‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -1-‬‬

‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬

‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺩﺭﺱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 1 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﻣﻘﺎﺭﺑﺔ ﺗﺎﺭﳜﻴﺔ ﳌﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ‬

‫** ﻛﻴﻒ ﰎ ﺗﻮﺣﻴﺪ ﺍﳌﻴﻜﺎﻧﻴﻚ ﺍﻟﻔﻠﻜﻴﺔ ﻭ ﺍﻷﺭﺿﻴﺔ ‪.‬‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫** ﻧﺸﺎﻁ ﺗﻮﺛﻴﻘﻲ ﻳﺘﻨﺎﻭﻝ ‪ :‬ﺗﺎﺭﻳﺦ ﻣﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ ‪.‬‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬

‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪ -1‬ﻣﻘﺎﺭﺑﺔ ﺗﺎﺭﳜﻴﺔ ﳌﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ ‪:‬‬

‫‪-1-1‬ﻧﺒﺬﺓ ﺗﺎﺭﳜﻴﺔ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ ﺗﺎﺭﳜﻴﺔ ) ﺹ ‪ 242‬ﻙ ﻡ ( ‪.‬‬
‫‪ -2-1‬ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ‪:‬‬
‫‪ 15‬ﺩ‬ ‫ﺃ‪-‬ﺍﳌﺮﺟﻊ ﻭ ﺍﳌﻌﻠﻢ ‪:‬‬
‫‪ 15‬ﺩ‬ ‫ﺏ‪ -‬ﻣﻔﻬﻮﻡ ﻣﺮﻛﺰ ﺍﻟﻌﻄﺎﻟﺔ ‪:‬‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫**‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫**‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -1‬ﻣﻘﺎﺭﺑﺔ ﺗﺎﺭﳜﻴﺔ ﳌﻴﻜﺎﻧﻴﻚ‬
‫‪-1-1‬ﻧﺒﺬﺓ ﺗﺎﺭﳜﻴﺔ ‪:‬‬ ‫ﻧﻴﻮﺗﻦ ‪:‬‬
‫** ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ ﺗﺎﺭﳜﻴﺔ ) ﺹ ‪ 242‬ﻙ ﻡ ( ‪.‬‬
‫ﻣﻠﺨﺺ ‪:‬‬
‫ﻣﻨﺬ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻷﻛﺜﺮ ﺣﺴﻴﺔ ﻷﺭﺳﻄﻮ ﺇﱃ ﻏﺎﻳﺔ ﺍﻟﻔﻴﺰﻳﺎﺀ ﺍﻟﻨﺴﺒﻴﺔ ﻭ ﺗﻨﺒﺆﺍﺕ ﺍﻧﺸﺘﺎﻳﻦ ‪ ،‬ﻛﺎﻥ ﻟﻔﻬﻢ‬
‫ﺣﺮﻛﺎﺕ ﺍﻷﺟﺴﺎﻡ ﻭ ﺍﻟﻔﻌﻞ ﺍﳉﺎﺫﰊ ﺃﺛﺮﺍ ﻛﺒﲑﺍ ﻋﻠﻰ ﺍﻟﻔﻜﺮ ‪ ،‬ﲤﺨﻀﺖ ﻋﻨﻪ ﺛﻼﺙ ﺛﻮﺭﺍﺕ ﻋﻠﻰ‬
‫ﺍﻷﻗﻞ ‪ .‬ﺃﺑﺮﺯﻫﺎ ﻛﺎﻥ ﻓﻴﻬﺎ ﺍﻹﻧﺘﻘﺎﻝ ﻣﻦ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺮﻛﺰﻱ ﺍﻷﺭﺿﻲ ) ‪ ( gèocentrique‬ﻷﺭﺳـﻄﻮ‬
‫ﺇﱃ ﺍﻟﻨﻈﺎﻡ ﺍﳌﺮﻛﺰﻱ ﺍﻟﺸﻤﺴﻲ ﻟﻜﻮﺑﺮﻧﻴﻚ ‪ ،‬ﻭ ﺗﻔﺴﲑ ﻏﺎﻟﻴﻠﻲ ﻭ ﻧﻴﻮﺗﻦ ﻟﻠﺤﺮﻛﺎﺕ ‪.‬‬
‫** ﻧﻈﺎﻡ ﺃﺭﺳﻄﻮ ‪ ( 384 − 322 ) Aristote‬ﻡ ‪ :‬ﻳﻨﻘﺴﻢ ﺇﱃ ﻣﻴﻜﺎﻧﻴﻚ ﺃﺭﺿﻴﺔ ﻭ ﺃﺧﺮﻯ ﻣﺜﺎﻟﻴـﺔ‬
‫)ﻋﻠﻢ ﺍﻷﺟﺮﺍﻡ( ‪ ،‬ﲝﻴﺚ ﺃﻥ ﺍﻷﺭﺽ ﻫﻲ ﺍﳌﺮﻛﺰ ﺍﳍﻨﺪﺳﻲ ﻟﻠﻜﻮﻥ ﻭ ﻛﺎﻥ ﻭﺻﻔﻪ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﺍﳊﺪﺱ‬ ‫‪ 20‬ﺩ‬
‫‪ ،‬ﲝﻴﺚ ﻳﻮﺟﺪ ﻧﻮﻋﺎﻥ ﻣﻦ ﺍﳊﺮﻛﺎﺕ ‪:‬‬
‫‪ -‬ﺣﺮﻛﺎﺕ ﻃﺒﻴﻌﻴﺔ ﻛﺎﻟﺴﻘﻮﻁ ﺍﳊﺮ ‪ ،‬ﻭ ﺣﺮﻛﺔ ﺍﻟﻜﻮﺍﻛﺐ ‪ -‬ﺣﺮﻛﺎﺕ ﻋﻨﻴﻔﺔ ﻛﺎﻟﻘﺬﻳﻔﺔ ﻣﺜﻼ ‪.‬‬
‫** ﻧﻈﺎﻡ ﺑﻄﻠﻴﻤﻮﺱ ‪ (140 ) Ptolémée‬ﻡ ‪ :‬ﺇﻗﺘﺮﺡ ﻧﻈﺎﻡ ﺣﺮﻛﺔ ﺍﻷﺟﺮﺍﻡ ﻣﺒﻨﻴﺎ ﻋﻠﻰ ﻓﻠﻚ ﺍﻟﺘﺪﻭﻳﺮ‬
‫) ‪ ، (épicycle‬ﻭ ﻓﺴﺮ ﺣﺮﻛﺔ ﺍﻟﻜﻮﺍﻛﺐ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﻤﻌﻠﻢ ﺍﻷﺭﺿﻲ ‪.‬‬
‫** ﻧﻈــﺎﻡ ﻛﻮﺑﺮﻧﻴــﻚ ‪ (1543 − 1473)Copernic‬ﻡ ‪ :‬ﻭﺿــﻊ ﻓﺮﺿــﻴﺔ ﺍﻟﻨﻈــﺎﻡ‬
‫ﺍﳍﻠﻴﻮﻣﺮﻛﺰﻱ ) ‪ ، ( héliocentrique‬ﻭ ﺃﺛﺎﺭ ﻋﺪﺓ ﺇﺷﻜﺎﻟﻴﺎﺕ ﺣﻮﻝ ﺣﺮﻛﺔ ﺑﻌﺾ ﺍﻟﻜﻮﺍﻛـﺐ ‪،‬‬
‫ﲝﻴﺚ ﻭﺿﻊ ‪ 48‬ﻣﺴﺎﺭ ﺩﺍﺋﺮﻱ ﳊﺮﻛﺔ ﺍﻟﻜﻮﺍﻛﺐ ‪.‬‬
‫** ﻧﻈﺎﻡ ﻛﺒﻠﺮ ‪ (1630 − 1571) Kepler‬ﻡ ‪ :‬ﻋﻤﻞ ﺑﺎﻟﻨﻈﺎﻡ ﺍﳍﻠﻴـﻮﻣﺮﻛﺰﻱ ‪ ،‬ﻭ ﻧـﺸﺮ ﺳـﻨﺔ‬
‫‪ 1609‬ﻗﺎﻧﻮﻧﲔ ‪:‬‬
‫– ﺳﺮﻋﺘﻬﺎ ﻟﻴﺴﺖ ﺛﺎﺑﺘﺔ ‪.‬‬ ‫‪ -‬ﺗﺮﺳﻢ ﺍﻟﻜﻮﺍﻛﺐ ﻣﺪﺍﺭﺍﺕ ﺍﻫﻠﻴﺠﻴﺔ ﻻ ﺩﺍﺋﺮﻳﺔ ‪.‬‬
‫ﲝﻴﺚ ﻋﻮﺽ ‪ 48‬ﺩﺍﺋﺮﺓ ﺑـ ‪ 7‬ﺇﻫﻠﻴﺠﺎﺕ ﻭﻭﺿﻊ ﻗﺎﻧﻮﻥ ﺑﲔ ﺍﳌﺴﺎﻓﺔ ﺑﲔ ﺍﻟﻜﻮﻛﺐ ﻭ ﺍﻟﺸﻤﺲ‬
‫ﻭ ﺩﻭﺭ ﺍﳊﺮﻛﺔ ﺳﻮﻑ ﻧﺘﻄﺮﻕ ﻟﻪ ﰲ ﺍﻟﺪﺭﻭﺱ ﺍﳌﻘﺒﻠﺔ ‪.‬‬
‫** ﻧﻈﺎﻡ ﻏﺎﻟﻴﻠﻲ ‪ (1642 − 1564 )Galilée‬ﻡ ‪ :‬ﺇﺗﺒﻊ ﻛﻮﺑﺮﻧﻴﻚ ﻭ ﺷﻜﻚ ﰲ ﺍﳌﺪﺍﺭﺍﺕ ﺍﻹﻫﻠﻴﺠﻴﺔ‬
‫ﻭ ﻗﺪﻡ ﺍﻟﱪﻫﺎﻥ ﺍﻟﻘﺎﻃﻊ ﺍﻟﺬﻱ ﻳﻔﻨﺪ ﻛﻠﻴﺎ ﻧﻈﺮﻳﺔ ﻣﺮﻛﺰﻳﺔ ﺍﻷﺭﺽ ‪ ،‬ﻓﻮﺿﻊ ﻗﺎﻧﻮﻥ ﺍﻟﻌﻄﺎﻟﺔ ﻭ ﺑﲔ ﺃﻥ‬
‫ﺍﻟﺘﺴﺎﺭﻉ ﺛﺎﺑﺖ ﰲ ﺣﻘﻞ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻷﺭﺿﻴﺔ ﰲ ﺷﺮﺣﻪ ﻟﻠﺴﻘﻮﻁ ﺍﳊﺮ ‪.‬‬
‫** ﻧﻈﺎﻡ ﻧﻴﻮﺗﻦ ‪ (1727 − 1642 ) Newton‬ﻡ ‪ :‬ﺇﻋﺘﻤﺪ ﻋﻠﻰ ﻧﻈﺮﻳﺎﺕ ﻣﻦ ﺳﺒﻘﻪ ﻓﺎﺳﺘﻄﺎﻉ ﺭﺑﻂ‬
‫ﺍﻟﻘﻮﻯ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺟﺴﻢ ﺑﺘﺴﺎﺭﻋﻪ ‪ ،‬ﻭ ﻗﺪﻡ ﻗﺎﻧﻮﻥ ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ ﻭ ﺍﻟﺘﺠـﺎﺫﺏ ﺍﻟﻜـﻮﱐ ‪ ،‬ﻭ‬
‫ﻧﺘﺎﺋﺠﻪ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻴﻮﺗﻦ ‪.‬‬
 ‫‪ -2-1‬ﺑﻌﺾ ﺍﳌﻔﺎﻫﻴﻢ ﺍﻷﺳﺎﺳﻴﺔ ‪:‬‬
‫ﺃ‪-‬ﺍﳌﺮﺟﻊ ﻭ ﺍﳌﻌﻠﻢ ‪ :‬ﻟﺪﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻣﺎ ﻭﻟﻴﻜﻦ ﺍﳌﺘﺤﺮﻙ ‪ G‬ﳓﺘﺎﺝ ﺇﱃ ﻣﺮﺟﻊ ﺗﻨﺴﺐ‬
‫ﺇﻟﻴﻪ ﺍﳊﺮﻛﺔ ‪ ،‬ﻭ ﻟﺘﺤﺪﻳﺪ ﻣﻮﺍﺿﻌﻪ ‪ G‬ﰲ ﺍﻟﻔﻀﺎﺀ ﳓﺘﺎﺝ ﺇﱃ ﻣﻌﻠﻢ ) ‪ ، (O , i , j , k‬ﻭﺳﺎﻋﺔ‬
‫


‬

‫ﻟﻘﻴﺎﺱ ﺍﻟﺰﻣﻦ ‪.‬‬

‫‪A ib Kamel‬‬
‫‪Z‬‬
‫‪ZG‬‬

‫‪•G‬‬ ‫‪ 15‬ﺩ‬

‫
‬ ‫
‬
‫‪
k • j‬‬ ‫‪YG‬‬ ‫‪Y‬‬
‫‪i O‬‬

‫‪XG‬‬
‫‪X‬‬

‫* ﻫﻨﺎﻙ ﻋﺪﺓ ﻣﺮﺍﺟﻊ ﺃﺫﻛﺮﺑﻌﻀﺎ ﻣﻨﻬﺎ ‪.‬‬

‫* ﻣﱴ ﳝﻜﻦ ﺍﻋﺘﺒﺎﺭ ﺍﳉﻤﻠﺔ ﻧﻘﻄﺔ ﻣﺎﺩﻳﺔ ؟‬
‫ﺏ‪ -‬ﻣﻔﻬﻮﻡ ﻣﺮﻛﺰ ﺍﻟﻌﻄﺎﻟﺔ ‪ :‬ﰲ ﺍﳉﻤﻠﺔ ﺍﻟﺸﺒﻪ ﻣﻌﺰﻭﻟﺔ ﺗﻮﺟﺪ ﻋﻠﻰ ﺍﻷﻗﻞ ﻧﻘﻄﺔ ﺳﺎﻛﻨﺔ ﺃﻭ ﺗﺘﺤﺮﻙ‬
‫ﲝﺮﻛﺔ ﻣﺴﺘﻘﻴﻤﺔ ﻣﻨﺘﻈﻤﺔ ﺑﺎﻟﻨﺴﺒﺔ ﳌﻌﻠﻢ ﻏﺎﻟﻴﻠﻲ ‪ ،‬ﰲ ﻣﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ ﻫﺬﻩ ﺍﻟﻨﻘﻄﺔ ﺗﻨﻄﺒﻖ ﺩﺍﺋﻤﺎ‬
‫ﻋﻠﻰ ﻣﺮﻛﺰ ﺍﻟﻜﺘﻠﺔ ﺍﻟﺬﻱ ﳝﺜـﻞ ﻣﺮﻛـﺰ ﺍﳌـﺴﺎﻓﺎﺕ ﺍﳌﺘﻨﺎﺳـﺒﺔ ‪‬ﻤﻮﻋـﺔ ﺍﻟﻨﻘـﺎﻁ ﺍﳌﺎﺩﻳـﺔ‬
‫)‪ ( M 1 , M 2 , M 3 ,....‬ﻟﻠﺠﻤﻠﺔ ‪:‬‬

‫‪A ib Kamel‬‬ ‫‪Z‬‬

‫• ‪M2‬‬
‫‪ 15‬ﺩ‬
‫• ‪M1‬‬ ‫‪•G‬‬
‫• ‪M3‬‬

‫
‬ ‫
‬
‫‪k‬‬
‫‪
• j‬‬
‫‪i O‬‬ ‫‪Y‬‬

‫‪X‬‬

‫** ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﻨﻘﻄﺔ ‪ G‬ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺍﳉﻤﻠﺔ ﺍﳌﻮﺿﺤﺔ ﰲ ﺍﻟﺸﻜﻞ ‪.‬‬
 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -2-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺩﺭﺱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 1 + 1 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﻣﻘﺎﺭﺑﺔ ﺗﺎﺭﳜﻴﺔ ﳌﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ‬

‫** ﺗﻮﻇﻴﻒ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻴﻮﺗﻦ ﻭﻣﻔﻬﻮﻡ ﺍﻟﺘﺴﺎﺭﻉ ‪.‬‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫** ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ ‪ :‬ﻛﻴﻒ ﻧﺮﺳﻢ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ؟‪.‬‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬

‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﻠﺘﻠﻤﻴﺬ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫ﺟـ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ ‪:‬‬

‫‪ 90‬ﺩ‬ ‫** ﲡﺮﺑﺔ ‪:‬‬
‫‪ 10‬ﺩ‬ ‫** ﻋﺒﺎﺭﺓ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫‪ 10‬ﺩ‬ ‫ﺩ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ )ﻣﺒﺪﺃ ﺍﻟﻔﻌﻠﲔ ﺍﳌﺘﺒﺎﺩﻟﲔ( ‪:‬‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫**‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫**‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -1‬ﻣﻘﺎﺭﺑﺔ ﺗﺎﺭﳜﻴﺔ ﳌﻴﻜﺎﻧﻴﻚ‬
‫ﺟـ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ ‪ ) :‬ﻋﻤﻞ ﳐﱪﻱ ( ‪.‬‬ ‫ﻧﻴﻮﺗﻦ ‪:‬‬
‫
‬
‫** ﲡﺮﺑﺔ ‪ :‬ﻧﻘﻮﻡ ﺑﺎﻟﻨﺸﺎﻁ ﺍﳌﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ ‪ 16‬ﺹ ‪ 240‬ﻭ ﳕﺜﻞ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ‪ a‬ﳌﺮﻛﺰ‬
‫‪• 17 cm‬‬ ‫ﻋﻄﺎﻟﺔ ﺍﳉﻤﻠﺔ ﰲ ﺃﻳﺔ ﳊﻈﺔ ‪.‬‬

