ ‪.‬‬
‫‪2‬‬

‫‪3‬‬

‫‪4‬‬

‫‪5‬‬

‫‪6‬‬
‫‪201‬‬

‫‪201‬‬

‫‪201‬‬

‫‪201‬‬

‫‪201‬‬

‫‪ 2012‬ﻡ‬
‫‪y‬‬ ‫‪(22‬‬ ‫‪y‬‬ ‫‪(21‬‬
‫‪ (32d‬ﻻ ﻳﻮﺟﺪ ﻟﻬﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺃﺻﻔﺎﺭ؛ ﻷﻧﻪ ﻟﻜﻞ‬ ‫ﻗﺮﺏ ﻣﺪﺍﻫﺎ ‪.‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺛﻢ ﹼ‬ ‫_ ‪y =-‬‬ ‫_= ‪y‬‬
‫‪3‬‬
‫‪4‬‬ ‫‪10‬‬ ‫‪x‬‬

‫ﺳﻨﺔ ﻣﻦ ﺳﻨﻮﺍﺕ ﺍﻟﻤﺠﺎﻝ ﻳﻮﺟﺪ ﻋﺪﺩ ﻣﻦ‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻟﺘﻘﺪﻳﺮ ﻋﺪﺩ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻤﺒﻴﻌﺔ ﺳﻨﺔ ‪2014‬ﻡ ‪ .‬ﺛﻢ‬
‫‪x‬‬ ‫‪4‬‬

‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪x‬‬

‫ﺍﻷﺟﻬﺰﺓ ﺍﻟﻤﺒﻴﻌﺔ‪.‬‬ ‫ﺃﻭﺟﺪ ﺫﻟﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫‪−4‬‬
‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻟﻠﺪﺍﻟﺔ ﺛﻢ ﺃﻭﺟﺪﻩ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫‪−8‬‬
‫ﻣﺎﺫﺍ ﻳﻤ ﹼﺜﻞ ﺍﻟﻤﻘﻄﻊ ‪y‬؟‬
‫‪y‬‬ ‫‪(24‬‬ ‫‪y‬‬ ‫‪(23‬‬
‫‪ (d‬ﻫﻞ ﻟﻬﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺃﺻﻔﺎﺭ؟ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻧﻌﻢ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬ ‫‪16‬‬ ‫‪16‬‬
‫‪y= x 4- 8x 2‬‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻹﺟﺎﺑﺔ ﻻ‪،‬‬
‫ﺗﻘﺮﻳﺒﻴﺔ ﻟﻬﺬﻩ ﺍﻷﺻﻔﺎﺭ‪ ،‬ﱢ‬ ‫‪8‬‬ ‫‪8‬‬
‫ﻓﻮﺿﺢ ﺍﻟﺴﺒﺐ‪.‬‬ ‫ﹼ‬
‫‪−16 −8‬‬ ‫‪O‬‬ ‫‪8‬‬ ‫‪16 x‬‬ ‫‪−8 -4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−8‬‬ ‫‪−8‬‬

‫‪−16‬‬ ‫‪−16‬‬
‫‪36(y + 4) 2 - 16(x - 3) 2 = 576‬‬
‫‪25‬‬ ‫‪‬‬ ‫‪1 - 2 ‬‬

‫‪25‬‬ ‫‪‬‬ ‫‪1 - 2‬‬

 ‫‪  (42‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﺘﻐﻴﺮ ﻓﻲ ﺳﻌﺮ ﺳﻬﻢ ﺧﻼﻝ ﺳﻨﺔ‬ ‫‪  (33‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f (x) = x n‬ﺣﻴﺚ ‪ n  N‬ﻓﺄﺟﺐ ﻋﻦ ﺍﻷﺳﺌﻠﺔ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﻭﺍﺣﺪﺓ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪ (42a – d :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ )‪ f (x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻟﻜﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ‪n‬‬
‫ﹼ‬ ‫‪ (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫‪‬‬
‫‪p(x) = 0.0005x 4 - 0.0193x 3 + 0.243x 2 - 1.014x + 1.04‬‬ ‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪. 1 ≤ n ≤ 6‬‬
‫ﺣﻴﺚ ‪ x‬ﺭﻗﻢ ﺍﻟﺸﻬﺮ ﺑﺪ ﹰﺀﺍ ﻣﻦ ﺷﻬﺮ ﻳﻨﺎﻳﺮ‪.‬‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 43‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺠﺪﺍﻭﻝ‬
‫‪ (b‬ﺍﻛﺘﺐ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻜﻞ ﺩﺍﻟﺔ‪.‬‬
‫‪ (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪ (c‬ﺻﻒ ﺍﻟﺘﻤﺎﺛﻞ ﻟﻜﻞ ﺩﺍﻟﺔ‪.‬‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠﻔﻈﻲ‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺛﻢ ﻗﺪﹼ ﺭ ﻣﺪﺍﻫﺎ‪.‬‬ ‫‪ (d‬ﺗﻨ ﱠﺒﺄ ﺑﻤﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ ، f (x) = x 35‬ﻭﻣﺪﺍﻫﺎ‪ ،‬ﻭﺗﻤﺎﺛﻠﻬﺎ‪،‬‬ ‫ﻻﺳﺘﻘﺼﺎﺀ ﻣﺪ￯ ﺩﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﻋﺪﺩ ﻣﺎ‪.‬‬
‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻤﺔ ﺍﻟﻤﻘﻄﻊ ‪ ،y‬ﻭﻣﺎﺫﺍ ﻳﻤ ﹼﺜﻞ؟‬ ‫ﺛﻢ ﹼﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻭﻭﺿﺢ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫‪ (d‬ﺃﻭﺟﺪ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﹼ‬ ‫‪ (33a – d‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫‪  (34‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﻣﻠﺠﺮﺍﻣﺎﺕ ﺍﻟﺪﻭﺍﺀ ﻓﻲ ﺩﻡ ﻣﺮﻳﺾ ﺑﻌﺪ ‪ x‬ﺳﺎﻋﺔ‬
‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﻣﺪ￯ ﻗﻴﻢ‬ ‫ﻣﻦ ﺗﻨﺎﻭﻟﻪ ﺍﻟﺪﻭﺍﺀ ﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪:‬‬
‫‪(43‬‬ ‫‪(34a‬‬
‫_ = )‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪.2‬‬‫‪1‬‬
‫ﺍﻟﺪﺍﻟﺔ‬
‫‪(34a – b f (x) = 0.5x 4 + 3.45x 3 - 96.65x 2 + 347.7x‬‬
‫‪x-2‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪.‬‬
‫ﹼ‬ ‫‪ (a‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ‬
‫ﻗﻴﻤﺎ ﺃﺧﺮ￯‬
‫‪   (a‬ﺍﻧﻘﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ ﺇﻟﻰ ﺩﻓﺘﺮﻙ‪ .‬ﻭﺃﺿﻒ ﹰ‬
‫ﻟﻠﻤﺘﻐﻴﺮ ‪ x‬ﺇﻟﻰ ﻳﻤﻴﻦ ﺍﻟﻌﺪﺩ ‪ 2‬ﻭﺇﻟﻰ ﻳﺴﺎﺭﻩ‪ .‬ﺛﻢ ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ‪.‬‬ ‫ﻭﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ (b‬ﺍﻛﺘﺐ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﱢ‬
‫‪ (c‬ﻣﺎ ﺃﻛﺒﺮ ﻋﺪﺩ ﻣﻦ ﻣﻠﺠﺮﺍﻣﺎﺕ ﺍﻟﺪﻭﺍﺀ ﻳﻜﻮﻥ ﻣﻮﺟﻮ ﹰﺩﺍ ﻓﻲ ﺩﻡ ﺍﻟﻤﺮﻳﺾ‬
‫‪x‬‬
‫ﻭﻓﻖ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ؟ ‪ 346‬ﻣﻠﺠﺮﺍﻡ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪1.99‬‬ ‫‪1.999‬‬ ‫‪2‬‬ ‫‪2.001‬‬ ‫‪2.01‬‬
‫)‪f (x‬‬ ‫‪ 1000 100‬ﻏﻴﺮ ﻣﻌﺮﻑ ‪-100 -1000‬‬
‫ﺑﻴﺎﻧﻴﺎﺎﺎ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺃﺻﻔﺎﺭﻫﺎ‪،‬‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﹼﹰ‬
‫ﺑﻴﺎﻧﻴ‬ ‫ﻞ ﹼﹰ‬
‫‪  ‬ﻣﺜﹼﻞ‬
‫ﻣﺜﻞ‬
‫‪   (b‬ﻣﻌﺘﻤﺪﹰ ﺍ ﻋﻠﻰ ﺟﺪﻭﻟﻚ‪ ،‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺃﻭ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺏ‬
‫ﺟﺒﺮﻳﺎﺎﺎ‪ (35-38 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺟﺒﺮﻳ‬
‫ﻖ ﻣﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﹼﹰ‬ ‫ﺛﻢ ﹼﹼﻖ‬
‫ﺗﺤﻘﻖ‬
‫‪ (34b‬ﺍﻟﻤﺠﺎﻝ‪، {x | 0 ≤ x ≤ 6, x ∈ W} :‬‬
‫ﻣﻨﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﺍﻟﻌﺪﺩ ‪2‬؟ ‪ (43b – d‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪   (c‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﻫﻞ ﻳﺆﻛﺪ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺗﺨﻤﻴﻨﻚ‬
‫‪2‬‬
‫‪f (x) = _ (36‬‬
‫‪x +9‬‬
‫_ = )‪f (x‬‬
‫‪4x - 1‬‬
‫‪(35‬‬ ‫ﻳﺒﻘﻰ ﻣﺴﻜﹼﻦ ﺍﻷﻟﻢ ﻓﻲ ﺍﻟﺪﻡ ﻣﻦ ﺻﻔﺮ‬
‫‪x+3‬‬ ‫‪x‬‬
‫ﻓﻲ ﺍﻟﻔﺮﻉ ‪ b‬؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺇﻟﻰ ‪ 6‬ﺳﺎﻋﺎﺕ‪.‬‬
‫_ ‪g(x) = -12 +‬‬
‫‪4‬‬
‫‪x (38‬‬ ‫√ ‪h(x) = 2‬‬
‫‪x + 12 - 8 (37‬‬
‫ﺧﻤﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺘﻲ ﺗﻘﺘﺮﺏ ﻣﻨﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪   (d‬ﹼ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻓﻲ ﺍﻟﻔﺮﻉ ‪ c‬ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻟﺘﺤﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ (39‬ﺍﻟﻤﺠﺎﻝ ‪(-8 , -4] ∪ (-2 , ∞):‬‬
‫‪ (39 - 41‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪y‬‬ ‫‪(39‬‬
‫ﺍﻟﻤﺪ￯ ‪(-6 , ∞) :‬‬
‫‪  ‬ﻣ ﱢﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺣﻠﻞ ﻣﻨﺤﻨﺎﻫﺎ‬ ‫‪8‬‬

‫‪ (40‬ﺍﻟﻤﺠﺎﻝ ‪:‬‬
‫)‪f ( x‬‬
‫ﻟﺘﺤﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪ (44 – 49 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪4‬‬

‫‪f (x) = x 2 - x - 6 (45 h(x) = x 5 - 17x 3 + 16x (44‬‬ ‫)‪(-∞ , -6] ∪ [0 , 5) ∪ (8 , 10‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫‪( )=g‬‬
‫‪f (g‬‬ ‫‪9‬‬
‫‪(47‬‬ ‫‪6‬‬
‫‪h(x) = x + 4 (46‬‬ ‫‪−4‬‬ ‫ﺍﻟﻤﺪ￯ ‪(-∞ , 8) ∪ { 10 } :‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬
‫‪f (z) = z - 4z + 4z (49‬‬ ‫‪g(x) = x + 8x + 81 (48‬‬ ‫‪−8‬‬

‫‪ (41a‬ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪،‬‬

‫‪(40‬‬
‫‪ (50 – 54‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬ ‫‪8‬‬
‫‪y‬‬
‫ﻭﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫ﻰ ﻳﺤﻘﻖ ﺍﻟﺸﺮﻭﻁ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﻳﺄﺗﻲ‪:‬‬ ‫ﻣﻨﺤﻨ‬
‫ﺑﻴﺎﻧﻴﺎﺎ ﻣﻨﺤ ﹰﻨ‬
‫ﻣﻨﺤﻨﻰ‬
‫ﹰﻰ‬ ‫ﺑﻴﺎﻧﻴ‬
‫ﻞ ﹼﹰ‬ ‫‪ ‬ﹶﻣ ﱢﺜ‬
‫ﻣﺜﺜﻞ‬ ‫‪4‬‬ ‫)‪f ( x‬‬ ‫‪(41b‬‬
‫‪ (50‬ﻣﻨﺤﻨﻰ ﻳﻤﺮ ﺑﺎﻟﻨﻘﺎﻁ )‪، (-3, 8), (-4, 4), (-5, 2), (-8, 1‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫ﻭﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬ ‫‪−4‬‬

‫‪ (51‬ﻣﻨﺤﻨﻰ ﻳﻤﺮ ﺑﺎﻟﻨﻘﺎﻁ )‪ ، (0, 0), (2, 6), (3, 12), (4, 24‬ﻭﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬
‫ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫‪  (41‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺴﺎﺭ ﺃﺣﺪ ﺍﻟﻤﺬﻧﺒﺎﺕ ﺣﻮﻝ ﺍﻟﺸﻤﺲ ﹸﻳﻌﻄﻰ ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬
‫_‬ ‫‪y2‬‬
‫‪x2‬‬
‫‪+_=1‬‬
‫‪ (52‬ﻣﻨﺤﻨﻰ ﻳﻤﺮ ﺑﺎﻟﻨﻘﺎﻁ )‪ ، (-3, -18), (-2, -9), (-1, -3‬ﻭﻣﺘﻤﺎﺛﻞ‬ ‫‪8‬‬ ‫‪10‬‬
‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪ (a‬ﺻﻒ ﺗﻤﺎﺛﻞ ﻣﻨﺤﻨﻰ ﻣﺴﺎﺭ ﺍﻟﻤﺬﻧﺐ‪.‬‬ ‫‪(2,- √5),(-2, √5),(-2,- √5)(41c‬‬
‫)‪ (4, -16), (6, -12), (8, -8‬ﻭﻳﻤ ﱢﺜﻞ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬
‫‪ (53‬ﻣﻨﺤﻨﻰ ﻳﻤﺮ ﺑﺎﻟﻨﻘﺎﻁ )‪8‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺎﺛﻞ ﻟﺘﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﻌﻼﻗﺔ‪.‬‬
‫‪ (c‬ﺇﺫﺍ ﻣﺮ ﺍﻟﻤﺬﻧﺐ ﺑﺎﻟﻨﻘﻄﺔ ) ‪ ،(2, √5‬ﻓﻌ ﹼﻴﻦ ﺛﻼﺙ ﻧﻘﺎﻁ ﺃﺧﺮ￯ ﻳﺠﺐ‬ ‫‪(42a‬‬
‫ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ ‪ 0‬ﺃﻭ ‪ 1‬ﺃﻭ ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﺎﻃﻊ‬
‫‪  (54‬ﹼ‬ ‫ﺃﻥ ﻳﻤﺮ ﺑﻬﺎ ﺍﻟﻤﺬﻧﺐ‪.‬‬
‫‪ ، x‬ﺑﻴﻨﻤﺎ ﻳﻮﺟﺪ ﻟﻬﺎ ﻣﻘﻄﻊ ‪ y‬ﻭﺍﺣﺪ ﻋﻠﻰ ﺍﻷﻛﺜﺮ‪.‬‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪26‬‬

‫‪ (42b‬ﺍﻟﻤﺠﺎﻝ‪{x | 0 ≤ x ≤ 11, x ∈ W} :‬‬

‫ﺍﻟﻤﺪ￯‪{y | -0.5 ≤ y ≤ 1, y ∈ R} :‬‬

‫‪ ،1.04 (42c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻤﺜﻞ ﺍﻟﻤﻘﻄﻊ ‪y‬‬

‫ﻧﺴﺒﺔ ﺍﻟﺘﻐﻴﺮ ﺍﻟﻤﺌﻮﻳﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻓﻲ‬
‫ﺍﻷﺳﻌﺎﺭ‪.‬‬

‫‪ ،1.5, 5.2 (42d‬ﺗﻤﺜﻞ ﺍﻷﺻﻔﺎﺭ ﺧﻂ ﺍﻷﺳﺎﺱ‬

‫ﺃﻭ ﺍﻟﻮﻗﺖ ﺍﻟﺬﻱ ﺗﻜﻮﻥ ﻓﻴﻪ ﻧﺴﺒﺔ ﺍﻟﺘﻐﻴﺮ‬
‫ﺻﻔﺮﺍ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ‬ ‫ﹰ‬
‫ﻧﺴﺒﺔ ﺍﻟﺰﻳﺎﺩﺓ ‪ 60%‬ﻫﻲ ﺃﻛﺒﺮ ﺑﻤﻘﺪﺍﺭ‬
‫‪ 60%‬ﻣﻦ ﺧﻂ ﺍﻷﺳﺎﺱ‪.‬‬

‫‪ 1‬‬ ‫‪26‬‬

 ‫‪2‬‬
‫‪‬‬ ‫__ = )‪ ، f (x‬ﻭﻣﺪﺍﻫﺎ‪.‬‬
‫‪2x + 3x - 2‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪ ‬ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪‬‬ ‫‪(55‬‬
‫‪x - 4x - 12x‬‬
‫‪ 4‬‬ ‫ﹼﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ‪ ،‬ﺛﻢ ﺗﺤ ﹼﻘﻖ ﻣﻨﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (55-68 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (69‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ ﺃﻛﺒﺮ ﻣﻦ ‪ ،1‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﺑﺪﻻﻟﺔ ‪ n‬ﻓﻲ ﺍﻟﺸﻜﻞ‬
‫‪ ‬ﺍﻛﺘﺐ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﻼﺯﻣﺔ‬ ‫ﺃﺩﻧﺎﻩ‪B .‬‬ ‫‪ ‬ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺃﻳﻬﺎ ﺧﺎﻃﺌﺔ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻟﺘﺤﺪﻳﺪ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺣﻴﺚ ﻛﻮﻧﻬﺎ ﺯﻭﺟﻴﺔ ﺃﻡ‬ ‫‪1‬‬
‫‪√n‬‬
‫‪ (56‬ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ‪ ، f (x) = n x 2‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ ،‬ﻫﻮ‬
‫ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬ ‫‪x‬‬
‫}‪{y | y ≥ 0, y  R‬‬

‫(‪ ،f‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ (1‬ﺇﺫﺍ ﻛﺎﻥ )‪f x‬‬

‫(‪f(-x) = f‬‬
‫√‬ ‫√ = )‪ ، f (x‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ ﺻﺤﻴﺢ‪ ،‬ﻫﻮ‬
‫‪ (57‬ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ‪nx‬‬
‫‪√n‬‬
‫‬
‫‪+1 C‬‬ ‫‪n2 - 1 A‬‬
‫ﺯﻭﺟﻴﺔ‪.‬‬ ‫}‪{y | y ≥ 0, y  R‬‬
‫‪n-1 D‬‬ ‫‬
‫‪√n‬‬ ‫‪-1 B‬‬
‫(‪ ، f‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪f -x) = -f‬‬ ‫‪ (2‬ﺇﺫﺍ ﻛﺎﻥ )‪f(x‬‬
‫(‪-f‬‬ ‫‪ (58‬ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪. y = -x‬‬
‫ﻓﺮﺩﻳﺔ‪.‬‬ ‫‪ (70‬ﻣﺎ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ‪ ، f (x) = x + 1‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺠﺎﻟﻬﺎ ‪ -2 < x < 3‬؟ ‪D‬‬
‫‪2‬‬
‫‪ (59‬ﺇﺫﺍ ﺩﺍﺭﺕ ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ‪ n180°‬ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﺣﻴﺚ ‪ n‬ﻋﺪﺩ‬
‫(‪، f‬‬
‫‪f x) ≠ -‬‬ ‫(‪ f‬ﺃﻭ )‪f(x‬‬
‫(‪-ff‬‬ ‫‪ (3‬ﺇﺫﺍ ﻛﺎﻥ )‪f x‬‬
‫(‪f -x) ≠ f‬‬
‫‪1 < f (x) < 9 C‬‬ ‫‪5 < f (x) < 9 A‬‬ ‫ﺻﺤﻴﺢ‪ ،‬ﻓﺈﻧﻬﺎ ﺗﺒﻘﻰ ﺯﻭﺟﻴﺔ‪.‬‬
‫ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬
‫‪1 ≤ f (x) < 10 D‬‬ ‫‪5 < f (x) < 10 B‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ a(x‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﻓﺤﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ )‪ b(x‬ﻓﺮﺩﻳﺔ‪،‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫ﺃﻡ ﺯﻭﺟﻴﺔ‪ ،‬ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﱢ‬

‫‪b(x) = a(-x) (60‬‬

‫‪b(x) = -a(x) (61‬‬

‫‪b(x) = [a(x)] 2 (62‬‬

‫‪b(x) = a(|x|) (63‬‬

‫‪b(x) = [a(x)] 3 (64‬‬

‫‪ ‬ﻫﻞ ﻳﻤ ﹼﺜﻞ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻌﻄﻰ ﺗﻤﺎﺛﻠﻪ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺩﺍﻟﺔ ﹰ‬

‫ﺩﺍﺋﻤﺎ ﺃﻡ‬
‫ﺃﺣﻴﺎﻧﹰﺎ ﺃﻡ ﻻ ﻳﻤ ﹼﺜﻞ ﺩﺍﻟﺔ؟ ﱢ‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ (65‬ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪. x = 4‬‬
‫‪ (66‬ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪. y = 2‬‬
‫‪ (67‬ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻛﻞ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ ‪. x, y‬‬

‫ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻻ ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‪ x‬ﺩﺍﻟﺔ‪.‬‬

‫‪  (68‬ﹼ‬

‫‪27‬‬ ‫‪‬‬ ‫‪1 - 2 ‬‬

‫‪M‬‬
‫‪‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ f (x‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻭ )‪ g(x‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﻭﻛﺎﻥ )‪ ، h(x) = f (x) · g(x‬ﻓﻬﻞ )‪ h(x‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﺃﻭ ﻓﺮﺩﻳﺔ‬
‫‪‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ؛ ﻷﻥ‪:‬‬ ‫ﺃﻭ ﻟﻴﺴﺖ ﺃ ﹼﹰﻳﺎ ﻣﻨﻬﻤﺎ؟ ﱢ‬
‫‪.h(-x) = f (-x) · g(-x) = f (x) · (-g(x)) = -f‬‬ ‫)‪- (x) · g(x) = -h(x‬‬

‫‪27‬‬ ‫‪‬‬ ‫‪1 - 2‬‬

 ‫‪‬‬

‫‪1 - 2‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(7)‬‬

‫‪ ‬‬ ‫‪1-2‬‬

‫‪16‬‬
‫‪y‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻤﺔ )‪ ، f (-2.5), f (1), f (7‬ﺛﻢ ﺗﺤﻘﻖ‬ ‫‪(1‬‬
‫ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮ ﹼﹰﻳﺎ‪12 ; 5 ; 9 .‬‬
‫‪14‬‬
‫‪12‬‬ ‫‪f(x) = 2 |x - 3| + 1‬‬
‫‪10‬‬

‫‪6‬‬
‫‪4‬‬
‫‪2‬‬
‫‪O‬‬
‫‪−4 −3 −2−1O‬‬
‫‪−1O‬‬ ‫‪1 2 3 4 5 6 7 8x‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ h‬ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻹﻳﺠﺎﺩ ﻛﻞ ﻣﻦ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ‪.‬‬

‫ﺍﻟﻤﺠﺎﻝ = ]‪(-∞, 4‬‬ ‫‪4‬‬

‫‪y‬‬ ‫‪(3‬‬
‫ﺍﻟﻤﺠﺎﻝ = ]‪[- 4, 3‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪(2‬‬

‫ﺍﻟﻤﺪ￯ = ]‪(-∞, 3‬‬ ‫)‪y = h(x‬‬ ‫ﺍﻟﻤﺪ￯ = ]‪[- 6, 5‬‬ ‫‪4‬‬

‫)‪y = h(x‬‬

‫‪−8‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−88‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−22‬‬ ‫‪−44‬‬

‫‪−44‬‬ ‫‪−88‬‬

‫‪y‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻹﻳﺠﺎﺩ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻭﺃﺻﻔﺎﺭﻫﺎ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬ ‫‪(4‬‬
‫ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺟﺒﺮ ﹼﹰﻳﺎ‪ .‬ﺍﻟﻤﻘﻄﻊ ‪ f (0) = -8 : y‬؛ ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ‪2 :‬‬
‫ ‪4 f(x) = 4‬‬
‫‪x - 1 - 4‬‬
‫‪ ‬‬

‫‪−4 −2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪3‬‬ ‫‪3‬‬

‫‪−44‬‬
‫‪4 √0‬‬
‫√ ‪- 1 - 4 = 4‬‬
‫;‪-1 - 4 = 4(-1) - 4 = -8‬‬
‫‪y = -8‬‬
‫‪3‬‬ ‫‪3‬‬
‫√ ‪0 = 4‬‬
‫√ ‪x - 1 - 4; 4 = 4‬‬
‫;‪x-1‬‬
‫‪3‬‬
‫‪1 = √x‬‬
‫‪- 1 , 1 = x - 1; 2 = x‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻻﺧﺘﺒﺎﺭ ﺍﻟﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻭﻧﻘﻄﺔ‬
‫ﺍﻷﺻﻞ‪ .‬ﻭﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪ ،‬ﺛﻢ ﺗﺤﻘﻖ ﻣﻨﻬﺎ ﺟﺒﺮ ﹼﹰﻳﺎ‪:‬‬

‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪y‬‬ ‫‪(6‬‬

‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬ ‫‪(5‬‬
‫‪y‬‬

‫‪y = −x2‬‬
‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫‪2‬‬ ‫‪−‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪y = -0.5(- x) - 3‬‬ ‫‪0.5x 2 - 3‬‬ ‫‪x‬‬
‫‪-2‬‬
‫‪y = -0.5(x) 2 - 3‬‬ ‫_ = ‪-y‬‬
‫‪-x‬‬
‫‪−88 −44‬‬ ‫‪O‬‬ ‫‪4‬‬
‫‪−44‬‬
‫‪-2‬‬
‫_=‪y‬‬
‫‪x‬‬ ‫‪−88‬‬

‫_ = )‪ g(x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺣ ﱢﻠﻞ ﻣﻨﺤﻨﺎﻫﺎ؛ ﻟﺘﺤﺪﺩ ﺇﻥ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴ ﹰﺔ ﺃﻡ ﻓﺮﺩﻳ ﹰﺔ‬
‫‪1‬‬
‫‪2‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪(7‬‬
‫‪x‬‬
‫ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪ .‬ﺛﻢ ﺗﺤﻘﱠﻖ ﻣﻦ ﺇﺟﺎﺑﺘﻚ ﺟﺒﺮﻳﺎ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴ ﹰﺔ ﺃﻭ ﻓﺮﺩﻳ ﹰﺔ ﹺ‬
‫ﻓﺼﻒ ﺗﻤﺎﺛﻞ ﻣﻨﺤﻨﺎﻫﺎ‪.‬‬ ‫ﹼﹰ‬
‫ﺯﻭﺟﻴﺔ‪ ،‬ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬

‫‪7‬‬

‫‪ 1‬‬ ‫‪27 A‬‬










































27 B  1
 

Continuity and Limits
 1 -3

‫ ﻗﺪﹼ ﻡ ﻣﺮﻛﺰ ﻟﻠﺘﻤﻮﻳﻨﺎﺕ ﺑﻄﺎﻗﺎﺕ ﺧﺼﻢ ﻟﻠﻤﺘﺴﻮﻗﻴﻦ ﻭﻓ ﹰﻘﺎ ﻟﻘﻴﻤﺔ‬،‫ﺑﻤﻨﺎﺳﺒﺔ ﺍﻻﻓﺘﺘﺎﺡ‬
 
  1
200 ‫ ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬.‫ﻣﺸﺘﺮﻳﺎﺗﻬﻢ ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‬ 


160
‫ﺃﻥ ﻫﻨﺎﻙ ﻧﻘﺎﻁ ﺍﻧﻘﻄﺎﻉ )ﻗﻔﺰﺍﺕ( ﻋﻨﺪ ﺑﻌﺾ ﺍﻟﻘﻴﻢ ﻛﻤﺎ ﻫﻮ ﺍﻟﺤﺎﻝ ﻋﻨﺪ‬
120
80 . x=600 , x=900 
40

1-3
■
0
300 600 900 1200 1500 1800
  
 

‫ﺇﻳﺠﺎﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﱡ‬
‫ ﻭﻋﻠﻴﻪ‬.‫ﺃﻱ ﺍﻧﻘﻄﺎﻉ ﺃﻭ ﻗﻔﺰﺓ‬
y
y = f (x)  ■
.‫ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‬
.‫ﻳﻤﻜﻨﻚ ﺗﺘﺒﻊ ﻣﺴﺎﺭ ﺍﻟﻤﻨﺤﻨﻰ ﺩﻭﻥ ﺃﻥ ﺗﺮﻓﻊ ﺍﻟﻘﻠﻢ ﻋﻨﻪ‬ 
 1-3
O x ‫ ﻫﻮ ﺃﻥ ﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﻗﻴﻤﺔ ﻭﺍﺣﺪﺓ‬x = c ‫ ﻋﻨﺪ‬f (x) ‫ﺇﻥ ﺃﺣﺪ ﺷﺮﻭﻁ ﺍﺗﺼﺎﻝ ﺩﺍﻟﺔ ﻣﺜﻞ‬
‫ ﺇﻥ ﻣﻔﻬﻮﻡ ﺍﻗﺘﺮﺍﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﻗﻴﻤﺔ‬.‫ ﻣﻦ ﺟﻬﺘﻲ ﺍﻟﻴﻤﻴﻦ ﻭﺍﻟﻴﺴﺎﺭ‬c ‫ ﻣﻦ‬x ‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻗﻴﻢ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺍﺗﺼﺎﻝ‬
.‫ﺩﻭﻥ ﺍﻟﺤﺎﺟﺔ ﺇﻟﻰ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻰ ﺗﻠﻚ ﺍﻟﻘﻴﻤﺔ ﹸﻳﺴﻤﻰ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫ ﻭﺗﻄﺒﻴﻖ ﻧﻈﺮﻳﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ‬،‫ﺩﺍﻟﺔ‬
.x f (x) 
continuous function .‫ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺘﺼﻠﺔ‬
  
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻬﺎﻳﺎﺕ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
limit
y
y = f (x)
f (x) 
 .‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ‬
cxL
f (x 1)
f (x 2) xf (x)  discontinuous function 1-3
lim f (x) = L
L Lc  .‫ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻟﺪﺍﻟﺔ‬
x →c

f (x 3)
infinite discontinuity
f (x 4)  lim
x→c
f (x) = L  
O x1 x2 c x3 x4 x . Lcxf (x)  
jump discontinuity

‫ ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻣﻠﺨﺺ ﻷﻫﻢ ﺣﺎﻻﺕ‬.‫ﺇﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻏﻴﺮ ﺍﻟﻤﺘﺼﻠﺔ ﻳﺴﺎﻋﺪﻙ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﻤﻌﻨﻰ ﺍﻟﺠﺒﺮﻱ ﻟﻼﺗﺼﺎﻝ‬
:‫ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
removable discontinuity

 2
  
  
nonremovable discontinuity


x = c x = c x = c
 .“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
cx cx  end behavior
  cx 
x = c 
 (◦) ‫• ﺃﻭﺟﺪ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻟﻠﺨﺼﻢ ﻋﻨﺪ ﺍﻟﺸﺮﺍﺀ‬
 . ‫ ﺩﺭﻫﻢ‬400 ‫ﺑﻘﻴﻤﺔ‬
   ‫ﺩﺭﻫﻤﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‬
y y y
‫ﹰ‬ 20

y = f ( x)
y = f (x) ‫• ﺃﻭﺟﺪ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻟﻠﺨﺼﻢ ﻋﻨﺪ ﺍﻟﺸﺮﺍﺀ‬
. ‫ ﺩﺭﻫﻢ‬1200 ‫ﺑﻘﻴﻤﺔ‬
O c x O c x O c x
‫ﺩﺭﻫﻤﺎ‬
‫ﹰ‬ 80
y = f (x)
‫• ﻣﺎﺫﺍ ﺗﻌﻨﻲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﺼﻐﻴﺮﺓ ﺍﻟﻤﻈﻠﻠﺔ‬
 1  28
‫ﻭﺍﻟﻤﻔﺘﻮﺣﺔ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؟‬
‫ﺗﻌﻨﻲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻤﻈﻠﻠﺔ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ﺗﻨﺘﻤﻲ ﺇﻟﻰ‬
‫ ﻭﺗﻌﻨﻲ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻤﻔﺘﻮﺣﺔ ﺃﻥ ﺍﻟﻨﻘﻄﺔ‬،‫ﺍﻟﺪﺍﻟﺔ‬
.‫ﻻ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﺪﺍﻟﺔ‬

 1  28
 ‫ﺗﻘﻮﺩﻧﺎ ﺍﻟﻤﻼﺣﻈﺎﺕ ﺍﻟﺴﺎﺑﻘﺔ ﺇﻟﻰ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ ﺍﻵﺗﻲ‪:‬‬
‫‪‬‬ ‫‪‬‬
‫‪ 1 , 2 ‬ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﻧﻘﺎﻁ‬ ‫‪‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪‬‬
‫ﺍﻻﺗﺼﺎﻝ ﻭﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻟﻠﺪﻭﺍﻝ‬ ‫)‪f(c‬‬
‫‪x = cf (x) ‬‬ ‫‪f (x)‬‬
‫‪x = c‬‬
‫ﻭﻧﻮﻋﻬﺎ‪.‬‬ ‫• )‪f (c)  c f (x‬‬ ‫‪‬‬
‫‪f (x)‬‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺯﺍﻟﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻓﻲ‬ ‫‪O‬‬ ‫‪c‬‬ ‫‪x‬‬
‫• )‪c x  f (x‬‬ ‫‪.cx‬‬

‫ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻘﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬ ‫)‪y = f ( x‬‬ ‫‪ lim f (x)‬‬
‫‪x→c‬‬

‫‪ 4 , 5 ‬ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﻘﺮﻳﺐ ﺃﺻﻔﺎﺭ‬ ‫‪lim‬‬ ‫• )‪f (x) = f (c‬‬

‫‪x→c‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﻌﻄﺎﺓ‪.‬‬

‫‪ ‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬

‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = 2x 2 - 3x - 1‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ . x = 2‬ﺑﺮﹼ ﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫‪‬‬
‫ﺍﻟﺜﻼﺛﺔ‪.‬‬ ‫ﺗﺤﻘﻖ‬
‫ﺗﺤﻘﻖ ﻣﻦ ﺷﺮﻭﻁ ﺍﻻﺗﺼﺎﻝ ﺍﻟﺜﻼﺛﺔ‬
‫ﹼﻖ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪ (1‬ﻫﻞ )‪ f (2‬ﻣﻮﺟﻮﺩﺓ؟‬
‫‪ ‬‬
‫‪‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪ ، f (2) = 1‬ﺃﻱ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪. x = 2‬‬ ‫‪‬‬
‫‪ TI - nspire‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪‬‬
‫‪ (2‬ﻫﻞ )‪ lim f (x‬ﻣﻮﺟﻮﺩﺓ؟‬ ‫‪‬‬
‫‪x→2‬‬ ‫‪ ‬‬
‫‪ 1‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻳﺒﻴﻦ ﻗﻴﻢ )‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﺍﻟﻴﻤﻴﻦ‪.‬‬ ‫ﻛﻮﻥ‬
‫ﹼ‬ ‫‪x‬‬
‫‪‬‬
‫(‪ f‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = _12‬‬
‫_ = )‪f x‬‬ ‫‪1‬‬
‫‪2x + 1‬‬ ‫‪x‬‬ ‫‪1.9‬‬ ‫‪1.99‬‬ ‫‪1.999‬‬ ‫‪2.0‬‬ ‫‪2.001‬‬ ‫‪2.01‬‬ ‫‪2.1‬‬

‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪.‬‬‫ﹼ‬ ‫)‪f (x‬‬ ‫‪0.52‬‬ ‫‪0.95‬‬ ‫‪0.995‬‬ ‫‪1.005‬‬ ‫‪1.05‬‬ ‫‪1.52‬‬

‫‪f _1 = _1 (1‬‬
‫)‪(2‬‬ ‫‪2‬‬
‫ﹸﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻗﻴﻢ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻭﻣﻦ ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻓﺈﻥ ﻗﻴﻤﺔ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪ ،1‬ﺃﻱ ﺃﻥ‬
‫‪ lim_1 f(x)) (2‬ﻣﻮﺟﻮﺩﺓ ‪.‬‬ ‫‪. lim f (x) = 1‬‬
‫‪x→ 2‬‬ ‫‪x→2‬‬

‫‪.lim f(x) = _1‬‬ ‫‪2‬‬

‫‪(3‬‬ ‫‪y‬‬

‫‪x→ _12‬‬

‫ﺃﻱ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.x = _12‬‬ ‫‪ (3‬ﻫﻞ )‪ lim f (x) = f (2‬؟‬
‫‪x→2‬‬
‫‪O‬‬
‫)‪(2, 1‬‬
‫‪x‬‬
‫ﹼ‬
‫ﻭﻳﻮﺿﺢ‬ ‫ﺑﻤﺎ ﺃﻥ ‪ ، f (2) = 1 ، lim f (x) = 1‬ﻧﺴﺘﻨﺘﺞ ﺃﻥ )‪ ، lim f (x) = f (2‬ﺇﺫﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.x = 2‬‬
‫‪x→2‬‬ ‫‪x→2‬‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 1.3.1‬ﺍﺗﺼﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ‪. x = 2‬‬ ‫‪f (x) = 2x 2 - 3x - 1‬‬
‫(‪f‬‬

‫‪1.3.1‬‬
‫‪‬‬
‫‪‬‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺘﻴﻦ ﻋﻨﺪ ‪ . x = 0‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪:‬‬
‫‪ (1B‬ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ‬
‫‪ _1 , x < 0‬‬
‫‪ ‬ﻧﻘﻮﻝ‪ :‬ﺇﻥ ﺍﻟﻘﻴﻤﺔ‬ ‫‪f (x) =  x‬‬ ‫‪(1B‬‬ ‫‪f (x) = x 3 (1A‬‬ ‫‪ x = 0‬؛ ﻷﻥ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ‬
‫ﻏﻴﺮ ﻣﺤﺪﺩﺓ ﺑﻤﻌﻨﻰ ﺃﻧﻪ ﻻ ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ‬ ‫‪‬‬ ‫‪x‬‬ ‫‪,‬‬ ‫‪x‬‬ ‫≥‬ ‫‪0‬‬ ‫)‪ lim f (x) = f (0‬؛ ﻓﺎﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 0‬‬ ‫ﻗﻴﻤﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬
‫‪x→0‬‬
‫‪ x‬ﻣﻦ ‪. 0‬‬
‫ﻗﻴﻤﺘﻬﺎ‪ .‬ﻭﺳﻨﻌﺘﺒﺮ ﻓﻲ ﻫﺬﺍ ﺍﻟﻜﺘﺎﺏ ﺃﻥ ”ﻏﻴﺮ‬
‫ﻣﻌﺮﻑ“ ﺗﻌﻨﻲ ﺃﻧﻬﺎ ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫‪29‬‬ ‫‪‬‬ ‫‪1 - 3 ‬‬

‫‪29‬‬ ‫‪‬‬ ‫‪1-3‬‬ ‫‪‬‬

 ‫ﺇﺫﺍ ﻟﻢ ﻳﺘﺤ ﹼﻘﻖ ﺃﻱ ﻣﻦ ﺷﺮﻭﻁ ﺍﻻﺗﺼﺎﻝ ﻋﻨﺪ ﻧﻘﻄﺔ ﻣﻌﻴﻨﺔ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻓﺎﺧﺘﺒﺎﺭ ﺍﺗﺼﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫ﻳﺴﺎﻋﺪﻙ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻋﻨﺪ ﺗﻠﻚ ﻧﻘﻄﺔ‪.‬‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪ (2A‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪،x = 0‬‬ ‫‪‬‬

‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺍﺫﺍ‬ ‫‪ f (0) = _10‬ﺑﻤﺎ ﺃﻥ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ‬
‫ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﹼ ﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻﻧﻬﺎﺋﻲ ‪ ،‬ﻗﻔﺰﻱ ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﻓﺈﻥ ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬ ‫‪2‬‬
‫‪3x - 2 , x > - 3‬‬ ‫ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪. x = 0‬‬
‫‪ f (x) = ‬ﻋﻨﺪ ‪. x = -3‬‬ ‫‪(a‬‬ ‫ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬
‫‪2-x , x≤-3‬‬
‫‪‬‬ ‫‪y‬‬ ‫ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ‬
‫‪ f (-3) (1‬ﻣﻮﺟﻮﺩﺓ؛ ﻷﻥ ‪. f (-3) = 5‬‬ ‫‪12‬‬
‫)‪(-3, 5‬‬
‫‪6‬‬ ‫ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ‬
‫‪ (2‬ﺍﺑﺤﺚ ﻓﻲ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪. −3‬‬
‫‪−4‬‬ ‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﹼ ﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪:‬‬
‫‪x‬‬ ‫‪-3.1‬‬ ‫‪-3.01‬‬ ‫‪-3.001‬‬ ‫‪-3.0‬‬ ‫‪-2.999‬‬ ‫‪-2.99‬‬ ‫‪-2.9‬‬
‫)‪(-3, -11‬‬ ‫‪−6‬‬
‫ﻻﻧﻬﺎﺋﻲ ‪ ،‬ﻗﻔﺰﻱ ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬
‫)‪f (x‬‬ ‫‪5.1‬‬ ‫‪5.01‬‬ ‫‪5.001‬‬ ‫‪-10.997‬‬ ‫‪-10.97‬‬ ‫‪-10.7‬‬

‫_ = )‪f(x‬‬
‫(‪f‬؛ ﻋﻨﺪ ‪x = 1‬‬ ‫‪1‬‬
‫‪(a‬‬
‫ﹸﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺃﻥ ﻗﻴﻢ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪ 5‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -3‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﻘﺘﺮﺏ ﻗﻴﻢ )‪ f (x‬ﻣﻦ‬ ‫= )‪f (x‬‬ ‫‪3x − 2 , x > -3‬‬ ‫‪x-1‬‬
‫‪ -11‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -3‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ‪ .‬ﻭ ﺑﻤﺎ ﺃﻥ ﻗﻴﻢ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ ﻗﻴﻤﺘﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬ ‫‪2 − x , x ≤ -3‬‬
‫(‪ f‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪، x = 1‬‬
‫)‪f x‬‬
‫ﻭﻳﻮﺿﺢ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 1.3.2‬ﻋﺪﻡ‬
‫ﹼ‬ ‫‪ -3‬ﻓﺈﻥ ﻟﻠﺪﺍﻟﺔ )‪ f (x‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﻔﺰﻱ ﻋﻨﺪ ‪. x = -3‬‬ ‫‪1.3.2‬‬
‫ﺍﺗﺼﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ‪. x = -3‬‬ ‫‪ (2B‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪، x = 2‬‬ ‫ﻭﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ‪.‬‬
‫‪ ، f (2) = 0‬ﻭﺑﻤﺎ ﺃﻥ )‪f (x‬ﺗﻘﺘﺮﺏ‬ ‫_ = )‪f(x‬‬
‫‪x-2‬‬
‫(‪f‬؛ ﻋﻨﺪ ‪x = 2‬‬ ‫‪(b‬‬
‫_ = )‪ f (x‬ﻋﻨﺪ ‪. x = 3 , x = -3‬‬
‫‪x+3‬‬
‫‪(b‬‬ ‫ﻣﻦ ‪ 0‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ‬ ‫‪2‬‬
‫‪x -4‬‬
‫‪2‬‬
‫‪x -9‬‬
‫ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﻘﺘﺮﺏ ﻣﻦ‬ ‫(‪ f‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ ، x=2‬ﻭﻋﺪﻡ‬
‫)‪f x‬‬
‫ﻋﻨﺪ ‪x = 3‬‬
‫‪ 14‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ ﺟﻬﺔ‬ ‫ﺍﻻﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬
‫‪ ، f (3) = _60 (1‬ﻭﻫﻲ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﺃﻱ ﺃﻥ )‪ f (3‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﻋﻠﻴﻪ ﺗﻜﻮﻥ )‪ f (x‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.x = 3‬‬ ‫ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ )‪ lim f (x‬ﻏﻴﺮ‬
‫‪x ˆ2‬‬
‫‪ (2‬ﺍﺑﺤﺚ ﻓﻲ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪.3‬‬ ‫ﻣﻮﺟﻮﺩﺓ‪ .‬ﻭﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ‬
‫ﻗﻔﺰﻱ ﻋﻨﺪ ‪. x = 2‬‬
‫‪x‬‬ ‫‪2.9‬‬ ‫‪2.99‬‬ ‫‪2.999‬‬ ‫‪3.0‬‬ ‫‪3.001‬‬ ‫‪3.01‬‬ ‫‪3.1‬‬ ‫‪‬‬
‫‪‬‬
‫)‪f (x‬‬ ‫‪-10‬‬ ‫‪-100‬‬ ‫‪-1000‬‬ ‫‪1000‬‬ ‫‪100‬‬ ‫‪10‬‬
‫‪ ‬ﺃﻧﻮﺍﻉ ﺃﺧﺮ￯ ﻣﻦ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‬
‫ﹸﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺃﻥ ﻗﻴﻢ )‪ f (x‬ﺗﺘﻨﺎﻗﺺ ﺑﻼ ﺣﺪﻭﺩ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 3‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺃﻥ ﻗﻴﻢ )‪ f (x‬ﺗﺘﺰﺍﻳﺪ ﺑﻼ‬
‫ﺣﺪﻭﺩ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 3‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻭﻋﻠﻴﻪ‪ ،‬ﻓﺈﻥ )‪ lim f (x‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪.‬‬ ‫ﺍﻟﻘﻔﺰﻱ‪.‬‬
‫‪x→3‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪ (3‬ﻟﻠﺪﺍﻟﺔ )‪ f (x‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪ x = 3‬؛ ﻷﻥ ﻗﻴﻢ )‪ f (x‬ﺗﺘﻨﺎﻗﺺ ﺩﻭﻥ ﺗﻮﻗﻒ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪3‬‬ ‫‪y‬‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 1.3.3‬ﻫﺬﺍ‬
‫ﹼ‬ ‫ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺗﺘﺰﺍﻳﺪ ﺑﻼ ﺗﻮﻗﻒ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 3‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫‪f (x) = x2+ 3‬‬
‫ﺍﻟﺴﻠﻮﻙ‪.‬‬ ‫‪x -9‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫ﻋﻨﺪ ‪x = -3‬‬
‫‪-3‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪ f (-3) = _00 (1‬ﻭﻫﻲ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﺃﻱ ﺃﻥ )‪ f (-3‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ .‬ﻭﻋﻠﻴﻪ ﺗﻜﻮﻥ )‪ f (x‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.x = -3‬‬

‫‪ (2‬ﺍﺑﺤﺚ ﻓﻲ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪.−3‬‬ ‫‪y‬‬

‫‪1.3.3‬‬
‫‪x‬‬ ‫‪-3.1‬‬ ‫‪-3.01‬‬ ‫‪-3.001‬‬ ‫‪-3.0‬‬ ‫‪-2.999‬‬ ‫‪-2.99‬‬ ‫‪-2.9‬‬
‫)‪f (x‬‬ ‫‪-0.164‬‬ ‫‪-0.166‬‬ ‫‪-0.167‬‬ ‫‪-0.167‬‬ ‫‪-0.167‬‬ ‫‪-0.169‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﹸﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺃﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ‪ -0.167‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -3‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪ ،‬ﺃﻱ ﺃﻥ‬
‫‪. lim f (x) ≈ -0.167‬‬
‫‪x→-3‬‬ ‫‪y‬‬ ‫ﺃﻣﺎ ﻫﺬﺍ ﺍﻟﺘﻤﺜﻴﻞ‪ :‬ﻓﻼ‬
‫‪ f (x) (3‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ x = -3‬؛ ﻷﻥ )‪ f (-3‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ )‪ lim f (x‬ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻓﺈﻥ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‬
‫‪x→-3‬‬ ‫ﻳﻤﺜﻞ ﻋﺪﻡ ﺍﺗﺼﺎﻝ‬
‫ﻭﻳﻮﺿﺢ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 1.3.3‬ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ‪.‬‬
‫ﹼ‬ ‫ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ ‪.x = -3‬‬
‫ﻗﻔﺰﻱ؛ ﻷﻧﻪ ﻻ ﻳﻤﺜﻞ‬
‫ﹼ‬
‫‪‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪ 5x + 4 , x > 2‬‬ ‫ﺩﺍﻟﺔ‪.‬‬
‫‪ ، f (x) = ‬ﻋﻨﺪ ‪. x = 2‬‬ ‫‪(2B‬‬ ‫_ = )‪f x‬‬
‫(‪ ، f‬ﻋﻨﺪ ‪. x = 0‬‬ ‫‪1 (2A‬‬
‫‪‬‬
‫‪2-x , x≤2‬‬ ‫‪x2‬‬ ‫ﻭﺑﺎﻟﻤﺜﻞ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﹰ‬
‫ﻗﺎﺑﻼ‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪30‬‬ ‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫ﻟﻺﺯﺍﻟﺔ‪ ،‬ﻓﻴﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﹼ‬
‫ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﻗﺪ ﻻ ﺗﻜﻮﻥ‪.‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪ 30‬‬

 ‫‪y‬‬
‫)‪y = f (x‬‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻓﻲ ﺣﺎﻟﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻘﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ؛ ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ ﻟﺘﺼﺒﺢ‬
‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ .‬ﻭﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﺗﻜﻮﻥ ﺍﻟﻨﻬﺎﻳﺔ ﻋﻨﺪ ‪ x = c‬ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﻟﻜﻦ‬
‫‪‬‬ ‫‪O‬‬ ‫‪c‬‬ ‫‪x‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ x = c‬ﺃﻭ ﺃﻥ )‪ f (c‬ﻻ ﺗﺴﺎﻭﻱ ﻗﻴﻤﺔ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬
‫ﻋﻨﺪ ‪ . x = c‬ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪3‬‬
‫‪x -8‬‬
‫_ = )‪ f(x‬؛‬
‫‪x-2‬‬
‫ﺃﻋﺪ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ‬ ‫‪3‬‬ ‫ﻳﺼﻨﹼﻒ ﻛﻞ ﻣﻦ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻼﻧﻬﺎﺋﻲ ﻭﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﺍﻟﻘﻔﺰﻱ ﻋﻠﻰ ﺃﻧﻬﻤﺎ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻏﻴﺮ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ؛ ﻷﻧﻪ ﻻ ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ ﻟﺘﺼﺒﺢ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﺗﻠﻚ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﺣﻴﺚ ﺇﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ﻗﻴﻢ ﻣﺨﺘﻠﻔﺔ ﺇﻟﻰ ﻳﻤﻴﻦ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻭﺇﻟﻰ‬
‫ﻟﺘﺼﺒﺢ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 2‬‬ ‫ﻳﺴﺎﺭﻫﺎ‪ ،‬ﺃﻭ ﺃﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻻ ﺗﻘﺘﺮﺏ ﻣﻦ ﻗﻴﻤﺔ ﻣﺤﺪﹼ ﺩﺓ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ‪ ،‬ﺃﻱ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺃﻭ ﺗﺘﻨﺎﻗﺺ ﺑﻼ ﺣﺪﻭﺩ‪.‬‬
‫‪x3 - 8‬‬
‫__ = )‪f x‬‬
‫(‪f‬‬ ‫‪, x≠2‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪x-2‬‬
‫‪12‬‬ ‫‪, x =2‬‬ ‫_ = )‪f(x‬‬
‫(‪f‬؛ ﻟﺘﺼﺒﺢ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 4‬‬ ‫‪x - 16‬‬‫‪2‬‬
‫ﺃﻋﺪ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪x-4‬‬
‫‪ ، f (4) = _00 (1‬ﺃﻱ ﺃﻥ )‪ f (4‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪.‬‬
‫‪‬‬ ‫‪ (2‬ﺍﺑﺤﺚ ﻓﻲ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪.4‬‬

‫‪x2 - 1‬‬
‫_‬ ‫‪x‬‬
‫= )‪f(x‬‬ ‫‪, x ≠ 1 (3‬‬
‫‪3.9‬‬ ‫‪3.99‬‬ ‫‪3.999‬‬ ‫‪4.0‬‬ ‫‪4.001‬‬ ‫‪4.01‬‬ ‫‪4.1‬‬
‫‪x-1‬‬ ‫)‪f (x‬‬ ‫‪7.9‬‬ ‫‪7.99‬‬ ‫‪7.999‬‬ ‫‪8.001‬‬ ‫‪8.01‬‬ ‫‪8.1‬‬

‫‪2, x=1‬‬ ‫(‪ f‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪ 8‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 4‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪ ،‬ﺃﻱ ﺃﻥ ‪. lim f (x) = 8‬‬
‫‪x→4‬‬
‫ﻳﻈﻬﺮ ﺍﻟﺠﺪﻭﻝ ﺃﻋﻼﻩ ﺃﻥ ﻗﻴﻢ )‪f x‬‬
‫)‪ f(4‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ )‪ lim f (x‬ﻣﻮﺟﻮﺩﺓ‪ ،‬ﻓﺈﻥ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻗﺎﺑﻞ‬
‫(‪ f‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪x = 4‬؛ ﻷﻥ ‪f‬‬
‫‪f x) (3‬‬
‫‪x→4‬‬
‫ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ ‪x = 4‬‬

‫‪ (4‬ﺑﻤﺎ ﺃﻥ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ ‪ ،x = 4‬ﻟﺬﺍ ﺃﻋﺪ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ ﻟﺘﺼﺒﺢ‬
‫_‪‬‬
‫‪2‬‬
‫‪f (x) = x - 16 , x ≠ 4‬‬
‫‪ x-4‬‬
‫‪ 8 , x=4‬‬
‫)‪ ff(4‬ﻣﻮﺟﻮﺩﺓ ﻭﺗﺴﺎﻭﻱ ‪8‬‬
‫ﻻﺣﻆ ﺃﻥ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺃﺻﺒﺤﺖ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪x = 4‬؛ ﻷﻥ )‪(4‬‬

‫‪‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_ = )‪ f (x‬؛ ﻟﺘﺼﺒﺢ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 1‬‬
‫‪2‬‬
‫‪x -1‬‬
‫‪ (3‬ﺃﻋﺪ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪x-1‬‬

‫ﺗﺴﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻭﻧﺘﻴﺠﺘﻬﺎ ﻟﺘﻘﺮﻳﺐ ﺃﺻﻔﺎﺭ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺘﺼﻠﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻣﻐﻠﻘﺔ‪ ،‬ﺣﻴﺚ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﺘﺼﻠﺔ‬
‫ﻋﻠﻰ )‪ ،(a, b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻛﻞ ﻧﻘﻄﺔ ﺗﻨﺘﻤﻲ ﺇﻟﻰ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪ ،‬ﻭﺗﻜﻮﻥ ﻣﺘﺼﻠﺔ ﻋﻠﻰ ]‪ [a, b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻛﻞ‬
‫(‪ ، ( lim + f‬ﻭﻣﺘﺼﻠﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﻋﻨﺪ ‪b‬‬ ‫ﻧﻘﻄﺔ ﻣﻦ ﻧﻘﺎﻃﻬﺎ‪ ،‬ﻭﻛﺎﻧﺖ ﻣﺘﺼﻠﺔ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﻋﻨﺪ ‪f a)) a‬‬
‫(‪f x) = f‬‬
‫‪x→a‬‬
‫(‪ . ( lim - f‬ﻭﻣﻦ ﺍﻟﺠﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻜﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ ﻭﺍﻟﺠﺬﺭﻳﺔ ﻭﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﺗﻜﻮﻥ ﻣﺘﺼﻠﺔ ﻋﻠﻰ ﻣﺠﺎﻟﻬﺎ‬‫(‪f x) = f‬‬
‫))‪f b‬‬
‫‪x→b‬‬
‫ﺩﺍﺋﻤﺎ‪.‬‬
‫ﹰ‬

‫‪‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪a < b [a, b] f (x)‬‬
‫))‪(b, f (b‬‬
‫)‪f (b‬‬ ‫‪cf (b)f (a)n‬‬
‫)‪f (c‬‬ ‫)‪(c, n‬‬
‫‪f (c) = nb a‬‬
‫‪O‬‬ ‫‪a‬‬
‫)‪f (a‬‬ ‫‪c‬‬ ‫‪b‬‬ ‫‪x‬‬ ‫‪f (x) ‬‬
‫))‪(a, f (a‬‬ ‫‪،f (b) f (a)‬‬
‫‪bac‬‬
‫‪b af (c) = 0‬‬

‫‪31‬‬ ‫‪‬‬ ‫‪1 - 3 ‬‬

‫‪31‬‬ ‫‪‬‬ ‫‪1-3‬‬ ‫‪‬‬

 ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪ f (x) = x 3 - 4x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪. [-4, 4‬‬ ‫ﹼ‬
‫ﺣﺪﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪4 + 2‬‬
‫‪y‬‬
‫‪‬‬
‫‪x‬‬ ‫‪-4‬‬ ‫‪-3‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬
‫)‪f (x‬‬ ‫‪-46‬‬ ‫‪-13‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫‪2‬‬ ‫‪-1‬‬ ‫‪2‬‬ ‫‪17‬‬ ‫‪50‬‬
‫‪−2 O‬‬ ‫‪2‬‬ ‫‪x‬‬
‫ﺣﺪﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ‬ ‫‪4‬‬
‫ﺗﻌﻠﻢ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﺘﺼﻠﺔ ﻋﻠﻰ ]‪[-4, 4‬؛ ﻷﻧﻬﺎ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪ ،‬ﻭﺑﻤﺎ ﺃﻥ )‪ f (-3‬ﺳﺎﻟﺒﺔ ﻭ )‪ f (-2‬ﻣﻮﺟﺒﺔ‪ ،‬ﻭﺑﺤﺴﺐ ﺍﻟﻨﺘﻴﺠﺔ‬ ‫‪f (x) = x 3 - 4x + 2‬‬ ‫ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﺔ‬
‫ﺃﻳﻀﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪0 < x < 1‬‬
‫ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻮﺟﺪ ﺻﻔﺮ ﻟﻠﺪﺍﻟﺔ )‪ f (x‬ﺑﻴﻦ ‪ . -3, -2‬ﻻﺣﻆ ﺃﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺗﺘﻐﻴﺮ ﺇﺷﺎﺭﺍﺗﻬﺎ ﹰ‬
‫ﻟﻠﺪﺍﻟﺔ _ ‪f x) = x 2 - x -‬‬
‫(‪ f‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫‪3‬‬
‫ﻭﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ . 1 < x < 2‬ﻭﻫﺬﺍ ﻳﺪﻝ ﻋﻠﻰ ﺃﻥ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺗﻨﺤﺼﺮ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ -3‬ﹶﻭ ‪ ، -2‬ﻭﺍﻟﻌﺪﺩﻳﻦ‬ ‫‪1.3.4‬‬
‫‪4‬‬
‫‪ 0‬ﹶﻭ ‪ 1‬ﻭﺍﻟﻌﺪﺩﻳﻦ ‪ 1‬ﹶﻭ ‪ .2‬ﻭﻳﻮﺿﺢ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ 1.3.4‬ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ‪.‬‬
‫] ‪.[ -2, 2‬‬
‫ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ‪ -3‬ﹶﻭ ‪ -2‬ﻭﺑﻴﻦ ‪ 2‬ﹶﻭ ‪3‬‬
‫‪‬‬ ‫ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮﺍﻥ ‪،‬‬
‫_ = )‪[-3, 4] ،f (x‬‬
‫‪x2 - 6‬‬
‫‪(4B‬‬ ‫‪[-6, 4] ،f (x) = x 3 + 2x 2 - 8x + 3 (4A‬‬
‫‪x+4‬‬
‫ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ‪ -5‬ﹶﻭ ‪ ،-4‬ﻭﺑﻴﻦ ‪ 0‬ﹶﻭ ‪ ،1‬ﻭﺑﻴﻦ ‪ 1‬ﹶﻭ ‪2‬‬
‫ﺑﻴﻦ ‪ -1‬ﻭﺍﻟﻌﺪﺩ ﺻﻔﺮ‪ ،‬ﻭﺑﻴﻦ ‪ 1‬ﹶﻭ ‪2‬‬
‫ﺣﺪﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ‬ ‫‪5‬‬
‫ﺇﻥ ﺗﻐﻴﺮ ﺇﺷﺎﺭﺍﺕ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﺎ ﻳﺤﺪﹼ ﺩ ﻣﻮﻗ ﹰﻌﺎ ﺗﻘﺮﻳﺒ ﹼﹰﻴﺎ ﻟﺼﻔﺮ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺤﻘﻴﻘﻲ‪ .‬ﺃ ﱠﻣﺎ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﻻ ﺗﺘﻐﻴﺮ ﻓﻴﻬﺎ ﺍﻹﺷﺎﺭﺓ‬
‫ﻓﺈﻧﻬﺎ ﻻ ﺗﻨﻔﻲ ﻭﺟﻮﺩ ﺃﺻﻔﺎﺭ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻭ ﹸﻳﻌﺪﱡ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺃﻓﻀﻞ ﻃﺮﻕ ﺍﻟﺘﺤ ﹼﻘﻖ ﻣﻦ ﺫﻟﻚ‪.‬‬
‫ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫(‪ f‬ﻓﻲ‬
‫ﻟﻠﺪﺍﻟﺔ ‪f x) = x 3 + 2x + 5‬‬
‫‪‬‬ ‫‪5‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻔﺘﺮﺓ ] ‪.[ -2, 2‬‬
‫ﺣﺪﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪f x) = x 2 + x + 0.16‬‬ ‫ﹼ‬ ‫‪ ‬‬
‫ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮ ﻭﺍﺣﺪ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ‬
‫(‪f‬‬
‫‪   ‬‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪[-3, 3‬‬ ‫‪‬‬
‫‪x‬‬ ‫‪-3‬‬ ‫‪-2‬‬ ‫‪-1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬
‫‪‬‬ ‫‪ -2‬ﹶﻭ ‪-1‬‬
‫)‪f (x‬‬ ‫‪6.16‬‬ ‫‪2.16‬‬ ‫‪0.16‬‬ ‫‪0.16‬‬ ‫‪2.16‬‬ ‫‪6.16‬‬ ‫‪12.16‬‬

‫‪y‬‬ ‫ﺗﻌﻠﻢ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﺘﺼﻠﺔ ﻋﻠﻰ ]‪ [-3, 3‬؛ ﻷﻧﻬﺎ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‪ ،‬ﻭﺃﻥ ﻗﻴﻤﻬﺎ ﻻ‬
‫‪3‬‬ ‫ﺗﻐﻴﺮ ﺇﺷﺎﺭﺗﻬﺎ ﻋﻨﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ ،‬ﻭﻟﻜﻦ )‪ f (x‬ﺗﺘﻨﺎﻗﺺ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﻗﻴﻢ ‪x‬‬ ‫‪ ‬‬
‫‪2‬‬ ‫ﻣﻦ ﺍﻟﻌﺪﺩ ‪ -1‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺗﺒﺪﺃ )‪ f (x‬ﺑﺎﻟﺘﺰﺍﻳﺪ ﻋﻦ ﻳﻤﻴﻦ ‪ x = 0‬؛ ﻟﺬﺍ ﻓﺈﻥ‬
‫‪1‬‬
‫ﻣﻦ ﺍﻟﻤﺤﺘﻤﻞ ﻭﺟﻮﺩ ﺻﻔﺮ ﺣﻘﻴﻘﻲ ﻟﻠﺪﺍﻟﺔ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﻤﺘﺘﺎﻟﻴﻴﻦ ‪ -1‬ﻭ ‪.0‬‬ ‫‪ ‬ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺃﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ‪.‬‬
‫‪f (x) = x 2 + x + 0.16‬‬
‫(‪ f‬ﻻ ﺗﻐﻴﺮ ﺇﺷﺎﺭﺗﻬﺎ ﻋﻨﺪ‬
‫‪f x) = (x - 1) 2‬‬
‫‪−2‬‬ ‫‪−1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫ﻳﻘﻄﻊ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻣﺮﺗﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪[-1, 0‬؛ ﻟﺬﺍ ﻓﺈﻧﻪ ﻳﻮﺟﺪ‬
‫ﺻﻔﺮﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻟﻠﺪﺍﻟﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ‪.‬‬ ‫ﻋﺪﺩﻳﻦ ﺻﺤﻴﺤﻴﻦ ﻣﺘﺘﺎﻟﻴﻴﻦ ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺃﻧﻪ‬
‫‪ (5B‬ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮ ﺣﻘﻴﻘﻲ ﺑﻴﻦ‬ ‫‪ (5A‬ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮ ﺣﻘﻴﻘﻲ ﻋﻨﺪ ‪،x = 1‬‬ ‫ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﺻﻔﺮ ﻣﻜﺮﺭ ﻋﻨﺪ ‪.x = 1‬‬
‫ﺍﻟﻌﺪﺩﻳﻦ ‪ 1‬ﹶﻭ ‪2‬‬ ‫ﻭﺻﻔﺮﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ‪ -1‬ﹶﻭ ‪0‬‬
‫‪‬‬
‫‪[0, 4] ، f (x) = x - 7x + 18x - 14 (5B [-5, 5] ،f (x) = 8x - 2x - 5x - 1 (5A‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪  ‬‬

‫‪ ‬ﻳﺼﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺷﻜﻞ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻃﺮﻓﻲ ﻣﻨﺤﻨﺎﻫﺎ‪ ،‬ﺃﻱ ﺃﻧﻪ ﻳﺼﻒ‬ ‫‪‬‬
‫ﻗﻴﻢ )‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ x‬ﺃﻭ ﺗﻨﻘﺺ ﺑﻼ ﺣﺪﻭﺩ‪ ،‬ﺃﻱ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ∞ ﺃﻭ ∞‪ . -‬ﻭﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫‪‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻔﻬﻮﻡ ﺍﻟﻨﻬﺎﻳﺔ‪.‬‬ ‫‪lim f (x)‬‬
‫∞→‪x‬‬
‫‪xf (x)‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫)‪lim f (x‬‬ ‫)‪lim f (x‬‬ ‫∞‪ x→-‬‬
‫‪lim f (x)‬‬
‫∞→‪x‬‬ ‫∞‪x→-‬‬
‫)‪xf (x‬‬
‫‪y‬‬ ‫‪‬‬
‫∞ → )‪f (x‬‬
‫∞ = )‪lim f (x‬‬
‫∞‪x → -‬‬ ‫ﺃﺣﺪ ﺇﻣﻜﺎﻧﺎﺕ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻫﻮ ﺯﻳﺎﺩﺓ ﻗﻴﻢ‬
‫∞‪x → -‬‬ ‫∞→‪x‬‬ ‫)‪ f (x‬ﺃﻭ ﻧﻘﺼﺎﻧﻬﺎ ﺩﻭﻥ ﺣﺪﻭﺩ‪ .‬ﻭﻳﻤﻜﻦ ﻭﺻﻒ ﻫﺬﺍ ﺍﻟﺴﻠﻮﻙ‬
‫‪O‬‬ ‫‪x‬‬ ‫ﺑﺄﻥ )‪ f (x‬ﺗﻘﺘﺮﺏ ﻣﻦ ﻣﻮﺟﺐ ﻣﺎ ﻻﻧﻬﺎﻳﺔ ﺃﻭ ﻣﻦ ﺳﺎﻟﺐ‬
‫∞‪lim f (x) = -‬‬
‫∞→ ‪x‬‬ ‫ﻣﺎ ﻻﻧﻬﺎﻳﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬
‫∞‪f (x) → -‬‬ ‫)‪y = f ( x‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪32‬‬

‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻄﻮﻳﺮ ﻗﻮﺍﻋﺪ ﻋﺎﻣﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺃﻭ ﺗﺬﻛﹼﺮﻫﺎ ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺧﺘﺒﺎﺭ‬
‫ﻗﻮﺍﻋﺪﻫﻢ ﺑﺘﻤﺜﻴﻞ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺃﺩﻭﺍﺕ ﺍﻟﺘﻤﺜﻴﻞ‪ ،‬ﺛﻢ ﺑﺎﺳﺘﻌﻤﺎﻟﻬﺎ ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﺘﻔﻜﻴﺮ ﻓﻴﻤﺎ ﻳﺤﺪﺩ‬
‫ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻭﺍﻷﻓﻘﻴﺔ‪.‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪ 32‬‬

 ‫‪‬‬ ‫‪6‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪f ( x) = -x 4 + 8x 3 + 3x 2 + 6‬‬
‫‪6x - 80‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f (x) = -x 4 + 8x 3 + 3x 2 + 6x - 80‬‬
‫‪ 6‬‬
‫‪f (x)  ‬‬
‫‪ 6 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﻣﻌﺮﻓﺔ ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬ ‫‪y‬‬ ‫ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬ ‫‪‬‬
‫)‪ |x| f(x‬‬
‫(‪ f‬ﻣﻦ ﺍﻟﻤﺎﻻﻧﻬﺎﻳﺔ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ )‪f x‬‬
‫‪400‬‬
‫‪ ‬‬ ‫‪ ‬‬
‫‪200‬‬ ‫‪f (x) ‬‬
‫‪ 7 , 8 ‬ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﻣﻌﺮﻓﺔ ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ‬ ‫(‪، lim f‬‬
‫∞‪x →-‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ∞‪f x) = -‬‬ ‫‪7‬‬
‫(‪ f‬ﻣﻦ ﻗﻴﻤﺔ ﻣﺤﺪﺩﺓ‪.‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ )‪f x‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫(‪. lim f‬‬ ‫ﻭﺃﻥ ∞‪f x) =-‬‬
‫‪−200‬‬ ‫∞→‪x‬‬

‫‪ ‬‬
‫‪‬‬ ‫ﹺ‬
‫ﺍﺳﺘﻘﺺ ﻗﻴﻢ )‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ x‬ﺑﻼ ﺣﺪﻭﺩ ﺃﻭ ﺗﺘﻨﺎﻗﺺ ﺑﻼ‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻻﺳﺘﻘﺼﺎﺀ ﻗﻴﻢ )‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ |‪ ،|x‬ﺃﻱ‬ ‫ﻛﻮﻥ‬
‫ﹼ‬
‫ﺣﺪﻭﺩ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪6‬‬
‫‪x‬‬ ‫‪ (6A‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫(‪ f‬ﻟﻮﺻﻒ‬
‫‪-10000‬‬ ‫‪-1000‬‬ ‫‪-100‬‬ ‫‪0‬‬ ‫‪100‬‬ ‫‪1000‬‬ ‫‪10000‬‬
‫‪f x) = x 3 - x 2 - 4x + 4‬‬
‫)‪f (x‬‬ ‫‪-1 · 10 16‬‬ ‫‪-1 · 10 12‬‬ ‫‪-1 · 10 8‬‬ ‫‪-80‬‬ ‫‪-1 · 10 8‬‬ ‫‪-1 · 10 12‬‬ ‫‪-1 · 10 16‬‬ ‫ﺃﻧﻪ ﻋﻨﺪﻣﺎ ∞‪ ، x → -‬ﻓﺈﻥﱠ‬
‫ﻋﺰﺯ‬
‫ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﱢ‬ ‫∞‪ . g (x) → -‬ﻭﻋﻨﺪﻣﺎ‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬ ‫(‪ . f‬ﻭﻫﺬﺍ ﻳﻌﺰﺯ ﻣﺎ‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ∞‪ ، x → −‬ﻓﺈﻥ ∞‪ . f (x) → −‬ﻭﺑﺎﻟﻤﺜﻞ ﻋﻨﺪﻣﺎ ∞ → ‪ ، x‬ﻓﺈﻥ ∞‪f x) → −‬‬ ‫∞ → ‪ ، x‬ﻓﺈﻥﱠ ∞ → )‪. g (x‬‬
‫ﺗﻮﺻﻠﻨﺎ ﺇﻟﻴﻪ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫ﺃﻱ ﺃﻥﱠ ‪lim g (x) = -∞ :‬‬
‫∞‪x→-‬‬
‫‪f (x) = x 3- x 2‬‬ ‫‪4x + 4‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬ ‫ﻭ ∞ = )‪. lim g (x‬‬
‫‪y‬‬ ‫∞→‪x‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(6B‬‬ ‫‪y‬‬ ‫‪(6A‬‬ ‫‪x‬‬ ‫) ‪g (x‬‬
‫‪8‬‬ ‫‪12‬‬
‫‪4‬‬ ‫‪f ( x) = _ + _ - x‬‬
‫‪-x 3‬‬ ‫‪3 2‬‬
‫‪3x‬‬ ‫‪-10000‬‬ ‫‪-1·10 12‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪6‬‬
‫‪-1000‬‬ ‫‪-1·10 9‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬ ‫‪−2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪0‬‬ ‫‪2‬‬
‫‪−4‬‬ ‫‪−6‬‬
‫‪−4‬‬
‫‪−‬‬ ‫‪1000‬‬ ‫‪9999.9×10 5‬‬
‫‪−8‬‬ ‫‪−12 g(x) = x 3 - 9x + 2‬‬
‫‪10000‬‬ ‫‪10 12‬‬
‫‪−8‬‬
‫‪−‬‬

‫ﻻﺣﻆ ﺃﻥ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ ﺗﻘﺘﺮﺏ ﻗﻴﻤﻬﺎ ﻣﻦ ∞ ﺃﻭ ∞‪ -‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ |‪ |x‬ﺑﻼ ﺣﺪﻭﺩ‪ ،‬ﻋﻠﻰ ﺣﻴﻦ ﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺑﻌﺾ ﺍﻟﺪﻭﺍﻝ ﻣﻦ‬
‫(‪lim f‬‬
‫∞‪f x) = -‬‬ ‫ﺃﻋﺪﺍﺩ ﺣﻘﻴﻘﻴﺔ ﺩﻭﻥ ﺃﻥ ﺗﺼﻞ ﺇﻟﻴﻬﺎ ﺑﺎﻟﻀﺮﻭﺭﺓ‪.‬‬
‫∞‪x→-‬‬
‫ﹶﻭ∞ = )‪f x‬‬
‫(‪lim f‬‬
‫∞→‪x‬‬ ‫‪‬‬ ‫‪7‬‬ ‫‪‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‪:‬‬
‫‪0.8‬‬
‫‪y‬‬ ‫_ = )‪ f (x‬ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
‫‪2‬‬
‫‪x‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫∞‪x → -∞, f (x) → -‬‬ ‫__ = )‪f (x‬‬
‫‪x‬‬ ‫‪x - 2x + 8‬‬
‫‪0.4‬‬
‫‪x2 - 2x + 8‬‬
‫ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﺛﻢ ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫∞ → )‪x → ∞, f (x‬‬
‫‪x‬‬ ‫) ‪f (x‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪ ‬‬
‫‪−0.4‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ‪ lim f (x) = 0‬ﻭﺃﻥ ‪. lim f (x) = 0‬‬
‫‪-10000‬‬ ‫‪-1·10 12‬‬ ‫‪−0.8‬‬ ‫∞→‪x‬‬ ‫∞‪x→-‬‬

‫‪9‬‬
‫‪-1000‬‬ ‫‪-1·10‬‬ ‫‪ ‬‬
‫‪0‬‬ ‫‪4‬‬ ‫‪x‬‬ ‫‪-10000‬‬ ‫‪-1000‬‬ ‫‪-100‬‬ ‫‪0‬‬ ‫‪100‬‬ ‫‪1000‬‬ ‫‪10000‬‬
‫)‪f (x‬‬ ‫‪-1 · 10‬‬ ‫‪-4‬‬
‫‪-0.001‬‬ ‫‪-0.01‬‬ ‫‪0‬‬ ‫‪0.01‬‬ ‫‪0.001‬‬ ‫‪1 · 10 -4‬‬
‫‪1000‬‬ ‫‪99.9 × 10 7‬‬
‫‪10000‬‬ ‫‪999.9 × 10 9‬‬ ‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ∞‪ ، x → -‬ﻓﺈﻥ ‪ f (x) → 0‬ﻭ ﻋﻨﺪﻣﺎ ∞ → ‪ ، x‬ﻓﺈﻥ ‪ .f (x) → 0‬ﻭﻫﺬﺍ ﻳﻌﺰﺯ ﻣﺎ ﺗﻮﺻﻠﻨﺎ ﺇﻟﻴﻪ ﻣﻦ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪33‬‬ ‫‪‬‬ ‫‪1 - 3 ‬‬

‫‪‬‬
‫‪ (6B‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬
‫ﻓﺈﻥ ∞ → )‪ . f (x‬ﻋﻨﺪﻣﺎ‬ ‫∞‪ ، x → -‬ﱠ‬ ‫‪E‬‬ ‫‪‬‬
‫ﻓﺈﻥ ∞‪. f (x) → -‬‬ ‫∞→ ‪ ،x‬ﱠ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﻟﻌﻤﻞ ﺷﺒﻜﺔ ﻣﺮﺑﻌﺎﺕ‬
‫ﺃﻱ ﺃﻥ‪lim f (x) = ∞ :‬‬
‫∞‪x→-‬‬ ‫ﻋﻠﻰ ﻭﺭﻗﺔ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺪﺭﻳﺞ ﺍﻟﻤﺤﻮﺭﻳﻦ ﻣﻦ ‪ -50‬ﺇﻟﻰ ‪ ، 50‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺧﺘﻴﺎﺭ ﺩﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ‪،‬‬
‫‪.‬‬ ‫ﻭ ∞‪lim f (x) = -‬‬
‫∞→‪x‬‬
‫ﻭﺗﻤﺜﻴﻞ ﻧﻘﺎﻃﻬﺎ ﻋﻨﺪ ﻛﻞ ﻣﻀﺎﻋﻔﺎﺕ ﺍﻟﺨﻤﺴﺔ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﻛﺬﻟﻚ ﺍﺧﺘﻴﺎﺭ ﺩﺍﻟﺔ ﺃﺧﺮ￯ ﻧﻬﺎﻳﺘﻬﺎ ﻣﺤﺪﺩﺓ ‪ ،‬ﻭﺗﻤﺜﻴﻞ‬
‫ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﻧﻘﺎﻃﻬﺎ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻭﺻﻒ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﻭﺍﻝ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﻤﺜﻴﻼﺗﻬﺎ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪x‬‬ ‫) ‪f (x‬‬
‫‪-10,000‬‬ ‫‪-1·10 11‬‬
‫‪-1000‬‬ ‫‪-1·10 8‬‬
‫‪0‬‬ ‫‪0‬‬
‫‪1000‬‬ ‫‪-2.5·10 8‬‬
‫‪10,000‬‬ ‫‪-2.5·10 11‬‬

‫‪33‬‬ ‫‪‬‬ ‫‪1-3‬‬ ‫‪‬‬

 ‫‪ (7A‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺃﻧﻪ ﻋﻨﺪﻣﺎ ∞‪ ، x → -‬ﻓﺈﻥﱠ‬
‫‪‬‬ ‫‪ . f (x) → 3‬ﻭﻋﻨﺪﻣﺎ ∞ → ‪، x‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪(7B‬‬
‫‪y‬‬
‫‪(7A‬‬ ‫ﻓﺈﻥﱠ ‪. f (x) → 3‬‬
‫‪8‬‬
‫__ = )‪f (x‬‬
‫‪2‬‬
‫‪-6x + 4‬‬
‫‪8‬‬
‫ﺃﻱ ﺃﻥﱠ ‪lim f (x) = 3 :‬‬
‫∞‪x→-‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬ ‫‪7‬‬
‫‪4‬‬
‫__ = )‪f x‬‬
‫‪2x2+ x +1‬‬ ‫‪6‬‬
‫ﻭ ‪. lim f (x) = 3‬‬ ‫‪x+2‬‬
‫‪4‬‬
‫∞→‪x‬‬ ‫(‪ f‬ﻟﻮﺻﻒ ﺳﻠﻮﻙ‬ ‫‪2‬‬
‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪x -x-2‬‬
‫‪−4‬‬ ‫‪2‬‬ ‫‪ (7B‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﻋﺰﺯ‬
‫ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﱢ‬
‫‪−8‬‬ ‫ﺃﻧﻪ ﻋﻨﺪﻣﺎ ∞‪ ، x → -‬ﻓﺈﻥﱠ‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫‪−8 −6‬‬ ‫‪−4‬‬
‫‪ . f (x) → -3‬ﻭﻋﻨﺪﻣﺎ‬
‫‪x+1‬‬ ‫∞ → ‪ ، x‬ﻓﺈﻥﱠ ‪. f (x) → -3‬‬ ‫‪y‬‬
‫ﺃﻱ ﺃﻥﱠ ‪lim f (x) = -3 :‬‬
‫∞‪x→-‬‬

‫ﺇﻥ ﻣﻌﺮﻓﺔ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻳﺴﺎﻋﺪ ﻋﻠﻰ ﺣﻞ ﺑﻌﺾ ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺤﻴﺎﺗﻴﺔ‪.‬‬ ‫ﻭ ‪. lim f (x) = -3‬‬
‫∞→‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪‬‬ ‫‪8‬‬
‫__ = ‪y‬‬
‫‪2‬‬
‫‪x+2‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪2‬‬
‫‪ ‬ﹸﺗﻌﻄﻰ ﻗﻴﻤﺔ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻟﺠﺴﻢ ﺑﺎﻟﻘﺎﻋﺪﺓ‬
‫_ ‪ ، U(r) = -‬ﺣﻴﺚ ‪ G‬ﺛﺎﺑﺖ ﻧﻴﻮﺗﻦ ﻟﻠﺠﺬﺏ ﺍﻟﻜﻮﻧﻲ‪ ،‬ﻭ ‪ m‬ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ‪،‬‬ ‫‪e‬‬ ‫‪GmM‬‬
‫(‪ lim f‬ﻭﹶ ‪f x) = 0‬‬
‫(‪lim f‬‬
‫‪r‬‬
‫‪f x) = 0‬‬
‫ﻭ ‪ M e‬ﻛﺘﻠﺔ ﺍﻷﺭﺽ‪ ،‬ﻭ ‪ r‬ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺠﺴﻢ ﻭﻣﺮﻛﺰ ﺍﻷﺭﺽ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻄﺎﻗﺔ ﺍﻟﻮﺿﻊ‬ ‫∞‪x→-‬‬ ‫∞→‪x‬‬

‫ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻟﺠﺴﻢ ﻋﻨﺪﻣﺎ ﻳﺘﺤﺮﻙ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﺍﻷﺭﺽ ﻣﺴﺎﻓﺔ ﻛﺒﻴﺮﺓ ﺟﺪﹰ ﺍ؟‬ ‫‪ ‬ﺩﺍﻟﺔ ﺗﻤﺎ ﹸﺛﻞ ﺍﻟﻄﺎﻗﺔ ﻫﻲ‬ ‫‪8‬‬
‫‪x2 + y2‬‬
‫_‬
‫= ‪ . E‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ‪y‬‬
‫‪2‬‬
‫ﺛﺎﺑﺘﺔ‪ ،‬ﻓﻤﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻘﻴﻢ ﺩﺍﻟﺔ ﺗﻤﺎﺛﻞ‬
‫ﺍﻟﻄﺎﻗﺔ ﻋﻨﺪﻣﺎ ﺗﺘﻨﺎﻗﺺ ﻗﻴﻢ ‪ x‬؟‬
‫‪r‬‬ ‫‪ ‬‬ ‫∞ = ‪lim E‬‬
‫‪GmM e‬‬
‫∞‪x→-‬‬
‫_ ‪U(r) = -‬‬ ‫‪r‬‬
‫‪‬‬
‫‪‬‬
‫‪25000 mi/h‬‬
‫‪m‬‬ ‫‪The Mechanical Universe‬‬

‫ﻛﺜﻴﺮﺍ‪ ،‬ﺃﻱ ﺇﻳﺠﺎﺩ )‪. lim U(r‬‬ ‫ﹺ‬

‫∞→‪r‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻤﺴﺄﻟﺔ ﻭﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻑ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟـ )‪ U(r‬ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ r‬ﹰ‬
‫ﺃﻳﻀﺎ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻗﻴﻢ ‪ r‬ﻓﺈﻥ ﻗﻴﻤﺔ‬ ‫ﻭﺑﻤﺎ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ‪ G , m , M e‬ﺛﻮﺍﺑﺖ‪ ،‬ﻓﺈﻥ ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ ‪ GmM e‬ﻋﺪﺩ ﺛﺎﺑﺖ ﹰ‬
‫‪GmM e‬‬
‫_ ‪ -‬ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ؛ ﻟﺬﺍ ﻓﺈﻥ ‪ ، lim U(r) = 0‬ﻭﻣﻦ ﺛﻢ ﺇﺫﺍ ﺗﺤﺮﻙ ﺟﺴﻢ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﺍﻷﺭﺽ ﺑﺼﻮﺭﺓ‬ ‫‪r‬‬ ‫ﺍﻟﻜﺴﺮ‬
‫∞→‪r‬‬
‫ﻛﺒﻴﺮﺓ‪ ،‬ﻓﺈﻥ ﻃﺎﻗﺔ ﺍﻟﻮﺿﻊ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻟﻬﺬﺍ ﺍﻟﺠﺴﻢ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ‪.‬‬

‫‪ ‬ﻋﻨﺪﻣﺎ ﺗﺴﺘﻤﺮ ﺳﺮﻋﺔ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﻓﻲ ﺍﻟﺘﺰﺍﻳﺪ‪ ،‬ﻓﺈﻥ ﺍﻟﻀﻐﻂ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻳﺆﻭﻝ ﺇﻟﻰ ∞ ‪.‬‬
‫‪ρυ 2‬‬
‫_ = )‪، q(υ‬‬‫‪2‬‬
‫‪  (8‬ﺍﻟﻀﻐﻂ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ ﻫﻮ ﻗﻴﺎﺱ ﺍﻟﻀﻐﻂ ﺍﻟﻨﺎﺗﺞ ﻋﻦ ﺣﺮﻛﺔ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﻭﻳﻌﻄﻰ ﺑﺎﻟﻘﺎﻋﺪﺓ‬
‫ﺣﻴﺚ ‪) ρ‬ﻭﻳﻘﺮﺃ ﺭﻭﻩ( ﻛﺜﺎﻓﺔ ﺍﻟﻐﺎﺯ‪ ،‬ﻭ ‪ υ‬ﺍﻟﺴﺮﻋﺔ ﺍﻟﺘﻲ ﻳﺘﺤﺮﻙ ﺑﻬﺎ ﺍﻟﺠﺰﻱﺀ‪ .‬ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻠﻀﻐﻂ ﺍﻟﺪﻳﻨﺎﻣﻴﻜﻲ‬
‫ﻟﺠﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﻋﻨﺪﻣﺎ ﺗﺴﺘﻤﺮ ﺳﺮﻋﺔ ﺍﻟﺠﺰﻳﺌﺎﺕ ﻓﻲ ﺍﻟﺘﺰﺍﻳﺪ؟‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪34‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪43–48، 36، 37،1–23‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪) 1–27‬ﻓﺮﺩﻱ(‪33–48 ،31 ،30 ،28 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪23–48‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪‬‬ ‫‪1‬‬ ‫‪ 34‬‬

 ‫‪‬‬
‫‪ 3‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﻭﺑﺮﺭ‬
‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪6, 7 .‬‬ ‫ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻓﺤﺪﹼ ﺩ ﻧﻮﻉ‬
‫ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻﻧﻬﺎﺋﻲ‪ ،‬ﻗﻔﺰﻱ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪1, 2 .‬‬
‫‪ ‬‬ ‫‪y‬‬ ‫‪(18‬‬ ‫‪48‬‬
‫‪y‬‬ ‫‪(17‬‬

‫‪ (1-7‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ ، f (x) = √x‬ﻋﻨﺪ ‪. x = -5‬‬

‫‬
‫‪2‬‬
‫‪- 4 (1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-23‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪32‬‬

‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫√ = )‪ ، f (x‬ﻋﻨﺪ ‪. x = 8‬‬

‫‪16‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x + 5 (2‬‬

‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬ ‫‪f (x) = -5x 3 + 7x- 1‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪- 6x 3 + 3x‬‬
‫‪x‬‬
‫_ = )‪ ، h(x‬ﻋﻨﺪ ‪. x = 6 , x = -6‬‬
‫‪2‬‬
‫‪x - 36‬‬
‫‪(3‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪ (17-22‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪x+6‬‬

‫‪(20‬‬ ‫‪(19‬‬ ‫_ = )‪ ، g(x‬ﻋﻨﺪ ‪. x = 1‬‬ ‫‪x‬‬

‫‪(4‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪x-1‬‬
‫‪16‬‬ ‫‪32‬‬
‫__ = )‪f (x‬‬
‫‪x 2 + 2x + 1‬‬
‫‪.‬‬ ‫_ = )‪ ، h(x‬ﻋﻨﺪ ‪x = 4 , x = 1‬‬ ‫‪x-4‬‬
‫‪(5‬‬
‫‪8‬‬ ‫‪x-3‬‬ ‫‪16‬‬ ‫‪x 2 - 5x + 4‬‬
‫‪‬‬ ‫‪−8 O‬‬ ‫‪8‬‬ ‫‪x‬‬ ‫‪−48 −32 −16 O‬‬ ‫‪16 x‬‬
‫= )‪ ، h(x‬ﻋﻨﺪ ‪. x = 6 , x = 0‬‬ ‫_‬
‫‪x 2 - 6x‬‬
‫‪x3‬‬
‫‪(6‬‬

‫__ = )‪f ( x‬‬

‫‪4x - 5 −8‬‬ ‫‪ 4x - 1‬‬
‫‪ (1‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ ، x = -5‬ﺗﺆﻭﻝ ﻗﻴﻢ‬
‫‪−16‬‬
‫‪,‬‬ ‫‪x≤-6‬‬
‫‪6-x‬‬ ‫‪ ، f (x) = ‬ﻋﻨﺪ ‪. x = -6‬‬ ‫‪(7‬‬
‫‪−16‬‬ ‫‪−32‬‬ ‫‪ -x + 2‬‬ ‫‪,‬‬ ‫‪x>-6‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 4.58‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬
‫‪  (8‬ﻏﺮﻓﺘﺎﻥ ﺩﺭﺟﺘﺎ ﺣﺮﺍﺭﺗﻬﻤﺎ‬
‫‪ -5‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛ ‪ .f (-5) = 4.58‬ﺍﻟﺪﺍﻟﺔ‬ ‫‪(22‬‬ ‫‪y‬‬ ‫‪(21‬‬ ‫‪‬‬ ‫‪‬‬
‫‪8‬‬ ‫‪60°F‬‬ ‫‪80°F‬‬ ‫ﻣﺨﺘﻠﻔﺘﺎﻥ ﻳﻔﺼﻞ ﺑﻴﻨﻬﻤﺎ ﺣﺎﺋﻂ‪ .‬ﺗﻨﺘﻘﻞ‬
‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.-5‬‬
‫‪1.2‬‬
‫__ = )‪f ( x‬‬
‫‪2‬‬
‫‪8x - 5x + 1‬‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﺑﻴﻦ ﺍﻟﻐﺮﻓﺘﻴﻦ ﻋﺒﺮ ﺍﻟﺤﺎﺋﻂ ﺑﺤﺴﺐ‬
‫__ = )‪f (x‬‬
‫‪3‬‬
‫‪12x + 4x‬‬
‫‪-5‬‬ ‫‪‬‬
‫‪ (2‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ ،x = 8‬ﺗﺆﻭﻝ ﻗﻴﻢ‬ ‫‪3‬‬
‫‪4x - 9‬‬ ‫(‪ ، f‬ﺣﻴﺚ ﺗﻤﺜﻞ‬‫_ = )‪f w‬‬ ‫ﺍﻟﻌﻼﻗﺔ ‪w‬‬
‫‪7.4‬‬
‫‪−12 −8‬‬ ‫‪−4 O‬‬ ‫‪4x‬‬
‫)‪ f (w‬ﺍﻟﻤﻌﺪﻝ ﺍﻟﺰﻣﻨﻲ ﻻﻧﺘﻘﺎﻝ ﺍﻟﺤﺮﺍﺭﺓ ﺑﺎﻟﻮﺍﻁ‪ ،‬ﻭ ‪ w‬ﺳﻤﻚ ﺍﻟﺤﺎﺋﻂ‬
‫ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 3.61‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬
‫‪-0.8 -‬‬

‫ﺑﺎﻟﻤﺘﺮ‪1, 2 .‬‬

‫‪ 8‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛ ‪ .f (8) = 3.61‬ﺍﻟﺪﺍﻟﺔ‬ ‫‪−8‬‬ ‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫ﱢ‬ ‫‪.‬‬ ‫‪w‬‬ ‫=‬ ‫‪0.4‬‬ ‫ﻋﻨﺪ‬ ‫ﻣﺘﺼﻠﺔ‬ ‫ﺍﻟﺪﺍﻟﺔ‬ ‫‪ (a‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪.8‬‬ ‫‪ (8‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﻻﺗﺼﺎﻝ‪.‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ‬
‫‪ (b‬ﺣﺪﹼ ﺩ ﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻟﻠﺪﺍﻟﺔ )ﺇﻥ ﻭﺟﺪﺕ(‪ ،‬ﻭﻣﺎ ﻧﻮﻋﻪ؟‬
‫‪ (3‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ‬
‫‪ ‬ﻳﻌﻄﻰ ﻣﻌﺪﻝ ﺍﻟﺘﻔﺎﻋﻞ ‪ R‬ﻓﻲ ﺗﺠﺮﺑﺔ ﻛﻴﻤﻴﺎﺋﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ‬ ‫‪(23‬‬ ‫‪ (c‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻟﻠﺘﺤﻘﻖ ﻣﻤﺎ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻪ ﻓﻲ ﺍﻟﻔﺮﻉ ‪. b‬‬
‫‪ ، x = -6‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪x = 6 ,‬‬ ‫_ = )‪ ، R(x‬ﺣﻴﺚ ‪ x‬ﺗﺮﻛﻴﺰ ﺍﻟﻤﺤﻠﻮﻝ ﺑﺎﻟﻤﻠﺠﺮﺍﻡ ﻟﻜﻞ ﻟﺘﺮ‪7 .‬‬ ‫‪0.5x‬‬
‫‪x + 12‬‬ ‫ﺃﻋﺪ ﺗﻌﺮﻳﻒ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻋﻨﺪ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ؛ ﻟﺘﺼﺒﺢ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ‬
‫ﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 0‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (a‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ‪.‬‬ ‫ﻋﻨﺪﻫﺎ‪ 3 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ x‬ﺇﻟﻰ ‪ 6‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪ h(6) = 0 .‬ﺍﻟﺪﺍﻟﺔ‬
‫_ = )‪f x‬‬
‫‪2‬‬
‫‪x -9‬‬
‫‪ (b‬ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﻣﺎﺫﺍ ﻳﻌﻨﻲ ﻓﻲ ﺍﻟﺘﺠﺮﺑﺔ؟‬ ‫(‪x = -3 ، f‬‬ ‫‪(9‬‬
‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 6‬‬ ‫‪x+3‬‬
‫‪‬‬ ‫ﻋﺰﱢ ﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫_‪f x) = x‬‬
‫(‪x = 5 ، f‬‬
‫‪2‬‬
‫‪- 25‬‬
‫‪ (4‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪. x = 1‬‬ ‫‪x-5‬‬
‫‪(10‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﺒﺮﻳﺮ ﺍﻟﻤﻨﻄﻘﻲ ﻟﺘﺤﺪﻳﺪ ﺳﻠﻮﻙ ﻃﺮﻑ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ‬ ‫_ = )‪f x‬‬
‫(‪ ، f‬‬
‫‪x = √2‬‬ ‫‪x2 - 2‬‬
‫‪(11‬‬
‫ﻳﺄﺗﻲ ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ∞ ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪8 .‬‬ ‫‬
‫‪x - √2‬‬
‫‪ (5‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ‬ ‫‪ (24-27‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺣﺪﹼ ﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻟﻜﻞ‬
‫‪ . x = 4‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬ ‫_ ‪q(x) = -‬‬ ‫‪24‬‬
‫‪(25‬‬
‫‪x‬‬
‫_ = )‪f (u‬‬ ‫‪12‬‬
‫‪(24‬‬
‫‪u‬‬ ‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪4 , 5 :‬‬
‫‪ ،x = 1‬ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ‪ _13‬ﻋﻨﺪﻣﺎ‬ ‫(‪ f‬ﺑﻴﻦ ‪ 1‬ﹶﻭ ‪2‬‬
‫‪f x) = x 3 - x 2 - 3 , [-2, 4] (12‬‬
‫_ = )‪h (r‬‬‫‪-1‬‬
‫‪(27‬‬ ‫_ = )‪f (x‬‬
‫‪0.8‬‬
‫‪(26‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 4‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪.‬‬ ‫‪2‬‬
‫‪r +1‬‬ ‫‪2‬‬
‫‪x‬‬
‫‪g(x) = -x 3 + 6x + 2 , [-4, 4] (13‬‬
‫‪p2‬‬
‫‪ (6‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬ ‫_ = )‪، E(m‬‬ ‫‪  (28‬ﺗﹸﻌﻄﻰ ﻃﺎﻗﺔ ﺍﻟﺤﺮﻛﺔ ﻟﺠﺴﻢ ﻣﺘﺤﺮﻙ ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪2m‬‬ ‫‪f x) = 2x 4 - 3x 3 + x 2 - 3 , [-3, 3] (14‬‬
‫(‪f‬‬
‫ﺣﻴﺚ ‪ p‬ﺍﻟﺰﺧﻢ )ﺣﺎﺻﻞ ﺿﺮﺏ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﻓﻲ ﺳﺮﻋﺘﻪ ﺍﻟﻤﺘﺠﻬﺔ( ‪،‬‬ ‫ﺑﻴﻦ‪ -1‬ﹶﻭ ‪ ،0‬ﻭﺑﻴﻦ ‪ 1‬ﹶﻭ ‪2‬‬
‫‪ ،x = 0‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪،x = 6‬‬ ‫‪ m‬ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ‪ .‬ﺇﺫﺍ ﻭﺿﻊ ﺭﻣﻞ ﻓﻲ ﺷﺎﺣﻨﺔ ﻣﺘﺤﺮﻛﺔ‪ ،‬ﻓﻤﺎﺫﺍ ﺳﻴﺤﺪﺙ ﺇﺫﺍ‬ ‫‪x2 + 4‬‬
‫_‬
‫‪ h(x) = x - 5 , [-2, 4] (15‬ﻻ ﻳﻮﺟﺪ ﺃﺻﻔﺎﺭ ﻟﻠﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪.‬‬
‫ﻭﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ‪ 0‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪x‬‬ ‫ﺍﺳﺘﻤﺮﺕ ‪ m‬ﻓﻲ ﺍﻻﺯﺩﻳﺎﺩ؟ ‪  8‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫√ = )‪ g(x‬ﺑﻴﻦ ‪ 2‬ﹶﻭ ‪3‬‬‫‪x 3 + 1 - 5 , [0, 5] (16‬‬
‫ﻣﻦ ‪ 6‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛ ‪، h(6) = 0‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 6‬‬ ‫‪35‬‬ ‫‪‬‬ ‫‪1 - 3 ‬‬

‫‪ (7‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﻔﺰﻱ ﻋﻨﺪ‬

‫‪ ،x =-6‬ﺣﻴﺚ )‪f x‬‬
‫(‪f‬‬
‫ﺗﻘﺘﺮﺏ ﻣﻦ ‪ -25‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪-6‬‬
‫‪M‬‬
‫‪‬‬
‫ﻣﻦ ﺟﻬﺔ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺗﻘﺘﺮﺏ ﻣﻦ ‪ 8‬ﻋﻨﺪﻣﺎ‬
‫(‪ f‬ﻣﺘﺼﻠﺔ‪.‬‬
‫‪ ‬ﺃﻭﺟﺪ ﻗﻴﻢ ﻛﻞ ﻣﻦ ‪ b,m‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ -6‬ﻣﻦ ﺟﻬﺔ ﺍﻟﻴﻤﻴﻦ ‪.‬‬
‫‪ -x , x ≤ 0‬‬
‫‪2‬‬
‫‪(9‬‬
‫‪2‬‬
‫_‬
‫‪ x -9‬‬ ‫‪, x≠-3‬‬
‫‬
‫‬
‫‪f (x) =  x + 3‬‬ ‫(‪ .f‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪. m = 1, b = 0 :‬‬
‫‪f(x) =  mx + b , 0 < x < 1‬‬
‫‪, x=-3‬‬ ‫‬
‫‪ -6‬‬ ‫‬ ‫‪x 2 , x ≥ 1‬‬
‫‪‬‬
‫‪‬‬ ‫_‬‫‪2‬‬
‫‪x - 25‬‬
‫‪, x≠5‬‬
‫‪f (x)) = ‬‬ ‫‪x‒5‬‬ ‫‪(10‬‬
‫‪‬‬ ‫‪10‬‬ ‫‪, x=5‬‬
‫‪ (13‬ﺑﻴﻦ ‪ -3‬ﹶﻭ ‪ ، -2‬ﻭﺑﻴﻦ ‪ -1‬ﹶﻭ ‪، 0‬‬
‫_ ‪‬‬
‫‪x2 - 2‬‬
‫‬
‫‪, x ≠ √2‬‬ ‫ﻭﺑﻴﻦ ‪ 2‬ﹶﻭ ‪3‬‬
‫√‬
‫‪f (x)) =  x - 2‬‬ ‫‪(11‬‬
‫‬
‫‪ 2 √2‬‬ ‫‬
‫‪, x = √2‬‬ ‫‪ (28‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﺘﺰﺍﻳﺪ ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ‪ ،‬ﻓﺈﻥ ﻃﺎﻗﺔ‬
‫ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﺤﺮﻛﻴﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ‪.0‬‬
‫‪35‬‬ ‫‪‬‬ ‫‪1-3‬‬ ‫‪‬‬
 ‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﹶﻭ ﹺﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
‫‪ ‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬ ‫ﺍﺳﺘﻌﻤﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺍﻵﺗﻴﻴﻦ ﻟﺘﺤﺪﻳﺪ ﻗﻴﻤﺔ ﺃﻭ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪ (35 , 36 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺣﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ (29 , 30 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪g(x) = x 5 - 20x 4 + 2x 3 - 5 (35‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 38‬ﻓﺮﻉ ‪، c‬‬
‫__ = )‪y g(x‬‬
‫ﻗﺪ ﻳﺤﺪﺙ ﻟﺒﺲ ﻋﻨﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ‬
‫‪2x - 1‬‬
‫‪y‬‬ ‫‪(30‬‬ ‫‪1-x‬‬
‫‪(29‬‬
‫‪12‬‬
‫_ = )‪f (x‬‬
‫‪2‬‬
‫‪16x‬‬
‫‪(36‬‬
‫‪2‬‬
‫‪x + 15x‬‬ ‫‪8‬‬ ‫ﺑﺄﻥ ﻳﻈﻨﻮﺍ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ﻋﺪﺓ ﻣﺘﻐﻴﺮﺍﺕ؛ ﻟﺬﺍ‬
‫_ = )‪h(x‬‬
‫‪15‬‬ ‫‪2‬‬ ‫‪4x‬‬
‫‪4‬‬ ‫‪11x‬‬ ‫‪2‬‬
‫ﺫﻛﹼﺮﻫﻢ ﺑﺄﻥ ‪ x‬ﻫﻮ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ‬
‫ﺻﻐﻴﺮﺍ ﺑﺎﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﺼﺎﻥ‬
‫ﹰ‬ ‫ﺗﺠﺎﺭﻳﺎ‬
‫ﹼﹰ‬ ‫ﻣﺸﺮﻭﻋﺎ‬
‫ﹰ‬ ‫‪  (37‬ﺑﺪﺃ ﺣﻤﺪ‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12x‬‬
‫‪12x‬‬ ‫‪−4‬‬ ‫ﺍﻟﻮﺣﻴﺪ‪ ،‬ﻭﺃﻥ ‪ a, b, c, d‬ﺛﻮﺍﺑﺖ‪.‬‬
‫ﻭﺑﻴﻌﻬﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ ‪ 9‬ﺩﺭﺍﻫﻢ‬ ‫‪−4‬‬
‫ﻭﺗﻜﻠﻔﺔ ﺍﻟﻤﻌﺪﺍﺕ ﺍﻟﻼﺯﻣﺔ ‪ 12000‬ﺩﺭﻫﻢ‪ .‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﹸﺴﻤﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻣﺘﻨﺎﻇﺮﺗﻴﻦ ﻋﻠﻰ ﻣﻮﺟﺘﻲ ﺿﻮﺀ‬
‫‪‬‬
‫ﻣﻌﺪﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ ﻋﻠﻰ‬
‫ﺗﺒﻴﻦ ﹼ‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﹼ‬ ‫‪  (31‬ﺗ ﹼ‬
‫ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻓﻲ ﻋﺪﺩ ﺍﻟﻘﻤﺼﺎﻥ ﺍﻟﻤﻨﺘﺠﺔ ‪.n‬‬ ‫ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﺑﻄﻮﻝ ﺍﻟﻤﻮﺟﻪ ‪) λ‬ﻭﻳﻘﺮﺃ ﻻﻣﺪﺍ(‪ ،‬ﻭ ﹸﻳﺴﻤﻰ ﻋﺪﺩ ﺍﻟﻤﻮﺟﺎﺕ‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 38‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺠﺪﺍﻭﻝ‬
‫ﺍﻟﻜﺎﻣﻠﺔ ﺍﻟﺘﻲ ﺗﻤﺮ ﺑﻨﻘﻄﺔ ﺧﻼﻝ ﻣﺪﺓ ﺯﻣﻨﻴﺔ ﻣﺤﺪﺩﺓ ﺑﺎﻟﺘﺮﺩﺩ ‪. f‬‬ ‫ﻭﺍﻟﺘﺤﻠﻴﻞ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪‬‬
‫‪ (c‬ﺇﺫﺍ ﺍﺳﺘﻤﺮ ﺍﺯﺩﻳﺎﺩ ﻋﺪﺩ ﺍﻟﻘﻤﺼﺎﻥ ﺍﻟﻤﻨﺘﺠﺔ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻓﻜﻢ ﺳﻴﺼﺒﺢ‬
‫ﻣﻌﺪﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻄﺒﺎﻋﺔ ﻋﻠﻰ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ؟‬ ‫‪ 4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻛﻴﻒ‬
‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻟﻨﻬﺎﻳﺎﺕ‪.‬‬
‫‪ax 3 + b‬‬
‫‪(38‬‬
‫‪‬‬ ‫ﺳﺎﻋﺪﻫﻢ ﺗﺤﻠﻴﻞ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻠﻌﻼﻗﺎﺕ‬
‫(‪ ، f‬ﺣﻴﺚ ‪ a‬ﻭ ‪ c‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ ﻻ‬ ‫_‬ ‫ﺍﻓﺘﺮﺽ ﺃﻥ‬
‫ﻭﺍﻟﺪﻭﺍﻝ ﻋﻠﻰ ﻓﻬﻢ ﺍﻻﺗﺼﺎﻝ ﻭﺍﻟﺴﻠﻮﻙ ﺍﻟﻨﻬﺎﺋﻲ‬
‫= )‪f(x‬‬ ‫‪3‬‬
‫‪cx + d‬‬
‫ﻳﺴﺎﻭﻳﺎﻥ ﺍﻟﺼﻔﺮ‪ ،‬ﻭ ‪ b‬ﻭ ‪ d‬ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ = )‪ f (λ‬ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ ﻭﺍﻟﺘﺮﺩﺩ ‪ ،‬ﺣﻴﺚ ‪c‬‬
‫‪c‬‬
‫ﻭﺗﺼﻒ ﺍﻟﺪﺍﻟﺔ‬
‫‪λ‬‬
‫ﺳﺮﻋﺔ ﺍﻟﻀﻮﺀ ﻭﻣﻘﺪﺍﺭﻫﺎ ‪.2.99 · 10 8 m/s‬‬
‫ﻟﻠﺪﺍﻟﺔ‪.‬‬
‫‪   (a‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ c = 1‬ﻭ ﺍﺧﺘﺮ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ‬
‫ﻟﻘﻴﻢ ‪ . a, b, d‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻭﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ‪:‬‬ ‫‪ (a‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬

‫‪c=1‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ .‬ﻭﻋﺰﺯ‬

‫‪a‬‬ ‫‪b‬‬ ‫‪d‬‬ ‫)‪lim f (x‬‬
‫∞→‪x‬‬
‫)‪lim f ( x‬‬
‫∞‪x→-‬‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪ (c‬ﻫﻞ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ؟ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺠﻮﺍﺏ ﻻ‪ ،‬ﻓﻌ ﹼﻴﻦ ﻧﻘﺎﻁ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪.‬‬
‫‪‬‬
‫‪-1 5‬‬ ‫‪7‬‬ ‫‪-1‬‬ ‫‪-1‬‬
‫ﻻ‪ ،‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪λ = o‬‬
‫‪9 -6‬‬ ‫‪8‬‬ ‫‪9‬‬ ‫‪9‬‬ ‫‪ (29‬ﻟﻠﺪﺍﻟﺔ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬
‫‪   (b‬ﺍﺧﺘﺮ ﺛﻼﺙ ﻣﺠﻤﻮﻋﺎﺕ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﻟﻜﻞ ﻣﺘﻐﻴﺮ‪،‬‬ ‫‪ ‬ﻣ ﱢﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪ .x = 1‬ﻋﻨﺪﻣﺎ ∞‪ x→∓‬ﻓﺈﻥ‬
‫ﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ ‪ ، a > c‬ﻭﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ ‪ ، a < c‬ﻭﻣﺠﻤﻮﻋﺔ ﻓﻴﻬﺎ‬ ‫ﻣﺘﺼﻠﺔ ﺃﻡ ﻻ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺣﺪﺩ ﻧﻘﺎﻃﻪ‪.‬‬ ‫‪.g(x)→-2‬‬
‫ﹰ‬
‫ﺟﺪﻭﻻ ﻛﻤﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪.a‬‬ ‫ﻭﻛﻮﻥ‬
‫‪ . a = c‬ﺛﻢ ﺍﻛﺘﺐ ﻛﻞ ﺩﺍﻟﺔ‪ ،‬ﱢ‬ ‫ﺛﻢﹼ ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﻋ ﹼﻴﻦ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﺇﻥ ﻭﺟﺪﺕ‪.‬‬
‫‪ (30‬ﻟﻠﺪﺍﻟﺔ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬
‫‪ (32 -34‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫_ = )‪f x‬‬
‫(‪ f‬ﻋﻨﺪﻣﺎ‬
‫‪3‬‬
‫‪ax + b‬‬
‫ﺧﻤﻦ ﻗﻴﻤﺔ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬
‫‪   (c‬ﹼ‬ ‫‪ .x = 0‬ﻋﻨﺪﻣﺎ ∞‪ x→∓‬ﻓﺈﻥ ‪.h(x)→0‬‬
‫__ = )‪f (x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪cx 3 + d‬‬ ‫‪(32‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ∞‪ -‬ﻭﻣﻦ ∞‪. +‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x - 4x + x + 6‬‬

‫‪4x 2 + 11x - 3‬‬

‫__ = )‪h(x‬‬
‫‪2‬‬
‫‪(33‬‬
‫‪x + 3x - 18‬‬

‫‪x 3 - 5x 2 - 26x + 120‬‬

‫__ = )‪h(x‬‬
‫‪2‬‬
‫‪(34‬‬
‫‪x + x - 12‬‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪36‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪ 36‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪ (39 -45‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪‬‬
‫‪ (47‬ﻳﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﻛﺜﻴﺮﺓ ﺍﻟﺤﺪﻭﺩ )‪ .f (x‬ﺃﻱ ﺍﻷﻋﺪﺍﺩ‬ ‫‪ ‬ﺑ ﱢﻴﻦ ﺇﺫﺍ ﻛﺎﻥ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ‪ ،‬ﺃﻡ‬
‫‪ (39‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪ .‬ﺇﺟﺎﺑﺔ‬ ‫ﺍﻵﺗﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺩﺭﺟﺔ ﻟﻠﺪﺍﻟﺔ )‪f (x‬؟ ‪D‬‬ ‫ﻗﻔﺰﻱ‪ ،‬ﺃﻡ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ ‪ . x = 0‬ﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﺇﻻ‬
‫ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﹰ‬ ‫‪y‬‬
‫‪x5 + x6‬‬
‫_ = )‪f (x‬‬ ‫_ = )‪f (x‬‬
‫‪4‬‬
‫‪x‬‬
‫‪(40‬‬ ‫‪(39‬‬
‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ x = 0‬ﻭﺫﻟﻚ ﻷﻥ ﺍﻟﻨﻬﺎﻳﺔ‬ ‫‪x‬‬ ‫‪5‬‬ ‫‪5‬‬
‫‪x‬‬

‫ﻣﻮﺟﻮﺩﺓ ﻭﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﺗﻠﻚ‬ ‫‪O‬‬ ‫‪x‬‬

‫‪ ‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪ a, b‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﺘﺼﻠﺔ‪.‬‬ ‫‪‬‬ ‫‪(41‬‬
‫ﺍﻟﻨﻘﻄﺔ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻗﺎﺑﻞ‬ ‫‪‬‬ ‫‪x2+a , x≥3‬‬
‫ﻟﻺﺯﺍﻟﺔ‪.‬‬ ‫‪f (x) = ‬‬ ‫‪bx + a , -3 < x < 3‬‬
‫‪ -b - x , x ≤ -3‬‬
‫‪ (40‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪1 A‬‬

‫ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ؛ ﻷﻧﻪ‬ ‫‪2 B‬‬

‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪ ‬ﺃﻭﺟﺪ )‪ lim f (x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﱢ‬
‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 0‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪،‬‬
‫∞‪x→-‬‬
‫‪3 C‬‬
‫‪ lim f (x) = -∞ (42‬ﺣﻴﺚ ‪ f‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬
‫ﺗﺆﻭﻝ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ∞ ﺃﻭ ∞‪. -‬‬ ‫‪4 D‬‬
‫∞→‪x‬‬

‫‪ lim f (x) = -∞ (43‬ﺣﻴﺚ ‪ f‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪.‬‬

‫‪ (41‬ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻣﺘﺼﻠﺔ ﻋﻠﻰ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ‬
‫∞→‪x‬‬

‫√ = )‪ f (x‬؟ ‪A‬‬

‫‪ (48‬ﻓﻲ ﺃﻱ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻵﺗﻴﺔ ﻳﻘﻊ ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ ‪x 2 - 6 - 6‬‬
‫‪ lim f (x) = ∞ (44‬ﺣﻴﺚ ‪ f‬ﺩﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫)‪،(3, ∞) ، (-3, 3) ، (-∞, -3‬‬ ‫‪[6, 7] A‬‬
‫∞→‪x‬‬

‫‪ lim f (x) = ∞ (45‬ﺣﻴﺚ ‪ f‬ﺩﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬

‫ﻭﺣﺘﻰ ﺗﻜﻮﻥ ﻣﺘﺼﻠﺔ ﻋﻠﻰ‬ ‫‪[7, 8] B‬‬ ‫∞→‪x‬‬

‫)∞‪ (-∞, +‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻣﺘﺼﻠﺔ‬ ‫‪[8, 9] C‬‬ ‫‪  (46‬ﺃﻋﻂ ﹰ‬

‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺩﺍﻟﺔ ﻟﻬﺎ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪ ،‬ﺛﻢ ﹼﺑﻴﻦ ﻛﻴﻒ‬
‫ﻳﻤﻜﻦ ﺇﺯﺍﻟﺘﻪ‪ .‬ﻭﻛﻴﻒ ﺗﺆﺛﺮ ﺇﺯﺍﻟﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻓﻲ ﺍﻟﺪﺍﻟﺔ؟‬
‫ﻋﻨﺪ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ -3‬ﹶﻭ ‪ 3‬ﻭﻫﺬﺍ‬ ‫‪[ 9 , 10 ] D‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻳﻌﻨﻲ ﺃﻥ‬
‫‪lim‬‬ ‫‪f (x ) = lim‬‬ ‫) ‪f (x‬‬ ‫‪(1‬‬
‫‪x→-3+‬‬ ‫‪x→-3-‬‬
‫)‪b × -3 + a = -b - (-3‬‬

‫‪-3b + a = - b + 3‬‬

‫‪lim‬‬ ‫) ‪f (x ) = lim - f (x‬‬ ‫‪(2‬‬

‫‪x→3 +‬‬ ‫‪x→3‬‬
‫‪→ (3) 2 + a = b × 3 + a‬‬
‫‪9 + a = 3b + a‬‬
‫ﻭﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬
‫‪-3b + a = -b + 3‬‬
‫‪ ،9 + a = 3b + a‬ﻧﺠﺪ ﺃﻥ‬
‫‪a=9,b=3‬‬
‫‪،xlim‬‬
‫∞‪→-‬‬
‫‪f (x ) = -∞ (42‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺴﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ‬
‫ﻣﺸﺎﺑﻬﺎ ﻟﺴﻠﻮﻛﻬﺎ‬
‫ﹰ‬ ‫∞‪ -‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ‬ ‫‪37‬‬ ‫‪‬‬ ‫‪1 - 3 ‬‬

‫ﻋﻨﺪ ∞ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺰﻭﺟﻴﺔ‪.‬‬

‫‪ ،xlim‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫∞‪→-‬‬
‫‪f (x ) = ∞ (43‬‬
‫ﻟﺴﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ∞‪ -‬ﻳﺠﺐ ﺃﻥ‬
‫ﻣﻌﺎﻛﺴﺎ ﻟﺴﻠﻮﻛﻬﺎ ﻋﻨﺪ ∞ ﻟﻠﺪﺍﻟﺔ‬ ‫ﹰ‬ ‫ﻳﻜﻮﻥ‬
‫ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫‪xlim‬؛ ﻷﻥ‬‫∞‪→-‬‬
‫‪f (x ) = -∞ (44‬‬
‫) ‪ (x, y )→(-x, -y‬ﻓﻲ ﺍﻟﺘﻤﺎﺛﻞ‬
‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪،xlim‬‬
‫∞‪→-‬‬
‫‪f (x ) = ∞ (45‬‬
‫ﻷﻥ ‪ f (x ) = f (-x ) = y‬ﻓﻲ ﺍﻟﺘﻤﺎﺛﻞ‬
‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬

‫‪37‬‬ ‫‪‬‬ ‫‪1-3‬‬ ‫‪‬‬

 ‫‪‬‬

‫‪1 - 3‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(8)‬‬

‫‪‬‬ ‫‪1-3‬‬

‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﺇﺫﺍ‬

‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺘﺼﻠﺔ ﺃﻡ ﻻ ﻋﻨﺪ ﻗﻴﻤﺔ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ ،‬ﱢ‬
‫ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﱢ ﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻﻧﻬﺎﺋﻲ ‪ ،‬ﻗﻔﺰﻱ ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬

‫_ = )‪f (x‬‬
‫‪x -2‬‬
‫‪; x = - 4 (2‬‬ ‫‪f (x) = -‬‬ ‫_‬
‫‪2‬‬
‫‪; x = -1‬‬ ‫‪(1‬‬
‫‪x+4‬‬ ‫‪3x2‬‬
‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‬ ‫ﻧﻌﻢ ﻣﺘﺼﻠﺔ‪ ،‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪x = -4‬‬ ‫‪ ، x = -1‬ﺍﻟﺪﺍﻟﺔ ﺗﻘﺘﺮﺏ ﻣﻦ‬
‫_ ‪ -‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪-1‬‬
‫‪2‬‬
‫‪3‬‬
‫_‬
‫ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ ﻭ ‪f (-1) = -‬‬
‫‪2‬‬
‫‪3‬‬

‫_ = )‪f (x‬‬
‫‪x+1‬‬
‫‪2‬‬
‫‪; x = -1 , x = -2 (4‬‬ ‫‪f (x) = x 3 - 2 x + 2; x = 1 (3‬‬
‫‪x + 3x + 2‬‬
‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻟﻠﺪﺍﻟﺔ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ‬ ‫ﻧﻌﻢ ﻣﺘﺼﻠﺔ‪ ،‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪، x = 1‬‬
‫ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ ‪ ، x = -1‬ﻭﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ‬ ‫ﺍﻟﺪﺍﻟﺔ ﺗﻘﺘﺮﺏ ﻣﻦ ‪ 1‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪x‬‬
‫ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪x = -2‬‬ ‫ﻣﻦ ‪ 1‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ ﻭ ‪f (1) = 1‬‬

‫ﺣﺪﱢ ﺩ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﺘﺘﺎﻟﻴﺔ ﺍﻟﺘﻲ ﺗﻨﺤﺼﺮ ﺑﻴﻨﻬﺎ ﺍﻷﺻﻔﺎﺭ ﺍﻟﺤﻘﻴﻘﻴﺔ ﱟ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬

‫‪g(x) = x 4 + 10x - 6; [-3, 2] (6‬‬ ‫‪f (x) = x 3 + 5 x 2 - 4; [-6, 2] (5‬‬

‫]‪[-3, -2], [0, 1‬‬ ‫]‪[-5, - 4], [-1, 0], [0, 1‬‬
‫‪ ‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱟ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ؛ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﺛﻢ ﻋﺰﹼﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪:‬‬

‫‪8‬‬
‫‪y‬‬ ‫‪(8‬‬ ‫‪y‬‬
‫‪4‬‬
‫‪(7‬‬
‫‪-6x‬‬
‫= )‪f(x‬‬
‫‪3x - 5‬‬
‫‪f(x) = x 2 - 4x - 5 4‬‬ ‫‪2‬‬
‫‪x‬‬
‫‪-8 -4‬‬ ‫‪O 4‬‬ ‫‪8x‬‬ ‫‪-16 -8 O‬‬ ‫‪8‬‬ ‫‪16‬‬
‫‪-44‬‬ ‫‪-22‬‬

‫‪-88‬‬ ‫‪-44‬‬

‫∞ = )‪lim f (x) = ∞; lim f (x‬‬ ‫‪lim f (x) = -2; lim f (x) = -2‬‬
‫∞‪x → -‬‬ ‫∞→‪x‬‬ ‫∞‪x → -‬‬ ‫∞→‪x‬‬
‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬

‫‪ ‬ﻳﻮﺿﺢ ﻗﺎﻧﻮﻥ ﺃﻭﻡ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﻘﺎﻭﻣﺔ ‪ ، R‬ﻭﻓﺮﻕ ﺍﻟﺠﻬﺪ ‪ ، E‬ﻭﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ I‬ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪،‬‬ ‫‪(9‬‬
‫ﻭﺗﹸﻌﻄﻰ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﺎﻟﻘﺎﻋﺪﺓ ‪ . R = _EI‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ﺛﺎﺑﺘﹰﺎ‪ ،‬ﻭﺗﺰﺍﻳﺪﺕ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ‪ ،‬ﻓﻤﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻠﻤﻘﺎﻭﻣﺔ؟‬
‫ﺗﺘﻨﺎﻗﺺ ﺍﻟﻤﻘﺎﻭﻣﺔ ﻟﺘﻘﺘﺮﺏ ﻣﻦ ﺍﻟﺼﻔﺮ‪.‬‬

‫‪8‬‬

‫‪ 1‬‬ ‫‪37 A‬‬










































37 B  1
 ‫‪‬‬ ‫‪‬‬
‫‪1-31-1‬‬
‫‪‬‬ ‫‪1‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻭﺍﻷﺻﻔﺎﺭ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪1-2 :‬‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ‪1-1 : x‬‬
‫‪f (x) = 5 -‬‬ ‫‪√x‬‬
‫‬ ‫‪(10‬‬ ‫= )‪f (x‬‬ ‫‪x3‬‬ ‫‪- 16x (9‬‬ ‫ﺩﺍﻟﺔ‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(2‬‬ ‫ﺩﺍﻟﺔ‬ ‫‪7 = 21 (1‬‬
‫‪3x + 7y‬‬ ‫‪1-31-1‬‬
‫‪-1‬‬
‫‪1‬‬
‫‪-1‬‬
‫‪3‬‬
‫‪ ‬‬
‫ﺍﺧﺘﺒﺮ ﺗﻤﺎﺛﻞ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﻟﻤﺤﻮﺭ ‪، y‬‬
‫‪ (11-12‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬‫‪1-2‬‬‫‪‬‬ ‫ﺍﻷﺻﻞ‪.‬‬ ‫ﻭ ﻧﻘﻄﺔ‬
‫‪3‬‬ ‫‪7‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺣﺪﺓ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬
‫‪5‬‬ ‫‪11‬‬

‫‪xy = 4 (12‬‬ ‫‪x 2 + y 2 = 9 (11‬‬ ‫‪7‬‬ ‫‪15‬‬ ‫ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ ﻟﻸﺳﺌﻠﺔ ﺍﻟﺘﻲ ﻟﻢ ﻳﺠﻴﺒﻮﺍ‬
‫ﻋﻨﻬﺎ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪ .‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ‬
‫ﻣﺮﺍﺟﻌﺔ ﺍﻟﺪﺭﻭﺱ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﺑﻌﺪ ﻛﻞ ﺳﺆﺍﻝ‪.‬‬
‫‪y‬‬ ‫‪(4‬‬ ‫‪y‬‬ ‫‪(3‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‬
‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ . x = 5‬ﱢ‬ ‫‪8‬‬ ‫‪8‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪1-3 .‬‬
‫‪f (x) = √x‬‬ ‫‬
‫‪2 - 36 (13‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫_ = )‪f (x‬‬ ‫‪x 2 (14‬‬
‫‪x+5‬‬ ‫‪−4‬‬ ‫‪−4‬‬ ‫] ‪ ، [ 0, 6.35‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺰﻣﻦ‬ ‫‪(6b‬‬
‫‪−8‬‬ ‫‪−8‬‬ ‫ﻻ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺳﺎﻟ ﹰﺒﺎ‪ ،‬ﻭﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ‬
‫ﺩﺍﻟﺔ‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫ﻻ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺳﺎﻟ ﹰﺒﺎ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‪.‬‬
‫ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ‬ ‫ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻠﻴﻦ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ ﺍﻵﺗﻴﻴﻦ‪ .‬ﺛﻢ ﱢ‬
‫ﻋﺪﺩ ﹼﹰﻳﺎ‪ (15-16 1-3 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪، [0, ∞) :‬‬ ‫‪(7‬‬
‫‪16‬‬ ‫‪y‬‬ ‫‪(15‬‬ ‫‪ 2‬‬ ‫ﻭﺍﻟﻤﺪ￯‪[0, ∞) :‬‬
‫‪ (5‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f (x) =  x , x < 2‬ﻓﺄﻭﺟﺪ )‪1-1 . f (2‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪2‬‬ ‫‪ x , x≥2‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪، {x|x ∈R} :‬‬ ‫‪(8‬‬
‫ﻭﺍﻟﻤﺪ￯‪{y|y ∈Z} :‬‬
‫ﺍﻟﻤﻘﻄﻊ ‪ ، 0 :y‬ﺍﻷﺻﻔﺎﺭ‪. 0, 4, -4 :‬‬ ‫‪(9‬‬
‫‪  (6‬ﻳﻌﻄﻰ ﺍﺭﺗﻔﺎﻉ ﻛﺮﺓ ﻗﺪﻡ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪ ﺿﺮﺑﻬﺎ ﻣﻦ‬
‫‪−2‬‬
‫‪−1‬‬
‫‪2‬‬ ‫‪4‬‬
‫ﻗﺒﻞ ﺣﺎﺭﺱ ﻣﺮﻣﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، h(t) = -8 t 2 + 50t + 5‬ﺣﻴﺚ‬ ‫ﺍﻟﻤﻘﻄﻊ ‪ ، 5 :y‬ﺍﻷﺻﻔﺎﺭ‪. 25:‬‬ ‫‪(10‬‬
‫‪y=-10x3+11x2-0.25x-7‬‬ ‫‪ h‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﻭ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‪1-1 .‬‬ ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪، y‬‬ ‫‪(11‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ‪ 3‬ﹴ‬
‫ﺛﻮﺍﻥ‪83 ft .‬‬
‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪ (b‬ﻣﺎ ﻣﺠﺎﻝ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪(12‬‬
‫‪  (17‬ﻣﺎ ﻧﻮﻉ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻟﻠﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﻓﻲ‬ ‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪.x=5‬‬ ‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ :‬ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﹼ‬ ‫‪(13‬‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻋﻨﺪ ‪ x = 1.5‬؟ ‪D 1-3‬‬
‫_‪x‬‬‫‪2‬‬
‫‪-‬‬
‫‪-2.25‬‬
‫‪y‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ h‬ﺃﺩﻧﺎﻩ ﻹﻳﺠﺎﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ ﻓﻲ ﻛﻞ ﻣﻤﺎ‬ ‫ﻣﺘﺼﻠﺔ‪ :‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪. x = 5‬‬ ‫‪(14‬‬
‫(‪f‬‬
‫= )‪f x‬‬ ‫‪x -1.5‬‬
‫‪, x ≠ 1.5‬‬ ‫ﻳﺄﺗﻲ‪ (7-10 1-2 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻭﺗﻘﺘﺮﺏ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ‪ 2.5‬ﻋﻨﺪﻣﺎ‬
‫‪1.5 , x = 1.5‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪y‬‬ ‫‪(8‬‬ ‫‪y‬‬
‫‪(7‬‬
‫ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 5‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛‬
‫‪.f (5) = 2.5‬‬
‫)‪h(x‬‬ ‫)‪h( x‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‪:‬‬ ‫‪(15‬‬

‫‪ C‬ﻗﻔﺰﻱ‬ ‫‪ A‬ﻏﻴﺮ ﻣﻌﺮﻑ‬
‫‪ D‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‬ ‫‪ B‬ﻻﻧﻬﺎﺋﻲ‬
‫∞ ‪ f (x) → -‬ﻋﻨﺪﻣﺎ‬
‫∞ → ‪ f (x) →∞, x‬ﻋﻨﺪﻣﺎ‬
‫∞‪. x → -‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ‪:‬‬ ‫‪(16‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪38‬‬ ‫‪ f (x) → 5‬ﻋﻨﺪﻣﺎ ∞ → ‪f (x) →5 ، x‬‬
‫ﻋﻨﺪﻣﺎ ∞‪. x →-‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 5 0 % ‬‬ ‫‪‬‬ ‫‪ 2 5 % ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪1-3‬‬ ‫‪ 1-1 ‬‬ ‫‪‬‬

‫‪ 1‬‬ ‫‪38‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪1 -4‬‬ ‫‪‬‬
‫‪Extrema and Average Rates of Change‬‬

‫‪‬‬
‫‪ 1‬‬ ‫‪3.20‬‬
‫ﻳﺒ ﱢﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ ﻣﻌﺪﻝ ﻛﻤﻴﺎﺕ ﺍﻷﺳﻤﺎﻙ ﺍﻟﺘﻲ ﺍﺻﻄﺎﺩﻫﺎ ﺃﺣﺪ‬
‫‪ ‬‬
‫‪‬‬
‫ﺍﻟﺼﻴﺎﺩﻳﻦ ﺧﻼﻝ ﺃﺷﻬﺮ ﻋﺎﻡ ‪ 2015‬ﻡ ‪.‬‬
‫‪3.10‬‬

‫‪‬‬ ‫‪3.00‬‬
‫‪2.90‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺃﻥ ﺍﻟﻤﻌﺪﻝ ﺃﺧﺬ ﻓﻲ ﺍﻟﺘﺰﺍﻳﺪ ﻣﻦ ﺷﻬﺮ ﻳﻨﺎﻳﺮ ﻭﺣﺘﻰ ﻣﺎﻳﻮ‪ ،‬ﺛﻢ‬

‫‪‬‬
‫‪2.80‬‬
‫ﺗﻨﺎﻗﺺ ﺣﺘﻰ ﺃﻏﺴﻄﺲ‪ ،‬ﻭﺑﻘﻲ ﺛﺎﺑﺘﹰﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﺣﺘﻰ ﺃﻛﺘﻮﺑﺮ‪ ،‬ﺛﻢ ﺗﺰﺍﻳﺪ ﻣﺮﺓ ﺃﺧﺮ￯‬ ‫‪‬‬ ‫■‬

‫‪1-4‬‬ ‫‪2.70‬‬ ‫ﻗﻠﻴﻼ ﺑﻴﻦ ﺷﻬﺮﻱ ﻧﻮﻓﻤﺒﺮ ﻭﺩﻳﺴﻤﺒﺮ‪.‬‬ ‫ﻭﺃﺧﻴﺮﺍ ﺗﻨﺎﻗﺺ ﹰ‬

‫ﹰ‬ ‫ﺣﺘﻰ ﻧﻮﻓﻤﺒﺮ‪،‬‬ ‫‪ ‬‬
‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ‪.‬‬ ‫‪2.60‬‬ ‫ﻛﻤﺎ ﻳﺘﻀﺢ ﺃﻥ ﺃﻋﻠﻰ ﻣﻌﺪﻝ ﻟﻠﺼﻴﺪ ﺑﻠﻎ ‪ 3.15‬ﺃﻃﻨﺎﻥ‪ ،‬ﻭﺫﻟﻚ ﻓﻲ ﺷﻬﺮ ﻣﺎﻳﻮ‪،‬‬ ‫‪ ، ،‬‬
‫‪2.50‬‬
‫ﻭﻳﻼﺣﻆ ﻣﻦ ﻣﻴﻠﻲ ﺍﻟﺨﻄﻴﻦ ﺍﻟﻤﻨﻘﻄﻴﻦ ﺑﺎﻷﺣﻤﺮ ﻭﺍﻷﺯﺭﻕ ﺃﻥ ﻣﻌﺪﻝ ﺍﻟﺘﻐ ﹼﻴﺮ ﻓﻲ‬ ‫‪ ‬‬
‫‪1-4‬‬ ‫‪2.40‬‬
‫ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﻋﺎﻡ ‪ 2015‬ﻡ ﺃﻛﺜﺮ ﻣﻨﻪ ﻓﻲ ﺍﻟﻨﺼﻒ ﺍﻟﺜﺎﻧﻲ‪.‬‬ ‫‪‬‬
‫‪2.30‬‬
‫ﺗﺤﺪﻳﺪ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ ‬‬ ‫■‬
‫‪2.20‬‬
‫‪ ‬ﺧﺎﺻﻴﺔ ﻣﻦ ﺧﺼﺎﺋﺺ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﺗﺴﺎﻋﺪ ﻋﻠﻰ‬ ‫‪‬‬
‫ﻣﺘﺰﺍﻳﺪﺓ ‪ ،‬ﺛﺎﺑﺘﺔ ‪ ،‬ﻣﺘﻨﺎﻗﺼﺔ‪ .‬ﻭﺗﺤﺪﻳﺪ ﺍﻟﻘﻴﻢ‬
‫‪2.10‬‬
‫‪0‬‬ ‫ﺩﺭﺍﺳﺔ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺣﻴﺚ ﺗﺤﺪﹼ ﺩ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺘﺰﺍﻳﺪ ﺃﻭ ﺗﺘﻨﺎﻗﺺ ﺍﻟﺪﺍﻟﺔ ﻓﻴﻬﺎ ﺃﻭ‬
‫‪2 4‬‬ ‫‪6‬‬ ‫‪8 10 12‬‬ ‫ﺗﺒﻘﻰ ﺛﺎﺑﺘﺔ‪.‬‬
‫ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﺼﻐﺮ￯ ﻟﻬﺎ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ‪.‬‬ ‫‪y‬‬ ‫ﻓﻔﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ‪ ،‬ﺇﺫﺍ ﺗﺘﺒﻌﺖ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ ، f (x‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‬
‫‪‬‬ ‫‪increasing‬‬
‫ﻓﺈﻧﻚ ﺗﻼﺣﻆ ﺃﻥ‪:‬‬
‫‪1-4‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬

‫• )‪ f (x‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪(-∞‚ -5‬‬

‫‪‬‬
‫‪‬‬

‫)‪y = f (x‬‬
‫ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﻭﺻﻔﻬﺎ‪.‬‬ ‫‪‬‬
‫‪decreasing‬‬
‫• ﺛﺎﺑﺘﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪(-5, 0‬‬
‫‪-5‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫• ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪(0,‬‬ ‫‪constant‬‬

‫ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﺧﺼﺎﺋﺺ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺣﻴﺚ ﻛﻮﻧﻬﺎ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺃﻭ ﺛﺎﺑﺘﺔ ﺟﺒﺮ ﹼﹰﻳﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻟﺬﻱ ﻳﻠﺨﺼﻪ ﺍﻟﻤﻔﻬﻮﻡ ﺍﻵﺗﻲ‪:‬‬ ‫‪‬‬
‫‪critical point‬‬

‫‪   ،‬‬ ‫‪‬‬ ‫‪‬‬

‫‪maximum‬‬
‫‪ 2‬‬ ‫‪y‬‬ ‫‪‬‬ ‫‪ f ‬ﻣﺘﺰﺍﻳﺪﺓ‪‬‬
‫‪xf (x)‬‬ ‫‪‬‬
‫) ‪f (x 2‬‬
‫) ‪f (x 1‬‬ ‫‪minimum‬‬
‫‪f (x 1) < f (x 2) x 2x 1‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪O‬‬
‫‪x1‬‬ ‫‪x2 x‬‬
‫‪x 1 < x 2‬‬
‫‪extrema‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬ ‫‪‬‬

‫‪average rate of change‬‬
‫‪‬‬ ‫‪y‬‬ ‫‪‬‬ ‫‪ f ‬ﻣﺘﻨﺎﻗﺼﺔ‪‬‬
‫‪‬‬
‫‪xf (x)‬‬
‫• ﻣﺎ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺘﻲ ﹸﺗ ﹶﻔ ﹼﻀﻞ ﻓﻴﻬﺎ ﺍﻟﺪﻭﺍﻝ‬ ‫)‪f (x 1‬‬
‫‪secant line‬‬
‫‪f (x 1) > f (x 2) x 2x 1‬‬ ‫‪‬‬
‫ﺍﻟﻤﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺘﻨﺎﻗﺼﺔ؟‬ ‫)‪f (x 2‬‬
‫‪x 1 < x 2‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﺰﺍﻳﺪ ﺩﺭﺟﺎﺕ ﺍﻻﺧﺘﺒﺎﺭ ﻣﻊ‬
‫‪O‬‬ ‫‪x1‬‬ ‫‪x2 x‬‬

‫ﺍﻟﺰﻣﻦ‪ ،‬ﻭﺍﻟﺘﺰﺍﻳﺪ ﻓﻲ ﺍﻟﻤﺒﻴﻌﺎﺕ ﺍﻟﺴﻨﻮﻳﺔ‪.‬‬ ‫‪y‬‬ ‫‪‬‬ ‫‪ f ‬ﺛﺎﺑﺘﺔ‪‬‬

‫• ﻋﻤﻞ ﺃﺣﺪ ﺭﺟﺎﻝ ﺍﻷﻋﻤﺎﻝ ﻋﻠﻰ ﺗﺤﺴﻴﻦ ﺃﺩﺍﺀ‬ ‫‪xf (x)‬‬
‫)‪f (x2 ) = f (x 1‬‬
‫ﻣﺼﻨﻌﻪ ﺑﻌﺪﻣﺎ ﺗﺮﺍﺟﻌﺖ ﺃﺭﺑﺎﺣﻪ‪ .‬ﻓﺈﺫﺍ ﺃﺛﻤﺮ‬ ‫‪f (x 1) = f (x 2) x 2x 1‬‬ ‫‪‬‬
‫‪x 1 < x 2‬‬
‫ﻫﺬﺍ ﺍﻟﺘﺤﺴﻦ ﺧﻼﻝ ﺍﻷﺷﻬﺮ ﺍﻛﺘﻮﺑﺮ‪ ،‬ﻧﻮﻓﻤﺒﺮ‪،‬‬ ‫‪O‬‬
‫‪x1 x 2‬‬
‫‪x‬‬

‫ﺩﻳﺴﻤﺒﺮ‪ ،‬ﻓﻤﺘﻰ ﻳﺘﻐﻴﺮ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺍﻟﺮﺑﺢ ﻣﻦ‬

‫ﺍﻟﺘﻨﺎﻗﺺ ﺇﻟﻰ ﺍﻟﺘﺰﺍﻳﺪ؟‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺧﻼﻝ ﺍﻛﺘﻮﺑﺮ‪ ،‬ﻧﻮﻓﻤﺒﺮ‪،‬‬ ‫‪39‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫ﺩﻳﺴﻤﺒﺮ‪ ،‬ﺃﻭ ﺑﻌﺪﻫﺎ ﺑﻔﺘﺮﺓ ﻗﺼﻴﺮﺓ‪.‬‬

‫• ﺇﺫﺍ ﺗﺬﺑﺬﺑﺖ ﻣﻌﺪﻻﺕ ﺍﻹﻳﺮﺍﺩ ﺍﻟﺸﻬﺮﻳﺔ ﻷﺣﺪ‬
‫ﺍﻟﻤﺼﺎﻧﻊ ﺑﻴﻦ ﺍﻟﺰﻳﺎﺩﺓ ﻭﺍﻟﻨﻘﺼﺎﻥ ﺧﻼﻝ ﺍﻟﺴﻨﺔ‬
‫ﺍﻷﺧﻴﺮﺓ‪ ،‬ﻓﻜﻴﻒ ﺗﺤﺴﺐ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ‬
‫ﺍﻟﺘﻐﻴﺮ ﺧﻼﻝ ﺷﻬﺮﻳﻦ؟‬
‫ﺃﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐﻴﺮ ﺑﻴﻦ ﺷﻬﺮﻳﻦ ﺛﻢ ﺃﻗﺴﻢ‬
‫ﻋﻠﻰ ‪.2‬‬

‫‪39‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

 ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‪ ،‬ﺃﻭ ﺛﺎﺑﺘﺔ‬ ‫‪‬‬ ‫‪‬‬
‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﺛﻢ ﻋ ﹼﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫‪ ‬‬
‫‪y‬‬ ‫‪ 1 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ‬
‫‪2 x 3 (a‬‬
‫‪f (x) = -2‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃ ﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺃﻭ ﺛﺎﺑﺘﺔ‪.‬‬
‫‪x) = 2x 3‬‬
‫)‪f(x‬‬

‫‪O‬‬ ‫‪x‬‬
‫ﻳﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻗﻴﻢ )‪ f (x‬ﺗﺘﻨﺎﻗﺺ ﻛﻠﻤﺎ ﺍﺯﺩﺍﺩﺕ ﻗﻴﻢ ‪ x‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ‬ ‫‪,‬‬ ‫‪ 2 - 4 ‬ﺗﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(-∞,‬‬ ‫‪‬‬
‫‪‬‬ ‫ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻭﺍﺳﺘﻌﻤﺎﻟﻬﺎ‪.‬‬
‫‪ ‬‬
‫ﹰ‬
‫ﻗﻴﻤﺎ ﻟﻠﻤﺘﻐﻴﺮ ‪ x‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪.‬‬
‫ﺟﺪﻭﻻ ﻳﺘﻀﻤﻦ ﹰ‬ ‫ﻛﻮﻥ‬
‫ﹼ‬ ‫‪ ‬‬
‫‪x‬‬ ‫‪-8‬‬ ‫‪-6‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫)‪f (x‬‬ ‫‪1024‬‬ ‫‪432‬‬ ‫‪128‬‬ ‫‪16‬‬ ‫‪0‬‬ ‫‪-16‬‬ ‫‪-128‬‬ ‫‪-432‬‬ ‫‪-1024‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻳﻮﺿﺢ ﺍﻟﺠﺪﻭﻝ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﺘﺰﺍﻳﺪ ﻗﻴﻢ ‪ ، x‬ﺗﺘﻨﺎﻗﺺ ﻗﻴﻢ )‪ f (x‬؛ ﻭﻫﺬﺍ ﻳﻌﺰﹼ ﺯ ﻣﺎ ﺗﻮﺻﻠﻨﺎ ﺇﻟﻴﻪ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬
‫ﹼ‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪y‬‬
‫‪g (x) = x 3 - 3x (b‬‬ ‫‪‬‬
‫‪g (x) = x 3‬‬ ‫‪3x‬‬

‫‪ ‬‬ ‫‪‬‬

‫‪‬‬
‫‪‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻳﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ‪ g‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ،(-∞, -1‬ﻭﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪(-1, 1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻦ‬
‫‪‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(1,‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ ‬‬
‫‪ x‬‬
‫‪‬‬ ‫)ﻗﺮﺏ‬‫ﺍﻟﺪﺍﻟﺘﻴﻦ ﺃﺩﻧﺎﻩ؛ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﹼ‬
‫ﻗﻴﻤﺎ ﻟﻠﻤﺘﻐﻴﺮ ‪ x‬ﻓﻲ ﻛﻞ ﻓﺘﺮﺓ ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺜﻼﺙ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻳﺘﻀﻤﻦ ﹰ‬ ‫ﻛﻮﻥ‬
‫ﹼ‬
‫‪‬‬
‫‪ 1a‬‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ( ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ‬
‫‪x‬‬ ‫‪-11‬‬ ‫‪-9‬‬ ‫‪-7‬‬ ‫‪-5‬‬ ‫‪-3‬‬ ‫‪-1‬‬
‫‪1b‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‪ ،‬ﺃﻭ ﺛﺎﺑﺘﺔ‪،‬‬
‫)‪:(-∞, -1‬‬ ‫‪‬‬
‫)‪g (x‬‬ ‫‪-1298‬‬ ‫‪-702‬‬ ‫‪-322‬‬ ‫‪-110‬‬ ‫‪-18‬‬ ‫‪2‬‬ ‫‪‬؛ ‪‬‬ ‫ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫ﺛﻢ ﹼ‬
‫‪‬‬
‫‪x‬‬ ‫‪-1‬‬ ‫‪-0.5‬‬ ‫‪0‬‬ ‫‪0.5‬‬ ‫‪1‬‬ ‫‪f x) = x 2 - 4 (a‬‬
‫(‪f‬‬
‫)‪:(-1, 1‬‬
‫)‪g (x‬‬ ‫‪2‬‬ ‫‪1.375‬‬ ‫‪0‬‬ ‫‪-1.375‬‬ ‫‪-2‬‬
‫‪y‬‬

‫‪x‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪5‬‬ ‫‪7‬‬ ‫‪9‬‬ ‫‪11‬‬

‫)∞ ‪:(1,‬‬
‫)‪g (x‬‬ ‫‪-2‬‬ ‫‪18‬‬ ‫‪110‬‬ ‫‪322‬‬ ‫‪702‬‬ ‫‪1298‬‬

‫ﺗﻮﺿﺢ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ x‬ﺇﻟﻰ ‪ ، -1‬ﻓﺈﻥ )‪ g (x‬ﺗﺰﺩﺍﺩ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ x‬ﻣﻦ ‪ -1‬ﺇﻟﻰ ‪ ، 1‬ﻓﺈﻥ )‪g (x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫ﺗﺘﻨﺎﻗﺺ‪ ،‬ﺃﻣﺎ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ x‬ﺍﺑﺘﺪﺍ ﹰﺀ ﻣﻦ ‪ ، 1‬ﻓﺈﻥ )‪ g (x‬ﺗﺰﺩﺍﺩ‪ .‬ﻭﻫﺬﺍ ﻳﻌﺰﹼ ﺯ ﻣﺎ ﺗﻮﺻﻠﻨﺎ ﺇﻟﻴﻪ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬

‫‪ (1A-1B ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪f (x) = x 2‬‬ ‫‪4‬‬

‫‪y‬‬ ‫‪(1B‬‬ ‫‪y‬‬ ‫‪(1A‬‬
‫= )‪h (x‬‬
‫< ‪3x + 11 , x‬‬ ‫‪3‬‬ ‫(‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪(-∞, 0‬‬
‫)‪f x‬‬
‫‪2‬‬ ‫≥‪, x‬‬ ‫‪3‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(0,‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪f x) = -x 3 + x (b‬‬
‫(‪f‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪f (x)= 2x 2‬‬ ‫‪8x+ 5‬‬ ‫‪y‬‬

‫ﺑﻴﻨﻤﺎ ﻳﺴﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻹﻳﺠﺎﺩ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺃﻭ ﺛﺎﺑﺘﺔ ﻭﻳﻤﻜﻦ ﺗﻌﺰﻳﺰ ﺫﻟﻚ‬
‫ﻋﺪﺩ ﹼﹰﻳﺎ‪ ،‬ﺇﻻ ﺃﻧﻨﺎ ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﺣﺴﺎﺏ ﺍﻟﺘﻔﺎﺿﻞ ﻹﺛﺒﺎﺕ ﺻﺤﺔ ﻫﺬﻩ ﺍﻟﺨﺼﺎﺋﺺ‪.‬‬
‫‪O‬‬ ‫‪x‬‬
‫= )‪f (x‬‬ ‫‪x 3+ x‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪40‬‬

‫(‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬ ‫)‪f x‬‬

‫_‬ ‫_‬
‫)∞ ‪ ( 2 ,‬ﺃﻭ ) ‪، (-∞, - 2‬‬
‫‪1‬‬ ‫‪1‬‬

‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ) ‪. (- _1 , _1‬‬

‫‪2 2‬‬

‫‪ 1‬‬ ‫‪40‬‬

 y 
‫ﺗﻜﻮﻥ ﻗﻤﺔ ﺃﻭ ﻗﺎﻋﹰﺎ ﻓﻲ‬
‫ﻻﺣﻆ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ ﺳﻠﻮﻙ ﺗﺰﺍﻳﺪﻫﺎ ﺃﻭ ﺗﻨﺎﻗﺼﻬﺎ ﹼ‬
‫ ﻭﻳﻜﻮﻥ ﺍﻟﻤﻤﺎﺱ ﺍﻟﻤﺮﺳﻮﻡ ﻟﻠﻤﻨﺤﻨﻰ ﻋﻨﺪ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﺇﻣﺎ‬.‫ﹸﺴﻤﻰ ﻧﻘﺎ ﹰﻃﺎ ﺣﺮﺟﺔ‬‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﺗ ﹼ‬ 
‫ ﻭﻗﺪ ﻳﺪﻝ‬،‫ ﺃﻭ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻋﻨﺪﻫﺎ ﻣﻤﺎﺱ‬،(‫ﺃﻓﻘ ﹼﹰﻴﺎ ﺃﻭ ﻋﻤﻮﺩ ﹼﹰﻳﺎ ) ﺃﻱ ﺃﻥ ﻣﻴﻠﻪ ﺻﻔﺮ ﺃﻭ ﻏﻴﺮﻣﻌﺮﻑ‬ 
 O x
.‫ﺫﻟﻚ ﻋﻠﻰ ﻭﺟﻮﺩ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﺃﻭ ﺻﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ‬ 


f x) ‫ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ‬x ‫ﻗﺪﹼ ﺭ ﻗﻴﻢ‬  .(￯‫ﺍﻟﻘﺼﻮ‬
￯‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ ﺃﺷﻜﺎﻝ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﻘﻴﻢ ﺍﻟﺼﻐﺮ￯ )ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ‬
f( 2
‫ﻋﻨﺪﻫﺎ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻘﺮ ﹶﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ‬   
،‫ ﻭﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ‬،‫ ﻭﺣﺪﺓ‬0.5   


‫ﻋﺰﺯ‬
‫ ﺛﻢ ﱢ‬،￯‫ﻭﺑ ﱢﻴﻦ ﻧﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ‬ y
    
 

y = f (x)

.‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‬ f ( b) ff (a)
xa( x 1 , x 2 )
 
f ( a) 
y  f (a) ≥ f (x)( x 1, x 2 ) 
16
x y
O
a b   
8    
f  f ( a)
−8 −4 O 4 8x f  f ( b)
ff (b) 
f (b) ≥ f (x)x O x
−88
   
−16    
y
y = f (x)
 
f (x) = x 5 + 2x 4 + 3x 3 4x 2 + 3x
ff (a)  
x = -1 ‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬
f ( a)
xa(x 1 , x 2) 
f ( b) 

‫ ﻻ ﻳﻮﺟﺪ‬. x = 2 ‫ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬ O x
f (a) ≤ f (x)(x 1 , x 2 ) 
a b 
.‫ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ‬ f  f ( a)
 
  

f  f (b)
ff (b) 
f (b) ≤ f (x)x

  2 
y
‫ﺗﺮﺗﺒﻂ ﺍﻟﻘﻴﻢ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﺃﻭ ﺍﻟﻌﻈﻤﻰ‬
‫ ﻋﻨﺪﻫﺎ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻘﺮﺑﺔ‬f (x) ‫ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻟﻠﺪﺍﻟﺔ‬x ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺘﻘﺪﻳﺮ ﻗﻴﻢ‬
‫ ﻭﻗﺪ ﺗﺠﺪ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ﺃﻛﺜﺮ‬،‫ﺍﻟﻤﺤﻠﻴﺔ ﺑﻔﺘﺮﺓ‬ O x ‫ ﺛﻢ ﻋﺰﱢﺯ‬،￯‫ ﻭﺑﻴﻦ ﻧﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ‬،‫ ﻭﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ‬،‫ ﻭﺣﺪﺓ‬0.5 ‫ﺇﻟﻰ ﺃﻗﺮﺏ‬
‫ ﻟﻜﻦ‬،‫ﻣﻦ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﺃﻭ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ‬ .‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﻄﻠﻘﺔ ﻭﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﻄﻠﻘﺔ‬ f(x) = x 3 x2 x  
‫ ﻭﻣﻘﺪﺍﺭﻫﺎ ﺻﻔﺮ‬، x = -0.5 ‫ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬‫ﹼ‬
‫ﻻ ﺗﺮﺗﺒﻂ ﺑﻔﺘﺮﺓ ﺑﻞ ﻫﻲ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ ﻋﻠﻰ‬ lim f (x) = -∞ ‫ ﻻﺣﻆ ﻛﺬﻟﻚ ﺃﻥ‬. -1 ‫ ﻭﻣﻘﺪﺍﺭﻫﺎ‬، x = 1 ‫ ﻛﻤﺎ ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬.‫ﺗﻘﺮﻳﺒﺎ‬
‫ﹼﹰ‬
‫ ﻭﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻷﻛﺜﺮ‬، ‫ﺍﻟﻤﺠﺎﻝ ﻛﻠﻪ‬
x‹-∞
.‫ ﻭﻋﻠﻴﻪ ﻻ ﻳﻮﺟﺪ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ ﻟﻠﺪﺍﻟﺔ‬، lim f (x) = ∞ ‫ﻭ‬
x‹∞

‫ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﻄﻠﻘﺔ ﻭﺍﺣﺪﺓ ﻭﻗﻴﻤﺔ ﻋﻈﻤﻰ‬  

‫ﺛﻢ ﺍﺧﺘﺮ ﻗﻴﻤﺘﻴﻦ ﺇﺣﺪﺍﻫﻤﺎ ﻛﺒﻴﺮﺓ‬
‫ ﹼ‬،‫ ﺍﻟﻤﺘﻮﻗﻊ ﺃﻥ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻗﻴﻤﺔ ﻗﺼﻮ￯ ﻣﺤﻠﻴﺔ‬x ‫ ﻋﻠﻰ ﻃﺮﻓﻲ ﻗﻴﻤﺔ‬x ‫ﻗﻴﻤﺎ ﻟﻠﻤﺘﻐﻴﺮ‬
‫ﺍﺧﺘﺮ ﹰ‬
.‫ﻣﻄﻠﻘﺔ ﻭﺍﺣﺪﺓ‬ .‫ﺟﺪﺍ‬
‫ ﻭﺍﻷﺧﺮ￯ ﺻﻐﻴﺮﺓ ﹼﹰ‬،‫ﺟﺪﺍ‬ ‫ﹼﹰ‬
x -100 -1 -0.5 0 0.5 1 1.5 100

f (x) -1.0 · 10 6 -1.00 0.13 0 -0.63 -1 -0.38 9.9 · 10 5

‫ ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ‬x ‫ ﻓﻴﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ﺇﺣﺪ￯ ﻗﻴﻢ‬،f (-0.5) > f (0) ‫ ﻭ‬f (-0.5) > f (-1) ‫ﺑﻤﺎ ﺃﻥ‬
‫ﹰ‬
.‫ﻣﻌﻘﻮﻻ‬ ‫ ﻳﻌﺪ‬0 ‫ ﻓﺈﻥ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﺑﺎﻟﻘﻴﻤﺔ‬f (-0.5) ≈ 0.13 ‫ ﻭﺑﻤﺎ ﺃﻥ‬.(-1, 0) ‫ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬-0.5

41  1 - 4 

 
‫ ﺳﻴﺘﻢ ﺩﺭﺍﺳﺔ ﻣﻴﻞ ﺍﻟﻤﻤﺎﺱ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
.‫ﻋﻨﺪ ﻗﻴﻢ ﻣﺤﺪﺩﺓ ﻻﺣ ﹰﻘﺎ‬

41  1 - 4
‫ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﺑﻤﺎ ﺃﻥ )‪ ، f (1) < f (0.5) , f (1) < f (1.5‬ﻓﺘﻮﺟﺪ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ﺇﺣﺪ￯ ﻗﻴﻢ ‪ x‬ﺍﻟﻘﺮﻳﺒﺔ ﻣﻦ‬
‫ﹰ‬ ‫‪ (2A‬ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﻣﻌﻘﻮﻻ‪.‬‬ ‫ﺍﻟﻌﺪﺩ ‪ 1‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ (0.5, 1.5‬ﻭ ﺑﻤﺎ ﺃﻥ ‪ ، f (1) = -1‬ﻓﺈﻥ ﺗﻘﺪﻳﺮ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺑﺎﻟﻘﻴﻤﺔ ‪ -1‬ﻳﻌﺪ‬
‫ﺃﻥ ﻟﻠﺪﺍﻟﺔ )‪ f (x‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ‬ ‫‪‬‬
‫ﻭﺑﻤﺎ ﺃﻥ )‪ ، f (100) > f (-0.5) , f (-100) < f (1‬ﻓﻬﺬﺍ ﻳﻌﺰﺯ ﺗﺨﻤﻴﻨﻨﺎ ﺑﺄﻧﻪ ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ‪.‬‬
‫ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪، x = -1.5‬‬
‫‪‬‬ ‫ﻭﻣﻘﺪﺍﺭﻫﺎ ‪ . 2‬ﻛﻤﺎ ﺗﻮﺟﺪ‬ ‫‪‬‬ ‫‪3‬‬
‫‪y‬‬ ‫‪(2B‬‬ ‫‪y‬‬ ‫‪(2A‬‬ ‫ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﺠﺪ ﺍﻟﻘﻴﻢ‬
‫‪g ( x) = x 5‬‬ ‫‪2x 4‬‬ ‫‪2 x 3 + 3x 2‬‬
‫‪f (x) = x 4‬‬ ‫‪ ، x = -0.5‬ﻭﻣﻘﺪﺍﺭﻫﺎ‬
‫ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺪﺍﻟﺔ‬
‫‪x 3 + 3x 2 + 2x‬‬

‫‪ . -0.3‬ﻭﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﻄﻠﻘﺔ‬

‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻋﻨﺪ ‪ ، x = 1‬ﻭﻣﻘﺪﺍﺭﻫﺎ ‪. 3‬‬ ‫‪ f (x) = x 4 - 5 x 2 - 2 x + 4‬ﻣﻘﺮﺑﺔ‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪ ،‬ﻭﺣﺪﱢ ﺩ ﻗﻴﻢ ‪x‬‬
‫‪ (2B‬ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‪.‬‬
‫ﺃﻥ ﻟﻠﺪﺍﻟﺔ )‪ g (x‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ‬
‫ﺃﻳﻀﺎ ﻟﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ‬ ‫ﻧﺤﺘﺎﺝ ﺇﻟﻰ ﺣﺴﺎﺏ ﺍﻟﺘﻔﺎﺿﻞ ﻻﺧﺘﺒﺎﺭ ﺗﺰﺍﻳﺪ ﺍﻟﺪﺍﻟﺔ ﻭﺗﻨﺎﻗﺼﻬﺎ‪ ،‬ﻭﻧﺤﺘﺎﺝ ﺇﻟﻴﻪ ﹰ‬ ‫ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪، x = -1‬‬
‫ﻟﻠﺪﺍﻟﺔ ﻭﺍﻟﺬﻱ ﺳﺘﺘﻢ ﺩﺭﺍﺳﺘﻬﺎ ﻓﻲ ﺍﻟﻔﺼﻞ ﺍﻟﺜﺎﻣﻦ )ﺍﻟﻨﻬﺎﻳﺎﺕ ﻭﺍﻻﺷﺘﻘﺎﻕ(‪ .‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﺤﺪﻳﺪ‬ ‫ﻣﻘﺪﺍﺭﻫﺎ ‪ . 2‬ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯‬
‫ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪ ، x = 0‬ﻭﻣﻘﺪﺍﺭﻫﺎ ﻣﻮﺍﻗﻊ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯‪ ،‬ﻭﺇﻳﺠﺎﺩ ﻗﻴﻤﻬﺎ‪.‬‬
‫‪ . 0‬ﻭﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬
‫‪‬‬ ‫‪3 ‬‬ ‫‪ ، x = 0.5‬ﻭﻣﻘﺪﺍﺭﻫﺎ ‪. 0.5‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﺠﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺪﺍﻟﺔ‬ ‫ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ‬
‫‪ f (x) = -44x 3 - 8x 2 + 9x - 4‬ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪ ،‬ﻭﺣﺪﱢ ﺩ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‪.‬‬ ‫‪ ، x = 2‬ﻭﻣﻘﺪﺍﺭﻫﺎ ‪. -4‬‬
‫‪‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪4.20‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺍﺧﺘﺮ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻤﻨﺎﺳﺐ ﺑﺤﺴﺐ ﺍﻟﺤﺎﺟﺔ‬ ‫ﻋﻨﺪ ‪ x = -0.20‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻗﻴﻤﺔ ﺻﻐﺮ￯‬
‫ﻟﺘﺘﻤﻜﻦ ﻣﻦ ﺭﺅﻳﺔ ﺧﺼﺎﺋﺺ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫ﻗﻴﻢ‬ ‫ﻳﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ‬
‫ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ ﻟﻠﺪﺍﻟﺔ‪.‬‬ ‫ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0.80‬ﻋﻨﺪ‬
‫‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ‬ ‫ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫‪ x = -1.47‬ﻭﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﺃﺧﺮ￯‬
‫ﻭﺍﺿﻐﻂ‬
‫ﻣﻘﺪﺍﺭﻫﺎ ‪ – 5.51‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻋﻨﺪ‬
‫‪ x = 1.67‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻭﺍﺣﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪1‬‬
‫)‪ ، ((-2, -1‬ﻭﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻭﺍﺣﺪﺓ ﻓﻲ‬ ‫ﹼ‬ ‫‪‬‬
‫ﺍﻟﻔﺘﺮﺓ )‪ ، (0, 1‬ﺃﻣﺎ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱡ‬
‫ﻓﻴﺪﻝ ﻋﻠﻰ ﻋﺪﻡ ﻭﺟﻮﺩ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ ﻟﻠﺪﺍﻟﺔ‪.‬‬
‫‪‬‬
‫‪‬‬
‫ﺃﻭ‬ ‫‪ ،‬ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫‪ ،‬ﺛﻢ ﻋﻠﻰ‬ ‫ﺍﺿﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬ ‫‪‬‬
‫ﻣﺮﺭ ﺍﻟﻤﺆﺷﺮ ﺃﻓﻘ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻓﺘﻈﻬﺮ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯‬ ‫‪‬‬
‫‪ ،‬ﺛﻢ ﹼ‬ ‫‪‬‬
‫‪ ، x=-1.76‬ﻭﺗﻘﺪﺭ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﺑـ ‪ -1.93‬ﻭﺗﻜﻮﻥ ﻋﻨﺪ ‪x = 0.43‬‬
‫ﺍﻟﻤﺤﻠﻴﺔ ﺗﻘﺪﺭ ﺑـ ‪ -22.81‬ﻭﺗﻜﻮﻥ ﻋﻨﺪ ‪1.76‬‬ ‫‪‬‬
‫‪‬‬

‫‪ (3A‬ﺗﻘﺪﺭ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‬

‫ﺍﻟﻤﻄﻠﻘﺔﺑـ ‪ 8٫04‬ﻭﺗﻜﻮﻥ ﻋﻨﺪ‬
‫‪x = -0.42‬‬

‫‪ (3B‬ﺗﻘﺪﺭ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‬

‫ﺍﻟﻤﺤﻠﻴﺔ ﺑـ ‪ 5.06‬ﻭﺗﻜﻮﻥ ﻋﻨﺪ‬
‫‪ ، x = -0.12‬ﻭﺗﻘﺪﺭ‬
‫‪‬‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﺤﻠﻴﺔ‬
‫‪g(x) = 2x 3 - 4x 2 - x + 5 (3B‬‬ ‫‪h(x) = 7 - 5x - 6x 2 (3A‬‬ ‫ﺑـ ‪ 1.24‬ﻭﺗﻜﻮﻥ‬
‫ﻋﻨﺪ ‪x = 1.45‬‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪42‬‬

‫‪ 1‬‬ ‫‪42‬‬


‫‪‬‬
‫‪ ‬ﺃﻋﻠﻨﺖ ﺇﺣﺪ￯‬
‫ﺷﺮﻛﺎﺕ ﺍﻟﺴﻴﺎﺭﺍﺕ ﺃﻥ ﺧﺰﺍﻥ ﻭﻗﻮﺩ‬
‫ﺳﻴﺎﺭﺓ ﺟﺪﻳﺪﺓ ﻳﻜﻔﻲ ﻟﻨﻘﻞ ﺍﻟﺴﺎﺋﻖ‬
‫ﻭﺛﻼﺛﺔ ﺭﻛﺎﺏ ﻣﺴﺎﻓﺔ ‪ ، 360 mi‬ﻭﻓﻲ‬
‫ﺃﺛﻨﺎﺀ ﺑﺤﺜﻚ ﻓﻲ ﺍﻹﻧﺘﺮﻧﺖ ﻭﺟﺪﺕ‬
‫ﺇﻥ ﺍﻟﺒﺤﺚ ﻋﻦ ﺍﻟﺤﻞ ﺍﻷﻣﺜﻞ ﻫﻮ ﺃﺣﺪ ﺍﻟﺘﻄﺒﻴﻘﺎﺕ ﺍﻟﺤﻴﺎﺗﻴﺔ ﻋﻠﻰ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻓﻲ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ‪ ،‬ﺣﻴﺚ ﻳﺘﻢ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ‬
‫ﺍﻟﻤﺴﺎﺋﻞ ﺍﻟﺤﻴﺎﺗﻴﺔ ﺑﺪﻭﺍﻝ ﺗﻮﺿﻊ ﻋﻠﻴﻬﺎ ﺑﻌﺾ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺨﺎﺻﺔ ﺛﻢ ﺗﹸﺤﺴﺐ ﺍﻟﻘﻴﻤﺔ ﺍﻷﻣﺜﻞ‪.‬‬
‫‪‬‬ ‫‪4‬‬
‫‪4‬‬ ‫‪ ‬ﻳﺘﻢ ﻗﻄﻒ ‪ 400‬ﺣﺒﺔ ﺑﺮﺗﻘﺎﻝ ﻣﻦ ﻛﻞ ﺷﺠﺮﺓ ﻓﻲ ﺍﻟﻤﻮﺳﻢ ﺍﻟﻮﺍﺣﺪ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻋﺪﺩ ﺃﺷﺠﺎﺭ ﺍﻟﺒﺮﺗﻘﺎﻝ ﻓﻲ ﺍﻟﺤﻘﻞ‬
‫‪ 75‬ﺷﺠﺮﺓ‪ .‬ﻓﺈﺫﺍ ﻋﻠﻤﺖ ﺃﻧﻪ ﻋﻨﺪ ﺯﺭﺍﻋﺔ ﻛﻞ ﺷﺠﺮﺓ ﺟﺪﻳﺪﺓ ﻳﻨﻘﺺ ﺇﻧﺘﺎﺝ ﻛﻞ ﺷﺠﺮﺓ ﻓﻲ ﺍﻟﺒﺴﺘﺎﻥ ﺑﻤﻘﺪﺍﺭ ﺣﺒﺘﻴﻦ‪ .‬ﻓﻜﻢ‬
‫ﺷﺠﺮﺓ ﺇﺿﺎﻓﻴﺔ ﻳﺠﺐ ﺯﺭﺍﻋﺘﻬﺎ ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺃﻛﺒﺮ ﺇﻧﺘﺎﺝ ﻣﻤﻜﻦ؟‬
‫ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻟﺘﺼﻒ ﺍﻹﻧﺘﺎﺝ ﺍﻟﻜﻠﻲ ﻟﻠﺒﺴﺘﺎﻥ‪ ،‬ﺑﺤﻴﺚ ﺗﻤ ﹼﺜﻞ ‪ x‬ﻋﺪﺩ ﺃﺷﺠﺎﺭ ﺍﻟﺒﺮﺗﻘﺎﻝ ﺍﻟﺠﺪﻳﺪﺓ ﺍﻟﺘﻲ ﺳﻴﺘﻢ ﺯﺭﺍﻋﺘﻬﺎ‪.‬‬
‫‪‬‬ ‫×‬ ‫‪‬‬ ‫=‬ ‫‪‬‬

‫ﺃﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻟﻤﻴﻞ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﻫﺬﻩ‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫)‪(400 - 2x‬‬ ‫×‬ ‫)‪(75 + x‬‬ ‫=‬ ‫)‪f (x‬‬ ‫‪‬‬
‫ﺍﻟﺴﻴﺎﺭﺓ ﻟﻜﻞ ﺧﺰﺍﻥ ﻣﻤﻠﻮﺀ ﺑﺎﻟﻮﻗﻮﺩ ﻫﻲ‪:‬‬ ‫‪‬‬
‫‪f x) = -4x2 + 44 x + 240‬‬
‫(‪f‬‬ ‫ﺍﻟﻤﻄﻠﻮﺏ ﻫﻮ ﺇﻳﺠﺎﺩ ﺃﻛﺒﺮ ﺇﻧﺘﺎﺝ ﻣﻤﻜﻦ ﻟﻠﺒﺴﺘﺎﻥ ﺃﻭ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻟﻠﺪﺍﻟﺔ )‪. f (x‬‬
‫ﺣﻴﺚ ‪ ، x + 55‬ﺳﺮﻋﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺑﺎﻟﻤﻴﻞ‬ ‫‪،‬‬ ‫ﻟﺬﺍ ﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬
‫ﻣﺮﺭ‬
‫‪ ،‬ﺛﻢ ﹼ‬ ‫‪ ،‬ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﺛﻢ‬
‫ﻟﻜﻞ ﺳﺎﻋﺔ‪ .‬ﻓﻤﺎ ﺳﺮﻋﺔ ﺍﻟﺴﻴﺎﺭﺓ ﺍﻟﺘﻲ‬
‫ﺍﻟﻤﺆﺷﺮ ﺃﻓﻘ ﹼﹰﻴﺎ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻓﺘﻈﻬﺮ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‪،‬‬
‫ﻈﻤﻰ‪،‬‬
‫ﺗﺠﻌﻞ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﺴﻴﺎﺭﺓ‬ ‫ﺗﻘﺪﺭ ﺑـ ‪ 37812.5‬ﻭﺗﻜﻮﻥ ﻋﻨﺪ ‪. x ≈ 62.5‬‬
‫ﻟﻜﻞ ﺧﺰﺍﻥ ﻭﻗﻮﺩ ﺃﻛﺒﺮ ﻣﺎ ﻳﻤﻜﻦ؟ ﻭﻣﺎ‬
‫ﻟﺬﺍ ﻳﻜﻮﻥ ﺇﻧﺘﺎﺝ ﺍﻟﺒﺴﺘﺎﻥ ﺃﻛﺒﺮ ﻣﺎ ﻳﻤﻜﻦ ﻋﻨﺪ ﺯﺭﺍﻋﺔ ‪ 62‬ﺃﻭ ‪ 63‬ﺷﺠﺮﺓ ﺟﺪﻳﺪﺓ‪،‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؟‬ ‫ﻭﻳﻜﻮﻥ ﻣﻘﺪﺍﺭ ﺍﻹﻧﺘﺎﺝ ‪ 37812‬ﺣﺒﺔ ﺑﺮﺗﻘﺎﻝ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ﺃﻛﺒﺮ ﻣﺎ ﻳﻤﻜﻦ‬
‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺴﺮﻋﺔ ‪.60.5 mi/h‬‬ ‫‪‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ‪.361 mi‬‬
‫‪  (4‬ﻳﺮﻏﺐ ﺻﺎﺣﺐ ﻣﺼﻨﻊ ﺯﺟﺎﺝ ﻓﻲ ﺇﻧﺘﺎﺝ ﻛﺄﺱ ﹸﺃﺳﻄﻮﺍﻧﻴﺔ ﺍﻟﺸﻜﻞ ﻣﻔﺘﻮﺣﺔ ﻣﻦ ﺃﻋﻠﻰ ﻣﺴﺎﺣﺘﻬﺎ ﺍﻟﻜﻠﻴﺔ‬ ‫‪ (4‬ﻧﺼﻒ ﺍﻟﻘﻄﺮ ≈ ‪، 1.83 in‬‬
‫‪ . 10 π in 2‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺄﺱ ﻭﺍﺭﺗﻔﺎﻋﻪ ﺍﻟﻠﺬﻳﻦ ﻳﺠﻌﻼﻥ ﺣﺠﻤﻬﺎ ﺃﻛﺒﺮ ﻣﺎ ﻳﻤﻜﻦ‪.‬‬ ‫ﺍﻻﺭﺗﻔﺎﻉ ≈ ‪1.83 in‬‬

‫ﻣﻘﺪﺍﺭﺍ‬
‫ﹰ‬ ‫‪ ‬ﺗﻌﻠﻤﺖ ﻓﻲ ﺩﺭﺍﺳﺘﻚ ﺍﻟﺴﺎﺑﻘﺔ ﺃﻥ ﺍﻟﻤﻴﻞ ﺑﻴﻦ ﺃﻱ ﻧﻘﻄﺘﻴﻦ ﻭﺍﻗﻌﺘﻴﻦ ﻋﻠﻰ ﺩﺍﻟﺔ ﺧﻄﻴﺔ ﻳﻤ ﹼﺜﻞ‬
‫‪‬‬ ‫ﹸ‬
‫ﻧﺘﺤﺪﺙ ﻋﻦ ﻣﺘﻮﺳﻂ‬ ‫ﺛﺎﺑﺘﹰﺎ‪ .‬ﺇﻻ ﺃﻧﻪ ﻳﺘﻐﻴﺮ ﻋﻨﺪ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺩﻭﺍﻝ ﻏﻴﺮ ﺧﻄﻴﺔ‪ ،‬ﺇﺫ ﻳﺨﺘﻠﻒ ﺍﻟﻤﻴﻞ ﺑﺎﺧﺘﻼﻑ ﺍﻟﻨﻘﺎﻁ؛ ﻟﺬﺍ ﻓﺈﻧﻨﺎ‬
‫ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﺑﻴﻦ ﺃﻱ ﻧﻘﻄﺘﻴﻦ‪.‬‬
‫‪  ‬ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ‬
‫ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻟﺪﺍﻟﺔ ﻏﻴﺮ ﺧﻄﻴﺔ‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬‬
‫ﻳﻤﺎﺛﻞ ﺇﻳﺠﺎﺩ ﻣﻴﻞ ﻣﺴﺘﻘﻴﻢ‪ ،‬ﻻﺣﻆ ﺃﻥ ﺍﻟﺘﻐﻴﺮ‬
‫))‪y (x 1, f (x 1‬‬

‫))‪(x 2 , f (x 2‬‬
‫‪f‬‬
‫ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻟﻠﺪﻭﺍﻝ ﻏﻴﺮ ﺍﻟﺨﻄﻴﺔ ﻳﺘﻐﻴﺮ ﺑﺘﻐﻴﺮ‬ ‫‪‬‬ ‫‪‬‬
‫)‪y = f (x‬‬
‫ﺍﻟﻨﻘﻄﺘﻴﻦ‪ .‬ﻋﻨﺪ ﺣﺴﺎﺏ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪ ‬‬ ‫‪ ‬‬
‫‪  ‬‬
‫_‪.‬‬
‫‪∆y‬‬
‫ﺃﻭﺟﺪ‬
‫‪O‬‬ ‫‪x1‬‬ ‫‪x2‬‬ ‫‪x‬‬

‫‪∆x‬‬
‫‪m sec‬‬

‫ﻭﻋﻨﺪ ﺣﺴﺎﺏ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﻟﺪﺍﻟﺔ‬ ‫‪‬‬ ‫‪‬‬

‫)‪[x 1, x 2]f (x‬‬
‫_‪.‬‬
‫)‪f(x‬‬
‫(‪∆f‬‬
‫‪∆f‬‬
‫‪∆x‬‬
‫ﺃﻭﺟﺪ‬ ‫__ = ‪m sec‬‬
‫‪2‬‬
‫) ‪f (x ) - f (x‬‬
‫‪1‬‬
‫‪x -x‬‬ ‫‪2‬‬ ‫‪1‬‬

‫‪43‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫‪43‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

 ‫‪‬‬ ‫‪5‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ ‪ f (x) = -x 3 + 3x‬ﺍﻟﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺸﻜﻞ )‪ (1.4.1‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫‪‬‬
‫‪‬‬
‫‪[-2 , -1] (a‬‬
‫‪ 5 , 6‬ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺘﻮﺳﻂ‬
‫ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ‪.‬‬
‫‪f(x) = x 3 + 3x‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻋﺪﺓ ﺣﺴﺎﺏ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪. [-2, -1‬‬ ‫‪y‬‬
‫‪2‬‬
‫)‪f (x 2) - f (x 1‬‬
‫_‬ ‫)‪f (-1) - f (-2‬‬
‫__ =‬
‫‪x 1  -2  x 2  -1‬‬ ‫‪x2 - x1‬‬ ‫)‪-1 - (-2‬‬
‫‪1‬‬
‫‪‬‬
‫])‪[-(-1) 3 + 3(-1)] - [-(-2) 3 + 3(-2‬‬
‫‪f (-2)f (-1)‬‬ ‫____ = ‪‬‬ ‫‪−1 O‬‬ ‫‪1‬‬ ‫‪2x‬‬
‫)‪-1 - (-2‬‬‫)‪2‬‬
‫‪ ‬‬ ‫_=‬ ‫‪-2 - 2‬‬
‫‪= -4‬‬
‫‪−1‬‬
‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ‬ ‫‪5‬‬
‫)‪-1 - (-2‬‬
‫ﺃﻱ ﺃﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [-2, -1‬ﻫﻮ ‪. -4‬‬ ‫(‪ f‬ﻓﻲ ﻛﻞ ﻣﻦ‬
‫‪f x) = -2 x 2 + 4x + 6‬‬
‫‪1.4.1‬‬

‫‪[0 , 1] (b‬‬
‫ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫‪x 1  0  x 2  1‬‬
‫)‪f (x 2) - f (x 1‬‬
‫_‬ ‫)‪f (1) - f (0‬‬
‫_=‬ ‫‪12 [ -3, -1 ] (a‬‬
‫‪x2 - x1‬‬ ‫‪1-0‬‬
‫‪ f (0)f (1)‬‬ ‫_ ‪‬‬
‫=‬ ‫‪2-0‬‬
‫‪=2‬‬ ‫‪-10 [ 2, 5 ] (b‬‬
‫‪1-0‬‬
‫ﺃﻱ ﺃﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻠﺪﺍﻟﺔ ‪ f‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪ [0, 1‬ﻫﻮ ‪.2‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪6‬‬
‫‪‬‬ ‫ﺍﻟﻤﻘﻄﻮﻋﺔ ﻟﻸﺟﺴﺎﻡ ﺍﻟﺴﺎﻗﻄﺔ ﻋﻠﻰ‬
‫‪-220 f (x) = x 4 - 6x 2 + 4x , [-5, -3] (5B‬‬ ‫‪6 f (x) = x 3 - 2x 2 - 3x + 2 , [2, 3] (5A‬‬
‫ﺳﻄﺢ ﺍﻟﻘﻤﺮ ﹸﻳﻌ ﹼﺒﺮ ﻋﻨﻬﺎ ﺑﺎﻟﻘﺎﻋﺪﺓ‬
‫ﹸ‬
‫ﺴﺘﻌﻤﻞ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ﺗﻄﺒﻴﻘﺎﺕ ﺣﻴﺎﺗﻴﺔ ﻛﺜﻴﺮﺓ‪ ،‬ﻭﻣﻨﻬﺎ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ‪ r‬ﻟﺠﺴﻢ ﻳﻘﻄﻊ ﻣﺴﺎﻓﺔ ‪ d‬ﻓﻲ ﺯﻣﻦ ﻣﻘﺪﺍﺭﻩ ‪.t‬‬ ‫ﹸﻳ‬ ‫‪ ، d(t ) = 2.7t 2‬ﺣﻴﺚ ‪ d‬ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪‬‬ ‫‪6‬‬ ‫ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﻭ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‪ .‬ﻓﺄﻭﺟﺪ‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺳﺎﻗﻂ ﻣﻦ ﻣﻜﺎﻥ ﻣﺮﺗﻔﻊ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪ ،d(t) = 16t 2‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ‬
‫ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻟﺠﺴﻢ ﺳﺎﻗﻂ ﻓﻲ‬
‫ﺑﺎﻟﺜﻮﺍﻧﻲ ﺑﻌﺪ ﺳﻘﻮﻁ ﺍﻟﺠﺴﻢ‪ d (t) ،‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻤﻘﻄﻮﻋﺔ ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺇﺫﺍ ﺃﻫﻤﻠﺖ ﻣﻘﺎﻭﻣﺔ ﺍﻟﻬﻮﺍﺀ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪.‬‬
‫‪8.1 ft/s‬‬ ‫‪ (a‬ﻣﻦ ‪ 1‬ﺇﻟﻰ ‪ 2‬ﺛﺎﻧﻴﺔ ‪.‬‬
‫‪ (a‬ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪ 2‬ﺛﺎﻧﻴﺔ‬
‫)‪d(t 2) - d(t 1‬‬
‫_‬ ‫)‪d(2) - d(0‬‬
‫_‬
‫‪ ‬‬ ‫ﹴ‬
‫‪ (b‬ﻣﻦ ‪ 2‬ﺇﻟﻰ ‪ 3‬ﺛﻮﺍﻥ‪ft// s .‬‬
‫‪13.5 ft‬‬
‫‪t 1  0  t 2  2‬‬ ‫=‬ ‫‪  ‬‬
‫‪t2 - t1‬‬ ‫‪2-0‬‬
‫‪ ‬‬
‫‪ d(0)d(2)‬‬ ‫_=‬
‫‪64 - 0‬‬
‫‪= 32‬‬ ‫‪120 - 150 mi/h‬‬
‫‪2‬‬ ‫‪‬‬
‫ﻣﺘﻮﺳﻂ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ ﻳﺴﺎﻭﻱ ‪ . 32 ft/s‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻓﻲ ﺃﻭﻝ ﺛﺎﻧﻴﺘﻴﻦ‬ ‫‪MSN ‬‬
‫ﻣﻦ ﺍﻟﺴﻘﻮﻁ ﻫﻮ ‪. 32 ft/s‬‬
‫‪ (b‬ﻣﻦ ‪ 2‬ﺇﻟﻰ ‪ 4‬ﹴ‬
‫ﺛﻮﺍﻥ‬
‫‪‬‬
‫)‪d(t 2) - d(t 1‬‬
‫_‬ ‫)‪d(4) - d(2‬‬ ‫‪ ‬‬
‫‪t 1  2  t 2  4‬‬ ‫_=‬ ‫‪‬‬
‫‪t2 - t1‬‬ ‫‪4-2‬‬
‫‪ d(2)d(4)‬‬ ‫_=‬
‫‪256 - 64‬‬
‫‪= 96 ft/sec‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪ ‬‬
‫ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ ﻳﺴﺎﻭﻱ ‪ ، 96 ft/s‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻓﻲ‬ ‫‪‬‬
‫ﺍﻟﺜﺎﻧﻴﺘﻴﻦ ﺍﻟﺘﺎﻟﻴﺘﻴﻦ ﻫﻮ ‪. 96 ft/s‬‬ ‫‪  ‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪  (6‬ﹸﻗ ﹺﺬ ﹶ‬
‫‪‬‬
‫ﻑ ﺟﺴﻢ ﺇﻟﻰ ﺃﻋﻠﻰ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪ 4 ft‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻋﻪ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﹸﻳﻌﻄﻰ‬
‫ﺑﺎﻟﺪﺍﻟﺔ ‪ ، d(t) = -16t 2 + 20t + 4‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ ﺑﻌﺪ ﻗﺬﻓﻪ ﻭ)‪ d(t‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ‪ ،‬ﺇﺫﺍ ﺃﻫﻤﻠﺖ‬
‫ﻣﻘﺎﻭﻣﺔ ﺍﻟﻬﻮﺍﺀ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ ﺍﻟﻤﺘﻮﺳﻄﺔ ﻟﻠﺠﺴﻢ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ‪ 0.5‬ﺇﻟﻰ ‪ 1‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪ ،-4 ft / s (6‬ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ‬
‫ﺍﻟﻤﺘﻮﺳﻄﺔ ﺗﺘﻨﺎﻗﺺ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
‫ﻣﻦ ‪ 0.5‬ﺇﻟﻰ ‪ 1‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪44‬‬

‫‪D‬‬ ‫‪E‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺒﺤﺚ ﻓﻲ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ ﻋﻦ ﺻﻮﺭ ﻟﺠﺒﺎﻝ ﻣﻦ‬
‫ﺍﻟﻄﺒﻴﻌﺔ ﻳﻈﻬﺮ ﻓﻴﻬﺎ ﻣﻨﺤﻨﻰ ﺧﻂ ﺍﻷﻓﻖ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻢ ﺗﺤﺪﻳﺪ ﻫﺬﺍ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻲ ﺍﻟﺼﻮﺭ ﺍﻟﺘﻲ ﺃﺣﻀﺮﻭﻫﺎ‪،‬‬
‫ﻭﺗﻌﻴﻴﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻟﻤﻨﺤﻨﻰ ﺍﻷﻓﻖ‪.‬‬

‫‪ 1‬‬ ‫‪44‬‬

 ‫‪‬‬
‫‪y‬‬ ‫‪(11‬‬ ‫‪y‬‬ ‫‪(10‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ‬
‫‪ ‬‬ ‫‪16‬‬ ‫)‪f x‬‬
‫(‪f‬‬‫‪x =-x 5 + 4x 4 - 4x 3‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‪ ،‬ﺃﻭ ﺛﺎﺑﺘﺔ ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ .‬ﺛﻢ ﻋ ﹼﺰﺯ‬
‫‪8‬‬
‫ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪ (1–4 1 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-24‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪O‬‬ ‫‪x‬‬
‫‪fx‬‬
‫(‪f‬‬ ‫‪(2‬‬ ‫‪(1‬‬
‫‪x+1‬‬
‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬
‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6 x‬‬
‫‪−8‬‬

‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬

‫‪f (x)=-0.5x 4 + 2.5x 3 +x 2 - 6.5x‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪4x‬‬
‫‪−4‬‬ ‫‪2‬‬
‫‪−4‬‬ ‫‪−2‬‬ ‫‪4‬‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﻣﻘﺮﺑﺔ ﺇﻟﻰ‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﺩ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ‬
‫ﺍﻟﻘﻴﻢ‪ (12-17 3 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬
‫‪−4‬‬
‫‪−6‬‬
‫‪f(x) = x 3‬‬ ‫‪x2‬‬ ‫‪2x + 3‬‬
‫‪g(x) = -2x 3 + 7x - 5 (12‬‬ ‫‪−9‬‬

‫‪ :‬ﻓﻲ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪ 18‬ﹶﻭ ‪،29‬‬ ‫‪f (x) = x 4 - 2x 2 + 5x (13‬‬

‫ﻗﺪ ﻳﺤﺎﻭﻝ ﺍﻟﻄﻼﺏ ﺇﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺑﻤﺘﻐﻴﺮ‬ ‫‪f (x) = -x 5 + 3x 2 + x - 1 (14‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(4‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(3‬‬
‫_ = )‪f (x‬‬
‫‪x-2‬‬
‫ﻣﺴﺘﻘﻞ ﻭﺍﺣﺪ؛ ﻟﺬﺍ ﺫﻛﹼﺮﻫﻢ ﺑﺄﻥ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪x‬‬
‫‪g(x) = x 6 - 4x 4 + x (15‬‬
‫ﻧﻈﺎﻡ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﻃﺮﻳﻘﺔ ﺍﻟﺘﻌﻮﻳﺾ‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪f (x) = 0.008x 5 - 0.05x 4 - 0.2x 3 + 1.2x 2 - 0.7x (16‬‬
‫ﻳﻘﻠﻞ ﻋﺪﺩ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﺴﺘﻘﻠﺔ‪.‬‬
‫‪−4‬‬ ‫‪−4‬‬
‫‪√x‬‬ ‫‪, x≥0‬‬
‫= )‪f (x‬‬
‫‪√-x , x < 0‬‬ ‫‪−8‬‬
‫‪f (x) = 0.025x 5 - 0.1x 4 + 0.57x 3 + 1.2x 2 - 3.5x - 2 (17‬‬

‫‪  (18‬ﺃﻭﺟﺪ ﹼﹰ‬

‫‪‬‬
‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪،(-∞, -0.5) ،‬‬
‫ﻭﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪،(-0.5, 1‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(1,‬‬
‫‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‪،(-∞, 2.5) ،‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(2.5,‬‬
‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ،(-∞, 0‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(0,‬‬
‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(-∞,‬‬
‫ﻛﻼ ﻣﻦ‬
‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺳﻄﻮﺍﻧﺔ‬ ‫‪  (5‬ﻳﻌﻄﻰ ﺍﺭﺗﻔﺎﻉ ﻛﺮﺓ ﺳﻠﺔ )‪ f (t‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻓﻲ ﺍﻟﺮﻣﻴﺔ‬
‫‪h‬‬ ‫ﻭﺍﺭﺗﻔﺎﻋﻬﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫ﺍﻟﺤﺮﺓ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، f (t) = -64.4t 2 + 48.3t + 5‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ‬
‫ﺍﻟﻤﺠﺎﻭﺭ؛ ﻟﻴﻜﻮﻥ ﺣﺠﻤﻬﺎ ﺃﻛﺒﺮ‬ ‫ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﻭ )‪ f (t‬ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻷﻗﺪﺍﻡ‪2 .‬‬
‫‪(1‬‬
‫‪r‬‬
‫ﻣﺎ ﻳﻤﻜﻦ )ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫‪ (a‬ﹶﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪‬‬
‫‪ 20.5π‬‬ ‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ( ‪4 .‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺗﻘﺮﻳﺒﻴﺔ ﻷﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ﺗﺼﻞ ﺇﻟﻴﻪ ﺍﻟﻜﺮﺓ‪.‬‬
‫ﻧﺼﻒ ﺍﻟﻘﻄﺮ = ‪ 2.6‬ﺑﻮﺻﺔ‪ ،‬ﺍﻻﺭﺗﻔﺎﻉ = ‪ 2.6‬ﺑﻮﺻﺔ‬
‫ﺛﻢ ﻋﺰﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪14 ft .‬‬
‫‪(2‬‬ ‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻜﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪5 .‬‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﻋﻨﺪﻫﺎ ﻗﻴﻢ ﻗﺼﻮ￯ ﻣﻘﺮﺑﺔ ﺇﻟﻰ‬ ‫ﻗﺪﹼ ﺭ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﱟ‬
‫‪28 g(x) = 3 x 2 - 8 x + 2 , [4, 8] (19‬‬
‫ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺑ ﱢﻴﻦ ﻧﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯‪ ،‬ﺛﻢ‬
‫‪(3‬‬ ‫‪4430 f (x) = 3x 4 - 2 x 2 + 6 x - 1 , [5, 9] (20‬‬ ‫ﻋﺰﹼﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪ (6–11 2 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪-309 f (x) = -2x 4 - 5 x 3 + 4 x - 6 , [-1, 5] (21‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪(7‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(6‬‬
‫‪f (x) = -x 4 + 4x 2 - 1‬‬
‫‪(4‬‬ ‫‪-2550 h(x) = -x 5 - 5 x 2 + 6 x - 9 , [3, 6] (22‬‬ ‫‪4‬‬
‫‪f (x) = x - 3x + 2x‬‬
‫‪5‬‬
‫‪4‬‬
‫‪4‬‬ ‫‪2‬‬

‫‪(5a‬‬
‫‪2‬‬
‫_ = )‪0.05 f (x‬‬
‫‪x-3‬‬
‫‪x , [5, 12] (23‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬ ‫‪−2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬
‫‪f(t)= - 64.4t + 48.3 t + 5‬‬ ‫‪−4‬‬ ‫‪−4‬‬
‫‪y‬‬ ‫‪0.183 f (x) = √x‬‬
‫‪+ 8 , [-4, 4] (24‬‬ ‫‪−8‬‬ ‫‪−8‬‬
‫‪16‬‬
‫‪  (25‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﻮﺳﻂ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ﻟﻜﻞ ﺷﻬﺮ ﻓﻲ‬ ‫‪y‬‬ ‫‪(9‬‬ ‫‪y‬‬ ‫‪(8‬‬
‫‪12‬‬
‫ﺇﻣﺎﺭﺓ ﺍﻟﻌﻴﻦ ﻓﻲ ﺳﻨﺔ ﻣﺎ ﻣﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬ ‫‪1600‬‬ ‫‪80‬‬

‫‪8‬‬ ‫‪ ، f (x) = -0.5455x 2 + 7.09x +21.45‬ﺣﻴﺚ ‪ x‬ﺗﻤ ﹼﺜﻞ ﺭﻗﻢ‬ ‫‪800‬‬ ‫‪40‬‬
‫ﻓﻤﺜﻼ ‪ x = 1‬ﺗﻤ ﹼﺜﻞ ﺷﻬﺮ ﻳﻨﺎﻳﺮ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ‬
‫ﺍﻟﺸﻬﺮ‪ ،‬ﹰ‬
‫‪4‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ :‬ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪6 .‬‬
‫‪−4‬‬ ‫‪−2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪−4‬‬ ‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬

‫‪x‬‬ ‫‪−800‬‬ ‫‪−40‬‬

‫‪O‬‬ ‫‪0.2 0.4 0.6 0.8‬‬ ‫‪ (b‬ﻣﻦ ﻳﻮﻟﻴﻮ ﺇﻟﻰ ﺃﻛﺘﻮﺑﺮ‪-2.18 .‬‬ ‫‪ (a‬ﻣﻦ ﺃﺑﺮﻳﻞ ﺇﻟﻰ ﻣﺎﻳﻮ‪2.18 .‬‬ ‫‪f (x ) = x 6 - 20x 4 + 3x 3‬‬ ‫‪f (x) =-x 5 + 10x 3‬‬

‫‪45‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪49–50 ،42–44 ،1–24‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪) 1–25‬ﻓﺮﺩﻱ(‪) 31–41 ،26–29 ،‬ﻓﺮﺩﻱ(‪47–50 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪26–50‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪45‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

 ‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ (26‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ ﻟﻺﺟﺎﺑﺔ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫‪ f (x) (30‬ﻣﺘﺼﻠﺔ ﻭﻣﺘﺰﺍﻳﺪﺓ‪.‬‬

‫‪‬‬
‫‪‬‬
‫‪ (26b‬ﺗﺘﺰﺍﻳﺪ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﺃﻭ ﻳﺘﺴﺎﺭﻉ ﺍﻟﺠﺴﻢ‬
‫‪90‬‬
‫‪ f (x) (31‬ﻣﺘﺼﻠﺔ ﻭﻣﺘﻨﺎﻗﺼﺔ‪.‬‬ ‫‪80‬‬
‫‪70‬‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺜﻼﺙ‪ ،‬ﻭﺃﻛﺒﺮ ﻣﻌﺪﹼ ﻝ‬
‫‪ f (x) (32‬ﻣﺘﺼﻠﺔ ﻭﻣﺘﺰﺍﻳﺪﺓ‪ f (x) > 0 ،‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪.x‬‬

‫‪‬‬
‫‪60‬‬
‫‪50‬‬ ‫ﺗﺴﺎﺭﻉ ﻟﻠﺠﺴﻢ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ] ‪.[ 5, 15‬‬
‫ﻭﻳﺒﻄﺊ ﺍﻟﺘﺴﺎﺭﻉ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ] ‪،[ 25, 45‬‬
‫‪40‬‬
‫‪ f (x) (33‬ﻣﺘﺼﻠﺔ ﻭﻣﺘﻨﺎﻗﺼﺔ‪ f (x) > 0 ،‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪.x‬‬ ‫‪30‬‬
‫‪20‬‬
‫‪10‬‬
‫ﻟﻜﻦ ﺗﺒﻘﻰ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﻓﻲ ﺗﺰﺍﻳﺪ ‪.‬‬
‫‪ f (x) (34‬ﻣﺘﺼﻠﺔ‪ ،‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ ، x < -2‬ﻭ ﻣﺘﻨﺎﻗﺼﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬ ‫‪0‬‬
‫‪. x > -2‬‬ ‫‪5 10 15 20 25 30 35 40 45‬‬ ‫‪(27a‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪P(x) = -x + 5x + 8x‬‬
‫‪8‬‬
‫‪ f (x) (35‬ﻣﺘﺼﻠﺔ‪ ،‬ﻭﻣﺘﻨﺎﻗﺼﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ ،x < 0‬ﻭ ﻣﺘﺰﺍﻳﺪﺓ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻔﺘﺮﺍﺕ‬ ‫‪y‬‬
‫‪.x > 0‬‬ ‫‪40‬‬
‫]‪.[5, 15] , [15, 20] , [25, 45‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪0.5‬‬ ‫‪20‬‬
‫‪ (b‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺳﺮﻋﺎﺕ ﺍﻟﺠﺴﻢ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ ‬ﺣﺪﹼ ﺩ ﺇﺣﺪﺍﺛﻴﻲ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ‬
‫ﻳﺄﺗﻲ ﻗﻴﻤﺔ ﻗﺼﻮ￯ ﻣﻄﻠﻘﺔ ﺇﻥ ﻭﺟﺪﺕ‪ ،‬ﻭﺑ ﱢﻴﻦ ﻧﻮﻋﻬﺎ‪:‬‬ ‫‪  (27‬ﺗﺒﻴﻦ ﻟﻔﺮﻳﻖ ﺑﺤﺚ ﻓﻲ ﺇﺣﺪ￯ ﺷﺮﻛﺎﺕ ﺍﻟﺤﺎﺳﻮﺏ ﺃﻥ‬ ‫‪8 −4‬‬
‫‪−8‬‬ ‫‪4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﺍﻟﺮﺑﺢ ﺍﻟﺬﻱ ﺗﻜﺴﺒﻪ ﺍﻟﺸﺮﻛﺔ ﻣﻦ ﺑﻴﻊ ﻣﻨﺘﺞ ﺟﺪﻳﺪ ﻣﻦ ﺍﻟﺸﺮﺍﺋﺢ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‬ ‫‪−20‬‬
‫‪ ، (3, 5) f (x) = 2(x - 3) 2 + 5‬ﺻﻐﺮ￯‬ ‫‪(36‬‬ ‫ﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، P(x) = -x 3 + 5x 2 + 8x‬ﺣﻴﺚ ‪ x‬ﺛﻤﻦ ﺑﻴﻊ‬
‫‪−40‬‬
‫ﺍﻟﺸﺮﻳﺤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﺑﻤﺌﺎﺕ ﺍﻟﺪﺭﺍﻫﻢ‪.0 ≤ x ≤ 6 ،‬‬
‫‪ ، (-5, -1) f (x) = -0.5(x + 5) 2 - 1‬ﻋﻈﻤﻰ‬ ‫‪(37‬‬
‫‪ (a‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (27a-c .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ 400 (27b‬ﺩﺭﻫﻢ‪.‬‬
‫‪ ، (22, 65) f (x) = -4|x - 22| + 65‬ﻋﻈﻤﻰ‬ ‫‪(38‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺃﻓﻀﻞ ﺳﻌﺮ ﻟﻠﺸﺮﻳﺤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻭﺍﻟﺬﻱ ﻳﻌﻄﻲ ﺃﻛﺒﺮ ﺭﺑﺢ‪.‬‬

‫‪ (c‬ﺃﻭﺟﺪ ﺭﺑﺢ ﺍﻟﺸﺮﻳﺤﺔ ﺍﻟﻮﺍﺣﺪﺓ ﻋﻨﺪ ﺑﻴﻌﻬﺎ ﺑﺎﻟﺴﻌﺮ ﺍﻷﻓﻀﻞ‪.‬‬ ‫ﺩﺭﻫﻤﺎ‪.‬‬

‫‪ ، (0, 6) f (x) = (36 -‬ﻋﻈﻤﻰ‬
‫‪ f (x) = x 3 + x‬ﻻ ﺗﻮﺟﺪ ﻗﻴﻢ ﻗﺼﻮ￯‬
‫‪  (41‬ﻗﺎﻡ ﻋﺒﺪ ﺍﻟﻠﻪ ﺑﺘﺴﺠﻴﻞ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﻜﻠﻴﺔ ﺍﻟﺘﻲ ﻗﻄﻌﻬﺎ ﻓﻲ ﺇﺣﺪ￯‬
‫ﺃﻋﻂ ﺃﺳﺒﺎ ﹰﺑﺎ ﺗﻮﺿﺢ ﺍﺧﺘﻼﻑ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ‬ ‫ﺍﻟﺮﺣﻼﺕ ﻭﻣ ﱠﺜﻠﻬﺎ ﺑﻴﺎﻧﻴﺎ‪ .‬ﹺ‬
‫ﹼﹰ‬
‫ﺍﻟﺘﻐﻴﺮ‪ ،‬ﻭﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﺛﺎﺑﺘﹰﺎ ﻓﻲ ﻓﺘﺮﺗﻴﻦ؟ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬
‫ﹰ‬ ‫‪48 (27c‬‬
‫‪x 2) 0.5‬‬ ‫‪(39‬‬
‫‪  (28‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺪﺧﻞ ﺍﻟﺴﻨﻮﻱ )ﺑﺎﻟﺪﺭﻫﻢ( ﻟﺸﺨﺺ ﻣﻨﺬ ﻋﺎﻡ‬
‫‪ 2005‬ﻡ ﻭﺣﺘﻰ ﻋﺎﻡ ‪ 2015‬ﻡ ﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‪(40‬‬ ‫‪I(x) = -1.465x 5 + 35.51x 4 - 277.99x 3 +‬‬
‫‪741.06x 2 + 847.8x + 25362, 0 ≤ x ≤ 10‬‬
‫ﺣﻴﺚ ‪ x‬ﺭﻗﻢ ﺍﻟﺴﻨﺔ‪ (28-35 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (a‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﺪﺧﻞ ﻣﻦ ﻋﺎﻡ ‪ 2008‬ﻡ ﺇﻟﻰ ﻋﺎﻡ‬
‫‪ 2015‬ﻡ ‪ .‬ﻭﻣﺎﺫﺍ ﺗﻌﻨﻲ ﻗﻴﻤﺔ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺓ؟‬

‫‪ (c‬ﺣﺪﹼ ﺩ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﺃﻛﺒﺮ‬
‫‪600‬‬
‫ﻣﺎ ﻳﻤﻜﻦ‪ ،‬ﻭﺍﻟﺴﻨﻮﺍﺕ ﺍﻷﺭﺑﻊ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ ﺃﻗﻞ ﻣﺎ ﻳﻤﻜﻦ‪.‬‬
‫‪‬‬

‫‪400‬‬ ‫‪  (29‬ﻳﺮﻏﺐ ﺳﺎﻟﻢ ﻓﻲ ﻋﻤﻞ ﺻﻨﺪﻭﻕ ﻣﻐﻠﻖ ﻣﻦ ﺍﻟﻜﺮﺗﻮﻥ ﺣﺠﻤﻪ‬

‫‪ 3024‬ﻗﺪ ﹰﻣﺎ ﻣﻜﻌﺒﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺎﻋﺪﺓ ﺍﻟﺼﻨﺪﻭﻕ ﻣﺮﺑﻌﺔ ﺍﻟﺸﻜﻞ‪ ،‬ﻓﺄﻭﺟﺪ‬
‫‪200‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺃﺑﻌﺎﺩﻩ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻣﺴﺎﺣﺔ ﺳﻄﺤﻪ ﺃﻗﻞ ﻣﺎ ﻳﻤﻜﻦ‪ .‬ﱢ‬
‫‪0‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬ ‫‪10‬‬
‫‪‬‬ ‫‪h‬‬

‫‪w‬‬
‫‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪46‬‬

‫‪ 1‬‬ ‫‪46‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪ 4‬‬ ‫‪ ‬ﻣﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪.‬‬
‫‪ (49‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، q ≠ n‬ﻓﺄﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪A. CD‬‬
‫ﻣﺘﺼﻠﺔ ‪ (42-48‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺻﻒ‬ ‫‪(42‬‬
‫‪y‬‬ ‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪(-∞, 4‬‬
‫ﻛﻴﻔﻴﺔ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺩﺭﺱ ﺍﻟﻴﻮﻡ ﻭﺍﻟﺪﺭﺱ ﺍﻟﻼﺣﻖ‬ ‫‪C‬‬
‫)‪(q, q 2‬‬ ‫ﺛﺎﺑﺘﺔ ﻋﻠﻰ ]‪[4, 8‬‬
‫ﺣﻮﻝ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺘﺤﻮﻳﻼﺕ‬ ‫ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )∞ ‪(8,‬‬
‫‪f (5) = 3‬‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ‪.‬‬
‫‪D‬‬
‫)‪(n, n 2‬‬
‫‪ (43‬ﻟﻬﺎ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪x = -2‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪(-∞, -2‬‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )∞ ‪(-2,‬‬
‫‪2‬‬
‫‪q +q‬‬
‫_‬ ‫‪f (-6) = -6‬‬
‫‪2‬‬
‫‪C‬‬ ‫‪q+n A‬‬
‫‪n -n‬‬ ‫‪ f  (44‬ﺩﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻟﻬﺎ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪ x = c‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬
‫_‬‫‪1‬‬
‫‪D‬‬ ‫‪q-n B‬‬ ‫ﻋﻨﺪﻣﺎ ‪ . x > c‬ﹺﺻﻒ ﺳﻠﻮﻙ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ‪ x‬ﻟﺘﻘﺘﺮﺏ ﻣﻦ ‪. c‬‬
‫‪q+n‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﹼ‬

‫‪ (50‬ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ‪ y = x 3 + 2x 2 - 4x - 6‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ‪ ،‬ﻭﻗﻴﻤﺔ‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ g‬ﺩﺍﻟﺔ ﻣﺘﺼﻠﺔ‪ ،‬ﻭﻛﺎﻥ ‪ g(a) = 8‬ﻭ ‪، g(b) = -4‬‬
‫‪‬‬ ‫‪(45‬‬
‫ﹺ‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‪C .‬‬ ‫ﻓﺄﻋﻂ ﻭﺻ ﹰﻔﺎ ﻟﻘﻴﻤﺔ )‪ g(c‬ﺣﻴﺚ ‪ .a < c < b‬ﱢ‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫‪ A‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -0.7‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = sin x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬
‫‪‬‬ ‫‪(46‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 2‬‬ ‫ﺛﻢ ﺻﻒ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻟﻠﺪﺍﻟﺔ‪.‬‬

‫‪ B‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -0.7‬‬ ‫(‪ (b, f‬ﺇﺫﺍ‬ ‫‪  (47‬ﺃﻭﺟﺪ ﻣﻴﻞ ﺍﻟﻘﺎﻃﻊ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻨﻘﻄﺘﻴﻦ ))‪f a‬‬
‫(‪f b)) , (a, f‬‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -2‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﻛﺎﻧﺖ )‪ f (x‬ﺛﺎﺑﺘﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ .(a, b‬ﹼ‬

‫‪ C‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ -2‬‬ ‫‪  (48‬ﺻﻒ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺗﻐﻴﺮ ﺍﻟﺪﺍﻟﺔ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 0.7‬‬ ‫ﺃﻭ ﺛﺎﺑﺘﺔ ﻓﻲ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ‪.‬‬

‫‪ D‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 2‬‬

‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪x ≈ 0.7‬‬

‫‪47‬‬ ‫‪‬‬ ‫‪1 - 4 ‬‬

‫‪M‬‬ ‫‪‬‬
‫‪ ‬ﻣﺎﺫﺍ ﻳﺤﺪﺙ ﻟﻤﻴﻞ ﺍﻟﻘﺎﻃﻊ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ﺍﻟﻨﻘﻄﺘﺎﻥ ﺍﻟﻠﺘﺎﻥ ﺗﺤﺪﺩﺍﻥ ﺍﻟﻘﺎﻃﻊ ﻗﺮ ﹰﺑﺎ ﻛﺎﻓ ﹼﹰﻴﺎ ﻣﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‬‫‪‬‬
‫ﺍﻟﻤﺤﻠﻴﺔ؟ ﻭﻣﺎ ﻋﻼﻗﺔ ﺍﻟﻘﺎﻃﻊ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻣﻊ ﻣﻤﺎﺱ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ؟‬
‫ﻳﻘﺘﺮﺏ ﺍﻟﻘﺎﻃﻊ ﻣﻦ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﻳﻘﺘﺮﺏ ﻣﻴﻠﻪ ﻣﻦ ‪ .0‬ﻋﻨﺪﻣﺎ ﻳﻘﺘﺮﺏ ﺍﻟﻘﺎﻃﻊ ﻣﻦ ﻧﻘﻄﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﻗﺮ ﹰﺑﺎ‬
‫ﻣﻤﺎﺳﺎ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﹼﹰ‬ ‫ﻛﺎﻓ ﹼﹰﻴﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﺼﺒﺢ‬

‫‪47‬‬ ‫‪‬‬ ‫‪1 - 4‬‬

 ‫‪‬‬

‫‪1 - 4‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(9)‬‬

‫‪‬‬ ‫‪1-4‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ؛ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ‪ ،‬ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ‪ ،‬ﺃﻭ ﺛﺎﺑﺘﺔ‬
‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪:‬‬
‫ﱠ‬
‫‪y‬‬ ‫‪(2‬‬ ‫‪g(x ) = x 5 - 2x 3 + 2x 2‬‬
‫‪(1‬‬
‫‪f (x) = 3‬‬
‫‪5x‬‬ ‫‪y‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬
‫‪x‬‬

‫ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺗﻴﻦ )‪، (-∞, 0‬‬

‫ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ )‪ ، (-∞, 0‬ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ )‪(0, 1.5‬‬
‫)∞ ‪(0,‬‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ )∞ ‪(1.5,‬‬
‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬

‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‬

‫ﻗﺪﱢ ﺭ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻋﻨﺪﻫﺎ ﻗﻴﻢ ﻗﺼﻮ￯ ﱠ‬
‫‪ ‬‬

‫ﻋﻨﺪﻫﺎ‪ ،‬ﻭﺑ ﹼﻴﻦ ﻧﻮﻉ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯‪ ،‬ﺛﻢ ﻋﺰﱢﺯ ﺇﺟﺎﺑﺘﻚ ﻋﺪﺩ ﹼﹰﻳﺎ‪.‬‬
‫‪f (x) = x 3 + x 2 -x‬‬ ‫‪(4‬‬ ‫‪f (x ) = x 4 - 3x 2 + x - 5‬‬ ‫‪(3‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪8‬‬

‫‪4‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪-4‬‬ ‫‪O‬‬ ‫‪4x‬‬

‫‪-44‬‬

‫ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻗﻴﻤﺘﻬﺎ ‪ 1‬ﻋﻨﺪ ‪x = -1‬‬ ‫ﺻﻐﺮ￯ ﻣﻄﻠﻘﺔ ﻗﻴﻤﺘﻬﺎ ‪ -8.5‬ﻋﻨﺪ ‪x = -1.5‬‬

‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻗﻴﻤﺘﻬﺎ ‪ -0.13‬ﻋﻨﺪ ‪x = 0.5‬‬ ‫ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻗﻴﻤﺘﻬﺎ ‪ -5‬ﻋﻨﺪ ‪x = 0‬‬

‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬ ‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻗﻴﻤﺘﻬﺎ ‪ -6‬ﻋﻨﺪ ‪x = 1‬‬

‫ﺍﻧﻈﺮ ﺃﻋﻤﺎﻝ ﺍﻟﻄﻼﺏ‪.‬‬
‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﻟﻠﺪﺍﻟﺔ‪ . h(x) = x 5 - 6 x + 1 :‬ﻭﺣﺪﹼ ﺩ‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﻭﺍﻟﻤﻄﻠﻘﺔ ﱠ‬ ‫‪(5‬‬
‫ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻫﺬﻩ ﺍﻟﻘﻴﻢ‪.‬‬
‫ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﺗﻘﺪﹼ ﺭ ﺑـ ‪ 6.02‬ﻋﻨﺪ ‪ ، x = -1.05‬ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﺗﻘﺪﺭ ﺑـ ‪ -4.02‬ﻋﻨﺪ ‪x = 1.05‬‬
‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬
‫‪-160 g(x) = -3x 3 - 4x; [2, 6] (7‬‬ ‫‪-132 g(x) = x 4 + 2 x 2 - 5; [-4, -2] (6‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﺻﺎﺭﻭﺥ )‪ h(t‬ﺑﺎﻟﻘﺪﻡ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﻣﻦ ﺇﻃﻼﻗﻪ ﺭﺃﺳ ﹼﹰﻴﺎ ﹸﻳﻌﻄﹶﻰ ﺑﺎﻟﻘﺎﻋﺪﺓ‬ ‫‪(8‬‬
‫‪ ، h(t) = -16 t 2 + 32t + 0.5‬ﻓﺄﻭﺟﺪ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺼﻞ ﺇﻟﻴﻪ ﺍﻟﺼﺎﺭﻭﺥ‪16.5 ft .‬‬

‫‪9‬‬

‫‪ 1‬‬ ‫‪47 A‬‬










































47 B  1
 

Parent Functions and Transformations
 1 -5
y
.‫ﺍﺳﺘﺸﺎﺭﺕ ﺷﺮﻛﺔ ﻋﺪ ﹰﺩﺍ ﻣﻦ ﺍﻟﻤﺨﺘﺼﻴﻦ ﺣﻮﻝ ﺳﺒﻞ ﺧﻔﺾ ﺗﻜﻠﻔﺔ ﺳﻠﻌﺔ ﺗﻨﺘﺠﻬﺎ‬
 
  1
‫ ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﺴﻠﻌﺔ ﻗﺒﻞ‬x ‫ﻭﻳﺒ ﱢﻴﻦ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺗﻜﻠﻔﺔ ﺇﻧﺘﺎﺝ‬
‫ ﻫﺬﺍﻥ ﺍﻟﺘﻤﺜﻴﻼﻥ ﻣﺜﺎﻝ‬.(‫ﺍﻻﺳﺘﺸﺎﺭﺓ )ﺍﻟﺨﻂ ﺍﻷﺯﺭﻕ( ﻭﺑﻌﺪ ﺍﻻﺳﺘﺸﺎﺭﺓ )ﺍﻟﺨﻂ ﺍﻷﺣﻤﺮ‬ 
.‫ﻋﻠﻰ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ‬   ■

   1-5

‫ ﻋﺎﺋﻠﺔ ﺍﻟﺪﻭﺍﻝ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﺩﻭﺍﻝ ﺗﺸﺘﺮﻙ‬  
‫ﻑ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻋﻠﻰ ﺃﻧﻬﺎ ﺃﺑﺴﻂ‬
‫ﹸﻌﺮ ﹸ‬
‫ ﻭﺗ ﱠ‬.‫ﻣﻨﺤﻨﻴﺎﺗﻬﺎ ﻓﻲ ﺻﻔﺔ ﺃﻭ ﺃﻛﺜﺮ‬
  ■
.‫ﺗﺤﻠﻴﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ‬