‫‪Aib Kamel‬‬
‫
‬ ‫‪M2‬‬
‫‪v1‬‬ ‫‪M3‬‬
‫
‬
‫‪v2‬‬
‫‪
i‬‬ ‫‪i‬‬
‫‪∆v 2‬‬
‫‪i‬‬
‫•‬ ‫‪M1‬‬
‫‪M 4i‬‬
‫‪M5‬‬

‫•‬
‫
‬ ‫‪M6‬‬
‫‪a2‬‬ ‫
‬ ‫‪i‬‬
‫‪a9‬‬
‫‪M7‬‬
‫‪i‬‬
‫‪i‬‬
‫‪M 12‬‬ ‫‪M8‬‬
‫‪i‬‬ ‫‪i‬‬
‫‪M 11‬‬ ‫‪i‬‬ ‫‪i‬‬
‫‪M 10‬‬
‫‪M9‬‬

‫** ﰲ ﻣﻌﻠﻢ ﻣﻌﲔ ﻭ ﰲ ﳊﻈﺔ ﻣﻌﻴﻨﺔ ‪ t‬ﻳﻌﺮ‪‬ﻑ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ﳌﺮﻛﺰ ﻋﻄﺎﻟﺔ ﲨﻠﺔ ﻛﻤﺎﻳﻠﻲ ‪:‬‬
‫‪
dv
G‬‬ ‫‪∆vG‬‬
‫
‬
‫= ‪ a‬ﻭﺣﺪﺗﻪ ) ‪. ( m / s‬‬
‫‪2‬‬
‫‪= lim‬‬
‫‪∆ t →0‬‬ ‫‪dt‬‬ ‫‪∆t‬‬
‫‪ -‬ﺍﻧﻘﻞ ﺍﳌﻮﺍﺿﻊ ﺍﳌﺘﺘﺎﻟﻴﺔ ﻟﻠﻜﺮﻳﺔ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﻠﻤﺘﺮﻳﺔ‪ ،‬ﻭﻛﺬﺍ ﻣﻮﺿﻊ ﺍﳌﺴﻤﺎﺭ‪ ،‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺴﻠﻢ‬
‫ﺍﳌﺴﺘﺨﺪﻡ ‪.‬‬ ‫‪ 10‬ﺩ‬
‫‪ -‬ﺃﺭﺳﻢ ﺃﺷﻌﺔ ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﳊﻈﺎﺕ ﳐﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻟﻮﺛﻴﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺳﻠﻢ ﻣﻨﺎﺳﺐ ﻭﺑﻴ‪‬ﻦ ﺍﳌﻮﺿﻊ‬
‫‪ M‬ﺍﻟﺬﻱ ﳛﺪﺙ ﻓﻴﻪ ﺗﻐﲑ ﻛﺒﲑ ﻟﺸﻌﺎﻉ ﺍﻟﺴﺮﻋﺔ ‪.‬‬ ‫‪ 30‬ﺩ‬
‫‪ -‬ﻣﺎ ﻫﻲ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻜﺮﻳﺔ ﰲ ﺍﳌﻮﺿﻊ ﻧﻔﺴﻪ ‪ M‬؟ ﺍﺧﺘﺮ ﺳﻠﻤﺎ ﻣﻨﺎﺳﺒﺎ‬
‫‪ 10‬ﺩ‬
‫ﻟﺘﻤﺜﻴﻠﻬﺎ‪.‬‬
‫
‬
‫‪ -‬ﻣﺜﻞ ﺍﻟﺸﻌﺎﻉ ‪. m a‬‬
‫
‬ ‫
‬ ‫‪ 15‬ﺩ‬
‫ﻭ ‪. ma‬‬ ‫∑‬ ‫‪ -‬ﻗﺎﺭﻥ ﺑﲔ ﺷﻌﺎﻋﻲ ﳏﺼﻠﺔ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ‪Fext‬‬
‫‪ 15‬ﺩ‬
‫‪ -‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ؟‬
‫‪ 05‬ﺩ‬
 ‫** ﻧﺺ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫** ﰲ ﻣﻌﻠﻢ ﻏﺎﻟﻴﻠﻲ ﺍ‪‬ﻤﻮﻉ ﺍﻟﺸﻌﺎﻋﻲ ﻟﻠﻘﻮﺓ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﲨﻠﺔ ﻣﺎﺩﻳﺔ ﻳﺴﺎﻭﻱ ﰲ ﻛﻞ ﳊﻈﺔ ﺟﺪﺍﺀ‬
‫
‬
‫‪∑F‬‬ ‫‪ 10‬ﺩ‬
‫
‬
‫‪ex‬‬ ‫ﻛﺘﻠﺘﻬﺎ ﰲ ﺷﻌﺎﻉ ﺗﺴﺎﺭﻉ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺘﻬﺎ ﲝﻴﺚ ‪= m⋅a :‬‬

‫ﺩ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻨﻴﻮﺗﻦ ) ﻣﺒﺪﺃ ﺍﻟﻔﻌﻠﲔ ﺍﳌﺘﺒﺎﺩﻟﲔ ( ‪:‬‬

‫
‬ ‫
‬
‫** ﺇﺫﺍ ﺃﺛﺮﺕ ﲨﻠﺔ ‪ A‬ﻋﻠﻰ ﲨﻠﺔ ‪ B‬ﺑﻘﻮﺓ ‪ FA / B‬ﻓﺈﻥ ﺍﳉﻤﻠﺔ ‪ B‬ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﳉﻤﻠﺔ ‪ A‬ﺑﻘﻮﺓ ‪FB / A‬‬
‫‪ 10‬ﺩ‬
‫
‬ ‫
‬
‫ﲤﺎﺛﻠﻬﺎ ﰲ ﺍﻟﺸﺪﺓ ﻭ ﺗﺰﺍﻣﻨﻬﺎ ﻭ ﺗﻌﺎﻛﺴﻬﺎ ﰲ ﺍﻹﲡﺎﻩ ﻭ ﳍﻤﺎ ﻧﻔﺲ ﺍﳊﺎﻣﻞ ﲝﻴﺚ‪. FA / B = −FB / A :‬‬
 ‫ﺍﻷﺳﺘﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺛﺎﻧﻮﻳﺔ ﺳﻴﺪﻱ ﺳﻠﻴﻤﺎﻥ ﺑﻮﺳﻌﺎﺩﺓ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ‪........................ :‬‬ ‫ﺍﻟﻘﺴﻢ ‪................. :‬‬

‫ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﻠﺘﻠﻤﻴﺬ‬

‫– ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪) :‬ﻋﻤﻞ ﳐﱪﻱ( ‪ ) .....................‬ﺍﳌﺪﺓ ‪ 90‬ﺩ(‬
‫** ﻛﻴﻒ ﻧﺮﺳﻢ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ؟‬

‫
‬
‫‪ -1‬ﺍﳍﺪﻑ ‪ :‬ﻳﻬﺪﻑ ﻫﺬﺍ ﺍﻟﻨﺸﺎﻁ ﺇﱃ ﲤﺜﻴﻞ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ‪ a‬ﳌﺮﻛﺰ ﻋﻄﺎﻟﺔ ﲨﻠﺔ ﰲ ﳊﻈﺔ ﻣﻌﻴﻨﺔ ﻭﺍﻟﺘﺄﻛﺪ ﻣﻦ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ‪.‬‬
‫‪ -2‬ﺍﻷﺩﻭﺍﺕ‪ :‬ﺷﺒﻜﺔ ﺑﻴﺎﻧﻴﺔ ﻋﻠﻰ ﻟﻮﺣﺔ ﺫﺍﺕ ﺍﻷﺑﻌﺎﺩ )‪،(1m×1m‬ﻛﺮﻳﺔ ﺫﺍﺕ ﻛﺘﻠﺔ ﻣﻌﺮﻭﻓﺔ ‪ ،‬ﺧﻴﻂ ﻣﻄﺎﻃﻲ ﻃﻮﻟﻪ ﰲ ﺣﺎﻟﺔ ﺍﻟﺮﺍﺣﺔ‬
‫‪ ،‬ﻣﺴﻤﺎﺭ‪ .‬ﺁﻟﺔ ﺗﺼﻮﻳﺮ ﻓﻴﺪﻳﻮ )‪. (Webcam‬‬ ‫ﻣﻌﺮﻭﻑ ‪L0‬‬
‫‪ -3‬ﺍﻟﺘﺠﺮﺑﺔ‪:‬‬
‫** ﻧﻀﻊ ﺍﻟﺸﺒﻜﺔ ﺷﺎﻗﻮﻟﻴﺎ ﻭﻧﺄﺧﺬ ﺍﳋﻴﻂ ﺍﳌﻄﺎﻃﻲ ﻟﻨﺜﺒﺖ ﺍﻟﻜﺮﻳﺔ ﻋﻨﺪ ﺇﺣﺪﻯ ‪‬ﺎﻳﺘﻴﻪ ﻭﻧﺜﺒﺖ ‪‬ﺎﻳﺘﻪ ﺍﻷﺧﺮﻯ ﻋﻠﻰ ﺍﳌﺴﻤﺎﺭ ﺍﳌﻮﺟﻮﺩ ﻋﻠﻰ ﺑﻌﺪ ﻣﻌﲔ‬
‫ﻣﻦ ﺍﳊﺎﻓﺔ ﺍﻟﻌﻠﻮﻳﺔ ﻟﻠﺸﺒﻜﺔ ﻛﻤﺎ ﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ )‪. (1‬‬
‫** ﻧﺴﺤﺐ ﺍﻟﻜﺮﻳﺔ ﲟﻮﺍﺯﺍﺓ ﻣﻊ ﻣﺴﺘﻮﻱ ﺍﻟﺸﺒﻜﺔ ﻓﻴﺘﻤﺪﺩ ﺍﳋﻴﻂ ‪،‬ﻭﺑﻌﺪﻫﺎ ﻧﺘﺮﻙ ﺍﻟﻜﺮﻳﺔ ﳊﺎﳍﺎ ﺗﺘﺤﺮﻙ ﻭ ﻋﻦ ﻃﺮﻳﻖ ﺍﻟﺘﺼﻮﻳﺮ ﺍﳌﺘﻌﺎﻗﺐ‪ ،‬ﻧﺴﺠﻞ‬
‫ﺍﳌﻮﺍﺿﻊ ﺍﳌﺘﺘﺎﻟﻴﺔ ﻟﻠﻜﺮﻳﺔ ‪.‬‬
‫‪ -4‬ﺍﻷﺳﺌﻠﺔ‪:‬‬
‫‪ -‬ﺍﻧﻘﻞ ﺍﳌﻮﺍﺿﻊ ﺍﳌﺘﺘﺎﻟﻴﺔ ﻟﻠﻜﺮﻳﺔ ﻋﻠﻰ ﻭﺭﻗﺔ ﻣﻠﻤﺘﺮﻳﺔ‪ ،‬ﻭﻛﺬﺍ ﻣﻮﺿﻊ ﺍﳌﺴﻤﺎﺭ‪ ،‬ﻣﻊ ﻣﺮﺍﻋﺎﺓ ﺍﻟﺴﻠﻢ ﺍﳌﺴﺘﺨﺪﻡ ‪.‬‬
‫‪ -‬ﺃﺭﺳﻢ ﺃﺷﻌﺔ ﺍﻟﺘﺴﺎﺭﻉ ﰲ ﳊﻈﺎﺕ ﳐﺘﻠﻔﺔ ﻋﻠﻰ ﺍﻟﻮﺛﻴﻘﺔ ﺑﺎﺳﺘﺨﺪﺍﻡ ﺳﻠﻢ ﻣﻨﺎﺳﺐ ﻭﺑﻴ‪‬ﻦ ﺍﳌﻮﺿﻊ ‪ M‬ﺍﻟﺬﻱ ﳛﺪﺙ ﻓﻴﻪ ﺗﻐﲑ ﻛﺒﲑ ﻟﺸﻌﺎﻉ‬
‫ﺍﻟﺴﺮﻋﺔ‪.‬‬
‫‪ -‬ﻣﺎ ﻫﻲ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﻟﻜﺮﻳﺔ ﰲ ﺍﳌﻮﺿﻊ ﻧﻔﺴﻪ ‪ M‬؟ ﺍﺧﺘﺮ ﺳﻠﻤﺎ ﻣﻨﺎﺳﺒﺎ ﻟﺘﻤﺜﻴﻠﻬﺎ ‪.‬‬
‫‪............................................................................................‬‬
‫
‬
‫‪ -‬ﻣﺜﻞ ﺍﻟﺸﻌﺎﻉ ‪. m a‬‬
‫
‬ ‫
‬
‫ﻭ ‪. ma‬‬ ‫∑‬ ‫‪ -‬ﻗﺎﺭﻥ ﺑﲔ ﺷﻌﺎﻋﻲ ﳏﺼﻠﺔ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ‪Fext‬‬
‫‪.................................................................................................................‬‬
‫‪ -‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ؟‬
‫‪.................................................................................................................‬‬
 ‫‪ -5‬ﻣﺜﺎﻝ ﺗﻄﺒﻴﻘﻲ‪ :‬ﺑﺎﻟﻄﺮﻳﻘﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻧﻔﺴﻬﺎ‪ ،‬ﰎ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺒﻴﻨﺔ ﰲ ﺍﻟﺸﻜﻞ‪ 2-‬ﺑﺎﳌﻌﻄﻴﺎﺕ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫** ﻛﺘﻠﺔ ﺍﻟﻜﺮﻳﺔ ‪ ، M= 228g‬ﻭ ﺧﻴﻂ ﻣﻄﺎﻃﻲ ﻃﻮﻟﻪ ﰲ ﺣﺎﻟﺔ ﺍﻟﺮﺍﺣﺔ ‪. L0= 20 cm‬‬
‫** ﻳﺒﻌﺪ ﺍﳌﺴﻤﺎﺭ ﻋﻦ ﺍﳊﺎﻓﺔ ﺍﻟﻌﻠﻮﻳﺔ ﻟﻠﻮﺣﺔ ﲟﻘﺪﺍﺭ ‪. 17cm‬‬
‫** ﺍﻟﻔﺎﺻﻞ ﺍﻟﺰﻣﲏ ﺑﲔ ﳊﻈﺘﲔ ﻣﺘﺘﺎﻟﻴﺘﲔ ﻫﻮ ‪. ∆t = 0.1s‬‬
‫** ﺗﻐﲑﺍﺕ ﺗﻮﺗﺮ ﺍﳋﻴﻂ ﺍﳌﻄﺎﻃﻲ ﻣﻌﻄﺎﺓ ﰲ ﺍﻟﺒﻴﺎﻥ ﺍﳌﻮﺍﻓﻖ ﻟﻠﺸﻜﻞ‪3-‬‬

‫ﻣ‬
‫‪17‬‬
‫‪c‬‬ ‫)‪F(N‬‬
‫ﺍﻝﺸﻜل‬

‫ﺷ ﺷﺮ‬
‫‪5‬‬

‫‪4‬‬

‫‪3‬‬
‫ﻤﺴﻤﺎ‬
‫‪2‬‬

‫‪1‬‬

‫‪0‬‬ ‫‪10 20‬‬

‫‪3 4‬‬ ‫‪50‬‬
‫)‪6 7 8 9 1011 l(cm‬‬

‫ﺍﻟ‬

‫ﺍ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ‪ ...................:‬ﺍﻟﻘﺴﻢ ‪........:‬‬
 ‫‪ -‬ﺍﳉﺎﻧﺐ ﺍﻟﻨﻈﺮﻱ ‪ :‬ﳝﺜﻞ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ﳌﺮﻛﺰ ﻋﻄﺎﻟﺔ ﲨﻠﺔ ﰲ ﳊﻈﺔ ﻣﻌﻴﻨﺔ ﺑﻄﺮﻳﻘﺘﲔ ‪:‬‬
‫‪ -‬ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﲢﺪﻳﺪ ﺃﺷﻌﺔ ﺍﻟﺴﺮﻋﺔ ﻋﻠﻰ ﻣﺴﺎﺭ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺍﳉﻤﻠﺔ ‪.‬‬
‫
‬
‫‪ -‬ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﻟﺸﻌﺎﻉ ‪ ∑ Fext‬ﺍﳌﻤﺜﻞ ﻟﻠﻤﺠﻤﻮﻉ ﺍﻟﺸﻌﺎﻋﻲ ﻟﻠﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﳉﻤﻠﺔ ‪.‬‬

‫ﺍﻟﻄﺮﻳﻘﺔ ‪ :1‬ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﺍﳌﺴﺎﺭ‬

‫
‬
‫** ﻛﻴﻒ ﻧﻌﲔ ) ‪ ، a(t 3‬ﻣﺜﻼ ؟‬
‫
‬ ‫
‬
‫‪ -1‬ﲤﺜﻴﻞ ﺃﺷﻌﺔ ﺍﻟﺴﺮﻋﺔ ) ‪ v(t2‬ﻭ ) ‪. v(t4‬‬
‫
‬ ‫‪
M‬‬ ‫→‪‬‬
‫= ‪v(t2 ) = v2‬‬ ‫‪3M1‬‬
‫‪ ∆t = t3 − t1‬ﻣﻊ‬
‫‪∆t‬‬
‫
‬
‫** ﻟﺘﻤﺜﻴﻞ ‪ ، v2‬ﳚﺐ ﺍﺧﺘﻴﺎﺭ ﺳﻠﻢ ﻟﻠﺴﺮﻋﺔ ‪.‬‬

‫

‬ ‫‪‬‬‫‪M3M5‬‬
‫→‪‬‬
‫‪v‬‬
‫‪. 4‬‬ ‫=‬ ‫‪v‬‬ ‫(‬‫‪t‬‬ ‫)‬ ‫=‬ ‫** ﲤﺜﻴﻞ ﺃﻳﻀﺎ‬
‫‪t5 − t3‬‬
‫‪4‬‬

‫
‬
‫‪ -2‬ﲤﺜﻴﻞ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ) ‪. a(t3‬‬
‫

‬
‫
‬ ‫‪
v4 − v2‬‬
‫= ‪. a(t3 ) = a3‬‬
‫‪t 4 − t2‬‬
‫
‬ ‫
‬
‫** ﳕﺜﻞ ‪ , v4‬ﰒ ‪ − v2‬ﻋﻠﻰ ‪. M3‬‬
‫

‬
‫** ﻧﺮﺳﻢ ﺑﺎﻟﺘﺎﱄ ﺍﻟﺸﻌﺎﻉ ) ‪. (v4 − v2‬‬
‫

‬
‫** ﻧﻘﻴﺲ ‪ . v4 − v2‬ﺑﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻟﺴﻠﻢ ‪,‬‬
‫
‬
‫** ﺑﻘﺴﻤﺔ ﻫﺬﻩ ﺍﻟﻘﻴﻤﺔ ﻋﻠﻰ ﻗﻴﻤﺔ ) ‪ , (t4 − t2‬ﳓﺴﺐ ﻗﻴﻤﺔ ‪. a3‬‬
‫

‬ ‫
‬
‫ﻧﺮﺳﻢ ﺑﻌﺪﻫﺎ ‪ ، a3‬ﻣﺘﺴﺎﻣﺖ )‪ (colinéaire‬ﻟـ ‪ ، (v4 − v2 ) :‬ﺑﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺳﻠﻢ ﺍﻟﺘﺴﺎﺭﻉ ‪.‬‬

‫ﺍﻟﻄﺮﻳﻘﺔ ‪ :2‬ﺍﻧﻄﻼﻗﺎ ﻣﻦ ﳏﺼﻠﺔ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺘﺤﺮﻙ‬

‫
‬
‫ﲟﻌﺮﻓﺔ ﳏﺼﻠﺔ ﺍﻟﻘﻮﻯ ﺍﳋﺎﺭﺟﻴﺔ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﳌﺘﺤﺮﻙ‪ ,‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﻳﺴﻤﺢ ﺑﺎﺳﺘﻨﺘﺎﺝ ﳑﻴﺰﺍﺕ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ‪. a‬‬
‫‪ -1‬ﺗﻌﻴﲔ ﺑﻴﺎﻧﻴﺎ ﳎﻤﻮﻉ ﺍﻟﻘﻮﻯ‪.‬‬
‫
‬ ‫

‬
‫ﻧﻌﲔ ﺑﻴﺎﻧﻴﺎ ﺧﻮﺍﺹ ﳎﻤﻮﻉ ﺍﻟﻘﻮﻯ؛ ﻫﻨﺎ‪. ∑Fext = F1 + F2 ،‬‬
‫
‬
‫‪ -2‬ﲤﺜﻴﻞ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ‪. a‬‬
‫
‬
‫‪
∑Fext‬‬
‫= ‪.a‬‬
‫
‬
‫ﲟﻌﺮﻓﺔ ﻛﺘﻠﺔ ﺍﳌﺘﺤﺮﻙ‪ ،‬ﻧﺴﺘﻨﺘﺞ ﳑﻴﺰﺍﺕ ﺷﻌﺎﻉ ﺍﻟﺘﺴﺎﺭﻉ ‪ a‬ﻣﻊ‬
‫‪m‬‬ ‫
‬
‫** ﳓﺪ‪‬ﺩ ﺳﻠﹼﻤﺎ ﻟﺮﺳﻢ ﺍﻟﺘﺴﺎﺭﻉ ‪. a‬‬
 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -3-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﳏﺎﻛﺎﺓ ‪ +‬ﺩﺭﺱ ‪ +‬ﺗﻄﺒﻴﻘﺎﺕ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 1 + 1 + 2 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺷﺮﺡ ﺣﺮﻛﺔ ﻛﻮﻛﺐ ﺃﻭ ﻗﻤﺮ ﺻﻨﺎﻋﻲ ‪.‬‬

‫** ﺗﻮﻇﻴﻒ ﺍﻟﻘﻮﺍﻧﲔ ﺍﻟﺜﻼﺛﺔ ﻟﻨﻴﻮﺗﻦ ﻭﻣﻔﻬﻮﻡ ﺍﻟﺘﺴﺎﺭﻉ ‪.‬‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫** ﳏﺎﻛﺎﺓ ‪ :‬ﺣﺮﻛﺔ ﺍﻟﻜﻮﺍﻛﺐ ﻭ ﺍﻷﻗﻤﺎﺭ ‪.‬‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬

‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ** ﺟﻬﺎﺯ ﺍﻟﻌﺮﺽ ** ﺟﻬﺎﺯ ﺍﻟﻜﻤﺒﻴﻮﺗﺮ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪ -2‬ﺷﺮﺡ ﺣﺮﻛﺔ ﻛﻮﻛﺐ ﺃﻭ ﻗﻤﺮ ﺻﻨﺎﻋﻲ ‪:‬‬

‫‪ 15‬ﺩ‬
‫‪ -1-2‬ﺷﺮﻭﻁ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺣﺮﻛﺔ ﺩﺍﺋﺮﻳﺔ ‪:‬‬
‫‪ 15‬ﺩ‬
‫‪ -2-2‬ﻋﺒﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﻨﺎﻇﻤﻲ ﻭ ﺩﻭﺭ ﺍﳊﺮﻛﺔ ‪:‬‬
‫‪ -3-2‬ﺍﳊﺮﻛﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﳌﻨﺘﻈﻤﺔ ﻟﻠﻜﻮﺍﻛﺐ ﻭ ﺍﻷﻗﻤﺎﺭ ﺍﻹﺻﻄﻨﺎﻋﻴﺔ ‪:‬‬
‫‪ 30‬ﺩ‬ ‫ﺃ‪ -‬ﺗﻔﺴﲑ ﺍﳊﺮﻛﺔ ‪:‬‬
‫‪ -4-2‬ﻗﻮﺍﻧﲔ ﻛﺒﻠﺮ ‪:‬‬
‫ﺃ‪-‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻷﻭﻝ ‪:‬‬
‫‪ 15‬ﺩ‬ ‫** ﺍﻹﻫﻠﻴﺞ ‪:‬‬
‫‪ 10‬ﺩ‬ ‫ﺏ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ‪:‬‬
‫‪ 10‬ﺩ‬ ‫ﺟـ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ‪:‬‬
‫‪ 25‬ﺩ‬ ‫‪ -5-2‬ﺍﺳﺘﻨﺘﺎﺝ ﻗﺎﻧﻮﻥ ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ ﻣﻦ ﻗﺎﻧﻮﻥ ﻛﺒﻠﺮ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪:‬‬
‫‪ 45‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ : (2‬ﻣﻦ ﺍﻟﺪﺭﺱ‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 25 :‬ﺹ ‪ ) 286‬ﻙ ﻡ (‬
‫‪ 45‬ﺩ‬
‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬
‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ : (2‬ﻣﻦ ﺍﻟﺪﺭﺱ‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 25 :‬ﺹ ‪ ) 286‬ﻙ ﻡ (‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -2‬ﺷﺮﺡ ﺣﺮﻛﺔ ﻛﻮﻛﺐ ﺃﻭ‬
‫ﻗﻤﺮ ﺻﻨﺎﻋﻲ ‪:‬‬
‫‪ -1-2‬ﺷﺮﻭﻁ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺣﺮﻛﺔ ﺩﺍﺋﺮﻳﺔ ‪:‬‬
‫** ﻣﺎﻫﻲ ﺷﺮﻭﻁ ﺍﳊﺼﻮﻝ ﻋﻠﻰ ﺣﺮﻛﺔ ﺩﺍﺋﺮﻳﺔ ﻣﻨﺘﻈﻤﺔ ﳉﻤﻠﺔ ﻣﺎ ‪.‬‬ ‫‪ 15‬ﺩ‬
‫‪ -2-2‬ﻋﺒﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﻨﺎﻇﻤﻲ ﻭ ﺩﻭﺭ ﺍﳊﺮﻛﺔ ‪:‬‬
‫
‬ ‫** ﺗﻌﻄﻰ ﻋﺒﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ﺍﻟﻨﺎﻇﻤﻲ ‪ an‬ﻛﻤﺎﻳﻠﻲ ‪:‬‬
‫‪v‬‬ ‫‪v2‬‬
‫= ‪. an‬‬
‫‪r‬‬
‫‪ 15‬ﺩ‬
‫
‬
‫‪r‬‬
‫•‬ ‫* ﺩﻭﺭ ﺍﳊﺮﻛﺔ ﻫﻮ ﺍﳌﺪﺓ ﺍﻟﻼﺯﻣﺔ ﻻﳒﺎﺯ ﺩﻭﺭﺓ‬
‫ﻭﺍﺣﺪﺓ ﺃﻱ ﻗﻄﻊ ﻣﺴﺎﻓﺔ ‪ 2π r‬ﲝﻴﺚ ‪:‬‬
‫
‬
‫
‬
‫‪r‬‬ ‫‪v‬‬
‫‪2π r‬‬ ‫‪x‬‬
‫= ‪T‬‬ ‫= ‪⇐ T‬‬
‫‪v‬‬ ‫‪v‬‬
‫‪ -3-2‬ﺍﳊﺮﻛﺔ ﺍﻟﺪﺍﺋﺮﻳﺔ ﺍﳌﻨﺘﻈﻤﺔ ﻟﻠﻜﻮﺍﻛﺐ ﻭ ﺍﻷﻗﻤﺎﺭ ﺍﻹﺻﻄﻨﺎﻋﻴﺔ ‪:‬‬
‫‪Y ′‬‬ ‫ﺃ‪ -‬ﺗﻔﺴﲑ ﺍﳊﺮﻛﺔ ‪:‬‬
‫‪v‬‬
‫
‬ ‫ﳔﺘﺎﺭ ﻣﻌﻠﻤﺎ ﲝﻴﺚ ﻳﻜﻮﻥ ﺃﺣﺪ ﳏﺎﻭﺭﻩ ﻧﺎﻇﻤﻲ‬
‫‪X‬‬
‫
‬ ‫ﻛﻤﺎ ﰲ ﺍﻟﺸﻜﻞ‬
‫
‪an‬‬
‫‪F‬‬
‫•‬
‫

‬ ‫‪Y‬‬
‫‪an F‬‬
‫‪X′‬‬ ‫
‬
‫‪v‬‬

‫‪v2‬‬
‫‪.‬‬ ‫‪F =m‬‬ ‫** ﺑﺎﺳﺘﻌﻤﺎﻝ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﺃﻭﺟﺪ ﺍﻟﻌﺒﺎﺭﺓ ‪:‬‬
‫‪r‬‬
‫‪m ⋅M‬‬
‫‪ 30‬ﺩ‬
‫‪ : G = 6, 67 ×10‬ﺛﺎﺑﺖ‬ ‫‪−11‬‬
‫** ﺑﺎﺳﺘﻌﻤﺎﻝ ﻗﺎﻧﻮﻥ ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ ‪ F = G × 2 :‬ﲝﻴﺚ‬
‫‪r‬‬
‫ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ ‪ .‬ﻭ ﺍﻟﻌﻼﻗﺔ ﺍﻟﺴﺎﺑﻘﺔ ‪:‬‬
‫‪G ⋅M‬‬
‫= ‪. v orb‬‬ ‫‪ -‬ﺍﺳﺘﻨﺘﺞ ﻋﺒﺎﺭﺓ ﺍﻟﺴﺮﻋﺔ ﺍﳌﺪﺍﺭﻳﺔ ‪:‬‬
‫‪r‬‬
‫‪4π 2 3‬‬ ‫‪2π r‬‬
‫= ‪.T‬‬ ‫‪2‬‬
‫‪r‬‬ ‫= ‪ T‬ﺍﺳﺘﻨﺘﺞ ﺃﻥ ‪:‬‬ ‫** ﻣﻦ ﻋﻼﻗﺔ ﺍﻟﺪﻭﺭ ‪:‬‬
‫‪G ⋅M‬‬ ‫‪v orb‬‬
‫** ﺃﻭﺟﺪ ﻋﺒﺎﺭﺓ ﺍﻟﺪﻭﺭ ﻭ ﺍﻟﺴﺮﻋﺔ ﺍﳌﺪﺍﺭﻳﺔ ‪:‬‬
‫‪ -‬ﰲ ﺣﺎﻟﺔ ﻛﻮﻛﺐ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﻟﺸﻤﺲ ) ‪. (S‬‬
‫‪ -‬ﰲ ﺣﺎﻟﺔ ﻗﻤﺮ ﺇﺻﻄﻨﺎﻋﻲ ﻳﺪﻭﺭ ﺣﻮﻝ ﺍﻷﺭﺽ ) ‪. (T‬‬
‫** ﻫﻞ ﻛﺘﻠﺔ ﺍﻟﻜﻮﺍﻛﺐ ﻭ ﺍﻷﻗﻤﺎﺭ ﳍﺎ ﺗﺄﺛﲑ ﻋﻠﻰ ﺍﻟﺴﺮﻋﺔ ﺍﳌﺪﺍﺭﻳﺔ ﻭ ﺍﻟﺪﻭﺭ ‪.‬‬
 ‫‪ -4-2‬ﻗﻮﺍﻧﲔ ﻛﺒﻠﺮ ‪:‬‬
‫ﺃ‪-‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻷﻭﻝ ‪ :‬ﺇﻥ ﺍﻟﻜﻮﺍﻛﺐ ﺗﺘﺤﺮﻙ ﻭﻓﻖ ﻣﺪﺍﺭﺍﺕ ﺍﻫﻠﻴﺤﻴﺔ ﲤﺜﻞ ﺍﻟﺸﻤﺲ ﺃﺣﺪ ﳏﺮﻗﻴﻬﺎ ‪.‬‬
‫** ﺍﻹﻫﻠﻴﺞ ‪ :‬ﻫﻮ ﻣﻨﺤﲎ ﻳﻜﻮﻥ ﻓﻴﻪ ﳎﻤﻮﻉ ﺍﳌﺴﺎﻓﺘﲔ ﻣﻦ ﻧﻘﻄﺔ ﻣﻨﻪ ﺇﱃ ﺍﶈﺮﻗﲔ ‪F ′, F‬‬

‫‪Q‬‬ ‫ﺛﺎﺑﺘﺎ )ﻗﻄﻊ ﻧﺎﻗﺺ(‬

‫‪r2‬‬ ‫** ‪ : 2a = r1 + r2‬ﺍﶈﻮﺭ ﺍﻟﻜﺒﲑ ‪.‬‬
‫‪r1‬‬ ‫‪d‬‬ ‫‪ 15‬ﺩ‬
‫‪P‬‬
‫‪F‬‬ ‫‪F′‬‬
‫‪A‬‬ ‫** ‪ : 2d‬ﺍﶈﻮﺭ ﺍﻟﺼﻐﲑ ‪.‬‬

‫‪2a‬‬

‫ﺏ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ‪ :‬ﺇﻥ ﺍﳌﺴﺘﻘﻴﻢ ﺍﻟﺮﺍﺑﻂ ﺑﲔ ﺍﻟﺸﻤﺲ ﻭ ﻛﻮﻛﺐ ﳝﺴﺢ ﻣﺴﺎﺣﺎﺕ ﻣﺘـﺴﺎﻭﻳﺔ‬
‫ﺧﻼﻝ ﳎﺎﻻﺕ ﺯﻣﻨﻴﺔ ﻣﺘﺴﺎﻭﻳﺔ ‪.‬‬
‫‪B‬‬ ‫** ﺇﺫﺍ ﻛﺎﻥ ﺍ‪‬ﺎﻟﲔ ﺍﻟﺰﻣﻨﻴﲔ ﻟﻺﻧﺘﻘﺎﻟﲔ‬
‫‪C‬‬ ‫‪S‬‬ ‫‪A‬‬
‫ﻣﺘﺴﺎﻭﻳﲔ ﻓﺈﻥ ﺳﺮﻋﺔ ﺍﻟﻜﻮﻛﺐ ﻫﻲ ﺍﻟﱵ‬
‫‪D‬‬ ‫ﺗﺘﻐﲑ ﻋﻠﻰ ﻣﺪﺍﺭﻩ‬ ‫‪ 10‬ﺩ‬

‫ﺟـ‪ -‬ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ‪ :‬ﻳﺘﻨﺎﺳﺐ ﻣﺮﺑﻊ ﺍﻟﺪﻭﺭ ﳌﺪﺍﺭ ﻛﻮﻛﺐ ﻣﻊ ﻣﻜﻌـﺐ ﺍﻟﺒﻌـﺪ ﺍﳌﺘﻮﺳـﻂ‬
‫‪K = cte ،‬‬ ‫ﻟﻠﻜﻮﻛﺐ ﻋﻦ ﺍﻟﺸﻤﺲ )ﻧﺼﻒ ﺍﶈﻮﺭ ﺍﻟﻜﺒﲑ( ﲝﻴﺚ ‪T 2 = K ⋅ a 3 :‬‬
‫‪ -5-2‬ﺍﺳﺘﻨﺘﺎﺝ ﻗﺎﻧﻮﻥ ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ ﻣﻦ ﻗﺎﻧﻮﻥ ﻛﺒﻠﺮ ‪:‬‬ ‫‪ 10‬ﺩ‬
‫‪4π 2 3‬‬
‫= ‪T = K ⋅r‬‬
‫‪2‬‬ ‫‪3‬‬
‫ﻣﻦ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﻟﺚ ﻟﻜﺒﻠﺮ ﻭﻣﻦ ﻋﺒﺎﺭﺓ ﺍﻟﺪﻭﺭ ﺍﻟﺴﺎﺑﻘﺔ ‪r :‬‬
‫‪G ⋅M‬‬
‫‪4π 2 m‬‬
‫‪.‬‬ ‫=‪F‬‬ ‫ﻭ ﺣﺴﺐ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﺃﻭﺟﺪ ﺍﻟﻌﻼﻗﺔ‬
‫‪Kr 3‬‬

‫ﻋﻠﻤﺎ ﺃﻥ ‪. v 2 = 4π 2r , T = 2π r ‬‬

‫‪‬‬ ‫‪2 2‬‬ ‫‪3‬‬
‫‪‬‬
‫‪‬‬ ‫‪T‬‬ ‫‪v ‬‬
‫‪ 25‬ﺩ‬
‫‪ -‬ﺃﻭﺟﺪ ﺍﻟﺜﺎﺑﺖ ‪ . K‬ﻭ ﻣﺎﺫﺍ ﳝﺜﻞ ﻭ ﲟﺎﺫﺍ ﻳﺘﻌﻠﻖ ؟‪.‬‬
‫‪mM‬‬
‫‪.‬‬ ‫‪F =G‬‬ ‫** ﺍﺳﺘﻨﺘﺞ ﻗﺎﻧﻮﻥ ﺍﳉﺬﺏ ﺍﻟﻌﺎﻡ‬
‫‪r2‬‬