O x ‫ ﺇﺫ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺗﺤﻮﻳﻼﺕ ﻫﻨﺪﺳﻴﺔ ﻋﻠﻴﻬﺎ ﻹﻳﺠﺎﺩ ﺑﺎﻗﻲ‬،‫ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﻌﺎﺋﻠﺔ‬   1-5
.‫ﺩﻭﺍﻝ ﺍﻟﻌﺎﺋﻠﺔ‬
‫ﺗﻌﻴﻴﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﻭﺻﻔﻬﺎ‬
‫ ﻭﻣﻨﻬﺎ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺨﻄﻴﺔ ﻭﺩﻭﺍﻝ ﻛﺜﻴﺮﺍﺕ‬.‫ﺳﺘﺪﺭﺱ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺛﻤﺎﻧﻴ ﹶﺔ ﺃﻧﻮﺍﻉ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﺍﻷﻛﺜﺮ ﺷﻴﻮ ﹰﻋﺎ‬
.‫ﺍﻟﺤﺪﻭﺩ‬  .‫ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
parent function ‫ﺗﻌﻴﻴﻦ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻟﻠﺪﻭﺍﻝ‬
   
constant function
.‫ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
f (x) = x  cf (x) = c
(a, a)      1-5
y y
f (x) = c
identity function ‫ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻭﺗﺮﻛﻴﺐ‬
.‫ﺍﻟﺪﻭﺍﻝ‬
f (x) = x 
quadratic function
O x

O x cubic function

f (x) = x 3  f (x) = x 2  square root function
 U   2
y y reciprocal function
f (x) = x 3 f (x)= x 2

O x
absolute value function 
 .“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
O x step function
 
.‫ﺃﻳﻀﺎ ﻣﻨﺤﻨﻴﺎﺕ ﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻭﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‬
‫ﺳﺘﺪﺭﺱ ﹰ‬
‫ﹸ‬ ‫ﻛﻤﺎ‬ greatest integer function ‫• ﻣﺎ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
      ‫؟‬g(x) = x + 2 ‫ ﹶﻭ‬f(f x) = x
transformation
g(x) ‫ ﻭﺍﻟﺪﺍﻟﺔ‬،‫ﺍﻟﻤﺴﺘﻘﻴﻤﺎﻥ ﻟﻬﻤﺎ ﺍﻟﻤﻴﻞ ﻧﻔﺴﻪ‬
f (x) = _1x , x ≠ 0 
  
 f (x) = √x , x ≥ 0 translation ‫ ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ‬f( f x) ‫ﻧﺎﺗﺠﺔ ﻋﻦ ﺍﻧﺴﺤﺎﺏ‬
y
y  .‫ﺍﻷﻋﻠﻰ‬
f ( x) = _ ‫ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‬a ‫• ﺻﻒ ﺃﺛﺮ ﻗﻴﻢ‬
1 f (x) = √x
reflection
x

O x dilation ‫ ﻓﻲ ﺍﻧﺴﺤﺎﺏ‬a ‫ ﺗﻌﻤﻞ ﻗﻴﻢ‬.f( f(x) = x + a
O x
a ‫ﺍﻟﻤﺴﺘﻘﻴﻢ ﺇﻟﻰ ﺃﻋﻠﻰ ﺃﻭ ﺇﻟﻰ ﺃﺳﻔﻞ ﺑﻤﻘﺪﺍﺭ‬
.‫ﻣﻦ ﺍﻟﻮﺣﺪﺍﺕ‬
 1  48
‫• ﻣﺎ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ‬
‫؟‬g(x) = x 2 + 2 ‫ ﹶﻭ‬f(f x) = x 2 ‫ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫ﺍﻟﺪﺍﻟﺘﺎﻥ ﻟﻬﻤﺎ ﺍﻟﺸﻜﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻧﻔﺴﻪ ؛‬
f(x) ‫ ﻧﺎﺗﺠﺔ ﻋﻦ ﺍﻧﺴﺤﺎﺏ‬g(x) ‫ﺍﻟﺪﺍﻟﺔ‬
.‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺃﻋﻠﻰ‬

 1 48
 ‫ﻛﻤﺎ ﹸﺗ ﹶﻌﺪﱡ ﺩﺍﻟﺔ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺇﺣﺪ￯ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪.‬‬

‫‪‬‬ ‫‪ ‬‬ ‫‪‬‬

‫‪ 1 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﻭﺻﻒ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﻤﻬﻤﺔ‬ ‫‪‬‬ ‫‪f (x) = x  ‬‬
‫ﻟﻠﺪﺍﻟﺔ‪.‬‬ ‫‪y‬‬ ‫‪  V‬‬
‫‪-x , x < 0‬‬
‫‪f (x) = ‬‬
‫‪ ‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪ x , x≥0‬‬
‫‪|-5| = 5 , |0| = 0 , |4| = 4‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫‪f (x) = x‬‬

‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬

‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫ﺃﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺪﺭﺟﻴﺔ‪ ،‬ﻓﻬﻲ ﺩﺍﻟﺔ ﻣﺘﻌﺪﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ ﹸﻳﺸﺒ ﹸﻪ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﺪﺭﺝ‪ ،‬ﻭﻣﻦ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﺸﻬﻮﺭﺓ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﺩﺍﻟﺔ‬
‫ﺃﻛﺒﺮ ﻋﺪﺩ ﺻﺤﻴﺢ‪.‬‬
‫‪(1‬‬
‫‪‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‪، { x | x  R} :‬‬
‫‪‬‬ ‫‪‬‬ ‫ﻭﻣﺪﺍﻫﺎ‪:‬‬
‫‪ 1‬ﺻﻒ ﺧﺼﺎﺋﺺ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ‬ ‫‪‬‬ ‫‪f (x) = ”x• ‬‬ ‫}‪{ y | 0 ≤ y < ∞ , y  R‬‬
‫‪. x ‬‬
‫)ﺍﻷﻡ( ‪ : f (x) = _x1‬ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯‬ ‫‪y‬‬
‫ﻟﻠﻤﻨﺤﻨﻰ ﻣﻘﻄﻊ ﻭﺍﺣﺪ ﻋﻨﺪ‬
‫_ ” ‪”-4• = -4 , ”-1.5• = -2 ,‬‬ ‫‪1‬‬
‫‪•=0‬‬ ‫‪‬‬
‫ﻭﺍﻟﻤﻘﻄﻊ ‪ x‬ﻭﺍﻟﻤﻘﻄﻊ ‪ y‬ﻭﺍﻟﺘﻤﺎﺛﻞ‬ ‫]‪f (x) = [x‬‬ ‫‪3‬‬ ‫)‪. (0, 0‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬
‫ﻭﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫‪O‬‬ ‫‪x‬‬
‫‪ y‬؛ ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬
‫ﻭﻓﺘﺮﺍﺕ ﺍﻟﺘﺰﺍﻳﺪ ﻭﺍﻟﺘﻨﺎﻗﺺ‪.‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﺼﻞ ﻋﻨﺪ ﺟﻤﻴﻊ ﻗﻴﻢ‬
‫ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ )∞ ‪(-∞, 0) ∪ (0,‬؛‬ ‫ﺍﻟﻤﺠﺎﻝ‪.‬‬
‫ﻻ ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪، x‬ﻭﻻ ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪، y‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻨﺎﻗﺺ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
‫ﻣﻤﺎ‬
‫)‪ ، (-∞, 0‬ﻭﻣﺘﺰﺍﻳﺪ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺎ ﺗﻌﻠﻤﺘﻪ ﻓﻲ ﺍﻟﺪﺭﻭﺱ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﻭﺻﻒ ﺧﺼﺎﺋﺺ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪ .‬ﹼ‬
‫ﻭﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛‬ ‫ﻳﺴﺎﻋﺪﻙ ﻋﻠﻰ ﺗﻌﺮﻑ ﻣﻨﺤﻨﻴﺎﺕ ﺩﻭﺍﻝ ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ ﻣﻦ ﺍﻟﻌﺎﺋﻠﺔ ﻧﻔﺴﻬﺎ ﻭﺗﺤﻠﻴﻠﻬﺎ‪.‬‬
‫)∞ ‪. (0,‬‬
‫ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ .‬ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻠﻰ‬ ‫ﻳﺒﺪﺃ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ‪. x = 0‬‬
‫ﻣﺠﺎﻟﻬﺎ‪ ،‬ﻭﻳﻮﺟﺪ ﻟﻬﺎ ﻧﻘﻄﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ‬ ‫‪ ‬‬ ‫‪1 ‬‬ ‫ﻭﻳﻨﺘﻬﻲ ﺑـ ∞ = )‪lim f (x‬‬
‫∞‪x→-‬‬
‫ﻧﻬﺎﺋﻴﺔ ﻋﻨﺪ ‪ . x = 0‬ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ‬ ‫√ = )‪) f (x‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ :(1.5.1‬ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻭﺍﻟﻤﻘﻄﻊ ‪x‬‬ ‫ﺻﻒ ﺧﺼﺎﺋﺺ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪x‬‬ ‫ﹶﻭ ∞ = )‪lim f (x‬‬
‫∞→‪x‬‬
‫ﻭﺍﻟﻤﻘﻄﻊ ‪ y‬ﻭﺍﻟﺘﻤﺎﺛﻞ ﻭﺍﻻﺗﺼﺎﻝ ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﻓﺘﺮﺍﺕ ﺍﻟﺘﺰﺍﻳﺪ ﻭﺍﻟﺘﻨﺎﻗﺺ‪.‬‬
‫ﻓﺘﺮﺗﻲ ﺍﻟﻤﺠﺎﻝ‪.‬‬
‫ﺧﺼﺎﺋﺺ ﻣﻨﺤﻨﻰ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ )ﺍﻟﺸﻜﻞ ‪ (1.5.1‬ﻫﻲ‪:‬‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ )∞ ‪ ،[0,‬ﻭﻣﺪﺍﻫﺎ )∞ ‪.[0,‬‬ ‫•‬ ‫‪y‬‬
‫ﻟﻠﻤﻨﺤﻨﻰ ﻣﻘﻄﻊ ﻭﺍﺣﺪ ﻋﻨﺪ )‪.(0, 0‬‬ ‫•‬ ‫‪f ( x) = √x‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻏﻴﺮ ﻣﺘﻤﺎﺛﻞ؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ ﻭﻻ ﻓﺮﺩﻳﺔ‪.‬‬ ‫•‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﺼﻞ ﻋﻨﺪ ﺟﻤﻴﻊ ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ‪.‬‬ ‫•‬
‫ﻳﺒﺪﺃ ﺍﻟﻤﻨﺤﻨﻰ ﻋﻨﺪ ‪ x = 0‬ﻭﺗﻜﻮﻥ ∞ = )‪. lim f (x‬‬ ‫•‬ ‫‪O‬‬ ‫‪x‬‬
‫∞→‪x‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﺰﺍﻳﺪ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪.(0,‬‬ ‫•‬
‫‪1.5.1‬‬

‫‪‬‬
‫‪f (x) = |x| (1‬‬

‫‪ ‬ﺗﺆﺛﺮ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻓﻲ ﺷﻜﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪ .‬ﹸ‬

‫ﻓﺒﻌﺾ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺗﻐ ﹼﻴﺮ‬
‫ﻣﻮﻗﻊ ﺍﻟﻤﻨﺤﻨﻰ ﻓﻘﻂ‪ ،‬ﻭﻻ ﺗﻐﻴﺮ ﺃﺑﻌﺎﺩﻩ ﺃﻭ ﺷﻜﻠﻪ‪ ،‬ﻭﺗﺴﻤﻰ ﺗﺤﻮﻳﻼﺕ ﻗﻴﺎﺳﻴﺔ‪ .‬ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﻳﻐﻴﺮ ﺷﻜﻞ ﺍﻟﻤﻨﺤﻨﻰ ﻭﺗﺴﻤﻰ‬
‫ﺗﺤﻮﻳﻼﺕ ﻏﻴﺮ ﻗﻴﺎﺳﻴﺔ ‪.‬‬

‫‪49‬‬ ‫‪‬‬ ‫‪1 - 5 ‬‬

‫‪49‬‬ ‫‪‬‬ ‫‪1 - 5‬‬

‫ ﺇﻟﻰ‬f ‫ ﻓﺎﻻﻧﺴﺤﺎﺏ ﺍﻟﺮﺃﺳﻲ ﻳﻨﻘﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬.‫ﺍﻻﻧﺴﺤﺎﺏ )ﺍﻹﺯﺍﺣﺔ( ﺃﺣﺪ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻨﻘﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
.‫ ﺑﻴﻨﻤﺎ ﻳﻨﻘﻞ ﺍﻻﻧﺴﺤﺎﺏ ﺍﻷﻓﻘﻲ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﺃﻭ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‬،‫ﺃﻋﻠﻰ ﺃﻭ ﺇﻟﻰ ﺃﺳﻔﻞ‬

  ‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺘﺤﻮﻳﻼﺕ‬2
  .‫ﺍﻟﻬﻨﺪﺳﻴﺔ‬

 f (x)g(x) = f(f x - h) 
 f (x)g (x) = f (x) + k
. h > 0 h • . k > 0 k • ‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﻭﺻﻒ ﺍﻟﺪﺍﻟﺔ ﻭﻋﻼﻗﺘﻬﺎ‬3 
. h < 0|h| •
y
. k < 0|k| • ‫ﺑﺎﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ‬
g (x) = f (x) + k
y .‫ﺑﻌﺪ ﺍﻟﺘﺤﻮﻳﻞ‬
y = f (x)
‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﻭﺻﻒ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬4 
O x
g(x) = f(x - h) y = f (x) .‫ﻟﻠﺪﺍﻟﺔ ﺑﻌﺪ ﺍﻟﺘﺤﻮﻳﻞ‬
O x ‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻌﺪﺩﺓ‬5 
y
y = f (x) .‫ﺍﻟﺘﻌﺮﻳﻒ‬
‫ ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ‬6 , 7 
y
y = f (x)

O
g (x) = f(x + h)
x
O x
‫ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻟﻠﺪﻭﺍﻝ ﻭﻭﺻﻔﻬﺎ‬
g (x) = f(x) - k .‫ﻭﺗﻤﺜﻴﻠﻬﺎ‬


 2  (‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬ 2
‫ ﻟﺘﻤﺜﻴﻞ ﹼ‬f (x) = |x| (‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬
:‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫ ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ‬f( f x) = x 3
g (x) = |x| + 4 (a :‫ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ ﻭﺣﺪﺍﺕ‬4 ‫ﻣﺰﺍﺣﺎ‬
‫ ﹰ‬f (x) = |x| ‫ ﻫﻮ ﻣﻨﺤﻨﻰ‬g(x) ‫ ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻨﺤﻨﻰ‬،g(x) = f (x) + 4 ‫ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
.1.5.2 ‫ﺇﻟﻰ ﺃﻋﻠﻰ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬ g(x) = x 3 - 2 (a
 y
g (x) = |x + 3| (b

‫ ﻫﻮ ﻣﻨﺤﻨﻰ‬g(x) ‫ ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻣﻨﺤﻨﻰ‬،g(x) = f [x - (-3)] ‫ ﺃﻭ‬g(x) = f (x + 3) ‫ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬ 
.1.5.3 ‫ ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬3 ‫ﻣﺰﺍﺣﺎ‬
‫ﹰ‬ f (x) = |x| 
  TI-nspire
g (x) = |x - 2| - 1 (c   O x
f 1(x)
‫ﻣﺰﺍﺣﺎ‬
‫ﹰ‬ f x) = |x| ‫ ﻫﻮ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬g(x) ‫ ﺃﻱ ﺃﻥ ﻣﻨﺤﻨﻰ‬،g(x) = f(
f( f x - 2) - 1 ‫ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬ k •
.1.5.4 ‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺃﺳﻔﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ‬ 

g (x) = x + 4
f 1(x) ± k
y y y
f (x) = x
f (x) = x
h• g(x) = (x - 1) 3 (b
 y
 
f 1(x ± h)
O x
f (x) = x 
O x
g (x) = x - 2 - 1 g (x) = x + 3 O x  
 O x
1.5.4 1.5.3 1.5.2
:‫ ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬f (x) = x 3 (‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬ 
h(x) = (x + 2)3 + 4 (2C h(x) = 8 + x 3
(2B h(x) = x 3 - 5 (2A
‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬2A-C

 1  50 g(x) = (x - 1) 3 - 2 (c

y

(2C (2B (2A

y y y
3
8 h(( x))= 8 + x 3 8 O x
h(x)= (x + 2 ) + 4
4 f(x) = x
3
8 4 h((x)= x3 - 5
3
−8 −4 O 4 8x 4 ff((x) = x −8 −4 O 4 8x
−4
−4 ff((x) = x3−4
−8 −4 O 4 8x
−8 −44
− −8

 1 50
 ‫ﻣﻦ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻘﻴﺎﺳﻴﺔ ﺍﻷﺧﺮ￯ ﺍﻻﻧﻌﻜﺎﺱ‪ ،‬ﻭﺍﻟﺬﻱ ﹸﻳ ﹼ‬
‫ﻜﻮﻥ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺻﻮﺭﺓ ﻣﺮﺁﺓ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺴﺘﻘﻴﻢ ﻣﺤﺪﹼ ﺩ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪y ‬‬ ‫‪x ‬‬
‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ ‫‪3‬‬ ‫‪ g(x) = f (-x)‬‬ ‫‪ g(x) = - f (x)‬‬
‫(‪ f‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻭﻣﻨﺤﻨﻰ‬
‫‪f x) = √x‬‬ ‫‪y  f (x) ‬‬ ‫‪x  f (x) ‬‬
‫ﻛﻞ ﺷﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺛﻢ‬ ‫)‪ ، g(x‬ﻓﻲ ﱢ‬ ‫)‪g (x) = f (-x‬‬
‫‪y‬‬
‫)‪y = f (x‬‬
‫‪y‬‬
‫)‪y = f (x‬‬

‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ )‪. g(x‬‬

‫‪y‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫)‪y = f (x‬‬
‫)‪g (x) = - f(x‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪ g(x) = - √x‬ﻳﺨﺘﻠﻒ‬ ‫ﻛﻦ ﺩﻗﻴ ﹰﻘﺎ ﻋﻨﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﻬﻨﺪﺳﻲ ﻟﺪﺍﻟﺔ‪ ،‬ﹰ‬
‫ﻓﻤﺜﻼ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪- 1 + 2‬‬
‫‪.g(x) = -( √x‬‬
‫ﻋﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪- 1 + 2‬‬
‫‪y‬‬
‫‪y‬‬

‫‪g(x) = - √ x - 1 + 2‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪(a‬‬ ‫)‪g( x) = - ( √ x - 1 + 2‬‬

‫‪y‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪‬‬
‫‪xf (x) = √x ‬‬ ‫‪f (x) = √x ‬‬
‫)‪y = g(x‬‬ ‫‪x‬‬
‫‪‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪) f (x) = x 2‬ﻓﻲ ﺍﻟﺸﻜﻞ ‪ (1.5.5‬ﻭﻣﻨﺤﻨﻰ )‪ g (x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪،‬‬
‫ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ )‪: g (x‬‬
‫‪(b‬‬ ‫‪(a‬‬
‫ﺍﻧﺴﺤﺎﺏ ﺍﻟﻤﻨﺤﻨﻰ ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺓ‬ ‫‪y‬‬ ‫‪y‬‬
‫‪y‬‬
‫)‪y = g( x‬‬
‫ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ‬ ‫)‪y= g (x‬‬

‫‪.g(x) = √x + 1‬‬

‫‪f(x) = x 2‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬

‫‪(b‬‬
‫‪y‬‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ g‬ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻰ ‪f (x) = x 2‬‬ ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ g‬ﻫﻮ ﺍﻧﺴﺤﺎﺏ ﻟﻤﻨﺤﻨﻰ ‪f (x) = x 2‬‬
‫‪1.5.5‬‬
‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺛﻢ ﺍﻧﺴﺤﺎﺏ ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺃﻋﻠﻰ‪ ،‬ﺃﻱ‬ ‫ﺑﻤﻘﺪﺍﺭ ‪ 5‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ‬
‫ﺃﻥ ‪. g(x) = -x 2 + 2‬‬ ‫ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺃﻱ ﺃﻥ ‪. g(x) = -(x - 5)2‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪‬‬
‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ ‪ f (x) = _1x‬ﻭ )‪ g(x‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ )‪ g (x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ ‪:‬‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‬
‫)‪y = g (x‬‬ ‫‪y‬‬ ‫‪(3B‬‬ ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‬ ‫‪y‬‬ ‫‪(3A‬‬
‫ﺍﻧﺴﺤﺎﺏ ﻟﻤﻨﺤﻨﻰ‬
‫_ = )‪ f (x‬ﺑﻤﻘﺪﺍﺭ ‪4‬‬‫‪1‬‬ ‫ﺍﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻰ‬
‫ﺍﻧﺴﺤﺎﺏ ﺍﻟﻤﻨﺤﻨﻰ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‬ ‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﺛﻢ‬
‫‪x‬‬ ‫)‪y = g(x‬‬ ‫‪ f (x) = _1x‬ﺣﻮﻝ‬
‫ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ‬
‫‪x‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺛﻢ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬
‫ﺍﻧﻌﻜﺎﺱﺣﻮﻝﺍﻟﻤﺤﻮﺭ‪. y‬‬ ‫)‪y = g(x‬‬

‫‪.g(x) = - √x‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪+ 1 . x‬‬ ‫‪g (x) = -1‬‬‫_‬ ‫ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ‬
‫‪x+4‬‬ ‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻷﺳﻔﻞ؛‬
‫_‬
‫‪g (x) = - 1x -2‬‬
‫‪51‬‬ ‫‪‬‬ ‫‪1 - 5 ‬‬

‫‪‬‬
‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬
‫‪ ‬ﻋﻨﺪ‬
‫ﺇﺟﺮﺍﺀ ﺍﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﺗﺤﺼﻞ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻣﻠﺼﻘﺎﺕ ﻳﻌﺮﺿﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﺍﻟﺜﻤﺎﻧﻲ ﺍﻟﺘﻲ ﺗﻢ‬
‫ﻋﻠﻰ ﺍﻟﺸﻜﻞ ﻧﻔﺴﻪ‪ ،‬ﻟﻜﻦ ﺇﺫﺍ ﺣﺼﻞ ﺗﻤﺪﺩ‬ ‫ﺩﺭﺍﺳﺘﻬﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻋﻠﻴﻬﺎ‪.‬‬
‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻓﺈﻧﻚ ﺗﺤﺼﻞ ﻋﻠﻰ ﺷﻜﻞ‬
‫ﻣﺨﺘﻠﻒ‪ .‬ﻣﻦ ﻣﻨﻈﻮﺭ ﻫﻨﺪﺳﻲ‪ ،‬ﻳﺤﺎﻓﻆ‬
‫ﺍﻻﻧﺴﺤﺎﺏ ﻭﺍﻻﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻴﺎﺕ‬
‫ﺍﻟﺪﻭﺍﻝ ﻋﻠﻰ ﺷﻜﻠﻬﺎ؛ ﻟﺬﺍ ﻓﺎﻟﺼﻮﺭﺓ ﻣﻄﺎﺑﻘﺔ‬
‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪ ،‬ﻓﻲ ﺣﻴﻦ ﻻ‬
‫ﻳﺤﺎﻓﻆ ﺍﻟﺘﻤﺪﺩ ﻋﻠﻰ ﺍﻟﺸﻜﻞ؛ ﻟﺬﺍ ﻓﺎﻟﺼﻮﺭﺓ‬
‫ﻻ ﺗﺸﺒﻪ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪.‬‬

‫‪51‬‬ ‫‪‬‬ ‫‪1 - 5‬‬

 .‫ﺍﻟﺘﻤﺪﺩ ﻫﻮ ﺗﺤﻮﻳﻞ ﻏﻴﺮ ﻗﻴﺎﺳﻲ ﻳﺆﺩﻱ ﺇﻟﻰ ﺗﻀﻴﻖ )ﺿﻐﻂ( ﺃﻭ ﺗﻮﺳﻊ )ﻣﻂ( ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺭﺃﺳ ﹼﹰﻴﺎ ﺃﻭ ﺃﻓﻘ ﹼﹰﻴﺎ‬

  

 
‫ ﻟﻠﺪﺍﻟﺔ‬f( f x) (‫ﻋ ﹼﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬ 4
 ،   a  ،   a
 g(x) = f (ax)  g (x) = a f ( x) ‫ﺛﻢ ﹺﺻﻒ‬ ‫ ﻓﻲ ﱟ‬g(x)
‫ ﱠ‬،‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
a > 1 f (x)   • a > 1f (x)  • ‫ ﻭﻣﺜﻠﻬﻤﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬،‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﻨﺤﻴﻨﻴﻦ‬
0 <a < 1 f (x)  • 0 < a < 1 ، f (x)  • .‫ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‬
f x) = _1x , g(x) = _x (a
3
g (x) = f (ax), a > 1 g (x) = a · f (x), a > 1 f(
y y
‫ ﻫﻮ ﺗﻮﺳﻊ ﺭﺃﺳﻲ‬g(x) ‫ﻣﻨﺤﻨﻰ‬
y = f (x)
.3 ‫ ﺑﻤﻌﺎﻣﻞ ﻣﻘﺪﺍﺭﻩ‬f(
f x) ‫ﻟﻤﻨﺤﻨﻰ‬
y
y = f (x)

O x
g(x)
O x

y
O x
y
y = f ( x) ff((x)
y = f (x)

O x O x f x) = x , g(x) = -4x (b

f(
g (x ) = f (ax ), 0 < a < 1 g (x) = a · f (x), 0 < a < 1
‫ ﻫﻮ ﺗﻀﻴﻖ ﺃﻓﻘﻲ‬g(x) ‫ﻣﻨﺤﻨﻰ‬
،4 ‫ ﺑﻤﻌﺎﻣﻞ ﻣﻘﺪﺍﺭﻩ‬f(x) ‫ﻟﻤﻨﺤﻨﻰ‬
 4   . x ‫ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﻟﻪ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬
‫ ﻭﻣﺜﻠﻬﻤﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ‬،‫ ﺛﻢ ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ‬،‫ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬g (x) ‫ ﻟﻠﺪﺍﻟﺔ‬f (x) (‫ﻋ ﱢﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ‬  y
 f(x)
.‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‬ 
y _
g(x) = 1 x 3 (a
 
 
4
1  
f x) =x 3
f(
x
‫ ؛ ﻷﻥ‬f (x) = x 3 ‫ ﻫﻮ ﺗﻀﻴﻖ ﺭﺃﺳﻲ ﻟﻤﻨﺤﻨﻰ‬g(x) ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ 
x
−1 O 1
.0 < _1 < 1 ‫ ﹶﻭ‬g(x) = _1 x 3 = _1 f (x)  g(x)
−1 g( x) = _ x 3
1
4 4 4  
4

y g(x) = - (2x)2 (b
4
‫ ﹰ‬f (x) = x ‫ ﻫﻮ ﺗﻀﻴﻴﻖ ﺃﻓﻘﻲ ﻟﻤﻨﺤﻨﻰ‬g(x) ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﺃﻭﻻ؛ ﻷﻥ‬ 2
f (x) = x 2
‫ ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ‬،1 < 2 ‫ ﹶﻭ‬f(
f(x) = x 2, f(2
f x) = (2x ) 2
-4 2 4x g (x) = -(2x) 2 = - f (2x) ‫؛ ﻷﻥ‬x ‫ﺍﻟﻤﺤﻮﺭ‬
g(x ) = - (2x
x)2

‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬4A 

g(x) = _
5
x + 3 (4B g(x) = _
1
[x] (4A
2

. ‫ﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﻌﺪﺩﺓ ﺍﻟﺘﻌﺮﻳﻒ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺩﺭﺳﺘﻬﺎ‬

 1  52


f(x) = _1x (4B
‫ ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﺑﻤﻘﺪﺍﺭ‬g(x) ‫; ﻣﻨﺤﻨﻰ‬f( f x) = [x]; g(x) = _
1
f( [x] (4A
2
3 ‫ﺛﻢ ﺍﻧﺴﺤﺎﺏ ﺇﻟﻰ ﺍﻷﻋﻠﻰ ﺑﻤﻘﺪﺍﺭ‬
‫ ﱠ‬،‫ ﻭﺣﺪﺍﺕ‬5 . f(
f x) ‫ ﺗﻀﻴﻴﻖ ﺭﺃﺳﻲ ﻟﻤﻨﺤﻨﻰ‬g(x)
.f(
f(x) ‫ﻭﺣﺪﺍﺕ ﻟﻤﻨﺤﻨﻰ‬ y
y 2 f(x) = x

1
f (x) = 1x
-2 -1 O 1 2 x
x -1 g(x) = 1 x
2
-2
-4

 1 52
 ‫‪ ‬‬ ‫‪5‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪3x 2 , x < -1‬‬
‫‪. f (x) = ‬‬ ‫ﺑﻴﺎﻧﻴﺎ‪-1 , -1 ≤ x < 4 :‬‬
‫ﻣﺜﹼﻞ ﺍﻟﺪﺍﻟﺔ ﹼﹰ‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪5‬‬ ‫‪ (x - 5)3 + 2 , x ≥ 4‬‬
‫‪‬‬ ‫‪x + 2 , x < 0‬‬
‫‪y‬‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ،(-∞, -1‬ﺃﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪. y = 3x 2‬‬
‫‬ ‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ،[-1, 4‬ﺃﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺜﺎﺑﺘﺔ ‪. y = -1‬‬
‫‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪ [4,‬ﺃﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪. y = (x - 5) 3 + 2‬‬
‫‪f x) = ‬‬
‫(‪f‬‬ ‫‪x -‬‬ ‫‪2,0≤x≤2‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‬ ‫ﺿﻊ ﺩﺍﺋﺮﺓ ﻣﻔﺘﻮﺣﺔ ﻋﻨﺪ ﻛﻞ ﻣﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪ (-1, 3‬ﻭ )‪ (4, -1‬ﻭﻧﻘﻄﺔ ﻋﻨﺪ ﻛﻞ ﻣﻦ‬
‫)‪ (-1, -1‬ﻭ )‪ (4, 1‬ﻷﻥ ‪ f (-1) = -1‬ﻭ ‪.f (4) = 1‬‬
‫‬
‫‪‬‬ ‫√‬
‫‪x-2+2,x>2‬‬ ‫‪ (5A-B ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪y‬‬ ‫‪2‬‬
‫‪
(x + 6) , x < - 5‬‬ ‫‪x-5‬‬ ‫‪, x≤0‬‬
‫‪
‬‬
‫‪h(x) = ‬‬ ‫‪7 , - 5 ≤ x ≤ 2 (5B‬‬ ‫‪g(x) = ‬‬ ‫‪x3‬‬ ‫‪, 0 < x ≤ 2 (5A‬‬
‫‪
|4 - x| , x > 2‬‬ ‫‪
‬‬ ‫‪_2‬‬ ‫‪, x>2‬‬
‫‪x‬‬

‫‪O‬‬ ‫‪x‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻌﻠﻤﺘﻬﺎ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ ﻣﻮﺍﻗﻒ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬

‫‪‬‬ ‫‪6‬‬
‫‪‬‬ ‫‪ ‬ﺿﺮﺏ ﻻﻋﺐ ﻛﺮﺓ ﻗﺪﻡ‪ ،‬ﻓﻜﺎﻥ ﻣﺴﺎﺭﻫﺎ ﻣﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪ ‬ﻳﺘﺨﺬ ﺟﺰﺀ ﻣﻦ‬ ‫‪6‬‬ ‫‪80‬‬ ‫‪y‬‬ ‫‪1 x2 + 4x+1‬‬ ‫_ ‪ ، h(x) = -‬ﺣﻴﺚ )‪ h(x‬ﻳﻤﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﺎﻟﻴﺎﺭﺩﺓ ﻋﻦ‬ ‫‪1 2‬‬
‫‪x + 4x + 1‬‬
‫_‪x = -‬‬ ‫‪15‬‬
‫ﺍﻟﺪﻭﺍﺭﺓ ﻓﻲ ﻣﺪﻳﻨﺔ‬
‫ﺳﻜﺔ ﺣﺪﻳﺪ ﺍﻟﻌﺠﻠﺔ ﹼ‬
‫)‪h(x‬‬
‫)‪x‬‬
‫‪15‬‬
‫ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﺗﻤﺜﻞ ‪ x‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺑﺎﻟﻴﺎﺭﺩﺓ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﺣﻴﺚ‬
‫‪‬‬

‫‪60‬‬
‫‪ x = 0‬ﺗﺮﺗﺒﻂ ﺑﺨﻂ ﻣﻨﺘﺼﻒ ﺍﻟﻤﻠﻌﺐ‪ .‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﺘﻲ ﺗﻤﺖ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻷﻟﻌﺎﺏ ﺷﻜﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪40‬‬
‫ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪ f (x) = x 2‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ )‪. h(x‬‬
‫_ = )‪، g(x‬‬
‫‪-x 2‬‬
‫_‪+_-‬‬
‫‪10x‬‬ ‫‪100‬‬ ‫‪20‬‬ ‫‪‬‬
‫‪30‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪x‬‬ ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺪﺍﻟﺔ ﻟﺘﺼﺒﺢ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ h(x) = a (x - h)2 + k‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺇﻛﻤﺎﻝ‬ ‫‪ 1971‬‬
‫ﺣﻴﺚ ﺗﻤﺜﻞ )‪ g(x‬ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻜﺔ‬ ‫ﺍﻟﻤﺮﺑﻊ‪.‬‬
‫‪0‬‬
‫‪20‬‬ ‫‪40‬‬ ‫‪60‬‬ ‫‪80‬‬ ‫‪ 1972‬‬
‫‪‬‬ ‫‪‬‬
‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﺎﻟﻴﺎﺭﺩﺍﺕ ‪ ،‬ﻭ ‪x‬‬ ‫_ ‪ h(x) = -‬‬
‫‪1 2‬‬
‫‪x + 4x + 1‬‬ ‫‪1974‬‬
‫‪15‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺑﺎﻟﻴﺎﺭﺩﺓ ﻣﻦ ﻧﻘﻄﺔ‬ ‫_‪-‬‬
‫‪1 2‬‬
‫‪x + 4x‬‬ ‫_‪=-‬‬
‫‪1‬‬
‫‪(x 2 - 60x) + 1‬‬
‫‪‬‬
‫‪15‬‬ ‫‪www.uaefa.ae‬‬
‫ﺍﻧﻄﻼﻕ ﺍﻟﻘﻄﺎﺭ ﻋﻠﻰ ﺍﻟﻌﺠﻠﺔ‪.‬‬
‫‪15‬‬

‫‪‬‬ ‫_‪=-‬‬‫‪1‬‬
‫_ ‪(x 2 - 60x + 900) + 1 +‬‬‫‪1‬‬
‫)‪(900‬‬
‫‪15‬‬ ‫‪15‬‬
‫‪ (a‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ‬ ‫‪‬‬
‫‪‬‬ ‫‪x 2 - 60 x + 900‬‬ ‫_‪=-‬‬‫‪1‬‬
‫‪(x - 30)2 + 61‬‬
‫ﺗﻤﺖ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‬
‫‪15‬‬

‫ﺃﻱ ﺃﻥ ﻣﻨﺤﻨﻰ )‪ h(x‬ﻳﻨﺘﺞ ﻣﻦ ﻣﻨﺤﻨﻰ )‪ f (x‬ﻣﻦ ﺧﻼﻝ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻵﺗﻴﺔ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ :‬ﺍﻧﺴﺤﺎﺏ ‪ 30‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪،‬‬
‫(‪ f‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ )‪.g(x‬‬ ‫‪f x) = x 2‬‬ ‫_ ‪ ،‬ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﻧﺴﺤﺎﺏ ‪ 61‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬
‫‪1‬‬
‫ﻭﺗﻀﻴﻴﻖ ﺭﺃﺳﻲ ﺑﻤﻘﺪﺍﺭ‬
‫‪15‬‬
‫ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﻣﻨﺤﻨﻰ )‪f x‬‬
‫(‪f‬‬
‫ﻣﺴﺤﻮ ﹰﺑﺎ ‪ 50‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‬ ‫‪‬‬
‫ﻭ ‪ 50‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻷﻋﻠﻰ ‪ ،‬ﻭﺗﻀﻴﻖ‬ ‫_– = )‪، I(x‬‬
‫‬‫‪x‬‬
‫‪11‬‬
‫‪  (6‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ )‪ I(x‬ﺑﺎﻷﻣﺒﻴﺮ ﺍﻟﺬﻱ ﻳﻤﺮ ﺑﺠﻬﺎﺯ ‪ DVD‬ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫ﺣﻴﺚ ‪ x‬ﺍﻟﻘﺪﺭﺓ ﺑﺎﻟﻮﺍﻁ ﻭﺍﻟﻌﺪﺩ ‪ 11‬ﻫﻮ ﺍﻟﻤﻘﺎﻭﻣﺔ ﺑﺎﻷﻭﻡ‪.‬‬
‫ﺭﺃﺳﻲ‪ ،‬ﻭﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫ﹼ‬ ‫‪ (A‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﺘﻲ ﺗﻤﺖ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = √x‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ )‪ . I(x‬ﺗﻮﺳﻊ ﺃﻓﻘﻲ‬
‫‪ (b‬ﺇﺫﺍ ﻗﺮﺭ ﻣﺼﻤﻤﻮ ﺳﻜﺔ ﺍﻟﺤﺪﻳﺪ ﺭﻓﻊ‬ ‫ = )‪I(x‬‬ ‫‪x‬‬
‫_√‬
‫‪ (B‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺗﺼﻒ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻓﻲ ﻣﺼﺒﺎﺡ ﻣﻘﺎﻭﻣﺘﻪ ‪ 15‬ﺃﻭﻡ‪.‬‬
‫‪15‬‬
‫ﺃﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻴﻬﺎ ﻟﺘﺼﺒﺢ ‪ 70‬ﻳﺎﺭﺩﺓ‬
‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ‪ ،‬ﻓﺄﻋﺪ ﻛﺘﺎﺑﺔ‬
‫)‪ g(x‬ﻟﻠﺘﻮﺍﻓﻖ ﻣﻊ ﻫﺬﺍ ﺍﻟﺘﻌﺪﻳﻞ‪.‬‬ ‫‪53‬‬ ‫‪‬‬ ‫‪1 - 5 ‬‬

‫_ ‪g(x) = -‬‬‫‪1 (x - 50) 2 + 70‬‬

‫‪30‬‬

‫‪M‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻟﺘﺤﺪﻳﺪ ﺇﻥ ﻛﺎﻧﺖ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻟﻬﺎ‬
‫ﻭﺷﺠﻌﻬﻢ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﻮﺏ ﺃﻭ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻻﺧﺘﺒﺎﺭ‬
‫ﱢ‬ ‫ﺗﻤﺎﺛﻼﺕ ﺗﺸﺎﺑﻪ ﺗﻤﺎﺛﻼﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‪.‬‬
‫ﺗﺨﻤﻴﻨﺎﺗﻬﻢ ﺣﻮﻝ ﺍﻟﺘﻤﺎﺛﻞ‪.‬‬

‫‪‬‬
‫‪y‬‬ ‫‪(5B‬‬ ‫‪y‬‬ ‫‪(5A‬‬
‫‪12‬‬ ‫‪8‬‬
‫‪8‬‬ ‫‪4‬‬
‫‪4‬‬ ‫‪−88 −44 O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−88 −44 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬

‫‪−8‬‬

‫‪53‬‬ ‫‪‬‬ ‫‪1 - 5‬‬

 ‫ﹸ‬
. ‫ﹸﺴﺘﻌﻤﻞ ﺗﺤﻮﻳﻼﺕ ﻫﻨﺪﺳﻴﺔ ﺃﺧﺮ￯ ﻏﻴﺮ ﻗﻴﺎﺳﻴﺔ ﺗﺘﻀﻤﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ‬
‫ﺗ‬

   


(x)
(x
x) = f (|x|)
g(x g(x) = | f (x)|
‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬

   7
 y x 
  ‫ ﺍﻟﻤﺒﻴﻦ ﻓﻲ‬f( 2
f x) = x - 4x + 3
y x
y

  ‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؛ ﻟﺘﻤﺜﻴﻞ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬

:‫ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
y
y 

y = f ( x) y = f (x) y
O x y = f (x)
O x

y
y O x

O x
O x
g(x) = f (x) g(x) = f(x)
f x)| (a
g(x) =| f(
y

 7  y

:‫ ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬1.5.6 ‫ ﺍﻟﻤﺒﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ‬f(

f x) = x 3 - 4x ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬ x
O x
h(x) = f (|x|) (b | (x)| (a
g (x) = |f O
g(x) = f (x)
y ‫ﺿﻊ ﻣﻜﺎﻥ ﺟﺰﺀ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﻮﺟﻮﺩ ﺇﻟﻰ ﻳﺴﺎﺭ ﺍﻟﻤﺤﻮﺭ‬ ‫ ﻓﻲ ﺍﻟﻔﺘﺮﺗﻴﻦ‬f (x) ‫ﻳﻘﻊ ﺍﻟﺠﺰﺀ ﺍﻟﺴﺎﻟﺐ ﻣﻦ ﻣﻨﺤﻨﻰ‬ f (x) = x 3 - 4x

.y ‫ﺍﻧﻌﻜﺎﺱ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﻮﺩ ﺇﻟﻰ ﻳﻤﻴﻨﻪ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ ‫(؛ ﻟﺬﺍ ﻳﺘﻢ ﻋﻜﺲ ﻫﺬﻳﻦ ﺍﻟﺠﺰﺃﻳﻦ‬0, 2) ‫( ﻭ‬-∞, -2) 1.5.6
‫ ﻭﻳﺘﺮﻙ ﺍﻟﺠﺰﺀ ﺍﻟﺒﺎﻗﻲ ﻣﻦ ﺍﻟﻤﻨﺤﻨﻰ‬x ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬
.‫ﺩﻭﻥ ﺗﻐﻴﻴﺮ‬
y
y h(x) = f ( x) (b
y
O x
O x
g(x) =  f (x)
h(x) = f (x)
O x

h(x) = f (x)
‫ﻛﻞ ﻣﻦ ﺍﻟﺸﻜﻠﻴﻦ ﺃﺩﻧﺎﻩ؛ ﻟﺘﻤﺜﻴﻞ ﱟ‬
| (x)| ‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
g(x) = |f ‫ ﻓﻲ ﱟ‬f (x) ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬7A-B :‫ﺑﻴﺎﻧﻴﺎﺎﺎ‬
‫ ﺑﻴﺎﻧ ﹼﹰﻴ‬h(x) = f (|x|) ‫ﻭ‬

y (7B y (7A

f (x) =  2 - x

O x

O x
f (x) = _
5
y (7A
3x - 4

g(x)

 1  54
O x

y y
(7B
4
4
h (x) g (x)=
)=2-
2-xx
2-
2 y
2 -4 - 2 O 2 4 6 8x
h(x)
-2
-2 O 2 4 x
-2 O x

 1 54
 ‫‪‬‬
‫‪ ‬‬ ‫ﻣﺜﹼﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧﻴﹼﹰﺎ‪5 :‬‬ ‫ﺻﻒ ﺧﺼﺎﺋﺺ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﺍﻵﺗﻴﺔ‪ :‬ﺍﻟﻤﺠﺎﻝ‪،‬‬
‫‪ (15-24‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻭﺍﻟﻤﺪ￯‪ ،‬ﻭﺍﻟﻤﻘﻄﻊ ‪ ، x‬ﻭﺍﻟﻤﻘﻄﻊ ‪ ،y‬ﻭﺍﻟﺘﻤﺎﺛﻞ‪ ،‬ﻭﺍﻻﺗﺼﺎﻝ‪ ،‬ﻭﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-31‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪‬‬ ‫‪-x 2 ,‬‬ ‫‪x < -2‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﻓﺘﺮﺍﺕ ﺍﻟﺘﺰﺍﻳﺪ ﻭﺍﻟﺘﻨﺎﻗﺺ‪ (1-6 1 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪f (x) = ‬‬ ‫‪3 ,‬‬ ‫‪-2 ≤ x < 7‬‬ ‫‪(21‬‬
‫ﺍﻟﻄﻼﺏ‪ .‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫‪ (x - 5)2 + 2 ,‬‬ ‫‪x≥7‬‬
‫‪f (x) = x 3 (3‬‬ ‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪x (2‬‬ ‫‪f (x) = ”x• (1‬‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬ ‫
‪‬‬ ‫‪x+4 ,‬‬ ‫‪x < -6‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪g(x) = ‬‬ ‫‪_1 ,‬‬
‫‪x‬‬ ‫‪-6 ≤ x < 4‬‬ ‫‪(22‬‬ ‫‪f (x) = x (6‬‬ ‫‪f (x) = c (5‬‬ ‫‪f (x) = x 2 (4‬‬
‫‪
‬‬ ‫‪6 ,‬‬ ‫‪x≥4‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪ f (x) = √x‬ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫‪|x - 5| ,‬‬
‫ﺍﻵﺗﻴﺘﻴﻦ‪ (7-8 2 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬ ‫‪x < -3‬‬
‫‪‬‬ ‫‪h(x) = ‬‬
‫‪‬‬
‫‪4x - 3 ,‬‬
‫‪ ,‬‬
‫‪√x‬‬
‫‪-1 ≤ x < 3‬‬
‫‪x≥4‬‬
‫‪(23‬‬
‫‬
‫‪g(x) = √x‬‬ ‫‪- 4 (7‬‬

‫‪ (1‬ﺍﻟﻤﺠﺎﻝ‪ ، {x | x ∈ R} :‬ﺍﻟﻤﺪ￯‪:‬‬ ‫‪‬‬ ‫‪2 , x < -4‬‬

‫‬
‫‪g(x) = √x‬‬ ‫‪- 7 + 3 (8‬‬

‫}‪ . {y | y ∈ z‬ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺤﻮﺭ ‪y‬‬ ‫‪g(x) =  x 4 - 3x 3 + 5 , -1 ≤ x < 1‬‬ ‫‪(24‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪ f (x) = _1x‬ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫‪‬‬ ‫‪[x] + 1 , x ≥ 3‬‬
‫‪ (9-10 2‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻋﻨﺪ )‪ (0.0‬ﻭﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻨﺪ‬
‫}‪ .{x | 0 ≤ x < 1, x ∈ R‬ﻻ ﻳﻮﺟﺪ‬ ‫‪  (25‬ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﺳﻌﺮ ﺳﻠﻌﺔ ﻣﻨﺬ ﻋﺎﻡ ‪1996‬ﻡ ﺣﺘﻰ‬ ‫_ = )‪g(x‬‬
‫‪1‬‬
‫‪+ 4 (9‬‬
‫‪x‬‬
‫‪2016‬ﻡ ‪ .‬ﺍﺳﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻟﺘﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺩﺭﺟﻴﺔ‪5 .‬‬
‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺗﻤﺎﺛﻼﺕ‪ ،‬ﺃﻱ ﺃﻧﻬﺎ ﻟﻴﺴﺖ‬ ‫_ = )‪g(x‬‬‫‪1‬‬
‫‪x+7‬‬
‫‪- 4 (10‬‬

‫ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‪ .‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ‬ ‫‪2016 2012 2011 2009 2005 2001 1998 1996‬‬ ‫‪‬‬
‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ ]‪ f (x) = [x‬ﻭ )‪ g(x‬ﻓﻲ ﱟ‬
‫‪ ‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ‬
‫ﻗﻔﺰﻱ ﻋﻨﺪ }‪.{x | x ∈ z‬‬
‫‪55‬‬ ‫‪40‬‬ ‫‪33‬‬ ‫‪32‬‬ ‫‪30‬‬ ‫‪22‬‬ ‫‪17‬‬ ‫‪15‬‬

‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ )‪3 . g (x‬‬
‫‪ (11-12‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫∞‪. x→-‬‬
‫(‪lim f‬‬ ‫(‪f x) = -∞ ، lim f‬‬ ‫∞ = )‪f x‬‬ ‫ﻋﺮﺿﺎ ﻟﻤﺸﺘﺮﻛﻲ‬
‫‪  (26‬ﻗﺪﻣﺖ ﺇﺣﺪ￯ ﺷﺮﻛﺎﺕ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻤﺤﻤﻮﻟﺔ ﹰ‬ ‫‪y‬‬ ‫‪(12‬‬ ‫‪y‬‬ ‫‪(11‬‬
‫∞→‪x‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺛﺎﺑﺘﺔ ﻋﻨﺪ }‪ .{x | x ∉ z‬ﻣﺘﺰﺍﻳﺪﺓ‬ ‫ﺩﺭﻫﻤﺎ‪،‬‬
‫ﹰ‬ ‫ﺷﺒﻜﺘﻬﺎ ﺑﺤﻴﺚ ﻳﺪﻓﻊ ﺍﻟﻤﺸﺘﺮﻙ ﻣﺒﻠﻐﹰﺎ ﺛﺎﺑﺘﹰﺎ ﺷﻬﺮ ﹼﹰﻳﺎ ﻣﻘﺪﺍﺭﻩ ‪20‬‬
‫ﻭﻳﺪﻓﻊ ‪ 0.2‬ﺩﺭﻫﻢ ﻣﻘﺎﺑﻞ ﻛﻞ ﺩﻗﻴﻘﺔ ﺍﺗﺼﺎﻝ‪ .‬ﺇﻥ ﺗﻜﻠﻔﺔ ﻫﺬﺍ ﺍﻟﻌﺮﺽ ﻋﻠﻰ‬
‫ﻋﻨﺪ }‪.{x | x ∈ z‬‬ ‫)‪g(x‬‬ ‫)‪g(x‬‬
‫ﺍﻟﻤﺸﺘﺮﻙ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ]‪ ،c(x) = 20 + 0.2 [x‬ﺣﻴﺚ ‪ x‬ﻋﺪﺩ ﺩﻗﺎﺋﻖ‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪ (2‬ﺍﻟﻤﺠﺎﻝ }‪{x | x ≠ 0, x ∈ R‬‬ ‫ﺍﻻﺗﺼﺎﻝ‪ 6 .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬

‫ﺍﻟﻤﺪ￯ } ‪.{y | y ≠ 0, y ∈ R‬‬ ‫‪ (a‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻄﺒﻖ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‬
‫]‪ f (x) = [x‬ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ )‪.c(x‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻻ ﻳﻘﻄﻊ ﺃ ﹼﹰﻳﺎ ﻣﻦ ﺍﻟﻤﺤﻮﺭﻳﻦ‪،‬‬ ‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ |‪ f (x) = |x‬ﻭ )‪ g(x‬ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ‬
‫ﻋﺮﺿﺎ ﺁﺧﺮ ﺑﺤﻴﺚ ﻳﺪﻓﻊ ﺍﻟﻤﺸﺘﺮﻙ ﻓﻴﻪ ‪30‬‬
‫‪ (b‬ﺇﺫﺍ ﻗﺪﻣﺖ ﺍﻟﺸﺮﻛﺔ ﹰ‬
‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛‬ ‫ﺩﺭﻫﻤﺎ ﺷﻬﺮ ﹼﹰﻳﺎ‪ ،‬ﻭﻳﺪﻓﻊ ‪ 0.1‬ﺩﺭﻫﻢ ﻋﻦ ﻛﻞ ﺩﻗﻴﻘﺔ ﺍﺗﺼﺎﻝ‪ .‬ﻓﺎﻛﺘﺐ‬
‫ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ )‪ (13-14 3 : g(x‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﹰ‬
‫ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ ‪ ،‬ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ‬ ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﺼﻒ ﺗﻜﻠﻔﺔ ﻫﺬﺍ ﺍﻟﻌﺮﺽ‪.‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪(14‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(13‬‬

‫(‪lim f‬‬ ‫ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪f(x) = 0 . x = 0‬‬ ‫‪ (c‬ﻫﻞ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﺴﺎﻭ￯ ﺍﻟﺘﻜﻠﻔﺔ ﻓﻲ ﺍﻟﻌﺮﺿﻴﻦ؟ ﻭﻛﻢ ﻳﻜﻮﻥ ﻋﺪﺩ‬ ‫)‪4 g(x‬‬ ‫‪4‬‬
‫)‪g(x‬‬
‫∞‪x→-‬‬
‫∞‪→-‬‬
‫ﺩﻗﺎﺋﻖ ﺍﻻﺗﺼﺎﻝ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؟‬
‫∞→‪ .x‬ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ‬
‫(‪lim f‬‬
‫∞→‬
‫‪f(x) = 0‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12x‬‬
‫‪x‬‬

‫)∞ ‪ (0,‬ﻭ )‪.(-∞, 0‬‬ ‫‪  (27‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺨﺘﺰﻧﺔ ﻓﻲ ﻧﺎﺑﺾ ﻣﺎ‪ ،‬ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪−4‬‬ ‫‪−4‬‬

‫‪ E(x) = 4x 2‬ﺣﻴﺚ ﺗﻘﺎﺱ ﺍﻟﻄﺎﻗﺔ ‪ E‬ﺑﺎﻟﺠﻮﻝ‪ ،‬ﻭﺗﻘﺎﺱ ﺍﻟﻤﺴﺎﻓﺔ‬

‫‪ (3‬ﺍﻟﻤﺠﺎﻝ }‪ ، {x | x ∈ R‬ﺍﻟﻤﺪ￯‬
‫‪−8‬‬ ‫‪−8‬‬

‫‪ x‬ﺑﺎﻟﻤﺘﺮ ‪6 .‬‬

‫}‪ . {y | y ∈ R‬ﺍﻟﻤﻨﺤﻨﻰ ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭﻳﻦ‬ ‫ﻳﺄﺗﻲ‪ ،‬ﻭﺻﻒ‬
‫ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( )‪ f (x‬ﻟﻠﺪﺍﻟﺔ )‪ g(x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫‪ (a‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﻬﻨﺪﺳﻲ ﺍﻟﺬﻱ ﺗﻢ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‬
‫ﻋﻨﺪ )‪ ، (0, 0‬ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ‬ ‫‪ f (x) = x 2‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ )‪ .E(x‬ﺗﻮﺳﻊ ﺭﺃﺳﻲ‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ‪ ،‬ﻭﻣﺜﱢﻠﻬﻤﺎ ﻓﻲ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ ‪4 .‬‬
‫ﺍﻷﺻﻞ؛ ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ ﻭﻣﺘﺼﻠﺔ‪.‬‬ ‫‪g(x) = 3 √x‬‬ ‫‪+ 8 (16‬‬
‫‬ ‫‪g(x) = 3|x| - 4 (15‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺨﺘﺰﻧﺔ ﻓﻲ ﻧﺎﺑﺾ ﻣﺎ‪ ،‬ﺁﺧﺮ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬ ‫_ = )‪g(x‬‬
‫‪4‬‬
‫‪lim‬‬ ‫∞‪f(x) = -‬‬
‫(‪f‬‬ ‫‪g(x) = 2[x - 6] (18‬‬ ‫‪(17‬‬
‫‪x+1‬‬
‫∞‪x→-‬‬
‫∞‪→-‬‬ ‫‪ ، E (x) =2 x‬ﻓﻤ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻧﻔﺴﻬﺎ‬ ‫‪2‬‬ ‫√‬
‫‪g(x) = _ (20‬‬ ‫_ = )‪g(x‬‬
‫‪x+3‬‬ ‫‪1‬‬
‫∞→‪ ، x‬ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ‬
‫(‪lim f‬‬
‫∞→‬
‫∞ = )‪f(x‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪4‬‬
‫‪+ 7 (19‬‬
‫‪6x‬‬

‫ﺍﻟﻔﺘﺮﺓ )∞ ‪.(-∞,‬‬
‫‪55‬‬ ‫‪‬‬ ‫‪1 - 5 ‬‬
‫‪ (4‬ﺍﻟﻤﺠﺎﻝ }‪ ، {x | x ∈ R‬ﺍﻟﻤﺪ￯‬
‫}‪ . {y | y ≥ 0, y ∈ R‬ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﺍﻟﻤﺤﻮﺭﻳﻦ ﻋﻨﺪ )‪ (0.0‬ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬ ‫‪‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪y‬؛ ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﻭﻣﺘﺼﻠﺔ‪.‬‬ ‫‪‬‬ ‫‪‬‬
‫∞‪، x→-‬‬
‫(‪lim f‬‬‫∞ = )‪f(x‬‬
‫∞‪→-‬‬ ‫‪55-58 ،50-53 ،1-31‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫∞→‪ ، x‬ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ‬
‫(‪lim f‬‬
‫∞ = )‪f(x‬‬
‫‪) 1-31‬ﻓﺮﺩﻱ( ‪) 32-50 ،‬ﺯﻭﺟﻲ(‪55-58 ، 49-54 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫∞→‬
‫ﺍﻟﻔﺘﺮﺓ )‪ ، (-∞, 0‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ‬
‫)∞ ‪.(0,‬‬ ‫‪29-58‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ (6‬ﺍﻟﻤﺠﺎﻝ‪ ، {x | x ∈ R} :‬ﺍﻟﻤﺪ￯‪:‬‬ ‫‪ (5‬ﺍﻟﻤﺠﺎﻝ‪ ،{x | x ∈ R} :‬ﺍﻟﻤﺪ￯‪:‬‬

‫}‪ . {y | y ∈ R‬ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺤﻮﺭﻳﻦ ﻋﻨﺪ )‪.(0.0‬‬ ‫}‪ . {y | y = c , c ∈ R‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، c = 0‬ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛ ﻟﺬﺍ ﻓﺎﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‬ ‫ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻨﺪ ﻋﺪﺩ ﻻﻧﻬﺎﺋﻲ ﻣﻦ ﺍﻟﻨﻘﺎﻁ‪ .‬ﻭﻋﺪﺍ ﺫﻟﻚ‬
‫ﻭﻣﺘﺼﻠﺔ‪.‬‬ ‫ﻓﺎﻟﻤﻨﺤﻨﻰ ﻻ ﻳﻘﻄﻊ ﺍﻟﻤﺤﻮﺭ ‪ ،x‬ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺤﻮﺭ‬
‫(‪ .lim f‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬ ‫∞ = )‪f x) = -∞ , lim f (x‬‬ ‫‪ y‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪ ،(0, c‬ﻭﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬؛‬
‫∞‪x→-‬‬ ‫∞→‪x‬‬
‫ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ )∞ ‪. (-∞,‬‬ ‫ﻟﺬﺍ ﻓﻬﻲ ﺯﻭﺟﻴﺔ ﻭﻣﺘﺼﻠﺔ‪.‬‬
‫∞→‪ ،x‬ﻭﺛﺎﺑﺘﺔ ﻋﻠﻰ ﺍﻟﻔﺘﺮﺓ‬
‫∞→‬
‫(‪ lim f‬ﻭ ‪f(x) = c‬‬
‫(‪lim f‬‬
‫∞‪x→-‬‬
‫∞‪→-‬‬
‫‪f(x) = c‬‬
‫‪55‬‬ ‫‪‬‬ ‫‪1 - 5‬‬ ‫)∞ ‪. (-∞,‬‬
 ‫‪ (28-31‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ (40‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﹼ‬
‫ﺗﻤﺜﻞ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺮﺳﻮﻡ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫‪y‬‬
‫)|‪ g(x) = | f (x)| , h(x) = f (|x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪7 :‬‬
‫‪12‬‬
‫‪‬‬
‫_ = )‪f (x‬‬
‫‪2‬‬
‫‪x (28‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 49‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺠﺪﺍﻭﻝ‬
‫‪f (x) = - 4‬‬ ‫‪_+6‬‬ ‫‪8‬‬
‫‪4‬‬ ‫‪3‬‬
‫‪f (x) = x - x - 4x (29‬‬ ‫‪2‬‬
‫ﻭﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺠﺒﺮ ﻻﺳﺘﻘﺼﺎﺀ ﺑﻌﺾ‬
‫‪x+5‬‬ ‫‪4‬‬

‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪2 4x‬‬ ‫_ = )‪f (x‬‬

‫‪1‬‬
‫‪+ 5 (30‬‬
‫‪x-3‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ‪.‬‬
‫‪f (x) = √x‬‬
‫‬
‫‪+ 2 - 6 (31‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ )‪ f (x‬ﻟﺘﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ )‪ g (x‬ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ 4‬‬
‫‪ (41-44‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬ ‫‪y‬‬ ‫ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ ﻋﻦ ﺇﺟﺮﺍﺀ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪8‬‬
‫)‪f (x‬‬ ‫ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺻﻒ‬
‫‪4‬‬

‫‪ : f (x) = _1x (32‬ﺍﻧﺴﺤﺎﺏ ‪ 5‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪ ،‬ﻭ‪ 7‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪،‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺪﺍﻟﺔ‬
‫‪−8 −4‬‬
‫‪−4‬‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫_‬
‫ﻭﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻣﻌﺎﻣﻠﻪ ‪g (x) = 2 + 5 2‬‬ ‫‪ g(x) =- _14 (x + 3) 2 + 4‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﺮﺋﻴﺴﺔ‬
‫‪x+7‬‬
‫‪−8‬‬
‫‪ : f (x) = [x] (33‬ﺍﻧﻌﻜﺎﺱ ﻓﻲ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭ ﺍﻧﺴﺤﺎﺏ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬ ‫)ﺍﻷﻡ(‪.‬‬
‫ﺃﺳﻔﻞ‪ ،‬ﻭﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻣﻌﺎﻣﻠﻪ ‪g (x) = - 3 [x] - 4 3‬‬ ‫ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﺻﻮﺭﺓ ﻣﻨﺤﻨﻰ‬
‫‪g(x) = 0.25 f (x) + 4 (41‬‬

‫‪ (45-48‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫_ = )‪f x‬‬
‫(‪ f‬ﻟﺘﻤﺜﻴﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﺳﺘﻌﻤﻞ ‪- 4‬‬
‫‪g(x) = 3 f (x) - 6 (42‬‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺟﺴﻢ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬ ‫‪ f(x) = x 2‬ﺑﺎﻻﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪، x‬‬
‫‪g(x) = f (x - 5) + 3 (43‬‬ ‫‪ ،g (t) = x 0 + v 0t + _12 at 2‬ﺣﻴﺚ ‪ x 0‬ﺍﻟﻤﺴﺎﻓﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‪ ،‬ﻭ ‪ v 0‬ﺍﻟﺴﺮﻋﺔ‬ ‫ﻭﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ ‪ 3‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬
‫ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻭ ‪ a‬ﺗﺴﺎﺭﻉ ﺍﻟﺠﺴﻢ‪ .‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻤﺖ ﻋﻠﻰ‬ ‫ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪ ،‬ﻭﺗﻮﺳﻊ‬
‫‪2 f (x) + 1 (44‬‬
‫‪g(x) = -2‬‬
‫(‪ f‬ﻟﻠﺤﺼﻮﻝ ﻋﻠﻰ )‪ g (t‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪f t) = t 2‬‬
‫‪8‬‬
‫ﻣﻘﺪﺍﺭﻩ ‪.4‬‬
‫‪√x‬‬
‫‪+6‬‬ ‫‪ (34-37‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪x 0 = 0, v 0 = 2, a = 2 (34‬‬

‫‪3 f (x) + 6 (46‬‬

‫‪g(x) = -3‬‬ ‫‪g(x) = 2 f (x) + 5 (45‬‬
‫‪g(x) = f (2x + 1) + 8 (48‬‬ ‫‪g(x) = f (4x) - 5 (47‬‬
‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺑﻌﺾ‬ ‫‪(49‬‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻣﻌﺘﻤﺪﹰ ﺍ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬
‫(‪ ،f‬ﻭﺃﺣﺪ ﻫﺬﻩ ﺍﻟﺘﺤﻮﻳﻼﺕ ﻫﻮ‬
‫• ‪f (x) = x 2 + 2x + 7‬‬
‫• ‪g(x) = 4x + 3‬‬
‫‪2‬‬
‫• ‪h(x) = x + 6x + 10‬‬
‫‪x 0 = 10, v 0 = 0, a = 2 (35‬‬ ‫‪‬‬
‫‪x 0 = 1, v 0 = 8, a = 4 (36‬‬ ‫‪ ‬ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪ 28-31‬ﻗﺪ‬
‫‪x 0 = 3, v 0 = 5, a = 3 (37‬‬ ‫ﻳﺠﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﻣﻌﺮﻓﺔ‬
‫‪ (38‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﻣﻨﺤﻨﺎﻫﺎ ﻧﺎﺗﺞ ﻋﻦ ﻋﺪﺓ‬ ‫ﺍﻟﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﺴﺒﺒﻬﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ؛ ﻟﺬﺍ‬
‫ﺗﺤﻮﻳﻼﺕ ﻫﻨﺪﺳﻴﺔ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪f(x‬‬
‫ﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﺗﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺩﻭﻥ ﻗﻴﻤﺔ‬
‫ﺗﻀﻴﻴﻖ ﺭﺃﺳﻲ ﻣﻌﺎﻣﻠﻪ ‪ .0.5‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪y‬‬
‫ﻣﻄﻠﻘﺔ ‪ ،‬ﺛﻢ ﺇﺟﺮﺍﺀ ﺍﻻﻧﻌﻜﺎﺱ ﻋﻠﻰ ﺃﺟﺰﺍﺀ‬
‫ﻣﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺤﻮﺭ ﺍﻟﻤﻨﺎﺳﺐ‪.‬‬
‫‪16‬‬
‫‪8‬‬

‫‪   (a‬ﺍﺧﺘﺮ ﺛﻼﺙ ﻗﻴﻢ ﻟﹺـ ‪ ، a‬ﻭﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‪:‬‬ ‫‪−8 −4‬‬ ‫‪O 4‬‬ ‫‪8x‬‬
‫)‪(5, -8‬‬
‫‪f (x) −8‬‬
‫)‪g(x‬‬
‫‪a‬‬ ‫)‪f (a‬‬ ‫)‪g(a‬‬ ‫‪−16‬‬
‫)‪f (a) + g(a‬‬ ‫)‪h(a‬‬
‫‪3‬‬
‫‪-4‬‬
‫‪22‬‬
‫‪15‬‬
‫‪15‬‬
‫‪-13‬‬
‫‪37‬‬
‫‪2‬‬
‫‪37‬‬
‫‪2‬‬ ‫‪  (39‬ﺗﻮﻗﻌﺖ ﺇﺩﺍﺭﺓ ﺃﺣﺪ ﺍﻟﻤﺠﻤﻌﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ ﺍﻟﺠﺪﻳﺪﺓ ﺃﻥ ﻳﻌﻄﻰ‬ ‫‪‬‬
‫‪ f (x) = √7x‬ﺧﻼﻝ ﺃﻭﻝ ﺳﺘﻴﻦ‬ ‫ﻋﺪﺩ ﺍﻟﻤﺘﺴﻮﻗﻴﻦ ﺑﺎﻵﻻﻑ ﺑﺎﻟﺪﺍﻟﺔ ‬
‫‪15‬‬ ‫‪262‬‬ ‫‪63‬‬ ‫‪325‬‬ ‫‪325‬‬
‫ﻳﻮ ﹰﻣﺎ ﻣﻦ ﺍﻻﻓﺘﺘﺎﺡ‪ ،‬ﺣﻴﺚ ‪ x‬ﺭﻗﻢ ﺍﻟﻴﻮﻡ ﺑﻌﺪ ﺍﻻﻓﺘﺘﺎﺡ‪ x = 1 ،‬ﻳﺮﺗﺒﻂ ﺑﻴﻮﻡ‬ ‫‪ (38‬ﺇﻥ ﻣﻨﺤﻨﻰ )‪ g(x‬ﻧﺎﺗﺞ ﻋﻦ ﺍﻟﺘﺤﻮﻳﻼﺕ‬
‫‪   (b‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ )‪h(x) ،g(x) ،f (x‬؟‬ ‫ﺍﻻﻓﺘﺘﺎﺡ‪ .‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ )‪ g(x‬ﺑﺪﻻﻟﺔ )‪ f (x‬ﻟﻜﻞ ﺣﺎﻟﺔ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻵﺗﻴﺔ ﻟﻤﻨﺤﻨﻰ ‪.f(x) = x3‬‬
‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪b‬‬ ‫‪  (c‬‬ ‫‪ (a‬ﺯﺍﺩ ﻋﺪﺩ ﺍﻟﺤﻀﻮﺭ ‪ 12%‬ﻋﻠﻰ ﺍﻟﻤﺘﻮﻗﻊ‪g(x) = 1.12 f (x) .‬‬ ‫* ﺍﻧﺴﺤﺎﺏ ‪ 5‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬
‫ﺟﺒﺮ ﹼﹰﻳﺎ‪ (49b-c .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (b‬ﺗﺄﺧﺮ ﻣﻮﻋﺪ ﺍﻻﻓﺘﺘﺎﺡ ‪ 30‬ﻳﻮ ﹰﻣﺎ ﺑﺴﺒﺐ ﺗﺄﺧﺮ ﺃﻋﻤﺎﻝ ﺍﻟﺒﻨﺎﺀ‪.‬‬ ‫* ﺗﻀﻴﻴﻖ ﺭﺃﺳﻲ ﻣﻌﺎﻣﻠﻪ ‪.0.5‬‬
‫‪ (c‬ﻧﻘﺺ ﻋﺪﺩ ﺍﻟﻤﺘﺴﻮﻗﻴﻦ ‪ 450‬ﻋﻦ ﺍﻟﻤﺘﻮﻗﻊ‪f x) - 0.45 .‬‬
‫(‪g(x) = f‬‬ ‫* ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪.x‬‬
‫‪g(x) = f (x - 30) (b‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪56‬‬ ‫* ﺍﻧﺴﺤﺎﺏ ‪ 8‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻷﺳﻔﻞ‪.‬‬
‫ﻟﺬﺍ ﻓﻤﻌﺎﺩﻟﺔ )‪ g(x‬ﻫﻲ‪:‬‬
‫‪g(x) = -0.5(x-5) 2 -8‬‬

‫‪y‬‬ ‫‪M‬‬
‫‪‬‬
‫‪ ‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ |‪ . x = |y+1‬ﺛﻢ ﺻﻒ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺪﺍﻟﺔ |‪.y = |x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻣﻨﺤﻨﻰ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ﺗﺪﻭﻳﺮ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ |‪ y = |x‬ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬
‫‪ 90°‬ﻣﻊ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ‪ ،‬ﺛﻢ ﺇﺯﺍﺣﺔ‬
‫ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬

‫‪ 1‬‬ ‫‪56‬‬

 ‫‪‬‬ ‫‪ (50-56‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪ (57‬ﻣﺎ ﺍﻟﻔﺘﺮﺓ ﺍﻟﺘﻲ ﺗﺘﺰﺍﻳﺪ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؟ ‪D‬‬ ‫‪  (50‬ﹶﻭ ﹶﺻﻒ ﻛﻞ ﻣﻦ ﻣﺤﻤﺪ ﻭﻋﺒﺪ ﺍﻟﻤﻠﻚ ﺍﻟﺘﺤﻮﻳﻼﺕ‬
‫ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻤﺖ ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺍﻟﺪﺍﻟﺔ ]‪ .g(x) = [x + 4‬ﻓﻘﺎﻝ‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪50‬‬ ‫‪‬‬ ‫‪y‬‬ ‫ﻣﺤﻤﺪ‪ :‬ﺃﻧﻪ ﺗﻢ ﺳﺤﺐ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬
‫ﻛﻼ ﺍﻟﺘﻔﺴﻴﺮﻳﻦ ﺻﺤﻴﺢ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ‬ ‫ﺍﻟﻴﺴﺎﺭ‪ .‬ﻭﻗﺎﻝ ﻋﺒﺪ ﺍﻟﻠﻪ‪ :‬ﺇﻧﻪ ﺗﻢ ﺳﺤﺐ ﺍﻟﺪﺍﻟﺔ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪ .‬ﻓﻤﻦ‬
‫ﻣﻨﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺍﻟﻄﻼﺏ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺫﻟﻚ ﺑﺴﺤﺐ‬ ‫‪O‬‬ ‫‪x‬‬
‫ﺍﻧﻌﻜﺎﺳﺎ ﻟﻠﺪﺍﻟﺔ )‪f (x‬‬
‫ﹰ‬ ‫‪  (51‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ f (x‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ ﻭﻛﺎﻧﺖ )‪g(x‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‬ ‫)‪y = g(x‬‬ ‫ﺍﻧﻌﻜﺎﺳﺎ ﻟﻠﺪﺍﻟﺔ )‪ g(x‬ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻓﻤﺎ‬
‫ﹰ‬ ‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻭ )‪h(x‬‬
‫ﻣﻦ ﺟﻬﺔ‪ ،‬ﺛﻢ ﻛ ﱢﻠﻔﻬﻢ ﺑﺴﺤﺐ ﺍﻟﺪﺍﻟﺔ‬ ‫(‪f‬؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ )‪f(x) , h(x‬‬
‫ﺍﻷﺻﻠﻴﺔ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪،‬‬ ‫)∞‪(0,‬‬ ‫‪A‬‬
‫ﹼ‬
‫ﺗﺤﻘﻖ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺠﻤﻠﺘﻴﻦ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ ﺃﻭ ﺻﺤﻴﺤﺔ‬ ‫‪‬‬
‫ﺳﻴﻼﺣﻈﻮﻥ ﺃﻥ ﺍﻟﻨﺘﻴﺠﺔ ﻭﺍﺣﺪﺓ ﻓﻲ‬ ‫)‪(-∞,1‬‬ ‫‪B‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺩﺍﺋﻤﺎ ﺃﻭ ﻟﻴﺴﺖ ﺻﺤﻴﺤﺔ‪ .‬ﱢ‬
‫ﹰ‬
‫)∞‪(-1,‬‬ ‫‪C‬‬
‫ﺍﻟﺤﺎﻟﺘﻴﻦ‪.‬‬ ‫)∞‪(1,‬‬ ‫‪D‬‬ ‫‪ (52‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ f (x‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻓﺈﻥ |)‪f (x) = | f (x‬‬

‫‪ (53‬ﺇﺫﺍ ﻛﺎﻧﺖ )‪ f (x‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻓﺈﻥ |)‪f (-x) = - | f (x‬‬

‫‪x2 + 8‬‬
‫_=‪y‬؟ ‪B‬‬
‫‪2‬‬
‫‪ (58‬ﻣﺎ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ‬
‫‪ ‬ﺻﻒ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﺍﻟﺘﻲ ﺗﻤﺖ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ‬ ‫‪‬‬ ‫‪(54‬‬
‫‪˜ A‬‬
‫‪—y | y ≠ ±2 √2‬‬
‫‪ f (x) = √x‬ﻟﻠﻮﺻﻮﻝ ﺇﻟﻰ ﺩﺍﻟﺔ ﻳﻤﺮ ﻣﻨﺤﻨﺎﻫﺎ ﺑﺎﻟﻨﻘﻄﺔ )‪.(-2, -6‬‬
‫‪{y | y ≥ 4} B‬‬
‫ﻭﺿﺢ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﻮﺳﻊ ﺍﻟﺮﺃﺳﻲ ﺑﻤﻌﺎﻣﻞ ﻣﻘﺪﺍﺭﻩ ‪، 4‬‬ ‫‪  (55‬ﱢ‬
‫‪{y | y ≥ 0} C‬‬
‫ﻭﺍﻟﺘﻮﺳﻊ ﺍﻷﻓﻘﻲ ﺑﻤﻌﺎﻣﻞ ﻣﻘﺪﺍﺭﻩ ‪ . _1‬ﻣﺎ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﻨﻬﺎﺋﻴﺔ ﺑﻌﺪ ﺇﺟﺮﺍﺀ ﱟ‬
‫ﻛﻞ‬
‫‪{y | y ≤ 0} D‬‬ ‫‪4‬‬
‫ﻣﻦ ﺍﻟﺘﺤﻮﻳﻠﻴﻦ ﺍﻟﻬﻨﺪﺳﻴﻴﻦ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ﻧﻔﺴﻬﺎ؟‬

‫‪  (56‬ﻭﺿﺢ ﺃﻫﻤﻴﺔ ﺍﻟﺘﺮﺗﻴﺐ ﻓﻲ ﺗﺤﻮﻳﻼﺕ ﺍﻻﻧﻌﻜﺎﺱ ﻭﺍﻻﻧﺴﺤﺎﺏ‪.‬‬

‫‪57‬‬ ‫‪‬‬ ‫‪1 - 5 ‬‬

‫‪57‬‬ ‫‪‬‬ ‫‪1 - 5‬‬

 ‫‪‬‬

‫‪1 - 5‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(10)‬‬

‫‪‬‬ ‫‪1-5‬‬
‫‪f (x) = x‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ(‬ ‫‪(2‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ‪f (x) = √x‬‬ ‫‪(1‬‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﻟﺘﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ |‪g (x) = -|2 x‬‬ ‫√ = )‪ g(x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪.‬‬
‫ﻟﺘﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪x + 3 + 1‬‬
‫‪y‬‬ ‫)‪y g(x‬‬

‫)‪f x‬‬
‫(‪f‬‬ ‫)‪f(x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫)‪g(x‬‬

‫‪y‬‬ ‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪ f (x) = x 2‬ﻭﻣﻨﺤﻨﻰ )‪ g (x‬ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ‬ ‫‪(3‬‬
‫)‪g(x‬‬ ‫ﻣﻌﺎﺩﻟﺔ )‪. g (x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ g (x‬ﻫﻮ ﺍﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻰ )‪ f (x‬ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﺛﻢ‬
‫ﺍﻧﺴﺤﺎﺏ ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻷﻋﻠﻰ‪.‬‬
‫‪g (x) = -(x - 1) 2 + 1‬‬

‫‪8‬‬
‫‪y‬‬ ‫ﻋ ﱢﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( )‪ f (x‬ﻟﻠﺪﺍﻟﺔ ‪ . g(x) = 2|x + 2| - 3‬ﺛﻢ ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ‬ ‫‪(4‬‬
‫ﺍﻟﻤﻨﺤﻨﻴﻴﻦ‪ ،‬ﻭﻣﺜﱢﻠﻬﻤﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬
‫‪6‬‬
‫‪4‬‬ ‫))‪ff((x‬‬
‫)‪g(x‬‬ ‫‪2‬‬
‫‪−88−6−44−2‬‬
‫‪22‬‬
‫‪−2‬‬ ‫‪2 4 6 8x‬‬ ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﻫﻮ ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻟﻤﻨﺤﻨﻰ | ‪ f (x) = | x‬ﺛﻢ ﺍﻧﺴﺤﺎﺏ‬ ‫‪ ‬‬
‫ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭ ‪ 3‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻷﺳﻔﻞ‪.‬‬
‫‪−44‬‬
‫‪−66‬‬
‫‪−88‬‬

‫‪ -1 , x ≤ -3‬‬

‫ﻟﺘﻤﺜﻴﻞ ﻣﻨﺤﻨﻰ‬ ‫‪ (6‬ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪f (x) = x 3‬‬

‫‪g(x) = (x + 1)3‬‬ ‫ﺍﻟﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪‬‬
‫‪f (x) = 1 + x , -2 < x ≤ 2‬‬
‫‪[x] , 4 ≤ x ≤ 6‬‬
‫ﻣﺜﱢﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫‪(5‬‬

‫‪y‬‬ ‫‪y‬‬

‫)‪g (x‬‬

‫‪O‬‬ ‫‪x‬‬

‫‪O‬‬ ‫‪x‬‬

‫‪10‬‬

‫‪ 1‬‬ ‫‪57 A‬‬










































57 B  1
 

Function Operations and Composition of Functions
 1 -6
‫ ﻣﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺼﺎﻧﻊ ﺑﺎﻟﺪﺭﻫﻢ ﺗﹸﻌ ﹶﻄﻰ‬x ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺗﻜﻠﻔﺔ ﺇﻧﺘﺎﺝ ﻋﺪﺩ‬
 
 1
‫ ﻭﻛﺎﻥ ﺇﻳﺮﺍﺩ ﺍﻟﻤﺼﻨﻊ ﻣﻦ ﺑﻴﻌﻪ ﻧﻔﺲ‬، C(x) = 30000x + 200000 :‫ﺑﺎﻟﺪﺍﻟﺔ‬

، R(x) = 80000x :‫ ﹸﻳﻌ ﹶﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬x ‫ﻋﺪﺩ ﺍﻟﺴﻴﺎﺭﺍﺕ‬

■


. P (x) ‫ﻓﺄﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺍﻟﺮﺑﺢ‬   ■

.‫ﺳﺘﺘﻌﻠﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺇﺟﺮﺍ ﹶﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻷﺭﺑﻊ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ‬
‫ﹸ‬

1-6
 .‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬

 composition of functions 1-6

  f , g .‫ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ‬

x .‫ﺇﻳﺠﺎﺩ ﺗﺮﻛﻴﺐ ﺍﻟﺪﻭﺍﻝ‬
( f · g)(
g x) = f (x) · g (x)  ( + g)(
(f g x) = f (x) + g(x)  1-6
()
_f (x) = _
g
f (x)
g(x)
, g(x) ≠ 0  ( - g)(
(f g x) = f (x) - g(x)  ‫ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺍﻟﻌﻼﻗﺎﺕ ﻭﺍﻟﺪﻭﺍﻝ‬
.‫ﺍﻟﻌﻜﺴﻴﺔ ﺟﺒﺮ ﹼﹰﻳﺎ ﻭﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ ﺑﺎﺳﺘﺜﻨﺎﺀ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﺠﻌﻞ‬،g ‫ ﻭ‬f ‫ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺠﺪﻳﺪﺓ ﻳﺴﺎﻭﻱ ﺗﻘﺎﻃﻊ ﻣﺠﺎﻟﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
.‫ ﻓﻲ ﺩﺍﻟﺔ ﺍﻟﻘﺴﻤﺔ‬g(x) = 0

 1 
‫ﹺ‬
:‫ ﺛﻢ ﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ‬،‫ﺍﻵﺗﻴﺔ‬ ‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬، f (x) = x 2 + 4x , g(x) = √x
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ‬ + 2 , h(x) = 3x - 5 ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬  2
( - h)(x) (b
(f g x) (a
( + g)(
(f
( f − h)(x) = f (x) − h(x) ( f + g)(x) = f (x) + g(x) 
= (x 2 + 4x) − (3x − 5) = (x 2 + 4x) + ( √x +2)

.“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
= x 2 + 4x − 3x + 5 = x 2 + 4x + √x

+2
= x2 + x + 5 g ‫ ﻭﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬،(-∞, ∞) ‫ ﻫﻮ‬f ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬

،(-∞, ∞) ‫ ﻫﻮ‬f , h ‫ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ‬ ( f + g) ‫[ ؛ ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬-2, ∞) ‫ﻫﻮ‬ ‫ ﺗﻤﺜﻞ‬D(x) = 100x ‫• ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺪﺍﻟﺔ‬
. (-∞, ∞) ‫ ( ﻫﻮ‬f - h) ‫ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ‬ . [-2, ∞) ‫ ﻭﻫﻮ‬، f , g ‫ﻫﻮ ﺗﻘﺎﻃﻊ ﻣﺠﺎﻟﻲ‬ ،‫ﺿﺮﻳﺒﺔ ﺍﺿﺎﻓﻴﺔ ﺗﺪﻓﻊ ﻟﻠﺪﻭﻟﺔ ﻋﻦ ﻛﻞ ﺳﻴﺎﺭﺓ‬
(_hf )(x) (d ( f · h)(x) (c x ‫ﻓﻜﻢ ﺗﺼﺒﺢ ﺍﻟﺘﻜﻠﻔﺔ ﺍﻟﻜﻠﻴﺔ ﻹﻧﺘﺎﺝ ﻋﺪﺩ‬
c(x) + D(x) = ‫ﺳﻴﺎﺭﺓ؟‬
(_hf )(x) = _
h(x)
f (x)
=_
3x - 5
2
x + 4x
( f · h)(x) = f (x) · h(x)
= (x 2 + 4x)(3x - 5) 30000x + 200000 + 1000x =
(-∞, ∞) ‫ ﻫﻮ‬h ‫ ﻭ‬f ‫ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ‬
= 3x 3 - 5x 2 + 12x 2 - 20x
‫ ﺗﺠﻌﻼﻥ ﻣﻘﺎﻡ ﺍﻟﺪﺍﻟﺔ‬x = -4 ‫ ﺃﻭ‬x = 0 ‫ﻭﻟﻜﻦ‬ 3100x + 200000
= 3x 3 + 7x 2 - 20x
(f)
‫_ ﻫﻮ‬h ‫ﺻﻔﺮﺍ؛ ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ‬
‫ﹰ‬
_h
(f) ‫(؛‬-∞, ∞) ‫ ﻫﻮ‬f , h ‫ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ‬
‫• ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺍﻟﺮﺑﺢ ﺍﻟﺠﺪﻳﺪﺓ ﺑﻌﺪ ﺣﺴﺎﺏ‬
. {x | x ≠ 0 , x ≠ -4, x ∈ R} . (-∞, ∞) ‫ ( ﻫﻮ‬f · h) ‫ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ‬ ‫ﺍﻟﻀﺮﻳﺒﺔ؟‬
p(x) = R(x) - c(x) p(x) = 80000x
- (31000x + 200000) = 49000x -
.200000
 1  58

 1 58
 
 ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺟﺮﺍﺀ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ‬1  .‫ ﺛﻢ ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺎﺗﺠﺔ‬،‫ ( ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬f + g)(
g x) , (f g x) , ( f · g)(
( - g)( g x) , (_gf )(x) ‫ﺃﻭﺟﺪ‬
.‫ﺍﻟﺪﻭﺍﻝ‬ f (x) = x 2 - 6x - 8, g(x) = √x
 (1B 9 - x 2 (1A
f (x) = x - 4, g(x) = √

 
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ”ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬

f x) = x 2 - 2x ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬
f(
‫ ﻻﺣﻆ ﺃﻥ‬، y = x 2 ‫ ﻭﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‬y = x - 3 ‫ ﻣﻦ ﺩﻣﺞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺨﻄﻴﺔ‬y = (x - 3) 2 ‫ ﺗﻨﺘﺞ ﺍﻟﺪﺍﻟﺔ‬ 
‫ ﻭﻣﻠﺨﺼﻪ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺩﺍﻟﺔ‬،‫ ﻭﻳﺴﻤﻰ ﻫﺬﺍ ﺍﻟﺪﻣﺞ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﻟﺘﻴﻦ‬.‫ﻫﺬﺍ ﺍﻟﺪﻣﺞ ﻟﻢ ﻳﻨﺘﺞ ﻋﻦ ﺟﻤﻊ ﺃﻭ ﻃﺮﺡ ﺃﻭ ﺿﺮﺏ ﺃﻭ ﻗﺴﻤﺔ‬
.￯‫ﻋﻨﺪ ﻗﻴﻤﺔ ﺩﺍﻟﺔ ﺃﺧﺮ‬ 


   
  
f◦g g f  

[ f ◦ g](x) = f [ g(x)] 
xf ◦ g
x g( x) f [g( x)]
fg (x) g
1 g f

g(x) = 3x - 4 ‫ ﻭ‬h(x) = -2 x +1 2 g f

[ f ◦ g]( x) = f [ g( x)]

‫ﻓﺄﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﻭﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻓﻲ ﻛﻞ‬

:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﹰ‬g ‫ﺣﻴﺚ ﺗﹸﻄ ﱠﺒ ﹸﻖ ﺍﻟﺪﺍﻟﺔ‬
. f ‫ﺃﻭﻻ ﺛﻢ ﺍﻟﺪﺍﻟﺔ‬ ‫ﹸ‬ ، g ‫ ﺑﻌﺪ‬f ‫ ﺃﻭ‬g ‫ ﺗﺮﻛﻴﺐ‬f ‫ ﻋﻠﻰ ﺍﻟﻨﺤﻮ‬f ◦ g ‫ﺗﻘﺮﺃ ﺍﻟﺪﺍﻟﺔ‬

( f + g)(x) (a  2  

(f + g)(x) = x2 +x-4 ‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬،g(x) = x - 4 , f (x) = x 2 + 1 ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬  
(-∞, ∞) :‫ﺍﻟﻤﺠﺎﻝ‬
g ◦ f , f ◦ g
[ f ◦ g](x) (a 
 
( f - h)(x) (b f ◦ g [ f ◦ g](x) = f [ g(x)] 2
2 [ f ◦ g](x) = x 2 - 8 x + 17
(f - h)(x) = 3x - 2x - 1 g(x) = x - 4 = f (x - 4) [ g ◦ f ](x) = x 2 - 3
(-∞, ∞) :‫ﺍﻟﻤﺠﺎﻝ‬ 
 (x - 4)
f (x)x = (x - 4) 2 + 1  
( · g)(x) (c
(f   = x 2 - 8x + 16 + 1
3 2
( · g)(x) = 3x - 10x + 8x
(f
= x 2 - 8x + 17
(-∞, ∞) :‫ﺍﻟﻤﺠﺎﻝ‬
[ g ◦ f ](x) (b
(_hf ) (x) (d g ◦ f [ g ◦ f ](x) = g[ f (x)]
_h (x) = __
()f
-2 x 2 + 1
x 2 - 2x
f (x) = x 2 + 1 = g(x 2 + 1)

:‫ﺍﻟﻤﺠﺎﻝ‬  (x 2 + 1)
g(x)x = (x 2 + 1) - 4

{x| x ≠ 0, x ≠ 2, x ∈ R}   = x2 - 3

[ ◦ g](2) (c
[f

. x = 2 ‫ ﻋﻨﺪﻣﺎ‬a ‫ [ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ‬f ◦ g](x) ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ‬

 x 2 - 8x + 17x2 [ f ◦ g](2) = (2) 2 - 8(2) + 17 = 5

‫ ﻳﺒ ﱢﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ‬3 , 2 

‫ﻭﺇﻳﺠﺎﺩ ﻧﺎﺗﺞ ﺍﻟﺘﺮﻛﻴﺐ ﺑﻮﺟﻮﺩ ﻗﻴﻮﺩ ﻋﻠﻰ‬ 59  1 - 6 

.‫ﻣﺠﺎﻟﻬﺎ‬
.‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺠﺰﺋﺔ ﺩﺍﻟﺔ ﻣﺮﻛﺒﺔ‬4  
.‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺩﺍﻟﺔ ﻣﺮﻛﺒﺔ‬5 
- x 2 , D = [ -3, 3 ] ; (f
( + g)(x) = x - 4 + √9
(f 9 - x 2 , D = [ -3, 3 ] ; (1A
( - g)(x) = x - 4 - √

( · g)(x) = x √9
(f - x 2 , D = [ -3, 3 ] ; _g (x) = __ , D = (-3, 3)
- x 2 - 4 √9
f x-4
√
9 - x2
()
2
( + g)(x) = x - 6x - 8 + √
(f x , D = [ 0, ∞) ; (f
( - g)(x) = x - 6x - 8 - √x , D = [ 0, ∞) ; (1B
2

( · g)(x) = x 2 √x - 6x √x - 8 √x ,D = [ 0, ∞) ; _g (x) =

(f () f __
x 2 - 6x - 8
√x

, D = (0, ∞)

59  1 - 6
 ‫‪ ‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ )‪ [ f ◦ g](x) , [ g ◦ f ](x)) , [ f ◦ g](3‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪f x) = 2 x 2 - 1‬‬
‫(‪f‬‬ ‫‪2‬‬
‫‪f (x) = 6x - 4, g(x) = x + 2 (2B‬‬
‫‪2‬‬
‫‪f (x) = 3x + 1, g(x) = 5 - x 2 (2A‬‬
‫√ = )‪ g(x‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ‬ ‫‪x + _1‬‬
‫‬ ‫ﻭ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪6 x + 24 x + 20, 6 x - 2, 146‬‬ ‫‪-3 x + 16, - 9x -6 x + 4, -11‬‬
‫ﺑﻤﺎ ﺃﻥ ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ ‪ g , f‬ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 2‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻓﺈﻥ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻫﻮ }‪.{x | x ∈ R‬‬ ‫‪2‬‬
‫ﻋﻨﺪ ﻭﺟﻮﺩ ﻗﻴﻮﺩ ﻋﻠﻰ ﻣﺠﺎﻝ ‪ f‬ﺃﻭ ﻣﺠﺎﻝ ‪ g‬ﻓﺈﻥ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻳﻜﻮﻥ ﻣﻘﻴﺪﹰ ﺍ ﺑﻜﻞ ﻗﻴﻢ ‪ x‬ﻓﻲ ﻣﺠﺎﻝ ‪ g‬ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺻﻮﺭﻫﺎ )‪g(x‬‬ ‫ﻳﺄﺗﻲ‪:‬‬
‫ﻣﻮﺟﻮﺩ ﹰﺓ ﻓﻲ ﻣﺠﺎﻝ ‪. f‬‬
‫‪[ f ◦ g ](x) (a‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪[ f ◦ g ](x) = 2x‬‬
‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ f ◦ g‬ﻣﺘﻀﻤﻨﹰﺎ ﺍﻟﻘﻴﻮﺩ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ‪ f ◦ g‬ﻓﻲ ﻛﻞ ﻣﻦ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫‪ ‬‬ ‫‪[ g ◦ f ](x) (b‬‬
‫‪ ‬‬
‫_‬ ‫‪2x 2 - _1‬‬
‫– = )‪[ g ◦ f ](x‬‬
‫‪1‬‬
‫‪ ‬‬
‫= )‪f (x‬‬ ‫‪, g(x) = x 2 - 9‬‬
‫‪x+1‬‬
‫‪(a‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪[ f ◦ g ](2) (c‬‬
‫‪‬‬
‫_ = )‪f (x‬‬
‫‪1‬‬
‫ﻹﻳﺠﺎﺩ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻓﺈﻧﻨﺎ ﻧﺠﺪ ﻗﻴﻢ ‪ g(x) = x 2 - 9‬ﻟﺠﻤﻴﻊ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﺛﻢ ﻧﺠﺪ ﻗﻴﻢ‬ ‫‪‬‬
‫‪x+1‬‬
‫ﻟﺠﻤﻴﻊ ﻗﻴﻢ )‪ ،g(x‬ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺣﺴﺎﺑﻬﺎ ﻋﻨﺪﻣﺎ ‪g(x) ≠ -1‬؛ ﻟﺬﺍ ﻓﺈﻧﻨﺎ ﻧﺴﺘﺜﻨﻲ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﺟﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ‬ ‫‪[f ◦ g](2) = 4‬‬
‫‪ ، x 2 - 9 = -1‬ﻭﻫﻲ ‪ ، x = ± √8 = ±2 √2‬ﻭﻋﻠﻴﻪ ﻳﻜﻮﻥ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻫﻮ }‪. {x | x ≠ ±2 √2 , x ∈ R‬‬ ‫ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ ، f ◦ g‬ﻣﺘﻀﻤﻨﹰﺎ‬ ‫‪3‬‬
‫ﻧﺠﺪ ﺍﻵﻥ )‪:[ f ◦ g](x‬‬ ‫ﺍﻟﻘﻴﻮﺩ ﺍﻟﻀﺮﻭﺭﻳﺔ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ‪ f ◦ g‬ﻓﻲ‬
‫‪f ◦ g‬‬ ‫])‪[ f ◦ g](x) = f [ g(x‬‬ ‫ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫‪g(x) = x 2 - 9‬‬ ‫)‪= f (x 2 - 9‬‬ ‫(‪f‬‬ ‫‪- 1 , (a‬‬
‫‪f x) = √x‬‬
‫‪.g(x) = (x - 1) 2‬‬
‫‪ ( x 2 - 9)‬‬
‫‪f (x)x‬‬ ‫_=‬
‫‪1‬‬
‫_=‬
‫‪1‬‬
‫‪x2 - 9 + 1‬‬ ‫‪x2 - 8‬‬
‫ﺍﻟﻤﺠﺎﻝ ‪:‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪﻣﺎ ‪ ،x - 8 = 0‬ﺃﻭ ﻋﻨﺪﻣﺎ ‪ .x = ±2 √2‬ﻭﻣﻦ ﺛﻢ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ‪ f ◦ g‬ﻋﻠﻰ‬
‫‪2‬‬ ‫_‬ ‫‪1‬‬
‫ﻻﺣﻆ ﺃﻥ ‪ x 2 - 8‬ﻏﻴﺮ ﹼ‬ ‫}‪ x ≥ 2, x ∈ R‬ﺃﻭ ‪{x | x ≤ 0‬‬

‫_ = )‪ [ f ◦ g](x‬ﻭﻣﺠﺎﻟﻬﺎ }‪.{x | x ≠ ±2 √2 , x ∈ R‬‬ ‫‪1‬‬

‫ﺍﻟﺼﻮﺭﺓ‬
‫√ = )‪[ f ◦ g ](x‬‬
‫‪x 2 - 2x‬‬
‫√ = )‪f x) = _1x , g(x‬‬
‫‪2‬‬
‫‪x -8‬‬
‫(‪f‬‬ ‫‪x 2 - 1 (b‬‬
‫‪f (x) = x 2 - 2 , g(x) = √x‬‬ ‫‪- 3 (b‬‬
‫‬
‫ﺍﻟﻤﺠﺎﻝ ‪:‬‬
‫ﻹﻳﺠﺎﺩ ‪ f ◦ g‬ﻓﺈﻧﻨﺎ ﻧﺠﺪ ﻗﻴﻢ )‪ ، g(x‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ x‬ﺣﻴﺚ ‪ .x ≥ 3‬ﺛﻢ ﻧﺮﺑﻊ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ )‪ ، g(x‬ﻭﻧﻄﺮﺡ ﻣﻨﻬﺎ ‪.2‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻫﻮ ‪{x | x ≥ 3, x ∈ R}.‬‬ ‫}‪ x >1, x ∈ R‬ﺃﻭ ‪{x | x<-1‬‬
‫ﻧﺠﺪ ﺍﻵﻥ )‪:[ f ◦ g](x‬‬ ‫‪√x‬‬
‫‪2‬‬
‫‪-1‬‬
‫__ = )‪[ f ◦ g ] (x‬‬
‫‪2‬‬
‫‪f ◦ g‬‬ ‫])‪[ f ◦ g](x) = f [ g(x‬‬ ‫‪x -1‬‬

‫√ = )‪g(x‬‬
‫‪x-3‬‬ ‫√ ( ‪= f‬‬
‫) ‪x-3‬‬

‫‪2‬‬
‫‪‬‬
‫√ ‪‬‬
‫‪f (x)x‬‬ ‫‪x - 3‬‬ ‫√ ( =‬
‫‪x-3 ) -2‬‬
‫‪ ‬ﻋﻤﻠﻴﺔ ﺗﺮﻛﻴﺐ ﺍﻟﺪﻭﺍﻝ‬
‫‪=x-3-2=x-5‬‬
‫ﺑﺸﻜﻞ ﻋﺎﻡ ﻟﻴﺴﺖ ﺇﺑﺪﺍﻟﻴﺔ‪ ،‬ﻟﻜﻦ ﻫﻨﺎﻙ‬
‫‪ ‬‬

‫ﻻﺣﻆ ﺃﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ x - 5‬ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﺇﻻ ﺃﻥ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻓﻲ ﻣﺜﺎﻟﻨﺎ ﻣﻘﻴﺪ ﺑﺎﻟﺸﺮﻁ‬ ‫ﺑﻌﺾ ﺃﺯﻭﺍﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻳﻜﻮﻥ ﻓﻴﻬﺎ‬
‫‪ x ≥ 3‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺩﺍﻟﺔ ﺍﻟﺘﺮﻛﻴﺐ ﻫﻲ ‪ [ f ◦ g](x) = x - 5‬ﻭﻣﺠﺎﻟﻬﺎ }‪. {x | x ≥ 3, x ∈ R‬‬
‫(‪ .f‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪f( g(x)) = g(f‬‬
‫(‪(f‬‬
‫‪(f‬‬‫))‪f(x‬‬
‫(‪ ، f‬ﻓﺈﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‬ ‫(‪(f‬‬
‫‪(f‬‬
‫‪f g(x)) = g(f‬‬ ‫‪f(x)) = x‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪60‬‬ ‫‪ f‬ﻭ ‪ g‬ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪.‬‬

‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻔﻜﺮ ﻛﻞ ﻃﺎﻟﺐ ﺑﺪﺍﻟﺔ ‪ ،‬ﺛﻢ‬
‫ﻳﻌﻤﻞ ﺍﻟﻄﺎﻟﺒﺎﻥ ﻣ ﹰﻌﺎ ﻹﻳﺠﺎﺩ ﻣﺠﻤﻮﻉ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺣﺎﺻﻞ ﺿﺮﺑﻬﻤﺎ‪ ،‬ﻭﻗﺴﻤﺘﻬﻤﺎ‪ ،‬ﺛﻢ ﻧﺎﺗﺞ ﺗﺮﻛﻴﺒﻬﻤﺎ‪.‬‬

‫‪ 1‬‬ ‫‪60‬‬


‫‪‬‬
‫ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f‬ﻭ ‪ g‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬ ‫‪4‬‬
‫)‪ .h(x) = [ f ◦ g ](x‬ﻭﻋﻠﻰ ﱠﺃﻻ ﺗﻜﻮﻥ‬
‫ﺃﻱ ﻣﻨﻬﻤﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ ‪.I(x) = x‬‬
‫ﱞ‬
‫_ = )‪h(x‬‬ ‫‪1‬‬
‫‪(a‬‬
‫‪(x + 2) 2‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪، g(x) = x + 2 :‬‬
‫_ = )‪f x‬‬
‫‪1‬‬
‫(‪f‬‬
‫‪x2‬‬
‫‪h(x) = 3x 2 - 12x + 12 (b‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪، g(x) = x - 2:‬‬
‫‪f x) = 3x 2‬‬
‫(‪f‬‬
‫ﺭﺳﺎﻡ ﺻﻮﺭ ﹰﺓ‬ ‫‪ ‬ﺻﻤﻢ ﹼ‬ ‫‪5‬‬
‫ﻋﻠﻰ ﺷﻜﻞ ﺩﺍﺋﺮﺓ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬
‫‪ 25‬ﺑﻜﺴﻞ‪ .‬ﺛﻢ ﺑﺪﺃ ﺑﺰﻳﺎﺩﺓ ﻃﻮﻝ ﻧﺼﻒ‬
‫ﺍﻟﻘﻄﺮ ﺑﻤﻘﺪﺍﺭ ‪ 10‬ﺑﻜﺴﻞ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﱠ‬
‫ﺩﻭﺍﻝ ﺗﻮﺿﺢ ﻋﻤﻞ‬
‫ﺍﻟﻤﺼﻤﻢ‪.‬‬
‫ﹼ‬
‫‪R(t) = 25 + 10t; A(R) = πR 2‬‬
‫‪ (b‬ﺃﻭﺟﺪ ‪ .A ◦ R‬ﻭﻣﺎﺫﺍ ﺗﻤﺜﻞ ﻫﺬﻩ‬
‫ﺍﻟﺪﺍﻟﺔ؟ = ‪A ◦ R‬‬
‫‪100π t + 500π t + 625π‬‬
‫‪2‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺗﻤﺜﻞ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻛﺪﺍﻟﺔ‬
‫ﻓﻲ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪ (c‬ﻣﺎ ﺍﻟﻮﻗﺖ ﺍﻟﻼﺯﻡ ﻟﺘﺼﺒﺢ ﻣﺴﺎﺣﺔ‬
‫ﺍﻟﺪﺍﺋﺮﺓ ﺃﺭﺑﻌﺔ ﺃﺿﻌﺎﻑ ﻣﺴﺎﺣﺘﻬﺎ‬
‫ﺍﻷﺻﻠﻴﺔ؟ ‪ 2.5‬ﺛﺎﻧﻴﺔ‬
‫‪‬‬
‫‪c(x) =x -100 ، d(x) = 0.85x (5A‬‬
‫‪[ c ◦ d ](x) = 0.85x - 100, (5B‬‬
‫‪[ d ◦ c ](x) = 0.85x - 85‬‬
‫)‪ [ c ◦ d ](x‬ﺗﻤﺜﻞ ﺳﻌﺮ ﺍﻟﺤﺎﺳﻮﺏ‬
‫ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺨﺼﻢ ﹰ‬
‫ﺃﻭﻻ ﺛﻢ ﺍﻟﻘﺴﻴﻤﺔ‪،‬‬
‫)‪ [ d ◦ c ](x‬ﺗﻤﺜﻞ ﺳﻌﺮ ﺍﻟﺤﺎﺳﻮﺏ‬
‫ﺃﻭﻻ ﺛﻢ ﺍﻟﺨﺼﻢ‪.‬‬‫ﺑﺎﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﻘﺴﻴﻤﺔ ﹰ‬
‫‪ (5C‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻻﺳﺘﻔﺎﺩﺓ ﻣﻦ ﺍﻟﺨﺼﻢ‬
‫ﹰ‬
‫ﺃﻭﻻ ﺛﻢ ﺍﻟﻘﺴﻴﻤﺔ ﺃﻭ )‪ [ c ◦ d ](x‬ﻳﺠﻌﻞ‬
‫ﺍﻟﺴﻌﺮ ﺃﻗﻞ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﺃﺭﺍﺩ ﻃﺎﻟﺐ ﺷﺮﺍﺀ‬
‫ﺣﺎﺳﻮﺏ ﺳﻌﺮﻩ ‪ 1000‬ﺩﺭﻫﻢ‪ ،‬ﻓﺈﻧﻪ ﻳﺪﻓﻊ‬
‫ﺩﺭﻫﻤﺎ ﺇﺫﺍ ﺍﺳﺘﻔﺎﺩ ﻣﻦ ﺍﻟﺨﺼﻢ ﹰ‬
‫ﺃﻭﻻ‬ ‫ﹰ‬ ‫‪750‬‬
‫ﺩﺭﻫﻤﺎ ﺇﺫﺍ‬
‫ﹰ‬ ‫ﺛﻢ ﺍﻟﻘﺴﻴﻤﺔ ‪ ،‬ﻭﻳﺪﻓﻊ ‪765‬‬
‫ﺃﻭﻻ ﺛﻢ ﺍﻟﺨﺼﻢ‪.‬‬ ‫ﺍﺳﺘﻔﺎﺩ ﻣﻦ ﺍﻟﻘﺴﻴﻤﺔ ﹰ‬
‫‪61‬‬ ‫‪‬‬
‫‪ (3A‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻹﺟﺎﺑﺔ‪ .‬ﺃﺩﺧﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪، [f‬‬
‫|‪[ ◦ g](x) = |x‬‬
‫√ ( = )‪ . f 1(x‬ﻓﻴﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺟﺰ ﹰﺀﺍ ﻣﻦ‬
‫‪x - 3 )2 - 2‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x  R} :‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ . y = x - 5‬ﺍﺳﺘﻌﻤﻞﺍﻹﻣﻜﺎﻧﺎﺕﺍﻟﻤﺘﺎﺣﺔﻓﻲﺍﻟﺤﺎﺳﺒﺔ‬
‫‪ (3B‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪،‬‬ ‫‪ ،‬ﺛﻢ ﻋﻠﻰ‬ ‫ﺍﻟﺒﻴﺎﻧ ﹼﻴﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬
‫_ = )‪، [ f ◦ g](x‬‬ ‫‪2‬‬
‫‪5‬‬
‫؛ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬ ‫ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫‪x +x‬‬
‫ﻣﺠﺎﻝ ‪ f ◦ g‬ﻭﺍﻟﺬﻱ ﻳﺒﺪﺃ ﻋﻨﺪ ‪ x = 3‬ﻭﻳﻤﺘﺪ ﺇﻟﻰ ∞ ‪.‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪:‬‬
‫‪‬‬ ‫}‪{x | x ≠ 0 , x ≠ -1, xR‬‬
‫‪{x‬‬
‫_ = )‪f (x‬‬
‫‪5‬‬
‫‪2‬‬
‫‪x , g(x) = x + x‬‬ ‫‪(3B‬‬ ‫‪f (x) = √x‬‬ ‫‪+ 1 , g(x) = x 2 - 1 (3A‬‬
‫‬
‫ﺇﺣﺪ￯ ﺍﻟﻤﻬﺎﺭﺍﺕ ﺍﻟﻤﻬﻤﺔ ﻋﻨﺪ ﺩﺭﺍﺳﺔ ﺍﻟﺘﻔﺎﺿﻞ ﻭﺍﻟﺘﻜﺎﻣﻞ ﻫﻲ ﺇﻋﺎﺩﺓ ﺗﻔﻜﻴﻚ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ﺩﺍﻟﺘﻴﻦ ﺃﺑﺴﻂ ﻣﻨﻬﺎ‪ .‬ﺃﻱ ﺃﻧﻪ ﻟﺘﻔﻜﻴﻚ‬
‫ﺩﺍﻟﺔ ﻣﺜﻞ ‪ ، h‬ﻓﺈﻧﻚ ﺗﺠﺪ ﺩﺍﻟﺘﻴﻦ )‪ f , g‬ﹰ‬
‫ﻣﺜﻼ( ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺗﺮﻛﻴﺒﻬﻤﺎ ﻫﻮ ‪. h‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f , g‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ )‪ ، h(x) = [ f ◦ g](x‬ﻭﻋﻠﻰ ﹼﺃﻻ ﺗﻜﻮﻥ ﺃﻱ ﻣﻨﻬﻤﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ ‪I (x) = x‬‬ ‫‪‬‬
‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪h(x) = 2x + 20x + 50 (a‬‬ ‫‪2‬‬
‫‪ 4a ‬‬
‫ﺑﺎﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ ﺍﻟﻌﻮﺍﻣﻞ ﻧﻜﺘﺐ ﺍﻟﺪﺍﻟﺔ ﺑﺎﻟﺸﻜﻞ‪h(x) = 2(x 2 + 10x + 25) = 2(x + 5) 2 :‬‬ ‫‪‬‬
‫ﹴ‬ ‫‪f x) = 2x 2‬‬
‫(‪g(h) = x + 5, f‬‬
‫ﻭﻋﻨﺪﺋﺬ‪:‬‬ ‫ﺃﻱ ﺃﻧﻪ ﻳﻤﻜﻨﻨﺎ ﻛﺘﺎﺑﺔ )‪ h(x‬ﻛﺘﺮﻛﻴﺐ ﻟﻠﺪﺍﻟﺘﻴﻦ ‪، g(x) = x + 5 , f (x) = 2x 2‬‬ ‫‪‬‬
‫)‪h(x) = 2(x + 5) 2 = 2[ g(x)] 2 = f [ g(x)] = [ f ◦ g](x‬‬ ‫)‪ h(x) = [ f o g](x‬‬
‫‪4b‬‬
‫‪9 × - 7x‬‬
‫‪h(x) = √-7x‬‬‫‬ ‫‪7 + 9x (b‬‬
‫‪7x‬‬
‫_ ‪ -‬‬
‫‪ . h(x) = √-7x‬ﺃﻱ ﺃﻧﻪ ﻳﻤﻜﻨﻨﺎ ﻛﺘﺎﺑﺔ )‪h(x‬‬ ‫ﺑﺎﻟﺸﻜﻞ‪:‬‬ ‫ﺗﻜﺘﺐ‬ ‫ﺃﻥ‬ ‫ﻳﻤﻜﻦ‬ ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ‪h‬‬
‫‪7‬‬
‫(‪ ، g(x) = -7x , f‬ﻭﻋﻨﺪﺋﺬ‪:‬‬
‫‪f x) = √x‬‬ ‫‪-‬‬
‫_‬
‫‪9x‬‬
‫ﻛﺘﺮﻛﻴﺐ ﻟﻠﺪﺍﻟﺘﻴﻦ‬
‫‪7‬‬
‫‪h(x) = √-7x‬‬ ‫‪9 × - 7x‬‬
‫_ ‪ -‬‬ ‫=‬
‫)‪9 × g(x‬‬
‫(‪(x) - _ = f(g‬‬
‫‪√g‬‬ ‫)‪f x)) = [ f o g](x‬‬
‫‪7‬‬ ‫‪7‬‬
‫_‬ ‫‪f (x) = x 2 , g (x) = x - 1‬‬ ‫‪‬‬
‫‪f (x) = 1x , g(x) = x + 7‬‬
‫_ = )‪h(x‬‬‫‪1‬‬
‫‪(4B‬‬ ‫‪h(x) = x 2‬‬ ‫‪2x + 1 (4A‬‬
‫‪x+7‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫‪‬‬ ‫‪5‬‬
‫ﹸﺼﻤ ﹸﻢ ﺇﺣﺪ￯ ﺃﻟﻌﺎﺏ ﺍﻟﺤﺎﺳﻮﺏ ﺑﺤﻴﺚ ﺗﺒﺪﺃ ﺑﺼﻮﺭﺓ ﻣﺴﺘﻄﻴﻠﺔ ﺑﻌﺪﺍﻫﺎ ‪ 60‬ﺑﻜﺴﻞ ﻓﻲ ‪ 20‬ﺑﻜﺴﻞ‪.‬‬
‫‪ ‬ﺗ ﱠ‬
‫ﺛﻢ ﻳﺰﺩﺍﺩ ﻛﻞ ﹸﺑﻌﺪ ﺑﻤﻘﺪﺍﺭ ‪ 15‬ﺑﻜﺴﻞ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ﺗﻌﻄﻲ ﺇﺣﺪﺍﻫﻤﺎ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ A‬ﻛﺪﺍﻟﺔ ﻓﻲ ﻋﺮﺿﻪ ‪ ، L‬ﻭﺗﻌﻄﻲ ﺍﻷﺧﺮ￯ ﻋﺮﺿﻪ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪.‬‬
‫ﺣﻴﺚ ﺇﻥ ﻃﻮﻝ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻳﺰﻳﺪ ﻋﻠﻰ ﻋﺮﺿﻪ ﺑﻤﻘﺪﺍﺭ ‪ 40‬ﺑﻜﺴﻞ؛ ﻟﺬﺍ ﻳﻤﻜﻨﻨﺎ ﻛﺘﺎﺑﺔ ﺍﻟﻄﻮﻝ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. L + 40‬‬
‫ﺃﻱ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ ، A(L) = L (L + 40) = L2 + 40L‬ﺣﻴﺚ ‪ . L ≥ 20‬ﻭﺑﻤﺎ ﺃﻥ ﻋﺮﺽ ﺍﻟﻤﺴﺘﻄﻴﻞ‬
‫ﻳﺰﺩﺍﺩ ﺑﻤﻘﺪﺍﺭ ‪ 15‬ﺑﻜﺴﻞ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ ،‬ﺇﺫﻥ‪ ، L(t) = 20 + 15t :‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ ‪. t ≥ 0‬‬
‫‪‬‬
‫‪‬‬
‫‪ (b‬ﺃﻭﺟﺪ ‪ . A ◦ L‬ﻭﻣﺎﺫﺍ ﺗﻤﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ؟‬ ‫‪‬‬
‫‪A ◦ L‬‬ ‫])‪A ◦ L = A[L(t‬‬ ‫‪‬‬
‫‪L(t)=20 + 15t‬‬ ‫)‪= A(20 + 15t‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪A(L) L(20 + 15t)‬‬ ‫)‪= (20 + 15t) 2 + 40(20 + 15t‬‬ ‫‪ ‬‬
‫‪ ‬‬ ‫‪= 225t 2 + 1200t + 1200‬‬ ‫‪‬‬
‫ﺗﻤ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪ A ◦ L‬ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻛﺪﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪.‬‬
‫‪61‬‬ ‫‪‬‬ ‫‪1 - 6 ‬‬
‫‪E‬‬ ‫‪‬‬
‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﻋﺪﺩ ﻋﻨﺎﺻﺮﻫﺎ ﻣﻦ ‪ 2‬ﺇﻟﻰ ‪ .4‬ﻭﺍﻛﺘﺐ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺼﺤﻴﺤﺔ‬ ‫‪ ‬ﹼ‬
‫ﻣﻦ ‪ -10‬ﺇﻟﻰ ‪ 10‬ﻋﻠﻰ ﺑﻄﺎﻗﺎﺕ ﺭﻗﻤﻴﺔ ﻣﻨﻔﺼﻠﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺃﺣﺪﻫﻢ ﺍﻟﻘﻴﺎﻡ ﺑﺪﻭﺭ ﺍﺳﺘﻘﺒﺎﻝ ﻟﻠﺪﺍﻟﺔ ﺍﻷﻭﻟﻰ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻟﻤﺮﻛﺒﺔ ‪ ،‬ﻭﻳﻘﻮﻡ ﺑﺎﻗﻲ ﺍﻟﻄﻼﺏ ﺑﺘﻤﺮﻳﺮ ﺍﻟﺒﻄﺎﻗﺎﺕ ﺍﻟﺮﻗﻤﻴﺔ ﺇﻟﻰ ﻣﻮﻇﻒ ﺍﻻﺳﺘﻘﺒﺎﻝ ﺍﻟﺬﻱ ﻳﻘﻮﻡ ﺑﺪﻭﺭﻩ ﺑﺮﻓﺾ ﺍﻟﺒﻄﺎﻗﺔ ﺃﻭ‬
‫ﻋﻨﺼﺮﺍ ﻣﻦ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻷﻭﻟﻰ ﺃﻡ ﻻ‪ .‬ﻭﺑﻌﺪ ﺍﻟﻤﺮﺍﺟﻌﺔ ﻳﻘﻮﻡ ﻃﺎﻟﺐ ﺁﺧﺮ‬
‫ﹰ‬ ‫ﻗﺒﻮﻟﻬﺎ ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺭﻗﻢ ﺍﻟﺒﻄﺎﻗﺔ‬
‫ﺑﺪﻭﺭ ﻣﻮﻇﻒ ﺍﺳﺘﻘﺒﺎﻝ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ .‬ﻳﻤﻜﻦ ﻟﻠﻄﻼﺏ ﺗﻄﺒﻴﻖ ﻫﺬﻩ ﺍﻟﻄﺮﻳﻘﺔ ﻟﺘﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺮﻛﺒﺔ‪.‬‬
‫‪1 - 6‬‬
 ‫‪ (c‬ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﻳﻠﺰﻡ ﻟﺘﺼﺒﺢ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ 3‬ﺃﺿﻌﺎﻑ ﻣﺴﺎﺣﺘﻪ ﺍﻷﺻﻠﻴﺔ؟‬
‫ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻷﺻﻠﻲ ‪ 20 × 60‬ﻭﺗﺴﺎﻭﻱ ‪ 1200‬ﺑﻜﺴﻞ‪ .‬ﻭﺗﺼﺒﺢ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ 3‬ﺃﺿﻌﺎﻑ ﻣﺴﺎﺣﺘﻪ‬
‫ﺍﻷﺻﻠﻴﺔ ﻋﻨﺪﻣﺎ ‪ .[A ◦ L](t) = 225 t 2 + 1200t + 1200 = 3600‬ﻭﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪ t‬ﺗﺠﺪ ﺃﻥ‬ ‫‪ 3‬‬
‫‪ t ≈ 1.55‬ﺃﻭ ‪ . t = -6.88‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺰﻣﻦ ﺍﻟﺴﺎﻟﺐ ﻟﻴﺲ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﻣﺠﺎﻝ )‪ ،L(t‬ﻭﻛﺬﻟﻚ ﻟﻴﺲ ﺟﺰ ﹰﺀﺍ ﻣﻦ ﻣﺠﺎﻝ‬
‫ﺩﺍﻟﺔ ﺍﻟﺘﺮﻛﻴﺐ‪ ،‬ﻓﺈﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺗﺘﻀﺎﻋﻒ ‪ 3‬ﻣﺮﺍﺕ ﺑﻌﺪ ‪ 1.6‬ﺛﺎﻧﻴﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪ ‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-31‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪  (5‬ﺃﻋﻠﻦ ﻣﺤﻞ ﺗﺠﺎﺭﻱ ﻋﻦ ﺧﺼﻢ ﻣﻘﺪﺍﺭﻩ ‪ 15%‬ﻋﻠﻰ ﺛﻤﻦ ﺃﺟﻬﺰﺓ ﺍﻟﺤﺎﺳﻮﺏ ﻟﻄﻼﺏ ﺍﻟﺠﺎﻣﻌﺎﺕ‪ ،‬ﻛﻤﺎ‬
‫ﻭﺯﹼ ﻉ ﻗﺴﺎﺋﻢ ﻳﺴﺘﻔﻴﺪ ﺣﺎﻣﻠﻬﺎ ﺑﺨﺼﻢ ﻣﻘﺪﺍﺭﻩ ‪ 100‬ﺩﺭﻫﻢ ﻣﻦ ﺛﻤﻦ ﺍﻟﺤﺎﺳﻮﺏ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﻄﻼﺏ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﺍﻟﺼﻔﺤﺔ؛‬
‫‪ (5A‬ﻋ ﹼﺒﺮ ﻋﻦ ﻫﺬﻩ ﺍﻟﺒﻴﺎﻧﺎﺕ ﺑﺪﺍﻟﺘﻴﻦ ‪ c‬ﻭ ‪. d‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫‪ (5B‬ﺃﻭﺟﺪ )‪ [c ◦ d](x‬ﻭ )‪ . [d ◦ c](x‬ﻭﻣﺎﺫﺍ ﻳﻌﻨﻲ ﱞ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ؟‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﺳﻌﺮﺍ ﺃﻗﻞ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ (5C‬ﺃﻱ ﺍﻟﺘﺮﻛﻴﺒﻴﻦ ‪ c ◦ d‬ﺃﻭ ‪ d ◦ c‬ﻳﻌﻄﻲ ﹰ‬ ‫‪‬‬
‫‪‬‬ ‫ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪11-20‬‬ ‫‪‬‬
‫‪ (15-20‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (1-3‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺇﺫﺍ ﻭﺟﺪ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺮﻛﺒﺔ‬
‫ﺣﺪﺩ ﻣﺠﺎﻝ ‪ ، f ◦ g‬ﺛﻢ ﺃﻭﺟﺪ ‪ f ◦ g‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪3 :‬‬
‫ﱢ‬ ‫()‪ ( f + g‬ﻟﻠﺪﺍﻟﺘﻴﻦ‬
‫()‪g x) , ( f - g‬‬
‫()‪g x)) , ( f · g‬‬
‫‪g x) ,‬‬ ‫ﺃﻭﺟﺪ )‪(_gf )(x‬‬ ‫ﺑﺸﻜﻞ ﺧﺎﻃﺊ ﺑﺴﺒﺐ ﺍﻟﺘﻌﻮﻳﺾ ﻏﻴﺮ‬
‫_ = )‪f (x‬‬
‫‪2‬‬
‫_ = )‪f (x‬‬
‫‪1‬‬ ‫)‪ . f (x) , g(x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ‬
‫‪(16‬‬
‫‪x-3‬‬
‫‪(15‬‬
‫‪x+1‬‬
‫ﺍﻟﻨﺎﺗﺠﺔ‪ (4-10 1 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﻟﺼﺤﻴﺢ ‪ ،‬ﻓﺄﻛﺪ ﻟﻬﻢ ﺃﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ‬
‫‪g(x) = x 2 + 6‬‬ ‫‪g(x) = x 2 - 4‬‬
‫‪f (x) = 8 - x 3 (2‬‬ ‫‪f (x) = x 2 + 4 (1‬‬
‫ﺗﻌﻮﺽ ﻓﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫_ = )‪f (x‬‬
‫‪5‬‬
‫√ = )‪f (x‬‬ ‫‪g(x) = x - 3‬‬ ‫= )‪g(x‬‬ ‫‪x‬‬
‫√‬ ‫‪ ‬ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪، 22-29‬‬
‫‪x (18‬‬ ‫‪x + 4 (17‬‬
‫ﺫﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﺄﻧﻪ ﻳﻮﺟﺪ ﻋﺪﺓ ﺣﻠﻮﻝ‬
‫‬
‫‪g(x) = √6‬‬ ‫‪-x‬‬ ‫‪g(x) = x 2 - 4‬‬ ‫‪f (x) = x 2 + x (4‬‬ ‫‪f (x) = x 2 + 5x + 6 (3‬‬
‫ﻟﻠﻤﺴﺄﻟﺔ ﺍﻟﻮﺍﺣﺪﺓ؛ ﻟﻤﺴﺎﻋﺪﺗﻬﻢ ﻋﻠﻰ‬
‫‪g(x) = 9x‬‬ ‫‪g(x) = x + 2‬‬
‫√ = )‪f (x‬‬
‫‪x + 5 (20‬‬ ‫_ ‪f (x) = -‬‬
‫‪4‬‬
‫‪x (19‬‬ ‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻮﻟﻬﻢ؛ ﻟﺬﺍ‬
‫‪g(x) = x 2 + 4x - 1‬‬ ‫‪g(x) = √x‬‬
‫‬
‫‪+8‬‬ ‫_ = )‪f (x‬‬
‫‪6‬‬
‫‪x‬‬
‫‪(6‬‬ ‫‪f (x) = x - 7 (5‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺮﻛﺒﺔ‬
‫‪g(x) = x 3 + x‬‬ ‫‪g(x) = x + 7‬‬ ‫ﻭﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩﻫﺎ‪.‬‬
‫_ = )‪، m(v‬‬‫‪100‬‬
‫‪  (21‬ﻓﻲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻟﻨﺴﺒﻴﺔ‬
‫–‬
‫_‪1-‬‬ ‫‪v2‬‬
‫‪c2‬‬ ‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪(8‬‬ ‫_ = )‪f (x‬‬
‫‪x‬‬
‫‪(7‬‬
‫‪√x‬‬
‫‬ ‫‪4‬‬
‫ﺣﻴﺚ ‪ c‬ﺳﺮﻋﺔ ﺍﻟﻀﻮﺀ ﻭﺗﺴﺎﻭﻱ ‪ 300‬ﻣﻠﻴﻮﻥ ﻣﺘﺮ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭ ‪ m‬ﻛﺘﻠﺔ‬ ‫‪g(x) = 4 √x‬‬
‫‬ ‫_ = )‪g(x‬‬
‫‪3‬‬
‫‪x‬‬
‫‪‬‬
‫ﺟﺴﻢ ﻳﺴﻴﺮ ﺑﺴﺮﻋﺔ ‪ v‬ﻣﺘﺮ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻛﺘﻠﺘﻪ ﺍﻷﺻﻠﻴﺔ ‪.100 kg‬‬
‫√ = )‪f (x‬‬
‫‪x + 6 (10‬‬ ‫‪f (x) = √x‬‬
‫‬
‫‪+8‬‬ ‫‪(9‬‬ ‫‪( + g)(x) = x 2 +‬‬
‫‪(f‬‬ ‫;‪ + 4‬‬
‫‪√x‬‬ ‫‪(1‬‬
‫‪ (21a-d 4‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‬
‫‪g(x) = √x‬‬ ‫‪-4‬‬ ‫‪g(x) = √x‬‬
‫‬
‫‪+5-3‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≥ 0, x ∈ R} :‬‬
‫‪ (a‬ﻫﻞ ﺗﻮﺟﺪ ﻗﻴﻮﺩ ﻋﻠﻰ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪m‬؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪( - g)(x) = x 2 -‬‬
‫‪(f‬‬ ‫‪+4‬‬
‫‪√x‬‬

‫ﺃﻭﺟﺪ )‪ [ f ◦ g](x) , [ g ◦ f ](x)) , [ f ◦ g](6‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ .‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≥ 0, x ∈ R} :‬‬
‫‪ (b‬ﺃﻭﺟﺪ )‪. m(10) , m(10000) , m(1000000‬‬ ‫‪ (11-14 2‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪_5‬‬ ‫‪_1‬‬
‫‪( · g)(x) = x 2 + 4x 2‬‬
‫‪(f‬‬
‫‪ (c‬ﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ )‪ m(v‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ‬ ‫‪f (x) = -2x 2 - 5x + 1 (12‬‬ ‫‪f (x) = 2x - 3 (11‬‬
‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≥ 0, x ∈ R} :‬‬
‫‪ v‬ﻣﻦ‪ c‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ‪.‬‬ ‫‪g(x) = -5x + 6‬‬ ‫‪g(x) = 4x - 8‬‬
‫‪_3‬‬ ‫_‪-‬‬
‫‪( _gf )(x) = x‬‬
‫‪1‬‬
‫‪4‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪+ 4x‬‬ ‫‪2‬‬
‫‪f (x) = 2 + x (14‬‬ ‫‪f (x) = x - 16 (13‬‬
‫‪ (d‬ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ‪.‬‬
‫‪g(x) = -x 2‬‬ ‫‪g(x) = x 2 + 7x + 11‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x > 0, x ∈ R} :‬‬
‫‪( + g)(x) = -x 3 + x + 5 (2‬‬
‫‪(f‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪62‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ∈ R} :‬‬
‫‪( -g)(x)=-x 3-x+11‬‬
‫‪(f‬‬
‫ﺍﻟﻤﺠﺎﻝ‪{x|x∈ R} :‬‬
‫‪‬‬ ‫‪( · g)(x) = -x + 3x 3 + 8x - 24‬‬
‫‪(f‬‬ ‫‪4‬‬

‫‪‬‬ ‫‪‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ∈ R} :‬‬

‫‪74-76 ،73 ،65 -68 ،1–31‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫_ = )‪(_)(x‬‬

‫‪f‬‬
‫‪g‬‬
‫‪-‬‬
‫‪-‬‬
‫‪8‬‬
‫‪x‬‬
‫‪x3‬‬
‫‪3‬‬
‫‪) 1–57‬ﻓﺮﺩﻱ(‪74-76 ،73 ،65-68 ،64 ،58 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ 3, x ∈ R} :‬‬
‫‪( f + g)(x) = x 2 + 6x + 8 (3‬‬
‫‪32–76‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬
‫ﺍﻟﻤﺠﺎﻝ‪{x | x ∈ R} :‬‬
‫‪( - g)(x) = x 2 + 4x + 4‬‬
‫‪(f‬‬
‫ﺍﻟﻤﺠﺎﻝ‪{x | x ∈ R} :‬‬
‫‪( · g)(x) = x + 7x 2 + 16x + 12‬‬
‫‪(f‬‬ ‫‪3‬‬

‫ﺍﻟﻤﺠﺎﻝ‪{x | x ∈ R} :‬‬

‫‪( _gf )(x) = x + 3‬‬

‫ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ -2, x ∈ R} :‬‬
‫‪ 1‬‬ ‫‪62‬‬
 ‫‪ (22-29‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺃﻭﺟﺪ )‪ f (0.5) , f (-6) , f (x + 1‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f , g‬ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺤﻴﺚ ﻳﻜﻮﻥ )‪ ، h(x) = [ f ◦ g](x‬ﻋﻠﻰ‬
‫‪‬‬ ‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ ﺫﻟﻚ‪ (35-37 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺃﻻ ﺗﻜﻮﻥ ﺃﻱﹼ ﻣﻨﻬﻤﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ ‪4 . I (x) = x‬‬
‫_ = )‪h(x‬‬
‫‪6‬‬
‫(‪h[[ f‬؛ ﺗﺤﺴﺐ ﺍﻟﻌﻤﻮﻟﺔ ﺑﻌﺪ ﻃﺮﺡ‬
‫‪f(x) ] (31a‬‬ ‫‪f (x) - g(x) = x 2 + x - 6, g(x) = x + 4 (35‬‬ ‫‪- 8 (23‬‬
‫‪x+5‬‬
‫‪h(x) = √4x‬‬
‫‬‫‪+ 2 + 7 (22‬‬

‫ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﺍﻟﻤﻄﻠﻮﺏ ﻣﻦ ﺍﻟﻤﺒﻴﻌﺎﺕ‬ ‫_ = )‪f (x) + g(x‬‬

‫‪2‬‬
‫_‪+‬‬
‫‪1‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪, g(x) = 2x (36‬‬
‫‪2‬‬ ‫‪x‬‬ ‫‪3‬‬ ‫‪h(x) = [-3(x - 9)] (25‬‬ ‫‪h(x) = |4x + 8| - 9 (24‬‬
‫ﺍﻟﻔﻌﻠﻴﺔ‪.‬‬
‫‪x‬‬

‫_ ‪g(x) = f (x) - 18x 2 +‬‬

‫‪2‬‬ ‫√‬
‫‪ (32–37‬ﺇﺟﺎﺑﺎﺕ ﻣﻤﻜﻨﺔ ﻟﻠﻤﺴﺎﺋﻞ‪.‬‬
‫√‬
‫‪x , g(x) = 1 - x (37‬‬
‫‪h(x) = ( √x‬‬ ‫‪3‬‬
‫‪ + 4) (27‬‬ ‫_– = )‪h(x‬‬
‫‬
‫‪5-x‬‬
‫‪(26‬‬
‫‪x+2‬‬
‫ﺃﻭﺟﺪ )‪ [ f ◦ g ◦ h](x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (38, 39 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪(32‬‬ ‫√‬
‫‪h(x) = _ (29‬‬
‫‪4+x‬‬
‫_ = )‪h(x‬‬
‫‪8‬‬
‫‪(28‬‬
‫‪f (x) = √x‬‬
‫‬
‫‪+ 5 (39‬‬ ‫‪f (x) = x + 8 (38‬‬ ‫‪x-2‬‬ ‫‪2‬‬
‫)‪(x - 5‬‬
‫_ ‪f x) = x -‬‬
‫(‪f‬‬ ‫‪4‬‬
‫= )‪; g(x‬‬ ‫‪x-1‬‬
‫√‬
‫‪2‬‬
‫‪x +1‬‬ ‫‪g(x) = x 2 - 3‬‬ ‫‪g(x) = x 2 - 6‬‬
‫‪  (30‬ﹸﻳﻌﻄﻰ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ ‪ λ‬ﻟﺠﺴﻢ ﻛﺘﻠﺘﻪ ‪، m kg‬‬
‫_ = )‪h(x‬‬
‫‪1‬‬
‫‪+3‬‬
‫‪h(x) = √x‬‬ ‫_ = ‪ ، λ‬ﺣﻴﺚ ‪ h‬ﺛﺎﺑﺖ‬
‫ﻭﻳﺘﺤﺮﻙ ﺑﺴﺮﻋﺔ ‪ v‬ﻣﺘﺮ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ﺑﺎﻟﺪﺍﻟﺔ ‪mv‬‬
‫‪h‬‬
‫‪x‬‬
‫‪_ ; g(x) = -7x (33‬‬
‫‪9x‬‬ ‫ﻳﺴﺎﻭﻱ ‪ (30 b , d . 6.626 · 10 -34‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫= )‪f x‬‬
‫(‪f‬‬ ‫‪√x‬‬
‫‬ ‫‪-‬‬ ‫‪ (40‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f (x) = x + 2‬ﻓﺄﻭﺟﺪ )‪ g(x‬ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪7‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺗﻤ ﹼﺜﻞ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ ﻟﺠﺴﻢ ﻛﺘﻠﺘﻪ ‪ 25 kg‬ﺑﺪﻻﻟﺔ‬
‫‪g (x ) = x 2 + 4 ( f + g)(x) = x 2 + x + 6 (a‬‬
‫‪f x) = _ +‬‬
‫(‪f‬‬
‫‪x-4‬‬
‫√‬ ‫_‬
‫‬
‫‪4‬‬
‫‪; (34‬‬ ‫ﺳﺮﻋﺘﻪ‪f (v) = h .‬‬‫_‬
‫‪2x - 9‬‬ ‫‪x-4‬‬
‫‪g(x) = x + 4‬‬
‫‪f‬‬
‫‪g (x ) = 4x + 8 _g (x) = _1 (b‬‬
‫‪4‬‬ ‫)(‬ ‫‪25v‬‬
‫‪ (b‬ﻫﻞ ﺗﻮﺟﺪ ﻗﻴﻮﺩ ﻋﻠﻰ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ؟ ﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪ ، f (x) = √4x‬ﻓﺄﻭﺟﺪ )‪ g(x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ (41‬ﺇﺫﺍ ﻛﺎﻧﺖ ‬
‫‪ (c‬ﺇﺫﺍ ﺗﺤﺮﻙ ﺍﻟﺠﺴﻢ ﺑﺴﺮﻋﺔ ‪ 8‬ﺃﻣﺘﺎﺭ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻓﺄﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ‬
‫‪f 0.5) = -0.75, f(-6) = 22, (35‬‬
‫(‪f‬‬
‫‪g (x ) = 9x‬‬ ‫‪2‬‬
‫‪[ f ◦ g](x) = |6x| (a‬‬
‫_‬
‫ﺑﺪﻻﻟﺔ ‪λ = h .h‬‬
‫‪2‬‬ ‫‪200‬‬
‫‪f (x + 1) = x + 4x + 1‬‬
‫‪g (x ) = 50x 2 + 25 [ g ◦ f ](x) = 200x + 25 (b‬‬ ‫‪ (d‬ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻔﻘﺮﺓ ‪ a‬ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ‪.‬‬
‫‪f‬‬
‫)‪f(0.5‬‬ ‫‪= 8.7, f (-6) = 11.6, (36‬‬
‫‪ (42‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، f (x) = 4x 2‬ﻓﺄﻭﺟﺪ )‪ g(x‬ﻓﻲ ﱟ‬
‫__ = )‪f (x + 1‬‬ ‫_‪+‬‬
‫‪2‬‬ ‫‪1‬‬ ‫ﻛﻞ ﺣﺎﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪  (31‬ﻳﻌﻤﻞ ﺷﺨﺺ ﻓﻲ ﻗﺴﻢ ﺍﻟﻤﺒﻴﻌﺎﺕ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ‬
‫_ = )‪g (x‬‬
‫‪2‬‬
‫‪x + 2x +1‬‬ ‫‪1‬‬ ‫ﻭﻳﺘﻘﺎﺿﻰ ﺭﺍﺗ ﹰﺒﺎ ﻭﻋﻤﻮﻟﺔ ﺳﻨﻮﻳﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 4%‬ﻣﻦ ﺍﻟﻤﺒﻴﻌﺎﺕ ﺍﻟﺘﻲ ﺗﺰﻳﺪ‬
‫‪x+1‬‬ ‫‪[ f · g](x) = x (a‬‬
‫‪- 2x - _7‬‬ ‫ﻗﻴﻤﺘﻬﺎ ﻋﻠﻰ ‪ 300000‬ﺩﺭﻫﻢ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪، f (x) = x - 300000‬‬
‫‪4x‬‬
‫‪3‬‬ ‫‪[ f · g](x) = 4x (b‬‬ ‫‪ (31a 5. h(x) = 0.04 x‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫_ = )‪g(x‬‬
‫‪1‬‬
‫‪x‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻨﺤﻨﻴـﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ )‪ f (x) , g(x‬ﺍﻟﻤﻤﺜﻠﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺃﻭﺟﺪ‪:‬‬ ‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻴﻤﺔ ﺍﻟﻤﺒﻴﻌﺎﺕ )‪ (x‬ﺗﺰﻳﺪ ﻋﻠﻰ ‪ 300000‬ﺩﺭﻫﻢ‪ ،‬ﻓﻬﻞ‬
‫‪f(0.5) = 2.4, f(-6) = 650.9, (37‬‬
‫ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻌﻤﻮﻟﺔ ﺑﺎﻟﺪﺍﻟﺔ ])‪ f [h(x‬ﺃﻡ ﺑﺎﻟﺪﺍﻟﺔ ])‪h[[ f (x‬؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫‪2‬‬
‫‪f (x + 1) = √-x‬‬
‫‪ + 18x + 36x +‬‬ ‫‪4‬‬
‫‪y‬‬

‫‬
‫‪√2‬‬ ‫)‪f (x‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﻌﻤﻮﻟﺔ ﺍﻟﺘﻲ ﻳﺘﻘﺎﺿﺎﻫﺎ ﺍﻟﺸﺨﺺ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺒﻴﻌﺎﺗﻪ‬
‫_ ‪18 -‬‬ ‫‪2‬‬ ‫‪ 450000‬ﺩﺭﻫﻢ ﻓﻲ ﺗﻠﻚ ﺍﻟﺴﻨﺔ‪ 6000 .‬ﺩﺭﻫﻢ‬
‫‪x+1‬‬
‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪[ f ◦ g ◦ h](x) = x + 6 √x + 11 (38‬‬ ‫)‪g(x‬‬
‫‪−2‬‬
‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺤﻴﺚ ﻳﻜﻮﻥ )‪ ، h(x) = [ f ◦ g](x‬ﻋﻠﻰ‬ ‫ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f , g‬ﱟ‬
‫‪−4‬‬ ‫ﺃﻻ ﺗﻜﻮﻥ ﺃﻱ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ ‪. I (x) = x‬‬
‫_‬
‫= )‪[ f ◦ g ◦ h](x‬‬ ‫√‬
‫‪x‬‬
‫‪1‬‬
‫‪+ 2 (39‬‬
‫‪2‬‬
‫‪9 ( f - g)(-6) (44‬‬ ‫‪1 ( f + g)(2) (43‬‬ ‫‪ (32-34‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪h(x) = √x‬‬
‫‬
‫‪3‬‬
‫‪- 4 (32‬‬

‫)‪_4 (_gf ) (-2‬‬ ‫‪(46‬‬ ‫‪0 ( f · g)(4) (45‬‬ ‫_‪-1 -‬‬

‫‬
‫‪h(x) = √x‬‬ ‫‪4‬‬
‫‪x (33‬‬
‫‪3‬‬

‫‪-3 ( g ◦ f )(6) (48‬‬ ‫‪0 ( f ◦ g)(-4) (47‬‬ ‫_ = )‪h(x‬‬

‫‪x‬‬
‫‪+‬‬ ‫‪√_4x (34‬‬
‫‪2x - 1‬‬

‫‪63‬‬ ‫‪‬‬ ‫‪1 - 6 ‬‬

‫‪M‬‬ ‫‪D‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻜﺘﺒﺔ ﺃﻭ ﺍﻹﻧﺘﺮﻧﺖ ﻹﻳﺠﺎﺩ ﺃﻣﺜﻠﺔ ﺗﻄﺒﻴﻘﻴﺔ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﻭﺗﺮﻛﻴﺒﻬﺎ‪ .‬ﺑﻌﺪ ﺗﺤﺪﻳﺪ ﺍﻷﻣﺜﻠﺔ‪ ،‬ﻋﻠﻴﻬﻢ ﺗﻄﻮﻳﺮ ﺃﻣﺜﻠﺔ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ ﺧﺎﺻﺔ ﺑﻬﻢ ﻋﻠﻰ ﺃﻥ ﻳﻘﻮﻡ‬
‫ﻛﻞ ﻃﺎﻟﺐ ﺑﺘﻜﻮﻳﻦ ﻣﺜﺎﻝ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺇﺣﺪ￯ ﺍﻟﻌﻤﻠﻴﺎﺕ ‪ ،‬ﻭﻣﺜﺎﻝ ﺁﺧﺮ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺗﺮﻛﻴﺐ ﺍﻟﺪﻭﺍﻝ‪.‬‬

‫‪63‬‬ ‫‪‬‬ ‫‪1 - 6‬‬

 ‫ﺧﻤﻦ ﻣﻌﺎﺩﻟﺔ ﻣﺤﻮﺭ ﺍﻻﻧﻌﻜﺎﺱ‪.‬‬
‫‪   (d‬ﹼ‬
‫‪  ‬ﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﺍﻟﺘﻲ ﺗﺴﺎﻭﻱ ﻛﻞ ﻣﻦ‬
‫)‪[ f ◦ g] (x) , [ g ◦ f ](x‬؟‬
‫‪  (f‬ﺃﻭﺟﺪ )‪ g(x‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫‪ [ f ◦ g] (x) = [ g ◦ f ] (x) = x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪.‬‬
‫‪  (49‬ﺇﺫﺍ ﻛﺎﻥ )‪ v(m‬ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﺟﺰﻳﺌﺎﺕ ﻏﺎﺯ ﻋﻨﺪ ﺩﺭﺟﺔ ‪30°C‬‬
‫–‬
‫__ = )‪ ، v(m‬ﺣﻴﺚ‬
‫)‪(24.9435)(303‬‬
‫‪m‬‬ ‫ﺑﺎﻟﻤﺘﺮ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﺗﹸﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪ m‬ﺍﻟﻜﺘﻠﺔ ﺍﻟﻤﻮﻟﻴﺔ ﻟﻠﻐﺎﺯ ﻣﻘﺎﺳﺔ ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻡ ﻟﻜﻞ ﻣﻮﻝ‪ (49a-d .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪(e .‬‬
‫ﺍﻟﺴﺆﺍﻝ ‪ 58‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺘﺤﻠﻴﻞ‬
‫ﺍﻟﺪﺍﻟﺔ؟ﻓﺴﺮ ﻣﻌﻨﺎﻫﺎ‪.‬‬
‫ﱢ‬ ‫‪ (a‬ﻫﻞ ﺗﻮﺟﺪ ﻗﻴﻮﺩ ﻋﻠﻰ ﻣﺠﺎﻝ‬ ‫ﺍﻟﺠﺒﺮﻱ ﻭﺍﻟﺘﻌﺒﻴﺮ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﺟﺰﻳﺌﺎﺕ ﺍﻟﻐﺎﺯ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺘﻠﺘﻪ ﺍﻟﻤﻮﻟﻴﺔ‬
‫‪ 145‬ﻛﻴﻠﻮﺟﺮﺍ ﹰﻣﺎ ﻟﻜﻞ ﻣﻮﻝ ﻋﻨﺪ ﺩﺭﺟﺔ ‪. 30°C‬‬

‫‪f (x) = x 5 (c‬‬ ‫‪f (x) = x - 6 (a‬‬ ‫‪ (c‬ﻛﻴﻒ ﻳﺘﻐﻴﺮ ﻣﻌﺪﻝ ﺳﺮﻋﺔ ﺟﺰﻳﺌﺎﺕ ﻏﺎﺯ ﻋﻨﺪﻣﺎ ﺗﺰﺩﺍﺩ ﻛﺘﻠﺔ ﺍﻟﻐﺎﺯ‬ ‫‪ 4‬‬
‫ﺍﻟﻤﻮﻟﻴﺔ؟‬
‫‪f (x) = 2x - 3 (d‬‬ ‫_ = )‪f (x‬‬
‫‪x‬‬
‫‪(b‬‬
‫‪3‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻜﺘﺎﺑﺔ ﺣﻮﻝ‬
‫‪ (d‬ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺻﻮﺭﺓ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ‪.‬‬
‫ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 1 - 5‬ﻋﻦ ﺍﻟﺪﻭﺍﻝ‬
‫‪y‬‬
‫)‪g(x‬‬ ‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﻓﻔﻲ ﺍﻟﺴﺆﺍﻝ ‪ 60‬ﻣ ﱢﺜﻞ‬ ‫ﺃﻭﺟﺪ ﺛﻼﺙ ﺩﻭﺍﻝ ‪ ، f , g , h‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ )‪[ ◦ g ◦ h](x‬‬
‫‪a(x) = [f‬‬ ‫ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻭﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﻋﻠﻴﻬﺎ‪،‬‬
‫‪ f,‬ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‬ ‫ﺍﻟﺪﻭﺍﻝ ‪f h, f + h‬‬ ‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ (50-53 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻓﻲ ﱟ‬ ‫ﻭﻛﻴﻒ ﺳﺎﻋﺪﺗﻬﻢ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺗﻌﻠﻢ‬
‫ﻧﻔﺴﻪ‪ ،‬ﻭﻫﻜﺬﺍ ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪:61 - 63‬‬
‫)‪f(x‬‬
‫‪O‬‬ ‫‪x‬‬
‫= )‪a(x‬‬ ‫√‬
‫‪(x - 5) 2 + 8 (51‬‬ ‫‬
‫‪a(x) = ( √x‬‬ ‫‪- 7 + 4) 2 (50‬‬ ‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ‪.‬‬
‫)‪h(x‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪( f + h)(x) (59‬‬
‫__ = )‪a(x‬‬
‫‪4‬‬
‫‪(53‬‬ ‫_ = )‪a(x‬‬
‫‪3‬‬
‫‪(52‬‬
‫‪‬‬
‫‪2‬‬‫‪( √x‬‬ ‫‪2‬‬
‫‪ + 3) + 1‬‬ ‫‪(x - 3) + 4‬‬
‫‪(h - f )(x) (60‬‬
‫ﺃﻭﺟﺪ ‪ f ◦ g , g ◦ f‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﻭﺣﺪﹼ ﺩ ﺃﻳﺔ ﻗﻴﻮﺩ ﻋﻠﻰ ﻣﺠﺎﻝ‬
‫‪( f + g)(x) (61‬‬ ‫ﺩﺍﻟﺔ ﺍﻟﺘﺮﻛﻴﺐ ﻓﻲ ﻛﻞ ﺣﺎﻟﺔ‪ (54-57 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪{m|m>0, m∈R} (49a‬؛ ﻻﻳﻤﻜﻦ ﺃﻥ‬
‫‪(h + g)(x) (62‬‬
‫√ = )‪f (x‬‬
‫‪x + 6 (55‬‬ ‫‪f (x) = x 2 - 6x + 5 (54‬‬ ‫ﺻﻔﺮﺍ‪.‬‬
‫ﺗﻜﻮﻥ ﻛﺘﻠﺔ ﺟﺴﻢ ﻣﺎ ﺳﺎﻟﺒﺔ ﺃﻭ ﹰ‬
‫= )‪g(x‬‬ ‫√‬
‫‪16 + x 2‬‬ ‫‪g(x) = √x‬‬
‫‬
‫‪+4+3‬‬ ‫‪ 7.22 m/s (49b‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﻣﻦ ﺩﺍﻟﺘﻲ ﺍﻟﺘﺮﻛﻴﺐ ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺸﻜﻞ ﺍﻵﺗﻲ‪:‬‬
‫‪8‬‬
‫‪y‬‬
‫_ = )‪f (x‬‬
‫‪6‬‬
‫‪(57‬‬
‫‪2x + 1‬‬
‫= )‪f (x‬‬ ‫‪√x‬‬
‫‬ ‫‪(56‬‬ ‫‪ (49c‬ﺗﺘﻨﺎﻗﺺ ﺳﺮﻋﺘﻬﺎ‪.‬‬
‫‪4‬‬

‫_ = )‪g(x‬‬
‫‪4‬‬
‫√ = )‪g(x‬‬
‫‪9 - x2‬‬
‫‪ (49d‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪v(m)=f (g(x)); f(m)= √m‬‬
‫‪4-x‬‬
‫‪−4‬‬ ‫‬
‫)‪g(x‬‬ ‫)‪f (x‬‬
‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ﺳﻮﻑ ﺗﺴﺘﻘﺼﻲ ﺍﻟﺪﺍﻟﺔ‬ ‫‪(58‬‬
‫‪−8‬‬
‫ﺍﻟﻌﻜﺴﻴﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫)‪(24.9435)(303‬‬
‫‪ (63, 64‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫___ =)‪g(m‬‬ ‫‪m‬‬
‫)‪f ( x‬‬ ‫)‪g (x‬‬
‫‪( g ◦ f )(x) (64‬‬ ‫‪( f ◦ g)(x) (63‬‬ ‫‪x+3‬‬ ‫‪x-3‬‬ ‫‪   (a‬ﺃﻭﺟﺪ ‪ f ◦ g‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ‬
‫‪_x‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫= ) ‪f (x ) = x 2 ; g(x‬‬ ‫;‪ + 4‬‬
‫‪√x‬‬ ‫‪(50‬‬
‫‪4x‬‬
‫‪4‬‬
‫‪x3‬‬ ‫‪h(x ) = x - 7‬‬
‫‪‬‬
‫‪3‬‬
‫‪√x‬‬
‫‬
‫‪   (b‬ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﺮﻛﻴﺐ ﻛﻞ‬
‫()‪ ( f ◦ g‬ﺯﻭﺟﻴﺔ ‪،‬‬ ‫‪ ‬ﻓﻲ ﱢ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ )‪g x‬‬ ‫ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ‪.‬‬ ‫= ) ‪f (x‬‬ ‫‪x‬‬
‫√‬ ‫‪; g(x ) = x 2 + 8; (51‬‬
‫ﺃﻡ ﻓﺮﺩﻳﺔ ﺃﻡ ﻏﻴﺮ ﺫﻟﻚ‪.‬‬ ‫‪h(x ) = x - 5‬‬
‫‪   (c‬ﻣ ﹼﺜﻞ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪،‬‬
‫‪ f , g‬ﺩﺍﻟﺘﺎﻥ ﺯﻭﺟﻴﺘﺎﻥ‪ .‬ﺯﻭﺟﻴﺔ‬ ‫‪(66‬‬ ‫‪ f , g‬ﺩﺍﻟﺘﺎﻥ ﻓﺮﺩﻳﺘﺎﻥ‪ .‬ﻓﺮﺩﻳﺔ‬ ‫‪(65‬‬ ‫ﺛﻢ ﺍﺭﺳﻢ ﻣﺤﻮﺭ ﺍﻻﻧﻌﻜﺎﺱ ﺑﺈﻳﺠﺎﺩ ﻣﻨﺘﺼﻒ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ‬ ‫‪f (x ) = _3x ; g(x ) = x 2 + 4; (52‬‬
‫ﺍﻟﻮﺍﺻﻠﺔ ﺑﻴﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺘﻨﺎﻇﺮﺓ‪.‬‬
‫‪ f‬ﻓﺮﺩﻳﺔ‪ g ،‬ﺯﻭﺟﻴﺔ‪ .‬ﺯﻭﺟﻴﺔ‬ ‫‪(68‬‬ ‫‪ f‬ﺯﻭﺟﻴﺔ‪ g ،‬ﻓﺮﺩﻳﺔ‪ .‬ﺯﻭﺟﻴﺔ‬ ‫‪(67‬‬ ‫‪h(x ) = x - 3‬‬

‫_ = ) ‪f (x‬‬
‫‪4‬‬
‫‪; g(x ) = x 2; (53‬‬
‫‪x+1‬‬
‫= ) ‪h(x‬‬ ‫‪x‬‬
‫√‬ ‫‪+3‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪64‬‬

‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ]‪ [-10, 8‬ﻭ )‪f x‬‬

‫(‪f‬‬ ‫‪ g(x) (63‬ﹼ‬
‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﻗﻴﻢ )‪ g(x‬ﺣﻴﺚ‬
‫‪M‬‬
‫‪‬‬ ‫‪‬‬ ‫)‪ ،x  (-4 , 2‬ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‪:‬‬
‫}‪ 2 ≤ x ≤ 8, x  R‬ﺃﻭ ‪{x | -10 ≤ x ≤ -4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﺩﺍﻟﺔ ﻭﺍﺣﺪﺓ ﻹﻳﺠﺎﺩ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﻟﺔ ﻣﻊ ﻧﻔﺴﻬﺎ ﺣﻴﺚ ﺗﹸﺴﻤﻰ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‬ ‫‪‬‬
‫(‪ f‬ﺍﻟﺘﻜﺮﺍﺭ ﺍﻷﻭﻝ‪ ،‬ﻭﺗﹸﺴﻤﻰ‬‫ﹸﺴﻤﻰ ‪f x 0) = x 1‬‬
‫ﹴ‬
‫ﺍﻟﺘﻜﺮﺍﺭ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ )‪ f (x‬ﺩﺍﻟﺔ‪ ،‬ﻭ ‪ x 0‬ﻗﻴﻤﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ‪ ،‬ﻓﻌﻨﺪﺋﺬ ﺗ ﱠ‬ ‫ﻣﻌﺮﻓﺔ ﻋﻠﻰ ]‪ [-4 ,10‬ﻭ )‪g(x‬‬
‫‪ f(x) (64‬ﹼ‬
‫‪ f (f (x 0)) = f (x 1) = x 2‬ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﺜﺎﻧﻲ ﻭﻫﻜﺬﺍ‪ ،‬ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺇﻳﺠﺎﺩ ﺍﻟﺘﻜﺮﺍﺭ ﺍﻟﺜﺎﻟﺚ ﻟﺪﺍﻟﺘﻪ‪.‬‬ ‫(‪ ، f‬ﻟﺬﺍ ﻓﺈﻥ‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﺟﻤﻴﻊ ﻗﻴﻢ )‪f(x‬‬
‫‪ (g‬ﻫﻮ‪:‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ )‪f (x‬‬
‫)‪( ◦ f‬‬
‫}‪{x | -4≤ x ≤ 10, x  R‬‬

‫‪ 1‬‬ ‫‪64‬‬

 ‫‪‬‬ ‫ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ‪ f‬ﻻﺗﺴﺎﻭﻱ ﺍﻟﺪﺍﻟﺔ ‪I (x) = x‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫ﺑﺤﻴﺚ ﺗﺤﻘﻖ ﺍﻟﺸﺮﻁ ﺍﻟﻤﻌﻄﻰ‪ (69-72 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (75‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪، h(x) = 2(x - 5) 2 , g(x) = x 2 + 9x + 21‬‬
‫(‪. f‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x :‬‬
‫√ = )‪f x‬‬ ‫‪(69‬‬ ‫ﻓﺈﻥ ])‪ h[g(x‬ﺗﺴﺎﻭﻱ‪B :‬‬ ‫‪( f + f )(x) = x (70‬‬ ‫‪( f · f )(x) = x (69‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f x) = _ :‬‬

‫‪x‬‬
‫(‪f‬‬ ‫‪(70‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪x + 18x + 113x + 288x + 256 A‬‬
‫‪2‬‬ ‫‪[ f ◦ f ◦ f ](x) = x (72‬‬ ‫‪[ f ◦ f ](x) = x (71‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f x) = _1x :‬‬
‫(‪f‬‬ ‫‪(71‬‬
‫‪2x 4 + 36x 3 + 226x 2 + 576x + 512 B‬‬ ‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻡ ﺧﺎﻃﺌﺔ‪.‬‬
‫‪  (73‬ﹼ‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f x) = |x| :‬‬
‫(‪f‬‬ ‫‪(72‬‬ ‫ﻭﺑ ﱢﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪3x 4 + 54x 3 + 339x 2 + 864x + 768 C‬‬
‫ﺩﺍﺋﻤﺎ‬
‫"ﺇﺫﺍ ﻛﺎﻧﺖ ‪ f‬ﺩﺍﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ ﻭ ‪ g‬ﺩﺍﻟﺔ ﺗﺮﺑﻴﻌﻴﺔ ‪ ،‬ﻓﺈﻥ ‪ f ◦ g‬ﻫﻲ ﹰ‬
‫‪4x 4 + 72x 3 + 452x 2 + 1152x + 1024 D‬‬ ‫ﺩﺍﻟﺔ ﺧﻄﻴﺔ"‪.‬‬

‫(‪،f‬‬ ‫‪ (76‬ﺇﺫﺍ ﻛﺎﻥ ‪f 3)=4, g(2)=5‬‬

‫(‪3, (3)=2, f‬‬
‫‪f(2)=3,g‬‬
‫‪3,g‬‬ ‫‪  (74‬ﻛﻴﻒ ﺗﺤﺪﺩ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ )‪ [ f ◦ g](x‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺸﻜﻞ ﺍﻵﺗﻲ‪:‬‬
‫‪[f‬؟ ‪B‬‬
‫ﻓﻤﺎ ﻗﻴﻤﺔ )‪f◦g](3‬‬
‫◦‪[f‬‬ ‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪4 C‬‬ ‫‪2 A‬‬ ‫‪y‬‬
‫‪3‬‬
‫‪f (x) = √x‬‬ ‫‪1‬‬
‫‪5 D‬‬ ‫‪3 B‬‬ ‫_ = )‪g(x‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪x‬‬ ‫‪3‬‬
‫‪1‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4 x‬‬

‫‪65‬‬ ‫‪‬‬ ‫‪1 - 6 ‬‬

‫‪65‬‬ ‫‪‬‬ ‫‪1 - 6‬‬

 ‫‪‬‬

‫‪1 - 6‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(11)‬‬

‫‪‬‬ ‫‪1-6‬‬

‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ﱟ‬

‫ﻛﻞ ﻣﻦ‬ ‫()‪ ( f + g‬ﻟﻠﺪﺍﻟﺘﻴﻦ )‪ f (x) , g ( x‬ﻓﻲ ﱟ‬
‫()‪g x), ( f - g‬‬ ‫_ ‪g x),‬‬
‫()‪g x), ( f · g‬‬ ‫)‪(f‬‬
‫ﺃﻭﺟﺪ )‪g (x‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻨﺎﺗﺠﺔ‪:‬‬

‫√ = )‪f (x) = x 3 , g (x‬‬

‫‪x + 1 (2‬‬ ‫‪f (x) = 2x 2 + 8 , g(x) = 5x - 6 (1‬‬
‫‪3‬‬
‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪x + 1 , [-1,‬‬
‫√ ‪x +‬‬ ‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪2 x + 5 x + 2, (-∞,‬‬
‫‪2‬‬

‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪x + 1 , [-1,‬‬
‫√ ‪x 3 -‬‬ ‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪2x 2 - 5x + 14, (-∞,‬‬
‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪x + 1 , [-1,‬‬
‫√ ‪x 3‬‬ ‫‪10 x 3 - 12 x 2 + 40x - 48,‬‬
‫_‬
‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪x 3 , (-1,‬‬ ‫ﺍﻟﻤﺠﺎﻝ = )∞ ‪(-∞,‬‬
‫√‬
‫‪x+1‬‬ ‫_‬
‫‪2x 2 + 8‬‬
‫_ ≠ ‪, {x|x‬‬
‫‪6‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪, x ∈ R‬‬
‫‪5x - 6‬‬ ‫‪5‬‬
‫ﺃﻭﺟﺪ )‪ [ f ◦ g ]( x), [ g ◦ f ]( x), [ f ◦ g](3‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪f (x) = 2 x - 3x + 1 , g(x) = 3x (4‬‬ ‫‪f (x) = x + 5 , g (x) = x - 3 (3‬‬
‫‪54 x 3 - 27 x 2 + 1; 6 x 3 - 9x 2 + 3; 1216‬‬ ‫‪x + 2; x + 2; 5‬‬
‫‪ ‬‬

‫‪f (x) = 3 x 2 - 2x + 5, g (x) = 2 x - 1 (6‬‬ ‫‪f (x) = 2 x 2 - 5 x + 1, g (x) = 2x - 3 (5‬‬

‫‪12x 2 - 16x + 10; 6x 2 - 4x + 9; 70‬‬ ‫‪8 x 2 - 34x + 34; 4x 2 - 10x - 1; 4‬‬

‫ﺣﺪﹼ ﺩ ﻣﺠﺎﻝ ‪ ، f ◦ g‬ﺛﻢ ﺃﻭﺟﺪ ‪ f ◦ g‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻓﻲ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬

‫‪f (x) = _ (8‬‬

‫‪1‬‬
‫‪f (x) = √x‬‬
‫‪- 2 (7‬‬
‫‪x-8‬‬
‫‪2‬‬
‫‪g(x) = x + 5‬‬ ‫‪g(x) = 3x‬‬
‫_ = ‪{x | x ≠ ± √3 , x ∈ R} ; f ◦ g‬‬
‫‪2‬‬
‫‪1‬‬
‫‪x -3‬‬
‫√ = ‪{x | x ≥ _23 , x ∈ R} ; f ◦ g‬‬
‫‪3x - 2‬‬

‫ﺃﻱ ﻣﻨﻬﻤﺎ ﺍﻟﺪﺍﻟﺔ‬ ‫ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f‬ﻭ ‪ g‬ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪ ، 9, 10‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ )‪ . h (x) = [ f ◦ g]( x‬ﻋﻠﻰ ﺃﻻ ﺗﻜﻮﻥ ﱞ‬
‫ﺍﻟﻤﺤﺎﻳﺪﺓ ‪I (x) = x‬‬

‫_ = )‪h(x‬‬ ‫‪1‬‬
‫‪(10‬‬ ‫‪h(x) = √2‬‬
‫‪x - 6 - 1 (9‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪3 x +3‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪, g( x) = x + 1‬‬ ‫√ = )‪f (x‬‬
‫‪x - 1, g (x) = 2 x - 6‬‬
‫‪3x‬‬
‫ﻛﻞ ﻣﻨﻬﻢ ﺍﻟﻮﺟﺒﺔ ﻧﻔﺴﻬﺎ‪ .‬ﺇﺫﺍ ﺗﻘﺎﺿﻰ ﺻﺎﺣﺐ ﺍﻟﻤﻄﻌﻢ ‪ 18%‬ﻣﻦ‬ ‫ﻣﻄﻌﻤﺎ‪ ،‬ﻭﻃﻠﺐ ﱞ‬
‫ﹰ‬ ‫‪ ‬ﺩﺧﻞ ﺛﻼﺛﺔ ﺃﺷﺨﺎﺹ‬ ‫‪(11‬‬
‫ﺗﻜﻠﻔﺔ ﺍﻟﻮﺟﺒﺔ ﺑﺪﻝ ﺧﺪﻣﺔ‪ ،‬ﻓﺎﻛﺘﺐ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺜﻼﺙ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‪ :‬ﺍﻷﻭﻟﻰ ﺗﻤﺜﱢﻞ ﺗﻜﻠﻔﺔ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺜﻼﺙ ﻗﺒﻞ‬
‫ﺍﺳﺘﻴﻔﺎﺀ ﺑﺪﻝ ﺍﻟﺨﺪﻣﺔ‪ ،‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺗﻜﻠﻔﺔ ﺍﻟﻮﺟﺒﺔ ﺑﻌﺪ ﺍﺳﺘﻴﻔﺎﺀ ﺍﻟﺨﺪﻣﺔ‪ ،‬ﻭﺃﻣﺎ ﺍﻟﺜﺎﻟﺜﺔ ﻓﺘﻤﺜﱢﻞ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻟﺬﻱ ﻳﻌﻄﻲ‬
‫ﺗﻜﻠﻔﺔ ﺍﻟﻮﺟﺒﺎﺕ ﺍﻟﺜﻼﺙ ﻣﺘﻀﻤﻨﺔ ﺑﺪﻝ ﺍﻟﺨﺪﻣﺔ‪.‬‬
‫‪ ، f ( x) = 3x‬ﺣﻴﺚ ‪ x‬ﺗﻜﻠﻔﺔ ﺍﻟﻮﺟﺒﺔ ﺍﻟﻮﺍﺣﺪﺓ‪g (f (x)) = 3.54x ، g( x) = 1.18 x ،‬‬

‫‪11‬‬

‫‪ 1‬‬ ‫‪65 A‬‬










































65 B  1

41 
41 
41 
41 
43 
43 
48  
48 
48 
48 
48 
48 
48 
49 
49 
49 
49 
50 
51 
52 
59 
(32  
 

1
 
10   
11 
11 
1-1   
 •
13 
    ‫ﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ‬
13 
13 
   .‫ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﻷﻭﻝ ﻣﺮﺓ‬
 •
14   ‫ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬
20   • ‫ ﻓﺬﻛﺮﻫﻢ ﺑﺄﻧﻪ ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ‬،1-8
20 
1-2  ‫ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ‬
21 
21 
 x  y • .‫ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
 
23 
  y •
23  
28 

28 
1-3
28  Lf (x) •
28 

 f (x)  cx
28 

  lim
x→c
f (x) = L  L cx
28     •

  
31  1-4 
 •
38    •
38    
38   •
__
f (x ) - f (x )

2 1
m sec = x -x
2 1

،‫ ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺧﺎﻃﺌﺔ‬،‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺟﻤﻠﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺻﺤﻴﺤﺔ ﺃﻭ ﺧﺎﻃﺌﺔ‬
 
1-5
.‫ﻓﺎﺳﺘﺒﺪﻝ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﺘﻲ ﺗﺤﺘﻬﺎ ﺧﻂ ﺣﺘﻰ ﺗﺼﺒﺢ ﺻﺤﻴﺤﺔ‬
  
‫ ﺻﺤﻴﺤﺔ‬.‫ﺗﻌﻴﻦ ﺍﻟﺪﺍﻟﺔ ﻟﻜﻞ ﻋﻨﺼﺮ ﻓﻲ ﻣﺠﺎﻟﻬﺎ ﻋﻨﺼﺮﹰﺍ ﻭﺍﺣﺪﹰﺍ ﻓﻘﻂ ﻓﻲ ﻣﺪﺍﻫﺎ‬ (1   
،‫ ﺣﻮﻝ ﺍﻟﻨﻘﻄﺔ‬180° ‫ﺍﻟﻤﻨﺤﻨﻴﺎﺕ ﺍﻟﻤﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﻳﻤﻜﻦ ﺗﺪﻭﻳﺮﻫﺎ‬ (2
1-6 
‫ ﺻﺤﻴﺤﺔ‬.‫ﻓﺘﺒﺪﻭ ﻛﺄﻧﻬﺎ ﻟﻢ ﺗﺘﻐﻴﺮ‬
    
‫ ﺻﺤﻴﺤﺔ‬.‫ﻟﻠﺪﺍﻟﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻧﻘﻄﺔ ﺗﻤﺎﺛﻞ‬ (3

.‫ﻻ ﻳﺘﻀﻤﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﺼﻠﺔ ﻓﺠﻮﺓﹰ ﺃﻭ ﺍﻧﻘﻄﺎﻋﹰﺎ‬ (4
‫ ﺍﻟﺰﻭﺟﻴﺔ ﺻﺤﻴﺤﺔ‬،‫ ﺧﺎﻃﺌﺔ‬. y ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻔﺮﺩﻳﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ‬ (5
‫ﺻﺤﻴﺤﺔ‬.‫ ﺗﺴﻤﻰ ﺩﺍﻟﺔﹰ ﻣﺘﻨﺎﻗﺼﺔﹰ‬x ‫ ﺍﻟﺘﻲ ﺗﺘﻨﺎﻗﺺ ﻗﻴﻤﻬﺎ ﻣﻊ ﺗﺰﺍﻳﺪ ﻗﻴﻢ‬f (x) ‫ﺍﻟﺪﺍﻟﺔ‬ (6
‫ ﺻﺤﻴﺤﺔ‬.‫ﺗﺘﻀﻤﻦ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻟﺪﺍﻟﺔ ﻗﻴﻤﹰﺎ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔﹰ ﺃﻭ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔﹰ‬ (7
.‫ﺍﻧﺴﺤﺎﺏ ﺍﻟﻤﻨﺤﻨﻰ ﻋﺒﺎﺭﺓ ﻋﻦ ﺻﻮﺭﺓ ﻣﺮﺁﺓ ﻟﻠﻤﻨﺤﻨﻰ ﺍﻷﺻﻠﻲ ﺣﻮﻝ ﻣﺴﺘﻘﻴﻢ‬ (8
‫ ﺍﻧﻌﻜﺎﺱ‬،‫ﺧﺎﻃﺌﺔ‬

 1  66

 1 66
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪1‬‬
‫‪‬‬
‫‪‬‬ ‫‪10 - 17  ‬‬ ‫‪1-1‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ‬
‫‪1‬‬ ‫‪‬‬
‫ﻛﺎﻓﻴﺔ ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺩﺍﻟﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪:‬‬
‫ﻓﻲ ﺍﻟﻌﻼﻗﺔ ‪ y - 8 = x‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ‪ x‬ﺃﻡ ﻻ‪:‬‬
‫‪2‬‬
‫ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻓﺬﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺩﺍﻟﺔ‬ ‫‪y 3 - x = 4 (10‬‬ ‫ﺩﺍﻟﺔ‬ ‫‪3x - 2y = 18 (9‬‬
‫ﺣﻞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪.y‬‬
‫ﺍﻟﺬﻱ ﻳﺪﻟﻬﻢ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺿﻮﻋﺎﺕ‬ ‫‪y‬‬ ‫‪(12‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪(11‬‬
‫‪y2 - 8 = x‬‬
‫ﻓﻲ ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪‬‬
‫‪5‬‬ ‫‪7‬‬
‫‪8‬‬ ‫‪y2 = x + 8‬‬ ‫‪7‬‬ ‫‪9‬‬
‫‪‬‬ ‫‪y = ± √x‬‬
‫‬
‫‪+8‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪9‬‬ ‫‪11‬‬

‫ﻓﻲ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ‪ y ،‬ﻻ ﺗﻤ ﹼﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬؛ ﻷﻥ ﻛﻞ ﻗﻴﻤﺔ ﻟـ ‪ x‬ﺃﻛﺒﺮ ﻣﻦ‬ ‫ﻟﻴﺴﺖ‬ ‫‪11‬‬ ‫‪13‬‬

‫‪ -8‬ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺘﻴﻦ ﻣﻦ ﻗﻴﻢ ‪.y‬‬ ‫ﺩﺍﻟﺔ‬ ‫ﺩﺍﻟﺔ‬

‫‪‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f (x) = x - 3x + 4‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻘﻴﻤﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪2‬‬

‫‪ (15‬ﺍﻟﻤﺠﺎﻝ‪{ x|x ∈ R } :‬‬

‫‪2‬‬ ‫‪‬‬
‫‪9x 2 + 9 x + 4 f (-3x) (14‬‬ ‫‪14 f (5) (13‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، g(x) = -33x 2 + x - 6‬ﻓﺄﻭﺟﺪ )‪.g(2‬‬
‫‪ (16‬ﺍﻟﻤﺠﺎﻝ‪{ x|x ≥ _1 ,x ∈ R } :‬‬ ‫ﺃﻭﺟﺪ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ (15-18 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪2‬‬ ‫ﻋﻮﺽ ‪ 2‬ﻣﻜﺎﻥ ‪ x‬ﻓﻲ ﺍﻟﻌﺒﺎﺭﺓ‪. -3x 2 + x - 6 :‬‬
‫‪ (17‬ﺍﻟﻤﺠﺎﻝ‪{ a|a ≠ -5 , a ∈ R } :‬‬ ‫‬
‫‪g(x) = √6x‬‬ ‫‪- 3 (16 f (x) = 5x 2 - 17x + 1 (15‬‬
‫‪x=2‬‬ ‫‪g (2) = -3 (2)2 + 2 - 6‬‬
‫‪ (18‬ﺍﻟﻤﺠﺎﻝ‪{ x|x ≠ ± 2 , x ∈ R } :‬‬ ‫_ = )‪v(x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪(18‬‬ ‫_ = )‪h(a‬‬
‫‪5‬‬
‫‪(17‬‬
‫‪ ‬‬ ‫‪= -12 + 2 - 6 = -16‬‬ ‫‪x -4‬‬ ‫‪a+5‬‬

‫‪ (19‬ﺍﻟﻤﺠﺎﻝ‪[-8 , 8] :‬‬
‫]‪[0 , 8‬‬ ‫ﺍﻟﻤﺪ￯‪:‬‬ ‫‪18 - 27  ‬‬ ‫‪1-2‬‬

‫‪ (20‬ﺍﻟﻤﺠﺎﻝ‪{ x|x ∈ R } :‬‬ ‫‪3‬‬ ‫‪‬‬ ‫‪ (19, 20‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻹﻳﺠﺎﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻭﻣﺪﺍﻫﺎ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺍﻟﻤﺪ￯‪(-∞, -3 ) :‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f (x) = x - 8x + 12x‬‬
‫‪3‬‬ ‫‪2‬‬

‫ﻹﻳﺠﺎﺩ ﻣﻘﻄﻌﻬﺎ ‪ y‬ﻭﺃﺻﻔﺎﺭﻫﺎ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ﺟﺒﺮ ﹼﹰﻳﺎ‪.‬‬ ‫‪y‬‬ ‫‪(20‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(19‬‬
‫‪-9 ; _9 (21‬‬ ‫‪ ‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪4‬‬
‫‪4‬‬ ‫‪f ( x) = x 3 − 8x2 + 12x‬‬

‫‪16‬‬
‫‪y‬‬ ‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺸﻜﻞ ﺃﻥ ﻣﻨﺤﻨﻰ )‪ f (x‬ﻳﻘﻄﻊ‬
‫‪-27 ; -3,9 (22‬‬ ‫ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻋﻨﺪ )‪(0, 0‬؛ ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻤﻘﻄﻊ ‪y‬‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪8‬‬ ‫‪−4‬‬
‫ﻫﻮ ‪. 0‬‬
‫‪0 ; 0 ,4 ,-4 (23‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﺍﻟﻤﻘﺎﻃﻊ ‪) x‬ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ( ﺗﺒﺪﻭ ﻗﺮﻳﺒ ﹰﺔ ﻣﻦ‬
‫‪−8‬‬

‫‪√2 -11 ; -1 (24‬‬

‫‪−8‬‬
‫‪. 0, 2, 6‬‬ ‫‪ (21-24‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪−16‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ ‪ ، y‬ﻭﺍﻷﺻﻔﺎﺭ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪ ‬‬
‫‪2‬‬
‫ﻹﻳﺠﺎﺩ ﺍﻟﻤﻘﻄﻊ ‪ ، y‬ﺃﻭﺟﺪ )‪. f (0‬‬ ‫‪f (x) = x - 6x - 27 (22‬‬ ‫‪f (x) = 4x - 9‬‬ ‫‪(21‬‬
‫‪3‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪f (0) = 0 - 8 · 0 + 12 · 0 = 0‬‬ ‫‪f (x) = √x‬‬
‫‬
‫‪+2-1‬‬ ‫‪(24‬‬ ‫‪f (x) = x - 16x (23‬‬
‫ﺣﻠﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺪﺍﻟﺔ ﺇﻟﻰ ﺍﻟﻌﻮﺍﻣﻞ ‪ x‬ﻹﻳﺠﺎﺩ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫)‪0 = x(x 2 - 8x + 12‬‬
‫)‪= x (x - 2) (x - 6‬‬
‫ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪ f‬ﻫﻲ ‪. 0 , 2 , 6‬‬

‫‪67‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫‪67‬‬ ‫‪ 1‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪1‬‬
‫‪28 - 37  ‬‬ ‫‪1-3‬‬
‫‪4‬‬ ‫‪‬‬ ‫‪‬‬
‫_ = )‪ f (x‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪. x = 0 , x = 4‬‬ ‫‪1‬‬
‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ‬
‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﻤﻌﻄﺎﺓ‪ .‬ﻭﺑﺮﺭ‬ ‫‪‬ﺇﺫﺍ ﺍﺣﺘﺎﺝ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﺗﺪﺭﻳﺒﺎﺕ ﺇﺿﺎﻓﻴﺔ ﻋﻠﻰ‬
‫ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻓﺒ ﹼﻴﻦ ﻧﻮﻉ‬
‫ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ ﻓﺬﻛﹼﺮﻫﻢ ﺑﺨﻄﻮﺍﺕ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ‬
‫‪x-4‬‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻻﺗﺼﺎﻝ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺼﻠﺔ‬
‫ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ‪ ،‬ﻗﻔﺰﻱ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪ (25-29 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻓﺤﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻﻧﻬﺎﺋﻲ‪ ،‬ﻗﻔﺰﻱ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬ ‫ﻭﻧﺎﻗﺸﻬﻢ ﻓﻴﻬﺎ‪ ،‬ﻭﻗﺪﹼ ﻡ ﻟﻬﻢ ﻣﺰﻳﺪﹰ ﺍ ﻣﻦ ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‬
‫‪f (x) = x 2 - 3x , x = 4 (25‬‬
‫‪ ، f (0) = -0.25‬ﻟﺬﻟﻚ ‪ f‬ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ . 0‬ﻭﺗﻘﺘﺮﺏ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ‪-0.25‬‬
‫√ = )‪f (x‬‬
‫‪2x - 4 , x = 10 (26‬‬ ‫ﻋﻠﻰ ﻭﺭﻗﺔ ﻋﻤﻞ‪.‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪. 0‬‬
‫_ = )‪f (x‬‬
‫‪x‬‬
‫‪, x = 0 , x = 7 (27‬‬
‫‪x‬‬ ‫‪-0.1‬‬ ‫‪-0.01‬‬ ‫‪0‬‬ ‫‪0.01‬‬ ‫‪0.1‬‬ ‫‪x+7‬‬
‫)‪f (x‬‬ ‫‪-0.244‬‬ ‫‪-0.249‬‬ ‫‪-0.25‬‬ ‫‪-0.251‬‬ ‫‪-0.256‬‬ ‫_ = )‪f (x‬‬
‫‪2‬‬
‫‪x‬‬
‫‪x -4‬‬
‫‪, x = 2 , x = 4 (28‬‬ ‫‪‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ lim f (x) = - 0.25 , f (0) = -0.25‬ﻓﺈﻥ )‪ f (x‬ﻣﺘﺼﻠﺔ‬ ‫‪ 3x - 1 , x < 1‬‬
‫‪x→0‬‬
‫ﻋﻨﺪ ‪. x = 0‬‬
‫‪f (x) = ‬‬
‫‪2x , x ≥ 1‬‬
‫‪, x = 1 (29‬‬ ‫‪ (25‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪x = 4‬؛ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫‪‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ f‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ x = 4‬ﻓﺈﻥ ‪ f‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ 4‬ﻭﻫﻮ‬ ‫‪ . x = 4‬ﺗﺆﻭﻝ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 4‬ﻋﻨﺪﻣﺎ ﺗﺆﻭﻝ‬
‫ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻨﻬﻤﺎ‪ (30, 31 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ x‬ﺇﻟﻰ ‪ 4‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ ‪. f (4) = 4‬‬
‫‪y‬‬
‫‪5‬‬ ‫‪‬‬ ‫‪y‬‬ ‫‪(31‬‬ ‫‪y‬‬ ‫‪(30‬‬ ‫‪ (26‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ x=10‬؛ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫‪4‬‬ ‫‪8‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪:‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪4‬‬ ‫‪ . x=10‬ﺗﺆﻭﻝ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 4‬ﻋﻨﺪﻣﺎ‬
‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪2 x4 - 5 x + 1‬‬
‫‪f (x) = -2‬‬ ‫‪−4‬‬
‫‪−4‬‬
‫ﻟﻮﺻﻒ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫‪−8‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﺗﺆﻭﻝ ‪ x‬ﺇﻟﻰ ‪ 10‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪،‬‬
‫‪−8‬‬
‫ﺍﺧﺘﺒﺮ ﻣﻨﺤﻨﻰ )‪. f (x‬‬ ‫‪−12‬‬
‫‪−4‬‬ ‫‪. f (10) = 4‬‬
‫‪−12‬‬
‫ﻋﻨﺪﻣﺎ ∞ → ‪ ، x‬ﻓﺈﻥ ∞‪f (x) → -‬‬
‫‪−8‬‬
‫‪ (27‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ x = 0‬؛ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫ﻋﻨﺪﻣﺎ ∞‪ ، x → -‬ﻓﺈﻥ ∞‪f (x) → -‬‬
‫‪ .x = 0‬ﺗﺆﻭﻝ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 0‬ﻋﻨﺪﻣﺎ ﺗﺆﻭﻝ‬
‫‪39 - 47 ‬‬ ‫‪1-4‬‬ ‫‪ x‬ﺇﻟﻰ ‪ 0‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ؛ ‪f (0) = 0‬؛‪.‬‬
‫‪6‬‬ ‫‪‬‬ ‫‪ (32, 33‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ ; x = 7‬ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ f (x) = x 3 - 4x‬ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺇﻟﻰ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺇﻟﻰ‬ ‫‪ .x = 7‬ﺍﻟﺪﺍﻟﺔ ﺗﺆﻭﻝ ﺇﻟﻰ ‪ 0.5‬ﻋﻨﺪﻣﺎ‬
‫ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺃﻭ ﺛﺎﺑﺘﺔ‪ .‬ﺛﻢ‬
‫ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺃﻭ ﺛﺎﺑﺘﺔ‪ .‬ﺛﻢ‬
‫ﻗﺪﺭ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻭﺑﻴﹼﻦ ﻧﻮﻋﻬﺎ‪.‬‬
‫ﺗﺆﻭﻝ ‪ x‬ﺇﻟﻰ ‪. f (7) = 0.5 ، 7‬‬
‫ﻗﺪﺭ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ ﺍﻟﻘﻴﻢ ﺍﻟﻘﺼﻮ￯ ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻭﺑﻴﹼﻦ ﻧﻮﻋﻬﺎ‪.‬‬
‫‪y‬‬ ‫‪(33‬‬ ‫‪y‬‬ ‫‪(32‬‬ ‫‪ (28‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪﻣﺎ ‪ x = 2‬؛ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬
‫‪y‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪، (-∞, -1‬‬ ‫‪8‬‬
‫‪8‬‬
‫ﻭﻣﺘﻨﺎﻗﺼﺔ ﻓﻲ ﺍﻟﻔﺘﺮﺓ )‪ ، (-1, 1‬ﻭﻣﺘﺰﺍﻳﺪﺓ‬ ‫‪4‬‬
‫ﻋﻨﺪ ‪ x = 2‬ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ‪.‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ x = 4‬؛‬
‫‪4‬‬
‫ﻓﻲ ﺍﻟﻔﺘﺮﺓ )∞ ‪. (1,‬‬
‫‪−4‬‬ ‫‪−2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪−8‬‬ ‫‪−4 O‬‬
‫‪−4‬‬
‫‪4‬‬ ‫‪8x‬‬
‫ﻟﻠﺪﺍﻟﺔ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪، (-1, 3‬‬ ‫‪−4‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪.x = 4‬‬
‫_ ﻋﻨﺪﻣﺎ ﺗﺆﻭﻝ ‪ x‬ﺇﻟﻰ ‪4‬‬
‫ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪. (1, -3‬‬
‫‪−8‬‬
‫‪−8‬‬ ‫‪1‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺗﺆﻭﻝ ﺇﻟﻰ‬
‫‪3‬‬
‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬ ‫ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ ‪. f (4) = _31‬‬
‫‪-1 f (x) = -x 3 + 3 x + 1 , [0, 2] (34‬‬
‫‪ (29‬ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪1‬؛ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻋﻨﺪ‬
‫‪0 f (x) = x 2 + 2x + 5 , [-5, 3] (35‬‬
‫‪x = 1‬؛ ﺗﺆﻭﻝ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ‪ 2‬ﻋﻨﺪﻣﺎ ﺗﺆﻭﻝ‬
‫‪ x‬ﺇﻟﻰ ‪ 1‬ﻣﻦ ﺍﻟﺠﻬﺘﻴﻦ‪f (1) = 2 ،‬‬
‫‪‬‬ ‫‪1 ‬‬ ‫‪68‬‬
‫‪ (30‬ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬
‫∞→‪ ،x‬ﻓﺈﻥ ∞‪ f(x)→-‬؛ ﻭﻋﻨﺪﻣﺎ‬
‫‪ f (33‬ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )‪ ،(-∞, -3‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪،(-3, -1.5‬‬ ‫∞‪ ، x→-‬ﻓﺈﻥ ∞→)‪.f (x‬‬
‫ﻭﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )‪ ، (-1.5, 0.5‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )∞ ‪ (0.5,‬؛‬ ‫‪ (31‬ﻳﻮﺿﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﻋﻨﺪﻣﺎ‬
‫ﻳﻮﺟﺪ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪ ،(-3, 3‬ﻭﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ‬ ‫∞→‪ ،x‬ﻓﺈﻥ ‪ f(x)→0‬؛ ﻭﻋﻨﺪﻣﺎ‬
‫ﻭﺃﻳﻀﺎ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪.(0.5, -7‬‬
‫ﻋﻨﺪ )‪ ،(-1.5, 6‬ﹰ‬ ‫∞‪ ، x→-‬ﻓﺈﻥ ‪.f (x)→0‬‬
‫‪ f (32‬ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ)‪،(-∞, -0.5‬‬
‫ﻭﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )‪ ،(-0.5, 0.5‬ﺛﻢ‬
‫ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )∞ ‪ (0.5,‬؛ ﻳﻮﺟﺪ ﻗﻴﻤﺔ‬
‫ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪ (-0.5, 3.5‬؛‬
‫ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪.(0.5, 2.5‬‬

‫‪ 1‬‬ ‫‪68‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪1‬‬
‫‪48 - 57   ‬‬ ‫‪1-5‬‬
‫‪‬‬ ‫‪7‬‬ ‫‪‬‬ ‫‪ (36-39‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ f(x) = √x (36‬؛ ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﻣﻨﺤﻨﻰ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( )‪ f (x‬ﻟﻠﺪﺍﻟﺔ )‪ g(x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﹶﻭ ﹺﺻﻒ‬
‫ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( )‪ f (x‬ﻟﻠﺪﺍﻟﺔ ‪، g(x) = -|x - 3| + 7‬‬
‫)‪ f(x‬ﺑﺎﻻﻧﺴﺤﺎﺏ ‪ 3‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻠﻬﻤﺎ ﻓﻲ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻨﺤﻨﻴﻲ ﺍﻟﺪﺍﻟﺘﻴﻦ‪ ،‬ﺛﻢ ﻣ ﱢﺜﻠﻬﻤﺎ ﻓﻲ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪.‬‬
‫ﻭﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬ ‫‪y‬‬
‫‪8‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻟﹺـ )‪g(x‬‬
‫‪g(x) = -(x - 6)2 - 5 (37‬‬ ‫‬
‫‪g(x) = √x‬‬ ‫‪- 3 + 2 (36‬‬

‫ﻫﻲ |‪ . f (x) = |x‬ﻳﻨﺘﺞ ﻣﻨﺤﻨﻰ‬ ‫_ = )‪g(x‬‬

‫‪1‬‬
‫‪[x] + 3 (39‬‬ ‫_ = )‪g(x‬‬ ‫‪1‬‬
‫‪(38‬‬
‫‪y‬‬ ‫‪4‬‬
‫‪4‬‬ ‫)‪2(x + 7‬‬
‫‪8‬‬ ‫|‪f (x) = | x‬‬ ‫ﺍﻟﺪﺍﻟﺔ ‪ g‬ﻣﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ‪f‬‬
‫‪g (x) = √x - 3 + 2‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﺑﺎﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪، x‬‬ ‫ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ )‪ f (x) = √x , g(x‬ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ‬
‫‪−4‬‬
‫‪g(x) = -| x - 3| + 7‬‬
‫ﻭﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 3‬ﻭﺣﺪﺍﺕ‬ ‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﻟﺔ )‪ (40, 41 . g(x‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪−8‬‬ ‫ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪ ،‬ﻭﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ‬
‫‪−88 −44 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪y‬‬ ‫‪(41‬‬ ‫‪y‬‬ ‫‪(40‬‬
‫‪ 7‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬
‫‪−4 f (x) = √x‬‬ ‫)‪y = g(x‬‬

‫‪−8‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫)‪y = g(x‬‬

‫‪ f(x) = x (37‬؛ ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﺻﻮﺭﺓ‬ ‫‪2‬‬

‫ﻣﻨﺤﻨﻰ )‪ f(x‬ﺑﺎﻻﻧﻌﻜﺎﺱ ﻓﻲ ﺍﻟﻤﺤﻮﺭ ‪، x‬‬

‫‪58 - 65  ‬‬ ‫‪1-6‬‬
‫ﻭﺍﻧﺴﺤﺎﺏ ‪ 6‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ‪ ،‬ﻭ ‪5‬‬
‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬ ‫‪8‬‬ ‫‪‬‬ ‫‪ (42-45‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫()‪ ( f + g‬ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫‪g x),‬‬ ‫‪g x),‬‬
‫()‪), ( f - g‬‬ ‫_ ‪g x),‬‬
‫()‪( · g‬‬
‫‪), (f‬‬ ‫)‪(f‬‬
‫ﺃﻭﺟﺪ )‪g (x‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، f (x) = x 3 - 1 , g (x) = x + 7‬ﻓﺄﻭﺟﺪ‬
‫)‪ f (x) , g(x‬ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ .‬ﺛﻢ ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ‪.‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪ ، (f‬ﺛﻢ ﺍﻛﺘﺐ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫()‪( + g‬‬
‫‪g x),‬‬
‫()‪), ( f - g‬‬
‫()‪g x)) , ( f · g‬‬
‫‪g x) ,‬‬ ‫)‪(_gf )(x‬‬ ‫‪f (x) = 4x 2 - 1 (43‬‬ ‫‪f (x) = x + 3‬‬ ‫‪(42‬‬
‫ﺍﻟﻨﺎﺗﺠﺔ‪.‬‬
‫‪4‬‬ ‫‪g(x) = 5x - 1‬‬ ‫‪g(x) = 2x 2 + 4x - 6‬‬
‫‪f (x)= x 2‬‬ ‫‪(f‬‬
‫)‪( + g)(x) = f (x) + g(x‬‬
‫)‪= (x 3 - 1) + (x + 7‬‬ ‫_ = )‪f (x‬‬
‫‪1 (45‬‬
‫‪x‬‬ ‫‪f (x) = x 3 - 2x 2 + 5 (44‬‬
‫‪−88 −44 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪= x3 + x + 6‬‬ ‫_ = )‪g(x‬‬
‫‪1‬‬
‫‪g(x) = 4x 2 - 3‬‬
‫‪−64)2 - 5‬‬
‫‪g (x) = -(x -−4‬‬ ‫‪2‬‬
‫‪ (f‬ﻫﻮ }‪.{x | x ∈ R‬‬
‫ﻣﺠﺎﻝ )‪( + g)(x‬‬ ‫‪x‬‬
‫‪ (46-48‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪−8‬‬ ‫)‪( - g)(x) = f (x) - g(x‬‬
‫‪(f‬‬ ‫‪ [f‬ﻟﻜﻞ ﺩﺍﻟﺘﻴﻦ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪:‬‬
‫‪[ ◦ g](x),‬‬
‫‪), [[g ◦ f ](x),‬‬ ‫ﺃﻭﺟﺪ )‪[ ◦ g](2‬‬
‫‪), [f‬‬
‫)‪= (x 3 - 1) - (x + 7‬‬
‫‪ f(x) = _1x (38‬؛ ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﺻﻮﺭﺓ‬ ‫‪= x3 - x - 8‬‬
‫‪f (x) = 4x - 11 , g(x) = 2x 2 - 8 (46‬‬

‫‪f (x) = x 2 + 2x + 8 , g(x) = x - 5 (47‬‬

‫ﻣﻨﺤﻨﻰ )‪ f(x‬ﺑﺎﻻﻧﺴﺤﺎﺏ ‪ 7‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬ ‫‪ (f‬ﻫﻮ }‪.{x | x ∈ R‬‬
‫ﻣﺠﺎﻝ )‪( - g)(x‬‬
‫‪f (x) = x 2 - 3x + 4 , g(x) = x 2 (48‬‬
‫ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺗﻀﻴﻖ ﺭﺃﺳﻲ ﺑﻤﻌﺎﻣﻞ ﻣﻘﺪﺍﺭ ‪. _12‬‬ ‫)‪( · g)(x) = f (x) · g(x‬‬
‫‪(f‬‬
‫)‪= (x 3 - 1)(x + 7‬‬ ‫‪ (49,‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪49, 50‬‬
‫= )‪g (x‬‬ ‫_‬
‫‪1‬‬ ‫‪= x 4 + 7x 3 - x - 7‬‬ ‫ﺍﻛﺘﺐ ﻣﺠﺎﻝ ‪ f ◦ g‬ﻣﺘﻀﻤﻨﹰﺎ ﺃﻳﺔ ﻗﻴﻮﺩ ﺇﺫﺍ ﻟﺰﻡ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ‪. f ◦ g‬‬
‫)‪2(x + 7‬‬
‫‪ (f‬ﻫﻮ }‪.{x | x ∈ R‬‬
‫ﻣﺠﺎﻝ )‪( · g)(x‬‬ ‫‬
‫‪f (x) = √x‬‬ ‫‪- 2 (50‬‬ ‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪(49‬‬
‫‪y‬‬ ‫‪x-3‬‬
‫‪8‬‬
‫‪f (x) = x_1‬‬
‫_ = )‪(_gf )(x‬‬
‫)‪f (x‬‬
‫)‪g(x‬‬
‫_=‬
‫‪x -1‬‬
‫‪x+7‬‬
‫‪3‬‬
‫‪g(x) = 6x - 7‬‬ ‫‪g(x) = 2x - 6‬‬
‫‪4‬‬
‫ﻣﺠﺎﻝ )‪ ( g )(x‬ﻫﻮ }‪. {x | x ≠ -7, x ∈ R‬‬
‫‪f‬‬
‫_‬

‫‪8 −4‬‬
‫‪−8‬‬ ‫‪4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪69‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫‪−8‬‬

‫‪ f(x) = [x] (39‬؛ ﻣﻨﺤﻨﻰ )‪ g(x‬ﻫﻮ ﺗﻀﻴﻖ‬ ‫‪ (40‬ﻳﻨﺘﺞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ (x‬ﻭ ﺑﺎﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ﻭﺣﺪﺗﺎﻥ‬
‫ﺭﺃﺳﻲ ﻟﻤﻨﺤﻨﻰ )‪ f(x‬ﺑﻤﻌﺎﻣﻞ ‪، _14‬‬ ‫√ = )‪g(x‬‬ ‫ﻟﻠﻴﺴﺎﺭ ‪x+2 ،‬‬
‫ﻭﺍﻧﺴﺤﺎﺏ ﺇﻟﻰ ﺃﻋﻠﻰ ﺑﻤﻘﺪﺍﺭ ‪ 3‬ﻭﺣﺪﺍﺕ‪.‬‬ ‫‪ (41‬ﻳﻨﺘﺞ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ )‪ g(x‬ﺑﺎﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪، x‬‬
‫‪g(x) = _41 x‬‬ ‫‪3‬‬ ‫‪y‬‬ ‫ﻭﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 4‬ﻭﺣﺪﺍﺕ ﻟﻠﻴﻤﻴﻦ ‪ ،‬ﻭﺍﻧﺴﺤﺎﺏ‬
‫√ ‪.g(x) = -‬‬‫ﻣﻘﺪﺍﺭﻩ ‪ 1‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ ‪x-4 +1 ،‬‬

‫‪O‬‬ ‫‪x‬‬
‫] ‪f(x) = [ x‬‬

‫‪69‬‬ ‫‪ 1‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪1‬‬
‫‪‬‬
‫‪  (54‬ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻋﺪﺩ ﺍﻷﻫﺪﺍﻑ ﺍﻟﺘﻲ ﺳﺠﻠﻬﺎ ﻻﻋﺐ ﻓﻲ‬ ‫ﻋﺮﺿﺎ‬
‫‪  (51‬ﻗﺪﻣﺖ ﺇﺣﺪ￯ ﺷﺮﻛﺎﺕ ﺍﻻﺗﺼﺎﻻﺕ ﹰ‬ ‫‪‬‬
‫ﺧﻤﺴﺔ ﻣﻮﺍﺳﻢ ﻛﺮﻭﻳﺔ‪14 .‬‬ ‫ﺩﺭﻫﻤﺎ ﻓﻲ ﺍﻟﺸﻬﺮ‪.‬‬
‫ﹰ‬ ‫ﻋﻠﻰ ﺍﻟﻬﻮﺍﺗﻒ ﺍﻟﻤﺤﻤﻮﻟﺔ ﺑﺤﻴﺚ ﻳﺪﻓﻊ ﺍﻟﻤﺸﺘﺮﻙ ‪40‬‬ ‫‪(51a‬‬
‫‪2008‬‬ ‫‪2007‬‬ ‫‪2006‬‬ ‫‪2005‬‬ ‫‪2004‬‬ ‫‪‬‬ ‫ﻭﻳﺘﻀﻤﻦ ﺫﻟﻚ ‪ 500‬ﺩﻗﻴﻘﺔ ﻣﻜﺎﻟﻤﺎﺕ ﻧﻬﺎﺭﻳﺔ ﻣﺠﺎﻧﻴﺔ ﻛﺤﺪ ﺃﻗﺼﻰ ﺧﻼﻝ‬ ‫‪ 40 , 0 ≤ x ≤ 500‬‬
‫‪42‬‬ ‫‪42‬‬ ‫‪23‬‬ ‫‪36‬‬ ‫‪5‬‬ ‫‪‬‬ ‫ﺍﻟﺸﻬﺮ‪ ،‬ﻭﻳﺪﻓﻊ ‪ 0.2‬ﺩﺭﻫﻢ ﻋﻦ ﻛﻞ ﺩﻗﻴﻘﺔ ﻧﻬﺎﺭﻳﺔ ﺗﺰﻳﺪ ﻋﻠﻰ ‪ 500‬ﺩﻗﻴﻘﺔ‪ .‬‬ ‫‪p (x ) = ‬‬
‫‪11‬‬ ‫‪ 40 + 0.2(x - 500) , x > 500‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ )‪ p(x‬ﻟﻠﺘﻜﻠﻔﺔ ﺍﻟﺸﻬﺮﻳﺔ ﻹﺟﺮﺍﺀ ﻣﻜﺎﻟﻤﺎﺕ ﻧﻬﺎﺭﻳﺔ ﻣﺪﺗﻬﺎ‬
‫‪ (a‬ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻳﻤ ﹼﺜﻞ ﻋﺪﺩ ﺍﻷﻫﺪﺍﻑ ﻋﺎﻡ ‪ 2006‬ﻡ ﻗﻴﻤ ﹰﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴ ﹰﺔ‪.‬‬
‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻌﺪﺩ ﺍﻷﻫﺪﺍﻑ ﺑﻴﻦ ﻋﺎﻣﻲ ‪2008‬ﻡ‬ ‫‪ x‬ﺩﻗﻴﻘﺔ‪ (51a-c .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪40 , 50 (51b‬‬
‫ﻭ‪2011‬ﻡ ﻳﺴﺎﻭﻱ ‪ 5‬ﺃﻫﺪﺍﻑ ﻟﻜﻞ ﻋﺎﻡ‪ .‬ﻓﻜﻢ ﻫﺪ ﹰﻓﺎ ﺳﺠﻞ ﺍﻟﻼﻋﺐ ﻋﺎﻡ‬ ‫‪ (b‬ﻛﻢ ﺳﻴﺪﻓﻊ ﻣﺸﺘﺮﻙ ﺇﺫﺍ ﺃﺟﺮ￯ ﻣﻜﺎﻟﻤﺎﺕ ﻧﻬﺎﺭﻳﺔ ﻣﺪﺗﻬﺎ ‪ 450‬ﺩﻗﻴﻘ ﹰﺔ‪،‬‬
‫‪2011‬ﻡ ؟ ‪ 57‬ﻫﺪ ﹰﻓﺎ‬ ‫‪ 550‬ﺩﻗﻴﻘﺔ ﹰ؟‬ ‫‪(51c‬‬
‫‪ (c‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪ p(x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪y‬‬
‫‪  (55‬ﹸﺭﻣﻲ ﺣﺠﺮ ﺃﻓﻘ ﹼﹰﻴﺎ ﻣﻦ ﻋﻠﻰ ﺣﺎﻓﺔ ﺟﺮﻑ‪ ،‬ﻭﻛﺎﻥ ﻣﻘﺪﺍﺭ ﺳﺮﻋﺘﻪ‬ ‫‪80‬‬
‫‪  (52‬ﻳﺒﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﺩﻧﺎﻩ ﺍﻟﺪﺧﻞ ﺍﻟﺬﻱ ﺣﻘﻘﻪ ﻣﺘﺠﺮ ﺻﻐﻴﺮ ﻓﻲ‬
‫√ = )‪ . v(t‬ﺣﻴﺚ ‪ t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‪،‬‬‫ﻣﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪(9.8t) 2 + 49 :‬‬
‫ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﻋﺎﻡ ‪ 2010‬ﻡ ﺇﻟﻰ ‪ 2016‬ﻡ ‪12‬‬ ‫‪60‬‬
‫)‪ v(t‬ﺍﻟﺴﺮﻋﺔ ﺑﺎﻟﻤﺘﺮ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪ .‬ﻣﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺩﺍﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺧﻼﻝ ﺃﻭﻝ‬
‫ﺛﻮﺍﻥ ﻣﻦ ﺭﻣﻲ ﺍﻟﺤﺠﺮ‪ (55 15 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ 6‬ﹴ‬ ‫‪40‬‬
‫‪40‬‬

‫‪‬‬
‫‪35‬‬
‫‪30‬‬
‫‪  (56‬ﺇﺫﺍ ﻛﺎﻥ ﺛﻤﻦ ﺷﺮﻳﺤﺔ ﺍﻹﻧﺘﺮﻧﺖ ‪ 500‬ﺩﺭﻫﻢ‪.‬‬ ‫‪25‬‬ ‫‪20‬‬
‫ﻭﻗﺪﻣﺖ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ﺍﻟﻌﺮﺽ ﺍﻟﺘﺎﻟﻲ‪ :‬ﺧﺼﻢ ‪ 10%‬ﻣﻦ ﺛﻤﻦ‬ ‫‪20‬‬
‫‪15‬‬
‫ﺩﺭﻫﻤﺎ ﻋﻨﺪ ﺗﻔﻌﻴﻠﻬﺎ‪ .‬ﻛﻢ ﺳﻴﻜﻮﻥ ﺛﻤﻦ ﺍﻟﺸﺮﻳﺤﺔ ﺑﻌﺪ‬
‫ﹰ‬ ‫ﺍﻟﺸﺮﻳﺤﺔ ﻭ‪20‬‬ ‫‪10‬‬ ‫‪O‬‬ ‫‪120 240 360 480 x‬‬
‫ﺩﺭﻫﻤﺎ‬ ‫‪‬‬‫ﺗﻔﻌﻴﻠﻬﺎ‪16 .‬‬
‫ﹰ‬ ‫‪430‬‬ ‫‪5‬‬
‫‪0‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪2010‬‬
‫‪6‬‬ ‫‪7‬‬
‫‪ (54a‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﻋﺪﺩ ﺍﻷﻫﺪﺍﻑ ﻳﺘﻨﺎﻗﺺ‬
‫ﺛﻢ ﻳﺘﺰﺍﻳﺪ‪.‬‬
‫‪ (a‬ﻗﺪﱢ ﺭ ﺩﺧﻞ ﺍﻟﻤﺘﺠﺮ ﺳﻨﺔ ‪ 2013‬ﻡ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ 150 :‬ﺃﻟﻒ ﺩﺭﻫﻢ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪72‬‬ ‫‪(55‬‬
‫ﺩﺧﻼ ﻣﻘﺪﺍﺭﻩ ‪ 100000‬ﺩﺭﻫﻢ‪ 2012.‬ﻡ‬
‫‪ (b‬ﻗﺪﱢ ﺭ ﺍﻟﺴﻨﺔ ﺍﻟﺘﻲ ﺣﻘﻖ ﻓﻴﻬﺎ ﺍﻟﻤﺘﺠﺮ ﹰ‬
‫‪60‬‬ ‫‪2‬‬
‫‪  (53‬ﺑﻌﺪ ‪ 5‬ﺳﻨﻮﺍﺕ ﻣﻦ ﻋﻤﻞ ﻭﻟﻴﺪ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺸﺮﻛﺎﺕ ﺗﻘﺎﺿﻰ‬ ‫= ))‪v(t‬‬ ‫‪√(9.8‬‬
‫))‪9.8t‬‬ ‫‪+ 49‬‬
‫ﺯﻳﺎﺩ ﹰﺓ ﻋﻠﻰ ﺭﺍﺗﺒﻪ ﻣﻘﺪﺍﺭﻫﺎ ‪ 1500‬ﺩﺭﻫﻢ ﺷﻬﺮ ﹼﹰﻳﺎ‪ .‬ﻫﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ‬

‫‪ms‬‬
‫‪48‬‬
‫ﺭﺍﺗﺐ ﻭﻟﻴﺪ ﻣﺘﺼﻠﺔ ﺃﻡ ﻏﻴﺮ ﻣﺘﺼﻠﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪13 .‬‬ ‫‪36‬‬
‫ﻻ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻓﻲ ﺍﻟﻠﺤﻈﺔ ﺍﻟﺘﻲ ﺍﺯﺩﺍﺩ ﻓﻴﻪ ﺭﺍﺗﺒﻪ ﻫﻨﺎﻙ ﺍﻧﻔﺼﺎﻝ ﻗﻔﺰﻱ ﻓﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺭﺍﺗﺐ ﻭﻟﻴﺪ‪.‬‬
‫‪24‬‬

‫‪12‬‬

‫‪0‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪6‬‬
‫‪s‬‬

‫‪‬‬ ‫‪1 ‬‬ ‫‪70‬‬

‫‪ 1‬‬ ‫‪70‬‬

 ‫‪‬‬
‫‪‬‬
‫‪1‬‬
‫ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﻣﻌﺪﻝ ﺍﻟﺘﻐﻴﺮ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ]‪:[-2, 6‬‬ ‫ﻓﻲ ﻛﻞ ﻋﻼﻗﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ y‬ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻓﻲ ‪:x‬‬

‫‪‬‬ ‫‪_1‬‬ ‫‪f (x) = √x‬‬

‫‬
‫‪+ 3 (13‬‬ ‫‪-157 f (x) = -x 4 + 3x (12‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪(2‬‬ ‫ﻟﻴﺴﺖ ﺩﺍﻟﺔ‬ ‫‪x = y 2 - 5 (1‬‬
‫‪4‬‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ ﺍﺳﺘﻌﻤﻞ‬ ‫‪4‬‬ ‫ﺩﺍﻟﺔ‬ ‫=‪y‬‬ ‫√‬
‫‪x 2 + 3 (3‬‬

‫ﻣﺨﻄﻂ ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻰ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﺃﻭ ﻣﺘﻨﺎﻗﺼﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ‪ 0.5‬ﻭﺣﺪﺓ‪ (14-15 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻻ ﺗﺰﺍﻝ ﺗﺸﻜﻞ ﺗﺤﺪ ﹼﹰﻳﺎ ﻟﻠﻄﻼﺏ‪.‬‬
‫‪−4‬‬
‫ﺩﺍﻟﺔ‬
‫‪−8‬‬
‫‪y‬‬ ‫‪(15‬‬ ‫‪y‬‬ ‫‪(14‬‬
‫‪ (4a-c‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪‬‬ ‫‪  (4‬ﻳﺘﻘﺎﺿﻰ ﻣﻮﻗﻒ ﻟﻠﺴﻴﺎﺭﺍﺕ ﻣﺒﻠﻎ ‪ 3‬ﺩﺭﺍﻫﻢ ﻣﻘﺎﺑﻞ ﻛﻞ‬
‫‪O‬‬ ‫‪x‬‬
‫ﺟﺰﺀ ﻣﻦ ﺍﻟﺴﺎﻋﺔ ﻷﻭﻝ ﺛﻼﺙ ﺳﺎﻋﺎﺕ‪ ،‬ﻓﺈﺫﺍ ﺯﺍﺩﺕ ﺍﻟﻤﺪﺓ ﻋﻦ‬ ‫ﺳﺎﻋﺔ ﺃﻭ ﹴ‬
‫‪3x‬‬ ‫‪0≤x≤3‬‬ ‫ﺩﺭﻫﻤﺎ ﻋﻦ ﺍﻟﻤﺪﺓ ﻛﻠﻬﺎ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺜﻼﺙ ﺳﺎﻋﺎﺕ‪ ،‬ﻓﺈﻧﻪ ﻳﺘﻘﺎﺿﻰ ‪15‬‬
‫= )‪c(x‬‬ ‫Œ‬ ‫‪15‬‬ ‫‪x>3‬‬
‫‪(4a‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ )‪ c(x‬ﺗﻤ ﹼﺜﻞ ﺗﻜﻠﻔﺔ ﻭﻗﻮﻑ ﺳﻴﺎﺭﺓ ﻣﺪﺓ ‪ x‬ﻣﻦ ﺍﻟﺴﺎﻋﺎﺕ‪.‬‬
‫‪ 9 (4b‬ﺩﺭﻫﻢ‬ ‫‪ (b‬ﺃﻭﺟﺪ )‪.c(2.5‬‬
‫‪ (4c‬ﺍﻟﻤﺠﺎﻝ ‪[0 , 24] :‬‬ ‫‪ (16‬ﺍﺳـﺘﻌﻤﻞ ﺍﻟﺘﻤﺜﻴـﻞ ﺍﻟﺒﻴﺎﻧـﻲ ﻟﻠﺪﺍﻟـﺔ ﻓـﻲ ﺍﻟﺴـﺆﺍﻝ ‪ 14‬ﺃﻋـﻼﻩ‪ ،‬ﻭﻗـﺪﱢ ﺭ‬ ‫‪ (c‬ﻋ ﹼﻴﻦ ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ )‪ ،c(x‬ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ (6 .‬ﺍﻟﻤﺠﺎﻝ‪، (-∞, 5] :‬‬
‫ﻗﻴﻤـﺔ ‪ x‬ﺍﻟﺘـﻲ ﻳﻜـﻮﻥ ﻟﻠﺪﺍﻟـﺔ ﻋﻨﺪﻫـﺎ ﻗﻴﻤـﺔ ﻗﺼـﻮ￯ ﻣﻘﺮﺑـﺔ ﺇﻟـﻰ ﺃﻗـﺮﺏ‬ ‫ﺍﻟﻤﺪ￯ )∞ ‪[0,‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻋﺪﺩ‬ ‫‪ 0.5‬ﻭﺣﺪﺓ‪ ،‬ﻭﺑ ﱢﻴﻦ ﻧﻮﻋﻬﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺣﺪﺩ ﻣﺠﺎﻝ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻟﻤﻤﺜﻠﺘﻴﻦ ﺃﺩﻧﺎﻩ ﻭﻣﺪﺍﻫﺎ‪:‬‬
‫ﺍﻟﺴﺎﻋﺎﺕ ﺃﻛﺒﺮ ﻣﻦ ﺻﻔﺮ ﻭﺃﻗﻞ ﻣﻦ‬
‫‪y‬‬ ‫‪  (17‬ﺃﻱ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‬ ‫‪y‬‬ ‫‪(6‬‬ ‫‪y‬‬ ‫‪(5‬‬
‫‪ 24‬ﺳﺎﻋﺔ‪.‬‬ ‫‪8‬‬
‫ﻳﻤ ﹼﺜﻠﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ؟ ‪C‬‬
‫‪8‬‬ ‫‪8‬‬

‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬

‫‪f (x) = |x - 4| - 3 A‬‬
‫‪ f‬ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪ ،(-∞, 2.5‬ﻭﻣﺘﻨﺎﻗﺼﺔ‬ ‫‪(14‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪f (x) = |x - 4| + 3 B‬‬
‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8‬‬ ‫‪−4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪−4‬‬ ‫‪−4‬‬
‫ﻋﻠﻰ )∞ ‪.(2.5,‬‬ ‫‪−8‬‬ ‫‪f (x) = |x + 4| - 3 C‬‬ ‫‪−8‬‬ ‫‪−8‬‬
‫‪ f‬ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )‪،(-∞, -1.5‬‬ ‫‪(15‬‬ ‫‪f (x) = |x + 4| + 3 D‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪ ، (-∞, ∞) :‬ﺍﻟﻤﺪ￯ )∞ ‪[-3,‬‬
‫ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪ ،(-1.5, 0‬ﺛﻢ ﻣﺘﻨﺎﻗﺼﺔ‬
‫‪ (18‬ﻋ ﱢﻴﻦ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ()‪ f (x‬ﻟﻠﺪﺍﻟﺔ ‪ ، g(x) = -( x + 3) 3‬ﺛﻢ ﻣ ﱢﺜﻞ‬
‫ﻋﻠﻰ )‪ (0, 1.5‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )∞ ‪.(1.5,‬‬ ‫‪ g(x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻟﺪﺍﻟﺔ )‪x‬‬
‫)‪(x‬‬
‫‪(x‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻭﺍﻷﺻﻔﺎﺭ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ‪:‬‬
‫‪ ،2.5‬ﻋﻈﻤﻰ ﻣﻄﻠﻘﺔ‪.‬‬ ‫‪(16‬‬ ‫‪f (x) = x + 4x 2 + 3x (8‬‬
‫‪3‬‬
‫‪f (x) = 4x 2 - 8x - 12 (7‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ، g(x) = x 2 - 36 , f (x) = x - 6‬ﻓﺄﻭﺟﺪ ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ‬ ‫‪0; -3, -1, 0‬‬ ‫‪-12; -1, 3‬‬
‫‪f (x) = x 3‬‬ ‫‪(18‬‬ ‫ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺠﺎﻟﻬﺎ‪ (19, 20 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪  (9‬ﺃﻱ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻵﺗﻴﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬؟‬

‫‪8‬‬
‫‪y‬‬ ‫‪[ g ◦ f ](x) (20‬‬ ‫)‪(g‬‬
‫‪_f (x) (19‬‬
‫‪D‬‬ ‫‪y = |x| C‬‬ ‫‪-x 2 - yx = 2 A‬‬
‫‪2‬‬
‫ﺗﺴﺘﻌﻤﻞ ﻣﻌﻈﻢ ﺩﻭﻝ ﺍﻟﻌﺎﻟﻢ ﺍﻟﺪﺭﺟﺎﺕ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ‪C‬‬ ‫‪‬‬ ‫‪(21‬‬ ‫‪-y = -4x D‬‬ ‫‪x 3y = 8 B‬‬
‫‪4‬‬
‫ﻟﻘﻴﺎﺱ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ‪ .‬ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺮﺑﻂ ﺑﻴﻦ ﺩﺭﺟﺎﺕ ﺍﻟﺤﺮﺍﺭﺓ‬
‫‪8 −4‬‬
‫‪−8‬‬ ‫‪4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﺍﻟﺴﻴﻠﻴﺰﻳﺔ ‪ C‬ﻭﺍﻟﻔﻬﺮﻧﻬﺎﻳﺘﻴﺔ ‪ F‬ﻫﻲ ‪. F = _95 C + 32‬‬ ‫ﹰ‬
‫ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ ، x = 3‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬
‫‪−4‬‬ ‫_=‪C‬‬
‫‪5‬‬
‫)‪(F - 32‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ‪ C‬ﻛﺪﺍﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪. F‬‬ ‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻓﺤﺪﺩ ﻧﻮﻉ ﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ‪ :‬ﻻ ﻧﻬﺎﺋﻲ‪ ،‬ﻗﻔﺰﻱ‪ ،‬ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‪.‬‬
‫‪f (x) = x 3‬‬ ‫‪9‬‬
‫‪‬‬
‫)‪g(x) =−(x+ 3‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺩﺍﻟﺘﻴﻦ ‪ f‬ﻭ ‪ g‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ) ‪. C = [ f ◦ g](F‬‬ ‫‪ f (x) =  2x , x < 3 (10‬ﻣﺘﺼﻠﺔ‬
‫‪3‬‬
‫‪−8‬‬
‫‪−‬‬ ‫‪8‬‬
‫‪g (x) = x - 32 , f (x) = 5 x‬‬ ‫_‬ ‫‪9-x , x≥3‬‬
‫‪9‬‬
‫_ = )‪ f (x‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ ،‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ‬ ‫‪x-3‬‬
‫‪(11‬‬
‫‪x2 - 9‬‬