‫** ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪ :‬ﺃﺣﺴﺐ ﻗﻮﺓ ﺍﻟﺘﺠﺎﺫﺏ ﺑﲔ ﺍﻷﺭﺽ ﻭ ﺍﻟﻘﻤﺮ ﺣﻴﺚ ﺍﻟﺒﻌﺪ ﺑﻴﻨﻬﻤﺎ ‪:‬‬
‫‪{M‬‬ ‫‪L‬‬ ‫}‬
‫‪ d = 384 ×106 m‬ﻭﻟﺪﻳﻨﺎ ‪= 7,34 × 1022 kg , M T = 5,98 × 1024 kg :‬‬ ‫‪ 20‬ﺩ‬
‫‪. {R L = 1, 74 ×10 m , RT = 6,38 ×10 m‬‬
‫‪6‬‬ ‫‪6‬‬
‫ﻭ}‬
‫** ﺃﺣﺴﺐ ﺷﺪﺓ ﺍﳉﺎﺫﺑﻴﺔ ﻋﻠﻰ ﻛﻞ ﻣﻦ ﺳﻄﺤﻲ ﺍﻷﺭﺽ ﻭ ﺍﻟﻘﻤﺮ ‪ ،‬ﻣﺎﺫﺍ ﺗﺴﺘﻨﺘﺞ ؟‬
‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ : (2‬ﻣﻦ ﺍﻟﺪﺭﺱ‬
‫‪ 45‬ﺩ‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 25 :‬ﺹ ‪ ) 286‬ﻙ ﻡ (‬
‫‪ 45‬ﺩ‬
 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -4-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﻋﻤﻞ ﳐﱪﻱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 2 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪.‬‬

‫**ﻳﻔﺴﺮ ﺑﻮﺍﺳﻄﺔ ﻣﻌﺎﺩﻟﺔ ﺗﻔﺎﺿﻠﻴﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀﻭﺧﺎﺿﻊ ﻻﺣﺘﻜﺎﻙ‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫* ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺑﱪﻧﺎﻣﺞ‬

‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬
‫ﻣﻨﺎﺳﺐ )ﻉ‪.‬ﻡ‪. (.‬‬
‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪ -3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪:‬‬

‫‪ -1-3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﳊﻘﻴﻘﻲ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪ ) :‬ﻋﻤﻞ ﳐﱪﻱ ( ‪.‬‬
‫‪ 45‬ﺩ‬
‫** ﺍﻟﺘﺠﺮﺑﺔ ‪ ) :‬ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ (‬
‫‪ 20‬ﺩ‬
‫‪ -2-3‬ﺍﻟﻘﻮﻯ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺟﺴﻢ ﺻﻠﺐ ‪:‬‬
‫‪ 20‬ﺩ‬
‫‪ -3-3‬ﺗﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﺍﳉﺴﻢ ﺍﻟﺼﻠﺐ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﲤﺮﻳﻦ ﺗﺪﺭﰊ ‪:‬‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫**‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫**‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ‬
‫ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪ -1-3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﳊﻘﻴﻘﻲ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪ ) :‬ﻋﻤﻞ ﳐﱪﻱ ( ‪.‬‬
‫** ﺍﻟﺘﺠﺮﺑﺔ ‪ ) :‬ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ (‬
‫‪:V‬‬ ‫‪= 5, 4L‬‬ ‫ﻭ ﺣﺠﻢ‬ ‫‪m = 19 g‬‬ ‫ﻧﺘﺮﻙ ﺃﺭﺑﻊ ﺑﺎﻟﻮﻧﺎﺕ ﻣﺮﺑﻮﻃﺔ ﻣﺜﻘﻠﺔ ﲜﺴﻢ ﻛﺘﻠﺘﻪ‬
‫** ﻋﻨﺪ ﺍﻟﻘﻴﺎﻡ ﺑﺎﻟﺘﺠﺮﺑﺔ ﻭ ﺗﺴﺠﻴﻞ ﺍﻟﻨﺘﺎﺋﺞ ﺑﻮﺍﺳﻄﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻨﺎﺳﺐ‬
‫ﳒﺪ ﺍﳌﻨﺤﲎ ) ‪ v = f (t‬ﻭ ﳕﻴﺰ ﻓﻴﻪ ﻧﻈﺎﻣﲔ ‪ ).‬ﺇﻧﺘﻘﺎﱄ ﻭ ﺩﺍﺋﻢ ( ‪.‬‬

‫) ‪v (m / s‬‬ ‫‪A ib Kamel‬‬

‫‪ 45‬ﺩ‬

‫‪0,32‬‬ ‫) ‪t (s‬‬

‫** ﺑﻴ‪‬ﻦ ﺍﻟﻨﻈﺎﻣﲔ ﻋﻠﻰ ﺍﳌﻨﺤﲎ ‪.‬‬

‫** ﻣﺎﺫﺍ ﲤﺜﻞ ﺍﻟﻘﻴﻤﺔ ﺍﻟﻌﻈﻤﻰ ﻋﻠﻰ ﳏﻮﺭ ﺍﻟﺴﺮﻋﺔ ؟ ‪ -‬ﺃﺣﺴﺒﻬﺎ ‪.‬‬
‫** ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺛﺎﺑﺖ ﺍﻟﺰﻣﻦ ‪. τ‬‬
‫‪ -2-3‬ﺍﻟﻘﻮﻯ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺟﺴﻢ ﺻﻠﺐ ‪:‬‬
‫‪Z‬‬
‫** ﻣﺜﻞ ﻋﻠﻰ ﺍﻟﺮﺳﻢ ﺍﻟﻘﻮﻯ ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ‬
‫ﺍﳉﺴﻢ ) ‪ ( S‬ﺍﻟﺼﻠﺐ ﺃﺛﻨﺎﺀ ﺍﻟﺴﻘﻮﻁ ‪.‬‬
‫‪ 20‬ﺩ‬
‫** ﺗﻌﺮﻳﻒ ﺩﺍﻓﻌﺔ ﺃﺭﲬﻴﺪﺱ ﻭ ﺇﻋﻄﺎﺀ ﻋﺒﺎﺭﺓ ﻗﻮ‪‬ﺎ ‪.‬‬
‫) ‪(S‬‬ ‫
‪π = − ρf ⋅V ⋅ g‬‬
‫
‬
‫** ﺗﻌﺮﻳﻒ ﻗﻮﺓ ﺍﻹﺣﺘﻜﺎﻙ ﻭ ﻋﻼﻗﺘﻬﺎ ﺑﺎﻟﺴﺮﻋﺔ ‪.‬‬

‫‪.‬‬ ‫‪f = k v‬‬ ‫‪ -‬ﰲ ﺣﺎﻟﺔ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻀﻌﻴﻔﺔ‬

‫‪ -‬ﻭ ﰲ ﺣﺎﻟﺔ ﺍﻟﺴﺮﻋﺎﺕ ﺍﻟﻜﺒﲑﺓ ‪. f = k ′v‬‬

‫‪2‬‬
‫‪Z′‬‬
‫⊕‬
 ‫‪ -3-3‬ﺗﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﺍﳉﺴﻢ ﺍﻟﺼﻠﺐ ‪:‬‬
‫ﺑﺎﺧﺘﻴﺎﺭ ﻣﺮﺟﻊ ﻣﻨﺎﺳﺐ ﻭ ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ )ﺍﻟﺸﻜﻞ ﺍﻟﺴﺎﺑﻖ( ‪.‬‬
‫


‬
‫‪. P + π + f = m⋅a ⇐ ∑ Fex = m⋅a‬‬
‫
‬ ‫
‬ ‫
‬

‫‪dvz‬‬
‫‪.m‬‬ ‫** ﺇﳚﺎﺩ ﺍﳌﻌﺎﺩﻟﺔ ﺍﻟﺘﻔﺎﺿﻠﻴﺔ ‪= m g − ρf V g − f :‬‬
‫‪dt‬‬ ‫‪ 20‬ﺩ‬
‫‪d vz‬‬ ‫‪k‬‬ ‫‪‬‬ ‫‪ρf ‬‬
‫‪.‬‬ ‫‪+‬‬ ‫‪v = g 1 −‬‬ ‫ﺃ‪ -‬ﳌﺎ ‪ ⇐ f = k v‬ﺍﳌﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺸﻜﻞ ‪ :‬‬
‫‪dt‬‬ ‫‪m‬‬ ‫‪‬‬ ‫‪ρS ‬‬
‫‪mg ‬‬ ‫‪ρf  ‬‬ ‫‪− t ‬‬
‫‪k‬‬

‫= ‪v‬‬ ‫‪1 −‬‬ ‫‪‬‬ ‫‪−‬‬ ‫‪ -‬ﻛﺘﺎﺑﺔ ﺣﻠﻬﺎ ‪ :‬‬

‫‪m‬‬
‫‪1‬‬ ‫‪e‬‬
‫‪k ‬‬ ‫‪ρS  ‬‬ ‫‪‬‬
‫‪m‬‬ ‫‪mg‬‬ ‫‪ ρf ‬‬
‫=‪. τ‬‬ ‫= ‪ - v L‬ﻭ ﺍﻟﺰﻣﻦ ﺍﳌﻤﻴﺰ ‪:‬‬ ‫‪1 −‬‬ ‫‪ -‬ﻛﺘﺎﺑﺔ ﺍﻟﺴﺮﻋﺔ ﺍﳊﺪﻳﺔ ‪ :‬‬
‫‪k‬‬ ‫‪k‬‬ ‫‪ ρS ‬‬
‫‪d vz k′ 2‬‬ ‫‪ ρ‬‬ ‫‪‬‬ ‫‪= k ′v‬‬
‫‪2‬‬
‫‪.‬‬ ‫‪+‬‬ ‫‪v = g 1 − f‬‬ ‫‪ ⇐ f‬ﺍﳌﻌﺎﺩﻟﺔ ﻣﻦ ﺍﻟﺸﻜﻞ ‪ :‬‬ ‫ﺏ‪ -‬ﳌﺎ‬
‫‪dt‬‬ ‫‪m‬‬ ‫‪ ρS‬‬ ‫‪‬‬
‫‪mg  ρ f  ‬‬ ‫‪‬‬
‫‪k‬‬
‫‪− t‬‬
‫= ‪.v‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪−‬‬ ‫‪‬‬ ‫‪1‬‬ ‫‪−‬‬ ‫‪e‬‬ ‫‪m‬‬
‫‪ -‬ﻛﺘﺎﺑﺔ ﺣﻠﻬﺎ ‪ :‬‬
‫‪k ‬‬ ‫‪ρS  ‬‬ ‫‪‬‬
‫‪mg‬‬ ‫‪ ρf ‬‬
‫‪.‬‬ ‫= ‪vL‬‬ ‫‪1 −‬‬ ‫‪ -‬ﻛﺘﺎﺑﺔ ﺍﻟﺴﺮﻋﺔ ﺍﳊﺪﻳﺔ ‪ :‬‬
‫‪k′‬‬ ‫‪ ρS ‬‬
‫** ﻣﺎﻫﻲ ﻋﻼﻗﺔ ‪ v L‬ﺑﺎﻟﻜﺘﻠﺔ ﺍﳊﺠﻤﻴﺔ ﻟﻠﺠﺴﻢ ﺍﻟﺼﻠﺐ ‪. ρS‬‬
‫** ﻣﱴ ﺗﺒﻠﻎ ﺍﳊﺮﻛﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺪﺍﺋﻢ )ﺛﺒﺎﺕ ﺍﻟﺴﺮﻋﺔ( ‪.‬‬
‫** ﲤﺮﻳﻦ ﺗﺪﺭﰊ ‪:‬‬
‫ﻧﺘﺮﻙ ﻛﺮﺓ ﺻﻐﲑﺓ ﺗﺴﻘﻂ ﰲ ﺍﳌﺎﺀ ﲝﻴﺚ ‪:‬‬
‫‪ ، ρH O = 103 g / m 3‬ﻭ ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ ‪ ، m = 10 g‬ﻭﻧﺼﻒ ﻗﻄﺮﻫﺎ ‪ r = 1 cm‬ﻭ ﺑﺄﺧﺬ‬ ‫‪2‬‬

‫‪ g = 10 m / s 2‬ﺃﻭﺟﺪ ‪:‬‬
‫) ‪v (m / s‬‬ ‫‪A ib Kamel‬‬
‫‪t =1s‬‬

‫‪ 20‬ﺩ‬
‫‪v L = 1, 25 m / s‬‬ ‫‪t =1s‬‬

‫‪t =1s‬‬

‫‪0, 25‬‬
‫) ‪t (s‬‬
‫‪t =1s‬‬

‫‪t =1s‬‬

‫‪1‬‬
‫)‪ − (1‬ﺷﺪﺓ ﺩﺍﻓﻌﺔ ﺃﺭﲬﻴﺪﺱ ‪ π‬ﺍﳌﺆﺛﺮﺓ ‪.‬‬
‫
‬

‫) ‪ − ( 2‬ﺗﺴﺎﺭﻉ ﺍﳊﺮﻛﺔ ﰲ ﺍﻟﻠﺤﻈﺔ ‪ t = 1 s‬ﻭ ﺍﺳﺘﻨﺘﺞ ﺷﺪﺓ ﳏﺼﻠﺔ‬

‫
‬
‫ﺍﻟﻘﻮﻯ ‪ F‬ﺍﳌﺆﺛﺮﺓ ﻋﻠﻰ ﺍﻟﻜﺮﺓ ﰲ ﺗﻠﻚ ﺍﻟﻠﺤﻈﺔ ‪ ،‬ﻭ ﻛﺬﻟﻚ ﺷﺪﺓ ﻗﻮﺓ ﺍﻹﺣﺘﻜﺎﻙ ﺍﳌﻮﺍﻓﻘﺔ ‪.‬‬
 ‫ﺍﻷﺳﺘﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺛﺎﻧﻮﻳﺔ ﺳﻴﺪﻱ ﺳﻠﻴﻤﺎﻥ ﺑﻮﺳﻌﺎﺩﺓ‬

‫ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ‬
‫ﻣﺎ ﻫﻲ ﻃﺒﻴﻌﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻳﺴﻘﻂ ﰲ ﺍﳍﻮﺍﺀ؟‬
‫ﲟﺎﺫﺍ ﺗﺘﻌﻠﹼﻖ ؟‬

‫‪-1‬ﲤـﻬﻴــﺪ‬
‫‪ -‬ﻧﺘﺮﻙ ﺟﺴﻤﺎ ﺧﻔﻴﻔﺎ ﻣﺄﻟﻮﻓﺎ)ﻭﺭﻗﺔ ﻣﺜﻼ( ﻳﺴﻘﻂ ﰲ ﺍﳍﻮﺍﺀ ﺃﻣﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ‪.‬ﻧﻼﺣﻆ ﺃﻥ ﺣﺮﻛﺘﻬﺎ ﻣﻌﻘﺪﺓ )ﻣﺴﺎﺭ ﻏﲑ ﻣﺴﺘﻘﻴﻢ ﳌﺮﻛﺰ ﺍﻟﻌﻄﺎﻟﺔ‪،‬‬
‫ﺩﻭﺭﺍﻥ ﺣﻮﻝ ﻣﺮﻛﺰ ﺍﻟﻌﻄﺎﻟﺔ ‪ ،‬ﺗﺸﻮﻩ ﺍﻟﺸﻜﻞ‪. (..‬‬
‫‪ -‬ﻳﻈﻬﺮ ﺃﻥ ﺍﳍﻮﺍﺀ ﻳﺆﺛﺮ ﺑﻘﻮﺓ ﰲ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ‪ :‬ﲢﻠﻴﻞ ﺍﻟﺘﺄﺛﲑﺍﺕ ﺍﻟﱵ ﲣﻀﻊ ﳍﺎ ﺍﻟﻮﺭﻗﺔ ﰲ ﺍﳍﻮﺍﺀ ﺃﺛﻨﺎﺀ ﺍﻟﺴﻘﻮﻁ ﻳﺒﻴ‪‬ﻦ ﺃ‪‬ﺎ ﺑﺎﻹﺿﺎﻓﺔ ﺇﱃ ﺍﻟﺜﻘﻞ‬
‫ﲣﻀﻊ ﻟﻘﻮﻯ ﺍﺣﺘﻜﺎﻙ ﻣﻦ ﻃﺮﻑ ﺍﳍﻮﺍﺀ ‪.‬‬
‫‪ -‬ﻧﻌﻠﻦ ﻟﻠﺘﻼﻣﻴﺬ ﺃﻥ ﺍﳍﺪﻑ ﻣﻦ ﺳﻘﻮﻁ ﺟﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ )ﺍﳌﻮﺍﺋﻊ( ﻫﻮ ﳕﺬﺟﺔ ﻗﻮﻯ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﱵ ﻳﺆﺛﺮ ‪‬ﺎ ﺍﳍﻮﺍﺀ ﻋﻠﻰ ﺍﻷﺟﺴﺎﻡ ﺍﻟﱵ‬
‫ﺗﺴﻘﻂ ﻓﻴﻪ ‪.‬‬
‫ﺍﻟﺴﺆﺍﻝ ﺍﳌﻄﺮﻭﺡ ﻋﻠﻰ ﺍﻟﺘﻼﻣﻴﺬ ﻫﻮ ‪:‬‬
‫** ﺣﺴﺐ ﺭﺃﻳﻚ ‪ ،‬ﻫﻞ ﳝﻜﻦ ﺩﺍﺋﻤﺎ ﳕﺬﺟﺔ ﻗﻮﻯ ﺍﻻﺣﺘﻜﺎﻙ ﺑﻮﺍﺳﻄﺔ ﻗﻮﺓ ﻭﺣﻴﺪﺓ ؟‬
‫** ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﻮﺍﺏ ﻧﻌﻢ ‪ ،‬ﻓﻤﺎ ﻫﻲ ﺧﺼﺎﺋﺼﻬﺎ ؟ ﻭ ﺇﺫﺍ ﻛﺎﻥ ﺍﳉﻮﺍﺏ ﻻ ‪ ،‬ﻓﻠﻤﺎﺫﺍ ؟‬
‫‪ -‬ﻳﻬﺪﻑ ﺍﻟﻨﻘﺎﺵ ﺇﱃ ﺃﻥ ﻳﺘﺒﲔ ﻟﻠﺘﻼﻣﻴﺬ ‪ ،‬ﺃﻥ ﺍﻻﺣﺘﻜﺎﻙ ﺍﻟﺬﻱ ﻳﺆﺛﺮ ﻋﻠﻰ ﺟﺴﻢ ﻣﻦ ﻃﺮﻑ ﺍﳍﻮﺍﺀ‪ ،‬ﻻ ﳝﻜﻦ ﲤﺜﻴﻠﻪ )ﻛﻘﺎﻋﺪﺓ ﻋﺎﻣﺔ( ﺑﻘﻮﺓ‬
‫ﻭﺣﻴﺪﺓ ‪ f‬ﺫﺍﺕ ﺍﲡﺎﻩ ﺛﺎﺑﺖ ﺇﻻ ﺍﺫﺍ ﻛﺎﻧﺖ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﺣﺮﻛﺔ ﺍﻧﺴﺤﺎﺑﻴﺔ ﻣﺴﺘﻘﻴﻤﺔ ‪.‬‬
‫ﳝﻜﻦ ﺍﻟﺘﺤﻘﻖ ‪ ،‬ﻣﻦ ﺧﻼﻝ ﺃﻣﺜﻠﺔ ﻣﺘﻨﻮﻋﺔ ﻷﺟﺴﺎﻡ ﺧﻔﻴﻔﺔ ﰲ ﺣﺎﻟﺔ ﺳﻘﻮﻁ‪ ،‬ﺃﻥ ﻫﺬﺍ ﻏﲑ ﺣﺎﺻﻞ ﻋﻠﻰ ﺍﻟﻌﻤﻮﻡ ؛ ﻭﺃﻛﺜﺮ ﻣﻦ ﺫﻟﻚ ﻓﺒﺎﻟﻨﺴﺒﺔ‬
‫ﻟﻠﻮﺭﻗﺔ ﻓﺎﻥ ﺣﺮﻛﺘﻬﺎ ﺗﺘﻢ ﺑﺘﻐﻴ‪‬ﺮ ﺷﻜﻠﻬﺎ ﻛﺬﻟﻚ ‪.‬‬
‫ﻧﻮﺿﺢ ﺑﺎﻟﺘﺎﱄ ﻟﻠﺘﻼﻣﻴﺬ ﺃﻧﻪ ﻟﺘﺤﻘﻴﻖ ﳕﺬﺟﺔ ﺑﺴﻴﻄﺔ ﻟﻼﺣﺘﻜﺎﻙ ﰲ ﺍﳍﻮﺍﺀ‪ ،‬ﻧﻘﻮﻡ ﺑﺎﳒﺎﺯ ﲡﺮﺑﺔ ﺗﺮﺗﻜﺰ ﻋﻠﻰ ﺳﻘﻮﻁ ﺃﺟﺴﺎﻡ ﻣﺘﻤﻴﺰﺓ ﺍﺧﺘﲑﺕ ﺃﺷﻜﺎﳍﺎ‬
‫ﲝﻴﺚ ﳓﺼﻞ ﻋﻠﻰ ﺣﺮﻛﺎﺕ ﺷﺎﻗﻮﻟﻴﺔ ﺍﻧﺴﺤﺎﺑﻴﺔ ﻣﺴﺘﻘﻴﻤﺔ ؛ ﻣﻦ ﺃﺟﻞ ﻫﺬﺍ ﻧﺴﺘﻌﻤﻞ ﳎﻤﻮﻋﺔ ﺃﺭﺑﻊ ﺑﺎﻟﻮﻧﺎﺕ ﻣﺮﺑﻮﻃﺔ ﰲ ﻣﺎ ﺑﻴﻨﻬﺎ ﻭ ﻣﺜﻘﻠﺔ ﻧﻮﻋﺎ ﻣﺎ‪.‬‬
‫‪-2‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ﻟﻠﺤﺮﻛﺔ ﺍﻟﺸﺎﻗﻮﻟﻴﺔ ﺍﻻﻧﺴﺤﺎﺑﻴﺔ ﺍﳌﺴﺘﻘﻴﻤﺔ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ‪.‬‬
‫ﻧﺘﺮﻙ ﺍﻟﺒﺎﻟﻮﻧﺎﺕ ﺗﺴﻘﻂ ﰲ ﺍﳍﻮﺍﺀ ﺃﻣﺎﻡ ﺍﻟﺘﻼﻣﻴﺬ )ﻻ ﻧﺴﺠﻞ ﺣﺮﻛﺘﻬﺎ( ﻭﻧﻄﻠﺐ ﻣﻨﻬﻢ ﲢﺪﻳﺪ ﻃﺒﻴﻌﺔ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﺃﺛﻨﺎﺀ ﺍﻟﺴﻘﻮﻁ ‪.‬ﰒﹼ ﻧﻄﺮﺡ ﻋﻠﻰ‬
‫ﺍﻟﺘﻼﻣﻴﺬ ﺍﳌﻮﺯﻋﲔ ﰲ ﳎﻤﻮﻋﺎﺕ ﺻﻐﲑﺓ ﺍﻷﺳﺌﻠﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬

‫** ﻟﺘﻜﻦ ‪ v‬ﺳﺮﻋﺔ ﻧﻘﻄﺔ ﻣﻦ ﺍﳉﺴﻢ ﰲ ﺍﻟﻠﺤﻈﺔ ‪، t‬ﺣﺎﻭﻟﻮﺍ ﺃﻥ ﺗﺘﻮﻗﻌﻮﺍ ﺷﻜﻞ ﺍﳌﻨﺤﲎ ﺍﳌﻤﺜﻞ ﻟﻠﺪﺍﻟﺔ ) ‪. v = f (t‬ﺍﺭﺳﻢ ﺍﻟﺸﻜﻞ ﻋﻠﻰ ﻭﺭﻗﺔ‬
‫ﻭ ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﻮﻯ ﻟﻜﻲ ﺗﱪ‪‬ﺭ ﺷﻜﻞ ﺍﳌﻨﺤﲎ ‪.‬‬
‫** ﺣﺴﺐ ﺭﺃﻳﻚ ‪ ،‬ﻛﻴﻒ ﳝﻜﻦ ﻣﻦ ﺧﻼﻝ ﺍﳌﻨﺤﲎ ﺃﻥ ﳕﻴ‪‬ﺰ ﺗﻄﻮﺭ ﺳﺮﻋﺔ ﺍﻟﺴﻘﻮﻁ ؟‬
 ‫ﻣﺎ ﻫﻲ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﻳﺘﻌﻠﻖ ‪‬ﺎ ﻫﺬﺍ ﺍﻟﺘﻄﻮﺭ ؟‬
‫‪ -‬ﻣﻦ ﺍﳌﻤﻜﻦ ﺃﻥ ﻻ ﻳﻨﺠﺰ ﻛﻞ ﺍﻟﺘﻼﻣﻴﺬ ﺩﺭﺍﺳﺔ ﻛﺎﻣﻠﺔ ﻟﻸﻓﻌﺎﻝ ﺍﻟﱵ ﺗﺆﺛﺮ ﻋﻠﻰ ﺍﳉﺴﻢ ﺃﺛﻨﺎﺀ ﺍﳊﺮﻛﺔ )ﺍﻟﺜﻘﻞ‪ ،‬ﺩﺍﻓﻌﺔ ﺃﺭﲬﻴﺪﺱ‪،‬ﺍﻻﺣﺘﻜﺎﻙ(ﳝﻜﻦ‬
‫ﺃﻥ ﻧﻨﺼﺤﻬﻢ ﺑﺎﺳﺘﻌﻤﺎﻝ ﳐﻄﻂ ﺟﺴﻢ‪ -‬ﺗﺄﺛﲑﺍﺕ ﻣﺘﺒﺎﺩﻟﺔ‪.‬ﺍﳌﻬﻢ ﺑﺎﻟﻨﺴﺒﺔ ﻟﻠﺘﻼﻣﻴﺬ ﺃﻥ ﻳﺘﺴﺎﺀﻟﻮﺍ ﻋﻦ ﻃﺒﻴﻌﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﺧﺎﺿﻊ ﻣﻦ ﺟﻬﺔ ﻟﻘﻮﺓ‬
‫ﺛﺎﺑﺘﺔ ﺷﺎﻗﻮﻟﻴﺔ ﳓﻮ ﺍﻷﺳﻔﻞ )ﺍﻟﺜﻘﻞ ﺍﻟﻈﺎﻫﺮﻱ ﻟﻠﺠﺴﻢ( ﻭﺧﺎﺿﻊ ﻣﻦ ﺟﻬﺔ ﺃﺧﺮﻯ ﻟﻘﻮﺓ ﺷﺎﻗﻮﻟﻴﺔ ﳓﻮ ﺍﻷﻋﻠﻰ ﻗﻴﻤﺘﻬﺎ ﻣﺘﺰﺍﻳﺪﺓ ‪،‬ﻣﺮﺗﺒﻄﺔ ﺑﻘﻴﻤﺔ‬
‫ﺍﻟﺴﺮﻋﺔ‪.‬ﳝﻜﻨﻬﻢ ﺍﺫﻥ ﺗﻄﺒﻴﻖ ﻣﺒﺪﺃ ﺍﻟﻌﻄﺎﻟﺔ ﻟﻜﻲ ﻳﻔﻬﻤﻮﺍ ﺃﻥ ﺍﳉﺴﻢ ﺑﻌﺪ ﻣﺮﺣﻠﺔ ﺗﺰﺍﻳﺪ ﺍﻟﺴﺮﻋﺔ ﺗﺼﺒﺢ ﺣﺮﻛﺘﻪ ﻣﺴﺘﻘﻴﻤﺔ ﻣﻨﺘﻈﻤﺔ ﻋﻨﺪﻣﺎ ﺗﺘﺴﺎﻭﻯ‬
‫ﺍﻟﻘﻮﺗﺎﻥ ‪.‬‬
‫‪ -‬ﻋﻨﺪﻣﺎ ﻧﻄﻠﺐ ﻣﻦ ﺍﻟﺘﻼﻣﻴﺬ ﺗﻮﻗﻊ ﺷﻜﻞ ﺍﳌﻨﺤﲎ ﺍﳌﻤﺜﻞ ﻟـ ) ‪ ، v = f (t‬ﺍﳍﺪﻑ ﻫﻮ ﲢﻔﻴﺰﻫﻢ ﻋﻠﻰ ﺍﻟﺘﻔﻜﲑ ﰲ ﺧﺼﺎﺋﺺ ﺍﻟﻘﻮﻯ ﺍﻟﱵ ﺑﺈﻣﻜﺎ‪‬ﺎ‬
‫ﺃﻥ ﲢﺪﺩ ﺍﳊﺮﻛﺔ ﺍﳌﺸﺎﻫﺪﺓ ‪ ،‬ﻭ ﻛﺬﻟﻚ ﻣﺴﺄﻟﺔ ﺗﻌﺎﻗﺐ ﻣﺮﺣﻠﺔ ﺍﻻﻧﻄﻼﻕ ﻭﻣﺮﺣﻠﺔ ﺍﳊﺮﻛﺔ ﺍﳌﻨﺘﻈﻤﺔ ‪.‬‬
‫ﰲ ﻣﺎ ﳜﺺ ﺍﻟﻘﻴﻢ ﺍﳌﻤﻴ‪‬ﺰﺓ ‪ ،‬ﳝﻜﻨﻨﺎ ﺃﻥ ﻧﺘﻮﻗﻊ ﺃﻥ ﻳﻘﺘﺮﺡ ﺑﻌﺾ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﻘﻴﻤﺔ ﺍﳊﺪﻳﺔ ﻟﻠﺴﺮﻋﺔ ﻭ ﺍﻟﺰﻣﻦ ﺍﳌﺴﺘﻐﺮﻕ ﻟﺒﻠﻮﻏﻬﺎ ‪.‬‬
‫ﺣﱴ ﺇﺫﺍ ﻛﺎﻥ ﺍﻟﺴﺆﺍﻝ ﺣﻮﻝ ﲢﺪﻳﺪ ﺍﻟﺰﻣﻦ ﺍﳌﻤﻴ‪‬ﺰ ﳝﻜﻦ ﻃﺮﺣﻪ ﻻﺣﻘﺎ ﺑﺴﺒﺐ ﺍﻟﻄﺒﻴﻌﺔ ﺍﻟﺘﻘﺎﺭﺑﻴﺔ ﻟﺘﻄﻮﺭ ﺍﻟﺴﺮﻋﺔ ‪ ،‬ﳝﻜﻨﻨﺎ ﺍﻻﻛﺘﻔﺎﺀ ‪‬ﺬﻩ ﺍﻷﺟﻮﺑﺔ ﰲ‬
‫ﻫﺬﻩ ﺍﳌﺮﺣﻠﺔ ‪.‬ﰲ ﻣﺎ ﳜﺺ ﺍﻟﻌﻮﺍﻣﻞ ﺍﻟﱵ ﳝﻜﻨﻬﺎ ﺍﻟﺘﺄﺛﲑ ﻋﻠﻰ ﻫﺬﻩ ﺍﻟﻘﻴﻢ ‪ ،‬ﻣﻦ ﺍﳌﺘﻮﻗﻊ ﺟﺪﺍ ﺃﻥ ﻳﻘﺘﺮﺡ ﺍﻟﺘﻼﻣﻴﺬ ﺍﻟﺜﻘﻞ ‪ ،‬ﺷﻜﻞ ﺍﳉﺴﻢ ‪ ،‬ﺃﺑﻌﺎﺩ‬
‫ﺍﳉﺴﻢ ‪) ،‬ﻣﻨﺎﻗﺸﺔ ﺣﻮﻝ ﺗﺄﺛﲑ ﻃﺒﻴﻌﺔ ﺍﳌﺎﺋﻊ ﻭﺍﻟﱵ ﻗﺪ ﺗﻐﻴﺐ ﻫﻨﺎ ﻧﻈﺮﺍ ﻟﻌﻨﻮﺍﻥ ﺍﻟﻨﺸﺎﻁ ﳝﻜﻦ ﺗﻨﺎﻭﳍﺎ ﰲ ‪‬ﺎﻳﺔ ﺍﳊﺼﺔ( ‪.‬‬
‫‪-3‬ﺍﻟﺘﺤﻘﻴﻖ ﺍﻟﺘﺠﺮﻳﱯ‪:‬‬
‫ﻧﺴﺠﻞ ﺣﺮﻛﺔ ﺳﻘﻮﻁ ﺃﺟﺴﺎﻡ ﳐﺘﻠﻔﺔ ﺍﻟﻜﺘﻞ ‪ ،‬ﺍﳊﺠﻮﻡ‪،‬ﻭﺫﺍﺕ ﺃﺷﻜﺎﻝ ﳐﺘﻠﻔﺔ )ﺟﺴﻢ ﻟﻜﻞ ﳎﻤﻮﻋﺔ( ﻳﺘﻢ ﻣﻌﺎﳉﺔ ﺍﻟﺘﺴﺠﻴﻼﺕ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ‬
‫ﺑﻮﺍﺳﻄﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻼﺋﻢ ﲝﻴﺚ ﳓﺼﻞ ﻋﻠﻰ ﺍﳌﻮﺍﺿﻊ ﺍﳌﺘﻌﺎﻗﺒﺔ ﻟﻨﻘﻄﺔ ﻣﻦ ﺍﳉﺴﻢ ﺃﺛﻨﺎﺀ ﺍﻟﺴﻘﻮﻁ ‪ .‬ﺗﻨﻘﻞ ﻫﺬﻩ ﺍﳌﻮﺍﺿﻊ ﻋﻠﻰ ﻭﺭﻗﺔ ‪ .‬ﻭﺗﻌﻄﻰ‬
‫ﺍﻟﺘﻌﻠﻴﻤﺔ ﺍﻟﺘﺎﻟﻴﺔ ‪:‬‬
‫** ﺍﺣﺴﺐ ﻗﻴﻤﺔ ﺍﻟﺴﺮﻋﺔ ﰲ ﳊﻈﺎﺕ ﳐﺘﻠﻔﺔ ‪.‬‬
‫** ﺍﻧﻘﻞ ﰲ ﻣﻌﻠﻢ ‪ v , t‬ﻛﻞ ﺍﻟﻨﻘﺎﻁ ﺍﳌﻮﺍﻓﻘﺔ ﳌﺨﺘﻠﻒ ﻗﻴﻢ ﺍﻟﺴﺮﻋﺔ ‪.‬‬
‫** ﻫﻞ ﺍﻟﻨﻘﺎﻁ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻬﺎ ﺗﺘﻄﺎﺑﻖ ﻣﻊ ﺷﻜﻞ ﺍﳌﻨﺤﲎ ﺍﻟﺬﻱ ﺗﻮﻗﻌﺘﻤﻮﻩ ؟‬
‫** ﺣﺴﺐ ﺭﺃﻳﻚ ﻫﻞ ﺗﻮﺟﺪ ﻗﻴﻤﺔ ﻟـ ‪ ، v‬ﻭ ﻗﻴﻤﺔ ﻟﻠﺰﻣﻦ ‪ ، t‬ﳑﻴﺰﺗﲔ ﻟﻠﺤﺮﻛﺔ ﺍﻟﱵ ﺩﺭﺳﺘﻬﺎ ؟‬
‫ﺗﻔﺘﺢ ﻣﻨﺎﻗﺸﺔ ﺣﻮﻝ ﻣﻘﺘﺮﺣﺎﺕ ﳐﺘﻠﻒ ﺍ‪‬ﻤﻮﻋﺎﺕ ﰲ ﻣﺎ ﳜﺺ ﺍﻟﻘﻴﻢ ﺍﳌﻤﻴﺰﺓ ﻟﻠﺴﺮﻋﺔ ‪ v‬ﻭ ﺍﻟﺰﻣﻦ ‪. t‬ﳔﺘﺎﺭ ﻛﻘﻴﻤﺔ ﺣﺪﻳﺔ ﻟﻠﺴﺮﻋﺔ ﻗﻴﻤﺔ ﺍﳋﻂ‬
‫ﺍﳌﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻭ ﻗﻴﻤﺔ ﺍﻟﺰﻣﻦ ﺍﳌﻤﻴﺰ ﻓﺎﺻﻠﺔ ﻧﻘﻄﺔ ﺗﻘﺎﻃﻊ ﺍﳋﻂ ﺍﳌﻘﺎﺭﺏ ﺍﻷﻓﻘﻲ ﻭ ﺍﳌﻤﺎﺱ ﻟﻠﻤﻨﺤﲎ ﻋﻨﺪ ﺍﳌﺒﺪﺃ‪.‬ﻧﻌﻄﻰ ﰲ ﻣﺎ ﻳﻠﻲ ﻋﻠﻴﻬﺎ‪.‬ﺍﳌﻨﺤﻨﻴﺎﺕ‬
‫ﺍﻟﺘﺎﻟﻴﺔ ﺗﻌﱪ ﻋﻦ ﺍﻟﻨﺘﺎﺋﺞ ﺍﻟﱵ ﲢﺼﻠﻨﺎ ﻣﻦ ﺗﺴﺠﻴﻼﺕ ﺳﻘﻮﻁ ﺃﺭﺑﻊ ﺑﺎﻟﻮﻧﺎﺕ ﺫﺍﺕ ﺃﺷﻜﺎﻝ ﻭ ﺣﺠﻮﻡ ﻣﺘﻤﺎﺛﻠﺔ ‪ ،‬ﻭ ﺫﺍﺕ ﻛﺘﻞ ﳐﺘﻠﻔﺔ ‪.‬‬
 ‫** ﺟﺪﻭﻝ ﺍﻟﻘﻴﻢ ﺍﳌﻤﻴﺰﺓ ﺍﳌﺘﺤﺼﻞ ﻋﻠﻴﻪ ‪:‬‬