‫)(‬
‫_ = )‪ _g (x‬؛‬
‫‪f‬‬ ‫‪1‬‬
‫‪x+6‬‬
‫‪(19‬‬

‫ﺍﻟﻤﺠﺎﻝ‪ x ∈ R} :‬ﻭ ‪{x | x ≠ ±6‬‬ ‫‪71‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫‪[ g ◦ f ](x) = x - 12 x (20‬؛‬

‫‪2‬‬

‫ﺍﻟﻤﺠﺎﻝ‪. {x | x ∈ R} :‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50%‬‬ ‫‪‬‬
‫‪25%‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪1 ‒ 1‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪1‒6‬‬ ‫‪‬‬

‫‪71‬‬ ‫‪ 1‬‬

 ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻜﻮﻥ ﺍﻟﻤﺪ￯ )∞ ‪ [0,‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ n‬ﺯﻭﺟﻴﺔ‪.‬‬ ‫‪(52c‬‬ ‫‪(  1 5  -  1 7  ) 1- 1 ‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﻜﻮﻥ ﺍﻟﻤﺪ￯ )∞ ‪ (-∞,‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ n‬ﻓﺮﺩﻳﺔ‪.‬‬ ‫‪(52d‬‬
‫_‬
‫‪-13‬‬ ‫‪(21a‬‬
‫‪ (53‬ﺳﻠﻤﺎﻥ‪ ,‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻤﺠﺎﻝ ﻫﻮ‬ ‫‪79‬‬
‫)∞‪(-∞,-2) ∪ (-2,2) ∪ (2,‬ﺃﻭ‬ ‫__‬
‫‪16t +11‬‬
‫‪(21b‬‬
‫}‪{x x ≠-2, x = 2, x∈R‬‬ ‫‪48 t 2 + 20t +1‬‬
‫__‬ ‫‪-8a + 23‬‬
‫‪(21c‬‬
‫‪ (-∞,-3) ∪ (-3,-1) ∪ (-1, 5) ∪ (5,∞) (54‬ﺃﻭ‬ ‫‪12a 2 – 46a + 43‬‬
‫}‪{x x ≠-3, x ≠ -1, x ≠ 5, x∈R‬؛‬ ‫‪12‬‬ ‫‪(22a‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﻓﻀﻞ ﻃﺮﻳﻘﺔ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﻷﻧﻪ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ﻛﺘﺎﺑﺔ‬
‫ﺃﺭﺑﻊ ﻓﺘﺮﺍﺕ ﺗﻘﻊ ﺿﻤﻨﻬﺎ ‪ x‬ﻧﻜﺘﺐ ﺛﻼﺙ ﻗﻴﻢ ﻏﻴﺮ ﻣﻤﻜﻨﺔ ﻟـﹺ ‪ ،x‬ﻭﺍﻟﻤﺠﻤﻮﻋﺔ‬ ‫‪375 x 3‬‬
‫__‬ ‫‪(22b‬‬
‫‪25 x 2 +5x -4‬‬
‫ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﺧﺬ ‪ x‬ﻣﻨﻬﺎ‪ ،‬ﺃﻱ ﺃﻧﻪ ﻋﻨﺪ ﺗﺤﺪﻳﺪ ﻗﻴﻤﺔ ﻣﺎ ﻋﻠﻰ ﻓﺘﺮﺍﺕ ﻣﺘﻌﺪﺩﺓ‪،‬‬
‫‪-192 b 3+1152 b 2 -2304b +1536‬‬
‫___‬
‫ﺗﻜﻮﻥ ﺍﻟﺼﻔﺔ ﺍﻟﻤﻤﻴﺰﺓ ﻟﻠﻤﺠﻤﻮﻋﺔ ﺃﻛﺜﺮ ﻓﻌﺎﻟﻴﺔ‪.‬‬ ‫‪(22c‬‬
‫‪16 b 2 -68b +68‬‬
‫‪ (59‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺩﺍﻟﺔ ﺇﺫﺍ ﺍﺭﺗﺒﻄﺖ ﻛﻞ ﻗﻴﻤﺔ ‪ x‬ﻣﻦ ﺍﻟﻤﺠﺎﻝ‬ ‫‪{x | x ≠ -4, x ≠ -1, x ∈ R} (26‬‬
‫)ﻣﺪﺧﻠﺔ( ﺑﻘﻴﻤﺔ ‪ y‬ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻣﻦ ﺍﻟﻤﺪ￯ )ﻣﺨﺮﺟﺔ(‪.‬‬ ‫ﺃﻭ )∞ ‪(-∞, -4) ž (-4, -1) ž(-1,‬‬
‫‪{x | x ≠ -5, x ≠ 8, x ∈ R} (27‬‬
‫‪ (60‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﺍﺭﺗﺒﻂ ﻛﻞ ﻋﻨﺼﺮ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ) ﺇﺣﺪﺍﺛﻲ ‪ ( x‬ﻓﻲ ﻣﺠﻤﻮﻋﺔ‬
‫ﺃﻭ )∞ ‪(-∞, -5) ž (-5, 8) ž (8,‬‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﺑﻌﻨﺼﺮ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻤﺪ￯‬
‫) ﺇﺣﺪﺍﺛﻲ ‪ y‬ﻣﺨﺘﻠﻒ ( ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺩﺍﻟﺔ‪.‬‬ ‫‪ {x | x ∈ R} (28‬ﺃﻭ )∞ ‪(-∞,‬‬

‫‪ (61‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﺍﺭﺗﺒﻄﺖ ﻛﻞ ﻗﻴﻤﺔ ﻟـﹺ ‪ x‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻣﺨﺘﻠﻔﺔ‬ ‫√ ‪-‬‬
‫‪‬‬ ‫√ ‪ {x | -‬ﺃﻭ ‪6 ‬‬
‫√ ‪6 ,‬‬ ‫‪, x ∈ R} (29‬‬
‫‪6 ≤ x ≤ √6‬‬
‫ﻟـﹺ ‪ y‬ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺩﺍﻟﺔ‪.‬‬ ‫‪ {x | x > 0.25, x ∈ R} (30‬ﺃﻭ )∞ ‪(0.25,‬‬
‫‪ (62‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﺭﺳﻢ ﺧﻂ ﺭﺃﺳﻲ ﻋﻨﺪ ﺃﻱ ﻗﻴﻤﺔ ‪ x‬ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫‪{x | x ≠ -1, x ≠ 0, x ∈ R} (31‬‬
‫ﻭﻗﻄﻌﻪ ﻓﻲ ﻧﻘﻄﺔ ﻭﺍﺣﺪﺓ ﺗﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺩﺍﻟﺔ ) ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ(‬ ‫ﺃﻭ )∞ ‪(-∞, -1) ž (-1, 0) ž (0,‬‬

‫‪ 1‬‬
‫‪ (63‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﺮﺑﻂ ﺑﻴﻦ ﺍﻹﺣﺪﺍﺛﻴﻴﻦ ‪ x , y‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‪.‬‬ ‫‪ (50‬ﻻ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﻛﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺪ￯ ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺘﻴﻦ ﻣﻦ ﺍﻟﻤﺠﺎﻝ‪،‬‬
‫ﻭﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ‪ y‬ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻗﻴﻤﺘﺎﻥ ﻣﻮﺟﺒﺔ ﻭﺳﺎﻟﺒﺔ‪ ،‬ﻭﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻟﻤﻄﻠﻘﺔ ﻻ ﺗﻌﻄﻲ ﻗﻴﻤﺔ ‪. y‬‬
‫‪(  24 - 27  ) 1- 2 ‬‬
‫‪ (51‬ﻧﻌﻢ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻥ ﻛﻞ ﻗﻴﻤﺔ ﻓﻲ ﺍﻟﻤﺪ￯ ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻣﻦ‬
‫‪ (11‬ﻻ ﻳﻮﺟﺪ ﻣﻘﻄﻊ ‪ ,y‬ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ ﻫﻮ ‪. 1‬‬ ‫ﺍﻟﻤﺠﺎﻝ‪ ،‬ﻟﺬﺍ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‪.‬‬
‫‪(52a‬‬
‫√ = ‪0‬‬
‫‪x-1‬‬
‫‪2‬‬
‫√ ( = ‪(0) 2‬‬
‫)‪x - 1‬‬
‫‪0=x-1‬‬

‫‪x=1‬‬

‫‪ (12‬ﺍﻟﻤﻘﻄﻊ ‪ ،y‬ﻫﻮ‪، 0‬‬

‫ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ‪-1, 0, _32‬؛‬
‫‪0 = 2 x 3 - x 2 - 3x‬‬
‫)‪0 = x(2 x 2 - x - 3‬‬
‫)‪0 = x(2x - 3)(x + 1‬‬
‫‪ x = 0‬ﺃﻭ ‪ 2x - 3 = 0‬ﺃﻭ ‪x + 1 = 0‬‬
‫_ = ‪ x‬ﺃﻭ ‪x = -1‬‬
‫‪3‬‬
‫‪ x = 0‬ﺃﻭ‬
‫‪2‬‬
‫ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ ‪ ، 0‬ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ ﻫﻮ‪. 0‬‬ ‫‪(13‬‬
‫‪3‬‬
‫=‪0‬‬ ‫‪√x‬‬
‫‬
‫√ ( = ‪(0) 3‬‬
‫‪3‬‬
‫‪x) 3‬‬
‫‪0=x‬‬

‫‪n‬‬ ‫‪‬‬
‫‪(52b‬‬
‫‪1‬‬ ‫)∞ ‪(-∞,‬‬
‫‪2‬‬ ‫)∞ ‪[0,‬‬
‫‪3‬‬ ‫)∞ ‪(-∞,‬‬
‫‪4‬‬ ‫)∞ ‪[0,‬‬
‫‪5‬‬ ‫)∞ ‪(-∞,‬‬
‫‪6‬‬ ‫)∞ ‪[0,‬‬
‫‪ 1‬‬ ‫‪71A‬‬
 ‫‪ (18‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪x‬‬ ‫‪ (14‬ﺍﻟﻤﻘﻄﻊ ‪ y‬ﻫﻮ‪ , -2‬ﺻﻔﺮﺍ ﺍﻟﺪﺍﻟﺔ ﻫﻤﺎ‪:‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ x = (-y ) - 3‬ﺗﻜﺎﻓﺊ‬
‫‪2‬‬
‫‪ -_12‬ﹶﻭ ‪. _23‬‬
‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬
‫‪ ، x = y 2 - 3‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ‬
‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫)‪(1, 2‬‬ ‫‪0 = 6x 2 - x - 2‬‬
‫‪1‬‬ ‫‪-2‬‬ ‫)‪(1, -2‬‬
‫)‪0 = (2x + 1)(3x - 2‬‬
‫‪2‬‬ ‫‬
‫‪√5‬‬ ‫)‪(2, √5‬‬
‫‪ 3x - 2 = 0‬ﺃﻭ ‪2x + 1 = 0‬‬
‫‪2‬‬ ‫√ ‪-‬‬
‫‪5‬‬ ‫√ ‪(2, -‬‬
‫)‪5‬‬
‫‬
‫‪√6‬‬ ‫‪ 3x = 2‬ﺃﻭ ‪2x = -1‬‬
‫‪3‬‬ ‫)‪(3, √6‬‬
‫‪3‬‬ ‫√ ‪-‬‬
‫‪6‬‬ ‫√ ‪(3, -‬‬
‫)‪6‬‬ ‫_‪x = -‬‬
‫‪1‬‬
‫‪2‬‬
‫‪ x = _2‬ﺃﻭ‬ ‫‪3‬‬

‫ﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬

‫‪ (19‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ‬ ‫‪(17‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ‬
‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x,y‬‬
‫ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﺍﻟﻤﺤﻮﺭ‬
‫ﺑﻤﺎ ﺃﻥ ) ‪ -x = -(-y‬ﺗﻜﺎﻓﺊ‬
‫‪ ، x = -y‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ‬
‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬ ‫‪ ،،y‬ﻭﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﻭﺑﻤﺎ ﺃﻥ‬
‫‪ ، x 2+ 4(-y )2 = 16‬ﺗﻜﺎﻓﺊ‬
‫‪1‬‬ ‫_‬‫‬
‫‪√15‬‬
‫‪2‬‬ ‫_ ‪(1,‬‬
‫) ‪2‬‬
‫‬
‫‪15‬‬ ‫√‬

‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪-4‬‬ ‫‪4‬‬ ‫)‪(-4, 4‬‬

‫‪-3‬‬ ‫‪3‬‬ ‫)‪(-3, 3‬‬

‫‪ ،x 2+ 4y 2 = 16‬ﻓﺈﻥ ﻣﻨﺤﻨﻰ‬
‫ﺍﻟﺪﺍﻟﺔ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫‪1‬‬ ‫_‪-‬‬
‫‬
‫‪√15‬‬
‫‪2‬‬ ‫_‪(1, -‬‬‫) ‪2‬‬
‫‬
‫‪15‬‬ ‫√‬

‫‪-2‬‬ ‫‪2‬‬ ‫)‪(-2, 2‬‬ ‫‪2‬‬ ‫‬

‫‪√3‬‬ ‫)‪(2, √3‬‬
‫‪2‬‬ ‫‪- √3‬‬ ‫)‪(2, - √3‬‬
‫‪2‬‬ ‫‪-2‬‬ ‫)‪(2, -2‬‬

‫‪3‬‬ ‫‪-3‬‬ ‫)‪(3, -3‬‬ ‫‪3‬‬ ‫_‬‫‬

‫‪√7‬‬
‫‪2‬‬ ‫) ‪(3, _27‬‬
‫√‬

‫‪4‬‬ ‫‪-4‬‬ ‫)‪(4, -4‬‬ ‫‪3‬‬ ‫_‪-‬‬

‫‪2‬‬
‫‬
‫‪√7‬‬
‫) ‪(3, -_27‬‬
‫√‬
‫‪ 1‬‬

‫ﺑﻤﺎ ﺃﻥ ‪(-x ) 2 + 4y 2 = 16‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x,y‬‬

‫‪ (20‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﻣﺤﻮﺭ ‪ ، y‬ﻭﻧﻘﻄﺔ‬ ‫ﺗﻜﺎﻓﺊ ‪ ، x 2 + 4y 2 = 16‬ﻓﺈﻥ‬
‫ﺍﻷﺻﻞ‪.‬‬ ‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬ ‫‪-3‬‬ ‫_‬‫‬
‫‪√7‬‬
‫‪2‬‬ ‫) ‪(-3, _27‬‬
‫√‬

‫ﺑﻤﺎ ﺃﻥ ‪9x 2 - 25(-y ) 2 = 1‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬ ‫‪-2‬‬ ‫‬
‫‪√3‬‬ ‫)‪(-2, √3‬‬
‫ﺗﻜﺎﻓﺊ ‪ ، 9x 2 - 25y 2 = 1‬ﻓﺈﻥ‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫‪1‬‬ ‫_‬
‫√ ‪2‬‬
‫‪5‬‬
‫‪2‬‬
‫_ ‪(1,‬‬ ‫) ‪5‬‬
‫ ‪2‬‬
‫√‬ ‫‪2‬‬
‫‪-1‬‬ ‫_‬‫‬
‫‪√15‬‬
‫‪2‬‬ ‫_ ‪(-1,‬‬‫) ‪2‬‬
‫‬
‫‪15‬‬ ‫√‬

‫‪1‬‬ ‫_‪-‬‬
‫‪2 √2‬‬
‫‪5‬‬
‫‬
‫_‪(1, -‬‬ ‫) ‪5‬‬
‫‪2 2‬‬‫‬
‫√‬
‫‪1‬‬
‫‪√15‬‬
‫_‬‫‬
‫‪2‬‬ ‫_ ‪(1,‬‬
‫) ‪2‬‬
‫‬
‫‪15‬‬ ‫√‬

‫‪2‬‬
‫‪√35‬‬
‫_‬‫‬
‫‪5‬‬ ‫_ ‪(2,‬‬
‫√‬
‫) ‪5‬‬
‫‬
‫‪35‬‬ ‫‪2‬‬ ‫‬
‫‪√3‬‬ ‫)‪(2, √3‬‬

‫‪2‬‬ ‫_‪-‬‬
‫‬
‫‪√35‬‬
‫‪5‬‬ ‫_‪(2, -‬‬‫√‬
‫) ‪5‬‬
‫‬
‫‪35‬‬ ‫‪3‬‬ ‫_‬‫‬
‫‪√7‬‬
‫‪2‬‬ ‫) ‪(3, _27‬‬
‫√‬

‫‪3‬‬ ‫_‬
‫‪5‬‬
‫‬
‫‪4 √5‬‬
‫_ ‪(3,‬‬‫√‬
‫) ‪5‬‬
‫‪4 5‬‬‫‬ ‫ﺑﻤﺎ ﺃﻥ ‪(-x) 2+ 4(-y )2 = 16‬‬
‫ﺗﻜﺎﻓﺊ ‪ ، x 2 + 4y 2 = 16‬ﻓﺈﻥ‬
‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪3‬‬
‫‪4 √5‬‬
‫_‪-‬‬
‫‪5‬‬
‫‬
‫_‪(3, -‬‬ ‫) ‪5‬‬
‫‪4 5‬‬‫‬
‫√‬ ‫‪0‬‬ ‫‪-2‬‬ ‫)‪(0, -2‬‬

‫‪-3‬‬ ‫_‪-‬‬
‫‪√7‬‬
‫‪2‬‬
‫‬
‫) ‪(-3, -_27‬‬ ‫√‬

‫ﺑﻤﺎ ﺃﻥ ‪9(-x ) - 25y = 1‬‬

‫‪2‬‬ ‫‪2‬‬
‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬
‫ﺗﻜﺎﻓﺊ ‪، 9x 2 - 25y 2 = 1‬‬ ‫‪-2‬‬ ‫‪- √3‬‬ ‫)‪(-2, - √3‬‬
‫ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬ ‫‪-3‬‬
‫‪4 √5‬‬
‫_‬
‫‪5‬‬
‫‬
‫_ ‪(-3,‬‬ ‫) ‪5‬‬
‫‪4 5‬‬‫‬‫√‬

‫‪2‬‬ ‫‬
‫‪√3‬‬ ‫)‪(2, √3‬‬
‫‪-2‬‬ ‫_‬‫‬
‫‪√35‬‬
‫‪5‬‬ ‫_ ‪(-2,‬‬ ‫√‬
‫) ‪5‬‬
‫‬
‫‪35‬‬
‫‪3‬‬ ‫_‬‫‬
‫‪√7‬‬
‫) ‪(3, _27‬‬
‫√‬
‫‪2‬‬
‫‪-1‬‬ ‫_‬
‫‪5‬‬
‫‬
‫‪2 √2‬‬
‫_ ‪(-1,‬‬ ‫) ‪5‬‬
‫‪2 2‬‬‫‬‫√‬
‫‪0‬‬ ‫‪2‬‬ ‫)‪(0, 2‬‬

‫‪1‬‬ ‫_‬
‫‪5‬‬
‫‬
‫‪2 √2‬‬
‫_ ‪(1,‬‬ ‫) ‪5‬‬
‫√‬
‫‪2 2‬‬‫‬

‫‪2‬‬ ‫_‬‫‬
‫‪√35‬‬
‫‪5‬‬ ‫_ ‪(2,‬‬‫√‬
‫) ‪5‬‬
‫‬
‫‪35‬‬

‫‪3‬‬
‫‪4 √5‬‬
‫_‬
‫‪5‬‬
‫‬
‫_ ‪(3,‬‬ ‫) ‪5‬‬
‫√‬
‫‪4 5‬‬‫‬

‫‪71B‬‬ ‫‪ 1‬‬

 ‫‪ (26‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬ ‫ﺑﻤﺎ ﺃﻥ ‪9(-x ) 2 - 25(-y ) 2‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫) ‪(x, y‬‬
‫‪ = 1‬ﺗﻜﺎﻓﺊ ‪x 2 - 25y 2 =9‬‬
‫‪ ، 1‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ‬
‫ﺍﻷﺻﻞ‪.‬‬
‫‪-3‬‬
‫‪4 √5‬‬
‫_‬
‫‪5‬‬ ‫_ ‪(-3,‬‬ ‫) ‪5‬‬
‫‪4 5‬‬
‫√‬

‫‪-2‬‬ ‫_‬‫‬
‫‪√35‬‬
‫‪5‬‬ ‫_ ‪(-2,2,‬‬
‫√‬
‫) ‪5‬‬
‫‬
‫‪35‬‬

‫‪-1‬‬ ‫_‬
‫‪2 √2‬‬
‫‪5‬‬ ‫_ ‪(-1,‬‬ ‫) ‪5‬‬
‫‪2 2‬‬
‫√‬

‫‪ (27‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬ ‫‪1‬‬ ‫_‪-‬‬

‫√ ‪2‬‬
‫‪5‬‬
‫‪2‬‬
‫_ ‪(1,‬‬ ‫) ‪5‬‬
‫‪-2 2‬‬
‫√‬

‫‪2‬‬ ‫_‪-‬‬
‫‬
‫‪√35‬‬
‫‪5‬‬ ‫_ ‪(2,‬‬ ‫) ‪5‬‬
‫‪- 35‬‬
‫√‬ ‫‬

‫‪3‬‬ ‫_‪-‬‬
‫‪4 √5‬‬
‫‪5‬‬ ‫_ ‪(3,‬‬ ‫) ‪5‬‬
‫‪-4 5‬‬
‫√‬

‫ﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬

‫‪ (21‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ‬
‫‪ (28‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬ ‫‪(-x ) 3‬‬
‫ﺑﻤﺎ ﺃﻥ _ = ‪ -y‬ﺗﻜﺎﻓﺊ‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪ x,y‬‬
‫‪4‬‬ ‫‪3‬‬
‫_ = ‪ ، y‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ‬
‫‪x‬‬ ‫‪-4‬‬ ‫‪-16‬‬ ‫)‪(-4, -16‬‬
‫‪4‬‬
‫ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪-2‬‬ ‫‪-2‬‬ ‫)‪(-2, -2‬‬

‫‪-1‬‬ ‫_‪-‬‬
‫‪1‬‬
‫‪4‬‬ ‫) ‪(-1, -_14‬‬
‫‪1‬‬ ‫‪_1‬‬
‫‪4‬‬ ‫) ‪(1, _14‬‬
‫‪ (29‬ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﻭﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻣﺤﻮﺭ ‪y‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‪(2, 2‬‬
‫‪f (-x ) = (-x ) 3‬‬
‫‪4‬‬ ‫‪16‬‬ ‫)‪(4, 16‬‬
‫‪= -x 3‬‬

‫‪ 1‬‬
‫) ‪= f (x‬‬
‫ﺘﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‬
‫‪ (22‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ‬
‫_‪ -y = -‬ﺗﻜﺎﻓﺊ‬
‫‪10‬‬
‫ﺑﻤﺎ ﺃﻥ‬
‫) ‪(-x‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪ x,y‬‬
‫_‪ ، y= -‬ﻓﺈﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ‬‫‪10‬‬
‫‪x‬‬ ‫‪-10‬‬ ‫‪1‬‬ ‫)‪(-10, 1‬‬
‫ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ‪.‬‬
‫‪-5‬‬ ‫‪2‬‬ ‫)‪(-5, 2‬‬
‫‪-1‬‬ ‫‪10‬‬ ‫)‪(-1, 10‬‬

‫‪ (30‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬ ‫‪1‬‬ ‫‪-10‬‬ ‫)‪(1, -10‬‬

‫‪5‬‬ ‫‪-2‬‬ ‫)‪(5, -2‬‬
‫‪10‬‬ ‫‪-1‬‬ ‫)‪(10, -1‬‬

‫‪ (23‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪y‬‬

‫ﺑﻤﺎ ﺃﻥ ‪y = (-x ) 4 - 8(-x ) 2‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪ x,y‬‬
‫ﺗﻜﺎﻓﺊ ‪ ، y = x 4 - 8x 2‬ﻓﺈﻥ‬
‫ﺍﻟﻤﻨﺤﻨﻰ ﻣﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬ ‫‪-3‬‬ ‫‪9‬‬ ‫)‪(-3, 9‬‬
‫‪f (x ) = x 2‬‬ ‫‪f (x ) = x‬‬ ‫‪(33a‬‬
‫‪-2‬‬ ‫‪-16‬‬ ‫)‪(-2, -16‬‬
‫‪-1‬‬ ‫‪-7‬‬ ‫)‪(-1, -7‬‬
‫‪1‬‬ ‫‪-7‬‬ ‫)‪(1, -7‬‬
‫‪2‬‬ ‫‪-16‬‬ ‫)‪(2, -16‬‬
‫‪3‬‬ ‫‪9‬‬ ‫)‪(3, 9‬‬

‫‪f (x ) = x 4‬‬ ‫‪f (x ) = x 3‬‬ ‫‪ (24‬ﻻ ﻳﻮﺟﺪ ﺗﻤﺎﺛﻞ‪.‬‬

‫‪ (25‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬

‫‪ 1‬‬ ‫‪71C‬‬

 ‫‪(38‬‬ ‫‪f (x ) = x 6‬‬ ‫‪f (x ) = x 5‬‬

‫_ ‪g (x ) = -12 +‬‬
‫‪4‬‬
‫‪x‬‬ ‫‪ : f (x ) = x‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ∈ R‬‬ ‫‪(33b‬‬
‫‪_4 + -12 = 0‬‬
‫‪x‬‬ ‫‪ : f (x ) = x‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ≥ 0, y ∈ R‬‬ ‫‪2‬‬
‫‪_4 = 12‬‬
‫‪x‬‬ ‫‪ : f (x ) = x 3‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ∈ R‬‬
‫‪12x = 4‬‬ ‫‪ : f (x ) = x 4‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ≥ 0, y ∈ R‬‬
‫_=‪x‬‬
‫‪1‬‬
‫‪ : f (x ) = x 5‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ∈ R‬‬
‫‪3‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺗﻘﺘﺮﺏ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ∞‪.-‬‬ ‫‪(43b‬‬
‫ﻭﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺗﻘﺘﺮﺏ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ∞‪.‬‬ ‫‪ : f (x ) = x 6‬ﺍﻟﻤﺠﺎﻝ = }‪ ,{x | x ∈ R‬ﺍﻟﻤﺪ￯ = }‪{y | y ≥ 0, y ∈ R‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬ ‫‪(43c‬‬ ‫‪ f (x ) = x, f (x ) = x 3, f (x ) = x 5‬ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬ ‫‪(33c‬‬
‫‪ 2‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ﺗﺘﻨﺎﻗﺺ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ f (x ) = x 2, f (x ) = x 4, f (x ) = x 6‬ﺩﻭﺍﻝ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. y‬‬
‫ﺑﻼ ﺣﺪﻭﺩ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ‬
‫ﺍﻟﻤﺠﺎﻝ = }‪, {x | x ∈ R‬ﺍﻟﻤﺪ￯ = ‪ f (x ) = x 35‬؛ }‪{y | y ∈ R‬‬ ‫‪(33d‬‬
‫‪ 2‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺗﺘﺰﺍﻳﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺑﻼ‬
‫ﺣﺪﻭﺩ‪.‬‬ ‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ ‪ ،‬ﻟﺬﺍ ﻓﻬﻲ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪.‬‬
‫‪(35‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﺘﺰﺍﻳﺪ ‪ x‬ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ ،‬ﻭﺗﻜﻮﻥ ‪ ، x > 3‬ﻳﺘﺰﺍﻳﺪ ﻣﻘﺎﻡ ﺍﻟﻜﺴﺮ‬ ‫‪(43d‬‬
‫ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪ .‬ﻭﻫﺬﺍ ﻳﺆﺩﻱ ﺇﻟﻰ ﺗﻨﺎﻗﺺ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ‪ ،‬ﻟﻜﻨﻪ ﻻ ﻳﺼﻞ ﺇﻟﻰ ﺍﻟﺼﻔﺮ‪،‬‬
‫ﻭﻋﻠﻴﻪ ﻻ ﻳﻘﻄﻊ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺤﻮﺭ ‪ . x‬ﻭﻫﺬﺍ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﺘﻨﺎﻗﺺ‬
‫ﺑﻤﻌﺪﻻﺕ ﻛﺒﻴﺮﺓ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ .x < -1‬ﻭﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ x‬ﺳﺎﻟﺒﺔ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ‬
‫‪ 1‬‬

‫ﺳﺎﻟﺒﺔ ‪ ،‬ﻭﻟﻜﻨﻬﺎ ﻻ ﺗﺼﻞ ﺇﻟﻰ ﺍﻟﺼﻔﺮ‪ .‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ‪ 2‬ﻳﺒﺪﺃ ﺍﻟﻔﺮﻕ ‪ d‬ﺑﻴﻦ‬
‫‪ x‬ﹶﻭ ‪ 2‬ﺑﺎﻟﺘﻨﺎﻗﺺ ‪ ،‬ﻭﺃﻣﺎ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ ، -1 < d < 1‬ﻓﻴﺼﺒﺢ ﺍﻟﻤﻘﺎﻡ ﺃﺻﻐﺮ‬
‫ﻣﻦ ﺍﻟﺒﺴﻂ‪ ،‬ﻣﻤﺎ ﻳﺠﻌﻞ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﻛﺒﻴﺮﺓ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﻣﻮﺟ ﹰﺒﺎ ﻓﺴﺘﺆﻭﻝ ﻗﻴﻤﺔ‬ ‫_ = ) ‪f (x‬‬
‫‪4x - 1‬‬
‫‪x‬‬
‫ﺍﻟﻜﺴﺮ ﺇﻟﻰ ﻣﺎ ﻻﻧﻬﺎﻳﺔ ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻔﺮﻕ ﺳﺎﻟ ﹰﺒﺎ ﻓﺴﺘﺆﻭﻝ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﺇﻟﻰ ﺳﺎﻟﺐ‬
‫_= ‪0‬‬
‫‪4x - 1‬‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﻣﺎ ﻻﻧﻬﺎﻳﺔ‪ .‬ﺍﻟﺪﺍﻟﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪2‬؛ ﻷﻥ ﺍﻟﻔﺮﻕ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﻻ ﻳﻜﻮﻥ ﹰ‬ ‫‪x‬‬
‫‪4x - 1 = 0‬‬
‫‪(45‬‬ ‫‪(44‬‬ ‫‪4x = 1‬‬
‫_= ‪x‬‬
‫‪1‬‬
‫‪= 0.25‬‬
‫‪4‬‬

‫‪(36‬‬

‫ﻻ ﻳﻮﺟﺪ ﺗﻤﺎﺛﻞ؛ ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‬ ‫ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‬
‫ﻭﻻ ﺯﻭﺟﻴﺔ‬
‫‪(47‬‬ ‫‪(46‬‬

‫ﻻ ﺗﻮﺟﺪ ﺃﺻﻔﺎﺭ‪.‬‬

‫‪(37‬‬
‫√ ‪h(x) = 2‬‬
‫‪x + 12 - 8‬‬
‫ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ؛‬ ‫ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ‪،‬‬ ‫‪0 = 2 √x‬‬
‫‪+ 12 - 8‬‬
‫ﺍﻟﺪﺍﻟﺔ ﻓﺮﺩﻳﺔ‬ ‫ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬ ‫‪8 = 2 √x‬‬
‫‪+ 12‬‬
‫‪(49‬‬ ‫‪(48‬‬ ‫‪4 = √x‬‬
‫‪+ 12‬‬
‫‪16 = x + 12‬‬
‫‪x=4‬‬

‫ﻻ ﻳﻮﺟﺪ ﺗﻤﺎﺛﻞ‪ ،‬ﻟﻴﺴﺖ ﻓﺮﺩﻳﺔ‬ ‫ﺗﻤﺎﺛﻞ ﺣﻮﻝ ﻣﺤﻮﺭ ﺍﻟﺼﺎﺩﺍﺕ‪،‬‬

‫ﻭﻟﻴﺴﺖ ﺯﻭﺟﻴﺔ‬ ‫ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪.‬‬

‫‪71D‬‬ ‫‪ 1‬‬

 ‫‪(61‬‬ ‫‪(51‬‬ ‫‪(50‬‬
‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪24‬‬ ‫‪8‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫)‪b (-x) = -a(-x‬‬
‫‪12‬‬ ‫‪4‬‬
‫ﻷﻥ )‪ a(x‬ﻓﺮﺩﻳﺔ‬ ‫])‪= -[-a(x‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﻷﻥ ‪-(-x) = x‬‬ ‫)‪= a(x‬‬ ‫‪−12‬‬ ‫‪−4‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫)‪= -b(x‬‬ ‫‪−24‬‬ ‫‪−8‬‬

‫‪(62‬‬
‫‪(53‬‬ ‫‪(52‬‬
‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫‪b (-x) = [a(-x)] 2‬‬ ‫‪y‬‬
‫‪16‬‬
‫‪y‬‬
‫‪16‬‬
‫ﻷﻥ )‪ a(x‬ﻓﺮﺩﻳﺔ‬ ‫‪= [-a(x)] 2‬‬ ‫‪8‬‬ ‫‪8‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪(x‬‬ ‫‪. y) 2‬‬ ‫‪=x .y‬‬ ‫=‬ ‫‪(-1) 2 [a(x)] 2‬‬ ‫‪−4 −2 O‬‬ ‫‪2‬‬ ‫‪4x‬‬
‫‪−16 −8 O‬‬ ‫‪8‬‬ ‫‪16x‬‬
‫‪16x‬‬
‫‪2‬‬
‫‪(-1) = 1‬‬ ‫=‬ ‫‪[a(x)] 2‬‬ ‫‪−8‬‬ ‫‪−8‬‬

‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫)‪= b(x‬‬ ‫‪−16‬‬ ‫‪−16‬‬

‫ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬
‫ﻷﻥ ‪|-x| = x‬‬
‫ﻷﻥ ‪|x| = x‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬
‫‪(63‬‬ ‫‪ (54‬ﻳﻤﻜﻦ ﺃﻥ ﺗﻘﻄﻊ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻄﻊ )ﺃﻛﺜﺮ ﻣﻦ ﺻﻔﺮ( ؛ ﻷﻥ ﻗﻴﻤﺔ ‪ x‬ﻻ‬
‫ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻗﻴﻤﺔ ‪ .y‬ﻓﻲ ﺣﻴﻦ ﻗﻴﻤﺔ ‪ y‬ﺗﻌﺘﻤﺪ ﻋﻠﻰ ﻗﻴﻤﺔ ‪ ، x‬ﻭﻳﺠﺐ ﺃﻥ ﺗﺮﺗﺒﻂ ﻛﻞ ﻗﻴﻤﺔ‬
‫)|‪b (-x) = a (|-x‬‬ ‫ﻟـ ‪ x‬ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻟﹺـ ‪ .y‬ﺇﺫﺍ ﻗﻄﻌﺖ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﺃﻛﺜﺮ ﻣﻦ ﻣﻘﻄﻊ ﻓﺈﻧﻬﺎ ﻻ‬
‫ﺗﺤﻘﻖ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ‪ ،‬ﻭﻻ ﺗﻜﻮﻥ ﺩﺍﻟﺔ‪.‬‬
‫)‪= a(x‬‬
‫)|‪= a(|x‬‬
‫)∞ ‪، (-∞, -2) ž (-2, 0) ž (0, 6) ž (6,‬‬ ‫‪ (55‬ﺍﻟﻤﺠﺎﻝ =‬
‫ﺍﻟﻤﺪ￯ = } ‪{ y | y ∈ R‬‬
‫)‪= b(x‬‬
‫ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬

‫‪ 1‬‬
‫‪y‬‬
‫‪8‬‬
‫‪(64‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ‪ x‬ﺃﻱ‬ ‫‪2‬‬
‫‪f (x) = 2x‬‬ ‫‪+ 3x - 2‬‬

‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻣﺎ ﻋﺪﺍ‬ ‫‪4‬‬ ‫‪x 3- 4x 2 - 12x‬‬
‫‪ 2-,0, 6.‬ﻭﺗﻜﻮﻥ ‪y‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫‪b (-x) = [a(-x)] 3‬‬ ‫ﺃﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ‪.‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫ﻷﻥ )‪ a(x‬ﻓﺮﺩﻳﺔ‬ ‫=‬ ‫‪[-a(x)] 3‬‬ ‫‪−4‬‬

‫‪−8‬‬
‫ﻷﻥ ‪(-1) 3 = -1‬‬ ‫‪= -[a(x)] 3‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫)‪= -b(x‬‬ ‫‪ (56‬ﺧﻄﺄ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،n = 0‬ﻳﻜﻮﻥ ﺍﻟﻤﺪ￯ }‪ .{y | y = 0‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ‪n‬‬
‫ﺳﺎﻟﺒﺔ ﻳﻜﻮﻥ ﺍﻟﻤﺪ￯ }‪ .{y | y ≤ 0, y ∈ R‬ﻭﻋﻠﻴﻪ ﻳﻜﻮﻥ ﺍﻟﻤﺪ￯‬
‫‪ (65‬ﺃﺣﻴﺎﻧﹰﺎ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻨﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻳﻤﺜﻞ ﺩﺍﻟﺔ‬ ‫}‪ {y | y ≥ 0, y ∈ R‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ n‬ﻣﻮﺟﺒﺔ ﻓﻘﻂ‪.‬‬
‫ﺃﺣﻴﺎﻧﹰﺎ ﻭﻣﺜﻠﻪ ﻣﻨﺤﻨﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ x = 4‬؛‬
‫ﻷﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ x = 4‬ﻫﻮ ﺇﺯﺍﺣﺔ ﻟﻠﻤﺤﻮﺭ ‪ y‬ﺑﻤﻘﺪﺍﺭ ‪ 4‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬ ‫‪ (57‬ﺻﺤﻴﺢ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،n = 0‬ﻓﺈﻥ ﺍﻟﻤﺪ￯ }‪ .{y | y = 0‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ‪n‬‬
‫ﺳﺎﻟﺒﺔ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻝ‬
‫‪ (66‬ﻻ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻨﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻻ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‬ ‫}‪ ،{x | x ≤ 0, x ∈ R‬ﻭﻳﻜﻮﻥ ﺍﻟﻤﺪ￯ }‪ .{y | y ≥ 0, y ∈ R‬ﻭﻛﺬﻟﻚ ‪ ،‬ﺇﺫﺍ‬
‫ﻭﻣﺜﻠﻪ ﺍﻟﻤﻨﺤﻨﻰ ﺍﻟﻤﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪ y = 2‬؛ ﻷﻥ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫ﻛﺎﻧﺖ ‪ n‬ﻣﻮﺟﺒﺔ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻣﻌﺮﻓﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻝ }‪ {x | x ≥ 0, x ∈ R‬ﻭﻳﻜﻮﻥ‬
‫‪ y = 2‬ﻫﻮ ﺇﺯﺍﺣﺔ ﻟﻠﻤﺤﻮﺭ ‪ x‬ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺗﻴﻦ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬ ‫ﺍﻟﻤﺪ￯ }‪.{y | y ≥ 0, y ∈ R‬‬
‫‪ (67‬ﻻ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﺘﻤﺎﺛﻞ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻻ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‪.‬‬ ‫‪ (58‬ﺧﻄﺄ؛ ‪ .y = x 3‬ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﺻﻮﺭﺓ ﺍﻟﻨﻘﻄﺔ )‪ (2,8‬ﺑﺎﻧﻌﻜﺎﺱ ﻓﻲ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪y = -x‬‬
‫‪ (68‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﻣﺘﻤﺎﺛﻠﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﺈﻧﻪ ﺗﻮﺟﺪ ﻧﻘﻄﺘﺎﻥ ﻋﻠﻰ ﺧﻂ‬ ‫ﻫﻲ ﺍﻟﻨﻘﻄﺔ )‪ (-8, -2‬ﻭ ﻟﻴﺴﺖ ﺍﻟﻨﻘﻄﺔ )‪.(-2, -8‬‬
‫ﻋﻨﺼﺮﺍ ﻣﻦ ﻣﺠﺎﻝ‬
‫ﹰ‬ ‫ﹺ‬
‫ﻣﺘﺴﺎﻭﻳﻴﻦ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ . x‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ‬ ‫ﺭﺃﺳﻲ ﻭﺍﺣﺪ ﻭﻋﻠﻰ ﺑﻌﺪﻳﻦ‬ ‫ﹸﺪﻭﺭ ﺑﻤﻀﺎﻋﻔﺎﺕ ‪،360°‬‬ ‫‪ (59‬ﺻﺤﻴﺢ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺗ ﹼ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﺭﺗﺒﻂ ﺑﻌﻨﺼﺮﻳﻦ ﻣﻦ ﺍﻟﻤﺪ￯‪ ،‬ﻭﻫﺬﺍ ﻳﺨﺎﻟﻒ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫ﹸﺪﻭﺭ‬
‫ﻭﻫﺬﺍ ﻳﻌﻴﺪ ﺍﻟﺪﺍﻟﺔ ﺇﻟﻰ ﻣﻜﺎﻧﻬﺎ ﺍﻷﺻﻠﻲ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺗ ﹼ‬
‫ﺑﻤﻀﺎﻋﻔﺎﺕ ‪ 180°‬ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﻫﺬﺍ ﻣﻜﺎﻓﺊ ﻻﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺍﻟﺬﻱ‬
‫ﻳﻌﻤﻞ ﻋﻠﻰ ﻋﻜﺲ ﺇﺷﺎﺭﺍﺕ ‪ ، y‬ﻭ ﺍﻟﺬﻱ ﻳﺒﻘﻰ ﻋﻠﻰ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ‪ ،‬ﻓﻲ ﺍﻟﺪﺍﻟﺔ‬
‫‪35 37 1- 3 ‬‬ ‫ﺍﻟﺰﻭﺟﻴﺔ ) ‪ f (-x ) = f (x‬ﻭﺑﻌﺪ ﺩﻭﺭﺍﻧﻬﺎ ﺑﺰﺍﻭﻳﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 180°‬ﺗﺼﺒﺢ‬
‫_ = )‪f (4‬؛؛ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ‬
‫‪ (8a‬ﻧﻌﻢ ﻣﺘﺼﻠﺔ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ ‪7.4 = 18.5‬‬ ‫‪. (-x ) = -f‬‬
‫‪.f‬‬ ‫) ‪- (x‬‬
‫‪0.4‬‬
‫ﻣﻌﺮﻓﺔ ﻋﻨﺪ ‪ .x = 0.4‬ﻟﺬﺍ ﻓﺈﻥ ‪.lim f (w ) = 18.5‬‬ ‫‪(60‬‬
‫‪x→44‬‬
‫ﺩﺍﻟﺔ ﻓﺮﺩﻳﺔ‪ ،‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪ (8b‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ؛ ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪ .w = 0‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ )‪f (0‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫])‪b (-x) = a [- (-x‬‬
‫ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ ‪ ،‬ﻓﺈﻥ ) ‪ f (w‬ﻏﻴﺮ ﻣﺘﺼﻠﺔ ﻋﻨﺪ ‪ ، w = 0‬ﻭ ) ‪ lim f (w‬ﻏﻴﺮ ﻣﻮﺟﻮﺩﺓ‬
‫‪x→00‬‬
‫ﻷﻥ ) ‪ f (w‬ﺗﺘﻨﺎﻗﺺ ﺑﻼ ﺣﺪﻭﺩ ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ w‬ﻣﻦ ‪ 0‬ﻣﻦ ﺍﻟﻴﺴﺎﺭ ‪ ،‬ﻭﺗﺘﺰﺍﻳﺪ ﺑﻼ ﺣﺪﻭﺩ‬ ‫‪-(-x) = x‬‬ ‫)‪= a(x‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ w‬ﻣﻦ ‪ 0‬ﻣﻦ ﺍﻟﻴﻤﻴﻦ‪ .‬ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻟﻠﺪﺍﻟﺔ ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻﻧﻬﺎﺋﻲ ﻋﻨﺪ ‪.w = 0‬‬
‫ﻷﻥ )‪ a(x‬ﻓﺮﺩﻳﺔ‬ ‫)‪= -a(-x‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ )‪b(x‬‬ ‫)‪= -b(x‬‬

‫‪ 1‬‬ ‫‪71E‬‬

 ‫‪(31a‬‬ ‫‪(8c‬‬
‫‪y‬‬
‫‪8‬‬

‫‪f(w) = 7.4‬‬
‫‪w‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬

‫‪−8‬‬
‫ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ‪f (x) → 0‬‬ ‫‪(31b‬‬
‫‪x‬‬ ‫) ‪f (x‬‬
‫ﻋﻨﺪﻣﺎ ∞– → ‪ ، x‬ﻭ ‪f (x) → 0‬‬
‫ﻋﻨﺪﻣﺎ ∞ → ‪.x‬‬ ‫‪-10,000‬‬ ‫‪-3.10 4‬‬ ‫‪ (17‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ∞ →) ‪ f (x‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫∞ →) ‪ f (x‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫‪-1000‬‬ ‫‪-3.10 5‬‬
‫‪-100‬‬ ‫‪-3.10 6‬‬ ‫‪x‬‬ ‫‪-10000 -1000‬‬ ‫‪0‬‬ ‫‪1000‬‬ ‫‪10,000‬‬
‫‪f (x ) 4 · 10 16 4 · 10 12‬‬ ‫‪0‬‬ ‫‪4 · 10 12 4 · 10 16‬‬
‫‪0‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬
‫‪100‬‬ ‫‪3.10 6‬‬ ‫‪ (18‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ∞ →) ‪ f (x‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫∞ ‪ f (x )→-‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫‪1000‬‬ ‫‪3.10 5‬‬
‫‪10,000‬‬ ‫‪3.10 4‬‬ ‫‪x‬‬ ‫‪-10000 -1000 0‬‬ ‫‪1000‬‬ ‫‪10000‬‬
‫‪12‬‬
‫‪f (x ) 5 · 10‬‬ ‫‪5 · 10 -1 -5 · 10 -5 · 10 12‬‬
‫‪9‬‬ ‫‪9‬‬

‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ :‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬ ‫‪(32‬‬

‫‪x = -1, x = 2, x = 3‬؛ ﺳﻠﻮﻙ‬ ‫‪ (19‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ∞ ‪ f (x )→-‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫∞ →) ‪ f (x‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫‪lim‬‬
‫∞→‪x‬‬
‫∞→‬
‫‪f‬‬ ‫‪(x‬‬ ‫=)‬ ‫‪0‬‬ ‫‪,‬‬ ‫‪lim‬‬
‫∞‪x→-‬‬
‫∞‪→-‬‬
‫‪f‬‬ ‫‪(x ) = 0‬‬
‫‪x‬‬ ‫‪-10,000‬‬ ‫‪-1000‬‬ ‫‪0‬‬ ‫‪1000‬‬ ‫‪10,000‬‬
‫ﺍﻷﺻﻔﺎﺭ‪x = 0 :‬‬
‫) ‪f (x‬‬ ‫‪-9995‬‬ ‫‪-995‬‬ ‫‪-0.3333 1005‬‬ ‫‪10,005‬‬

‫‪f‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫‪ (20‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ‪ (x )→ -4‬ﻋﻨﺪﻣﺎ‬
‫‪ 1‬‬

‫‪ f (x )→-4‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ :‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬ ‫‪(33‬‬
‫‪ x = -6‬؛ ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪x‬‬ ‫‪-10,000‬‬ ‫‪-1000‬‬ ‫‪0‬‬ ‫‪1000‬‬ ‫‪10,000‬‬
‫∞‪ x→-‬؛‬
‫‪lim h (x ) = 4‬‬ ‫) ‪f (x‬‬ ‫‪-3.9981‬‬ ‫‪-3.9811 -0.8333 -4.0191 -4.0019‬‬

‫∞→‪ x‬؛‬
‫‪lim h (x ) = 4‬‬ ‫‪ (21‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ∞ ‪ f (x )→-‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫_ ‪x = -3,‬‬
‫‪1‬‬
‫ﺍﻷﺻﻔﺎﺭ‪:‬‬ ‫∞ →) ‪ f (x‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫‪4‬‬
‫‪x‬‬ ‫‪-10,000‬‬ ‫‪-1000‬‬ ‫‪0‬‬ ‫‪1000‬‬ ‫‪10,000‬‬
‫‪f (x ) -5000‬‬ ‫‪-500‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬ ‫‪499.7‬‬ ‫‪4999.7‬‬
‫ﻏﻴﺮ ﻣﺘﺼﻠﺔ‪ :‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻻ ﻧﻬﺎﺋﻲ ﻋﻨﺪ‬ ‫‪(34‬‬
‫‪ ;x = 3 ، x = -4‬ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ‬ ‫‪ (22‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ‪ f (x )→-2‬ﻋﻨﺪﻣﺎ ∞ ‪، x → -‬‬
‫‪lim‬‬ ‫ﺍﻟﺪﺍﻟﺔ‪h(x ) = -∞ :‬‬ ‫‪ f (x )→-2‬ﻋﻨﺪﻣﺎ ∞→‪.x‬‬
‫∞‪x→-‬‬
‫;∞ = ) ‪lim h(x‬‬
‫∞→‪x‬‬
‫‪x‬‬ ‫‪-1000‬‬ ‫‪-100‬‬ ‫‪-10‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪100‬‬ ‫‪1000‬‬
‫‪f (x ) -1.99999 -1.9999 -1.997 -5 -1.98 -1.9999 -1.99999‬‬
‫ﺍﻷﺻﻔﺎﺭ ‪x = -5, 4, 6 :‬‬
‫‪(23a‬‬

‫‪(35‬‬
‫‪x‬‬ ‫) ‪f (x‬‬
‫‪-10000 -1 · 10 20‬‬
‫‪-1000‬‬ ‫‪-1 · 10 15‬‬
‫‪-100‬‬ ‫‪-1 · 10 10‬‬
‫‪0‬‬ ‫‪-5‬‬ ‫ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‪:‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪10‬‬ ‫‪100‬‬ ‫‪1000‬‬ ‫‪10,000‬‬
‫‪9‬‬ ‫‪lim‬‬ ‫‪g‬‬ ‫∞‪(x ) = -‬‬ ‫) ‪R (x‬‬ ‫‪0‬‬ ‫‪0.2273 0.4464‬‬ ‫‪0.4941‬‬ ‫‪0.4994‬‬
‫‪100‬‬ ‫‪8 · 10‬‬ ‫∞‪x→-‬‬
‫∞ = ) ‪lim g (x‬‬
‫‪1000‬‬ ‫‪9.8 · 10 14‬‬ ‫∞→‪x‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻳﺒ ﹼﻴﻦ ﺳﻠﻮﻙ ﻃﺮﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻧﻪ ﺇﺫﺍ ﺯﺍﺩ ﺗﺮﻛﻴﺰ ﺍﻟﻌﺎﻣﻞ‬ ‫‪(23b‬‬
‫‪10000‬‬ ‫‪1 · 10‬‬ ‫‪20‬‬ ‫ﺍﻟﻤﺴﺎﻋﺪ ﻓﻴﻘﺘﺮﺏ ﻣﻌﺪﻝ ﺍﻟﺘﻔﺎﻋﻞ ﺍﻟﻜﻴﻤﻴﺎﺋﻲ ﻣﻦ ‪.0.5‬‬
‫(‪ f‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪.0‬‬
‫‪0 (24‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ∞→‪ ،u‬ﻓﺈﻥ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﺗﻘﻞ‪ .‬ﻟﺬﺍ ﻓﺈﻥ )‪f u‬‬
‫‪0 (25‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ∞→‪ ،x‬ﻓﺈﻥ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﺗﻘﻞ‪ .‬ﻟﺬﺍ ﻓﺈﻥ )‪ q(x‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪.0‬‬

‫(‪ f‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪.0‬‬

‫‪ 0 (26‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ∞→‪ ، x‬ﻓﺈﻥ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﺗﻘﻞ‪ .‬ﻟﺬﺍ ﻓﺈﻥ )‪f x‬‬

‫‪ 0 (27‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ∞→‪ ، r‬ﻓﺈﻥ ﻗﻴﻤﺔ ﺍﻟﻜﺴﺮ ﺗﻘﻞ‪ .‬ﻟﺬﺍ ﻓﺈﻥ )‪ h(r‬ﺗﻘﺘﺮﺏ ﻣﻦ ‪.0‬‬
‫‪71F‬‬ ‫‪ 1‬‬
 ‫‪40 - 47 1- 4 ‬‬ ‫‪x‬‬ ‫) ‪f (x‬‬
‫‪(36‬‬

‫‪-10,000‬‬ ‫‪16.024‬‬
‫‪ f (1A‬ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ )‪ (-∞, 2‬ﻭﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ)∞ ‪(2,‬‬
‫)‪(-∞, 2‬‬ ‫‪-1000‬‬ ‫‪16.244‬‬

‫‪x -8 -6 -4 -2‬‬ ‫‪0‬‬ ‫‪2‬‬ ‫‪-100‬‬ ‫‪18.824‬‬

‫‪f (x) 197 125 69 29‬‬ ‫‪5‬‬ ‫‪-3‬‬ ‫‪0‬‬ ‫ﻏﻴﺮ ﻣﻌﺮﻓﺔ‬
‫)∞ ‪(2,‬‬ ‫‪100‬‬ ‫‪13.913‬‬ ‫ﺳﻠﻮﻙ ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ ‪:‬‬
‫‪x‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8 10 12‬‬ ‫‪lim f (x ) = 16‬‬
‫‪1000‬‬ ‫‪15.764‬‬ ‫∞‪x→-‬‬
‫∞‪→-‬‬
‫‪f (x) -3‬‬ ‫‪5‬‬ ‫‪29 69 125 197‬‬
‫‪10,000‬‬ ‫‪15.976‬‬ ‫‪lim f (x ) = 16‬‬
‫∞→‪x‬‬
‫∞→‬
‫‪ h (1B‬ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ )‪ (-∞,-3‬ﻭﺛﺎﺑﺘﺔ ﻋﻠﻰ )∞‪(-3,‬‬
‫)‪(-∞, -3‬‬
‫_ = )‪f (n‬‬
‫‪9n + 12000‬‬
‫‪n‬‬ ‫‪(37a‬‬
‫‪x -8 -7 -6 -5 -4 -3‬‬
‫‪f (x) -13 -10 -7 -4 -1 2‬‬ ‫‪(37b‬‬
‫)∞ ‪(-3,‬‬
‫‪x -3 -2 -1‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬
‫‪f (x) 2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ (6‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0.25‬ﻋﻨﺪ‬

‫‪ 0.5‬ﻭ ‪ ،x = -0.5‬ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -9‬ﻋﻨﺪ ‪ ،x = 2.5‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ‬
‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ‪ x = 0‬ﻭﻣﻘﺪﺍﺭﻫﺎ ‪.0‬‬
‫‪ 9‬ﺩﺭﺍﻫﻢ; ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻋﻨﺪﻣﺎ ﺗﺆﻭﻝ ‪ n‬ﺇﻟﻰ ∞‪ ،‬ﻓﺈﻥ )‪ f (n‬ﺗﺆﻭﻝ ﺇﻟﻰ ‪.9‬‬ ‫‪(37c‬‬
‫‪ (7‬ﻭﺍﺿﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 3‬ﻋﻨﺪ‬
‫ﻟﺬﺍ ﻳﻜﻮﻥ ﻣﻌﺪﻝ ﺗﻜﻠﻔﺔ ﺍﻟﻘﻤﻴﺺ ﺍﻟﻮﺍﺣﺪ ‪ 9‬ﺩﺭﺍﻫﻢ ﻋﻨﺪﻣﺎ ﻳﺘﺰﺍﻳﺪ ﻋﺪﺩ ﺍﻟﻘﻤﺼﺎﻥ‬
‫‪ ، x = -1.5 , 1.5‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -1‬ﻋﻨﺪ ‪.x = 0‬‬
‫ﺍﻟﻤﺒﻴﻌﺔ ﺑﺸﻜﻞ ﻛﺒﻴﺮ‪.‬‬
‫‪ (8‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -60‬ﻋﻨﺪ ‪x‬‬

‫‪ 1‬‬
‫‪ ، = -2.5‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 60‬ﻋﻨﺪ ‪. x = 2.5‬‬
‫‪3x 3 + 2‬‬ ‫‪-x 3 + 5‬‬ ‫‪3‬‬
‫_ = ) ‪f 1(x‬‬ ‫_ = ) ‪; f 2(x‬‬ ‫_ = ) ‪; f 3(x‬‬
‫‪9x - 6‬‬
‫‪(38a‬‬
‫‪ (9‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -1100‬ﻋﻨﺪ‬ ‫‪3‬‬
‫‪x +4‬‬ ‫‪3‬‬
‫‪x +7‬‬ ‫‪3‬‬
‫‪x +8‬‬
‫‪ ، x = 3.5‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﻄﻠﻘﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -1300‬ﻋﻨﺪ ‪ ،x = -3.5‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ‬
‫ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0‬ﻋﻨﺪ ‪.x = 0‬‬
‫‪ (10‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ -1‬ﻋﻨﺪ‬ ‫‪(38b‬‬
‫‪ ، x = 1‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 0‬ﻋﻨﺪ ‪.x = 2‬‬
‫‪ax 3 + b‬‬
‫_ = ) ‪f (x‬‬
‫‪ (11‬ﻳﺘﻀﺢ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻥ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪-4‬‬ ‫‪3‬‬
‫‪cx + d‬‬
‫ﻋﻨﺪ ‪ ، x = 1‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 4‬ﻋﻨﺪ ‪ ، x = -1‬ﻭﻟﻬﺎ ﻗﻴﻤﺔ ﻋﻈﻤﻰ‬ ‫‪lim‬‬ ‫) ‪f (x‬‬ ‫‪lim‬‬ ‫) ‪f (x‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪d‬‬ ‫∞→‪x‬‬
‫∞→‬ ‫∞‪x→-‬‬
‫∞‪→-‬‬
‫ﻣﻄﻠﻘﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 22‬ﻋﻨﺪ ‪.x = 4‬‬
‫‪a>c‬‬ ‫‪6‬‬ ‫‪-5‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪ (12‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪(1.08, 0.04‬؛ ﻭﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪. (-1.08, -10.04‬‬
‫‪a<c‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪12‬‬ ‫‪13‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪ (13‬ﺻﻐﺮ￯ ﻣﻄﻠﻘﺔ ﻋﻨﺪ )‪. (-1.38, -7.08‬‬
‫‪a=c‬‬ ‫‪7‬‬ ‫‪1‬‬ ‫‪7‬‬ ‫‪-4‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪ (14‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪(1.11, 2.12‬؛ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪. (-0.17, -1.08‬‬
‫‪ax 3 + b‬‬
‫_ = ) ‪ f (x‬ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ x‬ﻣﻦ ﻛﻞ ﻣﻦ ∞‪،‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻧﻬﺎﻳﺔ ﺍﻟﺪﺍﻟﺔ‬ ‫‪(38c‬‬
‫‪ (15‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪(0.41, 0.30‬؛ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪(1.62, -7.85‬؛ ﺻﻐﺮ￯‬ ‫‪3‬‬
‫‪cx + d‬‬
‫ﻣﻄﻠﻘﺔ ﻋﻨﺪ )‪. (-1.64, -11.12‬‬ ‫ﻭ ∞‪ -‬ﺗﺴﺎﻭﻱ ‪._a‬‬
‫‪c‬‬

‫‪ (16‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ) ‪(2.49, 1.45)، (-3.72, 14.23‬؛‬

‫ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪. (0.32, -0.11) ، (5.90, -6.83‬‬
‫)‪x(x+3‬‬
‫‪ (17‬ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪(-1.66, 3.43‬؛ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻋﻨﺪ )‪. (0.93, -3.82‬‬ ‫_ = )‪ f (x‬ﻋﺪﻡ ﺍﺗﺼﺎﻝ ﻗﺎﺑﻞ ﻟﻺﺯﺍﻟﺔ ﻋﻨﺪ‬
‫‪x‬‬ ‫‪ (46‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻟﻠﺪﺍﻟﺔ‬
‫‪ .x = 0‬ﻭﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻫﺬﺍ ﻳﻤﻜﻦ ﺇﺯﺍﻟﺘﻪ ﺑﺎﻟﻘﺴﻤﺔ ﻋﻠﻰ ‪ .x‬ﻓﻴﺼﺒﺢ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫ﺷﺒﻴﻬﺎ ﺑﺎﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ ، y = x + 3‬ﻭﻋﺪﻡ ﺍﻻﺗﺼﺎﻝ ﻋﻨﺪ ‪ x = 0‬ﻏﻴﺮ‬
‫ﻟﻠﺪﺍﻟﺔ ﹰ‬
‫ﻇﺎﻫﺮ ﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻧﻪ ﻣﻮﺟﻮﺩ‪ .‬ﺍﻟﺪﺍﻟﺔ )‪ f (x‬ﺗﺨﺘﻠﻒ ﻋﻦ ﺍﻟﺪﺍﻟﺔ ‪g (x ) = x + 3‬‬
‫ﻷﻥ )‪ f (x‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ ‪ x = 0‬ﻭﺗﺼﺒﺢ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺘﺼﻠﺔ ﻫﻲ‬
‫‪x + 3 , x ≠ 0‬‬
‫‪f (x ) = ‬‬
‫‪‬‬ ‫‪3 , x=0‬‬

‫‪ 1‬‬ ‫‪71G‬‬

 ‫‪ (41‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺃﺣﺪ ﺃﺳﺒﺎﺏ ﺍﻻﺧﺘﻼﻑ ﻓﻲ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﻫﻮ ﺃﻥ ﻋﺒﺪﺍﻟﻠﻪ ﻗﺪ‬ ‫‪(28a‬‬
‫ﻭﺍﺟﻬﺘﻪ ﺇﺷﺎﺭﺍﺕ ﺿﻮﺋﻴﺔ ﻓﻲ ﺃﺛﻨﺎﺀ ﻣﺴﻴﺮﻩ‪ ،‬ﻣﻤﺎ ﺃﺩ￯ ﺇﻟﻰ ﻧﻘﺺ ﻓﻲ ﻣﻌﺪﻝ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪y‬‬
‫ﺍﻟﻤﻘﻄﻮﻋﺔ‪ ،‬ﻭﺳﺒﺐ ﺁﺧﺮ ﺃﻧﻪ ﺳﻠﻚ ﻃﺮ ﹰﻗﺎ ﻓﺮﻋﻴﺔ ﻓﻲ ﺍﻟﺴﺎﻋﺔ ﺍﻷﻭﻟﻰ ﻣﻦ ﺍﻟﺮﺣﻠﺔ ﻗﺒﻞ ﺃﻥ‬
‫‪40000‬‬
‫ﻳﺪﺧﻞ ﻃﺮﻳ ﹰﻘﺎ ﺳﺮﻳ ﹰﻌﺎ ﻓﻲ ﺍﻟﺴﺎﻋﺎﺕ ﺍﻟﺜﻼﺙ ﺍﻟﻼﺣﻘﺔ‪ .‬ﺍﻟﻔﺘﺮﺗﺎﻥ ﺍﻟﻠﺘﺎﻥ ﻳﺒﺪﻭ ﻓﻴﻬﻤﺎ ﺃﻧﻪ ﻟﻢ‬
‫ﻳﺘﺤﺮﻙ ﻗﺪ ﺗﻜﻮﻧﺎﻥ ﻓﺘﺮﺗﻲ ﺍﺳﺘﺮﺍﺣﺔ ﺃﻭ ﻟﺘﻨﺎﻭﻝ ﺍﻟﻄﻌﺎﻡ‪ ،‬ﻭﺭﺑﻤﺎ ﻛﺎﻥ ﺳﺒﺐ ﺍﻟﺘﻮﻗﻒ ﻭﺟﻮﺩ‬ ‫‪30000‬‬
‫ﺣﺎﺩﺙ ﺃﺩ￯ ﺇﻟﻰ ﺗﻮﻗﻒ ﺣﺮﻛﺔ ﺍﻟﺴﻴﺮ‪.‬‬ ‫‪20000‬‬ ‫‪x = -1.465x 5 + 35.51x 4 - 277.99x 3‬‬
‫)‪I x‬‬
‫(‪I‬‬
‫‪+ 741.06x 2 + 847.8x + 25362‬‬
‫‪ (43‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪ (42‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪10000‬‬
‫‪x‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪O‬‬
‫‪8‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8‬‬
‫‪8‬‬
‫‪4‬‬ ‫ﺩﺭﻫﻤﺎ؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ﺩﺧﻞ ﺍﻟﻔﺮﺩ ﻣﻦ ﻋﺎﻡ‬
‫ﹰ‬ ‫‪1280.93‬‬ ‫‪(28b‬‬
‫‪4‬‬
‫ﺩﺭﻫﻤﺎ‪.‬‬
‫ﹰ‬ ‫‪ 1423‬ﺇﻟﻰ ﻋﺎﻡ ‪ 1430‬ﻟﻬﺬﺍ ﺍﻟﺸﺨﺺ ‪1280.90‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪x‬‬
‫‪−4‬‬ ‫ﻣﺘﻮﺳﻂ ﺍﻟﺘﻐﻴﺮ ﺃﻗﻞ ﻣﺎ ﻳﻤﻜﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﻋﺎﻡ ‪ 1420‬ﺇﻟﻰ ﻋﺎﻡ ‪ 1424‬ﻭﻣﻘﺪﺍﺭﻩ‬ ‫‪(28c‬‬
‫‪−4‬‬
‫‪8‬‬
‫‪−8‬‬ ‫ﺩﺭﻫﻤﺎ‪ ،‬ﻭﻛﺎﻥ ﺃﻋﻠﻰ ﻣﺎ ﻳﻤﻜﻦ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ﻣﻦ ﻋﺎﻡ ‪ 1423‬ﺇﻟﻰ ﻋﺎﻡ‬
‫ﹰ‬ ‫‪826.43‬‬
‫ﺩﺭﻫﻤﺎ‪.‬‬
‫ﹰ‬ ‫‪1711.44‬‬ ‫ﻭﻣﻘﺪﺍﺭﻩ‬ ‫‪1427‬‬

‫‪ (44‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ ) ‪ f (c‬ﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻣﺤﻠﻴﺔ ﻓﺈﻥ ) ‪ f (a‬ﺃﻛﺒﺮ ﻣﻦ ) ‪ f (c‬ﻋﻨﺪﻣﺎ ‪a‬‬ ‫‪14.5 ft × 14.5 ft × 14.5 ft (29‬؛ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﻣﺴﺎﺣﺔ ﺍﻟﺴﻄﺢ‬
‫ﺃﺻﻐﺮ ﻣﻦ ‪ .c‬ﻭﻋﻠﻴﻪ ﺇﺫﺍ ﺗﺰﺍﻳﺪﺕ ﻗﻴﻢ ‪ x‬ﻣﻦ ‪ a‬ﺇﻟﻰ ‪ c‬ﻓﺈﻥ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺗﺘﻨﺎﻗﺺ‪.‬‬ ‫ﺍﻟﺨﺎﺭﺟﻲ ﻟﻠﺼﻨﺪﻭﻕ ﺑﺪﻻﻟﺔ ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻘﺎﻋﺪﺓ ﻫﻲ‬
‫_‬
‫‪ . f (w ) = 2w 2 + 12.096‬ﻳﻈﻬﺮ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﻄﻠﻘﺔ ﺗﻜﻮﻥ‬
‫‪w‬‬
‫‪y‬‬ ‫‪ (45‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ ﺃﻥ ) ‪ g (a‬ﻣﻮﺟﺒﺔ‪ ،‬ﻭ) ‪g (b‬‬
‫)‪g(x‬‬ ‫‪8‬‬ ‫ﻋﻨﺪﻣﺎ ‪.w = 14.5 ft‬‬
‫ﺳﺎﻟﺒﺔ‪ ،‬ﻭ‪ g‬ﻣﺘﺼﻠﺔ ‪ ،‬ﻓﺈﻧﻪ ﻋﻨﺪ ﺇﺣﺪ￯ ﺍﻟﻨﻘﺎﻁ ‪c‬‬
‫‪4‬‬ ‫ﺑﻴﻦ ‪ a‬ﻭ ‪ b‬ﻳﺠﺐ ﺃﻥ ﻳﻘﻄﻊ ﻣﻨﺤﻨﻰ ‪ g‬ﺍﻟﻤﺤﻮﺭ ‪x‬‬
‫‪c b‬‬ ‫ﻭﻳﻜﻮﻥ ‪g (c ) = 0‬؛ ﺃﻱ ﺃﻥ ‪ c‬ﺻﻔﺮ ﻟﻠﺪﺍﻟﺔ‪.‬‬
‫‪aO‬‬
‫‪−8 −4‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬

‫‪−8‬‬
‫‪ 1‬‬

‫‪ (46‬ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﻣﺤﻠﻴﺔ ﻋﻨﺪ ﻋﺪﺩ‬

‫ﻻ ﻧﻬﺎﺋﻲ ﻣﻦ ﻗﻴﻢ ‪ . x‬ﻭﻛﺬﻟﻚ ﺍﻟﺤﺎﻝ‬ ‫‪ (31‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪ (30‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﺤﻠﻴﺔ‪.‬‬ ‫‪y‬‬ ‫‪y‬‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﺍﻟﻤﺤﻠﻴﺔ ﺗﺴﺎﻭﻱ ‪.1‬‬
‫ﻭﺗﻜﻮﻥ ﻋﻨﺪ‬ ‫)‪f x‬‬
‫(‪f‬‬
‫}‪{x | x = 90 + 360n,n ∈ Z‬‬ ‫)‪f x‬‬
‫(‪f‬‬
‫ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﺍﻟﻤﺤﻠﻴﺔ ﺗﺴﺎﻭﻱ ‪، -1‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫ﻭﺗﻜﻮﻥ ﻋﻨﺪ‬
‫}‪{x|x = 270 + 360n,n ∈ Z‬‬

‫‪ (47‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﺛﺎﺑﺘﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻓﺈﻥ ﻗﻴﻢ ‪ y‬ﻣﺘﺴﺎﻭﻳﺔ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﻗﻴﻢ‬
‫‪ y‬ﻟﻨﻘﺎﻁ ﺍﻟﻘﺎﻃﻊ ﻣﺘﺴﺎﻭﻳﺔ ‪ ،‬ﻭﻳﻜﻮﻥ ﺍﻟﻘﺎﻃﻊ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﺃﻓﻘ ﹼﹰﻴﺎ ﻭﻣﻴﻠﻪ ‪.0‬‬ ‫‪ (33‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪ (32‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪ (48‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﻣﺘﺰﺍﻳﺪﺓ ﻋﻠﻰ ﻓﺘﺮﺓ ﻳﻜﻮﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ‬
‫) ‪f( x‬‬
‫ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻣﺘﻨﺎﻗﺼﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻳﻜﻮﻥ ﻣﺘﻮﺳﻂ ﻣﻌﺪﹼ ﻝ ﺍﻟﺘﻐﻴﺮ ﺳﺎﻟ ﹰﺒﺎ ‪ ،‬ﻭﺇﺫﺍ‬ ‫)‪f x‬‬
‫(‪f‬‬
‫ﺻﻔﺮﺍ‪.‬‬
‫ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﺛﺎﺑﺘﺔ ﻋﻠﻰ ﻓﺘﺮﺓ ﻳﻜﻮﻥ ﻣﺘﻮﺳﻂ ﺍﻟﺘﻐﻴﺮ ﹰ‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪(  55 - 57 ) 1-5 ‬‬

‫‪(8‬‬ ‫‪(7‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪ (35‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪ (34‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫)‪g(x‬‬ ‫‪8‬‬
‫)‪f x‬‬
‫(‪f‬‬ ‫)‪f(x‬‬ ‫)‪g(x‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪4‬‬ ‫(‪4 f‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12 x‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−4‬‬ ‫‪−4‬‬
‫‪O ( ) x x‬‬
‫=‪fx‬‬
‫‪−8‬‬ ‫‪−8‬‬ ‫‪f (x) = -x + 2‬‬

‫‪71H‬‬ ‫‪ 1‬‬

 ‫‪y‬‬
‫‪y‬‬ ‫‪ f (x ) = √x (20‬؛ ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻫﻮ‬ ‫‪4‬‬ ‫‪(10‬‬ ‫(‬
‫‪(9‬‬
‫‪f ((x‬‬
‫(‪f‬‬ ‫)‪x‬‬
‫)‪x‬‬
‫(‪f‬‬
‫)‪f x‬‬ ‫ﺗﻀﻴﻖ ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪3‬‬
‫)‪g(x‬‬ ‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻟﻤﻨﺤﻨﻰ ) ‪. f (x‬‬ ‫‪x‬‬
‫‪−88‬‬ ‫‪−‬‬

‫‪O‬‬ ‫‪x‬‬

‫‪−6‬‬
‫)‪(x‬‬
‫‪g(x‬‬
‫‪x‬‬
‫)‪x‬‬ ‫‪−2‬‬
‫‪−8‬‬

‫‪(22‬‬ ‫‪(21‬‬ ‫‪ (11‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﺤﻨﻰ ) ‪ f (x‬ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪3‬‬
‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.g (x ) = ”x + 3• ،‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪ (12‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﺤﻨﻰ ) ‪ f (x‬ﺑﺎﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪، y‬‬
‫‪4‬‬ ‫‪4‬‬ ‫ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 5‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ؛ •‪.g (x ) = ”-x + 5‬‬
‫‪−8 −4‬‬
‫‪4‬‬ ‫‪O 4‬‬ ‫‪8x‬‬ ‫‪−8 −44 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪ (13‬ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﺤﻨﻰ ) ‪ f (x‬ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 8‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ‬
‫‪−4‬‬ ‫‪−4‬‬ ‫ﺍﻟﻴﻤﻴﻦ؛ ‪.g (x ) = x - 8‬‬
‫‪8‬‬
‫‪−8‬‬ ‫‪−8‬‬
‫‪−‬‬ ‫‪ (14‬ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻋﺒﺎﺭﺓ ﻋﻦ ﻣﻨﺤﻨﻰ ) ‪ f (x‬ﺗﺤﺖ ﺗﺄﺛﻴﺮ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‬
‫ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭﻭﺣﺪﺗﺎﻥ ﺇﻟﻰ ﺃﺳﻔﻞ ؛ ‪.g (x ) = x - 1 - 2‬‬
‫‪24‬‬ ‫‪(23‬‬ ‫‪y‬‬ ‫‪f‬؛ ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻫﻮ‬ ‫‪f (x ) = x (15‬؛‬
‫‪8‬‬
‫‪y‬‬ ‫‪y‬‬ ‫ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ ‪4‬‬ ‫ﹼ‬
‫‪8‬‬
‫‪4‬‬
‫)‪f (x‬‬ ‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ ﻟﻠﺪﺍﻟﺔ ) ‪.f (x‬‬
‫‪.f‬‬
‫‪8‬‬
‫‪6‬‬ ‫‪−8 −44‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪4‬‬
‫‪4‬‬ ‫‪−4‬‬ ‫)‪g(x‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪2‬‬ ‫‪−8‬‬
‫‪−4‬‬

‫‪ 1‬‬
‫‪x‬‬
‫‪−44 −2 O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪y‬‬ ‫‪f (x ) = √x (16‬؛‪f‬؛ ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻫﻮ‬
‫‪8‬‬
‫‪−2‬‬ ‫ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪8‬‬‫ﹼ‬
‫)‪f (x‬‬
‫‪4‬‬ ‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻟﻤﻨﺤﻨﻰ ) ‪. f (x‬‬
‫‪(25‬‬ ‫)‪g(x‬‬
‫‪−8 −44‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪55‬‬ ‫‪−4‬‬

‫‪45‬‬ ‫‪−8‬‬
‫‪( )‬‬

‫‪35‬‬
‫‪y‬‬ ‫_ = ) ‪f (x‬؛‪f‬؛ ﻣﻨﺤﻨﻰ ) ‪ g (x‬ﻫﻮ‬‫‪1‬‬
‫‪x (17‬‬
‫‪25‬‬
‫ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ‬‫ﹼ‬
‫‪15‬‬ ‫ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻟﻤﻨﺤﻨﻰ‬
‫‪5‬‬ ‫) ‪. f (x‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪0‬‬ ‫)‪f (x‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪16‬‬ ‫‪20‬‬
‫‪1411‬‬
‫)‪g(x‬‬

‫ﻣﻨﺤﻨﻰ )‪ c (x‬ﻫﻮﺗﻀﻴﻴﻖ ﺭﺃﺳﻲ ﻟﻤﻨﺤﻨﻰ )‪ ، f (x‬ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪20‬‬ ‫‪(26a‬‬

‫‪y‬‬ ‫‪ (18‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﻴﺔ ﻫﻲ •‪، (x ) = ”x‬‬
‫‪،f‬‬
‫ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬ ‫‪8‬‬
‫)‪f (x‬‬ ‫ﻭﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ) ‪ g (x‬ﻫﻮ ﺍﻧﺴﺤﺎﺏ‬
‫]‪c(x) = 30 + 0.1[x‬‬ ‫‪(26b‬‬ ‫‪4‬‬ ‫ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ •‪ f (x ) = ”x‬ﺑﻤﻘﺪﺍﺭ‬
‫‪ 6‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪ ،‬ﺛﻢ ﺗﻮﺳﻊ‬
‫ﻧﻌﻢ ؛ ﺑﻌﺪ ‪ 100‬ﺩﻗﻴﻘﺔ‬ ‫‪(26c‬‬ ‫‪−8 −44‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫ﺭﺃﺳﻲ‪.‬‬
‫‪−4‬‬
‫‪(27b‬‬
‫)‪g(x‬‬
‫‪−8‬‬

‫‪y‬‬ ‫‪(19‬‬
‫‪8‬‬ ‫_ = ) ‪f (x‬؛‪f‬؛ ﻣﻨﺤﻨﻰ ) ‪ g(x‬ﻫﻮ ﺗﻀﻴﻖ‬
‫‪1‬‬
‫‪x‬‬
‫‪g(x) 4‬‬ ‫ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 7‬ﻭﺣﺪﺍﺕ‬
‫)‪f (x‬‬
‫ﺇﻟﻰ ﺃﻋﻠﻰ ﻟﻤﻨﺤﻰ ) ‪. f (x‬‬
‫‪−4 −2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬
‫‪−4‬‬

‫‪−8‬‬

‫‪ 1‬‬ ‫‪71I‬‬

 ‫‪(31‬‬ ‫‪(28‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪8‬‬ ‫‪8‬‬
‫)‪g(x‬‬ ‫‪4‬‬ ‫)‪g(x‬‬ ‫‪4‬‬ ‫)‪f ( x‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬ ‫‪−4‬‬
‫‪−4‬‬ ‫‪−4‬‬ ‫‪−8‬‬ ‫‪−8‬‬
‫)‪f(x‬‬
‫‪−8‬‬ ‫‪−8‬‬
‫‪y‬‬
‫‪8‬‬
‫‪y‬‬
‫‪8‬‬ ‫‪4‬‬ ‫)‪h(x‬‬
‫‪4‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−4‬‬
‫‪−4‬‬
‫‪−4‬‬ ‫‪−8‬‬
‫)‪h(x‬‬
‫‪−8‬‬

‫‪ (34‬ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ ﻭﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬ ‫‪y‬‬ ‫‪y‬‬ ‫‪(29‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪ (35‬ﺍﻧﺴﺤﺎﺏ ﺑﻤﻘﺪﺍﺭ ‪ 10‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬ ‫‪4‬‬ ‫)‪g(x‬‬ ‫‪4‬‬ ‫)‪f (x‬‬

‫ﺗﻮﺳﻊ ﺭﺃﺳﻲ‪ ،‬ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ﻭﺣﺪﺗﺎﻥ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﺛﻢ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪7‬‬
‫‪ (36‬ﱡ‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬
‫‪−4‬‬ ‫‪−4‬‬
‫ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻳﺘﺒﻌﻪ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ _5‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﺛﻢ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪_7‬‬
‫‪ (37‬ﱡ‬
‫‪6‬‬ ‫‪3‬‬ ‫‪−8‬‬ ‫‪−8‬‬
‫ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬
‫‪y‬‬
‫‪(42‬‬ ‫‪(41‬‬ ‫‪8‬‬
‫‪ 1‬‬

‫‪y‬‬ ‫‪y‬‬ ‫‪4‬‬

‫‪16‬‬ ‫)‪h(x‬‬
‫‪8‬‬
‫‪8‬‬ ‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪4‬‬
‫‪−4‬‬
‫‪−16 −8‬‬ ‫‪O‬‬ ‫‪8‬‬ ‫‪16x‬‬
‫‪16‬‬ ‫‪−8 −4 O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪−8‬‬
‫‪−‬‬
‫‪−8‬‬ ‫‪−4‬‬
‫‪−16‬‬ ‫‪−8‬‬

‫‪(30‬‬
‫‪(44‬‬ ‫‪(43‬‬
‫‪y‬‬
‫‪32‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪12‬‬ ‫‪12‬‬ ‫‪4‬‬ ‫‪16‬‬ ‫)‪f (x‬‬
‫‪8‬‬ ‫‪8‬‬ ‫‪2‬‬ ‫)‪g(x‬‬
‫‪−8 −4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬ ‫‪−16‬‬
‫‪−22‬‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12x‬‬
‫‪12‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12 x‬‬ ‫‪−2‬‬ ‫‪−32‬‬

‫‪y‬‬
‫_ = ) ‪g(x‬‬
‫‪16‬‬
‫‪- 3 (45‬‬ ‫‪32‬‬
‫‪√x‬‬
‫‬‫‪+6‬‬
‫‪y‬‬ ‫‪16‬‬ ‫)‪h(x‬‬
‫‪12‬‬

‫‪10‬‬ ‫‪−8‬‬ ‫‪−4‬‬ ‫‪O‬‬ ‫‪4‬‬ ‫‪8x‬‬

‫‪−16‬‬
‫‪8‬‬ ‫_ = )‪g(x‬‬
‫‪16‬‬
‫‪3‬‬
‫‪√x + 6‬‬
‫‪−32‬‬
‫‪6‬‬

‫‪2‬‬

‫‪10 −88‬‬
‫‪−10‬‬ ‫‪−66‬‬ ‫‪−44‬‬ ‫‪−22‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪10‬‬

‫‪−22‬‬

‫‪71J‬‬ ‫‪ 1‬‬

 ‫‪ (56‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺘﺮﺗﻴﺐ ﻣﻬﻢ؛ ﻷﻧﻪ ﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﻣﻨﺤﻨﻴﺎﺕ ﻣﺨﺘﻠﻔﺔ ﺑﺘﺮﺗﻴﺐ‬ ‫_ ‪g(x ) = -‬‬
‫‪24‬‬
‫‪+ 18 (46‬‬
‫‪√x‬‬
‫‬‫‪+6‬‬
‫ﻣﺨﺘﻠﻒ ﻳﺒﻦ ﺍﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﻬﻨﺪﺳﻴﺔ ﹰ‬
‫ﻓﻤﺜﻼ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ) ‪ (a, b‬ﻧﻘﻄﺔ ﻋﻠﻰ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﺣﺪﺙ ﻟﻠﺪﺍﻟﺔ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 6‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ‪ ،‬ﺛﻢ ﺍﻧﻌﻜﺎﺱ ﻓﻲ‬ ‫_‪g(x) =-‬‬
‫‪24‬‬ ‫‪+18‬‬
‫‪√x + 6‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﺈﻥ ﺻﻮﺭﺓ ﺍﻟﻨﻘﻄﺔ ) ‪ (a , b‬ﻫﻲ )‪ .(a, -b - 6‬ﻭﺑﺎﻟﻌﻜﺲ ﺇﺫﺍ ﺣﺪﺙ‬
‫‪y‬‬
‫ﺍﻧﻌﻜﺎﺱ ﻟﻠﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺛﻢ ﺍﻧﺴﺤﺎﺏ ﻣﻘﺪﺍﺭﻩ ‪ 6‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﻋﻠﻰ ﻓﺈﻥ ﺻﻮﺭﺓ‬ ‫‪16‬‬
‫) ‪ (a , b‬ﻫﻲ )‪.(a, -b + 6‬‬
‫‪8‬‬

‫‪16 −88‬‬
‫‪−16‬‬ ‫‪O‬‬ ‫‪8‬‬ ‫‪16x‬‬
‫‪16‬‬
‫‪−8‬‬
‫‪−‬‬
‫‪(  62 - 65 ) 1-6 ‬‬ ‫‪−16‬‬
‫‪−‬‬

‫‪( + g)(x ) = x 2 + 10x (4‬‬

‫‪(f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬
‫‪(f‬‬ ‫_ = ) ‪g(x‬‬
‫‪8‬‬ ‫‪+ 4 (48‬‬ ‫_ = ) ‪g(x‬‬
‫‪8‬‬ ‫‪- 9 (47‬‬
‫‪2x + 7‬‬
‫√‬ ‫‪√4x‬‬
‫‬‫‪+6‬‬

‫‪( - g )(x ) = x 2 - 8x‬‬

‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬ ‫‪16‬‬
‫‪y‬‬
‫‪16‬‬
‫‪y‬‬

‫)‪g(x‬‬
‫‪(f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬
‫‪( · g )(x ) = 9x 3 + 9x 2‬‬ ‫‪8‬‬ ‫‪8‬‬

‫)(‬
‫‪f‬‬
‫_ ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬
‫= ) ‪g (x‬‬
‫_‬
‫‪x+1‬‬
‫‪9‬‬
‫‪16 −88‬‬
‫‪−16‬‬ ‫‪O‬‬
‫= )‪g(x‬‬ ‫‪8‬‬
‫‪8‬‬
‫‪+4‬‬
‫‪16x‬‬
‫‪16‬‬ ‫‪16 −8‬‬
‫‪−16‬‬ ‫‪8‬‬ ‫‪O‬‬

‫‪8‬‬
‫‪8‬‬ ‫‪16x‬‬
‫‪16‬‬

‫‪√2x + 7‬‬ ‫= )‪g(x‬‬ ‫‪-9‬‬

‫‪√4x + 6‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬
‫‪( + g )(x ) = 2x (5‬‬ ‫‪−16‬‬

‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬

‫‪( - g )(x ) = -14‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ h(x ) :‬ﺗﺴﺎﻭﻱ ﻧﺎﺗﺞ ﺟﻤﻊ ) ‪ f (x‬ﻭ) ‪. g(x‬‬ ‫‪(49b‬‬

‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ∈ R} :‬‬

‫‪( · g )(x ) = x 2 - 49‬‬ ‫) ‪h(x ) ¬ f (x ) + g(x‬‬ ‫‪(49c‬‬

‫‪x 2 + 6x + 10 ¬ x 2 + 2x + 7 + 4x + 3‬‬

‫‪ 1‬‬
‫_ ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ -7, x ∈ R} :‬‬
‫‪f‬‬
‫)(‬
‫= )‪g (x‬‬
‫_‬
‫‪x-7‬‬
‫‪x+7‬‬ ‫‪x 2 + 6x + 10 = x 2 + 6x + 10‬‬

‫‪ (50‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻛﻼﻫﻤﺎ ؛ ﻓﻲ ﺩﺍﻟﺔ ﺃﻛﺒﺮ ﻋﺪﺩ ﺻﺤﻴﺢ‪ ،‬ﺳﺤﺐ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ‪ a‬ﻭﺣﺪﺓ‬
‫_ ‪( + g )(x ) = x 3 + x +‬‬
‫‪(f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬
‫‪(f‬‬ ‫‪6‬‬
‫‪x (6‬‬ ‫ﻟﻠﻴﺴﺎﺭ ﻳﻤﺎﺛﻞ ﺳﺤﺐ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ‪ a‬ﻭﺣﺪﺓ ﺇﻟﻰ ﺃﻋﻠﻰ‪.‬‬
‫_ ‪( - g )(x ) = -x 3 - x +‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬ ‫‪6‬‬
‫‪x‬‬ ‫‪ (51‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ f (x ) :‬ﻭ ) ‪ h(x‬ﻳﻤ ﹼﺜﻼﻥ ﺍﻟﺪﺍﻟﺔ ﻧﻔﺴﻬﺎ؛ ﻓﺎﻟﺪﺍﻟﺔ )‪ g(x‬ﺍﻧﻌﻜﺎﺱ ﻟﹺـ )‪f x‬‬
‫(‪f‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬
‫‪( · g )(x ) = 6x 2 + 6‬‬ ‫‪ ،g(x)) = -‬ﻭﺑﻤﺎ ﺃﻥ ) ‪ h(x‬ﺍﻧﻌﻜﺎﺱ‬ ‫(‪-ff‬‬‫ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪x‬؛ ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ )‪f(x‬‬
‫‪.h(x) = g(-x)) = -‬‬ ‫ﻟﹺـ )‪ g(x‬ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪ y‬ﻓﺈﻥ )‪f(-x‬‬
‫‪-ff(-‬‬
‫_( ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬
‫‪f‬‬ ‫_‬
‫‪x )(x ) = 4‬‬
‫‪6‬‬
‫‪2‬‬
‫‪ -f‬ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﻧﺠﺪ ﺃﻥ‬‫(‪-f‬‬
‫‪f(x) = f(-‬‬ ‫(‪ f‬ﻓﺮﺩﻳﺔ‪ ،‬ﻓﺈﻥ )‪f x‬‬ ‫ﻭﻷﻥ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫‪x +x‬‬
‫‪x 2 + 12‬‬
‫‪.h(x)) = -‬‬
‫‪-ff(-‬‬
‫‪f(-x)) = -‬‬
‫(‪-ff‬‬
‫)‪f(x)= g(x‬‬
‫‪( + g )(x ) = _ (7‬‬
‫‪(f‬؛ ﺍﻟﻤﺠﺎﻝ‪{x | x ≠ 0, x ∈ R} :‬‬
‫‪(f‬‬
‫‪4x‬‬
‫(‪ f‬ﺯﻭﺟﻴﺔ ﻓﺈﻥ )‪f x‬‬
‫‪f x) = f(-‬‬
‫(‪f‬‬ ‫‪ (52‬ﺃﺣﻴﺎﻧﹰﺎ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ) ‪f x‬‬
‫_‬‫‪x 2 - 12‬‬
‫‪(f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬
‫= ) ‪( - g )(x‬‬
‫‪(f‬‬ ‫ﻭﺗﻜﻮﻥ ‪ f (x ) = f (x )‬ﺻﺤﻴﺤﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻊ ﻗﻴﻤﻬﺎ ﻓﻲ ﺍﻟﺮﺑﻌﻴﻦ‬
‫‪4x‬‬
‫ﺍﻷﻭﻝ ﻭﺍﻟﺜﺎﻧﻲ؛ ﹰ‬
‫ﻓﻤﺜﻼ ‪ ،‬ﻋﻨﺪﻣﺎ ‪ g (x ) = x 2 - 4‬ﻓﺈﻥ‬
‫_ = ) ‪( · g )(x‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬ ‫‪3‬‬
‫)‪ ، g (1) = g (-1‬ﻭﺗﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﺯﻭﺟﻴﺔ‪ .‬ﻓﻲ ﺣﻴﻦ ‪g (-1) ≠ g (-1)‬‬
‫‪4‬‬

‫)(‬
‫‪f‬‬
‫_‬
‫= ) ‪ g (x‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≠ 0, x ∈ R} :‬‬ ‫_‬‫‪x2‬‬
‫‪12‬‬ ‫‪ (53‬ﺃﺣﻴﺎﻧﹰﺎ‪ :‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ) ‪ f ( x‬ﺩﺍﻟﺔ ﺯﻭﺟﻴﺔ ﻓﺈﻥ ) ‪. (x ) = f (-x‬‬
‫‪.f‬‬
‫ﻭﺑﺎﻟﺘﻌﻮﻳﺾ ﻓﻲ ‪ f (-x ) = -f (x )‬ﻳﻨﺘﺞ ﺃﻥ ‪ .f (x ) = -f (x )‬ﻭﻫﺬﺍ‬
‫_ = ) ‪( + g )(x‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x > 0, x ∈ R} :‬‬ ‫‪1 + 4 √x (8‬‬
‫‬ ‫ﺻﺤﻴﺢ ﻓﻘﻂ ﻟﻠﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻊ ﻗﻴﻤﻬﺎ ﻓﻲ ﺍﻟﺮﺑﻌﻴﻦ ﺍﻟﺜﺎﻟﺚ ﻭﺍﻟﺮﺍﺑﻊ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﻋﻨﺪﻣﺎ‬
‫‪x‬‬
‫√‬
‫ﺗﻜﻮﻥ ‪ ،g(x ) = -x 2‬ﻓﺈﻥ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ) ‪ f (x ) = f (-x‬ﻭ ‪f (x) = - f (x )‬‬
‫_ = ) ‪( - g )(x‬‬
‫‪(f‬؛؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x > 0, x ∈ R} :‬‬
‫‪(f‬‬ ‫‪1 - 4 √x‬‬
‫‬
‫‪√x‬‬
‫‬ ‫ﺻﺤﻴﺤﺘﺎﻥ‪.‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x > 0, x ∈ R} :‬‬
‫‪( · g )(x ) = 4‬‬
‫‪ (54‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﻨﺤﻨﻰ ) ‪ g(x‬ﻫﻮ ﻣﻨﺤﻨﻰ ) ‪ f (x‬ﺑﺎﻧﺴﺤﺎﺏ ‪ 6‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‬
‫‪f‬‬
‫_ ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x > 0, x ∈ R} :‬‬‫)(‬ ‫_‬‫‪1‬‬
‫‪g (x ) = 4x‬‬
‫‪.g(x ) = √x‬‬ ‫ﻭ ‪ 8‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ ‪+ 6 - 8‬‬

‫‪ .4f‬ﺗﻀﻴﻖ‬
‫‪ (55‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻮﺳﻊ ﺭﺃﺳﻲ ﻟﻠﺪﺍﻟﺔ ) ‪ f (x‬ﺑﻤﻌﺎﻣﻞ ﻗﺪﺭﺓ ‪ 4‬ﻳﻜﺎﻓﺊ ) ‪4 (x‬‬
‫‪4f‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ -5, x ∈ R} :‬‬ ‫‪+ 5 - 3 (9‬‬
‫_ ‪ ..f‬ﻋﻨﺪ ﺇﺟﺮﺍﺀ ﻛﻞ ﻣﻦ ﺍﻟﺘﺤﻮﻳﻠﻴﻦ ﻓﺈﻥ ﺍﻟﻨﺎﺗﺞ ﻳﻜﻮﻥ‬ ‫‪_1‬‬
‫‪( + g)(x ) = √x‬‬
‫‪+ 8 + √x‬‬ ‫‪1‬‬
‫) (‬
‫ﺃﻓﻘﻲ ﺑﻤﻌﺎﻣﻞ ﻗﺪﺭﻩ ‪ 4‬ﻳﻜﺎﻓﺊ ‪4 x‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ -5, x ∈ R} :‬‬
‫‪( - g)(x ) = √x‬‬
‫‪+ 8 - √x‬‬
‫‪+5 +3‬‬ ‫) ‪ f (x‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ) ‪ f (x‬ﺧﻄﻴﺔ‪ .‬ﻭﻣﺎ ﻋﺪﺍ ﺫﻟﻚ ﻓﺎﻟﻨﺎﺗﺞ ﻻ ﻳﻜﻮﻥ ) ‪ ..f (x‬ﹰ‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ‬

‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ -5, x ∈ R} :‬‬ ‫‬

‫√ ‪( · g)(x ) = √x + 13x + 40 - 3‬‬
‫‪2‬‬
‫‪x+8‬‬
‫_ ‪4‬‬
‫‪ ، 4f‬ﻭ ﻫﺬﻩ ﻻ ﺗﺴﺎﻭﻱ ‪ .x 2‬ﻟﺬﺍ‬ ‫‪1‬‬
‫‪4‬‬ ‫) ( ) (‬
‫‪x2‬‬
‫_ ‪x =4‬‬
‫‪16‬‬
‫‪x2‬‬
‫_=‬
‫ﻛﺎﻧﺖ ‪ ،f (x ) = x‬ﻓﺈﻥ ‪4‬‬
‫‪2‬‬

‫_ ‪4‬‬
‫‪.4f‬‬
‫‪4f‬‬ ‫‪1‬‬
‫) (‬
‫ﻓﺈﻥ ) ‪4 x ≠ f (x‬‬
‫‪f‬‬
‫_ ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ -5, x ≠ 4, x ∈ R} :‬‬ ‫)(‬
‫= ) ‪g (x‬‬
‫‪√x‬‬
‫_‬ ‫‪+8‬‬
‫√‬
‫‪x+5 -3‬‬

‫‪ 1‬‬ ‫‪71K‬‬

 ‫ﺻﻔﺮﺍ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻧﺖ ﻛﺬﻟﻚ ‪ ،‬ﻓﻼ ﻳﻮﺟﺪ ﻃﻮﻝ ﻣﻮﺟﺔ‪.‬‬
‫ﻗﻴﻤﺔ ‪ v‬ﻟﻴﺴﺖ ﹰ‬ ‫‪(30b‬‬ ‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ 4, x ∈ R} :‬‬ ‫‪- 4 ; (10‬‬
‫‪+ 6 + √x‬‬
‫‪( + g)(x ) = √x‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪(30d‬‬ ‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ 4, x ∈ R} :‬‬ ‫; ‪-4‬‬

‫‪+ 6 - √x‬‬
‫‪( - g)(x ) = √x‬‬
‫_ = ] ) ‪f (v ) = a [ b(v‬‬
‫_ = ) ‪h , b(v ) = 25v ,a (v‬‬
‫‪h‬‬
‫‪25v‬‬ ‫‪v‬‬ ‫‪( · g)(x ) = √x‬‬
‫‪ (f‬؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x ≥ 4, x ∈ R} :‬‬ ‫‪2‬‬
‫‪+ 2x - 24‬‬
‫‪ ; [ f ◦ g ](x ) = x (54‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x ≠ x ≥ -4, x ∈ R‬‬ ‫_{ ؛ ﺍﻟﻤﺠﺎﻝ ‪{x | x > 4, x ∈ R} :‬‬
‫‪f‬‬ ‫_‬ ‫√‬
‫‪x+6‬‬
‫= ) ‪g (x‬‬ ‫√‬
‫‪x-4‬‬
‫‪ ; [ g ◦ f ](x ) = | x - 3 | + 3‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x : x ∈ R‬‬
‫‪[ ◦ g ](x ) = 8x - 19 (11‬‬
‫‪[f‬‬
‫= ) ‪ ; [ f ◦ g ](x‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x : x ∈ R‬‬ ‫√‬
‫√‬
‫‪16 + x 2 + 6 (55‬‬ ‫‪[g ◦ f ](x ) = 8x -20 ; [f‬‬
‫‪[ ◦ g ](6) = 29‬‬
‫‪ [ g ◦ f ](x ) = √x‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x | x ≥ -6, x ∈ R‬‬
‫‪+ 22‬‬
‫‪[ ◦ g ](x ) = -50x 2 + 145x - 101 (12‬‬
‫‪[f‬‬
‫= ) ‪ [ f ◦ g](x‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x : -3 ≤ x ≤ 3 , x ∈ R‬‬ ‫√‬
‫‪√9‬‬
‫‪- x2‬‬
‫‪(56‬‬ ‫‪[ g ◦ f ](x ) = 10x 2 + 25x + 1; [f‬‬
‫‪[ ◦ g ](6) = -1031‬‬
‫√ = ) ‪ [ g ◦ f ](x‬ﻭﻣﺠﺎﻟﻬﺎ }‪{x | 0 ≤ x ≤ 9 , x ∈ R‬‬
‫‪9-x‬‬ ‫‪[ ◦ g ](x ) = x 4 + 14x 3 + 71x 2 + 154x + 105 (13‬‬
‫‪[f‬‬
‫‪[ g ◦ f ](x ) = x 4 - 25x 2 + 155; [f‬‬
‫‪[ ◦ g ](6) = 7905‬‬
‫_ = )‪[ f ◦ g ](x‬‬
‫‪24 - 6x‬‬
‫‪(57‬‬
‫‪12 - x‬‬
‫‪[ ◦ g ](x ) = 2 + x 8; [g‬‬
‫‪[f‬‬ ‫‪[ ◦ f ](x ) = -x 8 - 4x 4 - 4 (14‬‬
‫ﻭﻣﺠﺎﻟﻬﺎ } ‪{x|x ≠ 4, 12, x ∈ R‬‬ ‫‪[ ◦ g ](6) = 1679618‬‬
‫‪[f‬‬
‫_ = )‪[g ◦ f ](x‬‬
‫‪4x + 2‬‬
‫√ ‪{x | x ≠ ±‬‬ ‫_ = ) ‪( ◦ g)(x‬‬
‫‪3 , x ∈ R}; (f‬‬ ‫‪1‬‬ ‫‪(15‬‬
‫‪4x - 1‬‬ ‫‪2‬‬
‫‪x -3‬‬
‫_ ‪{x|x ≠ -‬‬
‫_ ‪1‬‬
‫ﻭﻣﺠﺎﻟﻬﺎ } ‪, 1 , x ∈ R‬‬ ‫_ = ) ‪( ◦ g)(x‬‬
‫‪{x | x ∈ R}; (f‬‬ ‫‪2‬‬ ‫‪(16‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬
‫‪x +3‬‬
‫‪( ◦ g)(x ) = |x| (17‬‬
‫‪{x | x ∈ R}; (f‬‬
‫ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﻨﻬﺎ ‪[ f ◦ g ](x ) = x‬‬ ‫‪(58a‬‬
‫_ = ) ‪( ◦ g)(x‬‬
‫‪{x | x < 6, x ∈ R}; (f‬‬ ‫‪5‬‬
‫‪(18‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻟﻜﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺗﺨﺘﺼﺮ ﺍﻷﻋﺪﺍﺩ ﺑﻌﻀﻬﺎ ﻣﻊ ﺑﻌﺾ ﻋﻠﻰ ﺃﻻ‬ ‫‪(58b‬‬ ‫‬
‫‪√6‬‬ ‫‪-x‬‬
‫ﻳﻜﻮﻥ ﻟﻠﺘﺮﻛﻴﺐ ﺃﻳﺔ ﹺ‬
‫ﻣﻌﺎﻣﻼﺕ ﻏﻴﺮ ﺍﻟﻮﺍﺣﺪ‪ ،‬ﻭﻻ ﻳﺒﻘﻰ ﺛﻮﺍﺑﺖ‪.‬‬ ‫_ = ) ‪( ◦ g)(x‬‬
‫‪{x | x > -8, x ∈ R}; (f‬‬ ‫‪-4 (19‬‬
‫√‬
‫‪x+8‬‬
‫‪ 1‬‬

‫‪(58c‬‬ ‫‪{x | x ∈ R}; (f‬‬

‫‪( ◦ g)(x ) = |x + 2| (20‬‬

‫‪y‬‬ ‫‪y‬‬ ‫}‪{v | 0 ≤ v < c, v ∈ R‬؛ ﻻ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ ﻣﺴﺎﻭﻳﺔ‬ ‫‪(21a‬‬
‫_‪ ،‬ﻭﻫﻲ ﻛﻤﻴﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ .‬ﻛﺬﻟﻚ ﻻ‬
‫‪y=x+ 3‬‬ ‫‪100‬‬
‫ﻟﺴﺮﻋﺔ ﺍﻟﻀﻮﺀ ؛ ﻷﻧﻚ ﺗﺤﺼﻞ ﻋﻠﻰ‬
‫‪y = 4x‬‬ ‫‪0‬‬
‫ﺗﻜﻮﻥ ‪ v‬ﺃﻛﺒﺮ ﻣﻦ ‪ c‬؛ ﻷﻧﻚ ﺗﺤﺼﻞ ﻋﻠﻰ ﻋﺪﺩ ﺳﺎﻟﺐ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪،‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﻭﺃﺧﻴﺮﺍ ﻻ ﺗﻜﻮﻥ ﺍﻟﺴﺮﻋﺔ ﺃﻗﻞ ﻣﻦ ﺻﻔﺮ؛ ﻷﻥ ﺍﻟﺴﺮﻋﺔ‬
‫ﹰ‬ ‫ﻭﻫﺬﻩ ﻛﻤﻴﺔ ﻏﻴﺮ ﻣﻌﺮﻓﺔ ‪،‬‬
‫‪x‬‬
‫_ =‪y‬‬
‫‪x‬‬ ‫ﻟﻴﺴﺖ ﺳﺎﻟﺒﺔ‪.‬‬
‫‪4‬‬
‫‪y= x - 3‬‬ ‫;‪m (10) = 100 kg; m (10000) ≈ 100.0000001 kg‬‬ ‫‪(21b‬‬
‫‪m (1000000) ≈ 100.0005556 kg‬‬
‫‪y‬‬ ‫‪2‬‬
‫_ ﺗﻘﺘﺮﺏ ﻣﻦ ﺍﻟﻌﺪﺩ‪ ،1‬ﻭﻳﻘﺘﺮﺏ ﺍﻟﻤﻘﺎﻡ ﻣﻦ ﺍﻟﻌﺪﺩ‬
‫‪v‬‬
‫ﻋﻨﺪﻣﺎ ﺗﻘﺘﺮﺏ ‪ v‬ﻣﻦ ‪ c‬ﻓﺈﻥ‬ ‫‪(21c‬‬
‫‪y =x‬‬ ‫‪3‬‬
‫‪c‬‬‫‪2‬‬

‫‪y = 3√x‬‬ ‫ﺻﻔﺮ؛ ﺃﻱ ﺃﻥ )‪ m (v‬ﺗﻘﺘﺮﺏ ﻣﻦ ∞‪.‬‬

‫‪x‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪m (v) = f ( g(v)) :‬‬ ‫‪(21d‬‬
‫_ = ) ‪f (v‬‬‫‪100‬‬
‫‪√1-‬‬
‫‬ ‫‪v2‬‬
‫_ = ) ‪g (v‬‬
‫‪v‬‬
‫‪c‬‬

‫‪ (22‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f (x ) = √x + 7; g (x ) = 4x + 2 :‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﺤﻮﺭ ﺍﻻﻧﻌﻜﺎﺱ ﺑﻴﻦ ﻛﻞ ﺯﻭﺝ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﻫﻮ ﺍﻟﻤﺴﺘﻘﻴﻢ‬ ‫‪(58d‬‬
‫‪.y = x‬‬ ‫_ = ) ‪f (x‬‬
‫‪6‬‬
‫‪ (23‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x - 8; g (x ) = x + 5 :‬‬
‫‪ (24‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f (x ) = x - 9; g (x ) = 4x + 8 :‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻭﻳﻜﺎﻓﺊ ﻛﻞ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺒﻴﻦ ) ‪[ f ◦ g ](x‬‬ ‫‪(58e‬‬ ‫‪ (25‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f (x ) = [-3x ]; g (x ) = x - 9 :‬‬
‫) ‪ [ g ◦ f ](x‬ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ‪.‬‬
‫_ = ) ‪f (x ) = √x; g (x‬‬
‫‪5-x‬‬
‫‪x+2‬‬
‫‪ (26‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬

‫‪ (27‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪f (x ) = x 3 ; g (x ) = √x + 4 :‬‬

‫_ = ) ‪f (x‬‬
‫‪8‬‬
‫‪2‬‬
‫‪ (28‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪; g (x ) = x - 5 :‬‬
‫‪x‬‬

‫_ = ) ‪f (x‬‬
‫‪√x‬‬
‫‪ (29‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ ; g (x ) = x + 4 :‬‬
‫‪x-6‬‬

‫‪71L‬‬ ‫‪ 1‬‬

 ‫ (؛‬f + g)(x) = x 3 + 2 x 2 + 2 (44 (58f
‫{؛‬x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬
g (x ) = x + 6 (a
‫ (؛‬f - g)(x) = x 3 - 6x 2 + 8
‫{؛‬x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬ g (x ) = 3x (b
‫ (؛‬f · g)(x) = 4x - 8x - 3x 3 + 26x 2 - 15
5 4 5
g (x ) = √ x (c
g (x ) = _ (d
‫{؛‬x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬ x+3
2
()
f
‫_ ؛‬
g (x) =
x 3 - 2x 2 + 5
_
2
4x - 3
(60 (59
 √ 
x | x ≠ ±_, x ∈ R
3
x R :‫ﺍﻟﻤﺠﺎﻝ‬ y
 2  y

( f + g)(x)) = _
x+1
2
، (45
x h(x) (h - f )(x) f ( x)
‫{؛‬x | x ≠ 0, x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬ O x
‫ (؛‬f - g)(x)) = _
x-1
f x)
f(
O x (f + h)(x)
x2 h(x)
،{x | x ≠ 0 ‫ ؛‬x ∈ R}:‫ﺍﻟﻤﺠﺎﻝ‬
:‫ﺍﻟﻤﺠﺎﻝ‬
‫ (؛‬f · g)(x) = _
1
3
x
،{x | x ≠ 0, x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬ (62 (61
f
{x | x ≠ 0, x ∈ R} :‫ =ﺍﻟﻤﺠﺎﻝ‬x _
g () y
(h + g)(x)
y

[ f ◦ g ](x) = 8x 2 - 43 , [ f ◦ g ](x) = 32 x 2-176 x + 234 (46

g(x) g(x)
; [ f ◦ g ](2) = -11
O x (f + g)(x)
O x

[ f ◦ g ](x) = x 2 - 8x + 23; [ f ◦ g ](x) = x 2+ 2x + 3 (47 h(x) f ( x)

; [ f ◦ g ](2) = 11

 1
g (x ) = x 2 + x + 1 ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬،‫ ﺃﺣﻴﺎﻧﹰﺎ‬: ‫( ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬73
2 4 3 2
[ f ◦ g ](x) = x4 - 3x + 4 ; [ f ◦ g ](x) = x - 6x + 17x (48
. ‫ ﻭﻫﺬﻩ ﻟﻴﺴﺖ ﺧﻄﻴﺔ‬,,[ f ◦ g ](x ) = √
x 2 + x + 1 ‫ ﻓﺈﻥ‬،،ff (x ) = √x ‫ﻭ‬
- 24x + 16 ; [ f ◦ g ](2) = 8
:‫ ﻭﺛﺎﻧ ﹼﹰﻴﺎ‬.x ≠ 3 ‫ ﻟﺬﺍ ﻓﺈﻥ‬، ‫ ﻣﻌﺮﻓﺔ‬g (x ) ‫ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬:‫ﺃﻭﻻ‬ ‫ ﹰ‬:‫( ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬74
‫ ﻟﺬﺍ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬، g (x ) ‫ ﻣﻌﺮﻓﺔ ﻋﻨﺪ ﻗﻴﻢ‬f (x ) ‫ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬
‫ [[؛‬f ◦ g ](x) = _ 1 (49 ‫ ﻳﺠﺐ ﻣﺮﺍﻋﺎﺓ ﺍﻟﻘﻴﻮﺩ‬:‫ﻭﺃﺧﻴﺮﺍ‬
‫ﹰ‬ .3 ≤ x ≤ 4 ‫ ﻭﻫﺬﺍ ﺻﺤﻴﺢ ﻋﻨﺪﻣﺎ‬,g , (x ) ≥ 1
2x - 9
x | x ≠ _, x ∈ R

‫ ؛‬x
9 
R :‫ﺍﻟﻤﺠﺎﻝ‬ ‫ ﻭﻻ ﻳﻮﺟﺪ ﻋﻠﻰ ﻣﺠﺎﻟﻪ ﻗﻴﻮﺩ‬, –_ 
4-x
‫ ﻭﺍﻟﺘﺮﻛﻴﺐ ﻫﻮ‬.‫ﺍﻹﺿﺎﻓﻴﺔ ﻋﻠﻰ ﻣﺠﺎﻝ ﺍﻟﺘﺮﻛﻴﺐ‬
 2  x-3
‫ ﻟﺬﺍ ﻓﺈﻥ ﻣﺠﺎﻝ ﺍﻟﺘﺮﻛﻴﺐ ﻫﻮ‬.‫ﺇﺿﺎﻓﻴﺔ‬
{x | 3 < x ≤ 4, x ∈ R}

‫ [[؛‬f ◦ g ](x) = √6x

- 9 (50
(  77 - 78 ) 
3
‫؛‬ _
2 ´
, ∞ ‫ﺍﻟﻤﺠﺎﻝ‬
‫ ( ؛‬f + g)(x) = 2x 2 + 5x - 3 (42
{x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬
‫ (؛‬f - g)(x) = -2x 2 - 3x + 9
;{x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬
‫ (؛‬f · g)(x) = 2x3 + 10x2 + 6x - 18
‫{ ؛‬x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬

()
‫_ ؛‬
f
g (x) =
_
1
2(x - 1)
{x | x ≠ -3, 1, x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬

‫ (؛‬f + g)(x) = 4x 2 + 5x - 2 (43

‫{؛‬x | x ∈ R} :‫ﺍﻟﻤﺠﺎﻝ‬
‫ (؛‬f - g)(x) = 4x 2 - 5x
{x | x ∈ R} = :‫ﺍﻟﻤﺠﺎﻝ‬
‫{؛‬x | x ∈ R} :‫ (؛ ﺍﻟﻤﺠﺎﻝ‬f · g)(x) = 20x 3 - 4x 2 - 5x + 1

()
f
‫_ ؛‬
g (x) =
4x 2 - 1
_
5x - 1
 1 , x ∈ R :‫ﺍﻟﻤﺠﺎﻝ‬
x | x ≠ _
x 
 5 

 1 71M

 
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 1

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71N  1

 
  ✓
73 

2 - 3  2 -2  2 -1  2 -1 

     



 •   •  •  • 

 •  •  
    •
(  )
( )

   

  
 



(89)  (78)  



    

(14)  • (1 3 )  •  • (12)  • 
M D E M D E M D E
(87, 89)  (8 2 , 8 4 )  (76, 78)  

 M   D   E  

 2  72A



2 - 6 
 2 - 6   -5 
2 2 -4  2 -3 

    

    


 •   •  •  •  •

   •   •  
 • 


 
 
 

(1 0 2 )  (9 6 ) 

    

 • (17)  • (1 6 )  • (1 5 )  •  •
M D E M D E M D E

(106, 109 )  (9 9 , 1 0 0 )  (9 5 , 9 7 ) 

  ✓   ✓
(1 1 9 )  • (9 1 ) 

72B  2 

 
 
2  ✓

(73)2

(73)

 
  ✓
  
 



!
4

(91 (91)
(72) (112-118)

  ✓

(119) (119)
(72)

   

 2  72C

 ‫‪‬‬
‫‪M‬‬ ‫‪‬‬ ‫‪3 ‬‬ ‫‪M D‬‬ ‫‪E‬‬ ‫‪‬‬ ‫‪1 ‬‬

‫_ = )‪f (x) = 5x + 10 , g(x‬‬

‫‪1‬‬
‫ﺑﻌﺪ ﻣﻨﺎﻗﺸﺔ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺘﺎﻥ ‪x -2‬‬ ‫‪ ‬ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺛﻼﺛﺔ ﺃﻭ ﺃﺭﺑﻌﺔ ﻃﻼﺏ‪.‬‬
‫‪5‬‬
‫ﺗﻤ ﱢﺜﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ‪ ،‬ﺣ ﹼﻔﺰ ﺍﻟﻄﻼﺏ ﻹﻳﺠﺎﺩ ﺩﺍﻟﺘﻴﻦ ‪ f‬ﻭ ‪ g‬ﺃﺣﺪ‬ ‫ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺗﺴﻤﻴﺔ ﻧﻔﺴﻬﺎ ﺑﺈﺣﺪ￯ ﻣﻔﺮﺩﺍﺕ ﺍﻟﺪﺭﺱ‪ ،‬ﻣﺜﻞ ”ﻣﺠﻤﻮﻋﺔ‬
‫ﺗﺮﻛﻴﺒﻴﻬﻤﺎ ﻳﺴﺎﻭﻱ ‪ .x‬ﻭﺍﺳﻤﺢ ﻟﻬﻢ ﺑﺎﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻟﻌﺼﻒ ﺃﺫﻫﺎﻧﻬﻢ ﻓﻲ ﺃﺛﻨﺎﺀ‬ ‫ﺃﻳﻀﺎ ﻛﺘﺎﺑﺔ ﻧﺺ ﺣﻮﻝ ﺃﺣﺪ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ“‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﹰ‬
‫ﺣﻞ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬ ‫ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻭﺗﺒﺎﺩﻝ ﻫﺬﻩ ﺍﻟﻨﺼﻮﺹ ﻓﻴﻤﺎ ﺑﻴﻨﻬﻢ‪.‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﻭﺭﻕ ﻣﺮﺑﻌﺎﺕ؛‬
‫ﺺ ﻫﺬﻩ ﺍﻟﻤﺴﺘﻄﻴﻼﺕ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﻟﺮﺳﻢ ﻣﺴﺘﻄﻴﻼﺕ ﺑﺄﺑﻌﺎﺩ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﺛﻢ ﹸﻗ ﱠ‬
‫√ = ‪ d‬ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﻗﻄﺮ ﻛﻞ ﻣﺴﺘﻄﻴﻞ‪.‬‬ ‫ﺍﻟﻘﺎﻧﻮﻥ ‪2 + w2‬‬

‫‪E‬‬ ‫‪‬‬ ‫‪2 ‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻋﺒﺎﺭﺍﺕ ﻭﻣﻌﺎﺩﻻﺕ ﺭﻳﺎﺿﻴﺔ‪ ،‬ﺑﻠﻐﺔ ﺭﻳﺎﺿﻴﺔ ﺻﺤﻴﺤﺔ‪ .‬ﻋﻠﻰ‬
‫ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻘﺮﺃ ﺍﻷﺱ ﺑﻄﺮﻳﻘﺔ ﺗﻤ ﱢﻴﺰﻩ ﻋﻦ ﺍﻟﻤﻌﺎﻣﻞ ﺃﻭ ﺍﻟﻤﻀﺮﻭﺏ‪ .‬ﻭﺍﻃﻠﺐ‬
‫ﺃﻳﻀﺎ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﻗﺮﺍﺀﺓ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻭﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺑﺼﻮﺕ ﻣﺮﺗﻔﻊ‪ .‬ﻋﻠﻰ‬
‫ﺇﻟﻴﻬﻢ ﹰ‬
‫ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻘﺮﺅﻭﺍ ‪ x‬ﺑﺼﻮﺕ ﻣﺮﺗﻔﻊ‪ x :‬ﺗﻜﻌﻴﺐ‪ ،‬ﺃﻭ ‪ x‬ﻣﺮﻓﻮﻋﺔ ﻟﻠﻘﻮﺓ ‪.3‬‬
‫‪3‬‬

‫‪72D‬‬ ‫‪ 2 ‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪Vertical‬‬‫‪Alignment‬‬
‫‪  2-1‬‬ ‫‪2 ‬‬
‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﺑﺘﺒﺪﻳﻞ ﺇﺣﺪﺍﺛﻴﻲ ﻧﻘﺎﻃﻬﺎ‪ .‬ﻓﻺﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ‬ ‫• ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﻛﺜﻴﺮﺍﺕ ﺍﻟﺤﺪﻭﺩ‪.‬‬
‫(‪:f‬‬
‫ﺍﻟﺪﺍﻟﺔ )‪f(x‬‬ ‫• ﺗﺤﻮﻳﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺣﻠﻬﺎ‪.‬‬
‫(‪ f‬ﻋﻠﻰ ﺻﻮﺭﺓ ﻣﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪.x ٫ y‬‬
‫• ﺃﻋﺪ ﻛﺘﺎﺑﺔ )‪f x‬‬ ‫• ﺗﻤﺜﻴﻞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﻤﺴﺘﻘﻴﻤﺎﺕ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫• ﺑﺪﹼ ﻝ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ‪ x ٫ y‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ ﻟﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺒﺮﻳﺔ‪.‬‬
‫)‪.f –1(x‬‬ ‫• ﺣﻞ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪ ، y‬ﺛﻢ ﺍﺳﺘﺒﺪﻝ ‪ y‬ﺑﺎﻟﺮﻣﺰ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ ﻟﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺒﺮﻳﺔ‪.‬‬
‫(‪ f‬ﺗﺸﻜﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ‬ ‫ﻟﺘﺨﺘﺒﺮ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺘﺎﻥ )‪f x) ، g(x‬‬
‫ﻟﻸﺧﺮ￯‪ ،‬ﺗﺄﻛﺪ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺘﺮﻛﻴﺒﻴﻦ )‪ [ f ◦ g ](x) ٫ [ g ◦ f ](x‬ﻳﺴﺎﻭﻱ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ‬
‫‪ .x‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﻳﻤﺜﻞ ﺩﺍﻟﺔ ﹰ‬
‫ﺗﻜﻮﻥ ﺩﺍﻟﺔ ”ﻣﺘﺒﺎﻳﻨﺔ“‪.‬‬

‫‪  2-2‬‬ ‫‪2 ‬‬

‫ﻣﺘﻐﻴﺮﺍ ﺗﺤﺖ ﺭﻣﺰ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺗﺴﻤﻰ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ‬ ‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﺤﻮﻱ‬ ‫• ﺗﻤﺜﻴﻼﺕ ﺩﻭﺍﻝ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫ﹰ‬
‫ﺍﻟﺘﺮﺑﻴﻌﻲ‪ .‬ﻭﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻭﻣﺪﺍﻫﺎ ﻣﺤﺪﺩﺍﻥ ﺑﺎﻟﻘﻴﻢ ﺍﻟﺘﻲ‬ ‫• ﺭﺑﻂ ﻣﻌﻜﻮﺱ ﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﺎﻟﺪﻭﺍﻝ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬
‫ﻣﻌﺮﻓﺔ‪.‬‬
‫ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﺍﻟﺪﺍﻟﺔ ﹼ‬ ‫• ﺗﺤﺪﻳﺪ ﺣﻠﻮﻝ ﺩﻭﺍﻝ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪،‬‬
‫ﻛﻤﺎ ﻓﻲ ﺑﺎﻗﻲ ﺍﻟﺪﻭﺍﻝ ﻳﻤﻜﻦ ﺇﺟﺮﺍﺀ ﺗﺤﻮﻳﻼﺕ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻋﻠﻰ‬ ‫ﻭﺍﻟﺠﺪﺍﻭﻝ‪ ،‬ﻭﺍﻟﻄﺮﻕ ﺍﻟﺠﺒﺮﻳﺔ‪.‬‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪.‬‬ ‫• ﺗﺤﺪﻳﺪ ﻗﻴﻢ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﺍﻟﻤﻘﺒﻮﻟﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﺠﺬﺭﻳﺔ‪ ،‬ﻭﺗﺤﺪﻳﺪ‬
‫(‪ ، f‬ﻭﻣﺠﺎﻟﻬﺎ ﻫﻮ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻷﻡ ﻟﺪﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻫﻲ ‪f x)= √x‬‬ ‫ﺇﻣﻜﺎﻧﻴﺔ ﻭﺟﻮﺩ ﺣﻠﻮﻝ ﻟﻠﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭﻳﺔ‪.‬‬
‫(‪.{ f‬‬
‫|)‪f x‬‬ ‫}‪ ، {x | x ≥ 0‬ﻭﻣﺪﺍﻫﺎ ﻫﻮ } ‪f(x)≥0‬‬
‫(‪)| f‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺒﺤﺚ ﺃﺛﺮ ﺍﻟﺘﺤﻮﻳﻼﺕ ﻭﻭﺻﻔﻬﺎ ﻭﺗﻮﻗﻊ ﺃﺛﺮﻫﺎ ﻓﻲ‬
‫ﺟﺬﻭﺭﺍ ﺗﺮﺑﻴﻌﻴﺔ‪ ،‬ﻭﻟﺘﻤﺜﻴﻠﻬﺎ‬
‫ﹰ‬ ‫ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭﻳﺔ ﻫﻲ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺘﻲ ﺗﺤﻮﻱ‬ ‫ﺍﻷﺷﻜﺎﻝ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺪﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪ ،‬ﻭﻛﺬﻟﻚ ﻭﺻﻒ ﺍﻟﻘﻴﻮﺩ ﻋﻠﻰ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻣ ﹼﺜﻞ ﹰ‬
‫ﺃﻭﻻ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻬﺎ‪ ،‬ﺛﻢ ﺣﺪﱢ ﺩ ﻣﻨﻄﻘﺔ ﻓﻮﻕ ﺃﻭ ﺗﺤﺖ‬ ‫ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯‪.‬‬
‫ﻭﻋﻮﺽ ﺑﻨﻘﻄﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﻭﻻﺣﻆ ﻫﻞ ﻫﺬﻩ ﺍﻟﻤﻨﻄﻘﺔ ﻫﻲ ﻣﻨﻄﻘﺔ‬ ‫ﺍﻟﺤﺪ‪ ،‬ﱢ‬
‫ﱢ‬
‫ﺍﻟﺤﻞ ﺃﻡ ﻻ‪ ،‬ﻭﻣﻦ ﺛﻢ ﻇﻠﻞ ﻣﻨﻄﻘﺔ ﺍﻟﺤﻞ‪.‬‬
‫)‪f x‬‬
‫(‪f‬‬

‫‪f x) = √x‬‬
‫(‪f‬‬ ‫√‬
‫)‪(1, 1‬‬ ‫‪2 ‬‬
‫)‪(0, 0‬‬
‫‪O‬‬ ‫‪x‬‬ ‫• ﺗﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻝ‪ ،‬ﻭﻭﺻﻒ ﺳﻠﻮﻛﻬﺎ‪ ،‬ﻭﺍﻟﺘﻨﻘﻞ ﻣﺎ ﺑﻴﻦ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﻠﻔﻈﻲ ﻭﺍﻟﻌﺪﺩﻱ‬
‫ﻭﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺮﻣﺰﻱ‪.‬‬
‫• ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺎﺕ ﺗﺸﺘﻤﻞ ﻋﻠﻰ ﺗﺮﻛﻴﺐ ﺍﻟﺪﻭﺍﻝ‪ ،‬ﻭﺇﻳﺠﺎﺩ ﺍﻟﻤﻌﻜﻮﺱ‪ ،‬ﻭﻭﺻﻒ‬
‫ﻫﺬﻩ ﺍﻟﺨﻄﻮﺍﺕ ﻭﺍﻟﻨﺘﺎﺋﺞ ﻟﻔﻈ ﹼﹰﻴﺎ‪ ،‬ﻭﻋﺪﺩ ﹼﹰﻳﺎ‪ ،‬ﻭﺭﻣﺰ ﹼﹰﻳﺎ ﻭﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬

‫‪ 2 ‬‬ ‫‪72E‬‬

‫‪‬‬

‫‪  2-5‬‬ ‫‪  2-3‬‬

‫ﻛﺴﻮﺭﺍ ‪ .‬ﻭﺗﺸﺘﻤﻞ ﻗﻮﺍﻋﺪ ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﻣﻜﺎﻓﺌﺔ‬
‫ﹰ‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺲ‬ ‫ﺟﺬﺭﺍ ﺗﺮﺑﻴﻌ ﹼﹰﻴﺎ ﻟـ ‪ b‬ﺇﺫﺍ‬
‫ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﺸﺎﺋﻊ ﻟﻠﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻫﻮ‪ :‬ﻳﻜﻮﻥ ‪ a‬ﹰ‬
‫ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﻨﺴﺒﻴﺔ ﻋﻠﻰ ﺧﺼﺎﺋﺺ ﺗﺼﻒ ﻛﻴﻔﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻟﺼﻮﺭﺓ‬ ‫ﻛﺎﻥ ‪ ،a2 = b‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺫﻟﻚ ﻟﻤﺴﺎﻋﺪﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ‬
‫ﺍﻟﺠﺬﺭﻳﺔ ﻭﺍﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ‪.‬‬ ‫ﺟﺬﺭﺍ ﻧﻮﻧ ﹼﹰﻴﺎ ﻟـ ‪ b‬ﺇﺫﺍ ﻛﺎﻥ ‪ ،an = b‬ﻭﻳﺪﻝ‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‪ ،‬ﺣﻴﺚ ﻳﻜﻮﻥ ‪ a‬ﹰ‬
‫• ﻷﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ b‬ﻭﻷﻱ ﻋﺪﺩ ﺻﺤﻴﺢ ﻣﻮﺟﺐ ‪ ،n‬ﻓﺈﻥ‬ ‫√ ﻋﻠﻰ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ‪ .‬ﻓﻲ ﺍﻟﺘﻌﺒﻴﺮ‪ ، √x‬ﻭﻳﺴﻤﻰ ‪ n‬ﺍﻟﺪﻟﻴﻞ‪،‬‬
‫‪n‬‬ ‫‪n‬‬
‫ﺍﻟﺮﻣﺰ ‬
‫‪_1 n‬‬ ‫ﻭﻳﺴﻤﻰ ‪ x‬ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‪ ،‬ﻓﻲ ﺣﻴﻦ ﺗﺸﻴﺮ√ ﺇﻟﻰ ﺭﻣﺰ ﺍﻟﺠﺬﺭ‬
‫√ = ‪ b n‬ﺇﻻ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ b < 0‬ﻭ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬‫‪b‬‬
‫ﺍﻟﺘﺮﺑﻴﻌﻲ‪.‬‬
‫• ﻷﻱ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ‪ ،0≠b‬ﻭﻷﻱ ﻋﺪﺩﻳﻦ ﺻﺤﻴﺤﻴﻦ ‪n,m‬‬
‫_‬‫‪m‬‬ ‫‪m‬‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﻭﺗﻌﺘﻤﺪ ﻗﻴﻤﺔ ﺍﻟﺠﺬﺭ‬ ‫ﻳﻜﻮﻥ ﺍﻟﺠﺬﺭ ﺍﻷﺳﺎﺳﻲ ﻋﺪ ﹰﺩﺍ ﻏﻴﺮ ﺳﺎﻟﺐ ﹰ‬
‫√ = ‪ ، b n‬ﺇﻻ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ‬ ‫‪= ( √b‬‬ ‫ﺣﻴﺚ ‪ ،n > 1‬ﻓﺈﻥ )‬
‫‪m‬‬ ‫‪n‬‬
‫‪b‬‬
‫‪n‬‬
‫ﺍﻟﻨﻮﻧﻲ ﺍﻷﺳﺎﺳﻲ ﻋﻠﻰ ﺇﺷﺎﺭﺓ ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﺳﻮﺍﺀ ﺃﻛﺎﻧﺖ ﺳﺎﻟﺒﺔ ﺃﻡ‬
‫‪ ، b < 0‬ﻭ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬ ‫ﻣﻮﺟﺒﺔ‪ ،‬ﻭﻛﺬﻟﻚ ﻋﻠﻰ ﻛﻮﻥ ﺍﻟﺪﻟﻴﻞ ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ ﺃﻭ ﻓﺮﺩ ﹼﹰﻳﺎ‪ .‬ﻓﻌﻨﺪ ﺇﻳﺠﺎﺩ‬
‫ﺑﺄﺱ ﻧﺴﺒﻲ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪ ،‬ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﻷﺳﺲ‬‫ﻳﻜﻮﻥ ﺍﻟﺘﻌﺒﻴﺮ ﹼ‬ ‫ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﻟﻘﻮﺓ ﺯﻭﺟﻴﺔ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﻨﺘﻴﺠﺔ ﻗﻮﺓ ﻓﺮﺩﻳﺔ‪ ،‬ﻓﻴﻨﺒﻐﻲ ﻋﻨﺪﺋﺬ‬
‫ﻣﻮﺟﺒﺔ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﻓﻲ ﺍﻟﻤﻘﺎﻡ ﺃﻱ ﺃﺳﺲ ﻛﺴﺮﻳﺔ‪ .‬ﻭﺍﻟﺪﻟﻴﻞ ﺃﺻﻐﺮ ﻣﺎ‬ ‫ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻛﻮﻥ ﺍﻟﻨﺎﺗﺞ ﻏﻴﺮ ﺳﺎﻟﺐ‪.‬‬
‫ﻳﻤﻜﻦ‪.‬‬

‫‪  2-6‬‬
‫‪‬‬ ‫‪  2-4‬‬
‫ﺗﺴﻤﻰ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻣﺘﻐﻴﺮﺍﺕ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‬ ‫ﻳﻤﻜﻦ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺘﻲ ﺿﺮﺏ ﺍﻟﺠﺬﻭﺭ‬
‫ﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﺟﺬﺭﻳﺔ‪ .‬ﻓﻌﻨﺪ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺟﺬﺭﻳﺔ‪ ،‬ﻗﻢ ﺑﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻭﻗﺴﻤﺘﻬﺎ‪ ،‬ﺍﻟﻠﺘﻴﻦ ﺗﻢ ﺗﻌﺮﻳﻔﻬﻤﺎ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ .‬ﻭﺗﺴﺘﻌﻤﻞ ﻫﺎﺗﺎﻥ‬
‫• ﺍﻋﺰﻝ ﺍﻟﺠﺬﻭﺭ ﻟﺘﻜﻮﻥ ﻓﻲ ﻃﺮﻑ ﻭﺍﺣﺪ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬ ‫ﺃﻳﻀﺎ ﻋﻨﺪ ﺿﺮﺏ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﺃﻭ ﻗﺴﻤﺘﻬﺎ‪ ،‬ﻭﻳﻨﺒﻐﻲ ﻟﺠﻤﻊ‬ ‫ﺍﻟﺨﺎﺻﻴﺘﺎﻥ ﹰ‬
‫• ﺍﺭﻓﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻘﻮﺓ ﻣﺴﺎﻭﻳﺔ ﻟﺪﻟﻴﻞ ﺍﻟﺠﺬﺭ‪ ،‬ﻭﻹﺯﺍﻟﺔ ﺭﻣﺰ ﺍﻟﺠﺬﺭ‬ ‫ﻋﺒﺎﺭﺗﻴﻦ ﺟﺬﺭﻳﺘﻴﻦ ﺃﻭ ﻃﺮﺣﻬﻤﺎ ﺃﻥ ﺗﻜﻮﻧﺎ ﻣﺘﺸﺎﺑﻬﺘﻴﻦ ؛ ﺃﻱ ﺃﻥ ﻳﺘﻄﺎﺑﻖ ﻛﻞ‬
‫ﺍﻟﻨﻮﻧﻲ ﺍﺭﻓﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻠﻘﻮﺓ ‪.n‬‬ ‫ﻣﻦ ﺩﻟﻴﻠﻬﻤﺎ ﻭﻣﺎ ﺗﺤﺖ ﺟﺬﺭﻳﻬﻤﺎ‪.‬‬
‫ﻭﺃﺧﻴﺮﺍ ‪ ،‬ﹼ‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻨﺎﺗﺠﺔ‪.‬‬ ‫ﹰ‬ ‫•‬
‫ﻭﺗﺴﺘﻌﻤﻞ ﻋﻤﻠﻴﺔ ﺇﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻓﻲ ﺍﻟﻤﻘﺎﻡ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺒﺴﻂ‬ ‫ﺃﻭ ﺍﻟﻜﺴﻮﺭ ﻣﻦ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‪ .‬ﻭﻹﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ‪ ،‬ﺍﺿﺮﺏ ﹼﹰ‬
‫ﺗﻌﺒﻴﺮﺍ‬
‫ﻻ ﺗﻌﻄﻲ ﻋﻤﻠﻴﺔ ﺭﻓﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ ﻟﻘﻮﺓ ﻣﻌﻴﻨﺔ ﺃﺣﻴﺎﻧﹰﺎ ﹰ‬
‫ﻭﺍﻟﻤﻘﺎﻡ ﻓﻲ ﻣﺮﺍﻓﻖ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪a √b ± c √d :‬‬
‫ﻣﻜﺎﻓ ﹰﺌﺎ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ :‬ﻳﺒﺪﻭ ﺟﻠ ﹼﹰﻴﺎ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ √x = –5‬ﻟﻴﺲ‬
‫ﻟﻬﺎ ﺣﻞ ﻓﻲ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪ .‬ﻓﻌﻨﺪ ﺗﺮﺑﻴﻊ ﻃﺮﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻳﻨﺘﺞ‬
‫ﺣﻼ ﻟﻠﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻟﺬﺍ ﻓﻤﻦ‬ ‫‪ ،x = 25‬ﻟﻜﻦ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻟﻴﺴﺖ ﹼﹰ‬
‫ﹰ‬
‫ﺩﺧﻴﻼ‪ ،‬ﻭﻋﻨﺪ‬ ‫ﺍﻟﻀﺮﻭﺭﻱ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺍﻟﺤﻞ؛ ﻟﻀﻤﺎﻥ ﻋﺪﻡ ﻛﻮﻧﻪ ﹼﹰ‬
‫ﺣﻼ‬
‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺣﻞ ﻣﺘﺒﺎﻳﻨﺔ‪ ،‬ﺍﺧﺘﺒﺮ ﺛﻼﺙ ﻗﻴﻢ‪ ،‬ﺇﺣﺪﺍﻫﺎ ﺿﻤﻦ ﻓﺘﺮﺓ ﺍﻟﺤﻞ‪،‬‬
‫ﻭﺍﻟﺜﺎﻧﻴﺔ ﻋﻦ ﻳﺴﺎﺭﻫﺎ‪ ،‬ﺃ ﹼﻣﺎ ﺍﻟﺜﺎﻟﺜﺔ ﻓﻌﻦ ﻳﻤﻴﻦ ﺍﻟﻔﺘﺮﺓ‪.‬‬

‫‪72F‬‬ ‫‪ 2 ‬‬


Inverses and Radical Functions and Relations



. 
  

    

 

 









 

 

 2 72
 2
 2


‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﻋﻦ ﺍﻟﺪﻭﺍﻝ‬
‫ﺍﻟﻌﻜﺴﻴﺔ ﻭﺍﻟﺠﺬﻭﺭ ﻟﺘﺤﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ‬
.‫ﻟﺘﻮﻓﻴﺮ ﻣﺒﻠﻎ ﻣﻦ ﺍﻟﻤﺎﻝ‬
، P ‫ﻋﻨﺪ ﺗﺮﻛﻴﺐ ﺃﺭﺑﺎﺡ ﺍﻟﻤﺒﻠﻎ ﺍﻟﻤﺴﺘﺜﻤﺮ‬ •
‫ ﺩﻭﺭﺓ ﺗﺮﻛﻴﺒﻴﺔ‬n ‫ ﺑﻌﺪ‬A ‫ﻓﺈﻥ ﺍﻟﻤﺒﻠﻎ ﺍﻟﻤﺘﺠﻤﻊ‬
، A = P(1 + j )n ‫ﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺎﻟﻌﻼﻗﺔ‬
.‫ ﻣﻌﺪﻝ ﺍﻟﺮﺑﺢ ﻟﻜﻞ ﺩﻭﺭﺓ‬j ‫ﺣﻴﺚ‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻔﺘﺮﺿﻮﺍ ﺃﻧﻪ ﺗﻢ‬ •
‫ ﺩﺭﻫﻢ ﻓﻲ ﻣﺸﺮﻭﻉ‬10000 ‫ﺍﺳﺘﺜﻤﺎﺭ ﻣﺒﻠﻎ‬
‫ ﻓﺈﺫﺍ ﺗﻢ ﺗﺮﻛﻴﺐ ﺍﻷﺭﺑﺎﺡ‬.‫ﻣﺪﺓ ﺳﻨﺘﻴﻦ‬
‫ ﻓﺎﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﺩﺍﻟﺔ ﺗﻌﻄﻲ‬،‫ﺳﻨﻮ ﹼﹰﻳﺎ‬
.‫ ﻓﻲ ﻧﻬﺎﻳﺔ ﺍﻟﺴﻨﺘﻴﻦ‬j ‫ ﺑﺪﻻﻟﺔ‬A ‫ﻣﻌﺪﻝ ﺍﻟﺮﺑﺢ‬
.‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻤﺜﻴﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ﻭﺗﻘﺪﻳﺮ ﻣﻌﺪﻝ ﺍﻟﺮﺑﺢ ﺍﻟﻼﺯﻡ ﺣﺘﻰ ﻳﺼﺒﺢ‬
‫ ﺛﻢ ﺍﻃﻠﺐ‬.‫ ﺩﺭﻫﻢ‬12000 ‫ﺍﻟﻤﺒﻠﻎ ﺍﻟﻤﺘﺠﻤﻊ‬
.‫ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻤﻌﺪﻝ ﺍﻟﺮﺑﺢ‬
‫ﺃﻳﻀﺎ ﺇﻳﺠﺎﺩ ﻣﻌﺪﻝ ﺍﻟﺮﺑﺢ‬ ‫ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﹰ‬ •
‫ﺍﻟﻼﺯﻡ ﺇﺫﺍ ﺍﺳﺘﺜﻤﺮ ﺍﻟﻤﺒﻠﻎ‬
‫ ﺩﺭﻫﻢ( ﻓﻲ ﺍﻟﻤﺸﺮﻭﻉ ﻣﺪﺓ ﺧﻤﺲ‬10000)
.‫ﺑﺪﻻ ﻣﻦ ﺳﻨﺘﻴﻦ‬ ‫ﺳﻨﻮﺍﺕ ﹰ‬
‫ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻜﺮﺍﺭ ﺍﻟﺘﻤﺎﺭﻳﻦ‬،‫ﻭﺃﺧﻴﺮﺍ‬ ‫ﹰ‬ •
‫ ﺇﺫﺍ ﺗﻢ ﺗﺮﻛﻴﺐ ﺍﻟﺮﺑﺢ ﺷﻬﺮ ﹼﹰﻳﺎ ﹰ‬،‫ﺍﻟﺴﺎﺑﻘﺔ‬
‫ﺑﺪﻻ‬
.‫ﻣﻦ ﺗﺮﻛﻴﺒﻪ ﺳﻨﻮ ﹼﹰﻳﺎ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫ﻗﺪﱢ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻮﺣﺪﺓ‬ 
:‫ﺍﻟﻨﻤﻂ ﺍﻵﺗﻲ‬
‫ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭﻳﺔ ﻫﻲ ﻣﺘﺒﺎﻳﻨﺔ‬
.‫ﻣﺘﻐﻴﺮﺍ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‬
‫ﹰ‬ ‫ﺗﺤﻮﻱ‬
x + 8 - 1 ≤ 15 
√4
7x-11> √9 ‫ ﻫﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
‫ ﻻ؛ ﻷﻧﻪ‬. ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‬
‫ﻣﺘﺒﺎﻳﻨﺔ ﺟﺬﺭﻳﺔ ؟ ﱢ‬
.‫ﻻ ﻳﻮﺟﺪ ﺃﻱ ﻣﺘﻐﻴﺮ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‬
72
 2
2
 

‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬
 (function)  .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬1–2‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ‬
￯‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺴﺘﻮ‬ Af f
‫ﺣﻞ ﹰ‬
3+y 5-y
x = _ , y ≠ 0 (2 x = _ (1
‫ ﻭﺗﺴﺎﻋﺪﻙ ﺍﻟﻌﺒﺎﺭﺓ‬.‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬ AxB y 2

‫ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬،‫ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‬،"‫ ﻓﻘﻢ‬... ‫"ﺇﺫﺍ‬ By

‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ ‫ﱢ‬
‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬ 3+y
x=_ _x = 5-y
y , y ≠ 0 (2 (1
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬
2
_
(square root function)  2.5 √4 
25
(4 
2 √7 √
28 (3
 
f (x) = √x
 ,x≥0
‫ ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ ﺳﺮﻋﺔ ﻛﺮﺓ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬ (5
y
(m)،‫( ﺗﺸﻴﺮ ﺇﻟﻰ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﻟﻠﻜﺮﺓ‬KE) ‫ ﺣﻴﺚ‬، v = √_

2KE
m
f (x) = √x
50 kg ‫ﻣﻌﺘﺒﺮﺍ ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ‬
‫ﹰ‬ ‫ﺑﺴﻂ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫ ﹼ‬.‫ﺇﻟﻰ ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ‬
(0, 0) (1, 1)
(4, 2)
_1 √KE

O x 5
 ‫ ﻭﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‬،‫ﺍﻛﺘﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﺳﻴﺔ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
 .‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬6–11:‫ﺍﻷﺳﻴﺔ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
 1 4
√ z
 (7
_1
x 6 (6
(rational exponets)  _1
  (n > 1) n   b
3
 (9
√-5 3 7 (8
25%  
_
1
_1
 b   n b < 0  b n = √bn a 5 (11 8
√c
 (10

      n b < 0

 

 2
 
 50% 

 





73  2

D E 
‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‬
.‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻮﺣﺪﺓ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬

_1
z 4 (7 6
(6 3+y 5-y
x=_ x=_
x
√
y , y ≠ 0 (2 2
(1
_1
(-5) 3 (9
7
√ 3 (8


_1
5
√a
 (11 c 8 (10

73 2  2
 ‫‪‬‬
‫‪‬‬
‫‪Inverse Functions and Relations‬‬
‫‪‬‬ ‫‪2 -1‬‬
‫ﻳﺒﻴﻦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ ﻗﻴﻤﺔ ﺍﻟﺪﺭﻫﻢ ﺍﻹﻣﺎﺭﺍﺗﻲ ﻣﻘﺎﺭﻧﺔ ﺑﺎﻟﺪﻭﻻﺭ ﺍﻷﻣﺮﻳﻜﻲ‪،‬‬ ‫‪‬‬
‫‪ 1‬‬
‫ﻭﺍﻟﺪﺍﻟﺔ ‪ d = 0.272 r‬ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺪﻭﻻﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻘﺎﺑﻞ ﻛﻞ‬ ‫‪‬‬
‫ﺩﺭﻫﻢ ﺇﻣﺎﺭﺍﺗﻲ‪ ،‬ﻭﻟﻤﻌﺮﻓﺔ ﻋﺪﺩ ﺍﻟﺪﺭﺍﻫﻢ ﺍﻟﺘﻲ ﺗﺤﺼﻞ ﻋﻠﻴﻬﺎ ﻣﻘﺎﺑﻞ ﻛﻞ ﺩﻭﻻﺭ‬ ‫‪‬‬
‫ﺃﻣﺮﻳﻜﻲ‪ ،‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪ r‬ﻓﺘﻜﻮﻥ ﺍﻟﻨﺘﻴﺠﺔ ‪r ≈ 3.67 d‬‬
‫‪‬‬
‫ﻭﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ‪.‬‬ ‫‪2 - 1 ‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻻﺕ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻤﺘﻐﻴﺮ ﻣﺤﺪﺩ‬
‫‪‬‬
‫‪0.272‬‬ ‫‪‬‬
‫‪  ‬‬ ‫ﻭﺣﻠﻬﺎ‪.‬‬
‫‪3.67‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2 - 1 ‬‬
‫ﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻫﻲ ﻣﺠﻤﻮﻋﺔ‬
‫ﻭﺍﻟﻌﻼﻗﺔ‬
‫‪ ‬ﺗﺬﻛﹼﺮ ﺃﻥ ﺍﻟﻌﻼﻗﺔ ﻫﻲ ﻣﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‪ .‬ﻭﺍﻟ‬ ‫‪‬‬
‫ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺗﺒﺪﻳﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻛﻞ ﺯﻭﺝ ﻣﺮﺗﺐ ﻓﻲ ﺍﻟﻌﻼﻗﺔ‪ ،‬ﻓﻴﺼﺒﺢ‬ ‫‪‬‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻭﺍﻟﺪﺍﻟﺔ‬‫ﺇﻳﺠﺎﺩ ﱟ‬
‫ﻣﺠﺎﻝ ﺍﻟﻌﻼﻗﺔ ﻫﻮ ﻣﺪ￯ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ‪ ،‬ﻭﻣﺪﺍﻫﺎ ﻫﻮ ﻣﺠﺎﻝ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ‪.‬‬ ‫ﺍﻟﻌﻜﺴﻴﺔ ‪.‬‬
‫ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻋﻼﻗﺔ ) ﺃﻭ ﺩﺍﻟﺔ (‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪inverse relation‬‬
‫ﺗﻤﺜﻞ ﻋﻼﻗﺔ ﻋﻜﺴﻴﺔ ) ﺃﻭ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ(‬
‫‪ ‬‬
‫‪(b‬‬
‫‪( , a)(a, b)‬‬ ‫‪‬‬ ‫ﻷﺧﺮ￯ ﺃﻡ ﻻ‪.‬‬
‫‪inverse function‬‬
‫‪A , B‬‬ ‫‪ ‬‬ ‫‪2 - 1 ‬‬
‫})‪A = {(1, 5), (2, 6), (3, 7)} B = {(5, 1), (6, 2), (7, 3‬‬ ‫ﺗﻄﻮﻳﺮ ﺗﻌﺮﻳﻒ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻠﻮﻏﺎﺭﻳﺘﻤﻴﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺩﻭﺍﻝ ﺃﺳﻴﺔ‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﻭﻣﻌﻜﻮﺳﺎﺗﻬﺎ‪.‬‬

‫‪ ‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺭﺅﻭﺱ ‪ ABC‬ﺑﺎﻟﻌﻼﻗﺔ })‪.{(1, -2), (2, 5), (4, -1‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ‪ ،‬ﺛﻢ ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﻌﻼﻗﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪ ،‬ﻭﺍﺫﻛﺮ‬

‫'‪C‬‬
‫‪y‬‬ ‫‪B‬‬ ‫ﻳﺤﻮﻝ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻤﻌﻄﺎﺓ ﺇﻟﻰ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ‪.‬‬ ‫ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﻬﻨﺪﺳﻲ ﺍﻟﺬﻱ ﹼ‬ ‫‪ 2‬‬
‫ﻣ ﹼﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﻹﻳﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻗﻢ ﺑﺘﺒﺪﻳﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻷﺯﻭﺍﺝ‬
‫'‪A‬‬ ‫'‪B‬‬
‫ﺍﻟﻤﺮﺗﺒﺔ‪ .‬ﻓﺘﻜﻮﻥ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻫﻲ‪ .{(-2, 1), (5, 2), (-1, 4)} :‬ﻭﺑﺘﻤﺜﻴﻞ‬ ‫‪‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻫﺬﻩ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻟﻠﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻳﺘﻀﺢ ﺃﻧﻬﺎ ﺗﻤﺜﻞ ﺭﺅﻭﺱ '‪A'B'C‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟"‬
‫‪C‬‬
‫ﺑﻌﺪ ﺍﻧﻌﻜﺎﺱ ﺭﺅﻭﺱ ‪ ABC‬ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.y = x‬‬ ‫‪‬‬
‫‪A‬‬

‫‪‬‬ ‫ﺩﻭﻻﺭﺍ‬
‫ﹰ‬ ‫• ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺍﻟﺠﺪﻭﻝ‪ ،‬ﻛﻢ‬
‫‪  (1‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻟﻠﻌﻼﻗﺔ })‪ ،{(-8, -3), (-8, -6), (-3, -6‬ﺗﻤ ﹼﺜﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ‬ ‫ﻛﻼ ﻣﻦ‪ 5 :‬ﺩﺭﺍﻫﻢ ‪10 ،‬‬ ‫ﺃﻣﺮﻳﻜ ﹼﹰﻴﺎ ﻳﻘﺎﺑﻞ ﹼﹰ‬
‫ﺭﺅﻭﺱ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻓﺄﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ‪ ،‬ﻭﺻﻒ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫ﺩﺭﺍﻫﻢ ‪ 1.36‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ‪ 2.72‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫})‪ ، {(-3, -8), (-6, -8), (-6, -3‬ﺍﻧﻌﻜﺎﺱ ﻟﺮﺅﻭﺱ ﺍﻟﻤﺜﻠﺚ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪y = x‬‬ ‫ﺩﺭﻫﻤﺎ ﻳﻘﺎﺑﻞ ﹼﹰ‬
‫ﺃﻣﺮﻳﻜﻲ ‪،‬‬
‫ﹼ‬ ‫ﺩﻭﻻﺭﺍ‬
‫ﹰ‬ ‫ﻛﻼ ﻣﻦ‪:‬‬ ‫ﹰ‬ ‫• ﻛﻢ‬
‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻓﻲ ﺍﻟﺪﺍﻟﺔ‬
‫ﺇﻥ ﻣﺎ ﻳﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻓﻲ ﺍﻟﻌﻼﻗﺔ ﻭﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻳﻨﻄﺒﻖ ﹰ‬
‫‪ 5‬ﺩﻭﻻﺭﺍﺕ ﺃﻣﺮﻳﻜﻴﺔ؟ ‪ 3.67‬؛ ‪18.35‬‬
‫ﻭﻣﻌﻜﻮﺳﻬﺎ‪ ،‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ ﻳﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﺴﻤﻰ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ‬
‫ﻋﻜﺴﻴﺔ‪ .‬ﻭﻳﺮﻣﺰ ﺇﻟﻰ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ‬
‫(‪ f‬ﺑﺎﻟﺮﻣﺰ )‪.f -1(x‬‬
‫)‪f x‬‬ ‫• ﻣﺎ ﻣﻘﻠﻮﺏ ‪ 0.272‬؟ ﻭﻫﻞ ﻳﻈﻬﺮ ﻣﻘﻠﻮﺏ‬
‫‪ 2 74‬‬ ‫‪ 0.272‬ﻓﻲ ﺍﻟﺠﺪﻭﻝ؟‬
‫_ ؛ ‪ 3.67‬ﺗﻈﻬﺮ ﻓﻲ‬ ‫‪1‬‬
‫‪0.272‬‬
‫‪≈ 3.67‬‬
‫ﺍﻟﺠﺪﻭﻝ‪.‬‬

‫‪ 2‬‬ ‫‪74‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪f(f a) = bf , f -1 ‬‬
‫‪f -1(b‬‬‫‪( ) = a‬‬
‫‪f -1(x‬‬ ‫(‪x) = x + 4f‬‬
‫)‪(x‬‬ ‫‪f(x‬‬‫‪x) = x - 4‬‬
‫)‪(x‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪f (2)‬‬
‫‪-1‬‬ ‫‪ff(6)  ‬‬
‫‪‬‬ ‫‪-1‬‬
‫‪f (x‬‬ ‫)‪(x‬‬
‫‪x) = x + 4‬‬ ‫‪x) = x - 4  ‬‬
‫‪f(x‬‬
‫)‪(x‬‬
‫(‪f‬‬ ‫‪‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ‬ ‫‪f -1(2) = 2 + 4 = 6‬‬ ‫‪f‬‬
‫)‪f(6‬‬ ‫‪=6-4=2‬‬ ‫‪ f -1  ‬‬
‫‪f   ‬‬
‫‪ ‬‬
‫ﻟﻌﻼﻗﺔ ﻣﻤﺜﻠﺔ ﺑﻤﺠﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‬ ‫‪f (6) = 2 ,‬‬ ‫)‪f -1(2‬‬ ‫(‪= 6f‬‬ ‫‪‬‬ ‫‪‬‬
‫‪f(x‬‬
‫‪(xx)) , f‬‬ ‫)‪-1( x‬‬
‫‪x‬‬ ‫‪   (-1) ‬‬
‫ﺃﻳﻀﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻷﺻﻠﻴﺔ ﺗﻜﻮﻥ ﺩﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ‪ .‬ﺗﺬﻛﹼﺮ ﺃﻧﻪ‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﻳﻤﺜﻞ ﺩﺍﻟﺔ ﹰ‬
‫‪ 2 ‬ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﻭﺗﻤﺜﻴﻠﻪ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﺃﻡ ﻻ‪ .‬ﻭﺑﺎﻟﻤﺜﻞ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﻳﻤﺜﻞ ﺩﺍﻟﺔ ﺃﻡ ﻻ‪.‬‬
‫‪y‬‬ ‫) ‪y = f (x‬‬
‫‪y‬‬

‫✓ ‪‬‬
‫) ‪y = g (x‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﻳﻤﻜﻦ ﺭﺳﻢ ﻣﺴﺘﻘﻴﻢ ﺃﻓﻘﻲ ﻳﻘﻄﻊ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‪ ،‬ﻓﻲ‬ ‫ﻻ ﻳﻤﻜﻦ ﺭﺳﻢ ﺃﻱ ﻣﺴﺘﻘﻴﻢ ﺃﻓﻘﻲ ﻳﻘﻄﻊ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬
‫ﺃﻛﺜﺮ ﻣﻦ ﻧﻘﻄﺔ )ﺍﻟﺪﺍﻟﺔ ﻟﻴﺴﺖ ﻣﺘﺒﺎﻳﻨﺔ(؛ ﻟﺬﺍ ﻻ ﻳﻜﻮﻥ‬ ‫ﻓﻲ ﺃﻛﺜﺮ ﻣﻦ ﻧﻘﻄﺔ )ﺍﻟﺪﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ(؛ ﻟﺬﺍ ﻳﻤﺜﱢﻞ ﻣﻌﻜﻮﺱ‬
‫‪‬‬ ‫ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ )‪ y = g(x‬ﺩﺍﻟ ﹰﺔ‪.‬‬ ‫(‪ y = f‬ﺩﺍﻟﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪.‬‬ ‫ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺩﺍﻟﺔ ﺑﺎﻟﺘﺒﺪﻳﻞ ﺑﻴﻦ ‪ x‬ﻭ ‪ y‬ﻓﻲ ﻗﺎﻋﺪﺓ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ‬ ‫‪1‬‬
‫ﻟﻠﻌﻼﻗﺔ })‪{(1, 3),(6, 3),(6, 0),(1,0‬‬ ‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺗﻤﺜﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺭﺅﻭﺱ ﻣﺴﺘﻄﻴﻞ‪.‬‬ ‫ﺑﻴﺎﻧﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪.‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﺛﻢ ﻣﺜﹼﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﹼﹰ‬
‫ﻓﺄﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺎ ‪ ،‬ﻭﺻﻒ‬ ‫‪f x) = 2x - 5 (a‬‬
‫(‪f‬‬
‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺪﺍﻟﺔ ﻛﻤﻌﺎﺩﻟﺔ ﺑﺪﻻﻟﺔ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ‪x, y‬‬ ‫‪1 ‬‬
‫ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫‪f (x) = 2x - 5 → y = 2x - 5‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻫﻲ‪:‬‬ ‫ﺑﺪﱢ ﻝ ﺑﻴﻦ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬ﻭﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪x = 2y - 5‬‬ ‫‪ 2 ‬‬
‫})‪{(3, 1), (3, 6), (0, 6), (0, 1‬‬ ‫‪ 3 ‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.y‬‬
‫‪‬‬
‫ﻭﻫﺬﻩ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﺗﻤﺜﻞ ﺭﺅﻭﺱ‬ ‫‪x = 2y - 5‬‬
‫‪   ‬‬
‫ﻣﺴﺘﻄﻴﻞ‪ ،‬ﻭﻫﻲ ﻋﺒﺎﺭﺓ ﻋﻦ ﺇﺣﺪﺍﺛﻴﺎﺕ‬ ‫‪5‬‬ ‫‪x + 5 = 2y‬‬
‫_‬
‫‪x+5‬‬ ‫‪f(x)    ‬‬
‫‪2‬‬ ‫‪=y‬‬
‫ﺍﻟﺮﺅﻭﺱ ﺍﻷﺻﻠﻴﺔ ﺑﻌﺪ ﺍﻧﻌﻜﺎﺳﻬﺎ ﺣﻮﻝ‬ ‫‪y‬‬ ‫‪2‬‬ ‫‪ 2   a  ‬‬
‫‪   ‬‬
‫‪  ‬‬
‫‪ 4 ‬ﺿﻊ )‪ f -1(x‬ﹰ‬
‫ﺑﺪﻻ ﻣﻦ ﺍﻟﻤﺘﻐﻴﺮ ‪ ،y‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻤﻌﻜﻮﺱ ﺩﺍﻟ ﹰﺔ‪.‬‬
‫ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.y = x‬‬ ‫‪f -1(x)= x + 5‬‬
‫‪2‬‬
‫‪.f -1(x)  ‬‬

‫(‪ f‬ﺧﻄﻴﺔ‪ ،‬ﻭﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﺗﺠﺪ ﺃﻥ‬

‫ﺑﻤﺎ ﺃﻥ ﺍﻟﺪﺍﻟﺔ )‪f x‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ‪:‬‬ ‫‪2‬‬ ‫‪f(x) = 2x − 5‬‬ ‫ﻣﻌﻜﻮﺳﻬﺎ ﻫﻮ ﺩﺍﻟﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻟﺬﺍ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺮﻣﺰ )‪f -1(x‬‬
‫_ = )‪y = _ → f -1(x‬‬
‫_ – = )‪f x‬‬
‫‪x+5‬‬ ‫‪x+5‬‬
‫‪1‬‬
‫(‪f‬‬ ‫‪x+1‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪2‬‬ ‫‪2‬‬
‫(‪ f‬ﻫﻲ _ = )‪f -1(x‬‬
‫‪2‬‬ ‫‪x‬‬ ‫‪+‬‬ ‫‪5‬‬
‫ﻓﺘﻜﻮﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ ‪f x) = 2x - 5‬‬
‫ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ‬ ‫‪2‬‬
‫_ = )‪ f -1(x‬ﻫﻲ ﺍﻧﻌﻜﺎﺱ ﻟﻠﺘﻤﺜﻴﻞ‬
‫‪x+5‬‬
‫ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪.‬‬
‫‪2‬‬
‫(‪ f‬ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.y = x‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪f x) = 2x - 5‬‬
‫‪–1‬‬
‫‪f (x) = –2x + 2‬‬
‫‪y‬‬ ‫‪75‬‬ ‫‪ 2-1‬‬

‫‪x = - 21 x + 1‬‬
‫)‪f(x‬‬
‫)‪x‬‬
‫‪O‬‬ ‫‪x‬‬

‫)‪f -1(x‬‬
‫‪x) = -22x + 2‬‬

‫‪75‬‬ ‫‪‬‬ ‫‪2-1 ‬‬

 f x) = x2 + 1 (b
f(
f x) = x2 + 1 → y = x2 + 1
f( 1 
x = y2 + 1 2  
y x = y2 + 1 3  
 f  
1 x - 1 = y2       b

 
f(x)= x 2 +1    
 ± √x
-1=y    f   
O x
y = ± √x
-1 4    
y=± x - 1
‫ ﺑﺈﺟﺮﺍﺀ ﺍﻧﻌﻜﺎﺱ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ‬y = ± √x
- 1 ‫ﺑﻴﺎﻧﻴﺎ‬
‫ﻣﺜﹼﻞ ﹼﹰ‬
‫ﻗﺪ ﻳﺨﻠﻂ ﺑﻌﺾ ﺍﻟﻄﻼﺏ‬ 
.y = x ‫ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ‬f(
f x) = x2 + 1 ‫ ﻟﺬﺍ ﺑ ﱢﻴﻦ ﻟﻬﻢ‬. f ‫_ ﻟﻠﺪﺍﻟﺔ‬1 ‫ ﻭ‬f –1 ‫ﺑﻴﻦ ﺍﻟﺮﻣﺰﻳﻦ‬
 ✓ f
.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬2A, 2B
، f ‫ ﻳﻌﻨﻲ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ‬f –1 ‫ﺃﻥ ﺍﻟﺮﻣﺰ‬
f x) = _ (2A
. f ‫_ ﻣﻘﻠﻮﺏ ﺍﻟﺪﺍﻟﺔ‬1 ‫ﻓﻲ ﺣﻴﻦ ﻳﻌﻨﻲ ﺍﻟﺮﻣﺰ‬
x-3
f x) = 3x2 (2B
f( f(
5
f
‫ ﱞ‬،‫ ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺍﻟﺘﺎﻥ‬
،‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ‬
‫ﻭﺫﻟﻚ ﺑﺈﻳﺠﺎﺩ ﱟ‬

.‫ﻛﻞ ﻣﻦ ﺗﺮﻛﻴ ﹶﺒﻴﻬﻤﺎ‬
‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﺍﻟﺘﺎﻥ‬3 
  .‫ﺗﻤ ﱢﺜﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯؛ ﺃﻡ ﻻ‬

 
 f , g 
I(
I(x
(x)
x) = (x x) 
(x) 
 f(f(x
 x)
(xx)) , g(x
(x)
(x 
[ g ◦ f ](x
](x)
x) = [f ◦ g](x](x)
](xx) = x :‫ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬ 3
f x) = _ x - 6, g(x) = _ x + 8
3 4
f(
4 3
‫ ﻭﺿﺢ‬.‫ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ‬
 3  ‫ ﺗﻤﺜﻞ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺩﺍﻟﺔ‬.‫ﺇﺟﺎﺑﺘﻚ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﺪﺩ ﻫﻞ ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ؟ ﱢ‬
.‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‬ ‫ﻓﻲ ﱢ‬
‫ﻛﻞ ﺯﻭﺝﹴ ﱠ‬ 
‫ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯؛ ﻷﻥ‬
f (x) = 3x + 9 , g (x) = _31 x - 3 (a 
 [ f ◦ g](x) = [ g ◦ f ](x)= x
.‫ ﻳﺴﺎﻭﻱ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ‬f(
f x) , g(x) ‫ﺗﺄﻛﺪ ﺑﺄﻥ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﻟﺘﻴﻦ‬ [f ◦ g](x)[g ◦ f ](x)

[ g ◦ f ](x) = g[[ f(
f(x)] [ f ◦ g](x) = f [ g(x)]
 I(x) = x
= g(3x + 9) =f _
(3 )
1
x-3 
 
=_
1
(3x + 9) - 3 = 3(_
1
x - 3) + 9
3 3
=x+3-3=x =x-9+9=x f (x) , g (x) ‫( ﺍﻟﺪﺍﻟﺘﺎﻥ‬3A y = 5x +3 (2A
‫ﺇﺫﻥ ﺗﻤﺜﻞ ﱞ‬
.[ f ◦ g](x) = [g ◦ f ](x) = x ‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯؛ ﻷﻥ‬ ‫ﻻ ﺗﻤﺜﻞ ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ‬ y
8
f x) = 4x2, g(x) = 2 √x
f(  (b ‫ﻟﻸﺧﺮ￯؛ ﻷﻥ‬ 6 y
[ ◦ g](x) = x + 9
[f 4
[ f ◦ g](x) = f (2 √x )
.[g ◦ f ](x) = x + 3 ‫ﻭ‬ 2
= 4(2 √x )2
−8−66−44−2O 2 4 6 8x
= 4(4x) = 16x
‫ ﻻ ﺗﻤﺜﻞ ﱞ‬f(
.￯‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ‬ f x) ‫ ﻭ‬g(x) ‫ ﻓﺈﻥ ﺍﻟﺪﺍﻟﺘﻴﻦ‬،[ f ◦ g](x) ≠ x ‫ﺑﻤﺎ ﺃﻥ‬ f (x) −4
g (x) ‫ ﻭ‬f (x) ‫( ﻛﻞ ﻣﻦ‬3B −66
−
 ‫ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﻷﻥ‬ −8
, g(x) = √_ f x) = 3x - 3 , g(x) = _x + 4
3
x+1 1 [ ◦ g](x) = [g ◦ f ](x) = x
[f
f x) = 2x3 - 1
f( (3B f( (3A
2 3
_1 x
 2 76 y=± √3
(2B
y

f (x)

E D 
‫ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻛﺒﻴﺮ ﻣﺴﺘﻌﻤﻠﻴﻦ ﻗﻄﻌﺔ‬I(x) = x ‫ ﻳﻤﺜﻞ ﺍﻟﻄﻼﺏ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ‬ O x
y
f x) = 2x - 5 ‫ ﺛﻢ ﻳﻀﻌﻮﻥ ﻗﻄﻌﺔ ﺃﺧﺮ￯ ﻋﻠﻰ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬.‫ﺳﻠﻚ ﺃﻭ ﺧﻴﻂ ﺃﻭ ﺃﻱ ﺷﻲﺀ ﻣﺸﺎﺑﻪ‬
f(
‫ ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﺘﻠﻚ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻭﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺬﻩ‬.2 ‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻭﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻤﺜﺎﻝ‬
. I(x) = x ‫ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬

 2 76
 ‫‪‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪1  :‬‬

‫‪{(-2, 9), (4, -1), (-7, 9), (7, 0)} (2‬‬ ‫‪{(-9, 10), (1, -3), (8, -5)} (1‬‬

‫‪{(3, 0), (5, 4), (7, -8), (9, 12), (11, 16)} (4‬‬ ‫‪{(1, -5), (2, 6), (3, -7), (4, 8), (5, -9)} (3‬‬
‫‪ 3‬‬ ‫‪{(-5, 1), (6, 2), (-7, 3), (8, 4), (-9, 5)} (3‬‬ ‫‪{(10, -9), (-3, 1), (-5, 8)} (1‬‬
‫‪1, 4), (9, -7), (0, 7)} (2‬‬
‫‪8, 7), (12, 9), (16, 11)} (4‬‬
‫‪(0, 3), (4, 5), (-8,‬‬
‫‪{(0,‬‬ ‫‪{(9, -2),‬‬
‫‪2), (-1,‬‬
‫‪2 ‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪:‬‬
‫‪ (5–6‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫✓ ‪‬‬ ‫‪h(x) = x2 - 3 (7‬‬ ‫‪g(x) = 4x - 6 (6‬‬ ‫‪f x) = -3x (5‬‬
‫(‪f‬‬ ‫‪ (7–16‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 - 2 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪l(x) = -2x + 1 (10‬‬ ‫‪g(x) = 5x (9‬‬ ‫‪f x) = x + 2 (8‬‬
‫(‪f‬‬

‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪h(x) = x2‬‬ ‫‪+ 4 (13‬‬ ‫_‪k(x) = -‬‬

‫‪5‬‬
‫‪3‬‬
‫‪x-8‬‬ ‫‪(12‬‬ ‫‪h(x) = _ (11‬‬
‫‪x-4‬‬
‫‪3‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ ‫‪f x) = (x + 1)2 + 3 (16‬‬
‫(‪f‬‬ ‫‪f x) = _x2 - 1 (15‬‬
‫(‪f‬‬
‫‪1‬‬
‫‪f x) = 5x2 (14‬‬
‫(‪f‬‬
‫‪2‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪3 ‬‬ ‫ﻛﻞ ﹴ‬
‫ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ؟ ﱢ‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﺪﺩ ﻫﻞ ﱡ‬ ‫ﻓﻲ ﱢ‬
‫ﻛﻞ ﺯﻭﺝﹴ ﱠ‬
‫‪f x) = _x + _ (18‬‬
‫‪1‬‬ ‫‪3‬‬
‫‪f x) = 2x3 (19‬‬
‫(‪f‬‬ ‫(‪f‬‬ ‫‪f x) = x - 7 (17‬‬
‫(‪f‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪ g(x) = _31 √x‬ﻻ‬ ‫‪ g(x) = 2x - _34‬ﻻ‬ ‫‪ g(x) = x + 7‬ﻧﻌﻢ‬
‫‪f –1(x) = – _ x (5‬‬
‫‪1‬‬
‫_ = )‪f x‬‬ ‫_‪f x) = -‬‬
‫‪3‬‬ ‫‪x + 10‬‬ ‫‪1‬‬
‫(‪f‬‬ ‫‪(22‬‬ ‫(‪f‬‬ ‫‪x + 3 (21‬‬ ‫‪f x) = 2x + 3 (20‬‬
‫(‪f‬‬
‫‪8‬‬ ‫‪3‬‬
‫‪y‬‬ ‫‪ g(x) = 8x - 10‬ﻧﻌﻢ‬ ‫‪ g(x) = -3x + 9‬ﻧﻌﻢ‬ ‫‪ g(x) = 2x - 3‬ﻻ‬
‫‪ff(x) = _x3‬‬
‫)‪f (x‬‬ ‫‪2‬‬
‫(‪f‬‬ ‫‬
‫‪f x) = 2 √x‬‬ ‫‪- 5 (25‬‬ ‫‪f x) = (x + 6)2 (24‬‬
‫(‪f‬‬ ‫‪(23‬‬
‫‪3‬‬
‫ﻻ‬ ‫‪g(x) = _x2 - 5‬‬ ‫‪ g(x) = √x - 6‬ﻧﻌﻢ‬ ‫_√ = )‪ g(x‬ﻻ‬
‫‬
‫‪1‬‬ ‫‪2‬‬
‫‪x‬‬
‫‪4‬‬ ‫‪3‬‬
‫‪O‬‬ ‫‪x‬‬

‫)‪f (x‬‬
‫‪-1‬‬ ‫‪  (26‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺳﻴﺎﺭﺓ ﻓﻬﺪ ﻟﻜﻞ ‪ l‬ﻟﺘﺮ ﻣﻦ‬
‫‪Price/ L‬‬
‫‪1.75‬‬ ‫ﺍﻟﺒﻨﺰﻳﻦ ﹸﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺪﺍﻟﺔ ‪ ، k(l) = 12 l‬ﻭﻛﺎﻥ ﺳﻌﺮ ﺍﻟﻠﺘﺮ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ‬
‫‪Purchase‬‬ ‫‪----‬‬
‫‪Gallons‬‬ ‫‪----‬‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪PREMIUM‬‬ ‫‪REGULAR‬‬

‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ )‪ c(l‬ﺍﻟﺘﻲ ﺗﻤﺜﻞ ﺳﻌﺮ ‪ l‬ﻣﻦ ﻟﺘﺮﺍﺕ ﺍﻟﺒﻨﺰﻳﻦ ‪c (l) = 1.75 l‬‬
‫‪g–1(x) = _ (6‬‬
‫‪x+6‬‬ ‫‪0.00‬‬ ‫‪1.75‬‬

‫‪4‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺳﻌﺮ ﺍﻟﻮﻗﻮﺩ ﺍﻟﻤﺴﺘﻬﻠﻚ ﻓﻲ ﺍﻟﻜﻴﻠﻮ ﻣﺘﺮ ﺍﻟﻮﺍﺣﺪ‪،‬‬
‫‪y‬‬ ‫ﻣﺴﺘﻌﻤﻼﹰ ﻓﻜﺮﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪P (k ) ≈ 0.15 K .‬‬

‫)‪g -1(x‬‬ ‫‪   (27‬ﹸﻳﻌﺒﺮ ﻋﻦ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﻟﺪﺍﻟﺔ ‪.A = π r 2‬‬

‫=‪r‬‬ ‫‪√_Aπ‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪ 3.39 cm .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪36cm2‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻜﻮﺱ ﻹﻳﺠﺎﺩ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﻣﺴﺎﺣﺘﻬﺎ‬
‫)‪g (x‬‬

‫‪77‬‬ ‫‪ 2-1‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪3 6 – 3 8 3 3 – 3 4 9 – 2 5‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪3 6 – 3 8 3 2 – 3 4 2 7 – 3 0 9 – 2 5‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪27–38‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪77‬‬ ‫‪‬‬ ‫‪2-1 ‬‬

 ‫ﺃﻳﻀﺎ ﺃﻡ ﻻ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ ﻟﺘﺤﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﻜﻮﺱ ﱢ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﺩﺍﻟﺔ ﹰ‬
‫‪ g(x) = 3x + 7 (30‬ﻧﻌﻢ‬ ‫‪ h(x) = 2x2 (29‬ﻻ‬ ‫(‪ f‬ﻧﻌﻢ‬
‫‪f x) = x3 - 8 (28‬‬

‫‪  (31‬ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ‪ F(x) = _95 x + 32‬ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺳﻴﻠﻴﺰﻳﻮﺱ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﻓﻬﺮﻧﻬﺎﻳﺖ‪.‬‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪ (a‬ﺃﻭﺟﺪ )‪ .F -1(x‬ﺛﻢ ﺑ ﱢﻴﻦ ﺃﻥ )‪ F -1(x‬ﻭ )‪ F(x‬ﺗﻤﺜﻞ ﱞ‬
‫‪ (b‬ﻓﻴﻢ ﺗﺴﺘﻌﻤﻞ )‪ F -1(x‬؟ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻟﻠﺘﺤﻮﻳﻞ ﻣﻦ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﻓﻬﺮﻧﻬﺎﻳﺖ ﺇﻟﻰ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺳﻴﻠﻴﺰﻳﻮﺱ‪.‬‬ ‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ‬
‫‪ ‬ﺗﺄﻣﻞ ﺍﻟﺪﺍﻟﺔ ‪، y = x n‬ﺣﻴﺚ … ‪. n = 0, 1 , 2,‬‬ ‫‪(32‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 3 2‬ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻭﺟﺪﻭﻝ‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻟﻠﻘﻴﻢ ‪ .n = 0 , 1 , 2 , 3 , 4‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪y = xn‬‬ ‫‪  (a‬ﻣ ﱢﺜﻞ ﺍﻟﺪﻭﺍﻝ‬ ‫ﺍﻟﻘﻴﻢ ﻭﺍﻟﺘﺤﻠﻴﻞ ﻻﺳﺘﻜﺸﺎﻑ ﺧﺼﺎﺋﺺ‬
‫ﺃﻳﻀﺎ؟ ﺳﺠﻞ ﻧﺘﺎﺋﺠﻚ ﻓﻲ ﺟﺪﻭﻝ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫‪   (b‬ﻣﺎ ﻗﻴﻢ ‪ n‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻣﻌﻜﻮﺱ ﻫﺬﻩ ﺍﻟﺪﻭﺍﻝ ﺩﻭﺍﻝ ﹰ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻌﻜﺴﻴﺔ‬
‫ﺃﻳﻀﺎ‪ ،‬ﻋﻠﻰ ﻓﺮﺽ ﺃﻥ ‪ n‬ﻋﺪﺩ ﻛﻠﻲ‪ n .‬ﻋﺪﺩ ﻓﺮﺩﻱ‬
‫(‪ f‬ﺩﻭﺍﻝ ﹰ‬
‫‪   (c‬ﺍﺳﺘﻨﺘﺞ ﻗﻴﻢ ‪ n‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﻣﻌﻜﻮﺱ ﺍﻟﺪﻭﺍﻝ ‪f x) = xn‬‬

‫‪ 4‬‬
‫‪‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻛﻴﻒ‬
‫ﺳﺎﻋﺪﻫﻢ ﻣﻔﻬﻮﻡ ﺗﺮﻛﻴﺐ ﺩﺍﻟﺘﻴﻦ ﺍﻟﺬﻱ ﺗﻌﻠﻤﻮﻩ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ .‬ﹼ‬‫‪ (33‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬
‫ﺃﻳﻀﺎ‪ ".‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫"ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻌﻼﻗﺔ ﻻ ﺗﻤﺜﻞ ﺩﺍﻟﺔ‪ ،‬ﻓﺈﻥ ﻣﻌﻜﻮﺳﻬﺎ ﻻ ﻳﻤﺜﻞ ﺩﺍﻟ ﹰﺔ ﹰ‬
‫ﺳﺎﺑ ﹰﻘﺎ ﻋﻠﻰ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫ﹺ‬ ‫ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪.‬‬
‫ﻛﻼ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪.‬‬ ‫ﺃﻋﻂ ﹰ‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺩﺍﻟﺔ‪ ،‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ‪ .‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺃﻥ ﹼﹰ‬ ‫‪(34‬‬
‫‪-1‬‬‫‪1‬‬
‫‪f (x) = 2x, f (x) = 0.5x ; f [f‬‬ ‫[‬ ‫‪-1‬‬ ‫‪1‬‬ ‫])‪(x‬‬ ‫‪-1‬‬
‫‪)] = f [f‬‬‫‪1‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪)] = x :‬‬
‫])‪[f (x‬‬
‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺩﺍﻟﺔ ﻣﻌﻜﻮﺳﻬﺎ ﺍﻟﺪﺍﻟﺔ ﻧﻔﺴﻬﺎ‪ (35, 36 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﹺ‬
‫ﺃﻋﻂ ﹰ‬ ‫‪(35‬‬ ‫‪‬‬
‫‪  (36‬ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﺗﺮﻛﻴﺐ ﻟﺪﺍﻟﺘﻴﻦ‪ ،‬ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪ .‬ﻓﻠﻤﺎﺫﺍ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ﺗﺮﻛﻴﺐ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻋﻨﺪ‬ ‫‪ (33‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ؛‬
‫ﺩﺍﺋﻤﺎ؟‬
‫ﺍﻟﻌﺪﺩ ‪ 5‬ﺗﺴﺎﻭﻱ ﺍﻟﻌﺪﺩ ‪ 5‬ﹰ‬ ‫‪ y = ± √x‬ﻣﺜﺎﻝ ﻋﻠﻰ ﻋﻼﻗﺔ ﻻ ﺗﻤ ﱢﺜﻞ‬
‫ﺩﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﻳﻤﺜﻞ ﺩﺍﻟﺔ‪ .‬ﻣﻌﺎﺩﻟﺔ‬
‫‪‬‬ ‫ﺍﻟﺪﺍﺋﺮﺓ ﻣﺜﺎﻝ ﻋﻠﻰ ﻋﻼﻗﺔ ﻻﺗﻤﺜﻞ ﺩﺍﻟﺔ‬
‫ﻭﻣﻌﻜﻮﺳﻬﺎ ﻻﻳﻤﺜﻞ ﺩﺍﻟﺔ‪.‬‬
‫ﺃﻱ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ ﻫﻲ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ‪f x) = _ :‬‬
‫(‪ f‬؟ ‪A‬‬ ‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻤﺜﻞ‬
‫(‪ ،f‬ﱞ‬
‫‪ (37‬ﺇﺫﺍ ﻛﺎﻥ ‪f(x) = x2 + 3 , g(x) = -x + 1‬‬
‫‪3x - 5‬‬
‫‪2‬‬ ‫‪ (38‬ﱡ‬
‫])‪f [ g(x‬؟ ‪D‬‬ ‫‪ (35‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪g(x) = _ A‬‬
‫‪2x + 5‬‬
‫‪g(x) = 2x + 5 C‬‬
‫‪3‬‬
‫‪-x3 + x2 - 3x + 3 C‬‬ ‫‪x2 - x + 2 A‬‬ ‫(‪ f‬ﺃﻭ‬
‫‪f x) = x , f -1 (x) = x‬‬
‫‪g(x) = _ D‬‬ ‫‪g(x) = _ B‬‬
‫‪2x - 5‬‬ ‫‪3x + 5‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪x2 - 2x + 4 D‬‬ ‫‪-x2 - 2 B‬‬ ‫‪f x) = - x , f -1 (x) = - x‬‬
‫(‪f‬‬
‫‪ (36‬ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺇﺣﺪ￯ ﺍﻟﺪﺍﻟﺘﻴﻦ ﻋﻨﺪ‬
‫ﺍﻟﻌﺪﺩ ‪ 5‬ﻳﺘﻢ ﺗﻨﻔﻴﺬ ﻋﻤﻠﻴﺔ ﺃﻭ ﺃﻛﺜﺮ ﻋﻠﻰ‬
‫ﻫﺬﺍ ﺍﻟﻌﺪﺩ ﻭﺍﻟﺪﺍﻟﺔ ﺍﻷﺧﺮ￯‪ ،‬ﻭﻫﻲ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ ﺍﻷﻭﻟﻰ ﺗﻌﻜﺲ‬
‫ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺎﺕ ) ﺗﺰﻳﻞ ﺃﺛﺮﻫﺎ ﻋﻠﻰ‬
‫ﺍﻟﻌﺪﺩ ‪ ، (5‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﻗﻴﻤﺔ ﺍﻟﺘﺮﻛﻴﺐ‬
‫ﺩﺍﺋﻤﺎ‪.‬‬
‫ﻋﻨﺪ ﺍﻟﻌﺪﺩ ‪ 5‬ﺗﺴﺎﻭﻱ ﺍﻟﻌﺪﺩ ‪ 5‬ﹰ‬

‫‪ 2 78‬‬

‫‪M D‬‬ ‫‪‬‬

‫(‪ f‬ﻟﺘﻘﺮﻳﺐ ﻃﻮﻝ ﺷﺨﺺ ﺑﺎﻟﺴﻨﺘﻤﺘﺮﺍﺕ ﺇﺫﺍ ﹸﻋﻠﻢ ﻃﻮﻝ ﻋﻈﻢ ﻓﺨﺪﻩ‪.‬‬
‫‪ ‬ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺪﺍﻟﺔ ‪f x) = 2.3x + 61‬‬
‫ﺃﻭﺟﺪ )‪ ، f –1(x‬ﻭﺍﺷﺮﺡ ﻓﻴﻤﺎ ﺗﺴﺘﻌﻤﻞ‪.‬‬
‫_ = )‪ f–1(x‬؛ ﺗﺴﺘﻌﻤﻞ ﻹﻳﺠﺎﺩ ﺍﻟﻄﻮﻝ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻌﻈﻢ ﺍﻟﻔﺨﺬ ﻟﺸﺨﺺ ﻃﻮﻟﻪ ﻣﻌﻠﻮﻡ‪.‬‬
‫‪x - 61‬‬
‫‪2.3‬‬

‫‪ 2‬‬ ‫‪78‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2 -1‬‬
‫‪‬‬
‫‪ 1‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪ ‬ﻣﻘﺎﺭﻧﺔ ﺩﺍﻟﺔ ﺑﻤﻌﻜﻮﺳﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫‪TI - nspire‬‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪.TI - nspire‬‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI - nspire‬ﻟﻤﻘﺎﺭﻧﺔ ﺩﺍﻟﺔ ﺑﻤﻌﻜﻮﺳﻬﺎ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪ ‬‬ ‫‪1 ‬‬
‫‪‬‬
‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ‪ f (x) = {(1, 2), (2, 4), (3, 6), (4, 8), (5, 10), (6, 12)} :‬ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪. TI - nspire‬‬
‫‪‬‬
‫‪.‬‬ ‫ﺍﻓﺘﺢ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬ ‫•‬
‫‪‬‬ ‫ﻓﻴﻈﻬﺮ ﺟﺪﻭﻝ ﺇﻟﻜﺘﺮﻭﻧﻲ‪.‬‬ ‫‪ ،‬ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫• ﻣﻦ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻈﺎﻫﺮﺓ ﺍﺧﺘﺮ‬
‫ﺗﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﻄﻼﺏ ﻳﻌﺮﻓﻮﻥ ﻛﻴﻒ ﻳﺪﺧﻠﻮﻥ‬ ‫ﺍﻟﺮﻣﺰ ‪l2‬‬ ‫‪ ،‬ﻭﺍﻛﺘﺐ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ‬ ‫ﺍﻟﺮﻣﺰ ‪ l1‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫• ﺍﻛﺘﺐ ﻓﻲ ﺃﻋﻠﻰ ﺍﻟﻌﻤﻮﺩ‬
‫ﻗﻮﺍﺋﻢ ﺍﻟﺒﻴﺎﻧﺎﺕ ‪ ،‬ﻭﻳﺘﻨﻘﻠﻮﻥ ﺑﻴﻦ ﺍﻟﻘﻮﺍﺋﻢ ﻓﻲ‬ ‫‪.‬‬ ‫ﺛﻢ ﺍﺿﻐﻂ‬
‫ﺣﺎﺳﺒﺎﺗﻬﻢ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬ ‫ﺃﺩﺧﻞ ﻗﻴﻢ ‪ x‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪ l1‬ﺑﺎﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﻗﻴﻢ ‪ y‬ﻓﻲ ﺍﻟﻌﻤﻮﺩ ‪.l2‬‬ ‫•‬
‫ﻓﻴﻈﻬﺮ ﺃﻣﺎﻣﻚ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ‪،‬‬ ‫‪ ،‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﻭﺍﺧﺘﺮ ﻣﻦ ﺍﻟﺸﺎﺷﺔ ﺍﻟﻈﺎﻫﺮﺓ‬ ‫• ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬

‫‪ 2‬‬ ‫‪ ،‬ﻓﺘﻈﻬﺮ ﺷﺎﺷﺔ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﺛﻢ ﺍﺿﻐﻂ ﻋﻠﻰ‬
‫ﺗﺘﻀﻤﻦ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛ ﹼﹰﻴﺎ ﺃﺳﻔﻠﻪ ﺇﺷﺎﺭﺓ ﻟﻘﻴﻢ ‪. x, y‬‬
‫ﻣﺮ ﹰﺓ ﺛﺎﻧﻴ ﹰﺔ‬ ‫ﻭﺍﺧﺘﺮ ‪ l1‬ﺍﻟﻤﻮﺟﻮﺩﺓ ﻋﻨﺪ ‪ x‬ﺛﻢ ﺗﺤﺮﻙ ﺑﺎﻟﺴﻬﻢ ﻋﻨﺪ ‪ ، y‬ﺛﻢ ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫•‬
‫‪‬‬ ‫ﹼ‬
‫‪.‬‬ ‫ﻭﺍﺧﺘﺮ ‪ ، l2‬ﺛﻢ ﺍﺿﻐﻂ‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬ ‫‪.‬‬ ‫‪ ،‬ﺛﻢ ﺃﻋﺪ ﺍﻟﺨﻄﻮﺓ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺎﺧﺘﻴﺎﺭ ‪ l2‬ﻋﻨﺪ ‪ ، x‬ﻭ‪ l1‬ﻋﻨﺪ ‪ y‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﺍﺿﻐﻂ‬ ‫•‬
‫ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺍﻟﻘﺪﺭﺍﺕ؛ ﻟﺘﻨﻔﻴﺬ ﺍﻟﻨﺸﺎﻁ ‪1‬‬
‫‪.‬‬ ‫‪ ،‬ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﺪﺍﻟﺔ ‪ f1(x) = x‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﻭﻣﻨﻬﺎ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﺛﻢ ﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫•‬ ‫ﺍﺿﻐﻂ‬
‫ﻭﺍﻟﻨﺸﺎﻁ ‪ .2‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺃﻥ‬
‫‪.‬‬ ‫ﻭﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫ﻭﻣﻨﻬﺎ‬ ‫• ﻹﻇﻬﺎﺭ ﺍﻟﺸﻜﻞ ﹰ‬
‫ﻛﺎﻣﻼ ﺍﺿﻐﻂ‬
‫ﺷﺎﺷﺎﺗﻬﻢ ﻣﺘﻄﺎﺑﻘﺔ ﻓﻲ ﻛﻞ ﺧﻄﻮﺓ‪.‬‬
‫‪‬‬ ‫‪ ‬‬ ‫‪1 ‬‬
‫• ﻣﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻨﺸﺎﻁ ‪ 1‬ﻭﺍﻟﻨﺸﺎﻁ ‪2‬؟‬ ‫_‬ ‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ‪f x) = 3x‬‬
‫(‪ f‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ‪ g(x) = 3x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﻳﻘﺎﺭﻥ ﺍﻟﻨﺸﺎﻁ ‪ 1‬ﺑﻴﻦ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ ﻣﻨﻔﺼﻠﺔ‪،‬‬ ‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﻓﻲ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪:‬‬
‫ﻓﻲ ﺣﻴﻦ ﻳﻘﺎﺭﻥ ﺍﻟﻨﺸﺎﻁ ‪ 2‬ﺑﻴﻦ ﺩﺍﻟﺘﻴﻦ‬
‫ﺧﻄﻴﺘﻴﻦ ﻣﺘﺼﻠﺘﻴﻦ‪.‬‬ ‫ﻣﺮ ﺳﺎﺑ ﹰﻘﺎ‪ ،‬ﺍﺭﺳﻢ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = x‬ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ‬
‫ﺛﻢ ﻛﺘﺎﺑﺔ ﺍﻟﺪﺍﻟﺘﻴﻦ ‪ f1(x) = x, f2(x) = 3x, f3(x) = _3‬ﻛﻤﺎ ﹼ‬
‫‪x‬‬

‫• ﻛﻴﻒ ﻳﺮﺗﺒﻂ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺒﻴﺎﻧﻲ ﺑﺘﻤﺜﻴﻞ‬ ‫ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ،y = x‬ﻓﻴﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﺛﻢ ﺍﺧﺘﺮ‬

‫ﺍﻧﻌﻜﺎﺳﺎ ﻛﻞ‬
‫ﹰ‬ ‫ﻣﻌﻜﻮﺳﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ؟ ﻳﻤﺜﻼﻥ‬
‫‪‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺔ )‪ ، f (x‬ﻭﻣﻌﻜﻮﺳﻬﺎ )‪ ، g(x‬ﻭ )‪ [ f ◦ g ] (x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ 1- 6 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻣﻨﻬﻤﺎ ﻟﻶﺧﺮ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.f(x) = x‬‬ ‫‪f x) = 2x + 1 (3‬‬
‫(‪f‬‬ ‫‪f x) = x - 3 (2‬‬
‫(‪f‬‬ ‫‪f x) = 5x (1‬‬
‫(‪f‬‬
‫‪‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‬ ‫‪f x) = x2 - 3‬‬
‫(‪f‬‬ ‫‪(6‬‬ ‫‪f x) = x2‬‬
‫(‪f‬‬ ‫‪(5‬‬ ‫_ = )‪f x‬‬
‫(‪f‬‬ ‫‪1‬‬
‫‪x + 3 (4‬‬
‫‪2‬‬
‫‪.1 - 8‬‬ ‫‪ (7‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻤﻌﻜﻮﺳﻬﺎ ؟ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻨﺤﻨﻰ ﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ﻣﺘﻤﺎﺛﻼﻥ ﺣﻮﻝ ﺍﻟﻤﺴﺘﻘﻴﻢ ‪.y = x‬‬
‫(‪ f‬ﻭﺩﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ )‪ g(x‬؟ ‪(f ◦ g)(x) = x‬‬
‫ﻷﻱ ﺩﺍﻟﺔ )‪f x‬‬
‫‪‬ﻣﺎﺫﺍ ﻳﺴﺎﻭﻱ )‪ [( f ◦ g )](x‬ﱢ‬ ‫‪‬‬ ‫‪(8‬‬

‫‪ 3‬‬ ‫‪79‬‬ ‫‪ 2-1‬‬

‫✓ ‪‬‬ ‫‪‬‬ ‫‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪ 1 , 2 , 5‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯‬
‫‪‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻓﻲ ﻛﻞ ﺗﻤﺮﻳﻦ ﺗﻮﻗﻊ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻤﺜﻴﻞ‬
‫ﻗﺪﺭﺓ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻣﻘﺎﺭﻧﺔ ﺩﺍﻟﺔ ﺑﻤﻌﻜﻮﺳﻬﺎ‬
‫• ﺇﺫﺍ ﻛﺎﻥ ﻟﺪﻳﻚ ﻣﺠﻤﻮﻋﺔ ﺃﺯﻭﺍﺝ ﻣﺮﺗﺒﺔ ﺗﻤ ﱢﺜﻞ ﺩﺍﻟﺔ‪ ،‬ﻓﻜﻴﻒ‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ ﺃﻡ ﻻ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻮﻗﻊ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ؟ ﺗﺒﺪﻳﻞ ﻗﻴﻢ ‪ x‬ﻣﻊ‬ ‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‬
‫ﻗﻴﻢ ‪ y‬ﻓﻲ ﻛﻞ ﺯﻭﺝ ﻣﺮﺗﺐ‪.‬‬ ‫ﺃﻡ ﻻ‪ ،‬ﺛﻢ ﺍﺳﺄﻟﻬﻢ‪ :‬ﻣﺘﻰ ﻳﻤﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺑﻨﻘﻄﺔ‬
‫ﺍﻷﺻﻞ؟‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ f(x) = axn‬ﻓﺈﻥ ﺗﻤﺜﻴﻠﻬﺎ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺇﺫﺍ ﻣﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ‬
‫ﺑﻨﻘﻄﺔ ﺍﻷﺻﻞ ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺘﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ ﻳﻤﺮ ﺑﻨﻘﻄﺔ‬
‫ﺃﻳﻀﺎ‪.‬‬
‫ﺍﻷﺻﻞ ﹰ‬

‫‪79‬‬ ‫‪‬‬ ‫‪2-1 ‬‬

 ‫‪‬‬

‫‪2 - 1‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪M  D  E‬‬ ‫‪(12)‬‬

‫‪‬‬ ‫‪2-1‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬

‫‪{(-5, 1), (-5, -1), (-5, 8)} (2‬‬ ‫‪{(0, 3), (4, 2), (5, -6)} (1‬‬
‫})‪{(1, -5), (-1, -5), (8, -5‬‬ ‫})‪{(3, 0), (2, 4), (-6, 5‬‬
‫‪{(8, -2), (10, 5), (12, 6), (14, 7)} (4‬‬ ‫‪{(-3, -7), (0, -1), (5, 9), (7, 13)} (3‬‬
‫})‪{(-2, 8), (5, 10), (6, 12), (7, 14‬‬ ‫})‪{(-7, -3), (-1, 0), (9, 5), (13, 7‬‬
‫‪{(-3, 9), (-2, 4), (0, 0), (1, 1)} (6‬‬ ‫‪{(-5, -4), (1, 2), (3, 4), (7, 8)} (5‬‬
‫})‪{(9, -3), (4, -2), (0, 0), (1, 1‬‬ ‫})‪{(-4, -5), (2, 1), (4, 3), (8, 7‬‬

‫ﺑﻴﺎﻧﻴﺎ ﻋﻠﻰ ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪:‬‬

‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﻣﺜﱢﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﹼﹰ‬
‫‪h‬‬ ‫‪-1‬‬
‫‪(x ) = _ h(x) = x - 1 (9 g‬‬
‫‪x+2‬‬ ‫‪2‬‬
‫‪(x ) = x - 3 g(x) = 3 + x (8‬‬
‫‪-1‬‬ ‫_‬ ‫‪f x) = _ x (7‬‬
‫(‪f -1(x ) = 4 x f‬‬
‫‪3‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫ﺗﻌﺪﻝ ﺍﻹﺟﺎﺑﺔ‬ ‫‪4‬‬
‫)‪h (x‬‬
‫)‪x‬‬
‫‪4‬‬ ‫‪4‬‬
‫)‪f -1(x‬‬
‫))‪xx‬‬
‫‪2‬‬ ‫))‪g (xx‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫))‪f (xx‬‬
‫))‪h -1(xx‬‬
‫‪-4‬‬
‫‪-‬‬ ‫‪4‬‬ ‫‪-2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬ ‫‪-44‬‬ ‫‪-2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4 x‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4x‬‬

‫‪‬‬
‫‪-2‬‬ ‫‪-2‬‬ ‫))‪g -1(xx‬‬ ‫‪-2‬‬

‫‪-4‬‬
‫‪-4‬‬ ‫‪-4‬‬
‫‪-‬‬ ‫‪-4‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﺪﺩ ﻫﻞ ﱠ‬

‫ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪ ،‬ﺃﻡ ﻻ؟ ﱢ‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻓﻲ ﱢ‬
‫ﻛﻞ ﺯﻭﺝ ﱠ‬

‫‪ g(x) = 13x - 13 (12‬ﻻ‬ ‫(‪ f‬ﻧﻌﻢ‬

‫‪f x) = -4x + 1 (11‬‬ ‫(‪ f‬ﻧﻌﻢ‬
‫‪f x) = x + 6 (10‬‬

‫_ = )‪h(x‬‬
‫‪1‬‬
‫‪x-1‬‬ ‫_ = )‪g(x‬‬‫‪1‬‬
‫)‪(1 - x‬‬ ‫‪g(x) = x - 6‬‬
‫‪13‬‬ ‫‪4‬‬

‫‪ g(x) = 2x2 - 8 (15‬ﻻ‬ ‫(‪ f‬ﻧﻌﻢ‬

‫‪f x) = x3 + 2 (14‬‬ ‫(‪ f‬ﻻ‬
‫‪f x) = 2x‬‬ ‫‪(13‬‬

‫_ = )‪h(x‬‬
‫‪1 2‬‬ ‫‪3‬‬
‫‪x +4‬‬ ‫‪g(x) = √x‬‬
‫‪-2‬‬ ‫‪g(x) = -2x‬‬
‫‪2‬‬

‫‪  (16‬ﺗﻤﺜﻞ ﺍﻟﻨﻘﺎﻁ )‪ (63, 121), (71, 180), (67, 140), (65, 108), (72, 165‬ﺍﻟﻮﺯﻥ ﺑﺎﻟﺮﻃﻞ ﻛﺪﺍﻟﺔ ﺑﺪﻻﻟﺔ‬
‫ﺍﻟﻄﻮﻝ ﺑﺎﻟﺒﻮﺻﺔ ﻟﺨﻤﺴﺔ ﻃﻼﺏ‪ .‬ﺃﻭﺟﺪ ﺧﻤﺲ ﻧﻘﺎﻁ ﻟﻬﺆﻻﺀ ﺍﻟﻄﻼﺏ ﺗﻤﺜﻞ ﻃﻮﻟﻬﻢ ﻛﺪﺍﻟﺔ ﺑﺪﻻﻟﺔ ﻭﺯﻧﻬﻢ‪.‬‬
‫)‪(121, 63), (180, 71), (140, 67), (108, 65), (165, 72‬‬
‫‪  (17‬ﻳﺴﺘﺒﺪﻝ ﺧﺎﻟﺪ ﺃﺭﺿﻴﺔ ﻣﻄﺒﺦ ﺑﻴﺘﻪ ﺍﻟﺬﻱ ﹸﺑﻌﺪﺍﻩ ‪ .18 ft ,15 ft‬ﻓﺈﺫﺍ ﺗﻜﻠﻔﺖ ﺍﻟﻴﺎﺭﺩﺓ ﺍﻟﻤﺮﺑﻌﺔ ﻣﻦ ﺍﻷﺭﺿﻴﺔ‬
‫ﺩﺭﻫﻤﺎ‪ ،‬ﻭﻛﺎﻧﺖ ﺍﻟﺼﻴﻐﺔ ‪ f (x) = 9xx‬ﺗﹸﺴﺘﻌﻤﻞ ﻟﺘﺤﻮﻳﻞ ﺍﻟﻴﺎﺭﺩﺍﺕ ﺍﻟﻤﺮﺑﻌﺔ ﺇﻟﻰ ﺃﻗﺪﺍﻡ ﻣﺮﺑﻌﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺠﺪﻳﺪﺓ ‪17.99‬‬
‫_ = )‪ f -1(x‬؛ ﻳﻤﻜﻦ ﻟﺨﺎﻟﺪ ﺗﺤﻮﻳﻞ ﻣﺴﺎﺣﺔ ﻣﻄﺒﺦ ﺑﻴﺘﻪ ﻣﻦ ﺍﻷﻗﺪﺍﻡ‬ ‫‪x‬‬
‫‪ (a‬ﺃﻭﺟﺪ )‪ ، f -1(x‬ﻭﻣﺎ ﺃﻫﻤﻴﺔ )‪ f-1(x‬ﻟﺨﺎﻟﺪ؟ ‪9‬‬
‫ﻳﺴﻬﻞ ﻋﻠﻴﻪ‬
‫ﹼ‬ ‫ﺎ‬‫ﻣﻤ‬
‫ﱠ‬ ‫‪،‬‬ ‫‪f‬‬ ‫‪-1‬‬
‫)‪(x‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺍﻟﻤﺮﺑﻌﺔ‬ ‫ﺍﻟﻴﺎﺭﺩﺍﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺍﻟﻤﺮﺑﻌﺔ‬
‫ﺣﺴﺎﺏ ﺗﻜﻠﻔﺔ ﺗﻐﻴﻴﺮ ﺃﺭﺿﻴﺔ ﺍﻟﻤﻄﺒﺦ‪.‬‬ ‫‪ (b‬ﻣﺎ ﺗﻜﻠﻔﺔ ﺍﻷﺭﺿﻴﺔ ﺍﻟﺠﺪﻳﺪﺓ؟‬
‫ﺩﺭﻫﻤﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﹰ‬ ‫‪540‬‬
‫‪12‬‬

‫‪ 2 ‬‬ ‫‪79A‬‬










































79B  2 

 

Square Root Functions and Inequalities
 2 -2
، T=2π √ _L :‫ﹸﻳﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ﺑﺪﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‬  1
g 
،‫ ﺗﺴﺎﺭﻉ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺤﺮ‬g ، ‫ ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ﺑﺎﻷﻗﺪﺍﻡ‬L ،‫ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﺑﺎﻟﺜﻮﺍﻧﻲ‬T ‫ﺣﻴﺚ‬   
.‫ ﻗﺪ ﹰﻣﺎ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﻣﺮﺑﻌﺔ‬32 ‫ﺍﻟﺬﻱ ﻳﺴﺎﻭﻱ‬

‫ ﺗﹸﺴﻤﻰ‬،‫ ﺇﺫﺍ ﺍﺣﺘﻮﺕ ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻤﺘﻐﻴﺮ‬    2-2 
‫ ﻭﻫﻲ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ‬.‫ﺍﻟﺘﺮﺑﻴﻌﻲ‬
.‫ﺍﻟﺠﺬﺭﻳﺔ‬ ‫ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‬  .‫ﺟﺬﻭﺭﺍ ﺗﺮﺑﻴﻌﻴﺔ‬
‫ﹰ‬ ‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺗﺤﻮﻱ‬
  
 2-2 
‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
   .‫ﻭﺗﺤﻠﻴﻠﻬﺎ‬
square root function
‫ﺗﻤﺜﻴﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
10
f ((xx)
f( x) x) =√x 
ff((x
(x) 
f x)
f( √x 8
x = √ { | x ≥ 0}
{x  
 radical function 2-2 
6
4
2
{f(
f(x
(x)
f(x) | f(f(x
(x)
x) ≥ 0}  
 
square root inequality
‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺇﻳﺠﺎﺩ ﺣﻠﻮﻝ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ‬
10 −8−6−4−2O
−10 2 4 6 8 10 x
x = 0, f( f(x
(x)
x) = 0   .‫ﺗﺮﺑﻴﻌﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺟﺒﺮﻳﺔ‬
−4 x < 0   

−6
−8 x → 0, f(
f(x
(x)
x) → 0 
10
−10
f((xx)
x → +∞, f( x) → +∞  

.‫ﻣﻌﺮﻓﺔ‬
 2
‫ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻣﺤﺪﺩ ﺑﺎﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ﺍﻟﺪﺍﻟﺔ ﹼ‬

 1  

."‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
.f( ‫ﻋﻴﻦ ﹼﹰ‬
+ 4 :‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻠﺪﺍﻟﺔ‬
f(x) = √x

‫ ﻭﺗﺰﻳﺪ ﻗﻴﻢ ﺍﻟﺪﺍﻟﺔ ﺑﺘﺰﺍﻳﺪ‬،‫ﺩﺍﺋﻤﺎ‬
‫√ ﹰ‬x + 4 ≥ 0 ‫ﻭﺑﻤﺎ ﺃﻥ‬ ‫ﻗﻴﻤﺎ ﻳﻜﻮﻥ‬
‫ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻳﺸﻤﻞ ﻓﻘﻂ ﹰ‬ ‫• ﻣﺎ ﺍﻟﻤﻘﺼﻮﺩ ﺑﺎﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ؟ ﻫﻮ‬
‫؛ ﺃﻱ‬x + 4 = 0 ‫ ﻓﺈﻥ ﺃﻗﻞ ﻗﻴﻤﺔ ﻟﻠﺪﺍﻟﺔ ﺗﻜﻮﻥ ﻋﻨﺪﻣﺎ‬،x ‫ﻗﻴﻢ‬ .‫ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻋﻨﺪﻫﺎ ﻏﻴﺮ ﺳﺎﻟﺐ‬
.￯‫ ﺗﻤﺜﻞ ﺍﻟﺤﺪ ﺍﻷﺩﻧﻰ ﻟﻠﻤﺪ‬f( f(-4)4) ‫؛ ﻟﺬﺍ ﻓﺈﻥ‬x = -4
4 ‫ﻋﻨﺪﻣﺎ‬
.‫ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻟﻴﺘﻢ ﺍﻟﺒﻨﺪﻭﻝ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ‬
 x+4≥0
f -4) = √-
( f( 
4 + 4 = 0)
‫• ﺻﻒ ﺗﻐﻴﺮ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ﺑﺘﻐﻴﺮ‬
‫ ﻳﺰﺩﺍﺩ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ‬.‫ﻃﻮﻟﻪ‬
4 x ≥ -4
.{f
{f( f x) ≥ 0} ‫ ﻓﺎﻟﻤﺪ￯ ﻫﻮ‬،‫ﻟﺬﻟﻚ‬
f(x) | f(
.{x | x ≥ -4} :‫ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺎﻟﻤﺠﺎﻝ ﻫﻮ‬
.‫ﺑﺰﻳﺎﺩﺓ ﻃﻮﻟﻪ‬
{f (x) x ≥ 0} = ￯‫{؛ ﺍﻟﻤﺪ‬x | x ≥ 3} = ‫( ﺍﻟﻤﺠﺎﻝ‬1A
x | f (x)
x) x)
{f (x) x ≥ 2} = ￯‫{؛ ﺍﻟﻤﺪ‬x | x ≥ -6} = ‫( ﺍﻟﻤﺠﺎﻝ‬1B
x | f (x)
x) x)

f x) = √x
f( 
+ 6 + 2 (1B f x) = √x
f( 
- 3 (1A

 2 80

 2 80
 ‫(‪ f‬ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ‪.‬‬
‫ﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺑﺘﺤﺪﻳﺪ ﺍﻟﻘﻴﻢ ﺍﻟﺼﻐﺮ￯ ﻟﻬﺎ‪ ،‬ﻭﻋﻤﻞ ﺟﺪﻭﻝ ﻟﺒﻌﺾ ﻗﻴﻢ ‪ x‬ﻭﻗﻴﻢ )‪f x‬‬

‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ‬‬
‫ﺑﻴﺎﻧﻴﺎ‪ ،‬ﻭﺣﺪﱢ ﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪:‬‬ ‫ﻣﺜﹼﻞ ﱠ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﹼﹰ‬ ‫‪  ‬‬
‫‪‬‬ ‫‪8‬‬
‫‪y‬‬ ‫‪x‬‬ ‫‪y‬‬ ‫‪y = √x‬‬
‫‪- 2 + 5 (a‬‬
‫‪  ‬‬
‫‪   ‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻣﺠﺎﻝ ﺩﺍﻟﺔ ﺟﺬﺭ‬ ‫‪7‬‬ ‫‪2‬‬ ‫‪5‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻣﻦ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ ﻋﻨﺪ )‪ .(2 , 5‬ﺍﻋﻤﻞ‬ ‫‪‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫ﻗﻴﻢ ‪ ، x‬ﺣﻴﺚ ‪ ،x ≥ 2‬ﻭﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻻﺣﻆ ﺳﻠﻮﻙ‬
‫ﺗﺮﺑﻴﻌﻲ ﻭﻣﺪﺍﻫﺎ‪.‬‬ ‫‪5‬‬
‫‪4‬‬
‫=‪y‬‬ ‫‪x-2+5‬‬ ‫‪4‬‬ ‫‪6.4‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻋﻨﺪ ﺍﻷﻃﺮﺍﻑ‪ ،‬ﻓﻜﻠﻤﺎ ﺯﺍﺩﺕ ‪ ،x‬ﺯﺍﺩﺕ ‪.y‬‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ‬
‫‪3‬‬ ‫‪5‬‬ ‫‪6.7‬‬
‫‪2‬‬ ‫ﺍﻟﻤﺠﺎﻝ ﻫﻮ }‪ ، {x | x ≥ 2‬ﻭﺍﻟﻤﺪ￯ ﻫﻮ }‪.{y | y ≥ 5‬‬
‫‪6‬‬ ‫‪7‬‬
‫ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪1‬‬
‫‪7‬‬ ‫‪7.2‬‬
‫‪O‬‬ ‫‪1 2 3 4 5 6 7 8x‬‬
‫‪8‬‬ ‫‪7.4‬‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﺴﺄﻟﺔ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‬
‫‪y‬‬ ‫‪y = -2 √x‬‬
‫‪+ 3 - 1 (b‬‬
‫ﻋﻦ ﻃﺮﻳﻖ ﺗﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬
‫‪x‬‬ ‫‪y‬‬
‫‪-4-3‬‬
‫‪- -2‬‬
‫‪- -1‬‬
‫‪-‬‬
‫‪O‬‬
‫‪1 2 3 4‬‬
‫‪x‬‬ ‫‪-3‬‬ ‫‪-1‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻣﻦ‬ ‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻟﻤﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ﻫﻲ ‪ .-3‬ﺍﻋﻤﻞ‬
‫ﻭﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﺘﻤﺜﻴﻞ ﻓﻲ ﺣﻞ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬ ‫‪-1‬‬
‫‪-2‬‬
‫‪-2‬‬ ‫‪-3‬‬ ‫ﻗﻴﻢ ‪ ، x‬ﺣﻴﺚ ‪ ،x ≥ -3‬ﻭﻣ ﱢﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪-3‬‬ ‫‪-1‬‬ ‫‪-3.8‬‬ ‫ﺍﻟﻤﺠﺎﻝ ﻫﻮ }‪ ، {x | x ≥ -3‬ﺍﻟﻤﺪ￯ ﻫﻮ }‪.{y | y ≤ -1‬‬
‫‪0‬‬ ‫‪-4.5‬‬
‫✓ ‪‬‬ ‫‪-5‬‬
‫‪-6‬‬
‫‪1‬‬ ‫‪-5‬‬
‫‪-7‬‬ ‫‪2‬‬ ‫‪-5.5‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ ‫‪y=-2‬‬ ‫‪x + 3 -1‬‬ ‫‪3‬‬ ‫‪-5.9‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪ (2A, 2B‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬ ‫✓‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫√ ‪f x) = -3‬‬
‫(‪f‬‬ ‫‪x - 1 + 2 (2B‬‬ ‫√ ‪f x) = 2‬‬
‫(‪f‬‬ ‫‪x + 4 (2A‬‬

‫‪‬‬ ‫‪‬‬ ‫‪3‬‬ ‫‪‬‬

‫‪ ‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻓﻘﺮﺓ ﻟﻤﺎﺫﺍ؟ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﻳﻤﻜﻨﻚ ﺗﺤﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ‪ T‬ﺑﺎﻟﺜﻮﺍﻧﻲ‬
‫ﻋ ﱢﻴﻦ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻠﺪﺍﻟﺔ‬ ‫‪1‬‬
‫‪ ‬‬
‫‪   ‬‬
‫_√ ‪ T = 2π‬ﺣﻴﺚ ﺗﻤﺜﻞ ‪ L‬ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ﺑﺎﻷﻗﺪﺍﻡ‪.‬‬
‫‬
‫‪L‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‬ ‫‪  ‬‬
‫‪f x) = √x‬‬
‫(‪f‬‬ ‫‪-2‬‬ ‫‪32‬‬
‫‪  ‬‬
‫‪ (a‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪.0 ≤ L ≤ 10‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ 2‬‬ ‫‪  ‬‬

‫ﺍﻟﻤﺪ￯ = }‪{f(x) | f(x) ≥ 0‬‬

‫‪10‬‬
‫‪T‬‬ ‫‪L‬‬ ‫‪T‬‬
‫‪9‬‬
‫‪8‬‬ ‫‪0‬‬ ‫‪0‬‬
‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﱢ ﺩ‬
‫‪‬‬

‫‪2‬‬ ‫‪7‬‬
‫‪6‬‬
‫‪1‬‬ ‫‪1.11‬‬

‫ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ ‪:‬‬ ‫‪5‬‬

‫‪4‬‬
‫‪4‬‬ ‫‪2.22‬‬
‫‪6‬‬ ‫‪2.72‬‬
‫‪3‬‬
‫‪- 4 + 2 (a‬‬
‫‪y = 3 √x‬‬ ‫‪2‬‬ ‫‪8‬‬ ‫‪3.14‬‬
‫‪1‬‬ ‫‪10‬‬ ‫‪3.51‬‬
‫‪+ 5 - 6 (b‬‬
‫‪y = – √x‬‬
‫‪0‬‬ ‫‪1 2 3 4 5 6 7 8 9 10 L‬‬

‫‪ (a‬ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ 4‬‬ ‫‪‬‬

‫ﺍﻟﻤﺪ￯ = }‪.{y | y ≥ 2‬‬

‫‪ (b‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ‪ 8‬ﺃﻗﺪﺍﻡ؟‬
‫‪y‬‬ ‫ﺑﻨﺎﺀ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺠﺪﻭﻝ ﻓﺈﻥ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻳﻜﻮﻥ ‪ 3.14‬ﹴ‬
‫ﺛﻮﺍﻥ ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫‪12‬‬ ‫ﹰ‬
‫‪10‬‬
‫‪8‬‬
‫‪6‬‬
‫‪4‬‬ ‫‪81‬‬ ‫‪ 2-2‬‬
‫‪2‬‬ ‫√ ‪y=3‬‬
‫√‬
‫‪− 4+ 2‬‬
‫‪x‬‬

‫‪O‬‬ ‫‪2 4 6 8 10 12 14 16 x‬‬

‫‪‬‬
‫‪ (b‬ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ – 5‬‬ ‫)‪f( x‬‬ ‫‪(2B‬‬ ‫) (‬
‫‪16 f x‬‬ ‫‪(2A‬‬
‫‪16‬‬
‫ﺍﻟﻤﺪ￯ = }‪.{y | y ≤ – 6‬‬ ‫‪14‬‬ ‫‪14‬‬
‫‪12‬‬ ‫‪12‬‬
‫‪y‬‬ ‫‪10‬‬
‫‪10‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪−5 O‬‬ ‫‪5‬‬ ‫‪10‬‬ ‫‪15‬‬ ‫‪20 x‬‬ ‫‪6‬‬
‫‪6‬‬
‫‪−4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪2‬‬
‫√‪y=−‬‬
‫√‬
‫‪√x‬‬ ‫‪+ 5- 6‬‬
‫‪x‬‬
‫‪O‬‬
‫‪−10‬‬
‫‪10‬‬
‫‪O‬‬ ‫‪2 4 6 8 10 12 14 16 x‬‬ ‫‪-8 -6 - 4 -2 2 4 6 8 x‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ – 4‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ 5‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ 0‬‬
‫(‪f(x) | f‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ 3‬‬
‫(‪f(x) | f‬‬

‫‪81‬‬ ‫‪‬‬ ‫‪2-3 ‬‬

 ‫‪‬‬
‫‪ ، f = 200 √m‬ﺣﻴﺚ ‪ f‬ﺗﻤﺜﻞ ﻋﺪﺩ‬ ‫‪  (3‬ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ ﺗﺮﺩﺩ ﺍﻫﺘﺰﺍﺯﺍﺕ ﻭﺗﺮ ﻣﺸﺪﻭﺩ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‪t :‬‬
‫ﺍﻟﺸﺪ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺮﻃﻞ‪ .‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪،0 ≤ mt ≤ 10‬‬
‫ﺍﻻﻫﺘﺰﺍﺯﺍﺕ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ mt ،‬ﻛﺘﻠﺔ ﺛﻘﻞ ﻗﻮﺓ ﹼ‬
‫ﺍﻟﺸﺪ ‪ 3‬ﺃﺭﻃﺎﻝ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺘﺮﺩﺩ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﻗﻮﺓ ﹼ‬

‫‪ ‬ﻣﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻫﻲ ﻣﺘﺒﺎﻳﻨﺔ ﺗﺤﺘﻮﻱ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
‫ﺗﻤﺎ ﹰﻣﺎ ﻣﺜﻞ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻷﺧﺮ￯‪.‬‬
‫‪‬‬
‫‪4‬‬ ‫‪‬‬ ‫‪ ‬ﻋﻨﺪﻣﺎ ﻳﺪﻭﺭ ﺟﺴﻢ ﻓﻲ ﻣﺴﺎﺭ‬ ‫‪3‬‬
‫‪O y‬‬ ‫ﻣ ﹼﺜﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪- 4 - 6‬‬
‫‪ y < √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﺩﺍﺋﺮﻱ ﻧﺼﻒ ﻗﻄﺮﻩ ‪ 2 m‬ﺑﺴﺮﻋﺔ ‪ v‬ﻣﺘﺮ‬
‫ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪ ،‬ﻓﺈﻥ ﺗﺴﺎﺭﻋﻪ ﺍﻟﻤﺮﻛﺰﻱ ‪a‬‬
‫‪x‬‬
‫‪-1 1 2 3 4 5 6 7‬‬
‫‪-2‬‬ ‫ﻣ ﹼﺜﻞ ﺍﻟﺤﺪ ‪- 4 - 6‬‬
‫‪ y = √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪-3‬‬ ‫‪y= x -4-6‬‬
‫ﺑﺎﻷﻣﺘﺎﺭ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﻣﺮﺑﻌﺔ ﻳﻜﻮﻥ ﻓﻲ‬
‫‪-4‬‬ ‫ﺍﻟﻤﺠﺎﻝ ﻫﻮ }‪ .{x | x ≥ 4‬ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺗﺤﻮﻱ» ‪ y‬ﺃﻗﻞ ﻣﻦ «‪ ،‬ﻓﺈﻥ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪-5‬‬
‫‪-6‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﺘﺒﺎﻳﻨﺔ ﻫﻮ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈﻠﻠﺔ ﺗﺤﺖ ﺍﻟﺤﺪ‪ ،‬ﻭﺿﻤﻦ ﺍﻟﻤﺠﺎﻝ‪.‬‬ ‫ﺍﺗﺠﺎﻩ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﻭ ﹸﻳﻌ ﹼﺒﺮ ﻋﻦ ﺍﻟﻌﻼﻗﺔ‬
‫‪-7‬‬
‫‪-8‬‬ ‫‪ ‬ﺍﺧﺘﺮ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﻤﻈﻠﻠﺔ‪ ،‬ﻭﺗﺄﻛﺪ ﺃﻧﻬﺎ ﺗﺤﻘﻖ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪.‬‬ ‫‪v = √2‬‬ ‫ﺑﻴﻦ ‪ v‬ﻭ ‪ a‬ﻟﻠﺠﺴﻢ ﺑﺎﻟﺪﺍﻟﺔ‪a :‬‬

‫‬
‫‪-5  √7‬‬ ‫‪-4-6‬‬ ‫ﺍﺧﺘﺒﺮ )‪: (7, -5‬‬ ‫‪ (a‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻔﺘﺮﺓ‬
‫‪-6‬‬
‫‪-5  √3‬‬ ‫‪:a≥0‬‬
‫‪ -5 < -4.27‬‬ ‫‪v‬‬

‫‪ (4A, 4B‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬

‫‪2a‬‬
‫‪v = √‬‬
‫‪f x) < - √x‬‬
‫(‪f‬‬ ‫‬
‫‪+ 2 - 4 (4B‬‬ ‫)‪f x‬‬
‫(‪f‬‬
‫‪2‬‬
‫‪1‬‬
‫‪O‬‬ ‫‪1 2‬‬ ‫‪a‬‬
‫‪‬‬
‫)‪{ff (x‬‬
‫)‪x | f (x‬‬ ‫ﻋ ﱢﻴﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱢ‬
‫ﻟﻜﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ (11  :‬ﺍﻟﻤﺠﺎﻝ = }‪ {xx | x ≥ 0‬؛ ﺍﻟﻤﺪ￯ = }‪x ≥ 0‬‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﻤﺮﻛﺰﻱ ﻟﺠﺴﻢ‬
‫√ = )‪f x‬‬
‫(‪f‬‬ ‫‪x + 8 - 2 (3‬‬ ‫‪f x) = √x‬‬
‫(‪f‬‬ ‫‬‫‪- 5 (2‬‬ ‫(‪f‬‬ ‫‪ (1‬‬
‫‪f x) = √4x‬‬
‫ﻳﺪﻭﺭ ﻓﻲ ﻣﺴﺎﺭ ﺩﺍﺋﺮﻱ ﺑﺴﺮﻋﺔ ‪ 4‬ﺃﻣﺘﺎﺭ‬
‫‬
‫‪f x) = 4 √x‬‬ ‫‪- 2 - 8 (6‬‬ ‫‪(5‬‬ ‫‪ + 2 (4‬‬
‫‪f x) = - √2x‬‬ ‫‪ (2‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 5‬؛‬
‫ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪8 m/s2 .‬‬
‫(‪f‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫‪-6‬‬
‫‪√x‬‬ ‫(‪f‬‬
‫)‪{f (x‬‬ ‫ﺍﻟﻤﺪ￯ = }‪x ≥ 0‬‬
‫)‪x | f (x‬‬
‫)‪x‬‬ ‫)‪x‬‬

‫ﺑﻴﺎﻧﻴﺎ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪(7–16 2  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬

‫ﻣﺜﹼﻞ ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﹼﹰ‬
‫(‪f‬‬ ‫‬
‫‪f x) = 3 √x‬‬ ‫‪- 1 (8‬‬ ‫= )‪f x‬‬
‫(‪f‬‬ ‫‪-2‬‬
‫‪√x‬‬ ‫‪(7‬‬ ‫‪ (3‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ -8‬؛‬ ‫‪‬‬
‫)‪{f (x‬‬ ‫ﺍﻟﻤﺪ￯ = }‪x ≥ -2‬‬
‫)‪x | f (x‬‬
‫)‪x‬‬ ‫)‪x‬‬
‫(‪f‬‬ ‫‬
‫‪f x) = - √3x‬‬ ‫‪- 5 + 5 (10‬‬ ‫‪f x) = _ √x‬‬
‫(‪f‬‬
‫ ‪1‬‬
‫‪2‬‬
‫‪+4-1‬‬ ‫‪(9‬‬ ‫‪4 ‬ﻳﺒ ﹼﻴﻦ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﻣﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭ‬
‫(‪f‬‬ ‫‪ (12‬‬
‫‪f x) = - √5x‬‬ ‫‪ (4‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 0‬؛‬
‫√ = )‪f x‬‬
‫(‪f‬‬ ‫‪6x (11‬‬ ‫ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫)‪{f (x‬‬ ‫ﺍﻟﻤﺪ￯ = }‪x ≤ 2‬‬
‫)‪x | f (x‬‬
‫)‪x‬‬ ‫)‪x‬‬
‫(‪f‬‬ ‫‬
‫‪f x) = √x‬‬ ‫‪- 4 - 10 (14‬‬ ‫‪f x) = √x‬‬
‫(‪f‬‬ ‫‬‫‪+ 1 (13‬‬
‫‪ (5‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 0‬؛‬
‫‪f x) = -3 √x‬‬
‫(‪f‬‬ ‫‬
‫‪+ 7 + 9 (16‬‬ ‫‪f x) = _ √x‬‬
‫(‪f‬‬
‫‪3‬‬
‫‪4‬‬
‫)‪+ 12 + 3 (15 {f (x‬‬
‫‬ ‫ﺍﻟﻤﺪ￯ = }‪x ≥ -6‬‬
‫)‪x | f (x‬‬
‫)‪x‬‬ ‫)‪x‬‬ ‫‪‬‬
‫‪ (6‬ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 2‬؛‬
‫)‪  (17 {f (x‬ﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺳﺮﻋﺔ ﻣﻮﺟﺎﺕ ﺗﺴﻮﻧﺎﻣﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‪ ،v = 356 √d :‬ﺣﻴﺚ ﺗﻤﺜﻞ ‪ v‬ﺍﻟﺴﺮﻋﺔ‬
‫)‪x‬‬ ‫ﺍﻟﻤﺪ￯ = }‪x ≥ -8‬‬
‫)‪x | f (x‬‬
‫)‪x‬‬ ‫ﻣ ﹼﹰﺜﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪x+5‬‬
‫‪ y > √3‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪4‬‬
‫ﺑﺎﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ ﻟﻜﻞ ﺳﺎﻋﺔ‪ ،‬ﻭ ‪ d‬ﻣﺘﻮﺳﻂ ﻋﻤﻖ ﺍﻟﻤﺎﺀ ﺑﺎﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺍﻟﻤﻮﺟﺔ ‪ ،145 km/h‬ﻓﻤﺎ‬
‫‪y‬‬
‫ﻗﺮﺏ ﺇﺟﺎﺑﺘﻚ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﻣﻦ ﺍﻟﻜﻴﻠﻮﻣﺘﺮ‪0.17 km 3  .‬‬ ‫ﻣﺘﻮﺳﻂ ﻋﻤﻖ ﺍﻟﻤﺎﺀ ؟ ﹼ‬

‫‪ 2 82‬‬ ‫‪2‬‬

‫‪y = √‬‬
‫‪√3‬‬
‫‪√3‬‬ ‫‪x+5‬‬
‫‪1‬‬
‫‪O‬‬ ‫‪1 2‬‬ ‫‪x‬‬

‫‪M D‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ ،y = √x‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ y = √x‬؟ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‬
‫‪ ‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪- 3 - 5‬‬
‫‪ y = √x‬ﻫﻮ ﺗﺤﻮﻳﻞ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ y = √x‬ﺑﺈﺯﺍﺣﺘﻪ ‪ 3‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ ﻭ ‪ 5‬ﻭﺣﺪﺍﺕ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬ ‫‪-3-5‬‬

‫‪ 2‬‬ ‫‪82‬‬

 ‫‪  (18‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺰﻣﻦ ﺍﻟﺘﻘﺮﻳﺒﻲ ‪ t‬ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﺍﻟﻼﺯﻡ ﻟﺴﻘﻮﻁ ﺟﺴﻢ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪ d‬ﺑﺎﻷﻗﺪﺍﻡ ﻳﻌﻄﻰ‬
‫_√ = ‪ ،t‬ﻓﺈﺫﺍ ﻗﻔﺰ ﻣﻈﻠﻲ ﻗﺒﻞ ‪ 11‬ﺛﺎﻧﻴﺔ ﻣﻦ ﻓﺘﺢ ﺍﻟﻤﻈﻠﺔ‪ ،‬ﻓﻜﻢ ﻗﺪ ﹰﻣﺎ ﻫﺒﻂ ﺍﻟﻤﻈﻠﻲ ﺧﻼﻝ ﻫﺬﺍ ﺍﻟﺰﻣﻦ؟‬
‫‬‫‪d‬‬
‫‪16‬‬
‫‪ ‬ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪1936 ft‬‬

‫ﺍﻟﺪﻭﺍﺭﺓ ‪ V‬ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻷﻟﻌﺎﺏ ﻓﻲ ﺃﺛﻨﺎﺀ ﻧﺰﻭﻟﻬﺎ ﻣﻦ ﺃﻋﻠﻰ ﻗﻤﺔ ﺗﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‪:‬‬
‫‪  (19‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺍﻟﻌﺮﺑﺔ ﹼ‬
‫‪ 3‬‬ ‫‪ ،V = √v‬ﺣﻴﺚ ‪ v0‬ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﻷﻗﺪﺍﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪ ،‬ﻭ ‪ h‬ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﺳﻲ ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺃﺭﺍﺩ‬
‫‪2‬‬
‫‪0 + 64h‬‬
‫ﻣﺼﻤﻢ ﺍﻟﻠﻌﺒﺔ ﺃﻥ ﺗﻜﻮﻥ ﺳﺮﻋﺔ ﺍﻟﻌﺮﺑﺔ ‪ 90 ft/s‬ﻋﻨﺪﻣﺎ ﺗﺼﻞ ﺃﺩﻧﻰ ﻣﺴﺘﻮ￯ ﻟﻬﺎ‪.‬‬
‫✓ ‪‬‬ ‫‪90 = √100‬‬‫‬‫‪+ 64h‬‬
‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﻠﻌﺮﺑﺔ ﻋﻨﺪ ﺍﻟﻘﻤﺔ ﻫﻲ ‪ ، 10 ft/s‬ﻓﺎﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﻤﺜﻞ ﺫﻟﻚ ﺍﻟﻤﻮﻗﻒ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 - 2 9‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪ (b‬ﺣﺘﻰ ﻳﺘﺤﻘﻖ ﻣﺎ ﻳﺮﻳﺪﻩ ﺍﻟﻤﺼﻤﻢ‪ ،‬ﻛﻢ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻤﺔ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﺍﻟﻌﺮﺑﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻋﻨﺪ ﺍﻟﻘﻤﺔ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪ 10ft/s‬؟ ‪125 ft‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫ﻣ ﹼﺜﻞ ﱠ‬
‫ﻛﻞ ﻣﺘﺎﺑﻴﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪(20–29 4  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫(‪f‬‬ ‫‬
‫‪f x) ≤ √x‬‬ ‫‪- 6 + 2 (21‬‬ ‫≥ )‪f x‬‬
‫(‪f‬‬ ‫‪+4‬‬
‫‪√x‬‬ ‫‪(20‬‬

‫√ > )‪f x‬‬

‫(‪f‬‬ ‫‪2x - 1 - 3 (23‬‬ ‫‪f x) < -2 √x‬‬
‫(‪f‬‬ ‫‬‫‪+ 3 (22‬‬

‫‪‬‬ ‫‪y > √x‬‬

‫‬‫‪+ 6 (25‬‬ ‫‬
‫‪y < √x‬‬ ‫‪- 5 (24‬‬

‫‪ (31‬ﺍﻟﻤﺠﺎﻝ = }‪،{x | x ≥ 6‬‬ ‫√ ‪y > 2‬‬

‫‪x + 7 - 5 (27‬‬ ‫√ ‪y ≥ -4‬‬
‫‪x + 3 (26‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≤ 5‬‬
‫(‪f(x) | f‬‬
‫‬
‫‪y ≤ 6 - 3 √x‬‬ ‫‪- 4 (29‬‬ ‫‬
‫‪y ≥ 4 √x‬‬ ‫‪- 2 - 12 (28‬‬
‫)‪f (x‬‬
‫‪14‬‬
‫‪12‬‬
‫‪10‬‬ ‫‪  ( 30‬ﺗﺴﺘﻄﻴﻊ ﺇﺩﺍﺭﺓ ﺍﻟﻤﺮﻭﺭ ﺑﻌﺪ ﻛﻞ ﺣﺎﺩﺙ ﺳﻴﺮ‪ ،‬ﺗﺤﺪﻳﺪ ﺳﺮﻋﺔ ﺍﻟﺴﻴﺎﺭﺓ ﻗﺒﻞ ﺿﻐﻂ ﺍﻟﺴﺎﺋﻖ ﻋﻠﻰ ﺍﻟﻜﻮﺍﺑﺢ‬
‫‪8‬‬ ‫√ = ‪ ،v‬ﺣﻴﺚ ‪ v‬ﺗﻤﺜﻞ ﺍﻟﺴﺮﻋﺔ ﺑﺎﻷﻣﻴﺎﻝ ﻟﻜﻞ ﺳﺎﻋﺔ‪ f ،‬ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‬
‫)ﺍﻟﻔﺮﺍﻣﻞ( ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‪30 :‬‬
‫‪30fd‬‬
‫‪6‬‬ ‫ﺍﻟﺬﻱ ﻳﺼﻒ ﺣﺎﻟﺔ ﺳﻄﺢ ﺍﻟﻄﺮﻳﻖ‪ d ،‬ﻃﻮﻝ ﺃﺛﺮ ﺍﺣﺘﻜﺎﻙ ﺍﻟﻌﺠﻼﺕ ﺑﺎﻷﻗﺪﺍﻡ‪ .‬ﺑﻤﺎ ﺃﻥ ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ ﻳﻌﺘﻤﺪ ﻋﻠﻰ‬
‫‪4‬‬ ‫ﺣﺎﻟﺔ ﺍﻟﻄﺮﻳﻖ‪ ،‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪.f = 0.6‬‬
‫‪2‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﺳﻴﺎﺭﺓ ﻃﻮﻝ ﺃﺛﺮ ﺍﺣﺘﻜﺎﻙ ﻋﺠﻼﺗﻬﺎ ﺑﺎﻷﺭﺽ ‪ 21.2 mil/h .25ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪O‬‬ ‫‪2 4 6 8 10 12 14 x‬‬

‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﻴﺎﺭﺗﻚ ﺗﺴﻴﺮ ﺑﺴﺮﻋﺔ ‪ ،35 mil/h‬ﻓﻜﻢ ﻗﺪ ﹰﻣﺎ ﺗﺤﺘﺎﺝ ﻟﺘﻘﻒ ﻭﻗﻮ ﹰﻓﺎ ﺗﺎ ﹼﹰﻣﺎ؟ ‪ 68 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪ (c‬ﺇﺫﺍ ﺗﻀﺎﻋﻔﺖ ﺳﺮﻋﺔ ﺳﻴﺎﺭﺓ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﻓﻬﻞ ﻳﺘﻀﺎﻋﻒ ﻃﻮﻝ ﺃﺛﺮ ﺍﺣﺘﻜﺎﻙ ﺍﻟﻌﺠﻼﺕ ﺑﺎﻷﺭﺽ ﻋﻨﺪ ﺍﻟﻮﻗﻮﻑ‬ ‫‪‬‬
‫‪ v = √30‬ﻟﻴﺴﺖ ﺧﻄﻴﺔ‪ ،‬ﻓﻄﻮﻝ ﺃﺛﺮ ﺍﺣﺘﻜﺎﻙ ﺍﻟﻌﺠﻼﺕ‬
‫‬ ‫ﺍﻟﻤﻔﺎﺟﺊ ﻣﺮﺓ ﻭﺍﺣﺪﺓ؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﻻ؛ ﻷﻥ ﺍﻟﺪﺍﻟﺔ ‪fd‬‬ ‫‪‬‬
‫ﺳﻴﻜﻮﻥ ‪ 4‬ﺃﻣﺜﺎﻝ ﺍﻟﻄﻮﻝ ﺍﻷﺻﻠﻲ‪.‬‬ ‫‪‬‬
‫‪‬‬
‫√ ‪ ، f (x) =-‬ﺛﻢ ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ (31‬ﻋ ﱢﻴﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻠﺪﺍﻟﺔ‪x - 6 + 5 :‬‬

‫‪83‬‬ ‫‪ 2-2‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪3 5 - 3 7 1 3 - 2 9‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪3 4 - 3 7 3 0 - 3 2‬‬ ‫‪ 1 3 - 2 9‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪30-37‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪83‬‬ ‫‪‬‬ ‫‪2-3 ‬‬

 ‫‪‬‬
‫‪   (32‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻟﺪﺍﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ ﻣﺠﺎﻟﻬﺎ }‪ ،{x | x ≥ -4‬ﻭﻣﺪﺍﻫﺎ }‪ ،{y | y ≤ 6‬ﻭﺗﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪.(5, 3‬‬
‫(‪ f‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ‬ ‫‪a‬‬
‫√ = )‪f x‬‬ ‫‪  (33‬ﻣﺎ ﻗﻴﻢ ‪ a‬ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﻤﻮﺟﺒﺔ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ ‪x‬‬
‫‬ ‫‪ (32‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺍﻟﺤﻘﻴﻘﻴﺔ )‪ (R‬؟ ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ‬ ‫‪y = - √x‬‬
‫‪+4+6‬‬
‫‪‬‬
‫ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻻ ﺗﻤﺜﻞ ‪ y = ± √x‬ﺩﺍﻟﺔ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪   (34‬ﱢ‬
‫√ ≤ ‪ . y‬ﻓﺄ ﱡﻳﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ‬ ‫‪  (35‬ﻣ ﱠﺜﻞ ﱞ‬
‫ﻛﻞ ﻣﻦ ﻋﺒﺪ ﺍﻟﺮﺣﻤﻦ ﻭﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪5 x + 15‬‬
‫‪35‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ‬
‫ﺻﺤﻴﺤﺔ ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﻼﺣﻈﻮﺍ ﺃﻥ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻏﻴﺮ ﺻﺤﻴﺢ ﻋﻨﺪﻣﺎ‬
‫‪‬‬ ‫‪‬‬ ‫ﺗﻈﻠﻞ ﺍﻟﻤﻨﻄﻘﺔ ﺍﻟﺘﻲ ﻓﻮﻕ ﺍﻟﺤﺪ ﻭﺗﻌﺘﺒﺮ‬
‫‪y‬‬ ‫‪y‬‬
‫ﻣﻨﻄﻘﺔ ﺣﻞ‪.‬‬
‫‪8‬‬ ‫‪8‬‬
‫‪6‬‬ ‫‪6‬‬
‫ﺑ ﱢﻴﻦ ﻟﻠﻄﻼﺏ ﺃﻥ ﻳﺤﺪﺩﻭﺍ ﺇﺫﺍ ﻛﺎﻥ ﻫﻨﺎﻙ‬
‫‪4‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪−8 −6 −4 −2 O‬‬ ‫‪2 4 6 8x‬‬ ‫‪−8 −6 −4 −2 O‬‬ ‫‪2 4 6 8x‬‬ ‫ﹰ‬
‫ﻣﺘﺼﻼ‪،‬‬ ‫ﻣﺴﺎﻭﺍﺓ ﻓﺈﻥ ﺍﻟﺤﺪ ﺳﻴﻜﻮﻥ‬
‫ﻭﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﻫﻨﺎﻙ ﻣﺴﺎﻭﺍﺓ ﻓﺈﻧﻪ ﺳﻴﻜﻮﻥ‬
‫‪−4‬‬ ‫‪−44‬‬
‫‪−6‬‬ ‫‪−6‬‬

‫ﻣﺘﻘﻄ ﹰﻌﺎ‪ ،‬ﻭﻻﻳﻜﻮﻥ ﺿﻤﻦ ﻣﻨﻄﻘﺔ ﺍﻟﺤﻞ‪.‬‬

‫‪−8‬‬ ‫‪−8‬‬

‫‪ 4‬‬
‫‪‬‬
‫‪ ‬ﺳﻴﻘﻮﻡ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺪﺭﺱ‬
‫‪ (37‬ﻳﻤ ﹼﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫_‪D :‬‬
‫‪6‬‬
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ ‪, x ≠ 0‬‬
‫‪-64x‬‬
‫‪y‬‬ ‫‪ (36‬ﱞ‬
‫‪8‬‬
‫‪6‬‬ ‫ﻓﺄﻱ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ‪ .‬ﱞ‬
‫‪3‬‬ ‫‪8x‬‬ ‫ﺍﻟﺘﺎﻟﻲ ﺑﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﻭﺍﺳﺘﻌﻤﺎﻝ‬
‫‪8x2 A‬‬
‫‪4‬‬
‫‪2‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺻﺤﻴﺢ؟ ‪D‬‬ ‫ﱠ‬ ‫ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻢ ﺍﻟﺠﺬﻭﺭ‪ .‬ﻟﺬﺍ ﺍﻃﻠﺐ‬
‫‪8x3 B‬‬
‫‪−8−6−4−2O‬‬ ‫‪2 4 6 8x‬‬ ‫‪ (I‬ﺍﻟﻤﺠﺎﻝ ﻫﻮ ﻣﺠﻤﻮﻋﺔ‬ ‫‪-8x2 C‬‬
‫ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺗﺼﻮﺭﺍﺗﻬﻢ ﻋﻦ ﺍﺭﺗﺒﺎﻁ ﻣﺎ ﺗﻌﻠﻤﻮﻩ‬
‫‪−4‬‬
‫‪−6‬‬
‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫‪-8x3 D‬‬ ‫ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ ﺑﺎﻟﻔﻜﺮﺓ ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﺪﺭﺱ‬
‫‪8‬‬
‫‪−8‬‬ ‫=‪y‬‬ ‫ﺍﻟﺪﺍﻟﺔ ﻫﻲ ‪ + 3.5‬‬
‫‪√x‬‬ ‫‪(II‬‬ ‫ﺍﻟﻼﺣﻖ‪.‬‬
‫‪ (III‬ﺍﻟﻤﺪ￯ ﻫﻮ }‪{y | y ≥ 3.5‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫‪ II , III B‬ﻓﻘﻂ‬ ‫‪ I A‬ﻓﻘﻂ‬
‫‪ III D‬ﻓﻘﻂ‬ ‫‪I , II , III C‬‬ ‫‪ (34‬ﺣﺘﻰ ﺗﻤﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺩﺍﻟﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ‬
‫ﻳﻜﻮﻥ ﻟﻜﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ‪ x‬ﻗﻴﻤﺔ‬
‫ﻭﺍﺣﺪﺓ ﻓﻘﻂ ﻟﻠﻤﺘﻐﻴﺮ ‪ y‬ﺗﻨﺎﻇﺮﻫﺎ‪ .‬ﺇﻻ‬
‫ﺃﻥ ﺫﻟﻚ ﻻ ﻳﺘﺤﻘﻖ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ؛‬
‫ﺇﺫ ﺗﻮﺟﺪ ﻟﻜﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ‪x‬‬
‫ﻗﻴﻤﺘﺎﻥ ﻟﻠﻤﺘﻐﻴﺮ ‪ ، y‬ﺇﺣﺪﺍﻫﻤﺎ ﻣﻮﺟﺒﺔ‪،‬‬
‫ﻭﺍﻷﺧﺮ￯ ﺳﺎﻟﺒﺔ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻛﻮﻥ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ ﻻ ﻳﺤﻘﻖ‬
‫‪ 2 84‬‬
‫ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻟﺮﺃﺳﻲ‪.‬‬
‫‪ (35‬ﺇﺟﺎﺑﺔ ﻋﺒﺪ ﺍﻟﻌﺰﻳﺰ ﺻﺤﻴﺤﺔ؛ ﻷﻥ ﻋﺒﺪ‬
‫‪‬‬ ‫ﺍﻟﺮﺣﻤﻦ ﻇ ﱢﻠﻞ ﺍﻟﻤﻨﻄﻘﺔ ﻓﻮﻕ ﺍﻟﻤﻨﺤﻨﻰ‪،‬‬
‫‪D E‬‬
‫ﻭﻟﻴﺴﺖ ﻫﻲ ﻣﻨﻄﻘﺔ ﺍﻟﺤﻞ‪.‬‬
‫ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﺗﻤﺜﻴﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬ ‫‪‬‬

‫ﺑﺘﻮﺟﻴﻬﻬﻢ ﻟﻠﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﺃﻭ ﺻﻐﻴﺮﺓ ﻟﻤﻨﺎﻗﺸﺔ ﻃﺮﻳﻘﺔ ﺗﻤﺜﻴﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﻤﺎ‬ ‫‪‬‬
‫ﻫﻮ ﻣﻄﻠﻮﺏ ﻓﻲ ﺍﻷﺳﺌﻠﺔ ‪ .24-29‬ﻛﻤﺎ ﻳﻨﺒﻐﻲ ﻟﻠﻄﻼﺏ ﻣﻨﺎﻗﺸﺔ ﻃﺮﻳﻘﺔ ﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻭﻣﺪﺍﻫﺎ ﻭﺗﺤﺪﻳﺪ ﻣﺎ‬
‫ﹰ‬
‫ﻣﺘﺼﻼ ﺃﻡ ﻣﺘﻘﻄ ﹰﻌﺎ‪ ،‬ﻭﺗﺤﺪﻳﺪ ﻣﻨﻄﻘﺔ ﺍﻟﺤﻞ‪.‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺤﺪ‬

‫‪ 2‬‬ ‫‪84‬‬

 ‫‪‬‬

‫‪2 - 2‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(13)‬‬

‫‪‬‬ ‫‪2-2‬‬
‫ﻋﻴﻦ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪، {xx ≥ -1‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪، {xx ≥ 1‬‬
‫‪+ 1 + 8 (2‬‬
‫‪f (x) = √x‬‬ ‫‪f (x) = √x‬‬‫‪- 1 (1‬‬
‫ﺍﻟﻤﺪ￯ = }‪{f (x) f (x) ≥ 8‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{f (x)f (x) ≥ 0‬‬
‫ﺑﻴﺎﻧﻴﺎ‪ ،‬ﻭﺣﺪﹼ ﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪:‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﹼﹰ‬ ‫ﻣﺜﹼﻞ ﱠ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﱠ‬
‫‪+ 2 (5‬‬
‫‪y = 2 √x‬‬ ‫‪- 1 (4‬‬
‫‪y = - √x‬‬ ‫‪x (3‬‬
‫‪y = √5‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪6‬‬ ‫‪2‬‬
‫‪6‬‬
‫‪4‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬
‫‪‬‬

‫‪4‬‬
‫‪2‬‬ ‫‪-2‬‬
‫‪2‬‬
‫‪-4‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6x‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬
‫‪-2‬‬ ‫‪-6‬‬

‫ﺍﻟﻤﺠﺎﻝ = }‪،{xx ≥ -2‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪، {xx ≥ 1‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪، {xx ≥ 0‬‬
‫ﺍﻟﻤﺪ￯ = }‪{yy ≥ 0‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{yy ≤ 0‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{yy ≥ 0‬‬
‫‪x + 3 (8‬‬
‫‪y = 1 - √2‬‬ ‫‪+ 7 - 4 (7‬‬
‫‪y = √x‬‬ ‫‪x - 4 (6‬‬
‫‪y = √3‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪6‬‬

‫‪4‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪x‬‬ ‫‪-6‬‬ ‫‪-4‬‬ ‫‪-2‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪-2‬‬ ‫‪-2‬‬ ‫‪2‬‬

‫‪-4‬‬ ‫‪-4‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬
‫‪-6‬‬ ‫‪-6‬‬ ‫‪-2‬‬

‫ﺍﻟﻤﺠﺎﻝ = } ‪،{xx ≥ - _23‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪، {xx ≥ -7‬‬ ‫ﺍﻟﻤﺠﺎﻝ = } ‪، {xx ≥ _34‬‬
‫ﺍﻟﻤﺪ￯ = }‪{yy ≤1‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{yy ≥ -4‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{yy ≥ 0‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫ﻣﺜﻞ ﱠ‬

‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﱠ‬
‫‪3x + 2 (11‬‬
‫√ ‪y > -22‬‬ ‫‪x - 5 + 3 (10‬‬
‫√ ≤ ‪y‬‬ ‫‪6x (9‬‬
‫√ ‪y ≥ -‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪6‬‬

‫‪-2‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6x‬‬ ‫‪4‬‬ ‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬
‫‪2‬‬
‫‪-2‬‬ ‫‪-2‬‬
‫‪2‬‬
‫‪-4‬‬ ‫‪-4‬‬
‫‪O‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪8x‬‬
‫‪-6‬‬ ‫‪-6‬‬
‫‪-2‬‬

‫‪ v = √v‬؛‬
‫‪0‬‬
‫‪  (12‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺳﺮﻋﺔ ﻟﻌﺒﺔ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻷﻟﻌﺎﺏ ﻓﻲ ﺃﺛﻨﺎﺀ ﻫﺒﻮﻃﻬﺎ ﻣﻦ ﺍﻟﻤﺮﺗﻔﻊ ﺗﹸﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ ‪+ 64h‬‬
‫‪2‬‬

‫ﺣﻴﺚ ‪ v0‬ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﺑﺎﻷﻗﺪﺍﻡ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪ h ،‬ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﺳﻲ ﺑﺎﻷﻗﺪﺍﻡ‪ ،‬ﻭﻛﺎﻧﺖ ‪،v = 70 ft/s , v0 = 8 ft/s‬‬
‫ﻓﺄﻭﺟﺪ ‪ 75.6 ft .h‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪13‬‬

‫‪84A‬‬ ‫‪ 2 ‬‬

 








































 2  84B

 ‫‪‬‬
‫‪‬‬ ‫‪2 -3‬‬ ‫‪‬‬
‫‪nth Root‬‬

‫‪ 1‬‬ ‫ﻟﻮﺣﻆ ﺗﺰﺍﻳﺪ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﺑﻴﻦ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ ﻭﺍﻟﺴﻴﺎﺭﺍﺕ ﻋﻠﻰ‬ ‫‪‬‬
‫ﺍﻟﻄﺮﻳﻖ ﻛﻠﻤﺎ ﺯﺍﺩ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ‪ .‬ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻨﻬﻤﺎ ﺑﺎﻟﺪﺍﻟﺔ‬ ‫‪‬‬
‫‪‬‬ ‫‪ ،c = √b2‬ﺣﻴﺚ ‪ b‬ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ‪ c ،‬ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ‪.‬‬
‫‪5‬‬

‫‪2-3 ‬‬ ‫‪‬‬

‫‪ ‬‬
‫‪ ‬‬
‫ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﺩﻭﺍﻝ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ‪.‬‬ ‫ﹴ‬
‫ﻟﻌﺪﺩ ﻋﻤﻠﻴ ﹰﺔ ﻋﻜﺴﻴﺔ ﻟﺘﺮﺑﻴﻌﻪ‪ .‬ﻓﻺﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻟﻠﻌﺪﺩ ‪، a‬‬ ‫‪ ‬ﻳﻌﺪﱡ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‬ ‫‪‬‬
‫‪2 - 3 ‬‬ ‫ﻳﺠﺐ ﺃﻥ ﺗﺠﺪ ﺍﻟﻌﺪﺩ ﺍﻟﺬﻱ ﻣﺮﺑﻌﻪ ﻳﺴﺎﻭﻱ ‪ .a‬ﻭﺑﺎﻟﻤﺜﻞ ﻓﺈﻥ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﺮﻓﻊ ﻋﺪﺩ ﻟﻘﻮﺓ )‪ (n‬ﻫﻲ ﺇﻳﺠﺎﺩ‬
‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‪.‬‬ ‫ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﻟﻠﻌﺪﺩ‪.‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻢ ﺍﻟﺠﺬﻭﺭ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪nth root‬‬
‫‪3‬‬
‫√‬ ‫‪64‬‬
‫‪= 4‬‬ ‫‪644‬‬ ‫‪4 · 4 · 4 = 64‬‬ ‫‪x3‬‬ ‫‪= 64‬‬ ‫‪‬‬
‫‪2-3 ‬‬ ‫‪4‬‬ ‫‪radical sign‬‬
‫√‬ ‫‪625‬‬
‫‪= 5‬‬ ‫‪6255‬‬ ‫‪5 · 5 · 5 · 5 = 625‬‬ ‫‪x4 = 625‬‬
‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺇﻳﺠﺎﺩ ﺣﻠﻮﻝ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ‬ ‫‪5‬‬
‫‪√32‬‬
‫‪= 2‬‬ ‫‪322‬‬ ‫‪2 · 2 · 2 · 2 · 2 = 32‬‬ ‫‪x5 = 32‬‬
‫‪‬‬
‫ﺗﺮﺑﻴﻌﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺟﺒﺮﻳﺔ‪.‬‬ ‫‪n‬‬
‫√‬ ‫‪b= a‬‬ ‫‪ba‬‬ ‫‪a·a·a·…·a=b‬‬ ‫‪an = b‬‬
‫‪index‬‬
‫‪‬‬

‫‪‬‬
‫‚‬
‫‚‬
‫‪‬‬
‫‚‬
‫‚‬
‫‪‬‬
‫‪n ‬‬ ‫‪radicand‬‬
‫‪‬‬
‫ﻳﻘﺘﺮﺡ ﻫﺬﺍ ﺍﻟﻨﻤﻮﺫﺝ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻵﺗﻲ ﻟﻠﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‪:‬‬
‫‪ 2‬‬
‫‪principal root‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪a n = bn >1n a , b  ‬‬
‫‪ba‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ ؟"‬
‫‪‬‬ ‫‪81-3(-3)4 = 81  ‬‬ ‫‪‬‬

‫• ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﻤﺴﺘﻘﻞ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ؟‬ ‫√ ﺇﻟﻰ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‪.‬‬

‫‪n‬‬
‫ﻳﺸﻴﺮ ﺍﻟﺮﻣﺰ ‬
‫‪111‬‬
‫ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ‬ ‫‪‬‬
‫• ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﺎﺑﻊ ﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩﻩ؟‬
‫ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ‬ ‫‪‬‬ ‫‪n‬‬
‫√‬
‫• ﻫﻞ ﺗﻌﺘﻘﺪ ﺃﻥ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﺳﻮﻑ ﻳﺰﻳﺪ ﺃﻭ‬
‫‪81‬‬ ‫‪‬‬

‫ﺑﻌﺾ ﺍﻷﻋﺪﺍﺩ ﻟﻬﺎ ﺃﻛﺜﺮ ﻣﻦ ﺟﺬﺭ ﻧﻮﻧﻲ ﺣﻘﻴﻘﻲ ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﺍﻟﻌﺪﺩ ‪ 64‬ﻟﻪ ﺟﺬﺭﺍﻥ ﺗﺮﺑﻴﻌﻴﺎﻥ ﻫﻤﺎ‪ 8 :‬ﻭ ‪-8‬؛ ﻷﻥ‬
‫ﻳﻨﻘﺺ ﺑﺎﺯﺩﻳﺎﺩ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ؟‬
‫‪ 82‬ﻭ ‪ (-8)2‬ﻛﻠﻴﻬﻤﺎ ﻳﺴﺎﻭﻱ ‪ .64‬ﻓﻌﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﺟﺬﺭ ﺣﻘﻴﻘﻲ‪ ،‬ﻭﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪ ،‬ﻓﺈﻥ ﺍﻟﺠﺬﺭ ﻏﻴﺮ‬
‫ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﻳﺰﺩﺍﺩ ﺑﺎﺯﺩﻳﺎﺩ ﻋﺪﺩ‬ ‫ﺍﻟﺴﺎﻟﺐ ﻳﺴﻤﻰ ﺍﻟﺠﺬﺭ ﺍﻟﺮﺋﻴﺲ‬
‫ﺍﻟﺮﺋﻴﺲ‪.‬‬
‫ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ‪.‬‬ ‫ﻭﻓﻴﻤﺎ ﻳﺄﺗﻲ ﺑﻌﺾ ﺍﻷﻣﺜﻠﺔ ﻋﻠﻰ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‪:‬‬
‫‪ √25‬ﻳﺸﻴﺮ ﺇﻟﻰ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻌﺪﺩ ‪.25‬‬
‫‪ ،‬‬ ‫‪= 5‬‬
‫‪√25‬‬
‫√ ‪ -‬ﻳﺸﻴﺮ ﺇﻟﻰ ﻣﻌﻜﻮﺱ ) ﺍﻟﻨﻈﻴﺮ ﺍﻟﺠﻤﻌﻲ( ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻌﺪﺩ ‪.25‬‬‫‪25 ،‬‬ ‫√ ‪-‬‬
‫‪25 = -5‬‬
‫‪ ± √25‬ﻳﺸﻴﺮ ﺇﻟﻰ ﻛﻼ ﺍﻟﺠﺬﺭﻳﻦ ﺍﻟﺘﺮﺑﻴﻌﻴﻴﻦ ﻟﻠﻌﺪﺩ ‪.25‬‬
‫‪ ،‬‬ ‫‪ = ±5‬‬
‫‪± √25‬‬

‫‪85‬‬ ‫‪ 2-3‬‬

‫‪85‬‬ ‫‪‬‬ ‫‪2 -3 ‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪ a،1‬‬
‫‪‬‬ ‫‪n‬‬
‫‪n‬‬ ‫‪n‬‬ ‫‪a‬‬
‫‪ ‬‬
‫‪a >0‬‬
‫‪√a ± √a‬‬
‫‪n‬‬ ‫‪n‬‬

‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪a <0‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﻭﺭ‬
‫‪n‬‬
‫‪√a‬‬‫‪‬‬ ‫ﺍﻟﻨﻮﻧﻴﺔ‪.‬‬
‫‪n‬‬
‫‪ = 0‬‬
‫‪0‬‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ‬
‫√‬ ‫‪a =0‬‬

‫ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻨﺎﺗﺞ ﻋﻨﺪ ﺗﺒﺴﻴﻂ ﺟﺬﻭﺭ ﻧﻮﻧﻴﺔ‬

‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﻟﻌﺒﺎﺭﺍﺕ ﺫﺍﺕ ﻗﻮ￯ ﺯﻭﺟﻴﺔ‪.‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﹼ‬ ‫ﱢ‬
‫(√ ‪-‬‬
‫‪x2 - 6)8 (b‬‬ ‫‪± √16‬‬
‫‬ ‫‪y4 (a‬‬ ‫✓ ‪‬‬
‫([√ ‪x2 - 6)8 = -‬‬
‫(√ ‪-‬‬ ‫‬
‫‪x2 - 6)4]2‬‬ ‫‪± √16y‬‬
‫‪4 = ± √(4‬‬
‫‬
‫‪y2)2‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
‫‪= -(x2 - 6)4‬‬ ‫‪= ±4y2‬‬ ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﻣﻌﻜﻮﺱ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﻟﺮﺋﻴﺲ ﻟـ‬ ‫‪16y4‬‬ ‫ﺍﻟﺠﺬﺭﺍﻥ ﺍﻟﺘﺮﺑﻴﻌﻴﺎﻥ ﻟـ‬ ‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪ (x2 - 6)8‬ﻫﻮ ‪.-(x2 - 6)4‬‬ ‫ﻫﻤﺎ ‪.±4y2‬‬
‫‪7‬‬
‫√‬ ‫‪ (d‬‬
‫‪128‬‬
‫‪5‬‬
‫‪√243‬‬
‫‬‫‪a20b25 (c‬‬ ‫‪‬‬
‫‪7‬‬ ‫‪5‬‬
‫√ = ‬ ‫√ = ‪243a20b25‬‬
‫√‬
‫‪7‬‬ ‫‪5‬‬
‫√‬ ‫‪128‬‬ ‫‪27 =2‬‬ ‫‪(3a4b5)5‬‬
‫‪= 3a4b5‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬ ‫‪1‬‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﺴﺎﺑﻊ ﻟـ ‪ 128‬ﻫﻮ ‪2‬‬ ‫ﺍﻟﺠﺬﺭ ﺍﻟﺨﺎﻣﺲ ﻟـ‪ 243a20b25‬ﻫﻮ ‪.3a4b5‬‬ ‫‪±4x4 ± √16x‬‬
‫‪8 .a‬‬
‫‪‬‬ ‫(√ – ‪–(q3 + 5)2‬‬
‫‪q3 + 5)4 .b‬‬
‫‪5‬‬
‫‪3a2b3 √243‬‬
‫‬
‫‪a10b15 .c‬‬
‫‪3‬‬
‫‪-(y + 7)8 - √(y‬‬
‫‬
‫‪+ 7)16 (1B‬‬ ‫√ ‪2x 2‬‬
‫‪8 x6 (1A‬‬
‫‪5‬‬
‫‪ .d‬‬
‫‪4 √1024‬‬
‫ﺃﺱ ﺍﻟﻨﺎﺗﺞ ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺠﺪ‬
‫ﻭﺃﺱ ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪ ،‬ﻭﻛﺎﻥ ﹼ‬‫ﺇﺫﺍ ﻛﺎﻥ ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ ﹼ‬
‫ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻨﺎﺗﺞ ﻟﺘﺘﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﺠﻮﺍﺏ ﻟﻴﺲ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﹼ‬ ‫ﱢ‬
‫‪ ‬‬
‫‪6‬‬
‫‪     n  ‬‬
‫‪   ‬‬
‫‪‬‬
‫(‪√64‬‬
‫‬ ‫‪√y4‬‬
‫‪4‬‬
‫‪x2 - 3)18 (b‬‬ ‫‪(a‬‬
‫‪     ‬‬
‫‪ ‬ﺗﺄﻛﺪ ﻣﻦ ﺃﻥ ﺍﻟﻄﻼﺏ‬
‫‪    ‬‬
‫(‪√64‬‬
‫‬ ‫|‪√4 y4 = | y‬‬
‫‪6‬‬
‫‪x2 - 3)18 = 2(x2 - 3)3‬‬ ‫‪   ‬‬
‫ﺍﺳﺘﻮﻋﺒﻮﺍ ﺃﻧﻪ ﻟﻜﻮﻥ ‪32 = 9‬‬
‫‪    ‬‬
‫ﺑﻤﺎ ﺃﻥ ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ )ﺍﻟﻌﺪﺩ ‪ (6‬ﻋﺪﺩ ﺯﻭﺟﻲ‪ ،‬ﻭﺃﺱ‬ ‫ﺑﻤﺎ ﺃﻥ ‪ y‬ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ ﻓﺎﻟﺠﺬﺭ‬ ‫‪     n‬‬
‫ﺍﻟﻌﺒﺎﺭﺓ ‪) x2 - 3‬ﺍﻟﻌﺪﺩ ‪ (3‬ﻋﺪﺩ ﻓﺮﺩﻱ ﻓﻴﺠﺐ‬ ‫ﺍﻟﺮﺋﻴﺲ ﻟﻬﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ ﻳﺴﺎﻭﻱ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟ ‪.y‬‬ ‫|‪x n =|x‬‬
‫ﻭ ‪ ،(–3)2 = 9‬ﻓﺈﻥ ﺍﻟﻌﺪﺩ ‪ 9‬ﻟﻪ ﺟﺬﺭﺍﻥ‬
‫‪n‬‬
‫‬
‫‰‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ‪.‬‬

‫‪‬‬ ‫ﺗﺮﺑﻴﻌﻴﺎﻥ ﻫﻤﺎ ‪ ،3 ٫– 3‬ﻭﻣﻊ ﺫﻟﻚ ﻓﺈﻥ‬
‫‪2(x‬‬ ‫‪- 3)3‬‬ ‫√‬
‫‪4‬‬
‫‬
‫‪16(x‬‬ ‫‪- 3)12‬‬ ‫‪(2B‬‬ ‫‪6‬‬ ‫ﻗﻴﻤﺔ ‪ √9‬ﻫﻲ ﺍﻟﻌﺪﺩ ‪ 3‬ﻓﻘﻂ‪ .‬ﻭﻟﻠﺪﻻﻟﺔ‬
‫ﻋﻠﻰ ﻛﻼ ﺍﻟﺠﺬﺭﻳﻦ ﺍﻟﺘﺮﺑﻴﻌﻴﻴﻦ ﻭﻟﻴﺲ‬
‫‪ 2 86‬‬ ‫ﺍﻟﺠﺬﺭ ﺍﻟﺮﺋﻴﺲ ﻓﻘﻂ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬
‫ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪. ± √9‬‬

‫‪‬‬
‫‪ ‬ﺍﻗﺘﺮﺡ ﻓﻲ ﺃﺛﻨﺎﺀ ﻣﻨﺎﻗﺸﺔ ﺍﻟﻤﻌﻠﻮﻣﺔ ﺍﻟﺘﻲ ﺗﻠﻲ ﺍﻟﻤﺜﺎﻝ ‪ ،1‬ﻃﺮﻳﻘﺔ ﺃﺧﺮ￯ ﻟﺘﺒﺴﻴﻂ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﻲ‬
‫ﺗﺘﻀﻤﻦ ﺃﻋﺪﺍ ﹰﺩﺍ ﻓﻘﻂ ﻭﻟﻴﺲ ﻣﺘﻐﻴﺮﺍﺕ‪ ،‬ﻭﻫﻲ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺗﺤﺖ ﺭﻣﺰ ﺍﻟﺠﺬﺭ ﹰ‬
‫ﺃﻭﻻ‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ‬ ‫‪‬‬
‫‪ . √25‬ﺛﻢ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺮﺋﻴﺲ ﻟﻴﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ‪.5‬‬
‫ﺃﻭﻻ ﻟﺘﺼﺒﺢ ‬ ‫)‪ √(–5‬ﻋﻦ ﻃﺮﻳﻖ ﺗﺒﺴﻴﻂ ﻣﺎ ﺗﺤﺖ ﺭﻣﺰ ﺍﻟﺠﺬﺭ ﹰ‬ ‫ﻛﺘﺎﺑﺔ ‪2‬‬ ‫‪ ‬ﺑﺸﻜﻞ‬
‫‪ ، √64‬ﻭﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﻟﺮﺋﻴﺲ ﻟﻠﻌﺪﺩ ‪ 64‬ﻫﻮ ‪.8‬‬‫)‪ √(–2‬ﻟﻴﺼﺒﺢ ‬‫ﻭﺑﺎﻟﻤﺜﻞ ﻳﻤﻜﻦ ﺗﺒﺴﻴﻂ ‪6‬‬ ‫ﺻﺤﻴﺤﺎ ﺃﻛﺒﺮ ﻣﻦ‬ ‫ﹰ‬ ‫ﻋﺎﻡ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫ﺃﻭ ﻳﺴﺎﻭﻱ ‪ ، 2‬ﻭﻛﺎﻥ ‪ a‬ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‪،‬‬
‫√ ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪،‬‬ ‫ﻓﺈﻥ ‪a = a‬‬
‫‪n n‬‬

‫ﻭﻛﺬﻟﻚ |‪ √a = |a‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬

‫‪n n‬‬

‫ﺯﻭﺟ ﹼﹰﻴﺎ‪.‬‬

‫‪ 2‬‬ ‫‪86‬‬

 ‫‪ ‬ﺗﺬﻛﱠﺮ ﺃﻥ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺍﻟﺘﻲ ﻻ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺘﻬﺎ ﻓﻲ ﺻﻮﺭﺓ ﻛﺴﻮﺭ ﻋﺸﺮﻳﺔ‬
‫ﻣﻨﺘﻬﻴﺔ ﺃﻭ ﺩﻭﺭﻳﺔ‪ ،‬ﺗﹸﺴﻤﻰ ﺃﻋﺪﺍ ﹰﺩﺍ ﻏﻴﺮ ﻧﺴﺒﻴﺔ‪ .‬ﻭﻏﺎﻟ ﹰﺒﺎ ﻣﺎ ﻳﺴﺘﻌﻤﻞ ﺗﻘﺮﻳﺐ ﺍﻷﻋﺪﺍﺩ ﻏﻴﺮ ﺍﻟﻨﺴﺒﻴﺔ ﻓﻲ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬

‫‪‬‬ ‫‪3‬‬
‫‪ ‬ﺍﺭﺟﻊ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪‬‬ ‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ c = √b2‬ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ‪ ،‬ﻭ‪ b‬ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ‪ ،‬ﻓﻘﺪﹼ ﺭ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﺍﻟﺸﻬﺮﻳﺔ‬
‫ﹴ‬
‫‪5‬‬

‫ﺗﻤﺮ ﺧﻼﻟﻪ ﻛﻞ ﺷﻬﺮ‪.‬‬‫ﻃﺮﻳﻖ ﻣﺎ‪ ،‬ﺇﺫﺍ ﹸﻋﻠﻢ ﺃﻥ ‪ 1000‬ﺩﺭﺍﺟﺔ ﱡ‬ ‫ﻋﻠﻰ‬

‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ c = √b Š  ‬ﺗﻮﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ )‪ (b‬ﺍﻟﺘﻲ ﺗﻤﺮ ﻓﻲ ﻃﺮﻳﻖ‪،‬‬ ‫‪‬‬
‫‪5‬‬

‫ﹼ‬ ‫‪2‬‬
‫‪6‬‬ ‫ﻭﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ )‪ .(c‬ﺑﻴﻨﻬﺎ ﻭﺑﻴﻦ ﺍﻟﺴﻴﺎﺭﺍﺕ‬
‫‪t‬‬ ‫‪√t6 (a‬‬ ‫Š ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﺗﻤﺮ ﺧﻼﻝ ﺍﻟﻄﺮﻳﻖ ﱠ‬
‫ﻛﻞ ﺷﻬﺮ ﻫﻮ ‪ 1000‬ﺩﺭﺍﺟﺔ‪.‬‬
‫‪5‬‬
‫‪3(x + 2)3‬‬ ‫√‬
‫‪243(x + 2)15 (b‬‬ ‫‪   ‬ﺗﻘﺪﻳﺮ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﺑﻴﻦ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ ﻭﺍﻟﺴﻴﺎﺭﺍﺕ ﻓﻲ ﻫﺬﺍ ﺍﻟﻄﺮﻳﻖ ﺧﻼﻝ ﺷﻬﺮ‪.‬‬
‫‪  ‬ﻋﻮﺽ ﻋﻦ ‪) b‬ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ ﺍﻟﻬﻮﺍﺋﻴﺔ( ﺑﺎﻟﻌﺪﺩ ‪.1000‬‬ ‫‪‬‬ ‫‪‬‬
‫‪500‬‬
‫‪‬‬
‫‪5‬‬
‫‪c = √b2‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪5‬‬ ‫‪  ‬‬
‫‪b=1000‬‬ ‫√ =‬
‫‪10002‬‬ ‫‪ 11‬‬
‫‪‬‬ ‫‪≈ 15.85‬‬ ‫‪200‬‬

‫‪‬‬ ‫ﻓﻬﻨﺎﻙ ‪ 16‬ﺣﺎﺩ ﹰﺛﺎ ﺗﻘﺮﻳ ﹰﺒﺎ ﻛﻞ ﺷﻬﺮ ﻋﻠﻰ ﺫﻟﻚ ﺍﻟﻄﺮﻳﻖ‪.‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬ ‫‪c=15.85‬‬
‫‪5‬‬
‫‪15.85 ‹ √b2‬‬ ‫‪  ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪5‬‬ ‫‪15.855 ‹ b2‬‬
‫‪‬‬
‫‪ 3 ‬ﻳﺒ ﱢﻴﻦ ﻟﻠﻄﻼﺏ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫‪‬‬‫‪‬‬ ‫‪1000337 ‹ b2‬‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﺍﻟﺤﻞ ﻓﻲ ﻣﻮﻗﻒ ﻣﻦ ﻭﺍﻗﻊ‬ ‫‪  ✓ 1000 ≈ b‬‬
‫ﻃﺮﻳﻖ ﻣﺎ ﻓﻲ ﺃﺣﺪ ﺍﻷﺷﻬﺮ ﻳﺴﺎﻭﻱ ‪ 21‬ﺣﺎﺩ ﹰﺛﺎ‪ ،‬ﻓﻘﺪﺭ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ‬ ‫ﹴ‬ ‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺍﻟﺤﻮﺍﺩﺙ ﺍﻟﻤﺴﺠﻠﺔ ﻋﻠﻰ‬
‫ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫ﻣﺮﺕ ﻓﻲ ﺍﻟﻄﺮﻳﻖ ﺧﻼﻝ ﺫﻟﻚ ﺍﻟﺸﻬﺮ‪.‬‬ ‫ﺍﻟﻬﻮﺍﺋﻴﺔ ﺍﻟﺘﻲ ﱠ‬
‫‪5‬‬
‫‪‬‬ ‫‪c = √b2‬‬

‫‪‬‬
‫‪5‬‬
‫‪c=21‬‬ ‫‪21 = √b2‬‬
‫‪5‬‬ ‫‪215 = b2‬‬
‫‪‬‬
‫‪‬‬ ‫‪4084101 = b2‬‬
‫‪ ‬ﻳﺮﺍﻋﻰ ﻓﻲ ﺗﺼﻤﻴﻢ ﺍﻷﻗﻤﺎﺭ‬ ‫‪3‬‬ ‫‪ ‬‬ ‫‪2021 ≈ b‬‬
‫ﺍﻟﺼﻨﺎﻋﻴﺔ ﺣﻤﺎﻳﺘﻬﺎ ﻣﻦ ﺍﻟﺪﻣﺎﺭ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺗﻘﺮﻳﺒﺎ‪.‬‬
‫ﹰ‬ ‫ﹰ‬
‫ﺔ‬ ‫ﺩﺭﺍﺟ‬ ‫‪2021‬‬ ‫ﻫﻮ‬ ‫ﺍﻟﺸﻬﺮ‬ ‫ﺫﻟﻚ‬ ‫ﺧﻼﻝ‬ ‫ﺍﻟﻄﺮﻳﻖ‬ ‫ﻓﻲ‬ ‫ﺕ‬ ‫ﻣﺮ‬
‫ﱠ‬ ‫ﺍﻟﺘﻲ‬ ‫ﺍﻟﻬﻮﺍﺋﻴﺔ‬ ‫ﺇﺫﻥ ﻋﺪﺩ ﺍﻟﺪﺭﺍﺟﺎﺕ‬
‫ﻋﻦ ﺍﺻﻄﺪﺍﻣﻬﺎ ﺑﺎﻷﺟﺴﺎﻡ ﺍﻟﺴﺎﺑﺤﺔ‬ ‫‪‬‬
‫ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ .‬ﻭﻗﺪ ﺃﻓﺎﺩﺕ ﺩﺭﺍﺳﺔ ﺃﻥ‬ ‫= ‪ ،S‬ﺣﻴﺚ ‪V‬‬
‫‪3‬‬
‫‪√36‬‬
‫‬
‫‪πV 2‬‬ ‫‪  (3A‬ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﻛﺮﺓ ﺇﺫﺍ ﻋﻠﻢ ﺣﺠﻤﻬﺎ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫ﻗﻄﺮ ﺍﻟﺜﻘﺐ ‪ d‬ﺑﺎﻟﻤﻠﻤﺘﺮﺍﺕ ﻓﻲ ﺍﻟﺨﻠﻴﺔ‬ ‫ﺗﻤﺜﻞ ﺣﺠﻢ ﺍﻟﻜﺮﺓ‪ .‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﻛﺮﺓ ﺣﺠﻤﻬﺎ ‪ 165 in2 . 200 in3‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫ﺍﻟﺸﻤﺴﻴﺔ ﻟﻠﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ﻭﺍﻟﻨﺎﺗﺞ‬ ‫‪‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﻛﺮﺓ ﺗﺴﺎﻭﻱ ‪ ،214.5 in2‬ﻓﺄﻭﺟﺪ ﺣﺠﻢ ﺍﻟﻜﺮﺓ‪295.4 in3 .‬‬ ‫‪‬‬ ‫‪(3B‬‬

‫ﻋﻦ ﺍﻻﺭﺗﻄﺎﻡ ﺑﺠﺴﻢ ﻳﺘﺤﺮﻙ ﺑﻄﺎﻗﺔ‬

‫ﺣﺮﻛﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ k‬ﺟﻮﻝ‪ ،‬ﻳﻤﻜﻦ ﺗﻘﺮﻳﺒﻪ‬ ‫‪‬‬
‫‪1 , 2 ‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﹼ‬
‫ﺑﺎﻟﻌﻼﻗﺔ‪:‬‬ ‫ﱢ‬
‫‪3‬‬
‫‪d = 0.926 √k + 0.169‬‬ ‫√ ‪-7u 4v 6 -‬‬
‫‪49u8v12 (2‬‬ ‫√ ‪±10y 4 ±‬‬
‫‪100y8 (1‬‬

‫‪ (a‬ﻗﺪﱢ ﺭ ﻗﻄﺮ ﺛﻘﺐ ﻧﺎﺗﺞ ﻋﻦ ﺍﻻﺭﺗﻄﺎﻡ‬ ‫‪2 4h 6‬‬

‫‪2g‬‬ ‫‪√4 16g‬‬
‫‬
‫‪16‬‬ ‫‪16h24‬‬ ‫‪(4‬‬ ‫‪(y - 6)4‬‬ ‫√‬
‫‪(y - 6)8‬‬ ‫‪(3‬‬

‫ﺑﺠﺴﻢ ﻳﺘﺤﺮﻙ ﺑﻄﺎﻗﺔ ﺣﺮﻛﻴﺔ‬ ‫‪2(2y + 1)3‬‬ ‫√‬

‫‪6‬‬
‫‪64(2y + 1)18‬‬ ‫‪(6‬‬
‫‪3‬‬
‫√ ‪-5‬‬
‫‪-125 (5‬‬

‫ﻣﻘﺪﺍﺭﻫﺎ ‪ 3.5‬ﺟﻮﻝ‪1.575 mm .‬‬

‫‪ (b‬ﺇﺫﺍ ﻛﺎﻥ ﻗﻄﺮ ﺛﻘﺐ ‪ ،2.5mm‬ﻓﻘﺪﹼ ﺭ‬ ‫‪87‬‬ ‫‪ 2-3‬‬ ‫‪1 , 2 ‬‬

‫ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﺍﻟﺘﻲ ﻳﺘﺤﺮﻙ ﺑﻬﺎ‬

‫ﺍﻟﺠﺴﻢ ﺍﻟﺬﻱ ﺃﺣﺪﺙ ﺍﺭﺗﻄﺎﻣﻪ‬
‫ﺍﻟﺜﻘﺐ‪ 15.951 .‬ﺟﻮﻝ‬ ‫‪‬‬
‫‪D E‬‬
‫‪ ‬ﻳﻌﺘﻘﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺃﻥ ‪ x‬ﻳﺠﺐ ﺃﻥ ﺗﻤﺜﻞ ﻋﺪ ﹰﺩﺍ ﻣﻮﺟ ﹰﺒﺎ‪ ،‬ﻭ ‪ –x‬ﻳﺠﺐ ﺃﻥ ﺗﻤﺜﻞ ﻋﺪ ﹰﺩﺍ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬
‫ﻟﺬﺍ‪ ،‬ﻓﺈﻥ ﻗﺮﺍﺀﺓ ‪ –x‬ﻋﻠﻰ ﺃﻧﻬﺎ " ﻣﻌﻜﻮﺱ ‪ "x‬ﺗﺴﺎﻋﺪ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﻓﻬﻢ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺗﺴﺎﻭﻱ ‪ ، –9‬ﻓﺈﻥ ‪ –x‬ﺗﺴﺎﻭﻱ ‪.9‬‬
‫ﺃﻱ ﺃﻧﻪ ﻻ ﻳﻮﺟﺪ ﻫﻨﺎﻙ ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻣﺮﺑﻌﻪ ﻳﺴﺎﻭﻱ‪ .–9‬ﻭﺫﻛﹼﺮﻫﻢ‬ ‫ﺑ ﱢﻴﻦ ﻟﻬﻢ ﻛﺬﻟﻚ ﺃﻥ ‪ –9‬ﻟﻴﺲ ﻟﻬﺎ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ ﺣﻘﻴﻘﻲ؛ ﹾ‬
‫‪ √–9‬ﻫﻮ ‪ ،3i‬ﻭﻫﻮ ﻋﺪﺩ ﺗﺨﻴﻠﻲ‪.‬‬
‫ﺃﻥ ‬

‫‪87‬‬ ‫‪‬‬ ‫‪2 -3 ‬‬

 ‫√ ‪(a2 + 4a)12 (9 -20x 16y 20 -‬‬
‫√ ‪(a 2 + 4a)6‬‬ ‫‪400x32y40 (8‬‬ ‫√ ‪±15a 8b 18 ±‬‬
‫‪225a16b36 (7‬‬
‫‪3‬‬
‫‪-(y - 9)3‬‬ ‫‪√-(y‬‬
‫‬ ‫‪3b 6c 4 √27b‬‬
‫‬
‫‪3‬‬ ‫‪5‬‬
‫‪- 9)9‬‬ ‫‪(12‬‬ ‫‪-3 √-243‬‬
‫‪ (11‬‬ ‫‪18c12 (10‬‬

‫‪3(x + 4) √81(x‬‬

‫‬ ‫‪4‬‬
‫‪+ 4)4 (15‬‬
‫‪3‬‬
‫√ ‪a 4‬‬
‫‪a12 (14‬‬ ‫√ ‪x 3‬‬
‫‪6‬‬
‫‬
‫‪x‬‬ ‫‪18 (13‬‬

‫‪5‬‬
‫√ ‪2a 3b 2‬‬ ‫‪x2y‬‬ ‫√‬ ‫‪(y 3 + 5)6‬‬ ‫√‬
‫‪8‬‬ ‫‪3‬‬
‫‪32a15b10 (18‬‬ ‫‪x16y8‬‬ ‫‪(17‬‬ ‫‪(y3 + 5)18‬‬ ‫‪(16‬‬
‫‪ 3‬‬
‫_ =‪r‬؛‬
‫√‬ ‫‪2‬‬
‫‪GMt‬‬
‫‪  (19‬ﺇﺫﺍ ﻛﺎﻥ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪ r‬ﻟﻤﺪﺍﺭ ﻗﻤﺮ ﺍﺻﻄﻨﺎﻋﻲ ﺗﻠﻔﺰﻳﻮﻧﻲ ﹸﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫‪3‬‬

‫‪4π2‬‬
‫ﺣﻴﺚ ‪ G‬ﺗﻤﺜﻞ ﺛﺎﺑﺖ ﺍﻟﺠﺬﺏ ﺍﻟﻜﻮﻧﻲ‪ M ،‬ﻛﺘﻠﺔ ﺍﻷﺭﺽ‪ t ،‬ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻹﻛﻤﺎﻝ ﺍﻟﻘﻤﺮ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ‬ ‫✓ ‪‬‬
‫ﺣﻮﻝ ﺍﻷﺭﺽ‪ ،‬ﻓﺄﻭﺟﺪ ﻧﺼﻒ ﻗﻄﺮ ﻣﺪﺍﺭ ﺍﻟﻘﻤﺮ ﺍﻻﺻﻄﻨﺎﻋﻲ ﺇﺫﺍ ﻛﺎﻧﺖ ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ ‪ 1 - 2 3‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪ 4.088 × 108m G = 6.67 × 10-11N.m2/kg 2 , M = 5.98 × 1024 kg , t = 2.6 × 106s‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪3 ‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺇﻟﻰ ﺃﻗﺮﺏ ﺛﻼﺙ ﻣﻨﺎﺯﻝ ﻋﺸﺮﻳﺔ‪:‬‬
‫‪4‬‬ ‫‪5‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪2.903 √71‬‬
‫‪ (23‬‬ ‫‪-2.122 √-43‬‬
‫‪ (22‬‬ ‫‪-8.718 - √76‬‬
‫‪ (21‬‬ ‫‪7.616 √58‬‬
‫‪ (20‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫‪  (24‬ﻳﺮﻳﺪ ﻣﺘﺠﺮ ﻟﺒﻴﻊ ﺍﻟﻜﺘﺐ ﻋﺒﺮ ﺍﻹﻧﺘﺮﻧﺖ ﺯﻳﺎﺩﺓ ﺣﺠﻢ ﺍﻟﺼﻨﺎﺩﻳﻖ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ ﺍﻟﺸﺤﻦ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻢ‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫ﺃﻱ ﺃﻥ ‪.N = V · F3‬‬
‫ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﺠﺪﻳﺪ ‪ N‬ﻳﺴﺎﻭﻱ ﺣﺠﻢ ﺍﻟﺼﻨﺪﻭﻕ ﺍﻟﻘﺪﻳﻢ ‪ V‬ﻣﻀﺮﻭ ﹰﺑﺎ ﻓﻲ ﻣﻜﻌﺐ ﻋﺪﺩ ﺛﺎﺑﺖ ‪F‬؛ ﹾ‬
‫ﻓﻤﺎ ﻗﻴﻤﺔ ﺍﻟﻌﺪﺩ ‪ F‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺤﺠﻢ ﺍﻷﺻﻠﻲ ﻟﻠﺼﻨﺪﻭﻕ ﻳﺴﺎﻭﻱ ‪ ، 0.8 ft3‬ﻭﺍﻟﺤﺠﻢ ﺍﻟﺠﺪﻳﺪ ﻳﺴﺎﻭﻱ ‪21.6 ft3‬؟ ‪3‬‬
‫√ = ‪ ،r‬ﺣﻴﺚ ‪ V‬ﺗﻤﺜﻞ ﺣﺠﻢ ﺍﻟﻤﻜﻌﺐ‬
‫‪3‬‬
‫‪  (25‬ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺿﻠﻊ ﻣﻜﻌﺐ ‪ r‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ‬
‫‪V‬‬ ‫‪‬‬
‫ﺑﺎﻟﻮﺣﺪﺍﺕ ﺍﻟﻤﻜﻌﺒﺔ ‪ .‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺿﻠﻊ ﻣﻜﻌﺐ ﺣﺠﻤﻪ ‪8 cm .512 cm3‬‬
‫‪ (30b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻋﻨﺪ‬
‫‪ (35‬ﺍﻟﻨﺴﺮ‪ 226.5 Cal :‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ ﻳﻮﻡ ‪،‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻟﻰ ﺃﻗﺮﺏ ﺛﻼﺙ ﻣﻨﺎﺯﻝ ﻋﺸﺮﻳﺔ‪:‬‬
‫ﺯﻳﺎﺩﺓ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﺇﻟﻰ ﻣﺜﻠﻴﻪ‬ ‫ﺍﻟﻜﻠﺐ‪ 939.6 Cal :‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ ﻳﻮﻡ‪،‬‬
‫√ ‪20.733‬‬
‫‪6‬‬ ‫‪5‬‬
‫√ ‪(8912)2 (29 -5.350‬‬ ‫‪0.656 √0.43‬‬
‫ﺍﻟﺘﻤﺴﺎﺡ‪ 1811.8 Cal :‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ ﻳﻮﻡ‪،‬‬
‫‪-4382 (28‬‬ ‫‪ (27 -12.247 - √150‬‬
‫‪ (26‬‬
‫ﻳﺰﺩﺍﺩ ﺍﻟﺤﺠﻢ ﺇﻟﻰ ﺛﻤﺎﻧﻴﺔ ﺃﻣﺜﺎﻟﻪ‬
‫_√ = ‪.r‬‬
‫‬
‫‪3V‬‬
‫‪  (30‬ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ‪ r‬ﻟﻜﺮﺓ ﺣﺠﻤﻬﺎ ‪ V‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫‪4(x + y)2 (37‬‬
‫‪3‬‬

‫‪4π‬‬ ‫ﺍﻟﺪﻭﻟﻔﻴﻦ‪ 3235.5 Cal :‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ ﻳﻮﻡ‪،‬‬

‫‪r‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻧﺼﻒ ﻗﻄﺮ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻜﺮﺍﺕ ﺫﺍﺕ ﺍﻷﺣﺠﺎﻡ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﺍﻟﻔﻴﻞ‪ 24344.4 Cal :‬ﺗﻘﺮﻳ ﹰﺒﺎ ﻟﻜﻞ ﻳﻮﻡ‬
‫‪6.2, 12.4, 24.8 .1000 cm , 8000 cm3 , 64000 cm3‬‬
‫‪3‬‬

‫‪ (b‬ﻣﺎ ﻣﻘﺪﺍﺭ ﺍﻟﺘﻐ ﹼﻴﺮ ﻓﻲ ﺣﺠﻢ ﺍﻟﻜﺮﺓ ﻋﻨﺪ ﺯﻳﺎﺩﺓ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﺇﻟﻰ ﻣﺜﻠﻴﻪ؟‬

‫‪±2ix 4y 2 (33‬‬ ‫‪-3a 5b 3 (32‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪14c 3d 2 (31 :‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﹼ‬ ‫ﱢ‬
‫‪3‬‬
‫‪√64(x‬‬
‫‬ ‫‪√-27a‬‬
‫‬ ‫√‬
‫‪3‬‬
‫‪+ y)6‬‬ ‫‪(33‬‬ ‫‪15b9 (32‬‬ ‫‪196c6d4 (31‬‬

‫√ = ‪ ،d‬ﺣﻴﺚ ‪ d‬ﺗﻤﺜﻞ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻤﻼﻳﻴﻦ‬

‫ﻃﻮﺭ ﺟﻮﻫﺎﻧﺰ ﻛﻴﺒﻠﺮ )‪ (Johannes kepler‬ﺍﻟﻘﺎﻧﻮﻥ ‪6t2‬‬ ‫‪   (34‬ﱠ‬
‫‪3‬‬

‫ﺍﻷﻣﻴﺎﻝ ﺑﻴﻦ ﺃﻱ ﻛﻮﻛﺐ ﻭﺍﻟﺸﻤﺲ ‪ ،‬ﻭ ‪ t‬ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻷﻳﺎﻡ ﺍﻷﺭﺿﻴﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻐﺮﻗﻬﺎ ﺍﻟﻜﻮﻛﺐ ﻟﻴﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺸﻤﺲ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﻛﻮﻛﺐ ﺍﻟﻤﺮﻳﺦ ﻳﺴﺘﻐﺮﻕ ‪ 687‬ﻳﻮ ﹰﻣﺎ ﺃﺭﺿ ﹼﹰﻴﺎ ﻟﻴﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺸﻤﺲ‪ ،‬ﻓﻜﻢ ﻳﺒﻌﺪ ﺍﻟﻤﺮﻳﺦ ﻋﻦ ﺍﻟﺸﻤﺲ؟‬
‫‪ 141‬ﻣﻠﻴﻮﻥ ﻣﻴﻞ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪metabolism‬‬
‫‪ ،P = 73.3 √m‬ﺍﻟﻌﻼﻗﺔ‬‫‪  (35‬ﻳﺒﻴﻦ ﻗﺎﻧﻮﻥ ﻛﻠﻴﺒﺮ )‪3 (kleiber‬‬
‫‪4‬‬
‫‪kg‬‬ ‫‪‬‬ ‫‪‬‬
‫‪4.5‬‬ ‫‪‬‬ ‫ﺑﻴﻦ ﻛﺘﻠﺔ ﻛﺎﺋﻦ ﺣﻲ ‪ m‬ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻡ ﻭﻣﺘﻮﺳﻂ ﺍﻷﻳﺾ ﺍﻟﻴﻮﻣﻲ ﻟﻪ ‪P‬‬ ‫‪‬‬
‫‪30‬‬ ‫‪‬‬ ‫ﺑﺎﻟﺴﻌﺮﺍﺕ ﺍﻟﺤﺮﺍﺭﻳﺔ‪ .‬ﺃﻭﺟﺪ ﻣﺘﻮﺳﻂ ﺍﻷﻳﺾ ﺍﻟﻴﻮﻣﻲ ﻟﻜﻞ ﻣﻦ‬ ‫‪‬‬

‫‪‬‬ ‫ﺍﻟﺤﻴﻮﺍﻧﺎﺕ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫‪72‬‬
‫‪156‬‬ ‫‪‬‬
‫‪2300‬‬ ‫‪‬‬

‫‪ 2 88‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪4 1 – 4 2 3 8 , 3 9 1 2 – 2 9‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪41–42 38– 3 9 3 0 – 3 6  1 3 – 2 9‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪30–42‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 2‬‬ ‫‪88‬‬

 ‫= )‪f x) = xn , g(x‬‬
‫(‪f‬‬ ‫‪n‬‬
‫‪x‬‬ ‫‪ ‬ﺳﻮﻑ ﺗﺴﺘﻌﻤﻞ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‪:‬‬ ‫‪(36‬‬
‫‬ ‫‪(36a-e‬‬
‫√‬

‫ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﻤﻌﻜﻮﺱ‪.‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ‪.n = 3 , n = 4‬‬ ‫ﻟﻜﻞ ﻣﻦ )‪f (x) , g(x‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﱢ‬ ‫‪   (a‬ﺍﻋﻤﻞ‬
‫‪   (b‬ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻟﺴﺎﺑﻘﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ‬ ‫ﺃﻱ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ ﺍﻟﺴﺎﺑﻘﺘﻴﻦ ﺗﻤﺜﻞ ﺩﺍﻟﺔ؟ ﻭﺃ ﹼﻳﻬﺎ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ؟‬
‫‪    (c‬ﱡ‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،3 6‬ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ‬ ‫(‪ g(x) , f‬ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯؟‬ ‫‪   (d‬ﻣﺎ ﻗﻴﻢ ‪ n‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻋﻨﺪﻫﺎ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ )‪f x‬‬

‫ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺘﺤﻠﻴﻞ ﺍﻟﻤﻨﻄﻘﻲ ﻻﺳﺘﻜﺸﺎﻑ‬ ‫(‪، f‬‬

‫√ = )‪ g(x‬ﻭ ‪f x) = xn‬‬
‫‪n‬‬
‫‪   (e‬ﻣﺎ ﺍﻻﺳﺘﻨﺘﺎﺟﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﺗﺘﻮﺻﻞ ﺇﻟﻴﻬﺎ ﺣﻮﻝ ‪x‬‬
‫‬
‫ﻟﻘﻴﻢ ‪ n‬ﺍﻟﺰﻭﺟﻴﺔ ﺍﻟﻤﻮﺟﺒﺔ‪ ،‬ﻭﻗﻴﻢ ‪ n‬ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ؟‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬

‫‪ 4‬‬ ‫‪‬‬

‫‪ ‬ﺍﻋﻤﻞ ﹰ‬
‫ﻧﺴﺨﺎ ﻋﺪﺓ ﻟﺨﻤﺴﺔ‬
‫ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﻣﺨﺘﻠﻔﺔ ﺷﺒﻴﻬﺔ ﺑﺘﻠﻚ‬ ‫√ ؟ ‪0 < x < 1, x < -1‬‬
‫‪3‬‬
‫‪‬ﻣﺎ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﺗﻨﺘﻤﻲ ﻟﻤﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﻭﺗﺤﻘﻖ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ‪x > x‬‬
‫‬ ‫‪‬‬
‫‪  (37‬‬
‫ﹺ‬
‫ﻭﺃﻋﻂ ﻋﺒﺎﺭﺓ ﻟﻜﻞ‬ ‫ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪. 1‬‬ ‫‪  (38‬ﺃﻭﺟﺪ ﻋﺪ ﹰﺩﺍ ﻳﻜﻮﻥ ﺟﺬﺭﻩ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﻟﺮﺋﻴﺲ ﻭﺟﺬﺭﻩ ﺍﻟﺘﻜﻌﻴﺒﻲ ﻋﺪﺩﻳﻦ ﺻﺤﻴﺤﻴﻦ‪.‬‬ ‫‪ (38‬ﺍﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪64 :‬‬
‫ﻃﺎﻟﺐ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻪ ﺗﺒﺴﻴﻄﻬﺎ ﻭﺗﺴﻠﻴﻤﻚ ﺇﺟﺎﺑﺘﻪ‬ ‫ﻭﺿﺢ ﻣﺘﻰ ﻳﻜﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺿﺮﻭﺭ ﹼﹰﻳﺎ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ؟ ﻭﻟﻤﺎﺫﺍ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪   (39‬ﱢ‬
‫ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻚ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‪.‬‬ ‫_‬‫_ ‪1‬‬
‫‪   (40‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪= - 125 :‬‬
‫‪-5‬‬
‫‪625 √a‬‬ ‫‬

‫‪‬‬ ‫‪‬‬

‫‪ (39‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ ،‬ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ‬ ‫√ ﻫﻲ‪C :‬‬

‫‪ (42‬ﻗﻴﻤﺔ ‪256 x8 y16‬‬
‫‪4‬‬
‫√ ؟ ‪B‬‬
‫ﺃﻱ ﺍﻵﺗﻴﺔ ﻫﻮ ﺍﻷﻗﺮﺏ ﺇﻟﻰ ﻗﻴﻤﺔ ﺍﻟﻤﻘﺪﺍﺭ ‪7.32‬‬
‫‪3‬‬
‫‪ (41‬ﱡ‬
‫ﺿﺮﻭﺭﻱ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻛﻮﻥ ﺍﻹﺟﺎﺑﺔ‬
‫ﱞ‬ ‫‪16x8 y16 A‬‬ ‫‪1.8 A‬‬

‫ﻟﻴﺴﺖ ﺳﺎﻟﺒﺔ‪ .‬ﻓﻌﻨﺪﻣﺎ ﻧﺄﺧﺬ ﺃﻱ ﺟﺬﺭ‬ ‫‪16x2 y16‬‬ ‫‪B‬‬ ‫‪1.9 B‬‬
‫‪2 C‬‬
‫ﻓﺮﺩﻱ ﻟﻌﺪﺩ‪ ،‬ﻧﻼﺣﻆ ﻭﺟﻮﺩ ﺇﺟﺎﺑﺔ‬ ‫‪4x2 y4‬‬ ‫‪C‬‬
‫‪2.1 D‬‬
‫‪4x4 y4 D‬‬
‫ﻭﺍﺣﺪﺓ ﻓﻘﻂ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﻟﻌﺪﺩ ﻣﻮﺟ ﹰﺒﺎ‬
‫ﻓﺈﻥ ﺍﻟﺠﺬﺭ ﻳﻜﻮﻥ ﻣﻮﺟ ﹰﺒﺎ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ‬
‫ﺳﺎﻟ ﹰﺒﺎ ﻓﺈﻥ ﺍﻟﺠﺬﺭ ﻳﻜﻮﻥ ﺳﺎﻟ ﹰﺒﺎ‪ .‬ﻟﻜﻞ‬
‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻣﻮﺟﺐ ﺟﺬﺭﺍﻥ ﻧﻮﻧﻴﺎﻥ‪،‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪) n‬ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ( ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪،‬‬
‫ﺃﺣﺪ ﺍﻟﺠﺬﺭﻳﻦ ﻣﻮﺟﺐ ﻭﺍﻵﺧﺮ ﺳﺎﻟﺐ‪.‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻏﻴﺮ‬
‫ﺿﺮﻭﺭﻱ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﺟﺬﻭﺭ ﻓﺮﺩﻳﺔ‪،‬‬
‫ﻭﻟﻜﻦ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﺟﺬﻭﺭ ﻧﻮﻧﻴﺔ ﺯﻭﺟﻴﺔ؛‬
‫ﻓﺈﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻳﻜﻮﻥ‬
‫ﺿﺮﻭﺭ ﹼﹰﻳﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﻮﺓ ﺍﻟﻨﺎﺗﺞ ﻓﺮﺩﻳﺔ‪.‬‬
‫‪89‬‬ ‫‪ 2-3‬‬

‫‪M‬‬ ‫‪D‬‬ ‫‪‬‬

‫_ ﺻﺤﻴﺤﺔ؟‬ ‫_√ =‬
‫‪n‬‬
‫‪√a‬‬
‫‬ ‫‪a‬‬
‫ ‪n‬‬
‫‪ ‬ﻣﺎ ﺍﻟﺸﺮﻭﻁ ﺍﻟﺘﻲ ﻳﺠﺐ ﺗﻮﺍﻓﺮﻫﺎ ﻟﻜﻲ ﺗﻜﻮﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
‫‪n‬‬
‫‪√b‬‬ ‫‪b‬‬
‫ﺻﺤﻴﺤﺎ ﺃﻛﺒﺮ ﻣﻦ ‪ ،1‬ﻭﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ‪ a ≥ 0‬ﻭ ‪ ، b > 0‬ﻓﻲ ﺣﻴﻦ ﺃﻧﻪ‬
‫ﹰ‬ ‫‪‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ‪.b ≠ 0‬‬

‫‪89‬‬ ‫‪‬‬ ‫‪2 -3 ‬‬

 ‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2 -3‬‬
‫‪‬‬
‫‪‬‬
‫‪TI - nspire ‬‬
‫‪ 1‬‬
‫‪‬‬
‫‪.‬‬
‫‪ ‬‬ ‫‪‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI - nspire‬ﻟﺘﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻨﻮﻧﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪TI - nspire‬‬
‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﻟﺘﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫√ = ‪ y‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫ﻣ ﱢﺜﻞ ‪x‬‬
‫‪‬‬
‫‪3‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪.‬‬ ‫•‬

‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪. TI - nspire‬‬
‫‪[-10, 10] scl: 1 by [-6.67, 6.67] scl: 1‬‬

‫‪ ،‬ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﺪﺍﻟﺔ‪.‬‬ ‫ﺛﻢ ﻣﻔﺘﺎﺡ‬ ‫ﺃﺩﺧﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬ ‫•‬ ‫‪‬‬
‫ﻓﻴﻈﻬﺮ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ‪.‬‬ ‫ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﻃﺮﻳﻘﺔ ﻹﺩﺧﺎﻝ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ‬
‫ﺍﻟﺘﺮﺑﻴﻌﻲ ﻓﻲ ﻗﺎﺋﻤﺔ = )‪ . f(x‬ﻓﻴﻤﻜﻦ ﺇﺩﺧﺎﻝ‬
‫ﺍﻟﺪﺍﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻔﺘﺎﺡ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ‪،√x‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﺃﻭ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻔﺘﺎﺡ ﺍﻷﺱ ﻣﺜﻞ ‪ ، x 2‬ﺃﻭ ‪.x 0.5‬‬
‫‪_1‬‬

‫ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺘﻴﻦ‪ y = √x :‬ﹶﻭ ‪ y = √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪.‬‬

‫‪4‬‬

‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﺛﻢ ﺃﺩﺧﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f2(x) = √x‬ﻓﻴﻈﻬﺮ‬ ‫ﺃﺩﺧﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ f1(x) = √x‬ﻭﻣﺜﻠﻬﺎ‬
‫‪ 2‬‬
‫‪4‬‬

‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬

‫‪ ‬ﺍﺧﺘﺮ ﺍﻟﺘﺪﺭﻳﺞ ﺍﻟﻤﻨﺎﺳﺐ‪.‬‬
‫‪[-1, 6] scl: 0.2 by [-1, 3] scl: 0.2‬‬
‫‪‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻟﺘﻤﺜﻴﻞ ﺩﺍﻟﺔ ﺍﻟﺠﺬﺭ‬
‫√ = ‪ y‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ‪.‬‬ ‫ﻣ ﱢﺜﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺜﻼﺙ‪x + 4 :‬‬
‫‪3‬‬
‫‪3‬‬
‫‪x , y = √x‬‬ ‫‪3‬‬
‫√=‪+ 4 , y‬‬
‫ﺍﻟﻨﻮﻧﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‬

‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﺴﺎﺑﻘﺔ ﻳﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬

‫‪‬‬
‫• ﻣﺎ ﻗﻴﻢ ‪ n‬ﺍﻟﺘﻲ ﺗﺴﻤﺢ ﺑﻮﺟﻮﺩ ﻗﻴﻢ ﺳﺎﻟﺒﺔ ﻓﻲ‬
‫‪[-10, 10] scl: 1 by [-4, 7] scl: 0.5‬‬
‫√ ؟ ﻗﻴﻢ ‪ n‬ﺍﻟﻔﺮﺩﻳﺔ‬
‫‪n‬‬
‫ﻣﺠﺎﻝ ‪x‬‬
‫‪‬‬ ‫• ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﻣﺠﺎﻝ‪ √x‬ﺍﻟﻘﻴﻢ ﻏﻴﺮ ﺍﻟﺴﺎﻟﺒﺔ‬
‫‪n‬‬

‫ﻛﻞ ﹴ‬
‫ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪(1 – 6 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﻣ ﹼﺜﻞ ﱠ‬ ‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹰﻴﺎ؟ ﺍﻟﺠﺬﺭ‬
‫ﺍﻟﺰﻭﺟﻲ ﻟﻌﺪﺩ ﺳﺎﻟﺐ ﻟﻴﺲ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‪.‬‬
‫‪4‬‬
‫=‪y‬‬ ‫‪4‬‬
‫√‬ ‫‪+2‬‬
‫‪x‬‬ ‫‪(3‬‬ ‫√ = ‪y‬‬
‫‪x + 2 (2‬‬ ‫=‪y‬‬ ‫‪4‬‬
‫√‬ ‫‪ (1‬‬
‫‪x‬‬

‫‪‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﺘﻤﺎﺭﻳﻦ‬

‫‪5‬‬
‫=‪y‬‬ ‫‪5‬‬
‫‪-5‬‬
‫‪√x‬‬ ‫‪(6‬‬ ‫‪y = √x‬‬‫‬
‫‪- 5 (5‬‬ ‫=‪y‬‬ ‫‪5‬‬
‫‪ (4‬‬
‫‪√x‬‬

‫ﻳﺴﺎﺭﺍ‪.‬‬ ‫ﹴ ﹴ‬ ‫‪.1 – 8‬‬

‫‪ (7‬ﻣﺎ ﺗﺄﺛﻴﺮ ﺟﻤﻊ ﺃﻭ ﻃﺮﺡ ﻋﺪﺩ ﺛﺎﺑﺖ ﻟﻤﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ؟ ﻳﺘﻢ ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺃﻓﻘ ﹼﹰﻴﺎ ﻳﻤﻴﻨﹰﺎ ﺃﻭ ﹰ‬
‫ﻋﺪﺩ ﹴ‬
‫ﺛﺎﺑﺖ ﻟﺪﺍﻟﺔ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﻓﻲ ﺗﻤﺜﻴﻠﻬﺎ ﺍﻟﺒﻴﺎﻧﻲ؟ ﻳﺘﻢ ﺇﺯﺍﺣﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺭﺃﺳ ﹼﹰﻴﺎ ﺇﻟﻰ ﺃﻋﻠﻰ ﺃﻭ ﺇﻟﻰ ﺃﺳﻔﻞ‪.‬‬ ‫‪ (8‬ﻣﺎ ﺗﺄﺛﻴﺮ ﺟﻤﻊ ﺃﻭ ﻃﺮﺡ ﹴ‬

‫‪ 2 90‬‬ ‫‪ 3‬‬

‫✓ ‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 3‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻗﺪﺭﺓ‬
‫ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫ﻟﺘﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬

‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ ﻳﺼﻔﻮﺍ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ‬
‫ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻟﻨﻘﺎﻁ ﺗﻘﺎﻃﻊ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ‬
‫ﻣﻊ ﻣﺤﻮﺭ ‪ ، y‬ﻭﻛﺬﻟﻚ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻟﻨﻘﺎﻁ‬
‫ﺗﻘﺎﻃﻊ ﺗﻤﺜﻴﻞ ﺑﻴﺎﻧﻲ ﻣﻊ ﻣﺤﻮﺭ ‪.x‬‬
‫ﺍﻓﺘﺮﺽ ﺃﻥ ‪ ،x = 0‬ﺛﻢ ﺣﻞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪y‬؛‬
‫ﻭﺍﻓﺘﺮﺽ ﺃﻥ ‪ ،y = 0‬ﺛﻢ ﺣﻞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺘﻐﻴﺮ ‪.x‬‬

‫‪ 2‬‬ ‫‪90‬‬

 ‫‪‬‬

‫‪2 - 3‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(14)‬‬

‫‪‬‬ ‫‪2-3‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﱠ‬ ‫ﹼ‬
‫‪6‬‬ ‫‪4‬‬
‫‪64 (4‬‬
‫√‬ ‫‪256 (3‬‬
‫√ ‪-‬‬ ‫‪324 (2‬‬
‫√ ‪-‬‬ ‫‪ (1‬‬
‫‪√0.81‬‬
‫‪2‬‬ ‫‪-4‬‬ ‫‪-18‬‬ ‫‪0.9‬‬
‫‪4‬‬ ‫‪5‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪- √1296‬‬
‫‪ (8‬‬ ‫‪243 (7‬‬
‫‬
‫‪√-243‬‬ ‫‪0.512 (6‬‬
‫√‬ ‫‪ (5‬‬
‫‪√-64‬‬
‫‪-6‬‬ ‫‪-3‬‬ ‫‪0.8‬‬ ‫‪-4‬‬
‫_‬
‫√‬ ‫‬
‫‪-1024‬‬
‫‪5‬‬ ‫‪5‬‬
‫√‬
‫‪-(14a)2 (12‬‬ ‫√‬
‫‪(14a)2 (11‬‬ ‫√‬
‫‪243x10 (10‬‬ ‫‪(9‬‬
‫ﻟﻴﺲ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‬ ‫‪14 a‬‬ ‫‪3x 2‬‬ ‫‪-‬‬ ‫_‬
‫‪243 4‬‬
‫‪3‬‬
‫√‬
‫‪(2x)8 (16‬‬
‫‪3‬‬
‫√‬
‫‪-64r6w15 (15‬‬ ‫_‬
‫‪√4 25m‬‬
‫‬
‫‪16m2‬‬
‫‪(14‬‬ ‫√‬
‫‪49m2t8 (13‬‬
‫‪16x 4‬‬ ‫‪-4r 2w 5‬‬ ‫_‬ ‫‪‬‬ ‫‪‬‬
‫‪7m  t 4‬‬
‫‪5‬‬
‫‪4‬‬
‫√‬ ‫√‬ ‫√‬ ‫√ ‪-‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪-27x9y12 (20‬‬ ‫‪676x4y6 (19‬‬ ‫‪216p3q9 (18‬‬ ‫‪625s8 (17‬‬
‫‪-3x 3y 4‬‬ ‫‪26x 2y 3‬‬ ‫‪6pq 3‬‬ ‫‪-5s 2‬‬
‫‪3‬‬ ‫‪6‬‬
‫√‬ ‫√‬ ‫√‬ ‫√ ‪-‬‬
‫‪5‬‬
‫‪(2x + 1)3 (24‬‬ ‫‪(m + 4)6 (23‬‬ ‫‪-32x5y10‬‬ ‫‪(22‬‬ ‫‪144m8n6 (21‬‬
‫‪2x + 1‬‬ ‫‪m + 4‬‬ ‫‪-2xy 2‬‬ ‫‪-12m 4n 3‬‬

‫‪‬‬
‫‪3‬‬ ‫‪4‬‬
‫√‬
‫‪x + 10x + 25 (28‬‬
‫‪2‬‬ ‫√‬
‫‪343d (27‬‬ ‫‪6‬‬
‫√‬
‫‪(x - 5) (26‬‬ ‫‪8‬‬
‫√ ‪-‬‬
‫‪49a10b16 (25‬‬
‫‪x + 5‬‬ ‫‪7d 2‬‬ ‫‪(x - 5)2‬‬ ‫‪-7a 5b 8‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻟﻰ ﺃﻗﺮﺏ ﺛﻼﺙ ﻣﻨﺎﺯﻝ ﻋﺸﺮﻳﺔ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﻟﺘﻘﺮﻳﺐ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪3‬‬ ‫‪3‬‬
‫‪-4 (32‬‬
‫√‬ ‫‪25 (31‬‬
‫√‬ ‫‪89 (30‬‬
‫√ ‪-‬‬ ‫‪7.8 (29‬‬
‫√‬
‫‪-1.587‬‬ ‫‪2.924‬‬ ‫‪-9.434‬‬ ‫‪2.793‬‬
‫‪4‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪4‬‬
‫√‬ ‫‪2 (36‬‬
‫)‪(0.94‬‬ ‫‪5555 (35‬‬
‫√‬ ‫‪-0.1 (34‬‬
‫√‬ ‫√‬ ‫‪1.1 (33‬‬
‫‬
‫‪0.970‬‬ ‫‪4.208‬‬ ‫‪-0.631‬‬ ‫‪1.024‬‬

‫‪  (37‬ﺗﺴﻤﻰ ﻛﻤﻴﺔ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﺸﻌﺔ ﻣﻦ ﺍﻟﺠﺴﻢ "ﺍﻟﺤﺮﺍﺭﺓ ﺍﻹﺷﻌﺎﻋﻴﺔ"‪ .‬ﻭﺗﺴﻤﻰ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺴﻴﻠﻴﺰﻳﺔ‬
‫√ ‪ Tr = Tk‬ﺑﻴﻦ ﺩﺭﺟﺔ ﺍﻟﺤﺮﺍﺭﺓ ﺳﻴﻠﻴﺰﻳﻮﺱ ﺍﻹﺷﻌﺎﻋﻴﺔ ﻟﻠﺠﺴﻢ‬ ‫‪4‬‬
‫ﺍﻟﺪﺍﺧﻠﻴﺔ ﻟﻠﺠﺴﻢ "ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺤﺮﻛﻴﺔ"‪ .‬ﻭﺗﺮﺑﻂ ﺍﻟﻌﻼﻗﺔ ‪e‬‬
‫‪ ،Tr‬ﻭﺣﺮﺍﺭﺗﻪ ﺍﻟﺤﺮﻛﻴﺔ ‪ ،Tk‬ﺣﻴﺚ ﺍﻟﻤﺘﻐﻴﺮ ‪ e‬ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﻫﻮ ﻣﻘﻴﺎﺱ ﻗﺪﺭﺓ ﺍﻟﺠﺴﻢ ﻋﻠﻰ ﺇﻃﻼﻕ ﺍﻟﻄﺎﻗﺔ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬
‫ﺍﻟﺤﺮﺍﺭﺓ ﺍﻟﺤﺮﻛﻴﺔ ﻟﺠﺴﻢ ‪ 30°C‬ﻭﻛﺎﻥ ‪ ،e = 0.94‬ﻓﺄﻭﺟﺪ ﺍﻟﺤﺮﺍﺭﺓ ﺍﻹﺷﻌﺎﻋﻴﺔ ﻟﻠﺠﺴﻢ ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬
‫ﻋﺸﺮﺓ ﻣﻦ ﺍﻟﺪﺭﺟﺔ‪29.5°C .‬‬

‫‪ Hero's Formula (38‬ﻟﺪ￯ ﺣﻤﻮﺩ ﺣﺪﻳﻘﺔ ﻣﺜﻠﺜﺔ ﺍﻟﺸﻜﻞ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻬﺎ ‪.15ft, 17ft, 20ft‬‬
‫ﻭﻳﺮﻳﺪ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺳﻄﺤﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﻫﻴﺮﻭ‪ ،‬ﺍﻟﺬﻱ ﻳﻨﺺ ﻋﻠﻰ ﺃﻥ "ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﻤﺜﻠﺚ‬
‫√ ؛ ﺣﻴﺚ ‪ a, b, c‬ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ‪ s ،‬ﻧﺼﻒ ﻣﺤﻴﻂ ﺍﻟﻤﺜﻠﺚ"‪ .‬ﺍﺳﺘﻌﻤﻞ‬
‫ﺗﺴﺎﻭﻱ )‪s(s - a)(s - b)(s - c‬‬
‫ﻗﺎﻧﻮﻥ ﻫﻴﺮﻭ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺳﻄﺢ ﺍﻟﺤﺪﻳﻘﺔ ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ ﻛﻠﻲ‪124 ft2 .‬‬

‫‪14‬‬

‫‪90A‬‬ ‫‪ 2 ‬‬

 








































 2  90B

 
2-3 2-1 

 2
‫ﻣ ﹼﺜﻞ ﹼﹰ‬
:‫ ﻭﺣﺪﱢ ﺩ ﻣﺠﺎﻝ ﻛﻞ ﻣﻨﻬﻤﺎ ﻭﻣﺪﺍﻫﺎ‬،‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﺪﱢ ﺩ ﻫﻞ ﱠ‬
،‫ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ‬ ‫ﻛﻞ ﺯﻭﺝ ﱠ‬‫ﻓﻲ ﱢ‬
 ✓ .‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬14 , 15 2-2  ‫ﱢ‬
2-1  :‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺣﺪﺓ ﻟﺘﻘﻮﻳﻢ ﺗﻘﺪﻡ‬ y = √x
+ 4 - 1 (15 y=2+  (14
√x g(x) = 4x + 15 (2 f x) = 2x + 16 (1
f(

. ‫ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻮﺣﺪﺓ‬ ‫ ﻻ‬h(x) = _14 x - 15 ‫ ﻧﻌﻢ‬g(x) = _12 x - 8

g(x) = -6 x + 8 (4 f x) = x 2 - 5
f( (3
‫ﻣﺎ ﻣﺠﺎﻝ‬  (16
‫ﻧﻌﻢ‬ h(x) = _ ‫ ﻻ‬g(x) = 5 + x -2
8-x
D 2-2  ‫؟‬f(
f(x) = √2x
+ 5 ‫ﺍﻟﺪﺍﻟﺔ‬ 6
 
x x ≥ _
| 5
 C

x x > _
|5
 A
 2  2
(x) = _(x - 8)
5 ‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﱢ‬
2-1 :‫ ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ ﻣﻤﻜﻨﹰﺎ‬،‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
h –1
(5  5   5 
2  x x ≥ -_
| D  x x > -_
| B
2 2
f–1(x) = _x + 3 (6
 
9 f x) = _
f( 4
(x - 3) (6 h(x) = _
2
x+8 (5
4 9 5

h–1(x) = – _3
x - 5 (7 ‫ﺑﺴﻂ ﹼﹰ‬ f x) = _
f(
x + 12
(8 h(x) = -_
10
(x + 5) (7
10 2-3  :‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ 7 3
.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬5 –8
f–1(x) = 7x - 12 (8 √
(x4 + 3)12 (18 √
121a4b18 (17

f –1(h) = _ h - _ (9a
1 5 (x 4 + 3)6 11a 2 b 9
15 3 ‫ﺩﺭﻫﻤﺎ‬
‫ﹰ‬ 25 ‫ﺗﺘﻘﺎﺿﻰ ﻣﺆﺳﺴﺔ ﻟﺘﻨﺴﻴﻖ ﺍﻟﺤﺪﺍﺋﻖ‬  (9
√-(y
 √
5 3
- 6)20 (20 27(2x - 5)15 (19
.‫ ﺗﻤﺜﻞ ﻋﺪﺩ ﺳﺎﻋﺎﺕ ﺍﻟﻌﻤﻞ‬f (h ) –1 ‫ ﻭﺗﻤﺜﻞ‬.‫ﺩﺭﻫﻤﺎ ﻋﻦ ﻛﻞ ﺳﺎﻋﺔ ﻋﻤﻞ‬‫ﹰ‬ 15 ‫ ﺇﺿﺎﻓﺔ ﺇﻟﻰ‬،‫ﺃﺟﺮﺓ ﻟﻠﻤﻌﺪﺍﺕ‬
-(y - 6)4 3(2x - 5)5 2-1  .‫ ﺳﺎﻋﺔ‬h ‫ ﺗﻜﻠﻔﺔ ﺍﻟﻌﻤﻞ ﻟﻤﺪﺓ‬f(
f h) = 15h + 25 ‫ﺍﻟﺪﺍﻟﺔ‬
√ √
4 3
16( y + x)8 (22 8(x + 4)6 (21
2(y + x )2 2(x + 4)2 .‫؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬f -1(h) ‫ ﻭﻣﺎﺫﺍ ﺗﻤﺜﻞ‬.f -1(h) ‫( ﺃﻭﺟﺪ‬a

‫ ﻓﻜﻢ ﻋﺪﺩ ﺳﺎﻋﺎﺕ‬،‫ﺩﺭﻫﻤﺎ‬

‫ﹰ‬ 85 ‫( ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﺟﺮﺓ ﺗﻨﺴﻴﻖ ﺣﺪﻳﻘﺔ‬b
‫ﻧﺼﻒ ﻗﻄﺮ ﺍﻷﺳﻄﻮﺍﻧﺔ ﺃﺩﻧﺎﻩ ﻳﺴﺎﻭﻱ‬  (23 ‫ ﺳﺎﻋﺎﺕ‬4 ‫ﻋﻤﻞ ﺍﻟﻤﺆﺳﺴﺔ ﻓﻲ ﺍﻟﺤﺪﻳﻘﺔ؟‬
‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ‬r ‫ ﻭﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻧﺼﻒ ﻗﻄﺮﻫﺎ‬.‫ﺍﺭﺗﻔﺎﻋﻬﺎ‬
‫ ﻣﺎ ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬.‫ ﺣﺠﻢ ﺍﻷﺳﻄﻮﺍﻧﺔ‬V ‫ ﺣﻴﺚ‬،r = √ _
3 V
π
B 2-3 ‫ ؟‬500 in3 ‫ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻸﺳﻄﻮﺍﻧﺔ ﺇﺫﺍ ﻛﺎﻥ ﺣﺠﻤﻬﺎ‬ ‫ﻣ ﹼﺜﻞ ﱠ‬
2-2 :‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
.‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻻﺟﺎﺑﺎﺕ‬10 – 13
2.53 in A
r x (11
y ≤ -2 √ 
y < √x - 5 (10

5.42 in B y ≥ √
x + 4 - 5 (13 y > √
x + 9 + 3 (12
h

7.94 in C

24.92 in D

91  2


 
 2  1
 50%    2 5 %  

  

2-3 2-1 

91  2
 

Operations with Radical Expressions
 2 -4
،‫ ﺣﻴﺚ ﺍﺳﺘﻌﻤﻠﻪ ﺍﻟﻔﻨﺎﻧﻮﻥ ﻭﺍﻟﻤﻬﻨﺪﺳﻮﻥ ﻓﻲ ﺗﺼﺎﻣﻴﻤﻬﻢ‬،‫ﻗﺪﻳﻤﺎ‬ ‫ﻋﹸﺮﻑ ﺍﻟﻤﺴﺘﻄﻴﻞ ﺍﻟﺬﻫﺒﻲ ﹰ‬  
 1

‫ ﻭﻣﻦ ﺃﻫﻢ ﺧﺼﺎﺋﺼﻪ ﺃﻧﻪ ﺇﺫﺍ ﺃﺯﻳﻞ ﻣﻨﻪ ﻣﺮﺑﻊ‬. _ 2
‫ﻭﺍﻟﻨﺴﺒﺔ ﺑﻴﻦ ﻃﻮﻟﻪ ﺇﻟﻰ ﻋﺮﺿﻪ ﻫﻲ‬  


--
2
- .‫ﺃﻳﻀﺎ‬
‫ﹰ‬ ‫ﺫﻫﺒﻲ‬ ‫ﻣﺴﺘﻄﻴﻞ‬ ‫ﺍﻟﺒﺎﻗﻲ‬
√5 - 1
‫ﻓﺎﻟﺸﻜﻞ‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻞ‬ ‫ﻃﻮﻝ ﺿﻠﻌﻪ ﻫﻮ ﻋﺮﺽ‬ 
-
√5 -1

. _ 2
‫ﻭﺳﻨﺘﻌﻠﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﻣﺜﻞ‬
2-4 

√5 - 1
   
1 ‫ﺟﺬﻭﺭﺍ ﻧﻮﻧﻴﺔ‬
‫ﹰ‬ ‫ ﻳﻤﻜﻦ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺘﻲ ﺗﺤﻮﻱ‬   .‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺗﺘﻀﻤﻦ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‬
.‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺧﻮﺍﺹ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻴﻬﺎ‬  2-4 

‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‬
 
‫ ﻭﻃﺮﺣﻬﺎ ﻭﺿﺮﺑﻬﺎ‬،‫ﺟﻤﻊ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‬
n > 1na , b   
n n rationalizing the denominator .‫ﻭﻗﺴﻤﺘﻬﺎ‬
a , b n√ab
 =√a ·√b

n


n like radical expressions
2-4 
3
 ·√9
√3
3 3
 =√27
3 √2 ·√8 =√16
4     ‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺇﻳﺠﺎﺩ ﺣﻠﻮﻝ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ‬
conjugate
.‫ﺗﺮﺑﻴﻌﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺟﺒﺮﻳﺔ‬
‫ ﻳﺠﺐ ﺃﻻ ﻳﺘﻀﻤﻦ ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻋﻮﺍﻣﻞ )ﻏﻴﺮ‬،‫ﺟﺬﻭﺭﺍ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬
‫ﹰ‬ ‫ﻭﻟﻜﻲ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻟﺘﻲ ﺗﺘﻀﻤﻦ‬
.‫( ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﺘﺐ ﻓﻲ ﺻﻮﺭﺓ ﻗﻮ￯ ﻧﻮﻧﻴﺔ ﻟﻌﺪﺩ ﺻﺤﻴﺢ ﺃﻭ ﻛﺜﻴﺮﺓ ﺣﺪﻭﺩ‬1 ‫ﺍﻟﻌﺪﺩ‬

 1   2

‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ 
√32
x8 (a "‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
  √32
x8 = √4
2 · 2 · (x4)2

= √42 · √(x

‫ ﺃﻡ‬2 ‫√ ﺃﻛﺒﺮ ﻣﻦ‬5 – 1 ‫• ﻫﻞ ﺍﻟﻤﻘﺎﻡ‬
 4)2 · √2

= 4x4 √2
.2 ‫ﺃﻗﻞ؟ ﺃﻗﻞ ﻣﻦ‬


4
√16

a24b13 (b
1 ‫_ ﺃﻛﺒﺮ ﻣﻦ‬
2
‫• ﻫﻞ ﺍﻟﻨﺴﺒﺔ‬
4 
4
√ 
16 a24b13 = √
4
24 · (a6)4(b3)4 · b √5 - 1

 =
4
√24 · √
4

(a6)4 · √
4

(b 3)4 · 4
√b 1 ‫ﺃﻛﺒﺮ ﻣﻦ‬ ‫ﺃﻡ ﺃﻗﻞ؟‬
4

 = 2a6b3 √b
،‫ﻣﻌﺮ ﹰﻓﺎ‬ 24b13 ‫ﻭﻻ ﺿﺮﻭﺭﺓ ﻟﻜﺘﺎﺑﺔ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ؛ ﻷﻧﻪ ﺣﺘﻰ ﻳﻜﻮﻥ‬
4
‫ﹼ‬ √ 
16 a
.‫ ﻣﻮﺟﺒﺔ‬b ‫ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ‬
.√16  ‫ﻟﺬﺍ ﻓﺈﻥ‬
4
 4
a 24b13 = 2a6b3 √b


3y 4z 2 √z 2dc 6 √3d
3
√
3
27 12z7
27y (1B  √
12d3c12 (1A

 2 92

 2 92
 .‫ﺧﺎﺻﻴﺔ ﻗﺴﻤﺔ ﺍﻟﺠﺬﻭﺭ ﻫﻲ ﺧﺎﺻﻴﺔ ﺃﺧﺮ￯ ﺗﺴﺘﻌﻤﻞ ﻓﻲ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ‬

 
n > 1nb ≠ 0a , b  
a _
 
n
_ √a

  √
b
=  n
n
√b

‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ ﺿﺮﺏ‬1 
= _ = _    √_ = _ = _ = _ x2
3
‰_

27 √27
 3 √3
 
x 3x 6
x 1 √6 2

.‫ﺍﻟﺠﺬﻭﺭ ﻟﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ‬ 4 2 √4
 8 2 2 3
√ 
8

‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ ﻗﺴﻤﺔ‬2  ‫ ﺍﺳﺘﻌﻤﻞ ﻋﻤﻠﻴﺔ ﺗﹸﺴﻤﻰ ﺇﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ‬،‫ﻹﺯﺍﻟﺔ ﺍﻟﺠﺬﻭﺭ ﻣﻦ ﺍﻟﻤﻘﺎﻡ ﺃﻭ ﺍﻟﻜﺴﻮﺭ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‬
‫ ﺍﺿﺮﺏ‬،‫ ﻭﻟﻌﻤﻞ ﺫﻟﻚ‬.‫ﺍﻟﻤﻘﺎﻡ‬
.‫ﺍﻟﺠﺬﻭﺭ ﻟﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ‬ ‫ﺍﻟﺒﺴﻂ ﻭﺍﻟﻤﻘﺎﻡ ﻓﻲ ﻣﻘﺪﺍﺭ ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺃﺳﺲ ﺍﻟﺜﻮﺍﺑﺖ ﻭﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﻤﻮﺟﻮﺩﺓ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﻣﻦ ﻣﻀﺎﻋﻔﺎﺕ‬ 
.‫ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ ﻣﻤﺎ ﻳﺴﻬﻞ ﺇﻳﺠﺎﺩ ﺍﻟﺠﺬﺭ ﺍﻟﺪﻗﻴﻖ‬  
  
 ✓       
  
_  
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ = _·_=_
2 2 √3 2 √3
√b √b    
√3 √3 √3 3
  

‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ _ =_·_ =_
5 5 √22 5 √4
3 3
n n √25
 a 4 = 5a2
√ b
n -x √ bx
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬ 2
3 3 3
√2 √2 √22

 2 
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬

√_

6
√_ (a

x6
4
(b
5x y7
‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ 1 6 _
√_ √_ = _
4

4 √ 6 
x6 √x6
 =   
5x √5 4
y7
x √ y7
 √25
5a2b4 √b a4b9 (a
4
√(x
3)2
=_
6 _
=_
4
√ √ 5
3x3
10 6 33
5m p √p2 √125 m30p20 (b
  4
· 4  
√5 x √5 3x3
 √(
y3)2 · y

‫ﺑﺴﻂ ﹼﹰ‬
:‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ 2
4
√(x
 3)2
=_ =_
√ 6
· 53x3
y √x
√x 
y
4 8
_ _ (a
 4
 
x4 7 √5x · 53x3
 √(y
 3)2 · y
√
4
|x3|
=_ _
3
√6x
2 √ 
750 x3
_ _
3x √9x
3 
2
(b  4
√5
4 x4

 =
y3 √y
4
√y
=_ =_ ·_
4 √ 
750 x3 |x3|
√5
4x 4 = 5 x  
5x 3 y √y √y

  ·√y
√y =y =_
|x3| √y
4 y
‫ﺗﻨﺺ ﺧﺎﺻﻴﺔ‬  
‫ﺿﺮﺏ ﺍﻟﺠﺬﻭﺭ ﻋﻠﻰ ﺃﻥ‬
‫ ﻭﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺓ‬، √ n
= √
ab n n
a · √b _
5
√24y

√_
3
4
5
(2B _4 ab _
a √ √
a 9
(2A
2y 4y b3 √
b5
‫ ﻋﻨﺪﻣﺎ‬،‫ﺻﺤﻴﺤﺔ ﻷﻱ ﻋﺪﺩﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‬
.1‫ﺻﺤﻴﺤﺎ ﻓﺮﺩ ﹼﹰﻳﺎ ﺃﻛﺒﺮ ﻣﻦ‬
‫ﹰ‬ ‫ ﻋﺪ ﹰﺩﺍ‬n ‫ﺗﻜﻮﻥ‬
‫ ﻳﺠﺐ‬a ٫ b ‫ ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ ﻓﺈﻥ‬n ‫ﻭﺇﺫﺍ ﻛﺎﻥ‬ 93  2-4
.‫ﺃﻥ ﻳﻜﻮﻧﺎ ﻋﺪﺩﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ ﻏﻴﺮ ﺳﺎﻟﺒﻴﻦ‬

 
‫ﻋﻨﺪ ﻣﻨﺎﻗﺸﺔ‬ 
‫ ﺃﻛﱢﺪ ﻋﻠﻰ‬،‫ﺧﺎﺻﻴﺔ ﺿﺮﺏ ﺍﻟﺠﺬﻭﺭ‬
‫ ﻋﺪﺩﻳﻦ‬b ‫ ﻭ‬a ‫ﺿﺮﻭﺭﺓ ﺃﻥ ﻳﻜﻮﻥ ﻛﻞ ﻣﻦ‬
.‫ ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‬n ‫ﻏﻴﺮ ﺳﺎﻟﺒﻴﻦ ﺇﺫﺍ ﻛﺎﻥ‬
‫√ ﻭﻫﺬﺍ ﺍﻟﺸﺮﻁ‬-8  · √-2  ≠ √16 1 ‫ﹰ‬
6 ‫ﻓﻤﺜﻼ‬
 ‫√ ﻭ‬-8
√-2  8 ‫ﺿﺮﻭﺭﻱ؛ ﻷﻥ ﻛﻞ ﻣﻦ‬
.‫ﻟﻴﺴﺖ ﺃﻋﺪﺍﺩ ﺣﻘﻴﻘﻴﺔ‬

93  2-4 

 :‫ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻣﻠﺨﺺ ﻟﻠﻘﻮﺍﻋﺪ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻞ ﻓﻲ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ‬

 

n • 
 1 •
 ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ ﺿﺮﺏ‬3 
  • ‫ﺍﻟﺠﺬﻭﺭ ﻟﻀﺮﺏ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‬
 • ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺟﻤﻊ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﺃﻭ‬4 
.‫ﻃﺮﺣﻬﺎ‬
‫ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺘﻲ ﺍﻟﻀﺮﺏ ﻭﺍﻟﻘﺴﻤﺔ ﻟﻀﺮﺏ ﺑﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ‬ ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺿﺮﺏ ﺛﻨﺎﺋﻴﺎﺕ ﺣﺪﻭﺩ‬5 
.‫ﺍﻟﺠﺬﺭﻳﺔ ﻭﻗﺴﻤﺘﻬﺎ‬
‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺗﺤﻮﻱ‬
 3  ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺮﺍﻓﻖ ﻹﻧﻄﺎﻕ‬6 
.5√-
3
 3
12ab4 · 3√18a2b2 :‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
 ‫ﹼ‬ .‫ﻣﻘﺎﻡ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ‬
3 3 3
 5 √-

12ab4 · 3 √18a2b2 = 5 · 3 · √-
 
12ab4 · 18a2b2
3

  = 15 · √-
22 · 3 · ab4 · 2 · 32 · a2b2


3
= 15 · √-
23 · 33 · a3b6 :‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﹼ‬ 3
3 3

3 3 3
3 · √33 · √a3 · √b6
= 15 · √-2
3
50a 5 √100
 a · √10a
2 


 = 15 · (-2) · 3 · a · b2 :‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﹼ‬ 4
 = -90ab2  - 5 √80
3 √45  + 4 √20

– 3 √5

12x 2y 2 √
8x3y2 · 3 √ 96c 2d 4 6 √
8c3d5 · 4 √
4 4
2x5y2 (3B 2cd3 (3A

‫ ﻭﻟﻜﻦ ﺑﺸﺮﻁ‬،‫ﻳﻤﻜﻨﻚ ﺟﻤﻊ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﻭﻃﺮﺣﻬﺎ ﺑﺎﻷﺳﻠﻮﺏ ﺍﻟﻤﺴﺘﻌﻤﻞ ﻋﻨﺪ ﺟﻤﻊ ﻭﺣﻴﺪﺍﺕ ﺍﻟﺤﺪ ﺃﻭ ﻃﺮﺣﻬﺎ‬
‫ ﹸﺣ ﱠﺚ ﺍﻟﻄﻼﺏ‬ 
.‫ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﺠﺬﻭﺭ ﻣﺘﺸﺎﺑﻬﺔ ؛ ﺃﻱ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﺠﺬﻭﺭ ﺍﻟﺪﻟﻴﻞ ﻧﻔﺴﻪ ﻭﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﻘﺎﺩﻳﺮ ﻧﻔﺴﻬﺎ‬
3
‫ﻋﻠﻰ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺃﻥ ﺇﺟﺎﺑﺎﺗﻬﻢ ﺍﻟﻨﻬﺎﺋﻴﺔ‬
√3b
√2b
 √3b
 √3b
 4 √3b
√3b

‫ ﻭﺫﻟﻚ ﻋﻦ ﻃﺮﻳﻖ‬،‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬
 4   ‫ﺍﺧﺘﺒﺎﺭﻫﺎ ﻭﻓﻖ ﺍﻟﺸﺮﻭﻁ ﺍﻷﺭﺑﻌﺔ ﺍﻟﻮﺍﺭﺩﺓ‬
.√98  :‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
 - 2 √32 ‫ﹼ‬    ‫ﻓﻲ ﻣﻠﺨﺺ ﺍﻟﻤﻔﺎﻫﻴﻢ ﺣﻮﻝ ﺗﺒﺴﻴﻂ‬

   = √2
 - 2 √32
√98 · 72 - 2 √4
2·2       .‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ‬
  
 = √7 · √2 - 2 · √42 · √2
2
 
  = 7 √2 - 2 · 4 · √2
 = 7 √2 - 8 √2
(7 - 8) √2 = (-1)( √2 ) = - √2


16 √3
 - 8 √
2 5 √12
 + 2 √27  (4B
 - √128 23 √2
 4 √8 + 3 √50
 (4A

 2 94

 2 94
 ‫ﻭﺑﻤﺎ ﺃﻧﻪ ﻳﻤﻜﻨﻚ ﺟﻤﻊ ﺍﻟﺠﺬﻭﺭ ﻭﻃﺮﺣﻬﺎ ﺑﺎﻟﻄﺮﻳﻘﺔ ﻧﻔﺴﻬﺎ ﺍﻟﻤﺘﺒﻌﺔ ﻓﻲ ﺟﻤﻊ ﻭﺣﻴﺪﺍﺕ ﺍﻟﺤﺪ ﻭﻃﺮﺣﻬﺎ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ‬
‫ﹰ‬
‫ﺃﻳﻀﺎ ﺿﺮﺏ ﺍﻟﺠﺬﻭﺭ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻮﺯﻳﻊ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻟﻀﺮﺏ ﺛﻨﺎﺋﻴﺘﻲ ﺣﺪ‪.‬‬

‫‪‬‬ ‫‪5‬‬ ‫‪‬‬

‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ )‪.(4 √3 + 5 √2)(3 √2 - 6‬‬
‫ﹼ‬
‫‪‬‬ ‫‪‬‬ ‫)‪(4 √3 + 5 √2)(3 √2 - 6) = 4 √3 · 3 √2 + 4 √3 · (-6) + 5 √2 · 3 √2 + 5 √2 · (-6‬‬

‫‪‬‬ ‫‪· 2 - 24 √3 + 15 √22 - 30 √2‬‬

‫‪= 12 √3‬‬
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪:‬‬
‫ﹼ‬ ‫‪5‬‬ ‫‪‬‬ ‫‪= 12 √6 - 24 √3 + 30 - 30 √2‬‬
‫‪‬‬
‫)‪(2 √3 + 3 √5)(3 - √3‬‬
‫‪ + 24 √6 - 10 √5 - 20 √2 (5A‬‬
‫‪12 √15‬‬
‫‬
‫‪6 √3 - 6 + 9 √5 - 3 √15‬‬ ‫‪‬‬ ‫‪‬‬
‫‪71 (7 √2 - 3 √3)(7 √2 + 3 √3) (5B‬‬ ‫√ ‪(6‬‬ ‫‪ + 4 √2‬‬
‫‪3 - 5)(2 √5‬‬ ‫‪) (5A‬‬
‫‪ ‬ﻣﺮﺑﻊ ﻃﻮﻝ ﺿﻠﻌﻪ ‪،a‬‬ ‫‪6‬‬
‫‪‬‬
‫ﺗﻌﺘﺒﺮ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺛﻨﺎﺋﻴﺘﻲ ﺍﻟﺤﺪ ﺍﻟﻠﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ a √b + c √d , a √b - c √d‬ﺣﻴﺚ ‪ a , b , c , d‬ﺃﻋﺪﺍﺩ ﻧﺴﺒﻴﺔ ﻣﺮﺍﻓﻘﺔ‬
‫ﻭﻧﺴﺒﺔ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺇﻟﻰ ﺍﻟﻔﺮﻕ‬ ‫‪‬‬
‫‪‬‬
‫ﻟﻸﺧﺮ￯‪ .‬ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺮﺍﻓﻖ ﻹﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ‪.‬‬ ‫‪  ‬‬
‫ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﻘﻄﺮ ﻭﻃﻮﻝ ﺍﻟﻀﻠﻊ‬ ‫‪   ‬‬
‫_‬ ‫‪‬‬ ‫‪6‬‬ ‫‪ ‬‬
‫‪.a‬‬ ‫ﻫﻲ‪:‬‬
‫‪a √2 - a‬‬ ‫‪ ‬ﺍﺭﺟﻊ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺮﺍﻓﻖ ﻹﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ ﻭﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺮﺍﻓﻖ ﻹﻧﻄﺎﻕ ﻣﻘﺎﻡ ﺍﻟﻨﺴﺒﺔ‪،‬‬ ‫_‪.‬‬
‫‪2‬‬
‫ﺍﻟﺠﺬﺭﻳﺔ‪:‬‬
‫‪√5 - 1‬‬
‫ﺑﺴﻄﻬﺎ‪.‬‬
‫ﺛﻢ ﹼ‬
‫‪√5 - 1√5 + 1‬‬ ‫_‬
‫‪2‬‬
‫_=‬
‫‪2‬‬
‫_·‬
‫‪√5 + 1‬‬
‫‪a‬‬ ‫‪√5 - 1‬‬ ‫‪√5 - 1 √5 + 1‬‬

‫‪‬‬ ‫___ =‬
‫)‪2 √5 + 2(1‬‬ ‫‪‬‬
‫)‪( √5)2 + 1( √5) - 1( √5) - 1(1‬‬
‫‪d‬‬
‫‪  ‬‬
‫__=‬
‫‪a‬‬ ‫‪2 √5 + 2‬‬ ‫‪ - 1)( √5‬‬
‫‪( √5‬‬ ‫)‪ + 1‬‬
‫‪a‬‬ ‫‪‬‬
‫‪‬‬
‫‪5 + √5 - √5 - 1‬‬ ‫‪  ‬‬
‫‪  ‬‬
‫_=‬
‫‪2 √5 + 2‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪ - 1)( √5‬‬
‫‪( √5‬‬ ‫)‪ + 1‬‬

‫_=‬
‫‪a‬‬ ‫‪√5 + 1‬‬
‫‪‬‬
‫‪‬‬ ‫‪ ) 2 - (1) 2‬‬
‫‪= ( √5‬‬
‫‪L‬‬ ‫‪2‬‬
‫_‬
‫‪√2 + 1‬‬
‫‪= √2 + 1‬‬
‫‪1‬‬
‫‪x‬‬ ‫__‬
‫‪10800 √3 - 900x‬‬
‫‪ ‬‬
‫‪=5-1=4‬‬

‫‪432 - x 2‬‬
‫‪w‬‬
‫‪  (6‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺗﺴﺎﻭﻱ‬
‫‪60°‬‬ ‫‪ ،900 ft2‬ﻓﺎﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﻤﺜﻞ ﻃﻮﻝ ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ L‬ﺑﺪﻻﻟﺔ ‪ ، x‬ﺛﻢ ﺑﺴﻄﻬﺎ‪.‬‬
‫‪12 ft‬‬

‫‪‬‬
‫‪ (2‬‬
‫‪12x 3y 2 √xy‬‬ ‫‪ (1‬‬
‫‪6b 2c 2 √ac‬‬ ‫‪1-5 ‬‬ ‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬
‫_√ _‬
‫‪4‬‬
‫√‬
‫‪10xy 3‬‬
‫‬
‫‪5x‬‬
‫‪8y‬‬
‫‪4‬‬
‫‪(4‬‬ ‫_‬
‫‪c 2 √cd‬‬
‫_ ‬ ‫‪√c5‬‬
‫‪(3‬‬ ‫√‬
‫‪144x7y5‬‬ ‫‪(2‬‬ ‫√‬
‫‪36ab4c5 (1‬‬
‫‪2y‬‬ ‫‪d5‬‬ ‫√‬
‫‪d9‬‬

‫√ ‪36xy · 2‬‬

‫‪3‬‬
‫√ ‪36xy 3‬‬
‫‪3‬‬
‫‬ ‫‪6x2y2 (6‬‬ ‫√ ‪60x 5‬‬
‫√ ‪2x · 3‬‬
‫‪8x (5‬‬

‫√ ‪2 + 13‬‬
‫√ ‪20‬‬ ‫√ ‪3 5‬‬ ‫‪3xy‬‬ ‫ ‪√4‬‬
‫‪3x3y2 · √27xy‬‬
‫‪2‬‬
‫‪4‬‬
‫√ ‪32 +‬‬
‫√ ‪27 + 2‬‬
‫‪75 (8‬‬ ‫‪(7‬‬

‫‪95‬‬ ‫‪ 2-4‬‬

‫‪D E‬‬ ‫‪‬‬

‫ﻗﺎﻡ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺑﺠﻤﻊ ﺍﻟﻌﺪﺩ ‪ 6‬ﻣﻊ ﺍﻟﻌﺪﺩ ‪ 11‬ﻋﻨﺪ ﺗﻘﺪﻳﻢ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﻣﺜﻞ ‪، 11 + 6 √3‬‬ ‫‪‬‬

‫ﺑﻤﻘﺎﺭﻧﺔ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ‪ 11 + 6 √3‬ﺑﺎﻟﻌﺒﺎﺭﺓ ‪ 11 + 6x‬ﻟﺘﺒ ﱢﻴﻦ ﻟﻬﻢ ﺃﻥ ﺫﻟﻚ ﻏﻴﺮ ﻣﻤﻜﻦ‪ ،‬ﻭﺭﻛﱢﺰ ﻋﻠﻰ ﺃﻥ ﺍﻟﻌﺒﺎﺭﺓ‬ ‫‪‬‬

‫ﺍﻟﺠﺬﺭﻳﺔ ‪ 6 √3‬ﻫﻲ ﻋﺒﺎﺭﺓ ﺿﺮﺏ ﺗﺸﺒﻪ ‪ .6x‬ﻭﺫﻛﹼﺮﻫﻢ ﺃﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻳﺴﺘﻠﺰﻡ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺔ ﺍﻟﻀﺮﺏ ﻗﺒﻞ‬
‫ﻋﻤﻠﻴﺔ ﺍﻟﺠﻤﻊ‪ .‬ﺭﺑﻤﺎ ﻳﺠﺪ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ‪11 + 6 √3‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬
‫‪.11 + 6 · √3‬‬

‫‪95‬‬ ‫‪‬‬ ‫‪2-4 ‬‬

 ‫‪(9‬‬
‫√ ‪184 (8‬‬
‫√ ‪3 - 2‬‬ ‫‪) (10‬‬
‫‪ + 2 √2‬‬
‫‪2 )(8 √3‬‬ ‫‪)(3 √3‬‬
‫‪(4 + 2 √5‬‬ ‫‪) (9‬‬
‫‪ + 4 √5‬‬
‫‪12 √3 + 16 √5 + 6 √15‬‬
‫‪ + 40‬‬
‫_‬
‫‪-40 - 8 √6‬‬
‫‬ ‫_‬
‫‪8‬‬
‫‪(12‬‬ ‫_‬
‫‪15 - 5 √2‬‬
‫‬ ‫_‬
‫‪5‬‬
‫‪(11‬‬ ‫‪ (15‬‬
‫‪6a 4b 2 √2b‬‬
‫‪19‬‬ ‫√‬
‫‪6-5‬‬ ‫‪7‬‬ ‫√‬
‫‪2+3‬‬
‫‪ (16‬‬
‫‪3a 7b √ab‬‬
‫_‬
‫√ ‪27 - 10‬‬
‫‪3‬‬ ‫_‬
‫√ ‪6 -‬‬
‫‪3‬‬
‫‪(14‬‬ ‫‪-2 - √2‬‬
‫‬ ‫_‬
‫√ ‪4 +‬‬
‫‪2‬‬
‫‪(13‬‬ ‫‪ (17‬‬
‫‪3 a 3 bc 2 √2bc‬‬
‫‪13‬‬ ‫‪+4‬‬
‫‪√3‬‬ ‫‪-3‬‬
‫‪√2‬‬
‫_‬
‫‪√70xy‬‬
‫‬ ‫‪z (21‬‬
‫‪120yy √2z‬‬
‫‪ 3‬‬
‫‪10y 2‬‬ ‫_√‬
‫‬
‫‪7x‬‬
‫‪10y‬‬ ‫‪3‬‬
‫‪(18‬‬ ‫√‬
‫‪18a6b3c5 (17‬‬ ‫√‬
‫‪9a15b3 (16‬‬ ‫√‬
‫‪72a8b5 (15‬‬
‫‪32a 5b 3 √b (22‬‬
‫‪2 √32‬‬
‫‬‫‪a3b5 · √8a‬‬
‫‬‫‪7b2 (22‬‬ ‫‪ · 8 √10yz‬‬
‫‪3 √5y‬‬ ‫‪ (21‬‬ ‫_‬‫‪4‬‬
‫√‬
‫‪28b x‬‬ ‫‪2 3‬‬
‫_√‬
‫‬
‫‪7x‬‬ ‫‪4‬‬ ‫‪3‬‬
‫‪(20‬‬ ‫_‬
‫‪3‬‬
‫‪√150x‬‬
‫‬ ‫‪y‬‬ ‫‪2 2‬‬
‫_‬
‫‪3‬‬
‫‪√6x‬‬
‫‪2‬‬
‫‪(19 9 √10‬‬‫‪ + 8 √5 + 9 √2 (23‬‬
‫‪2b‬‬ ‫‪4b‬‬ ‫‪2‬‬ ‫‪5y‬‬ ‫‪3‬‬
‫‪√5y‬‬
‫‬
‫‪8 √7 - 72 √10‬‬ ‫‪ (24‬‬
‫‪ + 2 √11‬‬ ‫✓ ‪‬‬
‫‪4 √28‬‬ ‫‪ + √44‬‬
‫‪ - 8 √810‬‬ ‫‪ (24‬‬ ‫‪ + √162‬‬
‫‪ + 4 √20‬‬
‫‪3 √90‬‬ ‫‪ (23‬‬

‫‪36 √2 + 36 √6 + 20 √3 + 60 (26‬‬ ‫‪56 √3 + 42 √6 - 36 √2 - 54 (25‬‬
‫‪6 √3 + 6 √2 (27‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 1 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫√ ‪(6‬‬
‫√ ‪3 + 5‬‬
‫√ ‪2 )(2‬‬
‫√ ‪6 + 3‬‬
‫‪8 ) (26‬‬ ‫√ ‪(7‬‬
‫√ ‪2 - 3‬‬ ‫√ ‪6 + 3‬‬
‫√ ‪3 )(4‬‬ ‫‪12 ) (25‬‬ ‫_‬
‫‪√10‬‬
‫‪ + √6‬‬
‫‪(28‬‬
‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪2‬‬
‫_‬ ‫_‬ ‫_‬ ‫_‬
‫‪2‬‬
‫‪ + 2 √5‬‬
‫‪2 √2‬‬ ‫‬
‫√ ‪ +‬‬
‫‪√5‬‬ ‫‪2‬‬
‫‪(30‬‬
‫‪+6‬‬
‫‪√3‬‬
‫‬
‫‪9 - 2 √3‬‬
‫‪(29‬‬
‫‬
‫‪√2‬‬
‫√‬
‫√ ‪5 -‬‬
‫‪3‬‬
‫‪(28‬‬ ‫‪6‬‬
‫√ ‪ -‬‬
‫‪√3‬‬ ‫‪2‬‬
‫‪(27‬‬ ‫_‬
‫‪20 - 7 √3‬‬
‫‪(29‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪11‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
‫‪  (31‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺜﻠﺚ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫√ ‪32 - 2‬‬ ‫√ ‪3 cm 6  .189 + 4‬‬ ‫ﻣﺴﺎﺣﺘﻪ ‪3 cm2‬‬
‫‪12 + √‬‬
‫‪√3‬‬
‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ‬
‫‪  (32‬ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻭﺍﻛﺘﺒﻪ ﻓﻲ‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 4 4‬ﻭﺭﻗﺔ ﻧﻘﻄﻴﺔ ﻭﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‬
‫‪(8 + √‬‬
‫‪√3 )ft‬‬

‫ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ﻣﺴﺎﺣﺘﻪ ﻭﺍﻛﺘﺒﻬﺎ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‪.‬‬

‫‪√ 6 ft‬‬
‫‪√‬‬
‫‪ 16 + 2 √3 + 2 √6 ft (32‬؛ ‪8 √6 + 3 √2‬‬
‫ﻻﺳﺘﻜﺸﺎﻑ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺠﺬﻭﺭ‬
‫ﺍﻟﻤﺘﺸﺎﺑﻬﺔ‪.‬‬
‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﹼ‬
‫_‬ ‫‪3‬‬
‫√‬ ‫‪√36xy‬‬
‫_ ‪450y z‬‬‫‬ ‫‪2 2‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪(35‬‬ ‫√‬ ‫‪4‬‬ ‫‬
‫_‬
‫‪12x3y2‬‬
‫√ ‪(34 -3x 2y 3‬‬
‫‪2y 2‬‬
‫‪3‬‬
‫√‬
‫‪3‬‬
‫‪-54x6y11‬‬ ‫‪(33‬‬ ‫‪‬‬
‫‪5z‬‬ ‫‬
‫‪√10xz‬‬
‫‪3‬‬
‫‪5a2b‬‬
‫_‬
‫√‬
‫_ ‪x -x‬‬ ‫‪3‬‬
‫‪x‬‬
‫‬ ‫√‬
‫‪(38‬‬ ‫_‬
‫√‬
‫‪x2 - 4‬‬ ‫_‬
‫‪x-2‬‬
‫‪(37‬‬ ‫_‬
‫‪x+1‬‬
‫‪(36‬‬ ‫‪ ‬ﻳﺘﻄﻠﺐ ﺍﻟﺴﺆﺍﻝ ‪ 4 4‬ﻣﻦ‬
‫‪x2 - 1‬‬ ‫‪√x‬‬
‫‪2-1‬‬ ‫‪x+2‬‬ ‫‪√x‬‬
‫‪2-4‬‬ ‫‪-1‬‬
‫‪√x‬‬

‫ﺍﻟﻄﻼﺏ ﺍﺳﺘﻌﻤﺎﻝ ﻭﺭﻗﺔ ﻧﻘﻄﻴﺔ‪.‬‬

‫√ = ‪ ،d‬ﺣﻴﺚ ‪ d‬ﺗﻤﺜﻞ ﺍﻟﻘﻄﺮ ﺑﺎﻟﺒﻮﺻﺔ‪ w ،‬ﺍﻟﻜﺘﻠﺔ‬ ‫‪3‬‬
‫‪  (39‬ﻳﺮﺗﺒﻂ ﻗﻄﺮ ﺍﻟﺘﻔﺎﺣﺔ ﻣﻊ ﻛﺘﻠﺘﻬﺎ ﺑﺎﻟﺪﺍﻟﺔ ‬
‫‪3w‬‬
‫ﺑﺎﻷﻭﻧﺼﺎﺕ‪ .‬ﺃﻭﺟﺪ ﻗﻄﺮ ﺗﻔﺎﺣﺔ ﻛﺘﻠﺘﻬﺎ ‪ 6.47‬ﺃﻭﻧﺼﺎﺕ‪ 2.69 .‬ﺑﻮﺻﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺣﻴﺚ ‪ b‬ﻋﺪﺩ ﺯﻭﺟﻲ‪:‬‬ ‫ﹼ‬
‫‪a 3‬‬ ‫‪b‬‬
‫√‬
‫‪a3b (43‬‬ ‫‪a2‬‬
‫‪b‬‬
‫√‬
‫‪a2b (42‬‬ ‫‪4‬‬ ‫‪b‬‬
‫‪a √a (41‬‬
‫‬
‫‪4b‬‬ ‫‪b‬‬
‫‪a √ab (40‬‬
‫‬

‫‪ ‬ﺳﺘﺴﺘﻜﺸﻒ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻋﻠﻰ ﺍﻟﺠﺬﻭﺭ ﺍﻟﻤﺘﺸﺎﺑﻬﺔ‪.‬‬ ‫‪( 44‬‬
‫‪ (a - e‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫‪   (a‬ﺍﻧﻘﻞ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻋﻠﻰ ﻭﺭﻗﺔ ﻧﻘﻄﻴﺔ‪ .‬ﻭﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‬ ‫‪25% ‬‬
‫√‬‫‪2‬‬
‫‪‬‬
‫‪√‬‬
‫‪√2‬‬
‫‪1‬‬ ‫ﻹﺛﺒﺎﺕ ﺃﻥ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺤﻤﺮﺍﺀ ﻳﺴﺎﻭﻱ ‪ √2‬ﻭﺣﺪﺓ‪.‬‬
‫__‬
‫√‬
‫‪4‬‬
‫‪1‬‬ ‫‪   (b‬ﺯﺩ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﺍﻟﺤﻤﺮﺍﺀ ﻟﻴﺼﺒﺢ ‪.√2 + √2‬‬ ‫‪1500a b x y‬‬ ‫‪2 3 3 2‬‬
‫‪(34‬‬
‫‪5a b‬‬
‫‪.√2 + √2 ≠ √2‬‬
‫‪   (c‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺸﻜﻞ ﺍﻟﺬﻱ ﺭﺳﻤﺘﻪ ﻟﺘﺒﻴﻦ ﺃﻥ‪+ 2 = 2 :‬‬
‫‪   (d‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻮﺭﻗﺔ ﺍﻟﻨﻘﻄﻴﺔ ﻟﺮﺳﻢ ﻣﺮﺑﻊ ﻃﻮﻝ ﺿﻠﻌﻪ ‪ √2‬ﻭﺣﺪﺓ‪.‬‬ ‫ﺃﻭ‬ ‫__‬
‫)‪(x + 1)( √x + 1‬‬
‫‪(36‬‬
‫‪x-1‬‬
‫‪   (e‬ﺑﺮﻫﻦ ﻋﻠﻰ ﺃﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ ﺗﺴﺎﻭﻱ ‪ √2 · √2 = 2‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‪.‬‬ ‫__‬
‫‪x √x + √x + x + 1‬‬
‫‪x-1‬‬

‫‪ 2 96‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪48 – 5 0 4 5 1 6 – 3 8‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪47-50 44-46 40– 4 3  1 7 – 3 7‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪38–50‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 2‬‬ ‫‪96‬‬

 ‫‪‬‬ ‫‪ (45‬ﺧﺎﻟﺪ‪ :‬ﺃﺧﻄﺄ ﻧﺎﺻﺮ؛ ﻷﻧﻪ‬
‫ﺿﺮﺏ ﺍﻟﻌﺪﺩ ‪ 4‬ﻓﻲ ﺍﻟﻌﺪﺩ ‪ 16‬ﹰ‬
‫ﺑﺪﻻ‬
‫ﻓﺄﻱ ﻣﻨﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ‬‫√ ‪ ، 4‬ﱞ‬ ‫√ ‪32 + 6‬‬‫ﻛﻞ ﻣﻦ ﺧﺎﻟﺪ ﻭﻧﺎﺻﺮ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ‪18‬‬ ‫ﺑﺴﻂ ﹼ‬ ‫‪   (45‬ﹼ‬ ‫ﻣﻦ ﺿﺮﺏ ﺍﻟﻌﺪﺩ ‪ 4‬ﻓﻲ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺻﺤﻴﺤﺔ؟ ﱢ‬ ‫ﺍﻟﻌﺪﺩ ‪،4‬ﻛﺬﻟﻚ ﺿﺮﺏ‬
‫ﺍﻟﻌﺪﺩ ‪ 6‬ﻓﻲ ﺍﻟﻌﺪﺩ ‪ 9‬ﹰ‬
‫ﺑﺪﻻ ﻣﻦ‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪44 32 +‬‬ ‫‪44 32‬‬
‫ﺿﺮﺏ ﺍﻟﻌﺪﺩ ‪ 6‬ﻓﻲ ﺍﻟﻌﺪﺩ ‪.3‬‬
‫‪=4‬‬ ‫=‬ ‫‪ 0 (47‬ﻫﻲ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻮﺣﻴﺪﺓ‬
‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻼﺣﻆ‬ ‫‪= 64‬‬ ‫=‬ ‫‪√a‬‬ ‫ﺍﻟﻤﻤﻜﻨﺔ ﻟﻠﻌﺪﺩ ‪ a‬ﻷﻥ ‬
‫‪118 2‬‬
‫‪= 118‬‬ ‫‪34 2‬‬ ‫ﻳﺴﺎﻭﻱ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ ﻋﻨﺪﻣﺎ‬
‫ﻧﺎﺻﺮﺍ‬ ‫ﺍﻟﻄﻼﺏ‪ ،‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ، 4 5‬ﺃﻥ‬
‫‪= 34‬‬
‫ﹰ‬ ‫‪ √-a‬ﻳﺴﺎﻭﻱ ‪‬‬ ‫‬‫‪ ،a ≥ 0‬ﻭﻛﺬﻟﻚ ‪a‬‬
‫ﻗﺪ ﺍﺭﺗﻜﺐ ﹰ‬
‫ﺧﻄﺄ ﻓﻲ ﻛﻞ ﻣﺮﺓ ﻛﺎﻥ‬ ‫‪.‬‬ ‫‪a‬‬ ‫≤‬ ‫‪0‬‬ ‫ﻋﺪﺩ ﺣﻘﻴﻘﻲ ﻋﻨﺪﻣﺎ‬
‫_ ﻫﻮ ﺟﺬﺭ ﺗﻜﻌﻴﺒﻲ ﻟﻠﻌﺪﺩ ‪ .1‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻻﺟﺎﺑﺎﺕ‪.‬‬
‫√ ‪-1 - i‬‬ ‫‪3‬‬
‫‪   (46‬ﺑ ﹼﻴﻦ ﺃﻥ‬
‫ﻳﺨﺮﺝ ﻓﻴﻬﺎ ﹰ‬
‫ﻋﺎﻣﻼ ﻣﻦ ﺗﺤﺖ ﺭﻣﺰ‬
‫‪2‬‬

‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫√ · ‪ √a‬ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ؟ ﱢ‬
‫‪  (47‬ﻣﺎ ﻗﻴﻢ ‪ ،a‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ‪-aa‬‬
‫ﻭﺿﺢ ﻟﻬﻢ‬
‫ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ؛ ﻟﺬﺍ ﱢ‬
‫‪  (48‬ﺃﻭﺟﺪ ﻋﺪ ﹰﺩﺍ ﻏﻴﺮ ﺍﻟﻮﺍﺣﺪ ﺍﻟﺼﺤﻴﺢ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺟﺬﻭﺭﻩ‪ :‬ﺍﻟﺘﺮﺑﻴﻌﻲ‪ ،‬ﻭﺍﻟﺘﻜﻌﻴﺒﻲ‪،‬‬
‫‪، 4 √16‬‬
‫‬‫ﺃﻥ ‪· 2 = 4 · 4 √2 = 16 √2‬‬ ‫ﻭﺍﻟﺮﺍﺑﻊ ﻋﺪ ﹰﺩﺍ ﻛﻠ ﹼﹰﻴﺎ ﻣﻮﺟ ﹰﺒﺎ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪4096 :‬‬

‫ﻭﺃﻥ ‪· 2 = 6 · 3 √2 = 18 √2‬‬

‫‪6 √9‬‬ ‫ﻭﺿﺢ ﻣﺘﻰ ﻳﻜﻮﻥ ﻭﺿﻊ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﺿﺮﻭﺭ ﹼﹰﻳﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺿﺮﻭﺭﻱ ﻓﻲ ﻧﺎﺗﺞ ﺗﺒﺴﻴﻂ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ‬‫‪   (49‬ﹼ‬
‫ﻛﻤﺎ ﻫﻮ ﻣﺒﻴﻦ ﻓﻲ ﺣﻞ ﺧﺎﻟﺪ‪.‬‬ ‫ﻟﻌﺒﺎﺭﺓ ﻣﺎ ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫‪‬‬
‫‪ √180a‬؟ ‪B‬‬‫ﺃﻱ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺍﻵﺗﻴﺔ ﺗﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ‪2b8‬‬
‫‪ 4‬‬ ‫‬ ‫ﹼ‬ ‫‪(50‬‬

‫‪36 √5ab4 D‬‬ ‫‪ab4 C‬‬

‫‪3 √10‬‬ ‫‪6 √5ab4 B‬‬ ‫‪5 √6ab4 A‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺃﻥ‬
‫ﻳﺬﻛﺮﻭﺍ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺟﻤﻊ‬
‫ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ ﻭﺟﻤﻊ ﻋﺒﺎﺭﺍﺕ ﺟﺒﺮﻳﺔ‪.‬‬

‫‪‬‬
‫‪ ‬ﺳﻴﺤﺘﺎﺝ ﺍﻟﻄﻼﺏ‬
‫ﺟﺬﻭﺭﺍ ﻓﻲ‬
‫ﹰ‬ ‫ﺇﻟﻰ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺗﺤﻮﻱ‬
‫ﻛﺜﻴﺮ ﻣﻦ ﺩﺭﺍﺳﺘﻬﻢ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ ﻟﻠﺠﺒﺮ‪.‬‬
‫ﻟﺬﺍ ﻭ ﱢﻓﺮ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ ﻟﺘﺴﺎﻋﺪﻫﻢ‬
‫ﻋﻠﻰ ﺍﻛﺘﺸﺎﻑ ﺃﺧﻄﺎﺋﻬﻢ ﺍﻟﻤﻔﺎﻫﻴﻤﻴﺔ‬
‫ﻭﺗﺼﻮﻳﺒﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺗﺤﻠﻴﻞ ﺍﻷﺧﻄﺎﺀ‬
‫ﺍﻟﺘﻲ ﻭﻗﻌﻮﺍ ﻓﻴﻬﺎ‪.‬‬

‫‪‬‬
‫‪97‬‬ ‫‪ 2-4‬‬
‫‪ (49‬ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﻓﺮﺩ ﹼﹰﻳﺎ ﻓﻬﻨﺎﻙ ﻓﻘﻂ‬
‫ﺟﺬﺭ ﺣﻘﻴﻘﻲ ﻭﺍﺣﺪ‪ ،‬ﻭﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﺫﻟﻚ‬
‫ﻓﻼ ﺣﺎﺟﺔ ﺇﻟﻰ ﺍﺳﺘﻌﻤﺎﻝ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬
‫ﺍﻟﻤﻄﻠﻘﺔ‪ ،‬ﺃﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ‪ n‬ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‬ ‫‪M‬‬
‫ﻓﺈﻥ|‪x = |x‬‬ ‫_‰ ‪a = 4, b = 3‬‬
‫_ ‪3a‬‬
‫‬ ‫√ ‪3 2‬‬
‫‪7‬‬
‫‪ ‬ﺃﻭﺟﺪ ﻗﻴﻤﺘﻲ ‪ a,b‬ﺍﻟﻠﺘﻴﻦ ﺗﺤﻘﻘﺎﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪n n‬‬
‫√‬ ‫‪= 2‬‬
‫‪b‬‬
‫‪7‬‬ ‫‪7‬‬

‫‪97‬‬ ‫‪‬‬ ‫‪2-4 ‬‬

 

2 - 4 
 M      D      E

 M  D  E (15)

 2-4
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹴ‬ ‫ﹴ‬ ‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ ﱠ‬ ‫ﹼ‬

3 3 33
 (3
4√2 √128  (2
-6√2 √-432  √540
6 √15  (1

5 5 3 3 4 4
-3√5 √- 1215 (6
 -10√5 √- 5000 (5
  (4
-3√5 - √405

3 4 4 33
2gk 2 √k
2 5t 2√w
2 √
3
√8g
8
g3k8 (9 
2v 2z 3 √3z √ 
48 v8z13 (8 
125 t6w2 (7


3
√9 √_
3
216
(12 _
√11
√_

11
(11 
3xy 4 √5x √45
x3y8 (10
24 3 9

_
√72a
√_
4

8
(15
4 _  _
3a √a
√64
2
9a
(14 _1 c d √2d
5
 √_

1
c d (13
2 3 4 7
3a 9a 3
8b 2
b 16 4 128

 + √240
√810  (18
 - √250 ) (17
)(7 √18
168 √3 (2 √24 ) (16
)(-44 √45
-180 √3(3 √15
 + 4 √15
4 √10 

(3 √2 + 2 √3)2 (21  - 6 √75

8 √48  (20
 + 7 √80  (19
 + 8 √5 - 5 √45
6 √20

30 + 12 √6 2 √3 + 28 √5 5 √5

)( √2 - √10

( √2 + √10 ) (24 ( √5 - √6)( √5 + √2) (23 (3 - √7)2 (22
-8  -√30
5 +√10  - 2√3 16 - 6√7

( √108
 - 6 √3)2 (27 ( √3 + 4 √7)2 (26 (1 + √6)(5 - √7) (25
0 
115 + 8 √21 
5 - √7 + 5 √6 - √42
_
17 - √3 _
5 + √3
(30 6 √2 + 6 _
6
(29  + 2 √3
√15 _
√3
(28
13 4 + √3 √2 - 1 √5 - 2

__
6 + 5 √x + x _
3 + x
(33
√
27 + 11 √6 _
3 + √6
(32 _
8 + 5 √2 _
3 + √2
(31
4-x 2 - √x 
5 - √24 2 2 - √2

‫ ﺍﺳﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻨﻈﺮﻳﺔ‬.9x2y ‫ ﻭ‬6 x2y ‫ ﹸﻳﻌﻄﻰ ﻃﻮﻻ ﺳﺎﻗﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﻌﺒﺎﺭﺗﻴﻦ‬ (34
3x 2 y  √13 .‫ﻹﻳﺠﺎﺩ ﻋﺒﺎﺭﺓ ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﺗﻤﺜﻞ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬

15

 2  97A










































97B  2 

 ‫‪‬‬
‫‪‬‬
‫‪Rational Exponents‬‬
‫‪‬‬ ‫‪2 -5‬‬
‫‪‬‬
‫‪P = c(1 + r)n‬‬ ‫ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‬
‫‪‬‬
‫‪ 1‬‬
‫ﻟﺘﻘﺪﻳﺮ ﺍﻟﺜﻤﻦ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﻟﺴﻠﻌﺔ ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺍﻟﺘﻀﺨﻢ‬ ‫‪ ‬‬
‫ﺍﻟﻤﺎﻟﻲ‪ ،‬ﺣﻴﺚ ‪ P‬ﻳﻤﺜﻞ ﺍﻟﺜﻤﻦ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ‪ c ،‬ﺗﻤﺜﻞ ﺍﻟﺜﻤﻦ‬ ‫‪‬‬
‫ﺍﻟﺤﺎﻟﻲ‪ r ،‬ﻳﻤﺜﻞ ﻣﻌﺪﱠ ﻝ ﺍﻟﺘﻀﺨﻢ ﺍﻟﺴﻨﻮﻱ‪ n ،‬ﺗﻤﺜﻞ ﻋﺪﺩ‬
‫ﻓﻤﺜﻼ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‪:‬‬‫ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻤﺴﺘﻘﺒﻠﻴﺔ‪ .‬ﹰ‬ ‫‪ ‬‬ ‫‪2-5 ‬‬
‫‪_1‬‬ ‫‪‬‬
‫‪P = c(1 + r) 2‬‬ ‫‪‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ‪.‬‬
‫ﻟﺘﻘﺪﻳﺮ ﺍﻟﺜﻤﻦ ﺍﻟﻤﺴﺘﻘﺒﻠﻲ ﻟﺠﻬﺎﺯ ﺗﺒﺮﻳﺪ ﻣﺎﺀ ﻓﻲ ﺳﺘﺔ ﺃﺷﻬﺮ‪.‬‬ ‫‪   ‬‬
‫‪‬‬ ‫‪2-5 ‬‬
‫‪‬‬
‫‪ ‬ﺗﻌﻠﻢ ﺃﻥ ﺗﺮﺑﻴﻊ ﻋﺪﺩ ﻏﻴﺮ ﺳﺎﻟﺐ ﻭﺇﻳﺠﺎﺩ ﺟﺬﺭﻩ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻫﻤﺎ ﻋﻤﻠﻴﺘﺎﻥ‬ ‫ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﺫﺍﺕ ﺃﺳﺲ ﻧﺴﺒﻴﺔ ﺑﺎﻟﺼﻮﺭﺓ‬
‫ﺃﺳﺎ ﻧﺴﺒ ﹼﹰﻴﺎ ﻛﻤﺎ ﻓﻲ ﺍﻟﺼﻴﻐﺔ ﺃﻋﻼﻩ؟ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﻣﺜﻞ‬
‫ﻋﻜﺴﻴﺘﺎﻥ‪ .‬ﻭﻟﻜﻦ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻋﺒﺎﺭﺓ ﺗﺘﻀﻤﻦ ﹼﹰ‬ ‫ﺍﻟﺠﺬﺭﻳﺔ ﻭﺑﺎﻟﻌﻜﺲ‪.‬‬
‫ﻫﺬﻩ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺑﺎﻓﺘﺮﺍﺽ ﺃﻥ ﻋﺒﺎﺭﺍﺕ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ ﻳﺼﺢ ﻓﻴﻬﺎ ﻣﺎ ﻳﺼﺢ ﻓﻲ ﻋﺒﺎﺭﺍﺕ ﺍﻷﺳﺲ ﺍﻟﺼﺤﻴﺤﺔ‪.‬‬
‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺃﺳﻴﺔ ﺃﻭ ﺟﺬﺭﻳﺔ‪.‬‬
‫‪‬‬ ‫_ ‪(b_)2 = b _ · b‬‬
‫‪1‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪2-5 ‬‬
‫‪‬‬ ‫‪= b2‬‬
‫‪_1 + _1‬‬
‫‪2‬‬ ‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺇﻳﺠﺎﺩ ﺣﻠﻮﻝ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ‬
‫ﺗﺮﺑﻴﻌﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﺮﻕ ﺟﺒﺮﻳﺔ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪= b1 = b‬‬
‫‪_1‬‬ ‫‪_1‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ‪ b2‬ﻫﻮ ﻋﺪﺩ ﻣﺮﺑﻌﻪ ﻳﺴﺎﻭﻱ ‪ b‬؛ ﺇﺫﻥ ‪.b2 = √b‬‬

‫‪_1‬‬ ‫‪‬‬ ‫‪ 2‬‬

‫‪( b n )‬‬
‫‪1‬‬‫_‬
‫‪ =√b n b  ‬‬
‫‪bn‬‬
‫‪n‬‬

‫‪  nb < 0‬‬ ‫‪‬‬

‫‪_1‬‬ ‫‪_1‬‬
‫‪273 =√27‬‬
‫‪3‬‬
‫‪ = 3‬‬ ‫‪‬‬ ‫‪(-16)2 =√-‬‬‫‪16 = 4i‬‬
‫‬ ‫‪ ‬‬ ‫‪‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟"‬
‫‪‬‬
‫• ﻣﺎ ﺃﺱ ‪ c‬ﻓﻲ ﺍﻟﺼﻴﻐﺔ‬
‫‪‬‬ ‫‪1‬‬‫‪‬‬ ‫‪P = c(1 + r)n‬؟ ﺃﺱ ‪ c‬ﻫﻮ ‪.1‬‬
‫_‬ ‫‪1‬‬
‫• ﻣﺎ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﺮﻓﻮﻋﺔ ﺇﻟﻰ ﺍﻷﺱ ‪n‬؟‬
‫ﺍﻷﺳﻴﺔ‪.‬‬
‫‪ (b‬ﺍﻛﺘﺐ ‪ √z‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﹼ‬
‫‪4‬‬
‫‪ (a‬ﺍﻛﺘﺐ ‪ x 6‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪.‬‬
‫_‬
‫‪1‬‬ ‫‪_1‬‬ ‫_‬ ‫‪_1‬‬ ‫‪ n‬ﻫﻲ ﺃﺱ ﻟﻠﻤﻘﺪﺍﺭ )‪.(1 + r‬‬
‫• ﻟﻤﺎﺫﺍ ﻛﺎﻥ ﺍﻷﺱ ‪ _21‬ﻓﻲ ﺍﻟﺼﻴﻐﺔ‬
‫‪1‬‬
‫‪bn ‬‬ ‫‪4‬‬
‫√‬ ‫‪z = z 4‬‬ ‫‪bn ‬‬ ‫= ‪x6‬‬ ‫‪6‬‬
‫‪√x‬‬
‫‬

‫‪‬‬ ‫ﺍﻷﺧﻴﺮﺓ؟ ‪ n‬ﺗﻤﺜﻞ ﻋﺪﺩ ﺍﻟﺴﻨﻮﺍﺕ‪ ،‬ﻭﺳﺘﺔ‬

‫‪_1‬‬ ‫‪_1‬‬ ‫ﺃﺷﻬﺮ ﺗﺴﺎﻭﻱ ﻧﺼﻒ ﺳﻨﺔ‪.‬‬
‫ﺍﻷﺳﻴﺔ‪c 8 .‬‬
‫‪ (1B‬ﺍﻛﺘﺐ ‪ √c‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﹼ‬ ‫‪ (1A‬ﺍﻛﺘﺐ ‪ a 5‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪.‬‬
‫‪5‬‬
‫‪8‬‬
‫‪√a‬‬
‫‬

‫‪ 2 98‬‬

‫‪ 2 ‬‬ ‫‪98‬‬

 :‫ﻭﺑﺸﻜﻞ ﻋﺎﻡ ﻳﻤﻜﻨﻚ ﺗﻘﺪﻳﻢ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻌﺎﻡ ﺍﻵﺗﻲ ﻟﻸﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬

_yx 
( b )
_x y y x
 b b y =√bx = ( √b )  
  yb < 0y > 1x , y
  
  _2
273 =(
 √27 3 2
 ) = 32 = 9
_3
(-16)2 =(  √- 3
16 ) = (4i )3 = - 64i  
 
‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﻋﻠﻰ‬1 
.‫ﺍﻟﺼﻮﺭﺗﻴﻦ ﺍﻟﺠﺬﺭﻳﺔ ﻭﺍﻷﺳﻴﺔ‬ .‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ ﺍﻟﺴﺎﻟﺒﺔ‬
‫ﻛﻤﺎ ﺃﻥ ﺍﻟﻘﻮﺍﻋﺪ ﺍﻟﺘﻲ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﺼﺤﻴﺤﺔ ﺍﻟﺴﺎﻟﺒﺔ ﺗﻨﻄﺒﻖ ﹰ‬

‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﻋﺒﺎﺭﺍﺕ‬2  
  2 
.‫ﺃﺳﺴﺎ ﻧﺴﺒﻴﺔ‬
‫ﺗﺘﻀﻤﻦ ﹰ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱢ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
_32 _4
-1
‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﺨﺪﺍﻡ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬3  216 (b 81 (a

.‫ﻓﻲ ﻣﺜﺎﻝ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‬ 216 = 63

_2
216 3 = (63) 3
_2
_
b -n= 1 81
-_
1
4 =_
1
bn _1
81 4
3·_
2 _1 4
=_
 ✓ 3 1
 =6 814 =√81
 4
√ 
81
=_ 1
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬  = 62 81=34 4
√ 34
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ 
  36
= 
 =_
1
3
.‫ﺍﻟﻤﻔﺎﻫﻴﻢ‬ 
_3 _ -_
1
- 1 -3125 5 (2A
 8 256 8 (2B
5

_1 3
‫ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬a 7 ‫( ﺍﻛﺘﺐ‬a 1 
 
√7
a .‫ﺍﻟﺠﺬﺭﻳﺔ‬ ‫ ﻭﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺜﻤﻦ ﺍﻟﺤﺎﻟﻲ ﻟﺠﻬﺎﺯ ﺗﺒﺮﻳﺪ ﺍﻟﻤﺎﺀ‬،‫ﺍﺭﺟﻊ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‬ 
.‫√ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ‬w ‫ ؟‬5.3% ‫ ﻓﻜﻢ ﺳﻴﺰﻳﺪ ﺍﻟﺜﻤﻦ ﺧﻼﻝ ﺳﺘﺔ ﺃﺷﻬﺮ ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﺪﱠ ﻝ ﺍﻟﺘﻀﺨﻢ ﺍﻟﻤﺎﻟﻲ ﺍﻟﺴﻨﻮﻱ‬.‫ﺩﺭﻫﻤﺎ‬ 390 ‫ﻫﻮ‬
 ‫( ﺍﻛﺘﺐ‬b ‫ﹰ‬
_1  P = c(1 + r)n
w2
c=390 , r=0.053 , n=
  6
= 1_ = 390(1 + 0.053) 2
_1
:‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ 2  12 2
_2 _1 – _1  ≈ 400.20
4 32 5 (b 49 2 (a
7 .‫ ﺩﺭﺍﻫﻢ ﺗﻘﺮﻳ ﹰﺒﺎ‬10.20 ‫ ﺇﺫﻥ ﺳﻴﺰﻳﺪ ﺛﻤﻦ ﺟﻬﺎﺯ ﺗﺒﺮﻳﺪ ﺍﻟﻤﺎﺀ ﺑﻌﺪ ﺳﺘﺔ ﺃﺷﻬﺮ ﺑﻤﻘﺪﺍﺭ‬400.20 - 390.00 =10.20
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ‬  3 
‫ﺍﻟﺼﻴﻐﺔ‬ ‫ ﺇﺫﺍ ﻛﺎﻥ‬،‫ ﻓﻜﻢ ﺳﻴﺰﻳﺪ ﺍﻟﺜﻤﻦ ﺑﻌﺪ ﺗﺴﻌﺔ ﺃﺷﻬﺮ‬.‫ ﺩﺭﺍﻫﻢ‬4 ‫ﺍﻓﺘﺮﺽ ﺃﻥ ﺛﻤﻦ ﻟﺘﺮ ﺍﻟﺤﻠﻴﺐ ﺍﻵﻥ‬  (3
–_
8
‫ ﻟﺘﻘﺪﻳﺮ‬M = 512 - 146230B 5 ‫ ﺩﺭﻫﻢ ﺗﻘﺮﻳ ﹰﺒﺎ‬0.16 ‫؟‬5.3% ‫ﻣﻌﺪﱠ ﻝ ﺍﻟﺘﻀﺨﻢ ﺍﻟﻤﺎﻟﻲ ﺍﻟﺴﻨﻮﻱ‬
‫ﺃﻛﺒﺮ ﻛﺘﻠﺔ ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻣﺎﺕ ﻳﻤﻜﻦ‬
‫ ﺧﻮﺍﺹ ﺍﻷﺳﺲ ﺍﻟﺘﻲ ﺗﻌﻠﻤﺘﻬﺎ ﺳﺎﺑ ﹰﻘﺎ ﺗﻨﻄﺒﻖ ﹰ‬
‫ﺃﻳﻀﺎ ﻋﻠﻰ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ؛ ﻟﺬﺍ ﺍﻛﺘﺐ ﻛﻞ ﻋﺒﺎﺭﺓ‬
‫ ﻛﻴﻠﻮﺟﺮﺍ ﹰﻣﺎ ﺃﻥ‬B ‫ﻟﺮﺍﻓﻊ ﺃﺛﻘﺎﻝ ﻛﺘﻠﺘﻪ‬ ‫ ﻭﺍﺣﺮﺹ ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﺍﻷﺳﺲ ﻓﻲ ﻣﻘﺎﻡ ﺍﻟﻜﺴﺮ ﺃﻋﺪﺍ ﹰﺩﺍ ﺻﺤﻴﺤﺔ ﻣﻮﺟﺒﺔ؛ ﻟﺬﻟﻚ ﺃﻧﺖ ﻓﻲ‬.‫ﻋﻠﻰ ﺻﻮﺭﺓ ﺃﺳﺲ ﻣﻮﺟﺒﺔ‬
.‫ﻳﺮﻓﻌﻬﺎ‬ .‫ﺣﺎﺟﺔ ﺇﻟﻰ ﺇﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ ﺃﺣﻴﺎﻧﹰﺎ‬

‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ‬

99  2-5
‫ﻣﺎ ﺃﻛﺒﺮ ﻛﺘﻠﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﺮﻓﻌﻬﺎ‬
‫ ﻛﻴﻠﻮﺟﺮﺍ ﹰﻣﺎ؟‬168 ‫ﺭﺍﻓﻊ ﺃﺛﻘﺎﻝ ﻛﺘﻠﺔ‬
‫ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺼﻴﻐﺔ ﻳﺘﻮﻗﻊ ﺃﻧﻪ‬ 
‫ ﻛﻴﻠﻮﺟﺮﺍ ﹰﻣﺎ ﻋﻠﻰ‬472 ‫ﻳﺴﺘﻄﻴﻊ ﺭﻓﻊ‬ D E
.‫ﺍﻷﻛﺜﺮ‬   
    
"x"  "3x"x 
3

√y3  
"y " "y  "

99  2-5 

  4 
‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
-5 _6 _2 _4
b (b a 7 · a 7 (a

_ -_
_2 _4 _2 + _4 
=_
5
1
b -n= 1 b 6
_5  a 7 · a 7 = a 7 7

‫ ﻫﻨﺎﻙ ﻗﻴﻮﺩ ﻋﻠﻰ‬

bn
b6

_b__
_1 _6 
=_
1 _
1

b, m, n ‫ﺍﻟﻤﺘﻐﻴﺮﺍﺕ‬
6 b6
·
_5 _1  = a7
1
b6 b6 b6  
_ _ _ _ _1     ،‫ﻓﻲ ﺍﻟﺘﻌﺮﻳﻒ ﺍﻟﻌﺎﻡ ﻟﻸﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬
5 1 5+1
=_
b6    
  _m n m m
( b n = √b = ( √b ) )
b6 ·b6 =b6 6    
 n
_6
b6    
_ _1   ‫ ﻋﺪ ﹰﺩﺍ‬b‫ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺍﻟﻤﺘﻐﻴﺮ‬:‫ﻭﻫﻲ‬
=_
6 b6
b6 =b 1=b
b _ n ‫ﺣﻘﻴﻘ ﹼﹰﻴﺎ ﻏﻴﺮ ﺻﻔﺮﻱ ﺇﻻ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
_
x -2
_
1
2
(c
‫ﹴ‬
‫ﻓﻌﻨﺪﺋﺬ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ‬ ‫ﻋﺪ ﹰﺩﺍ ﺯﻭﺟ ﹼﹰﻴﺎ‬
1
3x 2 + 2
1 _ 1 _ _
_1 _1 _1
‫ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ‬.‫ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹰﻴﺎ ﻣﻮﺟ ﹰﺒﺎ‬b
=_
x2 - 2 _
x2 - 2 2
3x2 +23x2 -2 _1 _1
· 3x_1 - 2
3x 2 + 2 3x 2 + 2 3x 2 - 2
‫ ﻭﺍﻟﻤﺘﻐﻴﺮ‬،‫ﺻﺤﻴﺤﺎ‬
‫ﹰ‬ ‫ ﻋﺪ ﹰﺩﺍ‬m‫ﺍﻟﻤﺘﻐﻴﺮ‬
 = __
_2
3x 2 - 8x 2 + 4
_1
‫ ﻭﻻ ﺗﻘﻠﻞ ﺍﻟﻘﻴﻮﺩ ﻋﻠﻰ‬.‫ ﻋﺪ ﹰﺩﺍ ﻃﺒﻴﻴﻌ ﹼﹰﻴﺎ‬n
_2
9x 2 - 4 ‫ ﻣﻦ ﻋﻤﻮﻣﻴﺔ ﺍﻟﺘﻌﺮﻳﻒ؛‬m, n ‫ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‬
_1
‫ﻷﻥ ﺃﻱ ﻋﺪﺩ ﻧﺴﺒﻲ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻨﻪ‬
= __
3x - 8x 2 + 4

 9x - 4
‫ﻋﻠﻰ ﺻﻮﺭﺓ ﻧﺎﺗﺞ ﻗﺴﻤﺔ ﻋﺪﺩ ﺻﺤﻴﺢ ﻋﻠﻰ‬
 ‫ﻋﺪﺩ ﻃﺒﻴﻌﻲ‬
_1 _1 _1 _5 _1 _9
_
y + 4y + 4 2
_
y2 + 2
_1 (4C
_
r
r
5
r
-_
4
5 (4B p 2 p 4 · p 4 (4A
y-4
y2 - 2

،‫ﻳﺴﻬﻞ ﻫﺬﻩ ﺍﻟﻌﻤﻠﻴﺔ‬

‫ ﻭﺗﺬﻛﹼﺮ ﺃﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ ﹼ‬.‫ﻋﻨﺪ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ ﺍﺟﻌﻞ ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ ﺃﻗﻞ ﻣﺎ ﻳﻤﻜﻦ‬  
.‫ ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻨﺎﺗﺞ ﻓﻲ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬،‫ﻭﺑﻌﺪ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬
‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺑﺄﺳﺲ‬4 
 5  .‫ﻧﺴﺒﻴﺔ‬
‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ .‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‬5 
√9g
4
9
g2 (b
_
√27
4

(a
√3

_1 _1 
 _ = _
4

√27 27 4
 √
4
9
g2 = (9g2) 4 _1√3
32
_1 :‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﱢ‬ 4
_1
=_ _5 _1 _4
(33) 4
9g 2 = (3g) 2
  = [(3g)2] 4 27 = 3 3
  _1
32
y 7 y 7 · y 7 (a
_1
 =
_1
(3g) 2  =_
34
_3
_
x 3-_
2
x 3 (b
_1 x
32

 2 100


 ‫ﺇﺫﺍ ﻭﺍﺟﻪ ﺑﻌﺾ‬ 
M D
‫ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﺗﺤﺪﻳﺪ ﺃﻱ ﺟﺰﺀ‬
.‫ ﻋﺪﺩﺍﻥ ﺣﻘﻴﻘﻴﺎﻥ ﻏﻴﺮ ﺳﺎﻟﺒﻴﻦ‬y ‫ ﻭ‬x ‫ﺍﻓﺘﺮﺽ ﺃﻥ‬ 
_1 _1 _1 _1 ،‫ﻣﻦ ﺍﻷﺱ ﺍﻟﻜﺴﺮﻱ ﻫﻮ ﺩﻟﻴﻞ ﺍﻟﺠﺬﺭ‬
(
x - y x 2 + y 2 ) x 2 - y 2 ) :‫ﻭﺃﻭﺟﺪ ﻧﺎﺗﺞ ﺍﻟﻀﺮﺏ‬ ( ‫ﻓﺎﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﻣﺮﺍﺟﻌﺔ ﺍﻟﺘﻌﺮﻳﻒ‬
_1
b 2 = √b :‫ﺍﻷﺳﺎﺳﻲ‬

 2  100

  _3 - _1
= √3
g  = 34 2


_1

 = 34
4
 = √3



211 _
4
12 
√32
2x √
3
2x √16x
3
4 (5B √ 3
(5A 

√2
:‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﹼ‬ 5 
   
3
√2 _
√16
6

(a   

√2
3

  

     
3     
2x2 √
√ 6
4 x4 (b 
    
_1 _1  •   
_
y + 2y + 1 _
2 y +1 2
(c  • 
  
    
y-1 _1   
y2 -1   •   
 • 


  1  ‫ ﻭﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻷﺳﻴﺔ ﻓﻲ ﱟ‬،‫ﺍﻛﺘﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
:‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ ﹸﺣ ﱠﺚ ﺍﻟﻄﻼﺏ‬  _1 _3 _9 _1 5 _3 _1
7 4x 2y 4 √4 7x
6y9 (4 15 3 √15
3
 (3 √x3 x 5 (2
4
√10
 10 4 (1
‫ ﺍﻟﻌﺒﺎﺭﺓ‬:‫ﻋﻠﻰ ﺗﻌﻮﻳﺾ ﻗﻴﻢ ﻓﻲ ﻛﻞ ﻣﻦ‬ _1 _1 _3 _1
√ 5

‫ ﻓﺈﺫﺍ ﻛﺎﻧﺖ‬،‫ﺍﻷﺻﻠﻴﺔ ﻭﺍﻟﻌﺒﺎﺭﺓ ﺑﻌﺪ ﺗﺒﺴﻴﻄﻬﺎ‬ x9

4
5x 2 √
625x2 (8 17 2 √
17 (7 (x3) 2 (6 √8 8 5 (5
2  ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱢ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ ﻓﺈﻥ ﺣﻠﻬﻢ ﺻﺤﻴﺢ‬،‫ﻗﻴﻢ ﺍﻟﻌﺒﺎﺭﺗﻴﻦ ﻣﺘﺴﺎﻭﻳﺔ‬
.‫ﻓﻲ ﺍﻷﻏﻠﺐ‬ 3 _
24
_3 (12
_2
25 125 3 (11 _1 32
-_
1
5 (10
_1
7 343 3 (9
2
42

 3 _1 (-27)
-_
2
3 (16
_1 16
-_
1
2 (15
_1
4 256 4 (14
_1
3 27 3 (13
9 4
_1
‫ ﻓﺈﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬.  = A2 ‫ ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺿﻠﻌﻪ  ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ‬،‫ﺇﺫﺍ ﻋﻠﻤﺖ ﻣﺴﺎﺣﺔ ﻣﺮﺑﻊ‬  (17
 ✓ 13 m3  ‫ ﻓﻤﺎ ﻃﻮﻝ ﺿﻠﻌﻬﺎ؟‬،169m2 ‫ﻣﺴﺎﺣﺔ ﺣﺪﻳﻘﺔ ﻣﺮﺑﻌﺔ ﺍﻟﺸﻜﻞ‬

‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1 – 2 9 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬ ‫ ﻛﻤﺎ ﻓﻲ‬،‫ﻳﻮﺟﺪ ﺣﺠﻤﺎﻥ ﻟﻜﺮﺓ ﺍﻟﺴﻠﺔ؛ ﺣﺠﻢ ﻛﺒﻴﺮ ﻭﺁﺧﺮ ﺻﻐﻴﺮ‬  (18
v = 455 in3 v = 413 in3
.‫ﺍﻟﻄﻼﺏ‬ ‫ﻭﺣﺪﺓ ﻣﻜﻌﺒﺔ ﻣﻦ ﺍﻟﻬﻮﺍﺀ‬V ‫ ﺍﻟﺘﻲ ﺗﺴﻊ‬r ‫ ﻓﺈﺫﺍ ﻛﺎﻥ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻜﺮﺓ‬.‫ﺍﻟﺼﻮﺭﺓ ﺟﺎﻧ ﹰﺒﺎ‬
_1
:‫ﻋﻤﺎ ﻳﺄﺗﻲ‬ _
‫ ﻓﺄﺟﺐ ﱠ‬، r = ( 4π ) 3 ‫ﹸﻳﻌ ﱠﺒﺮ ﻋﻨﻪ ﺑﺎﻟﻌﻼﻗﺔ‬
3V
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬4.62 in .‫( ﺃﻭﺟﺪ ﻧﺼﻒ ﻗﻄﺮ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺫﺍﺕ ﺍﻟﺤﺠﻢ ﺍﻟﺼﻐﻴﺮ‬a
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬4.77 in .‫( ﺃﻭﺟﺪ ﻧﺼﻒ ﻗﻄﺮ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ﺫﺍﺕ ﺍﻟﺤﺠﻢ ﺍﻟﻜﺒﻴﺮ‬b
.‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬ 4, 5  ‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
_8 _1 b3 _c _3 _4 _5 _3 _1
b 3c 2 _ _
x5
· _1 _1 (21 x5 _1 (20 a 4 a 4 · a 2 (19
_1 _1
c2 b3 x5
_g - 2g 2 + 1 _
g2 - 1
_1 (24
5
√
16 _
√64
5

(23 4z 2
3
√
64z6 (22
g-1 2
5

√4
g +1
101  2-5


 
4 9 - 5 2 4 7 1 6 - 2 9 ‫ﻣﺒﺘﺪﺉ‬ E
4 9 - 5 2 4 5 - 4 7 4 0 – 4 2 3 4 – 3 8 1 7 – 3 1 ‫ﻣﺘﻘﺪﻡ‬ D
30–52 ‫ ﻣﺘﻘﻦ‬M

101  2-5 

 ‫‪_1‬‬ ‫_‬
‫_‬
‫‪_1‬‬
‫‪x4 + 2‬‬
‫‪_1‬‬ ‫|‪(29 √5|x‬‬
‫‬ ‫‪4‬‬
‫√ |‪x‬‬
‫‪25x2 (28‬‬ ‫√‬
‫‪3‬‬
‫‪3‬‬ ‫_‬
‫√‬
‫‪81‬‬
‫‪8‬‬

‫‪6‬‬
‫‪(27‬‬ ‫‪_y‬‬ ‫‪5‬‬
‫‪y‬‬
‫_‪-‬‬
‫‪4‬‬
‫‪5‬‬ ‫‪(26‬‬
‫‪11‬‬ ‫‪_1 _2‬‬
‫‪x 15 x 3 · x 5 (25‬‬
‫‬
‫‪√3‬‬ ‫‪y‬‬
‫‪x4 - 2‬‬
‫‪_3‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫__‬ ‫‪4‬‬
‫‪x + 4x + 8x + 16x + 16‬‬ ‫‪2‬‬
‫‪(29‬‬
‫‪4‬‬
‫‪ ‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻛﻞ ﺷﻜﻞ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪x - 16‬‬
‫‪_4 _2‬‬ ‫‪(31‬‬ ‫‪_3 _3‬‬ ‫‪(30‬‬
‫‪ 28.27x 3 y 5 z 4‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪ 6r 4 w 4‬ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬ ‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ‬
‫‪3‬‬ ‫‪5 2‬‬ ‫‪1‬‬ ‫‪1‬‬
‫‪3x y z‬‬ ‫‪4‬‬ ‫‪2‬‬

‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 4 6‬ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ؛‬

‫‪4r w‬‬

‫‪1‬‬
‫‪3r 2 w 4‬‬
‫‪1‬‬
‫ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺩﺍﻟﺔ ﺗﻜﻌﻴﺒﻴﺔ ﻭﺩﺍﻟﺔ ﺃﺱ ﻧﺴﺒﻲ‪.‬‬
‫‪_1‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫‪ (32‬ﻣﺎ ﺃﺑﺴﻂ ﺻﻮﺭﺓ ﻟﻠﻌﺒﺎﺭﺓ ‪ 18 2 + 2 2 - 32 2‬؟ ‪0‬‬
‫‪‬‬
‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬ ‫‪ 476 (37a‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪_1‬‬ ‫‪_3‬‬
‫_‬
‫‪w‬‬
‫‪w‬‬
‫‪8‬‬
‫‪w‬‬
‫_‪-‬‬
‫‪7‬‬
‫‪8‬‬ ‫‪(36‬‬ ‫√ ‪√6‬‬
‫‪6‬‬
‫‪ (35‬‬
‫‪216‬‬ ‫‪y 20‬‬ ‫) ‪(y‬‬ ‫_‪-‬‬
‫‪3‬‬
‫‪5‬‬
‫_‪-‬‬
‫‪1‬‬
‫‪4‬‬
‫‪(34‬‬
‫‪_7‬‬
‫‪a 3 a 4 · a 4 (33‬‬
‫‪_5‬‬ ‫‪(37b‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪1‬‬ ‫‪0‬‬ ‫ﺍﻟﺴﻨﺔ‬
‫‪  (37‬ﺇﺫﺍ ﺍﻓﺘﺮﺿﻨﺎ ﺃﻥ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ﻳﺘﻀﺎﻋﻒ ﻓﻲ ﺍﻟﻤﺤﻤﻴﺎﺕ ﺍﻟﻄﺒﻴﻌﻴﺔ ﻛﻞ ﺳﻨﺘﻴﻦ‪ .‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻓﻲ ﺍﻟﻤﺤﻤﻴﺔ‬ ‫ﻋﺪﺩ‬
‫‪_t‬‬
‫ﻳﻌﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻴﻐﺔ ‪ ، D = 100 · 2 2‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪567 400 283 200 141 100‬‬
‫‪ 100‬ﻏﺰﺍﻝ‪ ،‬ﻭﻛﺎﻥ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ‪ D‬ﺑﻌﺪ ‪ t‬ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ ﱠ‬ ‫ﺍﻟﻐﺰﻻﻥ‬
‫‪ (a–d‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ (a‬ﻛﻢ ﺳﻴﺼﺒﺢ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ﺑﻌﺪ ﺃﺭﺑﻊ ﺳﻨﻮﺍﺕ ﻭﻧﺼﻒ؟‬
‫ﹰ‬
‫ﺟﺪﻭﻻ ﻳﺤﺪﺩ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ﻓﻲ ﻛﻞ ﺳﻨﺔ ﻣﻦ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﺨﻤﺲ ﺍﻟﻘﺎﺩﻣﺔ‪.‬‬ ‫‪ (b‬ﺍﻋﻤﻞ‬ ‫‪(37c‬‬
‫ﻛﻮﻧﺘﻪ ﻓﻲ ﺍﻟﻔﺮﻉ ‪.b‬‬ ‫‪650‬‬
‫ﺑﻴﺎﻧﻴﺎ ﺑﻴﺎﻧﺎﺕ ﺍﻟﺠﺪﻭﻝ ﺍﻟﺬﻱ ﹼ‬
‫‪ (c‬ﻣﺜﹼﻞ ﹼﹰ‬ ‫‪600‬‬
‫‪D‬‬
‫ﻗﺮﺭ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﻭﻝ‪ ،‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ :‬ﻫﻞ ﻋﺪﺩ ﺍﻟﻐﺰﻻﻥ ﻓﻲ ﺍﻟﻤﺤﻤﻴﺔ ﻣﻌﻘﻮﻝ ﻋﻠﻰ ﺍﻟﻤﺪ￯ ﺍﻟﺒﻌﻴﺪ ﺃﻡ ﻻ؟‬ ‫‪ (d‬ﱢ‬ ‫‪550‬‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﱢ‬ ‫‪500‬‬
‫‪450‬‬
‫‪‬‬ ‫‪400‬‬
‫‪350‬‬
‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪(41 :‬‬ ‫‪‬‬
‫‪6‬‬
‫‪2 √6-5(45 23√23‬‬ ‫ﹼ‬ ‫‪300‬‬
‫‪ ‬‬
‫‪_1‬‬ ‫‪_5‬‬ ‫‪_5‬‬ ‫_‬ ‫‪250‬‬
‫‪_2‬‬
‫_ ‪(40‬‬ ‫_‬ ‫_‪-‬‬ ‫‪‬‬
‫‪7‬‬ ‫‪1‬‬
‫‪g - 2g‬‬ ‫‪3‬‬ ‫‪2‬‬
‫√ · ‪23‬‬
‫√‬ ‫‪232 (41‬‬
‫‪3‬‬
‫‪c‬‬ ‫‪2‬‬ ‫_‬
‫‪c3‬‬ ‫_‬
‫‪g2‬‬
‫‪(39‬‬
‫‪f‬‬‫‪12‬‬ ‫_‬
‫‪f 4‬‬
‫‪(38‬‬ ‫‪ ‬‬ ‫‪200‬‬
‫‪_1‬‬ ‫‪g-4‬‬ ‫‪_1‬‬ ‫‪4f‬‬ ‫‪_1‬‬ ‫_‪-‬‬
‫‪1‬‬
‫‪150‬‬
‫‪c6‬‬ ‫‪g2 +2‬‬ ‫‪4f 2 · f‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪‬‬ ‫‪100‬‬
‫_‬
‫‪86 - 94‬‬
‫‪_1‬‬ ‫‪_1‬‬
‫‪(45‬‬ ‫_‬ ‫‪z‬‬
‫‪3‬‬
‫‪xy √z‬‬ ‫‪2‬‬
‫_‬
‫‪xy‬‬
‫‪3‬‬
‫‪(44‬‬ ‫√ ‪2‬‬
‫√‬
‫‪4‬‬
‫‪256 (43‬‬ ‫√ ‪3‬‬
‫√‬
‫‪81 (42‬‬ ‫‪wildlife Analytical‬‬ ‫‪50‬‬
‫‪t‬‬
‫√ ‪ +‬‬
‫‪√3‬‬ ‫‪2‬‬ ‫‪√z‬‬
‫‬ ‫‪Laboratories‬‬
‫‪0‬‬ ‫‪1 2 3 4 5 6 7 8 9 10‬‬

‫‪ ‬ﺳﺘﺴﺘﻜﺸﻒ ﻓﻲ ﻫﺬﺍ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺪﺍﻟﺘﻴﻦ‪:‬‬ ‫‪( 46‬‬ ‫ﹰ‬

‫ﻣﻌﻘﻮﻻ ﺍﻟﻘﻮﻝ‬ ‫‪ (37d‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻻ؛ ﻟﻴﺲ‬
‫‪x‬‬ ‫) ‪f (x‬‬ ‫) ‪g (x‬‬ ‫‪_1‬‬
‫‪-2‬‬ ‫‪-8 -1.26‬‬ ‫(‪.f‬‬
‫‪f(x) = x3 , g(x) = x 3‬‬ ‫ﺑﺄﻥ ﺍﻟﻌﺪﺩ ﺳﻴﺴﺘﻤﺮ ﻓﻲ ﺍﻟﺰﻳﺎﺩﺓ ﻣﻦ ﺩﻭﻥ‬
‫‪-1‬‬ ‫‪-1‬‬ ‫‪-1‬‬ ‫ﺣﺪﻭﺩ‪ .‬ﻭﻫﻮ ﻟﻢ ﻳﺄﺧﺬ ﺑﻌﻴﻦ ﺍﻻﻋﺘﺒﺎﺭ‬
‫‪   (a‬ﺍﻧﺴﺦ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻭﺃﻛﻤﻠﻪ‪.‬‬
‫‪0‬‬ ‫‪0‬‬ ‫‪0‬‬ ‫ﺃﻋﺪﺍﺩ ﺍﻟﻐﺰﻻﻥ ﺍﻟﻬﺎﻟﻜﺔ‪.‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫(‪ .f‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪   (b‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‪f(x) , g(x) :‬‬
‫‪2‬‬ ‫‪8 1.26‬‬ ‫‪y‬‬ ‫‪(46b‬‬
‫‪ ‬ﻣﺎ ﺍﻟﺘﺤﻮﻳﻞ ﺍﻟﻬﻨﺪﺳﻲ ﺍﻟﺬﻱ ﻳﺼﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺗﻤﺜﻴﻠﻴﻬﻤﺎ ﺍﻟﺒﻴﺎﻧﻴﻴﻦ؟‬
‫‪‬‬ ‫‪(c‬‬ ‫‪8‬‬
‫ﺍﻧﻌﻜﺎﺱ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪y = x‬‬ ‫‪6‬‬
‫)‪f (x‬‬
‫‪4‬‬
‫‪2‬‬
‫‪−8−66−44−2O‬‬
‫‪−8‬‬ ‫‪2 4 6 8x‬‬

‫)‪g ( x‬‬ ‫‪−4‬‬

‫‪ 2 102‬‬ ‫‪−66‬‬
‫‪−‬‬
‫‪−88‬‬
‫‪−‬‬

‫‪ 2 ‬‬ ‫‪102‬‬

 ‫‪ (47‬ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ؛ ﻓﻌﻨﺪﻣﺎ‬
‫‪‬‬
‫ﻳﻜﻮﻥ ﻣﻌﺎﻣﻞ ﺍﻷﺳﺎﺱ ﺳﺎﻟ ﹰﺒﺎ‬
‫ﻭﺍﻷﺱ ﺯﻭﺟ ﹼﹰﻴﺎ ﻳﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ‬
‫ﺩﺍﺋﻤﺎ ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ‬
‫‪  (47‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ -x -2 = (-x) -2‬ﺻﺤﻴﺤﺔ ﹰ‬ ‫ﻣﻮﺟ ﹰﺒﺎ‪ .‬ﻭﺇﺫﺍ ﺿﺮﺑﺖ ﺍﻟﻘﻮﺓ ﺫﺍﺕ‬
‫ﻻ؛ ﻷﻥ ﻣﺤﻤﻮﺩ ﺟﻤﻊ ﺍﻷﺳﺲ ﻭﻋﻠﻲ ﻗﺴﻢ ﺍﻷﺳﺲ ﻭﺍﻟﺼﺤﻴﺢ ﻫﻮ ﺃﻥ ﺗﹸﻄﺮﺡ ﺍﻷﺳﺲ‬ ‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺃﺑﺪﹰ ﺍ ‪ .‬ﱢ‬ ‫ﺍﻷﺱ ﺍﻟﺰﻭﺟﻲ ﻓﻲ ﻋﺪﺩ ﺳﺎﻟﺐ‬
‫‪ 4‬‬
‫‪_3‬‬
‫ﻳﻜﻮﻥ ﺍﻟﻨﺎﺗﺞ ﺳﺎﻟ ﹰﺒﺎ‪.‬‬
‫_ ‪ ،‬ﻓﻬﻞ ﺇﺟﺎﺑﺔ ﺃ ﱟ‬
‫‪4‬‬
‫ﻱ ﻣﻨﻬﻤﺎ ﺻﺤﻴﺤﺔ؟‬ ‫‪x‬‬
‫‪  (48‬ﺑﺴﱠﻂ ﻛﻞ ﻣﻦ ﻣﺤﻤﻮﺩ ﻭﻋﻠﻲ ﺍﻟﻌﺒﺎﺭﺓ‬
‫‪_1‬‬
‫‪x2‬‬ ‫‪ (48‬ﺇﺟﺎﺑﺎﺗﻬﻤﺎ ﺧﺎﻃﺌﺔ؛ ﻷﻥ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ‬ ‫ﻋﻠﻲ ﻗﺴﻢ ﺍﻷﺳﺲ ﹰ‬
‫ﺑﺪﻻ ﻣﻦ‬
‫ﺃﻥ ﻳﻄﺮﺣﻬﺎ‪ ،‬ﻭﻣﺤﻤﻮﺩ ﺟﻤﻊ‬
‫ﻛﻴﻒ ﺳﺎﻋﺪﻫﻢ ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻖ ﺍﻟﺬﻱ ﺗﻀﻤﻦ‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻷﺳﺲ‪.‬‬
‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺠﺬﺭﻳﺔ ﻋﻠﻰ ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﺑﺄﺳﺲ‬ ‫‪_3‬‬ ‫‪_3  _1‬‬ ‫‪_3‬‬ ‫‪_3+ _1‬‬ ‫‪_1 _1‬‬
‫‪x4 = x4‬‬
‫_‬ ‫‪2‬‬ ‫‪x 4 = x 4 2‬‬
‫_‬ ‫‪4 2 ,16 4 (49‬‬
‫ﻧﺴﺒﻴﺔ ﻓﻲ ﻫﺬﺍ ﺍﻟﺪﺭﺱ ﻭﺗﺒﺴﻴﻄﻬﺎ‪.‬‬ ‫‪_1‬‬
‫‪‬‬
‫‪_1‬‬
‫‪x2‬‬ ‫‪_3 · _2‬‬ ‫‪x2‬‬ ‫‪_3 + _2‬‬
‫‪= x4‬‬ ‫‪1‬‬
‫‪= x4‬‬ ‫‪4‬‬
‫‪‬‬ ‫‪_3‬‬ ‫‪_5‬‬
‫‪= x2‬‬ ‫‪=x‬‬ ‫‪4‬‬
‫‪ (50‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻗﺪ ﻳﻜﻮﻥ ﻣﻦ ﺍﻷﺳﻬﻞ‬
‫ﺃﺳﺴﺎ ﻧﺴﺒﻴﺔ؛‬
‫ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺍﺕ ﺗﺘﻀﻤﻦ ﹰ‬ ‫‪_1‬‬
‫‪  (49‬ﺃﻭﺟﺪ ﻋﺒﺎﺭﺗﻴﻦ ﻣﺨﺘﻠﻔﺘﻴﻦ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ x a‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ‪. 2‬‬
‫ﻷﻧﻪ ﻳﻤﻜﻦ ﺗﻄﺒﻴﻖ ﺟﻤﻴﻊ ﺧﺼﺎﺋﺺ‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻷﺳﺲ ﻋﻠﻴﻬﺎ‪ ،‬ﻓﻲ ﺣﻴﻦ ﻻ ﻳﻮﺟﺪ‬ ‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ ﻟﺘﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﺃﺳﻬﻞ ﻣﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺬﻭﺭ‪.‬‬
‫‪   (50‬ﱢ‬
‫ﺍﻟﻜﺜﻴﺮ ﻣﻦ ﺍﻟﺨﺼﺎﺋﺺ ﻟﻠﺠﺬﻭﺭ‪.‬‬
‫‪‬‬
‫ﺣﻴﺚ ﻳﻤﻜﻨﻨﺎ ﺗﺤﻮﻳﻞ ﻛﻞ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ‬
‫ﺇﻟﻰ ﻋﺒﺎﺭﺓ ﺑﺄﺱ ﻧﺴﺒﻲ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﻣﺎ ﻗﻴﻤﺔ ‪ p‬ﺍﻟﺘﻲ ﺗﺤﻘﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ‪35 · p = 33 :‬؟ ‪B‬‬ ‫‪(52‬‬ ‫‪ √56‬ﻣﺴﺎﻭﻳ ﹰﺔ ﻟﻌﺪﺩ ﺻﺤﻴﺢ ﻣﻮﺟﺐ ﻋﻨﺪﻣﺎ‬
‫‬‫‪ (51‬ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺓ ‪- c‬‬

‫ﺧﺼﺎﺋﺺ ﺍﻷﺳﺲ ﻟﻠﺘﺒﺴﻴﻂ‪.‬‬ ‫ﺗﻜﻮﻥ ﻗﻴﻤﺔ ‪ c‬ﻫﻲ‪B :‬‬

‫‪23 D‬‬ ‫‪32 C‬‬ ‫‪3-2 B‬‬ ‫‪2-3 A‬‬
‫‪36 D‬‬ ‫‪56 C‬‬ ‫‪-8 B‬‬ ‫‪8 A‬‬

‫‪103‬‬ ‫‪ 2-5‬‬

‫‪103‬‬ ‫‪‬‬ ‫‪2-5 ‬‬

 ‫‪‬‬

‫‪2 - 5‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(16)‬‬

‫‪‬‬ ‫‪2-5‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻛﺘﺐ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻷﹸ ﹼﺳﻴﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪ ،‬ﻭﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻷﹸ ﹼﺳﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪_2‬‬ ‫‪_4‬‬ ‫‪_2‬‬ ‫‪_1‬‬
‫‪(n3) 5 (4‬‬ ‫‪m 7 (3‬‬ ‫‪6 5 (2‬‬ ‫‪5 3 (1‬‬
‫‪7‬‬ ‫‪5‬‬ ‫‪3‬‬
‫‪5‬‬
‫√‪n‬‬ ‫‪n‬‬
‫‬ ‫‪√m‬‬‫‪4‬‬ ‫‪√62‬‬ ‫‪√5‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪√2‬‬ ‫‪a10b (8‬‬ ‫‪√27‬‬
‫‬
‫‪m6n4 (7‬‬ ‫√‬ ‫‪ (6‬‬
‫‪153‬‬ ‫‪ (5‬‬
‫‪√79‬‬
‫‪_1 2 _1‬‬ ‫‪_4‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫‪2 a b5‬‬
‫‪5‬‬ ‫‪3m 2n 3‬‬ ‫‪153 4‬‬ ‫‪79 2‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱢ‬

‫ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬
‫‪_5‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫‪32 8 3 (11‬‬ ‫‪4 1024 5 (10‬‬ ‫‪3 81 4 (9‬‬

‫‪_1‬‬ ‫‪_4‬‬ ‫‪_2‬‬ ‫‪_3‬‬

‫‪243 27 3  27 3 (14‬‬ ‫‪16 (-64) 3 (13‬‬ ‫‪64 256 4 (12‬‬

‫_‬ ‫_‬ ‫_‬

‫‪_2‬‬
‫_‬ ‫_‬
‫_ ‪125‬‬
‫) ‪36 (216‬‬
‫)_ ‪(25_)(-64-‬‬
‫‪2‬‬
‫‪-5‬‬ ‫‪16‬‬ ‫‪64 3‬‬ ‫‪25‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪(17‬‬ ‫‪(16‬‬ ‫‪(15‬‬ ‫‪3‬‬
‫‪4‬‬ ‫‪49 343_32‬‬

‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺑﺴﻂ ﱠ‬
‫ﻛﻞ ﻋﺒﺎﺭﺓ ﱠ‬ ‫ﹼ‬
‫‪_4‬‬
‫_ )_ ‪(u‬‬ ‫_‬
‫‪1‬‬ ‫‪4‬‬ ‫‪_3‬‬ ‫‪13‬‬ ‫‪_4‬‬ ‫‪_3‬‬
‫‪u 15‬‬ ‫‪3‬‬ ‫‪5‬‬
‫‪(20‬‬ ‫‪s 4 s 4  s 4 (19‬‬ ‫‪g g 7  g 7 (18‬‬
‫‪_1‬‬
‫_‬ ‫_‬
‫‪_yy‬‬
‫‪_3‬‬
‫‪_1 q 5‬‬ ‫‪2‬‬

‫‪q 5 __2 (23‬‬ ‫‪b‬‬ ‫_‪-‬‬ ‫‪_1‬‬

‫‪5‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪b‬‬ ‫‪5‬‬ ‫‪(22‬‬ ‫‪y - 2 (21‬‬
‫‪q5‬‬ ‫‪b‬‬

‫_‬
‫‪a√3b‬‬
‫‬ ‫_‬
‫‪a‬‬
‫‪(26‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪3 √6 √6 Š 3√6 (25‬‬ ‫‪2 √2‬‬
‫‪10‬‬
‫‪√85 (24‬‬
‫‪3b‬‬ ‫‪√3‬‬
‫‪b‬‬

‫_ = ‪ C‬ﻹﻳﺠﺎﺩ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ C‬ﺑﺎﻷﻣﺒﻴﺮ‬

‫‪_1‬‬
‫ﺍﻟﻤﺎﺭ ﻓﻲ ﺟﻬﺎﺯ ﻣﺎ؛ ﺣﻴﺚ ‪ P‬ﻗﺪﺭﺗﻪ ﺑﺎﻟﻮﺍﻁ‪،‬‬
‫ﹼ‬
‫‪P 2‬‬
‫)‪R‬‬ ‫(‬
‫‪  (27‬ﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‬
‫ﺍﻟﻤﺎﺭ ﻓﻲ ﺍﻟﺠﻬﺎﺯ ﺇﺫﺍ ﻛﺎﻧﺖ ﻗﺪﺭﺗﻪ ‪ ،500 W‬ﻭﻣﻘﺎﻭﻣﺘﻪ ‪ ،10 Ω‬ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ‬
‫ﹼ‬ ‫ﺍﻟﺘﻴﺎﺭ‬ ‫‪ R‬ﻣﻘﺎﻭﻣﺘﻪ ﺑﺎﻷﻭﻡ‪ .‬ﺃﻭﺟﺪ ﺷﺪﺓ‬
‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ 7.1 .‬ﺃﻣﺒﻴﺮ‬

‫‪_1‬‬
‫‪  (28‬ﻳﺴﺘﻌﻤﻞ ﻣﺪﻳﺮ ﺍﻹﻧﺘﺎﺝ ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺼﺎﻧﻊ ﺍﻟﺼﻴﻐﺔ ‪ C = 88n 3 + 330‬ﻟﺘﻘﺪﻳﺮ ﺍﻟﺘﻜﻠﻔﺔ ‪ C‬ﺑﺎﻟﺪﺭﺍﻫﻢ ﻹﻧﺘﺎﺝ‬
‫ﺩﺭﻫﻤﺎ ﺗﻘﺮﻳ ﹼﹰﺒﺎ‪.‬‬
‫ﹰ‬ ‫‪ n‬ﻗﻄﻌﺔ ﻣﻦ ﺍﻟﻤﻨﺘﺞ‪ .‬ﻓﻤﺎ ﺗﻜﻠﻔﺔ ﺇﻧﺘﺎﺝ ‪ 150‬ﻗﻄﻌﺔ ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﻫﻢ؟ ‪798‬‬

‫‪16‬‬

‫‪ 2 ‬‬ ‫‪103A‬‬

 








































103B  2 

 

Solving Radical Equations and Inequalities
 2 -6

‫ﻋﻨﺪﻣﺎ ﺗﻘﻔﺰ ﺇﻟﻰ ﺍﻷﻋﻠﻰ ﻓﺈﻧﻚ ﺗﺮﺗﻔﻊ ﻋﻦ ﺍﻷﺭﺽ ﻭﺗﺒﻘﻰ ﺯﻣﻨﹰﺎ ﻣﻌﻴﻨﹰﺎ ﻓﻲ ﺍﻟﻬﻮﺍﺀ‬

 1
‫ ﺑﺎﻟﺜﻮﺍﻧﻲ ﺇﺫﺍ ﻋﻠﻤﺖ‬t ‫ ﻭﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﺯﻣﻦ ﺍﻟﺘﺤﻠﻴﻖ‬.‫ﹸﻳﺴﻤﻰ ﺯﻣﻦ ﺍﻟﺘﺤﻠﻴﻖ‬  
.t = 0.5 √h ‫ ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‬،‫ ﺑﺎﻷﻗﺪﺍﻡ‬h ‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻔﺰﺓ‬

‫ ﻓﻜﻴﻒ ﻳﻤﻜﻨﻚ‬،‫ ﺛﺎﻧﻴﺔ ﺗﻘﺮﻳ ﹰﺒﺎ‬0.98 ‫ﺇﺫﺍ ﻋﹸﻠﻢ ﺃﻥ ﺯﻣﻦ ﺗﺤﻠﻴﻖ ﺃﺣﺪ ﻻﻋﺒﻲ ﻛﺮﺓ ﺍﻟﺴﻠﺔ‬
‫ﺣﺴﺎﺏ ﺍﺭﺗﻔﺎﻉ ﻗﻔﺰﺗﻪ؟‬   2-6 
 
‫ ﺗﺤﺘﻮﻱ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺠﺬﺭﻳﺔ ﻋﻠﻰ ﻋﺒﺎﺭﺍﺕ‬   .‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻛﺜﻴﺮﺍﺕ ﺣﺪﻭﺩ‬
‫ ﻭﻳﻤﻜﻨﻚ ﺣﻠﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺭﻓﻊ ﻃﺮﻓﻲ‬.‫ﺟﺬﺭﻳﺔ ﻳﻜﻮﻥ ﺍﻟﻤﺘﻐﻴﺮ ﻓﻴﻬﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ‬  
2-6 
.‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﻷﺱ ﻣﻌﻴﻦ‬
.‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺗﺤﺘﻮﻱ‬
  
.‫ﺟﺬﻭﺭﺍ‬
‫ﹰ‬ ‫ﺣﻞ ﻣﺘﺒﺎﻳﻨﺎﺕ ﺗﺤﺘﻮﻱ‬
radical equation
  1   2-6 
  2  extraneous solution ‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﻘﻄﻊ ﺍﻟﻤﺨﺮﻭﻃﻲ ﻣﻦ ﻣﻌﺎﺩﻟﺔ‬
 3 
 
radical inequality
.‫ﻣﻌﻄﺎﺓ‬
‫ﹰ‬
.‫ﺩﺧﻴﻼ‬ ‫ ﻭ ﹸﻳﺴﻤﻰ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﺤﻞ ﹼﹰ‬.‫ ﻗﺪ ﻻ ﻳﺤﻘﻖ ﺍﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ‬،‫ﻋﻨﺪ ﺣﻞ ﺑﻌﺾ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﺣﻼ‬

 1   2

‫ﹼ‬
:‫ﺣﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
√x
+2+4=7 (
(a 
 √x
+2+4=7 ."‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
4 √x
+2=3 
( √x
+ 2 )2 = 32

‫• ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺬﻱ ﻳﻈﻬﺮ ﺗﺤﺖ ﺭﻣﺰ ﺍﻟﺠﺬﺭ ﻓﻲ‬
 x+2=9
‫ ؟ ﻭﻣﺎﺫﺍ ﻳﻤﺜﻞ؟‬t = 0.5 √h ‫ﺍﻟﺼﻴﻐﺔ‬
2 x=7
.‫ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻔﺰﺓ ﺑﺎﻷﻗﺪﺍﻡ‬، h
 √x
+2+4=7 
7x √7 ?
+2+4 = 7
‫؟ ﺻﻒ‬h = 4 ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬t ‫• ﻣﺎ ﻗﻴﻤﺔ‬

  7=7 ، t = 1 ‫ ﻓﺈﻥ‬،h = 4 ‫ ﺇﺫﺍ ﻛﺎﻧﺖ‬.‫ﻧﺘﺎﺋﺠﻚ‬
√x
- 12 = 2 - √x (
(b ‫ ﻳﺴﺎﻭﻱ ﺛﺎﻧﻴﺔ‬4ft ‫ﺯﻣﻦ ﺗﺤﻠﻴﻖ ﻗﻔﺰﺓ ﺍﺭﺗﻔﺎﻋﻬﺎ‬
 √x
- 12 = 2 - √x .‫ﻭﺍﺣﺪﺓ‬
 ( √x
- 12 ) 2 = (2 - √x )2
،‫• ﺍﻋﺘﻤﺎ ﹰﺩﺍ ﻋﻠﻰ ﺇﺟﺎﺑﺘﻚ ﻋﻦ ﺍﻟﺴﺆﺍﻝ ﺍﻟﺴﺎﺑﻖ‬
‫ ﻓﻲ ﺍﻟﻌﺪﺩ‬h ‫ ﺇﺫﺍ ﺿﺮﺑﺖ‬t ‫ﻛﻴﻒ ﺳﺘﺘﺄﺛﺮ‬
 x - 12 = 4 - 4 √x + x
x+4 4 √x
-16 = -4
-4 4 = √x
‫ ﻣﺮﺓ ﻭﺍﺣﺪﺓ‬t ‫؟ ﺗﺘﻀﺎﻋﻒ‬4
  16 = x

 2 104

 2 104

 ‫‪√x‬‬
‫‪- 12 = 2 - √x‬‬ ‫‪‬‬ ‫‪‬‬
‫‬
‫‪√16‬‬ ‫?‬ ‫‪  ‬‬
‫= ‪- 12‬‬ ‫‬
‫‪2 - √16‬‬
‫?‬
‫‪  ‬‬
‫= ‪√4‬‬ ‫‪2-4‬‬ ‫‪   ‬‬
‫‪   ‬‬
‫‪2 ≠ -2‬‬ ‫‪  ‬‬
‫‪ ‬‬ ‫ﹰ‬
‫ﺩﺧﻴﻼ‪ .‬ﻭﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ ﻟﻠﻤﻌﺎﺩﻟﺔ‬ ‫ﻳﻜﻮﻥ ﺣﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫‪    ‬‬
‫‪  ‬‬
‫‪ 1 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎﺩﻟﺘﻴﻦ ﺟﺬﺭﻳﺘﻴﻦ‪،‬‬ ‫‪ ، y = √x‬ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = 2 - √x‬ﻻ ﻳﺘﻘﺎﻃﻌﺎﻥ‪ ،‬ﻭﻫﺬﺍ ﻳﺆﻛﺪ ﺃﻧﻪ‬ ‫‪- 12‬‬
‫ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ‪.‬‬
‫ﺇﺣﺪﺍﻫﻤﺎ ﻟﻬﺎ ﺣﻞ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻟﻬﺎ ﺣﻞ ﺩﺧﻴﻞ‪.‬‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺟﺬﺭ ﺗﻜﻌﻴﺒﻲ‪.‬‬ ‫‪‬‬ ‫✓‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺃﺳﺌﻠﺔ ﺍﺧﺘﺒﺎﺭ‬
‫‪ √x‬ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ‬ ‫‪ (1B‬‬
‫‪+ 15 = 5 + √x‬‬ ‫‪38 5 = √x‬‬
‫‪- 2 - 1 (1A‬‬
‫ﺗﺘﻀﻤﻦ ﻣﻌﺎﺩﻻﺕ ﺟﺬﺭﻳﺔ‪.‬‬
‫ﻟﻸﺱ ‪ ،2‬ﻭﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ ﺍﺭﻓﻊ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﹼ‬ ‫ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﺍﺭﻓﻊ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‬
‫✓ ‪‬‬ ‫ﻟﻸﺱ ‪.3‬‬
‫ﹼ‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪_31‬‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.2(6x - 3) - 4 = 0 :‬‬
‫ﺍﻟﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻷﺱ ‪) _1‬ﺍﻟﺠﺬﺭ ﺍﻟﺘﻜﻌﻴﺒﻲ( ﻳﺠﺐ ﹰ‬
‫ﺃﻭﻻ ﺟﻌﻞ ﺍﻟﻤﻘﺪﺍﺭ ﺍﻟﻤﺮﻓﻮﻉ ﻟﻸﺱ ‪ _1‬ﻓﻲ ﻃﺮﻑ ﻟﻮﺣﺪﻩ‪ ،‬ﺛﻢ ﺭﻓﻊ‬
‫‪3‬‬ ‫‪3‬‬
‫‪‬‬ ‫ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻸﺱ ‪.3‬‬
‫‪_1‬‬
‫‪‬‬ ‫‪2(6x - 3) 3 - 4 = 0‬‬
‫ﹸﺣ ﱠﻞ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪1‬‬ ‫‪4‬‬
‫‪_1‬‬
‫‪2(6x - 3) 3 = 4‬‬
‫‪_1‬‬
‫‪38‬‬ ‫‪- 2 - 1 = 5 (a‬‬
‫‪√y‬‬ ‫‪2‬‬ ‫‪(6x - 3) 3 = 2‬‬
‫‪√x‬‬
‫‪- 12 = 2 -‬‬ ‫‪√x‬‬ ‫‪(b‬‬ ‫‪‬‬ ‫‪_1 3‬‬
‫‬ ‫‪‬‬ ‫‪ (6x - 3) 3  = 23‬‬
‫ﻻ ﻳﻮﺟﺪ ﺣﻞ‪.‬‬ ‫‪‬‬ ‫‪6x - 3 = 8‬‬
‫ﹸﺣ ﱠﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪– 42 (3y+1)3 +5 = 0‬‬
‫‪_1‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪6x = 11‬‬
‫_= ‪x‬‬
‫‪11‬‬
‫‪6‬‬
‫‪6‬‬
‫‪_1‬‬
‫‪‬‬
‫‪‬‬ ‫_‬
‫‪‬‬ ‫‪2(6x - 3) 3 - 4 = 0‬‬
‫‪_1‬‬
‫= ‪2 6 · _ - 3) 3 - 4‬‬
‫(‬
‫‪11‬‬ ‫‪11‬‬ ‫?‬
‫‪6‬‬
‫‪x‬‬ ‫‪0‬‬
‫ﺩﺍﺋﻤﺎ‬
‫‪ ‬ﻣﻦ ﺍﻟﻀﺮﻭﺭﻱ ﹰ‬
‫‪6‬‬
‫‪_1‬‬
‫?‬
‫ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻭ‬ ‫‪‬‬
‫‪‬‬ ‫= ‪2(8) 3 - 4‬‬
‫?‬
‫‪0‬‬
‫‪28‬‬ ‫= ‪2(2) - 4‬‬ ‫‪0‬‬
‫ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺘﻌﻮﻳﺾ ﺍﻟﺤﻞ ﻓﻲ‬ ‫‪‬‬ ‫‬ ‫‪0=0‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻭ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻭﺗﺰﺩﺍﺩ‬
‫ﺍﻷﻫﻤﻴﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻃﺮﻓﺎ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫‪‬‬ ‫✓‬
‫ﻣﺮﻓﻮﻋﻴﻦ ﻟﻘﻮﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﺍﻟﺤﻞ‬ ‫‪_7‬‬ ‫‪_1‬‬ ‫‪_1‬‬
‫‪3(5y - 1) 3 - 2 = 0 (2B‬‬ ‫‪-1 (3n + 2) 3 + 1 = 0 (2A‬‬
‫ﺗﻘﺮﻳﺒ ﹼﹰﻴﺎ ﻓﺈﻥ ﻣﻦ ﺍﻟﺼﻌﺐ ﺃﺣﻴﺎﻧﹰﺎ ﺗﺤﺪﻳﺪ‬ ‫‪27‬‬

‫ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﻡ ﺗﺴﺎﻭﻱ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

‫ﻧﺎﺗﺠﺎ ﻋﻦ ﺍﻟﺘﻘﺮﻳﺐ ﺃﻡ ﻋﻦ ﺍﻟﺤﻞ ﻏﻴﺮ‬ ‫ﹰ‬ ‫‪105‬‬ ‫‪ 2-6‬‬
‫ﺍﻟﺼﺤﻴﺢ‪ .‬ﻭﻳﺘﻌ ﱠﻴﻦ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺘﺤﻘﻖ‬
‫ﻣﻦ ﺻﺤﺔ ﺍﻟﺤﻠﻮﻝ ﻏﻴﺮ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﻛﻠﻤﺎ ﻛﺎﻥ‬
‫ﺫﻟﻚ ﻣﻤﻜﻨﹰﺎ‪.‬‬

‫‪‬‬
‫‪ ‬ﻧﺎﻗﺶ ﺍﻟﻄﻼﺏ ﻓﻲ‬
‫ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ ﺃﻥ ﻳﻨﺠﻢ ﻋﻨﻬﺎ‬
‫ﺣﻠﻮﻝ ﺩﺧﻴﻠﺔ ﻋﻨﺪ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺗﺤﺘﻮﻱ‬
‫ﺟﺬﺭﺍ‪ .‬ﻭﺫﻛﱢﺮﻫﻢ ﺑﺄﻥ ﺭﻣﺰ ﺍﻟﺠﺬﺭ‬
‫ﹰ‬
‫ﺍﻟﺘﺮﺑﻴﻌﻲ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻳﻌﻨﻲ ﺍﻟﺠﺬﺭ‬
‫ﺍﻟﺮﺋﻴﺲ‪.‬‬