‫‪Masse‬‬ ‫‪vlim‬‬ ‫‪τ‬‬

‫)‪(s‬‬
‫)‪(g‬‬ ‫)‪(m/s‬‬

‫‪19 g‬‬ ‫‪2,0‬‬ ‫‪0,32‬‬

‫‪22 g‬‬ ‫‪2,45‬‬ ‫‪0,38‬‬
‫‪27 g‬‬ ‫‪3,0‬‬ ‫‪0,41‬‬

‫‪-4‬ﺗﺄﺛﲑ ﻃﺒﻴﻌﺔ ﺍﳌﺎﺋﻊ ‪:‬‬

‫‪ -‬ﰲ ‪‬ﺎﻳﺔ ﻫﺬﻩ ﺍﻟﺪﺭﺍﺳﺔ ﻟﺴﻘﻮﻁ ﺟﺴﻢ ﰲ ﺍﳍﻮﺍﺀ ﳝﻜﻨﻨﺎ ﻃﺮﺡ ﺍﻟﺴﺆﺍﻝ ﺣﻮﻝ ﺗﺄﺛﲑ ﻃﺒﻴﻌﺔ ﺍﳌﺎﺋﻊ ‪.‬‬

‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺩﺭﺱ ‪ +‬ﺗﻄﺒﻴﻘﺎﺕ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬
‫ﺍﳌـــﺪﺓ ‪ 1 + 1 :‬ﺳـﺎ‬
‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -5-‬‬
‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﺑﺈﳘﺎﻝ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ‪.‬‬

‫**ﻳﻔﺴﺮ ﺑﻮﺍﺳﻄﺔ ﻣﻌﺎﺩﻟﺔ ﺗﻔﺎﺿﻠﻴﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀﻭﺧﺎﺿﻊ ﻻﺣﺘﻜﺎﻙ‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫* ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺑﱪﻧﺎﻣﺞ‬

‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬
‫ﻣﻨﺎﺳﺐ )ﻉ‪.‬ﻡ‪. (.‬‬
‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪ -4 -3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ﳉﺴﻢ ﺻﻠﺐ ﺑﺈﳘﺎﻝ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ ‪:‬‬
‫‪ 10‬ﺩ‬ ‫ﺃ‪ -‬ﻗﺎﻧﻮﻥ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ‪:‬‬
‫ﺏ‪-‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﰲ ﺳﻘﻮﻁ ﺣﺮ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﺮﻳﻜﻴﺔ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ‪:‬‬
‫‪ 20‬ﺩ‬ ‫** ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪:‬‬
‫‪ 40‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ (1‬ﻣﻦ ﺍﻟﺪﺭﺱ ‪.‬‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ (1‬ﻣﻦ ﺍﻟﺪﺭﺱ ‪.‬‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ‬
‫ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ‪ -4 -3‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ﳉﺴﻢ ﺻﻠﺐ ﺑﺈﳘﺎﻝ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ ‪:‬‬
‫ﺃ‪ -‬ﻗﺎﻧﻮﻥ ﺍﻟﺴﻘﻮﻁ ﺍﳊﺮ ‪:‬‬
‫** ﺩﺭﺍﺳﺔ ﺍﻟﻮﺛﻴﻘﺔ ‪ 60‬ﺹ ‪ ) 257‬ﻙ ﻡ (‬
‫‪ 10‬ﺩ‬
‫‪ -‬ﲟﺎﺫﺍ ﻳﺘﻌﻠﻖ ﺍﻟﺴﻘﻮﻁ ﰲ ﺍﻟﻔﺮﺍﻍ ‪.‬‬
‫‪ -‬ﻫﻞ ﺻﺤﻴﺢ ﺃﻥ ﻛﻞ ﺍﻷﺟﺴﺎﻡ ﺗﺴﻘﻂ ﺑﺎﻟﺘﺴﺎﺭﻉ ﻧﻔﺴﻪ ‪ ،‬ﻣﻬﻤﺎ ﻛﺎﻥ ﺣﺠﻤﻬﺎ ﺃﻭ ﺷﻜﻠﻬﺎ ‪.‬‬
‫ﺏ‪-‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﰲ ﺳﻘﻮﻁ ﺣﺮ ‪:‬‬
‫‪o‬‬ ‫** ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﺮﻳﻜﻴﺔ ‪:‬‬
‫** ﺑﻌﺪ ﲤﺜﻴﻞ ﺍﻟﻘﻮﻯ ﻭ ﺑﺈﳘﺎﻝ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ‬
‫
‬
‫ﻭ ﺍﳘﺎﻝ ‪ π‬ﺍﻣﺎﻡ ‪. P‬‬
‫
‬ ‫‪ 20‬ﺩ‬
‫) ‪(S‬‬ ‫** ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﻋﻠﻰ ﺍﳉﺴﻢ ) ‪. ( s‬‬
‫
‬ ‫‪ -‬ﺃﻭﺟﺪ ﻗﻴﻤﺔ ﺗﺴﺎﺭﻋﻪ ‪.‬‬
‫‪P‬‬
‫‪ -‬ﻣﺎﻫﻲ ﻃﺒﻴﻌﺔ ﺍﳊﺮﻛﺔ ؟‬

‫‪Z‬‬
‫⊕‬
‫** ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﻠﻴﻠﻴﺔ ‪ :‬ﳚﺐ ﲢﺪﻳﺪ ﺍﻟﺸﺮﻭﻁ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻗﺒﻞ ﺍﻟﺪﺭﺍﺳﺔ ‪.‬‬
‫‪. {v 0 = 0 , z 0 = 0} ←‬‬ ‫ﻧﻔﺮﺽ ﺃﻧﻪ ﳌﺎ ‪ t = 0‬‬
‫‪ -‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﻟﺴﺮﻋﺔ ﺑﺪﻻﻟﺔ ﺍﻟﺰﻣﻦ ) ‪ v (t‬ﲝﻴﺚ ‪. v (t ) = ∫ a (t ) ⋅ dt :‬‬ ‫‪ 20‬ﺩ‬
‫‪. z (t ) = ∫v (t ) ⋅ dt‬‬ ‫‪ -‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻟﺔ ﺍﳌﺴﺎﻓﺔ ﺑﺪﻻﻟﺔ ﺍﻟﺰﻣﻦ ) ‪ z (t‬ﲝﻴﺚ ‪:‬‬
‫ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪ :‬ﻣﻦ ﻧﻘﻄﺔ ‪ O‬ﻳﻘﺬﻑ ﺟﺴﻢ ﺷﺎﻗﻮﻟﻴﺎ ﳓﻮ ﺍﻷﻋﻠﻰ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ‬
‫‪( g = 10 m / s ) ، t = 0‬‬
‫‪2‬‬
‫ﰲ ﺍﻟﻠﺤﻈﺔ‬ ‫‪v 0 = 40 m / s‬‬

‫)‪ − (1‬ﺃﻭﺟﺪ ﻣﻮﻗﻊ ﻫﺬﺍ ﺍﳉﺴﻢ ﺑﻌﺪ ‪ 1 s‬ﻣﻦ ﻗﺬﻓﻪ ‪ ،‬ﰒ ﺑﻌﺪ ‪. 10 s‬‬
‫‪ 20‬ﺩ‬
‫) ‪ − ( 2‬ﺣﺪﺩ ﺟﻬﺔ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﰲ ﺍﻟﻠﺤﻈﺔ ‪. t = 5 s‬‬
‫)‪ − ( 3‬ﻣﺎ ﻫﻮ ﺃﻗﺼﻰ ﺍﺭﺗﻔﺎﻉ ﻳﺒﻠﻐﻪ ﻫﺬﺍ ﺍﳉﺴﻢ ‪ ،‬ﻭ ﻣﺎ ﺍﻟﺰﻣﻦ ﺍﻟﻼﺯﻡ ﻟﺬﻟﻚ ؟‬
‫) ‪ − ( 4‬ﻣﺎﻫﻲ ﺍﻟﻠﺤﻈﺔ ‪ t‬ﺍﻟﱵ ﻳﺼﺒﺢ ﻓﻴﻬﺎ ﺍﳉﺴﻢ ﺃﺳﻔﻞ ﻧﻘﻄﺔ ﺍﻟﻘﺬﻑ ‪ O‬ﺑـ ‪ 2m :‬؟‬
‫‪ -‬ﻣﺎﺳﺮﻋﺘﻪ ﻋﻨﺪﺋﺬ ؟ ‪.‬‬
‫** ﳝﻜﻦ ﺇﺿﺎﻓﺔ ﺃﺳﺌﻠﺔ ﺃﺧﺮﻯ ﺣﺴﺐ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺘﻼﻣﻴﺬ ‪.‬‬
‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ (1‬ﻣﻦ ﺍﻟﺪﺭﺱ ‪.‬‬ ‫‪ 40‬ﺩ‬
 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -6-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺩﺭﺱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 1 + 1 + 1 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺣﺮﻛﺔ ﻗﺬﻳﻔﺔ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻏﲑ ﺷﺎﻗﻮﻟﻴﺔ‬

‫**ﻳﻔﺴﺮ ﺑﻮﺍﺳﻄﺔ ﻣﻌﺎﺩﻟﺔ ﺗﻔﺎﺿﻠﻴﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀﻭﺧﺎﺿﻊ ﻻﺣﺘﻜﺎﻙ‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫* ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﻟﺴﻘﻮﻁ ﺍﻟﺸﺎﻗﻮﱄ ﳉﺴﻢ ﺻﻠﺐ ﰲ ﺍﳍﻮﺍﺀ ﻭﻣﻌﺎﳉﺘﻬﺎ ﺑﱪﻧﺎﻣﺞ‬

‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬
‫ﻣﻨﺎﺳﺐ )ﻉ‪.‬ﻡ‪. (.‬‬
‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪:‬‬ ‫‪ -4‬ﺗﻄﺒﻴﻘﺎﺕ‬
‫‪ -1-4‬ﺗﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫‪ 55‬ﺩ‬
‫‪ -1-1-4‬ﺣﺮﻛﺔ ﻗﺬﻳﻔﺔ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻏﲑ ﺷﺎﻗﻮﻟﻴﺔ ‪:‬‬
‫‪ 25‬ﺩ‬ ‫** ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪:‬‬
‫‪ 30‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 42 :‬ﺹ ‪ ) 291‬ﻙ ﻡ (‬
‫‪ 30‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 44 :‬ﺹ ‪ ) 292‬ﻙ ﻡ (‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫** ﺍﻟﺘﻤﺮﻳﻦ )‪ (1‬ﻣﻦ ﺍﻟﺪﺭﺱ ‪.‬‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 44 ، 42 :‬ﺹ ‪ ) 291‬ﻙ ﻡ (‪.‬‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -4‬ﺗﻄﺒﻴﻘﺎﺕ ‪:‬‬
‫‪ -1-4‬ﺗﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫‪ -1-1-4‬ﺣﺮﻛﺔ ﻗﺬﻳﻔﺔ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻏﲑ ﺷﺎﻗﻮﻟﻴﺔ ‪:‬‬
‫(‬ ‫)‬ ‫ﻧﻘﺬﻑ ﺟﺴﻢ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ } ‪ {v o‬ﻛﻤﺎﻫﻮ ﻣﻮﺿﺢ ﰲ ﺍﻟﺸﻜﻞ‪ ،‬ﳔﺘﺎﺭ ﻣﻌﻠﻤﺎ‬
‫


‬ ‫
‬
‫‪O ,i , j , k‬‬

‫ﲝﻴﺚ ﻳﻜﻮﻥ ﻣﺘﻮﺍﺟﺪ ﰲ ﺍﳌﺴﺘﻮﻱ ) ‪. ( X OY‬‬

‫‪ 05‬ﺩ‬
‫‪Y‬‬ ‫‪Aib Kamel‬‬

‫
‬
‫‪vo‬‬

‫‪α‬‬ ‫‪X‬‬
‫‪O‬‬

‫** ﻗﺒﻞ ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ﳚﺐ ﺃﻥ ﳓﺪﺩ ﺍﻟﺸﺮﻭﻁ ﺍﻹﺑﺘﺪﺍﺋﻴﺔ ﻋﻠﻰ ﳏﻮﺭﻱ ﺍﳊﺮﻛﺔ ‪:‬‬
‫‪ 10‬ﺩ‬
‫‪{v‬‬ ‫‪xo‬‬ ‫}‪= .............. ,v yo = .............‬‬ ‫‪ -‬ﺣﺪﺩﻫﺎ ‪، {x o = ...... , y o = ......} :‬‬
‫** ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫
‬ ‫
‬ ‫‪ 20‬ﺩ‬
‫‪ -‬ﺃﻭﺟﺪ ﻣﻌﺎﺩﻻﺕ ﺍﳊﺮﻛﺔ ﻋﻠﻰ ﺍﶈﻮﺭﻳﻦ ‪ OX‬ﻭ ‪. OY‬‬
‫{‬ ‫}‬ ‫{‬ ‫}‬
‫
‬ ‫
‬
‫) ‪OY ay (t‬‬ ‫) ‪, v y (t ) , y (t‬‬ ‫) ‪OX ax (t ) , v x (t ) , x (t‬‬
‫** ﺃﻛﺘﺐ ﻣﻌﺎﺩﻟﺔ ﺍﳌﺴﺎﺭ ) ) ‪ y (t‬ﺑﺪﻻﻟﺔ ) ‪. ( x (t‬‬ ‫‪ 10‬ﺩ‬
‫‪ ←‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪. v y ( S ) = 0‬‬
‫** ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﻟﺬﺭﻭﺓ ) ‪ : ( S‬‬ ‫‪ 10‬ﺩ‬
‫‪ ←‬ﰲ ﻫﺬﻩ ﺍﳊﺎﻟﺔ ‪. y ( p ) = 0‬‬‫** ﺃﻭﺟﺪ ﺇﺣﺪﺍﺛﻴﺎﺕ ﺍﳌﺪﻯ ) ‪ : ( p‬‬ ‫‪ 10‬ﺩ‬
‫** ﳝﻜﻦ ﺇﺿﺎﻓﺔ ﺃﺳﺌﻠﺔ ﺃﺧﺮﻯ ) ﺇﳚﺎﺩ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪ ،‬ﺳﺮﻋﺔ ﺍﻟﺴﻘﻮﻁ ‪(......‬‬
‫ﲤﺮﻳﻦ ﺗﺪﺭﻳﱯ ‪ :‬ﺗﻘﺬﻑ ﻛﺮﺓ ﳓﻮ ﺍﻷﻋﻠﻰ ﺑﺎﻟﺴﺮﻋﺔ ‪ v o = 20 m / s‬ﺷﻌﺎﻋﻬﺎ ﻳـﺼﻨﻊ ﺯﺍﻭﻳـﺔ‬
‫‪ α = 45o‬ﻣﻊ ﺍﻷﻓﻖ‬
‫‪ -‬ﺃﻛﺘﺐ ﺍﳌﻌﺎﺩﻻﺕ ﺍﻟﺰﻣﻨﻴﺔ ﻟﻠﺤﺮﻛﺔ ﰒ ﺍﺳﺘﻨﺘﺞ ‪ :‬ﺍﳌﺪﻯ ﺍﻟﺸﺎﻗﻮﱄ ﻭ ﺍﻷﻓﻘﻲ ﳍﺬﻩ ﺍﻟﻜﺮﺓ ‪.‬‬
‫‪ 20‬ﺩ‬
‫‪ -‬ﺃﻭﺟﺪ ﺳﺮﻋﺔ ﻭ ﺯﺍﻭﻳﺔ ﺍﻟﺴﻘﻮﻁ ‪.‬‬
‫** ﳝﻜﻦ ﺇﺿﺎﻓﺔ ﺃﺳﺌﻠﺔ ﺃﺧﺮﻯ ﺣﺴﺐ ﺗﺴﺎﺅﻻﺕ ﺍﻟﺘﻼﻣﻴﺬ ‪.‬‬

‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 44 :‬ﺹ ‪ ) 292‬ﻙ ﻡ (‬ ‫‪ 30‬ﺩ‬

 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -7-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺩﺭﺱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 2 + 1 + 1 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺣﺮﻛﺔ ﻗﺬﻳﻔﺔ ﺑﺴﺮﻋﺔ ﺍﺑﺘﺪﺍﺋﻴﺔ ﻏﲑ ﺷﺎﻗﻮﻟﻴﺔ‬

‫** ﻳﻔﺴﺮ ﺣﺮﻛﺔ ﺟﺴﻢ ﺻﻠﺐ ﺧﺎﺿﻊ ﻟﻌﺪﺓ ﻗﻮﻯ ﺑﻮﺍﺳﻄﺔ ﺍﻟﻄﺎﻗﺔ ﺃﻭ ﺍﻟﻘﺎﻧﻮﻥ‬
‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬
‫ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ‪.‬‬
‫** ﺩﺭﺍﺳﺔ ﺑﻌﺾ ﺍﳊﺮﻛﺎﺕ )ﺍﻟﻘﺬﻳﻔﺔ‪ ،‬ﻋﻠﻰ ﻣﺴﺘﻮﻳﲔ ﻣﺎﺋﻞ ﻭﻏﲑ ﻣﺎﺋﻞ( ﻭﻣﻌﺎﳉﺘﻬﺎ‬
‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬
‫ﺑﻮﺍﺳﻄﺔ ﺑﺮﻧﺎﻣﺞ ﻣﻨﺎﺳﺐ )‪ 2‬ﺃ‪.‬ﻡ‪(.‬‬
‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬
‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﻮﺛﻴﻘﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫‪ 25‬ﺩ‬ ‫‪ -2-1-4‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ‪:‬‬

‫‪ 25‬ﺩ‬ ‫‪ -3-1-4‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ﻣﺎﺋﻞ ‪:‬‬
‫‪ 60‬ﺩ‬ ‫** ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ ‪.‬‬
‫‪ 30‬ﺩ‬ ‫‪ -2-4‬ﺗﻄﺒﻴﻖ ﻣﺒﺪﺃ ﺍﳓﻔﻆ ﺍﻟﻄﺎﻗﺔ ‪:‬‬
‫‪ 45‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 40‬ﺹ ‪ ) 290‬ﻙ ﻡ (‬
‫‪ 45‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 41‬ﺹ ‪ ) 291‬ﻙ ﻡ (‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 41 ، 40‬ﺹ ‪ ) 290‬ﻙ ﻡ (‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫**‬ ‫**‬
 ‫ﺍﻷﻧﺸﻄﺔ ﺩﺍﺧﻞ ﺍﻟﻘﺴﻢ‬
‫‪ -4‬ﺗﻄﺒﻴﻘﺎﺕ ‪:‬‬
‫‪ -2-1-4‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ‪:‬‬
‫ﳓﻘﻖ ﺍﳉﻤﻠﺔ ﺍﳌﺒﻴﻨﺔ ﻋﻠﻰ ﺍﻟﺸﻜﻞ ‪ ،‬ﺑﺎﳘﺎﻝ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ ﻭ ﺍﺧﺘﻴﺎﺭ‬
‫ﺍﳌﺮﺟﻊ ﺍﻟﺴﻄﺤﻲ ﺍﳌﻨﺎﺳﺐ ‪.‬‬

‫‪x‬‬
‫) ‪(S1‬‬
‫‪ 25‬ﺩ‬
‫‪O‬‬
‫) ‪(S 2‬‬

‫‪y‬‬

‫** ﻣﺜﹼﻞ ﺍﻟﻘﻮﻯ ﺍﳌﻄﺒﻘﺔ ﻋﻠﻰ ﺍﳉﺴﻤﲔ ) ‪ ( S 1‬ﻭ ) ‪: (S 2‬‬

‫** ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫‪ -‬ﺃﻭﺟﺪ ﺗﺴﺎﺭﻉ ﺍﳉﺴﻤﲔ ‪ a‬ﺑﺪﻻﻟﺔ ‪ m1 ، g :‬ﻭ ‪. m 2‬‬
‫‪ -‬ﻣﺎ ﻃﺒﻴﻌﺔ ﺣﺮﻛﺘﻴﻬﻤﺎ ؟‪ ،‬ﻋﻠﻞ ‪.‬‬
‫‪ -3-1-4‬ﺣﺮﻛﺔ ﻣﺮﻛﺰ ﻋﻄﺎﻟﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻱ ‪:‬‬
‫ﻳﺘﺤﺮﻙ ﺟﺴﻢ ﺻﻠﺐ ﻛﺘﻠﺘﻪ ‪ m‬ﻣﺮﻛﺰﻋﻄﺎﻟﺘﻪ ‪ G‬ﺍﺑﺘﺪﺍﺀﺍ ﻣﻦ ﺍﻟﺴﻜﻮﻥ‬
‫ﺑﻮﺟﻮﺩ ﻗﻮﻯ ﺍﺣﺘﻜﺎﻙ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ ﺑﺰﺍﻭﻳﺔ ‪ α‬ﻋﻠﻰ ﺍﻷﻓﻖ ﻭ ﳓﺎﻭﻝ‬
‫ﺩﺭﺍﺳﺔ ﺣﺮﻛﺘﻪ ﺑﺎﺧﺘﻴﺎﺭ ﻣﻌﻠﻢ ﻣﻨﺎﺳﺐ ‪.‬‬
‫‪ 25‬ﺩ‬
‫‪G‬‬

‫‪α‬‬
‫ﺑﺘﻄﺒﻴﻖ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ‪:‬‬
‫‪ -‬ﺃﺩﺭﺱ ﻃﺒﻴﻌﺔ ﺣﺮﻛﺔ ﺍﳉﺴﻢ ) ﺇﳚﺎﺩ ﻋﺒﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ‪( a‬‬
‫** ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ ‪ :‬ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ ‪.‬‬ ‫‪ 60‬ﺩ‬
 ‫‪ -2-4‬ﺗﻄﺒﻴﻖ ﻣﺒﺪﺃ ﺍﳓﻔﻆ ﺍﻟﻄﺎﻗﺔ ‪:‬‬
‫** ﻣﺜﺎﻝ ﻃﺎﻗﺔ ﻗﺬﻳﻔﺔ ‪ :‬ﳔﺘﺎﺭ ﺍﳌﻌﻠﻢ ﺍﳌﻨﺎﺳﺐ ﻭ ﻛﺬﻟﻚ ﺍﳉﻤﻠﺔ ﺍﳌﻨﺎﺳﺒﺔ )ﻛﺘﻠﺔ‪ -‬ﺃﺭﺽ(‬

‫‪A ib Kamel‬‬

‫‪Z‬‬ ‫ﺍﳉﻤﻠﺔ ‪):‬ﻛﺘﻠﺔ‪-‬ﺃﺭﺽ(‬

‫
‬
‫‪s‬‬ ‫‪vS‬‬
‫
‬ ‫‪i‬‬
‫‪vo‬‬

‫‪p‬‬
‫‪o‬‬
‫‪xS‬‬ ‫‪i‬‬
‫‪X‬‬ ‫‪ 30‬ﺩ‬
‫‪1‬‬
‫‪ -‬ﺍﻟﻄﺎﻗﺔ ﺍﳊﺮﻛﻴﺔ ‪ - E C = m v 2‬ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﺎﻣﻨﺔ ﺍﻟﺜﻘﻠﻴﺔ ‪. E PP = m g z :‬‬
‫‪2‬‬
‫** ﰲ ﺣﻘﻞ ﻣﻨﺘﻈﻢ ﻟﻠﺠﺎﺫﺑﻴﺔ ‪ g‬ﻃﺎﻗﺔ ﺍﳉﻤﻠﺔ ‪E = E C + E PP‬‬
‫‪1‬‬
‫= ‪E‬‬ ‫ﻭ ﻣﻨﻪ ‪m v 2 + m g z‬‬
‫‪2‬‬
‫** ﺃﻭﺟﺪ ﻃﺎﻗﺔ ﺍﳉﻤﻠﺔ ﳌﺎ ‪. z = 0‬‬
‫** ﺃﻭﺟﺪ ﻃﺎﻗﺔ ﺍﳉﻤﻠﺔ ﻋﻨﺪ ﺍﻟﺬﺭﻭﺓ ) ‪. (v x = v o cos α , v z = 0‬‬
‫‪.‬‬ ‫** ﺑﺘﻄﺒﻴﻖ ﻣﺒﺪﺃ ﺍﳓﻔﺎﻅ ﺍﻟﻄﺎﻗﺔ ‪ - :‬ﺃﻭﺟﺪ ‪ z S‬ﺑﺪﻻﻟﺔ ‪ sin α ، v o :‬ﻭ ‪g‬‬
‫** ﰲ ﺣﺎﻟﺔ ﺗﻜﻮﻥ ﻓﻴﻬﺎ ﻗﻮﻯ ﺍﻹﺣﺘﻜﺎﻙ ﻏﲑ ﻣﻬﻤﻠﺔ ﳒﺪ ‪E ( s ) = E ( 0 ) − W m‬‬
‫** ﻣﻨﺤﲎ ﺍﳓﻔﺎﻅ ﺍﻟﻄﺎﻗﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ﳉﻤﻠﺔ ﻣﻌﺰﻭﻟﺔ ) ﻣﻨﺎﻗﺸﺔ ﻫﺬﺍ ﺍﳌﻨﺤﲎ ( ‪.‬‬

‫‪E‬‬ ‫‪A ib Kamel‬‬

‫‪E C + E PP‬‬

‫‪EC‬‬

‫‪E PP‬‬

‫‪f =0‬‬ ‫) ‪t (s‬‬

‫‪O‬‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 40‬ﺹ ‪ ) 290‬ﻙ ﻡ (‬ ‫‪ 45‬ﺩ‬

‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 41‬ﺹ ‪ ) 291‬ﻙ ﻡ (‬ ‫‪ 45‬ﺩ‬

 ‫ﺍﻷﺳﺘﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺛﺎﻧﻮﻳﺔ ﺳﻴﺪﻱ ﺳﻠﻴﻤﺎﻥ ‪ /‬ﺑﻮﺳﻌﺎﺩﺓ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ‪....................... :‬‬ ‫ﺍﻟﻘﺴﻢ ‪................. :‬‬

‫ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ‬
‫ﺩﺭﺍﺳﺔ ﺣﺮﻛﺔ ﺟﺴﻢ ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ‬

‫‪ .1‬ﲤﻬﻴﺪ ‪ :‬ﺗﻌﺘﱪ ﺣﺮﻛﺔ ﺟﺴﻢ ) ﺃﻭ ﲨﻠﺔ ( ﻋﻠﻰ ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ ﻣﻦ ﺑﲔ ﺗﻄﺒﻴﻘﺎﺕ ﻗﻮﺍﻧﲔ ﻧﻴﻮﺗﻦ ‪ ،‬ﺗﺘﻢ ﺍﻟﺪﺭﺍﺳﺔ ﲡﺮﻳﺒﻴﺎ ﰲ ﻫﺬﺍ ﺍﻟﻌﻤﻞ‬
‫ﺍﳌﺨﱪﻱ ﺍﻟﺬﻱ ﻳﻬﺪﻑ ﺇﱃ‪:‬‬
‫‪ -‬ﺗﻌﻴﲔ ﻃﺒﻴﻌﺔ ﺍﳊﺮﻛﺔ ﻋﻠﻰ ﺍﳌﺴﺘﻮﻯ ﺍﳌﺎﺋﻞ ‪.‬‬
‫‪ -‬ﺩﺭﺍﺳﺔ ﺗﺄﺛﲑ ﺯﺍﻭﻳﺔ ﺍﳌﻴﻞ ﻋﻠﻰ ﺗﺴﺎﺭﻉ ﺍﳊﺮﻛﺔ ‪.‬‬
‫‪ -‬ﻧﺸﺮ ﺍﻟﻨﺘﺎﺋﺞ ﺑﺄﺧﺬ ﺑﻌﲔ ﺍﻻﻋﺘﺒﺎﺭ ﺍﻻﺭﺗﻴﺎﺑﺎﺕ‪.‬‬
‫‪ )...............................‬ﺍﳌﺪﺓ ‪ 60‬ﺩ (‬ ‫‪ .2‬ﺍﻟﺘﺠﻬﻴﺰ ﺍﻟﺘﺠﺮﻳﱯ‪:‬‬
‫‪ - 1.2‬ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ ‪:‬‬
‫ﻣﺴﺘﻮﻯ ﻣﺎﺋﻞ ‪ ،‬ﻋﺮﺑﺔ ‪ ،‬ﻣﺴﻄﺮﺓ ﻣﺪﺭﺟﺔ ‪ ،‬ﻛﺮﻭﻧﻮﻣﺘﺮ ‪ ،‬ﺧﻼﻳﺎ ﻛﻬﺮ ﻭﺿﻮﺋﻴﺔ ﺃﻭ ﻗﻮﺍﻃﻊ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ ‪ ،‬ﻣﻨﻘﻠﺔ ‪ ،‬ﺧﻴﻂ ﻣﻄﻤﺎﺭ‪.‬‬
‫‪ - 2.2‬ﺍﻟﺘﺮﻛﻴﺐ ‪:‬‬

‫‪ .3‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺠﺮﻳﺒﻴﺔ‪:‬‬
‫‪ - 1.3‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﳊﺮﻛﻴﺔ‪:‬‬
‫ﺃ(‪ -‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ‪ :‬ﺛﺒﺖ ﺍﳋﻠﻴﺔ )ﺥ‪ (1‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻻﻧﻄﻼﻕ ﻭ ﺍﳋﻠﻴﺔ )ﺥ‪ (2‬ﻋﻨﺪ ﻧﻘﻄﺔ ﺍﻟﻮﺻﻮﻝ ‪ ،‬ﻭ ﻣﻦ ﺃﺟﻞ ﻣﺴﺎﻓﺔ ‪ x‬ﺑﲔ‬
‫ﺍﳋﻠﻴﺘﲔ )ﺥ‪ (1‬ﻭ )ﺥ‪ (2‬ﻗﺲ ﺍﳌﺪﺓ ﺍﻟﺰﻣﻨﻴﺔ ‪ t‬ﺍﻟﻼﺯﻣﺔ ﻟﻘﻄﻌﻬﺎ‪.‬‬
‫‪ -‬ﻛﺮﺭ ﻧﻔﺲ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻦ ﺃﺟﻞ ﻣﺴﺎﻓﺎﺕ ﳐﺘﻠﻔﺔ ‪.‬‬
‫‪∆t = ............. ,‬‬ ‫‪ -‬ﺣﺪﺩ ﺍﻻﺭﺗﻴﺎﺏ ﺍﳌﻄﻠﻖ ‪∆x = ............. :‬‬
 ‫ﺏ(‪ -‬ﺍﻟﻘﻴﺎﺳﺎﺕ ‪ :‬ﺩﻭ‪‬ﻥ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﳉﺪﻭﻝ ﻭ ﺃﻛﻤﻠﻪ ‪:‬‬

‫)‪x (......‬‬
‫)‪t (......‬‬
‫)‪t 2 (......‬‬

‫ﺝ(‪ -‬ﺍﻟﺒﻴﺎﻥ ‪ :‬ﻣﺜﻞ ﺗﻐﲑﺍﺕ ‪ x‬ﺑﺪﻻﻟﺔ ‪. x = f (t 2 ) : t 2‬‬

‫‪A ib Kamel‬‬

‫ﺩ(‪ -‬ﺍﻻﺳﺘﻨﺘﺎﺝ‪:‬‬
‫‪ -‬ﺑﺎﻻﻋﺘﻤﺎﺩ ﻋﻠﻰ ﺍﻟﺒﻴﺎﻥ ﺍﺳﺘﻨﺘﺞ ﻃﺒﻴﻌﺔ ﺍﳊﺮﻛﺔ ‪.‬‬
‫‪.............................................................................................................................‬‬
‫‪ -‬ﺃﺣﺴﺐ ﺗﺴﺎﺭﻉ ﺍﳊﺮﻛﺔ ﻭ ﻋﺒ‪‬ﺮ ﻋﻨﻪ ﺑﺎﻻﺭﺗﻴﺎﺏ ﺍﳌﻄﻠﻖ ‪.‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
‫‪ - 2.3‬ﺍﻟﺪﺭﺍﺳﺔ ﺍﻟﺘﺤﺮﻳﻜﻴﺔ‪:‬‬
‫‪ -‬ﺃﺣﺴﺐ ﻗﻴﻤﺔ ﺗﺴﺎﺭﻉ ﺣﺮﻛﺔ ﺍﻟﻌﺮﺑﺔ ﰲ ﺣﺎﻟﺔ ﺇﳘﺎﻝ ﺍﻻﺣﺘﻜﺎﻛﺎﺕ ‪.‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
‫‪ -‬ﻗﺎﺭﻥ ﻫﺬﻩ ﺍﻟﻨﺘﻴﺠﺔ ﻣﻊ ﺍﻟﻨﺘﻴﺠﺔ ﺍﻟﺴﺎﺑﻘﺔ ﻭ ﺃﻋﻂ ﺍﺳﺘﻨﺘﺎﺟﻚ ‪.‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
 ‫‪ - 3.3‬ﺗﺎﺛﲑ ﺯﺍﻭﻳﺔ ﺍﳌﻴﻞ ‪ α‬ﻋﻠﻰ ﺗﺴﺎﺭﻉ ﺍﳊﺮﻛﺔ ‪:‬‬
‫ﺃ(‪ -‬ﻃﺮﻳﻘﺔ ﺍﻟﻌﻤﻞ‪:‬‬
‫‪ -‬ﻗﺲ ﺯﻣﻦ ﻗﻄﻊ ﺍﻟﻌﺮﺑﺔ ﻣﺴﺎﻓﺔ ‪ x = 1 m‬ﻋﻠﻰ ﺍﳌﺴﺘﻮﻱ ﺍﳌﺎﺋﻞ ﻣﻦ ﺃﺟﻞ ﺯﺍﻭﻳﺔ ﻣﻴﻞ ‪. α‬‬
‫‪ -‬ﻛﺮ‪‬ﺭ ﺍﻟﺘﺠﺮﺑﺔ ﻣﻦ ﺃﺟﻞ ﺯﺍﻭﻳﺔ ﻣﻴﻞ ﺃﺧﺮﻯ ) ‪. ( 5° ≤ α ≤ 15°‬‬
‫‪ -‬ﳌﺎﺫﺍ ﻫﺬﺍ ﺍﻻﻗﺘﺮﺍﺡ ‪‬ﺎﻝ ﺗﻐﻴﲑ ﺯﺍﻭﻳﺔ ﻣﻴﻞ ﺍﳌﺴﺘﻮﻱ ﺍﳌﺎﺋﻞ ؟‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
‫ﺏ(‪ -‬ﺍﻟﻘﻴﺎﺳﺎﺕ‪ :‬ﺩﻭ‪‬ﻥ ﻧﺘﺎﺋﺞ ﺍﻟﻘﻴﺎﺱ ﰲ ﺍﳉﺪﻭﻝ ﺍﻟﺘﺎﱄ ﻭ ﺃﻛﻤﻠﻪ ‪:‬‬