‫‪105‬‬ ‫‪‬‬ ‫‪2-6 ‬‬

‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻃﺮﺍﺋﻖ ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺍﻟﺠﺬﻭﺭ ﺍﻟﺘﺮﺑﻴﻌﻴﺔ ﻭﺍﻟﺘﻜﻌﻴﺒﻴﺔ ﻓﻲ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺠﺬﺭﻳﺔ ﺃ ﹼﹰﻳﺎ ﻛﺎﻥ ﺩﻟﻴﻞ‬
.n ‫ ﻭﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﻷﻱ ﻋﺒﺎﺭﺓ ﺍﺭﻓﻌﻪ ﻟﻸﺱ‬.‫ﺟﺬﺭﻫﺎ‬

3

 
‫؟‬3( √ ‫ﻣﺎ ﱡ‬
2n + 6 ) - 6 = 0 ‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬

4
    
  
11 D 5 C 1 B -1 A
  
n   
    
 3( √2
4
n+6)-6=0       3
6 3( √2
4
n+6)=6
  ‫ﻣﺎ ﱡ‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬
3
4
√ 2
n+6=2 C ‫؟‬7( √
6
m + 4 ) - 4 = 10
5
4 ( √4 2
n + 6 )4 = 24 12 C –22 A
  2n + 6 = 16
14 D  0 B 
6 2n = 10

2 n=5
.C ‫ﺇﺫﻥ ﺍﻟﺠﻮﺍﺏ ﻫﻮ‬
 ✓  
B 4 (3x +
‫ ﻳﺒ ﱢﻴﻦ ﻃﺮﻳﻘﺔ ﹶﺣ ﱢﻞ ﻣﺘﺒﺎﻳﻨﺔ ﺟﺬﺭﻳﺔ‬4 
6) 4 - 12 = 0 (3
x = 37 D x = 29 C x = 25 B x=7 A
.‫ﻭﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺣﻠﻬﺎ‬
‫ ﻭﻳﻜﻮﻥ ﺍﻟﻤﺘﻐﻴﺮ ﻓﻴﻬﺎ ﺗﺤﺖ‬،‫ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭﻳﺔ ﻫﻲ ﻣﺘﺒﺎﻳﻨﺔ ﺗﺤﻮﻱ ﻋﺒﺎﺭﺍﺕ ﺟﺬﺭﻳﺔ‬
‫ﹼ‬
:‫ ﺍﺗﺒﻊ ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‬،‫ﻭﻟﺤﻞ ﻣﺘﺒﺎﻳﻨﺔ ﺟﺬﺭﻳﺔ‬ .‫ﺍﻟﺠﺬﺭ‬

  
√3
x-6+4≤7 ‫ﹸﺣ ﱠﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬ 4
    1 
 2  2≤ x ≤ 5

 3 
 
   
4      
    
x - 10 ≤ 8 :‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬
3 + √5
‫ ﻓﺤﻞ ﹰ‬،‫ﺻﻔﺮﺍ‬
‫ﺃﻭﻻ‬
  

‫ ﺑﻤﺎ ﺃﻥ ﻣﺎ ﺗﺤﺖ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ﹰ‬1  c  √ax +b≤c
.‫ﻣﻌﺮ ﹰﻓﺎ‬
‫ﹼ‬ ‫ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬ ‫ ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ﻣﻦ‬x ‫ ﻟﺘﻌﻴﻦ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ‬5x - 10 ≥ 0     
     ‫ﺃﻛﱠﺪ ﻋﻠﻰ‬ 
  5x - 10 ≥ 0   √ax
‫ﺍﻟﻄﻼﺏ ﺃﻥ ﻋﻤﻠﻴﺔ ﺗﺮﺑﻴﻊ ﻃﺮﻓﻲ‬
+b>c
10 5x ≥ 10    
5 x≥2    ‫ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺗﻜﻮﻥ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺇﺫﺍ ﻛﺎﻥ‬

x - 10 ≤ 8 :‫ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬2 
3 + √5     .‫ﻃﺮﻓﺎ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻣﺨﺘﻠﻔﻴﻦ ﻓﻲ ﺍﻹﺷﺎﺭﺓ‬
 3 + √5
x - 10 ≤ 8    
3 √5
x - 10 ≤ 5     
  ≤ 
 5x - 10 ≤ 25 
10 5x ≤ 35 
5 x≤7 
 2 106

M D E 
،‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ؛ ﻟﻠﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﺟﺬﺭﻳﺔ‬ 
‫ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺍﻹﺟﺮﺍﺀﺍﺕ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ‬.‫ﻭﺣﻞ ﺃﻧﻮﺍﻉ ﺃﺧﺮ￯ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ‬
.‫ ﺃﻭ ﺗﻘﺪﻳﻢ ﻋﺮﺽ ﻣﺨﺘﺼﺮ ﻳﺒﻴﻦ ﺫﻟﻚ‬،‫ﻓﻲ ﻋﻤﻠﻴﺔ ﺍﻟﺤﻞ‬

 2 106

 ‫‪ 3 ‬ﻳﺘﱠﻀﺢ ﻣﻦ ﺍﻟﺨﻄﻮﺗﻴﻦ ﺍﻟﺴﺎﺑﻘﺘﻴﻦ ﺃﻥ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻫﻮ ‪ .2 ≤ x ≤ 7‬ﻭﻳﻤﻜﻨﻚ ﺍﺧﺘﺒﺎﺭ ﺑﻌﺾ ﻗﻴﻢ ‪x‬‬
‫ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺍﻟﺤﻞ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺛﻼﺙ ﻗﻴﻢ؛ ﺇﺣﺪﺍﻫﺎ ﺃﻗﻞ ﻣﻦ ‪ ،2‬ﻭﺍﻷﺧﺮ￯ ﺗﻘﻊ ﺑﻴﻦ ‪ 2‬ﻭ ‪ ،7‬ﻭﺍﻟﺜﺎﻟﺜﺔ ﺃﻛﺒﺮ‬
‫ﻣﻦ ‪ .7‬ﺛﻢ ﻧﻈﻢ ﺍﻟﻨﺘﺎﺋﺞ ﻓﻲ ﺟﺪﻭﻝ‪:‬‬
‫‪x  = 0‬‬ ‫‪x=4‬‬ ‫‪x=9‬‬

‫‪‬‬ ‫)‪3 + √5(0‬‬

‫‬
‫‪ 3 + √-‬‬
‫‪- 10  8‬‬
‫‬ ‫‪10 ≤ 8‬‬
‫)‪3 + √5(4‬‬‫‬
‫‪ 6.16 ≤ 8‬‬
‫‪- 10  8‬‬ ‫)‪3 + √5(9‬‬‫‬
‫‪ 8.92 ≤ 8‬‬
‫‪- 10  8‬‬

‫‪ √-‬‬
‫‬ ‫‪10‬‬ ‫‪6.16 ≤ 8‬‬ ‫‪8.92 ¡ 8‬‬
‫‪ ‬ﺃﻛﱢﺪ ﻋﻠﻰ ﺃﻫﻤﻴﺔ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﺧﺘﻴﺎﺭ ﻗﻴﻢ ﺍﺧﺘﺒﺎﺭ؛ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﺍﻟﺤﻞ‬ ‫ﺗﻢ ﺍﻟﺘﺤﻘﻖ ﻣﻦ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪ .‬ﻭﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺗﻘﻊ ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ 2 ≤ x ≤ 7‬ﻓﻘﻂ ﻫﻲ ﺍﻟﺘﻲ ﺗﺤﻘﻖ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪.‬‬
‫ﺿﻤﻦ ﺣﺪﻭﺩ ﻣﻨﺎﺳﺒﺔ‪.‬‬
‫‪‬‬ ‫✓‬
‫‪ 3‬‬ ‫‪1 ≤ x < 10 √4x‬‬
‫‬‫‪- 4 - 2 < 4 (4B‬‬ ‫‪x ≥ 7 √2x‬‬
‫‬‫‪+ 2 + 1 ≥ 5 (4A‬‬

‫✓ ‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 –4 0‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪1, 2 ‬‬ ‫ﹸﺣ ﹼﻞ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬ ‫√ ‪23‬‬ ‫‪2 (2‬‬
‫‪x + 13 - 8 = -2‬‬ ‫‪20 √x‬‬
‫‪- 4 + 6 = 10 (1‬‬

‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬ ‫√ ‪29‬‬

‫‪3‬‬
‫‪x - 2 = 3 (4‬‬ ‫‪13 8 - √x‬‬‫‪+ 12 = 3 (3‬‬
‫‪_1‬‬ ‫‪_1‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪2 (4y) 3 + 3 = 5 (6‬‬ ‫‪13 (x - 5) - 4 = -2 (5‬‬
‫‪3‬‬

‫‪_1‬‬
‫‪ 2 + 4z 2 = 0 (8‬ﻻ ﻳﻮﺟﺪ ﺣﻞ‬ ‫‪49 √y - 7 = 0 (7‬‬
‫‪‬‬ ‫√ ‪9‬‬
‫√ = ‪2t - 7‬‬
‫‪t + 2 (10‬‬
‫‪_27‬‬ ‫√ ‪5 +‬‬
‫‪4y - 5 = 12 (9‬‬
‫‪2‬‬
‫‪ ‬ﺗﺄﻛﱠﺪ ﺃﻥ ﺍﻟﻄﻼﺏ‬ ‫‪3 √x‬‬
‫‪+ 6 = 5 - √x‬‬
‫‬‫‪+ 1 (12‬‬ ‫‪8 6 + √3x‬‬
‫‬‫‪+ 1 = 11 (11‬‬

‫ﻳﻌﺮﻓﻮﻥ ﺍﻟﻘﻴﻮﺩ ﻋﻠﻰ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻲ‬ ‫√ ‪23 2 +‬‬

‫‪3y - 5 = 10 (14‬‬ ‫‪ √x‬ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ‬ ‫‪ (13‬‬
‫‪- 15 = 3 - √x‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺍﻟﺤﻠﻮﻝ‬

‫_‬
‫‪25‬‬ ‫√‬
‫‪b - 6 + √b = 3 (16‬‬ ‫‪_5‬‬ ‫‬
‫‪√7a‬‬ ‫‪- 2 = √a‬‬
‫‪+ 3 (15‬‬
‫‪4‬‬ ‫‪6‬‬
‫ﺃﻋﺪﺍ ﹰﺩﺍ ﺣﻘﻴﻘﻴﺔ‪.‬‬ ‫_‬
‫ ‪ ،T = 2π‬ﺣﻴﺚ ‪ T‬ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ﺑﺎﻟﺜﻮﺍﻧﻲ‪L ،‬‬
‫‪L‬‬
‫‪  (17‬ﻳﻌﻄﻰ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ﺑﺎﻟﺼﻴﻐﺔ √‬
‫‪g‬‬
‫ﺛﺎﻧﻴﺔ ﻣﺮﺑﻌﺔ‪.‬ﹴ‬
‫ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ﺑﺎﻷﻗﺪﺍﻡ‪ g ،‬ﺗﺴﺎﺭﻉ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺤﺮ‪ ،‬ﻭﺍﻟﺬﻱ ﻳﺴﺎﻭﻱ ‪ 32‬ﻗﺪﻣﺎ ﻟﻜﻞ ﹴ‬
‫ﹰ‬

‫‪ 20 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ (a‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﺒﻨﺪﻭﻝ ﺿﺨﻢ ﻃﻮﻟﻪ ‪ 73 ft‬؟ ‪ 9.49 S‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﹰ‬
‫ﺑﻨﺪﻭﻻ ﻳﺴﺘﻐﺮﻕ ‪ 5 s‬ﻹﺗﻤﺎﻡ ﺩﻭﺭﺗﻪ‪ .‬ﻛﻢ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ؟‬ ‫‪ (b‬ﻳﺮﻳﺪ ﺻﺎﻧﻊ ﺳﺎﻋﺎﺕ ﺃﻥ ﻳﺼﻨﻊ‬

‫‪ t = _14 √d‬ﺍﻟﺰﻣﻦ ‪ t‬ﺑﺎﻟﺜﻮﺍﻧﻲ ﺍﻟﻼﺯﻡ ﻟﻮﺻﻮﻝ ﺟﺴﻢ ﺇﻟﻰ ﺍﻻﺭﺗﻔﺎﻉ ‪ h‬ﻋﻦ‬
‫‪  (18‬ﺗﺼﻒ ﺍﻟﺼﻴﻐﺔ‪- h :‬‬
‫ﺳﻄﺢ ﺍﻷﺭﺽ ﻋﻨﺪ ﺳﻘﻮﻃﻪ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﻗﺪﺭﻩ ‪ d‬ﻣﺘﺮ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﺇﺫﺍ ﺳﻘﻄﺖ ﻣﻔﺎﺗﻴﺢ ﺑﺪﺭ ﻣﻦ ﺍﺭﺗﻔﺎﻉ‬
‫‪ 65 m‬ﻣﻦ ﺃﻋﻠﻰ ﺍﻟﻌﺠﻠﺔ ﺍﻟﺪﻭﺍﺭﺓ ﻓﻲ ﻣﺪﻳﻨﺔ ﺍﻷﻟﻌﺎﺏ‪ ،‬ﻓﻤﺎ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﻔﺎﺗﻴﺢ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﺎﻷﻣﺘﺎﺭ ﺑﻌﺪ‬
‫ﻣﺮﻭﺭ ﺛﺎﻧﻴﺘﻴﻦ؟ ‪1 m‬‬

‫‪107‬‬ ‫‪ 2-6‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪5 1 – 5 4 4 8 2 1 – 4 2‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪5 1 – 5 4 4 6 , 4 7  2 3 – 4 3‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪41–54‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪107‬‬ ‫‪‬‬ ‫‪2-6 ‬‬

 ‫ﺣﻞ ﱠ‬
‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬
‫_‬
‫‪40‬‬
‫‪_1‬‬
‫‪(6q + 1) 4 + 2 = 5 (20‬‬
‫‪_7‬‬ ‫‪_1‬‬
‫‪(5n - 6) 3 + 3 = 4 (19‬‬
‫‪3‬‬ ‫‪5‬‬
‫‪_1‬‬ ‫‪_1‬‬
‫‪3 3(x + 5) 3 - 6 = 0 (22‬‬ ‫‪61 (4z - 1) 5 - 1 = 2 (21‬‬
‫‪_1‬‬
‫‪24.5 _17 (14a) 3 = 1 (24‬‬
‫‪ ‬‬
‫‪18 √4n‬‬
‫‪3‬‬
‫‬
‫‪- 8 - 4 = 0 (23‬‬
‫‪_1‬‬
‫‪ ‬ﹼ‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ (2y + 6) 4 - 2 = 0‬ﻫﻮ‪B 3  :‬‬ ‫‪ (25‬‬
‫‪y = 15 D‬‬ ‫‪y = 11 C‬‬ ‫‪y=5 B‬‬ ‫‪y=1 A‬‬ ‫ﻭﺟﻪ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻋﺪﻡ ﺿﺮﺏ ‪_1‬‬ ‫‪  ‬ﱢ‬
‫‪7‬‬
‫√ ﻫﻮ‪D :‬‬
‫‪4‬‬
‫‬
‫‪y‬‬ ‫‪ ‬ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪+ 2 + 9 = 14 :‬‬ ‫‪ (26‬‬ ‫ﺑـ ‪ 14‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،3 3‬ﻭﺍﺳﺄﻟﻬﻢ ﻋﻦ ﺳﺒﺐ‬
‫‪623 D‬‬ ‫‪123 C‬‬ ‫‪53 B‬‬ ‫‪23 A‬‬ ‫ﺫﻟﻚ‪ ،‬ﺛﻢ ﺫﻛﹼﺮﻫﻢ ﺑﺄﻥ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ﻳﺴﺘﻠﺰﻡ‬
‫ﺣﻞ ﱠ‬
‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪4 :‬‬ ‫ﹼ‬ ‫ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ ﺍﻷﺳﺲ ﻗﺒﻞ ﺇﺟﺮﺍﺀ ﻋﻤﻠﻴﺎﺕ‬
‫√ ‪7 ≤ b ≤ 43‬‬
‫‪b - 7 + 6 ≤ 12 (28‬‬ ‫_‬ ‫_‬
‫√ ‪- 4 ≤ x ≤ 77‬‬
‫‪3x + 4 - 5 ≤ 4 (27‬‬
‫ﺍﻟﻀﺮﺏ‪.‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪-1 ≤ a ≤ 2 √3a‬‬
‫‬‫‪+ 3 - 1 ≤ 2 (30‬‬ ‫‪1 ≤ y ≤ 5 2 + √4y‬‬
‫‬‫‪- 4 ≤ 6 (29‬‬ ‫‪ (37‬ﻻ ﻳﻮﺟﺪ ﺣﻞ ﺣﻘﻴﻘﻲ‬

‫‪-2 ≤ x ≤ 1 √3x‬‬
‫‬‫‪+ 6 + 2 ≤ 5 (32‬‬ ‫‪x > 1 1 + √7x‬‬
‫‬‫‪- 3 > 3 (31‬‬
‫_‬
‫‪- 5 ≤ y ≤ 2 (38‬‬
‫‪2‬‬
‫‪z ≤ -23 (39‬‬
‫‪‬‬
‫_(‬
‫‪y > 4 6 - √2y‬‬
‫‬‫‪+ 1 < 3 (34‬‬ ‫‪x ≤ -11 -2 + √9‬‬
‫‪- 5x ≥ 6 (33‬‬ ‫‪3‬‬
‫‪L‬‬
‫) ‪0.46‬‬
‫=‪M‬‬ ‫‪(42‬‬
‫‪x ≥ 2110 - √2x‬‬
‫‬‫‪+ 7 ≤ 3 (36‬‬ ‫‪x ≥ 43 √2x‬‬
‫‬‫‪+ 14 - 6 ≥ 4 (35‬‬ ‫‪ (43‬ﺇﺫﺍ ﺃﻣﻜﻦ ﺍﻟﺮﺑﻂ ﺑﻴﻦ ﺍﺭﺗﻔﺎﻉ ﻗﻔﺰﺓ‬
‫‪√2y‬‬
‫‬‫‪+ 5 + 3 ≤ 6 (38‬‬ ‫‪6+‬‬ ‫‪√3y‬‬
‫‬‫‪+ 4 < 6 (37‬‬ ‫ﺍﻟﺸﺨﺺ ﻭﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﻳﻤﻀﻴﻪ ﻓﻲ‬
‫‪a > 8 -3 + √6a‬‬
‫‬‫‪+ 1 > 4 (40‬‬ ‫√ ‪-2 +‬‬
‫‪8 - 4z ≥ 8 (39‬‬ ‫ﺍﻟﻬﻮﺍﺀ ﺑﻤﻌﺎﺩﻟﺔ ﺟﺬﺭﻳﺔ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ‬
‫_ ‪ T = 2π‬ﺗﹸﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺍﻟﺪﻭﺭﻱ ﻟﻠﺒﻨﺪﻭﻝ ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﺣﻴﺚ ‪ L‬ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ﺑﺎﻷﻗﺪﺍﻡ‪.‬‬
‫ﺇﻳﺠﺎﺩ ﺫﻟﻚ ﺍﻟﺰﻣﻦ ﻣﻦ ﺧﻼﻝ ﺣﻞ ﺗﻠﻚ‬
‫‬‫‪L‬‬
‫√‬‫‪  (41‬ﺍﻟﺼﻴﻐﺔ‬
‫‪32‬‬
‫ﺍﺣﺴﺐ ﻃﻮﻝ ﺍﻟﺒﻨﺪﻭﻝ ﺍﻟﺬﻱ ﻳﺴﺘﻐﺮﻕ ‪ 1.5‬ﺛﺎﻧﻴﺔ ﻹﺗﻤﺎﻡ ﺩﻭﺭﺗﻪ‪ 1.82 ft .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ؛ ‪ 3.84 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫√ ‪ ،L = 0.46‬ﺣﻴﺚ ‪ L‬ﺍﻟﻄﻮﻝ‬
‫‪3‬‬
‫‪  (42‬ﻳﻤﻜﻦ ﺗﻘﺮﻳﺐ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ ﺳﻤﻜﺔ ﻭﻛﺘﻠﺘﻬﺎ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‪ :‬‬
‫‪M‬‬
‫ﺑﺎﻷﻣﺘﺎﺭ‪ M ،‬ﺍﻟﻜﺘﻠﺔ ﺑﺎﻟﻜﻴﻠﻮﺟﺮﺍﻣﺎﺕ‪ .‬ﹼ‬
‫ﺣﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.M‬‬

‫‪   (43‬ﹸﻋﺪ ﺇﻟﻰ ﺍﻟﻔﻘﺮﺓ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ ،‬ﻭﺻﻒ ﻛﻴﻒ ﻳﺮﺗﺒﻂ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻔﺰﺓ ﺑﺰﻣﻦ ﺍﻟﺘﺤﻠﻴﻖ‪.‬‬
‫‪ (45‬ﻧﻌﻢ‪ ،‬ﺑﻤﺎ ﺃﻥ‬
‫ﺯﻣﻦ ﺗﺤﻠﻴﻘﻬﺎ ‪ 0.98‬ﺛﺎﻧﻴﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻣﻔﺼﻼ ﻟﻜﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﺍﺭﺗﻔﺎﻉ ﹴ‬
‫ﻗﻔﺰﺓ ﹸ‬ ‫ﹰ‬ ‫ﺗﻮﺿﻴﺤﺎ‬
‫ﹰ‬ ‫ﻭﺍﻛﺘﺐ‬
‫‪ ،√x‬ﻓﺈﻥ ﺍﻟﻄﺮﻑ‬
‫‪4‬‬
‫‪+5≥0‬‬
‫_‪-‬‬
‫‪8‬‬
‫ﺍﻷﻳﺴﺮ ﻟﻠﻤﻌﺎﺩﻟﺔ ﻏﻴﺮ ﺳﺎﻟﺐ‪.‬‬
‫‪  (44‬ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ‪ M = 512 - 146230B 5‬؛ ﻟﺘﻘﺪﻳﺮ ﺍﻟﻜﺘﻠﺔ ﺍﻟﻌﻈﻤﻰ ‪ M‬ﺍﻟﺘﻲ ﻳﺴﺘﻄﻴﻊ‬
‫ﺭﺍﻓﻊ ﺃﺛﻘﺎﻝ ﻛﺘﻠﺘﻪ ‪ B‬ﻛﻴﻠﻮﺟﺮﺍﻡ ﺭﻓﻌﻬﺎ‪ .‬ﺍﺳﺘﺨﺪﻡ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﻓﻲ ﺇﻳﺠﺎﺩ ﻛﺘﻠﺔ ﺭﺍﻓﻊ ﺃﺛﻘﺎﻝ ﻳﺴﺘﻄﻴﻊ ﺭﻓﻊ ‪ 470kg‬ﻋﻠﻰ‬ ‫ﻟﺬﺍ ﻓﺈﻧﻪ ﻟﻦ ﻳﺴﺎﻭﻱ ‪.-4‬‬
‫ﺍﻷﻛﺜﺮ؟ ‪ 163 kg‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫ﻓﺎﻟﻤﻌﺎﺩﻟﺔ ﻟﻴﺲ ﻟﻬﺎ ﺣﻞ‬
‫ﺣﻘﻴﻘﻲ‪.‬‬

‫‪‬‬
‫‪_1‬‬
‫‪ ‬ﻗﺎﻟﺖ ﻋﺎﺋﺸﺔ‪ :‬ﺇﻧﻪ ﺑﺈﻣﻜﺎﻧﻬﺎ ﺍﻟﺤﻜﻢ ﺑﻌﺪﻡ ﻭﺟﻮﺩ ﱟ‬
‫ﺣﻞ ﺣﻘﻴﻘﻲ ﻟﻠﻤﻌﺎﺩﻟﺔ ‪ (x + 5) 4 = - 4‬ﺩﻭﻥ ﺣﻠﻬﺎ‪.‬‬ ‫‪‬‬ ‫‪(45‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﻓﻬﻞ ﻣﺎ ﺗﻘﻮﻟﻪ ﺻﺤﻴﺢ؟ ﱢ‬

‫‪ 2 108‬‬

‫‪ 2‬‬ ‫‪108‬‬

 ‫‪ ( 46‬ﺃﻱ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ ﻟﻴﺲ ﻟﻬﺎ ﹲ‬
‫ﺣﻞ؟‬

‫‰‬ ‫‰‬
‫‪+1+3=4‬‬
‫‪x‬‬ ‫‪-1+3=4‬‬
‫‪x‬‬

‫‰‬ ‫‰‬
‫‪x + 2 - 7 = -10‬‬
‫‬ ‫‪x - 2 + 7 = 10‬‬
‫‬
‫‪ 4‬‬
‫‪x + 2 - 7 = -10 ‬‬
‫√‬
‫ﻧﺴﺨﺎ ﻋﺪﺓ ﻟﺨﻤﺲ‬‫‪ ‬ﺍﻋﻤﻞ ﹰ‬ ‫√‬
‫‪(x2)2‬‬
‫ﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ ﺟﺬﺭﻳﺔ ﻣﺨﺘﻠﻔﺔ‪ .‬ﺛﻢ ﺃﻋﻂﹺ‬ ‫ﺩﺍﺋﻤﺎ ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ ﺃﺣﻴﺎﻧﹰﺎ ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ ‪،‬‬
‫= ‪ ، x‬ﺻﺤﻴﺤﺔ ﹰ‬
‫_‬ ‫‪  (47‬ﺣﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫‪-x‬‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻭﺫﻟﻚ ﺇﺫﺍ ﻛﺎﻥ ‪ x‬ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‪ .‬ﱢ‬ ‫‪ (48‬ﺍﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬
‫ﻛﻞ ﻃﺎﻟﺐ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻪ‬
‫‪6; √x‬‬
‫‪-2=2‬‬
‫ﺣ ﱠﻠﻬﺎ ﻭﺗﺴﻠﻴﻤﻚ ﺇﺟﺎﺑﺘﻪ ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻚ ﻏﺮﻓﺔ‬ ‫‪  (48‬ﺍﺧﺘﺮ ﻋﺪ ﹰﺩﺍ ﻛﻠ ﹼﹰﻴﺎ‪ ،‬ﻭﺍﻋﻤﻞ ﺑﺸﻜﻞ ﻋﻜﺴﻲ‪ ،‬ﻟﻜﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺘﻴﻦ ﺟﺬﺭﻳﺘﻴﻦ ﻳﻜﻮﻥ ﺣ ﹼﻠﻬﻤﺎ ﺫﻟﻚ‬
‫‪_1‬‬
‫‪(x + 21) 3 = 3‬‬
‫ﺍﻟﺼﻒ‪.‬‬ ‫ﺍﻟﻌﺪﺩ ﺍﻟﻜﻠﻲ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺇﺣﺪﺍﻫﻤﺎ ﻣﻌﺎﺩﻟﺔ ﺟﺬﺭ ﺗﺮﺑﻴﻌﻲ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﻣﻌﺎﺩﻟﺔ ﺟﺬﺭ ﺗﻜﻌﻴﺒﻲ‪.‬‬

‫‪  (49‬ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻳﻤﻜﻦ ﺣ ﹼﻠﻬﺎ ﺑﺮﻓﻊ ﻛﻼ ﺍﻟﻄﺮﻓﻴﻦ ﻟﻸﺱ ﺍﻟﻤﻌﻄﻰ‪ :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪‬‬
‫‪_7‬‬ ‫‪(c‬‬ ‫‪_5‬‬ ‫‪(b‬‬ ‫‪_3‬‬ ‫‪(a‬‬
‫‪ (47‬ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ ؛ ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻭﺍﺓ‬ ‫‪8‬‬ ‫‪4‬‬ ‫‪2‬‬

‫(√‬
‫)‪x 2‬‬
‫‪2‬‬
‫‪ ‬ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪) .7 3 x - 1 = 49x + 1 :‬ﺇﺭﺷﺎﺩ‪ bx = by :‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪3 .(x = y‬‬ ‫‪  (50‬‬
‫_ ﺻﺤﻴﺤﺔ‬
‫ﺻﺤﻴﺤﺔ‪ ،‬ﻓﺈﻥ‬ ‫‪–x =x‬‬
‫ﻭﺿﺢ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺩﻟﻴﻞ ﺟﺬﺭ ﺍﻟﻤﺘﻐﻴﺮ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ ﻭﺍﻷﺱ ﺍﻟﺬﻱ ﺗﺮﻓﻊ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻪ ﻋﻨﺪ‬
‫‪   (51‬ﱢ‬
‫_ ﺃﻭ‬
‫‪x‬‬‫‪2‬‬

‫‪–x = x‬‬ ‫ﺣ ﹼﻠﻬﺎ‪ .‬ﻫﻤﺎ ﻋﻤﻠﻴﺘﺎﻥ ﻋﻜﺴﻴﺘﺎﻥ ﻛﻞ ﻣﻨﻬﻤﺎ ﻟﻸﺧﺮ￯‪.‬‬

‫)‪ x2 = (x)(–x‬ﺃﻱ‬
‫‪‬‬
‫‪ x2 = –x2‬ﻭﻫﺬﺍ ﻏﻴﺮ ﻣﻤﻜﻦ ﻓﻲ‬
‫‪  (53‬ﻣﺤﻴﻂ ﻣﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ ‪ .56 in‬ﻓﺈﺫﺍ‬ ‫ﺃﻱ ﺍﻟﻤﺠﻤﻮﻋﺎﺕ ﺍﻵﺗﻴﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ؟ ‪B‬‬
‫‪ (52‬ﱡ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ ،‬ﺣﻴﺚ ‪x ≠ 0‬‬
‫ﻛﺎﻥ ﻃﻮﻝ ﺃﺣﺪ ﺍﻟﻀﻠﻌﻴﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﻴﻦ ‪ ، 20 in‬ﻓﻤﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ‬
‫‪{(3, 0), (-2, 5), (2, -1), (2, 9)} A‬‬
‫ﺍﻟﺜﺎﻟﺚ؟ ‪16 in‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪0 = 6 x 3 -5 :‬‬
‫‪_2‬‬
‫‪(49a‬‬ ‫‪{(-3, 5), (-2, 3), (-1, 5), (0, 7)} B‬‬
‫‪ √x‬؟ ‪A‬‬ ‫‪ (54‬ﻣﺎ ﹼ‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪+ 5 + 1 = 4‬‬
‫‪{(2, 5), (2, 4), (2, 3), (2, 2)} C‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪4 = x 5 -9 :‬‬
‫‪_4‬‬
‫‪(49b‬‬ ‫‪20‬‬ ‫‪D‬‬ ‫‪11 C‬‬ ‫‪10‬‬ ‫‪B‬‬ ‫‪4 A‬‬
‫‪{(3, 1), (-3, 2), (3, 3), (-3, 4)} D‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪10 x 7 -2 = -1 :‬‬

‫‪_8‬‬
‫‪(49c‬‬

‫‪109‬‬ ‫‪ 2-6‬‬

‫‪D M‬‬
‫‪‬‬
‫= ‪r‬؛ ﺣﻴﺚ ‪G‬‬ ‫_√‬
‫‬
‫‪GMt‬‬
‫‪ ‬ﻗﺪﱢ ﻡ ﺍﻟﻤﺴﺄﻟﺔ ﺍﻵﺗﻴﺔ ﻟﻠﻄﻼﺏ‪ :‬ﺇﺫﺍ ﻛﺎﻥ ﻧﺼﻒ ﻗﻄﺮ ﻣﺪﺍﺭ ﻗﻤﺮ ﺻﻨﺎﻋﻲ ‪ r‬ﹸﻳﻌ ﱠﺒﺮ ﻋﻨﻪ ﺑﺎﻟﺼﻴﻐﺔ‬
‫‪3‬‬ ‫‪2‬‬

‫‪4π‬‬ ‫‪4‬‬

‫ﺛﺎﺑﺖ ﺍﻟﺠﺬﺏ ﺍﻟﻜﻮﻧﻲ ‪ M ،‬ﻛﺘﻠﺔ ﺍﻟﺠﺴﻢ ﺍﻟﻤﺮﻛﺰﻱ‪ t ،‬ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻹﻛﻤﺎﻝ ﺍﻟﻘﻤﺮ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ ﻓﻲ ﻣﺪﺍﺭﻩ‪،‬‬
‫_√ ‪t = 2π2r‬‬
‫‬ ‫‪r‬‬
‫ﻓﺤ ﱠﻞ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.t‬‬
‫‪GM‬‬ ‫ﹸ‬

‫‪109‬‬ ‫‪‬‬ ‫‪2-6 ‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2-6‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪ 1‬‬
‫‪TI-nspire‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪ TI - nspire‬ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭﻳﺔ‪ ،‬ﻭﺇﺣﺪ￯ ﻃﺮﻕ ﺍﻟﺤﻞ ﻫﻲ‬ ‫‪‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‬
‫ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻭ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺃﺣﺪ ﻃﺮ ﹶﻓﻴﻬﺎ ﹰ‬
‫ﺻﻔﺮﺍ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ﺍﻟﺘﻘﺎﻃﻊ ﻓﻲ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﺍﻟﺤﻞ‪.‬‬ ‫‪‬‬ ‫‪ TI - nspire‬ﻟﺤﻞ ﻣﻌﺎﺩﻻﺕ ﻭﻣﺘﺒﺎﻳﻨﺎﺕ‬
‫ﺟﺬﺭﻳﺔ‪.‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﹸﺣ ﱠﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪+ 2 = 3 :‬‬
‫‪√x + √x‬‬ ‫‪‬‬
‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬ ‫‪1 ‬‬ ‫• ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ‪. TI - nspire‬‬
‫ﺍﻃﺮﺡ ﺍﻟﻌﺪﺩ ‪ 3‬ﻣﻦ ﻃﺮ ﹶﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫•‬
‫‪√x + √x‬‬
‫‪+2-3=0‬‬
‫‪‬‬
‫ﻭﺿﺢ ﻟﻠﻄﻼﺏ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻵﺗﻴﺔ ﺍﻟﻤﺘﻌﻠﻘﺔ‬
‫ﹼ‬
‫ﺍﻟﺤﻞ‪.‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻭﻗﺪﹼ ﺭ‬ ‫ﺍﺳﺘﻌﻤﻞ‬ ‫‪2 ‬‬ ‫ﺑﺎﻵﻻﺕ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺘﻲ ﻳﺴﺘﻌﻤﻠﻮﻧﻬﺎ‪:‬‬
‫ﺍﺿﻐﻂ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪:‬‬ ‫•‬ ‫• ﺗﻜﺘﺐ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ =)‪ f(x‬ﻋﻠﻰ ﻧﺤﻮ‬
‫ﺁﻟﻲ‪ ،‬ﻭﻳﻄﻠﺐ ﺇﻟﻰ ﺍﻟﻄﺎﻟﺐ ﻛﺘﺎﺑﺔ ﺍﻟﺠﺰﺀ‬
‫ﻗﻴﻤﺎ ﺗﺨﺘﺎﺭﻫﺎ ﻟﹺـ ‪. x‬‬
‫ﺑﺎﻟﺮﻣﺰ ‪ ، x‬ﺛﻢ ﺃﺩﺧﻞ ﹰ‬ ‫ﺳﻢ ﺭﺃﺱ ﺍﻟﻌﻤﻮﺩ‬
‫ﱢ‬ ‫•‬ ‫ﺍﻷﻳﻤﻦ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬
‫ﺑﺎﻟﺮﻣﺰ ‪ ، y‬ﻭﺍﻛﺘﺐ ﻓﻲ ﺍﻟﺨﻠﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺃﺳﻔﻠﻪ ﻣﺒﺎﺷﺮﺓ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺳﻢ ﺭﺃﺱ ﺍﻟﻌﻤﻮﺩ‬
‫ﱢ‬ ‫•‬ ‫• ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﺠﺬﺭ ﺍﻟﻨﻮﻧﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﻓﺘﻈﻬﺮ ﺷﺎﺷﺔ ﺍﺧﺘﺮ ﻣﻨﻬﺎ‬ ‫‪ ، y = √x + √x‬ﺛﻢ ﺍﺿﻐﻂ‬ ‫‪+2-3‬‬
‫ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺍﻟﺠﺪﻭﻝ ﺍﻟﻤﻄﻠﻮﺏ‪.‬‬ ‫ﺛﻢ ﺍﺿﻐﻂ‬ ‫ﺍﻟﻤﻔﺎﺗﻴﺢ ﺛﻢ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﺍﻟﺘﻨﻘﻞ‬
‫ﹴ‬
‫ﻣﻮﺟﺐ ﺑﻴﻦ ‪ x = 1 , x = 2‬ﻓﻬﻨﺎﻙ ﱞ‬
‫ﺣﻞ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪1 , 2‬‬ ‫ﹴ‬
‫ﺳﺎﻟﺐ ﺇﻟﻰ‬ ‫ﺑﻤﺎ ﺃﻥ ﺇﺷﺎﺭﺓ ﺍﻟﺪﺍﻟﺔ ﺗﺘﻐﻴﺮ ﻣﻦ‬ ‫ﺑﻴﻦ ﻣﺎ ﺩﺍﺧﻞ ﺍﻟﺠﺬﺭ ﻭﺩﻟﻴﻠﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻷﺳﻬﻢ‪.‬‬
‫• ﻛﻤﺎ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﻜﺴﻮﺭ ﺍﻻﻋﺘﻴﺎﺩﻳﺔ‬
‫ﹼ‬
‫ﺍﻟﺤﻞ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻴﺰﺓ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﻹﻳﺠﺎﺩ‬ ‫‪3 ‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺛﻢ ﻋﻠﻰ‬
‫ﺍﺿﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ ﺍﻟﺘﺎﻟﻴﺔ ﺑﺎﻟﺘﺮﺗﻴﺐ ﻣﻦ ﺍﻟﻴﻤﻴﻦ ﺇﻟﻰ ﺍﻟﻴﺴﺎﺭ‪:‬‬ ‫•‬ ‫ﺍﻟﺘﺮﺗﻴﺐ‪ ،‬ﻭﺍﻟﺘﻨﻘﻞ ﺑﻴﻦ ﺑﺴﻄﻬﺎ ﻭﻣﻘﺎﻣﻬﺎ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﺳﻬﻢ‪.‬‬
‫= )‪f1(x‬‬ ‫‪√x‬‬
‫‪+‬‬ ‫ﺍﻛﺘﺐ ﺍﻟﺪﺍﻟﺔ‪+ 2 - 3 :‬‬
‫‪√x‬‬ ‫•‬
‫‪[-2, 12] scl: 0.5 by [-5, 9] scl: 1‬‬
‫ﻓﻴﻈﻬﺮ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫ﺛﻢ ﺍﺿﻐﻂ‬

‫‪:‬‬ ‫ﺣﺪﱢ ﺩ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍﻟﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬ ‫•‬

‫ﻭﻗﻢ ﺑﺎﻟﻀﻐﻂ ﻓﻲ ﺃﻱ ﻧﻘﻄﺔ‬ ‫ﺛﻢ ﺍﺧﺘﺮ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬
‫ﻣﺮﻭﺭﺍ ﺑﻨﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ ،x‬ﻓﻴﻈﻬﺮ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺸﺎﺷﺔ‬ ‫ﻣﻦ‬
‫ﱟ‬
‫ﺛﻢ ﺍﻟﻀﻐﻂ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍﻟﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻓﻴﻈﻬﺮ ﺻﻔﺮ ﺍﻟﺪﺍﻟﺔ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﻓﻴﻜﻮﻥ ﺍﻟﺤﻞ ﻫﻮ ‪ 1.36‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻫﻮ ﻳﻘﻊ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ ‪ 1, 2‬ﻛﻤﺎ ﺗﺒﻴﻦ ﻓﻲ ﺍﻟﺨﻄﻮﺓ ‪2‬‬

‫‪[-2, 12] scl: 0.5 by [-5, 9] scl: 1‬‬

‫‪ 2 110‬‬

‫‪ 2‬‬ ‫‪110‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪2 -6‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪ 2‬‬
‫ﹸﺣ ﱠﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪+ 2 + 1 :‬‬
‫‪2 √x > √x‬‬

‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻴﺰﺓ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ‪.‬‬ ‫‪2 ‬‬ ‫ﺍﺭﺳﻢ ﻃﺮﻓﻲ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬ ‫‪1 ‬‬

‫ﻧ ﱢﻈﻢ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻴﺰﺓ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﻣﻔﺘﺎﺡ‬ ‫•‬ ‫• ﻣ ﹼﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ ‪ f1(x) = 2 √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬
‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫ﻭﻣﻨﻬﺎ ﺍﺧﺘﺮ‬ ‫‪ f2(x) = √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫ﻭﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ‪+ 2 + 1‬‬
‫ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ‬
‫ﻣﺮﻭﺭﺍ‬
‫ﹰ‬ ‫ﺍﻟﻤﺆﺷﺮ‬ ‫ﻙ‬ ‫ﻭﺣﺮ‬
‫ﹼ‬ ‫ﺍﻟﺸﺎﺷﺔ‬ ‫ﻋﻠﻰ‬ ‫ﻧﻘﻄﺔ‬ ‫ﺃﻱ‬ ‫ﻓﻲ‬ ‫ﺑﺎﻟﻀﻐﻂ‬ ‫ﻭﻗﻢ‬ ‫ﻓﺘﻈﻬﺮ ﺍﻟﺸﺎﺷﺔ ﺍﻟﺘﺎﻟﻴﺔ‪:‬‬
‫ﻭﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻟﺠﺬﺭﻳﺔ‪ ،‬ﻭﺣﻞ ﺍﻷﺳﺌﻠﺔ‬ ‫ﺑﻨﻘﻄﺔ ﺍﻟﺘﻘﺎﻃﻊ‪ ،‬ﻳﻈﻬﺮ ﺍﻟﺰﻭﺝ ﺍﻟﻤﺮﺗﺐ )‪(2.4, 3.1‬‬
‫‪.1 , 2 , 4 , 5‬‬
‫‪1 ‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﻣﺮﺓ ﺃﺧﺮ￯‪ ،‬ﺑﺎﻋﺘﺒﺎﺭ ﺃﻥ ﻛﻞ ﻃﺮﻑ ﺩﺍﻟﺔ‪.‬‬
‫ﻭﺍﻟﻔﺖ ﺍﻧﺘﺒﺎﻫﻬﻢ ﺇﻟﻰ ﺃﻥ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬
‫‪[-4, 10] scl: 0.5 by [-4, 10] scl: 1‬‬

‫‪[-4, 10] scl: 0.5 by [-4, 10] scl: 1‬‬

‫ﻳﻤﻜﻦ ﺗﻤﺜﻴﻠﻪ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺴﻬﻮﻟﺔ ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ )‪f(x‬‬ ‫ﺗﺒ ﱢﻴﻦ ﺍﻟﺸﺎﺷﺔ ﺃﻋﻼﻩ ﺃﻥ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﻘﻊ ﻋﻦ ﻳﺴﺎﺭ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ‬
‫ﺃﻱ ﺃﻥ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻨﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ ﻫﻮ ‪ 2‬ﺗﻘﺮﻳ ﹰﺒﺎ؛ ﻟﺬﻟﻚ ﻓﺈﻥ‬ ‫‪ ،2 √x < √x‬ﻭﻟﺤﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬‫ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ ‪ f1 < f2‬ﺃﻱ ‪+ 2 + 1‬‬
‫‪.= 3‬‬ ‫ﺍﻟﺤﻞ ﺍﻟﺘﻘﺮﻳﺒﻲ ﻟﻠﻤﺘﺒﺎﻳﻨﺔ ﻫﻮ ‪ x > 2.4‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺮﻣﺰ > ﻓﻲ ﺍﻟﺤﻞ؛ ﻷﻧﻪ‬ ‫ﺍﻷﺻﻠﻴﺔ‪ ،‬ﻳﺠﺐ ﺃﻥ ﺗﺠﺪ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﻋﻨﺪﻫﺎ‬
‫‪2 ‬‬ ‫ﺍﻟﺮﻣﺰ ﺍﻟﻤﻮﺟﻮﺩ ﻓﻲ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻷﺻﻠﻴﺔ‪.‬‬ ‫‪ ،f1 > f2‬ﻭﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﺗﻘﻊ ﻋﻦ ﻳﻤﻴﻦ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﻟﻤﻨﺤﻨﻴﻴﻦ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭﻳﺔ‬
‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﻣﺮﺓ ﺃﺧﺮ￯ ﻋﻦ ﻃﺮﻳﻖ ﻃﺮﺡ‬ ‫ﺗﺤﻘﻖ ﻣﻦ ﺣ ﹼﻠﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬ ‫‪3 ‬‬

‫ﺃﻭﻻ‪ ،‬ﺛﻢ ﺗﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ‬ ‫‪ 2 √x‬ﻣﻦ ﻛﻼ ﺍﻟﻄﺮﻓﻴﻦ ﹰ‬ ‫‪.‬‬ ‫‪ ،‬ﻭﺍﺧﺘﺮ‬ ‫ﺍﺿﻐﻂ ﻣﻔﺘﺎﺡ‬ ‫•‬
‫‪ f(x) = √x‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﹰ‬
‫ﺑﺪﻻ‬ ‫‪+ 2 + 1 - 2 √x‬‬ ‫ﻗﻴﻤﺎ ﻋﺸﺮﻳﺔ ﺑﻴﻦ ﺍﻟﻌﺪﺩﻳﻦ ﺍﻟﺼﺤﻴﺤﻴﻦ ‪2 , 3‬‬
‫ﺑﺎﻟﺮﻣﺰ ‪ ،x‬ﺛﻢ ﺃﺩﺧﻞ ﹰ‬ ‫ﺳﻢ ﺭﺃﺱ ﺍﻟﻌﻤﻮﺩ‬
‫ﱢ‬ ‫•‬
‫ﻣﻦ ﺍﻟﺘﻌﺎﻣﻞ ﻣﻊ ﻛﻞ ﻣﻦ ﻃﺮﻓﻴﻬﺎ ﻋﻠﻰ ﺃﻧﻪ ﺩﺍﻟﺔ‪.‬‬ ‫ﺑﺎﻟﺮﻣﺰ ‪ ،y1‬ﻭﺍﻛﺘﺐ ﻓﻲ ﺍﻟﺨﻠﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺃﺳﻔﻠﻪ ﻣﺒﺎﺷﺮﺓ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﹶﺳ ﱢﻢ ﺭﺃﺱ ﺍﻟﻌﻤﻮﺩ‬ ‫•‬
‫ﻭﺍﻟﻔﺖ ﺍﻧﺘﺒﺎﻫﻬﻢ ﺇﻟﻰ ﺃﻥ ﺟﺰﺀ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫‪.‬‬ ‫‪ ، y1 = 2 √x‬ﺛﻢ ﺍﺿﻐﻂ‬
‫ﺍﻟﻮﺍﻗﻊ ﺗﺤﺖ ﻣﺤﻮﺭ ‪ x‬ﻳﺒﻴﻦ ﺍﻟﺤﻞ‪.‬‬ ‫ﺑﺎﻟﺮﻣﺰ ‪ ،y2‬ﻭﺍﻛﺘﺐ ﻓﻲ ﺍﻟﺨﻠﻴﺔ ﺍﻟﻮﺍﻗﻌﺔ ﺃﺳﻔﻠﻪ ﻣﺒﺎﺷﺮﺓ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﹶﺳ ﱢﻢ ﺭﺃﺱ ﺍﻟﻌﻤﻮﺩ‬ ‫•‬
‫ﻓﻴﻈﻬﺮ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫‪ y2 = √x‬ﺛﻢ ﺍﺿﻐﻂ‬
‫‪+2 +1‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬
‫ﻻﺣﻆ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ‪ x‬ﺃﻗﻞ ﻣﻦ ﺃﻭ ﺗﺴﺎﻭﻱ ‪ ،2.4‬ﻓﺈﻥ ‪.y1 < y2‬‬
‫‪.2 - 3 , 5 - 6‬‬ ‫ﻭﻫﺬﺍ ﹸﻳﺜﺒﺖ ﺃﻥ ﺍﻟﺤﻞ ﻫﻮ }‪.{x|x > 2.4‬‬

‫‪ 3‬‬
‫‪‬‬
‫ﻟﺤﻞ ﱢ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻃﺮﻳﻘﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﹼ‬
‫✓ ‪‬‬ ‫‪ 3.89 √x‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‬
‫‪+ 3 + √x‬‬ ‫‪- 2 = 4 (3‬‬ ‫‪0.5 √x‬‬
‫‪+ 5 = √3x‬‬
‫‬‫‪+ 4 (2‬‬ ‫‪5 √x‬‬
‫‪+ 4 = 3 (1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺴﺆﺍﻟﻴﻦ ‪ 3 , 6‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﺍﺳﺘﻴﻌﺎﺏ‬ ‫√ ﺗﻘﺮﻳ ﹰﺒﺎ ‪1 ≤ x < 4.52‬‬
‫√ ‪x +‬‬
‫‪x - 1 < 4 (6‬‬ ‫‪0≤ x<1‬‬ ‫√ ‪x + 3 > 2‬‬
‫√‬ ‫‪x (5‬‬ ‫√ ‪x ≥ 7‬‬
‫‪x - 3 ≥ 2 (4‬‬
‫ﺍﻟﻄﻼﺏ ﻃﺮﻳﻘﺔ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺃﻭ ﻣﺘﺒﺎﻳﻨﺔ ﺟﺬﺭﻳﺔ‪.‬‬ ‫ﺣﻞ ﺍﳌﺜﺎﻝ ﺍﻷﻭﻝ ﹼ‬
‫ﳊﻞ ﻣﺘﺒﺎﻳﻨﺔ؟ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺗﻄﺒﻴﻖ ﺍﻷﺳﻠﻮﺏ ﺍﳌﺘﱠﺒﻊ ﰲ ﹼ‬
‫‪   (7‬ﱢ‬

‫‪ ‬‬ ‫‪111‬‬ ‫‪ 2-6‬‬

‫‪‬‬
‫• ﻛﻴﻒ ﺗﻌﺮﻑ ﻋﻨﺪ ﺗﻔﺤﺺ ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ‬
‫‪‬‬
‫ﻟﻠﻤﻌﺎﺩﻟﺔ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ ،1‬ﺇﻥ ﻛﺎﻥ ﺍﻟﺤﻞ ﻳﻘﻊ‬
‫ﺻﻔﺮﺍ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ‪ x‬ﺍﻟﺘﻲ ﻳﻜﻮﻥ‬
‫‪ (7‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﺼﺒﺢ ﺃﺣﺪ ﻃﺮﻓﻴﻬﺎ ﹰ‬
‫ﺑﻴﻦ ﻗﻴﻤﺘﻴﻦ ﻣﻦ ﻗﻴﻢ ‪ x‬ﺗﺘﻐﻴﺮ ﻋﻨﺪﻫﻤﺎ ﺇﺷﺎﺭﺓ‬
‫ﻋﻨﺪﻫﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻓﻮﻕ ﻣﺤﻮﺭ ‪ x‬ﺃﻭ ﺗﺤﺘﻪ ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺭﻣﺰ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‪ .‬ﻭﺍﺳﺘﻌﻤﻞ ﻣﻴﺰﺓ ﺍﻟﺼﻔﺮ ﻟﺘﻘﺮﻳﺐ‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ؟ ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺑﻤﺎ‬
‫ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻠﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻘﻄﻊ ﻋﻨﺪﻫﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻣﺤﻮﺭ ‪.x‬‬
‫ﺃﻧﻪ ﺗﻢ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ ﺑﻤﺴﺎﻭﺍﺓ ﺃﺣﺪ‬
‫ﺍﻟﻄﺮﻓﻴﻦ ﺑﺎﻟﺼﻔﺮ‪ ،‬ﻓﺈﻥ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻤﺜﻞ‬
‫ﺻﻔﺮﺍ ﻋﻨﺪﻣﺎ‬
‫ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻟﻬﺎ ﻗﻴﻤﺔ ﺗﺴﺎﻭﻱ ﹰ‬
‫ﺻﻔﺮﺍ‪ .‬ﻭﺫﻟﻚ ﻋﻨﺪﻣﺎ ﺗﻘﻊ ﻗﻴﻤ ﹲﺔ‬ ‫‪ y‬ﺗﺴﺎﻭﻱ ﹰ‬
‫ﻟﻠﻤﺘﻐﻴﺮ ‪ x‬ﺑﻴﻦ ﻗﻴﻤﺘﻴﻦ ﺃﺧﺮﻳﻴﻦ ﻟﻠﻤﺘﻐﻴﺮ ﻧﻔﺴﻪ‬
‫ﻋﻠﻰ ﺃﻥ ﺗﻜﻮﻥ ﻟﻘﻴﻤﺘﻲ ‪ y‬ﺍﻟﻤﻨﺎﻇﺮﺗﻴﻦ ﻟﻬﺎﺗﻴﻦ‬
‫ﺍﻟﻘﻴﻤﺘﻴﻦ ﺇﺷﺎﺭﺗﺎﻥ ﻣﺨﺘﻠﻔﺘﺎﻥ؛ )ﻷﻥ ﺍﻟﺼﻔﺮ‬
‫ﻳﻘﻊ ﺑﻴﻦ ﺍﻷﻋﺪﺍﺩ ﺍﻟﻤﻮﺟﺒﺔ ﻭﺍﻟﺴﺎﻟﺒﺔ(‪.‬‬

‫‪111‬‬ ‫‪‬‬ ‫‪2 - 6 ‬‬

 

2 - 6
 


    E
 M      D  


 M  D  E
 ( 17)


 

 2-6
 
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹸﺣ ﹼﻞ ﱠ‬
‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﱠ‬

1 4 - √x = 3 (2 64 =8
√x (1

_1 4 √3h - 2 = 0 (4
 _

49
p + 3 = 10 (3
2 √
2
12
_1 _1
‫ ﻻ ﻳﻮﺟﺪ ﻟﻬﺎ ﺣﻞ ﺣﻘﻴﻘﻲ‬18 + 7h 2 = 12 (6 9 c 2 + 6 = 9 (5


5 3
8 √w - 7 = 1 (8
 341 √d+ 2 = 7 (7
 
‫√ ﻻ ﻳﻮﺟﺪ ﻟﻬﺎ ﺣﻞ ﺣﻘﻴﻘﻲ‬
4
- 9 + 4 = 0 (10
y 3
31 6 + √ - 4 = 9 (9
q

_
63 3
m + 1 - 2 = 2 (12
√4 m - 6 - 16 = 0 (11
131 √2

4

-3_ - 4t - 8 = -6 (14
√1 _7 n - 5 - 1 = 2 (13
√8
4 4
_1 _1
-20 (6u - 5) + 2 = -3 (16
3 33 (3g + 1) 2 - 6 = 4 (15
 
2 √4
r-6= √r (18 4 √2
d - 5 = √d
- 1 (17

‫√ ﻻ ﻳﻮﺟﺪ ﻟﻬﺎ ﺣﻞ ﺣﻘﻴﻘﻲ‬2 x + 1 (20

x + 5 = √2 _7 x + 10 (19
x - 4 = √2
√6
2
 
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﺣﻞ ﹼ‬
‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﱠ‬

+ 5 + 4 ≤ 13 (22
-5 ≤ x ≤ 76 √x a ≥ 16 3  ≥ 12
√a (21

‫ ﻻ ﻳﻮﺟﺪ ﻟﻬﺎ ﺣﻞ‬8 + √

2x ≤ 5 (24 x - 1 < 2 (23
1 ≤ x < 5 √
 
‫ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻤﺠﻤﻮﻋﺔ‬v ‫ ﺣﻴﺚ‬،σ ‫ ﻟﺤﺴﺎﺏ ﺍﻻﻧﺤﺮﺍﻑ ﺍﻟﻤﻌﻴﺎﺭﻱ‬σ = √v ‫ ﻳﺴﺘﻌﻤﻞ ﺍﻹﺣﺼﺎﺋﻴﻮﻥ ﺍﻟﻘﺎﻧﻮﻥ‬ (25
225 .15 ‫ ﺃﻭﺟﺪ ﺍﻟﺘﺒﺎﻳﻦ ﻟﻤﺠﻤﻮﻋﺔ ﺑﻴﺎﻧﺎﺕ ﺍﻧﺤﺮﺍﻓﻬﺎ ﺍﻟﻤﻌﻴﺎﺭﻱ‬.‫ﺍﻟﺒﻴﺎﻧﺎﺕ‬


‫ ﻭﻳﻤﻜﻦ ﺗﻤﺜﻴﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﺑﺎﻷﻗﺪﺍﻡ‬.‫ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬25ft ‫ ﺍﺭﺗﻔﺎﻉ‬
‫ ﺃﺳﻘﻄﺖ ﺳﻠﻤﻰ ﻛﺮﺓ ﻣﻦ‬ (26
1s ‫ ﻓﻤﺎ ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻜﺮﺓ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﺑﻌﺪ‬.t = _ 25 - h ‫ ﺛﺎﻧﻴﺔ ﺑﺎﻟﺼﻴﻐﺔ‬t ‫ ﺑﻌﺪ‬h ‫ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬
1 √
4
9 ft ‫ﻣﻦ ﺇﺳﻘﺎﻃﻬﺎ؟‬

 
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 

 

 

 

 

 2  111A

 








































111B  2 

  

2
 
85  74 

 ✓
85  74 
93  80    ‫ﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬ 
94  80 
2-1, 2-2  ‫ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ‬
.‫• ﺍﻋﻜﺲ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻷﺯﻭﺍﺝ ﺍﻟﻤﺮﺗﺒﺔ ﻟﺘﺠﺪ ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ‬
95  82  ‫ ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺍﻟﻄﻼﺏ‬.‫ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺓ ﻷﻭﻝ ﻣﺮﺓ‬
‫• ﺗﻜﻮﻥ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ‬
104  85  .‫ﻛﻞ ﻣﻦ ﺗﺮﻛﻴﺒﻴﻬﻤﺎ ﻳﺴﺎﻭﻱ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺤﺎﻳﺪﺓ‬ ‫ ﻓﺬﻛﹼﺮﻫﻢ ﺑﺄﻧﻪ‬،1 - 7 ‫ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬
104  85  f (x) = √x ‫• ﺍﻟﺪﺍﻟﺔ ﺍﻟﺮﺋﻴﺴﺔ )ﺍﻷﻡ( ﻟﺪﻭﺍﻝ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ ﻫﻲ‬ ‫ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ‬
106  85  .{ f (x) | f (x) ≥ 0} ‫{ ﻭﻣﺪﺍﻫﺎ‬x | x ≥ 0} ‫ﻭﻣﺠﺎﻟﻬﺎ ﻫﻮ‬ .‫ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬
2-3  
a

a=0 a<0 a>0 n

  





:‫ﺍﺧﺘﺮ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻹﻛﻤﺎﻝ ﻛﻞ ﺟﻤﻠﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ 0   
  
‫ ﻓﺈﻥ ﺍﳉﺬﺭ ﻏﲑ ﺍﻟﺴﺎﻟﺐ‬،‫( ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﺃﻛﺜﺮ ﻣﻦ ﺟﺬﺭ ﺣﻘﻴﻘﻲ‬1
‫ ﺍﻟﺠﺬﺭ ﺍﻟﺮﺋﻴﺲ‬. ‫ﺴﻤﻰ‬‫ﹸﻳ ﹼ‬ 2-6 2-4  
‫ﹸﺴﻤﻰ‬ ‫ ﺃﻋﺪﺍﺩ ﺻﺤﻴﺤﺔ ﺣﻴﺚ‬n , x , y ‫ ﹶﻭ‬،‫ ﻋﺪﺩﻳﻦ ﺣﻘﻴﻘﻴﻴﻦ‬a , b ‫ﺇﺫﺍ ﻛﺎﻥ‬
‫ ﻓﺈﻧﻚ ﺗﺴﺘﻌﻤﻞ ﻋﻤﻠﻴﺔ ﺗ ﹼ‬،‫( ﻟﻠﺘﺨﻠﺺ ﻣﻦ ﺍﳉﺬﻭﺭ ﰲ ﺍﳌﻘﺎﻡ‬2
‫ ﺇﻧﻄﺎﻕ ﺍﻟﻤﻘﺎﻡ‬. ‫ ﻭﺫﻟﻚ‬،‫ﺻﺤﻴﺤﺎ‬
‫ﹰ‬ ‫ ﹸﻳﻌﺪ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬b ≠ 0 , n > 1 , y > 1
.‫ﻋﻨﺪﻣﺎ ﺗﻜﻮﻥ ﺟﻤﻴﻊ ﺍﻟﺠﺬﻭﺭ ﻣﻌﺮﻓﺔ‬
‫ ﲢﺼﻞ ﺃﺣﻴﺎﻧﹰﺎ ﻋﲆ ﻋﺪﺩ ﻻ ﳛﻘﻖ ﺍﳌﻌﺎﺩﻟﺔ‬،‫( ﻋﻨﺪ ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺟﺬﺭﻳﺔ‬3
n
√  = n
√  :‫• ﺧﺎﺻﻴﺔ ﺍﻟﻀﺮﺏ‬
. ‫ﺴﻤﻰ ﻣﺜﻞ ﻫﺬﺍ ﺍﻟﻌﺪﺩ‬
‫ ﻭ ﹸﻳ ﹼ‬.‫ﺍﻷﺻﻠﻴﺔ‬
n
ab √ a
  b
‫ﺍﻟﺤﻞ ﺍﻟﺪﺧﻴﻞ‬
√_ba = _
n
a

:‫ﺧﺎﺻﻴﺔ ﺍﻟﻘﺴﻤﺔ‬
√
n
n
•
√b

_x
. ‫( ﺩﺍﻟﺔ ﺍﳉﺬﺭ ﺍﻟﱰﺑﻴﻌﻲ ﻫﻲ ﻧﻮﻉ ﻣﻦ ﺃﻧﻮﺍﻉ‬4 x
. by = √bx = ( √b) :‫• ﺍﻷﺳﺲ ﺍﻟﻨﺴﺒﻴﺔ‬
y y

‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺠﺬﺭﻳﺔ‬

‫ﻫﻲ ﳎﻤﻮﻋﺔ ﻣﻦ ﺍﻷﺯﻭﺍﺝ ﺍﳌﺮﺗﺒﺔ ﺍﻟﺘﻲ ﻧﺤﺼﻞ‬ (5

.‫ﻋﻠﻴﻬﺎ ﻋﻦ ﻃﺮﻳﻖ ﺗﺒﺪﻳﻞ ﺇﺣﺪﺍﺛﻴﺎﺕ ﻛﻞ ﺯﻭﺝ ﻣﺮﺗﺐ ﻟﻠﻌﻼﻗﺔ ﺍﻷﺻﻠﻴﺔ‬
‫ﺍﻟﻌﻼﻗﺔ ﺍﻟﻌﻜﺴﻴﺔ‬

‫( ﺇﺫﺍ ﺳﺎﻭ￯ ﻛﻞ ﻣﻦ ﺗﺮﻛﻴﺒﻲ ﺩﺍﻟﺘﲔ ﺍﻟﺪﺍﻟ ﹶﺔ ﺍﳌﺤﺎﻳﺪ ﹶﺓ ﻓﺈﻥ ﻛﻠﺘﻴﻬﲈ ﺗﻜﻮﻥ‬6

‫ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ‬.￯‫ﻟﻸﺧﺮ‬

‫√ ﹰ‬
:‫ﻣﺜﺎﻻ ﻋﲆ‬ x-3 > 5 ‫( ﺗﻌﺪ‬7
‫ﻣﺘﺒﺎﻳﻨﺔ ﺍﻟﺠﺬﺭ ﺍﻟﺘﺮﺑﻴﻌﻲ‬

 2 112

 2 112

 ‫‪‬‬
‫‪‬‬
‫‪2‬‬
‫‪‬‬
‫‪‬‬ ‫‪2-1‬‬
‫‪74 - 78 ‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ‬ ‫‪1 ‬‬ ‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﱢ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﻭﻣﻌﻜﻮﺳﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻋﻠﻰ‬
‫ﻛﺎﻓﻴﺔ ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ‬ ‫ﺃﻭﺟﺪ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ‪.f (x) = -2x + 7 :‬‬ ‫ﻣﺴﺘﻮ￯ ﺇﺣﺪﺍﺛﻲ ﻭﺍﺣﺪ‪ .‬ﻭﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍﻟﺔ ﻳﻤ ﱢﺜﻞ ﺩﺍﻟﺔ ﺃﻡ ﻻ‪ ،‬ﻭﺇﺫﺍ‬
‫ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻓﺬﻛﹼﺮ ﺍﻟﻄﻼﺏ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ‬ ‫ﺿﻊ ﺍﻟﻤﺘﻐﻴﺮ ‪ y‬ﹰ‬
‫ﻛﺎﻥ ﻛﺬﻟﻚ ﻓﺎﻛﺘﺐ ﻗﺎﻋﺪﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ‪(8 – 13 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺑﺪﻻ ﻣﻦ ﺭﻣﺰ ﺍﻟﺪﺍﻟﺔ )‪، y = -2x + 7 :f (x‬‬
‫ﺍﻟﺬﻱ ﻳﺪﻟﻬﻢ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺍﺿﻴﻊ ﻓﻲ‬ ‫ﺛﻢ ﻗﻢ ﺑﺎﻟﺘﺒﺪﻳﻞ ﺑﻴﻦ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ ‪ ،x , y‬ﻭﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ‬ ‫‪f (x) = -3x - 5 (9‬‬ ‫‪f (x) = 5x - 6 (8‬‬
‫ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬ ‫ﻟﻠﻤﺘﻐﻴﺮ ‪.y‬‬ ‫‪f (x) = _ (11‬‬
‫‪4x + 1‬‬
‫_ = )‪f (x‬‬
‫‪1‬‬
‫‪x + 3 (10‬‬
‫‪5‬‬ ‫‪2‬‬

‫‪f (x) = (2x‬‬ ‫‪+ 1)2‬‬ ‫‪(13‬‬ ‫‪f (x) = x 2 (12‬‬

‫‪‬‬ ‫‪x = -2y + 7‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﺪﹼ ﺩ ﻫﻞ ﻛﻞ ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‬ ‫ﻓﻲ ﱢ‬

‫ﻛﻞ ﺯﻭﺝ ﱠ‬
‫‪y‬‬ ‫‪2y = -x + 7‬‬ ‫ﺃﻡ ﻻ‪ ،‬ﹼ‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫(‪ f‬ﻻ‬
‫‪f x) = 2 x + 1, g(x) = x - 2 (14‬‬
‫_=‪y‬‬
‫‪-x + 7‬‬
‫‪2‬‬
‫‪2‬‬ ‫(‪ f‬ﻧﻌﻢ‬
‫√ = )‪f x) = x 3 , g(x‬‬
‫‪3‬‬
‫‪ (15‬‬
‫‪x‬‬

‫_ = )‪f -1(x‬‬ ‫‪  (16‬ﻗﺎﻡ ﻋﺒﺪﺍﻟﻠﻪ ﺑﺎﻟﻨﺸﺎﻃﺎﺕ ﺍﻟﻤﺎﻟﻴﺔ ﺍﻵﺗﻴﺔ ﺧﻼﻝ‬
‫‪ f -1(x)‬‬ ‫‪-x + 7‬‬
‫‪y‬‬ ‫‪2‬‬
‫‪‬‬ ‫‪ f (x)‬‬
‫‪‬‬ ‫ﺍﻟﺸﻬﺮ ﺍﻟﻤﺎﺿﻲ‪ :‬ﺃﻭﺩﻉ ﻣﺒﻠﻐﹰ ﺎ ﻳﻌﺎﺩﻝ ﻣﺜﻠﻲ ﺭﺻﻴﺪﻩ ﺍﻷﺻﻠﻲ ‪ ،‬ﺛﻢ‬
‫ﺩﺭﻫﻤﺎ‪ ،‬ﺛﻢ ﺳﺤﺐ ﻣﺒﻠﻎ‬
‫ﹰ‬ ‫ﺃﻭﺩﻉ ﻣﺒﻠﻐﻴﻦ ﻗﻴﻤﺔ ﻛﻞ ﻣﻨﻬﻤﺎ ‪450‬‬
‫ﺩﺭﻫﻤﺎ ﺧﻤﺲ ﻣﺮﺍﺕ ﻣﻦ ﺭﺻﻴﺪﻩ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺭﺻﻴﺪﻩ ﺍﻵﻥ‬ ‫ﹰ‬ ‫‪350‬‬
‫ﺩﺭﻫﻤﺎ‪ ،‬ﻓﺎﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺗﻤﺜﻞ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﻭﻣﺎﺫﺍ ﻛﺎﻥ‬
‫ﹰ‬
‫‪f –1(x) = _ (8‬‬
‫‪x+6‬‬ ‫‪1890‬‬
‫‪5‬‬ ‫ﺭﺻﻴﺪﻩ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺸﻬﺮ؟‬

‫‪y‬‬
‫ﺩﺭﻫﻤﺎ ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﹰ‬ ‫‪x +2x + 2(450) - 5(350) = 1890‬؛ ‪913,33‬‬

‫)‪f -11(x‬‬
‫‪1‬‬
‫‪O‬‬ ‫‪1 2‬‬ ‫‪x‬‬
‫)‪f (x‬‬

‫‪f –1 (x) = _ (9‬‬

‫‪x+5‬‬
‫‪-3‬‬
‫‪y‬‬

‫)‪f (x‬‬

‫‪O‬‬ ‫‪1 2‬‬ ‫‪x‬‬ ‫‪113‬‬ ‫‪ 2‬‬

‫)‪f -11(x‬‬

‫_=‪y‬‬ ‫_ = )‪f –1 (x‬‬

‫‪f –1 (x) = 2x - 6 (10‬‬ ‫‪ (11‬‬ ‫‪–1 ± √ x‬‬ ‫‪5x - 1‬‬
‫‪y = ± √x (12‬‬ ‫‪(13‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪8‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪4 -1‬‬
‫‪6‬‬ ‫)‪f (x‬‬ ‫) (‬
‫‪3 f x‬‬
‫‪4‬‬ ‫‪2‬‬ ‫)‪f (x‬‬ ‫‪2‬‬
‫)‪f (x‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫)‪f (x‬‬
‫‪1 2‬‬
‫‪−88−66−44−22O‬‬
‫‪−‬‬ ‫‪2 4 6 8x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪−4 − 3 −2 O‬‬ ‫‪1 2 3 4x‬‬
‫‪−4‬‬ ‫‪y‬‬ ‫‪−2‬‬
‫‪−6‬‬ ‫)‪f -1(x‬‬ ‫‪y‬‬
‫‪−3‬‬
‫‪−8‬‬
‫‪−8‬‬ ‫‪−4‬‬

‫‪113‬‬ ‫‪ 2‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪2‬‬
‫‪‬‬
‫‪80 - 84 ‬‬ ‫‪2-2‬‬ ‫‪‬‬
‫‪2 ‬‬ ‫‪f (x‬‬
‫)‪(x‬‬
‫)‪x‬‬ ‫‪(17‬‬
‫‪(17–22‬‬ ‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﱠ‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﻭﺣﺪﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪:‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫(‪ ، f‬ﻭﺣﺪﹼ ﺩ ﻣﺠﺎﻟﻬﺎ ﻭﻣﺪﺍﻫﺎ‪.‬‬ ‫ﻣ ﱢﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﻟﺪﺍﻟﺔ‪+ 1 - 2 :‬‬
‫‪f x) = √x‬‬
‫(‪f‬‬ ‫‪ (18‬‬
‫‪f x) = - √6x‬‬ ‫‪ (17‬‬
‫‪f (x) = √3x‬‬
‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﺠﺎﻝ‪:‬‬
‫‪f x) = √x‬‬
‫(‪f‬‬ ‫‪+ 5 - 3 (20‬‬
‫‬ ‫(‪f‬‬ ‫‪x - 7 (19‬‬
‫√ = )‪f x‬‬
‫‪‬‬ ‫‪x +1≥0‬‬ ‫‪2‬‬
‫_‪f x) = -‬‬ ‫‪f x) = _ √x‬‬
‫√ ‪1‬‬ ‫‪3‬‬
‫‬ ‫‪1‬‬
‫‪1‬‬ ‫‪x ≥ -1‬‬ ‫(‪f‬‬ ‫‪x + 4 - 1 (22‬‬ ‫(‪f‬‬ ‫‪- 1 + 5 (21‬‬
‫‪3‬‬ ‫‪4‬‬
‫ﹰ‬ ‫‪O‬‬ ‫‪1 2‬‬ ‫‪x‬‬
‫ﺟﺪﻭﻻ ﻟﺒﻌﺾ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮ ‪ ، x‬ﺣﻴﺚ ‪،x ≥ -1‬‬ ‫ﺍﻋﻤﻞ‬
‫ﻭﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪   (23‬ﹸﻳﻌ ﱠﺒﺮ ﻋﻦ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺑﺎﻟﻘﺎﻧﻮﻥ ‪ .A = π r 2‬ﻓﻤﺎ‬
‫ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﻣﺴﺎﺣﺘﻬﺎ ‪300 cm2‬؟ ‪9.8 cm‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 0‬‬
‫‪ff((x‬‬
‫)‪(x‬‬
‫)‪x‬‬ ‫‪x‬‬ ‫)‪f(x‬‬
‫‪-1‬‬ ‫‪-2‬‬ ‫ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﱠ‬
‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪(24 – 26 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪0‬‬ ‫‪-1‬‬ ‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ 0‬‬
‫(‪f(x) | f‬‬
‫‪1‬‬ ‫‪-0.59‬‬ ‫≥‪y‬‬ ‫‪√x‬‬
‫‬ ‫‪+ 3 (24‬‬
‫)‪f(x‬‬
‫= ‪x‬‬
‫)‪x‬‬ ‫‪x +1-2‬‬
‫‪2‬‬ ‫‪-0.27‬‬
‫‪3‬‬ ‫‪0‬‬ ‫‬
‫‪y < 2 √x‬‬ ‫‪- 5 (25‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪4‬‬ ‫‪0.24‬‬ ‫)‪f (x‬‬ ‫‪(18‬‬
‫‪1‬‬
‫‪5‬‬ ‫‪0.45‬‬ ‫‬
‫‪y > - √x‬‬ ‫‪- 1 + 2 (26‬‬
‫‪−11O‬‬ ‫‪1 2 3 4 5 6 7x‬‬
‫‪.{f‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺠﺎﻝ ﻫﻮ }‪ ،{x|x ≥ -1‬ﻭﺍﻟﻤﺪ￯ ﻫﻮ }‪f (x) ≥ -2‬‬
‫‪f (x)|f‬‬
‫(‪|f‬‬
‫‪|f‬‬ ‫‪−2‬‬
‫‪−3‬‬
‫‪−4‬‬
‫‪−5‬‬
‫‪−6‬‬
‫‪85 - 89 ‬‬ ‫‪2-3‬‬
‫‪−7‬‬
‫‪3 ‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﱢ‬
‫‪√64‬‬
‫‬ ‫‪x6‬‬ ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪:‬‬
‫ﹼ‬ ‫‪3‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 0‬‬
‫‪-5 √-125‬‬
‫‪ (28‬‬ ‫‪±11 ± √121‬‬
‫‪ (27‬‬

‫‪64 x 6 = (8 x 3)2‬‬ ‫‪√64‬‬

‫‬ ‫‪x 6 = √(8‬‬
‫‬
‫‪x 3)2‬‬
‫√ ‪(x 2 + 2)3‬‬
‫‪6‬‬
‫‪(x 2 + 2)18 (30‬‬ ‫√ ‪6‬‬
‫‪(-6)2 (29‬‬ ‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≤ 0‬‬
‫(‪f(x) | f‬‬
‫‪‬‬
‫‪‬‬ ‫‪= 8x 3‬‬
‫‪a 2 b 3 √a‬‬
‫‪4‬‬
‫√‬
‫‪8b 12 (32 3(x + 3) 3 27(x‬‬ ‫‪+ 3)3 (31‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺭﻣﺰ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﺘﺠﻨﺐ ﺍﻟﻘﻴﻢ ﺍﻟﺴﺎﻟﺒﺔ ﻟﻠﻤﺘﻐﻴﺮ ‪.x‬‬
‫‪3x 2y 5‬‬ ‫√‬ ‫‪(19‬‬
‫‪5‬‬
‫‪243x 10y 25‬‬ ‫‪(33‬‬ ‫‪f (x‬‬
‫)‪(x‬‬
‫)‪x‬‬
‫‪4 ‬‬ ‫‪16‬‬
‫√ = ‪ v‬ﻟﺤﺴﺎﺏ ﺳﺮﻋﺔ‬ ‫_‬
‫‪2K‬‬
‫‪  (34‬ﺗﺴﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ‬ ‫‪12‬‬
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ‪x12y24 :‬‬
‫‪m‬‬
‫‪√4096‬‬
‫‬ ‫ﹼ‬
‫‪6‬‬
‫ﺟﺴﻢ ‪ ،v‬ﺣﻴﺚ ‪ v‬ﺍﻟﺴﺮﻋﺔ ﺑﺎﻷﻣﺘﺎﺭ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪ m ،‬ﻛﺘﻠﺔ‬
‫ﺍﻟﺠﺴﻢ ﺑﺎﻟﺠﺮﺍﻡ‪ K ،‬ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﺑﺎﻟﺠﻮﻝ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺴﺮﻋﺔ‬ ‫‪8‬‬
‫‪√4096‬‬
‫‬ ‫‪x 12y 24 = √(4‬‬
‫‬
‫‪6‬‬ ‫‪6‬‬
‫‪4096 x12 y 24 = (4 x2 y 4 )6‬‬ ‫‪x 2y 4)6‬‬
‫ﺑﺎﻷﻣﺘﺎﺭ ﻟﻜﻞ ﺛﺎﻧﻴﺔ ﻟﺠﺴﻢ ﻛﺘﻠﺘﺔ ‪ 17‬ﺟﺮﺍ ﹰﻣﺎ ﻭﻃﺎﻗﺘﻪ ﺍﻟﺤﺮﻛﻴﺔ‬
‫‪4‬‬
‫‪‬‬
‫‪‬‬ ‫‪= 4x 2 y 4‬‬ ‫ﺟﻮﻻ‪10 m/s .‬‬‫‪ 850‬ﹰ‬
‫‪O‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫‪16x‬‬

‫‪ 2 114‬‬ ‫ﺍﻟﻤﺠﺎﻝ =}‪{x | x ≥ 7‬‬

‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ 0‬‬
‫(‪f(x) | f‬‬

‫)‪f (x‬‬ ‫‪(22‬‬ ‫‪f (x‬‬

‫)‪(x‬‬
‫)‪x‬‬ ‫‪(21‬‬
‫‪1‬‬
‫‪−4 −3 −2 O‬‬ ‫‪1 2 3 4x‬‬ ‫‪(20‬‬
‫‪5‬‬ ‫)‪f (x‬‬
‫‪1‬‬
‫‪−2‬‬
‫‪−3‬‬ ‫‪−7 −6 −5 −4−3−2 O 1 x‬‬
‫‪−4‬‬
‫‪−2‬‬
‫‪−5‬‬
‫‪−3‬‬
‫‪−6‬‬
‫‪O‬‬ ‫‪1‬‬ ‫‪x‬‬ ‫‪−4‬‬
‫‪−7‬‬
‫‪−5‬‬

‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ – 4‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 1‬‬ ‫‪−6‬‬

‫‪−7‬‬
‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≤ –1‬‬
‫(‪f(x) | f‬‬ ‫(‪{f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪f x) ≥ 5‬‬
‫(‪f(x) | f‬‬
‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥– 5‬‬

‫(‪{f‬‬
‫(‪f(x) | f‬‬ ‫ﺍﻟﻤﺪ￯ = }‪–3‬‬
‫–≥ )‪f x‬‬

‫‪ 2‬‬ ‫‪114‬‬

 

2
92 - 97  2-4
5  ‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﺟﺬﺭﻳﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
ab5 ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
3 3
2√18
a2b · 3√12
 ‫ﹼ‬ 3
3 √2
 √
3
 (35
54
3 3
2 √18
a 2b · 3 √12
ab 5
3
12ab 2 √ab
 √144a
 3b 5 (36
 = (2 · 3) √18

a 2b · 12ab 5
3
 = 6 √2
333a 3b 6 12xy √  · 3 √
42 4 √6y 7x 2y (37
3 3 3 3
 = 6 · √23 · √33 · √a3 · √b6
80 √
2 6 √72
 + 7 √98
 - √50
 (38
 = 6 · 2 · 3 · a · b2
 = 36ab 2 74 + 18 √
10 (6 √
5 - 2 √
2 )(3 √
5 + 4 √
2 ) (39
6 
_ 2
m √6mp

_
√6m
5

√_x ‫ﹼﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬

4 (40
p6 √
p 11
y5
_
15 - 3 √
2 _
√_ = _

x4 √x4 3
 (41
y5 23 
5 + √2
√ y5

 =_
√(x
 2) 2
 - 3 √2
- √15 _
√3
(42
 - √
√5 6
√(y
 2)2 · y
√

_
x2 _ √y
 = ·
y 2 √y √y .‫ﺃﻭﺟﺪ ﻣﺤﻴﻂ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻭﻣﺴﺎﺣﺘﻪ‬  (43
x 2 √y
_
 ·√y
√y  = y =
y3 6- 2

8+ 3
‫؛‬28 + 2 √3 - 2 √2 =‫( ﺍﻟﻤﺤﻴﻂ‬43
48 + 6 √3 - 8 √2 - √6 =‫ﺍﻟﻤﺴﺎﺣﺔ‬

115  2

115  2

  

2
98 - 103  2-5
7  ‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬
_32 _51 _5 _1 _7 _1 _2
a ·a ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬
_d 12 _
d6
_1
_3 (46
_
m 4
m
-_
3
4 (45 x 6 x 2 · x 3 (44
d m
_2 _1 _2 + _1 d4
5
 a3   a5 = a3
_ ‫ﺑﺴﻂ ﱠ‬
:‫ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‬
13
 = a 15 _2 _1 _2 ‫ﹼ‬
_
x 3 - x 3y 3 _3 _
3 √ _yy 1
3
(49 √
729 (48 _1 (47
8 
4
_1
x3 y4
_
2a
‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬
3
√b _1 _2
_ =_ x3 - y3 ‫ﻣﺎ ﻣﺴﺎﺣﺔ ﺍﻟﺪﺍﺋﺮﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؟‬  (50
2a 2a
 _1
_2 _4
3
√b
b3 _2
 = _1 Š _
_
2a b3 4a b 5 c 2π (50
3
_2
b3 b3 ‫ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬
_2 1 2

= _ =_
3
2a b 3 2aa √b2 r = 2a 3 b 5 c
 b b

 2 116

 2 116

 

2
104 - 109  2-6
9  ‫( ﻻ ﻳﻮﺟﺪ ﹼ‬56
‫ﺣﻞ ﺣﻘﻴﻘﻲ‬ _
100
(52 :‫ﹸﺣ ﹼﻞ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
9
x + 9 - 2 = 5 ‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺠﺬﺭﻳﺔ‬
√2 
- √x - 11 = 3 - x
√ (52 103 √x
- 3 + 5 = 15 (51

 √2
x +9-2=5
2 √m + 3 = √2m
 + 1 (54
17 
4 + √3x _
- 1 = 8 (53
2 √2
x +9=7 3
_1
2
x + 9 ) = 72
 ( √2 (x + 1) 4 = -3 (56 3 √2x
+ 3 = 3 (55
 2x + 9 = 49 _1 _1
3 3(3x - 1) 3 - 6 = 0 (58 64 a 3 - 4 = 0 (57
9 2 x = 40
2 x = 20
‫ ﺑﺎﻟﻜﻴﻠﻮﻣﺘﺮﺍﺕ ﺍﻟﺘﻲ ﻳﻤﻜﻦ‬d ‫ﺗﹸﻌﻄﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ‬  (59
 √20

× 20 + 9 - 2 ¦ 5  ‫ ﺗﻤﺜﻞ‬L ‫ ﺣﻴﺚ‬، d = 3.57 √L ‫ﺃﻥ ﻳﺮﺍﻫﺎ ﺷﺨﺺ ﺑﺎﻟﻌﻼﻗﺔ‬
‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻨﻈﺮ ﻣﻨﻬﺎ ﺍﻟﺸﺨﺺ ﻋﻦ ﺍﻷﺭﺽ ﻭﻳﻘﺎﺱ‬
10  ‫ ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺍﻟﺘﻲ ﻳﺮﺍﻫﺎ ﺷﺨﺺ‬.‫ﺑﺎﻷﻣﺘﺎﺭ‬
‫ﻣﺘﺮﺍ ﺗﺮﺗﻔﻊ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻳﻨﻈﺮ ﻣﻨﻬﺎ‬
‫ ﻓﻜﻢ ﹰ‬،‫ﻛﻴﻠﻮﻣﺘﺮﺍ‬
‫ﹰ‬ 71.4 ‫ﻫﻲ‬
.√2
x - 5 + 2 > 5 ‫ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ‬ ‫ﻣﺘﺮﹴ‬400 ‫ﺍﻟﺸﺨﺺ ﻋﻦ ﺍﻷﺭﺽ؟‬
  2x - 5 ≥ 0
5 2x ≥ 5 ‫ﹸﺣ ﹼﻞ ﱠ‬
:‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
2 x ≥ 2.5 _
1 _
≤ x < 10 (60 
2 + √3x - 1 < 5 (60
3 3
‫ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﹼ‬
.‫ ﻟﻴﻨﺘﻤﻲ ﺇﻟﻰ ﺍﻟﻤﺠﺎﻝ‬2.5 ‫ﺍﻟﺤﻞ ﺃﻛﺒﺮ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ‬ x ≥ 29 (61
 √2
x -5+2>5 _
x ≥ 4 (62
√
3x + 13 - 5 ≥ 5 (61
3
2  √2
x -5>3 x ≤ -20 (63 6 - √3x
+ 5 ≤ 3 (62
2
 ( √2
x - 5) > 32 ‫( ﻻ ﻳﻮﺟﺪ ﺣﻞ‬64 √
-3x + 4 - 5 ≥ 3 (63
 2x - 5 > 9 _
x ≥ 3 (65
2 5+ √2y
- 7 < 5 (64
5 2x > 14
2 x >7 
3 + √2x - 3 ≥ 3 (65

.x > 7 ‫ ﻓﺈﻥ ﺣﻞ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻫﻮ‬،x > 7 ‫ ﺗﺤﻮﻱ‬x ≥ 2.5 ‫ﺑﻤﺎ ﺃﻥ‬ _

x > 5 √3x
+ 1 - √6
+ x > 0 (66
2
x = 0, √2
×0-5+2§5 

 √- 5+2>5

.‫ ﻓﺈﻥ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﻻ ﺗﺘﺤﻘﻖ‬،‫√ ﻟﻴﺲ ﻋﺪ ﹰﺩﺍ ﺣﻘﻴﻘ ﹼﹰﻴﺎ‬-5

 ‫ﻭﺑﻤﺎ ﺃﻥ‬

x = 8, √2
×8-5+2§5

+2>5
 √11

.‫ ﻓﺈﻥ ﺍﻟﻤﺘﺒﺎﻳﻨﺔ ﺗﺘﺤﻘﻖ‬، 5.3 > 5 ‫ﻭﺑﻤﺎ ﺃﻥ‬

117  2

117  2

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪2‬‬
‫‪‬‬
‫‪  (70‬ﻗﻄﻌﺘﺎ ﺃﺭﺽ ﻣﺘﺠﺎﻭﺭﺗﺎﻥ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫‪  (67‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﻟﺠﺴﻢ ﻛﺘﻠﺘﻪ ‪ 8 kg‬ﻳﺴﻴﺮ‬
‫ﺃﺩﻧﺎﻩ‪ ،‬ﺇﺫﺍ ﺗﻤﺖ ﺇﺣﺎﻃﺘﻬﻤﺎ ﻣ ﹰﻌﺎ ﺑﺴﻴﺎﺝ ﻭﺍﺣﺪ‪ ،‬ﻓﺄﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺴﻴﺎﺝ‬ ‫ﺑﺴﺮﻋﺔ ‪ x‬ﺗﻌﻄﻰ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﺍﻟﺔ‪ ، P(x) = 4x 2 , x ≥ 0 :‬ﻓﺄﺟﺐ ﻋﻤﺎ‬
‫ﺍﻟﻼﺯﻡ‪32 √5 m 24 .‬‬ ‫_‬ ‫‪√x‬‬
‫ﻳﺄﺗﻲ‪21 :‬‬
‫‪√320‬‬
‫‪ m‬‬
‫‪√‬‬
‫‪√320‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﺪﺍﻟﺔ )‪P -1(x)) =  , x ≥ 0 .P(x‬‬
‫‪2‬‬
‫‪√80 m‬‬

‫‪ (b‬ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﺍﻟﺠﺴﻢ‪ ،‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻃﺎﻗﺘﻪ ﺍﻟﺤﺮﻛﻴﺔ ‪ 100‬ﺟﻮﻝ‪5 m/s .‬‬
‫‪√80 m‬‬

‫‪√80 m‬‬
‫‪√80 m‬‬

‫‪√80 m‬‬ ‫‪√320‬‬

‫‪ m‬‬
‫‪√‬‬
‫‪√320‬‬

‫‪  (71‬ﻭﻋﺎﺀ ﺃﺳﻄﻮﺍﻧﻲ ﺍﻟﺸﻜﻞ ﻟﺤﻔﻆ ﺍﻟﻤﺎﺀ ﻧﺼﻒ ﻗﻄﺮ ﻗﺎﻋﺪﺗﻪ‬ ‫‪  (68‬ﺃﺳﻘﻄﺖ ﺻﺨﺮﺓ ﻣﻦ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 100 m‬ﻋﻦ ﺳﻄﺢ‬
‫_‬
‫‪1‬‬ ‫ﺍﻷﺭﺽ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ‪ ،t = 0.452 √d‬ﺣﻴﺚ ‪ t‬ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ‬
‫_( = ‪ ،r‬ﻓﺄﻭﺟﺪ ﻧﺼﻒ ﻗﻄﺮ ﻫﺬﺍ‬ ‫ﻳﺴﺎﻭﻱ ﺍﺭﺗﻔﺎﻋﻪ‪ ،‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ )‬
‫‪V 3‬‬
‫‪π‬‬ ‫ﺑﺎﻟﺜﻮﺍﻧﻲ‪ ،‬ﹶﻭ ‪ d‬ﺗﻤﺜﻞ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻷﻣﺘﺎﺭ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ‪ d‬ﻋﻨﺪ ‪t = 2 s‬‬
‫‪_3 m 25‬‬ ‫_=‪v‬‬
‫‪27‬‬
‫ﺍﻟﻮﻋﺎﺀ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺣﺠﻤﻪ ‪π m 3‬‬ ‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﺘﺮ ‪22‬‬
‫‪2‬‬ ‫‪8‬‬ ‫‪ 20m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪  (72‬ﺗﻌﻄﻰ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺳﺮﻋﺔ ﺟﺴﻢ ﻣﺘﺤﺮﻙ ‪ v‬ﻭﻛﺘﻠﺘﻪ ‪ m‬ﻭﻃﺎﻗﺘﻪ‬ ‫‪  (69‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻧﺼﻒ ﻗﻄﺮ ﻛﺮﺓ ﺍﻟﺴﻠﺔ ‪ r‬ﻳﻌﻄﻰ ﺑﺎﻟﺪﺍﻟﺔ‬
‫_‬
‫√ = ‪ ، v‬ﺍﺣﺴﺐ ﺍﻟﻄﺎﻗﺔ ﺍﻟﺤﺮﻛﻴﺔ ﻟﺠﺴﻢ‬‫‪2E‬‬
‫ﺍﻟﺤﺮﻛﻴﺔ ‪ E‬ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬ ‫_‬
‫‪m‬‬ ‫ = ‪ ،r‬ﺣﻴﺚ ‪ V‬ﺣﺠﻢ ﺍﻟﻜﺮﺓ‪ ،‬ﻓﺄﻭﺟﺪ ﺣﺠﻢ ﻛﺮﺓ ﺳﻠﺔ ﻧﺼﻒ‬ ‫‪√ 4π‬‬
‫‪3 3V‬‬

‫‪26‬‬ ‫ﻛﺘﻠﺘﻪ ‪ ،1000 kg‬ﻭﻳﺴﻴﺮ ﺑﺴﺮﻋﺔ ‪30 m/s‬‬ ‫‪23‬‬ ‫ﻗﻄﺮﻫﺎ ‪12 cm‬‬
‫‪2304π cm 3‬‬
‫‪ 450000‬ﺟﻮﻝ‬

‫‪ 2 118‬‬

‫‪ 2‬‬ ‫‪118‬‬

 
2
‫ﺑﺴﻂ ﹼﹰ‬ ‫ﻛﻞ ﹴ‬
‫ﺩﺍﻟﺔ ﺗﻤﺜﻞ ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺃﻡ ﻻ ؟‬ ‫ ﺣﺪﱢ ﺩ ﻫﻞ ﱡ‬،‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﻓﻲ ﱢ‬
17 √2 - 25 (18 :‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﹼ‬ ‫ﻛﻞ ﺯﻭﺝ ﱠ‬
‫ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬  )(-7 + √2
(3 - 2 √2 ) (14 -3 (2 + √5
)(6 - 3 √5
) (13 ‫ ﻧﻌﻢ‬f (x) = 3x + 8 , g(x) = _
x -8
(1
‫ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ‬ _1 3

.‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻﺗﺰﺍﻝ ﺗﺸﻜﻞ ﺗﺤﺪ ﹼﹰﻳﺎ ﻟﻠﻄﻼﺏ‬

__
2m - 3m + 1 2
_
_1
m2 -1
_1 (16 12 √
3 + 24 _
12
(15
‫ ﻧﻌﻢ‬f (x) = _13 x + 5 , g(x) = 3x - 15 (2
4m - 1 
2 - √3
2m 2 + 1 ‫ ﻧﻌﻢ‬f (x) = x + 7 , g(x) = x - 7 (3
‫ ﻻ‬f (x) = _
_2 _1 _5 x -2
5 2 = 25 5 3 · 5 2 · 5 6 (18 -28 √3
 4 √3 - 8 √48
 (17 , g(x) = 3x - 2 (4
3
6
2x 3y 2 √ 3ab 4 √a
 √
5
32x 15y 10 (20 729a 9b 24 (19

_1 _1 ‫ﺃﻱ ﺍﻟﻤﺘﺒﺎﻳﻨﺎﺕ ﺍﻵﺗﻴﺔ ﻟﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬

‫ ﱡ‬  (5
r2 _
r3
_1 (22
_2
_
w
w
5
w
-_
4
5 (21 B ‫ﺍﻟﻈﺎﻫﺮ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؟‬
r6 y
_3 _3 _5
_ 2
y - 2y 2
_
y2
_1 (24 _
a 12
_
a 2
-_
1

_1 - _1 (23 2
y-4 6a
y2 +2 6a 3 · a 4
-4 O x
A
‫ﻣﺎ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺴﺘﻄﻴﻞ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؟‬  (25
(2 + 6 ) in

3 in

y ≥ √x -4 C y ≥ √x
+4 A

‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬2 √3 + 3 √2 A 

y ≤ √x -4 D y ≤ √x
+4 B

‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬4 + 2 √6 + 2 √3 B

1 ≤ x ≤ 5 (27 ‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬2 √3 + √6 C ‫ﹸﺣ ﹼﻞ ﱠ‬
-_
3 :‫ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
≤ x ≤ 39 (28
2 ‫ ﻭﺣﺪﺓ ﻣﺮﺑﻌﺔ‬2 √3 + 3 D
0 ≤ b < 4 (29 4 √a
+ 12 = √
5a - 4 (6
‫ﹸﺣ ﱠﻞ ﱠ‬
:‫ﻛﻞ ﻣﺘﺒﺎﻳﻨﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫√ ﻻ ﻳﻮﺟﺪ ﺣﻞ‬ x - 2 (7
3x = √
4x - 4 ≤ 6 (27 _ ≤x<
3
2 + √ x 7 √
x< 4x - 3 < 5 (26
5 4( √3x
4
4 + 1 ) - 8 = 0 (8
√b
+ 12 - √b > 2 (29 √
2x + 3 - 4 ≤ 5 (28
42 √5m
3
+ 6 + 15 = 21 (9

y ≥ 32 √
y - 7 + 5 ≥ 10 (30
5 1 + √
x + 11 = √2x
+ 15 (10
‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺬﻱ‬ HERO (31 ‫√ ﻻ ﻳﻮﺟﺪ ﺣﻞ‬x  = 3 (11
- 6 - √x
:‫ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﻫﻴﺮﻭ‬a , b , c ‫ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ‬
.s = _12 (a + b + c) ‫ ﺣﻴﺚ‬، A = √
s(s - a)(s - b )(s - c ) -_
1

‫ﺍﻛﺘﺐ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ﺍﻟﺠﺬﺭﻳﺔ ﻓﻲ‬ C :‫ ﻫﻲ‬125 3 ‫ﻗﻴﻤﺔ ﺍﻟﻌﺒﺎﺭﺓ‬  (12
2 √66 m 2 .‫ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬ 5 D _1 C -_
1
B -5 A
5 5

10 m
5m

7m

119  2


 
 2  1
 5 0 %    2 5 %  

2-6 2-1    

119  2

 y –1 = – _
3
(x + 8) (12 7 7 , 7 8 2 - 1 
5
y
−8 −6 −4 −2 O x + 3 (7
y = ± √x
y -1 −2
y
4
−4
h (x) 2
−6
−
y
−88 −4 −2
−2 O 2 4x
−22
−

- 4 (13
y = ± √x −44
y

y
8
h (x ) f –1(x) = x - 2 (8
4
y
4
−8 −4 O 4 8x
−4 y 2
f (x)
−8
−4 −2 O 2 4x
−22 f (x)
-1

y=± √_
1
5
x (14
−44
y

f (x )

g –1(x) = _x (9
1
5


O x y
y 4

2
g -1(x )
−4
−4 −2
−2 O 2 4x
−22

2 
2x + 2 (15
y = ± √ g (x )
−44
−
y
4
f (x ) y –1 = _
x-1
(10
2 –2
y
4
−4 −2 O 2 4x
y
−2 2
y -1
−4
−4 −2 O 2 4x
−22
- 3 - 1 (16
y –1 = ± √x
y
y −44
8
y
4 h –1(x) = 3x + 4 (11

y
−8 −4 O 4 8x 4
−4 h -1(x )
y -1 2
−8
−4 −2 O 2 4x
−2 h (x )

−4

 2  119A

 79 2-1  F –1(x) = _
5
(x - 32); (31a
9
9  _
F[F -1(x)] = _
(1 5 
(x -32)© + 32
5 9 
= x - 32 + 32
=x
F –1[F (x)] = _ _ x + 32 - 32
5 9
9 (5 )    
5_
=
9 ( _59 x + 0)   
(2 =x
(32a

(3

(4
2 


(5

(6

  (32b

 y = x0‫ ﺃﻭ‬y = 1
 y = x ‫ ﺃﻭ‬y = x
1

 y = x2
 y = x3
 y = x4

119B  2 

 ،ªx | x ≥ _35« = ‫( ﺍﻟﻤﺠﺎﻝ‬10 82 2 - 2 
{f( f x) ≤ 5} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(
1000 (3


F
900
f (x)
8 800
6 700
4 600
2 500
400
-8 -6
6 -4 2O
4 -2 2 4 6 8x
300
-4 200
-6 100
T
-8
0 1 2 3 4 5 6 7 8 9 10


(4B (4A
f(x)
f( (11
8 f (x) f (x)
7 −2 2 4 x
6 O
6
5 −2
4 4
3 −4
2 2
1 −6
O 2 4 6 x
O 1 2 3 4 5 6 7 8x −8

،{x | x ≥ 0} = ‫ﺍﻟﻤﺠﺎﻝ‬
f x) ≥ 0} = ￯‫ﺍﻟﻤﺪ‬


{f(
f(x) | f(
ff((x) (12 8 2 , 8 3 2 - 2 
O 1 2 3 4 5 6 7 8x ،{x | x ≥ 0} = ‫( ﺍﻟﻤﺠﺎﻝ‬7
-2 {f( f x) ≥ –2} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(
-3
-4 f (x)
-5 8

2 
-6 6
-7 4
-8 2
−8−6 4−2O
6−4 2 4 6 8x
،{x | x ≥ 0} = ‫ﺍﻟﻤﺠﺎﻝ‬ −4
−6
{f( f x) ≤ 0} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f( −8

(13
8
f(x)
f(
،{x | x ≥ 1} = ‫( ﺍﻟﻤﺠﺎﻝ‬8
7
6 {f( f x) ≥ 0} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(
5
f (x)
4 8
3 6
2 4
1 2
O 1 2 3 4 5 6 7x −8−6
6 −4 O 2 4 6 8x
−4
،{x | x ≥ –1} = ‫ﺍﻟﻤﺠﺎﻝ‬ −6
{f( f x) ≥ 0} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f( −8

f (x)
f( (14 ،{x | x ≥ – 4} = ‫( ﺍﻟﻤﺠﺎﻝ‬9
4 {f( f x) ≥ – 1} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(

O 4 8 12 16 x f (x)
8
-4 6
4
-8 2
−8−6
6− 4 O
−4 2 4 6 8x
−4
،{x | x ≥ 4} = ‫ﺍﻟﻤﺠﺎﻝ‬ −6
−8
{f( f x) ≥ –10} = ￯‫ﺍﻟﻤﺪ‬
f(x) | f(

 2  119C

 y (27 y (26 (15
4
f (xx)
x 8
-6 -4 -2 O
-2 -8 -4 O 4 8x
4
-4
-4
-12 -8 -4 O x
-8
-6 -4
-12
-8
y (29 y (28
8 {x | x ≥ –12} = ‫ﺍﻟﻤﺠﺎﻝ‬
4
O 4 8 12 x { f (x) | f (x) ≥ 3} = ￯‫ﺍﻟﻤﺪ‬
-4
(16
O 4 8 12 x f (xx)
-8 8
-4
-12 4
-8
-8 -4 O 4 8x

89 2-3  -4

-8
n=3 (36a
{x | x ≥ –7} = ‫ﺍﻟﻤﺠﺎﻝ‬
x -5 -4 -3 -2 -1 0 { f(x) | f (x) ≤ 9} = ￯‫ﺍﻟﻤﺪ‬
f(x) -125 -64 -27 -8 -1 0
(20
f (x)
x 1 2 3 4 5 8
2 

6
f(x) 1 8 27 64 125 4
2
n=4 −8−6−4−2O 2 4 6 8x
x -5 -4 -3 -2 -1 0 −4


f(x) 625 256 81 16 1 0 −6

−88
x 1 2 3 4 5
f(x) 1 16 81 256 625 f (x) (21
8
n=3 6
x -125 -64 -27 -8 -1 0 4
2
g(x) -5 -4 -3 -2 -1 0
−8−6−4 O 2 4 6 8x
x 1 8 27 64 125 −4
g(x) 1 2 3 4 5 −6
−88
n=4
x -625 -256 -81 -16 -1 0 f (x) (23 (22
8 f (x)
     8
g(x) 0 6 6
x 1 16 18 256 625 4 4
2 2
g(x) 1 2 3 4 5
4 O
−8 −6 −4 2 4 6 8 −8−6−4 O 2 4 6 8x
−4
−4
n=4 n = 3 (36b −6
−6
−8
y y −8
8 8
f (x)
6
g (x)
6
g (x) y (25 y (24
4 4 4
2 2 6
2
−4−3−2−1O 1 2 3 4x −44−3−2−11O
3 2−1 1 2 3 4x 4
−4 −4
2 O 2 4 6 8x
−6 −6
f (x)
−88 −88 -2
-6 -4 -2 O x
-4

119D  2 

 ‫‪y‬‬ ‫‪(13‬‬
‫‪8‬‬
‫‪y‬‬ ‫‪(12‬‬ ‫√ = )‪ g (x‬ﺩﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ‪،‬‬ ‫‪3‬‬
‫‪ f (x) = x 3 (36c‬ﺩﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ‪x ،‬‬
‫‪8‬‬
‫‪6‬‬ ‫‪6‬‬ ‫√ = )‪ g(x‬ﺩﺍﻟﺔ ﻣﺘﺒﺎﻳﻨﺔ‪.‬‬ ‫‪4‬‬
‫‪ f (x)= x4‬ﺩﺍﻟﺔ ﻏﻴﺮ ﻣﺘﺒﺎﻳﻨﺔ‪x ،‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪ (36d‬ﺍﻟﻘﻴﻢ ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ‬
‫‪2 4 6 8x‬‬ ‫‪−8 −6 −44 O‬‬ ‫‪2 4 6 8x‬‬
‫‪−8 −6 −4 O‬‬
‫‪ (36e‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ n‬ﺍﻟﻔﺮﺩﻳﺔ ﺍﻟﻤﻮﺟﺒﺔ ﺗﻜﻮﻥ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫‪−44‬‬ ‫‪−4‬‬
‫‪−6‬‬ ‫‪−6‬‬ ‫)‪ f (x), g(x‬ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯‪ ،‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪ n‬ﺍﻟﺰﻭﺟﻴﺔ ﺍﻟﻤﻮﺟﺒﺔ‬
‫‪−8‬‬ ‫‪−8‬‬
‫ﺗﻜﻮﻥ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ )‪ f (x), g(x‬ﺩﺍﻟﺔ ﻋﻜﺴﻴﺔ ﻟﻸﺧﺮ￯ ﺇﺫﺍ ﻛﺎﻥ ﻣﺪ￯‬
‫ﻭﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺘﻴﻦ )‪ f (x) , g (x‬ﻣﻘﻴﺪﻳﻦ ﺑﺎﻟﻘﻴﻢ ﺍﻟﻤﻮﺟﺒﺔ‪.‬‬
‫‪y‬‬ ‫‪(15‬‬ ‫‪y‬‬ ‫‪(14‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪3‬‬
‫‪2‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪9 0 2 - 3 ‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪−4 −3 −22 O‬‬
‫‪−5−‬‬ ‫‪1 2 3x‬‬ ‫‪−4 −3 −22 O‬‬ ‫‪1 2 3 4x‬‬ ‫‪(2‬‬ ‫‪(1‬‬
‫‪−2‬‬ ‫‪−2‬‬
‫‪−3‬‬ ‫‪−3‬‬
‫‪−4‬‬ ‫‪−4‬‬

‫ﺍﻟﻤﺠﺎﻝ= }‪{x | x ≥ -4‬‬ ‫ﺍﻟﻤﺠﺎﻝ = }‪{x | x ≥ 0‬‬

‫ﺍﻟﻤﺪ￯ = }‪{y | y ≥ -1‬‬ ‫ﺍﻟﻤﺪ￯ = }‪{y | y ≥ 2‬‬

‫‪96,97 2-4 ‬‬

‫‪(4‬‬ ‫‪(3‬‬
‫‪a + b = c (44a‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪‬‬
‫‪1 + 12 = c 2‬‬
‫‪2‬‬

‫‪2 = c2‬‬
‫‪c = √2‬‬

‫‪(44b‬‬

‫‪2 ‬‬
‫‪1‬‬
‫‪1‬‬
‫‪ (44c‬ﻃﻮﻝ ﻭﺗﺮ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺘﻄﺎﺑﻖ ﺍﻟﻀﻠﻌﻴﻦ ﻭﺍﻟﺬﻱ ﻃﻮﻝ ﻛﻞ‬ ‫‪(6‬‬ ‫‪(5‬‬
‫ﻣﻨﻬﻤﺎ ﻭﺣﺪﺗﺎﻥ ﻳﺴﺎﻭﻱ ‪ √2 + √2‬ﻭﺣﺪﺓ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ‪. √2 + √2 > 2‬‬
‫‪(44d‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪1‬‬

‫‪106 ‬‬
‫‪ (44e‬ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﺮﺑﻊ ﻳﻨﺘﺞ ﺃﺭﺑﻌﺔ ﻣﺜﻠﺜﺎﺕ ﻃﻮﻝ ﻗﺎﻋﺪﺓ ﻛﻞ ﻣﻨﻬﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪،‬‬
‫‪y‬‬ ‫‪(11‬‬ ‫‪y‬‬ ‫‪(10‬‬
‫ﻭﺍﺭﺗﻔﺎﻋﻪ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ﻟﺬﺍ ﻓﻤﺴﺎﺣﺔ ﻛﻞ ﻣﻨﻬﺎ‬ ‫‪1‬‬ ‫‪4‬‬
‫‪3‬‬
‫_ ‪ ،‬ﺇﺫﻥ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺮﺑﻊ‪:‬‬
‫‪1‬‬
‫‪2‬‬
‫ﻫﻲ‪bh = _ (1)(1) = _ :‬‬
‫‪1‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪−1O‬‬ ‫‪1 2 3 4 5 6 7x‬‬
‫‪2‬‬
‫‪−2‬‬ ‫‪1‬‬
‫_( ‪4‬‬
‫‪1‬‬
‫‪ √2 • √2 = 2‬ﺃﻭ ‪) = 2‬‬ ‫‪−3‬‬
‫‪2‬‬ ‫‪O‬‬ ‫‪1 2 3 4 5 6 7 8x‬‬
‫‪−4‬‬
‫‪−5‬‬ ‫‪−2‬‬
‫_(‬ ‫_( = )‬ ‫_( • )‬ ‫_( • )‬ ‫‪) (46‬‬
‫‪3‬‬
‫‪–1 - i 3‬‬
‫√‬ ‫‪–1 - i 3‬‬ ‫‪–1 - i 3‬‬
‫√‬ ‫‪–1 - i 3‬‬
‫√‬ ‫√‬ ‫‪−6‬‬ ‫‪−3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪−7‬‬ ‫‪−4‬‬

‫√ ‪(-1 - i‬‬

‫√ ‪3 )(-1 - i‬‬
‫√ ‪3 )(-1 - i‬‬
‫)‪3‬‬
‫___ =‬
‫‪8‬‬

‫‪ 2 ‬‬ ‫‪119E‬‬

 (1 + i √3 + i √3 + 3i )(-1 - i √3 )
2
= ___
8
(2i √3 - 2)(–1 -i √3)
= __
8
√  + 2 + 2i √3
= ___
-2i 3 - 6i 2

8
=_
-6i 2 + 2
8

=_
8
8
=1

114 

y (24
7
6
5
4
3
2
1
O 1 2 3 4 5 6 7x

y (25
4
3
2
2 

O 1 2 3 4 5 6 7 x
-2
-3
-4


y (26
7
6
5
4
3
2
1

O 1 2 3 4 5 6 7x

119F  2 

 
  ✓
(121) 

 - 4 
3 3 -3   - 2 
3  3 - 1  3-1

     

 
 

 •  •  •  •  • 

    
  •   • 
 •   •  
    
 

    

   
 
 
 








(1 3 7 )  
     
(21)  • (20)  • (1 9 )  • (1 8 )  •   •
M D E M D E M D E M D E 

(147, 150)  (141)  (1 3 4 , 1 3 7 )  (1 2 6 , 1 3 0 )  

 M   D   E  

 3  120A



 - 8 
3  -7 
3  - 6 
3 3 - 5    3 - 4 

     



 •  •  •  •  •

     
 •   •  •  •
    

   

  
 
 


(178)  (1 6 4 ) 

   

M D E (25)  • M D E (24 )  • M D E (2 3 )  • M D E (2 2 )  •

(175, 177)  (167, 1 7 1 )  (1 6 1 , 1 6 4 )  (1 5 5 , 1 5 7 ) 

  ✓  ✓
(1 8 5 )  • (152)  

120B  3 

 
 
3   ✓

(121)3

(121)

 
  ✓
  
 



!
4


152) (152)
120) (179-184)

  ✓

(185)

185)
120)

   

 3  120C

 ‫‪‬‬
‫‪M‬‬ ‫‪‬‬ ‫‪3 ‬‬ ‫‪M D‬‬ ‫‪E‬‬ ‫‪ ‬‬ ‫‪1 ‬‬
‫ﹴ‬
‫ﻣﺜﻠﺚ ﻭﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺘﻪ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻛﻞ ﻣﻦ ﺍﻟﻄﺮﻕ ﺍﻟﺜﻼﺙ‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺭﺳﻢ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﺧﺘﻴﺎﺭ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺃﻛﺒﺮ ﻣﻦ ‪ ،90°‬ﺛﻢ‬
‫ﺍﻵﺗﻴﺔ‪:‬‬ ‫ﺭﺳﻤﻬﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻣﻊ ﺗﺤﺪﻳﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﻬﺎ‪ ،‬ﻭﺃﺧﻴﺮ ﹰﺍ ﺇﻳﺠﺎﺩ‬
‫ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ ﻟﻬﺎ‪.‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻤﺴﺎﺣﺔ ﺍﻟﻤﺜﻠﺚ ﻭﻫﻲ‪.A = _21 b h :‬‬
‫)ﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻃﻮﻝ ﺿﻠﻊ ﺍﻟﻘﺎﻋﺪﺓ ﻭﺍﻻﺭﺗﻔﺎﻉ(‪.‬‬
‫ﻭﺯﻭﺩ ﻛﻞ‬
‫‪ ‬ﻭﺯﻉ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪ .‬ﹼ‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﻋﺎﻟﻢ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺍﻟﻴﻮﻧﺎﻧﻲ )ﻫﻴﺮﻭﻥ(‪.‬‬
‫ﻣﺠﻤﻮﻋﺔ ﺑﺄﻋﻮﺍﺩ‪ ،‬ﻭﻣﻘﺼﺎﺕ‪ ،‬ﻭﺻﻤﻎ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻌﻤﻠﻮﺍ ﻣﻠﺼﻘﺎﺕ ﻳﻮﺿﺤﻮﻥ‬
‫)ﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﺍﻟﺜﻼﺛﺔ(‪.‬‬
‫ﻓﻴﻬﺎ ﺍﻟﻤﻔﺮﺩﺍﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺍﻟﺪﺭﺳﻴﻦ ‪ ،5-4, 5-5‬ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﻴﺪﺍﻥ ﻟﺘﻜﻮﻳﻦ‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ ‪. A = _21 bc sin A‬‬ ‫ﻣﺜﻠﺜﺎﺕ‪.‬‬
‫)ﺍﻟﺘﻲ ﺗﺤﺘﺎﺝ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻃﻮﻟﻲ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ(‪.‬‬
‫ﻳﻤﻜﻦ ﻟﻠﻄﻠﺒﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻨﻘﻠﺔ ﻭﻣﺴﻄﺮﺓ ﺇﺫﺍ ﺗﻄﻠﺐ ﺍﻷﻣﺮ ﺫﻟﻚ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﺤﺪﻳﺪ‬
‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﺤﺘﺎﺟﻮﻥ ﺇﻟﻰ ﻣﻌﺮﻓﺘﻬﺎ ﻋﻦ ﺍﻟﻤﺜﻠﺚ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻛﻞ ﻃﺮﻳﻘﺔ ﻣﻦ‬
‫‪E‬‬ ‫‪ ‬‬ ‫‪2 ‬‬
‫ﺍﻟﻄﺮﻕ ﺍﻟﺴﺎﺑﻘﺔ‪.‬‬
‫ﻳﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻣﻦ ﺧﻼﻝ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪ ،‬ﻭﻳﺮﺳﻤﻮﻥ ﻋﺪ ﹰﺩﺍ ﻣﻦ‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻤﺘﻨﻮﻋﺔ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﻳﺘﻀﻤﻦ ﻛﻞ ﻣﻨﻬﺎ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ،30°‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫ﻗﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ 30°‬ﻷﻗﺮﺏ ﻣﻠﻤﺘﺮ‪ ،‬ﺛﻢ ﺣﺴﺎﺏ ﺟﻴﺐ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ‪ 30°‬ﻓﻲ ﻛﻞ ﻣﺜﻠﺚ ﻣﻦ ﺧﻼﻝ ﻗﺴﻤﺔ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬
‫ﻟﻴﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺃﻥ ‪ sin 30°‬ﻫﻮ ﻧﻔﺴﻪ ﻟﻜﻞ ﻣﺜﻠﺚ ﻭﻳﺴﺎﻭﻱ ‪ .0.5‬ﺛﻢ ﻧﺎﻗﺶ ﺍﻟﻨﺘﺎﺋﺞ ﻣﻊ‬
‫ﺍﻟﻄﻠﺒﺔ‪ ،‬ﻭﺍﺭﺳﻢ ﻋﻠﻰ ﺍﻟﺴﺒﻮﺭﺓ ﻣﺜﻠ ﹰﺜﺎ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻗﻴﺎﺱ ﺇﺣﺪ￯ ﺯﻭﺍﻳﺎﻩ ‪ .30°‬ﻭﻃﻮﻝ ﻭﺗﺮﻩ‬
‫‪ .8 cm‬ﻭﺍﺳﺄﻝ ﺍﻟﻄﻠﺒﺔ‪ :‬ﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻧﺴﺐ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪30°‬؟‬

‫‪8 cm‬‬
‫‪? cm‬‬

‫‪30°‬‬

‫_ = ‪sin 30°°‬‬
‫_ ‪1‬‬
‫‪= ? cm‬‬
‫‪2‬‬ ‫‪8 cm‬‬

‫‪120D‬‬ ‫‪ 3 ‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪  3 -1‬‬ ‫‪3 ‬‬
‫ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ ﺻﻴﻐﺔ ﻋﻠﻰ ﺻﻮﺭﺓ ﻧﺴﺒﺔ ﻳﺘﻢ ﻓﻴﻬﺎ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻃﻮﻟﻲ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪.‬‬
‫ﺿﻠﻌﻴﻦ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻭﻳﺴﺘﻌﻤﻞ ﺍﻟﻮﺗﺮ ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫• ﺗﻄﺒﻴﻖ ﺍﻟﺼﻴﻎ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻟﺤﻞ ﻣﺴﺎﺋﻞ‪.‬‬
‫ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻬﺎ ﻟﺘﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ‪.‬‬ ‫• ﺗﺤﺪﻳﺪ ﺍﻟﻤﺠﺎﻝ ﻋﻨﺪ ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺩﻭﺍﻝ‪ ،‬ﻣﺜﻞ‪.y = x2 :‬‬
‫‪A‬‬
‫‪‬‬ ‫‪‬‬
‫)‪(c‬‬
‫‪‬‬
‫)‪(b‬‬
‫‪θ‬‬
‫‪B‬‬
‫‪C‬‬ ‫‪(a)‬‬

‫‪3 ‬‬
‫‪  3 -2‬‬ ‫• ﺗﻌﺮﻑ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﻴﺜﺔ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺤﺎﺩﺓ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﹰ‬
‫ﺃﻭﻻ‪ ،‬ﻭﻛﺬﻟﻚ‬
‫ﺍﻟﻨﻘﺎﻁ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺇﺫﺍ‬
‫ﻭﻗﻊ ﺭﺃﺳﻬﺎ ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﻭﻗﻊ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻋﻠﻰ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ‬ ‫• ﺍﺷﺘﻘﺎﻕ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻭﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻭﺍﺳﺘﻌﻤﺎﻟﻬﻤﺎ ﺑﻮﺻﻔﻬﻤﺎ‬
‫ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ ، x‬ﻭﻳﺪﻭﺭ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﻳﻨﺘﺞ ﻋﻦ ﺩﻭﺭﺍﻧﻪ‬ ‫ﺗﻄﺒﻴﻘﺎﺕ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫ﻓﻲ ﻋﻜﺲ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺯﺍﻭﻳﺔ ﻣﻮﺟﺒﺔ‪ ،‬ﻭﻣﻊ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺯﺍﻭﻳﺔ ﺳﺎﻟﺒﺔ‪.‬‬ ‫• ﺇﻳﺠﺎﺩ ﻣﻌﻜﻮﺱ ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻟﻈﻞ‪.‬‬
‫ﻼ ﻟﻴﺲ ﺃﻗﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ‪210°‬‬ ‫ﻭﻣﻦ ﺍﻟﻤﻔﻴﺪ ﻣﻼﺣﻈﺔ ﺃﻥ ﺍﻟﻘﻴﺎﺱ ‪ –210°‬ﻣﺜ ﹰ‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻛﻞ ﻣﻦ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻹﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺯﻭﺍﻳﺔ ﻣﺎ‪ ،‬ﺃﺿﻒ‬
‫ﺇﻟﻴﻬﺎ ﺃﻭ ﺍﻃﺮﺡ ﻣﻨﻬﺎ ﻣﻀﺎﻋﻔﺎﺕ ‪.360°‬‬
‫ﻳﻤﻜﻦ ﻟﻠﺰﻭﺍﻳﺎ ﺃﻥ ﺗﹸﻘﺎﺱ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺃﻭ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﺮﺍﺩﻳﺎﻥ ﻭﺣﺪﺓ ﻣﺒﻨﻴﺔ‬
‫ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻘﻮﺱ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﻘﻴﻘﺔ ﺍﻵﺗﻴﺔ )‪π = 180°‬ﺭﺍﺩﻳﺎﻥ(‬
‫ﻟﻠﺘﺤﻮﻳﻞ ﺑﻴﻦ ﺍﻟﻘﻴﺎﺳﻴﻦ‪.‬‬ ‫‪3 ‬‬
‫• ﺍﻻﺳﺘﻤﺮﺍﺭ ﻓﻲ ﺩﺭﺍﺳﺔ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻭﺍﻟﺘﺮﺩﺩ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﻭﻟﺪﻭﺍﻝ ﺩﻭﺭﻳﺔ ﺃﺧﺮ￯‪.‬‬
‫‪  3 -3‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﺃﻭ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﻄﺔ )‪ P(x, y‬ﺗﻘﻊ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ ،θ‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ‬
‫• ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺗﺘﻀﻤﻦ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‪.‬‬
‫ﺇﻳﺠﺎﺩ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ ﻟﻬﺎ‪ .‬ﻭﺫﻟﻚ ﺑﺈﺳﻘﺎﻁ ﻋﻤﻮﺩ ﻣﻦ ﺍﻟﻨﻘﻄﺔ ﻋﻠﻰ‬
‫ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻓﻴﺘﺸﻜﻞ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﻃﻮﻝ ﺇﺣﺪ￯ ﺳﺎﻗﻴﻪ |‪ |x‬ﻭﺣﺪﺓ‪ ،‬ﻭﻃﻮﻝ‬
‫‪r = √x‬‬
‫‪2‬‬
‫ﺍﻟﺴﺎﻕ ﺍﻷﺧﺮ￯ |‪ |y‬ﻭﺣﺪﺓ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﻮﺗﺮ ‪ r‬ﻭﺣﺪﺓ‪ ،‬ﺣﻴﺚ ‪+ y2‬‬
‫‪y‬‬
‫_ = ‪cos θ‬‬
‫‪x‬‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ‪، sin θ = _ :‬‬
‫‪r‬‬ ‫‪r‬‬
‫ﻭﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻷﻱ ﺯﺍﻭﻳﺔ ‪ θ‬ﻏﻴﺮ ﺭﺑﻌﻴﺔ‪ ،‬ﺍﺣﺴﺐ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺤﺎﺩﺓ ﺍﻟﻤﺮﺟﻌﻴﺔ  ‪ θ‬ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
‫ﻭﺍﻟﻤﺤﻮﺭ ‪ .x‬ﻭﺗﹸﺤﺪﱠ ﹸﺩ ﺇﺷﺎﺭﺓ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﻣﻦ ﺧﻼﻝ ﻣﻌﺮﻓﺔ ﺍﻟﺮﺑﻊ ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ‬
‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬

‫‪ 3 ‬‬ ‫‪120E‬‬

‫‪‬‬

‫‪   3 -7‬‬ ‫‪ 3 -5   3 -4‬‬

‫ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺪﻭﺍﻝ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻟﻈﻞ ﻟﻬﺎ ﺃﻧﻤﺎﻁ ﻣﺘﻜﺮﺭﺓ‬ ‫ﻠﻢ‪:‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ ﺇﺫﺍ ﹸﻋ ﹶ‬
‫ﹸﻳﺴﻤﻰ ﻛﻞ ﺗﻜﺮﺍﺭ ﻓﻴﻬﺎ ﺩﻭﺭﺓ‪ .‬ﻭ ﹸﻳﺴﻤﻰ ﺍﻟﻄﻮﻝ ﺍﻷﻓﻘﻲ ﻟﻜﻞ ﺩﻭﺭﺓ ﻃﻮﻝ‬
‫• ﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﻴﻦ ﻭﻃﻮﻝ ﺃﻱ ﺿﻠﻊ )‪ AAS‬ﺃﻭ ‪.(ASA‬‬
‫ﺍﻟﺪﻭﺭﺓ‪ .‬ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻜﻞ ﻣﻦ ﺩﺍﻟﺘﻲ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ‬
‫ﺍﻟﺘﻤﺎﻡ ﻫﻮ ‪ 2π‬ﺭﺍﺩﻳﺎﻥ ﺃﻭ ‪ .360°‬ﺃﻣﺎ ﺩﺍﻟﺔ ﺍﻟﻈﻞ ﻓﻄﻮﻝ ﺩﻭﺭﺗﻬﺎ ﻫﻮ ‪ π‬ﺭﺍﺩﻳﺎﻥ‬ ‫• ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻷﺣﺪﻫﻤﺎ )‪ .(SSA‬ﻭﻓﻲ ﻫﺬﻩ‬
‫ﺃﻭ ‪ .180°‬ﻭﺍﻟﺴﻌﺔ ﻟﻜﻞ ﻣﻦ ﺩﺍﻟﺔ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻫﻲ ﻧﺼﻒ ﺍﻟﻔﺮﻕ‬ ‫ﺍﻟﺤﺎﻟﺔ ﻳﻤﻜﻦ ﺃﻥ ﻧﺠﺪ ﹼﹰ‬
‫ﺣﻼ ﻭﺍﺣﺪﹼﹰ ﺍ ﺃﻭ ﺣﻠﻴﻦ ﺃﻭ ﻗﺪ ﻻ ﻧﺠﺪ ﺃ ﹼﹰﻳﺎ ﻣﻦ‬
‫ﺑﻴﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍﻟﺔ‪.‬‬ ‫ﺍﻟﺤﻠﻮﻝ‪.‬‬
‫ﻭﺟﺒﺮ ﹼﹰﻳﺎ ﺑﺎﻟﻨﺴﺒﺔ ﻟﺪﺍﻟﺔ ﺍﻟﺠﻴﺐ ‪ ، y = a sin bθ‬ﻭﺩﺍﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫ﻠﻢ‪:‬‬
‫ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ ﺇﺫﺍ ﹸﻋ ﹶ‬
‫‪ ،y = a cos bθ‬ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ‪ ،360° ÷ b‬ﺃﻣﺎ ﺍﻟﺴﻌﺔ ﻟﻜﻞ‬
‫ﻣﻨﻬﻤﺎ ﻓﺘﺴﺎﻭﻱ ‪ . a‬ﺃﻣﺎ ﻟﺪﺍﻟﺔ ﺍﻟﻈﻞ‪ ،y = a tan bθ :‬ﻓﻴﻜﻮﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬ ‫• ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ )‪.(SAS‬‬
‫‪ ،180° ÷ b‬ﻭﺗﺮﺗﺒﻂ ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺪﻭﺍﻝ ﺍﻟﻘﺎﻃﻊ ﻭﻗﺎﻃﻊ ﺍﻟﺘﻤﺎﻡ‬ ‫• ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﺜﻼﺛﺔ )‪.(SSS‬‬
‫ﻭﻇﻞ ﺍﻟﺘﻤﺎﻡ ﺑﺪﻭﺍﻝ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻭﺍﻟﺠﻴﺐ ﻭﺍﻟﻈﻞ ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪.‬‬

‫‪  3 -6‬‬
‫‪  3 -8‬‬ ‫)‪(0, 1‬‬
‫‪y‬‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻫﻲ ﺩﺍﺋﺮﺓ ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ‬
‫ﺑﻤﺎ ﺃﻥ ﺟﺰﺀ ﻛﻞ ﻣﻦ ﺩﺍﻟﺘﻲ ﺍﻟﺠﻴﺐ ﻭﺍﻟﻈﻞ ﺑﻴﻦ ‪ –90° ، 90°‬ﻭﺟﺰﺀ ﺩﺍﻟﺔ ﺟﻴﺐ‬ ‫) ‪P (x, y‬‬ ‫ﺍﻷﺻﻞ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ﻭﺣﺪﺓ‬
‫‪1‬‬
‫ﺍﻟﺘﻤﺎﻡ ﺑﻴﻦ‪ 180° ، 0°‬ﻳﺤﻘﻖ ﺍﺧﺘﺒﺎﺭ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‪ ،‬ﻟﺬﺍ ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺗﺤﺪﻳﺪ‬ ‫‪θ‬‬
‫‪y‬‬
‫‪x‬‬
‫ﻭﺍﺣﺪﺓ‪ .‬ﻭﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻟﺘﻌﻤﻴﻢ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻬﺬﻩ ﺍﻟﺪﻭﺍﻝ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺍﺕ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫)‪(-1, 0‬‬ ‫‪O x‬‬ ‫)‪(1, 0‬‬ ‫ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‪ .‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺩﺍﻟﺔ ﻣﻌﻜﻮﺱ ﺍﻟﺠﻴﺐ ‪y = Arcsin x = Sin -1 x :‬‬
‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ‬
‫ﺩﺍﻟﺔ ﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ‪y = Arccos x = Cos -1 x :‬‬ ‫)‪(0, -1‬‬
‫ﺍﻟﻨﻘﻄﺔ ‪ P‬ﺍﻟﺘﻲ ﺇﺣﺪﺍﺛﻴﺎﻫﺎ )‪،(x, y‬‬
‫ﺩﺍﻟﺔ ﻣﻌﻜﻮﺱ ﺍﻟﻈﻞ ‪y = Arctan x = Tan -1 x :‬‬
‫ﻓﺈﻥ ‪.sin θ = y ، cos θ = x‬‬
‫ﻭﻳﻤﺜﻞ ﺍﻟﺮﺳﻢ ﺃﺩﻧﺎﻩ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪ cos θθ, sin θ‬ﻟﺒﻌﺾ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺨﺎﺻﺔ‪.‬‬
‫‪y‬‬

‫) ‪(- 12 , 23‬‬ ‫√‬

‫)‪(0, 1‬‬
‫‪( 12 ,‬‬
‫)‬ ‫‪√3‬‬
‫‪2‬‬

‫‪(- 22 , 22 ) 3π 2π3‬‬
‫√‬ ‫√‬
‫‪π‬‬
‫‪2‬‬ ‫‪π‬‬
‫‪3‬‬
‫) ‪( 22 , 22‬‬‫√‬ ‫√‬

‫‪π‬‬
‫˚‪90‬‬
‫˚‪(- 23 , 12 ) 5π6 4135˚120‬‬
‫√‬ ‫‪60˚ 4 π‬‬
‫˚‪45‬‬
‫) ‪( 23 , 12‬‬ ‫√‬

‫‪6‬‬
‫˚‪150‬‬
‫˚‪30‬‬
‫‪(-1, 0) π‬‬ ‫)‪0˚ 0 (1, 0‬‬
‫˚‪180‬‬ ‫‪II‬‬ ‫‪I‬‬
‫‪O‬‬ ‫˚‪360‬‬ ‫‪x‬‬
‫˚‪III IV 330‬‬
‫˚‪7π 210‬‬
‫(‬‫‪- 3 ,- 1‬‬
‫√‬
‫‪2‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫)‬
‫˚‪225‬‬
‫˚‪5π 240‬‬
‫‪315˚ 11π‬‬
‫‪300˚ 7π 6‬‬
‫‪√3‬‬
‫‪2‬‬
‫‪,-1‬‬
‫‪2‬‬ ‫(‬ ‫)‬
‫‪270˚ 5π 4‬‬
‫(‬‫‪- 2 ,- 2‬‬
‫√‬
‫‪2‬‬
‫√‬ ‫‪4 4π‬‬
‫‪2‬‬ ‫)‬ ‫‪3π‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪√2‬‬
‫‪,‬‬ ‫‪-‬‬
‫‪√2‬‬
‫‪(2‬‬ ‫‪2‬‬
‫)‬
‫(‬‫‪- 1 ,- 3‬‬
‫‪2‬‬
‫√‬
‫‪2‬‬
‫)‬ ‫‪2‬‬
‫)‪(0, -1‬‬
‫) ‪( 12 , - 23‬‬
‫√‬

‫ﺗﺘﻜﺮﺭ ﺩﻭﺭﺓ ﻛﻞ ﻣﻦ ﺩﺍﻟﺔ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻣﺮﺓ ﻛﻞ ‪ ،360°‬ﻟﺬﺍ ﻓﻬﻤﺎ‬

‫ﺩﺍﻟﺘﺎﻥ ﺩﻭﺭﻳﺘﺎﻥ‪.‬‬

‫‪120F‬‬ ‫‪ 3 ‬‬


Trigonometry



 

 
 



 

  


 
 



 




 

 


 3 120
 3


‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﻣﺎ ﺩﺭﺳﻮﻩ ﻋﻦ ﺣﺴﺎﺏ‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﻟﻮﺻﻒ ﺧﺼﺎﺋﺺ ﺍﻟﺮﻳﺎﺿﺎﺕ‬

 .‫ﺍﻟﻤﺎﺋﻴﺔ‬
،‫ﻭﺯﻉ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ‬ ‫• ﹼ‬
 ‫ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻹﻧﺘﺮﻧﺖ ﺃﻭ ﻣﺠﻼﺕ ﺃﻭ ﻛﺘﺐ ﺗﺘﻌﻠﻖ‬
 ‫ﺑﺎﻹﺑﺤﺎﺭ ﻟﺠﻤﻊ ﻣﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺃﺑﻌﺎﺩ‬
‫ﺍﻷﺷﺮﻋﺔ ﻣﺜﻠﺜﻴﺔ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺴﺘﻌﻤﻠﺔ ﻓﻲ‬
،‫ ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‬.‫ﺍﻟﻘﻮﺍﺭﺏ ﺍﻟﺸﺮﺍﻋﻴﺔ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﻘﺎﺭﺏ ﺍﻟﺸﺮﺍﻋﻲ‬
‫ﺍﻟﺼﻐﻴﺮ ﺷﺮﺍﻉ ﻋﻠﻰ ﺷﻜﻞ ﻣﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ‬
‫ﺍﻟﻀﻠﻌﻴﻦ ﻃﻮﻝ ﻛﻞ ﻣﻦ ﺿﻠﻌﻴﻪ ﺍﻟﻤﺘﻄﺎﺑﻘﻴﻦ‬
‫ ﻭﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﺜﺎﻟﺚ‬،13 ft 4 in
.14 ft 7 in
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺑﻤﺠﺮﺩ ﺗﻮﺻﻠﻬﻢ ﺇﻟﻰ‬
‫ﻛﻼ ﻣﻦ‬ ‫ ﺃﻥ ﻳﺠﺪﻭﺍ ﹼﹰ‬،‫ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻜﺎﻓﻴﺔ‬
‫ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ‬،‫ﻣﺴﺎﺣﺔ ﺍﻟﺸﺮﺍﻉ‬
.‫ﺗﺼﻨﻌﻬﺎ ﺣﻮﺍﻓﻪ‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺭﺳﻢ ﻧﻤﻮﺫﺝ‬
‫ﻣﺼﻐﺮ ﻟﻠﺸﺮﺍﻉ ﺑﺎﻋﺘﻤﺎﺩ ﻣﻘﻴﺎﺱ ﺭﺳﻢ‬
‫ ﻭﻋﺮﺿﻪ ﻋﻠﻰ ﻟﻮﺣﺔ‬،1 in = 1 ft
.‫ﺍﻹﻋﻼﻧﺎﺕ‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫ﻗﺪﹼ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻮﺣﺪﺓ‬ 
:‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‬
‫ ﻓﻲ‬θ ‫ ﺍﻟﺮﺍﺩﻳﺎﻥ ﻫﻮ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬:‫ﺍﻟﺘﻌﺮﻳﻒ‬
‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻭﺍﻟﺘﻲ ﺗﻘﺎﺑﻞ ﻗﻮﺳ ﹰﺎ ﻃﻮﻟﻪ‬
.‫ﻳﺴﺎﻭﻱ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
‫ ﻣﺎ ﺍﻟﺬﻱ ﻳﻘﻴﺴﻪ ﺍﻟﺮﺍﺩﻳﺎﻥ؟ ﺯﺍﻭﻳﺔ‬:‫ﺳﺆﺍﻝ‬
:‫ﻣﺜﺎﻝ‬
y
r r
θ
O x
θ = 1 rad
 3  120
 3
3
 

‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬
 (Pythagorean Theorem) 
￯‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ ﻣﺴﺘﻮ‬ C 
.‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
‫ ﱠ‬x ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬
‫ ﻭﺗﺴﺎﻋﺪﻙ ﺍﻟﻌﺒﺎﺭﺓ‬.‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬  11.7 x (1
‫ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬،‫ ﻓﻲ ﺍﻟﺠﺪﻭﻝ‬،"‫ ﻓﻘﻢ‬... ‫"ﺇﺫﺍ‬ 
b 4
a

‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬

11
A
b2 = a2 + c2
c B 8
20.5 (3 15 (2
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬
x
x 12
22

(arcs)  9

(minor arc)  ‫ﻟﺪ￯ ﺭﺍﺷﺪ ﺣﺪﻳﻘﺔ ﻣﺴﺘﻄﻴﻠﺔ ﺍﻟﺸﻜﻞ ﹸﺑﻌﺪﺍﻫﺎ‬  ( 4
 .‫ﻣﻤﺮﺍ ﻋﻠﻰ ﻗﻄﺮ ﺍﻟﺤﺪﻳﻘﺔ‬
‫ ﻳﺮﻳﺪ ﺃﻥ ﻳﺮﺻﻒ ﹼﹰ‬. 4m ‫ ﻭ‬6m
(major arc)  ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬
‫ﻓﻜﻢ ﺳﻴﻜﻮﻥ ﻃﻮﻝ ﺍﻟﻤﻤﺮ ﹼ‬

 7.2m ‫ﻋﺸﺮﺓ؟‬

 ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﺎﺳﻴﻦ ﺍﻟﻤﺠﻬﻮﻟﻴﻦ ﻓﻲ ﻛﻞﱟ ﻣﻤﺎ ﻳﺄﺗﻲ )ﺍﻛﺘﺐ ﺍﻟﺠﺬﻭﺭ‬

 1 :(‫ﻓﻲ ﺃﺑﺴﻂ ﺻﻮﺭﺓ‬

(semicircle)  
x = 9, y = 9 √2 (5

 25%    y
x

45°
  9

  , y = 13
x = 13 √2 (6
 (inverse function)  45°

 2  f -1 , f 

x
y


 (6, 2)  f -1(b) = a, f (a) = b
   (2, 6) f (x) = x - 4  13

50%  f -1(x) = x + 4

‫ﻳﺴﺘﻨﺪ ﹸﺳ ﱠﻠﻢ ﺇﻟﻰ ﺟﺪﺍﺭ ﺑﺤﻴﺚ ﻳﺼﻨﻊ ﻣﻌﻪ ﺯﺍﻭﻳﺔ‬  ( 7

‫ ﻓﺄﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﱠ‬،12 ft ‫ﺍﻟﺴ ﱠﻠﻢ‬
‫ﻗﻤﺘﻪ ﻋﻦ‬ ‫ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﱡ‬. 45°
  6 √2 ft ≈ 8.5 ft .‫ﺍﻷﺭﺽ‬




121  3

D E

‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‬
.‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻮﺣﺪﺓ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬

121 3  3

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪Investigating Special Right Triangles‬‬ ‫‪‬‬ ‫‪3-1‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ 1‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺨﺎﺻﺔ‪.‬‬

‫‪45° - 45° - 90°‬‬ ‫‪‬‬

‫‪‬‬
‫‪A‬‬
‫ﺿﻠﻌﺎ ﺍﻟﻤﺜ ﱠﻠﺚ ‪ 45° - 45° - 90°‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ‪ a, b‬ﻣﺘﺴﺎﻭﻳﺎﻥ‪.‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﻻﺳﺘﻘﺼﺎﺀ‬
‫‪c‬‬
‫‪45°‬‬
‫ﻣﺎ ﺍﻟﻨﻤﻂ ﺍﻟﺬﻱ ﺗﻼﺣﻈﻪ ﻋﻠﻰ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻫﺬﺍ ﺍﻟﻤﺜ ﱠﻠﺚ؟‬ ‫ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ‬
‫‪b‬‬

‫‪. c = √a‬‬
‫‪2‬‬
‫ﺃﺩﺧﻞ ﺍﻟﺼﻴﻎ ﺍﻟﻤﺸﺎﺭ ﺇﻟﻴﻬﺎ ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ‪ ،‬ﺣﻴﺚ ‪+ b2‬‬ ‫‪1 ‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺨﺎﺻﺔ‪.‬‬
‫‪45°‬‬
‫‪B‬‬ ‫‪a‬‬ ‫‪C‬‬
‫)‪=SQRT(A2^2+B2^2‬‬ ‫‪=B2/A2‬‬ ‫‪=B2/C2‬‬ ‫‪=A2/C2‬‬ ‫‪‬‬
‫• ﺣﺎﺳﻮﺏ ﻭﺑﺮﻧﺎﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫‪45-45-90 triangles‬‬

‫‪1‬‬
‫‪A‬‬
‫‪a‬‬
‫‪B‬‬
‫‪b‬‬ ‫‪c‬‬
‫‪C‬‬ ‫‪D‬‬
‫‪b/a‬‬ ‫‪b/c‬‬
‫‪E‬‬ ‫‪F‬‬
‫‪a/c‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪1.414213562‬‬ ‫‪1‬‬ ‫‪0.707106781‬‬ ‫‪0.707106781‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2.828427125‬‬ ‫‪1‬‬ ‫‪0.707106781‬‬ ‫‪0.707106781‬‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﺘﺪﺭﺏ ﻋﻠﻰ ﺍﺳﺘﻌﻤﺎﻝ‬
‫‪4‬‬
‫‪5‬‬
‫‪3‬‬
‫‪4‬‬
‫‪3‬‬
‫‪4‬‬
‫‪4.242640687‬‬
‫‪5.656854249‬‬
‫‪1‬‬
‫‪1‬‬
‫‪0.707106781‬‬
‫‪0.707106781‬‬
‫‪0.707106781‬‬
‫‪0.707106781‬‬
‫ﺑﺮﻧﺎﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﺩﺧﺎﻝ‬
‫‪Sheet 1‬‬ ‫‪Sheet 2‬‬ ‫‪Sheet 3‬‬
‫ﺍﻟﺒﻴﺎﻧﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻨﺸﺎﻁ‪.‬‬
‫‪‬‬
‫ﻛﻞ ﻣﻨﻬﺎ ‪ 45° - 45° - 90°‬ﻣﺘﺸﺎﺑﻬﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﺿﻼﻋﻬﺎ ﺗﻜﻮﻥ‬ ‫ﺗﺤ ﱠﻘﻖ ﻣﻦ ﺍﻟﻨﺘﺎﺋﺞ؛ ﺑﻤﺎ ﺃﻥ ﺟﻤﻴﻊ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎ ﱟ‬ ‫‪2 ‬‬ ‫‪ 2‬‬
‫ﺛﺎﺑﺘﺔ‪ ،‬ﻭﺗﻜﻮﻥ ﻧﺴﺒﺔ ﺍﻟﻀﻠﻊ ‪ b‬ﺇﻟﻰ ﺍﻟﻀﻠﻊ ‪ a‬ﻣﺴﺎﻭﻳﺔ ﻟﻠﻌﺪﺩ ‪ . 1‬ﻭﻧﺴﺒﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻀﻠﻌﻴﻦ ‪ a, b‬ﺇﻟﻰ ﺍﻟﻀﻠﻊ ‪ c‬ﻣﺴﺎﻭﻳﺔ ﻟﻠﻌﺪﺩ ‪ 0.71‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫‪‬‬
‫‪‬‬
‫‪B‬‬ ‫ﻗﺴﻢ ﺍﻟﻄﻼﺏ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ‬
‫ﱢ‬
‫ﺍﺳﺘﻌﻤﻞ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻤﺒ ﱠﻴﻦ ﺃﺩﻧﺎﻩ ﻟﻠﻤﺜ ﱠﻠﺚ ﺍﻟﺬﻱ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻩ ‪. 30° - 60° - 90°‬‬
‫‪c‬‬ ‫‪60°‬‬ ‫ﺍﻟﻘﺪﺭﺍﺕ‪.‬‬
‫‪a‬‬
‫‪30°‬‬
‫‪30-60-90 triangles‬‬
‫‪A‬‬ ‫‪b‬‬ ‫‪C‬‬ ‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪F‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬
‫‪1‬‬
‫‪2‬‬
‫‪a‬‬
‫‪1‬‬
‫‪b‬‬ ‫‪c‬‬
‫‪2‬‬
‫‪b/a‬‬ ‫‪b/c‬‬ ‫‪a/c‬‬
‫‪.1 - 3‬‬
‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪6‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪ 3‬‬
‫‪Sheet 1‬‬ ‫‪Sheet 2‬‬ ‫‪Sheet 3‬‬

‫ﺍﻧﺴﺦ ﺛﻢ ﺃﻛﻤﻞ ﺍﻟﻮﺭﻗﺔ ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺃﻋﻼﻩ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪(1‬‬

‫✓ ‪‬‬
‫ﹺ ﹺ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺴﺆﺍﻝ ‪ 1‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪a < b < c .‬‬ ‫‪ (2‬ﺻﻒ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜ ﱠﻠﺚ ‪ 30° - 60° - 90°‬ﹸ‬
‫ﻟﻌﻤﻠﻴﺔ ﺇﺩﺧﺎﻝ ﺍﻟﺒﻴﺎﻧﺎﺕ ﻓﻲ ﺑﺮﻧﺎﻣﺞ ﺍﻟﺠﺪﺍﻭﻝ‬
‫‪ (3‬ﻣﺎ ﺍﻟﻨﻤﻂ ﺍﻟﺬﻱ ﺗﻼﺣﻈﻪ ﻋﻠﻰ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻫﺬﺍ ﺍﻟﻨﻮﻉ ﻣﻦ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ؟ ﻧﺴﺒﺔ ‪ b‬ﺇﻟﻰ ‪ a‬ﺗﺴﺎﻭﻱ ‪ 1.73‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻧﺴﺒﺔ ‪ b‬ﺇﻟﻰ ‪ c‬ﺗﺴﺎﻭﻱ‬
‫ﺩﺍﺋﻤﺎ‪.‬‬
‫‪ 0.87‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻭﻧﺴﺒﺔ ‪ a‬ﺇﻟﻰ ‪ c‬ﺗﺴﺎﻭﻱ ‪ 0.5‬ﹰ‬
‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ‪.‬‬
‫‪ 3 122‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺻﻒ ﺍﻟﻘﺎﻧﻮﻥ ﺃﻭ ﺍﻟﻨﻤﻂ‬
‫‪5-1‬‬ ‫• ﻣﺎ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ‬ ‫ﺍﻟﻤﺴﺘﻌﻤﻞ ﻓﻲ ﺍﻟﺨﻼﻳﺎ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻷﻭﺭﺍﻕ‬
‫ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﺟﻤﻴﻊ‬ ‫ﺍﻹﻟﻜﺘﺮﻭﻧﻴﺔ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺻﻔﺤﺔ ﻛﺘﺎﺏ‬
‫‪(1‬‬ ‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺕ‬
‫‪A‬‬ ‫‪B‬‬ ‫‪C‬‬ ‫‪D‬‬ ‫‪E‬‬ ‫‪F‬‬ ‫ﺍﻟﻄﺎﻟﺐ‪.‬‬
‫‪1‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪b/a‬‬ ‫‪b/c‬‬ ‫‪a/c‬‬
‫‪2‬‬ ‫‪1‬‬ ‫‪1.732050808‬‬ ‫‪2‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬
‫ﺯﻭﺍﻳﺎﻫﺎ‪30°- 60° - 90°°‬؟‬
‫‪3‬‬ ‫‪2‬‬ ‫‪3.464101615‬‬ ‫‪4‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬ ‫ﻟﻜﻞ ﻣﻨﻬﺎ ﻧﻔﺲ ﻗﻴﺎﺳﺎﺕ‬ ‫‪‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪5.196152423‬‬ ‫‪6‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬ ‫ﺍﻟﺰﻭﺍﻳﺎ‪ ،‬ﻭﻟﻜﻦ ﺃﻃﻮﺍﻝ‬ ‫ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‪:‬‬
‫‪5‬‬ ‫‪4‬‬ ‫‪6.92820323‬‬ ‫‪8‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬
‫ﺃﺿﻼﻋﻬﺎ ﻣﺨﺘﻠﻔﺔ‪ ،‬ﻓﺠﻤﻴﻊ‬
‫‪6‬‬ ‫‪5‬‬ ‫‪8.660254038‬‬ ‫‪10‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬
‫• ﻣﺎ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻤﺴﺘﻌﻤﻞ؛ ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﻌﻤﻮﺩ‬
‫‪7‬‬ ‫‪6‬‬ ‫‪10.39230485‬‬ ‫‪12‬‬ ‫‪1.732050808‬‬ ‫‪0.866025404‬‬ ‫‪0.5‬‬ ‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﻣﺘﺸﺎﺑﻬﺔ ﻭﻟﻜﻦ‬
‫ﻟﻴﺴﺖ ﻣﺘﻄﺎﺑﻘﺔ‪.‬‬ ‫‪ B‬ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ ‪45°- 45° - 90°‬؟‬
‫‪b=a‬‬
‫• ﻣﺎ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﻤﺴﺘﻌﻤﻞ؛ ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﻌﻤﻮﺩ‬
‫‪ C‬ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ ‪30°- 60° - 90°‬؟‬
‫‪C = 2a‬‬

‫‪ 3‬‬ ‫‪122‬‬

 
 3 -1 

Trigonometric Functions in Right Triangles

 1  ‫ﻳﻌﺘﻤﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺸﺨﺺ ﻓﻲ ﺍﻟﺘﺰ ﱡﻟﺞ ﺍﻟﻬﻮﺍﺋﻲ ﻋﻠﻰ ﻃﻮﻝ ﺣﺒﻞ ﺍﻟﺴﺤﺐ‬ 
‫ ﻭﺇﺫﺍ ﻋﻠﻤﺖ ﻫﺎﺗﻴﻦ‬.‫ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﺤﺒﻞ ﻣﻊ ﺍﻟﺨﻂﱢ ﺍﻷﻓﻘﻲ‬x° ‫ﻭﺍﻟﺰﺍﻭﻳﺔ‬ 
  θ .‫ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻧﺴﺒﺔ ﻣﻌﻴﻨﺔ ﻹﻳﺠﺎﺩ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺘﺰ ﱢﻟﺞ‬،‫ﺍﻟﻘﻴﻤﺘﻴﻦ‬ 
 
x°
3-1 
‫ﺍﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻹﻳﺠﺎﺩ‬ .‫ﻌﺮﻑ ﺣﺴﺎﺏ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺑﺄﻧﻪ ﺩﺭﺍﺳﺔ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺯﻭﺍﻳﺎ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﺃﺿﻼﻋﻪ‬ ‫ ﹸﻳ ﹼ‬      
.‫ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻣﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‬ .‫ ﺃ ﹼﻣﺎ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﺘﹸﻌﺮﻑ ﻣﻦ ﺧﻼﻝ ﻧﺴﺒﺔ ﻣﺜﻠﺜﻴﺔ‬،‫ﻭﺗﻘﺎﺭﻥ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺑﻴﻦ ﻃﻮ ﹶﻟﻲ ﺿﻠﻌﻴﻦ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﱠ‬ ‫ﱠ‬ ‫ﹼ‬ ‫ﱠ‬  
  
A
3 - 1    ‫ )ﻭ ﹸﻳﻘﺮﺃ ﺛﻴﺘﺎ( ﻋﺎﺩﺓ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ ﻓﻲ‬θ ‫ﹸﻳﺴﺘﻌﻤﻞ ﺍﻟﺮﻣﺰ ﺍﻹﻏﺮﻳﻘﻲ‬ 

.‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﻟﺰﻭﺍﻳﺎ ﺣﺎﺩﺓ‬  θ θ ‫ ﺣﻴﺚ ﹸﻳﺴﺘﻌﻤﻞ ﺍﻟﻮﺗﺮ ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ‬.‫ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ‬
C  B .‫ﺍﻟﺴﺖ‬
‫ﱢ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻬﺎ ﻓﻲ ﺗﻌﺮﻳﻒ‬

‫ﺃﺿﻼﻉ ﻭﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎ ﻓﻲ ﻣﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ‬

.‫ﺍﻟﺰﺍﻭﻳﺔ‬
     θ 
3-1 
.‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
sin θ (θ ) = 

cos θ (θ ) = _

   
trigonometry

 trigonometric ratio

_ _  trigonometric function
csc θ θ =  


sec θ θ =
_  sine



tan θ (θ ) =  _ cot θ θ =

_
 cosine

 
tangent
 2 sin θ = _
4
5
cos θ = _
3
5
tan θ = _
4
3
:

cosecant
5
4 
csc θ = _
5
sec θ = _
5
cot θ = _
3
 θ
4 3 4 secant
 
3
، ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‬ cotangent
 
   1  reciprocal functions

‫ﺍﻟﻤﺘﻜﻮﻧﺔ ﻣﻦ ﺣﺒﻞ ﺍﻟﺴﺤﺐ‬
‫ﹼ‬ ‫• ﻣﺎ ﻧﻮﻉ ﺍﻟﺰﺍﻭﻳﺔ‬ :‫ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬θ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬،C ‫ ﺗﻤ ﱢﺜﻞ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ‬θ ‫ﺇﺫﺍ ﻛﺎﻧﺖ‬ inverse sine

‫ﻭﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ؟ ﺣﺎﺩﺓ‬ AB = 17 :‫ ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬،AC = 15 :θ ‫ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ‬،BC = 8 :θ ‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ‬

inverse cosine

‫• ﺃﻱ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﺗﻘﺎﺑﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻘﺎﺋﻤﺔ؟‬ ‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‬ ‫ﺍﻟﻤﻘﺎﺑﻞ‬  

sin θ = _ = _
8
cos θ = _ = _
15
tan θ = _ = _
8 inverse tangent
‫؟ ﺍﻟﻮﺗﺮ ؛‬x° ‫ﻭﺃﻱ ﺍﻷﺿﻼﻉ ﺗﻘﺎﺑﻞ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺍﻟﻮﺗﺮ‬ 17 ‫ﺍﻟﻮﺗﺮ‬ 17 ‫ﺍﻟﻤﺠﺎﻭﺭ‬ 15

‫ﺍﻟﻮﺗﺮ‬ ‫ﺍﻟﻮﺗﺮ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‬
‫ﺍﻻﺭﺗﻔﺎﻉ‬ csc θ = _ = _ sec θ = _ = _ cot θ = _ = _
17 17 15 angle of elevation
‫ﺍﻟﻤﻘﺎﺑﻞ‬ 8 ‫ ﺍﻟﻤﺠﺎﻭﺭ‬15 ‫ﺍﻟﻤﻘﺎﺑﻞ‬ 8 
angle of depression
‫ ﻓﻜﻴﻒ‬،‫ ﺗﺰﺩﺍﺩ‬x ‫• ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﻄﻮﻝ  ﺛﺎﺑﺘﹰﺎ ﻭ‬ 
.‫ﺳﻴﺘﻐﻴﺮ ﺍﻻﺭﺗﻔﺎﻉ؟ ﻳﺰﺩﺍﺩ‬ .‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬.‫ ﺍﻟﻮﺍﺭﺩﺓ ﺃﻋﻼﻩ‬B ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫( ﺃﻭﺟﺪ ﻗﻴﻢ‬1
123  3-1


sin B = _
15
, cos B = _
8
, (1
17 17
_
15 _
tan B = , csc B = 17 ,
8 15

sec B = , cot B = _
_
17 8
8 15

123  3-1 

 ‫ﹼ‬
‫ﻭﺍﻟﻈﻞ ﻋﻠﻰ‬ ‫ ﹼ‬،‫ ﻭﺍﻟﻘﺎﻃﻊ‬،‫ ﻗﺎﻃﻊ ﺍﻟﺘﻤﺎﻡ‬:‫ﻻﺣﻆ ﺃﻥ ﺍﻟﻨﺴﺐ‬
،‫ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬،‫ ﺍﻟﺠﻴﺐ‬:‫ ﻫﻲ ﻣﻘﻠﻮﺏ ﺍﻟﻨﺴﺐ‬،‫ﻭﻇﻞ ﺍﻟﺘﻤﺎﻡ‬
‫ ﻭﺗﹸﺴﺘﻌﻤﻞ ﻓﻲ ﺗﻌﺮﻳﻒ ﹼ‬.‫ﺍﻟﺘﺮﺗﻴﺐ‬
‫ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‬
:‫ ﺣﻴﺚ ﻳﻤﻜﻦ ﺗﻌﺮﻳﻔﻬﺎ ﻋﻠﻰ ﺍﻟﻨﺤﻮ ﺍﻵﺗﻲ‬.‫ﺍﻟﻤﻘﻠﻮﺏ‬
csc θ = _ 1
sec θ = _ 1
cot θ = _ 1
sin θ cos θ tan θ
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ؛ ﻟﺬﺍ ﻓﺈﻥ ﻗﻴﻢ‬θ ‫ﺃﻱ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺤﺎ ﹼﺩﺓ‬
‫ﻣﺠﺎﻝ ﱢ‬
‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ‬ ‫ﺗﻌﺘﻤﺪ ﻓﻘﻂ ﻋﻠﻰ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺤﺎ ﹼﺩﺓ ﻭﻟﻴﺲ ﻋﻠﻰ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ؛ ﺃﻱ ﱠ‬
‫ﺃﻥ ﻗﻴﻢ‬
.‫ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺤﺎ ﹼﺩﺓ ﺳﺘﺒﻘﻰ ﻛﻤﺎ ﻫﻲ ﻣﻬﻤﺎ ﺍﺧﺘﻠﻔﺖ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜ ﱠﻠﺚ‬


 
 2
   ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬1 
.tan B ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬، sin B = _85 ‫ﺇﺫﺍ ﻛﺎﻥ‬، ‫∠ ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ ﻓﻲ ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬B   
. B ‫ﻭﺳﻢ ﺇﺣﺪ￯ ﺯﻭﺍﻳﺎﻩ ﺍﻟﺤﺎ ﹼﺩﺓ‬ ‫ ﺍﺭﺳﻢ ﻣﺜ ﱠﻠﺜﺎ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬:1      .‫ﺍﻟﺴﺖ ﻟﺰﺍﻭﻳﺔ‬
B a C ‫ﱢ‬
  
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫ ﻳﺒﻴﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻧﺴﺒﺔ ﻣﺜﻠﺜﻴﺔ‬2 
‫ ﻓﺤﺪﱢ ﺩ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ‬. sin B = _85 = _ ‫ﺑﻤﺎ ﺃﻥ‬     
5
‫ﺍﻟﻮﺗﺮ‬
.‫ﻭﺍﺣﺪﺓ ﻟﺰﺍﻭﻳﺔ ﻹﻳﺠﺎﺩ ﺑﻘﻴﺔ ﺍﻟﻨﺴﺐ‬
8
  
. 8 ‫ ﻭﺍﻟﻮﺗﺮ ﺑـ‬،5 ‫ﺑـ‬   
A
. a ‫ ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻹﻳﺠﺎﺩ‬:2     
 a2 + b2 = c2    
  
 ✓
a2 + 52 = 82 
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
b = 5, c = 8

 a2 + 25 = 64 
25 a2 = 39  ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
  
a = ± √39  .‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬
  
a = √39
. tan B ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬:3 
‫ﺍﻟﻤﻘﺎﺑﻞ‬
 
  tan B =_ 
‫ﺍﻟﻤﺠﺎﻭﺭ‬
5 
√39 =_ 5 ‫ﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ‬ 1

√39

5 √39 .G ‫ﻟﻠﺰﺍﻭﻳﺔ‬
 =_
39  H
 
32
24
_ 
3 √58
. sin B ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬، tan B = _3 ‫( ﺇﺫﺍ ﻛﺎﻥ‬2
 

58 7
F G
 40
.‫ﻛﺜﻴﺮﺍ ﻓﻲ ﺣﺴﺎﺏ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ‬
‫ ﹰ‬30°, 45°, 60° ‫ﺗﺘﻜﺮﺭ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺗﻬﺎ‬ sin G = _ , cos G = _
‫ﱠ‬
  3 4

 ,
5 5
    _
3 _
tan G = , cot G = 4 ,
30°-60°-90°  4 3
_ _ sec G = , csc G = _
_
√3 √3 439-362 5 5
sin 30° = _
1
cos 30° =  tan 30° =  x 60° 2x
2 2 3  4 3
√3
sin 60° = _ cos 60° = _21 tan 60° = √3  30° 672-597
2 x √
3  ∠A ‫ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺇﺫﺍ ﻛﺎﻧﺖ‬ 2
45°-45°-90°   839
،tan A = _35 ‫ﺯﺍﻭﻳﺔ ﺣﺎﺩﺓ ﻭ‬
sin 45° = _ cos 45° = _

√2 
√2 45° 
tan 45° = 1
2 2 x
x √
√2
316-235 _
√34
csc A ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬
5
45°
x

 3 124


‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻌﻠﻢ ﻛﻴﻔﻴﺔ ﺇﻋﺎﺩﺓ ﺭﺳﻢ‬ 
.‫ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ ﺿﻤﻦ "ﻣﻔﻬﻮﻡ ﺃﺳﺎﺳﻲ" ﻣﻦ ﺍﻟﺬﺍﻛﺮﺓ‬
‫ﻭﻳﻤﻜﻨﻬﻢ ﺍﻟﺘﻮﺻﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺇﻟﻰ ﺍﻟﻘﻴﻢ‬
. ‫ﺍﻟﻤﻮﺿﺤﺔ‬

 3 124

 ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺠﻬﻮﻟﺔ ﻭﻗﻴﺎﺳﺎﺕ‬
‫ﹼ‬ ‫‪  ‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺠﻬﻮﻟﺔ ﻓﻲ ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬

‫‪‬‬ ‫‪3‬‬ ‫‪‬‬

‫‪‬‬ ‫‪8‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ ، x‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫‪ 3 , 4 ‬ﻳﺒﻴﻨﺎﻥ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﻭﺍﻝ‬ ‫ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻳﺴﺎﻭﻱ ‪ .8‬ﻭﺍﻟﻄﻮﻝ ﺍﻟﻤﺠﻬﻮﻝ ﻫﻮ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ ‪. 30°‬‬
‫‪30°‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪. x‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻣﺜﻠﺚ ﻗﺎﺋﻢ‬ ‫‪x‬‬

‫ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬ ‫_ = ‪cos θ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 5 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ‬ ‫‪8x 30°θ ‬‬ ‫_ = ‪cos 30°‬‬
‫‪x‬‬ ‫‪‬‬
‫‪8‬‬
‫‪ ‬‬
‫ﻣﺠﻬﻮﻟﺔ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬ ‫= ‪cos 30°‬‬ ‫_‬
‫‪√3‬‬ ‫_ ‪√3‬‬
‫_‬ ‫‪=x‬‬ ‫‪   ‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪8‬‬
‫‪‬‬
‫‪  ‬‬
‫‪6 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺯﻭﺍﻳﺎ ﺍﻻﺭﺗﻔﺎﻉ‬ ‫‪8‬‬
‫‪‬‬ ‫‪8 √3‬‬
‫_‬
‫‪2‬‬
‫‪=x‬‬ ‫‪‬‬ ‫‪   ‬‬
‫ﻭﺍﻻﻧﺨﻔﺎﺽ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪   ‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ . x‬ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫‪14.1‬‬ ‫‪(3B‬‬ ‫‪7‬‬ ‫‪(3A‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪.x‬‬ ‫‪3‬‬ ‫‪10‬‬

‫ﹼﻗﺮﺏ ﺍﻟﺠﻮﺍﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬ ‫‪45°‬‬ ‫‪x‬‬

‫‪x‬‬ ‫‪60°‬‬ ‫‪14‬‬

‫ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ‪10.4 .‬‬

‫ﺗﺘﻀﻤﻦ ﺯﻭﺍﻳﺎﻫﺎ ﺃﻳـﹼﹰﺎ ﻣﻦ‬
‫ﹼ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺠﻬﻮﻟﺔ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻟﺘﻲ ﻻ‬
‫ﺍﻟﺰﻭﺍﻳﺎ‪. 30°, 45°, 60° :‬‬
‫‪12‬‬
‫‪x‬‬
‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫‪60°‬‬
‫‪ ‬ﻟﺤﺴﺎﺏ ﺍﺭﺗﻔﺎﻉ ﺑﻨﺎﻳﺔ‪ ،‬ﻣﺸﻰ ﺃﺣﻤﺪ ﻣﺴﺎﻓﺔ ‪ 200 ft‬ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺒﻨﺎﻳﺔ‪.‬‬
‫‪ ‬ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ ،4‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬ ‫‪4‬‬ ‫ﺍﻟﻤﺎﺭ‬
‫ﱢ‬ ‫ﻭﺍﺳﺘﻌﻤﻞ ﺃﺩﺍﺓ )ﻣﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ( ﻟﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﱢ‬
‫ﺧﻂ ﻧﻈﺮﻩ‬
‫ﱢ‬
‫ﻭﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻣﺴﺘﻮ￯ ﻧﻈﺮﻩ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ ،5 ft‬ﻓﻤﺎ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﻨﺎﻳﺔ؟‬ ‫ﺑﻘﻤﺔ ﺍﻟﺒﻨﺎﻳﺔ‬
‫ﻗﻤﺔ ﺍﻟﺒﻨﺎﺀ ﻭﻋﻴﻦ ﺃﺣﻤﺪ؟‬ ‫ﱠ‬ ‫‪‬‬
‫‪‬‬
‫ﺗﻘﺮﻳ ﹰﺒﺎ ‪827 ft‬‬ ‫ﻳﻮﺿﺢ ﺍﻟﺸﻜﻞ ﻫﻲ ‪ .76°‬ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻬﺎ ‪،200 ft‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﻴﺴﺔ ﻛﻤﺎ ﱢ‬
‫‪d‬‬
‫‪‬‬
‫‪76°‬‬ ‫ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﻬﻮﻝ ﻃﻮﻟﻪ ﻫﻮ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻬﺎ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﺍﻟﻈﻞ ﻹﻳﺠﺎﺩ ‪. d‬‬ ‫‪‬‬
‫‪200 ft‬‬
‫‪5 ft‬‬ ‫‪‬‬
‫‪tan θ = _ ‬‬
‫‪‬‬
‫‪ ‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪200d 76°θ ‬‬ ‫_ = ‪tan 76°‬‬‫‪d‬‬
‫‪200‬‬
‫‪‬‬

‫‪ ‬ﻗﺪ ﻳﻌﺘﺎﺩ ﺍﻟﻄﻠﺒﺔ‬ ‫‪200‬‬ ‫‪200 tan 76° = d‬‬

‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻷﻱ ﺯﺍﻭﻳﺔ‪.‬‬ ‫‪‬‬ ‫‪802 ≈ d‬‬

‫ﺇﻻ ﺃﻥ ﺍﻟﺪﻭﺍﻝ ﺣﺘﻰ ﺍﻵﻥ ﻗﺪ ﹸﻋ ﹼﺮﻓﺖ‬ ‫ﺑﻤﺎ ﺃﻥ ﻣﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ ﻛﺎﻥ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 5 ft‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ‪ ،‬ﻓﺈﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﻨﺎﻳﺔ ﻳﺴﺎﻭﻱ ‪ 807 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺑﺪﻻﻟﺔ ﺍﻟﻨﺴﺐ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ‬
‫ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻣﻤﺎ ﻳﻌﻨﻲ ﺃﻥ ﻫﺬﻩ‬
‫ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺗﺼﻠﺢ ﻓﻘﻂ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺤﺎﺩﺓ‪.‬‬ ‫‪125‬‬ ‫‪ 3-1‬‬
‫ﺃ ﹼﻣﺎ ﺍﻟﺤﺎﻻﺕ ﺍﻷﻛﺜﺮ ﻋﻤﻮﻣﻴﺔ ﻓﺴﻴﺘﻢ‬
‫ﺩﺭﺍﺳﺘﻬﺎ ﻋﻨﺪ ﺗﻘﺪﻳﻢ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ‪.‬‬

‫‪125‬‬ ‫‪‬‬ ‫‪3-1 ‬‬

 
،‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺑﻨﺎﻳﺘﺎﻥ‬  (4
￯‫ ﻭﺍﺭﺗﻔﺎﻉ ﺍﻷﺧﺮ‬،18 m ‫ﺍﺭﺗﻔﺎﻉ ﺇﺣﺪﺍﻫﻤﺎ‬
‫ ﹶﻭ ﹶﺿ ﹶﻊ‬،‫ ﻭﻟﻘﻴﺎﺱ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺑﻴﻨﻬﻤﺎ‬،37 m
25° ‫ﻗﻤﺔ ﺍﻟﺒﻨﺎﻳﺔ‬
‫ﺳﻌﺪ ﺃﺩﺍﺓ )ﻣﻘﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ( ﻋﻠﻰ ﱠ‬
18 m
‫ ﻓﻮﺟﺪ ﺃﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‬،￯‫ﺍﻟﺼﻐﺮ‬ 
‫ﺍﻟﻤﺎﺭ‬
‫ﺑﻴﻦ ﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ ﺑﻴﻦ ﺍﻟﺒﻨﺎﻳﺘﻴﻦ ﻭﺍﻟﺨﻂ ﱢ‬
‫ ﻓﻤﺎ‬.25° ‫ﻣﻦ ﺍﻷﺩﺍﺓ ﺇﻟﻰ ﻗﻤﺔ ﺍﻟﺒﻨﺎﻳﺔ ﺍﻟﻜﺒﺮ￯ ﻫﻮ‬ .A , B ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻛﻞ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬ 5
60 m ‫ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺑﻴﻦ ﺍﻟﺒﻨﺎﻳﺘﻴﻦ؟‬
.‫ﹼﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ ﺇﺫﺍ ﻟﺰﻡ‬
B
‫ ﻛﻤﺎ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﻜﻮﺱ ﺍﻟﺠﻴﺐ ﺃﻭ‬.‫ ﺗﺴﺘﻌﻤﻞ ﺍﻟﻌﻤﻠﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻠﻀﺮﺏ‬،3x = -27 ‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﻣﺜﻞ‬ ‫ﻋﻨﺪ ﱢ‬ 
.‫ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺃﻭ ﺍﻟﻈﻞ ﻓﻲ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ‬ 17
  9
  
   x   sin -1 x C A
14.4
x  ∠A      
∠A x      x
f -1 (x)   32° ∠A (a
sin x = m∠A sin A = x 
-1 
      58° ∠B (b
sin A = _
1
→ sin-1 _
1
= m∠A → m∠A = 30°      
2 2

x  ∠A  
sin -1 x ≠ _ .
1
∠A x  sin x

cos x = m∠A cos A = x 

-1 
cos A = _ → cos-1 _ = m∠A → m∠A = 45°

√2 
√2
2 2

x  ∠A  
∠A x 
tan x = m∠A tan A = x 
-1 
tan A = √3 → tan-1 √3 = m∠A → m∠A = 60° 

‫ ﻓﺈﻧﻪ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‬،‫ ﺃﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺃﻭﺍﻟﻈﻞ ﻟﺰﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ‬،‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺍﻟﺠﻴﺐ‬   
.‫ﻭﺍﻟﺬﻱ ﻫﻮ ﻣﻌﻜﻮﺱ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﻤﻌﻠﻮﻣﺔ‬ sin -1 _
6
10

  
  
  
 5    
sin 6
‫ ﻣﻘﺮﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬،‫ﻛﻞ ﺯﺍﻭﻳﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‬
.‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﱢ‬
÷ 10 =
‫ﱢﹰ‬
M N ∠N (a   
cos -1 _
8
36.9° ,
.‫ ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ‬.‫ ﻭﻃﻮﻝ ﺍﻟﻮﺗﺮ‬N ‫ﺑﻤﺎ ﺃﻧﻚ ﺗﻌﺮﻑ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ‬ 16
  
6
sinθ=_ sin N = _
10  6 cos 8
 10 ÷ =
16
sin-1 _ = m∠N
L 6
 10  
60°
 36.9° ≈ m∠N

 3 126

D E


  




 3 126

 ‫‪A‬‬
‫‪∠B (b‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‪.‬‬
‫‪16‬‬
‫_‪cosθ=‬‬ ‫_ = ‪cos B‬‬
‫‪‬‬ ‫‪8‬‬
‫‪‬‬ ‫‪16‬‬
‫‪cos-1 _ = m∠B‬‬
‫‪8‬‬
‫‪‬‬ ‫‪16‬‬

‫‪‬‬ ‫‪C‬‬ ‫‪8‬‬ ‫‪B‬‬ ‫‪‬‬ ‫‪60° = m∠B‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ ، x‬ﱢ‬ ‫‪‬‬ ‫✓‬
‫‪  (a‬ﻭﺟﺪ ﻣﻦ ﺧﻼﻝ‬ ‫‪6‬‬ ‫‪56.3‬‬ ‫‪(5B‬‬ ‫‪28.1‬‬ ‫‪(5A‬‬
‫‪17‬‬
‫ﻛﺎﻣﻴﺮﺍ ﻣﻨﻄﺎﺩ ﻣﺮﺍﻗﺒﺔ‪ ،‬ﺃﻥ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪18‬‬ ‫‪27‬‬
‫‪x°‬‬
‫ﺍﻟﻈﺎﻫﺮﻳﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺐ ﻭﺍﻟﺤﻔﺮﺓ‬ ‫‪x°‬‬
‫‪15‬‬

‫ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 6 a‬ﻫﻲ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪‬‬

‫ﹸﺴﻤﻰ ﺍﻟﺰﺍﻭﻳ ﹸﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﱢ‬
‫ﺧﻂ ﻧﻈﺮ‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺗ ﹼ‬ ‫‪‬‬
‫ﺍﻷﻓﻘﻴﺔ‪ .‬ﺃﻭﺟﺪ ﻫﺬﻩ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪‬‬ ‫ﱢ‬
‫ﻭﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ ﻟﻪ ﺯﺍﻭﻳﺔ ﺍﻻﺭﺗﻔﺎ ﹺﻉﹺ‪ .‬ﻛﻤﺎ‬ ‫ﺍﻟﺴﺎﺑﺢ ﺇﻟﻰ ﺍﻟﻤﻨﻘﺬ‬ ‫‪‬‬
‫ﺍﻷﻓﻘﻴﺔ‪169.4 ft .‬‬ ‫ﺧﻂ ﻧﻈﺮ ﺍﻟﻤﻨﻘﺬ ﺇﻟﻰ ﺍﻟﺴﺎﺑﺢ‬ ‫ﹸﺴﻤﻰ ﺍﻟﺰﺍﻭﻳﺔﹸ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﱢ‬ ‫ﺗ ﹼ‬ ‫‪ ‬‬
‫‪  (b‬ﺃﻭﺟﺪ ﻃﻮﻝ‬ ‫‪‬‬ ‫ﹺ‬
‫ﺍﻻﻧﺨﻔﺎﺽ‪.‬‬ ‫ﻭﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ ﻟﻪ ﺯﺍﻭﻳ ﹶﺔ‬
‫ﱢ‬ ‫‪ ‬‬
‫‪ ‬‬
‫ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ ˚‪60‬‬
‫‪‬‬ ‫‪  ‬‬
‫ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﻤﺮﺳﻮﻡ ﻓﻲ‬ ‫‪‬‬ ‫‪6‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪ ‬‬
‫ﺍﻟﻤﺜﺎﻝ ‪112.6 ft . 6b‬‬ ‫‪  (a‬ﻳﻘﻒ ﻻﻋﺐ ﺟﻮﻟﻒ ﺃﺳﻔﻞ ﺗ ﹼﹶﻞ‪ ،‬ﻭﻳﻨﻈﺮ ﺇﻟﻰ ﺍﻟﺤﻔﺮﺓ‬
‫‪x‬‬
‫ﺍﻟﺘﻞ ‪ ،36 ft‬ﻭﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﺃﺳﻔﻞ ﱢ‬
‫ﺍﻟﺘﻞ ﻋﻦ‬ ‫ﻓﻲ ﺍﻟﻘﻤﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﱢ‬
‫‪12°‬‬
‫‪36 ft‬‬
‫ﺍﻟﺤﻔﺮﺓ ﻫﻲ ‪ ،12°‬ﻓﺄﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﺃﺳﻔﻞ ﱢ‬
‫ﺍﻟﺘﻞ ﺇﻟﻰ ﺍﻟﺤﻔﺮﺓ‪.‬‬
‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﺳﻲ‬
‫)ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ (12°‬ﺇﻟﻰ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﺃﺳﻔﻞ ﺍﻟﺘ ﱢﻞ ﺇﻟﻰ ﺍﻟﺤﻔﺮﺓ )ﺍﻟﻮﺗﺮ(‪.‬‬

‫_‪sinθ=‬‬
‫‪‬‬
‫‪  ‬‬ ‫_ = ‪sin 12°‬‬
‫‪36‬‬
‫‪x‬‬
‫‪‬‬
‫‪x‬‬ ‫‪x sin 12° = 36‬‬
‫‪‬‬
‫‪sin12°‬‬ ‫_= ‪x‬‬
‫‪36‬‬
‫‪sin 12°‬‬
‫‪‬‬ ‫‪x ≈ 173.2‬‬

‫ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ ﺃﺳﻔﻞ ﱢ‬

‫ﺍﻟﺘﻞ ﺇﻟﻰ ﺍﻟﺤﻔﺮﺓ ﺗﺴﺎﻭﻱ‪ 173.2 ft :‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫ﺩﻭﺍﺭﺓ‬
‫‪  (b‬ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻧﺤﺪﺍﺭ )ﺍﻧﺨﻔﺎﺽ( ﺟﺰﺀ ﻣﻦ ﻣﺴﺎﺭ ﻋﺮﺑﺔ ﱠ‬
‫‪60°‬‬
‫ﻓﻲ ﺇﺣﺪ￯ ﻣﺪﻥ ﺍﻷﻟﻌﺎﺏ ﻫﻲ ‪ .60°‬ﻭﻳﻨﺤﺪﺭ ﻫﺬﺍ ﺍﻟﻤﺴﺎﺭ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ﺭﺃﺳﻲ‬
‫‪x‬‬ ‫ﻣﻘﺪﺍﺭﻩ ‪ .195 ft‬ﺃﻭﺟﺪ ﻃﻮﻝ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﻣﻦ ﺍﻟﻤﺴﺎﺭ‪.‬‬
‫‪195 ft‬‬
‫ﺗﺘﻀﻤﻦ ﻧﺴﺒﺔ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﺮﺃﺳﻲ )ﺍﻟﻀﻠﻊ‬
‫ﹼ‬ ‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ‬
‫ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ ( 60°‬ﺇﻟﻰ ﻃﻮﻝ ﺍﻟﺠﺰﺀ ﻣﻦ ﺍﻟﻤﺴﺎﺭ )ﺍﻟﻮﺗﺮ(‪.‬‬

‫_‪sinθ=‬‬
‫‪‬‬
‫‪  ‬‬ ‫_ = ‪sin 60°‬‬
‫‪195‬‬ ‫‪  ‬‬
‫‪x‬‬
‫‪‬‬
‫‪‬‬
‫‪x‬‬ ‫‪x sin 60° = 195‬‬
‫‪90°‬‬
‫‪‬‬
‫‪sin60°‬‬ ‫_= ‪x‬‬
‫‪195‬‬
‫‪sin 60°‬‬
‫‪‬‬ ‫‪ x ≈ 225.2‬‬
‫ﻟﺬﺍ ﻓﺈﻥ ﻃﻮﻝ ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﻣﻦ ﺍﻟﻤﺴﺎﺭ ﻳﺴﺎﻭﻱ ‪ 225.2 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫‪127‬‬ ‫‪ 3-1‬‬

‫‪127‬‬ ‫‪‬‬ ‫‪3-1 ‬‬

 ‫‪‬‬
‫ﺳﻄﺢ ﻣﺎﺋﻞ ﻟﺘﻔﺮﻳﻎ ﺷﺎﺣﻨﺔ ﺑﺰﺍﻭﻳﺔ‬ ‫‪  (6A‬ﺍﺳﺘ ﹺ‬
‫ﹸﻌﻤﻞ‬
‫ﹲ‬
‫‪32°‬‬
‫‪32‬‬
‫‪1.2 m‬‬
‫ﺍﺭﺗﻔﺎﻉ ﻗﻴﺎﺳﻬﺎ ‪ .32°‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻄﺢ ﻋﻨﺪ ﺑﺎﺏ ﺍﻟﺸﺎﺣﻨﺔ‬
‫ﻋﻦ ﺍﻷﺭﺽ ‪ ،1.2 m‬ﻓﺄﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺴﻄﺢ ﺍﻟﻤﺎﺋﻞ‪ 2.3 m .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪ 3‬‬
‫‪4m‬‬ ‫‪  (6B‬ﹸﺳ ﱠﻠ ﹲﻢ ﻃﻮﻟﻪ ‪ 4m‬ﻳﺴﺘﻨﺪ ﺇﻟﻰ ﺟﺪﺍﺭ ﻣﻨﺰﻝ ﺑﺰﺍﻭﻳﺔ‬
‫‪x‬‬
‫ﻗﻤﺔ ﺍﻟﺴ ﱠﻠﻢ ﻋﻦ ﺍﻷﺭﺽ؟ ‪ 3.8 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬‫ﺍﺭﺗﻔﺎﻉ ﻗﻴﺎﺳﻬﺎ ‪ .72°‬ﻣﺎ ﺍﺭﺗﻔﺎﻉ ﱠ‬
‫‪72°°‬‬
‫‪72‬‬
‫✓ ‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 3 5‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ (1 - 6 1  :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﻤﻮﺿﺤﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﱠ‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻢ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫‪θ‬‬
‫‪(2‬‬ ‫‪θ‬‬ ‫‪(1‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪16‬‬ ‫‪12‬‬ ‫‪8‬‬ ‫‪6‬‬

‫‪‬‬
‫‪(4‬‬ ‫‪12‬‬ ‫‪(3‬‬
‫‪9‬‬
‫_ = ‪sin θ‬‬ ‫_ = ‪; cos θ‬‬
‫‪3‬‬
‫_ = ‪; tan θ‬‬
‫‪θ‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪40‬‬ ‫‪; (1‬‬
‫‪θ‬‬ ‫‪13‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪3‬‬

‫_ = ‪csc θ = ; sec θ = ; cot θ‬‬

‫_‬‫‪5‬‬ ‫_‬
‫‪5‬‬ ‫‪3‬‬
‫‪(6‬‬ ‫‪(5‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪4‬‬
‫‪9‬‬ ‫‪θ‬‬
‫‪6‬‬
‫‪10‬‬
‫_ = ‪sin θ = _ ; cos θ‬‬
‫‪7‬‬ ‫‪√7‬‬ ‫‪3‬‬
‫‪θ‬‬
‫‪; (2‬‬
‫‪4‬‬ ‫‪4‬‬

‫= ‪tan θ‬‬ ‫_‬

‫‪√7‬‬
‫= ‪; csc θ‬‬ ‫_‬
‫‪4 √7‬‬
‫;‬
‫‪3‬‬ ‫‪7‬‬
‫‪2 ‬‬ ‫ﻣﻌﺘﺒﺮﺍ ‪ ∠A, ∠B‬ﺯﺍﻭﻳﺘﺎﻥ ﺣﺎﺩﺗﺎﻥ ﻓﻲ ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺃﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹰ‬ ‫_‬
‫= ‪sec θ = 4 ; cot θ‬‬ ‫_‬
‫‪3 √7‬‬
‫‪3‬‬ ‫‪7‬‬
‫_‬‫‪21‬‬
‫_ = ‪ ،tan A‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪cos A‬؟‬
‫‪20‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‬ ‫_‬‫‬
‫‪√33‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ ، cos A = _47‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪sin A‬؟‬
‫_ = ‪sin θ‬‬ ‫_ = ‪; cos θ‬‬
‫‪(8‬‬ ‫‪(7‬‬ ‫‪12‬‬ ‫‪5‬‬
‫‪29‬‬ ‫‪21‬‬ ‫‪7‬‬ ‫‪; (3‬‬
‫_‬‫‬
‫‪√91‬‬
‫_ = ‪ ،cos A‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪tan A‬؟‬
‫‪3‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‬ ‫_‬
‫‪15‬‬
‫_ = ‪ ،tan A‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪cos A‬؟‬‫‪8‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‬
‫‪13‬‬ ‫‪13‬‬
‫‪3‬‬ ‫‪10‬‬
‫‪(10‬‬
‫‪17‬‬ ‫‪15‬‬
‫‪(9‬‬
‫= ‪tan θ‬‬ ‫_‬‫‪12‬‬
‫_ = ‪; csc θ‬‬‫‪13‬‬
‫;‬
‫‪5‬‬ ‫‪12‬‬
‫_‬ ‫‬
‫‪4 √65‬‬
‫‪ (12‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، sin B = _49‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪tan B‬؟‬ ‫_‬ ‫‬
‫‪3 √10‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪ ،tan B = 3‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪sin B‬؟‬ ‫‪(11‬‬ ‫_ = ‪sec θ‬‬‫‪13‬‬
‫_ = ‪; cot θ‬‬‫‪5‬‬
‫‪65‬‬ ‫‪10‬‬ ‫‪5‬‬ ‫‪12‬‬

‫_ = ‪sin θ‬‬
‫‪9‬‬
‫_ = ‪; cos θ‬‬
‫‪40‬‬
‫‪; (4‬‬
‫‪3 ‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪:‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﱢ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫‪41‬‬ ‫‪41‬‬

‫‪(15‬‬ ‫‪(14‬‬ ‫‪25.4‬‬ ‫‪(13‬‬

‫_‬‫‪9‬‬ ‫_‬
‫; ‪tan θ = ; csc θ = 41‬‬
‫‪8.3‬‬ ‫‪7.7‬‬ ‫‪60°‬‬ ‫‪40‬‬ ‫‪9‬‬
‫‪7‬‬ ‫‪52°‬‬ ‫‪x‬‬

‫‪33°‬‬
‫‪6‬‬
‫_ = ‪sec θ = ; cot θ‬‬
‫_‬‫‪41‬‬ ‫‪40‬‬
‫‪x‬‬ ‫‪40‬‬ ‫‪9‬‬
‫‪22‬‬
‫‪x‬‬

‫_ = ‪sin θ = _ ; cos θ‬‬

‫‬
‫‪√51‬‬ ‫‪7‬‬
‫‪ 3 128‬‬ ‫‪; (5‬‬
‫‪10‬‬ ‫‪10‬‬

‫; _ = ‪tan θ = _ ; csc θ‬‬

‫√‬ ‫‬
‫‪51‬‬ ‫‪10‬‬ ‫√‬ ‫‬
‫‪51‬‬
‫‪7‬‬ ‫‪51‬‬
‫‪ ‬‬ ‫_ = ‪sec θ‬‬ ‫‪10‬‬
‫‪7‬‬
‫_ = ‪; cot θ‬‬
‫‪7 √51‬‬
‫‪51‬‬
‫‬

‫‪‬‬ ‫‪‬‬
‫‪sin θ = _ ; cos θ = _ ; (6‬‬
‫‬
‫‪2 √13‬‬ ‫‬
‫‪3 √13‬‬
‫‪5 2 - 5 6 1 3 – 3 5‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫‪13‬‬ ‫‪13‬‬

‫_ = ‪tan θ‬‬ ‫; _ = ‪; csc θ‬‬

‫‪2‬‬ ‫‬
‫‪√13‬‬
‫‪52-56  45-50 3 6 - 4 2 1 3 – 3 5‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬ ‫‪3‬‬ ‫‪2‬‬

‫_ = ‪sec θ = _ ; cot θ‬‬

‫‬
‫‪√13‬‬
‫‪36-56‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬ ‫‪3‬‬
‫‪3‬‬ ‫‪2‬‬

‫‪ 3‬‬ ‫‪128‬‬

 ‫‪10.4‬‬ ‫‪(18‬‬ ‫‪(17‬‬ ‫‪12.7‬‬ ‫‪9‬‬ ‫‪(16‬‬
‫‪3.6‬‬ ‫‪64°‬‬
‫‪x‬‬
‫‪4‬‬
‫‪30°‬‬
‫‪18‬‬ ‫‪x‬‬
‫‪x‬‬ ‫‪45°‬‬

‫‪5.1‬‬ ‫‪(21‬‬
‫‪8.7‬‬ ‫‪(20‬‬ ‫‪32.9‬‬ ‫‪(19‬‬
‫‪70°‬‬ ‫‪15‬‬
‫‪x‬‬ ‫‪x‬‬
‫‪22‬‬
‫‪x‬‬
‫‪32°‬‬ ‫‪48°‬‬
‫‪14‬‬

‫‪  (22‬ﻳﻘﻒ ﻋﺒﺪﺍﻟﻠﻪ ﻣﻼﺻ ﹰﻘﺎ ﻹﺣﺪ￯ ﺷﺠﺮﺗﻴﻦ ﻣﺘﻘﺎﺑﻠﺘﻴﻦ ﻓﻲ ﺣﺪﻳﻘﺔ‪.‬‬
‫ﱢ‬
‫ﺍﻟﺨﻂ‬ ‫ﻋﻤﻮﺩﻱ ﻋﻠﻰ‬
‫ﹼ‬ ‫ﺗﺤﺮﻙ ﻣﺒﺘﻌﺪﹰ ﺍ ﻋﻦ ﻣﻜﺎﻧﻪ ﻣﺴﺎﻓﺔ ‪ ،100 ft‬ﻓﻲ ﻣﺴﺎﺭ‬
‫ﺇﺫﺍ ﱠ‬
‫‪100 ft‬‬
‫ﺍﻟﻮﺍﺻﻞ ﺑﻴﻦ ﺍﻟﺸﺠﺮﺗﻴﻦ‪ ،‬ﻭﻣﺸﻜ ﹰﹼﻼ ﻣﻌﻬﻤﺎ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ، 70°‬ﻓﻤﺎ ﺍﻟ ﹸﺒﻌﺪ‬
‫‪70°‬‬ ‫ﺑﻴﻦ ﺍﻟﺸﺠﺮﺗﻴﻦ؟ ‪ 274.7 ft 4 ‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪  ( 23‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪ ،‬ﻭﺍﺳﺘﻌﻦ ﺑﺎﻟﻤﺜ ﱠﻠﺚ ﺇﻟﻰ‬
‫ﺍﻟﻴﺴﺎﺭ ﻓﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ a‬ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﺘﺰ ﱢﻟﺞ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺣﺒﻞ‬
‫‪250 ft‬‬
‫ﱢ‬
‫ﻭﺍﻟﺨﻂ ﺍﻷﻓﻘﻲ‬ ‫ﺍﻟﺴﺤﺐ ‪ ،250 ft‬ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺍﻟﺤﺒﻞ‬
‫‪a‬‬ ‫‪θ‬‬

‫‪32°‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪132.5 ft .‬‬ ‫ﻳﺴﺎﻭﻱ ‪ ،32°‬ﱢ‬

‫‪33°‬‬ ‫‪  (24‬ﻳﻠﻌﺐ ﻃﻔﻞ ﻋﻠﻰ ﺃﺭﺟﻮﺣﺔ ﻓﻲ ﻣﺘﻨﺰﱠ ﻩ‪،‬‬

‫ﻓﺈﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﺃﻋﻠﻰ ﺍﻷﺭﺟﻮﺣﺔ ﻣﻦ ﺍﻷﺭﺽ‬
‫‪3.1 m‬‬
‫‪ ،3.5 m‬ﻭﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺣﺒﻞ ﺍﻷﺭﺟﻮﺣﺔ ﻣﻊ‬
‫‪3.5 m‬‬
‫ﺍﻟﺨﻂ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻷﺭﺽ ﻓﻲ ﻟﺤﻈﺔ ﻣﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ‬ ‫ﱢ‬
‫ﹸﻣﺒ ﹼﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻓﺄﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﻣﻘﻌﺪ‬
‫ﺍﻷﺭﺟﻮﺣﺔ ﻋﻦ ﺍﻷﺭﺽ ﻓﻲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ‪.‬‬
‫‪ 1 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪5 ‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﻓﻲ ﱟ‬

‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ ،x‬ﱢ‬
‫‪68.0‬‬ ‫‪(27‬‬
‫‪25.4‬‬ ‫‪(26 61.9‬‬ ‫‪15‬‬ ‫‪(25‬‬
‫‪x°‬‬
‫‪14‬‬ ‫‪8‬‬
‫‪16‬‬
‫‪x°‬‬

‫‪x°‬‬
‫‪6‬‬ ‫‪6‬‬

‫‪129‬‬ ‫‪ 3-1‬‬

‫‪129‬‬ ‫‪‬‬ ‫‪3-1 ‬‬

‫‪36.9‬‬ ‫‪(30‬‬ ‫‪67.2‬‬ ‫‪19‬‬
‫‪(29‬‬ ‫‪30‬‬ ‫‪x°‬‬ ‫‪(28‬‬
‫‪8‬‬
‫‪5‬‬
‫‪9‬‬ ‫‪x°‬‬ ‫‪10‬‬

‫‪ 4‬‬
‫‪x°‬‬
‫‪12‬‬

‫‪23.6‬‬ ‫‪(33‬‬ ‫‪32.5‬‬ ‫‪(32‬‬ ‫‪55.2‬‬ ‫‪(31‬‬

‫‪x°‬‬
‫‪4‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ‬
‫‪x°‬‬
‫ﺃﻗﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﻲ ﻳﺠﺐ ﺃﻥ ﻳﻌﺮﻓﻬﺎ‬
‫‪x°‬‬
‫‪25‬‬ ‫‪32‬‬ ‫‪27‬‬ ‫‪7‬‬

‫ﺍﻟﺸﺨﺺ ﻋﻦ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﻟﻴﺴﺘﻄﻴﻊ‬

‫‪10‬‬ ‫ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﻭﻳﺠﺪ ﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺃﻭ ﻃﻮﻝ‬
‫ﺃﻱ ﺍﺭﺗﻔﺎﻉ ﻋﻠﻰ‬
‫ﺿﻠﻊ ﻣﺠﻬﻮﻝ ﻓﻴﻪ‪ ،‬ﺛﻢ ﺗﺴﻠﻴﻤﻚ ﺇﺟﺎﺑﺘﻪ ﻗﺒﻞ‬
‫ﻮﺻﻰ ﺑﻬﺎ ﻟﻤﻜﺎﻓﺤﺔ ﺍﻟﺤﺮﺍﺋﻖ ﻫﻲ ‪ ،75°‬ﻓﺈﻟﻰ ﱢ‬‫ﺍﻟﻤ ﹶ‬
‫‪  (34‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺴﻼﻟﻢ ﹸ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫ﺑﻨﺎﻳﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﺼﻞ ﹸﺳ ﱠﻠﻢ ﻃﻮﻟﻪ ‪ ،6.5 m‬ﺇﺫﺍ ﱠ‬
‫ﺗﻢ ﺍﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺯﺍﻭﻳﺔ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﻤﻮﺻﻰ ﺑﻬﺎ‪ ،‬ﱢ‬ ‫ﻣﻐﺎﺩﺭﺗﻚ ﻏﺮﻓﺔ ﺍﻟﺼﻒ‪.‬‬
‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ؟ ‪6.3 m 6 ‬‬

‫‪  (35‬ﺗﺴ ﹼﻠﻖ ﺃﺣﺪ ﺍﻷﺷﺨﺎﺹ ﹼﹰﺗﻼ ﺑﺰﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻗﻴﺎﺳﻬﺎ ‪ ،20°‬ﺃﻭﺟﺪ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺸﺨﺺ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻗﺪ ﻗﻄﻊ‬
‫ﻣﺴﺎﻓﺔ ﺃﻓﻘﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪6.6 m .18 m‬‬

‫‪x = 21.9, y = 20.8 (36‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﻛﻞ ﻣﻦ ‪ ،x, y‬ﱢ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﹼ‬
‫ﺩﻭﺍﻝ ﻣﺜ ﱠﻠﺜﻴﺔ‪ ،‬ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﱟ‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫‪x = 93.7, y = 60.2 (37‬‬
‫‪(38‬‬ ‫‪y‬‬ ‫‪(37‬‬ ‫‪(36‬‬ ‫‪x = 19.3, y = 70.7 (38‬‬
‫‪26 3‬‬ ‫‪50°‬‬
‫‪y°‬‬ ‫‪4‬‬
‫‪x°‬‬
‫‪30.2‬‬ ‫‪x‬‬
‫‪81‬‬
‫‪x‬‬ ‫‪71.8‬‬
‫‪46.5°‬‬
‫‪y‬‬

‫ﹸﺣ ﱠﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫_ = ‪54.9 sin N‬‬
‫‪9‬‬
‫‪(40‬‬ ‫_ = ‪80.9 cos A‬‬
‫‪3‬‬
‫‪(39‬‬
‫‪11‬‬ ‫‪19‬‬

‫‪20.5 sin T = 0.35 (42‬‬ ‫‪86.2 tan X = 15 (41‬‬

‫‪11.5 cos Z = 0.98 (44‬‬ ‫‪7.1 tan G = 0.125 (43‬‬

‫‪  (45‬ﺗﻨﻈﺮ ﻓﺎﻃﻤﺔ ﻧﺤﻮ ﻋ ﱢﹸﺶ ﻃﺎﺋﺮ ﻋﻠﻰ ﺷﺠﺮﺓ ﺑﺰﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ ﻗﻴﺎﺳﻬﺎ ‪ ،74.5°‬ﻓﺈﺫﺍ ﻛﺎﻥ ﻣﺴﺘﻮ￯ ﻧﻈﺮﻫﺎ ﻳﺮﺗﻔﻊ‬
‫‪ 5 ft‬ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻭﻛﺎﻧﺖ ﺗﻘﻒ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 12 ft‬ﻣﻦ ﻗﺎﻋﺪﺓ ﺍﻟﺸﺠﺮﺓ‪ ،‬ﻓﻤﺎ ﺍﺭﺗﻔﺎﻉ ﻋ ﹼﹸﺶ ﺍﻟﻄﺎﺋﺮ ﻋﻦ ﺳﻄﺢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡ؟ ‪48 ft‬‬
‫ﺍﻷﺭﺽ‪ ،‬ﱢ‬

‫‪  (46‬ﺭﺃ￯ ﺻﻘﺮ ﻣﻦ ﺍﺭﺗﻔﺎﻉ ‪200 ft‬‬

‫‪62°°‬‬
‫‪62‬‬ ‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬‫ﺃﺭﻧﺒﻴﻦ ‪ .A, B‬ﻛﻤﺎ ﻫﻮ ﱠ‬
‫‪z‬‬
‫‪‬‬
‫‪72°‬‬
‫‪ (a‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ‪ z‬ﺑﻴﻦ ﺍﻟﺼﻘﺮ‬ ‫‪1.5 km10 cm‬‬
‫‪x‬‬ ‫‪y‬‬ ‫ﻭﺍﻷﺭﻧﺐ ‪B‬؟ ‪ 647.2 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ (b‬ﻣﺎ ﺍﻟ ﹸﺒﻌﺪ ﺑﻴﻦ ﺍﻷﺭﻧﺒﻴﻦ؟ ‪ 239.4 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪100‬‬
‫‪ 3 130‬‬

‫‪M D‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﺴﺎﺏ ﻗﻴﻤﺔ ‪ sin2 x + cos2 x‬ﻟﺒﻌﺾ ﻗﻴﻢ ‪ ،x‬ﺛﻢ ﺗﺨﻤﻴﻦ ﻗﻴﻤﺔ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﺴﺎﺑﻘﺔ‪ ،‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﺗﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻝ‬ ‫‪‬‬
‫ﺩﺍﺋﻤﺎ ﺗﺴﺎﻭﻱ ‪.1‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻹﺛﺒﺎﺕ ﻫﺬﺍ ﺍﻟﺘﺨﻤﻴﻦ‪ .‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻘﻴﻤﺔ ﹰ‬
‫‪sin2 x + cos2 x  1‬‬ ‫‪‬‬
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‬
‫_(‬
‫) ﺍﻟﻮﺗﺮ‬
‫)_( ‪+‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪1‬‬
‫ﺍﻟﻮﺗﺮ‬
‫ﺩﺍﺋﻤﺎ ﻣﻦ ﺧﻼﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﻓﺎﻟﻘﻴﻤﺔ ﺗﺴﺎﻭﻱ‬
‫ﻭﺑﻤﺎ ﺃﻥ ‪) 2‬ﺍﻟﻮﺗﺮ( = ‪) 2‬ﺍﻟﻤﺠﺎﻭﺭ( ‪) 2 +‬ﺍﻟﻤﻘﺎﺑﻞ( ‪ ،‬ﺻﺤﻴﺢ ﹰ‬
‫ﺩﺍﺋﻤﺎ ‪.‬‬
‫‪ 1‬ﹰ‬

‫‪ 3‬‬ ‫‪130‬‬

 ‫ﺍﻟﻤﻌﻄﺎﺓ ﻹﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﻤﺠﻬﻮﻟﺔ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ‬
‫ﻓﻲ ‪ ∠C ، ABC‬ﺯﺍﻭﻳﺔ ﻗﺎﺋﻤﺔ‪ .‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻴﻢ ﹸ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪(47–50 .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻟﻤﺠﻬﻮﻟﺔ ﻓﻲ ‪ ،ABC‬ﱢ‬
‫‪m∠B = 31°, b = 19 (48‬‬ ‫‪m∠A = 36°, a = 12 (47‬‬

‫_ = ‪tan A‬‬
‫‪4‬‬
‫‪, a = 6 (50‬‬ ‫‪a = 8, c = 17 (49‬‬
‫‪‬‬ ‫‪5‬‬

‫‪m∠B = 54˚, b = 16.5, c = 20.4 (47‬‬

‫‪y‬‬
‫‪‬‬
‫‪m∠A = 59˚, a = 31.6, c = 36.9 (48‬‬ ‫‪7‬‬
‫‪6‬‬
‫‪B‬‬ ‫‪‬ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﺗﺼﻞ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ )‪A(2, 0), B(6, 5‬‬ ‫‪‬‬
‫‪‬‬ ‫‪(51‬‬ ‫‪ 51.3° (51‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﺇﺫﺍ ﹸﺭﺳﻢ‬
‫‪5‬‬
‫‪m∠A = 28.1˚, m∠B = 61.9˚, (49‬‬ ‫‪4‬‬ ‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺤﺎ ﹼﺩﺓ ‪ θ‬ﺍﻟﻤﺤﺼﻮﺭﺓ‬
‫ﻛﻤﺎ ﻫﻮ ﱠ‬ ‫ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫‪b = 15‬‬ ‫‪3‬‬
‫‪2‬‬ ‫ﻭﺿﺢ ﻛﻴﻒ ﻭﺟﺪﺕ ﺍﻟﻘﻴﺎﺱ‪.‬‬ ‫ﺑﻴﻦ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ﻭﺍﻟﻤﺤﻮﺭ ‪ x‬؟ ﱢ‬ ‫ﺍﻟﻘﻄﻌﺔ ‪ AB‬ﻫﻲ ﺍﻟﻮﺗﺮ‪ ،‬ﻓﺈﻥ ﻃﻮﻝ‬
‫‪m∠A = 38.7˚, m∠B = 51.3˚, (50‬‬
‫‪1‬‬
‫‪A‬‬ ‫‪θ‬‬ ‫ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻫﻮ‬
‫ﻭﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪:‬‬
‫‪  (52‬ﺑ ﱢﻴﻦ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﺃﻡ ﺧﺎﻃﺌﺔ‪ .‬ﱢ‬
‫‪O‬‬ ‫‪1 2 3 4 5‬‬ ‫‪6 7x‬‬
‫‪ 5‬ﻭﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ ﻟﻬﺎ‬
‫‪b = 7.5, c = 9.6‬‬ ‫ﻗﻴﻤﺔ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﱢ‬
‫ﻷﻱ ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ‪ ،‬ﻟﻦ ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ ﺃﺑﺪﹰ ﺍ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_‬
‫ﻫﻮ ‪ ،4‬ﻓﻴﻜﻮﻥ‪،Tan A = 5 :‬‬
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪4‬‬
‫‪ (52‬ﺻﺤﻴﺤﺔ؛ _ = ‪ sin θ‬ﻭﻃﻮﻝ‬ ‫‪  (53‬ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ‪ ،ABC‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‪، sin A = sin C :‬‬ ‫ﻓﺘﻜﻮﻥ‪. A ≈ 51.3° :‬‬
‫ﺍﻟﻮﺗﺮ‬
‫ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﺰﺍﻭﻳﺔ ﺣﺎﺩﺓ ﻭﻃﻮﻝ‬ ‫ﻓﻤﺎﺫﺍ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻨﺘﺞ ﻋﻦ ﻫﺬﺍ ﺍﻟﻤﺜ ﱠﻠﺚ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫ﺍﻟﻮﺗﺮ ﻣﻮﺟﺒﺎﻥ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﻗﻴﻤﺔ ﺩﺍﻟﺔ‬

‫ﺩﺍﺋﻤﺎ‪.‬‬
‫ﺍﻟﺠﻴﺐ ﺳﺘﻜﻮﻥ ﻣﻮﺟﺒﺔ ﹰ‬ ‫‪‬‬
‫‪ (53‬ﺑﻤﺎ ﺃﻥ ‪ sin A = sin C‬ﻓﺈﻥ‪:‬‬ ‫‪ (55‬ﻧﺴﺒﺔ ﻃﻮﻝ ﻣﺴﺘﻄﻴﻞ ﺇﻟﻰ ﻋﺮﺿﻪ ﻫﻲ ‪ . 12:5‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ‬ ‫_ = ‪، cos x‬‬
‫‪20‬‬
‫‪29‬‬
‫‪ (54‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟـ ‪A‬‬ ‫ﺳﻨﺘﻤﺘﺮﺍ ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﻤﺴﺘﻄﻴﻞ؟ ‪A‬‬ ‫ﺍﻟﻤﺴﺘﻄﻴﻞ ‪ ،240 cm 2‬ﻓﻜﻢ‬ ‫˚‪x‬‬
‫ﹰ‬
‫__‬ ‫=‬ ‫ﻓﻜﻢ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪ sin x, tan x‬؟ ‪D‬‬
‫ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬ ‫‪30 C‬‬ ‫‪26 A‬‬

‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟـ ‪C‬‬

‫__‬ ‫‪32 D‬‬ ‫‪28 B‬‬
‫ﻃﻮﻝ ﺍﻟﻮﺗﺮ‬ ‫_ = ‪sin x‬‬
‫‪29‬‬
‫_ = ‪, tan x‬‬
‫‪29‬‬
‫‪A‬‬
‫‪ (56‬ﻛﻢ ﻗﻴﻤﺔ ‪ x‬ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ؟ ‪C‬‬ ‫‪21‬‬ ‫‪21‬‬

‫ﻭﺑﻤﺎ ﺃﻥ ﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻨﺴﺒﺘﻴﻦ‬

‫‪34‬‬
‫_ = ‪sin x‬‬
‫‪21‬‬
‫_ = ‪, tan x‬‬
‫‪20‬‬
‫ﻫﻮ ﻧﻔﺴﻪ ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪29‬‬ ‫‪21‬‬
‫‪B‬‬

‫ﻟـ ‪ C‬ﻳﺴﺎﻭﻱ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪31°‬‬

‫_ = ‪sin x‬‬ ‫_ = ‪, tan x‬‬

‫‪x‬‬ ‫‪29‬‬ ‫‪21‬‬
‫‪C‬‬
‫ﻟـ ‪ ،A‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻥ ﺍﻟﻤﺜﻠﺚ ﻣﺘﻄﺎﺑﻖ‬ ‫‪21‬‬ ‫‪20‬‬
‫‪29.1 C‬‬ ‫‪17.5 A‬‬
‫ﺍﻟﻀﻠﻌﻴﻦ‪.‬‬
‫‪39.5 D‬‬ ‫‪20.4 B‬‬ ‫_ = ‪sin x‬‬
‫‪21‬‬
‫‪29‬‬
‫_ = ‪, tan x‬‬
‫‪21‬‬
‫‪20‬‬
‫‪D‬‬

‫‪131‬‬ ‫‪ 3-1‬‬

‫‪131‬‬ ‫‪‬‬ ‫‪3-1 ‬‬

 ‫‪‬‬

‫‪3 - 1‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(18)‬‬

‫‪ ‬‬ ‫‪3-1‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻢ‬
‫‪3 3‬‬ ‫‪(3‬‬ ‫‪(2‬‬ ‫‪(1‬‬
‫‪5‬‬ ‫‪θ‬‬
‫‪3‬‬ ‫‪45‬‬
‫‪11‬‬ ‫‪θ‬‬
‫‪24‬‬
‫_‬
‫= ‪sin θ = 1 ; cos θ‬‬
‫√‬‫‪3‬‬ ‫_‬ ‫_‬
‫= ‪sin θ = 5 , cos θ‬‬
‫‪4 √6‬‬ ‫_‬ ‫_‬ ‫_‬
‫‪sin θ = 15 , cos θ = 8‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪11‬‬ ‫‪11‬‬ ‫‪17‬‬ ‫‪17‬‬

‫= ‪tan θ‬‬
‫‪√3‬‬ ‫‬ ‫_‬
‫‪, csc θ = 2‬‬ ‫= ‪tan θ‬‬ ‫_‬
‫‪5 √6‬‬
‫‪, csc θ = 11‬‬ ‫_‬ ‫= ‪tan θ‬‬ ‫_‬
‫‪15‬‬ ‫_‬
‫‪, csc θ = 17‬‬
‫‪3‬‬ ‫‪24‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫‪15‬‬

‫= ‪sec θ‬‬
‫‪2 √3‬‬ ‫_‬‫√ = ‪, cot θ‬‬‫‪3‬‬ ‫= ‪sec θ‬‬ ‫_‬
‫‪11 √6‬‬
‫= ‪, cot θ‬‬
‫‪4 √6‬‬ ‫_‬ ‫_ = ‪sec θ‬‬
‫‪17‬‬
‫_ = ‪, cot θ‬‬
‫‪8‬‬
‫‪3‬‬ ‫‪24‬‬ ‫‪5‬‬ ‫‪8‬‬ ‫‪15‬‬

‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪ ∠ A ، ∠ B‬ﺯﺍﻭﻳﺘﺎﻥ ﺣﺎﺩﺗﺎﻥ ﻓﻲ ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻓﺄﺟﺐ ﱠ‬

‫ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫_ = ‪،sin B‬‬‫‪8‬‬
‫‪15‬‬
‫ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪(6‬‬ ‫_ = ‪،tan A‬‬ ‫‪11‬‬
‫‪ (5‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪17‬‬
‫‪ (4‬ﺇﺫﺍ ﻛﺎﻥ ‪،tan B = 2‬‬
‫ﻓﻤﺎ ﻗﻴﻤﺔ ‪cos B‬؟ ‪0.846‬‬ ‫ﻓﻤﺎ ﻗﻴﻤﺔ ‪sin A‬؟ ‪0.543‬‬ ‫ﻓﻤﺎ ﻗﻴﻤﺔ‪cos B‬؟ ‪0.447‬‬

‫‪ ‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﱢ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ x‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪49°‬‬ ‫‪(9‬‬ ‫‪(8‬‬ ‫‪(7‬‬
‫‪x‬‬
‫‪x‬‬
‫‪x‬‬
‫‪17‬‬
‫‪20°‬‬ ‫‪30°‬‬
‫‪32‬‬ ‫‪7‬‬

‫‪tan 49° = 17‬‬ ‫_‬

‫‪x , x ≈ 14.8‬‬
‫_‬
‫‪sin 20° = x , x ≈ 10.9‬‬ ‫_‬
‫‪tan 30° = x , x ≈ 4.0‬‬
‫‪32‬‬ ‫‪7‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫ﻛﻞ ﻣﻦ ‪ ،x , y‬ﱢ‬ ‫ﺍﺳﺘﻌﻤﻞ ﹼ‬
‫ﺩﻭﺍﻝ ﻣﺜ ﱠﻠﺜﻴﺔ‪ ،‬ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﱟ‬

‫‪(12‬‬ ‫‪(11‬‬ ‫‪(10‬‬

‫‪7‬‬ ‫‪y°‬‬
‫‪x‬‬
‫‪19.2‬‬ ‫‪y‬‬
‫‪y°‬‬

‫‪x°‬‬ ‫‪x°‬‬ ‫‪41°‬‬

‫‪15.3‬‬ ‫‪17‬‬

‫_ = ‪sin x°‬‬ ‫_ = ‪tan x°‬‬ ‫_ = ‪cos 41°‬‬

‫‪28‬‬
‫‪7‬‬ ‫‪19.2‬‬ ‫‪28‬‬
‫‪, x ≈ 27.2,‬‬ ‫‪, x ≈ 48.5,‬‬ ‫‪x , x ≈ 37.1,‬‬
‫‪15.3‬‬ ‫‪17‬‬
‫_‬
‫‪cos y° = 7 , y ≈ 62.8‬‬ ‫_‬
‫‪tan y° = 17 , y ≈ 41.5‬‬ ‫‪tan 41° = _ , y ≈ 24.3‬‬
‫‪y‬‬
‫‪15.3‬‬ ‫‪19.2‬‬ ‫‪28‬‬

‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﺍﺭﺗﻔﺎﻉ ﺩﺭﺝ ﺑﻨﺎﻳﺔ ﻋﻦ ﺍﻷﺭﺽ ﻫﻮ ‪ ،2 m‬ﻭﻳﻤﻴﻞ ﻋﻠﻴﻬﺎ ﺑﺰﺍﻭﻳﺔ‬ ‫‪(13‬‬
‫ﻣﻘﺮ ﹰﺑﺎ‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻓﻤﺎ ﻃﻮﻝ ﺍﻟﺪﺭﺝ ﱢ‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ 36°‬ﻛﻤﺎ ﻫﻮ ﱠ‬
‫‪2 cm‬‬
‫ﺇﻟﻰ ﺃﻗﹼﺮﺏ ﻣﺘﺮ‪ 3.4 m .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪36°‬‬

‫‪18‬‬

‫‪ 3 ‬‬ ‫‪131A‬‬










































131B  3 

 ‫‪‬‬
‫‪‬‬
‫‪Angles and Angle Measure‬‬
‫‪‬‬ ‫‪3 -2‬‬
‫‪‬‬ ‫‪‬‬
‫ﻧﻬﺎﺭﺍ ﻣﻦ ﺧﻼﻝ ﱢ‬
‫ﺍﻟﻈﻞ ﺍﻟﺬﻱ ﺗﺴﻘﻄﻪ ﻋﻠﻰ‬ ‫ﺍﻟﻤﺰﻭﻟﺔ )ﺍﻟﺴﺎﻋﺔ ﺍﻟﺸﻤﺴﻴﺔ(‪ ،‬ﺃﺩﺍﺓ ﺗﹸﺤﺪﹼ ﺩ ﺍﻟﻮﻗﺖ ﹰ‬ ‫‪‬‬ ‫‪ 1‬‬
‫ﺍﻟﻈﻞ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ‪ 15°°‬ﱠ‬
‫ﻛﻞ ﺳﺎﻋﺔ‪.‬‬ ‫ﻗﺮﺹ ﻣﺪﺭﺝ ﻹﻇﻬﺎﺭ ﺍﻟﺴﺎﻋﺔ ﺃﻭ ﺃﺟﺰﺍﺀ ﻣﻦ ﺍﻟﺴﺎﻋﺔ‪ .‬ﻭﻳﺪﻭﺭ ﹼ‬ ‫‪ ‬‬
‫‪90°‬‬
‫‪y‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺗﻜﻮﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬ ‫‪ ‬‬
‫ﺍﻹﺣﺪﺍﺛﻲ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺇﺫﺍ ﻛﺎﻥ ﺭﺃﺳﻬﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ ،‬ﻭﺃﺣﺪ ﺿﻠﻌﻴﻬﺎ‬ ‫‪‬‬ ‫‪3-2 ‬‬
‫‪‬‬
‫‪180°‬‬
‫‪‬‬ ‫‪O‬‬ ‫‪‬‬ ‫‪x‬‬
‫‪0°‬‬ ‫ﻣﻨﻄﺒ ﹰﻘﺎ ﻋﻠﻰ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪.x‬‬ ‫‪  ‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺯﻭﺍﻳﺎ ﻣﻘﻴﺴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫ﺴﻤﻰ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻨﻄﺒﹺﻖ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﻟﻠﺰﺍﻭﻳﺔ‪.‬‬
‫• ﹸﻳ ﹼ‬ ‫‪‬‬
‫‪‬‬ ‫‪3-2 ‬‬
‫ﺴﻤﻰ ﺍﻟﻀﻠﻊ ﺍﻟﺬﻱ ﻳﺪﻭﺭ ﺣﻮﻝ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
‫ﺍﻻﻧﺘﻬﺎﺀ‪.‬‬ ‫• ﹸﻳ ﹼ‬
‫‪270°‬‬ ‫‪‬‬ ‫ﺭﺳﻢ ﺯﻭﺍﻳﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻭﺇﻳﺠﺎﺩ‬
‫‪‬‬ ‫ﻗﻴﺎﺳﺎﺗﻬﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪standard position‬‬
‫ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺍﻟﻘﻴﺎﺱ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ‬
‫‪‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪‬‬
‫‪initial side‬‬ ‫ﺍﻟﻘﻴﺎﺱ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﻭﺍﻟﻌﻜﺲ‪.‬‬
‫‪‬‬
‫‪‬‬ ‫‪3-2 ‬‬
‫‪120°‬‬ ‫‪ ‬‬ ‫‪terminal side‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪‬‬ ‫‪‬‬ ‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪-145°‬‬ ‫‪radian‬‬
‫‪‬‬
‫‪central angle‬‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪arc length‬‬

‫ﺍﻟﻤﻌﻄﻰ ﻗﻴﺎﺳﺎﻫﻤﺎ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪:‬‬ ‫ﺍﺭﺳﻢ ﹼﹰ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﹸ‬ ‫‪ 2‬‬
‫‪- 40° (b‬‬ ‫‪215° (a‬‬

‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺳﺎﻟﺐ‪ .‬ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
‫‪ 40°‬ﺑﺪﻭﺭﺍﻥ ﻣﻊ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺪ ﹰﺀﺍ ﻣﻦ‬
‫ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫‪y‬‬
‫‪O‬‬
‫‪-40°‬‬
‫‪-105° (1B‬‬
‫‪215° = 180° + 35°‬‬
‫‪‬‬
‫ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ 35°‬ﺑﺪﻭﺭﺍﻥ‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ“ ‪،‬‬
‫ﻣﻌﺎﻛﺲ ﻟﺤﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﺑﺪ ﹰﺀﺍ ﻣﻦ‬
‫‪‬‬
‫ﺍﻟﺠﺰﺀ ﺍﻟﺴﺎﻟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫• ﺇﻟﻰ ﺃﻳﻦ ﻳﺘﺠﻪ ﺍﻟﻈﻞ ﻓﻲ ﺍﻟﺼﺒﺎﺡ؟ ﺍﻟﻐﺮﺏ‬
‫‪y‬‬
‫• ﻣﺘﻰ ﻳﻜﻮﻥ ﻟﻚ ﺃﻗﺼﺮ ﻇﻞ؟ ﻋﻨﺪ ﺍﻟﻈﻬﺮ‬
‫‪215°‬‬ ‫• ﻓﺴﺮ ﻟﻤﺎﺫﺍ ﻳﺘﺤﺮﻙ ﺍﻟﻈﻞ ‪ 15°‬ﻛﻞ ﺳﺎﻋﺔ‪.‬‬
‫‪x‬‬
‫‪35°‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻳﻌﻮﺩ ﺍﻟﻈﻞ ﺇﻟﻰ ﻣﻮﻗﻌﻪ ﺍﻷﺻﻠﻲ ﻛﻞ‬
‫‪ 24‬ﺳﺎﻋﺔ‪ ،‬ﻭﻋﻨﺪﻣﺎ ﻧﻘﺴﻢ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻜﺎﻣﻠﺔ‬
‫ﻋﻠﻰ ‪ 24‬ﻓﺈﻥ ﺍﻟﻨﺎﺗﺞ‪.360° ÷ 24 = 15° :‬‬
‫‪ (1A, 1B‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬
‫‪80° (1A‬‬

‫‪ 3 132‬‬

‫‪ 3‬‬ ‫‪132‬‬

 ‫‪480° ‬‬
‫ﻳﻤﻜﻦ ﻟﻀﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﺰﺍﻭﻳﺔ ﺃﻥ ﻳﺪﻭﺭ ﺃﻛﺜﺮ ﻣﻦ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪y‬‬ ‫ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪:‬‬
‫‪120°‬‬ ‫ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ 360°‬ﺇﺿﺎﻓﺔ ﺇﻟﻰ ﺩﻭﺭﺓ ﺑﻤﻘﺪﺍﺭ ‪ 120°‬ﺗﺸﻜﹼﻼﻥ‬
‫ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪360° + 120° = 480°‬‬

‫‪‬‬ ‫‪O‬‬
‫‪360°‬‬
‫‪x‬‬

‫‪ 1 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺭﺳﻢ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﻣﻌﻠﻮﻡ‬

‫ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬
‫‪ 2 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻤﺜﻴﻞ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺃﻛﺒﺮ‬
‫ﻣﻦ ‪360°‬‬
‫‪ 3 ‬ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﻮﺟﺒﺔ‬
‫ﻭﺍﻟﺴﺎﻟﺒﺔ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‪.‬‬
‫✓ ‪‬‬
‫‪‬‬ ‫‪2‬‬
‫‪  ‬ﻳﺘﻀﻤﹼ ﻦ ﺍﻟﺘﺰ ﱡﻟﺞ ﺍﻟﻤﺎﺋﻲ ﺃﻥ ﻳﻘﻮﻡ ﺍﻟﻤﺘﺰ ﱢﻟﺞ ﺑﺎﻟﻤﻨﺎﻭﺭﺓ ﻣﻦ ﺧﻼﻝ ﺍﻟﺪﻭﺭﺍﻥ ﻓﻲ ﺍﻟﻬﻮﺍﺀ ﻓﻲ ﺃﺛﻨﺎﺀ‬
‫ﺗﻨﻔﻴﺬﻩ ﻫﺬﻩ ﺍﻟﺮﻳﺎﺿﺔ‪ .‬ﺇﺫﺍ ﺗﻀﻤﹼ ﻨﺖ ﺇﺣﺪ￯ ﺍﻟﻤﻨﺎﻭﺭﺍﺕ ﺍﻟﺪﻭﺭﺍﻥ ﺑﻤﻘﺪﺍﺭ ‪ 540°‬ﻓﻲ ﺍﻟﻬﻮﺍﺀ‪ ،‬ﻓﺎﺭﺳﻢ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪540°‬‬
‫‪y‬‬ ‫ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬ ‫‪ ‬‬
‫‪540°‬‬ ‫‪540° = 360° + 180°‬‬
‫‪  ‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ 180°‬ﺑﺪ ﹰﺀﺍ ﻣﻦ‬ ‫‪‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬ ‫‪‬‬
‫‪‬‬
‫‪ ‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ ‫ﻗﻴﺎﺳﻬﺎ ‪، 600°‬‬ ‫ﻓﺘﺤﺮﻛﺖ ﻋﺠﻠﺘﺎﻫﺎ ﺑﺰﺍﻭﻳﺔ‬
‫ﱠ‬ ‫ﺩﺭﺍﺟﺘﻪ‪،‬‬
‫‪  (2‬ﺃﻭﻗﻒ ﺳﻌﻴﺪ ﱠ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬ ‫ﺍﺭﺳﻢ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 600°‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫‪y‬‬ ‫ﻋﻨﺪ ﺭﺳﻢ ﺯﺍﻭﻳﺘﻴﻦ ﺃﻭ ﺃﻛﺜﺮ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻓﺈﻧﻬﺎ ﻗﺪ ﺗﺸﺘﺮﻙ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﺜﻞ‬
‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺗﻬﺎ‪ 60° , 420° , -300° :‬ﻛﻤﺎ ﻫﻮ ﱠ‬
‫‪‬‬ ‫‪60°‬‬
‫‪420°‬‬ ‫ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﺯﺍﻭﻳﺔ ﻣﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺯﺍﻭﻳﺔ ﺃﺧﺮ￯‪ ،‬ﻣﻦ ﺧﻼﻝ ﺟﻤﻊ ﺃﻭ‬
‫‪O‬‬ ‫‪x‬‬
‫ﻃﺮﺡ ﺃﺣﺪ ﻣﻀﺎﻋﻔﺎﺕ ‪.360°‬‬
‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻟﻤﻌﻄﻰ‬ ‫‪1‬‬ ‫‪-300°‬‬ ‫• ‪60° + 360° = 420°‬‬
‫ﻗﻴﺎﺳﺎﻫﻤﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬ ‫• ‪60° - 360° = -300°‬‬
‫‪210° (a‬‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪y‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ‪ ،‬ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪210°‬‬ ‫ﻣﻊ ﻛﻞ ﺯﺍﻭﻳﺔ ﹸﻣﻌﻄﺎﺓ‪:‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪130° (a‬‬

‫‪30°‬‬ ‫‪360°‬‬ ‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪130° + 360° = 490° :‬‬
‫‪360°‬‬ ‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪130° - 360° = -230° :‬‬

‫‪-200° (b‬‬
‫‪-45° (b‬‬
‫‪360°‬‬ ‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪-200° + 360° = 160° :‬‬
‫‪y‬‬
‫‪360°‬‬ ‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪-200° - 360° = -560° :‬‬

‫‪‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪315°, -405° -45° (3B‬‬ ‫‪375°, -345° 15° (3A‬‬
‫‪-45°‬‬

‫‪133‬‬ ‫‪ 3-2‬‬

‫‪ ‬ﻓﻲ ﻣﺴﺎﺑﻘﺔ )ﺍﻟﻐﻮﺹ ﻣﻦ‬ ‫‪2‬‬
‫ﻣﻨﺼﺔ ﺍﻟﻮﺛﺐ( ﻧ ﹼﻔﺬ ﻏﻮﺍﺹ ﺩﻭﺭﺓ‬
‫ﺑﻤﻘﺪﺍﺭ ‪ 900°‬ﻗﺒﻞ ﺃﻥ ﻳﻐﻄﺲ ﻓﻲ‬
‫ﺍﻟﻤﺎﺀ‪ .‬ﺍﺭﺳﻢ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ﺍﻟﻮﺿﻊ‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬ ‫‪y‬‬ ‫‪(2‬‬
‫‪ ‬‬
‫‪y‬‬ ‫‪ ‬ﻧﺎﻗﺶ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺃﻫﻤﻴﺔ‬
‫‪600°‬‬
‫‪900°‬‬ ‫ﺗﺤﺪﻳﺪ ﺍﻟﺰﻭﺍﻳﺎ ﺑﺎﻷﺳﻬﻢ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ‪،‬‬
‫‪O‬‬ ‫‪x‬‬ ‫ﻭﻛﺘﺎﺑﺔ ﻗﻴﺎﺳﻬﺎ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫‪O‬‬ ‫‪x‬‬

‫‪133‬‬ ‫‪‬‬ ‫‪3-2 ‬‬

 ‫ ﻳﻤﻜﻦ ﺃﻥ ﺗﻘﺎﺱ‬
y
‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ‬θ ‫ﻓﻘﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬.‫ﺃﻳﻀﺎ ﺑﻮﺣﺪﺍﺕ ﺗﺴﺘﻨﺪ ﺇﻟﻰ ﻃﻮﻝ ﻗﻮﺱ ﻣﻦ ﺩﺍﺋﺮﺓ‬ ‫ﺍﻟﺰﻭﺍﻳﺎ ﹰ‬
r r ‫ﹴ‬
‫ﻣﺴﺎﻭ ﻟﻄﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‬ ‫ﻗﻮﺳﺎ ﻃﻮﻟﻪ‬
‫ﹰ‬ ‫ﺍﻟﺪﺍﺋﺮﺓ‬ ‫ﻋﻠﻰ‬ ‫ﺩ‬ ‫ﺗﺤﺪﹼ‬ ‫ﻭﺍﻟﺘﻲ‬ ،‫ﺍﻟﻘﻴﺎﺳﻲ‬ ‫ﺍﻟﻮﺿﻊ‬ 
θ (rad) ‫ ﺭﺍﺩﻳﺎﻥ‬1 ‫ﻫﻮ‬  
O x
‫ ﻭﺑﻤﺎ‬.‫ ﺭﺍﺩﻳﺎﻥ‬2π ‫ ﻟﺬﻟﻚ ﻓﺎﻟﺪﻭﺭﺓ ﺍﻟﻜﺎﻣﻠﺔ ﻋﻠﻰ ﺍﻟﺪﺍﺋﺮﺓ ﺗﺴﺎﻭﻱ‬.2πr ‫ﻣﺤﻴﻂ ﺍﻟﺪﺍﺋﺮﺓ ﻳﺴﺎﻭﻱ‬    
:‫ ﻓﺈﻥ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﻘﻴﺎﺱ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺍﻟﻘﻴﺎﺱ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﻛﻤﺎ ﻳﺄﺗﻲ‬، 2π rad = 360° ‫ﺃﻥ‬
  
   

 1 = θ
π rad = 180° ‫ ﺃﻱ ﺃﻥ‬2π rad = 360°    
 ￯‫ ﻭﺃﺧﺮ‬،‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‬ 3
‫ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ‬
   •
      
      ‫ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﻛﻞ ﺯﺍﻭﻳﺔ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬

     • :‫ﺍﻵﺗﻴﺘﻴﻦ‬
       
210° (a
_ _
π rad    
570°, -150° :‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬
180°  
π rad 180°

-120° (b
 4   240°, -480° :‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‬
  
:‫ ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺩﺭﺟﺎﺕ‬،‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‬
‫ﹼ‬
_
5π
2
(b -30° (a
  dar  
  
  
  
_
5π _
2
=
5π
rad · _
2
180°
π rad
-30° = -30° · _
π rad
180°
     ‫ ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ ﻣﻦ ﺩﺭﺟﺎﺕ ﺇﻟﻰ‬4 
   
. ‫ ﻭﻣﻦ ﺭﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺩﺭﺟﺎﺕ‬،‫ﺭﺍﺩﻳﺎﻥ‬
= _ = 450° =_= - _
900° -30π
π    
rad
2 180 6
‫ﺍﺧﺘﺼﺎﺭﺍ ﻟﻜﻠﻤﺔ‬
‫ﹰ‬ ( rad ) ‫ﻭﻗﺪ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺮﻣﺰ‬

‫ )ﺭﺍﺩﻳﺎﻥ(؛ ﻟﻠﺪﻻﻟﺔ ﻋﻠﻰ ﺃﻥ ﻗﻴﺎﺱ‬radian
- 67.5° - _
3π _
2π
(4B
8 3
120° (4A
.‫ﺍﻟﺰﺍﻭﻳﺔ ﻣﻌﻄﻰ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‬
‫ ﻳﺒﻴﻦ ﻛﻴﻔﻴﺔ ﺍﻟﺘﺤﻮﻳﻞ ﻭﺍﺳﺘﻌﻤﺎﻝ ﻗﻴﺎﺱ‬5
 
.‫ﺍﻟﺰﻭﺍﻳﺎ ﻓﻲ ﻣﻮﺍﻗﻒ ﻣﻦ ﺍﻟﺤﻴﺎﺓ‬
y 
π
π

2π 2
3π 3 3 π

 
90°
4
120° 60°
4 

5π π
6 135° 45° 6 
‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﻭﺍﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ‬
‫ﹼ‬ 4
150° 30°
30° = _ 45° = _
π π

‫ ﻭﺍﻟﻤﻜﺘﻮﺑﺔ‬،‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺭﺍﺩﻳﺎﻥ‬

180°
0° 0 6 4
π
360° 2π x
60° = _ 90° = _
O π π

7π
210° 330°
11π
3 2
.‫ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺩﺭﺟﺎﺕ‬
225° 315°
6
5π
240° 300°
7π
6
_π 30° (a
4 4π 270° 4 6
5π
3
3π
2
3
-300° -
_
5π
(b
3

 3 134

E 
    

       

 

 3 134

 ‫‪‬‬
‫‪‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻓﻲ ﺩﺍﺋﺮﺓ ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﻘﻊ ﺭﺃﺳﻬﺎ ﻋﻠﻰ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ‪.‬‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻭﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‪ ،‬ﻓﺈﻧﻚ ﺗﺴﺘﻄﻴﻊ‬
‫‪‬‬
‫‪θ‬‬ ‫ﺃﻥ ﺗﺠﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻬﺎ‪.‬‬

‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪s  ‬‬
‫‪s‬‬ ‫‪θ‬‬
‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ‬
‫‪θ‬‬
‫‪5‬‬ ‫‪r‬‬
‫‪θr ‬‬
‫ﻋﺠﻠﺔ ﺍﻟﻘﻴﺎﺩﺓ )‪(Steering wheel‬‬ ‫‪s = rθ‬‬ ‫‪‬‬
‫ﻟﺸﺎﺣﻨﺔ ﻫﻮ ‪ ، 11 in‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻲ‬
‫ﺗﻘﻄﻌﻬﺎ ﻧﻘﻄﺔ ﻋﻠﻰ ﻋﺠﻠﺔ ﺍﻟﻘﻴﺎﺩﺓ‬ ‫‪(47)‬‬

‫ﺇﺫﺍ ﺩﺍﺭﺕ ﺍﻟﻌﺠﻠﺔ ﺃﺭﺑﻌﺔ ﺃﺧﻤﺎﺱ‬ ‫‪‬‬ ‫‪5‬‬

‫ﺍﻟﺪﻭﺭﺓ؟ ‪55.3 in‬‬ ‫‪ ‬ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺇﻃﺎﺭﺍﺕ ﺷﺎﺣﻨﺔ ‪ ،33 in‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻟﻘﺪﻡ ﺍﻟﺘﻲ ﻳﻘﻄﻌﻬﺎ ﺍﻹﻃﺎﺭ ﺑﻌﺪ ﺃﻥ ﺗﺪﻭﺭ‬
‫ﺇﻃﺎﺭﺍﺕ ﺍﻟﺸﺎﺣﻨﺔ ﺛﻼﺛﺔ ﺃﺭﺑﺎﻉ ﺩﻭﺭﺓ؟‬
‫‪ 1 ‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫‪ 3‬‬ ‫‪_3‬‬
‫‪4‬‬
‫_ = ‪θ = _43 · 2π‬‬
‫‪3π‬‬
‫‪2‬‬
‫‪‬‬ ‫‪‬‬
‫‪ 2 ‬ﺍﺳﺘﻌﻤﻞ ﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻘﻮﺱ‪.‬‬ ‫‪‬‬
‫✓ ‪‬‬ ‫_‬
‫‪‬‬
‫‪3πθ 33r  ‬‬
‫‪s = rθθ‬‬
‫_ · ‪= 33‬‬
‫‪3π‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 3 0‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪‬‬ ‫‪≈ 155.5 in‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬ ‫‪12‬‬ ‫‪≈ 13.0 ft‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪2π‬‬
‫ﺇﺫﻥ ﺇﻃﺎﺭ ﺍﻟﺸﺎﺣﻨﺔ ﻗﻄﻊ ﻣﺴﺎﻓﺔ ‪ 13 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ ﺑﻌﺪ ﺩﻭﺭﺍﻥ ﺇﻃﺎﺭﺍﺗﻬﺎ ﺛﻼﺛﺔ ﺃﺭﺑﺎﻉ ﺩﻭﺭﺓ‪.‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫ﺍﻟﻤﺨﺼﺺ ﻟﺘﻘﺪﻳﻢ‬ ‫ﱠ‬ ‫ﺩﻭﺍﺭ‪ ،‬ﻧﺼﻒ ﻗﻄﺮﻩ ‪ ،ft 90‬ﺣﻴﺚ ﻳﺪﻭﺭ ﺍﻟﺠﻨﺎﺡ‬ ‫‪  (5‬ﻳﻘﻊ ﻓﻲ ﺃﻋﻠﻰ ﺑﺮﺝ ﻣﻄﻌﻢ ﱠ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫ﺍﻟﻄﻌﺎﻡ ﻭﺍﻟﻘﺮﻳﺐ ﻣﻦ ﺍﻟﻨﻮﺍﻓﺬ ﺍﻟﺨﺎﺭﺟﻴﺔ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻛﻞ ‪ 90‬ﺩﻗﻴﻘﺔ‪ .‬ﺇﺫﺍ ﺫﻫﺐ ﺷﺨﺺ ﻟﻠﻤﻄﻌﻢ ﻟﺘﻨﺎﻭﻝ ﺍﻟﻌﺸﺎﺀ‬
‫ﻭﺟﻠﺲ ﻋﻠﻰ ﻃﺎﻭﻟﺔ ﺑﺠﺎﻧﺐ ﺍﻟﻨﺎﻓﺬﺓ ﻋﻨﺪ ﺍﻟﺴﺎﻋﺔ ‪ 6:42‬ﻣﺴﺎ ﹰﺀ ﻭﺍﻧﺘﻬﻰ ﻋﻨﺪ ﺍﻟﺴﺎﻋﺔ ‪ 8:00‬ﻣﺴﺎ ﹰﺀ‪ ،‬ﻓﻤﺎ ﺍﻟﻤﺴﺎﻓﺔ‬
‫ﺍﻟﺘﻲ ﺩﺍﺭﻫﺎ؟ ‪ ft 501‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫‪y‬‬ ‫‪(1‬‬ ‫‪‬‬
‫ﺍﻟﻤﻌﻄﻰ ﻗﻴﺎﺳﻬﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ (1–9 1 , 2  :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﹸ‬
‫‪140°‬‬
‫‪390° (3‬‬ ‫‪- 60° (2‬‬ ‫‪140° (1‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪-90° (6‬‬ ‫‪160° (5‬‬ ‫‪75° (4‬‬

‫‪510° (9‬‬ ‫‪295° (8‬‬ ‫‪-120° (7‬‬

‫‪  (10‬ﻳﺘﺄﺭﺟﺢ ﻻﻋﺐ ﺟﻤﺒﺎﺯ ﻋﻠﻰ ﺟﻬﺎﺯ ﻟﻪ ﻋﺎﺭﺿﺘﺎﻥ‪ ،‬ﻟﻴﺪﻭﺭ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ . 240°‬ﺍﺭﺳﻢ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ‬
‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪y‬‬ ‫‪(2‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪135‬‬ ‫‪ 3-2‬‬

‫‪-60°‬‬

‫‪ ‬‬
‫‪y‬‬ ‫‪(3‬‬
‫‪‬‬ ‫‪‬‬
‫‪4 6 - 4 9 4 4 1 1 - 3 2‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪4 6 - 4 9 3 9 - 4 4 1 1 – 3 7‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪390°‬‬ ‫‪33-49‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪135‬‬ ‫‪‬‬ ‫‪3-2 ‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ‪ ،‬ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ‬
‫ﻛﻞ ﱠ‬ ‫‪ (11‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ 385°, -335° :‬ﻓﻲ ﱟ‬
‫ﺍﻟﻤﻌﻄﺎﺓ‪3  :‬‬
‫ﹸ‬ ‫ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪ (12‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪535°, -185° :‬‬
‫‪-100° (13‬‬ ‫‪175° (12‬‬ ‫‪ (13‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪25° (11 260°, -460° :‬‬
‫‪205° (16‬‬ ‫‪95° (15‬‬ ‫‪50° (14‬‬
‫‪ (14‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪-195° (19‬‬ ‫‪-80° (18‬‬ ‫‪350° (17‬‬
‫‪410°, -310°‬‬ ‫‪‬‬
‫‪ (15‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﻣﻤﺎ‬ ‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺎﺕ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﱢ‬ ‫‪455°, -265°‬‬
‫ﻳﺄﺗﻲ‪4  :‬‬ ‫‪ (16‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫_‬ ‫‪(4‬‬
‫_‪-‬‬
‫‪2π‬‬ ‫‪5π‬‬ ‫‪_π‬‬ ‫‪y‬‬
‫‪- 40° (22‬‬ ‫‪225° (21‬‬ ‫‪45° 4 (20‬‬ ‫‪565°, -155°‬‬
‫‪9‬‬
‫_ ‪- 60° -‬‬
‫‪π‬‬
‫‪(25‬‬
‫‪4‬‬
‫_ ‪150°‬‬
‫‪5π‬‬
‫‪(24‬‬
‫_‬
‫‪11π‬‬
‫‪330° (23‬‬
‫‪ (17‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪6‬‬ ‫‪6‬‬
‫_‬
‫‪3‬‬
‫_‪-‬‬
‫‪710°, -10°‬‬ ‫‪75°‬‬
‫_‪-‬‬
‫‪7π‬‬ ‫‪19π‬‬ ‫‪5π‬‬
‫‪- 420°‬‬ ‫‪(28‬‬ ‫‪190° (27‬‬ ‫‪-50° (26‬‬
‫‪ (18‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪3‬‬ ‫‪18‬‬ ‫‪18‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪280°, - 440°‬‬
‫ﹴ‬
‫ﻗﻮﺱ ﻣﻦ ﺩﺍﺋﺮﺓ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺩﺍﺋﺮﺗﻪ‬ ‫ﺗﺤﺮﻙ ﻻﻋﺐ ﺗﻨﺲ ﻃﺎﻭﻟﺔ ﻓﻲ ﻣﺴﺎﺭ ﻋﻠﻰ ﺷﻜﻞ‬ ‫‪   (29‬ﱠ‬ ‫‪ (19‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬
‫ﱢ‬ ‫ﺍﻟﻘﻮﺱ‪،‬‬ ‫ﻫﺬﺍ‬ ‫ﻃﻮﻝ‬ ‫ﻓﻤﺎ‬ ‫‪،‬‬ ‫‪100°‬‬ ‫ﺗﺴﺎﻭﻱ‬ ‫ﺍﻟﻼﻋﺐ‬ ‫ﺩﻭﺭﺍﻥ‬ ‫ﻫﻮ‪ ،1.2 m‬ﻭﺯﺍﻭﻳﺔ‬ ‫‪165°, -555°‬‬
‫‪2.1 m‬‬ ‫ﻋﺸﺮﺓ؟ ‪5 ‬‬ ‫‪ (35‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪260°, -100°‬‬
‫ﺩﺭﺍﺟﺔ ﺫﺍﺕ ﻋﺠﻠﺔ ﻭﺍﺣﺪﺓ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ،0.8 ft‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ‬ ‫‪   (30‬ﱠ‬ ‫‪ (36‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻌﺠﻠﺔ ﺇﺫﺍ ﺩﺍﺭﺕ ‪1‬‬
‫_ ﺩﻭﺭﺓ؟ ‪ 1.3 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪4‬‬ ‫‪320°, - 40°‬‬ ‫‪y‬‬ ‫‪(5‬‬
‫‪ (37‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫_‬
‫‪5π‬‬
‫‪, - 11π‬‬‫_‬ ‫‪160°‬‬
‫‪4‬‬ ‫‪4‬‬
‫‪ (38‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﻤﺤﺪﺩ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﺋﺮﺗﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ ،‬ﱢ‬ ‫_‬
‫‪7π‬‬
‫‪, - 5π‬‬ ‫_‬ ‫‪O‬‬ ‫‪x‬‬
‫‪6‬‬ ‫‪6‬‬
‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫‪(32‬‬ ‫‪(31‬‬

‫‪94.2 m‬‬ ‫‪10π‬‬

‫‪6.7 cm‬‬ ‫‪5 cm‬‬
‫‪3π‬‬
‫‪7‬‬
‫‪9‬‬

‫‪27 m‬‬
‫‪y‬‬ ‫‪(6‬‬

‫‪‬ﻛﻢ ﻣﻦ ﺍﻟﻮﻗﺖ ﻳﺴﺘﻐﺮﻕ ﻋﻘﺮﺏ ﺍﻟﺪﻗﺎﺋﻖ ﻓﻲ ﺳﺎﻋﺔ ﻟﻴﺪﻭﺭ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 2.5π‬ﺭﺍﺩﻳﺎﻥ؟ ‪1 h 15 min‬‬ ‫‪ (33‬‬
‫ﺍﻟﻈﻞ ﻳﺪﻭﺭ ﻋﻠﻰ ﺍﻟﻘﺮﺹ ‪ 15°‬ﱠ‬
‫ﻛﻞ ﺳﺎﻋﺔ‪.‬‬ ‫‪  (34‬ﺑﺎﻟﺮﺟﻮﻉ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ ،‬ﻧﺠﺪ ﺃﻥ ﹼ‬
‫_ ﺭﺍﺩﻳﺎﻥ؟ ‪19.2 h‬‬‫‪8π‬‬
‫‪π‬‬ ‫‪ (a‬ﺑﻌﺪ ﻛﻢ ﺳﺎﻋﺔ ﻳﺪﻭﺭ ﱡ‬
‫ﺍﻟﻈﻞ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬ ‫‪O‬‬ ‫‪x‬‬
‫_‬
‫‪5π‬‬
‫‪5‬‬
‫‪ (b‬ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺍﻟﺘﻲ ﻳﺪﻭﺭﻫﺎ ﹼ‬
‫ﺍﻟﻈﻞ ﺑﻌﺪ ﻣﺮﻭﺭ ‪ 5‬ﺳﺎﻋﺎﺕ؟‬
‫‪-90°‬‬
‫‪12‬‬
‫‪ (c‬ﻣﺰﻭﻟﺔ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ، 8 in‬ﻣﺎ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ ﻳﺼﻨﻌﻪ ﺩﻭﺭﺍﻥ ﱢ‬
‫ﺍﻟﻈﻞ ﻋﻠﻰ ﺣﺎﻓﺔ ﺍﻟﻘﺮﺹ ﺑﻌﺪ ﻣﺮﻭﺭ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ؟ ‪29.3 in‬‬
‫‪ 14‬ﺳﺎﻋﺔ‪ ،‬ﱢ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ‪ ،‬ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﹸ‬
‫‪ ‬‬
‫‪ ‬‬
‫_‬ ‫‪ ‬‬ ‫‪(7‬‬
‫_‪-‬‬
‫‪19π‬‬ ‫‪3π‬‬ ‫‪y‬‬
‫‪(38‬‬ ‫‪(37‬‬ ‫‪- 400° (36‬‬ ‫‪620° (35‬‬ ‫‪‬‬
‫‪6‬‬ ‫‪4‬‬

‫‪ 3 136‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪-120°‬‬

‫‪y‬‬ ‫‪(8‬‬

‫‪295°‬‬

‫‪O‬‬ ‫‪x‬‬
‫‪y‬‬ ‫‪(10‬‬ ‫‪y‬‬ ‫‪(9‬‬

‫‪240°‬‬ ‫‪510°‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪ 3‬‬ ‫‪136‬‬

 ‫‪  ‬ﻟﺪﻳﻚ ﺍﻟﻨﻘﻄﺘﺎﻥ )‪. C(6, 0), D(6, 8‬‬ ‫‪(39‬‬
‫‪ (39d‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪   (a‬ﺍﺭﺳﻢ ﺍﻟﻤﺜ ﱠﻠﺚ ‪ ECD‬ﺣﻴﺚ ‪ E‬ﻫﻲ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ ،‬ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‬
‫_ = ‪DEC‬‬
‫‪tan ∠DEC‬‬ ‫‪4‬‬
‫ﻇﻞ ‪. ∠CED‬‬‫‪ ‬ﺃﻭﺟﺪ ﱠ‬ ‫‪‬‬ ‫‪(b‬‬ ‫ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬
‫‪3‬‬
‫_‬
‫___‬
‫‪‬ﺃﻭﺟﺪ ﻣﻴﻞ ‪ ) = 4 . ED‬ﻣﻴﻞ ‪( ED‬‬ ‫‪‬‬
‫‪‬‬ ‫‪(c‬‬ ‫ﻳﺴﺎﻭﻱ ﻣﻴﻞ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪3‬‬
‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ‬ ‫‪   (d‬ﻣﺎ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﺍﺳﺘﻨﺘﺎﺟﻬﺎ ﺑﻴﻦ ﺍﻟﻤﻴﻞ ﱢ‬
‫ﻭﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ؟‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 3 9‬ﺍﻟﻬﻨﺪﺳﺔ ﺍﻹﺣﺪﺍﺛﻴﺔ‪ ،‬ﻭﺣﺴﺎﺏ‬ ‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺎﺕ‪:‬‬
‫ﹼ‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ‪ ،‬ﻭﺍﻟﺠﺒﺮ ﻭﺍﻟﺘﺤﻠﻴﻞ؛ ﻟﺘﻮﺿﻴﺢ‬ ‫_‬
‫‪900‬‬
‫‪π ≈ 286.5°‬‬ ‫‪5 (46‬‬
‫_‬
‫‪- 10π -200° (42‬‬ ‫_‬
‫‪31π‬‬
‫‪124° (41‬‬ ‫_ ‪472.5°‬‬
‫‪21π‬‬
‫‪(40‬‬
‫‪9‬‬ ‫‪45‬‬ ‫‪8‬‬
‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻣﻴﻞ ﺍﻟﻤﺴﺘﻘﻴﻢ ﻭﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ‬
‫ﻳﺼﻨﻌﻬﺎ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻠﻤﺤﻮﺭ ‪.x‬‬ ‫‪5.2 m‬‬ ‫‪   (43‬ﻓﻲ ﻣﺪﻳﻨﺔ ﺃﻟﻌﺎﺏ‪ ،‬ﺗﺪﻭﺭ ﻟﻌﺒﺔ ﺍﻷﺣﺼﻨﺔ ﻓﻲ ﺩﺍﺋﺮﺗﻴﻦ‪ ،‬ﺍﻷﻭﻟﻰ‬
‫ﺩﺍﺧﻠﻴﺔ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ،4 m‬ﻭﺍﻟﺜﺎﻧﻴﺔ ﺧﺎﺭﺟﻴﺔ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪.5.2 m‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﺣﺼﻨﺔ ﺗﺪﻭﺭ ‪ 5‬ﺩﻭﺭﺍﺕ ﻓﻲ ﺍﻟﺪﻗﻴﻘﺔ‪ ،‬ﻓﺎﻋﺘﻤﺪ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬
‫‪4m‬‬ ‫ﻓﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫‪_π‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺍﻟﺘﻲ ﻳﺪﻭﺭﻫﺎ ﺣﺼﺎﻥ ﻓﻲ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪6‬‬
‫‪ (b‬ﻛﻢ ﻳﺰﻳﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ ﻳﺼﻨﻌﻪ ﺣﺼﺎﻥ ﻳﺪﻭﺭ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺨﺎﺭﺟﻴﺔ ﻋﻠﻰ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ ﻳﺼﻨﻌﻪ‬
‫ﺣﺼﺎﻥ ﻳﺪﻭﺭ ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺪﺍﺧﻠﻴﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﻌﺪ ﻣﺮﻭﺭ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ؟ ‪ 0.6 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪‬‬
‫‪44‬‬ ‫‪ ‬ﻓﻲ ﺍﻟﺴﺆﺍﻝ‬
‫ﻭﺿﺢ ﻟﻠﻄﻠﺒﺔ ﺃﻧﻪ ﺇﺫﺍ ﺗﻢ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪‬‬
‫ﻣﻊ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ ﻓﺬﻟﻚ ﻳﻌﻨﻲ‬ ‫‪y‬‬
‫ﻋﻠﻲ ﻭﺃﺣﻤﺪ ﻋﺒﺎﺭﺓ ﺗﹸﻤ ﹼﺜﻞ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻛﻞ ﻣﻦ ﱟ‬‫‪  (44‬ﻛﺘﺐ ﱞ‬ ‫‪ (44‬ﻋﻠﻲ؛ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺃﻥ ﺍﻟﻘﻴﺎﺱ ‪ x‬ﻟﻠﺰﺍﻭﻳﺔ ﻫﻮ ﻛﻤﻴﺔ ﺳﺎﻟﺒﺔ‪،‬‬ ‫ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻈﺎﻫﺮﺓ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬ ‫ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
‫ﻳﻤﻜﻦ ﺍﻟﺤﺼﻮﻝ ﻋﻠﻴﻪ ﺑﺈﺿﺎﻓﺔ‬
‫ﻭﻋﻠﻴﻪ ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪(360 - x)°‬‬ ‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻣﻦ ﻣﻨﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢ‬
‫‪O‬‬ ‫‪x°‬‬ ‫‪x‬‬
‫ﺃﻭ ﻃﺮﺡ ﺃﺣﺪ ﻣﻀﺎﻋﻔﺎﺕ‬
‫ﺳﻴﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻦ ﻭﻟﻴﺲ ﺃﻗﻞ ﻣﻦ ‪.360°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬ﱞ‬ ‫‪ ،360°‬ﻗﺎﻡ ﺃﺣﻤﺪ ﺑﻄﺮﺡ‬
‫‪(360 – x)°‬‬ ‫‪(x – 360)°‬‬
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻷﺻﻠﻴﺔ ﻣﻦ‬
‫_ ﺭﺍﺩﻳﺎﻥ ﻣﻊ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ )‪.(2, 0‬‬
‫‪π‬‬
‫‪   (45‬ﻣﺴﺘﻘﻴﻢ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ‬ ‫‪ .360°‬ﻭﻫﺬﺍ ﺧﻄﺄ‪.‬‬
‫‪ 4‬‬ ‫‪2‬‬
‫ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﻫﺬﺍ ﺍﻟﻤﺴﺘﻘﻴﻢ‪x = 2 .‬‬
‫ﻭﺳﻤﻬﺎ‪ .‬ﻭﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ‪ ،‬ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‬
‫‪  (46‬ﺍﺭﺳﻢ ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱢ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺼﻔﻮﺍ‬ ‫ﻭﺍﻷﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻧﺎﻥ ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﻛﻴﻒ ﺳﺎﻋﺪﻫﻢ ﻣﻔﻬﻮﻡ ﺍﻟﺰﺍﻭﻳﺎ ﻓﻲ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫‪  (47‬ﺑﺮﻫﻦ ﺻﻴﻐﺔ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺬﻱ ﺗﻌﻠﻤﻮﻩ ﺳﺎﺑ ﹰﻘﺎ ﻋﻠﻰ ﻓﻬﻢ‬
‫ﻭﺗﻮﺿﻴﺢ ﺍﻟﺰﻭﺍﻳﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻓﻲ‬
‫ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ‪.‬‬ ‫‪‬‬
‫‪Z‬‬ ‫‪  (49‬ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻤﺠﺎﻭﺭ‬ ‫‪ (48‬ﺇﺫﺍ ﻛﺎﻥ ‪، (x + 6)(x + 8) - (x - 7)(x - 5) = 0‬‬
‫‪‬‬ ‫‪6‬‬
‫‪−−‬‬
‫‪ 60‬ﻭﺣﺪﺓ ﻣﺮ ﹼﺑﻌﺔ‪ ،‬ﻓﻤﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ‪XZ‬؟ ‪C‬‬ ‫_‬
‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪- 1 . x‬‬
‫‪2‬‬

‫‪y‬‬ ‫‪D‬‬ ‫‪(39a‬‬ ‫‪Y‬‬ ‫‪X‬‬

‫‪8‬‬ ‫‪ D 2 √109‬‬
‫‪4 √34‬‬ ‫‬ ‫‪ B‬‬
‫‪C 4 √109‬‬ ‫‪ A‬‬
‫‪2 √34‬‬
‫‪6‬‬
‫‪4‬‬
‫‪2‬‬
‫‪C‬‬
‫‪−88 −66 −4 −22 O E‬‬ ‫‪4 6 8x‬‬
‫‪137‬‬ ‫‪ 3-2‬‬
‫‪−4‬‬
‫‪−6‬‬
‫‪−8‬‬
‫‪M D‬‬
‫‪‬‬
‫‪ (46‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪440° , -280°‬‬ ‫‪ ‬ﻫﻨﺎﻙ ﻋﺪﺩ ﻻ ﻧﻬﺎﺋﻲ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺯﺍﻭﻳﺔ ﻣﻌﻠﻮﻣﺔ‪ .‬ﻟﺬﺍ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ ﻋﺒﺎﺭﺓ‬‫‪‬‬
‫ﺟﺒﺮﻳﺔ ﺗﻌﺒﺮ ﻋﻦ ﻗﻴﺎﺱ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ ‪ 50°‬ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‪.‬‬
‫‪y‬‬
‫‪ 50°+k
360°‬ﺣﻴﺚ ‪ k‬ﻋﺪﺩ ﺻﺤﻴﺢ‪.‬‬
‫‪80°‬‬

‫‪O‬‬ ‫‪x‬‬

‫‪137‬‬ ‫‪‬‬ ‫‪3-2 ‬‬

 ‫‪‬‬

‫‪3 - 2‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(19)‬‬

‫‪‬‬ ‫‪3 -2‬‬

‫ﺍﻟﻤﻌﻄﻰ ﻗﻴﺎﺳﻬﺎ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪:‬‬ ‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﹸ‬
‫‪580° (3‬‬ ‫‪305° (2‬‬ ‫‪210° (1‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪580°‬‬ ‫‪305°‬‬ ‫‪210°‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪-560° (6‬‬ ‫‪- 450° (5‬‬ ‫‪135° (4‬‬

‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪-450°‬‬
‫‪135°‬‬

‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬

‫‪-560°‬‬
‫‪ ‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫ﻣﻊ ﱢ‬
‫ﻛﻞ ﺯﺍﻭﻳﺔ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬

‫‪470°, -250° 110 ° (9‬‬ ‫‪440°, -280° 80 ° (8‬‬ ‫‪425° , -295° 65 ° (7‬‬

‫_ ‪_π , -‬‬
‫‪7π‬‬
‫_‪-‬‬
‫‪3π‬‬
‫‪(12‬‬
‫_‬
‫‪17π‬‬
‫_‪,-‬‬
‫‪7π‬‬ ‫_‬
‫‪5π‬‬
‫‪(11‬‬
‫_‬
‫‪12π‬‬
‫_‪,-‬‬
‫‪8π‬‬ ‫_‬
‫‪2π‬‬
‫‪(10‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪6‬‬ ‫‪5‬‬ ‫‪5‬‬ ‫‪5‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺎﺕ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﱢ‬
‫_‬
‫‪- 41π -820° (16‬‬ ‫_‬
‫‪- 2π -72° (15‬‬ ‫‪_π‬‬ ‫‪6° (14‬‬ ‫‪_π‬‬ ‫‪18° (13‬‬
‫‪9‬‬ ‫‪5‬‬ ‫‪30‬‬ ‫‪10‬‬

‫_ ‪-105° -‬‬ ‫_ ‪- 810° -‬‬ ‫_ ‪450°‬‬

‫‪7π‬‬ ‫‪9π‬‬ ‫‪5π‬‬
‫‪(20‬‬
‫‪2‬‬
‫‪(19‬‬ ‫‪(18‬‬ ‫‪720° 4π (17‬‬
‫‪12‬‬ ‫‪2‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﻤﺤﺪﱠ ﺩ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻵﺗﻴﺔ‪ ،‬ﱢ‬
‫‪(23‬‬ ‫‪(22‬‬ ‫‪(21‬‬
‫‪ 29.4‬ﻭﺣﺪﺓ‬ ‫‪5π‬‬ ‫‪ 20.0‬ﻭﺣﺪﺓ‬ ‫‪3π‬‬ ‫‪ 5.5‬ﻭﺣﺪﺓ‬ ‫‪3.5‬‬
‫‪π‬‬
‫‪3‬‬ ‫‪5.62‬‬ ‫‪2‬‬ ‫‪4.25‬‬ ‫‪2‬‬

‫ﺻﺒﺎﺣﺎ ﺇﻟﻰ ‪ 10‬ﻣﺴﺎ ﹰﺀ‪.‬‬

‫ﹰ‬ ‫‪ ‬ﺃﻭﺟﺪ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺪﻭﺭﻫﺎ ﻋﻘﺮﺏ ﺍﻟﺴﺎﻋﺎﺕ ﻣﻦ ﺍﻟﺴﺎﻋﺔ ‪5‬‬ ‫‪(24‬‬

‫‪-510° ; - 17π‬‬‫_‬
‫‪6‬‬
‫‪ ‬ﺷﺎﺣﻨﺔ ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮ ﺇﻃﺎﺭﺍﺗﻬﺎ ‪ ،40 cm‬ﻭﺗﺴﻴﺮ ﺑﺴﺮﻋﺔ )‪ (23.5 m/s‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ .‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪(25‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺍﻟﺘﻲ ﺗﺪﻭﺭﻫﺎ ﻧﻘﻄﺔ ﺗﻘﻊ ﻋﻠﻰ ﺍﻟﻄﺮﻑ ﺍﻟﺨﺎﺭﺟﻲ ﻟﻺﻃﺎﺭ ﱠ‬
‫ﻛﻞ ﺛﺎﻧﻴﺔ‪ ،‬ﱢ‬
‫‪3366°/sec‬‬

‫‪19‬‬

‫‪ 3 ‬‬ ‫‪137A‬‬










































137B  3 

 
 
Trigonometric Functions of Angles
 3 -3
 
y
￯‫ ﻭﻳﻤﻜﻨﻨﺎ ﺇﻳﺠﺎﺩ ﺍﺭﺗﻔﺎﻉ ﺇﺣﺪ‬.‫ﺍﻟﺪﻭﺍﺭﺓ ﻓﻲ ﹸﻛ ﹾﺒﺮﻳﺎﺕ ﻣﺪﻥ ﺍﻷﻟﻌﺎﺏ‬
‫ﺗﻨﺘﺸﺮ ﺍﻟﻌﺠﻠﺔ ﹼ‬    1
.90° ‫ﻋﺮﺑﺎﺗﻬﺎ ﻓﻲ ﻟﺤﻈﺔ ﻣﻌﻴﻨﺔ ﻋﻨﺪﻣﺎ ﺗﺪﻭﺭ ﺍﻟﻌﺠﻠﺔ ﺑﺰﺍﻭﻳﺔ ﺃﻛﺒﺮ ﻣﻦ‬   
x
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻟﺰﻭﺍﻳﺎ ﻗﻴﺎﺳﺎﺗﻬﺎ‬
‫ﹼ‬ ‫ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻗﻴﻢ‬   
‫ ﺃﻭ ﱡ‬°90 ‫ﺗﺰﻳﺪ ﻋﻠﻰ‬
.°0 ‫ﺗﻘﻞ ﻋﻦ‬   
  3-3 
   ‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ‬

.‫ﺍﻟﺤﺎﺩﺓ‬
   
y
3-3 
x y )θ
P( x, 
θ r  quadrantal angle .‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻷﻱ ﺯﺍﻭﻳﺔ‬
‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬
x
O x
P  
.‫ﺯﻭﺍﻳﺎ ﻣﺮﺟﻌﻴﺔ‬
reference angle
r  θ   r = √x
2
+ y2
P(x,
x y)
x, y
y y
sin θ = _ cos θ = _
x
tan θ = _ , x ≠ 0 3-3 
r r x
csc θ = _
r
y
,y ≠0 sec θ = _
r
x
, x ≠0 cot θ = _
x
y
,y ≠0 ،‫ ﺍﻟﻘﺎﻃﻊ‬،‫ ﻇﻞ ﺍﻟﺘﻤﺎﻡ‬،‫ﺗﻤﺜﻴﻞ ﺩﻭﺍﻝ ﺍﻟﻈﻞ‬
.‫ﻭﻗﺎﻃﻊ ﺍﻟﺘﻤﺎﻡ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬
  1 
‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬θ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
y
‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬،(-3, -4) ‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ‬
‫ﱡ‬  2
θ .θ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬

r
O x . r ‫ ﺍﺭﺳﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻭﺃﻭﺟﺪ ﻗﻴﻤﺔ‬1 

(-3, -4) r= √
x 2 + y2
.‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‬
= √
(-3)2 + (-4)2

=5
= √25

.‫ﺍﻟﺴﺖ‬
‫ﱢ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫ ﻟﻜﺘﺎﺑﺔ‬x = -3, y = -4, r = 5 ‫ ﺍﺳﺘﻌﻤﻞ‬2  ‫ ﻓﻲ ﺍﺗﺠﺎﻩ‬20°” ‫• ﻓﻲ ﺃﻱ ﺭﺑﻊ ﺗﻘﻊ ﺍﻟﺰﺍﻭﻳﺔ‬
y y ‫ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ“؟ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‬
sin θ = _ = _
-4
= -_
4
cos θ = _
x
=_
-3
= -_
3
tan θ = _ = _
-4
=_
4
r 5 5 r 5 5 x -3 3 ‫ ﻓﻲ ﻋﻜﺲ‬200° ‫• ﻓﻲ ﺃﻱ ﺭﺑﻊ ﺗﻘﻊ ﺍﻟﺰﺍﻭﻳﺔ‬
csc θ = _
r
=_
5
= -_
5
sec θ = _
r
=_
5
= -_
5
cot θ = _
x
=_
-3
=_
3
‫ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ؟ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ‬
y -4 4 x -3 3 y -4 4

 ✓ ‫• ﻛﻴﻒ ﻳﻤﻜﻦ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ ﻣﻮﻗﻊ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ‬

‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ‬ ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬،(-6, 2) ‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ‬
‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬θ ‫( ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬1 ‫ ﻓﻲ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‬20° ‫ﻗﻴﺎﺳﻬﺎ‬
.‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬.θ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬ ‫ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺪﻭﻳﺮ ﻓﻲ ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ‬
‫ﺍﻟﺴﺎﻋﺔ؟‬
‫ ﻋﻜﺲ ﺍﺗﺠﺎﻩ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‬340°
 3 138


sin θ = _ , cos θ = - _ , tan θ = - _

√10 
3 √10 1
, (1
10 10 3

 , sec θ = - _ , cot θ = -3
√ 
10
csc θ = √10
3

 3 138

 ‫ﺇﺫﺍ ﻭﻗﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪ x‬ﺃﻭ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻓﺈﻥ ﺍﻟﺰﺍﻭﻳﺔ ‪θ‬‬
‫ﹸﺴﻤﻰ ﺯﺍﻭﻳﺔ ﺭﺑﻌﻴﺔ‬
‫ﺭﺑﻌﻴﺔ‪.‬‬ ‫ﺗ ﹼ‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪    ‬‬
‫_ ‪.‬‬‫‪π‬‬
‫‪ 90°  ‬‬
‫‪θ = 270°‬‬ ‫‪θ = 180°‬‬ ‫‪θ = 90°‬‬ ‫‪θ = 0°‬‬ ‫‪2‬‬
‫‪‬‬ ‫_‬
‫‪θ = 3π rad‬‬ ‫‪θ = π rad‬‬ ‫_‬
‫‪θ = π rad‬‬ ‫‪θ = 0 rad ‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪y‬‬
‫‪y‬‬ ‫‪y‬‬
‫ﺑﻤﻌﺮﻓﺔ ﻧﻘﻄﺔ ﻳﻤﺮ ﺑﻬﺎ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‪.‬‬
‫‪y‬‬
‫)‪(0, r‬‬
‫‪r‬‬
‫‪θ‬‬ ‫‪θ‬‬ ‫‪θ‬‬

‫‪ 2 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬

‫‪θ‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪rr, 0) O‬‬
‫‪(-r,‬‬ ‫‪O‬‬ ‫‪r 0) x‬‬
‫‪(r,‬‬
‫‪r,‬‬
‫ﺍﻟﺴﺖ ﻟﺰﺍﻭﻳﺔ ﺭﺑﻌﻴﺔ‪.‬‬ ‫)‪(0, -r‬‬
‫‪r‬‬
‫)‪r‬‬

‫✓ ‪‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ ‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ‬
‫‪y‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬ ‫)‪(0, 6‬‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪.θ‬‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫)‪ ،(0, 6‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬
‫‪θ‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﺗﻘﻊ ﺍﻟﻨﻘﻄﺔ )‪ (0, 6‬ﻋﻠﻰ ﺍﻟﺠﺰﺀ ﺍﻟﻤﻮﺟﺐ ﻣﻦ ﺍﻟﻤﺤﻮﺭ ‪ ، y‬ﻟﺬﻟﻚ ﻓﺈﻥ‬
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺮﺑﻌﻴﺔ ‪ θ‬ﻳﺴﺎﻭﻱ ‪ .90°‬ﺍﺳﺘﻌﻤﻞ ‪x = 0, y = 6, r = 6‬‬

‫‪‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‪.‬‬

‫ﹼ‬ ‫ﻟﻜﺘﺎﺑﺔ‬
‫‪y‬‬ ‫‪y‬‬ ‫‪(2‬‬
‫_ = _ = ‪sin θ‬‬
‫‪6‬‬
‫‪=1‬‬ ‫_ = ‪cos θ‬‬
‫‪x‬‬
‫_=‬
‫‪0‬‬
‫‪=0‬‬ ‫_ = _ = ‪tan θ‬‬
‫‪6‬‬
‫ﻣﻌﺮﻓﺔ(‬
‫)ﻏﻴﺮ ﱠ‬ ‫‪sin θ = 0,‬‬
‫‪r‬‬ ‫‪6‬‬ ‫‪r‬‬ ‫‪6‬‬ ‫‪x‬‬ ‫‪0‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫‪1‬‬ ‫_ = ‪csc θ‬‬
‫‪r‬‬
‫_=‬
‫‪6‬‬
‫‪=1‬‬ ‫_ = ‪sec θ‬‬
‫‪r‬‬
‫_=‬
‫‪6‬‬
‫ﻣﻌﺮﻓﺔ(‬
‫)ﻏﻴﺮ ﱠ‬ ‫_ = ‪cot θ‬‬
‫‪x‬‬
‫_=‬
‫‪0‬‬
‫‪=0‬‬ ‫‪cos θ = -1,‬‬
‫‪y‬‬ ‫‪6‬‬ ‫‪x‬‬ ‫‪0‬‬ ‫‪y‬‬ ‫‪6‬‬ ‫‪tan θ = 0,‬‬
‫ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻤﺮ‬ ‫‪‬‬ ‫✓‬ ‫ﻣﻌﺮﻓﺔ‬
‫‪ csc θ,‬ﻏﻴﺮ ﱠ‬
‫ﺑﺎﻟﻨﻘﻄﺔ )‪ .(8, -15‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬ ‫ﹼ‬
‫‪sec θ = -1,‬‬
‫ﺍﻟﺪﻭﺍﻝ‬ ‫ﻳﻤﺮ ﺑﺎﻟﻨﻘﻄﺔ )‪ ،(-2, 0‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬
‫‪ (2‬ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬ ‫ﻣﻌﺮﻓﺔ‬
‫‪ cot θ‬ﻏﻴﺮ ﱠ‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪.θ‬‬
‫ﱢ‬ ‫ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫_ ‪sin θ = -‬‬
‫‪15‬‬
‫_ = ‪; cos θ‬‬
‫‪8‬‬
‫;‬
‫‪17‬‬ ‫‪17‬‬ ‫‪y‬‬
‫_‬
‫‪15‬‬ ‫_‬
‫; ‪tan θ = - ; sec θ = 17‬‬ ‫‪θ‬‬
‫‪  ‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ θ‬ﺯﺍﻭﻳﺔ ﻏﻴﺮ ﺭﺑﻌﻴﺔ ﻣﺮﺳﻮﻣﺔ ﻓﻲ‬ ‫‪‬‬
‫‪8‬‬ ‫‪8‬‬
‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻓﺈﻥ ﺯﺍﻭﻳﺘﻬﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ ‪ θ‬ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺤﺎ ﱠﺩﺓ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ‬
‫_ ‪csc θ = - ; cot θ = -‬‬
‫_‬ ‫ ‪  θ‬‬ ‫‪θ  ‬‬
‫‪17‬‬ ‫‪8‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪15‬‬ ‫‪15‬‬ ‫'‪θ‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻭﺍﻟﻤﺤﻮﺭ ‪ .x‬ﻭﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ ﻳﺒ ﱢﻴﻦ ﻗﻮﺍﻋﺪ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫‪‬‬
‫ﺑﺤﺴﺐ ﺍﻟﺮﺑﻊ ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻬﺎ‪ ،‬ﺣﻴﺚ ‪ 0° < θ < 360°‬ﺃﻭ ‪.0 < θ < 2π‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻤﺮ‬ ‫‪‬‬ ‫‪‬‬
‫ﺑﺎﻟﻨﻘﻄﺔ )‪ .(0, -2‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪θ‬‬ ‫‪θ‬‬

‫;‪sin θ = -1; cos θ = 0‬‬ ‫‪O‬‬

‫'‪θ‬‬
‫‪x‬‬
‫'‪θ‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪θ‬‬
‫ﻣﻌﺮﻑ‬
‫ﻏﻴﺮ ﹼ‬
‫‪θ‬‬
‫‪tan θ‬‬ ‫'‪θ‬‬
‫‪x‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬

‫;‪csc θ = -1; cot θ = 0‬‬ ‫‪θ = θ‬‬

‫‪θ = 360° - θ‬‬ ‫‪θ = θ - 180°‬‬ ‫‪θ = 180° - θ‬‬
‫ﻣﻌﺮﻑ ‪sec θ‬‬
‫ﻏﻴﺮ ﹼ‬ ‫‪θ = 2π - θ‬‬ ‫‪θ = θ - π‬‬ ‫‪θ = π - θ‬‬

‫‪139‬‬ ‫‪ 3-3‬‬

‫‪‬‬
‫‪ ‬ﻓﻲ‬
‫ﺍﻟﻤﺜﺎﻝ ‪ ،1‬ﺍﻧﺘﺒﻪ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺬﻳﻦ‬
‫ﻳﻌﺘﻘﺪﻭﻥ ﺃﻥ ‪ r‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻋﺪ ﹰﺩﺍ‬
‫ﺳﺎﻟ ﹰﺒﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x‬ﺃﻭ ‪ y‬ﺳﺎﻟﺒﺔ‪.‬‬

‫‪139‬‬ ‫‪‬‬ ‫‪3-3 ‬‬

 ‫ ﺍﺳﺘﻌﻤﻞ ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‬،0° ‫ ﺃﻭ ﺃﻗﻞ ﻣﻦ‬360° ‫ ﺍﻟﺘﻲ ﻗﻴﺎﺳﻬﺎ ﺃﻛﺒﺮ ﻣﻦ‬θ ‫ﻹﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ‬
.θ ‫ ﻭﻣﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ‬0°, 360° ‫ﻣﺤﺼﻮﺭ ﺑﻴﻦ‬

 3  

   
‫ﺍﺭﺳﻢ ﹼﹰ‬
:‫ ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻬﺎ‬،‫ﻛﻼ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬ 
_
- 5π (b 210° (a
    
   
‫ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬- _
5π
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ‬
4
4-2    ‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ‬3 
4
.‫ﻟﺰﺍﻭﻳﺔ ﻣﻌﻠﻮﻣﺔ‬
y    
  
- _ + 2π = _ :‫ﻫﻲ‬
5π 3π
4 4
y θ = 210°
‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ‬4 
3π
4
θ' O x
.‫ﻓﻲ ﺣﺴﺎﺏ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
θ'
O x
‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ‬5 
θ = -5π
4
210° ‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬ .‫ﺍﻟﺤﻴﺎﺓ ﺗﺘﻌﻠﻖ ﺑﺎﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ‬
.‫ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ‬
_
3π
‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
4
.‫ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‬
θ  = θ - 180°
= 210° - 180° = 30°
 
 
θ = π - θ = π - _
3π
=_
π
[0°, 360°]
4 4 ‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬3A, 3B  ✓     ‫ﻛﻼ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ‬‫ﺍﺭﺳﻢ ﹼﹰ‬ 3
‫ ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ‬،‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬
θ    
_
9π
(3B -110° (3A   
3

:‫ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻬﺎ‬
‫ﻛﻞ ﺩﺍ ﹼﻟﺔ ﺑﺤﺴﺐ ﺍﻟﺮﺑﻊ‬
‫ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻭﺗﹸﺤﺪﹼ ﺩ ﺇﺷﺎﺭﺓ ﱢ‬،θ ‫ﻷﻱ ﺯﺍﻭﻳﺔ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﱢ‬
‫ﹼ‬ ‫ﻹﻳﺠﺎﺩ ﻗﻴﻢ‬ 0°, 360°
  θ  -
.‫ ﻭﻟﻠﻘﻴﺎﻡ ﺑﺬﻟﻚ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺨﻄﻮﺍﺕ ﺃﺩﻧﺎﻩ‬.θ ‫ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬ 360°   360° 30° 330° (a
  y
   0°   θ  -
 360°  
 θ = 330°
  θ 1 
sin θ
θ, csc θ: + sin θ
θ, csc θ: +
O θ' x
cos θ
θ, sec θ: - cos θ
θ, sec θ: + θ    2 
tan θ
θ, cot θ: - tan θ
θ, cot θ: +
   3 
   θ
_π -_
5π
sin θ
θ, csc θ: - sin θ
θ, csc θ: -
θ (b
cos θ
θ, sec θ: - cos θ
θ, sec θ: + 6 6
tan θ
θ, cot θ: + tan θ
θ, cot θ: -
y

.6-1 ‫ ﺍﻟﺘﻲ ﺗﻌ ﹼﻠﻤﺘﻬﺎ ﻓﻲ ﺍﻟﺪﺭﺱ‬60° , 45° , 30 ° ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺗﻬﺎ‬
‫ﹼ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﻴﻢ‬

  
θ' O x
      
θ = - 5π
tan 30°° = _ cos 30° = _ sin 30° = _

√3 
√3 1 6
cot 30° = √3 sec 30° = _
2 √3 csc 30° = 2
3 3 2 2

sin 45° = _

√2
cot 45° = 1 sec 45° = √2 csc 45° = √2 tan 45° = 1 cos 45° = _ 
√2
2 2

csc 60° =_ cos 60° = _ sin 60° = _


√3 2 √3 1 
√3
cot 60° = _ sec 60° = 2 tan 60° = √3
3 3 2 2

y 70° (3A
 3 140

 θ' O x
θ = -110°
‫ﻗﺪ ﻳﺠﺪ ﺑﻌﺾ‬ 
‫ﺍﻟﻄﻠﺒﺔ ﻋﻨﺪ ﻗﻴﺎﻣﻬﻢ ﺑﺤﺴﺎﺏ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﺰﺍﻭﻳﺔ ﻣﺎ ﺃﻧﻪ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺭﺳﻢ‬
(3B
‫ ﺛﻢ ﺇﺳﻘﺎﻁ‬،‫ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬ y
‫ ﻟﺘﻜﻮﻳﻦ ﻣﺜﻠﺚ‬x ‫ﻋﻤﻮﺩ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ‬ θ = 9π
3
‫ ﺑ ﹼﻴﻦ ﻟﻬﻢ ﺃﻧﻪ ﻛﻠﻤﺎ‬،‫ ﻟﺬﺍ‬.‫ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‬
180° ‫ ﺇﻟﻰ‬90° ‫ﺯﺍﺩﺕ ﻗﻴﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ﻣﻦ‬
x

‫ ﻭﻳﺘﻘﺎﺭﺏ‬،0 ‫ ﺗﻘﺘﺮﺏ ﻣﻦ‬y ‫ﻓﺈﻥ ﻗﻴﻤﺔ‬

.‫ﻃﻮﻻ ﺍﻟﻀﻠﻌﻴﻦ ﺍﻵﺧﺮﻳﻦ‬

 3 140

 ‫‪‬‬ ‫‪4‬‬ ‫‪‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﺪﺍ ﹼﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫‪y‬‬ ‫‪cos 240° (a‬‬
‫ﻳﻘﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ 240°‬ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫‪‬‬ ‫‪θ = 240°‬‬
‫‪‬‬ ‫‪θ = θ - 180°‬‬
‫‪O‬‬ ‫‪x‬‬
‫‪θ' = 60°‬‬ ‫‪θ = 240°‬‬ ‫‪= 240° - 180° = 60°‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ‬ ‫‪4‬‬ ‫‪‬‬ ‫_ ‪cos 240° = - cos 60° =-‬‬
‫‪1‬‬
‫‪2‬‬
‫ﻳﺄﺗﻲ‪:‬‬ ‫_‬
‫‪csc 5π (b‬‬
‫_‬
‫‪√2‬‬
‫‪sin 135° (a‬‬ ‫ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪.‬‬ ‫‪5π‬‬
‫‪π‬‬
‫‪6‬‬
‫ﻳﻘﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ _‬
‫‪2‬‬ ‫‪6‬‬
‫‪y‬‬
‫_‬ ‫_ ‪cot‬‬
‫‪√3‬‬ ‫‪7π‬‬ ‫‪‬‬ ‫‪θ = π - θ‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪(b‬‬
‫‪θ = 5π‬‬ ‫=‪θ‬‬ ‫_‬
‫‪5π‬‬
‫‪6‬‬
‫_‪=π-‬‬
‫‪5π‬‬
‫_=‬
‫‪π‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪θ' = π‬‬ ‫‪6‬‬
‫‪ ‬ﺃﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ ﻟﻨﻬﺎﻳﺔ‬ ‫‪5‬‬ ‫‪6‬‬ ‫_ ‪ csc‬‬
‫‪5π‬‬
‫_ ‪= csc‬‬
‫‪π‬‬

‫ﺍﻟﺬﺭﺍﻉ ﺍﻷﺻﻔﺮ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 5‬ﺇﺫﺍ ﻛﺎﻥ‬

‫‪O‬‬ ‫‪x‬‬
‫‪_ rad = 30°‬‬
‫‪π‬‬
‫‪6‬‬
‫‪6‬‬ ‫‪6‬‬
‫‪= csc 30°‬‬
‫_‬
‫‪1‬‬
‫ﻃﻮﻝ ﻫﺬﺍ ﺍﻟﺬﺭﺍﻉ ‪ 89‬ﻗﺪ ﹰﻣﺎ ﻭﺍﺭﺗﻔﺎﻉ‬ ‫= ‪csc 30°‬‬
‫‪sin 30°‬‬
‫‪=2‬‬

‫ﻣﺤﻮﺭ ﺍﻟﺪﻭﺭﺍﻥ ‪ 99‬ﻗﺪ ﹰﻣﺎ‪ ،‬ﻭﻗﻴﺎﺱ‬ ‫‪‬‬ ‫✓‬

‫ﺯﺍﻭﻳﺔ ﺍﻟﺪﻭﺭﺍﻥ ‪-200°‬‬ ‫_‬‫‬
‫‪√3‬‬ ‫‪_ (4B‬‬ ‫_‬
‫‪√2‬‬
‫‪-‬‬ ‫‪tan 5π‬‬ ‫‪-‬‬ ‫‪cos 135° (4A‬‬
‫‪3‬‬ ‫‪6‬‬ ‫‪2‬‬
‫;‪y = 89 sin 20° = 30.4 ft‬‬
‫‪30.4 + 99 = 129.4 ft‬‬ ‫‪5‬‬
‫‪ ‬‬
‫ﻛﻞ ﺫﺭﺍﻉ ﻣﻦ ﺃﺫﺭﻉ ﺍﻷﺭﺟﻮﺣﺔ‬ ‫‪ ‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﱢ‬
‫‪84 ft‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ‪ ،84 ft‬ﻭﺍﺭﺗﻔﺎﻉ ﻣﺤﻮﺭ ﺍﻟﺪﻭﺭﺍﻥ ‪،97 ft‬‬
‫‪‬‬ ‫‪y ft‬‬
‫ﺍﻟﻜﻠﻲ ﻟﻨﻬﺎﻳﺔ ﺍﻟﺬﺭﺍﻉ ﺍﻷﺻﻔﺮ ﺍﻟﻠﻮﻥ ﻋﻨﺪﻣﺎ‬
‫ﱠ‬ ‫ﻓﺄﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ‬
‫‪x‬‬ ‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‪.‬‬ ‫ﻳﺪﻭﺭ ﻛﻤﺎ ﻫﻮ ﱠ‬
‫‪ ‬ﹸﻗﺪﹼ ﻣﺖ ﺍﻟﺪﻭﺍﻝ‬
‫‪-200°‬‬
‫‪97 ft‬‬ ‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺸﺘﺮﻛﺔ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ ‪: -200°‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ ﺍﻟﺪﺭﺱ ‪ 3 - 1‬ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺤﺎﺩﺓ‬ ‫‪-200° + 360° = 160°‬‬
‫‪‬‬
‫ﻓﻘﻂ‪ .‬ﻭﺗﻤﻜﹼﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻣﻦ‬ ‫‪ 180° - 160° = 20°‬‬ ‫‪ ‬‬
‫ﺣﺴﺎﺏ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻷﻱ ﺯﺍﻭﻳﺔ‪.‬‬
‫‪y‬‬
‫‪‬‬ ‫_ = ‪sin θ‬‬ ‫‪‬‬
‫‪r‬‬ ‫‪ 60‬‬
‫‪‬‬
‫ﻋﻠﻤﺎ ﺑﺄﻥ ﺟﻤﻴﻊ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻫﻲ‬‫ﹰ‬ ‫‪θ = 20° , r = 84‬‬
‫‪y‬‬
‫_ = ‪sin 20°‬‬ ‫‪‬‬
‫‪84‬‬
‫ﺯﻭﺍﻳﺎ ﺣﺎﺩﺓ‪.‬‬ ‫‪84‬‬ ‫‪84 sin 20° = y‬‬
‫‪y ‬‬ ‫‪28.7 ≈ y‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ y‬ﺗﺴﺎﻭﻱ ‪ 28.7 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‪ ،‬ﻓﺈﻥ ﺍﻻﺭﺗﻔﺎﻉ ﺍﻟﻜﻠﻲ ﻟﻨﻬﺎﻳﺔ ﺍﻟﺬﺭﺍﻉ ﺍﻟﺼﻔﺮﺍﺀ ﺍﻟﻠﻮﻥ ﻫﻮ ‪ 28.7 + 97‬ﻭﻳﺴﺎﻭﻱ‬
‫‪ 125.7 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬

‫‪‬‬ ‫✓‬
‫ﺍﻟﻜﻠﻲ ﻟﻨﻬﺎﻳﺔ ﺍﻟﺬﺭﺍﻉ ﺍﻟﺼﻔﺮﺍﺀ ﺍﻟﻠﻮﻥ ﻓﻲ ﺍﻟﻤﺜﺎﻝ ‪ 5‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻫﺬﻩ ﺍﻟﺬﺭﺍﻉ ‪، 72 ft‬‬
‫ﹼ‬ ‫‪  (5‬ﺃﻭﺟﺪ ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﻭﺍﺭﺗﻔﺎﻉ ﻣﺤﻮﺭ ﺍﻟﺪﻭﺭﺍﻥ ‪ ،88 ft‬ﻭﻗﻴﺎﺱ ﺯﺍﻭﻳﺔ ﺍﻟﺪﻭﺭﺍﻥ ‪ 106.6 ft -195°‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪141‬‬ ‫‪ 3-3‬‬

‫‪D E‬‬
‫‪‬‬
‫‪ ‬ﻭﺯﻉ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ ﻻﺑﺘﻜﺎﺭ ﻧﺸﻴﺪ ﺃﻭ ﻣﻘﻄﻮﻋﺔ ﺷﻌﺮﻳﺔ ﺗﺴﺎﻋﺪ ﺯﻣﻼﺀﻫﻢ ﻋﻠﻰ‬
‫ﺗﺬﻛﺮ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ ﺍﻟﺨﺎﺻﺔ‪.‬‬

‫‪141‬‬ ‫‪‬‬ ‫‪3-3 ‬‬

 ‫‪‬‬
‫ﻣﺮﺓ‪،‬‬ ‫ﻳﻤﺮ ﺑﺈﺣﺪ￯ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﹼ‬
‫ﻛﻞ ﹼ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬
‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪ (1–3 1 , 2  : θ‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬
‫‪ (4–9‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪(0, -4) (3‬‬ ‫‪(-8, -15) (2‬‬ ‫‪(1, 2) (1‬‬

‫‪(3, 0) (6‬‬ ‫‪(-6, 8) (5‬‬ ‫‪(5, 12) (4‬‬ ‫‪ 3‬‬

‫‪(-9, -3) (9‬‬ ‫‪(4, -2) (8‬‬ ‫‪(0, -7) (7‬‬
‫✓ ‪‬‬
‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻬﺎ‪ (10 – 18 3  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 3 3‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫_‪-‬‬
‫‪3π‬‬
‫‪4‬‬
‫‪(12‬‬ ‫‪115° (11‬‬ ‫‪300° (10‬‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪-250° (15‬‬ ‫‪285° (14‬‬ ‫‪195° (13‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪400° (18‬‬ ‫_‪-‬‬
‫‪π‬‬
‫‪(17‬‬ ‫_‬
‫‪7π‬‬
‫‪(16‬‬
‫‪4‬‬ ‫‪4‬‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫‪4 ‬‬ ‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱢ‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪-‬‬
‫√‬
‫‪3‬‬ ‫_‬ ‫‪sin 300° (22‬‬ ‫‪-2 sec 120° (21‬‬ ‫_ ‪3 tan‬‬
‫√ ‪-‬‬ ‫‪5π‬‬
‫‪(20‬‬ ‫_‬
‫√‬‫‪2‬‬
‫_ ‪sin‬‬
‫‪3π‬‬
‫‪(19‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪- √2 csc 225° (26‬‬ ‫‪-‬‬‫_‬ ‫‬
‫‪√3‬‬
‫‪cos 150° (25‬‬ ‫‪-1 tan 315° (24‬‬ ‫_‬‫‪1‬‬
‫‪- sin 210°‬‬ ‫‪(23‬‬
‫‪2‬‬ ‫‪2‬‬
‫_‬ ‫‪_1‬‬ ‫_‬ ‫‪‬‬
‫_ ‪sec‬‬ ‫_ ‪1 cot‬‬ ‫_ ‪cos‬‬ ‫_ ‪sin‬‬
‫‬
‫‪2 √3‬‬ ‫‪11π‬‬ ‫‪5π‬‬ ‫‪5π‬‬ ‫‬
‫‪√3‬‬ ‫‪4π‬‬
‫‪(30‬‬ ‫‪(29‬‬ ‫‪(28‬‬ ‫‪-‬‬ ‫‪(27‬‬
‫‪3‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪3‬‬
‫_ = ‪sin θ‬‬
‫‪12‬‬
‫_ = ‪, cos θ‬‬‫‪5‬‬
‫‪, (4‬‬
‫‪13‬‬ ‫‪13‬‬
‫‪  (31‬ﻓﺘﺢ ﺳﻌﻴﺪ ﺣﺎﺳﻮﺑﻪ ﺍﻟﻤﺤﻤﻮﻝ ﺍﻟﺬﻱ ﻃﻮﻝ ﺷﺎﺷﺘﻪ ‪ ،22 cm‬ﻓﺸﻜﹼﻞ‬ ‫_‬ ‫_‬
‫ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 125°‬ﻛﻤﺎ ﻫﻮ ﻣﺒ ﱠﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪5  .‬‬
‫‪tan θ = , csc θ = 13 ,‬‬
‫‪12‬‬
‫‪5‬‬ ‫‪12‬‬
‫_ = ‪sec θ = , cot θ‬‬
‫_‬
‫‪13‬‬ ‫‪5‬‬
‫‪22 cm‬‬
‫‪125°‬‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ﺑﺤﻴﺚ ﺗﻜﻮﻥ‬
‫ﱢ‬ ‫‪ (a‬ﺃﻋﺪ ﺭﺳﻢ ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯‬
‫‪5‬‬ ‫‪12‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ‪ 125°‬ﻣﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪d‬‬

‫_ = ‪sin θ‬‬ ‫‪, cos θ = - _ , (5‬‬

‫‪ (b‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ‪ ، 125°‬ﺛﻢ ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻳﻤﻜﻦ‬ ‫‪4‬‬ ‫‪3‬‬
‫‪5‬‬ ‫‪5‬‬
‫_ = ‪55°, cos 55°‬‬ ‫‪d‬‬
‫ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺇﻳﺠﺎﺩ ‪.d‬‬
‫_ ‪tan θ = -‬‬
‫‪4‬‬
‫_ = ‪, csc θ‬‬
‫‪5‬‬
‫‪22‬‬
‫‪,‬‬
‫‪ (c‬ﺍﺳﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ‪ ،‬ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ ،d‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪12.6 cm .‬‬ ‫‪3‬‬ ‫‪4‬‬
‫_ ‪sec θ = - _ , cot θ = -‬‬
‫‪5‬‬ ‫‪3‬‬
‫‪3‬‬ ‫‪4‬‬
‫ﻻﻋﺐ ﺍﻟﻜﺮ ﹶﺓ ﻧﺤﻮ ﺍﻟﻬﺪﻑ ﻣﻦ ﻣﺴﺎﻓﺔ ‪x m‬‬
‫ﹲ‬ ‫‪‬ﻳﺮﻛﻞ‬ ‫‪ (32‬‬
‫ﻋﻦ ﺣﺎﺭﺱ ﺍﻟﻤﺮﻣﻰ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﱠﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﻓﻴﻘﻔﺰ‬ ‫‪sin θ = 0, cos θ = 1, tan θ = 0, (6‬‬
‫ﺍﻟﺤﺎﺭﺱ ﻭﻳﻤﺴﻚ ﺍﻟﻜﺮﺓ ﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ ‪ 2.1 m‬ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪.‬‬
‫‪154°‬‬
‫‪csc θ‬‬ ‫ﻣﻌﺮﻑ‬
‫‪ , sec θ = 1,‬ﻏﻴﺮ ﹼ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ‪ .154°‬ﺛﻢ ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ‬
‫‪x‬‬ ‫ﻣﻌﺮﻑ ‪cot θ‬‬
‫ﻏﻴﺮ ﹼ‬
‫ﻣﺜ ﱠﻠﺜﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺐ‬
‫_‬
‫ﻭﺣﺎﺭﺱ ﺍﻟﻤﺮﻣﻰ ﻋﻨﺪﻣﺎ ﺭﻛﻞ ﺍﻟﻼﻋﺐ ﺍﻟﻜﺮﺓ‪26° , tan 26° = 2.1 .‬‬ ‫‪sin θ = -1, cos θ = 0, (7‬‬
‫‪x‬‬
‫‪ (b‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺐ ﻭﺣﺎﺭﺱ ﺍﻟﻤﺮﻣﻰ ﻋﻨﺪﻣﺎ ﺭﻛﻞ ﺍﻟﻼﻋﺐ ﺍﻟﻜﺮﺓ؟ ‪ 4.3 m‬ﺗﻘﺮﻳ ﹼﹰﺒﺎ‬ ‫ﻣﻌﺮﻑ ‪tan θ‬‬
‫‪, csc θ = -1,‬ﻏﻴﺮ ﹼ‬
‫ﻣﻌﺮﻑ ‪sec θ‬‬
‫‪, cot θ = 0‬ﻏﻴﺮ ﹼ‬
‫_‬
‫‪sin θ = - 5 , cos θ = _ , (8‬‬
‫‪√5‬‬ ‫‪2 √5‬‬
‫‪5‬‬
‫‪_1‬‬
‫‪tan θ = - 2 , csc θ = - √5 ,‬‬
‫‪ 3 142‬‬
‫‪sec θ = _ , cot θ = -2‬‬
‫‪√5‬‬
‫‪2‬‬

‫‪sin θ = - _ , cos θ = - _ , (9‬‬

‫‬
‫‪√10‬‬ ‫‬
‫‪3 √10‬‬
‫‪ ‬‬ ‫‪10‬‬ ‫‪10‬‬
‫_ = ‪tan θ‬‬‫‪1‬‬ ‫‪,‬‬
‫‪, csc θ = - √10‬‬
‫‪‬‬ ‫‪‬‬ ‫‪3‬‬
‫‪sec θ = - _ , cot θ = 3‬‬
‫√‬ ‫‬
‫‪10‬‬
‫‪4 5 - 4 9 1 2 – 3 2‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫‪3‬‬

‫‪45-49 3 4 - 4 2 1 3 – 3 3‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬

‫‪33-49‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 3‬‬ ‫‪142‬‬


‫‪ 4‬‬
‫‪? ft‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻘﺎﺀ ﻧﻈﺮﺓ‬
‫ﻋﻠﻰ ﺍﻟﺪﺭﺱ ‪ 3 - 4‬ﻭﻛﺘﺎﺑﺔ ﺗﺼﻮﺭﺍﺗﻬﻢ ﺣﻮﻝ‬
‫ﺍﺭﺗﺒﺎﻁ ﻣﺎ ﺗﻌ ﹼﻠﻤﻮﻩ ﻓﻲ ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ ﺑﺎﻟﻔﻜﺮﺓ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻭﺍﻟﺮﺑﻊ‬ ‫ﺍﻓﺘﺮﺽ ﺃﻥ ‪ θ‬ﺯﺍﻭﻳﺔ ﻣﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻭﻗﺪ ﹸﺃﻋﻄﻲ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﻗﻴﻤﺔ ﺇﺣﺪ￯‬
‫ﺍﻟﺮﺋﻴﺴﺔ ﻟﻠﺪﺭﺱ ﺍﻟﻼﺣﻖ‪.‬‬
‫‪y‬‬ ‫ﺩﻭﺍﺭﺓ‬
‫‪   ( 33‬ﻓﻲ ﺇﺣﺪ￯ ﻣﺪﻥ ﺍﻷﻟﻌﺎﺏ ﻋﺠﻠﺔ ﹼ‬
‫‪A‬‬
‫ﻃﻮﻝ ﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ ،68 ft‬ﻭﺗﺮﺗﻔﻊ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‬
‫‪68 ft‬‬
‫‪ .15 ft‬ﺑﻌﺪ ﺟﻠﻮﺱ ﺍﻟﺸﺨﺺ ﻓﻲ ﺍﻟﻌﺮﺑﺔ ﺍﻟﺴﻔﻠﻴﺔ ﺩﺍﺭﺕ‬
‫ﺍﻟﻌﺠﻠﺔ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 202.5°‬ﻋﻜﺲ ﺣﺮﻛﺔ ﻋﻘﺎﺭﺏ ﺍﻟﺴﺎﻋﺔ‬
‫‪x‬‬ ‫ﻗﺒﻞ ﺃﻥ ﺗﺘﻮﻗﻒ‪ .‬ﻓﻜﻢ ﻳﻜﻮﻥ ﺍﺭﺗﻔﺎﻉ ﻫﺬﻩ ﺍﻟﻌﺮﺑﺔ ﻋﻦ ﺳﻄﺢ‬
‫ﺍﻷﺭﺽ ﻋﻨﺪﻣﺎ ﺗﺘﻮﻗﻒ ﺍﻟﻌﺠﻠﺔ ﻋﻦ ﺍﻟﺪﻭﺭﺍﻥ؟ ‪145.8 ft‬‬
‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﺨﻤﺲ ﺍﻷﺧﺮ￯ ﻟﻠﺰﺍﻭﻳﺔ ‪ (34– 37.θ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﹼ‬ ‫ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻬﺎ‪ .‬ﺃﻭﺟﺪ ﻗﻴﻢ‬
‫‪ ،tan θ = - _23 (35‬ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‬ ‫‪ ،sin θ = _45 (34‬ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‬
‫_ ‪ ،cot θ = -‬ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‬
‫‪12‬‬
‫‪5‬‬
‫‪(37‬‬ ‫_ ‪ ،cos θ = -‬ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ‬‫‪8‬‬
‫‪17‬‬
‫‪(36‬‬

‫‪‬‬
‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱢ‬
‫_ ‪cos θ = - _ , tan θ = -‬‬ ‫_‪-‬‬
‫‪3‬‬ ‫‪4‬‬
‫‪, (34‬‬ ‫‪1‬‬
‫‪sin 570° (40‬‬ ‫ﻣﻌﺮﻓﺔ‬
‫‪ csc 180° (39‬ﻏﻴﺮ ﱠ‬ ‫‪0 cot 270° (38‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪2‬‬
‫_ = ‪csc θ‬‬
‫‪5‬‬
‫_ ‪, sec θ = - _ , cot θ = -‬‬
‫‪5‬‬ ‫‪3‬‬ ‫‪1‬‬ ‫‪cot _ (43‬‬
‫‪9π‬‬ ‫_‬‫‬
‫‪√3‬‬
‫_ ‪cos -‬‬
‫(‬ ‫‪11π‬‬
‫)‬ ‫‪(42‬‬ ‫_‪-‬‬
‫‬
‫‪√3‬‬
‫_‪tan -‬‬
‫(‬
‫‪7π‬‬
‫)‬ ‫‪(41‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫‪3‬‬ ‫‪6‬‬

‫‪sin θ = - _ , cos θ = _ , (35‬‬

‫‬
‫‪2 √13‬‬ ‫‬
‫‪3 √13‬‬
‫‪13‬‬ ‫‪13‬‬ ‫‪‬‬
‫‪csc θ = - _ , sec θ = _ ,‬‬
‫‬
‫‪√13‬‬ ‫‪√13‬‬‫‬
‫‪2‬‬ ‫‪3‬‬ ‫_ = ‪ .tan θ = -1, sin θ‬ﻫﻞ ﻣﻦ ﺍﻟﻤﻤﻜﻦ ﺃﻥ‬ ‫‪2‬‬ ‫√‬
‫‪ ‬ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻣﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺣﻴﺚ‬‫‪‬‬ ‫‪(44‬‬
‫_ ‪cot θ = -‬‬
‫‪2‬‬
‫ﻳﻜﻮﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻣﺴﺎﻭ ﹰﻳﺎ ﻟﹺـ ‪ 225°‬؟ ﱢ‬
‫‪3‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪2‬‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪  (45‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ 3 sin 60° = sin 180°° :‬ﺻﺤﻴﺤﺔ ﺃﻡ ﻏﻴﺮ ﺻﺤﻴﺤﺔ‪ .‬ﱢ‬
‫_ = ‪sin θ = - _ , tan θ‬‬
‫‪15‬‬ ‫‪15‬‬
‫‪, (36‬‬ ‫‪   (46‬ﹺ‬
‫ﺃﻋﻂ ﹰ‬
‫‪17‬‬ ‫‪8‬‬ ‫ﻣﺜﺎﻻ ﻋﻠﻰ ﺯﺍﻭﻳﺔ ‪ θ‬ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ ﺑﺤﻴﺚ‪ . sin θ > 0 , cos θ < 0 :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫_‬
‫‪17‬‬ ‫_‬
‫‪17‬‬
‫‪csc θ = - , sec θ = - ,‬‬
‫‪15‬‬ ‫‪8‬‬ ‫ﻣﻀﻤﻨﹰﺎ ﺫﻟﻚ ﻭﺻ ﹰﻔﺎ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬ ‫ﻭﺿﺢ ﺧﻄﻮﺍﺕ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻟﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ﺃﻛﺒﺮ ﻣﻦ ‪. 90°‬‬
‫‪   (47‬ﱢ‬
‫_ = ‪cot θ‬‬‫‪8‬‬ ‫ﺍﻟﻤﺮﺟﻌﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺨﻄﻮﺍﺕ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪15‬‬

‫_ ‪sin θ = -‬‬
‫‪5‬‬
‫_ = ‪, cos θ‬‬
‫‪12‬‬
‫‪, (37‬‬ ‫‪‬‬
‫‪13‬‬ ‫‪13‬‬
‫_‬
‫‪13‬‬ ‫_‬
‫‪csc θ = - , sec θ = 13 ,‬‬ ‫‪ (49‬ﻣﺎ ﺍﻟﻤﻘﺪﺍﺭ ﺍﻟﺬﻱ ﻳﻜﺎﻓﺊ ﺍﻟﻤﻘﺪﺍﺭ‪ (-6 + i)2 :‬؟ ‪D‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﻣﺠﻤﻮﻉ ﻋﺪﺩﻳﻦ ‪ ،21‬ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ‪ ،3‬ﻓﻤﺎ ﻧﺎﺗﺞ‬ ‫‪(48‬‬
‫‪5‬‬ ‫‪12‬‬
‫ﺿﺮﺑﻬﻤﺎ؟ ‪108‬‬
‫_ ‪tan θ = -‬‬
‫‪5‬‬ ‫‪35 - 12i D‬‬ ‫‪36 - i C‬‬ ‫‪36 - 12i B‬‬ ‫‪-12i A‬‬
‫‪12‬‬
‫‪ (44‬ﻻ؛ ﻷﻥ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻓﻲ ﻫﺬﻩ‬
‫ﺍﻟﺤﺎﻟﺔ ﺗﻜﻮﻥ ˚‪ ،45‬ﻭﺣﺘﻰ ﻳﻜﻮﻥ ﺍﻟﺠﻴﺐ‬
‫ﻣﻮﺟ ﹰﺒﺎ ﻭﺍﻟﻈﻞ ﺳﺎﻟ ﹰﺒﺎ ﻳﺠﺐ ﺃﻥ ﺗﻘﻊ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪،‬‬
‫ﻭﻟﺬﻟﻚ ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻳﺠﺐ ﺃﻥ‬
‫ﻳﻜﻮﻥ ˚‪ 135‬ﺃﻭ ﺃﻳﺔ ﺯﺍﻭﻳﺔ ﻟﻬﺎ ﺿﻠﻊ‬
‫ﺍﻻﻧﺘﻬﺎﺀ ﻧﻔﺴﻪ‪.‬‬ ‫‪143‬‬ ‫‪ 3-3‬‬

‫‪ (45‬ﻏﻴﺮ ﺻﺤﻴﺤﺔ؛ ﻷﻥ‪:‬‬

‫‪√3‬‬ ‫‪3 √3‬‬ ‫‪ (47‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﺭﺳﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻭﺣﺪﹼ ﺩ ﺍﻟﺮﺑﻊ‬
‫_ = _ · ‪3 sin 60˚ = 3‬‬
‫‪2‬‬ ‫‪2‬‬ ‫ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‪ .‬ﺛﻢ‬
‫ﺑﻴﻨﻤﺎ ‪sin 180˚=0‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﺎﻋﺪﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬
‫‪ (46‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪θ = - 200˚ :‬‬ ‫ﺯﺍﻭﻳﺘﻬﺎ ﺍﻟﻤﺮﺟﻌﻴﺔ `‪) .θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ‬
‫ﻫﻲ ﺯﺍﻭﻳﺔ ﺣﺎﺩﺓ ﻣﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻭﺍﻟﻤﺤﻮﺭ ‪ .(x‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ‬
‫ﻭﺃﺧﻴﺮﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺮﺑﻊ‬
‫ﹰ‬ ‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﺍﻭﻳﺔ `‪. θ‬‬
‫ﺍﻟﺬﻱ ﻳﻘﻊ ﻓﻴﻪ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﺘﺤﺪﻳﺪ ﺇﺷﺎﺭﺓ‬
‫ﺍﻟﺪﺍﻟﺔ‪.‬‬

‫‪143‬‬ ‫‪‬‬ ‫‪3-3 ‬‬

 ‫‪‬‬

‫‪3 - 3‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D     ‬‬

‫‪ M  D  E‬‬ ‫‪(20)‬‬

‫‪ ‬‬ ‫‪3-3‬‬

‫ﻳﻤﺮ ﺑﻨﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﱢ‬
‫ﻛﻞ ﻣﺮﺓ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬
‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪.θ‬‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﹼﺜﻴﺔ‬
‫‪(-2, -5) (3‬‬ ‫‪(-20, 21) (2‬‬ ‫‪(6, 8) (1‬‬
‫‪sin θ = -‬‬ ‫_‬
‫√ ‪5‬‬
‫‪29‬‬
‫_ ‪, cos θ = -‬‬
‫√ ‪2‬‬
‫‪29‬‬ ‫_‬ ‫_‬
‫‪sin θ = 21 , cos θ = - 20‬‬ ‫_‬ ‫_‬
‫‪sin θ = 4 , cos θ = 3‬‬
‫‪29‬‬ ‫‪29‬‬ ‫‪29‬‬ ‫‪29‬‬ ‫‪5‬‬ ‫‪5‬‬
‫_‬
‫‪5‬‬
‫‪tan θ = , csc θ = -‬‬ ‫_‬‫√‬
‫‪29‬‬
‫_ = ‪tan θ = - , csc θ‬‬
‫_‬‫‪21‬‬ ‫‪29‬‬ ‫_‬
‫‪tan θ = , csc θ = 5‬‬
‫‪4‬‬ ‫_‬
‫‪2‬‬ ‫‪5‬‬ ‫‪20‬‬ ‫‪21‬‬ ‫‪3‬‬ ‫‪4‬‬
‫_ = ‪sec θ = - _ , cot θ‬‬ ‫_ ‪sec θ = - _ , cot θ = -‬‬ ‫_ = ‪sec θ‬‬ ‫_ = ‪, cot θ‬‬
‫√‬‫‪29‬‬ ‫‪2‬‬ ‫‪29‬‬ ‫‪20‬‬ ‫‪5‬‬ ‫‪3‬‬
‫‪2‬‬ ‫‪5‬‬ ‫  ‬ ‫‪20‬‬ ‫‪21‬‬ ‫  ‬ ‫‪3‬‬ ‫‪4‬‬

‫ﺍﺭﺳﻢ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺟﻌﻴﺔ ﻟﻬﺎ‪.‬‬
‫‪_π‬‬ ‫_‪-‬‬
‫‪7π‬‬
‫‪(6‬‬ ‫‪30° -210° (5‬‬
‫_‬
‫‪3π‬‬ ‫_‬
‫‪13π‬‬
‫‪(4‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪8‬‬ ‫‪8‬‬

‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬

‫‪θ = 13π‬‬
‫‪8‬‬
‫‪θ‬‬

‫‪ ‬‬
‫‪θ‬‬
‫‪x‬‬ ‫‪x‬‬ ‫‪x‬‬
‫‪θ = - 7π‬‬ ‫‪θ‬‬
‫‪4‬‬ ‫‪θ = -210°‬‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻓﻲ ﱟ‬

‫ﻛﻞ ﱠ‬

‫_‬
‫√‬
‫‪2‬‬
‫‪cos 405° (10‬‬ ‫‪0 cot (-90°) (9‬‬ ‫√‬
‫‪3 cot 210° (8‬‬ ‫‪-1 tan 135° (7‬‬
‫‪2‬‬

‫_‬
‫√‬
‫‪3‬‬
‫_ ‪tan‬‬
‫‪13π‬‬
‫ﻣﻌﺮﻓﺔ‬
‫‪ cot 2π‬ﻏﻴﺮ ﹼ‬
‫_‬
‫(‬
‫‪3π‬‬
‫‪2 csc - 4 (12‬‬
‫√ ‪-‬‬ ‫)‬ ‫_ ‪- √3 tan‬‬
‫‪5π‬‬
‫‪3‬‬ ‫‪6 (14‬‬ ‫‪(13‬‬
‫‪3‬‬
‫‪(11‬‬

‫‪‬‬ ‫‪ ‬ﺃﺷﻌﺔ ﺍﻟﻀﻮﺀ ﺍﻟﺘﻲ ﺗﺮﺗﺪ ﻣﻦ ﺍﻟﺴﻄﺢ ﻫﻲ ﺍﻷﺷﻌﺔ ﺍﻟﻤﻨﻌﻜﺴﺔ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﻄﺢ‬ ‫‪(15‬‬
‫ﺷﺒﻪ ﺷﻔﺎﻑ‪ ،‬ﻓﺈﻥ ﺑﻌﺾ ﺃﺷﻌﺔ ﺍﻟﻀﻮﺀ ﺗﻨﺤﺮﻑ ﻋﻦ ﻣﺴﺎﺭﻫﺎ‪ .‬ﺃﻱ ﺗﻨﻜﺴﺮ ﻋﻨﺪ ﻣﺮﻭﺭﻫﺎ‬
‫‪θ1‬‬ ‫‪θ1‬‬

‫‪‬‬
‫ﻣﻦ ﺍﻟﻬﻮﺍﺀ ﺧﻼﻝ ﻣﺎﺩﺓ ﺍﻟﺴﻄﺢ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ ﺍﻻﻧﻌﻜﺎﺱ ‪ ، θ1‬ﻭﺯﺍﻭﻳﺔ ﺍﻻﻧﻜﺴﺎﺭ ‪، θ2‬‬
‫‪θ2‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺗﺮﺗﺒﻄﺎﻥ ﻣﻊ ﺑﻌﻀﻬﻤﺎ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‪:‬‬
‫‪ .sin θ1 = n sin θ2‬ﻭﻛﺎﻧﺖ ‪ θ1 = 60° , n = √3‬ﻓﺄﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪30° .θ2‬‬

‫‪20‬‬

‫‪ 3 ‬‬ ‫‪143A‬‬










































143B  3 

 ‫‪‬‬
‫‪‬‬
‫‪Law of Sines‬‬
‫‪‬‬ ‫‪3 -4‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫ﺍﻟﻔﻮﻫﺎﺕ ﺃﻭ ﺍﻟﺤﻔﺮ‪ ،‬ﻭﻗﺪ‬
‫ﻳﻮﺟﺪ ﻋﻠﻰ ﺳﻄﺢ ﻛﻮﻛﺐ ﺍﻟﻤﺮﻳﺦ ﻋﺸﺮﺍﺕ ﺍﻵﻻﻑ ﻣﻦ ﱠ‬ ‫‪‬‬ ‫‪ 1‬‬
‫ﺃﻃﻠﻖ ﻋﻠﻴﻬﺎ ﺍﻟﻌﻠﻤﺎﺀ ﺗﺴﻤﻴﺎﺕ ﻋﺪﻳﺪﺓ ﻟﻌﻠﻤﺎﺀ ﻣﺸﻬﻮﺭﻳﻦ ﻭﺃﺳﻤﺎﺀ ﻣﺪﻥ ﻭﻣﺆ ﱢﻟﻔﻲ‬ ‫‪‬‬
‫ﺍﻟﻔﻮﻫﺎﺕ‪ .‬ﻳﻤﻜﻨﻚ‬‫ﻗﺼﺺ ﻋﻠﻤﻴﺔ ﺧﻴﺎﻟﻴﺔ‪ .‬ﻭﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻳﺒ ﱢﻴﻦ ﺛﻼ ﹰﺛﺎ ﻣﻦ ﻫﺬﻩ ﱠ‬
‫‪1.2 km‬‬ ‫?‬
‫‪102°‬‬
‫‪ ‬‬
‫‪‬‬ ‫‪23°‬‬
‫‪θ‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﺣﺴﺎﺏ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻔﻮﻫﺘﻴﻦ ﻭﺍﻫﻮ ﻭﻧﻮﻛﺎﻥ‪.‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪3-4 ‬‬
‫‪ ‬ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﺍﻟﻤﺠﺎﻭﺭ‬ ‫‪ ‬‬
‫‪B‬‬
‫‪ ‬‬ ‫ﺇﻳﺠﺎﺩ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻣﺜﻠﺜﺎﺕ ﻗﺎﺋﻤﺔ‬
‫‪ sin A = _h‬ﺃﻱ ﱠ‬
‫ﺃﻥ ‪. h = c sin A‬‬
‫‪c‬‬ ‫‪a‬‬
‫‪c‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ = ‪_1 bhh‬‬
‫‪‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎﻫﺎ‪.‬‬
‫‪h‬‬ ‫‪‬‬ ‫‪‬‬
‫‪2‬‬
‫‪c sin Ah ‬‬ ‫ﺍﻟﻤﺴﺎﺣﺔ = ))‪_1 b(c sin A‬‬ ‫‪ ‬‬ ‫‪3-4 ‬‬
‫‪A‬‬ ‫‪b‬‬ ‫‪C‬‬ ‫‪2‬‬ ‫‪ ‬‬
‫‪‬‬
‫‪‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺴﺎﺣﺔ = ‪_1 bc sin A‬‬ ‫ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺜﻠﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﻮﻟﻲ‬
‫‪‬‬ ‫ﺿﻠﻌﻴﻦ ﻓﻴﻪ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻴﻐﺔ ﺃﻭ ﺻﻴﻐﺘﻴﻦ ﺃﺧﺮﻳﻴﻦ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺜ ﱠﻠﺚ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻣﻌﻠﻮ ﹰﻣﺎ ﻟﺪﻳﻚ ﻃﻮﻻ ﱢ‬
‫ﺃﻱ ﺿﻠﻌﻴﻦ ﻓﻴﻪ‬
‫‪‬‬
‫ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ‪.‬‬ ‫‪Law of Sines‬‬
‫ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻓﻲ ﺣﻞ‬
‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻤﺜﻠﺜﺎﺕ‪.‬‬
‫‪solving a triangle‬‬
‫‪B‬‬
‫‪ (k) ‬‬
‫‪‬‬ ‫‪3-4 ‬‬
‫‪c‬‬ ‫‪a‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻓﻲ ﺣﻞ‬
‫‪A‬‬ ‫‪b‬‬ ‫‪C‬‬ ‫ﺍﻟﻤﺜﻠﺜﺎﺕ‪.‬‬
‫_ =‪k‬‬
‫‪1‬‬
‫‪ab sin C‬‬ ‫_=‪k‬‬
‫‪1‬‬
‫‪ac sin B‬‬ ‫_= ‪k‬‬
‫‪1‬‬
‫‪bc sin A‬‬ ‫‪‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪ 2‬‬

‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﱠ‬ ‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ‪ABC‬‬

‫‪B‬‬ ‫‪ ABC‬ﻓﻴﻪ‪. a = 8, b = 9, C = 104° :‬‬ ‫‪‬‬

‫‪‬‬ ‫_=‪k‬‬ ‫‪1‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‪.‬‬
‫‪ab sin C‬‬
‫‪2‬‬
‫‪8 cm‬‬ ‫‪ ‬‬ ‫‪= _21 (8)(9) sin 104°‬‬
‫‪104°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪≈ 34.9‬‬
‫‪‬‬
‫‪A‬‬ ‫‪9 cm‬‬ ‫‪C‬‬ ‫• ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻠﻀﻠﻊ ﺍﻟﻮﺍﺻﻞ‬
‫ﺇﺫﻥ ﺍﻟﻤﺴﺎﺣﺔ ﺗﺴﺎﻭﻱ ‪ 34.9 cm2‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺑﻴﻦ ﺍﻟﻔﻮﻫﺘﻴﻦ ﻭﺍﻫﻮ ﻭﻧﻮﻛﺎﻥ؟ ﻭﺑﻴﻦ ﻭﺍﻫﻮ‬
‫‪102.0 m2‬‬
‫‪‬‬ ‫✓‬ ‫ﻭ ﻭﺍﺑﺎﺵ؟ ‪102°; 23°‬‬
‫ﹴ‬
‫ﻋﺸﺮﺓ‪.‬‬ ‫‪ (1‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ‪ ABC‬ﺍﻟﺬﻱ ﻓﻴﻪ‪ A = 31° , b = 18 m, c = 22 m :‬ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﹴ‬
‫ﺟﺰﺀ ﻣﻦ‬
‫• ﻣﺎ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻠﻀﻠﻊ ﺍﻟﻮﺍﺻﻞ‬
‫ﺑﻴﻦ ﻭﺍﺑﺎﺵ ﻭﻧﻮﻛﺎﻥ؟ ‪55°‬‬
‫• ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻔﻮﻫﺘﻴﻦ ﻭﺍﻫﻮ ﻭ ﻭﺍﺑﺎﺵ؟‬
‫‪ 3 144‬‬ ‫‪1.2 km‬‬
‫• ﺃﻱ ﻓﻮﻫﺔ ﺗﻘﻊ ﻋﻠﻰ ﺭﺃﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻜﺒﺮ￯؟‬
‫ﻭﺍﺑﺎﺵ‬

‫‪ 3‬‬ ‫‪144‬‬

 ‫‪  ‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻎ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜ ﱠﻠﺚ ﻓﻲ‬
‫ﺍﺷﺘﻘﺎﻕ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪ ،‬ﺍﻟﺬﻱ ﻳﺒ ﱢﻴﻦ ﺍﻟﻌﻼﻗﺎﺕ ﺑﻴﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻣﺜ ﱠﻠﺚ ﻭﺟﻴﻮﺏ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻬﺎ‪.‬‬

‫‪‬‬ ‫‪ _1 bc sin A = _1 ac sin B = _1 ab sin C‬‬

‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪‬‬ ‫‪bc sin A = ac sin B = ab sin C‬‬
‫‪‬‬
‫‪abc‬‬ ‫‪‬‬ ‫_‬
‫‪bc sin A‬‬
‫_=‬
‫‪ac sin B‬‬
‫_=‬
‫‪ab sin C‬‬
‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺜﻠﺚ‬ ‫‪abc‬‬ ‫‪abc‬‬ ‫‪abc‬‬
‫_‬ ‫_=‬ ‫_=‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻃﻮﻟﻲ ﺿﻠﻌﻴﻦ ﻭﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪‬‬ ‫‪‬‬ ‫‪sin A‬‬ ‫‪sin B‬‬ ‫‪sin C‬‬
‫‪‬‬ ‫‪a‬‬ ‫‪c‬‬
‫‪b‬‬

‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫✓ ‪‬‬ ‫‪B‬‬ ‫‪a, b, c ABC‬‬
‫‪A , B , C‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ ‫‪c‬‬ ‫‪a‬‬ ‫_‬
‫_ ‪sin A‬‬
‫_ = ‪= sin B‬‬
‫‪sin C‬‬
‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
‫‪A‬‬ ‫‪b‬‬ ‫‪C‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﹶﺣ ﱡﻞ ﺍﻟﻤﺜ ﱠﻠﺚ ﻳﻌﻨﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﻴﺎﺳﺎﺕ ﹸ‬
‫ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻤﺠﻬﻮﻝ ﻣﻦ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﻗﻴﺎﺱ ﺯﻭﺍﻳﺎﻩ‪.‬‬
‫‪‬‬ ‫‪B‬‬ ‫ﻟﺤﻞ ﺍﻟﻤﺜ ﱠﻠﺚ ﻓﻲ ﺍﻟﺤﺎﻻﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﱢ‬
‫‪c‬‬ ‫ﻣﻌﺮﻓﺔ ﻗﻴﺎﺳﻲ ﺯﺍﻭﻳﺘﻴﻦ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﻃﻮﻝ ﺃﻱ ﺿﻠﻊ ﻓﻴﻪ‬
‫• ﱠ‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ‪ ABC‬ﻣﻘﺮﺑﺔ ﺇﻟﻰ‬ ‫‪1‬‬ ‫‪C‬‬
‫)ﺯﺍﻭﻳﺔ – ﺯﺍﻭﻳﺔ‪ -‬ﺿﻠﻊ )ﺣﺎﻟﺔ ‪ ، (AAS‬ﺃﻭ ﺯﺍﻭﻳﺔ‪ -‬ﺿﻠﻊ‪ -‬ﺯﺍﻭﻳﺔ )ﺣﺎﻟﺔ ‪((ASA‬‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪3.8 cm2 .‬‬ ‫‪c‬‬

‫ﻣﻌﺮﻓﺔ ﻃﻮ ﹶﻟﻲ ﺿﻠﻌﻴﻦ ﻓﻴﻪ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻷﺣﺪﻫﻤﺎ‬

‫‪b‬‬
‫‪A‬‬ ‫• ﱠ‬
‫‪6 cm‬‬ ‫‪25°‬‬
‫‪C‬‬
‫)ﺿﻠﻊ‪ -‬ﺿﻠﻊ‪ -‬ﺯﺍﻭﻳﺔ )ﺣﺎﻟﺔ ‪((SSA‬‬
‫‪3 cm‬‬
‫‪ ‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪C‬‬ ‫‪B‬‬
‫‪A‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﱠ‬
‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﱢ‬ ‫ﹸﺣ ﹼﻞ ‪،ABC‬‬ ‫‪‬‬
‫‪ 1 ‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫‪ ‬‬
‫‪3‬‬ ‫‪   ‬‬
‫‪‬‬
‫‪b‬‬ ‫‪m∠A = 180 - (80 + 45) = 55°‬‬ ‫‪ ‬‬
‫_‬
‫‪a‬‬
‫_=‬
‫‪b‬‬
‫_=‬
‫‪c‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻄﻮﻟﻴﻦ‪. a, b :‬‬
‫‪ 2 ‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ ﱟ‬
‫‪‬‬
‫‪80°‬‬ ‫‪45°‬‬ ‫‪sin A‬‬ ‫‪sin B‬‬ ‫‪sin C‬‬

‫ﻛﻞ ﻣﻨﻬﻤﺎ‪.‬‬
‫ﺍﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ﱟ‬
‫‪C‬‬ ‫‪a‬‬ ‫‪B‬‬ ‫‪  ‬‬
‫‪ 2 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‬
‫‪   ‬‬
‫_‬
‫_ ‪sin B‬‬
‫‪= sin C‬‬ ‫‪‬‬ ‫_‬
‫_ ‪sin A‬‬
‫‪= sin C‬‬
‫‪2  ‬‬

‫ﻟﺤﻞ ﻣﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻗﻴﺎﺳﻲ ﺯﺍﻭﻳﺘﻴﻦ ﻓﻴﻪ‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪a‬‬ ‫‪c‬‬
‫_‬
‫‪a‬‬
‫_=‬
‫‪3‬‬
‫_‬
‫_ ‪sin 45°‬‬
‫‪= sin 80°‬‬ ‫‪ ‬‬ ‫_‬
‫_ ‪sin 55°‬‬
‫‪= sin 80°‬‬
‫ﻭﻃﻮﻝ ﺃﺣﺪ ﺃﺿﻼﻋﻪ‪.‬‬
‫‪sin 55°‬‬ ‫‪sin 80°‬‬
‫‪b‬‬ ‫‪3‬‬ ‫‪a‬‬ ‫‪3‬‬
‫_‬
‫‪b‬‬
‫_=‬
‫‪3‬‬

‫_= ‪b‬‬ ‫_= ‪a‬‬

‫‪3 sin 45°‬‬ ‫‪3 sin 55°‬‬ ‫‪sin 45°‬‬ ‫‪sin 80°‬‬
‫‪ ‬‬
‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺤﺪﻳﺪ ﻋﺪﺩ ﺣﻠﻮﻝ ﻣﺜﻠﺚ‪،‬‬ ‫‪sin 80°‬‬ ‫‪sin 80°‬‬

‫ﺛﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ ﺍﻟﺤﻠﻮﻝ‪.‬‬ ‫‪b ≈ 2.2‬‬ ‫‪‬‬ ‫‪a ≈ 2.5‬‬

‫ﺇﺫﻥ‪. A = 55°, a ≈ 2.5, b ≈ 2.2 ،‬‬ ‫‪‬‬

‫‪ 4 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‬ ‫✓‬
‫‪‬‬
‫ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬ ‫‪N = 73°, p ≈ 3.5, q ≈ 4.7‬‬
‫‪ (2‬ﹸﺣ ﹼﻞ ‪ NPQ‬ﺍﻟﺬﻱ ﻓﻴﻪ‪ ،P = 42°, Q = 65°, n = 5 :‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫‪‬‬ ‫‪145‬‬ ‫‪ 3-4‬‬

‫ﺣﻞ ‪ .ABC‬ﹼﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ‬ ‫‪2‬‬

‫ﻣﻦ ﻋﺸﺮﺓ ‪.‬‬ ‫‪‬‬
‫‪C‬‬
‫‪100°‬‬ ‫‪9‬‬
‫‪ ‬‬
‫‪a‬‬
‫ﻗﺪ ﻳﻈﻦ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‬
‫‪B‬‬
‫‪53°‬‬
‫‪c‬‬ ‫‪A‬‬ ‫ﻳﺴﺘﻌﻤﻞ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺜﺎﺕ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻭﺿﺢ ﻟﻬﻢ ﺃﻥ ﻫﺬﺍ ﺍﻟﻘﺎﻧﻮﻥ‬ ‫ﻓﻘﻂ‪ .‬ﻟﺬﺍ‪ ،‬ﱢ‬
‫‪A = 27°, a ≈ 5.1, c ≈ 11.1‬‬
‫ﻳﺼﻠﺢ ﻟﺤﻞ ﺃﻱ ﻣﺜﻠﺚ‪ ،‬ﻭﻣﺜﻠﻪ ﻗﺎﻧﻮﻥ‬
‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﺍﻟﺬﻱ ﺳﻴﺪﺭﺳﻮﻧﻪ ﻓﻲ‬
‫ﺍﻟﺪﺭﺱ ﺍﻟﻘﺎﺩﻡ ‪.3-5‬‬

‫‪145‬‬ ‫‪‬‬ ‫‪3-4 ‬‬

 ‫ ﺃﻣﺎ ﻓﻲ ﺣﺎﻟﺔ ﻣﻌﻠﻮﻣﻴﺔ‬.‫ ﻓﺈﻧﻪ ﻳﻮﺟﺪ ﻣﺜ ﱠﻠﺚ ﻭﺣﻴﺪ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ‬،‫ﺇﺫﺍ ﻋ ﹺﹸﻠ ﹶﻢ ﻟﺪﻳﻨﺎ ﻗﻴﺎﺳﺎ ﺯﺍﻭﻳﺘﻴﻦ ﻭﻃﻮﻝ ﺃﺣﺪ ﺍﻷﺿﻼﻉ‬ 
‫ ﺃﻭ‬،‫ ﻓﺈﻥ ﻋﺪﺩ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻟﻤﻤﻜﻨﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻫﻮ ﺻﻔﺮ‬،(SSA) ‫ﻃﻮ ﹶﻟﻲ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻷﺣﺪﻫﻤﺎ‬
 
.‫ ﺃﻭ ﻟﻪ ﺣﻼﻥ‬،‫ﺣﻞ ﻭﺍﺣﺪ‬‫ ﺃﻭ ﻟﻪ ﱞ‬،‫ﺣﻞ‬
‫ ﻭﺑﺬﻟﻚ ﻓﺈﻧﻪ ﻟﻴﺲ ﻟﻠﻤﺜ ﱠﻠﺚ ﹼ‬.‫ ﺃﻭ ﺍﺛﻨﺎﻥ‬،‫ﻭﺍﺣﺪ‬    
    

(SSA) 
m∠A , a , b 

∠ A  ∠ A
C C
‫ﺣﺪﹼ ﺩ ﺇﺫﺍ ﻛﺎﻥ ﻟﻜﻞ ﻣﺜﻠﺚ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ 3
a
b a= h b
a
‫ﺣﻞ ﻭﺍﺣﺪ ﺃﻡ ﺣﻼﻥ ﺃﻡ ﻟﻴﺲ ﻟﻪ‬
b
‫ ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ‬،‫ ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‬.‫ﺣﻞ‬
h

A A   A 
a≤b a=h a<h
‫ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
  A 
         :‫ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬
a
C C h   
‫ ﻓﻴﻪ‬NPQ (a
b b a b   h  a  
a a
h h
 AB  C   Q = 110° , q = 11 , n = 8
A
A A   A   P = 27° , N = 43° , p = 5.3
a>b 
sin A = _
  a≥b h<a<b 
sin A = _
h ‫ ﻓﻴﻪ‬DEF (b
  
  b
E = 52° , e = 5 , f = 9
.‫ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻟﺤﺎ ﹼﺩﺓ ﺍﻟﺰﻭﺍﻳﺎ‬h ‫ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ‬h = b sin A ‫ ﻓﻴﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‬،sin A = _h ‫ﺑﻤﺎ ﺃﻥ‬
b
.‫ﻟﻴﺲ ﻟﻪ ﺣﻞ‬
3  ‫ ﻓﻴﻪ‬XYZ (c
 
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﻝ ﺍﻷﺿﻼﻉ‬ ‫ ﺃﻡ ﹼ‬،‫ﺣﻞ ﻭﺍﺣﺪ‬‫ﻟﻜﻞ ﻣﺜ ﱠﻠﺚ ﻣﻤﺎ ﻳﺄﺗﻲ ﹼ‬
‫ﺣﺪﱢ ﺩ ﺇﻥ ﻛﺎﻥ ﱢ‬ X = 28° , z = 15 , x = 9
‫ ﱢ‬،‫ ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‬.‫ ﺃﻡ ﻟﻴﺲ ﻟﻪ ﺣﻞ‬،‫ﺣﻼﻥ‬
:‫ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬،‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ :‫ﺍﻟﺤﻞ ﺍﻷﻭﻝ ﻫﻮ‬
S . R = 105°, r = 9, s = 6 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬RST (a Z = 51°, Y = 101°, y = 18.8
‫ ﻧﺴﺘﻨﺘﺞ ﺃﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ﹼﹰ‬، 9 > 6 ‫ ﻭ‬،‫∠ ﻣﻨﻔﺮﺟﺔ‬R ‫ﺑﻤﺎ ﺃﻥ‬
.‫ﺣﻼ ﻭﺍﺣﺪﹰ ﺍ‬
9 :‫ﻭﺍﻟﺤﻞ ﺍﻟﺜﺎﻧﻲ ﻫﻮ‬
. m∠S ‫ ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ‬،‫ ﺍﺑﺪﺃ ﺑﺮﺳﻢ ﺍﻟﻤﺜ ﱠﻠﺚ‬1 
t
105° Z = 129° , Y = 23° , y = 7.5
R 6 T
 _
sin S _
= sin 105°
6 9
sin S   sin S = _
6 sin 105°
9
 sin S ≈ 0.6440
-1
 s sin 0.6440 S ≈ 40°

. m∠T
T ‫ ﺃﻭﺟﺪ‬2 
T ≈ 180 - (105 + 40) ≈ 35°
m∠T
.t ‫ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ‬3 
 _
sin 35° _
≈ sin 105°
t 9
t   t ≈_
9 sin 35°
sin 105°
 t ≈ 5.3
. S ≈ 40°, T ≈ 35°, t ≈ 5.3 :‫ﺇﺫﻥ‬ 
 3 146


 
‫ﻧﺒﻪ ﺍﻟﻄﻠﺒﺔ ﺇﻟﻰ ﺃﻧﻪ ﺇﺫﺍ ﺑﺪﺃ ﺍﻟﻄﺎﻟﺐ ﺑﺎﺳﺘﺨﺪﺍﻡ‬
‫ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﺐ ﻟﺤﻞ ﻣﺜﻠﺚ ﻟﻴﺲ ﻟﻪ ﺣﻞ‬
‫ﻓﺴﻴﺠﺪ ﺃﻥ ﺟﻴﺐ ﺇﺣﺪ￯ ﺍﻟﺰﻭﺍﻳﺎ ﺃﻛﺒﺮ ﻣﻦ‬
‫ﹰ‬
.‫ﻣﺴﺘﺤﻴﻼ‬ ‫ ﻭﺫﻟﻚ ﻳﺠﻌﻞ ﺍﻟﺤﻞ‬،‫ﻭﺍﺣﺪ‬

 3 146

 C . A = 54°, a = 6 , b = 8 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬ABC (b
6 .a ‫ ﻭﻗﺎﺭﻧﻬﺎ ﺑﻘﻴﻤﺔ‬h ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬،6 < 8‫ ﻭ‬،‫ ∠ ﺣﺎ ﹼﺩﺓ‬A ‫ﺑﻤﺎ ﺃﻥ‬
8 h
b = 8 , A = 54° h = b sin A = 8 sin 54°
54°
A
 ≈ 6.5

 ‫ ﻓﻼ ﻳﻮﺟﺪ ﻟﻠﻤﺜ ﱠﻠﺚ ﹼ‬a < h ‫ ﺃﻭ‬6 < 6.5 ‫ﺑﻤﺎ ﺃﻥ‬
.‫ﺣﻞ‬

‫ ﻳﻤﻜﻦ ﺃﻥ ﻳﻮﺟﺪ‬ C . A = 35° , a = 17 , b = 20 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬ABC (c

‫ﻓﻲ ﺇﺣﺪ￯ ﺣﺎﻻﺕ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ‬ 20
h
17 .a ‫ ﻭﻗﺎﺭﻧﻬﺎ ﺑﻘﻴﻤﺔ‬h ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬،17 < 20 ‫ ﻭ‬،‫∠ ﺣﺎ ﹼﺩﺓ‬A ‫ﺑﻤﺎ ﺃﻥ‬
‫ ﻭﻓﻲ‬.‫ ﺃﻛﺜﺮ ﻣﻦ ﺣﻞ ﻟﻠﻤﺜﻠﺚ‬،‫ﺍﻟﺠﻴﻮﺏ‬ A
35°
b = 20, A = 35° h = b sin A = 20 sin 35°
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻳﺠﺐ ﺍﻟﻘﻴﺎﻡ ﺑﺨﻄﻮﺍﺕ‬  ≈ 11.5

.‫ﺍﻟﺤﻞ ﻣﺮﺗﻴﻦ‬ .‫ ﻭﺑﺎﻟﺘﺎﻟﻲ ﻫﻨﺎﻙ ﻣﺜ ﱠﻠﺜﺎﻥ ﻳﻄﻠﺐ ﺣ ﹼﻠﻬﻤﺎ‬،‫ ﻓﺈﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ﺣ ﱠﻠﻴﻦ‬. h < a < b ‫ ﺃﻭ‬11.5 < 17 < 20 ‫ﺑﻤﺎ ﺃﻥ‬
.‫∠ ﻣﻨﻔﺮﺟﺔ‬B  2  .‫∠ ﺣﺎ ﹼﺩﺓ‬B  1 

C C 
20 20 17   c  
35° 17
35°    h ∠ a ∠ b
A B A B    
.m∠B ‫ ﺃﻭﺟﺪ‬1  .m∠B ‫ ﺃﻭﺟﺪ‬1       B
   B 
‫ﻗﻴﻤﺔ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﻣﻮﺟﺒﺔ ﻓﻲ ﺍﻟﺮﺑﻊ‬  _
sin B _
= sin 35°      
20 17
‫ ﺑﺤﻴﺚ‬B ‫ ﻟﺬﺍ ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﻣﻨﻔﺮﺟﺔ‬،‫ﺍﻟﺜﺎﻧﻲ‬
sin B = _
sinB   20 sin 35° 
. sin B ≈ 0.6748 17
 sin B ≈ 0.6748
m∠B ≈ 180° - 42° ≈ 138°
sin-1 0.6748 B ≈ 42°
. m∠C ‫ ﺃﻭﺟﺪ‬2  . m∠C ‫ ﺃﻭﺟﺪ‬2  
m∠C ≈ 180 - (35 + 138) ≈ 7° m∠C ≈ 180 - (35 + 42) ≈ 103°  
   
. c ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬3  . c ‫ ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬3    
  42°
 _
sin 7° _
≈ sin 35°  _
sin 103° _
≈ sin 35°
c 17 c 17 . B 

c   c ≈_
17 sin 7°
c   c ≈_
17 sin 103°
sin 35° sin 35°
 c ≈ 3.6  c ≈ 28.9
‫ﹼ‬
.B ≈ 138°, C ≈ 7°, c ≈ 3.6 :‫ﻭﺍﻟﺤﻞ ﺍﻟﺜﺎﻧﻲ ﻫﻮ‬ ،B ≈ 42°, C ≈ 103°, c ≈ 28.9 :‫ﻟﺬﺍ ﻓﺈﻥ ﺃﺣﺪ ﺍﻟﺤ ﹼﻠﻴﻦ ﻫﻮ‬

 ✓
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ‬
‫ ﱢ‬،‫ ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‬.‫ﺣﻞ‬ ‫ ﺃﻡ ﱠ‬،‫ﺣﻞ ﻭﺍﺣﺪ‬
‫ ﺃﻡ ﻟﻴﺲ ﻟﻪ ﹼ‬،‫ﺣﻼﻥ‬ ‫ﺣﺪﱢ ﺩ ﺇﻥ ﻛﺎﻥ ﻟﻜﻞ ﻣﺜ ﱠﻠﺚ ﻣﻤﺎ ﻳﺄﺗﻲ ﹼ‬ :‫( ﺣﻼﻥ‬3C
.‫ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬،‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ B ≈ 61°, C ≈ 72°,
‫ ﻟﻴﺲ ﻟﻪ ﱞ‬R = 95°, r = 10, s = 12 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬RST (3A
‫ﺣﻞ‬ c ≈ 19.5;
B ≈ 119°, C ≈ 14°,
P ≈ 18°, M ≈ 130°, m ≈ 10.1 ،‫ ﺣﻞ ﻭﺍﺣﺪ‬N = 32°, n = 7, p = 4 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬MNP (3B c ≈ 5.0
A = 47°, a = 15, b = 18 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬ABC (3C

147  3-4

M  D  E 
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ ﻣﻘﺎﻟﺔ ﺣﻮﻝ ﺍﻟﻤﺜﺎﻝ ﺍﻟﺬﻱ ﻭﺟﺪﻭﺍ ﺃﻧﻪ ﻳﺘﺤﺪ￯ ﻗﺪﺭﺍﺗﻬﻢ ﻋﻠﻰ ﹴ‬ 
‫ ﻭﺍﻟﺴﺒﺐ ﻓﻲ‬،‫ﻧﺤﻮ ﻛﺒﻴﺮ‬
.‫ﻳﻀﻤﻨﻮﺍ ﻣﻘﺎﻻﺗﻬﻢ ﺟﻤﻴﻊ ﺍﻷﺳﺌﻠﺔ ﻭﺍﻻﺳﺘﻔﺴﺎﺭﺍﺕ ﻟﺪﻳﻬﻢ ﺣﻮﻝ ﺍﻟﺪﺭﺱ‬ ‫ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﹼ‬.‫ﺫﻟﻚ‬

147  3-4 

  4
B  ‫ ﹸﻳﻤ ﹼﺜﻞ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺇﺣﺪ￯ ﺍﻟﺘﻤﺮﻳﺮﺍﺕ ﺍﻟﺤﺎﺳﻤﺔ ﺑﻴﻦ ﺛﻼﺛﺔ ﻻﻋﺒﻴﻦ‬ 
 ‫ ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺐ ﺍﻟﺜﺎﻧﻲ‬.‫ﻣﻦ ﻓﺮﻳﻖ ﻛﺮﺓ ﻗﺪﻡ ﺧﻼﻝ ﺇﺣﺪ￯ ﺍﻟﻤﺒﺎﺭﻳﺎﺕ‬

.‫ﻭﺍﻟﻼﻋﺐ ﺍﻟﺜﺎﻟﺚ‬
65°
C
180° ∠B = 180°-(∠A + ∠C) = 72°

43°
 _
sin 72° _
= sin 43° 
‫ ﺃﻥ‬4 ‫ﺍﻓﺘﺮﺽ ﻓﻲ ﺍﻟﻤﺜﺎﻝ‬ 
90 ft

90
x sin 72° = 90 sin 43°
x
90m-120m 4
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻋﻨﺪ ﺍﻟﻼﻋﺐ ﺍﻟﺜﺎﻟﺚ‬
A
x =_
 x  90 sin 43° 45m-90m
sin 72° 
 x ≈ 64.5 
45
‫ ﻓﻜﻢ‬،41˚ ‫ ﻭﻋﻨﺪ ﺍﻟﻼﻋﺐ ﺍﻷﻭﻝ‬،58˚
.‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬64.5 ft ‫ﺇﺫﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺒﻴﻦ ﺗﺴﺎﻭﻱ‬  ‫ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺒ ﹾﻴﻦ ﺍﻟﺜﺎﻧﻲ‬
 ✓ ‫ ﺗﻘﺮﻳ ﹰﺒﺎ‬59.8 ft ‫ﻭﺍﻟﺜﺎﻟﺚ؟‬
85.8 ft .‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻼﻋﺐ ﺍﻷﻭﻝ ﻭﺍﻟﻼﻋﺐ ﺍﻟﺜﺎﻧﻲ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‬  (4


1  .‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬
‫ ﹼ‬،‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﻓﻲ ﱟ‬ABC ‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ‬
‫ﻛﻞ ﱠ‬
 3
3 yd2 B (2 27.9 mm2 A (1
 ✓
4 yd 7 mm
30° 86° B
A
42°
108°
3 yd 8 mm
‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1 – 3 6 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬
.‫ﺍﻟﻄﻠﺒﺔ‬
C

175.4 in2 B = 103° , a = 20 in , c = 18 in (4 21.2 cm2 A = 40°, b = 11 cm , c = 6 cm (3 ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
14 cm C (7 A (6 A (5
B
96°
36° B .‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬
52°
16 ft 20 ft
18 cm 6 km
48° 5 km
74.1 cm2 126.1 ft2 10.6 km2 45°
A
C B
C

66.9 in2 A = 138°, b = 10 in, c = 20 in (9 5.9 ft2 C = 25°, a = 4 ft, b = 7 ft (8

5.6 cm2 C = 116°, a = 2.7 cm, b = 4.6 cm (11 65.2 m2 B = 92°, a = 14.5 m, c = 9 m (10

2  ‫ ﱢ‬،‫ﻛﻞ ﻣﺜ ﱠﻠﺚ ﻣﻤﺎ ﻳﺄﺗﻲ‬

:‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬ ‫ﹸﺣ ﹼﻞ ﱠ‬

B (13 D (12
a
C
E = 107°, d ≈ 7.9, (12
97°
39° f ≈ 7.0
c 12
f
50° 9

A
34° C = 33°, a ≈ 6.9, (13
F d E
c ≈ 4.9
F = 60°, f ≈ 12.3, h ≈ 9.1 .G = 80°, H = 40°, g = 14 :‫ ﺍﻟﺬﻱ ﻓﻴﻪ‬FGH (14
 3 148

 
 
4 0 - 4 2 3 8 1 3 – 3 6 ‫ﻣﺒﺘﺪﺉ‬ E
40-42  3 8 1 3 – 3 7 ‫ﻣﺘﻘﺪﻡ‬ D
3 7 - 4 2 ‫ ﻣﺘﻘﻦ‬M

 3 148

 ‫‪M‬‬ ‫‪(17‬‬ ‫‪S‬‬ ‫‪r‬‬ ‫‪(16‬‬ ‫‪8‬‬ ‫‪C‬‬ ‫‪(15‬‬
‫‪(15‬‬
‫‪T‬‬ ‫‪B‬‬
‫‪47°‬‬ ‫‪53°‬‬
‫‪70°‬‬ ‫‪106°‬‬
‫‪5‬‬ ‫‪C = 30°, b ≈ 11.1,‬‬
‫‪n‬‬ ‫‪t‬‬ ‫‪13‬‬ ‫‪c‬‬ ‫‪b‬‬
‫‪36°‬‬ ‫‪44°‬‬ ‫‪c ≈ 5.8‬‬
‫‪L‬‬ ‫‪m‬‬ ‫‪N‬‬ ‫‪R‬‬ ‫‪(16‬‬
‫‪A‬‬
‫‪‬‬ ‫‪R = 80°, r ≈ 17.5,‬‬
‫‪ HJK (18‬ﺍﻟﺬﻱ ﻓﻴﻪ‪K = 107°, j ≈ 13.3, k ≈ 37.1 . H = 53° , J = 20° , h = 31 :‬‬ ‫‪t ≈ 14.2‬‬
‫‪ 49˚ (35‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪(17‬‬
‫‪ NPQ (19‬ﺍﻟﺬﻱ ﻓﻴﻪ‪N = 14°, p ≈ 86.0, q ≈ 76.3 . P = 109° , Q = 57° , n = 22 :‬‬
‫‪ 208 km (36‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪ ABC (20‬ﺍﻟﺬﻱ ﻓﻴﻪ‪B ≈ 63°, b ≈ 2.9, c ≈ 3.0 . A = 50° , a = 2.5 , C = 67° :‬‬
‫‪L = 74°, m ≈ 4.9,‬‬
‫‪n ≈ 3.1‬‬
‫‪ ABC (21‬ﺍﻟﺬﻱ ﻓﻴﻪ‪A = 20°, a ≈ 22.1, c ≈ 39.8 . B = 18° , C = 142° , b = 20 :‬‬
‫‪ (24‬ﺣﻼﻥ‪:‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ‬
‫ﺣﻞ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‪ ،‬ﱢ‬ ‫ﺣﻞ ﻭﺍﺣﺪ‪ ،‬ﺃﻡ ﹼ‬
‫ﺣﻼﻥ‪ ،‬ﺃﻡ ﻟﻴﺲ ﻟﻪ ﹼ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﹼ‬
‫ﻛﻞ ﱠ‬‫ﺣﺪﺩ ﺇﻥ ﻛﺎﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ‪ ABC‬ﻓﻲ ﱟ‬ ‫‪B ≈ 65°, C ≈ 81°,‬‬
‫ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪3  :‬‬ ‫;‪c ≈ 14.1‬‬
‫‪ A = 95°, a = 19, b = 12 (22‬ﺣﻞ ﻭﺍﺣﺪ‪B ≈ 39°, C ≈ 46°, c ≈ 13.7 :‬‬ ‫‪B ≈ 115°, C ≈ 31°,‬‬
‫‪c ≈ 7.4‬‬
‫‪ A = 60°, a = 15, b = 24 (23‬ﻻ ﻳﻮﺟﺪ ﺣﻞ‬
‫‪ (25‬ﺣﻞ ﻭﺍﺣﺪ‪:‬‬
‫‪A = 34°, a = 8, b = 13 (24‬‬ ‫‪B = 90°, C = 60°,‬‬
‫‪A = 30°, a = 3, b = 6 (25‬‬ ‫‪c ≈ 5.2‬‬

‫‪A = 75°, a = 14, b = 11 (27‬‬ ‫‪A = 100°, a = 7, b = 3 (26‬‬

‫‪ (26‬ﺣﻞ ﻭﺍﺣﺪ‪B ≈ 25° :‬‬
‫‪ A = 52°, a = 9, b = 20 (29‬ﻟﻴﺲ ﻟﻪ ﺣﻞ‬ ‫‪A = 38°, a = 21, b = 18 (28‬‬
‫‪C ≈ 55°, c ≈ 5.8‬‬
‫‪A = 44°, a = 14, b = 19 (31‬‬ ‫‪A = 42°, a = 5, b = 6 (30‬‬
‫‪ (27‬ﺣﻞ ﻭﺍﺣﺪ‪B ≈ 49° :‬‬
‫‪A = 30°, a = 17, b = 34 (33‬‬ ‫‪ A = 131°, a = 15, b = 32 (32‬ﻟﻴﺲ ﻟﻪ ﺣﻞ‬ ‫‪C ≈ 56°, c ≈ 12.0‬‬
‫‪ (28‬ﺣﻞ ﻭﺍﺣﺪ‪B ≈ 32° :‬‬
‫‪  (34‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﻓﻲ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ .‬ﻭﺃﻭﺟﺪ‬ ‫‪C ≈ 110°, c ≈ 32.1‬‬
‫ﻭﻓﻮﻫﺔ ﻧﻮﻛﺎﻥ‪ 3 km 4  .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﻓﻮﻫﺔ ﻭﺍﻫﻮ ﹼ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﹼ‬ ‫‪ (30‬ﺣﻼﻥ‪B ≈ 53° :‬‬
‫‪‬‬
‫;‪C ≈ 85°, c ≈ 7.4‬‬
‫‪1.2 km‬‬ ‫?‬ ‫‪B ≈ 127°, C ≈ 11°‬‬
‫‪102°‬‬
‫‪θ‬‬
‫‪‬‬ ‫‪23°‬‬
‫‪c ≈ 1.4‬‬
‫‪‬‬
‫‪ (31‬ﺣﻼﻥ‪B ≈ 71° :‬‬
‫;‪C ≈ 65°, c ≈ 18.3‬‬
‫‪B ≈ 109°, C ≈ 27°‬‬
‫‪ ‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺛﻼﺛﺔ ﻣﻮﺍﻗﻊ ﺟﻐﺮﺍﻓﻴﺔ ﺗﺸﻜﱢﻞ ﻣﺜ ﱠﻠﺜﺎ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ‬ ‫‪c ≈ 9.1‬‬
‫‪‬‬
‫ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﺑﻮﻇﺒﻲ ﻭﺍﻟﻌﻴﻦ ‪ ،160 km‬ﻭﺑﻴﻦ ﺍﻟﻌﻴﻦ ﻭﺩﺑﻲ ‪ ، 148 km‬ﻭﻗﻴﺎﺱ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﻋﻨﺪ ﺃﺑﻮﻇﺒﻲ ‪ ، 55°‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ (33‬ﺣﻞ ﻭﺍﺣﺪ‪B = 90° :‬‬
‫‪14‬‬

‫‪C = 60°, c ≈ 29.4‬‬

‫‪8k‬‬

‫‪ (35‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻋﻨﺪ ﻣﺪﻳﻨﺔ ﺍﻟﻌﻴﻦ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫‪m‬‬

‫‪55°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪160 km‬‬ ‫‪ (36‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﺑﻮﻇﺒﻲ ﻭﺩﺑﻲ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫‪149‬‬ ‫‪ 3-4‬‬

‫‪149‬‬ ‫‪‬‬ ‫‪3-4 ‬‬

 ‫‪  (37‬ﻳﻘﻒ ﺧﺎﻟﺪ ﻭﺳﻌﻴﺪ ﺃﻣﺎﻡ ﺟﺪﺍﺭ ﺻﺨﺮﻱ ﻟﻠﺘﺴ ﱡﻠﻖ ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ‬
‫‪ 8‬ﺃﻗﺪﺍﻡ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﻣﺎ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺠﺪﺍﺭ ﺍﻟﺼﺨﺮﻱ‪،‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﻗﺪﻡ؟ ‪19.0 ft‬‬
‫ﱢ‬
‫‪m‬‬
‫‪36‬‬
‫‪30°‬‬
‫‪‬‬
‫‪  ‬ﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ‬
‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 3 8‬ﺃﻥ ﻳﻼﺣﻈﻮﺍ ﺃﻥ ﺭﺿﻮﺍﻥ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺑﺸﻜﻞ ﺻﺤﻴﺢ‪.‬‬
‫‪‬‬
‫_ = ‪sin T‬‬
‫‪12 • sin 56°‬‬
‫‪،m∠T‬‬ ‫‪ RST‬ﻓﻴﻪ‪ .R = 56°, r = 24 , t = 12 :‬ﻓﺈﺫﺍ ﺣﺎﻭﻝ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺧﻠﻴﻔﺔ ﻭﻋﻠﻲ ﺇﻳﺠﺎﺩ ‪T‬‬ ‫‪RST  (38‬‬ ‫‪24‬‬
‫)‪(12)(0.8290‬‬
‫ﱠ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺧﻠﻴﻔﺔ‪ R ،‬ﺯﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ‪ ،‬ﻭ ‪ ،r > t‬ﻟﺬﻟﻚ ﻓﺈﻥ ﻟﻠﻤﺜﻠﺚ ﺣﻞ ﻭﺍﺣﺪ‬‫ﻓﻤﻦ ﻣﻨﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢ‬ ‫‪= _ ≈ 0.4145‬‬
‫‪24‬‬

‫‪‬‬ ‫‪‬‬
‫_ = ‪sin T‬‬
‫‪‬ﻟﺬﺍ ﹼ‬
‫ﻓﺈﻥ ‪ .T ≈ 24.5°‬ﺃﻣﺎ ﻋﻠﻲ ﻓﻘﺪ‬
‫‪‬‬
‫‪.‬‬ ‫‪‬‬
‫‪r‬‬ ‫‪> tt‬‬ ‫_‬ ‫‪sin 56°‬‬
‫‪12‬‬
‫‪sin T ≈ 0.4145‬‬
‫‪24‬‬
‫ﺃﺧﻄﺄ؛ ﻷﻥ ﺍﻟﺤﺎﻟﺔ ﺍﻟﺘﻲ ﻻ ﻳﻜﻮﻥ‬
‫‪T ≈ 24.5 °‬‬ ‫‪‬‬ ‫ﻟﻠﻤﺜﻠﺚ ﺣﻞ ﻋﻨﺪﻫﺎ ﻫﻲ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ‬
‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺃﻗﻞ ﻣﻦ‬
‫‪  (39‬ﺃﻭﺟﺪ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﻣﺜ ﱠﻠﺜﻴﻦ ﻣﺨﺘﻠﻔﻴﻦ ‪ ،ABC‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﺎ ‪ .C = 20°، A = 55°‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺣﺎﺻﻞ ﺿﺮﺏ ‪ sin θ‬ﻓﻲ ﻃﻮﻝ ﺍﻟﻀﻠﻊ‬
‫ﺍﻟﻤﺠﺎﻭﺭ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬
‫‪  (40‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،R = 62° , d = 38‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﻟﹺـ ‪ ،r‬ﺑﺤﻴﺚ ﻻ ﻳﻮﺟﺪ ﻟﻠﻤﺜ ﱠﻠﺚ ‪ DRF‬ﹼ‬
‫ﺣﻞ‬
‫ﻭﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﻋﻨﺪﻫﺎ ‪ .‬ﱢ‬

‫‪ 4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ‬
‫‪‬‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻟﻀﺮﻭﺭﻳﺔ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ‬
‫‪ (42‬ﺇﺫﺍ ﻛﺎﻥ ﺃﺣﺪ ﺃﺻﻔﺎﺭ ﺍﻟﺪﺍ ﹼﻟﺔ ‪f x) = x3 - 7x2 - 6x + 72‬‬
‫(‪f‬‬ ‫‪ff((x‬‬
‫)‪(x‬‬
‫)‪x‬‬ ‫‪y‬‬ ‫‪  (41‬ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫ﻃﻮﻝ ﺃﺣﺪ ﺃﺿﻼﻋﻪ ﻭﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﻴﻦ ﻓﻴﻪ‪.‬‬
‫‪8‬‬
‫ﹰ‬
‫ﺗﺤﻠﻴﻼ ﻟﻠﻌﺒﺎﺭﺓ‪:‬‬ ‫ﻓﺄﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﹸﻳﻤ ﹼﺜﻞ‬
‫ﻫﻮ ‪ .4‬ﱞ‬ ‫‪6‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱟ‬
‫ﻟﻜﻞ‬
‫‪4‬‬
‫‪x - 7x - 6x + 72‬؟ ‪B‬‬
‫‪3‬‬ ‫‪2‬‬
‫‪2‬‬ ‫(‪ .f‬ﻣﺎ ﻗﻴﻤﺔ‬
‫ﻣﻦ )‪f(x) , g(x‬‬
‫‪(x - 6)(x + 3)(x + 4) A‬‬ ‫‪2O‬‬
‫‪8 −6 −4 −2‬‬
‫‪−8‬‬ ‫‪2 4 6 8x‬‬ ‫(‪f‬؟ ‪2‬‬
‫))‪f(g(4‬‬ ‫‪‬‬
‫‪ (39‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪−4‬‬
‫‪4‬‬ ‫)‪g(x‬‬
‫)‪x‬‬
‫‪(x - 6)(x + 3)(x - 4) B‬‬ ‫‪−6‬‬
‫‪6‬‬
‫‪−8‬‬
‫‪8‬‬
‫‪(x + 6)(x + 3)(x - 4) C‬‬ ‫‪a = 12, b ≈ 14.2, c = 5.0‬‬
‫‪(x + 12)(x - 1)(x - 4) D‬‬
‫‪a = 6, b ≈ 7.1, c ≈ 2.5‬‬
‫‪ (40‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ ، r = 30 :‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ‬
‫ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ‪ R‬ﺃﻗﻞ ﻣﻦ‬
‫ﻣﻦ ﻃﻮﻝ ﺍﻻﺭﺗﻔﺎﻉ ‪ 33.6‬ﺣﺴﺐ ﻗﺎﻧﻮﻥ‬
‫ﺍﻟﺠﻴﻮﺏ‪.‬‬
‫‪ 3 150‬‬

‫‪M D‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺔ ﻣﺜﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ‪ 3 , 4 , 5‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺻﻴﻐﺔ ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﺪﺭﺱ‬
‫‪‬‬
‫ﺛﻼﺙ ﻣﺮﺍﺕ )ﻣﺮﺓ ﻟﻜﻞ ﺯﺍﻭﻳﺔ ﻣﻦ ﺯﻭﺍﻳﺎ ﺍﻟﻤﺜﻠﺚ(‪6; 6; 6 .‬‬

‫‪ 3‬‬ ‫‪150‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪3 -4‬‬ ‫‪Area of Parallelogram‬‬
‫‪ ‬‬
‫‪ 1‬‬ ‫‪‬‬

‫ﺃﻱ ﻣﺜ ﱠﻠﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﻴﺐ‪ .‬ﻭﻛﺬﻟﻚ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺠﻴﺐ ﻓﻲ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬
‫ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﹼ‬
‫‪ ‬ﺍﺳﺘﻌﻤﺎﻝ ﻧﺴﺒﺔ ﺍﻟﺠﻴﺐ ﻹﻳﺠﺎﺩ‬
‫ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ‪.‬‬ ‫‪‬‬
‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ‪.ABCD‬‬
‫‪‬‬
‫‪B‬‬ ‫‪C‬‬

‫‪16 in‬‬
‫ﺇﺫﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﺍﻵﻻﺕ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ‬ ‫‪60°‬‬

‫ﺍﻟﻤﺴﺎﺣﺎﺕ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ‪ ،‬ﻓﺬﻛﹼﺮﻫﻢ ﺑﺄﻥ ﻳﺘﺤﻘﻘﻮﺍ‬ ‫‪A‬‬ ‫‪28 in‬‬ ‫‪D‬‬

‫ﻣﻦ ﻭﺿﻊ ﺁﻻﺗﻬﻢ ﻋﻠﻰ ﻧﻈﺎﻡ ﺍﻟﺪﺭﺟﺎﺕ‪.‬‬

‫‪−−‬‬
‫‪B‬‬ ‫‪C‬‬ ‫‪ 1 ‬ﺍﺭﺳﻢ ﺍﻟﻘﻄﺮ ‪.BD‬‬
‫‪16 in‬‬ ‫‪ −−‬ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﻣﺜ ﱠﻠﺜﻴﻦ‬
‫ﻳﻘﺴﻢ ﺍﻟﻘﻄﺮ ‪BD‬‬ ‫‪‬‬
‫ﻣﺘﻄﺎﺑﻘﻴﻦ ﻫﻤﺎ‪.ABD, CDB :‬‬
‫‪ 2‬‬ ‫‪A‬‬
‫‪60°‬‬
‫‪28 in‬‬ ‫‪D‬‬
‫‪ 2 ‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ‪.ABD‬‬
‫‪‬‬ ‫‪‬‬ ‫_=‪K‬‬
‫‪1‬‬
‫‪(AB)(AD) sin A‬‬
‫‪2‬‬
‫ﻭﺯﻉ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ ﻣﺘﻔﺎﻭﺗﺔ‬‫ﹼ‬ ‫‪AB = 16 , AD = 28, A = 60°‬‬ ‫_=‬
‫‪1‬‬
‫‪2‬‬
‫‪(16)(28) sin 60°‬‬
‫ﺍﻟﻘﺪﺭﺍﺕ‪ ،‬ﻟﺘﻨﻔﻴﺬ ﺍﻟﻨﺸﺎﻁ‪.‬‬ ‫‪sin 60° ‬‬ ‫)‪(2‬‬
‫_ ‪= 224‬‬
‫‬
‫‪√3‬‬

‫ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﻓﻲ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺃﻥ‬ ‫‪‬‬

‫‪‬‬ ‫‬
‫‪= 112 √3‬‬

‫ﻗﻄﺮﺍ ﻣﺨﺘﻠ ﹰﻔﺎ ﻟﻤﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪ ،‬ﺛﻢ‬

‫ﻳﺮﺳﻢ ﹰ‬ ‫‪. ŽABCD‬‬
‫Ž‬ ‫‪ 3 ‬ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ‬
‫ﻳﻘﺎﺭﻧﻮﺍ ﺑﻴﻦ ﺣﺴﺎﺑﺎﺗﻬﻢ ﻟﻠﻤﺴﺎﺣﺔ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ‬ ‫‪ ŽABCD‬ﺗﺴﺎﻭﻱ ﻣﺠﻤﻮﻉ ﻣﺴﺎﺣﺘﹶﻲ ﺍﻟﻤﺜ ﱠﻠﺜﻴﻦ‪.ABD , CDB :‬‬
‫Ž‬ ‫ﻣﺴﺎﺣﺔ‬ ‫‪‬‬
‫ﺻﺤﺔ ﺍﻟﺤﻞ‪.‬‬ ‫ﻭﺑﻤﺎ ﺃﻥ ‪ ، ABD ‘ CDB‬ﻓﺈﻥ ﻣﺴﺎﺣﺔ ‪ CDB‬ﺗﺴﺎﻭﻱ ﻣﺴﺎﺣﺔ ‪. ABD‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ŽABCD‬ﺗﺴﺎﻭﻱ ﻣﺜ ﹶﻠﻲ ﻣﺴﺎﺣﺔ ‪ . ABD‬ﺃﻱ ‪2 · 112 √3 = 224 √3 ≈ 387.98 in2‬‬
‫Ž‬ ‫ﻟﺬﺍ ﻓﺈﻥ ﻣﺴﺎﺣﺔ‬ ‫‪‬‬
‫• ﻣﺎ ﺍﻟﺬﻱ ﻳﻤﺜﻠﻪ ‪ AB sin A‬ﻓﻲ ﻣﺘﻮﺍﺯﻱ‬
‫‪11.65 in2 (2b‬‬ ‫‪22.5 in2 (2a‬‬ ‫‪150 m2 (1c‬‬ ‫‪57.40 m2 (1b‬‬ ‫‪106.07 m2 (1a‬‬
‫ﺍﻷﺿﻼﻉ؟‬ ‫‪2‬‬
‫‪‬‬ ‫‪‬‬
‫‪10000 cm (3c‬‬ ‫‪12175.23 cm2 (3b‬‬ ‫‪19318.52 cm2 (3a‬‬ ‫‪38.97 in2 (2c‬‬

‫_ = ‪ ، sin A‬ﻓﺈﻥ ‪ AB sin A‬ﻫﻮ‬‫‪h‬‬

‫‪AB‬‬
‫ﺑﻤﺎ ﺃﻥ‬ ‫‪100 cm‬‬
‫‪(3‬‬ ‫‪5 in‬‬
‫‪30°‬‬
‫‪(2‬‬
‫‪10 m‬‬
‫‪(1‬‬

‫ﺍﺭﺗﻔﺎﻉ ﻣﺘﻮﺍﺯﻱ ﺍﻷﺿﻼﻉ‪.‬‬ ‫‪75°‬‬ ‫‪9 in‬‬ ‫‪45°‬‬

‫‪15 m‬‬
‫‪200 cm‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺣﻞ‬ ‫ﺃﻭﺟﺪ ﹼﹰ‬

‫ﻛﻼ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ ﱢ‬
‫ﻟﻜﻞ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﺃﻋﻼﻩ‪:‬‬
‫ﺍﻟﺘﻤﺎﺭﻳﻦ ‪.1 – 3‬‬ ‫‪ (a‬ﺍﻟﻤﺴﺎﺣﺔ‪.‬‬
‫ﺍﻟﻤﻌﻄﻰ‪.‬‬
‫‪ (b‬ﺍﻟﻤﺴﺎﺣﺔ ﻋﻨﺪﻣﺎ ﻳﺼﺒﺢ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻌﻠﻮﻣﺔ ﻧﺼﻒ ﺍﻟﻘﻴﺎﺱ ﹸ‬
‫‪ 3‬‬ ‫ﺍﻟﻤﻌﻄﻰ‪.‬‬
‫‪ (c‬ﺍﻟﻤﺴﺎﺣﺔ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻌﻠﻮﻣﺔ ﻣﺜﻠﻲ ﺍﻟﻘﻴﺎﺱ ﹸ‬

‫✓ ‪‬‬ ‫‪151‬‬ ‫‪ 3-4‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻤﺮﻳﻦ ‪ 2‬ﻟﺘﻘﻮﻳﻢ ﻣﺪ￯ ﻗﺪﺭﺓ ﺍﻟﻄﻠﺒﺔ‬

‫ﻋﻠﻰ ﺣﺴﺎﺏ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ ﺃﺿﻼﻉ ﺇﺫﺍ ﹸﻋﻠﻢ‬ ‫‪‬‬
‫ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻴﻪ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻄﻮﻳﺮ ﺻﻴﻐﺔ ﻟﺤﺴﺎﺏ ﻣﺴﺎﺣﺔ ﻣﺘﻮﺍﺯﻱ‬
‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫ﺃﺿﻼﻉ ﺇﺫﺍ ﹸﻋﻠﻢ ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻣﺘﺠﺎﻭﺭﻳﻦ ﻓﻴﻪ ‪ a‬ﻭ ‪ ، b‬ﻭﻗﻴﺎﺱ‬
‫ﺇﺣﺪ￯ ﺯﻭﺍﻳﺎﻩ ‪A = ab sin θ .θ‬‬

‫‪151  3-4 ‬‬

 ‫‪‬‬

‫‪3 - 4‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(21)‬‬

‫‪‬‬ ‫‪3-4‬‬
‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪:‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﹼ‬ ‫ﺃﻭﺟﺪ ﻣﺴﺎﺣﺔ ‪ ABC‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬

‫‪B‬‬ ‫‪(3‬‬ ‫‪B‬‬ ‫‪(2‬‬ ‫‪B‬‬ ‫‪(1‬‬

‫‪9 cm‬‬ ‫‪12 m 58°‬‬ ‫‪9 yd‬‬
‫‪15 m‬‬
‫‪C‬‬ ‫‪46°‬‬
‫‪40°‬‬ ‫‪C‬‬
‫‪C‬‬ ‫‪A‬‬ ‫‪A‬‬ ‫‪A‬‬
‫‪9 cm‬‬ ‫‪11 yd‬‬
‫‪26.0 cm 2‬‬ ‫‪76.3 m 2‬‬ ‫‪35.6 yd 2‬‬
‫‪B = 27°, a = 14.9 cm, c = 18.6 cm (5‬‬ ‫‪C = 32°, a = 12.6 m , b = 8.9 m (4‬‬
‫‪62.9 cm2‬‬ ‫‪29.7 m2‬‬
‫‪A = 34°, b = 19.4 ft, c = 8.6 ft (7‬‬ ‫‪A = 17.4°, b = 12 km , c = 14 km (6‬‬
‫‪46.6 ft 2‬‬ ‫‪25.1 km2‬‬
‫ﹸﺣ ﹼﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪ ‬‬

‫‪A = 56°, B = 38°, a = 12 (9‬‬ ‫‪A = 50°, B = 30°, c = 9 (8‬‬

‫‪C ≈ 86° , b ≈ 8.9, c ≈ 14.4‬‬ ‫‪C ≈ 100° , a ≈ 7.0, b ≈ 4.6‬‬
‫‪B = 47°, C = 112°, b = 13 (11‬‬ ‫‪A = 80°, C = 14°, a = 40 (10‬‬
‫‪A ≈ 21° , a ≈ 6.4 , c ≈ 16.5‬‬ ‫‪B ≈ 86°, b ≈ 40.5, c ≈ 9.8‬‬
‫‪A = 25°, C = 107°, b = 12 (13‬‬ ‫‪A = 72°, a = 8, c = 6 (12‬‬
‫‪B ≈ 48° , a ≈ 6.8 , c ≈ 15.4‬‬ ‫‪B ≈ 62° , C ≈ 46° , b ≈ 7.4‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ‬ ‫ﺣﻞ ﻭﺍﺣﺪ‪ ،‬ﺃﻡ ﹼ‬

‫ﺣﻼﻥ‪ ،‬ﺃﻡ ﻟﻴﺲ ﻟﻪ ﺣﻞ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‪ ،‬ﱢ‬ ‫ﻟﻜﻞ ﻣﺜ ﱠﻠﺚ ﻓﻴﻤﺎ ﻳﺄﺗﻲ ﹼ‬
‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﱢ‬
‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬

‫‪ A = 70°, a = 25 , b = 20‬ﹼ‬
‫ﺣﻞ ﻭﺍﺣﺪ؛‬ ‫‪(15‬‬ ‫‪ A = 29°, a = 6, b = 13‬ﻟﻴﺲ ﻟﻪ ﹼ‬
‫ﺣﻞ‬ ‫‪(14‬‬
‫‪B ≈ 49° , C ≈ 61° , c ≈ 23.3‬‬
‫‪ A = 110°, a = 20, b = 8‬ﹼ‬
‫ﺣﻞ ﻭﺍﺣﺪ؛‬ ‫‪(17‬‬ ‫‪ A = 113°, a = 21, b = 25‬ﻟﻴﺲ ﻟﻪ ﹼ‬
‫ﺣﻞ‬ ‫‪(16‬‬
‫‪B ≈ 22° , C ≈ 48° , c ≈ 15.8‬‬
‫‪ A = 54°, a = 5, b = 8‬ﻟﻴﺲ ﻟﻪ ﹼ‬
‫ﺣﻞ‬ ‫‪(19‬‬ ‫‪ A = 66°, a = 12, b = 7‬ﹼ‬
‫ﺣﻞ ﻭﺍﺣﺪ؛‬ ‫‪(18‬‬
‫‪B ≈ 32° , C ≈ 82° , c ≈ 13.0‬‬
‫‪ A = 60°, a = 4 √3 , b = 8‬ﹼ‬
‫ﺣﻞ ﻭﺍﺣﺪ؛‬ ‫‪(21‬‬ ‫‪ A = 45°, a = 15, b = 18‬ﹼ‬
‫ﺣﻼﻥ؛‬ ‫‪(20‬‬
‫‪B ≈ 90° , C ≈ 30° , c ≈ 4.0‬‬ ‫;‪B ≈ 58° , C ≈ 77° , c ≈ 20.7‬‬
‫‪B ≈ 122° , C ≈ 13° , c ≈ 4.8‬‬
‫‪ ‬ﻣﺮﺭ ﻻﻋﺐ ﺍﻟﺪﻓﺎﻉ ﺍﻟﻜﺮﺓ ﺇﻟﻰ ﺍﻟﻈﻬﻴﺮ ﺍﻷﻳﻤﻦ ﺍﻟﺬﻱ‬ ‫‪(22‬‬
‫‪‬‬
‫ﻳﺒﻌﺪ ﻋﻨﻪ ﻣﺴﺎﻓﺔ ‪ ،50 m‬ﻓﺮﻛﻠﻬﺎ ﻣﺒﺎﺷﺮﺓ ﺑﺰﺍﻭﻳﺔ ‪ 84°‬ﺇﻟﻰ ﻻﻋﺐ‬
‫ﺍﻟﻮﺳﻂ ﺍﻟﻬﺠﻮﻣﻲ ﺍﻟﺬﻱ ﺃﻋﺎﺩﻫﺎ ﺇﻟﻰ ﻻﻋﺐ ﺍﻟﺪﻓﺎﻉ ﻣﺒﺎﺷﺮﺓ ﺑﺰﺍﻭﻳﺔ‬
‫‪84°‬‬

‫‪73°‬‬

‫‪‬‬
‫‪‬‬ ‫ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‪ .‬ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﻻﻋﺐ‬ ‫‪ .73°‬ﻛﻤﺎ ﻫﻮ ﱠ‬
‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬
‫‪‬‬

‫ﺍﻟﺪﻓﺎﻉ ﻭﻻﻋﺐ ﺍﻟﻮﺳﻂ ﺍﻟﻬﺠﻮﻣﻲ‪ ،‬ﱠ‬

‫‪52 m‬‬ ‫ﻋﺸﺮﺓ ﻣﻦ ﺍﻟﻤﺘﺮ‪.‬‬

‫‪21‬‬

‫‪ 3 ‬‬ ‫‪151A‬‬










































151B  3 

 ‫‪‬‬
‫‪3-4 3-1 ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪3‬‬
‫ﻳﻤﺮ ﺑﺈﺣﺪ￯‬
‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﱡ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ‪،‬‬ ‫ﹸﺣ ﹼﻞ ‪ XYZ‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ‪ 1, 2 :‬ﻭﻓﻖ ﺍﻟﻘﻴﺎﺳﺎﺕ ﹸ‬
‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪:θ‬‬
‫ﱢ‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﻣﺮﺓ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬ ‫ﺍﻟﻨﻘﻄﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﻓﻲ ﱢ‬
‫ﻛﻞ ﱠ‬ ‫ﻭﻗﺮﺏ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪3-1  .‬‬
‫ﹼ‬
‫✓ ‪‬‬
‫‪ (12, 13‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪3-3 ‬‬ ‫‪X = 25°, (1‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﺧﺘﺒﺎﺭ ﻣﻨﺘﺼﻒ ﺍﻟﻮﺣﺪﺓ ﻟﺘﻘﻮﻳﻢ ﺗﻘﺪﻡ‬
‫)‪(6, 8‬‬ ‫‪(13‬‬ ‫)‪(0, -5‬‬ ‫‪(12‬‬
‫ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻨﺼﻒ ﺍﻷﻭﻝ ﻣﻦ ﺍﻟﻮﺣﺪﺓ ‪.‬‬
‫‪Y‬‬ ‫‪y = 34.3,‬‬
‫‪z‬‬ ‫‪z = 37.9‬‬
‫‪x‬‬
‫‪  (14‬ﻋﻨﺪ ﻓﻴﺼﻞ ﺣﺪﻳﻘﺔ ﻣﺜ ﱠﻠﺜﺔ ﺍﻟﺸﻜﻞ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪.‬‬ ‫‪Y = 65°, (2‬‬
‫ﻣﺎ ﻣﺴﺎﺣﺔ ﺍﻟﺤﺪﻳﻘﺔ؟ ‪ 38.8 m2 3-4 ‬ﺗﻘﺮﻳ ﹰﺒﺎ‬ ‫‪X‬‬ ‫‪y‬‬ ‫‪Z‬‬ ‫‪y = 17.2,‬‬ ‫‪‬‬
‫‪z = 18.9‬‬
‫_ = ‪sin θ = _ , cos θ‬‬
‫‪√7‬‬ ‫‪3‬‬
‫‪X = 25°, x = 8 (2‬‬ ‫‪Y = 65°, x = 16 (1‬‬ ‫‪, (3‬‬
‫‪60°‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪8m‬‬
‫‪tan θ = _ , csc θ = _ ,‬‬
‫√‬ ‫‬
‫‪7‬‬ ‫‪4‬‬ ‫√‬ ‫‪7‬‬
‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪3-1  θ‬‬
‫ﱢ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫‪ (3‬ﺃﻭﺟﺪ ﻗﻴﻢ‬
‫‪44°‬‬ ‫‪3‬‬ ‫‪7‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫_ = ‪sec θ‬‬ ‫_ = ‪, cot θ‬‬
‫‪10 m‬‬ ‫‪3 √7‬‬
‫‪12‬‬
‫‪4‬‬
‫‪3‬‬ ‫‪7‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﻞ ﻭﺍﺣﺪ‪ ،‬ﺃﻡ ﹼ‬
‫ﺣﻼﻥ‪ ،‬ﺃﻡ‬ ‫ﺣﺪﹼ ﺩ ﺇﻥ ﻛﺎﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ‪ ABC‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫‪θ‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬

‫ﺣﻞ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ‪ ،‬ﱢ‬‫ﻟﻴﺲ ﻟﻪ ﹼ‬ ‫‪9‬‬ ‫‪y‬‬ ‫‪(4‬‬
‫ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪3-4  .‬‬
‫‪ (4‬ﺍﺭﺳﻢ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ -80°‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪3-2  .‬‬
‫‪ A = 38°, a = 18, c = 25 (15‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪ A = 65°, a = 5, b = 7 (16‬ﻟﻴﺲ ﻟﻪ ﺣﻞ‬ ‫‪O‬‬
‫‪-80°‬‬
‫‪x‬‬
‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ‬
‫ﱢ‬
‫‪ A = 115°, a = 12, b = 8 (17‬ﺣﻞ ﻭﺍﺣﺪ‪:‬‬
‫ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺎﺕ‪3-2  :‬‬
‫‪B = 37° , C = 28° , c = 6.2‬‬
‫_‬
‫‪- 35π - 350° (6‬‬ ‫_‬
‫‪43π‬‬
‫‪215° (5‬‬
‫‪18‬‬ ‫‪36‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯‬ ‫ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬
‫_ ‪810°‬‬
‫‪9π‬‬
‫‪(8‬‬ ‫‪_ (7‬‬
‫‪288° 8π‬‬
‫ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﻛﻞ ﺯﺍﻭﻳﺔ ﻣﹸﻌﻄﺎﺓ‪3-2  :‬‬ ‫‪2‬‬ ‫‪5‬‬

‫‪600° , -120° 240° (18‬‬ ‫‪  (9‬ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ _‬
‫‪ 8π‬ﻓﻲ ﺍﻟﺪﺍﺋﺮﺓ‬
‫‪7‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻳﺴﺎﻭﻱ‪:‬‬
‫ﺃﺩﻧﺎﻩ‪ ،‬ﱢ‬
‫_‬
‫‪17π‬‬
‫_‪, -‬‬
‫‪7π‬‬ ‫_‬
‫‪9π‬‬
‫‪(19‬‬
‫‪C‬‬ ‫‪‬‬‫‪3-3‬‬

‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬

‫‪4.2 cm A‬‬
‫_‬
‫‪7π‬‬
‫_‪, -‬‬
‫‪9π‬‬
‫_‪-‬‬
‫‪π‬‬
‫‪(20‬‬
‫‪8π‬‬
‫‪7‬‬
‫‪17.1 cm B‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬

‫‪15 cm‬‬
‫‪53.9 cm C‬‬
‫‪2638.9 cm D‬‬
‫‪  (21‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ θ‬ﺯﺍﻭﻳﺔ ﻣﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫ﺃﻱ ﺭﺑﻊ ﻳﻘﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬؟‬
‫ﺍﻟﻘﻴﺎﺳﻲ ﺑﺤﻴﺚ ‪ .cos θ > 0‬ﻓﻲ ﱢ‬
‫‪D 3-2 ‬‬ ‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺘﻴﻦ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪3-3  :‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫‪ C‬ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ ﺃﻭ ﺍﻟﺜﺎﻟﺚ‬ ‫‪ A‬ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﺜﺎﻧﻲ‬
‫‪-‬‬ ‫_‬
‫√‬
‫‪2‬‬
‫‪cos _ (11‬‬
‫‪3π‬‬
‫‪0 tan π (10‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪ D‬ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﺮﺍﺑﻊ‬ ‫‪ B‬ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ ﺃﻭ ﺍﻟﺜﺎﻟﺚ‬

‫‪ 3 152‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50% ‬‬ ‫‪‬‬ ‫‪ 2 5 % ‬‬ ‫‪‬‬

‫‪3-4 3-1 ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪ 3‬‬ ‫‪152‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪3 -5‬‬ ‫‪‬‬
‫‪Law of Cosines‬‬
‫‪520 m‬‬
‫‪‬‬ ‫‪‬‬
‫‪ 1‬‬ ‫‪70°‬‬ ‫?‬
‫ﺍﻟﻐﻮﺍﺻﺎﺕ ﺍﻟﺘﻲ ﺗﹸﻨﺰﻟﻬﺎ ﺍﻟﺴﻔﻦ ﺇﻟﻰ ﺍﻟﻤﺤﻴﻂ ﺗﹸﺴﺘﻌﻤﻞ ﻹﻳﺼﺎﻝ ﺍﻷﺷﺨﺎﺹ ﺇﻟﻰ ﺃﻋﻤﺎﻕ‬ ‫ﱠ‬ ‫‪‬‬
‫‪338 m‬‬
‫ﻻ ﻳﻤﻜﻨﻬﻢ ﺍﻟﻮﺻﻮﻝ ﺇﻟﻴﻬﺎ ﺑﻮﺳﺎﺋﻞ ﺃﺧﺮ￯‪ .‬ﺍﻟﻐﻮﺍﺻﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻋﻠﻰ ﹸﺑﻌﺪ‬ ‫‪ ‬‬
‫‪ 520 m‬ﻣﻦ ﺍﻟﺴﻔﻴﻨﺔ‪ ،‬ﻭﺗﺮﺳﻞ ﺿﻮ ﹰﺀﺍ ﺇﻟﻰ ﺣﻄﺎﻡ ﺳﻔﻴﻨﺔ ﺃﺧﺮ￯ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 338 m‬ﻋﻨﻬﺎ‪،‬‬
‫‪‬‬ ‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺣﺴﺎﺏ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﻹﻳﺠﺎﺩ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﻔﻴﻨﺔ ﻭﺍﻟﺤﻄﺎﻡ‪.‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪3-5 ‬‬ ‫ﻟﺤﻞ ﻣﺜ ﱠﻠﺚ ﻣﺜﻞ ﺍﻟﻤﺜ ﱠﻠﺚ‬
‫‪  ‬ﻻ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﱢ‬
‫‪ ‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ‪.‬‬ ‫ﺍﻟﻤﺮﺳﻮﻡ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪ .‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﺍﻟﻤﺜ ﱠﻠﺚ ﻓﻲ ﺍﻟﺤﺎﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬ ‫‪   ‬‬
‫ﻣﻌﺮﻓﺔ ﻃﻮﻟﻲ ﺿﻠﻌﻴﻦ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ )ﺿﻠﻊ – ﺯﺍﻭﻳﺔ – ﺿﻠﻊ )ﺣﺎﻟﺔ ‪((SAS‬‬ ‫• ﱠ‬ ‫‪‬‬
‫‪3 - 5 ‬‬ ‫ﱠ‬
‫ﻣﻌﺮﻓﺔ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺍﻟﺜﻼﺛﺔ ﻟﻠﻤﺜﻠﺚ )ﺿﻠﻊ – ﺿﻠﻊ – ﺿﻠﻊ )ﺣﺎﻟﺔ ‪((SSS‬‬ ‫• ﱠ‬
‫‪‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻟﻤﺜﻠﺚ‪.‬‬ ‫‪Law of Cosines‬‬
‫‪B‬‬
‫‪a, b ,cABC‬‬
‫ﺍﺧﺘﻴﺎﺭ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﻧﺴﺐ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ‪.‬‬ ‫‪c‬‬ ‫‪A , B , C‬‬
‫‪a‬‬

‫‪3-5 ‬‬ ‫‪a2 = b2 + c2 - 2bc cos A‬‬

‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻭﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ‬

‫‪A‬‬ ‫‪b‬‬ ‫‪C‬‬
‫‪b2 = a2 + c2 - 2ac cos B‬‬
‫‪c2 = a2 + b2 - 2ab cos C‬‬
‫ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﻣﺴﺎﺋﻞ‪.‬‬
‫‪31‬‬

‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬

‫‪ 2‬‬ ‫ﻭﻗﻴﺎﺳﻲ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬
‫ﹶ‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪،‬‬ ‫ﱠ‬
‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﱢ‬ ‫ﹸﺣ ﹼﻞ ‪ABC‬‬
‫‪A‬‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪b‬‬
‫‪‬‬ ‫‪C‬‬ ‫‪5‬‬
‫‪ 1 ‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﺜﺎﻟﺚ‪.‬‬
‫‪ b2 = a2 + c2 - 2ac cos B‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‪.‬‬ ‫‪7‬‬ ‫‪36°‬‬ ‫‪a = 7, c =5,B =36°  b2 = 72 + 52 - 2(7)(5) cos 36°‬‬
‫‪  b2 ≈ 17.4‬‬
‫‪‬‬ ‫‪B‬‬
‫‪‬‬ ‫‪b ≈ 4.2‬‬
‫• ﻫﻞ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻤﺮﺳﻮﻡ ﻓﻲ ﺍﻟﺸﻜﻞ ﺣﺎﺩ‬ ‫‪ 2 ‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪.A‬‬
‫ﺍﻟﺰﻭﺍﻳﺎ‪ ،‬ﺃﻡ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺃﻡ ﻣﻨﻔﺮﺝ‬
‫‪‬‬ ‫‪a 2 = b 2 + c 2 - 2bc cos A‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ؟ ﺣﺎﺩ ﺍﻟﺰﻭﺍﻳﺎ‬
‫• ﻭﺿﺢ ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻋﻨﺪ‬ ‫‪a = 7, b = 4.2 , c = 5‬‬ ‫‪‬‬ ‫‪7 2 = 4.2 2 + 5 2 - 2(4.2)(5) cos A‬‬

‫ﺍﻟﺮﺃﺱ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﺍﻟﺤﻄﺎﻡ ﺃﻛﺒﺮ ﻣﻨﻬﺎ ﻋﻨﺪ‬ ‫‪52(4.2)2‬‬ ‫‪72 - (4.2)2 - 52 = -2(4.2)(5) cos A‬‬
‫ﺍﻟﺮﺃﺱ ﺍﻟﺬﻱ ﻳﻤ ﹼﺜﻞ ﺍﻟﺴﻔﻴﻨﺔ؟‬ ‫‪‬‬
‫‪-2(4.2)(5)‬‬
‫‪2‬‬
‫‪7 - (4.2)2 - 5‬‬
‫__‬
‫‪2‬‬
‫‪= cos A‬‬
‫))‪)(5‬‬
‫()‪-2(4.2‬‬
‫ﻷﻥ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺰﺍﻭﻳﺔ ﻋﻨﺪ ﺍﻟﺮﺃﺱ‬ ‫‪‬‬ ‫‪‬‬ ‫‪-0.1514 ≈ cos A‬‬
‫ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﺤﻄﺎﻡ ﺃﻃﻮﻝ ﻣﻦ ﺍﻟﻀﻠﻊ‬
‫‪cos-1 -0.1514‬‬ ‫‪‬‬ ‫‪99° ≈ A‬‬
‫ﺍﻟﻤﻘﺎﺑﻞ ﻟﻠﺮﺃﺱ ﺍﻟﺬﻱ ﻳﻤﺜﻞ ﺍﻟﺴﻔﻴﻨﺔ‪.‬‬
‫• ﻟﻤﺎﺫﺍ ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﻔﻴﻨﺔ‬
‫ﻭﺍﻟﺤﻄﺎﻡ ﺃﻗﻞ ﻣﻦ ‪858 m‬؟ ﻷﻥ ﻣﺘﺒﺎﻳﻨﺔ‬ ‫‪153‬‬ ‫‪ 3-5‬‬

‫ﺍﻟﻤﺜﻠﺚ ﺗﺸﻴﺮ ﺇﻟﻰ ﺃﻥ ﻃﻮﻝ ﺃﻱ ﺿﻠﻊ ﻓﻲ‬

‫ﻣﺜﻠﺚ ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﺃﺻﻐﺮ ﻣﻦ ﻣﺠﻤﻮﻉ‬
‫ﻃﻮﻟﻲ ﺍﻟﻀﻠﻌﻴﻦ ﺍﻵﺧﺮﻳﻦ‬
‫)‪.(520 + 338 = 858 m‬‬

‫‪153‬‬ ‫‪‬‬ ‫‪3-5 ‬‬

 .‫ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺜﺎﻟﺜﺔ‬3 
m∠C ≈ 180 - (36 + 99) ≈ 45
b ≈ 4.2, A ≈ 99°, C ≈ 45° :‫ﺇﺫﻥ‬

 ✓
‫ﻣﻘﺮ ﹰﺑﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺇﻟﻰ‬
‫ ﱢ‬G = 82° , f = 6 , h = 4 :‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﺬﻱ ﻓﻴﻪ‬
‫ﱠ‬ FGH ‫( ﹸﺣ ﹼﻞ‬1
FGH 
H ≈ 36°, F ≈ 62°, g ≈ 6.7 .‫ﻭﻗﻴﺎﺳﻲ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬ ‫ﹶ‬ ،‫ﻋﺸﺮﺓ‬ ‫ﻣﻦ‬ ‫ﺟﺰﺀ‬ ‫ﺃﻗﺮﺏ‬ 
‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻃﻮﻟﻲ‬1 
‫ ﻭﺗﻜﻮﻥ ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ‬،‫ﻟﺤﻞ ﺍﻟﻤﺜ ﱠﻠﺚ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ﺍﻟﺜﻼﺛﺔ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﱢ‬ ‫ﺿﻠﻌﻴﻦ ﻓﻴﻪ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‬
‫ﻟﻠﺤﻞ ﻫﻲ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻜﺒﺮ￯ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﺣﺘﻰ ﻧﻀﻤﻦ ﺃﻥ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻷﺧﺮﻳﻴﻦ ﺣﺎ ﱠﺩﺗﺎﻥ ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ‬
‫ﱢ‬
.‫ﺍﻟﺠﻴﻮﺏ ﺑﻌﺪ ﺫﻟﻚ‬
.‫ﺑﻴﻨﻬﻤﺎ‬
‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺃﻃﻮﺍﻝ‬2 
 2 
.‫ﺃﺿﻼﻋﻪ ﺍﻟﺜﻼﺛﺔ‬
A 10 B ‫ﻣﻘﺮ ﹰﺑﺎ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ‬ ‫ﱠ‬
‫ ﱢ‬،‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬ ABC ‫ﹸﺣ ﹼﻞ‬
.‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬
9
16  ✓
‫ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬1 
C
.∠A ‫ ﻭﻫﻲ‬ABC ‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻜﺒﺮ￯ ﻓﻲ‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
 a 2 = b 2 + c 2 - 2bc cos A
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬
a = 16, b = 9 , c = 10  16 2 = 9 2 + 10 2 - 2(9)(10) cos A

10292  162 - 92 - 102 = -2(9)(10) cos A 

2 2 2

-2(9)(10) __
16 - 9 - 10
= cos A
)(10))
-2(9)(
.ABC ‫ﺣﻞ‬ 1
  -0.4167 ≈ cos A 
cos-1 -0.4167
  A
 115° ≈ A
 m∠A  
  1  c
. ∠B ‫ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬2  10
   
_
sin B _
= sin
a
A _
sin B _
≈ sin 115°     B 73°
b 9 16  7 C
9 sin B ≈ _
9 sin 115°
16
A ≈ 40°; B ≈ 67°; c ≈ 10.4
 sin B ≈ 0.5098
sin-1 0.5098 B ≈ 31° .ABC ‫ﺣﻞ‬ 2
.∠C ‫ ﺃﻭﺟﺪ ﻗﻴﺎﺱ‬3   C
m∠C ≈ 180 - (115 + 31) ≈ 34°  7 9
    
.A ≈ 115°, B ≈ 31°, C ≈ 34° :‫ﺇﺫﻥ‬     
     A B
12
A ≈ 25° , B ≈ 114°, C ≈ 42°
    
.‫ﻣﻘﺮ ﹰﺑﺎ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‬
‫ ﱢ‬a = 5, b = 11, c = 8 :‫ﺍﻟﺬﻱ ﻓﻴﻪ‬ .181°  A ≈ 48°; B ≈ 35°; C ≈ 97°

 3 154


‫ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ‬
‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﻣﺜﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﺃﻃﻮﺍﻝ‬
‫ ﺃﻭ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻃﻮﻟﻲ ﺿﻠﻌﻴﻦ‬،‫ﺃﺿﻼﻋﻪ ﺍﻟﺜﻼﺛﺔ‬
.‫ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ‬

 3 154

 ‫‪  ‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻭﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﻣﺜ ﱠﻠﺜﺎﺕ‬
‫ﺃﻱ ﻋﻨﺼﺮﻳﻦ ﺁﺧﺮﻳﻦ ﻣﻦ ﻋﻨﺎﺻﺮ‬‫ﻭﻗﻴﺎﺳﻲ ﱟ‬
‫ﹶ‬ ‫ﺍﻷﻗﻞ ﺇﻟﻰ ﻣﻌﺮﻓﺔ ﻃﻮﻝ ﺃﺣﺪ ﺍﻷﺿﻼﻉ‬ ‫ﻏﻴﺮ ﻗﺎﺋﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﺣﻴﺚ ﺗﺤﺘﺎﺝ ﻋﻠﻰ ﱢ‬
‫ﱢ‬
‫ﹸﻘﺮﺭ ﻣﺎ ﺇﺫﺍ ﻛﻨﺖ ﺳﺘﺒﺪﺃ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﺃﻭ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻠﻪ‪.‬‬ ‫ﺍﻟﻤﺜ ﱠﻠﺚ‪ .‬ﻭﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ﹼ‬
‫ﺣﻞ‪ ،‬ﻓﻴﺠﺐ ﺃﻥ ﺗ ﹼ‬

‫‪‬‬ ‫‪ ‬‬ ‫‪‬‬

‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺗﻄﺒﻴﻖ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ‬ ‫‪ ‬‬ ‫‪‬‬
‫ﺍﻟﺘﻤﺎﻡ ﻓﻲ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬ ‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪ ‬ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻳﺒﻴﻦ ﺍﻟﻤﺴﺎﻓﺎﺕ‬ ‫‪3‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺑﻴﻦ ﺷﺎﺣﻨﺔ ﻭﻃﺎﺋﺮﺓ ﻭﺣﺎﻓﻠﺔ ﻓﻲ ﺃﺭﺽ‬
‫ﺃﺣﺪ ﺍﻟﻤﻄﺎﺭﺍﺕ‪ .‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫ﺍﻟﺤﺎﻓﻠﺔ ﻭﺍﻟﺸﺎﺣﻨﺔ؟ ﹼﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ‬ ‫‪‬‬ ‫‪3‬‬
‫ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ 36.2 m .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪ ‬ﻳﻨﻈﺮ ﻏﻮﺍﺹ ﺇﻟﻰ ﺃﻋﻠﻰ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 20°‬ﻟﻴﺮ￯ ﺳﻠﺤﻔﺎﺓ ﺗﺒﻌﺪ ﻋﻨﻪ ‪ ،3 m‬ﻭﻳﻨﻈﺮ ﺇﻟﻰ ﺃﺳﻔﻞ ﺑﺰﺍﻭﻳﺔ‬
‫‪‬‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ 40°‬ﻓﻴﺮ￯ ﺳﻤﻜﺔ ﺯﺭﻗﺎﺀ ﺗﺒﻌﺪ ﻋﻨﻪ ‪ ،4 m‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﻠﺤﻔﺎﺓ ﻭﺍﻟﺴﻤﻜﺔ ﺍﻟﺰﺭﻗﺎﺀ؟‬
‫‪19.5 m‬‬

‫‪24 m‬‬ ‫‪B‬‬ ‫ﺍﻟﻐﻮﺍﺹ ﺇﻟﻰ‬

‫ﺍﻟﻤﺘﻜﻮﻧﺘﻴﻦ ﻣﻦ ﻧﻈﺮ ﹼ‬
‫ﱢ‬ ‫ﻗﻴﺎﺳﻲ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬
‫‪ ‬ﺗﻌﺮﻑ ﹶ‬ ‫‪‬‬
‫‪‬‬
‫ﺍﻟﻐﻮﺍﺹ‬
‫ﹼ‬ ‫ﺑﻴﻦ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ‬ ‫ﺗﻌﺮﻑ‬ ‫ﻛﺬﻟﻚ‬ ‫ﺃﺳﻔﻞ‪،‬‬ ‫ﻭﺇﻟﻰ‬ ‫ﺃﻋﻠﻰ‬
‫˚‪38‬‬ ‫ﱟ‬
‫ﻭﻛﻞ ﻣﻦ ﺍﻟﺴﻠﺤﻔﺎﺓ ﻭﺍﻟﺴﻤﻜﺔ ﺍﻟﺰﺭﻗﺎﺀ‪.‬‬
‫˚‪30‬‬
‫‪‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻟﺮﺳﻢ ﺷﻜﻞ ﺗﻘﺮﻳﺒﻲ ﹸﻳﻤ ﱢﺜﻞ ﺍﻟﻤﺴﺄﻟﺔ‪ .‬ﺑﻤﺎ ﺃﻥ‬ ‫‪‬‬
‫‪4m‬‬
‫ﻃﻮﻟﻲ ﺿﻠﻌﻴﻦ ﻓﻲ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ ﻣﻌﻠﻮﻡ‬
‫‪‬‬ ‫ﻟﺪﻳﻚ‪ ،‬ﻓﻴﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﱢ‬
‫ﻟﺤﻞ ﺍﻟﻤﺴﺄﻟﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪a2 = b2 + c2 - 2bc cos A‬‬ ‫‪ ‬‬ ‫‪‬‬ ‫‪318.2 m‬‬
‫‪b = 4 , c = 3 , A = 60°‬‬ ‫‪a2‬‬ ‫=‬ ‫‪42‬‬ ‫‪+‬‬ ‫‪32‬‬ ‫‪- 2(4)(3) cos 60°‬‬ ‫‪ ‬‬
‫‪ ‬ﻋﻨﺪﻣﺎ ﻳﺘﻌﻴﻦ‬ ‫‪‬‬ ‫‪a2 = 13‬‬
‫ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻘﺮﻳﺮ ﺃﻱ ﻃﺮﻕ ﺍﻟﺤﻞ‬ ‫‪a‬‬ ‫‪a ≈ 3.6‬‬

‫ﻭﺿﺢ ﻟﻬﻢ ﺗﻌﺮﻳﻒ‬ ‫ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺨﺘﺎﺭﻭﺍ‪ ،‬ﹼ‬ ‫‪  ‬ﺇﺫﻥ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﻠﺤﻔﺎﺓ ﻭﺍﻟﺴﻤﻜﺔ ﺍﻟﺰﺭﻗﺎﺀ ﺗﺴﺎﻭﻱ ‪ 3.6 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‪ ،‬ﻭﺃﻋﻄﻬﻢ ﻣﺰﻳﺪﹰ ﺍ ﻣﻦ‬ ‫‪ ‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪ ،‬ﻳﻤﻜﻨﻚ ﺍﻟﺘﻮﺻﻞ ﺇﻟﻰ ﱠ‬
‫ﺃﻥ‪.B ≈ 74°, C ≈ 46° :‬‬ ‫‪‬‬
‫ﺍﻟﺘﺪﺭﻳﺒﺎﺕ‪.‬‬ ‫ﺑﻤﺎ ﺃﻥ ‪ ،C < A < B, c < a < b‬ﻓﺈﻥ ﺍﻟﺤ ﱠﻞ ﻣﻨﻄﻘﻲ‪.‬‬

‫‪‬‬
‫‪  (3‬ﺭﻛﺾ ﺳﻌﻴﺪ ﻣﺴﺎﻓﺔ ‪ 6 km‬ﻓﻲ ﺍﺗﺠﺎﻩ ﻣﻌﻴﻦ‪ .‬ﺛﻢ ﺍﻧﻌﻄﻒ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ، 79°‬ﻭﺭﻛﺾ ﻣﺴﺎﻓﺔ‬
‫‪ . 7 km‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﺑﺪﺃ ﻣﻨﻬﺎ ﺳﻌﻴﺪ ﺍﻟﺮﻛﺾ ﻭﺍﻟﻨﻘﻄﺔ ﺍﻟﺘﻲ ﻭﺻﻞ ﺇﻟﻴﻬﺎ؟ ‪ 8.3 km‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪155‬‬ ‫‪ 3-5‬‬

‫‪D E‬‬
‫‪‬‬
‫ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ ﻣﺸﻜﻠﺔ ﻓﻲ ﺣﻞ ﺍﻟﻤﺜﻠﺚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺃﻱ ﻃﺮﻳﻘﺔ ﻣﻦ ﻃﺮﻕ ﺣﻞ ﺍﻟﻤﺜﻠﺚ‪،‬‬ ‫‪‬‬

‫ﺑﺘﻮﺯﻳﻌﻬﻢ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺻﻐﻴﺮﺓ‪ ،‬ﺛﻢ ﺩﻋﻬﻢ ﻳﻨﺎﻗﺸﻮﺍ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻟﺘﻲ ﺳﻴﺨﺘﺎﺭﻭﻧﻬﺎ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ‬ ‫‪‬‬
‫ﻃﺮﻗﻬﻢ‪ ،‬ﻣﻊ ﻛﺘﺎﺑﺔ ﻭﺻﻒ ﻣﺨﺘﺼﺮ ﻟﻤﺴﺎﻋﺪﺓ ﺯﻣﻼﺋﻬﻢ ﺍﻵﺧﺮﻳﻦ‪ .‬ﺛﻢ ﻣﺸﺎﺭﻛﺔ ﺳﺎﺋﺮ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﻨﺘﺎﺋﺞ‪.‬‬

‫‪155‬‬ ‫‪‬‬ ‫‪3-5 ‬‬

 ‫‪‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﱢ‬‫ﻛﻞ ﻣﺜ ﱠﻠﺚ ﱠ‬
‫ﹸﺣ ﱠﻞ ﱠ‬
‫ﺩﺭﺟﺔ‪1 , 2  :‬‬
‫‪A ≈ 36°, C ≈ 52°, (1‬‬
‫‪A‬‬ ‫‪(2‬‬ ‫‪(1‬‬
‫‪ 3‬‬
‫‪B‬‬
‫‪10‬‬ ‫‪b ≈ 5.1‬‬
‫‪B‬‬ ‫‪4‬‬
‫‪14‬‬
‫‪92°‬‬
‫‪3‬‬ ‫‪A ≈ 112°, B ≈ 40°, (2‬‬
‫‪A‬‬
‫‪20‬‬
‫‪C ≈ 28°‬‬
‫‪b‬‬

‫‪C‬‬
‫‪C‬‬ ‫‪A ≈ 18°, B ≈ 29°, (3‬‬
‫‪C ≈ 133°‬‬
‫✓ ‪‬‬
‫‪B = 110°, a = 6, c = 3 (4‬‬ ‫‪a = 5, b = 8, c = 12 (3‬‬ ‫‪A ≈ 48°, C ≈ 22°, (4‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 2 2‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪b ≈ 7.6‬‬ ‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫‪B‬‬
‫‪14‬‬
‫‪(6‬‬ ‫‪C‬‬
‫‪(5‬‬ ‫‪(5‬‬
‫‪92°‬‬ ‫‪C‬‬
‫‪A ≈ 70°, B ≈ 40°, c ≈ 3.0‬‬
‫‪3‬‬ ‫‪70°‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪12‬‬ ‫‪2‬‬
‫‪b‬‬ ‫‪(6‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪B‬‬ ‫‪c‬‬
‫‪A‬‬ ‫‪A‬‬ ‫‪A ≈ 48°, C ≈ 40°, b ≈ 18.8‬‬
‫‪(7‬‬
‫‪A‬‬ ‫‪(8‬‬ ‫‪B‬‬ ‫‪7‬‬ ‫‪(7‬‬
‫‪A‬‬ ‫≈‬ ‫‪31°,‬‬ ‫‪B‬‬ ‫≈‬ ‫‪108°,‬‬ ‫‪C‬‬ ‫≈‬ ‫‪41°‬‬
‫‪10‬‬ ‫‪8‬‬ ‫‪9‬‬
‫‪C‬‬
‫‪(8‬‬
‫‪A ≈ 102°, B ≈ 44°, C ≈ 34°‬‬
‫‪ 4‬‬
‫‪13‬‬
‫‪C‬‬ ‫‪14‬‬ ‫‪B‬‬ ‫‪(9‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ ﻛﻴﻒ‬
‫‪A‬‬ ‫‪a ≈ 6.9, B ≈ 41°, C ≈ 23°‬‬
‫‪(10‬‬ ‫ﺳﺎﻋﺪﻫﻢ ﺍﻟﺪﺭﺱ ﺍﻟﺴﺎﺑﻖ "ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ"‬
‫‪C = 80°, a = 9, b = 2 (10‬‬ ‫‪A = 116°, b = 5, c = 3 (9‬‬
‫‪c ≈ 8.9, A ≈ 87°, B ≈ 13°‬‬ ‫ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﺪﺭﺱ ﺍﻟﺤﺎﻟﻲ‬
‫‪(11‬‬ ‫"ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ"‪.‬‬
‫‪w = 20, x = 13, y = 12 (12‬‬ ‫‪f = 10, g = 11, h = 4 (11‬‬
‫‪F ≈ 65°, G ≈ 94°, H ≈ 21°‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﹸﺣ ﱠﻞ ﺍﻟﻤﺜ ﱠﻠﺚ‬ ‫‪(12‬‬
‫ﻛﻞ ﻣﺜ ﱠﻠﺚ ﱠ‬
‫ﻟﺤ ﱢﻞ ﱢ‬
‫ﺣﺪﹼ ﺩ ﺃﻧﺴﺐ ﻃﺮﻳﻘﺔ ﻳﺠﺐ ﺍﻟﺒﺪﺀ ﺑﻬﺎ )ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﺃﻡ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ( ﹶ‬
‫ﻣﻘﺮﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪3  .‬‬
‫‪W‬‬ ‫≈‬ ‫‪106°,‬‬ ‫‪X‬‬ ‫≈‬ ‫‪39°,‬‬ ‫‪Y‬‬ ‫≈‬ ‫‪35°‬‬
‫ﱢﹰ‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪،‬‬ ‫‪B‬‬ ‫‪(14‬‬ ‫‪B‬‬ ‫‪(13‬‬
‫‪5‬‬
‫‪A ≈ 48°, C ≈ 36°,‬‬ ‫‪96°‬‬ ‫‪C‬‬
‫‪12‬‬
‫‪b ≈ 6.7‬‬ ‫‪4‬‬
‫ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪،‬‬ ‫‪c‬‬
‫‪b‬‬
‫‪B ≈ 40°, C ≈ 33°, c ≈ 6.8‬‬ ‫‪107°‬‬ ‫‪ (15‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪،‬‬
‫‪A‬‬ ‫‪A‬‬ ‫‪8‬‬ ‫‪C‬‬
‫‪C ≈ 45°, A ≈ 85°, a ≈ 18.2‬‬
‫‪S‬‬ ‫‪(16‬‬ ‫‪A‬‬ ‫‪(15‬‬ ‫‪ (16‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪،‬‬
‫‪20‬‬
‫‪106°‬‬
‫‪T‬‬ ‫‪s ≈ 28.9, R ≈ 42°, T ≈ 32°‬‬
‫‪14‬‬ ‫‪13‬‬
‫‪16‬‬
‫‪ (17‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪،‬‬
‫‪s‬‬ ‫‪50°‬‬
‫‪a‬‬ ‫‪A ≈ 27°, B ≈ 115°, C ≈ 38°‬‬
‫‪C‬‬ ‫‪B‬‬
‫‪R‬‬
‫‪ (18‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪،‬‬
‫‪(18‬‬ ‫‪B‬‬ ‫‪11‬‬
‫‪N‬‬
‫‪(17‬‬
‫≈‬ ‫‪53°,‬‬ ‫‪p‬‬ ‫≈‬ ‫‪38.2, m ≈ 28.4‬‬
‫‪p‬‬ ‫‪C‬‬
‫‪M‬‬ ‫‪N‬‬
‫‪47°‬‬
‫‪15‬‬
‫‪31‬‬ ‫‪m‬‬ ‫‪22‬‬
‫‪80°‬‬
‫‪P‬‬ ‫‪A‬‬

‫‪ RST (19‬ﺍﻟﺬﻱ ﻓﻴﻪ‪ .R = 35°, s = 16, t = 9 :‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪S ≈ 114°, T ≈ 31°, r ≈ 10.1 ،‬‬
‫‪ 3 156‬‬

‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪3 2 - 3 5 9 – 2 3‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪32-35 2 4 - 2 8 9 – 2 3‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪24-35‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 3‬‬ ‫‪156‬‬

 ‫‪ HJK (21‬ﺍﻟﺬﻱ ﻓﻴﻪ‪. h = 18, j = 10, k = 23 :‬‬ ‫‪ ABC (20‬ﺍﻟﺬﻱ ﻓﻴﻪ‪. C = 84°, c = 7, a = 2 :‬‬
‫‪ (20‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ‪،‬‬
‫‪  (22‬ﻓﻲ ﺇﺣﺪ￯ ﻣﺒﺎﺭﻳﺎﺕ ﻛﺮﺓ ﺍﻟﻘﺪﻡ ﻛﺎﻥ ﻻﻋﺐ ﺧﻂ ﺍﻟﻮﺳﻂ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 20 m‬ﻣﻦ ﻻﻋﺐ ﺍﻟﺠﻨﺎﺡ ﺍﻷﻳﻤﻦ‪.‬‬
‫‪A ≈ 17°, B ≈ 79°, b ≈ 6.9‬‬
‫ﻭﺩﺍﺭ ﻻﻋﺐ ﺧﻂ ﱢ ﺍﻟﻮﺳﻂ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ ، 40°‬ﻓﺮﺃ￯ ﻻﻋﺐ ﺍﻟﺠﻨﺎﺡ ﺍﻷﻳﺴﺮ ﻋﻠﻰ ﹸﺑﻌﺪ ‪ 16 m‬ﻣﻨﻪ‪ .‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫‪ (21‬ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪،‬‬
‫ﻻﻋﺒﻲ ﺍﻟﺠﻨﺎﺣﻴﻦ؟ ‪ 12.9 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫‪H ≈ 48°, J = 25°, K = 107°‬‬

‫‪  (23‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﻓﻲ ﺑﺪﺍﻳﺔ ﻫﺬﺍ ﺍﻟﺪﺭﺱ‪ .‬ﻭﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺴﻔﻴﻨﺔ ﻭﺣﻄﺎﻡ ﺍﻟﺴﻔﻴﻨﺔ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪514.2 m .‬‬ ‫ﺍﻷﺧﺮ￯‪ ،‬ﱢ‬

‫‪  (24‬ﻣﻴﺪﺍﻥ ﻟﻠﺴﺒﺎﻕ ﻋﻠﻰ ﺷﻜﻞ ﻣﺜ ﱠﻠﺚ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ‪ . 1.8 km, 2 km, 1.2 km‬ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﱢ‬
‫ﻛﻞ ﺯﺍﻭﻳﺔ‬
‫ﻣﻦ ﺯﻭﺍﻳﺎﻩ‪81° , 36° , 63° .‬‬

‫‪  (25‬ﻗﻄﻌﺔ ﺃﺭﺽ ﻋﻠﻰ ﺷﻜﻞ ﻣﺜ ﱠﻠﺚ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ‪ . 140 m , 210 m , 300 m‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ‬
‫ﻣﻘﺮﺑ ﹰﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﺘﺮ ﻣﺮﺑﻊ‪ 13698 m2 .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﺍﻷﺭﺽ ﹼ‬

‫‪  (26‬ﻓﻲ ﺳﺎﺣﺔ ﺳﻴﺎﺭﺍﺕ ﺍﻟﻠﻌﺐ ﻓﻲ ﻣﺪﻳﻨﺔ ﺃﻟﻌﺎﺏ‪ ،‬ﺍﺻﻄﺪﻣﺖ ﺍﻟﺴﻴﺎﺭﺗﺎﻥ ‪ 1, 2‬ﻛﻤﺎ ﻫﻮ ﻣﺒ ﱠﻴﻦ ﻓﻲ‬
‫ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ‪ d‬ﺍﻟﺘﻲ ﻛﺎﻧﺖ ﺑﻴﻦ ﺍﻟﺴﻴﺎﺭﺗﻴﻦ ﻗﺒﻞ ﺗﺼﺎﺩﻣﻬﻤﺎ؟ ‪ 10.7 m‬ﺗﻘﺮﻳ ﹰﺒﺎ‬

‫‪d‬‬

‫‪7m‬‬
‫‪m‬‬
‫‪118°‬‬ ‫‪5.5m‬‬

‫‪B‬‬
‫‪1.15 km‬‬
‫‪  (27‬ﻳﺮﻛﺐ ﺃﺣﻤﺪ ﺩﺭﺍﺟﺘﻪ ﺍﻟﻤﺎﺋﻴﺔ ﻟﻴﻘﻄﻊ ﺍﻟﻤﺴﺎﻓﺔ ﻣﻦ‬
‫‪1.25 km‬‬
‫‪130°‬‬
‫‪C‬‬ ‫ﻳﻌﻮﺩ‬ ‫ﺛﻢ‬ ‫ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ B‬ﺛﻢ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ C‬ﺑﺴﺮﻋﺔ ‪ 28‬ﻛﻠﻢ‪/‬ﺳﺎﻋﺔ‪.‬‬
‫ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ C‬ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﻣﺒﺎﺷﺮﺓ ﺑﺴﺮﻋﺔ ‪ 35‬ﻛﻠﻢ‪/‬ﺳﺎﻋﺔ‪ .‬ﻛﻢ ﺩﻗﻴﻘﺔ‬
‫‪A‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ؟ ‪8.9 min‬‬ ‫ﺗﺤﺘﺎﺝ ﺇﻟﻴﻬﺎ ﺍﻟﺮﺣﻠﺔ ﺫﻫﺎ ﹰﺑﺎ ﻭﺇﻳﺎ ﹰﺑﺎ‪ ،‬ﱢ‬

‫ﻣﻘﺮ ﹰﺑﺎ ﻗﺮﺏ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬ ‫ﻛﻞ ﻣﺜ ﱠﻠﺚ ﱠ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﱢ‬ ‫ﹸﺣ ﱠﻞ ﱠ‬

‫‪(30‬‬ ‫‪(29‬‬ ‫‪(28‬‬

‫‪F‬‬ ‫‪20.8‬‬ ‫‪G‬‬ ‫‪Q‬‬ ‫‪28‬‬ ‫‪R‬‬ ‫‪B‬‬
‫‪(28‬‬
‫‪25°‬‬
‫‪q‬‬ ‫‪B ≈ 39°, C ≈ 37°, c ≈ 7.7‬‬
‫‪15.2‬‬ ‫‪36.2‬‬ ‫‪12.4‬‬
‫‪21.6‬‬ ‫‪c‬‬
‫‪(29‬‬
‫‪S‬‬ ‫‪104°‬‬
‫‪H‬‬
‫‪R ≈ 107°, S ≈ 48°, q ≈ 16.0‬‬
‫‪A‬‬ ‫‪8.1‬‬ ‫‪C‬‬
‫‪(30‬‬
‫‪F ≈ 42°, G ≈ 72°, H ≈ 66°‬‬

‫‪157‬‬ ‫‪ 3-5‬‬

‫‪M D‬‬
‫‪‬‬
‫ﻣﺤﺎﻭﻟﺔ ﻟﺤﻞ ﻣﺜﻠﺚ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ‪) 5 , 12 , 18‬ﻻ ﻭﺟﻮﺩ ﻟﻤﺜﻞ ﻫﺬﺍ‬‫ﹴ‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻓﻲ‬
‫ﺍﻟﻤﺜﻠﺚ(‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺗﻮﺿﻴﺢ ﻣﺎ ﺍﻟﺬﻱ ﺍﻛﺘﺸﻔﻮﻩ ﻭﻣﺎﺫﺍ ﻳﻌﻨﻲ ﺫﻟﻚ‪ .‬ﺳﻴﺤﺼﻞ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺇﺟﺎﺑﺔ ﺧﺎﻃﺌﺔ ﻋﻨﺪ ﻣﺤﺎﻭﻟﺘﻬﻢ ﺇﻳﺠﺎﺩ ﺍﻟﺪﺍﻟﺔ‬
‫ﺍﻟﻌﻜﺴﻴﺔ ﻟﺠﻴﺐ ﺍﻟﺘﻤﺎﻡ؛ ﻷﻥ ﺍﻟﻘﻴﻤﺔ ﻟﻴﺴﺖ ﻣﺤﺼﻮﺭﺓ ﺑﻴﻦ ‪ -1‬ﻭ ‪ ،1‬ﻣﻤﺎ ﻳﻌﻨﻲ ﺃﻧﻪ ﻻ ﻭﺟﻮﺩ ﻟﻤﺜﻞ ﻫﺬﺍ ﺍﻟﻤﺜﻠﺚ‪.‬‬

‫‪157‬‬ ‫‪‬‬ ‫‪3-5 ‬‬

 ‫‪‬‬

‫‪B‬‬ ‫‪  (31‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻭﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﻻﺷﺘﻘﺎﻕ ﻗﺎﻧﻮﻥ‬
‫‪c‬‬ ‫‪a‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻹﺭﺷﺎﺩﺍﺕ ﺍﻵﺗﻴﺔ‪ :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪،‬‬
‫‪h‬‬
‫‪‬‬
‫‪A‬‬ ‫‪C‬‬
‫‪x‬‬ ‫‪D‬‬ ‫‪b- x‬‬
‫ﹰ‬
‫ﺃﻭﻻ‪ :‬ﻃ ﱢﺒﻖ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻋﻠﻰ ‪.DBC‬‬ ‫‪a 2 = (b - x)2 + h2‬‬ ‫‪(31‬‬
‫‪b‬‬
‫‪= b 2 - 2bx + x 2 + h2‬‬
‫ﺛﺎﻧ ﹰﻴﺎ‪ :‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ﻓﻲ ‪.ADB‬‬
‫‪= b 2 - 2bx + c 2‬‬
‫• ‪.c2 = x2 + h2‬‬
‫_ = ‪cos A‬‬
‫‪x‬‬
‫•‬
‫‪= b 2 - 2b (c cos A) + c 2‬‬
‫‪c‬‬
‫‪= b 2 + c 2 - 2bc cos A‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ ﻟﻠﻤﺜﻠﺚ‬
‫‪  (32‬ﻣﺜ ﱠﻠﺚ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻋﻪ ‪ . 10.6 cm, 8 cm, 14.5 cm‬ﱢ‬
‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻜﺒﺮ￯‬
‫‪ DBC‬ﺑﺈﻳﺠﺎﺩ ﻣﻔﻜﻮﻙ ‪(b - x)2‬‬
‫ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﻓﻴﻪ‪ .‬ﺛﻢ ﺃﻭﺟﺪﻫﺎ ﱠ‬
‫ﻓﻲ ‪.c 2 = x 2 + h 2 ، ADB‬‬
‫ﻟﺤﻞ ﻣﺜ ﱠﻠﺚ ﺑﺘﻠﻚ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﻓﻴﻬﺎ‬
‫‪  (33‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺤﺎﻻﺕ ﺍﻟﺘﻲ ﺗﺴﺘﻄﻴﻊ ﻓﻴﻬﺎ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﱢ‬
‫_ = ‪ cos A‬ﺃﻭ ‪x = c cos A‬‬ ‫‪x‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪c‬‬
‫ﺍﻟﺨﺎﺻﻴﺔ ﺍﻹﺑﺪﺍﻟﻴﺔ ﻟﻠﺠﻤﻊ‬
‫‪ (32‬ﻃﻮﻝ ﺃﻃﻮﻝ ﺍﻷﺿﻼﻉ ‪،14.5 cm‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ‬
‫‪C‬‬
‫‪  (35‬ﻣﺤﻴﻂ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻳﺴﺎﻭﻱ‪:‬‬ ‫_‬
‫‪ ‬ﹸﺣ ﱠﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪4, 23 x - 1 + 8 = 6x :‬‬
‫_‬ ‫‪1‬‬ ‫_ ‪_5‬‬‫‪23‬‬
‫‪‬‬ ‫‪(34‬‬ ‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻘﺎﺑﻠﺔ ﻟﻪ ﻭﺗﺴﺎﻭﻱ‬
‫‪15‬‬
‫‪12‬‬ ‫‪12‬‬ ‫‪36 C‬‬ ‫‪24 A‬‬ ‫˚‪102‬‬
‫‪48 D‬‬ ‫‪30 B‬‬
‫‪ (33‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻟﺤﻞ‬
‫‪60°‬‬

‫ﺍﻟﻤﺜﻠﺚ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻌﻠﻮ ﹰﻣﺎ ﻟﺪﻳﻚ‬

‫ﻗﻴﺎﺱ ﺯﺍﻭﻳﺘﻴﻦ ﻭﻃﻮﻝ ﺃﺣﺪ ﺍﻷﺿﻼﻉ‪،‬‬
‫ﺃﻭ ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺍﻟﻤﻘﺎﺑﻠﺔ ﻷﺣﺪﻫﻤﺎ‪ .‬ﻭﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻟﺤﻞ ﺍﻟﻤﺜﻠﺚ‬
‫ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻣﻌﻠﻮ ﹰﻣﺎ ﻟﺪﻳﻚ ﻃﻮﻻ‬
‫ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ‬
‫ﺑﻴﻨﻬﻤﺎ‪ ،‬ﺃﻭ ﺃﻃﻮﺍﻝ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ‬
‫ﺍﻟﺜﻼﺛﺔ‪.‬‬

‫‪ 3 158‬‬

‫‪ 3‬‬ ‫‪158‬‬

 ‫‪‬‬

‫‪3 - 5‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(22)‬‬

‫‪‬‬ ‫‪3-5‬‬
‫ﺣﻞ ﺍﻟﻤﺜ ﱠﻠﺚ‬ ‫ﻟﺤﻞ ﱢ‬
‫ﻛﻞ ﻣﺜ ﱠﻠﺚ ﱠ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﹼ‬ ‫ﺣﺪﹼ ﺩ ﺃﻧﺴﺐ ﻃﺮﻳﻘﺔ ﻳﺠﺐ ﺍﻟﺒﺪﺀ ﺑﻬﺎ )ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﺃﻡ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ( ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬
‫ﹼ‬
‫‪C‬‬ ‫‪(3‬‬ ‫‪3‬‬ ‫‪C‬‬ ‫‪(2‬‬ ‫‪B‬‬ ‫‪(1‬‬
‫‪A‬‬ ‫‪12‬‬
‫‪40°‬‬
‫‪4‬‬
‫‪6‬‬ ‫‪80° C‬‬
‫‪80°‬‬ ‫‪B‬‬ ‫‪7‬‬
‫‪A‬‬ ‫‪30‬‬ ‫‪B‬‬ ‫‪A‬‬
‫ﺍﻟﺠﻴﻮﺏ؛ ‪B = 60°‬‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 36°‬‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪c ≈ 12.8‬‬
‫‪a ≈ 46.0, b ≈ 40.4‬‬ ‫‪B ≈ 26°, C ≈ 118°‬‬ ‫‪A ≈ 67° , B ≈ 33°‬‬
‫‪B = 71° , c = 6 , a = 11 (5‬‬ ‫‪a = 16 , b = 20 , C = 54° (4‬‬
‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 77°, C ≈ 32°, b ≈ 10.7‬‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 51°, B ≈ 75°, c ≈ 16.7‬‬

‫‪C = 35°, a = 18, b = 24 (7‬‬ ‫‪A = 37° , a = 20 , b = 18 (6‬‬

‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 48° , B ≈ 97°, c ≈ 13.9‬‬ ‫ﺍﻟﺠﻴﻮﺏ؛ ‪B ≈ 33° , C ≈ 110°, c ≈ 31.2‬‬

‫‪A = 23°, b = 10, c = 12 (9‬‬ ‫‪a = 8, b = 6, c = 9 (8‬‬

‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪B ≈ 54° , C ≈ 103° , a ≈ 4.8‬‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 61° , B ≈ 41° , C ≈ 79°‬‬

‫‪ ‬‬
‫‪B = 46.6° , C = 112° , b = 13 (11‬‬ ‫‪a = 4 , b = 5, c = 8 (10‬‬
‫ﺍﻟﺠﻴﻮﺏ؛ ‪A = 21.4° , a ≈ 6.5, c ≈ 16.6‬‬ ‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 24° , B ≈ 31° , C ≈ 125°‬‬

‫‪a = 16.4 , b = 21.1 , c = 18.5 (13‬‬ ‫‪A = 46.3° , a = 35 , b = 30 (12‬‬

‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪A ≈ 48° , B ≈ 74° , C ≈ 57°‬‬ ‫ﺍﻟﺠﻴﻮﺏ؛ ‪B ≈ 38° , C ≈ 95° , c ≈ 48.2‬‬

‫‪A = 78.3° , b = 7, c = 11 (15‬‬ ‫‪C = 43.5° , b = 8, c = 6 (14‬‬

‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛ ‪B ≈ 36° , C ≈ 66°, a ≈ 11.8‬‬ ‫ﺍﻟﺠﻴﻮﺏ؛ ‪A ≈ 70° , B ≈ 67°, a ≈ 8.2‬‬

‫‪  (16‬ﺗﻘﻮﻡ ﻣﺤﻄﱠﺘﺎ ﺭﺍﺩﺍﺭ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻨﻬﻤﺎ ‪ 2.4 km‬ﺑﺘﺘ ﱡﺒﻊ ﻃﺎﺋﺮﺓ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ‬
‫‪7.4 km‬‬
‫ﺍﻟﻤﺤﻄﺔ ‪ A‬ﻭﺍﻟﻄﺎﺋﺮﺓ ‪ ،7.4 km‬ﻭﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﻤﺤﻄﺔ ‪ B‬ﻭﺍﻟﻄﺎﺋﺮﺓ ‪ .6.9 km‬ﻓﻤﺎ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻉ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ؟ ‪69°‬‬ ‫ﺍﻟﻄﺎﺋﺮﺓ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻤﺤﻄﺔ ‪ ،A‬ﹼ‬
‫‪6.9 km‬‬

‫‪A‬‬ ‫‪B‬‬
‫‪2.4 km‬‬

‫‪ ‬ﻟﺮﺳﻢ ﻣﺜ ﱠﻠﺚ ﺑﺪﺃ ﻓﻴﺼﻞ ﺑﺮﺳﻢ ﻗﻄﻌﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻃﻮﻟﻬﺎ ‪ 10.7 cm‬ﻣﻦ ﺍﻟﻨﻘﻄﺔ ‪ A‬ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ .B‬ﻭﻣﻦ‬ ‫‪(17‬‬
‫ﺍﻟﻨﻘﻄﺔ ‪ B‬ﻭﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 42°‬ﻣﻊ ‪ AB‬ﺭﺳﻢ ﻓﻴﺼﻞ ﺍﻟﻘﻄﻌﺔ ﺍﻟﻤﺴﺘﻘﻴﻤﺔ ‪ BC‬ﺍﻟﺘﻲ ﻃﻮﻟﻬﺎ ‪ . 16.3 cm‬ﻣﺎ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ‬
‫ﺍﻟﻮﺍﺻﻠﺔ ﺑﻴﻦ ﺍﻟﻨﻘﻄﺘﻴﻦ ‪ A , C‬ﺇﻟﻰ ﺃﻗﺮﺏ ﻋﺪﺩ ﺻﺤﻴﺢ؟ ‪11 cm‬‬

‫‪22‬‬

‫‪158A‬‬ ‫‪ 3 ‬‬

 








































 3  158B

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 3 -6  
Circular Functions
2.0s 0s

 
 1 ‫ ﻓﺈﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﹼ ﺍﻝ ﻓﻲ ﺃﺛﻨﺎﺀ‬،‫ﻋﻨﺪﻣﺎ ﻳﻘﻮﺩ ﺷﺨﺺ ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋﻴﺔ‬  
‫ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﱠﻴﻦ ﻓﻲ ﺍﻟﺸﻜﻞ‬،‫ﺩﻭﺭﺍﻧﻪ ﻳﻤ ﱢﺜﻞ ﺩﺍ ﹼﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﺰﻣﻦ‬
1.5s 0.5s
18 in 
.‫ﺍﻟﻤﺠﺎﻭﺭ‬  
 11 in

4 in ‫ﻻﺣﻆ ﺃﻥ ﺍﻟﺒﺪﹼ ﺍﻝ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻳﺪﻭﺭ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﱠ‬

.‫ﻛﻞ ﺛﺎﻧﻴﺘﻴﻦ‬ 
3-6    
‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺯﻭﺍﻳﺎ‬ ‫ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻫﻲ ﺩﺍﺋﺮﺓ ﻣﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ ﻭﻃﻮﻝ ﻧﺼﻒ‬ 
‫ ﺍﻟﻮﺍﻗﻌﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬P ‫ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﻘﻄﺔ‬.‫ﻗﻄﺮﻫﺎ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‬
.‫ﻣﺮﺟﻌﻴﺔ‬ (0, 1)
y 
P(x,
x y)
x,
.‫ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬:‫ﻟﺘﻌﺮﻳﻒ ﺩﺍ ﱠﻟﺘﹶﻲ‬  
 
3 - 6  1
y y

sin θ = _ = _ = y cos θ = _ =_
y x x
θ x =x  
‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﺍﺋﺮﺓ‬ (-1, 0) O x (1, 0)
r 1 r 1
y ‫ ﻫﻲ ﺍﻹﺣﺪﺍﺛﻲ‬sin θ ‫ ﻭﻗﻴﻤﺔ‬، x ‫ ﻫﻲ ﺍﻹﺣﺪﺍﺛﻲ‬cos θ ‫ﻭﺑﺬﻟﻚ ﻓﺈﻥ ﻗﻴﻤﺔ‬ 
.‫ﺍﻟﻮﺣﺪﺓ‬ .‫ ﻣﻊ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬θ ‫ﻟﻨﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬ 
‫ﺍﺳﺘﻌﻤﺎﻝ ﺧﺼﺎﺋﺺ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ ﻓﻲ‬ (0, -1)
unit circle
.‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‬   
circular function
3-6  y  θ 
(0, 1) 

‫ﺗﻤﺜﻴﻞ ﺩﺍﻟﺘﻲ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ θ sin θ)
P(cos θ,
cos θ = x , sin θ = y P(x, y)
periodic function
θ
.‫ﻭﺗﻔﺴﻴﺮﻫﻤﺎ‬ (1, 0) 
O x P(x, y) = P(cos θ,
θ sin θ)  cycle
(-1, 0)
θ = 120°   
period
P(x, y) = P(cos 120°, sin 120°)
(0, -1)

 2 ‫ﻛﻞ ﻣﻨﻬﻤﺎ ﺩﺍ ﹼﻟﺔ ﺩﺍﺋﺮﻳﺔ ؛ ﻷﻥ ﺗﻌﺮﻳﻒ ﻛﻞﱟ ﻣﻨﻬﻤﺎ ﺍﻋﺘﻤﺪ‬

‫ﹸﺴﻤﻰ ﱞ‬
‫ ﻭﺗ ﹼ‬.θ ‫ ﺩﺍ ﹼﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ‬cos θ = x , sin θ = y ‫ﻛﻞ ﻣﻦ‬‫ﱞ‬
.‫ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‬
  1 
، ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‬ 
y ‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ‬θ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
( )
(_ _ ) ‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ‬
√3
√
(0, 1) P 1,  

2 2
‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬، P 1 , √3
. cos θ , sin θ ‫ﻛﻼ ﻣﻦ‬    
2 2
‫• ﺍﺳﺘﻌﻤﻞ ﺃﻗﺼﻰ ﻭﺃﺩﻧﻰ ﺍﺭﺗﻔﺎﻉ ﻟﻠﺒﺪﹼ ﺍﻝ ﻹﻳﺠﺎﺩ‬ P (_, _ ) = P(cos θ,
θ (1, 0) 1 √3   
θ sin θ)
O x 2 2 rθ  θ 
.‫ﻃﻮﻝ ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‬
(-1, 0)
cos θ = _ sin θ = _
1 √3    
2 2
= (‫)ﻃﻮﻝ ﺍﻟﻘﻄﺮ‬   
(0, -1)    
(￯‫ )ﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ‬- ( ￯‫)ﺍﻟﻘﻴﻤﺔ ﺍﻟﻜﺒﺮ‬  
‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ‬θ ‫( ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬1   
18 - 4 = 14 in _
sin θ = - 4 , cos θ = 3 . cos θ , sin θ ‫ﻛﻼ ﻣﻦ‬_ (5
‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬،P _3 , - _4 ‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ‬ )   

5 5 5
‫• ﺍﺳﺘﻌﻤﻞ ﺍﺭﺗﻔﺎﻉ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﻹﻳﺠﺎﺩ ﻃﻮﻝ‬
.‫ﻗﻄﺮ ﺍﻟﺪﺍﺋﺮﺓ‬
(‫ = )ﻃﻮﻝ ﻧﺼﻒ ﺍﻟﻘﻄﺮ‬18 - 11 = 7in 159  3-6
‫ﺃﻭ‬
11 - 4 = 7 in
‫ﺇﺫﻥ ﻃﻮﻝ ﺍﻟﻘﻄﺮ‬
2 (7 ) = 14 in

‫ ﻳﻤﻜﻦ‬.‫• ﻣﺎ ﻣﻮﻗﻊ ﺍﻟﺒﺪﺍﻳﺔ ﻟﻠﺒﺪﹼ ﺍﻝ؟ ﻓﺴﺮ ﺫﻟﻚ‬

‫ ﻓﻲ‬،‫ ﺛﺎﻧﻴﺔ‬t = 0 ‫ﺣﺴﺎﺏ ﻣﻮﻗﻊ ﺍﻟﺒﺪﺍﻳﺔ ﻋﻨﺪﻣﺎ‬
‫ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﻳﻜﻮﻥ ﺍﻟﺒﺪﹼ ﺍﻝ ﻋﻨﺪ ﺃﻋﻠﻰ ﻧﻘﻄﺔ‬
.‫ﻓﻲ ﺍﻟﺸﻜﻞ‬

159  3-6 

 ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ ﻳﻜﻮﻥ ﺷﻜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﻭﻗﻴﻤﻬﺎ ) ‪ (y‬ﻋﺒﺎﺭﺓ ﻋﻦ ﺗﻜﺮﺍﺭ ﻟﻨﻤﻂ ﻋﻠﻰ ﻓﺘﺮﺍﺕ ﻣﻨﺘﻈﻤﺔ‬ ‫‪ ‬ﻓﻲ‬ ‫‪‬‬
‫ﹸﺴﻤﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﻓﻲ ﺍﻟﺪﻭﺭﺓ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻛﻤﺎ ﻫﻮ ﻣﺒ ﹼﻴﻦ ﻓﻲ‬
‫ﹼ‬ ‫ﺗ‬ ‫ﻭ‬ ‫ﺩﻭﺭﺓ‪،‬‬ ‫ﻣﻨﻬﺎ‬ ‫ﺍﻟﻜﺎﻣﻞ‬ ‫ﺍﻟﻮﺍﺣﺪ‬ ‫ﺴﻤﻰ ﺍﻟﻨﻤﻂ‬ ‫ﻣﺘﺘﺎﻟﻴﺔ‪ .‬ﻭ ﹸﻳ ﹼ‬ ‫‪‬‬
‫ﹼ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ﺃﺩﻧﺎﻩ‪.‬‬ ‫‪   ‬‬
‫‪y‬‬ ‫‪     ‬‬
‫‪θ‬‬ ‫‪y‬‬
‫‪‬‬
‫‪1‬‬ ‫‪  ‬‬
‫‪0°‬‬
‫‪180°‬‬ ‫‪-1‬‬
‫‪1‬‬
‫‪   2‬‬ ‫‪‬‬
‫‪  π_2  ‬‬
‫‪360°‬‬ ‫‪1‬‬
‫‪O‬‬
‫‪180° 360° 540° 720°‬‬ ‫‪θ‬‬
‫‪  ‬‬ ‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ‬
‫‪-1‬‬
‫‪540°‬‬ ‫‪-1‬‬
‫‪‬‬ ‫‪   3π‬‬ ‫_‬
‫‪2 ‬‬ ‫ﺍﻟﺘﻤﺎﻡ ﻟﺰﺍﻭﻳﺔ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻧﻘﻄﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ‬
‫‪720°‬‬ ‫‪1‬‬
‫ﺗﺘﻜﺮﺭ ﺍﻟﺪﻭﺭﺓ ﻛﻞ‪360°‬‬
‫‪360°‬‬ ‫‪ ‬‬
‫‪_ - π_ = π‬‬
‫‪3π‬‬ ‫ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬

‫‪y‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ﺍﻟﻤﻤ ﹼﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫✓ ‪‬‬
‫‪1‬‬
‫ﻳﺒﺪﺃ ﺗﻜﺮﺍﺭ ﺍﻟﻨﻤﻂ ﻋﻨﺪ … ‪، π , 2π ,‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
‫‪O‬‬ ‫‪π‬‬ ‫‪3π‬‬ ‫‪θ‬‬ ‫ﻭﻟﺬﻟﻚ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ‪.π‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
‫‪π‬‬ ‫‪2π‬‬
‫‪-1‬‬
‫‪2‬‬ ‫‪2‬‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬

‫‪y‬‬ ‫‪‬‬
‫‪1‬‬ ‫‪‬‬
‫‪ (2‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ﺍﻟﻤﻤ ﹼﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪θ‬‬ ‫‪1‬‬
‫‪-2π‬‬ ‫‪-π‬‬ ‫‪O‬‬ ‫‪π‬‬ ‫‪2π‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪2π .‬‬
‫‪-1‬‬ ‫ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ‬
‫ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪ √7 3 ‬‬
‫_ ‪P  _,‬‬ ‫‪‬‬
‫‪ 4 4‬‬
‫ﺍﻟﺪﻭﺍﺭﺓ‪ ،‬ﻭﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻷﻟﻌﺎﺏ ﻓﻲ ﻣﺪﻥ ﺍﻷﻟﻌﺎﺏ‪،‬‬
‫ﺩﻭﺭﺍﻥ ﺍﻟﻌﺠﻠﺔ ﻭﺍﻟﺒﺪﹼ ﺍﻝ ﻓﻲ ﺍﻟﺪﺭﺍﺟﺔ ﺍﻟﻬﻮﺍﺋﻴﺔ‪ ،‬ﻭﻟﻌﺒﺔ ﺍﻟﻌﺠﻠﺔ ﹼ‬ ‫ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ‪.cos θ , sin θ‬‬
‫ﻭﺩﻭﺭﺍﻥ ﺍﻷﺷﻴﺎﺀ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻓﻲ ﺍﻟﻔﻀﺎﺀ‪ ،‬ﻛﻠﻬﺎ ﺗﹸﻤ ﹼﺜﻞ ﹼ‬
‫ﺩﻭﺍﻝ ﺩﻭﺭﻳﺔ‪.‬‬
‫_ = ‪sin θ‬‬ ‫_ = ‪, cos θ‬‬
‫‪3‬‬ ‫‬
‫‪√7‬‬

‫‪  ‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬

‫ﺍﻟﺪﺭﺍﺟﺔ‬
‫ﺗﻐﻴﺮ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﹼ ﺍﻝ ﻓﻲ ﱠ‬
‫‪  ‬ﻋﹸ ﺪﹾ ﺇﻟﻰ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ .‬ﺇﺫﺍ ﹼ‬
‫ﺍﻟﻬﻮﺍﺋﻴﺔ ﺑﺼﻮﺭﺓ ﺩﻭﺭﻳﺔ ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪s‬‬
‫‪0‬‬
‫‪in‬‬
‫‪18‬‬
‫ﹰ‬
‫ﺟﺪﻭﻻ ﱢ‬
‫ﻳﻮﺿﺢ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﹼ ﺍﻝ ﻋﻨﺪ ﺍﻟﺜﻮﺍﻧﻲ ﺍﻵﺗﻴﺔ‪:‬‬ ‫‪ (a‬ﺃﻧﺸﺊ‬ ‫‪‬‬
‫‪0.5‬‬ ‫‪11‬‬
‫‪0, 0.5, 1.0, 1.5, 2.0 , 2.5, 3‬‬
‫‪ ‬‬ ‫‪ 2 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫‪1.0‬‬ ‫‪4‬‬ ‫ﻋﻨﺪ ‪ 0 s‬ﻳﻜﻮﻥ ﺍﻻﺭﺗﻔﺎﻉ ‪ .18 in‬ﻭﻋﻨﺪ ‪ ،0.5 s‬ﻳﻜﻮﻥ ﺍﻻﺭﺗﻔﺎﻉ ‪،11 in‬‬ ‫‪ ‬‬ ‫ﻟﻠﺪﺍﻟﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻹﻳﺠﺎﺩ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫‪1.5‬‬ ‫‪11‬‬ ‫ﻭﻋﻨﺪ ‪ 1 s‬ﻳﻜﻮﻥ ﺍﻻﺭﺗﻔﺎﻉ ‪ ،4 in‬ﻭﻫﻜﺬﺍ‪.‬‬ ‫‪ ‬‬
‫‪2.0‬‬
‫‪2.5‬‬
‫‪18‬‬
‫‪11‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‪.‬‬
‫‪200‬‬ ‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ‬
‫ﺍﻟﺤﻴﺎﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻔﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﺪﻭﺍﻝ‬
‫‪‬‬
‫‪3.0‬‬ ‫‪4‬‬
‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻹﻛﻤﺎﻝ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ‪ ،‬ﻟﺬﻟﻚ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ‪ 2‬ﺛﺎﻧﻴﺔ‪.‬‬ ‫‪ ‬‬
‫ﺑﻴﺎﻧﻴﺎ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﹸﻳ ﹼ‬
‫‪‬‬ ‫ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫ﻤﺜﻞ‬ ‫‪ (c‬ﻣﺜﹼﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﹼﹰ‬
‫‪h‬‬
‫‪ 90 - 120‬‬
‫‪in‬‬

‫‪20‬‬

‫‪10‬‬
‫ﺍﻟﺰﻣﻦ ‪ ،t‬ﻭﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﹸﻳﻤﺜﹼﻞ ﺍﻻﺭﺗﻔﺎﻉ ‪.h‬‬ ‫‪ 4 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ‬
‫ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺼﻠﻪ ﺍﻟﺒﺪﹼ ﺍﻝ ‪ .18 in‬ﹼ‬
‫ﻭﺃﻗﻞ ﺍﺭﺗﻔﺎﻉ‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ‪.‬‬
‫‪O‬‬ ‫‪t‬‬
‫‪0.5‬‬ ‫‪1‬‬ ‫‪1.5‬‬ ‫‪2‬‬
‫‪s‬‬
‫‪2.5‬‬ ‫‪3‬‬ ‫‪3.5‬‬ ‫‪4‬‬
‫‪ ،4 in‬ﻭﻷﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﺛﺎﻧﻴﺘﺎﻥ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻨﻤﻂ‬
‫ﻳﺘﻜﺮﺭ ﱠ‬
‫ﻛﻞ ﺛﺎﻧﻴﺘﻴﻦ‪.‬‬ ‫ﱠ‬
‫‪ 3 160‬‬
‫‪‬‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ‬ ‫‪2‬‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪_π :‬‬
‫‪3‬‬
‫‪y‬‬

‫‪O‬‬ ‫‪π‬‬ ‫‪π‬‬ ‫‪1‬‬ ‫‪2π 5π‬‬ ‫‪π 7π θ‬‬

‫‪6‬‬ ‫‪3‬‬ ‫‪2‬‬ ‫‪3 6‬‬ ‫‪6‬‬

‫‪ 3‬‬ ‫‪160‬‬

 ‫‪(3A‬‬
‫‪‬‬
‫ﺍﻟﺰﻣﻦ‬ ‫ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﻟﻠﺪﺭﺍﺟﺔ ﺍﻟﻬﻮﺍﺋﻴﺔ ﺍﻟﻤﺤﺪﱠ ﺩﺓ ﻓﻲ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‬
‫‪   (3‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺒﺪﹼ ﺍﻝ ﱠ‬ ‫)‪(s‬‬ ‫)‪(in‬‬
‫ﻳﺪﻭﺭ ﺑﻤﻌﺪﱠ ﻝ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ ﻟﻜﻞ ﺛﺎﻧﻴﺔ‪.‬‬ ‫‪0‬‬ ‫‪18‬‬
‫‪0.5‬‬ ‫‪4‬‬
‫ﻳﻮﺿﺢ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﹼ ﺍﻝ ﻋﻨﺪ ﺍﻟﺜﻮﺍﻧﻲ ﺍﻵﺗﻴﺔ‪0, 0.5, 1.0, 1.5, 2.0, 2.5, 3.0:‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﱢ‬ ‫‪ (A‬ﺃﻧﺸﺊ‬
‫‪‬‬ ‫‪1.0‬‬ ‫‪18‬‬
‫‪ (B‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﻭﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪1 .‬؛ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪1.5‬‬ ‫‪4‬‬
‫‪2.0‬‬ ‫‪18‬‬
‫‪ ‬ﺑﺎﻟﻌﻮﺩﺓ ﺇﻟﻰ ﻓﻘﺮﺓ‬ ‫‪3‬‬ ‫‪2.5‬‬ ‫‪4‬‬
‫"ﻟﻤﺎﺫﺍ؟"‪ ،‬ﺗﻼﺣﻆ ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﺑﺪﹼ ﺍﻝ‬ ‫‪y‬‬ ‫‪3.0‬‬ ‫‪18‬‬
‫ﻳﺒ ﱢﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ‬
‫ﺍﻟﺪﺭﺍﺟﺔ ﺍﻟﻬﻮﺍﺋﻴﺔ ﻳﺘﻐﻴﺮ ﺩﻭﺭ ﹼﹰﻳﺎ ﺑﻮﺻﻔﻬﺎ‬ ‫‪(- 12 ,‬‬ ‫‪√3‬‬
‫)‬
‫)‪(0, 1‬‬
‫‪( 12 ,‬‬
‫)‬ ‫‪√3‬‬

‫‪ cos θ , sin θ‬ﻟﺒﻌﺾ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺨﺎﺻﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ‬

‫‪2‬‬

‫ﺩﺍﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﺰﻣﻦ‪.‬‬

‫‪2‬‬
‫(‬ ‫)‪, 2‬‬
‫‪π‬‬ ‫‪√2‬‬ ‫√‬
‫‪π‬‬
‫‪(- √22 , √22 ) 3π 2π3‬‬ ‫‪2‬‬
‫˚‪90‬‬
‫‪3 π‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﺍﻟﻮﺣﺪﺓ‪ .‬ﺣﻴﺚ ﻳﻤ ﱢﺜﻞ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻗﻴﻤﺔ ‪، cos θ‬‬
‫‪(- √23 , 12 ) 5π6 4 135120‬‬ ‫˚‬ ‫(‬ ‫‪√3‬‬
‫)‪, 1‬‬
‫‪ (a‬ﺃﻧﺸﺊ ﺟﺪﻭﻻﹰ ﻳﺒ ﹼﻴﻦ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﹼ ﺍﻝ‬
‫‪60˚ 4 π‬‬
‫˚‬ ‫˚‪45‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪6‬‬ ‫ﻭﻳﻤ ﱢﺜﻞ ﺍﻹﺣﺪﺍﺛﻲ ‪ y‬ﻗﻴﻤﺔ ‪ sin θ‬ﻟﻠﻨﻘﺎﻁ ﻋﻠﻰ ﺩﺍﺋﺮﺓ‬
‫˚‪150‬‬ ‫˚‪30‬‬
‫ﻋﻨﺪ ‪3.0 , 3.5 , 4.0 , 4.5 , 5.0‬‬ ‫‪(-1, 0) π‬‬ ‫˚‪180‬‬ ‫)‪0˚ 0 (1, 0‬‬ ‫ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫‪O‬‬ ‫˚‪360‬‬ ‫‪x‬‬
‫ﺛﺎﻧﻴﺔ‪.‬‬ ‫(‬ ‫‪√3‬‬
‫‪,-1‬‬
‫˚‪7π 210‬‬
‫)‬
‫˚‪330‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﻓﻲ ﺗﻤﺜﻴﻞ‬
‫‪-‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪6‬‬ ‫˚‪225‬‬ ‫˚‪315‬‬ ‫‪11π‬‬
‫‪300˚ 7π 6‬‬
‫√‬
‫‪2‬‬
‫‪3‬‬
‫‪,-1‬‬ ‫(‬ ‫)‬
‫ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ‪ cos θ , sin θ :‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺣﻴﺚ ﻳﻤ ﱢﺜﻞ‬
‫˚‪5π 240‬‬ ‫‪2‬‬
‫‪270˚ 5π 4‬‬
‫‪sec in‬‬ ‫(‬ ‫‪√2‬‬
‫‪- 2 ,- 2‬‬
‫‪√2‬‬ ‫‪4 4π‬‬
‫‪3‬‬ ‫)‬ ‫‪3π‬‬ ‫‪3‬‬ ‫) ‪( √22 , - √22‬‬
‫ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﻗﻴﻢ ‪ ،θ‬ﻭﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﻗﻴﻢ‬
‫‪3.0‬‬ ‫‪4‬‬ ‫(‬
‫‪- 1, - 3‬‬
‫√‬
‫)‬ ‫‪2‬‬
‫) ‪( 12 , - √23‬‬
‫ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﻤﻄﻠﻮﺑﺔ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫)‪(0, -1‬‬

‫‪3.5‬‬ ‫‪11‬‬
‫‪4.0‬‬ ‫‪18‬‬ ‫ﻛﻞ ﻣﻦ ﺩﺍ ﱠﻟﺘﹶﻲ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻛﻞ ‪ .360°‬ﻭﻫﺬﺍ ﻳﻌﻨﻲ ﺃﻧﻬﻤﺎ ﺩﺍﻟﺘﺎﻥ ﺩﻭﺭﻳﺘﺎﻥ‪ .‬ﻃﻮﻝ ﺩﻭﺭﺓ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ‬ ‫ﺗﺘﻜﺮﺭ ﺩﻭﺭﺓ ﱟ‬
‫ﱠ‬ ‫‪‬‬
‫‪ 360°‬ﺃﻭ ‪.2π‬‬
‫‪4.5‬‬ ‫‪11‬‬ ‫‪‬‬
‫‪5.0‬‬ ‫‪4‬‬ ‫‪   ‬‬
‫‪y‬‬ ‫‪   ‬‬
‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻨﻘﺎﻁ ﺍﻟﻤﺒ ﹼﻴﻨﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺗﻤ ﱢﺜﻞ ﻧﻘﺎﻁ ﺗﻘﺎﻃﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
‫‪ (b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ‪ 2 .‬ﺛﺎﻧﻴﺔ‬
‫‪1‬‬
‫‪( √2‬‬
‫) ‪2 2‬‬
‫√‪√ ,‬‬
‫‪√2‬‬
‫ﻟﻠﺰﻭﺍﻳﺎ ﻣﻊ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪ ،‬ﻓﺈﻥ ‪. θ = 45°, θ = 150°, θ = 270°‬‬
‫‪ θ ‬‬
‫(‬ ‫‪-‬‬
‫‪√3 , 1‬‬
‫√‬
‫)‬
‫‪ (c‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺑﺤﻴﺚ ﻳﻤ ﹼﺜﻞ‬
‫‪2 2‬‬ ‫‪150°‬‬
‫‪x‬‬
‫)‪(2 2‬‬
‫‪45°‬‬
‫_ ‪(cos 45°, sin 45°) = _ ,‬‬
‫‪ √2‬‬
‫‪√2‬‬ ‫‬
‫ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﺍﻟﺰﻣﻦ ‪ ،t‬ﻭﻳﻤ ﹼﺜﻞ‬ ‫‪-1‬‬ ‫‪O‬‬ ‫‪1‬‬

‫ﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﺍﺭﺗﻔﺎﻉ ﺍﻟﺒﺪﺍﻟﺔ‬ ‫_ ‪(cos 150°, sin 150°) = (- _ ,‬‬

‫)‪2 2‬‬
‫‪ 1‬‬
‫‪3‬‬ ‫√‬
‫)‪-1 (0, -1‬‬
‫ﻋﻦ ﺍﻷﺭﺽ ‪.h‬‬
‫‪h‬‬ ‫)‪(cos 270°, sin 270°) = (0, -1‬‬
‫‪25‬‬
‫‪20‬‬ ‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ‪ sin θ , cos θ‬ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﻛﻤﺎ ﻳﻤﻜﻨﻚ ﺗﻌﻴﻴﻦ ﻫﺬﻩ ﺍﻟﻨﻘﺎﻁ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﱟ‬
‫‪15‬‬
‫‪10‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪5‬‬ ‫= ‪cos 45°‬‬
‫‪√2‬‬
‫√‬
‫= ‪sin 45°‬‬
‫‪√2‬‬
‫√‬
‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪O 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5‬‬ ‫‪t‬‬ ‫= ‪sin 150°‬‬
‫‪1‬‬
‫‪cos 270° = 0‬‬ ‫‪2‬‬
‫‪-10‬‬
‫‪O‬‬
‫‪-15‬‬ ‫‪90°°‬‬
‫‪90‬‬ ‫‪180°‬‬ ‫‪270° 360° θ‬‬
‫‪270‬‬ ‫‪O‬‬
‫‪90°‬‬ ‫‪180°‬‬ ‫‪270° 360° θ‬‬
‫‪-1‬‬ ‫‪-√3‬‬
‫√‬ ‫‪-1‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪4‬‬ ‫= ‪cos 150°‬‬
‫‪2‬‬
‫‪sin 270° = -1‬‬

‫_‬
‫‪√3‬‬
‫‪cos 690° (a‬‬
‫‪2‬‬

‫_ ‪- _ sin –-‬‬
‫‪√2‬‬ ‫‪3π‬‬
‫‪— (b‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪161‬‬ ‫‪ 3-6‬‬

‫‪D E‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻻﺳﺘﻌﺎﻧﺔ ﺑﺸﺒﻜﺔ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ "ﺍﻹﻧﺘﺮﻧﺖ" ﻓﻲ ﺍﻟﺒﺤﺚ ﻋﻦ ﺃﻧﻮﺍﻉ ﻣﺨﺘﻠﻔﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ‪،‬‬
‫ﻭﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺩﻭﺭﺓ ﻛﻞ ﻣﻨﻬﺎ‪.‬‬

‫‪‬‬
‫‪h‬‬ ‫‪(3B‬‬
‫‪in‬‬

‫‪20‬‬
‫‪15‬‬
‫‪10‬‬
‫‪5‬‬
‫‪O‬‬ ‫‪0.5‬‬ ‫‪1‬‬ ‫‪1.5‬‬ ‫‪2‬‬ ‫‪2.5‬‬ ‫‪3 t‬‬
‫‪sec‬‬

‫‪161‬‬ ‫‪‬‬ ‫‪3-6 ‬‬

 ‫ﺗﺘﻜﺮﺭ ﱠ‬
.360° ‫ﻛﻞ‬ ‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﹼ‬
‫ ﻓﺈﻥ ﻗﻴﻢ ﱟ‬،360° ‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﻫﻮ‬
‫ﺑﻤﺎ ﺃﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱟ‬
sin (x + 360°) = sin x , cos (x + 360°) = cos x ‫ﻟﺬﻟﻚ ﻓﺈﻥ‬

  4 

‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱢ‬
‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﹼ‬
:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
sin _
11π
(b cos 480° (a
 3
4
sin _ = sin _ + _)
11π 3π
(
8π

 ✓
cos 480° = cos (120° + 360°)
4 4 4
= sin _
3π
= cos 120°
4
=_

√2
=-_
1 ‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1 – 2 3 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬
2 2
.‫ﺍﻟﻄﻠﺒﺔ‬

‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
_
√2
cos (- _
3π
) _
√3
-
2 4
(4B
2
sin 420° (4A
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
.‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬

‫ ﻓﺄﻭﺟﺪ ﹼﹰ‬،P ‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ‬θ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﻛﻼ ﻣﻦ‬
1  :‫ﻣﻤﺎ ﻳﺄﺗﻲ‬
‫ﻛﻞ ﱠ‬‫ ﻓﻲ ﱟ‬cos θ , sin θ

_ , sin θ = _ P (- _, _) _ _
√2 √2
cos θ = 15 , sin θ = 8 P (_
15 _
√2  √ 2
cos θ = - (2 , 8 ) (1
2 2 2 2 17 17 17 17

cos θ = - _ , sin θ = - _ _ _
13 ( 26
5 12
P -_
10
,-_ 24
cos θ = , sin θ = - P ( , - _
3 4 _6 8
26 ) 10 )
(4 (3
13 5 5 10
19 P ( cos θ = _, sin θ = _ P (_ , _
cos θ = _, sin θ = _
√3
5 ) )
√6
_  _ 
√19 1 √3 1
√ 6 √ , (6 (5
5 2 2 2 2
5 5
2  :‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‬
‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱟ‬
4π y (8 2 y (7
1 1

O 2π 4π 6π 8π θ O 2 4 6 8 x

-1 -1

8 y (10 3 y (9

O 2 4 6 8 10 12 14 16 x O x
2 4 6 8

2π y (12 180° y (11

1 1

O O 720° θ
π 2π 3π 4π θ 180° 360° 540°

-1 -1

 3 162

 
 
3 4 - 3 8 3 2 9 – 2 5 ‫ﻣﺒﺘﺪﺉ‬ E
34-38 3 2 2 5 2 4 1 8 – 2 2 ‫ﻣﺘﻘﺪﻡ‬ D
24-38 ‫ ﻣﺘﻘﻦ‬M

 3 162

 ‫‪  (13‬ﺇﺫﺍ ﻣ ﱠﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺃﺭﺟﻮﺣﺔ ﺩﺍ ﹼﻟﺔ ﺩﻭﺭ ﹼﻳﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪ ،‬ﺑﺤﻴﺚ ﺗﺼﻞ ﺍﻷﺭﺟﻮﺣﺔ ﺇﻟﻰ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻟﻬﺎ ﻭﻫﻮ‬
‫ﻣﺮﻭﺭﺍ ﱢ‬
‫ﺑﺄﻗﻞ ﺍﺭﺗﻔﺎﻉ ﻟﻬﺎ ﻭﻫﻮ ‪ ، _12 m‬ﻣﺴﺘﻐﺮﻗﺔ ﺯﻣﻨﹰﺎ ﻗﺪﺭﻩ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‬ ‫ﹰ‬ ‫ﻣﺮﺓ ﺃﺧﺮ￯‬
‫‪ ، 2 m‬ﺛﻢ ﺗﻌﻮﺩ ﺇﻳﺎ ﹰﺑﺎ ﻟﺘﺼﻞ ‪ 2 m‬ﹼ‬
‫ﺃﻗﻞ ﺍﺭﺗﻔﺎﻉ ﻭﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪3  :‬‬‫ﺑﻴﻦ ﱢ‬

‫‪ (a‬ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﺣﺮﻛﺔ ﺍﻷﺭﺟﻮﺣﺔ ﺫﻫﺎ ﹰﺑﺎ ﻭﺇﻳﺎ ﹰﺑﺎ ﺑﺪ ﹰﺀﺍ ﺑﺄﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻭﺍﻧﺘﻬﺎ ﹰﺀ ﺇﻟﻴﻪ؟ ‪4‬‬
‫‪‬‬
‫‪ (b‬ﻣ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺍﺭﺗﻔﺎﻉ ﺍﻷﺭﺟﻮﺣﺔ ‪ h‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺩﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ .t‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪(13b‬‬
‫‪h‬‬
‫‪m‬‬

‫‪2‬‬
‫‪1 12‬‬ ‫‪ ‬ﻳﺒ ﱢﻴﻦ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ ﻣﻮﻗﻊ ﻣﻘﻌﺪ ﺭﺍﻛﺐ ‪ y‬ﺑﺎﻷﻗﺪﺍﻡ ﻋﻦ ﻣﺮﻛﺰ ﺍﻟﻌﺠﻠﺔ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‪ .‬ﺇﺫﺍ ﺗﻐ ﱠﻴﺮ‬
‫‪‬‬ ‫‪(14‬‬
‫‪1‬‬ ‫ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﻘﻌﺪ ‪ y‬ﻓﻲ ﺍﻟﻌﺠﻠﺔ ﺑﺼﻮﺭﺓ ﺩﻭﺭﻳﺔ ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ‪ ،‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬ﺍﻧﻈﺮ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‬
‫‪1‬‬
‫‪2‬‬

‫‪O‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪5‬‬ ‫‪t‬‬

‫‪sec‬‬

‫‪‬‬
‫‪(14c‬‬
‫‪y‬‬
‫)‪(3.75, 19‬‬
‫‪20‬‬ ‫‪y=0‬‬ ‫‪y = 14‬‬

‫)‪(2, 14‬‬ ‫)‪(5.5, 14‬‬

‫‪10‬‬ ‫‪t‬‬ ‫‪t = 5.5‬‬

‫)‪(7.5, 0‬‬ ‫)‪(15, 0‬‬

‫‪t‬‬
‫‪O‬‬
‫‪4‬‬ ‫‪8‬‬ ‫‪12‬‬ ‫ﻳﻮﺿﺢ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﻘﻌﺪ ‪ y‬ﻋﻨﺪ ﺍﻟﺜﻮﺍﻧﻲ ﺍﻵﺗﻴﺔ‪0, 2, 3.75, 5.5, 7.5, 9.5, 11.25, 13, 15.5 :‬‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﱢ‬ ‫‪ (a‬ﺃﻧﺸﺊ‬
‫‪-10‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‪.‬‬
‫)‪(9.5, -14‬‬ ‫)‪(13, -14‬‬

‫‪-20‬‬
‫‪ (c‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻓﺘﺮﺽ ﱠ‬
‫ﺃﻥ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﻳﻤ ﱢﺜﻞ ﺍﻟﺰﻣﻦ ‪ ،t‬ﻭﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﻳﻤ ﱢﺜﻞ ﺍﻻﺭﺗﻔﺎﻉ ‪ .y‬ﺍﻧﻈﺮ‬
‫)‪(11.25, -19‬‬
‫ﺍﻟﻬﺎﻣﺶ‬

‫‪4 ‬‬ ‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﹼ‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱢ‬
‫‪-1 cos 540° (17‬‬ ‫‪-‬‬ ‫_‬‫‬
‫‪√3‬‬
‫‪sin (– 60°) (16‬‬ ‫‪_1‬‬ ‫_ ‪sin‬‬
‫‪6‬‬
‫‪13π‬‬
‫‪(15‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪_1‬‬ ‫‪cos (- 60°) (19‬‬ ‫_‬‫‬

‫‪√3‬‬
‫‪sin‬‬ ‫_‬
‫‪7π‬‬
‫‪(18‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪3‬‬

‫_‬
‫√‬
‫‪2‬‬
‫‪sin‬‬ ‫_‬
‫‪11π‬‬
‫‪(21‬‬ ‫‪0 cos 450° (20‬‬
‫‪2‬‬ ‫‪4‬‬

‫‪-‬‬ ‫_‬‫‬
‫‪√3‬‬
‫‪cos 570° (23‬‬ ‫‪-‬‬ ‫_‬‫‬
‫‪√2‬‬
‫‪sin (-45°) (22‬‬
‫‪2‬‬ ‫‪2‬‬

‫‪163‬‬ ‫‪ 3-6‬‬

‫‪163‬‬ ‫‪‬‬ ‫‪3-6 ‬‬

 ‫ﺍﻟﻤﺤﺮﻙ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺗﻤ ﱢﺜﻞ )‪ (d‬ﺍﻟﻤﺴﺎﻓ ﹶﺔ ﻣﻦ ﺍﻟﻤﻜﺒﺲ‬
‫ﱢ‬ ‫‪ ‬ﻓﻲ‬‫‪‬‬ ‫‪(24‬‬
‫ﹰ‬ ‫ﹼ‬
‫ﹸﺴﻤﻰ ﻧﺎﻗﻞ ﺍﻟﺤﺮﻛﺔ )ﺍﻟﻜﺮﻧﻚ(‪ ،‬ﻭﺗﺸﻜﱢﻞ ﺩﺍﻟﺔ ﻓﻲ‬‫ﺇﻟﻰ ﻣﺮﻛﺰ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﺘﻲ ﺗ ﹼ‬
‫‪‬‬ ‫ﺍﻟﺰﻣﻦ‪ .‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﺍﻟﻨﻘﻄﺔ ‪ R‬ﺍﻟﻮﺍﻗﻌﺔ ﻋﻠﻰ ﺫﺭﺍﻉ ﺍﻟﻤﻜﺒﺲ ﺗﺪﻭﺭ ﺑﺴﺮﻋﺔ‬
‫‪‬‬ ‫‪ 150‬ﺩﻭﺭﺓ‪/‬ﺛﺎﻧﻴﺔ‪ ،‬ﻓﺎﻋﺘﻤﺪ ﻋﻠﻰ ﺫﻟﻚ ﻓﻲ ﺍﻹﺟﺎﺑﺔ ﻋﻦ ﺍﻟﺴﺆﺍﻟﻴﻦ ﺍﻵﺗﻴﻴﻦ‪:‬‬
‫‪d‬‬ ‫_‬
‫‪1‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﺑﺎﻟﺜﻮﺍﻧﻲ‪.‬‬ ‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ‬
‫‪d‬‬ ‫‪150‬‬
‫‪R‬‬ ‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺃﻗﺼﺮ ﻗﻴﻤﺔ ﻟﻠﻤﺴﺎﻓﺔ ‪ d‬ﺗﺒﻠﻎ ‪ ،1 cm‬ﻭﺃﻛﺒﺮ ﻗﻴﻤﺔ ‪ ،7 cm‬ﻓﻤ ﹼﺜﻞ‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 2 5‬ﺍﻟﺮﺳﻢ‪ ،‬ﻭﺇﻧﺸﺎﺀ ﺟﺪﻭﻝ ﻗﻴﻢ‪،‬‬
‫‪R‬‬ ‫ﻣﻌﺘﺒﺮﺍ ﺃﻥ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ ﻳﻤ ﹼﺜﻞ ﺍﻟﺰﻣﻦ ‪، t‬‬
‫ﹰ‬ ‫ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪،‬‬ ‫ﻭﻳﺤﻠﻠﻮﻥ ﺍﻟﻘﻴﻢ؛ ﻻﺳﺘﻘﺼﺎﺀ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻇﻞ‬
‫ﻭﺍﻟﻤﺤﻮﺭ ﺍﻟﺮﺃﺳﻲ ﻳﻤ ﹼﺜﻞ ﺍﻟﻤﺴﺎﻓﺔ ‪ . d‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﻭﺍﻟﻤﻴﻞ‪.‬‬
‫‬ ‫‪y‬‬
‫‪P‬‬
‫‪1‬‬
‫‪ ‬ﻳﻘﻄﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ‬
‫‪‬‬ ‫‪( 25‬‬
‫‪120°‬‬ ‫ﺍﻟﻘﻴﺎﺳﻲ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ ‪ P‬ﻛﻤﺎ ﻳﺒ ﱢﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪‬‬
‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬ ‫‪   (a‬ﺍﻧﺴﺦ ﺍﻟﺸﻜﻞ ﻓﻲ ﺩﻓﺘﺮﻙ‪ ،‬ﻭﺍﺭﺳﻢ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻜﻞ ﺯﺍﻭﻳﺔ ﻣﻦ‬ ‫‪ ‬ﻳﻨﺒﻐﻲ ﺃﻥ ﻳﻼﺣﻆ‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﻗﻴﺎﺳﺎﺗﻬﺎ ‪ 30º, 60º, 150º, 210º , 315º‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪.‬‬
‫ﺃﻥ ﺇﺟﺎﺑﺔ ﻧﻮﺍﻑ‬‫ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،3 3‬ﹼ‬
‫‪-1‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ‬ ‫ﻳﻮﺿﺢ ﻣﻴﻞ ﱢ‬
‫ﻛﻞ ﺿﻠﻊ ﺍﻧﺘﻬﺎﺀ‪ ،‬ﱢ‬ ‫ﹰ‬
‫ﺟﺪﻭﻻ ﻟﻠﻘﻴﻢ ﱢ‬ ‫‪   (b‬ﺃﻧﺸﺊ‬ ‫ﻷﻥ ﺩﺍﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺗﺘﻜﺮﺭ‬ ‫ﺻﺤﻴﺤﺔ؛ ﹼ‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﻛﻞ ‪ 2π‬ﺭﺍﺩﻳﺎﻥ‪ .‬ﺃ ﹼﻣﺎ ﺇﺟﺎﺑﺔ ﺧﺎﻟﺪ ﻓﻬﻲ ﻏﻴﺮ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫‪   (c‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ﺑﺎﻟﻨﺴﺒﺔ ﺇﻟﻰ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﱢ‬
‫ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ ﻭﺍﻟﻤﻴﻞ؟ ﱢ‬ ‫ﺻﺤﻴﺤﺔ؛ ﻷﻥ ‪.cos (-θ ) = cos θ‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻭﺿﺢ ﻟﻠﻄﻠﺒﺔ ﺃﻧﻪ ﺇﺫﺍ ﻛﺎﻧﺖ ‪ θ‬ﻓﻲ‬‫ﹼ‬
‫_‬‫‪3 √3‬‬‫‬
‫)‪6(sin 30°)(sin 60°‬‬ ‫‪(27‬‬ ‫_‬‫‪ - √3‬‬
‫‪√2‬‬ ‫‬
‫‪cos 45° - cos 30° (26‬‬ ‫ﺍﻟﺮﺑﻊ ﺍﻷﻭﻝ‪ -θθ ،‬ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪،‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﻓﺈﻥ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻠﻨﻘﻄﺘﻴﻦ ﺍﻟﻤﻤﺜﻠﺘﻴﻦ‬
‫_‪-‬‬
‫‪1‬‬
‫_ ‪cos (-‬‬
‫‪2π‬‬
‫‪) + _1 sin 3π‬‬ ‫‪(29‬‬ ‫_‬
‫√ ‪5‬‬
‫‪3‬‬ ‫_ ‪2 sin‬‬
‫‪4π‬‬
‫_ ‪- 3 cos‬‬
‫‪11π‬‬
‫‪(28‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪-‬‬
‫‪2‬‬
‫‪3‬‬ ‫‪6‬‬ ‫‪ -θ,‬ﻫﻮ ﻧﻔﺴﻪ ﻭﺃﻥ‬ ‫ﻟﻠﺰﺍﻭﻳﺘﻴﻦ ‪θ θ‬‬
‫‪θ,‬‬
‫_‬
‫√ ‪3‬‬
‫‪2‬‬ ‫)‪(cos 30°)(cos 150°‬‬
‫__‬ ‫‪(31‬‬ ‫‪1 (sin 45°) 2 + (cos 45°) 2 (30‬‬
‫‪) .cos (-θ) = cos θ‬ﻳﺴﺘﻄﻴﻊ ﺍﻟﻄﻠﺒﺔ‬
‫ﻣﻼﺣﻈﺔ ﺍﻟﻨﺘﻴﺠﺔ ﻧﻔﺴﻬﺎ ﻟـ ‪ θ‬ﻓﻲ ﺍﻟﺮﺑﻊ‬
‫‪4‬‬ ‫‪sin 315°‬‬

‫ﺍﻟﺜﺎﻧﻲ ﻭ ‪ -θθ‬ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻟﺚ‪(.‬‬

‫‪‬‬
‫‪y‬‬
‫‪   (32‬ﹸﺭ ﹺﺳﻢ ﺳﺪﺍﺳﻲ ﻣﻨﺘﻈﻢ ﺩﺍﺧﻞ ﺩﺍﺋﺮﺓ ﻭﺣﺪﺓ ﻣﺮﻛﺰﻫﺎ ﻧﻘﻄﺔ ﺍﻷﺻﻞ‪،‬‬
‫)‪(1, 0‬‬
‫ﺑﺤﻴﺚ ﺗﻘﻊ ﺭﺅﻭﺳﻪ ﺟﻤﻴﻌﻬﺎ ﻋﻠﻰ ﺍﻟﺪﺍﺋﺮﺓ ﻛﻤﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ‬
‫ﺇﺣﺪﺍﺛﻴﺎﺕ ﺃﺣﺪ ﺭﺅﻭﺱ ﺍﻟﺴﺪﺍﺳﻲ )‪ ،(1, 0‬ﻓﻤﺎ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺮﺅﻭﺱ ﺍﻟﺨﻤﺴﺔ‬
‫‪ 4‬‬
‫‪O‬‬ ‫‪x‬‬
‫ﺍﻷﺧﺮ￯ ﻣﻦ ﺍﻟﺴﺪﺍﺳﻲ؟‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ‬
‫_ ‪1‬‬
‫_(‬ ‫_ ‪) , (-‬‬‫_ ‪1‬‬
‫_ ‪) , (-1, 0) , (-‬‬ ‫_( ‪, - _) ,‬‬ ‫)_ ‪, -‬‬
‫√‬
‫‪3‬‬ ‫√‬
‫‪3‬‬ ‫√‬
‫‪3‬‬ ‫√‬
‫‪3‬‬
‫‪2‬‬
‫‪,‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪,‬‬
‫‪2‬‬
‫‪1‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪2‬‬ ‫‪2‬‬ ‫ﻳﺼﻔﻮﺍ ﻧﻘﺎﻁ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﻛﻞ ﺭﺑﻊ ﻭﻋﻠﻰ‬
‫_ ‪ .cos‬ﻓﺄﻳﻬﻤﺎ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟‬
‫‪-π‬‬ ‫‪  (33‬ﻗﺎﻡ ﱞ‬
‫ﻛﻞ ﻣﻦ ﺧﺎﻟﺪ ﻭﻧﻮﺍﻑ ﺑﺤﺴﺎﺏ ﻗﻴﻤﺔ ﺍﻟﻤﻘﺪﺍﺭ‬
‫ﱡ‬ ‫ﻛﻞ ﻣﺤﻮﺭ‪.‬‬
‫‪3‬‬ ‫‪ (33‬ﻧﻮﺍﻑ؛ ﻗﺎﻡ ﺧﺎﻟﺪ ﺑﻜﺘﺎﺑﺔ‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﱢ‬ ‫ﻋﻼﻗﺔ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﻭﻫﻲ‪:‬‬
‫‪‬‬ ‫‪‬‬ ‫_‬
‫‪cos -π = - cos π‬‬ ‫_‬
‫‪_ = cos‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪cos–π‬‬
‫‪cos‬‬ ‫_ –( ‪cos‬‬
‫‪π + 2π‬‬
‫)‬ ‫_ ‪cos‬‬
‫_ ‪–∏ = –cos‬‬
‫∏‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫_‪cos‬‬
‫‪= cos‬‬ ‫‪5π = 0.5‬‬ ‫‪= –0.5‬‬
‫‪‬‬
‫‪3‬‬
‫‪‬‬
‫‪ (24b‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪ 3 164‬‬ ‫‪d‬‬
‫‪8‬‬
‫‪6‬‬
‫‪4‬‬

‫‪M D‬‬
‫‪‬‬ ‫‪2‬‬

‫‪O‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪t‬‬

‫‪150‬‬ ‫‪150‬‬
‫ﺍﻋﺮﺽ ﻋﻠﻰ ﺍﻟﻄﻠﺒﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﹴ‬
‫ﻟﻜﻞ ﻣﻦ ‪ ، y = cos x , y = cos 2x , y = cos 3x‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺩﻭﺭﺓ‬ ‫‪‬‬
‫‪‬‬
‫_‬
‫‪360°‬‬
‫ﻛﻞ ﺩﺍﻟﺔ ﻣﻨﻬﺎ‪ 360°, 180°, 120° .‬ﻋﻠﻰ ﺍﻟﺘﺮﺗﻴﺐ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ ‪.y = cos k x‬‬
‫‪k‬‬

‫‪ 3‬‬ ‫‪164‬‬

 ‫‪y‬‬ ‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻣﻦ ﻧﻘﻄﺔ‬
‫ﱠ‬ ‫‪ ‬ﺇﺫﺍ ﺑﺪﺃ ﻧﺼﻒ ﺍﻟﻤﺴﺘﻘﻴﻢ‬‫‪‬‬ ‫‪(34‬‬ ‫‪ (35‬ﺃﺣﻴﺎﻧﹰﺎ؛ ﻳﻤﻜﻦ ﻟﻄﻮﻝ‬
‫ﻗﻴﺎﺳﺎ‬
‫ﹰ‬ ‫ﻓﺎﺫﻛﺮ‬ ‫ﺍﻹﺣﺪﺍﺛﻲ‪،‬‬ ‫ﺍﻟﻤﺴﺘﻮ￯‬ ‫ﻓﻲ‬ ‫‪P‬‬ ‫(‬ ‫) ‪2‬‬
‫_ ‪_1 , -‬‬‫‬
‫‪√3‬‬
‫ﺑﺎﻟﻨﻘﻄﺔ‬ ‫ﺍ‬ ‫ﻣﺎﺭ‬
‫ﹼﹰ‬ ‫ﺍﻷﺻﻞ‬ ‫ﺍﻟﺪﻭﺭﺓ ﻓﻲ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ‬
‫‪2‬‬
‫ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﻣﻊ ﺍﻻﺗﺠﺎﻩ ﺍﻟﻤﻮﺟﺐ ﻟﻤﺤﻮﺭ ‪- 60° . x‬‬ ‫_‬
‫ﺃﻥ ﻳﺴﺎﻭﻱ ‪ ، π‬ﻭﻫﻲ ﻟﻴﺴﺖ‬
‫‪2‬‬
‫‪O‬‬ ‫‪θ‬‬ ‫‪x‬‬ ‫ﻣﻦ ﻣﻀﺎﻋﻔﺎﺕ ‪.π‬‬
‫‪ (36‬ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‬
‫(‬
‫‪P 1,-‬‬
‫‪2‬‬
‫√‬
‫‪√3‬‬
‫‪2‬‬ ‫)‬ ‫ﺩﺍﺋﻤﺎ‪ ،‬ﺃﻭ ﺻﺤﻴﺤﺔ‬
‫‪  (35‬ﺣﺪﱢ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺠﻤﻠﺔ ﺍﻵﺗﻴﺔ ﺻﺤﻴﺤﺔ ﹰ‬ ‫ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﻫﻮ ﺃﺻﻐﺮ ﻣﺴﺎﻓﺔ‬
‫ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﺃﺣﻴﺎﻧﹰﺎ‪ ،‬ﺃﻭ ﻏﻴﺮ ﺻﺤﻴﺤﺔ ﺃﺑﺪﹰ ﺍ‪ .‬ﱢ‬ ‫ﺃﻓﻘﻴﺔ ﻟﻠﺠﺰﺀ ﺍﻟﻤﺘﻜﺮﺭ ﻓﻲ‬
‫" ﻃﻮﻝ ﺩﻭﺭﺓ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﻣﻦ ﻣﻀﺎﻋﻔﺎﺕ ‪"π‬‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ ﻭﻳﻤﺜﻞ‬
‫ﻫﺬﺍ ﺍﻟﺠﺰﺀ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ‪.‬‬

‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺣﺴﺎﺏ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ‪ .‬ﹼ‬
‫ﺿﻤﻦ ﻓﻲ‬ ‫‪   (36‬ﱢ‬
‫ﺗﻮﺿﻴﺤﻚ ﻭﺻ ﹰﻔﺎ ﻟﻠﺪﻭﺭﺓ‪.‬‬

‫‪‬‬
‫‪8‬‬ ‫ﺍﻟﻤﻮﺿﺢ‬
‫ﱠ‬ ‫‪  (38‬ﻣﺴﺎﺣﺔ ﺍﻟﻤﺜ ﱠﻠﺚ‬ ‫‪ (37‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، d2 + 8 = 21‬ﻓﺈﻥ‪ d 2 - 8 :‬ﻳﺴﺎﻭﻱ‪A :‬‬
‫‪30°‬‬ ‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺗﺴﺎﻭﻱ‪D :‬‬
‫‪12‬‬ ‫‪161 D‬‬ ‫‪31 C‬‬ ‫‪13 B‬‬ ‫‪5 A‬‬
‫‪24 D‬‬ ‫‪41.6 C‬‬ ‫‪96 B‬‬ ‫‪48 A‬‬

‫‪165‬‬ ‫‪ 3-6‬‬

‫‪165‬‬ ‫‪‬‬ ‫‪3-6 ‬‬

 

3 - 6 
 M      D      E

 M  D  E
C ≈ 86°, b ≈ 8.9, c ≈ 14.4 C ≈ 100°, a ≈ 7.0, b ≈ 4.6
(23)

  3-6

،P ‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬θ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
.‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ ﻓﻲ ﱟ‬sin θ , cos θ ‫ﻛﻼ ﻣﻦ‬
‫ﻛﻞ ﱠ‬ ‫ﻓﺄﻭﺟﺪ ﹼﹰ‬

P(0.8, 0.6) (3 ( 29
P _
20
29
, -_
21
(2 ) P -_(
1 _
,
2 2

√3
) (1
sin θ = 0.6,
sin θ = - 21 , _ sin θ = _ ,
√3
cos θ = 0.8 29
cos θ = 20 _ 2
cos θ = - _1
29 2
( 2 2)
 1
√3
P _, _ (6 (
P - _ , - _ (5
√2
2

2

√2
) P(0, -1) (4
_
sin θ = 1 , sin θ =-
√2
, _ sin θ = -1,
2 2 cos θ = 0
cos θ = _
√3
cos θ = -
√2 _
2 2 ‫ﹼ‬
:‫ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ‬
 

4 y (7
1

O
1 2 3 4 5 6 7 8 9 10 θ
-1
-2

y (8
2π 1

O θ
π 2π 3π 4π 5π 6π
-1
-2

:‫ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬

‫ﻟﻜﻞ ﱠ‬
cos (-330°) (12 sin - _
2π
((11
3 ) sin ( -30°) (10
_
cos _ 7π
(9
4
_
√3
- _
√3 -1
2
_
√2
2 2 2
cos - _ (
11π
(16
4 ) cos 7π (15 sin _
9π
2
(14 cos 600° (13
_
- _
√2 -1 1 -1
2
2
sin 840° (20 cos - _ (
10π
(19 ) sin 585° (18 sin (-225°) (17
_
√3
- 1 _ 3
- _
√2 _
√2
2 2 2 2
‫ ﻣﺎ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﺘﻲ‬.‫ ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﺪﻗﻴﻘﺔ‬2.5 ‫ ﺗﻜﻤﻞ‬100 ft ‫ ﻋﺠﻠﺔ ﺃﻟﻌﺎﺏ ﻃﻮﻝ ﻗﻄﺮﻫﺎ‬  (21
24 sec ‫ﺗﺼﻒ ﺍﺭﺗﻔﺎﻉ ﻋﺮﺑﺔ ﻋﻠﻰ ﺍﻟﺤﺎﻓﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ ﻟﻠﻌﺠﻠﺔ ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ؟‬

23

 3  165A










































165B  3 

 ‫‪‬‬
‫‪  ‬‬
‫‪Graphing Trigonometric Functions‬‬
‫‪‬‬ ‫‪3 -7‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫ﻟﻤﻮﺟﺎﺕ ﺍﻟﻀﻮﺀ ﺍﻟﻤﺮﺋﻴﺔ‪ ،‬ﺃﻃﻮﺍﻝ ﻣﻮﺟﺎﺕ ﺃﻭ ﺗﺮﺩﺩﺍﺕ ﻣﺨﺘﻠﻔﺔ‪.‬‬ ‫‪  ‬‬ ‫‪ 1‬‬
‫ﻓﺎﻟﻠﻮﻥ ﺍﻷﺣﻤﺮ ﻟﻪ ﺃﻛﺒﺮ ﻃﻮﻝ ﻣﻮﺟﺔ‪ ،‬ﻭﺍﻟﻠﻮﻥ ﺍﻟﺒﻨﻔﺴﺠﻲ ﻟﻪ ﺃﻗﺼﺮ‬
‫‪‬‬
‫‪‬‬
‫ﻃﻮﻝ ﻣﻮﺟﺔ‪.‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫ﻭﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ ﺍﻟﺤﺮﻛﺔ ﺍﻟﻤﻮﺟﻴﺔ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫‪  ‬‬
‫_ ‪ ،y = A sin‬ﺣﻴﺚ ﺗﻤ ﱢﺜﻞ ‪ A‬ﺳﻌﺔ ﺍﻟﻤﻮﺟﺔ‪ ˜ ،‬ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ‪.‬‬‫‪2π x‬‬ ‫‪ ‬‬
‫˜‬ ‫‪ ‬‬ ‫‪3-7 ‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ‪ .‬ﺗﺬﻛﹼﺮ ﺃﻥ‬
‫ﹼ‬ ‫‪   ‬ﻳﻤﻜﻨﻚ ﺗﻤﺜﻴﻞ‬ ‫‪  ‬‬ ‫ﺗﻌﺮﻑ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ‪.‬‬
‫ﹼ‬
‫ﺴﻤﻰ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪.‬‬
‫ﻟﻜﻞ ﺩﻭﺭﺓ ﹸﻳ ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ ﻓﻴﻬﺎ ﺃﻧﻤﺎﻁ ﻣﺘﻜﺮﺭﺓ ﺃﻭ ﺩﻭﺭﺍﺕ‪ .‬ﻭﺃﻥ ﺍﻟﻄﻮﻝ ﺍﻷﻓﻘﻲ ﱢ‬‫ﹼ‬ ‫ﻣﻨﺤﻨﻴﺎﺕ‬ ‫‪ ‬‬
‫ﺳﻌﺔ ﻣﻨﺤﻨﻰ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﺃﻭ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺗﺴﺎﻭﻱ ﻧﺼﻒ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍ ﹼﻟﺔ‪.‬‬ ‫‪3-7 ‬‬
‫‪‬‬
‫ﻭﺻﻒ ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ‪ ،‬ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﻭﺍﻟﻈﻞ ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪amplitude‬‬
‫‪y = cos θ‬‬ ‫‪y = sin θ‬‬ ‫‪ ‬‬ ‫‪‬‬ ‫ﻭﺻﻒ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﺃﺧﺮ￯ ﻭﺗﻤﺜﻴﻠﻬﺎ‬
‫‪frequency‬‬
‫ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪y = cos θ‬‬ ‫‪y = sin θ‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫‪3-7 ‬‬
‫‪‬‬
‫‪O‬‬ ‫‪90° 180° 270° 360° 450° 540° θ‬‬ ‫‪O‬‬ ‫‪90° 180° 270° 360° 450° 540° θ‬‬ ‫ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺪﻭﺭﻳﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﺗﻔﺴﻴﺮﻫﺎ‬
‫ﺑﺪﻻﻟﺔ ﺳﻌﺘﻬﺎ‪ ،‬ﻭﺗﺮﺩﺩﻫﺎ‪ ،‬ﻭﻃﻮﻝ ﺩﻭﺭﺗﻬﺎ‪.‬‬
‫‪-1‬‬ ‫‪-1‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫}‪{y | -1 ≤ y ≤ 1‬‬ ‫}‪{y | -1 ≤ y ≤ 1‬‬ ‫‪‬‬ ‫‪   ‬‬
‫‪    ‬‬
‫‪1‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪   ‬‬
‫‪360°‬‬ ‫‪360°‬‬ ‫‪‬‬

‫ﹼ‬
‫ﻟﻠﺪﻭﺍﻝ‬ ‫ﹼ‬
‫ﻟﻠﺪﻭﺍﻝ ﺍﻷﺧﺮ￯ ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬ ‫ﻳﻤﻜﻨﻚ ﺗﻄﺒﻴﻖ ﻣﺎ ﺗﻌﻠﻤﺘ ﹸﻪ ﻓﻲ ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻚ ﻟﺘﺤﻮﻳﻼﺕ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‬
‫‪ 2‬‬
‫‪.‬‬ ‫_‬‫‪360°‬‬
‫ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻓﻲ ﺻﻮﺭﺗﻬﺎ ﺍﻟﻌﺎﻣﺔ‪ ،y = a sin bθθ , y = a cos bθ :‬ﺍﻟﺘﻲ ﺳﻌﺘﻬﺎ ‪ ، a‬ﻭﻃﻮﻝ ﺩﻭﺭﺗﻬﺎ‬
‫‪b‬‬
‫‪‬‬
‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟‪.‬‬
‫‪ ‬‬
‫‪‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ‪.y = 4 cos 3θθ‬‬
‫‪y‬‬ ‫‪y = 4 cos 3θ‬‬ ‫ﺍﻟﺴﻌﺔ‪ :‬ﻣﻦ ﺍﻟﺮﺳﻢ ﻧﺼﻒ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﻘﻴﻤﺔ‬
‫‪ ‬‬
‫‪y = a sin bθ ,‬‬
‫‪‬‬
‫‪4‬‬
‫ﺃﻭ ‪a = 4 = 4‬‬
‫)‪4 - (-4‬‬
‫_‬ ‫ﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍ ﹼﻟﺔ ﻳﺴﺎﻭﻱ ‪= 4‬‬
‫‪y = a cos bθ‬‬ ‫• ﻛﻴﻒ ﺗﹸﻘﺎﺱ ﺃﻃﻮﺍﻝ ﺍﻟﻤﻮﺟﺎﺕ ﻓﻲ ﺍﻟﺸﻜﻞ؟‬
‫‪  b‬‬
‫ﺗﹸﻘﺎﺱ ﺃﻃﻮﺍﻝ ﺍﻟﻤﻮﺟﺎﺕ ﺑﻘﻴﺎﺱ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪‬‬ ‫‪2‬‬
‫‪1  360° ‬‬
‫_‬
‫_ ‪360°‬‬
‫‪= 360° = 120°‬‬ ‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪:‬‬ ‫‪  3  ‬‬
‫‪O‬‬ ‫‪360° θ‬‬
‫‪b‬‬ ‫‪3‬‬
‫‪3   y = 4 cos 3θ‬‬ ‫ﺑﻴﻦ ﻗﻤﺘﻴﻦ ﻣﺘﺘﺎﻟﻴﺘﻴﻦ ﺃﻭ ﺑﻴﻦ ﻗﺎﻋﻴﻦ ﻣﺘﺘﺎﻟﻴﻴﻦ‪.‬‬
‫ﻳﻜﺮﺭ ﺍﻟﺮﺳﻢ ﻧﻔﺴﻪ ﱠ‬
‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬
‫ﻛﻞ ‪120°‬‬ ‫ﻣﻦ ﺍﻟﺮﺳﻢ ﹼ‬
‫• ﻣﺎ ﺍﻟﻄﺮﻳﻘﺔ ﺍﻷﺧﺮ￯ ﻟﻘﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ؟‬
‫‪  360°  ‬‬
‫‪.120°    ‬‬
‫‪-4‬‬ ‫‪‬‬ ‫ﻳﻤﻜﻦ ﻗﻴﺎﺱ ﻃﻮﻝ ﺍﻟﻤﻮﺟﺔ ﺑﻘﻴﺎﺱ ﺍﻟﻤﺴﺎﻓﺔ‬
‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱢ‬
‫ﺑﻴﻦ ﺃﻱ ﻧﻘﻄﺘﻴﻦ ﻣﺘﻨﺎﻇﺮﺗﻴﻦ ﻓﻲ ﻣﻮﺟﺘﻴﻦ‬
‫‪ y = 3 sin 5θ (1B‬ﺍﻟﺴﻌﺔ‪3 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪72° :‬‬ ‫‪ y = cos _1 θ (1A‬ﺍﻟﺴﻌﺔ‪1 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪720° :‬‬
‫‪2‬‬
‫ﻣﺘﺘﺎﻟﻴﺘﻴﻦ‪.‬‬
‫‪ 3 166‬‬ ‫• ﻣﺎ ﻋﺪﺩ ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺒﻨﻔﺴﺠﻴﺔ ﺍﻟﺘﻲ ﻳﻌﺎﺩﻝ‬
‫ﻃﻮﻟﻬﺎ ﻃﻮﻝ ﻣﻮﺟﺔ ﺣﻤﺮﺍﺀ ﻓﻲ ﺍﻟﺸﻜﻞ؟ ‪3‬‬

‫‪ 3‬‬ ‫‪166‬‬

 ‫ﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ‪ .y = a sin bθθ , y = a cos bθ :‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﻮ ﹼﻟﺪﺓ )ﺍﻷﻡ( ﻟﺘﻤﺜﻴﻞ ﻛ ﱟ‬
‫ﹼ‬ ‫ﺍﺳﺘﻌﻤﻞ ﻣﻨﺤﻨﻴﺎﺕ‬ ‫‪‬‬
‫ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﺮﺳﻢ ﻣﻨﺤﻨﻰ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﺃﻭ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺍﻟﻤﻨﺎﺳﺒﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﻳﻤﻜﻨﻚ ﹰ‬
‫ﺃﻳﻀﺎ ﺍﺳﺘﻌﻤﺎﻝ ﻧﻘﺎﻁ‬ ‫‪  ‬‬
‫ﺍﻟﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪.θ‬‬ ‫‪θ ‬‬
‫‪   ‬‬
‫ﻛﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ‪ y = a sin bθ‬ﻭ ‪ y = a cos bθ‬ﺗﺒﺪﺃ ﻋﻨﺪ ‪ ، θ = 0‬ﻓﺈﻥ ﻧﻘﺎﻁ ﺗﻘﺎﻃﻊ ﱟ‬
‫ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﻊ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺩﻭﺭﺓ ﱟ‬ ‫‪θ    ‬‬
‫ﺍﻟﻤﺤﻮﺭ ‪ θ‬ﻫﻲ ﻛﻤﺎ ﻓﻲ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‪:‬‬ ‫‪   y = θ ‬‬
‫‪‬‬ ‫‪ θ   ‬‬
‫‪‬‬
‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﺳﻌﺔ ﻭﻃﻮﻝ ﺩﻭﺭﺓ‬ ‫‪y = a sin bθ‬‬ ‫‪y = a cos bθ‬‬

‫ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ‪.‬‬ ‫_ ‪(0, 0),‬‬

‫_ ‪1‬‬
‫‪2‬‬ ‫(‬
‫_ ‪· 360°, 0‬‬
‫‪b‬‬
‫‪360°‬‬
‫) ‪)( b‬‬
‫‪,0‬‬ ‫(‬‫_ · ‪_1‬‬
‫‪4‬‬
‫‪360°‬‬
‫‪b‬‬ ‫()‬
‫_ ‪,0 ,‬‬
‫_ ‪3‬‬
‫‪4‬‬
‫‪· 360°, 0‬‬
‫‪b‬‬ ‫)‬
‫‪ 2 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ‬ ‫‪‬‬
‫‪ ‬‬ ‫‪2‬‬
‫ﺍﻟﺪﻭﺭﺓ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫ﻣ ﱢﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬
‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﻛﺘﺎﺑﺔ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﺗﻤﺜﻞ‬ ‫‪y = 2 sin θ (a‬‬
‫ﻣﻮﻗ ﹰﻔﺎ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ θ‬ﺣﻴﺚ‪. a = 2 , b = 1 :‬‬
‫‪ 4 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬ ‫← ﺍﻟﻤﻨﺤﻨﻰ ﻳﺘﺴﻊ ﺭﺃﺳ ﹼﹰﻴﺎ ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ‬ ‫‪a = 2 = 2‬‬ ‫ﺍﻟﺴﻌﺔ‪:‬‬
‫‪ 2‬ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ‪. -2‬‬ ‫‪‬‬
‫ﻭﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻟﺪﺍﻟﺔ ﺍﻟﻈﻞ ﻟﺘﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪‬‬
‫← ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ ﻃﻮﻟﻬﺎ ‪. 360°‬‬ ‫_‬
‫_ ‪360°‬‬
‫‪= 360° = 360°‬‬ ‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪:‬‬
‫‪b‬‬ ‫‪1‬‬ ‫‪    ‬‬

‫✓ ‪‬‬ ‫ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ θ‬ﻫﻲ‪(0, 0) :‬‬

‫‪y‬‬ ‫‪y = a sin bθ , ‬‬
‫‪2‬‬ ‫‪  y = a cos bθ‬‬

‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬ ‫‪1‬‬

‫‪y = 2 sin θ‬‬ ‫(‬‫_ · ‪_1‬‬
‫‪2‬‬
‫‪360°‬‬
‫‪b‬‬ ‫)‬
‫)‪, 0 = (180°, 0‬‬ ‫‪   a ‬‬
‫‪ y = a ‬‬

‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬ ‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬
‫_(‬
‫‪360°‬‬
‫‪b‬‬
‫)‪, 0) = (360°, 0‬‬ ‫‪.y = - a  ‬‬

‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪-1‬‬

‫‪-2‬‬

‫‪‬‬ ‫‪y = cos 4θ (b‬‬

‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﻭﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ ،θ‬ﺣﻴﺚ‪. a = 1 , b = 4 :‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍﻟﺔ‬ ‫‪1‬‬ ‫‪y‬‬ ‫‪a = 1 = 1‬‬ ‫ﺍﻟﺴﻌﺔ‪:‬‬
‫_ ‪ .y = sin‬ﺍﻟﺴﻌﺔ‪1 :‬؛‬
‫‪2‬‬
‫‪1‬‬ ‫‪y = cos 4θ‬‬
‫‪θ‬‬ ‫_‬
‫_ ‪360°‬‬
‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪= 360° = 90°:‬‬
‫‪3‬‬ ‫‪1‬‬ ‫‪b‬‬ ‫‪4‬‬
‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪1080° :‬‬
‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬
‫) ‪( b‬‬
‫_ · ‪_1‬‬
‫‪4‬‬
‫‪360°‬‬
‫ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﻣﻊ ﺍﻟﻤﺤﻮﺭ ‪ θ‬ﻫﻲ‪, 0 = (22.5°, 0) :‬‬

‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬ ‫‪2‬‬ ‫‪-1‬‬ ‫_ · ‪(_43‬‬
‫‪360°‬‬
‫‪b‬‬
‫)‪, 0) = (67.5°, 0‬‬
‫‪-2‬‬
‫‪y = sin 3θ (a‬‬ ‫‪ (2A‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪2 , 2B‬‬ ‫‪‬‬
‫‪y‬‬ ‫‪y = sin‬‬
‫‪n 3θ‬‬ ‫ﱢ‬
‫ﻣﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬
‫‪1‬‬ ‫_=‪y‬‬
‫‪1‬‬
‫‪sin 2θ (2B‬‬
‫‪120°‬‬ ‫‪2‬‬
‫‪O‬‬ ‫‪θ‬‬
‫‪-1‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻓﻲ ﺗﻤﺜﻴﻞ ﺍﻟﻤﻮﺍﻗﻒ ﺍﻟﺤﻴﺎﺗﻴﺔ ﺍﻟﻤﺮﺗﺒﻄﺔ ﺑﺎﻟﺤﺮﻛﺔ ﺍﻟﺪﻭﺭﻳﺔ‪ ،‬ﻣﺜﻞ ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﻜﻬﺮﻭﻣﻐﻨﺎﻃﻴﺴﻴﺔ ﺃﻭ‬
‫ﹼ‬ ‫ﺗﻔﻴﺪ‬
‫ﻭﻳﺘﻢ ﻭﺻﻒ ﻫﺬﻩ ﺍﻷﻣﻮﺍﺝ ﻋﺎﺩﺓ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺮﺩﺩ‪ ،‬ﻭﻫﻮ ﻋﺪﺩ ﺍﻟﺪﻭﺭﺍﺕ ﻓﻲ ﻭﺣﺪﺓ ﺍﻟﺰﻣﻦ‪.‬‬ ‫ﱡ‬ ‫ﺍﻟﺼﻮﺕ‪.‬‬ ‫ﻣﻮﺟﺎﺕ‬

‫_=‪y‬‬
‫ﹼ ‪1‬‬ ‫ﻭﻹﻳﺠﺎﺩ ﺗﺮﺩﺩ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍ ﹼﻟﺔ ﻧﺠﺪ ﻣﻘﻠﻮﺏ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﹰ‬
‫‪1‬‬
‫‪cos θ (b‬‬ ‫_ ﺛﺎﻧﻴﺔ‪ ،‬ﻓﺈﻥ‬
‫‪100‬‬
‫ﻓﻤﺜﻼ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍﻟﺔ‬
‫‪2‬‬ ‫ﺗﺮﺩﺩﻫﺎ ﻳﺴﺎﻭﻱ ‪ 100‬ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪y‬‬
‫‪y = 1 cos θ‬‬
‫‪0.5‬‬ ‫‪2‬‬ ‫‪167‬‬ ‫‪  3-7‬‬
‫‪O‬‬ ‫‪θ‬‬
‫‪360°‬‬
‫‪-0.5‬‬

‫‪D E‬‬
‫‪‬‬
‫‪‬‬ ‫ﻭﺯﻉ ﺍﻟﻄﻠﺒﺔ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻋﻤﻞ ﻣﻠﺼﻘﺎﺕ ﻳﻈﻬﺮ ﻋﻠﻴﻬﺎ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫‪  ‬ﹼ‬
‫ﺷﺠﻊ ﺍﻟﻄﻠﺒﺔ ﻋﻠﻰ ﺗﻤﻴﻴﺰ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻠﺪﻭﺍﻝ ﻣﺜﻞ‪ :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪ ،‬ﺍﻟﺴﻌﺔ‪ ،‬ﺧﻄﻮﻁ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺴﺖ‪ .‬ﹼ‬
‫‪y‬‬ ‫‪(2A‬‬
‫‪4‬‬ ‫ﺍﻟﺘﻘﺎﺭﺏ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻷﻟﻮﺍﻥ ﺍﻟﻤﺨﺘﻠﻔﺔ‪.‬‬
‫‪3‬‬ ‫‪y = 3 cos θ‬‬
‫‪2‬‬
‫‪1‬‬
‫‪y‬‬ ‫‪(2B‬‬
‫‪O‬‬ ‫‪1‬‬ ‫‪y = 1 sin 2θ‬‬
‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬ ‫‪2‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬ ‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬

‫‪-1‬‬

‫‪167‬‬ ‫‪ ‬‬ ‫‪3-7 ‬‬

 ‫‪‬‬ ‫‪3‬‬
‫ﺃﻗﻞ ﻣﻦ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﺬﻱ ﻳﺴﻤﻌﻪ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺍﻷﺻﻮﺍﺕ ﺗﺤﺖ‬ ‫‪  ‬ﹸﺗﺴﻤﹼ ﻰ ﺍﻷﺻﻮﺍﺕ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﺗﺮﺩﺩﻫﺎ ﱠ‬
‫ﺍﻟﺴﻤﻌﻴﺔ‪ .‬ﻭﻳﻤﻜﻦ ﻟﻠﻔﻴﻠﺔ ﺳﻤﺎﻉ ﺍﻷﺻﻮﺍﺕ ﺗﺤﺖ ﺍﻟﺴﻤﻌﻴﺔ ﺍﻟﺘﻲ ﻳﺼﻞ ﺗﺮﺩﺩﻫﺎ ﺇﻟﻰ ‪ 5‬ﻫﻴﺮﺗﺰ ﺃﻭ ‪ 5‬ﺩﻭﺭﺍﺕ‪ /‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﺘﻲ ﺗﻌﺒﺮ ﻋﻦ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪.‬‬
‫ﻳﻮﺟﺪ ‪ 5‬ﺩﻭﺭﺍﺕ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﻣﻘﻠﻮﺏ ﺍﻟﺘﺮﺩﺩ‪ ،‬ﻭﻳﺴﺎﻭﻱ ﺍﻟﺰﻣﻦ ﺍﻟﺬﻱ ﺗﺴﺘﻐﺮﻗﻪ ﺩﻭﺭﺓ ﻭﺍﺣﺪﺓ‪،‬‬ ‫‪‬‬
‫ﻟﺬﻟﻚ ﻓﺈﻥ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ‪. _51 = 0.2‬‬
‫ﻤﺜﻞ ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ‪ y‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺩﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ ،t‬ﺛﻢ‬ ‫‪ (b‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﹸﺗ ﹼ‬ ‫‪ ‬ﻳﺴﺘﻄﻴﻊ ﺍﻹﻧﺴﺎﻥ ﺳﻤﺎﻉ‬ ‫‪3‬‬
‫‪‬‬
‫ﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪5‬‬ ‫ﺻﻮﺕ ﺗﺮﺩﺩﻩ ‪ 40‬ﻫﻴﺮﺗﺰ‪.‬‬
‫‪b‬‬ ‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ = _‬
‫‪2π‬‬ ‫‪‬‬
‫‪b‬‬
‫‪20‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻌﺒﺮ‬
‫_‬
‫‪2π = 0.2‬‬
‫‪ ‬‬
‫‪b‬‬
‫‪‬‬ ‫‪20000‬‬ ‫ﻋﻦ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪.‬‬
‫‪b  ‬‬ ‫‪‬‬ ‫‪0.2b = 2π‬‬ ‫‪‬‬ ‫‪‬‬ ‫_ ﺃﻭ ‪ 0.025‬ﺛﺎﻧﻴﺔ‬‫‪1‬‬
‫‪40‬‬
‫‪b 5‬‬ ‫‪b = 10π‬‬ ‫‪‬‬ ‫‪‬‬
‫‪ (b‬ﺍﻓﺮﺽ ﺃﻥ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ‬
‫‪y‬‬
‫‪1‬‬
‫‪y = sin 10πt‬‬ ‫‪‬‬ ‫‪y = a sin bθ‬‬ ‫‪‬‬ ‫‪‬‬ ‫ﻭﺍﺣﺪﺓ‪ .‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺍﻟﺠﻴﺐ ﺍﻟﺘﻲ‬
‫‪a = 1 , b = 10π , θ = t‬‬ ‫‪y = 1 sin 10πt ‬‬ ‫ﺗﻤﺜﻞ ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ‪ y‬ﺑﻮﺻﻔﻬﺎ‬
‫‪O‬‬ ‫‪0.1‬‬ ‫‪0.2‬‬ ‫‪0.3‬‬ ‫‪0.4 t‬‬ ‫‪‬‬
‫‪‬‬ ‫‪y = sin 10πt‬‬ ‫‪ ‬‬ ‫ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ .t‬ﺛﻢ ﻣ ﹼﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪-1‬‬
‫‪y = sin 80πt‬‬
‫‪‬‬ ‫‪‬‬
‫‪  (3‬ﻳﻤﻜﻦ ﻟﻺﻧﺴﺎﻥ ﺳﻤﺎﻉ ﺃﺻﻮﺍﺕ ﺗﺮﺩﺩﻫﺎ ﻳﺼﻞ ﺇﻟﻰ ‪ 20‬ﻫﻴﺮﺗﺰ‪.‬‬ ‫‪y‬‬ ‫‪y = sin 80πt‬‬
‫‪  ‬‬
‫‪_1 = 0.05 sec‬‬ ‫‪ (A‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‪.‬‬ ‫‪    ‬‬ ‫‪1‬‬
‫‪20‬‬ ‫‪   ‬‬
‫‪ (B‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺍﻟﺘﻲ ﺗﻌ ﱢﺒﺮ ﻋﻦ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪ ،‬ﺛﻢ ﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪   y ‬‬ ‫‪O‬‬ ‫‪0.025‬‬ ‫‪0.05‬‬ ‫‪0.075 t‬‬
‫‪ y = cos 40πt‬؛ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪.x    ‬‬
‫‪-1‬‬

‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﺘﻲ ﻟﻬﺎ ﺧﻄﻮﻁ ﺗﻘﺎﺭﺏ‪.‬‬

‫ﹼ‬ ‫ﹸﺗ ﹶﻌﺪﹼ ﺩﺍ ﹼﻟﺔ ﱢ‬
‫ﺍﻟﻈﻞ ﻣﻦ‬

‫‪‬‬ ‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪y = tan θ‬‬ ‫‪  ‬‬ ‫‪‬‬
‫‪y‬‬
‫‪y = tan θ‬‬
‫}‪{θ|θ ≠ 90° +180° n, nšZ‬‬
‫‪‬‬ ‫‪ ‬ﻟﻜﻞ ﻣﻦ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪2‬‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﺪﺍﻟﺘﻲ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫‪1‬‬
‫‪‬‬ ‫‪‬‬ ‫ﺳﻌﺔ‪ .‬ﺃﻣﺎ ﺑﻘ ﹼﻴﺔ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﻠﻴﺲ‬
‫ﻟﻬﺎ ﺳﻌﺔ؛ ﻷﻧﻪ ﻟﻴﺲ ﻟﻬﺎ ﻗﻴﻤﺔ ﻋﻈﻤﻰ ﺃﻭ‬
‫‪O‬‬ ‫‪θ‬‬
‫‪-90°‬‬ ‫‪90°‬‬ ‫‪270°‬‬ ‫‪450°‬‬
‫‪-1‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪-2‬‬ ‫ﻗﻴﻤﺔ ﺻﻐﺮ￯‪ .‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪180°‬‬ ‫‪‬‬ ‫ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ ﺍﻷﻓﻘﻲ‪ ،‬ﻭﺍﻟﺘﻲ ﻳﺘﻢ ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪360°‬‬ ‫‪360°‬‬ ‫‪‬‬ ‫ﺍﻟﺒﻴﺎﻧﻲ ﻣﻦ ﺧﻼﻟﻬﺎ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﺑﺴﻬﻮﻟﺔ ﻣﻦ‬
‫_ ‪ ،‬ﻭﻻ ﻳﻮﺟﺪ ﺳﻌﺔ ﻟﻬﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ‪ .‬ﻭﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ‬
‫‪180°‬‬
‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻤﻨﺤﻨﻰ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = a tan bθ‬ﻳﺴﺎﻭﻱ‬ ‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻬﺎ‪.‬‬
‫‪ ‬‬ ‫‪b‬‬

‫_(‬ ‫ﻟﻬﺎ ﺗﻜﻮﻥ ﻋﻨﺪ ﺍﻟﻤﻀﺎﻋﻔﺎﺕ ﺍﻟﻔﺮﺩﻳﺔ ﻟﻠﻌﺪﺩ) ‪. 1‬‬

‫_ ‪180°‬‬
‫‪b‬‬ ‫‪2‬‬
‫‪ 3 168‬‬
‫‪ ‬‬
‫‪ ‬ﺇﺫﺍ ﺭﻏﺒﺖ ﻓﻲ ﺃﻥ ﻳﻤﺜﻞ‬
‫ﺍﻟﻄﻠﺒﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﺩﻭﺍﻝ‪ :‬ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫ﻭﺍﻟﻈﻞ‪ ،‬ﻓﺈﻧﻪ ﻳﻤﻜﻦ ﺍﻟﻤﻘﺎﺭﻧﺔ ﺑﻴﻦ ﻫﺬﻩ‬
‫ﺍﻟﺘﻤﺜﻴﻼﺕ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻭﺗﻠﻚ ﺍﻟﻤﻮﺿﺤﺔ ﻓﻲ‬
‫ﺍﻟﺼﻔﺤﺎﺕ ‪ .1 6 6 , 1 6 8‬ﻭﺗﹸﻌﺪﹼ ﻫﺬﻩ ﺍﻟﺘﻐﺬﻳﺔ‬
‫ﺍﻟﺮﺍﺟﻌﺔ ﺍﻟﻔﻮﺭﻳﺔ ﻣﻔﻴﺪﺓ ﻟﺘﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﺍﻷﻛﺜﺮ ﺻﻌﻮﺑﺔ‪.‬‬

‫‪ 3‬‬ ‫‪168‬‬

 y = tan 2θ
    4  
y
‫ ﹼ‬.y = tan 2θθ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‬  
‫ﻭﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﹼﹰ‬
.‫ﺑﻴﺎﻧﻴﺎ‬
4
     
_
180°
= _
180°
= 90°° :‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬     
|b| 2   


O 90° 180° 270° 360° θ
_
180°
= _
180°
= 45°° :‫ﺧﻂ ﺗﻘﺎﺭﺏ ﻋﻨﺪ‬
|2b| 22
-4
‫ﺍﺭﺳﻢ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﻋﻨﺪ‬
.y = tan _1 θ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ‬
2
4 -3 · 45° = -135° , -1 · 45° = -45° , 1 · 45° = 45° , 3 · 45° = 135° , …
.‫ﺛﻢ ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ . 90° ‫ ﻭﻟﻜﻦ ﺍﺭﺳﻢ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ ﻛﻞ‬،y = tan θ ‫ﺍﺳﺘﻌﻤﻞ‬
360° :‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬

y = tan 1 θ ‫ ﺛﻢ ﹼ‬.y = _1 tan θ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‬
2 .‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬.‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ 2
y

‫ ﱢ‬،‫ ﻭﺍﻟﻘﺎﻃﻊ‬،‫ﺩﻭﺍﻝ ﻗﺎﻃﻊ ﺍﻟﺘﻤﺎﻡ‬

‫ﻭﻇﻞ ﺍﻟﺘﻤﺎﻡ ﺑﻤﻨﺤﻨﻴﺎﺕ‬ ‫ ﺗﺮﺗﺒﻂ ﻣﻨﺤﻨﻴﺎﺕ ﹼ‬  
1 ‫ﱢ‬
.‫ﻭﺍﻟﻈﻞ‬ ‫ﹼ‬
،‫ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬،‫ﺩﻭﺍﻝ ﺍﻟﺠﻴﺐ‬
O 180° 360° 540° 720° 900° θ
    
-1
-
y = cot θ y = sec θ y = csc θ   ""     
   
y = tan θ y = sec θ y = csc θ
y y y
2 2 2

1 y = cot θ y = cos θ y = sin θ

 O 360° θ
O 180° 360° θ O

180° 180°
180 360° θ
360
  -1

‫ ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻃﻮﻝ ﺩﻭﺭﺓ ﺃﺣﺪ‬5  -2 -2 -2

‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺜﻼﺙ ﺍﻷﺳﺎﺳﻴﺔ ﻟﺘﻤﺜﻴﻞ ﺩﺍﻟﺔ‬ {θ |θ ≠ 180n, nZ} {θ | θ ≠ 90 + 180n, nZ} {θ | θ ≠ 180n, nšZ} 
.￯‫ﻣﺜﻠﺜﻴﺔ ﺃﺧﺮ‬  {y | 1 ≤ y › y ≤ -1} {y | 1 ≤ y › y ≤ - 1} 
      
180° 360° 360° 

.y = 3 csc θ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ‬ 5 y = 2 sec θ    5  
.‫ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬ y .‫ ﺛﻢ ﻣ ﱢﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‬.y = 2 sec θ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‬  
5   
360° :‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬ ‫ ﻫﻲ ﻣﻘﻠﻮﺏ‬y = sec θ ‫ ﻭﺑﻤﺎ ﺃﻥ‬،360° ‫ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﻳﺴﺎﻭﻱ‬  
y = 3 csc θ ‫ ﺍﺳﺘﻔﺪ ﻣﻦ ﺗﻤﺜﻴﻞ‬، y = 2 sec θ ‫ ﻓﺈﻧﻪ ﻟﺘﻤﺜﻴﻞ‬y = cos θ y = sin θ , y = cos θ ,
 y = tan θ
y
O 90°
90 180° 270°
270 360° θ :‫ ﻭﺍﺗﺒﻊ ﻣﺎ ﻳﻠﻲ‬y = 2 cos θ   
. csc θ ,sec θ ,cot θ
. y = 2 cos θ ‫ ﺍﺭﺳﻢ ﺍﻟﺪﺍ ﹼﻟﺔ‬-
3 y = 3 sin θ
-5 ‫ ﺍﺭﺳﻢ ﺧﻄﻮﻁ ﺍﻟﺘﻘﺎﺭﺏ ﺍﻟﺮﺃﺳﻴﺔ ﻋﻨﺪ ﻧﻘﺎﻁ ﺗﻘﺎﻃﻊ ﺍﻟﺪﺍ ﹼﻟﺔ‬-
.θ ‫ ﻣﻊ ﻣﺤﻮﺭ‬y = 2 cos θ
O 180° 360° 540° θ .y = 2 sec θ ‫ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ‬-
-3
169   3-7


180° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬5 180° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬4

y y
2 3
1.5 1
y = 2 tan θ
1
0.5
O
270°
-270 90°O
-90 90° 180° 270° θ 90° 180° 270° 360° θ
-1
2 -
y = csc 2θ 1.5
-1.5
-2
- -3

169   3-7 

 ‫‪ ‬‬
‫‪ (5‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ .y = csc 2θ‬ﺛﻢ ﻣ ﹼﺜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫‪ 3‬‬
‫‪‬‬
‫ﺑﻴﺎﻧﻴﺎ‪ (1–4 1 , 2  :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﹼ‬
‫ﻣﺜﻠﻬﺎ ﹼﹰ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱢ‬ ‫✓ ‪‬‬
‫‪ (5–13 y = sin 3θ (2‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪y = 4 sin θ (1‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 2 3‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫_=‪y‬‬
‫‪1‬‬
‫‪cos 3θ (4‬‬ ‫‪y = cos 2θ (3‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ‬
‫‪2‬‬
‫‪y = sin 2θ (7‬‬ ‫‪y = 3 sin θ (6‬‬ ‫‪y = 2 cos θ (5‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫_=‪y‬‬
‫‪1‬‬
‫‪sin 2θ (10‬‬ ‫‪y = _ cos θ (9‬‬
‫‪3‬‬
‫‪y = cos 3θ (8‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪2‬‬ ‫‪4‬‬

‫‪y = sin _ (13‬‬ ‫_ ‪y = 5 sin‬‬

‫‪x‬‬ ‫‪2‬‬
‫‪θ (12‬‬ ‫‪y = 3 cos 2θ (11‬‬
‫‪2‬‬ ‫‪3‬‬ ‫‪‬‬
‫‪ (1‬ﺍﻟﺴﻌﺔ‪ ،4 :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬
‫‪3 ‬‬ ‫‪  (14‬ﻋﻨﺪﻣﺎ ﺗﺴﻘﻂ ﺣﺸﺮﺓ ﻣﺎ ﻓﻲ ﺷﺒﻜﺔ ﺍﻟﻌﻨﻜﺒﻮﺕ‪ ،‬ﻓﺈﻥ ﺍﻟﺸﺒﻜﺔ ﺗﻬﺘﺰ ﺑﺘﺮﺩﺩ ﻳﺒﻠﻎ ‪ 14‬ﻫﻴﺮﺗﺰ‪.‬‬ ‫‪y‬‬
‫‪_1 ≈ 0.07 sec‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ‪.‬‬
‫‪4‬‬
‫‪y = 4 sin θ‬‬
‫‪14‬‬
‫‪ (b‬ﺍﻓﺮﺽ ﺃﻥ ﺳﻌﺔ ﺍﻟﺪﺍ ﹼﻟﺔ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ .‬ﻭﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺗﹸﻤ ﹼﺜﻞ ﺍﻫﺘﺰﺍﺯﺍﺕ ﺍﻟﺸﺒﻜﺔ ‪ y‬ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪، t‬‬
‫ﻭﻣﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪O‬‬ ‫‪90° 180° 270° 360° θ‬‬

‫‪  (15‬ﻗﺎﺭﺏ ﻓﻲ ﻋﺮﺽ ﺍﻟﺒﺤﺮ ﻳﺮﺗﻔﻊ ﺇﻟﻰ ﺃﻋﻠﻰ ﻭﻳﻨﺨﻔﺾ ﺇﻟﻰ ﺃﺳﻔﻞ ﻣﻊ ﺍﻷﻣﻮﺍﺝ‪ .‬ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺃﻋﻠﻰ ﺍﺭﺗﻔﺎﻉ‬
‫ﻣﺴﺘﻘﺮﺍ ﻋﻨﺪﻣﺎ ﻳﻜﻮﻥ ﻓﻲ ﺍﻟﻤﻨﺘﺼﻒ ﺑﻴﻦ ﺃﻋﻠﻰ ﻧﻘﻄﺔ ﻭﺃﺩﻧﻰ ﻧﻘﻄﺔ‪.‬‬ ‫ﹼﹰ‬ ‫ﱢ‬
‫ﻭﺃﻗﻞ ﺍﺭﺗﻔﺎﻉ ﻟﻠﻘﺎﺭﺏ ‪ 8‬ﺑﻮﺻﺎﺕ‪ .‬ﻭﻳﻜﻮﻥ ﺍﻟﻘﺎﺭﺏ‬ ‫‪-4‬‬
‫ﻭﺗﺴﺘﻤﺮ ﻛﻞ ﺩﻭﺭﺓ ﻓﻲ ﻫﺬﻩ ﺍﻟﺤﺮﻛﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻤﺪﺓ ‪ 3‬ﹴ‬
‫ﺛﻮﺍﻥ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺗﹸﻤ ﹼﺜﻞ ﺣﺮﻛﺔ ﺍﻟﻘﺎﺭﺏ ﻭﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪ h = 4 sin _2 πtt (15‬؛‬
‫‪3‬‬
‫ﻣﺴﺘﻘﺮ ﻋﻨﺪﻣﺎ ‪. t = 0‬‬ ‫ﺍﻓﺘﺮﺽ ﺃﻥ ‪ :h‬ﺍﻻﺭﺗﻔﺎﻉ ﺑﺎﻟﺒﻮﺻﺎﺕ‪ ،‬ﻭ‪ : t‬ﺍﻟﺰﻣﻦ ﺑﺎﻟﺜﻮﺍﻧﻲ‪ .‬ﻭﺃﻥ ﺍﻟﻘﺎﺭﺏ ﻳﻜﻮﻥ ﻓﻲ ﻭﺿﻊ‬ ‫ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬ ‫‪ (2‬ﺍﻟﺴﻌﺔ‪ ،1 :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪120° :‬‬
‫ﱟ‬
‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪y‬‬
‫‪y = sin‬‬
‫‪n 3θ‬‬
‫‪  (16‬ﻳﺘﻤ ﹼﺜﻞ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﺨﺎﺭﺝ ﻣﻦ ﺃﺣﺪ ﺍﻷﺟﻬﺰﺓ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ ﺑﻴﻦ‪ -165 ,165 :‬ﻓﻮﻟﺖ‪،‬‬
‫‪ V = 165 cos 100πtt (16‬؛‬ ‫‪1‬‬
‫ﻭﺑﺘﺮﺩﺩ ﻣﻘﺪﺍﺭﻩ ‪ 50‬ﺩﻭﺭﺓ ﻓﻲ ﺍﻟﺜﺎﻧﻴﺔ ﻓﻲ ﺩﺍ ﹼﻟﺔ ﺩﻭﺭﻳﺔ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺗﻤﺎﻡ ﺗﹸﻤ ﹼﺜﻞ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ‪ V‬ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪،t‬‬
‫ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬
‫ﻭﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻧﻪ ﻋﻨﺪﻣﺎ ‪ t = 0‬ﻓﺈﻥ ﻓﺮﻕ ﺍﻟﺠﻬﺪ ﻳﺴﺎﻭﻱ ‪ 165‬ﻓﻮﻟﺖ‪.‬‬ ‫ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪O‬‬ ‫‪90° 180° 270° 360° θ‬‬

‫‪-11‬‬
‫‪‬‬ ‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﹼ‬
‫ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (17–23 4 , 5  :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱢ‬

‫‪y = cot 2θ (19‬‬ ‫‪y = 2 csc θ (18‬‬ ‫‪y = 3 tan θ (17‬‬

‫‪ (3‬ﺍﻟﺴﻌﺔ‪ ،1 :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪180° :‬‬
‫‪y = 3 sec θ (21‬‬ ‫_ ‪y = tan‬‬
‫‪1‬‬
‫‪θ (20‬‬
‫‪2‬‬ ‫‪y‬‬ ‫‪y = cos 2θ‬‬
‫‪y = csc‬‬ ‫_‬
‫‪1‬‬
‫‪θ‬‬ ‫‪(23‬‬ ‫‪y = 2 cot θ (22‬‬ ‫‪1‬‬
‫‪2‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬

‫‪ 3 170‬‬ ‫‪-1‬‬

‫_ ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪120° :‬‬

‫‪1‬‬
‫‪ (4‬ﺍﻟﺴﻌﺔ‪:‬‬
‫‪2‬‬
‫‪ ‬‬ ‫‪y‬‬
‫‪1‬‬ ‫‪y = 1 coss 3θ‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2‬‬

‫‪3 9 - 4 2 9 – 2 2‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫‪O‬‬ ‫‪θ‬‬

‫‪90°‬‬ ‫‪180° 270°‬‬ ‫‪360°‬‬
‫‪35-42  2 5 - 2 9 9 – 2 2‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪-1‬‬
‫‪23-42‬‬ ‫ﻣﺘﻘﻦ‬ ‫‪M‬‬
‫‪y = sin 28πt‬‬ ‫‪(14b‬‬
‫‪y‬‬ ‫‪y = sin 28πt‬‬
‫‪1‬‬

‫‪O‬‬ ‫‪0.05 0.10 0.15‬‬ ‫‪t‬‬

‫‪-11‬‬

‫‪ 3‬‬ ‫‪170‬‬

 ‫ﻣﺘﺮﺍ ﻭﺍﺣﺪﹰ ﺍ‪.‬‬
‫‪  (24‬ﻣﺤﻄﺔ ﻟﺮﺻﺪ ﺍﻟﺰﻻﺯﻝ ﺭﺻﺪﺕ ﻣﻮﺟﺔ ﻟﺰﻟﺰﺍﻝ ﺫﺍﺕ ﺗﺮﺩﺩ ‪ 0.5‬ﻫﻴﺮﺗﺰ‪ ،‬ﻭﺳﻌﺘﻬﺎ ﺗﺴﺎﻭﻱ ﹰ‬
‫‪ (a‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺗﻤ ﱢﺜﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻤﻮﺟﺔ ‪ h‬ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ . t‬ﺍﻓﺘﺮﺽ ﺃﻥ ﻧﻘﻄﺔ ﺍﻻﺗﺰﺍﻥ ﻟﻠﻤﻮﺟﺔ ‪h = 0‬‬
‫ﺗﻘﻊ ﻓﻲ ﻣﻨﺘﺼﻒ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺃﺧﻔﺾ ﻧﻘﻄﺔ ﻭﺃﻋﻠﻰ ﻧﻘﻄﺔ ﻓﻲ ﺍﻟﻤﻮﺟﺔ‪h = sin πt .‬‬

‫‪ (b‬ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫‪ 4‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ‬ ‫‪  (25‬ﺳﻠﻚ ﻣﺸﺪﻭﺩ ﺑﻴﻦ ﻧﻘﻄﺘﻴﻦ ﻳﻬﺘﺰ ﺑﺘﺮﺩﺩ ‪ 130‬ﻫﻴﺮﺗﺰ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺍﻟﺘﻲ ﺗﻤ ﱢﺜﻞ ﺍﻫﺘﺰﺍﺯﺍﺕ‬ ‫‪‬‬
‫ﺩﺍﻟﺔ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ ‪ y = a sin bθ‬ﺃﻭ‬ ‫ﺍﻟﺴﻠﻚ ‪ y‬ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ ، t‬ﻭﻣ ﱢﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ ‪ .‬ﻭﺇﺫﺍ ﺗﻀﺎﻋﻒ ﺍﻟﺘﺮﺩﺩ ‪ ،‬ﻓﻤﺎﺫﺍ‬ ‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ . y = a cos bθ‬ﺛﻢ ﺗﺤﺪﻳﺪ ﺳﻌﺘﻬﺎ ﻭﻃﻮﻝ‬ ‫ﻳﺤﺼﻞ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻭﺍﻟﺴﻌﺔ؟‬ ‫‪‬‬
‫ﺩﻭﺭﺗﻬﺎ‪ ،‬ﻭﺗﺴﻠﻴﻤﻚ ﺇﺟﺎﺑﺎﺗﻬﻢ ﻗﺒﻞ ﻣﻐﺎﺩﺭﺗﻚ ﻏﺮﻓﺔ‬ ‫‪‬‬
‫ﺍﻟﺼﻒ‪.‬‬ ‫‪‬‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﹼ‬
‫ﻣﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (26–30 :‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﹼ‬ ‫ﻣﻌﺮﻓﺔ(‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ‪) ،‬ﺇﻥ ﻛﺎﻧﺖ ﱠ‬
‫‪‬‬

‫‪y = 2 tan‬‬ ‫‪_1 θ‬‬ ‫‪(28‬‬ ‫‪y = _ cos‬‬

‫‪1‬‬ ‫‪_3 θ‬‬ ‫‪(27‬‬ ‫‪y = 3 sin‬‬ ‫‪_2 θ‬‬ ‫‪(26‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪ y = cos 260πtt (25‬؛‬
‫‪_4 θ‬‬ ‫ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﻣﻠﺤﻖ‬
‫‪y = 2 cot 6θ (31‬‬ ‫‪y = 5 csc 3θ (30‬‬ ‫‪y = 2 sec‬‬ ‫‪(29‬‬
‫‪5‬‬ ‫ﺍﻹﺟﺎﺑﺎﺕ؛ ﺗﺒﻘﻰ ﺍﻟﺴﻌﺔ ﻧﻔﺴﻬﺎ‪.‬‬
‫ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻳﺘﻨﺎﻗﺺ ﻷﻧﻬﺎ‬
‫ﺗﺴﺎﻭﻱ ﻣﻘﻠﻮﺏ ﺍﻟﺘﺮﺩﺩ‪.‬‬
‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﺍﻛﺘﺐ ﻗﺎﻋﺪﺗﻬﺎ‪:‬‬ ‫ﹼ‬
‫ﺣﺪﺩ ﻃﻮﻝ ﺩﻭﺭﺓ ﱟ‬
‫ﻛﻞ ﻣﻦ‬

‫‪y‬‬ ‫‪(33‬‬ ‫‪y‬‬ ‫‪(32‬‬

‫‪2‬‬
‫‪4‬‬
‫‪2‬‬
‫‪1‬‬ ‫‪ (35‬ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ‪y = a cos θ :‬‬
‫ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫‪O‬‬ ‫‪90° 180° 270° 360° θ‬‬
‫‪O‬‬ ‫‪180°‬‬ ‫‪360° θ‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ‪y = a sec θ :‬‬
‫‪-2‬‬ ‫‪-1‬‬ ‫ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺑﺎﺳﺘﺜﻨﺎﺀ‬
‫‪-4‬‬
‫‪-2‬‬
‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ‪.cos θ = 0 :‬‬
‫ﻣﺪ￯ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = a cos θ‬ﻳﺴﺎﻭﻱ‬
‫‪180°; y = 5 sin 2θ‬‬ ‫_‬
‫‪360°; y = 3 cos θ‬‬ ‫}‪.{y | - a ≤ y ≤ a‬‬
‫‪2‬‬ ‫ﻭﻣﺪ￯ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = a sec θ‬ﻳﺴﺎﻭﻱ‬
‫}‪ y ≤ - a‬ﺃﻭ ‪. {y |y ≥ a‬‬
‫‪(35‬‬ ‫‪y‬‬ ‫‪(34‬‬
‫‪y‬‬ ‫‪y =2 cos 4θ‬‬ ‫‪4‬‬
‫‪2‬‬
‫‪2‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360°‬‬ ‫‪θ‬‬

‫‪O‬‬ ‫‪900°‬‬ ‫‪1800°θ‬‬
‫‪-2‬‬ ‫‪-2‬‬

‫‪-4‬‬

‫‪90°; y = 2 cos 4θ‬‬ ‫‪1800°; y = 2 sin 1 θ‬‬ ‫_‬

‫‪5‬‬

‫‪171‬‬ ‫‪  3-7‬‬

‫‪M D‬‬
‫‪‬‬
‫_ ‪ y = sin (θθ - π) , y = sin (θ -‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﺛﻢ‬
‫‪π‬‬
‫)‪2‬‬
‫_ ‪, y = sin (θ -‬‬
‫‪π‬‬
‫)‪4‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ‬‫‪‬‬
‫ﺗﻮﺿﻴﺢ ﺗﺄﺛﻴﺮ ﻃﺮﺡ ﻣﻘﺪﺍﺭ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻋﻠﻰ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ‪ .‬ﺍﻟﻤﻘﺪﺍﺭ ﺍﻟﺬﻱ ﻳﻄﺮﺡ ﻣﻦ ‪ θ‬ﻳﺤﺪﹼ ﺩ ﻣﻘﺪﺍﺭ ﺇﺯﺍﺣﺔ‬
‫ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ y = sin θ‬ﺇﻟﻰ ﺍﻟﻴﻤﻴﻦ‪.‬‬

‫‪h‬‬ ‫‪h = sin πt‬‬ ‫‪(24b‬‬

‫‪1‬‬

‫‪O‬‬
‫‪1‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪4 t‬‬
‫‪-1‬‬

‫‪171‬‬ ‫‪ ‬‬ ‫‪3-7 ‬‬

 ‫‪‬‬

‫‪ ‬ﺣﺪﱢ ﺩ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯ ﻟﻜﻞﱟ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ‪ y = a sec θ ، y = a cos θ‬ﺣﻴﺚ ‪ a‬ﻋﺪﺩ ﺣﻘﻴﻘﻲ‬ ‫‪‬‬ ‫‪(36‬‬
‫ﻣﻮﺟﺐ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪‬‬
‫‪ (37‬ﻣﺠﺎﻝ ﻛﻞ ﻣﻨﻬﻤﺎ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ‬
‫_‬
‫‪ y =  1 sin θ‬ﺳﻌﺔ‬‫ﺍﻟﺤﻘﻴﻘﻴﺔ‪ ،‬ﻟﻠﺪﺍ ﹼﻟﺔ ‪θ‬‬ ‫‪ (36‬ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ‪y = a cos θ :‬‬
‫‪  (37‬ﻋ ﹼﻴﻦ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ ، y = sin θ‬ﻭﻣﻨﺤﻨﻰ ﺍﻟﺪﺍ ﹼﻟﺔ ‪. y = sin  θ‬‬
‫_‬
‫‪1‬‬ ‫_‬
‫‪1‬‬
‫‪2‬‬
‫_‬
‫ﺗﺴﺎﻭﻱ ‪ ، 1‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ‪.360°‬‬ ‫ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫_‬ ‫‪2‬‬
‫ﺳﻌﺔ ﻣﻨﺤﻨﻰ ﺍﻟﺪﺍ ﹼﻟﺔ‪y = sin 1 θ :‬‬
‫‪2‬‬ ‫ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ‪y = a sec θ :‬‬
‫ﺗﺴﺎﻭﻱ ‪ 1‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ‪.720°‬‬
‫‪  (38‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﺳﻌﺘﻬﺎ ‪ ، 3‬ﻭﻃﻮﻝ ﺩﻭﺭﺗﻬﺎ ‪ .180°‬ﺛﻢ ﻣ ﹼﺜﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻫﻮ ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ ﺑﺎﺳﺘﺜﻨﺎﺀ‬
‫ﺍﻷﻋﺪﺍﺩ ﺍﻟﺘﻲ ﻳﻜﻮﻥ ﻓﻴﻬﺎ‪.cos θ = 0 :‬‬
‫ﻭﺿﺢ ﻛﻴﻒ ﺗﹸﺤﺴﺐ ﺳﻌﺔ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ ، y = -2 sin θ‬ﱢ‬
‫ﻭﻭﺿﺢ ﻛﻴﻒ ﻳﺆ ﹼﺛﺮ ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﺴﺎﻟﺐ ﻓﻲ ﺍﻟﺘﻤﺜﻴﻞ‬ ‫‪   (39‬ﱢ‬ ‫ﻣﺪ￯ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = a cos θ‬ﻳﺴﺎﻭﻱ‬
‫ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ‪.‬‬
‫ﹼ‬ ‫}‪.{y | - a ≤ y ≤ a‬‬
‫ﺍﻧﻌﻜﺎﺳﺎ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ ﺣﻮﻝ ﺍﻟﻤﺤﻮﺭ ‪. x‬‬
‫ﹰ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻤﻄﻠﻘﺔ ﻟﻠﻌﺪﺩ ‪ -2‬ﻭﺍﻟﺘﻲ ﺗﺴﺎﻭﻱ ‪ . 2‬ﺍﻟﻤﻌﺎﻣﻞ ﺍﻟﺴﺎﻟﺐ ﻳﺤﺪﺙ‬ ‫ﻭﻣﺪ￯ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = a sec θ‬ﻳﺴﺎﻭﻱ‬
‫}‪ y ≤ - a‬ﻭﺃ ‪. {y | y ≥ a‬‬
‫‪‬‬
‫√‬
‫‪3‬‬
‫‪ (42‬ﺇﺫﺍ ﻛﺎﻥ ﻋﺪﺩ ﺳﻜﺎﻥ ﺇﺣﺪ￯ ﺍﻟﻤﺪﻥ ﻗﺒﻞ ﻋﺸﺮ ﺳﻨﻮﺍﺕ ﻳﺴﺎﻭﻱ‬ ‫ﺃﻱ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﺗﺤ ﱢﻘﻖ _ = ‪ tan θ‬؟ ‪C‬‬
‫‪ ‬ﹼ‬ ‫‪‬‬
‫‪3‬‬
‫‪(40‬‬
‫‪ (38‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪y = 3 sin 2θ :‬‬
‫‪ 312430‬ﻧﺴﻤﺔ‪ ،‬ﻭﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺍﻟﺤﺎﻟﻲ ﻳﺴﺎﻭﻱ ‪ 418270‬ﻧﺴﻤﺔ‪،‬‬ ‫‪1215° D‬‬ ‫‪1830° C‬‬ ‫‪1080° B‬‬ ‫‪990° A‬‬
‫‪y‬‬
‫ﻓﻤﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﻤﺌﻮﻳﺔ ﻟﻠﺰﻳﺎﺩﺓ ﻓﻲ ﻋﺪﺩ ﺍﻟﺴﻜﺎﻥ ﺧﻼﻝ ﺍﻟﺴﻨﻮﺍﺕ ﺍﻟﻌﺸﺮ‬ ‫‪4‬‬
‫‪y = 3 sin 2θ‬‬
‫ﺍﻟﻤﺎﺿﻴﺔ؟ ‪B‬‬ ‫‪3‬‬
‫‪75% D‬‬ ‫‪66% C‬‬ ‫‪34% B‬‬ ‫‪25% A‬‬
‫‪  (41‬ﺃﻭﺟﺪ ﺍﻟﺤﺪﹼ ﺭﻗﻢ ‪ 100001‬ﻓﻲ ﺍﻟﻤﺘﺘﺎﺑﻌﺔ‪:‬‬ ‫‪2‬‬
‫‪700013‬‬ ‫‪1‬‬
‫‪O‬‬ ‫‪45°‬‬ ‫‪90°‬‬ ‫‪135°‬‬ ‫‪180° θ‬‬
‫… ‪13, 20, 27, 34, 41,‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬

‫‪ 3 172‬‬

‫‪ 3‬‬ ‫‪172‬‬

‫‪‬‬

‫‪3 - 7‬‬ ‫‪‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(24)‬‬

‫‪  ‬‬ ‫‪3-7‬‬

‫ﺑﻴﺎﻧﻴﺎ‪:‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺛﻢ ﻣﺜﹼﻠﻬﺎ ﹼﹰ‬ ‫ﻣﻌﺮﻓﺔ(‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱢ‬
‫ﻟﻜﻞ ﺩﺍ ﹼﻟﺔ ﱠ‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ )ﺇﺫﺍ ﻛﺎﻧﺖ ﹼ‬
‫‪y = cos 5θ‬‬ ‫‪(3‬‬ ‫_ ‪y = cot‬‬
‫‪1‬‬
‫‪θ (2‬‬ ‫‪y = - 4 sin θ (1‬‬
‫‪2‬‬
‫‪1; 72°‬‬ ‫ﻣﻌﺮﻓﺔ ؛ ‪360°‬‬
‫ﺍﻟﺴﻌﺔ ﻏﻴﺮ ﹼ‬ ‫‪4 ; 360°‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬
‫‪1‬‬ ‫‪4‬‬ ‫‪4‬‬

‫‪2‬‬ ‫‪2‬‬

‫‪O‬‬ ‫‪θ‬‬ ‫‪O‬‬ ‫‪θ‬‬ ‫‪O‬‬ ‫‪θ‬‬

‫‪45°°‬‬
‫‪45‬‬ ‫‪90° 135‬‬
‫‪90‬‬ ‫‪135° 180‬‬
‫‪180°°‬‬ ‫‪90° 180° 270‬‬
‫‪270° 360‬‬
‫‪360°‬‬ ‫‪90° 180‬‬
‫‪180° 270° 360‬‬
‫‪360°‬‬
‫‪-2‬‬ ‫‪-2‬‬

‫‪-1‬‬ ‫‪-44‬‬ ‫‪-4‬‬

‫_=‪y‬‬
‫‪1‬‬
‫‪sin θ (6‬‬ ‫_ ‪y = 2 tan‬‬
‫‪1‬‬
‫‪θ (5‬‬ ‫_ ‪y = csc‬‬
‫‪3‬‬
‫‪θ (4‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪360° ; 1‬‬ ‫_‬ ‫ﻣﻌﺮﻓﺔ؛ ‪360°‬‬
‫ﺍﻟﺴﻌﺔ ﻏﻴﺮ ﹼ‬ ‫ﻣﻌﺮﻓﺔ ؛ ‪480 °‬‬
‫ﺍﻟﺴﻌﺔ ﻏﻴﺮ ﹼ‬
‫‪2‬‬
‫‪y‬‬ ‫‪y‬‬ ‫‪y‬‬

‫‪ ‬‬
‫‪1.0‬‬ ‫‪4‬‬ ‫‪4‬‬

‫‪0.5‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪O‬‬ ‫‪θ‬‬ ‫‪O‬‬ ‫‪θ‬‬ ‫‪O‬‬ ‫‪θ‬‬

‫‪90° 180‬‬
‫‪180°° 270° 360‬‬
‫‪360°‬‬ ‫‪180° 360‬‬
‫‪180‬‬ ‫‪360° 540‬‬
‫‪540° 720‬‬
‫‪720°‬‬ ‫‪120° 240‬‬
‫‪240° 360‬‬
‫‪360° 480‬‬
‫‪480°‬‬
‫‪-0.5‬‬ ‫‪-2‬‬ ‫‪-22‬‬

‫‪-1.0‬‬ ‫‪-4‬‬ ‫‪-4‬‬

‫‪ ‬ﺗﺆﺛﹼﺮ ﻓﻲ ﺍﻟﺴﺎﺭﻳﺔ ﺍﻟﻤﺒ ﹼﻴﻨﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻗﻮﺓ ﻣﻘﺪﺍﺭﻫﺎ ‪ 500‬ﻧﻴﻮﺗﻦ‪ .‬ﻫﺬﻩ ﺍﻟﻘﻮﺓ ﻟﻬﺎ‬ ‫‪(7‬‬

‫‪500 N‬‬ ‫ﻣﺮﻛﹼﺒﺘﺎﻥ ﺃﻓﻘﻴﺔ ‪ Fx‬ﻭﺭﺃﺳﻴﺔ ‪) .Fy‬ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﻣﻘﺪﺍﺭﻫﺎ ‪ 1‬ﻧﻴﻮﺗﻦ ﻫﻲ ﺍﻟﻘﻮﺓ ﺍﻟﺘﻲ ﺗﻌﻄﻲ ﺗﺴﺎﺭﻋﹰﺎ‬
‫ﻣﻘﺪﺍﺭﻩ ‪ 1 m/s2‬ﻟﺠﺴ ﹴﻢ ﻛﺘﻠﺘﻪ ‪.( 1 kg‬‬
‫‪Fy‬‬

‫‪θ‬‬
‫‪Fx‬‬

‫‪ (a‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍ ﹼﻟﺔ‪ Fx = 500 cos θ :‬ﺗﹸﻤﺜﹼﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻭﻣﺮﻛﹼﺒﺔ ﺍﻟﻘﻮﺓ ﺍﻷﻓﻘﻴﺔ‪ ،‬ﻓﻤﺎ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺳﻌﺔ‬
‫ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﻭﻃﻮﻝ ﺩﻭﺭﺗﻬﺎ؟ ‪500; 360°‬‬

‫‪ (b‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ Fy = 500 sin θ‬ﺗﹸﻤﺜﹼﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻭﻣﺮﻛﹼﺒﺔ ﺍﻟﻘﻮﺓ ﺍﻟﺮﺃﺳﻴﺔ‪ ،‬ﻓﻤﺎ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺳﻌﺔ‬
‫ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﻭﻃﻮﻝ ﺩﻭﺭﺗﻬﺎ؟ ‪500; 360°‬‬

‫‪24‬‬

‫‪172A‬‬ ‫‪ 3 ‬‬

 








































 3  172B

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‫‪‬‬ ‫‪3 -8‬‬ ‫‪‬‬
‫‪‬‬
‫‪Inverse Trigonometric Functions‬‬
‫‪‬‬
‫‪‬‬
‫‪ 1‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ‬
‫ﹼ‬ ‫ﻟﻘﺪ ﺗﻌ ﹼﻠﻤﺖ ﻛﻴﻒ ﺗﺴﺘﻌﻤﻞ‬
‫ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺤﺎ ﹼﺩﺓ‪ .‬ﻣﺜﺎﻝ‪ :‬ﻳﺘﻜﺊ ﺭﻑ ﺍﻟﻜﺘﺐ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻋﻠﻰ ﺣﺎﺋﻂ‬ ‫‪ ‬‬
‫‪θ‬‬
‫ﻋﻤﻮﺩﻱ‪ ،‬ﺑﺤﻴﺚ ﺗﺒﻌﺪ ﻗﺎﻋﺪﺗﻪ ﻋﻦ ﺍﻟﺠﺪﺍﺭ ﺑﻤﻘﺪﺍﺭ ‪ ،15 in‬ﻭﻳﺼﻞ ﺍﺭﺗﻔﺎﻋﻪ‬ ‫‪  ‬‬
‫‪‬‬ ‫ﺇﻟﻰ ‪ . 75 in‬ﻭﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ ، θ‬ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﹼ‬
‫ﺍﻟﻈﻞ‪.‬‬
‫‪75 in.‬‬
‫‪tan θ = _ = 0.2‬‬
‫‪15‬‬ ‫‪‬‬
‫‪3-8 ‬‬ ‫‪75‬‬
‫‪  ‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﻌﻠﻤﻴﺔ‪.‬‬ ‫ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻇ ﹼﻠﻬﺎ ‪0.2‬‬
‫ﺗﻤﺜﻴﻞ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪‬‬
‫‪tan .2 = 11.30993247‬‬ ‫‪ ‬‬
‫‪3 - 8 ‬‬ ‫‪ ‬‬
‫‪15 in.‬‬ ‫ﺇﺫﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺣﻮﺍﻟﻲ ‪. 11°‬‬
‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬ ‫‪‬‬
‫‪  ‬ﺇﺫﺍ ﻋﻠﻤﺖ ﻗﻴﻤﺔ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻟﺰﺍﻭﻳﺔ ﻣﺎ‪ ،‬ﻓﺈﻧﻚ ﺗﺴﺘﻄﻴﻊ‬
‫ﺣﻞ ﻣﻌﺎﺩﻻﺕ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪2π‬‬
‫‪y‬‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍ ﹼﻟﺔ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﺗﺬﻛﹼﺮ ﺃﻥ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍ ﹼﻟﺔ ﻫﻮ ﺍﻟﻌﻼﻗﺔ‬ ‫‪‬‬
‫ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬ ‫‪3π‬‬
‫‪2‬‬ ‫‪x = sin y‬‬ ‫ﺍﻟﺘﻲ ﺗﻌﻜﺲ ﻓﻴﻬﺎ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮﻳﻦ‪ .x , y :‬ﻓﻤﻌﻜﻮﺱ‪ ، y = sin x :‬ﻫﻮ ‪، x = sin y‬‬
‫‪principal values‬‬
‫‪‬‬
‫‪π‬‬ ‫ﺍﻟﻤﻤ ﹼﺜﻞ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪.‬‬
‫‪3-8 ‬‬ ‫‪π‬‬
‫‪Arcsine function‬‬
‫ﻻﺣﻆ ﺃﻥ ﻣﻌﻜﻮﺱ ﺍﻟﺪﺍ ﹼﻟﺔ ﻟﻴﺲ ﺩﺍ ﹼﻟﺔ ﻟﻮﺟﻮﺩ ﻋﺪﺩ ﻣﻦ ﻗﻴﻢ ‪ y‬ﱢ‬
‫ﻟﻜﻞ ﻗﻴﻤﺔ ﻣﻦ ﻗﻴﻢ ‪.x‬‬ ‫‪‬‬
‫ﺗﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‬
‫‪2‬‬

‫_ ‪،-‬‬ ‫_≤ ‪≤x‬‬

‫‪Arccosine function‬‬
‫ﺗﻢ ﺗﺤﺪﻳﺪ ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﺤﻴﺚ ﻳﻜﻮﻥ‬
‫‪x‬‬
‫ﻟﻜﻦ ﺇﺫﺍ ﱠ‬
‫‪O‬‬ ‫‪π‬‬ ‫‪π‬‬
‫ﻭﺗﻤﺜﻴﻠﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬
‫‪-1‬‬ ‫‪1‬‬
‫‪-π‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪‬‬
‫‪2‬‬
‫‪-π‬‬ ‫ﻓﺈﻥ ﺍﻟﻤﻌﻜﻮﺱ ﻳﻜﻮﻥ ﺩﺍ ﹼﻟﺔ ﻋﻜﺴﻴﺔ‪.‬‬ ‫‪Arctangent function‬‬
‫‪- 3π‬‬
‫‪2‬‬
‫ﻓﺎﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫ﹸﺴﻤﻰ ﺍﻟﻘﻴﻢ ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﺤﺪﹼ ﺩ ﺍﻟﻘﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬ ‫ﺗ ﹼ‬ ‫‪‬‬
‫‪-2π‬‬ ‫ﺫﺍﺕ ﺍﻟﻤﺠﺎﻝ ﺍﻟﻤﺤﺪﹼ ﺩ ﺗﹸﻤ ﹼﺜﻞ ﺑﺄﺣﺮﻑ ﻛﺒﻴﺮﺓ‪ ،‬ﻫﻜﺬﺍ‪:‬‬ ‫‪Trigonometric equation‬‬

‫_‪-‬‬ ‫• ‪ y = Sin x‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪≤ x ≤ _ ، y = sin x‬‬

‫‪π‬‬ ‫‪π‬‬
‫‪2‬‬ ‫‪2‬‬
‫• ‪ y = Cos x‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ‪0 ≤ x ≤ π ، y = cos x‬‬
‫‪ 2‬‬ ‫_‪-‬‬
‫‪π‬‬
‫< ‪<x‬‬ ‫• ‪ y = Tan x‬ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ ‪_π ، y = tan x‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺩﻭﺍﻝ ﻋﻜﺴﻴﺔ‪ :‬ﻟﻜﻞﱟ ﻣﻦ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ‪ ،‬ﻭﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫ﺍﻟﺪﻭﺍﻝ ﺫﺍﺕ ﺍﻟﻤﺠﺎﻻﺕ ﺍﻟﻤﺤﺪﺩﺓ ﻟﺘﻌﺮﻳﻒ ﹼ‬ ‫ﹼ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫‪‬‬ ‫ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻭﺩﺍ ﹼﻟﺔ ﹼ‬
‫ﺍﻟﻈﻞ ﺍﻟﻌﻜﺴﻴﺔ ﻛﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﺍﻟﻌﻜﺴﻴﺔ‪ ،‬ﻭﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﺍﻟﻌﻜﺴﻴﺔ‬
‫ﺍﻟﻈﻞ ﻭﻫﻲ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﺍﻟﻌﻜﺴﻴﺔ‬
‫ﻭﺩﺍ ﹼﻟﺔ ﹼ‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ"؟ ‪،‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪  ‬‬
‫‪  ‬‬
‫‪‬‬
‫ﺭﻑ ﺍﻟﻜﺘﺐ‬
‫• ﻛﻴﻒ ﻳﻤﻜﻦ ﺇﻳﺠﺎﺩ ﻃﻮﻝ ﹼ‬ ‫_‬
‫‪- π ≤ y ≤π‬‬ ‫_‬ ‫‪  ‬‬
‫‪ ‬‬
‫ﺍﻟﻤﺎﺋﻞ؟ ﺛﻢ ﺃﻭﺟﺪﻩ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪-1 ≤ x ≤ 1‬‬ ‫‪y = Sin-1 x‬‬ ‫‪‬‬
‫‪y y = Sin-1 x‬‬
‫‪π‬‬ ‫‪  ‬‬
‫‪-90° ≤ y ≤ 90°‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎﻏﻮﺭﺱ؛‬
‫‪2‬‬ ‫‪y = Arcsin x‬‬
‫‪   ‬‬
‫‪0≤y≤π‬‬ ‫‪y = Arccos x‬‬
‫‪-1 - 1 O‬‬ ‫‪x‬‬
‫‪s 2 = 152 + 752 = 5850; s ≈ 76.485 in‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪2‬‬
‫‪1‬‬
‫‪0° ≤ y ≤ 180°‬‬
‫‪-1 ≤ x ≤ 1‬‬ ‫‪y = Cos-1 x‬‬ ‫‪‬‬
‫‪  ‬‬
‫_‬ ‫‪15‬‬
‫ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ ‪sin θ‬؟‬ ‫•‬
‫‪-π‬‬
‫‪2‬‬ ‫‪y = Arc tan x‬‬
‫‪76.485‬‬ ‫_‬
‫‪- π < y <π‬‬ ‫_‬ ‫‪‬‬
‫_‬ ‫‪75‬‬
‫ﻣﺎ ﺍﻟﻨﺴﺒﺔ ﺍﻟﺘﻲ ﺗﻤ ﹼﺜﻞ ‪cos θ‬؟‬ ‫•‬
‫‪2‬‬
‫‪- 90° < y < 90°‬‬
‫‪2‬‬
‫‪‬‬
‫‪y = Tan-1 x‬‬ ‫‪‬‬

‫‪76.485‬‬
‫• ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻴﻢ ﺍﻟﺘﻲ ﺣﺼﻠﺖ ﻋﻠﻴﻬﺎ ﻟﻜﻞ ﻣﻦ‬
‫‪sin θ , cos θ‬؛ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ .θ‬ﻫﻞ‬
‫ﺣﺼﻠﺖ ﻋﻠﻰ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ؟‬ ‫‪173‬‬ ‫‪ 3-8‬‬
‫ﻧﻌﻢ؛ ﺍﻟﻘﻴﻤﺔ ﻧﻔﺴﻬﺎ ﻟﻠﺰﺍﻭﻳﺔ ‪،11.31° ،θ‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﹼ‬
‫ﻛﻞ ﻣﻦ ‪.sin θ , cos θ‬‬

‫‪173‬‬ ‫‪‬‬ ‫‪3-8 ‬‬

 ‫ﻓﻲ ﺍﻟﻌﻼﻗﺔ ‪ ،y = cos-1 x‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ x = _1‬ﻓﺈﻥ ‪ ،y = 60° , 300°‬ﻛﻤﺎ ﺃﻥ ﱠ‬
‫ﻛﻞ ﺯﺍﻭﻳﺔ ﺗﺸﺘﺮﻙ ﻣﻊ ﻫﺎﺗﻴﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬ ‫‪‬‬
‫‪2‬‬
‫ﺃﻳﻀﺎ‪ .‬ﺃﻣﺎ ﻓﻲ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ ،y = Cos-1 x‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ‪ ،x = _2‬ﻓﺈﻥ ‪ y = 60°‬ﻓﻘﻂ‪.‬‬
‫‪1‬‬
‫ﺑﻀﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﺗﹸﻌﺪﹼ ﻗﻴﻤﺔ ﻟـ ‪ y‬ﹰ‬ ‫‪ ‬‬
‫‪   f , f -1‬‬
‫‪ ‬‬ ‫‪1‬‬ ‫‪‬‬ ‫‪  ‬‬
‫‪    f(f a) = b‬‬
‫‪.ff -1(b) = a‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪:‬‬ ‫‪‬‬
‫‪Cos-1‬‬ ‫) ‪(- _12‬‬ ‫‪(a‬‬ ‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪ ، θ‬ﺣﻴﺚ ‪ 0° ≤ θ ≤ 180°‬ﻭﺍﻟﺘﻲ ﻗﻴﻤﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻟﻬﺎ ‪.- _21‬‬ ‫ﺍﻟﻌﻜﺴﻴﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫‪1 √3‬‬
‫√‬
‫) ‪(- 2 , 2‬‬ ‫‪1‬‬
‫‪y‬‬ ‫‪ 1 ‬‬ ‫‪‬‬ ‫‪ 2 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‬
‫‪2π‬‬
‫ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﺇﺣﺪﺍﺛ ﹼﻴﻬﺎ ‪ x‬ﻫﻮ ‪.- _21‬‬ ‫ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﻋﺒﺎﺭﺍﺕ ﺗﺤﺘﻮﻱ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‬
‫= ‪120°‬‬
‫‪θ‬‬
‫‪3‬‬
‫_ ‪ ، cos θ = -‬ﻋﻨﺪﻣﺎ ‪θ = 120°‬‬
‫‪1‬‬
‫ﻧﻼﺣﻆ ﺃﻥ‪:‬‬ ‫ﻋﻜﺴﻴﺔ‪.‬‬
‫‪O‬‬ ‫‪1 x‬‬
‫‪2‬‬
‫‪-1‬‬
‫‪Cos-1‬‬ ‫) (‬
‫_‪-‬‬
‫‪1‬‬
‫ﺇﺫﻥ _ = ‪= 120°‬‬
‫‪2π‬‬
‫‪3‬‬
‫‪‬‬
‫✓ ‪‬‬
‫‪2‬‬
‫‪-1‬‬ ‫‪ ‬‬
‫‪   ‬‬
‫‪ 2 ‬‬ ‫‪‬‬ ‫‪  ‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺗﻤﺎﺭﻳﻦ "ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ" ﺑﻌﺪ‬
‫‪   ‬‬
‫_ ‪ ، Cos-1 -‬ﺣﻴﺚ ‪0° ≤ θ ≤ 180°‬‬
‫‪1‬‬
‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻤﻄﻠﻮﺏ ) ‪( 2‬‬ ‫‪ ‬‬ ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻠﺒﺔ‬
‫ﻓﺈﻥ ‪ θ‬ﺯﺍﻭﻳﺔ ﺗﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪.‬‬ ‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬
‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺤﺎ ﹼﺩﺓ )ﺍﻟﻤﺮﺟﻌﻴﺔ ''‪(θ‬‬
‫‪‬‬
‫_ = ‪θ' = 60°°‬‬
‫‪π‬‬
‫ﺑﻤﺎ ﺃﻥ ‪ ،cos θ’ = _1‬ﻓﺈﻥ‬
‫‪3‬‬ ‫‪2‬‬
‫‪θ‬‬ ‫ﺇﺫﻥ ''‪θ = 180° - θ‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻓﻲ ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‬ ‫‪1‬‬
‫‪= 180° - 60°‬‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫‪= 120°‬‬

‫‪ 3 ‬‬ ‫‪‬‬

‫_ ;‪45°‬‬
‫‪π‬‬
‫‪4‬‬
‫‪Sin–1‬‬ ‫‪( _ ) (a‬‬
‫‪√2‬‬
‫‪2‬‬

‫ﺍﻟﻤﻔﺎﺗﻴﺢ‪cos (-1÷2) = 120 :‬‬ ‫_ ‪-90°; -‬‬

‫‪π‬‬
‫‪Arcsin (-1) (b‬‬
‫‪2‬‬
‫_ ‪Cos-1 -‬‬
‫‪1‬‬
‫_ = ‪= 120°‬‬
‫)‪( 2‬‬ ‫‪2π‬‬
‫‪3‬‬
‫ﺇﺫﻥ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ) ‪.tan (Cos -1 _74‬‬ ‫‪2‬‬
‫ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪1.44 .‬‬ ‫ﹼ‬
‫‪Tan 1-1 (b‬‬
‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻓﻲ ﺍﻟﻔﺘﺮﺓ ‪ -90° < θ < 90°‬ﻭﺍﻟﺘﻲ ﻇ ﱡﻠﻬﺎ ﻳﺴﺎﻭﻱ ‪.1‬‬
‫ﺍﻟﻤﻔﺎﺗﻴﺢ‪tan 1 = 45 :‬‬
‫‪ ‬‬
‫_ = ‪.Tan 1-1 = 45°‬‬
‫‪π‬‬
‫ﺇﺫﻥ‬
‫‪4‬‬ ‫‪ ‬ﺇﺫﺍ ﻗﺮﺃ ﺍﻟﻄﻠﺒﺔ‬
‫‪‬‬ ‫ﺩﺍﻟﺔ ﻣﻌﻜﻮﺱ ﺍﻟﺠﻴﺐ ‪ sin-1 x‬ﻋﻠﻰ ﺻﻮﺭﺓ‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪:‬‬ ‫)ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﺟﻴﺒﻬﺎ ‪ ،(x‬ﻓﺈﻥ ﻫﺬﺍ ﺳﻴﺴﺎﻋﺪﻫﻢ‬
‫‪-‬‬ ‫) ‪ - 45° Sin (- _2‬ﺃﻭ ‪_π‬‬‫‪-1‬‬ ‫√‬
‫‪(1B‬‬ ‫‪90 Cos‬؛ ‪_π‬‬ ‫‪-1 0‬‬ ‫‪(1A‬‬ ‫ﻋﻠﻰ ﻓﻬﻢ ﻃﺒﻴﻌﻴﺔ ﺍﻟﺪﺍﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪ 3 174‬‬

‫‪‬‬
‫‪ ‬ﺑﻤﺎ ﺃﻥ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ ﺩﻭﺍﻝ ﺩﻭﺭﻳﺔ‪ ،‬ﻟﺬﺍ ﻓﺈﻥ ﺍﻟﻌﺪﻳﺪ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺗﺮﺗﺒﻂ ﺑﻘﻴﻤﺔ ﻭﺍﺣﺪﺓ‬
‫ﻟﻠﺪﺍﻟﺔ‪ ،‬ﻭﺑﺎﻟﺘﺎﻟﻲ ﻓﺈﻥ ﻣﻌﻜﻮﺱ ﺃﻱ ﺩﺍﻟﺔ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻴﺲ ﺩﺍﻟﺔ )ﻷﻥ ﻗﻴﻤﺔ ﺍﻟﻤﻌﻜﻮﺱ ﻟﻴﺴﺖ ﻭﺣﻴﺪﺓ(‪ .‬ﻭﻟﻜﻦ ﻋﻨﺪ‬
‫ﺗﺤﺪﻳﺪ ﺍﻟﻤﺠﺎﻝ ﺿﻤﻦ ﻓﺘﺮﺓ ﻣﻌﻴﻨﺔ ﻣﻨﺎﺳﺒﺔ‪ ،‬ﻓﺈﻥ ﺍﻟﻤﻌﻜﻮﺱ ﻳﺼﺒﺢ ﺩﺍﻟﺔ‪ .‬ﻭﺑﻤﺎ ﺃﻥ ﻫﻨﺎﻙ ﻋﺪ ﹰﺩﺍ ﻻ ﻧﻬﺎﺋ ﹼﹰﻴﺎ ﻣﻦ ﻫﺬﻩ ﺍﻟﻔﺘﺮﺍﺕ ﻓﺈﻥ‬
‫ﻣﺮﻛﺰﺍ ﻟﻬﺎ ﺃﻭ ﺃﺣﺪ ﻧﻬﺎﻳﺘﻴﻬﺎ‪.‬‬
‫ﹰ‬ ‫ﺍﻟﺼﻔﺮ‬
‫ﹸ‬ ‫ﺍﻟﻔﺘﺮﺍﺕ ﺍﻟﻤﻌﻴﺎﺭﻳﺔ ﺍﻟﻤﺨﺘﺎﺭﺓ ﻫﻲ ﺗﻠﻚ ﺍﻟﺘﻲ ﻳﻜﻮﻥ‬

‫‪ 3‬‬ ‫‪174‬‬

 ‫ﱢ‬
‫ﻟﻠﺤﻞ‪.‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‪ ،‬ﺍﺳﺘﻌﻤﻞ ﺗﺮﺗﻴﺐ ﺍﻟﻌﻤﻠﻴﺎﺕ ﺍﻟﺤﺴﺎﺑﻴﺔ‬
‫ﹼ‬ ‫ﻋﻨﺪ ﺣﺴﺎﺏ ﻗﻴﻤﺔ ﻣﻌﻴﻨﺔ ﺑﻮﺟﻮﺩ ﻋﺪﺩ ﻣﻦ‬

‫‪‬‬ ‫‪2‬‬ ‫‪‬‬

‫_ ‪-1‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ) ‪ tan (Cos 2‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬ ‫‪1‬‬

‫‪‬‬
‫‪‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬
‫‪‬‬ ‫‪tan‬‬ ‫ﺍﻟﻤﻔﺎﺗﻴﺢ‪cos (1 ÷ 2) = 1.732050808 :‬‬
‫‪ 3 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﱢ‬
‫ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫(‬
‫ﺇﺫﻥ ‪.tan Cos-1 _21 ≈ 1.73‬‬
‫)‬
‫ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻋﻜﺴﻴﺔ‪.‬‬ ‫‪Cos-1 _ = 60°, tan 60° ≈ 1.73 ‬‬
‫‪1‬‬
‫‪2‬‬

‫‪ 4 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ‬ ‫ﺇﺫﻥ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬

‫ﻟﺤﻞ ﻣﺴﺄﻟﺔ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬‫ﻋﻜﺴﻴﺔ ﱢ‬ ‫‪‬‬

‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ‪ ،‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪:‬‬
‫‪‬‬ ‫‪- 0.71‬‬ ‫(‬
‫‪cos Cos -1 -‬‬
‫‪2‬‬
‫‬
‫‪√2‬‬ ‫)_‬ ‫‪(2B‬‬ ‫(‬
‫‪0.35 sin Tan-1 _38 (2A‬‬ ‫)‬
‫‪ ‬‬ ‫‪3‬‬ ‫‪   ‬ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻫﻲ ﻣﻌﺎﺩﻟﺔ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﹼ‬
‫ﺩﻭﺍﻝ ﻣﺜ ﱠﻠﺜﻴﺔ‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪،Cos θ = - 0.86‬‬ ‫ﻭﺣ ﱡﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﻳﻌﻨﻲ‪ :‬ﺇﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﻤﺠﻬﻮﻟﺔ‪ ،‬ﻭﺍﻟﺘﻲ ﺩﻭﺍﻟ ﹼﻬﺎ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺗﺠﻌﻞ‬
‫ﺑﺰﻭﺍﻳﺎ ﻣﺠﻬﻮﻟﺔ ﺍﻟﻘﻴﺎﺱ‪ .‬ﹶ‬
‫ﻓﺄﻭﺟﺪ ‪D θ‬‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫ﹼ‬ ‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺻﺤﻴﺤﺔ‪ ،‬ﻭﺫﻟﻚ ﺑﺈﻋﺎﺩﺓ ﻛﺘﺎﺑﺘﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ‬

‫‪59.3°‬‬ ‫‪C‬‬ ‫‪-149.3° A‬‬ ‫‪3‬‬

‫‪149.3°‬‬ ‫‪D‬‬ ‫‪-59.3° B‬‬

‫‪ ‬ﺍﻓﺘﺮﺽ ﻓﻲ‬ ‫‪4‬‬ ‫‪ θSin θ = - 0.35‬‬

‫ﺍﻟﻤﺜﺎﻝ ‪ 4‬ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻠﻌﺒﺔ ‪ 5.5‬ﺃﻗﺪﺍﻡ‪،‬‬ ‫‪20.5° D‬‬ ‫‪0.6° C‬‬ ‫‪- 0.6° B‬‬ ‫‪- 20.5° A‬‬

‫ﻭﻃﻮﻟﻬﺎ ‪ 12‬ﻗﺪ ﹰﻣﺎ‪ .‬ﻭﺍﻛﺘﺐ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ‬ ‫‪‬‬

‫‪‬‬ ‫‪ ‬‬
‫ﻋﻜﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ‬ ‫‪   Sin θ ‬‬
‫‪.Sin‬‬ ‫‪-1‬‬
‫ﺟﻴﺐ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﻫﻮ ‪ .- 0.35‬ﻭﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﻫﺬﺍ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‪(- 0.35) = θ :‬‬
‫ﻗﻴﺎﺱ ‪ .θ‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ‪ .θ‬ﱢﻗﺮﺏ ﺇﻟﻰ‬ ‫‪   ‬‬
‫‪ ‬‬ ‫‪-    ‬‬
‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬
‫‪   0.35‬‬
‫‪    ‬‬
‫_ = ‪sin θ‬‬
‫‪5.5‬‬
‫‪;‬‬ ‫ﺍﻟﻤﻔﺎﺗﻴﺢ‪sin (-0.35) = - 20.48731511 :‬‬
‫‪12‬‬
‫ﺇﺫﻥ ‪ .θ ≈ -20.5°‬ﺍﻹﺟﺎﺑﺔ ﺍﻟﺼﺤﻴﺤﺔ ﻫﻲ ‪.A‬‬
‫_ ‪θ = Sin-1‬‬
‫‪5.5‬‬
‫‪≈ 27.3°‬‬
‫‪12‬‬
‫‪‬‬
‫‪ (3‬ﺇﺫﺍ ﻛﺎﻥ ‪ ،Tan θ = 1.8‬ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﺎﻟﺪﺭﺟﺎﺕ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺴﺎﻭﻱ‪C :‬‬
‫‪60.9° C‬‬ ‫‪0.03°‬‬ ‫‪A‬‬

‫‪ D‬ﻻ ﻳﻮﺟﺪ ﹼ‬
‫ﺣﻞ‬ ‫‪29.1° B‬‬

‫‪175‬‬ ‫‪ 3-8‬‬

‫‪D E‬‬
‫‪‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ .arcsin 2‬ﺇﺫﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﻓﺎﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ‬
‫ﺩﺭﺍﺳﺔ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍﻟﺔ ‪ y = sin x‬ﻟﺘﻮﺿﻴﺢ ﺳﺒﺐ ﺣﺼﻮﻟﻬﻢ ﻋﻠﻰ ﺭﺳﺎﻟﺔ ﺗﺒ ﹼﻴﻦ ﺃﻥ ﻫﻨﺎﻙ ﹰ‬
‫ﺧﻄﺄ ﻗﺪ ﻭﻗﻊ‪.‬‬
‫ﻻ ﻳﻮﺟﺪ ﻟﻠﺪﺍﻟﺔ ‪ y = sin x‬ﻗﻴﻢ ﻟﻠﻤﺘﻐﻴﺮ ‪ y‬ﺃﻛﺒﺮ ﻣﻦ ‪ 1‬ﺃﻭ ﺃﻗﻞ ﻣﻦ ‪.-1‬‬

‫‪175‬‬ ‫‪‬‬ ‫‪3-8 ‬‬

 ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﻌﻜﺴ ﹼﻴﺔ؛ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺳﺎﺕ ﺯﻭﺍﻳﺎ ﻣﺠﻬﻮﻟﺔ ﻓﻲ ﻣﺜ ﱠﻠﺚ ﻗﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﱠ‬
‫ﺑﻤﻌﺮﻓﺔ ﻃﻮﻟﻲ‬ ‫ﹼ‬ ‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺿﻠﻌﻴﻦ ﻓﻴﻪ‪.‬‬

‫‪ ‬‬ ‫‪4‬‬

‫‪ ‬ﻟﻌﺒﺔ ﺗﺰﺣﻠﻖ ﻟﻸﻃﻔﺎﻝ‪ ،‬ﺍﺭﺗﻔﺎﻋﻬﺎ ‪ ، 2 m‬ﻭﻃﻮﻟﻬﺎ ‪ 3 m‬ﻛﻤﺎ‬ ‫‪ 3‬‬
‫‪3m‬‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻋﻜﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬
‫‪2m‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ )‪ (θ‬ﺍﻟﺘﻲ ﺗﺼﻨﻌﻬﺎ ﻟﻌﺒﺔ ﺍﻟﺘﺰﺣﻠﻖ ﻣﻊ ﺍﻷﺭﺽ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‬
‫‪θ‬‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫✓ ‪‬‬
‫ﺑﻤﺎ ﺃﻥ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ ﻭﻃﻮﻝ ﺍﻟﻮﺗﺮ ﻣﻌﻠﻮﻣﺎﻥ‪ ،‬ﻓﻴﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1 – 3 0‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪‬‬ ‫_ = ‪Sin θ‬‬
‫‪2‬‬
‫‪3‬‬
‫ﺍﻟﻄﻠﺒﺔ‪.‬‬
‫_ ‪θ = Sin-1‬‬
‫‪2‬‬
‫‪‬‬
‫‪3‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ ؛‬
‫‪‬‬ ‫‪θ ≈ 41.8°‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻠﺒﺔ ﺑﺤﺴﺐ‬
‫ﺇﺫﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﻳﺴﺎﻭﻱ ‪ 41.8°‬ﺗﻘﺮﻳ ﹰﺒﺎ‪.‬‬ ‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪ ‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.sin 41.8 ≈ 0.66653 ≈ _32 ،‬‬
‫ﺃﻱ ﺃﻥ ﺍﻹﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ‪.‬‬
‫ﹼ‬ ‫‪ ‬‬
‫‪‬‬
‫‪ ‬ﺫﻛﹼﺮ ﺍﻟﻄﻠﺒﺔ ﺑﻮﺿﻊ‬
‫ﻣﻨﺤﺪﺭﺍ ﻟﻠﺘﺰﻟﺞ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ‬
‫ﹰ‬ ‫‪  (4‬ﻳﻈﻬﺮ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬
‫ﺁﻻﺗﻬﻢ ﺍﻟﺤﺎﺳﺒﺔ ﻋﻠﻰ ﺍﻟﺤﺎﻟﺔ ﺍﻟﻤﻨﺎﺳﺒﺔ‬
‫ﻋﻜﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ )‪ (θ‬ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ‬
‫ﺍﻟﻤﻨﺤﺪﺭ ﻣﻊ ﺳﻄﺢ ﺍﻷﺭﺽ‪ .‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫)ﺩﺭﺟﺎﺕ ﺃﻭ ﺭﺍﺩﻳﺎﻥ( ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﺍﻹﺟﺎﺑﺔ‬
‫‪θ = Tan -1‬‬ ‫_‬ ‫‪6‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪; 31° .‬‬
‫ﺑﺎﻟﺪﺭﺟﺎﺕ ﱢ‬ ‫ﺍﻟﻤﻄﻠﻮﺑﺔ ﺑﺎﻟﻀﻐﻂ ﻋﻠﻰ ﺍﻟﻤﻔﺎﺗﻴﺢ‪:‬‬
‫‪10‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪1 ‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪:‬‬ ‫‪‬ﻭﺍﺧﺘﻴﺎﺭ ﺍﻟﻘﻴﺎﺱ ﺍﻟﻤﻄﻠﻮﺏ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺃﻭ‬
‫‪_π Sin‬‬ ‫‪_1 (1‬‬
‫ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫;‪30°‬‬ ‫‪-1‬‬

‫_ ‪- 60°; -‬‬
‫‪π‬‬ ‫‪6‬‬ ‫‪2‬‬
‫‪3 Tan -1 (- √3‬‬
‫‪ ) (2‬‬

‫‪180°; π Cos -1 (-1) (3‬‬

‫_( ‪_π Cos‬‬ ‫_( ‪_π Sin‬‬

‫) ‪2‬‬ ‫) ‪2‬‬
‫‪-1‬‬‫‬
‫‪√3‬‬ ‫‬
‫‪√3‬‬ ‫‪-1‬‬
‫;‪30°‬‬ ‫‪(5‬‬ ‫;‪60°‬‬ ‫‪(4‬‬
‫‪6‬‬ ‫‪3‬‬

‫‪_π Tan‬‬ ‫‪- 90°; - _ Sin (-1) (6‬‬

‫‪π‬‬
‫;‪60°‬‬ ‫‪-1‬‬ ‫‪ (7‬‬
‫‪√3‬‬ ‫‪-1‬‬
‫‪3‬‬ ‫‪2‬‬

‫_‬
‫_‪-30°; - π Tan-1 -‬‬ ‫(‬ ‫‬
‫‪√3‬‬
‫)‬ ‫‪(9‬‬ ‫;‪150°‬‬ ‫_‬
‫‪5π‬‬
‫)_‪Cos (-‬‬
‫‬
‫‪√3‬‬
‫‪-1‬‬ ‫‪(8‬‬
‫‪6‬‬ ‫‪3‬‬ ‫‪6‬‬ ‫‪2‬‬

‫‪ 3 176‬‬

‫‪ ‬‬
‫‪‬‬ ‫‪‬‬
‫‪4 0 - 4 2 1 2 - 3 0‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪40–42 3 7 3 0 1 3 – 3 9‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪31-42‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪ 3‬‬ ‫‪176‬‬

 ‫‪2 ‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ ﱢ‬
‫(‬
‫‪0.6 cos Sin -1 _45‬‬ ‫)‬ ‫‪(10‬‬

‫‪0 tan (Cos -1 1) (11‬‬

‫(‬
‫_ ‪0.87 sin Sin -1‬‬
‫‪2‬‬
‫‬
‫‪√3‬‬
‫)‬ ‫‪(12‬‬

‫‪2‬‬ ‫) (‬
‫‪-0.58 tan Sin -1 - _1  (14‬‬ ‫‪0 tan (Cos-1 1) (13‬‬

‫√ ‪0.87 sin (Tan-1‬‬

‫‪3 ) (16‬‬ ‫(‬
‫‪0.86 cos Tan-1 _3‬‬
‫‪5‬‬ ‫)‬ ‫‪(15‬‬

‫‪‬‬
‫(‬
‫‪0.71 sin Cos-1 - _ § (18‬‬
‫‪2 ‬‬
‫‪√2‬‬
‫)‬
‫‪ ‬‬
‫(‬
‫‪0.90 cos Sin-1 _4‬‬
‫‪9‬‬ ‫)‬ ‫‪(17‬‬

‫‪  (19‬ﺇﺫﺍ ﻛﺎﻥ ‪ ،Sin θ = 0.422‬ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺑﺎﻟﺪﺭﺟﺎﺕ ﺗﻘﺮﻳ ﹰﺒﺎ ﻳﺴﺎﻭﻱ‪A 3  :‬‬
‫‪65° D‬‬ ‫‪48° C‬‬ ‫‪42° B‬‬ ‫‪25° A‬‬

‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪:‬‬ ‫ﹸﺣ ﹼﻞ ﹼﹰ‬

‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﱢ‬
‫‪64.5° Tan θ = 2.1 (22‬‬ ‫‪- 27.4° Sin θ = -0.46 (21‬‬ ‫‪25.8° Cos θ = 0.9 (20‬‬

‫‪64.2° Sin θ = 0.9 (24‬‬ ‫‪75.3° Tan θ = 3.8 (23‬‬

‫‪104.5° Cos θ = -0.25 (26‬‬ ‫‪ Sin θ = -2.5 (25‬ﻻ ﻳﻮﺟﺪ ﺣﻞ‬

‫‪- 11.3° Tan θ = -0.2 (28‬‬ ‫‪55.9° Cos θ = 0.56 (27‬‬

‫‪N‬‬
‫ﻧﻬﺮﺍ ﻋﺮﺿﻪ ‪،190 m‬‬
‫‪  ( 29‬ﻳﺴﻴﺮ ﻗﺎﺭﺏ ﻓﻲ ﺍﺗﺠﺎﻩ ﺍﻟﻐﺮﺏ؛ ﻟﻴﻘﻄﻊ ﹰ‬
‫ﻓﻴﺼﻞ ﺇﻟﻰ ﺍﻟﻨﻘﻄﺔ ‪ Q‬ﺍﻟﺘﻲ ﺗﺒﻌﺪ ﻣﺴﺎﻓﺔ ‪ 59 m‬ﻋﻦ ﻭﺟﻬﺘﻪ ﺍﻷﺻﻠﻴﺔ ‪P‬؛‬
‫‪P‬‬
‫‪190 m‬‬ ‫_‬
‫‪θ = Tan-1 59 ; 17.3° (29‬‬
‫‪59 m‬‬
‫‪θ‬‬
‫ﺑﺴﺒﺐ ﺍﻟﺘﻴﺎﺭ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻋﻜﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬ ‫‪190‬‬
‫‪Q‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ )‪ (θ‬ﺍﻟﺘﻲ ﺃﺯﺍﺡ ﺍﻟﺘﻴﺎﺭ ﺍﻟﻘﺎﺭﺏ ﺑﻬﺎ ﻋﻦ ﺍﺗﺠﺎﻫﻪ ﺍﻷﺻﻠﻲ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ‬
‫‪4 ‬‬ ‫ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬

‫‪177‬‬ ‫‪ 3-8‬‬

‫‪M‬‬
‫‪‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺇﻛﻤﺎﻝ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪y = Sin-1 x + Cos-1 x‬‬ ‫‪‬‬
‫‪‬‬
‫‬
‫‪√3‬‬
‫_‪-‬‬ ‫_‪-‬‬ ‫_‪-‬‬
‫‪_1‬‬ ‫_‬‫‬
‫‪√2‬‬ ‫_‬‫‬
‫‪√3‬‬ ‫‪1‬‬ ‫‬
‫‪√2‬‬
‫‪x‬‬ ‫‪0‬‬ ‫‪1‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪-1‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪y‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬ ‫‪_π‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫_ = ‪ Sin -1 x + Cos -1 x‬ﻟﺠﻤﻴﻊ ﻗﻴﻢ ‪. x‬‬

‫‪π‬‬
‫‪2‬‬
‫‪‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻭﺿﻊ ﺗﺨﻤﻴﻦ ﺣﻮﻝ ﺍﻟﺪﺍﻟﺔ ‪. y = Sin -1 x + Cos -1 x‬‬

‫‪177‬‬ ‫‪‬‬ ‫‪3-8 ‬‬

 ‫‪1.5ft‬‬ ‫‪  (30‬ﺷﺠﺮﺓ ﻧﺨﻴﻞ ﻃﻮﻟﻬﺎ ‪ ،24 ft‬ﺗﻤﻴﻞ ﻋﻦ ﺍﻻﺗﺠﺎﻩ ﺍﻟﺮﺃﺳﻲ ﺑﻤﻘﺪﺍﺭ ‪ 1.5 ft‬ﻛﻤﺎ‬
‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻋﻜﺴﻴﺔ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ‬
‫‪θ‬‬ ‫ﺍﻟﺰﺍﻭﻳﺔ )‪ (θ‬ﺍﻟﺘﻲ ﺗﻤﻴﻞ ﺑﻬﺎ ﺍﻟﺸﺠﺮﺓ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ‬
‫‪24ft‬‬
‫‪24‬‬ ‫‪-1‬‬ ‫_‬
‫‪Sin 1.5 ; 3.6°‬‬ ‫ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫‪24‬‬

‫ﹸﺣ ﹼﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺣﻴﺚ ‪. 0 ≤ θ ≤ 2π‬‬
‫‪ 4‬‬
‫‪0, 2π sec θ = 1 (33‬‬ ‫‪π sec θ = -1 (32‬‬ ‫‪_π‬‬ ‫‪csc θ = 1 (31‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﻛﺘﺎﺑﺔ‬
‫__‬
‫‪π 5π‬‬
‫‪,‬‬ ‫‪sec θ = 2 (36‬‬ ‫_ ‪_π ,‬‬
‫‪5π‬‬
‫‪cot θ = 1 (35‬‬
‫‪2‬‬
‫‪ csc θ = _12 (34‬ﻻ ﻳﻮﺟﺪ ﺣﻞ‬ ‫ﻣﺠﺎﻝ ﻭﻣﺪ￯ ﻛﻞ ﻣﻦ ﺍﻟﺪﻭﺍﻝ ‪،Arcsin‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪4‬‬ ‫‪4‬‬

‫ﻣﻌﺘﺒﺮﺍ ‪ (a . y = Cos-1 x‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ ‬ﺃﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪،‬‬

‫‪‬‬ ‫‪( 37‬‬
‫‪ ،Arccos‬ﻭ ‪ .Arctan‬ﻭﺗﺴﻠﻴﻢ ﺃﻭﺭﺍﻗﻬﻢ ﻗﺒﻞ‬
‫ﹰ‬
‫‪   (a‬ﻣ ﹼﺜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ .‬ﻭﺃﻭﺟﺪ ﺍﻟﻤﺠﺎﻝ ﻭﺍﻟﻤﺪ￯‪.‬‬
‫‪        ‬‬ ‫ﻣﻐﺎﺩﺭﺗﻬﻢ ﻏﺮﻓﺔ ﺍﻟﻔﺼﻞ‪.‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x = -0.2; y = 101.5˚ :‬‬ ‫‪         ‬‬
‫‪   (b‬ﺍﺧﺘﺮ ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐ ﹼﻴﺮ ‪ x‬ﺑﻴﻦ ‪ . -1, 0‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺪﺍ ﹼﻟﺔ ﻋﻨﺪﻫﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫‪    ‬‬
‫‪‬‬
‫‪ .y = Cos -1 x‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪  (c‬ﻗﺎﺭﻥ ﺑﻴﻦ ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ ‪ ،y = cos x‬ﻭﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ‬ ‫‪80% ‬‬ ‫‪ ‬ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻠﺒﺔ‬
‫‪‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،3 7‬ﺍﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ‪ ،‬ﻭﺍﻟﺮﻣﻮﺯ‬
‫‪‬‬
‫ﻭﺍﻟﺤﺴﺎﺏ ﺍﻟﻌﺪﺩﻱ ﻟﻠﺪﺍﻟﺔ ﻻﺳﺘﻜﺸﺎﻑ ﺩﺍﻟﺔ‬
‫‪‬‬ ‫‪ ‬‬
‫‪‬‬ ‫ﻣﻌﻜﻮﺱ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‪.‬‬
‫‪62‬‬
‫ﻛﻞ ﻣﻦ ﺧﻠﻴﻞ ﻭﻋﺒﺪﺍﻟﺮﺣﻤﻦ ﱢ‬
‫ﺑﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ cos θ = 0.3‬ﺣﻴﺚ ‪.90 < θ < 180‬‬ ‫‪  (38‬ﻗﺎﻡ ﱞ‬ ‫‪‬‬
‫ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪‬‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪38‬‬ ‫‪ ‬ﻓﻲ ﺳﺆﺍﻝ‬
‫‪cos θ = 0.3‬‬ ‫‪cos θ = 0.3‬‬ ‫ﻳﺠﺐ ﺃﻥ ﻳﻌﺮﻑ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﺍﻟﻄﺎﻟﺒﻴﻦ‬
‫‪cos–1 0.3 = 162.5°‬‬
‫‪162.5‬‬ ‫‪cos–1 0.3 = 72.5º‬‬
‫ﻟﻢ ﻳﺠﻴﺒﺎ ﺇﺟﺎﺑﺔ ﺻﺤﻴﺤﺔ؛ ﻷﻥ ﻫﺬﺍ‬
‫ﺍﻟﺴﺆﺍﻝ ﺧﺎﺩﻉ‪ .‬ﻭﺿﺢ ﻟﻠﻄﻠﺒﺔ ﺃﻥ ﺍﻟﺪﺍﻟﺔ‬
‫ﻭﺿﺢ ﻛﻴﻒ ﻳﺮﺗﺒﻂ ﻣﺠﺎﻝ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = Sin-1 x‬ﻣﻊ ﻣﺪ￯ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ . y = Sin x‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬ ‫‪   (39‬ﱢ‬
‫‪ cos θ‬ﻳﺠﺐ ﺃﻥ ﺗﻜﻮﻥ ﻗﻴﻤﺘﻬﺎ ﺳﺎﻟﺒﺔ‬
‫ﻣﻌﺮﻓﺔ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫ﱠ‬ ‫‪Tan‬‬ ‫‪-1‬‬
‫‪8‬‬ ‫ﺑﻴﻨﻤﺎ‬ ‫ﻓﺔ‪،‬‬‫ﻣﻌﺮ‬
‫ﱠ‬ ‫ﻏﻴﺮ‬ ‫‪Cos‬‬ ‫‪-1‬‬
‫‪8‬‬ ‫‪,‬‬ ‫‪Sin‬‬ ‫‪-1‬‬
‫‪8‬‬ ‫ﻣﻦ‬ ‫ﱞ‬
‫ﻛﻞ‬ ‫ﺗﻜﻮﻥ‬ ‫ﻟﻤﺎﺫﺍ‬ ‫ﺮ‬ ‫ﻓﺴ‬
‫‪   (40‬ﹼ‬
‫ﻟﻜﻞ ‪90° < θ < 180°‬‬

‫‪‬‬
‫(‪.g[[ f‬‬
‫(‪ ، f‬ﻓﺄﻭﺟﺪ ])‪f (x‬‬
‫‪ (42‬ﺇﺫﺍ ﻛﺎﻥ ‪f x) = 2x 2 - 3x , g(x) = 4 - 2x‬‬ ‫‪  (41‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺪﺍﺋﺮﺓ ﺍﻟﻤﻤ ﱠﺜﻠﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻵﺗﻲ‪:‬‬ ‫‪‬‬
‫‪B‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪(x - 3) + (y + 4) = 25‬‬ ‫‪(37a‬‬
‫‪g [ f (x )] = 4 + 6x - 8x 2 A‬‬ ‫‪y‬‬
‫‪y‬‬ ‫‪π‬‬
‫‪g [ f (x )] = 4 + 6x‬‬ ‫‪- 4x 2‬‬ ‫‪B‬‬ ‫‪2‬‬
‫‪−2 O‬‬ ‫‪2 4 6 8 10x‬‬
‫‪g [ f (x )] = 20 - 26x + 8x 2 C‬‬ ‫‪π‬‬ ‫‪y = cos-11x‬‬
‫‪−4‬‬
‫‪−4‬‬ ‫‪2‬‬
‫‪g [ f (x )] = 44 - 38x + 8x 2 D‬‬ ‫‪−6‬‬
‫‪−‬‬
‫‪−8‬‬‫‪8‬‬
‫‪−10‬‬
‫‪−1‬‬ ‫‪O‬‬ ‫‪1x‬‬

‫ﺍﻟﻤﺠﺎﻝ‪-1 ≤ x ≤ 1 :‬؛‬
‫ﺍﻟﻤﺪ￯‪0 ≤ y ≤ π :‬‬

‫‪ 3 178‬‬ ‫‪ (37c‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬

‫‪ y = cos x‬ﻫﻮ ﻛﻞ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‬
‫ﻭﻣﺪﺍﻫﺎ ﻳﺘﺮﺍﻭﺡ ﻣﻦ ‪ -1‬ﺇﻟﻰ ‪ .1‬ﺃﻣﺎ‬
‫ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ ‪ y = cos-1 x‬ﻓﻴﻘﻊ ﺑﻴﻦ‬
‫‪ -1 , 1‬ﻭﻣﺪﺍﻫﺎ ﻣﻦ ‪ 0‬ﺇﻟﻰ ‪.180°‬‬
‫‪ (40‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻣﺪ￯ ﻛﻞ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‬
‫‪y = cos x, y = sin x‬‬
‫ﻫﻮ } ‪{ x | -1 ≤ x ≤ 1‬‬
‫ﺑﻴﻨﻤﺎ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ‪:‬‬
‫‪y = tan-1 x‬‬
‫ﻫﻮ‪ :‬ﻣﺠﻤﻮﻋﺔ ﺍﻷﻋﺪﺍﺩ ﺍﻟﺤﻘﻴﻘﻴﺔ‪.‬‬

‫‪ 3‬‬ ‫‪178‬‬



3 - 8 
 M      D      E

M  D  E (25)

  3-8

:‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﱠ‬

_ (
- √
-30° , - π Tan -1 _
3
) (3
_
135° , 3π Cos -1 _
- √2
( ) (2
_
90° , π Sin-1 (1
6 3 4 2 2

_
-30°, - π Sin -1 - _
1
( 2) (6
_
-60°, - π - √3 ) (5
Tan-1 (- _
45° , π Cos -1 _

√2
(4
6 3 4 2

:‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‬

‫ﻣﻤﺎ ﻳﺄﺗﻲ ﹼ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﱠ‬
 


0.71 cos [Tan-1 (-1)] (9 0.8 cos  Sin-1 - _

3
( 5 ) 
§ (8 (
1.73 tan Cos-1 _
1
(7
2 )

(
0.8 cos Tan -1 _
3
4 ) (12 (
0.5 sin Tan -1 _
3

√3
) (11 (
2.4 tan Sin-1 _
12
(10
13 )

‫ﹸﺣ ﹼﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﹼ‬

:‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‬

-30.0° Sin θ = -0.5 (15 44.4° Sin θ = 0.7 (14 84.3° Tan θ = 10 (13

-1.7° Sin θ = -0.03 (18 12.4° Tan θ = 0.22 (17 87.1° Cos θ = 0.05 (16

‫ ﺗﹸﻤﺜﹼﻞ‬cos θ = 0.17 ‫ ﻭﺍﻟﻤﻌﺎﺩﻟﺔ‬، A ‫ﺗﺘﺤﺮﻙ ﻓﻴﻬﺎ ﺍﻟﺒﻜﺮﺓ‬

‫ ﺗﻤﺜﱢﻞ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﹼ‬cos θ = 0.95 ‫ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ (19
B ‫ﺗﺘﺤﺮﻙ ﺑﺰﺍﻭﻳﺔ ﺃﻛﺒﺮ ﻣﻦ ﺍﻷﺧﺮ￯؟ ﺍﻟﺒﻜﺮﺓ‬‫ﺃﻱ ﺍﻟﺒﻜﺮﺗﻴﻦ ﹼ‬‫ ﱡ‬.B ‫ﺗﺘﺤﺮﻙ ﻓﻴﻬﺎ ﺍﻟﺒﻜﺮﺓ‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﹼ‬

25

178A  3 

 








































 3  178B

  

3
 
 ✓ (135 )

(135 )


(123 )

(123 )
  


 

 
‫ﻳﺸﻴﺮ ﺭﻗﻢ ﺍﻟﺼﻔﺤﺔ‬  (139 )  (123 )   



 3-1   
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‬ ‫ﺍﻟﻤﻘﺎﺑﻞ‬
‫ﺑﻌﺪ ﻛﻞ ﻣﻔﺮﺩﺓ ﺇﻟﻰ ﺍﻟﺼﻔﺤﺔ ﺍﻟﺘﻲ ﻭﺭﺩﺕ ﻓﻴﻬﺎ‬ (139 )  (123 )  sin θ = _ ‫ﺍﻟﻮﺗﺮ‬
, cos θ = _‫ﺍﻟﻮﺗﺮ‬
, tan θ = _
‫ﺍﻟﻤﺠﺎﻭﺭ‬
•
(145 )  (123 ) 
‫ ﻓﺈﺫﺍ ﻭﺍﺟﻪ ﺑﻌﺾ ﺍﻟﻄﻠﺒﺔ‬.‫ﺍﻟﻤﻔﺮﺩﺓ ﻷﻭﻝ ﻣﺮﺓ‬
‫ﺍﻟﻮﺗﺮ‬ ‫ﺍﻟﻮﺗﺮ‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‬
csc θ = _
‫ﺍﻟﻤﻘﺎﺑﻞ‬
, sec θ = _
‫ﺍﻟﻤﺠﺎﻭﺭ‬
, cot θ = _
‫ﺍﻟﻤﻘﺎﺑﻞ‬
•
(145 )  

 (123 )  
‫ ﻓﺬﻛﹼﺮﻫﻢ ﺑﺄﻧﻪ‬،1 - 6 ‫ﺻﻌﻮﺑﺎﺕ ﻓﻲ ﺣﻞ ﺍﻷﺳﺌﻠﺔ‬ (153 )  (123 )  3-2, 3-3   
‫ﻳﻤﻜﻨﻬﻢ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺎﺕ ﻣﺮﺟ ﹰﻌﺎ‬ (159 )  (123 )  ‫• ﹸﻳﺤﺪﹼ ﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺑﻤﻘﺪﺍﺭ‬
.‫ﻟﻴﺘﺬﻛﺮﻭﺍ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﻫﺬﻩ ﺍﻟﻤﻔﺮﺩﺍﺕ‬ (159 )  

 (123 )  
 .‫ﺍﻟﺪﻭﺭﺍﻥ ﻭﺍﺗﺠﺎﻫﻪ ﻣﻦ ﺿﻠﻊ ﺍﻻﺑﺘﺪﺍﺀ ﺇﻟﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ‬
(160 )  

 (124 )  
‫ ﺑﻤﻌﻠﻮﻣﻴﺔ‬،θ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ‬
‫ﱢ‬ ‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫ﹼ‬ ‫• ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻢ‬
(160 )  (126 )  .‫ ﺍﻟﺘﻲ ﺗﻘﻊ ﻋﻠﻰ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬P(x, y) ‫ﺇﺣﺪﺍﺛﻴﻲ ﺍﻟﻨﻘﻄﺔ‬
(160 )  (126 ) 
3-4, 3-5  
(166 )  (126 )  
_sin A _
= sin B = _
sin C
•
(167 )  (127 )  a b c
(173 )  (127 )  a2 = b2 + c2 - 2bc cos A •
 
(173 ) 
 (132 )  b2 = a2 + c2 - 2ac cos B •

 

 (132 )  c2 = a2 + b2 - 2ab cos C •

(173 ) (132 )  3-6, 3-8    
(173 )   

 (134 )  ‫ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ‬θ ‫• ﺇﺫﺍ ﻗﻄﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ‬
(175 )  

 ‫ ﻓﺈﻥ‬،P(x, y) ‫ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ ﻓﻲ ﺍﻟﻨﻘﻄﺔ‬
.cos θ = x, sin θ = y
-_ π
≤x≤_ π
, y = sin x ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ‬y = Sin x •
 2 2
0 ≤ x ≤ π , y = Cos x ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ‬y = Cos x
‫ﺍﺧﺘﺮ ﺍﻟﻤﻔﺮﺩﺓ ﺍﻟﻤﻨﺎﺳﺒﺔ ﻣﻦ ﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻹﻛﻤﺎﻝ ﱢ‬
:‫ﻛﻞ ﺟﻤﻠﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬ -π
_ <x<_
π
, y = Tan x ‫ ﺇﺫﺍ ﻭﻓﻘﻂ ﺇﺫﺍ ﻛﺎﻥ‬y = Tan x
2 2
‫( ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﹸﻳﺴﺘﻌﻤﻞ ﱢ‬1
‫ﻟﺤﻞ ﻣﺜ ﱠﻠﺚ ﺑﻤﻌﻠﻮﻣﻴﺔ ﻗﻴﺎﺳﻲ ﺯﺍﻭﻳﺘﻴﻦ‬
3-7    
.‫ﻭﻃﻮﻝ ﺿﻠﻊ ﻓﻴﻪ‬
‫ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ ﺍﻟﺘﻲ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺼﻮﺭﺗﻴﻦ‬
‫ﹼ‬ •
‫ ﺗﺴﻤﻰ ﹼ‬cot θ , cscθ , secθθ ‫ﺍﻟﺪﻭﺍﻝ‬
‫ﺩﻭﺍﻝ ﺍﻟﻤﻘﻠﻮﺏ‬ ‫ﹼ‬ (2 ‫ ﻭﻃﻮﻝ‬، a ‫ ﺳﻌﺔ ﺗﺴﺎﻭﻱ‬، y = a sin bθ, θ y = a cos bθ
θ,
._ 2π _
‫ ﺃﻭ‬360° ‫ﺩﻭﺭﺓ ﻳﺴﺎﻭﻱ‬
. ‫( ﺗﹸﺴﻤﻰ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﻓﻲ ﺍﻟﺪﻭﺭﺓ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬3  b   b
‫ ﻓﻄﻮﻝ ﺩﻭﺭﺗﻬﺎ ﻳﺴﺎﻭﻱ‬y = a tan bθ ‫• ﺃﻣﺎ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫( ﺇﺫﺍ ﻭﻗﻊ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻋﻠﻰ‬4
.‫ ﻭﻻ ﻳﻮﺟﺪ ﻟﻬﺎ ﺳﻌﺔ‬، _ π
‫_ ﺃﻭ‬ 180°
. ‫ ﻓﺈﻥ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ ﺗﹸﺴﻤﻰ ﺯﺍﻭﻳﺔ ﺭﺑﻌﻴﺔ‬،y ‫ ﺃﻭ ﻋﻠﻰ ﺍﻟﻤﺤﻮﺭ‬x ‫ﺍﻟﻤﺤﻮﺭ‬
b b

‫ﺯﺍﻭﻳﺔ ﺍﻻﺭﺗﻔﺎﻉ‬
‫ﱢ‬
‫ﻭﺍﻟﺨﻂ‬ ‫ﻫﻲ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﱢ‬
‫ﺧﻂ ﺍﻟﻨﻈﺮ‬ (5
.‫ﺍﻷﻓﻘﻲ ﻋﻨﺪﻣﺎ ﻳﻨﻈﺮ ﺍﻟﺸﺨﺺ ﺇﻟﻰ ﺃﻋﻠﻰ‬
‫ﻣﻨﺤﻨﻰ ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﺃﻭ ﻣﻨﺤﻨﻰ ﺩﺍ ﹼﻟﺔ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬ ‫ﺳﻌﺔ‬ (6
.‫ﺗﺴﺎﻭﻱ ﻧﺼﻒ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻭﺍﻟﻘﻴﻤﺔ ﺍﻟﺼﻐﺮ￯ ﻟﻠﺪﺍ ﹼﻟﺔ‬

179  3



‫ﻭﺑ ﹼﻴﻦ ﻟﻬﻢ ﺃﻧﻪ ﻳﻤﻜﻦ ﺃﻥ ﺗﻜﻮﻥ ﻣﻄﻮﻳﺎﺗﻬﻢ ﺃﺩﺍﺓ ﻣﺮﺍﺟﻌﺔ‬ ‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻠﺒﺔ ﺃﻥ ﻳﺘﺼﻔﺤﻮﺍ ﺩﺭﻭﺱ ﺍﻟﻮﺣﺪﺓ ﻟﻠﺘﺤﻘﻖ‬
.‫ﺳﺮﻳﻌﺔ ﺍﺳﺘﻌﺪﺍ ﹰﺩﺍ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬ .‫ﻣﻦ ﺃﻧﻬﻢ ﻛﺘﺒﻮﺍ ﻓﻲ ﻣﻄﻮﻳﺎﺗﻬﻢ ﺃﻣﺜﻠﺔ ﻟﻜﻞ ﺩﺭﺱ‬
‫ﻭﺍﻗﺘﺮﺡ ﻋﻠﻴﻬﻢ ﺃﻥ ﻳﺒﻘﻮﺍ ﻣﻄﻮﻳﺎﺗﻬﻢ ﻓﻲ ﻣﺘﻨﺎﻭﻝ ﺃﻳﺪﻳﻬﻢ ﻋﻨﺪ‬
.‫ﺣﻞ ﺃﺳﺌﻠﺔ ﺩﻟﻴﻞ ﺍﻟﺪﺭﺍﺳﺔ ﻭﺍﻟﻤﺮﺍﺟﻌﺔ‬

179  3

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪‬‬

‫‪123 - 131  ‬‬ ‫‪3-1‬‬ ‫‪‬‬

‫‪1 ‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ ، x‬ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫‪  ‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻷﻣﺜﻠﺔ ﺍﻟﻤﻌﻄﺎﺓ ﻏﻴﺮ‬
‫ﺍﺳﺘﻌﻤﻞ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪.x‬‬ ‫‪(8‬‬ ‫‪18.5‬‬ ‫‪(7‬‬ ‫ﻛﺎﻓﻴﺔ ﻟﻤﺮﺍﺟﻌﺔ ﺍﻟﻤﻮﺍﺿﻴﻊ ﺍﻟﺘﻲ ﺗﻨﺎﻭﻟﺘﻬﺎ‬
‫‪10‬‬
‫‪x‬‬
‫ﺍﻟﻤﻘﺎﺑﻞ‬ ‫‪13.6‬‬
‫‪30°‬‬
‫‪‬‬ ‫_ = ‪sin θ‬‬
‫ﺍﻟﻮﺗﺮ‬
‫‪x‬‬ ‫‪x‬‬
‫‪15‬‬ ‫ﺍﻷﺳﺌﻠﺔ‪ ،‬ﻓﺬﻛﹼﺮ ﺍﻟﻄﻠﺒﺔ ﺑﻤﺮﺟﻊ ﺍﻟﺼﻔﺤﺎﺕ‬
‫‪ ‬‬ ‫_ = ‪sin 30°°‬‬
‫‪x‬‬
‫‪23°‬‬
‫‪32‬‬
‫‪54°‬‬
‫ﺍﻟﺬﻱ ﻳﺪﻟﻬﻢ ﺃﻳﻦ ﻳﺮﺍﺟﻌﻮﻥ ﺗﻠﻚ ﺍﻟﻤﻮﺍﺿﻴﻊ‬
‫‪10‬‬
‫_ = ‪sin 30°‬‬
‫‪1‬‬ ‫_ = ‪_1‬‬‫‪x‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ x‬ﱢ‬ ‫ﻓﻲ ﻛﺘﺎﺑﻬﻢ ﺍﻟﻤﻘﺮﺭ‪.‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪10‬‬
‫‪(10‬‬ ‫‪(9‬‬
‫‪16‬‬
‫‪10‬‬ ‫_‬
‫‪10‬‬
‫‪=x‬‬
‫‪15‬‬
‫‪2‬‬ ‫‪46.7‬‬ ‫‪x°‬‬ ‫‪x°‬‬
‫‪36‬‬
‫‪22‬‬ ‫‪65.4‬‬
‫‪‬‬
‫‪‬‬ ‫‪5=x‬‬ ‫‪   ( 11‬ﺗﺮﺗﻔﻊ ﻣﺆﺧﺮﺓ ﺷﺎﺣﻨﺔ ﺑﻤﻘﺪﺍﺭ ‪ 3 ft‬ﻋﻦ ﺳﻄﺢ‬
‫‪2 ‬‬ ‫ﺍﻷﺭﺽ‪ .‬ﻣﺎ ﻃﻮﻝ ﺳﻄﺢ ﻣﺎﺋﻞ ﻳﻤﻜﻦ ﻭﺿﻌﻪ ﻋﻠﻰ ﻣﺆﺧﺮﺓ‬
‫ﺍﻟﺸﺎﺣﻨﺔ‪ ،‬ﺑﺤﻴﺚ ﺗﻜﻮﻥ ﺯﺍﻭﻳﺔ ﺍﺭﺗﻔﺎﻋﻪ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ‪،20°‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ‪ ، x‬ﱢ‬
‫‪15‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ؟ ‪ 8.8 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ‬
‫ﱢ‬
‫‪x°‬‬ ‫_ = ‪tan θ‬‬
‫‪‬‬ ‫_ = ‪tan x°°‬‬
‫‪15‬‬
‫‪‬‬ ‫‪21‬‬
‫‪21‬‬
‫‪ ‬‬ ‫_ ‪tan-1‬‬
‫‪15‬‬
‫‪=x‬‬ ‫‪20°‬‬
‫‪21‬‬
‫‪3 ft‬‬
‫‪‬‬ ‫‪35.5 ≈ x‬‬

‫‪132 - 137 ‬‬ ‫‪3-2‬‬

‫‪3 ‬‬ ‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ‬‫ﱢ‬
‫ﺣﻮﻝ ﺍﻟﻘﻴﺎﺱ ‪ 160°‬ﺇﻟﻰ ﻗﻴﺎﺱ ﺑﺎﻟﺮﺩﻳﺎﻥ‪.‬‬
‫ﱢ‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﱠ‬ ‫ﱟ‬
‫ﻛﻞ‬ ‫ﻓﻲ‬ ‫ﺍﻟﺪﺭﺟﺎﺕ‬ ‫ﺇﻟﻰ‬ ‫ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‬
‫_ ‪160° = 160°‬‬
‫‪π rad‬‬
‫) ‪( 180°‬‬ ‫_ ‪450°‬‬
‫‪5π‬‬
‫‪(13‬‬ ‫_‬
‫‪43π‬‬
‫‪215° (12‬‬
‫‪2‬‬ ‫‪36‬‬
‫_‬
‫‪160π‬‬
‫_ = ‪rad‬‬
‫‪8π‬‬ ‫_‬
‫‪- 7π -315° (15‬‬ ‫‪-540° -3π (14‬‬
‫‪180‬‬ ‫‪9‬‬ ‫‪4‬‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ‪ ،‬ﺃﻭﺟﺪ ﺯﺍﻭﻳﺘﻴﻦ ﺇﺣﺪﺍﻫﻤﺎ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺍﻷﺧﺮ￯‬‫ﻛﻞ ﱠ‬‫ﻓﻲ ﱟ‬
‫‪4 ‬‬ ‫ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﱢ‬
‫ﻛﻞ ﺯﺍﻭﻳﺔ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ‬
‫ﺃﻭﺟﺪ ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪ ،‬ﻭﺃﺧﺮ￯ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪ ،‬ﻣﺸﺘﺮﻛﺘﻴﻦ ﻓﻲ‬ ‫ﺍﻟﻤﻌﻄﺎﺓ‪:‬‬
‫ﹸ‬
‫_‬
‫‪7π‬‬
‫‪(18‬‬ ‫‪-65° (17‬‬ ‫‪265° (16‬‬
‫ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻣﻊ ﺍﻟﺰﺍﻭﻳﺔ ‪.150°‬‬
‫_‬ ‫‪2‬‬
‫‪11π‬‬
‫_‪, -‬‬
‫‪π‬‬
‫‪295°, -425°‬‬ ‫‪625°, -95°‬‬
‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﻣﻮﺟﺐ‪:‬‬ ‫‪2‬‬ ‫‪2‬‬
‫ﺩﺭﺍﺟﺔ ﻫﻮﺍﺋﻴﺔ ﻳﺪﻭﺭ‬
‫‪   (19‬ﺇﻃﺎﺭ ﱠ‬
‫‪360°‬‬ ‫‪150° + 360° = 510°‬‬ ‫‪ 8‬ﺩﻭﺭﺍﺕ ﻓﻲ ﺍﻟﺪﻗﻴﻘﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻧﺼﻒ‬
‫ﺯﺍﻭﻳﺔ ﺑﻘﻴﺎﺱ ﺳﺎﻟﺐ‪:‬‬ ‫ﻗﻄﺮ ﺍﻹﻃﺎﺭ ‪ ،15 in‬ﻓﺄﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪θ‬‬
‫ﺍﻟﺘﻲ ﻳﺪﻭﺭﻫﺎ ﺍﻹﻃﺎﺭ ﻓﻲ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫‪360°‬‬ ‫‪150° - 360° = -210°‬‬ ‫_‬
‫‪4π‬‬
‫‪15‬‬

‫‪ 3 180‬‬

‫‪ 3‬‬ ‫‪180‬‬

 ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪138 - 143  ‬‬ ‫‪3-3‬‬
‫‪‬‬ ‫‪5 ‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫‪sin θ = _ , cos θ = - _ , (24‬‬
‫‪3‬‬ ‫‪4‬‬ ‫‪y‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪.sin 120°‬‬ ‫_‪-‬‬
‫‬
‫‪√3‬‬ ‫_‬‫‬
‫‪√2‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪3‬‬
‫‪tan 150° (21‬‬ ‫‪-‬‬
‫‪2‬‬
‫‪cos 135° (20‬‬

‫‪tan θ = - _ , csc θ = _ ,‬‬

‫ﺑﻤﺎ ﺃﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪120°‬‬
‫‪θ = 120°‬‬
‫‪3‬‬ ‫‪5‬‬ ‫‪θ' = 60°‬‬ ‫_ ‪0 cos‬‬
‫‪3π‬‬
‫‪(23‬‬ ‫‪0 sin 2π (22‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪O‬‬ ‫‪x‬‬ ‫ﻳﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻓﺈﻥ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪2‬‬

‫_ ‪sec θ = - _ , cot θ = -‬‬

‫‪5‬‬ ‫‪4,‬‬ ‫ﺍﻟﻤﺮﺟﻌﻴﺔ ‪ θ‬ﻫﻮ ‪.180° - 120° = 60°‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻤﺮ‬
‫‪4‬‬ ‫‪3‬‬ ‫ﺩﺍ ﹼﻟﺔ ﺍﻟﺠﻴﺐ ﻣﻮﺟﺒﺔ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﺇﺫﻥ‪:‬‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬ ‫ﺑﻨﻘﻄﺔ ﻣﻦ ﺍﻟﻨﻘﺎﻁ ﺍﻵﺗﻴﺔ ﻓﻲ ﻛﻞ ﻣﺮﺓ‪ ،‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬
‫_ = ‪sin θ‬‬‫_ = ‪12 , cos θ‬‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪ (24–26 . θ‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪5‬‬ ‫_ = ‪.sin 120° = sin 60°°‬‬ ‫‪3‬‬ ‫√‬
‫ﱢ‬
‫‪, (25‬‬ ‫‪2‬‬
‫‪13‬‬ ‫‪13‬‬ ‫‪(16, -12) (26‬‬ ‫‪(5, 12) (25‬‬ ‫‪(-4, 3) (24‬‬

‫_ = ‪tan θ‬‬
‫_ = ‪12 , csc θ‬‬
‫‪13‬‬ ‫‪6 ‬‬
‫‪,‬‬ ‫‪  (27‬ﻗﺬﻓﺖ ﻛﺮﺓ ﻣﻦ ﺣﺎﻓﺔ ﺳﻄﺢ ﺑﻨﺎﻳﺔ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪،70°‬‬
‫‪5‬‬ ‫‪12‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﻤﺮﺳﻮﻣﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻤﺮ‬
‫ﻭﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻣﻘﺪﺍﺭﻫﺎ ‪ .5m‬ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻤﺴﺎﻓﺔ‬
‫‪sec θ = _, cot θ = _ ,‬‬ ‫ﹼ‬
‫ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜ ﱠﻠﺜﻴﺔ‬
‫‪13‬‬ ‫‪5‬‬ ‫ﺍﻟﺴﺖ ﻟﻠﺰﺍﻭﻳﺔ ‪.θ‬‬
‫ﱢ‬ ‫ﺑﺎﻟﻨﻘﻄﺔ )‪ .(6, 5‬ﻓﺄﻭﺟﺪ ﻗﻴﻢ‬
‫‪5‬‬ ‫‪12‬‬ ‫ﺍﻷﻓﻘﻴﺔ ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﻫﻲ‪ ،x = v0 (cos θ) t :‬ﺣﻴﺚ‪v0 :‬‬
‫√ = ‪r‬‬
‫= ‪62 + 52‬‬ ‫‬
‫‪√61‬‬ ‫ﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‪ ،‬ﻭ‪ θ‬ﻫﻲ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺘﻲ ﻗﺬﻓﺖ ﻓﻴﻬﺎ‬
‫_ = ‪sin θ = - _ , cos θ‬‬
‫‪3‬‬ ‫‪4 , (26‬‬
‫‪5‬‬ ‫‪5‬‬ ‫‪y‬‬ ‫‬
‫‪5 √61‬‬ ‫‬
‫‪6 √61‬‬ ‫ﺍﻟﻜﺮﺓ‪ ،‬ﻭ‪ t‬ﻫﻮ ﺍﻟﺰﻣﻦ )ﺑﺎﻟﺜﻮﺍﻧﻲ(‪ .‬ﻣﺎ ﺍﻟﻤﺴﺎﻓﺔ ﺍﻷﻓﻘﻴﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ‬
‫_ = _ = ‪sin θ‬‬ ‫_ = ‪cos θ‬‬
‫‪x‬‬
‫_=‬
‫ﺛﻮﺍﻥ‪ 17.1m .‬ﺗﻘﺮﻳ ﹰﺒﺎ‬‫ﺍﻟﺘﻲ ﺗﻘﻄﻌﻬﺎ ﺍﻟﻜﺮﺓ ﺑﻌﺪ ﻣﺮﻭﺭ ‪ 10‬ﹴ‬
‫‪tan θ = - _ , csc θ = - _,‬‬
‫‪r‬‬ ‫‪61‬‬ ‫‪r‬‬ ‫‪61‬‬
‫‪3‬‬ ‫‪5‬‬ ‫‪y‬‬ ‫‬
‫‪√61‬‬
‫‪4‬‬ ‫‪3‬‬ ‫_ = _= ‪tan θ‬‬
‫‪5‬‬
‫_ = ‪csc θ = _r‬‬
‫‪x‬‬ ‫‪6‬‬ ‫‪y‬‬ ‫‪5‬‬

‫‪sec θ = _ , cot θ = - _ ,‬‬

‫‪5‬‬ ‫‪4‬‬ ‫‬
‫‪√61‬‬
‫_ = ‪sec θ =_r‬‬ ‫_ = ‪cot θ‬‬
‫‪x‬‬
‫_=‬
‫‪6‬‬
‫‪4‬‬ ‫‪3‬‬ ‫‪x‬‬ ‫‪6‬‬ ‫‪y‬‬ ‫‪5‬‬

‫‪ (28‬ﺣﻞ ﻭﺍﺣﺪ؛‬ ‫‪144 - 150 ‬‬ ‫‪3-4‬‬

‫‪A ≈ 21° , B ≈ 41° , b ≈ 7.4‬‬
‫‪7 ‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺣﻞ ﻭﺍﺣﺪ‪ ،‬ﺃﻡ ﺣﻼﻥ‪ ،‬ﺃﻡ‬
‫ﻛﻞ ﱠ‬‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ﻓﻲ ﱟ‬
‫‪A‬‬
‫‪ (29‬ﺣﻼﻥ؛ ﺍﻟﺤﻞ ﺍﻷﻭﻝ‪:‬‬ ‫ﱠ‬
‫ﺍﻟﻤﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬ ‫ﹸﺣ ﹼﻞ ‪ABC‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ‬
‫ﻟﻴﺲ ﻟﻪ ﺣﻞ‪ .‬ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ ﱢ‬
‫‪،C = 30°, B = 125°, b = 29.1‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬
‫ﱢ‬ ‫ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪8‬‬
‫ﺍﻟﺤﻞ ﺍﻟﺜﺎﻧﻲ‪C = 150°, B = 5°, b = 3.1 :‬‬ ‫ﹰ‬
‫ﺃﻭﻻ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺜﺎﻟﺜﺔ‪.‬‬ ‫‪ C = 118°, c = 10, a = 4 (28‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪60°‬‬ ‫‪70°‬‬ ‫‪60° + 70° + A = 180° , A = 50°‬‬ ‫‪ A = 25°, a = 15, c = 18 (29‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪B‬‬ ‫‪C‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻥ ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﻹﻳﺠﺎﺩ‬ ‫‪ A = 70°, a = 5, c = 16 (30‬ﻻ ﻳﻮﺟﺪ ﺣﻞ‬
‫ﻗﻴﻤﺘﹶﻲ ‪.a, c‬‬ ‫‪  (31‬ﻳﻘﻒ ﻋﻠﻲ ﻭﺃﺣﻤﺪ ﻋﻠﻰ ﺟﺎﻧ ﹶﺒﻲ ﻧﻬﺮ‪ .‬ﻛﻢ ﻳﺒﻌﺪ ﻋﻠﻲ‬
‫ﻗﺮﺏ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫ﻋﻦ ﺍﻟﻘﺎﺭﺏ؟ ﹼ‬
‫_‬
‫‪sin B‬‬
‫_=‬
‫‪sin A‬‬ ‫_‬
‫‪sin B‬‬
‫_=‬
‫‪sin C‬‬
‫‪b‬‬ ‫‪a‬‬ ‫‪b‬‬ ‫‪c‬‬ ‫‪98.9 ft‬‬ ‫‪‬‬
‫_‬
‫‪sin 60°‬‬
‫_=‬
‫‪sin 50°‬‬ ‫_‬
‫‪sin 60°‬‬
‫_=‬
‫‪sin 70°‬‬
‫‪8‬‬ ‫‪a‬‬ ‫‪8‬‬ ‫‪c‬‬

‫_=‪a‬‬
‫‪8 sin 50°‬‬
‫‪≈ 7.1‬‬ ‫_=‪c‬‬
‫‪8 sin 70°‬‬
‫‪≈ 8.7‬‬
‫‪sin 60°‬‬ ‫‪sin 60°‬‬ ‫‪‬‬
‫‪30°‬‬

‫ﺇﺫﻥ ‪. A = 50°, c ≈ 8.7, a ≈ 7.1‬‬ ‫‪‬‬ ‫‪85°‬‬ ‫‪90 ft‬‬

‫‪181‬‬ ‫‪ 3‬‬

‫‪181‬‬ ‫‪ 3‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪153 - 158 ‬‬ ‫‪3-5‬‬
‫‪8 ‬‬ ‫ﺣﺪﱢ ﺩ ﺃﻧﺴﺐ ﻃﺮﻳﻘﺔ ﻳﺠﺐ ﺍﻟﺒﺪﺀ ﺑﻬﺎ )ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﺃﻡ ﻗﺎﻧﻮﻥ‬
‫‪‬‬
‫‪B‬‬ ‫ﹸﺣ ﹼﻞ ‪ ABC‬ﺍﻟﺬﻱ ﻓﻴﻪ ‪.C = 55°, b = 11, a = 18‬‬ ‫ﻛﻞ ﻣﺜ ﱠﻠﺚ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺜ ﱠﻠﺜﺎﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ ﹸﺣ ﹼﻞ ﱠ‬
‫ﺣﻞ ﱟ‬‫ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ( ﻓﻲ ﱢ‬ ‫‪ (32‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛‬
‫ﹸﺃﻋﻄﻲ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ﻃﻮﻻ ﺿﻠﻌﻴﻦ ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ‬ ‫ﻣﻨﻬﺎ ﱢ‬ ‫‪A ≈ 46°, B ≈ 85°, C ≈ 49°‬‬
‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ‪ .‬ﺍﺑﺪﺃ ﺑﺮﺳﻢ ﺍﻟﻤﺜ ﱠﻠﺚ ﻭﺍﺳﺘﻌﻤﻞ‬ ‫‪ (32–36‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬
‫‪ (33‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ؛‬
‫‪18‬‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪.c‬‬ ‫‪B‬‬ ‫‪(33‬‬ ‫‪B‬‬ ‫‪(32‬‬
‫‪c2 = a2 + b2 - 2ab cos C‬‬ ‫‪B ≈ 52°, C ≈ 48°, c ≈ 11.3‬‬
‫‪55°‬‬ ‫‪15‬‬
‫‪15‬‬ ‫‪16‬‬
‫‪c2 = 182 + 112 - 2(18)(11) cos 55°‬‬
‫‪ (34‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛‬
‫‪A‬‬ ‫‪11‬‬ ‫‪C‬‬
‫‪c2 ≈ 217.9‬‬ ‫‪80°‬‬
‫‪A‬‬ ‫‪21‬‬ ‫‪C‬‬
‫‪c ≈ 14.8‬‬ ‫‪A‬‬ ‫‪12‬‬ ‫‪C‬‬ ‫‪A ≈ 40°, B ≈ 65°, c ≈ 7.5‬‬
‫ﻣﺮﺓ ﺃﺧﺮ￯ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪.B‬‬
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ ﹼ‬
‫‪C = 75°, a = 5, b = 7 (34‬‬ ‫‪ (35‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ؛‬
‫‪112 = 182 + 14.82 - 2 (18)(14.8) cos B‬‬
‫‪A = 42°, a = 9, b = 13 (35‬‬ ‫‪B ≈ 75°, C ≈ 63°, c ≈ 12.0‬‬
‫‪112 - 182 - 14.82‬‬
‫__‬ ‫‪= cos B‬‬
‫)‪- 2 (18)(14.8‬‬ ‫‪b = 8.2, c = 15.4, A = 35° (36‬‬ ‫ﺃﻭ ‪B ≈ 105°, C ≈ 33°, c ≈ 7.3‬‬
‫‪0.7921 ≈ cos B‬‬
‫‪  (37‬ﻳﺮﻳﺪ ﻣﺰﺍﺭﻉ ﻭﺿﻊ ﺳﻴﺎﺝ ﻟﻘﻄﻌﺔ ﺃﺭﺽ ﻣﺜ ﱠﻠﺜﺔ‬ ‫‪ (36‬ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ؛‬
‫‪38° ≈ B‬‬ ‫ﺍﻟﺸﻜﻞ‪ .‬ﻃﻮﻻ ﺿﻠﻌﻴﻬﺎ ‪ ،120 ft, 325 ft‬ﻭﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﺜﺎﻟﺜﺔ ‪A‬‬ ‫‪a ≈ 9.9, B ≈ 28°, C ≈ 117°‬‬
‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻨﻬﻤﺎ ‪ .70°‬ﻓﻤﺎ ﻃﻮﻝ ﺍﻟﺴﻴﺎﺝ ﺍﻟﺬﻱ ﻳﺤﺘﺎﺝ ﺇﻟﻴﻪ؟‬
‫‪ 750.5 ft‬ﺗﻘﺮﻳ ﹰﺒﺎ ‪m∠A ≈ 180° - (55° + 38°) ≈ 87°‬‬
‫ﺇﺫﻥ ‪A ≈ 87°, B ≈ 38°, c ≈ 14.8‬‬

‫‪159 - 165  ‬‬ ‫‪3-6‬‬

‫‪9 ‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫ﹺ‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟـ ‪.sin 510°‬‬ ‫_‬‫‬
‫‪√6‬‬ ‫_‬‫‬
‫‪√3‬‬
‫‪-‬‬ ‫‪(cos 45°)(cos 210°) (39‬‬ ‫‪-‬‬ ‫‪cos (-210°) (38‬‬
‫‪4‬‬ ‫‪2‬‬
‫)‪sin 510° = sin (360° + 150°‬‬
‫‪= sin 150°‬‬ ‫‪0‬‬ ‫) ‪(cos _π2 )(sin _π2‬‬ ‫‪(41‬‬ ‫_‬‫‬
‫‪√2‬‬
‫_ ‪sin -‬‬
‫‪7π‬‬
‫‪(40‬‬
‫‪2‬‬ ‫‪4‬‬
‫_=‬
‫‪1‬‬
‫‪2‬‬ ‫‪ (42‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪:‬‬
‫‪10 ‬‬ ‫‪6‬‬ ‫‪y‬‬

‫ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ﺍﻟﻤﻤﺜﻠﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪:‬‬
‫‪1‬‬

‫‪y‬‬ ‫‪O‬‬ ‫‪1 2 3 4 5 6 7 8 9 101112 x‬‬

‫‪1‬‬
‫‪-1‬‬

‫‪O‬‬ ‫‪π‬‬ ‫‪π‬‬ ‫‪3π‬‬ ‫‪2π θ‬‬

‫‪2‬‬ ‫‪2‬‬ ‫‪  (43‬ﻃﻮﻝ ﻗﻄﺮ ﺇﻃﺎﺭ ﺩﺍﺋﺮﻱ ‪ ،18 in‬ﻭﻳﺪﻭﺭ ‪ 4‬ﺩﻭﺭﺍﺕ ﻓﻲ‬
‫‪-1‬‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﺍﻟﻮﺍﺣﺪﺓ‪ .‬ﻣﺎ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ﺍﻟﺘﻲ ﺗﹸﻤ ﹼﺜﻞ ﺍﺭﺗﻔﺎﻉ ﻧﻘﻄﺔ ﺗﻘﻊ‬
‫ﻋﻠﻰ ﺍﻟﺤﺎﻓﺔ ﺍﻟﺨﺎﺭﺟﻴﺔ ﻟﻺﻃﺎﺭ ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ؟ ‪ 15‬ﺛﺎﻧﻴﺔ‬
‫_‪.‬‬
‫‪π‬‬
‫‪2‬‬
‫_ ‪ ،‬ﻭﻫﻜﺬﺍ‪ ...‬ﻭﻟﺬﻟﻚ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻫﻮ‬
‫‪π‬‬
‫‪2‬‬
‫ﻳﺒﺪﺃ ﺍﻟﻨﻤﻂ ﺑﺎﻟﺘﻜﺮﺍﺭ ﻋﻨﺪ ‪, π‬‬

‫‪ 3 182‬‬

‫‪ 3‬‬ ‫‪182‬‬

 ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪166 - 172   ‬‬ ‫‪3-7‬‬
‫‪‬‬ ‫‪11 ‬‬ ‫ﹼ‬
‫ﻟﻠﺪﻭﺍﻝ ﺍﻵﺗﻴﺔ‪ ،‬ﺛﻢ‬ ‫ﻣﻌﺮﻓﺔ(‪ ،‬ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬
‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ‪) ،‬ﺇﻥ ﻛﺎﻧﺖ ﱠ‬
‫‪ (44‬ﺍﻟﺴﻌﺔ‪ ، 4 :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪180° :‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﻟﻠﺪﺍ ﹼﻟﺔ ‪ .y = 2 cos 4θθ‬ﺛﻢ ﻣ ﹼﺜﻞ ﻫﺬﻩ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪ (44–49‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻣ ﹼﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻨﻬﺎ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪:‬‬
‫_‬
‫‪1‬‬
‫ﺍﻟﺴﻌﺔ‪ . a = 2 = 2 :‬ﻟﺬﻟﻚ ﻓﺎﻟﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﻟﻠﺪﺍ ﹼﻟﺔ ﺗﻜﻮﻥ ﻟﻪ ﻗﻴﻤﺔ‬ ‫‪y = cos θ (45‬‬
‫‪2‬‬
‫‪y = 4 sin 2θ (44‬‬
‫‪y‬‬
‫‪5‬‬ ‫ﻋﻈﻤﻰ ﻫﻲ ‪ ،2‬ﻭﻗﻴﻤﺔ ﺻﻐﺮ￯ ﻫﻲ ‪.-2‬‬ ‫‪y = 3 sec θ (47‬‬ ‫‪y = 3 csc θ (46‬‬
‫‪4‬‬ ‫‪y‬‬ ‫_ ‪y = 2 csc‬‬
‫‪1‬‬
‫‪θ (49‬‬ ‫‪y = tan 2θ (48‬‬
‫‪3‬‬ ‫‪2‬‬ ‫ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪:‬‬ ‫‪2‬‬
‫‪2‬‬
‫‪1‬‬
‫‪1‬‬ ‫‪  (50‬ﻗﻔﺰ ﻻﻋﺐ ﻋﻠﻰ ﺟﻬﺎﺯ ﺍﻻﻫﺘﺰﺍﺯ‪ ،‬ﻓﺎﻫﺘﺰ ﺍﻟﺠﻬﺎﺯ‬
‫_‬
‫_ ‪360°‬‬
‫‪= 360° = 90°‬‬
‫‪-180° -90° O‬‬ ‫‪90° 180°°θ‬‬ ‫‪b‬‬ ‫‪4‬‬ ‫ﺑﺘﺮﺩﺩ ﻗﺪﺭﻩ ‪ 10‬ﻫﻴﺮﺗﺰ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ‪ ،5 ft‬ﻓﺎﻛﺘﺐ ﺩﺍ ﹼﻟﺔ‬
‫‪360° -‬‬
‫‪-360‬‬ ‫‪180° O‬‬
‫‪-180‬‬ ‫‪180°‬‬ ‫‪360°θ‬‬ ‫‪-1‬‬
‫‪-2‬‬ ‫‪-2‬‬
‫ﺟﻴﺐ ﺗﹸﻤ ﹼﺜﻞ ﺍﻻﺭﺗﻔﺎﻉ ‪ y‬ﻓﻲ ﺍﻫﺘﺰﺍﺯ ﺍﻟﺠﻬﺎﺯ ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪.t‬‬
‫‪-33‬‬ ‫‪y = 5 sin 20 πt‬‬
‫‪-44‬‬
‫‪-5‬‬ ‫‪y = 4 sin 2θ‬‬
‫‪173 - 178  ‬‬ ‫‪3-8‬‬
‫‪ (45‬ﺍﻟﺴﻌﺔ‪ 1 :‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪720° :‬‬ ‫‪12 ‬‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪:‬‬

‫‪2‬‬
‫‪y‬‬
‫‪ .‬ﻭﺍﻛﺘﺒﻪ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬ ‫_ ‪Cos-1‬‬
‫‪1‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ‬ ‫‪0°, 0 Tan -1 (0) (52‬‬ ‫_‬
‫‪90°, π Sin-1 (1) (51‬‬
‫‪y = cos 1 θ‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪2‬‬
‫‪1‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺣﻴﺚ ‪ ،0° ≤ θ ≤ 180°‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺟﻴﺐ ﺗﻤﺎﻣﻬﺎ ‪. _21‬‬ ‫_‬
‫‪45°, π Cos-1 _ (54‬‬
‫‬
‫‪√2‬‬
‫_ ‪60°,‬‬
‫‪π‬‬ ‫√‬
‫‪Sin _ (53‬‬
‫‪-1‬‬ ‫‪3‬‬
‫‪4‬‬ ‫‪2‬‬ ‫‪3‬‬ ‫‪2‬‬

‫‪1‬‬
‫‪y‬‬ ‫‪1 √3‬‬
‫√‬
‫) ‪(2, 2‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪.‬‬ ‫_‬
‫‪90°, π Cos -1 0 (56‬‬ ‫_ ‪45°,‬‬‫‪π‬‬ ‫‪-1‬‬
‫‪Tan 1 (55‬‬
‫‪-360° -‬‬
‫‪-180°‬‬ ‫‪O‬‬ ‫‪180°‬‬ ‫‪360°θ‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪-1‬‬ ‫ﺃﻭﺟﺪ ﻧﻘﻄﺔ ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪،‬‬ ‫‪  (57‬ﻣﻨﺤﺪﺭ ﺍﺭﺗﻔﺎﻋﻪ ‪ 5‬ﺃﻗﺪﺍﻡ‪ ،‬ﻭﻃﻮﻟﻪ ‪ 10‬ﺃﻗﺪﺍﻡ‬
‫‪π‬‬
‫‪-2‬‬ ‫‪θ‬‬
‫‪60°‬‬ ‫=‬
‫‪3‬‬ ‫ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻬﺎ ‪ _21‬ﺑﻤﺎ‬ ‫ﻛﻤﺎ ﻳﻈﻬﺮ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ .‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﻋﻜﺴﻴﺔ‪ ،‬ﻳﻤﻜﻦ‬
‫‪-1‬‬ ‫‪O‬‬ ‫‪1 x‬‬ ‫_ = ‪ Cos θ‬ﻋﻨﺪﻣﺎ ‪θ = 60°‬‬ ‫‪1‬‬
‫ﺃﻥ‪:‬‬ ‫ﺍﺳﺘﻌﻤﺎﻟﻬﺎ ﻹﻳﺠﺎﺩ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ‪ θ‬ﺍﻟﺘﻲ ﻳﺼﻨﻌﻬﺎ ﺍﻟﻤﻨﺤﺪﺭ ﻣﻊ‬
‫‪2‬‬
‫ﺍﻷﺭﺽ ﺍﻷﻓﻘﻴﺔ‪ ،‬ﺛﻢ ﺃﻭﺟﺪ ﻗﻴﺎﺱ ﻫﺬﻩ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪ (46‬ﺍﻟﺴﻌﺔ‪ :‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬ ‫_ = ‪. Cos-1 _21 = 60°°‬‬
‫‪π‬‬
‫ﺇﺫﻥ‬
‫_‬
‫‪θ = Sin-1 5 = 30°‬‬
‫‪-1‬‬
‫‪3‬‬
‫‪y‬‬ ‫‪10‬‬
‫‪5‬‬ ‫‪13 ‬‬ ‫‪10‬‬
‫‪ft‬‬
‫‪4‬‬
‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ )_‬
‫‪5 ft‬‬
‫‪3‬‬
‫‪2‬‬ ‫‪y = 3 csc θ‬‬
‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﺠﻮﺍﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ‪.‬‬
‫‪ ،sin Tan 2‬ﱢ‬
‫‪-1 1‬‬
‫(‬ ‫‪θ‬‬
‫‪1‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ ﺇﺫﺍ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﱢ‬ ‫ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﱟ‬
‫ﻛﻞ ﹼ‬
‫‪O‬‬
‫‪360° -180‬‬
‫‪-360‬‬ ‫‪180°‬‬ ‫‪180°‬‬ ‫‪360°θ‬‬ ‫‪tan‬‬
‫‪-2‬‬ ‫‪sin‬‬ ‫‪1‬‬ ‫‪2 = 0.4472135955‬‬ ‫ﻟﺰﻡ ﺫﻟﻚ‪:‬‬
‫‪-3‬‬
‫‪-44‬‬ ‫ﺇﺫﻥ ‪.sin (Tan-1 _21) ≈ 0.45‬‬ ‫‪2.83 tan (Cos -1 _1 ) (58‬‬
‫‪3‬‬
‫‪-55‬‬
‫‪14 ‬‬ ‫(‬
‫‪0 sin Tan -1 0‬‬ ‫)‬ ‫‪(59‬‬

‫‪ (47‬ﺍﻟﺴﻌﺔ‪ :‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬ ‫ﺇﺫﺍ ﻛﺎﻥ ‪ ،Cos θ = 0.72‬ﻓﺄﻭﺟﺪ ‪.θ‬‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬ ‫ﹸﺣ ﹼﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﱢ‬
‫‪y‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪.‬‬ ‫ﻋﺸﺮﺓ ﺇﺫﺍ ﻟﺰﻡ ﺫﻟﻚ ‪.‬‬
‫‪5‬‬
‫‪4‬‬ ‫‪cos 0.72 = 43.9455195623‬‬ ‫‪-55.0° Tan θ = -1.43 (60‬‬
‫‪3‬‬
‫‪2‬‬ ‫ﺇﺫﻥ ‪.θ ≈ 43.9°‬‬ ‫‪53.1° Sin θ = 0.8 (61‬‬
‫‪1‬‬
‫‪65.8° Cos θ = 0.41 (62‬‬
‫‪O‬‬
‫‪-360° -180°‬‬ ‫‪180°‬‬ ‫‪360°θ‬‬
‫‪-2‬‬
‫‪-‬‬
‫‪-3‬‬
‫‪-‬‬
‫‪-4‬‬ ‫‪183‬‬ ‫‪ 3‬‬
‫‪-5‬‬
‫‪-‬‬

‫‪ (48‬ﺍﻟﺴﻌﺔ‪ :‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪90° :‬‬ ‫‪ (49‬ﺍﻟﺴﻌﺔ‪ :‬ﻏﻴﺮ ﻣﻌﺮﻓﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪720° :‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪2‬‬ ‫‪8‬‬
‫‪1‬‬ ‫‪6‬‬
‫‪csc 1 θ‬‬
‫‪y = 2csc‬‬
‫‪2‬‬ ‫‪4‬‬
‫‪O‬‬
‫‪360° -180‬‬
‫‪-360‬‬ ‫‪180°‬‬ ‫‪180°‬‬ ‫‪360°θ‬‬ ‫‪2‬‬
‫‪-11‬‬
‫‪-‬‬
‫‪O‬‬
‫‪-22‬‬
‫‪-‬‬ ‫‪-360° -180°‬‬ ‫‪180°‬‬ ‫‪360° θ‬‬
‫‪-2‬‬
‫‪-44‬‬
‫‪-66‬‬
‫‪-8‬‬

‫‪183‬‬ ‫‪ 3‬‬

 ‫‪‬‬ ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫‪‬‬
‫‪  (67‬ﻏﺎﺩﺭ ﻗﺎﺭﺏ ﺍﻟﻤﻴﻨﺎﺀ ﺑﺎﺗﺠﺎﻩ‬
‫‪‬‬
‫ﺍﻟﺸﻤﺎﻝ ﻗﺎﻃ ﹰﻌﺎ ﻣﺴﺎﻓﺔ ‪ ،15 km‬ﺛﻢ‬ ‫‪  (63‬ﺗﻄﻴﺮ ﻃﺎﺋﺮﺓ ﻋﻠﻰ‬
‫‪(69 C‬‬
‫‪8km‬‬ ‫ﺍﺳﺘﺪﺍﺭ ˚‪ 20‬ﻧﺤﻮ ﺍﻟﻴﺴﺎﺭ‪ ،‬ﻭﺳﺎﺭ ﻣﺴﺎﻓﺔ‬
‫˚‪20‬‬ ‫‪6mi‬‬ ‫ﺍﺭﺗﻔﺎﻉ ‪ ،6 mi‬ﻓﺈﺫﺍ ﻛﺎﻧﺖ ﺯﺍﻭﻳﺔ‬
‫‪y‬‬
‫‪ 8 km‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ ﺍﻟﺸﻜﻞ‬ ‫‪x‬‬ ‫ﺍﺭﺗﻔﺎﻋﻬﺎ ﺗﺴﺎﻭﻱ ˚‪ ،20‬ﻛﻤﺎ ﻫﻮ‬ ‫‪3‬‬
‫‪20o‬‬ ‫ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﺃﻭﺟﺪ ﹸﺑﻌﺪ ﺍﻟﻘﺎﺭﺏ ﻋﻦ‬ ‫‪16.5 mi‬‬ ‫ﻣﻮﺿﺢ ﺑﺎﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ ،‬ﺃﻭﺟﺪ‬
‫ﺍﻟﻤﻴﻨﺎﺀ ﻓﻲ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ ﻣﻘﺮ ﹰﺑﺎ ﺍﻟﻨﺎﺗﺞ‬ ‫ﺍﻟﻤﺴﺎﻓﺔ ‪ .x‬ﻣﻘﺮ ﹰﺑﺎ ﺍﻹﺟﺎﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪31 .‬‬ ‫‪2‬‬

‫‪15km‬‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪.‬‬ ‫‪1‬‬

‫‪  (64‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ﻧﺼﻒ ﻗﻄﺮ ﺍﻟﻠﻌﺒﺔ‬
‫‪22.7 km 35‬‬ ‫_ ﺩﻭﺭﺓ‪ ،‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺍﻟﻘﻮﺱ ﺍﻟﺬﻱ‬ ‫‪1‬‬
‫‪ 40‬ﻗﺪ ﹰﻣﺎ‪ ،‬ﻭﺩﺍﺭﺕ ﺍﻟﻠﻌﺒﺔ‬
‫‪4‬‬ ‫‪O‬‬ ‫‪0.2‬‬ ‫‪0.8 t‬‬
‫‪‬‬ ‫ﻗﺪﻣﺎ‬
‫‪ 20 π‬ﹰ‬ ‫‪‬‬‫‪3‬‬ ‫‪‬‬‫‪2‬‬‫ﺗﺤﺮﻛﺘﻪ ﺍﻟﻠﻌﺒﺔ‪ .‬‬
‫‪−1‬‬
‫_ ‪ y = 3000 + 1250 sin‬ﺗﻤﺜﻞ ﻋﺪﺩ‬ ‫‪π‬‬
‫‪  (68‬ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﺪﺍﻟﺔ ‪t‬‬
‫‪6‬‬
‫ﻓﺌﺮﺍﻥ ﺣﻘﻞ ﻣﺎ‪ ،‬ﺣﻴﺚ ‪ t‬ﺗﻤﺜﻞ ﺍﻟﺰﻣﻦ ﺑﺎﻟﺸﻬﻮﺭ‪ ،‬ﺃﻭﺟﺪ ﺃﻛﺒﺮ ﻋﺪﺩ ﻟﻠﻔﺌﺮﺍﻥ‬
‫ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻓﻲ ﻫﺬﺍ ﺍﻟﺤﻘﻞ‪36 .‬‬
‫ﻓﺄﺭﺍ‬
‫‪ 4250‬ﹰ‬

‫‪  (69‬ﺗﺴﺘﻄﻴﻊ ﺍﻟﺴﻤﻜﺔ ﺍﻟﺬﻫﺒﻴﺔ ﺳﻤﺎﻉ ﺍﻷﺻﻮﺍﺕ ﺫﺍﺕ ﺍﻟﺘﺮﺩﺩ‬

‫ﺍﻷﻗﻞ ﻣﻦ ﺍﻟﺘﺮﺩﺩﺍﺕ ﺍﻟﺘﻲ ﻳﺴﻤﻌﻬﺎ ﺍﻹﻧﺴﺎﻥ‪ ،‬ﺇﺫ ﺗﺴﺘﻄﻴﻊ ﺳﻤﺎﻉ ﺍﻷﺻﻮﺍﺕ‬
‫ﺍﻟﺘﻲ ﺗﺮﺩﺩﻫﺎ ﺃﻗﻞ ﻣﻦ ﺃﻭ ﻳﺴﺎﻭﻱ ‪ 20‬ﻫﻴﺮﺗﺰ ﺃﻭ ‪ 20‬ﺩﻭﺭﺓ‪/‬ﺛﺎﻧﻴﺔ‪.‬‬
‫‪  (65‬ﻓﻲ ﺃﺣﺪ ﺍﻟﻤﺠﻤﻌﺎﺕ ﺍﻟﺘﺠﺎﺭﻳﺔ‪ ،‬ﺗﻢ ﺍﺳﺘﺨﺪﺍﻡ‬
‫‪37‬‬
‫ﺍﻟﺒﻮﺍﺑﺎﺕ ﺫﺍﺕ ﺍﻟﺬﺭﺍﻉ ﻟﻠﺴﻤﺎﺡ ﺑﺪﺧﻮﻝ ﻭﺧﺮﻭﺝ ﺍﻟﺴﻴﺎﺭﺍﺕ‪ ،‬ﻭﺫﻟﻚ‬
‫‪ (a‬ﺃﻭﺟﺪ ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺗﻌﺒﺮ ﻋﻦ ﻣﻮﺟﺎﺕ ﺍﻟﺼﻮﺕ‪ 0.05.‬ﺛﺎﻧﻴﺔ‬
‫‪ (b‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﻟﺴﻌﺔ ﺗﺴﺎﻭﻱ ﻭﺣﺪﺓ ﻭﺍﺣﺪﺓ‪ ،‬ﺍﻛﺘﺐ ﺩﺍﻟﺔ ﺟﻴﺐ ﺗﻤﺜﻞ‬ ‫ﻣﻦ ﺧﻼﻝ ﺭﻓﻊ ﻃﺮﻑ ﺍﻟﺬﺭﺍﻉ ﺑﺤﺮﻛﺔ ﺩﺍﺋﺮﻳﺔ ﻟﻸﻋﻠﻰ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ‬
‫ﻣﻮﺟﺔ ﺍﻟﺼﻮﺕ ‪ y‬ﺑﺎﻋﺘﺒﺎﺭﻫﺎ ﺩﺍﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪y = sin 40 π t .t‬‬ ‫ﺑﺎﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺃﻭﺟﺪ ﻣﻘﺪﺍﺭ ﺍﻟﻤﺴﺎﻓﺔ ‪ x‬ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬

‫‪ (c‬ﻣﺜﻞ ﺍﻟﺪﺍﻟﺔ ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ ‪ b‬ﺑﻴﺎﻧ ﹰﻴﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫ﻋﺸﺮﺓ‪1.9 m 33 .‬‬

‫‪x‬‬
‫‪   (70‬ﺗﺮﺗﻔﻊ ﺳﺎﺭﻳﺔ ﻋﻠﻢ ﺑﻤﻘﺪﺍﺭ ‪ 25‬ﻗﺪ ﹰﻣﺎ ﻋﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪،‬‬
‫ﻓﺈﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﻇﻠﻬﺎ ﻋﻠﻰ ﺍﻷﺭﺽ ‪ 42‬ﻗﺪ ﹰﻣﺎ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﻓﻲ‬ ‫‪40o‬‬
‫ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‪ .‬ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ ﺍﻟﺰﺍﻭﻳﺔ ‪ x‬ﻣﻘﺮﺑﺔ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ‬ ‫‪3m‬‬
‫ﻋﺸﺮﺓ ‪x = 59.2° 38‬‬

‫‪  (66‬ﺷﺎﻫﺪ ﺭﺟﻞ ﻳﻘﻒ ﻋﻠﻰ ﺟﺮﻑ ﺻﺨﺮﻱ ﻃﺎﺋﺮﺓ ﻓﻲ ﻃﺮﻳﻘﻬﺎ‬

‫ﻹﻧﻘﺎﺫ ﻗﺎﺭﺏ ﻣﻦ ﺍﻟﻐﺮﻕ‪ ،‬ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﺃﺩﻧﺎﻩ‪.‬‬
‫ﺃﻭﺟﺪ ﺍﻟﻤﺴﺎﻓﺔ ﺑﻴﻦ ﺍﻟﺮﺟﻞ ﻭﺍﻟﻘﺎﺭﺏ ﻓﻲ ﻫﺬﻩ ﺍﻟﻠﺤﻈﺔ‪ ،‬ﻣﻘﺮ ﹰﺑﺎ ﺇﺟﺎﺑﺘﻚ‬
‫˚‪x‬‬
‫ﻣﺘﺮﺍ‬ ‫ﺇﻟﻰ ﺃﻗﺮﺏ ﻣﺘﺮ‪34 .‬‬
‫‪ 295‬ﹰ‬
‫‪25 ft‬‬ ‫‪48o‬‬ ‫‪59o‬‬