‫)‪α (.........‬‬
‫‪sin α‬‬
‫)‪t (......‬‬
‫)‪t 2 (......‬‬
‫)‪a (......‬‬

‫ﺟـ(‪ -‬ﺍﻟﺒﻴﺎﻥ‪:‬‬
‫‪ -‬ﺃﺭﺳﻢ ﺗﻐﲑﺍﺕ ﺗﺴﺎﺭﻉ ﺍﳊﺮﻛﺔ ﺑﺪﻻﻟﺔ ﺍﳌﻴﻞ ‪:‬‬
‫‪A ib Kamel‬‬

‫ﺩ(‪ -‬ﺍﻻﺳﺘﻨﺘﺎﺝ‪:‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
‫‪............................................................................................................................‬‬
 ‫** ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﺮﺑﻮﻳﺔ ‪** -8-‬‬
‫ﺍﻷﺳﺘــﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺍﳌﺴﺘـﻮﻯ ‪ :‬ﺍﻟﺴﻨﺔ ﺍﻟﺜﺎﻟﺜﺔ ﻋﻠﻮﻡ ﲡﺮﻳﺒﻴﺔ‬
‫ﻧﻮﻉ ﺍﻟﻨﺸﺎﻁ ‪ :‬ﺗﻘﻮﱘ ‪ +‬ﻋﻤﻞ ﳐﱪﻱ‬ ‫ﺍ‪‬ــﺎﻝ ‪ :‬ﺍﻟﺘﻄﻮﺭﺍﺕ ﺍﻟﺰﻣﻨﻴﺔ ﺍﻟﺮﺗﻴﺒﺔ‬
‫ﺍﳌﺪﺓ ﺍﻹﲨﺎﻟﻴﺔ ‪ 22 :‬ﺳﺎ‬ ‫ﺍﻟﻮﺣـﺪﺓ ‪ :‬ﺗﻄﻮﺭ ﲨﻠﺔ ﻣﻴﻜﺎﻧﻴﻜﻴﺔ‬
‫ﺍﳌـــﺪﺓ ‪ 2 + 1 + 1 :‬ﺳـﺎ‬ ‫ﺍﳌﻮﺿـﻮﻉ ‪ :‬ﺣﺪﻭﺩ ﻣﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ‬

‫* ﻳﻌﺮﻑ ﺣﺪﻭﺩ ﻣﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ‪.‬‬ ‫ﺍﻟﻜﻔﺎﺀﺍﺕ ﺍﳌﺴﺘﻬﺪﻓﺔ‬

‫** ﻣﻘﺎﺭﻧﺔ ﺣﺮﻛﺔ ﺍﻟﻜﻮﺍﻛﺐ ﺑﺎﳊﺮﻛﺔ ﰲ ﺍﻟﺬﺭﺍﺕ)ﻣﺴﺄﻟﺔ ﺍﻷﻃﻴﺎﻑ(‪...‬‬ ‫ﺍﻟﻨﺸﺎﻃﺎﺕ ﺍﳌﻘﺘﺮﺣﺔ‬

‫** ﺍﻟﻮﺛﻴﻘﺔ ﺍﳌﺮﻓﻘﺔ‬ ‫** ﺍﳌﻨﻬﺎﺝ‬ ‫** ﺍﻟﻜﺘﺎﺏ ﺍﳌﺪﺭﺳﻲ‬

‫ﺍﳌﺮﺍﺟﻊ‬
‫** ﻭﺛﺎﺋﻖ ﻣﻦ ﺷﺒﻜﺔ ﺍﻷﻧﺘﺮﻧﺎﺕ‬

‫** ﻗﺮﺹ ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ ‪ ** .‬ﺍﻟﺒﻄﺎﻗﺔ ﺍﻟﺘﻘﻨﻴﺔ ‪.‬‬ ‫ﺍﻷﺩﻭﺍﺕ ﺍﳌﺴﺘﻌﻤﻠﺔ‬

‫ﺍﳌﺪﺓ‬ ‫ﺍﶈﺘﻮﻯ ﻭ ﺍﳌﻔﺎﻫﻴﻢ ﻭ ﻣﺮﺍﺣﻞ ﺳﲑ ﺍﻟﺪﺭﺱ‬

‫** ﺗﻘﻮﱘ ﺍﻟﻮﺣﺪﺓ ‪:‬‬

‫‪ 30‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺜﺎﻟﺚ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬
‫‪ 40‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺮﺍﺑﻊ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬
‫‪ 40‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﳋﺎﻣﺲ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬
‫‪:‬‬ ‫‪ -5‬ﺣﺪﻭﺩ ﻣﻴﻜﺎﻧﻴﻚ ﻧﻴﻮﺗﻦ‬
‫‪ 45‬ﺩ‬ ‫** ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﺭﻱ ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻜﻮﻛﱯ ) ﺩﺭﺍﺳﺔ ﻭﺛﻴﻘﺔ (‬
‫‪ 35‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 41‬ﺹ ‪ ) : 291‬ﻙ ﻡ (‬
‫‪ 35‬ﺩ‬ ‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 42‬ﺹ ‪ ) : 291‬ﻙ ﻡ (‬

‫ﺍﻟﺘﻘﻮﱘ ‪:‬‬ ‫ﺍﳌﻼﺣﻈﺎﺕ ‪:‬‬

‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺜﺎﻟﺚ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬ ‫** ﺇﺳﺘﻐﻼﻝ ﻓﻼﺷﺎﺕ ) ﺣﻘﻴﺒﺔ ﺍﻷﺳﺘﺎﺫ(‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﻟﺮﺍﺑﻊ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬ ‫**‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ﺍﳋﺎﻣﺲ ‪ ) :‬ﻣﻦ ﺍﻟﺪﺭﺱ (‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 41‬ﺹ ‪ ) : 291‬ﻙ ﻡ (‬
‫** ﺍﻟﺘﻤﺮﻳﻦ ‪ 42‬ﺹ ‪ ) : 291‬ﻙ ﻡ (‬
 ‫ﺍﻷﺳﺘﺎﺫ ‪ :‬ﻋﺎﻳﺐ ﻛﻤﺎﻝ‬ ‫ﺛﺎﻧﻮﻳﺔ ﺳﻴﺪﻱ ﺳﻠﻴﻤﺎﻥ ‪ /‬ﺑﻮﺳﻌﺎﺩﺓ‬
‫ﺍﻟﺘﻠﻤﻴﺬ ‪....................... :‬‬ ‫ﺍﻟﻘﺴﻢ ‪................. :‬‬

‫** ﻣﻘﺎﺭﻧﺔ ﺍﻟﻨﻈﺎﻡ ﺍﻟﺬﺭﻱ ﻭﺍﻟﻨﻈﺎﻡ ﺍﻟﻜﻮﻛﱯ **‬

‫** ﻫﻞ ﻣﻦ ﺍﻟﺼﺤﺔ ﺗﻌﺮﻳﻒ ﺍﻟﺬﺭﺓ ﺑﺎﳌﻘﺎﺭﻧﺔ ﻣﻊ ﺍﻟﻨﻈﺎﻡ ﺍﻟﻜﻮﻛﱯ ﻋﻠﻰ ﺃﻧﻪ ﻧﺎﺗﺞ ﺍﻟﺘﻘﺎﻃﻊ ﺍﻹﻟﻜﺘﺮﻭﺳﺘﺎﰐ ﺑﲔ ﺍﻹﻟﻜﺘﺮﻭﻥ ﻭ ﺍﻟﻨﻮﺍﺓ ؟‬
‫‪ .1‬ﻧﻮﺩ ﺃﻥ ﻧﻨﺸﺄ ﻋﺒﺎﺭﺓ ﺍﻟﺴﺮﻋﺔ ‪ v‬ﻟﻘﻤﺮ ﺻﻨﺎﻋﻲ ﻛﺘﻠﺘﻪ ‪ m‬ﺑﺪﻻﻟﺔ ﺍﻟﻘﻄﺮ ‪ r‬ﳌﺪﺍﺭﻩ ‪ ، r = RT + h‬ﲝﻴﺚ ﺃﻥ ‪ h‬ﻫﻮ ﺍﺭﺗﻔﺎﻉ ﺍﻟﻘﻤﺮ‬
‫ﺍﻟﺼﻨﺎﻋﻲ ﻭ ‪ : RT‬ﻗﻄﺮ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ ‪ .‬ﻧﻜﺘﺐ ‪ M T‬ﻫﻲ ﻛﺘﻠﺔ ﺍﻟﻜﺮﺓ ﺍﻷﺭﺿﻴﺔ ‪.‬‬
‫‪ -‬ﺍﳌﺮﺟﻊ ﺍﻟﻐﺎﻟﻴﻠﻲ ﺍﳌﺨﺘﺎﺭ ﻫﻮ ﺍﳌﺮﺟﻊ ﺍﳋﺎﺹ ﲟﺮﻛﺰﻳﺔ ﺍﻷﺭﺽ ‪.‬‬
‫‪ -‬ﺗﺬﻛﺮ ﻋﺒﺎﺭﺓ ﻗﻮﺓ ﺟﺎﺫﺑﻴﺔ ﺍﻟﺜﻘﻞ ﺍﻟﱵ ﲤﺎﺭﺳﻬﺎ ﺍﻷﺭﺽ ﻋﻠﻰ ﻫﺬﺍ ﺍﻟﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪ -‬ﺍﺳﺘﻌﻤﻞ ﺍﻟﻘﺎﻧﻮﻥ ﺍﻟﺜﺎﱐ ﻟﻨﻴﻮﺗﻦ ﻟﺘﻌﺮﻳﻒ ﻋﺒﺎﺭﺓ ﺍﻟﺘﺴﺎﺭﻉ ﺍﳉﺎﺫﺏ ) ‪ (accélération centripète‬ﻟﻠﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪ -‬ﻧﺴﺘﻨﺘﺞ ﻋﺒﺎﺭﺓ ‪ v 2‬ﺑﺪﻻﻟﺔ ‪. r‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪GM T m‬‬
‫‪E pp = −‬‬ ‫‪ : G .2‬ﻫﻲ ﺛﺎﺑﺖ ﺍﳉﺎﺫﺑﻴﺔ ﺍﻟﻌﺎﻣﺔ‪ ،‬ﻧﺄﺧﺬ ﺍﻟﻄﺎﻗﺔ ﺍﻟﻜﺎﻣﻨﺔ ﻟﻠﺠﺎﺫﺑﻴﺔ ‪ E PP‬ﻟﻠﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ﺍﳌﺘﺪﺍﺧﻞ ﻣﻊ ﺍﻷﺭﺽ ﺑـ ‪:‬‬
‫‪r‬‬
‫ﺃ‪ .‬ﳌﺎﺫﺍ ‪ E PP‬ﻫﻨﺎ ﻻ ﺗﺴﺎﻭﻱ ‪ E PP = mgz‬ﻣﻊ ‪ z = r‬؟‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫ﺏ‪ .‬ﻋﲔ ﻋﺒﺎﺭﺓ ﺍﻟﻄﺎﻗﺔ ﺍﳌﻴﻜﺎﻧﻴﻜﻴﺔ ‪ E m‬ﻟﻠﻘﻤﺮ ﺍﻟﺼﻨﺎﻋﻲ ﺍﳌﺘﺪﺍﺧﻞ ﻣﻊ ﺍﻷﺭﺽ ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫ﺕ‪ E m .‬ﻫﻞ ﻫﻲ ﺩﺍﻟﺔ ﺗﺎﺑﻌﺔ ﻟـ ‪ r :‬؟‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
 ‫‪ .3‬ﺭﺃﻳﻨﺎ ﻣﻦ ﺧﻼﻝ ﺩﺭﺍﺳﺔ ﺍﻷﻗﻤﺎﺭ ﺍﻟﺼﻨﺎﻋﻴﺔ ﺑﺄﻧﻨﺎ ﻧﺴﺘﻄﻴﻊ ﺃﻥ ﳔﺘﺎﺭ ﻋﺸﻮﺍﺋﻴﺎ ﻗﻴﻤﺔ ‪ . r‬ﺣﺴﺐ ﺃﻱ ﺷﺮﻭﻁ ﺣﻮﻝ ﺷﻌﺎﻉ ﺍﻟﺴﺮﻋﺔ ؟‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫ﻣﺘﻮﺳﻂ ﻗﻄﺮ ﺍﳌﺪﺍﺭ ) ‪( Km‬‬ ‫ﺍﻻﺳﺘﻌﻤﺎﻝ‬ ‫ﺃﻗﻤﺎﺭ ﺍﻷﺭﺽ‬
‫‪3, 9 × 1 0 2‬‬ ‫ﳏﻄﺔ ﻣﺪﺍﺭﻳﺔ‬ ‫‪ISS‬‬

‫‪6, 0 × 10 2‬‬ ‫ﻣﺮﺍﻗﺒﺔ ﻓﻀﺎﺋﻴﺔ‬ ‫‪Hubble‬‬

‫‪8, 3 × 10 2‬‬ ‫ﻣﺮﺍﻗﺒﺔ ﺃﺭﺿﻴﺔ‬ ‫‪Sport 5‬‬

‫‪2, 0 × 104‬‬ ‫ﲢﺪﻳﺪ ﺍﳌﻮﺿﻊ‬ ‫‪GPS‬‬

‫‪3, 8 3 × 1 0 5‬‬ ‫‪-‬‬ ‫ﺍﻟﻘﻤﺮ‬

‫‪U‬‬ ‫‪Fe‬‬ ‫‪H‬‬ ‫ﺍﻟﻌﻨﺼﺮ‬

‫‪175‬‬ ‫‪140‬‬ ‫‪25‬‬ ‫ﺍﻟﻘﻄﺮ ﺍﻟﺬﺭﻱ ) ‪( pm‬‬

‫‪ .4‬ﺗﻘﻴﻴﻢ ﺗﺮﺗﻴﺐ ﺍﳌﻘﺎﺩﻳﺮ‪ ،‬ﺑﺎﳌﺘﺮ‪ ،‬ﻗﻄﺮ ﻛﻞ ﻣﻦ ﺍﳌﺪﺍﺭ ‪ ISS‬ﻭ ﻣﻦ ﺍﻟﻘﻤﺮ‪ .‬ﻫﻞ ﳘﺎ ﻗﺎﺑﻼ ﻟﻠﻤﻘﺎﺭﻧﺔ ؟‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬

‫‪ .5‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺬﺭﺍﺓ ﳌﺨﺘﻠﻒ ﺍﻟﻌﻨﺎﺻﺮ ﺍﻟﻜﻴﻤﻴﺎﺋﻴﺔ ‪.‬‬

 ‫ﺃ‪ .‬ﺃﺫﻛﺮ ﻣﻜﻮﻧﺎﺕ ﺫﺭﺓ ﺍﳍﻴﺪﺭﻭﺟﲔ ‪ ،‬ﺍﳊﺪﻳﺪ ﻭ ﺍﻟﻴﻮﺭﺍﻧﻴﻮﻡ ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫ﺏ‪ .‬ﺗﻘﻴﻴﻢ ﺗﺮﺗﻴﺐ ﺍﳌﻘﺎﺩﻳﺮ‪ ,‬ﺑﺎﳌﺘﺮ‪ ,‬ﻟﻜﻞ ﻣﻦ ﻫﺬﻩ ﺍﻟﺬﺭﺍﺕ ‪ - .‬ﻫﻞ ﳘﺎ ﻗﺎﺑﻼ ﻟﻠﻤﻘﺎﺭﻧﺔ ؟‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪ .6‬ﻣﻘﺎﺭﻧﺔ ﺍﻟﺬﺭﺍﺓ ﻟﻨﻔﺲ ﺍﻟﻨﻈﲑ ‪.‬‬
‫ﺃ‪ .‬ﻓﺴﺮ ﰲ ﺑﻀﻌﺔ ﺃﺳﻄﺮ ﳌﺎﺫﺍ ﻧﻼﺣﻆ ﺑﺄﻥ ﺍﻟﺬﺭﺍﺕ ﻟﻨﻔﺲ ﺍﻟﻨﻈﲑ ﳍﺎ ﻧﻔﺲ ﺍﻟﻘﻄﺮ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫ﺏ‪ .‬ﻫﻞ ﺍﳌﻘﺎﺭﻧﺔ ﺑﲔ ﺍﻟﻨﻈﺎﻡ ﺃﺭﺽ‪ -‬ﻗﻤﺮ ﺻﻨﺎﻋﻲ ﻭ ﻧﻮﺍﺓ ‪ -‬ﺇﻟﻜﺘﺮﻭﻥ ﻣﻨﻄﻘﻴﺔ ) ‪ ( légitime‬؟ ﺍﺳﺘﻨﺘﺞ‪.‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬
‫‪..............................................................................................................................‬‬