‫?‬ ‫‪265m‬‬

‫‪42 ft‬‬

‫‪ 3 184‬‬

‫‪ 3‬‬ ‫‪184‬‬

 ‫‪‬‬
‫‪‬‬
‫‪3‬‬
‫ﹼ‬
‫ﻭﺍﻟﻈﻞ‬ ‫ﺃﻱ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻵﺗﻴﺔ ﻳﻜﻮﻥ ﺍﻟﺠﻴﺐ‬
‫‪   (16‬ﱞ‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﺃﻃﻮﺍﻝ‬
‫ﻣﻤﺎ ﻳﺄﺗﻲ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﻴﺎﺳﺎﺕ ﺍﻟﻮﺍﺭﺩﺓ‪ ،‬ﱢ‬ ‫‪ ABC‬ﻓﻲ ﱟ‬
‫ﻛﻞ ﱠ‬ ‫ﹸﺣ ﹼﻞ ‪ABC‬‬
‫‪ ‬ﺑﻨﺎ ﹰﺀ ﻋﻠﻰ ﻧﺘﺎﺋﺞ ﺍﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬ ‫ﻟﻬﺎ ﺳﺎﻟﺒﻴﻦ؟ ‪B‬‬ ‫ﺍﻷﺿﻼﻉ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ‪ ،‬ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪:‬‬
‫ﺍﺳﺘﻌﻤﻞ ﻣﺨﻄﻂ ﺍﻟﻤﻌﺎﻟﺠﺔ ﻓﻲ ﻣﺮﺍﺟﻌﺔ‬ ‫‪65° A‬‬ ‫‪A‬‬

‫ﺍﻟﻤﻔﺎﻫﻴﻢ ﺍﻟﺘﻲ ﻻ ﺗﺰﺍﻝ ﺗﺸﻜﻞ ﺗﺤﺪ ﹰﻳﺎ ﻟﻠﻄﻠﺒﺔ‪.‬‬ ‫‪310° B‬‬

‫‪120° C‬‬ ‫‪c‬‬
‫‪b‬‬
‫‪‬‬ ‫‪265° D‬‬

‫‪(17‬‬ ‫‪C‬‬ ‫‪a‬‬ ‫‪B‬‬

‫‪y‬‬ ‫ﻟﻜﻞ ﻣﻦ ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪ .‬ﺛﻢ ﻣ ﱢﺜﻞ‬
‫ﺃﻭﺟﺪ ﺍﻟﺴﻌﺔ ﻭﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ ﱟ‬
‫‪5‬‬
‫ﺍﻟﺪﺍ ﹼﻟﺘﻴﻦ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ (17, 18 :‬ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬ ‫‪B = 54°, a = 5.3, b = 7.3 A = 36°, c = 9 (1‬‬
‫‪4‬‬
‫‪y = 2sin 3θ‬‬
‫‪3‬‬ ‫_=‪y‬‬
‫‪1‬‬
‫‪cos 2θ (18‬‬ ‫‪y = 2 sin 3θ (17‬‬ ‫‪B = 32°, c = 14.2, b = 7.5 a = 12, A = 58° (2‬‬
‫‪2‬‬
‫‪2‬‬ ‫‪_1 , 180°‬‬ ‫‪2, 120°‬‬ ‫‪b = 7.9, B = 41°, A = 49° a = 9, c = 12 (3‬‬
‫‪1‬‬ ‫‪2‬‬

‫‪O‬‬ ‫‪‬ﻃﻮﻝ ﺩﻭﺭﺓ ﺍﻟﺪﺍ ﹼﻟﺔ ‪ y = 3 cot θ‬ﻳﺴﺎﻭﻱ‪B :‬‬ ‫‪ (19‬‬ ‫ﺣﻮﻝ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﻜﺘﻮﺑﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ ﺇﻟﻰ ﺍﻟﺮﺍﺩﻳﺎﻥ‪ ،‬ﻭﺍﻟﻤﻜﺘﻮﺑﺔ‬
‫ﱢ‬
‫‪360° -180°‬‬
‫‪-360°‬‬
‫‪-360°-‬‬ ‫‪80°‬‬ ‫‪180° 360° θ‬‬
‫‪-‬‬
‫‪-2‬‬
‫‪120° A‬‬ ‫ﺑﺎﻟﺮﺍﺩﻳﺎﻥ ﺇﻟﻰ ﺍﻟﺪﺭﺟﺎﺕ‪:‬‬
‫‪-3‬‬ ‫‪180° B‬‬ ‫_‬
‫‪- 35π -175° (5‬‬ ‫_‬
‫‪65π‬‬
‫‪325° (4‬‬
‫‪36‬‬ ‫‪36‬‬
‫‪-4‬‬ ‫‪360° C‬‬
‫_ ‪-150° -‬‬
‫‪5π‬‬
‫‪(7‬‬ ‫_ ‪405°‬‬
‫‪9π‬‬
‫‪4‬‬
‫‪(6‬‬
‫‪-5‬‬ ‫‪1080° D‬‬ ‫‪6‬‬

‫‪ (8‬ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻥ ﻟﻠﻤﺜ ﱠﻠﺚ ‪ ABC‬ﺍﻟﺬﻱ ﻓﻴﻪ ‪A = 110°, a = 16, b = 21‬‬
‫‪(18‬‬ ‫ﻟﺤﻞ ‪) XYZ‬ﻗﺎﻧﻮﻥ ﺍﻟﺠﻴﻮﺏ ﺃﻭ‬‫‪ (20‬ﺣﺪﹼ ﺩ ﺃﻧﺴﺐ ﻃﺮﻳﻘﺔ ﻧﺒﺪﺃ ﺑﻬﺎ ﹼ‬ ‫ﺣﻞ ﻭﺍﺣﺪ ﺃﻡ ﺣﻼﻥ ﺃﻡ ﻟﻴﺲ ﻟﻪ ﺣﻞ‪.‬ﺛﻢ ﺃﻭﺟﺪ ﺍﻟﺤﻠﻮﻝ )ﺇﻥ ﺃﻣﻜﻦ(‪،‬‬
‫‪y‬‬ ‫ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ(‪ ،‬ﺍﻟﺬﻱ ﻓﻴﻪ‪ ، y = 15, z = 9, X = 105° :‬ﺛﻢ‬ ‫ﻣﻘﺮ ﹰﺑﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻭﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ‬
‫ﱢ‬
‫‪1‬‬
‫ﹸﺣ ﹼﻞ ﺍﻟﻤﺜ ﱠﻠﺚ ﱢ‬
‫ﻣﻘﺮ ﹰﺑﺎ ﻃﻮﻝ ﺍﻟﻀﻠﻊ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻋﺸﺮﺓ ﻭﻗﻴﺎﺳﺎﺕ‬ ‫ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪ .‬ﻟﻴﺲ ﻟﻪ ﺣﻞ‬
‫‪0.8‬‬ ‫‪y = 1 cos 2θ‬‬
‫‪0.6‬‬
‫‪2‬‬ ‫ﺍﻟﺰﻭﺍﻳﺎ ﺇﻟﻰ ﺃﻗﺮﺏ ﺩﺭﺟﺔ‪.‬‬
‫‪0.4‬‬
‫ﻗﺎﻧﻮﻥ ﺟﻴﻮﺏ ﺍﻟﺘﻤﺎﻡ‪Y ≈ 48°, x ≈ 19.4, Z ≈ 27°،‬‬ ‫ﻣﻤﺎ ﻳﺄﺗﻲ )ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،14‬ﺍﻛﺘﺐ ﺍﻟﺰﺍﻭﻳﺔ‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﱠ‬
‫‪0.2‬‬ ‫ﺑﺎﻟﺪﺭﺟﺎﺕ(‪:‬‬

‫‪O‬‬ ‫‪θ‬‬
‫‪   (21‬ﻋﺠﻠﺔ ﺳﺎﻗﻴﺔ ﻃﻮﻝ ﻗﻄﺮﻫﺎ ‪ ،20 ft‬ﺗﻜﻤﻞ ﺩﻭﺭﺓ ﻛﺎﻣﻠﺔ‬ ‫‪-‬‬ ‫_‬‫‬
‫‪√2‬‬
‫‪sin 585° (10‬‬ ‫‪0 cos (-90°) (9‬‬
‫‪2‬‬
‫‪-180°‬‬
‫‪-‬‬ ‫‪180°‬‬ ‫ﻓﻲ ‪ 45‬ﺛﺎﻧﻴﺔ‪ .‬ﺍﻓﺘﺮﺽ ﺃﻥ ﺍﺭﺗﻔﺎﻉ ﺃﻋﻠﻰ ﺍﻟﻌﺠﻠﺔ ﹸﻳﻤ ﹼﺜﻞ ﺍﻻﺭﺗﻔﺎﻉ ﻋﻨﺪ‬
‫‬
‫‪√2‬‬ ‫_ ‪sec -‬‬
‫‪9π‬‬
‫(‬ ‫)‬ ‫‪(12‬‬ ‫_‬
‫‪√3‬‬‫‬
‫_ ‪cot‬‬
‫‪4π‬‬
‫‪(11‬‬
‫‪-0.4‬‬ ‫ﺍﻟﺰﻣﻦ ‪ .0‬ﺍﻛﺘﺐ ﺩﺍ ﹼﻟﺔ ﻣﺜ ﱠﻠﺜﻴﺔ ﺗﹸﻤﺜﱢﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻨﻘﻄﺔ ‪ h‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‬ ‫‪4‬‬ ‫‪3‬‬ ‫‪3‬‬
‫‪-0.6‬‬ ‫ﻛﺪﺍ ﹼﻟﺔ ﻓﻲ ﺍﻟﺰﻣﻦ ‪ .t‬ﺛﻢ ﻣ ﱢﺜﻞ ﺍﻟﺪﺍ ﹼﻟﺔ ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪.‬‬ ‫‪60° Cos -1 _1 (14‬‬ ‫‪_3 tan (Cos _4 ) (13‬‬
‫‪-1‬‬
‫‪2‬‬ ‫‪4‬‬ ‫‪5‬‬
‫‪-0.8‬‬ ‫‪h = 10 cos 8t‬؛ ﻟﻠﺘﻤﺜﻴﻞ ﺍﻟﺒﻴﺎﻧﻲ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬
‫‪-1‬‬
‫‪ (15‬ﺇﺫﺍ ﻛﺎﻥ ﺿﻠﻊ ﺍﻻﻧﺘﻬﺎﺀ ﻟﻠﺰﺍﻭﻳﺔ ‪ θ‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ ﻳﻘﻄﻊ ﺩﺍﺋﺮﺓ‬
‫‪(21‬‬
‫‪h‬‬ ‫_ ‪ P _1 ,‬ﻓﺄﻭﺟﺪ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‪.cos θθ, sin θ :‬‬ ‫‪2 2‬‬
‫‬
‫‪√3‬‬
‫(‬ ‫)‬
‫ﺍﻟﻮﺣﺪﺓ ﻋﻨﺪ ﺍﻟﻨﻘﻄﺔ‬
‫‪h‬‬ ‫‪h = 10 cos 8t‬‬
‫_‬
‫= ‪cos θ = 1 , sin θ‬‬
‫√‬
‫‪3‬‬ ‫_‬
‫‪12‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪10‬‬
‫‪8‬‬
‫‪6‬‬
‫‪4‬‬
‫‪2‬‬
‫‪O‬‬
‫‪45‬‬ ‫‪90‬‬ ‫‪135‬‬ ‫‪180 t‬‬
‫‪-4‬‬
‫‪-6‬‬ ‫‪185‬‬ ‫‪ 3‬‬
‫‪-8‬‬
‫‪-10‬‬
‫‪-12‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪‬‬ ‫‪2‬‬ ‫‪‬‬ ‫‪1‬‬
‫‪ 50% ‬‬ ‫‪‬‬ ‫‪ 2 5 % ‬‬ ‫‪‬‬

‫‪3-8  3-1 ‬‬ ‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫‪185‬‬ ‫‪ 5‬‬

 y 75° (14 y 15° (13 132 3 - 2 
θ = 285° θ = 195° 1A) y 1B) y

O x θ' O x
θ'
80°
O x O x
-105°

y _
π
(16 y 70° (15
4

θ= 4
7π
θ' 1 3 7   3 - 2 
O x O x
θ'
θ = -250° .‫( ﺍﺳﺘﻌﻤﻞ ﺍﻟﺘﻨﺎﺳﺐ‬47
(‫) ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺍﻟﻤﺮﻛﺰﻳﺔ‬
__ (‫) ﻃﻮﻝ ﺍﻟﻘﻮﺱ‬
__
=
(‫ﻗﻴﺎﺱ ﺍﻟﺪﻭﺭﺓ ﺍﻟﻜﺎﻣﻠﺔ‬ )(‫) ﻣﺤﻴﻂ ﺍﻟﺪﺍﺋﺮﺓ‬
_=_
θ s ‫ﺑﺎﻟﺘﻌﻮﻳﺾ‬
2π 2π r
y 40° (18 y _
π
(17 ‫ﺑﺎﻟﻀﺮﺏ ﺍﻟﺘﺒﺎﺩﻟﻲ‬
4 2πr θ = 2πs
rθ
θ=s ‫ ﺑﻘﺴﻤﺔ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻋﻠﻰ‬2π
400°
θ'

O x O θ' x
θ=-π
1 4 2   3 - 3 
4

sin θ = _
2 √5
, cos θ = _ , tan θ = 2, csc θ = _ ,

√5 √
5
(1
5 5 2


sec θ = √5 , cot θ = _1
2

sin θ = - _ , cos θ = - _ , tan θ = _ , csc θ = - _ , (2

15 8 15 17
y (31a 17 17 8 15
22 cm sec θ = - _
17
, cot θ = _8
8 15
125°
sin θ = -1, cos θ = 0, tan θ =‫ﻣﻌﺮﻑ‬
‫ ﻏﻴﺮ ﹼ‬, csc θ = -1, (3

3 
d O x sec θ = ‫ﻣﻌﺮﻑ‬
‫ ﻏﻴﺮ ﹼ‬, cot θ = 0

y 60° (10

θ = 300°
152 
O x
θ'
sin θ = -1 , cos θ = 0 , tan θ ‫ ﻏﻴﺮ ﻣﻌﺮﻑ‬, csc θ = -1 , (12
sec θ ‫ ﻏﻴﺮ ﻣﻌﺮﻑ‬, cot θ = 0

sin θ = _
4
, cos θ = _
3
, tan θ = _
4
, csc θ = _
5
, sec θ = _
5
, (13 y 65° (11
5 5 3 4 3
cot θ = _
3
4
θ = 115°
θ'
‫ ﺃﻭ‬C = 59°, B = 83°, b = 29.0 :‫( ﺣﻼﻥ‬15 O x
C = 121°, B = 21°, b = 10.5

y _
π
(12
4

θ' O x
θ = - 3π
4

 3  185A

 ‫‪170 171 3-7 ‬‬ ‫‪1 6 4 3 - 6 ‬‬

‫ﺍﻟﺪﻭﺭﺓ‪360° :‬‬ ‫‪ (5‬ﺍﻟﺴﻌﺔ‪ 2 :‬؛ ﻃﻮﻝ‬ ‫‪y‬‬ ‫‬ ‫‪y‬‬ ‫‪(25a‬‬

‫‪1‬‬ ‫‪P‬‬ ‫‪1‬‬
‫‪P‬‬
‫‪y‬‬ ‫‬
‫‪60°‬‬ ‫‪30°‬‬
‫‪2‬‬ ‫‪y = 2 cos θ‬‬
‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬ ‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬
‫‪1‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬

‫‪-1‬‬ ‫‪-1‬‬ ‫‪-1‬‬

‫‪-2‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪1‬‬ ‫‪1‬‬

‫‪210°‬‬ ‫‪ P‬‬ ‫‪150°‬‬

‫‪ (6‬ﺍﻟﺴﻌﺔ‪ 3 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬

‫‪y‬‬ ‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬ ‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬

‫‪4‬‬
‫‪3‬‬ ‫‪y = 3 sin θ‬‬ ‫‪ P‬‬
‫‪2‬‬
‫‪1‬‬ ‫‪-1‬‬ ‫‪-1‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬ ‫‪y‬‬

‫‪1‬‬
‫‪-‬‬
‫‪-2‬‬
‫‪-3‬‬ ‫‪315°‬‬
‫‪-4‬‬

‫‪-1‬‬ ‫‪O‬‬ ‫‪1x‬‬

‫‪ (7‬ﺍﻟﺴﻌﺔ‪ 1 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪180° :‬‬
‫‪P‬‬
‫‬
‫‪3 ‬‬

‫‪y‬‬ ‫‪y = sin 2θ‬‬ ‫‪-1‬‬

‫‪1‬‬

‫‪‬‬ ‫‪‬‬ ‫‪(25b‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬ ‫‪30°‬‬ ‫‪0.6‬‬
‫‪‬‬

‫‪-1‬‬
‫‪60°‬‬ ‫‪1.7‬‬
‫‪120°‬‬ ‫‪–1.7‬‬
‫‪ (8‬ﺍﻟﺴﻌﺔ‪ 1 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪120° :‬‬
‫‪150°‬‬ ‫‪– 0.6‬‬
‫‪y‬‬ ‫‪y = cos 3θ‬‬ ‫‪210°‬‬ ‫‪0.6‬‬
‫‪1‬‬
‫‪315°‬‬ ‫‪–1‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬

‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﻤﻴﻞ ﻫﻮ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ ،θ = 120°‬ﻓﺈﻥ‬ ‫‪(25c‬‬
‫‪-1‬‬
‫‪-‬‬
‫_ ؛ ﺍﻟﻤﻴﻞ‬ ‫ﺍﻹﺣﺪﺍﺛﻲ ‪ x‬ﻟﻠﻨﻘﻄﺔ ‪ P‬ﻫﻮ ‪ - _12‬ﻭﺍﻹﺣﺪﺍﺛﻲ ‪ y‬ﻫﻮ‬
‫‬
‫‪√3‬‬
‫‪2‬‬
‫_ ؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬
‫‪3‬‬
‫‪ (9‬ﺍﻟﺴﻌﺔ‪:‬‬ ‫ﺍﻟﺘﻐﻴﺮ ﻓﻲ ‪y‬‬
‫ﻫﻮ _ ﻭﺑﻤﺎ ﺃﻥ ﺍﻟﺘﻐﻴﺮ ﻓﻲ ‪ x‬ﻫﻮ _ ‪ -‬ﻭﺍﻟﺘﻐﻴﺮ ﻓﻲ ‪y‬‬
‫‪4‬‬ ‫‪1‬‬
‫‪2‬‬ ‫ﺍﻟﺘﻐﻴﺮ ﻓﻲ ‪x‬‬
‫‪y‬‬
‫_ ‪ ) = _ ÷ -‬ﺍﻟﻤﻴﻞ( ﺃﻱ ﺗﻘﺮﻳ ﹰﺒﺎ ‪-1.7‬‬ ‫ﻫﻮ _‪ ،‬ﻓﺈﻥ ‪= - √3‬‬
‫√‬
‫‪1‬‬ ‫‪y = 3 cos θ‬‬
‫‪4‬‬
‫‪2‬‬
‫‬
‫‪√3‬‬ ‫‪1‬‬
‫‪2‬‬ ‫) (‬ ‫‪2‬‬
‫‪3‬‬

‫‪O‬‬
‫ﻭﻫﻮ ﻇﻞ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬
‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬

‫‪-1‬‬

‫‪168 3 - 7 ‬‬

‫ﺍﻟﺴﻌﺔ‪ _ :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪180° :‬‬
‫‪1‬‬
‫‪(10‬‬
‫‪2‬‬
‫‪y‬‬ ‫‪(3B‬‬
‫‪y‬‬ ‫‪y = cos 40πt‬‬
‫‪1‬‬ ‫‪y = 1 sin 2θ‬‬ ‫‪1‬‬
‫‪2‬‬

‫‪O‬‬ ‫‪90°‬‬ ‫‪180°‬‬ ‫‪270°‬‬ ‫‪360° θ‬‬ ‫‪O‬‬ ‫‪0.025 0.05 0.075‬‬ ‫‪0.1 t‬‬

‫‪-1‬‬ ‫‪-1‬‬

‫‪185B‬‬ ‫‪ 3 ‬‬

 360° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬18 180° :‫ ؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬3 :‫( ﺍﻟﺴﻌﺔ‬11
y y y = 3 cos 2θ
4 4
3 3
2 y = 2 csc θ
2
1 1
O 90° 180° 270° 360° θ O 90° 180° 270° 360° θ
-2 -2
-3 -3
-4 -4

90° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬19 540° :‫ ؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬5 :‫( ﺍﻟﺴﻌﺔ‬12

y
5 y
4 5 y = 5 sin 2 θ
3
3 4
2 y = cot 2θ 3
2
1 1
O 90° 180° 270° 360° θ O 90° 180° 270° 360° 450° 540° θ
-2 -22
-3
-3 -4
-
-4 -5
-5

720° :‫ ؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬1 :‫( ﺍﻟﺴﻌﺔ‬13

360° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬20
y
y x
5 1 y = sin 2
4 y = tan 1 θ


3 2
2
1 O π 2π
π 3π 4π θ
4
O 180° 360° 540° 720° θ
-2 -1
-3
-4
-5

h = 4 sin 2 πt
(15

3 
h 3
360° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬21 4
3
y 2
12 1
9 y = 3 sec θ
6 O 1 2 3 4 5 6 t
3 -2
O -3
90° 180° 270° 360° θ
-4
-6
-9
-12 V V = 165 cos 100πt (16
165

180° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬22

y
5 0.01 0.02 0.03 0.04 t
4 y = 2 cot θ
3
2
1 -165
O 90° 180° 270° 360° θ
-2
-
-33 180° :‫( ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‬17
-44
-55 y
4
3
2 y = 3 tan θ
1
O 90° 180° 270° 360° θ
-22
-3
-4

 3  185C

 ‫‪ (29‬ﻟﻴﺲ ﻟﻪ ﺳﻌﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪450° :‬‬ ‫‪ (23‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪720° :‬‬
‫‪y‬‬ ‫‪y‬‬
‫‪5‬‬ ‫‪5‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪y = csc 1 θ‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪2‬‬
‫‪2‬‬ ‫‪y = 2 sec 4 θ‬‬ ‫‪2‬‬
‫‪5‬‬
‫‪1‬‬ ‫‪1‬‬
‫‪O‬‬ ‫‪O‬‬
‫‪90° 180° 270° 360° 450° θ‬‬ ‫‪180°‬‬ ‫‪360°‬‬ ‫‪540°‬‬ ‫‪720° θ‬‬
‫‪-2‬‬ ‫‪-22‬‬
‫‪-3‬‬ ‫‪-33‬‬
‫‪-4‬‬ ‫‪-4‬‬
‫‪-5‬‬ ‫‪-55‬‬

‫‪(25‬‬
‫‪ (30‬ﻟﻴﺲ ﻟﻪ ﺳﻌﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪120° :‬‬
‫‪y‬‬
‫‪2‬‬
‫‪y‬‬ ‫‪1.5‬‬
‫) ‪y = cos (260πt‬‬
‫‪8‬‬ ‫‪1‬‬
‫‪6‬‬ ‫‪0.5‬‬
‫‪4‬‬ ‫‪y = 5 csc 3θ‬‬
‫‪2‬‬ ‫‪O‬‬ ‫‪t‬‬
‫‪-0.5‬‬ ‫‪1‬‬ ‫‪1‬‬ ‫‪3‬‬ ‫‪1‬‬
‫‪520‬‬ ‫‪260‬‬ ‫‪520‬‬ ‫‪130‬‬
‫‪O‬‬ ‫‪30°‬‬ ‫‪60°‬‬ ‫‪90°‬‬ ‫‪120° θ‬‬ ‫‪-1‬‬
‫‪-4‬‬ ‫‪-1.5‬‬
‫‪-6‬‬ ‫‪-2‬‬
‫‪-8‬‬

‫‪ (31‬ﻟﻴﺲ ﻟﻪ ﺳﻌﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪30° :‬‬

‫‪ (26‬ﺍﻟﺴﻌﺔ‪ 3 :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪540° :‬‬
‫‪y‬‬
‫‪3 ‬‬

‫‪4‬‬ ‫‪y‬‬
‫‪3‬‬ ‫‪y = 2 cot 6θ‬‬ ‫‪4‬‬
‫‪3‬‬ ‫‪n 2θ‬‬
‫‪y = 3 sin‬‬
‫‪2‬‬ ‫‪3‬‬
‫‪1‬‬ ‫‪2‬‬
‫‪1‬‬
‫‪O‬‬ ‫‪15°‬‬ ‫‪30°‬‬ ‫‪45°‬‬ ‫‪60° θ‬‬
‫‪‬‬

‫‪O‬‬ ‫‪135° 270°‬‬ ‫‪405°‬‬ ‫‪540° θ‬‬

‫‪-2‬‬
‫‪-3‬‬ ‫‪-2‬‬
‫‪-4‬‬ ‫‪-3‬‬
‫‪-4‬‬

‫‪ (27‬ﺍﻟﺴﻌﺔ‪ _ :‬؛ ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪480° :‬‬

‫‪1‬‬
‫‪2‬‬
‫‪178 3-8 ‬‬ ‫‪y‬‬
‫‪1‬‬
‫‪y = 1 cos 3 θ‬‬
‫‪ (38‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ ‪ :‬ﻛﻼﻫﻤﺎ ﺃﺧﻄﺄ‪ ،‬ﺣﻴﺚ ﺇﻥ ﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ ﻟﻴﺲ ﻣﻮﺟ ﹰﺒﺎ ﻓﻲ ﺍﻟﺮﺑﻊ‬ ‫‪2‬‬ ‫‪4‬‬

‫ﺍﻟﺜﺎﻧﻲ‪.‬‬
‫‪O‬‬ ‫‪120°‬‬ ‫‪240°‬‬ ‫‪360°‬‬ ‫‪480° θ‬‬
‫‪ (39‬ﻣﺠﺎﻝ ﺍﻟﺪﺍﻟﺔ‬
‫‪ y = Sin -1 x‬ﻫﻮ }‪ .{ x | -1 ≤ x ≤ 1‬ﻭﻳﺴﺎﻭﻱ ﻣﺪ￯ ﺍﻟﺪﺍﻟﺔ‬ ‫‪-1‬‬

‫‪.y = Sin x‬‬

‫‪ (28‬ﻟﻴﺲ ﻟﻪ ﺳﻌﺔ‪ ،‬ﻃﻮﻝ ﺍﻟﺪﻭﺭﺓ‪360° :‬‬

‫‪y‬‬
‫‪5‬‬ ‫‪y = 2 tan 1 θ‬‬
‫‪4‬‬ ‫‪2‬‬
‫‪3‬‬
‫‪2‬‬
‫‪1‬‬
‫‪O 90° 180° 270° 360° 450° 540° θ‬‬
‫‪-‬‬
‫‪-2‬‬
‫‪-3‬‬
‫‪-4‬‬
‫‪-5‬‬

‫‪185D‬‬ ‫‪ 3 ‬‬


4-3






201

M D E (28) •
199,201 
 
202

4-2

• 


• 


197

M D E (27) •
1 9 4 ,1 9 7 

187
4-1
 
•  • 

 •
• 
 




191 
 
M D E (26) •
1 8 9 , 1 9 0 , 1 9 2  
 M   D   E 
 4 186A


4-5 4-5 4-4

  


 •  •  •

 •  
 •




207

  

M D E (30) •  • M D E (29) •

(212) (204 , 206)

 
221 •

186B  4

 
 
4  ✓

(1874

(187)

 
  ✓
  
 

!
4

(202) (202)
(186) (216-220)

  ✓

(221)

(221)
(186)

   

 4 186C

 ‫‪‬‬
‫‪E‬‬ ‫‪‬‬ ‫‪2‬‬ ‫‪M D E‬‬ ‫‪‬‬ ‫‪1‬‬

‫ﺗﻌﺎﻭﻥ ﻣﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺗﻜﻮﻳﻦ ﺟﺪﻭﻝ ﻛﺎﻟﺠﺪﻭﻝ ﺃﺩﻧﺎﻩ ﻭﺇﻛﻤﺎﻟﻪ ﻭﺍﻟﺬﻱ ﻳﻤﻜﻦ ﺃﻥ‬ ‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﺇﻟﻰ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ‬ ‫‪ ‬ﹼ‬
‫ﻳﺘﺨﺬﻩ ﺍﻟﻄﻼﺏ ﻣﺮﺟ ﹰﻌﺎ ﻟﺘﺤﺪﻳﺪ ﺇﺷﺎﺭﺍﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻓﻲ ﺃﺭﺑﺎﻉ ﺍﻟﻤﺴﺘﻮ￯‬ ‫ﻣﺠﻤﻮﻋﺔ ﺇﻋﺪﺍﺩ ﺑﻄﺎﻗﺎﺕ ﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻣﺜﻠﺜﻴﺔ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻋﻠﻰ ﺃﻥ ﹸﻳﻜﺘﺐ ﻋﻠﻰ ﺇﺣﺪ￯‬
‫ﺍﻹﺣﺪﺍﺛﻲ‪.‬‬ ‫ﺍﻟﺒﻄﺎﻗﺘﻴﻦ ﻃﺮﻑ ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﻭﻳﻜﺘﺐ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ ﻟﻠﻤﺘﻄﺎﺑﻘﺔ ﻋﻠﻰ ﺍﻟﺒﻄﺎﻗﺔ ﺍﻷﺧﺮ￯‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻷﻧﻮﺍﻉ ﺍﻵﺗﻴﺔ‪) :‬ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﻘﻠﻮﺏ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ‬
‫‪‬‬ ‫‪I‬‬ ‫‪II‬‬ ‫‪III‬‬ ‫‪IV‬‬ ‫ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ﺍﻟﻤﺘﺘﺎﻣﺘﻴﻦ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ‬
‫‪‬‬ ‫‪+‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫ﺍﻟﻔﺮﺩﻳﺔ(‪ .‬ﻓﻌﻠﻰ ﺳﺒﻴﻞ ﺍﻟﻤﺜﺎﻝ‪ ،‬ﻳﺠﺐ ﺃﻥ ﻳﻜﻮﻥ ﻟﻠﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺃﺭﺑﻊ ﺑﻄﺎﻗﺎﺕ‬
‫‪Sine‬‬
‫ﻣﻜﺘﻮﺏ ﻋﻠﻴﻬﺎ‪:‬‬
‫‪‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪-‬‬ ‫‪+‬‬
‫‪Cosine‬‬
‫_ ‪ ، tan θ ,‬ﺑﺤﻴﺚ ﻳﺘﻜﻮﻥ ﻣﺎ ﻣﺠﻤﻮﻋﻪ ‪ 28‬ﺑﻄﺎﻗﺔ‪.‬‬ ‫_ ‪, cot θ ,‬‬
‫‪sin θ‬‬ ‫‪cos θ‬‬
‫‪‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪+‬‬ ‫‪-‬‬ ‫‪cos θ‬‬ ‫‪sin θ‬‬
‫‪Tangent‬‬
‫ﺛﻢ ﻳﻠﻌﺐ ﻃﺎﻟﺒﺎ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﻟﻌﺒﺔ ”ﺍﻟﺬﺍﻛﺮﺓ“‪ ،‬ﻭﺫﻟﻚ ﺑﻮﺿﻊ ﺟﻤﻴﻊ ﺍﻟﺒﻄﺎﻗﺎﺕ ﻣﻘﻠﻮﺑﺔ‬
‫ﺯﻭﺟﺎ ﻣﻦ ﺍﻟﺒﻄﺎﻗﺎﺕ ‪ ،‬ﻓﺈﻥ ﻛﺎﻧﺘﺎ ﻃﺮﻓﻲ‬
‫ﻋﻠﻰ ﺳﻄﺢ ﺍﻟﻄﺎﻭﻟﺔ‪ ،‬ﻭﺍﺧﺘﻴﺎﺭ ﺃﺣﺪ ﺍﻟﻄﺎﻟﺒﻴﻦ ﹰ‬
‫ﻣﺘﻄﺎﺑﻘﺔ ﻓﺈﻧﻬﻤﺎ ﺗﹸﺒﻌﺪﺍﻥ‪ ،‬ﻭﺇﻥ ﻟﻢ ﺗﻜﻮﻧﺎ ﻛﺬﻟﻚ ﻓﺈﻧﻬﻤﺎ ﺗﻌﺎﺩﺍﻥ‪.‬‬
‫ﻳﺘﺒﺎﺩﻝ ﺍﻟﻄﺎﻟﺒﺎﻥ ﺍﻷﺩﻭﺍﺭ‪.‬‬
‫‪M‬‬ ‫‪‬‬ ‫‪3‬‬
‫‪cot θ cos θ‬‬
‫‪sin θ‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻋﺪﺍﺩ ﻟﻐﺰ ﻋﻠﻰ ﺷﻜﻞ ﻛﻠﻤﺎﺕ ﻣﺘﻘﺎﻃﻌﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ ﻫﺬﻩ ﺍﻟﻮﺣﺪﺓ‪ .‬ﻭﺍﺳﺘﻌﻤﺎﻝ ﺗﻌﺮﻳﻒ ﺍﻟﻤﻔﺮﺩﺓ ﺃﻭ ﻣﺜﺎﻝ ﻋﻠﻴﻬﺎ ﻟﻠﻤﻔﺮﺩﺍﺕ‬
‫ﺍﻟﻤﺘﻘﺎﻃﻌﺔ ﺃﻓﻘ ﹼﹰﻴﺎ ﻭﺭﺃﺳ ﹼﹰﻴﺎ‪ .‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻃﺎﻟﺐ ﺗﺼﻮﻳﺮ ﻧﺴﺦ ﻋﺪﹼ ﺓ ﻣﻦ ﺍﻟﻠﻐﺰ ﺍﻟﺬﻱ ﺃﻋﺪﹼ ﻩ‬
‫ﻟﺘﻮﺯﻳﻌﻪ ﻋﻠﻰ ﺍﻟﻄﻼﺏ ﺍﻵﺧﺮﻳﻦ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺣﻞ ﻫﺬﻩ ﺍﻷﻟﻐﺎﺯ‪.‬‬

‫‪186D‬‬ ‫‪ 4‬‬

 ‫‪‬‬
‫‪‬‬ ‫‪‬‬

‫‪ 4-1‬‬
‫‪‬‬ ‫‪4 ‬‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﺻﺤﻴﺤﺔ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬ ‫ﺗﻌﺮﻑ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‪.‬‬
‫ﹼ‬ ‫•‬
‫ﺍﻟﻤﺘﻐﻴﺮ ﺍﻟﺘﻲ ﺗﻜﻮﻥ ﺍﻟﻌﺒﺎﺭﺍﺕ ﻣﻌﺮﻓﺔ ﻋﻨﺪﻫﺎ‪ ،‬ﺗﺴﻤﻰ ﻣﺘﻄﺎﺑﻘﺔ ﻣﺜﻠﺜﻴﺔ‪.‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﻗﻴﺎﺳﺎﺕ ﺍﻟﺰﻭﺍﻳﺎ ﺑﺎﻟﺪﺭﺟﺎﺕ ﻭﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬
‫ﻭﻫﻨﺎﻙ ﺧﻤﺴﺔ ﺃﻧﻮﺍﻉ ﻟﻠﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ‪ :‬ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ‪،‬‬ ‫ﺗﻌﺮﻑ ﺍﻟﺰﻭﺍﻳﺎ ﺑﻮﺻﻔﻬﺎ ﺃﺷﻌﺔ ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‪ ،‬ﻭﺑﻮﺻﻔﻬﺎ ﻧﻘﺎ ﹰﻃﺎ‬ ‫•‬
‫ﹼ‬
‫ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﻘﻠﻮﺏ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﻓﻴﺜﺎﻏﻮﺭﺱ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬ ‫ﻋﻠﻰ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪.‬‬
‫ﺍﻟﻤﺘﺘﺎﻣﺘﻴﻦ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﺰﻭﺟﻴﺔ ﻭﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫• ﺍﺳﺘﻜﺸﺎﻑ ﺍﻟﺨﺼﺎﺋﺺ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻭﺩﻭﺍﻟﻬﺎ ﺍﻟﻌﻜﺴﻴﺔ‪.‬‬
‫‪‬‬
‫ﺻﻔﺮﺍ (‬
‫‪) ‬ﺍﻟﻤﻘﺎﻡ ﻻ ﻳﺴﺎﻭﻱ ﹰ‬
‫_ = ‪cot θ‬‬
‫‪cos θ‬‬
‫‪sin θ‬‬
‫_ = ‪tan θ‬‬
‫‪sin θ‬‬
‫‪cos θ‬‬
‫‪4 ‬‬
‫• ﺗﻌ ﹼﻠﻢ ﻛﻴﻔﻴﺔ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻭﺍﺳﺘﻌﻤﺎﻟﻬﺎ‪.‬‬
‫ﺻﻔﺮﺍ(‬
‫‪) ‬ﺍﻟﻤﻘﺎﻡ ﻻ ﻳﺴﺎﻭﻱ ﹰ‬
‫• ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫_ = ‪cot θ‬‬
‫‪1‬‬
‫_ = ‪sec θ‬‬
‫‪1‬‬
‫_ = ‪csc θ‬‬
‫‪1‬‬
‫‪tan θ‬‬ ‫‪cos θ‬‬ ‫‪sin θ‬‬ ‫• ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻭﺧﺎﺻﻴﺔ‬
‫‪‬‬ ‫ﺍﻟﻀﺮﺏ ﺍﻟﺼﻔﺮﻱ‪ ،‬ﻭﻣﻌﻜﻮﺳﺎﺕ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‪ ،‬ﻭﺳﻠﻮﻙ ﺍﻟﺪﻭﺍﻝ‬
‫ﺍﻟﺪﻭﺭﻳﺔ‪.‬‬
‫‪cot2 θ + 1 = csc2 θ‬‬ ‫‪tan2 θ + 1 = sec2 θ‬‬ ‫‪cos2 θ + sin2 θ = 1‬‬
‫‪‬‬
‫_ ‪tan‬‬
‫‪π‬‬
‫(‬ ‫_ ‪- θ = cot θ cos‬‬
‫)‬ ‫‪π‬‬
‫(‬
‫‪- θ = sin θ‬‬ ‫)‬ ‫_ ‪sin‬‬
‫‪π‬‬
‫‪(2‬‬ ‫)‬
‫‪- θ = cos θ‬‬
‫‪2‬‬ ‫‪2‬‬
‫‪‬‬ ‫‪4 ‬‬
‫‪tan (– θ) = – tan θ‬‬ ‫‪cos (– θ) = cos θ‬‬ ‫‪sin (– θ) = – sin θ‬‬ ‫• ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻎ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻋﻨﺪ ﺗﺤﻠﻴﻞ ﺍﻻﻧﺴﺤﺎﺏ ﺍﻷﻓﻘﻲ‬
‫ﻟﻠﻤﻨﺤﻨﻴﺎﺕ‪ ،‬ﻭﺍﻟﻜﻴﻔﻴﺔ ﺍﻟﺘﻲ ﺗﺮﺗﺒﻂ ﻓﻴﻬﺎ ﻫﺬﻩ ﺍﻻﻧﺴﺤﺎﺑﺎﺕ ﺑﺎﻟﻮﺻﻒ‬
‫ﻫﺬﻩ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻣﻔﻴﺪﺓ ﻋﻨﺪ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻭﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ‬ ‫ﺍﻟﺠﺒﺮﻱ ﻟﻠﻤﻨﺤﻨﻴﺎﺕ‪.‬‬
‫ﺍﻟﺤﻴﺎﺓ‪.‬‬

‫‪ 4-2‬‬
‫‪‬‬
‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﻹﺛﺒﺎﺕ‬
‫ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‪ .‬ﻭﻳﺘﻢ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﻋﻦ ﻃﺮﻳﻖ ﺗﺤﻮﻳﻞ‬
‫ﺃﺣﺪ ﻃﺮﻓﻴﻬﺎ ﺇﻟﻰ ﺻﻮﺭﺓ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‪ ،‬ﻭﺫﻟﻚ ﺑﺄﻥ ﻧﻀﻊ ﻣﻜﺎﻥ‬
‫ﻋﺒﺎﺭﺍﺕ ﺫﻟﻚ ﺍﻟﻄﺮﻑ ﻋﺒﺎﺭﺍﺕ ﺃﺧﺮ￯ ﻣﻜﺎﻓﺌﺔ ﻟﻬﺎ ﺣﺘﻰ ﻳﺼﺒﺢ ﺍﻟﻄﺮﻓﺎﻥ‬
‫ﻣﺘﺴﺎﻭﻳﻴﻦ‪ .‬ﺃﻭ ﺗﺤﻮﻳﻞ ﻛﻼ ﻃﺮﻓﻲ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺇﻟﻰ ﻋﺒﺎﺭﺓ ﻣﺸﺘﺮﻛﺔ‪ .‬ﻭﻫﻨﺎﻙ‬
‫ﻃﺮﻕ ﻋﺪﺓ ﻟﻜﺘﺎﺑﺔ ﻋﺒﺎﺭﺍﺕ ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﻣﻨﻬﺎ‪:‬‬
‫• ﺍﻟﺘﻌﻮﻳﺾ ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ ﻓﻴﺜﺎﻏﻮﺭﺱ‪.‬‬
‫• ﺍﺳﺘﻌﻤﺎﻝ ﺧﺎﺻﻴﺔ ﺍﻟﺘﻮﺯﻳﻊ ﻟﺘﺤﻠﻴﻞ ﺗﻌﺒﻴﺮ ﺃﻭ ﺗﺠﻤﻴﻊ ﺣﺪﻭﺩ ﻣﺘﺸﺎﺑﻬﺔ‪.‬‬
‫• ﺗﺤﻮﻳﻞ ﺣﺪﹼ ﻣﻦ ﺍﻟﺤﺪﻭﺩ ﺑﻀﺮﺑﻪ ﻓﻲ ﺗﻌﺒﻴﺮ ﻳﻜﺎﻓﺊ ﺍﻟﻌﺪﺩ )‪.(1‬‬
‫• ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺟﻤﻴﻊ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺪﻻﻟﺔ ‪ sin θ‬ﺃﻭ ‪ cos θ‬ﻋﻦ ﻃﺮﻳﻖ‬
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ ﺃﻭ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﻘﻠﻮﺏ‪.‬‬

‫‪‬ﻻ ﹺ‬
‫ﺗﺠﺮ ﺃﻳﺔ ﻋﻤﻠﻴﺎﺕ ﺣﺴﺎﺑﻴﺔ ﻋﻠﻰ ﻛﻞ ﻃﺮﻑ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﺘﻲ ﻟﻢ‬
‫ﺗﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ ﺑﻌﺪ؛ ﻷﻥ ﺧﺼﺎﺋﺺ ﺍﻟﻤﺴﺎﻭﺍﺓ ﻻ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
‫ﻛﻤﺎ ﺗﻨﻄﺒﻖ ﻋﻠﻰ ﺍﻟﻤﻌﺎﺩﻻﺕ‪.‬‬

‫‪ 4‬‬ ‫‪186E‬‬

‫‪‬‬
‫‪ 4-5‬‬
‫‪‬‬ ‫‪ 4-3‬‬
‫‪‬‬
‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺻﺤﻴﺤﺔ ﻓﻘﻂ ﻋﻨﺪ ﻗﻴﻢ ﻣﺤﺪﺩﺓ ﻟﻠﻤﺘﻐﻴﺮ‪ ،‬ﻭﻳﺸﺒﻪ ﺣﻠﻬﺎ‬ ‫ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ‬
‫ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﺠﺒﺮﻳﺔ‪.‬‬ ‫)‪ ، sin(a ± b), cos(a ± b), tan(a ± b‬ﻹﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ‬
‫• ﺍﻟﺨﻄﻮﺓ ﺍﻷﻭﻟﻰ ﻓﻲ ﺣﻞ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻠﻴﻞ ﺇﻟﻰ‬ ‫ﺍﻟﺘﻤﺎﻡ‪ .‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﻫﺬﻩ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻓﻲ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺎﺕ‬
‫ﺍﻟﻌﻮﺍﻣﻞ‪ ،‬ﻭﺧﺎﺻﻴﺔ ﺍﻟﻀﺮﺏ ﺍﻟﺼﻔﺮﻱ‪ ،‬ﻭ‪ /‬ﺃﻭ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﻣﻌ ﹼﻘﺪﺓ‬ ‫ﻣﺜﻞ‪.sin(180˚ + θ) = – sin θ :‬‬
‫ﻋﻠﻰ ﺻﻮﺭﺓ ﺳﻠﺴﻠﺔ ﻣﻦ ﻣﻌﺎﺩﻻﺕ ﻣﺜﻠﺜﻴﺔ ﺃﺑﺴﻂ‪.‬‬ ‫ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ﻫﻲ‪:‬‬
‫• ﺍﻟﺨﻄﻮﺓ ﺍﻟﺜﺎﻧﻴﺔ ﻫﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﻌﻜﺴﻴﺔ ﻟﻴﺘﻢ ﻋﺰﻝ ﺍﻟﻤﺘﻐﻴﺮ؛‬ ‫‪sin (a + b) = sin a cos b + cos a sin b‬‬ ‫•‬
‫ﻭﺍﻟﺤﺼﻮﻝ ﻋﻠﻰ ﺣﻞ ﻣﻌﺎﺩﻟﺔ ﻣﺜﻞ ‪ ، cos θ = –1‬ﻭﺣﻠﻬﺎ ﺑﺈﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪.θ‬‬ ‫‪sin (a - b) = sin a cos b - cos a sin b‬‬ ‫•‬
‫• ﺍﻟﺨﻄﻮﺓ ﺍﻟﺜﺎﻟﺜﺔ ﻫﻲ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺨﺎﺻﻴﺔ ﺍﻟﺪﻭﺭﻳﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻟﺪﻭﺭﻳﺔ‬ ‫‪cos (a + b) = cos a cos b - sin a sin b‬‬ ‫•‬
‫ﻟﻴﺘﻀﻤﻦ ﺍﻟﺤﻞ ﺟﻤﻴﻊ ﺍﻟﺤﺎﻻﺕ‪.‬‬
‫‪cos (a - b) = cos a cos b + sin a sin b‬‬ ‫•‬
‫ﺑﻌﺾ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻟﻬﺎ ﻋﺪﺩ ﻻﻧﻬﺎﺋﻲ ﻣﻦ ﺍﻟﺤﻠﻮﻝ‪ ،‬ﻭﺑﻌﻀﻬﺎ ﺍﻵﺧﺮ ﻟﻴﺲ ﻟﻪ‬
‫__ = )‪tan (a + b‬‬
‫‪tan a + tan b‬‬
‫•‬
‫ﺣﻞ‪ ،‬ﻟﺬﺍ ﻓﺈﻧﻪ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺍﻟﺘﻌﻮﻳﺾ ﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻷﺻﻠﻴﺔ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺔ‬ ‫‪1 - tan a tan b‬‬

‫ﺍﻟﺤﻠﻮﻝ ﺍﻟﺘﻲ ﺗﻮﺻﻠﺖ ﺇﻟﻴﻬﺎ‪.‬‬ ‫__ = )‪tan (a - b‬‬

‫‪tan a - tan b‬‬
‫‪1 + tan a tan b‬‬
‫•‬

‫‪ 4-4‬‬
‫‪‬‬
‫ﻋﻨﺪ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ‪،sin(a + b), cos(a + b), tan(a + b) :‬‬
‫ﻭﺍﻟﺘﻌﻮﻳﺾ ﻋﻦ ﱟ‬
‫ﻛﻞ ﻣﻦ ‪ a‬ﻭ ‪ b‬ﺑـ ‪ ،θ‬ﻳﻨﺘﺞ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺟﺪﻳﺪﺓ ﺗﺴﻤﻰ‬
‫ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻀﻌﻒ ﺍﻟﺰﺍﻭﻳﺔ‪ .‬ﻭﻫﺬﻩ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻫﻲ‪:‬‬
‫‪sin 2θ = 2 sin θ cos θ‬‬ ‫•‬
‫‪cos 2θ = 2 cos2 θ - 1,‬‬ ‫•‬
‫‪cos 2θ = cos2 θ - sin2 θ,‬‬
‫‪θ‬‬

‫‪cos 2θ = 1 - 2 sin2 θ‬‬

‫__ = ‪tan 2θ‬‬

‫‪2 tan θ‬‬
‫‪2‬‬
‫•‬
‫‪1 - tan θ‬‬
‫ﻭﻳﻤﻜﻦ ﺍﺷﺘﻘﺎﻕ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻨﺼﻒ ﺍﻟﺰﺍﻭﻳﺔ ﻭﻋﺪﺩﻫﺎ ﺛﻼﺙ‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺿﻌﻒ ﺍﻟﺰﺍﻭﻳﺔ‪ ،‬ﻭﻫﻲ‪:‬‬
‫ ‪sin _ = ±‬‬‫__‬
‫√‬
‫‪a‬‬ ‫‪1 - cos a‬‬
‫‪2‬‬ ‫‪2‬‬
‫•‬

‫‪cos _ = ±‬‬ ‫√‬

‫__‬
‫‪a‬‬ ‫‪1 + cos a‬‬
‫‪2‬‬ ‫‪2‬‬
‫•‬

‫‪tan _ = ±‬‬ ‫__‬

‫√‬ ‫‪, cos a ≠ -1‬‬
‫‪a‬‬ ‫‪1 - cos a‬‬
‫‪2‬‬ ‫‪1 + cos a‬‬
‫•‬

‫ﻛﻤﺎ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻀﻌﻒ ﺍﻟﺰﺍﻭﻳﺔ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬

‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻨﺼﻒ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺃﺧﺮ￯ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻟﺒﻌﺾ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪ .‬ﻛﻤﺎ ﻳﻤﻜﻦ ﺃﻥ ﺗﺴﺘﻌﻤﻞ ﻫﺬﻩ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
‫ﻓﻲ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺎﺕ ﻣﺜﻠﺜﻴﺔ‪.‬‬

‫‪186F‬‬ ‫‪ 4‬‬

‫‪‬‬
‫‪Trigonometric Identities and Equations‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫■‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ ‬‬
‫‪‬‬
‫‪ 4‬‬ ‫‪186‬‬
‫‪‬‬
‫ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺍﻹﻋﺪﺍﺩ ﺍﻟﻤﺴﺒﻖ ﻟﻜﻞ ﺩﺭﺱ ﺑﻄﺮﻳﻘﺔ ﺟﻴﺪﺓ ﺗﺘﻢ ﻣﻦ ﺧﻼﻝ ﻗﺮﺍﺀﺗﻪ ﻗﺮﺍﺀﺓ ﺳﺮﻳﻌﺔ ﻣﺮﺓ‪ ،‬ﻭﺃﺧﺮ￯ ﻣﺘﺄﻧﻴﺔ‪،‬‬
‫ﻭﺃﻋﻄﻬﻢ ﺍﻟﻮﻗﺖ ﺍﻟﻜﺎﻓﻲ؛ ﻟﻤﻨﺎﻗﺸﺔ ﻣﺎ ﻳﺤﺘﻮﻳﻪ ﺍﻟﺪﺭﺱ ﻣﻦ ﺃﻓﻜﺎﺭ ﻭﻣﻔﺮﺩﺍﺕ ﺃﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ ﺍﺳﺘﻔﺴﺎﺭﺍﺗﻬﻢ‬
‫ﺍﻟﺘﻲ ﻟﻢ ﻳﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻹﺟﺎﺑﺔ ﻋﻨﻬﺎ‪ ،‬ﻭﻣﺎ ﺻﻌﺐ ﻋﻠﻴﻬﻢ ﻓﻬﻤﻪ؛ ﻭﺫﻟﻚ ﻟﻤﻨﺎﻗﺸﺘﻬﺎ ﻓﻲ ﺃﺛﻨﺎﺀ ﺗﻘﺪﻳﻢ ﺍﻟﺪﺭﺱ‪.‬‬
‫‪ 4‬‬
‫‪‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻣﺎ ﺗﻌﻠﻤﻮﻩ ﺣﻮﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
‫■‬
‫ﻭﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻹﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ ﻣﻊ‬
‫ﺃﺷﺨﺎﺹ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻓﻲ‬
‫ﻣﻬﻨﻬﻢ‪.‬‬
‫■‬ ‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ‬
‫ﺛﻼﺛﻴﺔ ﺃﻭ ﺭﺑﺎﻋﻴﺔ‪ ،‬ﻭﺷﺠﻌﻬﻢ ﻋﻠﻰ ﻋﻤﻞ‬
‫■‬
‫ﺃﺑﺤﺎﺙ ﺗﺘﻨﺎﻭﻝ ﻣﻬﻨﹰﺎ ﺫﺍﺕ ﻋﻼﻗﺔ ﺑﺎﻟﺘﻴﺎﺭ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻲ ﺍﻟﻤﺘﺮﺩﺩ‪ ،‬ﻣﺜﻞ ﺍﻟﻬﻨﺪﺳﺔ‬
‫ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﺃﻭ ﻫﻨﺪﺳﺔ ﺍﻟﺤﺎﺳﻮﺏ‪.‬‬
‫• ﺷﺠﻊ ﺍﻟﻄﻼﺏ ﻋﻠﻰ ﺇﺟﺮﺍﺀ ﻣﻘﺎﺑﻼﺕ‬
‫ﺷﺨﺼﻴﺔ ﺃﻭ ﻋﺒﺮ ﺍﻟﻬﺎﺗﻒ ﻣﻊ ﺃﺷﺨﺎﺹ‬
‫ﻳﻌﻤﻠﻮﻥ ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﻬﻦ‪ ،‬ﻋﻠﻰ ﺃﻥ‬
‫ﻳﺴﺘﻔﺴﺮﻭﺍ ﻣﻨﻬﻢ ﻋﻦ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ‬
‫ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ ﻓﻲ ﻣﻬﻨﻬﻢ‪ .‬ﻭﺍﻃﻠﺐ‬
‫ﺇﻟﻴﻬﻢ ﺇﺣﻀﺎﺭ ﺃﻣﺜﻠﺔ ﻣﻤﻦ ﺗﺘﻢ ﻣﻘﺎﺑﻠﺘﻪ‬
‫ﺷﺨﺼ ﹼﹰﻴﺎ ﺇﺫﺍ ﺃﻣﻜﻦ ﺫﻟﻚ‪.‬‬
‫• ﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺇﻋﺪﺍﺩ ﺗﻘﺮﻳﺮ‬
‫ﻳﻠﺨﺺ ﻃﺮﻳﻘﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺣﺴﺎﺏ ﺍﻟﻤﺜﻠﺜﺎﺕ‬
‫ﻓﻲ ﻣﻬﻨﺔ ﺍﻟﺸﺨﺺ ﺍﻟﺬﻱ ﻗﺎﺑﻠﻮﻩ‪.‬‬
‫ﺻﻮﺭﺍ ﻓﻲ‬
‫ﹰ‬ ‫• ﺍﻋﺮﺽ ﺗﻘﺎﺭﻳﺮ ﺍﻟﻄﻼﺏ ﻣﺘﻀﻤﻨﺔ‬
‫ﻟﻮﺣﺔ ﺍﻟﻔﺼﻞ ﺑﻌﻨﻮﺍﻥ "ﻣﻬﻦ ﺇﻟﻜﺘﺮﻭﻧﻴﺔ"‪.‬‬
‫ﹰ‬
‫ﻣﺴﺘﻌﻤﻼ‬ ‫‪ ‬ﻗﺪﹼ ﻡ ﻣﻔﺮﺩﺍﺕ ﺍﻟﻮﺣﺪﺓ‬
‫ﺍﻟﺨﻄﻮﺍﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺗﻌﺮﻳﻒ‪ :‬ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ ﻣﻌﺎﺩﻟﺔ‬
‫ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﺻﺤﻴﺤﺔ ﻟﺠﻤﻴﻊ‬
‫ﻗﻴﻢ ﺍﻟﻤﺘﻐ ﹼﻴﺮ‪.‬‬
‫ﻣﺜﺎﻝ‪ :‬ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ‪ sin (-θ ) = - sin θ‬ﻫﻲ‬
‫ﺇﺣﺪ￯ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻔﺮﺩﻳﺔ‪.‬‬
‫ﺳﺆﺍﻝ‪ :‬ﺍﻛﺘﺐ ﻣﺘﻄﺎﺑﻘﺔ ﻣﺜﻠﺜﻴﺔ ﺃﺧﺮ￯‬
‫ﺗﻌﻠﻤﺘﻬﺎ‪ .‬ﺗﺨﺘﻠﻒ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪ 4‬‬ ‫‪186‬‬
 4
4


‫ﺍﺳﺘﻌﻤﻞ ﻧﺘﺎﺋﺞ ﺍﻻﺧﺘﺒﺎﺭ ﺍﻟﺴﺮﻳﻊ ﻭﻣﺨﻄﻂ‬
‫ﺍﻟﻤﻌﺎﻟﺠﺔ ﺃﺩﻧﺎﻩ ﻟﻤﺴﺎﻋﺪﺗﻚ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬
‫ ﻛﻤﺎ ﺗﺴﺎﻋﺪ‬.‫ﻣﺴﺘﻮ￯ ﺍﻟﻤﻌﺎﻟﺠﺔ ﺍﻟﻤﻨﺎﺳﺐ‬
‫ﻓﻘﻢ“ ﻓﻲ ﺍﻟﻤﺨﻄﻂ ﻋﻠﻰ ﺗﺤﺪﻳﺪ‬...‫ﺍﻟﻌﺒﺎﺭﺓ ”ﺇﺫﺍ‬
‫ ﻭﺍﻗﺘﺮﺍﺡ‬،‫ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﻨﺎﺳﺐ ﻟﻠﻤﻌﺎﻟﺠﺔ‬
.￯‫ﻣﺼﺎﺩﺭ ﻟﻜﻞ ﻣﺴﺘﻮ‬
θ

(extraneous solution) 

(quadrantal angle)  

 yx 
(reference angle) 
‫ ﻭﺇﺫﺍ ﻟﻢ ﻳﻜﻦ ﺫﻟﻚ ﻣﻤﻜﻨﹰﺎ‬،‫ﺗﺎﻣﺎ‬ ‫ﹰ‬
‫ﺗﺤﻠﻴﻼ ﹼﹰ‬ ‫ﺣ ﹼﻠﻞ ﻛﻞ ﻋﺒﺎﺭﺓ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬
 θ
.‫( ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬1-4 ."‫ﻓﺎﻛﺘﺐ "ﺃﻭﻟﻴﺔ‬
xθ 5x2 - 20 (2 -16a2 + 4a (1

 θ 2y2 - y - 15 (4 4x2 - x + 6 (3

(unit circle)  :‫ ﻣﺴﺎﺣﺔ ﻗﻄﻌﺔ ﻭﺭﻗﻴﺔ ﻣﺴﺘﻄﻴﻠﺔ ﺍﻟﺸﻜﻞ ﻫﻲ‬ (5




%25
 
1   ،(x + 4) cm :‫ ﺇﺫﺍ ﻛﺎﻥ ﻃﻮﻝ ﺍﻟﻘﻄﻌﺔ‬.(x 2 + 6x + 8) cm 2
(x + 2) cm ‫ﻓﻤﺎ ﻋﺮﺿﻬﺎ؟‬

‫ﹸﺣ ﹼﻞ ﹼﹰ‬
:‫ﻛﻼ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻴﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺘﺤﻠﻴﻞ‬
{-7, 5}
(periodic function)  {-6 , 0} x2 + 6x = 0 (6
 x2 + 2x - 35 = 0 (7

 {3 , 4} x 2 - 7x + 12 = 0 (9 {-3 , 3} x2 - 9 = 0 (8

 ‫ ﻗﺎﻣﺖ ﻟﻴﻠﻰ ﺑﺘﺨﺼﻴﺺ‬ (10

 (trigonometric ratio)  ‫ﺣﻮﺽ ﻣﺴﺘﻄﻴﻞ ﺍﻟﺸﻜﻞ ﻟﺰﺭﺍﻋﺔ‬
  ‫ ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬.‫ﺍﻟﻮﺭﻭﺩ ﻓﻲ ﻣﻨﺰﻟﻬﺎ‬
x ft
 ‫ ﻭﺑﻌﺪﻳﻪ‬، 42 ft 2 ‫ﻣﺴﺎﺣﺔ ﺍﻟﺤﻮﺽ‬
 2
 
(trigonometric functions of general angles)
x ‫ ﻓﺄﻭﺟﺪ ﻗﻴﻤﺔ‬، ‫ﻋﺪﺩﺍﻥ ﺻﺤﻴﺤﺎﻥ‬
(x + 1) ft 6 .‫ﺍﻟﻤﻤﻜﻨﺔ‬
x y ) θ
P( x,
  r  :‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻓﻴﻤﺎ ﻳﺄﺗﻲ‬
 50%

P
- _
√2
cos 225° (12
_√2
sin 45° (11
θr = √
x2 + y2 2 2
   _
√3
sin 120° (14 - _ tan 150° (13
√
3
2 3
 y
sin θ = _ cos θ = _
x
 r r ‫ ﻳﻘﻒ ﺭﺍﺷﺪ ﺃﻣﺎﻡ ﺑﺮﺝ ﻛﻤﺎ‬ (15
y ‫ ﻣﺎ ﺍﺭﺗﻔﺎﻉ‬.‫ﻓﻲ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ‬
 tan θ = _ , x ≠ 0 csc θ = _
r
,y ≠0
x y m 18 m ‫ﺍﻟﺒﺮﺝ؟‬
36
 sec θ = _
r
, x ≠0 cot θ = _
x
,y≠0
x y 30°
y

θ
x
O x
r
P(x,
x y)
x, y

187  4 

D E

‫ ﻭﻛﺘﺎﺑﺔ ﺗﻌﺮﻳﻒ ﺃﻭ ﻭﺻﻒ ﻟﻜﻞ ﻣﻨﻬﺎ ﻓﻲ‬،‫ ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻋﻤﻞ ﻗﺎﺋﻤﺔ ﺑﺎﻟﻤﻔﺮﺩﺍﺕ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ ﺍﻟﻮﺣﺪﺓ‬
.‫ﺃﺛﻨﺎﺀ ﺩﺭﺍﺳﺘﻬﻢ ﻟﻠﻮﺣﺪﺓ؛ ﻻﺳﺘﻌﻤﺎﻟﻬﺎ ﺑﻮﺻﻔﻬﺎ ﻭﺳﻴﻠﺔ ﻣﺮﺍﺟﻌﺔ ﻻﺧﺘﺒﺎﺭ ﺍﻟﻮﺣﺪﺓ‬


-4 a(4 a-1) (1
5 (x +2) (x -2) (2
‫( ﺃﻭﻟﻴﺔ‬3
(2 y + 5)( y - 3) (4

187  4

 

Trigonometric Identities
 4 -1

 
‫ ﻭﺗﻘﺎﺱ‬.(E)) ‫ ﺍﻻﺳﺘﻀﺎﺀﺓ‬،‫ﹸﺴﻤﻰ ﻛﻤﻴﺔ ﺍﻟﻀﻮﺀ ﺍﻟﺴﺎﻗﻄﺔ ﻣﻦ ﻣﺼﺪﺭ ﺿﻮﺋﻲ ﻋﻠﻰ ﺳﻄﺢ‬ ‫ﺗ ﹼ‬
 
  1
‫ ﻣﻘﻴﺴﺔ ﺑﺎﻷﻗﺪﺍﻡ ﺑﻴﻦ ﺍﻟﻤﺼﺪﺭ‬R ‫ ﻭﺗﺮﺗﺒﻂ ﺑﺎﻟﻤﺴﺎﻓﺔ‬،‫ ﺷـﻤﻌﺔ‬/ ‫ﺍﻻﺳـﺘﻀﺎﺀﺓ ﺑﻮﺣﺪﺓ ﻗﺪﻡ‬
‫ ﺷـﺪﺓ ﺇﺿﺎﺀﺓ ﺍﻟﻤﺼﺪﺭ ﻣﻘﻴﺴـﺔ‬I ‫ ﺣﻴﺚ‬، sec θ = _ I
‫ﺍﻟﻀﻮﺋـﻲ ﻭﺍﻟﺴـﻄﺢ ﺑﺎﻟﻌﻼﻗﺔ‬
R
ER 2
 
θ ‫ ﻫـﻲ ﺍﻟﺰﺍﻭﻳـﺔ ﺑﻴﻦ ﺷـﻌﺎﻉ ﺍﻟﻀﻮﺀ ﻭﺍﻟﻤﺴـﺘﻘﻴﻢ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﺴـﻄﺢ‬θ ‫ ﻭ‬،‫ﺑﺎﻟﺸـﻤﻌﺔ‬

‫ ﻭﺗﺴـﺘﻌﻤﻞ ﻫـﺬﻩ ﺍﻟﻌﻼﻗﺔ ﻓـﻲ ﺍﻟﺘﻄﺒﻴﻘـﺎﺕ ﺍﻟﻀﻮﺋﻴﺔ ﻭﺍﻟﺒﺼﺮﻳـﺔ ﻛﺎﻹﺿﺎﺀﺓ‬،(‫)ﺍﻟﺸﺎﺷـﺔ‬  4-1
.‫ﻭﺍﻟﺘﺼﻮﻳﺮ‬ 

.‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ ﹰ‬.‫ ﺗﻜﻮﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻣﺘﻄﺎﺑﻘﺔ ﺇﺫﺍ ﺗﺴﺎﻭ￯ ﻃﺮﻓﺎﻫﺎ ﻟﺠﻤﻴﻊ ﻗﻴﻢ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻓﻴﻬﺎ‬
:‫ﻓﻤﺜﻼ‬ 4-1
‫ ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻫﻲ ﻣﺘﻄﺎﺑﻘﺔ ﺗﺤﻮﻱ‬،x ‫ ﻣﺘﻄﺎﺑﻘﺔ؛ ﻷﻥ ﻃﺮﻓﻴﻬﺎ ﻣﺘﺴﺎﻭﻳﺎﻥ ﻟﺠﻤﻴﻊ ﻗﻴﻢ‬x 2 - 9 = ( x + 3 ) (x - 3)
‫ﹴ‬
.‫ﻋﻨﺪﺋﺬ ﻻ ﺗﻜﻮﻥ ﻣﺘﻄﺎﺑﻘﺔ‬ ‫ﻭﺇﺫﺍ ﻭﺟﺪﺕ ﹰ‬.‫ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‬
‫ ﻓﺎﻟﻤﻌﺎﺩﻟﺔ‬، ‫ﻣﺜﺎﻻ ﻣﻀﺎ ﹼﹰﺩﺍ ﻳﺜﺒﺖ ﺧﻄﺄ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻹﻳﺠﺎﺩ‬

identity .‫ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
   ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﺘﺒﺴﻴﻂ‬
_
cot θ = cos θ
, sin θ ≠ 0
sin θ
tan θ = _
sin θ
cos θ
, cos θ ≠ 0  trigonometric identity
.‫ﺍﻟﻌﺒﺎﺭﺍﺕ‬

csc θ = _
1
, sin θ ≠ 0 sin θ = _
1
, csc θ ≠ 0  quotient identities
4-1
sin θ csc θ
sec θ = _
1
, cos θ ≠ 0 cos θ = _
1
, sec θ ≠ 0  .‫ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
cos θ sec θ
cot θ = _
1
, tan θ ≠ 0 tan θ = _
1
, cot θ ≠ 0
resiprocal identities
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﻲ ﺣﻞ‬
tan θ cot θ 
(cos θ, sin θ)
y
cos 2 θ + sin 2 θ = 1  pythagorean identities
.‫ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
2
tan θ + 1 = sec θ 2 
1
sin θ θ 
cos θ O x cot 2 θ + 1 = csc 2 θ cofunction identities

  2
odd-even identities
cos θ + sin θ = 1 
2 2

r y
π
2
-θ
sin _
π
(2 )
- θ = cos θ  

cos (_
π
- θ) = sin θ .“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
θ 2
x _
π
tan ( - θ) = cot θ
y
sin θ = r = cos(
π
2
-θ) 2 
‫• ﻣﺎ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﺍﻟﺘﻲ ﺗﻈﻬﺮ ﻓﻲ ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
y π
tan θ = x = cot( 2 -θ)

y
sin (-θ) = -sin θ   ‫ﺍﻟﺘﻲ ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ ﻣﻦ ﺻﻴﻐﺔ‬

(x, y) cos (-θ) = cos θ  ‫ﺍﻹﺿﺎﺀﺓ؟ ﻭﻓﻲ ﺍﻟﻤﻘﺎﻡ؟ ﺷﺪﺓ ﺇﺿﺎﺀﺓ‬
 
.‫ ﻭﺍﻟﻤﺴﺎﻓﺔ‬،‫ ﺷﺪﺓ ﺍﻻﺳﺘﻀﺎﺀﺓ‬،‫ﺍﻟﻤﺼﺪﺭ‬
θ
O -θ x tan (-θ) = -tan θ 
‫ ﻓﻲ ﻣﺜﻠﺚ ﻗﺎﺋﻢ‬sec θ ‫• ﻣﺎﺫﺍ ﺗﺴﺎﻭﻱ ﺍﻟﻨﺴﺒﺔ‬
(x, -y) 


sin θ = y sin (-θ) = -y

sin (90°-θ)
θ = cos θ
θ)
‫ﺍﻟﺰﺍﻭﻳﺔ؟‬
‫ﺍﻟﻮﺗﺮ‬
sec θ = __
cos θ = x cos (-θ) = x

‫ﺍﻟﻤﺠﺎﻭﺭ‬
 4  188 ‫؟‬sec θ :‫• ﻣﺎ ﻣﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﻘﻠﻮﺏ ﻟﻠﻨﺴﺒﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
_
1
,cos θ ≠ 0
cos θ

 4 188

 ‫_ = ‪ cot θ‬؛ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‪ ،‬ﻛﻤﺎ‬
‫‪cos θ‬‬
‫ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‪ ،‬ﻭﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬
‫‪sin θ‬‬
‫ﻳﻤﻜﻨﻚ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺗﻘﺮﻳﺒﻴﺔ ﻟﻬﺎ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪.‬‬
‫‪‬‬
‫‪ 1 ‬ﻳﺒ ﹼﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ‬ ‫‪‬‬ ‫‪1‬‬ ‫‪‬‬
‫ﻟﺰﺍﻭﻳﺔ ﻣﻌﻴﻨﺔ ﻓﻲ ﺭﺑﻊ ﻣﺤﺪﺩ‪.‬‬ ‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪ ،cos θ‬ﺇﺫﺍ ﻛﺎﻥ ‪. 90° < θ < 180° ، sin θ = _41‬‬
‫‪ cos2 θ + sin2 θ = 1‬‬
‫‪ ‬‬ ‫‪sin 2 θ‬‬ ‫‪cos2 θ = 1 - sin 2 θ‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ " ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ " ﺑﻌﺪ‬ ‫‪_  ‬‬ ‫) ‪(_4‬‬
‫‪2‬‬
‫‪ 1‬‬
‫‪sin θ‬‬
‫‪4‬‬
‫‪cos2 θ = 1 - 1‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪_1 ‬‬ ‫_ ‪cos2 θ = 1 -‬‬
‫‪1‬‬
‫‪4‬‬ ‫‪16‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪‬‬ ‫_ = ‪cos2 θ‬‬
‫‪15‬‬
‫‪16‬‬

‫_‪cos θ = ±‬‬
‫‬
‫‪√15‬‬
‫‪‬‬ ‫‪‬‬
‫‪4‬‬
‫_ ‪. cos θ = -‬‬
‫‪15‬‬ ‫√‬
‫ﻭﺑﻤﺎ ﺃﻥ ‪ θ‬ﺗﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺜﺎﻧﻲ‪ ،‬ﻓﺈﻥ ‪ cos θ‬ﺗﻜﻮﻥ ﺳﺎﻟﺒﺔ ‪ ،‬ﻭﻟﺬﻟﻚ ﻓﺈﻥ‬
‫‪ (a‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟـﹺ ‪. tan θ‬‬
‫‪4‬‬
‫‪1‬‬ ‫‪ ‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﻹﻳﺠﺎﺩ ﺍﻹﺟﺎﺑﺔ ﺍﻟﺘﻘﺮﻳﺒﻴﺔ‪.‬‬
‫ﺇﺫﺍ ﻛﺎﻥ ‪،sec θ = -2‬‬ ‫_ ‪sin -1‬‬
‫‪1‬‬
‫‪ 1 ‬ﺃﻭﺟﺪ‬
‫‪4‬‬
‫‪. 180° < θ < 270°‬‬ ‫‪‬‬ ‫‪sin‬‬ ‫‪-1‬‬ ‫‪_1 ≈ 14.48°‬‬
‫‪4‬‬
‫√ = ‪tan θ‬‬ ‫‪3‬‬ ‫ﻷﻥ ‪ ، 90° < θ < 180°‬ﻓﺈﻥ ‪. θ ≈ 180° - 14.48° = 165.52°‬‬

‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟـﹺ ‪.sin θ‬‬ ‫‪ 2 ‬ﺃﻭﺟﺪ ‪cos θ‬‬

‫ﺇﺫﺍ ﻛﺎﻥ ‪،cos θ = – _12‬‬

‫ﻋﻮﺽ ﻋﻦ ‪ θ‬ﺑـ ‪165.52°‬‬
‫‪cos 165.52° ≈ -0.97‬‬
‫‪.90° < θ < 180°‬‬ ‫‪ 3 ‬ﻗﺎﺭﻥ ﺍﻹﺟﺎﺑﺔ ﻣﻊ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ‪.‬‬

‫_ = ‪sin θ‬‬
‫√‬
‫‪3‬‬
‫≈ _‪-‬‬
‫‬
‫‪√15‬‬
‫‪Q -0.97‬‬
‫‪4‬‬
‫‪2‬‬ ‫‪ -0.968 ≈ -0.97‬‬ ‫‪‬‬
‫‪‬‬
‫_‬
‫‪ (b‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪ csc θ‬ﺇﺫﺍ ﻛﺎﻥ ‪cot θ = - 3 ; 270° < θ < 360°‬‬ ‫‪‬‬
‫‪5‬‬ ‫‪‬‬
‫‪‬‬ ‫‪cot2 θ + 1 = csc 2 θ‬‬ ‫‪ ‬‬
‫‪ 1,2,3,4‬‬
‫‪ -3‬‬
‫‪cot θ‬‬ ‫‪_  ‬‬ ‫) ‪(- _35‬‬ ‫‪2‬‬
‫‪+ 1 = csc 2 θ‬‬
‫‪5‬‬
‫‪-‬‬ ‫‪+‬‬ ‫‪‬‬
‫_‬
‫‪- 3 ‬‬ ‫_‬‫‪9‬‬
‫‪+ 1 = csc 2 θ‬‬ ‫‪3, 4‬‬ ‫‪1, 2‬‬ ‫‪sin θ‬‬
‫‪5‬‬ ‫‪25‬‬
‫_=‪+1‬‬ ‫_‪+‬‬
‫_ ‪25‬‬ ‫_‬
‫‪34‬‬ ‫‪2, 3‬‬ ‫‪1, 4‬‬ ‫‪cos θ‬‬
‫_‬
‫‪9‬‬ ‫‪9‬‬
‫‪= 34‬‬ ‫‪= csc 2 θ‬‬
‫‪25‬‬ ‫‪25‬‬ ‫‪25‬‬ ‫‪25‬‬ ‫‪25‬‬ ‫‪2, 4‬‬ ‫‪1, 3‬‬ ‫‪tan θ‬‬

‫‪± _ = csc θ‬‬

‫‬
‫‪√34‬‬ ‫‪3, 4‬‬ ‫‪1, 2‬‬ ‫‪csc θ‬‬
‫‪‬‬
‫‪5‬‬
‫‪2, 3‬‬ ‫‪1, 4‬‬ ‫‪sec θ‬‬
‫_ ‪. csc θ = -‬‬
‫‪34‬‬ ‫√‬
‫ﻭﺑﻤﺎ ﺃﻥ ‪ θ‬ﺗﻘﻊ ﻓﻲ ﺍﻟﺮﺑﻊ ﺍﻟﺮﺍﺑﻊ‪ ،‬ﻓﺈﻥ ‪ csc θ‬ﺳﺎﻟﺒﺔ‪ ،‬ﻭﻟﺬﻟﻚ‬ ‫‪2, 4‬‬ ‫‪1, 3‬‬ ‫‪cot θ‬‬
‫‪5‬‬

‫‪‬‬
‫‪ (1A‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪ sin θ‬ﺇﺫﺍ ﻛﺎﻥ ‪- _ . 270° < θ < 360° ، cos θ = _1‬‬
‫‪2 √2‬‬‫‬

‫_‪-‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪ (1B‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﹺـ ‪ sec θ‬ﺇﺫﺍ ﻛﺎﻥ ‪. 180° < θ < 270° ، sin θ = - _2‬‬
‫√‬‫‬
‫‪7 5‬‬
‫‪15‬‬ ‫‪7‬‬

‫‪189‬‬ ‫‪‬‬ ‫‪4 - 1 ‬‬

‫‪D‬‬ ‫‪E‬‬ ‫‪‬‬

‫ﻭﺍﺟﻪ ﺍﻟﻄﻼﺏ ﺻﻌﻮﺑﺔ ﻓﻲ ﻓﻬﻢ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪،‬‬ ‫‪‬‬

‫‪ ‬ﺑﺘﺸﺠﻴﻌﻬﻢ ﻋﻠﻰ ﺍﻟﻌﻤﻞ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﻣﻦ ﺛﻼﺛﺔ ﻃﻼﺏ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻰ ﻛﻞ ﻣﺠﻤﻮﻋﺔ ﺍﺧﺘﻴﺎﺭ ﺇﺣﺪ￯‬ ‫‪‬‬

‫ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺍﻟﻤﻮﺟﻮﺩﺓ ﻓﻲ ﺇﻃﺎﺭ "ﻣﻔﻬﻮﻡ ﺃﺳﺎﺳﻲ" ﻭﺍﻟﻌﻤﻞ ﻣ ﹰﻌﺎ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﺻﺤﺘﻬﺎ‪،‬‬
‫ﻣﺴﺘﻌﻤﻠﻴﻦ ﺗﻌﺮﻳﻔﺎﺕ ﺍﻟﺠﻴﺐ‪ ،‬ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‪ ،‬ﻭﺍﻟﻈﻞ ﺑﺪﻻﻟﺔ ﺃﺿﻼﻉ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ‪.‬‬

‫‪189‬‬ ‫‪‬‬ ‫‪4 - 1‬‬

‫ ﻳﻌﻨﻲ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻋﺪﺩﻳﺔ‬،‫ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﺮﻳﺎﺿﻴﺔ ﺍﻟﺘﻲ ﺗﺤﺘﻮﻱ ﻋﻠﻰ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
.‫ ﺇﻥ ﺃﻣﻜﻦ‬،‫ ﺃﻭ ﻛﺘﺎﺑﺘﻬﺎ ﺑﺪﻻﻟﺔ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻭﺍﺣﺪﺓ ﻓﻘﻂ‬، ‫ﻟﻠﻌﺒﺎﺭﺓ‬
 
 2  
‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﺑﻜﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ‬2 
._

sin θ csc θ
cot θ
: ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
‫ﹼ‬  .‫ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻭﺍﺣﺪﺓ ﺇﻥ ﺃﻣﻜﻦ‬
sin θ _
1

 ‫ ﻳﺒ ﱢﻴﻦ ﺗﺒﺴﻴﻂ ﻋﺒﺎﺭﺓ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‬3 
_ , cot θ = _ _
sin θ csc θ
= __ sinθ
.‫ﺗﺘﻀﻤﻦ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‬
1 1
csc θ =  /  (sinθ ) 
sin θ tan θ cot θ 1 _ (cosθ ) 
tan θ
_
sin θ
=_
1

=1
sin θ _
1
tan θ

_a ÷ _c = _a · _d =_
1
: ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ‬
· tan θ
b d b c 1
‫ﹼ‬ 2
 cos θ .sin θ ( csc θ - sin θ )
2

tan θ _
sec θ
(1 - cos 2 θ) (2B sin θ __
2 tan 2 θ csc 2 θ - 1
(2A "‫ ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ "ﻟﻤﺎﺫﺍ؟‬
sin θ 2
sec θ 3
.‫ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‬
.‫ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻳﻤﻜﻦ ﺃﻥ ﻳﻜﻮﻥ ﻣﻔﻴﺪﹰ ﺍ ﻓﻲ ﺣﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‬
sec θ = _2 ‫( ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬a
I
 3 ER
. R ‫ﺑﺎﻟﻨﺴﺒﺔ ﻟـ‬
.‫ ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ " ﻟﻤﺎﺫﺍ؟ " ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‬
.E ‫ ﺑﺎﻟﻨﺴﺒﺔ ﻟﹺـ‬sec θ = _ √
I cos θ
__
I
‫( ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‬a R=
ER 2 E
sec θ = _
I

ER 2 ‫ ﻣﻜﺎﻓﺌﺔ‬a ‫( ﻫﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ‬b
E E sec θ = _ I

_
R2  ‫_؟ ﻻ‬
1
= __
E
‫ﻟﻠﻤﻌﺎﺩﻟﺔ‬
E_ = _ I sec θ
1 I 2
sec θ = 1   R
cos θ cos θ R2  
cos θ E =_I cos θ  
R2  
I__
tan θ cos θ 
   
.‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‬
‫؟ ﱢ‬R =
2
‫ ﺗﻜﺎﻓﺊ ﺍﻟﻤﻌﺎﺩﻟﺔ‬a ‫( ﻫﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻓﻲ ﺍﻟﻔﺮﻉ‬b
E   
  
R = I_
tan θ cos θ
‫ﻳﺴـﺘﻌﻤﻞ ﺍﻟﻄـﻼﺏ ﺟـﺪﻭﻝ ﺍﻟﻘﻴـﻢ ﺇﺿﺎﻓـﺔ ﺇﻟﻰ‬
2
 
E
E ER 2 = I tan θ cos θ ‫ ﻟﺘﺤﺪﻳﺪ ﻣﺎ ﺇﺫﺍ‬،21 ‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻓﻲ ﺍﻟﺴﺆﺍﻝ‬
R 2 E = I_
tan θ cos θ
2
R
.‫ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﻌﻄﺎﺓ ﺗﻤ ﹼﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ ﺃﻡ ﻻ‬
I_
sin θ
cos θ
_
tan θ = sin θ E = _
cos θ
cos θ 2
R 

 E =_
I sin θ
2
‫ ﻳﺠﺐ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬
R

‫ ﺑﻴﻨﻤﺎ ﺍﻟﻤﻌﺎﺩﻟﺔ‬، E = _
I sin θ
:‫ﺗﺒﺴﻂ ﺇﻟﻰ‬
‫ ﹼ‬R =
2 I_
tan θ cos θ
‫ﺍﻟﻤﻌﺎﺩﻟﺘﺎﻥ ﻏﻴﺮ ﻣﺘﻜﺎﻓﺌﺘﻴﻦ؛ ﻓﺎﻟﻤﻌﺎﺩﻟﺔ‬
R2 E
I_
cos θ ،‫ﺃﻥ ﻳﺘﺬﻛﺮﻭﺍ ﺟﻴﺪﹰ ﺍ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺒﻴﺔ‬
. E= :‫( ﺗﻜﺘﺐ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬a) ‫ﻓﻲ ﺍﻟﻔﺮﻉ‬
R2 ‫ ﻭﻣﺘﻄﺎﺑﻘﺎﺕ‬،‫ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﻘﻠﻮﺏ‬

‫ ﻭﻋﻠﻰ ﺍﻟﺮﻏﻢ ﻣﻦ ﺃﻥ ﺗﺬﻛﺮ‬.‫ﻓﻴﺜﺎﻏﻮﺭﺱ‬
τ = F r sin θ . ‫ ﻭﻳﻌﻄﻰ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬،‫( ﻓﻲ ﺫﺭﺍﻋﻬﺎ‬F) ‫( ﻳﺴﺎﻭﻱ ﺣﺎﺻﻞ ﺿﺮﺏ ﺍﻟﻘﻮﺓ‬τ) ‫( ﺗﻌﻠﻢ ﺃﻥ ﻣﻘﺪﺍﺭ ﺍﻟﻌﺰﻡ‬3
F= _ τ
.(F) ‫ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺪﻻﻟﺔ‬
‫ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻷﺧﺮ￯ ﻣﻔﻴﺪ ﺇﻻ ﺃﻧﻪ ﻳﻤﻜﻦ‬
.‫ﺍﺷﺘﻘﺎﻗﻬﺎ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ‬
r sin θ

 4  190

M 
‫ﺯﻭﺩﻫﻢ‬
‫ ﻳﻬﺘﻢ ﺍﻟﻄﻼﺏ ﺫﻭﻭ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻟﻤﺘﻘﻦ ﻋﻠﻰ ﺍﻷﻏﻠﺐ ﺑﺘﻌﻠﻢ ﻛﻴﻔﻴﺔ ﻧﺸﻮﺀ ﺑﻌﺾ ﺍﻷﻓﻜﺎﺭ ﺍﻟﺮﻳﺎﺿﻴﺔ؛ ﻟﺬﺍ ﹼ‬

.‫ﺑﻤﻌﻠﻮﻣﺎﺕ ﺣﻮﻝ ﺗﺎﺭﻳﺦ ﺍﻟﺮﻳﺎﺿﻴﺎﺕ ﺗﺘﻀﻤﻦ ﺇﺳﻬﺎﻣﺎﺕ ﺍﻟﻌﻠﻤﺎﺀ ﺍﻟﻤﺴﻠﻤﻴﻦ‬

 4 190

 ‫‪W = eAS cos θ ( a‬‬ ‫‪‬‬
‫‪ 3‬‬ ‫‪  (20‬ﺗﺮﺗﺒﻂ ﻗﺪﺭﺓ ﻛﻞ ﺟﺴﻢ ﻋﻠﻰ ﺍﻣﺘﺼﺎﺹ ﺍﻟﻄﺎﻗﺔ ﺑﻌﺎﻣﻞ ‪e‬‬
‫ﺴﻤﻰ ﻗﺎﺑﻠﻴﺔ ﺍﻻﻣﺘﺼﺎﺹ ﻟﻠﺠﺴﻢ‪ .‬ﻭﻳﻤﻜﻦ ﺣﺴﺎﺏ ﻗﺎﺑﻠﻴﺔ ﺍﻻﻣﺘﺼﺎﺹ‬
‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻵﺗﻴﺔ‪1 :‬‬
‫ﹸﻳ ﹼ‬
‫‪ ‬‬ ‫= ‪ ، e‬ﺣﻴﺚ ‪ W‬ﻣﻌﺪﻝ ﺍﻣﺘﺼﺎﺹ ﺟﺴﻢ‬ ‫_‬
‫‪W‬‬ ‫‪sec θ‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻌﻼﻗﺔ‬
‫‪_1‬‬‫‪ ، tan θ‬ﺇﺫﺍ ﻛﺎﻥ ‪0° < θ < 90° ، cot θ = 2‬‬ ‫‪(1‬‬
‫‪2‬‬
‫‪AS‬‬
‫ﺍﻹﻧﺴﺎﻥ ﻟﻠﻄﺎﻗﺔ ﻣﻦ ﺍﻟﺸﻤﺲ‪ ،‬ﻭ ‪ S‬ﻣﻘﺪﺍﺭ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻤﻨﺒﻌﺜﺔ ﻣﻦ ﺍﻟﺸﻤﺲ‬ ‫_‬‫‪3 √5‬‬‫‬
‫_ = ‪0° < θ < 90° ، cos θ‬‬ ‫‪2‬‬
‫‪ ، csc θ‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1-17‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬ ‫‪(2‬‬
‫ﺍﻟﻤﻌﺮﺿﺔ ﻷﺷﻌﺔ‬
‫ﹼ‬ ‫ﺑﺎﻟﻮﺍﻁ ﻟﻜﻞ ﻣﺘﺮ ﻣﺮ ﹼﺑﻊ‪ ،‬ﻭ ‪ A‬ﺍﻟﻤﺴﺎﺣﺔ ﺍﻟﺴﻄﺤﻴﺔ‬ ‫_‬
‫‪12‬‬
‫‪5‬‬
‫= ‪270° < θ < 360° ، cos θ‬‬ ‫_‬‫‪5‬‬
‫‪3‬‬
‫‪ ، sin θ‬ﺇﺫﺍ ﻛﺎﻥ‬
‫ﺍﻟﻄﻼﺏ‪.‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ‬ ‫ﺍﻟﺸﻤﺲ‪ ،‬ﻭ ‪ θ‬ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺃﺷﻌﺔ ﺍﻟﺸﻤﺲ ﻭﺍﻟﺨﻂ ﺍﻟﻌﻤﻮﺩﻱ ﻋﻠﻰ ﺍﻟﺠﺴﻢ‪.‬‬
‫‪-‬‬
‫‪13‬‬ ‫‪13‬‬
‫‪(3‬‬
‫‪ ، sec θ‬ﺇﺫﺍ ﻛﺎﻥ ‪ 270° < θ < 360° ، tan θ = -1‬‬
‫‪ (a‬ﺣﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺑﺎﻟﻨﺴﺒﺔ ﻟﹺـ ‪.W‬‬
‫‪√2‬‬ ‫‪(4‬‬
‫ﺍﻟﺼﻔﺤﺔ؛ ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ‬
‫‬ ‫‪ ، tan θ (5‬ﺇﺫﺍ ﻛﺎﻥ ‪180° < θ < 270° ، sec θ = -3‬‬
‫‬
‫‪2‬‬ ‫‪2‬‬
‫ﺑﺤﺴﺐ ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬ ‫‪ (b‬ﺃﻭﺟﺪ ‪ W‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪e = 0.80 , θ = 40° , A = 0.75‬‬
‫_‬ ‫‬
‫‪- √17‬‬
‫)ﻗﺮﺏ ﺇﻟﻰ ﺃﻗﺮﺏ ﺟﺰﺀ ﻣﻦ ﻣﺌﺔ(‪.‬‬
‫‪ . S = 1000 W/m‬ﱢ‬
‫‪2‬‬ ‫_ = ‪180° < θ < 270° ، cot θ‬‬
‫‪1‬‬
‫‪ ، csc θ (6‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪4‬‬ ‫‪4‬‬
‫‪459.63W‬‬ ‫_‬
‫‪-3‬‬
‫_ = ‪90° < θ < 180° ، sin θ‬‬
‫‪4‬‬
‫‪ ، cos θ (7‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪ ‬‬
‫‪5‬‬ ‫‪5‬‬
‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﺳﻮﻑ ﺗﺴﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫‪(21‬‬ ‫_‬
‫‪2‬‬ ‫√‬‫‬
‫‪77‬‬
‫_ ‪sin θ < 0 ، sec θ = -‬‬
‫‪9‬‬
‫‪ ، cot θ (8‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪77‬‬ ‫‪2‬‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ؛ ﻟﺘﺤﺪﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﻣﻌﺎﺩﻟﺔ ﻣﺎ ﺗﻤ ﱢﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ ﻣﺜﻠﺜﻴﺔ ﺃﻡ ﻻ‪ .‬ﻫﻞ‬
‫‪ ‬ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ‬ ‫ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ tan 2 θ - sin 2 θ = tan 2 θ sin 2 θ :‬ﻣﺘﻄﺎﺑﻘﺔ؟‬ ‫ﱢﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ‪2 :‬‬
‫ﺍﻟﺘﻌﺮﻳﻔﺎﺕ ﺍﻷﺳﺎﺳﻴﺔ ﻟﻜﻞ ﻣﻦ ﺍﻟﺠﻴﺐ‪،‬‬ ‫‪   (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺍﻵﺗﻲ‪.‬‬ ‫‪sin θ cos θ‬‬
‫‪1 csc 2 θ - cot 2 θ (10‬‬ ‫‪tan θ cos 2 θ (9‬‬
‫ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‪ ،‬ﻭﺍﻟﻈﻞ ﺑﻮﺻﻔﻬﺎ ﻧﺴﺒﺔ ﺗﻌﺘﻤﺪ‬ ‫‪θ‬‬ ‫‪0°‬‬ ‫‪30°‬‬
‫‪_1 _1‬‬
‫‪45°‬‬ ‫‪60°‬‬
‫‪_9‬‬
‫‪sec 3 θ‬‬ ‫‪2‬‬
‫‪sec θ tan θ + sec θ (12‬‬ ‫_‬
‫‪cot 2 θ cos‬‬ ‫‪θ csc θ‬‬
‫‪(11‬‬
‫‪tan 2 θ - sin 2 θ‬‬ ‫‪0‬‬ ‫‪tan θ‬‬
‫ﻋﻠﻰ ﺍﻟﻀﻠﻊ ﺍﻟﻤﻘﺎﺑﻞ‪ ،‬ﻭﺍﻟﻀﻠﻊ ﺍﻟﻤﺠﺎﻭﺭ‪،‬‬ ‫‪12‬‬ ‫‪2‬‬ ‫‪4‬‬
‫‪_1 _1‬‬ ‫‪_9‬‬ ‫_( ‪1 sin‬‬
‫‪π‬‬
‫‪- θ)sec θ (14 csc θ sin θ (1 + cot 2 θ) (13‬‬
‫ﻭﺍﻟﻮﺗﺮ ﻓﻲ ﺍﻟﻤﺜﻠﺚ ﺍﻟﻘﺎﺋﻢ ﺍﻟﺰﺍﻭﻳﺔ ﻟﺘﻮﺿﻴﺢ‬ ‫‪0‬‬
‫‪tan 2 θ sin 2 θ‬‬ ‫‪2‬‬
‫‪12‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪cos 2 θ‬‬ ‫)‪cos (-θ‬‬
‫‪-cot θ _ (15‬‬
‫_‪.‬‬
‫‪(1 + sin θ)(1 - sin θ ) (16‬‬
‫ﺃﻥ ‪= tan θ‬‬
‫‪sin θ‬‬
‫ﻛﻼ ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫‪   (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﹼﹰ‬ ‫)‪sin (-θ‬‬
‫‪cos θ‬‬ ‫‪csc θ -cos θ cot θ (18‬‬ ‫‪2 cos2 θ 2 - 2 sin2 θ (17‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺎ‪.‬‬‫ﻴ‬‫ﹼﹰ‬ ‫ﺑﻴﺎﻧ‬ ‫‪،‬‬ ‫ﻛﺪﺍﻟﺔ‬ ‫‪tan 2 θ - sin 2 θ = tan 2 θ sin 2 θ‬‬
‫‪sin θ‬‬
‫‪‬‬ ‫‪"   (c‬ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ ﻟﺪﺍﻟﺘﻴﻦ ﻣﺘﻄﺎﺑﻘﻴﻦ ؛ ﻓﺈﻥ‬
‫ﺍﻟﻤﻌﺎﺩﻟﺔ ﺗﻤ ﱢﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ"‪ .‬ﻫﻞ ﺍﻟﺘﻤﺜﻴﻼﻥ ﺍﻟﺒﻴﺎﻧﻴﺎﻥ ﻓﻲ ﺍﻟﻔﺮﻉ )‪(b‬‬ ‫‪  (19‬ﻋﻨﺪﻣﺎ ﻳﻤﺮ ﺍﻟﻀﻮﺀ ﻣﻦ ﺧﻼﻝ ﻋﺪﺳﺔ ﻣﺴﺘﻘﻄﺒﺔ ﻟﻠﻀﻮﺀ‪ ،‬ﻓﺈﻥ‬
‫‪(21b‬‬ ‫ﻣﺘﻄﺎﺑﻘﺎﻥ؟ ﻧﻌﻢ‬ ‫ﻣﺮ‬
‫ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺍﻟﻤﺎﺭ ﺑﻬﺬﻩ ﺍﻟﻌﺪﺳﺔ ﺳﻴﻘﻞ ﺑﻤﻘﺪﺍﺭ ﺍﻟﻨﺼﻒ‪ ،‬ﺛﻢ ﺇﺫﺍ ﹼ‬
‫‪   (d‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﻤﻌﺮﻓﺔ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ﺍﻟﻤﻌﺎﺩﻟﺔ‪:‬‬ ‫ﺍﻟﻀﻮﺀ ﺑﻌﺪﺳﺔ ﺃﺧﺮ￯ ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﻣﺤﻮﺭ ﻫﺬﻩ ﺍﻟﻌﺪﺳﺔ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ‬
‫‪ sec 2 x - 1 = sin 2 x sec 2 x‬ﺗﻤ ﱢﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ ﺃﻡ ﻻ‪) .‬ﺗﺄﻛﺪ ﹼ‬
‫ﺃﻥ‬ ‫ﻗﻴﺎﺳﻬﺎ ‪ θ‬ﻣﻊ ﻣﺤﻮﺭ ﺍﻟﻌﺪﺳﺔ ﺍﻷﻭﻟﻰ‪ ،‬ﻓﺈﻥ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺗﻘﻞ ﻣﺮﺓ ﺃﺧﺮ￯‪.‬‬
‫ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ ﺑﻨﻈﺎﻡ ﺍﻟﺪﺭﺟﺎﺕ( ﻧﻌﻢ‬ ‫_ ‪ ، I = I -‬ﺣﻴﺚ‬
‫‪I0‬‬
‫ﻳﻤﻜﻨﻨﺎ ﺇﻳﺠﺎﺩ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﺼﻴﻐﺔ‬
‫‪0‬‬
‫‪csc 2 θ‬‬
‫‪  (22‬ﻳﺘﺰ ﹼﻟﺞ ﺷﺨﺺ ﻛﺘﻠﺘﻪ ‪ m‬ﻓﻲ ﺍﺗﺠﺎﻩ ﺃﺳﻔﻞ ﻫﻀﺒﺔ‬ ‫‪ I0‬ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺍﻟﻘﺎﺩﻣﺔ ﻣﻦ ﺍﻟﻌﺪﺳﺔ ﺍﻷﻭﻟﻰ ﺍﻟﻤﺴﺘﻘﻄﺒﺔ‪ I ،‬ﻫﻲ ﺷﺪﺓ‬
‫ﺛﻠﺠﻴﺔ ﺑﺰﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ θ‬ﺩﺭﺟﺔ ﻭﺑﺴﺮﻋﺔ ﺛﺎﺑﺘﺔ‪ .‬ﻋﻨﺪ ﺗﻄﺒﻴﻖ ﻗﺎﻧﻮﻥ ﻧﻴﻮﺗﻦ ﻓﻲ‬ ‫ﺍﻟﻀﻮﺀ ﺍﻟﺨﺎﺭﺟﺔ ﻣﻦ ﺍﻟﻌﺪﺳﺔ ﺍﻟﺜﺎﻧﻴﺔ‪ θ ،‬ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﻣﺤﻮﺭﻱ‬
‫ﻣﺜﻞ ﻫﺬﻩ ﺍﻟﺤﺎﻟﺔ ﻳﻨﺘﺞ ﻧﻈﺎﻡ ﺍﻟﻤﻌﺎﺩﻻﺕ ﺍﻵﺗﻲ‪:‬‬ ‫ﺍﻟﻌﺪﺳﺘﻴﻦ‪3 .‬‬
‫‪1 ‬‬
‫‪2 ‬‬ ‫‪θ‬‬

‫‪‬‬
‫‪‬‬
‫‪1 ‬‬
‫‪2 ‬‬

‫‪θ‬‬
‫‪µ k = tan θ‬‬ ‫ﺑﺴﻂ ﺍﻟﺼﻴﻐﺔ ﺑﺪﻻﻟﺔ ‪I = I 0 cos 2 θ cos θ‬‬
‫‪ (a‬ﹼ‬
‫‪ ، F n - mg cos θ = 0 , mg sin θ - µ k F n = 0‬ﺣﻴﺚ ‪g‬‬ ‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻤﺒﺴﻄﺔ؛ ﻟﻤﻌﺮﻓﺔ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺍﻟﻤﺎﺭ ﺑﺎﻟﻌﺪﺳﺔ‬
‫ﺗﺴﺎﺭﻉ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‪ ،‬ﻭ ‪ F n‬ﺍﻟﻘﻮﺓ ﺍﻟﻌﻤﻮﺩﻳﺔ ﺍﻟﻤﺆ ﹼﺛﺮﺓ ﻓﻲ ﺍﻟﻤﺘﺰﻟﺞ‪،‬‬ ‫ﺍﻟﺜﺎﻧﻴﺔ ﺑﺪﻻﻟﺔ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﻗﺒﻞ ﺍﻟﻤﺮﻭﺭ ﺑﻬﺎ ﺇﺫﺍ ﻛﺎﻥ ﻣﺤﻮﺭ ﺍﻟﻌﺪﺳﺔ‬
‫ﻭ ‪ µ k‬ﻣﻌﺎﻣﻞ ﺍﻻﺣﺘﻜﺎﻙ‪ .‬ﺍﺳﺘﻌﻤﻞ ﻫﺬﺍ ﺍﻟﻨﻈﺎﻡ ﻟﺘﻜﺘﺐ ‪ µ k‬ﻛﺪﺍﻟﺔ ﻓﻲ ‪.θ‬‬ ‫ﺍﻟﺜﺎﻧﻴﺔ ﻳﺼﻨﻊ ﺯﺍﻭﻳﺔ ﻗﻴﺎﺳﻬﺎ ‪ 30°‬ﻣﻊ ﻣﺤﻮﺭ ﺍﻟﻌﺪﺳﺔ ﺍﻷﻭﻟﻰ‪.‬‬
‫‪I = _3 I 0 (27 b‬؛ ﺷﺪﺓ ﺍﻟﻀﻮﺀ ﺗﺴﺎﻭﻱ ﺛﻼﺛﺔ ﺃﺭﺑﺎﻉ ﺷﺪﺓ‬
‫‪4‬‬
‫ﺍﻟﻀﻮﺀ ﻗﺒﻞ ﺍﻟﻤﺮﻭﺭ ﺑﺎﻟﻌﺪﺳﺔ ﺍﻟﺜﺎﻧﻴﺔ‪.‬‬
‫‪191‬‬ ‫‪‬‬ ‫‪4 - 1 ‬‬

‫‪‬‬
‫‪‬‬ ‫‪‬‬
‫‪27-34 ،22 ،1–17‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬
‫‪) 1–17‬ﻓﺮﺩﻱ(‪24-34 ،18–22 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬
‫‪18–34‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬

‫‪191‬‬ ‫‪‬‬ ‫‪4 - 1‬‬

 ‫‪‬‬ ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﹼ‬

‫‪−−‬‬ ‫_ ‪sec θ sin θ + cos‬‬

‫) ‪(2‬‬ ‫‪π‬‬
‫‪-θ‬‬ ‫_( ‪cos‬‬
‫‪π‬‬
‫‪- θ) - 1‬‬
‫‪‬‬
‫‪ (33‬ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﺇﺫﺍ ﻛﺎﻥ ‪ ، cos D = 0.8‬ﻓﻤﺎ ﻃﻮﻝ ‪DF‬؟ ‪A‬‬ ‫__‬ ‫‪(24‬‬ ‫‪-1 __ (23‬‬
‫‪2‬‬
‫‪1 + sec θ‬‬ ‫‪1 + sin (-θ‬‬
‫)‪θ‬‬
‫‪F‬‬
‫‪sin θ‬‬ ‫‪ ‬ﻳﺘﻌﻴﻦ ﻋﻠﻰ ﺍﻟﻄﻼﺏ‬
‫‪‬‬ ‫ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ ،25‬ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﺃﻥ ﺣﻞ‬
‫ﺃﺣﻤﺪ ﻫﻮ ﺍﻟﺼﺤﻴﺢ؛ ﻟﺬﺍ ﺍﺷﺮﺡ ﻟﻬﻢ ﺃﻧﻪ‬
‫‪  (25‬ﺗﺤﺎﻭﺭ ﺳﻌﻴﺪ ﻭﺃﺣﻤﺪ ﺣﻮﻝ ﻣﻌﺎﺩﻟﺔ ﻓﻲ ﺍﻟﻮﺍﺟﺐ‬
‫ﺟﺮﺏ ‪ 10‬ﻗﻴﻢ ﻟﻠﻤﺘﻐﻴﺮ‬ ‫ﻻ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﺒﺮﻫﺎﻥ ﺍﻻﺳﺘﻘﺮﺍﺋﻲ‬
‫ﺍﻟﻤﻨﺰﻟﻲ‪ ،‬ﻓﻘﺎﻝ ﺳﻌﻴﺪ‪ :‬ﺇﻧﻬﺎ ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﺣﻴﺚ ﱠ‬
‫‪E‬‬ ‫‪4‬‬ ‫‪D‬‬

‫‪3.2 C‬‬ ‫‪5‬‬ ‫‪A‬‬

‫ﻭﺣﻘﻘﺖ ﺟﻤﻴﻌﻬﺎ ﺍﻟﻤﻌﺎﺩﻟﺔ ﹰ‬
‫ﻓﻌﻼ‪ ،‬ﺑﻴﻨﻤﺎ ﻗﺎﻝ ﺃﺣﻤﺪ‪ :‬ﺇﻧﻬﺎ ﻟﻴﺴﺖ ﻣﺘﻄﺎﺑﻘﺔ‪،‬‬ ‫ﻹﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‪ .‬ﻟﻜﻦ ﺃﻱ ﻣﺜﺎﻝ‬
‫ﺣﻴﺚ ﺍﺳﺘﻄﺎﻉ ﺇﻳﺠﺎﺩ ﻗﻴﻤﺔ ﻟﻠﻤﺘﻐﻴﺮ ﻻ ﺗﺘﺤﻘﻖ ﻋﻨﺪﻫﺎ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ .‬ﺃﻳﻬﻤﺎ‬
‫ﻣﻀﺎﺩ ﻳﻌﺪ ﻛﺎﻓ ﹰﻴﺎ ﻹﺛﺒﺎﺕ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻻ‬
‫‪10 D‬‬ ‫‪4‬‬ ‫‪B‬‬ ‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢ‬
‫ﺗﻤﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ‪.‬‬
‫‪ ‬ﺃﻭﺟﺪ ﹰ‬
‫ﻣﺜﺎﻻ ﻣﻀﺎ ﹼﹰﺩﺍ ﻳﺒ ﹼﻴﻦ ﹼ‬
‫ﺃﻥ‪ 1 - sin x = cos x :‬ﻟﻴﺴﺖ‬
‫‪ (34‬ﺇﺫﺍ ﻛﺎﻥ ‪ sin x = m‬ﹶﻭ ‪ ، 0 < x < 90°‬ﻓﻤﺎ ﻗﻴﻤﺔ ‪tan x‬؟ ‪B‬‬
‫‪‬‬ ‫‪(26‬‬
‫ﺃﻳﻀﺎ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪،32‬‬
‫ﻭﻋﻠﻴﻬﻢ ﺃﻥ ﻳﻌﺮﻓﻮﺍ ﹰ‬
‫ﻣﺘﻄﺎﺑﻘﺔ‪ .‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪x = 45° :‬‬
‫ﺃﻥ ﺟﻮﺍﺏ ﺳﺎﻣﻲ ﻫﻮ ﺍﻟﺼﺤﻴﺢ؛ ﻷﻥ‬
‫_‬
‫‪1‬‬
‫‪A‬‬ ‫ﻭﺿﺢ ﻛﻴﻒ ﻳﻤﻜﻦ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﻣﻌﺎﺩﻟﺔ ﺍﻻﺳﺘﻀﺎﺀﺓ ﺍﻟﻤﻮﺟﻮﺩﺓ‬
‫‪  (27‬ﱢ‬ ‫‪ .cos 2 θ + sin 2 θ =1‬ﻭﻫﻜﺬﺍ ﻳﻜﻮﻥ‬
‫ﺧﻄﺄ ؛ ﻷﻥ ‪≠ _ + _c‬‬
‫‪2‬‬
‫ﺣﻞ ﻋﻼﺀ ﹰ‬
‫‪m‬‬
‫_ = ‪.cos θ‬‬
‫‪ER‬‬ ‫‪2‬‬
‫ﻓﻲ ﻓﻘﺮﺓ " ﻟﻤﺎﺫﺍ؟" ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ ،‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬ ‫_‪.‬‬ ‫‪a‬‬ ‫‪a‬‬
‫‪b‬‬
‫‪a‬‬
‫‪√2‬‬ ‫‪I‬‬ ‫‪b+c‬‬
‫_‬
‫‪m 1-m‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪1-m‬‬ ‫‪2‬‬
‫‪B‬‬
‫ﺑ ﱢﻴﻦ ﻟﻠﻄﻼﺏ ﺃﻧﻪ ﻋﻨﺪ ﺗﺒﺴﻴﻂ ﺍﻟﻌﺒﺎﺭﺍﺕ‬
‫‪  (28‬ﺑ ﹼﻴﻦ ﻛﻴﻒ ﺗﺴﺘﻌﻤﻞ ﻧﻈﺮﻳﺔ ﻓﻴﺜﺎ ﻏﻮﺭﺱ ﻹﺛﺒﺎﺕ ﺻﺤﺔ‬
‫_‬
‫‪1-m‬‬ ‫‪2‬‬ ‫ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‪ cos 2 θ + sin 2 θ = 1. :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻓﺈﻧﻬﻢ ﻳﺴﺘﻌﻤﻠﻮﻥ ﺍﻟﺨﺼﺎﺋﺺ‬
‫‪C‬‬
‫‪m‬‬
‫ﻳﺒﺴﻄﻮﻥ ﺃﻱ ﻋﺒﺎﺭﺓ ﻧﺴﺒﻴﺔ‪.‬‬
‫ﻧﻔﺴﻬﺎ ﻛﻤﺎ ﹼ‬
‫ﺃﻥ ‪ tan (-a) = -tan a‬ﺗﻤ ﱢﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ‪.‬‬
‫‪  (29‬ﺑﺮﻫﻦ ﹼ‬
‫_‬
‫‪m‬‬
‫‪D‬‬ ‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪1-m 2‬‬
‫‪  (30‬ﺍﻛﺘﺐ ﻋﺒﺎﺭﺗﻴﻦ ﺗﻜﺎﻓﺊ ﻛﻞ ﻣﻨﻬﻤﺎ ﺍﻟﻌﺒﺎﺭﺓ‪:‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪tan θ sin θ‬‬
‫‪ 4‬‬
‫‪  (31‬ﺑ ﱢﻴﻦ ﻛﻴﻒ ﻳﻤﻜﻨﻚ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺴﻤﺔ ﻹﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬
‫‪ sin 2 θ + cos 2 θ = 1‬ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‪:‬‬ ‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺇﻟﻘﺎﺀ ﻧﻈﺮﺓ‬
‫‪1 + cot 2 θ = csc 2 θ‬‬
‫ﺃﻗﺴﻢ ﺟﻤﻴﻊ ﺍﻟﺤﺪﻭﺩ ﻋﻠﻰ ‪sin θ‬‬
‫‪2‬‬ ‫ﻋﻠﻰ ﺍﻟﺪﺭﺱ ‪ 4 - 2‬ﺍﻟﻼﺣﻖ‪ ،‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫__‬ ‫‪sin 2 θ‬‬
‫ﺗﺤﺪﻳﺪ ﻛﻴﻒ ﻳﻤﻜﻦ ﺃﻥ ﻳﺴﺎﻋﺪﻫﻢ ﺍﻟﺪﺭﺱ‬
‫ﺑﺴﻂ ﻛﻞ ﻣﻦ ﻣﺤﻤﺪ ﻭﺳﺎﻣﻲ ﺍﻟﻤﻘﺪﺍﺭ‬‫‪  (32‬ﱢ‬
‫‪cos 2 θ + sin 2 θ‬‬
‫ﻛﻤﺎ ﻳﺄﺗﻲ‪ .‬ﺃﻳﻬﻤﺎ ﻛﺎﻧﺖ ﺇﺟﺎﺑﺘﻪ ﺻﺤﻴﺤﺔ؟ ﱢﺑﺮﺭ ﺇﺟﺎﺑﺘﻚ‪.‬‬ ‫ﺍﻟﺤﺎﻟﻲ ﻋﻠﻰ ﻓﻬﻢ ﺍﻟﺪﺭﺱ ﺍﻟﻼﺣﻖ‪.‬‬

‫‪‬‬ ‫‪‬‬ ‫‪‬‬

‫_‬
‫‪sin 2 θ‬‬
‫_‬
‫‪sin θ‬‬ ‫‪2‬‬

‫‪cos 2 θ + sin 2 θ‬‬

‫‪cos 2 θ + sin 2 θ‬‬ ‫‪ (25‬ﺃﺣﻤﺪ؛ ﻟﻢ ﻳﺒﺮﻫﻦ ﺳﻌﻴﺪ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬
‫_‬ ‫_‬
‫‪sin 2 θ‬‬ ‫_‬
‫‪sin 2 θ‬‬
‫=‬
‫‪sin 2 θ‬‬
‫‪1‬‬
‫=‬
‫‪cos 2 θ‬‬
‫‪+‬‬
‫‪sin 2 θ‬‬ ‫ﻋﻨﺪ ﺟﻤﻴﻊ ﻗﻴﻢ ‪ ، θ‬ﻭﻗﺪ ﻳﻜﻮﻥ ﻫﻨﺎﻙ ﻗﻴﻢ‬
‫‪2‬‬
‫‪= sin θ‬‬ ‫‪2‬‬
‫‪= tan θ + 1‬‬ ‫ﺃﺧﺮ￯ ﻻ ﺗﺤﻘﻖ ﺍﻟﻤﻌﺎﺩﻟﺔ‪.‬‬
‫‪= sec 2 θ‬‬

‫_ = ‪sec θ‬‬
‫‪I‬‬
‫‪2‬‬
‫‪(27‬‬
‫‪ER‬‬
‫_‬
‫‪a‬‬
‫_=‬
‫‪a‬‬ ‫_‬
‫‪a‬‬
‫ﺳﺎﻣﻲ؛ ﻷﻥ ﻣﺤﻤﺪﹰ ﺍ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺨﺎﻃﺌﺔ ‪c + b‬‬
‫_‬ ‫_=‬
‫‪b+c‬‬ ‫‪1‬‬ ‫‪I‬‬
‫‪‬‬ ‫‪4 ‬‬ ‫‪192‬‬ ‫‪cos θ‬‬ ‫‪ER 2‬‬

‫‪I cos θ = ER 2‬‬

‫‪2‬‬
‫_ = ‪cos θ‬‬
‫‪ER‬‬
‫‪M‬‬ ‫‪D‬‬ ‫‪‬‬ ‫‪I‬‬
‫‪ (28‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫ﺩﺍﺋﻤﺎ ﺗﺒﺴﻴﻂ ﺃﻱ ﻋﺒﺎﺭﺓ ﻣﺜﻠﺜﻴﺔ ﺑﻜﺘﺎﺑﺘﻬﺎ ﻋﻠﻰ ﺻﻮﺭﺓ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﻭﺍﺣﺪﺓ؟ ﻭﺍﻃﻠﺐ‬
‫‪ ‬ﺍﺳﺄﻝ ﺍﻟﻄﻼﺏ‪ :‬ﻫﻞ ﻳﻤﻜﻦ ﹰ‬ ‫‪‬‬
‫ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﻜﺘﺒﻮﺍ ﻣﺜﺎﻻﹰ ﺇﺫﺍ ﻛﺎﻥ ﺫﻟﻚ ﻏﻴﺮ ﻣﻤﻜﻦ‪ ،‬ﺃﻭ ﻳﻮﺿﺤﻮﺍ ﻟﻤﺎﺫﺍ ﻳﻜﻮﻥ ﺫﻟﻚ ﻣﻤﻜﻨﹰﺎ‪.‬‬ ‫‪a‬‬
‫‪c‬‬

‫‪θ‬‬
‫)‪sin (– a‬‬
‫‪ (30‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬ ‫‪tan (– a) = __ (29‬‬
‫‪b‬‬
‫)‪cos (– a‬‬
‫‪sin 2 θ‬‬ ‫= ‪sin 2 θ + cos 2 θ‬‬
‫_ ‪sin 2 θ sec θ ,‬‬ ‫__ =‬
‫‪- sin a‬‬
‫‪cos θ‬‬ ‫‪cos a‬‬ ‫_ ‪c2 +‬‬
‫_‬ ‫= ‪b2‬‬
‫_–=‬
‫‪2‬‬
‫‪sin a‬‬ ‫‪a‬‬ ‫‪a2‬‬
‫‪cos a‬‬
‫_‬‫‪c2 + b2‬‬
‫=‬
‫‪= - tan a‬‬ ‫‪a2‬‬
‫‪a2 = 1‬‬
‫_‬
‫‪a2‬‬

‫‪ 4‬‬ ‫‪192‬‬

 ‫‪‬‬

‫‪4 - 1‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪ M  D  E‬‬ ‫‪(26)‬‬

‫‪‬‬ ‫‪4-1‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻥ‪. 0° < θ < 90° :‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬

‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻵﺗﻴﺔ ﹰ‬
‫√ ‪2‬‬
‫‪5‬‬
‫‪ ، sin θ (2‬ﺇﺫﺍ ﻛﺎﻥ _ = ‪cot θ‬‬
‫_‬ ‫‪12‬‬
‫_‬
‫‪1‬‬
‫_ = ‪cos θ‬‬‫‪5‬‬
‫‪ ، sin θ (1‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪5‬‬ ‫‪2‬‬ ‫‪13‬‬ ‫‪13‬‬
‫‪5‬‬
‫_‬ ‫_ = ‪tan θ‬‬
‫‪2‬‬
‫‪ ، cot θ (4‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫‪ ، sec θ (3‬ﺇﺫﺍ ﻛﺎﻥ ‪17 tan θ = 4‬‬
‫√‬
‫‪2‬‬ ‫‪5‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻥ‪. 180° < θ < 270° :‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻵﺗﻴﺔ ‪ ،‬ﹰ‬
‫√‬
‫‪5‬‬ ‫‪17‬‬
‫_‬ ‫_ ‪csc θ = -‬‬
‫‪3‬‬
‫‪ ، cot θ (6‬ﺇﺫﺍ ﻛﺎﻥ‬ ‫_‪-‬‬ ‫_ ‪sin θ = -‬‬
‫‪15‬‬
‫‪ ، sec θ (5‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪2‬‬ ‫‪2‬‬ ‫‪8‬‬ ‫‪17‬‬

‫ﻋﻠﻤﺎ ﺑﺄﻥ‪. 270° < θ < 360° :‬‬ ‫ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻵﺗﻴﺔ ‪ ،‬ﹰ‬
‫‪8 √7‬‬ ‫√ ‪3‬‬‫‪91‬‬
‫_‬ ‫‪ ، sec θ (8‬ﺇﺫﺍ ﻛﺎﻥ ‪csc θ = -8‬‬ ‫_ = ‪- _ cos θ‬‬‫‪3‬‬
‫‪ ، cot θ (7‬ﺇﺫﺍ ﻛﺎﻥ‬
‫‪21‬‬ ‫‪91‬‬ ‫‪10‬‬
‫√‬‫‪2‬‬ ‫√‬ ‫‬
‫‪5‬‬
‫‪ ، cot θ (10‬ﺇﺫﺍ ﻛﺎﻥ ‪- _ cos θ = _31‬‬ ‫‪ ، sin θ (9‬ﺇﺫﺍ ﻛﺎﻥ ‪- _ tan θ = - _21‬‬
‫‪4‬‬ ‫‪5‬‬

‫ﺑﺴﻂ ﻛﻞ ﻋﺒﺎﺭﺓ ﻣﻤﹼ ﺎ ﻳﺄﺗﻲ‪:‬‬

‫ﹼ‬

‫‪ ‬‬
‫‪cos 2 θ sin2 θ cot2 θ (13‬‬ ‫_ ‪cos 2 θ‬‬
‫‪sin2 θ‬‬
‫‪2‬‬
‫‪(12‬‬ ‫‪sec θ csc θ tan θ (11‬‬
‫‪tan θ‬‬

‫_ ‪cot θ‬‬ ‫_ ‪csc 2 θ‬‬

‫‪2‬‬ ‫‪2‬‬
‫‪csc θ - sin θ‬‬ ‫‪csc θ - cot θ‬‬
‫‪(16‬‬ ‫‪(15‬‬ ‫‪csc 2 θ cot2 θ + 1 (14‬‬
‫‪cos θ‬‬ ‫‪2‬‬
‫‪1 - cos θ‬‬

‫_ ‪sec 2 θ sec 2 θ cos 2 θ + tan 2 θ (19 2 tan θ‬‬

‫‪cos θ‬‬
‫_‪-‬‬
‫‪cos θ‬‬
‫‪(18‬‬ ‫‪csc θ sin θ + cos θ cot θ (17‬‬
‫‪1 - sin θ‬‬ ‫‪1 + sin θ‬‬

‫‪ ‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺸـﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﻃﺎﺋﺮﺓ ﺗﻠﺘﻘﻂ ﺻﻮﺭﺓ ﺟﻮﻳﺔ ﻟﻠﻨﻘﻄﺔ ‪ . A‬ﻭﺑﻤﺎ‬ ‫‪(20‬‬
‫‪θ‬‬ ‫ﺃﻥ ﺍﻟﻨﻘﻄﺔ ﺗﻘﻊ ﺗﺤﺖ ﺍﻟﻄﺎﺋﺮﺓ ﺗﻤﺎ ﹰﻣﺎ‪ ،‬ﻓﺈﻧﻪ ﻻ ﻳﻮﺟﺪ ﺗﺸـﻮﻳﻪ ﺃﻭ ﻋﻴﻮﺏ ﻓﻲ ﺍﻟﻈﻞ ﺃﻭ ﺍﻟﺼﻮﺭﺓ‪.‬‬
‫ﻭﻓﻲ ﺍﻟﻨﻘﺎﻁ ﺍﻟﺘﻲ ﻻ ﺗﻘﻊ ﻣﺒﺎﺷـﺮﺓ ﺃﺳـﻔﻞ ﺍﻟﻄﺎﺋﺮﺓ ﻳﻮﺟﺪ ﺗﺸـﻮﻳﻪ ﻓﻲ ﺍﻟﺼﻮﺭﺓ‪ ،‬ﻳﻌﺘﻤﺪ ﻣﻘﺪﺍﺭﻩ‬
‫ﻋﻠـﻰ ﹸﺑﻌـﺪ ﺍﻟﻨﻘـﺎﻁ ﻋﻦ ﺍﻟﻤﻮﻗﻊ ﺃﺳـﻔﻞ ﺍﻟﻄﺎﺋـﺮﺓ‪ .‬ﻭﻋﻨﺪﻣﺎ ﺗﺰﻳﺪ ﺍﻟﻤﺴـﺎﻓﺔ ﻣـﻦ ﺍﻟﻜﺎﻣﻴﺮﺍ ﺇﻟﻰ‬
‫‪A‬‬ ‫‪B‬‬
‫ﺍﻟﻤﻨﻄﻘـﺔ ﺍﻟﻤـﺮﺍﺩ ﺗﺼﻮﻳﺮﻫـﺎ ﻳﻘﻞ ﺯﻣﻦ ﻋـﺮﺽ ﺍﻟﺼﻮﺭﺓ ﻋﻠـﻰ ﻓﻴﻠﻢ ﺍﻟﺘﺼﻮﻳﺮ ﻓـﻲ ﺍﻟﻜﺎﻣﻴﺮﺍ‪،‬‬
‫ﺑﺤﺴﺐ ﺍﻟﻌﻼﻗﺔ‪ .sin θ (csc θ - sin θ ) :‬ﺍﻛﺘﺐ ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﺪﻻﻟﺔ ‪ cos θ‬ﻓﻘﻂ‪cos 2 θ .‬‬

‫ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ y = a sin θ t‬ﺗﹸﻤﺜﹼﻞ ﺍﺭﺗﻔﺎﻉ ﺍﻷﻣﻮﺍﺝ ﻋﻠﻰ ﺍﻟﻌﻮﺍﻣﺔ ﻋﻨﺪ ﺍﻟﺰﻣﻦ ‪ t‬ﺑﺎﻟﺜﻮﺍﻧﻲ‪ .‬ﻋ ﹼﺒﺮ ﻋﻦ ‪a‬‬ ‫‪‬‬ ‫‪(21‬‬
‫ﺑﺪﻻﻟﺔ ‪a = y csc θ t . csc θ t‬‬

‫‪26‬‬

‫‪192 A‬‬ ‫‪ 4‬‬

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






































 4 192 B

 
 4 -2 
Verifying Trigonometric Identities

 1

4-2
‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻹﻳﺠﺎﺩ ﻗﻴﻢ‬
.‫ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻭﺗﺒﺴﻴﻄﻬﺎ‬
4-2
‫ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺘﺤﻮﻳﻞ‬
‫ﻃﺮﻑ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻟﻰ ﺍﻟﺸﻜﻞ ﺍﻟﻤﻮﺟﻮﺩ‬
.‫ﻓﻲ ﺍﻟﻄﺮﻑ ﺍﻵﺧﺮ‬
‫ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻣﻦ‬
‫ﺧﻼﻝ ﺗﺤﻮﻳﻞ ﻛﻼ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺇﻟﻰ‬
.‫ﺍﻟﻌﺒﺎﺭﺓ ﻧﻔﺴﻬﺎ‬
4-2
‫ﺍﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ﻹﺛﺒﺎﺕ‬
‫ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺎﺕ ﻣﺜﻠﺜﻴﺔ ﺃﺧﺮ￯ ﺃﻭ‬
.‫ﺗﺒﺴﻴﻄﻬﺎ‬


‫ ﻻﺣﻆ ﺃﻥ ﺟﺴﻤﻪ ﻻ ﻳﻜﻮﻥ‬،R ‫ﻋﻨﺪﻣﺎ ﺭﻛﺾ ﻋﺒﺪﺍﻟﻠﻪ ﻓﻲ ﻣﺴﺎﺭ ﺩﺍﺋﺮﻱ ﻧﺼﻒ ﻗﻄﺮﻩ‬ 
θ ‫ ﺑﻞ ﻳﻤﻴﻞ ﻋﻦ ﺍﻟﺨﻂ ﺍﻟﻌﻤﻮﺩﻱ ﺑﺰﺍﻭﻳﺔ ﺣﺎ ﹼﺩﺓ ﻏﻴﺮ ﺳﺎﻟﺒﺔ ﻫﻲ‬،‫ﻋﻤﻮﺩ ﹼﹰﻳﺎ ﻋﻠﻰ ﺍﻷﺭﺽ‬ 
‫ ﺗﺴﺎﺭﻉ‬g ‫ ﺣﻴﺚ‬، tan θ = _ v2
:‫ ﻭﻳﻤﻜﻦ ﻭﺻﻔﻬﺎ ﺑﺎﻟﻤﻌﺎﺩﻟﺔ‬،‫ﺗﹸﺴﻤﻰ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ‬
gR
.‫ ﺳﺮﻋﺔ ﺍﻟﻌﺪﺍﺀ‬v ‫ ﻭ‬،‫ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬


‫ﻛﻤﺎ ﺗﻮﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺃﺧﺮ￯ ﻳﻤﻜﻦ ﺃﻥ ﺗﺼﻒ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ ﺑﺪﻻﻟﺔ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‬ 
. 0 ≤ θ ≤ 90° ‫ ﺣﻴﺚ‬، sin θ = _v2
cos θ :‫ ﻛﺎﻟﻤﻌﺎﺩﻟﺔ‬،￯‫ﺃﺧﺮ‬
gR 

‫ ﺃﻡ ﺃﻧﻬﻤﺎ ﺻﻴﻐﺘﺎﻥ ﻟﻠﻌﻼﻗﺔ‬،‫ﺑﻌﻀﺎ‬
‫ﻫﻞ ﺗﺨﺘﻠﻒ ﻫﺎﺗﺎﻥ ﺍﻟﻤﻌﺎﺩﻟﺘﺎﻥ ﻛﻠ ﹼﹰﻴﺎ ﻋﻦ ﺑﻌﻀﻬﻤﺎ ﹰ‬
‫ﻧﻔﺴﻬﺎ؟‬

‫ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺗﻌﺮﻳﻒ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
.‫ ﺟﻤﻴﻌﻬﺎ‬θ ‫ ﻳﻌﻨﻲ ﺇﺛﺒﺎﺕ ﺻﺤﺘﻬﺎ ﻟﻘﻴﻢ‬،‫ ﻭﺟﺪﻳﺮ ﺑﺎﻟﺬﻛﺮ ﺃﻥ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ‬.‫ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
‫ﻹﺛﺒﺎﺕ ﹼ‬
 
 
 
 1 
_ sin2 θ

= 1 + cos θ ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬
1 - cos θ 
_ 
sin2 θ
 
1 - cos θ

=_
sin 2 θ (1) 
·_
1 + cos θ

1 + cos θ
1 - cos θ 1 + cos θ

sin 2 θ (1 + cos θ)
(1 + cos θ)(1 - cos θ) = 1 - cos 2 θ = __
2 1 - cos θ
 2 sin 2 θ = 1 - cos 2 θ
sin 2 θ (1 + cos θ)
= __
2 sin θ

 
sin 2 θ = 1 + cos θ 

= ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬
.“‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟‬
 
‫ﺃﻱ ﺍﻟﻤﺘﻐﻴﺮﺍﺕ ﻳﻈﻬﺮ ﻓﻲ ﺑﺴﻂ ﺍﻟﻄﺮﻑ‬ ‫• ﹼ‬ .‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬. cot 2 θ - cos 2 θ = cot 2 θ cos 2 θ (1
‫ﺍﻷﻳﻤﻦ ﻣﻦ ﻣﻌﺎﺩﻟﺔ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻼﻥ؟ ﻭﺃﻳﻬﺎ‬
‫ ﻓﻲ‬g , R ،‫ ﻓﻲ ﺍﻟﺒﺴﻂ‬v ‫ﻳﻈﻬﺮ ﻓﻲ ﺍﻟﻤﻘﺎﻡ؟‬
193  4 - 2 
‫ﺍﻟﻤﻘﺎﻡ‬
‫ ﺑﺪﻻﻟﺔ‬tan θ ‫• ﻛﻴﻒ ﺗﺴﺘﻄﻴﻊ ﺍﻟﺘﻌﺒﻴﺮ ﻋﻦ‬
tan θ = _sin θ
‫؟‬cos θ ‫ ﻭ‬sin θ
cos θ
_ ‫_ ؟‬2 ‫_ ﺃﻭ‬ ‫_ ﻳﺴﺎﻭﻱ‬
v2 gR v2
gR gR
sin θ
cos θ
‫ﻫﻞ‬ •
v


cot2 θ - cos2 θ = (1
_
cos2 θ
- cos2 θ =
sin2 θ

cos2 θ (_ 1
2
sin θ
- 1) =

cos2 θ(csc2 θ - 1)

cot2 θ cos2 θ

193  4 - 2

 .‫ ﻻ ﺑﺪ ﻣﻦ ﺗﺤﻮﻳﻞ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻌﻄﺎﺓ ﺣﺘﻰ ﺗﻄﺎﺑﻖ ﺃﺣﺪ ﺍﻟﺒﺪﺍﺋﻞ‬،‫ﻋﻨﺪ ﺣﻞ ﺃﺳﺌﻠﺔ ﺍﻻﺧﺘﻴﺎﺭ ﻣﻦ ﻣﺘﻌﺪﺩ ﻓﻲ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
 
 2
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ " ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ " ﺑﻌﺪ‬
_
‫ ؟‬cos θ csc θ
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ‬ ‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬
tan θ
2
.‫ﻟﻠﻤﻔﺎﻫﻴﻢ‬
cot θ C cot θ A

csc 2 θ D csc θ B
 

‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺔ ﻣﻦ‬1 
.‫ﺧﻼﻝ ﺗﺤﻮﻳﻞ ﺃﺣﺪ ﻃﺮﻓﻴﻬﺎ‬
‫ ﻟﺬﺍ‬.csc θ ‫ ﺃﻭ‬cot θ ‫ﺗﺘﻀﻤﻦ ﺇﻣﺎ‬
‫ﹼ‬ ‫ ﻻﺣﻆ ﺃﻥ ﺟﻤﻴﻊ ﺍﻟﺒﺪﺍﺋﻞ ﺍﻟﻤﻌﻄﺎﺓ‬.‫ﺍﻟﻤﻄﻠﻮﺏ ﺇﻳﺠﺎﺩ ﻋﺒﺎﺭﺓ ﻣﻜﺎﻓﺌﺔ ﻟﻠﻌﺒﺎﺭﺓ ﺍﻷﺻﻠﻴﺔ‬ ‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﻳﺠﺎﺩ ﻋﺒﺎﺭﺓ ﺗﻜﺎﻓﺊ ﻋﺒﺎﺭﺓ‬2 
‫ﺑﺎﻟﺪﻭﺍﻝ ﱠ‬
.￯‫ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ ﺃﺧﺮ‬ ‫ﱢ‬ ‫ﺍﻋﻤﻞ ﻋﻠﻰ ﺃﻥ ﺗﺴﺘﺒﺪﻝ‬
.‫ﻣﺜﻠﺜﻴﺔ ﻣﻌﻄﺎﺓ‬
 

.‫ﺣﻮﻝ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻟﻤﻌﻄﺎﺓ ﺣﺘﻰ ﺗﻄﺎﺑﻖ ﺇﺣﺪ￯ ﺍﻟﺒﺪﺍﺋﻞ‬

‫ﹼ‬ 

_ cos θ _
1
  ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬ 1
, tan θ = _ _ =_
1 sin θ cos θ csc θ sin θ
csc θ = 
tan θ _
.cscθ cosθ tanθ =1
sin θ cos θ sin θ
cos θ  θ
 
_
cos θ  ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ‬ csc θ cos θ tan θ
 =_
sin θ θ
_
sin θ

=_ . cosθ._
cos θ
csc θ = _
1 1 sinθ
,
sin θ sinθ cosθ
 =_
cos θ _
· cos θ _
tan θ = sin θ
sin θ sin θ cos θ
=1 
_
cot θ = cos θ = cot θ · cot θ
sin θ ‫ﻭﻳﺴﺎﻭﻱ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬

 = cot 2 θ
 2
‫ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ‬
.C ‫ﺍﻟﺠﻮﺍﺏ ﻫﻮ‬
A‫_؟‬ csc θ
- tan θ
cos θ

0 C cot θ A
C ‫ ؟‬tan 2 θ (cot 2 θ - cos 2 θ ) ‫( ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻳﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ‬2
cos2 θ D __
1 - sin θ
B
cos 2 θ C cot 2 θ A cos2 θ
sin 2 θ D tan 2 θ B

 4  194

M D E

‫ ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺍﻟﻌﻤﻞ ﻣ ﹰﻌﺎ ﻹﺛﺒﺎﺕ ﺻﺤﺔ‬،‫ﻭﺯﻉ ﺍﻟﻄﻼﺏ ﻓﻲ ﻣﺠﻤﻮﻋﺎﺕ ﺛﻨﺎﺋﻴﺔ‬ ‫ ﱢ‬
‫ ﻭ ﻳﻘﺎﺭﻧﻮﺍ ﺑﻴﻦ ﻗﺎﺋﻤﺔ‬،‫ ﻭﺃﻥ ﻳﺴﺠﻠﻮﺍ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺍﻟﺘﻲ ﻭﺟﺪﻭﻫﺎ ﻣﻔﻴﺪﺓ‬.1–10 ‫ﺑﻌﺾ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﻓﻲ ﺍﻷﺳﺌﻠﺔ‬
‫ﺃﻱ ﺍﻻﺳﺘﺮﺍﺗﻴﺠﻴﺎﺕ ﺛﺒﺖ‬ ‫ ﹼ‬:‫ ﻭﺍﺳﺄﻟﻬﻢ‬.‫ﺍﺳﺘﺮﺍﺗﻴﺠﻴﺎﺗﻬﻢ ﻭﺍﻟﻘﺎﺋﻤﺔ ﺍﻟﻤﻘﺘﺮﺣﺔ ﻓﻲ ﻧﻬﺎﻳﺔ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ ﻣﻦ ﻛﺘﺎﺏ ﺍﻟﻄﺎﻟﺐ‬
‫ﻧﺠﺎﺣﻬﺎ؟ ﻭﺃﻳﻬﺎ ﻓﺸﻞ؟ ﻭﻟﻤﺎﺫﺍ؟‬

 4 194

 ‫ﹸﺤﻮﻝ ﻛﻞ ﻃﺮﻑ ﻓﻲ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺑﺼﻮﺭﺓ ﻣﻨﻔﺼﻠﺔ‬‫ ﻓﻲ ﺑﻌﺾ ﺍﻷﺣﻴﺎﻥ ﻳﻜﻮﻥ ﻣﻦ ﺍﻷﺳﻬﻞ ﺃﻥ ﺗ ﹼ‬
 :‫ ﻭﺍﻻﻗﺘﺮﺍﺣﺎﺕ ﺍﻵﺗﻴﺔ ﺭﺑﻤﺎ ﺗﻜﻮﻥ ﻣﻔﻴﺪﺓ ﻓﻲ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬.‫ﺇﻟﻰ ﺻﻮﺭﺓ ﻣﺸﺘﺮﻛﺔ‬
‫ ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺔ ﻣﺜﻠﺜﻴﺔ‬3 
‫ﻣﻦ ﺧﻼﻝ ﺗﺤﻮﻳﻞ ﻛﻞ ﻃﺮﻑ ﻣﻦ ﻃﺮﻓﻴﻬﺎ ﺇﻟﻰ‬  
.‫ﺻﻴﻐﺔ ﻣﺸﺘﺮﻛﺔ‬  •

  •

   •
       •

‫ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ 3
csc θ + sec θ = __
1 + cot θ  3  
cos θ
cos θ cot θ = csc θ - sin θ ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬ 
.‫ﺗﻤﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ‬ 
‫ﻧﺒﺴﻂ ﺍﻟﻄﺮﻑ ﺍﻷﻳﺴﺮ‬
‫ﱢ‬  
csc θ + sec θ  __
1 + cot θ 
cot θ = _
cos θ
cos θ cot θ = cos θ . _cos θ
cos θ sin θ sin θ 
_
cos θ  = _cos 2 θ 
1+ sin θ 
_ + _  __
1 1 sin θ
‫ﻧﺒﺴﻂ ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ‬
‫ﱢ‬ 
sin θ cos θ cos θ
csc θ = _ csc θ - sin θ = _
1
sin θ 1 + _ ( )
1
cos θ - sin θ
sin θ sin θ
__
cos θ + sin θ
 ___ sin θ
_ sin 2 θ
sin θ cos θ sin θ cos θ  = 1-
sin θ

__
cos θ + sin θ __
sin θ + cos θ sin 2 θ + cos 2 θ = 1 =_
cos 2 θ
=  sin θ
sin θ cos θ sin θ cos θ
.‫ ﻓﺎﻟﻄﺮﻓﺎﻥ ﻣﺘﺴﺎﻭﻳﺎﻥ‬،‫ﺑﻤﺎ ﺃﻥ ﺍﻟﻄﺮﻓﻴﻦ ﻳﺴﺎﻭﻳﺎﻥ ﺍﻟﻤﻘﺪﺍﺭ ﻧﻔﺴﻪ‬

.‫ ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬.csc 2 θ - cot 2 θ = cot θ tan θ (3
 3
  ✓ .‫( ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‬1-10, 12-23 
‫ ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬1– 15 ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ‬ cos θ = sin θ cot θ (8 ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
1 :‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻵﺗﻴﺔ‬
.‫ﺍﻟﻄﻼﺏ‬ cos2 θ + tan2 θ cos2 θ = 1 (1
(sin θ - 1)(tan θ + sec θ) = -cos θ (9
‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬ cot θ (cot θ + tan θ) = csc2 θ (2
cos θ cos (-θ) - sin θ sin (-θ) = 1 (10
‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺑﺤﺴﺐ‬
1 + sec2 θ sin2 θ = sec2 θ (3
‫_؟‬
2
tan θ + 1
.‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‬ 2
‫ ﺃﻱ ﻋﺒﺎﺭﺓ ﻣﻤﺎ ﻳﺄﺗﻲ ﺗﻜﺎﻓﺊ ﺍﻟﻌﺒﺎﺭﺓ‬ (11
tan θ
sin θ sec θ cot θ = 1 (4
D 2

 cos 2 θ C sin 2 θ A

1_- cos θ
1 + cos θ
= (csc θ - cot θ)2 (5

1_- 2 cos2 θ
csc2 θ - cot2 θ  cot θ tan θ (3 = tan θ - cot θ (6
csc 2 θ D tan 2 θ B sin θ cos θ

tan θ = _
sec θ
(7
_
1
-__·_
cos2 θ cos θ sin θ csc θ
sin2 θ sin2 θ sin θ cos θ
195  4 - 2 
__
1 - cos2 θ
1
sin2 θ

_
sin2 θ
1
sin2 θ 
1=1 
 
50-51 ،46-47 ،44 ،25-40 ،1-15 ‫ﻣﺒﺘﺪﺉ‬ E
49-51 ، 42–47 ،(‫ )ﺯﻭﺟﻲ‬18-40 ،(‫ )ﻓﺮﺩﻱ‬1-15 ‫ﻣﺘﻘﺪﻡ‬ D
16-51 ‫ ﻣﺘﻘﻦ‬M

195  4 - 2

 ‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﻌﺒﺎﺭﺍﺕ ﺍﻵﺗﻴﺔ‪ ،‬ﻟﺘﺤﺼﻞ ﻋﻠﻰ ﺍﻟﻨﺎﺗﺞ ‪ 1‬ﺃﻭ ‪: -1‬‬ ‫ﹼ‬ ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻵﺗﻴﺔ‪3 :‬‬
‫‪1 cot (-θ) tan(-θθ ) (26‬‬ ‫_‪sec θ - tan θ = 1‬‬
‫‪- sin θ‬‬
‫‪(12‬‬
‫‪‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 43‬ﺍﻟﺘﻤﺜﻴﻞ‬
‫‪cos θ‬‬

‫‪-1 sin θ csc (-θθ ) (27‬‬ ‫__‬

‫ﺍﻟﺒﻴﺎﻧﻲ ﻭﺍﻟﺘﺤﻠﻴﻞ‪ ،‬ﻟﻴﺘﻮﺻﻠﻮﺍ ﺇﻟﻰ ﺍﻟﺼﻴﻐﺔ‬
‫‪1 + tan θ‬‬
‫‪= sec θ (13‬‬
‫‪sin θ + cos θ‬‬
‫‪1 sin 2 (-θ) + cos 2 (-θθ ) (28‬‬ ‫ﺍﻟﻌﺎﻣﺔ ﻟﺤﻞ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ‪.1 = 2 sin x‬‬
‫‪sec θ csc θ = tan θ + cot θ (14‬‬
‫‪sec (-θ‬‬ ‫‪θ ) 1 (29‬‬
‫‪θ ) cos (-θ‬‬
‫__ = ‪sin θ + cos θ‬‬
‫‪2 sin θ - 1‬‬ ‫‪2‬‬
‫‪(15‬‬
‫‪1 sec 2 (-θ) - tan 2 (-θθ ) (30‬‬
‫‪sin θ - cos θ‬‬
‫‪ 4‬‬
‫‪(sin θ + cos θ)2 = __ (16‬‬
‫‪2 + sec θ csc θ‬‬
‫_( ‪-1 cot (-θθ ) cot‬‬
‫‪π‬‬
‫‪- θ) (31‬‬ ‫‪sec θ csc θ‬‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻛﺘﺎﺑﺔ ﻛﻴﻒ‬
‫‪2‬‬

‫‪1 cos (-θθ ) sec θ (32‬‬ ‫_‬ ‫‪cos θ‬‬

‫‪1 - sin θ‬‬
‫‪= _ (17‬‬
‫‪1 + sin θ‬‬
‫‪cos θ‬‬
‫ﺳﺎﻋﺪﻫﻢ ﺗﻌ ﹼﻠﻢ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺍﻷﺳﺎﺳﻴﺔ‬
‫ﻓﻲ ﺍﻟﺪﺭﺱ )‪ (4-1‬ﻓﻲ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺎﺕ‬
‫‪-1 sin (-θθ ) csc θ (33‬‬ ‫_ = ‪csc θ - 1‬‬
‫‪cot2 θ‬‬
‫‪(18‬‬
‫‪csc θ + 1‬‬
‫ﺃﻛﺜﺮ ﺗﻌﻘﻴﺪﹰ ﺍ ﻓﻲ ﺩﺭﺱ ﺍﻟﻴﻮﻡ‪.‬‬
‫ﺑﺴﻂ ﹼﹰ‬
‫ﻛﻼ ﻣﻤﺎ ﻳﺄﺗﻲ ﺇﻟﻰ ﻗﻴﻤﺔ ﻋﺪﺩﻳﺔ‪ ،‬ﺃﻭ ﺇﻟﻰ ﺩﺍﻟﺔ ﻣﺜﻠﺜﻴﺔ ﺃﺳﺎﺳﻴﺔ‪:‬‬ ‫ﹼ‬ ‫‪csc2 θ - cot2 θ = sec2 θ - tan2 θ (19‬‬

‫‪cos θ‬‬
‫_ ‪tan‬‬
‫__‬ ‫(‬‫‪π‬‬
‫‪2‬‬
‫‪- θ csc θ‬‬‫)‬ ‫‪‬‬
‫_‬
‫‪2‬‬
‫‪(34‬‬ ‫‪sin θ cos θ tan θ + cos2 θ = 1 (20‬‬
‫‪csc θ‬‬ ‫‪gx‬‬ ‫‪2‬‬
‫‪2‬‬
‫_‪1‬‬‫‪+ tan θ‬‬
‫‪y=-‬‬ ‫‪(1 + tan‬‬ ‫‪θ) + x tan θ (41‬‬
‫‪tan θ‬‬ ‫‪(35‬‬ ‫‪sec θ -cos θ = tan θ sin θ (21‬‬ ‫‪2v02‬‬
‫‪1 + cot θ‬‬
‫‪ sin2 θ - cos2 θ = 2 sin2 θ (44‬؛ ﻷﻥ‬
‫__‬ ‫ﺑﺎﻗﻲ ﺍﻟﻤﻌﺎﺩﻻﺕ ﻫﻲ ﻣﺘﻄﺎﺑﻘﺎﺕ‬
‫‪2‬‬
‫‪sec‬‬ ‫‪θ - tan 2 θ‬‬
‫‪1‬‬ ‫‪(36‬‬ ‫‪csc2‬‬ ‫=‪θ‬‬ ‫‪cot2‬‬ ‫‪θ + sin θ csc θ (22‬‬
‫‪cos 2 x + sin 2 x‬‬
‫ﻓﻴﺜﺎﻏﻮﺭﺱ ﻭﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﻟﻴﺴﺖ ﻣﻨﻬﺎ‪.‬‬
‫‪sin θ tan θ cos θ (37‬‬ ‫__‬
‫‪sec‬‬ ‫‪θ - csc θ‬‬
‫‪= sin θ - cos θ (23‬‬
‫‪csc θ sec θ‬‬
‫‪ (46‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻫﻞ ﺍﺳﺘﻌﻤﻠﺖ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‬
‫‪1 cot θ tan θ (38‬‬
‫‪P‬‬ ‫‪   (24‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺸﻜﻞ ﺍﻟﻤﺠﺎﻭﺭ ﺇﺣﺪ￯‬ ‫‪sin2 θ + cos2 θ = 1‬؟‬
‫ﺍﻷﻟﻌﺎﺏ‪ .‬ﻓﻌﻨﺪﻣﺎ ﺗﺪﻭﺭ ﺍﻟﻜﺮﺓ ﺣﻮﻝ ﺍﻟﻌﻤﻮﺩ‬
‫‪ (47‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﻷﻧﻬﻤﺎ ﺃﻛﺜﺮ ﺩﺍﻟﺘﻴﻦ‬
‫‪θ‬‬
‫‪L‬‬ ‫ﺑﺴﺮﻋﺔ ﺯﺍﻭﻳﺔ ‪) ω‬ﺍﻹﺯﺍﺣﺔ ﺍﻟﺰﺍﻭ ﹼﻳﺔ ﻣﻘﺴﻮﻣﺔ‬
‫_( ‪1 sec θ sin‬‬
‫‪π‬‬
‫‪- θ) (39‬‬ ‫ﻣﺜﻠﺜﺘﻴﻦ ﺷﻴﻮ ﹰﻋﺎ‪.‬‬
‫‪2‬‬ ‫‪S‬‬ ‫ﺗﻜﻮﻥ ﻣﻊ‬
‫ﻋﻠﻰ ﺍﻟﺰﻣﻦ ﺍﻟﻤﺴﺘﻐﺮﻕ(‪ ،‬ﻓﺈﻧﻬﺎ ﹼ‬
‫‪O‬‬ ‫ﺍﻟﺤﺒﻞ ﹰ‬
‫ﺷﻜﻼ ﻣﺨﺮﻭﻃ ﹼﹰﻴﺎ‪ .‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ‬
‫‪2 (sec 2 θ + csc 2 θ) - (tan 2 θ + cot 2 θ) (40‬‬ ‫‪ω‬‬ ‫ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ﻃﻮﻝ ﺍﻟﺤﺒﻞ ‪ L‬ﻭﺍﻟﺰﺍﻭﻳﺔ‬ ‫‪ (48‬ﺑﻤﺎ ﺃﻥ ‪ α, β‬ﺯﺍﻭﻳﺘﺎﻥ ﻣﺘﺘﺎﻣﺘﺎﻥ ﻓﺈﻥ‬
‫ﺍﻟﻤﺤﺼﻮﺭﺓ ﺑﻴﻦ ﺍﻟﺤﺒﻞ ﻭﺍﻟﻌﻤﻮﺩ ‪ θ‬ﺗﹸﻌﻄﻰ‬ ‫= ‪cos α + cos 2 β‬‬
‫‪2‬‬
‫‪  (41‬ﻋﻨﺪ ﺇﻃﻼﻕ ﺍﻷﻟﻌﺎﺏ ﺍﻟﻨﺎﺭﻳﺔ ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ‪ ،‬ﻓﺈﻥ ﺍﺭﺗﻔﺎﻉ‬
‫ﺑﺎﻟﺼﻴﻐﺔ‪ ، L = _ :‬ﺣﻴﺚ ‪ g‬ﺗﺴﺎﺭﻉ‬
‫‪g sec θ‬‬
‫ﺍﻷﻟﻌﺎﺏ ‪ y‬ﻭﺍﻹﺯﺍﺣﺔ ﺍﻷﻓﻘﻴﺔ ‪ x‬ﺗﺮﺗﺒﻄﺎﻥ ﺑﺎﻟﻌﻼﻗﺔ‪ :‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪ω2‬‬ ‫)‪= cos 2 α + cos 2 (90 - α‬‬
‫‪-g x 2‬‬
‫_ =‪L‬‬
‫‪g tan θ‬‬
‫_ ‪ ، y = _ +‬ﺣﻴﺚ ‪ v‬ﻫﻲ ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ‬ ‫‪x sin θ‬‬ ‫ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﻭﻳﺴﺎﻭﻱ ‪ ،9.8 m/s2‬ﻓﻬﻞ ﺍﻟﺼﻴﻐﺔ‬
‫‪0‬‬
‫‪2v 0 2 cos 2 θ‬‬ ‫‪cos θ‬‬ ‫‪2‬‬
‫‪ω sin θ‬‬ ‫‪= cos 2 α + sin 2 α‬‬
‫ﻟﻠﻤﻘﺬﻭﻓﺎﺕ‪ θ ،‬ﺯﺍﻭﻳﺔ ﺍﻹﻃﻼﻕ‪ g ،‬ﺗﺴﺎﺭﻉ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ‪ .‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ‬ ‫ﺃﻳﻀﺎ ﺗﹸﻤ ﹼﺜﻞ ﺍﻟﻌﻼﻗﺔ ﺑﻴﻦ ‪ L , θ‬؟ ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻫﻲ ﹰ‬
‫ﻫﺬﻩ ﺍﻟﻌﻼﻗﺔ ﺑﺤﻴﺚ ﻻ ﺗﻈﻬﺮ ﻓﻴﻬﺎ ﻧﺴﺐ ﻣﺜﻠﺜﻴﺔ ﺳﻮ￯ ‪.tan θ‬‬ ‫ﻧﻌﻢ؛ ﻟﻠﺘﻮﺿﻴﺢ ﺍﻧﻈﺮ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬ ‫‪=1‬‬
‫‪  (25‬ﻣﻀﻤﺎﺭ ﺳﺒﺎﻕ ﻧﺼﻒ ﻗﻄﺮﻩ ‪ .16.7 m‬ﺇﺫﺍ ﺭﻛﺾ ﺃﺣﺪ ﺍﻟﻌﺪﹼ ﺍﺋﻴﻦ‬
‫ﻓﻲ ﻫﺬﺍ ﺍﻟﻤﻀﻤﺎﺭ‪ ،‬ﻭﻛﺎﻥ ﺟﻴﺐ ﺯﺍﻭﻳﺔ ﻣﻴﻠﻪ ‪ θ‬ﻳﺴﺎﻭﻱ ‪، _1‬‬
‫‪4‬‬
‫‪y‬‬ ‫ﻓﺄﻭﺟﺪ ﺳﺮﻋﺔ ﺍﻟﻌﺪﹼ ﺍﺀ‪.‬‬
‫‪ ‬ﺃﻭﺟﺪ ‪ cos θ‬ﹰ‬
‫ﺃﻭﻻ‪ ،‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺻﻴﻐﺔ ﺯﺍﻭﻳﺔ ﺍﻟﻤﻴﻞ ﺍﻟﻮﺍﺭﺩﺓ ﻓﻲ‬
‫‪θ‬‬ ‫ﻓﻘﺮﺓ " ﻟﻤﺎﺫﺍ؟ " ‪6.5 m/s .‬‬
‫‪x‬‬

‫‪‬‬ ‫‪4 ‬‬ ‫‪196‬‬

‫‪‬‬
‫‪ ‬ﻳﻤﻜﻦ ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺔ ﺑﺘﺤﻮﻳﻞ ﺃﺣﺪ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺃﻭ ﻛﻠﻴﻬﻤﺎ ﻓﻲ‬
‫ﺍﻟﻮﻗﺖ ﻧﻔﺴﻪ‪ .‬ﻭﺭﺑﻤﺎ ﻳﻔﻀﻞ ﺑﻌﺾ ﺍﻟﻄﻼﺏ ﺗﺤﻮﻳﻞ ﺃﺣﺪ ﺍﻟﻄﺮﻓﻴﻦ ﺗﺠﻨ ﹰﺒﺎ ﻟﻠﺘﺸﻮﻳﺶ‪.‬‬

‫‪ 4‬‬ ‫‪196‬‬

 ‫‪‬‬ ‫‪  (42‬ﻋﻨﺪ ﻣﺮﻭﺭ ﺗﻴﺎﺭ ﻣﺘﺮ ﹼﺩﺩ ﻣﻦ ﺧﻼﻝ ﻣﻘﺎﻭﻣﺔ ‪ ، R‬ﻓﺈﻥ ﺍﻟﻘﺪﺭﺓ‬
‫‪ ، P = I 0 2R sin 2 2π‬ﺣﻴﺚ ‪f‬‬
‫‪ P‬ﺑﻌﺪ ‪ t‬ﻣﻦ ﺍﻟﺜﻮﺍﻧﻲ ﺗﹸﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ‪π f t :‬‬
‫ﺍﻟﺘﺮﺩﺩ ‪ I 0 ،‬ﺃﻋﻠﻰ ﻗﻴﻤﺔ ﻟﻠﺘﻴﺎﺭ‪.‬‬
‫‪  (50‬ﺃﻱ ﻣﻤﺎ ﻳﺄﺗﻲ ﻻ ﻳﻜﺎﻓﺊ ‪، cos θ‬‬ ‫‪ (a‬ﺍﻛﺘﺐ ﺻﻴﻐﺔ ﻟﻠﻘﺪﺭﺓ ﺑﺪﻻﻟﺔ ‪. cos 2 2π f t‬‬
‫_ < ‪0 < θ‬؟ ‪D‬‬ ‫‪π‬‬
‫‪2‬‬
‫ﺣﻴﺚ‬
‫=‪P‬‬ ‫_‬
‫‪I R‬‬ ‫‪0‬‬
‫‪2‬‬
‫‪ (b‬ﺍﻛﺘﺐ ﺻﻴﻐﺔ ﻟﻠﻘﺪﺭﺓ ﺑﺪﻻﻟﺔ ‪. csc 2 2π f t‬‬
‫‪csc 2 2π‬‬
‫‪πft‬‬
‫‪cot θ sin θ C‬‬ ‫__‬
‫‪cos θ‬‬
‫‪A‬‬ ‫‪P = I 0 2 R (1 - cos 2 2πf‬‬ ‫‪πf t) (42a‬‬
‫‪π‬‬
‫‪cos 2θ+sin2θ‬‬ ‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ ‪ ،‬ﺳﺘﻜﺘﺸﻒ ﻃﺮﻳﻘﺔ ﺣﻞ‬ ‫‪(43‬‬
‫ﻣﻌﺎﺩﻟﺔ ﻣﺜﻞ ‪. 1= 2 sin x‬‬
‫‪tan θ csc θ D‬‬ ‫_‬
‫‪1-sin‬‬‫‪2θ‬‬
‫‪B‬‬
‫‪cosθ‬‬ ‫‪   (a‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺴﺎﺑﻘﺔ ﺑﺤﻴﺚ ﺗﻜﻮﻥ ‪ sin x‬ﻓﻘﻂ ﻓﻲ‬
‫_‬
‫ﺃﺣﺪ ﺍﻟﻄﺮﻓﻴﻦ‪sin x = 1 (43a .‬‬
‫‪  (51‬ﺃﺛﺒﺖ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺘﺎﻟﻴﺔ ﺗﻤ ﱢﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ‪:‬‬ ‫‪2‬‬
‫‪3‬‬ ‫‪3‬‬
‫‪sin θ cos θ + cos θ sin θ = sin θ cos θ‬‬
‫ﻣﺴﺘﻌﻤﻼ ﺍﻟﺤﺎﺳﺒﺔ ﺍﻟﺒﻴﺎﻧﻴﺔ‪ ،‬ﻣ ﱢﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﻃﺮﻓﻲ ﺍﻟﻤﻌﺎﺩﻟﺔ‬ ‫ﹰ‬ ‫‪  (b‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﻟﺘﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓﻲ ﺍﻟﻔﺮﻉ )‪(a‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ ﻛﺪﺍﻟﺔ ﻓﻲ ﺍﻟﻤﺠﺎﻝ ‪0 ≤ x < 2 π‬‬
‫ﻭﻓﻲ ﺍﻟﻤﺴﺘﻮ￯ ﺍﻹﺣﺪﺍﺛﻲ ﻧﻔﺴﻪ‪ .‬ﺛﻢ ﺣﺪﺩ ﺟﻤﻴﻊ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ‬
‫ﺑﻴﻨﻬﻤﺎ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ‪ x‬ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬

‫ﻛﻼ ﻣـﻦ ﻃﺮﻓـﻲ‬ ‫ﻣﺴـﺘﻌﻤﻼ ﺍﻟﺤﺎﺳـﺒﺔ ﺍﻟﺒﻴﺎﻧﻴـﺔ‪ ،‬ﻣ ﱢﺜـﻞ ﹼﹰ‬

‫ﹰ‬ ‫‪  (c‬‬
‫ﺍﻟﻤﻌﺎﺩﻟـﺔ ﺍﻟﺘـﻲ ﺃﻭﺟﺪﺗﻬﺎ ﻓـﻲ ﺍﻟﻔـﺮﻉ )‪ (a‬ﺑﻴﺎﻧ ﹼﹰﻴﺎ‪ ،‬ﻛﺪﺍﻟﺔ ﻓـﻲ ﺍﻟﻤﺠﺎﻝ‬
‫‪ -2 π < x < 2 π‬ﻭﻓـﻲ ﺍﻟﻤﺴـﺘﻮ￯ ﺍﻹﺣﺪﺍﺛـﻲ ﻧﻔﺴـﻪ‪ ،‬ﺛـﻢ ﺣـﺪﺩ‬
‫ﺟﻤﻴﻊ ﻧﻘﺎﻁ ﺍﻟﺘﻘﺎﻃﻊ ﺑﻴﻨﻬﻤﺎ ‪ ،‬ﻭﺃﻭﺟﺪ ﻗﻴﻢ ‪ x‬ﺑﺎﻟﺮﺍﺩﻳﺎﻥ‪.‬‬

‫ﺧﻤﻦ ﺍﻟﺼﻴﻐﺔ ﺍﻟﻌﺎﻣﺔ ﻟﺤﻠﻮﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ‪ .‬ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪.‬‬

‫‪   (d‬ﱢ‬
‫‪ 43b-d‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻻﺟﺎﺑﺎﺕ‪.‬‬

‫‪‬‬
‫‪  (44‬ﺣﺪﹼ ﺩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﻤﺨﺘﻠﻔﺔ ﻋﻦ ﺍﻟﻤﻌﺎﺩﻻﺕ‬
‫ﺍﻟﺜﻼﺙ ﺍﻷﺧﺮ￯‪ .‬ﻭﺿﺢ ﺇﺟﺎﺑﺘﻚ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‬

‫‪1 + cot 2 θ = csc 2 θ‬‬ ‫‪sin 2 θ + cos 2 θ = 1‬‬

‫‪tan 2 θ + 1 = sec 2 θ‬‬ ‫‪sin 2 θ - cos 2 θ = 2 sin 2 θ‬‬

‫‪  (45‬ﺑ ﹼﻴﻦ ﻟﻤﺎﺫﺍ ﺗﹸﻌﺪﹼ ‪ sin 2 θ + cos 2 θ = 1‬ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﻭﻟﻜﻦ‬

‫‪ sin θ = √1‬ﻟﻴﺴﺖ ﻣﺘﻄﺎﺑﻘﺔ‪ .‬ﻣﺜﺎﻝ ﻣﻀﺎﺩ‪45° , 30° :‬‬
‫‪- cos θ‬‬

‫‪ ‬ﻳﺠﺪ ﺯﻣﻴﻠﻚ ﺻﻌﻮﺑﺔ ﻓﻲ ﺑﺮﻫﻨﺔ ﻣﺘﻄﺎﺑﻘﺔ ﻣﺜﻠﺜﻴﺔ ﺗﺘﻀﻤﻦ‬ ‫‪  (46‬‬
‫ﺳﺆﺍﻻ ﻗﺪ ﻳﺴﺎﻋﺪﻩ ﻓﻲ ﺫﻟﻚ‪.‬‬ ‫ﹰ‬ ‫ﻗﻮ￯ ﺩﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‪ .‬ﺍﻛﺘﺐ‬
‫‪ (46‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬
‫‪46 - 47‬‬
‫ﻣﻮﺿﺤﺎ ﻟﻤﺎﺫﺍ ﹸﻳﻔﻀﻞ ﺇﻋﺎﺩﺓ ﻛﺘﺎﺑﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﹰ‬ ‫‪  (47‬ﺍﻛﺘﺐ‬
‫ﺑﺪﻻﻟﺔ ﺍﻟﺠﻴﺐ )‪ (sin θ‬ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ )‪ (cos θ‬ﻓﻲ ﻣﻌﻈﻢ ﺍﻷﺣﻴﺎﻥ‪.‬‬

‫‪ ‬ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ‪ α, β‬ﺯﺍﻭﻳﺘﺎﻥ ﻣﺘﺘﺎﻣﺘﺎﻥ‪ ،‬ﻓﺒﺮﻫﻦ ﺃﻥ‪:‬‬

‫‪‬‬ ‫‪(48‬‬
‫‪ .cos 2 α + cos 2 β = 1‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬

‫‪  (49‬ﺑﺮﻫﻦ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺘﻲ ﻓﻴﺜﺎﻏﻮﺭﺱ ﺍﻟﺜﺎﻧﻴﺔ ﻭﺍﻟﺜﺎﻟﺜﺔ‪.‬‬

‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪197‬‬ ‫‪‬‬ ‫‪4 - 2 ‬‬

‫‪M‬‬ ‫‪‬‬
‫‪ ‬ﺍﻟﻤﻌﺎﺩﻟﺔ ‪ sin x + cos x = 1‬ﻟﻴﺴﺖ ﻣﺘﻄﺎﺑﻘﺔ‪ ،‬ﻣﻤﺎ ﻳﻌﻨﻲ ﺃﻧﻬﺎ ﻟﻴﺴﺖ ﺻﺤﻴﺤﺔ ﻟﻜﻞ ﻗﻴﻢ ‪ x‬؛ ﻟﺬﺍ ﺃﻭﺟﺪ ﻗﻴﻢ‬
‫‪‬‬
‫‪ x‬ﺍﻟﺘﻲ ﺗﺠﻌﻞ ﻫﺬﻩ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺻﺤﻴﺤﺔ‪) 0° + k ­ 360° .‬ﺃﻭ( ‪ ،90° + k ­ 360°‬ﺣﻴﺚ ‪ k‬ﺃﻱ ﻋﺪﺩ ﺻﺤﻴﺢ‪.‬‬

‫‪197‬‬ ‫‪‬‬ ‫‪4 - 2‬‬

 

4 - 2

 M      D      E

 M  D  E (27)

 4-2

‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
:‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻵﺗﻴﺔ‬
_
cos 2 θ
=1 (2 _
sin 2 θ + cos 2 θ
= sec 2 θ (1
1 - sin 2 θ cos 2 θ
2
cos θ
_ sin 2 θ + cos 2 θ
__ =
1 - sin 2 θ cos 2 θ
2
cos θ _ 1
=_ 2 cos 2 θ
=
cos θ
=1 sec 2 θ
tan4 θ + 2 tan2 θ + 1 = sec4 θ (4 (1 + sin θ)(1 - sin θ) = cos2 θ (3
tan 4 θ + 2 tan 2 θ + 1 = (1 + sin θ)(1 - sin θ )
(tan 2 θ + 1) 2 = = 1 - sin 2 θ
 

(sec 2 θ ) 2 = = cos 2 θ
sec 4 θ
sin2 θ (csc2 θ + sec2 θ ) = sec2 θ (6 cos2 θ cot2 θ = cot2 θ - cos2 θ (5
2 2
(sin θ)(csc θ + sec θ) = 2 cot 2 θ - cos 2 θ =
cos 2 θ
_ - cos 2 θ =
( sin
1
(sin 2 θ ) _ +_ 1
2
=
θ cos 2 θ ) cos
__ 2
sin 2 θ
θ - cos 2 θ sin 2 θ
sin 2 θ =
1+_ = sin 2 θ
cos 2 θ (cos 2 θ )(1 - sin 2 θ)
__
1 + tan 2 θ = =
sin 2 θ
sec 2 θ cos 2 θ _
_ 2
· cos 2 θ =
1 sin θ
cos 2 θ cot 2 θ

‫ ﻣﺮﺑﻊ ﺍﻟﺴﺮﻋﺔ ﺍﻻﺑﺘﺪﺍﺋﻴﺔ ﻟﺠﺴﻴﻢ ﹸﻗﺬﻑ ﻣﻦ ﺳﻄﺢ ﺍﻷﺭﺽ ﻫﻮ‬

2
2gh
،‫ ﺯﺍﻭﻳﺔ ﺍﻟﻘﺬﻑ‬θ ‫ ﺣﻴﺚ‬، v2 = _2
(7
sin θ
:‫ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻵﺗﻴﺔ‬
‫ ﺃﺛﺒﺖ ﹼ‬.‫ ﻣﻘﺪﺍﺭ ﺗﺴﺎﺭﻉ ﺍﻟﺠﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ‬g ‫ ﻭ‬.‫ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺼﻞ ﺇﻟﻴﻪ ﺍﻟﺠﺴﻴﻢ‬h ‫ﻭ‬
2
2
2gh
_ 2 sec θ
2gh
2
= _ 2
sin θ sec θ - 1
2
2 gh
_ 2gh 2 gh 2 gh 2 gh sec θ
= _ =_=_ =_
2 2 2 1
1-_
2
sin θ 1 - cos θ sec θ - 1
_ sec θ - 1
2
sec θ sec 2 θ
‫ ﻣﻘﺪﺍﺭ ﺍﻹﻧﺎﺭﺓ ﺑﺎﻟﺸﻤﻌﺔ‬E ‫ ﺣﻴﺚ‬، I = ER2 sec θ ‫ ﻣﻦ ﺧﻼﻝ ﺍﻟﻤﻌﺎﺩﻟﺔ‬،‫ ﺗﹸﻘﺎﺱ ﺷﺪﺓ ﻣﺼﺪﺭ ﺍﻟﻀﻮﺀ ﺑﺎﻟﺸﻤﻌﺔ‬ (8
‫ ﺍﻟﺰﺍﻭﻳﺔ ﺑﻴﻦ ﺷﻌﺎﻉ ﺍﻟﻀﻮﺀ ﻭﺍﻟﺨﻂ‬θ ‫ ﻭ‬،‫ ﺍﻟﻤﺴﺎﻓﺔ ﺑﺎﻷﻗﺪﺍﻡ ﻣﻦ ﻣﺼﺪﺭ ﺍﻟﻀﻮﺀ‬R ‫ ﻭ‬،‫ﻟﻜﻞ ﻗﺪﻡ ﻣﺮﺑﻌﺔ ﻋﻠﻰ ﺍﻟﺴﻄﺢ‬
. ER2(1 + tan2 θ) cos θ = ER2 sec θ :‫ ﺑﺮﻫﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﺘﺎﻟﻴﺔ‬.‫ﺍﻟﻌﺎﻣﻮﺩﻱ ﻋﻠﻰ ﺍﻟﺴﻄﺢ‬
1
ER 2(1 + tan 2 θ )cos θ = ER 2 sec 2 θ cos θ = ER 2 sec 2 θ · _ = ER 2 sec θ
sec θ

27

 4 197 A










































197 B  4

 ‫‪‬‬
‫‪‬‬
‫‪Sum and Difference Identities‬‬
‫‪‬‬ ‫‪4 -3‬‬
‫‪2‬‬
‫‪y‬‬ ‫‪‬‬
‫‪1‬‬
‫ﻫﻞ ﺍﺳـﺘﻌﻤﻠﺖ ﻣﺰﻭﺩ ﺍﻹﻧﺘﺮﻧﺖ ﺍﻟﻼﺳـﻠﻜﻲ ﻭﻓﻘﺪﺕ ﺍﻹﺷﺎﺭﺓ ﺑﻴﻨﻤﺎ ﻛﻨﺖ‬ ‫‪ ‬‬
‫‪‬‬
‫‪ 1‬‬
‫ﺗﺴـﺘﻌﻤﻠﻪ؟ ﺗﹸﺴـ ﹼﺒﺐ ﺍﻟﻤﻮﺟﺎﺕ ﺍﻟﺘﻲ ﺗﻤﺮ ﻣﻦ ﺍﻟﻤﻜﺎﻥ ﻧﻔﺴـﻪ‪ ،‬ﻭﻓﻲ ﺍﻟﻮﻗﺖ‬
‫‪O‬‬ ‫‪3π‬‬
‫‪2‬‬ ‫‪2π‬‬ ‫‪x‬‬
‫ﹰ‬
‫ﺗﺪﺍﺧﻼ‪.‬‬ ‫ﻧﻔﺴﻪ‬
‫) ‪+ π‬‬
‫‪4‬‬ ‫ﻭﻳﺤﺪﺙ ﺍﻟﺘﺪﺍﺧﻞ ﻋﻨﺪﻣﺎ ﺗﺘﻼﻗﻰ ﻣﻮﺟﺘﺎﻥ ﻓﻴﻨﺘﺞ ﻋﻦ ﺫﻟﻚ ﻣﻮﺟﺔ ﺳﻌﺘﻬﺎ‬ ‫‪‬‬ ‫■‬
‫‪‬‬
‫‪- π‬‬ ‫)‬ ‫ﻗﺪ ﺗﻜﻮﻥ ﺃﻛﺒﺮ ﻣﻦ ﺳﻌﺔ ﻛﻞ ﻣﻦ ﺍﻟﻤﻮﺟﺘﻴﻦ ﺍﻟﻤﻜﻮﻧﺘﻴﻦ ﻟﻬﺎ ﺃﻭ ﺃﺻﻐﺮ ﻣﻨﻬﻤﺎ‪.‬‬ ‫‪‬‬
‫‪4-3‬‬
‫‪3‬‬

‫‪‬‬
‫ﺗﺘﻀﻤﻦ ﺟﻤﻊ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ‬
‫ﹼ‬ ‫‪ ‬ﻻﺣﻆ ﺃﻥ ﺍﻟﻤﻌﺎﺩﻟﺔ ﺍﻟﺜﺎﻧﻴﺔ ﺍﻟﻤﻮﺿﺤﺔ ﻓﻲ ﺍﻟﺸﻜﻞ ﺃﻋﻼﻩ‪،‬‬ ‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﺰﻭﺍﻳﺎ‪.‬‬
‫_ ‪ .x ,‬ﻭﻓﻲ ﺍﻟﻐﺎﻟﺐ ﻳﻜﻮﻥ ﻣﻦ ﺍﻟﻤﻔﻴﺪ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﺃﻭ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ﻓﻲ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻢ‬ ‫‪π‬‬ ‫‪‬‬
‫ﹺ‬ ‫‪4‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﺰﻭﺍﻳﺎ ﻣﺤﺪﹼ ﺩﺓ‪ .‬ﹰ‬
‫ﻓﻤﺜﻼ ﻳﻤﻜﻨﻨﺎ ﺇﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟـ ‪ sin 15°‬ﻣﻦ ﺧﻼﻝ ﺇﻳﺠﺎﺩ‪. sin (60° - 45° ) :‬‬ ‫‪‬‬ ‫‪4-3‬‬
‫‪‬‬
‫‪‬‬ ‫ﺇﻳﺠﺎﺩ ﻗﻴﻢ ﺍﻟﺠﻴﺐ ﻭﺟﻴﺐ ﺍﻟﺘﻤﺎﻡ‬
‫‪‬‬ ‫‪‬‬ ‫‪‬‬
‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ‬
‫‪‬‬ ‫‪‬‬
‫ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ‪.‬‬
‫‪• sin ((A - B) = sin A cos B - cos A sin B‬‬ ‫‪• sin ((A + B ) = sin A cos B + cos A sin B‬‬
‫‪• cos ((A - B) = cos A cos B + sin A sin B‬‬ ‫‪• cos ( A + B ) = cos A cos B - sin Asin B‬‬ ‫ﺇﺛﺒﺎﺕ ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫__ = )‪• tan ((A - B‬‬
‫‪tan A - tan B‬‬
‫‪‬‬ ‫‪• tan ((A + B ) = __‬‬
‫‪tan A + tan B‬‬ ‫ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺠﻤﻮﻉ ﻭﺍﻟﻔﺮﻕ‪.‬‬
‫‪1 + tan A tan B‬‬ ‫‪1 - tan A tan B‬‬
‫‪4-3‬‬

‫‪‬‬ ‫‪1‬‬ ‫‪‬‬ ‫ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻀﻌﻒ‬

‫‪‬‬
‫ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪ ‬‬
‫ﺍﻟﺰﺍﻭﻳﺔ ﻭﻧﺼﻔﻬﺎ‪.‬‬
‫‪ ‬‬
‫‪sin 105° (a‬‬
‫‪‬‬
‫ﺑﻤﺎ ﺃﻥ ﻣﺠﻤﻮﻉ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ‪ 45°‬ﹶﻭ ‪ 60°‬ﻳﺴﺎﻭﻱ ‪ ،105°‬ﹼﹰ‬
‫ﻭﻛﻼ ﻣﻨﻬﻤﺎ ﺯﺍﻭﻳﺔ ﺧﺎﺻﺔ ﻣﻌﻠﻮﻣﺔ ﻗﻴﻢ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻬﺎ‪،‬‬ ‫‪‬‬
‫ﻟﺬﺍ ﻳﻤﻜﻦ ﺍﺳﺘﻌﻤﺎﻟﻬﻤﺎ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ sin 105°‬؛ ﻭﺫﻟﻚ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‪:‬‬ ‫‪ 0˚ , 360˚‬‬
‫‪sin (A + B) = sin A cos B + cos A sin B‬‬ ‫‪‬‬
‫‪‬‬
‫‪105° = 60° + 45°‬‬ ‫)‪sin 105° = sin (60° + 45°‬‬ ‫‪‬‬
‫‪‬‬ ‫‪= sin 60° cos 45° + cos 60° sin 45°‬‬ ‫‪‬‬
‫‪ ‬‬ ‫‪ 2‬‬
‫‪ ‬‬
‫‪2‬‬ ‫(‬
‫_ ‪= _·_ +‬‬
‫‪ √2‬‬
‫‪√3‬‬
‫‪2‬‬
‫‬ ‫_ ‪1‬‬
‫‪2‬‬
‫·‬
‫‪2‬‬
‫‬
‫‪√2‬‬
‫( )‬ ‫)‬
‫‪‬‬
‫‪‬‬ ‫_=_‪=_+‬‬
‫‬
‫‪√6‬‬ ‫‬
‫‪√2‬‬ ‫‪ + √2‬‬
‫‪√6‬‬ ‫‬ ‫‪‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪cos (-120°) (b‬‬
‫ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻗﺮﺍﺀﺓ ﻓﻘﺮﺓ ”ﻟﻤﺎﺫﺍ؟“‪.‬‬
‫ﺍﺧﺘﺮ ﺯﺍﻭﻳﺘﻴﻦ ﻣﻦ ﺍﻟﺰﻭﺍﻳﺎ ﺍﻟﺨﺎﺻﺔ‪ ،‬ﺑﺤﻴﺚ ﻳﻜﻮﻥ ﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ‪ ، -120°‬ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ‪:‬‬ ‫‪‬‬
‫‪cos (A - B) = cos A cos B + sin A sin B‬‬
‫ﺃﻳﻀﺎ؟ ﺇﺟﺎﺑﺔ‬
‫• ﺃﻳﻦ ﺳﻤﻌﺖ ﻛﻠﻤﺔ "ﺗﺪﺍﺧﻞ" ﹰ‬
‫)‪cos (-120°) = cos (60° - 180°‬‬
‫ﻣﻤﻜﻨﺔ‪ :‬ﺍﻟﺘﻠﻔﺎﺯ ﻭﺍﻟﻤﺬﻳﺎﻉ‪.‬‬
‫‪-120° = 60° - 180°‬‬

‫‪‬‬ ‫‪= cos 60° cos 180° + sin 60° sin 180°‬‬
‫• ﻛﻴﻒ ﺗﺮﺗﺒﻂ ﺍﻟﺪﻭﺍﻝ ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺘﺮﺩﺩﺍﺕ ﺟﻬﺎﺯ‬
‫_=‬ ‫‪· (-1) + _ · 0‬‬
‫‪1‬‬ ‫‬
‫‪√3‬‬
‫‪ ‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺍﻟﺘﻠﻔﺎﺯ؟ ﻳﻤﻜﻦ ﺃﻥ ﺗﻤﺜﻞ ﻫﺬﻩ ﺍﻟﺘﺮﺩﺩﺍﺕ‬
‫‪‬‬
‫‪‬‬ ‫_‪= -‬‬
‫‪1‬‬
‫‪2‬‬
‫‪‬‬ ‫ﺑﺪﻭﺍﻝ ﻣﺜﻠﺜﻴﺔ‪.‬‬
‫_‬‫‪ + √2‬‬
‫‪√6‬‬ ‫‬
‫‪cos (-15°) (1B‬‬ ‫_‬‫‪ - √2‬‬
‫‪√6‬‬ ‫‬
‫‪sin 15° (1A‬‬
‫• ﺍﻛﺘﺐ ﺑﻌﺾ ﺍﻟﻄﺮﻕ ﺍﻟﺘﻲ ﺗﺴﺘﻌﻤﻠﻬﺎ ﻟﺘﺠﻨﺐ‬
‫ﻓﻘﺪ ﺍﻹﺷﺎﺭﺓ ﻣﻦ ﺟﻬﺎﺯ ﺍﻟﺘﻠﻔﺎﺯ‪.‬‬
‫‪4‬‬ ‫‪4‬‬

‫‪4 ‬‬
‫‪‬‬ ‫‪198‬‬
‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪ :‬ﺗﻐﻴﻴﺮ ﺍﻟﺘﺮﺩﺩ‪ ،‬ﺇﻏﻼﻕ ﺃﻱ‬
‫ﻣﺼﺪﺭ ﻗﺪ ﻳﺼﺪﺭ ﻣﻮﺟﺎﺕ ﺗﺘﺪﺍﺧﻞ ﻣﻊ‬
‫ﻣﻮﺟﺎﺕ ﺟﻬﺎﺯ ﺍﻟﺘﻠﻔﺎﺯ‪.‬‬

‫‪ 4‬‬ ‫‪198‬‬

 ‫ﺑﺈﻣﻜﺎﻧﻚ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ ﻣﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ؛ ﹼ‬
‫ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻭﺗﻄﺒﻴﻘﺎﺕ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬
‫‪‬‬ ‫‪‬‬ ‫‪2‬‬
‫‪ 1‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‬
‫‪ ‬ﻳﻤﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺘﺮﺩﺩ ﻓﻲ ﺇﺣﺪ￯ ﺍﻟﺪﻭﺍﺋﺮ ﺍﻟﻜﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺗﹸﻌﻄﻰ ﺷﺪﺓ ﻫﺬﺍ ﺍﻟﺘﻴﺎﺭ ‪ c‬ﺑﺎﻷﻣﺒﻴﺮ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﻃﺮﺣﻬﻤﺎ ﻹﻳﺠﺎﺩ‬
‫ﺑﺎﻟﺼﻴﻐﺔ ‪ ، c = 3 sin 165tt‬ﺣﻴﺚ ﻗﻴﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫ﺍﻟﻘﻴﻢ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﻌﺒﺎﺭﺍﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬
‫‪ 2‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪ (a‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴﻐﺔ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺎ ﺍﻟﺨﺎﺻﺔ‪.‬‬

‫ﻟﻠﻔﺮﻕ ﺑﻴﻦ ﺯﺍﻭﻳﺘﻴﻦ ﻟﺤﻞ ﻣﺴﺎﺋﻞ ﻣﻦ ﻭﺍﻗﻊ ﺍﻟﺤﻴﺎﺓ‪.‬‬ ‫‪‬‬ ‫‪c = 3 sin 165°t‬‬

‫‪120°t + 45°t = 165°t‬‬ ‫)‪= 3 sin (120°t + 45°t‬‬

‫‪ ‬‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﺸﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‪.‬‬ ‫‪‬‬
‫ﺍﺳﺘﻌﻤﻞ ﺗﺪﺭﻳﺒﺎﺕ ” ﺗﺤﻘﻖ ﻣﻦ ﻓﻬﻤﻚ“ ﺑﻌﺪ‬ ‫)‪ (Ammeter‬‬
‫‪a‬‬ ‫)‪c = 3 sin (120°t + 45°t‬‬ ‫‪‬‬
‫ﻛﻞ ﻣﺜﺎﻝ؛ ﻟﻠﺘﺤﻘﻖ ﻣﻦ ﻣﺪ￯ ﻓﻬﻢ ﺍﻟﻄﻼﺏ‬ ‫‪‬‬
‫ﻟﻠﻤﻔﺎﻫﻴﻢ‪.‬‬ ‫‪t=1‬‬ ‫)‪= 3 sin (120° + 45°‬‬

‫‪‬‬ ‫]‪= 3[sin 120° cos 45° + cos 120° sin 45°‬‬

‫‪‬‬ ‫‪‬‬
‫‪(θ = 60°)‬‬ ‫‪ ‬‬ ‫) () ( ) () (‬
‫… _ _‪= 3 _ _ + -‬‬
‫‪ √3 √2‬‬ ‫‪ ‬‬
‫‪1 √2‬‬
‫‪ 2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2 ‬‬

‫‪ 1‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬

‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫‪‬‬ ‫)_ ‪= 3(_ -‬‬
‫‬
‫‪6‬‬ ‫√‬‫‬
‫‪2‬‬ ‫√‬
‫‪4‬‬ ‫‪4‬‬
‫__‬
‫√‬
‫√ ‪2 +‬‬
‫‪6‬‬
‫‪sin 75° (a‬‬
‫_=‬
‫‪ - 3 √2‬‬
‫‪3 √6‬‬ ‫‬
‫‪4‬‬ ‫‪‬‬
‫‪‬‬ ‫‪4‬‬

‫__‬
‫‪ - √2‬‬
‫‪√6‬‬
‫‪cos (–75°) (b‬‬ ‫_ ﺃﻣﺒﻴﺮ‪.‬‬
‫‪4‬‬
‫‪ - 3 √2‬‬
‫‪3 √6‬‬ ‫‬
‫ﺇﺫﻥ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ ﻳﺴﺎﻭﻱ‬
‫‪4‬‬
‫‪ ‬ﻳﻤﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ‬ ‫‪2‬‬ ‫‪‬‬
‫ﻣﺘﺮﺩﺩ ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺗﹸﻌﻄﻰ ﺷﺪﺓ‬ ‫ﺇﺫﺍ ﻛﺎﻧﺖ ﺷﺪﺓ ﺍﻟﺘﻴﺎﺭ ‪ c‬ﺗﹸﻌﻄﻰ ﺑﺎﻟﺼﻴﻐﺔ ‪ ، c =2 sin 285°tt‬ﻓﺄﺟﺐ ﻋﻤﺎ ﻳﺄﺗﻲ‪:‬‬

‫ﺍﻟﺘﻴﺎﺭ ‪ c‬ﺑﺎﻷﻣﺒﻴﺮ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﺑﺎﻟﺼﻴﻐﺔ‬ ‫_‬ ‫‪ - √2‬‬

‫‪- √6‬‬ ‫‬ ‫‪ (2A‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴﻐﺔ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺯﺍﻭﻳﺘﻴﻦ‪2 sin (315t - 30tt ) .‬‬
‫‪2‬‬ ‫‪ (2B‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻠﻔﺮﻕ ﺑﻴﻦ ﺯﺍﻭﻳﺘﻴﻦ ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﺸﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‪.‬‬
‫‪ ، c = 4 sin 255 t‬ﺣﻴﺚ ﺗﻘﺎﺱ ﺍﻟﺰﺍﻭﻳﺔ‬
‫ﺑﺎﻟﺪﺭﺟﺎﺕ‪.‬‬
‫ﺃﻳﻀﺎ ﻓﻲ ﺇﺛﺒﺎﺕ‬
‫‪ ‬ﺗﺴﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ ﹰ‬
‫‪ (a‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴﻐﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ‬ ‫ﺻﺤﺔ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ‪.‬‬
‫ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ‬
‫‪‬‬ ‫‪3‬‬ ‫‪‬‬
‫ﺯﺍﻭﻳﺘﻴﻦ‪.‬‬
‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺘﻴﻦ ﺍﻵﺗﻴﺘﻴﻦ‪:‬‬
‫) ‪C = 4 sin ( 210 t + 45 t‬‬
‫‪cos (90° - θ) = sin θ (a‬‬

‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪‬‬ ‫)‪cos (90° - θ‬‬

‫‪= cos 90° cos θ + sin 90° sin θ‬‬
‫ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ؛ ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ‬
‫‪‬‬
‫‪ ‬‬ ‫‪= 0 · cos θ + 1 · sin θ‬‬
‫ﺍﻟﺪﻗﻴﻘﺔ ﻟﺸﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﻌﺪ ﺛﺎﻧﻴﺔ‬ ‫‪‬‬
‫‪‬‬ ‫ ‪= sin θ‬‬
‫ﻭﺍﺣﺪﺓ‪.‬‬ ‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ =‬
‫) ‪ ( - 2 - √6‬ﺃﻣﺒﻴﺮ‬
‫√‬ ‫‬
‫‪199‬‬ ‫‪‬‬ ‫‪4 - 3 ‬‬

‫‪M‬‬ ‫‪D‬‬ ‫‪‬‬

‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﺗﺤﺪﻳﺪ ﺃﻭﺟﻪ ﺍﻟﺸﺒﻪ ﻭﺃﻭﺟﻪ ﺍﻻﺧﺘﻼﻑ ﺑﻴﻦ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‬
‫ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻣﻦ ﺟﻬﺔ‪ ،‬ﻭﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻨﺎﺗﺞ ﻃﺮﺡ ﺯﺍﻭﻳﺘﻴﻦ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮ￯‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﻛﺘﺎﺑﺔ‬
‫ﺟﻤﻞ ﻗﺼﻴﺮﺓ ﻟﻮﺻﻒ ﻧﺘﺎﺋﺠﻬﻢ‪.‬‬

‫‪199‬‬ ‫‪‬‬ ‫‪4 - 3‬‬

‫) ‪sin (90° - θ‬‬ ‫‪(3A‬‬ ‫)_‬
‫‪sin θ + π = cos θ (b‬‬
‫(‬ ‫‪2‬‬
‫‪= sin 90° cos θ - cos 90° sin θ‬‬
‫‪= 1 cos θ - 0 sin θ‬‬ ‫‪‬‬ ‫_ ‪sin θ +‬‬
‫(‬ ‫‪π‬‬
‫)‪2‬‬
‫‪‬‬
‫‪= cos θ‬‬ ‫‪ 3 ‬ﻳﺒ ﱢﻴﻦ ﻛﻴﻔﻴﺔ ﺍﺳﺘﻌﻤﺎﻝ ﻣﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻨﺴﺐ‬
‫‪‬‬ ‫_ ‪= sin θ cos‬‬
‫‪π‬‬
‫_ ‪+ cos θ sin‬‬
‫‪π‬‬
‫‪2‬‬ ‫‪2‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ؛‬
‫_(‪tan‬‬
‫‪π‬‬
‫‪(3B‬‬
‫ﻹﺛﺒﺎﺕ ﺻﺤﺔ ﻣﺘﻄﺎﺑﻘﺎﺕ ﻣﺜﻠﺜﻴﺔ‪.‬‬
‫)‪+ θ‬‬ ‫‪ ‬‬ ‫‪= sin θ · 0 + cos θ · 1‬‬
‫‪4‬‬
‫_ ‪tan‬‬
‫‪π‬‬
‫‪+ tan θ‬‬ ‫‪‬‬
‫‪‬‬ ‫ ‪= cos θ‬‬
‫=‬ ‫__‬ ‫‪4‬‬
‫_=‬
‫‪1 + tan θ‬‬
‫_ ‪1-tan‬‬‫‪π‬‬
‫‪4‬‬
‫‪tan θ‬‬ ‫‪1 - tan θ‬‬
‫ﺍﻟﻄﺮﻑ ﺍﻷﻳﻤﻦ =‬ ‫‪‬‬
‫‪‬‬
‫_ ‪tan‬‬
‫‪π‬‬
‫‪+ θ = _ (3B‬‬
‫‪1 + tan θ‬‬
‫‪sin (90° - θ) = cos θ (3A‬‬
‫ﺃﺛﺒﺖ ﺃﻥ ﻛﻞ ﻣﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﻤﻌﺎﺩﻟﺘﻴﻦ‬ ‫‪3‬‬
‫‪(4‬‬ ‫)‬
‫ﺍﻵﺗﻴﺘﻴﻦ ﺗﻤﺜﻞ ﻣﺘﻄﺎﺑﻘﺔ‪:‬‬
‫‪1 - tan θ‬‬

‫‪‬‬ ‫‪cos (360° - θ ) = cos θ (a‬‬

‫‪  (16‬ﺍﺭﺟﻊ ﺇﻟﻰ ﻓﻘﺮﺓ"ﻟﻤﺎﺫﺍ؟"؛ ﻓﻲ ﺑﺪﺍﻳﺔ ﺍﻟﺪﺭﺱ‪ .‬ﻋﻨﺪﻣﺎ‬
‫ﺗﺘﻼﻗﻰ ﻣﻮﺟﺘﺎﻥ ﻭﺗﻨﺘﺞ ﻣﻮﺟﺔ ﺳﻌﺘﻬﺎ ﺃﻛﺒﺮ ﻣﻦ ﺳﻌﺔ ﻛﻞ ﻣﻦ ﺍﻟﻤﻮﺟﺘﻴﻦ‬
‫ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪1 :‬‬ ‫‪cos (360° - θ)  cos θ‬‬
‫ﻳﻜﻮﻥ ﺍﻟﺘﺪﺍﺧﻞ ﺑﻨﺎ ﹰﺀ‪ ،‬ﻭﺑﻌﻜﺲ ﺫﻟﻚ ﻳﻜﻮﻥ ﻫﺪﱠ ﺍ ﹰﻣﺎ‪.‬‬ ‫_‬‫‪ - √6‬‬
‫‪√2‬‬ ‫‬
‫‪cos 105° (2‬‬ ‫_‪-‬‬
‫√‬
‫√ ‪2 +‬‬
‫‪6‬‬
‫‪cos 165° (1‬‬ ‫‪cos360°cosθ+sin360°sinθcosθ‬‬
‫‪4‬‬ ‫‪4‬‬

‫‪‬‬
‫‪‬‬ ‫‪1  cos θ + 0  sin θ cos θ‬‬
‫‪y‬‬
‫‪‬‬
‫‪y‬‬ ‫_‬‫‪ + √2‬‬
‫‪√6‬‬ ‫‬
‫_ ‪cos‬‬
‫‪π‬‬
‫‪(4‬‬ ‫_‬‫‪ - √2‬‬
‫‪√6‬‬ ‫‬
‫‪cos 75° (3‬‬ ‫ ‪cos θ = cos θ‬‬
‫‪4‬‬ ‫‪12‬‬ ‫‪4‬‬

‫‪_1‬‬ ‫_‬‫‬
‫‪√2‬‬ ‫‪θ = – cos θ (b‬‬
‫)‪cos (π -θ‬‬
‫)‪θ‬‬
‫‪sin (-210°) (6‬‬ ‫‪sin 135° (5‬‬
‫‪O‬‬ ‫‪x‬‬ ‫‪O‬‬ ‫‪x‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪cos (π - θ)  –cos θ‬‬
‫‪ tan 195° (8‬‬
‫‪2 - √3‬‬ ‫_‬
‫‪- 2‬‬‫‬
‫‪cos 135° (7‬‬ ‫‪cos π cosθ+ sin π sinθ  –cos θ‬‬
‫‪2‬‬
‫‪–1  cos θ + 0  sin θ  –cos θ‬‬
‫‪  (9‬ﻳﻤﺮ ﺗﻴﺎﺭ ﻛﻬﺮﺑﺎﺋﻲ ﻣﺘﺮ ﹼﺩﺩ ﻓﻲ ﺩﺍﺋﺮﺓ ﻛﻬﺮﺑﺎﺋﻴﺔ‪ ،‬ﻭﺗﻌﻄﻰ ﺷﺪﺓ ﻫﺬﺍ‬
‫ﺇﺫﺍ ﻋﻠﻤﺖ ﺃﻥ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ ﺍﻟﺪﺍﻟﺘﻴﻦ‪:‬‬
‫ ‪– cos θ = –cos θ‬‬
‫ﺍﻟﺘﻴﺎﺭ ‪ c‬ﺑﺎﻷﻣﺒﻴﺮ ﺑﻌﺪ ‪ t‬ﺛﺎﻧﻴﺔ ﺑﺎﻟﺼﻴﻐﺔ )‪2 . c = 2sin(120° t‬‬
‫‪. y 1 = 10 sin (2t + 210°),‬‬ ‫)‪), y 2 = 10 sin (2t + 30°‬‬ ‫‪ (9a‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪c = 2 sin (90t + 30t) :‬‬
‫‪ (a‬ﺃﻋﺪ ﻛﺘﺎﺑﺔ ﺍﻟﺼﻴﻐﺔ‪ ،‬ﺑﺎﺳﺘﻌﻤﺎﻝ ﻣﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ‪.‬‬
‫ﻭﻓﺴﺮ ﻣﻌﻨﺎﻩ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻮﺟﺘﻴﻦ‪.‬‬
‫‪ ،0‬ﺗﺪﺍﺧﻞ ﻫﺪﺍﻡ‬
‫ﱢ‬ ‫ﺍﻟﺪﺍﻟﺘﻴﻦ‪،‬‬ ‫ﺗﻤﺜﻞ ﻣﻮﺟﺔ‪ ،‬ﻓﺄﻭﺟﺪ ﻣﺠﻤﻮﻉ‬
‫‪ (b‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ ﺍﻟﻤﺜﻠﺜﻴﺔ ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻣﻦ ﺍﻟﺰﺍﻭﻳﺎ ﺍﻟﺨﺎﺻﺔ؛‬
‫‪ 3‬‬
‫ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬ ‫ﻹﻳﺠﺎﺩ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﺸﺪﺓ ﺍﻟﺘﻴﺎﺭ ﺑﻌﺪ ﺛﺎﻧﻴﺔ ﻭﺍﺣﺪﺓ‪ √3 .‬ﺃﻣﺒﻴﺮ‬

‫√ ‪ -‬‬
‫‪√2‬‬ ‫‪6 sec 1275° (18‬‬ ‫‪ tan 165° (17‬‬
‫‪-2 + √3‬‬ ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻵﺗﻴﺔ‪3 :‬‬
‫‪ ‬‬
‫‪ (10–15‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫ﺍﺳﺘﻌﻤﻞ ﺍﻷﺳﺌﻠﺔ ‪ 1–15‬ﻟﻠﺘﺄﻛﺪ ﻣﻦ ﻓﻬﻢ‬
‫‪sin (90° + θ) = cos θ (10‬‬
‫_ ‪ tan‬‬
‫‪-2 + √3‬‬ ‫‪23π‬‬
‫‪(20‬‬ ‫_‬‫‪ - √2‬‬
‫‪√6‬‬ ‫‬
‫‪sin 735° (19‬‬ ‫ﺍﻟﻄﻼﺏ‪.‬‬
‫‪12‬‬ ‫‪4‬‬
‫_ ‪cos‬‬‫‪(2‬‬
‫‪3π‬‬
‫)‬
‫‪- θ = -sin θ (11‬‬ ‫ﺛﻢ ﺍﺳﺘﻌﻤﻞ ﺍﻟﺠﺪﻭﻝ ﺃﺳﻔﻞ ﻫﺬﻩ ﺍﻟﺼﻔﺤﺔ؛‬
‫_ ‪ cot‬‬
‫‪2 - √3‬‬ ‫‪113π‬‬
‫‪(22‬‬
‫‪12‬‬
‫ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫_ ‪csc‬‬
‫‪5π‬‬
‫‪(21‬‬
‫‪12‬‬ ‫_ ‪tan θ +‬‬
‫(‬ ‫‪π‬‬
‫)‬
‫‪= -cot θ (12‬‬ ‫ﻟﺘﻌﻴﻴﻦ ﺍﻟﻮﺍﺟﺒﺎﺕ ﺍﻟﻤﻨﺰﻟﻴﺔ ﻟﻠﻄﻼﺏ ﺣﺴﺐ‬
‫‪2‬‬
‫ﻣﺴﺘﻮﻳﺎﺗﻬﻢ‪.‬‬
‫‪sin (θ + π) = -sin θ (13‬‬
‫__ ﻋﻠﻰ ﺍﻟﺼﻮﺭﺓ‬
‫‪sin A + tan θ cos A‬‬
‫‪ (23‬ﺑ ﱢﻴﻦ ﺃﻧﻪ ﻳﻤﻜﻦ ﻛﺘﺎﺑﺔ ﺍﻟﻤﻘﺪﺍﺭ‬
‫‪cos A - tan θ sin A‬‬
‫)‪ ، tan ( A + θ‬ﺣﻴﺚ ‪ A, θ‬ﺯﺍﻭﻳﺘﺎﻥ ﺣﺎﺩﺗﺎﻥ ‪ .‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫_ ‪cos‬‬
‫‪π‬‬
‫‪(2‬‬ ‫)‬
‫‪+ θ = -sin θ (14‬‬
‫‪‬‬
‫‪tan (θ + 45°) = _ (15‬‬
‫‪1 + tan θ‬‬ ‫_ ‪csc‬‬
‫‪5π‬‬
‫‪(21‬‬
‫‪1 - tan θ‬‬
‫‪12‬‬

‫_=‬ ‫‪1‬‬ ‫ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬

‫_ ‪sin‬‬
‫‪5π‬‬
‫‪12‬‬
‫‪‬‬ ‫‪4 ‬‬ ‫‪200‬‬
‫__ =‬ ‫‪1‬‬
‫‪_π _π‬‬
‫‪sin‬‬ ‫) ‪(4 + 6‬‬
‫‪‬‬ ‫_____=‬
‫‪_π‬‬ ‫‪_π‬‬
‫‪1‬‬
‫‪_π‬‬ ‫‪_π‬‬
‫‪sin‬‬ ‫‪cos‬‬ ‫‪+ cos‬‬ ‫‪sin‬‬
‫‪‬‬ ‫‪‬‬ ‫‪4‬‬ ‫‪6‬‬ ‫‪4‬‬ ‫‪6‬‬

‫‪32-35 ،29 ،26 ،25 ،20 ،19 ،1–15‬‬ ‫ﻣﺒﺘﺪﺉ‬ ‫‪E‬‬ ‫____ =‬ ‫‪1‬‬
‫_‬ ‫_ ‪√3‬‬
‫_‬ ‫‪× _1‬‬
‫‪√2‬‬ ‫‪√2‬‬
‫×‬ ‫‪+‬‬
‫‪) 1–15‬ﻓﺮﺩﻱ(‪) 25-29 ،24 ،16-22 ،‬ﻓﺮﺩﻱ(‪32-35 ،‬‬ ‫ﻣﺘﻘﺪﻡ‬ ‫‪D‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫‪16–35‬‬ ‫‪ M‬ﻣﺘﻘﻦ‬ ‫___ =‬ ‫‪1‬‬

‫‪√6 + √2‬‬
‫__‬
‫‪4‬‬

‫‪√6 - √2‬‬
‫__ =‬
‫‪4‬‬
‫__ ×‬
‫‪√6 + √2‬‬ ‫‪√6 - √2‬‬

‫)‪4( √6 - √2‬‬

‫__ =‬
‫‪6-2‬‬

‫‪= √6 - √2‬‬

‫‪ 4‬‬ ‫‪200‬‬

 ‫‪  (32‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻤﻌﻠﻮﻣﺎﺕ ﺍﻟﻤﻌﻄﺎﺓ ﻓﻲ ﻓﻘﺮﺓ " ﻟﻤﺎﺫﺍ؟" ﻓﻲ ﺑﺪﺍﻳﺔ‬ ‫‪ ‬ﻓﻲ ﻫﺬﻩ ﺍﻟﻤﺴﺄﻟﺔ‪ ،‬ﺳﻮﻑ ﺗﺜﺒﺖ ﻋﺪﻡ ﺻﺤﺔ‬ ‫‪(24‬‬
‫‪‬‬ ‫ﺍﻟﺪﺭﺱ ﻭﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪16‬؛ ﻟﺘﺸﺮﺡ ﻛﻴﻒ ﺗﹸﺴﺘﻌﻤﻞ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫ﺍﻟﻔﺮﺿﻴﺔ‪. sin (A + B) = sin A + sin B :‬‬
‫ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﺍﻟﻔﺮﻕ ﺑﻴﻨﻬﻤﺎ؛ ﻟﻮﺻﻒ ﺍﻟﺘﺪﺍﺧﻞ ﻓﻲ ﺍﻷﻣﻮﺍﺝ‬ ‫‪ (b, c‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪   (a‬ﺃﻛﻤﻞ ﺍﻟﺠﺪﻭﻝ‪.‬‬
‫ﻳﺴﺘﻌﻤﻞ ﺍﻟﻄﻼﺏ ﻓﻲ ﺍﻟﺴﺆﺍﻝ ‪ 24‬ﺍﻟﻤﻌﻠﻮﻣﺎﺕ‬ ‫ﻣﻮﺿﺤﺎ ﺍﻟﻔﺮﻕ ﺑﻴﻦ ﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﺒﻨﹼﺎﺀ ‪،‬‬
‫ﹼﹰ‬ ‫ﺍﻟﻼﺳﻠﻜﻴﺔ ﻓﻲ ﺷﺒﻜﺔ ﺍﻹﻧﺘﺮﻧﺖ‪.‬‬
‫‪A‬‬ ‫‪B sin A sin B sin ( A + B) sin A + sin B‬‬
‫ﺍﻟﻤﻨﻈﻤﺔ ﻓﻲ ﺟﺪﻭﻝ‪ ،‬ﺑﺎﻹﺿﺎﻓﺔ ﺇﻟﻰ ﺍﻟﺤﺎﺳﺒﺔ‬ ‫ﻭﺍﻟﺘﺪﺍﺧﻞ ﺍﻟﻬﺪﹼ ﺍﻡ‪ .‬ﺍﻧﻈﺮ ﺇﺟﺎﺑﺎﺕ ﺍﻟﻄﻼﺏ‪.‬‬
‫‪_1‬‬ ‫‪1‬‬ ‫_‬
‫√‬
‫‪3‬‬ ‫‪_3‬‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻹﺛﺒﺎﺕ ﻋﺪﻡ ﺻﺤﺔ ﻓﺮﺿﻴﺔ ﺣﻮﻝ‬
‫‪30°‬‬ ‫‪90°‬‬
‫‪  (33‬ﻓﻲ ﺍﻟﻨﻈﺮﻳﺔ ﺍﻵﺗﻴﺔ‪ :‬ﺇﺫﺍ ﻛﺎﻧﺖ ‪ A, B, C‬ﺯﻭﺍﻳﺎ ﻓﻲ‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬

‫ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻟﻤﺜﻠﺜﻴﺔ‪.‬‬ ‫ﻣﺜﻠﺚ‪ ،‬ﻓﺈﻥ ‪tan A + tan B + tan C = tan A tan B tan C‬‬
‫‪45°‬‬ ‫‪60°‬‬ ‫_ _ _ _‬
‫‬
‫‪√2‬‬ ‫‬
‫‪√3‬‬ ‫‪ + √6‬‬
‫‪√2‬‬ ‫‬ ‫‪ + √3‬‬
‫‪√2‬‬ ‫‬
‫ﻗﻴﻤﺎ ﱟ‬
‫ﻟﻜﻞ ﻣﻦ ‪ . A, B, C‬ﻭﺗﺤﻘﻖ ﻣﻦ ﺻﺤﺔ ﺍﻟﻤﺴﺎﻭﺍﺓ ﻟﻜﻞ ﺍﻟﻘﻴﻢ‬ ‫ﺍﺧﺘﺮ ﹰ‬ ‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬ ‫‪2‬‬
‫ﺍﻟﺘﻲ ﺗﺨﺘﺎﺭﻫﺎ‪ .‬ﺍﻧﻈﺮ ﺍﻟﻬﺎﻣﺶ‪.‬‬ ‫‪_1‬‬ ‫_‬
‫√‬
‫‪3‬‬ ‫‪_3‬‬
‫‪90°‬‬ ‫‪30°‬‬ ‫‪1‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪2‬‬
‫‪ 4‬‬ ‫‪‬‬
‫‪ (34‬ﻣﺎ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟﻠﻌﺒﺎﺭﺓ‪B :‬‬
‫ﺩﺍﺋﻤﺎ‪ ،‬ﻭﺍﺳﺘﻌﻤﻞ ﺍﻟﺤﺎﺳﺒﺔ‬
‫‪   (b‬ﺍﻓﺘﺮﺽ ﺃﻥ ‪ B‬ﺃﻗﻞ ﻣﻦ ‪ A‬ﺑـ ‪ 15°‬ﹰ‬
‫‪ ‬ﺍﻃﻠﺐ ﺇﻟﻰ ﺍﻟﻄﻼﺏ ﻭﺿﻊ‬ ‫‪ sin (60° + θ) cos θ - cos (60° + θ) sin θ‬؟‬
‫ﺍﻟﺒﻴﺎﻧﻴﺔ ﻟﺘﻤﺜﻞ ﹼﹰ‬
‫ﻛﻼ ﻣﻦ‪، y = sin (x + x - 15°) :‬‬
‫ﻗﺎﺋﻤﺔ ﺑﺎﻟﺰﻭﺍﻳﺎ ﺍﻟﺘﻲ ﺗﻘﻊ ﻗﻴﺎﺳﺎﺗﻬﺎ ﺑﻴﻦ‪:‬‬ ‫_‬
‫‪2‬‬ ‫‪_1‬‬
‫‪C‬‬ ‫‪A‬‬ ‫)‪ y = sin x + sin (x - 15°‬ﻋﻠﻰ ﺍﻟﺸﺎﺷﺔ ﻧﻔﺴﻬﺎ ‪.‬‬
‫‪ 360°‬ﻭ ‪ 0°‬ﻭﺍﻟﺘﻲ ﻳﺴﺘﻄﻴﻌﻮﻥ ﺇﻳﺠﺎﺩ ﻧﺴﺒﻬﺎ‬ ‫√‬
‫‪3‬‬ ‫‪2‬‬

‫_‬
‫√‬
‫‪3‬‬ ‫ﺣﺪﹼ ﺩ ﻣﺎ ﺇﺫﺍ ﻛﺎﻧﺖ ‪sin (A + B) = sin A + sin B‬‬ ‫‪  (c‬‬
‫ﺍﻟﻤﺜﻠﺜﻴﺔ ﺑﺴﻬﻮﻟﺔ ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻨﺴﺐ ﺍﻟﻤﺜﻠﺜﻴﺔ‬ ‫‪ D‬‬
‫‪√3‬‬
‫‪2‬‬
‫‪B‬‬
‫ﻓﺴﺮ ﺇﺟﺎﺑﺘﻚ‪.‬‬
‫ﻣﺘﻄﺎﺑﻘﺔ ﺃﻡ ﻻ‪ .‬ﱢ‬
‫ﻟﻤﺠﻤﻮﻉ ﺯﺍﻭﻳﺘﻴﻦ ﻭﻃﺮﺣﻬﻤﺎ‪ .‬ﺛﻢ ﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ‬
‫‪  (35‬ﺇﺫﺍ ﻛﺎﻥ ‪، cos θ + 0.3 = 0‬‬ ‫ﺃﺛﺒﺖ ﺻﺤﺔ ﱟ‬
‫ﻛﻞ ﻣﻦ ﺍﻟﻤﺘﻄﺎﺑﻘﺎﺕ ﺍﻵﺗﻴﺔ‪:‬‬
‫ﺍﻻﺣﺘﻔﺎﻅ ﺑﺎﻟﻘﺎﺋﻤﺔ؛ ﻟﺘﻜﻮﻥ ﻣﺮﺟ ﹰﻌﺎ ﻟﻬﻢ ﻋﻨﺪ‬ ‫_‬ ‫‬
‫‪3 √91‬‬
‫_ < ‪ ، π< θ‬ﻓﺄﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﻟـﹺ ‪. cot θ‬‬
‫‪3π‬‬
‫ﺣﻴﺚ‬ ‫‪ (25 –28‬ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫ﺍﻟﺘﺤﻀﻴﺮ ﻟﻼﺧﺘﺒﺎﺭﺍﺕ‪.‬‬ ‫‪91‬‬ ‫‪2‬‬
‫‪sin (A + B) = __ (25‬‬
‫‪tan A + tan B‬‬
‫‪sec A sec B‬‬

‫__ = )‪cos (A + B‬‬

‫‪1 - tan A tan B‬‬
‫‪(26‬‬
‫‪sec A sec B‬‬
‫‪‬‬
‫__ = )‪sec (A - B‬‬
‫‪sec A sec B‬‬
‫‪(27‬‬
‫‪1 + tan A tan B‬‬
‫‪ (33‬ﺇﺟﺎﺑﺔ ﻣﻤﻜﻨﺔ‪:‬‬
‫‪sin (A + B) sin (A - B) = sin2 A - sin2 B (28‬‬
‫‪A = 35°, B = 60°, C = 85°‬‬
‫‪0.7002 + 1.7321 + 11.4301‬‬
‫‪‬‬
‫)‪‡ (0.7002) (1.7321) (11.4301‬‬ ‫)‪sin (-2 θ‬‬
‫ˆ ‪13.86 = 13.86‬‬ ‫ﺑﺴﻂ ﺍﻟﻌﺒﺎﺭﺓ ﺍﻵﺗﻴﺔ‪ ،‬ﺩﻭﻥ ﺇﻳﺠﺎﺩ ﻣﻔﻜﻮﻙ ﺍﻟﻤﺠﻤﻮﻉ ﺃﻭ ﺍﻟﻔﺮﻕ‪.‬‬
‫ﹼ‬ ‫‪‬‬ ‫‪(29‬‬
‫_( ‪sin‬‬
‫‪π‬‬
‫_( ‪- θ) cos‬‬
‫‪π‬‬
‫_( ‪+ θ) - cos‬‬
‫‪π‬‬
‫_( ‪- θ) sin‬‬
‫‪π‬‬
‫)‪+ θ‬‬
‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬ ‫‪3‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬
‫‪ ‬ﺍﺷﺘﻖ ﺍﻟﻤﺘﻄﺎﺑﻘﺔ )‪ cot (A + B‬ﺑﺪﻻﻟﺔ ‪. cot A , cot B‬‬
‫‪‬‬ ‫‪(30‬‬

‫‪  (31‬ﺍﻟﺸﻜﻞ ﺃﺩﻧﺎﻩ‪ ،‬ﹸﻳﺒ ﹼﻴﻦ ﺍﻟﺰﺍﻭﻳﺘﻴﻦ ‪ A , B‬ﻓﻲ ﺍﻟﻮﺿﻊ ﺍﻟﻘﻴﺎﺳﻲ‬

‫ﻓﻲ ﺩﺍﺋﺮﺓ ﺍﻟﻮﺣﺪﺓ‪ .‬ﺍﺳﺘﻌﻤﻞ ﻗﺎﻧﻮﻥ ﺍﻟﻤﺴﺎﻓﺔ ؛ ﻹﻳﺠﺎﺩ ﻗﻴﻤﺔ ‪ ، d‬ﺣﻴﺚ‬
‫)‪(x1 , y1) = (cos B , sin B ) , (x2 , y2) = (cos A , sin A‬‬
‫ﺍﻧﻈﺮ ﻣﻠﺤﻖ ﺍﻹﺟﺎﺑﺎﺕ‪.‬‬ ‫‪1‬‬
‫‪y‬‬
‫)‪(cos A, sin A‬‬
‫‪d‬‬
‫‪A -B‬‬ ‫)‪(cos B, sin B‬‬
‫‪A‬‬
‫‪B‬‬
‫‪-1‬‬ ‫‪O‬‬ ‫‪1 x‬‬

‫‪-1‬‬

‫‪201‬‬ ‫‪‬‬ ‫‪4 - 3 ‬‬

‫‪M‬‬ ‫‪D‬‬
‫‪‬‬
‫‪ ‬ﺃﺧﺒﺮ ﺍﻟﻄﻼﺏ ﺃﻥ ‪ .sin 20° ≈ 0.3420‬ﻭﺍﻃﻠﺐ ﺇﻟﻴﻬﻢ ﺃﻥ ﻳﺴﺘﻌﻤﻠﻮﺍ ﻫﺬﻩ ﺍﻟﻤﻌﻠﻮﻣﺔ ﻹﻳﺠﺎﺩ ﻛﻞ ﻣﻦ ‪، sin 65°‬‬
‫‪‬‬
‫‪0.9063, 0.42 26 .cos 65°‬‬

‫‪201‬‬ ‫‪‬‬ ‫‪4 - 3‬‬

 ‫‪‬‬

‫‪4 - 3‬‬

‫‪‬‬ ‫‪M      D      E‬‬

‫‪M  D  E‬‬ ‫‪(28)‬‬

‫‪‬‬ ‫‪4-3‬‬

‫ﺩﻭﻥ ﺍﺳﺘﻌﻤﺎﻝ ﺍﻵﻟﺔ ﺍﻟﺤﺎﺳﺒﺔ‪ ،‬ﺃﻭﺟﺪ ﺍﻟﻘﻴﻤﺔ ﺍﻟﺪﻗﻴﻘﺔ ﱟ‬

‫ﻟﻜﻞ ﻣﻤﺎ ﻳﺄﺗﻲ‪:‬‬
‫√‬
‫_‬‫‪2 - √6‬‬ ‫√‬
‫_‬‫‪6 + √2‬‬ ‫√‬
‫_‬‫√ ‪6 -‬‬
‫‪2‬‬
‫‪sin (-165°) (3‬‬ ‫‪cos 375° (2‬‬ ‫‪cos 75° (1‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪4‬‬
‫‪1‬‬ ‫‪1‬‬ ‫√ ‪-‬‬
‫‪2 - √6‬‬
‫_‪-‬‬ ‫‪cos 240° (6‬‬ ‫_‬ ‫‪sin 150° (5‬‬ ‫_‬ ‫‪sin (-105°) (4‬‬
‫‪2‬‬ ‫‪2‬‬ ‫‪4‬‬
‫√‬
‫_‬‫√ ‪2 -‬‬
‫‪6‬‬ ‫√ ‪-‬‬
‫_‬ ‫‪2 - √6‬‬ ‫√ ‪-‬‬
‫_‬ ‫‪2‬‬
‫‪sin 195° (9‬‬ ‫‪sin (-75°) (8‬‬ ‫‪sin 225° (7‬‬
‫‪4‬‬ ‫‪4‬‬ ‫‪2‬‬